DANIEL WEBSTER AS A MASTER OF ENGLISH STYLE. FROM my own experience and observation I should say that every boy, who is ready enough in spelling, grammar, geography, and arithmetic, is appalled when he is commanded to write what is termed "a composition." When he enters college the same fear follows him. and the Professor of Rhetoric is a more terrible personage to his imagination than the Professors of Greek, Latin, Mathematics, and Moral and Intellectual Philosophy. Both boys at school and young men. in college show no lack of power in speaking their native language with a vehemence and fluency which almost stuns the ears of their seniors. Why, then, should they find such difficulty in writing it? When you listen to the animated talk of a bright school-boy or college student, full of a subject which really interests him, you say at once that such command of racy and idiomatic English words must of course be exhibited in his "compositions" or his "themes" but when the latter are examined, they are commonly found to be feeble and lifeless, with hardly a thought or a word which bears any stamp of freshness or originality, and which are so inferior to his ordinary conversation, that we can hardly believe they came from the same mind. The first quality which strikes an examiner of these exercises in English composition is their falseness. No boy or youth writes what he personally thinks and feels, but writes what a good boy or youth is expected to think or feel. This hypocrisy vitiates his writing from first to last, and is not absent in his "Class Oration," or in his "Speech at Commencement." I have a vivid memory of the first time the boys of my class, in a public school, were called upon to write "composition." The themes selected were the prominent moral virtues or vices. How we poor innocent urchins were tormented by the task imposed upon us! How we put more ink on our hands and faces than we shed upon the white paper on our desks! Our conclusions generally agreed with those announced by the greatest moralists of the world. Socrates and Plato, Cicero and Seneca, Cudworth and Butler, could not have been more austerely moral than were we little rogues, as we relieved the immense exertion involved in completing a single short baby-like sentence, by shying at one companion a rule, or hurling at another a paper pellet intended to light plump on his forehead or nose. Our custom was to begin every composition with the proposition that such or such a virtue "was one of the greatest blessings we enjoy"; and this triumph of accurate statement was not discovered by our teacher to be purely mechanical, until one juvenile thinker, having avarice to deal with, declared it to be "one of the greatest evils we enjoy." The whole thing was such a piece of monstrous hypocrisy, that I once timidly suggested to the schoolmaster that it would be well to allow me to select my own subject. The request was granted; and, as narrative is the natural form of com position which a boy adopts when he has his own way, I filled, in less than half the time heretofore consumed in writing a quarter of a page, four pages of letter-paper with an account of my being in a ship taken by a pirate; of the heroic defiance I launched at the pirate captain ; and the sagacity I evinced in escaping the fate of my fellow-passengers, in not being ordered to "walk the plank." The story, though trashy enough, was so much better than any of the moral essays of the other pupils, that the teacher commanded me to read it before the whole school, as an evidence of the rapid strides I had made in the art of "composition." This falseness of thought and feeling is but too apt to characterize the writing of the student, after he has passed from the common school to the academy or the college. The term "Sophomorical” is used to describe speeches which are full of emotion which the speaker does not feel, full of words in four or five syllables that mean nothing, and, in respect to imagery and illustrations, blazing with the cheap jewelry of rhetoric, with those rubies and diamonds that can be purchased for a few pennies an ounce. The danger is that this Soph omorical" style may continue to afflict the student after he has be come a clergyman, a lawyer, or a legislator. - Practical men who may not be "college educated" still have the great virtue of using the few words they employ as identical with facts. When they meet a man who has half the dictionary at his disposal, and yet gives no evidence of apprehending the real import and mean. ing of one word among the many thousands he glibly pours forth, they naturally distrust him, as a person who does not know the vital connection of all god words with the real things they represent. Indeed, the Lest rule that a Professor of Rhetoric could adopt would be to insist that no student under his care should use an unusual word until he had earned the right to use it by making it the verbal sign of some new advance in his thinking, in his acquirements, or in his feelings. Shakspeare, the greatest of English writers, and perhaps the greatest of all writers, required fifteen thousand words to embody all that his vast exceptional intelligence acquired, thought, imagined, and discovered; and he had earned the right to use every one of them. Milton found that eight thousand words could fairly and fully represent all the power, grandeur, and creativeness of his almost seraphic soul, when he attempted to express his whole nature in a literary form. All the words used by Shakspeare and Milton are alive; "cut them and they will bleed." But it is ridiculous for a college student to claim that he has the mighty resources of the English language at his supreme disposal, when he has not verified, by his own thought, knowledge, and experience, one in a hundred of the words he presumptuously employs. Now Daniel Webster passed safely through all the stages of the "Sophomoric" disease of the mind, as he passed safely through the measles, the chicken-pox, and other eruptive maladies incident to childhood and youth. The process, however, by which he purified his style from this taint, and made his diction at last as robust and as manly, as simple and as majestic, as the nature it expressed, will reward a little study. The mature style of Webster is perfect of its kind, being in words the express image of his mind and character, - plain, terse, clear, forcible; and rising from the level of lucid statement and argument into passages of superlative eloquence only when his whole nature is stirred by some grand sentiment of freedom, patriotism, justice, humanity, or religion, which absolutely lifts him, by its own inherent force and inspiration, to a region above that in which his mind habitually lives and moves. At the same time it will be observed that these thrilling passages, which the boys of two generations have ever been delighted to declaim in their shrillest tones, are strictly illustrative of the main purpose of the speech in which they appear. They are not mere purple patches of rhetoric, loosely stitched on the homespun gray of the reasoning, but they seem to be inwoven with it and to be a vital part of it. Indeed we can hardly decide, in reading these magnificent bursts of eloquence in connection with what precedes and follows them, whether the effect is due to the logic of the orator becoming suddenly morally impassioned, or to his moral passion becoming suddenly logical. What gave Webster his immense influ ence over the opinions of the people of New England was, first, his power of so "putting things" that everybody could understand his statements; secondly, his power of so framing his arguments that all the steps, from one point to another, in a logical series, could be clearly apprehended by every intelligent farmer or mechanic who had a thoughtful interest in the affairs of the country; and thirdly, his power of inflaming the sentiment of patriotism in all honest and well-intentioned men by overwhelming appeals to that sentiment, so that, after convincing their understandings, he clinched the matter by sweeping away their wills. Perhaps to these sources of influence may be added another which many eminent statesmen have lacked. With all his great superiority to average men in force and breadth of mind, he had a genuine respect for the intellect, as well as for the manhood, of average men. He disdained the ignoble office of misleading the voters he aimed to instruct; and the farmers and mechanics who read his speeches felt ennobled when they found that the greatest statesman of the country frankly addressed them, as man to man, without pluming himself on his exceptional talents and accomplishments. Up to the crisis of 1850, he succeeded in domesticating himself at most of the pious, moral, and in telligent firesides of New England. Through his speeches he seemed to be almost bodily present wherever the family, gathered in the evening around the blazing hearth, discussed the questions of the day. It was not the great Mr. Webster," the godlike Daniel," who had a seat by the fire. It was a person who talked to them, and argued with them, as though he was "one of the folks," — a neighbor dropping in to make an evening call; there was not the slightest trace of assumption in his manner; but suddenly, after the discussion had become a little tiresome, certain fiery words would leap from his lips and make the whole household spring to their feet, ready to sacrifice life and property for "the Constitution and the Union." That Webster was thus a kind of invisible presence in thousands of homes where his face was never seen, shows that his rhetoric had caught an element of power from his early recollections of the independent, hard-headed farmers whom he met when a boy in his father's house. The bodies of these men had become tough and strong in their constant struggle to force scanty harvests from an unfruitful soil, which only persistent toil could compel to yield any thing; and their brains, though forcible and clear, were still not stored with the important facts and principles which it was his delight to state and expound. In truth, he ran a race with |