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The use of ACCENTS, Hyphens, &c., to indicate the modulations of the voice, is intended to be suggestive only. Such assistance, having no similarity with its object, and no authority or common agreement for its use, is, at the best, indefinite, and liable to convey very different ideas to different persons. But as some means are necessary, in the earliest chapters of a work like the present, to mark the inflections and pauses which the author wishes the pupils to observe, the symbols here adopted have been selected as those most commonly used for the like purpose. At the same time, the teacher who can himself read well, will give his pupils a much better idea of the necessary variation and intonations of voice, by reading the Examples to them, than by allowing them to rely, in any degree, upon the artificial agency which is here introduced.
NOTES FOR THE TEACHER.
1. General Explanations are best given to a class simultaneously.
2. The knowledge of a class is best ascertained by questioning the individuals with judgment and tact.
3. OBSERVATIONS and EXPLANATIONS, in this work, whether as parts or the whole of chapters, are intended to be read by the Teacher to the whole class; and afterwards, to be further explained by him in detail, as he may think necessary. This may be done at the end of one reading lesson, as preparatory to the next.
4. The pupils should study the Observations and Explanations after school hours, or during a period fixed in the time-table for the purpose. They should not be required to commit whole passages to memory; but rather to endeavour to understand them fully, so as to give intelligent answers, when questioned on the subjects.
5. SIMULTANEOUS EXERCISES are to be read aloud, in each case, by the Teacher himself, the whole class following him. The several Examples may then be read aloud by the whole class, following a selected pupil. Finally, they may be read in turn by the members of the class individually.
6. Exercises marked PRACTICE, are for individual reading. The same Example may be read by two or three pupils in succession; errors being corrected, as much as possible, by the pupils themselves. No Example, unless very long, should be divided; but the same pupil, except in part-reading, should read the whole.
7. No new Part should be commenced until that preceding it is properly understood, and can be read fairly.
8. Selections of Poetry and the higher class of Prose writings may follow this work. There are many well-known publications suitable for the purpose; and selections may be made from the best poets and prose writers, whose works entire are now published in many places in a cheap form.
TABLE OF CONTENTS.
CHAP. VII.-SUSTENTATION OF THE VOICE
CHAP. VIII.-NATURAL PITCH OF THE VOICE
CHAP. IX.-SUSPENSION OF THE VOICE AND PAUSE "There lived a man
CHAP. X.-INFLECTIONS OF THE VOICE
Extracts from the "Art of Reading".
Scenes of Childhood
CHAP. XI.-MODULATION, FORCE, EMPHASIS, AND TIME..
CHAP. XII.-SERIES AND DISTRIBUTION
Homer and Milton compared
Freedom, in its noblest sense
The Vanity of Life
.J. Montgomery 19
Extracts from Demosthenes' Philippics
British Energy ..
Virtue remaining after Death
Appeal to British Loyalty
Foolish Extravagance in Dress.
Privilege of the House of Commons.
W. Irving 25 .Cowper 25 ..Blair 26 Wordsworth 26 Cowper 27
W. Irving 27 Dr. Johnson
28 ..Pope 28 .F. Hemans
Pollok 29 Spenser 29 .Pollok 30
42 Junius 45 Dodd 45
The Mistress of the Dame's School.. H. Kirke White 46
.W. Scott 46 Wordsworth
47 .Cowper 47 W. Scott 48
Ed. Moore 41