up, my boy! Try again; and if not successful, try again, and again. You can do it; I know you can.'

10. "Thus encouraged, Henry persevered, and overcame the difficulties that came in his way. Soon he outstripped his companion, and when they graduated from college was much the better scholar. He had acquired this supremacy simply by his perseverance.

11. "Charles now entered the office of a physician, as a student of medicine. But he found it so difficult to remember the names and uses of the various organs of the body, that he soon became discouraged, and left. He was then employed in a merchant's counting-room.

12. "A few years afterward, he went into business for himself. But meeting with unexpected difficulties, which only courage, confidence, and perseverance can overcome, he again became discouraged, and 'gave up' just when all that was needed for final success was that spirit of indomitable perseverance which overcomes all obstacles.

13. "He finally lost all energy of character, and unhappily sunk to rise no more! In giving up the struggle, he lost all hope for the future; and, before he had reached the prime of life, he found himself shattered in fortune, and destitute of the abilities necessary to repair it.

14. "Henry also studied medicine in the same office in which Charles was placed. At first, when he looked into the books of Anatomy, and read the names of the bones, muscles, nerves, arteries, and many other things, it seemed to him that he could never remember even their names, much less their various uses.

15. "But he recalled the many difficulties he had already overcome by close application, during his previous studies; and, with the words 'Don't give up' on his tongue, he would apply himself with renewed efforts.

16. "Little by little, he acquired the knowledge which he was seeking. Daily he learned something, and could look back and mark the steps of his progress. This encouraged

him greatly; and though new and greater difficulties appeared, yet, encouraged by past triumphs, he encountered them in a confident spirit, and came off conqueror.

17. “Henry finally entered upon the practice of the profession he had chosen. He still had much with which to contend. People do not readily put confidence in a young phy sician; and several years elapsed before he received practice enough to support himself, even with the strictest economy. 18. " During this long period, in which the motto 'Don't give up' sustained him, he incurred a debt for articles necessary for health and comfort, amounting to three hundred dollars. This troubled, but did not dishearten him. 'I can and will succeed,' he often said to himself. Others have met and overcome greater difficulties than mine; why, then, should I give up?'

19.

"He persevered a little while longer, and soon had the great pleasure of being out of debt. From that time, a prosperous way was before him, though he was often compelled to rest upon the old motto, Don't give up.' Many years have passed, and Henry is now Professor of Anatomy in our University."

20. "Why, father! That is you!" exclaimed the listening boy, the interest on his face brightening into pleasure.

21. "Yes, my son," replied Mr. Williams; "I have been giving you my own history."

22. "But what became of Charles?" inquired Edward. 23. "Do you know the janitor of our College?"

24. "Yes, sir," was the reply.

25. "

Well, that is Charles, my schoolmate, who gave up at every difficulty. He had a good mind, but lacked industry, perseverance, and a will to succeed. Now, if you give up as he did, you must never expect to rise in the world, or be greatly useful either to yourself or mankind. Now try the hard problem again; I am sure you will get the right answer." 26. “I will try," said Edward confidently; " and I know it

will come out right next time."

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27. And so it did. One more earnest trial, and his work was done. Far happier was he after this successful effort, than he could have been if, yielding to a feeling of discouragement, he had left his task unaccomplished.

28. So all will find it. Difficulties are permitted to stand in our way that we may overcome them; and only in overcoming them can we expect success and happiness. The mind, like the body, gains strength and maturity by vigorous exercise. It must feel and brave, like the oak, the rushing storm, as well as bask amid gentle breezes in the warm sunshine.

QUESTIONS. What is this exercise designed to illustrate? Which is the accented syllable in the word father in the first paragraph? Point out other words accented on the first syllable. Which is the accented syllable in the word suppose in the fourth paragraph Point out other words thus accented. Which is the accented syllable in the word persevered in the tenth paragraph? Point out other words thus accented. Which Sy llable in the word discouragement has the primary accent? Which the secondary? Point out the primary and the secondary accent in other words. What important trait of character does this piece illustrate?

CHAPTER III.

EMPHASIS.

EMPHASIS is a forcible stress of voice on some word or words in a sentence, to distinguish them from others, on account of their relative import

ance.

Emphasis is the controlling principle of good reading and speaking. Although the other principles of clocution have their import ance, and must not be neglected, yet this oversteps the whole, and is the primary cause of many of the exceptions which occur under the various rules in the subsequent sections. It is usually expressed by a forcible stress of voice on the emphatic word or clause in a sen

tence.

QUESTIONS.

What is emphasis? What is said of its controlling influence? How is it usually expressed?

The degree of emphasis, however, which the sense requires, is not always best expressed by a forcible utterance or loudness of voice, but, sometimes, by pronouncing the emphatic word or clause in a subdued undertone, or even a whisper.

It may be of service to the young learner to remark, in this connection, that nouns, verbs, and adjectives generally hold the most important position in sentences, and the prepositions, conjunctions, and other connectives, a subordinate one. The pupil will find it of special advantage to study each word in respect to the office which it sustains, and its relative importance to the rest of the sentence, in order that he may ascertain the degree of emphasis which should be given to it.

Emphatic words are sometimes printed in Italics; when more emphatic, in small CAPITALS; and when very emphatic, in large CAPITALS.

NOTE 1.

A chai ge of emphasis in the same sen

tence often varies its meaning.

EXAMPLE.

.

1. Did you study the Latin Grammar? No; it was the Reader. 2. Did you study the Latin Grammar? 3. Did you study the Latin Grammar? 4. Did you study the Latin Grammar?

No; it was the French.
No; I read it over.
No; it was my brother

It will be seen that the preceding example admits of four different answers, each depending upon the word which is made emphatic in the different readings.

NOTE 2.- The particles of a sentence are not usually emphatic, but are made so when they become peculiarly significant or important in sense; and, when thus emphasized, the meaning of the sentence is frequently changed.

QUESTIONS. Is it always best expressed by a forcible utterance? In what other way may a word sometimes be rendered most emphatic? What is said of nouns, verbs, &c.? What is said of the importance of studying the words of a sentence? How are emphatic words sometimes printed? What is the effect of a change of emphasis in the same sentence? Read the example. How many different meanings are given to it? Are the particles of a sentence usually emphatic? When do they be come emphatic?

EXAMPLE.

The Great Western will sail by Newfoundland✶ to Liverpool. †

If this sentence is read with a slight emphasis on Newfoundland, the meaning is that the vessel will stop there; but if read with a strong emphasis on the particle by, it is understood that it will continue on its course without stopping.

Emphasis admits of two general divisions: Absolute Emphasis and Antithetic Emphasis.

SECTION I.

ABSOLUTE EMPHASIS.

Absolute Emphasis is that stress of voice which is placed upon some word or words expressing an important idea, where no contrast is expressed or necessarily implied.

RULE 1. Words that are very important, or peculiarly significant in their meaning, are emphatic.

1. Our virtues never die.

EXAMPLES.

2. Hope brightens the countenance.

3. We are fearfully and wonderfully made.
4. Seek wisdom and thou shalt find her.
5. Idleness is the parent of vice and misery.

6. Boast not of the favors you have bestowed.
7. Merit the approbation of the wise and good.

QUESTIONS. - Give an example illustrating emphatic particles. How many general divisions are here given to emphasis? What is absolute emphasis? What is the rule for absolute emphasis? Read the first example. Which is the emphatic word in it? Read the remaining examples, and point out the emphatic word or words in each. What and where is Newfoundland? Liverpool?

* New found-land, a large island of British America, in the Atlantic Ocean, at the mouth of the Gulf of St. Lawrence.

↑ Liv'er-pool, a city in the county of Lancaster, and, next to London, the principal seaport of England. Population about 400,000.