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I love and admire the youth, who turns not back I from the howling wintry blast, nor withers under the blaze of summer; who never magnifies mole-hills into mountains'; but whose daring eye, exulting, scales the 5 eagle's airy crag, and who is ready to undertake any thing I that is prudent and lawful, within the range of possibil ity. Who would think of planting the mountain oak! in a green-house? or of rearing the cedar of Lebanon in a lady's flower-pot? Who does not know, that, in or 10 der to attain their mighty strength and majestic forms, they must freely enjoy the rain and the sunshine, and must feel the rocking of the tempest?

LESSON IV.SELF-EDUCATION.-D. A. WHITE.

[Marked for Rhetorical Pauses.]

Education is the personal and practical concern of every individual, and at all periods of life.-Those who have been favored with advantages of early instruction, or even with a course of liberal education, ought to 5 consider it rather as a good foundation to build upon, than as a reason for relaxing | in their efforts to make advances in learning. The design of early education, it should be remembered, is not so much to accumulate information, as to develop, invigorate, and discipline the 10 faculties; to form habits of attention, observa' ion, and industry, and thus | to prepare the mind | for more extensive acquirements, as well as for a proper discharge of the duties of life.

Those, who have not the privileges of early instruction, 15 must feel the stronger inducement | to avail themselves! of all the means and opportunities in their power, for the cultivation of their minds and the acquisition of knowledge. It can never be too late to begin or to advance the work of improvement. They will find dis20 tinguished examples of success | in the noble career of self-education, to animate their exertions. These will teach them, that no condition in life is so humble, no circumstances | so depressing, no occupation | so laborious, as to present insuperable obstacles to success | in the 25 acquisition of kno-vledge. All such disheartening obstacles, combined, may be surmounted, as they have been ' in a thousand inst nces, by resolute and persevering de.ermination to o ercome.

Some of the most celebrated philosophers of antiquity, rose from the condition of slaves; and many of the most learned among the moderns, have educated themselves || under circumstances scarcely less depressing | than those 5 of servitude. Heyne,* the first classical scholar of Germany, during the last century, and the brightest ornament of the university of Göttingen,t raised himself from the depths of poverty, by his own persevering, determined spirit of application, rather than by the superior force of 10 his natural genius. Gifford, the elegant translator of Juvenal, struggled with poverty and hardships | in early life, and nobly persevered, till he gained the high rewards of British learning; and Ferguson, the celebrated astronomer and mechanician, was the son of a day-laborer, 15 and, at an early age, was placed at service with several farmers in succession; yet, without teachers, and almost without means of instruction, he attained to high rank | among the philosophers of his age, and, as a lecturer, was listened to by the most exalted, as well as the humblest | 20 in rank and station. By his clea. and simple manner

of teaching the physical sciences, he rendered the knowledge of them more general, than it had ever before been in England; and through his learned publications he became also the instructor of colleges and 25 universities.

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All these extraordinary men I have left memoirs of themselves, detailing the struggles through which they have passed, which will forever teach persevering resolution, against opposing obstacles, to all who have a love 30 of knowledge or a desire of improvement. What encouragement may they not afford to those who have no such struggles to encounter, and who can obtain | without difficulty the means of instructing themselves! There would seem to be no apology, at the present day, in this 35 country at least, for extreme ignorance, in any situation

or condition of life. The most valuable knowledge, that which is essential to moral cultivation, is certainly within the reach of all.

Innumerable are the instances of successful self-in40 struction, not only among men of right natural talents,

* Pronounced, Hinay.

The o, in this word, is not sounded s in any English word : it resembles au, in the French word cœur, -the ng sound as in the English word singer.

but among those of apparently moderate powers; not only against the force of early disadvantages, but against that

of the most adverse circumstances of active and public employment. The highest honors of learning | have 5 been won amidst laborious professional duties and the pressing cares of state. Hardy seamen, too, who have spent their days | in conflict with the storms of the ocean, have found means to make themselves distinguished | in science and literature, as well as by achievements in 10 their profession. The lives of Columbus, Cook, and Lord Collingwood gloriously attest this fact. Our own country has produced her full proportion of self-taught men, -statesmen and civilians, philosophers and men of science. At their head stand Washington | and Frank15 lin, neither of whom | enjoyed, in early life, advantages of education, equal to those which are afforded by some of our free schools | to the humblest of the people.

LESSON V.-CHARACTER OF TRUE ELOQUENCE.-WEBSTER.
[This, and the two following pieces, are meant to be studied,
and marked in pencil, by pupils, themselves,-under the guidance,
at first, of the teacher. The marking to be applied as an exten-
sion of practice on Rhetorical Pauses.]

When public bodies are to be addressed on momentous occasions, when great interests are at stake, and strong passions excited, nothing is valuable, in speech, farther than it is connected with high intellectual and moral en5 dowments. Clearness, force, and earnestness, are the qualities which produce conviction True eloquence, indeed, does not consist in speech. It cannot be brought from far. Labor and learning may toil for it, but they will toil in vain. Words and phrases may be marshalled 10 in every way,-they cannot compass it. It must exist in the man, in the subject, and in the occasion: Affected passion, intense expression, the pomp of declamation, all may aspire after it, they cannot reach it. It comes, if it come at all, like the outbreaking of a fountain from the 15 earth, or the bursting forth of volcanic fires, with spontaneous, original, native force.

The graces taught in the schools, the costly ornaments, and studied contrivances of speech, shock and disgust men, when their own lives, and the fate of their wives, 20 their children, and their country, hang on the decision of the hour. Then, words have lost their power, rhetoric

is vain, and all elaborate oratory contemptible. Even genius itself then feels rebuked and subdued, as in the presence of higher qualities. Then, patriotism is eloquent: then, self-devotion is eloquent. The clear concep5 tion, outrunning the deductions of logic, the high purpose, the firm resolve, the dauntless spirit, speaking on the tongue, beaming from the eye, informing every feature, and urging the whole man onward, right onward to his object, this, this is eloquence: or rather it is something 10 greater and higher than all eloquence,-it is action, noble, sublime, godlike action.

LESSON VI.-INDUSTRY INDISPENSABLE TO THE ORATOR.-
H. WARE, JR.

[To be marked for Rhetorical Pauses, by the reader.]

The history of the world is full of testimony to prove how much depends upon industry; not an eminent orator has lived but is an example of it. Yet, in contradiction to all this, the almost universal feeling appears to be, that 5 industry can effect nothing, that eminence is the result of accident, and that every one must be content to remain just what he may happen to be. Thus multitudes, who come forward as teachers and guides, suffer themselves to be satisfied with the most indifferent attainments, and a miser10 able mediocrity, without so much as inquiring how they may rise higher, much less making any attempt to rise.

For any other art they would have served an apprenticeship, and would be ashamed to practise it in public before they had learned it. If any one would sing, he 15 attends a master, and is drilled in the very elementary principles; and only after the most laborious process dares to exercise his voice in public. This he does, though he has scarce any thing to learn but the mechanical execution of what lies in sensible forms before the 20 eye.

But the extempore speaker, who is to invent as well as to utter, to carry on an operation of the mind as well as to produce sound, enters upon the work without preparatory discipline, and then wonders that he fails! If he 25 were learning to play on the flute for public exhibition, what hours and days would he spend in giving facility to his fingers, and attaining the power of the sweetest and most expressive execution! If he were devoting himself. to the organ, what months and years would he labor, that

he might know its compass, and be master of its keys, and be able to draw out, at will, all its various combinations of harmonious sound, and its full richness and delicacy of expression! And yet he will fancy that the 5 grandest, the most various and most expressive of all instruments, which the infinite Creator has fashioned by the union of an intellectual soul with the powers of speech, may be played upon without study or practice; he comes to it a mere uninstructed tyro, and thinks to 10 manage all its stops, and command the whole compass of its varied and comprehensive power! He finds himself a bungler in the attempt, is mortified at his failure, and settles it in his mind forever, that the attempt is vain.

Success in every art, whatever may be the natural tal15 ent, is always the reward of industry and pains. But the instances are many, of men of the finest natural genius, whose beginning has promised much, but who have degenerated wretchedly as they advanced, because they trusted to their gifts, and made no efforts to improve. 20 That there have never been other men of equal endowments with Demosthenes and Cicero, none would venture to suppose; but who have so devoted themselves to their art, or become equal in excellence? If those great men had been content, like others, to continue as they began, 25 and had never made their persevering efforts for improvement, what would their countries have benefited from their genius, or the world have known of their fame?— They would have been lost in the undistinguished crowd that sunk to oblivion around them.

LESSON VII.-GENIUS.-ORVILLE DEWEY.

[To be marked for Rhetorical Pauses, by the reader.] The favorite idea of a genius, among us, is of one who never studies, or who studies nobody can tell when, at midnight, or at odd times and intervals, and now and then strikes out, 66 at a heat," as the phrase is, some wonderful 5 production. This is a character that has figured largely in the history of our literature, in the person of our Fieldings, our Savages, and our Steeles; "loose fellows about town, or loungers in the country;" who slept in alehouses, and wrote in bar-rooms; who took up the pen as 10 a magician's wand, to supply their wants, and, when the pressure of necessity was relieved, resorted again to their

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