-NRLF 
 
 RE ADI 
 
LIBRARY 
 
 OF THE 
 
 UNIVERSITY OF CALIFORNIA. 
 
 Accession ...... t 05.154 Class ....<5f3.. 
 
READING AND SPEAKING 
 
 FAMILIAR TALKS TO THOSE WHO WOULD 
 
 SPEAK WELL IN PUBLIC; WITH A 
 
 THOROUGH PRESENTATION OF 
 
 MANDEVILLE'S SYSTEM OF 
 
 SENTENTIAL DELIVERY 
 
 BY 
 BRAINARD GARDNER SMITH 
 
 UPSON PROFESSOR OF RHETORIC AND ORATORY IN HAMILTON COLLEGE 
 
 THIRD EDITION, REVISED AND ENLARGED 
 
 BOSTON, U.S.A. 
 
 D. C. HEATH & CO., PUBLISHERS 
 1898 
 

 COPYRIGHT, 1891, 
 BY BRAINARD GARDNER SMITH. 
 
 TYPOGRAPHY BY J. S. GUSHING & Co., BOSTON, U.S.A. 
 PRKSSWORK BY BERWICK & SMITH, BOSTON, U.S.A. 
 
CONTENTS. 
 
 PAGE 
 
 INTRODUCTORY . v 
 
 CHAPTER I. 
 CONTROL OF THE BREATH . . . . . . . 3 
 
 CHAPTER II. 
 FAULTS, AND How TO CURE THEM . . . . .10 
 
 CHAPTER III. 
 CONSONANT SOUNDS 19 
 
 CHAPTER IV. 
 GOOD ARTICULATION AND A NATURAL MANNER . . .24 
 
 CHAPTER V. 
 SHALL WE LEARN TO READ AND SPEAK? 29 
 
 CHAPTER VI. 
 PUNCTUATION. PAUSES. MODULATION 37 
 
 CHAPTER VII. 
 EMPHASIS 57 
 
 in 
 
 \ ftfVI 54 
 
IV CONTENTS. 
 
 CHAPTER VIII. 
 
 PAGE 
 
 CLASSIFICATION AND DELIVERY OF SENTENCES ... 70 
 
 CHAPTER IX. 
 CLASSIFICATION AND DELIVERY OF SENTENCES. Continued . 93 
 
 CHAPTER X. 
 THE PRACTICAL APPLICATION 115 
 
 CHAPTER XI. 
 SOME GENERAL SUGGESTIONS 126 
 
 CHAPTER XII. 
 GESTURE 134 
 
 CHAPTER XIII. 
 PHYSICAL EARNESTNESS 142 
 
 CHAPTER XIV. 
 
 SUGGESTIONS BY EXPERIENCED SPEAKERS . . . -153 
 
 i 
 
 CHAPTER XV. 
 DECLAMATIONS 164 
 
INTRODUCTORY. 
 
 THIS collection of suggestions to would-be speakers 
 consists of most informal talks on matters of importance 
 to all young men ; for we are a nation of speech-makers. 
 Wendell Phillips used to say that as soon as the Yankee 
 baby could sit up in his cradle he called the nursery to 
 order, and proceeded to address the house. There are 
 some rules in the book, but they are those which my 
 experience has taught me ought to be known by every 
 speaker ; and as there are not so many as to be burden- 
 some, I trust that they may be learned by every young 
 man who has this book. 
 
 I have put upon these pages suggestions not usually 
 found in print. Some of them may seem trivial; but I 
 have been making them to students in the class-room over 
 and over again. Why not print them ? 
 
 I do not claim any originality, or to say what has not 
 been said in one way or another by many teachers. In- 
 deed, there is no new road to successful public speaking. 
 But I have tried to group together, in small compass and 
 convenient form, suggestions, rules, hints, encouragements, 
 warnings, examples, illustrations, all having bearing on the 
 "noble art of oratory," and all likely to be helpful. 
 
 My one aim is to help young men to a natural, comfort- 
 able, manly, forceful manner of 'speech in public. That is 
 not oratory ; but it is a long stride towards it. If they add 
 these suggestions and rules to the solid foundation of 
 
Vi INTRODUCTORY. 
 
 knowledge, of acquirement, the result of diligent and 
 patient study, and if, moreover, they have the " oratorical 
 instinct," then I am sure the results will not be fruitless. 
 
 The book is meant for the class-room, for the teacher, 
 for the student, as well as for the general reader, and I 
 have endeavored to give abundant opportunity for putting 
 the suggestions and rules into practice. Practice is the 
 main thing. The student must do the work ; the teacher 
 may help him do it on the right lines. 
 
 My thanks are due to the distinguished gentlemen who 
 so kindly responded to my request for suggestions to 
 young men who wish to be public speakers. The chapter 
 containing their suggestions is certainly the most inter- 
 esting and helpful in this volume. 
 
 I also desire to acknowledge my obligations to Messrs. 
 D. Appleton & Co., New York, for permission to make the 
 use I have made of Mandeville's " Elements of Reading and 
 Oratory " ; to Messrs. Funk & Wagnalls, New York, for 
 permission to quote from Shepard's " Before an Audi- 
 ence "; to the Penn Publishing Co., Philadelphia, the 
 publishers of Henry Ward Beecher's " Oratory," from 
 which, by their kind permission, I have taken extracts ; 
 and to Messrs. Houghton, Mifflin & Co., Boston, pub- 
 Ushers of the Essays of Ralph Waldo Emerson. 
 
READING AND SPEAKING. 
 
" I hope that you will from the start cultivate Elocution. The power of 
 speaking with grace and energy, the power of using aright the best words 
 of our noble language, is itself a fortune, and a reputation, if it is associ- 
 ated and enriched by knowledge and sense. I would, therefore, give a special 
 attention to all that is required of you in this department. But not one study 
 prescribed by the government is to be neglected." RUFUS CHOATE, in a 
 letter to his son, then a student in Amherst College. 
 
 " Eloquence is the power to translate a truth into language perfectly 
 intelligible to the person to whom you speak." RALPH WALDO EMERSON. 
 
 " I define oratory to be the art of influencing conduct with the truth set 
 home by all resources of the living man." HENRY WARD BEECHER. 
 
 " Deliberative eloquence, in its highest forms and noblest exertion, is the 
 utterances of men of genius, practiced, earnest, and sincere, according to a 
 rule of art t in presence of large assemblies, in great conjuncture of public 
 affairs, to persuade a people." RUFUS CHOATE. 
 
READING AND SPEAKING. 
 
 CHAPTER I. 
 CONTROL OF THE BREATH. 
 
 Their words are natural breath. Tempest. 
 
 'Tis breath thou lackest. King Richard II. 
 
 How art thou out of breath, when thou hast breath to say to 
 me that thou art out of breath? Romeo and Juliet. 
 
 Well, breathe awhile, and then to it again. .King Henry IV. 
 
 MY first suggestion is that you learn to breathe properly. 
 Nothing is more important than the ability to control the 
 breath. It is not my province to speak of the physiology 
 of the vocal organs, of the lungs, of the chest cavity, of 
 the midriff or diaphragm. Any modern elementary work 
 on physiology will furnish all the necessary information at 
 a trifling expense of money and time. I do not claim that 
 there is anything new in what I shall say. There are several 
 authorities on the subject. Sir Morell Mackenzie, Oskar 
 Guttmann, Leo Kofler, have given valuable suggestions ; 
 and so have Dr. Lenox Browne and Emil Bhenke in their 
 "Voice in Speech and Song," a work which I can recom- 
 mend, and to which I am indebted for much that follows. 
 
 There are three ways by which the chest may be enlarged 
 and air taken into the lungs. 
 
 i. By raising the shoulders, collar-bones, and upper 
 part of the chest. This is called clavicular or collar-bone 
 breathing. 
 
 3 
 
4 READING AND SPEAKING. 
 
 2. By extending the lower or floating ribs sideways. 
 This is called lateral or costal breathing. 
 
 3. By flattening the midriff or diaphragm, the " great 
 breathing muscle," as Dr. Oliver Wendell Holmes calls 
 it. This is called midriff or diaphragmatic or abdominal 
 breathing. 
 
 The lungs rest upon the midriff ; and, when this powerful 
 muscle is flattened, they must follow. At the same time 
 the abdomen is protruded, because its contents are pushed 
 downward by the midriff. The lower ribs are also pushed 
 out by the same muscle, so that costal and midriff breath- 
 ing take place together almost invariably. I believe that 
 the best authorities agree that they should take place 
 together ; thus the chest cavity is enlarged where its walls 
 offer the least resistance, and where the lungs are the 
 largest. 
 
 No speaker should ever employ clavicular breathing 
 even in combination with costal and midriff breathing. It 
 forces the upper chest walls up against the root of the 
 throat, and has a tendency to congest the blood-vessels 
 and tissues there. It necessitates controlling the exit of 
 the breath by the glottis, which was not made for that 
 purpose. Throaty tones, " speaker's sore throat," and 
 kindred troubles are largely due to this method of breath- 
 ing and of controlling the breath. It follows that an 
 abandonment of clavicular breathing, and the practice of 
 deep breathing (costal and midriff breathing combined) 
 often cure sore throats, and correct faulty tones. 
 
 When the speaker breathes zVzspires by flattening 
 the midriff, he is able to control the breath by that strong 
 muscle. As long as he holds it down, the air that he has 
 taken in remains in the lungs, just as water remains in the 
 cells of a sponge as it lies in the open hand. Close the 
 
CONTROL OF THE BREATH. 5 
 
 hand, and the water is squeezed out. Close the hand 
 slowly, and the water oozes out slowly. Relax the midriff 
 and lower ribs slowly, and the air will leave the lungs 
 slowly. The throat ought to have nothing more to do 
 with controlling the breath than the chanter of a bagpipe 
 has to do with controlling the air in the big bag under the 
 piper's arm. The throat the vocal organs should be 
 used to speak with. All its muscles should be relaxed, and 
 the speech organs should merely use the air as it passes 
 from the lungs through the mouth. And no more air 
 should be allowed to pass out than is needed for speech. 
 
 I am now speaking with no design of being scientifically 
 accurate. I am striving to give you impressions only. 
 
 Dr. Browne lays down this rule : " The criterion of 
 correct inspiration is an increase in the size of the abdo- 
 men and of the lower part of the chest. Whoever draws 
 in the abdomen and raises the upper part of the chest in 
 the act of filling the lungs, breathes wrongly." 
 
 There are a few very simple exercises, which, if practiced 
 regularly, will give you control of your breathing, and, to a 
 great degree, of your voice. They should be practiced 
 when there is no restricting clothing to interfere with the 
 freedom of the waist. After going to bed at night, and 
 before getting up in the morning, are good times. Many 
 of my pupils practice them in the gymnasium, stretching 
 out flat on the mats, or on the inclined surfaces of some of 
 the large pieces of apparatus. 
 
 EXERCISES IN DEEP BREATHING. 
 
 Lie flat on the back, placing one hand lightly on the 
 abdomen and the other on the lower ribs. This is that 
 you may feel what is going on down there, and get distinct 
 impressions. Endeavor to expand the lower ribs and raise 
 
6 READING AND SPEAKING. 
 
 the abdomen slowly and steadily ; at the same time breathe 
 slowly and steadily through the nostrils. If the ribs are 
 expanded, and the midriff flattened, the air must come 
 into the lungs, just as when you open your fingers the air 
 will fill the cells of a damp sponge which you have squeezed 
 in your hand. If you breathe deeply, the ribs must ex- 
 pand, and the midriff flatten. But I find that most 
 persons get the best impression of deep breathing by 
 putting their attention more upon the movements of the 
 ribs and abdomen than upon the thought of taking in air. 
 Some find it difficult at first to get any movement of the 
 ribs and abdomen. Of course, the abdomen is moved simply 
 because the midriff pushes down upon its contents ; but at 
 first to most persons there is no sense of movement in the 
 midriff. Never mind that ; look for its effects in the dis- 
 tended abdomen. 
 
 Right here I wish to guard you against the idea that 
 you must see how far out you can push the abdomen. You 
 are to strive to get a large expansion of the lower part of 
 the chest cavity. 
 
 Having thus taken a deep breath, which, as it seems to 
 you, has caused the ribs and abdomen to move, or, better 
 still, having by the expansion of the ribs and the disten- 
 sion of the abdomen filled the lungs with air, hold it there 
 a few seconds, not over four or five. Do not hold it by 
 closing the glottis, or, as it seems to you, by shutting up 
 the throat, or closing the air passages. Hold it by keeping 
 the midriff down, and the ribs expanded. As long as you 
 thus press firmly down and out, no air can leave the lungs, 
 however wide open the throat, mouth, and nostrils may be. 
 
 Having thus held the breath four or five seconds, expel 
 it suddenly from the lungs as completely and quickly as 
 possible. The result will be a complete collapse of the 
 
CONTROL OF THE BREATH. 7 
 
 lower part of the body. The midriff will fly back, the ribs 
 fall to their place, the abdomen sink down. I have been 
 thus minute in giving these directions, because of the 
 importance of the exercise. I will repeat the directions 
 briefly. 
 
 I. Inhale slowly through the nostrils, expanding the lower ribs, 
 and flattening the midriff. Hold the breath four or five seconds by 
 keeping the midriff down. Then expel the air sharply and quickly 
 through the mouth. 
 
 Repeating this for two or three minutes, you will have a 
 realizing sense that the muscles about the waist are having 
 a new experience. Do not fatigue them. Do not overdo 
 any of these exercises. 
 
 After practicing the first exercise until the midriff is 
 under pretty good control, take up the second exercise. 
 It is just the opposite of the first. 
 
 II. Inhale very quickly through the mouth, so that the ribs and 
 midriff will respond quickly. You may find it easier to give your 
 thought to the expansion and distension of ribs and abdomen, getting 
 the impression that their movement brings the air into the lungs ; 
 which is the fact. Hold the breath as before, and then exhale very 
 slowly and steadily through the mouth, controlling the breath 
 entirely with the midriff. 
 
 This at first will be difficult. The tendency will be to 
 expel the air in jets and spurts. Practice until you can 
 hold a lighted candle before your mouth and empty the 
 lungs without causing the flame to flicker. A feather will 
 serve instead of a flame while practicing on your back. 
 Afterwards, when sitting or standing, the lighted candle 
 will be best. It is this control of the outgoing air that 
 will do much towards giving you a firm, steady voice, and 
 towards curing a throaty tone. In practicing this exercise 
 keep your attention on the midriff. Do not think of the 
 
8 READING AND SPEAKING. 
 
 throat. All the muscles there should be relaxed. Remem- 
 ber this when you come to speak; and whenever your 
 throat begins to feel tired, whenever you are conscious of 
 a throat, turn your attention to the midriff, and by a steady 
 pressure there take the strain from the throat. 
 
 III. The third exercise consists in breathing in slowly as in I., 
 and breathing out slowly as in II., holding the breath as in each. 
 
 After a week of practice the breath may be held a little 
 longer each day ; but it should never be held over twenty 
 seconds. These exercises are not worth reading about 
 unless they are regularly and persistently practiced until 
 the habit of deep breathing and control of the midriff is 
 attained. Practiced for four or five minutes two or three 
 times a day, two or three minutes five or six times a day, 
 a minute ten or twelve times a day, they will do much for 
 you. Such practice is better than half an hour once a day. 
 Do not overdo the exercising when you begin. Make 
 haste slowly. After getting pretty good control of the 
 breath while lying flat on the back, try the exercises while 
 sitting erect in a chair, with the shoulders well thrown 
 back. Then practice while walking. Keep at it persist- 
 ently until the habit of breathing correctly is acquired. 
 
 I might fill several pages with the experiences of those 
 who, by faithfully practicing these simple exercises, have 
 been wonderfully benefited. I will content myself with 
 quoting the testimony of Dr. Lenox Browne. 
 
 " It must be borne in mind that unflinching regularity in this matter 
 is of the greatest importance. Exercise in moderation, regularly and 
 conscientiously repeated, will increase the breathing capacity, improve 
 the voice, and make speaking easy. It may change, and has changed, 
 the falsetto of a grown man into a full, sonorous, man's voice ; it may 
 restore, and has restored, a lost voice ; as it also may cure, and often 
 has cured, clergyman's [speaker's] sore throat. It will certainly turn 
 
CONTROL OF THE BREATH. Q 
 
 a greater quantity of dark blue blood into bright red blood ; the appetite 
 will increase ; sounder sleep will be enjoyed ; flesh will be gained ; and 
 the flabby, pallid skin will fill out and get a healthy, rosy color. All 
 this, and more, may be, and often has been, the result of lung gym- 
 nastics carried on in moderation and with perseverance. It is needless 
 to add that a man will no more improve his breathing by fitful and 
 exaggerated exercises, than he could hope to become a proficient upon 
 the violin by practicing once or twice a month for six hours at a 
 stretch." 
 
 I believe that I have given enough suggestions to enable 
 any one to acquire the habit of deep breathing. To those 
 who wish to study the subject further I recommend the 
 authors I have named, and also a very interesting article 
 on " The Relations of Diaphragmatic and Costal Respira- 
 tion," published in The Journal of Physiology, Vol. XL, 
 No. 3, March, 1890. 
 
 Never, in exercising or speaking, strive to fill the lungs 
 as full of air as possible, or to hold the breath as long as 
 possible. Both are injurious. The lungs should be con- 
 stantly replenished with air, so that there shall be an 
 ample supply for the speaker ; not an over-supply. There- 
 fore, in speaking, take breath at every opportunity. Do 
 not see how far you can go in a sentence without taking 
 breath. It is fatal to good speaking, for it is certain to 
 induce hurried speaking, the voice growing weaker and 
 weaker as the breath becomes scantier. The Rev. J. P. 
 Sandlands, in his book, "The Voice and Public Speaking," 
 says : " It will be found, after considerable practice, that it 
 is possible to take in sufficient breath for reading a very 
 long passage. I have myself read in the churchyard, on a 
 cold afternoon, the whole of the Lord's Prayer, after a 
 single inspiration." It is difficult to decide which is the 
 worse the advice given, or the taste that permitted the 
 publication of this peculiar devotional performance. 
 
IO READING AND SPEAKING. 
 
 CHAPTER II. 
 FAULTS, AND HOW TO CURE THEM. 
 
 For heaven's sake, speak comfortably. King Richard IL 
 
 Why, masters, have your instruments been at Naples, that they 
 
 speak i' the nose thus? Othello. 
 
 WHAT sort of a voice have you ? High pitched or low ? 
 Weak or strong ? You do not know ? That is not surpris- 
 ing. It's a wise man that knows his own voice. When 
 the phonograph is so improved that sound can be repro- 
 duced, minus the peculiar phonographic quality that now 
 characterizes it, men may easily learn to recognize their 
 own voices. Even as it is, you can recognize the repro- 
 duced voice of your friend who has talked to the phono- 
 graph. Talk to it yourself, and see if you ever heard that 
 voice before. 
 
 What are your faults as a reader or speaker ? Do you 
 articulate poorly ? Do you lisp ? Do you talk " through 
 your nose," as we incorrectly say? Do you begin your 
 sentences with a yell and end them with a gasp ? Do 
 you "make faces" when you speak, or is your face as 
 expressionless as a pan of milk? Do you slouch, or 
 straddle, or strut before your audience ? Do you finger 
 the skirts of your coat ? Have you any bad habits ? Of 
 course you do not know. If you did, you would cure 
 them ; or try to. It does not need an experienced and 
 high-priced teacher of elocution to tell you of your faults ; 
 although, undoubtedly, such an one could best put you 
 in the way of overcoming them. But, unfortunately, good 
 
FAULTS, AND HOW TO CURE THEM. II 
 
 teachers of elocution are not always available, and it is 
 not always safe for a person to try to cure himself, par- 
 ticularly when he has no means of diagnosing his case. 
 
 One of the worst tones, and when I thus use the 
 word "tone," I mean what Webster defines as "an 
 affected speaking, with a measured rhythm, and a regular 
 rise and fall of the voice," one of the worst tones I 
 ever heard was possessed by a young man with oratorical 
 aspirations and weak lungs. To strengthen his lungs, he 
 was advised to read in the open air ; so, one long vacation, 
 he armed himself with a volume of Webster's orations, and 
 all that summer made the pasture and the wood-lot ring 
 with the weighty sentences of the Defender of the Consti- 
 tution. He strengthened his lungs, and developed a sing- 
 song which he was never able to overcome. 
 
 Another young man came to my class with a very 
 pronounced and disagreeable tone. I called his attention 
 to the fault, and suggested that, in addition to his regular 
 class work, he read aloud daily to some one who should 
 tell him when he departed from a natural, conversational 
 manner. Fortunately, he could have for his critic his 
 intelligent mother. He read aloud to her daily and often ; 
 read newspapers, novels, his lessons, anything, endeavoring 
 constantly to "tell it " in the most natural way. She was 
 a careful critic, and kept him to his work. At the end of 
 six months he could read and speak remarkably well ; and 
 the tone never showed itself except in moments of unusual 
 excitement. He could have cured himself entirely ; if, 
 indeed, he has not. Such faults will not disappear in a 
 day, nor in a week, nor in a month ; but they can be cured 
 by patient persistence. 
 
 A gentleman was called from active business life to a 
 professor's chair in a technical college. He found it 
 
12 READING AND SPEAKING. 
 
 necessary to lecture, not only to his students, but before 
 various associations. He asked me to hear him read, and 
 to criticise and suggest. He lisped ; "r " was as unknown 
 to him as to Dundreary, with his "wow, and wumpus, and 
 wiot," and he had a weak voice. In a few lessons I 
 pointed out these defects, of which before he had known 
 almost nothing, and advised him as I had advised the 
 student. The professor read daily to his wife, and prac- 
 ticed on a list of difficult words which I made out for him. 
 The result was a rapid and almost surprising improvement. 
 But he worked very hard. 
 
 It was some time after I had begun preaching this 
 practice to those who came to me for help, that I chanced 
 upon this paragraph in an article entitled " How to Read 
 Well/' by Edmund Shaftesbury, the author of several 
 works on voice culture and elocution : 
 
 11 The person who desires to acquire the colloquial style should take 
 a newspaper and select some short sentence, and say this aloud to some 
 person in his presence. For instance, to-day's paper contains the 
 following : ' The heat of yesterday was so intense that many persons 
 were prostrated.' If you say this, the person hearing it will suppose 
 it is a remark of your own. It is better to sit behind the person, so 
 that the paper may not be seen ; then read as many selections from it 
 as possible, trying in each case to deceive your hearer. A pupil, who 
 was a most unnatural and affected reader, adopted this method to cure 
 himself. He reports : ' One evening I was alone with my wife, and 
 taking up the paper, I tried to read the following in a colloquial 
 manner: " Miss Gracie Smith, who recently arrived in this city, is as 
 beautiful as she is accomplished. Few persons can resist her charms." 
 My wife immediately arose and said, "And what do you know about 
 Miss Smith? " " I know nothing," I said ; "I was merely reading to 
 you from the paper." "Oh, I thought you were talking!" Every 
 reader should practice in this manner until perfection is reached." 
 
 So, you see, you may help yourself by getting a friend 
 to help you. The teacher of elocution could help you 
 
FAULTS, AND HOW TO CURE THEM. 13 
 
 better than the inexperienced friend, probably ; but it is 
 not every one who can afford to take one or two lessons 
 a day, six days in the week for six months. But that is 
 exactly the way to break up bad habits of speech. It is 
 the constant daily practice, day after day, whether you feel 
 like it or not, that brings the unruly tongue into subjec- 
 tion, makes the weak voice strong, enables the high-voiced 
 speaker to hear his own squeak and to place his tones 
 where they belong, or the indistinct growler to develop a 
 ringing baritone. The teacher may tell you just what to 
 do and how to do it, but twelve hours later you do not 
 know whether you are doing what he told you to do, or not. 
 It is well for those who take lessons in elocution, to be 
 accompanied by a friend, who shall also hear the lesson, 
 and then help the pupil carry out the instruction. 
 
 But suppose that there is no teacher of elocution, and 
 you learn that your voice is pitched too high. How are 
 you going to lower it ? You have not known that it was 
 too high. It has always sounded well to you. You must 
 have some assistance, and your assistant must, if possible, 
 imitate you, to show you how you speak. Then you must 
 try to imitate some one who speaks well. With breath 
 well controlled, with throat relaxed, with mouth well open, 
 strive to speak in a big, strong voice. Think of the sound 
 as big and round, and send it out. Think of the sound as 
 coming from the chest, and roll it out. Work away, with 
 the aid of the friend, brother, sister, mother, wife, room- 
 mate, whomsoever, who shall guard you against a throaty 
 grunt or a husky growl ; who shall tell you when you pro- 
 duce a good sound, so that you may learn to hear it, and 
 thus cultivate the ear as well as the voice. Read anything 
 you please ; but the more open vowel sounds ahs and 
 ohs there are, the better. Do not hurry ; keep plenty of 
 
14 READING AND SPEAKING. 
 
 breath in the lungs ; and, above all, do not tire the throat. 
 Say to yourself constantly, "I will get this voice down/* 
 Try, always, to talk in a low tone. Ask your friends to 
 tell you when you are "getting high." Think in a low 
 voice. The expert teacher can do wonders in "placing" 
 a voice ; but much can be done without the expert teacher. 
 The end you aim at is to acquire the habit of speaking in a 
 lower key. 
 
 All this applies equally well to the person whose voice 
 is pitched too low. Let me quote a paragraph from a 
 lecture on " Common-Sense Elocution," delivered by the 
 Rev. J. M. Buckley, D.D., the editor of the Christian Advo- 
 cate : 
 
 " Many a man is born with a bass voice. I had such a voice. I 
 used it without skill. A Professor of Elocution, who was a master, 
 took hold of me. He told me to get a melodeon. I did so ; and every 
 morning I took the pitch G, and then the pitch C, and practiced speak- 
 ing. Then I took a tuning-fork into the pulpit and took the pitch C. 
 I went on practicing, until I can now stand before an audience, and 
 pitch my voice to meet any requirement. I then took to walking in the 
 woods and practicing. I say this much, because I want to show what 
 can be done with the voice." 
 
 It does not follow that you must learn to pitch your 
 voice at C exactly, or at G precisely, though the more 
 exact the ear and the more complete the control of the 
 voice the better, of course, but you must learn to know, 
 to hear, when your voice is too low or, too high, too weak 
 or too strong. I am sure I cannot do better than to quote 
 a page or so from the lectures of the late Nathan Shepard, 
 published under the title, "Before an Audience." They 
 were written especially for students preparing for the min- 
 istry ; but the book ought to be in every would-be orator's 
 hands, despite the author's rather unreasonable opposition 
 to all "elocutionists," and all their methods. 
 
FAULTS, AND HOW TO CURE THEM. 1 5 
 
 " The pupil in vocal music," he says, "practices occasionally; the 
 pupil in public speaking must practice incessantly. That is, he is to 
 speak in the coveted tones whenever he speaks, whether in public or in 
 private. And as, on the one hand, the pupil in singing may talk in 
 whatever voice he chooses, so long as he sticks to his 'part 1 while 
 singing, so, on the other hand, the pupil in speaking will find that, how- 
 ever much or well he may sing in a baritone, he will still talk in the key 
 of the cockatoo. 
 
 "You are invariably, not occasionally, but invariably, to use the 
 strongest tone you can create. Joke in it, and shout in it, and whisper 
 in it. Yes ; and think in it. You can think in it (after you know how) 
 as easily as you can speak in it. Great actors know how. They go 
 over their 'part' with vehement reflection. The late Mrs. Siddons 
 spent hours of silent meditation upon hers. It is not an occasional 
 exercise I am talking about, like the ' lessons in elocution ' with which 
 quacks lie in wait at the pockets of preachers, who ought to know 
 from experience that the root of the matter is in the intellect, the reason, 
 the understanding, the reflective faculties, the perceptive faculties, and 
 all the rest of the faculties. . . . But whatever be its name, or nature, 
 or origin, or cause, this offensive tone, and every other offensive tone, 
 can only be effectively and permanently removed by willing its removal. 
 It is sufficient for the elocutionist and actor and singer to get rid of it 
 occasionally ; and, even then, only by a use of the will. But the public 
 speaker must rid himself of it perpetually ; since it is perpetually that 
 his art calls for its removal. 
 
 "This new voice is a new language, and should be desired and 
 acquired as such. It necessitates pains and thought and consecration 
 and continuity like that bestowed upon the acquisition of any other 
 foreign language ; and, like every other foreign language, you will never 
 learn to converse in it or speak in public in it, unless you talk in it 
 incessantly. In spite of your utmost exertions, it will slip away from 
 you often before you get hold of it permanently. You will forget and 
 forget and forget this lesson in self-discipline and self-drill, and in 
 knowing what you and your voice are about, and will find yourself say- 
 ing, ' How are you ? ' or, ' What a hot summer we are having,' or, ' Let 
 us sing the forty-fifth hymn,' or, ' May it please the Court, Gentlemen 
 of the Jury,' in the old natural falsetto which came to you through 
 negligence, instead of in the new and equally natural baritone which 
 comes to you by the use of the will and knowing what you and your 
 voice are about. 
 
16 READING AND SPEAKING. 
 
 " The value of a vigorous, flexible, mellow baritone for public speak- 
 ing cannot be overestimated. It is a richly paying investment. It 
 covers a multitude of minor sins. It compensates somewhat for defi- 
 ciencies in rhetoric and thought. There is health in it, and dignity, 
 and manliness, and character." 
 
 True, every word of it. 
 
 Suppose that you learn that you speak too fast, or that 
 you drawl, or that your articulation is faulty, that your 
 tongue refuses to obey you, that your lips are stiff and 
 unwieldy. You have not thought of these things before. 
 Now you hear, and feel, and know them, because they have 
 been pointed out to you. What are you to do ? Why, 
 strive to overcome these faults, of course ; just as you would 
 try to overcome a tendency to toe in, or to stoop, or to 
 carry your hands in your trousers pockets, or any other 
 bad habit. Read daily, speak daily, before a critic if 
 possible, with this end in view. If you find it next to 
 impossible to say distinctly, "it sufficeth us " or "selfish 
 spirits," if "r" is a difficult letter to speak and "dst" a 
 difficult sound, practice speaking them ; get command of 
 them. 
 
 Most manuals of elocution give lists of these difficult 
 combinations ; or you can make your own list. Keep the 
 difficult words and sounds constantly in mind, and spend 
 idle moments, when walking, waiting, courting sleep upon 
 a wakeful pillow, in repeating and mastering them. 
 
 In "Voice in Speech and Song" there are some simple 
 exercises given for strengthening and controlling the mus- 
 cles of the lips and tongue. You will be surprised to 
 find how difficult these simple exercises are ; but it is not 
 surprising. You probably have never used these muscles 
 properly, or, at least, consciously, and they must be taught 
 to obey the will. The exercises should be practiced before 
 
FAULTS, AND HOW TO CURE THEM. I/ 
 
 a mirror. A hand-glass is best, so held that a strong 
 light may fall upon it and be reflected into the mouth. 
 
 EXERCISES FOR THE LIPS. 
 
 I. Open the mouth as widely as possible every way; look at 
 the tongue, the soft palate, and the back of the throat. Then shut 
 the mouth again. Repeat this several times. 
 
 Very simple ? Yes. But just notice that a minute 
 spent in this exercise shows you that it is an exercise 
 which makes you extremely conscious of several muscles 
 you had never thought of before. 
 
 II. Open the mouth widely enough to put two fingers between 
 the teeth ; then smile so as to draw the corners of the mouth side- 
 ways until they are each bordered by a little perpendicular line. 
 Now suddenly alter the shape of the mouth by protruding the lips 
 as much as possible, with only a small opening between them, as in 
 whistling. The changes must be quick and smart. Repeat this 
 several times. If It makes you laugh, so much the better; for that 
 will put you in a good temper, which may be useful to you in going 
 through a few apparently still more absurd exercises. 
 
 III. Smile, with the lips firmly closed, drawing the corners of 
 the mouth as much sideways as possible. Then smartly protrude 
 the lips, still firmly closed, with no aperture whatever. Repeat 
 this several times. 
 
 EXERCISES FOR THE TONGUE. lAj^L^** 
 
 I 
 
 I. Open the mouth widely. Put out the tongue straight as far 
 as possible. Draw it back smartly, and try to let it lie flat and 
 low, but touching the lower teeth all around. Repeat this several 
 times. In this, as in the remaining tongue exercises, great care must 
 be taken to keep the lips and the lower jaw perfectly still. 
 
 II. Put the tip of the tongue against the lower front teeth, and 
 then push it out as far as possible ; this will, of course, completely 
 roll it up. Then draw it back smartly, as in Exercise I. Repeat. 
 
 III. Keep the root of the tongue as flat as you can, raise the tip 
 and push it perpendicularly and quite slowly towards the roof of the 
 
1 8 READING AND SPEAKING. 
 
 mouth. Then lower it again as gradually, until it has once more 
 assumed its original position. Repeat. 
 
 IV. Raise the tip of the tongue as in Exercise III., and move it 
 gradually from one side to the other, so that the highest point of it 
 describes a semicircle. Repeat. 
 
 I know of nothing of the kind more helpful than these 
 tongue exercises. They are based on common-sense. The 
 flute player practices his " tootle-tootle-tootle," or " tucka, 
 tucka, tucka" for months, that he may acquire facility in 
 the art of double-tonguing. Why should not the speaker 
 strive to get his tongue under like control ? I have 
 known more than one person, by endeavoring to practice 
 these movements, ascertain that he was tongue-tied : not 
 enough perhaps to affect his speech in ordinary conversa- 
 tion, but enough to render clean-cut articulation difficult, 
 or impossible. Such a person should go to the best sur- 
 geon available for advice. The knife sometimes is used 
 to good effect then. Again, let me warn you against over- 
 doing these exercises. They will be found to be very 
 fatiguing at first. " A little and often " is a good rule. 
 
CONSONANT SOUNDS. 
 
 CHAPTER III. 
 CONSONANT SOUNDS. 
 
 I abhor such fanatical fantasms, such insociable and poimVdevise com- 
 panions; such rackers of orthography, as to speak dout, h'ne, when he should 
 say doubt; det, when he should pronounce debt; d, e, b, t; not d, e, t. He 
 clepeth a calf, cauf; half, hauf; neighbour, vocatur y nebour, neigh, abbre- 
 viated, ne. This is abhominable (which he would call abominable). 
 
 Love's Labor's Lost. 
 
 You should combine with the exercises just given, prac- 
 tice in the consonant sounds. If you will notice carefully, 
 you will see that indistinctness in articulation is due, 
 almost always, to a failure to give the consonants their 
 proper value, particularly when they stand at the end of 
 words. The words, " From the stern text of the Acts of 
 Uniformity," for instance, are often read, " From the stern 
 tex of the Ax of Uniformity." Careful study of the fol- 
 lowing tables will repay you. Give each sound more than 
 its proper value overdo it, if you please at first. Let 
 the final sounds linger on the lips or the tongue. Distinct- 
 ness is what you are to aim at. 
 
 The Labials, so called because they are made with the 
 lips, are b, p, m, w, v, f. They should be pronounced as 
 follows : 
 
 b, as in bab, babe, bad, bade, barb. 
 
 1 . Bad Bob blabbed and blubbered bitterly. 
 
 2. Be bold, be bold ; be not too bold. 
 
 3. By the blue Bosporus the black bandit bled. 
 
 p, as in pap, pape, peep, pip, pipe. 
 
 i . Papa peeped at Peter, and playfully pelted Pat. 
 
2O READING AND SPEAKING. 
 
 2. Stop stooping as you step, Polly. 
 
 3. Hope on, hope ever. 
 (Not, Ho pon, ho pever.) 
 
 m, as in maim, mam, mime, mome, mum. 
 
 1. Mamma, make Mary mind Martha. 
 
 2. Madam, my man maimed your moose. 
 
 3. Mile-stones mark the march of time. 
 (Not, Mile-stone smark the mar choftime.) 
 
 w, as in woe, was, weld, wise, wear. 
 
 1. William West wears white wool. 
 
 2. Woe ! when wise women won't work. 
 
 3. Well, Washington was wiser than Webster. 
 
 v, as in valve, vale, have, love, brave. 
 
 i . Vain the valor of the brave savage. 
 
 2. Value virtue, love bravery. 
 
 3. Valiant deeds for vengeance or revenge. 
 (Not, Vallian deeds for venjan sor revenge.) 
 
 f, as in fife, fifth, life, lift, gift. 
 
 1. Frank faithfully fifes, forgetful of foes. 
 
 (Not, Frang faithfully fives , forgetfulla foes.) 
 
 2. Firmly the fowl faced the fierce fox. 
 
 3. A faithful life lifts the father's fortunes. 
 
 (Not, liffs) 
 
 The Dentals, so called because made by the action of 
 the tongue against the teeth, are d, t, th (two sounds), s, 
 z, zh, sh, j, ch. 
 
 d, as in did, dado, add, sad, bad. 
 
 1. Did Daniel dare to dare Darius ? 
 
 2. Add a dado, and don't daub the door. 
 (Not Ad-da-dado) 
 
 3. The band blared sadly, Dan declared. 
 (Not, The ban blared) 
 
 t, as in taunt, tent, test, tight, tift. 
 i. Tie taut the tent, and test it. 
 (Not, tes tit.) 
 
CONSONANT SOUNDS. 21 
 
 2. To-morrow try and talk truly and truthfully. 
 
 3. Aunt went to town, intent on treating Tommy. 
 (Not, Ann twen f town, inten ton) 
 
 th, as in than, then, breathe, beneath, bathe. 
 
 1. Breathe with care ; do not mouth thy words. 
 (Not, Bree thwith care ; do not mow thy words.) 
 
 2. Their smooth lithe forms were bathed in oil baths. 
 
 3. Swathed in light clothes they writhed beneath. 
 
 th, as in thin, thorn, birth, breath, wrath. 
 
 i. Two athletic youths were third and fourth. 
 
 (Not, athletty kewth swere third and fourth.) 
 ; 2.. Your mirth hath death in it, quoth the Goth. 
 
 (Not, Your mir thath death in it, qtto the Goth.) 
 3. The fifth youth went to his bath in wrath. 
 
 (Not, 7*hefiff youth went to his baa thin wrath.) 
 
 s, as in saw, sent, cease, suns, face. 
 
 i. Susan sent some sweets to Sam. 
 
 (Not, Susan sen some sweets to Sam.) 
 ; 2. Cease sighing, since sighs seldom secure success. 
 (Not) See sighing, sin sighs eldom secure success.) 
 1^3. Star after star sinks from sight in the heavens. 
 {Not, sings from sight) 
 
 z, as in zeal, zone, zenith, rouj-e, hay. 
 
 1. Rouse the zealots to resist the Zulus. 
 
 2. The zephyr has gone, the blizzards are rising. 
 
 (Not, the blizzard sare rising.) 
 
 3. Each daisy teaches a lesson. Abuse them not. 
 
 (Not, teachy sa lesson.) 
 
 zh, as in azure, brazier, glazier, treasure. 
 
 1. The hosier in his leisure had a vision. 
 
 2. The seizure of the grazier caused displeasure. 
 
 (Not, caused his pleasure) 
 
 3. In Elysium are treasures without measure. 
 
 sh, as in sham, shame, push, hush, fish. 
 
 i. Shun selfish spirits who push shamelessly. 
 (Not, Shun selfy shpirits who push aimlessly.) 
 
22 READING AND SPEAKING. 
 
 2. The sunshine shows ships with shining sheets. 
 
 3. When fish rush shoreward, shun savage sharks. 
 
 (Not, rush orevuard) 
 
 j, as in jam, gem, jig, cage, sage. 
 
 1 . Judge justly James, his savage majesty. 
 
 2. Join joyfully in the jubilant jig. 
 
 3. Gems and jewels just from Japan. 
 
 ch, as in chat, chief, church, rich, which. 
 
 1 . The chief cheerfully chose the choicest chair. 
 
 (Not, choices chair.) 
 
 2. Richard chanted in church like a cherub. 
 
 3. March Charles, and fetch starch cheerfully. 
 
 The Palatals, so called because made by the aid of the 
 palate, are g, k, y. 
 
 g, as in gag, gad, hag, gasp, tug. 
 
 1. Go get the gun and give the goose a shot. 
 
 2. The hag gagged Gladys gasping in great grief. 
 3.'* Hug gold, grasping Caspar, greedy ghoul. 
 
 (Not, Hug old) C 
 
 k, as in kick, clock, kink, coke, quill. 
 
 i. Kick, clown, and climb quick, Carlos. 
 Kill the king, the crank cried crossly. 
 
 3. Care killed the cat, the crow cried caw. 
 
 y, as in yet, year, yard, yacht, yak. 
 
 1. Youthful Yankee yachtmen squared the yards. 
 
 2. The yokel yielded with a yell. 
 
 3. A yellow yak yearned for a yew. 
 
 The Nasals, made by a free escape of vocalized breath 
 through the nostrils, are n and ng. 
 
 n, as in no, name, man, ran, won. 
 
 1. No man need know need in this new nation. 
 
 2. Nathan, nothing needing, noted not the noise. 
 
 3. Now none kneel when the bell knells. 
 
CONSONANT SOUNDS. 23 
 
 ng, as in sing, song, sung, singing, ringing. 
 
 1. The singing grew fainter, the song dying away. 
 
 2. Recoiling, turmoiling, and toiling and boiling. 
 
 3. And dashing, and flashing, and splashing, and clashing. 
 
 The Linguals, so called because made chiefly with the 
 tongue, are 1 and r, 
 
 1, as in lull, Lulu, little, fall, bottle. 
 
 1 . Lulu lulled the lamb until it fell asleep. 
 
 2. They fell like leaves and fill long lists. 
 (Not, They fell ike leaves ari 1 fill ong liss.) 
 
 3. Lanky Lascars lolled listlessly along shore. 
 
 r, as in roar, rear, hair, roam, roast. 
 
 1. Robert, absorbed in riches, rarely reckoned wrongly. 
 
 2. The car was adorned with corn and drawn by four horses. 
 (Not, The cah was adawned with cawn, and drawn by fo^ 
 
 hosses.) 
 
 3. The worm yearned for a ripe pear, urged by hunger. 
 
 ( Not, for a rye pear) 
 
 These sounds should be mastered, particularly the final 
 combinations. Watch your own articulation carefully. As 
 I have said, whenever a difficult combination is found 
 make a note of it and practice it over and over again. 
 
 O^W^-4 
 
24 READING AND SPEAKING. 
 
 CHAPTER IV. 
 
 GOOD ARTICULATION AND A NATURAL MANNER. 
 
 Mind your speech a little. King Lear. 
 
 Speak the speech, I pray you, as I pronounced it to you, trippingly on the 
 tongue : but if you mouth it, as many of our players do, I had as lief the 
 town-crier spoke my lines. Hamlet. 
 
 A most rare speaker, to nature none more bound. King Henry VIII. 
 
 IT is almost needless to dwell on the importance of 
 good articulation and correct pronunciation. I do not 
 mean precise speech of the "prunes, prisms, and pota- 
 toes " variety ; but distinct speech. Having learned so 
 to control the breath that, in speaking, no air goes out of 
 the mouth that is not vocalized ; having got complete con- 
 trol of lips and tongue, then strive to speak with the least 
 effort and with the utmost distinctness. Loud speaking 
 is not necessarily distinct speaking. Noise is not oratory. 
 We want no more of what Wendell Phillips characterized 
 as " pulmonary eloquence." Hear what Ernest Legouve 
 says in his charming little work, " Reading as a Fine 
 Art": 
 
 "Articulation plays an immense part in the domain of reading. 
 Articulation, and articulation alone, gives clearness, energy, passion, 
 and force. Such is its power that it can even overcome deficiency of 
 voice in the presence of a large audience. There have been actors of 
 the foremost rank, who had scarcely any voice. Potier had no voice. 
 Monvel, the famous Monvel, not only had no voice, he had no teeth ! 
 And yet no one ever lost a word that fell from his lips ; and never 
 was there a more delightful, more moving artist than he, thanks to his 
 
GOOD ARTICULATION AND A NATURAL MANNER. 2$ 
 
 perfect articulation. The best reader I ever knew was M. Andrieux, 
 whose voice was not only weak, but worn, hoarse, and croaking. Yet 
 his perfect enunciation triumphed over all these defects." 
 
 I said that loud speaking is not necessarily distinct 
 speaking. Far from it. But one must speak so as to be 
 heard. In this endeavor to make noise do the work of 
 articulation, thoughtless speakers often become artificial, 
 acquire a tone. Men said of Wendell Phillips that he 
 spoke to an audience of two thousand as though by his 
 own fireside. It is safe to say that he did no such thing. 
 If he had, he would not have been heard. He spoke in a 
 natural way, in a conversational manner, but not with con- 
 versational articulation. If you speak to your audience 
 as you speak to your friend by your fireside, your audience 
 will not understand what you say. If you speak to your 
 friend as you ought to speak to your audience, your friend 
 will say that you are stilted. Why ? Because you must 
 articulate with care and put your voice out, away from 
 you, in order to make the audience hear. Edwin Booth 
 will whisper so that two thousand persons can hear and 
 understand. How does he do it ? By perfect articula- 
 tion, and by sending the voice out into the auditorium. 
 If there are those who say that there is no such thing as 
 " sending the voice out," I answer: Stand in one end of a 
 room fifty feet long. Try to make your voice go to the 
 opposite wall, not by shouting, but by actually putting the 
 voice there. There is something in it, call it by what 
 name you please. Certainly the effect can be produced. 
 
 Coquelin, the famous French actor, in an address before 
 the students of Harvard University, said : 
 
 ."How can an actor hope to be understood if he stammers and 
 sputters ; if he drowns all the author's points, all his delicacies, and 
 
26 READING AND SPEAKING. 
 
 all his strong passages, in the same lukewarm, monotonous, and color- 
 less delivery ? But naturalness, some one will object must not the 
 actor speak naturally ? Oh ! do not talk to me about the naturalness 
 of those who do not articulate ; who recite in a conversational tone ; 
 who mistake the stage for a drawing-room ; who chat in presence of 
 the public as they would in presence of two or three friends. . . . The 
 stage is not a drawing-room. You cannot address fifteen hundred 
 spectators in a theatre as you would address a few companions at the 
 fireside. If the tone is not raised you will not be heard ; and if you 
 do not articulate, the public will be unable to follow you." 
 
 Write " speaker " for "actor," and "platform" or "ros- 
 trum" for "stage," and the words of M. Coquelin apply 
 to public speakers. But does this famous comedian prac- 
 tice what he preaches ? Mr. Brander Matthews says of 
 him : 
 
 " M. Coquelin is a master of diction , as the French call it; of deliv- 
 ery, of the art of speech, as we must call it. He has a faculty of in- 
 describable volubility; but, despite the utmost rapidity of utterance, 
 he is always clearly and distinctly audible in all parts of the theatre." 
 
 Speaking of conversational articulation reminds me of 
 a little story. A French gentleman, calling upon the poet 
 Longfellow, in the course of conversation complained of 
 some of the difficulties of the English language. 
 
 " For eenstance," said he, " I hear continual ze vord 
 ' zattledoo,' but no one can tell me eets meaning ; no one 
 recognize eet ; eet ees note een ze dictionaire. Vat ees 
 zat vord ? " 
 
 The poet admitted that the word was new to him also. 
 Just then a servant came in with coal for the grate. 
 
 " That'll do," said Mr. Longfellow, when enough had 
 been put on. 
 
 " Zat ees ze vord ! " exclaimed the Frenchman, bound- 
 ing from his chair. " Zat ees eet ! Zattledoo, zattledoo ! 
 Vat ees zat eencomprehensible vord ? " 
 
GOOD ARTICULATION AND A NATURAL MANNER. 2/ 
 
 Now, if Mr. Longfellow had said with very careful articu- 
 lation, "That will do Maria," the French gentle- 
 man would not have recognized his tantalizing word. But 
 Mr. Longfellow was talking as a gentleman talks by his 
 fireside. It is not the way in which a gentleman should 
 talk before an audience. 
 
 I have spoken of Wendell Phillips, who is held up to 
 young speakers as an unapproachable example of the 
 natural style of public speaking. As has been truly said, 
 he more than anybody else put an end, in this country, to 
 pompous and stilted eloquence, and substituted a simpler 
 style. I never heard him ; but I am always interested in 
 learning how his speech impressed good judges of oratory. 
 His biographer, Dr. Carlos Martyn, says : 
 
 " His enunciation was an added charm. Each word was as dis- 
 tinctly uttered as though it were a newly coined gold piece. Yet he 
 never elocutionized ; there was nothing pedantic in his utterance. 
 Like everything else about his oratory, it was natural, or seemed so. 
 [The italics are mine.] In tone and manner, although thus conversa- 
 tional, Mr. Phillips was at the same time elevated. It has been said 
 that speaking which is merely conversational has no lift in it; the 
 mind may be held by it, but is not impressed. On the other hand, 
 speaking which has no everyday manner as its basis is stilted and 
 fatiguing. The orator should frame his style on the level of plain, 
 common-sense talk ; then this ought to lead out and up toward vistas 
 of cloudland and the music of the spheres. In this regard Wendell 
 Phillips was a model." 
 
 Col. Thomas Wentworth Higginson, surely a competent 
 critic, says : 
 
 " The keynote to the oratory of Wendell Phillips lay in this: that 
 it was essentially conversational the conversational raised to its 
 highest power. Perhaps no orator ever spoke with so little apparent 
 effort, or began so entirely on the plane of his average hearers. It was 
 as if he simply repeated, in a little louder tone, what he had just been 
 
28 READING AND SPEAKING. 
 
 saying to some familiar friend at his elbow. . . . The colloquialism 
 was never relaxed, but it was familiarity without loss of uignity. Then, 
 as the argument went on, the voice grew deeper, the action more ani- 
 mated, and the sentences came in a long, sonorous swell, still easy 
 and graceful, but powerful as the soft stretching of a tiger's paw." 
 
 I have quoted thus to show that Wendell Phillips did 
 not talk to an audience as he talked to his friend by the 
 fireside. He was just as natural on the platform as in the 
 study ; but he did not employ the fireside articulation, or 
 force, or voice* He was never indistinct. 
 
SHALL WE LEARN TO READ AND SPEAK? 
 
 CHAPTER V. 
 SHALL WE LEARN TO READ AND SPEAK? 
 
 I took pains to make thee speak. Tempest. 
 
 I pray, sir, can you read ? Can you read anything you see ? 
 
 Romeo and Juliet. 
 
 I AM aware that there is widespread prejudice among 
 persons of the greatest intelligence, perhaps among 
 scholars more than others, against " learning to read 
 or speak by rote," as they call it. They object strenu- 
 ously to all the rules laid down by the elocutionists for the 
 proper delivery of sentences. They laugh at the "elocu- 
 tion books," with their many and intricate directions for 
 delivering all kinds of speeches, from "grave to gay, from 
 lively to severe." There is considerable cause for their 
 opposition. Mr. Nathan Shepard, of whom I have spoken, 
 voices this opposition thus : 
 
 "Inflection is to be left to the elocutionary instinct, to the ear for 
 inflection. It is not to be learned from such a rule as this, for example, 
 which I find in one of the books of elocution. 
 
 " ' RULE I. Whenever the sense of a sentence, or clause of a 
 sentence, is as yet incomplete or suspended, then the rising inflection 
 is to be used.' 
 
 " Another of the rules of the elocutionist is : * Pause before and after 
 the emphatic word, and put a circumflex on it. 1 
 
 "Where did you get this rule? From conversation. Finding that 
 we do this naturally, let us do it mechanically. We do it by instinct in 
 private talking, let us do it by rule in public speaking. Finding that 
 while eating, every time your elbow bends your mouth flies open, there- 
 fore this rule : When your elbow bends, open your mouth. Nonsense ! 
 Leave the pauses, emphasis, and circumflex where you found them, and 
 
3O READING AND SPEAKING. 
 
 cultivate the ear for pauses, emphasis, and circumflex. If you deprive 
 the speaker of his pauses and emphasis and inflections, what is left 
 for his brains ? " 
 
 That sounds forcible, and seems to smack of common- 
 sense. I do not propose to enter into an argument on the 
 subject. Elocution is not one of the exact sciences. But 
 men can be taught to speak well. No man can be taught 
 to be an orator, unless he has the oratorical instinct ; but 
 many a man has discovered that he has the oratorical 
 instinct, much to his friends' surprise, while going through 
 the drudgery of school or college required work in elocu- 
 tion. This work has often been precisely on those lines at 
 which Mr. Shepard has sneered. For how is one to 
 " cultivate the ear for pauses, emphasis, and inflection," 
 unless he has something to guide him ; something to tell 
 him when he is making proper pauses, emphasizing the 
 word he thinks he is emphasizing, giving the correct 
 inflection ? 
 
 But, it is said, these rules are based on what a speaker 
 does naturally in conversation. True. But if speakers 
 spoke as naturally as they converse, there would be no 
 need even for Mr. Shepard's admirable book. Hear the 
 Junior telling a group of girls how his college team won 
 the last foot-ball match, or how his college eight won the 
 boat-race. How naturally he speaks ! What correct 
 emphasis and inflection ! What graceful and appropriate 
 gestures ! Listen to that same young man delivering his 
 oration before the college. Where is his naturalness now ? 
 Hear him tear a passion to tatters. See him saw the air 
 with his hands. Or try to hear him as he mumbles and 
 mutters, standing as stiff as a graven image, while one 
 embarrassed hand plucks at the seam of his trousers, and 
 the other strives to pull down the cuff above it. 
 
SHALL WE LEARN TO READ AND SPEAK? 3! 
 
 It is just because young speakers do not read naturally, 
 do not speak naturally without help, without instruction, 
 without practicing on certain well-defined lines, calculated 
 to give naturalness, that I mourn when I read and hear 
 such attacks as Mr. Shepard's on approved and well- 
 considered methods of elocutionary instruction. As I 
 have said, my only object in preparing this book is to aid 
 those who wish to become public speakers, who wish to 
 acquire an easy, natural, forcible, distinct habit of speech. 
 My object is not to make dramatic readers, or "reciters," 
 or declaimers. I believe, with Emerson, that 
 
 " if there ever was a country where eloquence was a power, it is in the 
 United States. Here is room for every degree of it, on every one of 
 its ascending stages, that of useful speech in our commercial, manu- 
 facturing, railroad, and educational conventions ; that of political advice 
 and persuasion on the grandest theatre, reaching, as all good men 
 trust, into a vast future, and so compelling the best thought and noblest 
 administrative ability that the citizen can offer. And here are the 
 services of science, the demands of art, and the lessons of religion, to 
 be brought home to the instant practice of thirty [sixty] millions of 
 people. Is it not worth the ambition of every generous youth to train 
 and arm his mind with all the resources of knowledge, of method, of 
 grace, and of character, to serve such a constituency ? " 
 
 Yes, a thousand times yes ! And it is worth his am- 
 bition to train the body, the speech, that he may fitly 
 present the fruits of that well-trained mind to that magnifi- 
 cent constituency. I speak from experience when I say 
 that I know that the directions contained in the following 
 chapters will amply repay study. They are based on 
 Walker's theory, as developed by Mandeville. I have 
 endeavored to simplify the latter' s method, and to give 
 just as few rules as possible, and those of the most general 
 character. Under the rules for the delivery of sentences, 
 
32 READING AND SPEAKING. 
 
 I have devoted much space to examples of the different 
 kinds of sentences. I do this that you may be thus led to 
 practice a great deal, to make many applications of the 
 rules. You will be pleased to see how soon the rules will 
 drop into the mind, and remain there ready for application. 
 With moderate practice you will soon learn to classify a 
 sentence at sight, and read it correctly that is, as far as 
 the inflections go. No one should suppose that any system 
 of teaching will supply the intelligence, the insight, the 
 oratorical instinct, that go to make the good reader or 
 speaker. But if you have them, this method will certainly 
 aid in developing them. 
 
 I can do no better, I am sure, than to put before you 
 here some of the words of John Quincy Adams, spoken 
 when he was Professor of Rhetoric and Oratory at Harvard 
 College in 1806. He was replying to " Some Objections 
 against Eloquence/' and what he says about rhetoric 
 certainly applies to elocution. 
 
 " Rhetoric," he said, "can never constitute an orator. No human 
 art can be acquired by the mere knowledge of the principles upon 
 which it is founded. But the artist, who understands its principles, 
 will exercise his art in the highest perfection. The profoundest study 
 of the writers upon architecture, the most laborious contemplation of 
 its magnificent monuments, will never make a mason. But the mason 
 thoroughly acquainted with the writers, and familiar to the construction 
 of those monuments, will surely be an abler artist than the mere 
 mechanic, ignorant of the mysteries of his trade and even of the names 
 of his tools." 
 
 Further on he said : " The idea that the purpose of rhetoric is only 
 to teach the art of making and delivering a holiday declamation pro- 
 ceeds from a view of the subject equally erroneous and superficial. . . . 
 Perhaps one of the causes of this mistaken estimate of the art is the 
 usual process by which it is learnt. The exercises of the student are 
 necessarily confined to the lowest department of the science. Your 
 weekly declamations, your occasional themes . . . and orations of the 
 
SHALL WE LEARN TO READ AND SPEAK ? 33 
 
 public exhibitions, from the nature of things, must relate merely to 
 speculative subjects. Here is no issue for trial, in which the life or 
 fortune of an individual may be involved ; here is no vote to be taken 
 upon which the destinies of a nation may be suspended ; here is no 
 immortal soul whose future blessedness or misery may hinge upon 
 your powers of eloquence to convey conviction to the heart ; but here 
 it is, that you must prepare yourselves to act your part in those great 
 realities of life. To consider the lessons or the practices, by which 
 the art of oratory can be learnt, as the substance of the art itself, is to 
 mistake the means for the end. It is to measure the military merits of 
 a general by the gold threads of his epaulette, or to appreciate the 
 valor of the soldier by the burning of powder upon a parade. 
 
 " The eloquence of the college is like the discipline of a review. 
 The art of war, we are all sensible, does not consist in the manoeuvres 
 of a training day ; nor the steadfastness' of the soldier at the hour of 
 battle in the drilling of his orderly sergeant. Yet the superior excel- 
 lence of the veteran army is exemplified in nothing more forcibly than 
 in the perfection of its discipline. It is in the heat of action, upon the 
 field of blood, that the fortune of the day may be decided by the 
 exactness of the manual exercise ; and the art of displaying a column, 
 or directing a charge, may turn the balance of victory and change the 
 history of the world. The application of these observations is as direct 
 to the art of oratory as to the art of war. The exercises to which you 
 are here accustomed are not intended merely for the display of the 
 talents you have acquired. They are instruments put into your hands 
 for future use. Their object is not barely to prepare you for the com- 
 position and delivery of an oration to amuse an idle hour on some 
 public anniversary : it is to give you a clue for the labyrinth of legisla- 
 tion in the public councils ; a spear for the conflict of judicial war in 
 the public tribunals ; a sword for the field of religious and moral victory 
 in the pulpit." 
 
 Dr. William M. Taylor, the well-known and eloquent 
 clergyman, in a paper on " The Essentials of Eloquence," 
 published in The New Princeton Review of March, 1887, 
 an article well worth reading and re-reading, wrote : 
 
 4 ' We are forced to conclude that we must seek for the essentials of 
 eloquence mainly in that spirit which gains its object, even where the 
 
34 READING AND SPEAKING. 
 
 matter and the manner are comparatively neglected or disregarded. 
 But while we make that admission, we are very far indeed from alleging 
 that these other things are of no importance whatever. Because they 
 are not the essence of eloquence, it does not by any means follow that 
 they have nothing to do with it. On the contrary, if, without regard 
 to them, certain men have produced such astounding effects by their 
 words, we may well ask how much more they might have accomplished 
 if they had been thoroughly trained in logic, rhetoric, and elocution, so 
 as to have been able to call up at will, and, as it were, automatically, 
 all the advantages which thorough discipline in their departments, at 
 the proper stage in their development, would have secured. Just here, 
 indeed, comes in the benefit of preliminary training in the departments 
 of logic, rhetoric, and elocution, before one enters upon the career 
 either of the minister, the statesman, or the barrister. It gives oppor- 
 tunity for the cultivation of those things which may make true elo- 
 quence more effective, and the absence of which may mar the force of 
 what otherwise would be the most successful oratory ; and it does this 
 at a time when the mastery of them may become so thorough, so much 
 a part of the man himself, that he will act upon them with the uncon- 
 sciousness that is characteristic of habit. 
 
 " ' How can people remember to turn out their toes at every step all 
 their lives? ' was the question of a little fellow to his mother, when she 
 was seeking to impress upon him the duty of attending to his ' walk ' ; 
 and he had to be told that they do not remember, but that they get into 
 such a strong habit of doing what she recommended that it would be 
 unnatural for them to do otherwise. But it is quite similar in matters 
 of more importance ; so it is only when the student is caught early 
 enough, and trained thoroughly enough, that the right matter and the 
 right manner of discourse will become habitual with him ; and he will 
 be able to use all the finest qualities of style, and all the best graces of 
 elocution, unconsciously, and as matters of course ; and it is only then 
 that they will be of the highest service to him." 
 
 Again, Dr. Taylor says : 
 
 " If we desired to prepare a young man for doing effective service 
 as a speaker, we should take care that while he is yet in this formative 
 stage, and, so to speak, in the gristle, with his habits yet to be acquired, 
 he should be committed to the care of a wise teacher to learn the arts 
 of reasoning and composition ; and, if possible, to that of a still wiser 
 
SHALL WE LEARN TO READ AND SPEAK? 35 
 
 teacher [mark the words !] to take lessons in elocution. Dr. Thomas 
 Guthrie tells us that during his student life in Edinburgh he attended 
 elocution classes winter after winter, walking across half the city and 
 more, fair night and foul, and not getting back to his lodging till about 
 half-past ten. There he learned to find out and correct many acquired 
 and more or less awkward defects in gesture ; to be, in fact, natural 
 [what's this, learn to be natiiral?~\', to acquire a command over 
 his voice so as to suit its force and emphasis to the sense, and to 
 modulate it so as to express the feelings, whether of surprise or grief, 
 or indignation or pity. Thus these acquirements became part and 
 parcel of himself. He used them with just as little consciousness of 
 deliberate purpose and intention at the moment as one uses his limbs 
 in walking or his tongue in articulation ; and every one who listened to 
 his sermons from the pulpit, or his speeches from the platform, will 
 attest that they lent a charm even to his eloquence." 
 
 One more bit of testimony before going on with the 
 work. I want you to read the following words of my dear 
 friend and former teacher, the Rev. Anson J. Upson, D.D., 
 Vice-Chancellor of the University of the State of New 
 York. They are published in The Homiletic Review of 
 March, 1890, in an article entitled "Rhetorical Training 
 for the Pulpit." Speaking of Walker's theory of sentential 
 structure he says : 
 
 " In 1845 Dr. Henry Mandeville, then Professor of Rhetoric in 
 Hamilton College [Dr. Upson was his successor], published a much 
 more elaborate work, giving a more complete classification of sen- 
 tences, and many rules for the application of the principle that struc- 
 ture controls delivery. His work has not been adopted generally as 
 a text-book, and its author did not gain as wide a reputation as he 
 deserved. His technical terms and clumsy forms of expression may 
 have repelled some teachers and students. The book is bulky. His 
 whole system, with necessary rules and examples, might have been 
 condensed into a primer. He multiplied examples to prove the truth 
 of his principle, which he certainly established, when he might have 
 contented himself with a number sufficient for illustration and practice. 
 Yet the use of his system has given to Hamilton College a national 
 reputation. Its use has made the college not a ' school of oratory,' so 
 
36 READING AND SPEAKING. 
 
 called, making its scholars too often stilted, theatrical, unnatural, but 
 a school for speakers. At one time four graduates of Hamilton were 
 professors of homiletics in Presbyterian seminaries. Three of them 
 were Dr. Eeles of Lane, Dr. Hastings of Union, and Dr. Herrick 
 Johnson of McCormick Seminary. [Dr. Upson himself was the fourth, 
 at Auburn; and a fifth, the Rev. Arthur S. Hoyt, has just been called 
 to a similar chair.] 
 
 " No one can adopt and be carefully trained in Dr. Mandeville's 
 system, and not be led into a style of public speech natural to himself. 
 Dr. Mandeville's rules are so far from being unnatural, that they are a 
 classification of the vocal movements and inflections used habitually in 
 conversation. These are always controlled by sentential structure. 
 Listening to conversation of no personal interest to myself, I have often 
 rapidly analyzed the sentences of the conversationists, and have found 
 invariably that the sentences of a similar class were uttered by the 
 speakers in the same way; their inflections and vocal movements 
 were, unconsciously, * according to Mandeville.' The prevailing char- 
 acteristic of true public speaking is undoubtedly 'the conversational.' 
 Perhaps no chapter in the New Testament is written in a more conver- 
 sational style than the ninth chapter of the Gospel of John. Analyse 
 and read that chapter according to the rules of Dr. Mandeville's 
 system, and the late Dr. Daniel Poor, missionary to Ceylon, one of 
 the best readers of the Bible I ever heard, could not have read it bet- 
 ter. The brilliant sermons of Henry Melville were delivered in a 
 monotone. The uniform structure of his sentences made his monot- 
 onous delivery inevitable. As a speaker, Wendell Phillips surpassed, 
 no doubt, all other Americans in recent years. His style of speaking 
 was remarkably conversational, ' natural,' largely because the structure 
 of his sentences had the variety and the brevity and the directness of 
 ordinary conversation. 
 
 " No matter how far any reader or speaker may have wandered away 
 from ' Nature, the dear old nurse,' the practice of Dr. Mandeville's 
 system will bring him back. If all this can be done in restoring to the 
 standard of nature so many who have departed from it, how shameful 
 it is that many of those who need this training most are preaching to 
 us continually a gospel of despair; contemptuously glorying in their 
 shame ! " 
 
PUNCTUATION. 37 
 
 CHAPTER VI. 
 
 PUNCTUATION. PAUSES. MODULATION. 
 
 Take time to pause. Midsummer Nighfs Dream. 
 
 But yet I'll make a pause. King Henry VI, 
 
 In what key shall a man take you? Much Ado about Nothing. 
 
 THIS chapter and the three following are mainly an 
 abridgment of Mandeville's system of sentential delivery 
 as laid down in his "Elements of Reading and Oratory/* 
 This system or theory, which includes punctuation, is 
 briefly set forth in the following propositions : 
 
 1. That our language comprises a limited number of 
 sentences, having each a peculiar and uniform construc- 
 tion, by which they may be always and easily recognized. 
 
 2. That all sentences of the same construction should 
 be punctuated, without regard to their brevity or length, 
 in the same manner. 
 
 3. That the construction of a sentence determines its 
 delivery as well as its punctuation. 
 
 4. That the punctuation should always coincide with 
 the delivery ; so that the one may be a guide to the other. 
 
 To illustrate the value, to the reader, of this system, 
 take the following : In Macaulay's Essay on Bacon is this 
 passage : 
 
 [i] These men came from neither of the classes which had till then 
 almost exclusively furnished the ministers of state. [2] They were all 
 laymen ; yet they were all men of learning, and they were all men of 
 peace. [3] They were not members of the aristocracy. [4] They 
 
38 , READING AND SPEAKING. 
 
 inherited no titles, no large domains, no armies of retainers, no fortified 
 castles. [5] Yet they were not low men. 
 
 Sentence 2 is punctuated correctly. It is a Compact, 
 the parts properly separated by a semicolon, and should 
 be delivered according to the rule for Compacts. The 
 remainder of the paragraph, punctuated as three distinct 
 sentences, a Simple, a Close, and a Simple sentence, 
 is plainly but one sentence, of the same construction as 
 the second sentence, a Compact. There should there- 
 fore be semicolons at "aristocracy" and at "castles"; and 
 the delivery should conform to the rule governing Com- 
 pacts, and not to the rules governing the delivery of 
 Simple and Close sentences. 
 
 PUNCTUATION. 
 
 In the treatment of this portion of the subject, the 
 details of punctuation are purposely ignored. The object 
 is to present some general rules which may determine the 
 proper use of the different punctuation marks, and to 
 thus prepare the way for the classification and delivery 
 of sentences. 
 
 For the purpose of this work it may be said that punctu- 
 ation marks are used for three purposes : 
 
 1. To mark divisions of sense. 
 
 2. To indicate the nature of the sentence. 
 
 3. To denote unusual construction or significance. 
 
 Those that mark divisions of sense are the comma, 
 semicolon, colon, and period. 
 
 Those that denote the nature of the sentence are the 
 interrogation and the exclamation mark. 
 
 The dash denotes unusual construction or significance. 
 
PUNCTUATION. 39 
 
 THE COMMA. 
 
 The comma is used to separate those parts of a sentence that 
 make imperfect sense. 
 
 By " imperfect sense" is meant sense imperfect accord- 
 ing to the author. A sentence may be so constructed that 
 certain clauses, if considered apart from that which follows, 
 would of themselves make perfect sense, and consequently 
 demand some punctuation mark other than the comma ; but 
 if these clauses are considered with reference to the author's 
 intention, the sense is imperfect without that which follows. 
 Take, for example, this sentence: "We came to our jour- 
 ney's end, at last, with no small difficulty, after much fatigue, 
 through deep roads, and bad weather." Take any part of 
 this sentence terminating with a comma, and if you look no 
 farther than that part you will have perfect sense ; but not 
 the perfect sense of the author. The clauses following each 
 comma are as necessary to the completeness of his thought 
 as though he had arranged his sentence as follows : "At last, 
 after much fatigue, through deep roads and bad weather, 
 we came, with no small difficulty to our journey's end." 
 This is undoubtedly a better construction than the other, 
 but the parts are not more closely allied than before, nor 
 more indispensable to the author's thought. 
 
 EXAMPLES OF IMPROPER USE OF THE COMMA. 
 
 1 . This paper, gentlemen, insists upon the necessity of emancipating 
 the Catholics of Ireland, and that is charged as a part of the libel. 
 
 2. In their day and generation they served and honored the country, 
 and the whole country, and their renown is the treasure of the whole 
 country. 
 
 3. Such is the simile of a hero to a lion, of a person in sorrow to a 
 flower drooping its head, of a violent passion to a tempest, of chastity to 
 snow, of virtue to the sun and stars, and many others of the same kind. 
 
4O READING AND SPEAKING. 
 
 In these examples there should be semicolons after 
 " Ireland " in the first sentence, and " whole country" in 
 the second. In the third example there should be colons 
 after "lion," "head," "tempest," and "snow"; and a 
 semicolon after "stars." 
 
 ELOCUTIONARY PAUSES. 
 
 There are many intermediate pauses of imperfect sense 
 that are not indicated by commas. It is important that 
 the reader know where such pauses occur. Their influ- 
 ence on emphasis is marked ; or rather, they often deter- 
 mine the scope of the Emphatic Sweeps. The following 
 rules will aid in deciding where the Elocutionary Pauses 
 should be made. 
 
 RULE I. 
 
 When the subject of a proposition is emphasized, and is imme- 
 diately followed by the verb, there is a pause before the verb, 
 though the comma is omitted. 
 
 In this book, when speaking of the "subject of a propo- 
 sition," the thought subject the rhetorical subject is 
 meant ; not the grammatical subject, strictly speaking. 
 For example notice the following sentence : 
 
 Their banishment to Holland was fortunate ; the decline of the little 
 company in the strange land was fortunate ; the difficulties they expe- 
 rienced in getting the royal consent to banish themselves to this wilder- 
 ness were fortunate. 
 
 The rhetorical subject in each of the members of this 
 sentence is a clause, not a word; not "banishment," but 
 " their banishment to Holland"; not "decline," but "the 
 decline of the little company in the strange land " ; not 
 "difficulties," but the whole clause preceding the verb 
 "were," Such rhetorical subjects are almost always em- 
 
PAUSES. 41 
 
 phasized : almost always have at least one emphatic word ; 
 and therefore, according to the rule just given, there is an 
 Elocutionary pause between them and the verb. 
 
 In the following examples the Elocutionary pause is indi- 
 cated by the dash. 
 
 EXAMPLES. 
 
 1. Honesty is the best policy. 
 
 2. The wicked flee when no man pursueth. 
 
 3. The tender mercies of the wicked are cruel. 
 
 Notice that this pause is due to emphasis. Place the 
 emphasis, in the foregoing examples, on any word not in 
 the subject, and the pause before the verb disappears. 
 
 RULE II. 
 
 Before and after such words as "then," "therefore," "thus," 
 " hence," the comma is omitted, though there is an Elocutionary 
 Pause. But when such a word separates the emphasized subject 
 from the verb, there is little or no pause between the word and 
 the subject. There is a pause before the verb as in Rule I. 
 
 EXAMPLES. 
 
 1. Virtue therefore is its own reward. 
 
 2. Let us therefore take courage. 
 
 3. Thus we find ourselves beset. 
 
 4. Wherefore I was grieved. 
 
 RULE III. 
 
 Relative, participial, prepositional, adverbial, and infinitive 
 clauses are often preceded and followed by pauses, though the 
 comma may be omitted. When such subordinate clauses qualify 
 what precedes, the pause before the clause is long enough usually 
 to warrant the use of the comma. When the clause specifies, 
 the pause before the clause is very short. 
 
42 READING AND SPEAKING. 
 
 EXAMPLES. 
 
 1. Self-denial is the sacrifice that virtue must make. 
 
 2. He looked forward to the time when he should be free. 
 
 3. The difficulties which they experienced in getting the royal 
 consent to banish themselves to this wilderness were fortunate. 
 
 4. We have come to dedicate a portion of that field as a final 
 resting place for those who here gave their lives that that nation 
 might live. 
 
 RULE IV. 
 
 When the natural order of words or clauses is changed, there 
 should be a pause between the parts transposed, though the 
 comma is frequently omitted. 
 
 EXAMPLES. 
 
 1. In the morning it flourisheth : in the evening it is cut down. 
 
 2. Without hesitation he began speaking. 
 
 3. To accomplish this he devoted all his time. 
 
 RULE V. 
 
 In an elliptical sentence the comma may be omitted where the 
 ellipsis occurs if the sense is obvious ; but there is always a 
 pause there. 
 
 EXAMPLES. 
 
 1. To learning he added wisdom ; to wisdom piety. 
 
 2. Add to your faith virtue ; to virtue knowledge. 
 
 In many of the foregoing examples there are Elocu- 
 tionary pauses that I have not indicated. I have indi- 
 cated only those that illustrate the rules that they 
 particularly exemplify. 
 
 THE SEMICOLON AND THE COLON. 
 
 Dr. Mandeville's rule for the use of the colon is cer- 
 tainly based on common sense ; and yet it is one which 
 it would be difficult to introduce into any printing house 
 
PAUSES. 43 
 
 to-day. The author who attempted to enforce it would 
 have much proof-reading to do. It is worth stating here, 
 and worth studying, and worth putting in practice, particu- 
 larly in connection with the study of the structure of sen- 
 tences as influencing their delivery. Let it be always kept 
 in mind that the whole aim of the suggestions here is to 
 lead to correct reading and speaking ; and that a knowledge 
 of the general theory of punctuation is a great aid in this 
 art. 
 
 RULE FOR THE SEMICOLON. 
 
 The semicolon should be used to separate those members of a 
 sentence that make perfect sense, that is, distinct though related 
 propositions, the connectives being expressed. 
 
 RULE FOR THE COLON. 
 
 The colon should be used to separate distinct though related 
 propositions when the connectives are not expressed. 
 
 The first member of a sentence composed of two or 
 more distinct though related propositions is usually com- 
 plete in structure : the other members may be complete : 
 or they may be completed by supplying a portion, under- 
 stood, from the first member. In the following examples, 
 in which the semicolon and colon are correctly used, three 
 of the sentences have their first members only, complete ; 
 the other members depend for their meaning upon the 
 first members. And yet such sentences are said to be 
 composed of distinct though related propositions. 
 
 EXAMPLES. 
 
 1 . And besides this, giving diligence, add to youi 1 faith virtue ; and 
 to virtue knowledge ; and to knowledge temperance ; and to temper- 
 ance patience. 
 
 2. History, as it has been written, is the genealogy of princes : the 
 field-book of conquerors. 
 
44 READING AND SPEAKING. 
 
 3. A man may be led to precisely the same conduct on the impulse 
 of many different principles : he may be gentle because it is a prescrip- 
 tion of the divine law ; or he may be gentle because he is naturally 
 of a timid constitution ; or he may be gentle because he sees it to be 
 an amiable gracefulness ; and what was implanted by education may 
 come in time to be confirmed by habit : it is only under the first of 
 these principles that there is any religion in gentleness. 
 
 4. Let it be the study of public speakers, in addressing any popular 
 assembly, to be previously masters of the business on which they are 
 to speak ; to be well provided with matter and argument ; and to rest 
 upon these the chief stress. 
 
 The last sentence illustrates the fact that if the connec- 
 tive is expressed before the last of a series of distinct though 
 related propositions, of the same construction, the semicolon 
 should be used between the other members of the series. 
 
 Dr. Mandeville would use the colon where the connec- 
 tion is not so close as to warrant a semicolon, and not so 
 loose as to warrant a period. The value of the distinction 
 lies largely in the theory that a longer pause should be 
 made where the colon stands than where the semicolon 
 stands : just as the semicolon marks a longer pause than 
 the comma does. 
 
 DEVIATIONS FROM THE LEGITIMATE USE OF THE COMMA, 
 THE SEMICOLON, AND THE COLON. 
 
 Every departure from the proper punctuation, by which 
 the punctuation is brought into conflict with the delivery, 
 should be systematic. Owing to the small number of signs 
 in use, and the multiplicity of relations often found in long 
 sentences, deviations from the foregoing principles must 
 sometimes be made. These deviations depend upon the 
 principle that, relatively, the three marks, comma, semi- 
 colon, and colon, denote degrees of connection : the comma 
 showing the closest connection for which a mark is used. 
 
PAUSES. 45 
 
 SEMICOLON FOR COMMA. 
 
 When a sentence contains members that require the comma, and 
 these members contain subdivisions that require the comma, the 
 semicolon should be substituted for the comma between the prin- 
 cipal parts. 
 
 EXAMPLES. 
 
 1 . The bounding of Satan over the walls of Paradise ; his sitting, 
 in the shape of a cormorant, upon the tree of life, which stood in the 
 center of it, and overtopped all the trees in the garden ; his alighting 
 among the herd of animals, which are so beautifully represented as 
 playing about Adam and Eve ; together with his transforming himself 
 into different shapes, in order to hear their conversation ; are circum- 
 stances that give an agreeable surprise to the reader. 
 
 2. The same high power of reason, intent in every one to explore 
 and display some truth ; some truth of judicial, or historical, or bio- 
 graphical fact ; the same tone, in all, of deep earnestness, expressive of 
 strong desire that that which he felt to be important should be accepted 
 as true, and spring up to action ; that same marvelousness of qualities 
 and results, residing, I know not where, in words, in pictures, in the 
 ordering of ideas, by means whereof, coming from his tongue, all things 
 seemed mended, truth seemed more true, probability more plausible, 
 greatness more grand, goodness more awful than when coming from 
 other tongues ; these are, in all, his eloquence. 
 
 COLON FOR SEMICOLON. 
 
 When a sentence contains members requiring the semicolon or 
 colon, and these members contain subordinate members requiring 
 the semicolon or colon ; the colon should be used between the 
 principal members, and the semicolon between the subordinate 
 members. 
 
 EXAMPLES. 
 
 I . Gratitude is of a fruitful and diffusive nature ; of a free and com- 
 municative disposition ; of an open and sociable temper : it will be 
 imparting, discovering, and propagating itself: it affects light, com- 
 pany, and liberty : it cannot endure to be smothered in privacy and 
 obscurity. 
 
46 READING AND SPEAKING. 
 
 2. In the book of Judges we see the strength and weakness of 
 Samson : in that of Ruth the plain dealing and equity of Boaz : in 
 those of Kings the holiness of Samuel, of Elijah, and of the other 
 prophets ; the fall and repentance of David ; the wisdom of Solomon ; 
 the piety of Josiah : in Esther, prudence : in Job a pattern of patience. 
 
 PAUSES DENOTING THE NATURE OF THE SENTENCE. 
 
 The Interrogation mark and the Exclamation mark, 
 accurately speaking, do not represent pauses, but are the 
 representatives of the punctuation marks that separate 
 divisions of sense. That is, as far as pauses are con- 
 cerned, they represent the mark in whose place they 
 stand, the comma, the semicolon, the colon, and the 
 period. Unless this fact is kept in mind the reader is 
 in danger of regarding and of delivering as distinct sen- 
 tences, what are, in fact, but members of the same 
 sentence. 
 
 
 
 EXAMPLES OF THE PROPER USE OF THE INTERROGATION 
 
 MARK. 
 
 1. How shall a man obtain the kingdom of God? By impiety? 
 theft? murder? 
 
 2. Will you still refuse to listen? and can nothing I say move you? 
 
 3. Where be your gibes now? your gambols? your songs? your 
 flashes of merriment, that were wont to set the table on a roar? 
 
 In the first example the first and last interrogation mark 
 represent periods in the length of the pauses : the other 
 two represent commas. In the second example the inter- 
 mediate interrogation mark represents a semicolon in the 
 length of the pause to be made. In the third example 
 the first interrogation mark represents a colon : the others, 
 except the last, represent commas. The last, of course, 
 represents a period. 
 
PAUSES. 47 
 
 IMPROPER USE OF THE INTERROGATION MARK. 
 
 I. Where a question is not asked, but merely said or com- 
 manded to be asked ; or is merely spoken of. 
 
 EXAMPLES. 
 
 1. And they asked him when he intended to begin? 
 
 2. He then demanded whether I intended to comply with his request ? 
 
 3. If the question be put, to what class should we refer the pleasure 
 which we receive from poetry, eloquence, or fine writing? my answer 
 is, not to any one, but to them all. 
 
 In these examples there should be periods in place of 
 the interrogation marks in the first two ; and there should 
 be a Semicolon in place of the interrogation mark in the 
 third. (See Deviations from Use of Comma, page 45.) 
 
 II. When a sentence is punctuated as a question, when in 
 fact it is an exclamation: no answer being required, expected, 
 or even thought of. 
 
 EXAMPLES. 
 
 1. When the earth has been forced into its several products, how 
 many hands must they pass through before they are fit for use? 
 
 2. And when he was no longer himself, how affecting was it to 
 behold the disordered efforts of his wandering mind? 
 
 Sentences like the above should have either periods or 
 exclamation marks instead of the interrogation marks. 
 
 THE DASH. 
 
 This mark, which denotes unusual construction or sig- 
 nificance, is really, as used in this work, a Rhetorical pause : 
 sometimes it indicates an Emphatic pause. 
 
 Owing to indolence, ignorance, or bad taste, it is a much 
 abused punctuation mark ; being often used for the comma, 
 semicolon, or colon, without the slightest warrant. Cor- 
 
48 READING AND SPEAKING. 
 
 rectly used, it is a good guide for the reader : incorrectly 
 used, it is misleading. 
 
 PROPER USE OF THE DASH. 
 
 I. Before and after a parenthetical or explanatory clause, which 
 requires, for its ready comprehension, to be distinctly set apart 
 from the other parts of the sentence. 
 
 EXAMPLES. 
 
 1 . To render the Constitution perpetual, which God grant it may 
 be, it is necessary, etc. 
 
 2. In speaking of the subject of a sentence, the thought subject 
 the rhetorical subject is meant. 
 
 NOTE. The comma should be used before the dashes, only when a comma 
 would be necessary if the dashes were omitted. 
 
 II. Before a slight change in the construction of the sentence. 
 
 EXAMPLE. 
 
 I . The clear conception, outrunning the deductions of logic ; the high 
 purpose ; the firm resolve ; the dauntless spirit, speaking on the tongue, 
 beaming from the eye, informing every feature, and urging the whole 
 man onward, right onward to his object ; this, this is eloquence. 
 
 III. After a portion of a sentence abruptly broken off 
 
 EXAMPLES. 
 
 1 . If thou beest he but O how fallen ! how changed ! 
 
 2. Leonidas, Cato, Phocion, Tell one peculiarity marks them all : 
 they dared and suffered for their native land. 
 
 3. Was there ever a bolder captain of a more valiant band ! Was 
 there ever but I scorn to boast. 
 
 IV. Before an unexpected turn of sentiment. 
 
 EXAMPLES. 
 
 i . Would that not only thou, but all that hear me this day, were 
 both almost and altogether such as I am, except these bonds. 
 
PAUSES. 49 
 
 2. I prefer my present condition, to the life which I have led, and 
 in which I have held places of high trust, honor, responsibility, and 
 obloquy. 
 
 3. Van Kortland was held in more honor than ever for his great 
 talent at dreaming, and was pronounced a right good man when he 
 was asleep. 
 
 V. Before a word or clause of more than usual significance. 
 
 EXAMPLES. 
 
 1. Socrates died like a philosopher, but Jesus Christ like a God. 
 
 2. I know not what course others may take ; but as for me, give me 
 liberty or give me death. 
 
 As used under Rules IV. and V., the dash is simply the 
 Emphatic Pause expressed. (See page 58.) 
 
 VI. The dash is sometimes used to show slowness or hesitation 
 in speaking. For example: 
 
 I am am somewhat embarrassed in coming before so so 
 large an assembly. 
 
 VII. A dash is used to separate the different parts of a con- 
 versation carried on between two persons, when the speech of 
 each is not put in a separate paragraph. 
 
 It is not necessary, for the purpose of this work, to go 
 further into the details of punctuation. Enough has been 
 set forth to guide the student in the punctuation and deliv- 
 ery of sentences according to their structure and their sig- 
 nificance. 
 
 NOTE. It ought to be explained that, in the first editions of this book, Mande- 
 ville's " Theory of Punctuation as a Guide to Delivery " was not considered ; nor 
 was the book punctuated on that theory. In the present edition, Chapters VI., 
 VII., VIII., and IX. only, have been revised; and as a result, the punctuation of 
 other parts of the book is not in harmony with the theory as presented. What- 
 ever the practical printer may think of the theory, it certainly is a great aid to the 
 student of the art of reading. 
 
5O READING AND SPEAKING. 
 
 MODULATION. 
 
 Modulation includes the consideration of Key, Vocal 
 Inflections, or variations from the key, Force, and Rate. 
 
 Key, otherwise called pitch, is the predominating tone 
 of the voice in reading or speaking. Enough has been said 
 to show that the predominating tone ought not to be un- 
 usually high or unusually low. The student must endeavor 
 to pitch his voice in medium key. Using such a key, one 
 can easily go lower or higher, as the nature of the speech 
 requires. One can also easily give decided upward and 
 downward inflections, which add greatly to ease in articu- 
 lation and to general distinctness of utterance. 
 
 DIRECTIONS FOR EXERCISE IN KEY. 
 Select a short sentence (such as " Virtue alone sur- 
 vives"), and deliver it on as low a key as may be con- 
 sistent with distinctness of articulation ; then repeat the 
 sentence again and again, each time in higher key than 
 before, until the "top of the voice" is reached; then 
 reverse the process, dropping in key until the lowest 
 pitch possible is reached. Care should be taken not to 
 increase or diminish Force or Rate in this practice. 
 Repeat the exercise as often as possible. It will in- 
 crease the compass of the voice, improve its quality, 
 and bring it under control. 
 
 VOCAL INFLECTIONS. 
 
 There are four general variations from the key : the 
 Sweeps, the Slides, the Bend, the Falls. 
 
 THE SWEEPS. 
 
 Sweeps are of two kinds : the Accentual and the Emphatic. 
 They are further divided into First and Second, 
 
MODULATION. 5 1 
 
 The Sweeps, both Accentual and Emphatic, are those move- 
 ments of the voice preceding and following that application of 
 stress to a syllable and to a word, which we call accent and 
 emphasis. To prepare for this application of stress the voice 
 rises above the key to the syllable or word accented or empha- 
 sized ; and as a result of this application the voice is carried below 
 the key and again back to it, or above it. The first of these move- 
 ments is the First Sweep: the second is the Second Sweep. 
 
 Accentual Sweeps precede and follow the accents, pri- 
 mary and secondary. Their constant recurrence, in the 
 delivery of successive words, produces those slight undu- 
 lations or waves of the voice, which may be heard in 
 the following sentence, if read without emphasis : " Yet 
 because of his importunity he will rise and give him as 
 many as he needeth." It appears, therefore, that there 
 is no such thing as a monotone : at least it could only 
 appear in sentences or clauses composed entirely of unem- 
 phasized monosyllables, without intermediate pauses. 
 
 The Emphatic Sweeps are not limited to a word : they 
 sometimes extend over many words. They bear to a 
 sentence, or a member of a sentence, much the same 
 relation that the Accentual Sweeps bear to a word. The 
 First Emphatic Sweep always precedes, and the Second 
 follows, the primary accent of the emphasized word. 
 
 Take this sentence: "As a result of the application of 
 this stress, the voice is carried below the key," etc., empha- 
 sizing " application." If you think of the Key as being 
 the line made by the printed words, you will see that the 
 general movement of the voice is upward to the accented 
 syllable of " application," and then downward below the 
 Key, and then back to it, or a little above it, at the end 
 of the word " stress. " Thus : 
 
 As a result of the apP . tj Q ^ stress, the voice, etc. 
 
 Key. 
 
52 READING. AND SPEAKING. 
 
 The following line roughly represents the Sweeps. 
 
 The Emphatic Sweeps are further spoken of in the 
 chapter on Emphasis. 
 
 THE SLIDES. 
 
 There are three Slides : the Upward, the Downward, and 
 the Waving Slide. 
 
 The Upward Slide carries the voice upward through a succession 
 of tones, suspending it at the highest. 
 
 Usually this Slide begins below the Key. Thus : 
 Key. 
 
 The Downward Slide carries the voice downward through a suc- 
 cession of tones, suspending it at the lowest. 
 
 Usually this Slide begins quite above the Key. Thus : 
 
 The Waving Slide is a full development of the two Emphatic 
 Sweeps. The voice rises above the Key from the beginning, 
 descends upon the emphatic word, passes well below the Key, 
 remains below the Key until near the end of the sentence or 
 member, and then rises decidedly above the Key. Thus: 
 
MODULATION. 53 
 
 THE BEND AND THE FALLS. 
 
 The Bend is a slight upward turn of the voice, usually at a 
 pause of imperfect sense. 
 
 It may be indicated by the acute accent. Thus : 
 The Bend is a slight upward turn of the voice 7 , usually 7 , etc. 
 
 It will be seen that the Bend is the natural inflection at 
 the pause indicated by a comma, and, of course, at any 
 pause where the comma is suppressed. 
 
 There are two Falls : the Partial and the Perfect Fall. 
 
 The Partial Fall is a fall of the voice, at an intermediate pause 
 of complete sense, to the Key, or to a point near the Key, pre- 
 paratory to the Perfect Fall. 
 
 It may be indicated by the grave accent. It shows, by 
 its nature, that the sentence is not completed: although, 
 standing alone, the proposition which it closes might make 
 good sense. The sentence that I have just written illus- 
 trates this. There should be a Partial Fall of the voice at 
 "completed." It will be seen that the Partial Fall is the 
 inflection most often used at the pause indicated by the 
 colon or semicolon. 
 
 The Perfect Fall is that complete and satisfactory fall of the 
 voice, quite below the Key, which indicates the end of a sentence. 
 
 The Falls belong exclusively to declarative sentences ; 
 and they have their characteristic delivery, only at the end 
 of sentences or members of sentences, when the last word 
 is emphasized. When the emphatic word is not the last, 
 the delivery of the falls is modified, as is seen in the rules 
 for Emphasis. 
 
 Much poor reading and speaking result from the use of 
 the Perfect Fall at the end of every proposition that takes 
 a downward inflection. The result is a heavy and monoto- 
 
54 READING AND SPEAKING. 
 
 nous style ; quite as bad as the indiscriminate use of the 
 Bend, which some speakers affect, never letting the voice 
 fall from the beginning to the end of a sentence, whatever 
 its character ; and often not letting the voice fall even at 
 the end. 
 
 FORCE. 
 
 When a person, reading or speaking, is requested to 
 speak louder, he can, simply by a slight additional exer- 
 tion, without raising his tone or key, so increase the vol- 
 ume of his voice that he may be distinctly heard within 
 a reasonable distance. This increase of volume, without 
 change of key, is an increase of Force ; and the judicious 
 management of Force is one of the most important ele- 
 ments of good speaking. It enables the speaker not only 
 to suit the Force to the words, to the thought, but also 
 to impart to his speaking that variety which is indeed the 
 very spice of good delivery. 
 
 No rules can be laid down for the management of Force : 
 that must be left to the intelligence of the speaker ; but 
 the following directions for exercise in Force, if applied, 
 will aid the student. 
 
 EXERCISE IN FORCE. 
 
 Select a short sentence, as in Key, and deliver it on a 
 given key with voice just sufficient to be distinctly heard : 
 then repeat the sentence, increasing the Force with each 
 repetition, until the whole power of the voice is used. 
 Then reverse the process, ending with a whisper. Be 
 careful to deliver the sentence without change of key. 
 The same exercise should be repeated on different keys ; 
 but on whatever key the sentence is first spoken, the 
 voice should not change from that key during the process 
 
MODULATION. 55 
 
 of increasing and diminishing Force. This exercise care- 
 fully and frequently repeated will strengthen the voice, 
 and bring it under command. 
 
 (See page 13,- and following?) 
 
 RATE. 
 
 Rate, like Force, must necessarily vary with the nature 
 of the thought, the sentiment, and the emotion. It should, 
 however, never be so slow that the audience may an- 
 ticipate what one is about to say, nor so fast that one 
 ceases to articulate distinctly. Of the two faults, the 
 second is the greater, as well as the more common. 
 However tiresome the drawler may be, he is intelligible ; 
 but the man who becomes inarticulate in his haste and 
 hurry, entertains his hearers with nothing but " sound 
 and fury." 
 
 The general Rate, which may be hastened or retarded 
 according to circumstances, should be as slow as is con- 
 sistent with commanding and sustaining the attention of 
 the audience. The advice given to Aaron Burr by one 
 of the most distinguished men of his day, was, "speak 
 as slowly as you can." There are those who do not 
 need this advice; but the tendency and the temptation 
 are to speak too fast. 
 
 DIRECTIONS FOR EXERCISE IN RATE. 
 
 Select a short sentence and deliver it as slowly as possi- 
 ble, without drawling. Repeat the sentence quicker and 
 quicker until you have reached a rapidity of utterance at 
 which distinct articulation ceases. Then reverse the pro- 
 cess, speaking slower and slower. 
 
 Ability to increase and diminish Rate at pleasure is a 
 
56 READING AND SPEAKING. 
 
 very important element of good reading and speaking, and 
 can be acquired only by practice. 
 
 These exercises in Key, Force, and Rate, if carefully 
 practiced, will do much toward giving that perfect com- 
 mand of the voice necessary to the proper expression of 
 thought in reading and speaking. 
 
EMPHASIS. 57 
 
 CHAPTER VII. 
 
 EMPHASIS. 
 
 Do I speak feelingly now? Measure for Measure. 
 
 Yet words do well 
 When he that speaks them pleases them that hear. 
 
 As You Like If. 
 
 MOST writers on Vocal Expression have agreed that the 
 principal elements of Emphasis are force, quality of voice, 
 time, and inflection. Some teach that volume of voice 
 force may be used without inflection ; that the quality 
 of voice, or tonal effect, as the modern teachers of dramatic 
 elocution call it, can be used to emphasize a word without 
 any other of the elements of Emphasis ; and so on. Too 
 many seem to overlook the fact that a word can no more 
 be emphasized without variation from the key, inflec- 
 tion, than a polysyllable can be pronounced without 
 accent. There is no doubt that force, time, and tonal 
 effects, each may add to the Emphasis ; but I think there 
 is as little doubt that inflections the Emphatic Sweeps 
 are the chief elements in Emphasis. 
 
 Force, volume of voice, quality of voice, tonal effects, 
 may all express feeling, emotion. They may be applied to 
 whole sentences and to whole paragraphs. They are 
 extremely important elements in expression ; but they are 
 not elements for the use of which any adequate rules can 
 be laid down. They depend, as has been heretofore said, 
 upon the intelligence of the reader or speaker. 
 
 So too with the element of time. Its management is a 
 
58 READING AND SPEAKING. 
 
 matter of judgment and practice. But suggestions may 
 be made to guide the student. 
 
 This element of time may be called 
 
 EMPHATIC PAUSE. 
 There are two methods of applying it. 
 
 I. The first is to pause upon the word to be emphasized. 
 That is, to dwell upon the word in such a manner as to 
 call attention to it. The pause is valuable in that it gives 
 time for the development of the Emphatic Sweeps ; but it 
 should be used with care lest it lead to a drawl in delivery. 
 
 II. The second method is to make a decided pause 
 before or after (sometimes both) the emphatic word, or the 
 phrase containing the emphatic word. This pause must not 
 be confused with the Elocutionary Pause, which is always 
 due to the structure of the sentence. The Emphatic Pause 
 made before or after a word is simply to call attention to 
 that word. It also gives time for the development of the 
 Sweeps. It is usually made before the emphatic word. 
 In the following examples this pause is denoted by the 
 dash. 
 
 EXAMPLES. 
 
 1. Liberty and Union: now and forever: one and insep- 
 arable. 
 
 2. [So the hearts and minds of our fathers marked the line of our 
 true development.] Conservatism rubbed it out. 
 
 3. He forged a thunderbolt and hurled it at what f 
 
 THE VOCAL EFFECT OF EMPHASIS. 
 
 One of the most valuable chapters in Mandeville's 
 " Elements of Reading and Oratory " is that in which the 
 author endeavors to analyze the movements of the voice in 
 
EMPHASIS. 9 
 
 Emphasis, and to give rules to aid in emphasizing. He 
 tries to show, not what words should be emphasized, but 
 what the voice does when a word is emphasized. He 
 defines Emphasis as 
 
 A significant stress laid upon a word to mark the exclusion of 
 its relative ideas. 
 
 Emphasis is not percussion : it is not noise: it is stress; 
 and the course the voice takes to prepare for the applica- 
 tion of that stress, and as a result of that application, is as 
 much a part of Emphasis as the stress itself. The Em- 
 phatic Sweeps have already been described on page 51, 
 and the course of the voice indicated ; but the rule may 
 be well repeated. 
 
 RULE I. 
 
 To prepare for the application of the stress, the voice is carried, 
 by the First Sweep, above the Key to the accented syllable of the 
 emphatic word (if a word of more than one syllable) ; and as a 
 result of the application of stress the voice is carried, by the 
 Second Sweep, below the Key and back to it, or above it. 
 
 EXAMPLE. 
 
 Americans tnay be ' **<& Qf vy^but subjects, never. 
 
 Key.- - tf e ~-^ 
 
 In this example the effect of emphasizing "friends" 
 only, is considered. 
 
 RULE II. 
 
 The First Sweep is developed from the first pause preceding 
 the emphatic word to that word, or its accented syllable. The 
 Second Sweep is developed from the word or syllable to the next 
 pause of Imperfect sense. 
 
60 READING AND SPEAKING. 
 
 The example above, under Rule I., illustrates this. The 
 First Sweep begins with the word " American," and rises 
 to the emphatic word " friends." The Second Sweep goes 
 from that point to the end of the word "English"; because 
 there there is a pause of imperfect sense. 
 
 By " pause" is meant not only those pauses indicated 
 by punctuation marks, but also Elocutionary Pauses, where 
 the comma is omitted. (See page 40.) 
 
 EXCEPTION I. 
 
 The effect of unusually strong emphasis is often to carry the 
 voice downward, in the Slide, to the end of the member or sen- 
 tence, in spite of pauses of imperfect sense; or to carry the Sec- 
 ond Sweep past immediate pauses of imperfect sense, developing 
 it at a more remote pause ; or to carry the Sweep past immediate 
 pauses until it rises into the First Sweep of another emphatic 
 word. 
 
 The same effect is also produced when an intensive particle, 
 expressed or understood, falls in a declarative sentence or member. 
 
 When the Sweep or the Slide goeS past a pause of 
 imperfect sense, it by no means does away with the pause. 
 The deviation from the general rule is that there is no 
 upward inflection at such a pause: the Second Sweep 
 does not end there. 
 
 NOTE. In the examples which follow, the acute accent is used to denote the 
 termination of the Second Sweep ; the grave accent to denote any downward in- 
 flection. 
 
 EXAMPLES. 
 
 1. It is not true^ that he played the traitor or acted the coward ! 
 
 2. Sir, we are not^ weak, if we make a proper use of those means / 
 which a God of nature hath placed in our hands. 
 
 3. Then the Divine finger drew in fire and blood^, through our very 
 [intensive] quivering hearts^ the line of liberty 7 , and justice and equal 
 rights. 
 
EMPHASIS. 6l 
 
 4. Even [intensive] a child^ is known by his doings', whether its 
 work be pure, or whether it be right. 
 
 5. By the faculty of imagination, [even] a man in a dungeon** is 
 capable of entertaining himself with scenes more beautiful than any 
 in nature. 
 
 6. [Even] a boy v ought easily to do the work of which you complain. 
 
 7. Every thing that heard him play, 
 Even the billows of the sea, 
 Hung their heads, and then lay by. 
 
 It is important that you should bear in mind that the 
 intensive particle is often understood ; and that intelligent 
 reading demands that you be able to determine such cases, 
 and deliver them accordingly. 
 
 EXCEPTION II. 
 
 When, in an absolute declarative sentence or member, the sub- 
 ject is immediately followed by the verb, and the subject alone is 
 emphasized, the Second Sweep of the emphatic word is changed to 
 the Downward Slide to the end of the sentence or member. The 
 usual pause between the subject and the verb nearly disappears. 
 
 This delivery most often occurs in an answer to a 
 question, expressed or understood ; or in a series of 
 members or sentences, having similar verbs, only the 
 first of which is emphasized. 
 
 EXAMPLES. 
 
 1 . [What is the best policy ?] Honesty*- is the best policy. 
 
 2. You ask me what killed this man; and I answer, "Ambition** 
 killed him." 
 
 3. The king* took snuff and sneezed: then the queen** sneezed: 
 then the princes^ sneezed ; and then the whole admiring court* sneezed. 
 
 4. Their banishment to Holland' was fortunate* : the decline of 
 the little company in the strange /and* was fortunate : the difficulties 
 they experienced in getting the royal consent to banish themselves to 
 this wilderness^ were fortunate. 
 
 *iv - c 
 
62 READING AND SPEAKING. 
 
 ^> 
 
 EXCEPTION III. 
 
 In sentences or parts delivered with the Waving Slide, the 
 full development of the emphatic sweeps, the Sweeps are devel- 
 oped over the whole of the sentence or part, notwithstanding 
 intermediate pauses of imperfect sense. 
 
 When there is more than one emphatic word in a part 
 or sentence, the Second Sweep of the first emphatic word 
 is developed until it becomes the First Sweep of the second 
 emphatic word. This process is repeated with each em- 
 phatic word, the Second Sweep of the last emphatic word 
 being strongly developed. 
 
 EXAMPLES. 
 
 1. No effeminate nobility^ crowded into the dark and austere ranks 7 . 
 
 2. No Carr nor Villiers^ desired to lead on the despised band of 
 Piiritans' . 
 
 3. He admitted the validity^ of the deed, when you produced it 7 ? 
 
 4. He admitted the validity^ of the deed, when you produced^ it 7 ? 
 
 RULE III. 
 
 When the first word of a sentence is emphasized, the First Sweep 
 is developed on that word, if there is room : if not, the stress is 
 applied immediately to the word, the voice starting at once above 
 the key. 
 
 For example, "Equinoctial storms occur in the spring 
 and in the fall." Here there is abundant room, between 
 the beginning of the emphatic word and the accented 
 syllable for the First Sweep. In the sentence " Other 
 misfortunes may be borne," the stress is applied directly 
 to the first syllable of the first word. 
 
 RULE IV. 
 
 When the emphatic word is immediately followed by a pause of 
 imperfect sense, the Second Sweep is developed on that word. (But 
 see Exceptions I. and //., Rule //.) 
 
EMPHASIS. 63 
 
 EXAMPLES. 
 
 1 . It is essential that he who would speak well', must acquire com- 
 mand of himself. 
 
 2. The fact may be from your own experience* ', or from a book', but 
 it must be brief. 
 
 EXCEPTION. 
 
 When the emphatic word is closely followed by a short Circum- 
 stance or Compellative, the Second Sweep is developed on the Cir- 
 cumstance or Compellative, notwithstanding the pause between it 
 and the emphatic word. 
 
 EXAMPLES. 
 
 1. But/02/^ v , sir', is not my only crime. 
 
 2. Honest endeavor^, we may believe', does not go unrewarded. 
 
 3. I had hoped\ fellow citizens', to be your standard bearer. 
 
 RULE V. 
 
 When the emphatic word is immediately followed by a pause of 
 imperfect sense, and preceded by a pause, the emphasis is exhausted 
 on that word, though a word of one syllable, and forms the shortest 
 possible development of the Sweeps, the Circumflex. (But see 
 Exception 7. or //., Rule //.) 
 
 EXAMPLES. 
 
 1. Necessity' is the mother of invention. 
 
 2. War' is the law of violence : peace' the law of love. 
 
 Notice that Rules III., IV., and V. are but special 
 directions for the application of Rule II. 
 
 RULE VI. 
 
 When the emphatic word would, according to rule, take either 
 of the Falls, the Second Sweep is changed to the Fall. The emphasis 
 causes the Fall to start on a higher key and descend lower than 
 otherwise. 
 
64 READING AND SPEAKING. 
 
 EXAMPLES. 
 
 1. The vocal organs can be developed^. 
 
 2. Necessity is the mother of invention^ . 
 
 3. War is the law of violence^ : peace, the law 
 
 RULE VII. 
 
 When the emphatic word is followed, without intermediate 
 pause, by a word or phrase ending with a Fall, the Second Sweep 
 is changed to the Downward Slide to the end. If another emphatic 
 word intervene, the Second Sweep of the first word becomes the 
 First Sweep of the second, and so on ; the Second Sweep of the 
 last emphatic word being changed to the Slide. 
 
 EXAMPLES. 
 
 1 . The orator must command all^ his powers and faculties. 
 
 2. It is not the public speaking that wears upon a man; it is the 
 waiting^ for it. 
 
 3. The best things in any speech are almost always the sudden^ 
 flashes: the thoughts not dreamed^ of before^. 
 
 RULE VIII. 
 
 Emphasis placed on a word in a sentence delivered with the 
 Upward Slide causes a slight dip in the Slide. 
 
 EXAMPLES. 
 
 1 . Shall we try argument f 
 
 2. Have we anything new to offer on the subject? 
 
 3. Shall we resort to entreaty and humble supplication? 
 
 The fact that in an Upward Slide each succeeding tone 
 is higher than its predecessor makes a First Sweep un- 
 necessary. The stress can be applied anywhere ; and the 
 result of the application of the stress is the dip of the 
 Second Sweep, the voice immediately rising to continue 
 the Slide. 
 
EMPHASIS. 65 
 
 RULE IX. 
 
 The result of emphasis in a sentence delivered with the Down- 
 ward Slide is the development of the First Sweep to the emphatic 
 word, the Slide continuing from it to the end. If another emphatic 
 word intervene, the Slide follows from the last emphatic word, as 
 has been shown. 
 
 EXAMPLES. 
 
 1 . Why do you think we^ did it ? 
 
 2. By what authority^ do you do this? 
 
 3. By what authority^ and by what power^ do you do this? 
 
 The fact that in the Downward Slide each succeeding 
 tone is lower than its predecessor makes it necessary to 
 prepare for the application of stress by the upward move- 
 ment of the First Sweep. After the application of stress 
 the voice continues in the Downward Slide. 
 
 RULE X. 
 
 The effect of emphasis in the Double Interrogative, which is 
 delivered with both Slides, is the dip in the Upward Slide ; but the 
 strong downward tendency of the Downward Slide in such a sen- 
 tence, prevents much development of the First Sweep. 
 
 WHAT TO EMPHASIZE. 
 
 It is not the province of this book to endeavor to teach 
 the student how he shall decide what words to emphasize. 
 Indeed, I think that most of the efforts that have been 
 made to do this have been failures. Of course, the right 
 distribution of emphasis is essential, not only in intelli- 
 gently interpreting the thought, but also in adequately 
 expressing the feeling, of what is read or spoken. But it 
 is almost impossible to lay down rules for this. As has 
 been well said, " The only way a speaker can be sure of 
 his emphasis, is by the perfect mastery of the thought in 
 
66 READING AND SPEAKING. 
 
 its grammatical and rhetorical relations, and by the feeling 
 of the emotions to be expressed." 
 
 There are, however, a few general rules which may aid 
 the student in reading and speaking. 
 
 ANTITHETIC EMPHASIS. 
 
 Antithetic Emphasis is emphasis in contrast with emphasis. It 
 occurs only in the rhetorical figure, antithesis. 
 
 It is Single when only one emphatic word in contrast 
 occurs in each member of the antithesis. For example : 
 Man never is, but always to be blest. 
 
 It is Double when there are two contrasted emphatic 
 words in each member of the sentence : Treble, when 
 there are three : Quadruple, when there are four, etc. 
 
 EXAMPLES. 
 
 1. The ^w*;/^ are slaves to novelty : the old to custom. 
 
 2. She in her girls again is courted: 
 /go a wooing with my boys. 
 
 3. He raised a mortal to the skies : 
 She drew an angel down. 
 
 Treble and Quadruple Antithetic Emphases rarely occur ; 
 and when they do, it is almost impossible to adequately 
 deliver such complicated contrasts. Though in theory all 
 the contrasted emphatic words in all of these sentences are 
 equally emphatic, yet rarely are more than three of the 
 emphatic words, even in a Double, distinctly marked as 
 such by the voice. The reader must decide which words 
 he will emphasize, and not endeavor to emphasize all. In 
 this there is a certain amount of Deferred Emphasis. 
 
 DEFERRED EMPHASIS. 
 
 When two or more adverbs, adjectives, nouns, or verbs, imme- 
 diately connected by copulative conjunctions, expressed or under- 
 
EMPHASIS. 67 
 
 stood, are in theory equally emphatic, the emphasia is placed on 
 the last of the series only: that is to say, the emphasis is 
 deferred. 
 
 EXAMPLES. 
 
 1. When or where I saw it, I can't say. 
 
 2. Its tidings are the same to the poor, the ignorant, and the weak^ 
 as to the rich, the wise, and the powerful 
 
 3. It is no more applicable to men, women, and children, than to 
 horses, cows, and dogs. 
 
 4. If you had protested or rebelled, you might have been saved. 
 
 Very often the emphatic thought in a sentence is ex- 
 pressed by a clause, no one word of which is especially 
 emphatic. All the words are emphatic, and yet all the 
 words cannot be emphasized. Usually in such cases 
 the best effect is produced by deferring the emphasis 
 to the last word of such an emphatic clause. When the 
 clause is long, other words than the last may demand 
 emphasis ; but, even then, the effect is usually good if 
 the last word, also, is emphasized. 
 
 EXAMPLES. 
 
 1 . Their banishment to Holland was fortunate. 
 
 2. The decline of the little company in the strange land was fortu- 
 nate. 
 
 3. So the hearts and minds of our fathers drew the line of our true 
 development. 
 
 4. All the tears and heart breakings of that ever-memorable parting 
 at Delfshaven had the happiest influence on the rising destinies of 
 New England. 
 
 5. From the dark portals of the Star Chamber, and in the stern text 
 of the Acts of Uniformity, the Pilgrims received a commission. 
 
 In the first four examples the dause preceding the verb 
 is the thought subject of the verb ; and, except in Example 
 4, there are no especially emphatic words. In Example 5 
 the object of "from" is the clause following; and "Star 
 
68 READING AND SPEAKING. 
 
 Chamber" is emphasized : the object of "in " is the clause 
 following ; and " Uniformity " is emphasized. 
 
 CONVENTIONAL EMPHASIS. 
 
 Conventional Emphasis is emphasis established in particular 
 instances by general consent, though improperly placed. 
 
 The phrase " and so forth " is a good example. Conven- 
 tional Emphasis places the stress on "so"; but "forth" 
 is really the emphatic word. So, in other phrases like 
 "from year to year," "from house to house," "from hand 
 to hand," "from time to time," custom uniformly places 
 the emphasis on the nouns ; but the clear sense of the 
 phrase demands that the prepositions be emphasized. 
 
 It is well to depart from this Conventional Emphasis 
 whenever it can be done without an appearance of too 
 great unconventionality. Certainly sentences like the fol- 
 lowing should not have Conventional Emphasis, but should 
 be read with the emphasis on the emphatic words : 
 
 Before the mountains were brought forth, or ever thou hadst formed 
 the earth and the world, from everlasting to everlasting, thou art God. 
 
 OVER-EMPHASIS. 
 
 The student should guard against over-emphasis. The 
 rules relating to Deferred Emphasis ought to aid him in 
 this case. I would almost make it a rule to emphasize as 
 little as possible. To emphasize too little, of course, is 
 a fault. It makes the picture which the speaker places 
 before the mind's eye of the audience, pale, indistinct, 
 blurred. It is all background. There are no high lights. 
 
 But, on the other hand, to emphasize too much is a 
 greater fault. It leaves nothing to the intelligence of the 
 hearer : nothing to his imagination. It pounds upon his 
 ears and mind each particular phrase of thought with irri- 
 
EMPHASIS. 69 
 
 tating persistency. The picture it presents is like a Chi- 
 nese painting : there is no background, no perspective. 
 Everything stands out in sharp and uncontrasted relief. 
 
 There is but one rule for the reader and speaker : Care- 
 fully study the passage you are to read or speak ; seek 
 for the central thought ; follow the chain of argument ; 
 notice the relation and interrelation of sentences ; and then 
 decide after deliberation what words you wish to empha- 
 size. By this time you surely are able to place Emphatic 
 Stress where you wish. 
 
7O READING AND SPEAKING. 
 
 CHAPTER VIII. 
 CLASSIFICATION AND DELIVERY OF SENTENCES. 
 
 That every one may read. King Henry VI. 
 
 I speak as my understanding instructs me. The Winter's Tale. 
 
 CLASSIFICATION AND DELIVERY OF SENTENCES. 
 
 A PROPOSITION is a series of words expressing a com 
 plete thought. 
 
 Every proposition is either Declarative, Interrogative, 
 or Exclamatory. 
 
 Declarative propositions declare something affirmatively 
 or negatively. 
 
 Interrogative propositions contain questions. 
 
 Exclamatory propositions express more than ordinary 
 emotion or passion. 
 
 Every Declarative proposition is either absolute or con- 
 ditional. 
 
 EXAMPLES OF THE ABSOLUTE. 
 
 1. Eloquence shows the power and possibility of man. 
 
 2. It is said that one of the best readers of his time was John 
 Quincy Adams. 
 
 3. No man could read the Bible with such effect. 
 
 EXAMPLES OF THE CONDITIONAL. 
 
 1. When he rose, every sound was hushed. 
 
 2. People are happy because they are good. 
 
 3. If he confess it, then forgive him 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. /I 
 
 A sentence consists of a single proposition, or of two 
 or more related propositions. 
 
 Every sentence in the English language is either Simple 
 or Compound. 
 
 SIMPLE SENTENCES. 
 
 A Simple sentence consists of a single proposition hav- 
 ing but one subject, one verb, and one object. For ex- 
 ample : " Caesar conquered the Gauls." 
 
 The infinitive mood is not treated, in this work, as a 
 verb. 
 
 Though a Simple sentence can have but one subject, 
 object, and verb, it does not follow that it can have nothing 
 besides. To the example given above, we may add adver- 
 bial and qualifying clauses and words, until the sentence 
 is expanded into "The immortal Caesar very easily con- 
 quered the savage Gauls in a few months, a little before 
 the beginning of the Christian era, with some thousands 
 of men." Still it is a Simple sentence. 
 
 PUNCTUATION. All Simple sentences terminate with 
 periods, or with their representatives, the interrogation, 
 and the exclamation points. The comma is the only 
 admissible intermediate punctuation mark, and may be 
 used as follows : 
 
 I. When the subject or nominative case is followed by 
 an inseparable adjunct of some length, a comma may be 
 inserted immediately before the verb. Thus : 
 
 The good taste of the present enlightened age, has not permitted this. 
 
 II. When the connection is interrupted by a circum- 
 stance, a comma may be inserted both before and after 
 the circumstance. Thus : 
 
 With firmness in the right, as God gives us to see the right, let 
 us strive on. 
 
72 READING AND SPEAKING. 
 
 III. When the natural order of the sentence is trans- 
 posed a comma may be placed between the transposed 
 part. Thus : 
 
 Of all this, I was entirely ignorant. 
 
 RULE FOR THE DELIVERY OF SIMPLE DECLARATIVES. 
 
 The Simple Declarative Sentence is delivered with the Bend at 
 intermediate pauses, and with Perfect Fall at the end. 
 
 EXAMPLES. 
 
 1. The national independence 7 had been won. 
 
 2. At the bottom of the garden 7 ran a little stream. 
 
 3. Vanity 7 , of all the passions 7 , is the most unsocial. 
 
 4. To her 7 , many a soldier 7 , on the point of accomplishing his ambi- 
 tion 7 , sacrifices the opportunity. 
 
 5. And still, in memory's twilight bowers, 
 The spirits of departed hours, 
 With mellowing tints, portray 
 The blossoms of life's vernal flowers 
 Forever fallen away. 
 
 The student should bear in mind the rules on pages 40, 
 41, 42, showing where pauses occur though the commas 
 are omitted. 
 
 COMPOUND SENTENCES. 
 Compound sentences are either Close, Compact, or Loose. 
 
 THE CLOSE SENTENCE. 
 
 The Close sentence consists of a single absolute proposition, 
 having two or more subjects, objects, verbs, adjuncts, etc. 
 
 The Close sentence is merely an abbreviated method of 
 expressing several Simple sentences without the repetition 
 of the same subjects, verbs, objects, etc., by simply stating 
 once what is common to all. Thus, " Exercise and tern- 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. 73 
 
 perance strengthen the constitution," is but another way of 
 saying " Exercise strengthens the constitution. Temper- 
 ance strengthens the constitution." The phrase " strength- 
 ens the constitution " being common to both of these 
 Simple sentences, its repetition is obviated where they are 
 united in Compound structure. 
 
 EXAMPLES. 
 
 1 . (Two or more subjects?) Reason and Virtue answer one great aim. 
 
 2. (Two or more verbs.) The animals tttrned, looked, and ran away. 
 
 3. (Two or more objects.) He wrote poor prose and worse poetry. 
 
 4. (Two or more attributes.) The oration was beautifully, elegantly, 
 and forcibly delivered. God made man erect, rational, free. 
 
 5. (Two or more adjuncts or prepositional clauses.) The man of 
 fortune or of fame is not always secure in his possession. 
 
 6. {A relative clause.) The citizens of America celebrate the day 
 that gave birth to their liberties. 
 
 In the following discussion of Compound sentences, only 
 the Declarative forms will be considered. Interrogative 
 and Exclamatory sentences will be considered in their 
 place. In Declarative, Interrogative, and Exclamatory 
 sentences, the punctuation does not differ except that the 
 mark of interrogation or of exclamation may, in the last 
 two, take the place of the comma, the semicolon, the 
 colon, or the period of the Declarative. 
 
 PUNCTUATION. The Close sentence permits, except in 
 cases of allowed deviation (see page 44), no intermediate 
 mark longer than a comma. Theoretically there should 
 be a comma before each conjunction, expressed or under- 
 stood. In other words, there should be a comma between 
 all the Simple sentences of which the Close is compounded. 
 
 Where there are but two Simple sentences represented 
 in the Close, and the connective is expressed, there is no 
 comma before the connective. When more than two 
 
74 READING AND SPEAKING. 
 
 Simple sentences are represented, there should be a 
 comma before each connective, expressed or understood. 
 The rules for the punctuation of the Simple sentence 
 also govern the Close. 
 
 EXAMPLES. 
 
 1. Intelligence and beauty are always attractive. 
 
 2. Intelligence, and beauty, and modesty are the chief charms of 
 woman. 
 
 3. The oration was carefully and forcibly delivered. 
 
 4. The oration was carefully, and forcibly, and elegantly delivered. 
 
 RULES FOR THE DELIVERY OF THE CLOSE. 
 
 The Close Declarative sentence is delivered with the Bend at 
 intermediate pauses, and Perfect Fall at the end. 
 
 EXAMPLES. 
 
 1 . Enthusiasm of communication on a present theme 7 , to present 
 hearers 7 , is the power of moment in public speech. 
 
 2. The first thing requisite to a genuine energy of speech 7 , is the 
 possession and the mastery of materials 7 which demand energy of 
 speech. 
 
 3. The most successful speakers 7 have always been the most con- 
 siderate students 7 of the condition of their audiences. 
 
 Let it be remembered that however long the sentence, 
 however many subjects, verbs, objects, prepositional 
 clauses, participial clauses, adverbial clauses, relative 
 clauses it may have ; so long as there is but one prop- 
 osition expressed, it is a Close sentence ; and all inter- 
 mediate pauses take the Bend. Read, for example, this 
 sentence from Rufus Choate's " Eulogy on Daniel Web- 
 ster": 
 
 "The same high power of reason 7 , intent in every one to explore 
 and display some truth 7 ; some truth of judicial 7 , or historical 7 , or bio- 
 graphical fact 7 ; some truth of law 7 , deduced by construction perhaps 7 , 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. 75 
 
 or by illation 7 ; some truth of policy, for want whereof a nation, genera- 
 tions, may be the worse ; reason seeking and unfolding truth ; the 
 same tone, in all, of deep earnestness, expressive of strong desire that 
 that which he felt to be important should be accepted as true, and spring 
 up to action ; the same transparent, plain, forcible, and direct speech, 
 conveying his exact thought to the mind, not something less or 
 more ; the same sovereignty of form, of brow, and eye, and tone, and 
 manner, everywhere the intellectual king of men standing before 
 you; that same marvellousness of qualities and results, residing, I 
 know not where, in words, in pictures, in the ordering of ideas, in 
 felicities indescribable ; by means whereof, coming from his tongue, 
 all things seemed mended, truth seemed more true, probability more 
 plausible, greatness more grand, goodness more awful, every affection 
 more tender than when coming from other tongues ; these are, in 
 all, his eloquence." 
 
 Now it seems very inadequate to say that the proper 
 delivery of such a sentence is with the Bend at inter- 
 mediate pauses, and Perfect Fall. It is inadequate ; for 
 nothing is said of the key, the force, the rate, the empha- 
 sis. Nothing is said of the intelligence which must guide 
 the reader. But if the student has learned that such a 
 sentence as this should be read without fall of the voice, 
 other than that which results from emphasis ; if he has 
 learned to pass a colon or a semicolon without dropping 
 the voice ; he has learned something which a good many 
 persons, who think that they can read, have not learned. 
 
 And yet it by no means follows that because any teacher, 
 or any system, says that such a sentence should be read in 
 such a manner, that there is no appeal from that decision. 
 Elocution, as I have said, is not an exact science. How 
 any sentence should be read is largely a matter of judg- 
 ment : of taste. No theory should be followed blindly. 
 If a careful study of this system leads you to differ from 
 it in any particular, your time will not have been lost, nor 
 mine ; for the fact that you differ from it shows that you 
 
76 READING AND SPEAKING. 
 
 have studied : that you have brought your intelligence to 
 bear on the subject ; and that, above all things, is what 
 the teacher ought to desire. That, indeed, is the ultimate 
 aim of this work. 
 
 EXAMPLES. 
 
 i. Popular governments and general education, acting and react- 
 ing, mutally producing and reproducing each other, are the mighty 
 agencies which in our days appear to be exciting, stimulating, and 
 changing the aspect of the civilized world. 
 
 2. The hills, 
 Rock-ribbed, and ancient as the sun ; the vales 
 Stretching in pensive quietness between ; 
 
 The venerable woods ; rivers that move 
 
 In majesty ; and the complaining brooks 
 
 That make the meadows green ; and, poured round all, 
 
 Old ocean's gray and melancholy waste, 
 
 Are but the solemn decorations all 
 
 Of the great tomb of man. 
 
 3. This royal throne of kings ; this sceptered isle ; 
 This earth of majesty ; this seat of Mars ; 
 This other Eden, demi-paradise ; 
 
 This fortress, built by Nature for herself, 
 
 Against infection and the hand of war ; 
 
 This precious stone, set in the silver sea, 
 
 Which serves it in the office of a wall, 
 
 Or as a moat defensive to a house, 
 
 Against the envy of less happy lands ; 
 
 This blessed plot, this earth, this realm, this England ; 
 
 This land of such dear souls ; this dear dear land ; 
 
 Dear for her reputation, through the world, 
 
 Is now leased out, (I die pronouncing it,) 
 
 Like to a tenement or paltry farm. 
 
 EXCEPTION I. 
 
 When a Close sentence contains a series of members preceding 
 the predicate, the last of the series may be delivered with the 
 Partial Fall. 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. // 
 
 This deviation from the general rule is largely for the 
 sake of variety. It is particularly recommended when the 
 member immediately preceding the predicate is a sort of 
 summing up of all that goes before. For example : 
 
 On the banks of the Indus 7 ; in the fertile valleys of the Euphrates 7 ; 
 under the shadow of the mighty pyramids, and along the borders of 
 the Nile 7 ; in frigid Russia, and in sunny Greece ; among the moun- 
 tain fastnesses of Switzerland ; behind the dykes of Holland ; over the 
 plains and amid the forests of Germany ; far north in the Scandinavian 
 retreats, where muscle is trained by hardship, and storms nurture the 
 courage to do and dare ; up in the Highlands, where Bruce and Wal- 
 lace led their clans, and Burns sung songs as enduring as Homer's, 
 and Scott waved his wizard wand ; in Ireland, where the echoes of the 
 voice of O'Connell still linger in the air, persuasive, potential, and the 
 name of Robert Emmet stirs like a bugle call 7 ; here in this broad land 
 of America 7 ; everywhere\ of whatever race or clime v , man feels him- 
 self to be hindered, cramped, thwarted, cruelly wronged, without liberty. 
 
 Notice the natural and necessary use of the semicolon in- 
 stead of the comma. 
 
 EXCEPTION II. 
 
 When the members of a Close sentence contain antithetical 
 clauses, each member may terminate with Partial Fall. 
 
 EXAMPLE. 
 
 From the worm that grovels in the dust beneath our feet 7 , to the 
 track of the leviathan in the foaming deep v ; from the moth that cor- 
 rupts the secret treasure 7 , to the eagle that soars in the clouds x ; from 
 the consuming beast, to the lamb within the shepherd's fold ; from the 
 still small voice, to the thunders of omnipotence ; from the depths of 
 hell, to the thunders of eternal glory, there is no degree of beauty 7 
 or deformity^ no tendency of good or evil, no shadow of darkness, or 
 gleam of light, which does not come within the cognizance of the Holy 
 Scriptures. 
 
 The cause for this variation from the rule grows out of 
 the natural tendency to indicate contrast in thought by 
 contrast in inflection. 
 
78 READING AND SPEAKING. 
 
 I have said that the delivery of such sentences as these 
 given under the Exceptions may depart from the rule. 
 The reader by careful study should decide which method 
 of delivery will best realize the idea of the author. 
 
 COMPACT SENTENCES. 
 
 The Compact sentence is distinguished from every other by con- 
 sisting of parts beginning with correlative words, expressed or 
 understood. 
 
 Correlative words are words which mutually relate to 
 each other. Those which most frequently occur are, such 
 as; so as; so that; if then ; if yet; though 
 yet ; unless then ; now, then while ; where there ; 
 either or; whether or; though -nevertheless ; indeed, 
 truly but ; therefore becaiise, for, since ; more, rather, 
 better (and other comparatives) than. 
 
 Correlatives are usually placed at the beginning of the 
 parts which they qualify, and in the order in which they 
 appear in the examples above. Sometimes their order is 
 reversed ; and instead of standing at the beginning of the 
 parts, they are brought together, one of them only occupy- 
 ing its proper place. This is particularly the case with 
 more, rather, etc. than. For example: "Rather than 
 submit this fair land of their inheritance to dishonor, they 
 will form one united bulwark." That is, "rather will 
 they form, etc., than submit, etc." Another example : 
 "Then, if you see my limbs convulsed, my teeth clenched, 
 seize me." That is, "if you see, etc., then seize me." 
 
 Compact sentences are either Single or Negative. 
 
 SINGLE COMPACT SENTENCES. 
 
 The Single Compact consists of two parts introduced by correla- 
 tive words, expressed or understood 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. 79 
 
 PUNCTUATION. Since the correlative words, whether 
 expressed or understood, always imply each other, the 
 first part of the sentence must contain imperfect sense. 
 The proper Punctuation between the parts is therefore 
 the comma. 
 
 EXCEPTION. The comma gives place to the semicolon 
 often in the Fifth Variety, both correlatives being under- 
 stood. Notice, also, deviations from proper Punctuation. 
 
 EXAMPLES. 
 
 1 . If I meet him, then I will tell him. 
 
 2. Had he assisted me, I would have done it. 
 
 3. It is sown in corruption; it is raised in incorruption. 
 
 The first part of a Single Compact may itself be either 
 Simple, Close, or Compact in structure ; and the second 
 part may be either Simple, Close, Compact, or Loose. 
 Thus each part may have several members, which are 
 themselves delivered according to the rules governing the 
 class to which each belongs. But there is this to be con- 
 sidered in the delivery of all members of the first part : the 
 characteristic inflection of the first part of any Compact 
 is the Waving Slide, the First Sweep to the emphatic 
 word, and the Second Sweep to the end, unless other 
 emphatic words intervene. In any case, the Second 
 Sweeps of the emphatic words are strongly developed. 
 This characteristic delivery should be remembered in 
 reading a Simple or Close member of the first part of 
 a Compact. This suggestion relates to Negative as well 
 as to Single Compacts. We then have this very general 
 
 RULE FOR THE DELIVERY OF SINGLE COMPACTS. 
 
 The first part and the members of the first part of a Single 
 Compact are delivered with the Waving Slide. The second part 
 
80 READING AND SPEAKING. 
 
 and the members of the second part terminate with Partial and 
 Perfect Fall. 
 
 Wherever in the examples of Compact sentences, the 
 acute accent is used, it indicates, not the Bend, but the 
 upward movement of the voice with which the Second 
 Sweep always ends. It is a much more pronounced upward 
 inflection than the Bend, and is the characteristic delivery 
 of the first parts of all Compacts. 
 
 Single compacts are of three forms. 
 
 I. When both correlatives are expressed it is a Single 
 Compact of the First Form. 
 
 EXAMPLES. 
 
 1. As in Adam all die 7 , so in Christ shall all be made alive. 
 
 2. As soon as he sees what he never saw before 7 , so soon does he 
 feel what he never felt before. 
 
 3. If you know that the object is good 7 , then seek it. 
 
 II. When but one correlative is expressed, it is a Single 
 Compact of the Second Form. 
 
 EXAMPLES. 
 
 1 . When but one correlative is expressed 7 , it is a Single Compact of 
 the Second Form. 
 
 2. I published 7 , because I was told I might please. 
 
 3. If I should make the shortest list of the qualifications of the ora- 
 tor 7 , I should begin with " manliness." 
 
 III. If neither correlative is expressed, it is a Single 
 Compact of the Third Form. 
 
 The Third Form comprises five varieties. 
 
 i. The first does not differ from the First and Second 
 Form except in having both the correlatives understood ; 
 or in having the subject and verb, in one of tlie parts, 
 transposed. 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. 8 1 
 
 EXAMPLES. 
 
 1 . A professed Catholic 7 , he imprisoned the Pope. 
 
 2. Had he assisted me 7 , I would have done it. 
 
 3. Were it not for the impediments I speak of 7 , I would do as you 
 suggest. 
 
 2. The second variety begins with present or perfect 
 participles. 
 
 EXAMPLES. 
 
 1 . Being sure of his position', he went on boldly. 
 
 2. Affected by this spectacle of suffering 7 , he offered aid. 
 
 3. Saving carefully the fruits of his labor 7 , he at length was able to 
 buy a farm. 
 
 3. The third variety begins with, or includes, the nomi- 
 native case independent. 
 
 EXAMPLES. 
 
 1. Such being the case 7 , there is no need of argument. 
 
 2. The deed being done 7 , he calmly went on his journey. 
 
 3. The audience having become quiet 7 , the orator took up the line 
 of his argument. 
 
 4. The fourth variety begins with, or includes, an in- 
 finitive independent, preceded by the phrase "in order," 
 expressed or understood. 
 
 EXAMPLES. 
 
 1. In order to succeed 7 , it is necessary to be bold. 
 
 2. In order to make a good speech 7 , one must have materials for a 
 good speech. 
 
 3. To deny this 7 , one must deny that which every man of experience 
 knows to be true. 
 
 5. The fifth variety has parts apparently making perfect 
 sense, which is a leading characteristic of the Loose sen- 
 
82 READING AND SPEAKING. 
 
 tence ; but it is distinguished from the Loose by the clearly 
 implied correlation of the parts. 
 
 EXAMPLES. 
 
 1 . Seek/, and ye shall find. 
 
 2. The rain descended 7 , and the floods came 7 , and the winds blew / 
 and beat upon that house 7 ; and it fell. 
 
 3. Affected passion 7 , intense expression 7 , the pomp of declamation 7 , 
 all may aspire after it 7 ; they cannot reach it. 
 
 EXCEPTIONS TO THE RULE FOR THE DELIVERY OF 
 SINGLE COMPACTS. 
 
 I. The last member of a series in the first part may be de- 
 livered with Partial Fall, for the sake of variety. 
 
 II. If the last member of a series in the first part contain an 
 intensive particle, it should be delivered with the Partial Fall. 
 
 EXAMPLES. 
 
 1 . If they had wealth 7 , if they had even a competency^ many think 
 they could be happy. 
 
 2. Though they lost the esteem of the world ; though their nearest 
 and dearest relatives forsook them ; though even the sanctity of life 
 itself was invaded ; yet they held to their faith unshaken : met all : 
 endured all. 
 
 III. If a Single Compact has, in its first part, two members 
 in contrast, the second member may terminate with the Partial 
 Fall. 
 
 EXAMPLES. 
 
 1 . If a good man has injured you 7 , if a bad man has injured you v , it 
 is all the same v : you must forgive. 
 
 2. Though his enemies reproached him, though his friends reproached 
 him, he never wavered. 
 
 IV. If the first parts of two Single Compacts in immediate 
 connection express contrasted thoughts, the first part of the 
 second Compact may terminate with Partial Fall. 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. 83 
 
 EXAMPLES. 
 
 1. [His style is always beautiful.] If clear', you are pleased with 
 him. If he is obscure\ you are pleased with him. 
 
 2. When he frowned, they all trembled ; and when he smiled, they 
 trembled all the more. 
 
 3. When he led the battle in person, the enemy feared him ; when 
 he sat alone in his tent, they feared him. 
 
 Exceptions III. and IV. are plainly due to the fact that 
 contrasted thought requires contrasted inflection. 
 
 V. When a Single Compact begins with the word " suppose " 
 in the imperative, the first part terminates with the Partial Fall. 
 In this case, however, the second part almost always is an in- 
 terrogative: that is, the first and second parts form a Semi- 
 interrogative. 
 
 EXAMPLES. 
 
 1 . Suppose he does laugh v : will that deter you ? 
 
 2. Suppose you do contradict yourself: what then? 
 
 3. Suppose you do find it difficult to express yourself as you desire : 
 will you give up all efforts to become a speaker? 
 
 TRANSPOSED PARTS. 
 
 Sometimes the parts of a Single Compact are trans- 
 posed ; but even then the general rule for delivery holds 
 good, the first part, even though ending the sentence, 
 being delivered with the Waving Slide, and the second 
 part terminating with a Fall. The only variation from 
 the general delivery is that the Fall being at an inter- 
 mediate pause is the Partial, not the Perfect Fall. If the 
 order of the first example below of transposed Single 
 Compacts were changed, the sentence would read, " [In 
 order] to build the noblest memorial of himself 7 , one must 
 build to the praise of a being above V 
 
84 READING AND SPEAKING. 
 
 EXAMPLES. 
 
 1. One must build to the praise of a being above\ to build the 
 noblest memorial of himself 7 . 
 
 2. As well try to dam the waters of the Nile with bulrushes, as 
 to fetter the steps of Freedom. 
 
 3. You must heed first and always the divine voice in your own 
 soul, if you would be sure of the sweet voices of good fame. 
 
 INCOMPLETE SINGLE COMPACTS. 
 
 It is not at all unusual to find sentences which in 
 structure and punctuation seem to be Simple, or Close, 
 or Loose sentences, but which are Single Compact sen- 
 tences, with the first part only expressed. For example : 
 
 1. [The master made a correction, and the pupil rubbed it out. 
 The next day the master came again, and looking at the drawing 
 said,] "I thought I altered that 7 ." 
 
 These last six words are the first part of a Single 
 Compact, and should be read as such. The second part, 
 understood, might be, " but it seems that I did not." 
 
 2. [Again the pupil rubbed out the correction. The next day the 
 master came again, stopped short when he saw the drawing, and then 
 with his thumb nail cut quite through the paper.] " That's the way 
 that line ought to go'," he said'. 
 
 Here again is a first part. The second, understood, 
 might be, "whether you think so or not." Or, "even 
 though you rub it out." 
 
 3. It is easy to awaken generous sentiments in privacy' ; to despise 
 death when there is no danger' ; to glow with benevolence when there 
 is nothing to be given v/ . 
 
 Here the implied second part might be, "but it is a very 
 different thing to put these sentiments into practice." 
 The sentence may end with a Fall, since the last member 
 is the last of a series. 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. 85 
 
 THE NEGATIVE COMPACT. 
 
 The Negative Compact consists of four parts : the first always 
 contains a negative statement; the second, beginning with "for" 
 or "because," expressed or understood, gives a reason for the first ; 
 the third, beginning with "but," or "therefore," expressed or 
 understood, contains an affirmation in opposition to, or in contrast 
 with, the negative statement, or first part ; and the fourth beginning 
 with "for " or "because," expressed or understood, gives a reason 
 for the third part. 
 
 Dr. Mandeville writes truly of this sentence : " The 
 Negative is an extraordinary sentence : extraordinary alike 
 for the frequency of its occurrence, for the singular changes 
 and modifications to which it is subject, and for its mag- 
 nificent oratorical capacity. Some of the sublimest thoughts 
 that ever issued from human lips have adopted the struct- 
 ure of this sentence for their expression. It was the 
 favorite sentence of Demosthenes." 
 
 It is rare to find a complete Negative Compact, but the 
 following sentence from the I3th chapter of the Gospel of 
 John fulfils all the requirements : 
 
 Henceforth I call you not servants, for the servant knoweth not what 
 his lord doeth; but I have called you friends; for all things I have 
 heard of my Father I have made known unto you. 
 
 PUNCTUATION. The proper mark after the first part 
 is the comma : after any other part except the last, 
 which of course takes the period, or its representative, 
 there should be a semicolon or a colon, according as the 
 connectives are expressed or understood. It is allowable, 
 however, to use the semicolon after the first part, when the 
 correlatives of the first and the following part are under- 
 stood. Notice also Variations from Legitimate Punctuation. 
 
 The parts of the Negative Compact, like the parts of a 
 Single Compact, may consist of members of various vari- 
 
86 READING AND SPEAKING. 
 
 eties of construction, which should be delivered according 
 to the rules governing the class to which each belongs. 
 But the student should always bear in mind, the essential 
 characteristic of the delivery of the First Parts of all Com- 
 pacts, the Second Sweep of the emphatic words, strongly 
 developed. 
 
 RULE FOR THE DELIVERY OF THE NEGATIVE COMPACT. 
 
 The first part and members of the first part are delivered with 
 the Waving Slide : the other parts, and the members of the other 
 parts, like the members of a Loose sentence, with Partial and 
 Perfect Fall. 
 
 EXAMPLES. 
 
 1 . (First part) Henceforth I call you not servants 7 , (second part) 
 for the servant knoweth not what his lord doeth x ; (third part) but I 
 have called you friends v ; (fourth part) for all things I have heard of 
 my Father I have made known unto you. 
 
 2. It was not an eclipse that caused the darkness at the crucifixion, 
 for the sun and the moon were not in a position to cause an eclipse ; 
 but a direct interposition of God ; for on no other supposition can we 
 account for it. 
 
 EXCEPTIONS. 
 
 I. When the first part consists of a series of members, the last 
 of the series may take Partial Fall, as in Single Compacts. 
 
 II. When an intensive particle appears in a member of a series 
 in the first part, that member takes the Partial Fall. 
 
 The negative particles "nor" and " neither " often thus 
 appear as intensive particles. 
 
 EXAMPLES. 
 
 1. He would not speak to him'; he would not listen to him 7 ; he 
 would not even look at him v ; because he despised him. 
 
 2. We do not pray to instruct God ; not to tell him the news, or 
 inform him of our wants ; nor do we pray by dint of argument to per- 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. 8/ 
 
 suade God v ; nor that, by fair speech, we may move his affections v : 
 not for any such purpose are we obliged to pray 7 ; but because it be- 
 cometh us so to do. 
 
 3. Do not therefore be cast down, neither loose your courage for 
 an instant ; but hope on, hope ever. 
 
 III. When "no" or "nay" ends a series of members in the 
 first part, it should be delivered with the circumflex, the Sweeps 
 developed on the word; and the member preceding the "no" or 
 " nay " should terminate with Partial Fall. 
 
 EXAMPLES. 
 
 1 . We pay no homage at the tombs of kings to sublime our feelings 7 ; 
 we trace no line of illustrious ancestors to support our dignity 7 ; we 
 recur to no usages, sanctioned by the authority of the great, to protect 
 our rejoicing^ : no 7 ; we love liberty : we glory in the rights of men : 
 we glory in independence. 
 
 2. No wars have ravaged these lands and depopulated these villages ; 
 no civil discords have been felt ; no religious rage ; no merciless enemy ; 
 no voracious and poisonous monsters : no ; all this has been accom- 
 plished by the friendship, generosity, and kindness of the English 
 nation. 
 
 I. As has been said, Complete Negative Compacts are 
 rare. The most usual form has only the first and third 
 parts, the negative and affirmative statements being 
 brought into immediate contrast. 
 
 EXAMPLES. 
 
 1. It was not enough for him to stand on the defensive 7 ; he felt 
 that he must become the assailant. 
 
 2. Society in this country has not made its progress like Chinese 
 skill, by a greater acuteness of ingenuity in trifles ; but it has assumed 
 a new character, and has raised itself from its lowly position. 
 
 3. [What constitutes a state?] 
 
 Not high-raised battlement, or labored mound, 
 
 Thick wall, or moated gate ; 
 Not cities proud, with spires and turrets crowned ; 
 
88 READING AND SPEAKING. 
 
 Not bays and broad armed ports, 
 Where, laughing at the storm, rich navies ride ; 
 
 Not starred and spangled courts, 
 Where low-browed baseness wafts perfume to pride : 
 
 No' ; men : high-minded men ; 
 With powers as far above dull brutes endued 
 
 In forest, brake, or den, 
 As beasts excel cold rocks and brambles rude ; 
 
 Men who their duties know, 
 But know their rights ; and knowing, dare maintain, 
 
 Prevent the long-aimed blow, 
 And crush the tyrant while they rend the chain. 
 
 These constitute a state. 
 
 Occasionally, when the first and third parts are thus in 
 immediate contrast, they are transposed. Even then they 
 should be delivered according to the rule. 
 
 EXAMPLES. 
 
 1. (Third part) You were paid to fight against Alexander N ; {first 
 part) not to rail at him 7 . 
 
 2. They were asleep ; not alienated. 
 
 3. We demand our liberty as an inalienable right ; not as a favor. 
 
 Sometimes the negative statement (the first part) is 
 inserted as a clause in the affirmative (the third part). In 
 such a case the general rule is still followed, the first 
 clause of the affirmative statement taking the Partial Fall, 
 and the negative clause and the succeeding portion of the 
 affirmative taking the Waving Slide. 
 
 EXAMPLES. 
 
 1 . (Third part) Strong proofs\ (first part) not a loud voice', 
 (third part) produce conviction 7 . 
 
 2. Ambition, and not the safety of the state, was concerned. 
 
 3. His wisdom, not his talent, attracts attention. 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. 89 
 
 Notice that if the emphasis is taken from the con- 
 trasted words and placed in the clause following the nega- 
 tive, the tendency is to close the sentence with the Fall. 
 Emphasize " conviction " only, in the first example, and see 
 the result. The sentence becomes a simple statement of 
 what " strong proofs " produce, the negative clause being 
 merely parenthetical. 
 
 II. It is not unusual to find the third and fourth parts 
 omitted, leaving simply the negative statement and the 
 
 reason for it. 
 
 EXAMPLES. 
 
 1 . Not all the chapters of human history are thus important' ; the 
 annals of our race have been filled up with incidents which convey no 
 instruction. 
 
 2. I dare not come here and dismiss in a few summary paragraphs 
 the character of one who has filled such a place in history ; one who 
 holds such a place in the heart of his country ; it would be a disrespect- 
 ful familiarity to a man of his lofty spirit, his great soul, his rich endow- 
 ments, his long ard honorable life, to endeavor thus to weigh and 
 estimate them. 
 
 III. The fourth part is sometimes omitted. 
 
 EXAMPLES. 
 
 1 . They had not come in search of gain', for the soil was sterile and 
 unproductive ; but they had come that they might find freedom to wor- 
 ship God. 
 
 2. We do not say that his error lies in being a good member of 
 society ; this, though only a circumstance at present, is a very fortunate 
 one ; the error lies in his having discarded the authority of God as his 
 legislator. 
 
 In Negative Compacts of this form, when the first part has 
 members, it is not unusual to find the second part distributed 
 among those members : that is, to find each of these mem- 
 bers of the first part followed by a second part of its own. 
 
9O READING AND SPEAKING. 
 
 EXAMPLE. 
 
 It was not their rank which gave the apostles such marvelous suc- 
 cess in spreading Christianity 7 , for they sprang from the lowest order 
 of the people v ; it was not their wealth 7 , for they were poor x ; it was not 
 their learning 7 , for they were unlettered men v ; but it was the wisdom 
 of God, and the power of God unto salvation, which attended them. 
 
 IV. The second part only is sometimes omitted. 
 
 EXAMPLES. 
 
 1. You should not thoughtlessly accept this theory 7 , but should 
 examine it carefully ; for those who do so are repaid for their labor. 
 
 2. Lay not up for yourselves treasures upon earth, where moth and 
 rust corrupt, and where thieves break through and steal ; but lay up for 
 yourselves treasures in heaven, where neither moth nor rust corrupt, and 
 where thieves do not break through and steal ; for where your treasure 
 is, there will your heart be also. 
 
 V. Sometimes the negative statement the first part 
 stands alone. When it consists of a series of members, 
 the last should have the Perfect Fall. 
 
 EXAMPLE. 
 
 [And what is our country ?] It is not the East 7 with her hills and 
 valleys 7 , with her countless sails 7 , and the rocky rampart of her shores 7 ; 
 it is not the North with her thousand villages and her harvest home, 
 with her frontier of lake and ocean ; it is not the West with her forest 
 sea and her inland isles, with her luxuriant expanses clothed with ver- 
 dant corn, with her beautiful Ohio and her majestic Missouri ; nor is it 
 yet the South\ opulent in the mimic snow of the cotton, in the rich 
 plantations of the rustling cane, and the golden robes of the rice field v . 
 
 Notice how in this sentence you feel that the negative 
 statement ought to be followed by an affirmative, in con- 
 trast to it, telling what our country is. It is this fact, that 
 the negative statement so often suggests a reason for that 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. QI 
 
 statement, or a contrasting affirmative, that gives it its 
 incomplete character, and leads us naturally to deliver it 
 with an upward inflection. Indeed, some writers on Elo- 
 cution have laid down the rule that all negative thoughts 
 should be delivered with the rising inflection. I think 
 that the rule is too broad. It is only when the negative 
 suggests the opposite affirmative, or suggests a reason for 
 the negative, that it takes a rising inflection ; and then it 
 is properly classed as a Negative Compact. 
 
 THE LOOSE SENTENCE. 
 
 A Loose Sentence consists of two or more distinct though related 
 propositions with connectives expressed or understood. 
 
 The members of a Loose sentence may themselves be 
 Simple, Close, or Compact in structure, and will therefore 
 conform to the delivery of such sentences. The members, 
 except the first, are not necessarily complete in structure, 
 but may be fragmentary, or imperfect, requiring to be 
 completed in thought from what precedes. Each member 
 of a Loose sentence, whether perfect or imperfect, should 
 contain a single proposition : should express a complete 
 thought. 
 
 It seems proper to place among Loose sentences those 
 constructed like the following : 
 
 1 . The case is simply this : shall the Legislature do as it please ? 
 
 2. The gentleman spoke as follows : I am not sure, sir, etc. 
 
 3. Give me that other sentiment, dear to every true American heart : 
 Liberty and Union ; One and Inseparable ; Now and Forever. 
 
 Although in such sentences the first members are not 
 complete propositions, do not express complete thoughts, 
 still it seems best to classify them as Loose sentences, 
 and to deliver them as such. 
 
Q2 READING AND SPEAKING. 
 
 PUNCTUATION. The members of a Loose sentence, 
 when the connectives are expressed, are separated by semi- 
 colons : when the connectives are not expressed, by colons. 
 (See Deviations from Legitimate Punctuation, page 44.) 
 
 RULE FOR THE DELIVERY OF THE LOOSE SENTENCE. 
 
 Each member of a Loose sentence should have the Bend at inter- 
 mediate pauses, and should terminate with Partial Fall, except the 
 last, which has Perfect Fall. When the nature and length of the 
 sentence permits, each succeeding member should be delivered in a 
 slightly lower key. 
 
 EXAMPLES. 
 
 1. Patriotism', when it rises to the heroic standard', is a positive 
 love of country v ; and it will do all and sacrifice all for its object. 
 
 2. I think that oratory, with the exception of here and there an 
 instance which is supposed to be natural, is looked upon, if not with 
 contempt, at least with discredit, as a thing artificial: as a mere 
 science of ornamentation : as a method fit for actors, who are not 
 supposed to express their own sentiments, but unfit for a living man 
 who has earnestness, and sincerity, and purpose. 
 
 Notice that the last member of the preceding example 
 contains a Single Compact : " A method fit [indeed] for 
 actors', etc., but unfit for a living man, etc." 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. 93 
 
 CHAPTER IX. 
 
 CLASSIFICATION AND DELIVERY OF SENTENCES. 
 
 Continued. 
 
 I'll think upon the questions. King Henry VI. 
 
 How now! Interjections? Why, then, some be of laughing, as, 
 ah ! ha ! he ! Much Ado About Nothing. 
 
 INTERROGATIVES. 
 
 INTERROGATIVES are either Definite, Indefinite, Indirect, 
 Double, or Semi-Interrogative. 
 
 DEFINITE INTERROGATIVES. 
 
 The Definite is one that begins with a verb, and can be 
 answered by "Yes " or "No." 
 
 It may be in structure either Simple, Close, Single 
 Compact, or Loose. There seems to be no Negative 
 Compact Definite or Indefinite Interrogative. The Sin- 
 gle Compact Definites and Indefinites usually appear with 
 the correlative words and parts reversed. 
 
 RULE FOR THE DELIVERY OF THE DEFINITE 
 INTERROGATIVE. 
 
 The Definite, when composed of one short member, is delivered 
 with the Upward Slide from beginning to end : when the member 
 is long it should have the Upward Slide at the beginning, then the 
 inflections of a Declarative Sentence, ending with a decided Upward 
 Slide. Where the sentence consists of a series of members, each 
 member should be delivered according to the rules just given. 
 When the length and nature of the sentence will admit, each sue- 
 
94 READING AND SPEAKING. 
 
 ceeding Upward Slide should begin and end a little higher than its 
 predecessor. The last Upward Slide should be more pronounced 
 than the others. 
 
 EXAMPLES. 
 
 1. (Simple.) Will any man deny that ? 
 
 2. (Close.) Do you think that a blessing of that kind, that a victory 
 obtained by justice over bigotry and oppression, should have a stigma 
 cast upon it, by an ignominious sentence upon men, bold and honest 
 enough to propose that measure? 
 
 3. (Compact.) Is eloquence therefore less excellent in itself, because 
 it has been abused? 
 
 4. (Loose) Have you not told us again and again, that while we were 
 troubling ourselves so much about the negro question, the negro himself 
 had every reason to feel happy and contented in the condition of slavery ? 
 that he was well fed, well clothed, had but a moderate share of labor to 
 perform, and no earthly cares upon him ? did you not always tell us so ? 
 
 EXCEPTIONS TO THE RULE FOR THE DEFINITE. 
 
 I. When the same Definite question is repeated, the repetition 
 has the delivery of the Indefinite : the Downward Slide, or the 
 First Sweep to the emphatic word, and the Downward Slide 
 from it. 
 
 EXAMPLES. 
 
 1. Did you see him there? 
 Sir? .^ 
 Did you see him there ? 
 
 ^ \ 
 
 2. Has the gentleman done? Has he completely done? 
 
 3. Shall we take the decisive step? I ask you, shall we take the 
 lecisive step? 
 
 II. A series of Definite questions may have the last member 
 delivered like an Indefinite Interrogative. 
 
 EXAMPLES. 
 
 1. Is he honest? Is he faithful? Is he capable? 
 
 2. Do you know me, sir? Am I Dromio? Am I your man? Am 
 I myself ? 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. 95 
 
 3. Are all apostles? Are all prophets? Are all teachers? Are all 
 workers of miracles? Have all the gifts of healing? Do all speak 
 with tongues ? Do all interpret ? 
 
 This reading is particularly good when the Definite 
 Interrogatives are Exclamatory, and when the last of the 
 series seems to be more in the nature of an emphatic 
 statement of an undoubted fact, than of a question. 
 
 EXAMPLES. 
 
 1. Is it possible that neither of these causes could blast this bud 
 
 of hope? Is it possible, that from a beginning so feeble, so frail, so 
 worthy, not so much of admiration as of pity, there has gone forth 
 
 a progress so steady, a growth so wonderful, a reality so important, 
 
 a promise, yet to be fulfilled, so glorious ? 
 
 2. When the African was first brought to these shores, would he 
 have violated a solemn obligation by slipping his chain and flying back 
 to his native land ? Would he not have been bound to seize the pre- 
 cious opportunity to escape ? 
 
 THE INDEFINITE INTERROGATIVE. 
 
 The Indefinite is an interrogative that begins with an 
 adverb or relative pronoun, and cannot be answered by 
 "yes" or "no." 
 
 RULE FOR THE DELIVERY OF INDEFINITE INTERROGATIVES. 
 
 The Indefinite, if short, is delivered either with an uninterrupted 
 Downward Slide, or with the First Sweep to the emphatic word 
 and the Downward Slide to the end. When the Interrogative is 
 long, it has the Downward Slide at the beginning, then the Deliv- 
 ery of a Declarative sentence, and ends with a decided Downward 
 Slide. If the sentence has members, each member is delivered 
 according to the rules just given ; and, if possible, each succeeding 
 member is delivered in a slightly lower key. 
 
96 READING AND SPEAKING. 
 
 If a Short Indefinite begins with an emphatic word, the 
 sentence is delivered with the Downward Slide from be- 
 ginning to end. If there is more than one emphatic word, 
 the voice rises from one emphatic word to another, the last 
 one being followed by a sharp Downward Slide to the end 
 of the sentence. The Indefinite may be either Simple, 
 Close, Single Compact, or Loose. 
 
 EXAMPLES. 
 
 1. (Simple.} Why was this important fact concealed ? 
 
 2. (Close.) What citizen of our republic is not grateful in view of 
 the contrast which our history presents ? 
 
 3. {Compact.) Why should we suspend our resistance, why should 
 we submit to an authority like this, if we have the right, and superior 
 force on our side ? 
 
 4. (Loose) Why was the French Revolution so bloody and destruc- 
 tive? why was our revolution of 1641 comparatively mild ? why was our 
 Revolution of 1688 milder still ? why was the American Revolution, con- 
 sidered as an internal movement, the mildest of all ? 
 
 It will be noticed that often at intermediate pauses of 
 imperfect sense in an Indefinite, the Bend is naturally 
 given. This is due to the fact that in a sentence whose 
 delivery is, in the main, with a Downward Slide, it is easy 
 to raise the voice. It is for this reason that the first part 
 of an Indefinite Compact often has the Waving Slide quite 
 distinct, although the general course of the sentence is 
 downward. In a sentence delivered with the Upward 
 Slide the Bend is rarely heard, because the voice is con- 
 tinually rising from word to word. 
 
 EXCEPTIONS TO THE RULE FOR THE DELIVERY OF 
 INDEFINITES. 
 
 I. When an Indefinite is repeated to obtain a more distinct 
 answer, or when another Indefinite is put, as if to obtain a repe- 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. 9/ 
 
 tition of a previous remark, the repetition is delivered like a 
 Definite, with the Upward Slide. 
 
 EXAMPLES. 
 
 1. Q. When will you finish my picture? 
 A. Next week. 
 
 Q. When will you finish my picture? 
 
 2. [A plague upon all cowards, say I.] 
 
 Q. What's the matter? 
 
 A. What's the matter? Here be four of us have taken a thou- 
 sand pounds. 
 
 Q. Where is it, Jack? where is it? 
 A. Where is it? Taken from us it is. 
 Such repetitions occur mainly in dialogues. 
 
 II. Indefinites which are purely Exclamatory, and to which 
 no answer is required or expected, are often delivered like the 
 Indirect, with the Waving Slide. 
 
 EXAMPLES. 
 
 1 . Why do I suffer so many sorrows 7 ? 
 
 2. How shall I ever look him in the face 7 ? 
 
 3. Where could my thoughts have been ? 
 
 THE INDIRECT INTERROGATIVE. 
 
 The Indirect is an interrogative with declarative struc- 
 ture. 
 
 The speaker apparently seeks confirmation of his state- 
 ment, rather than information. There are three kinds of 
 Indirect Interrogatives. 
 
 I. The first does not differ from the Definite, except in 
 structure, and in the fact, above mentioned, that the ques- 
 tion seems to seek confirmation, rather than information. 
 
gS READING AND SPEAKING. 
 
 EXAMPLES. 
 
 1. They were gone on your arrival? 
 
 2. You will do this to-morrow morning? 
 
 3. They never were heard of afterward? 
 
 II. The second kind is distinguished as being used exclu- 
 sively in supplication. 
 
 EXAMPLES. 
 
 1 . Dear Queen, give me that hand of yours to kiss ? 
 
 2. Grant me permission to go there this once? 
 
 3. Father, give me the portion of goods that falleth to me? 
 
 III. The third kind occurs where a proposition is ex- 
 pressed with such confidence in its truth as precludes 
 contradiction, and commands assent. This kind almost 
 always includes some word like "sure, "surely," "truly/' 
 "certainly." 
 
 EXAMPLES. 
 
 1 . Surely you are mistaken in that supposition ? 
 
 2. Truly this was the Son of God? 
 
 3. [And she said, "Truth Lord;] yet the dogs eat of the crumbs 
 which fall from their master's table? " 
 
 The student should remember that he will rarely find, in 
 his reading, sentences of this second and third kind punc- 
 tuated with interrogation marks ; yet they are undoubtedly 
 Indirect Interrogatives, and should so be delivered. 
 
 Indirects may be either Simple, Close, Compact, or Loose. 
 
 DELIVERY OF THE INDIRECT INTERROGATIVE. 
 
 The Indirect is delivered with the Waving Slide : that is, the 
 First Sweep to the emphatic word and the Second Sweep to the 
 end. When it has members, each member has this delivery. 
 
 See above for examples. 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. 99 
 
 EXCEPTION. 
 The last member of a series of Indirects may have Perfect Fall. 
 
 EXAMPLES. 
 
 1. [Give it here, my honest fellow.] 
 Q. You will take it'? 
 
 A. To be sure I will. 
 
 Q. And will smoke it 7 ? 
 
 A. That I will. 
 
 Q. And will not think of giving me anything in return v ? 
 
 2. Q. My dear, you have some pretty beads there ? 
 A. Yes, papa. 
 
 Q. And you seem vastly pleased with them? 
 A. Yes, papa. 
 
 Not infrequently, particularly in oral discourse, the 
 speaker asks and answers a series of questions. For 
 example : 
 
 What would content you ? Talent? No. Enterprise? No. Cour- 
 age? No. Virtue? No. The man whom you would select should 
 possess, not one, but all. 
 
 The first question is an Indefinite : the others Definites. 
 A series of Definites may have the last delivered with the 
 Downward Slide. The answers to these questions are so 
 much a part of the questions that they seem to require 
 the delivery of the interrogative in declarative form, the 
 Indirect. Another reason for this delivery is that such 
 answers seem to be Indirect Interrogatives of the third 
 kind. They may be read as though one said " Surely no." 
 We have an exception saying that the last of a series of 
 Indirects takes the Fall. Now, read this and the follow- 
 ing examples, with the Upward Slide on all the Definites 
 except the last, which takes the Downward Slide; with the 
 Waving Slide (it is the Circumflex when developed on one 
 
IOO READING AND SPEAKING. 
 
 word) on all the answers, except the last, which takes the 
 Fall ; and observe the excellent result. 
 
 EXAMPLES. 
 
 1. Are they Hebrews? So am 1. Are they Israelites? So am I. 
 Are they the seed of Abraham? So am I? Are they ministers of 
 
 Christ? I am more v . 
 
 2. [I am the king ; for so stands the comparison : thou the beggar ; 
 for so witnesseth thy lowliness.] Shall I command thy love? I may. 
 Shall I enforce thy love? I could. Shall I entreat thy love? I will. 
 
 3. Oh, how hast thou with jealousy infected 
 
 The sweetness of affiance ! Show men dutiful ? 
 
 Why, so didst thou. Or seemed they grave and learned? 
 
 Why, so didst thou ? Come they of noble family ? 
 
 Why, so didst thou.' Seem they religious? 
 
 Why, so didst thou. 
 
 THE DOUBLE INTERROGATIVE. 
 
 The Double Interrogative consists of two alternative 
 questions, united by the word "or." 
 
 When no alternative thoughts are expressed, when the 
 "or" is not disjunctive, the interrogation is not Double, 
 and is delivered according to the class to which it belongs. 
 For example : [" When shall we be stronger ?] Will it be 
 next week, or the next year ? " This is plainly a Definite 
 Interrogative ; and the following is an Indefinite : " Who 
 would be so mean, or so base, or so lost to all the nobler 
 instincts ? " 
 
 RULE FOR THE DELIVERY OF THE DOUBLE 
 INTERROGATIVE. 
 
 The Double Interrogative is delivered with the Upward Slide 
 to the "or," and the Downward Slide from it. When each or 
 either part has members, each member has its own Upward or 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. IOI 
 
 Downward Slide, as the case may be ; each Upward Slide rising 
 higher than its predecessor, each Downward Slide falling lower. 
 
 EXAMPLES. 
 
 1. Is it lawful to give tribute to Caesar, or not? 
 
 2. Are the stars that gem the vault above us mere decorations of the 
 night, or suns and centers of planetary systems? 
 
 3. Did those great Italian masters begin and proceed in their art 
 without choice of method, and always draw with the same ease and 
 freedom ; or did they observe some method, by beginning with some 
 elementary parts which they drew with great pains and care ; often 
 drawing the same thing, in order to draw it correctly ; and so proceed- 
 ing with patience and industry, till, after considerable time, they arrived 
 at the masterly manner you speak of ? 
 
 THE SEMI-INTERROGATIVE. 
 
 The Semi-Interrogative is part Declarative and part 
 Interrogative. The Declarative portion may, with the 
 Interrogative, form a Close, Compact, or Loose, and is 
 delivered according to the rules governing the class of 
 Declaratives to which it belongs. The Interrogative part 
 may be Definite, Indefinite, Indirect, or Double, and is 
 delivered accordingly. 
 
 EXAMPLES. 
 
 1. {Close.) Some have sneeringly asked', Are Americans too poor 
 to pay a few pounds on stamped paper? 
 
 2. {Close.) And some of the Pharisees, who were with him, heard 
 these words, and said unto him, "Are we blind also?" 
 
 3. {Compact.) If you have a dog, highly prized for his fidelity, 
 watchfulness, and care of your flocks ; who is fond of your shepherds 
 and playful with them, and yet snarls whenever you come in his way 7 ; 
 would you attempt to cure his fault by angry looks or words ? 
 
 4. (Compact.) It is indeed easy for us to maintain her doctrine at 
 this late day, when there is but one party on the subject, an immense 
 people ; but what tribute shall we bestow, what sacred pean shall we raise 
 
IO2 READING AND SPEAKING. 
 
 over the tombs of those who dared, in the face of unrivaled power, and 
 within reach of majesty, to blow the blast of freedom throughout a sub- 
 ject continent? 
 
 5. (Loose.) In such a state eloquence would be most studied as 
 the surest means of rising to influence and power v ; and what kind of 
 eloquence ? 
 
 EXCEPTIONS. 
 
 I. When the Declarative part of the Semi-Interrogative is im- 
 perative it usually ends with Partial Fall; even though it make, 
 with the Interrogative, a Close or Compact sentence. 
 
 EXAMPLES. 
 
 1. Tell me\ how long did this shadow of a colony languish on the 
 distant coast? 
 
 2. Suppose you do contradict yourself v : what then? 
 
 3. Ask yourself this question : Will such a cause be honorable? 
 
 4. Suppose you were in his place : would you be satisfied? 
 
 II. When the Declarative part of the Semi-Interrogative fol- 
 lows the Interrogative, it almost always is delivered with the 
 Continued Slide of the Interrogative, or has a like Slide of its 
 own. 
 
 EXAMPLES. 
 
 1 . Did you see the procession ? asked the little fellow eagerly. 
 
 2. When are you going to pay me? he asked sternly. 
 
 3. Do you fear death in my company? he cried to the anxious sail- 
 ors, when the ice on the coast of Holland had almost crushed the boat 
 that was bearing them to the shore. 
 
 Sometimes sentences Interrogative, or Semi-Interroga- 
 tive, in form and punctuation, are not Interrogative in 
 thought ; and should not have the delivery of Interroga- 
 tives. Such is often the case when the speaker is speaking 
 of a question : not asking it, nor saying that any one asked 
 it. These apparent Interrogatives should be delivered like 
 Declaratives. 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. IO3 
 
 EXAMPLES. 
 
 1. Let me see on that banner, no such miserable interrogatory as 
 " What is all this worth ? " but that other sentiment, etc. 
 
 2. Shall the children of the men of Marathon become slaves of 
 Philip? shall the majority of the Senate and People of Rome stoop 
 to wear the chains forged by the military executors of the will of Julius 
 Caesar? shall Ireland bound upward from her long prostration, and 
 cast from her the last link of the British chain? shall the Thirteen 
 Colonies become and be free and independent States, and come, una- 
 bashed, unterrified, an equal, into the majestic assembly of the nations? 
 these are the thoughts with which all bosoms are distended and 
 oppressed. 
 
 The first of these Examples is a Negative Compact, with 
 first and third parts. The first part ends at " worth " ; and 
 the proper reading is certainly not with the Downward 
 Slide of the Indefinite Interrogative, which would be the 
 proper reading were the words "What is all this worth," a 
 question ; but with the Waving Slide of the first part of a 
 Compact. The Second Example is a Loose. Each mem- 
 ber is not a Definite Interrogative, taking the Upward 
 Slide ; but a statement of what the thought, the question, 
 is ; and therefore it has the Declarative delivery, the Par- 
 tial Fall. 
 
 EXCLAMATORY SENTENCES. 
 
 Most Exclamatory sentences may be classified in some 
 one of the foregoing divisions of sentences, and are gov^ 
 erned by the rules for the delivery of such sentences : with 
 this qualification, that, from their very nature, Exclamatory 
 sentences are delivered with added stress, or power, or feel- 
 ing ; and therefore the inflections are accentuated. There 
 can be no rule for feeling : the intelligence of the reader 
 or speaker must determine that. 
 
 There are, however, certain exclamations or interjections, 
 concerning whose delivery some suggestions may be made. 
 
IO4 READING AND SPEAKING. 
 
 They may be divided into Abbreviations of simple sentences, 
 (including a few formed from sounds which they imitate,) 
 and Equivalents of simple sentences. 
 
 ABBREVIATIONS. 
 
 Some of the Abbreviations are: Hold! Ho! Shame! 
 Hail! Look! Lo ! Hush! Hist ! Farewell ! Fie ! Pshaw! 
 Pish! Heigh-ho! Avaunt ! Away! Htirrah ! Bah! 
 
 It is hardly necessary to explain that most of these 
 Exclamations stand for sentences. " Shame ! " may mean, 
 " It is a shame to you ! " and so with all, except a few which 
 have lost their original meaning. Thus it follows that these 
 Abbreviations are delivered as the sentences of which they 
 are abbreviations, would be delivered. 
 
 EQUIVALENT EXCLAMATIONS. 
 
 These are Ah! Aha! Alas! Eh! Ha! Hah! O, Oh! 
 
 They may be considered as equivalent to Declarative 
 and Interrogative Exclamations ; and, as such, they are 
 delivered like the sentences for which they are substituted. 
 
 RULES FOR THEIR DELIVERY. 
 
 I. When Equivalent Exclamations are not used independently, 
 but serve to introduce Exclamatory sentences, they usually form 
 merely the keynote of these sentences. That is, there is no varia- 
 tion from the key in their delivery. 
 
 EXAMPLES. 
 
 1. AhJ sinful nation! 
 
 2. Ah! if you only had been there! 
 
 3. O noble judge! O excellent young man! 
 
 4. O let me not be mad! Not mad, sweet heaven! 
 
 5. Oh! my offense is rank! it smells to heaven! 
 
 6. O that this too, too solid flesh would melt, thaw, and resolve 
 itself into dew! 
 
UNIV 
 
 CLASSIFICATION AND DELIVERY OF SENTENCES. 10$ 
 
 II. When they express surprise, suspicion, curiosity, tri- 
 umph, exultation, they are equivalent to Definite Interrogative 
 Exclamations, and of course take the Upward Slide. 
 
 EXAMPLES. 
 
 1. Ah! was it indeed as bad as that? 
 
 2. Ah! There's mischief in this man. 
 
 3. Ha! sayest thou so ? 
 
 4. Hah! have I caught thee at last? 
 
 5. Aha! You thought me blind, did you? 
 
 6. Yea, they opened their mouths against me and said, " Aha! aha! 
 Our eye hath seen it." 
 
 7. Eh! What do the people say, pray? 
 
 III. When they express pity, fear, disgust, sorrow, pain, 
 they are equivalent to Declaratives or to Indefinite Interrogatives. 
 The delivery then would be with the Fall or Downward Slide. 
 
 EXAMPLES. 
 
 1. What a pity. Ah! poor thing! Ah! 
 
 2. Ah! it is a sight to freeze one! 
 
 3. Ha! it sickens me. 
 
 4. Oh! oh! 'tis foul! 
 
 5. Eh! you hurt me. 
 
 IV. When used to convey a sneer, contempt, incredulity, 
 etc., they are equivalent to Indirect Interrogative Exclamations, 
 and are therefore delivered with the Circumflex. 
 
 EXAMPLES. 
 
 1. Oh, but he paused upon the brink! He should have perished 
 on the brink, etc. 
 
 2. Oh! he was sorry, was he? 
 
 3. Oh! he says that all gentlemen do so. 
 
 The word well is often used as an exclamation and as 
 an expletive. As an exclamation it is delivered with 
 Partial or Perfect Fall. Thus : " He's dead, is he ? Well\ 
 
IO6 READING AND SPEAKING. 
 
 well ! " As an expletive, introducing a sentence, it has 
 the Bend. For example: "Well 7 , honor is the subject of 
 my story." 
 
 I am well aware that these rules for the delivery of 
 Exclamations are very inadequate. They are delivered 
 with so many varying shades of inflection to express their 
 various shades of meaning, that rules cannot help much. 
 Here, as always, intelligence makes the rule. 
 
 COMPELLATIVES. 
 
 Compellatives are names, titles, or epithets used in direct 
 address. They are delivered with the Bend. 
 
 EXAMPLES. 
 
 1. Gentlemen 7 , I shall not detain you long. 
 
 2. I did not come here, fellow-citizens 7 , to make a speech. 
 
 3. I call the gentleman from Ohio to order\ Mr. Speaker 7 . 
 
 4. Where are you going, my pretty maid 7 ? 
 
 5 . Shall we go hunting or go a-fishing, George ? 
 
 PUNCTUATION : See rule for Circumstance, page 108. 
 
 The Compellative standing at the end of a sentence 
 does not materially alter its delivery. If the sentence, 
 without the Compellative, would end with a Fall or with 
 a Downward Slide, it retains that delivery. Thus in 
 Example 3 there is a Fall at "order;" and 4 and 5 have 
 the Downward Slide before the Compellative. If the 
 Compellative has any influence upon what precedes it, it 
 is to check somewhat the downward inflection. 
 
 A Compellative sometimes has a decided influence upon 
 a clause following it. This is when the Compellative is 
 at the end of the Indefinite Interrogative part of a Semi- 
 Interrogative, and is followed by the Declarative part. 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. IO/ 
 
 Then the Bend of the Compellative causes the Declara- 
 tive part to end with the Bend. Thus : 
 
 " Where are you going, my pretty maid / ? " he said, trying hard to 
 speak in a very persuasive tone 7 . 
 
 (See Exception II. in the Delivery of Semi-Interrogatives, 
 page 1 02.) 
 
 EXCEPTIONS. 
 
 I. In very emphatic Declaratives and Indefinite Interrogatives, 
 Compellatives usually take the Downward inflections of such sen- 
 tences. 
 
 EXAMPLES. 
 
 1. Charge, Chester, charge! On, Stanley, on! 
 
 2. Why tempt ye me, ye hypocrites? 
 
 3. What were your outrageous plans, ye traitors? 
 
 II. Short Compellatives, as u sir," " gentlemen," and the like, 
 at the beginning of formal speeches or letters, and at the end of 
 Declarative sentences, are often delivered with the Falls. 
 
 This is merely conventional delivery, and may wisely be 
 departed from. 
 
 III. Compellatives repeated for emphasis, or that they may 
 be heard, take the Perfect Fall ; and each succeeding repetition is 
 delivered in the same way, and with increased Force. 
 
 EXAMPLES. 
 
 1. John', John\ come here. 
 
 2. Mr. Speaker', Mr. Speaker^, I desire to be heard. 
 
 3. My lord' ! mylordM What, ho! my lord v , my lord v ! 
 
 THE CIRCUMSTANCE. 
 
 The Circumstance is a part of a sentence, required by the sense, 
 but not by the grammatical construction. 
 
 It may be a word, a clause, or even a sentence in itself: if 
 a sentence, it will be of one of the varieties already described. 
 
IO8 READING AND SPEAKING. 
 
 PUNCTUATION. If it stands at the beginning of a sen- 
 tence or the member of a sentence, it is followed by a 
 comma : if it is in the middle of a sentence or member, it 
 is preceded and followed by commas : if it is at the end of 
 a sentence or member, it is preceded by a comma, and 
 followed by the punctuation mark of the sentence or mem- 
 ber in which it appears. 
 
 RULE FOR THE DELIVERY OF THE CIRCUMSTANCE. 
 
 In Declarative sentences, the Circumstance has the delivery of the 
 preceding clause. When it stands at the beginning of a Declarative 
 sentence it takes the Bend. In Interrogative sentences it is delivered 
 with the Slide of the Interrogative. 
 
 EXAMPLES. 
 
 1. In these respects' , our poetry is more true to nature. 
 
 2. I have, with a good deal of attention' , considered the subject. 
 
 3. Hug not this delusion to your breast\ / pray you^. 
 
 EXCEPTION. 
 
 When the Circumstance follows a clause terminating with the 
 Bend, and expresses a thought in contrast to that of the preceding 
 clause, the Circumstance terminates with the Partial Fall. 
 
 EXAMPLES. 
 
 1 . It is essential that he who speaks much 7 , or who even speaks little^, 
 should acquire command of himself. 
 
 2. The man of affairs, as well as the student, should be interested 
 in these things. 
 
 It is evident that this variation from the rule grows out 
 of the natural tendency to indicate contrast in thought by 
 contrast in inflection, as was seen in the Close sentence. 
 
 When the Circumstance stands at the end of a sentence 
 or member, it has little effect upon the delivery of the 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. ICX) 
 
 words preceding it, except, of course, to change Perfect 
 Fall to Partial. The reader must not be misled into 
 thinking that the pause preceding a Circumstance at the 
 end of a Declarative sentence is always a pause of imper- 
 fect sense. Were it not for the Circumstance, it would 
 be a pause of perfect sense and take Perfect Fall ; but 
 followed by the Circumstance it has the Partial Fall, the 
 Circumstance ending with Perfect Fall. 
 
 EXAMPLES. 
 
 I cannot tell how to account for it, but these people have usually 
 the preference to our own fools\ in the opinion of the sillier part of 
 womankind. 
 
 2. If I stood here to-night to tell the story of Napoleon, I should 
 take it from the lips of Frenchmen v , who find no language rich enough 
 in which to paint the great general of the century. 
 
 3. But I am to tell you the story of a negro\ Toussaint L'Ouverture\ 
 who has left hardly one written line. 
 
 THE PARENTHESIS. 
 
 The Parenthesis is a word or clause necessary neither to the 
 sense nor to the construction of a sentence. 
 
 PUNCTUATION. When the clause preceding the Paren- 
 thesis has a punctuation mark, the Parenthesis is followed 
 by the same mark, or its representative, except, of course, 
 when it ends a sentence. 
 
 It is delivered according to the rule governing the 
 delivery of the Circumstance. Both Circumstance and 
 Parenthesis should be delivered in a Key different from 
 that of the main body of the sentence. Usually, par- 
 ticularly as regards the Circumstance, this should be a 
 lower Key. But if the meaning demand, the Key may 
 be raised. 
 
IIO READING. AND SPEAKING. 
 
 EXAMPLES. 
 
 1 . Key. That this nation, .... shall have a new birth of 
 
 under God, 
 freedom. 
 
 2. Key. Can that nation, long endure? 
 
 or any nation so established, 
 
 3. Key. Are you still far from settled? 
 
 (I fear you are) 
 
 (oh ! she was shrewd) 
 
 4. Key. At last she succeeded in hood- 
 winking him completely. 
 
 THE MIXED SENTENCE. 
 
 The Mixed sentence is formed of two or more of the same spe- 
 cies, or of different species of sentences, so combined, that both 
 or all are equally necessary to the construction and the sense. 
 
 There should be no effort on the part of the student 
 to separate the parts of a mixed sentence (as in pars- 
 ing) or to supply missing parts. Simply read each part 
 according to the rules governing the class to which it 
 belongs. 
 
 One example will be sufficient ; and the following, from 
 the well-known speech of Daniel Webster, is a fine example. 
 
 When my eyes shall be turned to behold, for the last time, the sun 
 in heaven 7 , may I not see him shining on the broken and dishonored 
 fragments of a once glorious Union 7 ; on states dissevered, discordant, 
 belligerent 7 ; on a land rent with civil feuds, or drenched, it may be, in 
 fraternal blood 7 ; let their last feeble and lingering glance 7 , rather, 
 behold the gorgeous ensign of the Republic, now known and honored 
 throughout the earth, still full high advanced v : its arms and trophies 
 streaming in their original luster v : not a stripe erased or polluted, nor 
 a single star obscured v : bearing for its motto, no such miserable inter- 
 rogatory as, " What is all this worth 7 ? " nor those other words of delu- 
 sion and folly, " Liberty first, and Union afterwards 7 " ; but everywhere, 
 spread all over in characters of living light, blazing on all its ample 
 folds as they float over the sea and over the land and in every wind 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. Ill 
 
 under the whole heavens', that other sentiment', dear to every true 
 American heart v : Liberty and Union x ; now and forever x ; one and 
 inseparable^ ! 
 
 This splendid sentence begins with the first part of a 
 Single Compact, ending at " heaven." Here, with "then " 
 understood, begins a Negative Compact with first and third 
 parts. The first part, ending at "blood," has three mem- 
 bers : the third part, with "but" understood, begins at 
 "let," and has three complete members, and the beginning 
 of a fourth. The three members end at "advanced," "lus- 
 ter," "obscured." The fourth member "bearing for its 
 motto" becomes the beginning of a Negative Compact, 
 with first and third parts. The first part has two members 
 ending at "worth" and "afterwards." The third part 
 concludes the sentence. 
 
 Notice that the words, "What is all this worth ?" are 
 read with the Waving Slide of the first part of a Compact, 
 and not with the Falling Slide of the Indefinite Interrog- 
 ative. There *is no question asked. There is simply the 
 statement of what might be on the banner. It is no more 
 a question than the other phrase, " Liberty first, and Union 
 afterwards." (See page 102.) 
 
 PARAGRAPHS FOR CLASSIFICATION AND PUNCTUATION. 
 
 1. Our life is compared to a falling leaf when we are disposed to 
 count on protracted years to defer any serious thoughts of futurity and 
 to extend our plans through a long succession of seasons the spectacle 
 of the " fading many-colored woods " and the naked trees affords a salu- 
 tary admonition of our frailty it should teach us to fill the short year of 
 life or that portion of it which may be allotted to us with useful employ- 
 ments and harmless pleasures to practice that industry activity and order 
 which the course of the natural world is constantly preaching. 
 
 2. Liberty was theirs as men without it they did not esteem them- 
 selves men more than any other privilege or possession it was essential 
 
112 READING AND SPEAKING, 
 
 to their happiness for it was essential to their original nature and there- 
 fore they preferred it above wealth and ease and country and that they 
 might enjoy and exercise it fully they forsook houses and lands and 
 kindred. 
 
 3. She embraces under her protection or in her possession the 
 Philippine Islands Java Sumatra passes the coast of Malacca rests for 
 a short time fruitlessly to endeavor to number the countless millions of 
 her subjects in Hindustan winds into the sea of Arabia skirts along the 
 coasts of Coromandel and Ceylon stops for a moment at the Cape of 
 Good Hope sweeps along the whole of the Antilles doubles Cape Horn 
 crosses the American Continent and then takes her departure for the 
 United Kingdoms of England Scotland and Ireland. 
 
 4. Because I eat and drink without luxury banishing all foreign 
 superfluity because I dress myself in a way at once comfortable and 
 pleasing to the eye because I withstand the prejudices of my class and 
 would pass for no more than I am worth because I forswear deceit 
 and assert the truth without fear therefore am I treated in the nine- 
 teenth century as a fool. 
 
 5. Time would fail us to recount the measures by which the way 
 was prepared for the Revolution the Stamp Act its repeal with the 
 declaration of right to tax America the landing of troops in Boston 
 beneath the battery of fourteen vessels of war lying broadside to the 
 town with springs on their cables their guns loaded and matches 
 smoking the repeated insults and finally the massacre of the fifth of 
 March resulting from this military occupation by which the final catas- 
 trophe was hurried on. 
 
 6. Were I to invite each reader to deliver an address the first ques- 
 tion which would arise in your mind would relate to your personal fitness 
 for the task in other words you would regard the invitation from a per- 
 sonal point of view this consideration is appropriate because personality 
 is an essential element of eloquence. 
 
 7. But if you feel that in favorable circumstances you could influence 
 people through speech a second question would arise before you would 
 accept the invitation to make an address namely what am I to speak 
 about am I to lecture upon politics or literature or history or art or 
 religion you might readily consent to bring one message to an audience 
 and decline to treat another subject in public the second question there- 
 fore relates to the matter of the discourse thus the matter or the truth 
 to be presented becomes the second division of oratory. 
 
CLASSIFICATION AND DELIVERY OF SENTENCES. 113 
 
 8. But if you have had experience in speaking or if you have a genius 
 for the work you will ask a third question relating to the audience and 
 to the occasion is the audience composed of children or adults what is 
 its degree of cultivation what is the occasion which brings the people 
 together have they come for instruction for inspiration or for entertain- 
 ment the third question therefore relates to the nature and condition of 
 the audience as however the speaker cannot make or change occasions 
 we may say that the third element of success consists in his art in finding 
 a suitable message for the occasion and in adapting the matter of his 
 discourse to the audience. 
 
 9. It is hardly necessary to say that one of the best helps to the 
 acquisition of skill in oratory is a profound study of the best specimens 
 of eloquence as the young painter or sculptor is not content with text 
 books and lectures but spends months or years in the galleries of Flor- 
 ence Rome and a score of other places in order to learn how the great 
 masters of form and color wrought their miracles so the oratorical stu- 
 dent should dissect and analyze the great masterpieces of eloquence 
 and endeavor so far as possible to " pluck out the heart of their mys- 
 tery "" to learn the secret of their charm let him not confine himself to 
 reading fine passages such as are to be. found in " Speakers " for the 
 exclusive reading of these would be misleading and on the whole more 
 injurious than helpful a speech of the highest order will always contain 
 some of those electric and stimulating qualities which we look for in 
 books of specimens but the striking metaphor the startling appeal the 
 biting sarcasm the bold invective the daring apostrophe which charac- 
 terize these selected passages form but an insignificant portion of a long 
 discourse and sometimes they are wanting altogether in speeches which 
 are models of luminous statement or of powerful and logical reasoning. 
 
 10. Again besides studying the masterpieces of eloquence in print 
 the oratorical aspirant should listen to the best living speakers as the 
 young bird that is learning to fly watches its parents and with eyes fixed 
 on them spreads its unsteady wings follows in their path and copies their 
 motions so the young man who would master the art of oratory should 
 watch closely the veteran practitioners of the art and assiduously note 
 and imitate their best methods till gaining confidence in the strength 
 of his pinions he may venture to cease circling about the nest and 
 boldly essay the eagle flights of eloquence it was thus in part that 
 Grattan's oratorical genius was trained and directed going in his youth 
 to London he was attracted to the debates in Parliament by the elo- 
 
114 READING AND SPEAKING. 
 
 quence of Lord Chatham which acted with such a spell upon his mind 
 as henceforth to fix his destiny to emulate the fervid and electric ora- 
 tory of that great leader reproducing his lofty conceptions in new and 
 original forms for he was no servile copyist was henceforth the object 
 of his greatest efforts and of his most fervent aspirations. 
 
 1 1 . The advocates of Charles like the advocates of other malefactors 
 against whom overwhelming evidence is produced generally decline all 
 controversy about the facts and content themselves with calling testi- 
 mony to character he had so many private virtues and had James II 
 no private virtues was even Oliver Cromwell his bitterest enemies them- 
 selves being judges destitute of private virtues and what after all are 
 the virtues ascribed to Charles a religious zeal not more sincere than 
 that of his son and fully as weak and narrow minded and a few of the 
 ordinary household decencies which half the tombstones in England 
 claim for those who lie beneath them a good father a good husband 
 ample apologies indeed for fifteen years of persecution tyranny and 
 falsehood. 
 
 12. We charge him with having broken his coronation oath and we 
 are told that he kept his marriage vow we accuse him of having given 
 up his people to the merciless inflictions of the most hot headed and 
 hard hearted of prelates and the defense is that he took his little son 
 on his knee and kissed him we censure him for having violated the 
 articles of the Petition of Right after having for good and valuable 
 considerations promised to observe them and we are informed that he 
 was accustomed to hear prayers at six o'clock in the morning it is to 
 such considerations as these together with his Vandyke dress his hand- 
 some face and his peaked beard that he owes we verily believe most of 
 his popularity with the present generation. 
 
 13. For ourselves we own that we do not understand the common 
 phrase " a good man but a bad king " we can as easily conceive a good 
 man and an unnatural father or a good man and a treacherous friend 
 we cannot in estimating the character of an individual leave out of our 
 consideration his conduct in the most important of all human relations 
 and if in that relation we find him to have been selfish cruel and deceit- 
 ful we shall take the liberty to call him a bad man in spite of all his 
 temperance at table and all his regularity at chapel. 
 
THE PRACTICAL APPLICATION. 
 
 CHAPTER X. 
 
 THE PRACTICAL APPLICATION. 
 
 Now I speak to some purpose. As You Like It. 
 
 A speech of some dozen or sixteen lines. Hamlet. 
 
 BEFORE reading the following examples of sentences in 
 class, you should study them carefully. First decide what 
 kind of a sentence each is, and of course that will decide 
 you as to the proper termination of each clause, or mem- 
 ber, or sentence. Then decide which words ought to be 
 emphasized, and apply the rules for emphasis. Then 
 try to heed the suggestions given as to breathing, voice, 
 naturalness, distinctness in articulation. Study each par- 
 agraph as a whole, and endeavor to give each part its 
 just value. 
 
 When you read, stand erect, hold the book well up, that 
 you may not have to bend the neck and thus interfere 
 with the proper position of the vocal organs. 
 
 Suppose that you are to read this sentence, from Daniel 
 Webster's famous Dartmouth College argument: 
 
 I. . This, sir, is my case. 2. It is the case, not merely of that 
 humble institution; it is the case of every college in our land. 3. It 
 is more: it is the case of every Eleemosynary Institution throughout 
 our country ; of all those great charities founded by the piety of our 
 ancestors to alleviate human misery, and scatter blessings along the 
 pathway of life. 4. It is more: it is, in some sense, the case of every 
 man among us who has property of which he may be stripped; for the 
 case is simply this : Shall our State Legislatures be allowed to take that 
 which is not their own, to turn it from its original use, and apply it to 
 such ends or purposes as they, in their discretion, may s 
 
Il6 READING. AND SPEAKING. 
 
 Below is an analysis of the sentence : a general model 
 for you to follow. I have indicated the words that may be 
 emphasized. I do not mean that they are the only words, 
 or just the words, to emphasize. I give the analysis, sen- 
 tence by sentence. 
 
 1. Close Declarative, delivered with Bend at intermediate pauses, 
 and Perfect Fall. Emphasizing this, the voice starts above the key : 
 Second Sweep developed on the Circumstance, sir. First Sweep of 
 case starts at preceding pause ; Second Sweep changed to Perfect Fall. 
 
 2. Negative Compact with first and third parts. First part ter- 
 minates with Bend; third part with Perfect Fall. First Sweep of 
 humble developed from preceding pause ; Second Sweep to the end of 
 first part, at institution. First Sweep of every starts at the rhetorical 
 pause before prepositional clause of every, etc. ; Second Sweep developed 
 to the rhetorical pause before the prepositional clause, in our land; or 
 if the emphasis is strong, the Sweep is changed to Downward Slide to 
 the end of the sentence. 
 
 3. Loose sentence with three members. Partial Fall at more and 
 country, and Perfect Fall at life. Bend at intermediate pauses. Second 
 Sweep of more changed to Partial Fall ; First Sweep of Eleemosynary 
 begins at preceding rhetorical pause before the prepositional clause, of 
 every, etc., and goes to accented syllable mos ; Second Sweep developed 
 to the rhetorical pause before throughout, unless the emphasis is strong 
 enough to change it to the Downward Slide to the end of the member. 
 First Sweep of charities begins at preceding pause ; Second Sweep 
 developed on the word, because of the rhetorical pause before the 
 participial clause, founded, etc. ; or, if emphasis is strong, developed to 
 the pause before the infinitive clause, to alleviate, etc. Sweeps of alle- 
 viate developed according to general rules, as is the First Sweep of 
 blessings ; Second Sweep developed on the word, because of the rhetor- 
 ical pause before the prepositional clause, along the, etc. 
 
 4. Loose sentence with four members. Delivered with Partial Fall 
 at more, stripped, and this ; Perfect Fall atyf/. Effects of emphasis of 
 more as in third sentence. In some sense is a Circumstance, and 
 should be read in a lower key ; Sweeps of some developed between the 
 pauses. First Sweep of man begins at the slight rhetorical pause after 
 case; Second Sweep developed to the pause before the relative clause, 
 who has, etc. First Sweep of stripped begins after pause preceding 
 
THE PRACTICAL APPLICATION. 117 
 
 prepositional clause, of which he, etc. ; Second Sweep changed to 
 Partial Fall. The rhetorical pause following the Circumstance simply, 
 prevents a development of the First Sweep of this, the voice starting 
 above the key; the Second Sweep is changed to Partial Fall. First 
 Sweep of allowed begins at the rhetorical pause after our State Legisla- 
 tures (see Rule II., Rhetorical Pauses) ; Second Sweep goes to the 
 pause preceding the relative which. First Sweep of not begins at the 
 preceding pause, and Second Sweep goes to the following pause. 
 Second Sweep viturn is developed until it becomes, or coincides with, 
 the First Sweep of original. First sweep of they begins after rhetorical 
 sweep before as; Second Sweep developed on the word. Second 
 Sweep o>ifit changed to Perfect Fall. (See Remarks under Semi-Inter- 
 rogative, p. 65.) 
 
 Having decided just how a paragraph should be read, 
 then strive to give to each clause its proper force, its proper 
 key. All emphatic words are not equally emphatic. All 
 pauses are not equal. All Second Sweeps do not rise to 
 the same height. I do not believe that these variations 
 of voice, emphasis, inflection, can be successfully taught in 
 a book. Use your brains ; use your ears. It means study. 
 Yes, and it is worth study. One thing is certain : if you 
 read according to the rules which you have learned in this 
 book, you cannot read in a monotone. 
 
 To the following selections for practice in the applica- 
 tion of the rules, I have in some instances added the name 
 of the author. Those with the name of Beecher added are 
 from Henry Ward Beecher's oration on " Oratory." 
 
 1. The best hope that any orator can have is to rise at favored 
 moments to some height of enthusiasm that shall make all his previous 
 structure of preparation superfluous ; as the ship in launching glides 
 from the ways, and scatters cradle-timbers and wedges upon the 
 waters that are henceforth to be her home. T. W. Higginson. 
 
 2. A man who is to be an orator must have something to say; he 
 must have something that in his very soul he feels to be worth saying ; 
 he must have in his nature that kindly sympathy which connects him 
 
Il8 READING AND SPEAKING. 
 
 with his fellow-men, and which so makes him a part of the audience 
 which he moves as that his smile is their smile, that his tear is their 
 tear, and that the throb of his heart becomes the throb of the hearts of 
 the whole assembly. Beecher. 
 
 3. So long as men touch the ground, and feel their own weight, so 
 long they need the aptitudes and the instrumentalities of the human 
 body ; and one of the very first steps in oratory is that which trains the 
 body to be the welcome and glad servant of the soul ; for many and 
 many a one, who has acres of thought, has little bodily culture, and as 
 little grace of manners ; and many and many a one who has sweetening 
 inside has cacophony when he speaks. Beecher. 
 
 4. A good voice has a charm in speech as in song ; sometimes of 
 itself enchains attention, and indicates a rare sensibility; especially 
 when trained to wield its powers. Emerson. 
 
 5. In moments of clearer thought or deeper sympathy, the voice will 
 attain a music and penetration which surprises the speaker as much as 
 the auditor ; he also is a sharer in the higher wind that blows over his 
 strings. Emerson. 
 
 6. If I should make the shortest list of the qualifications of the 
 orator, I should begin with manliness ; and perhaps it means here, 
 presence of mind. Emerson. 
 
 7. These are ascending stairs a good voice, winning manners, 
 plain speech, chastened, however, by the schools into correctness ; but 
 we must come to the main matter, of power of statement know your 
 fact ; hug your fact. Emerson. 
 
 8. John Adams's eloquence alone seemed to have met every demand 
 of the time ; as a question of right, as a question of prudence, as a 
 question of immediate opportunity, as a question of feeling, as a ques- 
 tion of conscience, as a question of historical and durable and innocent 
 glory, he knew it all, through and through ; and in that mighty debate, 
 which, beginning in Congress as far back as March or February, 1776, 
 had its close on the second and on the fourth of July, he presented it 
 in all its aspects, to every passion and affection ; to the burning sense 
 of wrong, exasperated at length beyond control by the shedding of 
 blood ; to grief, anger, self-respect ; to the desire of happiness and of 
 safety ; to the sense of moral obligation, commanding that the duties 
 of life are more than life ; to the courage which fears God, and knows 
 
THE PRACTICAL APPLICATION. 1 19 
 
 no other fear ; to the craving of the colonial heart, of all hearts, for 
 the reality and the ideal of country, and which cannot be filled unless 
 the dear native land comes to be breathed on by the grace, clad in the 
 robes, armed with the thunders, admitted as an equal to the assembly, 
 of the nations ; to that large and heroical ambition which would build 
 states; that imperial philanthropy which would open to liberty an 
 asylum here, and give to the sick heart, hard fare, fettered conscience 
 of the children of the Old World, healing, plenty, and freedom to 
 worship God. Rufus Choate. 
 
 9. To him who in the love of Nature holds 
 
 Communion with her visible forms, she speaks 
 A various language ; for his gayer hours 
 She has a voice of gladness, and a smile 
 And eloquence of beauty ; and she glides 
 Into his darker musings with a mild 
 And gentle sympathy, that steals away 
 Their sharpness ere he is aware. Bryant. 
 
 10. A living force that brings to itself all the resources of imagina- 
 tion, all the inspiration of feeling, all that is influential in body, in voice, 
 in eye, in gesture, in posture, in the whole animated man, is in strict 
 analogy with the divine thought and the divine "arrangement ; and there 
 is no misconstruction more utterly untrue and fatal than that oratory 
 is an artificial thing, which deals with baubles and trifles, for the sake 
 of making bubbles of pleasure for transient effect on mercurial audi- 
 ences. Beecher. 
 
 11. I advocate, in its full extent, and for every reason of humanity, 
 of patriotism, and of religion, a more thorough culture of oratory ; and 
 I define oratory to be the art of influencing conduct with the truth 
 set home by all the resources of the living man. Beecher. 
 
 12. At midnight, in his guarded tent, 
 
 The Turk was dreaming of the hour 
 When Greece, her knee in suppliance bent, 
 
 Should tremble at his power ; 
 In dreams, through court and camp, he bore 
 The trophies of a conqueror ; 
 
 In dreams his song of triumph heard ; 
 Then wore his monarch's signet ring ; 
 Then pressed that monarch's throne, a king; 
 
I2O READING. AND SPEAKING. 
 
 As wild his thoughts, as gay of wing, 
 
 As Eden's garden bird. Fits-Greene Halleck. 
 
 13. Then with eyes to the front all, 
 And with guns horizontal, 
 
 Stood our sires ; 
 And the balls whistled deadly, 
 And in streams flashing redly 
 Blazed the fires ; 
 As the roar 
 On the shore 
 Swept the strong battle-breakers o'er the green-sodden acres 
 
 Of the plain ; 
 
 And louder, louder, louder, cracked the black gunpowder, 
 Cracking amain ! 
 
 Guy Humphrey McMaster. 
 
 14. If you consider deliberative eloquence, in its highest forms and 
 noblest exertion, to be the utterances of men of genius, practised, 
 earnest, and sincere, according to a rule of art, in presence of large 
 assemblies, in great conjunctures of public affairs, to persuade a 
 People ; it is quite plain that those largest of all conjunctures, which 
 you properly call times of revolution, must demand and supply a delib- 
 erative eloquence all their own. Rufus Choate. 
 
 15. If you can electrify an audience by the power of a living man on 
 dead things, how much more should that audience be electrified when 
 the chords are living, and the man is alive, and he knows how to touch 
 them with divine inspiration. Beecher. 
 
 1 6. When the thing which a man does is so completely mastered as 
 that there is an absence of volition, and he does it without knowing it, 
 he does it easily. When the volition is not subdued, and when, there- 
 fore, he does not act spontaneously, he is conscious of what he does ; 
 and the consciousness prevents his doing it easily. Beecher. 
 
 17. As in morals, whenever a man thinks himself humble, then is 
 the moment of his most insidious pride ; so in eloquence, whenever a 
 speaker becomes conscious in any measure of himself, and is led to 
 think of how he is doing that which he is speaking, or how he is to do 
 that which is still before him, he loses that which, most of all, the 
 true orator desires to attain. W. M. Taylor. 
 
THE PRACTICAL APPLICATION. 121 
 
 18. When one has so completely mastered the principles of logic, 
 rhetoric, and elocution, that he acts upon them without thinking either 
 of them or of himself, then the manner is to the matter as the powder 
 is to the ball, and the spirit is to the spark, by which the might that 
 was in the powder is exploded for the propulsion of the ball, and sends 
 it with tremendous impact against the wall of the fortress which he is 
 seeking to bombard. W. M. Taylor. 
 
 19. Are we to go on still cudgelling, and cudgelling, and cudgelling 
 men's ears with coarse processes? Are we to consider it a special 
 providence when any good comes from our preaching or our teaching? 
 Are we never to study how skilfully to pick the lock of curiosity ; to 
 unfasten the door of fancy ; to throw wide open the halls of emotion, 
 and to kindle the light of inspiration in the souls of men ? Is there 
 any reality in oratory? It is all real. Beecher. 
 
 20. Taking, now, another step forward, and presuming that one has 
 this special gift, what more is required for the highest eloquence? 
 I answer, in the first place, a good character. W. M. Taylor. 
 
 21. As each young tree may be pruned and trained and developed 
 acording to the laws of its own nature, and so be made of its kind a 
 more perfect tree, so almost every preacher, early in his life, may be 
 corrected and trained and developed according to the laws of his own 
 nature, and so be made of his kind a more perfect preacher. A. J. 
 Up son. 
 
 22. Who does not know how clear the mind is when we wake in 
 the morning ; how we solve problems, and think out perplexing ques- 
 tions while bathing and dressing, although the previous night the mind 
 was inert and dead ? That is what is meant by mental freshness ; and 
 what we need is to bring this precise quality, this oxygen of the mind, 
 into our speeches. T. W. Higginson. 
 
 23. His [Whitefield's] biographer has asked the question, "Why 
 did he produce such an effect on different minds, so different in original 
 endowment and in cultivation ? " And his biographer answers his own 
 question by saying : " Because, among other reasons, he gave attention 
 laborious, careful, unwearied attention to both the composition 
 and the delivery of his discourses. He left nothing to accident that he 
 could regulate by care. Benjamin Franklin has confirmed the observa- 
 tion of Foote and Garrick, that Whitefield's oratory was not perfected 
 until he had delivered a sermon for the fortieth time." 
 
122 kEAlDING ANft SNEAKING. 
 
 24. Why should you keep your head over your shoulder ? Why 
 drag about this monstrous corpse of your memory, lest you contradict 
 somewhat you have stated in this or that public place? Suppose 
 you do contradict yourself; what then? Out upon your guarded lips! 
 Sew them up with packthread ; do. Else, if you would be a man, speak 
 what you think to-day in words as hard as cannon-balls ; and to-morrow 
 speak what to-morrow thinks, in hard words again, though it contradict 
 everything you said to-day. "Ah, then," exclaim the aged ladies, 
 " you shall be sure to be misunderstood." Misunderstood ! It is a 
 right fool's word. Is it so bad then to be misunderstood ? Pythagoras 
 was misunderstood, and Socrates, and Luther, and Copernicus, and 
 Galileo, and Newton, and every pure and wise spirit that ever took 
 flesh. To be great is to be misunderstood. Emerson. 
 
 25. We reckon the bar, the Senate, journalism, and the pulpit, 
 peaceful professions ; but you cannot escape the demand for courage in 
 these ; and certainly there is no true orator who is not a hero. Beecher. 
 
 26. In your struggles with the world, should a crisis ever occur 
 when even friendship may deem it prudent to desert you ; when even 
 your country 'may seem ready to abandon herself and you ; when priest 
 and Levite shall come and look on you, and pass by on the other side ; 
 seek refuge, my friends, and be assured you shall find it, in the friend- 
 ship of Laelius and Scipio ; in the patriotism of Cicero, Demosthenes, 
 and Burke ; as well as in the precepts and example of Him whose law 
 is love, and who taught us to remember injuries only to forgive them. 
 John Quincy Adams. 
 
 27. You may have the matter clearly arranged and cogently ex- 
 pressed ; and you may have the manner possessed of the negative 
 quality of faultlessness ; yet there may be no eloquence. 
 
 28. No monarchical throne presses these States together ; no iron 
 chain of military power encircles them ; they live and stand under a 
 Government, popular in its form, representative in its character, founded 
 upon principles of equality, and so constructed, we hope, as to last for- 
 ever. 
 
 29. No matter who was the sufferer, or what the form of the in- 
 justice, starving Yorkshire peasant, imprisoned Chartist, persecuted 
 Protestant, or negro slave ; no matter of what right, personal or 
 civil, the victim had been robbed ; no matter what religious pretext or 
 
THE PRACTICAL APPLICATION. 123 
 
 political juggle alleged " necessity" as an excuse for his oppression; 
 no matter with what solemnities he had been devoted on the altar of 
 slavery ; the moment O'Connell saw him, the altar and the God sank 
 together in the dust ; the victim was acknowledged a man and a brother, 
 equal in all rights, and entitled to all the aid the great Irishman could 
 give him. Wendell Phillips. 
 
 30. As goods when lost we know are seldom found ; 
 As fading gloss no rubbing can excite ; 
 
 As flowers when dead are trampled on the ground ; 
 
 As broken glass no cement can unite ; 
 
 So beauty blemished once is ever lost, 
 
 In spite of physic, painting, pains, and cost. 
 
 31. Did sweeter sounds adorn my flowing tongue, 
 Than ever man pronounced, or angel sung ; 
 Had I all knowledge, human and divine, 
 That thought can reach, or science can define ; 
 And had I power to give that knowledge birth; 
 In all the speeches of the babbling earth ; 
 Did Shadrach's zeal my glowing breast inspire 
 To weary tortures, and rejoice in fire ; 
 
 Or had I faith like that which Israel saw, 
 When Moses gave them miracles and law ; 
 Yet gracious Charity, indulgent guest, 
 Were not thy power exerted in my breast, 
 That scorn of life would be but wild despair ; 
 A cymbal's sound were better than my voice ; 
 My faith were form : my eloquence were noise. 
 
 32. I have a part to act, not for my own security or safety, for I am 
 looking out for no fragment upon which to float away from the wreck, 
 if wreck there must be ; but for the good of the whole and the preserva- 
 tion of all ; and there is that which will keep me to my duty during 
 this struggle, whether the sun and the stars shall appear for many 
 days. Webster. 
 
 33. He would keep the Union according to the Constitution, not as 
 a relic, a memorial, a tradition ; not for what it has done, though that 
 kindled his gratitude and excited his admiration; but for what it is 
 now and hereafter to do, when adapted by a wise, practical philosophy 
 
124 READING AND SPEAKING. 
 
 to a wider and higher area, to larger numbers, to severer and more 
 glorious probation. Choate. 
 
 34. They had not found in his [Webster's] speeches so much 
 adulation of the people ; so much of the music which robs the public 
 reason of itself; so many phrases of humanity and philanthropy; but 
 every year they came nearer and nearer to him; and as they came 
 nearer they loved him better; they heard how tender the son had 
 been ; the husband, the brother, the father, the friend, and the neigh- 
 bor; that he was plain, simple, natural, generous, hospitable; that 
 he loved little children, and reverenced God, the Scriptures, the 
 Sabbath day, the Constitution, and the Law; and their hearts clave 
 unto him. Choate. 
 
 35. When round the lonely cottage 
 
 Roars loud the tempest's din ; 
 And the good logs of Algidus 
 
 Roar louder yet within ; 
 When the oldest cask is opened, 
 
 And the largest lamp is lit ; 
 When the chestnuts glow in the embers, 
 
 And the kid turns on the spit ; 
 When young and old in circle 
 
 Around the firebrands close ; 
 When the girls are weaving baskets, 
 
 And the boys are shaping bows ; 
 When the goodman mends his armor, 
 
 And trims his helmet's plume ; 
 When the goodwife's shuttle merrily 
 
 Goes flashing through the room ; 
 With weeping and with laughter, 
 
 Still is the story told, 
 How well Horatius kept the bridge 
 
 In the brave days of old. Macaulay. 
 
 36. If there be any reasonable ground for believing that the speaker 
 is insincere or immoral, then his oration has no more influence upon 
 the hearers than the representation of an actor on the stage has on 
 the spectators ; or rather, it has just the same kind of influence ; for 
 they admire it as a performance, and nothing more. W. M. Taylor. 
 
THE PRACTICAL APPLICATION. 125 
 
 37. When the speaker is one whose life for years has been known 
 and read of all men, and who has proved himself to be a pure, dis- 
 interested, and consistent man, then the weight of all that gives 
 momentum to his words ; they have in them what the Abbd Mullois 
 has so felicitously called " the accent of conviction " ; and they tell with 
 power upon his audience. W. M. Taylor. 
 
 38. Give us a man with the stirrings of oratorical genius in his soul ; 
 let him be early and thoroughly trained in the mastery of elocution 
 and the management of action ; make him familiar with the setting 
 forth of an argument after a logical fashion, and in such style as 
 rhetoric shall approve ; let him be known for high-toned principle, 
 and genuine moral excellence ; give him such practice in public speak- 
 ing as may be gained through taking interest in the affairs of his church, 
 his city, or his state ; let him be placed in the thick of some tremendous 
 conflict for truth, or law, or liberty, or religion ; let him be brought out 
 by some such occasion as Webster had in his reply to Hayne, or Lin- 
 coln had in his conflict with Douglas, or Gladstone had in his opposi- 
 tion to Beaconsfield in his famous Mid-Lothian Campaign ; and he 
 will speak in language which will echo round the world and reverberate 
 through all coming ages. W. M. Taylor. 
 
126 READING AND SPEAKING. 
 
 CHAPTER XL 
 SOME GENERAL SUGGESTIONS. 
 
 We are to speak in public. Winter's Tale. 
 
 I WISH to make some general suggestions concerning 
 methods and habits in reading and speaking. First, I 
 should like to impress strongly upon you the importance 
 of at once deciding that you will never read anything in 
 public no matter how small and informal the audience 
 without first having studied it carefully. By this I do 
 not mean merely running over the selection, applying the 
 rules which you have learned here, and deciding what words 
 are to be emphasized. I mean that in addition to all this, 
 which is very important, you should read the "piece" 
 aloud, again and again. You cannot know what you are 
 doing without reading aloud. You must hear your voice, 
 with its many inflections, if you would decide wisely as to 
 the best methods of reading. 
 
 Of course there may be occasions when you will be 
 obliged to read without preparation ; but avoid them 
 always. I often wonder whether there are many clergy- 
 men who, before going into the pulpit, carefully rehearse 
 the hymns and the Scripture lessons, and the other parts 
 of the church service which they are to read. They se- 
 lect the hymns and run them over, to see which verses 
 shall be omitted; they select the chapters from the 
 Bible and meditate upon them ; but I very much fear 
 that there is little study with the aim to make those 
 hymns and passages of Scripture helpful, and inspiring, 
 
SOME GENERAL SUGGESTIONS. I2/ 
 
 and uplifting to the congregation. But isn't it worth 
 while ? 
 
 It is said that Charlotte Cushman never, in her pub- 
 lic readings, "read the pettiest anecdote, or even a few 
 verses, without the most careful and laborious prepa- 
 ration. On one occasion, in Chicago, she prepared her- 
 self for an encore by selecting a negro anecdote which 
 met her eye, and which filled about twenty lines in a 
 newspaper. For three or four days she read and re- 
 read this story, in her private room, trying the effects of 
 different styles of recitation, now emphasizing this word, 
 now that, now pitching her voice to one key, and now 
 to another, until she had discovered what seemed to be 
 the best way to bring out its ludicrous features into the 
 boldest relief. " 
 
 No one expects the clergyman to imitate the actress 
 in this laborious study, but if every young man who 
 expects to enter the ministry would lay down for him- 
 self the rule I suggested in the first paragraph of this 
 chapter, there would be better reading in the pulpit and 
 more devotion in the pews. But do you, I beg of you, 
 use something of Charlotte Cushman's care in prepar- 
 ing whatever you are to read before any audience. 
 Are you to read a set of resolutions at a meeting of 
 your class ? Study them. Are you to conduct a Young 
 Men's Christian Association meeting? Study your se- 
 lections for reading. Are you to read a paper before 
 your Literary Society, 'or in a University Seminary, or 
 before a Social Science Club ? Study your paper. You 
 will very likely thus get the reputation of being a good 
 reader, for of course you will never read in public to 
 amuse or entertain the audience without much study of 
 your selections. It is only when we are to read some- 
 
128 READING AND SPEAKING. 
 
 thing of real importance that we think preparation unnec- 
 essary. 
 
 The question is often asked, " Should one look away 
 from the text when reading ? " That is, should one 
 try and make the reading more effective by earnest and 
 emphatic glances at his hearers. Of course this is a 
 matter of individual taste. Most of us like to have the 
 lecturer and the clergyman as little confined to his man- 
 uscript as possible. If you are reading from your own 
 writing, or from any other which you think will be im- 
 proved by your impressing something of your own per- 
 sonality on the hearers, then the eyes may emphasize 
 what the lips pronounce. If you are so familiar with 
 the text that you can repeat whole sentences without 
 glancing at the page, so much the better. You ought 
 at least to be able to speak the concluding words of 
 sentences without the aid of the text. There are read- 
 ers, lecturers usually, who read the latter part of each 
 sentence, running the eyes forward at the same time, 
 so that they may begin the new sentence with eyes 
 on the audience. This seems to me a bad habit. The 
 first words of a sentence are not usually the most im- 
 portant ; the last are. They should be spoken with care- 
 fulness, distinctly and impressively, if any words are. But 
 when the reader is intent upon getting in his mind the 
 opening words of a new sentence, while pronouncing the 
 closing words of the old one, he is very apt to slight the 
 spoken words. The delivery is likely to lose in force, 
 inflection, articulation ; and that part of the sentence which 
 should be most distinct, which often contains the key to 
 the thought that follows, is lost as the voice dies away in 
 an inarticulate mumble. 
 
 It is best to be off with the old sentence before you 
 
SOME GENERAL SUGGESTIONS. 1 29 
 
 are on with the new. I suggest that you endeavor to 
 read the last clause or words of sentences, with eyes 
 upon the audience, speaking firmly and distinctly to the 
 end. Then, at the pause at the end of the sentence, 
 there is plenty of time in which to drop the eyes and begin 
 reading again. Nothing is more annoying to a listener, 
 nothing better calculated to destroy all the excellences 
 of a production, than that the reader lose his place, stam- 
 mer, and stop, while he searches the page for the wanted 
 words. Better put your finger on the line and never lift 
 your eyes from the page. 
 
 I suggest that usually, when reading from a book, par- 
 ticularly from the Book of books, you devote your whole 
 attention to the words before you. Read slowly, naturally, 
 reverentially; but put yourself in the background. I 
 think this should apply to the reading of hymns, too. 
 
 I have seen readers, usually clergymen, who, having sev- 
 eral selections to read, for instance, from the Bible, 
 began to turn the leaves of the book, to find the next 
 passage, before they ceased speaking the words of the 
 first. It is all wrong. The hearer at once has his at- 
 tention taken from the spoken words, and he wonders 
 what is coming next. Read to the end of each selec- 
 tion carefully, and seek for the next with due delibera- 
 tion. Equally bad is the habit of shutting the book and 
 turning to the next thing on the programme while still 
 speaking. Then the spoken words lose all their mean- 
 ing to the average hearer, who is intent upon watching 
 the reader. 
 
 In short, while reading or speaking, you should never 
 do anything that will distract the attention of your hear- 
 ers. It is hard enough to keep it, at the best. A bird 
 flying in at an open window, a dog trotting down the aisle, 
 
I3O READING AND SPEAKING. 
 
 an uneasy small boy, can take the attention of the audi- 
 ence from the most eloquent speaker. I have seen a 
 college president close an address to a chapelful of stu- 
 dents with weighty and fitting and earnest words, at the 
 same time tugging at his watch, which, seemingly more 
 sensible of the fitness of things than he, refused to quit 
 his pocket. It is safe to say that nine-tenths of his hearers 
 were more interested in the struggle with the time-piece 
 than in the words, important as they were. He could well 
 have waited until quite through before ascertaining whether 
 he had spoken too long, or not long enough, or just the 
 proper time. 
 
 You have all seen clergymen who ended their sermons 
 by a general arrangement of the articles on the desk, 
 closing the Bible, putting the hymn-book carefully upon it, 
 straightening out the big book-mark, putting the watch 
 into one pocket and the handkerchief into another, turning 
 down the pulpit lamp, and so on. And all this, perhaps, 
 while the solemn words of an eloquent and able sermon 
 were lingering on the air, and the congregation were wait- 
 ing to bow their heads, while the preacher prayed that 
 God would bless his words. But that congregation were 
 not thinking of those solemn words, for the speaker had in 
 an instant taken their thoughts from duty, devotion, eter- 
 nity, God, to the time of day and the gas. The good man 
 in the pulpit didn't know what he was doing. It was 
 simply a habit ; but what a remarkably bad habit ! 
 
 I have seen a college professor reading a learned and 
 interesting lecture before a large and intelligent audience, 
 and all the time, apparently, interested only in keeping the 
 edges of his manuscript squared, and in seeing to it that 
 the pages that he had read were placed in exactly the right 
 spot on the desk. It would have been better even to 
 
SOME GENERAL SUGGESTIONS. 13! 
 
 have dropped each page on the floor as he read it ; for then 
 he would have seemed to be lost in his subject. But you 
 should never be so lost in your subject that you do not 
 know exactly what you are about. At all events, acquire 
 good habits before you permit yourself to lose yourself 
 before an audience. 
 
 I once attended a lecture in Chickering Hall, New York. 
 It was delivered by a very presentable young man, and 
 was really worth listening to ; but the whole effect was 
 ruined by the drinking habit of the speaker. He seemed 
 to be continually thirsty, and at the end of every paragraph 
 stopped and deliberately drank from a glass of water on 
 the desk, and with every draught smacked his lips approv- 
 ingly. He had not spoken fifteen minutes before we were 
 all waiting to see him take his next drink, and were all 
 smiling at the accompanying smack. I remember that 
 lecture now, after a lapse of years, only as an exhibition of 
 very vulgar drinking. 
 
 This brings to mind an anecdote that I have recently 
 seen somewhere in print. It was told as illustrating the 
 self-control of Pere Hyacinthe, the famous French pulpit 
 orator. He was preaching with his wonted fire and fervor, 
 and stopped an instant to moisten his lips. But the glass 
 on the desk was empty. He thought to fill it from a 
 pitcher beneath the desk ; but the pitcher, too, was empty. 
 Then he asked for water, and waited quietly and silently 
 until it was brought. He drank, and then, and not until 
 then, took up his discourse and went on triumphantly ; 
 and the audience were all ready to go on with him. Had 
 he continued his sermon while the water was being fetched, 
 the congregation would have been more intent upon watch- 
 ing for the person who should bring it than upon the words 
 of the speaker ; and he would have run the risk of having 
 
132 READING, AND SPEAKING. 
 
 an important thought interrupted, or a fine period ruined, 
 by the advent of the water-carrier. 
 
 Rest assured that your audience will follow your thoughts 
 expressed in action, more intently than those expressed in 
 words. If you feel a draught on the back of your neck, 
 and glance around to find its source, you will instantly 
 have the audience, not listening, but wondering what you 
 did that for. Better stop deliberately and ask the proper 
 person to close the opening which is causing the draught. 
 Then, after waiting quietly until that is done, go on with 
 your speech. Remember that you cannot make a move- 
 ment on the platform which your hearers will not see. Do 
 not imagine that you can slyly pull down a refractory cuff, 
 or wriggle yourself into comfortable relations with your 
 collar, unseen by the audience. At your first movement 
 they cease to be auditors and become spectators, interested 
 only in seeing what you are doing ; sympathizing perhaps 
 with you in your endeavors, but listening ? No. If the 
 cuff must be pulled down, pull it down, and then go on 
 with your speech. If the collar chafes, arrange it and then 
 go on. Better still, pay some attention to these matters 
 they are not trifles before facing your audience. 
 
 I remember the hilarity a speaker occasioned in the 
 days when trousers were worn tighter than now by ris- 
 ing, and, as he walked forward to his place on the platform, 
 endeavoring to kick down that aspiring garment, making 
 movements not unlike those a neat cat makes after cross- 
 ing a muddy street. That was much worse in its effect 
 on the audience than the forgetfulness of a friend of mine, 
 who lectured for an hour and a half one evening, in very 
 correct attire, with his trousers rolled up about three inches. 
 And there had been no weather report from London that 
 day, either. He was intent on his subject, and so were his 
 
SOME GENERAL SUGGESTIONS. 133 
 
 audience after they had become accustomed to his unusual 
 appearance. But both of these speakers had to contend at 
 first with an audience inclined to laugh at them. That is 
 a misfortune to be avoided. 
 
 These suggestions may seem to concern trifles. But, 
 take my word for it, you will not think so when you come 
 to face the Argus-eyed audience. 
 
134 READING AND SPEAKING. 
 
 CHAPTER XII. 
 GESTURE. 
 
 I say, but mark his gesture. Othello. 
 
 There was speech in their dumbness, language in their very 
 gesture. Winter's Tale. 
 
 Action and accent did they teach him then; 
 "Thus must thou speak, and thus thy body bear." 
 
 Lovers Labor's Lost. 
 Suit the action to the word : the word to the action. Hamlet. 
 
 GREAT orators have been great orators, not on account 
 of their gestures ; sometimes, in spite of them. We know 
 of Clay that he made graceful gestures ; we read that 
 Webster made few, and the only one that has been de 
 scribed violated all the rules laid down in the manuals 
 of elocution. Matthews, in his "Oratory and Orators," 
 says that Webster, speaking of the Buffalo platform in 
 1848, said: "It is so rickety that it will hardly bear the 
 fox-like tread of Mr. Van Buren." As he said " fox-like 
 tread," he held out the palm of his left hand and ran the 
 fingers of his right hand down the extended arm with a 
 soft, rapid motion, as if to represent the kitten-like advance 
 of the foxy advocate upon this rickety platform. "A shout 
 of laughter testified to the aptness of this sign-teaching." 
 
 You have often heard that Wendell Phillips made very 
 few gestures, and yet his biographer says that he made 
 many. They were so natural, he so exactly suited the 
 action to the word, that the gestures, as gestures, made no 
 impression on the audience. And that is exactly what all 
 gestures should be. As Mr. Long says in his advice to 
 
GESTURE. 135 
 
 young speakers (see Chapter XIIL), Do not "make" ges- 
 tures; the movements of the arms and hands that come 
 unconsciously are best. 
 
 But if that is true, why learn to breathe, to articulate ? 
 Why learn to be natural ? As I understand Mr. Long, 
 and as I believe, the speaker not the student should not 
 "make" gestures; but it does not follow that the student 
 should not learn something about gesturing. 
 
 You have learned to control the lips and the tongue, so 
 that they obey your will ; why not learn to control your 
 arms and hands, so that they, too, will obey you? How? 
 Well, one way is much like the way in which you learned 
 to control your lips and tongue ; by the aid of a mirror. 
 Stand before a glass and see what your arms and hands are 
 doing. I know the sneer that is made at the "looking- 
 glass orator." If by that is meant the man who rehearses 
 before his mirror the gestures he will make in the speech 
 he is to deliver at the banquet, or before the jury, or in the 
 pulpit, or on the platform, then I find no fault with sneer 
 or sneerer. But why should not the lad, the young man, 
 in college or out, who is learning the rudiments of speech- 
 making, not take some pains to find out how his arms are 
 behaving ? And how can he better gain this knowledge 
 than before the mirror? That is, to his eyes, what the 
 phonograph or the mimicking teacher is to his ears. 
 
 A wise teacher or critic can help you much ; but if you 
 can see yourself, you can make better progress. But what 
 are you to aim at ? Simply to get command of the arms 
 and hands, and indeed of the whole body. I do not believe 
 in any theory of gesture which teaches what gesture 
 means this and what gesture expresses that. That theory 
 belongs more to the actor's art than to the orator's. Not 
 that practice on that theory will not be advantageous ; not 
 
136 READING AND SPEAKING. 
 
 that the Delsartian decomposing exercises and all the 
 others are not excellent. But they are excellent only in 
 that they give control of the limbs, of the body. So is 
 fencing excellent, and boxing, too, as aids to the speaker. 
 Anything that puts the awkward, unruly, always-in-the-way 
 members under control is excellent. 
 
 So I advise you to " make gestures " in your practice. 
 When you are to " speak a piece," not only study its 
 delivery, but study its gestures. Study to decide just 
 where and how you would gesticulate were you speaking 
 those words extempore. Do not strive to make compli- 
 cated, elaborate gestures, but seek for such movements 
 as will emphasize the thought, illustrate the thought. In 
 gesture, as in everything else, strive for naturalness. Bear 
 in mind that gestures are the least important part of your 
 speech, but that they are worth making well. You ought 
 to make them in your routine speaking, whether you think 
 they add to or detract from the force of your speaking. 
 Study your style, and after much study decide whether 
 you ought to make more gestures or fewer, or none at all. 
 You may be given to too much gesture. Restrain yourself 
 sternly. Many a good speech has been spoiled by elabo- 
 rate and constant gesture. Do you think you make too 
 few? Do not make more unless they make themselves. 
 Now, of course, I am speaking of your style as a speaker, 
 not as a student of speaking. 
 
 I have no rules to give. I have nothing to say about 
 "prone" or "supine" hands. I simply say: In some way, 
 get control of your hands and arms]; get accustomed to the 
 "feeling" of putting them out, emphasizing with them, 
 pointing with them, gesturing with them. And remem- 
 ber that gestures are made with the hands, not with the 
 arms alone, You have seen beginners make gestures with 
 
GESTURE. 137 
 
 their arms ; the hands were mere appendages, without life 
 or feeling. Put out your hands, raise your hands, point 
 with your fingers, feel your gestures to your finger-tips. 
 
 If I might make a list of "don'ts," after the fashion of 
 the day, it would read : 
 
 Don't hurry with your gestures. Start them before the 
 thought they are to emphasize, and stop them after you 
 are through, not before. 
 
 Don't let the thumbs hang limp on the hand. 
 
 Don't wriggle the fingers as the hands hang by your 
 side. 
 
 Don't look at your hands as you gesture. 
 
 Don't make gestures with your arms. 
 
 Don't hold the fingers out stiffly. 
 
 Don't let the fingers curl up limply. 
 
 Don't hold the hands as though you had bird-shot in 
 each hollow, and feared that it would roll out. 
 
 Don't look where you point, unless you want the audi- 
 ence to look there too. 
 
 Don't make a gesture for the sake of the gesture. 
 
 Don't strive to make odd or unusual gestures. 
 
 Don't make a gesture that doesn't mean something to 
 you. 
 
 Don't make a gesture that seems to you unnatural be- 
 cause somebody says it's a "pretty gesture." 
 
 Don't make too many gestures. 
 
 Don't " make " any gestures. Let them make them- 
 selves. 
 
 I have a public speaker in mind whose gestures are, to 
 many who hear him, a constant grief. And yet he never 
 makes an awkward movement ; he is perfectly graceful ; 
 he seems to have absolute control of his hands : he can 
 express much with them, and he does. He gesticulates 
 
138 READING AND SPEAKING. 
 
 constantly ; his hands are almost never still. There is not 
 a particle of repose, and, so, many a hearer becomes fasci- 
 nated with those never-resting, sinuous, graceful, expres- 
 sive hands, and what the man says becomes of secondary 
 importance. 
 
 I have in mind another public speaker who stands at 
 his desk and reads from his manuscript, and never raises a 
 finger ; and sometimes I wonder how he can help empha- 
 sizing a point now and then, and thus adding to the 
 effect of his excellent discourse. Here are two extremes. 
 Both portraits are drawn from life. Of the two I pre- 
 fer the latter style. Neither is good. There is a golden 
 mean. 
 
 Among my pupils I almost always find that the best 
 athletes make the best appearance on the platform. Men 
 who in the gymnasium, by club-swinging, by running, by 
 wrestling, by bar exercise, by exercise on the flying rings 
 and on the trapeze, by fencing, by boxing, have learned to 
 control every muscle, show that control when they walk, 
 when they stand, when they gesture. And so I say, get 
 this control in some way, and add to it by all the practice 
 in speaking, possible. Walk to the platform firmly, delib- 
 erately ; bow, if you please, quietly ; stand, well poised on 
 your hips, in an easy, not a slouching, attitude. Move 
 when you please, and as though you meant to move and 
 were not afraid to. 
 
 Here is another list of "don'ts " : 
 
 Don't scrape the floor with your feet as you walk. 
 
 Don't look down, while going upon a platform and walk- 
 ing across it, as though searching for a stray dime. 
 
 Don't swing your arms as though they were fastened to 
 your shoulders by pins. 
 
GESTURE. 1 39 
 
 Don't walk to the extreme edge of the platform. 
 
 Don't bow as though your spine was a poker with a 
 hinge near the lower terminus. 
 
 Don't bow as though the hinge was in your neck. 
 
 Don't think that you must keep your eyes on your audi- 
 ence while you are bowing. 
 
 Don't put one foot forward and try to bow over it. 
 
 Don't scrape one foot backward when you bow. 
 
 Don't forget to bow when you are through. It looks 
 well for a young man to be respectful. 
 
 Don't stand in the " position of a soldier." 
 
 Don't stand with the toes of both feet to an imaginary 
 line. 
 
 Don't straddle. 
 
 Don't sag down on one hip and thus bend the other 
 knee. 
 
 Don't cross one foot over the other as you walk, while 
 speaking, or while quitting the platform. 
 
 Don't, at the end of a sentence, stop, walk deliberately 
 just so far, and then begin again. 
 
 Don't hurry in quitting the stage (unless the audience 
 are unfriendly and seem inclined to egg you off). 
 
 These "Don'ts" leave you little to do except to walk in 
 a natural, gentlemanly way to the platform, neither stamp- 
 ing, striding, nor mincing ; to stop, well back from the 
 front ; to bow as a young man should who has the privilege 
 of speaking before such an audience. This bow should be 
 a grave and dignified bending of the head and body. A 
 very slight moving forward from the hips. It should not 
 be hurried ; neither should you be in haste to begin your 
 speech. 
 
 Begin in a clear, natural voice, that you are quite certain 
 will reach every person in the audience. If, when you 
 
I4O READING AND SPEAKING. 
 
 begin to speak, there is the buzz of conversation, the rattle 
 of papers, the flutter of fans, speak so loudly, so clearly, so 
 distinctly, that every one will know that you are speaking, 
 and stop the noise. Having thus secured attention, drop 
 the voice until you are speaking in your most natural key, 
 and with your natural force, always making sure that you 
 are heard. After talking a bit to one part of the audience, 
 turn to another. Do it deliberately and do it while talk- 
 ing. Never walk forward as though that was the place 
 in your speech where you had decided to walk. Make 
 every movement mean something. 
 
 There is a curious tendency in many speakers, especially 
 beginners, to step one foot over the other in moving on 
 the platform, thus for an instant presenting a most awk- 
 ward and cross-legged appearance. The explanation is 
 simple. You think you will move to the right. Uncon- 
 sciously you move the body with the thought, and the 
 weight falls on the right foot. Now if you step it must be 
 with the left foot ; and so if you are on the left side of the 
 platform and are to move to the right, you will lift the 
 left foot over the right. Try it and see. The remedy is 
 simple : throw the weight upon the left foot when about 
 to move to the right, and vice versa. 
 
 Do not move too much. You have seen speakers who 
 constantly moved, not walked, as though standing on a 
 hot stove. Others will stand as though their shoes were 
 screwed to the floor. Others will sag down upon one hip 
 and cock the other knee forward, in the burlesque " states- 
 man attitude." When you get before the big mirror 
 that I recommend, you can see for yourself whether you 
 have these faults. Lacking the mirror, ask that useful 
 friend, of whom I have spoken, to tell you what you are 
 doing. 
 
GESTURE. 141 
 
 Practice faithfully in all these matters of breathing, 
 articulation, delivery, gesture, attitude, and when you go 
 before an audience strive to forget them all, and put your 
 whole soul and your well-schooled body into your speech. 
 Then you will speak 
 
142 READING AND SPEAKING. 
 
 CHAPTER XIIL 
 PHYSICAL EARNESTNESS. 
 
 Come, give us a taste of your quality; come, a passionate speech. 
 
 Hamlet. 
 
 Let us talk in good earnest. As You Like It. 
 
 Are you in earnest, then, my lord? Titus Andronicus. 
 
 IN " Before an Audience/' of which I have before spoken, 
 Mr. Shepard has a chapter entitled " Physical Earnestness." 
 Every speaker ought to read it. I will quote briefly from 
 it. 
 
 44 With an adequate use of his will, an adequate knowledge of what 
 he is about, the speaker will make a right use of his physical organiza- 
 tion, will be physically, as well as morally or spiritually, in earnest. 
 If he makes no use of his will, forgets it, and ' thinks only of his sub- 
 ject,' or of the laws of emphasis taught by the elocution books, he will 
 make no use, or he will make a misuse of his physical organization. 
 If the will be dormant, the physical organization will be of no assistance 
 to him ; will be a hindrance to him the rather." 
 
 I agree with this heartily, but I would modify the thought 
 a little and say that when the speaker has " an adequate 
 knowledge of what he is about " ; knows what he is to 
 say, and how he should say it ; has mastered the rules of 
 this particular "elocution book," so that he does not have 
 to think of them, so that he applies them unconsciously, 
 then he must use his will in order to make a right use 
 of his physical organization. He must be physically in 
 earnest. But I would not modify what follows a particle. 
 It is an admirable setting forth of an important fact. The 
 
PHYSICAL EARNESTNESS. 143 
 
 advice, moreover, is just as good for the college or uni- 
 versity student as for the theological seminary student ; 
 just as good for the would-be lawyer or teacher as for the 
 would-be preacher. 
 
 " The way to be vivacious is to be vivacious. The education is all 
 done upon one side of the man, the inside, the intellectual side, and 
 it fails in not getting in something in the way of * earnest ' education on 
 the physical side, the outside, which it is the fashion to look upon 
 as the lower side. But it is the side of the emotional nature, which is 
 five-eighths of a speaker's success ; it is the side of common sense, of 
 practical judgment, of mesmeric power, of vivacity, of unction, of ade- 
 quate voice, of knowing what you are about. There is a fallacy and 
 mischief in tracing all the short-comings of the preacher [speaker] to 
 his deficiency in moral or spiritual earnestness. It is not earnest- 
 ness in the ordinary sense that the man needs. He is probably 
 more in earnest in that sense than he ever was ; more intellectually, 
 morally, spiritually in earnest. It is physical earnestness that he 
 needs." 
 
 I have an incident in mind that admirably illustrates 
 this point. I am sure Mr. Shepard would have been glad 
 to use it. Would that he were alive that he might, and 
 that he might do more good work for the public speakers 
 that are to come. The incident was told to me by a dear 
 friend, an old gentleman. 
 
 " I was riding on the cars one day when, at a certain 
 station, a young man came in. I was glad to see him, for 
 he was one of my boys ; I had known him from babyhood. 
 He had graduated from college with honor, then had a 
 brilliant career in one of the best theological seminaries in 
 the country, then spent three years in the universities of 
 Europe, and now was home and looking for a charge. 
 You wouldn't think such a man would have to look long ; 
 but I knew that he had preached for congregation after 
 congregation, and no one ' called ' him. 
 
144 READING AND SPEAKING. 
 
 "'Where are you going, Charlie?' I asked, as he sat 
 down by my side. 
 
 "'Oh, up to Blankville to preach for them. No use, 
 though, I suppose/ he added, gloomily ; ' no one seems to 
 want me. I don't understand it.' 
 
 " ' But I do, Charlie/ said I ; ' and you must let me tell 
 you. You preach as though you didn't believe a word of 
 what you say, and as though you didn't want any one else 
 to believe it either. Now, to-morrow you will preach in 
 Blankville, and unless you wake up, you won't get another 
 chance. Do you go into that pulpit and preach to those 
 people as though you thought it was the last time you 
 were to preach salvation to dying men, and the last chance 
 of salvation they were to have. Be dead in earnest ; pound 
 the Bible ; wake them all up ; wake yourself up ! ' 
 
 " Charlie had got pretty red by this time. ' I don't want 
 to make a fool of myself/ he growled. 
 
 " ' Yes you do ; that kind of a fool. Take my advice. 
 Good-bye/ and I got off the train, and left the young 
 preacher in no very good humor. The next I heard from 
 Charlie was when a telegram reached me from him. It 
 read : 
 
 " ' Veni, vidi, vici ; and I owe it all to you* 
 
 " He had preached three times, and then received a 
 unanimous call. He's there yet, and very successful. 
 There's a true story. Tell it to your students in elocu- 
 tion." 
 
 I have, often, and am glad to do it again. It is better 
 than a volume of rules. Be in earnest. Yes. But that 
 is not enough. Let your hearers know and see that you 
 are in earnest. Make them believe it. It is said that that 
 is too much like acting. Yes, it is acting, if you are not 
 in earnest ; if you do not believe what you say. But you 
 
PHYSICAL EARNESTNESS. 145 
 
 have no business before an audience unless you "have 
 something that you desire very much to say," as Colonel 
 Higginson puts it. But how about declamations and col- 
 lege orations, and that sort of thing? you say. 
 
 I believe I know that the student can acquire 
 physical earnestness, and he should strive to acquire 
 it just as assiduously as he cultivates his voice, or 
 his articulatory powers. Declamations, college orations, 
 are to give him a chance to do this. I have often had 
 students, whom I was imploring to be more earnest in 
 manner, say, " I can't do it with this declamation. If it 
 were my own production I could be earnest." But I have 
 never known any one of these same students to deliver his 
 own production a whit more earnestly. No ; there is no 
 good reason why you should not be in earnest in speaking 
 even a cut-and-dried declamation. I do not mean that I 
 should expect you to select a declamation that expressed 
 opinions quite contrary to your own, and then try to 
 deliver it as though you meant every word of it. That, 
 indeed, would be acting ; and while it is not bad practice 
 for developing physical earnestness, still I do not recom- 
 mend such practice. If your preparatory work is in dec- 
 lamation, choose, for your speaking, words that express 
 opinions which you hold. Then you simply adopt the 
 phraseology of the writer, with which to express your own 
 views ; and there can be no excuse for lack of vivacity, 
 of expressed earnestness. I repeat it : physical earnest- 
 ness can be acquired, and ought to be acquired, while 
 you are in the formative period. Then, when you go out 
 into the world, and find you have a message to deliver to 
 waiting men, they will listen to it, and they will believe 
 it and you more readily than though you had waited to do 
 your practicing upon them. 
 
146 READING ,AND SPEAKING. 
 
 When, in 1883, Mr. Matthew Arnold came to this coun- 
 try, there were thousands eager to hear what the great 
 English critic had to say. Let me quote to you several 
 paragraphs from the New York Times s report of his first 
 lecture in New York city : 
 
 11 Chickering Hall was crowded to its walls, by a brilliant audience, 
 assembled to hear Mr. Matthew Arnold's first lecture. 
 
 " Mr. Arnold gazed around the gallery, and began his discourse in a 
 rather low and harsh tone. He held his printed lecture in his hand and 
 referred to it almost every moment. While he was speaking he made 
 no gestures, but constantly turned his head from side to side. He 
 did not open his mouth once wide enough to show his teeth, and 
 pursed up his lips in such a way as to smother most of his consonants. 
 He dropped his voice so, at the close of each sentence, that the last 
 two or three words were wholly inaudible at a distance of twenty 
 feet. 
 
 " During the first part of his lecture he was interrupted by cries of 
 * Louder ! ' ' Can't hear you ! ' He did not speak any more loudly, 
 however. * Mr. Arnold, we can't hear you,' said a voice from the rear 
 of the house. The lecturer then spoke a trifle more loudly. 
 
 "Many persons remarked, while leaving the hall, that they had not: 
 heard half of it." 
 
 Now, to what were due the obvious faults in Mr. Arnold's 
 delivery, his faulty enunciation, his indistinct articulation,, 
 his failure to read loud enough to be heard ? Lack of ex- 
 perience before audiences ? Oh, no. Lack of earnestness 
 of purpose ? No. Mr. Arnold was one of the most 
 earnest men that lived. He was nothing if not earnest. 
 He believed every word he said. Mr. Arnold had a total 
 lack of ability to express this earnestness. He had no 
 physical earnestness. His admirable essays lost much of 
 their charm when he read them. Give to such a man as he 
 some elocutionary training, some idea of the importance of 
 physical earnestness, and with what pleasure would the 
 waiting thousands have listened to him. 
 
PHYSICAL EARNESTNESS. 147 
 
 The result of this first lectur^ before an American 
 audience was good. Mr. Arnold, influenced by his friends 
 and the manager of his lecture course, put himself in the 
 hands of a teacher of elocution, and in a few weeks was 
 able to go on with his public speaking with fair success. 
 He managed to make himself heard. 
 
 Right in this connection let me refer to the case of 
 another famous Englishman, Canon Farrar. He, too, 
 came to this country as a lecturer, and the Times, in re- 
 porting his first public appearance, said that his " voice 
 was murderous/' and that he did not know what to do with 
 his hands. Canon Farrar was quite surprised, so he said, 
 at this exhibition of the "frankness of the American press " ; 
 and with equal frankness admitted that he was, he knew, 
 perfectly destitute of any powers of oratory, and had had 
 absolutely no training in elocution. Thereupon the Times 
 answered, that as a lecturer is a public performer, he has 
 no business upon the platform unless he can supplement 
 his written matter with oratorical graces. That he is an 
 accomplished writer does not prevent him from being an 
 incompetent lecturer. It added : " It is true that if he be 
 notorious enough many people will pay money merely to 
 look at him. But in that case he is not a lecturer, but 
 simply a show ; and there is a lack of dignity and delicacy 
 in a man making a show of himself for pay." 
 
 These last words are too harsh to be applied to such a 
 man as Canon Farrar, but there is solid truth at the bottom 
 of them. 
 
 We have wandered a little from the subject just now in 
 hand ; let us return to it. It was physical earnestness, I 
 am sure, that Emerson was thinking of when he wrote : 
 
 " He [some one who is looking for an orator] finds himself, per- 
 haps, in the Senate, when the forest has cast out some wild, black- 
 
148 READING AND SPEAKING. 
 
 browed bantling, to show the same energy in the crowd of officials 
 which he had learned in driving cattle to the hills, or in scrambling 
 through thickets in a winter forest, or through the swamp and river 
 for his game. In the folds of his brow, in the majesty of his mien, 
 Nature has marked her son ; and in that artificial and perhaps unworthy 
 place and company shall remind you of the lessons taught him in 
 earlier days by the torrent in the gloom of the pine woods, when he 
 was the companion of the mountain cattle, of jays and foxes, and a 
 hunter of the bear. Or you may find him in some lowly Bethel, by 
 the seaside, where a hard-featured, scarred, and wrinkled Methodist 
 becomes the poet of the sailor and the fisherman, whilst he pours out 
 the abundant streams of his thought through a language all glittering 
 and fiery with imagination, a man who never knew a looking-glass 
 or a critic, a man whom college drill or patronage never made, and 
 whom praise cannot spoil, a man who conquers his audience by 
 infusing his soul into them, and speaks by the right of being the per- 
 son in the assembly who has the most to say ; and so makes all other 
 speakers appear little and cowardly before his face. For the time his 
 exceeding life throws all other gifts into the shade, philosophy 
 speculating on its own breath, taste, learning, and all, and yet how 
 every listener gladly consents to be nothing in his presence, and to 
 share this surprising emanation and to be steeped and ennobled in the 
 new wine of this eloquence ! " 
 
 What was Patrick Henry's famous speech but a tre- 
 mendous exhibition of physical earnestness, if the account 
 given in Randall's " Life of Jefferson " be true ? 
 
 " Henry rose with an unearthly fire burning in his eye. He com- 
 menced somewhat calmly, but the smothered excitement began more 
 and more to play upon his features and thrill in the tones of his voice. 
 The tendons of his neck stood out white and rigid like whip cords. 
 His voice grew louder and louder, until the walls of the building, and 
 all within them, seemed to shake and rock in its tremendous vibrations. 
 Finally, his pale face and glaring eye became terrible to look upon. 
 Men leaned forward in their seats, with their heads strained forward, 
 their faces pale, and their eyes glaring like the speaker's. His last 
 exclamation, ' Give me liberty, or give me death ! 7 was like the shout 
 of the leader which turns back the rout of battle, The old man from 
 
PHYSICAL EARNESTNESS. 149 
 
 whom this tradition was derived added that, when the orator sat down, 
 he himself felt sick with excitement. Every eye yet gazed entranced 
 on Henry. It seemed as if a word from him would have led to any 
 wild explosion of violence. Men looked beside themselves." 
 
 Professor Moses Coit Tyler in his "Life of Patrick 
 Henry " quotes John Roane, who heard the speech, as 
 saying that " the orator's voice, countenance, and gestures 
 gave an irresistible force to his words, which no description 
 could make intelligible to one who had never seen him or 
 heard him speak/' 
 
 It certainly is not necessary for me to say that physical 
 earnestness, not backed by moral or spiritual earnestness, 
 is but the tinkling brass, the sounding cymbal ; but it does 
 seem necessary to say more than once, and as emphatically 
 as possible, that, without physical earnestness, moral or 
 spiritual earnestness too often fails to make itself known ; 
 does not get a hearing. Do not misunderstand me. I am 
 not advocating rant and bluster on the platform. I would 
 not have you "tear a passion to tatters, to very rags," 
 even in the endeavor to acquire physical earnestness. 
 Spurgeon is quite right when he says that " it is an inflic- 
 tion, not to be endured twice, to hear a brother, who mis- 
 takes perspiration for inspiration, tear along like a wild 
 horse with a hornet in his ear till he has no more wind, 
 and must needs pause to pump his lungs full again." 
 
 Dr. Sumner Ellis in his "Life of Edwin H. Chapin," 
 one of the most eloquent men this country has produced, 
 writes thus : 
 
 " But a supple and powerful body and a facile and ample voice do 
 not make an orator ; but are only the needful agents or instruments of 
 the oratorical genius, which is a higher gift. What the superb organ 
 is to the gifted musician and his music, such are the bodily powers to 
 the eloquent soul. They are not the basis of oratory, but only its 
 
I5O READING AND SPEAKING. 
 
 aids. Back of action and voice lies the secret of speech that charms 
 and overpowers. In all ages the wise ones have heaped satire on the 
 rant and noise, born of the abundant flesh, which affect to be elo- 
 quence. In his earlier life Chapin may have been sometimes betrayed 
 by the exuberance of his physical powers into this fault so exposed to 
 satire. He confessed to having lost the favor of the Boston Mercantile 
 Library Association by the boisterousness of his first lecture before 
 it. His ordinary preaching, in that heyday of his life, when his inner 
 resources scarcely balanced his outer energies, was, no doubt, as 
 largely mixed with physical forces as the laws of a sound criticism 
 would allow. It was, however, a coveted and not an injurious magnet- 
 ism to the people, who flocked to have the fiery currents sweep 
 through them, and a sure sign of a ripe greatness of no ordinary type, 
 since it is the law of eloquence, with the advancing years to draw less 
 of its sway from the body and more from the soul." 
 
 Let me warn you against seeking to hide poverty of 
 thought, want of true feeling, behind an excess of physical 
 earnestness and simulated emotion. Henry Ward Beecher 
 used to tell this story of his father, Dr. Lyman Beecher : 
 Coming home from church one day, he said, " It seems to 
 me I never made a worse sermon than I did this morning." 
 "Why, father," said Henry, "I never heard you preach so 
 loud in all my life." "That is the way ; " said the Doctor, 
 " I always holler when I haven't anything to say." 
 
 Dr. William Mathews, in his "Oratory and Orators," 
 very truly says : 
 
 , ' Force is partly a physical product, and partly mental; it is the 
 life of oratory, which gives it breath, and fire, and power. It is the 
 electrical element ; that which smites, penetrates, and thrills. It does 
 not necessarily imply vehemence. There may be energy in suppressed 
 feeling, in deep pathos, in simple description, nay, even in silence 
 itself." 
 
 Yes ; and to express all this, accomplish all this, there 
 must be physical earnestness. 
 
 After the centennial celebration of the Inauguration 
 
PHYSICAL EARNESTNESS. !$! 
 
 of Washington, in New York city, Dr. MacArthur in the 
 Christian Inquirer thus gave his impressions of the oratory 
 at the banquet : 
 
 " Mayor Grant presided with dignity and fitness in every way; but 
 his voice is thin, and when raised sufficiently to be heard in so large 
 a hall, it became shrill. 
 
 4 'Governor Hill's address was well written ; but although his voice 
 was clear, his delivery lacked most of the elements of impressive 
 oratory, as he read every word he uttered. 
 
 " Ex-President Cleveland spoke from memory. He was more dis- 
 tinctly heard, and many of his utterances were heartily appreciated. 
 
 " Gov. Fitzhugh Lee and Senator Daniels, both of Virginia, spoke 
 with freedom, and, although at times they were explosive, and at other 
 times their voices would drop at the ends of sentences, they were heard 
 with reasonable pleasure. 
 
 " Senator Evarts spoke in so low a tone that only those within a few 
 feet of him could hear even a syllable that he uttered. 
 
 " President Eliot of Harvard College was received with enthusiasm : 
 his intellectual countenance arrested attention and awakened interest. 
 His voice was clear, his enunciation perfect, and his rhetoric beautiful. 
 One regrets that he did not declaim his short and finished speech. He 
 was obliged to look at his notes at the beginning of almost every sen- 
 tence that he uttered. This method of delivery detracted seriously 
 from the effect of his otherwise admirable address. It certainly is 
 strange that a college president could not commit to memory a short 
 speech ; he would not permit a sophomore to speak in a college class- 
 room as he spoke at this historic banquet. 
 
 " But Mr. James Russell Lowell was the greatest disappointment ; he 
 could be heard only by those within a few yards of where he stood ; 
 he spoke also in a hesitating, doubtful, and apparently uninterested 
 manner, so far as he himself was concerned. We had heard so much 
 of his ability as an after-dinner speaker that expectation was great ; 
 and the disappointment was correspondingly great. He spoke for a 
 time memoriter i then he stopped suddenly and completely, and was 
 obliged to stand in silence until he could adjust his glasses and find his 
 place on his notes. The disconnected character of his sentences for a 
 time afterward indicated that he did not find the right place. Then 
 came a minute or two of free utterance, then again dead silence, a 
 
152 READING AND SPEAKING. 
 
 search for the lost glasses, and a fumbling of notes for the lost place. 
 His address was marked by a tinge of pessimism, not to use a stronger 
 term. His speech reads well when printed from his notes, but it was 
 heard with much disappointment. 
 
 '* Ex-President Hayes surprised his best friends, and amazed and 
 confounded his enemies, by the clearness of his thought and the vigor 
 of his speech. 
 
 "General Sherman was amusing and forceful; he made a good 
 speech, without making any effort, apparently, to do more than talk 
 out his thought in his simple, honest, rugged way. 
 
 *' It must be admitted that the speech of the evening was made by 
 President Harrison. The hour was late, or rather, early, and people 
 were weary ; but he aroused enthusiasm to a much higher tone than it 
 had reached during the evening. His style is graceful, his gestures 
 flowing, his speech crystalline in clearness. All his thoughts were 
 pervaded by a spirit of noble patriotism and of genuine Christian 
 devotion." 
 
 It is pretty evident from this description that the suc- 
 cessful orators and how few they were had physical 
 earnestness, and obeyed the laws of elocutionary training; 
 and that the failures were due to a disregard of these laws 
 and an utter absence of physical earnestness. 
 
SUGGESTIONS BY EXPERIENCED SPEAKERS. 153 
 
 CHAPTER XIV. 
 SUGGESTIONS BY EXPERIENCED SPEAKERS. 
 
 A precedent of wisdom, above all princes. King Henry VIII. 
 And I will stoop and humble my intents 
 To your well-practic'd, wise directions. 
 
 King Henry IV. 
 
 Full of wise care is this thy counsel. King Richard HI. 
 
 WHILE preparing this book, I took the liberty of writing 
 to several gentlemen, who have a wide and deserved repu- 
 tation for their oratory, asking them for the suggestions 
 they would make to young men whom they wished to start 
 right, on the path leading to successful public speaking. 
 They were asked to make suggestions especially as to 
 manner. "Of course," I wrote, "the foundation of all suc- 
 cessful public speaking must be knowledge. The speaker 
 must have something to say. But having something to 
 say, how shall he say it ? How shall he acquire a good 
 manner?" I knew that advice from men of their position 
 and reputation would infinitely outweigh with young men 
 the words of any Professor of elocution and oratory. I am, 
 therefore, very glad to be able to print the following letters, 
 and to express my hearty thanks to the gentlemen who 
 wrote them, for enabling me to do such a service to the 
 young men who shall study this book. 
 
 From Col. THOMAS W. HIGGINSON. 
 
 "DEAR PROFESSOR SMITH. I am very glad to hear that you are 
 interesting yourself in training young men to speak in public. In 
 my opinion there is no part of training more important in a country 
 
154 READING AND SPEAKING. 
 
 like ours, where each man is to do his part in conducting the govern- 
 ment, and where so much of his influence must proceed from meeting 
 his fellow-citizens face to face, and holding his own among them. 
 The frank encounter of the platform, the canvas, or the town meeting, 
 takes the place in our time of the old sword-and-buckler controversy ; 
 but it calls for many of the same qualities, and a man must always 
 have his weapons in good order. The general aptitude of Americans 
 for this kind of service, as compared with the race from which we 
 chiefly sprang, is very noticeable, and an important result of our civ- 
 ilization. 
 
 " I am glad if you have found my little book, ' Hints on Writing and 
 Speech-making,' of any service to you, and shall feel honored by any 
 use you can make of it in your forthcoming work. 
 
 '* Cordially yours, 
 " THOMAS WENTWORTH HIGGINSON." 
 
 I have already quoted from the valuable little book to 
 which Colonel Higginson refers. I cannot do better than 
 to supplement his letter by further extracts from it. 
 
 " The number of graduates going forth each year from our American 
 colleges must be several thousand. . . . The majority of all these 
 graduates will be called upon, at some time or other during their lives, 
 to make a speech, as will thousands of young Americans who have 
 never seen the inside of college or academy. Perhaps a few hints on 
 speech-making may not be unavailing, when addressed to this large 
 class by a man much older one who has made so many speeches that 
 the process has almost ceased to have terror to him, whatever dismay 
 it may sometimes cause to his hearers. Certainly there are a few sug- 
 gestions, not to be found in the elocutionary manuals, and which would 
 have saved the present writer much trouble and some anguish, had any 
 one thought of offering them to him when he left college. 
 
 "The first requisite of speech-making is, of course, to have some- 
 thing to say. But this does not merely mean something that may be 
 said; it means something that must be said. ... The first rule for 
 public speaking, therefore, is, Have something that you desire very 
 much to say. 
 
 " The second rule is, Always speak in a natural key r , and in a con- 
 versational manner. . . . But how to reach that easy tone is the 
 
SUGGESTIONS BY EXPERIENCED SPEAKERS. 155 
 
 serious question. ... If people are shy and awkward, and conscious 
 about their speeches, how shall they gain an easy and unconstrained 
 bearing ? That is, how shall they begin their speeches that way ? for 
 after the beginning, it is not so hard to go on. There is one very 
 simple method, and yet one I have seldom known to fail. Suppose the 
 occasion to be a public dinner. You have somebody by your side to 
 whom you have been talking; to him your manner was undoubtedly 
 natural ; and if you can only carry along into your public speech that 
 conversational flavor of your private talk, the battle is gained. How, 
 then, to achieve that result? In this easy way : Express to your neigh- 
 bor, conversationally, the thought, whatever it is, with which you mean 
 to begin your public speech. Then, when you rise to speak, say merely 
 what will be perfectly true, * I was just saying to the gentleman who 
 sits beside me, that ' and then you repeat your remark over again. 
 You thus make the last words of your private talk the first words of 
 your public address, and the conversational manner is secured. This 
 suggestion originated, I believe, with a man of inexhaustible fertility in 
 public speech, the Rev. E. E. Hale. I have often availed myself of it, 
 and have often been thanked by others for suggesting it to them." 
 
 But I have quoted all that I ought. Read Colonel Hig- 
 ginson's book. 
 
 From the Hon. SETH Low, President of Columbia College. 
 
 " MY DEAR SIR. Effective public speaking is like the Chinese 
 cook's receipt : * When it tastes so, it is all right.' It seems not pos- 
 sible to define that * so' in a way to be of much service. Even in the 
 point of manner, that which is natural to one might be intolerable in 
 another. Certainly, I think, the best manner is the quiet, unaffected 
 style one would assume in talking to a handful, with few gestures. 
 Candor, sincerity, and an absence of affectation, with an utterance so 
 clear as to be heard without effort, may be relied upon, I think, to gain 
 the attention of an audience. Only the matter will hold it. The 
 counter influence of the interested audience on the speaker will produce 
 the necessary animation. Doubtless this will show itself in different 
 forms with different men. It seems to me the best advice is, simply, 
 to be natural. It is essential, I think, that the orator, in speaking, 
 should forget himself. These generalizations do not appear to me to 
 
1 56 READING AND SPEAKING. 
 
 be worth printing, but they are equally at your service, to use or not, 
 
 as you see fit. I have desired simply to show my sympathy with the 
 work you are trying to do. 
 
 44 Respectfully, SETH LOW." 
 
 From EDWARD EVERETT 
 The Rev. Edward Everett Hale, D.D., writes : 
 
 " I have not myself a great deal of faith in the usual instruction in 
 elocution ; but I think the training of the voice in singing is of value to 
 the public speaker. Probably the phonograph will do more than any 
 teacher. It is the power which has the gift to make us * hear ourselves 
 as others hear us/ I shall look forward to your book ; certain to learn 
 from it myself much that I need." 
 
 From Gen. STEWART L. WOODFORD. 
 
 " I am glad that you are preparing such a book as you suggest. 
 While I do not know that I can give any hint as to methods in speak- 
 ing that shall be worth publication, I still wish that I could enforce 
 upon young men who are beginning to speak in public the wisdom of 
 trying to speak naturally. This seems to me the secret of eloquence. 
 Perhaps Hamlet puts it as well in his advice to the players as it has 
 ever been put. 
 
 "With cordial wishes for your success in your good work, I am, 
 truly yours, 
 
 " STEWART L. WOODFORD." 
 
 From the Hon. JOHN D. LONG. 
 
 " There is very little that any speaker can give in the way of instruc- 
 tion. As no man knows the sound of his own voice, so no speaker 
 knows how he * does it.' There must of course be a natural fitness ; 
 but training and preparation do very much. A young man will do well 
 to commit pieces in good English, and thereby improve his style and 
 vocabulary. He should avoid ' making ' gestures ; for all ' made ' ges- 
 tures are artificial ; and the motions of the hand and arm which come 
 unconsciously are best and are enough. He should cultivate a natural, 
 easy tone and articulation. He should speak with especial clearness 
 and distinctness, putting his voice at the very outlet of his mouth, and 
 
SUGGESTIONS BY EXPERIENCED SPEAKERS. 1 57 
 
 as little way back from it as possible. He should endeavor to give 
 constant relief to the matter of his speech in the way of touches (not 
 too thick or frequent) of color, sentiment, humor, etc. Let him not be 
 too much afraid of florid or enthusiastic accompaniments. They will 
 gradually tone themselves, and something of the sort is necessary to 
 win an audience. Above all, he should be in dead earnest. Earnest- 
 ness will make any speech good ; but it must be an earnestness which 
 makes itself felt ; not always by vehemence ; sometimes by its quiet 
 intensity. With kind regards, very truly yours, 
 
 "JOHN D. LONG." 
 
 In the letter Mr. Long asked, "Can I do anything 
 better for you than my article in the Writer which I send 
 you ? " While the article has more to do with matter than 
 manner, and thus does not lie quite within the province of 
 this book, still I am sure that / cannot do anything better 
 for you than to reproduce it ; for (it cannot be repeated 
 too often), the matter, not the manner, is the speech. 
 Have something to say. Here is Mr. Long's advice ; and 
 good advice it is : 
 
 " In response to your inquiry, I must say that I have no well-settled 
 method of preparing speeches. In case of an argument, such as an 
 argument before a committee or a jury, the best plan is, of course, to 
 saturate one's self with the facts and statistics of the matter in hand, to 
 become infused with the whole atmosphere of the circumstances and 
 interests, then to make a skeleton arrangement of points leading to the 
 conclusion to be enforced, and finally to trust to the occasion for the 
 fitting words in which to give expression to the argument. 
 
 "As to set speeches of the more oratorical sort, I have tried all 
 methods. Sometimes I write, and then read from manuscript, which 
 is apt to detract from the interest of the speech, and to impair the 
 sympathetic relation between the speaker and his audience. Sometimes 
 I write, commit carefully, and repeat from memory, which is the usual 
 and a wise practice with nearly all speakers. Sometimes I arrange a 
 line of thought and illustration, putting headings on a piece of paper, 
 or, what is quite as easy, fixing them in my mind, and depending on 
 the moment of speaking for the fitting words. Sometimes I speak ex- 
 
Ij8 READING, AND SPEAKING. 
 
 temporaneously, both as to words and to material. I have failed with 
 each method, and succeeded with each method. I succeeded hand- 
 somely (for me) in some of the first speeches I ever attempted, thirty 
 years ago, and have lamentably failed in recent ones. The same 
 speech, delivered, so far as I could see, in the same manner, has been 
 at one time and place a success, and at another a dismal failure. 
 
 '* I am inclined to think, therefore, that the result depends often 
 largely upon the atmosphere of the particular occasion reacting upon 
 the speaker. I have found myself pumping hard and dry before a 
 small, scattered audience, half filling a hall, and hanging back in the 
 rear of it ; boys playing a drum-beat on the floor with their heels, and 
 stragglers loitering in and out at the doors ; and at another time, with 
 the same speech, in a great hall, before a mighty audience, where there 
 was upon me not only the most intense nervous, but the most intense 
 physical strain, I have found myself sailing, it seemed to me, like a ship 
 under full sail before a fresh breeze. I have been indeed led to believe 
 that anything that tends to physical tension and excitement, like the 
 effort to fill a large hall and to hold the attention of a great audience, is 
 a help in public speaking, and gives tension and excitement to the 
 nervous and mental machinery. 
 
 "Few men make speeches without carefully preparing them before- 
 hand. It is rather amusing that so many speakers try to produce the 
 impression that they speak without having made ready. Sometimes it 
 is by beginning with the conventional statement that the call upon them 
 is unexpected, or that they have been absorbed with other demands 
 upon their time. Sometimes in the opening or close, which has been 
 so carefully fixed in the memory that the speaker is secure of it, he 
 injects a word or reference caught from the pending occasion, thus 
 giving the impression that the whole thing is a present inspiration. 
 Then, too, not to put too fine a point on the matter, there are some 
 who on this subject do, with the most unconscionable abandonment, 
 verify the Scripture that all men are liars. I remember a most dis- 
 tinguished man telling me that a long speech of his at a public meeting 
 was extemporaneous, when I read it the evening before set up in cold 
 type for the forthcoming morning paper. Some of the best stump 
 speakers very wisely repeat the same speech as they go from place to 
 place, as you will learn when you go with them. Some of these frankly 
 acknowledge this method ; others will so emphatically assure you that 
 they never speak twice alike that you are bound to credit them with an 
 
SUGGESTIONS BY EXPERIENCED SPEAKERS. 1 59 
 
 honest delusion. You rarely listen to an after-dinner speech, however 
 glibly it rolls, that has been wrought ad unguem. 
 
 "I should say, therefore, do not hesitate to make the most thorough 
 preparation, or to let it be known, if need be, that you do so. It is a 
 good thing, too, to mix in something of humor, never coarse, but of a 
 fine sort, giving flavor as a mite of red pepper flavors a salad. Helpful 
 also is a touch of pathos or sentiment, of which, in a reasonable degree, 
 do not be afraid. Without humor or sentiment no speech goes very 
 close to the heart of an audience. I have often found that some little 
 incident, scene, reminiscence, or bit of landscape has given a source 
 from which to derive a speech. Sitting down to write it, the theme 
 expands, not forward, but in a circle. Some leading thought controls, 
 and around that argument, illustration, application group themselves. 
 The very process of writing, especially a second copying, will develop 
 new trains of thought and illustration of reference. A word as you 
 write it becomes a suggestion, and your pen creates almost as if it were 
 independent of your mind. A vocabulary is, of course, a vital resource 
 for a speaker, though some seem to have been born to a full one. The 
 great aid to this is reading and also committing good authors, a disci- 
 pline doubly valuable because it furnishes a stock of facts and a stock 
 of words. 
 
 " I think the great thing in a speech is earnestness of purpose, and 
 especially of delivery. I would not advise the slightest attention to 
 gesticulation, for that will take care of itself with an earnest speaker, 
 and some of the most earnest and effective seem to dispense with it 
 altogether. The manner is everything in public speaking. 
 
 "A good speech consists of a sound, wholesome array of facts, 
 thought, or argument, relieved in the treatment by a picture, a touch of 
 humor, or a. play of fancy or sentiment ; not afraid of the embellishment 
 of a reasonable fringe of rhetorical flourish, clearly enunciated in the 
 speaking, and delivered with all the force, feeling, and approval that 
 you would put into a struggle for your life." 
 
 From the Hon. GEORGE WILLIAM CURTIS. 
 
 " DEAR SIR : You give me a very difficult theme, but I am sure, 
 at least, that, as oratory is an art, the manner of speaking is, for the 
 purposes of art, no less important than the matter. If a man has some- 
 thing to say, it is in vain, for instance, if he cannot be heard. It is 
 equally in vain if his audience will no^Jistej^. Is not this, then, the 
 
l6o READING AND SPEAKING. 
 
 beginning of oratory, to make yourself heard and to make your hearer 
 wish to hear ? 
 
 "As in every art, there are in oratory .certain natural advantages 
 which are of great service, but which many great orators have not 
 possessed, such as a pleasant presence, a musical and flexible voice, a 
 graceful carnage. An orator, undoubtedly, must have first of all what 
 I should call the oratoricalinstinct. It is hard to define it, but it in- 
 cludes the sense of an audience. This in extempore debate will give 
 him direct and incisive speech, keep him to the point, supply him with 
 happy illustration and argument adapted to the audience and the 
 occasion. Mr. Beecher once told me that in lecturing he had been 
 sometimes obliged to discard the manuscript which had generally served 
 him satisfactorily, and trust to the moment and the fullness of his mind 
 to touch that particular audience. 
 
 "This sense of the audience will enable an orator in preparing an 
 elaborate address to conceive it as a speech to be heard, not as an 
 essay to be read. A manuscript or some convenient form of notes will 
 then be no impediment in delivery. I think that Dumont says that 
 Mirabeau spoke from notes, and so, I think, did Dr. Chalmers. The 
 young orator must not be afraid to take the same pains with the form 
 of his oration, which is largely the oration, that the painter takes with 
 his color, his drawing, his aerial perspective, and his chiaroscuro ; and 
 the poet with his rhythm and his words. Care and taste, the felicitous 
 choice of phrase and happy cadence, do not result in disagreeable arti- 
 ficiality in an oration more than in a poem or picture. 
 
 " Some speakers may carefully construct the general scheme of an 
 address, and then trust to the moment to supply the words and the 
 form ; but others can neither do it nor learn to do it. John Bright 
 told a friend, from whom I have it, that he generally wrote out the 
 more essential parts and the conclusion of an important speech. Web- 
 ster wrote and committed his orations at Plymouth and Bunker Hill, 
 and the eulogy on Adams and Jefferson. Everett wrote his orations 
 and, as he said, impressed them simultaneously on the paper and on 
 his memory. Wendell Phillips's last oration at Harvard, on the Cen- 
 tenary of the Phi Beta Kappa, was in type when he spoke it. Lincoln's 
 address at Gettysburg was read by him from manuscript. The greatest 
 orations have been probably most thoughtfully prepared. The brightest 
 and most effective after-dinner speeches have been probably most care- 
 fully considered. But this does not prevent a quick and fortunate use 
 of unforeseen incidents and the remarks of others. 
 
SUGGESTIONS BY EXPERIENCED SPEAKERS. l6l 
 
 "Peter Harvey says that Mr. Webster said to him that 'no man 
 who was not inspired could make a good speech without preparation ; 
 that if there were any of that sort of people he had never met them. 7 
 He added that his reply to Hayne, the most famous of his speeches, 
 was based upon full notes that he had made for another speech upon 
 the same general subject. * If he had tried to make a speech to fit my 
 notes, he could not have hit it better. No man is inspired by the 
 occasion; I never was.' Again he said, * The materials of that speech 
 had been lying in my mind for eighteen months, though I had never 
 committed my thoughts to paper, or arranged them in my memory. 7 
 As for speaking * on the spur of the moment, 7 Mr. Webster said, 
 ' Young man, there is no such thing as extemporaneous acquisition. 7 
 Yet Mr. Everett says that Webster made eleven speeches on his trip at 
 the opening of the Erie railroad, and could not have known, when he 
 stepped out of the car to speak, what he was going to say. But every 
 one of them, Mr. Everett said, would have added greatly to the reputa- 
 tion of any other man in the United States. I heard many of those 
 speeches, for I went upon the occasion as a correspondent of the New 
 York Tribune, but I recall them only as such speeches as any man 
 accustomed to public speaking, and knowing that he would be called 
 upon to speak at certain points of the journey, would naturally make. 
 They were not comparable to Mr. Seward's series of speeches in the 
 Lincoln election campaign of 1860, which are only less remarkable than 
 Lincoln's own speeches in his popular debate with Douglas in 1858. 
 
 " In speaking, a young orator should be sure that those farthest from 
 him hear easily. He must, therefore, articulate deliberately and dis- 
 tinctly, and in what is called his natural voice. He should avoid a 
 declamatory and artificial tone, such as is not unusual with clergymen. 
 Nothing is easier than to acquire tricks of speech and manner, and he 
 should be on constant guard against them as against favorite words 
 or phrases in composition. Indeed, the best advice which an older 
 speaker can give to a younger is mainly negative. It consists chiefly 
 in the exhortation * not to acquire bad habits of tone, of position, of 
 carriage, of gesture. No man, as I have said, can be an orator who 
 has not the oratorical instinct. If, having that, he studies elocution, 
 he must beware of artificiality. I suppose none of our great orators, 
 for instance, Patrick Henry, Webster, Clay, Wendell Phillips, Beecher, 
 (except, perhaps, Edward Everett) made oratory a study in any other 
 way than by constant and shrewd observation. Conscious rules they 
 probably had none. Their school was practice ; but they brought to 
 
1 62 READING AND SPEAKING. 
 
 the school great natural aptitude, and they did not trust the * spur ot 
 the moment,' but relied upon thought and knowledge, and careful culti- 
 vation of the forms of expression. 
 
 " I am afraid that what I say will be of little service to you. But I 
 should most gladly aid any young man in his effort to train himself in 
 this most ancient and noble art. 
 
 " Very truly yours, 
 
 " GEORGE WILLIAM CURTIS." 
 
 Mr. Curtis's reference to the lack of oratorical training 
 of great orators brings to my recollection a paragraph by 
 one of them, Henry Ward Beecher, which, while at 
 first glance an apparent denial of Mr. Curtis's statement, 
 is simply the same thought put into a little different form. 
 
 " But it is said, * our greatest orators have not been trained/ How 
 do you know ? It may be that Patrick Henry went crying in the 
 wilderness of poor speakers, without any great training. I will admit 
 that now and then there are gifts so eminent and so impetuous that 
 they break through ordinary necessities ; but even Patrick Henry was 
 eloquent only under great pressure; and there remain the results of 
 only one or two of his efforts. Daniel Webster is supposed, in many 
 respects, to have been the greatest American orator of his time ; but 
 there never lived a man who was so studious of everything he did, 
 even to the buttons on his coat, as Daniel Webster. Henry Clay was 
 prominent as an orator ; but though he was not a man of the schools, 
 he was a man who schooled himself; and, by his own thought and 
 taste, and sense of that which was fitting and beautiful, he became 
 through culture an accomplished orator." 
 
 I trust I shall not seem discourteous to Mr. Curtis, to 
 whom I am indebted for many favors, and to whom the 
 whole country is indebted in very many ways, if by another 
 quotation from Mr. Beecher I show that he, at least, had 
 had special training. In one of his " Lectures on Preach- 
 ing," before the students of Yale Theological Seminary, 
 he said : 
 
SUGGESTIONS BY EXPERIENCED SPEAKERS. 163 
 
 " It was my good fortune, in early academical life, to fall into the 
 hands of your estimable fellow-citizen, Professor Lovell, and for a 
 period of three years I was drilled incessantly in posturing, gesture, 
 and voice-culture. His manner, however, he did not communicate to 
 me. And manner is a thing which, let me here remark, should never 
 be communicated or imitated, It was the skill of that gentleman that 
 he never left a manner with anybody. He simply gave his pupils the 
 knowledge of what they had in themselves. Afterward, when going to 
 the seminary, I carried the method of his instructions with me, as 
 did others. We practiced a great deal on ' Dr. Barber's System,' 
 which was then in vogue, and particularly in developing the voice in 
 its lower register, and also upon the explosive tones. I found it to be 
 a very manifest benefit, and one that has remained with me all my life 
 long. The drill that I underwent produced, not a rhetorical manner, 
 but a flexible instrument that accommodated itself readily to every 
 kind of thought, and every shade of feeling, and obeyed the inward 
 will in the outward realization of the results of rules and regulations." 
 
 I am sure that I cannot more fittingly bring this subject 
 to a close than with the good words of one of the wisest 
 teachers of the art of public speaking this country has 
 ever known, Dr. Anson J. Upson. 
 
 " Though a man may understand perfectly all that can be done by 
 rhetorical art ; though he be judicious in selecting his theme, and skill- 
 ful in its development ; though he may have been trained so that by 
 the ever-varying music of his voice, and the force and grace of his 
 gesture, he can, with precision and power, express every phase of 
 thought and feeling, and thus double the impression of the spoken 
 word ; yet under all must be that virtue which is at the foundation of 
 all Christian living ; under all must be self-forgetfulness, self-sacrifice, 
 or his labor will have been in vain." 
 
READING AND SPEAKING. 
 
 CHAPTER XV. 
 DECLAMATIONS. 
 
 We'll have a speech straight. Hamlet. 
 
 I pray thee, speak in sober judgment. 
 
 Much Ado about Nothing. 
 It is not enough to speak, but to speak true. 
 
 Midsummer- Night's Dream. 
 
 1 add a few brief declamations for class-room and general practice. 
 They will give good opportunity to apply the foregoing rules and 
 suggestions. 
 
 THE REPRESENTATIVE ORATOR. 
 
 FROM the earliest age of the world, peculiar honor and 
 power have been the reward of the successful orator. He 
 is a factor not to be omitted in computing the causes of 
 human action. No fame is so resplendent, no power so 
 alluring as his. His fame extends from where the story- 
 teller of the East recites in raptured ears his matchless 
 tales, to where in stiff and stately dignity the British 
 House of Lords sits hedged about by ancient usages. No 
 one sweeps every chord of human passion as does he. He 
 revives the sinking spirit, puts hope into the hopeless, 
 gives determination to the undecided, and firmness to the 
 wavering. 
 
 No graceful language, no splendid declamation alone, 
 can earn for one the title of representative orator. He 
 must come speaking from soul to soul. He must be 
 charged with ideas. He need not be a profound thinker ; 
 
DECLAMATIONS, 165 
 
 he need add nothing to literature ; but he must be a 
 true man ; he must add something to history. He must 
 be thoroughly imbued with the principles and sentiments 
 of his age and people. He must be a man of large 
 brain and large heart, of broad views and generous im- 
 pulses. He must have inflexible courage, for it is often 
 his to be a John the Baptist crying in the wilderness. He 
 must often breast the current of popular disapprobation, 
 borne up by a principle, assured that he will at last 
 triumph. 
 
 In him oratory rises to the full grandeur of its mission. 
 It faces Philip with Demosthenes ; it sends the flower of a 
 continent through unknown, untried dangers with Peter 
 the Hermit ; it tears down thrones with Mirabeau ; it 
 sounds freedom's trumpet-call with Henry. Hampden 
 hurling defiance at England, O'Connell speaking for down- 
 trodden Ireland, Phillips for the slave, these are represent- 
 ative orators. JOHN W. O'BRIEN. 
 
 HAMLET'S ADVICE TO THE PLAYERS. 
 
 Speak the speech, I pray you, as I pronounced it to 
 you, trippingly on the tongue ; but if you mouth it, as 
 many of your players do, I had as lief the town-crier spoke 
 my lines. Nor do not saw the air too much with your 
 hand, thus, but use all gently ; for in the very torrent, 
 tempest, and, as I may say, the whirlwind of passion, you 
 must acquire and beget a temperance that may give it 
 smoothness. O, it offends me to the soul to hear a 
 robustious, periwig-pated fellow tear a passion to tatters, 
 to very rags, to split the ears of the groundlings, who, for 
 the most part, are capable of nothing but inexplicable 
 dumb-shows and noise. I could have such a fellow 
 
l66 READING, AND SPEAKING. 
 
 whipped for o'erdoing Termagant ; it out-herods Herod : 
 pray you, avoid it. 
 
 Be not too tame, neither, but let your own discretion 
 be your tutor : suit the action to the word, the word to 
 the action ; with this special observance, that you o'erstep 
 not the modesty of nature ; for anything so overdone is 
 from the purpose of playing ; whose end, both at the first 
 and now, was and is, to hold, as 't were, the mirror up to 
 nature : to show virtue her own feature, scorn her own 
 image, and the very age and body of the time his form 
 and pressure. Now this, overdone, or come tardy off, 
 though it make the unskillful laugh, cannot but make the 
 judicious grieve ; the censure of the which one must, in your 
 allowance, o'erweigh a whole theatre of others. O, there 
 be players that I have seen play, and heard others 
 praise, and that highly, not to speak it profanely, that, 
 neither having the accent of Christians, nor the gait of 
 Christian, pagan, nor man, have so strutted and bellowed 
 that I have thought some of nature's journeymen had 
 made men, and not made them well, they imitated human- 
 ity so abominably. 
 
 LINCOLN'S FAMOUS GETTYSBURG ADDRESS. 
 
 Fourscore and seven years ago our fathers brought 
 forth upon this continent a new nation, conceived in lib- 
 erty, and dedicated to the proposition that all men are 
 created equal. Now, we are engaged in a great civil war, 
 testing whether that nation, or any nation so conceived 
 and so dedicated, can long endure. 
 
 We are met on a battlefield of that war; we have come 
 to dedicate a portion of that field as a final resting-place for 
 those who here gave their lives that that nation might live. 
 
DECLAMATIONS. 1 67 
 
 It is altogether fitting and proper that we should do this. 
 But, in a larger sense, we cannot dedicate, we cannot conse- 
 crate, we cannot hallow this ground : the brave men, living 
 and dead, who struggled here, have consecrated it far be- 
 yond our poor power to add or detract. The world will 
 little note nor long remember what we say here ; but it 
 can never forget what they did here. 
 
 It is for us, the living, rather to be dedicated here to the 
 unfinished work which they who fought here have thus far 
 so nobly advanced. It is rather for us to be here dedicated 
 to the great task remaining before us : that from these hon- 
 ored dead we take increased devotion to that cause for which 
 they gave the last full measure of devotion ; that we here 
 highly resolve that these dead shall not have died in vain ; 
 that this nation, under God, shall have a new birth of free- 
 dom ; and that government of the people, by the people, 
 for the people, shall not perish from the earth. 
 
 FROM LINCOLN'S SECOND INAUGURAL ADDRESS. 
 
 On the occasion corresponding to this, four years ago, 
 all thoughts were anxiously directed to an impending civil 
 war. All dreaded it ; all sought to avoid it. Neither 
 party expected for the war the magnitude or the duration 
 which it has already attained. Neither anticipated that 
 the cause might cease with, or even before, the conflict 
 itself should cease. Each looked for an easier triumph, 
 and a result less fundamental and astounding. Both 
 read the same Bible and prayed to the same God ; and 
 each invoked his aid against the other. It may seem 
 strange that any men should dare to ask a just God's 
 assistance in wringing their bread from the sweat of other 
 
l68 READING AND SPEAKING. 
 
 men's faces ; but let us judge not, that we be not judged. 
 The prayers of both could not be answered : that of neither 
 has been fully answered. The Almighty has his own 
 purpose. 
 
 Fondly do we hope, fervently do we pray, that this 
 mighty scourge of war may speedily pass away. Yet, if 
 God wills that it continue until all the wealth piled by the 
 bondsman's two hundred and fifty years of unrequited toil 
 shall be sunk, and until every drop of blood drawn by the lash 
 shall be paid by another drawn by the sword, as was said 
 three thousand years ago, so still must it be said, that " the 
 judgments of the Lord are true and righteous altogether." 
 
 With malice towards none ; with charity for all ; with 
 firmness in the right, as God gives us to see the right, let 
 us strive on to finish the work we are in ; to bind up the 
 nation's wounds ; to care for him who shall have borne 
 the battle, and for his widow and orphan ; to do all 
 which may achieve and cherish a just and lasting peace 
 among ourselves and with all nations. 
 
 THE PILGRIMS. 
 
 From the dark portals of the Star Chamber and in the 
 stern text of the Acts of Uniformity the Pilgrims received 
 a commission more important than any that ever bore the 
 royal seal. Their banishment to Holland was fortunate ; 
 the decline of their little company in the strange land was 
 fortunate ; the difficulties which they experienced in get- 
 ting the royal consent to banish themselves to this wilder- 
 ness were fortunate ; all the tears and heart-breakings of 
 that ever-memorable parting at Delfshaven had the happi- 
 est influence on the rising destinies of New England. 
 
DECLAMATIONS. 169 
 
 These rough touches of fortune brushed off the light, un- 
 certain, selfish spirits ; they made it a grave, solemn, self- 
 denying expedition. They cast a broad shadow of thought 
 and seriousness over the cause ; and if this sometimes 
 deepened into severity and bitterness, can we find no 
 apology for such a human weakness ? 
 
 Their trials of wandering and exile, of the ocean, the 
 winter, the wilderness, and the savage foe, were the final 
 assurance of success. They kept far away from the enter- 
 prise all patrician softness, all hereditary claims to pre-emi- 
 nence. No effeminate nobility crowded into the dark and 
 austere ranks of the Pilgrims ; no Carr nor Villiers desired 
 to lead on the ill-provided band of despised Puritans ; no 
 well-endowed clergy were anxious to quit their cathedrals 
 and set up a pompous hierarchy in the frozen wilderness ; 
 no craving governors were on the alert to be sent over to 
 our cheerless El Dorados of ice and of snow : no ; they 
 could not say they had encouraged, patronized, or helped 
 the Pilgrims ; they could not afterwards fairly pretend to 
 reap where they had not strown. And as our fathers 
 reared this broad and solid fabric unaided, barely tolerated, 
 it did not fall when the favor, which had always been with- 
 holden, was changed into wrath ; when the arm, which had 
 never supported, was raised to destroy. 
 
 Shut now the volume of history, and tell me, on any 
 principle of human probability, what shall be the fate of 
 this handful of adventurers. Tell me, man of military 
 science, in how many months were they all swept off by 
 the thirty savage tribes enumerated within the early limits 
 of New England ? Tell me, politician, how long did this 
 shadow of a colony, on which your conventions and treaties 
 had not smiled, languish on the distant coast ? Student of 
 history, compare for me the baffled projects, the deserted 
 
I/O READING AND SPEAKING. 
 
 settlements, the abandoned adventures of other times, and 
 find the parallel of this. Was it the winter's storm, beat- 
 ing upon the houseless heads of women and children ? was 
 it disease ? was it the tomahawk ? was it the deep malady 
 of a blighted hope, a ruined enterprise, and a broken heart 
 aching in its last moments at the recollection of the loved 
 and left beyond the sea"? was it some or all of these united 
 that hurried this forsaken company to their melancholy 
 fate ? And is it possible that neither of these causes, that 
 not all combined, were able to blast this bud of hope ? Is 
 it possible that from a beginning so feeble, so frail, so 
 worthy, not so much of admiration as of pity, there has 
 gone forth a progress so steady, a growth so wonderful, 
 a reality so important, a promise, yet to be fulfilled, so 
 glorious ? EDWARD EVERETT. 
 
 THE EXPLOITS OF THE PILGRIMS. 
 
 It is by no pompous epithets or lively antitheses that 
 the exploits of the Pilgrims are to be set forth by their 
 children. We can only do this worthily by repeating the 
 plain tale of their sufferings ; by dwelling on the circum- 
 stances under which this memorable enterprise was exe- 
 cuted ; and by catching that spirit which led them across 
 the ocean. 
 
 There seems to be this peculiarity in the nature of 
 their enterprise, that its grand and beneficent consequences 
 are, with the lapse of time, constantly unfolding them- 
 selves, in an extent and to a magnitude beyond the reach 
 of the most sanguine promise. Did they propose to them- 
 selves a refuge beyond the sea from the religious and 
 political tyranny of Europe ? They achieved not that 
 
DECLAMATIONS. I/I 
 
 alone, but they have opened a wide asylum to all the vic- 
 tims of oppression throughout the world. Did they look 
 for a retired spot, where the little church of Leyden might 
 enjoy the freedom of conscience ? Behold the mighty 
 regions over which in peaceful conquests they have borne 
 the banners of the cross ! Did they seek to prosecute a 
 frugal commerce, in reimbursement of the expenses of 
 their humble establishment ? The fleets and navies of 
 their descendants are on the farthest ocean ; and the 
 wealth of the Indies is now wafted, with every tide, to the 
 coasts where, with hook and line, they painfully gathered 
 up their frugal earnings. In short, did they, in their 
 brightest and most sanguine moments, contemplate a 
 thrifty, loyal, and prosperous colony, portioned off like a 
 younger son of the imperial household to a humble and 
 dutiful distance ? Behold the spectacle of an independent 
 and powerful republic founded on these shores ! 
 
 And shall we stop here ? Is the tale now told ? Is 
 the contrast now complete ? Are our destinies all ful- 
 filled ? My friends, we are in the very morning of our 
 days ; our numbers are but a unit ; our national resources 
 but a pittance ; our hopeful achievements in the political, 
 the social, and the intellectual nature are but the rudi- 
 ments of what the children of the Pilgrims must yet attain. 
 He who, two centuries hence, shall look back on our pres- 
 ent condition, will sketch a contrast far more astonishing ; 
 and will speak of our times as the day of small things, in 
 stronger arid juster language than any in which we can 
 depict the poverty and want of our fathers. 
 
 EDWARD EVERETT. 
 
1/2 READING AND SPEAKING. 
 
 CONSERVATISM. 
 
 Speaking of conservatism, George William Curtis once 
 said : 
 
 " A friend of mine was a student of Couture the painter 
 in Paris. One day the master came and looked over the 
 pupil's drawing and said to him, 'My friend, that line 
 should go so ; ' and indicated it lightly on the paper with 
 his pencil. To prove the accuracy of the master's eye, 
 the pupil rubbed out the correction and left the line. The 
 next day Couture came, and looking over the drawing, 
 stopped in surprise. 'That's curious,' said he; 'I thought 
 I altered that. This line goes so/ he added, and drew it 
 firmly with black upon the paper. Again the pupil rubbed 
 out the correction. The next day the master came again, 
 stopped short when he saw the drawing, looked at it a 
 moment without speaking ; then, with his thumb-nail, he 
 cut quite through the paper. 'That's the way this line 
 ought to go/ he said, and passed on. 
 
 "So the hearts and minds of our fathers marked the 
 line of our true development. Conservatism rubbed it 
 out. The Missouri struggle emphasized the line again. 
 Conservatism rubbed it out. The tragedy of Kansas 
 drew the line more sternly. Conservatism rubbed it out. 
 Then, at last, the Divine finger drew in fire and blood, 
 sharply, sharply, through our wailing homes, through our 
 torn and bleeding country, through our very quivering 
 hearts, the line of liberty, and justice, and equal rights ; 
 and Conservatism might as well try to rub out the rainbow 
 from the heavens, as to erase this, the decision of the 
 age." 
 
DECLAMATIONS. 
 
 TOUSSAINT L'OUVERTURE. 
 
 I have selected this extract from the famous lecture of Wendell 
 Phillips, not for public speaking (it has been worn threadbare in that 
 sort of service), but for class exercise. It is in Phillips's best style, 
 and, as an illustration of that style, unsurpassed. 
 
 If I stood here to-night to tell the story of Napoleon, I 
 should take it from the lips of Frenchmen, who find no 
 language rich enough to paint the great General of the 
 century. If I were to tell you the story of Washington, I 
 should take it from your hearts, you, who think no marble 
 white enough in which to carve the name of the Father 
 of his Country. But I am to tell you the story of a negro, 
 Toussaint L'Ouverture, who has left hardly one written 
 line. I am to glean it from the reluctant testimony of his 
 enemies ; men who despised him because he was a negro 
 and a slave, hated him because he had beaten them in 
 battle. 
 
 You remember Macaulay says, comparing Cromwell 
 with Napoleon, that Cromwell showed the greater military 
 genius, if we consider that he never saw an army until he 
 was forty ; while Napoleon was educated from a boy in the 
 best military schools in Europe. Cromwell manufactured 
 his own army ; Napoleon at the age of twenty-seven was 
 placed at the head of the best troops Europe ever saw. 
 They were both successful ; but, says Macaulay, with such 
 disadvantages, the Englishman showed the greater genius. 
 Whether you allow the inference or not, you will at least 
 grant that it is a fair mode of measurement. 
 
 Apply it to Toussaint. Cromwell never saw an army 
 till he was forty ; this man never saw a soldier till he was 
 fifty. Cromwell manufactured his own army, out of 
 what ? Englishmen, the best blood in Europe ; and 
 
174 READING AND SPEAKING. 
 
 with it he conquered, what ? Englishmen, their equals. 
 This man manufactured his army out of what ? Out of 
 what you call the despicable race of negroes, debased, de- 
 moralized by two hundred years of slavery. Yet out of 
 this mixed, and, as you say, despicable mass, he forged a 
 thunderbolt, and hurled it at what ? At the proudest 
 blood in Europe, the Spaniard, and sent him home con- 
 quered ; at the most warlike blood in Europe, the French, 
 and put them under his feet ; at the pluckiest blood in 
 Europe, the English, and they skulked home to Jamaica. 
 Now if Cromwell was a general, at least this man was a 
 soldier. 
 
 Now, blue-eyed Saxon, proud of your race, go back 
 with me to the commencement of the century, and select 
 what statesman you please. Let him be either American 
 or European ; let him have a brain the result of six gen- 
 erations of culture ; let him have the ripest training of 
 university routine ; let him add to it the better education 
 of practical life ; crown his temples with the silver of sev- 
 enty years ; and show me the man of Saxon lineage for 
 whom his most sanguine admirer will wreathe a laurel rich 
 as embittered foes have placed on the brow of this negro. 
 
 I would call him Napoleon ; but Napoleon made his 
 way to empire over broken oaths and through a sea of 
 blood. This man never broke his word. I would call him 
 Cromwell ; but Cromwell was only a soldier, and the state 
 he founded went down with him into his grave. I would 
 call him Washington ; but the great Virginian held slaves. 
 
 You think me a fanatic to-night, for you read history, 
 not with your eyes, but with your prejudices. But fifty 
 years hence, when Truth gets a hearing, the Muse of His- 
 tory will put Phocion for the Greek, Brutus for the Roman, 
 Hamden for England, Fayette for France, choose Wash- 
 
DECLAMATIONS. 1/5 
 
 ington as the bright consummate flower of our earlier 
 civilization ; then dipping her pen in the sunlight, will 
 write in the clear blue, above them all, the name of the 
 soldier, the statesman, the martyr, Toussaint L'Ouver- 
 ture. 
 
 TRUTH IN RHETORIC. 
 
 An American writer, while painting a vivid picture of 
 the state of society in ancient Rome, gives an electrical 
 emphasis to his statement that everywhere throughout the 
 empire, in the progress of decline, "rhetoric supplanted 
 truth" But how could this be ? What antagonism is pos- 
 sible between rhetoric and truth, so that one can supplant 
 the other. Rhetoric is truth, and truth is rhetoric : truth 
 combined with the imagination ; truth moist with emotion ; 
 truth directed to the accomplishment of a purpose ; and 
 none the less true because so combined and directed. 
 
 There can be no poetry apart from truth ; for the ideal 
 is the highest, truest real. Neither can there be any 
 rhetoric apart from truth ; for the true is one of its essen- 
 tial elements. Because in a production accordant with 
 rhetorical rules, results of the reasoning only are given, 
 and not the reasoning process itself, truth is none the less 
 there. Because conclusions only are stated, and not the 
 premises by which those conclusions are reached, the truth 
 is none the less there. In its national emblem, its harp, 
 its lilies, its thistle, its lion, its eagle, a whole nation sees 
 the truth of a proposition expressing the national charac- 
 ter, the national hope, the national power ; and this is the 
 glory of that emblazonry. And the proposition is none 
 the less true to every mind, because in the national em- 
 blem it is vivid to the imagination of every eye. 
 
176 READING, AND SPEAKING. 
 
 So, many a proposition may be conveyed into our 
 minds through the feelings of our hearts, as well as 
 through the logic of our heads, or the perceptions of our 
 eyes ; and it is none the less true for that. A thought 
 may be so transfused, flooded all over with passion, that 
 not only are we mentally convinced of its truth, but our 
 hearts respond, sometimes so warmly that every fibre 
 thrills with emotion. This does not make that truth false, 
 but all the more true. The words may suggest to our ear 
 but the tap of a drum, or a single strain of a song we've 
 heard at home ; in the words we may see only the wave of 
 a flag, or the glance of an eye, or the flight of a bird that 
 used to build its nest in the old orchard where we played 
 when we were boys ; if our hearts respond to what we see 
 and hear, if we feel its meaning, so that every man of us 
 is conscious of a quiver, is it any the less true because 
 pulses beat quicker, and moistened eyes flash brighter ? 
 
 And yet how many will insist that we are descending 
 from the heights of truth into the contradictions of false- 
 hood, when we affirm, "that is rhetoric." Rhetoric every- 
 where is all of logic, and much more. It is logic vivified, 
 brightening, enlightening : logic on fire, melting : logic 
 suffused, tenderly moving : logic passionate, exalting. 
 Rhetoric is not falsehood, poetic or passionate ; it is sys- 
 tematized truth, combined with imagination and feeling, 
 
 for the accomplishment of a purpose. 
 
 ANSON J. UPSON. 
 
DECLAMATIONS. 
 
 THE DECLARATION OF INDEPENDENCE. 
 
 Paragraphs from an imagined speech of John Adams, written by 
 Daniel Webster in his Eulogy on Adams and Jefferson. 
 
 The injustice of England has driven us to arms ; and 
 blinded to her own interest for our good, she has obsti- 
 nately persisted, till independence is within our grasp. 
 We have but to reach forth to it, and it is ours. Why 
 then, should we defer the Declaration of Independence ? 
 That measure will strengthen us. It will give us character 
 abroad. The nations will then treat with us, which they 
 never can do while we acknowledge ourselves subjects, 
 in arms against our sovereign. Nay, I maintain that Eng- 
 land herself will sooner treat for peace with us on the 
 footing of independence, than consent, by repealing her 
 acts, to acknowledge that her whole conduct towards us 
 has been a course of injustice and oppression. Why then, 
 why then, sir, do we not as soon as possible change this 
 from a civil to a national war ? And since we must fight 
 it through, why not put ourselves in a state to enjoy all 
 the benefits of victory, if we gain the victory ? 
 
 If we fail, it can be no worse for us. But we shall not 
 fail. The cause will raise up armies ; the cause will create 
 navies. The people, the people, if we are true to them, 
 will carry us, and will carry themselves, gloriously through 
 this struggle. Sir, the Declaration will inspire the people 
 with increased courage. Read this Declaration at the head 
 of the army ; every sword will be drawn from its scabbard, 
 and the solemn vow uttered to maintain it or perish on the 
 bed of honor. Publish it from the pulpit ; religion will 
 approve it, and the love of religious liberty will cling round 
 it, resolved to stand with it or fall with it. Send it to the 
 
178 READING AND SPEAKING. 
 
 public halls ; proclaim it there ; let them hear it who heard 
 the first roar of the enemy's cannon ; let them see it who 
 saw their brothers and their sons fall on the field of Bun- 
 ker Hill, and in the streets of Lexington cmd Concord, and 
 the very walls will cry out in its support. 
 
 Sir, I know the uncertainty of human affairs, but I 
 see, I see clearly, through this day's business. You and I, 
 indeed, may rue it ; we may not live to the time when this 
 Declaration shall be made good. We may die ; die colo- 
 nists ; die slaves ; die, it may be, ignominiously and on 
 the scaffold. Be it so ; be it so. But whatever may be 
 our fate, be assured that this Declaration will stand. II; 
 may cost treasure, it may cost blood, but it will stand.. 
 Through the thick gloom of the present, I see the bright- 
 ness of the future as the sun in heaven. We shall make 
 this a glorious and immortal day. When we are in our 
 graves, our children will honor it. They will celebrate it; 
 with thanksgiving, with festivity, with bonfires and illumi- 
 nations. 
 
 Sir, before God, I believe the hour is come. My judg- 
 ment approves this measure, and my whole heart is in it. 
 All that I have, and all that I am, and all that I hope in 
 this life, I am ready here to stake upon it ; and I leave off 
 as I begun, that, live or die, survive or perish, I am for the 
 Declaration. It is my living sentiment, and by the bless- 
 ing of God it shall be my dying sentiment : Independence 
 now, and Independence forever ! 
 
DECLAMATIONS. 
 
 FREE SPEECH. 
 
 Free speech is not merely a spark from an eloquent 
 orator's glowing tongue, even though his utterance has 
 power to kindle men's passions or melt their hearts. Free 
 speech is an eloquence above eloquence. It is an oratory 
 of its own, and not every orator is its apostle. 
 
 For many years a Carmelite monk touched the souls of 
 men with the consolation of faith ; and Paris, listening, 
 said: "This is eloquence." Then in that trial hour of his 
 history, this same preacher, against the impending and 
 dread anathema of Rome, exclaimed : " I will not enter the 
 pulpit in chains;" and the world said: "Hark! this is 
 more than eloquence it is Free Speech." Yes, eloquence 
 is one thing and free speech is another. Open Macaulay's 
 history. Lord Halifax was the chief silver-tongue among 
 a whole generation of English statesmen ; but though he 
 woke the ringing echoes of many a parliament, and though 
 wherever he went he carried a full mouth of fine English, 
 yet never, in all his public career, did he utter as much 
 free speech as John Hampden let loose in a single sen- 
 tence, when he said : "I will not pay twenty-one shillings 
 and sixpence ship money." 
 
 Edward Everett leaves many speeches ; Patrick Henry 
 few. But the great word-painter, who busied himself with 
 painting the white lily of Washington's fame, never caught 
 that greater language of free speech that burned upon the 
 tongue of him who knew how to say : " Give me Liberty 
 or give me Death." 
 
 Free speech is like the angel that delivered Saint Peter 
 from prison. Its mission is to rescue from captivity some 
 divinely inspired truth or principle, which unjust men have 
 locked in dungeons or bound in chains. For thirty years 
 
I SO READING AND SPEAKING. 
 
 the free speech of this country was consecrated to one 
 sublime idea : an idea graven on the bell of Independence, 
 which says : " Proclaim liberty throughout the land, to all 
 the inhabitants thereof." After thirty years' debate on 
 human liberty, this idea is like Ophelia's rosemary : it is 
 for remembrance ; and it calls to mind the champions of 
 free speech in New England. They are the choice master 
 spirits of the age. Some of them have been hissed ; others 
 hailed ; all shall be revered. As the legend runs, Saint 
 Hubert died and was buried. A green branch lying on 
 his breast was buried with him ; and when, at the end of a 
 hundred years, his grave was opened, the good man's body 
 had dissolved into dust ; but the fair branch had kept its 
 perennial green. So the advocates of free speech shall die 
 and be buried, and their laurels be buried with them. 
 But when the next generation, wise, just, and impartial, 
 shall make inquiry for the heroes, the prophets, and princely 
 souls of this present age, long after their bones are ashes 
 their laurels shall abide in imperishable green. 
 
 THEODORE TILTON. 
 
 MASSACHUSETTS. 
 
 Let me recur to pleasing recollections ; let me indulge 
 in refreshing remembrances of the past ; let me remind 
 you that in early times no States cherished greater har- 
 mony, both of principle and of feeling, than Massachusetts 
 and South Carolina. Would to God that harmony might 
 again return. Shoulder to shoulder they went through 
 the Revolution ; hand in hand they stood round the admin- 
 istration of Washington, and felt his own great arm lean 
 on them for support. Unkind feeling, if it exist, alienation 
 
DECLAMATIONS. l8l 
 
 and distrust, are the growth, unnatural to such soils, of 
 false principles since sown. They are weeds, the seeds of 
 which that same great arm never scattered. 
 
 I shall enter on no encomium upon Massachusetts. She 
 needs none. There she is. Behold her and judge for 
 yourselves. There is her history. The world knows it by 
 heart. The past, at least, is secure. There is Boston, 
 and Concord, and Lexington, and Bunker Hill ; and 
 there they will remain forever. The bones of her sons, 
 fallen in the great struggle for independence, now lie 
 mingled with the soil of every State, from New England 
 to Georgia ; and there they will lie forever. 
 
 And where American liberty raised its first voice, and 
 where its youth was nurtured and sustained, there it still 
 lives in the strength of its manhood, and full of its original 
 spirit. If discord and disunion shall wound it ; if party 
 strife and blind ambition shall hawk at and tear it ; if folly 
 and madness, if uneasiness, under salutary and necessary 
 restraint, shall succeed to separate it from that Union by 
 which alone its existence is made sure, it will stand, in the 
 end, by the side of that cradle in which its infancy was 
 rocked ; it will stretch forth its arm with whatever of vigor 
 it may still retain, over the friends who gather round 
 it ; and it will fall at last, if fall it must, amidst the 
 proudest monuments of its own glory, and on the very spot 
 of its origin. DANIEL WEBSTER . 
 
 THE EXAMPLE OF THE FATHERS. 
 
 We stand to-day on a great battle-field, in honor of the 
 patriotism and valor of those who fought upon it. It is 
 the step which they made in the world's history we would 
 
1 82 READING AND SPEAKING. 
 
 seek to commemorate ; it is the example which they have 
 offered us we would seek to imitate. The wise and 
 thoughtful men who directed this controversy knew well 
 that it is by the wars that personal ambition has stimulated, 
 by the armies whose force has been wielded alike for 
 domestic oppression or foreign conquest, that the sway of 
 despots has been so widely maintained. They had no love 
 for war or any of its works, but they were more ready to 
 meet its dangers in their attachment to the cause of civil 
 and religious liberty. They desired to found no Roman 
 republic, "whose banners, fanned by conquest's crimson 
 wing," should float victorious over prostrate nations ; but 
 one where the serene beauty of the arts of peace should 
 put to shame the strifes that have impoverished peoples 
 and degraded nations. To-day let us rejoice in the liberty 
 which they have gained for us ; but let no utterances but 
 those of peace salute our ears no thoughts but those of 
 peace animate our hearts. 
 
 Above the plains of Marathon, even now, as the Grecian 
 shepherd watches over his flocks, he fancies that the skies 
 sometimes are filled with lurid light, and that in the clouds 
 above are re-enacted the scenes of that great day when, on 
 the field below, Greece maintained her freedom against the 
 hordes which had assailed her. Again seem to come in 
 long array, rich with "barbaric pearl and gold," the tur- 
 baned ranks of the Persian host, and the air is filled with 
 the clang of sword and shield, as again the fiery Greek 
 seems to throw himself upon and drive before him his 
 foreign invader ; shadows though they all are, that flit in 
 wild, confused masses along the spectral sky. 
 
 Above the field where we stand, even in the wildest 
 dream may no such scenes offend the calmness of the 
 upper air ; but may the stars look forever down upon pros- 
 
DECLAMATIONS. 183 
 
 perity and peace ; upon the bay studded with its white- 
 winged ships ; upon the populous and far-extending city, 
 with its marts of commerce, its palaces of industry, its 
 temples where each man may worship according to his own 
 conscience ; and, as the continent shall pass beneath their 
 steady rays, may the millions of happy homes attest a land 
 where the benign influence of free government has brought 
 happiness and contentment, where labor is rewarded, where 
 manhood is honored, and where virtue and religion are 
 
 revered. 
 
 CHARLES DEVENS, JR. 
 
 A PLEA FOR IRELAND. 
 
 The sons of Ireland have sworn to be free. The men of 
 Ireland have said : " Long enough have we watched and 
 waited and trusted. Long enough have we been cajoled, 
 derided, and deceived. It is time for us to act !" These 
 were not words tossed to the eddies of the wind. They 
 were in terrible earnest. Silent, straightforward, swift, the 
 cause progressed. Sincere, resolute, and undismayed, with 
 their hearts in their work and their reliance upon God, 
 they created a mighty force. It is now ready to act. 
 Already over the hoarse, surging sea, comes to our ears 
 the sweet voice of Liberty, girding up her loins to battle 
 with the oppressor. Already in the eastern horizon flashes 
 the sunburnt banner of Erin, upheld by the strong arms of 
 patriotism, and borne to success by the resistless audacity 
 of outraged and desperate men. Everything is staked 
 upon the result : life, honor, manhood, freedom. 
 
 Will you witness the struggle between liberty and 
 despotism, and tender no encouragement to the oppressed ? 
 
1 84 READING AND SPEAKING. 
 
 Will you see the desperate effort to throw off the insult of 
 centuries, and sit impassive and look upon it with alien 
 eyes ? Can you Americans look with apathy upon a people 
 whom ruin and dishonor stare in the face, a people bowed 
 down by the heartless tyranny of centuries, a people mad- 
 dened by the horrors of inexpressible thraldom ? Can you 
 see this people stretching out their manacled hands to you 
 and asking you in the name of God and humanity to aid 
 them, and turn a deaf ear to their supplications and a cold 
 denial to their prayers ? Oh, remember as you are free- 
 men, how you value that freedom, and aid this people to 
 obtain theirs ! Remember as you are Americans that it is 
 your privilege and pride to assist in raising to the same 
 glorious position with yourselves, all enthralled, enslaved 
 nations ! Remember as you are Christians that your duty 
 is to help the weak and oppressed against the might of 
 injustice ! 
 
 To whom can they look if you desert them ? And have 
 you reason to love Ireland's oppressors ? Have you for- 
 gotten her insults, her taunts, her joy at your disaster, her 
 grief at your success ? Have you forgotten the aid she 
 gave your enemies by land and by sea ? On the other 
 hand, where can you look and not find instances of Irish- 
 men giving, with their labor and their lives, proof of their 
 love for liberty, and the land that gave them birth, and the 
 land that gave them shelter in exile ? What American 
 battle-field can you find that is not soaked with Irish blood 
 and sanctified by Irish valor ? We appeal to you in the 
 name of a distressed and crushed people to lend your help 
 in rescuing them from thraldom. We appeal to you in the 
 sacred name of Liberty, of which you are the chosen 
 people, to reach out your hand to aid a nation struggling 
 to be free. 
 
DECLAMATIONS. 185 
 
 THE SLAVE OF BOSTON. 
 
 On the 24th of May, 1854, the city was calm and still. 
 A poor black man was at work with one of his own nation 
 earning an honest livelihood. A Judge of Probate, Boston 
 born and Boston bred, a man in easy circumstances, a pro- 
 fessor in Harvard College, was sitting in his office, and 
 with a single stroke of his pen dashed off the liberty of a 
 man, a citizen of Massachusetts. He leaves the writ with 
 the marshal, goes home to his family, caresses his children, 
 and enjoys his cigar. The frivolous smoke curls round 
 his frivolous head ; he lies down to sleep and dreams such 
 dreams as haunt such heads. But when he awakes next 
 morn, all the winds of indignation, wrath, and honest scorn 
 are loosed. Before night they are blowing all over the 
 commonwealth, and before another night they have gone 
 to the Mississippi, and wherever the lightning messenger 
 can tell the tale. 
 
 So I have read in an old mediaeval legend, that one 
 summer afternoon there came up all hot from Tartarus a 
 shape garmented and garbed to represent a man. He 
 walked quiet and decorous through Milan's stately streets 
 and scattered an invisible dust. It lay along the street ; 
 it touched the walls ; it ascended to the cross on the min- 
 ster's utmost top ; it went down to the beggar's den. 
 Peacefully he walked through the streets, vanished, and 
 went home. But the next morning the pestilence was in 
 Milan, and ere a week had sped, half the population were 
 in their graves, and half the other half, crying that hell 
 was clutching at their throats, fled from the reeking city 
 of the plague. 
 
 I have studied the records of crime ; I can understand 
 how a man commits a crime of rage or passion, nay, of 
 
1 86 READING AND SPEAKING. 
 
 ambition or revenge ; but for a man in Boston, with no 
 rage or passion, no ambition or revenge, to steal a poor 
 negro, this fact I cannot understand. When a man, bred 
 in Boston, within sight of Faneuil Hall, with all its sacred 
 memories ; within two hours of Plymouth Rock ; within a 
 single hour of Concord and Lexington ; in sight of Bunker 
 Hill when he will commit such a crime, it seems to me 
 there is no parallel in history. Come, Nero, thou awful 
 Roman emperor; come, St. Dominic; come, Torquemada, 
 fathers of the Inquisition, seek your equal here ! No, pass 
 by you are no companions for a man like this ! Come, 
 shade of Jeffreys, thou judicial butcher! for two hundred 
 years thy name has been pilloried in the face of the world, 
 and thy memory gibbeted before mankind ! Go, tell them 
 there is a God ! aye, and a judgment, too, where a slave 
 can appeal against him that made him slave, to Him that 
 made him man ! THEODORE PARKER. 
 
 APPEAL IN BEHALF OF GREECE. 
 
 There is reason to apprehend that a tremendous storm 
 is ready to burst upon our happy country one which 
 may call into action all our vigor, courage, and resources. 
 Is it wise or prudent, then, in preparing to breast the 
 storm, if it must come, to talk to this nation of its incom- 
 petency to repel European aggression, to lower its spirit, 
 to weaken its moral energy, and to qualify it for easy con- 
 quest and base submission ? If there be any reality in the 
 dangers which are supposed to encompass us, should we 
 not animate the people, and adjure them to believe, as I 
 do, that our resources are ample, and that we can bring 
 
DECLAMATIONS. 
 
 into the field a million of freemen, ready to exhaust their 
 last drop of blood, and to spend their last cent, in the de- 
 fence of the country, its liberty and its institutions ? And 
 has it come to this ? Are we so humble, so low, so de- 
 based, that we dare not express our sympathy for suffering 
 Greece ; that we dare not articulate our detestation of the 
 brutal excesses of which she has been the bleeding victim, 
 lest we might offend one or more of their imperial and 
 royal majesties ? Are we so mean, so base, so despicable, 
 that we may not attempt to express our horror, utter our 
 indignation, at the most brutal and atrocious war that ever 
 stained earth or shocked high heaven ; at the ferocious 
 deeds of a savage and infuriated soldiery, stimulated and 
 urged on by the clergy of a fanatical and inimical religion, 
 and rioting in all the excesses of blood and butchery, at 
 the mere details of which the heart sickens and recoils ? 
 
 But it is not for Greece alone that I desire to see the 
 measure adopted. It will give her but little support, and 
 that purely of a moral kind. It is principally for America, 
 for the credit and character of our common country, for 
 our own unsullied name, that I hope to see it pass. What 
 appearance on the page of history would a record like this 
 exhibit ? " In the month of January, in the year of our 
 Lord and Saviour, 1824, while all European Christendom 
 beheld, with cold and unfeeling indifference, the unexam- 
 pled wrongs and inexpressible misery of Christian Greece, 
 'a proposition was made in the Congress of the United 
 States to send a messenger to Greece to inquire into her 
 state and condition, with a kind expression of our good 
 wishes and our sympathies and it was rejected ! " Go 
 home, if you can, go home, if you dare, to your constit- 
 uents, and tell them that you voted it down. Meet, if you 
 can, the appalling countenance of those who sent you here. 
 
1 88 READING AND SPEAKING. 
 
 and tell them that you shrunk from the declaration of your 
 own sentiments ; that you can not tell how, but that some 
 unknown dread, some indescribable apprehension, some 
 indefinable danger drove you from your purpose ; that the 
 spectres of scimitars, and crowns, and crescents gleamed 
 before you and alarmed you ; and that you suppressed all 
 the noble feelings prompted by religion, by liberty, by 
 national independence, and by humanity. I cannot bring 
 myself to believe that such will be the feelings of a major- 
 ity of this committee. But, for myself, though every 
 friend of the cause should desert it, and I be left to stand 
 alone with the gentleman from Massachusetts, I will give 
 to this resolution the poor sanction of my unqualified 
 
 support. 
 
 HENRY CLAY. 
 
 TRUE FRIENDS OF THE UNION. 
 
 Among these graves we would not recall one memory of 
 bitterness and anger. With equal love for what was good 
 in their common humanity, with equal forgiveness for what 
 was evil, Nature folds alike the ashes of loyalist and rebel 
 in her resurrection robes of spring-time flowers. Courage 
 and honor alike require that we who, by God's providence, 
 were victors in the strife, should be freely and absolutely 
 generous in peace. Courage and honor equally require' 
 that they who were beaten should yield manly submission 
 to the decision of that final tribunal of the sword to which 
 they appealed. 
 
 Does any seek this day, for any cause, to revive the old 
 prejudice of class and caste and race ? He is no friend of 
 the Union. Does any seek this day, for self or partisan 
 
DECLAMATIONS. 189 
 
 success, to set white against black or black against white ? 
 He is no friend of the Union. The man who this day 
 draws the color line in politics is either traitor, knave, or 
 simpleton. His place is among the shadows and bats of 
 the past, and not in the sunlight of the present. Does any 
 seek to deny to loyal comers in any part of the South 
 full citizenship, complete protection, and hearty welcome, 
 because such comers wore the Federal blue in other days ? 
 He is no friend of the Union. Does any seek to taunt 
 loyal subjects of the law and keepers of the peace, because 
 such wore the gray in days of battle ? He is no friend of 
 the Union. 
 
 Where so-called Conservatism has triumphed there have 
 been too often practical intolerance, practical denial of 
 personal liberty, practical denial of popular education, and 
 persistent effort to revive old systems under new forms. 
 Where so-called Radicalism has succeeded there have been 
 too often official corruption and venality. One turns in 
 sadness from such partisanship on either side, and asks for 
 a patriotism of conscience, courage, and common sense, 
 that will neither coerce the ballot of the citizen nor steal 
 the revenue of the State ; that will deal with white and 
 black alike in the great but rare wisdom of simple justice ; 
 that will seek to perform each public trust with brave 
 fidelity and intelligent honesty. 
 
 STEWART L. WOODFORD. 
 
 GERMAN UNITY. 
 
 Have you ever read that poem of Arndt's, " What is the 
 German's Fatherland ? " Arrogant French Diplomacy 
 little knew the storm it was gathering to burst upon its 
 
READING AND SPEAKING. 
 
 own head. It planned the disruption of a people, but 
 inspired a song which bound it with cords the wildest mar- 
 tial fury could not snap. How all their later history 
 breathes and pulsates with this unity of race. How the 
 word " Fatherland " is twined about the very tendrils of 
 the German heart ! 
 
 Why was Frederic called the " Hero of Rosbach " ? 
 That was not a great victory. The well-regulated Prussian 
 valor easily overcame a dunce of a general and his ill-dis- 
 ciplined army. It has been honored and crowned because 
 it made a day memorable as Agincourt or Bannockburn. 
 Hitherto Germans had fought Germans. The defeat of 
 one could not be called the honest pride of the other. 
 Rosbach was the first field won from the Gallic race by 
 a pure Teutonic army since the age of Charlemagne. It 
 gave language to unuttered feelings, and distinctly pro- 
 claimed the reality of a German nation. 
 
 Another war drew the same character in a bolder hand. 
 Six short weeks humbled the power of Austria and pointed 
 the way to Prussian ascendency. No thrill of joy ran from 
 the Baltic to the Alps. Stained and tattered banners hung 
 in the churches of Berlin ; but they told only the story of 
 one blood and one language. The power of a Bismarck 
 had crushed forever the ambition of a Leopold ; but Ger- 
 many kept an ominous silence, and only cast suspicious 
 glances at the would-be autocrat of Europe. 
 
 A handful of years and the scene has changed. A 
 rumor floats on the heated air of a summer day that 
 startles the quiet of a sleepy hamlet, and rises above the 
 din of the busiest mart. It is the courier of war, telling 
 with panting breath how Paris resounds with the cry of 
 " On to Berlin," and how a French army is marching for 
 the Rhine. The sluggish German blood quickens its flow, 
 
DECLAMATIONS. IQI 
 
 and the national heart throbs with a stronger life. Visions 
 of desecrated homes and polluted altars rise unbidden, and 
 the Fatherland is bulwarked by a million men. " Empire 
 of the Air" no longer, Germany becomes the "Empire of 
 the Land," and vows to guard forever the ancient freedom 
 of the Rhine. ARTHUR s 
 
 MODERN KNIGHTS ERRANT. 
 
 When Don Quixote started on his famous expedition, men 
 fancied they saw dead Chivalry riding like another Cid to 
 its own burial. But Chivalry did not die with the knight 
 of La Mancha; and Cervantes, aspiring to celebrate its 
 death, has only marked the epoch of its survival. 
 
 No type of mediaeval chivalry but has its counterpart in 
 every age. Take that class of knights of which Godfrey 
 stands as representative. His was a life consecrated to a 
 single end. Hardships endured, disease welcomed, perils 
 faced, that the Cross might triumph. Such a champion in 
 our day was Sumner. Not a great statesman, but a man 
 with a great ideal ; and Godfrey did not more devoutly fix 
 his eyes upon the sepulchre of Christ, than did Sumner 
 upon the emancipation of the slave. Through long years 
 of defeat, against the opposition of friends and the persecu- 
 tion of enemies, never swerving, but with the rights of the 
 negro in his brain and heart, he swept right on to the end, 
 a true Knight Errant in Freedom's Crusade. 
 
 There is another class of Knights Errant, restless, fiery, 
 of lofty faith and stainless honor ; men who fight to prove 
 their arms ; who prize the conflict higher than the victory; 
 who achieve great and worthy deeds for the sake of knightly 
 
I9 2 READING, AND SPEAKING. 
 
 glory and prestige. This class, represented in another age 
 by Bayard, has its perfect type in Garibaldi. The story of 
 his life reads like the chronicles of Froissart, or the romance 
 of a Troubadour. His career began when, from the cradle 
 of Austrian despotism, Italy raised its infant wail. Then 
 in Sardinia and France, in Tunis and Sicily, amid the 
 passes of the Alps and away in another hemisphere, upon 
 the banks of the Plata, drooping humanity caught the music 
 of his voice, and felt the magic of his presence. Wherever 
 he went, oppression shrunk back and liberty took hope. 
 Beautiful in person, frugal in habits, brave in battle, he is 
 the living embodiment of that spirit which centuries ago 
 tilted at Camelot, and fought the Moors in Spain. 
 
 Our age has many champions whose names are written 
 in fadeless lines Kossuth and O'Connell, Mazzini and 
 Hugo, John Brown and Toussaint L'Ouverture as proud 
 a cavalcade as ever swept Castilian lists or rode to Pales- 
 tine. Sleep on, Cervantes, in thy grave at La Trinidad. 
 Chivalry is not dead. As long as men will struggle after 
 ideals of beauty, honor, and truth, wherever they may be, 
 so long will the graces of knighthood endure. 
 
 THE MINUTE MAN OF THE REVOLUTION. 
 
 The Minute Man of the Revolution ! And who was he ? 
 He was the husband and father, who left the plough in the 
 furrow, the hammer on the bench, and, kissing wife and 
 children, marched to die or to be free ! He was the old, 
 the middle-aged, the young. He was Captain Miles, of 
 Acton, who reproved his men for jesting on the march ! 
 He was Deacon Josiah Haines, of Sudbury, eighty years 
 
DECLAMATIONS. 193 
 
 old, who marched with his company to South Bridge, at 
 Concord, then joined in that hot pursuit to Lexington, and 
 fell as gloriously as Warren at Bunker Hill. He was 
 James Hayward, of Acton, twenty-two years old, foremost 
 in that deadly race from Charlestown to Concord, who 
 raised his piece at the same moment with a British soldier, 
 each exclaiming, "You are a dead man!" The Briton 
 dropped, shot through the heart. Hayward fell, mortally 
 wounded. 
 
 "Father," said he, "I started with forty balls ; I have 
 three left. I never did such a day's work before. Tell 
 mother not to mourn too much ; and tell her whom I 
 love more than my mother that I am not sorry I turned 
 out." 
 
 This was the Minute Man of the Revolution ! The 
 rural citizen, trained in the common school, the town meet- 
 ing, who carried a bayonet that thought, and whose gun, 
 loaded with a principle, brought down, not a man, but a 
 system. With brain and heart and conscience all alive, 
 he opposed every hostile order of British counsel. The 
 cold Grenville, the brilliant Townsend, the reckless Hills- 
 borough derided, declaimed, denounced, laid unjust taxes, 
 and sent troops to collect them ; and the plain Boston 
 Puritan laid his finger on the vital point of the tremendous 
 controversy, and held to it inexorably. Intrenched in his 
 own honesty, the king's gold could not buy him ; enthroned 
 in the love of his fellow-citizens, the king's writ could not 
 take him ; and when, on the morning at Lexington, the 
 king's troops marched to seize him, his sublime faith saw, 
 beyond the clouds of the moment, the rising sun of the 
 America we behold, and, careless of himself, mindful only 
 of his country, he exultingly exclaimed, " Oh, what a glori- 
 ous morning ! " He felt that' a blow would soon be struck 
 
194 READING AND SPEAKING. 
 
 that would break the heart of British tyranny. His judg- 
 ment, his conscience, told him the hour had come. 
 
 Do you remember, in that disastrous siege in India, 
 when the little Scotch girl raised her head from her pallet 
 in the hospital, and said to the sickening hearts of the 
 English, " I hear the bagpipes ; the Campbells are com- 
 ing"? And they said, " No, Jessie; it is delirium." 
 " No, I know it ; I heard it far off." And in an hour the 
 pibroch burst upon their glad ears, and the banner of 
 Saint George floated in triumph over their heads. And so, 
 at Lexington Square, the Minute Man of the Revolution 
 heard the first notes of the jubilee which, to-day, rises 
 from the hearts and fills the minds of a free people. 
 
 GEORGE WILLIAM CURTIS. 
 
 A GOOD AND HONEST HEART. 
 
 In the old castles that are scattered all over England, 
 you are sure to find in one of the strongest towers a well 
 of living water, deep and pure, and sure never to fail. It 
 was the indispensable condition of a citadel of the first 
 order. If no such well could be found in the heart of the 
 hill, the castle was of small account ; the foe would come 
 and camp about the walls, would prevent the defenders 
 from reaching a spring, and then it was only a question of 
 time when they would faint for thirst, and open their 
 gates. But with that deep well bubbling and swelling 
 below, they could hold the fortress against every assault. 
 
 So it is with a man in this time, which is, I suppose, 
 only the epitome of all times. If he has a good and honest 
 heart, it is like that spring in the castle, a fountain, from 
 which he can draw strength to hold his own, whatever 
 
DECLAMATIONS. IQ5 
 
 comes. A man is weak only in his power of resistance to 
 the temptations that beset him when that central deep is 
 dry. Let him feel the perpetual springing of this life, and 
 he fears nothing that can come. It is no more trouble for 
 him to be true in all things, than it is to be true to the 
 mother that bore him, or the child that stands at his knee. 
 It no more occurs to him that he can swerve from his 
 integrity, if the law does not hold him to it, than he can 
 realize that the law restrains him from smiting his mother 
 on the face. 
 
 I know of no blessing I would ask of Heaven before a 
 good and honest heart. If I were conscious I did not pos- 
 sess it as I should, to make me the man I ought to be, I 
 would like the whole burden of my prayer then day and 
 night to be, " Lord, give me a good and honest heart." If 
 I read a book, it should be one that could tell me of some- 
 thing about a man who had such a heart, and how it car- 
 ried him through mightily, and never failed till he had 
 crossed the river and was safe in heaven. I would watch 
 for all that was passing around me, to see where the hon- 
 est heart came in, and what it did ; and weep and laugh 
 and sing or pray over that, and take off my cap to it, and 
 shake out my banner for it, and strike my harp for it, and 
 wear my crown. Everything that was real and true, that 
 shone with honor and honesty, I would cherish as the 
 choicest and chiefest. Everything that was base and 
 mean, I would hate and fear, as men hate and fear the 
 adder. There should be no compromise, no divided heart, 
 any more than there is in any other matter of life and 
 death ; this side and that should be worlds to me as they 
 were to the Master, eternal life and eternal death. And I 
 would choose life that I might live. 
 
 ROBERT COLLYER. 
 
READING, AND SPEAKING. 
 
 PATRIOTISM. 
 
 Bereft of patriotism, the heart of a nation will be cold 
 and cramped and sordid ; the arts will have no enduring 
 impulse, and commerce no invigorating soul ; society will 
 degenerate, and the mean and vicious triumph. Patriotism 
 is not a wild and glittering passion, but a glorious reality. 
 The virtue that gave to Paganism its dazzling lustre, to 
 Barbarism its redeeming trait, to Christianity its heroic 
 form, is not dead. It still lives to console, to sanctify 
 humanity. It has its altar in every clime : its worship and 
 festivities. 
 
 On the heathered hills of Scotland the sword of Wallace 
 is yet a bright tradition. The genius of France, in the 
 brilliant literature of the day, pays its high homage to the 
 piety and heroism of the young Maid of Orleans. In her 
 new Senate Hall, England bids her sculptor place, among 
 the effigies of her greatest sons, the images of Hampden 
 and of Russell. In the gay and graceful capital of Belgium, 
 the daring hand of Geefs has reared a monument full of 
 glorious meaning to the three hundred martyrs of the 
 revolution. 
 
 By the soft blue waters of Lake Lucerne stands the 
 chapel of William Tell. On the anniversary of his revolt 
 and victory, across those waters, as they glitter in the July 
 sun, skim the light boats of the allied cantons. From the 
 prows hang the banners of the republic, and as they near 
 the sacred spot, the daughters of Lucerne chant the hymns 
 of their old poetic land. Then bursts forth the glad Te 
 Deum, and Heaven again hears the voice of that wild 
 chivalry of the mountains, which, five centuries since, 
 pierced the white eagle of Vienna, and flung it bleeding on 
 the rocks of Uri. 
 
DECLAMATIONS. 
 
 At Innspruck, in the black aisle of the old cathedral, the 
 peasant of the Tyrol kneels before the statue of Andreas 
 Hofer. In the defiles and valleys of the Tyrol, who forgets 
 the day on which he fell within the walls of Mantua ? It 
 is a festive day all through his quiet, noble land. In that 
 old cathedral his inspiring memory is recalled amid the 
 pageantries of the altar : his image appears in every house : 
 his victories and virtues are proclaimed in the songs of the 
 people ; and when the sun goes down, a chain of fires, in 
 the deep red light of which the eagle spreads his wings 
 and holds his giddy revelry, proclaims the glory of the 
 chief whose blood has made his native land a sainted spot 
 in Europe. THOMAS FRANCIS MEAGHER. 
 
 THE FUTURE OF AMERICA. 
 
 In one of the mightiest battles of the Spanish Peninsula, 
 Napier, I think it is, records that a truce was sounded at 
 noon, that the roar of artillery ceased, and the men, who 
 but an hour before had been whirling like storms upon 
 one another, came down to the brook which divided the 
 battle-field to quench their thirst, and reached forth 
 friendly hands and exchanged kindly greetings across it. 
 To-night there is a truce throughout this land. We seize 
 the charmed hour to hush every conflict ; to let the whirl 
 of business run out to stillness ; to pause, and from oppo- 
 site sides look kindly at each other. While other nations 
 are casting off the chains of despotism, while God is hurl- 
 ing and drawing the oppressors of the earth down to the 
 rocks, what is to be the position, what the watchword, of 
 this Republic ? 
 
1 9 READING AND SPEAKING. 
 
 To-day God is bringing before this people new problems. 
 Now it is one subject, now another. Now it is temper- 
 ance ; now the position of woman ; then, again, that great 
 shadow, looming above the horizon, the reconstruction of 
 the Republic. Vast, difficult, hazardous questions ! Who 
 shall take them and tear them open, and let the light shine 
 through them ? It is the work of this generation to prove 
 to the nineteenth century, in the face of Christendom and 
 for the race, the fact that the people do actually govern. 
 The American Republic must live. Popular commotion 
 and partisan fury may dash their mad wars against it ; but 
 they shall roll back shattered, spent. Persecution shall 
 not shake it, fanaticism disturb it, nor revolutions change 
 it. But it shall stand towering sublime, like the last 
 mountain in the deluge, while the earth rocks at its feet 
 and thunders peal above its head majestic, immutable, 
 magnificent. 
 
 The only forces in the moral world are men of conviction. 
 We live in a land where laws are nothing, armies nothing, 
 unless sustained and shielded by public opinion. If a 
 thousand cannon are alongside, they do not alter the 
 opinions of a million of men. How many Bull Runs do 
 you think it would take to drive the Declaration of Inde- 
 pendence out of New York and Massachusetts ? I cannot 
 answer for New York ; but I know you could steep the 
 ground of the Bay State with the blood of a hundred Bull 
 Runs, and she would spring to her feet and cry : " All 
 men are created equal ! " 
 
 Despair not, then, soldier, statesman, citizen. We shall 
 yet dwell together in harmony, and but one nation shall in- 
 habit our sea-girt borders. Liberty and union shall spread 
 a civilization from the Occident to the Orient from 
 the flowery shores of the great Southern gulf to the 
 
DECLAMATIONS. 
 
 frozen barriers of the great Northern bay ! Not inter- 
 twined with slavery, but purged of its contamination ; a 
 civilization that means universal freedom, universal en- 
 franchisement, universal brotherhood ! 
 
 WENDELL PHILLIPS. 
 
 OF THE 
 
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