career, at a special disadvantage in public speaking, from the want of
early training in the use of his voice; and he urged that students
would do well not only to take advantage of such training in college,
but to have their teacher, if it were possible, follow them, for a
time, into their professional work. This idea was well exemplified in
the case of Phillips Brooks--a speaker of spontaneity, simplicity, and
splendid power. It is said that, in the period of his pulpit work, in
the midst of his absorbing church labors, he made it a duty to go from
time to time for a period of work with his teacher of voice, that he
might be kept from falling back into wrong ways. It is often said that,
if a man has it in him, he will speak well anyway. It is emphatically
the man who has it in him, the man of intense temperament, like that of
Phillips Brooks, who most needs the balance wheel, the sure reliance,
of technique. That this technique should not be too technical; that
form should not be too formal; that teaching should not be too good, or
do too much, is one of the principles of good teaching. The point
insisted on is that a considerable time is needed, as it is in other
kinds of teaching, for thoroughly working out a few essential
principles; for overcoming a few obstinate faults; for securing matured
results by the right process of gradual development.

There is much cause for gratification in the evidences of a growing
appreciation, in all quarters, of the place due to spoken English, as a
study to be taught continuously side by side with written English. Much
progress has also been made toward making youthful platform speaking,
as well as youthful writing, more rational in form, more true in
spirit, more useful for its purpose. In good time written and spoken
English, conjoined with disciplinary training in thought and
imagination, will both become firmly established in their proper place
as subjects to be thoroughly and systematically taught. Good teaching