PN 4130 .M24 Copy 1 ^-ft~— f* ^3' ^V >'"' i^pl 1- t J r;^ * 1 y S y: : - |h ~ - -J j ■ « 7p# C" * k ^aisJ- >*&>' SUBSTANCE DISCOURSE ON ELOCUTION, DELIVERED BEFORE THE WESTERN LITERARY INSTITUTE \ AND COLLEGE OF PROFESSIONAL TEACHERS, AT THEIR FIFTH ANNUAL MEETING, HELD IN CINCINNATI, OCTOBER, 1835. BY DONALD MACLEOD, A, M. CINCINNATI: PRINTED AT THE CINCINNATI JOURNAL OFFICE. 1835. P/V4/30 ADVERTISEMENT. After the delivery of this discourse, the subject was discussed, at a meet- ing of the College, and the following resolutions were agreed to unanimously : 1. Resolved, That this College recognize the importance of Elocution, as a branch of study, and recommend the introduction of it into colleges and schools. 2. Resolved^ That a committee of one be appointed to report to the next Annual Meeting of the College, ' a practical system of instruction in Elocu- tion.' 3. Resolved^ That Mr. Donald Macleod be that committee. In compliance with the above request, I have, now, in preparation, a work which, it is hoped, will answer some of the purposes of 6 a practical system of instruction,' in this branch, and be an acceptable present to the teachers and students of this country. D. McL. Cincinnati) Nov. 27th) 1835. s DISCOURSE. The low state of elocution amongst us is universally admitted. It is agreed, on all hands, that the style of speaking prevalent in our legislative and popular assemblies, at the bar, in the pulpit, the chair of professorship, and among the students of all our seminaries of learning, is, so far as respects delivery, faulty in the extreme. In the humbler branch of reading, there are deficiencies quite as flagrant, and much more nume- rous. The English language is greatly impaired — almost de- stroyed by the majority of those who employ it; and very few of the rest are accustomed to give to it all the perspicuity, energy, and elegance of which it is susceptible. Where shall we look for the causes of this corruption? Not, surely, in any insensibility on the part of the mass of our fel- low-citizens to the value of good reading and speaking. De- livery is, by no means, a matter of indifference to them. It is the very reverse. It is held in the highest estimation. Let any one, who would satisfy himself of this, listen to the remarks of his friends and neighbors in regard to some distinguished pleader, or preacher, or political orator, who had just before moved or delighted them with his eloquence. For one remark, which would lead an observing man to suppose that their at- tention had been engaged by the subject-matter — the large or correct views of the speaker — the soundness of his rea- soning — or the rhetorical beauties of the composition, he will hear a dozen observations which show that they were chiefly interested by his appearance and manner — by looks, tones, and gestures. This is the case, whether the speaker be a man of genius, or very moderate abilities. Nothing is more un- questionable, than that a speech quite faultless in point of composition — combining with excellence of matter, the purest graces, and utmost energy of style — will produce little immediate impression on the audience without a corresponding delivery. On the other hand, persons of the truest taste and most solid erudition, will listen for hours with fixed attention, admiration, and delight, and not unfrequently with conviction, to men possessing an earnest, unaffected, and harmonious elocution, although they have no great recommendation besides. In fact, so much are people in general governed by the externals of oratory, and so essential, therefore, is this branch, that no powers of mind, and no other rhetorical accomplishments, whatever, can fully supply a deficiency in it. The most splendid and powerful passage in the records of ancient or modern eloquence — the most impassioned and beautiful pro- ductions of the poets — the masculine vigor of Dryden — the_ wit of Congreve — the pathos of Otway — the glowing inspira- tion of Shakspeare himself, unless illustrated and enforced by a suitable elocution, will fall upon the ear spiritless and unsuccessful. And yet, notwithstanding the high consideration in which this branch appears to be held by the public, so seldom do we meet with excellence or any great proficiency in it, that it may be said with entire truth, a good delivery is the rarest of all accomplishments. Among the causes of this deficiency, we may justly designate as by far the most productive, the narrow and unphilosophical plans of rhetorical education which have been adopted in our colleges and other seminaries. In some of these no attention whatever is given to delivery — the persons under whose charge the students are placed, thinking it of no value — and being influenced to that opinion by qualifications similar to those which prompted Scaliger to pronounce his absurd diatribe against the usefulness of mathe- matics, and Dr. Johnson to underrate the importance of the natural sciences, namely, an overweening vanity in their own pursuits, and shallowness in those which they decry.* In others, some time and attention are given to the subject, but unfortunately a beginning is made at the wrong end. The student is required to exercise himself occasionally in reciting poetry, or declaiming passages from the orators; but before he has spent an hour in studying the principles of the art, either as to voice or action. And even in this careless and untutored practice, he is left principally to his own guidance; all that is usually insisted upon, being the pronunciation of some passage in some manner or other, once or twice during each term. In other institutions, again, the place of a rational and com- prehensive scheme of instruction is supplied by a most per- nicious system, which can only produce habits of speaking in no way adapted to the character of earnest debate and orato- ry, and altogether inconsistent with natural effect. The bad effects of these systems may be clearly distinguished in all the succeeding rhetorical pursuits of students who pass through college, and on every occasion when in the dis- charge of professional, academical, or political duties, they are called upon to speak or read in public. The majority of them either labor under the most painful constraint and embarrass- ment, from not having been accustomed to face an audience, or hear the sound of their pwn voices; or else they have con- firmed the habits of incorrect, pompous, and noisy declama- tion, acquired at school and college, by practice after the manner of their old academical exercises: by attending deba- ting societies and spouting clubs, and there attempting to de- claim the glorious eloquence of Chatham and Burke, or to en- act Hamlet and Macbeth. Alas! they 'imitate humanity abominably!' — in daring to give utterance to the written spells of genius, before they have bestowed any pains on the me- chanical, or intellectual part of elocution — before they have learned to perform on that most potent and expressive of all instruments, the human voice, or even subjected the compo- sitions selected for this idle display, to the close and searching analysis, without which no man ought to presume to read * Vide Inaugural Discourse of Thomas Campbell, author of 4 Pleasures of Hope.' Glasgow, 1827. 1* aloud the highly wrought passages of a great orator or poet. Others there are, possessing a partial and imperfect knowledge of rules, and some of the mechanical resources of the elocu- tionist — powers of voice and gesture — who deform their read- ing and speaking, by what they, no doubt, consider highly or- namental action and intonation, but which are such affected and meaningless ornaments, as could only be tolerated by persons of the most sophisticated tastes. You will find this class of persons continually straining after effect. All is done merely for the purpose of displaying their powers: and their looks and attitudes seem to keep up a running commentary on the whole performance, thus — 'Was not that a spirit-stirring note?' 'Did I not make a most harmonious cadence there?' 'What think you of that majestic sweep of the arm?' — or serve the purpose of a prologue — 'Now I'll rouse your pas- sions — now I'll melt you to tears — and now I'll give you peal after peal of lofty and swelling declamation!' Finally, we not unfrequently find all these faults combined in the same indi- viduals. How many there are who have taken no pains about delivery, and yet are accustomed to employ tones and gest- ures, which it would be impossible for the most unwearied perverse industry, to make more completely the opposite of what nature would suggest, either in her rude or civilized state. Such being the present condition of this subject, it becomes a very serious question, one worthy of the profound conside- ration of this most respectable meeting, and of every reflecting man in the community — 'Can any system be devised, which will furnish correctives for the prevailing faults in reading and speaking, and enable the student to discharge his duties in the higher walks of oratory with satisfaction and success?' I an- swer this question in the affirmative; and it gives me great pleasure to have an opportunity of presenting to the college of professional teachers, and to the liberal and enlightened community among whom I hope to spend the remainder of my life, some outlines of what I consider a rational system of in- struction in elocution, and of illustrating them by a reference to the method of tuition, I have been accustomed to pursue in my own lecture-room. In doing this, I am perfectly aware I shall meet with some very strong objections. There are two classes of persons, more particularly, from whom little favor is expected. The first comprises all those, to whom every species of elementary discipline is an intolerable hard- ship. They must have a more easy and familiar method, than is consistent with the philosophy of elocution. The present, therefore, will not serve their purpose. They tell you that in conversation men always speak with spirit and energy, just emphasis and expression; and, therefore, that the surest and shortest road to the attainment of a good delivery, is to as- sume, on every occasion, the conversational manner. 'When you read, talk — when you speak, talk!' is their maxim; and they think, they may safely venture on their task of reading and speaking in public, if they can only throw diffidence and hesitancy to the winds, and utter the spontaneous suggestions of their own minds, or deliver the thoughts and sentiments contained in the book or manuscript before them, with the ease and earnestness that characterize their manner in the social circle. Now it is admitted, that the tones, and looks* and gestures, which accompany spirited colloquial discourse, do approach the desired excellence more nearly, than the public speaking we generally hear, or the early efforts of the pupil in reading or recitation. But still the colloquial style is deformed by the faults we have hinted at, and for w T hich we are now in search of a corrective. How often is the utterance of the most fluent and animated conversationist, in a great de- gree, spoiled by indistinct articulation — discordant and inex- pressive intonation — a constantly recurring monotony — and such violent perversions of the vocal elements, as not only destroy all grace and beauty, but hazard even the perspicuity of the expression. The subjects and occasions of familiar discourse, indeed, from their very nature, are apt to give habits of hasty, insipid, and meagre enunciation, which cling to us when we go up to act a part in the great scenes of public busi- ness; and constitute some of the worst and most dangerous faults a speaker can possess. A man may display most of the characteristic qualities of earnest conversation, and yet be a poor reader or orator after all. It is undoubtedly true, that persons of very strong and deli- cate feelings will occasionally exhibit the highest beauties of elocution, merely by giving themselves up to the impulse of sentiment and emotion. But this only proves that genuine feeling, by itself, can accomplish much: and by no means shows that they would produce less effect, if they possessed the skill and resources, which art can bestow. On the other hand, it is equally true and important, that were they able to call in the aid of artificial culture, they might do that always, and with infallible certainty, which nature, to be sure, prompts occasionally, but only in her 'rare moments of enthusiasm.' Rare, indeed, have been the instances of perfect elocution, w T hich have not been the results of patient, constant, and ani- mated previous exertions. Years of even careless practice may greatly improve the capabilities of the voice, and impart habitual ease and freedom to the attitudes and movements. A man of little aptitude for rhetorical pursuits, may, in this way, become a fluent, unembarrassed speaker; for fluency and self- possession are matters almost entirely mechanical, and have little to do with high intellectual or moral endowments. But never can a man be made truly eloquent, by such a process. Attend to the performances of the most of those, who contend for this, as they call it, natural, manner, and point out, if you can, a single felicity of vocal expression or gesture. The powerful arguments, the apposite reflections, the striking and original imagery may frequently command your admiration, and impress your hearts, in spite of the tones and motions which accompany them. But though the speaker is able to stand before you without constraint or embarrassment, and though his language flows in one continued stream, yet the poor and meagre qualities of his voice, his inability to employ the signs of many varieties of thought and emotion, and his absolute incompetency to give to any of them the clearest, most forcible, and agreeable expression, will deprive him of all claim to the attribute of eloquent. As well might he attempt to take a high rank among painters and sculptors, by mere practice, without possessing any knowledge of the great principles exemplified in all the immortal productions of the chisel and pencil, as to become eminent in elocution, without studying the established principles and rules of this art. But we have been long enough engaged in combating this idea. They are only the idle and vainly ambitious, who can bring forward such an argument. It is a cloak for their own indo- lence. They think theirs the easier method; and with great reason; for so far from being difficult is the talking style re- ferred to, that any man who chooses to try, and can look an audience in the face without being discomposed, may acquire it with as much rapidity, and as little demand on his intellect^ as any other merely mechanical habit. The other class to whom allusion has been made, comprises persons worthy of the highest respect, — although among them, likewise, it is an error no less common, to turn away from all artificial culture in elocution. They know that nothing great in any branch of human knowledge or improvement was ever done without labor; and they are willing to pay the tax of labor imposed on every important acquisition. But they have found the means offered by teachers of elocution entirely inadequate to accomplish their object. They have reason to believe, that the majority of persons, who have ap- plied themselves to the systematic study of delivery, have failed; or, (worse still,) acquired a formal, unnatural style, infi- nitely more objectionable, than their former faulty manner. They have consequently come to the conclusion, that elocu- tion cannot be taught — that all rules and systems are at the best useless. They have resolved to go on as before — ac- knowledging their delivery to be extremely defective, but yet holding that with all its faults, it is the best attainable by them, and that the superiority of others is either a gift of na- ture, or the accidental acquirement of practice.* Nor is there any necessity or room for surprise at this prejudice, when we look at the qualifications of the men, who have come amongst us professing to teach elocution. They have been generally persons of feeble intellect, and unregulated fancy, or at least entirely ignorant of the great principles of the art. The most popular of our instructers, if we may judge by systems and * Whately's Rhetoric, part 4th, chap. 1, sec. 1. 10 their results, appear to have no idea of delivery but as an exhibition of merely mechanical power, addressed to the eyes and ears of the audience. What ought to be the real design and purpose of the reader and speaker — to address the mind — is altogether forgotten, or made a subordinate subject of assi- duity. It would be hard, however, if the incompetency of the pro- fessors of an art, should be allowed to bring the art itself into discredit. And notwithstanding the failure of other systems, I come here to day to maintain that elocution can be taught; that by a more philosophical, close, and vigorous method of tuition than has hitherto found a place in our seminaries, some degree of excellence in this branch may be attained. When I introduce to your notice the system which has been pur- sued in my lecture room, I am very far from presuming that it is the best that can be devised. Many alterations and ad- ditions may undoubtedly be made with advantage; but how- ever imperfect it may appear, it has been found by experience to serve some of the most valuable purposes of a course of in- struction in rhetorical delivery, namely, the correcting of ex- isting faults, and furnishing means, whereby the student of vigorous faculties and generous ambition, may approach per- fection in this art. It is believed, gentlemen, that those who have knocked at the doors of your schools and colleges, seeking the means of improvement in this branch, and have sought in vain, may find what they desiderate in this system — A system, which while it requires the student to confine himself, in the first place, to the study of principles and rules — to acquire a mastery over them, before he enters upon the more genial and inviting business of reading and recitation, is yet opposed al- together to quenching the ardor of youthful emulation — A sys- tem which, so far from discouraging, actually urges the daring aspirant to oratorical distinction to use his own powers — fol- low the suggestions of imagination and emotion — and thus, with nature for his 4 law and impulse, 5 'Snatch a grace beyond the reach of art,' whilst at the same time it impresses upon his mind, that, in 11 spite of occasional exceptions, the great things in elocution have been achieved through intense preparatory labor. Let me say to the youthful and ambitious students present — to the boy-orators — Deplore no longer the absence of means of improvement. — If you have the marks of improveable dispo- sitions, mentioned by Quinctilian, ; Puer mihi ille detur, quern laus excitat, quern gloria juvat, qui victus fleat,' — then only be faithful to yourselves, — 4 Shun delights and live laborious days,— and the facilities which have been supplied by the close ob- servation and indefatigable industry of Walker, Sheridan, and particularly Rush, will render the acquisition of a good delive- ry a comparatively easy task. These facilities, it is believed, are embodied in the art of elocution of which an outline is now to be offered. Observe^ it is the art of elocution, not an art which is proposed. Dr. Whately has, in his valuable works on logic and rhetoric, re- ferred to a just and important distinction between ; the art, ? and 4 an art. 5 I use the former of these terms as he has ex- plained it, and, when it is applied to elocution, I mean not 4 a system of principles and rules by the observance of which a man may speak and read well,' — but ; such rules and princi- ples as every good reader and speaker must conform to, whe- ther he has them in his mind or not.'*" The system aims to point out not how clearness, grace, and energy of expression may be produced, but how they must be produced. It is, in fact, founded upon an analysis, if the expression may be allow- ed, of the management of the voice, countenance and gesture, by those who succeed in reading and speaking with elegance and effect. Now, if the analysis be correct and philosophical, it is sheer nonsense to talk of the system of practical disci- pline established upon it, as having a tendency to impart habits of formal and artificial elocution. And to confound this with other systems of a wholly different character, for the purpose of bringing, to bear against it, evidence of failure * Whately's Rhetoric. Introduction, sec. 1. 12 and imperfection, is so low and contemptible a species of sophistry, as scarcely deserves to be noticed. The requisites of perfect elocution, which are set before my pupils as the objects of their labors, are the following. I. The elocutionist ought to possess powers of voice and action, capable of expressing every mode, and modification of thought, and emotion, clearly, forcibly, and agreeably. II. He must fully understand, and thoroughly feel the thoughts, sentiments, and emotions, to which it is his business to give utterance. III. He must be entirely and exclusively occupied with them at the moment of utterance. IV. He must have taste to guard against impropriety and extravagance in the use of his powers of expression, so that, in the language of Campbell, the graces may lend their zone to every passion of his breast— i Taste, like the silent dial's power, Which, when supernal light is given, Can measure inspiration's hour, And tell its height in heaven!' A little reflection will satisfy us, that the prevailing faults are merely deviations, in a greater or less degree, from these requisites. Thus, many persons do not readily apprehend the exact amount and kind of meaning contained in a given pas- sage; and are far from having a proper sensibility to the nature and depth of the emotions of the author. Many others, per- haps the majority of people, find it extremely difficult to give their attention, to the degree required, to the subject matter; even when the composition is their own; and consequently can experience, at the time of utterance, none of the fervor and earnestness with which they wrote. Their minds are constantly wandering away from the business in hand. They are occupied with speculating as to the opinions their audi- ence is forming of their performance — the sounds of their voices — and too frequently, with mortifying reflections upon their own incompetency to command attention, or elicit ap- plause. And then, so far is the uncultivated voice, which is also frequently unpractised, from being capable of expressing 13 the varieties of thought and emotion with force and beauty, or even the perspicuity necessary, that if we were to select twenty of the most accomplished and erudite men in the com- munity, and ask them to read aloud a piece of animated and diversified composition, of their own — which they might be presumed therefore to understand — we would scarcely find one among them, who could make such transitions in pitch, and employ such inflections, and forms of emphasis, and ca- dences, as the character of the passage required. Finally, it is not uncommon for those, who possess, by the munificence of nature, or have acquired by practice, considerable powers of voice and gesture, to outrage the taste and understanding of the sensible portion of the audience, by the misapplication or extravagant use of them — or by conceited and affected spouting — for I can give no more dignified name to that spe- cies of declamation, which is a mere display of the speakers powers, however admirable they may be. The course of instruction, which is proposed as a corrective for these faults, and as the means of acquiring the before- mentioned requisites, is founded on the following princi- ples. I. That the powers of expression by voice and gesture cannot be improved, nor their improved manifestation ren- dered habitual, but by frequent and regular exercise. II. That the subjects about which they are exercised ought to be selected with reference to these powers, accom- modated to their condition and progress, and such as are qualified to interest the minds, and encourage the exertions of the students. III. That the lectures and illustrations of the professor be so composed and adjusted, as to furnish proper materials for exercises in extemporaneous speaking. IY. That the exercises ought to proceed in a regular se- ries — at the opening of the class, beginning with the merely mechanical practice of the elements of vocal expression and gesture, and proceeding in due time, to the display of these, in the delivery of interesting passages from the works of the 2 14 poets and orators, and in the expression of the student's own thoughts, on the topics discussed in the lectures. It will not be expected that I should on this occasion go into details. Were I to do so, I could not, in the limited time allotted to this discourse, occupy more than a very small por- tion of a field, that is wide enough to afford ample materials for an entire course of lectures. All I can hope to give you is a general conception of the system. The means of culture are first applied to the voice; and the mode of practical disci- pline I have adopted, is founded on that recommended by Dr. Rush. While I have availed myself freely of the improve- ments, which a comparison of other systems in England and this country, and of their diversified results, has suggested, yet I gladly express to Dr. Rush my acknowledgements of obligations, greater than have been conferred upon teach- ers of elocution, by all other writers on the subject ancient and modern. His well-directed powers of observation and analysis — his patient ingenuity — his great and unwearied in- dustry have greatly enlarged the boundaries of the science of speech. Or rather, it may be said, in his hands, elocution has assumed, for the first time, the dignity and importance of a science. There is little left to wish for, beyond a scheme of instruction, in which the principles he has established shall be condensed and simplified, and thus rendered more fit for practical use, than they are in his voluminous record. An attempt has been made at this object in the present system. The first stage in the process, is to lay the foundation of a o-ood delivery in habits of clear and correct articulation. This can be done most effectually by practice on the alphabetic elements. After this is accomplished, let the student then proceed to learn successively the five great modifications of the Voice, FORCE, PITCH, TIME, QUALITY, aild ABRUPTNESS, tO which all the varieties of speech may be referred. For the purpose of calling out these powers, and improving them, I know of no method so good as that of practice on the alphabetic ele- ments. Let the student then take these, and exercise himself in exhibiting on them, all the varieties of voice which come under the five heads just mentioned. This practice perform- 15 ed regularly, and persevered in. cannot fail to strengthen the general capabilities of the voice, and engraft upon it a facility of acting in every required mode. In a similar manner the cultivation of gesture ought to be iucted. The simple elements should be first explained and illustrated: and the student should be gradually led on to exercise himseU in the lis lay :: them, singly, and in their most difficult combinations. Let it not be imagined, that this elementary practice has any tendency to produce formality or constraint. In proportion tc :he accuracy, .with which these elementary steps are taken, will the pupil's progress be facilitated, and his final attainments be valuable. It is usual. speak of practice of this son having a tendency to cramp and fetter the natural powers. Bnt this is not necesss the case. -Xon obstante says Quinctilian. ; hee disciplinae per illas euntibus. sea circs, iilis haerentibus. 'Such lisci] line im- pedes not those who pass through it as an avenue, but only those who linger around it as a resting place/ What Sir William Jones said of languages, 4 I would apply, with a slight modification, tc these expressive signs by ~ and gesture. They are the mere instruments of elocution, and should not be confounded with elocution itself. But. at the same time, let me press . : m you the importance :: gence and accuracy in this stage — making these elements the subjects of strict unwavering attention, and regular animated jrou wish tc iccomplish any thing great in de- livery. After having thus developed and improved, in some n - sure, his powers . f *x session, the student is prepare: upon the second branch of the business of the course — reading and declamation, in selecting the e:e:^^ in these, constant reference should be had to thei and give him a ready command over th 5 - irces, which the previous elementary practice has opened up. They should sist, in the first : ice, of sentences to which the s modes of intonation are appropriate: and :eed gradually * c Languages are the mere instruments of learning, and should not be con- founded with learning itself. 1 Discount to tit* Asiatic Si 16 to passages calling for a more bold and lively expression, and finally to those which demand the highest and most diversified coloring, of which language is susceptible. In this part of the course, the importance of making a close analysis of every passage, that is to be read or recited, with a view to a proper understanding of the character and force of it, must be pointed out, and illustrated. This practice of analysing composition cannot be too strongly recommended, and insisted upon. It affords an excellent exercise to the faculties of the mind; inas- much as it requires continual and close reflection and thought, and a vivid state of the imagination and feelings. It is a just remark of a distinguished American writer* — and his testimo- ny is more valuable, because his own genius places him far above the imputation of mortified vanity — that 4 a man may possess genius without being a perfect reader, but he cannot be a perfect reader without genius.' In this division of the course, also, another most important principle, which has been stated, must be born in mind. It cannot be too often repeated — I would hazard the danger of wearying the student with line upon line — precept upon pre- cept — for the purpose of impressing upon him, the importance of fixing his attention, at the moment of utterance, closely and exclusively on the subject matter. Those who are un- accustomed to read in the presence of others, will at first find it difficult to do this. But it must be done. And every ex- ercise in the class ought to have reference to it; for by prac- tice, all that is desirable in this respect may be attained. No other qualification will serve the purpose of the elocutionist, if this be wanting. And therefore it becomes so highly impor- tant to adopt the system of previous elementary discipline, that has been recommended. No direct attention must be given to rules at the moment of utterance — for just in propor- tion as the elocutionist does this, he necessarily withdraws his mind from the business in hand, and must therefore fail in real earnestness. It is the more necessary, consequently, that we should labor to acquire the power of expression, and make * Rev. Orville Dewey, author of the admirable article on Elocution, in the 64th number of the North American Review. 17 the ready employment of it habitual, for the reason that the manifestation of the power must be spontaneous. The slight- est appearance of taking pains about our voice or gesture, would be sure to spoil every thing. No tasteful or sensible audience would tolerate a man, who appeared to be thinking of what tones or motions he should make. To be impressive, he must be in earnest. But this precept is far from implying that he need take no pains at all, as is usual w 7 ith the sticklers for the natural manner. The present system requires the greatest pains to be taken, in order to bring his powers of ex- pression to the highest state of cultivation — because it is only when they have been brought to this condition, that the precept 4 be in earnest' can be of any use. He may then be as proudly disdainful, as he pleases, of giving any direct attention to rules and principles; for he will spontaneously conform to those which are important — And he will be natural, too; not as those understand the term on w 7 hose lips it is frequently found — but truly natural and truly eloquent. If our only object were to turn out good readers and declaim- ers of the compositions of others, we might stop here. But it should be a principal object of a comprehensive scheme of in- struction, to impart grace and energy to the manner, in which the pupil expresses his own thoughts and feelings. This can- not, however, be accomplished with perfect success, by the teacher of elocution alone. He must have the co-operation of the professor of rhetoric; for it is to this department, that extemporaneous speaking properly belongs. Still, something may be done towards making the student's own style of ex- pression, conform to the principles of elocution; and with this view, it is recommended, that the lectures raid illustrations of the professor be so composed and adjusted, as to furnish ma- terials for exercises in extemporaneous speaking. And th?n, instead of the usual mode of examination, let each student be called upon to give an account, in plain and perspicuous lan- guage, of the topics discussed in the lectures. Let the pro- fessor take the subject of pitch, for instance, and require the members of the class to rise successively in their places, and state their ideas on all the various topics, winch have been 2* 18 lectured upon, under this head. This sort of discipline would tend to make their knowledge of the philosophy of elocution sound and accurate — and habituate them to exemplify, in their own speaking, the most important principles. In devising this system of instruction, I have had reference, chiefly, to our higher seminaries of learning. But it might be adopted, with a few slight modifications, in all our schools. The experience of several years has convinced me, that chil- dren cannot be taught to read by any method of tuition, that does not conform to the principles which have been laid down. There is little difficulty in communicating to a boy of the tenderest years all that is necessary to be learned by rule; and every teacher knows, it is infinitely easier to develope and improve the voice and gesticulation of a young person, than of one who has reached maturity of years or intellect. One of the best writers on this branch, who was also a most suc- cessful teacher, remarks — that 'An infant, just beginning to articulate, uses the inflections most correctly — and has an ex- act proportion in its cadences, and a speaking expression in its tones. Where are these in mature years? They have never been put into the hands of the artist, that he might turn them to their proper use. They have been laid aside, spoiled, abused — and, ten to one, they will never be good for any thing.'* I question whether we shall ever succeed in greatly improving the elocution of our country, unless this branch is taught, as it ought to be, in all our primary schools. The attention of parents and guardians ought to be directed to the subject, and they should take the greatest pains to see that their children read all their lessons, and utter every w T ord they have to say, with distinct enunciation, and in a graceful and forcible man- ner. Such are the means of acquiring a correct and energetic delivery, which I have been accustomed to offer to my pupils. And if we now turn to consider the purposes, to which the ac- quisition may be made subservient, we cannot fail to be * Mr. Sheridan Knowles, author of 'Virginius,' 'William Tell,' &c. &c. 19 struck with its great importance. It is not necessary to pro- nounce a declamatory eulogium, in order to remind you of the immense utility of eloquence in a country blessed with such free institutions as ours. Lord Brougham recited only its ordinary praises, when he spoke of eloquence as the means whereby justice and innocence might be best defended — use- ful truths most successfully promulgated from the pulpit — the march of tyranny most effectually resisted — defiance the most terrible hurled at the oppressor's head; and again as the 4 protector of liberty — patron of improvement — guardian of all the blessings that have been showered upon our race/*' Nor, as 1 trust, is it any professional vainglory — any foolish desire to extol and magnify our art — that makes me claim for elocution, the distinction of being the most valuable ally of eloquence. The orator must stand or fall by his delivery! This is a truth equally proclaimed by the collective voice of antiquity, and of modern times. Let us look back, for a mo- ment, to the illustrious masters of the art of persuasion in an- cient Greece. Whatever difference of opinion may exist as to the comparative excellence, in general literature, of the an- cients and moderns, it is almost universally acknowledged, that the Greeks were the most successful cultivators of orato- ry the world has ever seen. It is, therefore, important to know how surely, among them, the art of delivery was held in the highest estimation. It w T as a popular art: and there can be no doubt, that the prevailing nice and critical taste for this branch, had a most powerful influence, in bringing their lan- guage to its unrivaled excellence in point of structure, and exciting the emulation of their public speakers, to aim at those rhetorical beauties, which are confessedly superior to any that are embodied in language. Their attention was early directed to a careful and scientific cultivation of the melody of speech. Heaven, indeed, seems particularly to have fitted Greece for the spot, where men should first •Hear and learn the secret power Of harmony in tones and numbers. * i Inaugural Discourse, on being installed Lord Rector of the University of Glasgow.' 20 Th6 fine bodily organization of the people — their delicious cli- mate — and the peculiar associations of their beautiful and ro- mantic country, conspired to make them exquisitely sensible to the power of Euphony. ; In the land of the cicala and nightingale, each sound was melody; and the softest combi- nations of articulate expression, were but echoes of the notes, which every zephyr woke along the cliffs of Parnes, or wafted from the bowers of Colonus. 5 It has been well said by a learned and accomplished writer, that, in the language of Greece, sacrifices which no other tongue could afford to make, and which none but Grecian ears would have demanded, are made to this principle of euphony at every turn. 'In the formation of the alphabet; in the adjustment of the syllables 5 in the declension of nouns; the comparison of adjectives; the conjugation of verbs; the origin of dialects; and the ar- rangement of particles, its prevalence is equally perceptible. Substantives are left irregular; verbs are made anomalous; syntax itself is forced to bend to the demands of a balanced and musical enunciation*'* And if they gave this minute and anxious attention to the harmony of speech, they had a no less exquisite discrimination and enjoyment of the other qualities of good elocution. To us, the reports of the taste for rhetorical excellence, displayed by an Athenian assembly, appear exaggerated and incredible. Yet no facts are more strongly attested. On occasions even when the greatest in- terests w r ere at stake, they united the capacities of a board of critics, with the character of a meeting of practical men. At such times, while matters of the most momentous concern w T ere under discussion, every instance of a melodious period, or of striking and significant gesture, in the highly wrought passages of their orators, excited the most lively enthusiasm and applause. On the other hand, no one could hope to gain a hearing — far less to produce conviction, or procure reputa- tion as a speaker — who did not possess a chaste and effective delivery. Demosthenes himself was not listened to, when he first appeared in the tribunal, on account of his deficiency in this respect. And when, after toils which our modern orators * Sir Daniel Sandford — Lecture on Greek Literature. 21 would shrink from the thought of undertaking, he succeeded in overcoming his defects — was not his delivery pronounced by iEschines to be a principal part of his eloquence?* This is a familiar instance, and I only refer to it, because it enables me at once to answer those, who are continually crying out, that artificial culture must necessarily impart a constrained and formal air. Was Demosthenes less natural or less effective, after having given days and nights of labor to this pursuit? Assuredly not. Highly elaborated and chastened as his ora- tory w r as, it was withal eminently practical; and in matter, language, and elocution, full of manliness and simplicity. There was no empty wordiness — no false decoration — no rhetorical sophistry. 'A profound and manifest feeling of truth forked the lightnings of that eloquence,'! which fulmin'd over Greece To Macedon and Artaxerxes' throne!' And it may be well presumed, that if the ancient critics had possessed the advantage of that extensive and minute analysis of the modes of speech, which has been given by Dr. Rush, and had thereby been enabled to describe, in terms having a distinct and definite meaning, the peculiar qualities of the great Athenian's manner, when he thundered from the tribu- nal, we should have derived, from their record of his perform- ances, lessons in elocution, as important as those which his imperishable speeches actually furnish us in composition. It is not to be auestioned, that the principal characteristic qual- ities of his orations would be eminently successful in the hands of a pleader, or parliamentary orator, of the present day; and I have little difficulty in believing, that his manner also was distinguished for those very qualities — clearness, force, and harmony — which captivate, inspire, and control a modern assembly. This argument in favor of rhetorical delivery, is corrobora- ted by abundant historical and experimental evidence, which the reading and observation of every one may easily furnish. * 'What would you have said,' observed iEschines > when his recital of his great rival's speech on the crown was received with a burst of admiration— 1 What would you have said, had you heard him speak it?' t Letters .on the Epochs of Literature, by Thomas Campbell* 22 All the great masters of the art of persuasion, among those who use the English tongue, have been indebted, in great measure, for their success, to the aid of elocution. How much of the power of Lord Chatham, and his son William Pitt, may be attributed to their manner! What gave such effect to the accusing eloquence of Sheridan, on the trial of Warren Has- tings? Certainly, if we may judge of that celebrated effort by the specimens which have come down to us, it does not ap- pear to have been far beyond the reach of mediocrity; and yet, it was declared by those who heard it, to have eclipsed the most boasted harangues of ancient times. Whence this dif- ference of judgment? It is partly owing, no doubt, to the meagre and imperfect reports which were preserved; but in a greater part, to the fact that we have never been under the spell of that animated elocution, which enchanted and ruled the vast assemblage in Westminster Hall. It w r ould be easy to invest these topics with interest of another kind, by pointing out the dangers of neglecting this branch. I shall only refer, however, to Addison and Burke — in order to illustrate, how utterly vain and illusory is the notion, that the highest powers of reason can do every things and that matter alone, not manner, is to be attended to. Addison could hardly pronounce a sentence of good English, in public, and Burke was so insufferably dull, that his rising to speak was usually a sig- nal for a general flight of the members to the lobbies and cof- fee rooms — a phenomenon which gained for him the derisive title of ' dinner bell to the house of commons. 5 Now, who can doubt that the former of these great men, if he had labored to overcome his constitutional sensitiveness and timidity, and had prepared himself for appearing in public, by daily exer- cises in declamation, might have become an agreeable and per- suasive — if not a forcible speaker? — or that the gigantic Burke — 'He, on whose name each distant age shall gaze, The mighty sea-mark of those troubled days. 1 He, grand of soul, of genius unconfined, Born to delight, instruct, and mend mankind, Burke! in whose breast a Roman ardor glow'd, Whose copious tongue with Grecian richness flow'd'— 23 had he adopted a similar course of training, might have sway- ed the house of commons with more than imperial authority? In our day and country, it is, above all, important, that he who aspires to take a leading part in public life, should be an attractive and energetic speaker. Demands are continually made upon men of intelligence and active dispositions, to ap- pear before their fellow-citizens, and give their views and sentiments on matters that concern the general good. Innu- merable are the .cases, in which the man who is able to stand up and speak his mind, will, in that act, best promote the in- terests of the state or city in which he lives. It is par- ticularly worthy of the attention of students, that our own most celebrated orators — and we have some who are not sur- passed by any in the world — have, on all the great occasions of the display of their eloquence, been distinguished for an animated and impressive elocution. Who, that has ever listen- ed to the tones, in which that accomplished rhetorician, Ed- ward Everett, pours out the most noble sentiments, the most apposite reflections, the most touching appeals to the heart and imagination — or that has ever heard Webster or Clay, in any of their higher passages, will say that their delivery was not a principal part of their eloquence? For myself, in look- ing back to the memorable scenes of public business, in which I have beheld the two last mentioned s;reat men en^a^ed, in the senate of the United States, I can conceive nothing more glorious in declamation, than some of their bursts of elo- quence — when look, gesture, tone of voice were such 4 As skill and graceful nature might suggest To a proficient of the tragic scene!' It will be said, perhaps, that these distinguished persons never paid any systematic attention to our art. It matters noU What it is important we should notice is, that in all their most successful passages, they conform to its principles: and that their defects and imperfections are deviations from those principles. And we have a right to draw the practical inference, that other men of equal talents, may, by making their style conform to the same principles, become equally impressive speakers; and that others of inferior abilities, may, still* by a 24 similar process, approach indefinitely near to this excellence. But we stop not here. — Why may we not hope, that by more sedulous training, according to the rules of a comprehensive art of elocution, something may yet be produced not less manly, direct, and energetic, and still more harmonious and highly polished, than what we have been accustomed to con- sider the finest specimens of American eloquence? Let me remark, here, that there is one species of oratory very common in our country, to the success of which a pro- ficiency in this branch is absolutely indispensable. I allude to that class of written discourses, comprising eulogies on dis- tinguished men, addresses on great anniversaries, academical discourses, etc., which are either read from the manuscript, or committed to memory and recited. Were the orator, on an occasion of this kind, an accomplished elocutionist, he would be able to combine the peculiar advantages, which belong, respectively, to written composition and extempor- aneous speaking. His speech might have all that high rhe- torical finish, which the most sedulous preparation can bestow; and he would be able to impart to it the most earnest and spirited expression. Though ; his fervors' were ' a week old,' he might give them the appearance of being produced at the moment. This power of delivering written speeches, with an extemporaneous air, is an inestimable acquirement; and, with a view to it alone, the study of elocution deserves the serious attention of all, who may ever be called upon to read dis- courses in public. This observation applies with particular force to those min- isters of religion, who are accustomed to read their sermons, or deliver them memoriter. To them, a captivating and im- posing delivery is almost every thing. How can a man dis- charge his duties at the sacred desk, with satisfaction to him- self, and advantage to his hearers, if he is unable to read? It is scarcely too much to say, it is more important to the interests of religion, that the clergyman should have a good elocution, than that he should possess any extraordinary pow- ers as a writer. Certain it is, at least, that if the holy scrip- tures — and the psalms and hymns — and th& service of the epis- 25 copal church — were read properly, with the just and efficient expression of those thoughts and sentiments, which fill the heart of the priest, if he be in a right frame of mind, — if they were read so as to make the people understand and/ea?, they could not fail to promote the highest ends of the pulpit orator, as effectually as any thing he himself could say. Besides the purposes of the orator, upon which I have thought it appropriate to dwell, there are others to which a proficiency in this branch may be made equally subservient. It is in the power of a few only to become accomplished ora- tors; but there are numbers who may become agreeable speakers, and almost every one may be taught to read well. — And because you cannot hope to reach the foremost rank, will you be therefore content to retain about you all your faults of indistinct articulation, and inexpressive and dis- cordant intonation? Will you take no pains to acquire the power of reading so as to give a high degree of clearness, force, and elegance to your report, as it may be called, of the thoughts, sentiments, and imagery of an author? — Where is the intelligent christian family, that w^ould not find it highly advantageous to possess a good reader in one of its members? How much might he add to the resources of the domestic circle in refined and rational recreation! What more delight- ful and ennobling gratification can there be of a literary kind, than to contemplate the beauties of our English classics in that perfectly reflecting mirror which he would be able to set up? — And higher ends might be served — the highest ends of wisdom and virtue. Is a moral essay or a sermon to be read or discussed at home? — how much more effect will the argu- ments and exhortations produce upon the mind, when pre- sented in an agreeable and forcible manner, than if they were given by a stiff, languid, and mechanical reader! But I will not pursue this topic farther. Let me only re- mark, in conclusion, that it is on grounds of utility I presume to recommend this branch to your favor. For, admirable as elocution is, as a fine accomplishment, and productive as it may be of the no inconsiderable advantage of conferring actual enjoyment of the most refined and ennobling description, I 3 26 x should not have thought of occupying your valuable time so long,if these were its sole or principal advantages. But if the business, of a class, conducted on the principles which have been laid down, be faithfully performed, I can assure the student, he will most certainly experience its 'benefits in the pursuits of science and literature, in discharging the duties of professional ar^d commercial fife, and in every situation in which he may be placed.