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Richard Green Parker.

Exercises in rhetorical reading : with a series of introductory lessons, particularly designed to familiarize readers with the pauses and other marks in general use, and lead them to the practice of modulation and inflection of the voice online

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Online LibraryRichard Green ParkerExercises in rhetorical reading : with a series of introductory lessons, particularly designed to familiarize readers with the pauses and other marks in general use, and lead them to the practice of modulation and inflection of the voice → online text (page 6 of 38)
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and moral honors can only be won by the steadfast mag-
nanimity of pious duty.

321. They say they have bought it. — Bought it! Yes:
— of whom ? — Of the poor trembling natives, who knew



INTRODUCTORY LESSONS. 57

that refusal would be vain ; and who strove to make a merit
of necessity, by seeming to yield with grace, what they knew
they had not the power to retain.

322. VVe gazed on the scenes, while around us they
glowed, when a vision of beauty appeared on the cloud; —
it was not like the sun, as at mid-day we view, nor the moon,
that rolls nightly through star-light and blue.

323. It is not the lifeless mass of matter, he will then
feel, that he is examining, — it is the mighty machine of
Eternal Wisdom : the workmanship of Him, in whom every
thing lives, and moves, and has its being.

324. The expanding rose, just bursting into beauty, has
an irresistible bewitchingness; — the blooming bride led
triumphantly to the hymeneal altar, awakens admiration and
interest, and the blush of her cheek fills with delight; — but
the charm of maternity is more sublime than all these.

325. But Winter has yet brighter scenes; — he boasts
splendors beyond what" gorgeous Summer knows, or Au-
tumn, with his many fruits and woods, all flushed with many
hues.

326. When suffering the inconveniences of the ruder
parts of the year, we may be tempted to wonder why this
rotation is necessary; — why we could not be constantly
gratified with vernal bloom and fragrance, or summer beauty
and profusion.

327. I feared, — said the youth, with a tear in his eye, —
I feared that the brute's voice, and the trampling of the
horse's feet, would disturb her.

328. Then a spirit passed before my face; tiie hair of my
flesh stood up: It stood still, but I could not discern the
form thereof: an image was before mine eyes: — There
was silence, and I heard a voice — Shall mortal man be
more just than God 1

The dash is sometimes to he read as a question.

329. Is it not enough to see our friends die, and part with
them for the remainder of our days — to reflect that we shall
hear their voices no more, and that they will never look on
us again — to see that turning to corruption, which was but
just now alive, and eloquent, and beautiful with all the
sensations of the soul ?

330. He hears the ravens cry ; and shall he not hear, and
will he not avenore, the wronors that his nobler animals suP



58 INTRODUCTORY LESSONS.

fer — wrongs that cry out against man from youth to age, in
the city and in the field, by the way and by the fireside ?

331. Can we view their bloody edicts against us — their
hanging, heading, hounding, and hunting down an ancient
and honorable name — as deserving better treatment than
that which enemies give to enemies?

332. Are these the pompous tidings ye proclaim, lights
of the world, and demi-gods of fame ? Is this your triumph —
this your proud applause, children of truth, and champions
of her cause?

333. Still what are you but a robber — a base, dishonest
robber ? [See Lesson 3d, page 21th.]

334. Was there ever a bolder captain of a more valiant
band ? Was there ever — but I scorn to boast.

335. And what if thou shalt fall unnoticed by the liv-
ing — and no friend take note of thy departure ?

336. Seest thou yon lonely cottage in the grove — with
little garden neatly planned before — its roof deep-shaded
by the elms above, moss-grown, and decked with velvet
verdure o'er?

337. What shall we call them? — Piles of crystal light —
a glorious company of golden streams — lamps of celestial
ether burning bright — suns lighting systems with their joy-
ous beams? [See Lesson 5th, page 28tk.]

338. Can you renounce a fortune so sublime — such
glorious hopes — your backward steps to steer, and roll,
with vilest brutes, through mud and slime? No! no! your
heaven-touched hearts disdain the sordid crime!

The dash is sometimes to be read like an exclamation.

339. Now for the fight — now for the cannon-peal — for-
ward — through blood, and toil, and cloud, and fire!

340. They shake — like broken waves their squares re-
tire, — on them, hussars! Now give them rein and heel;
think of the orphaned child, the murdered sire: — earth
cries for blood, — in thunder on them wheel ! This hour to
Europe's fate shall set the triumph seal !

341. What dreadful pleasure! there to stand sublime,
like shipwrecked mariner on desert coast, and see the enor-
mous waste of vapor, tossed in billows lengthening to the
horizon round, now scooped in gulfs, with mountains now
embossed — and hear the voice of mirth and song rebound,
flocks, herds, and waterfalls, along the hoar profound !



INTRODUCTORY LESSONS. 59

342. The chain of being is complete in me; in me is
matter's last gradation lost, and the next step is spirit —
Deity! I can command the lightning, and am dust!

343. Sadly to Blount did Eustace say. Unworthy office
here to stay ! no hope of gilded spurs to-day — but, see,
look up — on Flodden bent, the Scottish foe has fired
his tent.

* 344. Good God 1 that in such a proud moment of life,
worth ages of history — when, had you but hurled one bolt
at your bloody invader, that strife between freemen and
tyrants had spread through the world; that then — O, dis-
grace upon manhood! e'en then you should falter — should
cling to your pitiful breath, — cower down into beasts, when
you might have stood men; and prefer a slave's life to a
glorious death !

345. Beneath the very shadow of the fort, where friendly
swords were drawn, and banners flew, ah! who could deem
that foot of Indian crew was near? — Yet there, with lust of
murderous deeds, gleamed like a basilisk, from woods in
view, the ambushed foeman's eye — His volley speeds, and
Albert — Albert — falls! the dear old father bleeds!

346. Above me are the Alps, the palaces of Nature,
whose vast walls have pinnacled in clouds their snowy scalps,
and throned Eternity in icy halls of cold sublimity, where
forms and falls the avalanche — the thunderbolt of snow !

347. Now, now, the secret I implore; out with it — speak

— discover — utter !

348. Peace ! I'd not go if staying here would strew his
hoar hairs in the tomb — not stir, by Heaven! Must I toss
counters? sum the odds of life, when honor points the way?

— When was the blood of Douglas precious in a noble cause ?

349. How has expectation darkened into anxiety — anxie-
ty into dread — and dread into despair! Alas! not one
memento shall ever return for love to cherish. All that shall
ever be known is, that she sailed from her port, and was
never heard of more.

350. A measure of corn would hardly suffice me fine flour
enough for a month's provision, and this arises to above six
score bushels ; and many hogsheads of wine and other liquors
have passed through this body of mine — this wretched
strainer of meat and drink ! And what have I done all this
time for God and man? What a vast profusion of good
things upon a useless life and a worthless liver !

351. Ay, cluster there, cling to your masters; judges,
Romans — slaves !



60 INTRODUCTORY LESSONS.

LESSON XVIII.

THE HYPHEN.

The Hyphen is a little mark like this - It resembles a
dash, but is not so long.

The hyphen is used to separate the syllables of a word;
or to make one word of tiuo ; as, semi-circle, sea-water.

When there is not room enough in the line for the whole
of a word, some of its syllables are put into the line with a
hyphen, and the remainder in the next line : as, extraor-
dinary.

When a hyphen is placed over the letters a, e, i, o, u, or y,
it shotvs that they have their long sound.

[The pupil may tell for what purpose the hyphen is used
in the following words.]

352. Extraneous, sea-water, semi-circle, demi-gods, Seeth-
ing-hall, Moss-side, plane-trees, bed-side, Birk-knowe, over-
canopied, toil-hardened, gray-haired, to-morrow, Sabbath-
day, Sardanapalus, ill-requited, thunder-cloud, European,
Epicurean, pine-covered, clay-cold, snow-clad, parish-clerk,
night-steed, moon-eyed, azure, all-wise, edict, fellow-crea-
tures, icy, well-founded, omega, fellow-feeling, uniform,
prophesy, earth-born, far-wandering, storm-clouds, hyme-
neal, chamber, either, fairy, lever, apiary, culinary.



LESSON XIX.

ELLIPSIS.

Ellipsis means an omission of some word or words.*
Sometimes a sentence is unfinished, or some parts of it are

* The ellipsis sometimes refers to syllables or letters only. See No. 359



INTRODUCTORY LESSONS. 61

purposely omitted; and the mark which indicates an ellipsis ^
is put in the place of that which is left out.

An ellipsis is sometimes indicated by a mark like this
, which resembles a dash lengthened.

Sometimes the ellipsis is denoted by asterisks, or stars, like
these »*##**

Sometimes the ellipsis is marked by small dots, or periods,
like these

And sometimes the ellipsis is indicated by hyphens, like
these -

The ellipsis sometimes so closely resembles a dash that it
is scarcely distinguishable from it.

The voice is generally suspended at an ellipsis ; but the
falling infection is frequently used when the ellipsis follows
a question or exclamation. In some of the following sentences,
•t/ie dash and ellipsis are both used.

EXAMPLES.

353. Hast thou But how shall I ask a question

which must bring tears into so many eyes !

354. The air breathes invitation; easy is the walk to
the lake's margin, where a boat lies moored beneath her
sheltering tree. —

Forth we went, and down the valley, on the streamlet's
bank, pursued our way, a broken company, mute or con-
versing, single or in pairs.

355. Who is here so vile, that will not love his country?
if any,- speak; for him have I offended, — I pause for a
reply —— — ^

None ! then none have I offended.

356. It is in vain to explain : — the time it would take to
reveal to you

Satisfy my curiosity in writing them.

357. Indeed he is very ill, sir, Can't help it.



We are very distressed, Can't help it. Our poor

children, too Can't help that, neither.

358. Now, if he had married a woman with money, you
know, why, then

The suppliant turned pale, and would have fainted,

359. I have been, my dear S on an excursion

through the counties which lie along the eastern side of the
Blue Ridge.



62



INTRODUCTORY LESSONS.



3(30. You have my answer: * * * — let my actions
speak.

361. No, no, Dionysius; remember that it was I alone
who displeased thee : Damon could not

362. If /i€ were all Remember haughty Henry, the

nephew of his wife, whose word could speed a veteran army
to his kinsman's aid.

363. I would not wound thee, Douglas, well thou know-
est ; but thus to hazard on a desperate cast thy golden
fortunes



364. For thy father's sake

Peace ! I'd not go if staying here would strew his hoar
hairs in the tomb not stir, by Heaven !

365. Nay, hear me, hear me, Douglas

— Talk to me of dangers? Death and shame! is not my
race as high, as ancient, and as proud as thine ?

366. Still must I wonder ; for so dark a cloud

Oh, deeper than thou think'st I've read thy heart.

367. Your grace will pardon me for obeying



Say no more, my child; you are yet too raw to make
proper distinctions.

368. Let them or suppose I address myself to

some particular sufferer — there is something more confi-
dential in that manner of communicating one's ideas — as
Moore says. Heart speaks to heart — I say, then, take es-
pecial care to write by candle-light.

369. To such unhappy persons, in whose miseries I

deeply sympathize Have I not groaned under

similar horrors?

370. That spares manual labor — this would relieve from

mental drudgery, and thousands yet unborn But hold !

I am not so sure that the female sex in general may quite
enter into my views on the subject.

371. I am glad to see you well : Horatio or I do

forget myself

372. Would I had met my dearest foe in heaven, or ever
I had seen that day, Horatio !

My father methinks I see my father.



INTRODUCTORY LESSONS. 63

LESSON XX.

APOSTROPHE, QUOTATION, AND DliERESIS.

An Apostrophe is a mark which differs from a comma only
in being placed above the line ; thus '

The apostrophe shows that some letter or letters are left
out; as, Wsfor it is, tho^ for though, \ov'd for loved.

The apostrophe is likewise used in grammar to designate
the possessive case; as, John's book.

A Quotation consists of four commas or apostrophes; two
placed at the beginning and tico at the end of a word, sentence,
OP part of a sentence. The two which are placed at the be-
ginning are inverted, or upside down,

A quotation shows that the word or sentence was spoken by
some one, or was taken from some other author.

A Dicer esis consists of two periods placed over a vowel ;
thus, a.

The diceresis shows that the letter over which it is placed is
to be pronounced separately ; as, creator, Zoonomia, aerial.

[In this lesson the pupil is to recognize each of the above-men-
tioned marks, and explain their use.]

EXAMPLES.

373. The fox-howl's heard on the fell (or hilH afar.*

374. The kindling fires o'er heaven so bright, look sweetly
out from yon azure sea.

375. Banished from Rome ! what's banished, but set free



* In this lesson, as well as in some of the preceding' lessons, there are several
sentences of poetry, which are not divided into poetical lines. The reason of
tills is, that, in the opinion of the author, poetical lines should not be read by
the pupil, without special instruction to avoid that "sing sono-" utterance, into
which ne is too apt to fall in readin^^ verse. This subject is reserved for the
3(>lh lesson, where it is fully exemplified. It remains to be observed here, that
abbreviations and contractions, such as occur in the poetical sentences in this
lesson and others, which appear in the form of prose, are not allowable in
prose itself. This explanation appears to be necessary, lest the authority of
tliis book should be quoted by the pupil for the use of abbreviations in prose.



64 INTRODUCTORY LESSONS.

from daily contact of the things I loathe? " Tried and con-
victed traitor" — Who says this? Who'll prove it, at his
peril, on ray head? '* Banished?" — I thank you for't. It
breaks my chain! I held some slack allegiance till this
hour — but now my sword's my own.

•376. Your consul's merciful. For this all thanks. He

dares not touch a hair of Catiline. " Traitor ! " I go

but I return. This trial! Here I devote your senate!

I've had wrongs, to stir a fever in the blood of age. * * * * *
This day is the birth of sorrows.

377. The eye could at once command a long-stretching
vista, seemingly closed and shut up at both extremities by
the coalescing cliffs.

378. It seemed like Laocoon struggling ineffectually in
the hideous coils of the monster Python.

379. In those mournful months, when vegetables and
animals are alike coerced by cold, man is tributary to the
howling storm, and the sullen sky; and is, in the pathetic
phrase of Johnson, a " slave to gloom."

380. I would call upon all the true sons of humanity to
cooperate with the laws of man and the justice of Heaven in
abolishing this " cursed traffic."

381. Come, faith, and people these deserts! Come and
reanimate these regions of forgetfulness.

382. I am a professed lucubrator; and who so well qual-
ified to delineate the sable hours, as

" A meagre, muse-rid mope, adust and thin ! "

383. He forsook, therefore,, the bustling tents of his
father, the pleasant "south country" and "well of La-
hairoi;" he went out and pensively meditated at the even-
tide.

384. The Grecian and Roman philosophers firmly be-
lieved that "the dead of midnight is the noon of thought."

385. Young observes, with energy, that " an undcvout
astronomer is mad."

386. Young Blount his armor did unlace, and, gazing on
his ghastly face, said — "By Saint George, he's gone! that
spear-wound has our master sped; and see the deep cut
on his head! Good night to Marmion ! " — "Unnurtured
Blount ! thy brawling cease • he opes his eyes," said Eustace,
" peace!" —



INTRODUCTORY LESSONS. 65

3S7. The first sentence, with which he broke the awful
silence, was a quotation from Rousseau : *' Socrates died
like a philosopher, but Jesus Christ like a God!"

38S A celebrated modern writer says, " Take care of
the minutes, and the hours will take care of themselves."
This is an admirable remark, and might be very seasonably
recollected when we begin to be *' weary in well doing,"
from the thought of having much to do.

SS[). I've seen the moon gild the mountain's* brow; I've
w;\tched the mist o'er the river stealing; but ne'er did I feel
in my breast, till now, so deep, so calm, and so holy a feeling :
'tis soft as the thrill which memory throws athwart the soul
in the hour of repose.

390. Blest be the day I 'scaped the wrangling crew from
Pyrrho's * maze and Epicurus' * sty ; and held high converse
with the godlike few, who to th' enraptured heart, and ear,
and eye, teach beauty, virtue, truth, and love, and melody.

391. But thou, who Heaven's* just vengeance dar'st defy,
this deed, with fruitless tears, shalt soon deplore.

392. O Winter ! ruler of the inverted year ! thy scatter'd
hair with sleet-like ashes fill'd, thy breath congeal'd upon thy
lips, thy cheeks fring'd with a beard made white with other
snows than those of age, thy forehead wrapt in clouds, a
leafless branch thy sceptre, and thy throne a sliding car, in-
debted to no wheels, but urg'd by storms along its slipp'ry
way, I love thee, all unlovely as thou seem'st, and dreaded
as thou art !

393. For, as I passed by, and beheld your devotions, I
found an altar with this inscription, " To the unknown
God." Whom therefore ye ignorantly worship, him declare
I unto you.



* The apostrophe in these words is the sign of the possessive case.
6=^



66 INTRODUCTORY LESSONS.



LESSON XXI.

THE ASTERISK, OBELISK, DOUBLE OBE-
LISK, SECTION, P AR A LLE LS , P AR A GRA P H ,
INDEX, CARET, BREVE, AND BRACE.*

The pupil will take particular notice of the following
marks, so that he may call them by name^ and explain their
use in the following lesson.

This mark * is called an Asterisk, or Star.

This mark f is called an Obelisk.

This mark J is called a Double Obelisk.

This mark fl is called a Paragraph.

This mark § is called a Section.

These marks || are called Parallels.

The Asterisk, Obelisk, Double Obelisk, Paragraph, Sec-
tion, Parallel, and sometimes fgures, or letters, are used to
show that there is a note at the bottom of the page. JVJten
many notes occur on a page, these marks are sometimes
doubled. [See next page.]

The Paragraph ^ is used to show the beginning of a new
subject.

The Section ^ is also used to divide chapters into less
parts.

The Index or Hand ()[/* points to something which re-
quires particular attention.

The Breve ^-^ is placed over a letter to show that it has a
short sound; as, Helena.

The Brace > is used to unite several lines of poetry, or
to connect a number of words with one common term.

The Caret A is never used in printed books ; but in wri-
ting it shows that something has accidentally been left out ; as,

recited

George has his lesson.



* The teacher will find, in Parker and Fox's Grammar, Part III., page
21 St to 35th, a complete enumeration of all. the marks used in written lang^uage,
with rules, observations, and practical exercises for the pupil in the use ofihem,
ttiore extensive and particular than he will probably find in any other work.



INTRODUCTORY LESSONS. 67

lU" When several asterisks or stars are placed together, they repre-
Bcnt an ellipsis. [See Lesson 19th.]

EXAMPLES.

394. Many persons pronounce the word Helena,* incor
rectly. They call it Helena ; and the words ac'ceptable, rec-
ognize, Epicure'an, and Europe'an, are frequently incorrectly
called accep'table, recog'nize, Epicu'rean, and Euro'pean.

395. The leprosy, therefore, of Naaman shall cleave unto
thee. * * * And he went out from his presence a leper
as white as snow.

396. The Cougar t is the largest animal of the cat kind,
found in North America; and has occasionally received the
name of the American lion, from the similarity of its pro-
portions and color to those of the lion of the old world.

397. The keeper of the elephant gave him a gallon of
arrack, f which rendered the animal very furious.

398. I fell upon my knees on the bank, with my two
servants, and the drogoman§ of the monastery.

399. The history of Joseph is exceedingly interesting
and instructive. II

400. It was a cave, a huge recess, that keeps, till June,
December's snow; a lofty precipice in front, a silent
tarn ^ below.

401. C-e-o-u-s, ^

CI '•" ' ' / are pronounced like shiis.
b-c-i-o-u-s, i '^

T-i-o-u-s, )

402. See where the rector's ** splendid mansion stands,
embossed deep in new enclosed lands, — lands wrested from
the indigent and poor, because, forsooth, he holds the village
cure, ft

403. When the young blood danced jocund through his
veins, 'tis said his sacred stole |f received some stains.

404. Their wants are promised Bridewell,§<5 or the stocks.

* This is the name of a small island situated on the west of Africa, noted
for the exile of Napoleon Bonaparte.

t Pronounced Coo'-sar. The name given to this animal, by the country
people, generally, is painter, evidently a corruption of panther.

X Arrack is a very strong spirituous liquor.

^ Drogoman means an interpreter.

II The wlioie history of Joseph will be found in the Bible j from the 37 Ji
cijapter to the cud of the book of Genesis.

TI Ta n is a small lake, high up in the mountains.

** A . l.Tj,^yman. ft Cure, — The office of a clergyman.

}J l^t <lf, — A long robe worn bv the clergy of England.

\-) B iUcwcil, — A houie of correction.



^8 INTRODUCTORY LESSONS.

LESSON XXII.

ACCENT.

Accent is the peculiar tone or force given to some letter or
syllable of a word.

There are three accents ^ the Acute, the Grave, and the
Circumflex.

T7ie acute accent is noted by a mark like this ' placed over
a letter or syllable, as in the word Epicurean.

The grave accent is represented by a mark like this *
placed over a letter or syllable, as in the word Clessammor.

The circumflex accent is distinguished by a mark like
this A placed over a letter or syllable.

The letter or syllable over which either of the accents is
placed, is to be pronounced more forcibly than the other parts
of the same word; as, rec'ognize, Reuthamir, Fingal.

The word or syllable over which the acute accent is placed,
must be pt'onounced with the rising inflection of the voice; as,
rec'ognize, Epicure'an, ac'ceptable.

IVie word or syllable over which the grave accent is placed
must be pronounced icith the falling inflection of the voice; as,
Reuthamir, Clessammor.

The word or syllable over which the circumflex accent is
placed, must be pronounced partly with the rising and partly
with the falling inflection of the voice. If it begin with the ris'
ing and end with the falling, it is called the falling circumflex ;
but if it begin with the falling and end with the rising, it is
called the rising circumflex.

The circumflex accent is sometimes used to express the
broad sound of a letter, as in Fingal, in which the a is
pronounced as in the word fall.

In every word of more than one syllable, there is one [and
sometimes more than one) ivhich must be pronounced more
forcibly than the others ; and the acute accent is often used
to show which this syllable is. The syllable thus pronounced
is called the accented syllabic ; as, cap'illary, red'olent, ax'iom.

The acute, grave, and circumflex accents are sometimes
used to direct the management of the voice in reading sen-
tences ; the acute accent indicating the rising, the grave the



INTRODUCTORY LESSONS. 69

falling injlection of the voice, and the circumflex both the
rising and falling united. When the circumflex is used to
indicate a sound commencing with the rising and ending
with the falling inflection, it is printed thus, ^ ; but when
the sound commences tcith the falling and ends with the
rising inflection, it is printed thus, ^, which the pupil will
perceive is the same mark inverted.

[The pupil may now read the following sentences, recol-
lecting to manage his voice, when he meets the respective
marks of accent, as directed above.]

405. Did they recite correctly, or incorrectly ?

406. They recited correctly, not incorrectly.



Online LibraryRichard Green ParkerExercises in rhetorical reading : with a series of introductory lessons, particularly designed to familiarize readers with the pauses and other marks in general use, and lead them to the practice of modulation and inflection of the voice → online text (page 6 of 38)