Institutio Oratoria

Quintilian

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

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

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added, then the pronoun and finally the participle, which holds a middle position between the verb and the noun. To the verb itself was added the adverb. Our own language dispenses with the articles, which are therefore distributed among the other parts of speech.

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
or
bed,
while an appellation is something imperceptible either to sight or touch or to both, such as the
wind,
heaven,
or
virtue.
They added also the asseveration, such as
alas
and the derivative [*]( Generally interpreted collective: but see Colson, Class. Quart. x. l, p. 17; fasciatim = in bundles (from fascis ). ) such as fasciatim. But of these classifications I do not approve.

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

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in connexion with the more imposing aspects of their work serves but to delay progress and their short cut to knowledge merely lengthens the journey.

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

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case in Greek and a seventh in Latin. For when I say
wounded by a spear,
the case is not a true ablative in Latin nor a true dative in Greek.

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.
and in
  1. totis usque adeo turbatur agris.
Ecl. i. 11
  1. There is such confusion in all the fields.
Yet a third usage is found in urbs habitatur, whence we get phrases such as campus curritur and mare navigatur. Pransus and potus [*](Having dined,having drunk. Active in sense, passive in form. ) have a meaning which does not correspond to their form. And what of those verbs which are only partially conjugated? Some (as for instance fero ) even suffer an entire change in the perfect. Others are used only in the third
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person, such as licet and piget, while some resemble nouns tending to acquire an adverbial meaning; for we say dictu and factu [*](Supines.) as we say noctu and diu, since these words are participial though quite different from dicto and facto.

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.
the other restricts it to a part of speech such as lego and scribo. To avoid this ambiguity, some authorities prefer the terms voces, locutiones, dictiones.

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.

There is only one excellence that

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can be isolated for consideration, namely euphony, the Greek term for our uocalitas: that is to say that, when we are confronted with making a choice between two exact synonyms, we must select that which sounds best.

In the first place barbarisms and solecisms must not be allowed to intrude their offensive presence. These blemishes are however pardoned at times, because we have become accustomed to them or because they have age or authority in their favour or are near akin to positive excellences, since it is often difficult to distinguish such blemishes from figures of speech.1 The teacher therefore, that such slippery customers may not elude detection, must seek to acquire a delicate discrimination; but of this I will speak later when I come to discuss figures of speech. [*](cp. § 40. )

For the present I will define barbarism as an offence occurring in connexion with single words. Some of my readers may object that such a topic is beneath the dignity of so ambitious a work. But who does not know that some barbarisms occur in writing, others in speaking? For although what is incorrect in writing will also be incorrect in speech, the converse is not necessarily true, inasmuch as mistakes in writing are caused by addition or omission, substitution or transposition, while mistakes in speaking are due to separation or combination of syllables, to aspiration or other errors of sound.

Trivial as these points may seem, our boys are still at school and I am reminding their instructors of their duty. And if one of our teachers is lacking in education and has done no more than set foot in the outer courts of his art, he will have to confine himself to the rules published in the elementary text-books: the

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more learned teacher on the other hand will be in a position to go much further: first of all, for example, he will point out that there are many different kinds of barbarism.

One kind is due to race, such as the insertion of a Spanish or African term; for instance the iron tire of a wheel is called cantus, [*]( Pers. v. 71. Usually, though wrongly, spelt oanthus. ) though Persius uses it as established in the Latin language; Catullus picked up ploxenum [*](Cat. xcvii. 6.) (a box) in the valley of the Po, while the author of the in Pollionem, be he Labienus or Cornelius Gallus, imported casamo from Gaul in the sense of

follower.
As for mastruca, [*]( In Or. pro Scauro. ) which is Sardinian for a
rough coat,
it is introduced by Cicero merely as an object of derision.