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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 7 of 38)
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407. Did they speak properly, or improperly ?

408. They spoke properly, not improperly.

409. Did Charles go willingly, or unwillingly?

410. Charles went willingly, not unwillingly.

411. Did you say Epicurean, or Epicurean?

412. I said Epicurean, not Epicurean. I know better
than to say so.

413. You must not say accep'table, but ac'ceptable.

414. You must not pronounce that word recognize, but
recognize.

415. We must act according to the law, not contrary to it.

416. Did he say wisdom, or wisdom?

417. He said wisdom, not wisdom.

418. What must the King do now? Must he submit ?
The King shall do it: must he be deposed?
The King shall be contented : must he lose
The name of King? — let it go !

419. I'll give my jewels, for a set of beads;
My gorgeous palace, for a hermitage;
My gay apparel, for an almsman's gown;
My figured goblets, for a dish of wood ;
My sceptre, for a painter's walking staff;
My subjects, for a pair of carved saints :
And my large kingdom, for a little grave;
A little, little grave — an obscure grave.

420. Art thou poor? Show thyself active and indus-
trious, peaceable and contented: Art thou wealthy? Show
thyself beneficent and charitable, condescending and hu-
mane.



70 INTRODUCTORY LESSONS.

421. This corruptible must put on incorruption, and this
mortal must put on immortality.

422. Religion raises men above themselves; irreligion
sinks them beneath the brijtes.

423. And if you do, you will but make it blush, and glow
with shame of your proceedings, Hubert.

424. Hamlet, you have your father much offended.

425. Madam, you have my father much offended.

426. If you said so, then I said so.

427. No, say you ; did he say No ? He did ; he said No.

428. Is the goodness, or the wisdom of the divine Being
more manifest in this his proceeding?

429. Shall we in your person crown the author of the
public calamities, or shall we destroy him?

430. From whence can he produce such cogent exhorta-
tions to the practice of every virtue, such ardent excitement
to piety and devotion, and such assistance to attain' them, as
those which are to be met with throughout every page of
these inimitable writings?

431. Where, amidst the dark clouds of Pagan philosophy,
can he'show us such a clear prospect of a future state, the
immortality of the soul, the resurrection of the dead, and
the general jiidgment, as in St. Paul's first epistle to the
Corinthians?

432. Would it not employ a beau prettily enough, if, in-
stead of eternally playing with his snuff-box, he spent some
time in making one?

433. Would an infinitely wise Being make such glorious
beings for so mean a purpose? Can he delight in the pro-
duction of such abortive intelligences, such short-lived rea-
sonable beings ? Would he give us talents that are not to be
exerted, capacities that are not to be gratified?

434. Whither shall I tijrn ? Wretch that I am ! to what
place shall I betake myself? Shall I go to the capitol?
Alas 1 it is overflowed with my brother's blood ! Or shall I
retire to my house? Yet there I behold my mother plunged
in misery, weeping and despairing !

435. King Agrippa, believest thou the prophets? I know
that thou believest.

436. Art thou he that should come, or shall we look for
another?

437. The baptism of John, was it from heaven, — or of
men?



INTRODUCTORY LESSONS. 71

438. Will you go, — or stay ? Will you ride, — or walk 1
Will you go to-day, — or to-morrow?

439. Did you see him, — or his brother? Did he travel
for health, — or pleasure?

440. Did he resemble his father, — or his mother? Is
this book yours, — or mine?

441. Was it ar'med, say you? 'Armed, my lord. From
top to toe ? My lord, from head to foot.

442. Then saw you not his face? Oh yes, my lord, he
wore his beaver up.

443. I did not say a better soldier, but an elder.

444. Aim not to show knowledge, but to acquire it.

445. Did I say go, — or go?

446. Hence ! — home, you idle creatures, get you home.
You blocks, you stones ! you worse than senseless things !

447. Get thee behind me, Satan. No. You did not
read that right. You should say, Get thee behind me,
Satan.

448. 'Angels and ministers of grace, defend us.

449. Jesus, Master ! have mercy ofi us.*

450. Charity suffereth long, and is kind ; charity envieth
not; charity vaunteth not itself; is not puffed up; doth not
behave itself unseemly ; seeketh not her own ; is not easily
provoked ; thinketh no evil.

451. And though I have the gift of prophecy, and un-
derstand all mysteries, and all knowledge ; and though I
have all faith, so that I could remove moijntains, and have
not charity, I am nothing.

452. I tell you, though you, though all the world, though
an angel from heaven, should declare the truth of it, I could
not believe it.

453. I tell you, though you, though all the world, though
an angel from heaven, should declare the truth of it, I could
not believe it.

454. You wrong me every way, you wrong me, Brutus.

455. You wrong me every way, you wrong me, Brutus.
[ The pupil may say which is the correct way of reading these
two sentences.]

* This impassioned expression of the ten lepers to our Savior is most fre-
quently read from the sacred desk with the acute accent. The author thinks
Inat due reflection will convince every one that it thereby loses a great portion
of its force and feeling'. The grave accent is on many, perhaps on all occfj-
sions, expressive of a tone of much deeper emotion than that indicated by the
acute accent ; a remark which this sentence will clearly prove. See also
Numbers ^52 and 453, and especially Number 657, page ios.



72 INTRODUCTORY LESSONS.

456. Are you going to Boston ? What did you ask me ?
Are you going to Boston ? ^

457. They tell us to be moderate ; but they, they are to
revel in profusion.

458. I see thou hast learned to rail.

459. I know that thou art a scoundrel.

460. Sach trifling would not be admitted in the inter
course of men, and do you think it will avail more with
Almighty God ?

461. Is thy servant a dog, that he should do this great
thing ?

462. Talk to me of dangers ? Death and shame ! Is not
my race as high, as ancient, and as proud as thine ?

[Let the pupil tell in which of the faiir ways the following
sentence should be read.]

463. Betrayest thou the Son of Man with a kiss ?

464. Betrayest thou the Son of Man with a kiss ?

465. Betrayest thou the Son of Man with a kiss ?

466. Betrayest thou the Son of Man with a kiss ?

467. Lo ! — have I wandered o'er the hills for this ?

468. That lulled them, as the north wind does the sea.

469. For we trust we have a good conscience.

470. Trust I Triist we have a good conscience !

471. Certainly, Trim, quoth my father, interrupting him,
you give that sentence a very improper accent ; for you curl
up your nose, man, and read it with such a sneering tone,
as if the parson was going to abuse the apostle.

472. For we trust we have a good conscience.

473. Trust ! Trust we have a good conscience !

474. Surely, if there is anything in this life which a man
may depend upon, and to the knowledge of which he is capa-
ble of arriving upon the most indisputable evidence, it must
be this very thing, — whether he has a good conscience
or no.

* In all Questions which can be answered by yes or no, (as has been already
slated, under Lesson 6lh,) rising inflection oi the voice is used. But it may
here be remarked, that when the question is repeated, the repetition is gen-
erally accompanied by the falling inflection. But the reason of this is. that
on the repetition of the question it becomes rather a declaration than a ques-
tion. Thus, in the question in No. 456, if the person addressed, by reason
of distance or deafness, does not hear distinctly, and says, What did you
ask me ? the reply would naturally be, / asked you, Are you going to
Boston.



INTRODUCTORY LESSONS. 73

475. I am positive I am rip^ht, quoth Dr. Slop.

476. If a man thinks at all, he cannot well be a stranger
to the true state of this account; — he must be privy to his
own thoughts and desires — he must remember his past pur-
suits, and know certainly the true springs and motives which
in general have governed the actions-of his life. I defy him,
without an assistant, quoth Dr. Slop.

477. In other matters we may be deceived by false appeaj-
ances; but here the mind has ail the evidence and facts
within herself.



LESSON XXIII.

EMPHASIS.

By Emphasis is meant the force or loudness of voice hy
which we distinguish the principal word or words in a sen-
tence.

To emphasize a wordy means to pronounce it in a loud or
forcible manner.

The meaning of a sentence, especially if it be a question,
often depends upon the proper placing of the emphasis.
Thus : in the sentence, Shall you ride to town to-day ? if
the emphasis be placed upon ride, the question will be,
Shall you RIDE to town to-day? — and it may be answered.
No, I shall not ride, I shall walk. If the emphasis be
placed upon you, the question then becomes, Shall YOU
ride lo town to-day ? and the answer may be. No, I shall
not go myself, I shall send my son. If the emphasis be
placed on town, the question then becomes. Shall you ride
to TOWN to-day? and the answer may be, No, I shall not
ride to town, but I shall ride into the country. If the
emphasis be placed upon day, the question then becomes,
Shall you ride to town TO-DAY? and the answer may be,
No, I shall not go to-day, but I shall to-morrow.

In reading the following sentences, the pupil will em-
phasize the words in capital letters.

478. You were paid to FIGHT against Alexander, not to
RAIL at him.

7



74



INTRODUCTORY LESSONS.



479. And Saul said unto Michal, Why hast thou DE-
CEIVED me so?

480. Then said the High Priest, Are these things SO ?

481. Exercise and temperance strengthen even an IN-
DIFFERENT constitution.

482. AGAIN to the battle, Achaians.

483. I that denied thee GOLD, will give my HEART.

484. You wronged YOURSELF to write in such a
case.

485. The fault, dear Brutus, is not in our STARS ; but
in OURSELVES, that we are underlings.

486. And why beholdest thou the mote that is in thy
brother's eye, but considerest not the BEAM that is in thine
OWN eye?

487. And Nathan said unto David, THOU art the man.

488. A day, an HOUR of virtuous liberty, is worth a
whole eternity of bondage.

489. I'm tortured even to madness when I THINK of
the proud victor.

490. 'Tis all a libel, PAXTON, sir, will say : —
Not yet, my friend! TO-MORROW, faith, it may;
And for that very cause I print TO-DAY.

491. The men whom nature's works can charm, with
GOD HIMSELF hold converse; grow familiar day by day
with his conceptions, ACT upon his plan, and form to HIS
the relish of their souls.

492. It is equally unjust in thee to put DAMON or ME
to death : but PYTHIAS were unjust, did he let Damon
suffer a death that the tyrant prepared only for PYTHIAS.

493. W^hat! does life DISPLEASE thee?

Yes : it displeases me when I see a TYRANT.

494. BETRAYEST thou the Son of man with a kiss ?

495. Betrayest THOU the Son of man with a kiss?

496. Betrayest thou the SON of man with a kiss ?

497. Betrayest thou the Son of MAN with a kiss?

498. Betrayest thou the Son of man with a KISS?

499. The firmest works of MAN, too, are gradually
giving way.

500. And THOU must sail upon this sea, a long event-
ful voyage. The wise MAY suffer wreck — the foolish
MUST.

501. My ear is PAINED, my soul is SICK, with every
day's report of wrong and outrage, with which earth is



INTRODUCTORY LESSONS. 75

FILLED. There is no FLESH in man's obdurate heart, —
it does not FEEL for man.

502. Slaves cannot BREATHE in England; if their
lungs receive our air, that moment they are FREE.



LESSON XXIV.

PRIMARY AND SECONDARY EMPHASIS *

In sentences where several words are to he emphasized^ some
words receive a stronger emphasis than others. This leads to
a distinctioiiy called primary and secondary emphasis. The
'primary emphasis is the stronger emphasis. The secondary
emphasis is the weaker emphasis; of which, there are several



In the follotoing sentences, the words in LARGE CAPI-
TALS are to receive the primary emphasis. Those in small
CAPITALS are to receive the secondary emphasis, and those in
Italic an emphasis of less force than those in small capitals.

503. What STRONGER breastplate than a heart untainted!
THRICE is he armed that hath his quarrel just : and he
but naked, though locked up in STEEL, whose conscience
with INJUSTICE is corrupted.

504. But winter has yet brighter scenes; — he boasts
splendors beyond what gorgeous suMxMer knows, — or au-
tumn with her many fruits and woods, all flushed with
many hues.

505. Boisterous in speech, in ^cUon prompt and hold.
He buys, he sells, — he steals, he KILLS for gold.

506. The combat deepens. ON, ye hrave, who rush to
glory or the grave ! Wave, Munich, all thy hanncrs wave,
and CHARGE with all thy chivalry.

507. Oh, fear not thou to die ! But rather fear to LIVE ;

* Although emphaisis g-enerally requires a degree of loudness in the voice,
yet it is frequently the case that strongly emphatic words should be uttered with
a deiper rather than a louder tone of voire. This remark can be exemplified
better by the living teacher than by examples addressed to the eye.



•76



INTRODUCTORY LESSONS.



for life has thousand snares thy feet to try, by peril, pain,
and strife.

508. Yea, long as Nature's humblest child hath kept her
temple undefiled by sinful sacrifice, Earth's fairest scenes are
all HIS OWN : he is a MONARCH, and his throne is built
amid the skies.

609. Misses! the tale that I relate this lesson seems
to carry — Choose not alone a proper mate, but proper
TIME to marry.

510. Son of night, RETIRE; call thy winds and fly:
Why dost thou come to my presence with thy shadowy
arms? Do I FEAR thy gloomy form, dismal spirit of
Loda! Weak is thy shield of clouds; feeble is that
meteor, thy sword.

511. My dwelling is calm, above the clouds; the fields
of my rest are pleasant.

DWELL then in thy calm Jield, and let ComliaVs son be
forgot. Do mij steps ascend, from my hills into thy peace-
ful plains? Do /meet thee, with a spear, in thy cloud, spirit
of dismal Loda ? Why, then, dost ihovx fi-own on Fingal ? —
or shake thine airy spear 1 But thou frownest in vain ; I
never fled from mighty men. And shall the sons of the
WIND frighten the King of Morven? NO; he knows the
weakness of their arms.

512. Yonder schoolboy, who plays the truant, says, the
proclamation of peace was NOTHING to the show; and
even the chairing of the members at election, would not
have been a finer sight than this ; only that red and green
are prettier colors than all this mourning.

513. The text is gospel wisdom. I would ride the
camel, — yea, LEAP him FLYING, through the needle's
eye, as easily as such a pampered soul could pass the
narrow gate.

514. Why judge you then so hardly of the dead? For
what he left UNDONE: — for sins, not one of which is
mentioned in the ten commandments.

515. Though you may think of a million strokes in a
minute, you are required to execute but one.

516. Not thirty tyrants now enforce the chain, but
every CARLE can lord it o'er thy land.

517. HEREDITARY bonomen! Know ye no<, — who
would be free, THEMSELVES must strike the blow? By
THEIR n^A^ arm the conquest must be wrought : — Will
Gaul or Muscovite redress ye? — NO! True, they may



INTRODUCTORY LESSONS. 77

lay your proud despoilers low : but not for YOU will free-
dom's altars flame.

518. A THOUSAND YEARS scarce serve to form a state ;
an HOUR may lay it in the dust.

519. He prayed but for life -^ for life he would give all
he had in the world ; — it was but LIFE he asked — LIFE,
if it were to be prolonged under tortures and privations ; —
he asked only breath, though it should be drawn in the
damps of the lowest caverns of their hills.

520. I could have bid you LIVE, had life been to you the
same weary and wasting burden that it is to me.

521. Be the combat our OWN ! and we'll perish or con-
quer MORE PROUDLY alone ; for we have sworn by our
country's assaulters, that living we WILL be victorious, or
that dying our deaths shall be GLORIOUS.

522. Earth may hide — waves ingulf — FIRE consume
us, but they SHALL not to slavery doom us.

523. If they ?'ule, it shall be o'er our ashes and graves:
but we have smitten them already with Jire on the
waves, and new triumphs on land are before us. To the
CHARGE! — Heaven's banner is o'er us.

524. False Wizard, AVAUNT ! I have marshalled
my clan : their swords are a thousand, their bosoms are
one.

525. What means this shouting ? I do fear the people
choose Ca3sar for their King.

Ay, do you FEAR it 1 Then must I think you would not
HAVE it so.

526. I speak not to disprove what Brutus spoke; but
here I am to speak what I do KNOW.

527. But YESTERDAY, the word of Caesar might have
stood against the WORLD. Now lies he there, and none so
poor to do him reverence.

528. He was my friend, faithful and just to me; but
Brutus says he was AMBITIOUS ;=^ and Brutus is an hon-
orable man. He hath brought many captives home to

♦As this reading is new and originiil, it may, perhaps, require some de-
fence. In the first assertion, the emphasis is thrown on the word ambitious
because that is the objection made by Brutus against Cajsar. The cunning
Antony then brings forward circumstances to prove that Caesar was 7iot
ambitious ; and then asserts that Brutus says he was ami)itious, notwith-
standing tiiese arguments in Caesar's defence. Antony then proceeds to pro-
duce further proof to the contrary ; and having brought what he supposes an
incontrovertible argument in proof of the injustice of the charge, he then
slates the charge as resting merely on the bare assertion of Brutus. Brutus
says so still.

7*



78 INTRODUCTORY LESSONS.

Rome, whose ransoms did the general coffers fill : Did this
in Csesar seem ambitious ? When that the poor have cried,
Csesar hath wept. Ambition should be made of sterner
stuff. Yet Brutus says he WAS ambitious ; and Brutus is
an honorable man. You all did see, that on the Lupercal I
thrice presented him a kingly crown ; which he did thrice
refuse. Was THIS AMBITION ? Yet Brutus SAYS he was
ambitious ; and sure he is an honorable man.

529. masters ! if I were disposed to stir your hearts and
minds to mutiny and rage, I should do Brutus wrong, and
Cassias wrong, who, you all know, are honorable men. I will
not do THEM wrong, — I rather choose to wrong the dead —
to wrong myself and you, — than I will wrong such honorable
men.

530. But here 's a parchment, with the seal of CiESAR ; 1
found it in his closet : 't is his will. Let but the commons
HEAR this testament, (which, pardon me, I do not mean to
read,) and they would go and kiss dead Caesar's wounds, and
dip their napkins in his sacred blood, — yea, beg a hair of
him for memory, and, dying, mention it within their wills,
bequeathing it as a rich LEGACY unto their issue.

531. If you have tears, prepare to shed them now. You
all do know this mantle : I remember the first time ever
Csesar put it on : ('twas on a summer's evening in his tent :
that day he overcame the Nervii :) — LOOK! In this place
ran Cassius' daoro-er throug-h : see what a rent the envious
Casca made. Through this, the well-beloved Brutus
stabbed ; and, as he plucked his cursed steel away, mark how
the blood of Cddsar followed it ! This was the most unkindest
cut of all ! for, when the noble Caesar saw HIM stab, IN-
GRATITUDE, more strong than traitors' arms, quite van-
quished him ! Then burst his mighty heart : and, in his
mantle muffling up his face, even at the base of Pompey's
statue, which all the while ran blood, great C^sar fell. O
what a fall was there, my countrymen ! Then 7, and you,
and all of us, fell down ; whilst 'bloody TREASON flour-
ished over us.

532. 0, now you weep ; and I perceive you feel the dint
of pity: — these are gracious drops. Kind souls! What,
weep you when you but behold our Caesar's vesture wound-
ed ? Look ye here ! Here is HIMSELF — marred, as you
see, by traitors.



INTRODUCTORY LESSONS. 79

LESSON XXV.

DISTINCTNESS OF ARTICULATION.

In order to exercise the voice, and acquire distinctness of articula-
tion, the pupil is required, in this lesson, to pronounce (as well as he
can) certain letters, which do not constitute a word, and then the
words in which the same letters occur. It is not designed that he
should call the letters by name, but endeavor to pronounce the sound
which they represent when united.*

Sound the folloioing letters, and then the words which fol-
low, in which the same letters occur. Be particularly care-
ful to give a clear and distinct sound to every letter.

Aw. Law, saw, draw.

Or. For, nor.

Bd. Orbed, probed.

Bdst. Robb'dst, prob'dst.

Bl. Able, table, cable, abominable.

Bid. Troubl'd, humbl'd, tumbl'd.

Bldst. Troubl'dst, crumbl'dst, tumbl'dst.

Biz. Troubles, crumbles, tumbles.

Blst. Troubl'st, crumbl'st, tumbl'st.

Br. Brand, strand, grand.

Bs. Ribs, cribs, fibs, nibs.

* This lesson is deemed by the author one of the most importaDt in the
book, and indispensably necessary to be carefully practised and often repealed,
in order to acquire distiiiclness of articulation. There are some letters and
syllables, which are very frequently lost by a vicious pronujiciatiou. A native
Boslonian seldom pronounces the final g in the syllable iug. The letters
d, I, r, t, and the syllable ed, frequently share the fate of the ing, not only
among Bostonians, but also amon^ the generalitj' of readers and speakers.
The syllable er is almost universally mispronounced, as if it were ur. In the
words merry, and -perish, few, if any, mistake the proper sound of the letters
er ; but in the words mercy and mermaid, there are few who give the proper
sound of these letters. The letters aio also are frequently mispronounced like or.
In or<lcr that this lesson may be understood by those teachers, who are not
familiar with the mode in which the sounds of the letters are taught in the
Boston schools, the author deems it necessary to give the following explanatioo.
Where two vowels, or a vowel and a consonant, occur together, no difficulty
will occur in pronouncing the sounds of the letters ; but wlien several conso-
nants occur together without a vowel, as in the fourth line of this lesson, where
Bdst occur together, it must be understood that each of these letters stands
for a certain sound, although that sound oe not a clear, articulate one ; and
the sounds of each of these letters must be given together, as one syllable,
before the words robb'sl and prob'st, in which tljey occur, are read, fty such
an exercise the voice will be improved, and ease acquired in the pronunciation
of words in which letters of dilHcult combination occur.



so INTRODUCTOHY LESSONS.

Cht. Fetch'd.

Dl. Candle, handle, bridle, saddle.

Did. Handl'd, bridl'd, saddl'd.

Dlz. Candles, handles, bridles, saddles.

Dlst. Fondl'sl, handl'st, bridl'st.

Dr. Drove, draw, drink, drive.

Dz. Deeds, reeds, feeds, seeds.

Dih. Breadth, width.

Dths. Breadths, widths.

Fl. Flame, fling, flounce, fly, flew.

Fid. Trifl'd, stifl'd, rifl'd.

Fist. Trifl'st, stifl'st, rifl'st.

Flz. Trifles, rifles, stifles, ruffles.

Fr. Frame, France, frown, front.

Fs. Laughs, quaffs, staffs, ruffs, muffs.

Fst. Laugh'st, quaff^'st.

Ft. Waft, raft, graft.

Fts. Wafts, grafts, rafts.

Ftst. Waft'st, graft'st.

Gd. Bragg'd, begg'd, pegg'd.

Gdst. Bragg'dst, begg'dst, pegg'dst.

Gl. Glow, glance, glide, gluck, glad.

Gld. Haggl'd, struggl'd, mangl'd, strangl'd.

Gldst. Haggl'dst, struggl'dst, mangl'dst, strangl'dst.

Glz. Mangles, strangles, struggles.

Gist. Mangl'st, strangl'st, struggl'st.

Gr. Grave, grand, grow, grind, ground.

Gz. Pigs, figs, begs, pegs, cags, nags.

Gst. Bragg'st, begg'st.

Jd. Hedged, fledged, wedged, caged.

Kl. Uncle, carbuncle, ankle, crankle, rinkle

Kid. Rankl'd, tinkPd, knuckFd, truckl'd.

Klz. Truckles, ankles, rinkles, uncles.

Klst. Truckl'st, rinkl'st, buckl'st.

Kldst. Truckl'dst, rinkl'dst, buckl'dst.

Kji. Blacken, broken, spoken.

Kiid. Blacke]|'d, reckon'd, beckon'd.

Knz. Blackens, reckons, beckons.

Knst. Black'nst, reck'nst, beck'nst.

Kndst. Black'ndst, reck'ndst, beck'ndst.

Kr. Crony, crumble, crank, crankle.

Ks. Thinks, brinks, sinks, thanks.

Kst, Think'st, sink'st, thank'st.

Ct. Sack'd, thwack'd, crack'd, smack'd.



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 7 of 38)