Part 4

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."

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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).

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