class JEivU^za Book ^>J> Gopightlf. COPYRIGHT DEPOSIT. THE ART OF EXPRESSION BY GRACE A. BURT ERASMUS HALL HIGH SCHOOL, BROOKLYN, N.Y. BOSTON, U.S.A. D. C. HEATH & CO., PUBLISHERS 1905 -prt+ i*' rj s JBRARY of OONGKESS J wo Copies rtectaved JUL 6 1905 Copyngni cuirv CLASS//! AAc. Nw /ZOJS-3 COP/ 6. V Copyright, 1905, By D. C. Heath & Co. INTRODUCTION Many of the most notable achievements of mankind have been the result of the power of oratory. Its field has been the pulpit, the political platform, halls of legis- lation, courts of justice, and wherever the minds of men were to be influenced to action. With the growth of the newspaper and the magazine oratory has seemed to decline ; yet never was there a time when it had greater opportunity. Many excellent books on this subject have been writ- ten. It is not the author's purpose to add to this num- ber, but rather to furnish a book for the help of pupils and teachers, which aims to simplify and condense the subject of Expression in order to make it adaptable to the limited amount of time which must necessarily be given to this subject in the schools. It is a too com- mon experience that pupils entering the high schools read aloud poorly. The reason for this is not so much that reading has been poorly taught, but in most cases, owing to the crowded curriculum of the lower grades, little or no attention has been given to reading with a view to good expression. Hence it is necessary to give the subject more attention than heretofore. Instruction in this subject should be gradual, pro- gressive, and systematic. It should be an important part of the course, beginning with the first year and IV INTRODUCTION continuing until graduation. To overcome bad habits of reading, stress must be laid on the principles of oratory until they are thoroughly understood, and much practice in the application of principles of oratory must be insisted upon. The test of good reading is the ability to interpret justly and adequately the author's meaning. The notion that one is "speaking a piece" or reciting "words" that he has learned, must be eradicated. He is not a ma- chine, made merely to imitate. He must read and speak with thought and feeling. There is no merit in any work of art that is not the result of thought and feel- ing. The artist paints, the musician plays, and the poet writes, to give expression to his soul. We can read an entire story by looking at certain pictures, we are deeply affected by the touch of the musician on the keys of the piano, and many times have we been moved to tears and smiles by the reading of a poem. If these various works of art had not been the true expression of the artist, they never would have inspired response in us. So must the speaker give expression to his thoughts and feelings, by painting pictures, composing music, and telling stories with words spoken aloud ; or, to sum up the thought, as a recent writer has said : " Expression is a matter of mind and the voice is the index of the soul. The person who understands what he reads and through whom emotion spontaneously plays has a fine, expressive, and vibrant voice. It is tone that tells, not words." The pupil must feel that he is personally addressing his audience, the only difference being that he is using another's thoughts and words instead of his own. INTRODUCTION V The subject of Expression is divided into five differ- ent steps or principles, which, if carefully developed in order, will lead the pupil toward successful mastery of the elements of oratory. Suggestions for the teaching of each step are given, but it must be left to the teacher's judgment to carry them out, according to the requirements and demands of each pupil. It will be seen in the chapter on Physical Exercises that it is not the author's idea to give a complete set of exercises, since in most schools there is a special teacher of that subject. To the student of elocution physical training is of vital importance. The body must be developed to enable it to cooperate with the mind in securing appro- priate expression. The chapter on Articulation, espe- cially, is the result of much thought and experience. That this book may be helpful to many who are en- gaged in studying and teaching reading and speaking is the sincere hope of THE AUTHOR. CONTENTS PART I. THE ART OF EXPRESSION CHAPTER PAGE I. Physical Exercises i Relation to elocution. Exercises described and illus- trated. II. Articulation 9 Introduction. Vowels. Consonants. Sentences for drill work. Words often mispronounced. III. Voice 20 Placing of tones. Exercises. IV. Gesture 22 Explanation. Illustrations. Introduction to the Steps in Expression ... 24 V. Animation 27 First step. Definition. Suggestions for teaching. Illustrated by a stanza. Recitations illustrating first step. VI. Volume of Voice 36 Second step. Definition. Suggestions for teaching. Illustrated by selection. Recitations illustrating second step. VII. Emphasis 49 Third step. Definition. Suggestions for teaching. Illustrated by selection. Recitations illustrating third step. VIII. Pictures 61 Fourth step. Definition. Suggestions for teaching. Illustrated by selection. Recitations illustrating fourth step. IX. Relation of Values 74 Fifth step. Definition. Suggestions for teaching. Illustrated by selection. Recitations illustrating fifth step, vii Vlll CONTENTS PART II. RECITATIONS FOR PUBLIC USE Amy Robsart . An Imaginary Invalid An Old Sweetheart of Mine Antony's Funeral Oration Aux Italiens Captain Molly at Monmouth Cassius to Brutus Danny Deever . Forest King Fuzzy-Wuzzy . Hamlet to the Players Helene Thamre He and She Herve Riel How Uncle Podger hangs a Picture Ichabod Crane and the Galloping Hessian In a Hundred Years Jean Valjean Juliet and the Nurse . King Robert of Sicily Little Drum Lucky Jim Maiden and Weathercock Mandalay . Melancholia Mr. Pickwick's Dilemma Needles and Pins Old Ace . Prior to Miss Belle's Appearance Rhyme of the Duchess May Shylock's Speech Sir Lucius and Bob Acres Sleep-walking Scene from Macbeth Supposed Speech of John Adams Sydney Carton's Sacrifice . Taming of the Shrew That Waltz of Von Weber Sir Walter Scott . Jerome K. Jerome James Whilcomb Riley . William Shakespeare . Owen Meredith William Collins . William Shakespeare . Rudyard Kipling Ouida .... Rudyard Kipling William Shakespeare . Elizabeth Stuart Phelps Edwin Arnold Robert Browning . Jerome K. Jerome Washington Irving Victor Hugo William Shakespeare . Henry Wadsworth Longfellow Herbert Flansburgh Henry Wadsworth Longfellow Rudyard Kipling Rudyard Kipling Charles Dickens . Fred Emerson Brooks . James Whit comb Riley . Elizabeth Barrett Browning William Shakespeare . Sheridan William Shakespeare . Daniel Webster . Charles Dickens . William Shakespeare . Nora Perry . CONTENTS ix PAGE The Ballad of Sweet P. . Virginia Woodward Cloud . 207 The Boys Oliver Wendell Holmes . 2IO The Courtin' .... James Russell Lowell . 211 The Death of Robespierre George Lippard . . 214 The Elf-child .... James White omb Riley . 2l6 The High Tide (On the Coast o Lincolnshire, 1571) . Jean Inge low . 217 The Race Question . . Paul Laurence Dunbar . 222 The Raggedy Man . James Whitcomb Riley . 224 The Rivals .... Sheridan . 226 The Romance of a Rose . Nora Perry . . 227 The School for Scandal Sheridan • 23O The Tell-tale Heart . . . Edgar Allan Poe . • 233 The Tenor .... . H C. Bunner • 238 The Wooing of Henry V . William Shakespeare . 246 Topsy Harriet Beecher Stowe • 250 Toussaint L'Ouverture Wendell Phillips . . 263 Ursus and the Bull . Henry k Sienkiewicz . 267 PART I THE ART OF EXPRESSION THE ART OF EXPRESSION CHAPTER I PHYSICAL EXERCISES The body is the servant of the mind. Physical exercises are necessary in connection with the study of Elocution : first, in order to acquire correct posture of the body ; second, to develop the chest and lungs by breathing exercises, thus helping toward the pro- duction of good tones ; and, third, to develop grace and ease in the body, and to give to it expression. To acquire these results practice the fol- lowing exercises, which should be taken at the beginning of each lesson, and at least once a day. For correct posture the crown of the head must be up, the chest up and for- ward, and the weight on the balls of the feet. i. Arms in front of body, elbows bent, palms up. (Fig. I.) Fig. i. THE ART OF EXPRESSION 2. Counting four, move arms out at side. Arms on level with shoulders. (Fig. 2.) Fig. 2. 3. Counting four, arms up at side of head (Fig. 3), stretching muscles along the sides of the body. 4. Next, counting four, bring arms down in front of body, the wrist leading, pushing down with hands and up with chest, arms at an angle of forty-five degrees. (Fig. 4-) 5. Finally, drop hands at side, and rest in correct posture. (Fig. 5.) It is absolutely necessary to acquire this position before taking the following exercises. PHYSICAL EXERCISES Fig. 3. BREATHING EXERCISES It is not natural for us to breathe incorrectly, but customs, habits, and manner of dress have had a great influence on our respiration. Deep inhalations of pure, fresh air, not only develop the chest, but have a direct effect upon the nerve centers, thus tending to give perfect poise to the body. The following exercises, if practiced diligently, will develop the chest and correct faulty breathing. THE ART OF EXPRESSION First Exercise. Place fingers on chest, elbows on level with shoulders. (Fig. 6.) Counting eight, contract the chest, letting it sink as much as possible. (Fig. 7.) Fig. 4. Fig. 5. Then gradually expand, with same number of counts, trying each time to increase the expansion. (Fig. 8.) Repeat the exercise. Second Exercise. Hands on sides at waist. (Fig. 9.) Contract the muscles of the ribs and spine, count- ing eight. (Fig. 10.) It will be noticed that the con- traction will be very slight at first, but gradually it will become greater. The action is all muscular and not BREATHING EXERCISES breath. In like manner expand with same number of counts. (Fig. 1 1.) The muscles around the waist and over the vital organs need development. This will strengthen the voice. Fig. 6. Fig. 7. Third Exercise. Take a long breath, inhaling through the nostrils, filling all the cavities of the lungs, while the teacher counts eight. Then exhale, saying "one," aloud. Repeat the exer- cise four times, counting with each exhalation. Aim to increase the chest expansion. Before taking these Breathing Exercises, the windows should be thrown open, as it is important that the air should be fresh and pure. 6 THE ART OF EXPRESSION The following exercise is an excellent one to develop the chest. It is called the rotary exercise of the arm. Raise the right arm in front of body, wrist leading, to side of head, and back and down, describing a circle Fig. 9. with the arm, counting eight. (Fig. 12, A, B, C.) Keep shoulders straight. Don't bend elbow. Repeat. Take same exercise with left arm. Repeat. Now take exercise with both arms. This exercise when taken properly, will develop the chest and give control and grace to the body, as it ne- cessitates the arm moving independently of any other part. It also promotes freedom and ease in gesture. BREATHING EXERCISES The success of the orator depends a great deal upon his posture, presence on the stage, and the grace and ease with which he speaks and stands. The chest is the center around which the rest of the body moves, Fig. io. Fig. ii. and all the reserve force should be found there. Exer- cises in the schoolroom are as necessary as food and drink; just at the age when the bodies are being devel- oped, they should be trained in the right direction, else we find sunken chests, curved spines, and heads thrown forward. When such defects are allowed to go uncor- rected, neither health nor grace are properly valued. All modern educators recognize the fact that the 8 THE ART OF EXPRESSION development of the body should keep pace with the development of the mind, as the body must be properly trained and nourished to enable the brain to perform its functions. Fig. 12 a. Fig. 12 b. CHAPTER II ARTICULATION " Speak the speech, I pray you, as I pronounced it to you, trippingly on the tongue." — Shakespeare. The speaker's success depends largely upon his ar- ticulation. He will become a great power in the world if his articulation is devel- oped in the same ratio as his expression. Poor articu- lation is found, not alone in the schoolroom, but among men and women of educa- tion in the world. One's associations and environ- ment are often conducive to bad speech. The first thing to learn is to open the mouth. The tongue, teeth, and lips must be used for the formation of the words, especially the lips, which are the most im- portant agents in speaking. The muscles around the mouth need development, and must be strengthened in order to give perfect freedom to the lips. This weakness of muscle is very noticeable, 9 Fig. 12 c. IO THE ART OF EXPRESSION if one will say O, prolonging the tone. The lips will begin to tremble, and it will be almost impossible to keep them properly formed. The following exercise will correct the trouble : — I. Say the vowels, a — e — i — o — u. In repeating these vowels the mouth should be opened or the lips stretched, as is required to sound the letter properly, until the muscles used for each formation are clearly felt in the face. Each sound should be exag- gerated. II. Then practice the following in like manner: — before each vowel, taking care that the lips are perfectly round for the sound of O. Thus, oa, oe, oi, 00, Oil. III. Another excellent exercise for producing the same result is, qx — q ah. These exercises should be practiced many times a day, as they will positively free the muscles round the mouth. IV. Following this, the different sounds of the vowels must be learned, with the diacritical marks of each. 1 a, as in day. a, as in that. a, as in far; car; half; laugh; calf; aunt. a, as in after; cant; photograph; basket; last; class. a, as in call. a, as in alone. a, as in fair. Attention should be given to the Italian a, and the intermediate a. 1 The diacritical marks of Webster's International Dictionary are used in this book. ARTICULATION I I ?, as in me. e, as in set. e, as in her ; mercy ; fern ; verse. e, as in there. e, as in prey. Practice the sound of e in her, until the proper pro nunciation of all words containing that e is acquired. z, as in tight. i, as in pin. ~i, as in first ; girl ; third. i, as in machine. Practice the sound of ~i in first, and give attention to all words in which that sound is found. o, as in note. o, as in on ; God; office ; song; tong. o, as in move. 6, as in nor. o, as in son. Attention is drawn to the sound of o in on. This sound is very often mispronounced in many words. u, as in mute; duty; latitude; constitution; Tues- day; avenue, u, as in tub. u, as in pull, u, as in lirge. There is a tendency to pronounce il as though it were oo. A daily drill on these words in which we find the sound of u is advised. 12 THE ART OF EXPRESSION do, as in moon; room; soon; noon; spoon; broom; roof ; hoof.