bition is to be a teacher one of these days, and to gather children around herself then, just as she is one of a group around her teacher now. So, when Lizzie's turn comes to recite, she knows what to say. She will not tell you that Canton is in Brazil, or London on the coast of Africa.

17. She has studied her lesson, therefore she knows it; and she understands very well that it is herself who will be the loser, not her teacher, if her lessons are not learned.

QUESTIONS.-What is the rule for direct questions? What is the design of the diagrams in the first four examples? Read all the examples. What inflection on book, in the first example? Why? What inflection on the answer, yes? Why? &c. Which is the first sentence in the reading lesson marked with the rising inflection? Why has it the rising inflection? Point out other sentences marked with the rising inflec tion, and tell why they are so marked. What questions in the piece, not marked, should be read with the rising inflection? Why? What instruction may you derive from this piece?

SECTION II.

THE RISING AND FALLING INFLECTIONS.

RULE 2. Words, clauses, and direct questions, connected by the disjunctive or, generally require the rising slide before, and the falling after it.

EXAMPLES.

1. It is cold or hòt, wét or dry, pléasant or ùnpleasant.

2. He is well or ìll, óld or yòung, kínd or ùnkind.

3. James was either a good boy or a bad boy, a stúdious scholar or an ìdle scholar.

4. Either the mere will of the mágistrate or the conscience of the individual must decide in the case.

5. Neither hath this man sinned nor his parents.

6. You may skim the surface of science or fathom its depths.

7. Is this book yours or mìne?

8. Would you prefer to become wealthy or wìse?

9. Was Homer a Róman or a Grècian poet? 10. Was Socrates an órator or a philosopher? 11. Did he live in Gréece or Ròme?

Most authors, or writers on elocution, also, employ opposite inflections when negation is opposed to affirmation, always giving the for mer the rising inflection, and the latter the falling, in whatever order they may be written; as, He is not well, but better. It is the duty of servants to obey orders, not to give them.

They also apply the same rule to all sentences in which simple contrast or comparison is expressed; as, It is good to begin well, but better to end well. It costs more to revénge injuries than to bear them.

This manner of reading the foregoing sentences is very generally believed to be correct; but we think that the sentiment would be better expressed by employing the circumflex instead of the rising inflection in all such examples. It may be well, however, for the pupil to read the examples like these, in the following exercise, in both ways, in order to determine which inflection will best express the meaning of the sentence. See examples under circumflex.

NOTE. The pause of suspension, denoting that the sense is unfinished, and the language of tender emotion, generally require the rising inflection; but it is usually less intensive than the rising slide of the direct question.

EXERCISE.

GO AHEAD.

1. Do you see the picture of that splendid mansion on the next page, so snugly nestled down among the trees, with a beautiful garden, and a large quantity of flowers and shrubbery in the front yard? The man who lives there has become very wealthy.

His farm

is not only one of the largest, but is the best cultivated of any in town.

2. He is not, by any means, an old man yet, but is just in the prime of life, enjoying a vigorous and healthy manhood. When he became of age, he was

not worth a copper. His father was poor; and all the assistance he gave him was some capital advice.

man made his He went ahead.

He did not go

3. Well, how do you think the money? By a very simple process. If he, found any work to do, he did it. off fishing or hunting, or idle away his time with dissipated companions, because he failed to get the precise job he wanted, or as high a price for doing it as he thought he ought to have.

4. No; he went ahead. He thought it was better to do something, even if he did not receive a high compensation for it, than to do nothing and get nothing. That is the way he made his money.

5. It is not so much matter what kind of business you follow, provided it is honest and useful, as how you follow it. You must drive your business, whatever it is; whether it is digging potatoes, or digging gold; selling matches in the street, or muslins and silks in the store; setting the types of a book, or spinning the words out of your brain.

6. Go at your business, let it be what it may, with a determination to succeed in it. Let no slight thing interrupt or discourage you in the prosecution of a good purpose. The main thing is to go ahead.

7. I know a man whose hair is becoming white with age now, and who has turned his hand, first and last, to a great many kinds of business; but he has never succeeded in any of them. He is a poor man now; he always has been poor; and he always will be poor.

8. And the only reason in the world for his poverty is, that he never learned to go ahead. He will take hold of a thing, and work away smartly at it for a while; but before it is time for him to expect much advantage from it, he gets tired of it, or loses his courage; and then away he goes at something else. The silly man! Why don't he go ahead?

9. I meet with people sometimes with four times as much mind as I could ever muster, who go about with long faces and downcast looks, and say that they do not know what to do, nor how to get along, and all that.

10. They are waiting for "something to come to them," "for something to turn up." But what is the use of their waiting for something to turn up? Why don't they turn something up?

11. Those people who never make up their minds

to do any thing because nothing comes along, remind me of oysters in the mud. Why don't they do something? What are they waiting for? What is the use of dreaming there? Why don't they go ahead?

QUESTIONS. -What is the rule for words, clauses, and direct questions connected by the disjunctive or? Give examples. What is said of sentences in which negation is opposed to affirmation, or in which simple contrast or comparison is expressed? How should the pause of suspension and the language of tender emotion generally be read? What is the first example in the reading lesson illustrating the rule? Point out other examples, and tell how they should be read. Point out an example in which negation is opposed to affirmation, and tell how it should be read. Of simple contrast, &c. Of comparison, &c. What practical lesson is taught in this piece?

SECTION III.

THE FALLING INFLECTION.

RULE 3. Indirect questions, or those which can not be answered by yes or no, generally require the falling inflection, and their answers, the same.

EXAMPLES.

1. How many were prèsent? Tèn.

2. Whose slàte do you use? My brother's.

3. Which day is devoted to reviews? Saturday.
4. Why did you leave me? I had an engagement.
5. When will he repeat his address? On Thursday.
6. How were you pleased last evening? Very much.
7. Who educates you? My father.

8. Who feel the greatest anxiety for your welfare? My parents.

9. What is one of the most delightful emotions of the heart? Gratitude.

10. What is gratitude? Thankfulness for fàvors.

11. How long shall you be absent? Six months. 12. What country do you design to visit? Italy. 13. Who sends the early and the latter ràin? Gòd.