tings of different individuals, and in different classes of literary productions. Our inquiry is, What can be done by the instructer most efficiently, to aid the pupil in acquiring skill in literary criticism, as thus explained?

Style has been happily defined by Buffon as 'the man himself.' If I wish to become acquainted with any individual, I seek an introduction to him; I endeavour to learn from personal observation the peculiar traits in his character. I may, indeed, from the description of a third person, receive some general and perhaps just impressions respecting this individual; but all this, though it might prepare the way for my better understanding his peculiarities when in his presence, would alone make me but imperfectly acquainted with him.

The same holds true, if I wish to become acquainted with the peculiarities of those of different nations. You might describe to me the national traits of the French, and of the Spanish; but a visit to those countries, and familiarity with their inhabitants, would be of far more avail in learning their national traits of character.

This illustration suggests the best practical method of giving instruction in what relates to literary criticism. A textbook, or an instructer, may describe with accuracy and fulness the peculiarities of style, as they are seen in the writings of different individuals, or found in different classes of literary productions. But this is not enough. That the student ray clearly discern these characteristic traits, and understand their nature, and the causes on which they depend, his attention must be directed to these writings. He must in some good degree become familiar with them, and thus learn wherein they differ, and what there is in each to approve or condemn.

It may be thought, that to bring to the view of the student in this manner the peculiarities of different styles, may require too much time and labor. But, with the aid of a text-book, much of the work may be performed by the student himself. What is most necessary on the part of the instructer, is, to di

rect the attention to specimens of different styles, and in some few instances to point out characteristic traits. The student, with this aid, will soon acquire sufficient knowledge and skill to apply the remarks found in the text-book himself.

This leads me to remark generally on the importance of reading good authors in connexion with rhetorical studies. This part of education is, I fear, in most of our schools and colleges, too much neglected. From his inability to judge of the merits of writers, the student needs guidance in selecting those which may be most useful to him, and this guidance the instructer should feel it is incumbent on him to supply. To read over occasionally with the pupil some choice specimens of style, may also be of essential advantage. To learn how to read, is no easy acquisition. Of course, I refer, not to the pronunciation of the words, or the inflections of the voice, but to the quick and true apprehension of the meaning, and a susceptibility to the beauties of style.

In this connexion, too, the student may be taught the true nature of literary criticism. It looks not for faults. It cherishes not a censorious, captious spirit. Its eye is directed after what is excellent and praiseworthy; after what may inform the mind, give grateful exercise to the imagination, and refinement to the taste. And when, it discerns excellences of a high order, as if dazzled with what is bright and imposing, it sees not minute and unimportant defects. It is indeed nearly allied to that charity which is kind, and which, where she discovers what is truly worthy of her regard, throws her mantle of forgiveness over a multitude of sins.

I proceed now to notice the last mentioned advantage proposed to be obtained by the study of rhetoric. I refer to the formation of style.

This part of a rhetorical course of instruction is not pr ticularly connected with the use of a text-book, further than that it furnishes opportunities for the application of principles and rules, which are there found. The aid furnished by an instructer, is principally in the correction of attempts in com

position, with such general guidance and advice, as the intellectual habits and peculiarities of the individual may require. I offer, therefore, on this head, merely a few practical suggestions.

1. It is highly important, that the attention of the student, in his first attempts, should be directed to the management of his subject. I would require of him to exhibit a plan, or skeleton, stating the precise object he has in view, the divisions he proposes to make with reference to this point, and the manner in which he designs to enlarge on each head. In this way, he will not only be aided in forming habits of methodically arranging his thoughts, but will be led to adopt the easiest and most direct method of proceeding, in writing on any subject.

2. I have ever found, that, so far as the construction of sentences is concerned, and here I refer both to the division of a paragraph into sentences and to the phrases and forms of expression,-I remark, that, in relation to this part of the work of composition, I have ever found, that students derive important aid from translating select passages from the writings of good authors in other languages. Every one knows, that in this way a command of language is acquired. And I would extend the meaning of the phrase, so as to include, not only that copia verborum, and that power of nice discrimination in the use of words, which are generally understood to be implied by it, but also the right arrangement of words, and the correct construction of sentences. Other things being equal, he who, during the first six months in which the attention is directed to composition, should devote half of his efforts to the writing of translation, would, I doubt not, be in advance of him, all whose exertions had been employed in the work of composition.

3. I would further recommend a familiar mode of correcting the first attempts of the student. If practicable, the instructer may with advantage read over with the pupil his production, and alone with him freely comment upon its defects and ex

cellences. While in this way needed encouragement is given, the attention of the student is directed to that point where there is most need of improvement. Besides, it not unfrequently happens, that the efforts of the student have taken some wrong direction. He has some erroneous impressions as to the nature of style, or as to the manner in which a good style may be formed. It may be that he is laboring too much on the choice and arrangement of his words, or the construction of his sentences; or, assigning undue importance to the ornaments of style, he may be seeking principally after what is figurative, and the elegances of expression; or, again, with false notions of what is original and forcible, he may be striving after what is sententious and striking. Sometimes, too, there exists a fastidiousness of taste, which is detrimental. The student is kept from doing anything, because he is unable to do better than he can do. In other instances, there is an injurious propensity to imitation. The student has fixed upon some writer as his model, and, servilely copying his master, his own native powers are neglected. Now in all these instances, the advice of the instructer may be of essential benefit.

One general remark, is all that I have to offer further on this head. It should ever be impressed on the student, that, in forming a style, he is to acquire a manner of writing, to some extent, peculiarly his own, and which is to be the index of his modes of thinking-the developement of his intellectual traits and feelings. It is the office of the instructer to facilitate the accomplishment of this important end, both by wisely directing the efforts of his pupil, and by removing every obstacle in his way.

I have now completed the remarks which I have to offer in connexion with the division of my subject. A few others, suggested by what has been brought forward, are all that I have to subjoin.

1. The impression, that the study of rhetoric is but of little practical advantage, which has to some extent prevailed, is an

erroneous impression. An acquaintance with the philosophy of rhetoric, the cultivation of the taste, the exercise of the imagination, skill in the use of language and in literary criticism, and the formation of a good style, are certainly important objects. It has also been shown, as I hope, that a skilful instructer, and a text-book adapted to the proposed method of instruction, may effect much in aiding the student to make these acquisitions.

That rhetoric, taught as it often is, does not prove of much practical advantage to the student, must indeed be allowed. And what can be expected from merely committing to memory a rhetorical catechism?

Hudibras' satirical couplet is too true, as the art is thus taught.

'For all a rhetorician's rules

Teach nothing but to name his tools.'

The fact is, that the great secret of making the study of this art of practical advantage, is to direct the attention to examples and illustrations. Thus pursued, the study is of advantage. Otherwise, the prejudices which have existed on the subject, are but too well founded.

But there are other causes, to which the prejudices of which I here speak, are in part to be referred. Both those who have taught, and those who have studied this art, have not had in view, with sufficient distinctness, the different purposes which it aims to accomplish. The impression which generally prevails, is, that the only object of the study of rhetoric is the acquisition of a good style; and because this accomplishment is not immediately acquired, or does not unfailingly follow as a consequence from the study of rhetoric, it is thought a part of education of but little value.

In pointing out to you several advantages to be obtained by the study of rhetoric, I have, I trust, in part removed the impression on which this prejudice is founded. And I remark further, that while the formation of a good style, is one im