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3. Then out spake Spu'rius Lar'tius,
A Ram'nian * proud was he:“Lo, I will stand on thy right hand,
And keep the bridge with thee.”
Of Tatian blood was he: -
And keep the bridge with thee.”
4. “Horatius, quoth the Consul,
“As thou say’st, so let it be."
Forth went the dauntless three.
Spared neither land nor gold,
In the brave days of old.
0. The three stood calm and silent,
And looked upon the foes,
From all the vanguard rose.
Felt their hearts sink to see
In the path the dauntless three
6. Meanwhile the ax and lēver
Have manfully been plied,
Above the boiling tide.
Loud cried the Fathers f all; “ Back, Lar'tius! back, Hermin'ius !
Back, ere the ruin fall !”
* Romulus divided the Romans into three tribes, called Rhamnenses, Tatia opses, and Lucerenses.
+ The Roman Senators were called Fathers, or Conscript Fathers
7. Back darted Spu'rius Lartius;
Herminius darted back ;
They felt the timbers crack.
And on the further shore
They would have crossed once more.
Fell every loosened beam,
Lay right athwart the stream;
Rose from the walls of Rome,
Was splashed the yellow foam.
But constant still in mind;
And the broad flood behind.
With a smile on his pale face.
“Now yield thee!” cried Lars* Por’sena, • “Now yield thee to our grace.”
10. Round turned he, as not deigning
Those craven ranks to see;
To Sextus naught spake he;
The white porch of his home;
That rolls by the towers of Rome:
11. “O Tiber! Father Tiber!
To whom the Romans pray!
• In the Etruscan language Lars meant "mighty chief,” or lord,
A Roman's life, a Roman's arms,
Take thou in charge this day !"
The good sword by his side,
Plunged headlong in the tide.
12. No sound of joy or sorrow
Was heard from either bank ;
Stood gazing where he sank;
They saw his crest appear,
Could scarce forbear to cheer.
3. “Out on him !” quoth false Sextus ;
" Will not the villain drown? But for this stay, ere close of day . We should have sacked the town!" “Heaven help him!” quoth Lars Por'sena,
“And bring him safe to shore ; For such a gallant feat of arms
Was never seen before.”
14. And now the ground he touches,
Now on dry earth he stands ;
To press his gory hands ;
And noise of weeping loud,
LORD MACAULAY. (1800 — 1860.)
1. ARTICULATION is the correct formation, by the organs of speech, of certain sounds. Every word of more than one syllable is distinguished by the more forcible utterance, called accent, of one particular syllable, and the lighter utterance of the other, or others. The following words afford examples of accent: A com'pound, to com-pound'; an ac'cent, to ac-cent; blas'phe-mous, blas-phēm'ing; com-mand'er, com-mandant.
2. Pronunciation is the utterance of words with those vowel and consonant sounds, and that accent, which the best usage has established. Thus, pronunciation teaches us to say, ve'he-ment instead of ve-he'ment; mis'chievous instead of mis-chiev’ous; and to sound the ou in group and soup like o in move, instead of like ou in house. The correct pronunciation of words can be best learnt by reference to the dic. tionary.
3. Pronunciation properly includes articulation. “In just articulation,” says Austin, “the words are not hurried over, nor precipitated syllable over syllable. They are delivered out from the lips, as beautiful coins, newly issued from the mint, deeply and accurately im.
pressed, perfectly finished, neatly struck by the proper organs; distinct, sharp, in due succession, and of due weight.” . 4. Inflections of the voice are those upward and downward slides in tone, by which we express either the suspension or the completion of the meaning of what we utter. Read the following sentence: “As trees and plants necessarily arise from seeds, so are you, An'tony, the seed of this most calamitous war.". Here the voice 'slides up at the end of the first clause, at seeds, as the sense is not per-fected, and slides down at the completion of the sense, at the word war, where the sentence ends.
5. Emphasis is that peculiar stress which we lay upon particular words, to bring out their meaning or importance more directly. Thus, in the following couplet from Pope, there is an example of emphasis :
“ 'Tis hard to say if greater want of skill
Appear in writing or in judging ill." Here the words writing and judging are opposed to each other, and are, therefore, the emphatical words.
6. Another example: “When a Persian soldier was reviling Alexander the Great, an officer reprimanded him, by saying, Sir, you were paid to fight against Alexander, and not to rail at him." Here, the reader who fully comprehends the force and meaning of the sentence, will not go astray in laying stress on the prominent words. We may apply the same remark to the following couplet, by Cowper:
“ A modest, sensible, and well-bred man
Would not insult me, and no other can." 7. Arbitrary rules are of little value in teaching to read. If you fully understand and feel what you are reading, — if you can pronounce all the words correctly, and if you have acquired facility of utterance