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634. And it came to pass at noon that Elijah mocked them and said, Cry aloud, for he is a God:-either he is tálking, or he is pursuing, or he is in a journey, or peradvenventure he sléepeth and must be awaked.

635. We have much reason to believe the modest man would not ask him for his debt, where he pursues his life.

636. O terrible war! in which this band of profligates are to march under Catiline. Draw out all your garrisons against this formidable body!

637. But it is foolish in us to compare Drušus Africanus, and ourselves with Clodius; all our other calamities were tolerable; but no one can patiently bear the death of Clodius.

638. Do you think yourself as learned, or as smart a boy as Charles ? Has he not learned the whole of the first page in his book ? And did he not learn three lines in two hours ? Could you do as much as that?

LESSON XXXIII.

ANALOGY.

The word Analogy means resemblance; and it is chosen as the title of this Lesson to represent the principle stated in the preface of this book, founded on the faculty of imitation. In connexion with some colloquial sentence, another of less obvious import is given, requiring the same modulations and inflections of the voice. The sentences are printed side by side, and separated by a line. The pupil will read both sentences in the same manner, with the same modulation, tone, emphasis, and expression. The simple or colloquial sentence is called the model, and the more difficult one the analogical sentence.

MODELS.

ANALOGICAL SENTENCES.

639. Why did you drive 639. Why looks your your hoop so fast to-day? Grace so heavily to-day?

640. Go tell your father 640. Go show your slaves how naughty you have been, how choleric you are, and and ask your mother to re- bid your bondmen tremble. prove you.

run.

641. Thomas Smith, go 641. Son of night, retire : away: take your things and call thy winds and fly. Why

Why do you bring dost thou come to my presuch silly things here? Do sence with thy shadowy you think I want them, you arms? Do I fear thy gloo. foolish boy? They are good my form, dismal spirit of for nothing; they are not Loda? Weak is thy shield worth having.

of clouds : feeble is that me.

teor thy sword. 642. I would rather be a 642. I'd rather be a dog, kitten, and cry mew, than and bay the moon, than such one of those same prosing a Roman. letter-mongers.

643. Do you pretend to 643. Do you pretend to sit as high in school as An- sit as high on Olympus as thony? Did you read as Hercules? Did you kill the correctly, speak as loudly, Nemæan lion, the Erymanor behave as well as he ?* thian boar, the Lernean ser

pent, or Stymphalian birds? 644. Are you the boy of 644. Art thou the Thrawhose good conduct I have cian robber, of whose exploits heard so much ?

I have heard so much ! 645. Have you not mis- 645. Hast thou not set at employed your time, wasted defiance my authority, vioyour talents, and passed your lated the public peace, and life in idleness and vice ? passed thy life in injuring

the persons and properties of 649. We can tell a good. 649. We track the streamboy by his smiling face and let by the brighter green and attention to his book :-but livelier growth it gives:--but as for James - he is both as for this—this was a pool surly and indolent; it is that stagnated and stunk; impossible to teach him any- the rains of heaven engenthing, but vice and rude be- dered nothing in it, but slime haviour.

thy fellow-subjects ? 646. Who is that standing 646. Whom are they ushup in his place, with his hat ering from the world with on, and his books under his all this pageantry and long

parade of death? 647. Did he recite his 647. Was his wealth stored lesson correctly, read audi- fraudfully, the spoil of orbly, and appear to under- phans wronged, and widows stand what he read? who have none to plead their

rights ? 648. Is that a map which 648. Is this a dagger you have before you, with which I see before me, the the leaves blotted with ink? | handle towards my hand ?

arm?

* Some of the sentences in this Lesson may be found in previous parts of the book, see p. 9, No. 128, &c.

and foul corruption. 650. Oh how can you de- 650. Oh how canst thou stroy those beautiful things renounce the boundless store which your father procured of charms that nature to her for you !—that beautiful top, votary yields !- the warb

-those polished marbles, - ling woodland, the resoundthat excellent ball,--and that ing shore, the pomp of beautifully painted kite, - groves, the garniture of oh how can you destroy them fields; all that the genial ray and expect that he will buy of morning gilds, and all you new ones?

that echoes to the song of even, all that the mountain's sheltering bosom shields, and all the dread magnificence of heaven, oh how canst thou renounce and hope to be forgiven?

[The principle involved in this Lesson will be found by the teacher a useful auxiliary in leading the pupil to the correct enunciation of difficult sentences. It is deemed unnecessary to extend the Lesson by numerous models or examples of analogy. The teacher will find it easy to form models for the pupil in his exercises in reading; and if the experience of the author may be adduced in proof of the utility and efficacy of the principle, he has little doubt that it will be acknowledged as a valuable aid in teaching the Art of Reading.]

LESSON XXXIV.

THE SLUR.

The Slur is the name given to such a management of the voice as is opposed to emphasis. When a word or part of a seutence is emphasized, it is to be pronounced with a louder and more forcible effort of the voice, and it is fre.. quently to be prolonged. But when a sentence or part of a sentence is SLURRED, it is to be read like a parenthesis, * in an altered tone of voice, more rapidly, and not so forcibly, and with all the words pronounced nearly alike.t

upon this

The parts which are to be SLURRED in this Lesson are printed in Italic letters, and the words on which emphatic force is to be bestowed are printed in capitals, as in

SSO XXIV. page 49.

651. Stay, you imperfect speakers, tell me more: By Sinel's death, I know I am thane of Glamis; but how of Cawdor ? The thane of Cawdor lives, a prosperous gentleman ; and to be king stands not within the prospect of belief, no more than to be Cawdor. Say, from WHENCE you owe this strange intelligence ? or WHY blasted heath you stop our way with such prophetic greeting?

652. But let me ask, by WHAT RIGHT do you involve yourself in this multiplicity of cares ? weave around you this web of occupation, and then complain that you cannot break it ?

653. And when the prodigal son came to himself, he said, “ How many hired servants of my father's have bread enough and to spare, and I perish with hunger! I will arise and GO to my father, and will say unto himFather, I have sinned against heaven and before thee, and am no mo:e worthy to be called thy son :—make me

one of thy hired servants. And he arose, and was coming to his father ;- but while he was yet a great way off, his father saw him, and had compassion, and ran, and fell on his neck, and kissed him. And the son SAID unto him, Father, I have sinned against heaven

WHY do you

as

* See page 23, Lesson XVI.

+ On the management of the Slur, much of the beauty and propriety of enunciation depends ; especially in all sentences in which parentheses abound. How much soever a sentence may be cumbered with explanatory details, or interrupted and obscured by parentheses and unimportant adjuncts, the reader, by a proper management of the Slur, can always bring forward the most important particulars into a strong light, and throw the rest into shade; thereby entirely changing the character of the sentence, and making it appear lucid, strong, and expressive.

and before thee, and am no more worthy to be called the

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654. When therefore the Lord knew how the Pharisees had heard that Jesus made and baptized more disciples than John, though Jesus himself baptized not, but his disciples, he left Judea, and departed again into Galilee. 655. Search the Scriptures, for in them ye

think

ye

have eternal life, and they are they which testify of me.

656. STRANGER, if thou hast learnt a truth which needs experience more than reason, that the world is full of guilt and misery, and hast known enough of all its sorrows, crimes, and cares, to tire thee of it, WOOD, and view the haunts of nature.

657. The calm shade shall bring a KINDRED calm, and the sweet breeze, trat makes the green leaves dance, shall waft a balın to thy sick heart.

658. The massy rocks themselves, the old and ponderous trunks of ponderous trees, that lead from knoll to knoll, a causey rude, or bridge, the sunken brook, and their dark roots with all their earth upon them, TWISTING HIGH, breathe fixed tranquillity.

659. The RIVULET sends forth glad sounds, and tripping o'er its bed of pebbly sands, or leaping down the rocks, seems with continuous laughter to rejoice in its own being 660. Therefore said they unto him, HOW

were thine eyes OPENED?

He answered and said, A man that is called Jesus made clay, and anointed mine 'eyes, and said unto me, Go to the pool of Siloam, and wash : and I went and washed, and I received sight.*********** Then again the PAARISEES asked him how he had received his sight. He said unto THEM, He put clay upon mine eyes, and I washed, and do see.

661. And oft he traced the uplands, TO SURVEY, when o'er the sky advanced the kindling dawn, the CRIMSON CLOUD, BLUE MAIN, and MOUNTAIN GRAY, and LAKE dim gleaming on the smoky lawn :-far to the west, the long, long VALE withdrawn, where twilight loves to linger for a while, and now he faintly kens the bounding Fawn, and VILLAGER,

* This passage has been previously related, and all similar repeti. tions of what has been previously mentioned are to be slurred, unless there is particular reason for emphasizing them.

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