Institutio Oratoria

But it is the simplest subjects which, in my opinion, will serve us best in our attempt to acquire facility. For our lack of talent may easily shelter itself behind the complicated mass of detail presented by persons, cases, circumstances of time and place, words and deeds, since the subjects which present themselves on all sides are so many that it will always be possible to lay hold of some one or other.

True merit is revealed by the power to expand what is naturally compressed, to amplify what is small, to lend variety to sameness, charm to the commonplace, and to say a quantity of good things about a very limited number of subjects. For this purpose indefinite questions, [*]( See III. v. 5 .sq. ) of the kind we call theses, will be found of the utmost service: in fact, Cicero [*](Ad Att. IX. iv. 1. ) still exercised himself upon such themes after he had become the leading man in the state.

Akin to these are the proof or refutation of general statements. For such statements are a kind of decree or rule, and whatever problem may arise from the thing, may equally arise from the decision passed upon the thing. Then there are commonplaces, [*](See II. i 9–11 and iv. 22.) which, as we know, have often been written by orators as a form of exercise. The man who has practised himself in giving full treatment to such simple and uncomplicated themes, will assuredly find his fluency increased in those subjects which admit of varied digression, and will be

For what difference is there between the special case where Cornelius, [*](See IV. iv. 8; v. xiii. 26; VI. v. 10; II. iii. 3, 35.) the tribune of the people, is charged with reading the text of a proposed law, and the general question whether it is lése-majestè for a magistrate himself to read the law which he proposes to the people; what does it matter whether we have to decide whether Milo was justified in killing Clodius, or whether it is justifiable to kill a man who has set an ambush for his slayer, or a citizen whose existence is a danger to the state, even though he has set no such ambush? What difference is there between the question whether it was an honourable act on the part of Cato to make over Marcia to Hortensius, or whether such an action is becoming to a virtuous man? It is on the guilt or innocence of specific persons that judgement is given, but it is on general principles that the case ultimately rests.

As for declamations of the kind delivered in the schools of the rhetoricians, so long as they are in keeping with actual life and resemble speeches, they are most profitable to the student, not merely while he [*]( profectus, lit. progress, abstract for concrete. ) is still immature, for the reason that they simultaneously exercise the powers both of invention and arrangement, but even when he has finished his education and acquired a reputation in the courts. For they provide a richer diet from which eloquence derives nourishment and brilliance of complexion, and at the same time afford a refreshing variety after the continuous fatigues of forensic disputes.

For the same reason, the wealth of language that marks the historian should be from time to time imported into portions of our written

Indeed, in my opinion, one of the reasons why Cicero was enabled to shed such glory upon the art of speaking is to be found in his excursions to such bypaths of study. For if all our material was drawn solely from actions at law, our eloquence must needs lose its gloss, our limbs grow stiff, and the keen edge of the intellect be blunted by its daily combats.

But although those who find their practice in the contests of forensic warfare derive fresh strength and repair their forces by means of this rich fare of eloquence, the young should not be kept too long at these false semblances of reality, nor should they be allowed to become so familiar with these empty shadows that it is difficult for them to leave them: otherwise there is always the danger that, owing to the seclusion in which they have almost grown old, they will shrink in terror from the real perils of public life, like men dazzled by the unfamiliar sunlight.

Indeed it is recorded that this fate actually befell Marcus Porcius Latro, the first professor of rhetoric to make a name for himself; for when, at the height of his fame in the schools, he was called upon to plead a case in the forum, he put forward the most earnest request that the court should be transferred to some public hall. He was so unaccustomed to speak in the open air that all his eloquence seemed to reside within the compass of a

For this reason a young man who has acquired a thorough knowledge from his instructors of the methods of invention and style (which is not by any means an endless task, if those instructors have the knowledge and the will to teach), and who has also managed to obtain a reasonable amount of practice in the art, should follow the custom in vogue with our ancestors, and select some one orator to follow and imitate. He should attend as many trials as possible and be a frequent spectator of the conflicts in which he is destined to take part.

Next he should write out speeches of his own dealing either with the cases which he has actually heard pleaded or with others, provided always they be actual cases, and should argue them from both sides, training himself with the real weapons of his warfare, just as gladiators do or as Brutus did in that speech in defence of Milo which I have already mentioned. [*](See III. vi. 93; x. i. 23.) This is better than writing replies to old speeches, as Cestius did to Cicero's defence of Milo in spite of the fact that, his knowledge being confined to what was said for the defence, he could not have possessed sufficient acquaintance with the other side of the case.

The young man, however, whom his instructor has compelled to be as realistic as possible in declamation, and to deal with every class of subject, instead of merely selecting the easiest and most attractive cases, as is done at present, will thus qualify himself much more rapidly for actual forensic practice. Under existing circumstances the practice of the principle [*](I.e.per totas ire materias.) which I mentioned second is, as a rule, hampered by the large size of the classes and the practice of allotting certain days for recitation, to which must be added

But, as I think I said in the first book, [*](I. ii. 15.) the really good teacher will not burden himself with a larger number of pupils than he can manage, and will prune any tendency to excessive loquacity, limiting their remarks to the actual points involved by the subject of the declamation and forbidding them to range, as some would have them do, over every subject in heaven and earth: further, he will either extend the period within which he insists on their speaking, or will permit them to divide their themes into several portions.