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LESSORS,

.. .• IN-'

READING AND SPEAKING,

CALCULATED

TO IMPROVE THE MINDS AND REFINE THE
TASTE OF TOVTH:

TO WHICH .. \Z PREFIXED

RULES IN ELOCUTION,

And Direc tions for Expressing the Principal Patsions
'of the Mind.

: . . .' BEING

THE THIRD PART
or A

GRAMMATICAL iNSTITUTT*

OF T»E

ENGLISH LANGUAGE.

By NOAH WEBSTER, Jun.

Author of" Dissertation, on the Emrlish Lanrtugc, Coition C
Essay, and Fugitive Writing,," tt The Prompter,' &c..

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mwmitA E F A C E, 181253

ASTOH, LENOX AND TILO'EN FOUNDArIONS.

*rHE^miqn of Mis Third P-art of the Grammatical Institute of the English Language, is to furnish Schoolswiih a varietjfof exercises for Reading <ftid Speak? ing. Colleggsehui Amdeniies are already-supplied with many excellent collections for this purpose: among which, the Art of Speaking, Enfeld'ss Speaker, Endftld's E^v^ trcises, the Prcceptipr*- the Young^Gentleman- and lady's, Mciiitort and ScotCsrLesson«r ar* used:with great i^ptita-: tion. But none qf these, however judicious the selections, is calculated particularly for Anwrican schools. The, essaysr respect distant natievs or ages: or contain gene-, ral ideas of morality. In America, it will be useful to furnish schools with additional essays, containing the histoiy, geography, and transactions of the Xfnited States. Jiformation on these sUbjecfs ii necessary for youth, both in forming their habits and improving their minds. A love of our country and an acquaintance with its true statet a-eindispensible-r—they should be acquired in- early -life.

In the following work, I have endeavoured to mak$ such a collection of essays as should form the mtrals as, well as improve the knowledge of youth,

In the choice of pieces, I have been attentive the political interest of America; I consider it as a capital fault m all our schools, that the books generally used-contain subjects wholly uninteresting to our youth ; while the writings that marked the revolution, which are not inferior in any respect to the orations of Cicero and Demosthenes, and which are calculated to impress interesting truths upon- young minds, lie neglected end forgotten. Several o& tfwse masterly addresses of Congress, written at /he commencement of the late revolution, contains suchnoble sentiments of liberty and patriotism, that I cannot help^ishin'g to transfuse them into the breasts of the rising generation. .

RULES FOR READING AND SPEAKING.

.. ^ . »

H U L E Iv

. - - • •. ,

Let your articulation be deaf ait J diflin3.

ACxOOD articulation consists in giving every letter and llU lable its proper pronunciation os sound. - Let each syllable and the letters which compose it, be pronouneeti, with a clear voice, without whining, drawling, lisping, stammering, mumbling in the throat, or speaking through the Aose, Avoid equally a dull drawling habit, and too much rapidity os pronunciation; (or each is these sault* destroy) * distinct articulation.

-kULE II, Observe tic fioft, and mart the proper pauses, tut make no pjtule tuhert the Jense requires none. - . The characters we use as (tops ate extremely arbitrary an J otto not always mark a suspension os the voice. On the contratKsi they are osten empleyed to separate'the several member ot a period, and (how the grammatical construction. Nor when they arc desiged to make pauses, do they always determine the length os those paules ; sor this depends much on the sense Sand nature os the subject. A semicolon, sor example, peqnires a lenger panle in a grave discoure, thin in a lively and spirited declamation. However as children are incapable os nice dis. tiactions, it may be best to adopt*at sirst some general rule with respect to the pauses,* and teach them to pay the same attention to these characters as they do in the words. They should be •cautioned likewise against pausing ki the midst os a member os a sentence,-where the sense require) the words to be closely Connected in pronunciation..

R TJ L 'E III.

fay the firiBifi attention to accent, emphasis and cadence.

Let the accented syllables be pronounced with a proper stress ps voice ; the unaccented withlittte^lresa os voice, but distinctly.

The important word) os a seftterice, which I call naturally emphatical, hare no claim ton considerable sorce os voice; but

* Seethe sirst part os t^e Iaiiitute, where the proportion of the comma, semicolon, colon and period, it Axed at one, two, sour, sis.

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