INTRODUCTION.

A PROPER acquaintance with the circle

of Liberal Arts is requifite to the study of Rhetoric and Belles Lettres. To extend the knowledge of them must be the firft care of thofe, who wish either to write. with reputation, or fo to exprefs themselves. in public, as to command attention. Among the antients it was an effential principle, that the orator ought to be converfant in every department of learning. No art indeed can be contrived, which can ftamp merit on a compofition, rich or fplendid in expreffion, but barren or erroneous in fentiment. Oratory, it is true,, has often been difgraced by attempts to ef tablish a falfe criterion of its value.. Writers have endeavored to fupply want of matter by graces of compofition; and courted the temporary applause of the ignorant. inftead of the lafting approbation of the difcerning. But fuch impofture must be short and tranfitory. The body and fubstance of any valuable compofition must be formed of knowledge and fcience. Rhe

toric completes the ftructure, and adds the polifh; but firm and folid bodies only are able to receive it.

Among the learned it has long been a contefted, and remains ftill an undecided queftion, whether Nature or Art contributemoft toward excellence in writing and difcourfe. Various may be the opinions with respect to the manner, in which Art can most effectually furnish aid for fuch a purpofe; and it were prefumption to affert, that rhetorical rules, how juft soever, are fufficient to form an orator. Private ap

plication and study, fuppofing natural genius to be favorable, are certainly fuperior to any system of public instruction. But, though rules and inftructions cannot effect every thing, which is requifite; they may be of confiderable ufe. If they cannot infpire genius; they can give it direction and affiftance. If they cannot make barrenness fruitful; they can correct redundancy. They prefent proper models for imitation; they point out the principal beauties, which ought to be ftudied, and the chief faults, which ought to be avoided; and confequently tend to enlighten Tafte, and to con

duct Genius from unnatural deviations into its proper channel. Though they are incapable of producing great excellencies; they may at least serve to prevent confiderable mistakes.

In the education of youth no object has appeared more important to wife men in every age, than to excite in them an early relish for the entertainments of Tafte. From thefe to the discharge of the higher and more important duties of life the tranfition is natural and eafy. Of thofe minds, which have this elegant and liberal turn, the most pleasing hopes may be entertained. On the contrary entire insensibility to eloquence, poetry, or any of the fine arts, may juftly be confidered, as a bad fymptom in youth; and fuppofes them inclined to low gratifications, or capable of being engaged only in the common pursuits of life.

Improvement of Tafte feems to be more or lefs connected with every good and virtuous difpofition. By giving frequent exercife to the tender and humane paffions a cultivated tafte increases fenfibility; yet