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 and Fifth parts supply exercises under such of the rules laid down in the three foregoing parts of the work as can be thus illustrated: the former consisting of copious selections from the most approved authors, for practice in Reading and Recitation; and the latter, of a Debate on an interesting subject, which is intended as an example of Argumentative Declamation. 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 exercises 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 not be improper to recur here to the admirable Debate on the Character of Julius Caesar, which occupies the fifth and concluding part of this work. 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 by the eminent teacher of Oratory, Mr. James Sheridan Knowles, expressly for the purpose of exercising students in argumentative declamation. The youthful

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age of the disputants who took 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 provide a system as nearly perfect as might be ; and therefore no part of the discipline for reading and recitation could have been correctly omitted: besides, as there

must be some beginning, where could we commence more properly than at the true and rational foundation ?

ARTICULATION.

A good articulation has ever been regarded as the first requisite in delivery; without which, indeed, all other attainments in this art are of little importance. It consists in the distinct utterance of words and the elements of which they are composed; and in making such a distinction between syllables, that the ear may easily perceive to which syllable each letter or element belongs. "In just articulation," says Austin in his Chironomia, "the words are not to be hurried over; nor precipitated syllable over syllable; nor as it were melted together into a mass of confusion. They should be neither abridged, nor prolonged; nor swallowed, nor forced; they should not be trailed, nor drawled, nor let to slip out carelessly, so as to drop unfinished. They are to be delivered out from the lips as beautiful coins newly issued from the mint, deeply and accurately impressed, perfectly finished, neatly struck by the proper organs, distinct, in due time, and of due weight." To acquire a distinct enunciation, and to overcome whatever obstacles habit may have thrown in the way of it, requires great effort. It was for this end alone that the young Athenian orator repaired to the seashore and spoke amidst the noise of dashing waves.

Indistinct articulation may arise from various causes. A physical defect in the vocal organs may produce a stammering hesitancy in speech. A sluggish action of the mind may cause a dull, imperfect utterance; while excess of sensibility or vivacity may produce a hasty, indistinct utterance. But the

principal causes of all the faults arising from a bad articulation, are the difficulty of uttering the con