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）