argument. A transition has indeed taken place; the time, and means, and ends are changed; but not the relative position of men. No more do we struggle for the victory of conquest, but we struggle for wages and more intelligence. Knowledge has reached the mass so as to make them sensible of their ignorance without diminishing their privations, and they are now engaged in a double battle against Want and Error. The struggle, therefore, is resolute. The training wanted is practical; the weapons serviceable and ready for use. Provided the literary sword will cut, few will quarrel about the polish. If the blade has good temper, he who needs it will put up with a plain hilt.

When I contemplate the appliances which learning and science present to the scholar, and see how multiplied are its means of knowing the truth upon all subjects, I cannot conceive that he can be struggling like the untaught thinker between right and wrong. To the scholar, truth and falsehood must be apparent; and since the learned do not penetrate to the intellect of the populace, and establish intelligence among them, it must be that the learned want courage or condescension, or that common sense among them is petrified in formulas. We want either a hammer or a fire to break the spell or dissolve the ice.

Those words of Guizot which I have placed on the title-page indicate the broad obviousness of precept aimed at in this work. Hudibras tells us that

"All the logician's rules

Teach nothing but to name their tools."

I have attempted to recast this order. In the "Logic of Facts" I have dealt with the materials of reason

ing. This is such "Application" of them as I should make. In this matter I have striven to speak without affecting superiority or infallibility. Writer and reader stand on the same level, and from a common ground thus established mutual inquiry starts. The information attempted is essentially practical. It is not the heavy inexorable theory of the last age applied to the bustle and elasticity of this; but upon the learning of the schools is endeavored to be engrafted the learning of life, the literature of the streets and of trade, the logic of the newspaper and the platform, and the rhetoric of daily conversation; that the reader may acquire a public as well as a scholastic spirit: the aim being to elicit originality, to realize a distinct individual, who shall go forth into the arena of the world with determinate and disciplined powers capable of usefully influencing its affairs.

In the division of the Parts and the succession of the Chapters, there is no pretension to scientific classification. The distinction drawn between the Parts, though not recognized, will, I believe, be found practically suggestive. The order of the Chapters is that which seemed to me to be natural, at least to throw light, one upon the subject of the other. In "Hints" a greater license is allowed, and strict sequence is not so much looked for as suggestiveness.

The FIRST PART treats of the Rudiments of Rhetoric, the elements which the student derives from the instruction of others. After the "Proem " has informed the reader of the design of the book, "Rhetoric" defines and explains the subject; "Delivery" commences with the laws of tone, founded on the study of feeling. "The Theory of Persuasion" accu

mulates materials from the study of manifestation; "Method" teaches how to use these materials with power; "Discipline" teaches how this power is confirmed; "Tact" teaches its special application.

The SECOND PART includes those topics, a knowledge of which is not so much, or rather, not so well, derived from the instruction of others, as acquired by the personal observations of the student. Doubtless the teacher can impart them, but only in a qualified sense. The student will never excel unless he trust to himself and to his independent exertions. The practical relation between the subjects in this Part seem to be this: "Originality" is a source of independent power; "Heroism" its manifestation; "Proportion" prunes "Heroism" of Exaggeration and Declaration; "Style" indicates individuality of expression; "Similes" offer themselves as weapons of expression; "Pleasantry" its relief; "Energy" is a species of lemma to Eloquence; "Eloquence" marshals the powers to effect conviction on a given point; "Premeditation" teaches how effect is to be provided for; "Reality" infuses confidence; "Effectiveness" sums up the condition of complete impression; "Mastery" denotes the signs of rhetorical perfection.

The THIRD PART, again, relates in its distinction rather to the student than to the subject intrinsically considered. This Part treats of topics in which the student finds the application of previous acquisitions. "Criticism" applies preceding topics to the development of beauties and correction of faults; "Debate" is tact applied to conversion; "Questioning," or Socratic Disputation, is the auxiliary of Debate; "Personalities" treat of the conduct of Controversy;

"Repetition" is the philosophy of Reformation; "Poetry" is the highest result of Rhetoric.

Whatsoever' well expressed thought I have found which illustrated my subject I have taken, and, what is somewhat more unusual, I have acknowledged it; because the author of a useful idea ought to be remembered as one who leaves a legacy. Through this punctiliousness the critics will say that I have not composed, but that I have compiled a book; though I see books published around me in which there is more that belongs to others than in this book, but the obligations being concealed, the ostensible authors get the credit of being original. We are all of us indebted to those who have thought before us, and we say with Montaigne: "I have gathered a nosegay of flowers in which there is nothing of my own but the string which ties them." But in this case the string which ties them is my own. from nature to art) has the and erection of an edifice. the materials. The materials he finds, but he gives them proportion, place, and design. The idea is his; and if good, we credit him with distinct merit. Why, therefore, should not the author of a book, even if made up of other men's materials, be credited also with distinct merit, if his work has an idea which subordinates the materials he employs and shapes them to a new utility? G. J. H.

The architect (to pass credit of his conception Yet he does not create

PUBLIC SPEAKING AND DEBATE.

PART I.

DERIVATIVE POWERS.

CHAPTER I.

RHETORIC.

RHETORIC is the application of logic to mankind. By reasoning we satisfy ourselves, by rhetoric we satisfy others. The rhetorician is commonly considered most perfect who carries his point by whatever means. Men like to see the man who is a match for events, and equal to any exigency. But it is plain we must make some distinction as to the manner in which a point is to be carried. We may as well say that a man may carry the point of life, that is, fill his pockets by any means, as influence men by any means. A low appeal to the passions we call clap-trap. I know no better definition of rhet oric than Dr. Johnson's definition of oratory. "Oratory," said the doctor, "is the power of beating down your adversaries' arguments and putting better in their places."