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WHAT may be called the mechanics of Elocution is fully explained in Elocution, Voice and Gesture, that in a work like this it will be unnecessary to do more than make a few general suggestions, for the special use of reciters. To state what the word Elocution means is very simple. It literally means speaking out, or speaking distinctly. But Elocution as an Art means the delivering written or spoken language clearly, audibly, distinctly and correctly, with appropriate and suitable modulations, inflections and tones of the voice. Considering how universal education of a certain kind is becoming, and what a monetary value is placed upon it, one would suppose that nearly all the young, of both sexes, would be taught the elements of such an education. Yet the number of those who can read properly is comparatively small. No possible defect, either of the vocal organs or the intelligence, is sufficient, says the Rev. Prof. Porter, author of Lectures on Eloquence and Style, to account for the wretched habits of reading which are almost universal. The fact must be ascribed chiefly to the inadequate, and too often ignorant views on the subject entertained by those to whom is entrusted the education of the rising generation. As an able writer in Chambers' Journal lately wrote: Few schools give much attention to Elocution. The vast number of boys and girls are merely expected to read their lessons, or repeat their verses, intelligibly not intelligently; no art, no expression of feeling and interest, is looked for from them. They are not taught to read to make a proper use of their voices; the ear is given no critical training.... Such elegances as these, we are told, the schoolmaster has no leisure to cultivate, or the scholar time to study; and the consequent neglect of such is the cause of much annoyance and bitterness in after days. How few of us there are who can read aloud, and afford any real pleasure to ourselves or our audience! Can we wonder, therefore, that complaints as to the bad reading in schools of all grades, from the lowest to the highest, occupy so much of the space in the reports of the various school inspectors? But these defects arc also to be found in schools of a much higher grade. Just before the summer holidays of this year, I was present at the prize-givings of three high-class schools one a ladies' school and on each occasion there were recitations certainly a curious commentary on the almost stereotyped answer of head-masters, that they have no time for that sort of thing. One can unhesitatingly assert that, in almost every instance, the recitations were characterised by a sing-song monotony, or an unintelligent phrasing, or an inexpressive delivery, and occasionally by an incorrect pronunciation. Is it to be wondered at that, as they grow older, these faults are intensified, until slovenly speaking becomes the rule?

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