| 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!