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130 benevolent. He begins by calling up a student to be orally examined; and the catechising goes on very much in the following style:—

'"Professor.—Well, Mr. Brown, answer a few questions, if you please. What is the first proposition of the lectures?

'"Student repeats it.

'"Professor.—Quite right, Mr. Brown. And, Mr. Brown, is this quite true? '"Stud.—Yes.

'"Prof.—Quite right, Mr. Brown. At least, so I think. And, Mr. Brown, is it not absurd to hold the reverse?

'"Stud.—Yes.

'"Prof.—Yes, yes. Thank you, Mr. Brown. That will do."

'The Professor then begins his lecture. As long as he is stating and proving the propositions in his metaphysical system, his tone is simple and matter­of­fact. His great aim is to make his meaning plain, and for that purpose he often expresses an important idea in various ways, using synonyms, and sometimes reading a sentence twice. But when he comes to illustrate his thoughts, his manner changes. He lets loose his fancy, his imagination, and even his humour; and his whole soul comes into his voice. His burr, scarcely distinguishable in his ordinary speech, now becomes strong, and his whole utterance is slow, intense, and fervid. He is particularly happy in his quotations from the poets, and he has a peculiarity in reading them which increases the effect. When rolling forth a line he sometimes pauses before he comes to the end, as if to collect his strength, and then utters the last word or words with redoubled emphasis. The effect of his oquence on