United States, and the
other, Rhetoric.

In history, that portion that charmed them most was the story of
the rebellion against the yoke of England. Far and wide they went in
search of everything that would throw light on this epoch. They became
immersed in the spirit of that heroic age.

As a part of their rhetorical training they were taught to declaim.
Thanks to their absorption in the history of the Revolution, their
minds ran to the sublime in literature; and they strove to secure
pieces to declaim that recited the most heroic deeds of man, of
whatever nationality.

Leonidas, Marco Bozarris, Arnold Winklereid, Louis Kossuth, Robert
Emmett, Martin Luther, Patrick Henry and such characters furnished the
pieces almost invariably declaimed. They threw their whole souls into
these, and the only natural thing resulted. No human soul can breathe
the atmosphere of heroes and read with bated breath their deeds of
daring without craving for the opportunity to do the like. Thus the
education of these two young men went on.

At the expiration of twelve years they had acquired an academic
education that could not be surpassed anywhere in the land. Their
reputation as brilliant students and eloquent speakers had spread over
the whole surrounding country.

The teacher decided to graduate the young men; and he thought to
utilize the occasion as a lasting humiliation of Belton and exaltation
of his favorite, Bernard Belgrave. Belton felt this.

In the first part of this last school year of the boys, he had told
them to prepare for a grand commencement exercise, and they acted
accordingly. Each one chose his subject and began the preparation
of his oration early in the session, each keeping his subject and
treatment secret from the other.

The teacher had announced that numerous white citizens would be
present; among them the congressman from the district and the mayor of
the town. Belton determined upon two things, away down in his soul. He
determined to win in the oratorical contest, and to get his revenge
on his teacher on the day that the teacher had planned for
his--(Belton's) humiliation. Bernard did not have the incentive that
Belton did; but defeat was ever galling to him, and he, too, had
determined to win.

The teacher often reviewed the progress made by Bernard on his
oration, but did not notice Belton's at all. He strove to make
Bernard's oration as nearly perfect as labor and skill could make
it. But Belton