INTRODUCTION. GENERAL REMARKS ON THE PRINCIPLES OF READING. 1. THE teacher who directs his pupils to "follow nature," will do well to recollect that "nature's journeymen" probably understood as much about eloquence as the one who considers this direction sufficient. 2. Since none are endowed with that quickness of apprehension which will enable them almost intuitively to perceive what is just and natural, the direction is of little more value than the empty babble of an idiot. It would almost seem to imply that reading is merely the instinctive execution of what is neither understood nor felt by the agent. 3. The direction, "follow nature," "read naturally, and with spirit,"amounts to nothing. The inquiry should be, What is just, proper, and natural ? and what are those instinctive principles of vocal intonations which are requisite, on all occasions, to express justly, properly, and naturally, the sentiments of an author. 4. How are we to begin? what principles do we mean to establish? what do we purpose to accomplish? and what are the inflections, the force, the stress, and all the other elementary agents, which, by their separate and mingled influences, and diversifying effects, characterize the reading of a inan of high intellectual attainments, good natural powers, and cultivated taste? 5. The proper employment of the teacher should be to point out these elementary agents, to classify them, to analyze them, and to disclose the means by which their effects may be diversified; in order that his pupil may he able to give a full and exact expression to every kind and degree of emotion, sentiment, and feeling. 6. It is the business of the teacher to consider and point out how these elementary agents, either separately or in combination, express a true and vivid picture of the sentiment in any particular passage, and in this way found some general rule, which will be applicable to all sentences of a similar import and construction. 7. There are other things which pass in the mind beside ideas. We are not wholly made up of intellect. The operations of the fancy and of the passions are attended with an infinite variety of emotions, both in kind and degree, giving to the thoughts and ideas various shades and hues. Since words are merely the signs of things or of ideas, there must be some means found for the manifestation of feelings; otherwise all that passes in the mind of one man cannot be communicated to another. 8. In many cases, the end of speaking is, not to make us believe, but to make us feel. In such cases, it is the heart, and not the head, which is to be addressed. 9. A teacher should be careful to make a distinction between a thought and a feeling - between an idea and a sentiment. Feeling and sentiment are but varied degrees of intensity in the thoughts. A mere thought, when the speaker is under the influence of some intense excitement, comes forth clothed with the bright hue of feeling; and the effect of the voice to manifest this peculiarity, this superadded feeling, is called, in the language of elocution, "the expres sion of speech." 10. The teacher should be able to make the pupil understand the sentiments of the piece to be read, and that language is merely the medium through which he is to look into the mind of the writer, and see the workings of the soul which manifest themselves there. 11. Then, if the vocal agents and functions, hereafter to be pointed out and described, have been properly exercised and developed, the pupil will find no difficulty in communicating to the mind of the hearer an exact picture of whatever he may suppose to have existed in the mind of the writer. 12. When this is done, the business of teaching will have accomplished its legitimate purpose; and when the true principles of elocution are understood and properly applied, the art of reading will cease to be an animal function, a mere mechanical exercise, waywardly directed by ignorance, individual instinct, or caprice. 13. The voice is to be attended to in the very outset. It is then that correct principles should be inculcated, and that the organs should be properly exercised; otherwise a fine, full, pure tone, that expressive agency in speech, will not be acquired. If this be not attended to in an early period, while the organs are most tractable, unconquerable imperfections in utterance may be the consequence, as is often observed in those who, in infancy, have been given up to the care of vulgar speakers. 14. The modulations of the voice, so requisite for the full and appropriate expression of every sentiment, will require much attention and well-directed effort. And let no teacher be discouraged, but let him strongly insist on constant and undeviating practice, till the vocal agency is irrevocably fixed. When this is done, the rapid progress which may be made will amply compensate for any time and pains that may have been bestowed on it. And he who would make a good reader of his pupil, must not say to him, Read as I do; but Read according to the principles and rules which have been prescribed to you. The principles to be prescribed will be found, in the following treatise, arranged under the heads of INFLECTION, STRESS, EMPHASIS, and PAUSE. |