And the knights and the squires that gathered around,
Stood silent, and fixed on the ocean their eyes;
They looked on the dismal and savage profound,
And the peril chilled back every thought of the prize.
And thrice spake the monarch,-"The cup to win,
Is there never a wight who will venture in ?"

And all as before heard in silence the king,
Till a youth with an aspect unfearing, but gentle,
'Mid the tremulous squires, stepped out from the ring,
Unbuckling his girdle, and doffing his mantle;
And the murmuring crowd as they parted asunder,
On the stately boy cast their looks of wonder.

As he strode to the marge of the summit, and gave
One glance on the gulf of that merciless main.

*

*

*

*

*

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The youth gave his trust to his Maker! Before

*

That path through the riven abyss closed again—

Hark! a shriek from the crowd rang aloft from the shore,
And, behold! he is whirled in the grasp of the main !
And o'er him the breakers mysteriously rolled,

And the giant mouth closed o'er the swimmer bold.
66
-Schiller: The Diver."

GENERAL SUGGESTIONS.

In Transition, or in passing from one gesture to another, the hand should not be dropped at the side, but allowed to pass by graceful movement from one point to the other.

When Climax is required, strengthen each word, phrase, or assertion, over the preceding one, by a stronger gesture, and in a manner and direction as may be indicated by the character of the discourse.

Study nature for attitude and action as well as for speech. The most noted readers and speakers often furnish worthy examples. Benefit in this regard may also be derived from observation of characters in sculpture and painting.

Study Repose of manner: there is repose of action as well as of inaction; it is the sign of mastery. It is the most unfailing test of beauty whether of matter or of motion.

CAUTIONS TO BE OBSERVED.

1. Avoid false gestures.

2. Avoid crude and ungraceful gestures, except in the occasional sentiment which may require it.

3. Do not use the whole body when the action of only one of its members is required.

4. Avoid meaningless gestures; let every movement have a purpose.

5. Avoid excess in gesture; too few are better than too many.

6. Never shock the sensibilities of an audience by too coarse an imitation.

The objects to be attained in Gesture, are ease and appropriateness of manner. These objects are usually only attained through time and patient toil. The student should thoroughly comprehend the Principles, so that in the application of the same he may be entirely unconscious of their existence. Unconsciousness will lead to ease, correctness and variety of movement; it will also be found that as the soul is stirred by thought and feeling from within, or by circumstances from without, Gesture will differ at different times upon the same assertions, and yet at each time be equally appropriate or correct.

In the adaptation of Gesture to Speech the student should study to establish the most perfect harmony-otherwise the effect is to a great degree lost, and at no time should he lose sight of the fact that the former is a helper rather than an exponent of the latter,

METHODS OF INSTRUCTION.

In addition to the author's experience of twenty years as an instructor, during which period he has enjoyed the advantage of rare and varied opportunities for appreciating the wants of the teacher, it has been his privilege to meet thou. sands of teachers in professional relations. These contacts, and the observations they have afforded, have led to much thought and to a profound appreciation of the teacher's needs in the direction of his special department.

Next to the desire of a broad and intelligent comprehension of the subject, which he has made a lifelong study, he entertains no stronger desire than that he may stimulate and help the teacher in his work. No other instruction within the province of our educational system possesses an equal degree of practical importance with that of natural, chaste and effective speech. It relates to the whole man, physical, mental and moral. It relates to every man of the whole race. It relates to every grade and occupation. It relates to the every-day life of every man of every grade and every occupation.

To treat the subject of Methods worthily, would require a volume. In the absence of time and space to give it such consideration as it deserves, there has been the temptation to ignore it altogether. It is to be hoped that we have deter. mined more wisely in offering what is now before the student under the two general divisions, Theory of Teaching and Outline of Methods.

THEORY OF TEACHING.

The first thought of a wise master builder for those who go down to the sea in ships, is safety of passage. One motive governs all other considerations: she shall reach her destination and deliver safely all that has been committed to her.

NOTE.-The Theory of Teaching here presented is from the author's paper read before the Pennsylvania State Teachers' Association with only such change as has been deemed necessary to its adaptation here, and to the demand for a more comprehensive treatment.

Though her sails be of fine linen and her timber of the goodly cedar, and she be laden with the gold of Ophir or with the most precious stones, if her timbers yield to the bil lows, and her wealth be lost in the deep, all is lost, and her greatness remains only in the greatness of that loss. The magnificence of her stores only adds to the fearful responsibility of him who sent her upon the waves thus unworthy.

While the educator is rearing the structure of the mind and freighting it with merchandise, he should remember that his work does not culminate with a sublime structure and an abundant cargo. It lies beyond that. He is not great whose mind is merely a great receptacle, though it be filled to the brim. That is the vessel of honor which bears successfully from port to port all that has been committed to it, and he has built well who has meted out such strength and pace. He is the educated man, who, freighted with wise and noble thoughts, bears them successfully to their proper destination. It is the application of knowledge, not the possession of it, which constitutes the true end of education. The end of life is in giving, not in receiving. A man is estimated not for what the world gives to him, but for what he gives to the world. Our subject has to do with one great medium for the application of knowledge. Very much of our education, to be available, must be handled, exchanged, conveyed to its proper port. Like the vessel and its merchandise, it is valuable only at its destination. Along with knowledge, therefore, and in proportion to it, comes the demand for its proper conveyance and application.

We are by no means disposed to ignore the fact that much has been achieved by the silent use of knowledge. Some of the richest fruits of philosophy, science and the arts, have been given to the world by men and women the most reticent and non-communicative. Through philosophy, invention alone has given untold stimulus to civilization and religion, and advanced the world a thousand years. Science vies with Revelation in proclaiming the wonderful works of God. The arts are quietly lifting the race into a higher

range of thought and feeling. They are hand-maias phi lanthropy and civilization, breathing "peace on eartn and good will to men." But it has been reserved for the human voice to mould and modify every phase and vicissitude of human life. Whether science or art, the family or the nation, the Church or State, politics or theology, philosophy or religion, its influence is felt in all. The human voice is the great medium for the conveyance of thought and feeling, the outlet and passage-way of the soul, the divine current which allies man to his fellow. It is the medium by which knowledge is made universal; a canvas upon which we may throw thought and feeling that others may see and read. Soul is here brought to the surface, made tangible and portable.

But to do this there is needed an instrument, skilled, accomplished, disciplined. It must not be supposed that the Creator has here made exception to the common law of development. Here, as in every other element of our being, it is "first the blade, then the ear, then the full corn in the ear." It is the common order: germ, form, fruit. And the common process: culture, protection, exercise.

In the treatment of the subject, we shall consider the importance of vocal culture from the teacher's standpoint; certain common, existing faults of instruction; and such simple methods as may be presented without illustration.

1. Importance.-The importance of a high cultivation of the voice is abundantly apparent to us. But it is not enough that a teacher be himself informed upon his subject; he must be able to inform others. It is not enough that he be full himself; he must fill others. How shall we present the practical bearings of this subject upon our scholars, so that they may be stimulated to their share of the work? Standing, therefore, in the teacher's stead for a few minutes, let us consider the relations of this subject to a generation now in our hands as clay in the hands of the potter.

Education in any department is important in proportion as it gives a healthy development of strength and influence.