10. Note the emphasis and subordination in some conversation or speech
you have heard. Were they well made? Why? Can you suggest any
improvement?

11. From a newspaper or a magazine, clip a report of an address, or a
biographical eulogy. Mark the passage for emphasis and bring it with you
to class.

12. In the following passage, would you make any changes in the author's
markings for emphasis? Where? Why? Bear in mind that not all words
marked require the same _degree_ of emphasis--_in a wide variety of
emphasis, and in nice shading of the gradations, lie the excellence of
emphatic speech_.

I would call him _Napoleon_, but Napoleon made his way to empire
over _broken oaths_ and through a _sea_ of _blood_. This man
_never_ broke his word. "No Retaliation" was his great motto and
the rule of his life; and the last words uttered to his son in
France were these: "My boy, you will one day go back to Santo
Domingo; _forget_ that _France murdered your father_." I would
call him _Cromwell_, but Cromwell was _only_ a _soldier_, and
the state he founded _went down_ with him into his grave. I
would call him _Washington_, but the great Virginian _held
slaves_. This man _risked_ his _empire_ rather than _permit_ the
slave-trade in the _humblest village_ of his dominions.

You think me a fanatic to-night, for you read history, _not_
with your _eyes_, but with your _prejudices_. But fifty years
hence, when _Truth_ gets a hearing, the Muse of History will put