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will copiously enlarge the writer's stock of expressions -- will enable him to array his thoughts in a more elegant and attractive garb, and to vary that garb at pleasure, by the ready aid of a diversified phraseology. It will at the same time produce a more important and beneficial effect -- it will enrich the intellectual store of thought: for, while in search of an epithet, for example, or a periphrase, he is obliged to view the subject in all its possible bearings and relations, that he may choose such particular word or phrase as shall exhibit it in the most advantageous point of light. And what study more effectual to call into action the powers of the mind, to exercise the judgement, to whet the sagacity, and give birth to a variety of ideas, which might otherwise bave lain for-ever dormant, like those deepburied seeds, which sleep inert and barren in the womb of earth, until the hand of Industry have turned them up, to feel the genial influence of the sun and air*?


from deep

* I have some-where read, that earth, turned pits, produces plants before unknown in the vicinity. Have the seeds of those plants lain dormant in their dark recesses, from the time when the general deluge, or some later inundation, providentially overwhelmed the forests of our isle, to preserve them for remote posterity under the more convenient form of pit-coal? - That question, if answerable by any other than the Creator one, I leave to be answered those who are better qualified, than I, to investigate and explain the wondrous operations of almighty wisdom and power.

For these weighty considerations, the practice of verse-making has been recommended by Locle, Chesterfield, Franklin, &c, and, although it has not yet been publicly adopted as a necessary part of an English education, it is to be hoped that every teacher who aspires to eminence in the profession, will henceforward bestow on it that serious attention which it so evidently deserves. Indeed, from the opinions which I have heard on the subject, I entertain not a doubt, that those heads of seminaries who shall make it a regular branch in their system of instruction, will, in the estimation of all good judges, gain a decided preference over those who neglect it*.

Nor is the business a matter of any difficulty, if the following simple plan be pursued. 1. Let the learner begin with single lines, which, without any mixture of alien feet, have all the even syllables regularly accented, and the odd syllables un-accented; and in which the words, barely transposed from their poetic order, require only metrical arrangement, to produce the proper feet, which shall stand the test of scansion. 2. Let him have transposed single lines, containing other feet besides the lambus. Let bin be directed to mark every such foot in each verse

* I do not say this with the interested view of recommending my book : for the simple method, wbich I point out in the ensuing paragraph, may be pursued by any teacher, without the assistance of my book, or any other publication of the kind.

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that he has made, and thus to lay a foundation for correct and elegant reading; being taught, of course, in repeating his lines, to give no emphasis to un-accented syllables, but to lay the chief stress of utterance on those which are accented — and carefully to observe the cæsura, with its attendant pause*. 3. Let him have distichs, in which the words of the two lines are blended together. 4. When his ear is well attuned to metre — when he thoroughly understands all the admissible variations of the feet, and has sufficiently accustomed and reconciled his ideas to those frequent deviations from the natural order of syntax, produced by the poetic inversions of style -- let him undertake single lines, and afterwards blended distichs, in which, besides the derangeinent of the words, the teacher bas suppressed one or more epithets +, to be supplied by the pupil; as, for example, the following distich

Hear, how the birds, on ev'ry bloomy spray,

With joyous music wake the dawning daymay thus be given for an exercise –

Hear, how, on ev'ry spray, the birds

Wake the day with music care being taken to point out the particular words which require epithets. 5. At a more advanced stage of the pupil's progress, besides the derange

* See page 56. † See the note in page 177.

ment of words, and the suppression of epithets, let an occasional word or phrase be altered ; and, in lieu of the new word or phrase introduced, let the pupil be directed to substitute a word or phrase of his own, either synonyinous, or in some degree equivalent, as to exemplify again in the same distich

Hear, how, on every bush, the birds
Wake the day with music.

Some of my readers may perhaps be surprised that I have not made nonsense vérses a preliminary part of my plan. Of that expedient, or of another practice which usually follows it in our British system of education - I mean the praetice of writing themes --it would ill become ine to speak with disrespect, since both have long enjoyed the sanction of so many Leachers in this country. I hope, nevertheless, that I may, without offence to any person, be allowed to state a simple, but important fact, which is well entitled to serious consideration. In some highly and justly celebrated schools on the continent, where the delicate and difficult art of education has been carefully studied and systematically cultivated, both the nonsense verses and the themes (though calculated to save trouble to the preceplor) have long since been exploded, as less useful, less efficacious, than other methods, which at once prove more simple, easy, and pleasant to the learner, and are found perfectly to answer the desired purpose in each respective case. Witha all due deference, therefore, to the advocates of nonsense verses and theme-writing, I must take the liberty of saying, that, when I consider the simplicity, the utility, and the success of the continental methods, I cannot with-hold from them my approbation, though I am far from presuming to censure the practice of those teachers who differ from me in opinion, and who still continue to follow the old modes. - But, to return to my subject

The mode, above proposed, is perfectly easy and simple: it is the mode in which I myself was taught Latin versification in my youth, and have since taught it to others. From my experience of the pleasantness and efficacy of the method in Latin, I thought I could not do better than adopt the same in English; and, accordingly, such is the plan that have pursued both in private practice, and in the versificatory Exercises which here follow the Prosody*,1 Easy as the first of those Exercises are, I have studied to render the task still more easy, by premising near thirty pages of Scauning Exercises, that the learner's ear may be formed to the metre, and he may understand the poetic licences in the different variations of feet, before he attempt to make a single verse.

In the Exercises, in consequence of my necessary transposition of the original words, the reader will find occasional instances of harsh or ambiguous phraseology ----sometimes perhaps an aukward anti

* And on a plan as nearly similar as the difference of the two languages will allow, I am preparing for the press

« Exercises in Latin Versification.”

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