10. The answers to all questions are read with the falling slide.

11. In affirmative sentences, at the semicolon, colon, and period, the falling slide generally occurs; thus,

God is in every place; he speaks in every sound we hear: he is seen in all that our eyes behold.

12. At the comma before either of these stops, the rising slide commonly takes place; thus,

They are beautiful, but He is beauty; they are strong, but He is strength;

they are perfect, but He is perfection.

13. In negative sentences the thing denied generally takes the rising slide; thus,

I cannot help it; the fault is not mine.

I can accept of no excuse for profanity and falsehood.

14. In sentences containing both affirmation and negation, the affirmative part takes the falling slide, and the negative the rising; thus,

I came to bury Cæsar, not to praise him.

You were paid to fight against Alexander, not to rail at him. 15. Words denoting an address, generally take the rising slide; thus,

John, fetch me your new book.

My friends, the subject is of vast importance.

16. The language of grief, pity, affection, and the like, inclines the voice to the rising slide; thus,

And he said, God be gracious unto thee, my son.

Poor youth! the cares of the world have come early upon him, observed the father.

17. At the rhetorical pause, the rising slide generally occurs; thus,

Lancaster-was the friend of youth.

That boy's desire is to succeed in his studies.

18. When the word or expresses uncertainty, it takes the rising slide before and the falling after it; thus,

Was John a good or a bad boy?

It was either Thursday or Friday.

19. Words and phrases in opposition to each other must have opposite slides; thus,

Homer was the greater genius, Virgil the better artist.

But of the two, less dangerous is the offense,

To tire our patience, than mislead our sense.

20. The language of command, reproof, threat, and the like, requires the falling slide; thus,

Go; study; and deserve my good opinion.

His lord answered, and said unto him, Thou wicked and slothful servant. 21. When a word is repeated with stress, it generally takes the falling slide; thus,

John, John, bring me the prize composition.

It is unjust, I say it is unjust to treat him so.

22. The exclamation, when it expresses tender feeling, or implies a question, adopts the rising slide; thus,

Oh, that those lips had language!

What! you think he told a lie!

In most other cases it receives the falling slide; thus,

How blessed is that man who puts his trust in God!

23. The parenthesis receives the same inflection at its close as that which immediately precedes it, whether rising or falling. It should also be read in a lower tone of voice, and somewhat quicker than the rest of the sentence; thus,

Industry-(however good may be his talents)-will be necessary to complete success.

Then went the captain with the officers, and brought them without

violence (for they feared the people lest they should have been stoned)— and when they had brought them they set them before the council.

24. When several nouns, alone or connected with other words, begin a sentence and do not end it, each takes a drop

of the voice, with the rising slide, except the last, which receives the rising slide alone; thus,

Dependence and obedience belong to youth.

The young, the healthy, and the prosperous, should not presume on their advantages.

25. When several nouns, alone or connected with other words, end a sentence, each takes the rising slide except the last; thus,

The spirit of true religion breathes gentleness and affability.

Industry is the law of our being; it is the demand of nature, of reason, and of God.

LESSON IV.

EMPHASIS.

1. Emphasis is a certain stress of voice given to a particular word or words in a sentence to bring out their meaning in the best manner.

2. The words which receive the emphasis are generally in opposition to other words expressed or implied. In this case it is called the emphasis of sense.

3. This sentence-Shall you ride to town to-day?—will illustrate the principle, and show the nature and importance of emphasis.

4. It is capable of being taken in four different senses, according as the emphasis is laid. The emphatic word is marked in italics; thus,

Shall you ride to town to-day?—that is, not another.

Shall you ride to town to-day?-that is, not walk.

Shall you ride to town to-day?—that is, not to the country.
Shall you ride to town to-day?—that is, not to-morrow.

5. Emphasis is employed sometimes with great effect where no antithesis or opposition is apparent; it is then called the emphasis of force; it is chiefly the offspring of feeling; thus, Could you treat that child so unkindly?

I will reward such diligence as that.

6. Wherever there is inflection there is always some deof emphasis, but the amount of it must depend upon the importance of the words upon which it occurs; thus,

gree

It was James, not John, who told the falsehood.

LESSON V.

THE VOICE.

1. EVERY person has three pitches in his voice, the high, the middle, and the low one.

2. The high is that which he uses in calling aloud to some person at a distance.

3. The low is that which he uses when he speaks almost in a whisper.

4. The middle is that which he employs in common discourse, and which he should use in reading.

5. The voice in reading should be the same as it would be in speaking on the same subject.

6. In order to be well heard, observe a due degree of slowness; pronounce every word and syllable distinctly; a distinct manner will do more than mere loudness of sound.

7. No person can read well if he read in a hurry.

8. Nor on the other hand must the words drop from the lips in a faint and feeble manner.

9. At the beginning of a paragraph, pitch the voice low, that it may be allowed gradually to swell; and increase rather than diminish the sound at the end of each period.

10. Let the voice be smooth and gentle, and not too noisy. 11. A round mellow voice is pleasing both in speaking and reading.

12. The voice in all cases should be made to suit the subject.

13. Whether it be serious, familiar, gay, or humorous, the voice should at all times correspond.

14. It would be wrong to read a famtitar piece in a mourn ful strain, or a serious one in a gay and lively manner.

15. In particular-the sublime language of the sacred Scriptures should be read with a care and deliberation, befitting their solemn dignity and importance, and not in the familiar style of common conversation.

16. Study to understand what you read, and you will probably read with taste and propriety.

THIS Figure is intended to show the younger pupils the manner in which they may hold the book. It should be kept at a distance of from four to six inches from the breast, and in such a position that the whole face may always be seen. The little finger of each hand touches the edge of the back of the book nearly, while the other fingers are spread easily on the lids; the corners of the book rest between the lower parts of the thumb and fore finger, and the thumbs themselves touch the inside of the book at about the middle of the bottom of the page. The older pupils will find a better mode for holding their books described on the first page of Part Fourth.