This term is used here, not in its limited and technical meaning, but in its largest sense, as a convenient one to denote the practical application of the principles of vocal culture which I have recommended. We will suppose the student to be thoroughly trained in enunciation, that his utterance is distinct and his pronunciation is correct, and that his voice is fully developed and well modulated. The question now arises, How is he to be guided in the right use of his powers of speech in the delivery of a given piece? On this point there is a wide difference of opinion among writers on elocution. On the one hand there are those who contend that, in the delivery of every sentence, the application of emphasis, pause, pitch, inflection, &c., should be governed by definite rules. In accordance with this theory, they have formed complex systems of elocutionary rules, for the guidance of pupils in reading aloud and in declamation. On the other hand, there are authorities of eminence, who regard all specific rules for the management of the voice in speaking as not merely useless, but positively injurious. Most prominent among the latter class is Archbishop Whately who, in speaking of the method of teaching expressive delivery by rules, says:--"Such a plan not only directs us into a circuitous and difficult path, towards an object which may be reached by a shorter and straighter, but also in most instances completely fails of that very object, and even produces oftener than not, effects the very reverse of what was designed." Reprobating very emphatically all systematic attention to elocution as an art, this eminent author advocates what he calls the natural manner of speaking, for the attainment of which he prescribes the rule, "not only to pay no studied attention to the voice, but studiously to withdraw the thoughts from it, and to dwell as intently as possible on the sense, trusting to nature to suggest spontaneously the proper emphasis and tones." The true course seems to me to lie midway between these two opposite extremes. While it is useless to attempt to reduce to exact system all the modifications of voice to be employed in the delivery of both plain and allegorical language, still there are many important elocutionary rules and principles which are eminently useful for the guidance of the student. Because Walker fell into the error of attempting to carry his principles too far, and perplexed the student with an endless list of rules, it does not follow that all rules should be disregarded. His rules for inflections are, no doubt, too complex and artificial for ordinary instruction in elocution, but those found in the works of Dr. Porter and Professor Russell are calculated to afford important aid; and Professor Mark Bailey, in his Introduction to "Hillard's Sixth Reader," has still further simplified the subject. The following principles which he lays down for regulating the inflections are at once comprehensive and practical.