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sural 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 line of Milton,

"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 casural 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 judgment, or he will be apt to fall into an affected sing-song mode of pronouncing verses of this kind. The following lines exemplify the demi-cæsura.

"Warms' in the sun", refreshes' in the breeze,

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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 emphatic

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 judgment 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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PART I.

PIECES IN PROSE.

CHAPTER I.

SELECT SENTENCES AND PARAGRAPHS.

SECTION I.

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

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

Whatever useful or engaging endowments we possess, virtue is requisite, in order to their shining with proper

lustre.

Virtuous youth gradually brings forward accomplished and flourishing manhood.

Sincerity and truth form the basis of every virtue. Disappointments and distress, are often blessings in dis

guise.

Change and alteration; form the very essence of the world. True happiness is of a retired nature; an enemy to pomp and noise.

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

Whatever purifies, fortifies also the heart.

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 additionel Scope for improving himself in reading sentences and paragraphs variously constructed.

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