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."
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133. John Courtenay, _A Poetical Review of the Literary and Moral
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Robert E. Kelley.
134. John Downes, _Roscius Anglicanus_ (1708). Introduction by John
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