AN

ABRIDGMENT

OF

Lectures on Rhetorick,

BY HUGH BLAIR, D. D.

GREATLY IMPROVED BY THE ADDITION TO EACH

CHAPTER OF

APPROPRIATE QUESTIONS.

BY REV. JOHN L. BLAKE, A. M.

FOURTH EDITION.

CONCORD:

PUBLISHED BY ISAAC, HILL.

*****

L. S. ********

DISTRICT OF NEW-HAMPSHIRE, TO WIT:District Clerk's Office. BE it remembered, that on the sixth day of March, A. D. 1822, aud in the forty-sixth year of the inde pendence of the United States of America, HILL & MOORE of said district, have deposited in this office the title of a book, the right whereof they claim as proprietors, in the words following, viz - An Abridgment of Lectures on Rhetorick. "By HUGH BLAIR, D. D. greatly improved by the addition to each "chapter of appropriate questions. By Rev. J. L. BLAKE, A. M. "Principal of the Young Ladies' Literary School, Concord, New"Hampshire." In conformity to the act of the Congress of the United States entitled "an act for the encouragement of learning, by securing the copies of maps, charts and books to the authors and proprietors of such copies during the times therein mentioned; and also to an act entitled an act supplementary to an act entitled an act for the encouragement of learning, by securing the copies of maps, charts and books to the authors and proprietors of such copies, during the times therein mentioned, and extending the benefit thereof to the arts of designing, engraving and etching historical and other prints." WILLIAM CLAGGETT, Clerk of the District of New-Hampshire.

A true copy of record,
Attest,

WILLIAM CLAGGETT, Clerk.

ADVERTISEMENT.

BLAIR'S Lectures on Rhetorick need no commendation-they are extensively in use, which is sufficient evidence of their merit and the high estimation in which they are held. And to advocate the study of Rhetorick is equally unnecessary, since it has already become an important branch of education in the principal school. of our country. The object of this advertisement is therefore simply to apprise Teachers of the peculiarities of the present edition, and of the editor's views in regard to the principle of instruction, on which it is prepared.

The design of annexing questions to the text of ele mentary school books is to alleviate the labor of teachers, and to present to scholars in a perceptible form, the tasks to which they are appointed. The labor of proposing questions, at the time of recitation, is by no means small to the teacher; and without questions to which the attention can be directed, when learning the lesson, there is no inconsiderable difficulty, with young persons especially, in ascertaining the extent of what is required of them. But while teachers and scholars may be generally aided in their respective duties, it is recommended to the former, at the time of recitation, to propose such other questions as may seem pertinent; and, to the latter, not to be satisfied in becoming able to answer those here given.

It is also suggested to teachers, that their pupils would find great advantage in fixing their minds more upon the ideas and less upon the words than is usual--to answer as much as possible in their own language, instead of committing to memory and repeating verbatim from the book. Words being arbitrary, are retained almost altogether by an effort of memory; but in the retention of ideas, the memory is aided by the understanding. This remark applies in all its force to the method of teaching by "Question and Answer," as it is termone of the most erroneous principles in education

ever adopted, unless it be for small children not become capable of much reflection. For where the particular form of words is furnished, in which the pupil is to answer the questions given, the attention will not only be directed almost exclusively to this form of words, in learning the lesson; but at the time of reciting it, should one or two of the first words not be recollected, which will very often be the case, there will be an entire failure-a failure against which the diligence and good sense of the pupil will be no invariable security. But let the attention in study be chiefly directed to the ideas or principles to be acquired, and the only difficulty in reciting will be in finding words in which to express these ideas. This difficulty, however, will soon be overcome; for the method of study here recommended will greatly assist the pupil in acquiring a free use of language, which is of itself one of the most important parts of an accomplished education.

It is also proper to apprise teachers who may use this edition of Blair's Lectures on Rhetorick, that the words printed in italics in the questions, may be found in the text to which the questions severally refer. For instance, the words, “next to sublimity" in the first question annexed to the chapter on Beauty and the other Pleasuses of Taste, may be found in the sentence which answers that question. Also, the word "duration" in the third question of the same chapter, may be found in the sentence which answers that question. This mode of adapting the questions to the text, where it could be done, pervades the whole work; and it is designed to obviate the difficulty which even teachers may sometimes find in ascertaining, with facility, the precise answers to be given.

INTRODUCTION.

A PROPER acquaintance with the circle of liberal arts is requisite to the study of Rhetorick and Belles Letters. To extend the knowledge of them must be the first care of those who wish either to write with reputation, or so to express themselves in public as to command attention. Among the ancients it was an essential principle, that the orator ought to be conversant in every department of learning. No art indeed can be contrived which can stamp merit on a composition, rich or splendid in expression, but barren or erroneous in sentiment. Oratory, it is true, has often been disgraced by attempts to establish a false criterion of its value. Writers have endeavored to supply want of matter by graces of composition; and courted the temporary applause of the ignorant instead of the lasting approbation of the discerning. But such imposture must be short and transitory. The body and substance of any valuable composition must be formed of knowledge and science. Rhetorick completes the structure, and adds the polish; but firm and solid bodies only are able to receive it.

Among the learned it has long been a contested, and remains still an undecided question, whether nature or art contribute most toward excellence in writing and discourse. Various may be the opinions with respect to the manner, in which art can most effectually furnish aid for such a purpose; and it were presumption to assert, that rhetorical rules, how just soever, are suf ficient to form an orator. Private application and study, supposing natural genius to be favorable, are certainly superior to any system of public instruction.-But, though rules and instructions cannot effect every thing which is requisite, they may be of considerable use. If they cannot inspire genius they can give it direction and assistance. If they cannot make barrenness fruitful, they can correct redundancy. They present proper models for imitation; they point out the prim