literary knowledge, good judgment, keen perception, delicate taste, and above all, such a perfect understanding of the human mind, as the appropriate grouping of speech. For this reason, definite instruction, comprehending the multitude of forms occurring in language is most difficult.

5. To aid the learner in the analysis of thought and grouping of words for delivery, an example will be given of a method the author has employed with great advantage. The pupil is reminded that other groupings of the sentence might be given which would be equally effective.

6. The student's success in this department of elocution depends so much upon the management of pauses, that a few of the more important rules governing the suspension of the voice will be given, with the suggestion that the length of the pause depends, entirely upon the sentiment, the speaker and the circum

stance.

218. GROUPING PAUSES.

I. PAUSE BEFORE.

1. The infinitive phrase; as, It is well to know our duty.

2. Prepositional phrases; as, It is prudent | in every man to provide against future want.

3. Adjectives following their nouns; as, Once upon a midnight | dreary.

4. Relative Pronouns; as, He must have brains in who has them not in his head.

his heels,

5. Conjunctions; as, There is a mourner, | and her heart is broken.

6. An Ellipsis; as, Character | once lost is regained slowly.

II. PAUSE AFTER.

1. The Nominative phrase; as, Every good and perfect gift | cometh from God.

2. The objective phrase in an inverted sentence; as, My happy, peaceful youth | restore to me.

3. Emphatic words; as, But most | by numbers judge the poet's song.

4. Words in apposition; as, Peter, the hermit, | incited the people of Europe to a holy warfare.

5. Each member of a sentence; as, You're in the old way, and I'm in the new; | That is the false, and this is the true.

To these rules many others might be added, but they are subject to so many exceptions and modifications. that it is thought best to include them under one

219. General Rule for Grouping.

Group by a pause every collection of words that marks any break or change of thought.

220. Examples of Grouping.

The pupil will carefully examine the following paragraph as presented for reading, and study the analysis following.

We go, next, to the schools | for children. | It ought to be a leading object, | in these schools, | to teach the art of rea`ding. | It ought to occupy | threefold more time than it does. | The teachers of these schools should labor | to improve | themselves. | They should feel,- that | to them, | for a time, | are committed the future orators | of the la'nd. |

|

The above extract requires in a great part the following elements; Pure Tone, Moderate Force, Radical Stress, Middle Pitch and Moderate Movement.

A critical analysis, such as every selection should receive before being read in public, will show how these elements are modified by slight changes of thought and earnestness.

We go next

These three words form the first pause group, and should be read with the elements named above with no special intensity, except on the word "next," which, containing an anticipation of something to be expressed in the succeeding group, receives a slight increase of force and a perceptible elevation of pitch.

to the schools-The second group will require an in

crease of force on "schools," because that word, used in connection with what precedes, implies contrast with some other place. The downward slide is required because the statement is positive.

for chil

dren. Reduce the force, lower the pitch, increase the movement and mark the cadence.

It ought-Pause before the infinitive, slight increase of force, and elevation of pitch. Radical stress strongly marked on "ought.”

to be a leading object- A gradual increase of force and elevation of pitch. The whole group requires increase in Movement. The word "object" receives slight emphasis from its importance-emphasis of force.

in these schools - Parenthetical, and requires the Slur. Increase of movement and slight lowering of pitch. Slight increase of force on "schools." to teach the art of reading.— The prepositional phrase usually forms a group, but the importance of "reading" hurries the voice forward and joins the group closely to the infinitive phrase. The force is gradually increased to the close; when reading" is uttered with so much earnestness as to partake slightly of the Orotund.

66

It ought to occupy - The intensity of the succeeding group throws what ordinarily forms a separate group (infinitive phrase) into the preceding. The elements remain the same with a slight increase of earnestness.

threefold more time- Here is an entire group of emphatic words, and it requires a deeper tone, approaching the Orotund, an increase of force, a lowering of pitch, and a slight Thorough Stress, Slower Movement. The Quantity is long on each word.

than it does. Less force, increase of movement. Radical Stress. Slight Cadence.

The teacher-The subject or subject phrase form a group to give the mind time to dwell upon the identity of the individual. Increase the force. A decided Radical Stress. Slight elevation of pitch.

of these schools-Slur. Diminish force and stress, increase the movement and lower the pitch.

should labor-A duty. Earnestness. Increase of force, and a marked Radical Stress on the first syllable of labor.”

to improve-The emphasis applied to the succeeding word makes this group almost expressionless, but it is the expectancy contained in the phrase that requires the grouping and gives it effectiveness. To bring out the full force of the next word, there must be a slight lowering of pitch and decrease of force.

themselves. Marked increase of force, deeper tone, Final Stress and longer quantity.

They should feel — No marked change of prevailing elements except a deeper tone than is commonly included in the Pure Tone. A slight suspension is marked in the word, "feel."

that

A slight pause is here required to give the mind time to prepare for the statement following. "That" is uttered with a moderate increase of force and elevation of pitch.

to thèm - Increase the force and utter "them with a slight Final Stress.

for a time, Parenthetical.

Slur. Lower the pitch

and increase the movement.