PROF. MANDEVILLE'S READING-BOOKS Are distinguished by the following peculiarities, which, it is believed, will favorably recommend them to the attention of parents and teachers. 1. The exercises at the beginning of Part I. of the Introduction, adapted as they are to the understandings and vocal powers of the young, enable the teacher not merely to illustrate the different move- ments of the voice in good reading, but to drill his pupils to the proper expression of them ; and, as these movements are, as will be observed on examination, connected with obvious peculiarities of sentential structure, easily remembered, preparation is thus made to read intelli- gently the lessons which follow. 2. All these books contain a studied variety of sentential structure : calling every moment for a corresponding variety of intonation. Most reading-books, in consequence of a prevailing narrative or didactic style in their lessons, cause the monotony which they should cure. By introducing as large a share of the colloquial and dramatic into the present series as was 1 deemed compatible with a complete exhibition of all the styles, the author has endeavored to force the pupil into the use of variety of tone. r 3. The punctuation in these books conforms in the main to the sense and the proper delivery of every sentence, and is a guide to both. When a departure from the proper punctuation occurs, the proper delivery is indicated. (See " Hints to teachers" at the beginning of the Introduction Part J.) As reading-books are usually punctuated, it is a matter of surprise that children should learn to read at all. 4. Each book apart, and the series as a whole, are progressive : not nominally, but really progressive ; that is, beginning in Part I. of the Introduction, with the easiest reading in the language, the lessons continue to task the powers of the pupil more and more to the end. Part II. advances in the same manner from less to more difficult ; and having thoroughly mastered this, the pupil is introduced to the " Course of Reading ;" where he commences the study of the simple grammat- ical principles, so far as a knowledge of them is essential to reading, and also of the analysis of sentential structure on which all good read- ing depends. When he has exhausted the " Course of Reading," the " Elements of Reading and Oratory" awaits him ; in which he enters on the study of punctuation, modulation including the nature and laws of emphasis, and particular rules for the delivery of every sentence in the language. 5. In the opinion of competent judges, these books are not less an aid to grammar and composition, than to reading. Reference is here more particularly made to the " Course of Reading," and the " Ele- ments of Reading and Oratory ;" and to those portions of these works in which the sentences, employed in the English language, are classi- fied and described, and copious examples of them adduced in every degree of expansion. (See commendatory letters from various sources.) 6. While the author has been at great pains, to introduce as large an amount of useful and innocently amusing knowledge into his books' as his limits would permit, he has uniformly been earnestly intent on making the whole subservient to sound morality and religion : purity, patriotism, and piety. PROFESSOR MANDEVILLE'S SERIES 01 READING BOOKS! COMPRISING I. PRIMARY READING BOOK. 1 vol. 16mo. II. SECOND READER. 1 vol. 16faio. III. THIRD READER. 1 vol. 16mo. IV. FOURTH READER. 1 vol. 12mo. V. COURSE OF READING, or FIFTH READER. 12mo. VI. ELEMENTS OF READING AND ORATORY. 1 vol. large 12mo. THE ELEMENTS OF READING AND ORATORY Verum illi persuasione sua fruantur, qui hominibus, ut sint oratores, satis putant nasci : nostro labori dent veniam, qui nihil credimus esse perfectum, nisi ubi natura cura juvetur. QtJlNCTILIAN. BY HENRY MANDEVILLE, B.B. PROFESSOR OF MORAL SCIENCE AND BELLES-LETTRES IN HAMILTON COLLEGE. A NEW REVISED EDITION. V NEW YORK: D. APPLETON & COMPANY, 200 BROADWAY. PHILADELPHIA : GEO. S. APPLETON, 164 CHESNUT-STREET. MDCCCXLIX. • \ \ * A 0\ Entered according to Act of Congress, in the year 1849, By D. APPLETON & COMPANY, in the Clerk's Office of the District Court of the United States for the Southern District of New York. r PREFACE Of all the departments of learning in our schools, there is none which, by general concession, is more important than that of reading and speaking ; and yet, there is none in which the instruction given is at once so arbitrary, so vague, so unprofitable. In every other, there exists some recognised standard of propriety, tangible, and always at hand, by reference to which, the student can accurately prepare himself for recitation beforehand ; and by reference to which, should he make a mistake, while the recitation is in progress, his teacher can intelligibly correct him : make him clearly comprehend the nature of the error into which he has fallen, and effectually guard him against a repetition of it. In writing, he must imitate his copy : in geography, he must implicitly receive the statements of his text-book, and studiously conform to the delineations of his map : in arithmetic, every process has its rule, which offers itself to him as an infallible guide, through all the intricacies and mazes of numbers : in reading and speaking alone, he is left to acquire a correct and graceful delivery as he may, with such imperfect light as his teacher, whose judgment may be riper, but whose scources of information are not better than his own, can throw upon his path. In truth, the only means by which either of them can deter- mine, that a given passage should be delivered in one way rather than in another, is a mere supposition ; namely, that such is the way in which it would be delivered by an artless speaker ; or, to adopt the cant phraseology of the day on this subject, such is the natural way ; or the way in which one would deliver it, who conforms to nature : a supposition, which, con- sidering the inexperience of the parties forming it, the extensive observa- tion and comparison of the best models of delivery, the cultivated judgment, and the nice critical tact necessary to form it, and withal the prevalence of bad examples even at the Bar and in the Pulpit, to say nothing of the vicious elocution of the multitude, is as liable to be false as true ; and whether false or true, it can be neither denied nor affirmed ; since there is nothing beyond itself, in the shape of an authorized standard, with which it may be compared. To conform to nature, or rather to know when we conform to nature, we should previously know what that nature is : what it prescribes : what it excludes. The inadequacy, I had almost said, the absurdity, of such a method of instruction in grammar, if method it may be called, would be apparent to the most indifferent thinker in the land. Imagine a student endeavoring to acquire a knowledge of its principles without a nomenclature, designa- ting and describing the parts of speech: without examples, illustrating 1* 6 PREFACE. them : without rules, showing their relation and government : in short, without any guide whatever to a knowledge of its facts and laws, except a vague reference to the conflicting practice of those who speak and write the English language : does not every one perceive that, with such means of study, it would be all but impossible to obtain a clear insight into the mysteries of the science ? or that, if some inquirer, more ardent than usual, should persist in the pursuit until success crowned at length his diligence, the work would consume a large proportion of his life ? Yet there is no difficulty here which does not meet the student in learning to read and speak by the same process ; the scene is changed, but the actor and his part remain as before. He must grope his way in the dark in the same manner : with uncertain footing, and at a venture. He can never be sure of his position, and he is as likely to move in a circle as to advance. Nor will it materially avail him, in the absence of a nomenclature and of rules, that he possesses in his teacher the very best model of elocution. From such a teacher he may acquire a good articulation, for this in some measure is subject to rule ; but beyond this, which though important is yet subordinate, he can derive no more aid from such a teacher than from any other immeasurably his inferior. Indeed, he will derive less, if the latter, with his imperfect qualifications as a reader, should happen to possess the superior tact as a disciplinarian : greater facility in winning the regard of his pupils ; in commanding their attention ; in exciting their emulation. In other respects the more and the less gifted teacher occupy, in relation to him, the same level. Neither of them can do more than superintend his exercises : neither of them can add any thing to the benefit he derives from the practice those exercises afford. Whatever may be his faults of modulation, no correction of theirs, however just, can, from the very nature of the case, be followed by improvement. To have ocular and auricular demonstration of this, we have only to enter one of our schools in city or country, when a class, containing perhaps a dozen pupils, is called up to read. Observe. The lesson, distributed among them, gives to each scarcely more than a single sentence for rehearsal. One of the pupils, reading his sentence, fails in the judgment of the teacher, to employ the proper delivery. He is now shown how it should be read, (that is, the teacher reads it for him, with, what he deems, the proper modulation,) and is commanded to read it again ; and this time, we may presume, he will read it correctly. But what then ? If this was the only sentence he ever expected to read, the correction might answer a good purpose. He would probably remember it ; and at the next reading, and still more certainly at the next, he would make no mistake. But when called up again, he has the infinitesimal portion of another lesson, to which no correction of the one previously read, is applicable ; or if it is, neither he nor his teacher is aware of it. His reading is again faulty, and is again corrected ; and so on with every suc- cessive lesson, day after day, the year through. Each correction is an independent one. Having its root in no settled principle, illustrated by examples ; falling under no general law, confirmed by reason and obvious facts ; it neither borrows light from the past, nor reflects light on the future. It guards the pupil against nothing but the specific error cor- rected : its whole force is exhausted on a single sentence which may never be read again, or if read, recognised as having been read before. It is therefore manifestly of no use, then or thenceforward. In any PREFACE. 7 other branch of study, it would be the stepping-stone of a continually accel- erating progress ; here it terminates with itself : elsewhere a quickening spirit ; here a dead letter. These obvious defects of the prevailing method of instruction, and the enormous waste both of money and of time it occasions, have led a number of ingenious and able men, during the last sixty or seventy years, to inquire whether a better one could not be devised : whether, in other words, the facts and principles of elocution could not be systematized like those of grammar, arithmetic, &c, and hence taught in the same manner. Their works, which are before the public, and well known, propose for our consideration, two distinct systems : the one formed on sentential con- struction ; the other, variously modified, on a theory of Dr. Rush. Of these, the first is unquestionably the system of nature ; and that it should not have made its way into public favor, and become the basis of elemen- tary instruction wherever the English language is spoken, must be im- puted, not to any thing wrong in the plan, but simply to the imperfect manner in which, hitherto, it has been developed ; for, unfortunately, Mr. Walker, by whom it was first broached in his " Elements of Elocution," and by whom it was carried to a point not yet passed, and scarcely reached, by those who have followed him, stopped short with an extremely imperfect account of one or two sentences only, and arbitrarily applied, or expected the student to apply, the laws derived from these to every other, however unlike in structure. Hence his failure : acknowledged by himself in the Rhetorical Grammar which he published subsequently to the " Elements." His work, therefore, sustains the same relation to a complete system of Elocution, that would be sustained by a defective map of the state of New York to a universal Atlas; and, carrying the illus- tration a little farther, to expect it, with whatever diligence studied, to form a good reader or speaker, would be equivalent to expecting that a man, by looking at such a map of this state, should be qualified to describe the boundaries, towns, rivers, lakes and mountains, of every other state and empire on the surface of the globe. The other system, that derived from Dr. Rush, and confined, I believe, to this country, however ingenious, and though ably and fully developed, is rather, it must be admitted, a system of vocal exercises than of elocution : as such, its utility in the schoolroom is not readily seen. Should a person become thoroughly versed in its various movements, which is no easy attainment, he has not taken as yet one step toward a correct and graceful delivery of a single sentence in the English language. Suppose a sentence presented : the question is, with what vocal movements, or more generally,, with what modulation, shall it be read or spoken ? To this question the system gives no reply: the appropriate delivery is yet to be ascertained. These authors end, therefore, -just where Walker and others begin ; or if they proceed farther, and prescribe a delivery for a given passage, they are governed in so doing by no broad general principles authorized by induction, but by the caprices of individual tastes, or like the writers just mentioned, by questionable laws derived from a few isolated cases. — I may add, that this system is exposed to the serious objection of having a strong tendency to form an artificial and mechanical delivery. I have met with several individuals, whose voices, trained by its processes, very distinctly be- trayed it. 8 PREFACE. Such are the exceptions which may be taken to the most systematic and elaborate writers on elocution : writers of the higher aim, and the more solid worth. Of others, it is scarcely necessary to speak ; for they attempt rather to mitigate the evils of the existing method of instruction, than to remove them by introducing another. Their observations are local, iso- lated, special : not without value in the particular instances to which they apply ; but apart as they are from principles, and incapable of generaliza- tion, they merely supersede the incidental and arbitrary dogmas of the instructor. On the whole, it must be acknowledged that the desideratum in the department of elocution ; the work which seizes, generalizes and arranges its facts, develops its principles, and declares its laws ; the work in which the public may universally confide as an exposition of true science ; the work on which the professor, the academical and common-school teacher, can lay their hands, assured that in it they have a safe guide in all that re- lates to reading and speaking ; the work, finally, which shall displace the prevailing inefficient and clumsy method, and banish it forever from our schools ; — such a work is yet to appear ; and when it does appear, it will doubtless bear upon its face the evidence of its mission, and compel assent to its revelations ; and the man who produces it, there can be as little doubt, will be hailed as the benefactor of the young. That the following work, which I have now the honor of submitting to the public, possesses this high and decisive character, I am of course far from believing. Yet, I confess, I am not entirely without hope, (founded on long and patient investigation, unbiased by received theories or precon- ceived opinions, and still more on having tested its utility, during the past two years, in the institution with which I am professionally connected,) that it may prove to be at least the herald of the morning : the day-star to such a sun. If it should, I shall be content ; though merely glimmer- ing for a space, where my successor will pour full-orbed effulgence. It will be seen, on examination, that the leading idea of Mr. Walker is mine ; namely, that the law of delivery must be derived from the struc- ture of the sentence. Mr. Walker, however, either because that idea was not a very clear one, or because he wanted leisure or patience for a wide, comprehensive and exact induction, satisfied himself, as I have already observed, with an extremely imperfect development of it. What he left undone, I have attempted to do : to give a complete enumeration of the dif- ferent sentences in the English language, and a description of their distinctive peculiarities of structure. This part of my work, which forms its base, is comprised in chapter fourth. Chapter second, on Punctuation ; chapter third, on Modulation; and chapter sixth, containing the Laws of De- livery, with a long train of examples under each for exercise, are merely derivations from chapter fourth. The chapter on Emphasis, (ch. 5th,) is the result of discovering, that the laws of delivery, derived from structure, are limited to termination and direction : to the former, in declarative, and to the latter, in interrogative sentences. In other words, I found that structure determined the modu- lation at the end of declarative sentences, and of their parts, and the general direction of the voice, through interrogative ; but not the modula- tion of the intermediate portions. This I subsequently traced to the nature, position and influence of emphasis ; my discussion of which, the fruit of PREFACE. 9 laborious and protracted examination, will be deemed, I trust, satisfactory : few subjects have been treated hitherto with less precision : why, it would be difficult to explain. Having now made the student thoroughly acquainted with every va- riety of sentential structure, and the laws of delivery as derived from structure and emphasis combined, I introduce him, in chapter seventh, to the common reading-book ; where he is mainly left to apply for himself, the information obtained from the previous portions of the work. As a reading-book, I think it will be found inferior to none in use. In some re- spects, it is peculiar. The selections comprise sentences of every variety of construction, and in every degree of expansion, both in prose and verse. With most of the reading-books in use this is not the case. I have intro- duced colloquial pieces, as well as the more sustained composition of books ; and also several other species of reading, not usually met with in school-books : such as epigrams, anecdotes, preambles and resolutions of deliberative assemblies, advertisements, legal notices, letters, &c, &c. These are all written to be read, and I cannot perceive why we should not learn to read them ; but I have inserted them more particularly, to show that the construction of sentences is the same in every species of composition ; and that these sentences are subject to the same laws of delivery, wherever found : whether in low life, or high life ; in conversa- tion or in writing ; and in one kind of writing as well as in another ; in prose or verse. The chapter on Pronunciation, the latest written and perhaps the least studied of the series, though occupying the first place, is introduced not so much on account of its value, as to mark my sense of the importance of the subject. Distinct, easy, accurate utterance of elementary sounds, syllables, and words, is a fundamental and indispensable quality of good reading and speaking ; and yet how sadly is it neglected, beyond a few unmeaning and inefficient common-places, by a majority of the teachers of the present day ! However, better habits are forming. There are a few instructors certainly who seem, in this respect, apprized of their responsibility ; and we may reasonably hope that the time is not distant, when the elements of the English language will be expressed with Attic elegance. In bringing these prefatory observations to a close, it may be proper for me to say, that, although I have endeavored to confirm' every position taken in the following work, by a sufficient number of examples, or where examples were inadmissible, which is seldom the case, with sufficient reasons, it may appear notwithstanding, that I have sometimes spoken unadvisedly : if so, I trust that I have, at the same time, placed at the dis- posal of the reader, all that can be requisite for my correction. It may appear also, after more extended and searching examination, that some things I have advanced need additions, abridgment or modification. As I do not profess to have produced a perfect work, but merely to have laid the foundations for one, I hope such deficiencies may be regarded with some degree of indulgence. I should state that what may be deemed one of these, my silence on the subject of gesture, is the result of design : my plan, in the present work, limiting me to those " elements" which are com- mon to " Reading and Oratory." Something I wished to say, before concluding, on the bearing of what 10 PREFACE. I have advanced, if acknowledged to be just, on the art of composition : something on its relation to the general subject of style : something also on its application to elementary instruction in other languages, both ancient and modern ; soon, probably, to be tested by one of the most finished classical scholars in the country ; but having already extended my observa- tions to an unusual length, I reluctantly suppress what I might add on these points, and submit my work without further ceremony to the judg- ment of an intelligent and candid public : being very sure that, if it possesses value, it will receive proportionate approbation ; and that it can fail to be approved only because, in the opinion of discerning and just men less interested than myself, it fails to deserve it. Hamilton College, Sept. 1st, 1845. CHAPTER I. PRONUNCIATION. Pronunciation anciently included the whole of delivery. By modern usage, it is limited to the enunciation of single words.* It comprehends articulation and accent. SEC. I. ARTICULATION. I. Articulation, primarily, signifies the junction which takes place in the organs of speech when a sound is interrupted and thus separated from other sounds ; and, secondarily, by an easy transition from cause to effect, the distinct utterance of the vari- ous vocal sounds, represented by letters, diphthongs, triphthongs, syllables and words. II. By distinct utterance is to be understood, 1. The expression of all the sounds which enter into the pronun- ciation of a word. The fault opposed to this, the suppression of essential sounds, is one of common oc- currence. Thus, h is often dropped in the pronunciation of where, which, what, and their derivatives: of shrill, shriek, shrunk, humble, and many others. iVis often dropped from government ; pronounced as if written goverment ; er from governor, and w, from regular ; as if written govnor, reglar. 2. The exact expression of the sounds which enter into the pro- nunciation of a word. It is not sufficient, for example, that a should have any one of its sounds, but that specific sound which usage ascribes to it in a given position ; as in mane, man, mat. Bad articulation in this respect will leave the hearer in doubt as to the particular word used, or suggest one different from that used ; and the result will be either a perplexed or perverted meaning. 3. The separate and complete expression of sounds, whether of letters, syllables, or entire words. f * Dividitur igitur pronunciatio in vocis figuram, et corporis motum — Rhet. ad Herenn. 1. iii., ch. 2. Pronunciatio a plerisque actio dicitur ; sed prius nomen a voce, sequens a gestu videtur accipere — Quinctil. 1. xi., 3. Est enim actio quasi corporis quaedam eloquentia, cum constet voce atque motu.— Cic. Orat. 17. Pronunciation, in the modern acceptation of the term, is limited to the mode of enouncing certain words and syllables.— A ustin. Chiron. t A good articulation consists in giving every letter in a syllable its due proportion of sound, according to the most approved custom of pronouncing it ;, and in making such a distinction between the syllables of which words are composed, that the ear shall, with- out difficulty, acknowledge their number, and perceive at once to which syllable each letter belongs. Where these points are not observed, the articulation is proportionally defective.— Sheridan. 12 PRONUNCIATION. Intermingling sounds is the fault here. Thus, the following sentence, He understands and obeys, would be read or spoken by many, as if written. He understan-zan-dobeys. It cannot be too often, or too earnestly impressed on the minds of instructors and students, that in reading or speaking, the sound of every letter which is not mute, of every syllable, and of every word, should be accurately and distinctly uttered before another is heard. Unless this be done, the delivery will not be intelligible : much less distinguished by that force and grace, to which good articulation contributes in so great a degree. III. To acquire an articulation which shall be at once accurate and tasteful, it is necessary, 1. To get an exact knowledge of the elementary sounds of the language ; 2. To learn the appropriate place of each of these sounds, as de- termined by usage, in syllables and words; and, 3. To apply this knowledge, constantly, in conversation, reading and speaking, with a view to correct every deviation from propriety which we may detect in expressing them. Most writers on elocution give exercises for the improvement of articulation ; but manifestly, from the nature of the case, with little benefit to the student. A good articulation is not to be acquired in a day, nor from a few lessons. Practice should begin with the spelling-book, and continue through the whole course of education ; and even then, there will remain room for improvement. IV. The elementary sounds of language are represented by vowels, diphthongs, triphthongs and consonants. In describing these elementary sounds on succeeding pages, I have in a few instances differed from received opinions. I have enumerated some sounds as regular, which are treated by others, apparently for no valid reason, as irregular; I have adopted the middle a sound of Perry, and "have added a corresponding short sound, though found only in unaccented syllables ; I have denominated the vowel sounds succeeding a, when identical, as they often are, with those of a. as the alphabetical, middle, flat, or broad a sound of e, i, A.c. ; and omitting the mute, liquid, and semi-vowel distinction of con- sonants, I have substituted others more simple, and as I conceive more important. By the first measure, sounds, hitherto regarded as anomalous, are restored to their place in the language, and their pronunciation both in accented and unaccented syllables, determined : {see alphabetical short a below :) by the second, a separate place is given to a sound which few men, in practice, ever confound with alphabetical a long, (see middle a lung,) and an attempt is made to rescue a before r in unaccented syllables, as well as e and i before r in accented syllables, from utter perversion: (see middles, short, under a. e, and i :) by the third, a simple nomenclature is introduced, by which the same sound of different vowels is happily designated, and the confusion and per- plexity arising from distinct names, are avoided : by the fourth, a practical division of the consonants is substituted for one that is theoretical ; for one which, however interesting to the orthoepist and lexicographer, is useless to the reader and speaker. V. A vowel is a sound which may be uttered either alone, or in connection with another vowel. Some orthoepists define vowels as simple sounds ; others, as sounds which may be ut- tered with the mouth open ; and others, as sounds which may be uttered without aid from the organs of articulation. Each of these definitions is objectionable : the first, because at least two of them are compound : the second, because many of the con- sonants are uttered with the mouth open as well as the vowels : the third, because dis- approved by experiment. It will be found on trial that they require the aid of the artic- ulatory organs as really as consonants. The most that can be said, is, that they do not require the aid of all 'of them, nor to the same extent ; which is also true of the con- sonants. VI. The vowels are seven in number : a, q, i, o, u, y and w. Of these, 1. A, e and o, are simple sounds : may be uttered alone. 2. /and u long, are compound sounds : cannot be uttered alone, 3. /, y and w are sometimes consonants. PRONUNCIATION. 13 1. A has eight sounds. 1. Alphabetical 2. " short, 3. Middle 4. " short, 5. Flat 6. " short, 7. Broad 8. " short, game, debate, spectator. any, many, miscellany, herbage. care, dare, fare. liar, regular, inward. father, calm, star, lava. fat, that, glass. all, law, salt, walk, also, water, war. what, want, was, wash, warrant. I. Alphabetical a long has this sound, 1. When it ends an accented syllable ; as in maker, legislation. Exceptions. Papa, father, mama, lava, water, and proper names end- ing with a. 2. When followed by a single consonant (except r) and e mute in the same accented syllable. Exceptions. Gape, are, have. Note.— In unaccented syllables, it often retains this sound. II. Alphabetical short a. This sound is treated by orthoepists as irregular. The reason for this, I presume, is, that it occurs under accent, only in the two words adduced in the table : a reason which will apply with nearly equal force to other sounds, enumerated notwithstanding among those that are regular ; as, for example, the sound of o in move. My reasons for treating it as regu- lar, aside from the one involved in what I have just said, are, 1. That e in men is precisely the short sound of alphabetical a, as ac- knowledged by the best orthoepists ; (see Walker ;) and this is precisely the Bound of a in many. 2. The improper diphthong ai, under accent, has this sound in numerous words ; (see diphthong ai ;) but why it should, unless alphabetical short a is a regular sound, I am unable to perceive. The admission of this short sound of alphabetical a among regular sounds, has, I con- ceive, an important bearing on the pronunciation of the unaccented terminations of a large class of words ; as age, any, able, ably, ace, ate, ately, &c , in most of which the long alphabetical sound is abandoned ; and in which, consequently, the short, as being the nearest, should be heard. III. Middle a long. I follow Perry in regarding this sound as quite too remote from alphabetical a long, to be classed with it. It is called middle a because its sound is about equally distant from that of a in game, and a in father. It occurs only before r and final e mute. IV. Middle a short. I am alone, I believe, in enumerating this among dis- tinct vowel sounds. It sustains precisely the same relation to a in care, fare, . dare, &c, that a alphabetical short sustains to alphabetical a long. It appears only in unaccented syllables before r ; but it is represented by e before r in the same syllable under accent ; as in herd, merchant, &c. : hence, the a in liar, friar, &c, is not accurately represented, as Walker intimates, by short u ; it has a sound a shade less guttural and broad ; as may be observed in comparing mercy (pronouncing e in which like e in merry) with murder, blunder, &c. V. Flat a long. A has this sound when followed by r or h in the same ac- cented syllable ; as in art, carl, dart, ah, bah. Exceptions. — A in this position preceded by w, has its long broad sound \ as in war, ward. 2 14 PRONUNCIATION. VI. Flat a short. " The short sound of middle or Italian a, (i. e. flat a,) which is generally confounded with the short sound of slender a, (alphabetical a,) is the sound of this vowel in man, pan, tan, hat, &c." — Walker. A has this sound for the most part, 1. When followed by a single consonant, (except r and occasionally I,) in the same accented syllable ; as in ballad, capstan, massive. Exceptions. — Alien, ancient, cambric, chamber, manger, angel. 2. When followed by more than one consonant, (except r and I, followed by another consonant,) in the same accented syllable ; as in band, catch, cramp, act, apt. VII. Broad a long. The regular place for this sound is before 11 ; as in all, hall, call, fall, ha.U, wall ; though it occurs in some other positions ; as in ward, bawd, chalk. 2. E has five sounds. 1. Alphabetical ~) .£ f me > scheme, theme. 2. " short, J *p J pretty, been, England, faces, linen, bet, end, them, sell, method, where, there, ere, e'er, ne'er, herd, merchant, certain, consternation. 3. " a short, \ § 4. Middle a 5. " " short rfl REMARKS. E is mute, 1. When final and preceded by another vowel in the same syllable ; as in mute, rebuke, literature. 2. When preceding I and n, in final unaccented syllables in many instances ; as in navel, drivel, swivel, weasel, open, often, heaven. 3. When it precedes d in the preterit of verbs, and is not preceded by d or t ; as in lived, loved, revealed, justified. E is often in position final, where in pronunciation it is not ; as in theatre, centre, mas sacre : where final, it is often viciously treated, as if not ; as in the derivatives knave- ry, brave-nj, image-ry, nice-ty, slave-ry , fine-ry \ savage-ry, &c. ; all of which words Walker pronounces in three or four syllables; while others, correctly enough, he pronounces in two ; as in safety, ninety, surety. Webster adverts to this error of Walker, yet in several instances leaves it uncorrected. I. Alphabetical e long. E has this sound when it ends a syllable, and when it is followed in the same syllable by a consonant and final e ; as in meteor, secretion, severe, atmosphere, revere. Exceptions. Where, there, were, ere. This sound is often incorrectly superseded by alphabetical a short ; as in establish, esteem, especial, espial, espy, espouse, esquire, egotist, &c. ; in which words, long alpha- betical e should be invariably heard. It is also often viciously suppressed in the prefix pre ; as in precede, prevent, predict, &c. ; which are pronounced as if written pr-cede, pr-vent, pr-dict. II. Alphabetical e short. This sound, like that of alphabetical a short, is treated by orthoepists and grammarians as anomalous ; when the ear alone, one should think, is sufficient to establish its character as the short sound of e in scheme. The report of the ear is confirmed by the analogy of the French and German languages ; in which the long and short sound of e in scheme and pretty, are represented by the long and short sound of i. Short alphabetical e is heard in accented syllables in the words adduced in the table, and generally in the unaccented syllables es. en. ft. PRONUNCIATION. 15 III. Alphabetical a short. For the propriety of so calling e in men, met, &c, see above. E has this sound when followed by a consonant (except r) in the same syllable. In many words, as in chapel, gospel, rebel, &c, (which are exceptions to e mute, No. 2 above,) this sound is dropped, when it should be distinctly heard. IV. Middle a long. This sound is only heard in the words enumerated in the table. Where, there, and ere have this sound, I believe, in consequeuce of their derivation : they should have been written with a instead of e. (See Diction- aries of Webster and Richardson.) Ne'er, being a contraction of never, the vowels of which are alphabetical short a, and middle short a, is very properly pronounced as if v/ritten nare ; for this is precisely the long sound into which the two short ones, being after contraction followed by r, should pass. V. Middle a short. If e in met is the short sound of a in mate, there can be little doubt that e in merchant is the short sound of a in care. The same reason, in fact, which should induce us to treat a in care as a different sound from a in mate, should also induce us to treat e in merchant as a different sound from e in met. In both cases, the letter r produces the same modification of sound. 3. I has four sounds. 1. Alphabetical ""j f chide, decide, sign, countermine. 2. " e, I , , . J machine, ravine, caprice, shire. 3. " " short, f aS neam ln 1 chin, rich, wit, hill. 4. Middle a short, J L bird, flirt, stir, virtue. REMARKS. I. Alphabetical i. " This letter is a perfect diphthong, composed of the sounds of a in father, and e in he, pronounced as closely together as possible." — Walker. It has this sound, 1. When it ends an accented syllable ; as in liar, reliance. 2. When followed by e mute in accented syllables ; as in line, pine, wine, combine, canine. Exceptions. 1. In words of French origin ; as in machine, caprice, &c. 2. In the unaccented syllables of many words, though followed by e mute ; as in engine, rapine. II. Alphabetical e. This, be it observed, is one of the vowels of which the preceding is composed. III. Alphabetical e short. Dr. Johnson, (seeintrodvction to his Dictionary ,) not taking into consideration the compound character of alphabetical i, pro- nounced this short sound wholly unlike it ; but Walker very justly observes that it " is the sound of e : the last letter of the diphthong that forms long i." Hence, I term it alphabetical e short. A similar derivation of a short sound from a part of a diphthongal sound, maybe seen in the short sound of u 'mfull, &c, below : called the short muffled sound of o. I has this sound, generally, before a consonant, (except r,) or more than one consonant, in the same syllable ; as in tin, tinder, wind, which, hitch. A common error in the pronunciation of i, for which we are indebted to Mr. Walker and his admirers, consists in giving to it, without reference to the origin of the word in which it appears, the sound of alphabetical e long, when it forms a syllable or ends one unaccented ; as in divide, indivisibility, ability ; which he pronounces as if written de- vide, in-de-vis-e-bil-e-ty, abil-e-ty. In these words, however, and in others, forming a very numerous class, alphabetical e short should be slightly but distinctly heard. (See Webster's Dictionary, introduction.) IV. Middle a short. As this sound of i occurs only before r, and is precisely like that of middle a short, and of middle a short e, I have given it the same name. The short u sound which many substitute for this, should be in all cases avoided as a vulgarity 16 PRONUNCIATION. 4. has six sounds. 1. Alphabetical 2. " short, 3. Muffled 4. " short, 5. Broad a 6. " " short, , ' tone, droll, wrote, remote. love, money, other, havoc, method. do, move, prove, who. woman, wolf. cost, former, wroth, lost, nor. i. not, top, robber, conglomerate. REMARKS. I. Alphabetical o long. O has this sound, 1. When it ends an accented syllable ; as in romance, explosion. Exceptions. Do, to, who, ado. 2. When followed by a single consonant and mute e ; as in tone, devote. Exceptions. Prove, move, behoove, lose, love, dove, above, come, done, none, one, pomegranate, some. II. Alphabetical o short. " The long sound which seems the nearest relation to it, is the first sound of o in note, tone, rove, &c." — Walker.. As this sound, that of broad a long, that of short broad a, and that of muffled short, occur nearly in the same positions, usage alone must determine which of them is employed in a given case. III. The long sound of muffled o is a middle sound between u in tube and u in full. It is, in fact, precisely the oo sound (as heard in groove) of which u in tube in part consists; (.see alphabetical u below;) and of this, u in full is a slight contraction. It occurs in a few words only : prove, move, behoove, (and their derivatives,) do, who, to, ado, tomb, womb. IV. The remarks just made show the propriety of treating the o in woman and wolf, and also in wol, the beginning of many proper names, (being exactly the sound of u in full,) as the short sound of muffled o long. It occurs, I believe, only in the words adduced. V. Broad a long. This sound of o is admitted by orthoepists with reluctance and hesitation ; but it is as well established by usage, at least in this country, as any other elementary sound in the language : the speaker who should pronounce o in cost, lost, or, nor, &c, like o in not, would expose himself lo merited ridicule. The positions in which this sound occurs can only be learned from usage. VI. Broad a short. This sound " corresponds exactly to that of a in what, with which the words not, got, lot, &c, are perfect rhymes." — Walker, Webster places both of the a sounds of o, very arbitrarily 1 think, under this head ; but the editor of his octavo edition candidly admits, that in some cases, o approximates to the broad a long sound. This letter is, in several instances, incorrectly pronounced. Home, stone, whole, which should invariably have the sound -of alphabetical o long, are heard pronounced, not seldom, as if written hum, stun, hull : does and doth, the o in which is alphabetical short, as if written doos and dothe : in the unaccented syllable of such words as creator, govern- or, &c.. the short broad a sound of o, is, with very bad taste, substituted for the alpha- betical short ; which sound, it should be observed, is the proper one in nearly all unaccented terminations: the prefix pro, like pre, noticed above, in the careless pro nunciation of some speakers, loses its vowel. 5. EHias five sounds. 1. Alphabetical. 2. Muffled o short, 3. Alph. o short, 4. " e short, 5. Middle a short, _ mule, pure, tube, cubic, union, full, push, put, cushion, bullock, dull, tub, lumber, adumbration, busy, minute, and their compounds. __ bury, and its compounds. PRONUNCIATION. 17 I. Alphabetical u. This vowel is compound. It is composed of alphabet- ical e and muffled o, or eoo ; which, rapidly pronounced, will express it. U has this sound, 1. When it ends a syllable ; as in duty, futurity, accumulate. 2. When followed by a single consonant and final e ; as in acute, tube. II. The muffled or oo portion of alphabetical u, is heard in prove, move, &c. ; and of this, the u in full is the short sound ; as may be observed by comparing the o in wolf. Hence I call the second sound of u, the muffled o short. III. Alphabetical o short: so called because precisely the sound of alpha- betical o short. (See above.) This u, as well as the preceding, is followed by one or more consonants in the same syllable : as they occur in the same posi- tion, practice alone can enable us to distinguish them. IV. Alphabetical e and middle a short.- Busy, bury, with their compounds, and minute, are, I think, the only words in which these sounds occur. The pronunciation of minute is clearly improper. The u, when shortened, should, at least, have passed into alphabetical o short, after the analogy of rapine, and have been pronounced as if written minut, not minit. But custom, usage has settled the matter apparently beyond change. As to busy and bury, they seem to have preserved their original pronuncia- tion, while they lost their original orthography. Busy is derived from the Saxon bysgian, to occupy or employ ; and it should therefore have been written with an i instead of a u : it was so written by Wicklif ; as in the following passage: "But I woll that ghe be without bisyness ; for he that is without wif is bisi what things ben of the Lord, how he schal plese God ; but he that is with a wif, is bisi what things ben of the world, how he schal plese the wif, and he is departed." Bury is derived from the Saxon byrgan, to place in safely; and hence like the preceding word it should have been written with an i. Birie is the orthography of Wicklif: the following passages show this. " Another of hise disciples seide to him, Lord, suffre me to go first, and birie my fadir ; but Jhesus seide to him, Sue thou me, and lete the dede men birie their dede men." " The earth schook, and stoones weren cloven, and birials weren opened, and many bodies of sayntes that hadden slept rysen up." (See Richardson's Dictionary on the words.) The alphabetical sound of this vowel, it must be confessed, is sadly abused in pro- nunciation, and sometimes quite suppressed : abused by being pronounced like muffled o or oo in a multitude of words ; as in tube, literature, &c, and suppressed in such words as regular, popular, particular, &c. 6. Y, when a vowel, has four sounds. 1. Alphabetical i,~\ ( m J> tyrant, multiply, thyme. " e , las heard in J fanc ^' P hiloso P h ^ holy, envy. 3. " e short, ( J lyric, hypocrite, pyramid, system. 4. Middle a short, J [_ myrtle, martyr. REMARKS. I. Alphabetical i. Y has this sound at the end of an accented syllable ; as in my, tyrant. II. Alphabetical c. It has this sound generally when in unaccented syl- 2* 18 PRONUNCIATION. is in baby, fancy, muddy, angry, balmy, many, philosophy, happy, phrensy, &c. Exceptions. These are very numerous; as in all words ending in fy; as justify ; and others ; as multiply, occupy, butterfly, prophesy, gyration, &c. III. Alphabetical e short and middle a short. These sounds, as the exam- ples in the table prove, occur in the same circumstances. Practice must enable us to distinguish them. 1. W, as a vowel, has no independent sound. It becomes vocal only in conjunction with another vowel with which it forms a diph- thong ; as in blow, cow, howl, scowl. VII. A diphthong is the union of two vowels in one articulation ; as ou in sour : a triphthong is the union of three vowels in one articulation ; as eau in beau. Diphthongs are divided into proper and improper, or digraphs. In the first, the vowels blend and form one sound ; as au in caught : in the second, one of the vowels only is vocal ; as ea in beat, oa in coat, and eo in leopard. I proceed to enumerate and describe them. 1. Aa, ae, ai, au, aw, ay. 1. Aa has two sounds. 1. Of alphabetical a, j , , . ( Aaron. 2. " flat a short, j { Balaam, Canaan, Isaac. 2. Ae has one sound: viz., of alphabetical e; as heard in iEneas, Caesar. 3. Ai has three sounds. 1. Of alphabetical a, ) ( ail, bail, fail. 2. " " a short, V as heard in ) said, again, fountain. 3. " flat a short, ) ( plaid, raillery. In Britain, certain, fountain, and other words of the same termination, ai is pro- nounced by Walker and others like i in tin; but for what reasoa is not obvious ; and as for usage, the obscure sound of e, as in chicken and kitchen, is as often heard as any other, among polished speakers ; as it is unquestionably the legitimate short sound of ai in ail, bail ; which is nothing more than a representative of alphabetical a. 4. Au has four sounds. 1. Of flat a short, "1 f" aunt, gauntlet, laugh. 2. " broad a long, I , , . J caught, fraught, taught. 3. " " " short, f as nearCl m 1 laurel. 4. " alphabetical o, J |_ hautboy. 5. Aw has always one sound : viz., of broad a long ; as in bawl, crawl, scrawl. 6. Ay has always the sound of alphabetical a long ; as in bay, day, delay. PRONUNCIATION. 19 2. Ea, eau, ee, ei, eo, eou, eu 1. Ea has six sounds. 1. Of alphabetical a long, 2. " " a short, 3. " middle a long, 4. " " a short, 5. " flat a long, 6. '■' alphabetical e long, 2. Eau has two sounds 1. Of alphabetical o long, 2. " " w, 3. Ee has two sounds. 1. Of alphabetical e long, ) 2. " ' " e short, j a 4. ^ has six sounds. ew, ey. as heard in r break, great. meadow, thread. bear, tear. earth, dearth, earl. heart, hearken. 1 beaver, appear. ) as heard j beau, portmanteau. j in ( beauty, and its compounds. as heard Of alphabetical a long, 1 " " a short, " middle a long, I as heard " alphabetical e long, in " " ] e short, . j beet, creep, sweep. ( been, breeches. deign, heinous, veil, heifer, leisure, nonpareil, heir, their, deceit, receive, seize, foreign, forfeit, surfeit. _ height, sleight. 5. Eo has four sounds. Of alphabetical a short, " " " e long, " " o long, " " o short, {leopard, jeopardy. P P yeoman, surgeon, dungeon. 6. Eou, when a triphthong, has but one sound : viz., of alpha- betical o short ; as in righteous, advantageous, gorgeous, outra- geous, &c. 7. Eu has uniformly the sound of alphabetical u ; as in deuce, deuteronomy, feud, grandeur. It is often erroneously pronounced like oo. 8. Ew has two sounds. 1. Of alphabetical o long, ) ag heard . i shew, sew. 2. " " u, ) ( crew, dew, mew. Like eu, it is often erroneously pronounced oo. 9. Ey has three sounds. 1. Of alphabetical a long, ) ( bey, prey. « 2. " ' " e long, >■ as heard in -j key, ley, alley. 3. " " i, ) (eye. 20 PRONUNCIATION. e long, e short, r ^, l die, 3. leu has the sound of alphabetical 3. la, ie, ieu, lew, io, iou. 1. la, when a diphthong, has the sound of alphabetical e short ; as in marriage, carriage. 2. Ie, when a diphthong, has four sounds. Of alphabetical a short, "1 ( friend. " p lnr,fT i j-l chief, grief, as heard m«< . & sieve, species. . lie, pie. u ; as in lieu, adieu, purlieu. 4. lew has also the sound of alphabetical u ; as in view, review. 5. Io, when a diphthong, has the alphabetical o short sound of u ; as in marchioness, cushion, conversion, devotion, question, digestion. 6. Iou, when a triphthong, has the sound of alphabetical o short ; as in precious, vexatious. It is often incorrectly pro- nounced after d as a triphthong; as in tedious, spoken as if written te-je-ous or te-jus. 4. Oa, oe, oeu, oi, oo, ou, oio, oy. 1. Oa has two sounds. Of broad a long, " alphabetical o long, 2. Oe has five sounds. Of alphabetical a short, " " e long, " " o long, o short, " muffled o long, as heard in j broad, groat. ( boat, loaf, road. oecumenic, foetid, foetus, oeiliad. >-as heard in«< doe, foe, toe, hoe. does, canoe, shoe. 3. Oeu has the sound of muffled o long ; as in manoeuvre. 4. Oi has six sounds. " avozrdupois. boil, toil. =»as heard m{ chamois, turcois. connoisseur, tortoise. choir. devoir, reservoir. Of middle a short, " broad a and of al- ) phabetical e long ) " alphabetical e long, " " e short, i, " w and broad a long, 5. Oo has four sounds. Of alphabetical o long, " " o short, " muffled o long, " " o short, „ > as heard in door, floor, blood, flood, fool, moon, rood. _ hood, foot, wool, root. PRONUNCIATION. 21 bound, doubt, cloud, hour, cough, brought, thought, mourn, pour, though, enough, journey, tough, soup, surtout, through, your, could, should, would. 6. Ou has six sounds. 1* 2. Of broad a long, 3. " alphabetical o long, 4. " " o short, 5. " muffled o long, 6. " " o short, _ 7. Ow has three sounds. 1. ) ( cow, vow, brown. 2. Of broad a short, >• as heard in ■) knowledge. 3. " alphabetical o long, ) ( blow, blown. 8. Oy has only one sound ; viz., that of broad a and alphabet- ical e long ; as in cloy, boy. 5. Ua, ue, ui, uo, uoy, uy. 1. Ua has three sounds. ( assuage, persuade, as heard in -j guard, piquant. / victuals, victualer. 1. Of w and alph. a long, 2. " flat a long, 3. " alphabetical e short, 2. Ue has four sounds, 1. Of w and alph. a short, * as heard in quench, conquest, coquet, guest, conquer, guerdon. fc ague, cue, hue, virtue, as in antique, dialogue, &c. ► as heard in« " languid, vanquish. guilt, guinea. guide, disguise. _ juice, pursuit. 2. " alphabetical a short, 3. " middle a short, 4. " alphabetical u, It is sometimes mute ; 3. Ui has four sounds. 1. Of w and alph. e short, " 2. " alphabetical e short, 3. " " i, 4. " " u, 4. Uo has two sounds. 1. Of io and alph. o long, 2. " w and alph. o short, 5. Uoy has one sound ; viz., of w and broad a and e long ; or of w and oi in 5w7. It occurs only in one word : buoy. 6. Uy has three sounds. 1. Of 10 and alph. e long, ) ( obloquy, colloquy. 2. " alphabetical e long, > as heard in •< plaguy, roguy. 3. " alphabetical i, ) ( buy, and its derivatives. [a S heardinj^'1 uotation - * This sound has no representative. 22 PRONUNCIATION. QQ P O g 5 H O © a o £ t3 O 15 © a o s jO o 2 CO o :£ © > 0? 9 bo © 4* © '5 o © O H3 h © © © bo .2 >> no © «2 1 O © © © '3 *a © S3 a •i— > a © s e bD 2 . «2 — 43 S3 o* >» © © « a o o 3 © T3 > *© o © © © d *3 bo '5 43 © © T3 O 43 © 43 co a o 43 00 a © © 3 43 © > break, r eifer, lei , heir. a JD O S B 43 S3 -, to -.'a a bo 6 5 a © -° S 4? "5 •a a S3 S O © go" 3 O © 43 _bo a © a ron, ail, bay, i said, head, h ere, lair, bear d, bird, bury, rken, guard, ac, plaid. t, caught, awl , laurel. s s S3 SS ~ o © .. a -a 11 © © 43 43 a S3 © 43 ft ^ a ja o © bo . If =3 ° a, a X "3 (g o 2 3 o © O a 43 •a ~o a ,© 1
  • > £ J3JIM O S a ^ © 43 o 43 o © Si o '5 a © "a o 3 . — o a o O a § © a o O © © o a © >> "5 >> o © o £ >> o © ^ a „ © ~ .2 a _© '© ~ © d © .2 "a o 3 o 3 ■ .. o 3 .2 a ® _y SJ °© -p j o © o © „~.„ ~°© © a o d © .2 o £ >. 1 - a a a •> © © © S3 © © © © © a a 3 o © 3 O o 3 O © 3 © '3 ..r.-r a co a a © o a d „Cj si ._r „ „ a a £ d © ^ © o 3 £ Cj .. ., „ S3 CO * ~ a © a >> a © © © © S3 o o •- •- >> a 3 o 3 © o o AS aaj,Nisaaj3!i a a © * £ a © s >> © © © © > cm _© a 2 a bo a © ■1 3 & =3 t © 43 © C 1 1 J o o "3 S "3 43 3 O NI S V -^ a ^ cq S - O s S 3 P 5 o o o T3 Ph cu p- ja NI SV to .* W GO S - >» ► <~ 4*! HO J ax nxixsans v SI O -3 fcjO i— i & -g. <* T3 g 9 03 o o J2 3 a £ 00 & ed bo s DO 3 a . e S • © © H T3 © > S bo 4? a C3 cc B5 S cc o "3 *> partial questic Xenop examp s N C3 bo a 2 Rj NI S V h5 bjD .r Ji js -e S ^ -a ^ •*-» •r-n 3 N cc ES) "3 O N bD N » j< a • CO a d aunos 3hi sawnssv fe o © O S3 OB C a © CD 3 1 .2 a © a ©. a o N ^2 u s bD a CO to O © T3 & £ RJ CC 3 © © N -a © £ NI SV o ft o & GO H X N J3 © bo a H >p M -< a e 85 JO a o s 1 © 1 J3 "© "—> m © 1 © © > o man, deem, pay, lip. rage, brine, vain, levity. oj © 1 © "2 »3 & 1 Rj "" © -a © S .a K O NI SV CQ &H K i-j W J g Ph rt > * * PRONUNCIATION. 29 SEC. II. ACCENT. Accent, in general, is that greater stress which is laid on one syllable of a word in comparison with another. It is employed to promote ease of articulation, to distinguish different parts of speech having the same form, and to express opposition of thought. Hence, as it subserves any one of these ends, it may be denomi- nated articulator?/, discriminative, or rhetorical. 1. Articulator?/ Accent. Articulatory accent is either primary or secondary : the first, distinguished from the last, by appearing at an earlier stage in the formation of words, by being indispensable to all words of more than one syllable, and by being produced by a more forcible utter- ance. A word never has the secondary accent until it contains three or more syllables ; and it may have three, four, and even five syllables, without having the secondary accent in a degree to attract notice ; as in relative, communicative. The greater force of the primary may be observed in such words as estimated, recom- mendation, heterogeneous. But few general rules can be given to determine the place of the accent. Many that are prescribed as such, have exceptions as numerous as the words which they embrace. The limited number subjoined, are mainly drawn from Webster. 1. Monosyllables, though they may be pronouced with force, are necessarily without accent : comparison of one syllable with another being involved in the very nature of accent. 2. Dissyllables submit to no general rule of accentuation whatever ; as may be readily ascertained by testing those rules which Walker, Murray and others apply to this class of words. 3. Trissyllables, derived from dissyllables, usually retain the accent of their primi- tives ; as in poet, poetess ; pleasant, pleasantly ; gracious, graciously ; relate, related ; polite, politely, politest. 4. Words of four syllables also, derived from dissyllables, generally retain the accent of their primitives ; as in collectible from collect ; serviceable from service ; virtuously from virtue ; dictionary from diction ; fancifuJness from fancy. 5. In all cases, the preterit and participles of verbs retain the accents of the verbs. 6. Words ending in tion, sion, tian, cious, tious, cial, tial, tiate, tient, dent, have the accent on the syllable preceding that termination ; as motion, aversion, christian, avaricious, ad- ventitious, commercial, geometrician, substantial, negotiate, patient, ancient. 7. Words of more than two syllables, ending in ty, have, for the most part, the accent on the antepenult ; as entity, liberty, gratuity, propriety, prosperity, insensibility. 8. Trissyllables ending in ment, for the most part, have the accent on the first sylla- ble ; as complement, detriment ; but to this rule there are many exceptions, and particu- larly nouns formed from verbs ; as amendment, commandment. Words ending with cracy, fiuous, ferous, fluent, gonal, gony, machy, loquy, mathy, meter, nomy, ogy, pathy, phony, parous, scopy, strophe, vomous, tomy, raphy, have the accent on the antepenultimate syllable ; as democracy, superfluous, odoriferous, mellifluent, diagonal, cos- mogony, logomachy, obloquy, polymathy, barometer, economy, theology, apathy, euphony, ovip- arous, aeroscopy, apostrophe, ignivomous, duatomy, geography. Such is a brief statement of the rules of accentuation which possess any value. 2. Discriminative Accent. This, as I have already observed, is employed to distinguish different parts of speech having the same form : principally nouns 3* 30 PRONUNCIATION. and verbs, but in a few instances nouns and adjectives ; as in the following list, which I obtain from Mr. Walker. ab'ject absent abstract accent affix augment bombard cement colleague collect compact compound compress concert concrete conduct abject' absent abstract accent affix augment bombard cement colleague collect compact compound compress concert concrete conduct con'fme confine' im'port conflict conflict incense conserve conserve insult consort consort object contest contest perfume contrast contrast prefix converse converse premise convert convert presage descant descant present digest digest produce essay- essay project export export protest extract extract rebel exile exile refuse ferment ferment subject frequent frequent survey import'' incense insult object perfume prefix premise presage present produce project protest rebel refuse subject survey 3. Rhetorical Accent. This is a temporary accent, or, perhaps more properly speaking, the customary accent transferred from its place to another syllable, to express opposition of thought. Examples. 1. He must mcrease, but I must decrease. 2. What fellowship hath righteousness with ^righteousness ? 3. Consider well what you have done, and what you have left wwdone. 4. This corruptible must put on ^corruption ; and this mor- tal must put on immortality. 5. The difference in this case, is no less than betwixt decency and mdecency : betwixt religion and irreligion. 6. In the suitableness or ^suitableness, the proportion or disproportion of the affection to the object which excites it, con- sists the propriety or impropriety of the consequent action. 7. Now that he ascended, what is it but that he also descend- ed first into the lower parts of the earth ? He that descended, is the same also that ascended up far above all heavens, that he might fill all things. PUNCTUATION. 31 CHAPTER II. PUNCTUATION. What I have to say, under this head, rests on the following propositions : 1. That our language comprises a limited number of sentences, having each a peculiar and uniform construction by which they may be always and easily recognised : 2. That all sentences of the same construction, should, in strict propriety, be punctuated, without regard to their brevity or length, in the same manner : 3. That the punctuation should always coincide with the deliv- ery ; so that the one may be a guide to the other ; or, rather, so that the construction of a sentence may determine the punctuation and the delivery at the same time : 4. That every departure from the proper punctuation, by which the latter is brought in conflict with the delivery, should be sys- tematic ; that is to say, should be for reasons which apply to all cases of the same kind ; so that the design of the change in punc- tuation may be, in every case, obvious, and the proper delivery retained notwithstanding. In the remarks which follow, I purposely refrain from entering on the details of punctua- tion : nothing more being necessary at present, than the general rules which determine the proper use of the different pauses, and so prepare the way to understand the classification and description of sentences on succeeding pages. Their special application, I deem it best to re- serve until the subject of structure shall be under consideration. Pauses are employed for three purposes : 1. To mark divisions of sense; 2. To indicate the nature of the sentence ; and 3. To denote unusual construction or significance. SEC. I. PAUSES WHICH MARK DIVISIONS OF SENSE. These are, 1. The comma, 2. " semicolon, 3. " colon, \ written thus 4. " period, 5. " double period, _ 32 PUNCTUATION. I. THE COMMA. The comma is properly employed, only, in separating the members of a sentence, making imperfect sense until the end is reached ; or containing only one proposition. As a pause, it suspends the voice, in unimpassioned reading or speaking, sufficiently long to draw breath : under the influence of emotion, its time is indefinite. Note I. By imperfect sense, I mean sense imperfect according to the author ; for a sentence may be so constructed that the first half or the first quarter of it, if considered apart from what follows, would of itself make perfect sense, and consequently demand, in conformity to the rule, some pause different from the comma ; but, if considered with reference to the author's intention, the sense is imperfect, until what follows, be sub- joined. Observe this sentence : " We came to our journey's end, at last, with no small difficulty, after much fatigue, through deep roads, and bad weather." Take any part of this sentence terminating with a comma, and, if you look no farther than that part, you will have perfect sense, but not the perfect sense of the author : what follows the comma being absolutely necessary to the completeness of his thought ; as much so, as if the sentence were written thus : " At last, after much fatigue, through deep roads and bad weather, we came, with no small difficulty, to our journey's end." This is unquestionably a better construction than the other, but the parts are not more closely allied, nor more indispensable to the completeness of the author's thought than before. What then is the difference between the two forms of construction 1 None with regard to the author, and none, consequently, with regard to the use of the comma. The dif- ference between them respects the hearer or reader exclusively ; and that difference is this : the first at no point raises an expectation of any thing to follow ; the second excites and keeps up such an expectation until the close of the sentence is reached. Note II. That the sense is imperfect according to the author, may be known by several circumstances. It is imperfect 1. When a subject, or nominative case, with its adjuncts, governs no verb ; as, " John, who was with me." 2. When, if a period should be inserted at a given point, (as at either of the divisions in the following sentences,) verbs and nouns would be left without government, ad- verbs have nothing to qualify, and adjectives have no agreement ; as " He invaded the country | fought three battles | and took twelve cities. They built the house with an auger | a saw | and a hammer. God made man | erect | free ] intelligent | immortal. He was heard painfully | and impatiently." The part of the sentence, succeeding the period at any of the points indicated by the perpendicular mark, would be unintelligible. 3. When a preposition with its government, would express no relation ; as in note 1st : We came | to our journey's end | at last | with no small difficulty | sc. 4. When the first part of a sentence implies the remainder : having a word in it which raises an expectation of another about to follow ; as, as— so, when — then, where —there, if— then, in examples 9, 10, 11, and 12 of proper use below. Note III. The sentence or proposition may be expressed declaratively or interroga- tively; as, " Did we not come, at last, to our journey's end, with no small difficul- ty, sc. sc. V Note IV. By a proposition.it may be sufficient to say here, is meant that assemblage of words, or members, which is necessary to a complete thought: in other words, a proposition is a series of words expressing a complete thought. (See Class.) Note V. When I say, the comma as a pause suspends the voice, &c. &c, I mean to intimate that the comma does not necessarily represent a pause, but simply designates the place where, if necessary, a pause may be made : where the relation of the words is not so close, but that, if necessary, they can be separated long enough to take breath, or to produce some rhetorical effect, without injury to the sense. The pause should, if possible, be limited to those commas which mark principal or leading divisions of im- perfect sense ; inasmuch as its frequent repetition, together with the peculiar inflexion connected with it, tends to monotony.* * Sunt aliquando et respiratione qusedam moras etiam in periodis ; ut in ilia, in ccetu vero populi Romani, negotium publicum gerens, magister equitum fyc, rnulta membra habent. Sensus enim sunt alii atque alii, et sicut una circumductio est, ita paulum morandum in his intervallis, non interrumpendus est contextus ; et e contrario. spiritum interim recipere sine intellectu morae necesse est ; quo loco, quasi surripiendus est.— Quinc. PUNCTUATION. 33 1. Examples of the proper use of the Comma. 1. Industry, good sense and virtue, are, as a general thing, essen- tial to health, wealth and happiness. 2. Uncommon expressions, strong flashes of wit, pointed similes, epigrammatic turns, especially when they recur too frequently, are a disfigurement rather than any embellishment of discourse. 3. His dashing spirit, unused to control, and above submission to the loss of fortune, health and tranquillity, finishes the career of glory with a pistol. 4. But it appears to me, that the exhibition of the first magis- trate, and of great statesmen, in caricature, must contribute to diminish or destroy that reverence which is always due to legal authority and established rank, and confessedly conducive to the most valuable ends of human society. 5. Destitute of education, and without a true friend to guide them, they turned out unfortunately, ran away from their trades, entered into low situations in the army and navy, married impru- dently, or died early of intemperance. 6. Rural employments are certainly natural, amusing and healthy. *1. What is it you call eloquence ? Is it the wretched trade of imitating that criminal, mentioned by a poet in his satires, who balanced his crimes before his judges with antithesis ? 8. And where is the man that has not foibles, weaknesses, follies and defects of some kind ? And where is the man that has greater virtues, greater abilities, more useful labors, to put into the oppo- site scale against his defects, than Dr. Johnson ? 9. As in Adam all die, so in Christ shall all be made alive. 10. "When that which is perfect is come, then that which is in part shall be done away. 11. Where the carcass is, there will the eagles be gathered together. 12. If a more perfect union was formed, if justice was ad- ministered, if domestic tranquillity was secured, if the common defence was provided for, if the general welfare was promoted, it was all for the attainment of this end. 13. That faith which is one, that faith which renews and justi- fies all who possess it, that faith which confessions and formularies can never adequately express, is the property of each alike. Let the student carefully observe the difference of structure in these thirteen sen- tences. The first six differ in nothing but length : the next four comprised in No. 7 and 8 are interrogatives : the three succeeding consist, each of them, of two parts, beginning with correlative words ; as— so, when— then, where— there : the one marked No. 12 does not differ from those marked 9, 10, 11, except in having one of the correla- tive words understood, and in having a series of members in the first part : the last sentence, No. 13, is unlike the first six only in having a series of members at the begin- ning : all of them, however, agree in this ; that they contain simply one proposition ; or a sentence of which the sense is complete only when the end is reached. 34 PUNCTUATION, 2. Examples of improper use. 1. This paper gentlemen insists upon the necessity of emanci- pating the Catholics of Ireland, and that is charged as part of the libel. 2. In their day and generation they served and honored the country and the whole country, and their renown is the treasure of the whole country. 3. Such is the simile of a hero to a lion, of a person in sorrow to a flower drooping its head, of a violent passion to a tempest, of chastity to snow, of virtue to the sun and stars, and many others of the same kind. 4. It was the spirit of liberty which still abides on the earth and whose home is in the bosoms of the brave, which but yester- day in beautiful France restored their charter, which even now burns brightly on the towers of Belgium and has rescued Poland from the tyrant's grasp, making their sons and their daughters the wonder and the admiration of the world, the pride and glory of the human race ! In not one of these examples, (which are none of my own making, but all of them drawn from books,) does the comma separate parts making imperfect sense. In the first and second, the parts ending with Ireland and country, are complete propositions, which are followed by nothing to augment, or diminish, or qualify their meaning in any particular ; and the succeeding parts are similar propositions : connected indeed, with the preceding, but nevertheless complete ; and were it not for this slight connec- tion, they would be clearly not less independent, than they are essentially different, propositions. Again, in the third, the part ending with Hon, is a complete proposition, unqualified by any thing in the succeeding parts : the author's idea is complete. The comma is, there- fore, manifestly not the pause which, according to the rule, should be placed at the end of it. But if this makes perfect sense, so, for the same reason, does the next ; and the next. ; until we reach the end ; each of them in succession rejecting the comma, and call- ing for some other pause. It is true that a portion of the second, third, fourth, fifth and sixvh part, must be supplied from the first part ; but there is no common regimen : it is simply a case of abbreviation in view of the fact, that all the parts have the same sub- ject. When the subjects are different, as examples 1 and 2 above, they are necessarily expressed as in 2, or represented by the pronouns, as in 1. When even they are the same, they are not seldom, as in the following example, repeated : " Such was the man : such was the occasion : such was the event." Example fourth, it will be observed, contains a double series of members : the first ending with grasp, and the second with race. Each of these series has a construction precisely like example 3d ; and each should, therefore, be punctuated in the same manner, so far as any thing yet appears to the contrary : at least they alike exclude the comma. As perfect sense is made at grasp, the comma is not the pause which should be in- serted there ; but as the punctuation before a participle in such a position as that of the word making, deserves a more extended consideration than I can give it here, and may receive it more advantageously on a succeeding page, I shall at present content myself with what I have already said. CASES IN WHICH THE COMMA IS NOT INSERTED WHERE A PAUSE MAY BE MADE. The comma being mainly designed to subserve perspicuity, it might be expected, that, where the sense is in no danger of being obscured by its suppression, though a pause may be made at the PUNCTUATION. 35 place, and often is indispensable, it would be omitted. Such is the case ; and with a view to emphasis, (hereafter to be discussed, and with which punctuation is closely connected,) as well as the importance of knowing all the positions of the pauses, to one who wishes to speak correctly, I will notice a few instances of this. 1. When the subject of a sentence stands at the beginning, is not one of the pronouns, and has either nothing between it and the verb, or merely a single word, as in example 3d, or a short insepa- rable adjunct, as in example 4th, the comma is not inserted, though a pause must frequently be made : e. g. 1. " Industry is the guardian of innocence." 2. "Necessity is the mother of invention." 3. " Virtue therefore is its own reward." 4. " The tender mercies of the wicked are cruel." It should be observed here, however, that the pause is necessary after the subject, onlv, when it is under emphasis : a fact which has hitherto escaped the attention of writers on elocution. Place the emphasis on the verb or any succeeding word, and the pause disappears. This is the reason that the pronouns, though the subject of the sen- tence, and placed at the beginning, like " it," at the beginning of this note, are not followed by a pause, except when a special effort is made to render them emphatic. 2. When a part (of a sentence) making imperfect sense, is short, and is followed by another part beginning with a relative pronoun, restraining the meaning of its antecedent, the comma is always omitted, though a pause may be made : e. g. " Self-denial is the sacrifice which virtue must make." " A man who is of a detracting spirit, will misconstrue the most innocent words that can be put together." 3. Before and after such words as then, therefore, thus, hence, &c, the comma is suppressed for the most part, though a pause may be necessary : e. g. " Wherefore I was grieved with that generation." "Let us therefore come boldly unto a throne of grace." " Being then made free from sin, ye became the servants of righteousness." " But now being made free from sin, and become servants to God, ye have your fruit unto holiness." 4. The comma is frequently omitted, though a pause must be made, between the parts of a sentence transposed, or having the natural order reversed : e. g. " In the multitude of my thoughts within me thy comforts de- light my soul." " In the morning it flourisheth : in the evening it is cut down." A pause is necessary in these sentences after me, morning and evening. 5. A pause may be made between parts which may be trans- posed without injury to the sense, although they are not trans- posed ; and although the comma is seldom, I believe, inserted in such circumstances. Thus transposition removed from one of the sentences above, it would read as follows : "It flourisheth in the 36 PUNCTUATION. morning : it is cut down in the evening ;" and a pause may be made with propriety before in, in each member of the sentence. It will be seen, hereafter, that the effect of emphasis is precisely the same, at such a point in the sentence, as at any at which the admission of the comma is not disputed. In this view, the fact is one which it is important to remember. II THE SEMICOLON. The semicolon properly separates the parts of a sentence making, perfect sense ; or distinct though related propositions, connected by conjunctions, adverbs, or relative pronouns, expressed. It is relatively twice the length of the comma : under the influence of passion, it has no determinate time. Note 1. The first part is always complete in its construction, except in poetry, which en- joys a license in this respect as in many others, and in broken prose of the passions, which often leaves the imagination to supply what is left unsaid: the second part, and every suc- ceeding part, are also often complete in their construction ; but almost as often, if not quite, they must be completed by supplying a portion understood from the first part. It should be observed, that these principal parts or divisions of a sentence may have sub- parts of the same nature. Note 2. The sense is known to be perfect when, a period being inserted at a given point, what succeeds makes sense: or forms a distinct proposition. Note 3. The rule above given for the insertion of the semicolon differs in terms only from that given in the earlier edition of this work. As the student may desire to compare them, and as a comparison may give him some additional light, I subjoin the old rule in the margin.* 1. Examples of the proper use of the Semicolon. 1. I would have your papers consist also of all things which may be necessary or useful to any part of society ; and the mechanic arts should have their place as well as the liberal. 2. He has annexed a secret pleasure to any thing that is new or uncommon, that he might encourage us in the pursuit after know- ledge, and engage us to search into the wonders of creation ; for every new idea brings such a pleasure along with it, as rewards any pains we have taken in the acquisition, and consequently serves as a motive to put us on fresh discoveries. 3. The person he chanced to see, was, to appearance, an old, sordid, blind man ; but upon his following him from place to place, he at last found, by his own confession, that he was Plutus, the * The semicolon properly separates the parts of a sentence making perfect sense, and con- nected, not as members of the same regimen, 12 or of the same proposition, 4 but of a different regimen, and of distinct though related propositions, by conjunctions, adverbs, or relative pro- nouns, expressed. It is relatively twice the length of the comma : under the influence of pas- sion, it has no determinate tune. a By common regimen, I mean the common dependence (for instance) of verbs, in different members of the sentence, but in the sarco mood aud tense, and connected by conjunctions expressed or understood, on the same subject or nominative case : e.g. " -But he held his peace, and answered nothing - ." The difference between this construction and that of the following sentence, in which there is no common regimen, but distinct propositions are given, is obvious. " And it was the third hour; and they crucified him." 6 " I would have your papers consist also of all things which may be necessary or useful to society." Which., in this sentence, connects members of a different regimeu but of the same proposition. Or connects members of the same regimen and proposition. " I would have your papers consist also of all things which may be necessary or useful to society; and the mechanic arts should have their place as well as the liberal." And here connects members of a different regimen and of distinct though related propositions. PUNCTUATION. 87 god of riches ; and that he was just come out of the house of a miser. 4. All superiority and pre-eminence that one man can have over airother, may be reduced to the notion of quality ; which, consid- ered at large, is either that of fortune, body, or mind. 5. The mode of reasoning more generally used, and most suited to the train of popular speaking, is what is called the synthetic ; when the point to be proved is fairly laid down, and one argument after another is made to bear upon it, till the hearers be fully con- vinced. 6. By-and-by, Clodius met him on the road, on horseback, like a man prepared for action ; whilst Milo is travelling in a carriage with his wife, wrapped up in his cloak, embarrassed with baggage, and attended by a great train of women, servants and boys. 7. Consider whether it can be illustrated to advantage by point- ing out examples, or appealing to the feelings of the hearers ; that thus, a definite, precise, circumstantial view may be afforded of the doctrine to be inculcated. , 8. But besides this consideration, there is another of still higher importance ; though I am not sure of its being attended to as much as it deserves ; namely, that from the fountain of real and genuine virtue are drawn those sentiments which will ever be the most powerful in affecting the hearts of others. 9. I must therefore desire the reader to remember, that by the pleasures of the imagination, I meant only such pleasures as arise originally from sight ; and that I divide these pleasures into two kinds. 10. Let it be the study of public speakers, in addressing any popular assembly, to be previously masters of the business on which they are to speak ; to be well provided with matter and argument ; and to rest upon these the chief stress. 11. Knowing this : thM the law is not made for a righteous man, but for the lawless and disobedient ; for the ungodly and for sin- ners ; for unholy and profane ; for murderers of fathers and mur- derers of mothers ; for manslayers ; for whoremongers ; for them that defile themselves with mankind ; for men-stealers ; for liars ; for perjured persons ; and* if there be any other thing that is con- trary to sound doctrine [for that.] 12. And besides this, giving all diligence, add, to your faith, virtue ; and to virtue, knowledge ; and to knowledge, temperance ; and to temperance, patience ; and to patience, godliness ; and to godliness, brotherly kindness ; and to brotherly kindness, chanty. * If the connective is expressed before the last part of a series, it is sufficient for the rule. 4 38 PUNCTUATION. 2. Examples of improper use. 1. When an author is always calling on us to enter into trans- ports which he has done nothing to inspire ; we are both disgusted and enraged at him. 2. Vexed at the arbitral proceedings of the Assembly ; willing to escape from a town where good people pointed with horror at his freedom ; indignant also at the tyranny of his brother, who, passionate as a master, often beat his apprentice ; Benjamin Franklin, then but seventeen years old, sailed clandestinely for New York. 3. The soil of a Republic sprouts with the rankest fertility; it has been sown with dragon's teeth. To lessen the hopes of usurp- ing demagogues, we must enlighten, animate and combine the spirits of freemen ; we must fortify and guard the constitutional ramparts about liberty. 4. I put these together, both because they fall nearly under the same rules, and because they commonly answer the same purpose ; serving to illustrate the cause or the subject of which the orator treats before he proceeds to argue either on one side or the other. 5. Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost ; teaching them to observe all things whatsoever I have commanded you. 6 . History, as it has been written, is the genealogy of princes ; the field-book of conquerors. The pails separated by the semicolon in No. 1 and 2, make imperfect sense ; and hence they should be separated by the comma. No. 2. however, may be punctuated as it is by the first law of Deviation. (See laws of Deviation a few pages forward.) The parts in No. 3 make perfect sense, but the connective is suppressed. Accordingly, they cannot be separated by the semicolon under the rule. The parts in No. 4 and 5, also make perfect sense, but in both the connective is suppressed, as in the preceding No. 3 : consequently, the semicolon is incorrect punctuation. In No. 5, the punctuation is inconsistent ; for while it has a semicolon before teaching, it has only a comma before baptizing ; and yet the circumstances are precisely the same. Why neither the comma nor semicolon is admissible before the participles in this position, will be fully explained under the next pause. In No. G, the connective is not expressed. The semicolon is therefore improperly used. III. THE COLON. The colon properly separates the parts of a sentence, making perfect sense ; or distinct though related propositions, connected by conjunctions, adverbs, or relative pronouns understood. [See Semicolon, Notes.) In the suppression of the connectives or copulatives, lies the only rational and even imaginable distinction between the colon and semicolon. By this suppression alone, is the connection between the parts of a sentence in which either of them may be employed, PUNCTUATION. 39 made less close, and a longer pause than the semicolon, necessary ; and then a longer pause is necessary : a fact which printers of the present day, who almost universally dispense with the use of the colon, seem to have forgotten, or studiously to neglect. The sentence in which the colon is properly employed, does not differ in construction from that in which the semicolon is inserted. (See Semicolon.) This pause is relatively as long again as the semicolon : under the influence of passion its time is indefinite.* 1. Examples of the proper use of the Colon. 1. He shows you what you ought to do, but excites not the de- sire of doing it : he treats man as if he were a being of pure intel- lect, without imagination or passions. 2. For thou hast said in thine heart, I will ascend into heaven : I will exalt my throne above the stars of God : I will sit also upon the mount of the congregation in the sides of the north. 3. Gratitude is of a fruitful and diffusive nature : of a free and communicative disposition : of an open and sociable temper. It will be imparting, discovering, and propagating itself: it affects light, company and liberty : it cannot endure to be smothered in privacy and obscurity. (See Deviations II.) 4. The faults opposed to the sublime are chiefly two : the frigid and the bombast. 5. One of the court party interrupted him in these words : " How dare you praise a rebel before the representatives of the nation ?" 6. The following observations exactly correspond with the senti- * The learned reader may be gratified by a comparison of what I have advanced on the comma, as a pause of imperfect sense, and on the semicolon and colon, as pauses of perfect sense, with the remarks of Quinctilian on the same subject. He is speaking of the pronun- ciation or delivery of the following passage from Virgil, with respect to its pronunciation : — " Arma, virumque, cano, Trqjae qui primus ab oris Italiam, fato profugus Lavinaque venit Littora : multiim ille et terris jactatus et alto, Vi Superum, saevae memorem Junoris ob iram: Multa quoque et bello passus, dum conderet urbem, Inferretque Deos Latio ; genus unde Latinum, Albinique patres, atque altae mcenia Romae." Secundum est, (says Quinctilian,) ut sit oratio distincta ; id est, ut qui dicit, et incipiat ubi oportet, et desinat. Observandum etiam quo loco sustinendus et quasi suspendendus sermo sit (quam Graeci biroSiacrToXfiv, vel viroavoroXiiv, vel viroanyuriv vocant,) quo deponendus. Suspenditur, Anno, virumque cano, quia illud virum ad sequentia pertinet; ut sit, virwm, TrqjcB qui primus ab oris ; et hie iterum ; nam etiam si aliud est unde venit, quam quo venit, non distinguendum tamen, quia utrunque eodem verbo continetur, venit. Tertio Italiam, quia interjectio est, fato profugus, et continuum sermonem qui faciebat, Italiam, Lavinaque, dividit. Ob eandemque causam, quarto profugus, delude, Lavinaque venit Littora ; ubi jam erit distinctio, quia inde alius iNciPix sensus. Sed in ipsis etiam distinctionibus tempus alias brevius, alias longius dabimu3. Interest enim, sermonem finiat, an sensum. Itaque illam distinctionem Littora, protinus altero spiritus initio insequar. Cum illuc venero, Atque alt® mania RomcE, deponam et morabor, el novum rursus exordium faciam. Book xi. ch. 3. 40 PUNCTUATION. merits of our author: "Nothing can contribute more towards bringing the powers of genius to their ultimate perfection than a severe judgment, equal in degree to the genius possessed." 1. And with this, I finish the discussion of the structure of sen- tences : having fully considered them under all the heads I men- tioned, of perspicuity, unity, strength and musical arrangement. 8. Is he the God of the Jews only ? Is he not also of the Gen- tiles ? Yes, of the Gentiles also : seeing it is one God who shall justify the circumcision by faith, and the uncircumcision through faith. 9. Now if we be dead with Christ, we believe that we shall also live with him: knowing that Christ being raised from the dead, dieth no more : death hath no more dominion over him. The parts of No. 1, 2 and 3, are property separated by the colon, because the connective and is understood. In No. 4, 5 and 6, namely is understood. The colon is therefore correctly used. In No. 7, 8 and 9, we have at length the proper punctuation before the participles, when employed as in these sentences. I now call the student's attention to the reason for this. The participles when so used, (and the perfect as well as the present is so used, though I have given no examples,) are uniformly abbreviated forms substituted for the finite verb preceded by conjunctions, adverbs, or relative pronouns. Thus, having in No 7, is strictly the equiva- lent of / have ; seeing, in No. 8, of we see ; and knowing, in No. 9, of we know ; and as these fuller expressions would, if employed, be preceded by the semicolon or colon, according as the connective for might be expressed or understood, no reason can be assigned why their equivalents should not be treated in the same manner ; that is, (since the connective, not merely, but also the pronoun, is understood,) with the colon. Against the use of the comma, which, as we have seen, is employed before the participle so situated, and I may now add, very frequently employed, there is a stronger objection than against that of the semicolon; for the participle is often employed in nearly the same manner after imperfect sense. Observe above the first sentence under the head of colon. "The colon properly separates the parts of a sentence, making perfect sense." The participle making here is the substitute or equivalent of " which make" preceded by imperfect sense. Take another example. " And there was seen a great way off a herd of swine, feeding." Here the parti- ciple is a mere abbreviation of " which icere feeding" as before preceded by imperfect sense ; and consequently it shotdd be separated from what precedes by the comma. How shah we distinguish cases of this kind from such as we lind in Nos. 7, 8, 9, if we point them in the same manner? It should be observed before dismissing this subject, that the participle often appears in what seems to be the one or the other of the two positions which I have just noticed, but which is yet very distinct from both: e. g. "I saw him sliding down hill." "He went crying all the way home." "The horse stood champing the bit." Here the participle limits, restrains or qualifies the object or action, and therefore cannot be separated from it even by the comma, unless some specification of time or place, &x., should intervene ; as, " I saw him, just at night, sliding down hill." " The horse stood, in the yard, champing, &c." 2. Examples of improper use. 1. They entered in, and dwelt together: and the second pos- session was worse than the first. 2. One may have a considerable degree of taste in poetry, elo- quence, or any of the fine arts, who has little or hardly any genius for composition or execution in any of these arts : but genius can- not be found without including taste also. 3. But on other occasions, this were improper : for what is the use of melody, or for what end has the poet composed in verse, if in reading his lines, we suppress his numbers, and degrade them, by our pronunciation, into mere prose ? PUNCTUATION. 41 4. These are degrading : whereas, similes are commonly intend- ed to embellish and to dignify. 5. He first lost by his misconduct the flourishing provinces of France, the ancient patrimony of the family : he subjected his kingdom to a shameful vassalage under the see of Rome : he saw the prerogatives of his crown diminished by law, and still more reduced by faction : and he died at last, when in danger of being totally expelled by a foreign power, and of either ending his life miserably in prison, or seeking shelter as a fugitive from the pur- suit of his enemies. 6. When I applied my heart to know wisdom, and to see the business that is done upon the earth : then I beheld all the works of God, that a man cannot find out the work that is done under the sun. 1. As we perceive the shadow to have moved along the dial, but did not perceive it moving ; and it appears the grass has grown, though nobody ever saw it grow : so the advances we make in knowledge, as they make such minute steps, are only perceivable by the distance. In the first five of these examples, the colon is improperly employed, because the connec- tives are expressed : in the last two, because it separates parts making imperfect sense. It may be worth while to notice the improper use of the comma between the sub-parts of the first part of No. 5. At France, we have perfect sense : consequently the comma should be displaced by the colon : which were, the connective and the verb, being suppressed. IV. THE PERIOD. The period is properly placed at the end of a complete and in- dependent enunciation of thought. Its relative length is double that of the colon ; but under the influence of passion, its length is indeterminate. As this pause is too well known to need illustration, I shall con- fine my examples to the purpose of showing its improper use. Examples of improper use. 1. Jurists may be permitted with comparative safety to pile tome upon tome of interminable disquisition upon the motives, reasons and causes of just and unjust war. Metaphysicians may be suf- fered with impunity to spin the thread of their speculations until it is attenuated to a cobweb ; but for a body created for the gov- ernment of a great nation, and for the adjustment and protection of its diversified interests, it is worse than folly to speculate upon the causes of war, until the great question shall be presented for immediate action. 2. The most eminent physicians bear uniform testimony to this propitious effect of entire abstinence. And the spirit of inspiration 4* 42 PUNCTUATION. has recorded, " He that striveth for the mastery is temperate in all things." 3. The immortal Edwards, too, repeatedly records his own ex- perience of the happy effect of strict temperance both on the mind and body. And the recent reformations from moderate drinking, in different parts of the land, have revealed numerous examples of renovated health and spirits in consequence of the change. 4. In the full persuasion of the excellency of our government, let us shun those vices which tend to its subversion, and cultivate those virtues which will render it permanent, and transmit it in full vigor to all succeeding ages. Let not the haggard forms of intem- perance and luxury ever lift their destroying visages in this happy country. Let economy, frugality, moderation and justice, at home and abroad, mark the conduct of all our citizens. Let it be our constant care to diffuse knowledge and goodness through all ranks of society. In No. 1, it will be readily observed, that the part beginning with jurists and the part be- ginning with metaphysicians, bear precisely the same relation to the succeeding conjunction but : a sufficient reason surely against the insertion of the period after war. In Nos. 2, 3, for the reason that the parts are allied in thought, and connected as proposi- tions by the connective and, the semicolon should have been used. In No. 4, we have the same connection with the connective understood. The period there- fore should give place to the colon. V. THE DOUBLE PERIOD. The double period is the pause which occurs at the end of a paragraph, or a series of sentences unfolding the same general thought. It has no sign of its own, but is represented by the common period. It is usually indicated by a break or blank space in the page. This, however, is not always the case ; for neither speakers, writers, nor printers, are always accurate in mark- ing the transition from one general thought to another ; and when not, the reader must exercise his own judgment in marking it for himself. The length of the double period, as the name implies, is relatively about double the length of the common period. No examples are necessary to illustrate this pause ; a bare reference to any book within reach, will be sufficient to satisfy the inquiring that this pause has a real existence in nature ; and though hitherto unnoticed by writers on elocution, one of great importance to a correct, graceful, and impressive delivery. By neglecting to observe it, many speakers and readers, both at the bin- and in the pidpit, as well as in less conspicuous positions, impair seriously the effect of what they speak and read on those who hear them. Many cases of this have fallen imder my own observation. DEVIATIONS FROM THE LEGITIMATE USE OF THE PAUSES WHICH MARK DIVISIONS OF SENSE. I have said at the beginning of this chapter, " that every de- parture from the proper punctuation, by which the latter is brought in conflict with the delivery, should be systematic ; that is to say, PUNCTUATION. 43 should be for reasons which apply to all cases of the same kind ; so that the design of the change in punctuation may be always obvious, and the proper delivery retained notwithstanding." Unhappily, for the want of a sufficient number of pauses to meet all the exigencies of punctuation, such a departure is frequently necessary ; and I now proceed to state the rules in conformity to which, it should uniformly take place. As I have hitherto intro- duced no rule, not founded in the nature of things, and sustained by abundant examples from the best practice of printers, (the lead- ing practice, in fact, of all printers, but from which they are often seen capriciously wandering,) so here I shall lay down no principle which is not amply justified by the best punctuation in this country and Great Britain. I do not aim at originality, but simply to in- troduce system, where hitherto, it must be confessed, practice has often been incompatible with itself, often arbitrary, not seldom ex- tremely slovenly, frequently and glaringly false, and, since confusion here must necessarily produce a corresponding confusion in the de- livery, always more or less injurious. I. When the parts (of a sentence) making imperfect sense, are not merely long, but comprise subdivisions which require separation by the comma, we may employ the semicolon to mark their limits, and distinguish them from these subdivisions ;* and if, for the same reason, a remoter punctuation be necessary, we may employ the colon. Examples. 1. The bounding of Satan over the walls of Paradise ; his sit- ting in the shape of a cormorant upon the tree of life, which stood in the centre of it, and overtopped all the other trees in the garden ; his alighting among the herd of animals, which are so beautifully represented as playing about Adam and Eve, together with his transforming himself into different shapes, in order to hear their conversation ; are circumstances that give an agreeable surprise to the reader, and are devised with great art to connect that series of adventures, in which the poet has engaged this artifice of fraud. 2. That a man, to whom he was, in a great measure, beholden for his crown, and even for his life ; a man, to whom, by every honor and favor, he had endeavored to express his gratitude ; whose brother, the Earl of Derby, was his own father-in-law ; to whom he had committed the trust of his person, by creating him lord chamberlain ; that a man enjoying his full confidence and affec- tion ; not actuated by any motive of discontent or apprehension ; * When a sentence contains a succession of similar members making imperfect sense, and any one of them requires the semicolon for the reason assigned ; all of them, for the sake of uniformity, may be punctuated in the same maimer, though without subdivisions requiring the comma. The first and second examples are pertinent illustrations of this. 44 PUNCTUATION. that this man should engage in a conspiracy against him, he deemed absolutely false and incredible. 3. Seeing then that the soul has many different faculties, or in other words, many different ways of acting ; that it can be intensely pleased or made happy by all these different faculties or ways of acting ; that it may be endowed with several latent faculties, which it is not at present in a condition to exert ; that we cannot believe the soul is endowed with any faculty which is of no use to it ; that whenever any one of these faculties is transcendently pleased, the soul is in a state of happiness ; and, in the last place, considering that the happiness of another world is to be the happiness of the whole man ; who can question but that there is an infinite variety in those pleasures we are speaking of; and that this fulness of joy will be made up of all those pleasures which the nature of the soul is capable of receiving ? 4. Besides the ignorance of masters who teach the first rudi- ments of reading, and the Avant of skill or negligence in that arti- cle, of those who teach the learned languages ; besides the erroneous manner, which the untutored pupils fall into, through the want of early attention in masters, to correct small faults in the beginning, which increase and gain strength with years ; besides bad habits contracted from imitation of particular persons, or the contagion of example, from a general prevalence of a certain tone or cant in reading or reciting, peculiar to each school, and regularly transmitted from one generation of boys to another ; besides all these, which are fruitful sources of vicious elocution, there is one fundamental error in the method universally used in teaching to read, which at first gives a wrong bias, and leads us ever after blindfold from the right path, under the guidance of a false rule. 5. As the middle, and the fairest, and the most conspicuous places in cities, are usually chosen for the erection of statues and monuments, dedicated to the memory of the most worthy men who have nobly deserved of their country ; so should we in the heart and centre of our soul, in the best and highest apartment thereof, in the places most exposed to ordinary observation, and most secure from worldly care, erect lively representations, and lasting memorials of divine bounty. 6. When the gay and smiling aspect of things has begun to leave the passage to a man's heart thus thoughtlessly unguarded ; when kind and caressing looks of every object without, that can flatter his senses, have conspired with the enemy within, to betray him, and put him off his defence ; when music likewise hath lent her aid, and tried her power upon the passions ; when the voice of singing men, and the voice of singing women, with the sound of the viol and the lute, have broke in upon his soul, and in some PUNCTUATION. 45 tender notes have touched the secret springs of rapture ; that mo- ment let us dissect and look into his heart : see how vain, how weak, how empty a thing it is ! 1. If, indeed, we desire to behold a literature like that which has sculptured with such energy of expression, which has painted so faithfully and vividly the crimes, the vices, the follies of ancient and modern Europe ; if we desire that our land should furnish for the orator and the novelist, for the painter and the poet, age after age, the wild and romantic scenery of war ; the glittering march of armies, and the revelry of the camp ; the shrieks and blasphe- mies, and all the horrors of the battle field ; the desolation of the harvest, and the burning cottage ; the storm, the sack and the ruin of cities : if we desire to unchain the furious passions of jealousy and selfishness, hatred and revenge, those lions that now sleep harmless in their den ; if we desire that the lake, the river, the ocean, should blush with the blood of brothers ; that the winds should waft from the land to the sea, from the sea to the land, the roar and smoke of battle ; that the very mountain-tops should be- come altars for the sacrifice of brothers : if we desire that these, and such things as these, (the elements, to an incredible extent, of the literature of the old world,) should be the elements of our literature ; then, but then only, let us hurl from its pedestal, the ma- jestic statue of our union, and scatter the fragments over all our land. II. When the parts (of a sentence) making perfect sense, com- prise sub-parts also making perfect sense, and both have the con- nectives expressed or understood at the same time, and hence both according to rule require the same punctuation ; to mark these respective limits and distinguish them from one another, we may punctuate the sub-parts one degree lower than the principal parts ; that is to say, if the principal parts require the colon, the sub- parts may be separated by the semicolon : if the principal parts re- quire the semicolon, the sub-parts may be separated by the comma. Examples. 1. They now heard of the exact accomplishment of obscure predictions : of the punishment over which the justice of heaven had seemed to slumber : of dreams ; omens ; warnings from the dead : of princesses, for whom noble suitors contended in every generous exercise of strength and skill : of infants, strangely pre- served from the dagger of the assassin, to fulfil high destinies. 2. Gratitude is of a fruitful and diffusive nature ; of a free and communicative disposition ; of an open and sociable temper : it will be imparting, discovering and propagating itself: it affects light, company and liberty : it cannot endure to be smothered in privacy and obscurity. 46 PUNCTUATION. 3. We swear to preserve the blessings which they toiled to gain; which they obtained by the incessant labors of eight distressful years : to transmit to our posterity our right undiminished, our honor untarnished, and our freedom unimpared. 4. This was the gymnastic school, in which Washington was brought up ; in which his quick glance was formed, destined to range hereafter across the battle-field, through clouds of smoke and bristling rows of bayonets : the school in which his senses, weaned from the tastes for those detestable indulgences miscalled pleasure, in which the flower of adolescence so often languishes and pines away, were early braced up to that sinewy manhood which became the Lord of the Lion heart and eagle eye. 5. In the Book of Judges, we see the strength and weakness of Samson : in that of Ruth, the plain-dealing and equity of Boaz : in those of Kings, the holiness of Samuel, of Elijah, and the other prophets ; the reprobation of Saul ; the fall and repentance of David, his mildness and patience ; the wisdom of Solomon ; the piety of Hezekiah and Josiah : in Esdras, the zeal for the law of God : in Tobit, the conduct of a holy family : in Judith, the power of grace : in Esther, prudence : in Job, a pattern of admirable patience. In all of these sentences, the sub-parts are constructed precisely like the principal parts : and if they were pointed in the same manner, as in strict propriety they should be, they would be confounded. The sub-parts are therefore separated by the semicolon, to mark their subor- dination. In No. 4, the sub-part, ending with bayonets, and in No. 5, the sub-part respecting David, have themselves sub-parts of the same construction. These, consequently, are separa- ted by the comma, SEC. II. PAUSES DENOTING THE NATURE OF THE SENTENCE. 1. The interrogation, ) , j ,-, ( ? n m i *: r marked thus: < , 2. The exclamation, j ( ! These, accurately speaking, are not pauses, but the representa- tives of the pauses, already considered, which mark divisions of sense ; and this representative character it is very important to re- member ; for otherwise we shall be constantly in danger of regard- ing, and in delivery treating, as distinct sentences, what are in fact but parts of the same sentence. Being representatives, they have, of course, no time of their own, but adopt that of the pauses of sense for which they stand ; and they stand indifferently for the comma, semicolon, colon or period. I ought, perhaps, to enumerate the parenthesis among pauses that indicate the nature of the sentence, and have a representative character; but as modern practice usually asso- ciates the pause with it, as it indicates no peculiarity in the sentence itself, which it includes, but simply that, whatever the nature of the sentence may be, it is necessaiy neither to the geneial construction nor sense, and especially as it would lead to a repetition of the same mat- ter in a subsequent part of this work, where the parenthesis is fully discussed, I deem it best to waive every thing in this place beyond this brief allusion. PUNCTUATION. 47 I. The interrogation declares the sentence before it, a question. 1. Examples of proper use. 1. How shall a man obtain the kingdom of God ? By impiety? theft? murder? adultery? 2. Will the Lord cast off forever ? and will he be favorable no more? 3. Doth his promise fail forevermore ? hath God forgotten to be gracious ? hath he in anger shut up his tender mercies ? 4. Canst thou draw out the leviathan with a hook ? or his tongue with a cord which thou lettest down ? 5. During a life so transitory, what lasting monument then can our fondest hopes erect ? My brethren ! we stand on the borders of an awful gulf, which is swallowing up all things human. In No. 1, after " impiety," &c, the interrogation represents the comma : in the middle of Nos. 2, 4, the semicolon : in the middle of No. 3, the colon : in No. 1, after " God," and at the end of Nos. 1, 2, 3, 4, and the first part of No. 5, the period. 2. Examples of improper use. Two cases of this occur : (1.) Where a question is not asked, but merely said or command- ed to be asked : e. g. 1. And they asked him when he intended to enter upon the enterprise of which he spoke ? 2. If the question be put, to what class of those pleasures of taste, which I have enumerated, that pleasure is to be referred, which we receive from poetry, eloquence or fine writing? my answer is, not to any one, but to them all. 3. Presumptuous man ! the reason would'st thou find, Why formed so weak, so little, or so blind ? First, if thou canst, the harder reason guess, Why formed no weaker, blinder, and no less. Ask of thy mother, earth, why oaks are made Taller or stronger than the weeds they shade ? Or ask of yonder argent fields above, Why Jove's satellites are less than Jove ? The only question, properly so called, in these three examples, is contained in the first couplet of the third. The interrogation at the end of the first, should give place to the period : in the second, to the comma: in the third, at the end of the third couplet, to the semicolon ; and at the end of the fourth, to the period. (2.) Where a sentence is punctuated as a question, when in fact it is an exclamation : no answer being required, expected or even thought of : e. g. 1. The ear^h must be labored before it will give its increase ; 48 PUNCTUATION. and when it is forced into its several products, how many hands must they pass through before they are fit for use ? 2. How great must be the majesty of that place, where the whole art of creation has been employed;' and where God has chosen to show himself in the most magnificent manner ? 3. And when no longer himself, how affecting was it to behold the disordered efforts of his wandering mind employed on subjects of literature ? II. The exclamation denotes that a sentence, or part of a sen- tence, before it, contains an expression of some one of the various emotions or passions. Exanvples of proper use. 1. Death ! great proprietor of all ! 'tis thine To tread out empires and to quench the stars. 2. Why is it that to man have been given passions which he can- not tame ; and which sink him below the brute ! and why is it that a few ambitious men are permitted by the great Ruler, in the self- ish pursuit of their own aggrandizement, to scatter in ruin, desola- tion and death, whole kingdoms: making miserv and destruction the steps by which they mount up to their seats of pride ! 3. The treasures of America are now in heaven. How long the list of our good and wise and true, assembled there ! how few re- main with us ! 4. But " they complained of injustice." God of heaven! had they not a right to complain ! After a solemn treaty, plundered of all their property, and on the eve of the last extremity of wretch- edness, were they to be deprived of the last resource of impotent wretchedness, complaint and lamentation ! 5. Oh ! does not the God who is said to be love, shed over this attribute of his, its finest illustration ! when, while he sits in the highest heaven, and pours out his fulness on the whole subordinate domain of nature and providence, he bestows a pitying regard on the very humblest of his children, and sends his reviving Spirit into every heart, and cheers by his presence every home, and provides for the wants of every family, and watches every sick-bed, and listens to the complaints of every sufferer ; and while, by his won- drous mind, the weight of universal government is borne, oh ! is it not more wondrous and more excellent still, that he feels for every sorrow, and has an ear open to every prayer ! In the first example, and the first instance of the fourth, and the first, second and third in- stances of the fifth example, the exclamation point represents the comma : in the second, the semicolon and period: in the third, the colon and period: hi the second and third instances of the fourth and the last of the fifth, the period. As the exclamation is comparatively seldom misapplied, I think it unnecessary to trouble the student with examples of improper use. PUNCTUATION. 49 SEC. III. THE PAUSE DENOTING UNUSUAL CONSTRUCTION OR SIGNIFICANCE. This pause is commonly called the dash : occasionally, the em- phatic pause : in this work, the rhetorical pause. It is represented thus : — Haste, indolence, or, perhaps, ignorance of the laws of punctuation, has effected a total per- version of the appropriate use of this pause. We frequently had it substituted, not merely in the journals of the day, but in productions of a permanent and standard character, for the comma, semicolon and colon. The impropriety of this is too obvious to be insisted on ; and, I regret to add. too much a matter of custom, perhaps, to be corrected. Yet there can be little doubt that this indiscriminate use of the dash is at once useless and mischievous: use- less, because the pauses of sense are equally significant ; and mischievous, because it con- founds pauses in then nature distinct, often obscures the sense, and always in the eyes of a man of taste, mars the beauty of the printed page. The rhetorical pause is properly employed in the following cases : I. Before a slight change in the construction of the sentence : e. g. The clear conception, outrunning the deductions of logic ; the high purpose ; the firm resolve ; the dauntless spirit, speaking on the tongue, beaming from the eye, informing every feature, and urging the whole man onward, right onward to his object ; — this, this is eloquence. II. After a portion of a sentence abruptly broken off : e. g. 1. If thou beest he — but how fallen ! how changed ! 2. Here lies the great — false marble, where ? Nothing but sordid dust lies here. 3. Frankness, suavity, tenderness, benevolence, breathed through: their exercise. And his family ! — But he is gone : that noble heart beats no more. 4. Leonidas ! Cato ! Phocion ! Tell — one peculiarity marks them all : they dared and suffered for their native land. III. After a sentence which abruptly terminates a thought : the next sentence beginning another : hence between the remarks of different speakers in informal dialogue : e. g. 1. Oh, how I trembled with disgust! — And now blue dismal ilames gleamed along the walls : the tombs were rent asunder : bands of fierce spectres rushed around me in frantic dance : furi- ously they gnashed their teeth, while they gazed upon me, and shrieked in loud yells, " Welcome, thou fratricide ! Welcome, thou lost forever !" — Horror burst the bands of sleep; but my feelings — words are too weak, too powerless, to express them. — Surely this was no idle dream ! — 'Twas a celestial warning. 2. "Have you read my Key to the Romans ?" said Dr. Taylor, of Norwich, to Mr. Newton. — " I have turned it over." — " You have 50 PUNCTUATION. turned it over ? And is this the treatment a book must meet with, which has cost me many years of hard study ? Must I be told, at last, that you have ' turned it over,' and thrown it aside ? You ought to have read it carefully and weighed deliberately what comes forward on so serious a subject." — " Hold ! you have cut me out full employment, if my life were to be as long as Me- thuselah's." The rhetorical pause after " feelings," in No. 1, belongs to case second above. In the pres- ent case and case I„ the rhetorical pause is usually associated with the pause of sense : in this respect differing from case second and the two which follow. IV. After a part of a sentence, followed by an imexpected turn of sentiment : e. g. 1. This world, 'tis true Was made for Caesar — but for Titus too. 2. I now solemnly declare that so far as personal happiness is concerned, I would infinitely prefer to pass my life as a member of the bar, in the practice of my profession, according to the ability which God has given me, to that life which I have led, and in which I have held places of high trust, honor, responsibility, and — obloquy. 3. The people lifted up their voices and blessed the good St. Nicholas ; and from that time forth, the sage Van Kortland was held in more honor than ever for his great talent at dreaming, and was pronounced a most useful citizen and a right good man — when he was asleep. V. Before and sometimes after a word, clause or sentence of more than usual significance : e. g. 1. And now abideth faith, hope, charity: these three ; but the greatest of these is — charity. 2. Socrates died like a philosopher, but Jesus Christ like a — God. 3. Jesus wept — 4. And Nathan said unto David — thou art the man. 5. Is life so dear, or peace so sweet as to be purchased at the price of chains and slavery ? — Forbid it, Almighty God ! I know not what course others may take, but as for me, give me liberty or give me — death ! Examples of the improper use of the Rhetorical Pause. 1. Thus, without any innovation — without altering or abolishing any thing but pernicious novelties, introduced for the encourage- ment of sloth and idleness — by converting, for the future, the same funds for the use of the serviceable, which are spent, at present, upon the unprofitable, you may be well served. PUNCTUATION. 51 2. To acquire a thorough knowledge of our hearts and charac- ters, — to restrain every irregular inclination, — to subdue every rebellious passion, — to purify our motives and our conduct, — to form ourselves to that temperance which no pleasure can seduce, — to that meekness which no provocation can ruffle, — to that pa- tience which no affliction can overwhelm, and that integrity which no interest can shake ; this is the task which is assigned to us, — a task which cannot be performed without the utmost diligence and care. 3. The church has commenced her march — Samaria has with one accord, believed the gospel — Antioch has become obedient to the faith — the name of Christ has been proclaimed throughout Asia Minor — the temples of the gods, as though smitten by an in- visible hand, are deserted — the citizens of Ephesus cry out in despair, " great is Diana of the Ephesians" — licentious Corinth is purified by the preaching of Christ crucified. 4. He who cannot persuade himself to withdraw from society, must be content to pay a tribute to a multitude of tyrants : to the loiterer who makes appointments he never keeps — to the consulter who asks advice he never takes — to the boaster who blusters only to be praised — to the complainer who whines only to be pitied — to the projector whose, happiness is only to entertain his friends with expectations, which all but himself know to be vain — to the economist who tells of bargains and settlements — to the politician who predicts the fate of battle and breach of alliances — to the usurer who compares the different funds — and to the talker who talks only because he loves talking. In example first, the dash usurps the place of the comma : in the second, of the comma in the first three instances, of the semicolon in the next two, (see Deviations from the legitimate use of pauses between divisions of sense No 1.,) and of the colon in the last instance. The association of the comma with the dash in this case, augments the impropriety of the punc- tuation. In example 3d and 4th, the colon and semicolon are the pauses which should be inserted instead of the dash. 52 MODULATION. CHAPTER III. MODULATION. Modulation includes the consideration of key, evolutions or va- riations, force and rate. I. THE KEY. The key, otherwise called pitch, is the predominating tone of reading or speaking. Different voices, in consequence of organic diversity, occupy dif- ferent portions of the scale of vocal sounds. Some are treble, some are tenor, and some are bass ; while others can scarcely be called either treble, tenor or bass ; but occupy intermediate places in the scale. Still, whatever these organic differences may be, every human voice has its relatively high, medium and low tones, any of which may be adopted, though not with equal propriety, as the prevailing tone of delivery.* It is easy to show from a variety of considerations that the medium tone, which is that of sustained and animated conversation, is the only one that can be made the key of reading or speaking, with any regard for the exactions and exigencies of protracted discourse. 1. The organs of speech, being unaccustomed to any thing more than slight and infrequent exertions at a high pitch, soon tire ; and in consequence, the voice becomes harsh, or breaks, under the unnatural strain which it is forced to endure. 2. In like manner, they are unaccustomed to a low pitch : the other extreme ; and for the same reason, the voice will soon become thick and unintelligible.t 3. No sentence can be stud to be properly delivered which has not its close indicated by the voice as well as by the period. This is generally done by dropping the voice to a point somewhat below the key. Of course, such a close is impossible with the voice already de- pressed to its lowest note ; and with it elevated at a high pitch, the fall must be unnaturally deep, and therefore exaggerated and absurd. Not unfrequently the sentence should terminate, after traversing nearly the whole compass of the voice, with its highest notes ; at others, after the same movement in a different direc- tion, with its lowest. For example : " Will you ride to tow 7 n to-day ?"' requires a beginning below the key, and an ascent extended indefinitely above it. On the other hand, the ques- tion, " When will you ride to town and buy those goods of which you speak '?" demands a beginning above the key, and a descent indefinitely extended below it. Now it is obvious that if the key be not a medium tone, such exigencies of discourse cannot be met with safety and success. * Accurately speaking there are as many keys as there are half-tones and even quarter- tones of the voice ; any one of which may be made, at pleasure, the predominating tone of reading or speaking. t Nam vox, ut nervi, quo remissior, hoc et grayior et plenior : quo tensior, hoc tenuis et acuta magis est. Sic ima vim non habet : summa rumpi periclitatur. Mediusigitur utendum sonis; hique, cum augenda intentio est, excitanda : cum surnmittenda, sunt temperandi. — Quinc. b. xi. ch. hi. MODULATION. 53 4. It may be observed, farther, that the almost inevitable consequence of adopting the high or low extreme, is monotony ; or that sing-song maimer which is to the orator, what the shoal and the rock are to the ship : fatal. Experience proves that while at a high pitch, the voice cannot rise higher, it will not descend lower, but must run in a uniform stream or not run at all: if pitched low, the case is different, but the result the same. On the whole, about nothing should the student who desires to become a correct and taste- ful reader or speaker, evince more solicitude, than to form his delivery on the right key. He should spare no pains to acquire, (if he has it not,) the habit of reading and speaking as he converses : with the same tone predominating, and with the same easy and natural variations of voice.* Of these I shall now speak. DIRECTIONS EOR EXERCISE ON KEY. Select a sentence, (a short one at first,) and deliver it on as low a key, as may be consistent with distinctness • of articulation, and varying intonations ; then higher, and yet higher and higher, until the top of the voice shall have been reached ; when the process may be reversed : adopting successively a lower key, until the bottom of the voice shall have been reached. Repeat the exercise as often as possible. Its tendency is to increase the compass of the voice : to improve its quality, and bring it under perfect control. This exercise, as we learn from Cicero, (de Orat. b. i. c. 59,) was a favorite one with the Greeks ; and though he condemns, and perhaps, justly, their excessive practice in view of the time it consumed, it may be fairly inferred from this very practice that the evidences of its utility must have been decisive, or few would have endured the protracted severity of its dis- cipline. The following is the passage of Cicero to which I refer. Quid est oratori tarn necessarium, quam vox ? Tamen me auctore nemo dicendi studiosus, Grascorum more, et tragcedorum voci serviet, qui et annos complures sedentes declamitant, et quotidie, antequam pronuntient, vocem cubantes sensim excitant, eandemque, cum ege- runt, sedentes ab acutissimo sono usque ad gravissimum sonum recipiunt et quasi quodam- modo colligunt. Hoc nos si facere velimus, ante condemnentur ii, quorum causas receperi- mus, quam toties, quoties prasscribitur Paeanem aut Munionem citaremus. II. VOCAL EVOLUTIONS, OR VARIATIONS FROM THE KEY. By vocal evolutions, I mean the different movements of the voice in the delivery of a sentence. These are what I shall term the siveeps, the bend, the slides, and the closes. 1. The sweeps are of two kinds: the accentual and the em- phatic ; both of which are farther divided into upper and lower. 2. The bend is the rising inflection of other works on elocution. 3. The slides are four : the upward, the downward, the waving and the double slide. ** 4. The closes are two : the partial and perfect close. As these are not indicated by the pauses enumerated and de- scribed in the preceding chapter, and as a merely verbal description would be unintelligible, writers on elocution have resorted to a train of signs for the purpose of expressing them to the eye. In * Non solum ne dicamus omnia clamose, quod insanum est ; aut intra loquendi modum, quod motu caret ; aut summisso murmure, quo etiam debilitatur omnis intentio ; sed ut in iis- dem partibus, iisdemque affectibus sint tamen quaedam non ita magnae vocis declinationes, prout aut verborum dignitas, aut sententiarum natura, aut depositio, aut incoeptio, aut trans- itus postulabit.— Quinc. b. xi. ch. iii. 5* 54 MODULATION. the figures which follow, and the remarks subjoined to them, they are exhibited and fully explained. 1. THE SWEEPS. Both Accentual and Emphatic sweeps are the effects of a greater force of voice applied to one syllable of a word in comparison with another, or to one word of a sentence in comparison with other words. To prepare for this application of greater force, the voice rises above the key to the syllable or word accented or emphasized ; and as the result of this application the voice is carried below the key, and again back to it. The first of these movements is called the upper sweep : the second, the lower. Accentual sweeps of course precede and follow the accents pri- mary and secondary. Their constant recurrence, in the delivery of successive words, at intervals varying with the number of unac- cented syllables between the accents, produces those slight undu- lations or waves of the voice which may be observed in the following fragment of a sentence, if read without emphasis: "Yet because of his importunity, he will rise and give him as many as he needeth." (See Plate, fig. 1.) Such being the effect of accent, the monotone of which some, if not all works of elocution, speak, has therefore no existence. Accordingly I dispense with it in this work ; and when I have occasion to speak of the delivery of a sentence with no other variations of the voice than those produced by accent, I say, " delivered with accentual sweeps." The emphatic sweeps, unlike the accentual, are not limited to a part of a word, or even to an entire word ; but sometimes extend over the half of a sentence. The superior sweep precedes, and the inferior follows, the primary accent of the word on which emphasis is placed. (See Plate, fig. 2, e. f.) Emphasis frequently falls on a word in such a position as ren- ders the prolongation of the upper and lower sweep, for the want of room, impossible. In this case, they are formed on the em- phatic word alone, though a word of one syllable ; and they are then called by Dr. Porter and other writers on elocution, the circum- flex. (See Plate, fig. 2, a.) As this term is a convenient one, I shall continue to use it : it being understood, however, that I mean by it nothing more than the greatest condensation of the emphatic sweeps. What I have to say additionally on these sweeps, I re- serve until I shall have reached the subject of emphasis. 2. THE BEND. The bend is represented by the acute accent of the Greek, thus : / It indicates a slight turn of the voice upward at a pause of imper- fect sense. Examples. If there be any consolation in Christy any comfort of love 7 , MODULATION. 55 any fellowship of the spirit/, any bowels and mercies 7 , fulfil ye my joy. The trials of wandering and exile 7 , of the ocean, the winter, the wilderness and the savage foe 7 , were the final assurances of success. 3. THE SLIDES. 1. The upward slide, 2. The downward slide, 3. The waving slide, 4. The double slide, marked thus : 1. The upward slide carries the voice upward through a succes- sion of tones, and suspends it at the highest. (See Plate, Jig. 3.) Examples. Did Paul make a worse preacher for being brought up at the feet of Gamaliel ? Does God uniformly work in one way ? Has he never employed talents usefully ? 2. The downward slide reverses the upward : carrying the voice downward through a succession of tones, and suspending it at the lowest. (See Plate, Jig. 4.) Examples. Who possessed more advantages or more eloquence than the apostle whose words are alluded to in the objection ? To whom do we owe it, under an allwise Providence, that this nation so miraculously born, is now contributing with such effect to the welfare of the human family, by aiding the march of mental and moral improvement, and giving an example to the nations of the earth ? 3. The waving slide does not differ essentially from a very full development of the two emphatic sweeps : the voice rising above the level of the sentence from the beginning, to descend upon the emphatic word, pass below the level of the sentence, and return to it or above it at the end. (See Plate, Jig. 2, e.f.) Examples. You will ride to town to-day f You will ride to town to-day f You will ride to town to-day f You will ride to town to-day f 4. The double slide carries the voice upward, as in the first slide, and then downward, as in the second. The disjunctive con- junction or, which is always present in questions of this kind, forms 56 MODULATION. the point at which the one ends, and the other begins. (See Plate, Jiff. 5, a, b, c.) Examples. Barabbas, or Jesus 9 Is it lawful to give tribute unto Caesar, or not 9 Shall we call him a patriot, or shall we stigmatize him as a traitor 9 4. THE CLOSES. I I substitute this word for cadences, because the latter is not sufficiently general, and suggests that sentences terminate like a piece of music. This indeed was the theory of Walker, a theory in an unfortunate moment endorsed by Porter ; but it is a theory, notwithstanding, which has no foundation in facts : sentences terminate in a variety of ways ; and even the same sentence has not always the same close. 1. The partial close, ) , , ,, ( (*) ft m, r r . i y marked thus : < } / 2. The perfect close, j ( (.) 1. The partial close* is a descent or fall of the voice at the end of one of the parts of a compound sentence to the key, or to a point near the key, preparatory to the perfect close. It is repre- sented by the grave accent of the Greeks. 2. The perfect close is a descent or fall of the voice, at the end of a sentence, quite down to the key or to a point below it. It is represented by the period. Examples of both in connection. The faults opposed to the sublime are chiefly two* : the frigid and the bombast. Before closing this, I wish to make one observation* : I shall make it once for all. For instance : if I am speaking of virtue, in the course of ordi- nary conversation, I refer the word to no sex or gender ; I say, " Virtue is its own reward* ;" or, " It is the law of nature." Among similes, faulty through too great obviousness of the likeness, we must likewise rank those which are taken from ob- jects become trite and familiar in poetical language. Such is the simile of a hero to a lion* ; of a person in sorrow to a flower drooping its head* ; of a violent passion to a tempest 1 ; of chastity to snow* ; of virtue to the sun or stars* ; and many others of the same kind. The closes are incidents exclusively of declarative sentences ; {see Classification, Definition of a Decl. Sent. ;) and they have their characteristic delivery, only, at the end of such sen- tences or the parts of such sentences, when the last word is under emphasis ; which is coni- * This is the falling inflexion of other writers on elocution. It is treated by them as the reverse of the rising inflexion or bend. If this were just, the voice ought simply to turn down, as in the bend it turns up ; whereas it falls down, and is always preparatory to perfect close. MODULATION. 57 monly the case. (See Emphasis, Sect. II. iv.) When the emphatic word is not the last, the characteristic delivery of the closes is modified. (See Emphasis, Sect. II. v. vi.) I have observed some faults in the delivery of the closes which the student should correct, if subject to them, or any one of them, at any cost of time and labor. 1. The sentence is sometimes terminated with a continuation of voice On the usual level, instead of a fall. This is not often the case, yet it occurs. 2. When the voice falls at the end, the fall is equivocal, not decisive : the voice turns down- ward, but as if with the design of rising again. 3. Occasionally I have met with the habit of uniformly placing strong emphasis on the penultimate or antepenultimate word of a sentence, and then rushing from that point, as if down a declivity to the end of the sentence. 4. I have frequently met with the habit of falling unnaturally deep : especially from a high, artificial key. The proper delivery may be acquired by answering yes and no, to definite interrogative sentences ; and then substitute the equivalent of the yes or no, and deliver the last word in precisely the same manner : being careful to deliver the whole sentence either on a level or rising to the last word. E. g. Will you ride to town to-day V Yes. Will you ride to town to-day ? I will ride to town to-day. III. FORCE. When a person, reading or speaking, is requested to read or speak louder, he can, without rising in tone, and simply by a slight additional exertion, so increase the volume of his voice, that any one within a rea- sonable distance, and not deaf, may hear distinctly and with ease. This increase of volume, without change of tone, is an increase of force ; which may be varied by those who have powerfufvocal organs, from a whisper to the awful reverberations of thunder. I need scarcely say that the judicious management of force, is a distinct and important addition to that variety which renders good reading and speaking so singularly attractive to all classes of hearers. Some passages, of course, should be delivered with a greater degree of force than others. When these occur, the student must be governed in their delivery by the relative importance of the thought, or the nature of the sentiment or passion expressed. I know of no other rule for the management of force in such cases. In a general view, however, when we have regard to the tenor of an entire discourse, we should never employ a greater degree of force than may be necessary to be easily and distinctly heard ; which may be ascertained without difficulty by observing the movements of the more distant auditors. The reasons for this rule are the following : 1. To speak with more force than is necessary to be distinctly and easily heard by the re- moter part of the audience, is to incur the hazard of speaking too forcibly or loud for those hearers who are near ; which has an unhappy effect. 2. To use a degree of force much greater than that of animated conversation, (and greater than this is scarcely ever necessary in reading and speaking to common audiences,) is what the organs of speech are not accustomed to, and is therefore fatiguing, and not easily sus- tained. 3. The continued use of an unusual degree of force, destroys the flexibility of the voice, and is one of the principal causes of monotony. 4. But the main reason for employing, in the tenor of discourse, no more force than may be requisite for the purpose specified in the rule, is, that the reader or speaker may have a re- serve for use, when the nature of the thought or sentiment or passion expressed in particular passages, calls for an increase of volume and power. For such emergencies, he whose de- livery is uniformly loud and vociferous, is never prepared. Additional force will hardly be remarked ; or if it attract observation, the only effect produced will be to augment the dissat- isfaction with which the speaker is heard. 58 MODULATION. We should be careful not to confound force with vivacity. Force is strength, energy : vi- vacity is life, animation. Force has respect to the hearer : vivacity, to the subject. A certain degree of force is always necessary from the beginning of a discourse to the end : vivacity, on the other hand, in some parts of a discourse, as in an introduction, would be out of place ; and in others, as in passages highly charged with the benevolent affections, (love, sympathy, compassion, &c.,) incompatible with just delivery. Force to the verge of vocifera- tion, especially if uniform, may be associated with dulness : vivacity, never ; and yet there may be great vivacity in speakers who have little force. I think 1 have observed numerous examples of this. But the most important distinction between them remains to be noticed. Force is under the control of the will ; and is measured and regulated by the judgment: vivacity depends upon the feelings, and their susceptibility of excitement from the progress of discussion. The one is, therefore, voluntary : the other, "involuntary. A speaker can command force at any time : but vivacity, if it comes at all, comes without being summoned or solicited. It appears only, when the speaker begins to be interested in his subject ; and as this penetrates and warms and absorbs him, it grows apace, independently both of judgment and volition. The practical bearing of this distinction is obvious. Vivacity, though an essential element of flue elocution, is subject to no rides. All that can be said, is, that if we would have it. we must appreciate and profoundly feel what we read or speak : enter into its spirit : identify our- selves with it: yield ourselves up unreservedly to its influence. When we do this, vivacity will not be wanting. DIRECTIONS FOR EXERCISE ON FORCE. Select a sentence, (as under Key,) and deliver it on a given key with voice just sufficient to be distinctly heard : then increase the quantity, and continue to increase it, until the whole power of the voice is brought into play. When this shall have been done, re- verse the process : ending with a whisper. Observe : the sentence must be delivered without change of key. The same exercise may be repeated on different keys, and should be ; but during the process of increasing or diminishing force, the same key should be firmly held, and the sentence delivered with the same series of tones. The tendency of this exercise, which cannot be too fre- quently repeated, is to strengthen the voice, and give command of it, at the extremes of little force and great. The faults particularly worthy of attention under the head of force, (apart from uniformly too much or too little, causing a perpetual, monotonous din painful to the ear, on the one hand ; or constant and uncomfortable exertion on the part of the audience to hear, on the other.) are two. 1. One of these is the exceedingly vicious habit of beginning every sentence successively with great force, and gradually diminishing, until, by the time the end is reached, the speaker is scarcely intelligible. Such a delivery is rarely requisite to the proper utterance of any sen- tence. Almost universally, at least as much force is necessary at the end as at the beginning ; and, not seldom more. 2. Another fault is the abrupt employment of force. The speaker is perhaps addressing his audience in a low tone of voice, when suddenly he breaks out with all the force of his binge : giving them a shock which almost drives them from their seats. This is altogether wrong. Every increase of force should be gradual. It is seldom that men fly suddenly from repose, to the most strenuous exertion. Such violent changes of force are therefore unnatural. Occasions may, indeed, occur on which they are necessary ; but rarely beyond the limits of the drama. IV. RATE. Rate in particular passages, like force, must necessarily vary with the nature of the thought, the sentiment, and the emotion. It should not, however, be so slow that the audience may anticipate what we are about to say, nor so fast that we cease to articulate distinctly. In neither case will we be heard with any satisfaction ; though the second is the greater fault. We may be slow and yet MODULATION. 59 intelligible ; but when a man becomes inarticulate in consequence of the rapidity of his utterance, he entertains his hearers with nothing but " sound and fury." The general rate, which may be retarded or accelerated accord- ing to circumstances, as just now implied, should be as slow as is consistent with commanding and sustaining the attention of the audience. It was a precept given by one of the most distinguished men of his day to Aaron Burr, " speak as slow as you can." This, as I have already hinted, may be carried to an extreme ; but it is one to which speakers seldom pass. The tendency and the temp- tation are in the opposite direction. If I mistake not, the opinion is prevalent in this country, that rapidity of utterance is a marked characteristic of eloquence. In consequence, it is desired and aimed at as an oratorical accomplishment. But this is a serious mistake. In the first place, a rapid speaker, unless he possess extraordinary mental activity, or speaks memoriter, will find his power of thought unable to keep pace with his current of language. His voice will outrun his mind ; and he will consequently speak incoherently and little to the purpose. 2. Experience proves, I think, that a rapid delivery, especially at the beginning of a dis- course, is incompatible with that self-possession, and universal self-command, which are absolutely necessary to produce important oratorical effects. It throws the speaker into a flutter of spirits which, at the same time, confounds memory, confuses thought, and embar- rasses action. 3. Of good elocution, distinct articulation is a fundamental requisite ; and this, in connection with rapid delivery, is very rare. The slow speaker may articulate badly ; but it has seldom been my good fortune to hear a rapid speaker who articulated well. 4. A slow delivery in general, is, I conceive, absolutely necessary, in conformity with what I have said above, to enable a reader or speaker to comply with the demands of sentiment and emotion. The rapid speaker cannot increase his rate, and yet the sentiment of a sen- tence or paragraph may demand a very considerably accelerated, and even a hurried utter- ance in comparison with the general rate, in order to give it due expression. For such emer- gencies, the slow speaker is alone prepared ; and they are emergencies which afford both reader and speaker the best opportunities for the highest achievements of the rhetorical ait.* DIRECTIONS FOR EXERCISE ON RATE. Select a sentence as before, and deliver it as slow, (without drawling,) as may be possible. Repeat the delivery with a slight increase of rate : continue to repeat and increase the rate, until you shall have reached a rapidity of utterance at which distinct articulation ceases. Having done this, reverse the process and repeat slower and slower. Ability to increase and diminish rate at pleasure, is a very im- portant element of good reading and speaking, and can be acquired only by the practice here recommended ; which, as well as the preceding exercises on key and force, contributes to the acquisition of that perfect command of the voice, necessary to express with propriety every variety of thought to be met with in a discourse. * Nee volubilitate nimia confundenda quas dicimus ; qua et distinctio perit, et affectus ; et nonnunquam etiam verba aliqua sui parte fraudantur. Cui contrarium est vitium nimiae tar- ditatis. Nam et difficultatem inveniendi fatetur, et segnitia solvit animos, et in quo est aliquid, temporibus praafinitis aquam perdit.— Q uinc. b. xi .ch. 3. 60 CLASSIFICATION OF SENTENCES. CHAPTER IV CLASSIFICATION AND DESCRIPTION OF SENTENCES. A proposition is a series of words expressing a complete thought. e. g. " Omniscience is an attribute of God." "A man who walks ten miles a day, will walk seventy in a week." A sentence contains one proposition, or two or more related propositions. The preceding examples contain each one propo- sition. The following one contains two. " It was the third hour ; and they crucified him." Every sentence in the English language is either simple or compound. 1. A simple sentence is one which contains a single proposition having but one subject and one verb : e. g. Jesus wept. Beauty is admired. Caesar conquered the Gauls. Note 1. The infinitive mood is not treated in this work as a verb. {See " Course of Reading," Part I. iii. 6.) Note 2. Though a simple sentence can have but one subject and one verb, it by no means follows, that it can have nothing besides. The number of its words may be indefinitely in- creased without changing its simple character. In the third of the examples given, there is not only a subject, and finite verb, but an object: "the Gauls." To this, we may add the time daring which, " in a few months," and the time at which. " a little before the beginning of the Christian era." With this we may connect the means : " some thousands of men." We may give Caesar an attribute: "the immortal Caesar." We may qualify the verb: "easily con- quered." We may qualify even that qualification: "very easily." And so on. Comprising all these additions in one sentence, we have the following: "The immortal Caesar very easily conquered the Gauls in a few months, a little before the beginning of the Christian era, with some thousands of men ;" which is still a simple sentence, because, notwithstanding the addi- tions made to it, it has but one subject and one verb. 2. A compound sentence is one which contains either a single proposition, having two or more subjects or verbs, or two or more propositions, having indifferently one subject and verb, or two or more subjects and verbs connected by conjunctions, adverbs, or rela- tive pronouns, expressed or understood. For the different kinds of connection formed by conjunctions, adverbs and relative pronouns, see " Course of Reading," p. 34, 32, 23 ; and examples of close, compact and loose sentences below. (a.) When a single proposition only is expressed, that proposition is either absolute or conditional. Examples of the absolute. Exercise and temperance strengthen the constitution. The ani- mals turned, looked and ran away. Take off his chains and use CLASSIFICATION OP SENTENCES. 61 him well. They rejected with contempt the ceremonious homage, which other sects substituted for the pure worship of the soul. He who is disposed to deny this, cannot have given much attention to the subject. Peace be with you all that are in Christ Jesus. God made man erect, rational, free, immortal. Examples of the conditional. Though he fall, he will rise again. As in Adam all died, so in Christ shall all be made alive. If he give me permission, I will go with you. 1 When he comes, then you may go. People are happy, because they are good. Obs. 1. The pails of these sentences beginning with though, as, if, when, and because, ex- press respectively the condition of the other parts with which they are connected. Obs. 2. It is obvious that I use the term " conditional" here with a very extensive significa- tion when I indicate by it the peculiar relation which the one part of each of these sentences bears to the other ; but I can think of no better word to express the same meaning ; and if it be understood that I mean by a conditional proposition one that always contains parts thus related, though sometimes not in the strict sense, conditionally, there will be no danger of mistake. (6.) When two or more propositions are connected, these propo- sitions may be either simple or compound, in the sense of the second half of the definition of compound sentences ; i. e. they may be propositions, having either one subject and verb, or two or more subjects or verbs. Examples of the first. It was the third hour ; and they crucified him. This is at best a shallow quality : in objects of eternal moment, it is poisonous to society. v Examples of the second. He was a tall and very spare old man : his head, which was covered with a white linen cap, his shrivelled hands, and his voice, were all shaken under the influence of a palsy ; and a few moments ascertained to me, that he was perfectly blind. Note 1. An absolute compound sentence, except when compound by the insertion of a rela- tive clause, {see Note 2. 6, below,) is merely an abbreviated method of giving utterance to several simple sentences without the repetition of the sanTfe verbs, attributes, objects, &c, by simply stating once what is common to all. e. g. w Exercise strengthens the constitution :" " temperance strengthens the constitution." Strengthens the constitution, being common to both of these simple sentences, its repetition is suppressed, when they are united in a compound structure. e. g. " Exercise and temperance strengthen the constitution." Note 2. When the pupil declares a sentence compound, he should, at the same time, indi- cate the mode in which the compound structure is formed : being governed in doing this by what is expressed, not by what is understood. For example, in reply to the question, In what respect is this sentence compound, he will say, It has 1. Two or more subjects : e. g. " Exercise and temperance strengthen the constitution ;" or 2. Two or more verbs : e. g. " The animals turned, looked and ran away ;" or 3. Two or more attributes : e. g. " God made man erect, rational, free, immortal;" " He gave promptly and generously ;" or 4. Two or more objects: e.g. "He bought a farm and stock ;" or 5. Two or more adjuncts or prepositional clauses: e.g. "The man of fortune, or of fame, ia not secure in his possession." 6 62 CLASSIFICATION OF SENTENCES. 6. A relative clause : e. g. " Peace be with you all that are in Christ Jesus ;" or 7. Correlative clauses: e.g. "When he comes, then you may go;" or 8. Distinct propositions: e.g. "It was the third hour; and they crucified him." Sometimes several of these different kinds of compound structure may be combined. When this occurs, the pupil should be required to state the fact. Note 3. It should be understood, that while analyzing a compound structure we have re- gard only for the subjects, verbs, attributes, objects and adjuncts, expressed, as in No. 1, 2, 3, 4, 5. We by no means assert that these expressed subjects, verbs, &c. exhaust the elements of the compound structure. There are always, in fact, as many verbs expressed or understood as there are subjects expressed ; and vice versa ; as many subjects and verbs, as attributes ; &c. &c. All sentences, whether simple or compound, are comprehended in three classes : the declarative, the interrogative and exclamatory. I. Declarative sentences state or declare something, affirmatively or negatively, in some one or more of the various relations, of time past, present or future ; as true or false ; absolute or conditional ; possible or impossible ; certain or contingent ; kc. illain." " I will accept your offer : I will accept your offer." These are loose sentences. (See Loose Sentence below.) 3. With or without repetition, yes and no are often followed by the sentences they represent : e. g. CLASSIFICATION OF SENTENCES. 65 1. Without repetition. Ag. I am going to walk in the garden. Har. And so am I. Ag. You are ? Har. Yes : I am. Car. Does he remain here ? Am. No : he does not remain here. 2. With repetition. 2c? Soldier. We will command ourselves. For Milan, comrades. 5th Soldier. Ay : aye : for Milan. Ah ! no ! no ! no ! It cannot be ! Taking the last sentence as an example of all, and substituting the equivalent for no in each instance, the following perfect loose sentence will be the result : " Ah ! it cannot be : it cannot be: it cannot be: it cannot be." (See, as above, Perfect Loose Sentence.) 4. I have hitherto, except incidentally, spoken of yes and no, as being employed independently ; that is, without being followed by any thing with which they could combine and form compound sen- tences. I shall now show that they do this ; and that all the pecu- liarities I have pointed out, follow them in this new relation. 1. They are employed singly : e. g. Berth. Wilt thou wear it ? Ethw. Yes, and press it too. Freb. It is Jane de Montfort. Lady. No ; such description suits not- her. Berth. What ! Ethward, say ye ? Sig. No ; it is Selred. Sel. What tidings, man ? Is Ethwald at the gate ? Ser. No, nor yet within the walls. Wog. My place of strength ? Fol. Yes : I spake with one new from the west, Who saw the ruinous broil. The first example is a close sentence : (see Close :) the second, double compact with the first and second part expressed : the third, the same with the first and third part expressed : the fourth, the same with the first part only expressed, but this comprising two members : the fifth is a loose sentence. 2. They are employed with repetition : e. g. Ethw. You weep, good Ethelbert. Eth. Yes ; yes ; such tears as doth the warm showered earth- Show kindly to the sun. Freb. My friend, your face is pale : have you been ill ? De Mm. No Freberg : no : I think I have been well. 6* 66 CLASSIFICATION OF SENTENCES. Her. I beseech you, let me stay with you. Ray. No : no : no ! speak of this no more. The first of these sentences is a single compact: the second and third are both loose. 3. Single with the represented sentence inserted : e. g. Jane. And he is well you say f Freb. Yes, well, but joyless. Etliw. It is some night-bird screaming on the tower. Boy. Ay, so belike it seemeth, but I know — JSthw. What dost thou know V Etliw. Thou dost not grieve I am safe returned f Berth. no, I do not grieve, yet I must weep. These sentences are all of them single compacts. 4. Repeated and followed by the represented sentence : e. g. Mrs. B. I do think I could contrive to find you employment if you are inclined to it. Charles. Yes : yes : I am inclined to it : idleness is tiresome. Mrs. B. you are wounded, Baltimore. True. No ; no ! there are no wounds ; we are victorious. Thco. Hear me, I do entreat thee. Out. Nay, nay ! no foolish pleadings, for thy life -.-j, — j . -~ — - — r *~ j,- Is forfeit now : [have at thee.J Under the preceding head, each of the sentences is a single compact ; {which see ;) but under this, the first is loose : the second and third are double compacts. (See Double Compact below.) 2. Well. This word is not a representative like yes and no, but an elliptical expression for such forms as, "It is well," "You say well," "I know well," " If it be well," " As it is well," " Since it is well," &c. 1. It is a simple sentence when employed independently, like yes and no, for assent or approval : e. g. Do I say well ? Well. He did well f Very well. 2. It is often independently repeated, like yes and no, and then ■ forms, in like manner, a perfect loose sentence : e. g. At. You will never see him again. Tob. Well: well. 3. In the main, however, it is employed in connection with words following, like yes and no, and then forms, in like manner, several species of compound sentences. Like them, too, in such a connec- tion, it is employed with or without repetition : e. g. CLASSIFICATION OF SENTENCES. 67 Har. Would they have a man give up the woman of his heart, because she likes a bit of lace upon her petticoat ? Roy. Well, but she is, &c. &c. Est. Do you know, last night, before twilight, I peeped over the blind, and saw him walking with slow, pensive steps, under my window? Mar. Well ; what happened then £ Est. I drew in my head, you may be sure ; but a little while after I peeped out again, and, do you know, I saw him coming out of the perfumer's, just opposite my dressing-room, where he had been all the while ? Mar. Very well ; and what happened then ? jRos. One fault he has : I .know but only one : His too great love of military fame Absorbs his thoughts, and makes him oft appear Unsocial and severe. Fred. Well ; feel / not undaunted in the field ? As much enthusiastic love of glory ? Why am I not as good a man as he ? Jer. Alas, my lord, she's dead. De Mon. Well ; then she is at rest. Jer. How well, my lord ? De Mon. Is she not with the dead, the quiet dead, where all is peace ? Jer. Oh, I am stunned ! My head is cracked in twain : Your honor does forget how old I am. Be Mon. Well ; well ; the wall is harder than I wist. With. I will have an end put to all this foolery. Mar. Very well ; I have just been following your advice. All these examples of well, in connection with sequent matter, are compact sentences, of which well constitutes the first part : the first four having the correlative words, indeed — but, expressed or understood, and the last three, therefore — because, understood. Before closing my remarks on this word, I should say that, like yes and no, it often appears to he single and independent, in consequence of the suppression of a part of the sentence, when, such being the case, it is, of course, in connection with the suppressed portion, compound. For an example, see Ch. VI., Simple Declarative Sentences, Note CLASS II. SIMPLE INTERROGATIVE SENTENCES. (See Definition of a simple sentence, and also of an interrogative.) Simple interrogative sentences are either definite, indefinite, or indirect. 1. The definite are those which begin with verbs, and may be answered by yes or no. Note. They are called definite, because they limit the answer to yes or no, or the equiva- lent of these words. 68 CLASSIFICATION OF SENTENCES. Examples. Will you ride to town to-day ? Am I my brother's keeper ? Were there not ten cleansed ? Will ye also go away ? Is any among you afflicted ? Do ye not hear the law ? Are they ministers of Christ ? Do ye look on things after the outward appearance ? Have all the gifts of healing ? Have not we power to forbear working ? Could ye not watch one hour ? Should not children obey their parents in all things ? 2. The indefinite are such as begin with adverbs and relative pronouns, and cannot be answered by yes or no. Note. They are called indefinite, because they do not, like the definite, limit the answer ; as, " When did we last meet V To this the answer may be any one of a thousand that are possible, and may be supposed. Examples. Where did we last meet ? When will you leave town ? At what hour, this evening, will the moon rise $ Why was this important fact concealed ? By whom was the deed done ? Which of the two is the most admired ? How is the object, in view, to be secured ? Wherefore then serve th the law? Who can estimate the influence of the Sabbath school ? The adverb why, when employed as in the passages which follow, though usually regarded as a mere expletive, is unquestionably an abbreviated indefinite interrogative. And" who, I pray, is to judge of their necessity ? Why, the King. " Sir," — and so forth. — " Why, yes : the thing is fact, Though in regard to number, not exact : It was not two black crows, 'twas only one : The truth of that you may depend upon : The gentleman himself told me the case." — "Where may I find him ?" — " Why, — in such a place." In each of these instances, why is obviously equivalent to the interrogative sentence, " Why ask the question." When was formerly used in the same way : e. g. Why, when, I say — Nay, good sweet Kate, be merry. Taming the Shrew, IV, 1. When, Harry, when, — Obedience bids : I should not bid again. King Richard II, 1, 1. 3. The indirect are interrogatives in a declarative form. Note 1. It woidd be, perhaps, more correct to say, with a declarative structure. In declara- tive sentences, the subject properly, and almost uniformly, precedes the verb. This is what is meant by the declarative form or structure. In an interrogative sentence, (see definite and indefinite interrogatives,) the verb, at least the auxiliary verb, precedes the subject. This is what is meant by the interrogative structure or form. Note 2. But this is not the only characteristic of the indirect interrogative. When a person employs the definite or indefinite question, he represents himself as wholly ignorant of the subject matter of inquiry, and as desiring information : when he employs the indirect ques- tion, he represents himself as assuming the subject matter of inquiry, and as desiring con- firmation. Note 3. The name of this question is derived from its nature ; or the manner in which it is put ; i. e. indirectly. CLASSIFICATION OF* SENTENCES. 69 " Indeed, the trapper was left to renew the dialogue himself; which he soon did by asking a question in the indirect manner so much in use by the border inhabitants. ' You found it no easy matter to ford the water-courses, and make your way so deep into the prairies, friend, with teams of horses and herds of horned beasts '?' " Cooper. Indirect interrogatives are of three kinds. 1. The first does not differ, except in structure, as noticed in note 1, above, and in the peculiarity noticed in note 2, from definite interrogatives. Examples of the first kind. You will go to the city of New York next week%f You will convey my message f They never were heard of afterward f He refused obedience f 2. The second kind is distinguished by being used exclusively in supplication. Examples of the second hind. Lady, Dear Queen that ended when I but began, Give me that hand of yours to kiss f The last line, which is all I quote as an example of simple indirect, is evidently equivalent to " Will you give me that hand of yours to kiss?" (See Indirect Interrogatives, Ch. VI.) 3. The third kind occurs where a proposition is expressed with such confidence in its truth, as precludes contradiction, and com- mands assent. Examples of the third kind. Surely, sir, I have seen you before f Truly, this was the Son of God f Out jumps the gardener in a fright, And runs away with all his might ; And as he runs, impressed with dread, Exclaims, " Sure Satan's in the shed f " The exclamation here, which is all that I quote as example, together with the sentences which precede, are manifestly equivalent to questions : differing only from other questions in the direct form, in that they take the answer for granted. As the examples show, this question may be put to another or to one's self. The third kind always, or almost always, includes some word like sure, surely, truly, certainly, &c, by which it may be distinguished. CLASS III. SIMPLE EXCLAMATORY SENTENCES. (See Definition of simple sentence, and also of an exclamatory.) Simple exclamatory sentences are declarative, interrogative, com- petitive* and spontaneous. * We make use of speech only to communicate our thoughts to others ; and consequently our language is always addressed to some one. That those to whom we speak, may know that we are addressing them, we call upon them, either by name, or some equivalent ex- pression, proper to fix their attention. Thus : I say, " Victor, you are not attentive ;" " Lord ! I am thy creature:" "Sir, are you my friend?" These words, "Victor," " Lord," " Sir," make no part of the proposition. I shall call this part of speech a Compilative, from a Latin word which signifies "to address, to accost." (De Sacv. Principles of General Grammar.) 70 CLASSIFICATION OF SENTENCES. 1. Declarative. These are so called, because they are de- clarative sentences employed as exclamations. In other words, they are declarative sentences which, besides expressing a thought, express it with emotion. Examples. He died a madman ! It is impossible ! May that time never come ! Happy are they ! May the will of the Lord be done ! Not for the world would I peril my soul by such a deed ! God grant to those few friends courage to declare themselves in oppo- sition to your formidable enemies ! Thus was felt his despotism over the heart ! The declarative exclamatory sentence is not always entire : it is often a mere fragment, the complement of which must be supplied, perhaps interred, from the context : e.g. Impossible ! Beautiful ! Happy day ! What is life ? A shadow ! Di$ you, sir, throw up a black crow ? Not I ! Cruel fortune ! Delusive hopes ! Piercing thought ! This to me ! The complete sentence in each of these cases is as follows: It is impossible! This is a happy day ! That is beautiful ! Lite is a shadow ! 1 did not throw up a black crow ! This is a cruel fortune ! These are delusive hopes ! It is a piercing thought ! This is said to me ! Whenever a fragmentary sentence occurs, the student should supply the portion of the sentence suppressed. This observation, which is an important one, is made once for all. 2. Interrogative ; which are so called, because they assume interrogative forms. They are definite, indefinite and indirect. 1. THE definite. Examples. Do you envy my good fortune ! Are you mad ! Is it indeed so ! Hath it not burst upon thee ! Seest thou that old man there ! Art thou my father ! Is this to me ! Could he possibly, at his years, be guilty of an outrage like that ! Darest thou thus provoke me ! These, like the declarative, appear very often in fragments. Are his talents adequate to the occasion ? Adequate ! — Will he succeed ? Succeed ! — Will you go there? I go there ! Never. — He is a thief. A thief ! I cannot believe it. Note. It is not easy to distinguish this sentence, when fragmentary, from the fragmentary declarative on the one hand, and the fragmentary compact, hereafter to be noticed, on the other. When it is a mere echo, as in three of the examples above, there is little difficulty ; but this is not always the case, in a given passage, the only criterion is the sense. 2. THE INDEFINITE. Examples. Why do I suffer so many sorrows ! How can I endure them ! When will they cease pressing me to the dust ! What could I have done to provoke thus the thunderbolts of heaven against my CLASSIFICATION OF SENTENCES. 71 defenceless head ! With what feelings must an intelligent heathen approach his final catastrophe ! How hard would it seem for your neighbors to neglect your misery ! How pale ! How silent ! How vain ! How and what often appear alone at the beginning of sentences as exclamations : e. g. But how and by what means ? What ! not a word ! What ! shall we be told that the exasperated feelings of a people were excited ? How ! will you suffer your glory to be sullied ? In these and similar instances, they are used to call for a repe- tition of a previous remark not understood ; or too shocking, won- derful or absurd to be received in the sense understood : they are employed not unlike the second interrogative who, in the following passage : Who are thine accusers ? Who ? The living ! they who never felt thy power, And know thee not ! Note. The expletive why, already noticed, (sec Simple Indefinite Interrogative,) when it does not represent an indefinite question, is employed, though with less deliberation, in the same way. This supposition will account for the difference observable in its delivery : it having sometimes the delivery of a regular indefinite interrogative, and at others, that of how and what, as above. 3. THE INDIRECT. 1. Examples of the first kind. You would not screen a traitor from the law ! Thou wouldst not have me make a trial of my skill upon my child ! Impossible. 2. Examples of the second kind. Let me not perish in this horrid manner ! Grant me this favor for once ! Examples of this second kind of indirect interrogative exclamation, are somewhat rare; though they occur more frequently than is generally supposed : especially in the drama, and in prose of a colloquial description. In conversation they frequently occur. 3. Examples of the third kind. You are surely mistaken in that supposition ! She will certainly get lost in this wilderness of streets ! You surely will not deprive me of my only pleasure in life ! 3. Compellative. These are single names, used in the direct address. Examples. Mary ! Jesus ! Master ! My lord ! Mr. President ! Mr. Chair- man ! Sir! Gentlemen! Soldiers! Fellow-Citizens! Ye winds! 72 CLASSIFICATION OF SENTENCES. Ye waves ! Ye Waters ! Hypocrites ! Ye blind leaders of the blind ! &c. &c. 4. Spontaneous : being so called, because they are, for the most part, "uttered without deliberation. They may be divided, with sufficient accuracy, into abbreviations of simple sentences, (including a few formed from sounds which they imitate,) and equivalents of simple sentences : the former hav- ing an invariable, and the latter a variable delivery. 1. Examples of the Abbreviations. Hold ! Ho ! Shame ! Hail ! Look ! Lo ! Hush ! Hist ! Farewell ! Fie ! Pshaw ! Pish ! Pugh ! Foh ! Hey-day ! Heigh-ho ! Mum ! A vaunt! Avast! Away! Whoh ! Hurra! Halloo! Tush! Tut! Fudge ! Bah ! Heavens ! My stars ! &c. &c. Note. The abbreviated character of many of these exclamations, is too obvious to need illustration: the others, having lost their original meaning, in consequence of being dropped from the language, except ay mere symbols of certain emotions which they serve to express, may need explanation. For this the reader is referred to the '• Diversions of Purley," and Richardson's Dictionary. Be it sufficient to say here, that pshaw and pish, which are dif- ferent forms of the same word, are abbreviations of the simple sentence, " It is /m'sA," i. e. trum- pery, trick ; fie, foh faugh, fough, (also different forms of the same word,) of the simple sen- tence, u It is fough !" i. e. hateful ; and so with the remaining words. 2. Examples of Equivalents. ! Oh ! Ah ! Eh ! Ha ! Hah ! Aha ! Alas ! Alack ! This enumeration comprises, I believe, all that occur. SEC. II. COMPOUND SENTENCES. (See Definition of a compoimd sentence.) Compound sentences are either close, compact or loose. I. The close sentence contains a single absolute proposition, hav- ing two or more subjects or verbs, connected by conjunctions, ad- verbs or relative pronouns, expressed or understood. (See exam- ples of the close below.) Note 1. This sentence may have a series of similar members at the beguming, in the middle, or at the end. (See examples of the close below.) Note 2. The name of this sentence is derived from its nature : its members being so closely connected, that they cannot be separated without injury to the sense : in other words, it makes imperfect sense until the end is reached. Punctuation. A close sentence excludes, except in cases of allowable deviation, (see exception 3, below,) every pause longer than the comma. The following rule will be found, I believe, to be at once comprehensive and exact : a comma should or may be inserted before all the copulatives expressed or understood ; or what is the same thing in other words, between all the simple sentences of which the compound close is composed. CLASSIFICATION OE SENTENCES. 73 The exceptions to this rule,* which is too simple to need illustra- tion, are these : 1. The cases specified in Chap. II, Punct. Comma: Cases of Omission. 2. When two or more nouns, verbs, adjectives or adverbs, un- attended by other words, have the copulative expressed between them, the comma is omitted : e. g. Intelligence and beauty and modesty are the principal charms of woman. Virtue and vice form a strong contrast to each other. The study of natural history expands and elevates the mind. It was dexterously and quickly and neatly done. True worth is modest and retired. Some men sin deliberately and presump- tuously. The husband, wife and children suffered extremely. In a letter, we may advise, exhort, comfort, request and discuss. Success generally depends on acting prudently, steadily and vigorously, in what we undertake. There is a natural difference between merit and demerit, virtue and vice, wisdom and folly. Truth is fair and artless, simple and sincere, uniform and consistent. Whether we eat or drink, labor or sleep, we should be moderate. It will be observed, that as soon as the copulative is suppressed, as in the second paragraph of examples, the comma appears. When the last copulative is expressed, as in the same paragraph, practice, as regards the omission of the comma, is not uniform. Some insert it notwithstanding the presence of the copulative; but, in the opinion of the author, incorrectly. The exception now under consideration, extends no farther than the particular case speci- fied : when the nouns, verbs, adjectives or adverbs, are attended by other words, preceding or following, the comma is inserted before the copulative ; or, though unattended as before, if the copulative be suppressed, the comma is inserted in its place. 3. An exception to the insertion of the comma, occurs, when it is superseded, under the necessity of deviating from proper punctu- ation, by the semicolon. {See Punctuation, Chap. Ill, Deviations I ; also Plate, figure 9, b.) II. The compact sentence is distinguished from every other by consisting of parts, beginning with correlative words expressed or understood. The term compact is applied to this sentence, because the parts are, as it were, bound to- gether, compacted by the correlative words at the beginning of the parts. The name was first used by Walker. (See Elocution.) Correlative words are words which mutually relate to each other ; as in the examples which follow. The principal of these correlatives, or those which most frequently occur, are the following : such — as ; so — as ; so — that ; if — then ; if — yet ; though — yet ; unless — then ; now, then — while ; where — there ; either — or ; whether — or ; though, al- * Not to the rule strictly speaking, but rather to the application of the rule by printers. 7 74 CLASSIFICATION OF SENTENCES, though — nevertheless ; forasmuch as, inasmuch as — insomuch ; indeed, truly — but ; therefore — because, for, since ; more, rather, better, richer, stronger, &c. — than. Note 1. They are usually placed at the beginning of the parts which they qualify, and in the order in which I have written them ; but their order is frequently reversed, and often, instead of occupying their appropriate places at the beginning of the parts, they are brought together in the middle of the sentence: one of them only occupying its proper position. This is particularly the case with more, rather, <$c — than. e. g. K Rather than submit this fair land of their inheritance to ravage and dishonor, from hoary age to helpless infancy, they will form one united bidwark and oppose their breasts to the opposing foe :" i. e. rather will they form, &c, than submit, &c. Other correlatives also are sometimes, though less frequently, found transposed in the same way. e. g. " When, if you see my limbs convulsed, my teeth clenched, my hair bristling, and cold dews trembling on my brow, seize me ;" i. e., if you see, &c, then seize, &c. Note 2. Some of these correlatives are idiomatically interchanged. As sometimes takes the place of when : the correlative of then. e. g. " As Peter knocked at the door of the gate, a damsel came to hearken, named Rhoda ;" i. e. when Peter, &c, then a damsel, &c. K As he was going there, he met his brother ;" when he,