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of the voice, and, sometimes, on the other hand, on a key too high for convenient or agreeable utterance.

The following sentences should be repeated till the note on which they are pitched is distinctly recognized, and perfectly remembered, so as to become a key to all similar passages.

Exercise on Middle Pitch.

"In every period of life, the acquisition of knowledge is one of the most pleasing employments of the human mind. But in youth, there are circumstances which make it productive of higher enjoyment. It is then that every thing has the charm of novelty; that curiosity and fancy are awake, and that the heart swells with the anticipations of future eminence and utility."

Contrast this pitch with that of the pieces before quoted, as examples of high' and 'low'.

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II. DUE QUANTITY, OR LOUDNESS.

The second characteristic of good reading, is the use of hat degree of loudness, force, volume', or 'quantity', of voice which enables those to whom we read or speak, to hear, without effort, every sound of the voice; and which, at the same time, gives that degree of force which is best adapted to the utterance of the sentiments which are read or spoken.

All undue loudness is a great annoyance to the ear, and an injury co the expression; while a feeble and imperfect utterance fails of the main purposes of speech, by being partly or entirely inaudible, and consequently utterly unimpressive.

The failure, as regards loudness, is usually made on passages of moderate force, which do not furnish an inspiring impulse of emotion, and which depend on the exercise of judgment and discrimination, rather than of feeling.

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It is of great service, however, to progress in elocution, to possess the power of discriminating the various degrees of force which the utterance of sentiment requires. The extremes of very loud' and very soft, required by peculiar emotions, have been exemplified in the exercise on 'versatility' of voice.

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There are three degrees of loudness, all of great importance to the appropriate utterance of thought and feeling, required in the usual forms of composition. These are the following moderate', 'forcible', and 'empassioned'. The first, the moderate', occurs in the reading of plain narrative, descriptive, or didactic composition, addressed to the under

standing, rather than to the feelings: the second, the 'forci. ble', is exemplified in energetic declamation: the third, the 'empassioned', occurs in the language of intense emotion, whether in the form of poetry or of prose.

The teacher's watchful attention will be required, in superintending the pupil's practice on the following examples, so as to enable him to detect, and fix definitely, in his ear, the exact degree of loudness appropriate to each passage. The exercises should be repeated till they can be executed with perfect precision, so as to form a standard for all similar expression, in subsequent reading.

Exercise in 'Moderate' Force.

"An author represents Adam as using the following language. 'I remember the moment when my existence cominenced: it was a moment replete with joy, amazement, and anxiety. I neither knew what I was, where I was, nor whence I came. I opened my eyes: what an increase of sensation! The light, the celestial vault, the verdure of the earth, the transparency of the waters, gave animation to my spirits, and conveyed pleasures which exceed the powers of

utterance.""

'Declamatory' Force.

"Advance, then, ye future generations! We bid you welcome to this pleasant land of the Fathers. We bid you welcome to the healthful skies, and the verdant fields of New England. We greet your accession to the great inheritance which we have enjoyed. We welcome you to the blessings of good government, and religious liberty. We welcome you to the treasures of science, and the delights of learning. We welcome you to the transcendant sweets of domestic life to the happiness of kindred, and parents, and children. We welcome you to the immeasurable blessings of rational exist ence, the immortal hope of Christianity, and the light of everlasting Truth!"

'Empassioned' Force.

Shame! shame! that in such a proud moment of life,
Worth ages of history,-when, had you but huiled

One bolt at your bloody invader, that strife

Between freemen and tyrants, had spread through the world,―

That then,-Oh! 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!

It is strange-it is dreadful!-Shout, Tyranny, shout
Through your dungeons and palaces, Freedom is o'er!'-
If there lingers one spark of her fire, tread it out,
And return to your empire of darkness, once more."

§ III. DISTINCT ARTICULATION.

"Correct articulation is the most important exercise of the voice and of the organs of speech. A reader or speaker, possessed of only a moderate voice, if he articulate correctly, will be better understood, and heard with greater pleasure, than one who vociferates. The voice of the latter may, indeed, extend to a considerable distance; but the sound is dissipated in confusion: of the former voice not the smallest vibration is wasted,-every sound is perceived, at the utmost distance to which it reaches; and hence it even penetrates farther than one which is loud, but badly articulated.

In just articulation, the words are not hurried over, nor precipitated syllable over syllable; nor, as it were, melted together into a mass of confusion: they are neither abridged, nor prolonged; nor swallowed, nor forced, and, if I may so express myself, shot from the mouth; they are not trailed nor drawled, nor let slip out carelessly, so as to drop unfinished. They are delivered out from the lips, as beautiful coins newly issued from the mint, deeply and accurately impressed, perfectly finished, neatly struck by the proper organs, distinct, sharp, in due succession, and of due weight."*

This department of correct reading, belongs, properly, to the stage of elementary lessons. But as negligence in general habit, and remissness in early practice, are extensively the causes of an imperfect articulation, it may be of great service to young readers to review the elements of the language, in successive practical exercises, as embodied in a manual prepared by one of the editors of the present work. For facility of practice in difficult combinations of letters and syllables, some of the exercises in Tower's Gradual Reader', will also be found very serviceable. The preliminary Ex

* Austin's 'Chironomia,' pp. 37, 38.

+ 'Russell's Lessons in Enunciation; comprising a Course of Elementary Exercises, and a statement of Common Errors in Articulation, with the Rules of Correct Usage in Pronouncing. Boston, Jenks & Palmer.'

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ercises in Articulation and Pronunciation, prefixed to the volume prepared as an Introduction' to the present work, are designed to serve the purpose of an extensive discipline in this department of elocution. A brief course, of a similar nature, but adapted to juve nile readers, is contained in an elementary book compiled by one o' the editors of this Reader.*

A page or a paragraph of every reading lesson, should, previous to the regular exercise, be read backward, for the purpose of arrest ing the attention, and securing every sound in every word.

The design of the present volume, does not admit of detail, in the department of elocution now under consideration. The importance, however, of a perfectly distinct enunciation can never be impressed too deeply on the mind of the pupil. An exact articulation is more conducive than any degree of loudness, to facility of hearing and understanding. Young readers should be accustomed to pronounce every word, every syllable, and every letter, with accuracy, although without labored effort. The faults of skipping, slighting, mumbling, swallowing, or drawling the sounds of vowels or of consonants, are not only offensive to the ear, but subversive of meaning, as may be perceived in the practice of several of the following examples.

1. "That lasts till night: that last still night."

2. "He can debate on either side of the question: he can debate on neither side of the question."

3. "The steadfast stranger in the forests strayed."

4. "Who ever imagined such an ocean to exist ?—Who ever imagined such a notion to exist?"

5. "His cry moved me: his crime moved me."

6. "He could pay nobody: he could pain nobody." 7. " Up the high hill he heaves a huge round stone." 8. "Tho' oft the ear the open vowels tire."

9. "Heaven's first star alike ye see.”

IV.- -CORRECT PRONUNCIATION.

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That pronunciation is correct which is sanctioned by good usage, or custom. Good usage implies the habit of persons of good education, as regulated by the decisions of learning and taste, exemplified in standard dictionaries, a style which is equally free from the errors of uneducated or negligent custom, and the caprices of pedantry,-which falls in

* Russell's Primary Reader: a Selection of easy Reading Lessons, with introductory Exercises in Articulation, for Young Children. Boson Tappan & Dennet.'

with the current of cultivated mind, and does not deviate into peculiarities, on the mere authority of individuals. Good taste in pronunciation, while it allows perfect freedom of choice, as to the mode of pronouncing words liable to variation in sound or accent, requires a compliance with every fixed point of sanctioned usage.

The subject of pronunciation, like the preceding one,-articulation,-belongs properly to the department of elementary instruction.* But as this branch of elocution does not always receive its due share of seasonable attention, many errors in pronunciation are apt to occur in the exercise of reading, as performed by even the advanced classes in schools. To avoid such errors, it will be found useful to discuss closely and minutely, the correct pronunciation of every word which, in any lesson, is liable to be mispronounced. The standard of reference, in such cases, ought to be Walker's Dictionary, Worcester's edition of Johnson and Walker combined, or the same author's edition of Dr. Webster's Dictionary.

All reading lessons should, if practicable, be read to the class, by the teacher, one day beforehand, so as to allow opportunity for careful and critical study, at home, previous to the exercise of reading, on the part of the pupils. Seasonable information will thus be obtained, and errors avoided, instead of being merely corrected after they have occurred, and when it is too late to secure good habit or avoid bad.

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By true time, in elocution, is meant, an utterance wellproportioned in sound and pause, and neither too fast nor too slow. We should never read so fast as to render our reading indistinct, nor so slow as to impair the vivacity, or prevent the full effect, of what is read.

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Every thing tender, or solemn, plaintive, or grave, should be read with great moderation. Every thing humorous or sprightly, every thing witty or amusing, should be read in a brisk and lively manner. Narration should be generally equable and flowing; vehemence, firm and accelerated; anger and joy rapid; whereas dignity, authorty, sublimity, reverence, and awe, should, along with deeper tone, assume a slower movement. The movement should, in every instance, be adapted to the sense, and free from all hurry, on the one hand, or drawling on the other." The pausing, too, should be carefully proportioned to the movement or rate of the voice; and no change of movement from slow to fast, or the reverse, should take place in any clause, unless a change of emotion is implied in the language of the piece.

*The subject of Pronunciation forms a large part of the Elementary xercises contained in the 'Introduction' to this Reader.

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