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But if it shall happen that words which have such a strict and intimate connexion, as not to bear even a momentary separation, are divided from one another by this cæsural pause, we then feel a sort of struggle between the sense and the sound, which renders it difficult to read fuch lines harmoniously. The rule of proper pronunciation in such cases, is to regard only the pause which the sense forms ; and to read the line accordingly. The neglect of the cæfural paufe may make the line sound somewhat anharmoóiously; but the effect would be much worse, if the fenfe were facrificed to the found. For instance, in the following line of Milton,
" What in me is dark, « Illumine ; what is low, raise and support.” the sense clearly dictates the pause after illu meir.e, at the end of the third syllable, which, in reading, ought to be made accordingly; though if the melody only were to be re. garded, illumine fould be connected with what follows, and the pause not made till the fourth or sixth syllable. So in the following line of Pope's Epistle to Dr. Arbuthnot, ..
. “ I fit, with fad civility I read.” The ear plainly points out the cæfural pause as falling after fad, the fourth fy Hable. But it would be very bad reading to make any pause there, so as to separate fad and civility. The sense admits of no other paufe than after the fecond syllable fit, which therefore must be the only pause made in reading this part of the sentence. . .
There is another mode of dividing some verses, by introducing what may be called demi-cæfuras, which require very slight pauses ; and which the reader should manage with judgment, or he will be apt to fall into an affected
fing-fong mode of pronouncing verses of this kind. The following lines exemplify the demi-cæsura.
“ Warms' in the sun", refreshes' in the breeze,
“ Spreads undivided", operates' unspent.” Before the conclusion of this introduction, the Compiler takes the liberty to recommend to those teachers, who may favour his compilation, to exercise their pupils in discovering and explaining the emphatic words, and the proper tones and pauses of every portion aligned them to read, previously to their being called out to the performance. These preparatory lessons, in which they should be regularly examined, will improve their judgment and taste ; prevent the practice of reading without attention to the subject; and establish a habit of readily discovering the meaning, force, and beauty, of every fentence they peruse.
Sect. 5. On disinterested friendship, .