H\3b "TV. LIBRARY OF CONGRESS 027 249 332 7 # PN 4130 .F6 Copy * AN ARGUMENT.... ...FOR THE... STUDY OF EXPRESSION WITH A CURRICULUM Or WORK TOR ITS DEVELOPMENT. . . . BY_ 3 j/ jj/, Teacher, Entertainer and Lecturer, PREFATORY. We offer no apology for this booklet. There are persons who will take exception to it, either in its entirety or in part. But it must be so; for we are not always understood. It has been prepared with the hope that some persons, at least, may be led to take a broader, and so, more comprehensive view of the triple department — Elocution, Expression, Oratory. Criticism of these studies as an educational factor comes from those persons who know nothing of the study, or hold erroneous ideas con- cerning it. This class we humbly ask to lay aside their antipathy and consider the "Argument" and "Is there a place in the educational field " for the study? Those who as yet have formed no definite opinion, we trust it will not be asking too much of them to read all. If the effort put forth will help to lift the study to its rightful place in the great plan of education in our country, we shall be satisfied. I am grateful to the large number of persons who have so kindly encouraged me in my work, who helped to make it known, and to the scholars who examined my work and systems of teaching and pronounced them rational, although they differ much from the so-called u cut and dried " systems, much of which are unreasonable and un- scientific. Frank S. Fox. Columbus, Ohio, June 1, 1896. "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 and endowment to His chosen creatures. Fold it not away in a napkin." ARGUMENT. It seems almost impertinent to even think of present- ing any reasons why students, and all interested in a liberal education, should study in this realm of work. If this department of educational work had kept pace in develop- ment with most other lines of education ; or even if the study of Expression had kept the place that it once held in the scheme of education, reasons for its study would not now be necessary. After the Dark Ages began to fade away and the revival of learning took place, the progress of the educational plan was unequal and very slow. More rapid strides have been made in the last quarter of a cen- tury than in any previous whole century in the world's history. It used to be advocated, that if one is versed in language nothing else is necessary ; and some of the hoary heads hold to this theory yet. Finally, a little of the study of mathematics and a little of natural science was added. We are now nearing the time when a like proportion of all the arts and sciences constitute the cur- riculum for the liberal education of man. In this curricu- lum Elocution, Expression, Oratory, constituting a single field of study, are surely finding their places. Persons must have a better reason for discarding the study and treating it with contempt than that they are wholly igno- rant of its true value as an educational factor, and that they themselves are wholly without the capabilities of mastering its difficulties. We are speaking of the work outside of the field of imitation (" parrot and monkey business " ) that is advocated by some teachers, who are not and never have been students of the work. We mean those persons who believe the stimma sutnmartim, sum total, is had in being able to recite a few selections in imi- tation of the teacher. This is truly farce. But is this a plausible reason for condemning the real study? We think not. Persons who have studied it from the stand point of a science as the basis, and an art, meaning the application of the science, do not condemn the work. Science ! you echo. Yes, science ; for it is the study and development of the whole man, and man is a bundle of science. Men and women who have studied in this way do not look on the work, " scorning the base degrees by which they did ascend." We can only cite a few : Henry Ward Beecher says : " I owe much of my suc- cess in life to the fact that for thirty years I spent a part of each day in elocutionary practice." Also, " Many an idea has been driven home by an explosive tone.'' Also, " I advocate in its full extent and for every reason of humanity, of patriotism, and of religion, a more thorough culture of oratory." Also, "Oratory should take its place among the highest departments of education." John B. Gough says : " Do nothing in imitation of a teacher ; avoid all his mannerisms. But if he shows you underlying principles of speaking, exercises to develop and train your voice, to make you graceful in gesture — practice perseveringly, patiently and critically." Also, u I would advise every aspirant to eloquence to carefully cultivate his voice, to acquire a perfect command of that organ, if possible. By careful, earnest, frequent training, a defective voice may not only be improved, but an aston- ishing mastery gained over it. A naturally harsh voice, which without training would grate upon the ears of others, may be so brought into subjection as to become musical in all its modulations. A power may be gained of uttering clear, prolonged, trumpet tones, or sounds as sweet and penetrating as the echoes lingering about the soul long after their lips have ceased speaking to us ; as some voices will echo on forever." William Ewart Gladstone says: "Many a profes- sional man now in obscurity might rise to the highest rank if he were far-seeing enough to train his voice and body, as well as his mind." Cicero, after being trained by the orator Crassus, said concerning the training in elocution : " Every passion of the heart has its appropriate look, tone and gesture; and the whole body of man, and his whole countenance, and all the voices he utters, re-echo like the strings of a harp to the touch of every emotion of his soul." Bishop Matthew Simpson says: "God has given us organs which need development. There are many reasons why elocution should be to us a matter of great concern. The first, I notice very briefly, is the age in which we live. Christian nations are sending out teachers to the ends of the earth, but as they are to teach, they should be pre- pared to teach not only matter, but manner. Our lan- guage is girdling the globe. From nation to nation it is beginning to pass, and an American finds himself at home almost everywhere on this round earth. We are a nation of speakers." We might add right here that we begin in infancy. Wendell Phillips used to say: "As soon as the Yankee baby can sit up in his cradle, he calls the nursery to order, and proceeds to address the house." Language is the basis, and this we begin in child- hood. Rufus Choate says to his son : "I hope that you will from the start cultivate Elocution. The power of speak- ing with grace and energy ; the power of using aright the best words of our noble language is itself a fortune, and a reputation, if it is associated and enriched by knowledge and sense. I would, therefore, give a special attention to all that is required of you in this department. Delibera- tive eloquence, in its highest forms and noblest exertion, is the utterances of men of genius, practiced, earnest and sincere, according to a rule of art.'' Emerson says : "A good reader summons the mighty dead from their tombs, and makes them speak to us. Is it not worth the ambition of every generous youth to train and arm his mind with all the resources of knowledge, of method, of grace, and of character, to serve such a con- stituency?'' John Quincy Adams says : u Rhetoric can never con- stitute an orator. No human art can be acquired by the mere knowledge of the principles upon which it is founded. But the artist, who understands its principles, will exer- cise his art in the highest perfection. The profoundest study of the writers upon architecture, the most laborious contemplation of its magnificent monuments, will never make a mason. But the mason thoroughly acquainted with the writers, and familiar to the construction of those monuments, will surely be an abler artist than the mere mechanic, ignorant of the mysteries of his trade and even of the names of his tools." Dr. William M. Taylor, in The New Princeton Re- view, says : ,4 If we desire to prepare a young man for doing effective service as a speaker, we should take care that while he is yet in this formative stage, and, so to speak, in the gristle, with his habits yet to be acquired, he should be committed to the care of a wise teacher to learn the arts of reasoning and composition ; and, if possible, to that of a still wiser teacher to take lessons in Elocution. [The italics are my own.] Dr. Thomas Guthrie tells us that during his student life in Edinburg he attended Elo- cution classes winter after winter, walking across half the city and more, fair night and foul, and not getting back to his lodging till about half-past ten. There he learned to find out and correct many acquired and more or less awk- ward defects in gesture ; to be, in fact, natural ; ( this is a hard blow to the opposition that this man should learn to be natural. Author)-, to acquire a command over his voice so as to suit its force and emphasis to sense, and to modu- late it so as to express the feelings, whether of surprise or grief, or indignation or pity. * * * * And everyone who listened to his sermons from the pulpit, or his speeches from the platform, will attest that they lent a charm even to his eloquence." A biographer of Whitefield asks this question : " Why did he [Whitefield] produce such an effect on different minds, so different in original endowment and in cultiva- tion ? " The same biographer answers it thus : "Because among other reasons he gave attention, laborious, careful, unwearied attention, to both the composition and the delivery of his discourses. He left nothing to accident that he could regulate by care. Benjamin Franklin has confirmed the observation of Foote and Garrick, that Whitefield's oratory was not perfected until he had deliv- ered a sermon for the fortieth time." What a blow to those who sneer at repetition until a principle is a part of the student's self. If it were politic we could name men on the lecture platform to-day whose eloquence entrance an audience; and these same lecturers will testify that they have delivered their productions upwards of a thou- sand times. Lord Macauley says in his life of William Pitt : "He," (Pitt) "had indeed been carefully trained from infancy in the art of managing his voice — a voice naturally clear and deep-toned. His father, whose oratory owed no small part of its effect to that art, had been a most skillful and judicious instructor. At a later period the wits of Brookes' irritated by observing, night after night, how powerfully Pitts' sonorous elocution fascinated the rows of country gentlemen, reproached him with having been ' taught by his dad on a stool.' " Demosthenes, who was trained by Satyrus, said : " The requisites for an orator are acting, acting, acting." This declaration requires a little thought. He did not mean that action which consists chiefly of sawing the air and boring the audience, as it not unfrequently occurs, but the use of mind, body and voice. But enough; why compile more? Every student of history knows that true advancement in any line is the result of training and study. If training has been an im- portant factor in the lives of these great men, let us con- sider next what is Elocution, Expression, Oratory ? While these three terms are not synonyms, we wish to treat them as belonging to and forming a part of one great study. Their origin {elocution from e — out, and loquor — speak; expression, ex — out, and premo — press; oratory, oro — pray) are widely different roots. In a measure they are being applied to the same kind of work. They differ only as they are applied to distinctive fields of the work. Elocution is the theory or the investigation in the several sub-divisions, as voice devolopment, voice build- ing, composition, phrasing, emphasis, modulation, melody, enunciation, articulation, climax, cadence, rate, force, stress ; in a word the theory of speech culture. Expression is the power, either natural or acquired, which one possesses to do the work embodied in these several sub-divisions. Oratory is the grand consummation or bringing into use all the several parts and peculiarities of each division as required to express forcibly the thought, so as to repre- sent a finished whole. The acme of this achievement represents a life work, and the representative is said to be talented ; but talent is in a measure the product of unre- mitting study. The great plan of learning is to inves- tigate, to develop, to apply. Is there any Place in the Educational Field for this study ? Let us see. The merits and value of anything are best estimated by either what it has done or can do, or both. Expression has been the most influential factor in shaping the history of man. It has lifted him from the depths of barbarism into the enjoyment of the enlightened age ; it has kindled his fiery zeal until he has sacrificed all for the principles oratory has taught ; it has called together and pursuaded armies to march forth to do and to die. Through its seductive influence one man has gathered enough power around him to lay waste a whole country, and carry the palm in triumph to his own people. The Great Teacher promulgated the doctrines of Christianity with such power of expression and such burn- ing eloquence that even his enemies feared to take him. He was the greatest orator. Paul gave us his wonderful code of ethics, and his oratory was irresistible. Spartacus used his powerful oratory against Roman slavery, and incited two hundred of his fellow slaves to rebellion ; how- ever, only seventy of the number escaped, and with this handful he went forth, and by the power of his eloquence gathered enough followers to his standard, and for nearly two years he held them together and defied the flower of the Roman army. Columbus, through the power of his oratory, enlisted the aid of the Spanish sovereigns, and America was given to the civilized world. By this same expression he quelled the mutiny on board the ships, which, had it triumphed, all would have been lost. The Expression of Cicero gave us a code of justice. Demosthenes, by his oration " For the Crown," drove his enemy and the enemy of the freedom of Greece, iEschines, into voluntary exile. Martin Luther threw his invective style into his oratory with such force that the corrupt clergy quailed beneath its crushing blows, and the Reform- ation was the result. John WiclifTe, before him, raised his eloquence against the See of Rome, drove back his en croachments, and started the reformation in England. Lord Derby saved the coercion bill from an ignominious defeat by the genius of his oratory. Pitt and Burke, by their burning eloquence in parliament, championing the cause of the Americans, did much for the freedom of the colonists, so much that the stubborn king consented to their liberation. Wilberforce, when he introduced his bill against slavery in parliament, found he was alone on the subject. At intervals for fifteen years he plead his cause, and his powerful oratory won. His influence spread, and after twenty-nine years more had elapsed the influence of this eloquence won others, and so procured the freedom of the slaves in all the colonies of England. His work had been caught up on this side of the Atlantic. Look at this galaxy, who represent only a part of the long list who talked in freedom's cause : Thomas Jefferson, John Ran- dolph of Roanoake, John Quincy Adams, Daniel Webster, Charles Sumner, Wendel Phillips, Henry Ward Beecher, Abraham Lincoln, James A. Garfield, and a hundred others. These great orators used their powers for the cause of humanity. The eloquent words of men and women called forth the great army from the peaceful pursuits of life to take up the sword and the musket, and the shock of con- tending armies was heard in our land. When the victo- rious eagles of the North proclaimed that right had tri- umphed, and the shackles which bound the slave and which separated husband and wife, parents and children, had been broken, and the curse driven from our fair land forever, then again did the orator bind the broken cords of friendship and lave the heated brow of the vanquished, until peace, happiness and loyalty again reigned supreme. Then there is Huss, the companion of Jerome, Boss- net, Knox, Wesley, Spurgeon, Tillotson, R. B. Sheridan, Hayne, Gibson, Blaine, and hundreds of others. All these men reached their fame through education. Indeed, his- tory proves that " not an eminent orator has lived but is an example of industry, and yet the almost universal feel- ing appears to be that eminence is the result of accident.'' All orators have had at least a liberal education to begin with, and then have been close students all their lives. With all the facts before us, certainly no person can say knowingly that there is no place in the scheme of 10 education for elocutionary study in all its phases. An orator has never been made yet by mere intellectual train- ing. The body and mind must be trained. This is essen- tial even for a liberal education. Professor Huxley says : " That man has a liberal education who has been so trained in youth that his body is the ready servant of his will, and does with ease and pleasure all the work that as a mechan- ism it is capable of; whose intellect is a clear, cold logic engine, with all its parts of equal strength." The three great divisions of the mind are Intellect, Will, Emotion. To be an orator or great teacher, all these must be trained. The present arrangement of curriculums puts the burden of work on the Intellect, and, as it were, one-third of the stu- dent's power is trained to meet life's battles. The Will chooses, directs, carries out the determination. Indecision is a great misfortune. Develop the Will. Emerson says : u Will is the measure of power. To a great genius there must be a great will. Genius is a delicate sensibility to the laws of the world, adding the power to express them again in some new form. He alone is strong and happy who has a will. The rest are herds.'' Surely this is enough reason that we should give more attention to the will. The development of the emotions makes us more sympathetic, enjoy the beautiful, resent wrong. If rightly cultivated it develops soul power, and we commune with both man and God. We grow by doing. If we will develop this trinity of mind we must use them. The practice of the principles which underlie true training in Expression will do this. The following outlined course of study will start the student in the right path and form a nucleus about which all his other study will cluster. The course does not con- tain all that a person will need, but it will form the founda- tion upon which to build the superstructure. The student who expects that he will get in his college course all the learning necessary for any vocation will be disappointed. The end of the college course is but commencement. This course of study will not make the finished orator, but it will give him a start up " young ambition's ladder," and this is all that can be said of any course. Success comes after. Course of Study for Graduation in Elocution. FIRST YEAR. FALL TERM. Latin— Grammar and Exercises. Mathematics — Ad vauced Arithmetic. Natural Science— Physical Geography. English -Advanced English Grammar. Theory of Elocution and one private lesson per week. Voice Culture. WINTER TERM. Latin — Grammar and Exercises. Mathematics— Advanced Arithmetic. English — Composition. Theory of Elocution and one private lesson per week. Voice Culture. SPRING TERM. Latin— Grammar and Exercises. Mathematics— Intellectual Arithmetic. English -Composition. Natural Science— Astronomy. Theory of Elocution and one private lesson per week. Voice Culture, Gesture Study. SECOND YEAR. FALL TERM. Latin— Grammar; Selections for Reading ; Composition. German -Easy Lessons (Dreyspring). English — Rhetoric. Physical Science— Elementary Physics. Elements and Principles of Reading and one private lesson per week. Vocal Music and Gesture. WINTER TERM. Latin— Grammar ; Selections for Reading. Composition. German— First German Reader (Dreyspring). Rhetoric. Mathematics — Algebra. Aesthetic— Physical Culture and one private lesson per week. SPRING TERM. Latin — Grammar; Selections for Reading ; Composition. German - Grammar and Reading. Mathematics — Algebra. Mental Science— Elementary Psychology. Physical Culture and one private lesson per week. THIRD YEAR. FALL TERM. Latin — Virgil. German— Wil helm Tell ; Harris' Composition and Grammar. History— History of the United States. Mathematics— Algebra. Etymological Analysis and one private lesson in Elocution per week. WINTER TERM. Latin — Virgil. German— Maria Stuart. Harris' Composition. Natural Science — Physiology. Mathematics— Geometry. Etymological Analysis and one private lesson in Elocution per week. 12 SPRING TERM. Latin — Virgil. German — Schiller's Historische Skizzen (Macmillan). English — American Literature. Mathematics— Geometry. Word Analysis and one private lesson in Elocution per week. FOURTH YEAR. FALL TERM. German— Nathan der Weise ; German Literature. French — Grammar and Reader. Mathematics— Geometry. History — History of England. Indian Club Swinging, Expression, one private lesson per week. WINTER TERM. German — Goethe's Meisterwerke ; German Literature. French — Grammar and Reader. Mathematics Higher Algebra. History- Ancient and Modern. Fencing, Boxing, one private lesson in expression per week. SPRING TERM. German— Scientific German ; German Literature. French - Science Reader ; Composition. Mathematics Higher Algebra. Natural Science -Botany. Vocal Physiology and Hygiene -One private lesson per week. FIFTH YEAR. FALL TERM. Logic — Deductive and Inductive Reasoning. Physical Science— Chemistry. Philosophy of Speech. Study of Plays — Shakespeare. One private lesson per week. WINTER TERM. Bible History. Shakespeare. Elements of Criticism. English Literature— One private lesson per week. SPRING TERM. Political Science Political Economy. English Literature. English— Philology. Studies in Acoustics, with Reference to Speaking— One private les- son per week. SIXTH YEAR. FALL TERM. Intellectual Science— Porter's Elements. Milton. Masterpieces of English Oratory. Bible and Hymn Reading. Original Orations Prepared and Delivered— One private lesson per week. WINTER TERM. Intellectual Science— The Emotions. Ethics — Theoretical and practical. Pedagogy. Extempore Speaking. Gamuts of Passion. One private lesson per week. SPRING TERM. Mental Science - Achmead's Psychology. Evidences— The Grounds of Theistic and Christial Belief. Social Science— Socialism. Comparative Study of Art Works. Histrionic Art— One private lesson per week. 13 This will constitute a course for graduation. Persons who have had the other literary studies, or their equiva- lent, or students taking or having taken a college course, can be graduated by simply taking Theory of Elocution, Voice Culture, Gesture Study, Physical Culture, Vocal Music, Fencing, Indian Club Swinging, Vocal Physiology and Hygiene, and the course of private 1 essions. Students not wishing to graduate can select their own course of work. The following is A Synopsis of the Lines of Study. Theory: Methods of breathing, for health and tone production; the attack and direction of tone; tone modi- fication ; resonance ; qualities of tone ; intellect ; emotion ; will ; development of throat for volume ; elementary sounds, their modification and classification ; articulation ; phrasing ; central thought word ; accent ; emphasis ; mod- ulation ; melody ; climax ; cadence ; swell ; stress ; force ; rate ; pathos ; humor ; invective ; physical culture, reasons for ; difference between gesture and movement ; princi- ples of gesture ; gesture-speech ; body must be brought under control of the mind or there can be no good ges- ture; gesture and thought ; body must be educated, then the inspiration of the time and place calls forth the gesture ; no fixed place or time for gesture, only must be sugges- tive of the thought ; voice gesture ; movement for the de- velopment of gesture ; movement of eyes ; mouth ; face ; head; fingers; hands; arms; torso; lower limbs; feet; step- ping ; position of head ; hands ; arms ; torso ; feet ; body ; sitting; standing; harmony of position with the classic studies of the great painters and sculptors. The speaker, a picture before his audience ; it is important that he is a pleasing one. Concepts and percepts of the mind in ex- pression. Development of intellect, of will, of emotion. The individual scope of the trinity. Conversation ; dra- matic work. Stage movement, positions. Acoustics to be observed in speaking ; of hall ; acoustic qualities of the body. Kindred studies. Voice Culture. — The voice can be developed as well as the mind. This includes voice development ; tone production ; development of power ; endurance, so the voice can be used two, four, six, eight, ten hours daily ; cure of huskiness, hoarseness ; prevention of the same. Necessity of stimulants for the voice, indicative of bad voice training and injurious. Low, gruff voices raised ; high, thin, shrill voices lowered ; orotund tone ; the per- fect voice ; a magnetic voice necessary for a pleasing speech ; vibration of tone ; standard of pitch ; swell of the voice ; melody ; cleanness ; resonance ; full tone ; very few perfect voices ; defective methods of voice training ; voice 14 a muscular production ; vocal callisthenics ; articulation ; the will in relation to the voice ; adaptation of voice to the subject-matter in hand ; tone of love, hate, the will, tone of explanation, of excitement ; tone moves with the emotions. Gesture Study for the expression of thought and feel- ing. " Gesture is magnetic, speech is not so." The sense lies in gesture and inflection, not speech. Gestures take the place of many words. The thought determines the gesture. No positive rules can be laid down for gesture ; gesture by rule is imitation, machine work; man is not a machine for such work. Develop the mind in art to con- ceive beautiful gestures, and then bring the body under control of the mind ; good, beautiful, graceful gesture will be the result, and no rules are needed. Exercises for the development of the body for gesture found under the topic of Physical Culture. — This consists of movements of feet, legs, arms, head, torso, body, fingers, hands, eyes, eye- brow^ mouth, nostrils, circles, curves, compound curves, straight lines, like and dislike movements, positive and negative action, movements for passion, pathos, wit, humor ; correction of bad positions ; symmetrical develop- ment of body, for health, vigor and endurance. Expan- sion, contraction, laws of development. Physiology and hygiene. Fencing for development of eyes, arms, waist mus- cles, steps and stepping, decisive action. Indian Clubs for development of arms, circles, curves, shoulders, chest, diaphragm. Vocal Music for melody, smoothness, rhythm and resonance. Vocal Physiology and Hygiene, a study of the muscles that produce voice to prevent and correct erroneous ideas concerning the voice ; how it is produced, how modified, how sent forth; laws of health concerning narcosis, diet, care of voice before using, after using, preventive and cure of clergymen's Sore Throat, Huskiness and Hoarseness. — This is caused by the wrong use of breath and tone production. Several hundred cases have been cured ; and I have never met a case that would not yield to treatment under the law of cause and effect — that is, remove the cause and the effect will leave of itself. Many cases that have baffled the skill of the physician have been successfully cured. The work is absolute. God made the vocal mechanism perfect, and if it goes wrong the fault is in misuse. Stammering and Stuttering likewise yield to mental and physical training. I have never had a case of stam- mering or stuttering that could not be cured by my method of psychical and physical treatment, when the student is faithful in performing his part of the work. The treatment is systematic, thorough, and the results permanent. The time required is from three weeks to three months as an average. It is not necessary for any person who stammers or stutters to go through life with this terrible affliction. There is no medicine, no cutting, no pain. It is a sensible treatment, but can not be accomplished in a week ; there must be time for development. In the Private Lessons the application of the principles of the work is made to suit each individual case. No two persons are constituted exactly alike ; no two will utter the same thoughts alike ; each has his own peculiarity, and the effort should be to preserve this peculiarity and not destroy it, but prune away and cultivate the expression so as to rid the person of the objectionable habits. While we are alike in the fundamental, we differ in the particular. The student is trained in principles until they are a part and parcel of himself. He comes to use the work then, just as he comes to use his mathematics, his language study, or his natural science. It is natural for him. He does not imitate as imitation is generally understood. He is a thinking, acting, percipient, telepathic entity. For Whom is this Work Intended? — It is certainly of practical use to The Minister, who holds the souls of men, as it were, in his palm. Biblical facts are important, but in this age of printing any person can get the facts at home. Every family can now have a Bible. Something more is neces- sary. Biblical truths will not suffice. There must be something to enforce truth. In the great plan, God is the source, the Bible the instrument, Man the power. When God calls a man to preach the gospel, he also calls him to prepare to preach. A knowledge of the Bible and a skillful knowledge of biblical lore are not sufficient. He must have a voice trained for days of endurance, with a pene- tration that will enable him to speak to thousands with such power of earnestness that his most pronounced oppo- sition will shrink before his speech. Mathews says : " The man who can not put fire into his speeches should put his speeches into the fire." His voice must have, too, that tenderness and sweetness when he wishes it, so that all will come to him and the child will claim him as a friend. His voice must be full, not thin ; deep, not shrill ; well modulated, not monotonous ; resonant, not harsh ; sympa- thetic, not repulsive; durable, not feeble. Then, too, he must be skilled in histronic expression, for in this element lies his greatest power. Channing says : " A man was not made to shut up his mind in itself, but to give it voice and to exchange it for other minds. Speech is one of our 16 grand distinctions from the brute." Speech is the gift of God, capable of wonderful development. The speaking machine is perfect ; for its perfect use a trained machinist is required, one who has a knowledge of every part and can manipulate its workings at will. God spoke to man- kind through speech, and the world is to be redeemed with it. How slow the redemption with an army of untrained speakers! What general would risk a battle willingly, where his all is at stake, with an army of half-trained soldiers? The great Preacher of Galilee was a perfect, trained orator by the Father. He had a voice that he could speak for hours at a time in the open air, day after day, and to thousands. His gesture was so powerful that his enemies dared not take him while he was talking ; his expression so admirable and perfect that Peter never forgot a single look; his oratory so complete that his enemies declared that " never man spake like this man " (John vn. 46). He is the perfect type, the model, and the charm: " Be ye also perfect " as far as lies in your power. " Let your speech be alway with grace'' (Col. iv: 6). Next to that of the minister in responsibility and im- portance as a life calling, is The Teacher. — Martin Luther said, " If 1 were to leave my office as preacher, I would next choose that of school- master or teacher ; for I know next to preaching this is the greatest, best and most useful vocation, and I am not quite sure which of the two is the better ; for it is hard to reform old sinners, with whom the preacher has to do, while the young tree can be made to bend without breaking." If Luther lived now he would probably say teaching is the greatest, with all due regard to the former. Preparation is as important for the teacher as the minister. Why do some fail as teachers ? Is it because they do not know enough? No. Their licenses have the very best of grades. What is the difficulty? It may be summed up in one ■short sentence. They lack teaching power ; the power to give what they have received, a sort of drawing out pro- cess, expression. Their explanations and illustrations are dry and uninteresting. They lack decision and will power. Students become indifferent. The teacher is de- ficient in development and training in the powers of speech. Study carefully and critically the life of the great Teacher ; learn the secret element of His success ; He is your model. Book knowledge alone never yet made a successful teacher, and never will. We shall always have failures as long as the science and art of expression is neg- lected. To succeed we must develop the trinity, Intellect, Will, Emotion, and then gather, remember, express. A group of graces. The Lawyer, too, will find this study of equal advan- tage. Clear, expressive counsel will always please a client. A charming voice, clear articulation, good modulation and melody, with a clear, forcible expression of thought will always win. Of all professional people there are none who must decide more quickly than the lawyer. In his office, in the trial, before the judge or jury he must act quickly. Indecision is fatal. All his power of expression must be used. He needs a voice, strong, flexible, and capable of great fortitude. Addressing the jury, he must at times be intensely dramatic. Study the history and learn a lesson from great characters in this calling. Aeschines, Demos- thenes, Cicero, trained by Crassus, and was pronounced second to no lawyer at the Roman bar, Pitt, O'Connell, Jeffrey, Curran, Henry, Sumner, Clay, Butler, Ingersoll, all were taught and all were students of expression. The power of gesture wins many victories. History records that pleas by the dramatic lawyer before the Areopagus court were not permitted in daylight, only at night. The judges would not trust themselves to the seductive power of expression. The lawyer will find val- uable assistance for his work in the study of expression. The Scholar certainly can not afford to be without it. By the investigation and research in expression he will be enabled to see pictures more clearly, and paint them with his words more vividly. The writer must be a constant student of word painting. The reader in turn must be able to comprehend delineation, or he can not interpret understandingly and comprehensively. The scholar will find a mine of good for his work. The Lecturer can not succeed well without education of this kind. He has use for all the qualifications of a minister. The popular lecturer depending on the public for his calls, must be able to give the audience the pleas- ure and profit they demand. He must be an artist capable of producing art. His audience gathers full of expec- tancy. If he does not satisfy their anticipations he is judged a failure. The lecturer whose expression is limited or narrow can not hope to please a popular audience. He has a hard task, but not more difficult than The Public Reader who must play a double part, that of getting the thought and then expressing the thought. He must do more, he must intensify the thought or he can not hope to electrify the audience. To be a good reader the broadest culture is essential, otherwise the person will be more or less of a bungler. Many persons seem to have the idea that to repeat words is reading ; far from it. Ed- ucation is the first requisite for a good reader. An uned- ucated person can not tread the realm of the educated. Remember the Persian maxim : " A wise man knows an 18 ignorant one, because he has been ignorant himself; but the ignorant can not recognize the wise, because he has never been wise." So a person with little or no education can not be an intelligent reader. A well trained reader may find more meaning in a poem to be expressed than the poet had intended or understood. "Poets are born," and coming from the hand of God speak his mysteries and truths, but do not understand. A good reader has a broad, difficult task to perform when he attempts to please all in a popular audience. However, it is possible to read well, and not be able to move the feelings of all in the aud- ience, for it is not what one says that will move the listener, but that in the auditor's;experience which he can call to mind and cluster around the thoughts of the reader. These are the moving elements. So if nothing is suggested by the speaker that will form a nucleus the listener will not be interested. The reader must be broadly trained. Then, too, this work as an accomplishment stands second to none. x\rt, music, painting are all beautiful, but are not in as general use as Expression. A good reader in the home, in society or any where will always find use for his achievement. The study of elocution, expression, oratory is valuable to all. All must speak, all must commune with his fellow-beings, and all have a work to accomplish. The business man or woman, the professional and the laborer will each be benefited. The Physician should be thoroughly trained in Ex- pression for his work. If his demeanor is at fault he is resented by his patients. His voice should be sympa- thetic, kind and attractive. His bearing should be such that his very walk w r ould inspire confidence. Unless his patients have confidence in him he can not hope for great success. The psychic element is now attracting much attention in the field of medicine. The ruling element is Faith. Unless the patient has faith in the physician there will be little benefit. The hard, mechanical tone will often break a fever for a moment, because as soon as heard it sends a thrill of despair through the listener. When the physician's visit is dreaded there is something wrong with that silent influence that reaches out and tells upon all with whom we come in contact. Let the physician cul- tivate his voice, develop his body, train his mind to act quickly, and his success will be greater. Memory Training. — The benefit to the mind in this work is such that all who have taken it testify to its merits. I have had students in college who were spending two, three and four hours at work, that after they had studied in elocution could accomplish the same amount in one hour. Every student who has undertaken the work has found that he can carry his complete college work and 19 take the elocutionary work besides, and get better results. Instead of being obliged to go over a lesson two or three times, and then be in doubt as to whether or not he has it, one going over often suffices. In the study of Expression the retentive powers of the mind are developed. He sees things on the printed page more clearly and readily, and grasps them more quickly. If you doubt this, try it. I can recall to mind persons who stood at the foot of the class, and after taking up the work in Expression soon walked to the head. Twenty minutes ought to get any ordinary ten pages of history, literature or like subject. Try it and be convinced. The question is often asked, Is a teacher necessary ? Let us see. In very much of general study an earnest student will not need an instructor. For example : lan- guage, literature, mathematics, science. Elihu Burritt learned fifty-two different languages without a teacher, having attended only a grammar school. Andrew Johnson became quite a scholar and president of the United States, and he never went to school. Benjamin Franklin was a renowned statesman and philosopher, and spent but one year at school. Benjamin West, the foremost painter of his day, " was self-taught.'' James Ferguson, without a teacher, studied astronomy and mechanics, and thus be- came a great scientist. While a teacher in many things may not be absolutely necessary, to have one will be to gain much valuable time. But while in some things we may succeed without a teacher, when it comes to observ- ing oneself, it is most difficult. " O wad some power the giftie gie us To see oursels as others see us ! It wad frae monie a blunder free us." — Burns. In fact, in some things concerning ourselves we are not competent critics. We can not criticise our own voices because we do not hear them. Neither can a teacher be a competent voice trainer if his ear has not been trained to detect accurately qualities of tone. The tone a student can produce must determine the next step to be taken in his voice culture. As it is in training a voice, so it is in other things concerning ourselves. We need a teacher, and the best we can afford to engage. There is much teaching being done that is unscholarly, unscientific and unskilled. More good is done and more progress made by a student in one-half an hour with good teaching than in one hour and a half with teachers who are unskilled. Well qualified teachers do not require long time for lessons. Long lessons are indicative of bad teaching. In this work a teacher is quite essential. 20 ADDENDUM. Rates of Tuition for Regular Elocution. Fall term, 12 weeks, 2 private lessons per week $18 00 Winter term, 12 w^eeks, 2 private lessons per week 18 00 Spring term, 12 weeks, 2 private lessons per week 18 00 Theory of Elocution, class per term 5 00 Delsarte, Physical Culture, class per term 5 00 Delsarte, private lessons, same tuition as private lessons in Elocution. For private lessons, less number than a term's work, per lesson . .$ 1 00 Class of two students for elocution, per term each 12 00 Class of three students 10 00 Fencing, private or class lessons, same tuition as tor Elocution. The above tuition is very low, less than one-half charged at other schools for the grade and quality of work done. Length of private lessons, one- half hour. Length of class lessons, one hour. Lessons missed are counted unless two days' previous notice is given. No deviation from scheduled rates. Students who do not take an interest in their study will not be retained. We want only earnest students. General Information. LOCATION. Otterbeix University is located at Westerville, Franklin county, Ohio, on the Cleveland, Akron and Columbus Railroad, twelve miles north of Columbus. Westerville is a pleasant town of about 2,000 inhabitants, con- nected with the capital city by the Columbus Central Electric Rail- way. Its freedom from saloons and other low places of resort makes it an especially desirable place of residence for students. EXPENSES. The charges made by the University are : matriculation fee, to all in the College and Preparatory Departments, one dollar, and to all in the adjunct departments, twenty-rive cents. Boarding. — In the Ladies' Hall, good boarding, comfortable rooms, light, fuel, etc., are all furnished to the ladies at prices ranging from three dollars to three dollars and a quarter a week, according to location of rooms. The University furnishes neither boarding nor lodging for the gentlemen, but they find both in the village and make their own choice of location, subject to the supervision of the Faculty. At private boarding houses in the village, the prices range from two dollars to two dollars and a half per week. In clubs, boarding varies in price irom one dollar and sixty-five cents to two dollars and a quarter a week. Rooms vary in price according to location and furnishing. A room for one student can be had at rates varying from fifty cents to one dollar and a quarter a week. Two students can room together and reduce their expenses nearly one half. Fuel and Light will cost from ten to twenty dollars a year. Coal is delivered at from two dollars and fifty cents to three dollars a ton for bituminous, and six to seven dollars a ton for anthracite. 21 Calendar. 1896. Fall Term begins Wednesday, September 4 Fall Term ends Tuesday, December 24 VACATION -Two Weeks. 1897. Winter Term begins Wednesday, January 8 Winter Term ends Friday, March 27 Spring Term begins Monday, March 30 Spring Term ends Wednesday June 10 For other information address the President, Westerville, Ohio, or Frank S. Fox (the Instructor), 1425 Franklin Ave., Columbus, O. KIND WORDS. Prof. Frank S. Fox, A. M., has been with us for nearly two weeks, giving public entertainments, talks and readings before the school, and private instruction to members of the faculty and students. As a teacher of elocution, oratory, etc., he is among the first in his pro- fession ; as a lecturer he is unsurpassed ; as a christian gentleman he is worthy the confidence of all. It is with pleasure that I commend him and his work, and solicit personal reference. Rev. Geo. P. Hott, Nov. 12, 1895. Principal Shenandoah Institute, Dayton, Va. This is to certify that I have had the privilege of seeing Prof. Frank S. Fox in his work as an instructor in reading and elocution. He is master of his subject, lucid in explanation, and inspiring as a teacher. His talks on "Reading and Literature" are gems. As an entertainer he ranks among the best of the day. J. A. Shaw an, June 2, 1896 Sup't Schools, Columbus, Ohio. This is to certify that I am personally acquainted with Mr. Frank S. Fox. and know him to be a young man of good moral character and christian integrity. He possesses a superior ability as an elocu- tionist, and as a teacher of his profession he is fully qualified. Mr. Fox's entertainments are of such a character that church societies may secure his services with perfect propriety. R. C. Ward, U. B. Evangelist, Canton, Ohio. You did your work exceedingly well. Hon. Daniel H. Hastings, Governor of Pennsylvania. I was troubled with voice breaking during public speaking. Having entirely recovered from the difficulty, much credit is due Prof. F. S. Fox, from whom I received private instruction. I can cheerfully recommeud him as a competent teacher. Rev. A. F. Upp, Pastor M. E. Church, Barberton, Ohio. To whom it may concern : It gives me pleasure to commend Prof. Frank S. Fox to any person desiring either voice culture or cor- rection of voice defects. In three weeks' time he lowered my voice from one-half to two-thirds of an octave. His methods are systematic, patient and winning, and sure success follows if the patient does his part faithfully. In the six weeks we spent together he rid my vocal 22 organs of the dryness to which they were wonted when exercised in addresses. Also, he very much strengthened my voice, both for low and high keys, and corrected my manner of breathing, so that at the close of an hour's address the voice is in better condition than at the beginning. Kindly, L. L. Ford, M. A., Principal Manual Training School, Philadelphia, Pa. I was troubled seriously with my throat, so much so that it was with difficulty that I could talk, and more especially sing. I doctored for it without relief. I did not know then, as I think now, that it was caused mainly by the improper use of the throat. After taking ten lessons of voice culture under Prof. F. S. Fox's instructions, I can now sing and talk with ease, and what is best of all is that under his directions the more one uses the proper organ the better the de- velopment. I take pleasure in recommending him to the public as an efficient teacher of elocution. Respectfully, W. D. Stem, Ashland, Ohio. Teacher in High School. I take great pleasure in saying that Prof. Frank S. Fox was one of the instructors in Jefferson County (Ohio) Institute of last August, and gave us two evenings' elocutionary entertainments. Professor Fox's lectures in his line in the institute, and his entertainments in the evenings, are regarded by myself and by the teachers present as the most instructive and entertaining we have had for many years. J. Buchanan, Twenty years President of Jefferson County (Ohio) Institute. Steubenville, Ohio, Sept, 18, 1894. I listened with pleasure to several lessons on reading and elocu- tion by Prof. F. S. Fox, of the Ashland University, Ashland, Ohio, and I am free to say his thoughts, so admirably expressed, were full of instruction to both pupil and teacher. The energy and vigor he exemplifies and his adaptation of voice to the subject matter, en- title Professor Fox to the many words of commendation spoken of him. J. C. Hartzler, Sup't of Xewark Schools, Newark, Ohio. Prof. F. S. Fox, of Pittsburgh, paid us a brief but pleasant visit. The hand of a master smites the lyre when Professor Fox takes the platform. Sup't J. W. Scott, Loudonville, Ohio. The annual commencement address of the South Solon high school was delivered by Prof. Frank S. Fox, of Columbus, Ohio, on May 7th, and on the following evening he gave an elocutionary en- tertainment. On both evenings his work was most satisfactory, holding the closest attention of the large audience until a late hour, and showing the same rare elocutionary ability and magnetism that characterized his work in our teachers' institute last August. Professor Fox is one of Madison county's favorites. D. J. Schttrr. June -4, 1896. Sup't South Solon Schools. Prof. Frank S. Fox lectured at Rio Grande College on "The Mind a Phonograph ; or the Mission of Education." His lecture gave great pleasure and satisfaction. The thought is good and is finely expressed and illustrated. The lecture is very appropriate for schools and educational meetings. Rio Grande, Ohio, June 15, 1896. J. M. Davis. President of Rio Grande College. 23 CONTENTS. PAGE . Prefatory 4 Argument 5 Beecher, Henry Ward ; Gougk, John B. ; Gladstone, William Ewart; Cicero ; Crassus ; Simpson, Bishop Mathew 6 Phillips, Wendell ; Choate, Hums ; Emerson, Ralph Waldo ; Adams, John Quincy ; Taylor, Dr. William M. ; Guthrie Dr. Thomas 7 Whitefield ; Franklin, Benjamin ; Foote ; Garrick ; Macauley ; Pitt, William ; Demosthenes ; Satyms 8 Elocution, Expression, Oratory 8 Place in the Educational Field 9 - The Great Teacher; Paul ; Spartacus ; Columbus 9 < Cicero; Demosthenes; iEschines; Luther, Martin; WiclifFe, John ; Lord Derby ; Pitt ; Burke ; Wilberforce ; Jefferson, Thomas; Randolph, John ; Adams, J. Q. ; Beecher, H. W. ; Lincoln, Abraham; Garfield, James A.; Huss; Jerome; Bossnet ; Knox ; Wesley ; Spurgeon ; Tillotson ; Sheridan, R. B. ; Hayne ; Gibson ; Blaine 10 Huxley ; Emerson 11 Course of Study 12 . Synopsis of the Lines of Study 14 Voice Culture 14 Gesture Study 15 Physical Culture 15 Fencing; Indian Clubs, Vocal Music; Vocal Physiology and Hygiene , 15 Sore Throat, Huskiness and Horseness 15 Stammering and Stuttering 15 Private Lessons 16 The Minister 16 The Teacher 17 The Lawyer ; The Scholar ; The Lecturer ; The Public Reader . . 18 The Physician 19 Memory Training 19 Addendum ; Tuition, etc 21 General Information 21 Calendar 22 Kind Words 22 . 24 ?(0 Tfa LIBRARY OF CONGRESS 027 249 332 7 # Hollinger Corp.