3. The exactness of the thought as contained in its form of expression.

This leads to thinking while reading, and to reading in thinking.

How to Understand thoronghly. -

1. A portion, or the whole of a lesson is read fluently, expression not being yet exacted.

2. The scholars are then required to give the general drift of the portion read.

To assure the proper understanding of the subject, let the pupils:

(a) Replace difficult words by their synonymes.

(b) Give the meaning of figurative expressions.

3. The sense of each sentence must be determined by well selected questions.

4. Leading thoughts must be given in the pupils own words.

5. The relation of thoughts should be resolved, as well as their reference to the general object of the composition.

To Feel fully. This consists in being powerfully pene

trated by the sentiment which the author desires to express, or by the particular form of thought he seeks to establish.

How to Feel fully. Let the pupil study:

1. The particular emotion caused by each passion.
2. The tone of voice corresponding to the expression

of the passion.

Thus :

(a) In joy, the voice is full, lively and elastic.
(b) In combat or struggle, defiant and bold.
(c) In reproaches, vehement.

(d) In prayer and supplication, soft and timid.

(e) In counsel, promise or consolation, grave and

sustained.

(f) In fear, feeble.

(g) In compassion, sustained.

(h) In complaint, broken.

(i) In narration, free and fluent.

Agreeable Expression.

NATURAL.

To be PERFECT, reading must be

For this purpose the pupil should:

1. Pay close attention to the emotions or feelings the selection suggests.

2. Give due attention to the vocal tones called for by the selection.

3. Lay special stress on those points that are to attract the attention of an audience.

4. The reading should be accelerated or retarded, the volume of voice increased or diminished, to express the progress of thought or sentiment, or to conform to the requirements of imitative harmony.

5. Inverted and elliptical phrases must be duly noted, showing the logical relations of these phrases to the main subject.

6. A tone-coloring should call attention to certain figures of speech, that might otherwise pass unperceived, such as allusion, irony, etc.

This power of tone-coloring may be greatly increased by judicious musical vocal exercises. These (a) Form the ear.

(b) Give flexibility to the voice.

(c) Strengthen the vocal organs.

7. Judicious selections of prose or poetry should be

memorized. These, recited aloud, will

(a) Store the pupil's memory with representative composition.

(b) Furnish him with increased resources of language and style.

This exercise makes the student fully identify himself

with the meaning of the author, and is the best

method to become an accomplished reader. Simultaneous reading of such memorized selections is recommended. Correct simultaneous expressive reading is not more difficult than the proper recitation of an ordinary prayer.

The following are examples for the study of tone, corresponding with the rules a, b, c.

(a) O day of days! Shall hearts set free
No "minstrel rapture" find for thee?
Thou art the Sun of other days,—
They shine by giving back thy rays.

(b) And first I tell thee, haughty peer,
He who does England's message here,
Although the meanest in her state,
May well, proud Angus, be thy mate;
And Douglas, more I tell thee here,
Even in thy pitch of pride -
Here in thy hold, thy vassals near,

*

(c) Oh! shame beyond the bitterest thought

That evil spirit ever framed,

That sinners know what Jesus wrought,

Yet feel their haughty hearts untamed!
That souls in refuge, holding by the Cross,

Should wince and fret at this world's little loss.

(d) Lead, kindly Light, amid the encircling gloom

Lead Thou me on!

The night is dark, and I am far from home
Lead Thou me on!

Keep thou my feet: I do not ask to see

The distant scene,

one step enough for me.

(e) Then why dost thou weep so? For see how time flies
The time that for loving and praising was given!
Away with thee, child, then, and hide thy red eyes
In the lap, the kind lap, of thy Father in heaven.

(f) O Heaven! methought what pain it was to drown!
What dreadful noise of water in my ears!
What sights of ugly death within my eyes!
I thought I saw a thousand wrecks ;

A thousand men that fishes gnawed upon :
Inestimable stones, unvalued jewels,

Wedges of gold, great anchors, heaps of pearl,
All scattered in the bottom of the sea.

(9) The old man held one languid arm in his, and had the small hand tightly folded to his breast for warmth. It was the hand she had stretched out to him with her last smile, the hand that had led him on through all their wanderings, Ever and anon he pressed it to his lips, then hugged it to his breast again, murmuring that it was warmer now, and, as he said it, he looked, in agony, to those who stood around, as if imploring them to help her.

(h) If thou also hadst known, and that in this thy day, the things that are to thy peace; but now they are hidden from thy eyes.

(i) The lives of a hundred unconscious passengers hung on the issue of the next minute. The ground trembled at the

old woman's feet. The great red eye of the engine showed itself, coming round a curve. Like a huge, sharp-sighted lion coming suddenly upon a fire, it sent forth a thrilling roar, that echoed through all the wilds and ravines around.