PRACTICAL SPEAKING.

INTRODUCTION.

It is the object of the following work, to exhibit the course of instruction in elocution, which is at present pursued in Yale College. Since the writer has had the responsibilities of his present situation, the number of undergraduates in the institution has been on an average about four hundred. The three younger classes receive systematic instruction in speaking throughout the whole of the college year, and any member of the Senior class is accommodated, without charge, with private instruction as often as he wishes. The number to be taught is consequently so great, as to oblige the instructor to resort to short and hurried lessons. It is a necessary rule that each lesson be confined to a single subject, and also that no subject be introduced which is not proved by experience to be absolutely essential in its importance. The problem has all along been, to find out what difficulties most embarrass young men who are preparing to speak in public, and what kind of instruction in reference to these difficulties will be most willingly received.

In consequence of the failure of the writer's physical strength, this volume has been prepared during the present college term, in the midst of his labors as an instructor, and has for its object merely to impart the information which he has hitherto given, in the informal lecturing and conversation which take place in teaching. Not a page having been previously written, and most of it having been composed in a state of severe suffering, it exhibits many deficiencies, yet will enable him to perform

his duties with less labor, and, he hopes, with more success. His only alternative is either to resign his situation or attempt to continue by the assistance of a work like the present.

No subject has been omitted which the instructor in this institution is called on to teach. (Persevering efforts have in former years been made, to present somewhat of the philosophy of English phonology and orthoëpy; the structure and rhythm of English meters; the rhythm of ancient versification which results from the systematic employment of quantity, considered as distinct from accent; the distinctions between public reading in various styles, and public speaking; the difference between public and parlor reading; and finally, the adaptation of reading, especially in poetry, to the peculiar styles of thought, sentiment and language which characterize our most original writers so managing elocution as to assist the mind in endeavoring to sympathize with the peculiar genius of each. None of these subjects, however, have any necessary connexion with the main object of enabling each student to do justice in future life to his talents and education when speaking his own written or extemporaneous ideas. For some time likewise, an effort was made to assist the younger students in acquiring a fondness for the beauties of English literature. For this purpose, use was made of the means which are the province strictly of elocution. The peculiar comment afforded by the voice of a practised reader, and his interjectional remarks, are sometimes valuable in awakening an interest in the beauties of literature, and thus preparing the way for the more quiet, but also more studied and learned commentary of the professional critic. The instructor in the present branch, however, has been conscientiously careful never to appear to lend countenance to the opinion, that such accomplishments as he is employed to teach, can be advantageously pursued while any of the severer studies are neglected. All these efforts to teach any thing more than public speaking, have failed, and have

been successively abandoned. Serious difficulties have attended efforts to introduce any of the subjects above mentioned, and the attempt will not again be made unless by direction of the governing faculty.

The topics discussed in the present volume, have all met with the cordial approbation and sympathy of the students, and notwithstanding the failure of success in respect to the others, the instructor has had the satisfaction of knowing, that though occupying a situation of no official rank or authority, and yet one in which from the very nature of the subject taught, the modest and diffident must be brought forward and protected, and those whose example or conduct obstructs their own and others' improvement must be checked, and if necessary sternly rebuked, he has never to his knowledge made a personal enemy or caused the governing faculty any trouble. It has been by the manifestations of kind respect on the part of the students, that he has been encouraged in carrying into action the principle that "faithful are the wounds of a friend." Young men feel that among those whose example does not entice them to immorality, they can have no worse enemy than he who defrauds them of that part which it is his duty to afford them, of the highest of earthly blessings, education.

The instructor is careful to have it understood that speaking is not to be learned by making him a model, and makes it an important rule to endeavor to accommodate himself to the natural tendencies in delivery of the student-aiming so to manage his corrections that they shall be received thankfully, and assist instead of hinder him in his natural efforts to be expressive and interesting. As a result of this mode of proceeding, no difficulties ever arise from differences of taste. It is not indeed the province of a mere teacher to dictate upon such points, but rather to assist the student towards a satisfactory execution in the style which he prefers, or which is recommended and enjoined by those placed in authority over him. The pres

ent instructor at first met with difficulty in persuading some that he taught, to make a hearty effort to be spirited and interesting, in consequence of their supposing that his personal taste was in favor of a disagreeable degree of loudness; but the fact is now well understood in this institution, that loud speaking is at first easier than that which is more subdued, and that the only infallible mode of practice by which a liability to disagreeable loudness can be prevented, is for each one to discipline his own voice until he knows its tendencies and capabilities, and never falls into loudness by mistake. He prefers, more than most persons, a subdued and mellow voice, and finds loudness the most difficult of all faults to correct. It can be successfully done only by means of gymnastic vocal exercises, similar to those employed in the ablest schools of music, by which the tone of the voice is made deep, mellow and clear.

Throughout the whole course, the distinction is carefully kept in view between what can be taught in delivery, and what must be original with the speaker. In a loose way, we may call this distinction that between elocution and eloquence. The latter must be original, and will vary according to talents, temperament and character. A teacher of elocution must conscientiously bear in mind that if the evil is not guarded against, those who are receiving instruction from him will be apt to trust too exclusively to rules, and thus become less individual and consequently less interesting and effective in their several styles of eloquence.

Those who from peculiar organization have a decidedly natural turn of mind for public speaking, seem not to be more in number than two or three in a hundred. Such actually need little or no instruction, and although, when young, they are of ten the most fond of receiving it, little more is necessary for the teacher than to encourage them to trust boldly to their natural impulses. Experience, however, proves that there is no serious difficulty for the rest, in learning to address a public

assembly in a dignified, agreeable, and interesting manner. These also, if their minds are matured and disciplined by a liberal education, may readily make themselves prompt, fluent and methodical, as extemporaneous speakers. Yet it is not to be expected that all will become eloquent, Those who attain to this height, will reach it only by careful and persevering selfcultivation of the imagination and character. An instructor can do no more than encourage and sometimes assist. Tasks cannot be imposed in eloquence, although elocution must be learned by means of them.

It is the object, then, of the present treatise, to exhibit a set of lessons which are to be practised as tasks, and which shall make but little requisition on the knowledge or judgment of inexperienced pupils. It is indispensable that these be neither difficult nor extremely disagreeable to the student-that they be such that he can proceed in them with confidence and pleasure, and with a consciousness of their utility. If well contrived, their practice will ultimately secure good habits, in all the requisites for being an acceptable and effective speaker. Delivery will be audible, distinct, fluent, graceful, earnest, impressive, and in consequence of the union of these qualities, will be forcible and interesting.

The only efficient modes of giving instruction in elocution, are similar in most respects to the methods pursued in the great schools of vocal music. Such methods are generally adopted in our colleges and higher schools. Not only elocutionists, but professors of rhetoric employ them for pupils of every age. Explanation is always accompanied by vocal illustration, and by associated practice time is saved sufficiently to enable all the learners to discipline their own organs thoroughly, instead of waiting in tedious impatience for each one to take his turn. Attempts at private instruction without the assistance of the discipline of an institution, are generally attended with very unsatisfactory success. It is seldom except by such help, that