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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 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.
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 Selkirk, 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. ;
The beasts that roam | over the | plain'
Society, friendship, and | love',
Di- vinely be- | stow'd upon | man, O had I the wings of a | dove',
How soon would I taste you again.!
Religion! what | treasure un- | told',
church-going | bell', rocks, never | heard; sound of a | knell', sabbath ap- pear'd.
Ye winds that have made me your sport,
O tell me I
Though a friend I am never to see.
How fleet is a glance of the mind!
And the swift-winged arrows of light..
But the sea-fowl is gone to her nest,
And I to my cabin re- pair.
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; And it seem'd, to a | fanciful | view',
To weep for the
buds it had left with re- gret, On the flourishing bush where it grew.
I hastily seiz'd' it, un- fit as it was,
For a nosegay, so dripping, and drown'd,
And such, I ex- claim'd, is the pitiless part',
Re- gardless of wringing, and breaking a heart',
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, perhaps, by a
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.
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