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Test Bank for
Chapter 8: Chromosome Variation
Multiple-Choice Questions

1. The centromere is located approximately in the middle of which type of chromosome?

a. Acrocentric
b. Metacentric
c. Paracentric
d. Submetacentric
e. Telocentric

Answer: b
Section 8.1
Comprehension

2. Which type of chromosome has a centromere displaced toward one end, creating a long arm
and a short arm?

a. Acrocentric
b. Metacentric
c. Paracentric
d. Submetacentric
e. Telocentric

Answer: d
Section 8.1
Comprehension

3. The centromere is near one end, producing a long arm and a knob, in which type of
chromosome?

a. Acrocentric
b. Metacentric
c. Paracentric
d. Submetacentric
e. Telocentric

Answer: a
Section 8.1
Comprehension

4. The centromere is at or very near the end in which type of chromosome?

a. Acrocentric
 b. Metacentric
c. Paracentric
d. Submetacentric
e. Telocentric

Answer: e
Section 8.1
Comprehension

5. The complete set of chromosomes possessed by an organism is called a

a. polyploid.
b. chromatin complement.
c. karyotype.
d. genotype.
e. diploid.

Answer: c
Section 8.1
Comprehension

6. Which type of chromosome mutation increases the amount of genetic material for all
chromosomes?

a. Translocation
b. Aneuploidy
c. Polyploidy
d. Inversion
e. Transversion

Answer: c
Section 8.1
Comprehension

7. Which type of chromosome mutation decreases the amount of genetic material for one entire
chromosome?

a. Translocation
b. Aneuploidy
c. Polyploidy
d. Inversion
e. Transversion

Answer: b
Section 8.1
Comprehension
8. How is colchicine useful for studying chromosomal mutations?

a. Colchicine inhibits microtubule polymerization, which stalls cells in metaphase with

condensed chromosomes.
b. Colchicine induces chromosome condensation during interphase, which allows the
visualization of interphase chromosomes.
c. Colchicine causes chromosomal breakage, leading to inversions and translocations that
can be observed with a microscope.
d. Colchicine aids in the formation of microtubules during mitosis, which promotes
anaphase and completion of the cell cycle.
e. Colchicine is an inhibitor of oxidative phosphorylation. Reduced mitochondrial function
slows down mitosis and increases the number of metaphase cells.

Answer: a
Section 8.1
Application

9. ___________ can cause genes to move from one linkage group to another.

a. Inversions
b. Deletions
c. Polyploidy
d. Translocations
e. Unequal crossing over

Answer: d
Section 8.2
Comprehension

10. Which of the following is not a rearrangement that causes chromosomal mutations?

a. Deletion
b. Duplication
c. Inversion
d. Translocation
e. Transversion

Answer: e
Section 8.2
Comprehension

11. Which type of chromosome mutation decreases the amount of genetic material?

a. Deletion
b. Duplication
 c. Inversion
d. Translocation
e. Transversion

Answer: a
Section 8.2
Comprehension

12. Which type of chromosome mutation increases the amount of genetic material?

a. Deletion
b. Duplication
c. Inversion
d. Translocation
e. Transversion

Answer: b
Section 8.2
Comprehension

13. Which type of chromosome mutation results in a chromosome segment that is turned 180
degrees?

a. Deletion
b. Duplication
c. Inversion
d. Translocation
e. Transversion

Answer: c
Section 8.2
Comprehension

14. Chimpanzees, gorillas, and orangutans all have 48 chromosomes, whereas humans have 46.
Human chromosome 2 is a large, metacentric chromosome with G-banding patterns that
closely match those found on two different acrocentric chromosomes of the apes. What
would best explain these findings?

a. A translocation took place in a human ancestor, creating a large metacentric chromosome

from the two long arms of the ancestral acrocentric chromosomes. The other small
chromosome produced by this translocation was lost.
b. Meiotic nondisjunction gave rise to a nullisomic gamete. The fusion of two nullisomic
gametes produced the ancestor of the human species with 46 chromosomes instead of 48.
c. A nonreciprocal translocation and subsequent fusion of the chromosomal fragments
created a genome of 46 chromosomes without the loss of any genetic information.
 d. Infection by a primate virus created a new chromosome when the viral DNA became a
permanent part of the genome. Humans were not affected by this virus, so they did not
acquire the extra chromosome.
e. Humans have the correct number of chromosomes. The extra chromosome pair in the
other apes is a classic case of tetrasomy as a result of meiotic nondisjunction in the
primate ancestor.

Answer: a
Section 8.2
Application

15. Approximately ______ of the gametes produced by an individual heterozygous for a

translocation will be nonviable.

a. all
b. half
c. none
d. a quarter
e. an eighth

Answer: b
Section 8.2
Application

16. Two chromosomes have the following segments, where • represents the centromere:

KLM•NOPQR
STUV•WXYZ

What type of chromosome mutation would result in the following chromosomes:

KLM•NOPQR
STUV•WZ

a. Deletion
b. Tandem duplication
c. Displaced duplication
d. Reverse duplication
e. Pericentric inversion
f. Paracentric inversion
g. Nonreciprocal translocation
h. Reciprocal translocation

Answer: a
Section 8.2
Application
17. Two chromosomes have the following segments, where • represents the centromere:

KLM•NOPQR
STUV•WXYZ

What type of chromosome mutation would result in the following chromosomes:

KLM•NOPOPQR
STUV•WXYZ

a. Deletion
b. Tandem duplication
c. Displaced duplication
d. Reverse duplication
e. Pericentric inversion
f. Paracentric inversion
g. Nonreciprocal translocation
h. Reciprocal translocation

Answer: b
Section 8.2
Application

18. Two chromosomes have the following segments, where • represents the centromere:

KLM•NOPQR
STUV•WXYZ

What type of chromosome mutation would result in the following chromosomes:

KLM•NOPQR
STXYUV•WXYZ

a. Deletion
b. Tandem duplication
c. Displaced duplication
d. Reverse duplication
e. Pericentric inversion
f. Paracentric inversion
g. Nonreciprocal translocation
h. Reciprocal translocation

Answer: c
Section 8.2
Application
19. Two chromosomes have the following segments, where • represents the centromere:

KLM•NOPQR
STUV•WXYZ

What type of chromosome mutation would result in the following chromosomes:

KLM•NOPRQQR
STUV•WXYZ

a. Deletion
b. Tandem duplication
c. Displaced duplication
d. Reverse duplication
e. Pericentric inversion
f. Paracentric inversion
g. Nonreciprocal translocation
h. Reciprocal translocation

Answer: d
Section 8.2
Application

20. Two chromosomes have the following segments, where • represents the centromere:

KLM•NOPQR
STUV•WXYZ

What type of chromosome mutation would result in the following chromosomes:

KLM•NOPQR
STXW•VUYZ

a. Deletion
b. Tandem duplication
c. Displaced duplication
d. Reverse duplication
e. Pericentric inversion
f. Paracentric inversion
g. Nonreciprocal translocation
h. Reciprocal translocation

Answer: e
Section 8.2
Application
21. Two chromosomes have the following segments, where • represents the centromere:

KLM•NOPQR
STUV•WXYZ

What type of chromosome mutation would result in the following chromosomes:

KLM•NORQP
STUV•WXYZ

a. Deletion
b. Tandem duplication
c. Displaced duplication
d. Reverse duplication
e. Pericentric inversion
f. Paracentric inversion
g. Nonreciprocal translocation
h. Reciprocal translocation

Answer: f
Section 8.2
Application

22. Two chromosomes have the following segments, where • represents the centromere:

KLM•NOPQR
STUV•WXYZ

What type of chromosome mutation would result in the following chromosomes:

KLM•NOPQRYZ
STUV•WX

a. Deletion
b. Tandem duplication
c. Displaced duplication
d. Reverse duplication
e. Pericentric inversion
f. Paracentric inversion
g. Nonreciprocal translocation
h. Reciprocal translocation

Answer: g
Section 8.2
Application
23. Two chromosomes have the following segments, where • represents the centromere:

KLM•NOPQR
STUV•WXYZ

What type of chromosome mutation would result in the following chromosomes:

KLM•NOXYZ
STUV•WPQR

a. Deletion
b. Tandem duplication
c. Displaced duplication
d. Reverse duplication
e. Pericentric inversion
f. Paracentric inversion
g. Nonreciprocal translocation
h. Reciprocal translocation

Answer: h
Section 8.2
Application

24. Which of the following is a form of aneuploidy in which two members of the same
homologous pair are absent?

a. Nullisomy
b. Monosomy
c. Disomy
d. Trisomy
e. Tetrasomy

Answer: a
Section 8.3
Comprehension

25. Which form of aneuploidy describes an organism that is missing a single chromosome?

a. Nullisomy
b. Monosomy
c. Disomy
d. Trisomy
e. Tetrasomy

Answer: b
 Section 8.3
Comprehension

26. Which of the following is not a form of aneuploidy in diploid organisms?

a. Nullisomy
b. Monosomy
c. Disomy
d. Trisomy
e. Tetrasomy

Answer: c
Section 8.3
Comprehension

27. Which form of aneuploidy causes primary Down syndrome?

a. Nullisomy
b. Monosomy
c. Disomy
d. Trisomy
e. Tetrasomy

Answer: d
Section 8.3
Comprehension

28. Which of the following is a form of aneuploidy in which four members of the same
homologous pair are present?

a. Nullisomy
b. Monosomy
c. Disomy
d. Trisomy
e. Tetrasomy

Answer: e
Section 8.3
Comprehension

29. The inheritance of both chromosomes from the same parent is a condition called

a. displaced duplication.
b. uniparental disomy.
c. tandem duplication.
d. unbalanced polymorphism.
 e. nondisjunction.

Answer: b
Section 8.3
Comprehension

30. What is responsible for primary Down syndrome?

a. Disomy
b. Inversion
c. Nondisjunction
d. Polyploidy
e. Translocation

Answer: c
Section 8.3
Comprehension

31. Which type of chromosome mutation is responsible for familial Down syndrome?

a. Disomy
b. Inversion
c. Nondisjunction
d. Polyploidy
e. Translocation

Answer: e
Section 8.3
Comprehension

32. What would be the consequence of a diploid gamete (resulting from meiotic nondisjunction)
being fertilized by a haploid gamete from the same species?

a. Allodiploid
b. Allotriploid
c. Autotriploid
d. Allotetraploid
e. Autotetraploid

Answer: c
Section 8.4
Comprehension

33. A man has a condition where all of his gametes undergo nondisjunction of the sex
chromosomes in meiosis I, but meiosis II proceeds normally. He mates with a woman who
 produces all normal gametes. What is the probability that the fertilized egg will develop into
a child with Turner syndrome (XO)? Assume that all gametes and zygotes are viable.

a. 1/8
b. 1/4
c. 1/3
d. 1/2
e. 0

Answer: d
Section 8.3
Application

34. A man has a condition where all of his gametes undergo nondisjunction of the sex
chromosomes in meiosis I, but meiosis II proceeds normally. He mates with a woman who
produces all normal gametes. What is the probability that the fertilized egg will develop into
a child with Klinefelter syndrome (XXY)? Assume that all gametes and zygotes are viable.

a. 1/8
b. 1/4
c. 1/3
d. 1/2
e. 0

Answer: d
Section 8.3
Application

35. A man has a condition where all of his gametes undergo meiosis I normally, but there is
nondisjunction of the sex chromosomes in every meiosis II. He mates with a woman who
produces all normal gametes. What is the probability that the fertilized egg will develop into
a child with Klinefelter syndrome (XXY)? Assume that all gametes and zygotes are viable.

a. 1/8
b. 1/4
c. 1/3
d. 1/2
e. 0

Answer: e
Section 8.3
Application

36. A woman has a condition where all of her gametes undergo nondisjunction of chromosome
21 in meiosis I, but meiosis II proceeds normally. She mates with a man who produces all
 normal gametes. What is the probability that the fertilized egg will develop into a child with
Down syndrome? Assume that all gametes and zygotes are viable.

a. 1/8
b. 1/4
c. 1/3
d. 1/2
e. 0

Answer: d
Section 8.3
Application

37. A human embryo is produced by the fusion of two gametes that have a normal complement
of sex chromosomes. This individual develops into an adult and is diagnosed with Turner
syndrome. How can this be?

a. An X chromosome was lost soon after fertilization, leading to mosaic individual with a
mixture of XX and XO cells.
b. Nondisjunction produced a gamete that lacked any sex chromosome. This gamete was
fertilized, which resulted in the individual with Turner syndrome.
c. This individual is a gynandromorph with a mixture of both male and female
characteristics.
d. The embryo was exposed to colchicine soon after fertilization, which produced a
polyploidy individual. Dosage compensation caused an imbalance between autosomal
and X chromosome gene expression.
e. A nonreciprocal translocation between the X chromosome and an autosome resulted in
the loss of one of the X chromosomes.

Answer: a
Section 8.3
Application

38. Wild-type Arabidopsis has 5 chromosomes (2n = 10). Trisomic plants are designated as “Tr”
followed by the trisomic chromosome number—that is, Tr1 is trisomic for chromosome 1.
Assuming that trisomy is fully viable and that all possible pairing configurations (including
nonpairing) are possible at meiosis, what proportion of the progeny from the cross wt × Tr1
will have a wild-type chromosomal complement?

a. 1/2
b. 1/3
c. 1/4
d. 1/9
e. 1/81

Answer: b
 Section 8.3
Application

39. Wild-type Arabidopsis has 5 chromosomes (2n = 10). Trisomic plants are designated as “Tr”
followed by the trisomic chromosome number—that is, Tr1 is trisomic for chromosome 1.
Assuming that trisomy is fully viable and that all possible pairing configurations (including
nonpairing) are possible at meiosis, what proportion of the progeny from the cross Tr1 × Tr1
will have a wild-type chromosomal complement?

a. 1/2
b. 1/3
c. 1/4
d. 1/9
e. 1/81

Answer: d
Section 8.3
Application

40. Wild-type Arabidopsis has 5 chromosomes (2n = 10). Trisomic plants are designated as “Tr”
followed by the trisomic chromosome number—that is, Tr1 is trisomic for chromosome 1.
Assuming that trisomy is fully viable and that all possible pairing configurations (including
nonpairing) are possible at meiosis, what proportion of the progeny from the cross wt ×
Tr1;Tr2 will have a wild-type chromosomal complement?

a. 1/2
b. 1/3
c. 1/4
d. 1/9
e. 1/81

Answer: d
Section 8.3
Application

41. Wild-type Arabidopsis has 5 chromosomes (2n = 10). Trisomic plants are designated as “Tr”
followed by the trisomic chromosome number—that is, Tr1 is trisomic for chromosome 1.
Assuming that trisomy is fully viable and that all possible pairing configurations (including
nonpairing) are possible at meiosis, what proportion of the progeny from the cross Tr1;Tr2 ×
Tr1;Tr2 will have a wild-type chromosomal complement?

a. 1/2
b. 1/3
c. 1/4
d. 1/9
e. 1/81
 Answer: e
Section 8.3
Application

42. What type of organism results from the hybridization of a haploid gamete from one species
with a diploid gamete from a different species?

a. Allodiploid
b. Allotriploid
c. Autotriploid
d. Allotetraploid
e. Autotetraploid

Answer: b
Section 8.4
Comprehension

43. Which type of polyploidy is synonymous with amphidiploid?

a. Allodiploid
b. Allotriploid
c. Autotriploid
d. Allotetraploid
e. Autotetraploid

Answer: d
Section 8.4
Comprehension

44. A plant species has 2n = 18 chromosomes. How many chromosomes would you expect to
find in a tetrasomic individual of this species?

a. 17
b. 19
c. 20
d. 22
e. 36

Answer: c
Section 8.4
Application

45. A newly discovered species of dung beetle has 2n = 16 chromosomes. It mates with a closely
related beetle species that has 2n = 12 chromosomes. How many chromosomes would there
be in an allotriploid beetle produced from this cross?
 a. 13 or 17
b. 19 or 25
c. 18 or 24
d. 20 or 22
e. 36 or 48

Answer: d
Section 8.4
Application

46. A newly discovered species of dung beetle has 2n = 16 chromosomes. It mates with a closely
related beetle species that has 2n = 12 chromosomes. How many chromosomes would there
be in an amphidiploid beetle produced from this cross?

a. 12
b. 14
c. 16
d. 28
e. 12 or 16

Answer: d
Section 8.4
Application

47. Most strains of cultivated bananas were created by crossing plants within and between two
diploid species: Musa acuminata (genome = AA) and Musa balbisiana (genome = BB). The
Cavendish banana (genome = AAA), the variety most often sold in grocery stores, has what
type of genome?

a. Allodiploid
b. Allotriploid
c. Autotriploid
d. Allotetraploid
e. Autotetraploid

Answer: c
Section 8.4
Application

48. Most strains of cultivated bananas were created by crossing plants within and between two
diploid species: Musa acuminata (genome = AA) and Musa balbisiana (genome = BB).
Some bananas have genome AAB, which is an example of which kind of polyploidy?

a. Allodiploid
b. Allotriploid
 c. Autotriploid
d. Allotetraploid
e. Autotetraploid

Answer: b
Section 8.4
Application

49. Arabidopsis thaliana has 2n = 10 chromosomes, and a close relative Capsella rubella has 2n
= 16. You have created a hybrid between them and suspect that it is an allotetraploid. If you
are right, what possible chromosome numbers could the hybrid have?

a. 20
b. 23
c. 26
d. 29
e. 32
f. All of the above
g. 20 or 32
h. 23 or 26 or 29

Answer: h
Section 8.4
Application

Short-Answer Questions

50. List the four basic types of chromosome rearrangements.

Answer: Deletions, duplications, inversions, and translocations.

Section 8.2
Comprehension

51. Given an individual with a single recessive allele, explain how a deletion could result in the
expression of the recessive phenotype.

Answer: If a recessive allele for a locus is present on one chromosome, and the homologous
chromosome contains a deletion of that locus, then the recessive allele will be expressed,
because no wild-type product is produced to mask the recessive phenotype. The normally
recessive alleles expressed in individuals heterozygous for deletions are said to display
pseudodominance.
Section 8.2
Comprehension

52. A female rat that is heterozygous for an autosomal reciprocal translocation has 36 eggs that
were generated from the following 9 meioses: 4 by alternate segregation, 4 by adjacent-1
 segregation, and 1 by adjacent-2 segregation. She is mated to a chromosomally wild-type
male. What is the probability that her offspring will inherit a chromosome bearing the
translocation?

Answer: Both adjacent-1 and adjacent-2 segregation will produce nonviable offspring
because the resulting zygote will have a duplication or deletion of large portions of the
reciprocal chromosomes. Therefore, only the offspring derived from gametes of the alternate
segregation need be considered. Half of the meiotic products from alternate segregation have
translocation chromosomes, so the probability is 50% that the viable offspring will bear these
chromosomes.
Section 8.2
Application

53. Describe two ways in which an inversion can alter gene expression.

Answer:
(1) Position effect: Inversions may reposition alleles in different genomic contexts, which
may significantly alter their expression. For example, alleles may be repositioned to a
heterochromatic region and be inhibited, or to a highly active region and be induced.
(2) Gene disruption: Because inversions involve cutting pieces of chromosomes and splicing
pieces of chromosomes back together, gene sequences may be disrupted. Breakpoints can
occur in gene regulatory regions, coding domains, introns, and so forth, any or all of
which may ultimately alter phenotypic expression.
Section 8.2
Application

54. How can a chromosome deletion be detected?

Answer:
(1) Large deletions can be easily seen by means of microscopy because the chromosome will
be shortened. In heterozygotes, this will be obvious because sections of the longer
chromosome (corresponding to the region missing in the truncated chromosome) will
form unpaired loops of chromatin during meiotic pairing.
(2) If the deletions are relatively small and contain known genetic markers, no recombination
will be observed for the markers located within the deleted section.
(3) In deletion heterozygotes, phenotypic expression of recessive alleles, present on the
undeleted chromosome, can be expressed. This phenomenon is called pseudodominance.
(4) Deletions can also cause imbalances in the formation of quantifiable gene products (i.e.,
gene dosage difference). For example, quantification of specific gene products (e.g.,
levels of protein or mRNA, biochemical assays for production, or activities of specific
enzymes) in individuals with different genotypes (e.g., heterozygote versus homozygote)
could indicate the number of functional alleles present. Note in this case, however, that
the presence of a nonfunctional allele would cause the same phenotype as a deleted allele
because in neither case would product be formed.
Section 8.2
Application
55. Duchenne muscular dystrophy (DMD) is normally an X-linked recessive human disease
affecting boys. Girls afflicted with DMD are rare. Cytogenetic studies of several girls with
DMD have in each case revealed that these individuals carry X-autosome translocations. The
autosomes vary, but the breakpoint on the X in every case is in band p21, which is the
location of the DMD gene. Cytogenetic studies further revealed that in all cells studied in
such DMD girls the normal X chromosome exists as a Barr body. How might these
observations account for the existence of DMD-affected girls? Why is only the normal X
seen as a Barr body?

Answer: The translocation breakpoint likely falls in or near the wild-type DMD gene, such
that these DMD girls are heterozygous for a wild-type allele and a disrupted DMD gene.
Inactivation of the normal X chromosome in all cells of these females eliminates wild-type
DMD gene activity. The females thus exhibit the DMD disease phenotype. Preferential
inactivation of the untranslocated X chromosome may occur because autosomal sequences
adjacent to X chromosomal sequences on the translocated chromosome prevent inactivation.
In this case, the wild-type X chromosome would be inactivated in all cells by default.
Alternatively, X inactivation may occur randomly in the translocation heterozygotes.
However, cells that inactivate the translocated chromosome would also be expected to
inactivate autosomal genes; these cells may die due to inappropriate reduced gene dosage of
autosomal genes. In either case, consistent inactivation of the wild-type X chromosome
would eliminate wild-type DMD expression in these girls, resulting in the development of
DMD.
Section 8.2
Application

56. Isochromosomes have the structure ABC•CBA (where • represents the centromere and A, B,
and C represent wild-type alleles of three different genes). In some cases, such
isochromosomes are derived from two copies of one half of a metacentric chromosome,
which has a centromere near its center. For example, a wild-type metacentric chromosome
ABC•DEF might form two distinct isochromosomes, ABC•CBA and FED•DEF. The
centromeres of such distinct isochromosomes can be homologous, so that they cause the
segregation of the two distinct isochromosomes from each other during meiosis.

a. A mutant of genotype ABC•CBA / FED•DEF is viable. If you cross this mutant with a
wild-type individual, what would you expect to be the genotype of the offspring? Would
these offspring be viable or not? Explain.
b. What would you expect if you cross this mutant with another individual of genotype
ABC•CBA / FED•DEF? Explain.
c. You are given a pericentric inversion mutant in which this same chromosome is of
genotype ABD•CEF. In an individual heterozygous for this inversion and a wild-type
chromosome there is a crossover between C and the centromere. Draw the crossover
event and indicate the gametes that would be generated.
d. Assume that the inversion interval is very small, so that both duplications and deletions
for this interval (from C to D) do not cause inviability. Indicate the gentoypes expected in
 offspring of a cross between the inversion heterozygote and an individual of genotype
ABC•CBA / FED•DEF.

Answer:
a. The gametes from the mutant would be 1/2 ABC•CBA and 1/2 FED•DEF. All gametes
from a wild-type strain would be ABC•DEF. The resultant progeny would be:

(i) 1/2 ABC•DEF/ABC•CBA

(ii) 1/2 ABC•DEF/FED•DEF

Individuals of genotype (i) are duplicated for the ABC arm of the chromosome and
deficient for the DEF arm. Likewise, individuals of genotype (ii) are duplicated for DEF,
and deficient for ABC. Duplications and deletions of such large regions of the
chromosomes would likely result in lethality, so the offspring would not be expected to
be viable.
b. If the mutant were crossed with an individual carrying the same isochromosomes, three
genotypes of progeny would be generated:

(i) 1/4 ABC•CBA/ABC•CBA

(ii) 1/2 ABC•CBA/FED•DEF
(iii) 1/4 FED•DEF/FED•DEF

Individuals of genotypes (i) and (iii) would likely be inviable. Individuals of genotype (ii)
are identical to the parents.
c. The following diagrammed crossover will generate the following gametes in the
inversion heterozygote:

C D
A B E F
C D

A B E F

ABD•CEF (parental)
ABD•CBA (recombinant)
FED•CEF (recombinant)
ABC•DEF (parental)
d. In a cross with the ABC•CBA/FED•DEF individual, the parental gametes would all result
in lethality due to significant duplications and deletions:

1) ABC•CBA/ABD•CEF
2) ABC•CBA/ABC•DEF
3) FED•DEF/ABD•CEF
4) FED•DEF/ABC•DEF
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 “Yes, querida.”
Hand in hand, the lovers left the adobe, and the somber echoing
tunnel, with the electric wires seen like a spider’s web across its
farther end, was to them an underground passage to Paradise.
—Copyright, and used by kind consent of the author.
Note.—Spanish words are pronounced according to the continental
pronunciation, and each vowel is given a syllable. “Si Ma-dre,” pronounced See
Ma´dray, yes, mother. “Ma-ma-ci-ta,” pronounced Ma-ma-cee-tah, little mother.
“Sin Ver-gu-en-za,” pronounced Seen Vehr-goo-ain´tha, shameless. “Que-ri-di-ta,”
pronounced Kay-ree-dee´tah, little love. “Por-ta-les,” pronounced Por-tah´lays,
covered sidewalks. “Gente decente,” pronounced Hen´tay day-then´tay, the
aristocracy. “Coch-i-no,” pronounced Co-chee´no, pig. “Lin-di-ta,” pronounced
Leen-dee´ta, pretty. “Que-ri-da,” pronounced Kay-ree´da, beloved.

THE INTERVENTION OF PETER

By Paul Laurence Dunbar
No one knows just what statement it was of Harrison Randolph’s
that Bob Lee doubted. The annals of these two Virginia families have
not told us that. But these are the facts:
It was at the home of the Fairfaxes that a few of the sons of the old
Dominion were giving a dinner, and a brave dinner it was. The
courses had come and gone, and over their cigars they had waxed
more than merry. In those days men drank deep, and these men
were young, full of the warm blood of the South and the joy of living.
What wonder then that the liquor that had been mellowing in the
Fairfax cellars since the boyhood of their revolutionary ancestor
should have its effect upon them?
It is true that it was only a slight thing which Bob Lee affected to
disbelieve, and that his tone was jocosely bantering rather than
impertinent. But sometimes Virginia heads are not less hot than
Virginia hearts. The two young men belonged to families that had
intermarried. They rode together, hunted together and were friends
as far as two men could be who had read the message of love in the
dark eyes of the same woman. So perhaps there was some thought
of the long-contested hand of Miss Sallie Ford in Harrison
Randolph’s mind when he chose to believe that his honor had been
assailed.
His dignity was admirable. There was no scene to speak of. It was
all very genteel.
“Mr. Lee,” he said, “had chosen to doubt his word, which to a
gentleman was a final insult. But he felt sure that Mr. Lee would not
refuse to accord him a gentleman’s satisfaction.” And the other’s
face had waxed warm and red and his voice cold as he replied: “I
shall be most happy to give you the satisfaction you demand.”
Here friends interposed and attempted to pacify the two. But
without avail.
Each of the young men nodded to a friend and rose to depart. The
joyous dinner-party bade fair to end with much more serious
business.

“You shall hear from me very shortly,” said Randolph, as he strode

to the door.
“I shall await your pleasure with impatience, sir, and give you such
a reply as even you cannot disdain.”
Peter, the personal attendant of Harrison Randolph, stood at the
door as his master passed out, and went on before him to hold his
stirrup. The young master and his friend and cousin, Dale, started off
briskly and in silence, while Pete, with wide eyes and disturbed face,
followed on behind. Just as they were turning into the avenue of
elms that led to their own house, Randolph wheeled his horse and
came riding back to his servant.
“Pete,” said he sternly, “what do you know?”
“Nuffin’, Mas’ Ha’ison, nuffin’ ’t all. I do’ know nuffin’.”
“I don’t believe you.” The young master’s eyes were shining
through the dusk. “You’re always slipping around spying on me.”
 “Now, dah you goes, Mas’ Randolph. I ain’t done a thing, and you
got to ’mence pickin’ on me—”
“I just want you to remember that my business is mine.”
“Well, I knows dat.”
“And if you do know anything, it will be well for you to begin
forgetting it right now. Take Bess around and see her attended to.
Leave Dale’s horse here, and—I won’t want you any more to-night.”
Pete turned away with an injured expression on his dark face.
“Bess,” he said to the spirited black mare, as he led her toward the
stables, “you jes’ better t’ank yo’ Makah dat you ain’t no human
bein’, ’ca’se human bein’s is cur’ous articles. Now you’s a horse,
ain’t you? And dey say you ain’t got no soul, but you got sense,
Bess, you got sense. You’s a high steppah, too, but you don’ go to
work an’ try to brek yo’ naik de fus’ chanst you git. Bess, I ’spect you
’ca’se you got jedgment, an’ you don’ have to have a black man
runnin’ aftah you all de time plannin’ his head off jes’ to keep you out
o’ trouble. Some folks dat’s human bein’s does. Yet an’ still, Bess,
you ain’t nuffin’ but a dumb beas’, so dey says. Now, what I gwine to
do? Co’se dey wants to fight. But whah an’ when an’ how I gwine to
stop hit? Doan want me to wait on him to-night, huh! No, dey want to
mek dey plans an’ do’ want me ’roun’ to hyeah, dat’s what’s de
mattah. Well, I lay I’ll hyeah somep’n’ anyhow.”
Peter hurried through his work and took himself up to the big
house and straight to his master’s room. He heard voices within, but
though he took many liberties with his owner, eavesdropping was not
one of them. It proved too dangerous. So, though he lingered on the
mat, it was not for long, and he unceremoniously pushed the door
open and walked in. With a great show of haste, he made for his
master’s wardrobe and began busily searching among the articles
therein. Harrison Randolph and his cousin were in the room, and
their conversation, which had been animated, suddenly ceased
when Peter entered.
“I thought I told you I didn’t want you any more to-night.”
 “I’s a-lookin’ fu’ dem striped pants o’ yo’n. I want to tek ’m out an’
bresh ’em; dey’s pintly a livin’ sight.”
“You get out o’ here.”
“But, Mas’ Ha’ison, now—now—look-a-hyeah—”
“Get out, I tell you.”
Pete shuffled from the room, mumbling as he went: “Dah now, dah
now! driv’ out lak’ a dog! How’s I gwine to fin’ out anyt’ing dis way? It
do ’pear lak Mas’ Ha’ison do try to give me all de trouble he know
how. Now he plannin’ and prijickin’ wif dat cousin Dale an’ one jes’
ez scattah-brained ez de othah. Well, I ’low I got to beat dis time
somehow er ruther.”
He was still lingering hopeless and worried about the house when
he saw young Dale Randolph come out, mount his horse, and ride
away. After a while his young master also came out and walked up
and down in the soft evening air. The rest of the family were seated
about on the broad piazza.
“I wonder what is the matter with Harrison to-night,” said the young
man’s father, “he seems so preoccupied.”
“Thinking of Sallie Ford, I reckon,” some one replied; and the
remark passed with a laugh. Pete was near enough to catch this, but
he did not stop to set them right in their conjectures. He slipped into
the house.
It was less than two hours after this when Dale Randolph returned
and went immediately to his cousin’s room, where Harrison followed
him.
“Well?” said the latter, as soon as the door closed behind them.
“It’s all arranged, and he’s anxious to hurry it through for fear some
one may interfere. Pistols, and to-morrow morning at daybreak.”
“And the place?”
“The little stretch of woods that borders Ford’s Creek. I say,
Harrison, it isn’t too late to stop this thing yet. It’s a shame for you
two fellows to fight. You’re both too decent to be killed yet.”
 “He insulted me.”
“Without intention, every one believes.”
“Then let him apologize.”
“As well ask the devil to take Communion.”
“We’ll fight then.”
“All right. If you must fight you must. But you’d better go to bed, for
you’ll need a strong arm and a steady hand to-morrow.”
“I’m going to write a couple of letters first,” he said; “then I shall lie
down for an hour or so. And, by the way, Dale, if I—if it happens to
be me to-morrow, you take Pete; he’s a good fellow.”
The cousins clasped hands in silence and passed out. As the door
closed behind them a dusky form rolled out from under the bed and
the disreputable, eavesdropping, backsliding Peter stood up and
rubbed a sleeve across his eyes.
“It ain’t me dat’s gwine to be give to nobody else. I hates to do it;
but dey ain’t no othah way. Mas’ Ha’ison cain’t be spaihed.” He
glided out mysteriously, some plan of salvation working in his black
head.

Just before daybreak next morning three stealthy figures crept out
and made their way toward Ford’s Creek. One skulked behind the
other two, dogging their steps and taking advantage of the darkness
to keep very near to them. At the grim trysting-place they halted and
were soon joined by other stealthy figures, and together they sat
down to wait for the daylight. The seconds conferred for a few
minutes. The ground was paced off, and a few, low-pitched orders
prepared the young men for business.
“I will count three, gentlemen,” said Lieutenant Custis. “At three,
you are to fire.”
At last daylight came, gray and timid at first, and then red and bold
as the sun came clearly up. The pistols were examined and the men
placed face to face.
 “Are you ready, gentlemen?”
But evidently Harrison Randolph was not. He was paying no
attention to the seconds. His eyes were fixed on an object behind his
opponent’s back. His attitude relaxed and his mouth began to twitch.
Then he burst into a peal of laughter.
“Pete,” he roared, “drop that and come out from there!” and away
he went into another convulsion of mirth. The others turned just in
time to see Pete cease his frantic grimaces of secrecy at his master,
and sheepishly lower an ancient fowling-piece which he had had
leveled at Bob Lee.
“What were you going to do with that gun leveled at me?” asked
Lee, his own face twitching.
“I was gwine to fiah jes’ befo’ dey said free. I wa’n’t gwine to kill
you, Mas’ Bob. I was on’y gwine to lame you.”
Another peal of laughter from the whole crowd followed this
condescending statement.
“You unconscionable scoundrel, you! If I was your master, I’d give
you a hundred lashes.”
“Pete,” said his master, “don’t you know that it is dishonorable to
shoot a man from behind? You see you haven’t in you the making of
a gentleman.”
“I do’ know nuffin’ ’bout mekin’ a gent’man, but I does know how to
save one dat’s already made.”
The prime object of the meeting had been entirely forgotten. They
gathered around Pete and examined the weapon.
“Gentlemen,” said Randolph, “we have been saved by a miracle.
This old gun, as well as I can remember and count, has been loaded
for the past twenty-five years, and if Pete had tried to fire it, it would
have torn up all this part of the country.”
Then the eyes of the two combatants met. There was something
irresistibly funny in the whole situation, and they found themselves
roaring again. Then, with one impulse, they shook hands without a
word.
And Pete led the way home, the willing butt of a volume of good-
natured abuse.—From “Folks from Dixie,” copyright by Dodd, Mead
& Company, New York, and used by arrangement.
 PART THREE
Melodious Reading
Conversational elements: Pitch, Inflection, Color, Stress, Pause,
Movement, Time. Separate discussions and illustrations with number
of exercises for the pupil to practice. Melody in verse and in prose.

EXPRESSIVE SPEECH[9]
By Robert Lloyd

’Tis not enough the voice be sound and clear,

’Tis modulation that must charm the ear.
When desperate heroines grieve with tedious moan,
And whine their sorrows in a see-saw tone,
The same soft sounds of unimpassioned woes
Can only make the yawning hearer doze.

That voice all modes of passion can express

Which marks the proper word with proper stress;
But none emphatic can the reader call
Who lays an equal emphasis on all.
...
He who in earnest studies o’er his part
Will find true nature cling about his heart.
The modes of grief are not included all
In the white handkerchief and mournful drawl.
A single look more marks the internal woe
Than all the windings of the lengthened O!
Up to the face the quick sensation flies,
And darts its meaning from the speaking eyes.
Love, transport, madness, anger, scorn, despair,
And all the passions, all the soul is there.
 CHAPTER X
MELODIOUS READING

What charm and delight surround a sweet, melodious voice,

whether of woman or man. Who is there that does not recall such a
voice and its influence upon him? Who does not have clinging
memories of the voice of the mother, crooning over her babe, or
singing a sweet lullaby as it lay at her breast; of a father, softening its
strong and resonant power to soothe the restlessness of his little one
who was sick; of the blushing maiden, who consciously or
unconsciously had learned the immeasurably greater power
exercised over her fellows, whether of her own or the opposite sex,
by a soft, pure, well-controlled voice, rather than the high-pitched,
tense, loud and harsh chatter of her associates. The calm, quiet, soft
and low-pitched, though firm, voice of the teacher, the parent, the
employer, the salesman, the speaker, the statesman, is far more
effective, far more likely to attain its end than the harsh, raucous,
loud, too emphatic and high-pitched voice of the uncontrolled,
untaught, or careless speaker. And to listen to a reader, be he
preacher, lawyer, judge, or orator, reading in public to a large
audience, or for the pleasure and instruction of his own loved ones,
or a few chosen friends, whose voice is melodious in every cadence,
whose every intonation is musical and in good taste, what joy such a
reader is able to bestow. How memory thrills as we recall a few
readers of this type. Why should they be so few? Why should there
be so many harsh, nasal, raucous, high-pitched, unmelodious
voices? The reason is found mainly in lack of training, lack of a little
thought, indifference to the possession of the finer gifts of life. For
every boy and girl has it in his or her power, by the exercise of a little
care, a little thought, a little self-restraint, a little time spent in
discipline to produce the sweet and charming voice, with clean-cut,
distinct, pleasing enunciation and pronunciation that will afford joy
during the whole of a long life.
 One’s own ear will tell whether his voice is properly pitched,
pleasing, melodious, or the opposite. A few minutes spent in speech
daily before a looking-glass will forever fix the habit of making the
face pleasing; and an hour a day for a month will fix perfect habits of
pronunciation and enunciation that will remain through life. When
these arts are fixed, then a few hours’ study of the thought of the
author and the inflections and modulations of the voice necessary to
represent, to convey to the ear of the listener, the full power of that
thought, and the reader has equipped himself, herself, to give joy to
countless thousands. Is it not worth while to spend a few hours to
gain such power?

Exercises in Inflection
By inflection is meant the glide of the voice within a word to a
higher or a lower pitch. This glide may be quick and short, or long
and slow. It may be a rising or a falling glide, or both. The value of
inflection rests in its power to make what is said more emphatic, to
aid in clear enunciation, to aid in overcoming monotony. On all
emphasized words we have an intensified inflection. This is
illustrated in Portia’s speech in “The Merchant of Venice.” In studying
this excerpt we discover that all the emphasized words have a
pronounced inflection. In the first group of words, “If to do were as
easy as to know what were good to do,” we find the most intensified
inflection is upon the word “know” because this is the most emphatic
word of the group. This reveals that inflection is one of the most vital
means of emphasis.
In regard to inflection as an aid to clear enunciation, we find that
inflection occurs upon the accented syllable of a long word, and if
due attention is given to the syllable upon which the accent falls, the
word will receive a more perfect utterance. For instance, we can
readily see in the following words, which are often mispronounced,
the important part that inflection plays in the proper pronunciation of
them:

abdomen
abject
acclimate
address
admirable
alias
brigand
caricature
chastisement
chauffeur
combatant
contumely
demoniacal
discourse
exquisite
finance
grimace
herculean
horizon
impious
impotent
incomparable
indisputable
industry
inexplicable
interpolate
inquiry
 lyceum
mausoleum
mischievous
obligatory
research
resource
superfluous
traverse
vagary
vehement
vehicle
virago
verbose
virtue
virtually

(For the correct pronunciations see Webster’s New International

Dictionary.)
We readily see that the proper use of inflection cannot help but
give variety and contrast to our speech, and this aids immeasurably
in overcoming the persistent use of monotones.
We shall take up the different kinds of inflection and illustrate them
with appropriate exercises. The student should consider the aim and
value of each kind of inflection and then proceed to practice orally
the exercises, listening intently to his voice to see that it responds.

Kinds of Inflection
Falling Glide in the voice indicates a complete and positive
assertion. For example:
 “The Prince’s banner wavered, staggered backward,
hemmed by foes!”

A command, although punctuated with a question mark, is

rendered with a falling glide in the voice. For example:

“Halt! who goes there?” “Speak, what trade art thou?”

Rising Glide in the voice indicates incompleteness and doubt. For

example:

“How ‘the fellow by the name of Rowan’ took the letter,

sealed it up in an oilskin pouch, strapped it over his heart, in
four days landed by night off the coast of Cuba from an open
boat, disappeared into the jungle, and in three weeks came
out on the other side of the island, having traversed a hostile
country on foot, and delivered his letter to Garcia, are things I
have no special desire now to tell in detail.”

Circumflex Glide indicates a twist in the voice which reflects a like

twist in the mind.

Well, I guess I’ll have to, since you say so.

Exercises for Inflectional Agility:

I find earth not gray but rosy, heaven not grim but fair of hue.
Do I stoop? I pluck a posy. Do I stand and stare? All’s blue.

—Browning.

I must have left my book on this table last night. (Read two ways.)
 There are three pleasures pure and lasting, and all derived from
inanimate things—books, pictures, and the face of nature.
—Hazlitt.

We are perplexed, but not in despair; persecuted, but not

forsaken; cast down, but not destroyed.

What right have you, O passer by the way, to call any flower a
weed? Do you know its merits? Its virtues? Its healing qualities?
Because a thing is common, shall you despise it? If so, you might
despise the sunshine for the same reason.

Oh, yes, I begin to remember you now. Do you really think it true?

Yes, he’s a millionaire. (Read two ways.)

Breathes there a man, with soul so dead,

Who never to himself hath said,
This is my own, my native land?
Whose heart hath ne’er within him burn’d,
As home his footsteps he hath turn’d
From wandering on a foreign strand?
If such there breathe, go, mark him well.

—Sir Walter Scott.

Now clear, pure, hard, bright, and one by one, like the hailstones,
Short words fall from his lips fast as the first of a shower,
Now in two-fold column: Spondæ, Iamb, Trochee,
Unbroken, firm-set, advance, retreat, trampling along,—
Now with a sprightlier springiness, bounding in triplicate syllables,
Dance the elastic Dactylics in musical cadences on;
Now their voluminous coil intertangling like huge anacondas,
Roll overwhelmingly onward the sesquipedalian words.

—Browning.

Resolve!
To keep my health!
To do my work!
To live!
To see to it that I grow and gain and give!
Never to look behind me for an hour!
To wait in weakness and to walk in power;
But always fronting onward to the light.
Always and always facing toward the right.
Robbed, starved, defeated, wide astray—
On, with what strength I have!
Back to the way!

A very interesting and helpful exercise in the study of inflection is

the use of the one-word dialogue. The following scene, written by a
pupil, is given as an illustration:

Scene: Midnight; and the two are awakened by a noise.

She. Philipe!
He. What?
She. Burglar!
He. Where?
She. Bathroom!
He. Gun?
She. No!
He. Sh-h!
She (fainting). Darling!
He. Huh! Cat! (catching her).
 It is by use of tone and inflection that the following exercises are
properly rendered.

How are you to-day? Ha. (inquiry, surprise).

I say how are you to-day? Ha. (rising doubt).
Have you suddenly become deaf? Ha. (indignation).
I have been trying to find out how you are Ha. (satisfaction,
to-day. laugh).
I am glad you heard me. Ha. (short grunt).
I am on my way to the store. Ha. (do not believe it).
Will you go with me? Ha. (glad to).

A Study of Pitch
Pitch is simply the modulation of the voice as high or low. In
natural speech we seldom have more than one word on the same
pitch. Note the constant change of pitch in a good conversationalist.
In listening to such, we discover what?
First: If one idea is expressed on one pitch, its antithesis is
instinctively expressed on another pitch. For example: “When our
vices leave us, we flatter ourselves we leave them.” “The prodigal
robs his heir, the miser robs himself.” “Excess of ceremony shows
want of breeding.”
Second: A quick leap of the mind causes a leap in the voice, or, in
other words, it causes a change of pitch. For example: “So you say
you are going to—Well, hello, John! How did you get here?”
There can be no definite rules laid down governing Changes of
Pitch. If we think progressively, giving ourselves completely to each
successive idea, permitting our movement of tone to be the direct
outcome of the action of the mind we shall have no difficulty in
modulating our pitch.
In reading the following selections, note carefully the natural
tendency of the voice to change pitch as the mind leaps from one
thought to another.
O larks, sing out to the thrushes,
And thrushes, sing to the sky!
Sing from your nests in the bushes,
And sing wherever you fly.

Then sing, O bird in the tree,

Then sing, skylark in the blue,
Sing loud, sing clear, that the King may hear,
And my soul shall sing with you.

I wield the flail of the lashing hail,

And whiten the green plains under:
And then again I dissolve in rain,
And laugh as I pass in thunder.

I slip, I slide, I gloom, I glance.

Away to the hills, to the caves, to the rocks,—

Ere I own a usurper, I’ll couch with the fox;
And tremble, false whigs, in the midst of your glee,
You have not seen the last of my bonnet and me.

If to do were as easy as to know what were good to do, chapels

had been churches, and poor men’s cottages princes’ palaces. It is a
good divine that follows his own instructions. I can easier teach
twenty what were good to be done, than be one of the twenty to
follow mine own teaching. The brain may devise laws for the blood;
but a hot temper leaps over a cold decree: such a hare is madness,
the youth, to skip o’er the meshes of good counsel, the cripple.
—“Merchant of Venice.”
 Extremely high: Half a league, half a league, half a league onward!
Very high: Hats off! along the street they come! The flag is passing
by.
High: Sail on, sail on, O ship of state!
Rather high: Now’s the day and now’s the hour!
Middle: In spite of rock and tempest roar.
Rather low: No stir in the air, no stir in the sea.
Low:

Sunset and evening star

And one clear call for me.

Very low: Quoth the raven, “Never more.”

Low as possible: O death, where is thy sting!

Study in Stress
If we read or speak aloud naturally and earnestly, there occurs in
our voice a succession of beats or pulsations. If these pulsations
occur at regular intervals, our speech will be “singsong” and
monotonous. Thus:

a
I wandered lonely cloud
as

and
That floats on high o’er hills,
vales

a
When all at once I crowd
saw
 o
A host of golden dills.
daff

The fault is that we are responding to the rhythm of the line

instead of the rhythm of the thought. There should be rhythmic action
of the voice, but, at all times, it should be in perfect harmony with the
rhythmic action of the mind. Therefore, we see again that correct
reading depends upon getting the correct thought.
It is very important that we have control of our voice in stress or
force of utterance. If a teacher requires one pupil out of a class of
twenty to go on an errand for him, there is but one way of clearly
expressing that thought in the following sentence: Thus:

Will you please return this book to the library?

If we make prominent any other word than “you,” we shall not be

clear as to who shall return the book. Read the above sentence in as
many ways as there are different meanings.
Practice reading aloud the following with especial attention to
stress. Be sure that the action of the voice corresponds to the action
of the mind. Stress is indicated by italics.

Rouse, ye Romans! Rouse, ye slaves!

Worcester, get thee gone, for I do see

Danger and disobedience in thine eyes.
You have good leave to leave us; when we need
Your use and counsel, we shall send for you.

—Shakespeare.
Abraham Lincoln used scripture quotations very frequently and
powerfully.