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INTRODUCTION.

As the work here submitted to the judgment of the public is some what novel in its design, a few remarks in reference to the plan adopted may not be inappropriate. It has long been held by the enlightened friends of education, that, while the mind is being prepared by a gradual development of its powers to exert, when matured, all the faculties wherewith it was endowed, it should not be forced in its growth, or subjected to influences which must impair its strength, and render that weak and languid which should be strong and active. Each recurring day brings with it, to the young, as they emerge from infancy, the experience of something new, something calculated to excite the reflective faculties, to force the exercise of the reasoning powers. To be curious as to causes and effects, is a characteristic of the human mind, as well in infancy as in maturity. As reason dawns, as the morn of life with its unclouded sky, giving goodly promise of a glorious future, opens to youth, the process whereby its meridian may be rendered glorious, its closing. blessed, begins to unfold itself. The imagination, free from the curb of practical knowledge, bounds away into the distant future, regardless of naught save the brilliancy of the panoramic illusion that unrolls before its advance. The stern realities of life present themselves not to the unpracticed eye; it needs that years should roll away, ere the dreams indulged can be forgotten; or if remembered, thought of but as the whisperings of the infantile soul in communion with itself. Each man's destiny crouches abjectly to his command; he may make or mar his fortune as he pleases. If, recreant to his high calling, he devotes his time to pursuits foreign to virtue, opposed to his well-being, the result must be a melancholy one.

Instead of standing before the world a model in his career, for all to emulate, all to admire, he grovels in deserved ignominy, companionless, despised. Education, to be entirely beneficial, should be as far as possible practical, su h as will enable its possessor to go out among his fellows, and dispute with them for supremacy. In this age, no man, if his acquirements warrant him worthy of such high vassalage, is safe from being made the public's servant; and, acting in that capacity, he may often be called upon to explain to his masters the plans by which he intends to advance their interests. If he would do this well, he must be taught how, and for such tuition he must look to the school-room. Practice in reciting the written thoughts of others will give him confidence to speak his own when needful. Subject to the criticism of rival school-fellows and the strictures of his teachers, he can not fail to acquire that ease of action so indispensable to a public speaker, a command of voice not otherwise to be obtained, and a fluency of speech which will set stammering at defiance. Every man is liable to be called upon, perhaps at a few moments' notice, to explain his opinions on certain matters, important or otherwise, and to do so with ease is most requisite. Ease implies knowledge, and “knowledge is power."

To offer the young student facilities by which to acquire confidence in expressing his thoughts in public, is the object of this work. Should this be gained, much will have been accomplished worthy of commendation.

Elocution, as a branch of education, deserves great consideration, from the fact that it can be applied advantageously nearly every moment. Speech being a faculty common to all mankind, the most expeditious method by which to convey ideas, it follows that it should be cultivated, its scope enlarged, its system perfected. Civilized nations have always been aware of the great importance of a study pertaining to this design, though they have in many respects failed in giving it its due share of attention. The ancients, particularly the Greeks and Romans, seem to have been fully conscious of the great benefits resulting from a close attention to, and practice of such rules as are fitted to advance the orator in his profession. Their schools for the study of eloquence were frequented by students from all parts of the known world. They established prizes to be awarded to those who, contesting for the palm of excellence, were the victors. Nor were their greatest orators ashamed to acknowledge, that, apart from the mere influence of genius, to the external part of oratory —the management of the voice, expression of the countenance, and the gestures of the head, body, etc. --were they indebted for a large portion of their success. They found that to work systematically was to insure them expeditious progress; that the art of delivery must be studied with particular diligence. Pronunciation, or delivery, as we call it, Demosthenes considered to be the charm of

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