THE PERFECT SPEAKER.
Imagine to yourselves a Demosthenes addressing the most illustrious assembly in the world, upon a point whereon the fate of the most illustrious of nations depended.—How awful such a meeting! How vast the subject! Is man possessed of talents adequate to the great occasion? Adequate—yes, superior. By the power of his eloquence; the augustness of the assembly is lost in the dignity of the orator; and the importance of the subject for a while superceded by the admiration of his talents. With what strength of argument, with what powers of the fancy, with what emotions of the heart, does he assault and subjugate the whole man, and, at once, captivate his reason, his imagination, and his passions!—To effect this, must be the utmost effort of the most improved state of human nature. Not a faculty that he possesses, is here unemployed: not a faculty that he possesses, but is here exerted to its highest pitch. All his internal powers are at work: all his external testify their energies. Within, the memory, the fancy, the judgment, the passions are all busy: without, every muscle, every nerve is exerted; not a feature, not a limb, but speaks. The organs of the body attuned to the exertions of the mind, through the kindred organs of the hearers, instantaneously, and, as it were, with an electrical spirit, vibrate those energies from soul to soul. Notwithstanding the diversity of minds in such a multitude, by the lightning of eloquence, they are melted into one mass—the whole assembly actuated in one and the same way, become, as it were, but one man, and have but one voice. The universal cry is—LET US MARCH AGAINST PHILIP—LET US FIGHT FOR OUR LIBERTIES—LET US CONQUER—OR DIE!
On the duties of School-Boys, from the pious and judicious
ROLLIN.
Quintillian says, that he has included almost all the duty of scholars in this one piece of advice which he gives them, to love those who teach them, as they love the science which they learn of them; and to look upon them as fathers, from whom they derive not the life of the body, but that instruction which is in a manner the life of the soul. Indeed this sentiment of affection, and respect suffices to make them apt to learn during the time of their studies, and full of gratitude all the rest of their lives. It seems to me to include a great part of what is to be expected from them.
Docility, which consists in submitting to directions, in readily receiving the instructions of their masters; and reducing them to practice, is properly the virtue of scholars, as that of masters is to teach well. The one can do nothing without the other; and as it is not sufficient for a labourer to sow the seed, unless the earth, after having opened its bosom to receive it, in a manner hatches, warms, and moistens it; so likewise the whole fruit of instruction depends upon a good correspondence between the masters and the scholars.
Gratitude for those who have laboured in our education, is the character of an honest man, and the mark of a good heart. Who is there among us, says Cicero, that has been instructed with any care, that is not highly delighted with the sight, or even the bare remembrance of his preceptors, masters, and the place where he was taught and brought up? Seneca exhorts young men to preserve always a great respect for their masters, to whose care they are indebted for the amendment of their faults, and for having imbibed sentiments of honour and probity. Their exactness and severity displease sometimes, at an age when we are not in a condition to judge of the obligations we owe to them; but when years have ripened our understanding and judgment, we then discern that what made us dislike them, I mean admonitions, reprimands, and a severe exactness in restraining the passions of an imprudent and inconsiderate age, is expressly the very thing which should make us esteem and love them. Thus we see that Marcus Aurelius, one of the wisest and most illustrious emperors that Rome ever had, thanked the gods for two things especially—for his having had excellent tutors himself, and that he had found the like for his children.
Quintillian, after having noted the different characters of the mind in children, draws, in a few words, the image of what he judged to be a perfect scholar; and certainly it is a very amiable one: "For my part," says he, "I like a child who is encouraged by commendation, is animated by a sense of glory, and weeps when he is outdone. A noble emulation will always keep him in exercise, a reprimand will touch him to the quick, and honour will serve instead of a spur. We need not fear that such a scholar will ever give himself up to sullenness." Mihi ille detur puer, quem laus excitet, quem gloria juvet, qui virtus fleut. Hic erit alendus ambitu: hunc mordebit objurgetio; hunc honor excitabit; in hoc desidium nunquam verebor.