The worst form of politeness, as it has come to be called, is that of mutual and indiscriminate applause, a practice which is unseemly, theatrical and unworthy of a decently disciplined school, in addition to being the worst foe to genuine study. For if every effusion is greeted with a storm of ready-made applause, care and industry come to be regarded as superfluous.

The audience no less than the speaker should therefore keep their eyes fixed on their teacher's face, since thus they will learn to distinguish between what is praiseworthy and what is not: for just as writing gives facility, so listening begets the critical faculty.

But in the schools of to-day we see boys stooping forward ready to spring to their feet: at the close of each period they not merely rise, but rush forward with shouts of unseemly enthusiasm. Such compliments are mutual and the success of a declamation consists in this kind of applause. The result is vanity and empty self-sufficiency, carried to such an extent that, intoxicated by the wild enthusiasm of their fellow-pupils, they conceive a spite against their master, if his praise does not come up to their expectation.

But teachers must also insist on receiving an attentive and quiet hearing from the class when they themselves declaim. For the master should not speak to suit his pupil's standard, but they should speak to suit his. Further he should, if possible, keep his eyes open to note the points which each boy praises and observe the manner in which he expresses his approval, and should rejoice that his words give pleasure not only for his own sake, but for that of those who show sound judgment in their appreciation.

I do not approve of boys sitting mixed with young men. For even if the teacher be such an one as we should desire to see in charge of the morals and studies of the young, and can keep his youthful pupils under proper control, it is none the less desirable to keep the weaker members separate from the more mature, and to avoid not only the actual charge of corruption but the merest suspicion of it.

I have thought it worth while to put my views on this subject quite briefly. For I do not think it necessary even to warn the teacher that both he and his school must be free from the grosser vices. And should there be any father who does not trouble to choose a teacher for his son who is free from the obvious taint of immorality, he may rest assured that all the other precepts, which I am attempting to lay down for the benefit of our youth, will be absolutely useless to him, if he neglects this.

III. I do not think that I should pass by in silence even the opinion of those who, even when they regard boys as ripe for the rhetorician, still do not think that they should at once be placed under the most eminent teacher available, but prefer to keep them for a while under inferior masters, on the ground that in the elementary stages a mediocre instructor is easier to understand and to imitate, and less reluctant to undertake the tiresome task of teaching the rudiments as being beneath his notice.

I do not think that I need waste much time in pointing out how much better it is to absorb the best possible principles, or how hard it is to get rid of faults which have once become engrained; for it places a double burden on the shoulders of the later teacher and the preliminary task of unteaching is harder than that of teaching.

It is for this reason that the famous piper Timotheus is said to have demanded from those who had previously been under another master a fee double the amount which he charged for those who came to him untaught. The mistake to which I am referring is, however, twofold. First they regard these inferior teachers as adequate for the time being and are content with their instruction because they have a stomach that will swallow anything:

this indifference, though blameworthy in itself, would yet be tolerable, if the teaching provided by these persons were merely less in quantity and not inferior in quality as well. Secondly, and this is a still commoner delusion, they think that those who are blest with greater gifts of speaking will not condescend to the more elementary details, and that consequently they sometimes disdain to give attention to such inferior subjects of study and sometimes are incapable of so doing.

For my part I regard the teacher who is unwilling to attend to such details as being unworthy of the name of teacher: and as for the question of capacity, I maintain that it is the most capable man who, given the will, is able to do this with most efficiency. For in the first place it is a reasonable inference that a man blest with abnormal powers of eloquence will have made careful note of the various steps by which eloquence is attained, and in the second place the reasoning faculty,

which is specially developed in learned men, is all-important in teaching, while finally no one is eminent in the greater things of his art if he be lacking in the lesser. Unless indeed we are asked to believe that while Phidias modelled his Jupiter to perfection, the decorative details of the statue would have been better executed by another artist, or that an orator does not know how to speak, or a distinguished physician is incapable of treating minor ailments.

Yes it may be answered but surely you do not deny that there is a type of eloquence that is too great to be comprehended by undeveloped boys? Of course there is. But this eloquent teacher whom they fling in my face must be a sensible man with a good knowledge of teaching and must be prepared to stoop to his pupil's level, just as a rapid walker, if walking with a small child, will give him his hand and lessen his own speed and avoid advancing at a pace beyond the powers of his little companion.

Again it frequently happens that the more learned the teacher, the more lucid and intelligible is his instruction. For clearness is the first virtue of eloquence, and the less talented a man is, the more he will strive to exalt and dilate himself, just as short men tend to walk on tip-toe and weak men to use threats.

As for those whose style is inflated or vicious, and whose language reveals a passion for high-sounding words or labours under any other form of affectation, in my opinion they suffer not from excess of strength but of weakness, like bodies swollen not with the plumpness of health but with disease, or like men who weary of the direct road betake them to bypaths. Consequently the worse a teacher is, the harder he will be to understand.

I have not forgotten that I stated in the preceding book, when I urged that school was preferable to home education, that pupils at the commencement of their studies, when progress is as yet but in the bud, are more disposed to imitate their schoolfellows than their masters, since such imitation comes more easily to them. Some of my readers may think that the view which I am now maintaining is inconsistent with my previous statement.

But I am far from being inconsistent: for my previous assertion affords the strongest reason for selecting the very best teachers for our boys; since pupils of a first rate master, having received a better training, will when they speak say something that may be worthy of imitation, while if they commit some mistake, they will be promptly corrected. But the incompetent teacher on the other hand is quite likely to give his approval to faulty work and by the judgment which he expresses to force approval on the audience.

The teacher should therefore be as distinguished for his eloquence as for his good character, and like Phoenix in the Iliad be able to teach his pupil both how to behave and how to speak.

I shall now proceed to indicate what I think should be the first subjects in which the rhetorician should give instruction, and shall postpone for a time our consideration of the art of rhetoric in the narrow sense in which that term is popularly used. For in my opinion it is most desirable that we should commence with something resembling the subjects already acquired under the teacher of literature.

Now there are three forms of narrative, without counting the type used in actual legal cases. First there is the fictitious narrative as we get it in tragedies and poems, which is not merely not true but has little resemblance to truth. With special reference to the element of the miraculous. Ovid's Metamorphoses would give a good example. Secondly, there is the realistic narrative as presented by comedies, which, though not true, has yet a certain verisimilitude. Thirdly there is the historical narrative, which is an exposition of actual fact. Poetic narratives are the property of the teacher of literature. The rhetorician therefore should begin with the historical narrative, whose force is in proportion to its truth.