1. That in words of two syllables, where both are short, or both long, the accent is laid generally on the first, as múntle, private. 2. If the first syllable only be long, the accent is very seldom laid on the last. 3. That where the accent lies on the last syllable, the word is almost always a kind of a compound, and the first syllable is a preposition, as complète, dissolve, prevènt, return. 4. That in words of three, four, or five syllables, the accent is seldom laid on the two last syllables, but often on one of the first, as cèremony, abominable, quèstionable, vísionary. 5. In words of six syllables there are frequently two accents, one on the first, and the other on the fourth, as justification, unphilosophical, fámiliárity.

But after all the rules than can be given, I know not any thing that will lead a child so easily to put the right accent upon words, as tables or catalogues of words disposed according to their accents on the first, second, or third syllables, &c.

It must be acknowledged that our language is compounded and mingled with so many languages, that renders the sounds of letters and syllables so very irregular, that it is hardly to be learned by any rules, without long and particular catalogues of words, or by constant observation and practice.

Thus far have I followed the common method, and written those chapters in the way of Question and Answer: It is easy for any master to teach children the following chapters in the same manner: But it would have taken up too much room to have written the whole book in this method.

CHAP. XIII. Of the Notes or Points used in Writing or Printing.

AFTER such an account of letters and syllables as I thought necessary, in order to pronounce single words aright, we come now to consider how they are to be pronounced when they are joined together to make up sentences; and this is what we call reading in the most proper sense.

But before I lay down particular directions how to read, we must take notice of several sorts of points and marks, that are used in writing or printing, to distinguish the several parts of a sentence, and the several kinds of sentences and ways of writing which are used, that the learner may know how to manage his voice, according to the sense.

The points or marks, used in writing or printing, may be distinguished into three sorts, and called stops of the voice, notes of affection, and marks in reading.

The stops of the voice shew us where to make a pause, or rest, and take breath and are these four :

1. Comma, 2. Semicolon; 3. Colon:

4. Period.

1. A comma divides betwixt all the lesser parts of the same sentence, and directs us to rest while we can tell two; as Neither death, nor life, nor angels, nor powers, nor things present, nor things to come, shall separate me from thy love. 2. A semicolon separates betwixt the bigger parts or branches of the same sentence, and directs us to rest while we can tell three ; as, Woe to them that call evil good, and good evil; that put darkness for light, and light for darkness; that put bitter for sweet, and sweet for bitter. And especially where there is a sort of opposition between the one and the other; as, And such were some of you; but ye are washed, but ye are justified, &c. 3. A colon divides between two or more sentences that belong to the same sense, and have any proper connection with one another; and it requires a pause a little longer than a semicolon; as My soul followeth hard after thee: thy right-hand upholdeth me. But let it be noted, that a colon and a semicolon are often used one for the other, especially in our bibles. 4. A period, or full stop, shows either the sense, or that particular sentence to be fully finished, and requires us to rest while we can tell five or six, if the sentence be long or while we can tell four, if it be short: as, Rejoice evermore. Pray without ceasing. In every thing give thanks. Quench not the Spirit.

The notes of affection are these two:

1. Interrogation?

2. Exclamation!

1. A note of interrogation requires as long a stop as a period, and is always used when a question is asked; as, What advantage hath a Jew? or what profit is there of circumcision? 2. A note of exclamation, or as some call it, admiration, requires also a stop as long as a period, and betokens some sudden passion of the mind, as admiring, wishing, or crying out; as, O that I might have my request! Alas! Alas! How is the city fallen!

The other marks used in reading are these twelve:

1. Apostrophe'
2. Hyphen - or =
3. Parenthesis ()
4. Brackets []

5. Paragraph ¶
6. Quotation"
7. Section §
8. Ellipsis

or

9. Index

10. Asterisk*

11. Obelisk +
12. Caret a

1. Apostrophe, or, as it may be written in English, apostrophy, is set over a word where some letter is left out; as, 'tis, thro', lov'd, fear'd, for it is, through, loved, feared.

2. An hyphen joins two words together, which make a compound, as coach-man, apple-pye; or if a line end in the middle of a word, it is used to shew that those divided syllables should be joined together in reading, and make but one word.

3. A parenthesis is used to include something that is not

necessary to the sense, but brought in by the by, to explain or illustrate it; as, To their power (I bear record) they were willing of themselves. I know that in me (that is, in my flesh) dwelleth no good thing.

Note, That before and after a parenthesis you must stop as long as a comma; and the words inclosed in the parenthesis, must be pronounced with a little different sound of voice sometimes.

4. Brackets or crotchets, are used to include a word or two which is mentioned in the sentence, as the very matter of discourse; as, The little word [man] makes a great noise in the world. These brackets are also used sometimes to include a part of a sentence that is cited from another author, sometimes to inclose a word or sentence that is to be explained, and sometime the explication itself; as, When David said, [Thou wilt shew me the path of life] he foretold the resurrection of Christ; Psal. xvi. 11.

Note, That brackets and parenthesis [ ] and () are often used for one another without distinction.

5. A paragraph is thus marked ¶, and is used chiefly in the bible, to distinguish a new paragraph, or where another sense or subject begins, or some new matter.

6. A. quotation is marked with reversed commas, thus"; and is used when something is repeated or quoted out of another author, both at the beginning of the quotation, and at the beginning of every line of it; as, An old philosopher said, "I carry all my goods about me."

7. A section § is used for the same purpose, in other books, as a paragraph ¶ is in the bible. Sections are made for dividing chapters of any book into several parts.

Note, At the end of a paragraph, or the end of a section, the reader should make a little longer stop, or pause, than he does at a common period.

8. Ellipsis, or, as some call it, a blank line, is used when part of the word is left out and concealed, as D- of B-m for Duke of Buckingham: or when part of a sentence or verse, &c. is omitted or wanting, either in the beginning or at the end, as that I may recover strength before I go hence-Psal. xxxix. 13. When part of a book or chapter is lost, it is often

marked thus ***.

9. Index or hand, points to something very remarkable, that should particularly be taken notice of.

10. Asterism or asterisk*, a star, and

11. Obelisk or daggert, and other marks, such as parallels and, &c. refer the reader to something in the margin.

12. A caret is made thus a, and is set under the line, where some word or syllable is left out, which is commonly written above the line, and should be read where this note stands,

and

as in fear God, honour the king.

A

But this is used only in writing, not in printing; and it is called interlining.

It may not be amiss to add here, that crooked line which is usually called braces, whose design is to couple two or that have relation to one thing;

more words or lines together, thus,

And it saves the writer the trouble of repeating the same word,

or words.

It is used also sometimes in poetry, when three lines have the same rhyme or ending; as,

"Not all the skill that mortals have,

"Can stop the hand of death, or save
"Their follow-mortals from the grave."

There are also some other marks that belong to single words, and not to sentences; but these are seldom used except in particular books, especially such as treat of grammar, spelling, poesy, &c. namely,

Dialysis

over two vowels, to shew they must be pronounced in distinct syllables, as Raphäel.

Circumflex over a long syllable, as Euphrûtes, Thessolonica, Aristobulus.

Accent to shew where the stress or force of the sound must be placed, as constant, contempt.

A double accent" shews the following consonant is pronounced double, as bu-nish.

CHAP. XIV.-Directions for Reading.

BEFORE I give any directions to scholars, I would take the freedom here to propose one to the teacher; and that is, That what lessons soever he appoints the child to spell or read, he should sometimes spell or read that very lesson over before the child; whether it be the tables of syllables, or words, or names, or verses in the bible or testament; or whether it be a news-paper, an oration, a dialogue, poetry, &c. And let him observe the stops, read slow, give the proper accents distinctly to every word, and every part of the sentence. Children that have a tolerable ear, will take in the sounds well, and imitate their master's voice, and be secured against an ill turn of voice,

or unhappy tone, by this method; and they will better learn to pronounce well whatsoever they read by this imitation, than by a mere correction of their faults, without any example.

If the master keeps several scholars to the same lesson, this may be done with ease; for all may attend in their own books while the master spells or reads.

The chief directions which should be given to learners, in order to read and pronounce well, are such as these :

1. Be sure you take due pains in learning to pronounce common single words well, by attaining a perfect knowledge of the nature and sound of the vowels and consonants, and especially the double consonants, and the diphthongs: then it will be a very easy matter to join the syllables together in reading harder and longer words, and to join words together in reading sentences.

2. If you do not certainly know any word at first sight, do not guess at it, lest thereby you get a habit of miscalling words, and reading falsely; and be sure to spell every word and syllable before you pronounce it, if you are not acquainted with it.

I confess it does not appear so well, when you are reading in company to spell letter by letter; therefore spell any strange long word you meet with in your mind, syllable by syllable, and pronounce it slowly, step by step; and thus you may read the longest word in the world easily, as ma-her-sha-lal-hash-baz ; Is. viii. 1. But this is merely an indulgence to those who are not able to read better.

3. Have a care of putting hem's and o's and ha's, between your words; but pronounce every syllable distinct and clear, without a long drawling tone.

Let the tone and sound of your voice in reading be the same as it is in speaking; and do not affect to change that natural and easy sound wherewith you speak, for a strange, new, aukward tone, as some do when they begin to read; which would almost persuade our ears that the speaker and the reader were two dif ferent persons, if our eyes did not tell us the contrary.

4. Take heed of hurrying your words or syllables over in haste, lest thereby you are led to flutter or stammer, in speaking or reading; it is better to read slow at first: but most children, when they come to read well, are in danger of too much hurry and speed in their pronunciation, whereby many of your lesser syllables are ready to be cut off or lost, and the language becomes a kind of gibberish, and is scarce to be understood.

5. Children may be taught to let their voice in reading be so loud, as that every one in the same room may hear and understand; but not loud enough to reach the next room, if the doors be shut. The reader's voice should be such as may give a clear and distinct sound of every syllable to those who must hear, let the subject matter be of any kind whatsoever; but if it be any thing passionate or affecting, the voice may be raised a little higher.