to the side of the vessel, back-stays. The cross ropes attached to the shrouds are called ratlines.

10. To furl a sail is to roll it up and secure it. To unfurl it is to shake it loose. Yards are spars to which square-sails are attached. The little ropes which may be observed hanging in rows on the larger sails, are called reef-points. By means of them parts of sails are gathered in and fastened to the yards, thus reducing the amount of canvas in stormy weather. Hence such expressions as "taking in a reef," or "a double-reef," and "close-reefing"-the last meaning that a sail is to be reduced as much as possible.

11. The Bark is a three-masted vessel. The mainmast is in the middle. The foremast and the mainmast are square-rigged. The mizzen mast is rigged fore-andaft like a sloop. A clipper-bark is merely a bark made for fast sailing, with a sharp bow.

12. The largest class of vessels is the full-rigged Ship, the distinctive mark of which is that it has three masts, all square-rigged. The parts and sails of the foremast and mainmast bear the same names as those of the brig. The parts of the mizzen mast are the mizzen mast proper, the mizzentop-mast, and the mizzentop-gallant-mast.

13. The sails bear corresponding names. There is, however, on the mizzen mast a fore-and-aft sail called the spanker, projecting over the quarter-deck. Above the royals in a ship are still smaller sails called sky-sails. Sometimes square-sails have additional little sails or wings on each side, which can be used when the wind is fair and light. These are called studding-sails, corrupted into stu'n-s'ls.

14. A Frigate is a man-of-war having usually two gun-decks, and carrying from thirty to fifty guns. A Sloop-of-War is smaller, carrying from sixteen to twentyfour guns, on its upper-deck. A small sloop, carrying fewer than twenty guns, is called a Corvette.

15. Iron-clads are so called, because their sides are covered with thick plates of iron or steel, capable of. resisting very heavy shot. The thickness of the armorplates of the latest iron-clads varies from eighteen to twenty-four inches. As the offensive power of guns has increased, it has been found necessary to increase also the defensive power of ships.

16. The number of guns carried by these ships is very much smaller than in the case of the old threedeckers; but the weight and caliber of the few guns they carry are enormous. Some of them carry their guns in iron turrets placed on deck, which revolve by machinery, so that the guns can be fired in any direction, no matter how the ship is lying. These are called turret-ships or monitors.

.III. VOCAL TRAINING.-INFLECTION AND EMPHASIS.

Introductory Remarks.

In the lower- grade classes,

children learn to read easy lessons "naturally," that is, without rules or principles. They learn partly by imitating the teacher, and partly by using the easy tones. of conversation. But, in the higher grammar grades, it is desirable that pupils should learn the elementary principles or rules that govern good reading.

While there are a few teachers who think that it is not possible to teach reading by means of rules, the great majority of instructors recognize that it is quite as necessary to deal with principles in elocution, as it is in arithmetic or grammar.

"Any art," says Professor William Russell, “which is grounded on recognized principles, may, certainly, be taught by rules deduced from these principles. Every teacher who corrects the emphasis, the inflections, or the pauses, which his pupils use in reading, must have, in every instance, a reason for his correction. All such reasons are rules; and these it is the duty of the teacher to impart. These, in fact, are themselves the instructions which he has to give.

"Every attentive teacher of reading, will endeavor to put his pupils in possession of even those less palpable principles which regulate the nicest modulations of the voice, in the most delicate tones of feeling. But, in the applications of inflection, emphasis, and pause, which. determine the meaning of every sentence of audible language, a definite rule is indispensable to intelligible or effective instruction."

Inflection, as the term is used in elocution, is an upward or downward slide of the voice on the emphatic words of a sentence. Emphasis is a special force of voice applied to the most expressive words.

Words that are read with a marked rising or falling inflection, are also emphatic words; and the stronger the emphasis, the more marked is the inflection. Inflection may, therefore, be considered as one form of emphasis.

FORMS OF INFLECTION.

The rising inflection, indicated by the acute accent ( ́), is used in direct questions, and, in general, whenever the sense is incomplete.

The falling inflection, indicated by the grave accent (`), is used in complete declarative, exclamatory, or very emphatic statements, and, in general, wherever the sense. is complete, or does not depend on something to follow.

The circumflex, a combination of the rising and falling inflections on the same sound or word, indicated thus, (or), is used in surprise, sarcasm, irony, wit, humor, and in expressing a pun, or a double meaning. The rising circumflex is used in place of the direct rising inflection to add force to the emphasis, and the falling circumflex in place of the direct falling inflection.

The monotone (-), that is, one uniform tone, is merely the absence of any marked rising or falling slide above or below the general level of the sentence.

THE UPWARD AND DOWNWARD SLIDES.

The length of the rising or the falling inflection, in ascending or descending the scale, depends on the force of the idea, or strength of the emotion to be expressed, indicated, in general, by the emphasis to be applied. The degrees of inflection may be roughly indicated as corresponding to the second, third, fifth, and eighth notes of the musical scale, including the semitones, or chromatic notes of the minor, second, third, fifth, and eighth notes. Teachers that understand vocal music will represent these slides by a blackboard diagram.

1. Repeat the long vowel sounds, ā, ē, ī, ō, ū: (1) With the slight rising inflection. (2) Falling. (3) Rising circumflex. (4) Falling circumflex. (5) Monotone.

2. The same with the high rising inflection; the strong falling inflection; emphatic circumflex.

3. Count to fifty, with alternate rising and falling inflection, thus: óne, twò, etc.

4. Repeat each of the long vowels three times, thus: ā, ā, ā,-(1) With the rising inflection. (2) Falling. (3) Circumflex. (4) Monotone.

5. Repeat five times with high rising circumflex: áh! indeed!

1. Repeat five times with the rising fifth on ah, and the eighth on indeed: áh! indeed!

2. Repeat five times with the rising fifth: áh! áh! áh!

3. Repeat five times with the falling fifth, oh! oh! oh!

4. Seems Madam!-nay, it îs!

5. I would never lay down my arms; nèver, nèver,

nèver!

6. "Green!" cries the other in a fury. "Why, sir, d'ye think I've lost my eyes?"

7. Rising eighth and falling eighth: e, ä, 00. 8. O noble judge! O excellent young man! 9. O wise young judge, how I do honor thee! 10. And dar'st thou then

To beard the lion in his den?

The Douglas in his hall?