Examples. Emphasis of Quality. I've seen yon weary winter sun I have no friend, save these alone, 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 sây, 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. 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. For Examples.-Lord', if thou hadst been here', my brother had not died. If courage intrinsically consists in the defiance of dan-ger and pâin', 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 têars'. Noble Bru-tus Hath told you, that Cesar was am-bi-tious'; Remarks. A correct enunciation of these examples, wil show the happy effect of emphasis in controlling the inflec tions 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." 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'. 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'. 66 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 un skilful or erroneous application of many of his directions. Doubtless many a one who will take exceptions to his directions 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. 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. Con-fidence is a plant of slow growth'. The young are slaves to nov-elty', the old', to cus-tom`. To improve the golden moment of oppor-tu-nity', and catch the good that is with-in our reach', is the great art of life`. In order to know a man', we should observe how he gains his object', rather than how he los-es it'. That an author's work is the mirror of his mînd', is a position that has led to very er-ro-neous con-clu-sions'. If Satan him-self were to write a book', it would be in praise of virtue'; because the good would purchase it for use', and the baď, for osten-ta-tion'. All who have been great and good with-out christianity', would have been much greater and better with it`. The opinions prevalent in one age', as truths above the reach of controversy', are confuted and rejected in an-oth-er', and rise again to reception in re-mo-ter times'. Thus', on some subjects', the human mind is kept in mo-tion without progress'. Thus', sometimes truth and er-rour', and sometimes contra-rieties of crrour', take each other's place by reciprocal in-va-sion'. Jesus saith unto him', Thom-as', because thou hast sêên me', thou hast be-lieve-d': blessed are they that have not seen me', and yet have believed`. Simon', son of Jo-nas', lov-est thou me'? Yea', Lord', thou know-est that I love thee'. It is safer to be at-tacked by some men', than to be pro-tected by them'. O', you hard hearts', you cruel men of Rome'! And do you now strew flowers in his way Who comes in triumph over Pompey's blood'? 'Tis hard to say, if greater want of skill' Some place the bliss in ac-tion', some', in ease`; |