COMBINATION OF THE BEND, CLOSE, AND SLIDE. xi

A succession of Waving Slides.

ut surely he must know your principles he must have your works f

le seems to be so amiable a man that surely I should think ould not be difficult to convince him of his error and ly, therefore, it is your duty to call on him, state our real ation, and our reasons for it, and endeavor to convince him - we mean no harmf

RKS.-1. This slide is formed wholly by emphasis. (See Exercise on is.) The voice first ascends to the emphatic word, then descends on hatic word, and again ascends. The movement is pretty accurately ed on page 40 of the "Course." (See "Elements," Chap. VI., Rule The pupil should be exercised on this slide, until he obtains perfect ad of it.

A COMBINATION OF THE BEND, CLOSE, AND SLIDE.

nd some of the Pharisees who were with him', heard these ls', and said unto him', Are we blind also?

hen the Chief Captain took him by the hand', and went him aside privately and said', What is that which thou hast ell me!

good man loves himself too well to lose an estate by g', and his neighbor too well, to win one.

lo not rise to say all that can be said about this matter', o give my opinion on one point.

e of the little boys on his way home from school', fell gh the ice.

ough he will not rise and give him because he is his 1, yet because of his importunity, he will rise and give is many as he needeth./

ches, my little friends', make very few people happy. ildren should obey their parents; and parents should their children.

or is he willing to stop there.

nd now abideth faith, hope, charity`: these three`; but greatest of these is charity.

this respect, sir, I have a great advantage over the rable gentleman.

is not true that he played the traitor to his country in nour of her peril.

say it was John who threw the ball against the window broke the glass.

KS.-These examples are arranged in the order of the rules of emthe "Course of Reading," and the "Elements of Reading and

mples 1st and 2d are illustrations of the "Course," p. 40, 1.: of the ats," Ch. V. § II. 1.

mples 3d and 4th are illustrations of the "Course," p. 40, III. 1, 2: Elements," Ch. V. § II. II.

ample 5th is an illustration of the "Course," p. 40, III. 2, note: of ements," Ch. V. § II. п., exception.

ample 6th is an illustration of the "Course," p. 40, III. 8: of the ts," Ch. V. § II. II.

amples 7th and 8th are illustrations of the "Course," p. 41, IV., and Elements," Ch. V. § II. iv.

amples 9th, 10th, and 11th, are illustrations of the "Course," p. 41, he "Elements," Ch. V. § II. v. VI.

the class shall have been exercised sufficiently on these examples to accurately the emphasis as it is marked, the teacher may advany shift the emphasis to different parts of the sentences, and show se changes modify its effects. This is a very important exercise, and De repeated, even after it is mastered, at least once a week.

Exercise 2d.

Is he the man?

Is it indeed so?

Were there not ten cleansed?

EXERCISES ON EMPHATIC SWEEPS.

Will you ride to town to-day, sir?

Shall we go into the field yonder to pick strawberries? REMARKS.-For an explanation of the effect of emphasis on the upward slide, see "Course," p. 41, VI.-"Elements," Ch. V. § II. VII.

The teacher should require the class to shift the emphasis, as marked in each question, to every word in the question successively.

The pressure of emphasis, it will be observed, produces merely a dip, or dent, in the slide. it has guiong

1

y should they do it!

at time of the day was it, when they arrived!

will not fail to come then!

ely it is the man whom I saw there last night!

you ride to town to-day, or to-morrow!

st we be satisfied with this, or try it again another time ! said to me, where did you get it !

en you met him, did he recollect having seen you before? d so they left him': you are sure they did not give him ning!

3.-1. On Pitch, or Key.-Let the pupil deliver each of the examples 7 as he can distinctly and naturally, then a tone higher, and so 1 higher until he shall have reached the top of his voice. Having let him reverse the process, and deliver the example lower and il he shall reach the bottom of his voice: care being taken that ot sing or drawl, but that he give a natural expression to the bends, 1 closes. Finally, let the pupil deliver the example at the proper

-Let each example be delivered, first, in little more than a whisa little louder; that is, with more and more force, until the pupil exerted the whole power of his voice. Having done this, let him le process, and deliver the example with less and less force until he got back to a whisper. All this must be done on the same series neither rising above nor sinking below; for this would be a change It may be well, perhaps, to take a single word, in the first instance, ce; as, for example, the word "more;" and increase and diminish tity of force on this without changing the key until familiar with ss: then pass to the sentences which I have introduced for exerally, deliver the examples with the proper degree of force. e.-After you have gone through the examples in exercising on pitch e, then practise on rate thus: deliver the sentence as slow as you can, then a little faster, and faster and faster, until you have det as fast as you can, and yet delivering it with distinct articulation. done this, reverse the process as before, and deliver it slower and until you get back to the point from which you started. Having s, until you can do it handsomely, deliver the example at the proper

exercises on pitch, force, and rate will prove on trial extremely The class will be extremely interested in them; which will be a oint gained: they will increase the strength and compass of the they will secure the control and easy management of the voice: they e the general effect of giving self-possession to the pupil.