Bunker-Hill Monument. 4. How different is the scene which we this day behold', from that which was displayed on this spot fifty years ago. The traces of havock have been erased by the hand of time'. The farmer's boy now sips his beverage beside the blue stream once crimsoned with human gore'.-Where banners and plumes went down amid the shock of battle', now the golden harvest waves its yellow sheaves'. Where rolled the purple stream of blood', is now beheld the gambols of childhood and the frolick of youth. The angel of peace now hovers over her domestick altars with outspread wings'. If the time ever come', when this mighty fabrick shall totter'; when the beacon of joy that now rises in a pillar of fire', a sign and a wonder of the world', shall wax dim', the cause will be found in the ignorance of the people. If our Union is still to continue to cheer the hopes and animate the oppressed of every nation'; if our fields are to be untrodden by the hirelings of despotism'; if long days of blessedness are to attend our country in her career of glory'; if you would have the sun continue to shed unclouded rays upon the face of freemen', then', educate all the children in the land'. This alone', startles the tyrant in his dreams of power', and rouses the slumbering energies of an oppressed people'. It is INTELLIGENCE that reared up the majestick columns of our national glory'; and this alone can prevent them from crumbling into ashes'. The name of the particular subject of remark or discourse, as it is antithetically employed when considered in reference to any and every other subject that might be brought under consideration, always becomes emphatick. Hence, the word "mountains," in paragraph 3d, requires a moderate degree of the median stress. In these remarks, Mr. Flint does not wish to call our attention to valleys, rivers, lakes, or oceans, but particularly to mountains.-Thus we have revealed the true philosophy of that percussive force called emphasis: and the inquiring mind that follows out this principle, as it pervades, more or less, every sentence uttered, and regulates every species of emphatick force, will be no less delighted with its simplicity, than astonished at its extent. But, in this example, again, as far as any practical purpose is to be subserved, and perhaps, too, as far as accuracy is concerned, it would be better to style the emphatick force which falls on "mountains," and that still slighter degree which falls on mysteries," ""fires," " solitudes," "air," " vegetation," and so forth, emphasis of specification, in accordance with Rule 2. The same rule may also be applied to "ignorance," "people," "educate, all," and "intelligence," in paragraph 4th. Many of the emphatick words in these paragraphs, are not marked; and many that are marked, it would be too tedious to comment upon. Rhetorical Pause.-In section 1st, the rhetorical pauses are not marked, or indicated by dots. A just elocution requires them to be observed, SECTION II. SELECT PARAGRAPHS. Alexander Hamilton.-WEBSTER. 1. The reports of his speeches', imperfect as they probably are', yet remain as lasting monuments of his genius and patriotism'. He saw', at last', his hopes fulfilled: he saw the Constitution adopted', and the government under it', established and organized'. The discerning eye of Washington immediately called him to a post', infinitely the most important in the administration of the new system'. He was made Secretary of the Treasury; and how he fulfilled the duties of such a place', at such a time', the whole country perceived with delight', and the whole world', with admiration. He smote the rock of the national resources', and abundant streams of revenue gushed forth. He touched the dead corpse of the publick credit', and it sprang upon its feet'. The fabled birth of Minerva', from the brain of Jove', was hardly more sudden or more perfect than the financial system of the United States which burst forth from the conceptions of ALEXANDER HAMILTON'. 29 66 however, in many places in these examples. In reading paragraph 1st, a slight pause of this sort should occur after the words "way," nature," the second "some," "others," "root," and "birthplace." In reading the third paragraph, a slight rhetorical pause should be made after the words " nature,' "'"mountains," "mysteries," and the phrase "whisper us." In enunciating the 4th paragraph, this pause is proper after the words 66 havock" "peace,' ," "will be found," "educate," and "INTELLIGENCE. REMARKS ON SECTION II. The leading remarks applicable to the various paragraphs of Section 2, amount to nothing more than a repetition of those already applied to Section 1. Very few will, therefore, be presented. The young reader cannot be too particular, however, in his attention to a distinct articulation and a correct orthoepy, in addition to the attention required in appropriately applying the rules for inflection, emphasis, pause, and so forth-not only in enunciating the examples in this section, but, also, in reading every piece he may be called on to pronounce. Inflection. In the 1st paragraph, the word" Treasury" being emphatick, takes the falling inflection, in accordance with Exception 1, to Rule 7, page 82. This sentence is brought under the rule, or Exception, by considering that portion of it which follows the word Treasury, one compound member, answering to the simple member which closes with Treasury. In paragraph 2nd, the rising inflection takes place at words," "rhetorick," "declamation," and "inane," in accordance with Rule 2, 1 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 99 66 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 pain', 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 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; at "power,' ,"" adventitious," "and," "therefore," "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 distinet 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 |