*% .pas r % * Copy 1 PROGRESSIVE EXERCISES \ R H-fTT' 6»R kAL READING PARTICULARLY DESIGNED TO FAMILIARIZE THE YOUNGER CLASSES OF READERS WITH THE PAUSES AND OTHER MARKS IN GENERAL USE ; AND TO INTRODUCE THEM TO THE PRACTICE OF MODULATION AND INFLECTION OF THE VOICE. BY R, G.PARKER, A. M. PRINCIPAL OF THE FRANKLIN GRAMMAR SCHOOL, BOSTON : AUTHOR OF "PROGRESSIVE EXERCISES IN ENGLISH COMPOSITION." "PROGRESSIVE EXERCISES IN ENGLISH GRAMMAR," &C. Natura Duce.' BOSTON : PUBLISHED BY CROCKER & BREWSTER 47, Washington Street. NEW-YORK :— LEAVITT, LORD & CO. 182, Broadway. 1S36. J -s/-/* \ \ \ -*Hf~ ■$** <&*frt^ltLM UNITED STATES OF AMERICA. 4ty r- PROGRESSIVE EXERCISES RHETORICAL READING. PARTICULARLY DESIGNED TO FAMILIARIZE THE YOUNGER CLASSES OF READERS WITH THE PAUSES AND OTHER MARKS IN GENERAL USE AND TO INTRODUCE THEM TO THE PRACTICE OF MODULATION AND INFLECTION OF THE VOICE. BY R^ Gf PARKER, A. M. PRINCIPAL OF THE FRANKLIN GRAMMAR SCHOOL, BOSTON: AUTHOR OF " PROGRESSIVE EXERCISES IN ENGLISH COMPOSITION.' 7 "PROGRESSIVE EXERCISES IN ENGLISH GRAMMAR:" &C. BOSTON: PUBLISHED BY CROCKER AND BREWSTER ; 47, Washington Street : NEW-YORK:— LEAVITT, LORD, & CO. 182, Broadway. 1835. Entered according to Act of Congress, in the year 1835, BY R. G. PARKER, In the Clerk's Office of the District Court of Massachusetts, ^4/7 PREFACE i The principal difficulty in teaching the art of Reading", lies in conveying to the pupil a clear idea of tone, modu- lation, and inflection of the voice. If the teacher can induce the pupil to inflect his voice at all, he will find little difficulty in teaching him to modulate it rightly. Nature directs every one in this, in common conversation, with unerring precision. It is only therefore by "holding the mirror up to nature" that the teacher can expect to see her as she is. Few teachers have not noticed the animation and correctness with which even young chil- dren will modulate the colloquial parts of their story books. But the same children almost invariably fall into a lifeless, monotonous manner, when performing their portioned tasks in their reading-books at school. This arises from no want of excellent selections for exercises in Reading. But a wide distinction is to be drawn between a lesson and an exercise. We have many selections and compilations, abounding in all the beauties of taste, learn- ing and judgment ; which may, with great advantage, be put into the hands of the pupil, after he has been taught the art of reading ; but I have met with none, designed for the younger classes of learners, which have combined instruction with practice. It has been thought that di- rections for the management of the voice in reading, would be lost upon young learners, and that they are suit- able for those only, whose riper powers and more matured intellect better fit them for their reception. But it seems to have been forgotten, how easily children are taught to imitate. If, in connection with some colloquial sentence, another of less obvious import is given, requiring the same modulations and inflections of the voice, the child naturally catches the true manner of modulating the latter from the former. It is upon this principle of imitation and analogy IV PREFACE. combined, that the lessons in this volume are based. The author has been convinced, by experience, in the institu- tion under his charge, that the principle is a good one ; and experience, he thinks, does not often deceive. Whether the details of the plan are judiciously executed, is for others to decide. Such being the plan of the work, the author has thought it inexpedient to encumber its pages with rules, defini- tions, or explanatory details ; — because it has been fully proved that how simple soever a rule may be, the pupil will not readily apply it, unless particularly directed by the teacher ; and if nature and analogy will direct him to a correct and rhetorical modulation, rules and definitions become superfluous. A great deficiency in all our reading-books remains to be supplied. The Spelling-book and the Grammar, fur- nish copious definitions of the pauses and other marks used in written language. But there is no elementary work, designed for common schools, which furnishes par- ticular exercises for the management of those important marks. The author has endeavored, in the first part of this volume, to supply this remarkable defect; and he be- lieves, that, how much soever others may differ from him in the analogies which he has traced, in the subsequent lessons, between " the models" and the exercises under the models, he is justly entitled to the credit of having origin- ated the two important principles above mentioned, upon which the plan of the work has been based ; and he is encouraged, not only by experience, but by the confident opinion of many judicious friends to whom the plan has been unfolded, to believe that this little volume, assisted by the familiar explanations of the teacher, will serve as a better introduction to the Art of Reading, than a more la- bored treatise formed on rhetorical rule. A lesson is first devoted to each of the respective pauses and other marks, and the pupil is then led by progressive steps, in the sub- sequent lessons, from the simplest sentences, requiring little attention to pause, emphasis, or inflection of the voice, to those which involve the highest exertions of taste- and intellect. Orange Street, January 1835. PROGRESSIVE EXERCISES RHETORICAL READING LESSON I. THE PERIOD. 1. The Period is a round dot or mark like this • 2. The Period is generally placed after the last word in a sentence. 3. When you come to a Period you must stop, as if you had nothing more to read. 4. You must pronounce the word which is immediately before a period, with the falling inflection of the voice. 5. But you do not know what I mean by the falling in- flection of the voice. 6. I am now going to tell you. 7. Listen attentively to what I am going to say. 8. Charles has bought a new hat. 9. That sentence was read with the falling inflection of the voice. 10. I am going to tell you in the next lesson what I mean by the rising inflection of the voice. 11. Look in the next lesson and find the eighth sen- tence which you have just read. 12. Tell me whether you would read it in the same manner in the second lesson. *1 PROGRESSIVE EXERCISES IN LESSON II. THE INTERROGATION POINT, OR QUESTION. The Interrogation Point, or Question, is a mark like this 1 The Interrogation Point, or Question, shows that a question is asked ; and is generally read with the rising inflection of the voice. Examples. 13. Has Charles bought a new hat 1 14. Did you say that Charles has bought a new hat ? 15. Did you read the thirteenth sentence in the same manner that you read the eighth 1 16. Do you now know what I mean by the rising inflec- tion of the voice 1 17. Do you know now how to read a sentence with the falling inflection of the voice ? 18. Shall I tell you again ? Will you listen atten- tively ? 19. Are the little marks after the sentences in the first lesson, like those at the end of the sentences in this les- son ? 20. Do you know that you have read all the sentences in this lesson with the rising inflection of the voice 1 21. Will you look at the following sentences, and read those which are matked D, with the falling inflection of the voice ; and those which are marked Q,, with the rising inflection of the voice 1 22. D. John has arrived. 23. Q,. Has John arrived ? 24. D. My father is very well. 25. Q,. Is your mother well 1 26. D. Mary has lost her book. 27. Q,. Has Caroline found her work-box ? 28. D. Those who have not read these sentences well must read them over again. 29. Q. May those who have read them well proceed to the next lesson ? 30. D. As soon as they understand what they have read, I shall give them a new lesson. RHETORICAL READING. / 31. Q,. Will they all be as easy as this ? 32. D. That will depend upon yourself more than on me. 33. Q-. Does the D in the above sentences stand for a declaration ? 34. D. Yes ; and the Q, stands for a question. LESSON III. Sometimes the sentence which ends with an interrogation point, is read with the falling inflection of the voice. Examples. 35. What o'clock is it? 36. How do you do to-day ? 37 What have you got in your hand? 38. Where have you been? 39. When did your father return home ? 40. How did you hear that story? 41. How much did he give for his book ? 42. Whose hat is that in the entry ? 43. What did you see in the street? 44. How high is the steeple of St. Paul's Church ? 45. Where does that man live ? 46. Which of those books do you prefer ? 47. W T ho is that at the other end of the room ? 48. Whither is that bird flying? 49. Why did you leave your place just now ? 50. Wherefore do you not try to read correctly? LESSON IV. Sometimes the first part of a sentence ending with an interrogation point, must be read with the rising inflection of the voice, and the last part with the falling inflection. Examples. 51. Shall I give you a peach, or an apple ? 52. Would you rather have a kite, or a foot-ball ? 8 PROGRESSIVE EXERCISES IN 53. Is that John, or Charles ? 54. Are you going home, or into the school-house ? 55. Will you go now, or will you stay a little longer? 56. Is that a Grammar, or a Geography ? 57. Do you expect to ride, or to walk ? 58. Does your father intend to build his new house in the city, or in the country ? 59. Shall we now attend to our reading lessons, or to our lessons in spelling ? 60. Did you go to church on the last Sabbath, or did you stay at home ? LESSON V. Sometimes the first part of a sentence ending with a note of interrogation, must be read with the falling inflec- tion of the voice, and the latter part with the rising inflec- tion. Examples. 61. Where have you been to-day ? At home ? 62. Whose books are those on the floor ? Do they be- long to John ? 63. Whither shall I go ? Shall I return home ? 64. What is that on the top of the house? Is it a bird? 65. What are you doing with your book ? Are you tearing out the leaves ? 66. Whom shall I send ? Will John go willingly ? 67. When shall I bring you those books ? Would you like to have them to-day? 68. Who told you to return ? Did your father ? 69. How much did you pay for that book? More than three shillings ? 70. How old shall you be on your next birth-day? Eleven ? 71. Why did you not arrive sooner ? Were you ne- cessarily detained ? 72. How often shall my brother sin against me, and I forgive him? Till seven times ? 73. But what excuse can the Englishman plead ? The custom of duelling? 74. What concern they ? The general cause ? 75. How many lessons are there in this book? Are there more than twenty-five ? RHETORICAL READING. LESSON VI. In this lesson some of the sentences are questions requir~ ing the rising, and some the falling inflection of the voice, A few sentences also ending ivith a period are inserted, No directions are given to the pupil with regard to the manner of reading them, it being desirable that his own understanding, under the guidance of nature alone, should direct him. But it may be observed that questions that can be answered by yes, or no, generally require the rising inflection of the voice ; and that questions that cannot be answered by yes, or no, generally require the falling in- flection. Examples. 76. John, where have you been this morning 1 77. Have you seen my father to-day ? 78. That is a beautiful top. 79. Where did you get it? 80. I bought it at the toy-shop. 81. What did you give for it? 82. I gave a shilling for jt. 83. What excuse have you for coming late this morn- ing ? Did you not know that it is past the school hour? 84. If you are so inattentive to your lessons, do you think that you shall make much improvement? 85. Will you go, or stay? Will you ride or walk? 86. Will you go to-day, or to-morrow ? 87. Did he resemble his father, or his mother ? 88. Js this book yours, or mine ? 89. Do you hold the watch to-night ? We do, Sir. 90. Did you say that he was armed? He was armed. 91. Did you not speak to it ? I did. 92. Art thou he that should come, or must we expect another person? 93. Why are you so silent? Have you nothing to say ? 94. Who hath believed our report? To whom hath |he arm of the Lord been revealed ? 10 PROGRESSIVE EXERCISES IW LESSON VII. THE EXCLAMATION POINT. The Exclamation Point is a mark like this I The Exclamation Point is placed at the end of senten- ces which express surprise, astonishment, wonder, or ad- miration, and other strong feelings, and such sentences are generally read with the falling inflection of the voice. Examples. 95. How cold it is to-day ! 96. What a beautiful top that is ! 97. How mysterious are the ways of Providence f 98. How noisy those boys are in the street ! 99. What a simple fellow he is to spend his money so uselessly ! 100. Poor fellow, he does not know what to do with himself ! 101. What a fine morning it is ! How brightly the sun shines ! How verdant is the landscape ! How sweetly the birds sing S 102. Look here ! See what a handsome doll my moth- er has just given me ! 103. Good Heaven ! What an eventful life was hers \ 104. Good friends ! Sweet friends ! Let me not stir you up to such a sudden flood of mutiny ! 105. Oh what a fall was there my countrymen ! 106. Oh disgrace upon manhood ! It is strange f It is dreadful ! 107. Alas, poor country, almost afraid to know itself! 108. Oh glory ! glory ! mighty one on earth ! How justly imaged in this waterfall ! 109. Tremendous torrent ! for an instant hush the ter- rors of thy voice ! 110. Ah, terribly the hoarse and rapid whirlpools rage there ! 111. Oh! deep enchanting prelude to repose The dawn of bliss, the twilight of our woes L 112. Daughter of Faith, awake!: arise I illume the dread unknown, the chaos of the tomb t RHETORICAL READING. 11 113. It is a dread and awful thing to die ! 114. Lovely art thou, oh Peace! and lovely are thy children, and lovely are the prints of thy footsteps in the green valleys ! 115. Why, here comes my father! How quickly he has returned ! Oh how glad I am to see him ! LESSON VIII. THE PERIOD, INTERROGATION, AND EXCLAMATION UNITED. The pupil was taught in the first lesson (See No. 3,) that when he comes to a period he must stop as if he had nothing more to read. He is now informed in this lesson how long to stop. The general rule is, to stop until he has had time enough to count four. At the end of a para- graph, whether the period or some other mark be used, the reader should make a longer stop than at an ordinary sen- tence. The Interrogation and Exclamation are generally pauses of the same length with the Period. Examples. 116. George is a good boy. He gets his lesson well. He is attentive to the instructions of his teacher. He is orderly and quiet at home. 117. A good scholar is known by his obedience to the rules of the school. He obeys the directions of his teach- er. His attendance at the proper time of school is always punctual. He is remarkable for his diligence and atten- tion. He reads no other book than that which he is de- sired to read by his master. He studies no lessons but those which are appointed for the day. He takes no toys from his pocket to amuse himself or others. He pays no regard to those who attempt to divert his attention from his book. 118. Do you know who is a good scholar? Can you point out many in this room 1 How negligent some of our fellow pupils are ! Ah ! I am afraid that many will regret that they have not improved their time ! 119. Why here comes Charles ! Did you think that he would return so soon ? I suspect that he has not been 12 PROGRESSIVE EXERCISES IN pleased with his visit. Have you Charles 1 And were your friends glad to see you ? When is cousin Jane to be married 1 Will she make us a visit before she is married? Or will she wait until she has changed her name 1 120. My dear Edward, how happy I am to see you. I heard of your approaching happiness with the highest pleasure. How does Rose do ? And how is our old whimsical friend the Baron 1 You must be patient and answer all my questions. I have many inquiries to make. 121. The first dawn of morning found Waverley on the esplanade in front of the old Gothick gate of the castle. But he paced it long before the draw-bridge was lowered. He produced his order to the sergeant of the guard and was admitted. The place of his friend's confinement was a gloomy apartment in the central part of the castle. 122. Do you expect to be as high in your class as your brother ? Did you recite your lessons as well as he did ? Lazy boy ! Careless child ! You have been playing these two hours. You have paid no attention to your les- sons. You cannot say a word of them. How foolish you have been ! What a waste of time and talents you have made. LESSON IX. THE COMMA. The Comma is a mark like this ? When you come to a comma in reading, you must gener- ally make a short pause. Sometimes you must use the falling inflection of the voice, when you come to a comma ; and sometimes you must keep your voice suspended as if some one had stopped you before you had read all that you intended. The general rule when you come to a comma is, ta stop just long enough to count one. In this lesson you must keep your voice suspended when you come to a comma. Examples. 123. Diligence, industry, and proper improvement of time, are material duties of the young. 124. He is generous, just, charitable, and humane. RHETORICAL READING. IS 125. By wisdom, by art, by the united strength of a civil community, men have been enabled to subdue the whole race of lions, bears, and serpents. 126. The genuine glory, the proper distinction of the rational species, arises from the perfection of the mental powers. 127. Courage is apt to be fierce, and strength is often exerted in acts of oppression. Wisdom is the associate of justice. It assists her to form equal laws, to pursue right measures, to correct power, to protect weakness, and to unite individuals in a common interest and general welfare. Heroes may kill tyrants, but it is wisdom and laws that prevent tyranny and oppression. [Sometimes u comma must be read like a question.] 128.* Do you pretend to sit as high in school as An- thony ? Did you read as correctly, speak as loudly, or behave as well as he ? 128. Do you pretend to sit as high on Olympus as Hercules ? Did you kill the Nemean lion, the Eryman- thian boar, the Lernean serpent, or Stymphalian birds 1 129. Are you the boy, of whose good conduct I have heard so much ? 129. Art thou theThracian robber, of whose exploits I have heard so much ? 130. Have you not misemployed your time, wasted your talents, and passed your life in idleness and vice ? 130. Hast thou not set at defiance my authority, vio- lated the public peace, and passed thy life in injuring the persons and properties of thy fellow-subjects? 131. Who is that standing up in his place, with his hat on, and his books under his arm? 131. Whom are they ushering from the world, with all this pageantry and long parade of death ? 132. Did he recite his lesson correctly, read audibly, and appear to understand what he read ? 132. Was his copy written neatly, his letters made hand- somely, and no blot appear on his book ? *Some of the sentences which follow will be marked with the same number ; and such sentences are to be read in the same manner, and with the same inflection of the voice, &c. 14 PROGRESSIVE EXERCISES IN 132. Was his wealth stored fraudfully, the spoil of or- phans wronged, and widows who had none to plead their rights 1 132. Have not you, too, gone about the earth like an evil genius, blasting the fair fruits of peace and indus- try ? 133. Is that a map which you have before you, with the leaves blotted with ink ? 133. Is this a dagger, which I see before me, the han- dle toward my hand 1 133. Will you say that your time is your own, and that you have a right to employ it in the manner you please ? [Sometimes the comma is to be read like a period, with the falling inflection of the voice. ~\ 134. The teacher directed him to take his seat, to study his lesson, and to pass no more time in idle- ness. 134. It is said by unbelievers that religion is dull, un- social, uncharitable, enthusiastic, a damper of human joy, a morose intruder upon human pleasure. 134. Charles has brought his pen instead of his pencil, his paper instead of his slate, his grammar instead of his arithmetic. 134. Perhaps you have mistaken sobriety for dulness, equanimity for moroseness, disinclination to bad company for aversion to society, abhorrence of vice for uncharita- bleness, and piety for enthusiasm. 135. Henry was careless, thoughtless, heedless, and inattentive. 135. This is partial, unjust, uncharitable, iniquitous. 135. The history of religion is ransacked for instances of persecution, of austerities, and enthusiastic irregulari- ties, 135. Religion is often supposed to be something which must be practised apart from every thing else, a distinct profession, a peculiar occupation. 135. Dryden's mind has a larger range, and he collects his images and illustrations from a more extensive circum- ference of science. Dryden knew more of man in his general nature, and Pope in his local manners. The no- RHETORICAL READING. 15 tions of Dryden were formed by comprehensive specula- tion, and those of Pope by minute attention. I 135. Oh ! you might deem the spot the spacious cavern of some virgin mine, deep in the womb of earth, where the gems grow, and diamonds put forth radiant rods, and bud with amethyst and topaz. [Sometimes the comma is to he read like an exclamation*} 136. Oh how can you destroy those beautiful things which your father procured for you ! that beautiful top, those polished marbles, that excellent ball, and that beau- tifully painted kite, oh how can you destroy them, and expect, that he will buy you new ones ! 136. Oh how canst thou renounce the boundless store of charms that nature to her votary yields! the warbling woodland, the resounding shore, the pomp of groves, the garniture of fields, all that the genial ray of morning gilds, and all that echoes to the song of even, all that the moun- tain's sheltering bosom shields, and all the dread magnifi- cence of heaven, oh how canst thou renounce and hope to be forgiven ! 137. Oh winter \ ruler of the inverted year! thy scat- tered hair with sleetlike ashes filled, thy breath congealed upon thy lips, thy cheeks fringed with a beard made white with other snows than those of age, thy forehead wrapped in clouds, a leafless branch thy sceptre, and thy throne a sliding car, indebted to no wheels, but urged by storms along its slippery way, I love thee, all unlovely as thou seemest, and dreaded as thou art! 13^. Lovely art thou, O Peace ! and lovely are thy children, and lovely are the prints of thy footsteps in the green valleys. [Sojnetimes the comma and other marks are to be read without any pause or inflection of the voice.} 138. You see, boys, what a fine school-room we have, in which you can pursue your studies. *The pupil will notice that some sentences which contain a question, to which no answer is given or expected, are marked with an exclamation point instead of an interrogation point; but such sentences generally ex- press surprise or astonishment, &c. The sentences numbered 13b are of this kind. 16 PROGRESSIVE EXERCISES IN 138. You see, my son, this wide and krge firmament over our heads, where the sun and moon, and all the stars appear in their turns. 138. Therefore, my child, fear, and worship, and love God. 138. He, that can read as well as you can, James, need not be ashamed to read loud. 138. He, that can make the multitude laugh and weep as you can, Mr. Shakspeare, need not fear scholars. 139. I consider it my duty, at this time, to tell you, that you have done something, of which you ought to be ashamed. 139. I deem it my duty on this occasion, to suggest^ that the land is not yet wholly free from the contamination of a traffic, at which every feeling of humanity must re- volt. 140. The Spaniards, while thus employed, were sur- rounded by many of the natives, who gazed, in silent ad- miration upon actions which they could not comprehend, and of which they did not foresee the consequences. The dress of the Spaniards, the whiteness of their skins, their Wards, their arms, appeared strange and surprising. 141. Yet, fair as thou art, thou shunnest to glide, beau- tiful stream ! by the village side, but windest away from the haunts of men, to silent valley and shaded glen. 142. But it is not for man, either solely or principally, that night is made. 143. We imagine, that, in a world of our own creation, there would always be a blessing in the air, and flowers and fruits on the earth. 144. Share with you, said his father ? so the industri- ous must lose his labor to feed the idle, 144. His brother, Moses, did not imitate his example. LESSON X. [Sometimes the pause of a comma must be made where there is no pause in your booh. Spaces are left in the fol- lowing sentences where the pause is proper.] 145. James was very much delighted with the pic- ture which he saw. Rhetorical reading. 17 145. The Europeans were hardly less amazed at the scene now before them. 146. The inhabitants were entirely naked. Their black hair, long and curled, floated upon their shoulders, or was bound in tresses around their head. 147. Persons of reflection and sensibility contem- plate with interest the scenes of nature. 148. The succession and contrast of the seasons give scope to that care and foresight, diligence and indus- try, which are essential to the dignity and enjoyment of human beings. 149. The eye is sweetly delayed on every object to which it turns. It is grateful to perceive how widely, yet chastely, nature hath mixed her colors and painted her robe. 150. Winter compensates for the want of attractions abroad by fireside delights and homefelt joys. In all this interchange and variety we find reason to ac- knowledge the wise and benevolent care of the God of seasons, [The pupil may read the following sentences ; but before reading them he may tell after what word the pause should be made. The pause is not printed in the sentences, but it must be made when read- ing them. And here it may be obsetved, that the comma is more fre- quently used to point out the grammatical divisions of a sentence, than to indicate a rest or cessation of the voice. Good reading depends much upon skill and judgment in making those pauses which the sense of the sentence dictates, but which are not noted in the book ; and the sooner the pupil is taught to make them, with proper discrimination, the surer and the more rapid will be his pi ogress in the art of read- ing.] 151. While they were at their silent meal a horseman came galloping to the door, and, with a loud voice, called out that he had been sent express with a letter to Gilbert Ainslee. 152. The golden head that was wont to rise at that part of the table was now wanting. 153. For even though absent from school I shall get the lesson. 153. For even though dead will 1 control the trophies of the capitol. 154. Jt is now two hundred years since attempts have b«en made to civilize the North American savage. **2 tS PROGRESSIVE EXERCISES IN 155. Doing well has something more in it than the ful- filling of a duty. 156. You will expect me to say something of the lonely records of the former races that inhabited this country. 157. There is no virtue without a characteristic beauty to make it particularly loved by the good, and to make the bad ashamed of their neglect of it. 158. A sacrifice was never yet offered to a principle,, that was not made up to us by self-approval, and the con- sideration of what our degradation would have been had we done otherwise. 159-. The following story has been handed down by family tradition for more than a century. 160. The succession and contrast of the seasons give scope to that care and foresight, diligence and industry which are essential to the dignity and enjoyment of human beings, whose happiness is connected with the exertion of their faculties. 161. A lion of the largest size measures from eight to nine feet from the muzzle to the origin of the tail, which last is of itself about four feet long. The height of the larger specimens is four or five feet. 162. The following anecdote will show with what obsti- nate perseverance pack horses have been known to pre- serve the line of their order. 163. Good morning to you Charles! Whose book is that which you have under your arm? 163. A benison upon thee, gentle huntsman ! Whose towers are these that overlook the wood I 164. The incidents of the last few days have been such as will probably never again be witnessed by the people of America, and such as were never before witnessed by any nation under heaven. 165. To the memory of Andre his country has erected the most magnificent monuments, and bestowed on his family the highest honors and most liberal rewards. To the memory of Hale not a stone has been erected, and the traveller asks in vain for the place of his Long sleep. RHETORICAL READING. 19 LESSON XL THE SEMICOLON. The Semicolon is made by a comma placed under a period, thus • When you come to a semicolon, you must generally make a pause twice as long as you would make at a comma. Sometimes you must use the falling inflection of the voice when you come to a semicolon, and sometimes you must keep your voice suspended, as you were directed in the ninth lesson. The general ride when you come to a semi- colon is, to stop just long enough to count two. When you come to a semicolon in this lesson you must keep your voice suspended as you were directed in the ninth lesson. Examples. 166. That God whom you see me daily worship ; whom I daily call upon to bless both you and me, and all man- kind ; whose wondrous acts are recorded in those Scrip- tures which you constantly read ; that God who created the heaven and the earth is your Father and Friend. 167. My son, as you have been used to look to me in all your actions, and have been afraid to do any thing un- less you first knew my will ; so let it now be a rule of your life to look up to God in all your actions. 168. If I have seen any perish for want of clothing, or any poor without covering ; if his loins have not blessed me, and if he were not warmed with the fleece of my sheep ; if I have lifted up my hand against the fatherless, when I saw my help in the gate; then let mine arm fall from my shoulder blade, and mine arm be broken from the bone. 169. The stranger did not lodge in the street ; but I opened my doors to the traveller. 170. If my land cry against me, or the furrows thereof complain ; if I have eaten the fruits thereof without mon- ey, or have caused the owners thereof to lose their life ; let thistles grow instead of wheat, and cockles instead of barley. 20 PROGRESSIVE EXERCISES IN 171. When the fair moon, refulgent lamp of night, o'er heaven's clear azure spreads her sacred light ; when not a breath disturbs the deep serene, and not a cloud o'er- casts the solemn scene ; around her throne the vivid plan- ets roll, and stars unnumbered gild the glowing pole ; o'er the dark trees a yellower verdure shed, and tip with silver every mountain's head; then shine the vales, the rocks in prospect rise, a flood of glory bursts from all the skies ; the conscious swains rejoicing in the sight, eye the blue vault, and bless the useful light. 172. When the battle was ended, the stranger disap- peared ; and no person knew whence he had come, or whither be had gone. 173. The relief was so timely, so sudden, so unexpect- ed, and so providential ; the appearance and the retreat of him who furnished it were so unaccountffble ; his person was so dignified and commanding ; his resolution so supe- rior, and his interference so decisive, that the inhabitants believed him to be an angel, sent by heaven for their pres- ervation. LESSON XII. Sometimes you must use the falling inflection of the voice when you come to a semicolon, as in the following Examples, 174. Let your dress be sober, clean and modest; not to set off the beauty of your person, but to declare the sobriety of your mind ; that your outward garb may re- semble the inward plainness and simplicity of your heart. 175. In meat and drink, observe the rules of Christian temperance and sobriety ; consider your body only as the servant and minister of your soul ; and only so nourish it, as it may best perform an humble an obedient service. 176. Condescend to all the weakness and infirmities of your fellow creatures ; cover their frailties ; love their ex- cellencies; encourage their virtues ; relieve their wants; rejoice in their prosperity ; compassionate their distress ; receive their friendship; overlook their unkindness; for- RHETORICAL READING. 21 give their malice ; be a servant of servants; and conde- scend to do the lowest offices for the lowest of mankind. 177. Struck with the sight of so fine a tree, he hastened to his own, hoping to find as large a crop upon it ; but, to his great surprise, he saw scarcely any thing, except branches, covered with moss, and a few yellow leaves. 178. In sleep's serene oblivion laid, I've safely passed the silent night ; again I see the breaking shade, again behold the morning light. 179. New-born, I bless the waking hour ; once more with awe, rejoice to be ; my conscious soul resumes her power, and soars, my guardian God, to thee. 180. That deeper shade shall break away ; that deeper sleep shall leave mine eyes ; thy light shall give eternal day ; thy love, the rapture of the skies. 181. In the sight of our law the African slave trader is a pirate and a felon ; and in the sight of heaven, an offend- er far beyond the ordinary depth of human guilt. 182. Between Nose and Eyes a strange contest arose ; the spectacles set them unhappily wrong ; the point in dis- pute was, as all the world knows, to which the said spec- tacles ought to belong. 183. What hope of liberty is there remaining, if what- ever is their pleasure it is lawful for them to do; if what is lawful for them to do, they are able to do; if what they are able to do, they dare do ; if what they dare do, they really execute ; and if what they execute, is no way offensive to you ? 184. Mercury, I won*t go in a boat with that fellow, He has murdered his countryman ; he has murdered his friend ; I say I won't go in a boat with that fellow, I will swim over the river ; I can swim like a duck. 185. It is not the use of the innocent amusements of life which is dangerous, but the abuse of them ; it is not when they are occasionally, but when they are constantly pursued; when the love of amusement degenerates into a passion ; and when from being an occasional indulgence it becomes an habitual desire. 186. The prevailing color of the body of a tiger is a deep tawny, or orange yellow ; the face, throat, and lower part of the belly are nearly white ; and the whole is trav- ersed by numerous long black stripes. 187. The horse next to the Hottentot is the favorite prey of the lion ; and the elephant and camel are both 22 PROGRESSIVE EXERCISES IN highly relished ; while the sheep, owing probably to its woolly fleece, is seldom molested. 188. The lion, with his strong teeth, breaks large bones with the greatest ease ; and he often swallows their frag- ments along with the flesh. 189. The horse is quick-sighted ; he can see things in the night which his rider cannot perceive ; but when it is too dark for his sight, his sense of smelling is his guide. 190. In summer, horses in the country feed on grass or on grass and oats ; in winter they eat oats, corn, and hay. When grazing in the pasture, they always choose the shortest grass, because it is the sweetest; and as they have cutting teeth in both their jaws, they can eat very near the ground. LESSON XIII. The semicolon is sometimes used for a question, and sometimes as an exclamation. Examples. 192. Hast thou not set at defiance my authority ; vio- lated the public peace, and parsed thy life in injuring the persons and properties of thy fellow-subjects? 193. Oh it was impious; it was unmanly; it was poor and pitiful ! 194. Have not you too gone about the earth like an evil genius; blasting the fair fruits of peace and industry; plundering, ravaging, killing, without law, without justice, merely to gratify an insatiable lust for dominion? 195. Art thou not, fatal vision, sensible to feeling as to sight? Or art thou but a dagger of the mind ; a false creation, proceeding from the heat-oppressed brain? 196. Has Mercury struck thee with his enfeebling rod ; or art thou ashamed to betray thy awkwardness? [This sentence should be read as directed in Lesson 4.] 197. By such apologies shall man insult his Creator ; and shall he hope to flatter the ear of omiiipotence ? Think you that such excuses will gain new importance in their ascent to the Majesty on high ; and will you trust RHETORICAL READING. 23 the interests of eternity in the hands of these superficial advocates ? 198. And shall not the Christian blush to repine ; the Christian from before whom the veil is removed ; to whose eyes are revealed the glories of heaven? 199. Why, for so many a year, has the poet and the philosopher wandered amidst the fragments of Athens or of Rome; and paused with strange and kindling feelings, amidst their broken columns, their mouldering temples, their deserted plains ? It is because their day of glory is passed ; it is because their name is obscured ; their power is departed ; their influence is lost 1 200. Where are they who taught these stones to grieve; where are the hands that hewed them ; and the hearts that reared them? 201. Hope ye by these to avert oblivion's doom ; in grief ambitious, and in ashes vain? 202. Can no support be offered; can no source of con- fidence be named ? 203. Is this the man that made the earth to tremble; that shook the kingdoms? That made the world like a desert ; that destroyed the cities? 203. Falsely luxurious, will not man awake; and, springing from the bed of sloth, enjoy the cool, the fra- grant, and the silent hour to meditation due and sacred song ? 204. But who shall speak before the king when he is troubled ; and who shall boast of knowledge when he is distressed by doubt ? 205. Who would in such a gloomy state remain longer than nature craves ; when every muse and every bloom- ing pleasure wait without, to bless the wildly devious morning walk ? 206. Farewell ! May the smile of Him who resides in the heaven of heavens be upon thee ; and against thy name, in the volume of his will, may happiness be writ- ten ! 207. What a glorious monument of human invention, that has thus triumphed over wind and wave ; has brought the ends of the earth in communion ; has established an interchange of blessings, pouring into the sterile regions of the north all the luxuries of the south ; diffused the light of knowledge and the charities of cultivated life ; and has 24 PROGRESSIVE EXERCISES IN thus bound together those scattered portions of the human race, between whom nature seemed to have thrown an in- surmountable barrier ! 208. Who that bears a human bosom, hath not often felt, how dear are all those ties which bind our race in gentleness together ; and how sweet their force, let for- tune's wayward hand the while be kind or cruel ? 209. If it was intended for us as well as you, why has not the Great Spirit given it to us ; and not only to us, but why did he not give to our forefathers the knowledge of that book, with the means of rightly understanding it? LESSON XIV. THE COLON. The Colon consists of two periods placed one above the other, thus I Sometimes the passage ending with a colon is to be read with the voice suspended ; but it shoidd generally be read with the falling inflection of the voice. In this lesson the falling inflection is required. The general rule when you come to a colon is to stop just long to count three; or three times as long as you are directed to pause at a comma. Examples. 210. The smile of gaiety is often assumed while the heart aches within : though folly may laugh, guilt will sting. 211. There is no mortal truly wise and restless at the same time : wisdom is the repose of the mind. 212. Nature felt her inability to extricate herself from the consequences of guilt : the gospel reveals the plan of Divine interposition and aid. 213. Nature confessed some atonement to be neces- sary : the gospel discovers that the atonement is made. 214. Law and order are forgotten : violence and rapine are abroad : the golden cords of society are loosed. RHETORICAL READING. 25 215. The temples are profaned : the soldier's curse re- sounds in the house of God : the marble pavement is trampled by iron hoofs : horses neigh beside the altar. 216. Blue wreaths of smoke ascend through the trees, and betray the half hidden cottage : the eye contemplates well thatched ricks, and barns bursting with plenty : the peasant laughs at the approach of winter. 217. The necessaries of life are few, and industry se- cures them to every man : it is the elegancies of life that empty the purse : the knick-knacks of fashion, the grati- fication of pride, and the indulgence of luxury, make a man poor. 218. Your tree was as fruitful, and in as good order as his : it bore as many blossoms, and grew in the same soil : only it was not fostered with the same care. Edmund has kept his tree clear of hurtful insects : you have suf- fered them to eat up yours in its blossom. 219. My dear children, I give you these trees : you see that they are in good condition. They will thrive as much by your care as they will decline by your negli- gence : their fruits will reward you in proportion to your labor. 220. But Abraham pressed him greatly : so he turned, and they went into the tent : and Abraham baked unleav- ened bread, and they did eat. 221. A bee among the flowers in spring is one of the most cheerful objects that can be looked upon. Its life appears to be all enjoyment : so busy and so pleased : yet it is only a specimen of insect life, with which by reason of the animal being half domesticated we happen to be better acquainted. 222. 'Tis a picture in memory distinctly defined, with the strong and unperishing colors of mind : a part of my being beyond my control, beheld on that cloud, and tran- scribed on my soul. 223. Bare trees and shrubs but ill you know could shelter them from rain or snow : stepping into their nests they paddled : themselves were chilled, their eggs were addled : soon every father bird and mother grew quarrel- some and pecked each other. 224. Yet such is the destiny of all on earth : so flour- ishes and fades majestic man. 3 26 PROGRESSIVE EXERCISES IN 225. Let those deplore their doom whose hopes still grovel in this dark sojourn : but lofty souls who look be- yond the tomb, can smile at fate and wonder why they mourn. 226. If for my faded brow thy hand prepare some fu- ture wreath, let me the gift resign : transfer the rosy gar- land : let it bloom around the temples of that friend be- loved, on whose maternal bosom, even now, I lay my aching head. 227. We do not understand these things : we are told that your religion was given to your forefathers, and has been handed down from father to son. We also have a religion which was given to our forefathers, and has been handed down to us : it teaches us to be thankful for all favors received, to love each other, and to be united : we never quarrel about religion. LESSON XV. the colon, continued. In this Lesson the passages ending with a colon are to be read 7oith the voice suspended. (See Lesson 9th.) 228. Do not natter yourselves with the hope of perfect happiness : there is no such thing in the world. 229. He was often heard to say : I have done with the world; and I am willing to leave it. 229. Be not a niggard of your speech : how goes it ? 229. Those will be bad days to acquire and cultivate the spirit of devotion : But the spirit of devotion acquired and cultivated and confirmed before, will convert those bad days into good ones. 230. But, when old age has on your temples shed her silver frost, there's no returning sun : swift flies our sum- mer, swift our autumn's fled, when youth and spring and golden joys are gone. 231. A divine legislator uttering his voice from heaven; an almighty governor, stretching forth his arm to punish or reward ; informing us of perpetual rest prepared here- after for the righteous, and of indignation and wrath RHETORICAL READING. 27 awaiting the wicked : these are the considerations which overawe the world, which support integrity, and check guilt. 232. Not to the rosy maid, whom former hours beheld me fondly covet, tune I now the melancholy lyre : but 'tis to thee O sickness ! 'tis to thee I wake the silent strings. 233. A boy at school is by no means at liberty to read what books he pleases : he must give attention to those which contain his lessons ; so that when he is called upon to recite, he may be ready, fluent and accurate in repeat- ing the portion assigned him. 233. A poet is by no means at liberty to invent what system of the marvellous he pleases : he must avail him- self either of the religious faith, or the superstitious cre- dulity of the country wherein he lives; so as to give an air of probability to events which are most contrary to the common course of nature. 234. It is not only in the school-room, that attention should be given to your books : there is a place, one not like a school-room ; I mean your own chamber : where you can find many opportunities of acquiring knowledge. 234. It is not only in the sacred fane that homage should be paid to the Most High : there is a temple, one not made with hands ; the vaulted firmament : far in the woods, almost beyond the sound of city-chime, at intervals heard through the breezeless air. 235. As we perceive the shadow to have moved along the dial, but did not perceive its moving ; and it appears that the grass has grown, though nobody ever saw it grow : so the advances we make in knowledge, as they consist of such minute steps, are perceivable only by the distance gone over. 236. When the proud steed shall know why man re- strains his jiery course, or drives him o'er the plains; when the dull ox, why now he breaks the clod, is now a victim, and now Egypt's God : then shall man's pride and dullness comprehend his actions', passions', beings' use and end. 237. Jehovah, God of Hosts, hath sworn, saying : sure-* ly as I have devised so shall it be ; and as I have purposed so shall it stand. 28 PROGRESSIVE EXERCISES IN 238. That day he wore a riding coat, but not a whit the warmer he : another was on Thursday brought, and ere the Sabbath he had three. 239. George, you must not laugh at me; I will not bear it. You forget what you are about when you ridicule me : I know more than you do about the lessons. 239. Brutus, bay not me : I'll not endure it. You for- get yourself, to hedge me in : I am a soldier, older in practice, abler than yourself to make conditions. 240. 1 never heard a word about it before, said George, yesterday : who told you about it, Charles? 240. I never heard one word of it before, said my un- cle Toby, hastily : how came he there, Trim? 241. Thou shalt pronounce this parable upon the King of Babylon ; and shalt say : How hath the oppressor ceased. LESSON XVI. THE PARENTHESIS, CROTCHETS, AND BRACKETS. A Parenthesis is a sentence, or part of a sentence en- closed between two curved lines like these ( ) The curved lines in whicJi the parenthesis is enclosed are called Crotchets. The parenthesis, with the crotchets which enclose it, is generally inserted between the words of another sentence; and may be omitted without injuring the sense. The parenthesis shoidd generally be read in a quicker and lower tone of voice than the other parts of the sen- tence in which it stands. Sometimes a sentence is enclosed in marks like these [ which are called Brackets.* * Although the Crotchet and the Bracket are sometimes indiscriminately used, the following difference in their use may generally be noticed : Crotchets are used to enclose a sentence, or part of a sentence, which is inserted between the parts of another sentence : Brackets are generally used to separate two subjects, or to enclose an explanation; note, or obser- vation, standing by itself. When a parenthesis occurs within another pa- renthesis, Brackets enclose the former, and Crotchets enclose the latter. See No. 263. RHETORICAL READING. 29 Sentences which are included within Brackets, should generally be read like a parenthesis t in a quicker and lower tone of voice. Examples. 242. I asked my eldest son (a boy who never was guilty of a falsehood) to give me a correct account of the matter. 243. The master told me that the lesson (which was a very difficult one) was recited correctly by every pupil in the class. 244. When they were both turned of forty (an age in which, according to McCowley, there is no dallying with life) they determined to retire, and pass the remainder of their days in the country. 245. Notwithstanding all this care of Cicero, history informs us, that Marcus proved a mere blockhead ; and that nature (who, it seems, was even with the son for her prodigality to the father) rendered him incapable of im- proving, by all the rules of eloquence, the precepts of phi- losophy, his own endeavors, and the most refined conver- sation in Athens. 246. Natural historians observe (for whilst I am in the country I must fetch my allusions from thence) that only the male birds have voices ; that their songs begin a little before breeding-time, and end a little after. 247. Dr. Clark has observed, that Homer is more per- spicuous than any other author ; but if he is so (which yet may be questioned) the perspicuity arises from his subject, and not from the language itself in which he writes. 248. The many letters which come to me from persons of the best sense of both sexes (for I may pronounce their characters from their way of writing) do not a little en- courage me in the prosecution of this my undertak- ing- 249 It is this sense which furnishes the imagination with its ideas ; so that by the pleasures of the imagination, or fancy (which I shall use promiscuously) I here mean, such as arise from visible objects. 250. The stomach (cramm'd from every dish, a tomb of boiled and roast, and flesh and fish, where bile, and wind, and phlegm, and acid jar, and all the man is *3 30 PROGRESSIVE EXERCISES IN one intestine war) remembers oft the school-boy's simple fare, the temperate sleeps, and spirits light as air. 251. William Penn was distinguished from his com- panions by wearing a blue sash of silk network, (which it seems is still preserved by Mr. Kett of Seethinghall, near Norwich) and by having in his hand a roll of parchment, on which was engrossed the confirmation of the treaty of purchase and amity. 252. Again, would your worship a moment suppose,, ('tis a case that has happened and may be again) that the visage or countenance had not a nose y pray who would, or who could, wear spectacles then ? 253. Upon this the dial-plate (if we may credit the fa- ble) changed 1 countenance with alarm. 254. To speak of nothing else, the arrival of the Eng- lish in her father's dominions must have appeared (as in- deed it turned out to be) a most portentous phenome- non. 255. Surely, in this age of invention something may be struck out to obviate the necessity (if such necessity exists) of so tasking the human intellect. 256. I compassionate the unfortunates now (at this very moment, perhaps,) screwed up perpendicularly in the seat of torture, having in the right hand a fresh nibbed patent pen, dipped ever and anon into the ink bottle, as if to hook up ideas, and under the outspread palm of the left hand a fair sheet of best Bath post, (ready to receive thoughts yet unhatched,) on which their eyes are rivetted with a stare of disconsolate perplexity, infinitely touching to a feeling mind. 257. Oh the unspeakable relief (could such a machine be invented) of having only to grind an answer to one of one's dear five hundred friends. . 258. Have I not groaned under similar horrors, from the hour when I was first shut up (under lock and key, I believe,) to indite a dutiful epistle to an honored aunt? 259. To such unhappy persons, then, I would fain offer a few hints, (the fruit of long experience) which may prove serviceable in the hour of emergency. 260. If ever you should come to Modena, (where among other relics you may see Tassoni's bucket) stop at a pal- ace near the Reggio gate t dwelt in of aid by one of the Donati. RHETORICAL READING. 32 261. My father, and my uncle Toby (clever soul) were sitting by the fire with Dr. Slop; and Corporal Trim (a brave and honest fellow) was reading a sermon to them. As the sermon contains many parentheses, and affords an opportunity also of showing you a sentence in brackets, (you will observe that all the previous parentheses in this lesson are enclosed in crotchets) I shall insert some parts of it in the following numbers. [See No. 262, 263, &c] 262. To have the fear of God before our eyes, and in our mutual dealings with each other, to govern our actions by the eternal measures of right and wrong : the first of these will comprehend the duties of religion ; the second those of morality, which are so inseparably connected to- gether, that you cannot divide these two tables, even in imagination (though the attempt is often made in prac- tice) without breaking and mutually destroying them both. [Here my father observed that Dr. Slop was fast asleep.] I said the attempt is often made; and so it is; there being nothing more common than to see a man who has no sense at all of religion, and, indeed, has so much honesty as to pretend to none, who would take it as the bitterest affront, should you but hint at a suspicion of his moral character, or imagine he was not conscientious- ly just and scrupulous to the uttermost mite. 263. I know the banker I deal with, or the physician I usually call in [There is no need, cried Dr. Slop (waking) to call in any physician in this case,] to be neither of them men of much religion. 264. For a general proof of this, examine the history of the Romish Church : [Well, what can you make of that? cried Dr. Slop,] see what scenes of cruelty, mur- der, rapine, bloodshed, [They may thank their own ob- stinacy, cried Dr. Slop] have all been sanctified by reli- gion not strictly governed by morality. 265. Experienced schoolmasters may quickly make a grammar of boys' natures, and reduce them all (savino- some few exceptions) to certain general rules. 266. Ingenious boys, who are idle, think, with the hare in the fable, that, running with snails, (so they count the rest of their school-fellows,) they shall come soon enough to the post ; though sleeping a good while before their starting. 32 PROGRESSIVE EXERCISES IN LESSON XVII. THE DASHv The Dash is a straight mark like this — The Dash is sometimes used to express a sudden stop r or change in the subject. Sometimes the Dash requires a pause no longer than a comma, and sometimes a longer pause than a period. The Dash is frequently used instead of Crotchets or Brackets, and a Parenthesis placed between two dashes. [See number 281.] The Dash is soinetimes used to precede something nnex~ pected, as when a sentence beginning seriously ends hu- morously. [See Numbers 311 to 318.] In the following sentences the Dash expresses a sudden stop, or change of the subject. Examples. 267. If you will give me your attention I will show vou — but stop, I do not know that you wish to see. 268. Alas ! that folly and falsehood should be so hard to grapple with — but he that hopes to make mankind the wiser for his labors, must not be soon tired. 269. I stood to hear — I love it well — the rain's con- tinuous sound ; small drops, but thick and fast they fell, down straight into the ground. 270. He set up the most piercing and dreadful cries that fear ever uttered — I may well term them dreadful, for they haunted my sleep for years afterwards. 271. Each zone obeys thee — thou goest forth dread, fathomless, alone. 272. Please your honors, quoth Trim, the inquisition is the vilest . Prithee spare thy description, Trim. I hate the very name of it, said my father. 273. The fierce wolf prowls around thee — there he stands listening — not fearful, for he nothing fears. RHETORICAL READING. 33 274. The wild stag hears thy falling waters' sound, and tremblingly flies forward — o'er his back he bends his stately horns — the noiseless ground his hurried feet im- press not — and his track is lost amidst the tumult of the breeze, and the leaves falling from the rustling trees. 275. The wild horse thee approaches in his turn. His mane stands up erect — his nostrils burn — he snorts — > he pricks his ears — and starts aside. 276. The music ceased, and Hamish Fraser, on com- ing back into the shealing (or shed,) said, I see two men on horseback coming up the glen — one is on a white horse. Ay — blessed be God, that is the good priest — now will I die in peace. My last earthly thoughts are gone by — he will show me the salvation of Christ — the road that leadeth to eternal life. 277. There was silence — not a word was said — their meal was before them — God had been thanked, and they began to eat. 277. They hear not — see not — know not — for their eyes are covered with thick mists — they will not see. 278. The God of Gods stood up — stood up to try the assembled gods of earth. 279. And ye like fading autumn leaves will fall ; your throne but dust — your empire but a grave — your martial pomp a black funereal pall — your palace trampled by your meanest slave. 280. To-day is thine — improve to-day, nor trust to- morrow's distant ray. 281. And thus, in silent waiting, stood the piles of stone and piles of wood ; till Death, who in his vast affairs, never puts things off — as men in theirs — and thus, if I the truth must tell, does his work finally and well — winked at our hero as he passed, — Your house is finished, Sir, at last ; a narrower house — a house of clay — your palace for another day. 282. For some time the struggle was most amusing — the fish pulling, and the bird screaming with all its might — the one attempting to fly, and the other to swim from its invisible enemy — the gander at one moment losing and the next regaining his centre of gravity. 34 PROGRESSIVE EXERCISES IN The Dash is sometimes to be read as a period, with the falling inflection of the voice. 283. The favored child of nature, who combines in her- self these united perfections, may justly be considered as the master-piece of creation — as the most perfect image of the Divinity here below. 284. Now launch the boat upon the wave — the wind is blowing off the shore — I will not live a cowering slave, in these polluted islands more. 285. The wind is blowing off the shore, and out to sea the streamers fly — my music is the dashing roar, my canopy the stainless sky — it bends above, so fair a blue, that heaven seems opening to my view. 2S6. He had stopped soon after beginning the tale — he had laid the fragment away among his papers, and had never looked at it again. 287. The exaltation of his soul left him — he sunk down — and his misery went over him like a flood. 288. May their fate be a mock-word — may men of all lands laugh out with a scorn that shall ring to the poles. 289. You speak like a boy — like a boy who thinks the old gnarled oak can be twisted as easily as the young sapling. 290. I am vexed for the bairns — I am vexed when I think of Robert and Hamish living their father's life — But let us say no more of this. 291. He hears a noise — he is all awake — again he hears a noise — on tiptoe down the hill he softly creeps — 'Tis Goody Blake ! She is at the hedge of Harry Gill. 292. Mr. PI ay fair was too indulgent, in truth, and fa- vorable to his friends — and made a kind of liberal allow- ance for the faults of all mankind — except only faults of baseness or of cruelty ; against which he never failed to manifest the most open scorn and detestation. 293. Towards women he had the most chivalrous feel- ings of regard and attention, and was, beyond almost all men, acceptable and agreeable in their society — though without the least levity or pretension unbecoming his a,ge or condition, RHETORICAL READING. 35 The Dash is sometimes to he read like a comma, with the voice suspended. [See Lesson 9th.] 294. Vain men, whose brains are dizzy with ambition, bright your swords — your garments flowery, like a plain in the spring-time — if truth be your delight, and virtue your devotion, let your sword be bared alone at wisdom's sacred word. 295. I have always felt that I could meet death with composure ; but 1 did not know, she said, with a tremu- lous voice, her lips quivering — I did not know how hard a thing it would be to leave my children, till now that the hour is come. 296. The mountain — thy pall and thy prison — may keep thee. 297. And Babylon shall become — she that was the beauty of kingdoms, the glory of the pride of the Chal- deans — as the overthrow of Sodom and Gomorrah by the hand of God. 298. Our land — the first garden of liberty's tree — it has been and shall yet be the land of the free. 299. Earth may hide — waves ingulph — -fire consume us, but they shall not to slavery doom us. 300. They shall find that the name which they have dared to proscribe — that the name of Mac Gregor is a spell. 301. You must think hardly of us — and it is not nat- ural that it should be otherwise. 302. Delightful in his manners — inflexible in his prin- ciples — and generous in his affections, he had all that could charm in society, or attach in private. 303. The joys of life in hurried exile go — till hope's fair smile, and beauty's ray of light, are shrouded in the griefs and storms of night. 304. Day after day prepares the funeral shroud ; the world is gray with age: — the striking hour is but an echo of death's summons loud — the jarring of the dark grave's prison door. Into its deep abyss — devouring all — kings and the friends of kings alike must fall. 305. No persuasion could induce little Flora to leave the shealing — and Hamish Fraser was left to sit with her all night beside the bed. 36 PROGRESSIVE EXERCISES IN 306. One large star arose in heaven — and a wide white glimmer over a breaking mass of clouds told that the moon was struggling through, and in another hour, if the upper current of air flowed on, would be apparent. 307. He was too weak, however, to talk — he could only look his thanks. 308. She made an effort to put on something like mourning for her son ; and nothing could be more touch- ing than this struggle between pious affection and utter poverty: a black riband or so — a faded black handker- chief, and one or two more such humble attempts to ex- press by outward signs that grief that passeth show. 309. One great clime, whose vigorous offspring by di- viding ocean are kept apart, and nursed in the devotion of freedom which their Fathers fought for and bequeathed — a heritage of heart and hand, and proud distinction from each other land, whose sons must bow them at a monarch's motion, as if his senseless sceptre were a wand full of the magic of exploded science — still one great clime, in full and free defiance, yet rears her crest, un« conquered and sublime, above the far Atlantic. The Dash sometimes precedes something unexpected ; as when a sentence beginning seriously ends humorously. 310. Good people all, with one accord, lament for Mad- am Blaize ; who never wanted a good word — from those who spoke her praise. 311. The needy seldom passed her door, and always found her kind ; she freely lent to all the poor — who left a pledge behind. 312. She strove the neighborhood to please, with man- ner wondrous winning; and never followed wicked ways — except when she was sinning. 313. At church, in silks and satin new, with hoop of monstrous size, she never slumbered in her pew — but when she shut her eyes. 314. Her love was sought, I do aver, by twenty beaux, and more ; the king himself has followed her — when she has walked before. 315. But now, her wealth and finery fled, her hangers- on cut short all ; her doctors found, when she was dead — her last disorder mortal. RHETORICAL READING 37 316. Let us lament, in sorrow sore ; for Kent-street well may say, that, had she lived a twelve-month more — she had not died to-day. The Dash is sometimes used with ether pauses to length- en them. 317. That God whom you see me daily worship, whom I daily call upon to bless both you and me and all man- kind ; whose wondrous acts are recorded in those Scrip- tures which you constantly read, — that God who created the heavens and the earth ; who appointed his Son Jesus Christ to redeem mankind : — this God, who has done all these great things, who has created so many millions of men, with whom the spirks of the good will live and be happy forever; — this great God, the Creator of worlds of angels, and of men, is your Father and Friend. 318. It is not therefore, the use of the innocent amuse- ments of life which is dangerous, but the abuse of them ; — it is not when they are occasionally, but when they are constantly pursued ; when the love of amusement degen- erates into a passion, and when, from being an occasional indulgence, it becomes an habitual desire. 319. In every pursuit whatever gives strength and en- ergy to the mind of man, experience teaches to be favor- able to the interests of piety, of knowledge, and of virtue; — in every pursuit, on the contrary, whatever enfeebles or limits the powers of the mind, the same experience ever shows to be hostile to the best interests of human nature, 320. From the first hour of existence to the last, — from the cradle of the infant, beside which the mother watches with unslurnbering eye, to the grave of the aged, where the son pours his last tears upon the bier of his father, — in all that intermediate time, every day calls for exertion and activity, and the moral honors can only be won by the steadfast magnanimity of pious duty. 321. They say they have bought it. — Bought it! Yes; — of whom? — Of the poor trembling natives who knew that refusal would be vain ; and who strove to make a merit of necessity, by seeming to yield with grace, what they knew they had not the power to retain. 322. We gazed on the scenes, while around us they glowed, when a vision of beauty appeared on the cloud ; 4 38 PROGRESSIVE EXERCISES IN it was not like the sun, as at mid-day we view, nor the moon, that rolls nightly through star-light and blue. 323. It is not the lifeless mass of matter, he will then feel, that he is examining, — it is the mighty machine of Eternal Wisdom : the workmanship of Him, in whom ev- ery thing lives, and moves, and has its being. 324. The expanding rose, just bursting into beauty, has an irresistible bewitchingness ; — the blooming bride led triumphantly to the hymeneal altar, awakens admiration and interest, and the blush of her cheek fills with delight; — but the charm of maternity is more sublime than all these. 325. But Winter has yet brighter scenes ; — he boasts splendors beyond what gorgeous Summer knows, or Au- tumn, with his many fruits and woods, all flushed with many hues. 326. When suffering the inconveniences of the ruder parts of the year, we may be tempted to wonder why this rotation is necessary ; — why we could not be constantly gratified with vernal bloom and fragrance, or summer beauty and profusion. 327. I feared, — said the youth, with a tear in his eye, — I feared that the brute's voice, and the trampling of the horse's feet would have disturbed her. 328. Then a spirit passed before my face ; the hair of my flesh stood up : Tt stood still, but I could not discern the form thereof: an image was before mine eyes: — There was silence, and I heard a voice — Shall mortal man be more just than God ? The Dash is sometimes to be read as a question. 329. Is it not enough to see our friends die, and part with them for the remainder of our days — to reflect that we shall hear their voices no more, and that they will never look on us again — to see that turning to corrup- tion which was but just now alive, and eloquent, and beautiful, with all the sensations of the soul? 330. He hears the ravens cry ; and shall he not hear, and will he not avenge, the wrongs that his nobler ani- mals suffer — wrongs that cry out against man from youth to age, in the city and in the field, by the way, and by the fireside ? RHETORICAL READING. 39 331. Can we view their bloody edicts against us — their hanging, heading, hounding, and hunting down an ancient and honorable name — as deserving better treat- ment than that which enemies give to enemies'? 332. Are these the pompous tidings ye proclaim, lights of the world, and demi-gods of fame 1 Is this your tri- umph — this your proud applause, children of Truth, and champions of her cause 1 333. Still what are you but a robber — a base, dishon- est robber? [See Lesson 3c?, page 7th.] 334. Was there ever a bolder captain of a more valiant band ? Was there ever — but I scorn to boast. 335. And what if thou shalt fall unnoticed by the liv- ing — and no friend take note of thy departure 1 336. Seest thou yon lonely cottage in the grove — with little garden neatly planned before — its roof deep -shaded by the elms above, moss-grown, and decked with velvet verdure o'er 1 337. What shall we call them ! — Piles of chrystal light — a glorious company of golden streams — lamps of celestial ether burning bright — suns lighting systems with their joyous beams 1 [See Lesson 5th, page 8th.] 338. Can you renounce a fortune so sublime — such glorious hopes — your backward steps to steer, and roll, with vilest brutes, through mud and slime ? No ! no ! your heaven-touched hearts disdain the sordid crime ! The Dash is sometimes to be read like an exclamation. 339. Now for the fight — now for the cannon-peal — forward — through blood, and toil, and cloud, and fire! 340. They shake — like broken waves their squares retire, — on them, hussars! Now give them rein and heel ; think of the orphaned child, the murdered sire : — earth cries for blood, — in thunder on them wheel ! This hour to Europe's fate shall set the triumph seal ! 341. What dreadful pleasure ! there to stand sublime, like shipwrecked mariner on desert coast, and see the enormous waste of vapor, tossed in billows lengthening to the horizon round, now scooped in gulfs, with mountains now embossed — and hear the voice of mirth and song rebound, flocks, herds, and waterfalls, along the hoar pro- found ! 40 PROGRESSIVE EXERCISES IN 342. The chain of being is complete in me ; in me is matter's last gradation lost, and the next step is spirit — Deity ! I can command the lightning, and am dust ! 343. Sadly to Blount did Eustace say, Unworthy office here to stay ! no hope of gilded spurs to-day — but, see, look up — on Flodden bent, the Scottish foe has fired his tent, 344. Good God ! that in such a proud moment of life, worth ages of history — when, had you but hurled one bolt at your bloody invader, that strife between freemen? and tyrants had spread through the world; that then — O, disgrace upon manhood ! e'en then you should falter — should cling to your pitiful breath, cower down into beasts, when you might have stood men ; and prefer a slave's life to a glorious death 1 345. Beneath the very shadow of the fort, where friendly swords were drawn, and banners flew, ah! who. could deem that foot of Indian crew was near? — Yet there, with lust of murderous deeds, gleamed like a basi- lisk, from woods in view, the ambushed foeman's eye — His volley speeds, and Albert — Albert — falls 1 the dear old father bleeds 1 346. Above me are the Alps, the palaces of Nature, whose vast walls have pinnacled in clouds their snowy scalps, and throned Eternity in icy halls of cold sublimity, where forms and falls the avalanche — the thunderbolt of snow 347. Now, now, the secret I implore; out with it — speak — discover — utter ! 348. Peace I I'd not go if staying here would strew his hoar hairs in the tomb — not stir, by heaven ! Must I toss counters 1 sum the odds of life, when honor points the way 1 — When was the blood of Douglas precious in- a noble cause 1 349. How has expectation darkened into anxiety — - anxiety into dread — and dread into despair ! Alas! not one memento shall ever return for love to cherish. All that shall ever be known is, that she sailed from her port, and was never heard of more. 350. A measure of corn would ha.rdly suffice me fine flour enough for a month's provision, and this arises ta above six score bushels; and many hogsheads of wine and other liquors have passed through this body of mine-~> RHETORICAL READING. 41 this wretched strainer of meat and drink ! And what have I done all this time for God and man ? What a vast profusion of good things upon a useless life and a worthless liver ! 351. Ay, cluster there, cling to your masters ; judges, Romans — slaves ! LESSON XVIII. THE HYPHEN. The Hyphen is a little mark like this - It resembles a dash, but is not so long. The Hyphen is used to separate the syllables of a word; or to make one word of two : as semi-circle, sea-water. When there is not room enough in the line for the whole of a word, some of its syllables are put into the line luith a Hyphen, and the remainder in the next line : as Extraor- dinary. When a Hyphen is placed over the letters a, e, i, o, u, or y, it shows that they have their long sound. [The pupil may tell for what purpose the Hyphen is used in the following words.] 352. Extraneous, sea-water, semi-circle, demi-gods, Seething-hall, Moss-side, plane-trees, bed-side, Birk- knowe, over-canopied, toil-hardened, grey-haired, to-mor- row, Sabbath-day, Sardanapalus, ill-requited, thunder- cloud, European, Epicurean, pine-covered, clay-cold, snow- clad, parish-clerk, night-steed, moon-eyed, azure, all- wise, edict, fellow-creatures, Icy, well-founded, omega, fel- low-feeling, uniform, prophesy, earth-born, far-wandering, storm-clouds, hymeneal, chamber, either, fairy, lever, api- ary, culinary. * 4 42 PROGRESSIVE EXERCISES IN LESSON XIX. ELLIPSIS. Ellipsis means an emission of some word or words. Sometimes a sentence is unfinished, or some parts of it are purposely omitted ; and the mark which indicates an ellip- sis, is put in the place of that which is left out. An Ellipsis is sometimes indicated by a mark like this , which resembles a dash lengthened. Sometimes the Ellipsis is denoted by asterisks or stars tike these ****** Sometimes the Ellipsis is marked by small dots or peri- ods like these And sometimes the Ellipsis is indicated by hyphens like these The Ellipsis sometimes so closely resembles a dash that it is scarcely distinguishable from it. The voice is generally suspended at an Ellipsis; but the falling inflection is frequently used, when the Ellipsis follows a question, or exclamation. In so-me of the follow- ing sentences the Dash and Ellipsis are both used. Examples. 353. Hast thou But how shall I ask a question which must bring tears into so many eyes? 354. The air breathes invitation ; easy is the walk to the lake's margin, where a boat lies moored beneath her sheltering tree. — Forth we went, and down the valley, on the streamlet's bank, pursued our way, a broken company, mute or con- versing, single, or in pairs. 355. Who is here so vile, that will not love his country? if any, speak ; for him have 1 offended, — I pause for a reply None ! then none have I offended. 356. It is in vain to explain : — the time it would take to reveal to you Satisfy my curiosity in writing then. RHETORICAL READING. 43 357. Indeed he is very ill, Sir, Can't help it. ■ We are very distressed, Can't help it. Our poor children, too Can't help that, neither. 358. Now if he had married a woman with money, you know, why then The suppliant turned pale, and would have fainted. 359. I have been, my dear S on an ex- cursion through the counties which lie along the eastern side of the Blue Ridge. 360. You have my answer: * * * — let my actions speak. 361. No, no, Dionysius ; remember that it was I alone who displeased thee : Damon could not 362. If lie were all Remember haughty Henry, the nephew of his wife, whose word could speed a veteran army to his kinsman's aid. 363. I would not wound thee, Douglas, well thou knowest ; but thus to hazard on a desperate cast thy golden fortunes 364. For thy father's sake Peace ! I'd not go if staying here would strew his hoar hairs in the tomb not stir, by heaven! 365. Nay, hear me, hear me, Douglas — Talk to me of dangers? Death and shame! is not my race as high, as ancient and as proud as thine 1 366. Still must I wonder ; for so dark a cloud Oh deeper than thou think'st I've read thy heart. 367. Your grace will pardon me for obeying Say no more, my child, you are yet too raw to make proper distinctions. 368. Let them or suppose I address myself to some particular sufferer — there is something more confi- dential in that manner of communicating one's ideas — as Moore says, Heart speaks to heart — I say, then, take es- pecial care to write by candle-light. 369. To such unhappy persons, in whose miseries I deeply sympathize Have I not groaned under similar horrors 1 370. That spares manual labor — this would relieve from mental drudgery, and thousands yet unborn - - - - But hold ! I am not so sure that the female sex in gen- eral may quite enter into my views on the subject. 44 PROGRESSIVE EXERCISES IN 371. I am glad to see you well : Horatio or I do forget myself. 372. Would I had met my dearest foe in heaven, or ever I had seen that day, Horatio ! My father methinks I see my father. LESSON XX. APOSTROPHE, QUOTATION, AND DI.ERESIS. An Apostrophe is a mark which differs from a comma only in being placed above the line ; thus ' The Apostrophe shows that some letter or letters are left out, as 'Tis for It is, tho' for though, lov'd for loved. The Apostrophe is likeivise used in Grammar to point out the possessive case ; as John's book. A Quotation consists of four commas or apostrophes ; two placed at the beginning and tico at the end of a word, sentence, or part of a sentence. The two which are placed at the beginning are inverted, or upside down. A Quotation shows that the word or sentence was spoken by some one, or was taken from some other author. A Diaresis consists of two periods placed over a vowel; thus, a. The Diceresis shows that the letter over which it is placed is to be pronounced separately ; as Creator, Zoono- mia, aerial. [In this Lesson the pupil is to recognize each of the above mentioned marks, and explain their use.] Examples, 373. The fox-howl's heard on the fell (or hill) afar. 374. The kindling fires o'er heaven so bright, look sweetly out from yon azure sea. 375. Banished from Rome! what's banished, but set free from daily contact of the things 1 loathe 1 " Tried and convicted traitor " — Who says this 1 Who'll prove RHETORICAL READING, 45 it, at his peril, on my head? "Banished?" — I thank you for't. It breaks my chain ! I held some slack alle- giance till this hour — but now my sword's my own. 376. Your Consul's merciful. For this all thanks. He dares not touch a hair of Cataline. " Traitor ! " I go but I return. This trial! Here I devote your Senate ! I've had wrongs, to stir a fever in the blood of age. ***** This day is the birth of sor- rows. 377. The eye could at once command a long-stretching vista, seemingly closed and shut up at both extremities by the coalescing cliffs. 378. It seemed like Laocoon struggling ineffectually in the hideous coils of the monster Python. 379. In those mournful months, when vegetables and animals are alike coerced by cold, man is tributary to the howling storm, and the sullen sky ; and is, in the pathetic phrase of Johnson, a " slave to gloom." 380. I would call upon all the true sons of humanity to cooperate with the laws of man and the justice of heaven in abolishing this " cursed traffic." 381. Come, faith, and people these deserts ! Come and reanimate these regions of forgetfulness. 382. I am a professed lucubrator, and who so well qual- ified to delineate the sable hours, as " A meagre, muse-rid mope, adust and thin." 383. He forsook, therefore, the bustling tents of his father, the pleasant " South country" and " well of La- hairoi ;" he went out and pensively meditated at the even- tide. 384. The Grecian and Roman philosophers firmly believed that " the dead of midnight is the noon of thought." 385. Young observes, with energy, that " an undevout astronomer is mad." 386. Young Blount his armor did unlace, and, gazing on his ghastly face, said — " By Saint George, he's gone I that spear-wound has our master sped ; and see the deep cut on his head ! Good night to Marmion !" — " Unnur- tured Blount ! thy brawling cease : he opes his eyes/* gaid Eustace, " peace I " — « 46 PROGRESSIVE EXERCISES IN 387. The first sentence, with which he broke the awful silence, was a quotation from Rousseau : " Socrates died like a philosopher, but Jesus Christ like a God !" 388. A celebrated modern writer says, " Take care of the minutes, and the hours will take care of themselves." This is an admirable remark, and might be very seasona- bly recollected when we begin to be " weary in well doing," from the thought of having much to do. 389. I've seen the moon gild the mountain's* brow ; I've watched the mist o'er the river stealing ; but ne'er did I feel in my breast till now, so deep, so calm, and so holy a feeling: 'Tis soft as the thrill which memory throws athwart the soul in the hour of repose. 390. Blest be the day I 'scaped the wrangling crew from Pyrrho's* maze and Epicurus'* sty ; and held high converse with the godlike few, who to th' enraptured heart, and ear, and eye, teach beauty, virtue, truth, and love, and melody. 391. But thou, who Heaven's* just vengeance dar'st defy, this deed, with fruitless tears, shalt soon deplore. 392. O Winter ! ruler of the inverted year ! thy scat- ter'd hair with sleet-like ashes fill'd, thy breath congeal'd upon thy lips, thy cheeks fring'd with a beard made white with other snows than those of age, thy forehead wrapt in clouds, a leafless branch thy sceptre, and thy throne a sliding car, indebted to no wheels, but urg'd by storms along its slipp'ry way, I love thee, all unlovely as thou seem'st, and dreaded as thou art ! 393. For, as I passed by, and beheld your devotions, I found an altar with this inscription, " To the unknown God," Whom therefore ye ignorantly worship, him de- clare I unto you. The Apostrophe in these words is the sign of the possessive case. RHETORICAL READING. 47 LESSON XXI, THE ASTERISK, OBELISK, DOUBLE OBELISK, SECTION, PARALLELS, PARAGRAPH, INDEX, CARET, BREVE, AND BRACE, The pupil will take 'particular notice of the following marks, so that he may call them by name, and explain their use in the following lesson. This mark * is called an Asterisk, or Star This mark t is called an Obelisk. This mark X is called a Double Obelisk. This mark IT is called a Paragraph, This mark § is called a Section. These marks II are called Parallels. The Asterisk, Obelisk, Double Obelisk, Paragraph, Section, Parallel, and sometimes figures, or letters, are used to show that there is a note at the bottom of the page. When many notes occur on a page, these marks are some' times doubled, [See next page.] The Paragraph |f is used to show the beginning of a new subject. The Section § m also used to divide chapters into less parts. The Index or Hand ftj?" points to something which requires particular attention. The Breve *-? is placed over a letter to show that it has a short sound; as Helena. The Brace > is used to unite several lines of poetry, or to connect a number of words with one common term. The Caret / v is never used in printed books ; but in writing it shows that something has accidentally been left recited out ; as George has his lesson. O'When several Asterisks or Stars are placed together, they represent an Ellipsis. [See Lesson 19th.] 48 PROGRESSIVE EXERCISES IN Examples. 394. Many persons pronounce the word Helena,* in- correctly. They call it Helena. 395. The leprosy, therefore, of Naaman shall cleave unto thee. * * * * And he went out from his presence a leper as white as snow. 396. The Cougart is the largest animal of the cat kind, found in North America; and has occasionally re- ceived the name of the American lion, from the similarity of its proportions and color to those of the lion of the old world. 397. The keeper of the elephant gave him a gallon of arrack! which rendered the animal very furious. 398. I fell upon my knees on the bank, with my two servants, and the drogoman§ of the monastery. 399. The history of Joseph is exceedingly interesting and instructive. || 400. It was a cave, a huge recess, that keeps, till June, December's snow ; a lofty precipice in front, a silent tarnff below. 401. C-e-o-u-s, 1 C-i-o-u-s, ! .-,.,. ' , . ' < are pronounced like shus. S-c-i-o-u-s, } l T-i-o-u-s, J 402. See where the rector's** splendid mansion stands, embosomed deep in new enclosed lands, — lands wrested from the indigent and poor, because forsooth he holds the village cure. ft 403. When the young blood danced jocund through his veins, 'tis said his sacred stoleJJ received some stains. 404. Their wants are promised Bridewell,|||| or the stocks. *This is the name of a small island situated on the west of Africa. f Pronounced Coo'-gar. The name given to this animal, by the country people, generally, is painter, evidently a corruption of panther. \ Arrack is a very strong spirituous liquor. § Drogoman means an interpreter. || The whole history of Joseph will be found in the Bible 3 from the 37th chapter to the end of the book of Genesis. U Tarn is a small lake, high up in the mountains. *"* A clergyman. ft Cure, — The office of a clergyman. jJStole. — A long robe worn by the clergy of England. || Bridewell, — A house of correction. RHETORICAL READING. 49 LESSON XXII. ACCENT. Accent is the peculiar tone or force given to some letter or syllable of a word. There are three accents, the Acute, the Grave, and the Circumflex. The A cute accent is noted by a mark like this ' placed over a letter or syllable, as in the word Epicurean. The Grave accent is represented by a mark like this v placed over a letter or syllable, as in the word Clessammor. The Circumflex accent is distinguished by a mark like this " placed over a letter or syllable. The letter or syllable over which either of the accents is placed, is to be pronounced more forcibly than the other parts of the same word, as Rec'c-gnize, Reuthamir, Fingal. The word or syllable over which the acute accent is placed, must be pronounced ivith the rising inflection of the voice: as Rec'ognize, Epicure'an, Acceptable. The word or syllable over which the grave accent is placed must be pronounced with the falling inflection of the voice, as Reuthamir, Clessammor. The word or syllable over which the Circumflex accent is placed, must be pronounced partly with the rising and partly with the falling inflection of the voice. If it begin with the rising and end with the falling, it is called the falling circumflex ; but if it begin with the falling and end with the rising, it is called the rising circumflex. The Circumflex accent is sometimes used to express the broad sound of a letter, as in Fingal, in which the a is pronounced as in the word Fall. In every word of more than one syllable there is one (and sometimes more than one) which must be pronounced more forcibly than the others ; and the acute accent is often used to show which this syllable is. The syllable thus pronounced is called the acented syllable, as Capillary, red'olent, ax'iom. 5 50 PROGRESSIVE EXERCISES IN The acute, grave, and circumflex accents, are sometimes used to direct the management of the voice in reading sen~ tences; the acute accent indicating the rising, the grave the falling inflection of the voice, and the circumflex both the rising and falling united. When the circumflex is used to indicate a sound commencing with the rising and ending with the falling inflection, it is printed thus, A ; but when the sound commences with the falling and ends with the rising inflection, it is printed thus, v , which the yupil will perceive is the same mark inverted. [The pupil may now read the following sentences, re- collecting to manage his voice when he meets the respect- ive marks of accent, as directed above.] 405. Did they recite correctly, or incorrectly ? 406. They recited correctly, not incorrectly. 407. Did they speak properly, or improperly 1 408. They spoke properly, not improperly. 409. Did Charles go willingly, or unwillingly 1 410. Charles went willingly, not unwillingly. 4L1. Did you say Epicurean, or P^picurean 1 412. I said Epicurean, not Epicurean. I know bet- ter than to say so. 413. You must not say acceptable, but acceptable. 414. You must not pronounce that word recognise, but recognize. 415. We must act according to the law, not contrary to it. 416. Did he say wisdom, or wisdom ? 417. He said wisdom, not wisdom. 418. What must the King do now ? Must he submit? The King shall do it: must he be deposed 1 The King shall be contented : must he lose The name of King ? — let it go ! 419. I'll give my jewels, for a set of beads; My gorgeous palace, for a hermitage ; My gay apparel, for an almsman's gown; My figured goblets, for a dish of wood ; My sceptre, for a painter's walking staff; My subjects, for a pair of carved saints : And my large kingdom, for a little grave ; A little, little grave — an obscure grave. RHETORICAL READING. 51 420. Art thou poor? Show thyself active and indus- trious, peaceable and contented . Art thou wealthy ? Show thyself beneficent and charitable, condescending and humane. 421. This corruptible must put on incorruption, and this mortal must put on immortality. 422. Religion raises men above themselves ; irreligion sinks them beneath the brutes. 423. And if you do, you will but make it blush, and glow with shame of your proceedings, Hubert. 424. Hamlet, you have your father much offended. 425. Madam, you have my father much offended. 426. If you said so, then I said so. 427. No, say you; did he say No? He did; he said No. 428. Is the goodness, or the wisdom of the divine Being, more manifest in this his proceeding ? 429. Shall we in your person crown the author of the public calamities, or shall we destroy him ? 430. From whence can he produce such cogent exhor- tations to the practice of every virtue, such ardent excite- ment to piety and devotion, and such assistance to attain' them, as those which are to be met with throughout every page of these inimitable writings? 431. Where, amidst the dark clouds of Pagan philoso- phy, can he show us such a clear prospect of a future state, the immortality of the soul, the resurrection of the dead, and the general judgment, as in St. Paul's first epistle to the Corinthians ? 432. Would it not employ a beau prettily enough, if, instead of eternally playing with his snuff-box, he spent some time in making one? 433. Would an infinitely wise Being make such glori- ous beings for so mean a purpose ? Can he delight in the production of such abortive intelligences, such short-lived reasonable beings ? Would he give us talents that are not to be exerted, capacities that are not to be gratified ? 434. Whither shall I turn ? Wretch that lam! to what place shall I betake myself? Shall I go to the cap- itol ? Alas! it is overflowed with my brother's blood! Or shall 1 retire to my house ? Yet there I behold my mother plunged in misery, weeping and despairing ! 52 PROGRESSIVE EXERCISES IN 435. King Agrippa, believest thou the prophets 1 I know that thou believest. 4o6. Art thou he that should come, or shall we look for another ? 437. The baptism of John, was it from heaven, — or of men ? 438. Will you go — or stay? Will you ride, — or walk ? Will you go to-day, — or to-morrow ? 439. Did you see him, — or his brother? Did he travel for health. — or pleasure? 440. Did he resemble his father — or his mother? Is this book yours — or mine? 441. Was it ar'med, say you? 'Armed, my lord. From top to toe ? My lord, from head to foot. 442. Then saw you not his face ? Oh yes, my lord, he wore his beaver up. 443. I did not say a better soldier, but an elder. 444. Aim not to show knowledge, but to acquire it. 445. Did I say go, — or go? 446. Hence! — home, you idle creatures, get you home. You blocks, you stones ! you worse than sense- less things ! 447. Get thee behind me, Satan. No. You did not read that right. You should say, Get thee behind me, Satan. 448. N Angels and ministers of grace, defend us. 449. Jesus, Master ! have mercy on us. 450. Charity surTereth long, and is kind ; charity envf- eth not ; charity vaunteth not itself ; is not puffed up; doth not behave itself unseemly • seeketh not her own ; is not easily provoked ; thinketh no evil. 451. And though I have the gift of prophecy, and un- derstand all mysteries, and all knowledge ; and though I have all faith, so that I could remove mountains, and have not charity, I am nothing. 452. I tell you, though you, though all the world, though an angel from heaven should declare the truth of it, I could not believe it. 453. I tell you, though you, though all the world, though an angel from heaven should declare the truth of it, I could not believe it. 454. You wrong me every way, you wrong me, Brutus. RHETORICAL READING. 53 455. You wrong me every way, you wrong me, Brutus, 456. Are you going to Boston? What did you ask me ? Are you going to Boston 1 457. They tell us to be moderate ; but they, they are to revel in profusion. 458. I see thou hast learned to rail. 459. 1 know that thou art a scoundrel. 460. Such trifling would not be admitted in the inter- course of men, and do you think it will avail more with Almighty God? LESSON XXIII. emphasis. By Emphasis is meant the force or loudness of voice by which we distinguish the principal word or words in a sen- tence. To emph^tze a word means to pronounce it in a loud or fordid manner. The meaning of a sentence, especially if be a question often depends upon the proper placing of the emphasis. Thus : in the sentence, Shall you ride to town to-day ? if the emphasis be placed upon ride, the question will be, Shall you RIDE to town to-day? — and it may be answered, No, I shall not ride, I shall walk. If the emphasis be placed upon you, the question then becomes, Shall YOU ride to town to-day? and the answer may be, No, I shall not go myself, I shall send my son. If the emphasis be placed on town, the question then becomes, Shall you ride to TOWN to day ? and the answer may be, No, I shall not ride to town, but I shall ride into the country. If the emphasis be placed upon day, the question then becomes, Shall you ride to town TO-DAY ? and the answer may be, No, I shall not go to-day, but I shall to-morrow. In reading the following sentences, the pupil will em- phasize the words in capital letters. *5 54 PROGRESSIVE EXERCISES IN 461. You were paid to FIGHT against Alexander, not to RAIL at him. 462. And Saul said unto Michael, why hast thou DECEIVED me so ? 463. Then said the High Priest are these things SO ? 464. Exercise and temperance strengthen even an INDIFFERENT constitution. 465. AGAIN to the battle Achaians. 466. I that denied thee GOLD, will give my HEART. 467. You wronged YOURSELF to write in such a case. 468. The fault, dear Brutus, is not in our STARS ; but in OURSELVES, that we are underlings. 469. And why beholdest thou the mote that is in thy brother's eye, but considerest not the BEAM that is in thy OWN eye 1 470. And Nathan said unto David, THOU art the man. 471. A day, an HOUR of virtuous liberty, is worth a whole eternity of bondage. 472. I'm tortured even to madness when I THINK of the proud victor. 473. "Pis all a libel, PAXTON, Sir, will say :— Not yet, my friend ! TOMORROW, faith, it may ; And for that very cause I print TO-DAY. 474. The men whom nature's works can charm, with GOD HIMSELF hold converse ; grow familiar d'ay by day with his conceptions, ACT upon his plan, and form to HIS the relish of their souls. 475. It is equally unjust in thee to put DAMON or ME to death : but PYTHIAS were unjust, did he let Damon suffer a death that the tyrant prepared only for PYTHIAS. 476. What ! does life DISPLEASE thee ? Yes; it displeases me when I see a TYRANT. 477. HETRAYEST thou the Son of man with a kiss. 478. Betrayest THOU the Son of man with a kiss. 479. Betrayest thou the SON of man with a kiss. 480. Betrayest thou the Son of MAN with a kiss. 481. Betrayest thou the Son of man with a KISS. 482. The firmest works of MAN, too, are gradually giving way. 483. And THOU must sail upon this sea, a long event- ful voyage. The wise MAY suffer wreck — the foolish MUST. RHETORICAL READING. 55 484. My ear is PAINED, my soul is SICK, with every day's report of wrong and outrage, with which earth is FILLED. There is no FLESH in man's obdu- rate heart, — it does not FEEL for man. 485. Slaves cannot BREATHE in England ; if their lungs receive our air, that moment they are FREE. LESSON XXIV. PRIMARY AND SECONDARY EMPHASIS. In sentences where several words are to he emphasized, some words receive a stronger emphasis than others. This leads to a distinction, called primary and secondary em- phasis. The primary emphasis is the strongest emphasis. The secondary emphasis is the weaker emphasis ; of which, there are several degrees. In the following sentences, the words in LARGE CAPITALS are to receive the primary emphasis. Those ih small capitals, or Italic, are to receive the secondary emphasis. 486. What stronger breastplate than a heart untainted! THRICE is he armed that hath his quarrel just : and he but naked though locked up in STEEL, whose con- science with injustice is corrupted. 487. But winter has yet brighter scenes ; — he boasts splendors beyond what gorgeous summer knows, — or autumn with her many fruits and woods all flushed with many hues. 488. Boisterous in speech, in action prompt and bold, He buys, he sells, — he steals, he KILLS for gold. 48S. The combat deepens. ON, ye brave, who rush to glory or the grave ! Wave, Munich, all thy banners wave, and charge with all thy chivalry. 4S9. Oh fear not thou to die ! But rather fear to LIVE ; for life has thousand snares thy feet to try, by peril, pain, and strife. 56 PROGRESSIVE EXERCISES IN 490. Yea! long as Nature's humblest child hath kept her temple undefined by sinful sacrifice, Earth's fairest scenes are all his own ; he is a MONARCH, and his throne is built amid the skies. 491. Misses! the tale that I relate this lesson seems to carry — Choose not alone a proper mate, but proper time to marry. 492. Son of night, retire ; call thy winds and fly : Why dost thou come to my presence with thy shadowy arms 1 Do I FEAR thy gloomy form, dismal spirit of Loda? Weak is thy shield of clouds; feeble is that meteor thy sword. 493. My dwelling is calm, above the clouds; the fields of my rest are pleasant. DWELL then in thy calm field, and let Comhal's son be forgot. Do my steps ascend, from my hills into thy peaceful plains? Do / meet thee, with a spear, in thy cloud, spirit of dismal Loda? Why then dost thou frown on Fingal ? — or shake thine airy spear? But thou frownest in vain ; I never fled from mighty men. And shall the sons of the WIND frighten the King of Mor- ven? NO; he knows the weakness of their arms. 494. Yonder schoolboy, who plays the truant, says, the proclamation of peace was NOTHING to the show ; and even the chairing of the members at election, would not have been a finer sight than this ; only that red and green are prettier colours than all this morning. 495. The text is gospel wisdom. I would ride the camel, — yea LEAP him FLYING, through the needle's eye, as easily as such a pampered soul could pass the narrow gate. 496. Why judge you then so hardly of the dead ? For what he left UNDONE : — for sins, not one of which is mentioned in the ten commandments. 497. Though you may think of a million strokes in a minute, you are required to execute but one. 49S. Not thirty tyrants now enforce the chain, but every CARLE can lord it o'er thy land. 499. HEREDITARY bondmen! Know ye not,— who would be free THEMSELVES must strike the blow? By THEIR right arm the conquest must be wrought : — Will Gaul or Muscovite redress ye ? — N~ ! True they RHETORICAL READING. 57 may lay your proud despoilers low; but not for YOU will freedom's altars flame. 500. A thousand YEARS scarce serve to form a state ; an HOUR may lay it in the dust. 501. He prayed but for life — for life he would give all he had in the world ; — it was but LIFE he asked — LIFE, if it were to be prolonged under tortures and pri- vations ; — he asked only breath, though it should be drawn in the damps of the lowest caverus of their hills. 502. I could have bid you LIVE, had life been to you the same weary and wasting burden that it is to me. 503. Be the combat our OWN \ and we'll perish or conquer MORE PROUDLY alone • for we have sworn by our country's assaulters, that living we WILL be vic- torious, or that dying our deaths shall be GLORI- OUS. 504. Earth may hide — -waves ingulph — FIRE con- sume us, but they SHALL not to slavery doom us. 505. If they rule, it shall be o'er our ashes and graves i but we have smitten them already with fire on the waves, and new triumphs on land are before us. To the CHARGE ! — Heaven's banner is o'er us. 506. False Wizard AVAUNT ! I have marshalled my clan : their swords are a thousand, their bosoms are one. 507. What means this shouting? I do fear, the peo- ple choose Caesar for their King. Ay, do you FEAR it ? Then must I think you would not have it so. 508. I speak not to disprove what Brutus spoke; but here I am to speak what I do KNOW. 509. But yesterday, the word of Caesar might have stood against the WORLD. Now lies he there, and none so poor to do him reverence. 510. He was my friend ; faithful and just to me : but Brutus says he was AMBITIOUS ; and Brutus is an honourable man. He hath brought many captives home to Rome, whose ransoms did the general coffers fill : Did this in Caesar seem ambitious? When that the poor have cried, Caesar hath wept. Ambition should be made of sterner stuff. Yet Brutus says he WAS ambitious ; and Brutus is an honorable man.. You ail did 1 58 PROGRESSIVE EXERCISES IN see, that, on the Lupercal, I thrice presented him a kingly crown: which he did thrice refuse. Was this ambition ? Yet Brutus SAYS he was ambitious ; and sure he is an honorable man. LESSON XXV. DISTINCTNESS OF ARTICULATION. In order to exercise the voice, and acquire distinctness of articula- tion, the pupil is required in this lesson, to pronounce (as well as he can) certain letters, which do not constitute a word, and then the words in which the same letters occur. It is not designed that he should call the letters by name, but endeavor to pronounce the sound which they rep- resent when united. Sound the following letters and then the words which follow, in which the same letters occur. Be particularly careful to give a clear and distinct sound to every letter. Aw. Law, saw, draw. Or. For, nor. Bd. Orbed, probed. Bdst. Robb'dst, prob'dst. Bl. Able, table, cable, abominable. Bid. Troubl'd. humbl'd, tumbl'd. Bldst. Troubl'dst, crumbl'dst, tumbl'dst. Biz. Troubles, crumbles, tumbles. Blsl. Troubl'st, crumbl'st, tumbl'st. Br, Brand, strand, grand. Bs. Ribs, cribs, fibs, nibs. Dl. Candle, handle, bridle, saddle. Did. Handl'd, bridl'd, saddl'd. Dlz. Candles, handles, bridles, saddles. Dlst. Fondl'st, handl'st, bridl'st. Dr. Drove, draw, drink, drive. Dz. Deeds, reeds, feeds, seeds. Dth. Breadth, width. Dths. Breadths, widths. Fl. Flame, fling, flounce, fly, flew, Fid, Trifl'd, stifl'd, rifl'd. RHETORICAL READING. 59 Fist. Trifl'st, stifl'st, rifl'st. Flz. Trifles, rifles, stifles, ruffles. Fr. Frame, France, frown, front. Fs. Laughs, quaffs, staffs, raffs, muffs. Fst. Laugh'st, quaffst. Ft. Waft, raft, graft. Fts. Wafts, grafts, rafts. Ftst. Waft'st, graft'st. Gd. Bragg'd, begg'd, pegg'd. Gdst. Bragg'dst, begg'dst, pegg'dst. Gl. Glow, glance, glide, gluck, glad. Gld. HaggI'd, struggl'd, mangl'd, strangl'd. Gldst. Haggl'dst, struggl'dst, mangl'dst, strangl'st. Glz. Mangles, strangles, struggles. Gist. Mangl'st, strangl'st, struggl'st. Gr. Grave, grand, grow, grind, ground. Gz. Pigs, figs, begs, pegs, cags, nags. Gst. Bragg'st, begg'st. Jd. Hedged, fledged, wedged, caged. Kl. Uncle, carbuncle, ankle, crankle, rinkle. Kid. Rankl'd, tinkl'd, knuckl'd, truckl'd. Klz. Truckles, ankles, rinkles, uncles. Klst. Truckl'st, rinkl'st, buckl'st. l£/c?s£. TruckFdst, rinkl'dst, bukl'dst. Kn. Blacken, broken, spoken. Knd. Blacken'd, reckon'd, beckon'd. . Knz. Blackens, reckons, beckons. Knst. Black'nst, reck'nst, beck'nst. Kndst. Black'ndst, reck'ndst, beck'ndst. Kr. Croney, crumble, crank, crankle. Ks. Thinks, brinks, sinks, thanks. Kst. Think'st, sink'st, thank'st. Ct. Sack'd, thwack'd, crack'd, smack'd. Lb. Elb, bulb. Lbd. Bulb'd. Lbz. Elbs, bulbs. Ld. Hold, told, fold, sold, scold, rolPd. JLdz. Holds, folds, scolds. Ldst. Hold'st, fold'st, rolld'st, scold'st. Lf. Elf, self, shelf. Lfs. Elfs. Lft. Delft. 60 PROGRESSIVE EXERCISES IN Lj. Bulge, bilge. Lk. Milk, silk, elk. Lkt. Milk'd. Lks. Milks, silks, Elks. Lkts. Mulcts. Lm. Elm, whelm, film. Lmd. Whelm'd, film'd. Lmz. Whelms, films. Ln. Fall'n, stol'n, swoll'n. Lp. Help, scalp, whelp. Lps. Helps, scalps, whelps. Lpst. Help'st, scalp'st. Ls. False, pulse. Lst. Fall'nst. Lt. Felt, halt, salt, malt, colt, dolt. Lts. Halts, colts, dolts, faults. Lv. Shelve, delve, helve. Lvd. Shelv'd, delv'd. Lvz. Elves, shelves, delves. Lz. Balls, stalls, halls, falls, shells. Lsh. Filch, milch, felch. Lsht. Filched. Lth. Health, wealth, stealth. Lths. Healths, wealths, stealths. Md. Entomb'd, doom'd, room'd. Mf. Humphrey. Mt. Attempt. Mts. Attempts. Mz. Tombs, catacombs, combs. Mst. Entomb'st, comb'st. Nd. And, brand, sand, hand, land. Ndz. Bands, sands, hands, lands. Ndst. Send'st, defend'st, lend'st, brand'st. Nj. Range, strange, mange_, grange. Njd. Ranged, flanged. Nk. Rank, think, crank, prank, sank. Nks. Ranks, thinks, cranks, pranks. Nkst. Rank'st, tlrank'st, think'st, sank'st. Nt. Sent, rent, went, bent, lent, trent. Ntst. Want'st, went'st, sent'st, lent'st. Ntz. Wants, rents, scents. JVz. Fins, bans, scans, mans, fans. RHETORICAL READING. 61 Nsh. Flinch, linch, pinch, bench. Nsht. Flinch'd, pinch'd, bench'd, drench'd. Nst. Winced. Ngd. Hanged, banged, prolonged. Ngz. Songs, tongs, prolongs. Ngth. Length, strength. PI. Pluck, ply, plain, plume; Pld. Rippled, tippled. Ph. Ripples, tipples, apples. Plst. Ripplest, tipplest. Pr. Pray, prance, prince, prime, prayer. Ps. Claps, raps, sips, nips, dips. Pst. Rapp'st, sipp'st, nipp'st, dipp'st. Rb. Herb, barb, rhubarb. Rbd. Barb'd. Rbs. Herbs, barbs. Rbst. Barb'st. jRfo&rt. Barb'd st. Rd. Bard, word, hard, lard, heard. Rds. Bards, words, interlards. Rdst. Heard'st, fear'dst, appear'dst. Rf. Surf, scurf, scarf, wharf. Rft. Wharf d, scarf d, scurf d. Rg. Burgh. Rgz. Burghs. Rj. Barge, large, dirge, charge. Rjd. Urged, enlarged, charged. Rk. Hark, lark, ark, dark, stark. Rkt. Hark'd, work'd, dirk'd. Rks. Harks, works, dirks, arks. Rkst. Work'st, embark'st, dirk'st. Rktst. Bark'dst, embark'dst, dirk'dst. Rl. Snarl, marl, whirl, did, girl, hurl. Rid. Snarl'd, hurl'd, world. Rh. Snarls, hurls, whirls. RUt. Snarl'st, hurl'st, whirPst. Rldst.SnwY dst, hurl'dst, whirl'dst. Rm. Arm, harm, farm, alarm. Rmd. Arm'd, harm'd, alarm'd, warm'd. Rmz. Arms, harms, alarms, warms. Rmst. Arm'st, harm'st, alarm'st, warm'st. 62 PROGRESSIVE EXERCISES IN Rmdst. Arm'dst, harm'dst, alarm'dst. Rn. Burn, spurn, turn, fern. Rnd. Burn'd, spurn'd, turn'd. Rnt. Burnt, learnt. Rnz. Urns, burns, turns, spurns. Rnst, Earn'st, learn'st. Rndst. Earn'dst, learn'dst Rp. Harp, carp, warp. Rpt. Harp'd, carp'd, warp'd. Rps. Harps, carps, warps. Rs. Hearse, verse, terse. Rst. First, erst, worst, burst, Rsts. Bursts. Rt. Heart, dart, mart, hart, part, art. Rts. Harts, darts, marts, parts, arts. Rtst. Hurt'st, dart'st, part'st. Rv. Curve, swerve, carve. Rvd. Curv'd, swerv'd, nerv'd. Rvz. Curves, swerves, nerves. Rvst. Curv'st, swerv'st, nerv'st. Rvtst. Curv'dst, swerv'dst, nerv'dst. Rz. Errs, avers, prefers, offers, scoffers, Rch. Search, lurch, birch, church. Rcht. Search'd, church'd. Rsh. Harsh, marsh. Rth. Hearth, earth, birth, dearth, mirth. Rths. Hearths, earths, births. Sh. Ship, shut, shun, shine, share. Sht. Push'd, hush'd, brush'd, crush'd. Sic. Mask, risk, brisk, frisk. Sht. Mask'd, risk'd, frisk'd. Sks. Masks, risks, frisks. Skst. Mark'st, risk'st, frisk'st. SI. Slay, slew, slain, slim, slink. Sid. Nestled, bristled, wrestled. Sm. Smoke, smite, smart, small, smack. Sn. Snail, snarl, snort, snag. Sp. Spurn, spank, spirt, spa. Sps. Whisps. St. Starve, stay, stock, strike. Str. Strain, strong, strive, strung. Sts. Busts, lusts, masts, fasts, blasts. Th. Thine, thee, that, those, there. RHETORICAL READING. 63 Th. Thin, thistle, thief. Thd. Wreathed, breathed, sheathed. Thz. Wreathes, breathes, sheathes. Thst. Wreath'st, breath'st, sheath'st. 27. Little, title, whittle, bottle, settle, nettle. Tld. Settled, whittled, bottled, nettled. Tlz. Battles, whittles, bottles, nettles, settles. Tlst. Settl'st, whittl'st, bottl'st, nettl'st. Tldst. Settl'dst, whittl'dst, bottl'dst. TV. Travels, trinket, trunk, contrive. Tz. Hats, flits, cats, bats, mats, brats. Tst. Combat'st. Vd. Swerved, nerved, curved, loved. Vdst. Liv'dst, nerv'dst, curv'dst, swerv'dst. VI. Swivel, drivel, grovel, novel. Vld. Drivel'd, grovePd. Viz. Drivels, swivels, grovels, novels. Vlst. Drivel'st, grovel'st. Vldst. Drivel'dst, grovePdst. Vn. Driven, riven, heaven. Vz. Lives, drives, swerves, nerves. Vst. Liv'st. Zl. Muzzle, dazzle. Zld. Muzzl'd, dazzl'd. Zlz Muzzles, dazzles. Zlst. MuzzPst, dazzl'st. Zldst. Muzzl'dst, dazzl'dst. Zm. Spasm, chasm. Zms. Spasms, chasms. Zn. Prison, risen, mizen. Znd. Imprisoned, reasoned. Znz. Prisons. Znst. Imprison'dst. CM. Fetch'd. 64 PROGRESSIVE EXERCISES I A' The pupil having been required to pronounce the letters and words in the preceding exercise, may now read the fol- lowing sentences, in which he must be particularly careful to pronounce clearly and distinctly every letter which is not silent. The sentences must be read very sloicly. 512. Deeply possess your mind with the vast impor- tance of a good judgment, and the inestimable advantage of right reasoning. 513. Review the instances of your own misconduct in life. 514. Think seriously how many follies and sorrows you might have escaped ; and how much guilt and misery you might have prevented, if from your early years you had taken pains to judge correctly, concerning persons, times and things. 515. This will awaken you with lively vigor to the work of improving your reasoning powers, and seizing every opportunity and advantage for that end. 516. Consider the weakness, frailties, and mistakes of human nature in general; the depth and the difficulty of many truths, and the flattering appearances of false- hood. 517. Whence arise the infinite varieties of dangers to which we are exposed in our judgment of things. 518. Contrive and practice some suitable methods to acquaint yourself with your own ignorance, and to im- press your mind with a deep and painful sense of the low and imperfect degrees of your present knowledge. 519. Presume not too much upon a bright genius, a ready wit, and good parts : for these, without labor and study, will never make a man of knowledge and wis- dom. RHETORICAL READING. 65 In order to show the pupil the difference between distinct and indistinct articulation, the following extract is pre- sented; the left hand column being printed as the piece is frequently read by pupils at school; and the right hand column exhibiting the same as it should be articulated. 520. The young of all an- imals pear treceive playzhu from the excise of thlimbs an bodly facties, without ref- frence t enny end ter be tained, ur enny use tbe ansd by theexshun. 521. Ur chile without knowin enny thing er the use er languige zin er high dgree dlighted with bin abe ter speak. 522. Its cessant reption uv er few ticlate sounds or praps of a single word, which it has lunned ter prunounce, proves this point clilly. 523. Nor ist less pleased with its fust successful deav- urs ter walk, or rath ter run which purcedes walkin, al- though tirely ignurunt er th importance er th attain- munt tits Alter life, an even without plyin it ter enny present purps. 524. Childs dlighted with speak without hav enny thing tur say, an with walk without known wither ter go. 520. The young of all an- imals appear to receive plea- sure from the exercise of their limbs and bodily facul- ties, without reference to any end to be attained, and any use to be answered by the exertion. 521. A child, without knowing any thing of the use of language, is in a high degree delighted with being able to speak. 522. Its incessant repeti- tion of a few articulate sounds, or perhaps of a sin- gle word, which it has learn- ed to pronounce, proves this point clearly. 523. Nor is it less pleased with its first successful en- deavors to walk, or rather to run, which precedes walk- ing ; although entirely igno- rant of the importance of the attainment to its future life, and even without ap- plying it to any present pur- pose. 524. A child is delighted with speaking, without hav- ing any thing to say ; and with walking without know- ing whither to go. *6 ^ 66 PROGRESSIVE EXERCISES IN 525. An prevesly ter both I 525. And previously to these sreasonable ter blieve both these, it is reasonable that the wake hours funcy to believe that the waking ragreebly take up with thex- hours of infancy are agreea- cise vish, or praps more bly taken up with the exer- prop speak, with learn ter cise of vision, or perhaps, see. more properly speaking, with learning to see. In reading the above sentences in the right hand col- umn, the pupil tnust be particularly careful to pronounce clearly and distinctly all the sounds which he finds omitted in the left hand column. LESSON XXVL MANNER OR EXPRESSION. In this lesson, the pupil is required to adapt the manner of his reading to the meaning of the sentences which he is to read; and endeavor to imitate, as closely as possible, the tones which nature teaches him to use in common con- versation, or when he is affected by strong feelings. Thus if he have such a sentence as the following to read : " Sirrah, savage, dost thou pretend to be ashamed of my company ? Dost thou know that I have kept the best company in England ? " — He will of course read it in quite a different manner from that which he would use in this which folloivs : "Are you sick, Hubert? You look pale to-day. In sooth, I would you were a little sick, that I might sit all night and watch with you. I warrant I love you more than you do me." [ The following sentence should be read in an angry manner.'] 526. Father, what sort of a tree is that which you have given me ? It is as dry as a broomstick ; and I RHETORICAL READING. 67 shall not have ten apples on it. You have treated my brother Edmund better than you have me. You have given him a tree which is full of apples. You ought to make him give me half of them. [ The following should be read in a milder manner. ,] 527. Give you half of them? Your tree was as fruit- ful and in as good order as his ; but you have not taken good care of it. Edmund has kept his tree clear of hurt- ful insects; but you have suffered them to eat up yours in its blossoms. I shall not direct him to share his apples with so idle a boy as you have been. [To be read in a respectful, calm, but decided manner.] 528. Alexander! I am your captive — I must hear what you please to say, and endure what you please to inflict. But my soul is unconquered ; and if I reply at al! to your reproaches, I will reply like a free man. [To be read in a threatening manner.] 529. He dares not touch a hair of Cataline. 530. [With surprise.] What ! does life displease thee? [Calmly, but with emphasis.] Yes; — it displeases me when I see a tvrant. 531. [Mildly.] The sun not set yet, Thomas ? Not quite, Sir. It blazes through the trees on the hill yon- der, as if their branches were all on fire. ; 532. [ With energy.] Sirrah, I begin with this kick, as a tribute to your boasted honor. Get you into the boat, or I will give you another. I am impatient to have you condemned. 533. [With moderation.] Stranger, if thou hast learnt a truth, which needs experience more than reason, that the world is full of guilt and misery ; and hast known enough of all its sorrows, crimes, and cares, to tire thee of it — enter this wild wood, and view the haunts of nature. 534. [Proudly and haughtily.*] Do you pretend to sit as high on Olympus as Hercules? Did you destroy tyrants and robbers? You value yourself greatly on sub- duing one serpent. I did as much as that while I lay in my cradle. See Number 128, page 13, 68 PROGRESSIVE EXERCISES IN 535. [With fear.] Mirza, terror and doubt are come upon me. I am alarmed as a -man who suddenly per- ceives that he is on the brink of a precipice, and is urged forward by an irresistible force ; but yet I know not whether my danger is a reality or a dream. 536. [In a threatening manner.'] I know thou art a scoundrel ! Not pay thy debts ! Kill thy friend who lent thee money, for asking thee for it ! Get out of my sight, or I will drive thee into the Styx. 537. [In a commanding manner.] Stop, I command thee. No violence. Talk to him calmly. 538. [In a solemn manner.] Such are the excuses which irreligion offers. Could you have believed that they were so empty, so unworthy, so hollow, so absurd? And shall such excuses be offered to the God of heaven and earth? By such apologies shall man insult his Creator ? 539. [In a mournful manner.] Oh my dear, dear mother! don't you know your son! your poor boy George ? 540. [In a terrified manner.] The Lord have mercy upon us — what is this? 541. [In a proud, disdainful manner.] Why then dost thou frown on Fingal ? Or shake thine airy spear? But thou frownest in vain : I never fled from mighty men. And shall the sons of the wind frighten the King of Morven? No; he knows the weakness of their arms. 542. [In an energetic manner.] Nov/ launch the boat upon the wave, — the wind is blowing off the shore — I will not live a cowering slave, on these polluted islands more. Beyond the wild, dark heaving sea, there is a bet- ter home for me. 543. [In a plaintive, sorrowful manner.] O Switzer- land ! my country ! 'tis to thee I strike my harp in agony : — My country! nurse of liberty, home of the gallant, great, and free, my sullen harp I strike to thee. O ! I have lost you all ! — parents, a"nd home, and friends. 544. [With quickness and emphasis.] Talk to me of dangers? — Death and shame ! — is not my race as high, as ancient, and as proud as thine ? By heaven, it grieves me, Harry Percy, preaching such craven arguments to RHETORICAL READING. 69 545. [With humility. ,] Father, I have sinned against heaven, and in thy sight, and am no more worthy to be called thy son. 546. [With horror.'] How frightful the grave! how deserted and drear ! with the howls of the storm wind — the creaks of the bier, and the white bones all clattering together. 547. [With calmness.] How lovely, how sweet the re- pose of the tomb ! No tempests are there ; — but the nightingales come and sing their sweet chorus of bliss. 548. [In an authoritative manner.] Heat me these irons hot; and look thou stand within the arras : when I strike my foot upon the bosom of the ground, rush forth, and bind the boy, which you shall find with me, fast to the chair : be heedful : hence, and watch. 549. [In a supplicating tone.] Alas ! what need you be so boisterous rough 1 1 will not struggle, I will stand stone-still. For heaven's sake, Hubert, let me not be bound ! Nay, hear me Hubert ! drive these men away, and I will sit as quiet as a lamb ; I will not stir, nor wince, nor speak a word, nor look upon the irons angrily ; thrust but these men away, and I'll forgive you, whatever torments you do put me to. LESSON XXVII. PITCH OF THE VOICE. Every person has three keys, or pitches of the voice, Called THE HIGH, THE MIDDLE, and THE LOW KEY. The high key is that which is used in calling to a person at a distance. The middle key is that which is used in common con~ versation. The low key is that which is used when we wish no one to hear, except the person to whom we speak; and is almost but not quite a whisper. 70 PROGRESSIVE EXERCISES IN Each one of these keys or pitches of the voice has differ- ent degrees of loudness ; and it is important that the pupil should exercise his voice in speaking in all of these keys, both with mildness and with force. [ The pupil may read the following sentence in each of the different keys.~\ 550. They have rushed through like a hurricane ; like an army of locusts they have devoured the earth ; the war has fallen like a water-spout, and deluged the land with hlood. [Read the following in the high key.~\ 551. Next Anger rushed; — his eyes on fire, in light- nings owned his secret stings ; in one rude clash he struck his lyre, and swept with hurri-ed hands the strings, [Read the following in the low key.] 552. With woful measures wan Despair — low sullen sounds his grief beguiled : — a solemn, strange, and ming- led air : — 'twas sad by fits, by starts 'twas wild. [Read the following in the middle key.] 553. But thou, O Hope ! with eyes so fair, what was thy delighted measure? Still it whispered promised pleasure, and bade the lovely scenes at distance hail ! 554. [Read with high key.] But with a frown Revenge impatient rose. He threw his blood-stained sword in thunder down ; and with a withering look, the war de- nouncing trumpet took, and blew a blast so loud and dread, were ne'er prophetic sounds so full of woe. And ever and anon he beat the doubling drum with furious heat : [Low key, very slowly.] and though sometimes, each dreary pause between, dejected Pity at his side, her soul-subduing voice applied, [High key, rapidly.] yet still he kept his wild, unaltered mien, while each strained ball of sight seemed bursting from his head. 555. [Middle key.] Alexander the Great demanded of a pirate, whom he had taken, by what right he infested the seas ? By the same right, replied the pirate, that Alexander enslaves the world. But 1 am called a robber, because I have only one small vessel ; and he is styled a conqueror, because he commands great fleets and armies. RHETORICAL READING. 71 LESSON XXVIII. TRANSITION. fit is important that the pupil practice a change or trans- ition of the voice from loud and forcible utterance to a softer and lower tone ; and from rapid to slow pronuncia- tion. In this lesson he is presented with a kw examples in which such a change of manner is required.] 556. [Softly and slowly.] An hour passed on — The Turk awoke. That bright dream was his last. [More loudly.] He woke — to hear the sentry's shriek, [Very loud and rapid.] " To arms ! they come ! the Greek ! the Greek ! " [Slowly and softly.] He woke to die midst flame and smoke, and shout and groan, and sabre stroke, and [Faster and louder.] death shots falling thick and fast, as lightnings from the mountain cloud : [Still louder.] and heard, with voice as trumpet loud, Bozzaris cheer his band; [Very loud, rapidly, and with much animation.] Strike — till the last armed foe expires, Strike — for your altars and your fires — Strike — for the green graves of your sires, God — and your native land. [In a softer and slower manner.] They fought — like brave men, long and well, — they piled that ground with Moslem slain, — they conquered — [Very slowly , and in a mournful manner.] but Bozzaris fell, bleeding at every vein. 557. [In a gentle manner and low tone.] When, doffed his casque, he felt free air, around 'gan* Marmion wildly stare : — [Much louder, and in a wild and somewhat angry manner.] Where's Harry Blount? Fitz Eustace, where? Linger ye here, ye hearts of hare? Redeem my pennon, — charge again! Cry — 'Marmion to the rescue.' — [Very slowly, and almost in a whisper.] Vain! Last of my race, on battle plain, that shout shall ne'er be heard again! [Increasing in loudness.] Yet my last thought is England's : — [Louder, and with more earnestness.] fly — * A contraction for began. See Apostrophe, Lesson 20, page 44. 72 PROGRESSIVE EXERCISES IN Fitz Eustace, to Lord Surrey hie. [More rapidly.] Tunstall lies dead upon the field ; his life-blood stains the spotless shield : Edmund is down, — my life is reft, — the Admiral alone is left. [With much earnestness of man- ner.] Let Stanley charge with spur of fire, with Chester charge and Lancashire, full upon Scotland's central host, [Slowly.] or victory and England's lost. [Angrily.] Must I bid twice 1 — hence, varlets ! fly ! Leave Mar- mion here alone — to die. 558. [Distinctly , slowly, and in a moderate tone.] Yet still Lord Marmion's falcon flew with wavering flight, while fiercer grew around the battle yell. [Loudly and quickly.] A home ! a Gordon ! was the cry. 559. [Sloicly and with feeling.] Oh what a fall was there, my countrymen ! Then I, and you, and all of us fell down [Loudly and with emphasis.] while bloody treason flourished over us. 560. [Softly and sloicly.] Oh now you weep; and I perceive you feel the dint of pity : — these are gracious drops. Kind souls! [Quickly ', louder , and with strong emphasis.] What, weep you when you but behold our Caesar's VESTURE wounded 1 [ Very loudly and ear- nestly.] Look ye here! — here is HIMSELF — marred as you see by traitors. 561. [Very sloicly and sorrowfully.] Oh I could play the woman with mine eyes, and braggart with my tongue! — [With earnestness, and louder.] But gentle heaven, cut short all intermission ; front to front bring thou this fiend of Scotland and myself; [Still more forcibly, but with a lower tone.] within my sword's length set him ; if he escape, heaven forgive him too. 562. [Proudly and with a loud and angry manner.] But here I stand and scoff you; — here I fling hatred and defiance in your face. [In a much milder manner, slowly and in derision.] Your consul's* merciful — For this — all thanks. [ Very loud, and in a threatening man- * The pupil will notice that there are many abbreviations of this kind made in this book in pieces which appear to be prose. All the sentences which are poetical have been printed in the form of prose, to prevent the " sing song" manner of reading - . But it must be under- stood and recollected that although abbreviations are allowable in poe- try, they are not admitted in prose. RHETORICAL READING. 73 ner. See Number 529.] He dares not touch a hair of Cataline. 563. [In a low tone, very softly.] His words do take possession of my bosom, — [Louder, and with earnest- ness.'] Read here, young Arthur. [Very softly.] How now, foolish rheum ! turning despiteous torture out the door ! I must be brief, lest resolution drop out at my eyes in tender womanish tears. — [Louder, and as if striving to hide his tears.] Can you not read it? Is it not fair writ ? 564. [Slowly and in a very sad manner.] Too fairly, Hubert, for so foul effect. [In an entreating manner.] Must you with hot irons burn out both mine eyes ? [In a stern manner.] Young boy, I must. [In a very sorrowful and supplicating manner.] And will you ? [Sternly and in an apparently determined manner.] And I will. 565. [With a very earnest, sorrowful and entreating manner.] Will you put out mine eyes ? These eyes that never did, nor never shall, so much as frown on you? 566. [In a rough manner, but still struggling to con- ceal his pity.] I have sworn to do it ; and with hot irons must I burn them out. 567. [In a very pathetic manner.] If an angel should have come to me, and told me, Hubert should put out mine eyes, I would have believed no tongue but Hu- bert's. 568. [In a kind, relenting, and very feeling manner.] Well — see to live; I will not touch thine eyes, for all the treasure that thy uncle owns. — Yet I am sworn, and I did purpose, boy, with this same very iron to burn them out. 569. [In a joyful and grateful manner.] O, now you look like Hubert ! all this while you were disguised. 570. [In an animated manner.] The combat deepens — [ Very loud, rapidly, and with much energy.] On ye brave, who rush to glory, or the grave ! Wave, Munich, all thy banners wave ; and charge with all thy chivalry. 571. [In a slow, solemn, and mournful manner.] Ah, few shall part where many meet ! The snow shall be their winding sheet, and every turf beneath their feet shall be a soldier's sepulchre. 7 74 PROGRESSIVE EXERCISES IN LESSON XXIX. ELLIPTICAL SENTENCES. An Ellipsis* means an omission ; and when any thing is omitted, or purposely left out, it is said that there is an ellipsis in the sentence, and the sentence is called an ellip- tical sentence. Elliptical sentences occur very frequently ; and it is necessary, in reading such sentences, to supply, in our minds, all that is omitted, in order to give the proper tone, accent, emphasis, and expression. Thus in the following questions, — "What went ye out into the wilderness to see? A reed shaken by the wind?" — there is an ellip- sis or omission of the words, " did you go out to see ;" and when these words are supplied the questions will be, " What went ye out into the wilderness to see 1 Did you go out to see a reed shaken by the wind ? Elliptical sentences must always be read in the same manner, with the same emphasis, tone, accent, and expres- sion, that they would be if the ellipses were supplied. In the following sentences the ellipsis is supplied in Italic letters in a parenthesis. The pupil will first read them as they stand, and then read them with the omission of those parts which are in Italic letters. 572. What sought they thus afar? {Did they seek) Bright jewels of the mine ? {Did they seek) The wealth of seas? {or) the spoils of war? {No, they did not seek either of these, but) They sought a faith's pure shrine. 573. What then would it be reasonable to expect from the fanciful tribe, from the musicians and poets of such a region ? ( Would it be reasonable to expect) Strains ex- pressive of joy, tranquillity, or the softer passions ? No ; their style must have been better suited to their circum- stances. * See Lesson 19, page 42. RHETORICAL READING. 75 574. Art thou the Thracian robber, of whose exploits I have heard so much ? (No ! I am not a Thracian robber, but) I am a Thra- cian, and a soldier. (Do you call yourself ) A soldier ? (J consider you as nothing better than) a thief, a plunderer, an assassin ! (who is) the pest of the country. 575. No deep and deadly quarrel was between these brothers, and neither of them could distinctly tell the cause of this unnatural estrangement. Perhaps dim jeal- ousies of their father's favor — (was the cause of this un- natural estrangement — perhaps) selfish thoughts that will sometimes force themselves into poor men's hearts respecting temporal expectations — (was the cause of this unnatural estrangement.) 576. What shall we call them 1 (Shall we call them) Piles of chrystal light 1 — (Shall we call them) A glorious company of golden streams — (Shall we call them) Lamps of celestial ether burning bright — (or) suns lighting systems with their joyous beams ? But thou to these art as the noon to night. 577. Hail to your lordship ! I am glad to see you well. (It is) Horatio (who speaks to me) or I do forget my- self. 578. (It is) The same, my lord, and (I am) your poor servant ever. 579. Sir, (you are) my good friend. I'll change that name with you. 580. Ah, whither now are fled those dreams of great- ness 1 (Whither now are fled) Those unsated hopes of happiness 1 ( Whither now are fled) Those busy bustling days? (Whither now are fled*) Those gay-spent, festive nights, (and) those veering thoughts, lost between good and ill, that shared thy life 1 581. Almighty ! trembling like a timid child, I hear thy awful voice (and when I hear it lam) alarmed * The ellipsis is supplied at each of these enquiries, to show that the falling inflection of the voice is required at each of the questions } [See Lesson 6th,] and it will be noticed throughout this lesson that the ellipsis is supplied in parentheses in many sentences where it may ap- pear to be superfluous — but the author's design in so doing is to lead more directly to the proper intonation of the voice. As a particular instance of this kind, see number 580, 581, and 583. 76 PROGRESSIVE EXERCISES IN — (and) afraid. I see the flashes of thy lightning wild, and in the very grave would hide my head. 5S2. Sourceless and endless God ! compared with thee life is a shadowy, (and not only a shadowy, but also a) momentary dream ; and (even) time, when viewed through thy eternity, (is) less than the mote of morning's golden beam. 583. What excuse can the Englishman plead ? ( Will he plead) The custom of duelling? An excuse, this (is) that in these regions cannot avail. The spirit that made him draw his sword in the combat against his friend, is not the spirit of honor ; it is the spirit of the furies, (it is the spirit) of Alecto herself (who was the chief of the furies.) To her he must go, for she has long dwelt in his merciless bosom. 584. Curse these cowardly covenanters — what (shall we do) if they tumble down upon our heads pieces of rock from their hiding places? (Shall we) advance? Or (shall toe) retreat? 585. To save a bishop, may I name a dean ? (May you name) a dean. Sir ? No ; his fortune is not made, you hurt a man that's rising in the trade. If (I may) not (name) the tradesman who set up to day, much less (may I name) the apprentice who to-morrow may (set up.) 586. And what are things eternal ? Powers depart, (and therefore they are not things eternal) possessions vanish, (and -therefore they are not things eternal) and opinions change, (and therefore they are not things eternal) and passions hold a fluctuating seat ; — (and therefore they are not things eternal) but, by the storms of circum- stance unshaken, and subject neither to eclipse nor wane, duty exists — immutably survives ! What (is there) more that may not perish ? 587. So goes the world ; if (you are) wealthy, you may call this (man your) friend, that (man your) brother ; — friends and brothers all (men will be to you) (or you may call all men your friends and brothers.) 588. I once saw a poor fellow (who was both) keen and clever, witty and wise; — he paid a man a visit, and no one noticed him, and no one ever gave him a welcome. (It is) Strange, cried I, whence is it (that this man is so Much neglected?) He walked on this side (of the room) RHETORICAL READING. 77 and then on that (side of the room;*) he tried to intro- duce a social chat ; now here, now there, in vain he tried (to introduce a social chat.) Some (persons, when he spoke to them) formally, and freezingly replied (to him ;) and some (persons made him no proper answer, but) said by their silence (you would) better stay at home (than come here where you are not wanted.) 589. A rich man burst the door. (A man who was) As Crcesus rich. I'm sure he could not pride himself upon his wit ; and as to wisdom he had none of it. He had what's better ; he had wealth. What a confusion, (there was when he entered the room.) All (who are in the room) stand up erect — These t (persons in this part of the room) crowd around to ask him of his health; (and) these (persons in another part of the room) arrange a sofa or a chair, and these (persons) conduct him there. (Some said to him) Allow me, sir, the honor (of handing you a chair, or of conducting you to it.) Then (they made) a bow down to the earth. Is't possible to show meet gratitude for such kind condescension?! * This example shows very clearly how the proper intonation of the voice is intimated by supplying the ellipses 5 although the sense is suffi- ciently clear as the sentence is expressed. t It may here be observed that a pause should be made in every ellip- tical sentence long enough to pronounce, or rather to think over, the words which are omitted. The above extract affords a clear illustration of this remark. % It may perhaps be thought that some ellipses are unnecessarily supplied in the preceding sentences — but the practical teacher will readily allow that a correct analysis is indispensable to the correct reading of a sentence ; and that the facilities afforded to a child in his Jirst attempts, cannot be too great. It will be borne in mind that this book is designed for very young, as well as for more advanced pu- pils. *7 78 PROGRESSIVE EXERCISES IN LESSON XXX. ANTITHESIS. The word antithesis means opposition or contrast. In all sentences in which an emphatic icord occurs, there is an antithesis expressed or understood ; and it is necessary to be able to distinguish the words which form the antithesis, or which are contrasted, in order to ascertain which word should be emphasized. Thus, in the sentence given in the introduction to the 23c? Lesson — "Shall you ride to- town to-day 1 " — if the answer be, No, I shall walk, there is an antithesis, or contrast, in the words ride and walk, which shows that ride is the emphatic word. Again, if the answer be, No, I shall ride into the country, the an- tithesis is in the words town and country, which shows that the word town is the emphatic word. Once more, — If the ansioer be, No, but I shall go to-morrow, the antithesis is in the words to-day and to-morrow ; which shows that the word to-day is to be emphasized. [It is thus seen, that it is necessary that the pupil should study out the meaning- of a sentence, and be able to form the antithesis upon which the emphatic words depend, in order to read it correctly and ex- pressive]}'. This exercise will often require a degree of judgment and discrimination not to be expected in a child, until the assistance of the teacher comes to his aid. Indeed, it is this very thing which constitutes the whole art of reading, and which often renders it a subject of deep study even to matured minds. It is, however, a subject of such para- mount importance, that it must not be overlooked nor neglected even in the lessons of very young pupils. The assistance afforded the pupil in this lesson, will lead his mind, it is thought, to a correct understand- ing of the subject, and enable him to apply his powers successfully to the analysis of other sentences, in which no aid is furnished for him.] In this lesson the emphatic word which forms the anti- thesis is printed in capitals, and the member of the anti- thesis which is understood is supplied in Italic letters be- tween crotchets. The pupil will first read the whole passage, and then read it with the omission of the part in crotchets. RHETORICAL READING. 79 590. Mercury, Charon's boat is on the other side of the water, (and as there will be time enough before he gets over to this side) allow me, before it returns, to have some conversation with the North American savage, whom you brought hither at the same time that you con- ducted me to the shades. 591. Why judge you then so hardly of the dead 1 (I judge so hardly of the dead, not for any thing that he has done but) For what he left undone. 592. This man of half a million {was not destitute of them, but he) had all these public virtues that you praise. 593. The darts of anguish (may strike, but they) fix not where the seat of sufTering hath been thoroughly for- tified by acquiescence in the will supreme, (not only for a short period, but) for time and for eternity. 594. Hereditary bondmen ! Know ye not, who would be free (must not depend upon the assistance of others, but) themselves must strike the blow 1 By their right arm (not by the right arm of others) the conquest must be wrought. 595. Where'er we tread (it is not a common spot, but) 'tis haunted, holy ground. 596. Authors of modern date are (not so poor as they formerly were, but they are) wealthy fellows. (It is not for the benefit of his assistance) 'Tis but to snip his locks they follow now the golden haired Apollo. 597. Yet none but you by name the guilty lash ; (oth- ers lash them in a different manner.) 598. It is often said by inconsiderate men, that time (not inclination) is wanted for the duties of religion. ^99. My friends ! (do not be hasty, but) be cautious how ye treat the subject upon which we meet. 600. Misses ! the tale that I relate (is not intended for your diversion alone, but it) seems to carry this lesson : Choose not alone a proper mate, but proper time to marry. 601. As much as lieth in you, live peaceably with all men, (but not with all women.) 602. You did not read that last sentence correctly ; for by emphasizing the word men, you made it appear as if the Apostle meant that you might quarrel with women and children, (if you would live peaceably with men.) 80 PROGRESSIVE EXERCISES IN Now his meaning is, that you should live peaceably with -all men, (not with your friends alone, but with all MANKIND.) [Sometimes both the words which constitute the antithe- sis are expressed; as in the following sentence.] 603. It is from untamed passions, not from wild beasts, that the greatest evils arise to human society. 604. By wisdom, by art, by the united strength of a civil community, men have been enabled to subdue (not only one single lion, bear, or serpent, but) the whole race of lions, bears, and serpents. LESSON XXXI. ENUMERATION. TVJien a number of particulars are mentioned in a sen- tence, it is called an Enumeration. In many sentences of this kind, it is proper to use the falling infection of the voice at each of the numbers of the enumeration, except the last but one, which should be read with the rising inflection. The following sentences are of this kind. In order to assist the pupil, the acute and grave accents are used to designate the inflections of the voice, according to the principles stated in Lesson 22, page 49. 605. But who the melodies of morn can tell? — The wild brook babbling down the mountain's side j , the low- ing herd ; the sheepfold's simple bell ; the pipe of early shepherd, dim descried in the lone valley ; echoing far and wide, the clamorous horn along the cliffs above ; the hollow murmur of the ocean tide ; the hum of bees ; the linnet's lay of love ; and the full choir* that wakes the universal grove. * Pronounced quire. RHETORICAL READING. 81 606. O how canst thou renounce the boundless store of charms that nature to her votary yields ! The warbling woodland, the resounding shore, the pomp of groves, the garniture of fields ; all that the genial ray of morning gilds, and all that echoes to the song of even ; all that the mountain's sheltering bosom shields, and all the dread magnificence of heaven ; oh how canst thou renounce and hope to be forgiven. 607. The coffin was let down to the bottom of the grave, the planks were removed from the heaped up brink, the first rattling clods had struck their knell, the quick shovelling was over, and the long, broad, skilfully cut pieces of turf were aptly joined together, and trimly laid by the beating spade, so that the newest mound in the church yard was scarcely distinguishable from those that were grown over by the undisturbed grass and daisies of a luxuriant spring. 608. The poor child of nature knew not the God of revelation ; but the God of the universe he acknowledged in every thing around him. He beheld him in the star that sank in beauty behind his lonely dwelling ; in the sacred orb that flamed on him from his midway throne ; in the flower that snapped in the morning breeze , in the lofty pine, that defied a thousand whirlwinds ; in the timid warbler, that never left its native grove ; in the fearless eagle, whose untired pinion was wet in clouds ; in the worm that crawled at his foot; and in his own matchless form, glowing with a spark of that light to whose mysterious source he bent in humble, though blind adoration. 609. Our lives, says Seneca, are spent either in doing nothing at all, or in doing nothing to the purpose, or in doing nothing that we ought to do. 610. It was necessary for the world that arts should be invented and improved, books written and transmitted to posterity, nations conquered and civilized. 611. All other arts of perpetuating our ideas, except writing or printing, continue but a short time. Statues can last but a kw thousands of years, edifices fewer, and colours still fewer than edifices. 612. Life consists, not of a series of illustrious actions, or elegant enjoyments ; the greater part of our time passes in compliance with necessities, in the performance of daily 82 PROGRESSIVE EXERCISES IN duties, in the removal of small inconveniences, in the pro- curement of petty pleasures: 613. Though we seem grieved at the shortness of life in general, we x.re wishing every period of it at an end. The minor longs to be at age, then to be a man of busi- ness, then to make up an estate, then to arrive at honors, then to retire. 614.. The devout man does not only believe, but feels there is a Deity ; he has actual sensations of him ; his experience concurs with his reason ; he sees him more in all his intercourse with him ; and even in this life almost loses his faith in conviction. 615. Now the works of the flesh are manifest, which are these ; adultery, fornication, uncleanness, lascivious- ness, idolatry, witchcraft, hatred, variance, emulations, wrath, strife, seditions, heresies, envyings, murders, drunkenness, revellings, and such like. 616. But the fruit of the Spirit is love, joy, peace, long- suffering, gentleness, goodness, faith, meekness, temper- ance. 617. The ill-natured man, though but of equal parts with the good natured man, gives himself a large field to expatiate in ; he exposes those failings in human nature over which the other would cast a veil, laughs at vices which the other either excuses or conceals, falls indiffer- ently on friends or enemies, exposes the person who has obliged him, and in short sticks at nothing that may es- tablish his character of a wit. 618. What can interrupt the content of the fair sex, upon whom one age has labored after another to confer honors, and accumulate immunities 1 Those to whom rudeness is infamy, and insult is cowardice 1 Whose eye commands the brave, and whose smile softens the severe 1 Whom the sailor travels to adorn, the soldier bleeds to defend, and the poet wears out life to celebrate ; who claim tribute from every art and science, and for whom all who approach them endeavor to multiply delights, without requiring from them any return but willingness to be pleased. 619. Nature has laid out all her art in beautifying the face ; she has touched it with vermilion ; made it the seat of smiles and blushes ; lighted it up and enlivened it with the brightness of the eyes ; hung it on each side with cu> RHETORICAL READING. 83 rious organs of sense ; given it airs and graces that can- not be described, and surrounded it with such a flowing shade of hair, as sets all its beauties in the most agreea- ble light. 620. Should the greater part of the people set down and draw up a particular account of their time, what a shameful bill would it be ! So much in eating, and drink- ing, and sleeping, beyond what nature requires ; so much in revelling and wantonness ; so much for the recovery of the last night's intemperance ; so much in gaming, plays, and masquerades ; so much in paying and receiving formal and impertinent visits ; so much in idle and foolish pra- ting, in censuring and reviling our neighbors ; so much in dressing out our bodies and talking of fashions ; and so much wasted and lost in doing nothing at all. 621. They, through faith, subdued kingdoms, wrought righteousness, obtained promises, stopped the mouth of lions, quenched the violence of fire, escaped the edge of the sword, out of weakness were made strong, waxed valiant in fight, turned to flight the armies of the aliens. 622. I conjure you by that which you profess, (howe'er you came to know it) answer me. Though you untie the winds, and let them fight against the churches ; though the yesty waves confound and swallow navigation up ; though bladed corn be lodged, and trees blown down ; though castles topple on their warder's heads ; though palaces and pyramids do slope their heads to their foun- dations ; though the treasure of nature's germins tumble altogether, even till destruction sicken, answer me to what I ask you. [Sometimes the falling inflection is used at each partic- ular in the enumeration except the last, as in the following sentences.'] 623. To advise the ignorant, relieve the needy, com- fort the afflicted, are duties that fall in our way almost every day in our lives. 624. The miser is more industrious than the saint. The pains of getting, the fear of losing, and the inability of enjoying his wealth, have been the mark of satire in all ages. 84 PROGRESSIVE EXERCISES IN 625. When ambition palls in one way, interest another, inclination a third, and perhaps reason contrary to all, a man is likely to pass his time but ill, who has so many different parties to please. 626. As the genius of Milton was wonderfully turned to the sublime, his subject is the noblest that could have entered into the thoughts of man. Every thing that is truly great and astonishing has a place in it. The whole system of the intellectual world, the chaos and the creation, heaven, earth, and hell, enter into the constitution of his poem. 627. Labor, or exercise ferments the humors, casts them into their proper channels, throws off redundancies, and helps nature in those secret distributions without which, the body cannot subsist in its vigor, nor the soul act with cheerfulness. LESSON XXXII. IRONY. Irony consists in such expressions as are intended to convey a meaning directly opposite to what the words im- ply. Thus, when we say of a boy who never gets his lesson, that he is an admirable scholar: this is called Irony. The word or words which are ironical, are generally to be emphasized, sometimes with the circumflex and some- times with the other accents. In the following sentences the ironical parts are printed in Italic letters, and the pupil will manage his voice in pronouncing the accented words, according to the principles explained in Lesson 22, page 49. 628. They will give enlightened freedom to our minds, who are themselves the slaves of passion, avarice, and pride. RHETORICAL READING. 85 629. That lulled them as the north wind does the sea. 630. " This is well got up for a closing scene" said Fergus, smiling disdainfully upon the apparatus of terror. 631. Your consul is merciful: for this all thanks. — He dares not touch a hair of Cataline. 632. Surely in this age of invention, something may be struck out to obviate the necessity (if such necessity exists) of so tasking — degrading the human intellect. Why should not a sort of mute barrel organ be constructed, on the plan of those that play sets of tunes and country dances, to indite a catalogue of polite epistles, calculated for all the ceremonious observances of good breeding ? Oh the unspeakable relief (could such a machine be invented) of having only to grind an answer to one of one's dear five hundred friends. 633. Or suppose there were to be an epistolary steam- engine — Ay, thafs the thing — Steam does everything now-a-days. Dear Mr. Brunei, set about it, I beseech you, and achieve the most glorious of your undertakings. The block machine at Portsmouth would be nothing to it. That spares manual labor — this would relieve mental drudgery, and thousands yet unborn But hold! I am not so sure that the female sex in general may quite enter into my views of the subject. 634. And it came to pass at noon that Elijah mocked them and said, " Cry aloud, for he is a God : — either he is talking, or he is pursuing, or he is in a journey, or peradventure he sleepeth and must be awaked. 635. We have much reason to believe the modest man would not ask him for his debt, where he pursues his life. 636. O terrible war ! in which this band of profligates are to march under Cataline. Draw out all your garri- sons against this formidable body ! 637. But it is foolish in us to compare Drusus Africa- ns, and ourselves with Clodius; all our other calam- ities were tolerable ; but no one can patiently bear the death of Clodius. 638. Do you think yourself as learned, or as smart a boy as Charles 1 Has he not learned the whole of the first page in his book 1 And did he not learn three lines in two hours? Could you do as much as thdtl 8 86 PROGRESSIVE EXERCISES IN LESSON XXXIII. ANALOGY. The word Analogy means resemblance ; and it is taken as the title of this lesson to represent the principle stated hi the preface of this book, founded on the faculty of imitation. In connection with some colloquial sentence, another of less obvious import is given, requiring the same modulations and inflections of the voice. The sentences are printed side by side, and separated by a line. The pupil will read both sentences in the same manner, with the same modulation, tone, emphasis, and expression. The simple or colloquial sentence is called the model, and the more difficult one the analogical sentence. MODELS. 639. Why did you drive your hoop so fast to-day ? 640. Go tell your father how naughty you have been, and ask your mother to re- prove you. 641. Thomas Smith, go away : take your things and run. Why do you bring such silly things here 1 Do you think I want them, you foolish boy 1 They are good for nothing; they are not worth having. 642. I would rather be a kitten, and cry meio, than one of those same prosing letter-mongers. 643. Do you pretend to sit as high in school as An- ANALOGICAL SENTENCES. 639. Why looks your Grace so heavily to-day 1 640. Go show your slaves how choleric you are, and bid your bondmen tremble. 641. Son of night, retire : call thy winds and fly. Why dost thou come to my pre- sence with thy shadowy arms ? Do I fear thy gloo- my form, dismal spirit of Loda? Weak is thy shield of clouds : feeble is that me- teor thy sword. 642. I'd rather be a dog, and bay the moon, than such a Roman. 643. Do you pretend to sit as high on Olympus as RHETORICAL READING. 87 thony ? Did you read as correctly, speak as loudly, or behave as well as he?* 644. Are you the boy of whose good conduct I have heard so much ? 645. Have you not mis- employed your time, wasted your talents, and passed your life in idleness and vice? 646. Who is that standing up in his place, with his hat on, and his books under his arm ? 647. Did he recite his lesson correctly, read audi- bly, and appear to under- stand what he read ? 648. Is that a map which you have before you, with the leaves blotted with ink. 649. Henry was careless, thoughtless, heedless, and inattentive. 650. Oh how can you de- stroy those beautiful things which your father procured for you ! — that beautiful top, — those polished marbles, — Hercules ?_ Did you kill the Nemaean lion, the Eryman- thian boar, the Lernean serpent, or Stymphalian birds ? 644. Art thou the Thra- cian robber, of whose ex- ploits I have heard so much. 645. Hast thou not set at defiance my authority, viola- ted the public peace, and passed thy life in injuring the persons and properties of thy fellow subjects? 646. Whom are they ush- ering from the world with all this pageantry and long parade of death ? 647. Was his wealth stor- ed fraudfully, the spoil of orphans wronged, and wid- ows who have none to plead their rights. 648. Is this a dagger which I see before me, the handle towards my hand? 648. Will you say that your time is your own, and that you have a right to em- ploy it in the manner you please? 649. This is partial, un- just, uncharitable, iniqui- tous. 659. Oh how canst thou renounce the boundless store of charms that nature to her votary yields ! — the warb- ling woodland, the resound- *Some of the sentences in this lesson may be found in previous parts of the book, see page 13, No. 128, &c. PROGRESSIVE EXERCISES IN that excellentball, — and that beautifully painted kite, — oh how can you destroy them and expect that he will buy you new ones.* ing shore, the pomp of groves, the garniture of fields; all that the genial ray of morning gilds, and all that echoes to the song of even, all that the mountain's sheltering bosom shields, and all the dread magnifi- cence of heaven, oh how canst thou renounce and hope to be forgiven 1 LESSON XXXIV. THE SLUR. The Slur is the name given to such a management of the voice as is opposed to emphasis. Wlien a zcord or part of a sentence is emphasized, it is to be pronounced with a louder and more forcible effort of the voice, and it is fre- quently to be prolonged. But when a sentence or part of a sentence is slurred, it is to be read like a parenthesis,^ in an altered tone of voice, more rapidly, and not so forci- bly, and with all the words pronounced nearly alike.\ * The principle involved in this lesson will be found by the teacher a useful auxiliary in leading the pupil to the correct enunciation of dif- ficult sentences. It is deemed unnecessary to extend the lesson by nu- merous models or examples of analogy. The teacher will find it easy to form models for the pupil in his exercises in reading- 5 and if the ex- perience of the author may be adduced in proof of the utility and effi- cacy of the principle, he has little doubt that it will be acknowledged as a valuable aid in teaching the Art of Reading. t See page 28, Lesson 16. \ On the management of the Slur, much of the beauty and propriety of enunciation depends ; especially in all sentences in which parenthe- ses abound. How much soever a sentence may be cumbered with ex- planatory details, or interrupted and obscured by parentheses and un- important adjuncts, the reader, by a proper management of the Slur, can alwaj's bring forward the most important particulars into a strong light, and throw the rest into shade ; thereby entirely changing the character of the sentence, and making it appear lucid, strong, and ex- pressive. RHETORICAL READING, 89 The parts which are to be slurred in this lesson are printed in Italic letters, and the words on which emphatic force is to be bestowed are printed in capitals, as in Lesson 24, page 55. 651. Stay, you imperfect speakers, tell me more: By Sinel's death, I know I am thane of Glamis; but how of Cawdor ? The thane of Cawdor lives, a prosperous gen- tleman ; and to be King stands not within the prospect of belief, no more than to be Cawdor. Say from WHENCE you owe this strange intelligence; — or WHY upon this blasted heath you stop our way with such prophetic greet- ing. 652. But let me ask, by WHAT RIGHT do you in- volve yourself in this multiplicity of cares ? WHY do you weave around you this web of occupation, and then complain that you cannot break it. 653. And when the prodigal son came to himself he said, "How many hired servants of my father's have bread enough and to spare, and I perish with hunger. I will arise and GO to my father, and will say unto him — Father, I have sinned against heaven and before thee, and am no more worthy to be called thy son : — make me as one of thy hired servants. And he arose, and was eoming to his father ; — but while he was yet a great way off, his father saw him, and had compassion, and ran, and fell on his neck, and kissed him. And the son SAID unto him, " Father, I have sinned against heaven andbeforc thee, and am no more worthy to be called thy son* 654. When therefore the Lord knew how the Pharisees had heard that Jesus made and baptized more disciples than John, though Jesus himself baptized not, but his dis- ciples, he left Judea, and departed again into Galilee. 655. Search the Scriptures, for in them ye think ye have eternal life, and they are they which testify of me. 656. STRANGER, if thou hast learnt a truth which needs experience more than reason, that the world is full of guilt and misery, and hast known enough of all its sorrows, crimes, and cares, to tire thee of it, — enter this wild wood, and view the haunts of nature. * This passage has been previously related, and all similar repeti- tions of what has been previously mentioned are to be slurred, unless there is particular reason for emphasizing' them. *8 90 PROGRESSIVE EXERCISES IN 657. The calm shade shall bring a kindred calm, and the sweet breeze, that makes the green leaves dance, shall waft a balm to thy sick heart. 653. The massy rocks themselves, the old and ponder- ous trunks of ponderous trees, that lead from knoll to knoll, a causey rude, or bridge, the sunken brook, and their dark roots with all their earth upon them, twisting high, breathe fixed tranquillity. 659. The rivulet sends forth glad sounds, and trip- ping o'er its bed of pebbly sands, or leaping down the rocks, seems with continuous laughter to rejoice in its own being. 660. Therefore said they unto him, how were thine eyes opened 1 He answered and said, A man that is called Jesus made clay, and anointed mine eyes, and said unto me, Go to the pool of Siloam, and wash : and I went and washed, and I received sight. *********** Then again the Pharisees asked him how he had re- ceived his sight. He said unto THEM, He put clay upon mine eyes, and, I ivashtd and do see. 661. And oft he traced the uplands, to survey, when o'er the sky advanced the kindling dawn, the crimson cloud, blue main, and mountain gray, and lake dim gleaming on the smoky lawn: — far to the west, the long, long vale withdrawn, where twilight loves to linger for a while; and now he faintly kens the bounding fawn, and villager, abroad at early toil. But lo! the sun appears! and HEAVEN, EARTH, OCEAN SMILE. 662. Oh God ! be thou a God, and spare while yet 'tis time! Renew not Adam's fall: — Mankind were then but twain ; but they are numerous now as are the waves, and the tremendous rain, whose drops shall be less thick than would their graves, were graves permitted to the sons of Cain. 663. Mountains interposed, make enemies of nations, who had else like kindred drops been mingled into one. 664. No ! dear as freedom is, and in my heart's just estimation prized above all price, I would much rather be myself the slave, and wear the bonds, than fasten them on him. 665. A great city — situated amidst all that nature could create of beauty and profusion, or art collect of sci- ence and magnificence, — the growth of many ages — the RHETORICAL READING. 91 scene of splendor, festivity, and happiness — -in one mo- ment withered as by a spell — its palaces, its streets, its temples, its gardens glowing with eternal spring, and its inhabitants in the full enjoyment of life's blessings, oblit- erated from their very place in creation, not by war, or famine, or disease, or any of the natural causes oj destruc- tion to which earth had been accustomed — but in a single night, as if by magic, and amid the conflagration, as it were, of nature itself, presented a subject on which the wildest imagination might grow weary, without even equalling the grand and terrible reality. 666. And thou, oh silent form, alone and bare, whom as I lift again my head, bowed low in silent adoration, I again behold, and to thy summit upward from thy base sweep slowly , with dim eyes suffused with tears, AWAKE thou MOUNTAIN FORM. 667. Ye stars ! which are the poetry of heaven, if in your bright leaves ice would read the fate of men and em- pires, — 'tis to be forgiven, that in our aspirations to be great, our destinies o'erleap their mortal state, and claim a kindred with you ; for ye are a beauty and a mystery, and create in us such love and reverence from afar, that fortune, fame, power, life, have named themselves a star. 668. A few hours more, and she will move in stately grandeur on, cleaving her path majestic through the flood, as if she were a goddess of the deep. 669. Falsely luxurious, will not man awake, and spring- ing from the bed of sloth, enjoy the cool, the fragrant, and the silent hour, to meditation due and sacred song. 670. For is there aught in sleep, can charm the wise ? To lie in dead oblivion, losing half the fleeting moments of too short a life ; — total extinction of the enlightened soul! Or else to feverish vanity alive, wildereel and tossing through distempered dreams. 671. But yonder COMES the powerful KING OF DAY, rejoicing in the east. The lessening cloud, the kindling azure, and the mountain's brow illumed with fleeced gold, his near approach betoken glad. LO, NOW APPARENT ALL, aslant the dew-bright and colored air, he looks in boundless MAJESTY abroad, and sheds the shining day, that burnished plays on rocks, and hills, and towers, and wandering streams, HIGH GLEAMING FROM AFAR. 92 PROGRESSIVE EXERCISES IN 672. PRIME CHEERER, LIGHT ! of all material beings FIRST AND BEST; EFFLUX DIVINE, NATURE'S RESPLENDENT ROBE ! without whost vesting beauty all iverc wrapt in unessential gloom ; and THOU, OH SUN ! SOUL of surrounding WORLDS ! in whom best seen shines out thy Maker — may I sing of thee? 673. 'Tis by thy secret, strong, attractive force, as with a chain indissoluble bound, thy system rolls entire ; from the far bourn of utmost Saturn, wheeling luide his round of thirty years, to Mercury, ivhose disk can scarce be caught by philosophic eye, lost in the near effulgence of thy blaze. 674. And thus, in silent waiting, stood the piles of stone and piles of wood ; TILL DEATH, who in his vast affairs, ne'er puis things off — as men in theirs — and thus, if 1 the truth must tell, does his toork finally and well, WINKED at our hero as he passed, "Your house is finished Sir, at last; a narrower house — a house of clay — your palace for another day." 675. The smoothness of flattery cannot now avail — cannot SAVE us in this r-ugged and awful crisis. 676. What PROFIT hath a man 'of all his labor, which he taketh under the sun. 677. IS there any thing ivhereof it may be said, See, this is new ? The thing which HAS been, it is that which shall be, and that which IS done, is that which SHALL be done, and there is no NEW thing under the sun. 678. THOU, glorious mirror, where the Almighty's form glasses itself in tempests, in ALL time, calm or con- vulsed, in breeze, or gale, or storm, icing the pole, or in the torrid clime dark heaving, BOUNDLESS, END- LESS, and SUBLIME — the image of Eternity — the throne of the Invisible ; even from out thy slime, the mon- sters of the deep are made ; each zone obeys thee — thou goest forth, DREAD, FATHOMLESS, ALONE. 679. CENTRE of light and energy! thy way is through the unknown void ; thou hast thy throne, morn- ing and evening, and at noon of day, far in the blue, un- tended and alone : Ere the first wakened airs of earth had blown, on didst thou march, triumphant in thy light. Then didst thou send thy glance, which still hath flown RHETORICAL READING. 93 wide through the never-ending worlds of night; and yet thv full orb burns with flash unquenched and bright. 630. In thee, FIRST LIGHT, the bounding ocean smiles, when the quick winds uprear it in a swell, that rolls in glittering green around the isles, where ever- springing fruits and blossoms dwell. 681 THINE are the MOUNTAINS, — where they purely lift snows that have never wasted, in a sky which hath no stain ; below the storm may drift its darkness, and the thunder-gust roar by ; — ALOFT, in thy eternal smile, they lie, DAZZLING but COLD; — thy farewell glance looks there, and when below thy hues of beauty die, girt round them as a rosy belt, they bear into the high dark vault, a brow that still is fair. 682. May THE LIKE SERENITY, in such dread- ful circumstances, and a DEATH EQUALLY GLORI- OUS, be the lot of all whom TYRANNY, of whatever denomination or description, SHALL, in any age, or in any country, CALL to expiate their virtues on the scaf- fold. 683. Behold, I shew you a mystery ; We shall not all sleep, but we shall all be changed, in a MOMENT, in the TWINKLING of an EYE, AT the LAST TRUMP ; for the trumpet shall sound; and the dead be raised incorrupti- ble, and we shall be changed. For this corruptible must put on incorruption, and this mortal must put on immortality. So when this corruptible shall have put on incorruption and this mortal shall have put. on immortality , then shall be brought to pass the saying that is written DEATH IS SWALLOWED UP IN VICTORY. 684. OH WINTER ! RULER OF THE INVERT- ED YEAR ! thy scattered hair with sleet-like ashes filled, thy breath congealed upon thy lips, thy cheeks fringed with a beard made white with other snows than those of age, thy forehead wrapt in clouds, a leafless branch thy sceptre, and thy throne a sliding car, indebted to no wheels, but urged by storms along its slippery way, I LOVE THEE, all UNLOVELY as thou seem'st, and DREAD- ED as thou ART. 685. Lo ! the unlettered hind, who never knew to raise his mind excursive to the heights of abstract contemplation, as he sits, on the green hillock by the hedge-row side, what time the insect swarms are murmuring, and marks in 94 PROGRESSIVE EXERCISES IN silent thought, the broken clouds, that fringe, with loveli- est hues, the evening sky, feels in his soul the hand of nature rouse the thrill of gratitude, to him who formed the goodly prospect ; he beholds the God throned in the west ; and his reposing ear hears sounds angelic in the fitful braze, that floats through neighboring copse or fairy brake, or lingers, playful, on the haunted stream. 636. They shall hear of my vengeance, that would scorn to listen to the story of my wrongs. The miserable Highland drover, bankrupt, barefooted, stripped of all, dishonored and hunted down, because the avarice of oth- ers grasped at more than that poor all could pay, shall burst on them in an awful charge. The following- remarks upon the Slur, were communicated to the au- thor by a distinguished teacher, after the foregoing lesson was pre- pared. "In order to communicate clearly and forcibly the whole significa- tion of a passage, it must be subjected to a rigid analysis It will then be found, that, often one paramount idea pervades the sentence, al- though it may be associated with incidental statements and qualified in every possible manner. It is the province of the reader, by appropriate inflections and modulations of the voice, to communicate to the listener every shade of meaning, be it more or less delicate. The primary idea then will require a forcible utterance, while the other portions will be thrown into the shade. For want of a better name, we may designate as ' The Slur' that particular element in Elocution, by which those parts of a sentence of less comparative importance, are rendered less impressive to the ear. " It will be understood, that the use of stress alone, can by no means make a reader ; indeed, it is certain that the best elocutionists are those who most adroitly blend emphasis and slur. The presence of the slur generally implies the existence of emphasis ; and the former is often used to set an emphatic word or phrase in stronger relief. " A slurred passage must generally be read in a lower and less forci- ble tone of voice, and more rapidly than the context 5 and this element (namely, the slur,) must be emplo3'ed in cases of parenthesis, contrast, repetition, or explanation, where the sentence is of small comparative importance 5 and often where qualification of time, place, or manner is made/ 7 RHETORICAL READING. 95 LESSON XXXV. MEASURE OP SPEECH/ Jn Lesson 10th, page 16th, the pupil was informed that a pause is sometimes made in reading-, where there is no pause in the book. The pause to which aliusion is there made, is rendered necessary to allow the reader to take breath. This lesson is designed to explain to the pupil another sort of pause, or rather interruption of the voice, caused by the peculiar operation of the organs of speech. Dr. Rush, in his work on the human voice, has remarked, with regard to the manner that children learn to read, that "■■ the close attention which their ignorance requires, and their slowness of utterance, lead them to lay an equal stress upon every syllable, or at least upon every word. This habit continues along lime after the eye has acquired a facility in following up discourse, and in some cases infects pronunciation through- out subsequent life." The object of this lesson, which is entitled " Measure of Speech," is twofold : 1st. To teach the pupil so to manage his voice, in conform- ity with the natural operation of the organs of speech, as to break up the monotonous, or " equal" manner of reading above mentioned, and to introduce such an agreeable variety, as will cause peculiar melody of utterance ; and, 2dly. To enable him to read in such a manner that he will not be " out of breath," and consequently to exercise his voice without fatigue. A measure of speech consists of an accented and an unaccented portion of sound, produced hy one effort of the voice. In -pronouncing an accented syllable, the voice makes an effort, which must be repeated, if the next syllable is also an accented syllable. But if the next syllable or syllables be unaccented, the voice can pronounce them all with a single effort. Thus, the words spirt, spirit, spiritual, or spiritually, may each be pronounced with a single effort or pulsation of the voice. *The teacher who would thoroughly understand the subject treated in this les- son, and who aims at excellence in the a'rt of Reading, is referred to the very valu- able and scientific work of Dr. Rush, of Philadelphia, entitled the " Philosophy of the Human Voice," or to Dr. Barber's Grammar of Elocution, a work founded on the principles advanced by Dr. Rush. Dr. Barber, whose opinion on the subject has great weight, says, " In Dr. Rush's work, the reader may repair to a fountain at ouce deep and full." In another place, Dr. Barber assures "every public speaker, and every philosophical actor, that he will fail in his duty to himself, if he neglects a diligent perusal of Dr. Rush's Philosophy of the Voice." The same may- also be said in relation to Dr. Barber's own work. From the works of both these gentlemen, the author has derived assistance in the preparation of these exercises. 96 PROGRESSIVE EXERCISES IN It may here be remarked, that it is not material whether the syllables belong 1 to the same word. The voice may utter, with a single effort, several syllables, even when they constitute different words. Thus, each of the following lines may be pronounced by a single effort or pul- sation of the voice : Came to the — When he was in — 'Twas at the — Does to the — Oft did the — Utterable, dec. But when two accented syllables follow one another, there must be a distinct effort or pulsation of the voice to pronounce each. Thus, the words fate, hate, both being accented, require a distinct effort or pulsa- tion of the voice for the pronunciation of each , and a pause must be made between each, long enough to pronounce an unaccented syllable. It will thus be seen, that the two syllables, fatal or hating, can be pro- nounced by the same effort that is required to pronounce the syllables fate and hate. And here it may be remarked that while an accented syllable requires a distinct effort or pulsation of the voice in pronounc- ing it ; that an unaccented syllable is uttered without such effort. This distinction of the voice, in pronouncing accented and unaccented sylla- bles, is called by Dr. Barber, in his Grammar of Elocution, the pulsative and the remiss action of the voice. An accented syllable, therefore, is uttered by the pul- sative* action of the voice. An unaccented syllable is uttered by the remiss* action of the voice. A perfect measure of speech consists of one, or any number of syllables, (not exceeding five,) uttered during one pulsation and remission of the voice. It may here be remarked, that a single syllable may constitute a measure 5 for if it be extended in sound, the first part of that sound may be accented or heavy, and the latter unaccented or light. But a short syllable will not constitute a measure. More than one syllable cannot be uttered during the pulsative effort of the voice; while one, two, three, and even four, can be uttered during the remiss action ; as in the word spiritually, in which the first syllabic, spir is pronounced by the pulsative, and the syllables itually by the remiss action of the voice. * As a proper understanding of these terms is deemed essential to a clear compre- hens on of the principle on which this lesson is founded, the teacher who wishes a fuller developement of the subject, is referre-1 to Dr. Barber's Grammar of Elocu- tion — or to Dr. Rush's work, already mentioned, on the Philosophy of the Human Voice, Section 49th, entitled " The Rhythmus of Speech." RHETORICAL READING. 97 An imperfect measure of speech consists of a single syllable on which the acute accent is placed, — or of a syllable or syllables which are unaccented. In the following examples for reading, the lines are di- vided into several parts, which are separated by a mark like this | called a bar, and the parts divided by the bars are all perfect or imperfect measures of speech. The accented syllables, or those which require the pul- sative effort of the voice, are noted by a star * under them, and the unaccented syllables, or those which re- quire the remiss action of the voice, have hyphens - under them. The time occupied in reading each portion between the bars must be equal, whether the bar includes a per- fect or imperfect measure of speeeh. A bar may contain an imperfect measure; the accented or the unaccented portions of the measure being omitted. In that case, a mark like this 7 is inserted, to indicate a rest or stop long enough to pronounce the portion which is omitted.* [In reading the following passages, the pupil will re- collect that all the syllables which have a star under them are accented — that all which have the hyphen under them are unaccented — and that all the marks like this 7 indi- cate that a pause is to be made long enough to pronounce an unaccented syllable.] 7 In the second 687. century 7 of the Christian era 7 the empire of Rome 7compre- hendedthe * Dr. Rush, in the very valuable work already mentioned, has the following- remarks in relation to the method of marking and dividing sentences here introduced: " This notation will not indeed inform us what syllables are to be emphatic, nor where the pauses are to be placed : but it will enable a master, who knows how to order all these things in speech, to furnish that which most men require for every thing they do— a copy. If a boy is taught by this method, he acquires the habit of attention to the subjects of accentuation and pause, which may be readily applied in ordinary discourse. " 9 PROGRESSIVE EXERCISES IN fairest * . ized . * part of the 1 earth 7 and the most 7 I civil- * * _ portion of man- kind. * : 688 Twas at the I royal I feast 7 I 7 for I Persia I won. HoHENLINDEN.* 7 On * . 7 All # Linden 77 # L 689. when the * bloodless 77 7 And 7 Of I Iser * \ * _ dark as rolling 7 But I Linden I 77 sun was # low, 77 lay the * un- trodd 3n sn( * winter * 7 was the * flow 1 * _ rapidlv, * _ 1 77 77 690. saw an- other I sight When the drum | beat I 7 at I dead of night 7 Com- I manding * * 7 The I darkness fires of 7 of her death * 4 * to light * _ scener y- 77 77 * Although there are many poetical extracts in the preceding- parts of this book, this is the first extract in which the lines are distinguished. All the preceding extracts have been presented in sentences like prose, to prevent that sing-song manner of reading into which children are apt to fall. Il is thought that the introductory remarks in this lesson are adapted to prepare the pupil to read verse, without the danger of " favoring the poetry," as this sing-song is sometimes called. The usual punctuation is omitted, in this lesson, as the system of notation adopted fully supplies its place. RHETORICAL READING. 99 691. 7 By * . Each * . 7 And * _ 7 To * Then * _ Then * _ 77 And torch and horseman furious join the shook the trumpet drew his * 77 dreadful every 77 battle charger fast ar- I rayed blade 77 neighed rushed the hills steed revelry. # 692. 7 with # _ 7 to 77 77 thunder riven battle driven # louder than the Far I flashed * _ * 7 the red bolts of 7ar- heaven 77 tillery. 77 77 7 And * _ 7 On 7 And * - 7 Of redder * Linden's darker * 693. 7 those Is of yet * _ fires shall blood-stained glow I * - I snow I 77 * _ yet * _ Iser rolling 7 shall rapidly. 694. be the flow 77 77 7 'Tis I morn I 77 I 7 but I scarce I yon I lurid I sun 7 Can I pierce the I war clouds I rolling | dun I 77 7 Where I furious I Frank I 7 and I fiery I Hu * - |*_- I* -j* . [ * _ | * 77 I Shout in their I sulphurous I canopy. I 77 I 77 100 PROGRESSIVE EXERCISES IN 7 The I combat I deepens I 77 I 77 I On I 7 ye I brave I * -I* - * . I *- 1 *- I * - I * _ | * _ 7 Who I rush to I glory I 77 I 7 or the I grave I 77 I 77 I * - I* - | * - | |*-_|*.| Wave I 77 I Munich I 77 I all thy I banners I wave I 77 I * - I I* -I |*-|*- |*_| 7 And I charge I 7 with I all I 7 thy I chivalry, j 77 I 77 695. Few I few shall I part I where I many I meet I 77 I 77 7 The I snow I 7 shall be their I winding I sheet I 77 * - I * - I * - - - J '■■ * - I * . j 7 And I every I turf I 7 be- I neath their I feet * - I * . . I * . I * . j * _ j * . 7 Shall 1 be a I soldier's I sepulchre. | 77 | 77 Catharina. 696. 7 She I came 7 I 7 she is | gone 7 | 7 we have I met 7 *- * _|*_.| *-|*_ _|#_ 7 And I meet perhaps I never a- I gain 7 The | sun of 1 that 7 I moment I 7 is I set 7 * _ |* _ | * -I* . |*_|*_ 7 And I seems to have I risen in I vain. 7 I 697. 77 Catha- rina 7 has * fled like a * _ dream * _ So * - vanishe * _ _ 3 pie asure 7 a- * - las 7 * - 77 1 RHETORICAL READING. 101 But has * left 7 7 a * _ re- gret 7 7 -* and es- teem 7 That will not so * _ _ suddenly * pass. 7 698. 7 In 1 yonder grave 7a * _ Druid * _ lies 7 * 7 Wher * 3 slowly # _ winds the * stealing wave 7 * 77 7 The * year's * best * sweets shall duteous rise 7 * 7 To c * __ !eck 7 it& Poet * 's s van grave. * - [The pupil will observe that prose as well as poetry is made up of similar measures of speech. The only differ- ence in sound, between poetry and prose, is that poetry or verse consists of a regular succession of similar meas- ures, which produce a harmonious impression on the ear; while in prose, the different kinds of measure occur pro- miscuously without any regular succession. The follow- ing example affords an instance of prose divided off into measures.] 699. And I be- held * _ 7 and 1 heard the * voice # of 1 ma- - * ny 1 angels - 1 * round a * - bout the throne * 7 and the 1 * _ 1 beasts * 7 and the < * elders * - 77 7 and the * - number of * _ them 7 was * ten 7 thousand 1 times | ten 7 ' * - * * thou- sand 7 and * thousands of * thousands 77 Saying * - with a | loud 1 * _ 1 voice 1 # - 77 ^ Nc rt hy is th e L b that *9 102 PROGRESSIVE EXERCISES IN was slain 7 | 7 to re- | ceive power # I * # * 7 and I wisdom 7 and | riches * I * _ 7 and | strength | 7 and | honor | 7 # * _ _ I*- * - | * and | glory | 7 and | blessing. | - i * - i* - I * - I [In the following extracts, the marks of the accented and unaccented syllables are omitted, but the bars and rests are retained. The usual punctuation is also re- stored.] 700. PART OF THE NINTH CHAPTER OF ST. JOHN. And as | Jesus | passed | by, 7 | 7 he | saw a | man which was [ blind from his | birth. | 7 7 | 7 7 | And his dis- | ciples | asked him, | saying, | Master, | who did | sin, 7 | 7 this | man | 7 or his | parents, | that he was | born 7 | blind? | 77 | 7 7 | Jesus | answeied, | Nei- ther hath this | man | sinned | nor his | parents: | 7 7 | but that the | works of | God | 7 should be | made 7 | manifest in | him. 7 7 | 77 | I must | work the | works of | him that | sent me, | while it is | day ; | 7 7 | 7 the | night | cometh | 7 when | no 7 | man | can 7 | work. 7 | 77 | 77 | 7 As | long | 7 as | I am in the | world, 7 | I | am the | light [ 7 of the | world. | 7 7 | 7 7 | Wiien he had | thus 7 | spoken, | 7 he | spat on the | ground, 7 | 7 and | made | clay | 7 of the | spittle, | and he a- | nointed the | eyes 7 | 7 of the | blind | man | 7 with the | clay, 7 | 7 and | said unto him, | Go, 7 | wash in the | pool of | Siloam, | 7 7 | (which is, by in- | terpre- | tation, | Sent.) | 7 7 j 7 7 | 7 He | went his | way, | therefore, | 7 and | wash- ed, | 7 and | came | seeing. | 7 7 | 7 7 | 7 The | neighbors | therefore, | 7 and | they which be- | fore had | seen him, | that he was | blind, | 7 7 | said 7 | Is not j this 7 | he that | sat and | begged ? | RHETORICAL READING. 103 77 | 77 | Some | said, 7 | This | is | he ; | 7 7 | others ] said, 7 | He is | like him : | 7 7 | 7 but | he | said, | 7 I | am | he. | 7 7 | 7 7 | Therefore | said they unto him, | 7 7 | How | were thine | eyes | opened? | 7 7 | 7 7 | 7 He | answered and | said, | 7 A | man j 7 that is | called | Jesus, | made | clay, | 7 and a- | noint- ed mine | eyes, | 7 and | said unto me, | Go to the | pool of | Siloam, | 7 and | wash : 7 | 7 7 | 7 and I | went and | washed, | 7 and 1 re- | ceived | sight. | 77 | 7 7 | Then | said they unto him, | 77 | Where | is he? | 7 7 | 7 | He | said, 7 | 7 | I know not. | 7 7 | 7 7 | 7 They | brought to the | Pharisees | him that a- [ fore time | 7 was | blind. \ 7 7 | And it was the | Sab- bath | day 7 | 7 when [ Jesus | made the | clay, | 7 and | opened his | eyes. | 7 7 | Then a- | gain the | Pharisees | also | asked him | how he had re- | ceived his | sight. | 7 7 | 7 He | said unto | them,* | 7 He | put 7 | clay 7 | 7 upon mine | eyes, | 7 and I | washed | and do | see. | 7 7 | 77 | Therefore said | some of the | Phariseas, | 7 This | man is | not of | God, | 7 be- | cause | 7 he | keepeth not the | Sabbath | day. | 7 7 | Others | said, 7 | How can a | man that is a | sinner, | do such | miracles ? | 7 7 | And there was | 7 a di- | vision a- | mong them. | 7 7 | 7 7 | 7 They say | unto the | blind | man a- | gain, 7 | 7 7 | What | sayest | thou of him I | that he hath | opened thine | eyes ? | 7 7 | 7 He said, 7 | He is a | prophet. | 7 7 | 7 7 | 701. PSALM CXXX1X. O | Lord, 7 | thou hast | searched me, | 7 and | known me. | 7 7 | 7 7 | 7 Thou | kiiowest my | down | sitting | 7 and mine | up 7 | rising ; | 7 thou | under- | standest my | thoughts | 7 a- | far | off. 7 | 7 7 | 7 7 | Thou | * See number 660, page 90. 104 PROGRESSIVE EXERCISES IN compassest my | path, 7 | 7 and my | lying | down, 7 | and art ac- | quainted with | all my | ways. | 7 7 | For there is j not a | word in my | tongue, | 7 but | lo, 7 | O 7 | Lord | thou 7 | knowest it | alto- | gether. | 7 7 | 7 7 | Thou hast be- | set me | 7 be- | hind and be- | fore, 7 | 7 and | laid thine | hand up- | on me. | 7 7 | 7 7 | Such 7 | knowledge is | too | wonderful for | me: | 7 7 | it is | high 7 | 7 I | cannot at- | tain unto it. | 7 7 | 7 7 | Whither shall I | go 7 | 7 from thy | spirit? | 7 7 | 7 or | whither shall I | flee from thy | presence ? | 7 7 | 7 7 | If I as- | cend 7 | up into | heaven, | 7 7 | thou art | there : | 7 7 | if I | make my | bed in | hell | 7 be- | hold, 7 | thou art | there. | 7 7 | 7 7 | If I | take the | wings of the | morning | 7 and | dwell in the | ut- termost | parts of the | sea : | 7 7 | Even | there | 7 shall thy | hand 7 | lead me, | 7 and thy | right 7 | hand shall | hold me. | 7 7 | 7 7 | If I | say, | Surely the | darkness shall | cover me : | 7 7 | even the | night 7 | 7 shall be | light a- | bout me : | 7 7 | Yea, | 7 the dark- ness | hideth not from | thee ; | 7 7 | but the | night | shineth as the | day : | 7 7 | 7 the | darkness | and the | light 7 | 7 are | both a- | like | 7 to | thee. | 7 7 | 77 | 702. MARCO BOZZARIS. [He fell in an attack upon the Turkish camp at Lapsi, the site of an- cient Plataea, August 20, 1S23, and expired in the moment of victory.] 7 At I midnight, | 7 7 | in his | guarded | tent, 7 | 7 The | Turk | 7 was | dreaming | 7 of the | hour, | 7 When | Greece, | 7 her | knee in | suppliance | bent, 7 | 7 Should | tremble | 7 at his | power ; | 7 7 | 7 In | dreams, | 7 through | camp and | court, 7 | 7 he | bore 7 | 7 The | trophies | 7 of a | conqueror. | RHETORICAL READING. 105 In | dreams, | 7 his | song of | triumph | heard ; | 7 7 j 77| Then 7 | wore his | monarch's | signet | ring, — | 7 7 | Then 7 | press'd that | monarch's | throne, — | 7 7 | 7 a | Kingi 7 | 77 [ 7 As | wild his | thoughts, 7 | 7 and | gay of | wing, 7 | 7 As | Eden's | garden | bird. 7 | 7 7 | 7 7 | 703. 7 At | midnight, [ 7 in the | forest | shades, j 7 7 | 7 Boz- | zaris | ranged his | Suliote | band, | 7 7 | True [ 7 as the | steel | 7 of their | tried | blades, | Heroes | 7 in | heart and | hand ; j 7 7 | 7 7 | There had the | Persian's | thousands | stood, 7 | There [ 7 had the | glad 7 | earth 7 | drunk their | blood 7| 7 | On | old Pla- ] tsea's | day : | 7 And | now,7 | 7 there | breathed that | haunted j air 7 | The | sons | 7 of | sires who | conquered | there, 7 | 7 With | arm to | strike 7 | 7 and | soul to | dare, | 7 As | quick, 7 | 7 7 | 7 as | far as | they. 7 | 7 7 | 7 7 [ 704. 7 An | hour pass'd | on — 7 | 77 | 7 the | Turk a- | woke : |.7 7| That 7 1 blight 7 | dream | 7 was his | last ; 7 | 7 7 | 7 He | woke — 7 ] 7 to | hear his | sentry's | shriek:, | 7 "To | arms ! [ 7 they | come ! | 7 the | Greek, 7 | 7 the | Greek." 7 | 7 He | woke — to | die | 7 midst | flame and | smoke, 7 1 7 And | shout, and | groan, and | sabre stroke, 7 | 77 | 7 And | death-shots | falling | thick and | fast 7 | 7 As | lightnings | 7 from the | mountain [cloud ; 7 | 77 | 7 And | heard, 7 | 7 with | voice as | thunder | loud, 7 | 7 Boz- | zaris | cheer his I band ; \ 106 PROGRESSIVE EXERCISES IN 7 7 | " Strike — 7 j 7 till the | last | armed | foe ex- j pires, 7 |.7 7J Strike | 7 7 | 7 for your | altars | 7 and your | fires, 7 | 77 | Strike J 7 for the | green | graves of your | sires, | 7 7 | God— 7 | 7 and your | native | land !" 7 | 7 7 j 7 7 | 705. They | fought,7 | 7 like | bra*e | men, 7 | long and | well, 7|77| 7 They | piled that | ground | 7 with | Moslem ] slain, 7 1 7 They | conquer'd — | 7 7 | hut Boz- | zaris | fell, 7 | 7 7 | Bleeding at | every | vein. 7 | 7 7 1 7 7 | 7 7 | 7 His | few sur- | viving | comrades j 7 7 | saw 7 | 7 His | smile, | 7 when | rang their | proud 7 | hurrah, | And the | red 7 | field 7 \ was | won ; 7 | 7 7 | Then | saw in | death 7 \ 7 his | eyelids | close 7 | Calmly, | as to a | night's re- | pose, 7 | 7 Like | flowers at 1 set of | sun. 7 | 7 7 | 7 7 | 706. Come to the | bridal | chamber, | Death ! 7 | Come to the | mother, | 7 when she | feels, 7 | 7 For the | first 7 | time, 7 | 7 her | first-born's | breath; | 7 7 | Come when the j blessed | seals 7 | Which | close the | pestilence 1 7 are 1 broke, 7 | 7 7 | 7 And | crowded | cities | wail its | stroke ; — 7 | 7 7 | Come in con- | sumption's ghastly | form, 7 | 7 The | earthquake | shock, 7 | 7 the 1 ocean | storm; — | Come when the | heart | beats | high and | warm, 7 | 7 With | banquet | song, | 7 and | dance, and | wine,7 | 7 7 | And | thou art | terrible !— 7 the | tear, 7 | 7 The | groan, | 7 the | knell, 7 | 7 the | pall, 7 | 7 the | bier, | 7 And | all we | know, 7 | 7 or | dream, or | fear 7 | 7 Of | agony, | 7 are | thine. | 7 7 | 7 7 | RHETORICAL READING. 107 707. But to the | hero, ( 7 when his | sword 7 | 7 Has j won the | battle | 7 for the | free, | 7 7 | 7 | Thy voice 7 J sounds like a | prophet's | word, 7 | 7 7 [ And in its | hollow | tones are | heard 7 | 7 The | thanks of | millions | yet to | be. 7 | 7 7 | 7 7 | 7 Boz- | zaris ! | 7 7 | 7 with the | storied | brave 7 [ Greece | nurtured | 7 in her | glory's time, 7 | 7 7 j Rest thee — | 7 7 | there is | no | prouder | grave, | Even in her j own 7 | proud 7 | clime. | 7 7 | 7 7 | 7 We | tell thy | doom | 7 with- | out a | sigh ; 7 | For thou art | Freedom's | now,7 | 7 and j Fame's ;7 | 77 1 One of the | few, 7 | 7 the im- j mortal | names, | 7 7 | 7 That | were not | born to | die. 7 | 7 7 | 7 7 | 708. Anthony's oration over cesar's body. Friends, | 7 7 | Romans, | 7 7 | Countrymen ! | 7 7 | Lend me your | ears ; | 7 7 | 7 7 | 7 I | come | 7 to | bury | Caesar, | 7 7 | not to | praise | him. | 77 | 77 | 7 The | evil, | 7 that | men | do, | lives | after them ;| 77 1 7 The | good | 7 is | oft in- | terred | 7 with their | bones : | 7 7 | So let it | be | 7 with | Caesar ! | 7 7 | 7 The | noble | Brutus | 7 Hath | told you, | Caesar | 7 was am- | bitious. | 7 7 | If it | were so, | it was a | grievous | fault; | 7 7 | 7 And | grievously | 7 hath | Caesar | answered it. | 77 | Here, | under | leave of | Brutus | 7 and the | rest, | 7 (For | Brutus | 7 is an | honorable | man, | 77 | So are they | all, 7 | all | honorable | men;) | 77 | Cornel | 7 to | speak | 7 in | Caesar's | funeral. | 77|77 108 PROGRESSIVE EXERCISES IN 709. He was my | friend*, | 7 7 | faithful | 7 and | just to | me: | 77 | 7 But | Brutus | says | he was am- | bitious ; | 77 | 7 7 | 7 And | Brutus | 7 is an | honorable | man. | 7 7 | 77 | He hath | brought | many | captives | home to | Rome, | 7 Whose | ransoms | 7 did the | general | coffers | fill : | 7 7 | 77 | 7 Did | this | 7 in | Caesar | seem am- | bitious? 177|77| When that the | poor have | cried, | 7 7 | Caesar hath | wept ; | 7 7 | 7 7 | 7 Am- | bition ] 7 should be | made of | sterner | stuff. | 77 | 77 | 7 Yet | Brutus | says | 7 he | was am- | bitious ; | 7 7 | 7 And | Brutus | 7 is an | honorable | man. | 7 7 | 77| 7 You | all did | see, | 7 that, | on the | Lupercal, | 71 | thrice pre- | sented him | 7 a | kingly | crown ; | 7 7 | Which he did | thrice | 7 re- | fuse. | 7 7 | 7 Was this am- | bition 1 | 7 7 | 7 7 | 7 Yet | Brutus | says | he was am- | bitious ; | 77 | 7 And | sure, | 7 he | is | 7 an | honorable | man ? | 77 | 710. 7 7 | 71 | speak not | 7 to dis- | prove | what | Brutus | spoke ; | 7 But | here | I am to | speak | what I do | know. | 7 7 | 77 | 7 You | all did | love him | once ; | 77 | not without | cause : | 7 7 | What | cause with- | holds you | then, | 7 to | mourn | for him? | 77 | 77 | ■'* See number 510 ; page 51. RHETORICAL READING. 109 O | judgment, | 7 7 | Thou art | fled to | brutish | beasts, | 7 7 | 7 And [ men | 7 have | lost their | reason ! | 7 7 | 7 7 | Bear with me : | 7 7 | 7 My | heart 7 | is in the | coffin | there | 7 with | Caesar ; | 7 7 | And I must | pause 7 | till it | come | back to me. | 7 7 | 7 7 j 711. 7 But | yesterday, | 7 the | word of | Caesar, | might | 7 Have | stood a- | gainst the | world ! | 7 7 | now | lies he | there, | 7 7 | 7 And | none | so ] poor ] 7 to | do him | rever- ence. | 7 7 [ 7 7 | | masters! | 7 7 | If I were dis- | posed to | stir | 7 Your j hearts and | minds | 7 to | mutiny and | rage,j 1 should do | Brutus | wrong, | 7 and | Cassius | 7 7 | wrong; | 77 | Who, | 7 you | all | know, | 7are | honorable | isnen. | 7 7 | 7 7 | 71 | will not | do j them | wrong; | 7 7 | 7 7 |~ I | rather | choose | 7 To | wrong the | dead, | 7 to | wrong my- | self | 7 and [ you, | Than I will | wrong | such 7 | honorable | men. | 7 7 | 77 | 712. 7 But | here's a | parchment | 7 with the | seal of | Caesar ; | 7 1 | found it | 7 in his | closet ; | 7 7 | 'Tis his | will : | 7 7 | Let but the | commons | hear | 7 this | testament, | 77 | 7 (Which, | pardon me, | 7 I | do not | mean to | read) | 10 110 PROGRESSIVE EXERCISES IN 7 7 | And they would | go | 7 and | kiss | dead | Cassar's | wounds, | 7 And | dip their | napkins | 7 in his | sacred | blood ; | 7 7 | Yea | beg a | hair of him | 7 for | memory, | 7 And | dying, | 7 7 | mention it | within their | wills, | 7 7 | 7 Be- | queathing it | 7 as a. | rich 7 | legacy, | Unto their | issue. | 7 7 | 7 7 | 613. If you have | tears, | 7 pre- | pare to | shed them | now. | 7 7 | 7 7 | 7 You | all do | know | this | mantle : | 7 7 | I remem- ber | 7 The | first | time | ever | Cassar | put it | on ; | 7 7 | 'Twasona | summer's | evening | 7 in his | tent; | 77 | That | day | 7 he | overcame the | Nervii : | 7 7 | 7 7 | Look | 7 in | this | place | ran | Cassius' | dagger | through ! | 7 7 | 77 | See what a | rent | 7 the | envious | Casca | made! | 7 7 |77| Through | this | 7 the | well be- | loved | Brutus | stab- bed, | 7 7 | 7 7 | And as he | plucked his | cursed | steel a- | way | 7 7 J Mark 7 | how the | blood of | Cassar [ followed it | 77 | 77 | 714. This | 7 was the | most un- | kindest | cut of | all ! | 7 7 | 7 For | when the | noble | Caesar | saw | him | stab, | 7 In | gratitude, | 7 more | strong than | traitor's | arms, | Quite | vanquished him : | 77 | then | burst his | mighty heart ; | 7 7 | And in his | mantle, | 7 7 | muffling up his | face | 7 7 | Even at the | base of | Pompey's | statue, | RHETORICAL READING. Ill 7 7 | 7 (Which j all the | while | ran | blood,) | 7 7 | great | Caesar | fell. | 77 | 77 | O what a | fall | 7 was | there, | 7 my | countrymen ! | | 77 | 77 | Then | I, | 7 and | you, | 7 and | all of us, | fell | down,| Whilst 7 | bloody | treason | flourished | over us. | 77 | 77 | ! | now you | weep ; | 7 7 | 7 and I per- | ceive | 7 you I feel, | 7 The | dint of | pity ; | 7 7 | these | 7 are | gracious J drops. | 7 7 | 7 7 | Kind | souls ; | 7 7 | what | weep you | 7 7 | when you but be- | hold | 7 Our | Caesar's | vesture | wounded ? | 7 7 | 7 7 | Look you | here! | 7 7 | 7 7 | Here is him- | self, | 7 7 | marr'd | 7 as you | see, | 7 by | traitors. | 7 7 | 7 7 | 715. Good | friends, | sweet | friends, | 7 7 | let me not | stir you | up | 7 To | such a | sudden | flood of | mutiny. | 77 | 7 7 | They that have | done this | deed, | 7 are | honor- able : | 7 7 | What | private | griefs | 7 they | have, | 7 a- | las ! | 7 1 | know not, | * 7 That | made them | do it : | 7 7 | they are | wise, ] 7 and | honorable, | 7 And | will 7 | no | doubt, | 7 with | reason | answer you. | 77 | 77 | 716. 7 I | come not, | friends, [ 7 to | steal away | 7 your | hearts; | 77 | 1 am | no | orator, | 7 as | Brutus is ; | 112 PROGRESSIVE EXERCISES IN 7 7 | But as you | know me | all, | 7 a I plain | blunt | man, | 7 That | love my | friend ; | 7 7 | 7 and | that | they | know | full | well | 7 That | gave me | public | leave [ 7 to | speak of him. |77|77| 717. For I have | neither | wit, | 7 nor | words, | 7 nor | worth, | 7 7 | Action, 1 7 nor | utterance, f 7 nor the | power of | speech, | 7 To | stir | men's | blood. | 7 7 | 7 I only | speak | right | on : | 7 7 | 7 I | tell you | that | 7 which | you yourselves | 7 do | know; | 7 7 | Show you | sweet | Caesar's | wounds, | 7 7 | poor, | | poor | dumb | mouths, | 7 And | bid | them | speak | for me. | 7 7 | 77 | But were | I | Brutus, | 7 And | Brutus | Antony, | 7 7 | there were an | An- tony | 7 Would | ruffle | up your | spirits, | 7 7 | 7 and | put a | tongue | 7 In | every | wound of | Caesar, | 7 that should | move | 7 The | stones of | Rome j 7 to j rise in | mutiny. | I 77 I 77 I The preceding examples, including both poetry and prose, it is thought, will be sufficient to explain the principle embraced in this les- son, entitled the Measure of Speech. The pupil should endeavor, in all his reading exercises, to form the sentences, whether of poetry or prose, into measures, for the purpose of reading with facility and with- out fatigue. The pauses or rests which occur in the imperfect meas- ures, will afford him an opportunity of taking breath at such intervals, that, in the words of Dr. Barber, " Reading will cease to be laborious, and the sense will be rendered clear, as far as it is dependent on the capital point of the distribution of time, or measure. 77 The principle explained in this lesson, when well understood, and judicious' y applied, will make the pupil acquainted with the nature of all the different kinds RHETORICAL READING. 113 of versification 3 for he will perceive that all the varieties of poetry (or verse) are dependent upon the regular succession of the various meas- ures of speech.* LESSON XXXVI. MANNER OF READING POETRY. In the last lesson 7 the attention of the pupil was drawn to the mea- sure of speech, a subject, which, although it is very important in prose, is doubly so in the reading- of poetry or verse, as it determines a question which has long been debated by teachers of the art of Reading, viz. whether a pause should be made at the end of every line. It is maintained by a very respectable writer, that in reading l blzrik verse/ " we ought to make every line sensible to the ear ; for what" (it is asked by the same writer) " is the use of the melody, or for what end has the poet composed in verse, if in reading his lines, we suppress his numbers, by omitting the final pause ; and degrade them by our pronunciation into mere prose V 1 The remarks made in the previous lesson are a sufficient reply to this question. It is there stated that all sentences that are or can be read or pronounced, are divisible into measures, and that the only difference there is in sound between prose and verse, is that verse consists of a regular succession of similar measures, while in prose the different kinds of measure occur promiscuously, without any regular succession. Now if this be the case, as it undoubtedly is, there will be no necessity of a pause at the end of the line, to render the melody sensible to the ear. Indeed, it will be impossible for the reader, who pays proper attention to the measures into which all poetical lines are divided, to conceal the melodj' which the lines possess. The art of the poet, so far as the har- mony is concerned, consists in such an arrangement of his measures, as to leave little for the reader to do, in order to convey the melody to the hearer ; and those lines which require ' humoring/ in order that the mu- sic of the versification may be distinguished, have little title to the name of poetry The only direction, therefore, which it is necessary to give the pupil in reading verse is, to endeavor to forget, or rather, to disregard the division of the sentences into * A greater variety of exercises for reading, divided into measures, may be found in Dr. Barber's Grammar of Elocution. They, who have any curiosity to know the manner in which Garrick pronounced Hamlet's Soliloquy on Death, are referred to Steele's Pro- sodia Rationalis, (edition of 1779, p. 40. et seq.) where it is divided into measures, and accented. Dr. Barber's method of dividing speech is identical with Mr. Steele's. *10 114 PROGRESSIVE EXERCISES IN lines, and to read with the same inflections, accent, tone, emphasis, and expression, that he would use in reading prose. In addition to the remarks which were made in the last lesson ill relation to the pauses caused by imperfect meas- ures of speech, it remains to be observed that there is generally a pause, which belongs exclusively to poetry, called the Caesura,* or the Coesural pause. This pause must always be properly regarded ; and in studying a reading lesson in verse, the pupil must be careful to as- certain where this pause belongs. It is generally made after the fourth, fifth, or sixth syllable in the line; but it is sometimes found after the third or the seventh, and oc- casionally even after the second or the eighth. In the following lines,' the place where the Caesura, or the Cassural pause is to be made, is indicated by a figure, and the parallel lines || ; and in reading them, the pupil will remember to make a slight pause when he comes to the figure. 718. The CfBsura after the e being unusually large and distinct. We are sincere in wishing the book as universally introduced as the English language is taught. — J\ r ew England Palladium. From the Records of the Town of Portland. Voted, That Worcester's Spelling-Book be introduced into the several Primary Schools of the town of Portland. George Wahres, President of the Sdioal Committee. R. G. Greene, Secretary. FIRST LESSONS IN READING AND SPELLING, on the Inductive Method of Instruction. By John L. Parkhurst. {)5= The book contains plain directions as to the manner of using it, so that any teacher, of common understanding, will find it perfectly easy. Cut, even if tho teacher should pay no regard to the directions, it is presumed this book will be found hotter adapted to beginners in reading and spelling than any heretofore published. A FIRST BOOK OF GEOGRAPHY. By Samuel Worcester, Author of the United States Spelling-Book, Second Book for Reading and Spelling, and a Primer for the Use of Schools. Embellished with Maps of the Eastern Hemisphere, Western Hemisphere, Europe. Asia, Africa, North America, and South America, and several Designs illustrating the different Parts of the World. A FIRST BOOK OF ENGLISH GRAMMAR. By Samuel Wor- cester, Author of the United States Spelling-Book, Second Book for Reading and Spelling, and a Primer for the Use of Schools. ROBINSON'S BIBLE DICTIONARY. A Dictionary for the Use of Schools and Young Persons. By Edward RoBiirsoN, D. D. Professor Extraordinary of Sacred Literature in the Theological Seminary, Andover. Illustrated with Engravings on Wood, and Maps of Canaan, Judea, Asia Minor, and the Peninsula of Mount Sinai, Idumea, &c. LESSONS ON THE OLD TESTAMENT, being a part of a Biblical j Outline, containing a General View of Scjipture History ^Doctrines and ; Duties, including also a Sketch of the History that connects the Old and 1 New Testament. For the Use of Individuals,- Families and Schools, espe- . ciallv Sabbath Schools. By Joseph Emersox, Author of die Evangel- j ical Primer. OUTLINES OF SCRIPTURE GEOGRAPHY, with an Atlas. By I Joseph E. Worcester. Second Edition, revised and corrected. 0^p Orders for any School Books puhlishe* in the country, executed at short notice aid \