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ELOCUTIONIST;

FIRST-CLASS RHETORICAL READER 1

AND RECITATION BOOK.

CONTAINING

THE ONLY ESSENTIAL PRINCIPLES OF ELOCUTION, DIREC-
TIONS FOR MANAGING THE VOICE, ETC., SIMPLIFIED

AND EXPLAINED ON A NOVEL PLAN.

WITH

NUMEROUS PIECES FOR READING AND DECLAMATION.

DESIGNED FOR THE USE OF SCHOOLS AND COLLEGES.

BY JAMES SHERIDAN KNOWLES.

ENLARGED AND ADAPTED TO THE PURPOSES OF INSTRUCTION IN

THE UNITED STATES.
BY EPES SARGENT.

STEREOTYPE EDITION. REVISED BY

SOS: ŘANDALL,
Assistant Superintendent of Common Schools in the State of New York.

NEW-YORK:
PUBLISHED BY J. C. RIKER.

1847.

ASTOR. LENOX AND
TIN

UNDATIONS
R 122 L

[Entered according to Act of Congress, in the year 1844, by EPES

SARGENT, in the Clerk's office of the District Court of the Sou. thern District of the state of New-York ]

PRE FACE

BY THE AMERICAN EDITOR.

The essential rules of elocution are few and simple. Nothing can be more unprofitable and useless than most of the complicate treatises that have been written on the subject. As well might we manufacture a great poet through the aid of the rules of Aristotle, as an accomplished speaker by initiation into the mysteries of “intensive slides,” “absolute emphatic stress," "penultimate pauses," and the whole arbitrary nomenclature, which has been introduced into some of our rhetorical school-books, Goethe says:

66 Reason and honest feeling want no arts
of utterance-ask no toil of elocution;
If feeling does not prompt, in vain you strive;
If from the soul the language does not come,
By its own impulse, to impel the hearts
Of hearers, with communicated power,
In vain you strive-in vain you study earnestly!”

How true is all this! And yet, in some of our books of selections for reading in schools, we have “a key of zhetorical notation" attached to the pieces, informing the reader when to raise his voice and when to lower it

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when to enunciate quickly and when slowly—when tu assume a severe and when a plaintive tone. The effect of a slavish adherence to such instructions, must be fatal to the development of all original power in the pupil ; and the system itself cannot but often seem tedious and im. pertinent to the teacher.

“I am convinced,” says Mr. Knowles, “that a nice ats tention to rhetorical punctuation, has an extremely mischievous tendency, and is totally inconsistent with nature. Give the sense of what you read—MIND is the thing. Pauses are essential only where the omission would obscure the sense. The orator, who, in the act of delivering himself, is studiously solicitous about parcelling his words, is sure to leave the best part of his work undone. He delivers words, not thoughts. Deliver thoughts, and words will take care enough of themselves.

In the present work we have given the Principles of Elocution and the Theory of Inflection, simplified and divested of all unnecessary complexity. In addition to our obligations to Mr. Knowles, in the preparation of this introductory matter, we owe a debt of acknowledgment to Mr. Alexander Bell, of London, Professor of Elocution, from whose Practical Elocutionist, recently published, we have borrowed many useful hints. An excellent work from the press of W. and R. Chambers, of Edinburgh, entitled “ Principles of Elocution, by William Graham, Teacher of Elocution," has also supplied us with many judicious suggestions. Indeed, all the available instruction in the art of reading and speaking, which, in the opinion of the best elocutionary teachers of the present day in Europe, it is deemed possible to convey by mcans of written rules, has been compressed into our introductory analysis.

vii

When we originally selected Mr. Knowles's “Elocutionist” for re-publication, it was with the intention of putting it forth with but few additions and alterations of our own. But, on a more mature examination, we found that so much that was more appropriate to the tastes and wants of American youth might be substituted, that we determined to remodel the work entirely, retaining the name, the general plan, and such a portion of the selec. tions, as were of universal interest and perpetual value. If the reader therefore finds many of those unsurpassed and ever-favourite, though familiar models of elocution, interspersed through the volume, he will also find, that moro than two-thirds of the contents consist of pieces, that have never before enriched any elocutionary collection.

The work is now respectfully submitted to the attention of teachers throughout the United States, in the confident belief that it will be found a useful and congenial auxiliary in the task of elocutionary instruction—that the moral character of the pieces is throughout blameless and pure -and that the essential Principles of Elocution are explained in a manner at once simple, concise and explicit.

We cannot more appropriately conclude our observations than in the language of Mr. Knowles : “Having thus briefly stated the grounds upon which the superiority of this edition is founded, the compiler remarks, that, notwithstanding the attention which he has bestowed upon the Introduction, he would be far from recommending to the student a slavish attention to system. Nothing should be allowed to supersede Nature. Let her, therefore, stand in the foreground. The reader abuses his art, who betrays, by his delivery, that he enunciates by rule. Emotion is the thing. One flush of passion upon the cheek-one beam of feeling from the eye—one thrilling note of sensi.

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