case was different. Among the Greeks and Romans, the ingenui pueri," (young gentlemen,) during the whole course of their literary education, practised gymnastic and warlike exercises, which tended to keep the manly energies of the character in equal development with intellectual discipline and refinement. During the ages of chivalry, similar exercises were practised by all but the monks. Even down to the middle of the last century, some accomplishments continued to be cultivated which answered the same purpose to a considerable degree. In Lord Chatham's letters to his son, the celebrated William Pitt, the latter is earnestly exhorted not to neglect his dancing. Fencing and horsemanship were at that period universally cultivated by young men who expected to fill stations of rank. Washington was distinguished as an elegant dancer and an admirable horseman. Among the Greeks, and among the English in the days of Elizabeth, instrumental music was carefully cultivated by the class corresponding to that which at the present day claims a superior right to the appellation of gentlemen. But in our present systems of education, nothing of this kind finds place. Systematic gymnastic exercises have been thoroughly tried, and universally abandoned, as failing to answer their intended purpose. A military education, indeed, such as that at West Point, has its appropriate remedies for the evils of the other systems; yet though the attempt has been faithfully made to imitate in colleges this part of a military education, it has not succeeded. Numerous efforts have been made to incorporate systems of manual labor, but the results of such trials have been so unsatisfactory, that they seem not likely to be repeated. To imitate the Greeks in making instrumental music a serious part of a liberal education, would at the present day be manifestly absurd; to resort seriously to dancing for this great object, would be ridiculous. The cultivation of pugilism, so earnestly pursued in England, is too brutish for this country. The common athletic sports of young men are in

valuable for purposes of exercise, but cannot take rank as accomplishments. Carriages, rail-cars and steamboats are superseding the necessity of horsemanship. Nothing seems to remain as a remedy for this great deficiency but the manly cultivation of practical oratory, and perhaps this accomplishment will ultimately be found of more value for the purpose than any thing else.

To make it thus available, however, it must not be cultivated, as has so often been done, in a mere spirit of emulating theatrical performers. Even the highest and most natural elocution for the stage, is not only totally different from, but diametrically opposite to that of public speaking. The most serious mistake that can be made with reference to oratory, is to suppose that even an absolutely perfect actor, if such could be found, might be made a model for an orator. The situation of an actor is in all respects different from that of a public speaker. In proof of this assertion, it will be sufficient simply to refer to the totally different style of delivery adopted by an accomplished and favorite performer, when at the close of the evening he advances to the front of the stage, and speaks not as an actor, but in his own person to thank the audience for their favoring regards. No progress began to be made in improving the elocution of our colleges, until after the banishment of serious theatrical performances. Common college colloquies do not strictly belong to the class of theatrical performances. They may, perhaps, be best described by the appellation of intellectual frolics, and as such have a legitimate place and value.

It is obvious, however, that to derive these advantages from the practice of elocution, as well as to make any useful attainments in the art, the student must yield-to use a fine expression of Burke-" a liberal obedience" to the most thorough discipline. Military discipline soon succeeds in transforming the most clownish and degraded individuals, even the very outcasts

of society, who enlist as common soldiers, into men distinguished for an erect, manly carriage and a dignified demeanor, and infuses into them, not only feelings of honor, but of enthusiastic self-devotion to the cause of their country. The very object of a liberal education is to qualify men for filling the most responsible situations in society. Responsible situations are always those of dignity, and as such demand elevation of character; but it is an established, axiom, that no man is capable of commanding who has not first learned to obey. Such self-control as leads to promptitude of effort, punctuality, and a regular distribution of time, is a primary object of all systems of education. The writer has accordingly been gratified in his labors, by finding that the more thorough the discipline he proposed, the greater was the satisfaction of the students. They have shown their approval of the principle, that to require of them their highest manly energies, and to accept of nothing lower, is not only to be most faithful to them as an instructor, but to treat them with the truest respect.

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PLAN OF INSTRUCTION.

THE essential principles of the mode of instruction developed in this work are the following:

First. At no time to require of the learner, that which it is not reasonably natural and easy for him to do.

Secondly. Faults that experience has shown to be liable to occur in speaking, are as far as possible to be anticipated and prevented. But when faults actually occur, the learner is not to be expected to improve by simply endeavoring to avoid them, but on the contrary is to have set before him some method of practice which cultivates a mode of delivery exactly the opposite of the faults. It is likewise intended that such modes of speaking shall each exemplify one of the various natural styles of delivery. Some natural style of speaking can always be found, the practice of which will cure the faults that are liable to attend attempts to speak in other styles.

Faults may indeed be corrected by simply endeavoring to avoid them; but this process is apt to produce at best but a negative merit. The effect is even worse. It chills and checks the development of positive excellence, and thus becomes a serious hindrance to bringing forth the natural capabilities for eloquence in the speaker.

Thirdly. In all instruction and practice, to keep in mind the distinction between a mere exhibition of adherence to rules of elocution, and a genuine and living eloquence. The one is to be so managed as to assist rather than obstruct the other.*

* Vide Whately's Rhetoric, part fourth.

Not to attempt to do more by rules than they are capable of effecting. To depend on the student's own energy and enthusiasm for that degree of success that does full justice to his powers. In delivery, as in composition, the most interesting things will be original and not derived from a teacher.

The question will naturally arise in the mind of the student, how great a proficiency in speaking he may be able to attain, by attending faithfully to the tasks proposed in the following course of instruction. The answer will be found in the schemes of the lessons for the several terms of the Sophomore and Junior years. Those lessons have been satisfactorily tried with different classes, and require nothing more than experience has shown to be within the power of the great majority of each successive Sophomore and Junior class. The body of the work is to be studied and practised by the Freshman class, and provides for every difficulty that is met, in attempting the courses of lessons.

Another question likewise requires an answer.

How much

time should be taken from other studies, in order to acquire the art of speaking? It is the sincere opinion of the writer, that no diminution need be made in the amount of time devoted to any other branch of a College course of study. Any such abstraction of time may even retard improvement in elocution. As an instructor, the writer has uniformly found the best scholars and the hardest students in the severer branches, to have the most time at their command for receiving private instruction, and that too in lessons not required as a part of the regular course. The plan of giving half lessons to the Freshman class, on the days when they attend to elocution, has been faithfully tried by the Tutors, and found productive of as much injury as benefit. Private practice without the company of an instructor, is indeed absolutely necessary, but it need not on an average, occupy more than a few minutes each day-and as this is one of the most healthful and agreeable of bodily exercises, it may be re,