Institutio Oratoria (Quintilian)

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	Institutio Oratoria Author: Quintilian	Translator: Harold Edgeworth Butler
495	Ceterum sentientibus iam tum optima duae res impedimento fuerunt , quod et longa consuetudo aliter docendi fecerat legem , et robusti fere iuvenes nec hunc laborem desiderantes exemplum nostrum sequebantur .	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.
496	Nec tamen , etiamsi quid novi vel sero invenissem , praecipere in posterum puderet . Nunc vero scio id fieri apud Graecos sed magis per adiutores , quia non videntur tempora suffectura , si legentibus singulis praeire semper ipsi velint .	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.
497	Et hercule praelectio , quae in hoc adhibetur , ut facile atque distincte pueri scripta oculis sequantur , etiam illa , quae vim cuiusque verbi , si quod minus usitatum incidat , docet , multum infra rhetoris officium existimanda est .	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.
498	At demonstrare virtutes vel , si quando ita incidat , vitia , id professionis eius atque promissi , quo se magistrum eloquentiae pollicetur , maxime proprium est , eo quidem validius , quod non utique hunc laborem docentium postulo , ut ad gremium revocatis cuius quisque eorum velit libri lectione deserviant .	On the other hand it is emphatically part of his prosession and the undertaking which he makes in offering himself as a teacher of eloquence, to point out the merits of authors or, for that matter, any faults that may occur: and this is all the more the case, as I am not asking teachers to undertake the task of recalling their pupils to standat their knee once more and of assisting them in the reading of whatever book they may select.
499	Nam mihi cum facilius tum etiam multo videtur magis utile , facto silentio unum aliquem ( quod ipsum imperari per vices optimum est ) constituere lectorem , ut protinus pronuntiationi quoque assuescant ; tum exposita causa , in quam scripta legetur oratio ,	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.
500	( nam sic clarius quae dicentur intelligi poterunt ) nihil otiosum pati , quodque in inventione quodque in elocutione adnotandum erit , quae in prooemio conciliandi iudicis ratio , quae narrandi lux , brevitas , fides , quod aliquando consilium et quam occulta calliditas ( namque ea sola in hoc ars est ,	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.
501	quae intelligi nisi ab artifice non possit ) ; quanta deinceps in dividendo prudentia , quam subtilis et crebra argumentatio , quibus viribus inspiret , qua iucunditate permulceat , quanta in maledictis asperitas , in iocis urbanitas , ut denique dominetur in adfectibus atque in pectora irrumpat animumque iudicum similem iis , quae dicit , efficiat .	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 into their very hearts and brings the feelings of the jury into perfect sympathy with all his words.
502	Tum in ratione eloquendi , quod verbum proprium , ornatum , sublime ; ubi amplificatio laudanda , quae virtus ei contraria , quid speciose translatum , quae figura verborum , quae levis et quadrata sed virilis tamen compositio .	Finally as regards the style, he will emphasise the appropriateness, elegance or sublimity of particular words, will indicate where the amplification of the theme is deserving of praise and where there is virtue in a diminuendo; and will call attention to brilliant metaphors, figures of speech and passages combining smoothness and polish with a general impression of manly vigour.
503	Ne id quidem inutile , etiam corruptas aliquando et vitiosas orationes , quas tamen plerique iudiciorum pravitate mirantur , legi palam ostendique in his , quam multa impropria , obscura , tumida , humilia , sordida , lasciva , effeminata sint ; quae non laudantur modo a plerisque , sed , quod est peius , propter hoc ipsum , quod sunt prava , laudantur .	It will even at times be of value to read speeches which are corrupt and faulty in style, but still meet with general admiration thanks to the perversity of modern tastes, and to point out how many expressions in them are inappropriate, obscure, high-flown, grovelling, mean, extravagant or effeminate, although they are not merely praised by the majority of critics, but, worse still, praised just because they are bad.
504	Nam sermo rectus et secundum naturam enuntiatus nihil habere ex ingenio videtur ; illa vero , quae utcunque deflexa sunt , tanquam exquisitiora miramur ; non aliter quam distortis et quocunque modo prodigiosis corporibus apud quosdam maius est pretium quam iis , quae nihil ex communi habitu boni perdiderunt .	For we have come to regard direct and natural speech as incompatible with genius, while all that is in any way abnormal is admired as exquisite. Similarly we see that some people place a higher value on figures which are in any way monstrous or distorted than they do on those who have not lost any of the advantages of the normal form of man.
505	Atque etiam qui specie capiuntur , vulsis levatisque et inustas comas acu comentibus et non suo colore nitidis plus esse formae putant , quam possit tribuere incorrupta natura , ut pulchritudo corporis venire videatur ex malis morum .	There are even some who are captivated by the shams of artifice and think that there is more beauty in those who pluck out superfluous hair or use depilatories, who dress their locks by scorching them with the curling iron and glow with a complexion that is not their own, than can ever be conferred by nature pure and simple, so that it really seems as if physical beauty depended entirely on moral hideousness.
506	Neque solum haec ipse debebit docere praeceptor sed frequenter interrogare et iudicium discipulorum experiri . Sic audientibus securitas aberit nec quae dicentur superfluent aures , simulque ad id perducentur , quod ex hoc quaeritur , ut inveniant ipsi et intelligant . Nam quid aliud agimus docendo eos , quam ne semper docendi sint ?	It will, however, be the duty of the rhetorician not merely to teach these things, but to ask frequent questions as well, and test the critical powers of his class. This will prevent his audience from becoming inattentive and will secure that his words do not fall on deaf ears. At the same time the class will be led to find out things for themselves and to use their intelligence, which is after all the chief aim of this method of training. For what else is our object in teaching, save that our pupils should not always require to be taught?
507	Hoc diligentiae genus ausim dicere plus collaturum discentibus quam omnes omnium artes , quae iuvant sine dubio multum ; sed latiore quadam comprehensione per omnes quidem species rerum cotidie paene nascentium ire qui possunt ?	I will venture to say that this particular form of exercise, if diligently pursued, will teach learners more than all the text-books of all the rhetoricians: these are no doubt of very considerable use, but being somewhat general in their scope, it is quite impossible for them to deal with all the special cases that are of almost daily occurrence.
508	Sicut de re militari , quanquam sunt tradita quaedam praecepta communia , magis tamen proderit scire , qua ducum quisque ratione , in quali re , tempore , loco sit sapienter usus aut contra . Nam in omnibus fere minus valent praecepta quam experimenta .	The art of war will provide a parallel: it is no doubt based on certain general principles, but it will none the less be far more useful to know the methods employed, whether wisely or the reverse, by individual generals under varying circumstances and conditions of time and place. For there are no subjects in which, as a rule, practice is not more valuable than precept.
509	An vero declamabit quidem praeceptor , ut sit exemplo suis auditoribus ; non plus contulerint lecti Cicero aut Demosthenes ? Corrigetur palam , si quid in declamando discipulus erraverit ; non potentius erit emendare orationem , quin immo etiam iucundius ? Aliena enim vitia reprehendi quisque mavult quam sua .	Is a teacher to declaim to provide a model for his audience, and will not more profit be derived from the reading of Cicero or Demosthenes? Is a pupil to be publicly corrected if he makes a mistake in declaiming, and will it not be more useful, and more agreeable too, to correct some actual speech? For everyone has a preference for hearing the faults of others censured rather than his own. I might say more on the subject.
510	Nec deerant plura , quae dicerem ; sed neminem haec utilitas fugit , atque utinam tam non pigeat facere istud quam non displicebit .	But every one can see the advantages of this method. Would that the reluctance to put it into practice were not as great as the pleasure that would undoubtedly be derived from so doing!
511	Quod si potuerit obtineri , non ita difficilis supererit quaestio , qui legendi sint incipientibus . Nam quidam illos minores , quia facilior intellectus videbatur , probaverunt ; alii floridius genus , ut ad alenda primarum aetatum ingenia magis accommodatum .	This method once adopted, we are faced by the comparatively easy question as to what authors should be selected for our reading. Some have recommended authors of inferior merit on the ground that they were easier to understand. Others on the contrary would select the more florid school of writers on the ground that they are likely to provide the nourishment best suited to the minds of the young.
512	Ego optimos quidem et statim et semper sed tamen eorum candidissimum quemque et maxime expositum velim , ut Livium a pueris magis quam Sallustium , etsi hic historiae maior est auctor ,	For my part I would have them read the best authors from the very beginning and never leave them, choosing those, however, who are simplest and most intelligible. For instance, when prescribing for boys, I should give Livy the preference over Sallust; for, although the latter is the greater historian, one requires to be well-advanced in one's studies to appreciate him properly.
513	ad quem tamen intelligendum iam profectu opus sit . Cicero , ut mihi quidem videtur , et iucundus incipientibus quoque et apertus est satis , nec prodesse tantum sed etiam amari potest , tum ( quemadmodum Livius praecipit ) ut quisque erit Ciceroni simillimus .	Cicero, in my opinion, provides pleasant reading for beginners and is sufficiently easy to understand: it is possible not only to learn much from him, but to come to love him. After Cicero I should, following the advice of Livy, place such authors as most nearly resemble him.
514	Duo autem genera maxime cavenda pueris puto : unum , ne quis eos antiquitatis nimius admirator in Gracchorum Catonisque et aliorum similium lectione durescere velit ; fient enim horridi atque ieiuni ; nam neque vim eorum adhuc intellectu consequentur et elocutione , quae tum sine dubio erat optima , sed nostris temporibus aliena est , contenti , quod est pessimum ,	There are two faults of taste against which boys should be guarded with the utmost care. Firstly no teacher suffering from an excessive admiration of antiquity, should be allowed to cramp their minds by the study of Cato and the Gracchi and other similar authors. For such reading will give them a harsh and bloodless style, since they will as yet be unable to understand the force and vigour of these authors, and contenting themselves with a style which doubtless was admirable in its day, but is quite unsuitable to ours, will come to think (and nothing could be more fatal) that they really resemble great men.
515	similes sibi magnis viris videbuntur Alterum , quod huic diversum est , ne recentis huius lasciviae flosculis capti voluptate prava deleniantur , ut praedulce illud genus et puerilibus ingeniis hoc gratius , quo propius est , adament .	Secondly the opposite extreme must be equally avoided: they must not be permitted to fall victims to the pernicious allurements of the precious blooms produced by our modern euphuists, thus acquiring a passion for the luscious sweetness of such authors, whose charm is all the more attractive to boyish intellects because it is so easy of achievement.
516	Firmis autem iudiciis iamque extra periculum positis suaserim et antiquos legere , ex quibus si assumatur solida ac virilis ingenii vis , deterso rudis saeculi squalore , tum noster hic cultus clarius enitescet , et novos ,	Once, however, the judgment is formed and out of danger of perversion, I should strongly recommend the reading of ancient authors, since if, after clearing away all the uncouthness of those rude ages, we succeed in absorbing the robust vigour and virility of their native genius, our more finished style will shine with an added grace: I also approve the study of the moderns at this stage, since even they have many merits.
517	quibus et ipsis multa virtus adest . Neque enim nos tarditatis natura damnavit , sed dicendi mutavimus genus et ultra nobis quam oportebat indulsimus ; ita non tam ingenio illi nos superarunt quam proposito .	For nature has not doomed us to be dullards, but we have altered our style of oratory and indulged our caprices over much. It is in their ideals rather than their talents that the ancients show themselves our superiors. It will therefore be possible to select much that is valuable from modern writers, but we must take care that the precious metal is not debased by the dross with which it is so closely intermingled.
518	Multa ergo licebit eligere ; sed curandum erit , ne iis , quibus permixta sunt , inquinentur . Quosdam vero etiam , quos totos imitari oporteat , et fuisse nuper et nunc esse ,	Further I would not merely gladly admit, but would even contend that we have recently had and still have certain authors who deserve imitation in their entirety.
519	quidni libenter non modo concesserim , verum etiam contenderim ? Sed hi qui sint , non cuiuscunque est pronuntiare . Tutius circa priores vel erratur , ideoque hanc novorum distuli lectionem , ne imitatio iudicium antecederet .	But it is not for everyone to decide who these writers are. Error in the choice of earlier authors is attended with less danger, and I have therefore postponed the study of the moderns, for fear that we should imitate them before we are qualified to judge of their merits.
520	Fuit etiam in hoc diversum praecipientium propositum , quod eorum quidam materias , quas discipulis ad dicendum dabant , non contenti divisione dirigere latius dicendo prosequebantur , nec solum probationibus implebant sed etiam adfectibus .	I come now to another point in which the practice of teachers has differed. Some have not been content with giving directions as to the arrangement of the subjects set them as themes for declamation, but have developed them at some length themselves, supplying not merely the proofs, but the lines upon which the emotional passages should proceed.
521	Alii , cum primas modo lineas duxissent , post declamationes , quid omisisset quisque , tractabant ; quosdam vero locos non minore cura , quam cum ad dicendum ipsi surgerent , excolebant . Utile utrumque , et ideo neutrum ab altero separo ; sed si facere tantum alterum necesse sit , plus proderit demonstrasse rectam protinus viam quam revocare ab errore iam lapsos :	Others have merely suggested a bare outline, and then when the declamations were over, have indicated the points missed by each speaker and worked up certain passages with no less care than they would have used, had they been going to stand up to speak themselves. Both practices have their advantages, and therefore I will not give either the pre-eminence. But if we must choose one of the two, it will be found more profitable to point out the right road at the outset, and not merely to recall the pupil from his error when he has already gone astray,
522	primum quia emendationem auribus modo accipiunt , divisionem vero ad cogitationem etiam et stilum perferunt ; deinde quod libentius praecipientem audiunt quam reprehendentem . Si qui vero paulo sunt vivaciores , in his praesertim moribus , etiam irascuntur admonitioni et taciti repugnant . Neque ideo tamen minus vitia aperte coarguenda sunt .	since in the first place the correction is only received by the ear, whereas when he is given a sketch of the various heads of the declamation, he has to take them down and think about them: secondly instruction is always more readily received than reproof. Indeed those of our pupils who have a lively disposition are liable in the present condition of manners to lose their temper when admonished and to offer silent resistance.
523	Habenda enim ratio ceterorum , qui recta esse , quae praeceptor non emendaverit , credent . Utraque autem ratio miscenda est et ita tractanda , ut ipsae res postulabunt .	That, however, is no reason for refraining from the public correction of faults; for we must take the rest of the class into account, who will believe that whatever has not been corrected by the master is right. The two methods should be employed conjointly and in such a way as circumstances may demand.
524	Namque incipientibus danda erit velut praeformata materia secundum cuiusque vires ; at cum satis composuisse sese ad exemplum videbuntur , brevia quaedam demonstranda vestigia , quae persecuti iam suis viribus sine adminiculo progredi possint .	Beginners must be given a subject sketched out ready for treatment and suitable to their respective powers. But when they show that they have formed themselves sufficiently closely on the models placed before them, it will be sufficient to give them a few brief hints for their guidance and to allow them to advance trusting in their own strength and without external support.
525	Nonnunquam credi sibi ipsos oportebit , ne mala consuetudine semper alienum laborem sequendi nihil per se conari et quaerere sciant . Quodsi satis prudenter dicenda viderint , iam prope consummata fuerit praecipientis opera ; at si quid erraverint adhuc , erunt ad ducem reducendi .	Sometimes they should be left entirely to their own devices, that they may not be spoilt by the bad habit of always relying on another's efforts, and so prove incapable of effort and originality. But as soon as they seem to have acquired a sound conception of what they ought to say, the teacher's work will be near completion: if they still make some mistakes, they must be brought back under his guidance.
526	Cui rei simile quiddam facientes aves cernimus , quae teneris infirmisque fetibus cibos ore suo collatos partiuntur ; at cum visi sunt adulti , paulum egredi nidis et circumvolare sedem illam praecedentes ipsae docent , tum expertas vires libero caelo suaeque ipsorum fiduciae permittunt .	We may draw a lesson from the birds of the air, whom we see distributing the food which they have collected in their bills among their weak and helpless nestlings; but as soon as they are fledged, we see them teaching their young to leave the nest and fly round about it, themselves leading the way; finally, when they have proved their strength, they are given the freedom of the open sky and left to trust in themselves.
527	Illud ex consuetudine mutandum prorsus existimo in iis , de quibus nunc disserimus , aetatibus , ne omnia quae scripserint ediscant et certa , ut moris est , die dicant ; quod quidem maxime patres exigunt atque ita demum studere liberos suos , si quam frequentissime declamaverint , credunt , cum profectus praecipue diligentia constet .	There is one practice at present in vogue for boys of the age under discussion, which ought in my opinion undoubtedly to be changed. They should not be forced to commit all their own compositions to memory and to deliver them on an appointed day, as is at present the custom. This practice is especially popular with the boys' fathers, who think that their sons are not really studying unless they declaim on every possible occasion, although as a matter of fact progress depends mainly on industry.
528	Nam ut scribere pueros plurimumque esse in hoc opere plane velim , sic ediscere electos ex orationibus vel historiis aliove quo genere dignorum ea cura voluminum locos , multo magis suadeam .	For though I strongly approve of boys writing compositions and would have them spend as much time as possible over such tasks, I had much rather that for the purpose of learning by heart passages should be selected from the orators or historians or any other works that may be deserving of such attention.
529	Nam et exercebitur acrius memoria aliena complectendo quam sua ; et qui erunt in difficiliore huius laboris genere versati , sine molestia quae ipsi composuerint iam familiaria animo suo adfigent , et adsuescent optimis semperque habebunt intra se , quod imitentur ; et iam non sentientes formam orationis illam , quam mente penitus acceperint , expriment .	For it is a better exercise for the memory to learn the words of others than it is to learn one's own, and those who have practised this far harder task will find no difficulty in committing to memory their own compositions with which they are already familiar. Further they will form an intimate acquaintance with the best writings, will carry their models with them and unconsciously reproduce the style of the speech which has been impressed upon the memory.
530	Abundabunt autem copia verborum optimorum et compositione et figuris iam non quaesitis sed sponte et ex reposito velut thesauro se offerentibus . Accedit his et iucunda in sermone bene a quoque dictorum relatio et in causis utilis . Nam et plus auctoritatis adferunt ea , quae non praesentis gratia litis sunt comparata , et laudem saepe maiorem quam si nostra sint conciliant .	They will have a plentiful and choice vocabulary and a command of artistic structure and a supply of figures which will not have to be hunted for, but will offer themselves spontaneously from the treasure-house, if I may so call it, in which they are stored. In addition they will be in the agreeable position of being able to quote the happy sayings of the various authors, a power which they will find most useful in the courts. For phrases which have not been coined merely to suit the circumstances of the lawsuit of the moment carry greater weight and often win greater praise than if they were our own.
531	Aliquando tamen permittendum quae ipsi scripserint dicere , ut laboris sui fructum etiam ex illa quae maxime petitur laude plurium capiant . Verum id quoque tum fieri oportebit , cum aliquid commodius elimaverint , ut eo velut praemio studii sui donentur ac se meruisse ut dicerent gaudeant .	I would however allow boys occasionally to declaim their own compositions that they may reap the reward of their labours in the applause of a large audience, that most coveted of all prizes. But this should not be permitted until they have produced something more finished than usual: they will thus be rewarded for their industry and rejoice in the thought that the privilege accorded them is the recompense of merit.
532	Virtus praeceptoris haberi solet nec immerito diligenter in iis , quos erudiendos susceperit , notare discrimina ingeniorum et , quo quemque natura maxime ferat , scire . Nam est in hoc incredibilis quaedam varietas nec pauciores animorum paene quam corporum formae .	It is generally and not unreasonably regarded as the sign of a good teacher that he should be able to differentiate between the abilities of his respective pupils and to know their natural bent. The gifts of nature are infinite in their variety, and mind differs from mind almost as much as body from body.