Page images
PDF
EPUB
[blocks in formation]

that the liberties of the people can be preserved in any country,

where a numerous standing army

is kept up.

PULTNEY.

THE TREMOR OF THE VOICE.

When the nervous and muscular systems are tasked to their utmost, in the expression of sentiment or passion, the voice is characterized by a tremulous tone. This tone is familiar to every one from the exhibitions of it which so often occur in common life, when persons are actuated by strong feelings of joy or grief, hope or fear, anger or tender sympathy, and by some others of the most common emotions.

In dramatic elocution, the tremor is of frequent occurrence. It may be required in farce, or in comedy, and produces some of the most powerful effects in tragedy.

But in oratory, it is rarely indulged in, and need not be cultivated. It is well, however, for a student of elocution to be aware of its existence as a natural exponent of emotion, and sometimes to indulge himself, to a moderate degree, in its use. When cultivating the utmost depth and earnestness of expression; when his emotion gives him a sensation of speaking from

the lowest depths of his breast, and produces a convulsive action of that part of his frame; he will find his voice naturally incline to a tremor on the most passionate words. A slight degree of this tremulousness may sometimes be indulged in, to increase his expressiveness.

If, however, he deliberately makes use of the tremor, so that the hearers are led to notice the fact of his doing so, the effect will be undesirable in any delivery which is intended to be useful.

A decided tremor results in fact, from bodily weakness, when the speaker is under the influence of an overmastering feeling. Any considerable manifestation of weakness is injurious to oratory. The hearers commiserate the speaker, instead of yielding themselves up to his influence.

The tremor, like the semitone, is very easy to execute by those who cultivate an affectation of emotion, instead of a genuine eloquence, and is therefore liable to be resorted to, by those who practise what may be called tricks in delivery.

399

PART IV.

LESSONS FOR EXTRACTS SELECTED BY THE

STUDENT.

As Speaking cannot be learned without considerable practice, it is essential to its rapid and certain acquisition, that the student have some guide for the modes of practice.

The following course of lessons, is the result of long continued efforts to discover what difficulties a student of elocution experiences, when endeavoring to prepare himself for appearing successfully before an audience.

Each lesson has been tested and improved by the experience of successive classes in college, until all have finally been brought into the form in which they are now presented. It has been made a standing rule, to reject every thing from them which was found to be either unnecessary, difficult, or disagreeable; and on the other hand, to add to them all the information, and describe every mode of practice, which any one, whatever may be his turn of character in reference to public speaking, may find necessary for enabling him to make a creditable appearance. If it be asked what has been taken as the test of practical success, we answer, a consciousness of being able to speak with steadiness, manliness and force; and if not with a decided gracefulness, with at least a freedom from any noticeable awkwardness, as well as from any schoolboy tone. The true answer, however, to this question, is found in the lessons themselves, which are intended to present, not ideal, but practical and attainable standards. No lesson or direction is founded on an expectation that the student who is to practise it, has a genius for oratory, or is even engaged in the study of that branch

of the liberal arts. Oratory makes use of Speaking, in the same way as the art of composition makes use of grammar.

But in addition to the advantages for practice and instruction which this plan affords, we derive the benefit of a convenient opportunity for explaining many points in reference to speaking, which are important to be known, but which if discussed in the systematic manner of the preceding parts of this treatise, would swell the volume to a larger bulk. Though less systematic and perhaps less agreeable for the general reader, the method in which we shall introduce such miscellaneous information, will be more useful to the practical student.

It seems best to give full directions on each point, although in many cases some ideas in the first part of the volume are, by so doing, repeated.

ESTABLISHED CUSTOMS.

The following are the most important of the customs, in regard to practising before the instructor, which have gradually become established in this college, as convenient and useful.

The appointments are five minutes apart for each student, and in alphabetical order of names.

As it is impossible for every one to be, in every instance, punctual to a minute, and accidental interruptions are liable to occur, the students are in the habit of accommodating each other, by waiting, if necessary, and allowing each other time to speak in the order of arrival. When it is particularly inconvenient for one to wait, his classmate yields his turn, although he may have come first. No difficulty ever occurs between students, from want of a spirit of mutual accommodation.

It thus happens, that very often the student who is practising has a classmate present. The latter generally waits in a part

of the room not immediately in front of the speaker; as it is easier and better to imagine an audience present, than to attempt to make a single person a substitute for an assembly. For the same reason, the instructor generally remains on one side, and the speaker never addresses him directly. The examples likewise that are set by the instructor, are not addressed to him who is practising, but to an imaginary audience.

Instruction is in most cases given, whilst the speaker's delivery is in full flow. It thus comes at the precise moment when it is wanted. The principal reliance in instruction, is placed, on telling the speaker not when he is wrong, but when he is right. Simply mentioning faults, is rarely of any service. It is intended never to interrupt or make a criticism, without at the same time giving a direction that shall at once unfetter the speaker from the embarrassment of some practical difficulty which he is at the time experiencing, in regard to executing his own intentions.

The accidental and occasional presence of a classmate, or of one of the especial instructors of the student's own class, is attended with many advantages. It gives habits of steadiness and self-possession, without which none can practically succeed in public delivery. The instructor likewise is so far removed in age and experience from the student, that it is not so easy in many cases to learn directly from him, as indirectly through the success of a classmate. Every example of truly good delivery given by a student before his fellows, has a powerful influence in assisting as well as encouraging them to do the same. On this account, as well as for the student's own sake, great pains are taken, not to suffer any one to speak before his class, who will so far fail, as to discourage his companions, and by his faults confuse their judgment as to what is correct, natural and practicable.

« PreviousContinue »