Sanders Union Fourth Reader | Page 6

Articulation the sense of a passage is often liable to be perverted.
EXAMPLES.
1. Will he attempt to conceal hi_s acts?_ Will he attempt to conceal hi_s sacks?_ 2. The man ha_d o_ars to row he_r o_ver. The man ha_d d_oors to row he_r r_over. 3. Can there be a_n a_im more lofty? Can there be _a n_ame more lofty? 4. The judge_s o_ught to arrest the culprits. The judge_s s_ought to arrest the culprits. 5. Hi_s i_re burned when she told him he_r a_ge. Hi_s s_ire burned when she told him he_r r_age. 6. He wa_s a_wed at the works of labor a_nd a_rt. He wa_s s_awed at the works of labor a_n d_art. 7. He wa_s tr_ained in the religion of his fathers. He wa_s st_rained in the religion of his fathers.
MISCELLANEOUS EXAMPLES.
1. _Br_avely o'er _th_e _b_oi_st_e_r_ous _b_i_ll_ows, _H_is _g_a_ll_ant _b_ark _w_as _b_o_rn_e. 2. _C_an _cr_a_v_en _c_owards e_x_pect to _c_o_nq_uer _th_e _c_ou_ntr_y? 3. _Cl_ick, _cl_ick, _g_oes _th_e _cl_o_ck_; _cl_ack, _cl_ack, _g_oes _th_e _m_ill. 4. _D_id _y_ou _d_esi_r_e to _h_ear _h_is _d_ark and _d_o_l_e_f_ul _dr_ea_ms_? 5. "_F_ir_m_-_p_a_c_ed and _sl_ow, a _h_o_rr_id _fr_ont _th_ey form, _St_ill as _th_e _br_ee_ze_; _b_ut _dr_ea_df_ul as _th_e _st_orm." 6. _Th_e _fl_a_m_ing _f_i_r_e _fl_a_sh_ed _f_ea_rf_u_ll_y in _h_is _f_a_c_e. 7. _Th_e _gl_a_ss_y _gl_a_ci_ers _gl_ea_m_ed in _gl_owing _l_ight. 8. _H_ow _h_igh _h_is ho_n_ors _h_ea_v_ed _h_is _h_augh_t_y _h_ead! 9. _H_e _dr_ew _l_ong, _l_e_g_i_bl_e _lin_es a_l_ong _th_e _l_ove_l_y _l_a_ndsc_a_p_e. 10. _M_a_ss_es of i_mm_e_ns_e _m_a_gn_i_t_u_d_e _m_o_v_e _m_a_j_e_st_i_c_a_ll_y _thr_ough _th_e _v_ast e_mp_i_r_e of _th_e _s_o_l_ar _s_y_st_em. 11. _R_ound _th_e _r_ough and _r_u_gg_ed _r_ocks _th_e _r_a_gg_ed _r_a_sc_al _r_an. 12. _Th_e _str_i_pl_ing _str_a_ng_er _str_ayed _str_aight _to_ward _th_e _str_u_ggl_ing _str_eam. 13. _Sh_e u_tt_e_r_ed a _sh_arp, _shr_ill _shr_iek, and _th_en _shr_unk _fr_om _th_e _shr_i_v_e_l_ed _f_orm _th_at _sl_u_mb_e_r_ed in _th_e _shr_oud. 14. _F_or _f_ear of o_ff_ending _th_e _fr_ight_f_ul fugitive, _th_e _v_i_l_e _v_a_g_a_b_ond _v_e_nt_u_r_ed _t_o _v_i_l_ify _th_e _v_e_n_e_r_a_bl_e _v_e_t_e_r_an. 15. Amidst _th_e _m_ists, _w_ith a_ngr_y _b_oasts, _H_e _thr_usts _h_is _f_ists a_g_ainst _th_e _p_osts, And _st_ill i_ns_ists _h_e _s_ees _th_e _g_hosts. 16. Peter Prangle, the prickly prangly pear picker, picked three pecks of prickly prangly pears, from the prangly pear trees, on the pleasant prairies. 17. Theophilus Thistle, the successful thistle sifter, in sifting a sieve full of unsifted thistles, thrust three thousand thistles through the thick of his thumb; now, if Theophilus Thistle, the successful thistle sifter, in sifting a sieve full of unsifted thistles, thrust three thousand thistles through the thick of his thumb, see that thou, in sifting a sieve full of unsifted thistles, thrust not three thousand thistles through the thick of thy thumb. Success to the successful thistle sifter. 18. We travel sea and _soil_; we pry, we _prowl_; We progress, and we prog from pole to pole.

SECTION II.
ACCENT AND EMPHASIS.
ACCENT and EMPHASIS both indicate some special stress of voice.
Accent is that stress of voice by which one syllable of a word is made more prominent than others; EMPHASIS is that stress of voice by which one or more words of a sentence are distinguished above the rest.
ACCENT.
The accented syllable is sometimes designated thus: ('); as, _com-mand'-ment_.
NOTE I.--Words of more than two syllables generally have two or more of them accented.
The more forcible stress of voice, is called the _Primary Accent_; and the less forcible, the Secondary Accent.
EXAMPLES OF PRIMARY AND SECONDARY ACCENT.
In the following examples the Primary Accent is designated by double accentual marks, thus:
_Ed''-u-cate'_, _ed'-u-ca''-tion_, _mul''-ti-ply'_, _mul'-ti-pli-ca''-tion_, _sat''-is-fy'_, _sat'-is-fac''-tion_, _com'-pre-hend''_, _com'-pre-hen''-sion_, _rec'-om-mend''_, _rec'-om-mend-a''-tion_, _mo''-ment-a'-ry_, _com-mun''-ni-cate'_, _com'-pli-ment''-al_, _in-dem'-ni-fi-ca''-tion_, _ex'-tem-po-ra''-ne-ous_, _coun'-ter-rev'-o-lu''-tion-a-ry_.
NOTE II.--The change of accent on the same word often changes its meaning.
EXAMPLES.
col'-league, a partner. col-league', to unite with. con'-duct, behavior. con-duct', to lead. des'-cant, a song or tune. des-cant', to comment. ob'-ject, ultimate purpose. ob-ject', to oppose. in'-ter-dict, a prohibition. in-ter-dict', to forbid. o'ver-throw, _ruin; defeat_. o-ver-throw', to throw down.
NOTE III.--Emphatic words are often printed in Italics. When, however, different degrees of emphasis are to be denoted, the higher degrees are designated by the use of Capitals, LARGER or SMALLER, according to the degree of intensity.
EXAMPLES.
1. Our motto shall be, our country, OUR WHOLE COUNTRY, and NOTHING BUT OUR COUNTRY.
2. _Thou Child of Joy!_ SHOUT round me: let me HEAR _thy shouts, thou happy Shepherd Boy!_
3. Freedom calls you! quick, be ready, Think of what your sires have done; Onward, ONWARD! strong and steady, Drive the tyrant to his den; ON, and let the watchword be, Country, HOME, and LIBERTY.
NOTE IV.--Emphasis, as before intimated, varies in degrees of intensity.
EXAMPLES OF INTENSIVE EMPHASIS.
1. He shook the fragment of his blade, And shouted: "VICTORY! Charge, Chester, CHARGE! On, Stanley, ON!"
2. A _month!_ O, for a single WEEK! I as not for _years'_, though an AGE were too little for the much I have to do.
3. Now for the FIGHT! now for the CANNON PEAL! ONWARD! through blood, and toil, and cloud, and _fire!_ _Glorious_--the SHOUT, the SHOCK, the CRASH of STEEL, The VOLLEY'S ROLL, the ROCKET'S