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44. The Effect of Association of Ideas on the Belief of Mankind,.
1. Our natural Fondness for History, and its true Use,.......
2. Character of Francis the First and of Charles the Fifth,
2. Peroration to Sheridan's Speech in the Case of Warren Hastings,.....212
3. Extract from Mr Burke's Speech on Conciliation with America,......213
4. Lord Lyttelton's Speech on the Repeal of the Act called the Jew
8. Speech of Lord Chatham, in the House of Peers, against the Ameri-
can War, and against employing the Indians in it,..
9. Extract from a Speech of Mr Canning on Parliamentary Reform,.....225
10. Peroration of Mr Grattan's Speech on the Opening of the Irish Par-
11. Peroration of Mr Erskine's Speech on the Age of Reason,..
12. Extract from Charles Fox's Charge against Warren Hastings,.
2. The Roman People adjured by the Example of their Ancestors to
20. On the Arrival of the British Army in Portugal to assist the Natives
24. Alexander the Great. From the Tenth Book of Lucan's Pharsalia,..268
42. Conclusion of the Dunciad,..
3. From the Play of As you Like It,................................
4. Coriolanus and Aufidius,......
5. Master Matthew and Bobadil,
6. Palemon and Arcite, Captives in Greece,........................................
7. The Quarrel of Brutus and Cassius,.
1. Speech of Henry V. to his Soldiers at the Siege of Harfleur,...........360
11. The Duke Aranza to Juliana, from the Honey-Moon,..................................................
Different Methods by which the Principles and Lessons may be successfully taught.
BEFORE attempting to read the examples on inflections, a thorough knowledge of the two slides, or inflections of voice, (page 9), 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, and 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 conima 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.
It must be carefully observed, that every falling, or every rising inflection, does not necessarily terminate upon the same key, or on the same note of that key; neither is every emphatic word pronounced with the same degree of force: for, as various as inflections and emphases are in number, almost as varied should be the manner of pronouncing them.