XXVI. CONVERSATION between the Teacher and his Pupils, XXVIII. Proverbs. Paragraphs. Fables. Modesty. Opposition, 183 XXIX. Virtue its own Reward. Gratitude. Charity. The Good Great Man. Lad and his Neighbor. Mercy, Power of Calm Delivery. Sermon Twice Preached. What Letters should be. Pleasant Re- Distinction of a Nation. Brevity in an Orator de- sirable. Witty Retort John Philpot Curran. Al- fred and the Beggar. Convictions of Napoleon, XXXIV. Webster and David Crockett. Burke and the Trial of Hastings. Maria Antoinette. Two Neighbors and the Hens. Increase of Printers. Origin of Whig. XXXV. Power of a Good Man's Life. Sincerity. Dr. Franklin's XXXVIII. The True To-day. Death's Final Conquest. Essay on Man. Incentives to Trust. Death of John Quincy 354 XXXIX. Death of Adams and Jefferson. The Common Lot. Henry XL. Industry Indispensable to Eloquence. Lord Ullin's Daugh- XLI. The American Flag. Death of Jeremiah Mason. Against XLIV. In the Trial of Williams for publishing Paine's Age of Rea- son. The Stranger and his Friend. Extracts from Salathiel to Titus. Hamlet's XLVI. Extracts from Webster's Speech on Laying the Corner Stone of the New Wing of the Capitol, July 4, 1851. XLVII. Opposition to Misgovernment. Summer Morning in the XLVIII. Webster's Speech at a Meeting in Faneuil Hall, 1852. READING. LESSON I HOW TO READ WELL-ALL DESIRE TO DO SO FEW EVER DO-REASONS WHY THIS WORK AN EXPERIENCED FRIEND, LEADING TO THE NATURAL AND THE GRACEFUL, IN UTTERANCE AND ACTION. To read well, is to read as if the words were supplied by the act of present thought, rather than by the page before us; or just as we should speak, if the language and sentiments were our own. Children, and all persons while engaged in earnest conversation, or telling an interesting story, generally speak in such tones, and with such a degree of animation and force, as are best suited to give a clear expression of their thoughts and feelings. Just so we should read; and if we desire to excel, we must refer constantly to the manner in which sensible and well educated persons talk, as the only safe and correct model. We must adapt our style to the nature of the composition we are reading, whether it be light and humorous, or serious and solemn; and endeavor to represent naturally every shade of emotion. If it be a narrative we are reading, our utterance should be the same as if we were relating it in our own language: if a conversation, we should refer with just dis crimination to the persons engaged in it; and try to represent, by our tones and manner, the distinct peculiarities of each: if an essay, a sermon, an oration, we should put ourselves, as nearly as we can, in the place of the author, and read just as if the thoughts and words came warm and fresh from their original fountain; and so of every other kind of writing. Hence the necessity of a quick eye to mark the sense; for no one can read or speak well whose thoughts do not go some way before his utterance. He must understand the subject, and the exact import of all the words; his pronunciation must always be in critical accordance with the best usage; his voice must be cultivated, so as to be flexible, full, forcible and mellow; his ear so instructed, as readily to detect the least deviation from strict propriety of tone; and all his external movements such as to appear natural, easy, and dignified. Taking these brief outlines for the only correct standard, how rarely do we meet with a truly good reader! and yet how seldom do we listen to a person who really thinks himself a poor one! We are in general the last to discover our own faults; and when they are shown to us by the friendly hints and criticisms of others, we are naturally slow to apprehend, and often still slower to acknowledge and to correct them. |