were to be asserted and proved, that in battle he voluntarily went in the front ranks; encountered every danger without dismay; and performed prodigies of valour : these things might be true, and would show he had courage; yet they would not prove he had fortitude, because fortitude is that quality which endures pain, and is totally distinct from courage, which is the quality that enables men to encounter danger.

There will be little difficulty in discriminating and retaining any discussion, if the subject be understood; and the point to be established, be kept in mind. For though a great deal may be said or written upon any question, yet it must all be included under a very few general arguments. If those general arguments be observed, they will easily be remembered, because they are connected with each other: and if they be retained, the substance of all that has been said or written will be recollected, because the leading arguments will serve as a key to all the rest.

Before this part of the work be concluded, it may be well to urge that it should not be left, until something like facility shall have been attained in the discrimination of reasoning. The great source of embarrassments and difficulty in public speaking, consists in the confused state of the resources of the mind. It is seldom the want of information, but the want of arrangement, which occasions painful feeling in the endeavour to address an audience.

To dispose our own thoughts into regular form, is much less easy than to perceive, at leisure, how others have disposed their thoughts in the written discussions which are submitted to our scrutiny.

The object therefore, of this part of the discipline, is to lead the mind into the habit of discriminating important and essential arguments, from those which are subordinate; and thus of perceiving, by exercise upon the productions of others, how it may arrange and remember its own suggestions, according to the precepts given in the Third Part of the work.

PART III.

REASONING AND EXPRESSION.

By the time the pupil or student shall have reached this part of the work, it is assumed that he will have acquired the habits of correct enunciation, graceful deportment, facility of discrimination, and tenacity of memory; and before any further advancement be attempted, it will be prudent in him to consider whether he have attained these several requisites. Patience and perseverance are necessary in every valuable acquisition, nor can the art of public speaking be obtained without them. The student, therefore, had better devote a little more time to the previous parts, if he still perceive a déficiency, than impetuously proceed without sufficient preparation.

The reason is now to be employed on its own resources. In the last preceding part of the work, the student had narratives, descriptions, and arguments, which had been already prepared, and the substance of which he had to discriminate, retain, and deliver. If those ex

ercises were performed before several other persons, it may reasonably be hoped, that he has dismissed childish diffidence, and has now acquired that share of modest confidence which will enable him respectfully to look persons in the face, and state his sentiments upon any subject he understands.

It should be premised, that in all the following exercises, great attention should be paid to the articulation, emphasis, tones, pauses, &c.; but that in the earlier ones, and until the student shall arrive at the complete discussion of a subject, no particular gesture need be used. He will stand firmly, steadily, and gracefully, according to the directions given in Part the First; but he need not as yet employ his hands in action.

Rule 1.-In all the succeeding exercises avoid the affectation of inflated or unusual expressions: use such words only as are natural and familiar.

Rule 2.-Do not hesitate or stammer, but speak openly and plainly what first occurs. Do not go back to correct words: if this habit be once indulged, it will never be subdued: attention and practice will gradually produce correct, as well as graceful language.

Elegance of dietion, and harmony in arrangement, are by no means to be disregarded; but they must not be attempted, until fluency of familiar language shall have been attained.

These ulterior accomplishments will be insensibly acquired hereafter, from a careful perusal of works of taste, the example of living orators of eminence, and the efficacy of continued practice. Moreover, it is necessary to employ the reason, before we attend to the niceties of style. A man with easy elocution, good sense, and plain language, will seldom be heard without patience and pleasure: a man with graceful enunciation and elaborate phraseology, but without sound reason, will please few and convince none.

Rule 3.-When a subject is proposed for discussion, observe whether it be a simple subject; as, honour, friendship, flattery, &c.: or a general proposition; as, delays are dangerous, riches have wings, no man is rich who has not more than he wants or a question, admitting as an answer, only a simple affirmation or negative; as, is he guilty or not guilty of murder? is eloquence beneficial is the proposed measure likely to be advantageous ?

Rule 4.-If the subject proposed be, what has been termed a simple subject, begin by a clear and correct definition of it.

For this purpose, observe carefully the following directions: for the student must not proceed until he can readily define any simple subject which may be proposed to him. But it may