principles of legislation and government which they often illustrated,
but pointed out the skill and art of the orator--how everything
important to his purpose was said at the exact moment when he had
brought the minds of his audience into the state most fitted to
receive it; how he made steal into their minds, gradually and by
insinuation, thoughts which, if expressed in a more direct manner,
would have roused their opposition. Most of these reflections were
beyond my capacity of full comprehension at the time; but they left
seed behind, which germinated in due season. At this time I also read
the whole of Tacitus, Juvenal, and Quintilian. The latter, owing to
his obscure style and to the scholastic details of which many parts
of his treatise are made up, is little read, and seldom sufficiently
appreciated. His book is a kind of encyclopaedia of the thoughts of
the ancients on the whole field of education and culture; and I have
retained through life many valuable ideas which I can distinctly trace
to my reading of him, even at that early age. It was at this period
that I read, for the first time, some of the most important dialogues
of Plato, in particular the _Gorgias_, the _Protagoras_, and the
_Republic_. There is no author to whom my father thought himself more
indebted for his own mental culture, than Plato, or whom he more
frequently recommended to young students. I can bear similar testimony
in regard to myself. The Socratic method, of which the Platonic
dialogues are the chief example, is unsurpassed as a discipline for
correcting the errors, and clearing up the confusions incident to the
_intellectus sibi permissus_, the understanding which has made up all
its bundles of associations under the guidance of popular phraseology.
The close, searching _elenchus_ by which the man of vague generalities
is constrained either to express his meaning to himself in definite
terms, or to confess that he does not know what he is talking about;
the perpetual testing of all general statements by particular instances;