Institutio Oratoria

But such points are not suitable to elementary rhetorical exercises, which are not concerned with persons, times or particular cases. Other subjects, whether the dispute be real or fictitious, are generally treated on the following lines.

The fault must lie either in the words or the matter. As regards the words, the question will be whether they are sufficiently clear or contain some ambiguity, and as regards the matter whether the law is consistent with itself or should be retrospective or apply to special individuals. The point however which is most commonly raised is the question whether the law is right or expedient.

I am well aware that many rhetoricians introduce a number of sub-divisions in connexion with this latter enquiry. I however include under the term right all such qualities as justice, piety and religion. Justice is however usually discussed under various aspects. A question may be raised about the acts with which the law is concerned, as to whether they

Again expediency is sometimes determined by the nature of things, sometimes by the circumstances of the time. Another common subject of controversy is whether a law can be enforced, while one must not shut one's eyes to the fact that exception is sometimes taken to laws in their entirety, but sometimes only in part, examples of both forms of criticism being found in famous speeches.

I am well aware, too, that there are laws which are not proposed with a view to perpetuity, but are concerned with temporary honours or commands, such as the lex Manilia [*]( The lex Manilia proposed to give Pompey the command against Mithridates. ) which is the subject of one of Cicero's speeches. This however is not the place for instructions on this topic, since they depend on the special circumstances of the matters under discussion, not on their general characteristics.

Such were the subjects on which the ancients as a rule exercised their powers of speaking, though they called in the assistance of the logicians as well to teach them the theory of argument. For it is generally agreed that the declamation of fictitious themes in imitation of the questions that arise in the law courts or deliberative assemblies came into vogue among the Greeks about the time of Demetrius of Phalerum.

Whether this type of exercise was actually invented by him I have failed to discover, as I have acknowledged in another work. [*]( Probably the lost treatise on The causes of the decline of oratory ( De causis corruptae eloquentiae). ) But not even those who most strongly assert his claim to be the inventor, can produce any adequate authority in support of their opinion. As regards Latin teachers of rhetoric, of whom Plotius was the

I will speak of the theory of declamation a little later. In the mean time, as we are discussing the elementary stages of a rhetorical education, I think I should not fail to point out how greatly the rhetorician will contribute to his pupils' progress, if he imitates the teacher of literature whose duty it is to expound the poets, and gives the pupils whom he has undertaken to train, instruction in the reading of history and still more of the orators. I myself have adopted this practice for the benefit of a few pupils of suitable age whose parents thought it would be useful.

But though my intentions were excellent, I found that there were two serious obstacles to success: long custom had established a different method of teaching, and my pupils were for the most part full-grown youths who did not require this form of teaching, but were taking my work as their model.

However, the fact that I have been somewhat late in making the discovery is not a reason why I should be ashamed to recommend it to those who come after me. I now know that this form of teaching is practised by the Greeks, but is generally entrusted to assistants, as the professors themselves consider that they have no time to give individual instruction to each pupil as he reads.

And I admit that the form of lecture which this requires, designed as it is to make boys follow the written word with ease and accuracy, and even that which aims at teaching the meaning of any rare words that may occur, are to be regarded as quite below the dignity of the teacher of rhetoric.

On the other hand it is emphatically part of his

It seems to me at once an easier and more profitable method to call for silence and choose some one pupil—and it will be best to select them by turns—to read aloud, in order that they may at the same time learn the correct method of elocution.

The case with which the speech selected for reading is concerned should then be explained, for if this be done they will have a clearer understanding of what is to be read. When the reading is commenced, no important point should be allowed to pass unnoticed either as regards the resourcefulness or the style shown in the treatment of the subject: the teacher must point out how the orator seeks to win the favour of the judge in his exordium, what clearness, brevity and sincerity, and at times what shrewd design and well-concealed artifice is shown in the statement of facts.

For the only true art in pleading is that which can only be understood by one who is a master of the art himself. The teacher will proceed further to demonstrate what skill is shown in the division into heads, how subtle and frequent are the thrusts of argument, what vigour marks the stirring and what charm the soothing passage, how fierce is the invective and how full of wit the jests, and in conclusion how the orator establishes his sway over the emotions of his audience, forces his way