Institutio Oratoria

A boy therefore must learn both the peculiarities and the common characteristics of letters and must know how they are related to each other. Nor must he be surprised that scabillum is formed from scamnus or that a double-edged axe should be called bipennis from pinnus,

sharp

He must not be content with knowing only those changes introduced by conjugation and prefixes, such as secat secuit, cadit excidit, caedit excīdit, calcat exculcat, to which might be added lotus from lauare and again inlotus with a thousand others. He must learn as well the changes that time has brought about even in nominatives. For just as names like Valesius and Fusius have become Valerius and Furius, so arbos, labos, vapos and even clamos and lases [*](i.e. of lares. ) were the original forms.

And this same letter s, which has disappeared from these words, has itself in some cases taken the place of another letter. For our ancestors used to say mertare and pultare. [*]( For mersare and pulsare. ) They also said fordeum and faedi, using f instead of the aspirate as being a kindred letter. For the Greeks unlike us aspirate f like their own phi, as Cicero bears witness in the pro Fundanio, where he laughs at a witness who is unable to pronounce the first letter of that name.

In some cases again we have substituted b for other letters, as with Burrus, Bruges, and Belena. [*](i.e. Pyrrus, Phryges, Helena. ) The same letter too has turned duellum into bellum, and as a result some have ventured to call the Duelii Belii.

What of stlocus and stlites? What of the connexion between t and d, a connexion

Similarly e in certain cases held the place that is now occupied by i, as in Menerua, leber, magester, and Dioue victore in place of Dioui victori. It is sufficient for me to give a mere indication as regards these points, for I am not teaching, but merely advising those who have got to teach. The next subject to which attention must be given is that of syllables, of which I will speak briefly, when I come to deal with orthography. Following this the teacher concerned will note the number and nature of the parts of speech, although there is some dispute as to their number.

Earlier writers, among them Aristotle himself and Theodectes, hold that there are but three, verbs, nouns and convictions. Their view was that the force of language resided in the verbs, and the matter in the nouns (for the one is what we speak, the other that which we speak about), while the duty of the convinctions was to provide a link between the nouns and the verbs. I know that conjunction is the term in general use. But conviction seems to me to be the more accurate translation of the Greek .

Gradually the number was increased by the philosophers, more especially by the Stoics: articles were first added to the convinctions, then prepositions: to nouns appellations were

But interjections must be added to those already mentioned. Others however follow good authority in asserting that there are eight parts of speech. Among these I may mention Aristarchus and in our own day Palaemon, who classified the vocable or appellation as a species of the genus noun. Those on the other hand who distinguish between the noun and the vocable, make nine parts of speech. But yet again there are some who differentiate between the vocable and the appellation, saying that the vocable indicates concrete objects which can be seen and touched, such as a

house

bed,

wind,

heaven,

virtue.

alas

Whether we should translate προσηγορία by vocable or appellation, and whether it should be regarded as a species of noun, I leave to the decision of such as desire to express their opinion: it is a matter of no importance.

Boys should begin by learning to decline nouns and conjugate verbs: otherwise they will never be able to understand the next subject of study. This admonition would be superfluous but for the fact that most teachers, misled by a desire to show rapid progress, begin with what should really come at the end: their passion for displaying their pupils' talents

And yet a teacher who has acquired sufficient knowledge himself and is ready to teach what he has learned—and such readiness is all too rare—will not be content with stating that nouns have three genders or with mentioning those which are common to two or all three together.

Nor again shall I be in a hurry to regard it as a proof of real diligence, if he points out that there are irregular nouns of the kind called epicene by the Greeks, in which one gender implies both, or which in spite of being feminine or neuter in form indicate males or females respectively, as for instance Muraena and Glycerium.

A really keen and intelligent teacher will inquire into the origin of names derived from physical characteristics, such as Rufus or Longus, whenever their meaning is obscure, as in the case of Sulla, Burrus, Galba, Plautus, Pansa, Scaurus and the like; of names derived from accidents of birth such as Agrippa, Opiter, Cordus and Postumus, and again of names given after birth such as Vopiscus. Then there are names such as Cotta, Scipio, Laenas or Seranus, [*]( Sulla =? spindleshanks ( surula ). Burrus = red. Galba = caterpillar. Plautus = flat-footed. Pansa = splay-footed. Scaurus = with swollen ankles. Agrippa = born feet foremost. Opiter = one whose father died while his grandfather still lived. Cordus = late-born. Postumus = last-born, or born after the father's death. Vopiscus = a twin born alive after the premature birth and death of the other. Scipio = staff. Laenas from laena (cloak). Seranus = the sower. Cotta uncertain. ) which originated in various ways.

It will also be found that names are frequently derived from races, places and many other causes. Further there are obsolete slave-names such as Marcipor or Publipor [*](i.e. Marcipuer, Publipuer.) derived from the names of their owners. The teacher must also inquire whether there is not room for a sixth

wounded by a spear,

Again if we turn to verbs, who is so ill-educated as not to be familiar with their various kinds and qualities, their different persons and numbers. Such subjects belong to the elementary school and the rudiments of knowledge. Some, however, will find points undetermined by inflexion somewhat perplexing. For there are certain participles, about which there may be doubts as to whether they are really nouns or verbs, since their meaning varies with their use, as for example lectum and sapiens,

while there are other verbs which resemble nouns, such as fraudator and nutritor. [*](lectum may be ace. of lectus, bed, or supine or past part. pass. of legerc, to read ; sapiens may be pres. part. of sapere, to know, or an adj. = wise ; fraudator and nutritor are 2nd and 3rd pers. sing. fut. imper. pass. of fraudo and nutrio. ) Again itur in antiquam silvam [*](Aen. vi. 179: They go into the ancient wood. ) is a peculiar usage. For there is no subject to serve as a starting point: fletur is a similar example. The passive may be used in different ways as for instance in

1. panditur interea domus omnipotentis Olympi

Aen. x. 1

Meanwhile the house of almighty Olympus is opened.

1. totis usque adeo turbatur agris.

Ecl. i. 11

1. There is such confusion in all the fields.

Style has three kinds of excellence, correctness, lucidity and elegance (for many include the all-important quality of appropriateness under the heading of elegance). Its faults are likewise threefold, namely the opposites of these excellences. The teacher of literature therefore must study the rules for correctness of speech, these constituting the first part of his art.

The observance of these rules is concerned with either one or more words. I must now be understood to use verbum in its most general sense. It has of course two meanings; the one covers all the parts of which language is composed, as in the line of Horace:

1. Once supply the thought,
2. And words will follow swift as soon as sought

Ars Poetica, 311.

Individual words will either be native or imported, simple or compound, literal or metaphorical, in current use or newly-coined. A single word is more likely to be faulty than to possess any intrinsic merit. For though we may speak of a word as appropriate, distinguished or sublime, it can possess none of these properties save in relation to connected and consecutive speech; since when we praise words, we do so because they suit the matter.