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and spirit of his life. He was simple, sincere, plain, honest, truthful, just, benevolent and kind.”
SAME PITCH AND TONE AS PRECEDING EXAMPLE.
Up from the meadows rich with corn,
VERY LOW PITCH-PURE EXPULSIVE TONE.
1. “ Earth to earth, ashes to ashes, dust to dust. Many a young hand dropped in its little wreath, many a stifled sob was heard. Some—and they were not a few--knelt down. All were sincere and truthful in their sorrow.”'
SAME PITCH_OROTUND EXPULSIVE TONE.
2. "'Tis midnight's holy hour,--and silence now
Is brooding like a gentle spirit o'er
VERY HIGH PITCH-OROTUND EFFUSIVE TONE.
A spirit that the smothering vaults shall spurn,
And though its crown of flame
EXAMPLES IN EMPHASIS AND SLIDE.
To show that one heart was LOYAL yet.”
EXAMPLES OF THE RHETORICAL PAUSE.
1. “ He has passed to that world where the weary are at rest.” 2. “ Tell father when he comes from work, I said good night |
And over the mountain bold,
Were gemmed with the rarest gold.”
EXAMPLES OF PERSONATION.
1. “. But General,' cried the veteran, a flush upon his brow,
The very men who fought with us, they say are traitors
How far are we from Buffalo ?' "Seven miles.'
How long before we can reach there ?'
* Three-quarters of an hour at our present rate of steam.'” 3. " She leaned far out on the window-sill,
And shook it forth with a royal will,
But spare your country's flag,' she said."
Roger and I are exceedingly moral.
Well, something hot, then---we won't quarrel.” All the exercises given in this appendix are selected from pieces which are given in full in this volume. By careful study of the analysis here given the student will have a better appreciation of the pieces themselves, and, therefore, be better prepared to begin the study of them. The examples of personation are given without any special analysis-we need give none—we would simply repeat what we have said before ; clearly understand the character, and imilate true to life.
We would ask the student ever to bear this thought in mind-Be natural. You should be students of nature and observers of men. Do not confound the word “natural” with the word “habitual.” The habits into which
have fallen may
wrong—your habitual style of reading may be very incorrect—but if you follow nature's laws you cannot
Cultivate an easy and graceful position and carriage, and study the true philosophy of gesture for the natural expression of thought.
We would suggest as one of the best methods of teaching gesture that the teacher have the class rise and take one of two positions, i. e., the weight resting on either right or left foot. He should practise them in advancing and retiringrequiring them to step as he counts. The exercise will inspire confidence, and relieve all of any embarrassment which they might feel if called up one by one.
Continue this exercise until all move naturally and easily. Give the class now some simple sentence requiring a single gesture-have them recite the sentence and make the gesture with younext, take a passage from some selection and have them give it with all the gestures. The teacher during this exercise should always stand in front of the class, and give them a correct model. We well know that no work on this subject can fully supply the place of a living teacher. We have taken it for granted that the teacher knows how to gesticulate himself. An elocutionary exercise must be a dull and lifeless one if the teacher be ignorant of the art of reading.
We now place this little manual in the hands of earnest teachers, trusting that they will find in it a sufficient number and variety of selections to meet the demands of the school.
From Prof. J. V. N. STANDISH, A.M., late President of the Illinois State
Teachers' Association. While here Mr. F. B. WILSON has taught several classes in Elocution, and with great success. From his large experience in teaching this important branch of education, it is with pleasure I recommend him to public confidence.”
GALESBURG, ILL., June 21, 1866.
From Reo. James H. HERRON, A.M., President of Springfield Female College,
“It gives me pleasure to say that I think the young ladies of this institution have derived substantial advantage from the instruction of Mr. WILSON.
APRIL 10, 1867.
From J. C. SMALL, LL.B., President Business College, Zanesville, Ohio.
“Mr. F. B. WILson has given several lectures and readings to our students
th entire fact I regard him as thoroughly competent to teach elocution, and take pleasure in recommending him to the confidence of the public.”
May 10, 1867.
From Rev. J. P. WESTON, D.D., President of Lombard University, Galesburg,
Illinois. “This may certify that Mr. F. B. WILSON, of New York, has, during the past term, given instruction in Lombard University to a class in elocution, very much to my satisfaction and to the profit of the class. I cheerfully commend him to public confidence and patronage.” JUNE 21, 1866.
From Rev. SAMUEL SPRECHER, D.D., President of Wittenberg College, Ohio.
“It gives me pleasure to say that Prof. Wilson has fulfilled his engagement as a teacher of Elocution in our institution in a very satisfactory manner. The class seem to have been greatly pleased and benefitted by his instructions. I think we have never been visited by a more successful teacher of Elocution."
May 31, 1867.
From Rev. J. L. RODGERS, A.M., Principal of Springfield Female Seminary,
“Prof. F. B. WILson has taught a class in Elocution in the Springfield Female Seminary with excellent success. I regard him as well qualified to give instruction in Elocution."
APRIL 5, 1867.
From Rev. DAVID PAUL, A.M., President of Muskingum College, New Concord,
“ Prof. Wilson has lately visited Muskingum College and taught a class in Elocution. It affords me pleasure to say that I believe he has given mucka substantial and valuable instruction. His enthusiasm in his profession promises complete success; and his social disposition and moral character render him worthy of public confidence and patronage."
May 6, 1867.