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body, poising itself on the right leg as before, continues with the right arm extended, till the end of the succeeding sentence; and so on, from right to left, and from left to right, alternately, till the speech is ended.

Greui care must be taken, that the pupil end one sentence completely before he begin another. He must let the arm drop to the side, and continue, for a moment, in that posture, in which he concluded, before he poises his body on the other leg, and raises the other arm into the diagonal po. sition, before described; both which should be done, before he begins to pronounce the next sentence. Care must also be taken, in shifting the body from one leg to the other, that the feet do not alter their distance. In altering the position of the body, the feet will necessarily alter their posie tion a little, but this change must be made, by turning the toes in a some-what different direction, without suffering them to shift their ground. The heels, in this transition, change their place, but not the toes. The toes may be considered as pivots, on which the body turns, from side to side.

If the pupil's knees are not well formed, or, incline ina wards, he must be taught to keep his legs at as great a distance as possible, and to incline his body so much to that side, on which the arm is extended, as to oblige him to rest the opposite leg upon the toe; and this will in a great measure, hide the defect of his make. In the same manner, if the arm be too long, or the elbow incline inwards, it will be proper to make him turn the palm of his hand down. wards, so as to make it perfectly horizontal. This will infallibly incline the elbow outwards, and prevent the worst position the arm can possibly fall into, which is, that of in. clining the elbow to the body. This position of the hand, yo necessarily keeps the elbow out, that it would not be improper to inake the pupil sometimes practise it, though he may have no defect iu bis make; as an occasiouul alteration of the former position to this, may often ble necessary, both for the sake ofjastness and vắriety. These two last positions of the legs and arms are described in Plate II.

When the pupil has got the habit of holding his hand and arm properly, he may be taught to move it. In this motion he must be careful to keep the arın from the body. He must neither draw the elbow backwards, nor suffer it to approach to the side; but while the hand and lower joint of the arm are curving towards the shoulder, the whole arm, with the

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elbow, forming nearly an angle of a square, should move upwards from the shoulder, in the same position as when gracefully taking off the hat; that is, with the elbow extended from the side, and the upper joint of the arm nearly on a l'inerith the shoulder, and forming an angle of a square with the body (See Plate III) this inotion of the arm will - naturally bring the hand, with the palm, downward's, ihto a horizontal position, and when it approaches to the head, the arm should, with a jerk, be suddenly straightened into its first position, at the very moment the emphatical word is pronounced. This coincidence of the hand and voice, will greatly enforce the pronunciation; and if they keep time, they will be in tune, as it were, 10 each other; and to force and energy, add harmony and variety.

As this motion of the arm is somewhat complicated, and may be found difficult to execute, it would be advisable to let the pupil at first speak without any motion of the arm at all. After some time, he will naturally fall into a small-eurvature of the elbow, to beat time, as it were, to the empha- , tic word; and if in doing this, he is constantly urged to raise the elbow, and to keep it at a distance from the body, the action of the arm will naturally grow up into that we have just described. So the diagonal position of the arm, though the most graceful and easy when the body is at rest, may be too difficult for boys tu fall into at first; and therefore it may be necessary, in order to avoid the worst ex., treme, for some time, to make them extend the arm as far from the body as they can, in a somewhat similiar direction, but higher from the ground, and inclining more to the · back. Great care must be taken to keep the hand open, and the thumb at some distance from the fingers; and particular attention must be paid, to keeping the hand in an exict line wiil the lower part of the arm, so as not to bend at the wrist either when it is held out, without motion, or when it gives the emphasic stroke. And, above all, the body must be kept in a straight line with the leg on which it bears, and not suffered to tend to the opposite side.

At first it may not be improper for the teacher, after placing the pupil in the position, (Plate I.) to stand some distance, reactly opposite to him, in the same position, the right and left sides only reversed; and, while the pupil.is speaking, to show him, by example, the action he is to make use of. To this case, ihe Teacher's left hand will cora respond to the pilipil's right; hy wlich neans he will see,

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