32. D. That will depend upon yourself more than on me. 33. Q. Does the D in the above sentences stand for a declaration? 34. D. Yes; and the Q stands for a question. LESSON III. Sometimes the sentence which ends with an interrogation point is read with the falling inflection of the voice. 39. When did your father return home? 40. How did you hear that story? 41. How much did he give for his book? 42. Whose hat is that in the passage? 43. What did you see in the street? 44. How high is the steeple of St. Paul's Church? 45. Where does that man live? 46. Which of those books do you prefer? 47. Who is that at the other end of the room? 48. Whither is that bird flying? 49. Why did you leave your place just now? 50. Wherefore do you not try to read correctly? LESSON IV. Sometimes the first part of a sentence ending with an interrogation point, must be read with the rising inflection of the voice, and the last part with the falling inflection. EXAMPLES. 51. Shall I give you a peach, or an apple? 54. Are you going home, or into the school-room? 57. Do you expect to ride, or to walk? 58. Does your father intend to build his new house in the city, or in the country? 59. Shall we now attend to our reading lessons, or to our lessons in spelling? 60. Did you go to church on Sunday, or did you stay at home? LESSON V. Sometimes the first part of a sentence ending with a note of interrogation, must be read with the falling inflection of the voice, and the latter part with the rising inflection. EXAMPLES. 61. Where have you been to-day? At home? 62. Whose books are those on the floor? Do they belong to John? 63. Whither shall I go? Shall I return home? 64. What is that on the top of the house? Is it a bird? 65. What are you doing with your book? Are you tearing out the leaves ? 66. Whom shall I send? Will John go willingly? 67. When shall I bring you those book? Would you like to have them to-day? 68. Who told you to return? Did your father? 69. How much did you pay for that book? More than three shillings? 70. How old shall you be on your next birth-day? Eleven? 71. Why did you not arrive sooner ? Were you necessarily detained? 72. How often shall my brother sin against me, and I forgive him? Till seven times? 73. But what excuse can the American plead? The custom of duelling? 74. What concern they? The general cause? 75. How many lessons are there in this book? Are there more than twenty-five? LESSON VI. In this lesson some of the sentences are questions requiring the rising, and some the falling inflection of the voice. A Νο few sentences also ending with a period are inserted. directions are given to the pupil with regard to the manner of reading them, it being desirable that his own understanding, under the guidance of nature alone, should direct him. But it may be observed that questions that can be answered by yes, or no, generally require the rising inflection of the voice; and that questions that cannot be answered by yes, or no, generally require the falling inflection. EXAMPLES. 76. John, where have you been this morning? 77. Have you seen my father to-day? 78. That is a beautiful top. 79. Where did you get it? 80. I bought it at the toy-shop. 81. What did you give for it? 82. I gave a shilling for it. 83. What excuse have you for coming late this morning? Did you not know that it was past the school hour? 84. If you are so inattentive to your lessons, do you think that you shall make much improvement? 85. Will you go, or stay? Will you ride, or walk? 86. Will you go to-day, or to-morrow? 87. Did he resemble his father, or his mother? 88. Is this book yours or mine? 89. Do you hold the watch to-night? We do, Sir. 90. Did you say that he was armed? He was armed. 91. Did you not speak to it? I did. 92. Art thou he that should come, or must we expect another person? ? 93. Why are you so silent? Have you nothing to say 94. Who hath believed our report? To whom hath the arm of the Lord been revealed? LESSON VII. THE EXCLAMATION POINT. The Exclamation Point is a mark like this Į The Exclamation Point is placed at the end of sentences which express surprise, astonishment, wonder, or admiration, and other strong feelings; and such sentences are generally read with the falling inflection of the voice. EXAMPLES. 95. How cold it is to-day! 96. What a beautiful top that is! 97. How mysterious are the ways of Providence! 98. How noisy those boys are in the street! 99. What a simple fellow he is to spend his money so uselessly! 100. Poor fellow, he does not know what to do with himself! 101. What a fine morning it is! How brightly the sun shines! How verdant is the landscape! How sweetly the birds sing! 102. Look here! See what a handsome doll my mother has just given me! 103. Good Heaven! 104. Good friends! What an eventful life was hers! you up to such a sudden flood of mutiny! 105. Oh what a fall was there, my countrymen! 106. Oh disgrace upon manhood! It is strange! It is dreadful! 107. Alas, poor country, almost afraid to know itself! 108. Oh glory! glory! mighty one on earth! How justly imaged in this waterfall! 109 Tremendous torrent! for an instant hush the terrors of thy voice! 110. Ah, terribly the hoarse and rapid whirlpools rage there! 111. Oh! deep enchanting prelude to repose! The dawn of bliss, the twilight of our woes! 112. Daughter of Faith, awake! arise! illume the dread unknown, the chaos of the tomb! 113. It is a dread and awful thing to die! 114. Lovely art thou, oh Peace! and lovely are thy children, and lovely are the prints of thy footsteps in the green valleys! 115. Why, here comes my father! How quickly he has returned! O how glad I am to see him! LESSON VIII. THE PERIOD, INTERROGATION, AND EXCLAMATION UNITED. The pupil was taught in the first lesson, that when he comes to a Period, he must stop as if he had nothing more to read. He is now informed in this lesson how long to stop. The general rule is, to stop until he has had time enough to count four. At the end of a paragraph, whether the Period or some other mark be used, the reader should make a longer stop than at an ordinary sentence. The Interrogation and Exclamation are generally pauses of the same length with the Period. EXAMPLES. 116. George is a good boy. He gets his lesson well. He is attentive to the instructions of his teacher. He is orderly and quiet at home. 117. A good scholar is known by his obedience to the rules of the school. He obeys the directions of his teacher. His attendance at the proper time of school is always punctual. He is remarkable for his diligence and attention. He reads no other book than that which he is desired to read by his master. He studies no lessons but those which are appointed for the day. He takes no toys from his pocket to amuse himself or others. He pays no regard to those who attempt to divert his attention from his book. 118. Do you know who is a good scholar? Can you point out many in this room? How negligent some of our fellow-pupils are! Ah! I am afraid that many will regret that they have not improved their time! 119. Why, here comes Charles! Did you think that he would return so soon? I suspect that he has not been pleased with his visit. Have you, Charles? And were your friends glad to see you? When is cousin Jane to be married? Will she make us a visit before she is married? Or will she wait until she has changed her name? 120. My dear Edward, how happy I am to see you! I heard of your approaching happiness with the highest pleasure. How does Rose do? And how is our old whimsical friend the Baron? You must be patient, and answer all my questions. I have many inquiries to make. 121. The first dawn of morning found Waverley on the esplanade in front of the old Gothic gate of the castle. But he paced it long before the drawbridge was lowered. He produced his order to the sergeant of the guard, and was admitted. The place of his friend's confinement was a gloomy apartment in the central part of the castle. |