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TO IMPROVE THE MINDS AND REFINE THE
TASTE OF YOUTH:
TO WHICH RE PREFIXED
of the Mind
THE THIRD PART
Essays and Fugitive Writings," " The Prompter,' &c.,
PUBLIC LIBRARYR EFA CE,
161253 ASTOR, LENOX AND TILDEN FOUNDATIONB. THEæhgn of this Third Part of the Granomatical
Institute of the English Language, is to furnish Schoolswith a variety
of exercises for Reading and Speak; ing. Colleges and Aoudemies are already supptied with many excellent collections for this purpose : among whick, the Art of Speaking, Enfield's Speaker, Erdfeld's Eve ercises, the Preceptor, the Young Gentleman anı! I uly's Monitorz and Scott's Lessons, are used with great reputa. tion. But none of these, however judicious the selections, is calculated particularly for American schools. The essays, respect distant nations or ages; or contain gene, ral ideas of morality. In America, it will be useful to furnish schools with additional essays, containing the history, geography, and transactions of the United States. Information on these subjects is necessary for youth, botki in forming their habits and improving their niinds. 4 love of our country and an acquaintance with its true state, cre indispensible--they should be acquired in early life.
In the following work, I hate endeavoured to make such a collection of essays as should form the morals as well as improve the knowledge of youth,
In the choice of pieces, I have been attentive to the po. litical interest of America, I consider it as a capital fault in 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 Demostkenes, and, which are calculated to impress interesting truths upon young minds, lie neglected and forgotten. Several of those masterly addresses of Congress, written at the commencement of the late revolution, contains such noble sentiments of liberty and patriotism, that I cannot help wishing to transfuse them into the breasts of the rise ing generation.
Let your articulation be clear and difina.
lable its proper pronunciation of sound. Let cach fyllable and the letters which compose it, be pro. nounce, with a clear voice, without whining, drawling, lilp. ing, fammering, mumbling in the throat, or Ipeaking througe the nose. Avoid equally a dull drawling habit, and too mucla rapidity of pronunciation, for each of these faults de troy, a diltiact articulation.
RUL E II. Observe the pops, and mark the proper pauses, but make no polje
wbero the forme requires nonte. The characters we use as tops are extremely arbitrary and do not always mark a fufpenfion of the voice. On the contrawy, they are often employed to separate the several member of
a period, and Ahow the grammatical construction. Nor when they art deliged to take pauses, do they always determine
the length of those paules'; for this depends much on the sense and nature of the subject. A femicolon, for example, requires e longer paule in a grave discoure, than in a lively and spirited declamation. However as children are incapable of nice dis. tinctions, it may be best to adoptat firt fome general rule with Felped to the panses,* and teach them to pay the fame attention to these characters as they do in the words. They should be cautioned likewise againt pauling in the midst of a member of a fentence, where the sense requires the words to be closely congedted in pronunciation
RUL E III.
Let the accepted syllables be pronounced with a proper Itress of voice s the unaccented with little stress of voice, but diftin&tly.
The important words of a sentence, which I call naturally emphatical, have no claim to a considerable furce of voice; but
* See the firft part of the lafitute, where the proportion of ! comma, semicolon, colon and period, 14 fixed at one, two, four, tix