with thankfulness and praise, and perseveres with calmness and fortitude in the paths of righteousness.H. Kirke White. 3. Lord Thurlow's Reply to the Duke of Grafton, who had reproached him with plebeian extraction. My Lords, I am amazed; yes, my Lords, I am amazed at his Grace's speech. The noble Duke cannot look before him, behind him, or on either side of him, without seeing some noble peer, who owes his seat in this House to his successful exertions in the profession to which I belong. Does he not feel that it is as honourable to owe it to these, as to being the accident of an accident? No one venerates the peerage more than I do. But, my Lords, I must say that the peerage solicited me, not I the peerage. Nay, more, I can and will say, that, as a peer of Parliament, as Speaker of this right honourable House, as Keeper of the Great Seal, as guardian of his Majesty's conscience, as Lord High Chancellor of England, nay, even in that character alone, in which this noble duke would think it an affront to be considered, but which none can deny me, as a man- -I am at this moment as respectable, I beg leave to add, as much respected, as the proudest peer I now look down upon.-Thurlow. XVIII.-Supplementary Observations. ON EXPLANATORY, INVERTED, AND NEGATIVE CLAUSES, AND QUOTATIONS. The special object of the preceding lessons has been to show the pupil, that as the elegance and force of written compositions often depend on the proper use of certain figures of speech, and always on a careful arrangement of the words in a sentence, so it is essential, in good reading, to express such figures, and give effect to such arrangement, by suitable modulations of voice. The pupil may now, therefore, be regarded as having learned that he possesses the power of suspending and inflecting his voice, and of employing it with various modulations, emphases, and degrees of force. He has also learned that the right application of such powers depends upon the judgment; that sense must not be sacrificed to sound: that he must understand his subject, in order to express it properly; and that in order to read with effect, he must think, not of his voice, but of the sentiment and purpose of his author. Many collateral points of instruction have incidentally received attention in the preceding lessons; and among these, such as are the subjects of this chapter; notice of them here, therefore, needs be only brief. I.-EXPLANATORY CLAUSES. Clauses introduced to explain or illustrate, are generally parenthetical, and must be marked as such in reading. They are commonly introduced under some of the following heads :— (1.) Simple Explanation (denoted by hyphens). EXERCISES,* In which the pupils must first point out the Explanatory Clauses. 1. As I never dance cotillions, - holding them to be monstrous distorters of the human frame, and tantamount in their operations to being broken and dislocated on the wheel, - I generally take occasion, while they are going on, to make my remarks on the company. 2. If the expulsion of a member, - not under legal disability, of itself creates in him an incapacity to be elected, I see a ready way marked out, by which the majority in Parliament may, at any time, remove the honestest and ablest men, who happen to be in opposition to them. 3. Not far from this village, perhaps about three * It will probably be unnecessary to continue the SIMULTANEOUS EXERCISES, but the teacher must use his own discretion. miles, there is a little valley, - or rather, lap of land, among the hills, - which is one of the quietest places in the whole world. 4. I would recommend, to young persons especially, a caution from the neglect of which many involve themselves in embarrassment and disgrace, and that is, " never to give a promise, which may interfere in the end with their duty;" for, if it do so interfere, their duty must be discharged, - though at the expense of their promise, - and not unusually of their good name. (2.) Subjects in Apposition; that is, referring to the same person or thing. The word or clause in Apposition must be indicated by a slightly raised pitch; and, generally, by the falling inflection. EXERCISES. 1. I myself, also, am a mortal man; of him that was first made of earth. the offspring even Moses 2. And the Lord raised up a merciful man, which found favour in the sight of all flesh whose memorial is blessed; and he exalted Aaron holy man, like unto Moses, tribe of Levi. a even his brother, - of the 3. Philip a freedman of Pompey - and an old Roman soldier, together celebrated the last funeral rites of that distinguished commander. That hill-on which the Patriarch's ark first rested. 5. Thou com'st in such a questionable shape, That I will speak to thee. I'll call thee Hamlet - (3.) The Case, or Clause, Absolute. This is introductory or parenthetical, and generally requires, at the conclusion, a slight suspension of voice, with the rising inflection. 2. Harold being slain, - William had no further impediment to his progress. 3. It is impossible for a man, like myself, conversing with scenes around him, not to advert daily to the shortness of his existence. 4. In judging of this extraordinary poem (Mr. Southey's Thalabar), we should consider it as a genuine lyric production; and carrying this idea along with the admirable art of the poet will strike us with tenfold conviction. us 5. They now, encircling glad the heav'nly throne, And chanting hymns of everlasting praise, Thousands of thousands, thousands infinite, With voice of boundless love, answered, Amen. (4.) The Simile. A very slight pause put before commencing the simile, and again at its conclusion, adds to its effect. The inflections of voice follow the ordinary rules. EXERCISES. 1. The music of Carryl - like the memory of joys that are past was pleasant and mournful to the soul. 2. Charity like the sun brightens every object upon which it shines. 3. Thus are my brightest hopes clouded; and indeed to me, even hope itself like a withered flower - is devoid of hue and fragrance. 4. The citizens are mum, say not a word, But, - like dumb statues, or breathless stones, 5. The groans of the people spread over the hill, like the distant thunder of the night, when the clouds burst on Cona. 6. As leaves of trees the race of man is found; Now green in youth, now with'ring on the ground. II. TRANSPOSITIONS. The connexion of words inverted or transposed is generally denoted by emphasis. EXERCISES. 1. He look'd, and saw what numbers numberless The city gates out-poured, - light arm'd troops In coats of mail and military pride; In mail their horses clad, yet fleet and strong, Prancing their riders bore, - the flower and choice Of many provinces from bound to bound. Milton. 2. We may no longer stay: - go, waken Eve; 3. To Adversity. O, gently on thy suppliant's head, Dread Goddess, lay thy chast'ning hand! Nor circled with the vengeful band (As by the impious thou art seen) With thund'ring voice, and threat'ning mien, With screaming Horror's funeral cry, Despair, and fell Disease, and ghastly Poverty: Thy form benign, O Goddess! wear, Thy philosophic train be there, To soften, not to wound my heart. What others are, to feel, - and know myself a man. Gray. |