Institutio Oratoria

Quintilian

Quintilian. Institutio Oratoria, Volume 1-4. Butler, Harold Edgeworth, translator. Cambridge, Mass; London: Harvard University Press, William Heinemann Ltd., 1920-1922.

The plea of the difficulty of the subject is put forward merely to cloak our indolence, because we do not love the work that lies before us nor seek to win eloquence for our own because it is a noble art and the fairest thing in all the world, but gird up our loins for mercenary ends and for the winning of filthy lucre.

Without such accomplishments many may speak in the courts and make an income; but it is my prayer that every dealer in the vilest merchandise may be richer than they and that the public crier may find his voice a more lucrative possession. And I trust that there is not one even among my readers who would think of calculating the monetary value of such studies.

But he that has enough of the divine spark to conceive the ideal eloquence, he who, as the great tragic poet [*](Pacuvius (Ribbeck, 177).) says, regards

oratory
as
the queen of all the world
and seeks not the transitory gains of advocacy, but those stable and lasting rewards which his own soul and knowledge and
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contemplation can give, he will easily persuade himself to spend his time not, like so many, in the theatre or in the Campus Martius, in dicing or in idle talk, to say naught of the hours that are wasted in sleep or long drawn banqueting, but in listening rather to the geometrician and the teacher of music. For by this he will win a richer harvest of delight than can ever be gathered from the pleasures of the ignorant, since among the many gifts of providence to man not the least is this that the highest pleasure is the child of virtue.

But the attractions of my theme have led me to say overmuch. Enough of those studies in which a boy must be instructed, while he is yet too young to proceed to greater things! My next book will start afresh and will pass to the consideration of the duties of the teacher of rhetoric.

v1-3 p.205

THE custom has prevailed and is daily growing commoner of sending boys to the schools of rhetoric much later than is reasonable: this is always the case as regards Latin rhetoric and occasionally applies to Greek as well. The reason for this is twofold: the rhetoricians, more especially our own, have abandoned certain of their duties and the teachers of literature have undertaken tasks which rightly belong to others.