# The Grammar of English Grammars/Part IV/Chapter V

​ CHAPTER V.—QUESTIONS.
ORDER OF REHEARSAL, AND METHOD OF EXAMINATION.
PART FOURTH, PROSODY.
$_☞$[The following questions call the attention of the student to the main doctrines in the foregoing code of Prosody, and embrace or demand those facts which it is most important for him to fix in his memory; they may, therefore, serve not only to aid the teacher in the process of examining his classes, but also to direct the learner in his manner of preparation for recital.]

#### LESSON I.—OF PUNCTUATION.LESSON I.—OF PUNCTUATION.

1. Of what does Prosody treat? 2. What is Punctuation? 3. What are the principal points, ​or marks ? 4. What pauses are denoted by the first four points ? 5. What pauses are required by the other four ? 6. What is the general use of the Comma? 7. How many rules lor the Comma are there, and what are their heads? 8. What says Rule 1st of Simple Sentences? 9. What says Eule 2d of Simple Members f 10. What says Rule 3d of More than Two Words 1 11. What says Rule 4th of Only Two Words 1 12. What says Rule 5th of Words in Pairs t 13. What says Rule 6th of Words put Absolute t 14. What says Rule 7th of Words in Apposi- tion? 15. What says Rule 8th of Adjectives? 16. What says Rule 9th of Finite Verbal 17. What says Rule 10th of Infinitives? 18. What says Rule llth of Participles? 19. What says Rule 12th of Adverbs? 20. What says Rule 13th of Conjunctions? 21. What says Rule 14th of Prepositions ? 22. What says Rule 15th of Interjections t 23. What says Rule 16th of Words Repeated? 24. What says Rule 17th of Dependent Quotations?
LESSON II. OF THE COMMA.
1. How many exceptions, or forms of exception, are there to Rule 1st for the comma? 2. to Rule2d? 3. to Rule 3d? 4. to Rule 4th? 5. to Rule 5th? 6. to Rule 6th ? 7. to Rule7th? 8. to Rule 8th ? 9. to Rule 9th ? 10. to Rule 10th? 11. to Rule llth? 12. to Rule 12th? 13. to Rule 13th? 14. to Rule 14th? 15. to Rule 15th? 16. to Rule 16th? 17. to Rule 17th? 18. What says the Exception to Rule 1st of a Long Simple Sen- tence? 19. What says Exception 1st to Rule 2d of Restrictive Relatives? 20. What says Ex- ception 2d to Rule 2d of Sliort Terms closely Connected? 21. What says Exception 3d to Rule 2d-of Elliptical Members United? 22. What says Exception 1st to Rule 4th of Two Words with Adjuncts? 23. What says Exception 2d to Rule 4th of Two Terms Contrasted? 24. What says Exception 3d to Rule 4th of a mere Alternative of Words? 25. What says Exception 4th to Rule 4th of Conjunctions Understood ?
LESSON IIL OP THE COMMA.
1. What rule speaks of the separation of Words in Apposition t 2. What says Exception 1st to Rule 7th of Complex Names 1 3. What says Exception 2d to Rule 7th of Close Apposition ? 4. What says Exception 3d to Rule 7th of a Pronoun without a Pause ? 6. What says Excep- tion 4th to Rule 7th of Names Acquired? 6. What says the Exception to Rule 8th of Adjectives Restrictive? 7. What is the rule which speaks of a finite Verb Understood? 8. What says the Exception to Rule 9th of a Very Slight Pause ? 9. What is the Rule for the pointing of Partici- ples? 10. What says the Exception to Rule llth of Participles Restrictive ?
[Now, if you please, von may correct orally, according to the formules giTen, some or all of the various exam- ples of False Punctuation, which are arranged under the rules for the Comma in Section First]
LESSON IV. OP THE SEMICOLON.
1. What is the general use of the Semicolon ? 2. How many rules are there for the Semicolon ? 3. What are their heads? 4. What says Rule 1st of Complex Members ? 6. What says Rule 2d of Simple Members? 6. What says Rule 3d of Apposition, dec. t
[Now, if you please, you may correct orally, according to the formules given, some or all of the various exam- ples of Falae Punctuation, which are arranged under the rules for the Semicolon in Section Second.]
LESSON V. OP THE COLON.
1. What is the general use of the Colon? 2. How many rules are there for the Colon? 3. What are their heads? 4. What says Rule 1st of Additional Remarks? 5. What says Rule 2d of Greater Pauses ? 6. What says Rule 3d of Independent Quotations ?
[Now, if you please, you may correct orally, according to the formules given, some or all of the various exam- ples of Falte Punctuation, which are arranged under the rules for the Colon in Section Third.]
LESSON VL OP THE PERIOD.
1. What is the general use of the Period ? 2. How many rules are there for the Period ? 3. What are their heads? 4. What says Rule 1st of Distinct Sentences? 6. What says Rule 2dof Allied Sentences ? 6. What says Rule 3d of Abbreviations?
[Now, if you please, you may correct orally, according to the formules given, some or all of the various exam- ples of FalM Punctuation, which are arranged udder the rules for the Period in Section Fourth.] . ,
LESSON VII. OF THE DASH.
1. What is the general use of the Dash? 2. How many rules are there for the Dash? 3. What are their heads? 4. What says Rule 1st of Abrupt Pauses? 5. What says Rule 2d of Emphatic Pauses ? 6. What says Rule 3d of Faulty Dashes ?
[Now, if you please, you may correct orally, according to the formules given, some or all of the various ex- amples of False Punctuation, which are arranged under the rules for the Dash in Section Fifth.]
LESSON VIII. OF THE EROTEME.
1. What is the use of the Eroteme, or Note of Interrogation ? 2. How many rules are there for this mark? 3. What are their heads? 4. What says Rule 1st of Questions Direct? 5. What says Rule 2d of Questions United ? 6. What says Rule 3d of Questions Indirect ?
[Now, if yon please, you may correct orally, according to the formules given, some or nil of the various ex- amples of False Punctuation, which are arranged under the rules for the Eroteme in Section Sixth.]

#### LESSON IX—OF THE ECPHONEME.LESSON IX—OF THE ECPHONEME.

1. What is the use of the Ecphoneme, or Note of Exclamation? 2. How many rules are there for this mark? 2. What are their heads? 4. What says Rule 1st of Interjections? 5. What says Rule 2d of Invocations? 6. What says Rule 3d of Exclamatory Questions?
[Now, if you please, you may correct orally, according to the formules given, some or all of the various examples of False Punctuation, which are arranged under the rules for the Ecphoneme in Section Seventh.]

#### LESSON X.—OF THE CURVES.LESSON X.—OF THE CURVES.

1. What is the use of the Curves, or Marks of Parenthesis? 2. How many rules are there for the Curves? 3. What are their titles, or heads? 4. What says Rule 1st of the Parenthesis? 5. What says Rule 2d of Included Points?
[Now, if you please, you may correct orally, according to the formules given, some or all of the various examples of False Punctuation, which are arranged under the rules for the Curves in Section Eighth.]

#### LESSON XI.—OF THE OTHER MARKS.LESSON XI.—OF THE OTHER MARKS.

1. What is the use of the Apostrophe? 2. What is the use of the Hyphen? 3. What is the use of the Diæresis, or Dialysis? 4. What is the use of the Acute Accent? 5. What is the use of the Grave Accent? 6. What is the use of the Circumflex? 7. What is the use of the Breve, or Stenotone? 8. What is the use of the Macron, or Macrotone? 9. What is the use of the Ellipsis, or Suppression? 10. What is the use of the Caret? 11. What is the use of the Brace? 12. What is the use of the Section? 13. What is the use of the Paragraph? 14. What is the use of the Guillemets, or Quotation Points? 15. How do we mark a quotation within a quotation? 16. What is the use of the Crotchets, or Brackets? 17. What is the use of the Index, or Hand? 18. What are the six Marks of Reference in their usual order? 19. How can references be otherwise made? 20. What is the use of the Asterism, or the Three Stars? 21. What is the use of the Cedilla?
[Having correctly answered the foregoing questions, the pupil should be taught to apply the principles of punctuation; and, for this purpose, he may be required to read a portion of some accurately pointed book, or may be directed to turn to the Fourteenth Praxis, beginning on p. 821,—and to assign a reason for every mark he finds.]

#### LESSON XII.—OF UTTERANCE.LESSON XII.—OF UTTERANCE.

1. What is Utterance? 2. What does it include? 3. What is articulation? 4. How does articulation differ from pronunciation? 5. How does Comstock define it? 6. What, in his view, is a good articulation? 7. How does Bolles define articulation? 8. Is a good articulation important? 9. What are the faults opposite to it? 10. What says Sheridan, of a good articulation? 11. Upon what does distinctness depend? 13. Why is just articulation better than mere loudness? 13. Do we learn to articulate in learning to speak or read?

#### LESSON XIII.—OF PRONUNCIATION.LESSON XIII.—OF PRONUNCIATION.

1. What is pronunciation? 2. What is it that is called Orthoëpy? 3. What knowledge does pronunciation require? 4. What are the just powers of the letters? 5. How are these learned? 6. Are the just powers of the letters in any degree variable? 7. What is quantity? 8. Are all long syllables equally long, and all short ones equally short? 9. What has stress of voice to do with quantity? 10. What is accent? 11. Is every word accented? 12. Do we ever lay two equal accents on one word? 13. Have we more than one sort of accent? 14. Can any word have the secondary accent, and not the primary? 15. Can monosyllables have either? 16. What regulates accent? 17. What four things distinguish the elegant speaker?

#### LESSON XIV.—OF ELOCUTION.LESSON XIV.—OF ELOCUTION.

1. What is elocution? 2. What does elocution require? 3. What is emphasis? 4. What comparative view is taken of accent and emphasis? 5. How does L. Murray connect emphasis with quantity? 6. Does emphasis ever affect accent? 7. What is the guide to a right emphasis? 8. Can one read with too many emphases? 9. What are pauses? 10. How many and what kinds of pauses are there? 11. What is said of the duration of pauses, and the taking of breath? 12. After what manner should pauses be made? 13. What pauses are particularly ungraceful? 14. What is said of rhetorical pauses? 15. How are the harmonic pauses divided? 16. Are such pauses essential to verse?

#### LESSON XV.—OF ELOCUTION.LESSON XV.—OF ELOCUTION.

17. What are inflections? 18. What is called the rising or upward inflection? 19. What is called the falling or downward inflection? 20. How are these inflections exemplified? 21. How are they used in asking questions? 22. What is said of the notation of them? 23. What constitutes a circumflex? 24. What constitutes the rising, and what the falling, circumflex? 25. Can you give examples? 26. What constitutes a monotone, in elocution? 27. Which kind of inflection is said to be most common? 28. Which is the best adapted to strong emphasis? 29. What says Comstock of rules for inflections? 30. Is the voice to be varied for variety's sake? 31. What should regulate the inflections? 32. What is cadence? 33. What says Rippingham about it? 34. What says Murray? 35. What are tones? 36. Why do they deserve particular attention? 37. What says Blair about tones? 38. What says Hiley? ​

#### LESSON XVI.—OF FIGURES.LESSON XVI.—OF FIGURES.

1. What is a Figure in grammar? 2. How many kinds of figures are there? 3. What is a figure of orthography? 4. What are the principal figures of orthography? 5. What is Mimesis? 6. What is an Archaism? 7. What is a figure of etymology? 8. How many and what are the figures of etymology? 9. What is Aphæresis? 10. What is Prosthesis? 11. What is Syncope? 12. What is Apocope? 13. What is Paragoge? 14. What is Diæresis? 15. What is Synæresis? 16. What is Tmesis? 17. What is a figure of syntax? 18. How many and what are the figures of syntax? 19. What is Ellipsis, in grammar? 20. Are sentences often elliptical? 21. What parts of speech can be omitted, by ellipsis? 22. What is Pleonasm? 23. When is this figure allowable? 24. What is Syllepsis? 25. What is Enallage? 26. What is Hyperbaton? 27. What is said of this figure?

#### LESSON XVII.—OF FIGURES.LESSON XVII.—OF FIGURES.

28. What is a figure of rhetoric? 29. What peculiar name have some of these? 30. Do figures of rhetoric often occur? 31. On what are they founded? 32. How many and what are the principal figures of rhetoric? 33. What is a Simile? 34. What is a Metaphor? 35. What is an Allegory? 36. What is a Metonymy? 37. What is Synecdoche? 38. What is Hyperbole? 39. What is Vision? 40. What is Apostrophe? 41. What is Personification? 42. What is Erotesis? 43. What is Ecphonesis? 44. What is Antithesis? 45. What is Climax? 46. What is Irony? 47. What is Apophasis, or Paralipsis? 48. What is Onomatopoeia?
[Now, if you please, you may examine the quotations adopted for the Fourteenth Praxis, and may name and define the various figures of grammar which are contained therein.]

#### LESSON XVIII.—OF VERSIFICATION.LESSON XVIII.—OF VERSIFICATION.

1. What is Versification? 2. What is verse, as distinguished from prose? 3. What is the rhythm of verse? 4. What is the quantity of a syllable? 5. How are poetic quantities denominated? 6. How are they proportioned? 7. What quantity coincides with accent or emphasis? 8. On what but the vowel sound does quantity depend? 9. Does syllabic quantity always follow the quality of the vowels? 10. Where is quantity variable, and where fixed, in English? 11. What is rhyme? 12. What is blank verse? 13. What is remarked concerning the rhyming syllables? 14. What is a stanza? 15. What uniformity have stanzas? 16. What variety have they?

#### LESSON XIX.—OF VERSIFICATION.LESSON XIX.—OF VERSIFICATION.

17. Of what does a verse consist? 18. Of what does a poetic foot consist? 19. How many feet do prosodists recognize? 20. What are the principal feet in English? 21. What is an Iambus? 22. What is a Trochee? 23. What is an Anapest? 24. What is a Dactyl? 25. Why are these feet principal? 26. What orders of verse arise from these? 27. Are these kinds to be kept separate? 28. What is said of the secondary feet? 29. How many and what secondary feet are explained in this code? 30. What is a Spondee? 31. What is a Pyrrhic? 32. What is a Moloss? 33. What is a Tribrach? 34. What is an Amphibrach? 35. What is an Amphimac? 36. What is a Bacchy? 37. What is an Antibachy? 38. What is a Cæsura?

#### LESSON XX.—OF VERSIFICATION.LESSON XX.—OF VERSIFICATION.

39. What are the principal kinds, or orders, of verse? 40. What other orders are there? 41. Does the composite order demand any uniformity? 42. Do the simple orders admit any diversity? 43. What is meant by scanning or scansion? 44. What mean the technical words, catalectic, acatalectic, and hypermeter? 45. In scansion, why are the principal feet to be preferred to the secondary? 46. Can a single foot be a line? 47. What are the several combinations that form dimeter, trimeter, tetrameter, pentameter, hexameter, heptameter, and octometer? 48. What syllables have stress in a pure iambic line? 49. What are the several measures of iambic verse? 50. What syllables have stress in a pure trochaic line? 51. Can it be right, to regard as hypermeter the long rhyming syllables of a line? 52. Is the number of feet in a line to be generally counted by that of the long syllables? 53. What are the several measures of trochaic verse?

#### LESSON XXI.—OF VERSIFICATION.LESSON XXI.—OF VERSIFICATION.

54. What syllables have stress in a pure anapestic line? 55. What variation may occur in the first foot? 56. Is this frequent? 57. Is it ever uniform? 58. What is the result of a uniform mixture? 59. Is the anapest adapted to single rhyme? 60. May a surplus ever make up for a deficiency? 61. Why are the anapestic measures few? 62. How many syllables are found in the longest? 63. What are the several measures of anapestic verse? 64. What syllables have stress in a pure dactylic line? 65. With what does single-rhymed dactylic end? 66. Is dactylic verse very common? 67. What are the several measures of dactylic verse? 68. What is composite verse? 69. Must composites have rhythm? 70. Are the kinds of composite verse numerous? 71. Why have we no exact enumeration of the measures of this order? 72. Does this work contain specimens of different kinds of composite verse?
[It may now be required of the pupil to determine, by reading and scansion, the metrical elements of any good English poetry which may be selected for the purpose—the feet being marked by pauses, and the long syllables by stress of voice. He may also correct orally the few Errors of Metre which are given in the Fifth Section of Chapter IV.]