he would perish; and that, if altogether detached from society in manhood, it would be only with great difficulty that he could procure for himself either the comforts or the necessaries of life.

But man, "considered in himself," is not only a very helpless, but also " a very wretched being". It will be observed that additional emphasis is here communicated by the repetition of the article and the adverb. He is not merely a very helpless and wretched being, but “ a very helpless and a very wretched being". The term "wretched" is generally used as synonymous with unhappy or miserable; but, in this passage, it expresses the meaning of the author more precisely than either of these words would have done. Unhappy may denote merely the uneasiness of a man who may be happy if he pleases; the discontented are unhappy, because they think others more prosperous than themselves. Miserable is applied to persons whose minds are tormented by the stings of conscience, agitated by the violence of passion, or harassed by worldly vexations; and, accordingly, we say that wicked men are miserable. But "wretched", derived from the Saxon word for an exile, literally signifies cast away, or abandoned. Hence appears the proper application of the word in this sentence: man, if left to himself, might indeed exist in a solitary state without being either unhappy or miserable, provided his bodily wants were supplied; though he certainly would be a very "wretched" being, when deprived of all the comforts of social life, and all the endearments of friends and kindred.

Having thus stated his proposition, the author illustrates it with a metaphor. The figure, though appropriate, is trite; life has, from time immemorial, been compared to a sea, and man to a voyager. An original comparison, which a little thought could hardly have failed to suggest, would have been more striking and effective.

2. "Education is the most excellent endowment, as it enlarges the mind, promotes its powers, and renders a man estimable in the eyes of society."

This sentence, though it contains many pompous words, is a remarkable example of a style which lacks propriety. Education is not an "endowment"; for an endowment is a natural gift, such as taste or imagination. Education does not "enlarge" the "mind"; though it may, in a figurative sense, enlarge its capacities. Neither can it "promote the mental" powers" themselves; but it may promote their improvement. Nor does it follow, that, because a man has improved his mind by education, he is on that account “estimable", esteem being produced only by intrinsic worth; but a good education may render a man respectable. The sentiment which the author intended to convey should have been expressed thus: "Education is the most excellent attainment, as it enlarges the capacities of the mind, promotes their improvement, and renders a man respectable in the eyes of society."

PART IV.

PROSE COMPOSITION.

LESSON LXVII.

INVENTION.

ANALYSIS OF SUBJECTS.

§ 402. Up to the present point, the attention of the stu dent has been directed chiefly to the dress in which he should clothe his thoughts; we now proceed to the thoughts themselves, and those practical exercises in composition, to prepare for which has been the object of the preceding pages.

The process of evolving thoughts in connection with any particular subject is known as INVENTION. It is this that furnishes the material of composition, and on which, in a great measure, its value depends.

Here, moreover, lies most of the difficulty which the young experience in writing. Let them have definite thoughts, and they will generally find it easy to express themselves. But how are they to deal with intangible things; to form the necessary conceptions; and to insure that, when formed, they will be worthy of being embodied and preserved

§ 402. Up to the present point, to what has the student's attention been directed? To what do we now proceed? What is Invention? What does it furnish? What is said of the difficulty which the young experience in writing?

in language? This question we now proceed to answer; not claiming that the want of intellectual ability can be supplied by this or any other course; yet believing that those to whom composition is distasteful, will, by pursuing the plan here prescribed, find most of their difficulty vanish, and that all who fairly test the system will improve more rapidly than they could do if left to chance or their own unaided efforts.

§ 403. As soon as a subject has been selected, the first thing required is thought,-careful, deliberate, concentrated, thought. When Newton was asked how he had succeeded in making so many great discoveries, he replied, "By thinking." This labor the composer must undergo; no instruction or aid from foreign sources can take its place. It must be patient and deliberate thought, moreover, not hasty or superficial; it must be original thought, not a reproduction of the ideas of others; it must be well-directed thought, fixed on a definite object, and not allowed to wander from one thing to another; it must be exhaustive thought, embracing the subject in all its relations.

When this task has been fairly performed, the next step is in order. This is an Analysis of the subject, or a drawing out of the various heads which suggest themselves to the mind as appropriate to the theme of discourse. Such heads will of course differ according to the subject under consideration, as will appear when we treat in turn of the different kinds of composition. There is so general a resemblance between them, however, that from an example or two there will be no difficulty in understanding what is here meant.

Suppose, for instance, that ANGER is the subject. On a little reflection, such questions as the following will suggest themselves to the composer; and, as they occur, he notes them down :

:

What is meant by the term Anger?—What visible effect does this passion produce on the person indulging in it?-How does he feel, when his fit of passion has subsided?-Morally speaking, what is the charac

§ 403. When a subject has been selected, what is the first thing required? What kind of thought is here referred to? To what did Newton attribute his discoveries? What step is next in order? What is meant by analyzing a subject? Suppose Anger to be the theme, what questions will suggest themselves

ter of this passion ?-What are its usual effects on individuals?—To what may the angry man be compared ?-What examples does history afford? What has been said by others respecting Anger?-What are the best modes of regulating this passion, or of avoiding its occasions ?— What are its effects on society ?-Draw a contrast between a man of calm, placid, temper, and one of a hasty, irritable, disposition.-Show the advantage, under as many heads as possible, of regulating angry feelings.

Here, then, is the germ of a composition. Abundant material is now at hand. Thoughts beget thoughts; from these ideas, others will naturally spring during the process of writing. Before proceeding to this, however, it will be necessary to arrange these heads in their proper order, so that a logical connection may be preserved throughout the whole. The leading subject of inquiry must be kept constantly in view, and all thoughts must be rejected that do not bear directly upon it. Unity is as necessary in an extended composition as in a single sentence. The time to insure sequence and unity of parts is when the Analysis is being revised. Beginning with a general introduction, arranging properly, enlarging on some of the heads by following out the trains of thought suggested, and closing with practical reflections, the analysis, as improved by the writer, would stand as follows::

ANALYSIS OF AN ESSAY ON ANGER.

I. Introduction. The passions in general; relation which anger sustains to the rest.

II. Definition. What anger is. A proverb found in various languages says it is " a short-lived madness". Show why.

1. A man in a violent fit of anger looks as if he were insane; show in what respects.

2. His mind is beyond the control of reason and judgment; it is like a chariot without a driver, or a ship in a storm without a pilot.

3. He says and does things so unreasonable that they must be the result of temporary derangement. He may be compared to a tornado, a mountain torrent, or a conflagration, to whose fury none can set bounds, and whose disastrous effects are visited even on the innocent.

4. The world, and even the law, in a measure, deal with him as if he were a maniac.

5. Even the angry man himself admits that he has no control over his reason, deeming it sufficient apology for the most unseemly blow or word to say that it was done in a passion.

to the composer? What will these questions furnish? Before proceeding to write out the matter they suggest, what is it necessary to do? What must be kept in view? What is essential in an extended composition, as well as in a single sentence? What is the time for insuring sequence and unity of parts? As properly arranged and ready for the writer, give an analysis of an Essay on Anger.

III. Feelings which follow its indulgence. Mortification; humiliation; regret at what may have been done under the influence of passion. "An angry man," says Publius Syrus, "is again angry with himself when he returns to reason." He may be likened to a scorpion which stings itself as well as others.

IV. Historical Illustrations.

Clitus; &c.

Cain and Abel; Alexander the Great and

V. Moral Character of Anger. At variance with the principles of the Gospel. "Wrath is cruel, and anger is outrageous." ."—Prov.

xxvii., 4.

VI. Quotations. What do others say of anger?

A passionate man rides a horse that runs away with him.

Maunder's Proverbs.

Anger begins with folly, and ends with repentance.—Ibid.
Rage is the mania of the mind.—Ibid.
A passionate man scourgeth himself with his own scorpions.

Ray's Proverbs.
An angry man opens his mouth and shuts his eyes.- Cato.
Anger is certainly a kind of baseness, as it appears well in the
weakness of those subjects in whom it reigns, children, old folks,
sick folks.-Lord Bacon.

When passion enters at the fore-gate, wisdom goes out at the postern.-Fielding's Proverbs.

Anger and haste hinder good counsel.-Ibid.

No man is free who does not command himself.-Pythagoras. VII. Effects of Anger on Society.

1. In individuals, leads to crime, as in the above examples. Makes one enemies, and becomes a source of adversity. Draw a contrast between a man of placid temper and one of hasty disposition.

2. In families and communities, produces hard feelings and unhappiness.

3. In nations, causes war and all its attendant evils.

VIII. Best Modes of regulating this passion.

IX. Conclusion. Our own duty in this respect, and what we shall gain by controlling our angry feelings.

say.

Here, in its proper form, is an abstract of what the writer intends to Of course, the words and formal divisions used above will not appear in his composition. They are merely the means of insuring a proper arrangement and exhaustive examination of the subject. The Invention is now in a great measure done; all that remains is to embody these thoughts in proper language, according to the rules and principles already considered at length, and to interweave with them such further matter as presents itself. This is called Amplification, and will be considered in

In a composition from this analysis, what will not appear? For what are they used? What now remains? What is the process called? By what must it be followed? Enumerate the three steps to be taken in composing. What may