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against. The close of the line where it makes no pause in the meaning, ought not to be marked by such a tone as is used in finishing a sentence; but, without either fall or elevation of the voice, it should be denoted only by so slight a suspension of sound, as may distinguish the passage from one line to another, without injuring the meaning.

The other kind of melodious pause, is that which falls somewhere about the middle of the verse, and divides it into two hemistichs; a pause, not so great as that which belongs to the close of the line, but still sensible to an ordinary ear. This, which is called the cæsural pause, may fall, in English heroick verse, after the 4th, 5th, 6th, or 7th syllable in the line. Where the verse is so constructed, that this cæsural pause coincides with the slightest pause or division in the sense, the line can be read easily; as in the two first verses of Pope's Messiah :

"Ye nymphs of Solyma! begin the song;

"To heav'nly themes", sublimer strains belong."

But if it should happen that words which have so strict and intimate a connexion, as not to bear even a momentary separation, are divided from one another by this cæsural pause, we then feel a sort of struggle between the sense and the sound, which renders it difficult to read such lines harmoniously. The rule of proper pronunciation in such cases, is to regard only the pause which the sense forms; and to read the line accordingly. The neglect of the cæsural pause may make the line sound somewhat unharmoniously; but the effect would be much worse, if the sense were sacrificed to the sound. For instance, in the following lines of Milton,

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"What in me is dark,

"Illumine; what is low, raise and support."

The sense clearly dictates the pause after illumine, at the end of the third syllable, which, in reading, ought to be made accordingly, though, if the melody only were to be regarded, illumine should be connected with what follows, and the pause not made till the fourth or sixth syllable. So in the following line of Pope's Epistle to Dr. Arbuthnot,

"I sit, with sad civility I read."

The ear plainly points out the cæsural pause as falling after sad, the fourth syllable. But it would be very bad reading to make any pause there, so as to separate sad and civility. The sense admits of no other pause than after the second syllable sit, which therefore must be the only pause made in reading this part of the sentence.

There is another mode of dividing some verses, by introducing what may be called demi-cæsuras, which require very slight pauses; and which the reader should manage with judgement, or he will be apt to fall into an effect. ed sing-song mode of pronouncing verses of this kind. The following lines exemplify the demi-cæsura;

"Warms' in the sun, refreshes in the breeze,
"Glows' in the stars", and blossoms in the trees;
"Lives through all life; extends/ through all extent,
"Spreads' undivided, operates' unspent."

Before the conclusion of this introduction, the Compiler takes the liberty to recommend to teachers, to exercise their pupils in discovering and explaining the emphatick words, and the proper tones and pauses, of every portion assigned them to read, previously to their being called out to the performance. These preparatory lessons, in which they should be regularly examined, will improve their judgement and taste; prevent the practice of reading without attention to the subject; and establish a habit of readily discovering the meaning, force, and beauty, of every sentence they peruse.

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Sect. 1. No rank or possessions can make the guilty mind happy
2. Change of external condition often adverse to virtue
3. Haman; or the misery of pride
4. Lady Jane Grey

5. Ortogrul; or the vanity of riches
6. The hill of science

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4. Motives to the practice of gentleness

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5. A suspicious temper the source of misery to its possessor
6. Comforts of religion

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7. Diffidence of our abilities a mark of wisdom

8. On the importance of order in the distribution of our time
9. The dignity of virtue amidst corrupt examples

10. The mortifications of vice greater than those of virtue

11. On contentment

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12. Rank and riches afford no ground for envy

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13. Patience under provocations our interest as well as duty 14. Moderation in our wishes recommended

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15. Omniscience and omnipresence of the Deity, the source of consolation to good men

CHAPTER IV.
Argumentative Pieces.

Sect. 1. Happiness is founded in rectitude of conduct

2. Virtue and piety man's highest interest.

3. The injustice of an uncharitable spirit

4. The misfortunes of men mostly chargeable on themselves
5. On disinterested friendship

6. On the immortality of the soul

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2 Speech of Adherbal to the Roman Senate, imploring their protection

against Jugurtha

3. The apostle Paul's noble defence before Festus and Agrippa

4. Lord Mansfield's speech in the House of Lords, 1770, on the bill for pre-
venting the delays of justice, by claiming the privilege of parliament

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5. A paraphrase on the latter part of the 6th chapter of Matthew
6. The death of a good man a strong incentive to virtue

7. Reflections on a future state, from a review of winter

8. Adam's advice to Eve, to avoid temptation

9. On procrastination

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10. That philosophy, which stops at secondary causes, reproved

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11. Indignant sentiments on national prejudices and hatred; and on slavery

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4. Care of birds for their young

5. Liberty and slavery contrasted

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6. Charity. A paraphrase on the 13th chapter to the First Corinthians
7. Picture of a good man

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8. The pleasures of retirement.

9. The pleasure and benefit of an improved and well-directed imagination

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164

ib.

165

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166

167

168

169

170

CHAPTER V.
Pathetick Pieces.

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3. Unhappy close of life

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4. Elegy to pity

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5. Verses supposed to be written by Alexander Selkirk, during his solitary
abode in the Island of Juan Fernandez

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7. A man perishing in the snow; from whence reflections are raised on
- the miseries of life
8. A morning hymn

177

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PART I.

PIECES IN PROSE.

CHAPTER I.

SELECT SENTENCES AND PARAGRAPHS.

SECTION I.

1. DILIGENCE, industry, and proper improvement of time, are material duties of the young.

2. The acquisition of knowledge is one of the most honourable occupations of youth.

3. Whatever useful or engaging endowments we possess, virtue is requisite, in order to their shining with proper lustre. 4. Virtuous youth gradually brings forward accomplished and flourishing manhood.

5. Sincerity and truth form the basis of every virtue.

6. Disappointments and distress are often blessings in disguise. 7. Change and alteration form the very essence of the world. 8. True happiness is of a retired nature, and an enemy to pomp and noisc.

9. In order to acquire a capacity for happiness, it must be our first study to rectify inward disorders.

10. Whatever purifies, fortifies also the heart.

11. From our eagerness to grasp, we strangle and destroy plea

sure.

12. A temperate spirit, and moderate expectations, are excellent safeguards of the mind, in this uncertain and changing state. 13. There is nothing, except simplicity of intention, and purity of principle, that can stand the test of near approach and strict examination.

14. The value of any possession is to be chiefly estimated, by the relief which it can bring us in the time of our greatest need.

15. No person who has once yielded up the government of his mind, and given loose rein to his desires and passions, can tell how far they may carry him.

16. Tranquillity of mind is always most likely to be attained, when the business of the world is tempered with thoughtful and

serious retreat.

17. He who would act like a wise man, and build his house on the rock, and not on the sand, should contemplate human life, not only in the sunshine, but in the shade.

NOTE.

In the first chapter, the compiler has exhibited sentences in a great variety of construction, and in all the diversity of punctuation. If well practised upon, he presumes they will fully prepare the young reader for the various pauses, inflections, and modulations of voice, which the succeeding pieces require. The Author's "English Exercises," under the head of Punctuation, will afford the learner additional scope for improving himself in reading sentences and paragraphs variously constructed.

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