Does he speak grammatically', or ungrammatically"?

Did he do it voluntarily', or involuntarily'?
Does Napoleon merit praise', or dispraise1?
Does Cesar deserve fame', or blame'?

He said man', not man'.

He said holy', not holy'.

We should say umour', not humour'.

We should say supplement', not supplemunt'.
We ought to say adver'tisement', not advertise'munt'.
We ought to say coadju'tur', not coaj'etor'.
He talks rationally', not irrationally'.

He speaks grammatically', not ungrammatically'.
He did it voluntarily', not involuntarily'.
Napoleon merits dispraise', rather than praise'.
Cesar deserves blame', instead of fame'.

He did not say man', but man'.
He did not say holy', but holy'.

We should not say humour', but umour'.

We should not say supplemunt', but supplement'.
We ought not to say advertise'munt', but advertisement'.
We ought not to say coaj'etor', but coadju'tur'.
He does not talk irrationally', but rationally'.
He does not speak ungrammatically', but grammatically'.
He did not act involuntarily', but voluntarily'.
Napoleon does not merit praise', but dispraise'.
Cesar does not deserve fame', but blame'.
We may not pronounce it egzibit', but egz-hibit'.
We may not spell it burthen', but burden'.
The orthography is not enquirer', but inquirer'.
The spelling is not chesnut', but chestnut'.
You should not spell it draft', but draught'.
You should not say discrepancy', but discrepance'.
We ought not to say you was', but you were'.
We should not pronounce it ware', but wer'.*

*

*For a corrected list of those words often misspelled by good writers, and another of those most frequently mispronounced by good readers, see "English Grammar in Lectures," pages 199 and 207, inclusive.

Can Cesar deserve both fame and blame"? Impossible'.
If Cesar does not deserve fame', he merits censure'.

Is Washington more worthy of fame than Napoleon'? Unquestionably'.

Can Bonaparte be compared with Washington'? Not justly'. With whom may Napoleon be compared'? In acuteness of intellect', with Diogenes'; in ambition', with Cesar'; in arms', with Alexander'.

Was Bonaparte greater than Alexander'? Let posterity de

termine'.

Does Napoleon merit praise', or censure', for not committing suicide when banished to St. Helena'? Praise', unquestionably'. Was it an act of moral courage', or of cowardice', for Cato to fall on his sword'? Undoubtedly the latter'.

Was it ambition that induced Regulus to return to Carthage'? No', but the love of his country'—an act of the moral sublime', arising out of the firmest integrity'.

With whom may Washington be compared'? With Cincinnatus', with Manco Capack', and with Alfred'.

Wherein did Mason surpass Chalmers'? Not in argument', nor in the sublimity of his thoughts', nor yet', in the richness and splendour of his diction', but in elocution'.

Can high attainments in elocution', immortalize a man'? In the common acceptation of the term', they can'.

Whose fame will blaze along down the track of time with Newton's? Doctor Franklin's'.

Whose fame in lexicography' is identified with the English language', along with Johnson and Walker's'? That of Webster and Cobb'.

Who rank among the American', classical prose-writers and poets of the present day? Irving', Cooper', Flint', Paulding', and Wirt', Channing', Marshall', Ramsay', Kennedy', Adams', Walsh', Waldo', Mason', and Verplanck', Nott', Everett', Carter', Madison', Jefferson', Silliman', Sands', Sprague', Sparks', Nealle', Howe', Dennie', Griffin', Willis', Buckingham', Legget', Rush', and Griscom', Mrs. Hale' and Mrs. Sigourney'-Coffin', Halleck', Percival', and Pierpont', Hillhouse', Wilcox', Waldo',

Whittier, Bryant', Brooks', and Braynard', Mellen', Dana', Tappan', Ware', and Eastburn', and many others'.*

These exercises are presented mainly for the young tyro in elocution, as preliminary to the application of the following rules. Let him, therefore, in the first place, read them several times over, observing carefully to apply the inflections of the voice according to the prescribed marks. But in order to enforce upon his mind the great importance of a strict attention to the upward and downward slides of the voice, after having learned to pronounce these examples correctly, let him reverse the process: that is, let him make the falling inflection, where the voice ought to rise, and the rising, where it should fall, and he will readily perceive, that the performance will be difficult and unnatural, and, also, that the meaning and melody of the sentences will thereby be impaired. This procedure will qualify him more readily to detect the proper inflections wherever they occur, as well as more easily to understand the illustrations and the application of the rules when he comes to enter upon the succeeding exercises.

It will not, perhaps, be deemed impertinent to suggest to the teacher of classes in reading, the importance of frequently requiring several members of the class to pronounce, successively, the same sentence, and of occasionally causing the whole class to repeat the same sentence at one and the same time. Such procedures will prove, not only a saving of much time and labour, by instructing and exercising many at once, but also have a tendency to excite in their minds a high degree of emulation -the grand secret of masterly teaching. Let the instructer first read each sentence to the pupil in a distinct and eloquent manner; and then require him to pronounce it exactly in the

same manner.

When the following rules are brought before the learner, no faithful teacher will neglect to explain them clearly, and to enforce them practically. No faithful instructer will lose sight of

The Author is not unaware that his own want of information on this interesting and delicate point, excludes many a worthy name from its legitimate place in this list. He also fears that when time shall have drawn his correcting pencil over it, some of the names now included in it, will be blotted out.

the important maxim, that the juvenile mind ought to be led along the path of science; not driven. Principles should be developed; rules, illustrated; intricacies, unfolded; obstacles, removed; and, indeed, whatever branch of science a youth is pursuing, should be made plain, easy, and inviting. From the lips of an eloquent teacher, instructions drop like honey from the comb. They flow as clear as the pebbled brook. They fall like sweet musick on the listening ear.

RULES FOR THE INFLECTIONS OF THE VOICE.

RULE 1.

A simple, affirmative sentence generally closes with the falling inflection; as, "God is just'." "Cheerfulness is preferable to mirth'." "Liberal principles are advancing rapidly in most parts of the civilized world'."

EXCEPTION. The inflections of the voice are sometimes controlled by emphasis, as in the following examples, in which Rule 1, is reversed: "It is the dictate of reason to yield the argument to one who commands thirty legions'."

"A thousand of our years amount'

Scarce to a day in thine account'."

If, in this last example, the emphasis had fallen on account, instead of thine, the inflection at its close would have been reversed, and, therefore, made according to Rule 1.

RULE II.

A negative sentence commonly ends with the rising inflection; as, "God is not the author of sin'." "He can no longer drown the voice of conscience in the clamorous report of war'."

The noviciate in grammar is informed, that every sentence, or member of a sentence, which embraces the word no or not, or the affix un, is called negative.

The importance of Rule 2, will clearly appear, by reversing it in pronouncing the following sentences.

EXERCISES. -Rules 1 and 2.

No one is willing to be thought a fool'.

'Tis not in man', who is of yesterday'—who hastens down to moulder in the dust'-'tis not in man presumptuous to contend with God his Maker'.

A stranger's purpose in these lays',
Is to congratulate', and not to praise'.
The path of sorrow', and that path alone',
Leads to the land where sorrow is unknown';
No traveller e'er reached that blest abode',
Who found not thorns and briers in his road'.

Remarks.-Let the reader, in pronouncing the first two of the foregoing examples, or almost any other negative sentences or members of sentences, close each with the falling inflection, and he cannot but perceive that their spirit, and their force, their harmony, and their beauty, will thereby be lost. In the last couplet, it will be observed, that the two negatives no and not, are equivalent to an affirmative; therefore the sentence is closed with the falling inflection at “road," according to Rule 1.

This rule is often violated by clever readers, by celebrated divines, and renowned statesmen. The young student cannot, therefore, be too particular in his attention to it. Most readers would close the subjoined sentences with the falling inflection; but nothing could be farther from the true spirit and philosophy of eloquence.

Examples. "Wherefore, come out from among them, and be ye separate, saith the Lord; and touch not the unclean thing."

"For, if I have boasted any thing to Titus of you, I am not ashamed."

"And when I was present with you, and wanted, chargeable to no man.

I was

Remarks.—If, in reading this last sentence, the emphases be allowed to fall where they ought, namely, on present, wanted, and no, (the antithetical words being implied,) and the closing word man be pronounced with the rising inflection, its just elo