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5. Mark the time by marching.

The class should marcn, in 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.

1

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- am - 1 mon- - | arch - 1 of ~ | all III sur- | vey - | my- | right ~ | there - l isnoner | to | dis- - | puter | from | the cen- | trer | allo | round | tor | the | sea - 1 1.- am - | lord - 1 of - the - | fowl and the rol bruter | &c.

POETRY RHYTHM. 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.

Lines supposed to have been written by Alexander Sel.

kirk, during his solitary abode on the Island of Juan
Fernandez.

(COW PER.)
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.
O 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- | lones ;
Never hear the sweet | music of speech',

I start at the sound of my own.

The beasts that roam | over the plain

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

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

Di- | vinely be- / stow'd upon | man, 0 I 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 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 I 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 vet have a friend,

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

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

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

In a l inoment I seem to be there ; But, a. las! recollection at hand',

Soon | hurries me | back to de- / spail .

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 | ev'ery | place;

And mercy encouraging thought!
Gives 'even af- fiction a grace',

And reconciles | man to his I lot.

THE ROSE.

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

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

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

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

On the flourishing | bush where it grew.
I hastily I seiz'd' it, un- 1 fit as it was,

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

I | 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- gardless of wringing, and breaking a | heart',

Al- I 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 tv 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.

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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 elementary exercises of the voice; and the pupil should be careful lo

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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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