have acquired a distinct and impressive mode of delivery have generally trained themselves as in the art of writing. We would commence on the natural principle, with strokes.

The principle of pausing sensibly between each word, without a drawling or monotonous tone of voice, secures, that eventually all will read impressively if not elegantly; the power of elegant reading or speaking being dependent, in a great measure, on the natural taste and ear for harmony.

The power of the voice is very apparent, when we consider what different meanings may be attached to the words yes or no, simply by the variation of the tone of voice, so complete indeed, as that yes to the ear may be made to mean no, and no to mean yes; most persons are familiar with the effect such changes may produce on these words,-Do you ride to town to-day? &c. A clear and distinct enunciation, therefore, is not merely a polish or finish, as is generally imagined, but a main pillar in the whole process of communication between master and scholars.

Under the training system, three-fourths of the information received by the scholars passes to them direct from the master, without the intervention of books. The master having previously made himself thoroughly acquainted with the subject, works it, as it were, into the children's minds-developes, at the same time, their extent of knowledge and understanding, and uses the knowledge he himself is possessed of, with all the warmth and natural effect of the human voice; hence the great importance of cul

tivating a clear and distinct enunciation; as, without this, not only does speaking lose much of its power, but the half of what is said is smothered and lost in its way, between master and scholars. It is well to speak and read slowly, and rather in an under tone: what is lost in rapidity ought to be made up in energy. Cause the pupil to open his mouth well, and move his lips freely. The slightest approach to drawling or singing is injurious, and ought to be avoided.

Many intelligent and well-instructed young men fail in speaking impressively to their scholars, from their not sufficiently opening the mouth; a clear enunciation, otherwise, is seldom if ever attained. The following method has been practised with advantage, by the Normal students. Two, three, or four minutes are spent at a time in repeating clearly, loudly, and emphatically, such words as the following; each word repeated several times in succession: Re. ca-pi-tu-lation, Re-ca-pi-tu-lation,-Em-phatically, Em-phatically,-Im-pract-i-ca-bility, — Im-pract-i

ca-bility,

In-com-pre-hensi-bility, &c.; any word, indeed, which of necessity causes a considerable motion and expansion of the mouth and lips, may be used. Every syllable ought to be fully articulated; and the formality, in the first instance, will quickly soften down into a clear enunciation. Much of the effect produced by addresses from the pulpit and the bar, or even in ordinary conversation, is unquestionably dependent on a proper enunciation; and, when accompanied with suitable action, forms the perfect speaker.

A master can mould his pupils to almost any tone

of voice and manner he pleases, and this is promoted upon the common principle of social sympathy. Each new scholar adopts the tone and manner established in the class. The greatest difficulty will be found in establishing the principle with an entirely new class.

MANNER OF THE TRAINER.

Manner is important in all, whatever their occupation or circumstances may be. It is especially so in a trainer of youth-in none so much so, perhaps, with the exception of the pastor,-the minister of Christ. We remember having for a copy-line in school-" A man's manners commonly make his fortune." True it is, that if fortunes are to be made by the Training School system, manner, a good manner, will be found to be the means of realizing them. What is meant by manner still requires to be "pictured out," as every one has his own idea of the term. We would therefore give one definition of the proper manner of a trainer. It includes, in the general, command of temper; condescension, kindness, and courteousness. And, in particular, an easy standing position, free from a stoop, and yet stooping frequently, as it were, to the capacity of his pupils. Keeping his eye fixed on the whole scholars, and having the power of keeping theirs fixed on himself. A voice, moreover, full, clear, and varied, according to the subject; at the same time mild in expressing unimportant matters. In drawing the lesson, it must be low, slow, and affectionate; firm in giving reproof; and always distinct in articulation. The voice and the eye con

stitute, unquestionably, fully one-half of the power of a trainer of youth. Thus a trainer's manner is unquestionably half his fortune.

SELF-CONTROL.-This, of course, forms part of the manner of a trainer; but we would more particularly refer this principle not so much to the external habits as to that of regulating his temper, so that under almost any possible provocation, he may maintain a calm, dignified, and affable manner before his pupils. Let a trainer lose his temper, and his influence is for the moment gone. The child or children quickly perceiving the master's impatience, or rather deficiency of self-control, his threats only awaken fear of punishment, not grief at having offended their friend the master. The rod is then apt to be resorted to, or a threat held out that it will be used; and, if never executed, the master still farther loses his influence.

We have seen many students lose temper the moment the children gave one incorrect, or silly, or ludicrous answer, and retorting in an angry tone, they uniformly lost the attention of the class, whether the children were seated in the gallery or in divisions. It is the duty of the more wise and better informed to bear with ignorance and waywardness; gently to check, and mould, and lead, but not to scold or strike, which generally proves a degree of weakness to the quick perceptions of youth. Children are precisely in these circumstances; and when firmly yet calmly checked, love and respect are engendered, and their hearts are in the most favourable circumstances to be intellectually, above all morally, trained.

CHAP. X.

PICTURING OUT IN WORDS.

THIS is a fundamental principle of the system, and is found to be more or less natural to every studentsome having a greater tendency to "picture out" than others. All, however, may acquire it systematically, although, of course, from different mental construction, all will not be equally successful. The explanation of a subject, or meaning of a word, by the master, does not secure the understanding of the child, neither does a mere verbal answer of explanation by the child, prove his possession of the correct idea or ideas, without comparison, analogy, or illustrations suited to their capacity and sympathies. Before a child has a thorough understanding of a word or point of a subject, the simple elements of the terms used must be present to the mind's eye; and, as under the training system, whatever the school exercise may be, secular or sacred, "picturing out" ought uniformly to be adopted, both in the broad outlines and minuter points of every lesson. We shall enter a little more fully into an explanation, and as shortly as we can, sensible, however, that no written examples, or explanations, or analyses, can convey our meaning,