5.1. 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.
5.1. de ratione declamandi post paulum., quia prima rhetorices rudimenta tractamus, non omittendum videtur id quoque, ut moneam, quantum sit collaturus ad profectum discentium rhetor, si, quemadmodum a grammaticis exigitur poetarum enarratio, ita ipse quoque historiae atque etiam magis orationum lectione susceptos a se discipulos instruxerit; quod nos in paucis, quorum id aetas exigebat et parentes utile esse crediderant, servavimus.
5.2. 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.
5.2. 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.
5.3. 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.
5.3. tamen, etiamsi quid novi vel sero invenissem, praecipere in posterum puderet. vero scio id fieri apud Graecos sed magis per adiutores, quia non videntur tempora suffectura, si legentibus singulis praeire semper ipsi velint.
5.4. 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.
5.4. 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.
5.5. 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.
5.5. 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.
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. 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.
5.6. 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, (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,
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 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.
5.8. 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.
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.
5.9. 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.
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.
5.10. 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.
5.11. 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.
5.11. 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.
5.12. 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.
5.12. 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.
5.13. 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?
5.13. solum haec ipse debebit docere praeceptor sed frequenter interrogare et iudicium discipulorum experiri. audientibus securitas aberit nec quae dicentur superfluent aures, simulque ad id perducentur, quod ex hoc quaeritur, ut inveniant ipsi et intelligant. quid aliud agimus docendo eos, quam ne semper docendi sint?
5.14. 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.
5.14. 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?
5.15. 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.
5.15. 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. in omnibus fere minus valent praecepta quam experimenta.
5.16. 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.
5.16. vero declamabit quidem praeceptor, ut sit exemplo suis auditoribus; non plus contulerint lecti Cicero aut Demosthenes? palam, si quid in declamando discipulus erraverit; non potentius erit emendare orationem, quin immo etiam iucundius? enim vitia reprehendi quisque mavult quam sua.
5.17. 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!
5.17. deerant plura, quae dicerem; sed neminem haec utilitas fugit, atque utinam tam non pigeat facere istud quam non displicebit.
5.18. 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.
5.18. si potuerit obtineri, non ita difficilis supererit quaestio, qui legendi sint incipientibus. quidam illos minores, quia facilior intellectus videbatur, probaverunt; alii floridius genus, ut ad alenda primarum aetatum ingenia magis accommodatum.
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.
5.19. 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, ad quem tamen intelligendum iam profectu opus sit.
5.20. 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.
5.20. 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.
5.21. 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. 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.
5.21. 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, 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.
5.23. 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.
5.23. 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, quibus et ipsis multa virtus adest.
5.24. 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.
5.24. enim nos tarditatis natura damnavit, sed dicendi mutavimus genus et ultra nobis quam oportebat indulsimus; ita non tam ingenio illi nos superarunt quam proposito.
5.25. 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.
5.25. ergo licebit eligere; sed curandum erit, ne iis, quibus permixta sunt, inquinentur. vero etiam, quos totos imitari oporteat, et fuisse nuper et nunc esse, quidni libenter non modo concesserim, verum etiam contenderim?
5.26. 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.
5.26. hi qui sint, non cuiuscunque est pronuntiare. circa priores vel erratur, ideoque hanc novorum distuli lectionem, ne imitatio iudicium antecederet.
6.1. 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.
6.1. 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.
6.2. 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, 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.
6.2. , cum primas modo lineas duxissent, post declamationes, quid omisisset quisque, tractabant; quosdam vero locos non minore cura, quam cum ad dicendum ipsi surgerent, excolebant. 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:
6.3. 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. 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.
6.3. primum quia emendationem auribus modo accipiunt, divisionem vero ad cogitationem etiam et stilum perferunt; deinde quod libentius praecipientem audiunt quam reprehendentem. qui vero paulo sunt vivaciores, in his praesertim moribus, etiam irascuntur admonitioni et taciti repugnant. ideo tamen minus vitia aperte coarguenda sunt. enim ratio ceterorum, qui recta esse, quae praeceptor non emendaverit, credent. autem ratio miscenda est et ita tractanda, ut ipsae res postulabunt.
6.5. 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.
6.5. 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.
6.6. 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.
6.6. credi sibi ipsos oportebit, ne mala consuetudine semper alienum laborem sequendi nihil per se conari et quaerere sciant. satis prudenter dicenda viderint, iam prope consummata fuerit praecipientis opera; at si quid erraverint adhuc, erunt ad ducem reducendi.
6.7. 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.
6.7. 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.
7.1. 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.
7.1. 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.
7.2. 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.
7.2. 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.
7.3. 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.
7.3. 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.
7.4. 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.
7.4. autem copia verborum optimorum et compositione et figuris iam non quaesitis sed sponte et ex reposito velut thesauro se offerentibus. his et iucunda in sermone bene a quoque dictorum relatio et in causis utilis. et plus auctoritatis adferunt ea, quae non praesentis gratia litis sunt comparata, et laudem saepe maiorem quam si nostra sint conciliant.
7.5. 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.
7.5. tamen permittendum quae ipsi scripserint dicere, ut laboris sui fructum etiam ex illa quae maxime petitur laude plurium capiant. id quoque tum fieri oportebit, cum aliquid commodius elimaverint, ut eo velut praemio studii sui donentur ac se meruisse ut dicerent gaudeant.
8.1. 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.
8.1. praeceptoris haberi solet nec immerito diligenter in iis, quos erudiendos susceperit, notare discrimina ingeniorum et, quo quemque natura maxime ferat, scire. est in hoc incredibilis quaedam varietas nec pauciores animorum paene quam corporum formae.
8.2. This is clear from a consideration of the orators themselves, who differ in style to such an extent that no one is like another, in spite of the fact that numbers have modelled their style on that of their favorite authors.
8.2. intelligi etiam ex ipsis oratoribus potest, qui tantum inter se distant genere dicendi, ut nemo sit alteri similis, quamvis plurimi se ad eorum quos probabant imitationem composuerint.
8.3. Many again think it useful to direct their instruction to the fostering of natural advantages and to guide the talents of their pupils along the lines which they instinctively tend to follow. Just as an expert gymnast, when he enters a gymnasium full of boys, after testing body and mind in every way, is able to decide for what class of athletic contest they should be trained, even so, they say, a teacher of oratory after careful observation of a boy's stylistic preferences, be they for terseness and polish, energy, dignity, charm, roughness, brilliance or wit, will so adapt his instructions to individual needs that each pupil will be pushed forward in the sphere for which his talents seem specially to design him;
8.3. deinde plerisque visum est ita quemque instituere, ut propria naturae bona doctrina foverent et in id potissimum ingenia, quo tenderent, adiuvarentur; ut si quis palaestrae peritus, cum in aliquod plenum pueris gymnasium venerit, expertus eorum omni modo corpus animumque discernat, cui quisque certamini praeparandus sit, ita praeceptorem eloquentiae, cum sagaciter fuerit intuitus, cuius ingenium presso limatoque genere dicendi, cuius acri, gravi, dulci, aspero, nitido, urbano maxime gaudeat, ita se commodaturum singulis, ut in eo, quo quisque eminet, provehatur;
8.5. for nature, when cultivated, goes from strength to strength, while he who runs counter to her bent is ineffective in those branches of the art for which he is less suited and weakens the talents which he seemed born to employ.
8.5. quod et adiuta cura natura magis evalescat, et qui in diversa ducatur neque in iis, quibus minus aptus est, satis possit efficere et ea, in quae natus videtur, deserendo faciat infirmiora.
8.6. Now, since the critic who is guided by his reason is free to dissent even from received opinions, I must insist that to my thinking this view is only partially true. It is undoubtedly necessary to note the individual gifts of each boy, and no one would ever convince me that it is not desirable to differentiate courses of study with this in view.
8.6. mihi (libera enim vel contra receptas persuasiones rationem sequenti sententia est) in parte verum videtur. proprietates ingeniorum dispicere prorsus necessarium est.
8.7. One boy will be better adapted for the study of history, another for poetry, another for law, while some perhaps had better be packed off to the country. The teacher of rhetoric will distinguish such special aptitudes, just as our gymnast will turn one pupil into a runner, another into a boxer or wrestler or an expert at some other of the athletic accomplishments for which prizes are awarded at the sacred games.
8.7. his quoque certum studiorum facere delectum nemo dissuaserit. erit alius historiae magis idoneus, alius compositus ad carmen, alius utilis studio iuris, ut nonnulli rus fortasse mittendi. discernet haec dicendi magister, quomodo palaestricus ille cursorem faciet aut pugilem aut luctatorem aliudve quid ex iis, quae sunt sacrorum certaminum.
8.8. But on the other hand, he who is destined for the bar must study not one department merely, but must perfect himself in all the accomplishments which his profession demands, even though some of them may seem too hard for him when he approaches them as a learner. For if natural talent alone were sufficient, education might be dispensed with.
8.8. ei, qui foro destinabitur, non in unam partem aliquam sed in omnia, quae sunt eius operis, etiam si qua difficiliora discenti videbuntur, elaborandum est. et omnino supervacua erat doctrina, si natura sufficeret.
8.9. Suppose we are given a pupil who, like so many, is of depraved tastes and swollen with his own conceit; shall we suffer him to go his own sweet way? If a boy's disposition is naturally dry and jejune, ought we not to feed it up or at any rate clothe it in fairer apparel? For, if in some cases it is necessary to remove certain qualities, surely there are others where we may be permitted to add what is lacking.
8.9. si quis ingenio corruptus ac tumidus, ut plerique sunt, incident, in hoc eum ire patiemur? aridum atque ieiunum non alemus et quasi vestiemus? si quaedam detrahere necessarium est, cur non sit adiicere concessum?
8.10. Not that I would set myself against the will of nature. No innate good quality should be neglected, but defects must be made good and weaknesses made strong.
8.10. ego contra naturam pugno. enim deserendum id bonum, si quod ingenitum est, existimo, sed augendum addendumque quod cessat.
8.11. When Isocrates, the prince of instructors, whose works proclaim his eloquence no less than his pupils testify to his excellence as a teacher, gave his opinion of Ephorus and Theopompus to the effect that the former needed the spur and the latter the curb, what was his meaning? Surely not that the sluggish temperament of the one and the headlong ardour of the other alike required modification by instruction, but rather that each would gain from an admixture of the qualities of the other.
8.11. vero clarissimus ille praeceptor Isocrates, quem non magis libri bene dixisse quam discipuli bene docuisse testantur, cum de Ephoro atque Theopompo sic iudicaret, ut alteri frenis alteri calcaribus opus esse diceret, aut in illo lentiore tarditatem aut in illo paene praecipiti concitationem adiuvandam docendo existimavit, cum alterum alterius natura miscendum arbitraretur?
8.12. In the case of weaker understandings however some concession must be made and they should be directed merely to follow the call of their nature, since thus they will be more effective in doing the only thing that lies in their power. But if we are fortunate enough to meet with richer material, such as justifies us in the hope of producing a real orator, we must leave no oratorical virtue uncared for.
8.12. tamen ingeniis sane sic obsequendum sit, ut tantum in id, quo vocat natura, ducantur; ita enim, quod solum possunt, melius efficient. vero liberalior materia contigerit et in qua merito ad spem oratoris simus aggressi, nulla dicendi virtus omittenda est.
8.13. For though he will necessarily have a natural bent for some special department of oratory, he will not feel repelled by the others, and by sheer application will develop his other qualities until they equal those in which he naturally excels. The skilled gymnast will once again provide us with a parallel: if he undertakes to train a pancratiast, he will not merely teach him how to use his fists or his heels, nor will he restrict his instructions to the holds in wrestling, giving special attention to certain tricks of this kind, but will train him in every department of the science. Some will no doubt be incapable of attaining proficiency in certain exercises; these must specialise on those which lie within their powers.
8.13. licet sit aliquam in partem pronior, ut necesse est, ceteris tamen non repugnabit, atque ea cura paria faciet iis, in quibus eminebat; sicut ille (ne ab eodem exemplo recedamus) exercendi corpora peritus, non, si docendum pancratiasten susceperit, pugno ferire vel calce tantum aut nexus modo atque in iis certos aliquos docebit, sed omnia quae sunt eius certaminis. qui ex his aliqua non possit: in id maxime quod poterit incumbet.
8.14. For there are two things which he must be most careful to avoid: first, he must not attempt the impossible, secondly he must not switch off his pupil from what he can do well to exercises for which he is less well suited. But if his pupil is like the famous Nicostratus, whom we saw when he was old and we were boys, he will train him equally in every department of the science and will make him a champion both in boxing and wrestling, like Nicostratus himself who won the prize for both contests within a few days of each other.
8.14. sunt haec duo vitanda prorsus: unum ne temptes quod effici non possit, alterum ne ab eo, quod quis optime facit, in aliud, ad quod minus est idoneus, transferas. si fuerit qui docebitur ille, quem adolescentes senem vidimus, Nicostratus, omnibus in eo docendi partibus similiter utetur, efficietque illum, qualis hic fuit, luctando pugnandoque, quorum utroque certamine iisdem diebus coronabatur, invictum.
8.15. And how much more important is the employment of such methods where our future orator is concerned! It is not enough to be able to speak with terseness, subtlety or vehemence, any more than it would be for a singing master to excel in the upper, middle or lower register only, or in particular sections of these registers alone. Eloquence is like a harp and will never reach perfection, unless all its strings be taut and in tune.
8.15. quanto id magis oratoris futuri magistro providendum erit? enim satis est dicere presse tantum aut subtiliter aut aspere, non magis quam phonasco acutis tantum aut mediis aut gravibus sonis aut horum etiam particulis excellere. sicut cithara ita oratio perfecta non est, nisi ab imo ad summum omnibus intenta nervis consentiat.
9.1. Though I have spoken in some detail of the duties of the teacher, I shall for the moment confine my advice to the learners to one solitary admonition, that they should love their masters not less than their studies, and should regard them as the parents not indeed of their bodies but of their minds.
9.1. de officio docentium locutus discipulos id unum interim moneo, ut praeceptores suos non minus quam ipsa studia ament, et parentes esse non quidem corporum sed mentium credant.
9.2. Such attachments are of invaluable assistance to study. For under their influence they find it a pleasure to listen to their teachers, believe what they say and long to be like them, come cheerfully and gladly to school, are not angry when corrected, rejoice when praised, and seek to win their master's affection by the devotion with which they pursue their studies.
9.2. haec pietas conferet studio; nam ita et libenter audient et dictis credent et esse similes concupiscent, in ipsos denique coetus scholarum laeti alacresque convenient, emendati non irascentur, laudati gaudebunt, ut sint carissimi, studio merebuntur.
9.3. For as it is the duty of the master to teach, so it is the duty of the pupil to show himself teachable. The two obligations are mutually indispensable. And just as it takes two parents to produce a human being, and as the seed is scattered in vain, if the ground is hard and there is no furrow to receive it and bring it to growth, even so eloquence can never come to maturity, unless teacher and taught are in perfect sympathy.
9.3. ut illorum officium est docere, sic horum praebere se dociles; alioqui neutrum sine altero sufficit. sicut hominis ortus ex utroque gignentium confertur, et frustra sparseris semina, nisi illa praemollitus foverit sulcus: ita eloquentia coalescere nequit nisi sociata tradentis accipientisque concordia.
10.1. These elementary stages are in themselves no small undertaking, but they are merely members and portions of the greater whole; when therefore the pupil has been thoroughly instructed and exercised in these departments, the time will as a rule have come for him to attempt deliberative and forensic themes. But before I begin to discuss these, I must say a few words on the theory of declamation, which is at once the most recent and most useful of rhetorical exercises.
10.1. his primis operibus, quae non ipsa parva sunt sed maiorum quasi membra atque partes, bene instituto atque exercitato iam fere tempus appetet aggrediendi suasorias iudicialesque materias; quarum antequam viam ingredior, pauca mihi de ipsa ratione declamandi dicenda sunt, quae quidem ut ex omnibus novissime inventa ita multo est utilissima.
10.2. For it includes practically all the exercises of which we have been speaking and is in close touch with reality. As a result it has acquired such a vogue that many think that it is the sole training necessary to the formation of an orator, since there is no excellence in a formal speech which is not also to be found in this type of rhetorical exercise.
10.2. et cuncta illa, de quibus diximus, in se fere continet, et veritati proximam imaginem reddit, ideoque ita est celebrata, ut plerisque videretur ad formandam eloquentiam vel sola sufficere. enim virtus ulla perpetuae duntaxat orationis reperiri potest, quae non sit cum hac dicendi meditatione communis.
10.3. On the other hand the actual practice of declamation has degenerated to such an extent owing to the fault of our teachers, that it has come to be one of the chief causes of the corruption of modern oratory; such is the extravagance and ignorance of our declaimers. But it is possible to make a sound use of anything that is naturally sound.
10.3. quidem res ista culpa docentium reccidit, ut inter praecipuas quae corrumperent eloquentiam causas licentia atque inscitia declamantium fuerit. eo, quod natura bonum est, bene uti licet.
10.4. The subjects chosen for themes should, therefore, be as true to life as possible, and the actual declamation should, as far as may be, be modelled on the pleadings for which it was devised as a training.
10.4. ergo et ipsae materiae, quae fingentur, quam simillimae veritatis, et declamatio, in quantum maxime potest, imitetur eas actiones, in quarum exercitationem reperta est.
10.5. For we shall hunt in vain among sponsions and interdicts for magicians and plagues and oracles and stepmothers more cruel than any in tragedy, and other subjects still more unreal than these. What then? are we never to permit young men to handle unreal or, to be more accurate, poetic themes that they may run riot and exult in their strength and display their full stature?
10.5. magos et pestilentiam et responsa et saeviores tragicis novercas aliaque magis adhuc fabulosa frustra inter sponsiones et interdicta quaeremus. ergo? haec supra fidem et poetica, ut vere dixerim, themata iuvenibus tractare permittamus, ut exspatientur et gaudeant materia et quasi in corpus eant?
10.6. It were best to prohibit them absolutely. But at any rate the themes, however swelling and magnificent, should not be such as to seem foolish and laughable to the eye of an intelligent observer. Consequently, if we must make some concession, let us allow the declaimer to gorge himself occasionally, as long as he realises that his case will be like that of cattle that have blown themselves out with a surfeit of green food: they are cured of their disorder by blood-letting and then put back to food such as will maintain their strength; similarly the declaimer must be rid of his superfluous fat, and his corrupt humours must be discharged, if he wants to be strong and healthy.
10.6. optimum; sed certe sint grandia et tumida, non stulta etiam et acrioribus oculis intuenti ridicula: ut, si iam cedendum est, impleat se declamator aliquando, dum sciat, ut quadrupedes, cum viridi pabulo distentae sunt, sanguinis detractione curantur et sic ad cibos viribus conservandis idoneos redeunt, ita sibi quoque tenuandas adipes, et quidquid humoris corrupti contraxerit, emittendum, si esse sanus ac robustus volet. tumor ille inanis primo cuiusque veri operis conatu deprehendetur.
10.7. Otherwise, the first time he makes any serious effort, his swollen emptiness will stand revealed. Those, however, who hold that declamation has absolutely nothing in common with pleading in the courts, are clearly quite unaware of the reasons which gave rise to this type of exercise.
10.7. autem declamandi opus qui diversum omni modo a forensibus causis existimant, ii profecto ne rationem quidem, qua ista exercitatio inventa sit, pervident.
10.8. For if declamation is not a preparation for the actual work of the courts, it can only be compared to the rant of an actor or the raving of a lunatic. For what is the use of attempting to conciliate a non-existent judge, or of stating a case which all know to be false, or of trying to prove a point on which judgment will never be passed? Such waste of effort is, however, a comparative trifle. But what can be more ludicrous than to work oneself into a passion and to attempt to excite the anger or grief of our hearers, unless we are preparing ourselves by such mimic combats for the actual strife and the pitched battles of the law-courts?
10.8. si foro non praeparat, aut scenicae ostentationi aut furiosae vociferationi simillimum est. enim attinet iudicem praeparare, qui nullus est; narrare, quod omnes sciant falsum; probationes adhibere causae, de qua nemo sit pronuntiaturus? haec quidem otiosa tantum; adfici vero et ira vel luctu permovere, cuius est ludibrii, nisi quibusdam pugnae simulacris ad verum discrimen aciemque iustam consuescimus?
10.9. Is there then no difference between our declamations and genuine forensic oratory? I can only reply, that if we speak with a desire for improvement, there will be no difference. [wish indeed that certain additions could be made to the existing practice; that we made use of names, that our fictitious debates dealt with more complicated cases and sometimes took longer to deliver, that we were less afraid of words drawn from everyday speech and that we were in the habit of seasoning our words with jests. For as regards all these points, we are mere novices when we come to actual pleading, however elaborate the training that the schools have given us on other points.
10.9. ergo inter forense genus dicendi atque hoc declamatorium intererit? profectus gratia dicimus, nihil. adiici ad consuetudinem posset, ut nominibus uteremur, et perplexae magis et longioris aliquando actus controversiae fingerentur, et verba in usu cotidiano posita minus timeremus, et iocos inserere moris esset; quae nos, quamlibet per alia in scholis exercitati simus, tirones in foro inveniunt.
10.10. And even if display is the object of declamation, surely we ought to unbend a little for the entertainment of our audience.
10.10. vero in ostentationem comparetur declamatio, sane paulum aliquid inclinare ad voluptatem audientium debemus.
10.11. For even in those speeches which, although undoubtedly to some extent concerned with the truth, are designed to charm the multitude (such for instance as panegyrics and the oratory of display in all its branches), it is permissible to be more ornate and not merely to disclose all the resources of our art, which in cases of law should as a rule be concealed, but actually to flaunt them before those who have been summoned to hear us.
10.11. et in iis actionibus, quae in aliqua sine dubio veritate versantur, sed sunt ad popularem aptatae delectationem, quales legimus panegyricos, totumque hoc demonstrativum genus, permittitur adhibere plus cultus omnemque artem, quae latere plerumque in iudiciis debet, non confiteri modo sed ostentare etiam hominibus in hoc advocatis.
10.12. Declamation therefore should resemble the truth, since it is modelled on forensic and deliberative oratory. On the other hand it also involves an element of display, and should in consequence assume a certain air of elegance.
10.12. declamatio, quoniam est iudiciorum consiliorumque imago, similis esse debet veritati; quoniam autem aliquid in se habet ἐπιδεικτικόν nonnihil sibi nitoris assumere.
10.13. In this connexion I may cite the practice of comic actors, whose delivery is not exactly that of common speech, since that would be inartistic, but is on the other hand not far removed from the accents of nature, for, if it were, their mimicry would be a failure: what they do therefore is to exalt the simplicity of ordinary speech by a touch of stage decoration.
10.13. faciunt actores comici, qui neque ita prorsus, ut nos vulgo loquimur, pronuntiant, quod esset sine arte, neque procul tamen a natura recedunt, quo vitio periret imitatio; sed morem communis huius sermonis decore quodam scenico exornant.
10.14. So too we shall have to put up with certain inconveniences arising from the nature of our fictitious themes; such drawbacks occur more especially in connexion with those numerous details which are left uncertain and which we presume to suit our purpose, such as the ages of our characters, their wealth, their families, or the strength, laws and manners of the cities where our scenes are laid, and the like.
10.14. quoque aliqua nos incommoda ex iis, quas finxerimus, materiis consequentur, in eo praecipue, quod multa in iis relinquuntur incerta, quae sumimus ut videtur, aetates, facultates, liberi, parentes, urbium ipsarum vires, iura, mores, alia his similia;
10.15. Sometimes we even draw arguments from the actual flaws of the assumptions involved by the theme. But each of these points shall be dealt with in its proper place. For although the whole purpose of this work is the formation of an orator, I have no intention of passing over anything that has a genuine connexion with the practice of the schools, for fear that students may complain of the omission.
10.15. quin aliquando etiam argumentum ex ipsis positionum vitiis ducimus. haec suo quaeque loco. enim omne propositum operis a nobis destinati eo spectet, ut orator instituatur, tamen, ne quid studiosi requirant, etiam si quid erit, quod ad scholas proprie pertineat, in transitu non omittemus.
11.1. I have now arrived at the point when I must begin to deal with that portion of the art at which those who have omitted the preceding stages generally commence. I can see, however, that certain critics will attempt to obstruct my path at the very outset: for they will urge that eloquence can dispense with rules of this kind and, in smug satisfaction with themselves and the ordinary methods and exercises of the schools, will laugh at me for my pains; in which they will be only following the example of certain professors of no small reputation. One of these gentlemen, I believe, when asked to define a figure and a thought, replied that he did not know what they were, but that, if they had anything to do with the subject, they would be found in his declamation.
11.1. hinc ergo nobis inchoanda est ea pars artis, ex qua capere initium solent, qui priora omiserunt; quanquam video quosdam in ipso statim limine obstaturos mihi, qui nihil egere huiusmodi praeceptis eloquentiam putent, sed natura sua et vulgari modo et scholarum exercitatione contenti rideant etiam diligentiam nostram exemplo magni quoque nominis professorum, quorum aliquis, ut opinor, interrogatus, quid esset σχῆμα et νόημα, nescire se quidem sed, si ad rem pertineret, esse in sua declamatione respondit.
11.2. Another when asked whether he was a follower of Theodorus or Apollodorus, replied, “Oh! as for me, I am all for the Thracians.” To do him justice, he could hardly have found a neater way to avoid confessing his ignorance. These persons, just because, thanks to their natural gifts, they are regarded as brilliant performers and have, as a matter of fact, uttered much that deserves to be remembered, think that, while most men share their careless habits, few come near them for talent.
11.2. percontanti, Theodoreus an Apollodoreus esset?, inquit, parmularius sum. sane potuit urbanius ex confessione inscitiae suae elabi. hi, quia et beneficio ingenii praestantes sunt habiti et multa etiam memoria digna exclamaverunt, plurimos habent similes negligentiae suae, paucissimos naturae.
11.3. Consequently they make it their boast that they speak on impulse and owe their success to their native powers; they further assert that there is no need of proof or careful marshalling of facts when we are speaking on fictitious themes, but only of some of those sounding epigrams, the expectation of which has filled the lecture-room; and these they say are best improvised on the spur of the moment.
11.3. impetu dicere se et viribus uti gloriantur; neque enim opus esse probatione aut dispositione in rebus fictis, sed, cuius rei gratia plenum sit auditorium, sententiis grandibus, quarum optima quaeque a periculo petatur.
11.4. Further, owing to their contempt for method, when they are meditating on some future effusion, they spend whole days looking at the ceiling in the hope that some magnificent inspiration may occur to them, or rock their bodies to and fro, booming inarticulately as if they had a trumpet inside them and adapting their agitated movements, not to the delivery of the words, but to their pursuit.
11.4. etiam in cogitando, nulla ratione adhibita aut tectum intuentes magnum aliquid, quod ultro se offerat, pluribus saepe diebus expectant, aut murmure incerto velut classico instincti concitatissimum corporis motum non enuntiandis sed quaerendis verbis accommodant.
11.5. Some again settle on certain definite openings long before they have thought what they are going to say, with a view to using them as pegs for subsequent snatches of eloquence, and then after practising their delivery first in silent thought and then aloud for hours together, in utter desperation of providing any connecting links, abandon them and take refuge in one formula after another, each no less hackneyed and familiar than the last.
11.5. certa sibi initia, priusquam sensum invenerint, destinant, quibus aliquid diserti subiungendum sit, eaque diu secum ipsi clareque meditati desperata conectendi facultate deserunt et ad alia deinceps atque inde alia non minus communia ac nota devertunt.
11.6. The least unreasonable of them devote their attention not to the actual cases, but to their purple patches, in the composition of which they pay no attention to the subject-matter, but fire off a series of isolated thoughts just as they happen to come to hand.
11.6. plurimum videntur habere rationis, non in causas tamen laborem suum sed in locos intendunt, atque in iis non corpori prospiciunt sed abrupta quaedam, ut forte ad manum venere, iaculantur.
11.7. The result is a speech which, being composed of disconnected passages having nothing in common with each other, must necessarily lack cohesion and can only be compared to a schoolboy's notebook, in which he jots down any passages from the declamations of others that have come in for a word of praise. None the less they do occasionally strike out some good things and some fine epigrams, such as they make their boast. Why not? slaves and barbarians sometimes achieve the same effects, and if we are to be satisfied with this sort of thing, then good-bye to any theory of oratory.
11.7. fit, ut dissoluta et ex diversis congesta oratio cohaerere non possit similisque sit commentariis puerorum, in quos ea, quae aliis declamantibus laudata sunt, regerunt. tamen sententias et res bonas, ita enim gloriari solent, elidunt; nam et barbari et servi; et si hoc sat est, nulla est ratio dicendi.
12.1. I must, however, admit that the general opinion is that the untrained speaker is usually the more vigorous. This opinion is due primarily to the erroneous judgment of faulty critics, who think that true vigour is all the greater for its lack of art, regarding it as a special proof of strength to force what might be opened, to break what might be untied and to drag what might be led.
12.1. hoc quidem negaverim, sequi plerumque hanc opinionem, ut fortius dicere videantur indocti; primum vitio male iudicantium, qui maiorem habere vim credunt ea, quae non habent artem, ut effringere quam aperire, rumpere quam solvere, trahere quam ducere putant robustius.
12.2. Even a gladiator who plunges into the fight with no skill at arms to help him, and a wrestler who puts forth the whole strength of his body the moment he has got a hold, is acclaimed by them for his outstanding vigour, although it is of frequent occurrence in such cases for the latter to be overthrown by his own strength and for the former to find the fury of his onslaught parried by his adversary with a supple turn of the wrist.
12.2. et gladiator, qui armorum inscius in rixam ruit, et luctator, qui totius corporis nisu in id, quod semel invasit, incumbit, fortior ab his vocatur; cum interim et hic frequenter suis viribus ipse prosternitur, et illum vehementis impetus excipit adversarii mollis articulus.
12.3. But there are many details in this department of our art which the unskilled critic will never notice. For instance, careful division under heads, although of the utmost importance in actual cases, makes the outward show of strength seem less than the reality; the unhewn block is larger than the polished marble, and things when scattered seem more numerous than when placed together.
12.3. sunt in hac parte, quae imperitos etiam naturaliter fallant; nam et divisio, cum plurimum valeat in causis, speciem virium minuit, et rudia politis maiora et sparsa compositis numerosiora creduntur.
12.4. There is moreover a sort of resemblance between certain merits and certain defects: abuse passes for freedom of speech, rashness for courage, prodigality for abundance. But the untrained advocate will abuse too openly and too often, even though by so doing he imperils the success of the case which he has undertaken and not seldom his own personal safety as well.
12.4. praeterea quaedam virtutum vitiorumque vicinia, qua maledicus pro libero, temerarius pro forti, effusus pro copioso accipitur. autem ineruditus apertius et saepius vel cum periculo suscepti litigatoris, frequenter etiam suo.
12.5. But even such violence will win men's good opinion, since they are only too pleased to hear another say things which nothing would have induced them to utter themselves. Such speakers are also less careful to avoid that other peril, the pitfall of style, and are so reckless in their efforts that sometimes in their passion for extravagance they light upon some really striking expression. But such success is rare and does not compensate for their other defects.
12.5. et ista res opinionem, quia libentissime homines audiunt ea, quae dicere ipsi noluissent. quoque alterum quod est in elocutione ipsa periculum minus vitat conaturque perdite, unde evenit nonnunquam, ut aliquid grande inveniat qui semper quaerit quod nimium est; verum id et raro provenit, et cetera vitia non pensat.
12.6. For the same reason the uninstructed sometimes appear to have a richer flow of language, because they say everything that can be said, while the learned exercise discrimination and self-restraint. To this must be added the fact that such persons take no trouble to prove their contentions, and consequently steer clear of the chilly reception given in our decadent law-courts to arguments and questions and seek only for such themes as may beguile the ears of the public even at the cost of appealing to the most perverted tastes.
12.6. hoc quoque interdum videntur indocti copiam habere maiorem, quod dicunt omnia; doctis est et electio et modus. accedit, quod a cura docendi quod intenderunt recedunt. illud quaestionum et argumentorum apud corrupta iudicia frigus evitant nihilque aliud, quam quod vel pravis voluptatibus aures assistentium permulceat, quaerunt.
12.7. Again, their epigrams, the sole objects of their quest, seem all the more striking because of the dreariness and squalor of their context, since flashes are more clearly seen against a background, not of mere “shade,” as Cicero says, but of pitchy darkness. Well, let the world credit them with as much genius as it pleases, so long as it is admitted that such praise is an insult to any man of real eloquence.
12.7. quoque ipsae, quas solas petunt, magis eminent, cum omnia circa illas sordida et abiecta sunt; ut lumina non inter umbras, quemadmodum Cicero dicit, sed plane in tenebris clariora sunt. ingeniosi vocentur, ut libet, dum tamen constet contumeliose sic laudari disertum.
12.8. None the less it must be confessed that learning does take something from oratory, just as the file takes something from rough surfaces or the whetstone from blunt edges or age from wine; it takes away defects, and if the results produced after subjection to the polish of literary study are less, they are less only because they are better.
12.8. confitendum est etiam detrahere doctrinam aliquid, ut limam rudibus et cotes hebetibus et vino vetustatem, sed vitia detrahit, atque eo solo minus est, quod litterae perpolierunt, quo melius.
12.9. But these creatures have another weapon in their armoury: they seek to obtain the reputation of speaking with greater vigour than the trained orator by means of their delivery. For they shout on all and every occasion and bellow their every utterance “with uplifted hand,” to use their own phrase, dashing this way and that, panting, gesticulating wildly and wagging their heads with all the frenzy of a lunatic.
12.9. hi pronuntiatione quoque famam dicendi fortius quaerunt. et clamant ubique et omnia levata, ut ipsi vocant, manu emugiunt, multo discursu, anhelitu, iactatione gestus, motu capitis furentes.
12.10. Smite your hands together, stamp the ground, slap your thigh, your breast, your forehead, and you will go straight to the heart of the dingier members of your audience. But the educated speaker, just as he knows how to moderate his style, and to impart variety and artistic form to his speech, is an equal adept in the matter of delivery and will suit his action to the tone of each portion of his utterances, while, if he has any one canon for universal observance, it is that he should both possess the reality and present the appearance of self-control.
12.10. collidere manus, terrae pedem incutere, femur, pectus, frontem caedere, mire ad pullatum circulum facit; cum ille eruditus, ut in oratione multa summittere, variare, disponere, ita etiam in pronuntiando suum cuique eorum, quae dicet, colori accommodare actum sciat, et, si quid sit perpetua observatione dignum, modestus et esse et videri malit.