afterwards, while most of the play has faded from memory. The student
who has powers of observation will see this principle applied by all our
best actors in their efforts to get emphasis where emphasis is due. But
remember that the emotion in the matter must warrant the intensity in
the manner, or the effect will be ridiculous. Too many public speakers
are impressive over nothing.

Thought rather than rules must govern you while practising change of
pace. It is often a matter of no consequence which part of a sentence is
spoken slowly and which is given in fast tempo. The main thing to be
desired is the change itself. For example, in the selection, "The Mob,"
on page 46, note the last paragraph. Reverse the instructions given,
delivering everything that is marked for slow tempo, quickly; and
everything that is marked for quick tempo, slowly. You will note that
the force or meaning of the passage has not been destroyed.

However, many passages cannot be changed to a slow tempo without
destroying their force. Instances: The Patrick Henry speech on page 110,
and the following passage from Whittier's "Barefoot Boy."

O for boyhood's time of June, crowding years in one brief moon,
when all things I heard or saw, me, their master, waited for. I
was rich in flowers and trees, humming-birds and honey-bees; for
my sport the squirrel played; plied the snouted mole his spade;
for my taste the blackberry cone purpled over hedge and stone;
laughed the brook for my delight through the day and through the
night, whispering at the garden wall, talked with me from fall
to fall; mine the sand-rimmed pickerel pond; mine the walnut
slopes beyond; mine, an bending orchard trees, apples of
Hesperides! Still, as my horizon grew, larger grew my riches,