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RECOMMENDATIONS OF THIS WORK.
* The plan of this work is highly commendable, and the execution is good. We are particularly pleased with the Compiler's having avoided every scotinent that might gratily a corrupt mind, or in the least degree, offend the eye or ear of Innocence.”
Gentleman's Magazine, February, 1799. “There is very considerable merit in this compilation, the contents of which are pretty cqually made up of the agreeable and the useful.-We do not fear discrediting our judgment, by recommending to all sécts and degrees of people this portable volume; which though professedly compiled for the instruction of youth, will not be found unuseful to persons of riper years."
Nero London Review, July, 1799.
* This work may be recommended as a useful companion to the young of both sexes." Critical Review, July, 1799.
“We have formerly mentioned, with praise, English Exercises,” by this Author. The present publication is well adapted for the use of young persons. The selections are made with good taste; and with a view to nboral and religious improvement, as well as mere entertainment." British Critic, April, 1800.
“Instead of attempting to display the merits of this useful and pleasing work, by remarks of our own, we shall transcribe the author's preface; which shews that he was actuated by superior motives, which do him honour, &c.”—“The ends proposed by this respectable author, have, we hope, been accomplished to his utmost wish; for public approbation has crowned his labours."
Guardian of Education, July, 1803.
** Mr. Murray's Grammar, as well as his other publications, has received the uniform approbation of literary characters and journalists. We do not hesitate warmly to recommend them to the instructers of youth in every part of the United States, as eminently conducive to pure morality and religion, and to the acquisition of a correct and elegant style. They deserve to take place of all other works of the same kind whicha are now used in our schools."
OBSERTATIONS ON TNB PRINCIPLES OF GOOD READING.
10 read with propriety is a pleasing and important attain
ment; productive of improvement both to the understanding and the heart. It is essential to a complete reader, that he miputely perceive the ideas, and enter into the feelings of the author, whose sentiments he professes to repeat; for how is it possible to represent clearly to others what we have but faipt or inaccurate conceptions of ourselves ? If there were no other benefits resulting from the art of reading well, than the necessity it lays us under, of precisely ascertaining the meaning of what we read; and the habit thence acquired, of doing this with facility, both when reading sileptly and aloud, they would constitute a sufficient compensation for all the labour we can bestow upon the subject. But the pleasure derived to furselves and others, from a clear communication of ideas and feelings; and the strong and durable impressions made thereby on the minds of the reader and the audience, are considerations, which give additional importance to the study of this necessary and useful art. The perfect "attainment of it doubtless requires great attention and practice, joined to extraordinary natural powers; but as there are inauy degrees of excellence in the art, the student whose aims fall short of perfection, will find himself amply rewarded for every exertion he may think, proper to make.
To give rules for the managemeet of the voice in reading, by which the necessary pauses, emphasis and tones, may be discova ered and put in practice, is not possible. After all the directions that can be offered on these points, much will remain to be taught by the living instructer: much will be attainable by no other means, than the foree of example influencing the imitative powers of the learuer. Some rules and principles on these heads, will, however, be found useful to prevent erroneous and vicious modes of utterance; to give the young reader some taste of the subject; and to assist him in acquiring a just and accurate mode of delivery. The observations which we have to make, for these
NOTE. For many of the observations contained in this preliminary tract, the Author is indebted to the writings of Dr. Blair, and to the Encyclopædia Brittanica.
purposes, may be comprised under the following heads; Proper Loredness of Voice; Distinctness ; Slowness ; Propriety of Pronunciation ; Emphasis ; Tones ; Pauses; and Mode of Reading Verse.
SECTION 1.---PROPER LOVDNESS OF TOICE.
• The first attention of every person who reads to others, doubtless, must be, to make himself be heard by all those to whom he reads. He must endeavour to fill with his voice the space oc. cupied by the company. This power of voice, it may be thought,
is wholly a natural talent. It is, in a good measure, the gift of Bature: but it may receive considerable assistance from art.
Much depends, for this purpose, on the proper pitch and management of the voice. Every person has three pitches in his voice; the HIGH, the MIDDLE, and the Łow one. The high, is that which he uses in calling aloud to some person at a distance. The low is when he approaches to a whisper. The middle is that which he employs in common conversation, and which he should generally use in reading to others. For it is a great mistake, to imagine that oue must take the highest pitch of his voice, in order to be well heard in a large company. This is confounding two things which are different, loudness or strength of sound, with the key or note on which we speak. There is a variety of sound within the compass of each key. A speaker may therefore remder his voice louder, without altering the key: and we shall al ways be able to give most body, most persevering force of sound, to that pitch of voice, to which in conversation we are accustomed. Whereas, by setting out on our highest piteh or key, we certainly allow ourselves less compass, and are likely to strain our voice before we have done. We shall fatigue ourselves, and read with pain; and whenever a person speaks with pain to himself, ke is always heard with pain by his audience. Let us therefore give the voice full strength and swell of sound: but alWays pitch it on our ordinary speaking key. It should be a constant rule, never to utter a greater quantity of thoice, than we can afford without pain to ourselves, and without any extraordinary effort. As long as we keep within these bounds, the other orgaos of speech will be at liberty to discharge their several offices with ease; and we shall always have our voice under command. But whenever we transgress these bounds, we give up the reios and have no longer any management of it. It is a useful rule loo, in order to be well heard, to cast our eye on some of the most distant persons in the company, and to consider ourselves as reading to them. We naturally and mechanically utter our words with such a degree of strength as to make ourselves be heard by the person whom we address, provided he is within the reach of our voice. As this is the case in conversation, it will hold also in reading to others. But let us remember, that in reading, as well as in conversation, it is possible to offend by speaking too loud. This extreme hurts the ear, by making the voice come upon it in rumbling indistinct masses.
By the habit of reading, when young, in a loud and vehement mander, the voice becomes fixed in a strained and unnatural key; and is rendered incapable of that variety of elevation and depression which constitutes the true harmony of utterance, and affords ease to the reader and pleasure to the audience. This unnatural pitch of the voice, and disagreeable monotony, are most observable io persons who were taught to read in large rooms; who were accustomed to stand at too great a distance, whep reading to their teachers; whose instructors were very imperfect in their hearing; or who were taught by persons, that considered loud expression as the chief requisite in forming a good reader. These are circumstances which demand the serious attention of every one to whom the education of youth is committed.
In the next place, to being well heard and clearly understood, distinctness of articulation contributes more than mere loudness of sound. The quantity of sound necessary to fill even a large space, is smaller than is commonly imagined; and, with distinct articulation, a person with a weak voice will make it reach far. ther, than the strongest voice can reach without it. To this, therefore, every reader ought to pay great attention. He must give every sound which he utters its due proportion; and make every syllable, and even every letter in the word which he pronounces, be heard distinctly; without slurrinig, whispering, or suppressing any of the proper sounds.
An accurate knowledge of the simple, elementary sounds of the language, and a facility in expressing them, are so necessary to distinctness of expression, that if the learner's attaionieots arc, in this respect, imperfect, and many there are in this situation) it will be incumbent on his teacher, to carry him back to these primary articulations; and to suspend his progress, till de become perfectly master of them. It will be in vain to press kiin forward, with the hope of forming a good reader, ik,
he cannot completely articulate every elementary found of the language.
SECTION III.--DUE DEGREE OF SLOWNESS.
In order to express ourselves distinctly, moderation is requisite with regard to the speed of propouncing. Precipitancy of speech confounds all articulation, and all meaning. It is scarcely necessary to observe, that there may be also an extreme on the opposite side. It is obvious that a lifeless drawling manner of reading, which allows the minds of the hearers to be always outrunning the speaker, must render every such performance insipid and fatiguing. But the extreme of reading too fast is much more common, and requires the more to be guarded against, because, when it has grown into a habit, few errors are more difficult to be corrected. To pronounce with a proper degree of slowness, and with full and clear articulation, is necessary to be studied by all, who wish to become good readers; and it cannot be too much recommended to them. Such a pronunciation gives weight and dignity to the subject. It is a great assistance to the voice, by the pauses and rests which it allows the reader more easily to make; and it enables the reader to swell all bis foueds, botb with more force and more harmony.
SECTION IV.-PROPRIETY OF PRONUNCIATION.
AFTER the fundamental attentions to the pitch and management of the voice, to distinct articulation, and to a proper degree of slowness of speech, wbat the young reader must, in the next place, study, is propriety of pronunciation; or, giving to every word which he utters, that sound which the best usage of the language appropriates to it; in opposition to broad, valgar, or provincial pronunciation. This is requisite both for reading in. telligibly, and for reading with correctness aud ease. Instruc tions concerning this article may be best given by the living teacher. But there is one observation, which it may not be improper here to make. In the English language, every word which consists of more syllables than one, has one accepted syl. Jable. The accents rest sometimes op the vowel, sometimes on the consonant. The genius of the language, requires the voice to mark that syllable by a stronger percussion, and to pass more slightly over the rest." Now, after we have learned the proper seats of these accents, it is an important rule to give every word just the same accent in reading, as in common discoure