Institutio Oratoria
Quintilian
Quintilian. Institutio Oratoria, Volume 1-4. Butler, Harold Edgeworth, translator. Cambridge, Mass; London: Harvard University Press, William Heinemann Ltd., 1920-1922.
I have made my remarks on this stage of education as brief as possible, making no attempt to say everything, (for the theme is infinite), but confining myself to the most necessary points. I will now proceed briefly to discuss the remaining arts in which I think boys ought to be instructed before being handed over to the teacher of rhetoric: for it
For there are other subjects of education which must be studied simultaneously with literature. These being independent studies are capable of completion without a knowledge of oratory, while on the other hand they cannot by themselves produce an orator. The question has consequently been raised as to whether they are necessary for this purpose.
What, say some, has the knowledge of the way to describe an equilateral triangle on a given straight line got to do with pleading in the law-courts or speaking in the senate? Will an acquaintance with the names and intervals of the notes of the lyre help an orator to defend a criminal or direct the policy of his country?
They will perhaps produce a long list of orators who are most effective in the courts but have never sat under a geometrician and whose understanding of music is confined to the pleasure which their ears, like those of other men, derive from it. To such critics I reply, and Cicero frequently makes the same remark in his Orator, that I am not describing any orator who actually exists or has existed, but have in my mind's eye an ideal orator, perfect down to the smallest detail.
For when the philosophers describe the ideal sage who is to be consummate in all knowledge and a very god incarnate, as they say, they would have him receive instruction not merely in the knowledge of things human and divine, but would also lead him through a course of subjects, which in themselves are comparatively trivial, as for instance the elaborate subtleties of formal logic: not that acquaintance
horn[*]( You have what you have not lost: you have not lost horns: therefore you have horns. ) or
crocodile[*]( A crocodile, having seized a woman's son, said that he would restore him, if she would tell him the truth. She replied, You will not restore him. Was it the crocodile's duty to give him up? ) problems can make a man wise, but because it is important that he should never trip even in the smallest trifles.
So too the teacher of geometry, music or other subjects which I would class with these, will not be able to create the perfect orator (who like the philosopher ought to be a wise man), but none the less these arts will assist in his perfection. I may draw a parallel from the use of antidotes and other remedies applied to the eyes or to wounds. We know that these are composed of ingredients which produce many and sometimes contrary effects, but mixed together they make a single compound resembling no one of its component parts, but deriving its peculiar properties from all: