ay it not be
observed, that they are frequently wanted for the embellishment even of
learning?

In order to show the proper use of this part, which consists of various
exemplifications of such differences of style as require correspondent
diversities of pronunciation, it will be proper to inform the scholar,
that there are, in general, three forms of style, each of which demands
its particular mode of elocution: the familiar, the solemn, and the
pathetick. That in the familiar, he that reads is only to talk with a
paper in his hand, and to indulge himself in all the lighter liberties
of voice, as when he reads the common articles of a newspaper, or a
cursory letter of intelligence or business. That the solemn style, such
as that of a serious narrative, exacts an uniform steadiness of speech,
equal, clear, and calm. That for the pathetick, such as an animated
oration, it is necessary the voice be regulated by the sense, varying
and rising with the passions. These rules, which are the most general,
admit a great number of subordinate observations, which must be
particularly adapted to every scholar; for it is observable, that though
very few read well, yet every man errs in a different way. But let one
remark never be omitted: inculcate strongly to every scholar the danger
of copying the voice of another; an attempt which, though it has been
often repeated, is always unsuccessful.

The importance of writing letters with propriety, justly claims to be
considered with care, since, next to the power of pleasing with his
presence, every man would wish to be able to give delight at a distance.
This great art should be diligently taught, the rather, because of those
letters which are most useful, and by which the general business of life
is transacted, there are no examples easily to be found. It seems the
general fault of those who undertake this part of education, that they
propose for the exercise of their scholars, occasions which rarely
happen; such as congratulations and condolences, and neglect those
without which life cannot proceed. It is possible to pass many years
without the necessity of writing panegyricks or epithalamiums; but every
man has frequent occasion to state a contract, or demand a debt, or make
a narrative of some minute incidents of common life. On these subjects,
therefore, young persons should be taught to think justly, and write
clearly, neatly, and succinctly, lest they come from school into the
w