If I ascend' up' into | heaven' || thou' art | there'. '

7 To send forth the merciless | In'dian || thirst'ing for blood' ! | 1 against' | whom' ?|| your protestant | breth'ren! |

4. Pauses may be made through a measure and a half, or two measures; and sometimes even through

more.

7 I make the as | ser'tion | 7 de | lib ́erately || 7 I repeat it and | call' on | a'ny | man' who | hears' me 7 to | take' | down' my words'. '

*་

'Are you competent | 7 to trans | fer them to the British parliament? || 7 Ian'swer | no'. ' 'Then' shall be brought to pass' | 7 the | say'ing that is writ'ten || Death' | 7 is | swallowed | up' | 7 in victory ||| O' | Death' || where' is thy | sting'? ||| O' | Grave' || where' is thy | vic'tory? |||7 The | sting of | death' | 7 is | sin' || 7 and the strength of sin' | 7 is the | law'. ||| 7 But | thanks' be to God' | 7 who giv'eth us the vic'tory || through' our Lord' | Je'sus | Christ'. |||

These longest pauses, of course, only take place between sentences, i. e. in places where, in common printing, full stops would be made.

Some other pauses may perhaps be seen in the scored exercises. They may, however, be so easily explained by the teacher, while going through them, that it is not worth while to describe them all here.

The scored exercises which have been so often referred to, must be all read over by the class,

with the utmost care, the attention being directed, not only to the emphasis, but also more especially to the accents, and to the marked pauses. The principles on which they are divided into measures, and separated by pauses, must be repeated over and over, while reading them, till they have become perfectly plain and familiar to every one. When the scored pieces have been thus read and studied, the pupils must be required to score out for themselves, the whole or part of the two succeeding unscored pieces.*

The mark() over the accented syllables which has been used in all the examples given in this chapter, is omitted in the scored exercises. The pupil will have no difficulty in recollecting that the accented syllable is always the one which comes close after the bar.

'Such were the | last | hours | 7 and | such the | final close 7 of this great | man's | life. || | '

* If this practice be diligently performed, there will be found few pupils, if any, in a class who will not have acquired the power of reading without ever getting out of breath. The longer and more attentively it is persevered in, the more satisfactory will be the result. If it be neglected, or given up before the desired effect is produced, the whole labor of explaining the system of accent will have been lost. The author of this work may testify, from his own experience, to the utility of the course he recommends. Other teachers, who have employed a book of scored exercises which he published some years since, have assured him of their success, in teaching children to read carefully, and mind their stops. The hasty, gabbling, panting way in which most children read, is enough to prove the necessity of some such plan.

CHAPTER XIII.

ON ANALYSIS.

THE preceding chapters of this work have been taken up in giving an account, first, of the vocal elements, by practising on which we may obtain a correct articulation, and then of the different uses of the elements of expression. It was stated, at the outset, that in order for any one to become a perfect speaker, it is necessary that he should have practised on all these, till he finds no difficulty whatever in performing any exercises on them, however difficult. A series of exercises have been given on each subject, which will probably be found sufficient. It is hoped that all the practice recommended on them, has been performed. If the pupil really wishes to succeed, it must be.

But there is also another thing quite as necessary to make a good speaker. It is the right understanding of the meaning of what he speaks. Without this, he will be all the while making mistakes, however well he may be able to sound either the vocal elements or the elements of expression. He must know when and where he ought to use each element of expression; and he never can do that, if there be any part of what he has to say, which he does not understand.

The teacher would do well to refer, for his own information on this subject, to the Grammar, where a much fuller explanation of it is given, than was thought necessary in a book for children.

This, then, is the second thing to which he must attend. When he comes to read, after having gone through his practice on the elements, he must endeavor to find the exact meaning of each sentence. This is what we call attending to the Analysis of

speech.

will be able to do this a

Some persons, of course, good deal easier than others. Every body must, however, learn to do it as well as he can. It will not be possible to give any rules by which it may be done without attention. The only rule we can give is, to think about it.

A few examples and remarks will perhaps be of use in showing a little, how we are to think in order to find out this point.

First, we are to see which are the emphatic parts, and which the unemphatic. Those words and parts of the sentences which are most important, are to be made emphatic by the use of some one or other of the elements of expression, according to the kind of meaning which they ought to have. Those parts, which are, for any reason, of less consequence, are to be unemphatic.

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They brought to the PHARISEES him that aforetime was blind. And it was the SABBATHDAY when Jesus made the clay, and opened his eyes. Then again the PHARISEES also asked him how he had received his sight. He said unto THEM, he put clay upon mine eyes, and I washed, and do see.' John ix. 13, 14, 15.

In this example, the first important part is the word 'Pharisees.' We had been told before, in the

chapter that the people had been wondering at the cure of the blind man, and inquiring of him about it. We now hear that they brought him to the Pharisees. This word then is emphatic. The words which follow are of no importance at all. The verse might just as well have been 'they brought him to the Pharisees' as they brought to the Pharisees him that aforetime was blind.' All these words are, in fact, no more than a kind of name for the man of whom we have heard so much already, and whose circumstances we all know so well. Of course, these words are to be slurred. The second sentence gives a new piece of information, all this happened on the SABBATH-DAY.' The word sabbath-day' is therefore to be emphatic, but all the following words 'when Jesus made the clay and opened his eyes,' are to be slurred, because, as we know from what came before, what it was Jesus had been doing, we do not want to have it told again as important news. The Pharisees then asked him the old question. Pharisees' is emphatic; all the words which are used to express the question we had been hearing before, are to be slurred. He told THEM his story.' Here 'them 'is to be emphasized, because it is important. The story, as it has been given before in the chapter, is of no importance, and must be lightly passed over.

In the same way we may mark out the emphatic parts, and those which should be slurred in the foling examples.

But the Jews did not BELIEVE concerning him, that he had been blind and received his sight,

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