cannot believe that even Caius Gracchus could, when he was
warmed by passion, have listened to Licinius's pitch-pipe.[5] Example,
and constant attention to their manner of speaking in common
conversation, we apprehend to be the most certain methods of preparing
young men for public speakers. Much of the time that is spent in
teaching boys to walk upon stilts, might be more advantageously
employed in teaching them to walk well without them. It is all very
well whilst the pupil is under the protection of his preceptor. The
actor on the stage is admired whilst he is elevated by the cothurnus;
but young men are not to exhibit their oratorical talents always with
the advantages of stage effect and decorations. We should imagine,
that much of the diffidence felt by young men of abilities, when they
first rise to speak in public, may be attributed to their immediate
perception of the difference between scholastic exhibitions and the
real business of life; they feel that they have learned to speak two
languages, which must not, on any account, be mixed together; the one,
the vulgar language of common conversation; the other, the refined
language of oratorical composition: the first they are most inclined
to use when they are agitated; and they are agitated when they rise to
speak before numbers: consequently there is an immediate struggle
between custom and institution. Now, a young man, who in common
conversation in his own family has never been accustomed to hear or to
speak vulgar or ungrammatical language, cannot possibly apprehend that
he shall suddenly utter ridiculous expressions; he knows, that, if he
speaks at all, he shall at least speak good English; and he is not
afraid, that, if he is pursued, he shall be obliged to throw away his
cumbrous stilts. The practice of speaking in public, we are sensible,
is a great advantage; but the habit of speaking accurately in private,
is of still greater consequence: this habit depends upon the early and
persevering care of the parent and the preceptor. There is no reason
why children should not be made at the same time good scholars and
good speakers; nor is there any reason why boys, whilst they learn to
write Latin, should be suffered to forget how to write English.

It would be a great advantage to the young classical scholar, if his
Latin and English literature were mixed; the taste for ancient authors
and for modern literature, ought to be cultivated at the same time;
and t