it. The young pupil should be instructed in the best method of learning his
piece. It will generally be found best to take one sentence at a time. The
teacher's chief work consists in attending to individual private
rehearsals. The rehearsal should be a drill. The piece should be analyzed
more or less minutely, the allusions and difficult points being explained.
It should be the first aim to make the pupil understand it, not only in
its general spirit and scope, but in its particular ideas. His attention
should then be turned to the emotions which it expresses. Let it be
remembered that the paramount object should be to make the pupil
understand the meaning and feel the spirit of the piece. If he is timid
and diffident he should be encouraged. Tell him that even Daniel Webster
could not make a declamation at the first attempt; but that he did not
despair; he did not cease his efforts; he persevered and succeeded.

After the rehearsal, the pupil should have time to practice by himself and
apply and confirm the instruction received from his teacher. It must be
impressed upon his mind that if he would attain excellence he must
practice, practice, practice. He must be made to understand that the
repetition of a piece three or four times is no adequate preparation, and
that it is necessary to go over with it twenty, thirty, or fifty times, if
he would excel, and take a high rank.

When the declamation takes place, excepting on public occasions, the
criticisms ought to be made immediately after the performance of each
speaker. The faults of the diffident should be mildly criticized. It is
very important to call attention to points of special excellence in any
performance. It should be remembered that judicious commendation is a most
powerful stimulant to exertion.

The most difficult task in teaching declamation is to develop that