to any one of these three classes of subjects. They should be intermingled in as much variety as possible. And the teacher should frequently recall to his own mind these two considerations; first, that since the benefit proposed does not consist in the intrinsic value of the composition, but in the exercise to the pupil's mind, it matters not how insignificant the subject may be, if it will but interest him, and thereby afford him such exercise; secondly, that the younger and backwarder each student is, the more unfit he will be for abstract speculations; and the less remote must be the subjects proposed from those individual objects and occurrences which always form the first beginnings of the furniture of the youthful mind.*

If the system which I have been recommending be pursued, with the addition of sedulous care in correction-encouragement from the teacher-and inculcation of such general rules as each occasion calls for; then, and not otherwise, Exercises in Composition will be of the most important and lasting advantage; not only in respect of the object immediately proposed, but in producing clear

For some observations relative to the learning of Elocution, see Part iv. chap. iv. § 2. See also some valuable remarks on the subject of exercises in composition in Mr. Hill's ingenious work on Public Education.

Societies.

ness of thought, and in giving play to all the faculties. And if this branch of education be thus conducted, then, and not otherwise, the greater part of the present treatise will, it is hoped, be found, not much less adapted to the use of those who are writing for practice-sake, than of those engaged in meeting the occasions of real life.

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Debating- One kind of exercise there is, that of Debating-Societies,-which ought not perhaps

to be passed unnoticed, as different opinions prevail respecting its utility. It is certainly free from the objections which lie against the ordinary mode of theme-writing; since the subjects discussed are usually such as the speakers feel a real interest in. But to young persons I think the exercise generally more hurtful than beneficial. When their faculties are in an immature state, and their knowledge scanty, crude, and imperfectly arranged, if they are prematurely hurried into a habit of fluent elocution, they are likely to retain through life a careless facility of pouring forth ill-digested thoughts in well-turned phrases, and an aversion to cautious reflection. For when a man has acquired that habit of ready extemporaneous speaking which consists

in thinking extempore, both his indolence and self-confidence will indispose him for the toil of carefully preparing his matter, and of forming for himself, by practice in writing, a precise and truly energetic style: and he will have been qualifying himself only for the "Lion's part"* in the interlude of Pyramus and Thisbe. On the other hand, a want of readiness of expression, in a man of welldisciplined mind, who has attentively studied his subject, is a fault much more curable by practice, even late in life, than the opposite.

Although however I am convinced that an early-acquired habit of empty fluency is adverse to a man's success as an Orator, I will not undertake to say, that, as an orator, his attaining the very highest degree of success will be the more likely, from his possessing the most philosophical mind, trained to the most scrupulous accuracy of investigation. Inestimable in other respects as such an endowment is, and certainly compatible with very great eloquence, I doubt whether the highest degree of it is compatible with the highest degree of general oratorical power. If at least he is to be accounted the most

* "SNUG.-Have you the Lion's part written? Pray you, if it be, give it me; for I am slow of study.

"QUINCE. You may do it extempore; for it is nothing but roaring."—Midsummer Night's Dream.

perfect orator, who (as Cicero lays down) can speak the best and most persuasively on any question whatever that may arise, it may fairly be doubted whether a first-rate man can be a first-rate orator. He may indeed speak admirably in a matter he has well considered; but when any new subject, or new point, is started in the course of a debate, though he may take a juster view of it at the first glance, on the exigency of the moment, than any one else could, he will not fail,-as a man of more superficial cleverness would,-to perceive how impossible it must be to do full justice to a subject demanding more reflection and inquiry; nor can he therefore place himself fully on a level, in such a case, with one of shallower mind, who being in all cases, less able to look beneath the surface of things, obtains at the first glance the best view he can take of any subject; and therefore can display, without any need of artifice, that easy unembarrassed confidence which can never be, with equal effect, assumed. To speak perfectly well, in short, a man must feel that he has got to the bottom of the subject; and to feel this, on occasions where, from the nature of the case, it is impossible he really can have done so, is inconsistent with the character of great profundity.

PART I.

OF THE INVENTION, ARRANGEMENT, AND INTRO-
DUCTION OF PROPOSITIONS AND ARGUMENTS.

CHAP. I.-Of Propositions.
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after Truth

It was remarked in the Treatise on LOGIC, Inquiry that in the process of Investigation properly so and after Arguments called, viz. that by which we endeavour to distindiscover Truth, it must of course be uncertain

to him who is entering on that process, what the conclusion will be to which his researches will lead ; but that in the process of conveying truth to others by reasoning, (i. e. in what may be termed, according to the view I have at present taken, the Rhetorical process,) the conclusion or conclusions which are to be established must be present to the mind of him who is conducting the Argument, and whose business is to find Proofs of a given proposition.

guished.

D