B95 IF65I J) •CD L« c4^lJ \U-ert^p^a^l^^ Digitized by tine Internet Archive in 2007 with funding from IVIicrosoft Corporation http://www.archive.org/details/elocutionsimplifOOfoberich A Companion to Bakews Reaving Club, ELOCUTION SIMPLIFIED; AN APPENDIX ON LISPING, STAMMEEINa, STUTTEEIN6, AND OTHER DEFECTS OF SPEECH. BY WALTER K. FOBES, BOSTON SCHOOL OF ELOCUTION, BOSTON, MASS. WITH AN INTRODUCTION BY GEORGE M. BAKER, AUTHOR OP THE READING-CLUB SERIES, ETC. BOSTON : LEE AND SHEPARD, PUBLISHERS. NEW YORK: CHARLES T. DILLINGHAM. COPYRIGHT. 1877. By Walter K. Fobbs. THIS LITTLE BOOK IS DEDICATED TO Prof. LEWIS B. MONROE, IN TESTIMONY OF APPRECIATION OF HIS MANY QUALIFICATIONS AS A TEACHER OF THIS ART, AND OF THE RESPECT AND AF- FECTION WITH WHICH HE WILL EVER BE REGARDED BY HIS FRIEND AND PUPIL, THE AUTHOR. ^282i>8 PEEFAOE. " Why write this book ? '' say you. " Because it is needed," say I. There is no "digest" of elocution that is both methodical and practical, and that is low in price, now in the market. This book is an epitome or the science of elocution, containing nothing that is not necessary for you to know, if you wish to make yourself a good reader or speaker. You who will thoroughly study and digest this book, and then put in practice what you here have learned, will have started on the road, the goal of which is Oratory. OONTElJfTS. FAGE PREFACE 5 INTRODUCTION 11 ACKNOWLEDGMENT 15 Method op Study of Elocutiok • • • • 15 PART L PHYSICAL GYMNASTICS 17 Attitude ...•••••• 17 Standing Position ••••••• 17 Speakers Position ••••••• 18 Sitting Position 18 Changing Position ••••••• 18 Poise of Body 18 Rising on Toes .••••••• 19 Holding the Book ..••... 19 Note on Attitude ...•••• 19 Chest Expansion . 19 Active and Passive Chest • • • • • 19 Arms at Side 19 Fore-arm Vertical ..••••• 20 Full-arm Percussion ••••••• 20 Hand Percussion ••••••• 20 Body Movements • • . 21 Bend Forward and Back 21 Bend Right and Left 21 Turn Right and Left •••••• 21 Neck Movements ..•••••• 21 Bend Forward and Back • • • • • 21 Bend Right and Left ••••*•• 21 Turn Right and Left 21 Note on Physical Gymnastics 21 7 8 CONTENTS. PART II. PAGE VOCAL GYMNASTICS 22 Breathing 22 Abdominal 22 Costal ... 23 Dorsal 23 Puffing Breath 23 Puffing Breath, with pause ..... 23 Puffing Breath, breathe between .... 23 Holding the Breath 24 Tone 24 Glottis Stroke 24 Soft Tones 25 Swelling Tones 25 Pitch 25 Learn Scale 26 Chant Sentences 26 Read Sentences 26 Inflection 26 Major Falling 26 Major Rising 27 Major Rising and Falling 27 Minor Rising and Falling 27 Circumflex , . . . 27 Monotone 27 Quality 28 Whisper 28 Aspirated 28 Pure 28 Orotund 28 Force 29 Gentle . 29 Moderate » • • . 29 Loud 29 Stress 29 Radical 29 Median . 29 Terminal 30 Thorough 30 Compound • 30 Tremolo 30 Movement 30 Quick 30 Moderate 30 Slow 31 Articulation 31 Elementary Sounds 31 Vowels ...... o . . 31 Consonants 32 Summary of Physical and Vocal Gymnastics . 33 CONTENTS. 9 PART III. ELOCUTION 36 Pleasant Quality 36 Articulation 38 Syllables 38 Words 38 Accent 38 Phrases 39 Emphasis « • « 39 Sentences 39 Fulness and Power 42 Inflection 44 Major Rising 45 Major Falling 45 Minor Rising 46 Minor Falling 47 Circumflex 47 Monotone . 48 Pitch 49 High 49 Middle 50 Low 51 Very Low 52 Quality 52 Whisper 53 Aspirate ..••..... 53 Pure Tone 54 Orotund 55 Movement ...•••••. 56 Quick 56 Moderate 57 Slow 58 Very Slow 58 Force 69 Gentle 59 Moderate 60 Loud 61 Very Loud 61 Stress 62 Radical 63 Median 63 Terminal 64 Thorough 65 Compound .•••••••• 65 Tremolo 66 Transition ...••••••• 66 Modulation . 70 Style 77 Conversational 78 Narrative . » • . • • o • • 79 Descriptive 79 10 CONTENTS. Style (continued), page Didactic 80 Public Address 81 Declamatory . • 82 Dramatic • • • . 83 PART IV. HINTS ON ELOCUTION 85 Defects of Speech ««; 93 Ilj^-TEODUOTION. Rev. Dr. Hall of New York says, " There is one accom< plishment in particular which I would earnestly recom- mend to you: cultivate assiduously the ability to read well. I stop to particularize this, because it is a thing so very much neglected, and because it is such an elegant and charming accomplishment. Where one person is really in- terested by music, twenty are pleased by good reading. Where one person is capable of becoming a skilful musician, twenty may become good readers. Where there is one occa- sion suitable for the exercise of musical talent, there are twenty for that of good reading. "What a fascination there is in really good reading I What a power it gives one ! In the hospital, in the chamber of the invalid, in the nursery, in the domestic and in the social circle, among chosen friends and companions, how it enables you to minister to the amusement, the comfort, the pleasure, of dear ones, as no other accomplishment can ! No instrument of man's devising can reach the heart as does that most wonderful instrument, the human voice. It is God's special gift to his chosen creatures. Fold it not away in a napkin. " Did you ever notice what life and power the Holy Scrip- tures have when well read? Have you ever heard of the wonderful effects produced by Elizabeth Fry on the crimi- nals of Newgate by simply reading to them the parable of the Prodigal Son? Princes and peers of the realm, it is said, counted it a privilege to stand in the dismal corridors, among felons and murderers, merely to share with them the privilege of witnessing the marvellous pathos which genius, taste, and culture could infuse into that simple story." 1-2 IN^TRODUC'riON. Elocution trains the voice to obey the mind, and to rightly express thought .arid feeling, ^t is necessary to those who read or speak hi public; to persons with defective speech; to those with nasal, shrill, throaty, or husky voices ; to persons with diseased throat, or liability to it, arising from wrong use of voice. The practice of the art of elocution is as necessary to the reader or speaker as practice of the art of singing is to one who intends to become a public singer. Any one attempt- ing to sing for the public without previous practice would be justly hissed from the stage : and a like fate overtakes most speakers, who, without previous study of elocution, attempt to speak in public ; that is, very few go to hear them. CLERGYMEN should learn to read impressively the Bible, Litany, hymns, and sermons : for as Dr. Holland says, " When a minister goes before an audience, it is reasonable to ask and expect that he shall be accomplished in the arts of expression ; that he shall be a good writer and speaker. It makes little difference that he knows more than his audience, is better than his audience, has the true matter in him, if the art by which he conveys his thought is shabby. It ought not to be shabby, because it is not necessary that it should be. There are plenty of men who can develop the voice, and so in- struct in the atts of oratory that no man need go into the pulpit unaccompanied by the power to impress upon the people all of wisdom that he carries." The same writer says of STUDENTS. " Multitudes of young men are poured out upon the country, year after year, to get their living by public speech, who cannot even read well. The art of public speech has been shamefully neglected in all our higher training-schools. It has been held subordinate to every thing else, when it is of prime importance. I believe more attention is now paid to the matter than formerly. The colleges are training their students better, and there is no danger that too much atten- tion will be devoted to it. The only danger is, that the great majority will learn too late that the art of oratory demands as much study as any other of the higher arts ; and INTRODUCTION. 13 that, without it, they must flounder along through life prac- tically shorn of half the power that is in them, and shut out from a large success." TEACHERS should learn elocution so as to teach in a pleasing, effective manner; and also to teach reading in schools, so that children may learn to read in an easy, agreeable way, and give thought to what they read ; thus leading a child in all studies to get ideas from books, and not merely words with- out meaning. PUBLIC SPEAKERS should, by study of elocution, learn the best manner of moving, persuading, and instructing their audiences; thus adding to their own popularity, and consequently widening their influence. LAWYERS, by practice of elocution, will find greater ease in speaking to witness or jury, and thus be greatly aided in their work. ACTORS AND PUBLIC READERS lose both time and money by a neglect of elocution, the practice of which is essential to success in their vocation. SINGERS, by study of elocution, can best obtain that perfect articula- tion and elegant expression so necessary ♦to the successful singer. ALL PERSONS who have a taste for reading should study elocution, as reading aloud in the social or home circle is one of the most instructive, pleasing, and healthful pastimes in which we can indulge. DEFECTIVE SPEECH, as lisping, stammering, stuttering, &c., can be entirely cured by a study and diligent practice of elocution. 14 INTRODUCTION, UNPLEASANT VOICES, either shrill, nasal, throaty, husky, or with any other dis- agreeable quality, can be made agreeable by practice of elocution. To meet all these wants, this treatise has been prepared. Embracing as it does a thorough exposition of the princi- ples of elocution in an eminently practical form, adapted to the requirements of the student, the professional man, and the amateur, by a gentleman who has had the best of in- struction (from those excellent teachers whose names are given on the following page), himself a successful teacher and reader, it seems to present the whole science in a nut- shell, so that he " who runs may read " in reality, if he but follow the instructions of this Manual. Here elocution is not only simplified, but, in this neat and cheap form, placed within the reach of all. GEORGE M. BAKEK. AOKIiTOWLEDGMENT. I WOULD here acknowledge my indebtedness to Prof. Lewis B. Monroe, Dean of Boston University School of Oratory, for what I have learned of expression in elocution : to Prof. A. Graham Bell of Boston for valuable instruction in articu- lation and inflection ; to Prof. Edward B. Oliver of Men delssohn Musical Institute of Boston for his most excellent instruction in tone. The method of study of this book is the result of the knowledge gained from these three superior instructors. The plan of Part Three will be found to be that of Monroe's Sixth Reader. METHOD OF STUDY OF ELOCUTION. Part First, a series of gymnastics to give strength and elasticity to the muscles used in speaking, to expand the chest, and to get a correct position of body, so that speaking may be without eifort, and yet powerful. Part Second, a system of vocal exercises for daily prac- tice, to train the voice, and get command of tone, quality, pitch, inflection, force, stress, articulation, and right manner of breathing. Part Third, the application of the vocal exercises to the reading of short extracts, showing the effect when thus ap- plied, and showing the difference between the seven styles, — conversational, narrative, descriptive, didactic, public ad- dress, declamatory, and emotional or dramatic. There will be found references to select pieces in Baker's ''Reading Club and Handy Speaker," for practice in the different styles of reading. 15 16 ACKNOWLEDGMENT, Hoping this little book may be of benefit to many, it is sent forth to help those who love the art, but with no thought of recommending this book for self -instruction, and substituting it for the instruction to be gained from a good teacher of the art. If a good teacher is not to be had, use this book. WALTER K. FOBESc Cambridge, Mass., October, 1877. ELOCUTION SIMPLIFIED. PAET 0]^E. PHYSICAL GYMNASTICS. Goethe says, " All art must be preceded by a certain mechanical expertness." You find it so in the art of playing the piano : the fingers must be made nimble, and the wrists elastic, before any thing else can be well done. In the art of singing you have to exercise the voice in many ways to get command of it. So, in the art of elocution, it is necessary to practise the mechanics of physical and vocal culture, that you may be prepared to express properly your thought and feeling. You need first a healthy body, elastic and strong in muscles, and especially in those muscles used in the produc- tion of voice. For this latter purpose I will describe as clearly as I can Monroe's system of gymnastics, and for the former recommend any other gymnastics that will give health, strength, and especially elasticity. ATTITUDE. 1. Standing Position. — Hamlet, so Shakspeare tells us, ends a letter to Ophelia thus : — ** Whilst this machine is to him, Hamlet." Your body is the machine by means of whose working you express your mind and feelings. If you were to run a steam- engine, you would be very careful to place the machine in such a position, that it would do the most work with the IT 18 ELOCUTION, ^ least wear and tear. You must do the same with this machine, your body. To get a correct standing position, place yourself with back against a smooth wall in the room, with shoulders flat, your back as nearly straight as you can make it, and every part, from head to heel, touching the wall. This gives you an upright position, but feels uncomfortable, because the weight is too much on the heels. Sway the whole body in its upright position forward, so that the weight will come mostly on the balls of the feet ; and, in doing so, do not bend any part except at the ankles. You are now in a proper position for speaking. The head is erect, shoulders thrown back, chest expanded, back nearly straight, the weight of the body is about equal on ball and heel of the feet, and your poise of body as it would be naturally in the act of taking a step forward. This puts every part of your body in the best condition for easy speak- ing. 2. Speaker's Position. — This position should be as- sumed before an audience w^hen some other position is not required for dramatic expression. It is the standing position, with the weight upon one foot, and the other advanced. Let the advance foot be about a heel's distance from the middle of the foot behind, and form a right angle with it. 3. Sitting Position. — When you read in a sitting position, the body should be as in" speaker's position, and feet also, the poise of body being forward. 4. Change of Position. — You sometimes wish to turn to address your audience at one side. To change gracefully from the speaker's position, turn the foot in advance on the ball, outward, until it becomes parallel with the foot behind; then take the weight on it, and turn the other foot till you have correct speaker's position. If, as you stood at first, facing the audience, your weight was on the right foot, you will find yourself facing to the right; if the weight was on left, you will face left. When facing the audience, to change the weight from one foot to the other, take one short step either forward or back. 5. Poise of Body. — To get steadiness of body, to keep a correct poise, and to prevent all unseemly swaying, when standing to read or speak, assume standing position, and, keeping feet flat on the floor, sway forward until the weight conies entirely on the ball of the feet. Don't bend the bod3\ Then sway back to standing position. Then sway back* ^ ELOCUTION. 19 ward, keeping feet flat on the floor and the body straight, until the weight is entirely on the heels ; from that sway for- ward to position. 6. Rise upon the Toes. ^ For the same purpose as the above. Assume standing position, and rise as high as possi- ble on the toes very slowly; then sink slowly so as to come back to standing position. Be very careful not to sway backward in coming down, and you will find yourself in the exact poise of standing position. Also do the same from speaker's position, rising on one foot. 7. Holding the Book. — Hold your book in the left hand, on one side of the body, so that your face will not be hid from the audience. The top of the book should be about even with the shoulder. Many, in reading, hold the book in front of them ; but that is not so pleasant to an audience, and leads to a stooping position, a contracted chest, and ill health. Note. — All the foregoing exercises relate to position of body necessary for the most powerful, and at the same time the easiest, action of the vocal organs; also to the attitudes most i)leai!iing to ail audience when they look upon a reader or speaker. Prac- tise them until they become habits, and so unconsciously you will assume correct position when you stand. CHEST EXPANSION. For purposes of speech, you need to use more breath than for ordinary breathing or conversation. You therefore need ^ to make as much room as possible for good fresh air by exercise to expand the chest. Elocution is beneficial to health for this reason. 1. Active and Passive Chest. — Your chest in its ordinary position is what, in elocution, is called passive chest. The active chest is that assumed in the standing position, where the chest is raised up slightly and expanded, with the shoulders drawn back. Practise as an exercise the active and passive chest, alternating from one to the other without breathing, or moving the shoulders. The active chest must be kept in all the physical and vocal gymnastics, and at all time during speech. AVith practice it will soon become established as a habit: and j^our every-day attitude will be more erect as a consequence. 2. Arms at Side. — Place youi* arms at the side, with 20 ELOCUTION. ^ elbows bent, so that from elbow to hand the arms are hori- zontal, and parallel with each other. Draw the elbows back, clinch the fist with palms up, and make chest active, keep- ing the back straight. Take a full breath, and hold it (see '' Breathing") ; then carry the arms at full length in front of you, your hands open and as high up as the shoulders ; then bring them back to the position you started from, with hands clinched, palms up, and pull back with all your strength, raising the chest slightly more ; then give out the breath. After some practice you may do it twice upon one breath, being sure to keep' the arms as close to the body as you can ; for, if you spread your arms, you will strain the muscles. 3. Fore-arm Vertical. — Assume standing position, and bend the arms, placing them vertically, and parallel with each other, at the side, with clinched hands as high as the shoulder; turn the fist out from the shoulder, raise the chest as much as you can, and, taking a full breath, hold it; bring the arms forward so as to touch the elbows together, if you can; then draw them back to first position, and pull downward and backward as hard as you can ; then give out the breath. After some practice, do this twice on one breath, being sure to keep the arms and hands close to the body. 4. Full-arm Percussion. — In ordinary breathing, it is seldom you fill your lungs to their fullest capacity; and some of the air-cells are not filled, especially those at the extreme edges of the lungs. This and the following exer- cise are for the purpose of sending air into those portions of the lungs not ordinarily filled. Assume standing posi- tion; take a full breath, and hold it; then strike with the right hand upon the top of the left chest a very quick and very elastic blow, striking with fingers, and swinging the arm freely from its position at the side; then strike with left hand on right chest in same manner; repeat with each hand, and then give out the breath. Never strike with the flat palm or clinched fist, as that is very injurious and un- healthy. 5. Hand Percussion. — Assume standing position, and place your hands on your chest, with elbows as high as the shoulders; make chest active; take a full breath, and retain it while you strike alternately eight light elastic blows with each hand; then give out the breath. ELOCUTION. 21 BODY MOVEMENTS. The muscles of the waist are the front or abdominal, the side or costal, the back or dorsal muscles. These muscles' are very important in speech ; and upon the strength and elasticity of these, and the inner muscles acting in connec- tion with them, depend the force and strength of your voice. Three very simple movements are here given, which will give some measure of strength and elasticity to these muscles. 1. Body bend Forward and Back. — From standing position bend forward, keeping the back straight, and bend- ing only at the hip-joints ; touch the floor with your hands, if you can ; then assume upright position, and bend back as far as you can. 2. Bend Right and Left. — From standing position, bend to right side as far as possible, bending only at the waist, and stretching the costal muscles ; then assume up- right position, and bend to left in same manner. 3. Turn Right and Left. — From standing position turn the body on the waist, keeping the hips still, and twisting the waist-muscles, first to the right, then to the left. NECK MOVEMENTS. The neck movements are necessary, because many of the disagreeable qualities of the voice are due to inelasticity of the muscles of the neck. The movements are in the same directions as for the body. 1. Bend forward and back. 2. Bend right and left. 3. Turn right and left. It is not necessary to describe them at length: but, in bending right and left, be careful to keep the head from bending slightly backward or forward at the same time ; and, in the turning of head, keep it erect. Note. — This completes the physical gymnastics. Practise them until the purpose for which they are intended has been accomplished, and afterwards occasionally, to keep what you have gained. Take each exercise two or three times in suc- cession. When thoroughly learned, this will not take more than five minutes. Prssctise them five minutes at morning and night. 22 ELOCUTION, PAET TWO. VOCAL GYMNASTICS. You have no need to take any special exercise in walk« ing for the ordinary purposes of life ; but, if you wished to be a " walkist," you would need special practice to train and develop the muscles for that purpose. You may be a good singer, able to sing for your own amusement or that of your friends, without specially training the singing-voice ; but, if you wished to sing in public, you would, if you were wise, train your singing- voice very carefully. As in these cases, so with the voice in speaking. For all ordinary pur- poses of speech, you need no special training of the speaking- voice ; but when, as teacher, clergyman, lawyer, lecturer, actor, public reader, or in any other capacity, you are called upon to do more w4th the voice than others, you ought to train and develop your vocal powers. For this purpose, the following series of exercises are given for practice. BREATHING. As it is necessary that you should take in and give out more breath in speaking than at other times, you ought to be able to do this in a natural manner. If you will practise these breathing-exercises until they are easy for you, the breath in your reading or speaking will take care of itself. Practise breathing in the open air, and take in and give out the breath through the nose without making the slightest sound in so doing. 1. Abdominal Breathing. — Take standing position and active chest; place the fingers on the abdominal muscles, and the thumbs on the costal muscles; take a full breath, making the abdominal muscles start first, and move V)utward ; then let the muscles sink in as the breath conies ELOCUTION. 23 out. Make as much movement of these muscles as you can, both in and out; and be sure you keep the shoulders from moving. Pay particular attention to the movement of the abdominal muscles, letting all the rest (except the shoulders) move as may be easy to you. Practise this way of breathing until you can do it easily; and, if it makes you dizzy, do not be alarmed, but wait till the dizziness is en- tirely gone before you try again. 2. Costal Breathing. — Assume standing position with active chest ; place the fingers on the costal muscles, and thumbs at the back; inhale a full breath, expanding as much as possible the costal muscles and ribs. In giving out the breath, make them sink in as much as possible. Keep shoulders still in breathing in and out, and let all other muscles be free to move as they may. 3. Dorsal Breathing. — Assume standing position with active chest ; place the fingers at the back on dorsal muscles, and thumbs on the side; take a full breath, trying to expand the muscles under your fingers as much as you can. .dightly done, the abdominal and costal muscles, and the ribs, will also expand ; the chest, if not already active, will rise ; the shoulders will remain quiet. In giving out the breath, let the chest be the last to sink. This is the way of breathing in every healthy man, woman, and child. Any manner of dressing the body that hinders free and easy action of the abdominal, costal, and dorsal muscles, and the ribs, leads to ill health, because it interferes with the vital process of breathing ; and ill health is fatal to success in any art. 4. Puffing the Breath. — Assume standing position, with active chest ; take a full breath, and, rounding the lips as if you were about to say the word "who," blow the breath out as you would in blowing out a light ; inhale again, and repeat the puffing. 5. Puff and Pause. — Puff the breath as before, three times, pausing about five or more seconds, holding the breath between the puffs. In holding the breath, let there be no pressure upon the lungs or throat, but control it by keeping the waist-muscles still. (See " Holding Breath." ) 6. Puff and Breathe. — Puff three times in the same way as before, breathing between the puffs, thus : place the fingers of one hand on the upper part of the chest, the fingers of the other hand on the abdominal muscles ; keep the chest 24 ELOCUTION. still, and make the abdominal muscles sink every time you puff out the breath, and expand, every time you take in breath, between the puffs. In this exercise breathe through both nose and mouth. By practice of these three ways of expelling breath you get command of it. 7. Holding the Breath. — When you hold your breath for a longer or shorter time, or try to control it for any purpose of speech, you should do so by means of the muscles spoken of in " Dorsal Breathing," as being the ones used in right manner of breathing. You must try to control the breath by keeping the waist-muscles still ; and there should be no feeling of pressure or uneasiness on the lungs, or in the throat or mouth. "If at first you don't succeed, try, try again: time will bring you your reward: try, try again." Get control of the waist-muscles so as to keep them still ; and, while you hold them still, there is no possibility of the breath getting out. TONE. A good tone in speech is as much to be desired as it is in song. Some have it as a gift of nature ; and all can acquire it, in a degree, by judicious practice. If you have an excel- lent voice, you can make it still more excellent by practice; and, if you have a poor voice, you can, by practice, make it full, pleasant, and effective, and excel that one who has a good voice, but makes no effort to improve it. The tone- exercises here given are designed to give command of tone, and develop purity and power. They should be practised five minutes at a time, at four different times of the day, and double that time if possible, in order to get the greatest amount of good from them. Use any tones of your voice, high or low, without being at all particular about an exact musical pitch ; though, if you can practise with an organ or piano, you will find it much more beneficial. 1. Glottis Stroke. — Assume standing position with active chest ; take full breath, and whisper forcibly the word "who" three times. Repeat the same. Now w^hisper "who " twice, and speak it aloud the third time ; then whis- per "who" once, and speak it aloud the second and third time; then speak "who" aloud three times. Now speak ^' who " twice, and the third time say " oo " as those letters sound in the word woo ; then say " who " once, and " oo " the second and third time ; then " oo " three times. You ELOCUTION. 25 should make both the whisper and vocal sound very short and sudden, without any feeling of contraction or effort in the throat or mouth. It should seem to you as if the sound came from the lips ; and, while you are energetic in the exer- cise, it must be done with perfect ease. You have thus pro- ceeded, from an easy, forcible whisper, to an easy, forcible sound, and have thus obtained what is called the " Glottis Stroke/' After diligent practice on the above exercise, use any of the short vowels (see " Articulation ") ; speaking each vowel three times very shortly, as you did the vowel- sound 00. 2. Soft Tones. — Assume standing position with active chest, and take breath ; prolong very softly oo as long as your breath will let you, being careful not to force the sound to continue after you feel the slightest need of breath, and also not to change the position of the mouth from begin- ning to end of the sound. Repeat three times. In this exercise you will probably hear the voice waver, and find it difficult to keep it very soft, and yet distinct. Practice will overcome this, and the exercise will be found very beneficial. The ability to do it shows cultivation of voice. After some time, use also the long vowels. (See " Articu- lation.") 3. Swelling Tones. — Assume standing position with active chest, and take full breath; then begin the vowel oo very softly, and gradually swell it to a full tone, and then as gradually diminish it to the gentlest sound. Be careful, as in soft tone, as to breath, and position of mouth. After some practice, you should be able to continue on one breath, either the soft tone or swelling tone, twenty seconds ; which is long enough for practical purposes. Use same vov/els as in soft tone. PITCH. It is necessary to all expressive reading that there should be as much variation in pitch of voice — that is, as to high and low tones — as possible, and not overdo. The pleasantest quality of voice, without variation in pitch, is tiresome to the listener. To get command of pitch, you must practise till the high and low tones are as easy to make as the common conversational tones. If you can sing the musical scale of one octave in key of C, or B flat, you will find these exer- cises more beneficial than if you cannot sing. If you cannot 26 ELOCUTION, sing, take a relatively high or low pitch, as your ear may guide you, and practise the chanting and reading of sen- tences as well as you can. 1. Learn the Musical Scale. — Sing the scale in music, using first the glottis stroke ; that is, speak each very short as you go up and down the scale. Then practise soft tone and swelling tone on each tone w^ithin compass of your voice. 2. Chant Sentences. — Use one tone of voice, and take any sentence, prolonging the words without reference to the sense, without change of tone from beginning to end. When you use a high tone, make it light and clear ; when you use a low tone, make it full, free, and forcible. Chant on each tone separately within the compass of the voice. 3. Read Sentences. — Use the same sentences as for chanting, and, beginning on each tone of the voice, speak it as you would in earnest conversation, in a way to give the meaning of it. You will see that if you begin with high pitch, although your voice varies in speaking, it will be a relatively high pitch through the whole sentence ; and, if you begin low, it will be relatively low. With high pitch, make your voice light and clear; and with low pitch, full, free, and forcible. INFLECTION. In inflection the voice slides up or down in pitch on a word, and by so doing impresses your meaning on the lis- tener. Inflections are infinite in number; but a few of them practised will be of benefit in getting command over them. When the voice slides up, it is called rising inflection ; if down, a falling. If it slides both ways on the same word, it is called circumflex ; and if it \7aries but little, and is very like a chant in song, it is called monotone. A major inflec- tion gives an effect of strength ; a minor, of feebleness. L Major Falling Inflection. — A falling inflection is indicated by Q) over the accented syllable of an emphatic word. If you do not already know the difference between a rising and falling inflection, suppose I say to you, " The book is on the table," and you, not understanding what place I said, should ask, " Where? " and I answer, " On the table." Your question would be made with rising, and my answer with falling inflection. Use any vowel-sounds, and practise the falling inflection as you would hear it on the word " table,*' ELOCUTION, 27 avoiding all motion of head, arms, or body, and making it with much energy of voice, as if expressing strong determi- nation. 2. Major Rising Inflection. — This is indicated by a (') over the emphatic word. Practise with any vowel-sounds the inflection as you would hear it on "where," as above, observing same directions as in major falling inflections. 3. Major Rising and Falling Inflections. — Practise rising followed by falling, as oh, oh, lih, ah, awe, awe, &c., using long and short vowels. Then falling followed by rising, as oh, oh, ah, ah, awe, awe, &c., using long and short vowels. Use these as if asking a simple unimportant ques- tion, and giving a like answer ; then a que^^tion and answer of earnestness; then of surprise; then of great astonish- ment. In so doing, your voice will range higher and lower in inflection than you otherwise would make it. Do not let any of the inflections sound plaintive or feeble, but make them strong and decisive. 4. Minor Rising and Falling Inflections. — Use the same exercises as under major rising and falling, just men- tioned ; with this difference, that you make them so as to sound week, feeble, plaintive, or sad. They should be prac- tised that you may become familiar with their sound, and have them at command, so as to use them when needed for expression, and avoid them when not. 5. Circumflex Inflection. — This inflection is indi- cated by a mark (V A) or {J^) because it is a combination of rising and falling inflection. The first is rising circumflex, because it ends with the rising ; the second is falling cir- cumflex, because it ends with falling inflection. It is used in expression of doubt, irony, sarcasm ; as in " The Merchant of Venice," act 1, scene 3, Shylock says to Antonio, *' Hath a dog money? Is it possible a cur can lend three thousand ducats? " You will see, if read to express Shy- lock's irony and sarcasm, that the words would be inflected, as marked, with rising circumflex. Practise these circam- 'flex inflections with vowels as directed under major rising and falling inflections. The falling circumflex being the reverse of the rising, when once you are familiar with the rising, can be easily made. 6. Monotone. — This comes as near to being one tone of voice as it can be, and at the same time keep its expres- siveness as reading. It is not really, as its name might indi- 28 ELOCUTION. cate, one tone, as that would be like chanting in singing ; but it is variation of inflection within very small limit of range in pitch. It is best practised as song, however. Pro- long, on a low pitch, any of the long vowels, about five seconds. The mark for monotone is (-) placed over a word. QUALITY. The quality of the voice is that which affects us agreeably or disagreeably; and we say it is gruff, or husky, or harsh, or pleasant, &c. Four general and distinct qualities need to be practised until they are at command of the mind. 1. Whisper. — AVhisper the long and short vowels very easily and quietly at first, without the slightest feeling of effort in throat or mouth, and perfectly free from hoarseness or murmuring. As soon as you can make a clear whisper heard across the room, whisper so as to be heard farther off, and so proceed gradually, day by day, until you can whisper, clearly and without effort, loud enough to be heard in a large hall. Do not practise whispering more than three minutes at a time. 2. Aspirate Quality. — This is what, in general, is called undertone. It is a mixture of whisper and voice, and is what you would be likely to use when in company you speak to any one with a desire not to be overheard by others. Practise with vowels as in whisper. 3. Pure Quality. — Speak the long vowels in your con- versational tone as pleasantly as you can, tossing* the tone lightly, as if speaking to some one across a large hall. Speak each vowel three times on one breath. Practise them first speaking shortly, then with prolonging of each tone not over five seconds. 4. Orotund Quality. — This quality is seldom- to be heard in uncultivated voices, but is inuch to be desired in a speaker. It can only be acquired slowly and with much practice. It will be easily recognized when heard, as it l^ossesses a fulness and richness of tone very pleasing. It is not high, but seems low in pitch ; and, although it does not sound loud, it seems to be effective, and reach a long dis- tance. To acquire it, practise, as recommended in " Pitch," the chanting and ]:eading of sentences on the conversational and lower tones of the voice ; also swelling tone under " Tone," on low pitch, using long vowels, especially oo, oh, awe, ah. ELOCUTION. 29 FORCE. Force is the degree of loudness or softness we may g-ive to the voice. You should be able to speak gently without feebleness or weakness of voice, and so as to be distinctly heard in a large hall, and also to make the fullest and loud- est voice without showing any effort to do so. 1. Gentle Force. — Chant and read sentences, as under *' Pitch," with the gentlest force you can, and yet make it so as to seem to be clear and distinct. Do this on every pitch you can, high or low. 2. Moderate Force. — Read and chant as above on the middle and higher tones, with about the force of earnest conversation. 3. Loud Force. — Read and chant as above, using only the middle and lower tones of the voice, making the loudest tones you can, without straining the throat. Force of voice depends on the management of the muscles below the lungs; and you should have perfect freedom from all effort on the part of lungs, throat, or mouth, on any pitch, high, middle, or low. If any effort is perceptible to you, it will be a feel- ing of strength and power at the waist ; and experience and practice must teach you how much or how little effort to make at that point. The loudest force, and at the same time the purest quality, is secured when it seems to make it- self without the slightest feeling of effort on your part. STRESS. Stress is the manner of applying force to a word or ac- cented syllable. Prof. L. B. Monroe, in his book on vocal culture, enumerates six kinds. The marks he uses to repre- sent them exhibit clearly to the eye what the voice is re- quired to do. With radical, terminal, and compound stress, after facility is gained by use of stroke from the shoulder, omit it, and do them forcibly without movement of any part of the body. 1. Radical Stress. — So called, because the stress is on the beginning of the word, and marked thus (>). As- sume standing position with active chest, and take breath ; touch the fingers to the shoulder, and- strike forward and downward, stojiping the hands half way, and clinching the fibt very tightly ; at the moment of stopping, speak the 80 ELOCUTION. vowel "ah '' very shortly. You will notice that the voice issues full, and seems to suddenly vanish in a manner well indicated by the mark above. Use any vowels, long or short, with middle pitch of voice. Practise afterward without any movement of the arms. 2. Median Stress. — So called, because the force is on the middle of the word, marked thus (O). It is the same as swelling tone, but is much shorter. Practise with long vowels on middle tones of voice, making three short swells on the same vowel in one breath. 3. Terminal Stress. — So called, because the force is on the end of the word, and marked thus (, h, or m before them ; then with t, d, or n , then k, cj, or y. Continue this practice about five minutes at a time, until the jaw, lips, and tongue will move with perfect ease. ELEMENTARY SOUNDS. In the exercises here given, use the sound, not the name of the letters which represents the sound, and practise sep- arately the sounds represented by the Italic letters below. The only correct way to learn them is from the lips of a competent teacher ; but you will do well, and improve, if you try the best you can in your way. VOWELS. Long, Short. Diphthongs. 1. e as in meet. 2. i as in it. 81. i as in pie. 31. a " may. 4. e ** '* met. 111. oi " *' oil. 5. ai " aiT. 5. a '* ** at. 814. ow « «< o^^t. 6. e " her. 1. a '' ** Cuba. 114. w ** ** yo?i 8. a '' ah. 9. u " ** wp. 10. a *' awe. 11. ** ** on. 1214. '* oh. 13.00 " ** foot. 12. "■ ore. 14. 00 ** woo. Clides. -1-14 of the vowels, and r when it follows a vowel, ar« by Prof. Bell called " Glides." 32 ELOCUTION. CONSONANTS OR ARTICULATIONS. Breath, p as in pay. toll ' t ch sh k h why. fie. thin. tie. chew. shoe. key. Voice. b as in 6a w V th d ' J I r z zh way. ' vie. ' then. ■ die. ' jew. ' i'^y- ' ray. ' 2;eal. ' a^ure. ye. go. Nasal, m as in may. n " " nigh. Place in Mouth. Lips. Lips and teeth. Tongue ** " Tip of tongue. Whole tongue. Back of ng ' * sine/, he", hay, ha, ho, is a whispered vowel, taking the posi- tion of the vowel following it. Of the vowels, the numbers indicate positions of mouth ; and, where numbers are alike, the positions are alike. Each vowel-sound is made by unobstructed sounds issuing through a certain position of mouth. The position is unchanged with single vowels, and those have but one number. The position changes in double vowels and diphthongs ; and those have two numbers, — one large, one small. As each number represents a position of mouth, you can easily see by com- paring what sounds are made from combining others. The number in the largest size type of the two represents the position that is kept when the sound is prolonged : as in 8^ prolong the 8 or ah, and make ^ or ee very short ; and in ^14 make ^ very short, and prolong 14. The positions represented by the small figures are called " Glides," because the position is hardly assumed before the sound is finished. Diphthongs are sounds made by combining vowel-sounds, as 8^ ah-ee. Of the consonants, or, as well named by Prof. Bell, articula- tions, — because two parts of the mouth have to come togeth- er and separate in order to finish the element, thus obstructing the breath or voice, — those in line across the page with each other are alike in position of mouth ; those in first column are made with breath only, passing out through the mouth ; those in second column, with sound passing out through the mouth ; those in third column are sound pass- injTf out through the nose. For instance, p, b, m, are in line with each other ; and, if you will make the three sounds rep- resented by those letters, you will see that the same position of mouth is assumed for each, and that p is breath forced ELOCUTION. 33 out of mouth, h is sound out of mouth, m is sound passing out of nose. Practise these sounds of vowels and articulations until you can make them forcibly and easily, with elastic move- ment of jaw, tongue, and lips; and remember that force depends on the strength and good control of muscles below the lungs. Then unite them by placing articulations before vowels, giving most force to the vowel, but make both clear and distinct. Then use articulations both before and after tiie vowel, still giving the vowel the most force, but mak- ing the articulation that begins and ends equally distinct and clear. To arrange these for your practice in this small book would take too much space. You have above each element of the English language clearly shown, and can easily combine them as directed. SUMMARY OF PHYSICAL AND VOCAL GYMNAS- TICS. PHYSICAL GYMNASTICS. 1. Standing Position. 2. Speaker's " ATTITUDE. 3. Sitting Position. 4. Change " 5. Poise. 6. Pise on Toes. 7. Holding Book. CHEST EXPANSION. 1. Active and Passive Chest. 2. Arms at Side. 3. Fore-arm Vertical. 4. Percussion. Full Arm. 5. " Hands on Chest. 1. Body bend forward and back. 2. ♦' '' right and left. 3. ** turn " ** BODY AND NECK MOVEMENTS. 4. Neck bend forward and back. 5. *' " right and left. 6. '* turn " " VOCAL GYMNASTICS. Note. — Be sure and keep ACTIVE CHEST in all vocal exercises. BREATHING. 1. Abdominal. 2. Costal. 3. Dorsal. 4. Puff. 5. Puff — Pause between. 6. " Breathe " 7. Holding Breath. 34 ELOCVTLOiN, TONE. Note. — Infolloioing exercises use first long, then short voivels. 1. Glottis stroke. Who, whispered, followed by short vowels quickly spoken. 2. Soft Tones. Use oo-oh-awe-ah first, then any other vowels. 3. Swell Tones. Use vowels as in Soft Tones. 1. Learn Musical Scale. Practise Tone Exercise on each tone within compass of voice. 2. Chant sentences on each tone. 3. Kead sentences, beginning on each tone. INFLECTION. 1. Major, fall from different pitches. 2. " rise 3. ** " and fall from diiferent pitches. 4. Minor rise and fall. 6. Circumflex, rise and fall. 6. Monotone, different pitches. QUALITY. 1, Whisper. | 2. Aspirate. | 3. Pure. | 4. Orotund. FORCE. Note. — Use exercises under Pitch, Nos. 2 and 3, with different degrees of force. 1. Gentle. | 2. Moderate. | 3. Loud. 1. Radical. I 3. Terminal. I 5. Compound. 2. Median. | 4. Thorough. | 6. Tremolo. movement. Note. — Use exercises under Pitch, Nos. 2 and 3, with different rates of movement. 1. Quick. I 2. Moderate. | 3. Slow. ARTICULATION. Note. — Use only sounds represented hjj Italicized letters in the words and letters below. 1. Elementary Sounds. I 3. Words. I 5. Sentences. 2. Syllables. | 4. Phrases. | Long Vowels. 1. meet. 3^. may. 5. air. 6. her. 8. ah. 10 awe. 1214. oh, 12. ore. 14. woo. ELOCUTION. 35 Short Vowels. 13. foot. Diphthongs. 8^. pie. Glides. 1. — 14.-r. Articulations. Lips 2. it. 4. met. 5. at. 7. Cuba. 9. wp. 11. on. 111. o/i, 814. otft. yl4, you. p,b,m-wh,w. Lij>s and Teeth — f,v. Teeth and Tongue — tli (thin), th (then). Tip of Tongue — t,d,7i-l- r-ch, j-s,z-sh,zh. Tongue — y. Back of Tongue — k,g, ng. Whispered Vowel — h. 36 ELOCUTION. PAET THEEE. ELOCUTION. If you have faithfully practised Parts One and Two, you have gained some control of voice, and can now begin elocu- tion, or expression of thought and feeling. In each of the short extracts you will find some thought and feeling to express ; and if you will take pains to understand thoroughly what you have to speak, and then speak earnestly as the thought and feeling prompts you, you will certainly improve. Speak to some person ; and, if no one is present, imagine that there is, and talk to them : for you need never speak aloud, unless it is for some one besides yourself to hear. Your first en- deavor as a speaker should be to make a pleasant quality of voice, so that you may make good listeners of your audience. The following exercises suggest pleasure, and let your voice suggest the sentiment. PLEASANT QUALITY. 1. A merrier man. Within the limit of becoming mirth, I never spent an hour's talk withal : His eye begets occasion for his wit ; For every object that the one doth catch. The other turns to a mirth-moving jest, Which his fair tongue (conceit's expositor) Delivers in such apt and gracious words, That aged ears play truant at his tales, And younger hearings are quite ravished. So sweet and voluble is his discourse. 2. There's something in a noble boy, A brave, free-hearted, careless one, AVith his unchecked, unbidden joy. His dread of books, and love of fun, — ELOCUTION. 37 And in his clear and ready smile, Unshaded by a thought of guile, And unrepressed by sadness, — Which brings me to my childhood back, As if I trod its very track, And felt its very gladness. 3. The scene had also its minstrels : the birds, those min- isters and worshippers of Nature, were on the wing, filling the air with melody ; while, like diligent little housewives,' they ransacked the forest and field for materials for their housekeeping. 4. Let me play the fool : With mirth and laughter let old wrinkles come; And let my liver rather heat with wine Than my heart cool with mortifying groans. Why should a man whose blood is warm within Sit like his grandsire, cut in alabaster? Sleep when he wakes V and creep into the jaundice By being peevish ? 5. Across in my neighbor's window, with its drapings of satin and lace, I see, 'neath its flowing ringlets, a baby's innocent face. His feet, in crimson slippers, are tapping the polished glass ; And the crowd in the street look upward, and nod and smile as they pass. 6. How sweet the moolight sleeps upon this bank ! Here will w^e sit, and let the sounds of music Creep in our ears : soft stillness and the night Become the touches of sweet harmony. Look how the floor of heaven Is thick inlaid with patens of bright gold I There's not the smallest orb which thou bchold'st, But in his motion like an angel sings, Still quiring to the young-eyed cherubim : Such harmony is in immortal souls ; But, whilst this muddy vesture of decay Doth grossly close it in, we cannot hear it. 38 ELOCUTION, 7. A cheerful man is pre-eminently a useful man. He knows that there is much misery, but that misery is not the rule of life. He sees that in every state people may be cheerful; the lambs skip, birds sing and fly joyously, pup- pies play, kittens are full of joyance, the whole air is full of careering and rejoicing insects ; that everywhere the good outbalances the bad, and that every evil that there is has its compensating balm. For other selections, see Baker's *' Reading Club." ^0. Page. Verse. 1 12 1 1 82 all 2 15 6 2 62 1 2 72 1 2 78 all 3 11 all 3 35 all 3 49 aU 4 26 6 4 36 all 4 92 1 ARTICULATION. With pleasant quality you will make listeners; but you wull soon weary them, unless you make them understand by clear articulation. You have made the organs of articula- tion elastic by practice of elementary sounds separately and in combination. In combinations you have made syllables, and these syllables make words, words make phrases, phrases make sentences, sentences make up a discourse, address, ora- tion, &c. Syllables. — Every syllable contains a vowel, or its •equivalent ; as in the following word, which is separated by hyphens into syllables, — in-com-pre-hen-si-ble : you will hear a vowel-sound in each, the last syllable having the sound of / as an equivalent. Words. — A word may have one or more syllables; and, when it has two or more, one of them will receive slightly more force than the others, as in the word "common." Pronounce it, and you will give more force to " com '* than ** mon" This force applied is called accent. Accent. — In pronoimcing words, you will notice that in ELOCUTION. 39 the longest words, even while you make each syllable dis- tinct, there is no perceptible pause until the word is finished. In words of two or three syllables you will find accent as above ; but words of four or more syllables have one ac- cented, and perhaps two syllables besides, that receive less force than the accented, but more than the others. Pro- nounce incomprehensibility. Properly done, you will hear that you give " ^^i/ " the strongest accent, and '' com '* and "^e/i" slight accent, but more than the remaining sylla- bles, " in," "^:>re," "s?,""'V' "^3/-" 'I'he accent on *'^i7"is primary accent; and on the "co?w" and "/ien," secondary accent. Phrases. — Two or more words make a phrase ; and a phrase gives you an idea, perhaps, needing a number of phrases to make complete sense. You should speak phrases just as you would a long word, without perceptible pause, and with more force on prominent words than others. Here is a sentence composed of two phrases : " Fear the Lord, and depart from evil." A poor reading of this would be, " Fear (pause) the Lord, (pause) and depart (pause) from evil." A good reading would be, " Fear the Lord, (pause) and depart from evil." Emphasis. — As in words you have primary and second- ary accent, so in phrases you have what is known as em- phasis. In the sentence just given, the words that had most force were " Lord " and " evil; " and less force, '•^fear'^ and ^^ depart;" and little or no force, ^^the" ^' and,'' and ^'from.^^ You may call this primary and secondary emphasis, the primary having, as in accent, most force. Sextexces. — These phrases, or groups of words some- what connected in idea, make sentences ; and a sentence gives complete sense. As syllables make words, and in words you have an accented syllable ; as words make phrases, and in phrases you have an emphatic word : so, in sentences composed of phrases, you have an important phrase; and this important phrase must be impressed upon the mind of the listener more strongly than any other. This is done by slightly added force and a trifle higher pitch ; and, as you will readily see, the emphatic word of the im- portant phrase is the emphatic word of the whole sentence. Thus you have the structure of sentences ; and, if you pro- portion your force well, you will not fail to give the mean- ing correctly. In the following sentence, the phrases are 40 ELOCUTION. separated by commas; the emphatic words are in smah CAPITALS ; the secondarily emphatic words are in Italian. First understand what the sentence means, then speak it as you would in earnest conversation, and you will be likely to give it correctly. " We ALL of us, in a great measure^ create our own happi- ness, which is not half so much dependent upon scenes and CIRCUMSTANCES as uiost people are apt to imagine. '^ In this sentence the important phrase is, " create our own happiness; " and the other phrases must be and are, by a good reader, subordinated to this one. This subordination of phrases to the principal one is made by lowering the pitch slightly, and lessening the force slightly on the subordinate phrases. It is naturally done if you'll talk the sentence understandingly. In the following sentences, — 1st, Sound each element of a word separately. 2d, Pronounce each word separately, with proper accent, being careful to give each element correctly. 3d, Read in phrases, remembering that each phrase should be pronounced as a long word, without pause, and with emphasis. 4th, Read in sentences, subordinating all other phrases to the principal phrase. 1. When sorrows come, they come not single spies, But in battalions. 2. There's such divinity doth hedge a king, That treason can but keep to what it would, Acts little of his will. 3. Grandfather is old. His back, also, is bent. In the street he sees crowds of men looking dreadfully young, and walking dreadfully swift. He wonders where all the old folks are. Once, when a boy, he could not find people young enough for him, and sidled up to any young stranger he met on Sundays, wondering why God made the world so old. Now he goes to Commencement to see his grandsons take their degree, and is astonished at the youth of the audience. " This is new," he says: "it did not use to be so fifty years before." ELOCUTION. 41 4. Pi'ess on ! surmount the rocky steeps ; Climb boldly o*er the torrent's