Eloquence of Daniel Webster.

2. It was in the Senate that I first became enamoured with the wonderful eloquence of this great man'. Every word that issued from his lips', seemed like the battle-axe of a warriour', falling upon the helmet of his foe', and striking him to the earth. It was not the mere rippling of words'-the bubbling of rhetorick'—the gingling and gurgling of empty declamation'-frothy', flashy', and inane'; but the mighty rushing of a thinking, logical', and ratiocinative' mind'-deep', original', and intellectual-where every word was a thought, sometimes flashing with brilliancy'; at others', stunning with force', or startling with sublimity where every sentence was an argument, and every argument excited a feeling corresponding to the thought-holding the heart and the mind captive at the same time. Sometimes it resembled the tramp of a trooper', crushing a young forest beneath his courser's feet': at others', the boiling torrent', tumbling mountains of errour into the abyss of sophistry': and then', again', it resembled a dignified chieftain in his battle career', leading on his legions to sweep an enemy to destruction.

Such was the effect of his eloquence upon me', that it seemed as if I actually heard the battle-axe-one argument backing another in rapid and restless succession', until', like the piling of Pelion upon Ossa', they crushed and overwhelmed his antagonists. It is not surprising that a mind of this exalted order and finished character', should excite the admiration of ` an empire.

Waste of Time.—LINDSEY.

3. It has been discovered', at length', what', indeed', was always sufficiently obvious', that a boy needs not be kept at

page 75. At the words "frothy" and "deep," in the 2nd paragraph, and " primer," "name," and "moral," in the 3d, the falling inflection should be but slight, not more than the downward concrete of a second: see Observation, page 88.

Emphasis.—In the 1st paragraph-Mr. Hamilton's hopes had previously rested on expectation; but he now saw them fulfilled. Again, "he was made Secretary of the Treasury," and not, Ambassador to France, Vice President of the United States, or some other publick officer.

In paragraph 2nd-" It was in the Senate," and not at the Bar, "that I first became enamoured," and so forth. It seemed as if I, not merely imagined, but "actually heard, the battle-axe." Each of these four examples, might be explained according to Rule 2, page 75.

A little reflection, will show the reader the propriety and the reason for emphasizing, not only the words marked in these examples, but, also, many others.

school eight or ten years', to learn to read his primer', write his name, cipher to the Rule of Three', and hate books and learning for the rest of his life'. It has been discovered', that', in three or four years', a boy may be taught a hundred fold môre', by skilful teachers in a skilful way', than their fathers dreamed of learning at all. This is the grandest discovery of our age. It will do more to meliorate the moral', physical', and political condition of mankind', than all other means ever yet devised.

SECTION III.

Injustice of Revenge.-DR. JOHNSON.

1. It is too common for those who have unjustly suffered pâin', to inflict it', likewise', in their turn', with the same injustice, and to imagine that they have a right to treat OTHERS'.. as they have THEMSELVES been treated.

POLITICAL AND MORAL MAXIMS.

Intellectual minds often ill directed.—IB.

2. That affluence and power', advantages extrinsick and adventitious', and', therefore', easily separable from those by whom they are possessed', should very often flatter the mind with expectations of felicity which they cannot give', raises no ASTONISHMENT; but it seems rational to hope', that intellectual greatness'.. should produce better effects; that minds'.. qualified for great attainments', should first endeavour to secure'. their own benefit; and that they who are most able to teach' . . OTHERS the way to happiness', should', with most certainty', follow it THEMSELVES.

But this expectation', however plausible', has been very frequently disappointed. The heroes of literary', as well as of

99.66

REMARKS ON SECTION III.

Inflection. The rising inflection and suspending pause at the close of the words “pain," "it," "likewise," and "turn," in the 1st paragraph; ,"" adventitious," "and," at "power," 99 66 therefore," 99.66 possessed," "give, "hope," greatness," and "attainments," "happiness," " expectation," suffered," and so forth, in the 2nd paragraph; and at "occupied," ideas," studies," 'politician," 'shelter," place," “conclude,” calamities," and "favour," "injured," "expedient," "government," "persecution," and so forth, in the 3d paragraph, are marked in accordance with the first part of Exception 2nd to Rule 7, page 83. But, at the close of the words "countries," "safe," "any," "lives," "posteri

civil, history', have very often been no less remarkable for what they have suffered, than for what they have achieved; and volumes have been written'. . only to enumerate the miseries of the learned, and to relate their unhappy' . . lives' . . and their untimely'. . deaths'.

Poetical and Political prospects of Colonization.—IB.

3. The settlement of colonies in uninhabited countries', the establishing of those in security whose misfortunes have made their own country no longer pleasing or safe, the acquisition of property without injury to any, the appropriation of the waste and luxuriant bounties of nature', and the enjoyment of those gifts which Heaven has scattered upon regions uncultivated and unoccupied', cannot be considered'.. without giving rise to a great number of pleasing ideas', and bewildering the imagination in delightful prospects'; and', therefore', whatever speculations they may produce in the minds of those who have confined themselves to political studies', they naturally fix the attention', and excite the applause', of a poet.

The politician', when he considers men'. . as driven into other countries for shelter', and obliged to retire to forests and deserts', and pass their lives, and fix their posterity', in the remotest corners of the world'. . to avoid those hardships which they either suffer or fear in their native place', may very properly inquire', why' . . legislators do not provide a remedy for these MISERIES', rather than encourage an escape from them'. He may conclude', that the flight of every honest man', is a

ty," and "miseries,” in the 3d paragraph, the inflection is controlled by the emphasis, and is marked as the downward, in accordance with the second part of Exception 2nd to Rule 7.

The inflection at "injustice," in paragraph 1st, "learned," in paragraph 2nd, and "publick," in the 3d paragraph, forms an exception to Rule 7, being under the control of emphatick force.

Articulation. The student in elocution, should constantly bear in mind, the great importance of giving to every word, syllable, and letter which he utters, à clear and distinct articulation; and that a distinct articulation is greatly promoted, by observing a due degree of slowness in pronunciation, by adopting a full and bold explosion, and an appropriate protraction, of all the tonick and subtonick elements, and by paying strict attention to all the necessary grammatical and rhetorical pauses.

Modulation.-In enunciating the 2nd paragraph, the voice, at the commencement, should be pitched upon its ordinary, speaking key; but, as soon as it advances to the word " power," in the first line, it should be lowered one tone; and this under key should be preserved in pronouncing the whole of the intervening phrase ending with the word "possessed," when, at the word "should," the same pitch should be resumed that was dropped at the word "power." Such intervening

loss to the community; that those who are unhappy without guilt, ought to be relieved; and the life which is overburdened by accidental calamities', should be set at ease by the care of the publick'; and that those who', by misconduct', have forfeited their claims to favour', ought', rather', to be made useful to the society which they have injured', than driven from it'.

But the poet is employed in a more pleasing task than that of proposing laws'. . which', however just and expêdient', will never be made`'; or of endeavouring to reduce to rational schemes of government', societies which were formed by chance', and which are conducted by the private passions of those who preside in them. He guides the unhappy fugitive from want and persecution', to plenty, quiet, and security, and seats himself in peaceful scenes of solitude and undisturbed peace'.

SECTION IV.

Female Fortitude.-IRVING.

1. I have often had occasion to observe the fortitude with which'.. women'. . sustain the most overwhelming reverses of fortune'. Those disasters which break down the spirit of mân', and prostrate him in the dust', seem to call forth all the energies of the softer sex', and give such intrepidity and elevation to their character', that', at times', it approaches to sublimity'.

Affected Greatness.— -IB.

2. We have', it is true', our grêat mên in America`: not a city but has an ample share of them'. I have mingled among

phrases, or interrupters of the sense, are of very frequent recurrence, and demand particular attention in elocution. Like parenthetick clauses, they express a meaning not necessary to the sense of the sentences in which they occur, and yet, not sufficiently foreign to it to allow the distinctive marks of the parenthesis to be applied to them; and, therefore, they do not require quite so low a tone as parenthetick clauses. A happy variety in modulation will be greatly promoted, by observing to give all the appropriate inflections and waves of the voice, by a distinct articulation, and frequent protraction of the elements of speech, and, especially, by a strong and varied explosion of emphatick force.

REMARKS ON SECTION IV.

Semitone. The sarcastick irony of the 2nd paragraph, requires the adoption of the semitone and wave, particularly in pronouncing the phrases "great men," "small man," and "city.""

them in my time', and been almost withered by the shade into which they cast me'; for'. . there is nothing so baleful to a small mân'.. as the shade of a great one', particularly', the great man of a city'.

America and Europe Compared.—IB.

3. On no country have the charms of nature been more prodigally lavished'. . than upon America. Her mighty lakes', like oceans of liquid silver`; her mountains', with their bright', aerial teints'; her valleys', teeming with wild fertility`; her tremendous cataracts, thundering in their solitudes; her boundless plains, waving with spontaneous verdure'; her broad', deep rivers, rolling in solemn silence to the ocean'; her trackless forests, where vegetation puts forth all its magnificence'; her skies, kindling with the magick of summer clouds and glorious sunshine':-nô, never need an American' . . look beyond his own country for the sublime and beautiful of natural scenery`.

But Europe'.. holds forth all the charms of storied and poetical association. There are to be seen the master-pieces of art, the refinements of highly cultivated society', the quaint peculiarities of ancient and local customs. America'. . is full of youthful promise; Europe'.. is rich in the accumulated treasures of age. Her very RUINS'. . tell the history of times gone by, and every mouldering stone'. . is a chronicle`. It is pleasant to wander over the scenes of renowned achieve ment--to tread', as it were', in the footsteps of antiquity—to loiter about the ruined castle-to meditate on the falling tower' -to escape', in short', from the commonplace realities of the present, and lose one's self among the shadowy grandeurs of the päsť.

Inflection. Before each of the members of the second sentence in paragraph 3d, the phrase "There are,” is understood, so that each member constitutes a distinct, affirmative proposition, requiring at "lakes,” mountains," valleys," and so on, and at "silver," teints," "fertility," and so forth, the falling inflection, agreeably to Rule 1, page 75.

To the Teacher.-In exercising his pupils in these "Select Paragraphs," and, also, in other selections, the teacher would do well to require them to read each sentence, paragraph, or section, several times over, before they proceed to another paragraph or section. In the first reading, particular attention should be given to a distinct articulation and protraction of the elementary sounds; in the second reading, to inflection; in the third, to emphasis; in the fourth, to pause; in the fifth, to modulation; in the sixth, to time; and, lastly, let the pupil endeavour to display all the qualities of voice requisite to a happy and forcible elocution. But, inasmuch as example speaks louder than precept, let not the teacher forget the importance of illustrating cvery thing with his own voice before he requires his pupil to do it.