Here, again, many differences arise, owing to diversities inherent in the subject-matter. 107. Since instruction builds on the pupil’s experience, we shall deal first with that form of synthesis which imitates, or copies experience. We may name it _purely presentative instruction_. The term _synthetic_, on the other hand, will henceforth be reserved for that form of instruction which reveals clearly the process of building up a whole out of parts presented singly beforehand. The purely presentative method of instruction, although practicable only to a limited extent, is nevertheless so effectual as to entitle it to separate treatment, so effectual that the teacher--and this is the main thing--will do well to train himself carefully in its use. Skill in this direction is the surest means of securing interest. It is customary to demand that the pupil acquire facility in narration and description, but we ought not to forget that here above all the teacher must lead the way by setting a good example. To be sure, there is an abundance of printed narrative and description, but reading does not produce the effect that hearing does. _Viva vox docet._ As a rule, we cannot take for granted that a boy has even the skill and patience required for reading; and if perfect facility has been attained, the reading is done too rapidly. There is too much hurry to get to the end, or too much delay over the wrong passages, so that the connection is lost. At the most, we may let the pupils that read exceptionally well read aloud to the class. By far the surer means to the end in view is the oral presentation by the teacher. But in order that such presentation may produce its effect undisturbed, it needs to be perfectly free and untrammelled. 108. The first requisite for free oral presentation is a cultivated style of speaking. Many teachers need to be warned against the use of set phrases, against mere expletives, faulty enunciation, pauses filled in with inarticulate sounds, against fragments of sentences, clumsy parentheses, etc. In the second place, adaptation of the vocabulary employed, both to the subject-matter and to the intelligence of the pupils, and adjustment of phraseology to the pupil’s stage of culture are essential. Lastly, careful memorizing. At first this should be done almost verbatim. At all events, the teacher must prepare his lesson as though he had his pupils before him and were talking to them. Later on he must memorize at least the facts and turning-points of the subject to be presented, in order that he may not be compelled to consult books or look at notes. A few remarks on some particular points will be made farther on.