' 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.
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