hearers; but he will find such a standard very unreliable, as what some count excellences others will consider defects. The truth is that Reading is a Fine Art, and like Painting, Sculpture, Architecture, and other such Arts, no rules of criticism derived empirically are as an ultimate measure of beauty applicable to it. Every man is endowed directly by his Maker with the power of judging between beauty and deformity, and he uses this power in criticising nature herself. Given suitable occasions for its exercise, and this taste is capable of improvement, and detects beauty with more certainty. Delivery in Reading, as well as style in the other Fine Arts, is wholly a matter of taste; and Elocutionary rules made by others than those who are capable of judging what is most fit and beautiful in Expression, or most graceful in Posture or Gesture, are entirely unworthy of confidence. Such rules as express the laws of taste, however, the teacher is at liberty to impress upon the minds of his pupils. He must always exemplify them by his own reading. Thus learned, they will serve as models. Properly presented, they do not destroy the learner's individuality, they do not convert him into a mere machine, but they leave room for the display of the peculiarities of his own genius, and tend only to promote the normal growth of that noble part of his nature which directs him where to find the beautiful and how to appreciate it.

Supposing that pupils have received proper vocal training and that intellectual and moral instruction which fits them to read well, the teacher's further duty consists in cultivating their taste in Delivery

by furnishing occasions for its exercise, in presenting them a chaste model for imitation in his own Delivery, in guiding them by such rules as express the generalized results of the masters of the art, and in providing for them those opportunities of practice which are necessary to make the required modes of Expression and Action habitual. Skill in Reading, thus attained, will be a growth of that which is within the learner, and not an imposition upon him from without it will be the realization in Expression of his own ideals of beauty.

Posture. The position which the body assumes in Reading or Speaking is called Posture. Posture relates simply to the disposition of the different members of the body before or during Delivery, while Gesture is applied to such of the motions of these members as indicate or enforce thought or feeling.

It will be necessary upon this subject to do little more than to announce the general principles which have reference to it.

1st. The Posture of the Reader should be one of ease to himself. To secure an easy Posture, the reader must violate no Physiological law. He must stand firmly, but not stiffly, on his feet; change his weight frequently from one foot to the other; keep his body erect; project his chest forward and throw his shoulders back; and allow his arms to hang naturally by his side. If a book is used, it should be held in the left hand, in order that the right may be readily employed in turning the leaves, or in Gesticulating

In short, the easiest Posture should be sought and maintained for all the members of the body.

2d. The Posture of a Reader should be graceful. If a reader stand perfectly at ease, his Posture will exhibit a good degree of gracefulness. In addition to this, however, a reader should rise gracefully; walk forward gracefully; take his position, and change it, when necessary, gracefully; make all the members of the body retain their place, and perform their part gracefully; and, when done, gracefully take his seat.

All Postures must be practiced until they become habitual. The pupil's taste, as to what is graceful, must be chastened by an exhibition of the best models the teacher can furnish.

Gesture. Gestures are the actions of the various members of the body, which indicate and enforce thought and feeling. Reading and Speaking in the English language are characterized by less Gesticulation than was used by the nations of antiquity, with which we are best acquainted, or than is now used among many modern nations; but still the subject deserves more attention than is generally accorded to it. There can be no doubt that Reading, Declamation, and Oratory are all much more effective when Expression in Delivery is accompa nied by appropriate Gestures.

In speaking of methods of teaching Gesture, all that was said of Expression might be repeated, with little modification. Gesture can be taught by imitation, and, also, by learning and applying the rules

which express the relations between sentiment and Action. Young beginners can be taught only by requiring them to imitate the models the teacher may exhibit to them. He must show them what is right, and patiently train them to do it. Elocutionists profess to have analyzed the bodily actions which indicate and enforce thought and feeling, and to be able to frame rules that will serve to guide pupils in Gesticulating. Each thought and each feeling in these systems is indicated and enforced by certain motions of the hands, the arms, the feet, the head, the mouth, the eyes, or some other member or members of the body; and pupils are expected to learn and apply them in reading. Reading-lessons, too, are sometimes notated in such a manner as to indicate what Gestures are deemed appropriate. Rules for Gestures, thus formed, are advantageous to pupils, under the same conditions as those for Expression, and open to the same objections. Gestures should express some meaning, or else not be used. The same standard, that of cultivated taste, by which Delivery in sound may be criticised, is equally applicable to Delivery in action. And, finally, as in Expression, the teacher must multiply occasions for the exercise of the taste of his pupils in Gesticulation, he must give them in his own Delivery a fit model for imitation, he must teach them to conform to rules which good taste has everywhere sanctioned, and he must provide them that practice which is neces sary to prompt the ready Gesture, even while the words leap from the tongue.

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It is proper to close this discussion with a summary of topics which may profitably be considered in conducting a recitation in Reading. They may aid pupils in preparing lessons, as well as guide teachers in hearing recitations. Many or few questions may be asked under each head according to the circumstances of the class; or, in particular cases, some of the topics may be altogether omitted. A perfect recitation would require a perfect knowledge of all that is embraced in the list. It may be added that passages should be daily committed to memory, and declaimed. All Delivery is much crippled by the use of a book.

LIST OF TOPICS FOR A RECITATION IN READING. Before reading a passage, pupils should be able1. To pronounce the words.

2. To define the words.

3. To understand the subject-matter.

4. To explain the language.

5. To account for the marks of Punctuation.

6. To point out what is true, beautiful, and good in the sentiment.

7. To show the manner of Delivery, and give reasons for it.

II. LEARNING TO UNDERSTAND OUR MOTHER-TONGUE. In learning to understand our Mother-Tongue, it is necessary to acquaint ourselves with four distinct branches of study, viz.: Lexicology, or the science which treats of words; Grammar, or the science which treats of sentences; Rhetoric, or the science which treats of discourse; and Philology, or the science of the origin and growth of Language.