Words or syllables above the commencing line, denote the RISING INFLECTION. Words or syllables below the commencing line, denote the ly, 3. Pronounce every word clear 'free1y, and distinctly. II. EXAMPLES of like inflections illustrated by lines; from Mr. J. Walker's "Elements of Elocution." The rising and falling Inflections indicated by the lines. 1. Did he do it1 voluntarily, 2. Did he speak 3. Did he act 4. Did he say 5. He did it 6. He spoke 7. He acted 8. He said determinately, justly, mind, or involuntarily? or indeterminately? or unjustly? or mind? Falling and rising Inflections, voluntarily, not involuntarily. not indeterminately. not unjustly. not mind. 1 The whole series of examples to be first read separately; afterwards, Nos. 1 and 5, 2 and 6, 3 and 7, 4 and 8, to be read in succession. C III.-EXAMPLES, showing a more common mode of illustrating the same inflections; selected from "Ewing's Principles of Elocution, "Scott's Lessons in Reading and Speaking," and the works of Walker and Sheridan. The acute accent (') denotes the RISING INFLECTION. The grave accent (') denotes the FALLING INFLECTION. 1. Did they act prop'erly,-or im'properly? 2. They acted prop'erly, -not im'properly. 3. Did he speak distinct'ly,—or indistinctly? 4. He spoke distinct'ly,-not indistinctly. 5. Must we act accord'ing to the law, or contrary to the law? 6. We must act according to the law,-not con'trary to it. 7. Did he go wil'lingly,-or un'willingly? 8. He went willingly,-not un'willingly. 9. Did he act just'ly,-or un'justly? 10. He acted just'ly,-not un'justly. 11. Did he do it know'ingly,—or un'knowingly? 12. He did it know'ingly,-not un'knowingly. 13. Did he say wisely,-or wisely? 14. He said wisely,-not wisely. 15. You must not say fa'tal,—but fa'tal. 16. You must say fa'tal,-not fa'tal. 17. You must not say i'dol,-but i'dol. 18. You must say i'dol,—not i'dol. The preceding exercises may now be used for Individual Practice; but the pupils should not proceed to the next chapter until they have acquired a fair knowledge of the present. The Simultaneous Exercises may require to be frequently repeated. CHAPTER XI.-Modulation, Force, Emphasis, and Time. 1. Modulation, or the harmonizing of the tones of the voice to the special character of the subject, must be natural, in order to be effectual. 2. Force, although sometimes another name for loudness, has, for the most part, nearly the same signification as emphasis. 3. Emphasis, which may be expressed forcibly or otherwise, as the subject requires, must be applied with great discretion, or it will become subversive of its proper intention. It is a special stress upon words, sometimes separated from one another, to show their connexion and bearing, or to give them that prominent importance and connection which the author intended. 4. Time is an important element in every kind of reading; inasmuch as the length or shortness with which sentences, words, and syllables are pronounced, is generally understood to indicate the calmness, earnestness, or sentiment of the passage. 5. Adaptation of Voice to size of room, or number of audience greater than usual, requires loudness of voice, not elevation of pitch. No particular rules or exercises are here given on the above subjects. It is thought sufficient to offer a few suggestions, which the student, guided by his teacher, may turn to account, for the improvement of his natural powers. CHAPTER XII.-Suspension and Inflection. The hyphen (-) denotes a suspending pause. Series, or Distribution, is an enumeration of particulars, all belonging or relating to one subject. The different parts require, in each case, to be noted by a slight pause, with the rising or falling inflection. The rising inflection produces the lighter, softer, and more plaintive effects; and the falling inflection those, which are more serious, decisive, precise, and important. SIMULTANEOUS EXERCISES. 1. He that desires to enter behind the scene, which every art has been employed to decorate', - and every passion labours to illuminate'; - and wishes to see lifestripped of those ornaments, which make it glitter on the stage, and exposed in its natural meanness', impotence', and nakedness', - may find all the delusion laid open' in the chamber of disease';—he will there find vanity' - divested' of her robes', - power' - deprived' of her sceptre', - and - hypocrisy' - without her mask.' 2. The philosopher' - the saint' - or the hero', - the wise' the good' - or the great' man' - very often lies hid and concealed in a plebeian', - which a proper education might have disinterred, and brought to light'. 3. I shall consider honour' with respect to three sorts of men' :-First of all', - with respect to those who have a right' notion of it;-secondly', with regard to those who have a mistaken' notion of it; and, thirdly', - with regard to those who treat it as chimerical and turn it into ridicule'. 4. Complaisance renders a superior' amiable', an equal' agreeable,' - and an inferior acceptable'. 5. To be wise in our own eyes', - to be wise in the opinion of the world', and to be wise in the sight' of our Creator', - are three things so very different' - as rarely to coincide'. 6. There is an enduring tenderness' in the love of a mother' to a son' that transcends all other affections of the heart'. It is neither to be chilled' by selfishness, nor daunted' by danger, - nor weakened by worthlessness', - nor stifled by ingratitude'. She will sacrifice every comfort' to his convenience'; - she will surrender every pleasure to his enjoyment'; - she will glory in his fame', - and exult in his prosperity'. If misfortune' overtake him, he will be the dearer' to her from his misfortunes'; - and if disgrace` settle upon his name', she will still love and cherish' him, in spite of his disgrace'; and if all the world' beside' cast' him off`, she will be all' the world' to him'.— Washington Irving. 7. He raised a mor'tal to the skies', She' drew an an'gel down'. 8. Be it a weakness', - it deserves our praise', That, - viewing' it - we seem almost to obtain This fond attachment' to the well-known place, - PRACTICE.1 Cowper. In the following EXAMPLES, the place of the Pause is denoted by a small blank space. 1. High virtue' is the object which all mankind are 1 That is, Individual Practice. The preceding examples should also be used for the same purpose. |