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in the memory. The Third part contains a gradual exercise of the student's intellect. Rules are given for acquiring, by slow and cautious advances, the habits of discussing subjects with facility and clearness; and thence of speaking on them with fluency and elegance. The Fourth part consists of copious selections from the most approved authors, designed as exercises for practice, according to the rules laid down in the foregoing parts of the work, and also to serve as correct models of style and taste. The First part will train the pupil into accurate enunciation and graceful deportment. The Second will initiate him in the faculties of understanding, recollecting and repeating the sentiments he may read or hear. The Third will familiarize him in the art of ascertaining, arranging and delivering the ideas which his own judgment may provide. And the Fourth will furnish the materials and inducements for perfecting himself in all the requisitions of his art.

The gradations of art are always laborious. No one can hope to attain excellence at once. The patience and diligence necessary for the acquisition of a language, a science, or even an amusement, should always repress such hopes of progression as are rather sanguine than rational. Those, however, who duly appreciate the value of the art, which it is the object of

these pages to facilitate, will patiently submit to the discipline by which alone its attainment seems likely to be insured. But with this disposition for perseverance, and by proper caution against too rapid an advancement, much advantage may reasonably be hoped from adherence to the proposed system. Neither does it seem extravagant to believe, that besides the effect which the prescribed discipline would produce, in accelerating the art of oratory, other salutary consequences would thence accrue to the student.

By the practice of discrimination, he would become enabled to understand and analyze, whatever should be offered to his attention. The value of such a talent may be easily appreciated. It would facilitate every species of investigation, and afford a strong protection against imposture. A mind thus qualified would not be dazzled by splendid imagery, nor deluded by arguments merely specious. Sophistry, whether written or oral, which frequently seduces the unwary, could obtain no undue ascendency over an understanding which could distinguish and estimate the reasoning and deductions, on which it bestowed attention.

To instructors, it need hardly be observed, that as the object of this treatise is to accelerate the powers for public speaking, the various ex

ercises proposed in this system should take place, not in particular seclusion, but in the presence of as many persons as can be conveniently assembled. The efficacy of speaking or reciting before many others, in overcoming too much diffidence, may be observed in the annual exhibitions at some of the public schools and colleges.

It may be proper to mention here that we have placed at the head of our "Selections for Practice," the admirable Debate on the Character of Julius Cæsar, composed by the eminent Mr John Sheridan Knowles. Few young men pass through the grades of a polite education in this country, who are not, at some period of their career, members of a Debating Society, or moot court, where questions are proposed and discussed under the forms and regulations which appertain to more serious assemblages. The "Debate" above-mentioned was composed expressly for the purpose of exercising students in argumentative declamation. The youthful age of the disputants who take part in it, the gentlemanly personalities in which they indulge, the evident fact of its being intended to be delivered in public, the strong case made out by each of the opposing parties, and its usefulness in furnishing a model and precedent for similar attempts by any association of young men

who by their remote location are prevented from familiarising themselves with the mode of conducting the proceedings of a debating society: all, unite to win it a place in "The Orator's Own Book." It is scarcely necessary for us to say that such practice is highly beneficial, and is always to be sought after by the ambitious student.

Having thus stated the principles and system upon which the following work has been formed, we trust that we may be allowed at least the praise that is due for good intention, as well as for industrious solicitude to attain a desirable object. The first attempt to bring a valuable accomplishment within practical tuition, has strong claims on liberality. Whether we have been successful in forming a method of instruction in this important art, we must leave to be determined by the judgment of others. But even if it shall appear, that the system now suggested, is inadequate to the full extent which it proposes, we shall nevertheless feel considerable satisfaction, if it be found susceptible of improvement; and that, thus assisted, it finally accomplish the beneficial end for which it has been designed.

PART I.

READING AND RECITATION.

BEFORE the student can attempt to become an orator, he must be sure that he is a good reader. Trifling and unimportant as the necessary talents merely for a good reader may seem, yet they are amongst the fundamental requisites of a good speaker.

Clear articulation, proper accent, judicious emphasis, and suitable tones and inflections, are not to be acquired without patient and diligent attention.

The practice of recitation requires something more-it needs graceful and suitable gesture. Extempore speaking also must be accompanied by proper action.

As the requisites therefore for good reading and recitation, are so indispensable to a public speaker, the first part of this work contains a system of rules and illustrations for the purpose of facilitating these attainments.

The student must not despise the simplicity of the earlier exercises. It was necessary to

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