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labours he has appropriated. But when it is considered, that this work is designed chiefly to be read in schools, where grammatical improprieties would be extremely injurious to the germinating taste of the young reader, it will doubtless be conceded, that the sacrilege of disturbing the monuments of the dead—the profanation of removing a little of the rust and rubbish which adhere to the precious gems of an antiquated, or even of a modern, author, is, on the whole, a lighter transgression than either to neglect to furnish the rich banquet, or to get it up in a slovenly manner.
The scientifick portion of this manual, is far more defective than it would have been, had not the author, since making arrangements for publishing it, been prevented, by unfavourable, unforeseen, and uncontrollable circumstances, from devoting half that time and attention to its composition and arrangement, which even a tolerable degree of excellence in execution, required. His highest aim has been to treat the subject briefly and practically; and thereby to render his work useful to such as have but little leisure to devote to this science.
In the selected part, he has endeavoured to present such pieces as are calculated to cultivate the taste, enlighten the understanding, improve the judgment, and establish the morals of the young, and, at the same time, to inspire them with a fondness for reading, and a desire to excel in the science of elocution.
In conclusion, it affords the author no small degree of pleasure to acknowledge the obligation he is under to Dr. James Rush, who, with a liberality peculiar to superiour minds, and a courtesy exercised only by accomplished men, tendered to the author, in the compilation and arrangement of his work, such a use of his own, admirable treatise on the “Philosophy of the Human Voice," as he might think proper to make. This remark will sufficiently explain to the reader, the grounds of that license by which the author has drawn so many of his best materials from the rich depository alluded to.* * It is the design of the Author to publish, in the course of a year or two, a SE
I to this work, and soon to follow that by a treatise on RHETORICK.
Of the unaccented Vowel
Pronunciation of AND, 47 | Accent-Aspirate elements,
Diatonick Scale, Note, Tone, of Time,
cumflex, Concrete Slides, 75 Rhetorical Action,
Rules for the Inflections, 82 to 98
Paragraphs in Prose,
159 Intellectual Qualities of Mil-
To the Skies, Bryant, 200 Perpetuity of the Church,
Reply of Mr. Pitt to Walpole, 301, The Sailor Boy's Dream, 319
304 tality of the Soul, Addison, 321
Moore, 318|Story of Le Fever, Sterne, 334
To the Characters Employed in this work.
The Falling Inflection of the voice is indicated by the grave ac-
cent: thus, -
- ā ē io ū
IN PART II.
Fåte, får, fåll, fåt--mė, mệt,-pine, pin--nó, móve, nôr, not-tůbe,
ADVERTISEMENT TO THE SECOND EDITION.
ADDRESS TO TEACHERS.
On a preceding page, the author has intimated, that most instructers are lamentably deficient in their knowledge of elocution. The reproach contained in this allusion, was not levelled solely at teachers. That they are both guilty and amenable for all their pedagogical sins of omission, the author can hardly be so uncharitable as to believe. In their laudable and laborious calling, he is aware that they have many difficulties to contend with, many obstacles to surmount, many evils to encounter. Among these might be mentioned, bad books, perverse children, ignorant parents, and lean salaries. It is not, therefore, reasonable to expect, that, whilst their means and opportunities are thus utterly inadequate to such a task, teachers can accomplish every thing which the enlightened and liberally-minded desire to see gained by the noble business of instructing.
But notwithstanding all that may be said in extenuation of the defects and negligences of teachers, the dignity and usefulness of their high calling, mainly depend upon themselves. If they choose to elevate their profession, by acting in concert, they have the power to do it. It behooves all, then, who are thus devoted to the best interests of their fellow-beings, to look well to their qualifications and their doings, and to see if there is not yet left room for improvement.
It is not the author's object either to dogmatize, or to sermonize, to a class of men in which many are to be found with whose names he would deem it a high honour to be permitted to associate his own as an equal; but he is anxious, if possible, to point à remark that will excite a spirit of emulation among the spiritless, of ambition in the un. ambitious, and awaken all to a sense of the high responsibilities of their calling, and of the undying honours which will hallow the fame of those who excel in it. In accordance with this object, he begs leave to call the attention of teachers to the small work which he now presents to the publick, and to themselves in particular; and, at the same time, without arrogance or fawning sycophancy, to express a hope, that it will be found worthy to occupy a place as a class-book in schools, and travel the rounds of usefulness as the relative and fellow-companion of “English Grammar in familiar Lectures”-in reference to the extraordinary and unexpected success of which work, he may doubtless be permitted emphatically to say with Prospero, "your breath has filled my sails."
*** All necessary directions in regard to the method of teaching from this manual, will be found where they ought to be-dispersed through the pages of the work. It may be added, that the selected portion of this work, will be found a suitable accompaniment of his Grammar, as a convenient and useful set of EXERCISES IN PARSING. In order to adapt them to this purpose, the author has taken much pains to correct them, and render them grammatical.