<GetPassage xmlns:tei="http://www.tei-c.org/ns/1.0" xmlns="http://chs.harvard.edu/xmlns/cts">
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                <requestUrn>urn:cts:latinLit:phi1002.phi001.perseus-eng2:1.10.32-1.10.40</requestUrn>
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                <urn>urn:cts:latinLit:phi1002.phi001.perseus-eng2:1.10.32-1.10.40</urn>
                <passage>
                    <TEI xmlns="http://www.tei-c.org/ns/1.0"><text xml:lang="eng"><body><div n="urn:cts:latinLit:phi1002.phi001.perseus-eng2" type="translation" xml:lang="eng"><div n="1" type="textpart" subtype="book"><div n="10" type="textpart" subtype="chapter"><div n="32" type="textpart" subtype="section"><p> We are told that Pythagoras on one occasion, when some young men were
                            led astray by their passions to commit an outrage on a respectable
                            family, calmed them by ordering the piper to change her strain to a
                            spondaic measure, while Chrysippus selects a special tune to be used by
                            nurses to entice their little charges to sleep. </p></div><div n="33" type="textpart" subtype="section"><p> Further I may point out that among the fictitious themes employed in
                            declamation is one, doing no little credit to its author's learning, in
                            which it is supposed that a piper is accused of manslaughter because he
                            had played a tune in the Phrygian mode as an accompaniment to a
                            sacrifice, with the result that the person officiating went mad and
                            flung himself over a precipice. If an orator is expected to declaim on
                            such a theme as this, which cannot possibly be handled without some
                            knowledge <pb n="v1-3 p.177"/> of music, how can my critics for all
                            their prejudice fail to agree that music is a necessary element in the
                            education of an orator? </p></div><div n="34" type="textpart" subtype="section"><p> As regards geometry, <note anchored="true" place="unspecified">Geometry
                                here includes all mathematics.</note> it is granted that portions of
                            this science are of value for the instruction of children: for
                            admittedly it exercises their minds, sharpens their wits and generates
                            quickness of perception. But it is considered that the value of geometry
                            resides in the process of learning, and not as with other sciences in
                            the knowledge thus acquired. Such is the general opinion. </p></div><div n="35" type="textpart" subtype="section"><p> But it is not without good reason that some of the greatest men have
                            devoted special attention to this science. Geometry has two divisions;
                            one is concerned with numbers, the other with figures. Now knowledge of
                            the former is a necessity not merely to the orator, but to any one who
                            has had even an elementary education. Such knowledge is frequently
                            required in actual cases, in which a speaker is regarded as deficient in
                            education, I will not say if he hesitates in making a calculation, but
                            even if he contradicts the calculation which he states in words by
                            making an uncertain or inappropriate gesture with his fingers. <note anchored="true" place="unspecified"> There was a separate symbol for
                                each number, depending on the hand used and the position of the
                                fingers. See <hi rend="italic">Class. Review,</hi> 1911, p. 72
                            </note> Again linear geometry is frequently required in cases, as in
                            lawsuits about boundaries and measurements. </p></div><div n="36" type="textpart" subtype="section"><p> But geometry and oratory are related in a yet more important way than
                            this. </p></div><div n="37" type="textpart" subtype="section"><p> In the first place logical development is one of the necessities of
                            geometry. And is it not equally a necessity for oratory? Geometry
                            arrives at its conclusions from definite premises, and by arguing from
                            what is certain proves what was previously uncertain. Is not this just
                            what we do in speaking? Again are not the problems of geometry almost
                            entirely solved by the <pb n="v1-3 p.179"/> syllogistic method, a fact
                            which makes the majority assert that geometry bears a closer resemblance
                            to logic than to rhetoric? But even the orator will sometimes, though
                            rarely, prove his point by formal logic. </p></div><div n="38" type="textpart" subtype="section"><p> For, if necessary, he will use the syllogism, and he will certainly make
                            use of the enthymeme which is a rhetorical form of syllogism. <note anchored="true" place="unspecified"> See v. xiv. I for an example
                                from the <hi rend="italic">Pro Ligario.</hi>
                           <quote> The cause was
                                    then doubtful, as there were arguments on both sides. Now,
                                    however, we must regard that cause as the better, to which the
                                    gods have given their approval. </quote>
                        </note> Further the most
                            absolute form of proof is that which is generally known as linear
                            demonstration. And what is the aim of oratory if not proof? </p></div><div n="39" type="textpart" subtype="section"><p> Again oratory sometimes detects falsehoods closely resembling the truth
                            by the use of geometrical methods. An example of this may be found in
                            connexion with numbers in the so-called pseudographs, a favourite
                            amusement in our boyhood. <note anchored="true" place="unspecified">It
                                is not known to what Quintilian refers.</note> But there are more
                            important points to be considered. Who is there who would not accept the
                            following proposition? <quote> When the lines bounding two figures are
                                equal in length, the areas contained within those lines are equal.
                            </quote> But this is false, for everything depends on the shape of the
                            figure formed by these lines, </p></div><div n="40" type="textpart" subtype="section"><p> and historians have been taken to task by geometricians for believing
                            the time taken to circumnavigate an island to be a sufficient indication
                            of its size. For the space enclosed is in proportion to the perfection
                            of the figure. </p></div></div></div></div></body></text></TEI>
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