7. Eternity, thou pleasing, dreadful thought. NOTE IV. Sometimes the circumflex is used to distinguish a peculiar sound of the vowel, over which it is placed; as in fâll, fûll, etc. NOTE V. The accent is sometimes used to distinguish words having like parts; as, 8. The indorser, either directly, or indirectly, shall pay to the indorsee. This is so far from being injustice, that it is real justice. LIT. DEF. The word, quantity,1 means how much of existence or being, how many. 218. Quantity Marks are of three kinds; the Long or Macron, the Short or Breve, and the Doubtful. LIT. DEF. The word, macron, means long. 219. The LONG Mark or MACRON [-] is placed over a long vowel. As, in the words, fāte, mē, pīne, nō, tūbe. LIT. DEF. The word, breve, means short. (See brief, brevity.) 220. The SHORT Mark or BREVE [] is placed over a short vowel. As, in the words, făt, mět, pin, nõt, tŭb. LIT. DEF. The word, doubtful,2 means like that which is double. 221. The DOUBTFUL Mark [] is placed over a vowel, which may be long, or short. As, in the words, wind, demonstrate, etc. LIT. DEF. The word, diaresis,3 means taking apart. 222. The DIÆRESIS [...] is placed over the latter of two adjoining vowels, to show that it does not form a diphthong with the former. As, in the words, aërial, zoölogy, etc. 1 QUANTITY. tity, belonging to that which; n, being, thing; qua, how much, how many, which, or what. See Dictionary, entity, entire, unit, one, whole, a or an, any, many, etc. 2 DOUBTFUL. fu! — ly — ive, like, having the property of; (b)t, that which [is?; dou, double. ær- air, takes; didis, apart, between. 3 DIERESIS. (e)sta,· LIT. DEF. The word, ce-dil-la, means belonging to that which softens. 223. The CEDILLA [,] is a mark used in French words under the letter, c, before a, or o, to give it the sound of s. As in the word, façade, pronounced fas-āde; maçon, pronounced masōn. Do not as N.B.-Should the teacher desire to exercise the class in Punctuation, let some one read a passage aloud, to be written and punctuated by the student; then, let these exercises be examined very carefully and the necessary comments be made. sume that all the punctuations, found in the books, are correct. Indeed, no supposition could be more absurd than this; since, the most of writers leave the Punctuation to the "compositor," as the type-setter is technically called. Therefore, whatever book is used, examine it, as to its punctuation, as well as the exercises of the students. Many doubtful cases will, of course, be found. In these cases, the Punctuation must be a matter of taste. The teacher should be provided with a copy of "Wilson's Treatise on Punctuation," which, in our judgment, is the best work on this subject, yet published. EXERCISES IN PUNCTUATION. Let the student copy, and punctuate the following examples. 1. I am monarch of all I survey my right there is none to dispute from the center all round to the sea I am lord of the fowl and the brute O solitude where are the charms that sages have seen in thy face 'tis better to dwell in the midst of alarms than to reign in this horrible place 2. The Lord is my shepherd I shall not want he maketh me to lie down in green pastures he leadeth me beside the still waters he restoreth my soul he leadeth me in the paths of righteousness for his names sake yea though I walk through the valley of the shadow of death I will fear no evil for thou art with me thy rod and thy staff they comfort me thou preparest a table before me in the presence of mine enemies thou anointest my head with oil my cup runneth over surely goodness and mercy shall follow me all the days of my life and I will dwell in the house of the Lord for ever. 3. The earth is the Lords and the fulness thereof the world and they that dwell therein for he hath founded it upon the seas and established it upon the floods who shall ascend into the hill of the Lord or who shall stand in his holy place he that hath clean hands and a pure heart who hath not lifted up his soul unto vanity nor sworn deceitfully he shall receive the blessing from the Lord and righteousness from the God of his salvation this is the generation of them that seek him that seek thy face O Jacob selah lift up your heads O ye gates and be ye lifted up ye everlasting doors and the King of glory shall come in who is this King of glory the Lord strong and mighty the Lord mighty in battle lift up your heads O ye gates even lift them up ye everlasting doors and the King of glory shall come in who is this King of glory the Lord of hosts he is the King of glory selah. Erroneous Punctuation, to be corrected. 1. On Linden when, the sun was low all trackless lay, the untrodden snow and dark, as winter was, the flow; of Iser, rolling rapidly? 2. The harp, the monarch, minstrel swept; the king of men the loved of. Heaven that music hallowed; while she wept, o'er tones her heart of hearts had given! Redoubled be, her tears its cords, are riven. 3. Was it not? pitiful near a whole city full, of homes she had none; 4. Miss Jone's compliments to the Misses Brown; requests the Misses Brown's company this evening, to tea! 5. The raven (never flitting) still; is sitting still; [is sitting on]; the pallid bust of Pallas. just above my chamber door, Written Analyses or Formulas. NOTE. Students should now practise Written Analyses. This may be done in a variety of ways, as follows; First. Write a paragraph, or use one that is printed, and that may be marked with a pen, or pencil, and through the middle of each word, expressing an idea in the first part of the thought, draw one horizontal line; through the middle of each word, expressing an idea in the second part, draw two horizontal lines; and, through the middle of each word, expressing an idea in the third part of the thought, draw three horizontal lines. These lines represent the thought expressed in the sentence. Second. At the right of the Subject, Predicate, etc., use superiors, as follows; Over a phrase, or a With a word Subject, use the superior, 1. clause Subject, draw a line ending at the superior, 1. With a word Predicate, use the superior, 2. Over a phrase Predicate, draw a line ending at the superior, 2. With a word First Object, use the superior, 3. With a phrase, and a clause First Object, use the line with the su perior, 3. EXAMPLES. 1. Men' live'. Men' build houses3. 1 2. The Star-Spangled Banner was sung'. Men1 heard The Star-Spangled Banner3. With a Relator, use the superior, 4. With a word Second Object, use the superior, 5. Over a phrase, and a clause Second Object, draw a line, ending in the superior, 5. With a word Adjunct, use the superior, 6. With a phrase, and a clause Adjunct, use the line with the superior, 3. Houses' are built by men. 4. Some men1 do2 not build2 very good houses'. With a Personator of a word subject, use the superior, "; of a phrase, or a clause Subject, 71, or, "1p, 71c; of a word First Object, 73; of a phrase, or a clause First Object, 7-3, or 73, 73c For Personators of Second Objects, 75; 7-5, or 75p, 750 7-6 |