Page images
PDF
EPUB

COMMON SCHOOL MANUAL.

1827

[blocks in formation]

NOTE. Reading is a branch of elementary study to which almost all
scholars pay some attention, but with which few ever become fully or cor-
rectly acquainted. Less critical and practical instruction is given in this
than in most of the other parts of an education. Generally speaking, scho-
lars read as a matter of course, but the manner of their reading, is left to
their own caprice. Hence, they imbibe many errors, and seldom acquire
a good style of delivery.

To remedy this general defect, I have thought proper to introduce a few
simple principles for the management of Emphasis, and the Inflections of
the voice; and to exhibit the manner of applying these to practice, by the
introduction of a few sensible characters, designed to direct the pupil in his
efforts to obtain a proper style of reading.

The principles are not new; they direct the efforts of all who are good
readers or speakers, and I cannot dismiss the hope, that parents, teachers,
and pupils, will unite their efforts with this humble attempt to effect a radi
cal reform in the general style of reading.

Allow me to observe, that it is not the quantity of reading which the child
is allowed, that makes him a correct reader, so much as the manner of de-

livering what he does read. In no case should the subject or the language he above the pupils command, and the manner should be first dictated by the teacher, and the principles to be inculcated, clearly explained. It will not be difficult for the pupil possessed of a tolerable ear, to follow. The first principle that claims attention is

EMPHASIS.

Emphasis is a strong force of the voice applied to one or more words in a sentence, by which it is distinguished from all the other words in connexion.

In reading or speaking, there are three degrees of force that may be readily observed.

The Major force, the Minor force, and the Feeble force.

The Major force, or strong Emphasis, is applied to words which stand opposed, or that imply antithesis, and for the purpose of distinguishing these to the eye of the reader, they are generally printed in Italics. Thus:

Many persons mistake the love of virtue for the practice of it.

(Lesson 3.) ARITHMETIC.

Arithmetic is the art of computing by numbers. The great object to be accomplished by this study, is to learn how to take numbers, or quantities which are given, and by working with them according to specific rules, obtain other relative numbers, or quantities, which are not given, but required by the proposition.

Now the given numbers and quantities can be positively changed or affected only in two ways; that is, by adding something to them, or by taking something from them. Hence, all operations in arithmetic, proceed upon the two opposite principles of addition, and subtraction.

ADDITION.

Addition exhibits a method of putting two or more numbers together, and finding their amount.

RULE 1. Place the given numbers under each other, in such a way that units stand under units, tens under tens, and hundreds under hundreds, and so on, and draw a line under the last number.

2. Begin at the units column, and add together, upward, all the figures in it, and place the amount, if less than ten, under that column.

3. If the amount be just ten, place a cypher there, and carry one to the next left hand column.

4. If more than ten, or two or more even tens, set down all there is over, and carry one for each even ten to the next left hand column.

5. Proceed in this way through all the columns, and set down the full amount under the left hand column.

PART II. CHAPTER XVII.

5

PROOF. Add the columns downward, carrying in the same manner as in adding them upward, and if the two results agree, then the work is right. Thus:

[subsumed][subsumed][subsumed][ocr errors][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed]

(Lesson 4.) ENGLISH GRAMMAR.

English Grammar explains the correct mode of writing and speaking the English Language agreeably to its true idiom, and the most approved usages.-The words of which this language is composed, may be classed under ten heads, called parts of speech.

The 1st part of speech.

The first part of speech is the noun; and it means name: Hence, all words that stand for names, are nouns.

As, book, pen, bird, beast, man, fish, hiil, world, hope, fear, joy, time, news, sin, grace, faith, &c,

OBS. 1. Now, you will always know a noun, because it means name, and no other part of speech can be made a name. Names are given to whatever you can see, hear, taste, touch, smell, or feel, or of which you can think or speak. All the other parts of speech are converted into nouns, when they are made the subject of thought or discourse.

OBS. 2. All the parts of speech derive their names from some property which they respectively possess, or some office which they perform in the construction of language.

[blocks in formation]

As Emphasis implies opposition in meaning; the correct application of it may be aided by the following

1*

6

PART II.-CHAPTER XVII.

RULE. Those words and phrases in a sentence, which stand opposed to each other, or which form antithesis, adopt the major Emphasis. Thus:

Persons of good taste expect to be pleased, at the same time they are informed; and they think the best sense deserves the best language.

As a Persian soldier was railing against Alexander the Great, his officer observed, 'Sir, you are paid to fight against Alexander, not to rail at him.'

The wise man is happy when he gains his own esteem; the fool, when he gains the esteem of others.

That may be held right which takes many words to prove it wrong; and that wrong, which does not, without much labour, appear to be right.

How many now are dead to me,

Who live to others yet!

How many are alive to me

Who crumble in their graves, nor see

That sick'ning, sinking look, which we,

'Till dead, can ne'er forget!

Tho' deep, yet clear, tho' gentle yet not dull;

Strong without rage, without o'erflowing, full.

We judge of men less by the merit which distinguishes them, than by the interest which governs us.

Exercise and temperance improve not only a common con stitution, but a very indifferent one.

Many states were in alliance with, and under the protection of, the then mistress of the world.

[blocks in formation]
[ocr errors]

NOTE. The pupil should be required to numerate and value each line of figures, until he can express their value with perfect accuracy and facility.

(Lesson 8.) GRAMMAR.
The 2d part of speech.

The second part of speech is the article; and it is used to limit the noun. There are but two articles in the language;They are placed before nouns, and refer to

a or an, and the.

them in limitation.

As, a book, a pen, a bird, a beast, the man, the hill, the world, the news, a sin, a grace, the faith, &c.

OBS. You will henceforth know the article, for it comes bo fore the noun, and limits its meaning.

[blocks in formation]

The word or phrase which forms antithesis is not always expressed, but implied; hence it will be safe to adopt the following RULE. The word or phrase which indicates or implies opposition, adopts the major Emphasis. Thus:

As a Persian soldier was railing against Alexander the Great, his officer observed, Sir, you are paid to fight against Alexander.

Behold how he loved him!

Why should Rome fall a moment before her time?

My friend, Justice appears to be lame.

And Nathan said unto David, thou art the man.

OBS. 1. In these examples it is by no means difficult to distinguish the opposing words, and see the propriety of placing the emphasis.

In the 1st.-Sir, you are paid to fight against Alexander, not to rail at him.

In the 2d. He not only merely liked him, but he loved him.

Why shall Rome fall, not a month or a week before her time, but a moment.

Justice is proverbially blind, and she seems to be lame.

And Nathan said unto David, the Host whom I have described is not the man, but thou art the man.

OBS. It may not be amiss to inform the pupil that in many cases the application of emphasis is purely arbitrary, and may be changed at liberty in order to vary the construction of the language, but a given construction always requires a stationary emphasis.

This may be illustrated by an example or two. Thus:

Does John live in the city?

In this question the inquiry is whether John or his brother (or some other person) lives in the city.

« PreviousContinue »