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. I think, also, that the Q stands for a question. LESSON III. Sometimes the sentence which ends with an interrogation point, should be read with the falling inflection of the voice. EXAMPLES. 35. What o'clock is it? 36. How do you do to-day? 37. What have you in your hand? 38. Where have you been? 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 entry? 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? 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. The parts of the sentence are separated by a mark like this (,) called a comma. At the comma the rising inflec tion must be used, and at the interrogation point the falling inflection. EXAMPLES. 51. Shall I give you a peach, or an apple? 52. Would you rather have a kite, or a football? 53. Is that John, or Charles? 54. Are you going home, or into the school-house? 55. Will you go now, or will you stay a little longer? 56. Is that a Grammar, or a Geography? 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 the last Sabbath, 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 last part with the rising inflec tion. 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 o? 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 books? like to have them to-day? Would you 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 birthday? 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 Englishman 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 few sentences also ending with a period are inserted. No 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 which can be answered by yes, or no, generally require the rising inflection of the voice; and that questions which 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 is 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 another person? come, or must we expect Have you nothing to say? 93. Why are you so silent? 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! 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! What an eventful life was hers! 104. Good friends! sweet friends! let me not stir 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! Oh how glad I am to see him! LESSON VIII. THE PERIOD, INTERROGATION, AND EX CLAMATION UNITED. The pupil was taught, in the first lesson, (see No. 3,) that when he comes to a period, he must stop, as if he had nothing more to read. At the end of a paragraph, whether the period or any other mark be used, a longer pause should be made than at the end of an ordinary sentence. The interrogation and the exclamation points generally require pauses of the same length with the period. It may here be remarked, that good readers always MAKE THEIR PAUSES LONG ; but whatever be the length of the pause, the pupil must be careful that every pause which he makes shall be a TOTAL CESSATION of THE VOICE. 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 punc |