from two Greek words, and means to speak with force. It is to sentences what accent is to words, and gives to reading the same effect that hills give to a landscape. How desirable, my son!

Very much so, indeed, father. It appears so to me now. Professor Cadmus continued: Emphasis is very important. By the proper use of it, we bring out the sense of what we read, please the ear, and fix attention. This is seen in a person under strong passion. The emphasis is laid on boldly, and in the right place. The scold is well done: the tale of love, or fear, is well told.

How is it made, father? asked the boy. I want to know this.

The voice, my son, is raised, descends with power on the word, is suspended awhile, and then falls. It undergoes four changes in forming emphasis,-ELEVATION, FORCE, SUSPENSION and FALL. A stroke of a hammer is a very good illustration. So is beating time in music. It may now be presented to the eye. The words in small capitals are emphatic.

Father, said Wilmer, I like what you have just said. I like what I can see.

The Lord is MY shepherd; I shall not want. He maketh ME to lie down in GREEN PASTURES: he leadeth me beside the STILL waters. He RESTORETH my soul: he leadeth me in the PATHS of righteousness for his NAME's sake. YEA, though I walk through the VALLEY of the shadow of death, I will fear NO evil: for THOU art with me: THY rod and THY staff they comfort me. Thou PREPAREST a table before me in the PRESENCE of mine enemies: thou ANOINTEST my head with oil: my CUP runneth over. Surely GOOD

NESS and MERCY shall follow me ALL the days of my and I will DWELL in the HOUSE of the Lord for ever."

life;

Why, father, emphasis is somewhat like colors. I have sometimes watched sister when she paints. In some parts, nothing was to be seen. She touched those parts with her brush, and objects appeared. I noticed that when she put on certain colors, such as red, yellow, and blue, the objects colored with these stood right out. The eye could not but notice them.

These are called

A very happy illustration, my son. warm colors, because they produce this effect. What they do to the eye, emphasis does to the ear. The emphatic words become very distinct, and the ear must notice them. One thing more, father, and I am content. What is the use of emphasis ?

Use, my son! Do you not know this? It brings out to view what we wish to be clearly seen. It does this by an ELEVATION, FORCE, SUSPENSION, and FALL of voice on the words that are signs of what we wish to be noticed. In this way, the ear is fixed, and the heart strongly impressed. I see its use now, said Wilmer.

There is something more, said Professor Cadmus. Perhaps, my son, you would like to know something about the kinds of emphasis and their use.

I would, father. I like emphasis very much. It is easier to read, when I attend to it.

Listen to me, Wilmer, said the father, and observe the emphasis.

The EMPHASIS OF EMOTION occurs on words expressing passion. It is marked with the falling slide.

EXERCISES.

1. Ah, lady, now full WELL I know
What 'tis to be an ORPHAN boy!

2. Ah, woe is me!

3. HAIL, holy light!

The EMPHASIS OF DESIGNATION is used to point out objects. It addresses the understanding, and has the falling slide.

EXERCISES.

The echo of the WOODLAND brook was heard.

The voice of duty is not to be slighted.

A rare EXAMPLE of patriotism adorns the history of AMERICA.

The EMPHASIS OF CONTRAST is used to mark the relation of two objects that are compared. The prominent one has the falling slide, and the other, the rising one.

EXERCISES.

As was his LIFE, so was his DEATH.

The RICH and the POOR, the LEARNED and the UNLEARNED, the GOOD and the BAD, shall stand before the judgment-seat of Christ.

EMPHATIC PHRASES are two or more words requiring stress of voice. They are used only in striking cases.

EXERCISES.

Liberty with my LAST BREATH.

He died in innocence, and only one friend soothed THE LAST PANG OF

EXPIRING NATURE

INSTRUCTION XL.

PAUSES ARE IN READING.

WHAT IS IN READING?

Pauses are in reading. A rest or suspension of voice in reading or speaking, said Professor Cadmus, is part of the

meaning of what we read, or speak. It produces a deep impression. It awakens curiosity. It often excites our fancy, and prepares us for what is to follow. Without it, reading is a confused jargon of sounds. With it, reading becomes a distinct and pleasing art, and gives outline to thoughts and feelings in language, as boundaries give it to objects in nature. I feel this, my son, and wish to talk to you to-night about pauses.

Pauses are easily known, father, said Wilmer. I know them, but I do not always attend to them.

You think you know them, my son, replied the father. You do not know their use. If you did, you would attend to them as much as to words. What kind of music would your sister make, if she ran over her pauses or rests? I will now explain them to you. They are part of reading.

THE ROLL.

In olden times there was no printing, except with the pen. There were no books then, such as we have. There were rolls. These were called manuscripts, because they were written with the hand. The letters, Ms. stand for one, Mss. for two or more manuscripts. The rolls, then, were these Mss., and were nothing but prepared skins of animals, with writing upon them.

The words were all joined. The sentences were also joined. This was singular, and made it hard to read. It was writing without stops or pauses. Now some persons, when they read, run all their words and sentences together. It is hard for the ear to take notice of what is read. It is hard to understand it. Such reading is very bad. I will now show you what good reading is like.

WASHINGTON

CROSSING THE

DELAWARE.

I

This is a fine painting, my boy. It is by Leutze. think it is finer than the Landing of Columbus, by Vanderlyn. I stood before it the other day. The scene is on the Delaware. The river is covered with floating ice. A snow-squall comes from the West. In the front of the picture, is the boat that carried Washington. His form is noble. His look is earnest and majestic. I never saw such a form and look before. There he stands gazing on the frozen hills of Jersey. Before him, is a Scotch youth and his own faithful negro at the oars, and on the prow is a bold countryman forcing aside the blocks of ice with his boot and a pike. Behind Washington, Colonel Monroe, aided by a strong soldier, grasps the folded flag; and at the feet of the Commander-in-Chief, General Greene is stooping and looking earnestly into the cold, gray dawn. Rowers are toiling behind him at their oars. Two weary, way. worn men are seated, and hold deadly rifles. The helm is grasped and guided by a strong soldier. Beyond this boat others appear. In one, is seen the horse of Washington. The shore and ice are crowded with men and horses embarking. Far up the river, boats carrying American soldiers are pushing from the land. The fate of America was in these boats.

I can see this picture now, continued Professor Cadmus. Every object is distinct. Every GROUP of objects is marked. Their OUTLINES are clear, and bring them distinctly before the eye. Now, my son, what these outlines are to the picture, pauses are to language and reading. They bring words distinctly before the ear.