EXAMPLES.

Justice is LAME, as well as blind, among us.

Tem-perance, by for-tifying the mind and body, leads to HAP-piness in-temperance, by e-ner-vating them, generally ends in MIS-ery.

Hamlet.-Saw WHOM?

Horatio. My lord, the king, your fa-ther.
Hamlet. The KING, my FA-ther?

Cassius.-I denied you not.

Brutus.-You DID.

Cassius.-I did NOT: he was but a FOOL

That brought my an-swer back.

STRIKE, as thou didst at CE-sar! for I know,

When thou didst hate him woRST, thou lov-dst him BET-ter
Than ever thou lov-dst Cas-sius.

The distinctive powers and qualities of the voice, described on pages 107, and 108, under the heads of Radical, Vanishing, Compound, and Median Stress, Dr. Rush has analyzed and explained, as applicable in expressing the various degrees and kinds of emphasis. The reader is therefore requested to turn again to those pages, and attentively examine the analysis there given, before he proceeds to a perusal of the following, scientifick division of this subject. This brief specimen is chiefly taken from Dr. Barber's Elocution.

Emphasis of Radical Stress.

Examples.-Back to thy pun-ishment,

False fu-gitive, and to thy speed add wings.
Whence and what art thou, ex-ecrable shape?

Emphasis of Median Stress.

Examples.-I warn you, do not dare to lay your

the constitution.

Oh, swear not by the moon, the inconstant moon,
That monthly chan-ges in her circled orb.

Emphasis of Vanishing Stress.

Examples.-Cassius.-I an itching palm?

hand on

Brutus.-The name of Cassius honours this corruption,
And chastisement doth therefore hide its head.

Cassius.-Chas-tisement !

Emphasis of Compound Stress.

Example.-Arm, warriours, arm for fight.

Examples.

Emphasis of Quality.

I've seen yon weary winter sun
Twice forty times return;
And every time has added proofs,
That man was made to mourn.

I have no friend, save these alone,
But thee-and one above.

For a farther development of this subject, see Doctors Rush and Barber on Elocution.

EMPHATICK INFLECTIONS.

It has already been hinted, that those words which fall under an emphatick stress, generally require a peculiar and an appropriate inflection, which inflection, or, most commonly, wave of the voice, is not unfrequently controlled by the emphasis. Examples. Did you say it? What can I do?

It is easier to say, than to dô`.

Remarks. If these questions be pronounced in a natural and familiar manner, the words "say" and "do," will take, the first, the rising, and the second, the falling, concrete slide of a third, with very little or no circumflex in the movements of the voice; but if the second example be properly pronounced, that is, if a strong emphasis be given to both "say" and "do," with the rising inflection given to the close of the first, and the falling to the last, the word "say" will take the inverted unequal wave, and "do," the direct unequal wave.

Examples.-Are they He-brews? So am I. Are they Israelites'? So am I. Are they the seed of Ab-raham'? So am I. Are they the ministers of Christ'? I am MORE'.

Remarks. Agreeably to the general rule, the pronoun "I," and the adverb "more," at the close of the four, simple, affirmative sentences here presented, should take the ordinary, falling inflection; but to give them that inflection, in these instances, would render the elocution spiritless and insipid. The emphasis, on these words, controls their inflections, and requires that I" should take the inverted unequal wave, which closes with the rising vanish, and "more," the direct unequal wave. For the purpose of increasing the harmony of the sentences by introducing a pleasing variety, some might prefer, however, to give the "I" in the third sentence, the direct unequal wave.

Examples.-Lord', if thou hadst been here', my brother had

not died.

If courage intrinsically consists in the defiance of dan-ger and pain', the life of the In-dian is a continual exhibition of it'. I had a dream', which was not all a DREAM'. Un-ea-sy lies the head that wears a crôwn'.

I rhyme for smiles', and not for tears'.

Noble Bru-tus

Hath told you, that Cesar was am-bi-tious`;
If it were so, it was a grievous fault'.
Yet Bru-tus says, he was am-bi-tious`;
And' sûre', he is an hôn-ourable mân'.

Remarks. A correct enunciation of these examples, wil. show the happy effect of emphasis in controlling the inflections and modulations of the voice, and of increasing the beauty and harmony of language. This will be particularly illustrated by a proper application of the circumflex movement on the words, "died," "pain," the second "dream," "crown," "tears," 'fault," "sure,' 'honourable,” and “man.

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The Sense of a passage, dependant on emphasis.

There can be but few who have not observed, that the meaning of a sentence often depends on the appropriate or inappropriate application of emphatick force.

Example.-Do you ride to town to-day'? Dou you ride to town to-day'? Do you ride to town to-day'? Do you ride to town to-day'?

Remarks.-The four different answers suggested by a change in the place of the emphasis, according to the italicised words in this example, are too familiar to need illustration.

If I say, "He can plead as well as any lawyer," placing the emphasis on any, the assertion clearly implies, that the person spoken of, is a lawyer; but if I transpose the emphatick stress, and say, "He can plead as well as any law-yer`," the inferential meaning is, that the person referred to, is not a lawyer.

Example. He discourses as religiously as any Methodist preacher.

He discourses as religiously as any Meth-odist preacher. He discourses as religiously as any Methodist preach-er'. Remarks.-The first of these readings, implies that the person referred to, is a Methodist preacher; the second, that he is a preacher, but not a Methodist preacher; the third, that he is a Methodist, but not a preacher.

Examples-A crow is a large black bird'.

A crow is a large black bird.

I saw a horse-fly through the window'.
I saw a horse-fly through the window'.

Since the world began', has it not been heard', that a man opened the eyes of one that was born blind'.

Since the world began', has it not been heard', that a mân opened the eyes of one that was born blind'.

Remarks. By looking at the connexion of this last passage, as it is presented on page 215, one will readily perceive, that, according to this last reading of it, that is, by laying the stress on "man," it implies, that he who had been restored to sight, at the time he made this unanswerable reply to the unbelieving Jews, himself considered Christ to be more than man, and that he wished to intimate to them this belief; whereas, he was only attempting to prove to them that Christ was not a sinner, for he did not yet know who or what Jesus was. Again, a correct enunciation of this sentence requires the emphatick stress to fall on "blind," on account of which, though the word closes a negative sentence, it takes the falling inflection, or, rather, the direct unequal wave, but, by laying the stress on "man," we naturally take it off of "blind," and thereby change its inflection to a rising.

Examples of this description, might be indefinitely multiplied; but these few are doubtless sufficient to call the attention of the learner particularly to this subject, and, it is hoped, to impress upon him its importance.

The author is not unaware that many will differ from him on certain points of elocution, particularly those intricate and delicate ones which regard some of the peculiar inflections and waves of the voice, (especially when under the influence of emphatick force,) as well as in regard to the various degrees and qualities of emphatick stress. It has been already hinted, that, although most things pertaining to this subject, may be regulated by fixed principles and rules, yet, on some points, we have no better standard to go by than good taste—a standard so loosely seated, that it is liable to be much justled about, according to the judgment, and fancy, and caprice of the respective individuals who lay their hands on it. But the most fruitful ground of objection to the author's views, he apprehends, will arise out of a misconception of them, or, at least, an unskilful or erroneous application of many of his directions. Doubtless many a one who will take exceptions to his direc tions for reading particular words or passages, would readily coincide with him, and approve of his taste and manner, were

they to hear him enunciate those examples. But, be this as it may, he wishes it to be distinctly understood, that, in matters of taste, as well as in those higher endowments of the mind which pertain to the judgment, he by no means considers himself infallible.

QUESTIONS.

What is Emphasis ?-Explain the difference between it and Accent? What are the three kinds of emphasis first mentioned ?

What is the first?

Rule by which to distinguish emphatick, from unemphatick, words.Give examples.

Are emphatick words always the most important in sense?-Examples. Give examples in which one part of the antithesis is implied.

Is a phrase or member of a sentence ever antithetically employed with a single word?-Give examples.

Repeat Rule 2.-Please to read all the examples which follow.

Please to look at the Remarks, and explain the method by which antithetick members might be supplied to these examples of emphasis of specification.

What is said of a monotonous sameness in pronouncing two or more successive members?

Read the dialogue between Alexander and the Robber, according to the directions given, and repeat the Remarks which follow.

What is the Rule for Emphasis of Enumeration ?-Read all the examples which follow it, according to the directions in the subjoined Remarks.

Please to read the next set of examples, and explain them according to the Remarks subjoined.

What is the distinction between Simple and Compound Emphasis? Please to read the examples which follow, and explain them.

What is the difference between Superiour and Inferiour Emphasis ?— Give numerous examples, and illustrate them.

Please to illustrate the emphasis of Radical, Median, Vanishing, and Compound Stress, and also, emphasis of Quantity.

Illustrate some emphatick Inflections.

Are the inflections of the voice ever controlled by emphasis ?-Illustrate by examples, some of the emphatick Waves.

Give examples in which the meaning depends on the emphasis.
What is the standard of accuracy in elocution?

Please to read the numerous examples which follow, and apply the rules for the emphasis and the inflections adopted.

It may be proper to remark, that, in answering these questions, as well as those in the foregoing chapters, the learner will be permitted (more or less, according to the discretion of the teacher,) to make use of the book.

EXERCISES.

The teacher cannot be too urgent in cautioning the pupil against the very common errour of not exploding emphatick words with sufficient energy and force. A bold, full, and strong emphasis adds more than any thing else to expression and effect in delivery.