The American Union Speaker Part 2

In order to speak well, the orator must be able to stand well, that is, he should a.s.sume a firm but easy and graceful att.i.tude, the weight of the body resting princ.i.p.ally on one foot. The distance between the feet should be such as to give both firmness and freedom to the position One foot should be in advance of the other, the toes being turned outward. The att.i.tude should vary with the thoughts and emotions expressed. Unemotional thoughts require an att.i.tude of repose, the body resting on the retired foot. Bold and impa.s.sioned language requires the reverse of this. The body is thrown forward, resting on the foot advanced. In turning from side to side, the toes should be kept apart and the heels together.

The princ.i.p.al feature of bodily action consists in the proper use of the hands. "Have not," says Quintilion, "our hand's the power of exciting, of restraining, of beseeching, of testifying approbation, admiration, and shame? Do they not, in pointing out places and persons, discharge the duty of adverbs and p.r.o.nouns? So amidst the great diversity of tongues-pervading all nations and peoples, the language of the hands appears to be a language common to all men." We stretch forth and clasp the hands when we importunately entreat, sue, beseech, supplicate, or ask mercy. To put forth the right hand spread open is the gesture of bounty, liberality, and a free heart; and thus we reward, and bestow gifts. Placing with vehemence the right fist in the left palm is a gesture commonly used to mock, chide, insult, reproach, and rebuke. To beckon with the raised hand is a universal sign of craving audience and entreating a favorable silence. To wave the hand from us, the palm outward, is the gesture of repulsion, aversion, dismissal. To shake the fist at one signifies anger and defiance and threatening. The hands are clasped or wrung in deep sorrow, and outstretched with the palms inward to indicate welcoming, approving, and receiving. In shame, the hand is placed before the eyes; in earnestness and ardor, the hands reach forward; in joy, they are thrown up, widely apart; in exultation and triumph, the right hand is waved above the head.

"In the rhetorical actions of the hand, the happy medium ought to be observed; for the action of the hand should be full of dignity and magnanimous resolution, making it a liberal index of the mind." A French writer admirably remarks that we should move the arms because we are animated, but not try to appear animated by moving the arms.

The countenance, especially the eye, should be made to speak as well as the tongue. It is said of Chatham, that such was the power of his eye, that he very often cowed down an antagonist in the midst of his speech, and threw him into confusion. It is through the eye, scarcely less than through the tones of voice, that intercourse of soul is carried on between the speaker and hearers. To secure this intercourse the speaker should let his soul beam from his eye. Nor should he fail to look at his hearers, if he would have his hearers look at him. Among the faults to be avoided in the management of the eye, Dr. Porter notices particularly that unmeaning look which the eye "bent on vacuity" has, resembling the inexpressive glare of the gla.s.s eye of a wax figure; that indefinite sweep of the eye which ranges from one side to the other of an a.s.sembly, resting nowhere; and that tremulous, roving cast of the eye, and winking of the eyelid, which is in direct contrast to an open, collected, manly expression of the face.

Among the faults of action to be noticed are:--1. Want of action; 2. Want of expression of countenance; 3. A stiff, or a careless, att.i.tude; 4. Want of appropriateness; 5. Excess of motions of the hands and arms; 6. Too great violence of action; 7. Too great complexity; 8. A mechanical uniformity; 9. Tardiness, the action following the utterances when it should accompany it, or slightly precede it.

It must not be supposed that it is necessary for the pupil to receive training in a technical system of gesticulation before he commences his exercises in declamation. If the student designs to qualify himself to be a professor of elocution, he will need to study the laws of gesture in "Austin's Chironomia," and be instructed in their application by a skillful teacher. But this course is neither practicable nor necessary for the ma.s.s of students. Instruction in this department should generally be of a negative nature, and occupy itself mainly in the correction of faults. When the pupil commences his exercises in declamation, the less said about action the better. Freedom is the first thing to be secured, and, to attain this end, few directions should be given and few criticisms be made, at the outset. When the speaker has acquired some confidence, and freedom of action, his faults may be gradually pointed out, and his attention called to some general principles of gesture, such as have been presented respecting the language of the hands. Pupils should be taught to observe accurately the action of accomplished orators, not with the view to imitating their peculiarities, but to learn their method of producing effect by means of att.i.tude and gesture.

DECLAMATION.

Declamation should be attended to in all grades of educational inst.i.tutions, from the primary school to the college, and every pupil should be required to take his turn in the performance of the exercise. It would be highly beneficial, if well taught. The reason why so many teachers have no taste for it, is because they have not taken pains to qualify themselves to teach it. Want of time is sometimes offered as an excuse for neglecting it. But if a part of the time which is devoted to teaching reading, were appropriately to declamation, the progress in reading itself would be more rapid, to say nothing of other advantages which would result from this course. I cannot too earnestly urge upon every teacher the importance of qualifying himself for teaching well both reading and declamation, There is no accomplishment which more effectively promotes the success of the teacher than that of elocutionary culture,--a good voice skillfully managed in conversation and in teaching. Without special attention to the subject, teachers are apt to acquire certain characteristic faults of voice, such as nasality, sharpness, harshness, and thinness of tone, of which they are quite unconscious. Whereas, by constant attention to the manner of using the voice, since they are in constant practice, it might be perfected in its modulation. For want of culture in the elocutionary art, many teachers are greatly deceived, thinking their pupils read and declaim well when they do not.

In the management of declamation much care should be taken in the selection of the pieces. It is best for the pupil, in the first place, after proper advice, to exercise his own taste in the selection of his piece, which should then be submitted to the teacher for approval. If the selection is very appropriate, the pupil should be commended and told why the piece is considered suitable. If the selection presented is not suitable, the pupil should be informed on what ground it is objected to, so as to aid his judgment in another attempt. If the pupil has made proper effort without success, he should be a.s.sisted by the teacher. It is very important that the selection should be suited to the capacity and progress of the pupil.

Beginners should take simple pieces, and not be allowed, as is sometimes the case, to murder a pa.s.sage from Paradise Lost, or Macbeth. Sometimes a fault is committed on the part of the teacher, by permitting a pupil to confine his selections to one favorite cla.s.s. I have observed in certain schools, that one particular boy would always appear in a comic piece, another in a tragic, and so on. It would be better for the teacher to require each pupil to speak a variety of pieces, so as to secure a more general and comprehensive culture than would result from practice on a single cla.s.s of selections.

The choice of the piece should be determined upon a considerable period previous to the day appointed for the public performance of the stage, so as to afford ample time for preparation. The piece should be accurately committed to memory, without the variation of a syllable. It should be made familiar, so that in the delivery no effort will be required in recalling it. The young pupil should be instructed in the best method of learning his piece. It will generally be found best to take one sentence at a time. The teacher's chief work consists in attending to individual private rehearsals. The rehearsal should be a drill. The piece should be a.n.a.lyzed more or less minutely, the allusions and difficult points being explained.

It should be the first aim to make the pupil understand it, not only in its general spirit and scope, but in its particular ideas. His attention should then be turned to the emotions which it expresses. Let it be remembered that the paramount object should be to make the pupil understand the meaning and feel the spirit of the piece. If he is timid and diffident he should be encouraged. Tell him that even Daniel Webster could not make a declamation at the first attempt; but that he did not despair; he did not cease his efforts; he persevered and succeeded.

After the rehearsal, the pupil should have time to practice by himself and apply and confirm the instruction received from his teacher. It must be impressed upon his mind that if he would attain excellence he must practice, practice, practice. He must be made to understand that the repet.i.tion of a piece three or four times is no adequate preparation, and that it is necessary to go over with it twenty, thirty, or fifty times, if he would excel, and take a high rank.

When the declamation takes place, excepting on public occasions, the criticisms ought to be made immediately after the performance of each speaker. The faults of the diffident should be mildly criticized. It is very important to call attention to points of special excellence in any performance. It should be remembered that judicious commendation is a most powerful stimulant to exertion.

The most difficult task in teaching declamation is to develop that indescribable fervor, that unaffected earnestness of manner which always captivates the hearers, and wins the highest marks at an exhibition for prizes. There will always be one speaker in a school who excels all the rest in this quality. The teacher should point out the peculiar excellence of this speaker, and show wherein it differs from loudness of voice, and violence of actions and affected pa.s.sion. Let it be remembered that the perfection of declamation consists in delivering the piece as though it were real speaking. The speaker must "put himself in imagination, so completely into the situation of him whom he personages, and adopt for the moment, so perfectly, all the sentiments and views of that character, as to express himself exactly as such a person would have done, in the supposed situation." Give the speaker every other quality--let his enunciation, his modulation of voice, and his action be faultless, and yet without earnestness, real earnestness,--not the semblance of it, not boisterous vociferation, not convulsive gesticulation, but genuine emotion felt in the heart, carrying the conviction to the hearers that the sentiments uttered are real, the spontaneous, irrepressible outpouring of the thought and feeling of the speaker,--without this sovereign, crowning quality, he cannot be said to speak with eloquence. To bring out and develop this highest quality of delivery, requires the highest skill in the teacher.

Unless the teacher possesses some degree of this quality himself he cannot develop it in his pupils.

The best immediate preparation for speaking is rest. I have often noticed that speakers at exhibitions have in many cases failed to do themselves justice from sheer exhaustion. A day or two of repose previous to speaking, enables the speaker to bring to the performance that vigor of the faculties which is indispensable to the highest success, Webster told the Senate, and truly, no doubt, that he slept soundly on the night previous to the delivery of his second speech on Foote's resolution, which is considered his greatest parliamentary effort. It is well for the speaker to remember what Mr. Everett said in allusion to this fact: "So the great Conde slept on the eve of the battle of Rocroi, so Alexander slept on the eve of the battle of Arbela, and so they awoke to deeds of immortal fame."

The best training cannot make good readers and good speakers of all pupils, but it can do much. And it is a fact worthy of observation that those who are most sceptical as to the possibilities of elocutionary culture, are invariably those who are themselves unskillful teachers in this branch.

BOOK FIRST.

STANDARD SELECTIONS

FOR

RECITATION AND DECLAMATION

IN PROSE AND POETRY.

BOOK FIRST.

STANDARD SELECTIONS.

PROSE.

I. THE n.o.bLE PURPOSES OF ELOQUENCE.

If we consider the n.o.ble purposes to which Eloquence may be made subservient, we at once perceive its prodigious import ance to the best interests of mankind. The greatest masters of the art have concurred, upon the greatest occasions of its display, in p.r.o.nouncing that its estimation depends on the virtuous and rational use made of it.

It is but reciting the common praises of the Art of Persuasion, to remind you how sacred truths may be most ardently promulgated at the altar--the cause of oppressed innocence be most woefully defended--the march of wicked rulers be most triumphantly resisted--defiance the most terrible be hurled at the oppressor's head. In great convulsions of public affairs, or in bringing about salutary changes, every one confesses how important an ally eloquence must be. But in peaceful times, when the progress of events is slow and even as the silent and unheeded pace of time, and the jars of a mighty tumult in foreign and domestic concerns can no longer be heard, then, too, she flourishes--protectress of liberty--patroness of improvement--guardian of all the blessings that can be showered upon the ma.s.s of human kind;--nor is her form ever seen but on ground consecrated to free inst.i.tutions.

To me, calmly revolving these things, such pursuits seem far more n.o.ble objects of ambition than any upon which the vulgar herd of busy men lavish prodigal their restless exertions. To diffuse useful information, to further intellectual refinement, sure forerunner of moral improvement,--to hasten the coming of the bright day when the dawn of general knowledge shall chase away the lazy, lingering cla.s.s, even from the base of the great social pyramid;--this indeed is a high calling, in which the most splendid talents and consummate virtue may well press onward, eager to bear a part.

Lord Brougham.

II.

ROLLA TO THE PERUVIANS.

My brave a.s.sociates--partners of my toil, my feelings, and my fame! Can Rolla's words add vigor to the virtuous energies which inspire your hearts?--No! You have judged, as I have, the foulness of the crafty plea, by which these bold invaders would delude you. Your generous spirit has compared, as mine has, the motives which, in a war like this, can animate their minds and ours.

They, by a strange frenzy driven, fight for power, for plunder, and extended rule;--we, for our country, our altars, and our homes. They follow an adventurer whom they fear, and obey a power which they hate;--we serve a monarch whom we love,--a G.o.d whom we adore. Wherever they move in anger, desolation tracks their progress. Wherever they pause in amity, affliction mourns their friends.h.i.+p.

They boast they come but to improve our state, enlarge our thoughts, and free us from the yoke of error! Yes;--they will give enlightened freedom to our minds, who are themselves the slaves of pa.s.sion, avarice, and pride.

They offer us their protection! Yes, such protections as vultures give to lambs,--covering and devouring them! They call on us to barter all the good we have inherited and proved, for the desperate chance of something better, which they promise!

Be our plain answer this: The throne we honor is the People's choice,--the laws we reverence are our brave fathers' legacy,--the faith we follow teaches us to live in bonds of charity with all mankind, and die with hope of bliss beyond the grave. Tell your invaders this; and tell them too, we seek no change; and, least of all, such change as they would bring us!

R. B. Sheridan.

III.

INVECTIVE AGAINST WARREN HASTINGS.

If, my Lords, a stranger had at this time gone into the province of Oude, ignorant of what had happened since the death of Sujah Dowlah--that prince who with a savage heart had still great lines of character, and who, with all his ferocity in war, had, with a cultivating hand, preserved to his country the wealth which it derived from benignant skies and a prolific soil--if, ignorant of all that had happened in the short interval, and observing the wide and general devastation of fields unclothed and brown; of vegetation burned up and extinguished; of villages depopulated and in ruins; of temples unroofed and peris.h.i.+ng; of reservoirs broken down and dry, this stranger should ask, "what has thus laid waste this beautiful and opulent land; what monstrous madness has ravaged with wide-spread war; what desolating foreign foe; what civil discords; what disputed succession; what religious zeal; what fabled monster has stalked abroad, and, with malice and mortal enmity to man, withered by the grasp of death every growth of nature and humanity, all means of delight, and each original, simple principle of bare existence?" the answer would have been, not one of these causes! No wars have ravaged these lands and depopulated these villages! No desolating foreign foe! No domestic broils! No disputed succession! No religious super-serviceable zeal! No poisonous monster! No affliction of Providence, which, while it scourged us, cut off the sources of resuscitation! No! This damp of death is the mere effusion of British amity! We sink under the pressure of their support! We writhe under their perfidious gripe! They have embraced us with their protecting arms, and lo!

these are the fruits of their alliance!

What then, my Lords, shall we bear to be told that, under such circ.u.mstances, the exasperated feelings of a whole people, thus spurred on to clamor and resistance, were excited by the poor and feeble influence of the Begums? After hearing the description given by an eye-witness of the paroxysm of fever and delirium into which despair threw the natives when on the banks of the polluted Ganges, panting for breath, they tore more widely open the lips of their gaping wounds, to accelerate their dissolution; and while their blood was issuing, presented their ghastly eyes to heaven, breathing their last and fervent prayer that the dry earth might not be suffered to drink their blood, but that it might rise up to the throne of G.o.d, and rouse the eternal Providence to avenge the wrongs of their country,--will it be said that all this was brought about by the incantations of these Begums in their secluded Zenana; or that they could inspire this enthusiasm and this despair into the b.r.e.a.s.t.s of a people who felt no grievance, and had suffered no torture?

What motive, then, could have such influence in their bosom? What motive!

That which nature, the common parent, plants in the bosom of man; and which, though it may be less active in the Indian than in the Englishman, is still congenial with, and makes a part of his being. That feeling which tells him that man was never made to be the property of man; but that, when in the pride and insolence of power, one human creature dares to tyrannize over another, it is a power usurped, and resistance is a duty. That principle which tells him that resistance to power usurped is not merely a duty which he owes to himself and to his neighbor, but a duty which he owes to his G.o.d, in a.s.serting and maintaining the rank which he gave him in his creation--that G.o.d, who, where he gives the form of man, whatever may be the complexion, gives also the feelings and the rights of man. That principle which neither the rudeness of ignorance can stifle, nor the enervation of refinement extinguis.h.!.+ That principle which makes it base for a man to suffer when he ought to act; which, tending to preserve to the species the original designations of Providence, spurns at the arrogant distinctions of man, and indicates the independent quality of his race.

R. B. Sheridan.

IV.

THE BIBLE THE BEST CLa.s.sIC