6. Both hands to the left.

7. Right hand upward, left hand downward.

8. Left hand upward, right hand downward.

NOTE.-The object of the foregoing exercises is to secure grace and freedom of movement. They should all be given with vigor and decision, avoiding a feeble, listless manner, which will thwart the purpose in view.

Frequent practice and proper attention to this exercise will enable one to acquire facility and ease in gesticulation, and give to the body a degree of grace, strength and elasticity that would be attained in no other way.

If the above exercises be accompanied with music, the effect will be quite pleasing.

PART III.

HELPS TO THE STUDY

"Speak the speech, I pray you, as I pronounced it to you, tripringly on the tongue; but if you mouth it, as many of our players do, I had as lief the town-crier spoke my lines. Nor do not saw the air too much with your hands, thus; but use all gently; for in the very torrent, tempest, and (as I may say) whirlwind of your passion, you must acquire and beget a temperance, that may give it smoothness. O, it offends me to the soul, to hear a robustious periwig-pated fellow tear a passion to tatters, to very rags, to split the ears of the groundlings; who, for the most part, are capable of nothing but inexplicable dumb shows, and noise. I would have such a fellow whipped for o'erdoing Termagant; it out-herods Herod. 'Pray you, avoid it.”—HAMLET.

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HELPS TO THE STUDY.

IMPORTANCE.

It is impossible to zealously pursue any branch of knowledge without a realization of its importance. No work can be cheerfully performed without an expectation of some good arising from it, either to ourselves or to another. We labor not from a love for exertion, but from a desire to produce results. These results may be in the form of a remuneration to us, or a benefaction to mankind in general, or to one or more persons in particular. In any case, we are prompted by an expectation of a reward in some shape, and this anticipation gives us a zest in our work. It is this that gives us a zeal and ambition to excel in whatever we may be engaged. The business man is actuated by the same impulse; the professional man, the statesman, the man of letters, all labor for one common end.

The student is not exempt from the general law. His toil is arduous and incessant. The wearying strain of brain and nerve finds a recompense in the reward of his daily exertions, in the constant growth of his intellectuality, in the continued development of his reflective and perceptive powers, and his increased activity of mind. His brain expands under the influence of a training designed to bring out his latent capabilities. This training is varied to meet the peculiar requirements of each individual case. The instruction and drill may be for the purpose of strengthening the brain and enabling it to work with greater accuracy and rapidity; it may be for the purpose of filling the mind with facts, and so training it that it may retain them; it may be for the purpose of developing the perceptive faculties that they may act with greater precision, or the reflective powers that thought may be evolved; it may be to skill the mind in the use of figures, the hand in the use of the pen, brush or chisel,

the eye to color, the ear to sound, the voice to music or to speech. But in all this instructing and educating process there is a specific end in view, and the greater is the ambition, the more worthy the object, the more strenuous will be the efforts put forth to attain it.

It is essential, then, that the student have at the outset an ambition, an aim; that he feel the importance of the work in which he is engaged. If this be not the case, his efforts will be inadequate to the desired result, and he I will fall far short of success. Let him never pursue a study until he feels it worthy of his best efforts; and, starting with this inspiration, he can hardly fail to reach the coveted goal. Let no one teach without a hearty sympathy with the pupil in his desire for improvement.

Educa

There is no branch of education more important than that which treats of the expression of thought-not even the production of thought itself. Man must think; no lack of education can prevent him. As all have thoughts, all will express those thoughts as best they can. tion will give men deeper thought, more methodical habits in thinking, more logical connection in the ideas. He who is taught how to express himself in words (either spoken or written) will, if he practice expression, improve his thoughts thereby. This is seen in the admitted fact of practice making perfect in composition. Teach one. how to think by filling his mind with facts and laws of reasoning and logic, and teach another how to write or speak, and the latter will by and by surprise you with the better production, containing undoubtedly the better thoughts. If there is a tendency in the educational system of the present day to devote too great an amount of time and labor to the evolving of thought, and too little to its written and vocal expression, it is due to present and future generations that it be speedily corrected.

Elocution (Latin elocutio, from eloqui, to speak out, express or declare; from e, out, and loqui, to speakWebster) is the act of expressing our feelings and ideas. It is the manner of speaking. Our elocution may naturally be good, or it may not. If good, it can be made still better; if poor, it may be made good. He who can