These illustrations are sufficient to show that tire clausing of sentences for effective reading is dependent on a different principle from that which regulates punctuation.
Nor is any particular mode of vocal inflection necessarily associated with any of the marks of punctuation. This is particularly to be noted in connection with the sign of interrogation. The position of this mark, too, at the end of a period often misleads readers into an unnatural tone. The interrogative part of the sentence mtiy not extend beyond a single clause, and this may be followed by •many clauses within the same period. The mark of interrogation would therefore be better placed at the beginning of a sentence. But, as above shown, interrogative language may sometimes require for its just expression any one of all the tones in the gamut of speech. Thus: " Will you?" If pronounced with a simple rising tone, this question asks or appeals; and with an extended range of inflection, it expresses doubt or surprise. But the form of words does not necessitate the rising tone. Thus: "Will you?" If pronounced with a simple falling turn, the question expresses desire or expectation on the part of the speaker; and With LW extended range of inflection, it conveys more or less of authoritative injunction.
The same question may legitimately, also, take either of the compound forms of inflection. Thus: " Will you?" if pronounced with a compound rising turn, it infers some cause of opposition or hindrance; and with an extended range of inflection, insiu mites more or less of threatening or penalty. With a compound falling tone, thus: " Will you?" it suggests more or less of defiance and contempt, according to the pitch of the commencing film, and the extent of the concluding inflection.
The principles of vocal expression, clausular prommmation. emphasis, etc., as above sketched, apply- equally to speaking as to reading; hut it is in connection with the latter chiefly- that they require to be studied, as they are generally applied instinctively in spon taneous speaking, even by those who are most enslaved by vicious habits in reading. The management of the voice, however, should be more than an instinct to the orator; and there is much in the philosophy of vocal expression that will be studied with equal advantage by both speakers and readers.
Extemporaneous speaking is greatly assisted by a good habit of elocution, and it is at the same time strongly conducive to tire formation of such a habit. The deliberate utterance which weighs every phrase, gives the mind time to revolve its ideas, and choose the most effective wads for their expression; and the evolution of a'continuous train of thinking in coherent sentences compels deliberation and guarded delivery. But while the grandest triumphs of oratory are thus to 'be achieved, the requisites for success are such that great orators must ever be few in number. The ancient rhetoricians describe their model speaker as one who is accomplished in all knowledge. and esteemed for every virtue, and•who has devoted more than the average duration of human life to laborious preparation; for they held that the oratorical faculty could not attain its full develop ment and influence until hoary hairs had added the venerableness of age to a reputatiou Lay learning, sagacity, and unimpeachable morality.
Speaking from memory admits of the application of every possible element of effec tiveness, rhetorical and elocutionary; and in the delivery of a few great actors, the high est excellence in this art has been exemplified. But speaking front memory requires the most minute and careful study, as well as high elocutionary ability, to guard the speaker against a merely mechanical fluency and thoughtlessly rhythmical utterance. This mode of delivery is therefore only appropriate to special efforts, for which due prepara tion can be made. Otherwise, memoriter delivery—as of sermons composed and learned at the rate of one or two every week—is altogether incompatible with excellence either of matter or of manner.
That the art of reading, which is on all accounts worthy of the highest position among the exercises of students for the oratorical professions, should be so utterly neg lecte(fin our systems of education, is a reproach to the enlightenment of our age; and it is especially a scandal to our universities, in which the examples of the famous orators of antiquity, and the lessons of their experience, are so fully known, yet practically dis lionored.