The Rhetorical Reader, etc

Front matter

THE RHETORICAL. READER CONSISTING OF INSTRUCTIONS FOR REGULATING THE VOICE, WITH A RHETORICAL NOTATION, ILLUSTRATING INFLECTION, EMPHASIS, AND MODULATION; AND A COURSE OP RHETORICAL, EXERCISES. [Designed for the use of Academies and High-Schools.] BY EBENEZER PORTER, D. D. PRESIDENT OT THE THEOLOGICAL SEMINARY, ANDOVER. ANDOVER: PRINTED AND PUBLISHED BY FLAGG *. GOULD. NEW-YORK: J. LEAV1TT, No. 182, BROADWAY. 1831. DISTRICT OF MASSACHUSETTS, to wit : District Clerk'* Office. Be it remembered, that on the 30th day of April, A. D. 1831, FLAGG &. GOULD of the said district, have deposited in this Office the title of a book, the title of which is in the words following, viz. " The Rhetorical Reader consisting of Instructions for regulating the Voice, with a Rhetorical Notation, illustrating Inflection, Emphasis, and Modulation ; and a Course of Rhetorical Exercises.

Designed for the use of Academies and High Schools. By EBENEZER PORTER, D. D. President of the Theological Semina ry, Andover." The right whereof they claim as Proprietors in conformity with an Act of Con gress, entitled " An Act to amend the several Acts respecting Copy rights." JOHN W. DAVIS, Clerk of the District.

Preface

. Though for many years after I began to investigate the principles of rhetorical delivery, I had no intention of writing any thing on the subject for publication, I was at last drawn into this measure, gradually and almost unavoidably. The bad habits in elocution, acquired by many educated young men, and confirmed, with little regard to consequences, as they passed from one stage of education to another, it was easy to see must become at once equally conspicuous and injurious, so soon as they should pass from academical life into a public profession in which good speaking is a prime in strument of usefulness. The last Seminary too which had them in charge, would, by a misapprehension not very un natural, be made responsible, not merely for its own propor tion, but for the whole of these defects.

The only remedy for habits thus firmly established, obviously must lie in a patient, elementary process, adapted to form new habits. After a sufficient experiment to satisfy me that Walker's elements, as a text book, could not answer this purpose, I prepared a course of Lectures on the subject. One of these, " on Vocal Inflections," I consented to print, at the request and for the use of the Theological Students, to whom it had been read; but without any intention thatit should he pub lished. The pamphlet, however, went abroad, and led to applications from respectable gentlemen, connected with col leges and other literary institutions, that I would prepare a book of the same description, to be used in this department of a liberal education. Accordingly I did prepare the " Anal ysis of Rhetorical Delivery.'' The preparation of that work, my own use of it as a Teacher, and the testimony of others, who had used it, eon-

PREFACE.

. vinced me, soon after its publication, that the chief princi ples it contains may be understood and applied by pupils much younger than those I had originally contemplated. Teachers of Academies and High Schools, who professed to have derived much assistance from the Analysis, urged me to prepare a cheaper book, on the same plan, adapted to the use of their pupils. This I promised to do, should health and engagements permit ; but the execution has been delayed, as involving a sacrifice of the time which I earnestly wished to devote to the more appropriate and sacred duties of my of fice ; and had not one branch of these duties rendered me necessarily familiar with the general subject of this volume, the purpose must have been relinquished. I have been the more cheerful, however, in this under taking, from a full conviction that whatever is accomplished on this subject in classical schools, is a clear gain to profes sional education for the pulpit.

To no possible case, more than to this, is the maxim applicable, " Prevention is easier than cure." Faults which almost defy correction, might easily have been avoided by skill and pains in forming the early habits. I am aware that there is already an ample supply of books, which furnish excellent reading lessons, without professing to give any instruction in the art of reading. But the want of an elementary book, for common use, in which the principles of this art should be laid down, with Rhetorical Exercises, selected expressly to illustrate these principles, has been ex tensively felt as a great deficiency. The Rhetorical Read er is intended to supply this deficiency. The first third of its matter, is an abridgement of the Analysis, though with new discussion and elucidation of some important principles, which will be found chiefly under the articles, Reading, — Emphatic Inflection, — Quantity, — and Compass of Voice. In respect to about two thirds of its contents, the book is new; including the original matter just mentioned, and a

PREFACE.

. V new selection of Exercises for Part II. This selection has been made with much care and from an extensive range of writers, British and American. In making it,*regard has been paid, first to the moral sentiment of the pieces, as suit ed to make a safe and useful impression on the young ; next to that, rhetorical execution ; which may elevate their taste, and finally, to such variety and vivacity, in the subjects and kinds of composition, as may sustain an undiminished inte rest throughout. To attain brevity in each Exercise, the connexion of the writer has sometimes been broken by omissions longer or shorter, without notice ; the mention of which fact in this manner, I hope may be sufficient, without further apology. A word of explanation is necessary on another point. It was my intention to include in the Exercises, Part II. a great er proportion of extracts from the Bible, than I have done in Part I. ; both because I think it furnishes many of the best lessons for rhetorical reading ; and because the book which, more than all others, is adapted to promote the sanctification and salvation of the young, has been too much neglected in all departments of education.

But as I wished to make this selection, not for the young merely, but also with a special view to those who are called to read the Bible publicly, as preachers of the gospel, sufficient room for it could not be found in the present volume. I therefore concluded to defer this part of my plan, with the hope that I may compile a separate collection of Biblical Exercises, of perhaps 150 pages, to which a rhetorical notation will be applied, and which may be a proper sequel both to the Analysis, and Rhetorical Reader. Should this little book be found useful in advancing the interests of Christian Education, the best wishes of its author will be answered. E. PORTER. Theological Srminarv, Audovcr, May 1B31. I* REMARKS TO TEACHERS. To those who may use this book, I have thought it pro per to make the following preparatory suggestions.

I. In a large number of those who are to be taught read ing and speaking, the first difficulty to be encountered arises from bad habits previously contracted. The most ready way to overcome these, is to go directly into the analysis of vocal sounds, as they occur in conversation. But to change a settled habit, even in trifles, often requires perseverance for a long time ; of course it is not the work of a moment, to transform a heavy, uniform movement of voice, into one that is easy, discriminating, and forcible. This is to be accom plished, not by a few irresolute, partial attempts, but by a steadiness of purpose, and of effort, corresponding with the importance of the end to be achieved. Nor should it seem strange if, in this process of transformation, the subject of it should at first, appear somewhat artificial and constrained in manner.

More or less of this inconvenience is unavoidable, in all important changes of habit. The young pupil in chirog raphy never can become an elegant penman, till his bad habit of holding the pen is broken up ; though for a time the change may have made him write worse than before. In respect to Elocution, as well as every other art, the case may be in some measure similar. But let the new manner become so familiar, as to have in its favour the advantages of habit, and the difficulty ceases. 2. The pupil should learn the distinction of inflections, by reading the familiar examples under one rule, occasionally turning to the Exercises, when more examples are necessary ; and the Teacher's voice should set him right whenever he makes a mistake. In the same manner, he should go through all the rules successively.

If he acquires the habit of giving too great or too little extent to his slides of voice, he should be carefully corrected, according to the sugges tions given, p. 27 and 110. — After getting the command of the voice, the great point to be steadily kept in view, is to apply the principles of emphasis and inflection, just as nature directions to TEACHERS. VII and sentiment demand. In respect to those principles of modulation, in which the power of the voice so essentially consists, we should always remember too, that, as no theory of the passions can teach one to be pathetic, so no description that can be given of the inflection, emphasis, and tones, which accompany emotion, can impart this emotion, or be a substitute for it. No adequate description indeed can be given of the nameless and ever varying shades of expression, which real pathos gives to the voice.

Precepts here are only subsidiary helps to genius and sensibility. 3. Before any example or exercise is read to the Teach er, it should be studied by the pupil. At the time of reading, he should generally go through, without interruption ; and then the teacher should explain any fault, and correct it by the example of his own voice, requiring the parts to be repeated. It would be useful often to inquire why such a modification of voice occurs, in such a place, and how a change of structure would vary the inflection, stress, &c; in other words to accustom the pupil to paraphrase the meaning conveyed by different expressions of voice ; as in the example p. 32 at the close of Rule IV. When the examples are short, as in all the former part of the work, reference may easily be made to any sentence ; and in the long examples, the lines are numbered, on the left hand of the page, to facilitate the reference, after a passage has been read.

If an Exercise is read by a class in turn, it would be useful, at least occasionally, to call on two or more of the number to remark on the manner of the reader, proposing corrections, with reasons, be fore the remarks of the teacher are made. This will render them vigilant and intelligent, in the constant, practical ap plication of theoretic principles ; thus leading them to regard a proper management of voice as both an art and a science. 4. When any portion of the Exercises is about to be committed to memory for declamation, the pupil should first study the sentiment carefully, entering as far as possible, into the spirit of the author ; then transcribe it in a fair hand ; then mark with pencil, the inflections, emphasis, &.C. required on different words ; — then read it rhetorically to his Teacher, changing his pencil marks as the case may require ; and then commit it to memory perfectly, before it is spoken ; as any la bor of recollection is certainly fatal to freedom, and variety, and force in speaking.

In general it were well that the same piece should be subsequently once or more repeated, with a »iew to adopt the suggestions of the Instructer. For the >"■*- DIRECTIONS TO TEACHERS. pose of improvement in elocution, a piece of four or five min utes, is better than one of fifteen ; and more advance may be made, in managing the voice and countenance, by speak ing several times, a short speech, though an old one, (if it is done with due care each time to correct what was amiss,) than in speaking many long pieces, however spirited or new, which are but half committed, and in the delivery of which all scope of feeling and adaptation of manner, are frustrated by labor of memory. The attempt to speak with this indo lent, halting preparation, is in all respects worse than nothing. h § § KEY OP RHETORICAL, NOTATION.

S § I § Key of Inflection. ( 0 ) low. s | - denotes monotone. ( „„ ) low and loud. § 9 .... 5 § ' rising inflection. ( •• ) slow. s ? <» falling inflection. (= ) quick. § u circumflex. ( — ) plaintive. § Key of Modulation. ( || ) rhetorical pause. \ | ( ° ) high. ( < ) increase. § | ( 00 ) high and loud. | * I CONTENTS. CHAP. I. Reading: its connexion with good education . 13 Grammatical reading 21 Rhetorical reading 21 CHAP. II. Articulation 22 Causes of defective articulation . . . .22 Difficulty of many consonant sounds . . .23 Immediate succession of similar sounds . . 24 Influence of accent 25 Tendency to slide over unaccented vowels . . 25 Cautions 20 CHAP. III. Inflections 27 Description of Inflections . . . . .27 Classification of Inflections 28 Rule I. Influence of disjunctive or on Inflection . . 21) Rule II.

Of the Direct Question and its answer . . .29 Role III. Of Negation opposed to Affirmation . . .30 Rule IV. Rising Inflection. — Of the Pause of Suspension 31 Role V. Of the influence of Tender Emotion on the voice . 32 Rule VI. Of the Penultimate Pause 33 Falling Inflection 33 Rule VII. Of the Indirect Question and its Answer . 33 Rule VIII. The language of Authority. — Of surprise, &c. 34 Rule IX. Emphatic succession of particulars . . .35 Rule X. Emphatic Repetition 36 Rule XI. Final Pause 30 Rule XII. The Circumflex 37 CHAP. IV. Accent 38 CHAP. V. Emphasis 39 Sect. 1. Emphatic Stress 39 Absolut4remphatic Stress . . . . .41 Antithetic or Relative Emphatic Stress . . 42 Sect. 2. Emphatic Inflection 43 Emphatic Clause ...... 45 Double Emphasis .46 CHAP. VI. Modulation . . . ... . .47 Sect. 1.

Faults of Modulation 47 Monotony 47 Mechanical Variety ...... 48 Sect. 2. Remedies 48 The spirit of Emphasis to be cultivated . . 48 A habit of discrimination as to Tones and Inflection 51 Sect. 3. Pitch of voice 51 Sect. 4. Quantity . 52 Rotundity and Fulness 52 Loudness ........ 54 Time 54 Strength of voice depends on good organs of ) -, speech, &c. X CONTENTS. Page. Directions for preserving and strengthening them 54 Rate of utterance ...... 56 Sect. 5. Compass of Voice ...... 56 Sect. 6. Rhetorical Pause 58 Sect. 7. Transition . 60 Sect. 8. Expression 61 Sect. 9. Rhetorical Dialogue 62 Sect. 10. The Reading of Poetry 64 CHAP. VII. Gesture C7 Expression of countenance 67 Attitude 68 Faults of Rhetorical Action 68 Gesture may want appropriateness and discrimination 68 May be too constant, or violent, or complex,or uniform 70 Mechanical variety ...... 72 Use of right hand and left . . • .73 EXERCISES.

Part I

Preparatory Remarks 76 EXERCISES ON ARTICULATION. Ex«rcise 1. 78 EXERCISES ON INFLECTION. Exercise 2. Disjunctive or ....... 78 3. Direct Question, &c 79 Conjunctive or . . . . . .81 4. Negation opposed to affirmation . . .81 Comparison and contrast .... .82 5. Pause of Suspension ...... 84 6. Tender Emotion 88 7. Indirect Question, <&c. . . . .90 8. Language of Authority, Surprise, &c. . . 92 9. Emphatic Succession, &c. . . . . .98 10. Emphatic Repetition .... 99 EXERCISES ON EMPHASIS. Exercise 11. Absolute and Relative stress, and Emphatic ) .„. Inflection ......) 12. Difference between common & Intensive Inflection 110 EXERCISES ON MODULATION. Exercise 13. Compass of voice ...... Ill 14. Transition 116 The power of Eloquence 116 Hohenlinden ....... 118 Battle of Waterloo . . . . . .119 Negro's Complaint ...... 120 Marco Bozzaris ....... 122 Extract from Paradise Lost .

CONTENTS. CONTENTS. XI Exercise 15. Expression . . . Pj^ Judah's Speech to Joseph ...'.' 125 Joseph disclosing himself ...'.'. 120 Death of a friend .... 127 Burial of Sir John Moore ..." .128 Eve lamenting the loss of Paradise . '. ] 129 Soliloquy of Hamlet's Uncle . . . ' 129 16. Rhetorical Dialogue . . . 130 Examples from the Bible ..'.'.'. 130 EXERCISES

Part II

Exercise. JISf;aravcte,r.of Columbus Irving. 136 19 r^fl V" _ ' , ' ' Philadelphia Casket. 138 i, Confiagrat.oaat Rome of an Amphitheatre . Croly. 138 20. The African Chief Br | 140 Riches of a poor Barber . . . Edinburgh paver. 142 S Burning of the Fame Jvfr. _£.*. 144 ■**. My Mother s Grave . . 14a 25. A Tale of Waterloo ...'.'.'' J50 The righteous never forsaken . . New York Spectator. 152 2H M r,MerS ; „y • • ' ' Fish" Ames. 154 Miserable case of a Weaver . . Bell's Messenger. 157 -s9- The sortie of Fort Erie .... 159 ??' £?st™ction of the TemPle a* Jerusalem by fire ' Miilman. 162 00 ?h,e Cha£nel ShiP .... Charleston Cou rier. 165 ,, tlteTa SPamsh Poem • • ■ Edinburgh Review. 167 «M. Death and the Drunkard .... K;g Ju6 «lag,Ue ll London • ■ • Roihelan. 170 3o. The Battle of Borodino .173 2- ™t'PSreck Fredericksburg J)rena. i~3 3/.

The Bucket— a Cold water Song . . Waodworth. 175 38. Anecdote of Judge Marshall . Winchester Republican. 176 39- The first and last Ticket . . Manuscript of a Criminal. 178 40. Death at the Toilet . From the Diary of a Physician. 184 41. Sabbath Schools .... Frelinghmjsen. 1P6 42. The folly and wickedness of War . . Ano*. 1«8 43- The Warrior Harbinger of Peace. 190 44. Death of Ashmun .... JI/«. Sigourney. I'll 45- Love of Applause ...... Hawes. 192 46- Christian Integrity Hawes. 193 47. Watch . J. Mason Good. 194 48- New social order in America . . , Douglas. 196 49- Voluntary Association .... Douglas. 197 50- Bible Societies Douglas. 198 51. Christ's entry into Jerusalem . . . Cunningham. 199 52. Evening Hymn Monthly Vis. 200 53. Universal Peace Clialmers. 201 54. The Elder's Death Bed ....

Prof. Wilson. 202 55. Benevolence of God Chalmers. 207 56. Death of Princess Charlotte . . . Robert Hall. CONTENTS. Exorcise. Pnge' 57. Remarkable preservation from death at Sea Prof. Wilson. 210 58. The Bible the best Classic Grimke. M 59. Fathers of New England Sprague. fib CO. Duty of Literary men to their Country . • Grimke. 61. Eulogy on Adams and Jefferson • • Wirt. *M9 62. The Greek Revolution Webster, jil 63. Triumph of the Gospel . ■• Phillip. £U 64. Duties and Prospects of New England . Pres. Qumcy. j£> 65. The Sabbath School Teacher .... James. *a 66. Motives of the Gospel Dwight. MX 67. Character of Richard Reynolds . . ■ Thorpe. 230 68. Address of the Bible Society— 1816 . . . Mason. 231 69. Roman Soldier ;— Last days of Herculaneum Mherstonc. j6i 70. The Orphan Boy -W™. °Pie- *» 71.

The Ocean Byron. 236 72. Cruelty to Animals Cowper. jif 73. Christianity Mason. 238 74. Character of Mrs. Graham Mason. jAO 75. Living to God Griffin. 241 76. Plea for Africa Griffin. 243 77. Abolition of the Slave Trade . . . Christian Obs. 24o 78. Eliza Darwin. 246 79. Character of Mr. Brougham 248 80. Character of Mr. Wilberforce . . • ■ • ■ 250 81. Eulogium on Mr. Fox Sheridan. 2ol 82. Death of Sheridan • Byron. 2o2 83 The last family of Eastern Greenland . Montgomery. 254 84. The City and the Country . ■ M'Donnough. 255 85. Summary Punishment . ■ ■ Scott- ~u7 86 On the receipt of his Mother's Picture . . Cowper. 258 87 Extract from " The Grave" . . . Montgomery. 259 88 Defence of Johnson Curran. 200 89 Takinc of Warsaw Campbell. 262 90. Lord Chatham Butler. 263 91 Mr. Fox, and Mr. Pitt Butler. 265 C2 Death of Lord Chatham Percy. 206 93.

Lord Mansfield Percy. 208 94 Providential Distinctions Pollok. 270 95. Eloquence of Bossuet Butler. 271 90. Eloquence of Bourdaloue Butler. 273 97 Eloquence of Bridaine Butler. 275 98. Eloquence of Whitefield Gillies. 276 99. Satan's Lamentation Milton. 278 100. Eloquence of Sheridan . . • . . . . 280 101 Spirit of the American Revolution . . J. Qumcy, Jr. 282 102. America Phillips. 284 103. Patriotism of 1775 P. Henry. 286 104 The discontented Pendulum . . . Jane Taylor. 289 105. Valedictory Hymn N. Adams. 292 100. Scene from Pizarro Kotzebue. 293 107 God Derzhamr. 297 108. The Dead Sea Croly. 299 109. New Missionary Hymn . . . S. F. Smith.