24. Extend the right arm horizontally in front of you, placing it even with the shoulder of the student who is in front of you, those in the front row using some imaginary line on the wall as a guide. Have the elbow bent out a trifle to the side. Be careful to keep the body straight,

do not let the arm that is extended pull the body forward. Now raise the wrist, still keeping your finger tips even with your guide in front. Now lower it. See Figure 20. Repeat eight times. Do the same with the left hand and with both hands.

CAUTION.

Be careful not to keep the forearm still and

move the hand up and down.

NOTE. Although only a few exercises are given in each lesson, it is absolutely imperative that those already given should, as far as possible, be reviewed each day.

LESSON VII

EMPHASIS

EMPHASIS is the special prominence given to one or more words in a sentence. Just as in the word pro nun' ci a'tion we give more prominence to the syllables nun and a, so in the sentence, I went to Boston, we give prominence to the words went and Boston. Emphasis is the same thing in a sentence that accent is in a word.

There are different degrees of emphasis, just as there are different degrees of accent, but because there are so many more degrees, just as there are many more words in a sentence than syllables in a word, the different degrees are hardly ever named. Generally we simply say that this or that word has the greatest emphasis, or the weakest emphasis, or stronger emphasis, or weaker emphasis.

EMPHASIS IN SENTENCES OF ONE IDEA

In every sentence there are words that embody the idea of the author, that show forth his meaning, more than the others. Some are exceedingly important, others are less essential, and finally, some merely show the relation between the others, or connect them. Naturally the public speaker wishes to make the important words especially clear, he wishes to show them forth; that is, emphasize them, — for in reality our word emphasize is from the Greek word meaning to show forth, or indicate.

THE FIRST LAW OF EMPHASIS. -Words in a sentence should be emphasized in proportion as they are essential to the meaning. Examples:

College students are MEN OF PRIVILEGE.

They intend to exercise a PURIFYING INFLUENCE in the world.
Men of thought should OPPOSE bad influences.

- GEORGE WILLIAM CURTIS.

In the following sentences underscore the words that are most important to the meaning:

The South is enamored of her work.

Her soul is stirred with the

breath of a new life. The light of a grander day is falling on her face. She is thrilling with the consciousness of a growing power.

- HENRY W. GRADY.

EMPHASIS IN PARAGRAPHS, OR IN SENTENCES OF MORE THAN ONE IDEA

If all sentences had only one idea, and always occurred alone, the only law of emphasis needed would be the one just given. More often, however, sentences have more than one idea in them, and they generally do not stand alone, but are grouped in paragraphs. Thus, just as accent often changes when words are brought into sentences, so emphasis changes when more than one idea is expressed in a sentence, or when sentences are brought into paragraphs.

SECOND LAW OF EMPHASIS.—When a sentence contains more than one idea, or when sentences of one idea occur in groups, the words which bring out the new ideas as they come along should be emphasized. Examples:

Let us proclaim it firmly, proclaim it even in fall and in defeat, this age is the grandest of all ages; and do you know wherefore? Because it is the most benignant. This age enfranchises the slave in America, extinguishes in Europe the last brands of the stake, civilizes Turkey, penetrates the Koran with the Gospel, dignifies woman, and subordinates the right of the strongest to the right of the most just.

With how much pride, with what a thrill, with what tender and loyal reverence, may we not cherish the spot where this marvelous enterprise PUB. SPEAK. -3

began, the roof under which the first councils were held, where the air still trembles and burns with Otis and Sam Adams. Except the Holy City, is there any more memorable or sacred place on the face of the earth than the cradle of such a change? ATHENS has her Acropolis, but the Greek can point to no such results. LONDON has her PALACE, and her TOWER, and her ST. STEPHEN'S CHAPEL, but the human race owes her no such memories. FRANCE has SPOTS marked by the SUBLIMEST DEVOTION, but the Mecca of the man who believes and hopes for the human race is not to Paris; it is to the SEABOARD CITIES of the GREAT REPUBLIC. WENDELL PHILLIPS.

NOTE.

In the above example, starting with the word Athens, the new ideas are in small capitals, and the ideas already brought out are in italics. To be sure, the emphasis here given may be called emphasis of contrast (taken up in the next lesson), but it also shows the stronger emphasis which new ideas take and the weaker emphasis which is given to ideas already brought out.

WRITTEN EXERCISE

In the following selections, underscore the new ideas. twice, and the ideas already brought out, once.

Nothing is so natural as trade with one's neighbors; the Philippines make us the nearest neighbors of all the East. Nothing is more natural than to trade with those you know. The Philippines bring us permanently face to face with the most-sought-for customers of the world. ALBERT J. BEVERIDGE.

I do not believe that this nation was raised up for nothing. I have faith that it has a great mission in the world, a mission of good, a mission of freedom. I believe that it can live up to that mission; therefore I want to see it step forward boldly and take its place at the head of the nations. - HENRY CABOT Lodge.

WORDS

Mark and be able to pronounce these words as those in preceding lessons.

25. Breathing exercise. With the hands upon the waist, place the lips in the position for the letter f. Take breath in vigorous jerks, feeling the sides expand at each jerk.

26. Starting the right hand from the side, carry it forward until the arm is horizontal, letting the hand hang lifelessly. Do not stop when

the arm is horizontal, but carry it up till it is vertical, or nearly so. The wrist should lead all the way up. Now bring the hand down, the wrist again leading. (See Figs. 21 and 22.) Repeat eight times. Do the same with the left hand and with both hands.

CAUTION. When you get the hand clear up, lower the wrist to start down. Do not throw the hand up.

Keep the

finger tips stationary while you lower the wrist. wrist at the bottom in the same manner.

Raise the