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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..6833f05 --- /dev/null +++ b/.gitattributes @@ -0,0 +1,3 @@ +* text=auto +*.txt text +*.md text diff --git a/38444-8.txt b/38444-8.txt new file mode 100644 index 0000000..aa65205 --- /dev/null +++ b/38444-8.txt @@ -0,0 +1,2241 @@ +The Project Gutenberg EBook of A Discourse Being Introductory to his +Course of Lectures on Elocution and the English Language (1759), by Thomas Sheridan + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: A Discourse Being Introductory to his Course of Lectures on Elocution and the English Language (1759) + +Author: Thomas Sheridan + +Editor: G. P. Mohrmann + +Release Date: December 30, 2011 [EBook #38444] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK A DISCOURSE *** + + + + +Produced by Tor Martin Kristiansen, Sue Fleming, Joseph +Cooper and the Online Distributed Proofreading Team at +http://www.pgdp.net + + + + + + +THE AUGUSTAN REPRINT SOCIETY + +THOMAS SHERIDAN + +A DISCOURSE + + BEING INTRODUCTORY + TO HIS COURSE OF LECTURES + +ON + + ELOCUTION + AND THE + ENGLISH LANGUAGE + +(1759) + + _Introduction by_ + G. P. MOHRMANN + + PUBLICATION NUMBER 136 + WILLIAM ANDREWS CLARK MEMORIAL LIBRARY + UNIVERSITY OF CALIFORNIA, LOS ANGELES + +1969 + + +GENERAL EDITORS + + William E. Conway, _William Andrews Clark Memorial Library_ + George Robert Guffey, _University of California, Los Angeles_ + Maximillian E. Novak, _University of California, Los Angeles_ + + +ASSOCIATE EDITOR + +David S. Rodes, _University of California, Los Angeles_ + + +ADVISORY EDITORS + + Richard C. Boys, _University of Michigan_ + James L. Clifford, _Columbia University_ + Ralph Cohen, _University of Virginia_ + Vinton A. Dearing, _University of California, Los Angeles_ + Arthur Friedman, _University of Chicago_ + Louis A. Landa, _Princeton University_ + Earl Miner, _University of California, Los Angeles_ + Samuel H. Monk, _University of Minnesota_ + Everett T. Moore, _University of California, Los Angeles_ + Lawrence Clark Powell, _William Andrews Clark Memorial Library_ + James Sutherland, _University College, London_ + H. T. Swedenberg, Jr., _University of California, Los Angeles_ + Robert Vosper, _William Andrews Clark Memorial Library_ + + +CORRESPONDING SECRETARY + +Edna C. Davis, _William Andrews Clark Memorial Library_ + + +EDITORIAL ASSISTANT + +Mary Kerbret, _William Andrews Clark Memorial Library_ + + + + +INTRODUCTION + + +Thomas Sheridan (1718-1788) devoted his life to enterprises within the +sphere of spoken English, and although he achieved more than common +success in all his undertakings, it was his fate to have his reputation +eclipsed by more famous contemporaries and eroded by the passage of +time. On the stage, he was compared favorably with Garrick, but his name +lives in the theatre only through his son Richard Brinsley. A leading +theorist of the elocutionary movement, his pronouncing dictionary ranks +after the works of Dr. Johnson and John Walker, and his entire +contribution dimmed when the movement fell into disrepute.[1] + +Sheridan attained his greatest renown through his writing and lecturing +on elocution, and the fervor with which he pursued the study of tones, +looks, and gestures in speaking animates _A Discourse Delivered in the +Theatre at Oxford, in the Senate-House at Cambridge, and at +Spring-Garden in London_. This lecture, "Being Introductory to His +Course of Lectures on Elocution and the English Language," displays both +the man and the elocutionary movement. Throughout the work, Sheridan +exhibits his missionary zeal, his dedication to "a visionary hypothesis +that dazzled his mind."[2] At the same time, he presents the basic +principles of elocutionary theory and reveals the forces that made the +movement a dominant pattern in English rhetoric. + +It is difficult to account for Sheridan's millennial approach to +elocution, but his absorption in language study is most understandable. +His father, Dr. Thomas Sheridan, was a minister and teacher, judged to +be "a good classical scholar, and an excellent schoolmaster."[3] He +supervised his son's early education, and Sheridan was being pointed +toward a career as school master. His exposure to, and interest in, +English were reinforced by his godfather, Dean Swift, who was long an +intimate of the elder Sheridan. In later years, Sheridan was eager to +acknowledge that his attitudes had been profoundly influenced by those +of Swift. + +To some degree Sheridan's dedication to language study is evidenced in +his theatrical activities. As an undergraduate, he wrote a play that was +later published; and almost immediately after taking his M.A. at Trinity +College, he made his professional acting debut in Dublin. This was 1743, +and forty years later he was taking part in Attic Entertainments, +performances "consisting of recitation, singing, and music."[4] A +selective chronology suggests his involvement with the stage: 1744, +acting in London with Garrick; 1750, acting and managing in Dublin; +1760, acting in London; 1780, acting manager for his son at Drury Lane. + +Successful as an actor, Sheridan appears to have missed greatness +because he could not overcome an inflexibility and obstinacy in +personality; and the same characteristics helped to precipitate a number +of squabbles and riots that marred his managerial efforts. However, much +of his frustration in the theatre must be attributed to the more +compelling attraction to the theory of delivery in speaking. The stage +provided a practical outlet, but Sheridan's fascination with +elocutionary theory dominated and deflected the interest in theatre. + +That elocution was his primary concern is demonstrated in his major +publications: _British Education_, 1756; _Lectures on Elocution_, 1762; +_A Plan of Education_, 1769; _Lectures on the Art of Reading_, 1775; and +_A General Dictionary of the English Language_, 1780. In all of these +works the central argument remained unchanged after its initial +statement in the complete title of _British Education_.[5] There, +Sheridan suggested that a revival of the art of speaking would improve +religion, morality, and constitutional government; would undergird a +refining of the language; and would pave the way for ultimate perfection +in all the arts. + +Having posited this thesis in 1756, Sheridan was reiterating it still in +the material prefatory to his pronouncing dictionary in 1780, and he +never rested with publication alone. As early as 1757 he lectured on the +principles of education, and he first presented his course of lectures +on elocution in 1758-59 at Oxford and Cambridge. Over the years the +course proved to be both popular and financially rewarding, and Sheridan +sometimes presented the lectures in order to relieve financial +embarassment. Nevertheless, his devotion to the cause was the crucial +factor. His interest in language somehow became an almost blind devotion +to spoken English, and through his course he could carry his message to +influential audiences in England, Ireland, and Scotland; the Edinburgh +Select Society sponsored two series in 1761, and Sheridan was lecturing +on elocution as late as 1785. + +The _Discourse_ typifies Sheridan's simplistic interpretation and the +evangelistic ardor with which he addressed his audiences. He was not +content to fault an overemphasis in the study of Latin, nor was he +satisfied to argue that "the support of our establishments, both +ecclesiastical and civil" rests upon public discussion. Many in his +audiences would have agreed, and few would have taken issue with the +contention that the "art of elocution" needed further cultivation. But +Sheridan pressed on to insist that the written language, being an +invention of man, "can have no natural power," and he argued that the +"highest delights" of aesthetic pleasures must wait upon the perfection +of spoken English. He even went so far as to suggest that the study of +"grammar, rhetorick, and oratory" explained the outstanding artistic +achievements of Greece and Rome. + +Moreover, "other benefits to society" would add to "the glory of the +nation" and to the "ornament of individuals, and of the state in +general" through a loosing of silent tongues. Sheridan dreamed that the +study of elocution, with a voice "far sweeter than the syren's song," +would so entrance young students that they would linger long in native +academic groves, avoiding the baneful influence of travel abroad "at the +most unfit and dangerous season of life." Thus, individual and social +perfection had to be predicated upon the study of spoken English, and +Sheridan implied that to slight this study was to offer an affront to +the divine plan for earthly progress. + +This panacean outlook prompted Hume to remark that "Mr. Sheridan's +Lectures are vastly too enthusiastic. He is to do every thing by +Oratory."[6] And it is not surprising that the critical, the Johnsons +and Humes, should have been distressed by Sheridan's enthusiasm, an +enthusiasm that permitted him to posit such unlikely goals and to see +himself as the sole authority on elocution. Yet, for every negative +reaction, the elocutionists enlisted countless believers. Sheridan and +other theorists capitalized upon a number of intellectual currents and +social pressures of the era that centered attention upon delivery in +speaking and that helped aggrandize this facet of rhetorical training. A +number of forces can be isolated, but most relate to the classical +inheritance, to the belief that tones, looks, and gestures constitute a +natural language of the passions, and to the methodology of science.[7] + +The classical inheritance was important to the elocutionists because of +the impetus given to all language study. Sheridan did no more than echo +a common complaint when he worried over the "many bad consequences" +attending a neglect of the English language; countless writers addressed +themselves to a determination of phonology and pronunciation in the +attempt "to methodize" the language. Furthermore, the example of ancient +oratory spoke loudly to a people striving to perfect both the individual +and social institutions. Any educated man was expected to be able to +express himself well in public, particularly if his vocation found him +"in the pulpit, the senate-house, or at the bar." The pulpit was a +favorite target, and critics regularly lamented the atrocious state of +speaking "in the very service of the Most High." The elocutionists and +others appear to have been convinced that the doubt and scepticism of +the age would be much relieved if only the preachers would learn to +speak properly. Theirs seemed the best of all possible religions, and it +needed but a vitalization through adequate pulpit oratory to transcend +anything accomplished by the Popish devotees on the Continent. Certainly +Sheridan's references to the Continent also reflect a strong overlay of +nationalism, and the same spirit creeps into his worship of Greece and +Rome; but he and the other elocutionists knew that they owed a profound +debt to classical rhetorical theory. Beyond supporting language study +generally and beyond encouraging an interest in public speaking, ancient +rhetoric justified a concentration on delivery. + +After centuries of a chameleon-like existence, the complete Ciceronian +rhetoric emerged in England just in time to meet a savage onslaught from +the methods of science and the new epistemology.[8] Eventually, +rhetoricians such as Campbell and Blair were to successfully blend the +old and the new, but the elocutionists found fertile ground in delivery +alone. They began, as Sheridan did, with the testimony of Cicero and +Quintilian because _actio_, or _pronuntiatio_, was one of the five +established canons of classical rhetoric. A favorite citation, though +Sheridan did not use it, was Demosthenes' reputed response when asked to +name the three most important parts of rhetoric: "Actio, actio, actio." +The endorsement of antiquity lent powerful support to the study of +delivery, and this was the one canon that had not been subjected to +regular exhaustive analyses throughout the rhetorical tradition. Here +was a topic ripe for further investigation, and by Sheridan's day, the +tones, looks, and gestures of delivery had achieved commonplace status +in discussions of man's emotions. + +Sheridan spoke as if this natural language of the passions were "hardly +ever thought of," but the belief that tones, looks, and gestures were +external signs of internal emotions was firmly established by the middle +of the eighteenth century. The notion has received some attention +throughout western thought, but most speculation appears to date from +Descartes' _Les Passions de l'ame_ in 1650. The increasing concern with +mind-body problems encouraged inquiries into the nature and function of +the natural language in all areas relating directly to man's emotion and +its expression. The topics were as various as religion and physiognomy, +but discussions of the natural language construct centered upon human +communication, particularly in the arts. + +The construct became especially significant in analyses of painting and +sculpture. Examples of its impress can be seen in Le Brun's sketches of +the passions,[9] in Hogarth's having embraced "the commonly received +opinion, that the face is the index of the mind,"[10] and in Dryden's +contention that "to express the passions which are seated in the heart, +by outward signs, is one great precept of the painters." Dryden added +that "in poetry, the same passions and motions of the mind are to be +expressed,"[11] and the natural language found its way into most +discussions of tragedy and the epic. Other examples of literary analysis +in which the construct operated include Steele's _Prosodia Rationalis_, +Say's _An Essay on Harmony, Variety, and Power of Numbers_, and Kames' +_Elements of Criticism_. In sum, it was almost universally accepted that +the creative artist was to observe and record the natural language of +the passions. In Sheridan's words, he was to perceive and delineate the +"operations, affections, and energies, of the mind itself ... manifested +and communicated in speech." + +The methodology of science was indirectly responsible for giving added +support to this facet of elocutionary rationale. When British empiricism +was pressed to the limit, considerable doubt and scepticism resulted; +and the Scottish common sense philosophy was, in large part, a counter +response. The operation of the natural language became one of the first +principles of common sense; and in their discussions of philosophy, +aesthetics, and rhetoric, the Scots argued for the study of +elocution.[12] + +Science contributed directly to the movement by providing the framework +for analysis. Without the empirical approach and the confidence in +scientific methodology, theorists simply would not have attempted to +isolate and describe the elements in the external signs of the emotions. +Science forced Sheridan to think in terms of empirical observation and +categorization, and science permitted him to call for "sure and +sufficient rules" in order that "the art of speaking like that of +writing ... be reduced to a system." It is even symptomatic that he +should have referred to the design of the "Great Mechanist." + +Almost as enthusiastic as Sheridan, a number of other elocutionists +expressed similar views and found their theories invigorated by the same +forces. James Burgh in the _Art of Speaking_ (1761), John Walker in +_Elements of Elocution_ (1781) and a number of other works, and Gilbert +Austin in _Chironomia_ (1806) were among the more influential +elocutionary theorists. Numerous other writers in both England and +America participated in making the study of elocution an established +part of the English rhetorical tradition. + +In America, the study gained acceptance at all levels of education, and +the class in elocution became a standard course in colleges and +universities. Elocution centered upon oral reading and public speaking, +and written composition came to be the exclusive province of the +rhetoric class. The resultant distinctions between oral and written +discourse played a significant role in the eventual development of +separate departments of speech and English in American colleges and +universities.[13] + +Although speech departments grew out of elocutionary studies, elocution +disappeared from the curriculum because of an association with an +excessive emphasis upon performance as performance. Reaction was +compounded by a sophistication in psychology that made early theory seem +naïve, but neither later excesses nor seeming naïvety should be +permitted to distort the main thrust of the elocutionary movement. +Concentrating upon language in use, the elocutionists encouraged and +anticipated analyses now being vigorously pursued in a range extending +from linguistics to nonverbal communication. Their contribution has for +too long been ignored, and it is happily foreshadowed in Thomas +Sheridan's enthusiastic _Discourse_. + +University of California, +Davis + + + + +NOTES TO THE INTRODUCTION + +[Footnote 1: See Wallace A. Bacon, "The Elocutionary Career of Thomas +Sheridan (1718-1788)," _Speech Monographs_, XXXI (1964), 1-53.] + +[Footnote 2: John Watkins, _Memoirs of the Right Honorable R. B. +Sheridan_, (London, 1817), I, 43.] + +[Footnote 3: _Ibid._, p. 39.] + +[Footnote 4: _Ibid._, pp. 145-146.] + +[Footnote 5: _British Education: Or, The Source of the Disorders of +Great Britain. Being An Essay towards proving, that the Immorality, +Ignorance, and false Taste, which so generally prevail, are the natural +and necessary Consequences of the present defective System of Education. +With An Attempt to shew, that a Revival of the Art of Speaking, and the +Study of Our Own Language, might contribute, in a great measure, to the +Cure of those Evils. In Three Parts. I. Of the Use of these Studies to +Religion, and Morality; as also, to the Support of the British +Constitution. II. Their absolute Necessity in order to refine, +ascertain, and fix the English Language. III. Their Use in the +Cultivation of the Imitative Arts: shewing, that were the Study of +Oratory made a necessary Branch of the Education of Youth; Poetry, +Musick, Painting, and Sculpture, might arrive at as high a Pitch of +Perfection in England, as ever they did in Athens or Rome._] + +[Footnote 6: James Boswell, _Private Papers of James Boswell_ (Mt. +Vernon, New York, 1928-34), I, 129.] + +[Footnote 7: See Frederick W. Haberman, "English Sources of American +Elocution," _History of Speech Education in America_, ed. Karl Wallace +(New York, 1954), pp. 105-126.] + +[Footnote 8: See Wilbur Samuel Howell, _Logic and Rhetoric in England, +1500-1700_ (Princeton, 1956).] + +[Footnote 9: Charles Le Brun, _Conférence de Monsieur Le Brun sur +l'expression generale & particulière_ (Amsterdam, 1698).] + +[Footnote 10: William Hogarth, _Analysis of Beauty_, ed. Joseph Burke +(Oxford, 1955), p. 136.] + +[Footnote 11: John Dryden, "A Parallel of Poetry and Painting," in +_Essays_, ed. W. P. Ker (Oxford, 1900), II, 145.] + +[Footnote 12: See G. P. Mohrmann, "The Language of Nature and +Elocutionary Theory," _Quarterly Journal of Speech_, LII (1966), +116-124.] + +[Footnote 13: See studies reported in _History of Speech Education in +America_.] + + +BIBLIOGRAPHICAL NOTE + +The text of this reprint of Sheridan's _Discourse_ +is reproduced from a copy in the +William Andrews Clark Memorial Library. + + + + +A + +DISCOURSE + +DELIVERED IN + +The THEATRE at OXFORD, + +IN + +The SENATE-HOUSE at CAMBRIDGE, + +AND + +At SPRING-GARDEN in LONDON. + +By THOMAS SHERIDAN, M. A. + +Being Introductory to + +His COURSE of LECTURES + +ON + +ELOCUTION and the ENGLISH LANGUAGE. + +Ut enim hominis decus ingenium, fic ingenii ipsius +lumen est eloquentia. + +Cic. de Orat. + + +LONDON: + +Printed for A. MILLAR, in The Strand; +J. RIVINGTON and J. FLETCHER, in Pater-noster-Row; +J. DODSLEY, in Pall-Mall; and sold by +J. WILKIE, in St. Paul's Church yard. + +M.DCC.LIX. + + + + +TO + +THE TWO LEARNED UNIVERSITIES + +OF + +Oxford AND CAMBRIDGE, + +The following Discourse + +(As a small token of gratitude + +For the candour with which they received, + +And the generosity with which they encouraged, + +His attempt + +Towards improving Elocution, + +And promoting the study of the ENGLISH Language) + +Is, + +With all humility, + +And the most profound respect, + +Inscribed, + +By their + +very faithful + +and devoted servant, + +THOMAS SHERIDAN. + + + + +A + +DISCOURSE + +DELIVERED IN + +The THEATRE at OXFORD, + +IN + +The Senate-House at CAMBRIDGE, + +AND + +At SPRING-GARDEN in LONDON. + + +It has been a long time since all men, who have turned their thoughts to +the subject, have been convinced, that the neglect of studying our own +language, and the art of speaking it in public, has been attended with +many bad consequences; and some of our most eminent writers have freely +delivered their thoughts upon this head to the world. Amongst the +foremost of this number are Milton, Dryden, Clarendon, Locke, Addison, +Berkley, and Swift; besides multitudes of less note. But as they have +only pointed out the evil, without examining into its source, or +proposing an adequate remedy; as they have shewn the good consequences +which would follow from the introduction of those studies, only in +theory, without laying down any probable method, by which their +speculations might be reduced to practice, their endeavours in this way, +however laudable, have hitherto proved but of little benefit to mankind. + +Any attempt, therefore, towards a practicable plan, whereby such studies +may be introduced, will well deserve the attention of the best and +wisest men; and, if it should meet with their approbation, will +necessarily also obtain their encouragement and assistance. + +This consideration it was, which emboldened me to appear before this +learned assembly; and though, when I reflect on the knowlege, wisdom, +and nice discernment, of my hearers, I am filled with that awe and +reverence which are due to so respectable a body, yet, as candour and +humanity are the inseparable attendants on wisdom and knowlege (for as +the brave are ever the most merciful, so are the wise the most +indulgent), I can have no cause to fear the submitting my opinions to +the decision of such judges as are here assembled. Whatever shall appear +to be founded in reason and truth cannot fail of producing its due +effect in this region of true philosophy: and whatever errors or faults +may be committed, as they cannot escape the penetration, so will they be +corrected and amended by the skill and benevolence of such hearers. A +point to be wished, not dreaded; as to an inquirer after truth, next to +the being right, the thing most to be desired is the being set right. In +either way, a person engaged in a new undertaking is sure to be a +gainer, where honour, and certainty of success, will follow judicious +approbation; where benefit, and the means of succeeding, will attend +just censure. + +Encouraged by these reflections, I shall therefore, without farther +preface, enter upon my subject. + +That the English are the only civilized people, either of ancient or +modern times, who neglected to cultivate their language, or to methodize +it in such a way, as that the knowlege of it might be regularly +acquired, is a proposition no less strange than true. + +That the English are the only free nation recorded in history, possessed +of all the advantages of literature, who never studied the art of +elocution, or founded any institutions, whereby, they who were most +interested in the cultivation of that art; they whose professions +necessarily called upon them to speak in public, might be instructed to +acquit themselves properly on such occasions, and be enabled to deliver +their sentiments with propriety and grace, is also a point as true as it +is strange. + +These neglects are the more astonishing, because, upon examination, it +will appear, that there neither is, nor ever was a nation upon earth, to +the flourishing state of whose constitution and government, such studies +were so absolutely necessary. Since it must be obvious to the slightest +enquirer, that the support of our establishments, both ecclesiastical +and civil, in their due vigour, must in a great measure depend upon the +powers of elocution in public debates, or other oratorial performances, +displayed in the pulpit, the senate-house, or at the bar. + +But to leave the public interests out of the question; is it not amazing +that these studies have never been established here, even upon selfish +principles, which, in all other cases seldom fail of having their due +force? since it can be shewn, that there never was a state wherein so +many individuals were so necessarily and deeply concerned in the +prosecution of those studies; or where it was the interest, as well as +duty, of such numbers, to display the powers of oratory in their native +language. + +There is not a single point, in which the study of oratory was necessary +to the ancients, wherein it is not equally so to us; nor was there any +incitement to the knowlege and practice of that art, whether of +pleasure, profit, or honour, which with us is not of equal strength. + +We, as well as the ancients, have councils, senates, and assemblies of +the people (by their representatives) whose deliberations and debates +turn upon matters of as much moment, where oratory has fields as ample, +in which it may exert all its various powers, and where the rewards and +honours, attendant on eloquence are equal. "If we look into the history +of England, for more than a century past, we shall find, that most +persons have made their way to the head of affairs, and got into the +highest employments, not on account of birth or fortune, but by being, +what is commonly called, good speakers." + +Nor is oratory less necessary to us at the bar, than it was to the +ancients; nor are the rewards of profit, fame, and preferment, less +attendant on it there; as has been experienced by all in that +profession, who took pains to improve their talents in that way. + +But there is one point, a most momentous one, in which oratory is +essentially necessary to us, but was not in the least so to the +ancients. The article I mean, is of the utmost importance to us; it is +the basis of our government, and pillar of our state. It is the +vivifying principle, the soul of our constitution, without which, it +cannot subsist; I mean religion. + +"As the religion of the ancients consisted chiefly of rites and +ceremonies, it could derive no assistance from oratory; but there is +not the smallest branch of ours which can be well executed, without +skill in speaking; and the more important parts, calculated to answer +the great ends, evidently require the whole oratorial powers." + +Let it be observed, that in this profession alone, there are more +persons employed throughout these realms, than there were citizens of +Athens, at any given period. + +Since, therefore, we have so much stronger motives to the cultivation of +this art, what can be the reason that even an attempt towards it has +never hitherto been made? One would imagine, that in a country where the +ancients are admired, revered, nay, almost adored, that we should +certainly follow their example, and adopt all their wise institutions, +so far at least as they coincided with the spirit of our government, and +were of equal necessity to the well being of the state. But on the +contrary, we seem to have made it a law, that we should sit down +contented with seeing and admiring their excellence, but that we should +never attempt to use the means, by which alone we might be enabled to +rival them. If it were difficult to come at the knowlege of those means; +if the method taken by the ancients, in educating their youth to qualify +them for such great performances, had not been handed down to us; or if +there were any thing in the method itself, which would be found +impracticable in these times, there might be some excuse for not taking +the same course. But on the contrary, when many of their most eminent +writers have minutely described to us the precise course of education, +passed through by all who were liberally trained; when they tell us, +that both at Athens and Rome, one of the chief studies was that of their +native language in each country; and that the art most assiduously +sought after, and practised in both, was that of oratory: shall we be +surprised that their languages were more polished and beautiful, and +consequently that all works which depended upon the elegance and charms +of language, should be more finished than those of a people, who never +took any pains in that way? or that oratory, and all the arts dependant +on it, or connected with it, together with all the benefits and +advantages resulting from it, should appear in a more conspicuous +light, in regions, where that art was cultivated with the utmost pains +and labour, than in a country where it has been utterly neglected. Is +there any natural impediment in our way, is there any invincible +obstacle to the pursuit of these studies, and to the attainment of these +arts? Have we not a language to study as well as they? and do we not, on +many accounts, stand in more need of studying that language? Have we not +the same organs of speech, the same features, the same limbs, muscles, +and nerves, that the ancients had? What want we then, but to apply +ourselves to the regulation of these, and to study their true use in +enforcing and adorning our sentiments, when delivered by speech, to +rival or even excel them in their favourite art? How did the ancients +attain this art? By study, and practice. Would not the same means bring +us to the same end? And have we not the advantage of all their lights to +guide us in our enquiries? Have we not the foundation of their +experience to build upon, ready to our hands, whenever we are wise +enough to set about raising the noble edifice? Did the ancients possess +any advantages over us from nature, either in point of intellectual +faculties, or the animal oeconomy? With respect to the mental powers, it +is undoubtedly clear, that we have carried our discoveries much farther +than they did, both in the physical and moral world. And with respect to +the bodily organs, true philosophy must deride any attempts, to shew +that we are not framed exactly in the same manner. In all the +_sciences_, to which we _have_ applied, we have far outdone them; and if +they still excel us in many of the _arts_, it is either because we have +wholly neglected their cultivation, or where we have made the attempt, +we have taken a wrong course; and unwisely deserted the method pointed +out by the ancients towards their attainment, and which, with them, had +been always crowned with success. + +In short, the difference between the ancients and us, arises from one +obvious cause. In the course of education, we have pursued most of the +studies, which they did; but some we have wholly omitted. In all +studies, which we followed in common with them, we have far excelled +them: that they have excelled us in those which were peculiar to +themselves, cannot be a matter of wonder. The chief points in which +they differed from us, were the study of their native language, and +oratory. And it can be indisputably shewn, that they possessed no +advantage over us, but what arose, either immediately, or +consequentially from their knowlege, skill, and practice; in grammar, +rhetorick, and oratory. Now, as we have excelled them far, in all the +studies to which we _have_ applied, there can be no good reason +assigned, that with a due degree of attention and pains, we might not +surpass them in these also? On the contrary, I hope, on another +occasion, to be able to prove, that from certain lights furnished by +time, from peculiar advantages arising from our pure and holy religion, +and from the nature of our admirable constitution, we might, with +moderate pains, and in no long space of time, as far surpass them in +those arts, and all that depend upon them, or have a connection with +them, as we have already done in the sciences. + +But though, upon trial, we should not find ourselves able to surpass the +ancients, let us not shamefully suffer ourselves to be outdone in those +arts by the moderns. If the Briton should own himself unequal to the +contest with Greeks and Romans, let him not yield the palm to Frenchmen +also. If, in despair of victory, he should say like Mnestheus in Virgil, +"Non jam prima peto," let him add to his countrymen, "extremos pudeat +rediisse!" + +Believe me, there is no time to be lost. The Italians, the French, and +the Spaniards, are far before you. Their languages and authors are well +known through Europe, whilst yours have got admission only into the +closets of a few. You have but to rouze yourselves from your lethargy, +and to exert your native vigour, soon to outstrip them all. Should you +set about refining and ascertaining your language, with the same spirit +of industry, which you have often exerted on less important occasions, +the work will not be long accomplishing; and you will not only +immediately raise your credit in the eyes of Europe, but hand down to +your posterity, one of the noblest legacies which it is in your power to +bequeath. If the task should be accomplished, how will that posterity +wonder, that their ancestors should have been for more than two +centuries in possession of so rich a jewel, without once examining its +value; and that, merely through a neglect of polishing, they should have +suffered a diamond of the first water and magnitude, to be outshone by +the cut glass, or pebbles, of their poorer, but more industrious +neighbours. + +The true source of the neglect of these studies, will, upon examination, +be found to be this; that from the first introduction of letters into +this kingdom, the minds of all trained in the knowlege of them, have to +this hour, from early institution, got a wrong biass with respect to +language: in consequence of which, the universal attention of the +natives of this country, has been turned from the natural, the more +forcible, and more pleasing kind, to that which is artificial, weaker, +and accompanied with no natural delight. + +I do not doubt, but that this proposition will excite no small surprise +in my hearers; nor do I suppose, they will easily comprehend my meaning, +till they recollect a distinction, which is hardly ever thought of, and +yet, which ought often to be had in remembrance, that we have two kinds +of language; one which is _spoken_, another which is _written_. Or that +there are two different methods used of communicating our ideas, one +through the channel of the ear, the other through that of the eye. + +It is true, that as articulate sounds are by compact symbols of our +ideas, and as written characters are by compact symbols of those +articulate sounds, they may, at first view, seem calculated to +accomplish one and the same end; and from habit, an opinion may be +formed, that it is a matter of indifference which way the communication +is made, as the end will be equally well answered by either. + +But, upon a nearer examination, it will appear that this opinion is ill +founded, and that, in whatever country it prevails, so far as to affect +the practice of the people, it must be attended with proportional bad +consequences, both to individuals, and to society in general. + +In order to prove this, it will be necessary to shew, that the +difference between these two kinds of language is not more in form, +than in substance; in the means of their communication, than in their +end: that they widely differ from each other, in the nature, degree, and +extent of their power; that they have each their several offices and +limits belonging to them, which they ought never to exceed; and that, +where one encroaches on the province of the other, it can never equally +well discharge its office. + +All these points will be made sufficiently clear, only by examining the +nature and constitution, of these two kinds of language. + +First, as to that which is spoken. Speech is the universal gift of God +to all mankind. But as in his wise dispensations, in order to excite +industry, and make reward the attendant on service, in the most +excellent things of this life, he has only furnished the materials, and +left it to man to find out, and make a right use of them; so has he laid +down this just law, in regard to the great article of speech; which in +all nations must prove either barbarous, discordant, and defective; or +polished, harmonious, and copious, according to the culture or neglect +of it. As the chief delight and improvement of a social, rational +being, must arise from a communication of sentiments and affections, and +all that passes in the mind of man; the powers of opening such a +communication are furnished in a suitable degree, and with a liberal +hand. In proportion to their acquisition of ideas, men will find no want +of articulate sounds to be their symbols. In proportion to their +progress in knowlege, they will find adequate powers in the organs of +speech, to communicate that knowlege. In proportion to the exertion of +the powers of the intellect, or the imagination, the various emotions of +the mind, the different degrees of sensibility, and all the feelings of +the heart; they will find, upon searching for them, that in the human +frame there are tones, looks, and gestures of such efficacy, as not only +to make all these obvious, but to transfuse all those operations, +energies, and emotions into others: without which, indeed, the mere +communication of ideas would be attended with but little delight. + +A wise nation will therefore, above all things, apply themselves to +advance the powers of elocution, to as high a degree as possible; and +they will find their labours well rewarded, not only by opening a +source of one of the highest delights, which the nature of man is +capable of feeling in this life, but also by the extraordinary benefits +and advantages thence resulting to society, which cannot possibly be +procured in any other way. "It has pleased the All-wise Creator to annex +to elocution, when in its perfect state, powers almost miraculous! and +an energy nearly divine! He has given to it tones to charm the ear, and +penetrate the heart: he has joined to it actions, and looks, to move the +inmost soul. By that, attention is kept up without pain, and conviction +carried to the mind with delight. Persuasion is ever its attendant, and +the passions own it for a master. Great as is the force of its powers, +so unbounded is their extent. All mankind are capable of its +impressions, the ignorant as well as the wise, the illiterate as well as +the learned." + +Such is the nature, such the constitution, such the effects, of +cultivated speech. Let us now examine the properties of written +language. "That is wholly the invention of man, a mere work of art, and +therefore can contain no natural power. Its use is to give stability to +sound, and permanence to thought; to preserve words that otherwise might +perish as they are spoke, and to arrest ideas that might vanish as they +rise in the mind; to assist the memory in treasuring these up, and to +convey knowlege at distance through the eye, where it could find no +entrance by the ear. In short, it may be considered as a grand +repository of the wisdom of ages, from which the greatest plenty of +materials may be furnished, for the use of speech, and the best supplies +given to the powers of elocution." + +Here we may see, that these two kinds of language essentially differ +from each other in their nature and use: and, from this view, we may +plainly perceive the vast superiority which the former must have over +the latter, in the main end aimed at by both, that of communicating all +that passes in the mind of man; inasmuch as the former works by the +whole force of natural, as well as artificial means; the latter, by +artificial means only. In the one case, many hundreds may be made +partakers at one and the same time, of instruction and delight; in the +other, knowlege must be parceled out only to individuals. In the one, +not only the sense of hearing may receive the highest gratification, +from sounds the most pleasing, and congenial to the organs of man; but +the sight also may be delighted with viewing the noblest work of the +Great Mechanist put in motion, to answer the noblest ends: and, whilst +the charmed ear easily admits the words of truth, the faithful eye, even +of the illiterate, can read their credentials, in the legible hand of +Nature, visibly characterized in the countenance and gesture of the +speaker. In the other, none of the senses are in the least gratified. +The eye can have no pleasure in viewing a succession of crooked +characters, however accurately formed; and the ear cannot be much +concerned in silent reading. + +If any doubt remains about pre-eminence with regard to these two, the +dispute may, at once, be settled in the same way that Cicero determined +the controversy between oratory and philosophy; "Sin quærimus quid unum +excellat ex omnibus, docto oratori palma danda est: quem si patiuntur +eundem esse philosophum, sublata controversia est. Sin eos disjungent, +hoc erunt inferiores, quod in oratore perfecto, inest omnis illorum +scientia, in philosophorum autem cognitione, non continuo est +eloquentia." In like manner it may be said, in this case, that he who is +master of speaking cannot, on that account, be retarded, though he may +be much advanced thereby in knowlege of written language; whereas he who +is master of the written language only, is by no means advanced thereby +in the art of speaking. Indeed, the one should be considered only as an +handmaid to the other, and employed chiefly in such offices as she +cannot do in her own person. + +But should any nation be so unfortunately circumstanced, as from habit, +or institution, to bestow all their labour and pains upon cultivating +the artificial language, the invention of man, to the utter neglect of +that which is natural, and the gift of God, it must be allowed, that +they are in a wrong course; and that they must necessarily lose some of +the greatest blessings that can be enjoyed by rational, social beings, +and which can flow from no other source but that of cultivated speech. +Whether this be not our case, is well worth considering; and the point +may be settled by the establishment of a few facts. In order to this, +let us take a view of the perfections, and imperfections, of each kind +of language; see in which of them we take most pains to attain the one, +and avoid the other; and, in consequence of such pains, which of them is +at this day in the best state amongst us. + +The chief object of both, is the communication of ideas and emotions +from mind to mind, but they use different mediums for this purpose. +Speech makes use of sound, and reaches the mind through the ear: writing +makes use of characters, and conveys knowlege through the eye. The ideas +that rise in the mind of the speaker, together with the operations, +affections, and energies, of the mind itself, are manifested and +communicated in speech, by articulate sounds, combined, or separated in +various proportions; by rests of the voice in certain places; by +accents, emphases, and tones. The same is attempted in writing, by +different combinations of letters, according to stated rules, and by +certain points, stops, and lines. But that it cannot be done with equal +success in the latter case, is clear from this, that sound contains in +itself a natural power over the human frame, in rousing the faculties of +man, and exciting the affections, as is clearly proved by the force of +music. + + By the loud trumpet, which our courage aids, + We learn that sound, as well as sense, persuades. + +But written characters have, in themselves, no sort of virtue, nor the +least influence on the mind of man: and the utmost extent of their +artificial power can reach no farther, than that of exciting ideas of +sounds, which belong to spoken words, for which those combinations of +letters stand, and consequently cannot produce equal effects with the +sounds themselves. + +To instruct our youth in the arts of reading and writing, there are many +seminaries established every-where throughout this realm; and, +accordingly, all of a liberal education are well versed in them. But who +in these countries ever heard of a master for the improvement of +articulation, for teaching the due proportion of sound and quantity of +syllables in English, and for pointing out to his pupils, by precept and +example, the right use of accents, emphases, and tones, when they read +aloud, or speak in public? If this has never yet been done, surely it is +a great omission, when we reflect of how much more importance the one +art is than the other; how much more nice and subtle in its nature, +which renders it more difficult to be acquired, and consequently demands +more the benefit of instruction. Accordingly, the bad fruits of this +neglect are every day perceived. Each man's experience will tell him, +how few public readers, or speakers, he has heard acquit themselves +well; and even of those few, those very few, who have acquired any name +in that way, it would be found, upon a critical inquiry, that they have, +for the most part, but a comparative excellence; and that their +superiority over others arises from pre-eminence in the natural +faculties of speech, and an happier construction of the organs, rather +than any skill, or mastery, in the art of elocution. It is thus that, in +countries where music is learned by the ear only, they who have the +nicest ear, and most tuneable voices, will pass for the best singers, +and, of course, be accounted excellent. But, when they come to be +compared with those of another country, regularly trained in the art of +music, it will soon be perceived, what amazing advantages such culture +has given to the latter singers over the former; not only in point of +musical skill, and variety of tones, but also in the vast improvement +made in the singing instrument itself, with respect to all its powers of +sweetness, strength, volubility, or expression, which have been +gradually brought forward to their utmost perfection. Could some of the +orators of old arise from the dead, and be confronted with the best of +these times, perhaps the difference would be still more striking. + +There cannot be a more flagrant proof of the preference given to the +inferior species of language, over that of the nobler kind; nor, at the +same time, one which will afford a more glaring instance of the +uncontrolable power of fashion, however absurdly founded, than when we +reflect, that it is reckoned a great disgrace for a gentleman to spell +ill, though not to speak or read ill: and yet, if we were to weigh these +defects in the true balance, and consider them only with respect to the +bad consequences which follow from each, the former will appear to be +scarce an object worthy of our attention, and the latter ought to +excite universal indignation. + +A gentleman writes a letter to his friend, or upon business (the chief +use which gentlemen in general make of writing); there are many words in +it mis-spelt; this is a great scandal, and lessens him in the eyes of +those who read it: and yet, where is the mighty matter in this! The +unusual manner of placing letters in words, gives no pain to the organs +of sight; the reader can soon correct any error; or, if he should be +puzzled, he can take time to examine and make out the sense by the +context; and then the end of the letter is answered. + +On the other hand, a man shall rise up in a public assembly, and, +without the least mark of shame, deliver a discourse to many hundred +auditors, in such disagreeable tones, and unharmonious cadences, as to +disgust every ear; and with such improper and false use of emphasis, as +to conceal or pervert the sense and all this without fear of any +consequential disgrace, "quia defendit numerus." When we consider that +this is often done on the most aweful occasions, in the very service of +the Most High! at times when words, delivered with due force and energy, +might be productive of the noblest consequences to society, afford the +highest delight to the auditory, and give honour and dignity to the +person of the speaker, may we not justly cry out, O custom! thou art +properly called second nature, with respect to the immensity of thy +power; but thou usurpest her place, thou art her tyrant, thou tramplest +her under foot, and with thy scepter of iron, thou swayest the powers of +reason and truth at thy will! + +Indeed, nothing but such an uncontrolable power, could possibly have +made a civilized and enlightened people continue, for such a length of +time, in a course so opposite to all the rules of common sense. For upon +farther examination it will appear, that even the written language, to +which they solely apply, can never reach the perfection whereof it is +capable, nor answer its noblest purposes, without the previous +cultivation of that which is spoken. + +When it is considered that articulate sounds or words are the types of +ideas, and that written characters are the types of articulate sounds +or words, it is evident that all the qualities of the latter must be +circumscribed by the former, as the type cannot exceed its archetype. +Accordingly we find, that the charms of style, in the writers of all +ages and countries, have arisen from the beauty of the language spoken +in those countries; and the beauty of language arose not from chance, +but culture; for it is not time, but care, that will bring a language to +perfection. If time alone would do, those of the most barbarous nations +in the world, ought to be superior to those of the most civilized, as +they are infinitely more ancient. It was to the constant pains and +labour, the study and application successively given by the choicest +wits, and men of brightest parts in each age, to the improvement and +establishment of their native tongues, that we owe those two glorious +languages of Greece and Rome, which have justly been the wonder of the +world, and which will last to the end of time. And is it not owing to +the excellence of their languages, that the noble works of their writers +have been preserved? Had Demosthenes written his orations in such a +language as High Dutch, or Virgil his poems in such a one as Irish or +Welsh, their names would not long have outlived themselves. + +That the state of all the more elegant and beautiful compositions, and +the effects which they are capable of producing, must chiefly depend +upon the art of speaking, may be clearly deduced from considering the +nature and ends of such writings. + +By the art of writing, sentiments can be communicated, either through +the eye only, or through the eye and ear together, to individuals; or +through the ear only to numbers; the first of these, by silent reading, +the other two, by reading aloud. In the first instance, ideas of things +are excited by written words, as the symbols of words spoken; and by +association, the idea of the sounds also which accompany those words. +Now at the best, supposing the ideas of the properest sounds, were +always to be associated by the silent reader, the effect of any +composition must be much weaker than if it were spoken, as far as ideas +fall short of realities. But if, through ignorance in the art of +speaking, or through vicious habits, he annexes the ideas of wrong +sounds and tones to the words, it is impossible he can perceive the +true force and beauty of the composition, so far at least as they depend +upon sound and tone. + +To trace this custom, therefore, to its original, may not only be a +matter of curiosity, but, by shewing the weakness of its foundation, +tempt us to abolish it, and substitute a nobler one in its room. + +When our system of education was first established on the revival of +literature, by means of the introduction of the languages of Greece and +Rome, men's thoughts were wholly turned to books, and consequently to +written language. The English, then poor and barbarous, was soon +supplanted by the richer, and more polished Latin. The service of the +church was in Latin, the laws in Latin. The religious controversies +which embroiled all Europe, after the writings of Luther and Calvin had +appeared, were all carried on in Latin. Men of the brightest parts +throughout Europe, were necessarily engaged in the closest application +to that language, which became the universal vehicle of knowlege, in all +works of genius and learning. No was its use confined to writing only, +but it was also adopted into speech amongst the polite; it revived, in a +manner, from its tomb, and once more became a living tongue. Not, +indeed, in its original beauty and strength; it might rather be +considered as the ghost of the old Roman, haunting different countries +in different shapes. For as the true pronunciation of a dead language +could not be known, each nation gave to it the sounds which belonged to +their own; and consequently it differed as much in point of sound in the +several countries where it was spoken, as the native tongues differed +from each other in that respect. But as they all agreed in one uniform +manner of writing it, for which they had models before them, in the +works of the ancients, we need not wonder that the chief attention was +given to the written language, in preference to that which was spoken, +as they had sure rules to guide them in the one, and none at all in the +other. Latin words, upon paper, were universally intelligible to all +nations, as they all agreed in the _orthography_, or true manner of +writing them, though they were far from agreeing with respect to the +_orthoepy_, or true manner of pronouncing them; in which the difference +was so great, that the people of one country could scarce understand +Latin, or know it to be the same language, when pronounced by those of +another. + +This will sufficiently account for the fashion which prevailed in those +days universally, of applying their time chiefly to the acquisition of +skill in letters, not sounds; in writing, not speaking; in words +presented to the eye by the sure pen, not in those offered to the ear by +the uncertain or erroneous tongue. + +Afterwards, when some of the nations of Europe wisely set about the +cultivation of their native tongues, in proportion as they grew more +perfect, the Latin fell into disuse; till at last it was reduced to its +former state of a dead language, and confined chiefly to books. But +whilst the Italians, French, and Spaniards were vying with each other, +in the improvements of their several tongues, by giving all manner of +encouragement to so useful a work, by establishing several societies and +academies for the purpose, from whose joint labours excellent grammars +and dictionaries were produced; by the assistance of which, and the +instruction of masters, not only natives, but foreigners might acquire +the most accurate knowlege of those tongues with ease; the English alone +remained in the old track, and never to this hour, either by public or +private encouragement, have taken one step towards regulating or +ascertaining theirs. And yet this seems to have been a point of much +more moment to them, and to which they were in a more peculiar manner, +and much earlier called upon to give their attention, as the church +service, upon the reformation, was performed in their own tongue, which +is not the case to this day in those countries, where Latin still +maintains that post. The refiners of those living languages justly gave +great attention to sound and pronunciation, in the regulations which +they established; the English, who from the nature of their constitution +and public worship, had infinitely more occasion for the refinement and +regulation of their tongue in that respect, left theirs wholly to +chance. Nor are we to wonder at this, when we consider that we have made +no alteration in our institutions, with the alteration of times and +circumstances. Our establishments for training youth, pursue invariably +the same plan, and inculcate only the same studies, which they did +before the reformation, when Latin was the universal language; nor has +any change been made since the English came into general use. At that +time there was no necessity to apply to the study of it; and the +barbarous structure of its words could afford no inducement to try what +might be done in it, by the power of sounds. Accordingly those who +taught English, were amongst the most ignorant of mankind. Their whole +business was only to teach pupils the letters, to spell, and read words, +no matter with what kind of tones, so as they were well acquainted with +the characters, in order to fit them for the Latin school; where the +learned languages only being the object of attention, their farther +progress in English was neglected. Is not this the case at this day? Are +not the rudiments of English now taught by low and ignorant masters, for +wretched stipends, and for the same ends? Is it afterwards any-where +_regularly taught_? Does not Latin still continue to be the chief +language taught in schools, in the same manner as when it was the chief +language used on all the important occasions of life? Only with this +difference, that whilst it was in a manner a living tongue, by being +used in conversation, more care was probably taken with regard to +pronunciation, which at present is chiefly transferred to understanding +and writing it correctly; and whoever has a mind to make himself master +of those points, may have all the guidance of rules, and aid of +preceptors: but with regard to the English, he is left to make his own +way, as well as he can. This will serve as an explanation of many +extraordinary phænomena in this country. Such as, that there are numbers +who understand Latin well, who do not understand their native tongue. +That there are many who can write Latin elegantly, who are remarkably +incorrect in their English style. And that there are many who can +produce excellent compositions both in Latin and English, who can +neither read aloud, or repeat those very compositions with tolerable +propriety, much less with grace. Of these facts, I dare venture to say, +there is not one of my hearers who cannot immediately suggest to himself +sufficient instances. The natural consequence, indeed, of neglecting the +art of elocution, is that of reducing a living language at best to the +state of a dead one. For in just and true elocution alone, consists the +life of language; that which is false or disagreeable, places it below +its dead written state, by the uneasiness and disgust which it +occasions. If language, when spoken, gives no pleasure, if it excites no +emotions, it is in that case, for the mere purpose of information, far +below that which is written; inasmuch as the reader of words can take +his own time to make himself master of their meaning, and consider their +force. But if public speaking in any country should in general rather +give pain than pleasure, occasion satiety, instead of rouzing attention, +and far from illustrating, should render the sentiments obscure, the +people of that country will be necessitated to give their attention to +written language; they must prefer the invention of man, to the gift of +God; and the noblest ends, and highest delights which language can +answer or afford, will be frustrated and lost. Whether we are in that +condition or not, let our army of writers, and scarcity of speakers +declare. + +They who have seen in the clearest light the fatal consequences of this +course, did not, at the same time, see the only method by which it might +be changed. They did not know how impregnable are the bulwarks which +surround the fortress of custom to all attacks by storm, though they may +easily be reduced by sapping the foundations. And though the tyrant may +be dethroned by reason; yet cannot reason supply his place. His scepter +can be wielded only by one of his own race, and custom alone can succeed +to custom. All that reason can do, is to preside at the election, and +endeavour to fix the choice on the most worthy. + +Till a new custom, therefore, shall have opened the way to skill in the +art of speaking, so that it may be as easily and certainly attainable, +by pursuing that road, as skill in the art of writing now is, by +pursuing the others, the latter path must continue to be most +frequented. And nothing can assist the new custom in its progress, but +the same means that brought forward the old. The art of speaking, like +that of writing, must be reduced to a system; it must have sure and +sufficient rules to guide such as apply to the study of it; it must have +masters to teach it, and to enforce the rules by examples. This alone +can ensure success to the studious in that way; and till that be done, +it cannot be expected that many will employ their time in laborious +researches into an intricate, difficult, and obscure subject, without +the least moral certainty of attaining their point, when a clear, +obvious, and certain method lies open to them, of arriving at, what they +imagine to be, the same end. But had they a like certainty of success in +the one way, as in the other, there cannot be any doubt to which the +preference would be given, not only on account of the superior +advantages resulting from it, but also the superior pleasure which would +attend their progress, and the delight which would crown the attainment +of that art. How exquisite that must have been when eloquence was at its +height, may be gathered from the testimony of Cicero, who, in his +Brutus, does not scruple to affirm, "That neither the fruits nor glory +which he derived from eloquence, gave him so much delight as the study +and practice of the art itself." His words are, "Dicendi autem me non +tam fructus & gloria, quam studium ipsum exercitatioque delectat." + +The neglect, therefore, to this hour, of so useful, so necessary, so +delightful an art, may well excite wonder and amazement. And, indeed, +it is hardly possible, but that it should long ere this have got some +footing amongst us, had not all, who have pointed out the defect, and +proposed methods of supplying it, agreed in laying the blame at the +wrong door, and consequently pointing to a wrong quarter for redress. +Thus the nation in general, influenced by their sentiments, has, from +year to year, waited like the countryman, + + "---- dum defluat amnis: At ille + "Labitur, & labetur in omne volubilis ævum." + +All writers on this subject have agreed in laying the fault on the +schools and universities, and that the redress can only come from them. +Than which there cannot be any thing more unjust as to the charge, nor +more ill-founded than the conclusion. + +Thus the author of the Spectator says----"We must bear with this false +modesty in our young nobility and gentry, till they cease at Oxford and +Cambridge to grow dumb in the study of eloquence." And one of the bishop +of Cloyne's queries is, "Whether half the learning and study of these +kingdoms is not useless, for want of a proper delivery and pronunciation +being taught in our schools and colleges?" Mr. Locke bears hard upon the +masters, for not instructing their pupils in English, as well as Latin +and Greek, in the following passage. "To write and speak correctly, +gives a grace, and gains a favourable attention to what one has to say: +and since it is English that an English gentleman will have constant use +of, that is the language he should chiefly cultivate, and wherein most +care should be taken to polish and perfect his style. This I find +universally neglected, nor no care taken any-where to improve young men +in their own language, that they may thoroughly understand and be +masters of it. If any one among us have a facility or purity more than +ordinary in his mother tongue, it is owing to chance, or his genius, or +any thing, rather than to his education, or any care of his teacher. To +mind what English his pupil speaks or writes, is below the dignity of +one bred up amongst Greek and Latin, though he have but little of them +himself. These are the learned languages, fit only for learned men to +meddle with, and teach; English is the language of the illiterate +vulgar: though yet we see the polity of some of our neighbours hath not +thought it beneath the public care to promote and reward the improvement +of their own language. Polishing and enriching their tongue, is no small +business amongst them; it hath colleges and stipends appointed it; and +there is raised amongst them a great ambition and emulation of writing +correctly: and we see what they are come to by it, and how far they have +spread one of the worst languages possibly in this part of the world, if +we look upon it as it was in some few reigns backwards, whatever it be +now. The great men among the Romans were daily exercising themselves in +their own tongue; and we find yet upon record the names of orators, who +taught some of their emperors Latin, though it were their mother tongue. +'Tis plain the Greeks were yet more nice in theirs: all other speech was +barbarous to them but their own; and no foreign language appears to have +been studied or valued amongst that learned and acute people; though it +be past doubt that they borrowed their learning and philosophy from +abroad." To this Mr. Locke adds, "I am not here speaking against Greek +and Latin; I think they ought to be studied, and the Latin at least +understood well by every gentleman. But whatever foreign languages a +young man meddles with, (and the more he knows, the better) that which +he should critically study, and labour to get a facility, clearness, and +elegancy to express himself in, should be his own; and to this purpose +he should daily be exercised in it." + +To the same effect, have many other eminent authors written on this +subject; but surely they must have been under the influence of strong +prejudice, to charge men with neglect of points, which do not at all +belong to their office; and with the omission of studies and arts, which +they never profess to teach. A master of a grammar-school is to teach +grammar, not oratory; he is to teach Latin, and Greek, not English. And +this is what all masters of endowed schools are bound to do; and it is +upon these terms, that all others receive their pay. But it may be said, +that these studies might be added to the others, and taught at the same +time. Surely, they who say so, have not given themselves time to +reflect on the nature of these studies, or the state of our established +mode of education; else they would see that what they expect is an +absolute impossibility. Can any man communicate more knowlege than he is +himself possessed of? Can any man teach an art which he never learned? +Can any man instruct others in a language, in which he never was +instructed? Can either any art or language be regularly taught without a +well digested system of rules? And if no such system has hitherto been +formed, either with respect to the English language, or the art of +speaking it, how shall any man set about teaching them? It will be said, +that it is a shame for a master to be ignorant of these. But why more a +shame for him, than any other gentleman who has been trained exactly in +the same way? or why is more expected from him? Because it would be of +great benefit to his pupils. So it might, but if in his course of +education, previous to his entering upon that employment, he has had no +lights given him as to those points, is he likely to find much leisure +in so laborious an office, to investigate the principles of an +unpractised art, or the rules of an unstudied language? It is probable +that he would make a greater progress in that way, than others of equal +abilities, and equal advantages of education, who have dedicated whole +lives of leisure to those studies, without ever arriving at the end +proposed? But suppose he could teach them, how could he find time to do +it? The low stipend which custom has established, as the pay to masters +of grammar-schools, obliges most of them to take such numbers of +scholars under their care, even to get a tolerable subsistence, that it +is with the utmost difficulty they are at present able to prepare them +for the university, in the usual time allotted for that purpose, by +teaching only Greek and Latin; how is it then possible for them to think +of introducing the study of new things, which would require nearly as +much time and pains, as those which they are bound to teach, and which +they cannot accomplish, without the utmost stretch of application? +Though, indeed, considering the salaries paid by parents to masters of +grammar-schools, that they are near half of what they pay their grooms, +and that they are at least a full fourth, if not a third, of what they +pay to the dancing master or fencing master, the music or riding master, +the teacher of French or Italian, it must be allowed that they have a +just right to expect that those two supernumerary studies should be +thrown into the bargain. Nor would it be at all surprising, if some +parents should also expect of the master of a grammar-school, that he +should teach their sons to dance, because he has legs, and can walk; as +well as that he should teach them the art of speaking, because he has a +tongue, and can talk. If no attention has been given to these points in +the previous part of education, what reason have we to suppose that the +evil can be remedied at the universities? The business of tutors and +professors there, is to finish young gentlemen in such studies as they +had begun at school, or to instruct them in such new arts and sciences, +as they are obliged by their several establishments to teach. If the +English language, and the art of speaking, be not in the number of +those, what reason have we to expect that they should be taught? Whoever +discharges his duty, in what he professes to teach, will find but little +leisure to attend to any thing else; or if a few should attempt it, they +would upon trial find, that they could make so little progress in +instructing others without the help of rules or principles, and they +would meet such obstacles in their way, on account of inveterate bad +habits contracted through early neglect, as would soon make them give up +the voluntary and fruitless labour. + +The reason, therefore, that the belles lettres, and philosophy in all +its branches, are the only things now taught in a course of liberal +education, is obvious enough; because it is for those only that +institutions and endowments have been made; by which means they have +been reduced to systems, and are regularly taught; they who have been +regularly instructed themselves, can teach others by the same rules; and +they are induced to take upon them the office of instructing others, +from the rewards and emoluments which attend it. From an opposite cause +it is, that the English language and the art of speaking are not taught; +because there are no institutions or establishments for the purpose; in +consequence of which, they have not been reduced to systems, or taught +by rule; and no one can regularly instruct another in what he has not +regularly acquired himself; nor are there hitherto any rewards or +emoluments annexed to such an office. + +That there has been no encouragement given, to this day, for the +establishment and cultivation of two such important articles to all +British subjects, can be accounted for on no other principle, but that +of custom, founded upon the strongest prejudice. From the first time +that a Latin grammar is put into our hands, we are taught to believe, +that a complete knowlege of Latin and Greek will of course give a +complete knowlege of English; that reading the ancient writers upon +oratory will furnish us with all the powers of elocution; that the same +master who instructs pupils in the one, can also teach the other; and +that, therefore, any particular establishments for those purposes would +be unnecessary: and this prepossession has been so early in life, and +with such force stamped upon us, that neither the experience of more +than two centuries, nor daily demonstration to the contrary, are able to +erase it. Nor need we wonder, that the prejudice has been so universal, +when we reflect that some of the most eminent men that these countries +have produced were strongly tinctured with it: nay, when we find, in the +passage before quoted, that the clear-sighted and candid Mr. Locke was +so blinded by it, as not to see that, in the very instance mentioned by +him, with regard to the French, he had attributed our deficiency to a +wrong cause. For though he has laid the whole blame of the want of +culture and improvement in the English tongue, on the masters of +grammar-schools, yet he shews clearly, that the culture and improvement +of the French took their rise from another source; where he says, 'We +see the polity of some of our neighbours hath not thought it beneath the +"public care to promote and reward the improvement of their own +language." Polishing and enriching their tongue is no small business +amongst them; "it hath colleges and stipends appointed it;" and there is +raised amongst them a great ambition and emulation of writing +correctly.' Was it not, therefore, more natural to impute the low state +of English amongst us to the want of such institutions and +encouragement, than to the neglect of masters who do not profess to +teach it? And was it not more rational to expect the improvement of our +tongue from the same methods which brought forward the French; from +public encouragement, from colleges and stipends appointed it, than from +one which never was found to answer, nay, which, in its own nature, +never can answer the end? In like manner, in speaking of elocution, he +has imputed our general deficiency in that point also, to the neglect of +the masters of grammar-schools; though, at the same time, he clearly +points out the only means by which knowlege in that art can be acquired, +in these-words: 'This (speaking of elocution), as all other things of +practice, is to be learned not by a few, or a great many rules given, +but by exercise and application, according to good rules, or rather +patterns, till habits are got, and a facility of doing it well.' Now, if +there be no such system of rules in being, with regard to English +elocution, how can a master give his pupils practice according to good +rules? Or what pattern can he afford them, but in himself? And is such a +model likely to be a perfect one? Is it not probable, that masters of +grammar-schools may have contracted bad habits in that respect, as well +as any others trained in the same way? Will the profession itself +inspire them with propriety of pronunciation, proper management of the +voice, and graceful gesture and deportment? It is time to put an end to +such gross prejudice. After waiting for more than two centuries, to no +purpose, in hopes that things would mend in one way, it is more than +time that another course should be tried. The only method which can be +followed with success, is obvious enough. When Cicero gave a definition +of elocution, he, at the same time, pointed out the means by which it is +to be acquired. His words are these: "Pronunciatio est vocis, et vultus, +et gestus moderatio, cum venustate. Hæc omnia tribus modis assequi +poterimus, arte, imitatione, exercitatione[14]." Here we see that art is +placed first; and, indeed, without that guide our labour would be either +fruitless, or productive of error. Imitation alone can go no farther +than to give us the manner of those whom we imitate; if that be bad, the +imitation of it must be so too; but if it should be good upon the whole, +and faulty only in part, it doth not follow that we shall acquire both +in the same degree; on the contrary, it is generally the case, that the +faulty part only, as being the most easily caught, is the consequence +of imitation without art: and practice grounded upon such imitation, can +only serve to confirm and rivet us in error. + +[Footnote 14: "Elocution is the proper and graceful management of the +voice, the countenance and gesture in speaking. These we shall be able +to acquire by three ways, art, imitation, practice."] + +Since, therefore, nothing can be done without art, and all art is +founded upon principles, and should be taught by rules, the first +necessary step is, to trace the principles of elocution. Those once +discovered, to establish upon them a system of rules, peculiarly adapted +to the genius of the English tongue, whereby the art of elocution may be +as regularly acquired as any other art now is, and a knowlege of +English, so far as regards elocution, methodically obtained. To shew +that this is far from being impracticable, is one of the chief objects +of the first course of lectures which I propose to give upon these +subjects. In this course I shall endeavour to lay open the principles of +elocution, and the peculiar constitution of the English language, with +regard to the powers of sound and numbers, in a method, which should it +prove to be as rational as it is new, will, I hope, give the author of +these lectures no cause to repent of the time and pains which his +researches into these abstruse subjects have cost him. He hopes also to +see some good fruits immediately produced from this first course; and +that not only the young, but the adult, who should not think these +points below their attention, may, from the knowlege of those +principles, and some general rules deduced from them, have sure lights +to guide them in their future enquiries into those subjects, hitherto +involved in the shades of darkness; or obscurely and falsely viewed +through the mists of error. + +Should his principles be allowed to be just, and his system so far meet +with the sanction of men of learning and discernment, he will be +encouraged to proceed from a general, to a more particular course; in +which he hopes to give all necessary lights to assist, not only +speculation, but practice; and by going up to the very first elements, +point out a regular way by which children may be rightly trained in the +art of speaking, and knowlege of their mother tongue, from the earliest +rudiments; instead of being necessarily corrupted and led astray, by the +false principles and rules which at present are laid down to them, from +the moment the primer is put into their hands, and of the bad effects +of which, few ever get the better during the remainder of their lives. + +Should it be known in the world, that a design was set on foot at the +universities, of introducing the study of the English language, and the +art of speaking, upon a practicable plan, and in a systematic way, there +would not be wanting all due encouragement to such an undertaking from +many of their grateful offspring. What numbers of their illustrious +sons, when they have entered into life, have had occasion to lament, +that through the neglect of these necessary branches, the chief +advantages of their education have been concealed from the world; and +all their funds of knowlege, like the hoards of misers, shut up in their +own breasts. How many well instructed minds, and honest hearts, +furnished with the means, and most ardent inclination to serve their +country, have sat still in silent indignation, where her interests were +nearly concerned, for want of a practised tongue to disclose what passed +in their minds? How many of our wisest members, in the great national +council, has shame on that score, kept silent like Mr. Addison? And how +many others, after a few attempts, have closed their lips for ever, +from self-disappointment, in not finding their utterance correspond to +their conceptions? The experience of what they have suffered on such +occasions, will teach them to feel, and as far as in them lies, to +prevent the sufferings of others in like circumstances. + +Should, therefore, upon a candid examination, the proposed plan be +judged practicable, there cannot be any doubt but that there would be +many found sufficiently jealous of the honour of their country, to +contribute to the support of such an establishment, as might wipe away +that stain of barbarism which still rests upon this nation, of having +left their language hitherto to the guidance of chance: and when it is +considered, that no country ever produced so many instances of private +benefactions for public service, particularly in the seminaries of +learning, it is to be supposed, that, in case of future endowments, a +due attention will be paid to that language which is now solely used on +all public occasions throughout these realms, and whose improved state +must add to the glory of the nation, as well as to that art, which, of +all others, is most likely to contribute to the benefit and ornament of +individuals, and of the state in general. + +Here I cannot help observing, how necessary the introduction of these +studies will be to the promoting, and rendering more effectual, the new +institutions, which have been lately adopted by the wisdom of the +university of Oxford. And first, as to the Vinerean endowment for the +study of the law. It has been lately proved, by the strongest and +clearest arguments, that not only they who intend to make that their +profession, but that all gentlemen in general should acquire a competent +knowlege in that branch; but more especially such as have reason to +expect that they shall become members of the legislative body. Would it +not be a strong inducement to such noblemen or gentlemen to apply more +closely to such a study, if, at the same time, they were practised and +perfected in an art, which alone could enable them to display to +advantage their superior knowlege in the constitution and laws of their +country, to their own honour and credit, and support of that +constitution, and those laws? And, with respect to Lord Clarendon's +benefaction for the introduction of the bodily exercises, that +institution may not of itself be found a sufficient inducement to +prolong the stay of young gentlemen at the university beyond the usual +time, or put an end to the custom of going upon their travels at the +most unfit and dangerous season of life (which has proved the chief bane +of our British youth), inasmuch as those exercises can also be acquired +abroad; and, from caprice or fashion, perhaps, it will be thought too in +a more perfect way. But should a critical inquiry into the genius and +powers of their own tongue succeed to their knowlege of Latin and Greek; +should they be regularly instructed and practised in the art of +elocution, in all its various branches; in that case, the most necessary +and ornamental of all accomplishments to British subjects could be had +only in this country, and would of course detain them from all foreign +academies or masters. The very delight which would accompany both the +speculative and practical part of those studies, would hold them by the +surest tie, that of inclination. + +Should eloquence, that "regina rerum," establish her throne here, they +would with pleasure pay her homage; they would listen to the voice of +the charmer, far sweeter than the syren's song; nor would they quit the +academic grove, till they were masters of the harmony which reigned +there. Possessed of that, how greedily would they hoard up knowlege of +all kinds, which they might then be enabled to draw forth at will, and +display to the utmost advantage! They would not, in that case, think of +going into life, till they were well qualified to discharge whatever +office they should enter upon. Or such as chose to travel, might then do +it with great benefit to themselves, and to their country. "We should +not then need" (to make use of a passage in Milton) "the Monsieurs of +Paris to take our hopeful youth into their slight and prodigal +custodies, and send them over back again transformed into mimics, apes, +and kickshaws. But if they desire to see other countries at two or +three-and-twenty years of age, not to learn principles, but to enlarge +experience, and make wise observation, they will, by that time, be such +as shall deserve the regard and honour of all men where they pass, and +the society and friendship of those in all places, who are best, and +most eminent. And, perhaps, then other nations will be glad to visit +us for their breeding, or else to imitate us in their own country. Or +whether they be to speak in parliament or council, honour and attention +would be waiting on their lips. There would then also appear in pulpits +other visages, other gestures, and stuff otherwise wrought, than what we +now sit under, oft-times to as great trial of our patience, as any other +that they preach to us." + +As the motives to the study of elocution will, probably, be allowed to +be sufficiently strong, it would be no small inducement to set about the +work with vigour, if there were reason to believe, that the speedy +accomplishment of the point would follow the attempt; and that we have +just grounds for such an opinion, we may easily see, by considering the +state of that art in the only country where we can exactly trace its +rise and progress. We know that in Rome, from the time that oratory was +first regularly taught there as an art, it arrived to its maturity in a +very short space; and if it can be shewn, that we enjoy great advantages +over the Romans in all the material points necessary to the perfection +of that art, it is but reasonable to conclude, that its progress here +might be still more rapid. + +As this matter has already been discussed in an essay, called,[15] +British Education, and as I shall have sufficient opportunities, in my +course of lectures, to prove all that has been there advanced, it would +be unnecessary, in this place, to expatiate upon this head. + +And as I fear that I have already exhausted your patience, I shall +hasten to close, with the same exhortation to the revival of the art of +elocution, which Quintilian used to the Romans, to engage them in the +support of it, when in its declining state. + +After having invalidated several objections to the study of that art, he +concludes thus: "Ante omnia sufficit ad exhortationem studiorum, non +cadere in rerum naturam, ut quicquid non est factum, ne fieri quidem +possit: cum omnia quæ magna sunt atque admirabilia, tempus aliquod quo +primum efficerentur, habuerint. Verum etiam si quis summa desperet (quod +cur faciat, cui ingenium, valetudo, facultas, præceptor, non deerunt?) +tamen est (ut Cicero ait) pulchrum in secundis tertiisque consistere. +Adde quod magnos modica quoque eloquentia parit fructus: ac si quis hæc +studia utilitate sola metiatur, pene illi perfectæ par est. Neque erat +difficile, vel veteribus, vel novis exemplis palam facere; non aliunde +majores honores, opes, amicitias, laudem præsentem, futuram, hominibus +contigisse, si tamen dignum literis esset, ab opere pulcherrimo, (cujus +tractatus, atque ipsa possessio, plenissimam studiis gratiam refert) +hanc minorem exigere mercedem, more eorum qui à se non virtutes, sed +voluptatem quæ fit ex virtutibus, peti dicunt. Ipsam igitur orandi +majestatem, qua nihil Dii mortales melius homini dederunt, et qua remota +muta sunt omnia, et luce præsenti et memoria posteritatis carent, toto +animo petamus, nitamurque semper ad optima: quod facientes, aut evademus +in summum, aut certe multos infra nos videbimus." + +[Footnote 15: Vide B. I. Ch. xv. B. II. Ch. ix.] + +FINIS. + + + + +NOTES TO THE TEXT + +In the following notes, numbers refer to pages and lines in the present +text. All translations from the Latin are from Loeb Classical Library +editions. + + 6:1-8. Thomas Sheridan, _British Education_ (London, 1756), p. 52. + + 6:24-7:7. _Ibid._, p. 53. + + 12:4-6. _Aeneid_, V, 194. Trans. H. Ruston Fairclough. "No more do I + seek the first place ... it were a shame to return last." + + 17:7-22. _British Education_, p. 85. + + 17:26-18:15. _Ibid._, pp. 85-86. + + 19:24-20:5. _De Oratore_, III.xxxv.143. Trans. H. Rackham. "But if on + the contrary we are trying to find the one thing that stands top of the + whole list, the prize must go to the orator who possesses the learning. + And if they allow him also to be a philosopher, that is the end of the + dispute; but if they keep the two separate, they will come off second + best in this, that the consummate orator possesses all the knowledge of + the philosophers, but the range of philosophers does not necessarily + include eloquence." + + 37:22-24. _Brutus_, vi. 23. + + 38:11-12. Horace, _Epistles_, I.ii.43. Trans. H. Ruston Fairclough. "... + waiting for the river to run out: yet on it glides, and on it will + glide, rolling its flood forever." + + 38:20-23. Richard Steele, _Spectator_, 484, 15 September 1712. + + 38:25-39:3. George Berkeley, "The Querist," in _Works_, ed. A. A. Luce + and T. E. Jessop (London, 1948), IV, Query 203. + + 39:7-41:11. John Locke, "Some Thoughts Concerning Education," in _Works_ + (London, 1823), IX, 181-182. + + 47:10-19. _Ibid._, p. 182. + + 48:9-15. _Ibid._, p. 179. Sheridan indicates that Locke is discussing + elocution, but his topic is writing and speaking. + + 49:9-13. _Rhetorica ad Herennium_, I.ii.3. + + 56:14-57:3. John Milton, "Of Education," _Works_ (New York, 1931), IV, + 290-291. + + 57:3-10. _Ibid._, pp. 286-287. + + 58:17-59:23. _Institutio Oratoria_, XII.xi. 25-26, 29-30. Trans. H. E. + Butler. "To which I reply that sufficient encouragement for study may be + found in the fact, firstly, that nature does not forbid such achievement + and it does not follow that, because a thing never has been done, it + therefore never can be done, and secondly, that all great achievements + have required time for their first accomplishment.... Finally, whatever + is best in its own sphere must at some previous time have been + nonexistent. But even if a man despair of reaching supreme excellence + (and why should he despair, if he have talents, health, capacity and + teachers to aid him?), it is none the less a fine achievement, as Cicero + says, to win the rank of second or even third.... Add to this the + further consideration that even moderate eloquence is often productive + of great results and, if such studies are to be measured solely by their + utility, is almost equal to the perfect eloquence for which we seek. Nor + would it be difficult to produce either ancient or recent examples to + show that there is no other source from which men have reaped such a + harvest of wealth, honour, friendship and glory, both present and to + come. But it would be a disgrace to learning to follow the fashion of + those who say that they pursue not virtue, but only the pleasure derived + from virtue, and to demand this meaner recompense from the noblest of + all arts, whose practice and even whose possession is ample reward for + all our labours. Wherefore let us seek with all our hearts that true + majesty of oratory, the fairest gift of god to man, without which all + things are stricken dumb and robbed alike of present glory and the + immortal record of posterity; and let us press forward to whatsoever is + best, since, if we do this, we shall either reach the summit or at least + see many others far beneath us." + + + + +THE AUGUSTAN REPRINT SOCIETY + +WILLIAM ANDREWS CLARK MEMORIAL LIBRARY + +UNIVERSITY OF CALIFORNIA, LOS ANGELES + +PUBLICATIONS IN PRINT + +[Illustration] + + +1948-1949 + + 16. Henry Nevil Payne, _The Fatal Jealousie_ (1673). + + 18. Anonymous, "Of Genius," in _The Occasional Paper_, Vol. III, No. 10 + (1719), and Aaron Hill, Preface to _The Creation_ (1720). + + +1949-1950 + + 19. Susanna Centlivre, _The Busie Body_ (1709). + + 20. Lewis Theobald, _Preface to the Works of Shakespeare_ (1734). + + 22. Samuel Johnson, _The Vanity of Human Wishes_ (1749), and two + _Rambler_ papers (1750). + + 23. John Dryden, _His Majesties Declaration Defended_ (1681). + + +1951-1952 + + 31. Thomas Gray, _An Elegy Wrote in a Country Churchyard_ (1751), and + _The Eton College Manuscript_. + + +1952-1953 + + 41. Bernard Mandeville, _A Letter to Dion_ (1732). + + +1963-1964 + + 104. Thomas D'Urfey, _Wonders in the Sun; or, The Kingdom of the Birds_ + (1706). + + +1964-1965 + + 110. John Tutchin, _Selected Poems_ (1685-1700). + + 111. Anonymous, _Political Justice_ (1736). + + 112. Robert Dodsley, _An Essay on Fable_ (1764). + + 113. T. R., _An Essay Concerning Critical and Curious Learning_ (1698). + + 114. _Two Poems Against Pope_: Leonard Welsted, _One Epistle to Mr. A. + Pope_ (1730), and Anonymous, _The Blatant Beast_ (1742). + + +1965-1966 + + 115. Daniel Defoe and others, _Accounts of the Apparition of Mrs. Veal_. + + 116. Charles Macklin, _The Covent Garden Theatre_ (1752). + + 117. Sir George L'Estrange, _Citt and Bumpkin_ (1680). + + 118. Henry More, _Enthusiasmus Triumphatus_ (1662). + + 119. Thomas Traherne, _Meditations on the Six Days of the Creation_ + (1717). + + 120. Bernard Mandeville, _Aesop Dress'd or a Collection of Fables_ + (1704). + + +1966-1967 + + 123. Edmond Malone, _Cursory Observations on the Poems Attributed to Mr. + Thomas Rowley_ (1782). + + 124. Anonymous, _The Female Wits_ (1704). + + 125. Anonymous, _The Scribleriad_ (1742). Lord Hervey, _The Difference + Between Verbal and Practical Virtue_ (1742). + + 126. _Le Lutrin: an Heroick Poem, Written Originally in French by + Monsieur Boileau: Made English by N. O._ (1682). + + +1967-1968 + + 127-128. Charles Macklin, _A Will and No Will, or a Bone for the + Lawyers_ (1746). _The New Play Criticiz'd, or The Plague of Envy_ + (1747). + + 129. Lawrence Echard, Prefaces to _Terence's Comedies_ (1694) and + _Plautus's Comedies_ (1694). + + 130. Henry More, _Democritus Platonissans_ (1646). + + 131. John Evelyn, _The History of Sabatai Sevi, The Suppos'd Messiah of + the Jews_ (1669). + + 132. Walter Harte, _An Essay on Satire, Particularly on the Dunciad_ + (1730). + +Publications of the first fifteen years of the Society (numbers 1-90) +are available in paperbound units of six issues at $16.00 per unit, from +the Kraus Reprint Company, 16 East 46th Street, New York, N.Y. 10017. + +Publications in print are available at the regular membership rate of +$5.00 yearly. 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You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: A Discourse Being Introductory to his Course of Lectures on Elocution and the English Language (1759) + +Author: Thomas Sheridan + +Editor: G. P. Mohrmann + +Release Date: December 30, 2011 [EBook #38444] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK A DISCOURSE *** + + + + +Produced by Tor Martin Kristiansen, Sue Fleming, Joseph +Cooper and the Online Distributed Proofreading Team at +http://www.pgdp.net + + + + + + +</pre> + + +<div class="figcenter" style="width: 365px;"> +<img src="images/cover.jpg" alt="" width="365" height="600" title="" /></div> + +<h6><span class="smcap">The Augustan Reprint Society</span></h6> + +<h4>THOMAS SHERIDAN</h4> + +<h3>A DISCOURSE</h3> + +<h5>BEING INTRODUCTORY</h5> +<h5>TO HIS COURSE OF LECTURES</h5> + +<h5>ON</h5> + +<h1>ELOCUTION</h1> +<h4>AND THE</h4> +<h1>ENGLISH LANGUAGE</h1> + +<h4>(1759)</h4> + +<h4><i>Introduction by</i></h4> +<h4>G. P. Mohrmann</h4> + +<h6>PUBLICATION NUMBER 136</h6> +<h6>WILLIAM ANDREWS CLARK MEMORIAL LIBRARY</h6> +<h6><span class="smcap">University of California, Los Angeles</span></h6> + +<h5>1969</h5> + + +<h5>GENERAL EDITORS</h5> + +<p class="center">William E. Conway, <i>William Andrews Clark Memorial Library</i></p> +<p class="center">George Robert Guffey, <i>University of California, Los Angeles</i></p> +<p class="center">Maximillian E. Novak, <i>University of California, Los Angeles</i></p> + + +<h5>ASSOCIATE EDITOR</h5> + +<p class="center">David S. Rodes, <i>University of California, Los Angeles</i></p> + + +<h5>ADVISORY EDITORS</h5> + +<p class="center">Richard C. Boys, <i>University of Michigan</i></p> +<p class="center">James L. Clifford, <i>Columbia University</i></p> +<p class="center">Ralph Cohen, <i>University of Virginia</i></p> +<p class="center">Vinton A. Dearing, <i>University of California, Los Angeles</i></p> +<p class="center">Arthur Friedman, <i>University of Chicago</i></p> +<p class="center">Louis A. Landa, <i>Princeton University</i></p> +<p class="center">Earl Miner, <i>University of California, Los Angeles</i></p> +<p class="center">Samuel H. Monk, <i>University of Minnesota</i></p> +<p class="center">Everett T. Moore, <i>University of California, Los Angeles</i></p> +<p class="center">Lawrence Clark Powell, <i>William Andrews Clark Memorial Library</i></p> +<p class="center">James Sutherland, <i>University College, London</i></p> +<p class="center">H. T. Swedenberg, Jr., <i>University of California, Los Angeles</i></p> +<p class="center">Robert Vosper, <i>William Andrews Clark Memorial Library</i></p> + + +<h5>CORRESPONDING SECRETARY</h5> + +<p class="center">Edna C. Davis, <i>William Andrews Clark Memorial Library</i></p> + + +<h5>EDITORIAL ASSISTANT</h5> + +<p class="center">Mary Kerbret, <i>William Andrews Clark Memorial Library</i></p> + + + + +<h2><a name="INTRODUCTION" id="INTRODUCTION"></a>INTRODUCTION</h2> + + +<p style="text-indent: 15px;">Thomas Sheridan (1718-1788) devoted his life to enterprises within the +sphere of spoken English, and although he achieved more than common +success in all his undertakings, it was his fate to have his reputation +eclipsed by more famous contemporaries and eroded by the passage of +time. On the stage, he was compared favorably with Garrick, but his name +lives in the theatre only through his son Richard Brinsley. A leading +theorist of the elocutionary movement, his pronouncing dictionary ranks +after the works of Dr. Johnson and John Walker, and his entire +contribution dimmed when the movement fell into disrepute.<a name="FNanchor_1_1" id="FNanchor_1_1"></a><a href="#Footnote_1_1" class="fnanchor">[1]</a></p> + +<p style="text-indent: 15px;">Sheridan attained his greatest renown through his writing and lecturing +on elocution, and the fervor with which he pursued the study of tones, +looks, and gestures in speaking animates <i>A Discourse Delivered in the +Theatre at Oxford, in the Senate-House at Cambridge, and at +Spring-Garden in London</i>. This lecture, "Being Introductory to His +Course of Lectures on Elocution and the English Language," displays both +the man and the elocutionary movement. Throughout the work, Sheridan +exhibits his missionary zeal, his dedication to "a visionary hypothesis +that dazzled his mind."<a name="FNanchor_2_2" id="FNanchor_2_2"></a><a href="#Footnote_2_2" class="fnanchor">[2]</a> At the same time, he presents the basic +principles of elocutionary theory and reveals the forces that made the +movement a dominant pattern in English rhetoric.</p> + +<p style="text-indent: 15px;">It is difficult to account for Sheridan's millennial approach to +elocution, but his absorption in language study is most understandable. +His father, Dr. Thomas Sheridan, was a minister and teacher, judged to +be "a good classical scholar, and an excellent schoolmaster."<a name="FNanchor_3_3" id="FNanchor_3_3"></a><a href="#Footnote_3_3" class="fnanchor">[3]</a> He +supervised his son's early education, and Sheridan was being pointed +toward a career as school master. His exposure to, and interest in, +English were reinforced by his godfather, Dean Swift, who was long an +intimate of the elder Sheridan. In later years, Sheridan was eager to +acknowledge that his attitudes had been profoundly influenced by those +of Swift. </p> + +<p style="text-indent: 15px;">To some degree Sheridan's dedication to language study is evidenced in +his theatrical activities. As an undergraduate, he wrote a play that was +later published; and almost immediately after taking his M.A. at Trinity +College, he made his professional acting debut in Dublin. This was 1743, +and forty years later he was taking part in Attic Entertainments, +performances "consisting of recitation, singing, and music."<a name="FNanchor_4_4" id="FNanchor_4_4"></a><a href="#Footnote_4_4" class="fnanchor">[4]</a> A +selective chronology suggests his involvement with the stage: 1744, +acting in London with Garrick; 1750, acting and managing in Dublin; +1760, acting in London; 1780, acting manager for his son at Drury Lane.</p> + +<p style="text-indent: 15px;">Successful as an actor, Sheridan appears to have missed greatness +because he could not overcome an inflexibility and obstinacy in +personality; and the same characteristics helped to precipitate a number +of squabbles and riots that marred his managerial efforts. However, much +of his frustration in the theatre must be attributed to the more +compelling attraction to the theory of delivery in speaking. The stage +provided a practical outlet, but Sheridan's fascination with +elocutionary theory dominated and deflected the interest in theatre.</p> + +<p style="text-indent: 15px;">That elocution was his primary concern is demonstrated in his major +publications: <i>British Education</i>, 1756; <i>Lectures on Elocution</i>, 1762; +<i>A Plan of Education</i>, 1769; <i>Lectures on the Art of Reading</i>, 1775; and +<i>A General Dictionary of the English Language</i>, 1780. In all of these +works the central argument remained unchanged after its initial +statement in the complete title of <i>British Education</i>.<a name="FNanchor_5_5" id="FNanchor_5_5"></a><a href="#Footnote_5_5" class="fnanchor">[5]</a> There, +Sheridan suggested that a revival of the art of speaking would improve +religion, morality, and constitutional government; would undergird a +refining of the language; and would pave the way for ultimate perfection +in all the arts.</p> + +<p style="text-indent: 15px;">Having posited this thesis in 1756, Sheridan was reiterating it still in +the material prefatory to his pronouncing dictionary in 1780, and he +never rested with publication alone. As early as 1757 he lectured on the +principles of education, and he first presented his course of lectures +on elocution in 1758-59 at Oxford and Cambridge. Over the years the +course proved to be both popular and financially rewarding, and Sheridan +sometimes presented the lectures in order to relieve financial +embarassment. Nevertheless, his devotion to the cause was the crucial +factor. His interest in language somehow became an almost blind devotion +to spoken English, and through his course he could carry his message to +influential audiences in England, Ireland, and Scotland; the Edinburgh +Select Society sponsored two series in 1761, and Sheridan was lecturing +on elocution as late as 1785.</p> + +<p style="text-indent: 15px;">The <i>Discourse</i> typifies Sheridan's simplistic interpretation and the +evangelistic ardor with which he addressed his audiences. He was not +content to fault an overemphasis in the study of Latin, nor was he +satisfied to argue that "the support of our establishments, both +ecclesiastical and civil" rests upon public discussion. Many in his +audiences would have agreed, and few would have taken issue with the +contention that the "art of elocution" needed further cultivation. But +Sheridan pressed on to insist that the written language, being an +invention of man, "can have no natural power," and he argued that the +"highest delights" of aesthetic pleasures must wait upon the perfection +of spoken English. He even went so far as to suggest that the study of +"grammar, rhetorick, and oratory" explained the outstanding artistic +achievements of Greece and Rome.</p> + +<p style="text-indent: 15px;">Moreover, "other benefits to society" would add to "the glory of the +nation" and to the "ornament of individuals, and of the state in +general" through a loosing of silent tongues. Sheridan dreamed that the +study of elocution, with a voice "far sweeter than the syren's song," +would so entrance young students that they would linger long in native +academic groves, avoiding the baneful influence of travel abroad "at the +most unfit and dangerous season of life." Thus, individual and social +perfection had to be predicated upon the study of spoken English, and +Sheridan implied that to slight this study was to offer an affront to +the divine plan for earthly progress.</p> + +<p style="text-indent: 15px;">This panacean outlook prompted Hume to remark that "Mr. Sheridan's +Lectures are vastly too enthusiastic. He is to do every thing by +Oratory."<a name="FNanchor_6_6" id="FNanchor_6_6"></a><a href="#Footnote_6_6" class="fnanchor">[6]</a> And it is not surprising that the critical, the Johnsons +and Humes, should have been distressed by Sheridan's enthusiasm, an +enthusiasm that permitted him to posit such unlikely goals and to see +himself as the sole authority on elocution. Yet, for every negative +reaction, the elocutionists enlisted countless believers. Sheridan and +other theorists capitalized upon a number of intellectual currents and +social pressures of the era that centered attention upon delivery in +speaking and that helped aggrandize this facet of rhetorical training. A +number of forces can be isolated, but most relate to the classical +inheritance, to the belief that tones, looks, and gestures constitute a +natural language of the passions, and to the methodology of science.<a name="FNanchor_7_7" id="FNanchor_7_7"></a><a href="#Footnote_7_7" class="fnanchor">[7]</a></p> + +<p style="text-indent: 15px;">The classical inheritance was important to the elocutionists because of +the impetus given to all language study. Sheridan did no more than echo +a common complaint when he worried over the "many bad consequences" +attending a neglect of the English language; countless writers addressed +themselves to a determination of phonology and pronunciation in the +attempt "to methodize" the language. Furthermore, the example of ancient +oratory spoke loudly to a people striving to perfect both the individual +and social institutions. Any educated man was expected to be able to +express himself well in public, particularly if his vocation found him +"in the pulpit, the senate-house, or at the bar." The pulpit was a +favorite target, and critics regularly lamented the atrocious state of +speaking "in the very service of the Most High." The elocutionists and +others appear to have been convinced that the doubt and scepticism of +the age would be much relieved if only the preachers would learn to +speak properly. Theirs seemed the best of all possible religions, and it +needed but a vitalization through adequate pulpit oratory to transcend +anything accomplished by the Popish devotees on the Continent. Certainly +Sheridan's references to the Continent also reflect a strong overlay of +nationalism, and the same spirit creeps into his worship of Greece and +Rome; but he and the other elocutionists knew that they owed a profound +debt to classical rhetorical theory. Beyond supporting language study +generally and beyond encouraging an interest in public speaking, ancient +rhetoric justified a concentration on delivery.</p> + +<p style="text-indent: 15px;">After centuries of a chameleon-like existence, the complete Ciceronian +rhetoric emerged in England just in time to meet a savage onslaught from +the methods of science and the new epistemology.<a name="FNanchor_8_8" id="FNanchor_8_8"></a><a href="#Footnote_8_8" class="fnanchor">[8]</a> Eventually, +rhetoricians such as Campbell and Blair were to successfully blend the +old and the new, but the elocutionists found fertile ground in delivery +alone. They began, as Sheridan did, with the testimony of Cicero and +Quintilian because <i>actio</i>, or <i>pronuntiatio</i>, was one of the five +established canons of classical rhetoric. A favorite citation, though +Sheridan did not use it, was Demosthenes' reputed response when asked to +name the three most important parts of rhetoric: "Actio, actio, actio." +The endorsement of antiquity lent powerful support to the study of +delivery, and this was the one canon that had not been subjected to +regular exhaustive analyses throughout the rhetorical tradition. Here +was a topic ripe for further investigation, and by Sheridan's day, the +tones, looks, and gestures of delivery had achieved commonplace status +in discussions of man's emotions.</p> + +<p style="text-indent: 15px;">Sheridan spoke as if this natural language of the passions were "hardly +ever thought of," but the belief that tones, looks, and gestures were +external signs of internal emotions was firmly established by the middle +of the eighteenth century. The notion has received some attention +throughout western thought, but most speculation appears to date from +Descartes' <i>Les Passions de l'ame</i> in 1650. The increasing concern with +mind-body problems encouraged inquiries into the nature and function of +the natural language in all areas relating directly to man's emotion and +its expression. The topics were as various as religion and physiognomy, +but discussions of the natural language construct centered upon human +communication, particularly in the arts.</p> + +<p style="text-indent: 15px;">The construct became especially significant in analyses of painting and +sculpture. Examples of its impress can be seen in Le Brun's sketches of +the passions,<a name="FNanchor_9_9" id="FNanchor_9_9"></a><a href="#Footnote_9_9" class="fnanchor">[9]</a> in Hogarth's having embraced "the commonly received +opinion, that the face is the index of the mind,"<a name="FNanchor_10_10" id="FNanchor_10_10"></a><a href="#Footnote_10_10" class="fnanchor">[10]</a> and in Dryden's +contention that "to express the passions which are seated in the heart, +by outward signs, is one great precept of the painters." Dryden added +that "in poetry, the same passions and motions of the mind are to be +expressed,"<a name="FNanchor_11_11" id="FNanchor_11_11"></a><a href="#Footnote_11_11" class="fnanchor">[11]</a> and the natural language found its way into most +discussions of tragedy and the epic. Other examples of literary analysis +in which the construct operated include Steele's <i>Prosodia Rationalis</i>, +Say's <i>An Essay on Harmony, Variety, and Power of Numbers</i>, and Kames' +<i>Elements of Criticism</i>. In sum, it was almost universally accepted that +the creative artist was to observe and record the natural language of +the passions. In Sheridan's words, he was to perceive and delineate the +"operations, affections, and energies, of the mind itself ... manifested +and communicated in speech."</p> + +<p style="text-indent: 15px;">The methodology of science was indirectly responsible for giving added +support to this facet of elocutionary rationale. When British empiricism +was pressed to the limit, considerable doubt and scepticism resulted; +and the Scottish common sense philosophy was, in large part, a counter +response. The operation of the natural language became one of the first +principles of common sense; and in their discussions of philosophy, +aesthetics, and rhetoric, the Scots argued for the study of +elocution.<a name="FNanchor_12_12" id="FNanchor_12_12"></a><a href="#Footnote_12_12" class="fnanchor">[12]</a></p> + +<p style="text-indent: 15px;">Science contributed directly to the movement by providing the framework +for analysis. Without the empirical approach and the confidence in +scientific methodology, theorists simply would not have attempted to +isolate and describe the elements in the external signs of the emotions. +Science forced Sheridan to think in terms of empirical observation and +categorization, and science permitted him to call for "sure and +sufficient rules" in order that "the art of speaking like that of +writing ... be reduced to a system." It is even symptomatic that he +should have referred to the design of the "Great Mechanist."</p> + +<p style="text-indent: 15px;">Almost as enthusiastic as Sheridan, a number of other elocutionists +expressed similar views and found their theories invigorated by the same +forces. James Burgh in the <i>Art of Speaking</i> (1761), John Walker in +<i>Elements of Elocution</i> (1781) and a number of other works, and Gilbert +Austin in <i>Chironomia</i> (1806) were among the more influential +elocutionary theorists. Numerous other writers in both England and +America participated in making the study of elocution an established +part of the English rhetorical tradition.</p> + +<p style="text-indent: 15px;">In America, the study gained acceptance at all levels of education, and +the class in elocution became a standard course in colleges and +universities. Elocution centered upon oral reading and public speaking, +and written composition came to be the exclusive province of the +rhetoric class. The resultant distinctions between oral and written +discourse played a significant role in the eventual development of +separate departments of speech and English in American colleges and +universities.<a name="FNanchor_13_13" id="FNanchor_13_13"></a><a href="#Footnote_13_13" class="fnanchor">[13]</a></p> + +<p style="text-indent: 15px;">Although speech departments grew out of elocutionary studies, elocution +disappeared from the curriculum because of an association with an +excessive emphasis upon performance as performance. Reaction was +compounded by a sophistication in psychology that made early theory seem +naïve, but neither later excesses nor seeming naïvety should be +permitted to distort the main thrust of the elocutionary movement. +Concentrating upon language in use, the elocutionists encouraged and +anticipated analyses now being vigorously pursued in a range extending +from linguistics to nonverbal communication. Their contribution has for +too long been ignored, and it is happily foreshadowed in Thomas +Sheridan's enthusiastic <i>Discourse</i>.</p> + +<p> +University of California,<br /> +Davis<br /> +</p> + + + + +<h2><a name="NOTES_TO_THE_INTRODUCTION" id="NOTES_TO_THE_INTRODUCTION"></a>NOTES TO THE INTRODUCTION</h2> + +<div class="footnote"><p><a name="Footnote_1_1" id="Footnote_1_1"></a><a href="#FNanchor_1_1"><span class="label">[1]</span></a> See Wallace A. Bacon, "The Elocutionary Career of Thomas +Sheridan (1718-1788)," <i>Speech Monographs</i>, XXXI (1964), 1-53.</p></div> + +<div class="footnote"><p><a name="Footnote_2_2" id="Footnote_2_2"></a><a href="#FNanchor_2_2"><span class="label">[2]</span></a> John Watkins, <i>Memoirs of the Right Honorable R. B. +Sheridan</i>, (London, 1817), I, 43.</p></div> + +<div class="footnote"><p><a name="Footnote_3_3" id="Footnote_3_3"></a><a href="#FNanchor_3_3"><span class="label">[3]</span></a> <i>Ibid.</i>, p. 39.</p></div> + +<div class="footnote"><p><a name="Footnote_4_4" id="Footnote_4_4"></a><a href="#FNanchor_4_4"><span class="label">[4]</span></a> <i>Ibid.</i>, pp. 145-146.</p></div> + +<div class="footnote"><p><a name="Footnote_5_5" id="Footnote_5_5"></a><a href="#FNanchor_5_5"><span class="label">[5]</span></a> <i>British Education: Or, The Source of the Disorders of +Great Britain. Being An Essay towards proving, that the Immorality, +Ignorance, and false Taste, which so generally prevail, are the natural +and necessary Consequences of the present defective System of Education. +With An Attempt to shew, that a Revival of the Art of Speaking, and the +Study of Our Own Language, might contribute, in a great measure, to the +Cure of those Evils. In Three Parts. I. Of the Use of these Studies to +Religion, and Morality; as also, to the Support of the British +Constitution. II. Their absolute Necessity in order to refine, +ascertain, and fix the English Language. III. Their Use in the +Cultivation of the Imitative Arts: shewing, that were the Study of +Oratory made a necessary Branch of the Education of Youth; Poetry, +Musick, Painting, and Sculpture, might arrive at as high a Pitch of +Perfection in England, as ever they did in Athens or Rome.</i></p></div> + +<div class="footnote"><p><a name="Footnote_6_6" id="Footnote_6_6"></a><a href="#FNanchor_6_6"><span class="label">[6]</span></a> James Boswell, <i>Private Papers of James Boswell</i> (Mt. +Vernon, New York, 1928-34), I, 129.</p></div> + +<div class="footnote"><p><a name="Footnote_7_7" id="Footnote_7_7"></a><a href="#FNanchor_7_7"><span class="label">[7]</span></a> See Frederick W. Haberman, "English Sources of American +Elocution," <i>History of Speech Education in America</i>, ed. Karl Wallace +(New York, 1954), pp. 105-126.</p></div> + +<div class="footnote"><p><a name="Footnote_8_8" id="Footnote_8_8"></a><a href="#FNanchor_8_8"><span class="label">[8]</span></a> See Wilbur Samuel Howell, <i>Logic and Rhetoric in England, +1500-1700</i> (Princeton, 1956).</p></div> + +<div class="footnote"><p><a name="Footnote_9_9" id="Footnote_9_9"></a><a href="#FNanchor_9_9"><span class="label">[9]</span></a> Charles Le Brun, <i>Conférence de Monsieur Le Brun sur +l'expression generale & particulière</i> (Amsterdam, 1698).</p></div> + +<div class="footnote"><p><a name="Footnote_10_10" id="Footnote_10_10"></a><a href="#FNanchor_10_10"><span class="label">[10]</span></a> William Hogarth, <i>Analysis of Beauty</i>, ed. Joseph Burke +(Oxford, 1955), p. 136.</p></div> + +<div class="footnote"><p><a name="Footnote_11_11" id="Footnote_11_11"></a><a href="#FNanchor_11_11"><span class="label">[11]</span></a> John Dryden, "A Parallel of Poetry and Painting," in +<i>Essays</i>, ed. W. P. Ker (Oxford, 1900), II, 145.</p></div> + +<div class="footnote"><p><a name="Footnote_12_12" id="Footnote_12_12"></a><a href="#FNanchor_12_12"><span class="label">[12]</span></a> See G. P. Mohrmann, "The Language of Nature and +Elocutionary Theory," <i>Quarterly Journal of Speech</i>, LII (1966), +116-124.</p></div> + +<div class="footnote"><p><a name="Footnote_13_13" id="Footnote_13_13"></a><a href="#FNanchor_13_13"><span class="label">[13]</span></a> See studies reported in <i>History of Speech Education in +America</i>.</p></div> + + + + +<h2>BIBLIOGRAPHICAL NOTE</h2> + +<p class="center">The text of this reprint of Sheridan's <i>Discourse</i></p> +<p class="center">is reproduced from a copy in the</p> +<p class="center">William Andrews Clark Memorial Library.</p> + + + + +<h3>A</h3> + +<h1>DISCOURSE</h1> + +<h5><span class="smcap">Delivered in</span></h5> + +<h2>The <span class="smcap">Theatre</span> at <span class="smcap">Oxford</span>,</h2> + +<h5>IN</h5> + +<h2>The <span class="smcap">Senate-House</span> at <span class="smcap">Cambridge</span>,</h2> + +<h5>AND</h5> + +<h2>At <span class="smcap">Spring-Garden</span> in <span class="smcap">London</span>.</h2> + +<h2>By THOMAS SHERIDAN, M. A.</h2> + +<h6>Being Introductory to</h6> + +<h2>His <span class="smcap">Course</span> of <span class="smcap">Lectures</span></h2> + +<h6>ON</h6> + +<h2><span class="smcap">Elocution</span> and the <span class="smcap">English Language</span>.</h2> + +<h6>Ut enim hominis decus ingenium, fic ingenii ipsius</h6> +<h6>lumen est eloquentia.</h6> +<h6>Cic. de Orat.</h6> + +<h6>LONDON:</h6> +<h6>Printed for <span class="smcap">A. Millar</span>, in The Strand;</h6> +<h6><span class="smcap">J. Rivington</span> and <span class="smcap">J. Fletcher</span>, in Pater-noster-Row;</h6> +<h6><span class="smcap">J. Dodsley</span>, in Pall-Mall; and sold by</h6> +<h6><span class="smcap">J. Wilkie</span>, in St. Paul's Church yard.</h6> + +<h6>M.DCC.LIX.</h6> + + + + +<h3>TO</h3> + +<h4><span class="smcap">The two learned Universities</span></h4> + +<h5>OF</h5> + +<h3>Oxford AND CAMBRIDGE,</h3> + +<h4>The following Discourse</h4> + +<h4>(As a small token of gratitude</h4> + +<h4>For the candour with which they received,</h4> + +<h4>And the generosity with which they encouraged,</h4> + +<h4>His attempt</h4> + +<h3>Towards improving Elocution,</h3> + +<h4>And promoting the study of the <span class="smcap">English</span> Language)</h4> + +<h3>Is,</h3> + +<h3>With all humility,</h3> + +<h3>And the most profound respect,</h3> + +<h3>Inscribed,</h3> + +<h3>By their</h3> + +<h3>very faithful</h3> + +<h3>and devoted servant,</h3> + +<h3><span class="smcap">Thomas Sheridan</span>.</h3> + + + + + + +<h2>A</h2> + +<h1>DISCOURSE</h1> + +<h4><span class="smcap">Delivered in</span></h4> + +<h2>The <span class="smcap">Theatre</span> at <span class="smcap">Oxford</span>,</h2> + +<h4>IN</h4> + +<h3>The Senate-House at <span class="smcap">Cambridge</span>,</h3> + +<h5>AND</h5> + +<h3>At <span class="smcap">Spring-Garden</span> in <span class="smcap">London</span>.</h3> + +<p style="text-indent: 15px;">It has been a long time since all men, who have turned their thoughts to +the subject, have been convinced, that the neglect of studying our own +language, and the art of speaking it in public, has been attended with +many bad consequences; and some of our most eminent writers have freely +delivered their thoughts upon this head to the world. Amongst the +foremost of this number are Milton, Dryden, Clarendon, Locke, Addison, +Berkley, and Swift; besides multitudes of less note. But as they have +only pointed out the evil, without examining into its source, or +proposing an adequate remedy; as they have shewn the good consequences +which would follow from the introduction of those studies, only in +theory, without laying down any probable method, by which their +speculations might be reduced to practice, their endeavours in this way, +however laudable, have hitherto proved but of little benefit to mankind.</p> + +<p style="text-indent: 15px;">Any attempt, therefore, towards a practicable plan, whereby such studies +may be introduced, will well deserve the attention of the best and +wisest men; and, if it should meet with their approbation, will +necessarily also obtain their encouragement and assistance.</p> + +<p style="text-indent: 15px;">This consideration it was, which emboldened me to appear before this +learned assembly; and though, when I reflect on the knowlege, wisdom, +and nice discernment, of my hearers, I am filled with that awe and +reverence which are due to so respectable a body, yet, as candour and +humanity are the inseparable attendants on wisdom and knowlege (for as +the brave are ever the most merciful, so are the wise the most +indulgent), I can have no cause to fear the submitting my opinions to +the decision of such judges as are here assembled. Whatever shall appear +to be founded in reason and truth cannot fail of producing its due +effect in this region of true philosophy: and whatever errors or faults +may be committed, as they cannot escape the penetration, so will they be +corrected and amended by the skill and benevolence of such hearers. A +point to be wished, not dreaded; as to an inquirer after truth, next to +the being right, the thing most to be desired is the being set right. In +either way, a person engaged in a new undertaking is sure to be a +gainer, where honour, and certainty of success, will follow judicious +approbation; where benefit, and the means of succeeding, will attend +just censure.</p> + +<p style="text-indent: 15px;">Encouraged by these reflections, I shall therefore, without farther +preface, enter upon my subject.</p> + +<p style="text-indent: 15px;">That the English are the only civilized people, either of ancient or +modern times, who neglected to cultivate their language, or to methodize +it in such a way, as that the knowlege of it might be regularly +acquired, is a proposition no less strange than true.</p> + +<p style="text-indent: 15px;">That the English are the only free nation recorded in history, possessed +of all the advantages of literature, who never studied the art of +elocution, or founded any institutions, whereby, they who were most +interested in the cultivation of that art; they whose professions +necessarily called upon them to speak in public, might be instructed to +acquit themselves properly on such occasions, and be enabled to deliver +their sentiments with propriety and grace, is also a point as true as it +is strange.</p> + +<p style="text-indent: 15px;">These neglects are the more astonishing, because, upon examination, it +will appear, that there neither is, nor ever was a nation upon earth, to +the flourishing state of whose constitution and government, such studies +were so absolutely necessary. Since it must be obvious to the slightest +enquirer, that the support of our establishments, both ecclesiastical +and civil, in their due vigour, must in a great measure depend upon the +powers of elocution in public debates, or other oratorial performances, +displayed in the pulpit, the senate-house, or at the bar.</p> + +<p style="text-indent: 15px;">But to leave the public interests out of the question; is it not amazing +that these studies have never been established here, even upon selfish +principles, which, in all other cases seldom fail of having their due +force? since it can be shewn, that there never was a state wherein so +many individuals were so necessarily and deeply concerned in the +prosecution of those studies; or where it was the interest, as well as +duty, of such numbers, to display the powers of oratory in their native +language.</p> + +<p style="text-indent: 15px;">There is not a single point, in which the study of oratory was necessary +to the ancients, wherein it is not equally so to us; nor was there any +incitement to the knowlege and practice of that art, whether of +pleasure, profit, or honour, which with us is not of equal strength.</p> + +<p style="text-indent: 15px;">We, as well as the ancients, have councils, senates, and assemblies of +the people (by their representatives) whose deliberations and debates +turn upon matters of as much moment, where oratory has fields as ample, +in which it may exert all its various powers, and where the rewards and +honours, attendant on eloquence are equal. "If we look into the history +of England, for more than a century past, we shall find, that most +persons have made their way to the head of affairs, and got into the +highest employments, not on account of birth or fortune, but by being, +what is commonly called, good speakers."</p> + +<p style="text-indent: 15px;">Nor is oratory less necessary to us at the bar, than it was to the +ancients; nor are the rewards of profit, fame, and preferment, less +attendant on it there; as has been experienced by all in that +profession, who took pains to improve their talents in that way.</p> + +<p style="text-indent: 15px;">But there is one point, a most momentous one, in which oratory is +essentially necessary to us, but was not in the least so to the +ancients. The article I mean, is of the utmost importance to us; it is +the basis of our government, and pillar of our state. It is the +vivifying principle, the soul of our constitution, without which, it +cannot subsist; I mean religion.</p> + +<p style="text-indent: 15px;">"As the religion of the ancients consisted chiefly of rites and +ceremonies, it could derive no assistance from oratory; but there is +not the smallest branch of ours which can be well executed, without +skill in speaking; and the more important parts, calculated to answer +the great ends, evidently require the whole oratorial powers."</p> + +<p style="text-indent: 15px;">Let it be observed, that in this profession alone, there are more +persons employed throughout these realms, than there were citizens of +Athens, at any given period.</p> + +<p style="text-indent: 15px;">Since, therefore, we have so much stronger motives to the cultivation of +this art, what can be the reason that even an attempt towards it has +never hitherto been made? One would imagine, that in a country where the +ancients are admired, revered, nay, almost adored, that we should +certainly follow their example, and adopt all their wise institutions, +so far at least as they coincided with the spirit of our government, and +were of equal necessity to the well being of the state. But on the +contrary, we seem to have made it a law, that we should sit down +contented with seeing and admiring their excellence, but that we should +never attempt to use the means, by which alone we might be enabled to +rival them. If it were difficult to come at the knowlege of those means; +if the method taken by the ancients, in educating their youth to qualify +them for such great performances, had not been handed down to us; or if +there were any thing in the method itself, which would be found +impracticable in these times, there might be some excuse for not taking +the same course. But on the contrary, when many of their most eminent +writers have minutely described to us the precise course of education, +passed through by all who were liberally trained; when they tell us, +that both at Athens and Rome, one of the chief studies was that of their +native language in each country; and that the art most assiduously +sought after, and practised in both, was that of oratory: shall we be +surprised that their languages were more polished and beautiful, and +consequently that all works which depended upon the elegance and charms +of language, should be more finished than those of a people, who never +took any pains in that way? or that oratory, and all the arts dependant +on it, or connected with it, together with all the benefits and +advantages resulting from it, should appear in a more conspicuous +light, in regions, where that art was cultivated with the utmost pains +and labour, than in a country where it has been utterly neglected. Is +there any natural impediment in our way, is there any invincible +obstacle to the pursuit of these studies, and to the attainment of these +arts? Have we not a language to study as well as they? and do we not, on +many accounts, stand in more need of studying that language? Have we not +the same organs of speech, the same features, the same limbs, muscles, +and nerves, that the ancients had? What want we then, but to apply +ourselves to the regulation of these, and to study their true use in +enforcing and adorning our sentiments, when delivered by speech, to +rival or even excel them in their favourite art? How did the ancients +attain this art? By study, and practice. Would not the same means bring +us to the same end? And have we not the advantage of all their lights to +guide us in our enquiries? Have we not the foundation of their +experience to build upon, ready to our hands, whenever we are wise +enough to set about raising the noble edifice? Did the ancients possess +any advantages over us from nature, either in point of intellectual +faculties, or the animal œconomy? With respect to the mental powers, it +is undoubtedly clear, that we have carried our discoveries much farther +than they did, both in the physical and moral world. And with respect to +the bodily organs, true philosophy must deride any attempts, to shew +that we are not framed exactly in the same manner. In all the +<i>sciences</i>, to which we <i>have</i> applied, we have far outdone them; and if +they still excel us in many of the <i>arts</i>, it is either because we have +wholly neglected their cultivation, or where we have made the attempt, +we have taken a wrong course; and unwisely deserted the method pointed +out by the ancients towards their attainment, and which, with them, had +been always crowned with success.</p> + +<p style="text-indent: 15px;">In short, the difference between the ancients and us, arises from one +obvious cause. In the course of education, we have pursued most of the +studies, which they did; but some we have wholly omitted. In all +studies, which we followed in common with them, we have far excelled +them: that they have excelled us in those which were peculiar to +themselves, cannot be a matter of wonder. The chief points in which +they differed from us, were the study of their native language, and +oratory. And it can be indisputably shewn, that they possessed no +advantage over us, but what arose, either immediately, or +consequentially from their knowlege, skill, and practice; in grammar, +rhetorick, and oratory. Now, as we have excelled them far, in all the +studies to which we <i>have</i> applied, there can be no good reason +assigned, that with a due degree of attention and pains, we might not +surpass them in these also? On the contrary, I hope, on another +occasion, to be able to prove, that from certain lights furnished by +time, from peculiar advantages arising from our pure and holy religion, +and from the nature of our admirable constitution, we might, with +moderate pains, and in no long space of time, as far surpass them in +those arts, and all that depend upon them, or have a connection with +them, as we have already done in the sciences.</p> + +<p style="text-indent: 15px;">But though, upon trial, we should not find ourselves able to surpass the +ancients, let us not shamefully suffer ourselves to be outdone in those +arts by the moderns. If the Briton should own himself unequal to the +contest with Greeks and Romans, let him not yield the palm to Frenchmen +also. If, in despair of victory, he should say like Mnestheus in Virgil, +"Non jam prima peto," let him add to his countrymen, "extremos pudeat +rediisse!"</p> + +<p style="text-indent: 15px;">Believe me, there is no time to be lost. The Italians, the French, and +the Spaniards, are far before you. Their languages and authors are well +known through Europe, whilst yours have got admission only into the +closets of a few. You have but to rouze yourselves from your lethargy, +and to exert your native vigour, soon to outstrip them all. Should you +set about refining and ascertaining your language, with the same spirit +of industry, which you have often exerted on less important occasions, +the work will not be long accomplishing; and you will not only +immediately raise your credit in the eyes of Europe, but hand down to +your posterity, one of the noblest legacies which it is in your power to +bequeath. If the task should be accomplished, how will that posterity +wonder, that their ancestors should have been for more than two +centuries in possession of so rich a jewel, without once examining its +value; and that, merely through a neglect of polishing, they should have +suffered a diamond of the first water and magnitude, to be outshone by +the cut glass, or pebbles, of their poorer, but more industrious +neighbours.</p> + +<p style="text-indent: 15px;">The true source of the neglect of these studies, will, upon examination, +be found to be this; that from the first introduction of letters into +this kingdom, the minds of all trained in the knowlege of them, have to +this hour, from early institution, got a wrong biass with respect to +language: in consequence of which, the universal attention of the +natives of this country, has been turned from the natural, the more +forcible, and more pleasing kind, to that which is artificial, weaker, +and accompanied with no natural delight.</p> + +<p style="text-indent: 15px;">I do not doubt, but that this proposition will excite no small surprise +in my hearers; nor do I suppose, they will easily comprehend my meaning, +till they recollect a distinction, which is hardly ever thought of, and +yet, which ought often to be had in remembrance, that we have two kinds +of language; one which is <i>spoken</i>, another which is <i>written</i>. Or that +there are two different methods used of communicating our ideas, one +through the channel of the ear, the other through that of the eye.</p> + +<p style="text-indent: 15px;">It is true, that as articulate sounds are by compact symbols of our +ideas, and as written characters are by compact symbols of those +articulate sounds, they may, at first view, seem calculated to +accomplish one and the same end; and from habit, an opinion may be +formed, that it is a matter of indifference which way the communication +is made, as the end will be equally well answered by either.</p> + +<p style="text-indent: 15px;">But, upon a nearer examination, it will appear that this opinion is ill +founded, and that, in whatever country it prevails, so far as to affect +the practice of the people, it must be attended with proportional bad +consequences, both to individuals, and to society in general.</p> + +<p style="text-indent: 15px;">In order to prove this, it will be necessary to shew, that the +difference between these two kinds of language is not more in form, +than in substance; in the means of their communication, than in their +end: that they widely differ from each other, in the nature, degree, and +extent of their power; that they have each their several offices and +limits belonging to them, which they ought never to exceed; and that, +where one encroaches on the province of the other, it can never equally +well discharge its office.</p> + +<p style="text-indent: 15px;">All these points will be made sufficiently clear, only by examining the +nature and constitution, of these two kinds of language.</p> + +<p style="text-indent: 15px;">First, as to that which is spoken. Speech is the universal gift of God +to all mankind. But as in his wise dispensations, in order to excite +industry, and make reward the attendant on service, in the most +excellent things of this life, he has only furnished the materials, and +left it to man to find out, and make a right use of them; so has he laid +down this just law, in regard to the great article of speech; which in +all nations must prove either barbarous, discordant, and defective; or +polished, harmonious, and copious, according to the culture or neglect +of it. As the chief delight and improvement of a social, rational +being, must arise from a communication of sentiments and affections, and +all that passes in the mind of man; the powers of opening such a +communication are furnished in a suitable degree, and with a liberal +hand. In proportion to their acquisition of ideas, men will find no want +of articulate sounds to be their symbols. In proportion to their +progress in knowlege, they will find adequate powers in the organs of +speech, to communicate that knowlege. In proportion to the exertion of +the powers of the intellect, or the imagination, the various emotions of +the mind, the different degrees of sensibility, and all the feelings of +the heart; they will find, upon searching for them, that in the human +frame there are tones, looks, and gestures of such efficacy, as not only +to make all these obvious, but to transfuse all those operations, +energies, and emotions into others: without which, indeed, the mere +communication of ideas would be attended with but little delight.</p> + +<p style="text-indent: 15px;">A wise nation will therefore, above all things, apply themselves to +advance the powers of elocution, to as high a degree as possible; and +they will find their labours well rewarded, not only by opening a +source of one of the highest delights, which the nature of man is +capable of feeling in this life, but also by the extraordinary benefits +and advantages thence resulting to society, which cannot possibly be +procured in any other way. "It has pleased the All-wise Creator to annex +to elocution, when in its perfect state, powers almost miraculous! and +an energy nearly divine! He has given to it tones to charm the ear, and +penetrate the heart: he has joined to it actions, and looks, to move the +inmost soul. By that, attention is kept up without pain, and conviction +carried to the mind with delight. Persuasion is ever its attendant, and +the passions own it for a master. Great as is the force of its powers, +so unbounded is their extent. All mankind are capable of its +impressions, the ignorant as well as the wise, the illiterate as well as +the learned."</p> + +<p style="text-indent: 15px;">Such is the nature, such the constitution, such the effects, of +cultivated speech. Let us now examine the properties of written +language. "That is wholly the invention of man, a mere work of art, and +therefore can contain no natural power. Its use is to give stability to +sound, and permanence to thought; to preserve words that otherwise might +perish as they are spoke, and to arrest ideas that might vanish as they +rise in the mind; to assist the memory in treasuring these up, and to +convey knowlege at distance through the eye, where it could find no +entrance by the ear. In short, it may be considered as a grand +repository of the wisdom of ages, from which the greatest plenty of +materials may be furnished, for the use of speech, and the best supplies +given to the powers of elocution."</p> + +<p style="text-indent: 15px;">Here we may see, that these two kinds of language essentially differ +from each other in their nature and use: and, from this view, we may +plainly perceive the vast superiority which the former must have over +the latter, in the main end aimed at by both, that of communicating all +that passes in the mind of man; inasmuch as the former works by the +whole force of natural, as well as artificial means; the latter, by +artificial means only. In the one case, many hundreds may be made +partakers at one and the same time, of instruction and delight; in the +other, knowlege must be parceled out only to individuals. In the one, +not only the sense of hearing may receive the highest gratification, +from sounds the most pleasing, and congenial to the organs of man; but +the sight also may be delighted with viewing the noblest work of the +Great Mechanist put in motion, to answer the noblest ends: and, whilst +the charmed ear easily admits the words of truth, the faithful eye, even +of the illiterate, can read their credentials, in the legible hand of +Nature, visibly characterized in the countenance and gesture of the +speaker. In the other, none of the senses are in the least gratified. +The eye can have no pleasure in viewing a succession of crooked +characters, however accurately formed; and the ear cannot be much +concerned in silent reading.</p> + +<p style="text-indent: 15px;">If any doubt remains about pre-eminence with regard to these two, the +dispute may, at once, be settled in the same way that Cicero determined +the controversy between oratory and philosophy; "Sin quærimus quid unum +excellat ex omnibus, docto oratori palma danda est: quem si patiuntur +eundem esse philosophum, sublata controversia est. Sin eos disjungent, +hoc erunt inferiores, quod in oratore perfecto, inest omnis illorum +scientia, in philosophorum autem cognitione, non continuo est +eloquentia." In like manner it may be said, in this case, that he who is +master of speaking cannot, on that account, be retarded, though he may +be much advanced thereby in knowlege of written language; whereas he who +is master of the written language only, is by no means advanced thereby +in the art of speaking. Indeed, the one should be considered only as an +handmaid to the other, and employed chiefly in such offices as she +cannot do in her own person.</p> + +<p style="text-indent: 15px;">But should any nation be so unfortunately circumstanced, as from habit, +or institution, to bestow all their labour and pains upon cultivating +the artificial language, the invention of man, to the utter neglect of +that which is natural, and the gift of God, it must be allowed, that +they are in a wrong course; and that they must necessarily lose some of +the greatest blessings that can be enjoyed by rational, social beings, +and which can flow from no other source but that of cultivated speech. +Whether this be not our case, is well worth considering; and the point +may be settled by the establishment of a few facts. In order to this, +let us take a view of the perfections, and imperfections, of each kind +of language; see in which of them we take most pains to attain the one, +and avoid the other; and, in consequence of such pains, which of them is +at this day in the best state amongst us.</p> + +<p style="text-indent: 15px;">The chief object of both, is the communication of ideas and emotions +from mind to mind, but they use different mediums for this purpose. +Speech makes use of sound, and reaches the mind through the ear: writing +makes use of characters, and conveys knowlege through the eye. The ideas +that rise in the mind of the speaker, together with the operations, +affections, and energies, of the mind itself, are manifested and +communicated in speech, by articulate sounds, combined, or separated in +various proportions; by rests of the voice in certain places; by +accents, emphases, and tones. The same is attempted in writing, by +different combinations of letters, according to stated rules, and by +certain points, stops, and lines. But that it cannot be done with equal +success in the latter case, is clear from this, that sound contains in +itself a natural power over the human frame, in rousing the faculties of +man, and exciting the affections, as is clearly proved by the force of +music.</p> + +<div class="poem"><div class="stanza"></div> +By the loud trumpet, which our courage aids,<br /> +We learn that sound, as well as sense, persuades.<br /> +</div> + +<p style="text-indent: 15px;">But written characters have, in themselves, no sort of virtue, nor the +least influence on the mind of man: and the utmost extent of their +artificial power can reach no farther, than that of exciting ideas of +sounds, which belong to spoken words, for which those combinations of +letters stand, and consequently cannot produce equal effects with the +sounds themselves.</p> + +<p style="text-indent: 15px;">To instruct our youth in the arts of reading and writing, there are many +seminaries established every-where throughout this realm; and, +accordingly, all of a liberal education are well versed in them. But who +in these countries ever heard of a master for the improvement of +articulation, for teaching the due proportion of sound and quantity of +syllables in English, and for pointing out to his pupils, by precept and +example, the right use of accents, emphases, and tones, when they read +aloud, or speak in public? If this has never yet been done, surely it is +a great omission, when we reflect of how much more importance the one +art is than the other; how much more nice and subtle in its nature, +which renders it more difficult to be acquired, and consequently demands +more the benefit of instruction. Accordingly, the bad fruits of this +neglect are every day perceived. Each man's experience will tell him, +how few public readers, or speakers, he has heard acquit themselves +well; and even of those few, those very few, who have acquired any name +in that way, it would be found, upon a critical inquiry, that they have, +for the most part, but a comparative excellence; and that their +superiority over others arises from pre-eminence in the natural +faculties of speech, and an happier construction of the organs, rather +than any skill, or mastery, in the art of elocution. It is thus that, in +countries where music is learned by the ear only, they who have the +nicest ear, and most tuneable voices, will pass for the best singers, +and, of course, be accounted excellent. But, when they come to be +compared with those of another country, regularly trained in the art of +music, it will soon be perceived, what amazing advantages such culture +has given to the latter singers over the former; not only in point of +musical skill, and variety of tones, but also in the vast improvement +made in the singing instrument itself, with respect to all its powers of +sweetness, strength, volubility, or expression, which have been +gradually brought forward to their utmost perfection. Could some of the +orators of old arise from the dead, and be confronted with the best of +these times, perhaps the difference would be still more striking.</p> + +<p style="text-indent: 15px;">There cannot be a more flagrant proof of the preference given to the +inferior species of language, over that of the nobler kind; nor, at the +same time, one which will afford a more glaring instance of the +uncontrolable power of fashion, however absurdly founded, than when we +reflect, that it is reckoned a great disgrace for a gentleman to spell +ill, though not to speak or read ill: and yet, if we were to weigh these +defects in the true balance, and consider them only with respect to the +bad consequences which follow from each, the former will appear to be +scarce an object worthy of our attention, and the latter ought to +excite universal indignation.</p> + +<p style="text-indent: 15px;">A gentleman writes a letter to his friend, or upon business (the chief +use which gentlemen in general make of writing); there are many words in +it mis-spelt; this is a great scandal, and lessens him in the eyes of +those who read it: and yet, where is the mighty matter in this! The +unusual manner of placing letters in words, gives no pain to the organs +of sight; the reader can soon correct any error; or, if he should be +puzzled, he can take time to examine and make out the sense by the +context; and then the end of the letter is answered.</p> + +<p style="text-indent: 15px;">On the other hand, a man shall rise up in a public assembly, and, +without the least mark of shame, deliver a discourse to many hundred +auditors, in such disagreeable tones, and unharmonious cadences, as to +disgust every ear; and with such improper and false use of emphasis, as +to conceal or pervert the sense and all this without fear of any +consequential disgrace, "quia defendit numerus." When we consider that +this is often done on the most aweful occasions, in the very service of +the Most High! at times when words, delivered with due force and energy, +might be productive of the noblest consequences to society, afford the +highest delight to the auditory, and give honour and dignity to the +person of the speaker, may we not justly cry out, O custom! thou art +properly called second nature, with respect to the immensity of thy +power; but thou usurpest her place, thou art her tyrant, thou tramplest +her under foot, and with thy scepter of iron, thou swayest the powers of +reason and truth at thy will!</p> + +<p style="text-indent: 15px;">Indeed, nothing but such an uncontrolable power, could possibly have +made a civilized and enlightened people continue, for such a length of +time, in a course so opposite to all the rules of common sense. For upon +farther examination it will appear, that even the written language, to +which they solely apply, can never reach the perfection whereof it is +capable, nor answer its noblest purposes, without the previous +cultivation of that which is spoken.</p> + +<p style="text-indent: 15px;">When it is considered that articulate sounds or words are the types of +ideas, and that written characters are the types of articulate sounds +or words, it is evident that all the qualities of the latter must be +circumscribed by the former, as the type cannot exceed its archetype. +Accordingly we find, that the charms of style, in the writers of all +ages and countries, have arisen from the beauty of the language spoken +in those countries; and the beauty of language arose not from chance, +but culture; for it is not time, but care, that will bring a language to +perfection. If time alone would do, those of the most barbarous nations +in the world, ought to be superior to those of the most civilized, as +they are infinitely more ancient. It was to the constant pains and +labour, the study and application successively given by the choicest +wits, and men of brightest parts in each age, to the improvement and +establishment of their native tongues, that we owe those two glorious +languages of Greece and Rome, which have justly been the wonder of the +world, and which will last to the end of time. And is it not owing to +the excellence of their languages, that the noble works of their writers +have been preserved? Had Demosthenes written his orations in such a +language as High Dutch, or Virgil his poems in such a one as Irish or +Welsh, their names would not long have outlived themselves.</p> + +<p style="text-indent: 15px;">That the state of all the more elegant and beautiful compositions, and +the effects which they are capable of producing, must chiefly depend +upon the art of speaking, may be clearly deduced from considering the +nature and ends of such writings.</p> + +<p style="text-indent: 15px;">By the art of writing, sentiments can be communicated, either through +the eye only, or through the eye and ear together, to individuals; or +through the ear only to numbers; the first of these, by silent reading, +the other two, by reading aloud. In the first instance, ideas of things +are excited by written words, as the symbols of words spoken; and by +association, the idea of the sounds also which accompany those words. +Now at the best, supposing the ideas of the properest sounds, were +always to be associated by the silent reader, the effect of any +composition must be much weaker than if it were spoken, as far as ideas +fall short of realities. But if, through ignorance in the art of +speaking, or through vicious habits, he annexes the ideas of wrong +sounds and tones to the words, it is impossible he can perceive the +true force and beauty of the composition, so far at least as they depend +upon sound and tone.</p> + +<p style="text-indent: 15px;">To trace this custom, therefore, to its original, may not only be a +matter of curiosity, but, by shewing the weakness of its foundation, +tempt us to abolish it, and substitute a nobler one in its room.</p> + +<p style="text-indent: 15px;">When our system of education was first established on the revival of +literature, by means of the introduction of the languages of Greece and +Rome, men's thoughts were wholly turned to books, and consequently to +written language. The English, then poor and barbarous, was soon +supplanted by the richer, and more polished Latin. The service of the +church was in Latin, the laws in Latin. The religious controversies +which embroiled all Europe, after the writings of Luther and Calvin had +appeared, were all carried on in Latin. Men of the brightest parts +throughout Europe, were necessarily engaged in the closest application +to that language, which became the universal vehicle of knowlege, in all +works of genius and learning. No was its use confined to writing only, +but it was also adopted into speech amongst the polite; it revived, in a +manner, from its tomb, and once more became a living tongue. Not, +indeed, in its original beauty and strength; it might rather be +considered as the ghost of the old Roman, haunting different countries +in different shapes. For as the true pronunciation of a dead language +could not be known, each nation gave to it the sounds which belonged to +their own; and consequently it differed as much in point of sound in the +several countries where it was spoken, as the native tongues differed +from each other in that respect. But as they all agreed in one uniform +manner of writing it, for which they had models before them, in the +works of the ancients, we need not wonder that the chief attention was +given to the written language, in preference to that which was spoken, +as they had sure rules to guide them in the one, and none at all in the +other. Latin words, upon paper, were universally intelligible to all +nations, as they all agreed in the <i>orthography</i>, or true manner of +writing them, though they were far from agreeing with respect to the +<i>orthoepy</i>, or true manner of pronouncing them; in which the difference +was so great, that the people of one country could scarce understand +Latin, or know it to be the same language, when pronounced by those of +another.</p> + +<p style="text-indent: 15px;">This will sufficiently account for the fashion which prevailed in those +days universally, of applying their time chiefly to the acquisition of +skill in letters, not sounds; in writing, not speaking; in words +presented to the eye by the sure pen, not in those offered to the ear by +the uncertain or erroneous tongue.</p> + +<p style="text-indent: 15px;">Afterwards, when some of the nations of Europe wisely set about the +cultivation of their native tongues, in proportion as they grew more +perfect, the Latin fell into disuse; till at last it was reduced to its +former state of a dead language, and confined chiefly to books. But +whilst the Italians, French, and Spaniards were vying with each other, +in the improvements of their several tongues, by giving all manner of +encouragement to so useful a work, by establishing several societies and +academies for the purpose, from whose joint labours excellent grammars +and dictionaries were produced; by the assistance of which, and the +instruction of masters, not only natives, but foreigners might acquire +the most accurate knowlege of those tongues with ease; the English alone +remained in the old track, and never to this hour, either by public or +private encouragement, have taken one step towards regulating or +ascertaining theirs. And yet this seems to have been a point of much +more moment to them, and to which they were in a more peculiar manner, +and much earlier called upon to give their attention, as the church +service, upon the reformation, was performed in their own tongue, which +is not the case to this day in those countries, where Latin still +maintains that post. The refiners of those living languages justly gave +great attention to sound and pronunciation, in the regulations which +they established; the English, who from the nature of their constitution +and public worship, had infinitely more occasion for the refinement and +regulation of their tongue in that respect, left theirs wholly to +chance. Nor are we to wonder at this, when we consider that we have made +no alteration in our institutions, with the alteration of times and +circumstances. Our establishments for training youth, pursue invariably +the same plan, and inculcate only the same studies, which they did +before the reformation, when Latin was the universal language; nor has +any change been made since the English came into general use. At that +time there was no necessity to apply to the study of it; and the +barbarous structure of its words could afford no inducement to try what +might be done in it, by the power of sounds. Accordingly those who +taught English, were amongst the most ignorant of mankind. Their whole +business was only to teach pupils the letters, to spell, and read words, +no matter with what kind of tones, so as they were well acquainted with +the characters, in order to fit them for the Latin school; where the +learned languages only being the object of attention, their farther +progress in English was neglected. Is not this the case at this day? Are +not the rudiments of English now taught by low and ignorant masters, for +wretched stipends, and for the same ends? Is it afterwards any-where +<i>regularly taught</i>? Does not Latin still continue to be the chief +language taught in schools, in the same manner as when it was the chief +language used on all the important occasions of life? Only with this +difference, that whilst it was in a manner a living tongue, by being +used in conversation, more care was probably taken with regard to +pronunciation, which at present is chiefly transferred to understanding +and writing it correctly; and whoever has a mind to make himself master +of those points, may have all the guidance of rules, and aid of +preceptors: but with regard to the English, he is left to make his own +way, as well as he can. This will serve as an explanation of many +extraordinary phænomena in this country. Such as, that there are numbers +who understand Latin well, who do not understand their native tongue. +That there are many who can write Latin elegantly, who are remarkably +incorrect in their English style. And that there are many who can +produce excellent compositions both in Latin and English, who can +neither read aloud, or repeat those very compositions with tolerable +propriety, much less with grace. Of these facts, I dare venture to say, +there is not one of my hearers who cannot immediately suggest to himself +sufficient instances. The natural consequence, indeed, of neglecting the +art of elocution, is that of reducing a living language at best to the +state of a dead one. For in just and true elocution alone, consists the +life of language; that which is false or disagreeable, places it below +its dead written state, by the uneasiness and disgust which it +occasions. If language, when spoken, gives no pleasure, if it excites no +emotions, it is in that case, for the mere purpose of information, far +below that which is written; inasmuch as the reader of words can take +his own time to make himself master of their meaning, and consider their +force. But if public speaking in any country should in general rather +give pain than pleasure, occasion satiety, instead of rouzing attention, +and far from illustrating, should render the sentiments obscure, the +people of that country will be necessitated to give their attention to +written language; they must prefer the invention of man, to the gift of +God; and the noblest ends, and highest delights which language can +answer or afford, will be frustrated and lost. Whether we are in that +condition or not, let our army of writers, and scarcity of speakers +declare.</p> + +<p style="text-indent: 15px;">They who have seen in the clearest light the fatal consequences of this +course, did not, at the same time, see the only method by which it might +be changed. They did not know how impregnable are the bulwarks which +surround the fortress of custom to all attacks by storm, though they may +easily be reduced by sapping the foundations. And though the tyrant may +be dethroned by reason; yet cannot reason supply his place. His scepter +can be wielded only by one of his own race, and custom alone can succeed +to custom. All that reason can do, is to preside at the election, and +endeavour to fix the choice on the most worthy.</p> + +<p style="text-indent: 15px;">Till a new custom, therefore, shall have opened the way to skill in the +art of speaking, so that it may be as easily and certainly attainable, +by pursuing that road, as skill in the art of writing now is, by +pursuing the others, the latter path must continue to be most +frequented. And nothing can assist the new custom in its progress, but +the same means that brought forward the old. The art of speaking, like +that of writing, must be reduced to a system; it must have sure and +sufficient rules to guide such as apply to the study of it; it must have +masters to teach it, and to enforce the rules by examples. This alone +can ensure success to the studious in that way; and till that be done, +it cannot be expected that many will employ their time in laborious +researches into an intricate, difficult, and obscure subject, without +the least moral certainty of attaining their point, when a clear, +obvious, and certain method lies open to them, of arriving at, what they +imagine to be, the same end. But had they a like certainty of success in +the one way, as in the other, there cannot be any doubt to which the +preference would be given, not only on account of the superior +advantages resulting from it, but also the superior pleasure which would +attend their progress, and the delight which would crown the attainment +of that art. How exquisite that must have been when eloquence was at its +height, may be gathered from the testimony of Cicero, who, in his +Brutus, does not scruple to affirm, "That neither the fruits nor glory +which he derived from eloquence, gave him so much delight as the study +and practice of the art itself." His words are, "Dicendi autem me non +tam fructus & gloria, quam studium ipsum exercitatioque delectat."</p> + +<p style="text-indent: 15px;">The neglect, therefore, to this hour, of so useful, so necessary, so +delightful an art, may well excite wonder and amazement. And, indeed, +it is hardly possible, but that it should long ere this have got some +footing amongst us, had not all, who have pointed out the defect, and +proposed methods of supplying it, agreed in laying the blame at the +wrong door, and consequently pointing to a wrong quarter for redress. +Thus the nation in general, influenced by their sentiments, has, from +year to year, waited like the countryman,</p> + +<div class="poem"><div class="stanza"></div> +"—— dum defluat amnis: At ille<br /> +"Labitur, & labetur in omne volubilis ævum."<br /> +</div> + +<p style="text-indent: 15px;">All writers on this subject have agreed in laying the fault on the +schools and universities, and that the redress can only come from them. +Than which there cannot be any thing more unjust as to the charge, nor +more ill-founded than the conclusion.</p> + +<p style="text-indent: 15px;">Thus the author of the Spectator says——"We must bear with this false +modesty in our young nobility and gentry, till they cease at Oxford and +Cambridge to grow dumb in the study of eloquence." And one of the bishop +of Cloyne's queries is, "Whether half the learning and study of these +kingdoms is not useless, for want of a proper delivery and pronunciation +being taught in our schools and colleges?" Mr. Locke bears hard upon the +masters, for not instructing their pupils in English, as well as Latin +and Greek, in the following passage. "To write and speak correctly, +gives a grace, and gains a favourable attention to what one has to say: +and since it is English that an English gentleman will have constant use +of, that is the language he should chiefly cultivate, and wherein most +care should be taken to polish and perfect his style. This I find +universally neglected, nor no care taken any-where to improve young men +in their own language, that they may thoroughly understand and be +masters of it. If any one among us have a facility or purity more than +ordinary in his mother tongue, it is owing to chance, or his genius, or +any thing, rather than to his education, or any care of his teacher. To +mind what English his pupil speaks or writes, is below the dignity of +one bred up amongst Greek and Latin, though he have but little of them +himself. These are the learned languages, fit only for learned men to +meddle with, and teach; English is the language of the illiterate +vulgar: though yet we see the polity of some of our neighbours hath not +thought it beneath the public care to promote and reward the improvement +of their own language. Polishing and enriching their tongue, is no small +business amongst them; it hath colleges and stipends appointed it; and +there is raised amongst them a great ambition and emulation of writing +correctly: and we see what they are come to by it, and how far they have +spread one of the worst languages possibly in this part of the world, if +we look upon it as it was in some few reigns backwards, whatever it be +now. The great men among the Romans were daily exercising themselves in +their own tongue; and we find yet upon record the names of orators, who +taught some of their emperors Latin, though it were their mother tongue. +'Tis plain the Greeks were yet more nice in theirs: all other speech was +barbarous to them but their own; and no foreign language appears to have +been studied or valued amongst that learned and acute people; though it +be past doubt that they borrowed their learning and philosophy from +abroad." To this Mr. Locke adds, "I am not here speaking against Greek +and Latin; I think they ought to be studied, and the Latin at least +understood well by every gentleman. But whatever foreign languages a +young man meddles with, (and the more he knows, the better) that which +he should critically study, and labour to get a facility, clearness, and +elegancy to express himself in, should be his own; and to this purpose +he should daily be exercised in it."</p> + +<p style="text-indent: 15px;">To the same effect, have many other eminent authors written on this +subject; but surely they must have been under the influence of strong +prejudice, to charge men with neglect of points, which do not at all +belong to their office; and with the omission of studies and arts, which +they never profess to teach. A master of a grammar-school is to teach +grammar, not oratory; he is to teach Latin, and Greek, not English. And +this is what all masters of endowed schools are bound to do; and it is +upon these terms, that all others receive their pay. But it may be said, +that these studies might be added to the others, and taught at the same +time. Surely, they who say so, have not given themselves time to +reflect on the nature of these studies, or the state of our established +mode of education; else they would see that what they expect is an +absolute impossibility. Can any man communicate more knowlege than he is +himself possessed of? Can any man teach an art which he never learned? +Can any man instruct others in a language, in which he never was +instructed? Can either any art or language be regularly taught without a +well digested system of rules? And if no such system has hitherto been +formed, either with respect to the English language, or the art of +speaking it, how shall any man set about teaching them? It will be said, +that it is a shame for a master to be ignorant of these. But why more a +shame for him, than any other gentleman who has been trained exactly in +the same way? or why is more expected from him? Because it would be of +great benefit to his pupils. So it might, but if in his course of +education, previous to his entering upon that employment, he has had no +lights given him as to those points, is he likely to find much leisure +in so laborious an office, to investigate the principles of an +unpractised art, or the rules of an unstudied language? It is probable +that he would make a greater progress in that way, than others of equal +abilities, and equal advantages of education, who have dedicated whole +lives of leisure to those studies, without ever arriving at the end +proposed? But suppose he could teach them, how could he find time to do +it? The low stipend which custom has established, as the pay to masters +of grammar-schools, obliges most of them to take such numbers of +scholars under their care, even to get a tolerable subsistence, that it +is with the utmost difficulty they are at present able to prepare them +for the university, in the usual time allotted for that purpose, by +teaching only Greek and Latin; how is it then possible for them to think +of introducing the study of new things, which would require nearly as +much time and pains, as those which they are bound to teach, and which +they cannot accomplish, without the utmost stretch of application? +Though, indeed, considering the salaries paid by parents to masters of +grammar-schools, that they are near half of what they pay their grooms, +and that they are at least a full fourth, if not a third, of what they +pay to the dancing master or fencing master, the music or riding master, +the teacher of French or Italian, it must be allowed that they have a +just right to expect that those two supernumerary studies should be +thrown into the bargain. Nor would it be at all surprising, if some +parents should also expect of the master of a grammar-school, that he +should teach their sons to dance, because he has legs, and can walk; as +well as that he should teach them the art of speaking, because he has a +tongue, and can talk. If no attention has been given to these points in +the previous part of education, what reason have we to suppose that the +evil can be remedied at the universities? The business of tutors and +professors there, is to finish young gentlemen in such studies as they +had begun at school, or to instruct them in such new arts and sciences, +as they are obliged by their several establishments to teach. If the +English language, and the art of speaking, be not in the number of +those, what reason have we to expect that they should be taught? Whoever +discharges his duty, in what he professes to teach, will find but little +leisure to attend to any thing else; or if a few should attempt it, they +would upon trial find, that they could make so little progress in +instructing others without the help of rules or principles, and they +would meet such obstacles in their way, on account of inveterate bad +habits contracted through early neglect, as would soon make them give up +the voluntary and fruitless labour.</p> + +<p style="text-indent: 15px;">The reason, therefore, that the belles lettres, and philosophy in all +its branches, are the only things now taught in a course of liberal +education, is obvious enough; because it is for those only that +institutions and endowments have been made; by which means they have +been reduced to systems, and are regularly taught; they who have been +regularly instructed themselves, can teach others by the same rules; and +they are induced to take upon them the office of instructing others, +from the rewards and emoluments which attend it. From an opposite cause +it is, that the English language and the art of speaking are not taught; +because there are no institutions or establishments for the purpose; in +consequence of which, they have not been reduced to systems, or taught +by rule; and no one can regularly instruct another in what he has not +regularly acquired himself; nor are there hitherto any rewards or +emoluments annexed to such an office.</p> + +<p style="text-indent: 15px;">That there has been no encouragement given, to this day, for the +establishment and cultivation of two such important articles to all +British subjects, can be accounted for on no other principle, but that +of custom, founded upon the strongest prejudice. From the first time +that a Latin grammar is put into our hands, we are taught to believe, +that a complete knowlege of Latin and Greek will of course give a +complete knowlege of English; that reading the ancient writers upon +oratory will furnish us with all the powers of elocution; that the same +master who instructs pupils in the one, can also teach the other; and +that, therefore, any particular establishments for those purposes would +be unnecessary: and this prepossession has been so early in life, and +with such force stamped upon us, that neither the experience of more +than two centuries, nor daily demonstration to the contrary, are able to +erase it. Nor need we wonder, that the prejudice has been so universal, +when we reflect that some of the most eminent men that these countries +have produced were strongly tinctured with it: nay, when we find, in the +passage before quoted, that the clear-sighted and candid Mr. Locke was +so blinded by it, as not to see that, in the very instance mentioned by +him, with regard to the French, he had attributed our deficiency to a +wrong cause. For though he has laid the whole blame of the want of +culture and improvement in the English tongue, on the masters of +grammar-schools, yet he shews clearly, that the culture and improvement +of the French took their rise from another source; where he says, 'We +see the polity of some of our neighbours hath not thought it beneath the +"public care to promote and reward the improvement of their own +language." Polishing and enriching their tongue is no small business +amongst them; "it hath colleges and stipends appointed it;" and there is +raised amongst them a great ambition and emulation of writing +correctly.' Was it not, therefore, more natural to impute the low state +of English amongst us to the want of such institutions and +encouragement, than to the neglect of masters who do not profess to +teach it? And was it not more rational to expect the improvement of our +tongue from the same methods which brought forward the French; from +public encouragement, from colleges and stipends appointed it, than from +one which never was found to answer, nay, which, in its own nature, +never can answer the end? In like manner, in speaking of elocution, he +has imputed our general deficiency in that point also, to the neglect of +the masters of grammar-schools; though, at the same time, he clearly +points out the only means by which knowlege in that art can be acquired, +in these-words: 'This (speaking of elocution), as all other things of +practice, is to be learned not by a few, or a great many rules given, +but by exercise and application, according to good rules, or rather +patterns, till habits are got, and a facility of doing it well.' Now, if +there be no such system of rules in being, with regard to English +elocution, how can a master give his pupils practice according to good +rules? Or what pattern can he afford them, but in himself? And is such a +model likely to be a perfect one? Is it not probable, that masters of +grammar-schools may have contracted bad habits in that respect, as well +as any others trained in the same way? Will the profession itself +inspire them with propriety of pronunciation, proper management of the +voice, and graceful gesture and deportment? It is time to put an end to +such gross prejudice. After waiting for more than two centuries, to no +purpose, in hopes that things would mend in one way, it is more than +time that another course should be tried. The only method which can be +followed with success, is obvious enough. When Cicero gave a definition +of elocution, he, at the same time, pointed out the means by which it is +to be acquired. His words are these: "Pronunciatio est vocis, et vultus, +et gestus moderatio, cum venustate. Hæc omnia tribus modis assequi +poterimus, arte, imitatione, exercitatione<a name="FNanchor_14_14" id="FNanchor_14_14"></a><a href="#Footnote_14_14" class="fnanchor">[14]</a>." Here we see that art is +placed first; and, indeed, without that guide our labour would be either +fruitless, or productive of error. Imitation alone can go no farther +than to give us the manner of those whom we imitate; if that be bad, the +imitation of it must be so too; but if it should be good upon the whole, +and faulty only in part, it doth not follow that we shall acquire both +in the same degree; on the contrary, it is generally the case, that the +faulty part only, as being the most easily caught, is the consequence +of imitation without art: and practice grounded upon such imitation, can +only serve to confirm and rivet us in error.</p> + +<div class="footnote"><p><a name="Footnote_14_14" id="Footnote_14_14"></a><a href="#FNanchor_14_14"><span class="label">[14]</span></a> "Elocution is the proper and graceful management of the +voice, the countenance and gesture in speaking. These we shall be able +to acquire by three ways, art, imitation, practice."</p></div> + +<p style="text-indent: 15px;">Since, therefore, nothing can be done without art, and all art is +founded upon principles, and should be taught by rules, the first +necessary step is, to trace the principles of elocution. Those once +discovered, to establish upon them a system of rules, peculiarly adapted +to the genius of the English tongue, whereby the art of elocution may be +as regularly acquired as any other art now is, and a knowlege of +English, so far as regards elocution, methodically obtained. To shew +that this is far from being impracticable, is one of the chief objects +of the first course of lectures which I propose to give upon these +subjects. In this course I shall endeavour to lay open the principles of +elocution, and the peculiar constitution of the English language, with +regard to the powers of sound and numbers, in a method, which should it +prove to be as rational as it is new, will, I hope, give the author of +these lectures no cause to repent of the time and pains which his +researches into these abstruse subjects have cost him. He hopes also to +see some good fruits immediately produced from this first course; and +that not only the young, but the adult, who should not think these +points below their attention, may, from the knowlege of those +principles, and some general rules deduced from them, have sure lights +to guide them in their future enquiries into those subjects, hitherto +involved in the shades of darkness; or obscurely and falsely viewed +through the mists of error.</p> + +<p style="text-indent: 15px;">Should his principles be allowed to be just, and his system so far meet +with the sanction of men of learning and discernment, he will be +encouraged to proceed from a general, to a more particular course; in +which he hopes to give all necessary lights to assist, not only +speculation, but practice; and by going up to the very first elements, +point out a regular way by which children may be rightly trained in the +art of speaking, and knowlege of their mother tongue, from the earliest +rudiments; instead of being necessarily corrupted and led astray, by the +false principles and rules which at present are laid down to them, from +the moment the primer is put into their hands, and of the bad effects +of which, few ever get the better during the remainder of their lives.</p> + +<p style="text-indent: 15px;">Should it be known in the world, that a design was set on foot at the +universities, of introducing the study of the English language, and the +art of speaking, upon a practicable plan, and in a systematic way, there +would not be wanting all due encouragement to such an undertaking from +many of their grateful offspring. What numbers of their illustrious +sons, when they have entered into life, have had occasion to lament, +that through the neglect of these necessary branches, the chief +advantages of their education have been concealed from the world; and +all their funds of knowlege, like the hoards of misers, shut up in their +own breasts. How many well instructed minds, and honest hearts, +furnished with the means, and most ardent inclination to serve their +country, have sat still in silent indignation, where her interests were +nearly concerned, for want of a practised tongue to disclose what passed +in their minds? How many of our wisest members, in the great national +council, has shame on that score, kept silent like Mr. Addison? And how +many others, after a few attempts, have closed their lips for ever, +from self-disappointment, in not finding their utterance correspond to +their conceptions? The experience of what they have suffered on such +occasions, will teach them to feel, and as far as in them lies, to +prevent the sufferings of others in like circumstances.</p> + +<p style="text-indent: 15px;">Should, therefore, upon a candid examination, the proposed plan be +judged practicable, there cannot be any doubt but that there would be +many found sufficiently jealous of the honour of their country, to +contribute to the support of such an establishment, as might wipe away +that stain of barbarism which still rests upon this nation, of having +left their language hitherto to the guidance of chance: and when it is +considered, that no country ever produced so many instances of private +benefactions for public service, particularly in the seminaries of +learning, it is to be supposed, that, in case of future endowments, a +due attention will be paid to that language which is now solely used on +all public occasions throughout these realms, and whose improved state +must add to the glory of the nation, as well as to that art, which, of +all others, is most likely to contribute to the benefit and ornament of +individuals, and of the state in general.</p> + +<p style="text-indent: 15px;">Here I cannot help observing, how necessary the introduction of these +studies will be to the promoting, and rendering more effectual, the new +institutions, which have been lately adopted by the wisdom of the +university of Oxford. And first, as to the Vinerean endowment for the +study of the law. It has been lately proved, by the strongest and +clearest arguments, that not only they who intend to make that their +profession, but that all gentlemen in general should acquire a competent +knowlege in that branch; but more especially such as have reason to +expect that they shall become members of the legislative body. Would it +not be a strong inducement to such noblemen or gentlemen to apply more +closely to such a study, if, at the same time, they were practised and +perfected in an art, which alone could enable them to display to +advantage their superior knowlege in the constitution and laws of their +country, to their own honour and credit, and support of that +constitution, and those laws? And, with respect to Lord Clarendon's +benefaction for the introduction of the bodily exercises, that +institution may not of itself be found a sufficient inducement to +prolong the stay of young gentlemen at the university beyond the usual +time, or put an end to the custom of going upon their travels at the +most unfit and dangerous season of life (which has proved the chief bane +of our British youth), inasmuch as those exercises can also be acquired +abroad; and, from caprice or fashion, perhaps, it will be thought too in +a more perfect way. But should a critical inquiry into the genius and +powers of their own tongue succeed to their knowlege of Latin and Greek; +should they be regularly instructed and practised in the art of +elocution, in all its various branches; in that case, the most necessary +and ornamental of all accomplishments to British subjects could be had +only in this country, and would of course detain them from all foreign +academies or masters. The very delight which would accompany both the +speculative and practical part of those studies, would hold them by the +surest tie, that of inclination.</p> + +<p style="text-indent: 15px;">Should eloquence, that "regina rerum," establish her throne here, they +would with pleasure pay her homage; they would listen to the voice of +the charmer, far sweeter than the syren's song; nor would they quit the +academic grove, till they were masters of the harmony which reigned +there. Possessed of that, how greedily would they hoard up knowlege of +all kinds, which they might then be enabled to draw forth at will, and +display to the utmost advantage! They would not, in that case, think of +going into life, till they were well qualified to discharge whatever +office they should enter upon. Or such as chose to travel, might then do +it with great benefit to themselves, and to their country. "We should +not then need" (to make use of a passage in Milton) "the Monsieurs of +Paris to take our hopeful youth into their slight and prodigal +custodies, and send them over back again transformed into mimics, apes, +and kickshaws. But if they desire to see other countries at two or +three-and-twenty years of age, not to learn principles, but to enlarge +experience, and make wise observation, they will, by that time, be such +as shall deserve the regard and honour of all men where they pass, and +the society and friendship of those in all places, who are best, and +most eminent. And, perhaps, then other nations will be glad to visit +us for their breeding, or else to imitate us in their own country. Or +whether they be to speak in parliament or council, honour and attention +would be waiting on their lips. There would then also appear in pulpits +other visages, other gestures, and stuff otherwise wrought, than what we +now sit under, oft-times to as great trial of our patience, as any other +that they preach to us."</p> + +<p style="text-indent: 15px;">As the motives to the study of elocution will, probably, be allowed to +be sufficiently strong, it would be no small inducement to set about the +work with vigour, if there were reason to believe, that the speedy +accomplishment of the point would follow the attempt; and that we have +just grounds for such an opinion, we may easily see, by considering the +state of that art in the only country where we can exactly trace its +rise and progress. We know that in Rome, from the time that oratory was +first regularly taught there as an art, it arrived to its maturity in a +very short space; and if it can be shewn, that we enjoy great advantages +over the Romans in all the material points necessary to the perfection +of that art, it is but reasonable to conclude, that its progress here +might be still more rapid.</p> + +<p style="text-indent: 15px;">As this matter has already been discussed in an essay, called,<a name="FNanchor_15_15" id="FNanchor_15_15"></a><a href="#Footnote_15_15" class="fnanchor">[15]</a> +British Education, and as I shall have sufficient opportunities, in my +course of lectures, to prove all that has been there advanced, it would +be unnecessary, in this place, to expatiate upon this head.</p> + +<p style="text-indent: 15px;">And as I fear that I have already exhausted your patience, I shall +hasten to close, with the same exhortation to the revival of the art of +elocution, which Quintilian used to the Romans, to engage them in the +support of it, when in its declining state.</p> + +<p style="text-indent: 15px;">After having invalidated several objections to the study of that art, he +concludes thus:</p> + +<p style="text-indent: 15px;">"Ante omnia sufficit ad exhortationem studiorum, non cadere in rerum +naturam, ut quicquid non est factum, ne fieri quidem possit: cum omnia +quæ magna sunt atque admirabilia, tempus aliquod quo primum +efficerentur, habuerint. Verum etiam si quis summa desperet (quod cur +faciat, cui ingenium, valetudo, facultas, præceptor, non deerunt?) tamen +est (ut Cicero ait) pulchrum in secundis tertiisque consistere. Adde +quod magnos modica quoque eloquentia parit fructus: ac si quis hæc +studia utilitate sola metiatur, pene illi perfectæ par est. Neque erat +difficile, vel veteribus, vel novis exemplis palam facere; non aliunde +majores honores, opes, amicitias, laudem præsentem, futuram, hominibus +contigisse, si tamen dignum literis esset, ab opere pulcherrimo, (cujus +tractatus, atque ipsa possessio, plenissimam studiis gratiam refert) +hanc minorem exigere mercedem, more eorum qui à se non virtutes, sed +voluptatem quæ fit ex virtutibus, peti dicunt. Ipsam igitur orandi +majestatem, qua nihil Dii mortales melius homini dederunt, et qua remota +muta sunt omnia, et luce præsenti et memoria posteritatis carent, toto +animo petamus, nitamurque semper ad optima: quod facientes, aut evademus +in summum, aut certe multos infra nos videbimus."</p> + +<div class="footnote"><p><a name="Footnote_15_15" id="Footnote_15_15"></a><a href="#FNanchor_15_15"><span class="label">[15]</span></a> Vide B. I. Ch. xv. B. II. Ch. ix.</p></div> + +<p>FINIS.</p> + + + + +<h2><a name="NOTES_TO_THE_TEXT" id="NOTES_TO_THE_TEXT"></a>NOTES TO THE TEXT</h2> + +<p>In the following notes, numbers refer to pages and lines in the present +text. All translations from the Latin are from Loeb Classical Library +editions.</p> + +<p>6:1-8. Thomas Sheridan, <i>British Education</i> (London, 1756), p. 52.</p> + +<p>6:24-7:7. <i>Ibid.</i>, p. 53.</p> + +<p>12:4-6. <i>Aeneid</i>, V, 194. Trans. H. Ruston Fairclough. "No more do +I seek the first place ... it were a shame to return last."</p> + +<p>17:7-22. <i>British Education</i>, p. 85.</p> + +<p>17:26-18:15. <i>Ibid.</i>, pp. 85-86.</p> + +<p>19:24-20:5. <i>De Oratore</i>, III.xxxv.143. Trans. H. Rackham. "But if on +the contrary we are trying to find the one thing that stands top of the +whole list, the prize must go to the orator who possesses the learning. +And if they allow him also to be a philosopher, that is the end of the +dispute; but if they keep the two separate, they will come off second +best in this, that the consummate orator possesses all the knowledge of +the philosophers, but the range of philosophers does not necessarily +include eloquence."</p> + +<p>37:22-24. <i>Brutus</i>, vi. 23.</p> + +<p>38:11-12. Horace, <i>Epistles</i>, I.ii.43. Trans. H. Ruston Fairclough. +"... waiting for the river to run out: yet on it glides, and on it +will glide, rolling its flood forever."</p> + +<p>38:20-23. Richard Steele, <i>Spectator</i>, 484, 15 September 1712.</p> + +<p>38:25-39:3. George Berkeley, "The Querist," in <i>Works</i>, ed. A. A. +Luce and T. E. Jessop (London, 1948), IV, Query 203.</p> + +<p>39:7-41:11. John Locke, "Some Thoughts Concerning Education," in +<i>Works</i> (London, 1823), IX, 181-182.</p> + +<p>47:10-19. <i>Ibid.</i>, p. 182.</p> + +<p>48:9-15. <i>Ibid.</i>, p. 179. Sheridan indicates that Locke is +discussing elocution, but his topic is writing and speaking. </p> + +<p>49:9-13. <i>Rhetorica ad Herennium</i>, I.ii.3.</p> + +<p>56:14-57:3. John Milton, "Of Education," <i>Works</i> (New York, 1931), IV, +290-291.</p> + +<p>57:3-10. <i>Ibid.</i>, pp. 286-287.</p> + +<p>58:17-59:23. <i>Institutio Oratoria</i>, XII.xi. 25-26, 29-30. Trans. H. E. +Butler. "To which I reply that sufficient encouragement for study may be +found in the fact, firstly, that nature does not forbid such achievement +and it does not follow that, because a thing never has been done, it +therefore never can be done, and secondly, that all great achievements +have required time for their first accomplishment.... Finally, whatever +is best in its own sphere must at some previous time have been +nonexistent. But even if a man despair of reaching supreme excellence +(and why should he despair, if he have talents, health, capacity and +teachers to aid him?), it is none the less a fine achievement, as Cicero +says, to win the rank of second or even third.... Add to this the +further consideration that even moderate eloquence is often productive +of great results and, if such studies are to be measured solely by their +utility, is almost equal to the perfect eloquence for which we seek. Nor +would it be difficult to produce either ancient or recent examples to +show that there is no other source from which men have reaped such a +harvest of wealth, honour, friendship and glory, both present and to +come. But it would be a disgrace to learning to follow the fashion of +those who say that they pursue not virtue, but only the pleasure derived +from virtue, and to demand this meaner recompense from the noblest of +all arts, whose practice and even whose possession is ample reward for +all our labours. Wherefore let us seek with all our hearts that true +majesty of oratory, the fairest gift of god to man, without which all +things are stricken dumb and robbed alike of present glory and the +immortal record of posterity; and let us press forward to whatsoever is +best, since, if we do this, we shall either reach the summit or at least +see many others far beneath us." </p> + + + + + +<h2><span class="smcap">The Augustan Reprint Society</span></h2> + +<h4>WILLIAM ANDREWS CLARK</h4> +<h4>MEMORIAL LIBRARY</h4> + +<h5>UNIVERSITY OF CALIFORNIA, LOS ANGELES</h5> + +<h6>PUBLICATIONS IN PRINT</h6> + + +<div class="figcenter" style="width: 100px;"> +<img src="images/emblem.png" alt="" width="100" height="59" title="" /> +</div> + + +<h4>1948-1949</h4> + +<p>16. Henry Nevil Payne, <i>The Fatal Jealousie</i> (1673).</p> + +<p class="hangingindent">18. Anonymous, "Of Genius," in <i>The Occasional Paper</i>, Vol. III, No. 10 +(1719), and Aaron Hill, Preface to <i>The Creation</i> (1720).</p> + +<h4>1949-1950</h4> + +<p>19. Susanna Centlivre, <i>The Busie Body</i> (1709).</p> + +<p>20. Lewis Theobald, <i>Preface to the Works of Shakespeare</i> (1734).</p> + +<p class="hangingindent">22. Samuel Johnson, <i>The Vanity of Human Wishes</i> (1749), and two +<i>Rambler</i> papers (1750).</p> + +<p>23. John Dryden, <i>His Majesties Declaration Defended</i> (1681).</p> + +<h4>1951-1952</h4> + +<p class="hangingindent">31. Thomas Gray, <i>An Elegy Wrote in a Country Churchyard</i> (1751), and +<i>The Eton College Manuscript</i>.</p> + +<h4>1952-1953</h4> + +<p>41. Bernard Mandeville, <i>A Letter to Dion</i> (1732).</p> + +<h4>1963-1964</h4> + +<p class="hangingindent">104. Thomas D'Urfey, <i>Wonders in the Sun; or, The Kingdom of the Birds</i> +(1706).</p> + +<h4>1964-1965</h4> + +<p>110. 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You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: A Discourse Being Introductory to his Course of Lectures on Elocution and the English Language (1759) + +Author: Thomas Sheridan + +Editor: G. P. Mohrmann + +Release Date: December 30, 2011 [EBook #38444] + +Language: English + +Character set encoding: ASCII + +*** START OF THIS PROJECT GUTENBERG EBOOK A DISCOURSE *** + + + + +Produced by Tor Martin Kristiansen, Sue Fleming, Joseph +Cooper and the Online Distributed Proofreading Team at +http://www.pgdp.net + + + + + + +THE AUGUSTAN REPRINT SOCIETY + +THOMAS SHERIDAN + +A DISCOURSE + + BEING INTRODUCTORY + TO HIS COURSE OF LECTURES + +ON + + ELOCUTION + AND THE + ENGLISH LANGUAGE + +(1759) + + _Introduction by_ + G. P. MOHRMANN + + PUBLICATION NUMBER 136 + WILLIAM ANDREWS CLARK MEMORIAL LIBRARY + UNIVERSITY OF CALIFORNIA, LOS ANGELES + +1969 + + +GENERAL EDITORS + + William E. Conway, _William Andrews Clark Memorial Library_ + George Robert Guffey, _University of California, Los Angeles_ + Maximillian E. Novak, _University of California, Los Angeles_ + + +ASSOCIATE EDITOR + +David S. Rodes, _University of California, Los Angeles_ + + +ADVISORY EDITORS + + Richard C. Boys, _University of Michigan_ + James L. Clifford, _Columbia University_ + Ralph Cohen, _University of Virginia_ + Vinton A. Dearing, _University of California, Los Angeles_ + Arthur Friedman, _University of Chicago_ + Louis A. Landa, _Princeton University_ + Earl Miner, _University of California, Los Angeles_ + Samuel H. Monk, _University of Minnesota_ + Everett T. Moore, _University of California, Los Angeles_ + Lawrence Clark Powell, _William Andrews Clark Memorial Library_ + James Sutherland, _University College, London_ + H. T. Swedenberg, Jr., _University of California, Los Angeles_ + Robert Vosper, _William Andrews Clark Memorial Library_ + + +CORRESPONDING SECRETARY + +Edna C. Davis, _William Andrews Clark Memorial Library_ + + +EDITORIAL ASSISTANT + +Mary Kerbret, _William Andrews Clark Memorial Library_ + + + + +INTRODUCTION + + +Thomas Sheridan (1718-1788) devoted his life to enterprises within the +sphere of spoken English, and although he achieved more than common +success in all his undertakings, it was his fate to have his reputation +eclipsed by more famous contemporaries and eroded by the passage of +time. On the stage, he was compared favorably with Garrick, but his name +lives in the theatre only through his son Richard Brinsley. A leading +theorist of the elocutionary movement, his pronouncing dictionary ranks +after the works of Dr. Johnson and John Walker, and his entire +contribution dimmed when the movement fell into disrepute.[1] + +Sheridan attained his greatest renown through his writing and lecturing +on elocution, and the fervor with which he pursued the study of tones, +looks, and gestures in speaking animates _A Discourse Delivered in the +Theatre at Oxford, in the Senate-House at Cambridge, and at +Spring-Garden in London_. This lecture, "Being Introductory to His +Course of Lectures on Elocution and the English Language," displays both +the man and the elocutionary movement. Throughout the work, Sheridan +exhibits his missionary zeal, his dedication to "a visionary hypothesis +that dazzled his mind."[2] At the same time, he presents the basic +principles of elocutionary theory and reveals the forces that made the +movement a dominant pattern in English rhetoric. + +It is difficult to account for Sheridan's millennial approach to +elocution, but his absorption in language study is most understandable. +His father, Dr. Thomas Sheridan, was a minister and teacher, judged to +be "a good classical scholar, and an excellent schoolmaster."[3] He +supervised his son's early education, and Sheridan was being pointed +toward a career as school master. His exposure to, and interest in, +English were reinforced by his godfather, Dean Swift, who was long an +intimate of the elder Sheridan. In later years, Sheridan was eager to +acknowledge that his attitudes had been profoundly influenced by those +of Swift. + +To some degree Sheridan's dedication to language study is evidenced in +his theatrical activities. As an undergraduate, he wrote a play that was +later published; and almost immediately after taking his M.A. at Trinity +College, he made his professional acting debut in Dublin. This was 1743, +and forty years later he was taking part in Attic Entertainments, +performances "consisting of recitation, singing, and music."[4] A +selective chronology suggests his involvement with the stage: 1744, +acting in London with Garrick; 1750, acting and managing in Dublin; +1760, acting in London; 1780, acting manager for his son at Drury Lane. + +Successful as an actor, Sheridan appears to have missed greatness +because he could not overcome an inflexibility and obstinacy in +personality; and the same characteristics helped to precipitate a number +of squabbles and riots that marred his managerial efforts. However, much +of his frustration in the theatre must be attributed to the more +compelling attraction to the theory of delivery in speaking. The stage +provided a practical outlet, but Sheridan's fascination with +elocutionary theory dominated and deflected the interest in theatre. + +That elocution was his primary concern is demonstrated in his major +publications: _British Education_, 1756; _Lectures on Elocution_, 1762; +_A Plan of Education_, 1769; _Lectures on the Art of Reading_, 1775; and +_A General Dictionary of the English Language_, 1780. In all of these +works the central argument remained unchanged after its initial +statement in the complete title of _British Education_.[5] There, +Sheridan suggested that a revival of the art of speaking would improve +religion, morality, and constitutional government; would undergird a +refining of the language; and would pave the way for ultimate perfection +in all the arts. + +Having posited this thesis in 1756, Sheridan was reiterating it still in +the material prefatory to his pronouncing dictionary in 1780, and he +never rested with publication alone. As early as 1757 he lectured on the +principles of education, and he first presented his course of lectures +on elocution in 1758-59 at Oxford and Cambridge. Over the years the +course proved to be both popular and financially rewarding, and Sheridan +sometimes presented the lectures in order to relieve financial +embarassment. Nevertheless, his devotion to the cause was the crucial +factor. His interest in language somehow became an almost blind devotion +to spoken English, and through his course he could carry his message to +influential audiences in England, Ireland, and Scotland; the Edinburgh +Select Society sponsored two series in 1761, and Sheridan was lecturing +on elocution as late as 1785. + +The _Discourse_ typifies Sheridan's simplistic interpretation and the +evangelistic ardor with which he addressed his audiences. He was not +content to fault an overemphasis in the study of Latin, nor was he +satisfied to argue that "the support of our establishments, both +ecclesiastical and civil" rests upon public discussion. Many in his +audiences would have agreed, and few would have taken issue with the +contention that the "art of elocution" needed further cultivation. But +Sheridan pressed on to insist that the written language, being an +invention of man, "can have no natural power," and he argued that the +"highest delights" of aesthetic pleasures must wait upon the perfection +of spoken English. He even went so far as to suggest that the study of +"grammar, rhetorick, and oratory" explained the outstanding artistic +achievements of Greece and Rome. + +Moreover, "other benefits to society" would add to "the glory of the +nation" and to the "ornament of individuals, and of the state in +general" through a loosing of silent tongues. Sheridan dreamed that the +study of elocution, with a voice "far sweeter than the syren's song," +would so entrance young students that they would linger long in native +academic groves, avoiding the baneful influence of travel abroad "at the +most unfit and dangerous season of life." Thus, individual and social +perfection had to be predicated upon the study of spoken English, and +Sheridan implied that to slight this study was to offer an affront to +the divine plan for earthly progress. + +This panacean outlook prompted Hume to remark that "Mr. Sheridan's +Lectures are vastly too enthusiastic. He is to do every thing by +Oratory."[6] And it is not surprising that the critical, the Johnsons +and Humes, should have been distressed by Sheridan's enthusiasm, an +enthusiasm that permitted him to posit such unlikely goals and to see +himself as the sole authority on elocution. Yet, for every negative +reaction, the elocutionists enlisted countless believers. Sheridan and +other theorists capitalized upon a number of intellectual currents and +social pressures of the era that centered attention upon delivery in +speaking and that helped aggrandize this facet of rhetorical training. A +number of forces can be isolated, but most relate to the classical +inheritance, to the belief that tones, looks, and gestures constitute a +natural language of the passions, and to the methodology of science.[7] + +The classical inheritance was important to the elocutionists because of +the impetus given to all language study. Sheridan did no more than echo +a common complaint when he worried over the "many bad consequences" +attending a neglect of the English language; countless writers addressed +themselves to a determination of phonology and pronunciation in the +attempt "to methodize" the language. Furthermore, the example of ancient +oratory spoke loudly to a people striving to perfect both the individual +and social institutions. Any educated man was expected to be able to +express himself well in public, particularly if his vocation found him +"in the pulpit, the senate-house, or at the bar." The pulpit was a +favorite target, and critics regularly lamented the atrocious state of +speaking "in the very service of the Most High." The elocutionists and +others appear to have been convinced that the doubt and scepticism of +the age would be much relieved if only the preachers would learn to +speak properly. Theirs seemed the best of all possible religions, and it +needed but a vitalization through adequate pulpit oratory to transcend +anything accomplished by the Popish devotees on the Continent. Certainly +Sheridan's references to the Continent also reflect a strong overlay of +nationalism, and the same spirit creeps into his worship of Greece and +Rome; but he and the other elocutionists knew that they owed a profound +debt to classical rhetorical theory. Beyond supporting language study +generally and beyond encouraging an interest in public speaking, ancient +rhetoric justified a concentration on delivery. + +After centuries of a chameleon-like existence, the complete Ciceronian +rhetoric emerged in England just in time to meet a savage onslaught from +the methods of science and the new epistemology.[8] Eventually, +rhetoricians such as Campbell and Blair were to successfully blend the +old and the new, but the elocutionists found fertile ground in delivery +alone. They began, as Sheridan did, with the testimony of Cicero and +Quintilian because _actio_, or _pronuntiatio_, was one of the five +established canons of classical rhetoric. A favorite citation, though +Sheridan did not use it, was Demosthenes' reputed response when asked to +name the three most important parts of rhetoric: "Actio, actio, actio." +The endorsement of antiquity lent powerful support to the study of +delivery, and this was the one canon that had not been subjected to +regular exhaustive analyses throughout the rhetorical tradition. Here +was a topic ripe for further investigation, and by Sheridan's day, the +tones, looks, and gestures of delivery had achieved commonplace status +in discussions of man's emotions. + +Sheridan spoke as if this natural language of the passions were "hardly +ever thought of," but the belief that tones, looks, and gestures were +external signs of internal emotions was firmly established by the middle +of the eighteenth century. The notion has received some attention +throughout western thought, but most speculation appears to date from +Descartes' _Les Passions de l'ame_ in 1650. The increasing concern with +mind-body problems encouraged inquiries into the nature and function of +the natural language in all areas relating directly to man's emotion and +its expression. The topics were as various as religion and physiognomy, +but discussions of the natural language construct centered upon human +communication, particularly in the arts. + +The construct became especially significant in analyses of painting and +sculpture. Examples of its impress can be seen in Le Brun's sketches of +the passions,[9] in Hogarth's having embraced "the commonly received +opinion, that the face is the index of the mind,"[10] and in Dryden's +contention that "to express the passions which are seated in the heart, +by outward signs, is one great precept of the painters." Dryden added +that "in poetry, the same passions and motions of the mind are to be +expressed,"[11] and the natural language found its way into most +discussions of tragedy and the epic. Other examples of literary analysis +in which the construct operated include Steele's _Prosodia Rationalis_, +Say's _An Essay on Harmony, Variety, and Power of Numbers_, and Kames' +_Elements of Criticism_. In sum, it was almost universally accepted that +the creative artist was to observe and record the natural language of +the passions. In Sheridan's words, he was to perceive and delineate the +"operations, affections, and energies, of the mind itself ... manifested +and communicated in speech." + +The methodology of science was indirectly responsible for giving added +support to this facet of elocutionary rationale. When British empiricism +was pressed to the limit, considerable doubt and scepticism resulted; +and the Scottish common sense philosophy was, in large part, a counter +response. The operation of the natural language became one of the first +principles of common sense; and in their discussions of philosophy, +aesthetics, and rhetoric, the Scots argued for the study of +elocution.[12] + +Science contributed directly to the movement by providing the framework +for analysis. Without the empirical approach and the confidence in +scientific methodology, theorists simply would not have attempted to +isolate and describe the elements in the external signs of the emotions. +Science forced Sheridan to think in terms of empirical observation and +categorization, and science permitted him to call for "sure and +sufficient rules" in order that "the art of speaking like that of +writing ... be reduced to a system." It is even symptomatic that he +should have referred to the design of the "Great Mechanist." + +Almost as enthusiastic as Sheridan, a number of other elocutionists +expressed similar views and found their theories invigorated by the same +forces. James Burgh in the _Art of Speaking_ (1761), John Walker in +_Elements of Elocution_ (1781) and a number of other works, and Gilbert +Austin in _Chironomia_ (1806) were among the more influential +elocutionary theorists. Numerous other writers in both England and +America participated in making the study of elocution an established +part of the English rhetorical tradition. + +In America, the study gained acceptance at all levels of education, and +the class in elocution became a standard course in colleges and +universities. Elocution centered upon oral reading and public speaking, +and written composition came to be the exclusive province of the +rhetoric class. The resultant distinctions between oral and written +discourse played a significant role in the eventual development of +separate departments of speech and English in American colleges and +universities.[13] + +Although speech departments grew out of elocutionary studies, elocution +disappeared from the curriculum because of an association with an +excessive emphasis upon performance as performance. Reaction was +compounded by a sophistication in psychology that made early theory seem +naive, but neither later excesses nor seeming naivety should be +permitted to distort the main thrust of the elocutionary movement. +Concentrating upon language in use, the elocutionists encouraged and +anticipated analyses now being vigorously pursued in a range extending +from linguistics to nonverbal communication. Their contribution has for +too long been ignored, and it is happily foreshadowed in Thomas +Sheridan's enthusiastic _Discourse_. + +University of California, +Davis + + + + +NOTES TO THE INTRODUCTION + +[Footnote 1: See Wallace A. Bacon, "The Elocutionary Career of Thomas +Sheridan (1718-1788)," _Speech Monographs_, XXXI (1964), 1-53.] + +[Footnote 2: John Watkins, _Memoirs of the Right Honorable R. B. +Sheridan_, (London, 1817), I, 43.] + +[Footnote 3: _Ibid._, p. 39.] + +[Footnote 4: _Ibid._, pp. 145-146.] + +[Footnote 5: _British Education: Or, The Source of the Disorders of +Great Britain. Being An Essay towards proving, that the Immorality, +Ignorance, and false Taste, which so generally prevail, are the natural +and necessary Consequences of the present defective System of Education. +With An Attempt to shew, that a Revival of the Art of Speaking, and the +Study of Our Own Language, might contribute, in a great measure, to the +Cure of those Evils. In Three Parts. I. Of the Use of these Studies to +Religion, and Morality; as also, to the Support of the British +Constitution. II. Their absolute Necessity in order to refine, +ascertain, and fix the English Language. III. Their Use in the +Cultivation of the Imitative Arts: shewing, that were the Study of +Oratory made a necessary Branch of the Education of Youth; Poetry, +Musick, Painting, and Sculpture, might arrive at as high a Pitch of +Perfection in England, as ever they did in Athens or Rome._] + +[Footnote 6: James Boswell, _Private Papers of James Boswell_ (Mt. +Vernon, New York, 1928-34), I, 129.] + +[Footnote 7: See Frederick W. Haberman, "English Sources of American +Elocution," _History of Speech Education in America_, ed. Karl Wallace +(New York, 1954), pp. 105-126.] + +[Footnote 8: See Wilbur Samuel Howell, _Logic and Rhetoric in England, +1500-1700_ (Princeton, 1956).] + +[Footnote 9: Charles Le Brun, _Conference de Monsieur Le Brun sur +l'expression generale & particuliere_ (Amsterdam, 1698).] + +[Footnote 10: William Hogarth, _Analysis of Beauty_, ed. Joseph Burke +(Oxford, 1955), p. 136.] + +[Footnote 11: John Dryden, "A Parallel of Poetry and Painting," in +_Essays_, ed. W. P. Ker (Oxford, 1900), II, 145.] + +[Footnote 12: See G. P. Mohrmann, "The Language of Nature and +Elocutionary Theory," _Quarterly Journal of Speech_, LII (1966), +116-124.] + +[Footnote 13: See studies reported in _History of Speech Education in +America_.] + + +BIBLIOGRAPHICAL NOTE + +The text of this reprint of Sheridan's _Discourse_ +is reproduced from a copy in the +William Andrews Clark Memorial Library. + + + + +A + +DISCOURSE + +DELIVERED IN + +The THEATRE at OXFORD, + +IN + +The SENATE-HOUSE at CAMBRIDGE, + +AND + +At SPRING-GARDEN in LONDON. + +By THOMAS SHERIDAN, M. A. + +Being Introductory to + +His COURSE of LECTURES + +ON + +ELOCUTION and the ENGLISH LANGUAGE. + +Ut enim hominis decus ingenium, fic ingenii ipsius +lumen est eloquentia. + +Cic. de Orat. + + +LONDON: + +Printed for A. MILLAR, in The Strand; +J. RIVINGTON and J. FLETCHER, in Pater-noster-Row; +J. DODSLEY, in Pall-Mall; and sold by +J. WILKIE, in St. Paul's Church yard. + +M.DCC.LIX. + + + + +TO + +THE TWO LEARNED UNIVERSITIES + +OF + +Oxford AND CAMBRIDGE, + +The following Discourse + +(As a small token of gratitude + +For the candour with which they received, + +And the generosity with which they encouraged, + +His attempt + +Towards improving Elocution, + +And promoting the study of the ENGLISH Language) + +Is, + +With all humility, + +And the most profound respect, + +Inscribed, + +By their + +very faithful + +and devoted servant, + +THOMAS SHERIDAN. + + + + +A + +DISCOURSE + +DELIVERED IN + +The THEATRE at OXFORD, + +IN + +The Senate-House at CAMBRIDGE, + +AND + +At SPRING-GARDEN in LONDON. + + +It has been a long time since all men, who have turned their thoughts to +the subject, have been convinced, that the neglect of studying our own +language, and the art of speaking it in public, has been attended with +many bad consequences; and some of our most eminent writers have freely +delivered their thoughts upon this head to the world. Amongst the +foremost of this number are Milton, Dryden, Clarendon, Locke, Addison, +Berkley, and Swift; besides multitudes of less note. But as they have +only pointed out the evil, without examining into its source, or +proposing an adequate remedy; as they have shewn the good consequences +which would follow from the introduction of those studies, only in +theory, without laying down any probable method, by which their +speculations might be reduced to practice, their endeavours in this way, +however laudable, have hitherto proved but of little benefit to mankind. + +Any attempt, therefore, towards a practicable plan, whereby such studies +may be introduced, will well deserve the attention of the best and +wisest men; and, if it should meet with their approbation, will +necessarily also obtain their encouragement and assistance. + +This consideration it was, which emboldened me to appear before this +learned assembly; and though, when I reflect on the knowlege, wisdom, +and nice discernment, of my hearers, I am filled with that awe and +reverence which are due to so respectable a body, yet, as candour and +humanity are the inseparable attendants on wisdom and knowlege (for as +the brave are ever the most merciful, so are the wise the most +indulgent), I can have no cause to fear the submitting my opinions to +the decision of such judges as are here assembled. Whatever shall appear +to be founded in reason and truth cannot fail of producing its due +effect in this region of true philosophy: and whatever errors or faults +may be committed, as they cannot escape the penetration, so will they be +corrected and amended by the skill and benevolence of such hearers. A +point to be wished, not dreaded; as to an inquirer after truth, next to +the being right, the thing most to be desired is the being set right. In +either way, a person engaged in a new undertaking is sure to be a +gainer, where honour, and certainty of success, will follow judicious +approbation; where benefit, and the means of succeeding, will attend +just censure. + +Encouraged by these reflections, I shall therefore, without farther +preface, enter upon my subject. + +That the English are the only civilized people, either of ancient or +modern times, who neglected to cultivate their language, or to methodize +it in such a way, as that the knowlege of it might be regularly +acquired, is a proposition no less strange than true. + +That the English are the only free nation recorded in history, possessed +of all the advantages of literature, who never studied the art of +elocution, or founded any institutions, whereby, they who were most +interested in the cultivation of that art; they whose professions +necessarily called upon them to speak in public, might be instructed to +acquit themselves properly on such occasions, and be enabled to deliver +their sentiments with propriety and grace, is also a point as true as it +is strange. + +These neglects are the more astonishing, because, upon examination, it +will appear, that there neither is, nor ever was a nation upon earth, to +the flourishing state of whose constitution and government, such studies +were so absolutely necessary. Since it must be obvious to the slightest +enquirer, that the support of our establishments, both ecclesiastical +and civil, in their due vigour, must in a great measure depend upon the +powers of elocution in public debates, or other oratorial performances, +displayed in the pulpit, the senate-house, or at the bar. + +But to leave the public interests out of the question; is it not amazing +that these studies have never been established here, even upon selfish +principles, which, in all other cases seldom fail of having their due +force? since it can be shewn, that there never was a state wherein so +many individuals were so necessarily and deeply concerned in the +prosecution of those studies; or where it was the interest, as well as +duty, of such numbers, to display the powers of oratory in their native +language. + +There is not a single point, in which the study of oratory was necessary +to the ancients, wherein it is not equally so to us; nor was there any +incitement to the knowlege and practice of that art, whether of +pleasure, profit, or honour, which with us is not of equal strength. + +We, as well as the ancients, have councils, senates, and assemblies of +the people (by their representatives) whose deliberations and debates +turn upon matters of as much moment, where oratory has fields as ample, +in which it may exert all its various powers, and where the rewards and +honours, attendant on eloquence are equal. "If we look into the history +of England, for more than a century past, we shall find, that most +persons have made their way to the head of affairs, and got into the +highest employments, not on account of birth or fortune, but by being, +what is commonly called, good speakers." + +Nor is oratory less necessary to us at the bar, than it was to the +ancients; nor are the rewards of profit, fame, and preferment, less +attendant on it there; as has been experienced by all in that +profession, who took pains to improve their talents in that way. + +But there is one point, a most momentous one, in which oratory is +essentially necessary to us, but was not in the least so to the +ancients. The article I mean, is of the utmost importance to us; it is +the basis of our government, and pillar of our state. It is the +vivifying principle, the soul of our constitution, without which, it +cannot subsist; I mean religion. + +"As the religion of the ancients consisted chiefly of rites and +ceremonies, it could derive no assistance from oratory; but there is +not the smallest branch of ours which can be well executed, without +skill in speaking; and the more important parts, calculated to answer +the great ends, evidently require the whole oratorial powers." + +Let it be observed, that in this profession alone, there are more +persons employed throughout these realms, than there were citizens of +Athens, at any given period. + +Since, therefore, we have so much stronger motives to the cultivation of +this art, what can be the reason that even an attempt towards it has +never hitherto been made? One would imagine, that in a country where the +ancients are admired, revered, nay, almost adored, that we should +certainly follow their example, and adopt all their wise institutions, +so far at least as they coincided with the spirit of our government, and +were of equal necessity to the well being of the state. But on the +contrary, we seem to have made it a law, that we should sit down +contented with seeing and admiring their excellence, but that we should +never attempt to use the means, by which alone we might be enabled to +rival them. If it were difficult to come at the knowlege of those means; +if the method taken by the ancients, in educating their youth to qualify +them for such great performances, had not been handed down to us; or if +there were any thing in the method itself, which would be found +impracticable in these times, there might be some excuse for not taking +the same course. But on the contrary, when many of their most eminent +writers have minutely described to us the precise course of education, +passed through by all who were liberally trained; when they tell us, +that both at Athens and Rome, one of the chief studies was that of their +native language in each country; and that the art most assiduously +sought after, and practised in both, was that of oratory: shall we be +surprised that their languages were more polished and beautiful, and +consequently that all works which depended upon the elegance and charms +of language, should be more finished than those of a people, who never +took any pains in that way? or that oratory, and all the arts dependant +on it, or connected with it, together with all the benefits and +advantages resulting from it, should appear in a more conspicuous +light, in regions, where that art was cultivated with the utmost pains +and labour, than in a country where it has been utterly neglected. Is +there any natural impediment in our way, is there any invincible +obstacle to the pursuit of these studies, and to the attainment of these +arts? Have we not a language to study as well as they? and do we not, on +many accounts, stand in more need of studying that language? Have we not +the same organs of speech, the same features, the same limbs, muscles, +and nerves, that the ancients had? What want we then, but to apply +ourselves to the regulation of these, and to study their true use in +enforcing and adorning our sentiments, when delivered by speech, to +rival or even excel them in their favourite art? How did the ancients +attain this art? By study, and practice. Would not the same means bring +us to the same end? And have we not the advantage of all their lights to +guide us in our enquiries? Have we not the foundation of their +experience to build upon, ready to our hands, whenever we are wise +enough to set about raising the noble edifice? Did the ancients possess +any advantages over us from nature, either in point of intellectual +faculties, or the animal oeconomy? With respect to the mental powers, it +is undoubtedly clear, that we have carried our discoveries much farther +than they did, both in the physical and moral world. And with respect to +the bodily organs, true philosophy must deride any attempts, to shew +that we are not framed exactly in the same manner. In all the +_sciences_, to which we _have_ applied, we have far outdone them; and if +they still excel us in many of the _arts_, it is either because we have +wholly neglected their cultivation, or where we have made the attempt, +we have taken a wrong course; and unwisely deserted the method pointed +out by the ancients towards their attainment, and which, with them, had +been always crowned with success. + +In short, the difference between the ancients and us, arises from one +obvious cause. In the course of education, we have pursued most of the +studies, which they did; but some we have wholly omitted. In all +studies, which we followed in common with them, we have far excelled +them: that they have excelled us in those which were peculiar to +themselves, cannot be a matter of wonder. The chief points in which +they differed from us, were the study of their native language, and +oratory. And it can be indisputably shewn, that they possessed no +advantage over us, but what arose, either immediately, or +consequentially from their knowlege, skill, and practice; in grammar, +rhetorick, and oratory. Now, as we have excelled them far, in all the +studies to which we _have_ applied, there can be no good reason +assigned, that with a due degree of attention and pains, we might not +surpass them in these also? On the contrary, I hope, on another +occasion, to be able to prove, that from certain lights furnished by +time, from peculiar advantages arising from our pure and holy religion, +and from the nature of our admirable constitution, we might, with +moderate pains, and in no long space of time, as far surpass them in +those arts, and all that depend upon them, or have a connection with +them, as we have already done in the sciences. + +But though, upon trial, we should not find ourselves able to surpass the +ancients, let us not shamefully suffer ourselves to be outdone in those +arts by the moderns. If the Briton should own himself unequal to the +contest with Greeks and Romans, let him not yield the palm to Frenchmen +also. If, in despair of victory, he should say like Mnestheus in Virgil, +"Non jam prima peto," let him add to his countrymen, "extremos pudeat +rediisse!" + +Believe me, there is no time to be lost. The Italians, the French, and +the Spaniards, are far before you. Their languages and authors are well +known through Europe, whilst yours have got admission only into the +closets of a few. You have but to rouze yourselves from your lethargy, +and to exert your native vigour, soon to outstrip them all. Should you +set about refining and ascertaining your language, with the same spirit +of industry, which you have often exerted on less important occasions, +the work will not be long accomplishing; and you will not only +immediately raise your credit in the eyes of Europe, but hand down to +your posterity, one of the noblest legacies which it is in your power to +bequeath. If the task should be accomplished, how will that posterity +wonder, that their ancestors should have been for more than two +centuries in possession of so rich a jewel, without once examining its +value; and that, merely through a neglect of polishing, they should have +suffered a diamond of the first water and magnitude, to be outshone by +the cut glass, or pebbles, of their poorer, but more industrious +neighbours. + +The true source of the neglect of these studies, will, upon examination, +be found to be this; that from the first introduction of letters into +this kingdom, the minds of all trained in the knowlege of them, have to +this hour, from early institution, got a wrong biass with respect to +language: in consequence of which, the universal attention of the +natives of this country, has been turned from the natural, the more +forcible, and more pleasing kind, to that which is artificial, weaker, +and accompanied with no natural delight. + +I do not doubt, but that this proposition will excite no small surprise +in my hearers; nor do I suppose, they will easily comprehend my meaning, +till they recollect a distinction, which is hardly ever thought of, and +yet, which ought often to be had in remembrance, that we have two kinds +of language; one which is _spoken_, another which is _written_. Or that +there are two different methods used of communicating our ideas, one +through the channel of the ear, the other through that of the eye. + +It is true, that as articulate sounds are by compact symbols of our +ideas, and as written characters are by compact symbols of those +articulate sounds, they may, at first view, seem calculated to +accomplish one and the same end; and from habit, an opinion may be +formed, that it is a matter of indifference which way the communication +is made, as the end will be equally well answered by either. + +But, upon a nearer examination, it will appear that this opinion is ill +founded, and that, in whatever country it prevails, so far as to affect +the practice of the people, it must be attended with proportional bad +consequences, both to individuals, and to society in general. + +In order to prove this, it will be necessary to shew, that the +difference between these two kinds of language is not more in form, +than in substance; in the means of their communication, than in their +end: that they widely differ from each other, in the nature, degree, and +extent of their power; that they have each their several offices and +limits belonging to them, which they ought never to exceed; and that, +where one encroaches on the province of the other, it can never equally +well discharge its office. + +All these points will be made sufficiently clear, only by examining the +nature and constitution, of these two kinds of language. + +First, as to that which is spoken. Speech is the universal gift of God +to all mankind. But as in his wise dispensations, in order to excite +industry, and make reward the attendant on service, in the most +excellent things of this life, he has only furnished the materials, and +left it to man to find out, and make a right use of them; so has he laid +down this just law, in regard to the great article of speech; which in +all nations must prove either barbarous, discordant, and defective; or +polished, harmonious, and copious, according to the culture or neglect +of it. As the chief delight and improvement of a social, rational +being, must arise from a communication of sentiments and affections, and +all that passes in the mind of man; the powers of opening such a +communication are furnished in a suitable degree, and with a liberal +hand. In proportion to their acquisition of ideas, men will find no want +of articulate sounds to be their symbols. In proportion to their +progress in knowlege, they will find adequate powers in the organs of +speech, to communicate that knowlege. In proportion to the exertion of +the powers of the intellect, or the imagination, the various emotions of +the mind, the different degrees of sensibility, and all the feelings of +the heart; they will find, upon searching for them, that in the human +frame there are tones, looks, and gestures of such efficacy, as not only +to make all these obvious, but to transfuse all those operations, +energies, and emotions into others: without which, indeed, the mere +communication of ideas would be attended with but little delight. + +A wise nation will therefore, above all things, apply themselves to +advance the powers of elocution, to as high a degree as possible; and +they will find their labours well rewarded, not only by opening a +source of one of the highest delights, which the nature of man is +capable of feeling in this life, but also by the extraordinary benefits +and advantages thence resulting to society, which cannot possibly be +procured in any other way. "It has pleased the All-wise Creator to annex +to elocution, when in its perfect state, powers almost miraculous! and +an energy nearly divine! He has given to it tones to charm the ear, and +penetrate the heart: he has joined to it actions, and looks, to move the +inmost soul. By that, attention is kept up without pain, and conviction +carried to the mind with delight. Persuasion is ever its attendant, and +the passions own it for a master. Great as is the force of its powers, +so unbounded is their extent. All mankind are capable of its +impressions, the ignorant as well as the wise, the illiterate as well as +the learned." + +Such is the nature, such the constitution, such the effects, of +cultivated speech. Let us now examine the properties of written +language. "That is wholly the invention of man, a mere work of art, and +therefore can contain no natural power. Its use is to give stability to +sound, and permanence to thought; to preserve words that otherwise might +perish as they are spoke, and to arrest ideas that might vanish as they +rise in the mind; to assist the memory in treasuring these up, and to +convey knowlege at distance through the eye, where it could find no +entrance by the ear. In short, it may be considered as a grand +repository of the wisdom of ages, from which the greatest plenty of +materials may be furnished, for the use of speech, and the best supplies +given to the powers of elocution." + +Here we may see, that these two kinds of language essentially differ +from each other in their nature and use: and, from this view, we may +plainly perceive the vast superiority which the former must have over +the latter, in the main end aimed at by both, that of communicating all +that passes in the mind of man; inasmuch as the former works by the +whole force of natural, as well as artificial means; the latter, by +artificial means only. In the one case, many hundreds may be made +partakers at one and the same time, of instruction and delight; in the +other, knowlege must be parceled out only to individuals. In the one, +not only the sense of hearing may receive the highest gratification, +from sounds the most pleasing, and congenial to the organs of man; but +the sight also may be delighted with viewing the noblest work of the +Great Mechanist put in motion, to answer the noblest ends: and, whilst +the charmed ear easily admits the words of truth, the faithful eye, even +of the illiterate, can read their credentials, in the legible hand of +Nature, visibly characterized in the countenance and gesture of the +speaker. In the other, none of the senses are in the least gratified. +The eye can have no pleasure in viewing a succession of crooked +characters, however accurately formed; and the ear cannot be much +concerned in silent reading. + +If any doubt remains about pre-eminence with regard to these two, the +dispute may, at once, be settled in the same way that Cicero determined +the controversy between oratory and philosophy; "Sin quaerimus quid unum +excellat ex omnibus, docto oratori palma danda est: quem si patiuntur +eundem esse philosophum, sublata controversia est. Sin eos disjungent, +hoc erunt inferiores, quod in oratore perfecto, inest omnis illorum +scientia, in philosophorum autem cognitione, non continuo est +eloquentia." In like manner it may be said, in this case, that he who is +master of speaking cannot, on that account, be retarded, though he may +be much advanced thereby in knowlege of written language; whereas he who +is master of the written language only, is by no means advanced thereby +in the art of speaking. Indeed, the one should be considered only as an +handmaid to the other, and employed chiefly in such offices as she +cannot do in her own person. + +But should any nation be so unfortunately circumstanced, as from habit, +or institution, to bestow all their labour and pains upon cultivating +the artificial language, the invention of man, to the utter neglect of +that which is natural, and the gift of God, it must be allowed, that +they are in a wrong course; and that they must necessarily lose some of +the greatest blessings that can be enjoyed by rational, social beings, +and which can flow from no other source but that of cultivated speech. +Whether this be not our case, is well worth considering; and the point +may be settled by the establishment of a few facts. In order to this, +let us take a view of the perfections, and imperfections, of each kind +of language; see in which of them we take most pains to attain the one, +and avoid the other; and, in consequence of such pains, which of them is +at this day in the best state amongst us. + +The chief object of both, is the communication of ideas and emotions +from mind to mind, but they use different mediums for this purpose. +Speech makes use of sound, and reaches the mind through the ear: writing +makes use of characters, and conveys knowlege through the eye. The ideas +that rise in the mind of the speaker, together with the operations, +affections, and energies, of the mind itself, are manifested and +communicated in speech, by articulate sounds, combined, or separated in +various proportions; by rests of the voice in certain places; by +accents, emphases, and tones. The same is attempted in writing, by +different combinations of letters, according to stated rules, and by +certain points, stops, and lines. But that it cannot be done with equal +success in the latter case, is clear from this, that sound contains in +itself a natural power over the human frame, in rousing the faculties of +man, and exciting the affections, as is clearly proved by the force of +music. + + By the loud trumpet, which our courage aids, + We learn that sound, as well as sense, persuades. + +But written characters have, in themselves, no sort of virtue, nor the +least influence on the mind of man: and the utmost extent of their +artificial power can reach no farther, than that of exciting ideas of +sounds, which belong to spoken words, for which those combinations of +letters stand, and consequently cannot produce equal effects with the +sounds themselves. + +To instruct our youth in the arts of reading and writing, there are many +seminaries established every-where throughout this realm; and, +accordingly, all of a liberal education are well versed in them. But who +in these countries ever heard of a master for the improvement of +articulation, for teaching the due proportion of sound and quantity of +syllables in English, and for pointing out to his pupils, by precept and +example, the right use of accents, emphases, and tones, when they read +aloud, or speak in public? If this has never yet been done, surely it is +a great omission, when we reflect of how much more importance the one +art is than the other; how much more nice and subtle in its nature, +which renders it more difficult to be acquired, and consequently demands +more the benefit of instruction. Accordingly, the bad fruits of this +neglect are every day perceived. Each man's experience will tell him, +how few public readers, or speakers, he has heard acquit themselves +well; and even of those few, those very few, who have acquired any name +in that way, it would be found, upon a critical inquiry, that they have, +for the most part, but a comparative excellence; and that their +superiority over others arises from pre-eminence in the natural +faculties of speech, and an happier construction of the organs, rather +than any skill, or mastery, in the art of elocution. It is thus that, in +countries where music is learned by the ear only, they who have the +nicest ear, and most tuneable voices, will pass for the best singers, +and, of course, be accounted excellent. But, when they come to be +compared with those of another country, regularly trained in the art of +music, it will soon be perceived, what amazing advantages such culture +has given to the latter singers over the former; not only in point of +musical skill, and variety of tones, but also in the vast improvement +made in the singing instrument itself, with respect to all its powers of +sweetness, strength, volubility, or expression, which have been +gradually brought forward to their utmost perfection. Could some of the +orators of old arise from the dead, and be confronted with the best of +these times, perhaps the difference would be still more striking. + +There cannot be a more flagrant proof of the preference given to the +inferior species of language, over that of the nobler kind; nor, at the +same time, one which will afford a more glaring instance of the +uncontrolable power of fashion, however absurdly founded, than when we +reflect, that it is reckoned a great disgrace for a gentleman to spell +ill, though not to speak or read ill: and yet, if we were to weigh these +defects in the true balance, and consider them only with respect to the +bad consequences which follow from each, the former will appear to be +scarce an object worthy of our attention, and the latter ought to +excite universal indignation. + +A gentleman writes a letter to his friend, or upon business (the chief +use which gentlemen in general make of writing); there are many words in +it mis-spelt; this is a great scandal, and lessens him in the eyes of +those who read it: and yet, where is the mighty matter in this! The +unusual manner of placing letters in words, gives no pain to the organs +of sight; the reader can soon correct any error; or, if he should be +puzzled, he can take time to examine and make out the sense by the +context; and then the end of the letter is answered. + +On the other hand, a man shall rise up in a public assembly, and, +without the least mark of shame, deliver a discourse to many hundred +auditors, in such disagreeable tones, and unharmonious cadences, as to +disgust every ear; and with such improper and false use of emphasis, as +to conceal or pervert the sense and all this without fear of any +consequential disgrace, "quia defendit numerus." When we consider that +this is often done on the most aweful occasions, in the very service of +the Most High! at times when words, delivered with due force and energy, +might be productive of the noblest consequences to society, afford the +highest delight to the auditory, and give honour and dignity to the +person of the speaker, may we not justly cry out, O custom! thou art +properly called second nature, with respect to the immensity of thy +power; but thou usurpest her place, thou art her tyrant, thou tramplest +her under foot, and with thy scepter of iron, thou swayest the powers of +reason and truth at thy will! + +Indeed, nothing but such an uncontrolable power, could possibly have +made a civilized and enlightened people continue, for such a length of +time, in a course so opposite to all the rules of common sense. For upon +farther examination it will appear, that even the written language, to +which they solely apply, can never reach the perfection whereof it is +capable, nor answer its noblest purposes, without the previous +cultivation of that which is spoken. + +When it is considered that articulate sounds or words are the types of +ideas, and that written characters are the types of articulate sounds +or words, it is evident that all the qualities of the latter must be +circumscribed by the former, as the type cannot exceed its archetype. +Accordingly we find, that the charms of style, in the writers of all +ages and countries, have arisen from the beauty of the language spoken +in those countries; and the beauty of language arose not from chance, +but culture; for it is not time, but care, that will bring a language to +perfection. If time alone would do, those of the most barbarous nations +in the world, ought to be superior to those of the most civilized, as +they are infinitely more ancient. It was to the constant pains and +labour, the study and application successively given by the choicest +wits, and men of brightest parts in each age, to the improvement and +establishment of their native tongues, that we owe those two glorious +languages of Greece and Rome, which have justly been the wonder of the +world, and which will last to the end of time. And is it not owing to +the excellence of their languages, that the noble works of their writers +have been preserved? Had Demosthenes written his orations in such a +language as High Dutch, or Virgil his poems in such a one as Irish or +Welsh, their names would not long have outlived themselves. + +That the state of all the more elegant and beautiful compositions, and +the effects which they are capable of producing, must chiefly depend +upon the art of speaking, may be clearly deduced from considering the +nature and ends of such writings. + +By the art of writing, sentiments can be communicated, either through +the eye only, or through the eye and ear together, to individuals; or +through the ear only to numbers; the first of these, by silent reading, +the other two, by reading aloud. In the first instance, ideas of things +are excited by written words, as the symbols of words spoken; and by +association, the idea of the sounds also which accompany those words. +Now at the best, supposing the ideas of the properest sounds, were +always to be associated by the silent reader, the effect of any +composition must be much weaker than if it were spoken, as far as ideas +fall short of realities. But if, through ignorance in the art of +speaking, or through vicious habits, he annexes the ideas of wrong +sounds and tones to the words, it is impossible he can perceive the +true force and beauty of the composition, so far at least as they depend +upon sound and tone. + +To trace this custom, therefore, to its original, may not only be a +matter of curiosity, but, by shewing the weakness of its foundation, +tempt us to abolish it, and substitute a nobler one in its room. + +When our system of education was first established on the revival of +literature, by means of the introduction of the languages of Greece and +Rome, men's thoughts were wholly turned to books, and consequently to +written language. The English, then poor and barbarous, was soon +supplanted by the richer, and more polished Latin. The service of the +church was in Latin, the laws in Latin. The religious controversies +which embroiled all Europe, after the writings of Luther and Calvin had +appeared, were all carried on in Latin. Men of the brightest parts +throughout Europe, were necessarily engaged in the closest application +to that language, which became the universal vehicle of knowlege, in all +works of genius and learning. No was its use confined to writing only, +but it was also adopted into speech amongst the polite; it revived, in a +manner, from its tomb, and once more became a living tongue. Not, +indeed, in its original beauty and strength; it might rather be +considered as the ghost of the old Roman, haunting different countries +in different shapes. For as the true pronunciation of a dead language +could not be known, each nation gave to it the sounds which belonged to +their own; and consequently it differed as much in point of sound in the +several countries where it was spoken, as the native tongues differed +from each other in that respect. But as they all agreed in one uniform +manner of writing it, for which they had models before them, in the +works of the ancients, we need not wonder that the chief attention was +given to the written language, in preference to that which was spoken, +as they had sure rules to guide them in the one, and none at all in the +other. Latin words, upon paper, were universally intelligible to all +nations, as they all agreed in the _orthography_, or true manner of +writing them, though they were far from agreeing with respect to the +_orthoepy_, or true manner of pronouncing them; in which the difference +was so great, that the people of one country could scarce understand +Latin, or know it to be the same language, when pronounced by those of +another. + +This will sufficiently account for the fashion which prevailed in those +days universally, of applying their time chiefly to the acquisition of +skill in letters, not sounds; in writing, not speaking; in words +presented to the eye by the sure pen, not in those offered to the ear by +the uncertain or erroneous tongue. + +Afterwards, when some of the nations of Europe wisely set about the +cultivation of their native tongues, in proportion as they grew more +perfect, the Latin fell into disuse; till at last it was reduced to its +former state of a dead language, and confined chiefly to books. But +whilst the Italians, French, and Spaniards were vying with each other, +in the improvements of their several tongues, by giving all manner of +encouragement to so useful a work, by establishing several societies and +academies for the purpose, from whose joint labours excellent grammars +and dictionaries were produced; by the assistance of which, and the +instruction of masters, not only natives, but foreigners might acquire +the most accurate knowlege of those tongues with ease; the English alone +remained in the old track, and never to this hour, either by public or +private encouragement, have taken one step towards regulating or +ascertaining theirs. And yet this seems to have been a point of much +more moment to them, and to which they were in a more peculiar manner, +and much earlier called upon to give their attention, as the church +service, upon the reformation, was performed in their own tongue, which +is not the case to this day in those countries, where Latin still +maintains that post. The refiners of those living languages justly gave +great attention to sound and pronunciation, in the regulations which +they established; the English, who from the nature of their constitution +and public worship, had infinitely more occasion for the refinement and +regulation of their tongue in that respect, left theirs wholly to +chance. Nor are we to wonder at this, when we consider that we have made +no alteration in our institutions, with the alteration of times and +circumstances. Our establishments for training youth, pursue invariably +the same plan, and inculcate only the same studies, which they did +before the reformation, when Latin was the universal language; nor has +any change been made since the English came into general use. At that +time there was no necessity to apply to the study of it; and the +barbarous structure of its words could afford no inducement to try what +might be done in it, by the power of sounds. Accordingly those who +taught English, were amongst the most ignorant of mankind. Their whole +business was only to teach pupils the letters, to spell, and read words, +no matter with what kind of tones, so as they were well acquainted with +the characters, in order to fit them for the Latin school; where the +learned languages only being the object of attention, their farther +progress in English was neglected. Is not this the case at this day? Are +not the rudiments of English now taught by low and ignorant masters, for +wretched stipends, and for the same ends? Is it afterwards any-where +_regularly taught_? Does not Latin still continue to be the chief +language taught in schools, in the same manner as when it was the chief +language used on all the important occasions of life? Only with this +difference, that whilst it was in a manner a living tongue, by being +used in conversation, more care was probably taken with regard to +pronunciation, which at present is chiefly transferred to understanding +and writing it correctly; and whoever has a mind to make himself master +of those points, may have all the guidance of rules, and aid of +preceptors: but with regard to the English, he is left to make his own +way, as well as he can. This will serve as an explanation of many +extraordinary phaenomena in this country. Such as, that there are numbers +who understand Latin well, who do not understand their native tongue. +That there are many who can write Latin elegantly, who are remarkably +incorrect in their English style. And that there are many who can +produce excellent compositions both in Latin and English, who can +neither read aloud, or repeat those very compositions with tolerable +propriety, much less with grace. Of these facts, I dare venture to say, +there is not one of my hearers who cannot immediately suggest to himself +sufficient instances. The natural consequence, indeed, of neglecting the +art of elocution, is that of reducing a living language at best to the +state of a dead one. For in just and true elocution alone, consists the +life of language; that which is false or disagreeable, places it below +its dead written state, by the uneasiness and disgust which it +occasions. If language, when spoken, gives no pleasure, if it excites no +emotions, it is in that case, for the mere purpose of information, far +below that which is written; inasmuch as the reader of words can take +his own time to make himself master of their meaning, and consider their +force. But if public speaking in any country should in general rather +give pain than pleasure, occasion satiety, instead of rouzing attention, +and far from illustrating, should render the sentiments obscure, the +people of that country will be necessitated to give their attention to +written language; they must prefer the invention of man, to the gift of +God; and the noblest ends, and highest delights which language can +answer or afford, will be frustrated and lost. Whether we are in that +condition or not, let our army of writers, and scarcity of speakers +declare. + +They who have seen in the clearest light the fatal consequences of this +course, did not, at the same time, see the only method by which it might +be changed. They did not know how impregnable are the bulwarks which +surround the fortress of custom to all attacks by storm, though they may +easily be reduced by sapping the foundations. And though the tyrant may +be dethroned by reason; yet cannot reason supply his place. His scepter +can be wielded only by one of his own race, and custom alone can succeed +to custom. All that reason can do, is to preside at the election, and +endeavour to fix the choice on the most worthy. + +Till a new custom, therefore, shall have opened the way to skill in the +art of speaking, so that it may be as easily and certainly attainable, +by pursuing that road, as skill in the art of writing now is, by +pursuing the others, the latter path must continue to be most +frequented. And nothing can assist the new custom in its progress, but +the same means that brought forward the old. The art of speaking, like +that of writing, must be reduced to a system; it must have sure and +sufficient rules to guide such as apply to the study of it; it must have +masters to teach it, and to enforce the rules by examples. This alone +can ensure success to the studious in that way; and till that be done, +it cannot be expected that many will employ their time in laborious +researches into an intricate, difficult, and obscure subject, without +the least moral certainty of attaining their point, when a clear, +obvious, and certain method lies open to them, of arriving at, what they +imagine to be, the same end. But had they a like certainty of success in +the one way, as in the other, there cannot be any doubt to which the +preference would be given, not only on account of the superior +advantages resulting from it, but also the superior pleasure which would +attend their progress, and the delight which would crown the attainment +of that art. How exquisite that must have been when eloquence was at its +height, may be gathered from the testimony of Cicero, who, in his +Brutus, does not scruple to affirm, "That neither the fruits nor glory +which he derived from eloquence, gave him so much delight as the study +and practice of the art itself." His words are, "Dicendi autem me non +tam fructus & gloria, quam studium ipsum exercitatioque delectat." + +The neglect, therefore, to this hour, of so useful, so necessary, so +delightful an art, may well excite wonder and amazement. And, indeed, +it is hardly possible, but that it should long ere this have got some +footing amongst us, had not all, who have pointed out the defect, and +proposed methods of supplying it, agreed in laying the blame at the +wrong door, and consequently pointing to a wrong quarter for redress. +Thus the nation in general, influenced by their sentiments, has, from +year to year, waited like the countryman, + + "---- dum defluat amnis: At ille + "Labitur, & labetur in omne volubilis aevum." + +All writers on this subject have agreed in laying the fault on the +schools and universities, and that the redress can only come from them. +Than which there cannot be any thing more unjust as to the charge, nor +more ill-founded than the conclusion. + +Thus the author of the Spectator says----"We must bear with this false +modesty in our young nobility and gentry, till they cease at Oxford and +Cambridge to grow dumb in the study of eloquence." And one of the bishop +of Cloyne's queries is, "Whether half the learning and study of these +kingdoms is not useless, for want of a proper delivery and pronunciation +being taught in our schools and colleges?" Mr. Locke bears hard upon the +masters, for not instructing their pupils in English, as well as Latin +and Greek, in the following passage. "To write and speak correctly, +gives a grace, and gains a favourable attention to what one has to say: +and since it is English that an English gentleman will have constant use +of, that is the language he should chiefly cultivate, and wherein most +care should be taken to polish and perfect his style. This I find +universally neglected, nor no care taken any-where to improve young men +in their own language, that they may thoroughly understand and be +masters of it. If any one among us have a facility or purity more than +ordinary in his mother tongue, it is owing to chance, or his genius, or +any thing, rather than to his education, or any care of his teacher. To +mind what English his pupil speaks or writes, is below the dignity of +one bred up amongst Greek and Latin, though he have but little of them +himself. These are the learned languages, fit only for learned men to +meddle with, and teach; English is the language of the illiterate +vulgar: though yet we see the polity of some of our neighbours hath not +thought it beneath the public care to promote and reward the improvement +of their own language. Polishing and enriching their tongue, is no small +business amongst them; it hath colleges and stipends appointed it; and +there is raised amongst them a great ambition and emulation of writing +correctly: and we see what they are come to by it, and how far they have +spread one of the worst languages possibly in this part of the world, if +we look upon it as it was in some few reigns backwards, whatever it be +now. The great men among the Romans were daily exercising themselves in +their own tongue; and we find yet upon record the names of orators, who +taught some of their emperors Latin, though it were their mother tongue. +'Tis plain the Greeks were yet more nice in theirs: all other speech was +barbarous to them but their own; and no foreign language appears to have +been studied or valued amongst that learned and acute people; though it +be past doubt that they borrowed their learning and philosophy from +abroad." To this Mr. Locke adds, "I am not here speaking against Greek +and Latin; I think they ought to be studied, and the Latin at least +understood well by every gentleman. But whatever foreign languages a +young man meddles with, (and the more he knows, the better) that which +he should critically study, and labour to get a facility, clearness, and +elegancy to express himself in, should be his own; and to this purpose +he should daily be exercised in it." + +To the same effect, have many other eminent authors written on this +subject; but surely they must have been under the influence of strong +prejudice, to charge men with neglect of points, which do not at all +belong to their office; and with the omission of studies and arts, which +they never profess to teach. A master of a grammar-school is to teach +grammar, not oratory; he is to teach Latin, and Greek, not English. And +this is what all masters of endowed schools are bound to do; and it is +upon these terms, that all others receive their pay. But it may be said, +that these studies might be added to the others, and taught at the same +time. Surely, they who say so, have not given themselves time to +reflect on the nature of these studies, or the state of our established +mode of education; else they would see that what they expect is an +absolute impossibility. Can any man communicate more knowlege than he is +himself possessed of? Can any man teach an art which he never learned? +Can any man instruct others in a language, in which he never was +instructed? Can either any art or language be regularly taught without a +well digested system of rules? And if no such system has hitherto been +formed, either with respect to the English language, or the art of +speaking it, how shall any man set about teaching them? It will be said, +that it is a shame for a master to be ignorant of these. But why more a +shame for him, than any other gentleman who has been trained exactly in +the same way? or why is more expected from him? Because it would be of +great benefit to his pupils. So it might, but if in his course of +education, previous to his entering upon that employment, he has had no +lights given him as to those points, is he likely to find much leisure +in so laborious an office, to investigate the principles of an +unpractised art, or the rules of an unstudied language? It is probable +that he would make a greater progress in that way, than others of equal +abilities, and equal advantages of education, who have dedicated whole +lives of leisure to those studies, without ever arriving at the end +proposed? But suppose he could teach them, how could he find time to do +it? The low stipend which custom has established, as the pay to masters +of grammar-schools, obliges most of them to take such numbers of +scholars under their care, even to get a tolerable subsistence, that it +is with the utmost difficulty they are at present able to prepare them +for the university, in the usual time allotted for that purpose, by +teaching only Greek and Latin; how is it then possible for them to think +of introducing the study of new things, which would require nearly as +much time and pains, as those which they are bound to teach, and which +they cannot accomplish, without the utmost stretch of application? +Though, indeed, considering the salaries paid by parents to masters of +grammar-schools, that they are near half of what they pay their grooms, +and that they are at least a full fourth, if not a third, of what they +pay to the dancing master or fencing master, the music or riding master, +the teacher of French or Italian, it must be allowed that they have a +just right to expect that those two supernumerary studies should be +thrown into the bargain. Nor would it be at all surprising, if some +parents should also expect of the master of a grammar-school, that he +should teach their sons to dance, because he has legs, and can walk; as +well as that he should teach them the art of speaking, because he has a +tongue, and can talk. If no attention has been given to these points in +the previous part of education, what reason have we to suppose that the +evil can be remedied at the universities? The business of tutors and +professors there, is to finish young gentlemen in such studies as they +had begun at school, or to instruct them in such new arts and sciences, +as they are obliged by their several establishments to teach. If the +English language, and the art of speaking, be not in the number of +those, what reason have we to expect that they should be taught? Whoever +discharges his duty, in what he professes to teach, will find but little +leisure to attend to any thing else; or if a few should attempt it, they +would upon trial find, that they could make so little progress in +instructing others without the help of rules or principles, and they +would meet such obstacles in their way, on account of inveterate bad +habits contracted through early neglect, as would soon make them give up +the voluntary and fruitless labour. + +The reason, therefore, that the belles lettres, and philosophy in all +its branches, are the only things now taught in a course of liberal +education, is obvious enough; because it is for those only that +institutions and endowments have been made; by which means they have +been reduced to systems, and are regularly taught; they who have been +regularly instructed themselves, can teach others by the same rules; and +they are induced to take upon them the office of instructing others, +from the rewards and emoluments which attend it. From an opposite cause +it is, that the English language and the art of speaking are not taught; +because there are no institutions or establishments for the purpose; in +consequence of which, they have not been reduced to systems, or taught +by rule; and no one can regularly instruct another in what he has not +regularly acquired himself; nor are there hitherto any rewards or +emoluments annexed to such an office. + +That there has been no encouragement given, to this day, for the +establishment and cultivation of two such important articles to all +British subjects, can be accounted for on no other principle, but that +of custom, founded upon the strongest prejudice. From the first time +that a Latin grammar is put into our hands, we are taught to believe, +that a complete knowlege of Latin and Greek will of course give a +complete knowlege of English; that reading the ancient writers upon +oratory will furnish us with all the powers of elocution; that the same +master who instructs pupils in the one, can also teach the other; and +that, therefore, any particular establishments for those purposes would +be unnecessary: and this prepossession has been so early in life, and +with such force stamped upon us, that neither the experience of more +than two centuries, nor daily demonstration to the contrary, are able to +erase it. Nor need we wonder, that the prejudice has been so universal, +when we reflect that some of the most eminent men that these countries +have produced were strongly tinctured with it: nay, when we find, in the +passage before quoted, that the clear-sighted and candid Mr. Locke was +so blinded by it, as not to see that, in the very instance mentioned by +him, with regard to the French, he had attributed our deficiency to a +wrong cause. For though he has laid the whole blame of the want of +culture and improvement in the English tongue, on the masters of +grammar-schools, yet he shews clearly, that the culture and improvement +of the French took their rise from another source; where he says, 'We +see the polity of some of our neighbours hath not thought it beneath the +"public care to promote and reward the improvement of their own +language." Polishing and enriching their tongue is no small business +amongst them; "it hath colleges and stipends appointed it;" and there is +raised amongst them a great ambition and emulation of writing +correctly.' Was it not, therefore, more natural to impute the low state +of English amongst us to the want of such institutions and +encouragement, than to the neglect of masters who do not profess to +teach it? And was it not more rational to expect the improvement of our +tongue from the same methods which brought forward the French; from +public encouragement, from colleges and stipends appointed it, than from +one which never was found to answer, nay, which, in its own nature, +never can answer the end? In like manner, in speaking of elocution, he +has imputed our general deficiency in that point also, to the neglect of +the masters of grammar-schools; though, at the same time, he clearly +points out the only means by which knowlege in that art can be acquired, +in these-words: 'This (speaking of elocution), as all other things of +practice, is to be learned not by a few, or a great many rules given, +but by exercise and application, according to good rules, or rather +patterns, till habits are got, and a facility of doing it well.' Now, if +there be no such system of rules in being, with regard to English +elocution, how can a master give his pupils practice according to good +rules? Or what pattern can he afford them, but in himself? And is such a +model likely to be a perfect one? Is it not probable, that masters of +grammar-schools may have contracted bad habits in that respect, as well +as any others trained in the same way? Will the profession itself +inspire them with propriety of pronunciation, proper management of the +voice, and graceful gesture and deportment? It is time to put an end to +such gross prejudice. After waiting for more than two centuries, to no +purpose, in hopes that things would mend in one way, it is more than +time that another course should be tried. The only method which can be +followed with success, is obvious enough. When Cicero gave a definition +of elocution, he, at the same time, pointed out the means by which it is +to be acquired. His words are these: "Pronunciatio est vocis, et vultus, +et gestus moderatio, cum venustate. Haec omnia tribus modis assequi +poterimus, arte, imitatione, exercitatione[14]." Here we see that art is +placed first; and, indeed, without that guide our labour would be either +fruitless, or productive of error. Imitation alone can go no farther +than to give us the manner of those whom we imitate; if that be bad, the +imitation of it must be so too; but if it should be good upon the whole, +and faulty only in part, it doth not follow that we shall acquire both +in the same degree; on the contrary, it is generally the case, that the +faulty part only, as being the most easily caught, is the consequence +of imitation without art: and practice grounded upon such imitation, can +only serve to confirm and rivet us in error. + +[Footnote 14: "Elocution is the proper and graceful management of the +voice, the countenance and gesture in speaking. These we shall be able +to acquire by three ways, art, imitation, practice."] + +Since, therefore, nothing can be done without art, and all art is +founded upon principles, and should be taught by rules, the first +necessary step is, to trace the principles of elocution. Those once +discovered, to establish upon them a system of rules, peculiarly adapted +to the genius of the English tongue, whereby the art of elocution may be +as regularly acquired as any other art now is, and a knowlege of +English, so far as regards elocution, methodically obtained. To shew +that this is far from being impracticable, is one of the chief objects +of the first course of lectures which I propose to give upon these +subjects. In this course I shall endeavour to lay open the principles of +elocution, and the peculiar constitution of the English language, with +regard to the powers of sound and numbers, in a method, which should it +prove to be as rational as it is new, will, I hope, give the author of +these lectures no cause to repent of the time and pains which his +researches into these abstruse subjects have cost him. He hopes also to +see some good fruits immediately produced from this first course; and +that not only the young, but the adult, who should not think these +points below their attention, may, from the knowlege of those +principles, and some general rules deduced from them, have sure lights +to guide them in their future enquiries into those subjects, hitherto +involved in the shades of darkness; or obscurely and falsely viewed +through the mists of error. + +Should his principles be allowed to be just, and his system so far meet +with the sanction of men of learning and discernment, he will be +encouraged to proceed from a general, to a more particular course; in +which he hopes to give all necessary lights to assist, not only +speculation, but practice; and by going up to the very first elements, +point out a regular way by which children may be rightly trained in the +art of speaking, and knowlege of their mother tongue, from the earliest +rudiments; instead of being necessarily corrupted and led astray, by the +false principles and rules which at present are laid down to them, from +the moment the primer is put into their hands, and of the bad effects +of which, few ever get the better during the remainder of their lives. + +Should it be known in the world, that a design was set on foot at the +universities, of introducing the study of the English language, and the +art of speaking, upon a practicable plan, and in a systematic way, there +would not be wanting all due encouragement to such an undertaking from +many of their grateful offspring. What numbers of their illustrious +sons, when they have entered into life, have had occasion to lament, +that through the neglect of these necessary branches, the chief +advantages of their education have been concealed from the world; and +all their funds of knowlege, like the hoards of misers, shut up in their +own breasts. How many well instructed minds, and honest hearts, +furnished with the means, and most ardent inclination to serve their +country, have sat still in silent indignation, where her interests were +nearly concerned, for want of a practised tongue to disclose what passed +in their minds? How many of our wisest members, in the great national +council, has shame on that score, kept silent like Mr. Addison? And how +many others, after a few attempts, have closed their lips for ever, +from self-disappointment, in not finding their utterance correspond to +their conceptions? The experience of what they have suffered on such +occasions, will teach them to feel, and as far as in them lies, to +prevent the sufferings of others in like circumstances. + +Should, therefore, upon a candid examination, the proposed plan be +judged practicable, there cannot be any doubt but that there would be +many found sufficiently jealous of the honour of their country, to +contribute to the support of such an establishment, as might wipe away +that stain of barbarism which still rests upon this nation, of having +left their language hitherto to the guidance of chance: and when it is +considered, that no country ever produced so many instances of private +benefactions for public service, particularly in the seminaries of +learning, it is to be supposed, that, in case of future endowments, a +due attention will be paid to that language which is now solely used on +all public occasions throughout these realms, and whose improved state +must add to the glory of the nation, as well as to that art, which, of +all others, is most likely to contribute to the benefit and ornament of +individuals, and of the state in general. + +Here I cannot help observing, how necessary the introduction of these +studies will be to the promoting, and rendering more effectual, the new +institutions, which have been lately adopted by the wisdom of the +university of Oxford. And first, as to the Vinerean endowment for the +study of the law. It has been lately proved, by the strongest and +clearest arguments, that not only they who intend to make that their +profession, but that all gentlemen in general should acquire a competent +knowlege in that branch; but more especially such as have reason to +expect that they shall become members of the legislative body. Would it +not be a strong inducement to such noblemen or gentlemen to apply more +closely to such a study, if, at the same time, they were practised and +perfected in an art, which alone could enable them to display to +advantage their superior knowlege in the constitution and laws of their +country, to their own honour and credit, and support of that +constitution, and those laws? And, with respect to Lord Clarendon's +benefaction for the introduction of the bodily exercises, that +institution may not of itself be found a sufficient inducement to +prolong the stay of young gentlemen at the university beyond the usual +time, or put an end to the custom of going upon their travels at the +most unfit and dangerous season of life (which has proved the chief bane +of our British youth), inasmuch as those exercises can also be acquired +abroad; and, from caprice or fashion, perhaps, it will be thought too in +a more perfect way. But should a critical inquiry into the genius and +powers of their own tongue succeed to their knowlege of Latin and Greek; +should they be regularly instructed and practised in the art of +elocution, in all its various branches; in that case, the most necessary +and ornamental of all accomplishments to British subjects could be had +only in this country, and would of course detain them from all foreign +academies or masters. The very delight which would accompany both the +speculative and practical part of those studies, would hold them by the +surest tie, that of inclination. + +Should eloquence, that "regina rerum," establish her throne here, they +would with pleasure pay her homage; they would listen to the voice of +the charmer, far sweeter than the syren's song; nor would they quit the +academic grove, till they were masters of the harmony which reigned +there. Possessed of that, how greedily would they hoard up knowlege of +all kinds, which they might then be enabled to draw forth at will, and +display to the utmost advantage! They would not, in that case, think of +going into life, till they were well qualified to discharge whatever +office they should enter upon. Or such as chose to travel, might then do +it with great benefit to themselves, and to their country. "We should +not then need" (to make use of a passage in Milton) "the Monsieurs of +Paris to take our hopeful youth into their slight and prodigal +custodies, and send them over back again transformed into mimics, apes, +and kickshaws. But if they desire to see other countries at two or +three-and-twenty years of age, not to learn principles, but to enlarge +experience, and make wise observation, they will, by that time, be such +as shall deserve the regard and honour of all men where they pass, and +the society and friendship of those in all places, who are best, and +most eminent. And, perhaps, then other nations will be glad to visit +us for their breeding, or else to imitate us in their own country. Or +whether they be to speak in parliament or council, honour and attention +would be waiting on their lips. There would then also appear in pulpits +other visages, other gestures, and stuff otherwise wrought, than what we +now sit under, oft-times to as great trial of our patience, as any other +that they preach to us." + +As the motives to the study of elocution will, probably, be allowed to +be sufficiently strong, it would be no small inducement to set about the +work with vigour, if there were reason to believe, that the speedy +accomplishment of the point would follow the attempt; and that we have +just grounds for such an opinion, we may easily see, by considering the +state of that art in the only country where we can exactly trace its +rise and progress. We know that in Rome, from the time that oratory was +first regularly taught there as an art, it arrived to its maturity in a +very short space; and if it can be shewn, that we enjoy great advantages +over the Romans in all the material points necessary to the perfection +of that art, it is but reasonable to conclude, that its progress here +might be still more rapid. + +As this matter has already been discussed in an essay, called,[15] +British Education, and as I shall have sufficient opportunities, in my +course of lectures, to prove all that has been there advanced, it would +be unnecessary, in this place, to expatiate upon this head. + +And as I fear that I have already exhausted your patience, I shall +hasten to close, with the same exhortation to the revival of the art of +elocution, which Quintilian used to the Romans, to engage them in the +support of it, when in its declining state. + +After having invalidated several objections to the study of that art, he +concludes thus: "Ante omnia sufficit ad exhortationem studiorum, non +cadere in rerum naturam, ut quicquid non est factum, ne fieri quidem +possit: cum omnia quae magna sunt atque admirabilia, tempus aliquod quo +primum efficerentur, habuerint. Verum etiam si quis summa desperet (quod +cur faciat, cui ingenium, valetudo, facultas, praeceptor, non deerunt?) +tamen est (ut Cicero ait) pulchrum in secundis tertiisque consistere. +Adde quod magnos modica quoque eloquentia parit fructus: ac si quis haec +studia utilitate sola metiatur, pene illi perfectae par est. Neque erat +difficile, vel veteribus, vel novis exemplis palam facere; non aliunde +majores honores, opes, amicitias, laudem praesentem, futuram, hominibus +contigisse, si tamen dignum literis esset, ab opere pulcherrimo, (cujus +tractatus, atque ipsa possessio, plenissimam studiis gratiam refert) +hanc minorem exigere mercedem, more eorum qui a se non virtutes, sed +voluptatem quae fit ex virtutibus, peti dicunt. Ipsam igitur orandi +majestatem, qua nihil Dii mortales melius homini dederunt, et qua remota +muta sunt omnia, et luce praesenti et memoria posteritatis carent, toto +animo petamus, nitamurque semper ad optima: quod facientes, aut evademus +in summum, aut certe multos infra nos videbimus." + +[Footnote 15: Vide B. I. Ch. xv. B. II. Ch. ix.] + +FINIS. + + + + +NOTES TO THE TEXT + +In the following notes, numbers refer to pages and lines in the present +text. All translations from the Latin are from Loeb Classical Library +editions. + + 6:1-8. Thomas Sheridan, _British Education_ (London, 1756), p. 52. + + 6:24-7:7. _Ibid._, p. 53. + + 12:4-6. _Aeneid_, V, 194. Trans. H. Ruston Fairclough. "No more do I + seek the first place ... it were a shame to return last." + + 17:7-22. _British Education_, p. 85. + + 17:26-18:15. _Ibid._, pp. 85-86. + + 19:24-20:5. _De Oratore_, III.xxxv.143. Trans. H. Rackham. "But if on + the contrary we are trying to find the one thing that stands top of the + whole list, the prize must go to the orator who possesses the learning. + And if they allow him also to be a philosopher, that is the end of the + dispute; but if they keep the two separate, they will come off second + best in this, that the consummate orator possesses all the knowledge of + the philosophers, but the range of philosophers does not necessarily + include eloquence." + + 37:22-24. _Brutus_, vi. 23. + + 38:11-12. Horace, _Epistles_, I.ii.43. Trans. H. Ruston Fairclough. "... + waiting for the river to run out: yet on it glides, and on it will + glide, rolling its flood forever." + + 38:20-23. Richard Steele, _Spectator_, 484, 15 September 1712. + + 38:25-39:3. George Berkeley, "The Querist," in _Works_, ed. A. A. Luce + and T. E. Jessop (London, 1948), IV, Query 203. + + 39:7-41:11. John Locke, "Some Thoughts Concerning Education," in _Works_ + (London, 1823), IX, 181-182. + + 47:10-19. _Ibid._, p. 182. + + 48:9-15. _Ibid._, p. 179. Sheridan indicates that Locke is discussing + elocution, but his topic is writing and speaking. + + 49:9-13. _Rhetorica ad Herennium_, I.ii.3. + + 56:14-57:3. John Milton, "Of Education," _Works_ (New York, 1931), IV, + 290-291. + + 57:3-10. _Ibid._, pp. 286-287. + + 58:17-59:23. _Institutio Oratoria_, XII.xi. 25-26, 29-30. Trans. H. E. + Butler. "To which I reply that sufficient encouragement for study may be + found in the fact, firstly, that nature does not forbid such achievement + and it does not follow that, because a thing never has been done, it + therefore never can be done, and secondly, that all great achievements + have required time for their first accomplishment.... Finally, whatever + is best in its own sphere must at some previous time have been + nonexistent. But even if a man despair of reaching supreme excellence + (and why should he despair, if he have talents, health, capacity and + teachers to aid him?), it is none the less a fine achievement, as Cicero + says, to win the rank of second or even third.... Add to this the + further consideration that even moderate eloquence is often productive + of great results and, if such studies are to be measured solely by their + utility, is almost equal to the perfect eloquence for which we seek. Nor + would it be difficult to produce either ancient or recent examples to + show that there is no other source from which men have reaped such a + harvest of wealth, honour, friendship and glory, both present and to + come. But it would be a disgrace to learning to follow the fashion of + those who say that they pursue not virtue, but only the pleasure derived + from virtue, and to demand this meaner recompense from the noblest of + all arts, whose practice and even whose possession is ample reward for + all our labours. Wherefore let us seek with all our hearts that true + majesty of oratory, the fairest gift of god to man, without which all + things are stricken dumb and robbed alike of present glory and the + immortal record of posterity; and let us press forward to whatsoever is + best, since, if we do this, we shall either reach the summit or at least + see many others far beneath us." + + + + +THE AUGUSTAN REPRINT SOCIETY + +WILLIAM ANDREWS CLARK MEMORIAL LIBRARY + +UNIVERSITY OF CALIFORNIA, LOS ANGELES + +PUBLICATIONS IN PRINT + +[Illustration] + + +1948-1949 + + 16. Henry Nevil Payne, _The Fatal Jealousie_ (1673). + + 18. 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