oice
so perfect that he can husband his reserve fund of breath and
strength to impart at will freshness to the final syllable.

This practice should be continued till it becomes a rooted habit,
till it has grown to be his normal method of speaking.

When he goes into the pulpit I would give him an advice, the
value of which time and experience can alone enable him to
appreciate.

Direct your voice not to the end of the church, but to the side
wall about three-quarters way down from the pulpit to the door.
Fix your eye on some person there; to him address your sermon,
but pitch your voice against the wall about two feet above his
head.

By this plan you not only secure your voice against unnecessary
fatigue, but you take the surest method of sending it into every
ear, and the reverberations of your own voice will act
electrically on you.

As ring after ring of your sentences comes back from the sounding
spot against which you have discharged them you are filled with
courageous confidence and an assurance that every word has found
its mark.

A recent writer in the _Quarterly Review_ discloses in one
luminous sentence the qualities that go to make an orator, and
every priest should struggle with all his might to be an orator
in the best sense of the word.

He says: "Nor is any man a great orator who has not many of the
gifts of a great actor--his command of gesture, his variety and
grace of elocution, his mobility of features, his instant
sympathy with the ethical tone of this or that situation, his
power of evoking that sympathy in every member of his audience;
and this is surely what Demosthenes meant by making acting not
action the secret of all oratory."

What a vista these words open up! What a variety of
accomplishments demanded that can only be acquired, even by the
most gifted, by long study and patient practice! And since
learning to speak in public is like learning to swim, or to
skate, or to ride a bicycle, in this sense at least, that no
amount of previous theoretical instruction will enable one to
realise the initial difficulties or find out how to overcome them
without actual experiment, it would be arrant folly on the part
of the future priest to neglect this subject during his student
years.

These questions--Culture, English, and Preaching--should occupy a
foremost place in the curricula of our colleges. It is only by
training the student from the start, by fostering literary,
dramatic and