ELOCUTION AND READING. (57)
The business of training youth in elocution, must be commenced in childhood. The first school is the nursery. There, at least, may be formed a distinct articulation, which is the first requisite for good speaking. How rarely is it found in perfection among our orators.
"Words," says one, referring to articulation, should "be delivered out from the lips, as beautiful coins, newly issued from the mint; deeply and accurately impressed, perfectly finished; neatly struck by the proper organs, distinct, in due succession, and of due weight." How rarely do we hear a speaker whose tongue, teeth, and lips, do their office so perfectly as to answer to this beautiful description! And the common faults in articulation, it should be remembered, take their rise from the very nursery.
Grace in eloquence, in the pulpit, at the bar, can not be separated from grace in the ordinary manners, in private life, in the social circle, in the family. It can not well be superinduced upon all the other acquisitions of youth, any more than that nameless, but invaluable, quality called good breeding. Begin, therefore, the work of forming the orator with the child; not merely by teaching him to declaim, but what is of more consequence, by observing and correcting his daily manners, motions, and attitudes. You can say, when he comes into your apartment, or presents you with something, a book or letter, in an awkward and blundering manner, "Return, and enter this room again," or, "Present me that book in a different manner," or, "Put yourself in a different attitude." You can explain to him the difference between thrusting or pushing out his hand and arm, in straight lines and at acute angles, and moving them in flowing circular lines, and easy graceful action. He will readily understand you. Nothing is more true than that the motions of children are originally graceful; it is by suffering them to be perverted, that we lay the foundation of invincible awkwardness in later life.
In schools for children, it ought to be a leading object to teach the art of reading. It ought to occupy threefold more time than it does. The teachers of these schools should labor to improve themselves. They should feel that to them, for a time, are committed the future orators of the land.
It is better that a girl should return from school a first-rate reader, than a first-rate performer on the pianoforte. The accomplishment, in its perfection, would give more pleasure. The voice of song is not sweeter than the voice of eloquence; and there may be eloquent readers, as well as eloquent speakers. We speak of perfection in this art: and it is something, we must say in defense of our preference, which we have never yet seen. Let the same pains be devoted to reading, as are required to form an accomplished performer on an instrument; let us have, as the ancients had, the formers of the voice, the music masters of the reading voice; let us see years devoted to this accomplishment, and then we should be prepared to stand the comparison.
Reading is indeed, a most intellectual accomplishment. So is music, too, in its perfection. We do by no means undervalue this noble and most delightful art, to which Socrates applied himself even in his old age. But one recommendation of the art of reading is, that it requires a constant exercise of mind. It involves, in its perfection, the whole art of criticism on language. A man may possess a fine genius without being a perfect reader; but he can not be a perfect reader without genius.
ON MODULATION. (59)
FROM LLOYD.
'T is not enough the voice' be sound and clear',
'T is modulation' that must charm the ear.
When desperate heroes grieve with tedious moan,
And whine their sorrows in a seesaw tone,
The same soft sounds of unimpassioned woes,
Can only make the yawning hearers doze.
The voice all modes of passion can express
That marks the proper word with proper stress:
But none emphatic can that speaker call,
Who lays an equal emphasis on all.
Some o'er the tongue the labored measure roll,
Slow and deliberate as the parting toll;
Point every stop, mark every pause so strong,
Their words like stage processions stalk along.
All affectation but creates disgust;
And e'en in speaking, we may seem too just.
In vain for them' the pleasing measure flows,
Whose recitation runs it all to prose:
Repeating what the poet sets not down,
The verb disjointing from its favorite noun,
While pause, and break, and repetition join
To make it discord in each tuneful line'.
Some' placid natures fill the allotted scene
With lifeless drawls, insipid and serene;
While others' thunder every couplet o'er,
And almost crack your ears with rant and roar;
More nature oft, and finer strokes are shown
In the low whisper than tempestuous tone;
And Hamlet's hollow voice and fixed amaze,
More powerful terror to the mind conveys
Than he, who, swollen with impetuous rage,
Bullies the bulky phantom of the stage.
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 Oh'!