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5. Mark the time by marching. The class should march, in file, on a line, in the form of the figure eight (8), and pronounce, after the teacher, an element at every step. Should the class be large, two columns may be formed, which should march in opposite directions. Meanwhile, two, or more pupils, standing out from the class, may keep time with the dumb-bells.

SYLLABLE RHYTHM. 6. When the pupil cannot mark the rhythm of poetry, he should first beat time on every syllable, in either, or in all, of the ways which have been described.

& I I- Jam - | mon-ro | arch - 1 of | all - I. | sur-m | vey- myr | right , there

| iss nonen | ton | dis- | puter I'from- | the ro cen- | trer | all- | round - | to the seara 1 I am - I lord - 1 of ~ | the - | fowl - | anda! the bruter &c.

POETRY RHYTHM.

7. The rhythm of poetry should be marked by a beat on the accented part of the measure, which, in the following examples, is the first syllable after each vertical bar.

Lines supposed to have been written by Alexander Sel

kirk, during his solitary abode on the Island of Juan
Fernandez.

(COW PER.)
I am monarch of all I sur- | vey',

My | right there is none to dis- | pute ;
From the centre all | round to the sea',

I am lord of the fowl and the brute.
O solitude! | where are the charms

That | sages have seen in thy | face?
Better dwell in the midst of alarms,

Than reign in this horrible place'.
I am | out of hu- | manity's | reach';

I must finish my journey a- | lone ;
Never | hear the sweet | music of speech',

I start at the sound of my own.

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* These two periods of gesture are intended as examples; others may be supplied by the teacher, as occasion shall require. Every variety of action should be practised, in connexion with the elementary exercises of the voice; and the pupil should be careful 10

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- mark the stroke of the gesture with precision. These uxercises are introductory to declamation. They should be practised in the most energetic manner, and be persevered in till the muscles of the trunk and limbs act harmoniously with those of the voice.

FIFTEENTH EXERCISE.

PRONUNCIATION. The article a should have the sound of a in an, thus - He was å man; not à man. When, however, this article is emphatic (which is seldom the case), it should have the sound of a in ale, thus — Did you say a man, or the man?

When the article the precedes a word beginning with a vowel, it should be pronounced the ; when it precedes a word beginning with a consonant, it should be pronounced the, thus — The arts and the sciences. But, when the precedes a word beginning with a consonant, and is emphatic, it should be pronounced thè, thus — Did you say a man or the man?

The pronoun my, when emphatic, is pronounced mi; when not emphatic, it is generally pronounced me. Sometimes the perspicuity of a sentence requires my to be pronounced ml, when this pronoun is not emphatic, as in the following example:

“ And the pale stars shall be at night,

The only eyes that watch my rite." Should my, in the above example, be pronounced me, by a public speaker, the auditors might suppose the meaning of the passage to be as follows:

And the pale stars shall be at night,

The only eyes that watch me right. Euphony sometimes requires my, when not emphatic, to be pronounced mi. The following passages are examples: “ My brave associates.” “ Hear me for my cause.

" When it shall please my country, need my death."

Mine should always be pronounced mine, not mean ; by should always be pronounced bl, not bee; to should be pronounced tô, not tů; of should be pronounced ov, not úv; and from should be pronounced from, not frům.

The pronunciation of many other words, liable to be pronounced wrong, is given in the foot-notes under the EXERCISES IN READING AND DECLAMATION.

SIXTEENTH EXERCISE.

DECLAMATION. Before the student attempts to declaim, he should learn to stand erect; to hold his book in a proper manner, and to read correctly. He should then select some short piece, and learn a set of gestures foi its illu tration by practising them in pantomime, after the teacher. Lastly, he should learn to combine the words and gestures, by repeating them together, after the teacher.

METHOD OF TEACHING DECLAMATION. — (Diag. 41.)

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-phr Princes,

potentates,

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