o 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.

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.]

CHAPTER VI.--FOR WRITING.

EXERCISES IN PROSODY.

[Fist] [When the pupil can readily answer all the questions on Prosody, and
apply the rules of punctuation to any composition in which the points are
rightly inserted, he should _write out_ the following exercises, supplying
what is required, and correcting what is amiss. Or, if any teacher choose
to exercise his classes _orally_, by means of these examples, he can very
well do it; because, to read words, is always easier than to write them,
and even points or poetic feet may be quite as readily named as written.]

EXERCISE I.--PUNCTUATION.

_Copy the following se