ff m m H i ....-",.•■■...•.■... '■■■-■ :l ^ffl^wiwaMBAHM -;■■'■".•• ? LIBRARY OF CONGRESS. \\ W*9 i°«w|o J J UNITED STATES OF AMERICA. |f PRINCIPLES OF ELOCUTION: DESIGNED FOR THE USE OF TEACHERS, SCHOOLS, AND PRIVATE STUDENTS. BY MISS EMMA GARFIELD PUBLISHED BY THE AUTHOR, 1871. G 3 Entered according to Act of Congress, in the year 1871, by MISS EMMA GARFIELD, In the Office of the Librarian of Congress, at Washington. \ PREFATORY. Let Nature be your Teacher.— Wordsworth. In the following pages it has been my endeavor to pre- sent only those principles which are founded upon a true conception of the cultivation of the human voice in a nat- ural manner. As the productions of the vegetable world reach the highest perfection when the spontaneous growth of nature is further stimulated by skillful cultivation, so the human voice attains the greatest development and power by careful and systematic training in accordance with her teachings. That master of the dramatic art, Shakspeare, says that "to read comes by nature," and emphatically enforces that the end to be attained in dramatic presentations "is, to hold, as 'twere, the miiTor up to nature." Many of the arbitrary rules that from time almost im- memorial, have appeared in successive works on Elocution, and which have only a theoretical value, are here discarded, and their places supplied by those which will, it is believed, lead the student to greater self-reliance, and a more just appreciation of the general principles uuderlying all good reading. There is, however, no system of rules that can be applied directly to the reading of every composition. IV PREFATORY. Thought, imagination and conception are illimitable : they acknowledge no boundaries : they are trammeled by no principles of exact application. The elocutionary rules here presented are deduced from a careful observation and study of the powers of the human voice, and are the re- sult of an endeavor to follow out the teachings of nature herself. It must necessarily occur, at times, that there is doubt in reference to the rendering of certain passages. In such cases the thought to be expressed, and the exact situation desired to be represented, are to be carefully considered, and the pupil should endeavor to read as though uttering the sentiment personally, under precisely similar circum- stances. I cannot here forbear expressing my thanks for the gen- erous appreciation with which my personal efforts as an instructor in Elocution have been met, and it is with the hope that this more extended presentation of the prin- ciples for guidance in the cultivation of the voice may receive a like kind reception, that I commit this work to the public. EMMA GARFIELD. Busti, Chautauqua Co., N. Y., September, 1871. CONTENTS. PRINCIPLES OF ELOCUTION. PAGE. I. ARTICULATION 1 Rule for Articulation 1 Elementary Sounds 2 Practical Exercises 4 II. EMPHASIS 6 Rule i , 6 Rule ii 6 Rule hi 7 Rule iy 7 Rule t 8 Rule yi 8 Rule yii 9 III. QUALITIES OF VOICE 9 i. Pure 10 ii. Orotund 10 in. Guttural 11 iv. Aspirate 11 y. Tremor 12 Rule 13 IV. RATE 13 i. Slow... 13 ii. Moderate 14 in. Quick 14 V. PITCH 15 i. Low » 15 VI CONTENTS. ii. Middle 16 in. High 17 VI. STRESS 17 i. Radical 18 ii. Median 18 in. Teeminal 19 iv. Compound 19 v. Thoeough 20 VII. EXPRESSION 20 i. Haemony of Language 20 ii. Gestuees 21 SELECTIONS. PAGE. 1. The Raven Edgae A. Poe. 2 2. Soliloquy of the Dying Alchemist N. P. Willis. 27 3. The King of Denmark's Ride Mes. Caeoline ISToeton. 30 4. Death, the Final Conqueror .....A. G. Geeene. 32 5. Quarrel Scene between Brutus and Cassius. . . Shakspeaee. 34 6. How Does the Water Come Down at Lodore ?. . . . Southey. 37 7. The Vagabonds J. T. Teowbeidge. 89 8. Patrick O'Rourke and the Frogs Geoege W. Bungay. 42 9. Sheridan's Ride T. B. Read. 44 10. From the Dodge Club James De Mille. 46 11. The Leper N. P.Willis. 50 12. Bugle Song Alfeed Tennyson. 52 13. The Closing Year Geoege D. Peentice. 53 14. Claribel's Prayer Lynde Palmee. 25 15. Creeds of the Bells Geoege W. Bungay. 56 16. The Soldier's Reprieve ,.N. Y. Obseevee. 58 17. Mother and Poet Mes. Beowning. 61 18. May Days 64 19. An Order for a Picture Alice Caeey. 66 20. The Irishwoman's Letter 69 CONTENTS. VII 21. Darius Green and his Flying Machine. .J. T. Trowbridge. 70 22. No Sect in Heaven Mrs. Cleveland. 77 23. Courtship Under Difficulties Beadle's Dime Speaker. 80 24. Will the New Year Come To-Night, Mamma? [Cora M. Eager. 84 25. The Well of St. Keyne Robert Sottthey. 86 26. Mary Maloney's Philosophy Philadelphia Bulletin. 87 27. The Swan's Nest Mrs. Browning. 88 28. Eveningat the Farm J. T. Trowbridge. 91 29. Putting up Stoves 92 30. Extract from King John Shakspeare. 93 31. Miss Maloney on the Chinese Question 97 32. The Famine H. W. Longfellow. 99 33. The Ghost 103 34. Shamus O'Brien Samuel Lover. 106 35. Socrates Snooks Ill 36. The Frenchman and the Flea Powder , 112 37. Sam. Weller's Valentine Charles Dickens. 113 38. Death of Marmion ....Walter Scott. 117 39. The Soft No Alice Carey. 119 40. An Idyl of the Period G. A. Baker. 120 41. Fight between the Kearsarge and Alabama 122 42. Modern Poetry 123 43. Two Little Boots 125 44. Dorothy's Dower 126 45. Tubal Cain Charles Mackay. 127 46. Hezekiah Bedott F. M. Whitcher. 129 47. Tim Crane's Proposal F. M. Whitcher, (Adapted.) 131 48. Our Guide in Genoa and Rome. Mark Twain, (Adapted.) 133 49. Oration on the Crisis 136 50. Jesus' Seat Miss F. Eastwood 138 51. Scene from Handy Andy. . .Samuel Lover. 139 52. The Polish Boy Mrs. Ann S. Stephens. 143 PRINCIPLES OF ELOCUTION. Elocution is the art of reading and speaking in such a manner as to express the meaning of the author clearly, forcibly and effectively. To attain this art in its perfection, it is essential to give attention to Articulation, Emphasis, Qualities of Voice, Kate, Pitch, Stress, and Expression. Each will be treated in order. I. AKTICULATIION. Articulation is the art of utterance. In its ordinary sense, articulation is applied only to the utterance of the elementary sounds of the language. Those utterances, acquired by some, to represent sounds made by inanimate things, such as the ringing of a bell, the turning of a grind-stone, the creak- ing of a door, the riling of a saw, the blowing of the wind, are termed ventriloquism. The same term is also used to designate the imitation of the sounds made by the vocal organs of birds and beasts, produced by the human voice. KULE. Let your, articulation be distinct and deliberate. To attain distinctness of articulation, First, proper position, Second, proper breathing, Third, proper enunciation, are required. PRINCIPLES OF ELOCUTION. 1. Position. Sit or stand erect, the shoulders well back and the head up. 2. Breathing. The lungs should be trained to deep and full breathing. Not merely from the chest should breathing proceed, but the abdominal muscles should be brought into use. Deep breathing, with the air passing through the nostrils, and in such a way as to extend the muscles of the abdomen, should be persist- ently practiced. Enunciation. A clear, full and distinct enunciation depends much upon a proper understanding of the elementary sounds of the language. ELEMENTARY SOUNDS. The Elementary Sounds of the English lan- guage may be classified as 1. Vowels. 2. Sub- Vowels. 3. Aspirates. Vowels are vocal sounds not interrupted by the organs of speech. Sub-Vowels are vocal sounds interrupted by the organs of speech. Aspirates are whispered sounds interrupted by the organs of speech. The vowel sounds are those most commonly mis-pronounced, each vowel letter representing two or more sounds. If the vowel sounds in a word are correctly given, the sub-vowel and aspirate sounds are seldom mis-pronounced. Careful attention should, how- ever, be given to their distinct utterance. In the following table of vowel sounds they are arranged in their phonetic order; that is, each short vowel is produced by shortening the long one opposite. VOWEL SOUNDS. LONG. SHORT. Name. Name. E long, as in eat. I short, as in it A long, " ale. E short, " ell. A flat, " arm. A short, " at. PRINCIPLES OF ELOCrTION. A broad, " all. O short, " on. O long, " old. U short, " up. slender, as in lose. U medial, as in put. DIPTHONGS. SHADE VOWELS. 1 as in ice. A as in care. Oi as in oil. O as in whole. Ou as in out. A as in ask. U as in rule. E as in her. The twelve sounds given in the first table are those recognized as elementary vowel sounds by all orthoepists. The dipthongs are resolvable into elementary sounds as follows : i", as in ice, is equivalent to the sounds of a, as in arm, and i, as in it, uttered in quick succession. Oi. as in oil, is formed in a simi- lar manner of the sounds of a, as in all, and i, as in it. Ou, as in out, is composed, in the same way, of the sounds of o as in on, and u, as in put. U, as in rule, is composed in like manner of the sounds of i, as in it, and of u, as in put. In each of these dipthongs the first element is accented and glides into the second. Until recently the shade vowels have been classified as follows : A, as in care, the same as a, as in ale; o, as in whole, the same as o as in old; a, as in ask, the same as a, as in arm; e, as in her, the same as e, as in ell. The critical ear will, however, readily distin- guish a difference in these sounds when correctly given. SUB-VOWELS AND ASPIRATES. SUB-VOWELS. ASPIRATES. B as in boy. P as in pay. D as in do. T as in to. J as in joy. Ch as in chief. G as in go. K as in king. V as in vine. F as in for. Th as in then. Th as in thin. Z as in zeal. S as in see. Zh as in azure. Sh as ins hape. PRINCIPLES OF ELOCUTION. W as in we. Wh as in when. Y as in ye. L as in like. R as in ray. M as in me. N as in no. Ng as in sing. H as in he. All of the aspirate vowels, with the exception of h, differ from corresponding sub-vowels only in omitting the undertone, as exhib- ited in the preceding table. G has no sound of its own, but may represent the sound of s, k or z, as in cede, cut, sice. G generally has the sound of,; before e, i or y, as in gem, gibe, gyve. Zh is commonly used to denote the sound represented by z in azure on account of its relationship to that represented by sh, though the combination zh never occurs in English words. To obtain a correct pronunciation of words, frequent reference should be had to the Dictionaries of Webster or Worcester, and the study of the introduction to those works will give much valuable information in reference to the elements of the English language. PRACTICAL EXERCISES. E long, as in eat. Eh short, as in met. A long, as in ale. Ah flat, as in arm. Aw broad, as in all. Oo slender as in moon. Uh short, as in up. R same as word are. Drill on these sounds arranged as follows : E— Eh— A— Ah— Aw— Oo— Uh— R. Also as follows : R_Uh— Oo— Aw— Ah— A— Eh— E. PRINCIPLES OF ELOCUTION And as follows : E— Eh— A— Ah— Aw— Oo— Uh— R. R_Uh— Oo— Aw— Ah— A— Eh— E. Let the sounds at first be given slowly and distinctly until per- fect accuracy is attained in their formation and utterance. Then let them be given with gradually increasing rapidity. Care should be taken that none of the sounds are slurred over, but that each one is pronounced with separate distinctness. Ek Give the sound E, then Ah, then Oo, extending or contracting the lips and jaw as much as possible in the formation of each sound. Gradually increase the ra- pidity of making the sounds until they can be given distinctly without making a pause between them. Give the sounds in a similar manner in the order e — oo — ah , oo — e— ah ; oo — ah — e ; ah — e — oo ; and ah — oo — e. Drill in a like manner on the other diagram, giving E the short sound, and dwelling on the consonant sound. Too much importance cannot be attached to thorough drill upon these exercises. Good articulation is the very foundation-stone of good reading, and without it the pupil can hope to make but little progress. A drill upon these exercises should precede every lesson. PRINCIPLES OF ELOCUTION. II. EMPHASIS. Emphasis is a peculiar stress of voice upon certain words to render them especially significant. Emphasis is the spontaneous expression of nature, impelled by the spirit and meaning of whatever is uttered. Without a just conception of the force and spirit of the sentiment, emphasis is stilted and labored. Keenness of perception, quickness of under- standing, and nicety of discrimination, are so many aids to a ready knowledge of the proper application of emphasis. The following rules are based upon nature, as near as may be, and will be found of much advantage in determining and properly rendering the emphatic portion of sentences. RULE I. In every sentence distinguish the more significant words by a natural, forcible and varied emphasis. Beading is sometimes termed talking from a book, for in talking the more significant words are naturally made more emphatic. Emphasis that is not natural is stiff and awkward. The force of emphasis should, of course, be varied to suit the sentiment of whatever is being uttered. EXAMPLES. For a man's house is his castle. — Coke. And is there care in Heaven f — Spencer. This is the short and the long of it. — Shakspeaee. When Greeks joined Greeks, then was the tug of war. — Lee. Some books are to be tasted, ^others to be swallowed, and some few to be chewed and digested. — Bacon. RULE II. Every new subject is emphatic. The reason for this rule is obvious. The introduction of a new subject requires that special attention should be directed to it by making it emphatic. EXAMPLES. Farewell happy fields, Where joy forever dwells : hail, horrors, hail !— Milton. PRINCIPLES OF ELOCUTION. Beside, 'tis known be could speak Greek As naturally as pigs squeak ; That Latin was no more difficile Than to a blackbird 'tis to whistle. — Butler. Soon as the evening shades prevail, The moon takes up the wondrous tale, ***** * While all the stars that round her burn, And all the planets in their turn, Confirm the tidings as they roll, And spread the truth from pole to pole. — Addison. The knell, the shroud, the mattock and the grave. — Young. Manners with fortunes, humours turn with climes, Tenets with books, and principles with times. — Pope. RULE III. Pause after the emphatic word. Emphasis being designed to direct the mind of the listener spec- ially to the idea expressed by the emphatic word, the attention is more closely fixed, and the sentiment made more significant by a pause iminediately after its utterance. EXAMPLES. Where be your gibes now? Your gambols? Your songs f Your flashes of merriment, that were wont to set the table in a roar ? — Shakspeaee. The good he scorned Stalked off reluctant, like an ill-used ghost, Not to return , or, if it did, in visits Like those of angels, short and far between. — Blair. I am not so far lost in study so as to forget that tcords are the daughters of earth, and things are the sons of men. — Johnson Adapted. RULE IY. Dwell on the emphatic words. In accordance with this rule, the vowel sound in an emphatic word is usually somewhat prolonged. Care should be taken that the sound is not prolonged in a way that will appear like affect- ation. PRINCIPLES OF ELOCUTION. EXAMPLES. Go call a coach, and let a coach be called, And let the man who calleth be the caller, And in his calling let him nothing call, But coach ! coach ! coach ! O for a coach, ye gods ! — Heney Caeey. " There's an old well there," said the sexton, " right underneath the belfry ; a deep, dark, echoing well. " — Dickens. One murder made a villain ; Millions, a hero. Princes were privileged To kill, and numbers sanctified the crime. Poeteus. RULE Y. Emphatic words usually require the falling inflection. Even direct questions, which ordinarly take the rising inflection, when repeated, or when they become an earnest appeal and the answer is anticipated, and are thus rendered emphatic, take the falling inflection. When words are made emphatic by contrast, they usually take opposite inflections. EXAMPLES. Come as the winds come, when Forests are rended ; Oome as the waves come, when Navies are stranded. — Scott. The boast of heraldry, the pomp of power, And all that beauty, all that wealth e'er gave.— Ge ay. Beading maketh a full man, conference a ready man, and writ- ing dm exact man. — Bacon. EXAMPLES UNDER THE REMARKS. Do you reside in New York ? I beg your pardon, sir. Do you reside in Neva York ? Do I then, indeed, have y owe forgiveness t Does he deserve praise, or blame f RULE YI. Pass over the unemphatic words slowly. The fault of gliding over words in reading, in a rapid, flippant and hasty manner, is one so common and so glaring, that the occa- sion for the proper observance of this rule is readily apparent. PRINCIPLES OF ELOCUTION. The importance of attention to this matter is referred to by Walk- er, in his Art of Reading, as follows : " Learn to read slow — all other graces, Will follow in their proper places. " RULE VII. Whatever has been expressed, or is understood, is not emphatic. In the following examples, the unemphatic words illustrating the rule, are designated by italics. EXAMPLES. Of all the days that's in the week, I dearly love but one day, And that's the day that comes betwixt A Saturday and a Monday. — Henry Carey. Let those love now who never lov'd before, Let those who always loved now love the more. — Parnell. The curfew tolls the knell of parting day, The lotting herd winds slowly o'er the lea. — Gray. O for a lodge in some vast wilderness, Some boundless contiguity of shade, Where rumors of oppression and deceit Might never reach me more. — Cowper adapted. III. QUALITIES OF VOICE. Qualities of VorcE denote the kind used. They may be classified as 1. Pure. 2. Orotund. 3. Guttural. 4. Aspirate. 5. Tremor. In the Pure and the Orotund all the breath used is vocalized, while in the Guttural, Aspirate and Tremor it is more or less ob- structed. 3 10 PRINCIPLES OF ELOCUTION. I.— PURE. Pure quality is used in light and agreeable utter- ances, simple narratives, and expressions of moderate joy or grief. Pure quality of voice is the basis of utterance. It is the most used, and great care should be taken to acquire it perfectly. EXAMPLES. You hear that boy laughing ? You think he's all fun ^ But the angels laugh, too, at the good he has done ; The children laugh loud as they troop to his call, And the poor man that knows him laughs loudest of all. O. W. Holmes. For lo, the winter is past, the rain is over and gone ; the flowers appear on the face of the earth • the time of the singing of birds is come, and the voice of the turtle is heard in our land. Bible. At last Malibran came ; and the child sat with his glance riveted upon her glorious face. Could he believe that the great lady, all blazing with jewels, and whom everybody seemed to worship, would really siDg his little song? Breathless he waited ; — the band, the whole band, struck up a little plaintive melody. He knew it, and clapped his hands for joy. And O, how she sang it ! It was so simple, so mournful, so soul-subduing; — many a bright eye dimmed with tears, and nought could be heard but the touching words of the little song — oh ! so touching ! Anonymous. II— OROTUND. The Orotund is used in bold declamations, ani- mated appeals, and in expressing emotions of sublim- ity ana grandeur. The Orotund is the fullest and most complete tone that the vo- cal organs are capable of expressing. The Pure and the Orotund are comparative qualities, and the former may be developed into the latter by increasing the volume of sound and bringing into more complete action the vocal organs. A valuable drill is to practice giving the long vowel sounds, first PRINCIPLES OF ELOCUTION. 11 in the Pure, next in the Orotund, and then pass alternately from one tone to the other. EXAMPLES. Thou, too, sail on, O Ship of State ! Sail on, O Union, strong and great ! Humanity, with all its fears, With all its hopes of future years Is hanging breathless on thy fate ! Longfellow. The cloud-capp'd towers, the gorgeous palaces, The solemn temples, the great globe itself, Yea, all which it inherit, shall dissolve, And like this insubstantial pageant faded, Leave not a wreck behind. Shakspeaee. III.— GUTTURAL. The Guttural tone is used to express strong emo- tions of scorn, revenge, hatred and contempt, and vio- lent denunciation. In the guttural tone the voice is formed mostly by the vocal organs of the throat. EXAMPLES. Unmanner'd dog ! stand there where 1 command ! Advance thy halberd higher than my breast, Or, by Saint Paul ! I'll strike thee to the earth, And spurn upon thee, beggar, for thy boldness. Thou worm ! thou viper ! to thy native earth Return! Away ! Thou art too base for man To tread upon. Thou scum ! thou reptile ! Grace me no grace, nor uncle me no uncle ; I am no traitor's uncle. IY.— ASPIRATE. The Aspirate quality is a forcible whisper, and is used to express the emotions of fear, horror, dis- pair and remorse. 12 PRINCIPLES OF ELOCUTION. EXAMPLES. Avaunt ! and quit niy sight ! Let the earth hide thee ! Thy bones are marrowless, thy blood is cold : Thou hast no speculation in those eyes Which thou dost glare with! Hence ! horrible shadow, Unreal mockery, hence ! While thronged the citizens with terror dumb, Or whispering, with white lips, " The foe, they come! they comer Byron. How ill the taper burns ! Ha ! who comes here ? I think it is the weakness of mine eyes That shapes this monstrous apparition. It comes upon me ! Art thou anything ? Art thou some god, some angel, or some devil, That mak'st my blood cold, and my hair to stare ? Speak to me what thou art. Shakspeake. V.— TREMOR. The Tremor is a tremulous tone of voice used in expressing strong emotions of pity, tenderness, grief, joy and hope. EXAMPLES. O my soul's joy! If after every tempest comes such calms, May the winds blow till they have wakened death. Shakspeare. O my son Absalom, my son, my son Absalom ! would God I had died for thee, O Absalom, my son, my son ! Bible. If your waking call me early, call me early, mother dear, For I would see the sun rise upon the glad New Year, It is the last New Year that I shall ever see, Then you may lay me low F the mould and think no more of me. Tennyson. Different qualities of voice are generally combined in every se- lection of any length. The intensity of the expression, also va- ries with the intensity of the emotions to be represented. In PRINCIPLES OF ELOCUTION. 13 these respects the perception, taste and discrimination of the pupil must guide. As a general rule, however, the following should be observed. RULE. Suit the sound to the sense. IV. RATE. Rate has reference to the slowness or rapidity of utterance. It may be classified as 1. Slow. 2. Moderate. 3. Quick. A closer classification might make two additional divisions — very slow and very quick. The distinction between them and slow and quick, is not, however, sufficiently marked to render the division of practical importance. The rapidity or the slowness with which a given sentence is to be uttered depends upon the sentiments and emotions to be expressed. In determining the rate to be used, the meaning of the author must be carefully considered, and the movement of the voice guided by the sentiment and emotion to which utterance is intend- ed to be given. I.— SLOW. Slow rate is used in expressing sentiments and emotions that are grand, deep, vast, powerful, or solemn. The slow rate is frequently accompanied by the monotone, and when properly used is very effective. Care should, however, be exercised, lest the pupil use it so frequently that it lose its singnifi- cance and force. EXAMPLES. O Thou Eternal One ! whose presence bright All space doth occupy, all motion guide ; Unchanged through time's all-devastating flight; Thou only God ! There is no God beside ! Deezhavin. 14 PRINCIPLES OF ELOCUTION. We carved not a line, and we raised not a stone, But we left him alone with his glory. Wolfe. High on a throne of royal state, which far Outshone the wealth of Ormus and of Ind, Or where the gorgeous East with richest hand Showers on her kings barbaric pearls and gold, Satan exalted sat. II.— MODERATE. Moderate rate is used in expressing emotions of an ordinary character, and in descriptions and narra- tions that are not specially animated. EXAMPLES. Happy the man, and happy he alone, He who can call to-day his own ; He who, secure within, can say, To-morrow, do thy worst, for I have liv'd to-day. Deyden. And he gave it for his opinion, that whoever could make two ears of corn, or two blades of grass, to grow upon a spot of ground where only one grew before, would deserve better of man- kind, and do more essential service to his country, than the whole race of politicians put together. Swift. III.— QUICK. Quick rate is used to express emotions of sudden joy, great fear, haste, anger and animated description. EXAMPLE. Up drawbridge, grooms! — what, warder, ho! Let the portcullis fall. Scott. Now you see the water foaming all around. See how fast you pass that point ! Up with the helm ! Now turn ! Pull hard ! Quick ! quick ! quick ! pull for your lives ! pull till the blood starts from your nostrils, and the veins stand out like whip cords upon your brow ! Set the mast in the socket ! hoist the sail ! Ah ! ah ! it is too late ! Shrieking, howling, blaspheming, over they go. Gough. PRINCIPLES OF ELOCUTION. 15 And now he feels the bottom ; Now on dry earth he stands; Now round him throng the fathers To press his gory hands ; And now with shouts and clapping, And noise of weeping loud, He enters through the \River-Gate, Borne by the joyous crowd. Macattlay. V. PITCH. Pitch denotes the degree of elevation of the voice. It may be classified as 1. Low. 2. Middle. 3. High. The different degrees of pitch that may be employed depend upon the pupil's compass of voice. The classification of Low. Middle and High is but the use of relative terms, the standard vaiying with different individuals. Upon the proper variation of the pitch depends much of the pleasure of listening to the reader or speaker, and of the ease and effectiveness of vocal delivery. The monotonous and sing-song tone so often heard from public speakers results from a want of attention to the variation of the pitch. I.— LOW. Low pitch is used in expressing sentiments of awe, sublimity and reverence. The Low Pitch is usually accompanied by the Orotund quality of voice and Slow rate of utterance, and when properly em- ployed is very effective. EXAMPLES. I am thy father's spirit ; Doomed for a certain term to walk the night, And for the day confined to fast in fires, 16 PRINCIPLES OF ELOCUTION. Till the foul crimes done in my days of nature, Are burned and purged away. Shakspeake. With grave Aspect he rose, and in his rising seemed A pillar of state ; deep on his front engraven Deliberation sat, and public care ; And princely counsel in his face yet shone, Majestic though in ruin. Milton. The flag of the old Revolution Swear firmly to serve and uphold, That no treasonous breath of pollution, Shall tarnish one star of its fold. Swear ! And hark the deep voices replying, From the graves where your fathers are lying, "Swear, oh, swear!" Read. II.— MIDDLE. Middle Pitch is used in expressing moderate emotions, and in ordinary discourse and conversation. The Middle Pitch is the one that should be employed in reading or speaking, except where strong or peculiar emotions or senti- ments are to be expressed. It affords the widest range of the voice above and below, and being used in ordinary conversation, the vocal organs brought into exercise are stronger, and the per- son therefore reads or speaks with less fatigue. The Pure quality of voice and the Moderate Rate usually accompany the Middle Pitch. EXAMPLES. , Let the soldier be abroad if he will, he can do nothing in this age. There is another personage, a personage less imposing in the eyes of some, perhaps insignificant. The schoolmaster is abroad, and I trust to him, armed with his primer, against the soldier in full military array. Brougham. PRINCIPLES OF ELOCUTION. 17 Thus the birch canoe was builded In the valley by the river, In the bosom of the forest ; And the forest's life was in it. All its mystery and its magic, All the lightness of the birch-tree, All the toughness of the cedar, All the larch's supple sinews ; And it floated on the river Like a yellow leaf in autumn, Like a yellow water-lily. Longfellow. III.— HIGH. High Pitch is used in commanding and shouting to those at a distance, and in expressing joyous and strong emotional feelings. EXAMPLES. " Forward, the Light Brigade ! Charge for the guns ! " he said : Into the Valley of Death Rode the six hundred. TE2TCYSON. Hurrah, hurrah for Sheridan ! Hurrah for horse and man ! Read. Fear ye foes who kill for hire ? Will ye to your homes retire ? Look behind you ! they're a-fire ! And before you, see Who have done it ! From the vale On they come ! And will ye quail ? PlEKPOtfT. VI. STRESS. Stress denotes the variations of force applied to the vowel sounds in emphatic words. 18 PRINCIPLES OF ELOCUTION. * Stress may he classified as 1. Radical. 2. Median. 3. Terminal. 4. Compound. 5. Thorough. There are properly no words in the"* English language without one or more vowel sounds. The consonant sounds cluster around the vowels, and are in 0113 sense subordinate to them. The kind of force, therefore, applied to the vowel sound determines the character of emphasis which the word receives. I.— RADICAL. R.YDrcAL Stress is an explosive force upon the opening of the vowel sound, and is used in expressing lively and startling emotions, as commanding, anger? surprise. It ma.y be illustrated thus > The force of radical stress varies with the intensity of the emo- tion to be expressed. At times the explosive force gradually diminishes, and at others it very abruptly closes. The radical stress is heard in conversation frequently in expressions of sudden surp.ise, whether of joy or of pain. EXAMPLES. Out, out with the sword and the rifle In defence of your homes and your fires. Read. The combat deepens. On ye brave, Who rush to glory or the grave. Campbell. Revenge! about !— seek!— burn!— lire!— kill!— slay ! let not a traitor live ! Shakspeaee. II.— MEDIAN. Median Stress consists in swelling the middle of the vowel sound, and is employed in expressing grand and sublime ideas. It may be illustrated thus PRINCIPLES OF ELOCUTION. 19 When the median stress is used the movement of the voice is slow and measured, and the vowel sound is dwelt upon to an un- usual length. EXAMPLES. O grave ! where is thy victory ? O death ! where is thy sting ? Pope. These are thy glorious works, parent of good, Almighty ! thine this universal frame, Thus wondrous fair, thyself how wondrous then ! O thou that rollest above, round as the shield of my fathers ! whence are thy beams, O sun ! thy everlasting light ? Ossian. III.— TERMINAL. Terminal Stress is an explosive force upon the closing of the vowel sound, and is employed in ex- pressions of doggedoess, contempt, determination, and scorn. It may be illustrated thus