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5585

LESSONS IN READING AND ELOCUTION.

No. IX.

ANALYSIS OF THE VOICE.

VL-APPROPRIATE PAUSES.

glitters for a moment: cheerfulness || keeps up a kind of daylight in the mind."

"Some place the bliss in action, some || in ease
Those call it pleasure, and contentment || these."

The habitual tendency of young readers being to hurry, in reading, their pauses are liable to become too short for distinctIn most of the above The grammatical punctuation of sentences, by which they ness, or to be entirely omitted. are divided into clauses by commas, although sufficiently dis- examples, the precision, beauty, and force of the sentiment, tinct for the purpose of separating the syntactical portions of depend much on the careful observance of the rhetorical the structure, are not adequate to the object of marking all pauses. The student may obtain an idea of their effect, by the audible pauses, which sense and feeling require, in read-reading each sentence first, without the rhetorical pauses,ing aloud. Hence we find, that intelligible and impressive secondly, with the pausing as marked. reading depends on introducing many short pauses, not indicated by commas or other points, but essential to the meaning of phrases and sentences. These shorter pauses are, for distinction sake, termed 'rhetorical.'

Powerful emotion not unfrequently suggests another species of pause, adapted to the utterance of deep feeling. This pause sometimes takes place where there is no grammatical point used, and sometimes is added to give length to a grammatical pause. This pause may be termed the 'oratorical,' or the pause of' effect.'

The length of the rhetorical pause depends on the length of the clause, or the significance of the word which follows it. The full rhetorical pause' is marked thus, the half-rhetorical pause,' thus, and the short rhetorical pause,' thus!.

Rules for Rhetorical' Pauses.

The 'rhetorical' pause takes place, as follows:

Rule on the Oratorical' Pausc.

The 'oratorical' pause is introduced into those passages which express the deepest and most solemn emotions, such as naturally arrest and overpower, rather than inspire utterance. Examples. "The sentence was-DEATH!” There is one sure refuge for the oppressed, one sure resting-place for the weary,-THE GRAVE.'

"

It was the design of Providence, that the infant mind | should possess the gem of every science. If it were not so, The care of God || the sciences could hardly be learnt. provides for the flower of the field | a place wherein it may grow, regale the sense with its fragrance, and delight the soul with its beauty. Is his providence less active | over those, to whom this flower offers its incense?-No. The soil I which produces the vine | in its most healthy luxuriance, is not better adapted to that end, than the world we inhabit, to

RULE I. Before a vcrb when the nominative is long, or when draw forth the latent energies of the soul, and fill them with it is emphatic.

Ex. "Life is short, and art || is long."

RULE II. Before and after an intervening phrase.

Ex. "Talents without application || are no security for progress in learning.

RULE III. Wherever transposition of phrases may take place. Ex. "Through dangers the most appalling he advanced with heroic intrepidity."

RULE IV. Before an adjective following its noun.

Ex. "Hers was a soul || replete with every noble quality.” RULE V. Before relative pronouns, prepositions, conjunctions, or adverbs used conjunctively, when followed by a clause depending on them.-E. "A physician was called in | who prescribed appropriate remedies." "The traveller began his journey in the highest spirits || and with the most delightful anticipations.'

RULE VI. Where ellipsis, or omission of words, takes place. Ex. "To your elders manifest becoming deference, to your companions | frankness, to your juniors || condescen

sion.

life and vigour. As well might the eye | see without light, or the ear hear without sound, as the human mind be healthy and athletic | without descending into the natural world, and breathing the mountain air.

Is there aught in Eloquence | which warms the heart? She draws her fire from natural imagery. Is there aught in Poetry to enliven the imagination? There is the secret! of all her power. Is there aught in Science | to add strength and dignity to the human mind? The natural world is only the body, of which she is the soul. In books, Science is presented to the eye of the pupil, as it were, in a dried and preserved state. The time may come, when the instructor will take him by the hand, and lead him by the running streams, and teach him all the principles of Science, as she comes from her Maker; as he would smell the fragrance of the rose, without gathering it.

This love of nature; this adaptation of man to the place assigned him by his heavenly Father; this fulness of the mind as it descends into the works of God,-is something, which has been felt by every one,-though to an imperfect degree, and therefore needs no explanation. It is the part of science, that this be no longer a blind affection; but that the mind be opened | to a just perception of what it is, which it loves. The affection, which the lover first feels! for his future wife, may be attended only by a general sense I of her external beauty; but his mind gradually opens to a perception of the peculiar features of the soul, of which the external appearance is only an image. So it is with nature. Do we love to gaze on the sun, the moon, the stars, and the planets? This affection | contains in its bosom | the whole science of astronomy, as the seed' contains the future tree. It is the office of the instructor to give it an existence and a name, by making known the laws, which govern the motions of the heavenly bodies, the relation of these bodies to each other, and their uses.

Have we felt delight in beholding the animal creation,-in watching their pastimes and their labours? It is the office of the instructor to give birth to this affection, by describing the different classes of animals, with their peculiar characteristics, which inhabit the earth, the air, and the sea. Have we known the inexpressible pleasure of beholding the beauties of the vegetable world? This affection | can only expand in the science of botany. Thus it is, that the love of nature' in the mass may become the love of all the sciences, and the mind will grow and bring forth fruit || from its own inherent power of development.

VII-RIGHT EMPHASIS. Emphasis distinguishes the most significant or expressive 9. words of a sentence.

It properly includes several functions of voice, in addition to the element of force. An emphatic word is not unfrequently distinguished by the peculiar time,' 'pitch,' 'stress,' and 'inflection' of its accented sound. But all these properties are partially merged, to the ear, in the great comparative force of the sound. Hence it is customary to regard emphasis as merely special force. This view of the subject would not be practically incorrect, if it were understood as conveying the idea of a special force superadded to all the other characteristics of tone and emotion, in the word to which it applies.

Emphasis is either 'absolute' or 'relative.' The former occurs in the utterance of a single thought or feeling, of great energy; the latter, in the correspondence or contrast of two or more ideas.

'Absolute' emphasis is either 'impassioned' or 'distinctive.' The former expresses strong emotion.-Example. "False wizard, AVAUNT !"'*—The latter designates objects to the attention, or distinguishes them to the understanding.-Ex. "The fall of man is the main subject of Milton's great poem." 'Relative' emphasis occurs in words which express comparison, correspondence, or contrast.-Example. "Cowards die many times; the brave but once."

Rules on Emphasis.

RULE I. Exclamations and interjections usually require 'empassioned' emphasis, or the strongest force of utterance. Examples. "Woe! to the traitor, WOE!"-" UP! comrades UP!"" AWAKE! ARISE! or be for EVER FALLEN!" "Ye icefalls!

Motionless torrents! silent cataracts!

Who made you glorious as the gates of heaven,
Beneath the keen full moon?-

GOD! GOD! the torrents, like a shout of nations,
Utter: the ice-plain bursts, and answers, GOD!
The silent snow mass, loosening, thunders, GOD!"
RULE II. Every new incident in a narration, every new object
in a description, and every new subject in a didactic passage,
requires distinctive' emphasis, or a force of utterance suffi-
cient to render it striking or prominent.

·

Examples. "Their frail bark was, in a moment, overset, and a watery grave seemed to be the inevitable doom of the whole party.""The eye rested with delight on the long, low range of beautifully tinted clouds, which skirted the horizon." "The power of faith was the subject of the preacher's discourse.'

RULE III. All correspondent, and all antithetic, or contrasted words, require a force sufficient to distinguish them from all the other words in a sentence, and to make them stand out prominently. When the comparison or contrast is of equal force, in its constituent parts, the emphasis is exactly balanced, in the words to which it is applied: when one of the objects compared or contrasted is meant to preponderate over the other, the emphasis is stronger on the word by which the preponderance is expressed.

"

Examples. "The gospel is preached equally to the rich and to the poor." "Custom is the plague of wise men, and the idol of fools."-"The man is more KNAVE than fool."

Exercises in Relative' Emphasis.

"VIRTUE is better than riches."

1.

3.

4.

5.

6.

7.

8.

Study not so much to show knowledge, as to acquire it." They went out from us, but they were not of us." "He that cannot bear a jest, should not make one." "It is not so easy to hide one's faults, as to mend them." "I that denied thee gold, will give my heart." "You have done that you should be sorry for." "Why beholdest thou the mote that is in thy brother's

Three degrees of emphasis are usually thus denoted in type: the first, by Italic letters; the second, by small capitals; and the third, by large capitale. Thus," You shall DIE, BASE DOG! and that before you cloud has passed over the sun!"-Sometimes a fourth, by Italic capitals, thus, "NEVER, NEVER, NEVER!"

10.

eye, but considerest not the beam || that is in thine own eye:"

"As it is the part of justice || never to do violence. so it is the part of modesty || never to commit offence."

"A friend | cannot be known || in prosperity, and an enemy I cannot be hidden || in adversity."

NOTE. Emphatic clauses (those in which every word is emphatic) are sometimes pronounced on a lower, sometimes on a higher key, but always with an intense force.

He

The true Christian must show that he is in earnest about religion. In the management of his worldly affairs, he must let it clearly be seen, that he is not influenced by a worldly mind; that his heart is not upon earth; that he pursues his worldly calling from a principle of DUTY, not from a sordid love of gain; and that, in truth, his treasures are in HEAVEN. must, therefore, not only "provide things honest in the sight of all men;" not only avoid every thing which is fraudulent and unjust in his dealings with others; not only openly protest against those iniquitous practices which the custom of trade too his moderation be known unto all men.' frequently countenances and approves ;-but, also, he must "let He must not push his gains with seeming eagerness, even to the utmost LAWFUL extent. He must exercise forbearance. He must be content with moderate profits. He must sometimes even forego advantages, which, in themselves, he might innocently take, lest he should seem to give any ground for suspecting that his heart is secretly set upon these things.

Thus, also, with respect to worldly pleasures; he must endeavour to convince men that the pleasures which RELIGION furnishes, are far greater than those which the world can yield. While, therefore, he conscientiously keeps from joining in those trifling, and, too often, profane amusements, in which ungodly men profess to seek their happiness, he must yet labour to show, that, in keeping from those things, he is, in respect to real happiness, no loser, but even a GAINER by religion, He must avoid every thing which may look like moroseness and gloom. He must cultivate a cheerfulness of spirit. He must endeavour to show, in his whole deportment, the contentment and tranquillity which naturally flow from heavenly affections, from a mind at peace with GOD, and from a hope full of IMMOR

TALITY.

The spirit which Christianity enjoins and produces, is so widely different from the spirit of the world, and so immensely superior to it, that, as it cannot fail of being noticed, so it cannot fail of being admired, even by those who are strangers to its power. Do you ask in what particulars this spirit shows itself? I answer, in the exercises of humility, of meekness, of gentleness; in a patient bearing of injuries; in a readiness to forgive offences; in a uniform endeavour to overcome evil with good; in self denial and disinterestedness; in universal kindness and courtesy; in slowness to wrath; in an unwillingness to hear or to speak evil of others; in a forwardness to defend, to advise, and to assist them; in loving our enemies; in blessing them that curse us; in doing good to them that hate us. These are genuine fruits of true Christianity.

The Christian must "let his light shine before men," by discharging in a faithful, a diligent, and a consistent manner, the personal and particular duties of his station.

As a member of society, he must be distinguished by a blame- elle; alors elle recueillit ce qui lui restait de forces et less and an inoffensive conduct; by a simplicity and an ingenuous-voulut s'enfuir.5 Mais, hélas! comment une enfant si faible, ness of character, free from every degree of guile; by uprightness et dont tous les membres sont presque engourdis, pourra -tand fidelity in all his engagements. elle échappper à ce danger? Déjà l'our est sur le point de l'atteindre, Fodora pousse un cri, appelant au secours, Par une faveur inespérée de la providence, au moment où la bête féroce se précipite sur elle, un coup de feu' part, et l'ours tombe. Bientôt un étranger arrive à la place où Fodora s'était arrêtée, à peine revenue de son effroi. Il regarde avec bonté et d'un œil de compassion cette enfants dont le ciel venait de lui confier le salut.

NOTES AND REFERENCES.-a. parvint, reached; from parvenir; | if necessary, keep a good dictionary beside you, and when you are L. part ii., p. 98.-b. de sorte que, so that.- -c. from recueillir; at a loss, look for the required word in the dictionary, and there L. part ii, p. 102.-d. ce qui lui restait de forces, her remaining strength. -e. from pouvoir; L. part ii., p. 100.--f. coup de feu, shot. g. L. S. 25, R. 2.-h. L. S. 81, R. 1.-i. L. S. 43, R. 6. -j. from accueillir; L. part ii., p. 76.-k. from apprendre; L. part ii., p. 78.-1. from mettre; L. part ii., p. 96.-m. L. S. 84, R. 5.

CORRESPONDENCE.

HINTS ON SELF-EDUCATION.
ADDRESSED CHIEFLY TO THE YOUNG.

you will see the true order of spelling. After a little practice in forming the letters into words, proceed to put the words into a at a time) from a book; and never forget to make use of good sentence; this is best done by copying some short sentences (one authors for imitation in this respect.

You may next write whole sentences, following each other so as to form a subject. Learn a verse of the Scriptures, or a passage from some author of good erudition and well-meaning principles, and having committed it to memory so as to retain an idea of the true drift and real meaning thereof, close the book, and write the sentence, verse, or passage entirely from recollection; having done so, open the book, and if on comparison you find your copy doth not in word and sense agree therewith, I would advise you to correct it, by making proper alterations on what you have wrongly written; nevertheless, though one word or more may be different WHEREAS I find that a former paper, the production of my pen, from the original, if the meaning be not materially affected, and it on "Self-Education briefly considered," inserted in the P. E., be written so that the real sense of both is the same, it need not be volume iii., page 59, was well pleasing to some of its readers, altered. By proceeding in this manner, you will acquire a capacity and I hope conveyed a lesson of encouragement to others, for useful thinking; and you will be able to form a composition I hereby aim at another endeavour to advise those who, in their for yourself, by drawing conclusions from your own stock of desire to obtain knowledge, may be left comparatively to them- mental ideas. selves, and who perhaps have not the leisure, the opportunity, or To understand the method of casting accounts, or, as we may the fortitude to apply at any time to a tutor. Besides, my advice say, making calculations in the science of numbers, called arith may meet the eye of such as prefer a course of instruction by them-metic or cyphering, get a book on arithmetic, and therein you will selves, and it may encourage them to make progressive advances find rules for casting up sums and working the diverse rules of both in literature and science. arithmetic, together with useful directions for performing the said operations, and necessary tables for assistance; but arithmetic, as well as many other valuable departments of knowledge, is most fully explained in Cassell's P. E.

My ardent wish is to convince my young friends, as well as my more adult fellow-students, that the alphabet once learned, or at most with a few short words besides the letters, a person is in a fair way of attaining self-education. To the truth of this I am able to testify, as it was the case with myself; and that, too, under a grievous weight of affliction and consequent discouragement, being at the age of six years so debilitated in my limbs, the weakness extending from the spine downwards, that I have never since walked or even stood on my feet; and of course I am quite unable to earn a livelihood; but the main incentive to my studies was an ardent thirst for knowledge and innate desire for usefulness. Being thus circumstanced, dwelling in a lone habitation, and being deprived of those opportunities possessed by others of seeing the world, I was for some few years not conscious of the existence of any publications, except such books as from time to time I found to be in the rooms of my residence; consequently, I was quite a stranger to orthography. Accordingly, I learned to commit the words I read to memory, without knowing the true pronunciation of many of them; but afterwards, alighting on some spellingbooks, wherein I observed the rules of accentuation explained and the exercises marked, I got over my first difficulty, and soon unlearned the sounds which I had already so imperfectly acquired. Now, I would advise any one who may be destitute of a teacher to take the like course of self-instruction, without being discouraged by the want of a teacher, or intimidated by difficulties, for they are not insurmountable; and if a difficulty occurs which he finds too perplexing for the mental efforts of self-cultivation, recourse should be had in that case to some educated person of good judgment and sound understanding, who (whether it relate to reading, writing, or the sciences) may be able to point out the true method, and thus remove, or at least, by verbal explanation, lessen the difficulty. After a long period, I perused Johnson's Dictionary (small edition), and for a short time only; and in subsequent years, by the loan of the works of various lexicographers, and other kinds of literary and scientific works, I obtained a greater insight into language, and some skill in the pronunciation, the accentuation, and the meaning of words.

Thus may you, my young thinkers, lay the foundation, and thercon build the superstructure of your own accomplishments; remembering, as I said before, that so to do you need to have learned only the alphabet, or at any rate a few little words, which will enable you to make self-progress.

Begin writing by first learning to form all the letters of the alphabet, copying the characters from well-shaped letters fairly written, and if your model be the production of a masterly hand, it will greatly facilitate your attainments in the first use of the pen. Observe that at first you need a copy of the letters only, and this may be had from well-printed letters in the written character.* While writing, endeavour to impress on your mind the image of a good letter, and you will soon be enabled to make a good imitation of the same; it is necessary, however, to hold your pen in the right position, and to keep it firm in the fingers.

When you can well form the characters, you will find it quite easy to join several letters together to form a word. Be sure also to spell every word right; and in order to assist your spelling,

Sce Vol. ii. P.E.

The first four rules of arithmetic are addition, subtraction, multiplication, and division, called the four fundamental rules; these must be first mastered, for by them all the other rules are performed. It is best to get the tables by heart, that while doing a sum, any required part of the necessary table may occur to the retentive memory.

You may succeed in the study of any foreign language without a master, if you first make yourself well acquainted with your native tongue, as explained in books of English grammar and of English literature. You may likewise make self-progress in geometry, navigation, and other useful accomplishments, by obtaining the proper books written on these subjects, and, by attentive perusal, making yourself master of their contents a little at a time; and above all, do not attempt to acquire too many kinds of information at one and the same period of life. In every difficulty do not lose sight of my now repeated recommendation, to solicit the kind assistance of some well-meaning, candid proficient in scholarship. Do not relax from your studies; let your application to the attainment of knowledge be earnest, diligent, persevering, and constant, and you will be sure to improve and succeed in your learning. Children stand most in need of a teacher; their mental capacities have (so to speak) only begun to develop themselves; thus some verbal director is the more required for them, in order to teach the young idea how to shoot. I have known some people strangely blame young boys for not making quicker progress; yet those same persons will tell me that they themselves have no time for application to lessons of instruction; but many hours which are sometimes extravagantly wasted, would go a very considerable way towards their own improvement, and their usefulness in forming the minds of their children.

My young friends, I anxiously advise you to guard against dissipation, drunkenness, and riot. By living soberly and temperately your minds will retain a greater clearness of ideas, and will be better adapted for engaging in mental exercises. Let it be your aim to steer through the voyage of life by the rules of the Sacred Scriptures, and in conclusion I bid you God speed. West Road, near Bridport, HENRY HALLETT.

April 5th, 1854.

ECLECTIC INSTITUTE, 132, BROAD STREET. number of my friends to do the same; the result has been the SIR,-I have read your POPULAR EDUCATOR, and induced a formation of classes for the study of Music, French, Mathematics, &c. We have also lectures, discussions, &c., and a library. If you think well of this, and refer your readers in town to our Institute, we shall be glad to see them; and I doubt not they will derive from association advantages the same as, or similar to, those which we have ourselves obtained. Many young men cannot study conveniently at home, and some cannot afford to you will notice this in your EDUCATOR, you will oblige yours pay the expense of teachers; to such we give our invitation. If faithfully in the cause of enlightenment,

CHARLES C. CATTELL, Secretary.