_Chap. V. On Elocution._--In this chapter there is not much which is very important. To read well, the Experimentalist alleges, presupposes so much various knowledge, especially of that kind which is best acquired by private reading, and therefore most spares the labour of the tutor, that it ought reasonably to bestow high rank in the school. Private reading is most favourable to the rapid collection of an author's meaning: but for reading well--this is not sufficient: two great constituents of that art remain to be acquired--Enunciation and Inflection. These are best learned by Recitation. Thus far there is no great novelty: the most interesting part of the chapter is what relates to Stammering. This defect is held by the Experimentalist to result from inattention to rhythmus: so much he thinks has been proved by Mr. Thelwall. Whatsoever therefore compels the pupil to an efficient perception of time and measure, as for example, marching and music (p. 32), he resorts to for its correction. Stammerers, he observes, can all sing: let them be taught to sing therefore, if not otherwise corrigible: and from this let them descend to _recitative_: then to the recitation of verses distinguished by the simplicity of their rhythmus, marching at the same time and marking the accented syllables by the tread of the foot; from this to the recitation of more difficult verses; from that to measured prose; thence to ordinary prose; and lastly to narrative and dialogue. _Chap. VI. Of Penmanship._--This is a subject on which we profess no experience which could warrant us in contradicting a writer who should rest his innovations solely upon that ground: but the writer before us does not rely on the practical issue of his own experiment (he does not even tell us what that issue was), but on certain _a priori_ arguments, which we conceive to be ill-reasoned. The amount of the chapter is this--that to write a good running hand is the main object to be aimed at in the art of caligraphy: we will go farther, and concede that it is the sole object, unless where the pupil is educated for a writing-master. Thus far we are agreed; and the question is--as to the best means of attaining this object. On which question the plan here proposed differs from those in use by the very natural error--that what is admitted to be the ultimate object, this plan would make the immediate object. The author starts from a false theory of the practice amongst writing-masters: in order that their pupils may write small and running hands well, writing-masters (as is well-known) begin by exacting from them a long praxis in large hands. But the rationale of this praxis escapes the Experimentalist: the large hand and the small hand stand related to each other, in the estimate of the masters, as a means to an end; whereas the Experimentalist supposes them to be viewed in the relation simply of two co-ordinate or collateral ends: on which false presumption he