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5. Mark the time by marching. The class should marcn, m file, on a line, in the form of the figure eight (8), and pronounce, after che teacher, an element at every step. Should the class be large, two columns may be formed, which should march in opposite directions. Meanwhile, two, or more pupils, standing out from the class. may keep time with the dumb-bells.

SYLLABLE RHYTHM. 6. When the pupil cannot mark the rhythm of poetry, he should first beat time on every syllable, in either, or in all, of the ways which have been described.

II-l am - 1 mon-r | arch - 1 of allo 11-1 sur-ro | vey- | my- | right ru | there is r | noner | tor | dis- ro pute - | from the cen-r tre all - | round - tor | the sea | Ju | am - | lord - 1 of - | the - | fowl - 1 and the bruter | &c.

POETRY RHYTHM. 7. The rhythm of poetry should be marked by a beat on the ac. cented part of the measure, which, in the following examples, is the first syllable after each vertical bar.

Lines supposed to have been written by Alexander Sel. kirk, during his solitary abode on the Island of Juan Fernandez.

I am | monarch of all I sur- | vey',

My | right there is none to dis- | pute;
From the centre all | round to the sea',

I am lord of the fowl and the | brute.
0 | solitude! | where are the charms

That | sages have seen in thy | face?
Better | dwell in the midst of a- | larms',

Than | reign in this / horrible place.
I am out of hu- | manity's | reach';

I must finish my journey a- | lone;
Never | hear the sweet music of speech',

I start at the sound of my | own.

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The beasts that roam over the plain'

My | form with in- , difference see': They are so unac- | quainted with | man',

Their | tameness is shock ing to me. So- ' cirty, | friendship, and I love',

Di. | vin'ely be- | stow'd upon man, O had I the wings of a dove',

How soon would I | taste you a- | gain, My | sorrows I | then might as- / suage

In the ways of re- ligion and I truth'; Might | learn from the wisdom of age',

And be cheer'd by the | sallies of youth, Re- ' li' gion! what | treasure un- | told',

Re- | sides in that heavenly word. ! More precious than | silver or gold',

Or | all that this earth can af- | ford. But the sound of the church-going | bell',

These valleys and rocks, never heard'; Ne'er | sigh'd at the sound of a knell',

Or | smild when a | sabbath ap- | pear'd. Ye | winds that have made me your | sport,

Con- | vey to this , desolate shore., Some | cordial en- | dearing re- | port',

Of a land I shall | visit no more. My | friends' — do they | now and then send

A | wish or a thought after me? 0 | tell me I yet have a friend,

Though a | friend I am | never to see. Ilow feet is a glance of the mind: !

Com par'd with the / speed of its flight', The / tempest it- / self lags be- | hind',

And the | swift-winged | arrows of lighti. When I think of my own native land',

In a moment I seem to be there'; But, a- i las ! recol. 1 lection at | hand',

Soon | hurries me back to de- | spain .

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But the sea-fowl is gone to her nest',

The 'beast is laid down in his lair. ;
Even , here is a | season of rest',

And | I to my | cabin re- | pair.
There's | mercy, in | every | place;

And | mercy en- (couraging | thought !
Gives even af- fiction a grace',
And reconciles | man to his lot.


(COWPER.) The rose had been wash'd', just | wash'd in a shower,

Which / Mary to | Anna con- 1 vey'd'; The I plentiful | moisture en-cumber'd the flow'er,

And | weigh'd down | its beautiful | head.
The cup was all I fillid, and the I leaves were all / wetı;

And it seem'd, to a | fanciful / view',
To I weep for the buds it had | left with re-l gret,

On the flourishing | bush where it I grew.
Ihastily | seiz'd' it, un- ' fit as it was,

For a nosegay, so I dripping, and I drown',
And I swinging it | rudely, too | rudely, a- I las !

Il snapp'd it — it i fell to the ground,.
And I such, I ex- | claim'd, is the pitiless I part',

Some, act by the delicate | mind',
Re-i gardless of wringing, and breaking a | heart',

Al- | ready to / sorrow re- ! sign'd.
This | elegant | rose, had I shaken it I less,

Might have I bloom'd with its owner a- / while; And the tear, that is , wip'd with a little ad- | dress',

May be follow'd, per- i haps, by a / smile.

8. Accompany the pronunciation of the eleinents with gesture. In the following series of figures, there are two periods of gesture. The first gesture should be made during the pronunciation of the four sounds of a; the second, during the pronunciation of the two sounds of e; and so on. The whole of the Second EXERCISE (p. 16-), should be practised in this way. The stroke of the gesture should be made on the last element in each grup.

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• These two periods of gesture are intended as examples; others may be supplied by the teacher, as occasion shall require. Every variety of action should be practised, in connexion with the ele mentary exercises of the voice; and the pupil should be careful to

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mark the stroke of the gesture with precision. These xercises are introductory to declamation. They should be practised in the most energetic manner, and be persevered in till the muscles of the trunk and imbs act harmoniously with those of the voice,

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