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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.

CONTENTS.

Page

Page 1

Elocution-Introduction, 19 A Series-Simple, Compound,

Articulation,

25 &c.

93 to 98

Distinctness,

26, 27, 28 Rules for the Simple Series, 93

of the Elementary sounds, 29 Rules for the Compound do. 97

Of the Radical and Vanishing Rules for Series of Series, 98

movements of the voice, 31 | Wrong Inflection capable of

of the Tonick, Subtonick, and perverting the sense, 100

Atonick elements,

Circumflex or Wave,

104

Diphthongs and Monothongs, 33 Single and Double Wave, Con.

Theory of Syllabication,

tinued, Equal, Direct, &c.

Of the unaccented Vowel

105, 106

sounds defects in explod Analysis of Force, 113, 115

ing them,

40, 41 Radical Stress,

115

of the Consonant sounds, 42 Vanishing, Compound, and Me-

Errour of blending syllables, 45 dian Stress,

116

Pronunciation of AND, 47 | Accent-Aspirate elements,
Suppression and perversion of

117, 118

elementary sounds to be Emphasis-General Rule, 119, 120

guarded against,

49 Do. Simple and Compound, 124

Affected pronunciation of par- Do. Superiour and Inferiour, 125

ticular vowels, 49 to 52 Emphasis of Radical and Van-

Of Tones and Modulation, 59 to 72 ishing Stress,

127

Semitone, Monotone,

60 | Emphatick Inflections, 128

Interval, Qualities of voice, The Meaning of a passage de-

Abruptness, Pitch,

61 pendant on Emphasis, 129

Diatonick Scale, Note, Tone, of Time,

134

Concrete and Discrete Slides, of Quantity,

136

Radical Pitch, 61, 62, 75 Of Rhetorical Pauses, 138 to 140

Tones-Modulation,

64 of the Emphatick Pause, 141

Errours in regard to Pitch and Of Poetry and Versification, 142

Tones--Affected Tones, 67 to 69 Blank Verse, Poetick Feet, 142

Errours in Modulation—Mo Manner of reading Poetry—

notony,

71 Poetick Pauses,

144

Artificial_Uniform Variety, 71, 721 On reading Blank Verse, 145

Inflections of the voice, Cire Cæsural Pause,

146

cumflex, Concrete Slides, 75 Rhetorical Action,

151

Rising Inflection or Slide, of a General hints to the reader and

third, fifth, and octave, 77 the speaker,

155

Falling Inflection,

77 | Hints on Pulpit Eloquence, 157

Rules for the Inflections, 82 to 98

PART II.--SELECTIONS IN PROSE AND POETRY.

Page

Page

Paragraphs in Prose,

159 Intellectual Qualities of Mil-

Manner of Reading do.

159 ton,

Channing, 208

Alexander Hamilton, Webster, 162 Hamlet's Advice to the Play-

Eloquence of Daniel Webster, 163 ers,

Shakspeare, 210

Moral Sentiments,

164 Efficacy of the Sacred Scrip-

Paragraphs in Verse,

165 tures, . Wayland, 211

Ode to an Indian Gold Coin, St. John, chapter 9,

214

Dr. Leyden, 166 Industry necessary to the At-

Parting of Zal and Hinda, tainment of Eloquence, Ware, 216

Moore, 167 On Eloquence,

Wirt, 218

A Dirge,

Croly, 168 Caspar Hauser, 221, 224, 230

Hamlet's Reflections on Yor- Traits of Indian Character,

ick's Skull, Shakspeare, 169

Irving, 240, 243

Reflections on the Tomb of Speech of Logan, Jefferson, 247

Shakspeare, Irving, 169 Speech of Farmer's Brother, 248

On Studies, Lord Bacon, 170 Red Jacket,

Halleck, 249

Liberty and Slavery, Sterne, 172 Psalm 90,

251

On the Starry Heavens, Flint, 173 Version of the same, Watts, 252

Scenes in Italy, Lady Morgan, 176 St. John, chapter 12,

253

Affection for the Dead, Irving, 177 Version of the same, Moore, 253

Character of Bonaparte,

There's nothing true but Hea-

Phillips, 179 ven,

Moore, 254

Speech-Bunker-Hill Monu Secret Devotion, Moore, 254

ment,

Webster, 182 The Soul in Eternity, Byron, 255

Hezekiah, King of Judah, Henry the Fourth's Soliloquy

Gleig, 183 on Sleep, Shakspeare, 255

Destruction of Sennacherib's Apostrophe to Light, Milton, 256

Army,
Byron, 186 Darkness,

Byron, 257

Psalm 137,

187 Lochiel's Warning, Campbell, 259

Version of the same, Barlow, 187 Gray's Elegy, .

261

Version of the same, Byron, 188 Stanzas, •Dr. Percival, 264

Cardinal Wolsey's Soliloquy Dedications, Lord Bacon, 266

on Ambition, Shakspeare, 189 Reflections on Westminster

Wolsey's Address to Crom-

Abbey,

Addison, 267

well,

Shakspeare, 189 | Reflections on do. Irving, 269

Hohenlinden, Campbell, 190 On Subscribing for Books,

The Burial of Sir John Moore,

Flint, 272

Wolfe, 191 On Natural and Fantastical

Messiah,

Pope, 192 Pleasures, Guardian, 274

On receiving his Mother's Pico | | Thoughts on Death, Bacon, 277

ture,

Cowper, 195 On Ugly Women, 281, 284

Man was made to Mourn, a | Philosophy of Apparitions,

Dirge,
Burns, 198

Quarterly Review, 288, 291

To the Skies, Bryant, 200 Perpetuity of the Church,

Musick of the Ocean,

Dr. Mason, 294

National Gazette, 201 Letter to the Earl of Chester-

The Ocean at the Resurrection field,

Dr. Johnson, 296

Morn,

Pollock, 202 Rolla's Speech to the Peru-

Address to the Ocean, Byron, 204 vians,

Sheridan, 297

Colloquial Powers of Doctor Speech of Caius Marius to the

Franklin,
Wirt, 207" "Romans,

298

Hayne,

Reply of Mr. Pitt to Walpole, 301, The Sailor Boy's Dream, 319
On the Death of Gen. Hamil Hamlet's Soliloquy on Death,
ton,
Dr. Nott, 302

Shakspeare, 320
Webster's Speech in reply to Cato's Soliloquy on the Immor-

304 tality of the Soul, Addison, 321
The Broken Heart, Irving, 307 The Dying Christian to his
Speech of Robert Emmet, 309 Soul,

Pope, 322
Brutus'Harangue on the Death The Alhambra by Moonlight,
of Cesar, Shakspeare, 314

Irving, 323
Antony's Oration over Cesar's Moslem Domination in Spain,
Dead Body, Shakspeare, 315

Irving, 324
Speech of Henry the Fifth, Thoughts on Hand-Writing,
Shakspeare, 317

Verplanck, 327
Parting of the Three Indian The Monk,

Sterne, 332
Friends,

Moore, 318|Story of Le Fever, Sterne, 334

KEY

To the Characters Employed in this work.

The Falling Inflection of the voice is indicated by the grave ac-

cent: thus, -
The Rising Inflection, by the acute accent: -
The Circumflex or Wave, by the circumflex: -
A tonick or vowel sound that is to be prolonged, by this charac.
ter - placed over the vowel: thus,

- ā ē io ū
A short vowel sound, by this placed over the vowel: thus, à ě i ở ŭ
The shortest Rhetorical Pause, by two dots: (..) -
A longer Rhetorical Pause, by three: (...)
A longer still, by four: (....)

".
Words italicised, are to receive a moderate degree of emphatick
force; as, - -

man
Words in small CAPITALS, a higher degree of the same:

MAN
Words in CAPITALS, a degree still higher: - -

MAN

IN PART II.
The Figured Vowels employed in pronouncing words at the bottom
of the pages, are used in accordance with Mr. Walker's Key, as adopt-
ed in Cobb's Dictionary: thus,

Fåte, får, fåll, fåt--mė, mệt,-pine, pin--nó, móve, nôr, not-tůbe,
tůb, bůll-oil-påünd—thin, this.

ADVERTISEMENT TO THE SECOND EDITION.
The twelve additional pages, together with the enlargement of each
page, contained in this edition, cause it to embrace, at least, fifty
pages more matter than the first edition. It is believed, also, that the
improvements in this edition, will be found to bear a proportion corres-
ponding with the enlargement.

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.

S. KIRKHAM.
Ballimore, July 26, 1833.

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