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TASTE OF YOUTH :
, TO WHICH . PE PREFIXED
And Directions for Expressing the Principal Passions
of the Mind. .
Esays and Fugitive Writings," " The Prompter, &c.,
PUBLIC LIBRĂR YR EF A CE....:--
161253 | ASTOR, LENOX AND I TILDEN FOUNDATIONS. THEHesign of this Third Part of the Granimatical
Institute of the English Language, is to furnish Schools with a variety of exercises for Reading and Speak. ing. Colleges and Aoudemies are already supplied with many excellent collectiops for this purpose : among whick, the Art of Speaking, Enfield's Speaker, Endfield's Ele ercises, the Preceptor, the Young Gentłem an anu dy's Monitora and Scott's Lessons, are used with great rejuta. tion. But none of these, however judicious the selections, is calculated particularly for Anierican schools. The essays, respect distant nations or ages ; or contain gene, ral ideas of viorality, In America, it will be usejui to furnish schools with additional essays, containing the history, geography, and transactions of the United States. Information on these subjects is necessary for youth, bote in forming their habits and improving their nrinds. A love of our country and an acquaintance with its true state, cre indispensible--they should be acquired in early-life.
In the following work, I hape endeavoured - to make such a collection of essays as should for the morals as well as improve the knowledge of youth,
In the choice of pieces, I have been attentive to the political interest of America, I consider it as a capitat fault in all our schools, that the books generally used contain subjects wholly uninteresting to our youth; while the writings that marked the revolution, which are not inferior in any respect to the orations of Cicero and Demostkenes, and, which are calculated to impress interesting truths upon young minds, lie neglected and forgotten. Several of those masterly addresses of Congress, written at the commencement of the late revolution, contains such noble sentiments of liberty and patriotism, that I cannot help wishing to transfuse them into the breasts of the rise ing generation. .
RUL E I..
1 lable its proper pronunciation of sounds me Let cach fyllable and the letters which compose it, be pro.
nounced, with a clear voice, without whining, drawling, lilp. ing, fammering, mumbling in the throat, or speaking througlo
the nose. Avoid equally a dull drawling habit, and too mucha ...rapidity of pronunciations for cach of these faults destroy, a ditinct articulation.
RULE II., Observe the pops, and mark the proper pauses, but make no palje
qubers the fonje requires none. . The characters we use as tops are extremely arbitrary and do nór always mark a fufpenfion of the voice. On the contrawy, they are often employed to separate the several member of a period, and how the grammatical construction. Nor when they art defiged to make pauses, do they always determine the length of chose paules"; for this depends much on the senso and nature of the subject. A femicolon, for example, requires a longer paule in a grave difconre, than in a lively and spirited declamation. However as children are incapable of nice dir. tinctions, it may be best to adopt at first fome general rule with Fefpea to the panlės, * and teach them to pay the same attentibii
to these characters as they do in the words. They should be - cautioned likewise againft pauling in the midst of a member of
a sentence, where the sense requires the words to be closely connected in pronunciation is
RUL E IH.
Let the accepted (yllables be pronounced with a proper (tress of voice s the unaccented with little ftress of voice, but diftindly.
The important words of a sentence, which I call naturally emphatical, have no claim to a considerable furce of vçice ; but
. * See the firt part of the Inflitute, where the proportion of! comma, semicolon, colon and period, in fixed at one, two, four, tix