giving instruction in what relates to literary criticism. A text-book or an instructor may describe, with accuracy and fulness, the peculiarities of style, as they are seen in the writings of different individuals, or found in different classes of literary productions. But this is not enough. That the student may clearly discern these characteristic traits, and understand their nature, and the causes on which they depend, his attention must be directed to these writings. He must in some good degree become familiar with them, and thus learn wherein they differ, and what there is in each to approve or condemn.

It may be thought, that to bring to the view of the student in this manner the peculiarities of different styles, may require too much time and labor. But with the aid of the text-book, much of the work may be performed by the student himself. What is most necessary on the part of the instructor is, to direct the attention to specimens of different styles, and in some few instances to point out characteristic traits. The student, with this aid, will soon acquire sufficient knowledge and skill to apply the remarks found in the text-book himself.

This leads me to remark generally on the importance of reading good authors in connexion with rhetorical studies. This part of education is, I fear, in most of our schools and colleges, too much neglected. From his inability to judge of the merits of writers, the student needs guidance in selecting those which may be most useful to him, and this guidance the instructor should feel it is incumbent on him to supply. To read over occasionally with the pupil some choice specimens of style, may also be of essential advantage. To learn how to read, is no easy acquisition. Of course, I refer, not to the pronunciation of the words, or the inflections of the voice, but to the quick and true apprehension of the meaning, and a susceptibility to the beauties of style.

In this connexion, too, the student may be taught the true nature of literary criticism. It looks not for faults. It cherishes not a censorious, captious spirit. Its eye is directed after what is excellent and praiseworthy-after what may inform the mind, give grateful exercise to the imagination and refinement to the taste. And when it discerns exsellences of a high order, as if dazzled with what is bright

and imposing, it sees not minute and unimportant defects. It is indeed nearly allied to that charity which is kind, and which, where she discovers what is truly worthy of her regard, throws her mantle of forgiveness over a multitude of sins.

I proceed now to notice the last mentioned advantage proposed to be obtained by the study of rhetoric. I refer to the formation of style.

This part of a rhetorical course of instruction is not particularly connected with the use of a text-book, further than that it furnishes opportunities for the application of principles and rules, which are there found. The aid furnished by an instructor, is principally in the correction of attempts in composition, with such general guidance and advice, as the intellectual habits and peculiarities of the individual may require. I offer, therefore, on this head, merely a few practical suggestions.

1. It is highly important, that the attention of the student, in his first attempts, should be directed to the management of his subject. I would require of him to exhibit a plan, or skeleton, stating the precise object he has in view, the divisions he proposes to make with reference to this point, and the manner in which he designs to enlarge on each head. In this way, he will not only be aided in forming habits of methodically arranging his thoughts, but will be led to adopt the easiest and most direct method of proceeding, in writing on any subject.

2. I have ever found, that, so far as the construction of sentences is concerned, and here I refer both to the division of a paragraph into sentences and to the phrases and forms of expression, I remark, that, in relation to this part of the work of composition, I have ever found, that students derive important aid from translating select passages from the writings of good authors in other languages. Every one knows, that in this way a command of languages is acquired. And I would extend the meaning of the phrase, so as to include, not only that copia verborum, and that power of nice discrimination in the use of words, which are generally un derstood to be implied by it, but also the right arrangement of words, and the correct construction of sentences. things being equal, he who, during the first six months. in which the attention is directed to composition, should devote half of his efforts to the writing of translations

Other

would, I doubt not, be in advance of him, all whose exertions had been employed in the work of composition.

3. I would further recommend a familiar mode of correcting the first attempts of the student. If practicable, the instructor may with advantage read over with the pupil his productions, and alone with him freely comment upon its defects and excellences. While in this way needed encouragement is given, the attention of the student is directed to that point where there is most need of improvement. Besides, it not unfrequently happens, that the efforts of the student have taken some wrong direction. He has some erroneous impressions as to the nature of style, or as to the manner in which a good style may be formed. It may be that he is laboring too much on the choice and arrangement of his words, or the construction of his sentences; or, assigning undue importance to the ornaments of style, he may be seeking principally after what is figurative, and the ele gances of expression; or, again, with false notions of what is original and forcible, he may be striving after what is sententious and striking. Sometimes, too, there exists a fastidiousness of taste, which is detrimental. The student is kept from doing any thing, because he is unable to do better than he can do. In other instances, there is an injurious propensity to imitation. The student has fixed upon some writer as his model, and, servilely copying his master, his own native powers are neglected. Now, in all these instances, the advice of the instructor may be of essential benefit.

One general remark is all that I have to offer further on this head. It should ever be impressed on the student, that, in forming a style, he is to acquire a manner of writing, to some extent, peculiarly his own, and which is to be the index of his modes of thinking the development of his intellectual traits and feelings. It is the office of the instructor to facilitate the accomplishment of this important end, both by wisely directing the efforts of his pupil, and by removing every obstacle in his way.

NOTE TO THE SEVENTH EDITION

THE following work having been republished in England, and introduced into the schools of that country, and having come into extensive use in the United States, the publishers, grateful for the favor with which it has been received, are induced to present it to the public in an improved and more permanent form. It has been stereotyped, with the hope that its circulation may thus be extended and its usefulness increased.

Andover, September, 1838.

CHAPTER FIRST.

ON THOUGHT AS THE FOUNDATION OF GOOD WRITING.

Plan of the work.

WHEN we read the production of one who is justly accounted a good writer, we are conscious that our attention is engaged, — that we are pleased, and if the subject is one which can interest the feelings, that we are moved. If from being conscious of these effects we are led to search for their causes, we find, that our attention is engaged by the valuable thoughts and just reasonings that are exhibited; we are pleased by what gives exercise to our imagination, by happy turns of expression, by well introduced and well supported illustrations. We are moved, because the writer, whose productions we are reading, is moved, and our feelings of sympathy cause us to be borne along on the same current, by which he is carried forward. But we now ask, what may be hence inferred in relation to the writer? Do we not discover, that his mind has been stored with knowledge? that his reasoning powers have been strengthened and subjected to salutary discipline?-that his imagination is active and well regulated, and his heart alive to emotion? and is it not from his possessing these resources - these intellectual and moral habits, that he is able to