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ous presentation of the theory, with illustrations and directions how to profit by it.

Examples both for imitation and disapproval, in this work, have been drawn from modern as well as ancient writers, American as well as foreign-from some not widely known, as well as from the most celebrated.

As it regards the best use to be made of the book, I would respectfully suggest to teachers that students of Rhetoric should always combine practice with study, and should be required to produce either original or selected examples of every figure of speech, of every kind of composition, and of every style described. Once a week, perhaps, the class may present in writing specimens or illustrations of what has been studied. during the week, and the exercises suggested in Part IV. should all be fairly wrought out after the previous parts have been studied. In this way the science and art are so welded together in the memory as to be of permanent value.

It is also an excellent exercise for a student to be required to present written criticisms of some productions, well-known or otherwise, according to the principles stated in the text-book. It is comparatively easy for a student to write when a definite subject is suggested to him. Rhetoric, like music, is eminently practical; and while theoretic study is indispensable, persistent, careful work is demanded.

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Occasionally, too, we meet with men who have carefully studied the science underlying some art, and have also become skillful in the practice, who seem to lose a consciousness of their obligation to study, and who undervalue and, perhaps, decry their own study.

It is a great misfortune to a young person to fall under the influence of such men. As Archbishop Hare well said, "It is, indeed, no small satisfaction to think, that whoever attacks learning, if he does it weakly, does it no hurt; and if he does it well, his own performance is a good argument against him; while he shows thereby its usefulness as well as his own ingratitude."*

It is not to be denied that men differ in constitutional ability, and that many, without a close and systematic examination of the theory, have exhibited remarkable talent. But at the same time all who desire to excel in any art should study the science on which it is based as thoroughly and exhaustively as their opportunities will allow. They should become familiar with principles and with the best examples, and even with associated sciences. This course has been faithfully and laboriously pursued by the strongest and most efficient men. Thorough study will not restrain native genius, but develop and direct it; and if for a time it represses extravagance that might ex

"The Works of the late Right Rev. and learned Dr. Francis Hare, Lord-bishop of Chichester " (London, 1746), vol. i. p. 50. This applies to the depreciation of grammar, rhetoric, and logic, by Macaulay, a man who may be said to have been steeped in these sciences from his childhood, and who undervalued them, simply because he had been taught to obey them from his earliest life, and could not appreciate the value of studying them."

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