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as in a looking-glass, how to regulate his gesture, and will soon catch the method of doing it by himself.
It is expected the master will be a little discouraged, at the awkward figure his pupil makes, in his first attempts to teach him. But this is no more than what happens in dancing, fencing, or any other exercise which depends on habit. By practice the pupil will soon begin to feel his position, and be easy in it. Those positions which were at first distressing to him, he will fall into naturally; and, if they are such as are really graceful and becoming, (and such it is presumed are those which have been just described) they will be adopted, with more facility than any other that can be taught him.
On the Acting of Plays at School.
THOUGH the acting of plays at schools, has been universally supposed a very useful practice, it has of late years been much laid aside. The advantages arising from it have not been judged equal to the inconveniencies; and the speaking of single speeches, or the acting of single scenes, has been, generally, substistuted in its stead. Indeed, when we consider the leading principle, and prevailing sentiments of most plays, we shall not wonder, that they are not always thought to be the most suitable employment for youth at school; nor, when we reflect on the long interruption to the common school exercises, which the preparation for a play must necessarily occasion, shall we think it consistent with general improvement. But to wave every objection from prudence or morality, it may be confidently affirmed, that the acting of a play is not so conducive to improvement in elocution, as the speaking of single speeches.
In the first place, the acting of plays is of all kinds of delivery the most difficult; and, therefore, cannot be the most suitable exercise for boys at school. In the next
place, a dramatic performance requires so much attention to the deportment of the body, so varied an expression of the passions, and so strict an adherence to character, that education is in danger of being neglected; besides, exact propriety of action, and a nice discrimination of the passions, however essential on the stage, are but of secondary importance in a school. It is plain, open, distinct and for
cible pronunciation, which school boys should aim at; and not that quick transition from one passion to another, that archness of look, and that jeu de theatre, as it is called, so essential to a tolerable dramatic exhibition, and which actors themselves can scarcely attain. In short, it is speaking rather than acting, which school boys should be taught; while the performance of plays is calculated to teach them acting rather than speaking.
But there is a contrary extreme, into which many teachers are apt to run, and chiefly those who are incapable of speaking themselves; and that is, to condemn every thing, which is vehement and forcible, as theatrical. It is an old trick, to depreciate what we cannot attain: and calling a spirited pronunciation theatrical, is but an artful method of hiding an utter inability of speaking with force and energy. But, though school boys ought not to be taught those nice touches which form the greatest difficulties in the profession of an actor, they should not be too much restrained from the exertion of voice, so necessary to strengthening the organs of sound, because they may sometimes be too loud and vociferous. Perhaps nine out of ten, instead of too much confidence, and too violent a manner of speaking, which these teachers seem so much to dread, have, as Dr. Johnson calls it, a frigid equality, a stupid languor, and a torpid apathy. These must be roused by something strong and excessive, or they will never rise even to mediocrity; while the few who have a tendency to rant, are very easily reclaimed; and ought to be treated, in pronunciation and action, as Quintilian advises us to do, in composition ;. that is, we should rather allow of an exuberance, than, by too much correctness, check the vigor and luxuriancy of nature.
Though school boys, therefore, ought not to be taught the fineness of acting, they should, as much as possible, be accustomed to speak such speeches, as require a full, open, animated pronunciation; for which purpose they should be confined, chiefly, to orations, odes, and such single speeches of plays as are in the declamatory and vehement style. But, as there are many scenes of plays, which are justly reckoned among the finest compositions in the language; some of these may be adopted among the upper class of boys, and those, more particularly, who have the best deportments; for action, in scenes, will be found much more difficult, than in single speeches. And here it will be necessary to give some additional instructions respecting ac