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SPECIMENS OF MODERN ELOQUENCE.
3. Speech of Mr Horace Walpole,
5. Lord Lyttleton's Speech on the Repeal of the Act called
6. Sir John St Aubin's Speech for Repealing the Septennial
7. Sir Robert Walpole's Reply,
8. Mr Pultney's Speech on the Motion for Reducing the
SPECIMENS OF ANCIENT ELOQUENCE.
1. *The Speech of a Roman Officer to his Soldiers,
2. Speech of Charidemus to Darius,
3. The Scythian Ambassadors to Alexander,
4. The Beginning of the first Philippic of Demosthenes,
10. *Hope, the Friend of the Brave,
11. The Moral Change Anticipated by Hope,
13. The Anticipations of Hope,
14. The Influence of Hope at the Close of Life,
15. On the Effects of Time and Change,
20. *Song from the Lady of the Lake,
21. On the Arrival of the British Army in Portugal,
26. Lines written on visiting a Scene in Argyleshire,
27. Part of a Poem on the Fear of God,
29. A Lady's salutation to her Garden in the Country,
34. The Crow and the other Birds,
35. The two Owls and the Sparrow,
39. Awful Description of the Deities engaged in Combat,
47. On the present State of Athens,
6. The Good Preacher and the Clerical Coxcomb,
7. Cardinal Wolsey's Speech to Cromwell,
8. The Quarrel of Brutus and Cassius,
9. Orestes delivering his Embassy to Pyrrhus,
1. *Speech of Henry V. at the Siege of Harfleur,
2. Zanga's Reasons for hating Alonzo,
3. Marcellus's Speech to the Mob,
4. Richmond encouraging his Soldiers,
5. Douglas's Account of Himself,
11. Alfred's Address to the Saxon Troops,
12. Leonidas offering to defend the Pass of Thermopyla,
13. Leonidas's Speech to his Queen,
1. *Lady Randolph's Soliloquy,
2. Douglas's Soliloquy in the Wood,
3. Cato's Soliloquy on the Immortality of the Soul,
1. *Prologue to the Farce of the Apprentice,
2. Contest between the Nose and the Eyes,
3. Lodgings for Single Gentlemen,
Different Methods by which the Principles and Lessons may be successfully taught.
In order to pronounce correctly, a paragraph or more of the initial and terminational sounds should be carefully read each day, or at any other stated interval.-A previous knowledge of the Key to the Sounds (page 17.) is, however, indispensably necessary.
Before attempting to read the examples on inflections, a thorough knowledge of the two slides, or inflections of voice (page 35.) must be obtained. Without a very accurate knowledge of these two slides of the voice, no graceful progress in reading can possibly be made.
The Table of inflections contains thirty lines. After being able to exemplify the slides in the first column, proceed to acquire a like knowledge of the second. This being done, endeavour to read the table backwards; that is, read the 16th line, and then the 1st; the 17th, and then the 2d; the 18th, and then the 3d, &c. ; in the last place, read the table across; that is, read the 1st line, and then the 16th; the 2d, and then the 17th; the 3d, and then the 18th, &c.
Under the heads of Inflections, Accent, Emphasis, and Pauses, the Rules are printed in italics: these, it is understood, will be either attentively studied, or committed to memory by the Pupil, according to circumstances. A single rule may be given out each day as an exercise; the examples under which being read the day following.
The notes and examples under them may be read by the Student immediately after the rules to which they belong; but by those less advanced, they may be entirely passed over, antl not read till a perfect knowledge has been attained of what is of more importance.
In reading the Lessons, the principles should be gradually reduced to practice. Words that require the rising inflection, may, by the Pupil, be marked with a pencil with the acute accent; and such as require the falling inflection, with the grave accent. Emphatical words may be marked by drawing a straight line over them; and where a rhetorical pause is admissible, a mark such as a comma may be inserted after the word.
If this process should be thought too tedious, the Pupil may be requested to mark (while the Teacher is reading the Lesson) only the principal inflections: it being always understood, however, that the Pupil has acquired a knowledge of the different slides, and degrees of force of the voice.
The following Rule, to which, though there are many exceptions, may perhaps be of some advantage; the knowledge of it, at least, is easily acquired.
The falling inflection almost always takes place at a period, very often at a colon, and frequently at a semicolon; at the comma immediately preceding either of these points, the rising inflection commonly takes place. When this rule does not hold good, the Teacher can easily point out the exceptions to it.