第6章

BOOKIV。

ARGUMENT。

PASSINGTOTHESECONDPARTOFHISWORK，THATWHICHTREATSOFEXPRESSION，THEAUTHORPREMISESTHATITISNOPARTOFHISINTENTIONTOWRITEATREATISE

ONTHELAWSOFRHETORIC。THESECANBELEARNEDELSEWHERE，ANDOUGHTNOT

TOBENEGLECTED，BEINGINDEEDSPECIALLYNECESSARYFORTHECHRISTIANTEACHER，WHOMITBEHOVESTOEXCELINELOQUENCEANDPOWEROFSPEECH。AFTERDETAILING

WITHMUCHCAREANDMINUTENESSTHEVARIOUSQUALITIESOFANORATOR，HERECOMMENDS

THEAUTHORSOFTHEHOLYSCRIPTURESASTHEBESTMODELSOFELOQUENCE，FAR

EXCELLINGALLOTHERSINTHECOMBINATIONOFELOQUENCEWITHWISDOM。HEPOINTS

OUTTHATPERSPICUITYISTHEMOSTESSENTIALQUALITYOFSTYLE，ANDOUGHT

TOBECULTIVATEDWITHESPECIALCAREBYTHETEACHER，ASITISTHEMAINREQUISITE

FORINSTRUCTION，ALTHOUGHOTHERQUALITIESAREREQUIREDFORDELIGHTINGAND

PERSUADINGTHEHEARER。ALLTHESEGIFTSARETOBESOUGHTINEARNESTPRAYER

FROMGOD，THOUGHWEARENOTTOFORGETTOBEZEALOUSANDDILIGENTINSTUDY。

HESHOWSTHATTHEREARETHREESPECIESOFSTYLE，THESUBDUED，THEELEGANT，ANDTHEMAJESTIC；THEFIRSTSERVINGFORINSTRUCTION，THESECONDFORPRAISE，ANDTHETHIRDFOREXHORTATION：ANDOFEACHOFTHESEHEGIVESEXAMPLES，SELECTEDBOTHFROMSCRIPTUREANDFROMEARLYTEACHERSOFTHECHURCH，CYPRIAN

ANDAMBROSE。HESHOWSTHATTHESEVARIOUSSTYLESMAYBEMINGLED，ANDWHEN

ANDFORWHATPURPOSESTHEYAREMINGLED；ANDTHATTHEYALLHAVETHESAME

ENDINVIEW，TOBRINGHOMETHETRUTHTOTHEHEARER，SOTHATHEMAYUNDERSTAND

IT，HEARITWITHGLADNESS，ANDPRACTISEITINHISLIFE。FINALLY，HEEXHORTS

THECHRISTIANTEACHERHIMSELF，POINTINGOUTTHEDIGNITYANDRESPONSIBILITY

OFTHEOFFICEHEHOLDTOLEADALIFEINHARMONYWITHHISOWNTEACHING，ANDTOSHOWAGOODEXAMPLETOALL。

CHAP。1。——THISWORKNOTINTENDEDASA

TREATISEONRHETORIC。

THISworkofmine，whichisentitledOnChristianDoctrine，wasatthecommencementdividedintotwoparts。For，afterapreface，inwhichIansweredbyanticipationthosewhowerelikelytotakeexceptiontothework，I

said，"TherearetwothingsonwhichallinterpretationofScripturedepends：

themodeofascertainingthepropermeaning，andtheknown，themeaning。"（1）

As，then，Ihavealreadysaidagreatdealaboutthemodeofascertainingthemeaning，andhavegiventhreebookstothisonepartofthesubject，Ishallonlysayafewthingsaboutthemodeofmakingknownthemeaning，inorderiffourbooks。

Inthefirstplace，then，IwishbythispreambletoputastoptotheexpectationsofreaderswhomaythinkthatIamabouttolaydownrulesofrhetoricsuchasIhavelearntandtaughttoo，inthesecularschools，andtowarnthemthattheyneednotlookforanysuchfromme。NotthatIthinksuchrulesofnouse，butthatwhateverusetheyhaveistobelearntelsewhere；andifanygoodmanshouldhappentohaveleisureforlearningthem，heisnottoaskmetoteachthemeitherinthisworkoranyother。

CHAP。2。——ITISLAWFULFORACHRISTIANTEACHER

TOUSETHEARTOFRHETORIC。

3。Now，theartofrhetoricbeingavailablefortheenforcingeitheroftruthorfalsehood，whowilldaretosaythattruthinthepersonofitsdefendersistotakeitsstandunarmedagainstfalsehood？Forexample，thatthosewhoaretryingtopersuademenofwhatisfalsearetoknowhowtointroducetheirsubject，soastoputthehearerintoafriendly，orattentive，orteachableframeofmind，whilethedefendersofthetruthshallbeignorantofthatart？Thattheformeraretotelltheirfalsehoodsbriefly，clearly，andplausibly，whilethelattershalltellthetruthmsuchawaythatitistedioustolistento，hardtounderstand，and，infine，noteasytobelieveit？Thattheformeraretoopposethetomelt，toenliven，andtorousethem，whilethelattershallindefenceofthetruthbesluggish，andfrigid，andsomnolent？Whoissuchafoolastothinkthiswisdom？Since，then，thefacultyofeloquenceisavailableforbothsides，andisofverygreatserviceintheenforcingeitherofwrongorright，whydonotgoodmenstudytoengageitonthesideoftruth，whenbadmenuseittoobtainthetriumphofwickedandworthlesscauses，andtofurtherinjusticeanderror？

CHAP。3。——THEPROPERAGEANDTHEPROPER

MEANSFORACQUIRINGRHETORICALSKILL。

4。Butthetheoriesandrulesonthissubject（towhich，whenyouaddatonguethoroughlyskilledbyexerciseandhabitintheuseofmanywordsandmanyornamentsofspeech，youhavewhatiscalledeloquenceororatory）

maybelearntapartfromthesewritingsofmine，ifasuitablespaceoftimebesetasideforthepurposeatafitandproperage。Butonlybythosewhocanlearnthemanyonewhocannotlearnthisartquicklycanneverthoroughlylearnitatall。（1）Whetherthisbetrueornot，whyneedweinquire？Forevenifthisartcanoccasionallybeintheendmasteredbymenofslowerintellect，Idonotthinkitofsomuchimportanceastowishmenwhohavearrivedatmatureagetospendtimeinlearningit。

Itisenoughthatboysshouldgiveattentiontoit；andevenofthese，notallwhoaretobefittedforusefulnessintheChurch，butonlythosewhoarenotyetengagedinanyoccupationofmoreurgentnecessity，orwhichoughtevidentlytotakeprecedenceofit。Formenofquickintellectandglowingtemperamentfinditeasiertobecomeeloquentbyreadingandlisteningtoeloquentspeakersthanbyfollowingrulesforeloquence。Andevenoutsidethecanon，whichtoourgreatadvantageisfixedinaplaceofsecureauthority，thereisnowantofecclesiasticalwritings，inreadingwhichamanofabilitywillacquireatingeoftheeloquencewithwhichtheyarewritten，eventhoughhedoesnotaimatthis，butissolelyintentonthematterstreatedof；especially，ofcourse，ifinadditionhepractisehimselfinwriting，ordictating，andatlastalsoinspeaking，theopinionshehasformedongroundsofpietythem，andwhospeakwithfluencyandelegance，cannotalwaysthinkofthemwhentheyarespeakingsoastospeakinaccordancewiththem，unlesstheyarediscussingtherulesthemselves。

Indeed，Ithinktherearescarcelyanywhocandoboththings——thatis，speakwell，and；inordertodothis，thinkoftherulesofspeakingwhiletheyarespeaking。Forwemustbecarefulthatwhatwehavegottosaydoesnotescapeuswhilstwearethinkingaboutsayingitaccordingtotherulesofart。Nevertheless，inthespeechesofeloquentmen，wefindrulesofeloquencecarriedoutwhichthespeakersdidnotthinkofasaidstoeloquenceatthetimewhentheywerespeaking，whethertheyhadeverlearntthem，orwhethertheyhadneverevenmetwiththem。Foritisbecausetheyareeloquentthattheyexemplifytheserules；itisnotthattheyusetheminordertobeeloquent。

5。And，therefore，asinfantscannotlearntospeakexceptbylearningwordsandphrasesfromthosewhodospeak，whyshouldnotmenbecomeeloquentwithoutbeingtaughtanyartofspeech，simplybyreadingandlearningthespeechesofeloquentmen，andbyimitatingthemasfarastheycan？

Andwhatdowefindfromtheexamplesthemselvestobethecaseinthisrespect？Weknownumberswho，withoutacquaintancewithrhetoricalrules，aremoreeloquentthanmanywhohavelearntthese；butweknownoonewhoiseloquentwithouthavingreadandlistenedtothespeechesanddebatesofeloquentmen。Foreventheartofgrammar，whichteachescorrectnessofspeech，neednotbelearntbyboys，iftheyhavetheadvantageofgrowingupandlivingamongmenwhospeakcorrectly。Forwithoutknowingthenamesofanyofthefaults，theywill，frombeingaccustomedtocorrectspeech，layholduponwhateverisfaultyinthespeechofanyonetheylistento，andavoidit；justascity-bredmen，evenwhenilliterate，seizeuponthefaultsofrustics。

CHAP。4。——THEDUTYOFTHECHRISTIAN

TEACHER。

6。Itistheduty，then，oftheinterpreterandteacherofHolyScripturethedefenderofthetruefaithandtheopponentoferror，bothtoteachwhatisrightandtorefutewhatiswrong，andintheperformanceofthistasktoconciliatethehostile，torousethecareless，andtotelltheignorantbothwhatisoccurringatpresentandwhatisprobableinthefuture。Butoncethathishearersarefriendly，attentive，andreadytolearn，whetherhehasfoundthemso，orhashimselfmadethemsotheremainingobjectsaretobecarriedoutinwhateverwaythecaserequires。Ifthehearersneedteaching，themattertreatedofmustbemadefullyknownbymeansofnarrative。Ontheotherhand，toclearuppointsthataredoubtfulrequiresreasoningandtheexhibitionofproof。If，however，thehearersrequiretoberousedratherthaninstructed，inorderthattheymaybediligenttodowhattheyalreadyknow，andtobringtheirfeelingsintoharmonywiththetruthstheyadmit，greatervigorofspeechisneeded。

Hereentreatiesandreproaches，exhortationsandupbraidings，andalltheothermeansofrousingtheemotions，arenecessary。

7。AndallthemethodsIhavementionedareconstantlyusedbynearlyeveryoneincaseswherespeechistheagencyemployed。

CHAP。5。——WISDOMOFMOREIMPORTANCETHANELOQUENCETOTHECHRIST！AN

TEACHER。

Butassomemenemploythesecoarsely，inelegantly，andfrigidly，whileothersusethemwithacuteness，elegance，andspirit，theworkthatIamspeakingofoughttobeundertakenbyonewhocanargueandspeakwithwisdom，ifnotwitheloquence，andwithprofittohishearers，eventhoughheprofitthemlessthanhewouldifhecouldspeakwitheloquencetoo。Butwemustbewareofthemanwhoaboundsineloquentnonsense，andsomuchthemoreifthehearerispleasedwithwhatisnotworthlisteningto，andthinksthatbecausethespeakeriseloquentwhathesaysmustbetrue。Andthisopinionisheldevenbythosewhothinkthattheartofrhetoricshouldbetaught；fortheyconfessthat"thoughwisdomwithouteloquenceisoflittleservicetostates，yeteloquencewithoutwisdomisfrequentlyapositiveinjury，andisofservicenever。"（1）If，then，themenwhoteachtheprinciplesofeloquencehavebeenforcedbytruthtoconfessthisintheverybookswhichtreatofeloquence，thoughtheywereignorantofthetrue，thatis，theheavenlywisdomwhichcomesdownfromtheFatherofLights，howmuchmoreoughtwetofeelitwhoarethesonsandtheministersofthishigherwisdom！

NowamanspeakswithmoreorlesswisdomjustashehasmademoreorlessprogressintheknowledgeofScripture；Idonotmeanbyreadingthemmuchandcommittingthemtomemory，butbyunderstandingthemarightandcarefullysearchingintotheirmeaning。Fortherearewhoreadandyetneglectthem；theyreadtorememberthewords，butarecarelessaboutknowingthemeaning。Itisplainwemustsetfarabovethesethemenwhoarenotsoretentiveofthewords，butseewiththeeyesoftheheartintotheheartofScripture。Betterthaneitherofthese，however，isthemanwho，whenhewishes，canrepeatthewords，andatthesametimecorrectlyapprehendstheirmeaning。

8。Nowitisespeciallynecessaryforthemanwhoisboundtospeakwisely，eventhoughhecannotspeakeloquently，toretaininmemorythewordsofScripture。Forthemorehediscernsthepovertyofhisownspeech，themoreheoughttodrawontherichesofScripture，sothatwhathesaysinhisownwordshemayprovebythewordsofScripture；andhehimself，thoughsmallandweakinhisownwords，maygainstrengthandpowerfromtheconfirmingtestimonyofgreatmen。Forhisproofgivespleasurewhenhecannotpleasebyhismodeofspeech。Butifamandesiretospeaknotonlywithwisdom，butwitheloquencealso（andassuredlyhewillproveofgreaterserviceifhecandoboth），Iwouldrathersendhimtoread，andlistento，andexercisehimselfinimitating，eloquentmen，thanadvisehimtospendtimewiththeteachersofrhetoric；especiallyifthemenhereadsandlistenstoarejustlypraisedashavingspoken，orasbeingaccustomedtospeak，notonlywitheloquence，butwithwisdomalso。Foreloquentspeakersareheardwithpleasure；wisespeakerswithprofit。And，therefore，Scripturedoesnotsaythatthemultitudeoftheeloquent，but"themultitudeofthewiseisthewelfareoftheworld。"（1）Andaswemustoftenswallowwholesomebitters，sowemustalwaysavoidunwholesomesweets。Butwhatisbetterthanwholesomesweetnessorsweetwholesomeness？Forthesweeterwetrytomakesuchthings，theeasieritistomaketheirwholesomenessserviceable。AndsotherearewritersoftheChurchwhohaveexpoundedtheHolyScriptures，notonlywithwisdom，butwitheloquenceaswell；

andthereisnotmoretimeforthereadingofthesethanissufficientforthosewhoarestudiousandatleisuretoexhaustthem。

CHAP。6。——THESACREDWRITERSUNITEELOQUENCEWITHWISDOM。

9。Here，perhaps，someoneinquireswhethertheauthorswhosedivinely-inspiredwritingsconstitutethecanon，whichcarrieswithitamostwholesomeauthority，aretobeconsideredwiseonly，oreloquentaswell。Aquestionwhichtome，andtothosewhothinkwithme，isveryeasilysettled。ForwhereIunderstandthesewriters，itseemstomenotonlythatnothingcanbewiser，butalsothatnothingcanbemoreeloquent。AndIventuretoaffirmthatallwhotrulyunderstandwhatthesewriterssay，perceiveatthesametimethatitcouldnothavebeenproperlysaidinanyotherway。Forasthereisakindofeloquencethatismorebecominginyouth，andakindthatismorebecominginoldage，andnothingcanbecalledeloquenceifitbenotsuitabletothepersonofthespeaker，sothereisakindofeloquencethatisbecominginmenwhojustlyclaimthehighestauthority，andwhoareevidentlyinspiredofGod。Withthiseloquencetheyspoke；

nootherwouldhavebeensuitableforthem；andthisitselfwouldbeunsuitableinanyother，foritisinkeepingwiththeircharacter，whileitmountsasfarabovethatofothers（notfromemptyinflation，butfromsolidmerit）asitseemstofallbelowthem。

Where，however，Idonotunderstandthesewriters，thoughtheireloquenceisthenlessapparent，IhavenodoubtbutthatitisofthesamekindasthatIdounderstand。Theveryobscurity，too，ofthesedivineandwholesomewordswasanecessaryelementineloquenceofakindthatwasdesignedtoprofitourunderstandings，notonlybythediscoveryoftruth，butalsobytheexerciseoftheirpowers。

10。Icould，however，ifIhadtime，showthosemenwhocryuptheirownformoflanguageassuperiortothatofourauthors（notbecauseofitsmajesty，butbecauseofitsinflation），thatallthosepowersandbeautiesofeloquencewhichtheymaketheirboast，aretobefoundinthesacredwritingswhichGodinHisgoodnesshasprovidedtomouldourcharacters，andtoguideusfromthisworldofwickednesstotheblessedworldabove。Butitisnotthequalitieswhichthesewritershaveincommonwiththeheathenoratorsandpoetsthatgivemesuchunspeakabledelightintheireloquence；Iammorestruckwithadmirationatthewayinwhich，byaneloquencepeculiarlytheirown，theysousethiseloquenceofoursthatitisnotconspicuouseitherbyitspresenceoritsabsence：foritdidnotbecomethemeithertocondemnitortomakeanostentatiousdisplayofit；andiftheyhadshunnedit，theywouldhavedonetheformer；iftheyhadmadeitprominent。

theymighthaveappearedtobedoingthelatter。

Andinthosepassageswherethelearneddonoteitspresence，themattersspokenofaresuch，thatthewordsinwhichtheyareputseemnotsomuchtobesoughtoutbythespeakerasspontaneouslytosuggestthemselves；asifwisdomwerewalkingoutofitshouse，——thatis，thebreastofthewiseman，andeloquence，likeaninseparableattendant，followeditwithoutbeingcalledfor。（2）

CHAP。7。——EXAMPLESOFTRUEELOQUENCEDRAWNFROMTHEEPISTLESOFPAUL

ANDTHE

PROPHECIESOFAMOS。

11。Forwhowouldnotseewhattheapostlemeanttosay，andhowwiselyhehassaidit，inthefollowingpassage："Wegloryintribulationsalso：knowingthattribulationworkethpatience；andpatience，experience；andexperience，hope：andhopemakethnotashamed；becausetheloveofGodisshedabroadinourheartsbytheHolyGhostwhichisgivenuntous"？（3）Nowwereanymanunlearnedlylearned（ifImayusetheexpression）tocontendthattheapostlehadherefollowedtherulesofrhetoric，wouldnoteveryChristian，learnedorunlearned，laughathim？AndyetherewefindthefigurewhichiscalledinGreekklimaz（climax，）andbysomeinLatingradatio，fortheydonotcaretocallitscala（aladder），whenthewordsandideashaveaconnectionofdependencytheoneupontheother，asweseeherethatpatiencearisesoutoftribulation，experienceoutofpatience，andhopeoutofexperience。

Anotherornament，too，isfoundhere；foraftercertainstatementsfinishedinasingletoneofvoice，whichwecallclausesandsections（membraetcaesa），buttheGreekskplaandkommata，（1）therefollowsaroundedsentence（ambitussivecircuitus）whichtheGreekscallperiodos，（2）theclausesofwhicharesuspendedonthevoiceofthespeakertillthewholeiscompletedbythelastclauseForofthestatementswhichprecedetheperiodthisisthefirstclause，"knowingthattribulationworkethpatience；"thesecond，"andpatience，experience；"thethird，"andexperience，hope。"Thentheperiodwhichissubjoinediscompletedinthreeclauses，ofwhichthefirstis，"andhopemakethnotashamed；"thesecond，"becausetheloveofGodisshedabroadinourhearts；"thethird，"bytheHolyGhostwhichisgivenuntous。"Buttheseandothermattersofthesamekindaretaughtintheartofelocution。AsthenIdonotaffirmthattheapostlewasguidedbytherulesofeloquence，soI

donotdenythathiswisdomnaturallyproduced，andwasaccompaniedby，eloquence。

12。IntheSecondEpistletotheCorinthians，again，herefutescertainfalseapostleswhohadgoneoutfromtheJews，andhadbeentryingtoinjurehischaracter；andbeingcompelledtospeakofhimself，thoughheascribesthisasfollytohimself，howwiselyandhoweloquentlyhespeaks！Butwisdomishisguide，eloquencehisattendant；hefollowsthefirst，thesecondfollowshim，andyethedoesnotspurnitwhenitcomesafterhim。"Isayagain，"

hesays，"Letnomanthinkmeafool：ifotherwise，yetasafoolreceiveme，thatImayboastmyselfalittle。ThatwhichIspeak，IspeakitnotaftertheLord，butasitwerefoolishly，inthisconfidenceofboasting。Seeingthatmanygloryaftertheflesh，Iwillgloryalso。Foryesufferfoolsgladly，seeingyeyourselvesarewise。Foryesuffer，ifamanbringyouintobondage，ifamandevouryou，ifamantakeofyou，ifamanexalthimself，ifamansmiteyouontheface。Ispeakasconcerningreproach，asthoughwehadbeenweak。Howbeit，whereinsoeveranyisbold（Ispeakfoolishly），Iamboldalso。AretheyHebrews？

soamI。AretheyIsraelites？soamI。AretheytheseedofAbraham？soamI。AretheyministersofChrist？（Ispeakasafool），Iammore：inlaborsmoreabundant，instripesabovemeasure，inprisonsmorefrequent，indeathsoff。OftheJewsfivetimesreceivedIfortystripessaveone，thricewasIbeatenwithrods，oncewasIstoned，thriceIsufferedshipwreck，anightandadayIhavebeeninthedeep；injourneyingsoften，inperilsofwaters，inperilsofrobbers，inperilsbymineowncountrymen，inperilsbytheheathen，inperilsinthecity，inperilsinthewilderness，inperilsinthesea，inperilsamongfalsebrethren；

inwearinessandpainfulness，inwatchingsoften，inhungerandthirst，infastingsoften，incoldandnakedness。Besidesthosethingswhicharewithout，thatwhichcomethuponmedaily，thecareofallthechurches。Whoisweak，andIamnotweak？whoisoffended，andIburnnot？IfImustneedsglory，Iwillgloryofthethingswhichconcernmyinfirmities。"（3）Thethoughtfulandattentiveperceivehowmuchwisdomthereisinthesewords。

Andevenamansoundasleepmustnoticewhatastreamofeloquenceflowsthroughthem。

13。Furtherstill，theeducatedmanobservesthatthosesectionswhichtheGreekscallkommata，andtheclausesandperiodsofwhichIspokeashorttimeago，beingintermingledinthemostbeautifulvariety，makeupthewholeformandfeatures（sotospeak）ofthatdictionbywhicheventheunlearnedaredelightedandaffected。For，fromtheplacewhereI

commencedtoquote，thepassageconsistsofperiods：thefirstthesmallestpossible，consistingoftwomembers；foraperiodcannothavelessthantwomembers，thoughitmayhavemore："Isayagain，letnomanthinkmeafool。"Thenexthasthreemembers："ifotherwise，yetasafoolreceiveme，thatImayboastmyselfalittle。"Thethirdhasfourmembers："ThatwhichI

speak，IspeakitnotaftertheLord，butasitwerefoolishly，inthisconfidenceofboasting。"Thefourthhastwo："Seeingthatmanygloryaftertheflesh，Iwillgloryalso。"Andthefifthhastwo：

"Foryesufferfoolsgladly，seeingyeyourselvesarewise。"

Thesixthagainhastwomembers："foryesuffer，ifamanbringyouintobondage。"Thenfollowthreesections（caesa）："ifamandevouryou，ifamantakeofyou，ifamanexalthimself。"Nextthreeclauses（membra）：if"amansmiteyouontheface。Ispeakasconcerningreproach，asthoughwehadbeenweak。"Thenissubjoinedaperiodofthreemembers："Howbeit，whereinsoeveranyisbold（Ispeakfoolishly），Iamboldalso。"Afterthis，certainseparatesectionsbeingputintheinterrogatoryform，separatesectionsarealsogivenasanswers，threetothree：

"AretheyHebrews？soamI。AretheyIsraelites？soamI。

AretheytheseedofAbraham？soamI。"Butafourthsectionbeingputlikewiseintheinterrogatoryform，theanswerisgivennotinanothersection（caesum）butinaclause（membrum）：（1）"AretheytheministersofChrist？（Ispeakasafool。）Iammore。"Thenthenextfoursectionsaregivencontinuously，theinterrogatoryformbeingmostelegantlysuppressed："inlaborsmoreabundant，instripesabovemeasure，inprisonsmorefrequent，indeathsoft。"Nextisinterposedashortperiod；for，byasuspensionofthevoice，"oftheJewsfivetimes"istobemarkedoffasconstitutingonemember，towhichisjoinedthesecond，"receivedIfortystripessaveone。"Thenhereturnstosections，andthreearesetdown："ThricewasIbeatenwithrods，oncewasIstoned，thriceIsufferedshipwreck。"Nextcomesaclause："anightandadayIhavebeeninthedeep。"Nextfourteensectionsburstforthwithavehemencewhichismostappropriate："Injourneyingsoften，inperilsofwaters，inperilsofrobbers，inperilsbymineowncountrymen，inperilsbytheheathen，inperilsinthecity，inperilsinthewilderness，inperilsinthesea，inperilsamongfalsebrethren，inwearinessandpainfulness，inwatchingsoften，inhungerandthirst，infastingsoften，incoldandnakedness。"Afterthiscomesinaperiodofthreemembers："Besidesthosethingswhicharewithout，thatwhichcomethuponmedaily，thecareofallthechurches。"Andtothisheaddstwoclausesinatoneofinquiry："Whoisweak，andIamnotweak？

whoisoffended，andIburnnot？"Infine，thiswholepassage，asifpantingforbreath，windsupwithaperiodoftwomembers：

"IfImustneedsglory，Iwillgloryofthethingswhichconcernmineinfirmities。"AndIcannotsufficientlyexpresshowbeautifulanddelightfulitiswhenafterthisoutburstherestshimself，andgivesthehearerrest，byinterposingaslightnarrative。Forhegoesontosay："TheGodandFatherofourLordJesusChrist，whichisblessedforevermore，knoweththatIlienot。"Andthenhetells，verybrieflythedangerhehadbeenin，andthewayheescapedit。

14。Itwouldbetedioustopursuethematterfurther，ortopointoutthesamefactsinregardtootherpassagesofHolyScripture。Supposeihadtakenthefurthertrouble，atleastinregardtothepassagesIhavequotedfromtheapostle’swritings，topointoutfiguresofspeechwhicharetaughtintheartofrhetoric？

IsitnotmorelikelythatseriousmenwouldthinkIhadgonetoofar，thanthatanyofthestudiouswouldthinkIhaddoneenough？Allthesethingswhentaughtbymastersarereckonedofgreatvalue；greatpricesarepaidforthem，andthevendorspuffthemmagniloquently。AndIfearlestItooshouldsmackofthatpufferywhilethusdescantingonmattersofthiskind。

Itwasnecessary，however，toreplytotheill-taughtmenwhothinkourauthorscontemptible；notbecausetheydonotpossess，butbecausetheydonotdisplay，theeloquencewhichthesemenvaluesohighly。

15。ButperhapssomeoneisthinkingthatIhaveselectedtheApostlePaulbecauseheisourgreatorator。Forwhenhesays，"ThoughIberudeinspeech，yetnotinknowledge，（2）heseemstospeakasifgrantingsomuchtohisdetractors，notasconfessingthatherecognizeditstruth。Ifhehadsaid，"Iamindeedrudeinspeech，butnotinknowledge，"wecouldnotinanywayhaveputanothermeaninguponit。Hedidnothesitateplainlytoasserthisknowledge，becausewithoutithecouldnothavebeentheteacheroftheGentiles。Andcertainlyifwebringforwardanythingofhisasamodelofeloquence，wetakeitfromthoseepistleswhichevenhisverydetractors，whothoughthisbodilypresenceweakandhisspeechcontemptible，confessedtobeweightyandpowerful。（3）

Isee，then，thatImustsaysomethingabouttheeloquenceoftheprophetsalso，wheremanythingsareconcealedunderametaphoricalstyle，whichthemorecompletelytheyseemburiedunderfiguresofspeech，givethegreaterpleasurewhenbroughttolight。Inthisplace，however，itismydutytoselectapassageofsuchakindthatIshallnotbecompelledtoexplainthematter，butonlytocommendthestyle。AndIshalldoso，quotingprincipallyfromthebookofthatprophetwhosaysthathewasashepherdorherdsman，andwascalledbyGodfromthatoccupation，andsenttoprophesytothepeopleofGod。（4）

Ishallnot，however，followtheSeptuaginttranslators，who，beingthemselvesundertheguidanceoftheHolySpiritintheirtranslation，seemtohavealteredsomepassageswiththeviewofdirectingthereader’sattentionmoreparticularlytotheinvestigationofthespiritualsense；（andhencesomepassagesaremoreobscure，becausemorefigurative，intheirtranslation；）

butIshallfollowthetranslationmadefromtheHebrewintoLatinbythepresbyterJerome，amanthoroughlyacquaintedwithbothtongues。

16。When，then，thisrustic，orquondamrusticprophet，wasdenouncingthegodless，theproud，theluxurious，andthereforethemostneglectfulofbrotherlylove，hecalledaloud，saying："WoetoyouwhoareateaseinZion，andtrustinthemountainofSamaria，whoareheadsandchiefsofthepeople，enteringwithpompintothehouseofIsrael！PassyeuntoCalneh，andsee；

andfromthencegoyetoHamaththegreat；thengodowntoGathofthePhilistines，andtoallthebestkingdomsofthese：istheirbordergreaterthanyourborder？Yethataresetapartforthedayofevil，andthatcomeneartotheseatofoppression；

thatlieuponbedsofivory，andstretchyourselvesuponcouchesthateatthelamboftheflock，andthecalvesoutofthemidstoftheherd；thatchanttothesoundoftheviol。TheythoughtthattheyhadinstrumentsofmusiclikeDavid；drinkingwineinbowls，andanointingthemselveswiththecostliestointment：andtheywerenotgrievedfortheafflictionofJoseph。"（1）Supposethosemenwho，assumingtobethemselveslearnedandeloquent，despiseourprophetsasuntaughtandunskillfulofspeech，hadbeenobligedtodeliveramessagelikethis，andtomensuchasthese，wouldtheyhavechosentoexpressthemselvesinanyrespectdifferently——thoseofthem，atleast，whowouldhaveshrunkfromravinglikemadmen？

17。Forwhatistherethatsoberearscouldwishchangedinthisspeech？

Inthefirstplace，theinvectiveitself；withwhatvehemenceitthrowsitselfuponthedrowsysensestostartlethemintowakefulness："WoetoyouwhoareateaseinZion，andtrustinthemountainsofSamaria，whoareheadsandchiefsofthepeople，enteringwithpompintothehouseofIsrael！"Next，thathemayusethefavorsofGod，whohasbestoweduponthemampleterritory，toshowtheiringratitudeintrustingtothemountainofSamaria，whereidolswereworshipped："PassyeuntoCalneh，"

hesays，"andsee；andfromthencegoyetoHamaththegreat；thengodowntoGathofthePhilistines，andtoallthebestkingdomsofthese：istheirbordergreaterthanyourborder？"Atthesametimealsothatthesethingsarespokenof，thestyleisadornedwithnamesofplacesaswithlamps，suchas"Zion，""Samaria，""Calneh，""Hamaththegreat，"and"GathofthePhilistines。"Thenthewordsjoinedtotheseplacesaremostappropriatelyvaried："yeareatease，""yetrust，""passon，""go，""descend。"

18。Andthenthefuturecaptivityunderanoppressivekingisannouncedasapproaching，whenitisadded："Yethataresetapartforthedayofevil，andcomeneartotheseatofoppression。"

Thenaresubjoinedtheevilsofluxury："yethatlieuponbedsofivory，andstretchyourselvesuponcouches；thateatthelambfromtheflock，andthecalvesoutofthemidstoftheherd。"

Thesesixclausesformthreeperiodsoftwomemberseach。Forhedoesnotsay：Yewhoaresetapartforthedayofevil，whocomeneartotheseatofoppression，whosleepuponbedsofivory，whostretchyourselvesuponcouches，whoeatthelambfromtheflock，andcalvesoutoftheherd。"Ifhehadsoexpressedit，thiswouldhavehaditsbeauty：sixseparateclausesrunningon，thesamepronounbeingrepeatedeachtime，andeachclausefinishedbyasingleeffortofthespeaker’svoice。Butitismorebeautifulasitis，theclausesbeingjoinedinpairsunderthesamepronoun，andformingthreesentences，onereferringtotheprophecyofthecaptivity："Yethataresetapartforthedayofevil，andcomeneartheseatofoppression；"thesecondtolasciviousness："yethatlieuponbedsofivory，andstretchyourselvesuponcouches；"thethirdtogluttony："whoeatthelambfromtheflock，andthecalvesoutofthemidstoftheherd。"Sothatitisatthediscretionofthespeakerwhetherhefinisheachclauseseparatelyandmakesixaltogether，orwhetherhesuspendhisvoiceatthefirst，thethird，andthefifth，andbyjoiningthesecondtothefirst，thefourthtothethird，andthesixthtothefifth，makethreemostelegantperiodsoftwomemberseach：onedescribingtheimminentcatastrophe；another，thelasciviouscouch；

andthethird，theluxurioustable。

19。Nexthereproachesthemwiththeirluxuryinseekingpleasureforthesenseofhearing。Andhere，whenhehadsaid，"Yewhochanttothesoundoftheviol，"seeingthatwisemenmaypractisemusicwisely，he，withwonderfulskillofspeech，checkstheflowofhisinvective，andnotnowspeakingto，butof，thesemen，andtoshowusthatwemustdistinguishthemusicofthewisefromthemusicofthevoluptuary，hedoesnotsay，"Yewhochanttothesoundoftheviol，andthinkthatyehaveinstrumentsofmusiclikeDavid；"buthefirstaddressestothemselveswhatitisrightthevoluptuariesshouldhear，"Yewhochanttothesoundoftheviol；"andthen，turningtoothers，heintimatesthatthesemenhavenotevenskillintheirart："theythoughtthattheyhadinstrumentsofmusiclikeDavid；drinkingwineinbowls，andanointingthemselveswiththecostliestointment。"Thesethreeclausesarebestpronouncedwhenthevoiceissuspendedonthefirsttwomembersoftheperiod，andcomestoapauseonthethird。

20。Butnowastothesentencewhichfollowsallthese："andtheywerenotgrievedfortheafflictionofJoseph。"Whetherthisbepronouncedcontinuouslyasoneclause，orwhetherwithmoreeleganceweholdthewords，"andtheywerenotgrieved，"

suspendedonthevoice，andthenadd，"fortheafflictionofJoseph，"

soastomakeaperiodoftwomembers；inanycase，itisatouchofmarvelousbeautynottosay，"andtheywerenotgrievedfortheafflictionoftheirbrother；"buttoputJosephforbrother，soastoindicatebrothersingeneralbythepropernameofhimwhostandsoutillustriousfromamonghisbrethren，bothinregardtotheinjurieshesufferedandthegoodreturnhemade。

And，indeed，Idonotknowwhetherthisfigureofspeech，bywhichJosephisputforbrothersingeneral，isoneofthoselaiddowninthatartwhichIlearntandusedtoteach。

Buthowbeautifulitis，andhowitcomeshometotheintelligentreader，itisuselesstotellanyonewhodoesnothimselffeelit。

21。AndanumberofotherpointsbearingonthelawsofeloquencecouldbefoundinthispassagewhichIhavechosenasanexample。Butanintelligentreaderwillnotbesomuchinstructedbycarefullyanalysingitaskindledbyrecitingitwithspirit。Norwasitcomposedbyman’sartandcare，butitflowedforthinwisdomandeloquencefromtheDivinemind；wisdomnotaimingateloquence，yeteloquencenotshrinkingfromwisdom。Forif，ascertainveryeloquentandacutemenhaveperceivedandsaid，theruleswhicharelaiddownintheartoforatorycouldnothavebeenobserved，andnoted，andreducedtosystem，iftheyhadnotfirsthadtheirbirthinthegeniusoforators，isitwonderfulthattheyshouldbefoundinthemessengersofHimwhoistheauthorofallgenius？Thereforeletusacknowledgethatthecanonicalwritersarenotonlywisebuteloquentalso，withaneloquencesuitedtoacharacterandpositionliketheirs。

CHAP。8。——THEOBSCURITYOFTHESACREDWRITERS，THOUGHCOMPATIBLEWITH

ELOQUENCE，NOTTOBEIMITATEDBYCHRISTIANTEACHERS。

22。ButalthoughItakesomeexamplesofeloquencefromthosewritingsoftheirswhichthereisnodifficultyinunderstanding，wearenotbyanymeanstosupposethatitisourdutytoimitatetheminthosepassageswhere，withaviewtoexerciseandtrainthemindsoftheirreaders，andtobreakinuponthesatietyandstimulatethezealofthosewhoarewillingtolearn，andwithaviewalsotothrowaveiloverthemindsofthegodlesseitherthattheymaybeconvertedtopietyorshutoutfromaknowledgeofthemysteries，fromoneorotherofthesereasonstheyhaveexpressedthemselveswithausefulandwholesomeobscurity。TheyhaveindeedexpressedthemselvesinsuchawaythatthosewhoinafteragesunderstoodandexplainedthemarighthaveintheChurchofGodobtainedanesteem，notindeedequaltothatwithwhichtheyarethemselvesregarded，butcomingnexttoit。Theexpositorsofthesewriters，then，oughtnottoexpressthemselvesinthesameway，asifputtingforwardtheirexpositionsasofthesameauthority；buttheyoughtinalltheirdeliverancestomakeittheirfirstandchiefaimtobeunderstood，usingasfaraspossiblesuchclearnessofspeechthateitherhewillbeverydullwhodoesnotunderstandthem，orthatifwhattheysayshouldnotbeveryeasilyorquicklyunderstood，thereasonwilllienotintheirmannerofexpression，butinthedifficultyandsubtiltyofthemattertheyaretryingtoexplain。

CHAP。9。——HOW，ANDWITHWHOM，DIFFICULTPASSAGESARETOBEDISCUSSED。

23。Fortherearesomepassageswhicharenotunderstoodintheirproperforce，orareunderstoodwithgreatdifficulty，atwhateverlength，howeverclearly，orwithwhatevereloquencethespeakermayexpoundthem；andtheseshouldneverbebroughtbeforethepeopleatall，oronlyonrareoccasionswhenthereissomeurgentreason。Inbooks，however，whicharewritteninsuchastylethat，ifunderstood，they，sotospeak，drawtheirownreaders，andifnotunderstood，givenotroubletothosewhodonotcaretoreadthemandinprivateconversations，wemustnotshrinkfromthedutyofbringingthetruthwhichweourselveshavereachedwithinthecomprehensionofothers，howeverdifficultitmaybetounderstandit，andwhateverlaborinthewayofargumentitmaycostus。Onlytwoconditionsaretobeinsistedupon，thatourhearerorcompanionshouldhaveanearnestdesiretolearnthetruth，andshouldhavecapacityofmindtoreceiveitinwhateverformitmaybecommunicated，theteachernotbeingsoanxiousabouttheeloquenceasabouttheclearnessofhisteaching。

CHAP。10。——THENECESSITYFORPERSPICUITY

OFSTYLE。

24。Nowastrongdesireforclearnesssometimesleadstoneglectofthemorepolishedformsofspeech，andindifferenceaboutwhatsoundswell，comparedwithwhatdearlyexpressesandconveysthemeaningintended。Whenceacertainauthor，whendealingwithspeechofthiskind，saysthatthereisinit"akindofcarefulnegligence。"（1）Yetwhiletakingawayornament，itdoesnotbringinvulgarityofspeech；thoughgoodteachershave，oroughttohave，sogreatananxietyaboutteachingthattheywillemployawordwhichcannotbemadepureLatinwithoutbecomingobscureorambiguous，butwhichwhenusedaccordingtothevulgaridiomisneitherambiguousnorobscure）notinthewaythelearned，butratherinthewaytheunlearnedemployit。Forifourtranslatorsdidnotshrinkfromsaying，"Noncongregaboconventiculaeorumdesanguinibus，"（2）becausetheyfeltthatitwasimportantforthesensetoputawordhereinthepluralwhichinLatinisonlyusedinthesingular；whyshouldateacherofgodlinesswhoisaddressinganunlearnedaudienceshrinkfromusingassureinsteadofos，ifhefearthatthelattermightbetakennotasthesingularofossa，butasthesingularofora，seeingthatAfricanearshavenoquickperceptionoftheshortnessorlengthofvowels？Andwhatadvantageisthereinpurityofspeechwhichdoesnotleadtounderstandinginthehearer，seeingthatthereisnouseatallinspeaking，iftheydonotunderstandusforwhosesakewespeak？He，therefore，whoteacheswillavoidallwordsthatdonotteach；andifinsteadofthemhecanfindwordswhichareatoncepureandintelligible，hewilltakethesebypreference；if，however，hecannot，eitherbecausetherearenosuchwords，orbecausetheydonotatthetimeoccurtohim，hewillusewordsthatarenotquitepure，ifonlythesubstanceofhisthoughtbeconveyedandapprehendedinitsintegrity。

25。Andthismustbeinsistedonasnecessarytoourbeingunderstood，notonlyinconversations，whetherwithonepersonorwithseveral，butmuchmoreinthecaseofaspeechdeliveredinpublic：

forinconversationanyonehasthepowerofaskingaquestion；butwhenallaresilentthatonemaybeheard，andallfacesareturnedattentivelyuponhim，itisneithercustomarynordecorousforapersontoaskaquestionaboutwhathedoesnotunderstand；

andonthisaccountthespeakeroughttobeespeciallycarefultogiveassistancetothosewhocannotaskit。Nowacrowdanxiousforinstructiongenerallyshowsbyitsmovementsifitunderstandswhatissaid；anduntilsomeindicationofthissortbegiven，thesubjectdiscussedoughttobeturnedoverandover，andputineveryshapeandformandvarietyofexpression，athingwhichcannotbedonebymenwhoarerepeatingwordspreparedbeforehandandcommittedtomemory。Assoon，however，asthespeakerhasascertainedthatwhathesaysisunderstood，heoughteithertobringhisaddresstoaclose，orpassontoanotherpoint。Forifamangivespleasurewhenhethrowslightuponpointsonwhichpeoplewishforinstruction，hebecomeswearisomewhenhedwellsatlengthuponthingsthatarealreadywellknown，especiallywhenmen’sexpectationwasfixedonhavingthedifficultiesofthepassageremoved。Foreventhingsthatareverywellknownaretoldforthesakeofthepleasuretheygive，iftheattentionbedirectednottothethingsthemselves，buttothewayinwhichtheyaretold。Nay，evenwhenthestyleitselfisalreadywellknown，ifitbepleasingtothehearers，itisalmostamatterofindifferencewhetherhewhospeaksbeaspeakerorareader。

Forthingsthataregracefullywrittenareoftennotonlyreadwithdelightbythosewhoaremakingtheirfirstacquaintancewiththem，butre-readwithdelightbythosewhohavealreadymadeacquaintancewiththem，andhavenotyetforgottenthem；nay，boththeseclasseswillderivepleasureevenfromhearinganothermanrepeatthem。Andifamanhasforgottenanything，whenheisremindedofitheistaught。ButIamnotnowtreatingofthemodeofgivingpleasure。Iamspeakingofthemodeinwhichmenwhodesiretolearnoughttobetaught。Andthebestmodeisthatwhichsecuresthathewhohearsshallhearthetruth，andthatwhathehearsheshallunderstand。AndwhenthisJointhasbeenreached，nofurtherlaborneedbespentonthetruthitself，asifitrequiredfurtherexplanation；butperhapssometroublemaybetakentoenforceitsoastobringithometotheheart。Ifitappearrighttodothis，itoughttobedonesomoderatelyasnottotoadtowearinessandimpatience。

CHAP。11——THECHRISTIANTEACHERMUSTSPEAKCLEARLY，BUTNOTINELEGANTLY。

26。Forteaching，ofcourse，trueeloquenceconsists，notinmakingpeoplelikewhattheydisliked，norinmakingthemdowhattheyshrankfrom，butinmakingclearwhatwasobscure；yetifthisbedonewithoutgraceofstyle，thebenefitdoesnotextendbeyondthefeweagerstudentswhoareanxioustoknowwhateveristobelearnt，howeverrudeandunpolishedtheforminwhichitisput；andwho，whentheyhavesucceededintheirobject，findtheplaintruthpleasantfoodenough。Anditisoneofthedistinctivefeaturesofgoodintellectsnottolovewords，butthetruthinwords。Forofwhatserviceisagoldenkey，ifitcannotopenwhatwewantittoopen？Orwhatobjectionistheretoawoodenoneifitcan，seeingthattoopenwhatisshutisallwewant？Butasthereisacertainanalogybetweenlearningandeating，theveryfoodwithoutwhichitisimpossibletolivemustbeflavoredtomeetthetastesofthemajority。

CHAP。12。——THEAIMOFTHEORATOR，ACCORDINGTOCICERO，ISTOTEACH，TODELIGHT，AND

TOMOVE。OFTHESE，TEACHINGISTHEMOSTESSENTIAL。

27。Accordinglyagreatoratorhastrulysaidthat"aneloquentmanmustspeaksoastoteach，todelight，andtopersuade。"

Thenheadds："Toteachisanecessity，todelightisabeauty，topersuadeisatriumph。"（2）Nowofthesethree，theonefirstmentioned，theteaching，whichisamatterofnecessity，dependsonwhatwesay；theothertwoonthewaywesayit。He，then，whospeakswiththepurposeofteachingshouldnotsupposethathehassaidwhathehastosayaslongasheisnotunderstood；foralthoughwhathehassaidbeintelligibletohimselfitisnotsaidatalltothemanwhodoesnotunderstandit。If，however，heisunderstood，hehassaidhissay，whatevermayhavebeenhismannerofsayingit。Butifhewishestodelightorpersuadehisheareraswell，hewillnotaccomplishthatendbyputtinghisthoughtinanyshapenomatterwhat，butforthatpurposethestyleofspeakingisamatterofimportance。Andasthehearermustbepleasedinordertosecurehisattention，sohemustbepersuadedinordertomovehimtoaction。Andasheispleasedifyouspeakwithsweetnessandelegance，soheispersuadedifhebedrawnbyyourpromises，andawedbyyourthreats；

ifherejectwhatyoucondemn，andembracewhatyoucommend；ifhegrievewhenyouheapupobjectsforgrief，andrejoicewhenyoupointoutanobjectforjoy；ifhepitythosewhomyoupresenttohimasobjectsofpity，andshrinkfromthosewhomyousetbeforehimasmentobefearedandshunned。

Ineednotgooveralltheotherthingsthatcanbedonebypowerfuleloquencetomovethemindsofthehearers，nottellingthemwhattheyoughttodo，buturgingthemtodowhattheyalreadyknowoughttobedone。

28。If，however，theydonotyetknowthis，theymustofcoursebeinstructedbeforetheycanbemoved。Andperhapsthemereknowledgeoftheirdutywillhavesuchaneffectthattherewillbenoneedtomovethemwithgreaterstrengthofeloquence。Yetwhenthisisneedful，itoughttobedone。Anditisneedfulwhenpeople，knowingwhattheyoughttodo，doitnot。Therefore，toteachisanecessity。Forwhatmenknow，itisintheirownhandseithertodoornottoIdo。Butwhowouldsaythatitistheirdutytodowhattheydonotknow？Onthesameprinciple，topersuadeisnotanecessity：foritisnotalwayscalledfor；as，forexample，whentheheareryieldshisassenttoonewhosimplyteachesorgivespleasure。Forthisreasonalsotopersuadeisatriumph，becauseitispossiblethatamanmaybetaughtanddelighted，andyetnotgivehisconsent。Andwhatwillbetheuseofgainingthefirsttwoendsifwefailinthethird？Neitherisitanecessitytogivepleasure；forwhen，inthecourseofanaddress，thetruthisclearlypointedout（andthisisthetruefunctionofteaching），itisnotthefact，norisittheintention，thatthestyleofspeechshouldmakethetruthpleasing，orthatthestyleshouldofitselfgivepleasure；butthetruthitself，whenexhibitedinitsnakedsimplicity，givespleasure，becauseitisthetruth。Andhenceevenfalsitiesarefrequentlyasourceofpleasurewhentheyarebroughttolightandexposed。Itisnot，ofcourse，theirfalsitythatgivespleasure；butasitistruethattheyarefalse，thespeechwhichshowsthistobetruegivespleasure。

CHAP。13。——THEHEARERMUSTBEMOVEDAS

WELLASINSTRUCTED。

29。Butforthesakeofthosewhoaresofastidiousthattheydonotcarefortruthunlessitisputintheformofapleasingdiscourse，nosmallplacehasbeenassignedineloquencetotheartofpleasing。Andyeteventhisisnotenoughforthosestubborn-mindedmenwhobothunderstandandarepleasedwiththeteacher’sdiscourse，withoutderivinganyprofitfromit。

Forwhatdoesitprofitamanthathebothconfessesthetruthandpraisestheeloquence，ifhedoesnotyieldhisconsent，whenitisonlyforthesakeofsecuringhisconsentthatthespeakerinurgingthetruthgivescarefulattentiontowhathesays？Ifthetruthstaughtaresuchthattobelieveortoknowthemisenough，togiveone’sassentimpliesnothingmorethantoconfessthattheyaretrue。When，however，thetruthtaughtisonethatmustbecarriedintopractice，andthatistaughtfortheverypurposeofbeingpractised，itisuselesstobepersuadedofthetruthofwhatissaid，itisuselesstobepleasedwiththemannerinwhichitissaid，ifitbenotsolearntastobepractised。Theeloquentdivine，then，whenheisurgingapracticaltruth，mustnotonlyteachsoastogiveinstruction，andpleasesoastokeepuptheattention，buthemustalsoswaythemindsoastosubduethewill。Forifamanbenotmovedbytheforceoftruth，thoughitisdemonstratedtohisownconfession，andclothedinbeautyofstyle，nothingremainsbuttosubduehimbythepowerofeloquence。

CHAP。14。——BEAUTYOFDICTIONTOBEINKEEPINGWITHTHEMATTER。

30。Andsomuchlaborhasbeenspentbymenonthebeautyofexpressionherespokenof，thatnotonlyisitnotourdutytodo，butitisourdutytoshunandabhor，manyandheinousdeedsofwickednessandbasenesswhichwickedandbasemenhavewithgreateloquencerecommended，notwithaviewtogainingassent，butmerelyforthesakeofbeingreadwithpleasure。ButmayGodavertfromHisChurchwhattheprophetJeremiahsaysofthesynagogueoftheJews："Awonderfulandhorriblethingiscommittedintheland：theprophetsprophesyfalsely，andthepriestsapplaudthemwiththeirhands；（1）andmypeoplelovetohaveitso：andwhatwillyedointheendthereof？"（2）

Oeloquence，whichisthemoreterriblefromitspurity，andthemorecrushingfromitssolidity！Assuredlyitis"ahammerthatbreakeththerockinpieces。"FortothisGodHimselfhasbythesameprophetcomparedHisownwordspokenthroughHisholyprophets。（3）

Godforbid，then，Godforbidthatwithusthepriestshouldapplaudthefalseprophet，andthatGod’speopleshouldlovetohaveandso。Godforbid，Isay，thatwithusthereshouldbesuchterriblemadness！Forwhatshallwedointheendthereof？Andassuredlyitispreferable，eventhoughwhatissaidshouldbelessintelligible，lesspleasing，andlesspersuasive，thattruthbespoken，andthatwhatisjust，notwhatisiniquitous，belistenedtowithpleasure。Butthis，ofcourse，cannotbe，unlesswhatistrueandjustbeexpressedwithelegance。

31。Inaseriousassembly，moreover，suchasisspokenofwhenitissaid，"IwillpraiseTheeamongmuchpeople，"（4）nopleasureisderivedfromthatspeciesofeloquencewhichindeedsaysnothingthatisfalse，butwhichburiessmallandunimportanttruthsunderafrothymassofornamentalwords，suchaswouldnotbegracefulordignifiedevenifusedtoadorngreatandfundamentaltruths。AndsomethingofthissortoccursinaletteroftheblessedCyprian，which，Ithink，cametherebyaccident，orelsewasinserteddesignedlywiththisview，thatposteritymightseehowthewholesomedisciplineofChristianteachinghadcuredhimofthatredundancyoflanguage，andconfinedhimtoamoredignifiedandmodestformofeloquence，suchaswefindinhissubsequentletters，astylewhichisadmiredwithouteffort，issoughtafterwitheagerness，butisnotattainedwithoutgreatdifficulty。Hesays，then，inoneplace，"Letusseekthisabode：theneighboringsolitudesaffordaretreatwhere，whilstthespreadingshootsofthevinetrees，pendulousandintertwined，creepamongstthesupportingreeds，theleafycoveringhasmadeaporticoofvine。"（5）Thereiswonderfulfluencyandexuberanceoflanguagehere；butitistoofloridtobepleasingtoseriousminds。Butpeoplewhoarefondofthisstyleareapttothinkthatmenwhodonotuseit，butemployamorechastenedstyle，dosobecausetheycannotattaintheformer，notbecausetheirjudgmentteachesthemtoavoidit。Whereforethisholymanshowsboththathecanspeakinthatstyle，forhehasdonesoonce，andthathedoesnotchoose，forheneverusesitagain。

CHAP。15。——THECHRISTIANTEACHERSHOULD

PRAYBEFOREPREACHING。

32。AndsoourChristianorator，whilehesayswhatisjust，andholy，andgood（andheoughtnevertosayanythingelse），doesallhecantobeheardwithintelligence，withpleasure，andwithobedience；

andheneedandsofarashesucceeds，hewillsucceedmorebypietyinprayerthanbygiftsoforatory；andsoheoughttoprayforhimself，andforthoseheisabouttoaddress，beforeheattemptstospeak。Andwhenthehouriscomethathemustspeak，heought，beforeheopenshismouth，toliftuphisthirstysoultoGod，todrinkinwhatheisabouttopourforth，andtobehimselffilledwithwhatheisabouttodistribute。For，asinregardtoeverymatteroffaithandlovetherearemanythingsthatmaybesaid，andmanywaysofsayingthem，whoknowswhatitisexpedientatagivenmomentforustosay，ortobeheardsaying，exceptGodwhoknowstheheartsofall？Andwhocanmakeussaywhatweought，andinthewayweought，exceptHiminwhosehandbothweandourspeechesare？Accordingly，hewhoisanxiousbothtoknowandtoteachshouldlearnallthatistobetaught，andacquiresuchafacultyofspeechasissuitableforadivine。Butwhenthehourforspeecharrives，lethimreflectuponthatsayingofourLord’sasbettersuitedtothewantsofapiousmind"Takenothoughthoworwhatyeshallspeak；foritshallbegivenyouinthatsamehourwhatyeshallspeak。Foritisnotyethatspeak，buttheSpiritofyourFatherwhichspeakethinyou。"（1）TheHolySpirit，then，speaksthusinthosewhoforChrist’ssakearedeliveredtothepersecutors；whynotalsointhosewhodeliverChrist’smessagetothosewhoarewiltingtolearn？

CHAP。16。——HUMANDIRECTIONSNOTTOBEDESPISED，THOUGHGODMAKESTHE

TRUE

TEACHER。

33。Nowifanyonesaysthatweneednotdirectmenhoworwhattheyshouldteach，sincetheHolySpiritmakesthemteachers，hemayaswellsaythatweneednotpray，sinceourLordsays，"YourFatherknowethwhatthingsyehaveneedofbeforeyeaskHim；"（2）orthattheApostlePaulshouldnothavegivendirectionstoTimothyandTitusastohoworwhattheyshouldteachothers。AndthesethreeapostolicepistlesoughttobeconstantlybeforetheeyesofeveryonewhohasobtainedthepositionofateacherintheChurch。IntheFirstEpistletoTimothydowenotread："Thesethingscommandandteach？"（3）

Whatthesethingsare，hasbeentoldpreviously。Dowenotreadthere：

"Rebukenotanelder，butentreathimasafather？"（4）IsitnotsaidintheSecondEpistle："Holdfasttheformofsoundwords，whichthouhastheardofme？"（5）Andishenotbeashamed，rightlydividingthewordoftruth？"（6）Andinthesameplace：

"Preachtheword；beinstantinseason，outofseason；

reprove，rebuke，exhort，withalllong-sufferinganddoctrine。"（7）

AndsointheEpistletoTitus，doeshenotsaythatabishopoughtto"holdfastthefaithfulwordashehathbeentaught，thathemaybeablebysounddoctrinebothtoexhortandtoconvincethegainsayers？"（8）There，too，hesays："Butspeakthouthethingswhichbecomesounddoctrine：thattheagedmenbesober，"andsoon。（9）Andthere，too："Thesethingsspeak，andexhort，andrebukewithallauthority。Letnomandespisethee。Puttheminmindtobesubjecttoprincipalitiesandpowers"（10）

andsoon。Whatthenarewetothink？Doestheapostleinanywaycontradicthimself，when，thoughhesaysthatmenaremadeteachersbytheoperationoftheHolySpirit，heyethimselfgivesthemdirectionshowandwhattheyshouldteach？Orarewetounderstand，thatthoughthedutyofmentoteacheventheteachersdoesnotceasewhentheHolySpiritisgiven，yetthatneitherishewhoplantethanything，norhewhowatereth，butGodwhogiveththeincrease？（11）Whereforethoughholymenbeourhelpers，orevenholyangelsassistus，noonelearnsarightthethingsthatpertaintolifewithGod，untilGodmakeshimreadytolearnfromHimself，thatGodwhoisthusaddressedinthepsalm："TeachmetodoThywill；forThouartmyGod。"（12）