same person
is frightened or if his animosity is aroused, he speaks in an aspirated
tone; if he feels harshly toward anyone or is angry, his voice possesses
that guttural quality which indicates the severer and harsher emotion;
when he is moved by grandeur and sublimity, his voice naturally takes a
full, round quality.

d. Force. The quantity of mental energy the person possesses usually
regulates the force of his utterance, and that mental energy is
stimulated by his emotions. If he feels thoroughly in earnest in what he
is trying to accomplish, his voice becomes loud and full of force. It is
then a natural force and is usually agreeable, unless the emotion which
causes it is of an unpleasant type.

But it is often true, particularly of teachers who have been long in
service and those persons who have talked under unfavorable conditions
to large numbers of people, that their voices have become too loud and
too much strained to be pleasant to the ear. A soft, pleasing voice,
loud enough to be distinctly audible, is always better than a strident,
forcible utterance that compels attention whether one will or not.

Extremes of force may be found in the following selections:

_Sweet and Low_, VI, 122.
_To a Waterfowl_, VII, 395.
_The Destruction of Sennacherib_, VI, 141.
_Little Red Riding Hood_, I, 79.

CHAPTER XIII

LITERATURE AND ITS FORMS

It is not everyone who can tell readily what is meant by literature, nor
can anyone in a few words define it. What the study of "literature"
(only the adult's manner of saying "reading") is expected to accomplish
was aptly described by Cardinal Newman when he wrote: "The object of
literature in education is to open the mind, to correct it, to refine
it, to enable it to comprehend and adjust its knowledge, to give it
power over its faculties--application, flexibility, method, critical
exactness, sagacity, address and expression." Reading at home and in the
public schools as well as in the high school and colleges helps to
accomplish these ends to a great extent.

Many persons fail to understand what literature is, and if they do
realize its importance they do not comprehend the great variety of its
forms nor the significance of each. To help such persons to a more
comprehensive knowledge and a deeper insight into the functions of
literature this chapter is written.

In its widest sense the word literature covers nearly every kind of
printed matter, but it