With respect to the action of the lecturer, it is requisite that he should have some, though it does not here bear the importance that it does in other branches of oratory; for though I know of no species of delivery (divinity excepted) that requires less motion, yet I would by no means have a lecturer glued to the table or screwed on the floor. He must by all means appear as a body distinct and separate from the things around him, and must have some motion apart from that which they possess. A lecturer should appear easy and collected, undaunted and unconcerned, his thoughts about him, and his mind clear and free for the contemplation and description of his subject. His action should not be hasty and violent, but slow, easy, and natural, consisting principally in changes of the posture of the body, in order to avoid the air of stiffness or sameness that would otherwise be unavoidable. His whole behaviour should evince respect for his audience, and he should in no case forget that he is in their presence. No accident that does not interfere with their convenience should disturb his serenity, or cause variation in his behaviour; he should never, if possible, turn his back on them, but should give them full reason to believe that all his powers have been exerted for their pleasure and instruction. Some lecturers choose to express their thoughts extemporaneously immediately as they occur to the mind, whilst others previously arrange them and draw them forth on paper. But although I allow a lecturer to write out his matter, I do not approve of his reading it--at least, not as he would a quotation or extract. A lecturer should exert his utmost effort to gain completely the mind and attention of his audience, and irresistibly to make them join in his ideas to the end of the subject. He should endeavour to raise their interest at the commencement of the lecture, and by a series of imperceptible gradations, unnoticed by the company, keep it alive as long as the subject demands it. A flame should be lighted at the commencement, and kept alive with unremitting splendour to the end. For this reason I very much disapprove of breaks in a lecture, and where they can by any means be avoided they should on no account find place.... For the same reason--namely, that the audience should not grow tired--I disapprove of long lectures; one hour is long enough for anyone. Nor should they be allowed to exceed that time.