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5. Mark the time by marching. The class should marco, in file, on a line, in the form of the figure eight (8), and pronounce, after the 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.
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.
2 | I survey ~
| mon- ~ | arch ~ | of ~ | all ~ | I
none to y
I am 7
| lord of the | fowl brute | &c.
| and~ |
7. The rhythm of poetry should be marked by a beat on the accented part of the measure, which, in the following examples, is the first syllable after each vertical bar.
I am monarch of all I sur- | vey,
My right there is none to dispute. ;
Lines supposed to have been written by Alexander Selkirk, during his solitary abode on the Island of Juan
That sages have | seen in thy | face?
I am out of hu- | manity's | reach';
I must finish my journey a- lone;
The beasts that roam | over the | plain',
Society, friendship, and | love,
In the ways of re- | ligion and truth ; Might | learn from the wisdom of age', And be cheer'd by the | sallies of youth, Religion! what | treasure un- | told', Re- sides in that heavenly | word. ! More precious than silver or gold',
Or all that this | earth can afford. I 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 smil❜d when a sabbath ap- | pear'd. Ye winds that have
made me your sport', Convey 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? O tell me I yet have a friend, Though a friend I am | never to see. How fleet is a glance of the mind! | Compar'd with the speed of its | flight', The tempest it- self lags be- | hind',
And the swift-winged arrows of light.. When I think of my own native land', In a moment I seem to be there; But, alas! recollection at hand',
Soon hurries me back to de- | spair.
But the sea-fowl is gone to her nest,
The rose had been wash'd, just wash'd in a shower, Which Mary to Anna con- vey'd';
The plentiful moisture en- | cumber'd the | flow'er, And weigh'd down | its beautiful | head.
The cup was all fill'd, and the leaves were all | wet、;
I hastily seiz'd' it, un- | fit as it was,
For a nosegay, so dripping, and | drown'd, And swinging it | rudely, too | rudely, a- | las ! I snapp'd it-it fell to the ground.
And such, I ex- | claim'd, is the pitiless part',
Re- gardless of wringing, and | breaking a | heart', Al- ready to sorrow re-sign'd.
This elegant rose, had I shaken it | less,
Might have bloom'd with its owner a- | while ; And the tear, that is wip'd with a little ad- dress', May be follow'd, per-haps, by a | smile.
8. Accompany the pronunciation of the elements 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. 168), should be practised in this way. The stroke of the gesture should be made on the last element in each group.
shq-sdq à, à, à, â ;
ბ, ა, ბ ;
* 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