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at a period, a colon, and sometimes at a semicolon, or a comma ?
Can we esteem that man prosperous, who is raised to a situation which flatters his passions, but which corrupts his principles, disorders his temper, and finally oversets his virtue ?
Must we, in reading the two last paragraphs, terminate them with the rising slides ? and why?
What avails the show of external liberty to one who has lost the government of himself ?
What direction is given in the first paragraph of the first lesson, on the subject of reading well ?
How can any one read well, who does not pay due regard to the sense, and arrange what he reads into appropriate divisions ?
Why do most persons read in a voice so very different from the tones in which they talk ?
Why should we read the four last paragraphs with the falling slide ?
Exclamations.—How strangely are the opinions of men altered by a change in their condition !
What misery does the vicious man secretly endure ! Adversity ! how blunt are all the arrows of thy quiver, in comparison with those of guilt !
What a piece of work is man ! how noble in reason! how infinite in faculties ! in form how express and admirable! in action how like an angel ! in apprehension how like a God !
Lovely art thou, O Peace ! and lovely are thy children, and lovely are the prints of thy footsteps in the green valleys !
A competence is all we can enjoy :
The Dash.-True we have lost an empire-let it pass-true we may thank the perfidy of France that plucked the jewel out of England's crown with all the cunning of an envious shrew. And let that pass—’twas but a trick of state-a brave man knows no malice, but at once forgets in peace the injuries of war, and gives his direst foe a friend's embrace.
What !-will a man play tricks—will he indulge
A farmer came to a neighboring lawyer, expressing great concern for an accident which, he said, had just happened. “One of your oxen,” continued he, "has been gored by an unlucky bull of mine, and I should be glad to know how I am to make you reparation." “ Thou art a very honest fellow," replied the lawyer, " and wilt not think it unreasonable that I expect one of thy oxen in return.” " It is no more than justice," quoth the farmer, “to be sure ; but—what did I say ? It is your
bull that has killed one of my oxen.” “Indeed !” said the lawyer, " that alters the case : I must inquire into the affair; and if—” "And if !” said the farmer, “the business, I find, would have been concluded without an if !-had you been as ready to do justice to others, as to exact it from them."
Seize, mortals ! seize the transient hour;
Improve each moment as it flies :
He dies—alas ! how soon he dies !
When, therefore, the Lord knew that the Pharisees had heard that he made and baptized more disciples than John (though Jesus himself baptized not, but his disciples), he left Judea, and went again into Galilee.
I would not enter on my list of friends
The pulpit-(when the satirist has at last
Let us (since life can little more supply
Remarks.-In school, when a pupil or a class has made the above lesson familiar, and is able to read it with ease, in the true colloquial style, let each be required to tell what he knows of punctuation, and what constitutes a sentence. Then let him tell what he understands about the “divisions of sense,” accent,
grouped divisions ;” and the analogy there is in uttering these to that of long words : also what he knows about the bars, half bars, slides, curves, circumflexes : and to prove that he understands them, let him mark with a pencil a number of the paragraphs in this lesson, into the proper divisions, just as his judgment may guide him : then go over the same, and apply the inflections, just as he thinks they should be used in reading the different passages.
EMPHASIS AND CADENCE
It is well to keep these facts constantly in mind, that good reading consists in faithfully copying out the best specimens of extemporadrous address; that its movements are graduated by divisions” of one or more words, sometimes indica ed by punctuation, but oftener left to the good sense of the reader ; that the grouped division is read with primary and secondary accent, like the pronunciation of a long word ; and that every division is attended with one or more of the inflections called slides, curves and circumflexes.
Emphasis and cadence next claim the attention. Emplasis, in its ordinary import, is a stress laid upon some significant word or words in a sentence to show its proper meaning; and cadence is simply a falling or lowering of the voice.
Emphasis is a word of Greek origin, and is used to represent that power in expression which serves the most clearly and forcibly to bring out the true signification of the passage. This is generally effected in our language by using a different inflection on the emphatic word, or by marking it with longer pause, or quantity, or stress. than is commonly used at a word having only the simple accent of a “division :” or the proper emphasis inay require several of these appliances : and sometimes the emphasis is made more effectively by a sudden lowering, or deep depression of the voice. Hence the following definition :
Emphasis is the power which marks out in a sentence, some significant word or words on which the meaning depends, by just such stress, inflection, pause, quantity, and occasional depression, as serve best to explain and enforce that meaning : or emphasis consists in whatever is done by the voice and manner of a speaker to draw attention to any word or words uttered by himwhether it be precision in enunciating the whole word, stress of voice on the accented syllable, inflection, prolongation of a sound, a pause before the emphatic word or phrase, or a pause after them. Emphasis may be secured by any one of these methods, or by several of them combined.
Emphasis is, as it were, the pivot on which the whole sense of reading turns; and he who knows well where to