<GetPassage xmlns:tei="http://www.tei-c.org/ns/1.0" xmlns="http://chs.harvard.edu/xmlns/cts">
            <request>
                <requestName>GetPassage</requestName>
                <requestUrn>urn:cts:latinLit:phi1002.phi001.perseus-eng2:3.8.62-3.8.70</requestUrn>
            </request>
            <reply>
                <urn>urn:cts:latinLit:phi1002.phi001.perseus-eng2:3.8.62-3.8.70</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="3" type="textpart" subtype="book"><div n="8" type="textpart" subtype="section"><div n="62" type="textpart" subtype="section"><p> In actual deliberations the case is different, and consequently
                            Theophrastus laid it down that in the <hi rend="italic">deliberative</hi> class of oratory the language should as far as
                            possible be free from all affectation: in stating this view he followed
                            the authority of his instructor, although as a rule he is not afraid to
                            differ from him. For Aristotle <note anchored="true" place="unspecified"><hi rend="italic">Rhet.</hi> iii. 12. </note>
                     </p></div><div n="63" type="textpart" subtype="section"><p> held that the <hi rend="italic">demonstrative</hi> type of oratory was
                            the best suited for writing and that the next best was <hi rend="italic">forensic</hi> oratory: his reason for this view was that the first
                            type is entirely concerned with display, while the second requires art,
                            which will even be employed to deceive the audience, if expedience
                            should so demand, whereas advice requires only truth and prudence. </p></div><div n="64" type="textpart" subtype="section"><p> I agree with this view as regards <hi rend="italic">demonstrative</hi>
                            oratory (in fact all writers are agreed on this point), but as regards
                                <hi rend="italic">forensic</hi> and <hi rend="italic">deliberative</hi> themes I think that the style must be suited to
                            the requirements of the subject which has to be treated. </p></div><div n="65" type="textpart" subtype="section"><p> For I notice that the <hi rend="italic">Philippics</hi> of Demosthenes
                            are pre-eminent for the same merits as his forensic speeches, and that
                            the opinions expressed by Cicero before the senate or the people are as
                            remarkable for the splendour of their eloquence as the speeches which he
                            delivered in accusing or defending persons before the courts. And yet
                            Cicero <note anchored="true" place="unspecified"><hi rend="italic">Part.
                                    or.</hi> xxvii. 97. </note> says of <hi rend="italic">deliberative</hi> oratory that the whole speech should be simple
                            and dignified, and should derive its ornament rather from the sentiments
                            expressed than the actual words. </p></div><div n="66" type="textpart" subtype="section"><p> As regards the use of examples practically all authorities are with good
                            reason agreed that there is no subject to which they are better suited,
                            since as a <pb n="v1-3 p.513"/> rule history seems to repeat itself and
                            the experience of the past is a valuable support to reason. </p></div><div n="67" type="textpart" subtype="section"><p> Brevity and copiousness are determined not so much by the nature as by
                            the compass of the subject. For, just as in <hi rend="italic">deliberations</hi> the question is generally less complicated, so
                            in <hi rend="italic">forensic</hi> cases it is often of less importance.
                            Anyone who is content to read not merely speeches, but history as well,
                            in preference to growing grey over the notebooks of the rhetoricians,
                            will realise the truth of what I say: for in the historians the speeches
                            delivered to the people and the opinions expressed in the senate often
                            provide examples of advice and dissuasion. </p></div><div n="68" type="textpart" subtype="section"><p> he will find an avoidance of abrupt openings in <hi rend="italic">deliberatire</hi> speeches and will note that the <hi rend="italic">forensic</hi> style is often the more impetuous of the two, while
                            in both cases the words are suited to the matter and <hi rend="italic">forensic</hi> speeches are often shorter than <hi rend="italic">deliberative.</hi>
                     </p></div><div n="69" type="textpart" subtype="section"><p> Nor will he find in them those faults into which some of our declaimers
                            fall, namely a coarse abuse of those who hold opposite opinions and a
                            general tendency to speak in such a way as to make it seem that the
                            speaker's views are in opposition to those of the persons who ask his
                            advice. Consequently their aim seems to be invective rather than
                            persuasion. </p></div><div n="70" type="textpart" subtype="section"><p> I would have my younger readers realise that these words are penned for
                            their special benefit that they may not desire to adopt a different
                            style in their exercises from that in which they will be required to
                            speak, and may not be hampered by having to unlearn what they have
                            acquired. For the rest if they are ever summoned to take part in the
                            counsels of their friends, or to speak their opinions in the senate, or
                            advise the emperor on some point on which he <pb n="v1-3 p.515"/> may
                            consult them, they will learn from practice what they cannot perhaps put
                            to the credit of the schools. </p></div></div></div></div></body></text></TEI>
                </passage>
            </reply>
            </GetPassage>