elocution, would be saved, did this part of elementary education always receive that attention in early culture, which its importance to effective reading and speaking demands.

The practice on words and phrases which are commonly liable to mispronunciation or faulty articulation, is intended to guard the learner, in advance, against those errors to which he would be prone in his reading lessons.

The taste of some teachers would perhaps be gratified with a larger assignment of space, in the reading lessons, to subjects of useful knowledge, or scientific information. Matter of this description, however,-valuable as it may be for storing the mind,-is rarely to be found in such a shape as fits it for the purpose of reading lessons; and, if it is largely introduced for reading exercises, invariably produces a hard, monotonous style of utterance, which has an unfavourable effect on subsequent habit in reading.

Books, whether of miscellaneous or scientific information, and works designed for exercise in reflective thought, are of great value in their proper sphere. But they are utterly out of place, during the period of learning to read. Reading is an art, and a sufficiently difficult one to require a set of books for its own purposes.

To read naturally, and with expression, children must be allowed to read what they already understand,—not what they have to be taught ;-what they like so well, that they wish to express it, not what adults deem it important for children to receive. Reading is a process of imparting,-not of receiving. Nor is the case essentially different, even when children like to hear what is read, unless it be also what they like to say. The true position of a reader, is that of a person engaged in earnest, animated conversation, actuated by a vivid feeling, which he is desirous to express. If we would ha children read well, we must put them into the same sit ation.

Andover, April 19, 1843.

SUGGESTIONS TO TEACHERS,

ON EMPHASIS, INFLECTION, AND PAUSES.

[THE following observations are not intended to be committed to memory by the pupil; they are designed as hints for the guidance of the teacher. They have been prepared, at the request of instructors, with a view to impart more certainty and precision of rule, on the branches of elocution mentioned above, which, though often overlooked in teaching, are of great value, as regards correct and appropriate reading.

The extended attention bestowed, of late years, on this department of instruction, renders it exceedingly desirable, that those who devote themselves to the business of teaching, should be duly prepared to lay a more definite foundation, than formerly, for the early acquisition of an accomplishment so important as that of good reading.

The subject of emphasis, has, it is true, always received attention in a practical way, more or less effective, according to the ear and taste of instructors, individually. But more than this is important to efficient, competent instruction. Not that multiplied rules are ever a desirable means of acquiring or imparting knowledge. But without definite ideas, and ascertained principles, there can be no instruction. It is to a few prominent points, therefore, that the compiler of this volume would solicit the attention of

teachers.

In the department of emphasis, for example, the great deficiency of instruction has commonly been, that its inseparable connexion with inflections has been too little regarded. This oversight has necessarily led to a wandering uncertainty, or an arbitrary dogmatizing, in the mode of applying emphasis. The peculiar inflection of every

emphasis, is, in fact, the chief ingredient in its composition; and, without an accurate knowledge of the leading principles of inflection, there can be no insight into the nature of emphasis, as a modification of voice.

We may refer, here, for the purpose of illustration, to the local accent of New England, as characterized by its peculiar tone of overdone emphasis, and displayed, in rather broad caricature, in what are popularly termed Yankee stories, but prevailing, to a great extent, even in the reading of well-educated persons.

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The special fault of this emphasis, consists solely in its inflection it is marked, in all cases, by a double inflection, ("circumflex or wave,") instead of a simple rising or falling inflection. To enable the teacher to guard his pupils against this error, it becomes important that his own ear be attuned to true inflection, as one great characteristic of the appropriate management of the voice, in reading and speaking.

A few of the leading rules of inflection, are, therefore, briefly stated, in the subsequent part of these suggestions. Another very important, but much neglected branch of elocution,- -one which is indispensable in the humblest forms of intelligible reading,-is the application of pauses, -not the mere attention to grammatical stops, but those numerous and important pauses, which the sense, rather than the composition, of every sentence of considerable length, requires, and which are not marked in punctuation. The ear, it is true, suggests these to adults, but not to young learners. Hence a great part of the difficulty of obtaining from children a clear, distinct expression of sentiment. To enable teachers to form and guide the ear of childhood, in this particular, by appropriate inculcation, system becomes indispensable here, as elsewhere. A few prominent principles must be recognised; and to a brief statement of these, a part of the following suggestions, is accordingly assigned.]

Principles of Emphasis, in Reading and Speaking. Emphasis is of various kinds, and requires different

tones.

1. The emphasis of Emotion. This form of emphasis

occurs in the language of passion, or highly excited feeling, and is often expressed in exclamations and interjections. Such emphasis is usually marked by the falling inflection, or downward slide of voice; thus, "Oh! joyful day!" "Ah! wò is me!" "Huil holy light!" Out of my

sight! thou serpent!"

2. The emphasis of Designation. This is a moderate, but well marked failing inflection, addressed not to sympathy, but to the understanding. Its design is to indicate the subjects of pieces, paragraphs, and sentences, in discourses, or essays, or any other form of didactic composition. It marks out, also, every new object introduced in a description, and every new character or incident in narration. Thus, "The pleasures of tùste formed the chief subject of the essay.' "As I looked round the room, the peculiar figures of the carpet next attracted my notice." "A Mr. Brown was the next person who was introduced." "The low sound of distant thunder now broke upon the ear."

3. The emphasis of Correspondence and equal Contrast. As this mode of emphasis always implies two objects, or subjects, it includes two inflections, the first, usually, the rising; the second, the falling. Thus, "As is the beginning, so is the end."

4. The emphasis of unequal Contrast. This emphasis contrasts two objects, for the purpose of making one prominent and impressive. The more forcible of the two inflections, the falling slide,-is accordingly used to indicate the prominent object of the two. Thus, "A countenance more in sorrow than in ánger.-Note. This rule will, in such cases, produce a rising inflection, even at the end of a sentence.

5. Double and triple Emphasis may be produced by double and triple contrasts or correspondences. The contrasted words have, in such instances, contrasted inflections; all the inflections being regulated so as to accommodate the contrast between the words immediately preceding the period, and the pause at the middle of the sentence. Thus, In the one writer we most admire the mán; in the other, the work." "A friend cannot be known in prospérity; and an enemy cannot be hidden in advèrsity.” 6. Emphatic phrases are sometimes marked by a separate