Again it is scarcely necessary for me to point out that like other arts it is based on examination and practice. And if logic is an art, as is generally agreed, rhetoric must also be an art, since it differs from logic in species rather than in genus. Nor must I omit to point out that where it is possible in any given subject for one man to act without art and another with art, there must necessarily be an art in connexion with that subject, as there must also be in any subject in which the man who has received instruction is the superior of him who has not.

But as regards the practice of rhetoric, it is not merely the case that the trained speaker will get the better of the untrained. For even the trained man will prove inferior to one who has received a better training. If this were not so, there would not be so many rhetorical rules, nor would so many great men have come forward to teach them. The truth of this must be acknowledged by everyone, but more especially by us, since we concede the possession of oratory to none save the good man. i.e. since our ideals are so high.

Some arts, however, are based on examination, that is to say on the knowledge and proper appreciation of things, as for instance astronomy, which demands no action, but is content to understand the subject of its study: such arts are called theoretical. Others again are concerned with action: this is their end, which is realised in action, so that, the action once performed, nothing more remains to do: these arts we style practical, and dancing will provide us with an example.

Thirdly there are others which consist in producing a certain result and achieve their purpose in the completion of a visible task: such we style productive, and painting may be quoted as an illustration. In view of these facts we must come to the conclusion that, in the main, rhetoric is concerned with action; for in action it accomplishes that which it is its duty to do.

This view is universally accepted, although in my opinion rhetoric draws largely on the two other kinds of art. For it may on occasion be content with the mere examination of a thing. Rhetoric is still in the orator's possession even though he be silent, while if he gives up pleading either designedly or owing to circumstances over which he has no control, he does not therefore cease to be an orator, any more than a doctor ceases to be a doctor when he withdraws from practice.

Perhaps the highest of all pleasures is that which we derive from private study, and the only circumstances under which the delights of literature are unalloyed are when it withdraws from action, that is to say from toil, and can enjoy the pleasure of self-contemplation.

But in the results that the orator obtains by writing speeches or historical narratives, which we may reasonably count as part of the task of oratory, we shall recognise features resembling those of a productive art. Still, if rhetoric is to be regarded as one of these three classes of art, since it is with action that its practice is chiefly and most frequently concerned, let us call it an active or administrative art, the two terms being identical.

I quite realise that there is a further question as to whether eloquence derives most from nature or from education. This question really lies outside the scope of our inquiry, since the ideal orator must necessarily be the result of a blend of both. But I do regard it as of great importance that we should decide how far there is any real question on this point.

For if we make an absolute divorce between the two, nature will still be able to accomplish much without the aid of education, while the latter is valueless without the aid of nature. If, on the other hand, they are blended in equal proportions, I think we shall find that the average orator owes most to nature, while the perfect orator owes more to education. We may take a parallel from agriculture. A thoroughly barren soil will not be improved even by the best cultivation, while good land will yield some useful produce without any cultivation; but in the case of really rich land cultivation will do more for it than its own natural fertility.

Had Praxiteles attempted to carve a statue out of a millstone, I should have preferred a rough block of Parian marble to any such statue. On the other hand, if the same artist had produced a finished statue from such a block of Parian marble, its artistic value would owe more to his skill than to the material. To conclude, nature is the raw material for education: the one forms, the other is formed. Without material art can do nothing, material without art does possess a certain value, while the perfection of art is better than the best material.