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Tiresias: The Ancient Mediterranean Religions Source Database



10009
Quintilian, Institutes Of Oratory, 2.5.1


nan 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.


Intertexts (texts cited often on the same page as the searched text):

2 results
1. Cicero, De Oratore, 1.18, 1.201 (2nd cent. BCE - 1st cent. BCE)

1.18. Nam quid ego de actione ipsa plura dicam? quae motu corporis, quae gestu, quae vultu, quae vocis conformatione ac varietate moderanda est; quae sola per se ipsa quanta sit, histrionum levis ars et scaena declarat; in qua cum omnes in oris et vocis et motus moderatione laborent, quis ignorat quam pauci sint fuerintque, quos animo aequo spectare possimus? Quid dicam de thesauro rerum omnium, memoria? Quae nisi custos inventis cogitatisque rebus et verbis adhibeatur, intellegimus omnia, etiam si praeclarissima fuerint in oratore, peritura. 1.201. Iam illa non longam orationem desiderant, quam ob rem existimem publica quoque iura, quae sunt propria civitatis atque imperi, tum monumenta rerum gestarum et vetustatis exempla oratori nota esse debere; nam ut in rerum privatarum causis atque iudiciis depromenda saepe oratio est ex iure civili et idcirco, ut ante diximus, oratori iuris civilis scientia necessaria est, sic in causis publicis iudiciorum, contionum, senatus omnis haec et antiquitatis memoria et publici iuris auctoritas et regendae rei publicae ratio ac scientia tamquam aliqua materies eis oratoribus, qui versantur in re publica, subiecta esse debet.
2. Quintilian, Institutes of Oratory, 1.8.2, 1.8.16, 2.5.6-2.5.10, 2.5.19, 10.1.34, 12.4.1 (1st cent. CE - 1st cent. CE)

1.8.2.  In this portion of my work I will give but one golden rule: to do all these things, he must understand what he reads. But above all his reading must be manly, combining dignity and charm; it must be different from the reading of prose, for poetry is song and poets claim to be singers. But this fact does not justify degenerating into sing-song or the effeminate modulations now in vogue: there is an excellent saying on this point attributed to Gaius Caesar while he was still a boy: "If you are singing, you sing badly: if you are reading, you sing. 1.8.16.  while still greater care is required in teaching all the tropes which are employed for the adornment more especially of poetry, but of oratory as well, and in making his class acquainted with the two sorts of schemata or figures known as figures of speech and figures of thought. I shall however postpone discussion of tropes and figures till I come to deal with the various ornaments of style. 2.5.6.  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. 2.5.7.  The case with which the speech selected for reading is concerned should then be explained, for if this is 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. 2.5.8.  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 produce 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 his jury into perfect sympathy with all his words. 2.5.9.  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. 2.5.10.  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. 2.5.19.  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. 12.4.1.  Above all, our orator should be equipped with a rich store of examples both old and new: and he ought not merely to know those which are recorded in history or transmitted by oral tradition or occur from day to day, but should not neglect even those fictitious examples invented by the great poets.


Subjects of this text:

subject book bibliographic info
construction of martyrs Ployd, Augustine, Martyrdom, and Classical Rhetoric (2023) 63
diocletian (emperor) Pausch and Pieper, The Scholia on Cicero’s Speeches: Contexts and Perspectives (2023) 78
exempla (rhetoric), and history Ployd, Augustine, Martyrdom, and Classical Rhetoric (2023) 63
exempla (rhetoric), spiritualization Ployd, Augustine, Martyrdom, and Classical Rhetoric (2023) 63
exempla (rhetoric) Ployd, Augustine, Martyrdom, and Classical Rhetoric (2023) 63
historiography Ployd, Augustine, Martyrdom, and Classical Rhetoric (2023) 63
history, and exempla Ployd, Augustine, Martyrdom, and Classical Rhetoric (2023) 63
history, and time Ployd, Augustine, Martyrdom, and Classical Rhetoric (2023) 63
history, roman Ployd, Augustine, Martyrdom, and Classical Rhetoric (2023) 63
history, sallust Ployd, Augustine, Martyrdom, and Classical Rhetoric (2023) 63
memory Ployd, Augustine, Martyrdom, and Classical Rhetoric (2023) 63
nero Baumann and Liotsakis, Reading History in the Roman Empire (2022) 164
ps.-asconius Pausch and Pieper, The Scholia on Cicero’s Speeches: Contexts and Perspectives (2023) 78
quintilian, on the teaching of rhetoric Bua, Roman Political Culture: Seven Studies of the Senate and City Councils of Italy from the First to the Sixth Century AD (2019) 185
quintilian Baumann and Liotsakis, Reading History in the Roman Empire (2022) 164
quintilian (m. fabius quintilianus) Pausch and Pieper, The Scholia on Cicero’s Speeches: Contexts and Perspectives (2023) 78
spiritualization Ployd, Augustine, Martyrdom, and Classical Rhetoric (2023) 63
tacitus Baumann and Liotsakis, Reading History in the Roman Empire (2022) 164
tiberius Baumann and Liotsakis, Reading History in the Roman Empire (2022) 164
vergil (p. vergilius maro) Pausch and Pieper, The Scholia on Cicero’s Speeches: Contexts and Perspectives (2023) 78
virtue, roman' Ployd, Augustine, Martyrdom, and Classical Rhetoric (2023) 63