the reader with mere general statements, we should present a full development of a few of the leading particulars.

2. The situation in which the proposition should be placed, will depend on circumstances. In general, it should be placed before the arguments, but when it is not familiar to the hearers, or when it is likely to be unacceptable to them, it is preferable to let the arguments precede.

Arguments.

1. The first object of the student, before he attempts to write a single word is, to have a clear and accurate conception of the subject in all its bearings. For this purpose, let him put to himself interrogatories similar to those which were before suggested to him in simple themes. By such means, his materials will be drawn from his own mind.

2. When this object has been attained, he must next consider, what are the most suitable arguments to prove the proposition in question.

3. He must never, in his arguments, beg that to be allowed for a proof of the question, which is, in fact, the question itself. This error is called begging the question. Thus, were we to say, "Pride is odious, because it is disliked by all, for it produces universal hatred;" instead of proving that pride is odious, we have merely asserted the same thing over again in different words. Pride is odious; why? not because it is disliked by all, but because our own self-love makes us feel that it is an injury done to our own importance.

4. He must not forget the proposition; that is, he must not wander into reflections that have no intimate connection with the subject proposed.

ILLUSTRATION OF THE RULE.-Human knowledge is, at best, only progressive, for it has been said, there is no royal road to learning; all short schemes ought to be rejected as dangerous. All things that are durable are slow of growth.

Here, instead of adducing arguments to prove our proposition, we wander into reflections which have only a remote connection with the subject. We should have reasoned thus:

Human knowledge is, at best, only progressive. For, as the sources of information open gradually by experience, the knowledge thence arising must also be gradual. If we seek to acquire knowledge too rapidly, we shall be too apt to neglect those first principles that lead to it; and, for the want of those principles, we shall find the knowledge we acquire very imperfect and easily lost.

5. He must avoid discoursing short of the proposition; that is, he must not consider it merely in some one point of view which may be familiar to himself, but regard it, to the full extent, implied by the term or terms used. Thus, in speaking of Education, were I to confine myself to one or two branches, say, "Reading or Writing," instead of discoursing upon Education according to the proper acceptation of the word, I should then be discoursing short of the proposition.

ADDITIONAL ILLUSTRATION OF THE RULE.-Charity. Charity is a most amiable quality; it teaches us to relieve the wants of the poor, and perform any other kind office.

T

4. By suitable illustrations, comparisons, and historical allusions. The less obvious is thus rendered more intelligible by what is more familiar to our minds.

Secondly, To support the proposition advanced by numerous and frequently diversified arguments.

1. When the proposition to be established is a general truth, which the writer seeks to establish by an enumeration of particular instances on which it is founded, or from which it is inferred, he is said to employ the Inductive method. This method is adopted by Dr. Paley, when proving the goodness of the Deity.

2. When a proposition is established by a statement of facts, or an appeal to acknowledged authorities, it is said to be established by an argument drawn from Testimony.

3. When similar cases are stated, and the inference made, that what is proved or acknowledged to hold true in the one case, is true also in the corresponding case; the argument thus employed is called that of Analogy. Thus, if a writer wished to show the probability that all the planets were inhabited by living creatures, he might argue analogically, and say, that as there is a great similarity between this earth and the other planets, as they all revolve round the sun, and all are subject to the same laws of gravitation, and that as God has replenished this earth with creatures, so, it is reasonable to suppose that he has done the same with the other planets. This would be adducing an argument from Analogy.

There are several other kinds of arguments, but the preceding are the most common, and are sufficient to illustrate this kind of Amplification.

Thirdly, To persuade, by inducing his readers to feel, that what is recommended is both desirable and practicable.

Persuasion, or the influence which a writer exerts over the passions or imaginations of men, consists of appeals to the leading principles of human nature; such as, to the conscience, or the faculty by which we judge of right and wrong; to the selfish principles, or the desire we have for our own welfare; to the benevolent feelings, or the regard we have for the welfare of others; and to the other known passions of human nature.

In exciting the passions, copiousness of detail and a full narration of attendant circumstances are necessary, that the mind may thus be induced to dwell on each particular object presented to it. On the other hand, to arguments addressed solely to the understanding, brevity and conciseness of expression are more suitable. But when arguments addressed to the understanding are abstruse or complex, or, intended for ignorant and uncultivated minds, then, a more copious style of expression becomes necessary.

The successful exercise of amplification, depends on the following qualifications: :

a. A ready and retentive Memory, by which we can apply our knowledge as occasion demands.

b. The power of Illustration. This depends on an active and well-cultivated imagination, and a familiar acquaintance with objects and scenes in the natural world, with passing events, and with science and literature.

c. A habit of observation, investigation, and reflection.

d. The formation of accurate general principles on all the subjects to which our attention has been directed.

In every kind of knowledge, whether art, science, or religion, there are some fixed principles which will serve as a safe guide in our subsequent inquiries, and, frequently, as a test of the truth or fallacy of our conclusions.

e. Copiousness of Expression, or a command both of words

and of construction.

Copiousness of expression is acquired, principally, by a familiarity with good authors, frequent conversation with literary men, and much practice in translation and original composition.

2. PERFECT FAMILIARITY WITH THE SUBJECT.

The different kinds into which composition is divided, are -1. The Narrative; 2. The Descriptive; 3. The Didactic; 4. The Argumentative; 5. The Persuasive.

1. Narrative writing contains a simple statement of such facts and occurrences as we may have either seen or heard.

2. Descriptive writing is employed to delineate nature, or natural scenery, and also the manners, sentiments, and passions of men.

3. Didactic is that which is employed to convey instruction on any art or science. When, in connection with in-struction, precepts are enjoined to be observed, it is called preceptive writing.

4. Argumentative writing is addressed to the reasoning faculties of the mind, and is employed in the statement of proofs and assigning causes for any fact or event.

5. Persuasive writing is designed to influence the will, by making the proposed object appear desirable, and urging the reader to pursue it.

These different kinds of composition are often found united in the same discourse.

Composition is also subdivided into the following different classes :-Letters, History, Biography, Memoirs, Essays, Philosophical Compositions, Argumentative Discussions, Sermons, Novels, and Speeches or Orations.

In determining the selection and discussion of his subjects, the young writer must carefully observe the following Rule;

4. The Simile or Comparison is something in nature or art similar to what is affirmed in our theme, and introduced for the purpose of illustrating its truth.

5. The Example is an instance drawn from history or experience, to corroborate what has been already advanced.

6. The Testimony or Quotation consists of some proverbial sentences, or passages from good authors, showing that others entertain the same opinion of the subject as we do.

7. The Conclusion is that in which we sum up the whole, and show the practical use of the theme, by concluding with some appropriate observation.

AN EXAMPLE OF A COMPLEX THEME.

The Importance of checking the first Approaches of Vice.

Prop. Nothing is more important in the moral conduct of life, than to watch the beginnings of evil and to check them as soon as possible.

Reason. Evil propensities are easily conquered at first, and require only a small share of resolution to resist them; but, if we suffer them to become habitual, by flattering ourselves that we can resist them when we please, we shall, in all probability, fall a sacrifice to them.

Conf. For, as it is the nature of evil habits to gather strength, and grow stronger every day, so, the power of resisting them becomes proportionably weaker, till at last we are completely enslaved by them.

Simile. Nothing is more inculcated by judicious physicians, than the necessity of attending to diseases in their infancy, so, nothing is more pressed upon us by moralists, than the necessity of attending to the beginnings of vice, which may be justly styled the diseases of the mind.

Exam. The danger of not correcting the beginnings of evil is finely exemplified in the character of Macbeth, who, though a man of great virtue and honour, was, by attending to fortune-tellers, and yielding to the ambitious counsels of his wife, transformed, by degrees, into a murderer of his king, and a tyrant to his subjects.

Test. One of the most common observations of the ancient moralists was, that no man became bad all at once, and that the greatest offences against virtue have arisen from the smallest beginnings of vice.

Concl. How justly, therefore, may we conclude, that we cannot be too much on our guard against the first temptations to evil; as every vicious inclination contains on egg, which, by being cherished, will be hatched into a serpent.

Directions for Writing Complex Themes.

The Proposition.

1. The meaning of the subject and predicate must be accurately fixed, the extent of the affirmation or negation exactly ascertained, and the proposition stated in the most intelligible manner.

By strictly observing this Rule, and by bringing the mind steadily to view the point at which we are aiming, we shall neither enter on too wide a field of discussion for the length of our discourse, nor introduce into the proposition more things than the arguments are intended to prove. When we have properly explained the nature and stated the extent of our theme, we should select for discussion those things which are of the greatest importance, and, instead of furnishing

the reader with mere general statements, we should present a full development of a few of the leading particulars.

2. The situation in which the proposition should be placed, will depend on circumstances. In general, it should be placed before the arguments, but when it is not familiar to the hearers, or when it is likely to be unacceptable to them, it is preferable to let the arguments precede.

Arguments.

1. The first object of the student, before he attempts to write a single word is, to have a clear and accurate conception of the subject in all its bearings. For this purpose, let him put to himself interrogatories similar to those which were before suggested to him in simple themes. By such means, his materials will be drawn from his own mind.

2. When this object has been attained, he must next consider, what are the most suitable arguments to prove the proposition in question.

3. He must never, in his arguments, beg that to be allowed for a proof of the question, which is, in fact, the question itself. This error is called begging the question. Thus, were we to say, "Pride is odious, because it is disliked by all, for it produces universal hatred;" instead of proving that pride is odious, we have merely asserted the same thing over again in different words. Pride is odious; why? not because it is disliked by all, but because our own self-love makes us feel that it is an injury done to our own importance.

4. He must not forget the proposition; that is, he must not wander into reflections that have no intimate connection with the subject proposed.

ILLUSTRATION OF THE RULE.-Human knowledge is, at best, only progressive, for it has been said, there is no royal road to learning; all short schemes ought to be rejected as dangerous. All things that are durable are slow of growth.

Here, instead of adducing arguments to prove our proposition, we wander into reflections which have only a remote connection with the subject. We should have reasoned thus:

Human knowledge is, at best, only progressive. For, as the sources of information open gradually by experience, the knowledge thence arising must also be gradual. If we seek to acquire knowledge too rapidly, we shall be too apt to neglect those first principles that lead to it; and, for the want of those principles, we shall find the knowledge we acquire very imperfect and easily lost.

5. He must avoid discoursing short of the proposition; that is, he must not consider it merely in some one point of view which may be familiar to himself, but regard it, to the full extent, implied by the term or terms used. Thus, in speaking of Education, were I to confine myself to one or two branches, say, "Reading or Writing," instead of discoursing upon Education according to the proper acceptation of the word, I should then be discoursing short of the proposition.

ADDITIONAL ILLUSTRATION OF THE RULE.-Charity. Charity is a most amiable quality; it teaches us to relieve the wants of the poor, and perform any other kind office.

T