prepared. Finally, the title has been changed, on account of an apprehension that it might lead persons, who should not take the trouble to examine the work itself, into a supposition that it ought to be classed with those very curious and amusing publications, technically called "LetterWriters."

It is hoped that these changes will be approved by the public, whose uniform indulgence the author is most happy to acknowledge.

INTRODUCTORY

RULES AND OBSERVATIONS

ON

EPISTOLARY COMPOSITION.

To write letters well is an attainment of great importance. It affords scope for the exercise and display of the highest powers of the mind, and the finest feelings of the heart. It is of constant utility in every department of business, and in every endearing relation of social and domestic life.

The art of epistolary writing, as the late translator of Pliny's letters has observed, was esteemed by the Romans among the number of liberal and polite accomplishments; and Cicero, in some of his letters, mentions, with great pleasure, the elegant specimens of epistolary compositions which he had received from his son. It seems indeed to have formed part of the education of the Romans; and it deserves to have a share in ours. "It has," says Mr. Locke," so much to do in all the occurrences of human life, that no gentleman can avoid showing himself in this kind of writing. Occasions will daily force him to make this use of his

pen; which, besides the consequences that, in his affairs, his well or ill managing of it, often draws after it, always lays him open to a severer examination of his breeding, his sense, and his abilities, than oral discourses, whose transient faults, dying for the most part with the sound that gives them life, and so not subject to a strict review, more easily escape observation and censure."

To facilitate to children and young persons the acquisition of the epistolary art, they should frequently be exercised in writing letters to their absent friends or relatives; on such occasions as naturally occur in domestic life, or on subjects chosen by themselves, and adapted to their taste and acquirements. Every error which they commit in orthography or in punctuation, in language or in sentiment, should be pointed out and fully explained to them, either by their instructor, or some other friend, previously to the letters being sent; or, afterwards, by the person to whom they are addressed. But no fault should be corrected by a teacher or friend, or on his suggestion; and the letters should always be sent exactly in the state in which they come from the pupil's own hands, except the occasion be very important, and the writers very urgent to be allowed to correct and transcribe their little performances. Thus, will some of the best and most operative feelings of their minds be powerfully excited; their application, their desire of improvement, will be quick

ened, and they will probably look forward, with anxious expectation, to a future opportunity of gratifying themselves and their friends, by an exhibition of their enlarged abilities and attainments. It is scarcely necessary to add that these letters should be voluntary, not compelled; rather allowed as a privilege, than required as a task. "When children," says Mr. Locke, "understand how to write English with due connexion, propriety, and order, and are pretty well masters of a tolerable narrative style, they may be advanced to the writing of letters; in which they should not be put upon strains of wit or compliment, but taught to express their own plain, easy sense, without any incoherence, confusion, or roughness."

To practice, should be added the frequent and attentive perusal of letters, written with correctness, ease, and elegance; for which purpose, the epistolary selections contained in this volume, will, it is presumed, prove peculiarly useful and acceptable. But young persons should be cautioned not to adopt any sentiment, or any expression, even of the most approved writer, that is not consistent with their own judgment, and with the thoughts, and feelings, of their own minds. 'Nothing is beautiful but what is true," is a maxim of universal acceptation; but it applies, with peculiar force, to epistolary communications.

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Letter-writing is a subject of so varied and extensive a nature, that it can scarcely be reduced

to rule, or taught by prccept. But some instruction respecting it, may doubtless be communicated to young persons, through the medium of rules; and the following, together with the observations that accompany them, have been formed, with particular care, for that purpose. They will, it is hoped, be found of real and practical utility; and afford considerable assistance to young persons, in avoiding error, and obtaining some degree of excellence, in epistolary composition.

I. When you write a letter to any person, express the same sentiments, and use the same language, as you would do if you were conversing with him. "Write eloquently," says Mr. Gray, "that is, from your heart, in such expressions as that will furnish."

This rule is of primary importance, for the attainment of ease and simplicity in epistolary composition. But it will not, with equal efficacy, promote correctness and propriety, unless we accustom ourselves to think, and to express our thoughts, accurately and properly, in common conversation.

II. Before you begin a letter, especially when it is on any occasion of importance, weigh well in your own mind the design and purport of it; and consider very attentively, what sentiments are most proper for you to express, and your correspondent to read.

The observance of this rule is highly useful. To those who have few thoughts, it affords an oppor