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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.

SYLLABLE RHYTHM.

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.

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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.

(COWPER.)

I am monarch of all I sur- | vey`,

My right there is
From the centre all
I am lord of the |
O solitude! | where
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- | lone;
Never hear the sweet music of speech',
I start at the sound of my own,.

none to dis- | pute. ;
round to the sea',
fowl and the brute.
are the | charms

The beasts that roam | over the | plain'
My form with in- difference see:
They are so unac- quainted with | man',
Their tameness is shock ing to me.

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.!
My sorrows I then might assuage
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.
But the sound of the
These valleys and
Ne'er sigh'd at the
Or smil'd when a

church-going | bell', rocks, never | heard; sound of a | knell', 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?
yet have a friend,

O tell me I

Though a friend I am never to see.

How fleet is a glance of the mind!
Com par'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- | spain.

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.
I
There's mercy, in | every | place;
And mercy en-couraging | thought!
Gives even af- fliction a grace',
And reconciles | man to his | 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 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 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',
Some, I act by the delicate mind,

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, perhaps, 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.

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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 ele mentary exercises of the voice; and the pupil should be careful to

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mark the stroke of the gesture with precision. These exercises 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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