The American Union Speaker | Page 9

convenient one to denote the practical application
of the principles of vocal culture which I have recommended. We will
suppose the student to be thoroughly trained in enunciation, that his
utterance is distinct and his pronunciation is correct, and that his voice
is fully developed and well modulated. The question now arises, How
is he to be guided in the right use of his powers of speech in the
delivery of a given piece? On this point there is a wide difference of
opinion among writers on elocution. On the one hand there are those
who contend that, in the delivery of every sentence, the application of
emphasis, pause, pitch, inflection, &c., should be governed by definite
rules. In accordance with this theory, they have formed complex

systems of elocutionary rules, for the guidance of pupils in reading
aloud and in declamation. On the other hand, there are authorities of
eminence, who regard all specific rules for the management of the
voice in speaking as not merely useless, but positively injurious. Most
prominent among the latter class is Archbishop Whately who, in
speaking of the method of teaching expressive delivery by rules,
says:--"Such a plan not only directs us into a circuitous and difficult
path, towards an object which may be reached by a shorter and
straighter, but also in most instances completely fails of that very object,
and even produces oftener than not, effects the very reverse of what
was designed." Reprobating very emphatically all systematic attention
to elocution as an art, this eminent author advocates what he calls the
natural manner of speaking, for the attainment of which he prescribes
the rule, "not only to pay no studied attention to the voice, but
studiously to withdraw the thoughts from it, and to dwell as intently as
possible on the sense, trusting to nature to suggest spontaneously the
proper emphasis and tones."
The true course seems to me to lie midway between these two opposite
extremes. While it is useless to attempt to reduce to exact system all the
modifications of voice to be employed in the delivery of both plain and
allegorical language, still there are many important elocutionary rules
and principles which are eminently useful for the guidance of the
student. Because Walker fell into the error of attempting to carry his
principles too far, and perplexed the student with an endless list of rules,
it does not follow that all rules should be disregarded. His rules for
inflections are, no doubt, too complex and artificial for ordinary
instruction in elocution, but those found in the works of Dr. Porter and
Professor Russell are calculated to afford important aid; and Professor
Mark Bailey, in his Introduction to "Hillard's Sixth Reader," has still
further simplified the subject. The following principles which he lays
down for regulating the inflections are at once comprehensive and
practical.
"The 'rising' and 'falling' slides separate the great mass of ideas into two
distinct classes; the first comprising all the subordinate, or incomplete,
or, as we prefer to name them, the negative ideas; the second
comprising all the principal, or complete, or, as we call them, the
positive ideas.

"The most important parts of what is spoken or written, are those which
affirm something positively, such as the facts and truths asserted, the
principles, sentiments, and actions enjoined, with the illustrations, and
reasons, and appeals, which enforce them. All these may properly be
grouped into one class, because they all should have the same kind of
slide in reading. This class we call 'positive ideas.'
"So all the other ideas which do not affirm or enjoin anything positively,
which are circumstantial and incomplete, or in open contrast with the
positive, all these ideas may be properly grouped into another single
class because they all should have the same kind of slide. This class we
call 'negative ideas.'
"Positive ideas should have the falling slide; Negative ideas should
have the rising slide.
"All sincere and earnest, or, in other words, all upright and downright
ideas demand the straight, or upright and downright slides.
"All ideas which are not sincere or earnest, but are used in jest, or irony,
in ridicule, sarcasm, or mockery, in insinuation or double-meaning,
demand the crooked or circumflex slides."
These rules taken in connection with the accompanying brief but clear
and precise explanation of the meaning attached to the words positive
and negative, constitute the most admirable generalization that I have
met with in elocutionary works of more recent date than that of Dr.
Rush. And, indeed, Professor Bailey's whole treatment of that part of
elocution now under consideration, is the best illustration I can name of
the middle course which I recommend. Avoiding alike the ultra
"artificial" system of Walker and the ultra "natural" system of Whately,
he combines in his instruction