_____ V V A ^ v O -/ n „ l "* .6 r* •v./ SELECT RECITATIONS, ORATIONS, AND DRAMATIC SCENES. ' WITH ACTIONS AND EMPHASIS. no. i. Kkwimmirmm Arm rising— Hand hanging downwards. Arm falling— Hand pointing upwards. Arm moving outwards—Hand pointing across the body. 7. Arm moving inwards— Hand pointing outwards. No. II. HAND POSITIONS. SELECT RECITATIONS, ORATIONS, AND DRAMATIC SCENES, ACTIONS AND EMPHASIS. AN ELOCUTIONARY MANUAL, Containing ioo Selections from the Leading POETS, ORATORS, AND DRAMATISTS, Supplied with Copious and Minute Directions FOR THEIR CORRECT, GRACEFUL, AND IMPRESSIVE DELIVERY. V BY C. h BIRBECK, Professor of Elocution and English Literature. NEW YORK: JOSEPH F. WAGNER. 41 UNION SQUARE. Libmiy of Con$rr««« Iwu Copies Receded OCT 22 1900 Copyright wtry SECf KO COPY. taDM DIVISION, ^ Copyright, 1900, by JOSEPH F. WAGNER. PRE88 OP ANDREW H. KELL0Q6, 409-416 PEARL 6T., NEW YORK, N. Y« INTRODUCTION GENERAL HINTS ON READING AND RECITING. THE advantages evolving from the study and practice of elocu- tion even for those who are not destined for the life of a public speaker are too numerous and valuable to be overlooked. Until quite recently our academies, high schools and colleges did not pay the requisite attention to this essential branch of art. Now, realizing the benefits, physical, useful and ornamental, accruing to the pupil from the study of the above as well as the aid which it furnishes to other kindred studies in the curriculum, a certain allotted time, weekly, is spent in the memorization and recital of prose and poetical selections taken frequently from the standard English and American classics. Attention is paid more particularly to the proper interpretation of the author's lines. Emphasis, which helps to bring so forcibly before the auditor's attention the meaning of the author — Inflection, which by the sliding of the voice upward and downward breaks up the monotony of the reading, once so painfully prevalent, and rendering the result agreeable to the ear — the invaluable benefit of Pauses— the accuracy and distinctness of Enunciation and the proper placing of the Accent on words — these form essential adjuncts in the educa- tion of every student. The practice necessary to obtain ease, grace and effectiveness in posture, expression and gesture, in conjunction with an advance toward vocal perfection, tend to make a completeness which all aspiring reciters should wish to attain. It is frequently asked by the pupil how he should begin the study of a recitation. Our advice is this: having made a choice in ac- cordance with his years and scholastic attainments he should read the same carefully, with concentration of mind from the beginning to the end, in order to gain a comprehensive insight of the author's meaning. If words be found therein of whose meaning he is doubtful, these should be looked up in the dictionary. Read the selection through once more and aloud in a clear, firm voice, attending strictly to the grammatical pauses. Find out the emphatic words in the recurring sentences, as to these is attached the greatest value. VHI INTRODUCTION. Endeavor to grasp the spirit of the piece and strive to feel its full significance. This preliminary work should be done before committing the words to memory. The recitation should be learned Verbatim; no omissions or inter- polations should be made by the pupil without the advice of the teacher or a proper guide. He should study faithfully to perfect the details of his work and a commensurate success will be the reward. The student in oratorical descriptive and strictly declamatory selec- tions should possess a natural, dignified and impressive carriage ; the head gracefully poised, the breast well thrown out, the feet not separated too much, whilst maintaining throughout in his bearing a well-bred and respectful attitude toward the audience. However, the most perfectly elaborated recitation given under the best possible circumstances — the voice, diction and orthoepedical con- ditions being manifestly cared for, will be greatly marred by the ab- sence of well-regulated and appropriate ACTION. The ancient Greeks thought so much of action, that they spent years in the practice of gesture, posings, expressions and the like. The lecturer reading from his manuscript, the college essayist giving his well-prepared thoughts, logically arranged and transcribed to paper, will be listened to in many cases with but divided atten- tion or mayhap not at all; and this due to the fact, chiefly, that action is wanted and audiences demand it. The object of this work is to bring before the student the strict mechanism of gesticulation or general action. The explanations for making of the gestures in the following reci- tations will be briefly given at the end of the different pieces. Our object is to make the work as easy and attractive for the pupil as is possible. He frequently forgets the gestures and expressions orally explained by the instructor; or otherwise, in preparing a recitation by his own unaided efforts, he is frequently at a loss what to do. When, finally, ease is acquired through this mechanical practice, grace of action, flexibility and variety of movement will follow. The mind of the pupil will associate certain gestures and facial expressions with the certain passionate and emotional passages found in the text. The object of this work is not to make the pupil an automaton, but to aid him over the difficulties which usually beset the path of the young aspirant to recitative fame. The extracts found in this book have been selected with some care, with attention paid to their fitness and the elevating and entertaining matter contained in them, also their literary worth. Let us hope the one hundred selections contained in this volume may be found available and useful. C. J. Birbeck. CONTENTS. Part I.— POETRY. NO. PAGE 1. The Brave Fireman 11 2. Don't Give Up the Ship. ... 14 3. Let's Try to Do the Right, Boys 15 4. There's Room, for You up Higher 16 5. The Death Ride 18 6. The Will and the Way 22 7. The Lesson of the Mill 24 8. Curfew Must Not Ring To- night 26 9. The Song of the Sword 29 10. The Spanish Mother. 31 11. The Singing of the Mag- nificat 36 12. The Pride of Battery B 40 13. The Melancholy Hen 43 14. The Last Shot 45 15. Nellie's Prayer 52 16. The Level Crossing 56 17. The Twins , 59 18. The Children 61 19. The Reaper and the Flowers 63 20. Footsteps of Angels 64 21. The Story of a Stowaway.. 65 22. The Main Truck ; or, A Leap for Life 69 23. Auction Extraordinary 70 24. The Lifeboat 72 25. Lulu's Complaint 77 26. Press On. A Valedictory Poem 78 27. Antony's Speech Over Cse- sar's Body 79 28. The Same— Continued 81 29. The Drowned Mariner 82 30. Forgive and Forget 84 The Bridge of Sighs.. The Last Minstrel The Soldier's Funeral. Excelsior The Gluttonous Duck. The Exile of Erin The Slave's Dream . 91 . 93 . 96 . 98 The Wreck of the Hesperus, 100 The Last of the Red Men. .102 The Polish Exiles 105 The Mariner's Dream 106 The Old Clock on the Stairs. 109 The Progress of Madness. . . 110 The CoUier's Dying Child. .113 The Raven 115 The Diver 121 Our Folks 125 Sheridan's Ride 127 Paul Revere's Ride 129 The Dream of the ReveUer . 132 Two Loves and a Life 135 The Country Squire 136 Rustic Logic 138 Ask Mamma ! 139 The Spirit of Contradiction . 142 The Spider and the Fly 144 The Slave Ship .... .146 Paddle Your Own Canoe . . 148 Somebody's Darling 150 Papa's Letter 151 The Unhappy Man 153 The Deserter 155 The Polish Boy 157 Adieux de Marie Stuart (French) 160 Friede (German) 162 CONTENTS. Part II.— PROSE. NO. PAGE 66. Freedom and Patriotism. . .163 67. NoNationalGreatness With- out Morality 165 68. True Grandeur of Nations. .167 69. Acquisition of Territory 168 70. Liberty and Despotism 171 71. The Sabbath 173 72. Power of Wealth Produced by Labor 175 73. Glory of Arms 177 74. Fourth of July, 1851 178 75. Aspirations of the Amer- ican People 180 76. Eloquence 183 77. Death of Washington 184 78. American History 186 79. Injustice the Cause of Na- tional Ruin 187 80. Blessings of Education. . . .189 NO. PAGE 81. What is the French Revo- lution? 191 82. Decline of the Celtic Race. . 193 83. Emmet's Vindication from Dishonor 195 84. A Wild Night at Sea 196 85. Sorrow for the Dead 199 86. The Death of Little Dombey201 87. The Funeral of Little Nell. .205 88. God is Love 208 89. The Crucifixion 209 90. On Infidelity 211 91. The Death of the Wicked. . .213 92. On the American War 216 93. On Napoleon Bonaparte. . .217 94. Speech of Serjeant Buzfuz .220 95. The Bashful Man 224 96. Cardinal Wolsey on his Fall 230 DRAMATIC SCENES. 97. From the Play: "The Iron Chest" 232 98. From the Play: "William TelT 236 99. From the Comedy: "The Rivals" 239 100. From the Tragedy : "Mac- beth" 244 Standard Readings and Recitations witl) Actions and €tnpDa$i$* Part L Selections of Poetty* 1. Note.— The words hand plate and arm plate in the footnotes refer to the plates in front of the book, and the numbers to the corresponding gestures illustrated on these plates. Emphasis must be given to tne words in italics "and the pauses marked thus | must be well observed. 1 -THE BRAVE FIREMAN. Eben E. Bexford. x Rarh — through the wild night's darkness Eings out a terrible cry, And the woman shudders to hear it In the room up close to the sky; 2<( FireT in accents of terror, And voices the cry repeat, And the fire-bells join in the clamour Out in the stormy street. LOUD. FERVENT. RAPID. INQUIRY. QUICK. 2. 3 "God grant we are safe, my darling/' She says to the child in her arms, 4 While the voices far down in the darkness Add to the bells' alarms ; Then | she thinks of the two little children 5 Who are sleeping peacefully near, And 6 "God pity the people in danger/' She adds, with a thrill of fear. 3. The voices ring louder and shriller. 7 She hears the swift tread of feet, And the sound of engines rumbling Below in the stormy street. 8 "It must be the fire is near us/' 9 She listens; | a step on the stair, 10 Then the door is flung wide, and beyond it 11 She sees the red flames' glare. 4. 12 "G-ive me the child !" cries the fireman. "There's not a moment to spare;" 12 STANDARD RECITATIONS WITH ACTIONS AND EMPHASIS. FIRM. 5. PATHETIC. 6. QUICK. LOUD. VERY LOUD. 7. ' « The flames like a glittering serpent Are writhing up the stair. 13 "Nc, I will carry my baby." And then she points to the bed, 14 Where the light from the hall shines brightly Over a golden bead. 15 One little head on, the pillow — One only the fireman sees, With flossy curls stirring about it, In the breath of the fiery breeze. 16 He lifts the child, while the other Is cuddled away from sight, 17 And springs down the stair where the flame- hounds Snarl after their prey in its flight. ls On, on, through the fire that leaps round him As a swimmer breasts the wave, Scorched, and blinded, and breathless, To find escape — or a grave ! On through the fiery whirlpool Till at last he gains the street; 1Q Thank God! and lays down his burden 20 Safe at the mother's feet. 'One, only one?" she cries wildly. You have left the other to die!" ! the terrible, terrible anguish That rings in the mother's cry. "I will save you, my child, or die with you!" And, maddened by love's despair, 22 She puts her babe from her bosom And springs 23 towards the flame-wreathed stairs. decisive. 8. 24 You shall not go," he tells her, And holds her back from death. "I left your child — I will save it — If I can," then, catching his breath 25 For the terrible task before him, He 26 leaps up the lurid way. THE BRAVE FIREMAN. 13 REVER- ENTLY. LOUD. RAPID. "God help him!" 27 the awed crowd whispers. "He goes to his death," they say. 9. Moments that seem like ages Go by, and he comes not back, The names leap higher and higher, 28 The frail walls sway and crack. pathetic. 2d "0, my lost little child!" cries the mother, Forgetting the child at her breast. In this moment of awful anguish 30 She loved the lost one best. 10. Up from the crowd, 31 all breathless With hope, and doubt, and fear, Goes a cry, 32 "Thanh God, he's coming With the child!" and cheer on cheer 33 Eings through the night, blending strangely With the wind and the wild flames' roar, As out of the tottering building 34 The fireman springs once more. 11. Straight 35 to the mother he staggers With the rescued child, and cries — "I | left him, | and / | have | saved him I" And the hero looks out of his eyes, 36 Then he falls at her feet; they crowd round him, 37 And lift his drooping head, B8 "I — saved — the — child!" he whispers; A gasp, and the HEEO IS DEAD. 1 Hand to ear — advance toward right — expression of expectancy. 2 Double gesture of No. 6, plate for hands. 3 Hands crossed as in No. 14 in plate for hands. 4 Point downward. 5 Point to the left. 6 Hands together, No. 9, plate for hand. 7 Hand to ear — listening. 8 Hands clasped — turning head quickly from side to side. 9 Hand near ear — steps to right. 10 Hands together in front flung quickly apart. 1X Points in front. 12 Extend both arms. 13 Clasp arms over breast. 14 Points left. 15 Points left. 16 Bend forward — use hands in the act of lifting. 17 No. 6, plate for hands. 18 Right hand pointing outward and downward. a9 Clasp hands — No. 13 hand plate. 20 Both hands open pointing to ground. 21 Kneel — head thrown back — right arm extended. 22 Rise — ex- tend hands in the act of giving child. - 3 Advance rapidly — arms and hands forward. 2i Extended hands clinched to be drawn back quickly. 25 Left hand clasping throat. 2G Throw upward right hand. 27 Hands together, No. 9 hand plate. 28 Wave hands and arms from side to side. 29 No. 4, arm plate. 30 Repeat same. 31 Outward movement, both arms as in No. 5, arm plate. 32 Clasp hands. S3 Wave right hand over head. 84 Point in front. 35 General action of great fatigue. 36 Both hands in- clined downward, palms out. 37 Bend well forward — hands in the action of lifting. 38 Head back — eyes up — hand on chest. SLOW. EX- HAUSTED. SLOW. SOLEMN. 14 STANDARD RECITATIONS WITH ACTIONS AND EMPHASIS. MEDIUM TIME. CLEAR TONE. LOUD. 2-DON'T GIVE UP THE SHIP. Hester Hunt. 1. You're on the sea of life, 1 boys; Your ship is stanch and strong; You're sailing smoothly now, boys, But storms will come ere long. 2 Then boldly furl your sail, boys, And let the tempest "rip" ; Stand bravely by the helm, boys, 3 And "Don't give up the ship!" FIRM. PLEASANT. LOUD. 2. Though clouds o'ercast the sky, 4 boys, The sun is bright behind; And though the waves roll high, boys, They'll soon calm down, 5 you'll find. 6 So always keep up heart, boys, With cheerful eye and lip; And let your watchword e'er, boys, Be, | 7 "Don't give up the ship!" 3. IMPRES- SIVE. LOUD. Beyond the raging sea, 8 boys, You'll find at last a rest, If only on your trip, boys, You always do your best. There waits for each a crown, 9 boys; So take a manly grip; 10 There waits for all | eternal life Who 11 "Don't give up the ship." 1 Right arm and hand extended in front. 2 Right arm and hand directed upward. 3 Bring hand down front, very forcibly. 4 Both arms and fingers pointing upward and outward. 5 Downward movement of depression — fingers loosely extended — palms down. ° Hands as in No. 12 of plate giving hand positions. 7 Same as 3 . 8 No. 2 of plate for hands. 9 Arm at right angle ; index finger pointing upward. Make cir- cular movement indicative of crown. 10 Both hands extended widely apart toward audience. u Same as 8 . LET'S TRY TO DO THE RIGHT, BOYS. 15 FULL VOICE. STRONG. 3-LET'S TRY TO DO THE RIGHT, BOYS, W. Townsend. 1. Let's try to do the right, boys, Be true men, come what may; 1 Let's try to do our duty well, For that's the manly way. For he is brave who does the right, And sticks to what is true: Then | try to do the right, boys, 2 Whatever others do. 2. Let's try to do the right, boys, 3 However hard it be. natural. Let's bravely make a noble stand, 4 And hold on manfully. For he's a man that stands his ground, And does the good he may. Then | try to do the right, boys, 5 Whatever others say. Let's try to do the right, boys, 6 Try on, through weal and woe; Let nothing daunt the loyal heart, 7 Do all the good you know. For strength shall come as need demands To help the honest heart: 8 Then | try to do the right, boys, And play a true man's part. earnest 4. Let's try to do the right, boys, Because it is the right; 9 Let's nobly stand by what is true, And for it boldly fight. 16 STANDAITO TlSCITATIOTvo T7ITH ACTIONS AND EMPHASIS. For he is true who does his best, And makes the right his aim. forcible. Then | try to do the right, boys/ And win a good man's name. 1 No. 4 plate for hands. 2 No. 4 plate for hands. 3 No. 1 plate for hands, affirmative gesture. 4 Bring hand down strongly on the italicized words. 5 Both hands toward audience. Expression on face candid. c Right hand put forward. 7 Touch breast. 8 Both hands toward audience. Head thrown back — step forward with right foot. 9 Wave upward and downward the index finger on emphatic words. 10 Wave the right hand over head till finish. 4-THERE'S ROOM FOR YOU UP HIGHER. M. E. Sandford. moderate 1. I went last night to the land of dreams, That mystic, silent land, With mountains high, and crystal 1 streams, And castles tall and grand. An eager, anxious throng I saw 2 Upon a spreading plain, All rushing on, in earnest haste, 3 The self-same goal to gain. 2, I looked, and, lo ! a ladder rose 4 , 7/? „ Above the din and strife, ment. ' And, looking still, I read these words, 5 "This is the scale of life." And now | I watched the surging crowd, Each struggling, oft in vain, Upon that crowded lower round 16 A footing to obtain. 3. 7 'Twas strange to see the many | who One effort forth would put, And then fall back, content to lie 8 And grovel at the foot. THERE'S ROOM FOR YOU UP HIGHER. 17 But some I saw, whose dauntless will No rude repulse could stay — Who grew more strong, with each defeat, 9 To push their upward way. EMPHA- SIZE. 4. A voice that came from lips unseen 10 Their courage would inspire; This seemed the burden of the song — "There's room for you up higher/' And springing up, with strength renewed, The struggle to endure, n They ne'er gave up, until at length They gained a footing sure. GRADUAL- LY HIGHER. CLIMAX. 5. Then, 12 step by step, and round by round, They sturdily progressed; Each barrier was dashed away As upward still they pressed. And oft, when toil-worn, faint, and weak, Then from the unseen choir Would come, in chorus full and strong, "There's room for you up higher." 6. It filled their 13 souls with courage new, And gave them strength to win, Until they reached the place they sought, 14 Above the strife and din. 15 The crowd below, who saw them rise, Bewailed the adverse fate Which held them down | while 16 others rose To fill such high estate. 7. It never seemed to dawn on them The fault could lie 17 within; That oold success ne'er waits on those Who have no will to win. And when, in after waking hours, My dream came back to me, 18 STANDARD RECITATIONS WITH ACTIONS AND EMPHASIS. I thought the lesson it conveyed Was plain and clear to see. For those with 18 spirit true and brave, Who to better things aspire, 19 Remember | that, where'er you stand, 20