Image provided by: University of Nebraska-Lincoln Libraries, Lincoln, NE
About Hesperian student / (Lincoln [Neb.]) 1872-1885 | View Entire Issue (June 1, 1887)
' H b. HESPERIAN. instruction the student lias learned merely the nil of being unnatural. There is no development there, physical or vocal. Mis conversation will remain the sameonly with nn addi tional touch of affectation. The choice of oratory or elocution depends upon the stu dent's motive in studying. The best motive is to learn the right thing in the right way. It weio no comfort to study a history during a year and at the end of that time discover that that which we supposed to he authentic was only an in genious fabrication. Yet that would not be a more egregious blunder than the study of a false system of elocution. If it is the gratification of vanity that is desired, the student is on the wrong track; lor knowledge is founded on docility. The student, fenced about by ignorance and egotism, is ever ready to condemn the system that batters down the wall ot conceit and lays bare his faults. Hut the test of all instruction is this: that which makes the student satisfied with himself is false and short lived the true must tear down before rebuild ing;it must empty the mind of false notions before it can fill it with right ones. The greatest need in our University is a thorough system, of oratorical training. The chairs of the various branches of learning have for years been completely filled, and now Ihc students are able to cope with those of the majority of our colleges in proficiency in these branches. Itut since its found ation the Univeisity has undervalued the art of spcaking,aml hence the students in this respect fall below the average. Our graduates arc an example of this. It is true that during the last ten years not one tenth of the graduates were good speak crs. Many have become great or famous lor their intellectu ality; but few will immortalize themselves through their ora tory. It is not, however, the fault ot the students, but of the University for not supplying the need of an oratorical depart ment. There arc few students who could not become good speakers; but though it involves hard study and constant practice for the best voice, it is well worth the pains bestow ed uon it. In order to meet a long felt want in our institution, I would suggest the following course of oratorical .training. It will afford a variety of study; it will not be for one term or for an elective, but a req lired course of study throughout the prepar atory and college years; hence it will b a benefit to all. Orn .tor) cannot be learned by the mind only. It differs Irom oth er branches in being a process of development, instead of a foundation for future study. The instructor in history or lit erature docs not need to teach all there is to be learned of his branch. That were impossible. Hut his aim is to impart to the student's mind the knowledge of the principles involved and ulovc lor that study.that will enable him in after years to complete his studios. Rut oratory cannot be learned in that manner, as cannot the training of the singing voice. Time is required to teach the voice its lesssos. The uneducated car cannot detect false tones or make fine discriminations in regard to pitch, quality or emphasis. Neither can principles lc laid down to be afterwards applied. Years are necessary for the cultivation of the voice. The instruction should be gin with the Frst Preparatory and continue through the Sen ior year. The study of oratory is like learning a new language. It were absurd to begin this study by reciting classic poetry as to substitute Goethe for the German alphabet. This plan begins the study of oratory in the First Preparatory year, with the principles of oratory. This prepares the student for the declamations required in the Second l'rejwratory. Freshman and Sophomore years. The declamations will form prt of the required work for every term of these years and thus careful preparation ami attention given to. the voice arc as sured. Although these declamations are to be spoken be fore the class, they tue not to be a dramatic display, but a study of the nit of natural speaking. Nor will they rob the societies of this woik. This is designed to be in co-operation with the literary societies, raise the stnudnid of literary work there, and create new inteiesl in such matters. The societies cannot take the place of a department in elocution, even though all become members. Opportunity for practice only is afforded. The criticism necessary to every production, is lacking, through ignorance or delicacy of feeling; and false ideas pervade the whole society. The standard of good speaking becomes perceptibly lowered. The student who is regarded by himself and his society as a good speaker, would, judged by the true rules of oratory, fall far below that rank. Working in co operation with the department of oratory, the societies may laconic invaluable aids in public speaking; oth erwise, more harm'than good will be derived from them. At the end of the Sophomore year the student will under stand the principles of natural, eficctive speaking and be thoroughly prepared for the orations required in the Junior and Senior years. These orations give instruction, not only in a strong oratorical style, but also in that style of delivery. These orations, being addressed in chapel to the whole body of the faculty and students, will give the student excellent drill. Its difficulty recommends it. No audience is harder to manage than a critical body of students; yet after four years of faithful study any student will be enabled to accomp lish this great feat, and so be enabled to cope with any au dience. Hut few of the students will not be required at some time to use this knowledge. The art of public speaking is always useful; even a sentence spoken with respect to this art is enhanced in value and eagerly listened to. And this know ledge, even though of no other use, will be a satisfaction in helping to appreciate what is good. The sterner the discipline, the more perfect the speaker. This drill gives a good voice, the knowledge of the manage ment of an audience, and a finished, easy manner so lacking in students. Such a plan would be the bust recommendation for our Un iversity. It would show that our students arc intelligent and wideawake; that their object is not to gain the reputation of being ft good speaker, but arc anxious to learn the only true method of speaking. It will place our institution in the rack of those modern schools, whole aim is to fit students for ev ery day life, instead of graduating dreamers and pedants. DICKENS AND THACKERAY. When rctcrcncc is made to modern English novelists two names, the bearers of which have attained almost equal fame, occur to us in the same moment. The two who now have nearly equal rank among readers of a common education, as well as among those of higher culture, are Charles Dickens and William Thackeray. The novels ol Dickens and Thackeray differ widely in style, yet they have a certain general resemblance to each other which comes from the fact that they arc both writers of the English school. All English writers arc alike in one re spect, namely: they must be moral. That is, judgment of the characters must be rendered in the book. The ideal nov el is a perfect reflection of human character, and the ideal novelist is an artist of the most skillful kind. The human character should be portrayed just as it is, in all its varied phases, with its manifold qualities, good, bad and indifferent. i I
