Sanders' Union Fourth Reader Part 13

(=) Oh, joy to the world! the hour is come, When the nations to freedom awake, When the royalists stand agape and dumb, And monarchs with terror shake!

Over the walls of majesty, "Upharsin" is writ in words of fire, And the eyes of the bondmen, wherever they be, Are lit with their wild desire.

(<) soon,="" soon="" shall="" the="" thrones="" that="" blot="" the="" world,="" like="" the="" orleans,="" into="" the="" dust="" be="" hurl'd,="" and="" the="" world="" roll="" on,="" like="" a="" hurricane's="" breath,="" till="" the="" farthest="" nation="" hears="" what="" it="" saith.--="" (_ff_.)="" "arise!="" arise!="" be="" free!"="" t.b.="">

(_p_.[o]) Tread softly--bow the head,-- In reverent silence bow,-- No pa.s.sing bell doth toll,-- (_pl_.) Yet an immortal soul Is pa.s.sing now. MRS. SOUTHEY.

(o[_f_].) SPEAK OUT, my friends; would you exchange it for the DEMON'S DRINK, (_ff_.) ALCOHOL? A _shout_, like the _roar_ of a tempest, answered, (oo) NO!

(oo) The combat deepens! (_ff_.) ON! YE BRAVE!

(=) Who rush to GLORY, (_p_.) or the GRAVE!

(_ff_.) WAVE, _Munich_, all thy banners WAVE!

And CHARGE with all thy CHIVALRY!

(_pl_.) Ah! few shall part where many meet!

The snow shall be their winding sheet, And every turf beneath their feet (_sl._[o]) Shall be a soldier's sepulcher! CAMPBELL.

(_sl_.) At length, o'er Columbus slow consciousness breaks, (oo) "LAND! LAND!" cry the sailors; (_ff_.) "LAND! LAND!"--he awakes,-- (_''_) He runs,--yes! behold it! it blesseth his sight!

THE LAND! _O, dear spectacle! transport! delight!_

SECTION V.

THE RHETORICAL PAUSE.

RHETORICAL PAUSES are those which are frequently required by the voice in reading and speaking, although the construction of the pa.s.sage admits of no grammatical point.

These pauses should be as manifest to the ear, as those which are indicated by the comma, semicolon, or other grammatical points, though not commonly denoted by any visible sign. In the following examples they are denoted thus, ( ).

EXAMPLES.

1.

In slumbers of midnight the sailor-boy lay, His hammock swung loose at the sport of the wind; But watch-worn and weary, his cares flew away, And visions of happiness danced o'er his mind. DIMOND.

2.

There is a land, of every land the pride, Beloved of heaven o'er all the world beside; Where brighter suns dispense serener light, And milder moons imparadise the night.

O, thou shalt find, howe'er thy footsteps roam, That land thy country, and that spot thy home!

This pause is generally made before or after the utterance of some important word or clause on which it is especially desired to fix the attention. In such cases it is usually denoted by the use of the dash (--).

EXAMPLES.

1. G.o.d said--"_Let there be light!_"

2.

All dead and silent was the earth, In deepest night it lay; The Eternal spoke creation's word, And called to being--Day!

No definite rule can be given with reference to the length of the rhetorical, or grammatical pause. The correct taste of the reader or speaker must determine it. For the voice should sometimes be suspended much longer at the same pause in one situation than in another; as in the two following

EXAMPLES.

LONG PAUSE.

Pause a moment. I heard a footstep. Listen now. I heard it again; but it is going from us. It sounds fainter,--still fainter. It is gone.

SHORT PAUSE.

John, be quick. Get some water. Throw the powder overboard. "It can not be reached." Jump into the boat, then. Shove off. There goes the powder.

Thank Heaven. We are safe.

REMARKS TO TEACHERS.

It is of the utmost importance, in order to secure an easy and elegant style in reading, to refer the pupil often to the more important principles involved in a just elocution. To this end, it will be found very advantageous, occasionally to review the rules and directions given in the preceding pages, and thus early accustom him to apply them in the subsequent reading lessons. For a wider range of examples and ill.u.s.trations, it is only necessary to refer to the numerous and various exercises which form the body of this book. They have been selected, in many cases, with a special view to this object.

PART SECOND.

LESSON I.

HER' O ISM, bravery; courage.

MA LI'' CIOUS, ill disposed; resentful.

AM BI'' TION, eager desire.

SAR CAS' TIC, severe; cutting.

DE RIS' ION, ridicule.

CON FER' RED, bestowed.

RES' CU ED, saved; preserved.

DIS AS' TER, calamity.

IN CLIN' ED, disposed.

SYM' PA THY, fellow-feeling.

TEN' DER ED, offered.

A POL' O GY, excuse.

TRUE HEROISM.

OSBORNE.

1. I shall never forget a lesson which I received when quite a young lad, while attending an Academy. Among my schoolmates were Hartly and Vincent. They were both older than myself, and Vincent was looked up to, as a sort of leader in matters of opinion, and in directing our sports.