ples of elocution, should be taught theoretically in connection with declamation, that pupils may thus see for themselves the manner in which frequent and correct practice will form good speakers. It cannot be inappropriate to inquire here, what these great principles are? Elocution is the medium of communication between an eloquent mind and an intelligent audience. To be a good medium, it must be a perfect medium. It must convey to an audience the whole action of the mind. It must catch not thought alone, but feelings, emotions, passions, as they accompany thought, and throw them out in bold relief for general inspection. It must not conceal, nor distort, nor misrepresent a single feeling, if it would do all its duty. It is not theatrical speaking. That is a counterfeit of emotions. It is not pantomimic speaking. That describes emotions, by exhibiting their effects. Thought is expressed in speaking, by the distinct, and grammatical, and correct pronunciation of words, which are the artificial signs of thought. The emotions of a speaker are expressed by certain changes of voice and personal appearance, and by certain gestures, which are instinctively understood as the signs of emotion. The principles of elocution are nothing more than a full description of these changes, with a general view of the manner in which they are employed in expressing emotions. The principal changes of the voice are those discovered by Walker, which he named inflections, and in addition to them, the variations of voice, called high, low, loud, soft, quick, slow, lively, and pathetic. After a lad is able to make these changes at will, he may easily learn when to make them, by careful practice and observation of nature, aided by a skilful teacher. The changes of personal appearance, caused by emotions, cannot well be classified nor described. But they are easily perceived, and may be easily acquired. The general position of the body alone often actually delineates the state of the mind. Goliath of Gath did not stoop, as he defied the armies of the living God. The youthful David did not advance to meet the son of Anak, with the light step of the merry dance. Courage holds the body firm and erect. Anger distends the chest, causes the lip to quiver, and the eye to flash. Pity stoops forward with tearful, sympathising eyes. Energy nerves every sinew, and renders every motion elastic. Every child understands the meaning of a wrinkled brow, a downcast eye, a smiling lip, a tear, and a stiff expression of scorn upon the lip. By early practice, youth may form the habit of encouraging these natural expressions. We must not forget, however, that the object of such study is to correct faults, and not to express what is not felt. Most of our public speakers are ignorant of what they do express by their appearance and gestures. They do not feel at ease in speaking, merely because their appearance and gestures speak a language, which they themselves do not understand. They are in the situation of the painter who is compelled to use his pencil,-who is conscious that he does not express what he designs to express upon his canvass,—but who is utterly ignorant of the use and combination of colors. The successful painter must make nature his guide. But he cannot do this without instruction and practice. The orator must follow nature; and he, too, can only do it by study and practice. All gestures are either emphatic or descriptivé. When emphatic, they must exactly accompany the word emphasized; when descriptive, must still pursue gracefulness of form and motion, that they may not disgust the taste of an audience. They are easily acquired, and demand little attention, excepting to the shape and position of the hand and arm. In regard to this, universal taste seems to prescribe, that the palm of the hand be generally visible, and the bend of the elbow and wrist gently curved. The remnants of sculpture and painting which are extant from the ruins of antiquity, afford proof, that in this respect, at least, ancient and modern taste exactly coincide. 5. I would suggest, in the fifth place, that suitable criticism should be made upon each speaker, at the close of his declama tion. Such criticisms when made, are generally too vague to be of any real value. Boys are often told, after having declaimed, "you are too tame," "your gesticulation is too careless," "you should speak more naturally," and "with more animation." The pupil takes his seat, with no better idea of his teacher's meaning, than he would have obtained from a criticism in Arabic. Such a course, pursued from week to week, confirms every bad habit, and leads the youthful speaker to neglect all efforts to improve. He regards speaking as a task, and in after life avoids it, if he can, or disgraces himself, if he attempts it. Were teachers to illustrate faults, by imitation and example on the stage, the foundation might be laid, in numberless instances for eloquence of the highest order. The usual faults of young speakers, are boisterous tones,-too few or too many gestures,—want of propriety in' general appearance, and the use of gestures which are misplaced or improper. It cannot be denied, that some individuals avoid these faults more readily than others; but every youth needs some degree of criticism, and cannot improve much in speaking without it. I would name, as my last suggestion, the importance of occasional public exhibitions in our schools, at which declamations should form the principal exercises. Two prominent advantages would result from this measure. Parents would be induced, by such exercises, to visit their schools at least once during each season. By this means, also, an opportunity would be afforded to pupils, of declaiming before larger and more respectable audiences, than their weekly speaking could draw together, which would induce greater efforts on their part, in preparing declamations. Before closing these remarks, I would beg leave, earnestly to recommend to my associates in the delightful but responsible duties of the teacher, more particular and practical attention to this subject. It depends upon us to decide, in a great degree, whether the clergymen, the advocates and the statesmen of the next generation, all of whom are now under our instruction, shall be poor speakers or eloquent men. We shall decide this question, not by indolent wishes, but by neglect, or by active exertion. Without such exertion on our part, as will enable us to understand, practise, and teach elocution, the minds which we train must sink into listless obscurity, or, if they shine at all, must shed but a glimmering, darkened light. |