Chapter 2

7. _Lb_, as in bu_lb_; _lbd_, bu_lb'd; lbs_, bu_lbs; lch_, fi_lch; lcht_, be_lch'd; ld_, ho_ld; ldst_, fo_ld'st; ldz_, ho_lds; lf_, se_lf; lfs_, gu_lfs; lj_, bu_lge; lk_, e_lk; lks_, si_lks; lkt_, mi_lk'd; lkts_, mu_lcts; lm_, e_lm; lmd_, whel_m'd; lmz_, fi_lms; ln_, fa_ll'n;_ _lp_, he_lp_; _lps_, sca_lps_; _lpst_, _help'st_; _ls_, fa_lse_; _lst_, ca_ll'st_; _lt_, me_lt_; _lth_, hea_lth_; _lths_, stea_lths_; _lts_, co_lts_; _lv_, de_lve_; _lvd_, she_lv'd_; _lvz_, el_ves_; _lz_, ha_lls_.

8. _Md_, as in doo_m'd_; _mf_, triu_mph_; _mp_, he_mp_; _mpt_, te_mpt_; _mpts_, atte_mpts_; _mst_, ento_mb'st_; _mz_, to_mbs_.

9. _Nch_, as in be_nch_; _ncht_, pi_nch'd_; _nd_, a_nd_; _ndst_, e_nd'st_; _ndz_, e_nds_; _ng_, su_ng_; _ngd_, ba_nged_; _ngth_, le_ngth_; _ngz_, so_ngs_; _nj_, ra_nge_; _njd_, ra_ng'd_; _nk_, i_nk_; _nks_, ra_nks_; _nkst_, tha_nk'st_; _nst_, wi_ne'd_; _nt_, se_nt_; _nts_, re_nts_; _ntst_, we_nt'st_; _nz_, ru_ns_.

10. _Pl_, as in _pl_ume; _pld_, rip_pl'd_; _plst_, rip_pl'st_; _plz_, ap_ples_; _pr_, _pr_ince; _ps_, si_ps_; _pst_, rap_p'st_; _pt_, rip_p'd_.

11. _Rb_, as in he_rb_; _rch_, sea_rch_; _rcht_, chu_rch'd_; _rbd_, o_rbd_; _rbdst_, ba_rb'dst_; _rbst_, distu_rb'st_; _rbz_, o_rbs_; _rd_, ha_rd_; _rdst_, hea_rd'st_; _rdz_, wo_rds_; _rf_, tu_rf_; _rft_, sca_rfd_; _rg_, bu_rg_; _rgz_, bu_rgs_; _rj_, di_rge_; _rjd_, u_rg'd_; _rk_, a_rk_; _rks_, a_rks_; _rkst_, wo_rk'st_; _rkt_, di_rk'd_; _rktst_, emba_rk'dst_; _rl_, gi_rl_; _rld_, wo_rld_; _rldst_, hu_rld'st_; _rlst_, whi_rl'st_; _rlz_, hu_rls_; _rm_, a_rm_; _rmd_, a_rm'd_; _rmdst_, ha_rm'dst_; _rmst_, a_rm'st_; _rmz_, cha_rms_; _rn_, tu_rn_; _rnd_, tu_rn'd_; _rndst_, ea_rn'dst_; _rnst_, lea_rn'st_; _rnz_, u_rns_; _rp_, ca_rp_; _rps_, ha_rps_; _rpt_, wa_rp'd_; _rs_, ve_rs_e; _rsh_, ha_rsh_; _rst_, fi_rst_; _rsts_, bu_rsts_; _rt_, da_rt_; _rth_, ea_rth_; _rths_, bi_rths_; _rts_, ma_rts_; _rtst_, da_rt'st_; _rv_, cu_rve_; _rvd_, ne_rv'd_; _rvdst_, cu_rv'dst_; _rvst_, swe_rv'st_; _rvz_, ne_rves_; _rz_, e_rrs_.

12. _Sh_, as in _sh_ip; _sht_, hu_sh'd_; _sk_, _sc_an, _sk_ip; _sks_, tu_sks_; _skst_, fri_sk'st_; _skt_, ri_sk'd_; _sl_, _sl_ow; _sld_, ne_stl'd_; _slz_, we_stles_; _sm_, _sm_ile; _sn_, _sn_ag; _sp_, _sp_ort; _sps_, li_sps_; _spt_, cla_sp'd_; _st_, _st_ag; _str_, _str_ike; _sts_, re_sts_; _sw_, _sw_ing.

13. _Th_, as in _th_ine, _th_in; _thd_, brea_th'd_; _thr_, _thr_ee; _thst_, brea_th'st_; _thw_, _thw_ack; _thz_, wri_thes_; _tl_, ti_tle_; _tld_, set_tl'd_; _tldst_, set_tl'dst_; _tlst_,set_tl'st_; _tlz_, net_tles_; _tr_, _tr_uuk; _ts_, fi_ts_; _tw_, _tw_irl.

14. _Vd_, as in cur_v'd_; _vdst_, li_v'dst_; _vl_, dri_v'l_; _vld_, gro_v'l'd_; _vldst_, gro_v'l'dst_; _vlst_, dri_v'l'st_; _un_, dri_v'n_; _vst_, li_v'st_; _vz_, li_ves_.

15. _Wh_, as in _wh_en, _wh_ere.

16. _Zd_, as in mu_s'd_; _zl_, daz_zle_; _zld_, muz_zl'd_; _zldst_, daz_zl'dst_; _zlst_, daz_zl'st_; _zlz_, muz_zles_; _zm_, spa_sm_; _zmz_, cha_sms_; _zn_, ri_s'n_; _znd_, rea_s'n'd_; _znz_, pri_s'nz_; _zndst_, impri_s'n'dst_.

V. Avoid blending the termination of one word with the beginning of another, or suppressing the final letter or letters of one word, when the next word commences with a similar sound.

EXAMPLES.

His small eyes instead of His small lies. She keeps pies " She keeps spies. His hour is up " His sour is sup. Dry the widow's tears " Dry the widow steers. Your eyes and ears " Your rise sand dears. He had two small eggs " He had two small legs. Bring some ice cream " Bring some mice scream. Let all men praise Him " Let tall men pray sim. He was killed in war " He was skilled in war. Water, air, and earth " Water rare rand dearth. Come and see me once more " Come mand see me one smore.

NOTE.--By an indistinct Articulation the sense of a passage is often liable to be perverted.

EXAMPLES.

1. Will he attempt to conceal hi_s acts?_ Will he attempt to conceal hi_s sacks?_ 2. The man ha_d o_ars to row he_r o_ver. The man ha_d d_oors to row he_r r_over. 3. Can there be a_n a_im more lofty? Can there be _a n_ame more lofty? 4. The judge_s o_ught to arrest the culprits. The judge_s s_ought to arrest the culprits. 5. Hi_s i_re burned when she told him he_r a_ge. Hi_s s_ire burned when she told him he_r r_age. 6. He wa_s a_wed at the works of labor a_nd a_rt. He wa_s s_awed at the works of labor a_n d_art. 7. He wa_s tr_ained in the religion of his fathers. He wa_s st_rained in the religion of his fathers.

MISCELLANEOUS EXAMPLES.

1. _Br_avely o'er _th_e _b_oi_st_e_r_ous _b_i_ll_ow_s_, _H_is _g_a_ll_a_nt_ _b_a_rk_ _w_a_s_ _b_o_rn_e. 2. _C_a_n_ _cr_a_v_e_n_ _c_owa_rds_ e_x_pe_ct_ to _c_o_nq_ue_r_ _th_e _c_ou_ntr_y? 3. _Cl_i_ck_, _cl_i_ck_, _g_oe_s_ _th_e _cl_o_ck_; _cl_a_ck_, _cl_a_ck_, _g_oe_s_ _th_e _m_i_ll_. 4. _D_i_d_ _y_ou _d_esi_r_e to _h_ea_r_ _h_i_s_ _d_a_rk_ a_nd_ _d_o_l_e_f_u_l_ _dr_ea_ms_? 5. "_F_ir_m_-_p_a_c_e_d_ a_nd_ _sl_ow, a _h_o_rr_i_d_ _fr_o_nt_ _th_ey _form_, _St_i_ll_ a_s_ _th_e _br_ee_ze_; _b_u_t_ _dr_ea_df_u_l_ a_s_ _th_e _st_or_m_." 6. _Th_e _fl_a_m_i_ng_ _f_i_r_e _fl_a_sh_ed _f_ea_rf_u_ll_y i_n_ _h_i_s_ _f_a_c_e. 7. _Th_e _gl_a_ss_y _gl_a_ci_e_rs_ _gl_ea_m_e_d_ i_n_ _gl_owi_ng_ _l_igh_t_. 8. _H_ow _h_igh _h_i_s_ ho_n_o_rs_ _h_ea_v_e_d_ _h_i_s_ _h_augh_t_y _h_ea_d_! 9. _H_e _dr_ew _l_o_ng_, _l_e_g_i_bl_e _lin_e_s_ a_l_o_ng_ _th_e _l_ove_l_y _l_a_ndsc_a_p_e. 10. _M_a_ss_e_s_ of i_mm_e_ns_e _m_a_gn_i_t_u_d_e _m_o_v_e _m_a_j_e_st_i_c_a_ll_y _thr_ough _th_e _v_a_st_ e_mp_i_r_e of _th_e _s_o_l_a_r_ _s_y_st_e_m_. 11. _R_ou_nd_ _th_e _r_ou_gh_ a_nd_ _r_u_gg_e_d_ _r_o_cks_ _th_e _r_a_gg_e_d_ _r_a_sc_a_l_ _r_a_n_. 12. _Th_e _str_i_pl_i_ng_ _str_a_ng_e_r_ _str_aye_d_ _str_aigh_t_ _to_wa_rd_ _th_e _str_u_ggl_i_ng_ _str_ea_m_. 13. _Sh_e u_tt_e_r_e_d_ a _sh_a_rp_, _shr_i_ll_ _shr_ie_k_, a_nd_ _th_e_n_ _shr_u_nk_ _fr_o_m_ _th_e _shr_i_v_e_l_e_d_ _f_o_rm_ _th_a_t_ _sl_u_mb_e_r_e_d_ i_n_ _th_e _shr_ou_d_. 14. _F_or _f_ear o_f_ o_ff_ending _th_e _fr_ight_f_ul fugitive, _th_e _v_i_l_e _v_a_g_a_b_o_nd_ _v_e_nt_u_r_e_d_ _t_o _v_i_l_i_fy_ _th_e _v_e_n_e_r_a_bl_e _v_e_t_e_r_a_n_. 15. A_midst_ _th_e _m_i_sts_, _w_i_th_ a_ngr_y _b_oa_sts_, _H_e _thr_u_sts_ _h_i_s_ _f_i_sts_ a_g_ai_nst_ _th_e _p_o_sts_, A_nd_ _st_i_ll_ i_ns_i_sts_ _h_e _s_ee_s_ _th_e _g_ho_sts_. 16. Peter Prangle, the prickly prangly pear picker, picked three pecks of prickly prangly pears, from the prangly pear trees, on the pleasant prairies. 17. Theophilus Thistle, the successful thistle sifter, in sifting a sieve full of unsifted thistles, thrust three thousand thistles through the thick of his thumb; now, if Theophilus Thistle, the successful thistle sifter, in sifting a sieve full of unsifted thistles, thrust three thousand thistles through the thick of _his_ thumb, see that _thou_, in sifting a sieve full of unsifted thistles, thrust not three thousand thistles through the thick of _thy_ thumb. Success to the successful thistle sifter. 18. We travel _sea_ and _soil_; we _pry_, we _prowl_; We _progress_, and we _prog_ from _pole_ to _pole_.

SECTION II.

ACCENT AND EMPHASIS.

ACCENT and EMPHASIS both indicate some special stress of voice.

Accent is that stress of voice by which one _syllable_ of a word is made more prominent than others; EMPHASIS is that stress of voice by which one or more _words_ of a sentence are distinguished above the rest.

ACCENT.

The accented syllable is sometimes designated thus: ('); as, _com-mand'-ment_.

NOTE I.--Words of more than two syllables generally have two or more of them accented.

The more forcible stress of voice, is called the _Primary Accent_; and the less forcible, the _Secondary Accent_.

EXAMPLES OF PRIMARY AND SECONDARY ACCENT.

In the following examples the Primary Accent is designated by double accentual marks, thus:

_Ed''-u-cate'_, _ed'-u-ca''-tion_, _mul''-ti-ply'_, _mul'-ti-pli-ca''-tion_, _sat''-is-fy'_, _sat'-is-fac''-tion_, _com'-pre-hend''_, _com'-pre-hen''-sion_, _rec'-om-mend''_, _rec'-om-mend-a''-tion_, _mo''-ment-a'-ry_, _com-mun''-ni-cate'_, _com'-pli-ment''-al_, _in-dem'-ni-fi-ca''-tion_, _ex'-tem-po-ra''-ne-ous_, _coun'-ter-rev'-o-lu''-tion-a-ry_.

NOTE II.--The change of accent on the same word often changes its meaning.

EXAMPLES.

col'-league, _a partner_. col-league', _to unite with_. con'-duct, _behavior_. con-duct', _to lead_. des'-cant, _a song or tune_. des-cant', _to comment_. ob'-ject, _ultimate purpose_. ob-ject', _to oppose_. in'-ter-dict, _a prohibition_. in-ter-dict', _to forbid_. o'ver-throw, _ruin; defeat_. o-ver-throw', _to throw down_.

NOTE III.--Emphatic words are often printed in _Italics_. When, however, different degrees of emphasis are to be denoted, the higher degrees are designated by the use of Capitals, LARGER or SMALLER, according to the degree of intensity.

EXAMPLES.

1. Our motto shall be, _our country_, OUR WHOLE COUNTRY, and NOTHING BUT OUR COUNTRY.

2. _Thou Child of Joy!_ SHOUT round me: let me HEAR _thy shouts, thou happy Shepherd Boy!_

3. Freedom calls you! _quick_, be ready, Think of what your sires have done; _Onward_, ONWARD! strong and steady, Drive the tyrant to his den; ON, and let the watchword be, _Country_, HOME, and LIBERTY.

NOTE IV.--Emphasis, as before intimated, varies in degrees of intensity.

EXAMPLES OF INTENSIVE EMPHASIS.

1. He shook the fragment of his blade, And shouted: "VICTORY! _Charge_, Chester, CHARGE! _On_, Stanley, ON!"

2. A _month!_ O, for a single WEEK! I as not for _years'_, though an AGE were _too little_ for the _much_ I have to do.

3. _Now_ for the FIGHT! _now_ for the CANNON PEAL! ONWARD! through _blood_, and _toil_, and _cloud_, and _fire!_ _Glorious_--the SHOUT, the SHOCK, the CRASH of STEEL, The VOLLEY'S ROLL, the ROCKET'S BLAZING SPIRE!

4. Hear, O HEAVENS! and give ear, O EARTH!

NOTE V.--Emphasis sometimes changes the seat of accent from its ordinary position.

EXAMPLES.

There is a difference between _pos'_sibility and _prob'_ability. And behold, the angels of God _as'_cending and _de'_scending on it. For this corruptible must put on _in'_corruption, and this mortal must put on _im'_mortality. Does his conduct deserve _ap'_probation or _rep'_robation?

NOTE VI.--There are two kinds of Emphasis:--_Absolute_ and _Antithetic_. ABSOLUTE EMPHASIS is used to designate the important words of a sentence, without any direct reference to other words.

EXAMPLES OF ABSOLUTE EMPHASIS.

1. Oh, speak to passion's raging tide, _Speak_ and _say_: "PEACE, BE STILL!"

2. The UNION, it MUST and SHALL BE PRESERVED!

3. HUSH! _breathe it not aloud_, _The wild winds must not hear it! Yet, again_, _I tell thee_--WE ARE FREE! KNOWLES.

4. When my country shall take her place among the nations of the earth, THEN and not TILL then, let my epitaph be written. EMMETT.

5. If you are MEN, _follow_ ME! STRIKE DOWN _yon guard, and gain the mountain passes._

6. OH! _shame on us_, countrymen, SHAME _on us_ ALL, If we CRINGE to so dastard a race.

7. This doctrine _never was received_; it NEVER CAN, _by any_ POSSIBILITY, BE RECEIVED; and, if admitted at ALL, it _must be by_ THE TOTAL SUBVERSION OF LIBERTY!

8. Are you _Christians_, and, by upholding duelists, will you _deluge the land with blood_, and _fill it with widows and orphans._ BEECHER.

9. LIBERTY _and_ UNION, NOW _and_ FOREVER, ONE _and_ INSEPARABLE. WEBSTER.

10. _Treason!_ cried the speaker; _treason_, TREASON, TREASON, reechoed from every part of the house.

11. _The war is inevitable_,--and LET IT COME! I repeat it, Sir,--LET IT COME! PATRICK HENRY.

12. Be we _men_, And suffer such dishonor? MEN, and wash not The stain away in BLOOD? MISS MITFORD.

13. O SACRED FORMS! how _proud_ you look! How _high_ you lift your heads into the sky! How _huge_ you are! how _mighty_ and how _free_! KNOWLES.

14. I shall know but _one_ country. The ends _I_ aim at, shall be "My COUNTRY'S, my GOD'S, and TRUTH'S." WEBSTER.

NOTE VII.--ANTITHETIC EMPHASIS is that which is founded on the contrast of one word or clause with another.

EXAMPLES OF ANTITHETIC EMPHASIS.

1. The faults of _others_ should always remind us of our _own_.

2. He desired to _protect_ his friend, not to _injure_ him.

3. But _yesterday_, the word of Caesar might Have stood against the world; _now_ lies he there, And none so poor to do him reverence. SHAKESPEARE.

4. A _good name_ is rather to be chosen than _great riches_. BIBLE.

5. We can do nothing _against_ the truth; but _for_ the truth. BIBLE.

6. He that is _slow to anger_, is better than the _mighty_; and he that _ruleth his spirit_, than he that _taketh a city_. BIBLE.

NOTE VIII.--The following examples contain two or more sets of Antitheses.

1. _Just men_ are only _free_, the _rest_ are _slaves_.

2. _Beauty_ is like the _flower of spring; virtue_ is like the _stars of heaven_.

3. _Truth_ crushed to earth shall _rise_ again, The eternal years of God are hers; But _error_, wounded, _writhes_ in pain, And _dies_ amid her worshipers. BRYANT.

4. A _false balance_ is _abomination to the Lord_; but a _just weight_ is _his delight_. BIBLE.

5. A _friend_ can not be _known_ in _prosperity;_ and an _enemy_ can not be _hidden_ in _adversity_.

6. It is my _living sentiment_, and, by the blessing of God, it shall be my _dying sentiment:_ INDEPENDENCE NOW, and INDEPENDENCE FOREVER. WEBSTER.

7. We live in _deeds_, not _years_,--in _thoughts_, not _breaths_,--in _feelings_, not in _figures on a dial_. We should count time by _heart throbs_. He _most lives_, who THINKS THE MOST,--FEELS THE NOBLEST,--ACTS THE BEST.

8. _You_ have done the _mischief_, and _I_ bear the _blame_.

9. The _wise man_ is happy when he gains his _own_ approbation; the _fool_ when he gains that of _others_.

10. We must hold _them_ as we hold the _rest_ of mankind--_enemies_ in _war_,--in _peace, friends_. JEFFERSON.

NOTE IX.--The sense of a passage is varied by changing the place of the emphasis.

EXAMPLES.

1. Has _James_ seen his brother to-day? No; but _Charles_ has.

2. Has James _seen_ his brother to-day? No; but he has _heard_ from him.

3. Has James seen _his_ brother to-day? No; but he saw _yours_.

4. Has James seen his _brother_ to-day? No; but he has seen his _sister_.

5. Has James seen his brother _to-day_? No; but he saw him _yesterday_.

REMARK.--To determine the emphatic words of a sentence, as well as the _degree_ and _kind_ of emphasis to be employed, the reader must be governed wholly by the _sentiment_ to be expressed. The idea is sometimes entertained that emphasis consists merely in _loudness_ of tone. But it should be borne in mind that the most _intense_ emphasis may often be effectively expressed, even by a whisper.

SECTION III.

INFLECTIONS.

INFLECTIONS are turns or slides of the voice, made in reading or speaking; as; Will you go to New [Transcriber's Note: Two missing lines in printing, page 25 in original.] or to [Transcriber's Note: Remainder of paragraph is missing.]

All the various sounds of the human voice may be comprehended under the general appellation of _tones_. The principal modifications of these tones are the MONOTONE, the RISING INFLECTION, the FALLING INFLECTION, and the CIRCUMFLEX.

The Horizontal Line (--) denotes the Monotone. The Rising Slide (/) denotes the Rising Inflection. The Falling Slide (\) denotes the Falling Inflection. The Curve (\_/) denotes the Circumflex.

The MONOTONE is that sameness of sound, which arises from repeating the several words or syllables of a passage in one and the same general tone.

REMARK.--The Monotone is employed with admirable effect in the delivery of a passage that is solemn or sublime.

EXAMPLES.

1. O thou that rollest above, round as the shield of my fathers: whence are thy beams, O sun, thy everlasting light? OSSIAN.

2. 'Tis midnight's holy hour, and silence now Is brooding, like a gentle spirit, o'er The still and pulseless world. Hark! on the winds The bells' deep tones are swelling; 'tis the knell Of the departed year. PRENTICE.

3. God came from Teman, and the Holy One from Mount Paran. Selah. His glory covered the heavens, and the earth was full of His praise.

4. Before Him went the pestilence, and burning coals went forth at His feet. He stood and measured the earth: He beheld, and drove asunder the nations; and the everlasting mountains were scattered, the perpetual hills did bow: His ways are everlasting. BIBLE.

5. The heavens declare the glory of God, and the firmament showeth His handy work. Day unto day uttereth speech, and night unto night showeth knowledge. There is no speech nor language, where their voice is not heard. ID.

6. How brief is life! how passing brief! How brief its joys and cares! It seems to be in league with time, And leaves us unawares.

7. The thunder rolls: be hushed the prostrate world, While cloud to cloud returns the solemn hymn. THOMSON.

REMARK.--The inappropriate use of the monotone,--a fault into which young people naturally fall,--is a very grave and obstinate error. It is always tedious, and often even ridiculous. It should be studiously avoided.

The RISING INFLECTION is an upward turn, or slide of the voice, used in reading or speaking; as,

s? n/ o/ s/ s/ é/ Are you prepared to recite your l/

The FALLING INFLECTION is a downward turn, or slide of the voice, used in reading or speaking; as,

\d \ò \i \n What are you \g?

In the falling inflection, the voice should not sink below the _general pitch_; but in the rising inflection, it is raised above it.

The two inflections may be illustrated by the following diagrams:

1. \ì \m y, \p \p l/ \r \r t/ \u \ú n/ \d \d e/ \e \e d/ \n \n ú/ \t \t r/ \l \l Did he act p/ or \y? He acted \y.

2. \ù \n y, \w \w l/ \i \i g/ \l \l n/ \l \l i/ \i \í l/ \n \n l/ \g \g í/ \l \l Did they go w/ or \y? They went \y.

3. r, e/ h/ g/ í/ If the flight of Dryden is h/ Pope continues longer on the

r, e/ t/ h/ \w g/ \ì í/ \n r/ \g. If the blaze of Dryden's fire is b/ the heat of Pope's is

\c \ò \n \s \t \a \n more regular and \t.

4. Is honor's lofty soul forever fled'? Is virtue lost'? Is martial ardor dead'? Is there no heart where worth and valor dwell'? No patriot WALLACE'? No undaunted TELL'? Yes`, Freedom, yes`! thy sons, a noble band, Around thy banner, firm, exulting stand`.

REMARK.--The same _degree_ of inflection is not, at all times, used, or indicated by the notation. The due degree to be employed, depends on the _nature_ of what is to be expressed. For example; if a person, under great excitement, asks another:

t? s e n r a Are you in e the degree of inflection would be much greater,

t? s e n r a than if he playfully asks: Are you in e The former inflection may be called _intensive_, the latter, _common_.

RULES FOR THE USE OF INFLECTIONS.

RULE I.

Direct questions, or those which may be answered by _yes_ or _no_, usually take the rising inflection; but their answers, generally, the falling.

EXAMPLES.

1. Will you meet me at the depot'? Yes`; or, I will`.

2. Did you intend to visit Boston'? No`; or, I did not`.

3. Can you explain this difficult sentence'? Yes`; I can.

4. Are they willing to remain at home'? They are`.

5. Is this a time for imbecility and inaction'? By no means`.

6. King Agrippa, believest thou the prophets'? I know that thou believest`.

7. Were the tribes of this country, when first discovered, making any progress in arts and civilization'? By no means`.