portance in the study which we have under consideration and by its means alone can true and deeply rooted proficiency be obtained. But a sluggish pen delays our thoughts, while an unformed. and illiterate hand cannot be deciphered, a circumstance which necessitates another wearisome task, namely the dictation of what we have written to a copyist. We shall therefore at all times and in all places, and above all when we are writing private letters to our friends, find a gratification in the thought that we have not neglected even this accomplishment.

As regards syllables, no short cut is possible: they must all be learnt, and there is no good in putting off learning the most difficult; this is the general practice, but the sole result is bad spelling. Further we must beware of placing a blind confidence in a child's memory. It is better to repeat syllables and impress them on the memory and, when he is reading, not to press him to read continuously or with greater speed, unless indeed the clear and obvious sequence of letters can suggest itself without its being necessary for the child to stop to think. The syllables once learnt, let him begin to construct words with them and sentences with the words. You will hardly believe how much reading is delayed by undue haste. If the child attempts more than his powers allow, the inevitable result is hesitation, interruption and repetition, and the mistakes which he makes merely lead him to lose confidence in what he already knows. Reading must therefore first be sure, then connected, while it must be kept slow for a considerable time, until practice brings speed unaccompanied by error. For to look to the right, which is regularly taught, and to look ahead depends not so much on precept as on practice; since it is necessary to keep the eyes on what follows while reading out what precedes, with the resulting difficulty that the at

tention of the mind must be divided, the eyes and voice being differently engaged. It will be found worth while, when the boy begins to write out words in accordance with the usual practice, to see that he does not waste his labour in writing out common words of everyday occurrence. He can readily learn the explanations or glosses, as the Greeks call them, of the more obscure words by the way and, while he is still engaged on the first rudiments, acquire what would otherwise demand special time to be devoted to it. And as we are still discussing minor details, I would urge that the lines, which he is set to copy, should not express thoughts of no significance but convey some sound moral lesson. will remember such aphorisms even when he is an old man, and the impression made upon his unformed mind will contribute to the formation of his character. He may also be entertained by learning the sayings of famous men and above all selections from the poets, poetry being more attractive to children. For memory is most necessary to an orator, as I shall point out in its proper place, and there is nothing like practice for strengthening and developing it. And at the tender age of which we are now speaking, when originality is impossible, memory is almost the only faculty which can be developed by the teacher.

-H. E. BUTLER.

CULTURE AND VOCATION 1

He

handed over to the teacher of rhetoric: for it is by such studies that the course of education described by the Greeks as ἐγκύκλιος παιδεία or general education will be brought to its full completion.

For there are other subjects of education which must be studied simultaneously with literature. These being independent studies are capable of completion without a knowledge of oratory, while on the other hand they cannot by themselves produce an orator. The question has consequently been raised as to whether they are necessary for this purpose. What, say some, has the knowledge of the way to describe an equilateral triangle on a given straight line got to do with pleading in the law-courts or speaking in the senate? Will an acquaintance with the names and intervals of the notes of the lyre help an orator to defend a criminal or direct the policy of his country? They will perhaps produce a long list of orators who are most effective in the courts but have never sat under a geometrician and whose understanding of music is confined to the pleasure which their ears, like those of other men, derive from it. To such critics I reply, and Cicero frequently makes the same remark in his Orator, that I am not describing any orator who actually exists or has existed, but have in my mind's eye an ideal orator, perfect down to the smallest detail. For when the philosophers describe the ideal sage who is to be consummate in all knowledge and a very god incarnate, as they say, they would have him receive instruction not merely in the knowledge of things human and divine, but would also lead him through a course of subjects, which in themselves are comparatively trivial, as for instance the elaborate subtleties of formal logic: not that acquaintance with the so-called "horn" or "crocodile" problems can make a man wise, but because it is important that he should never trip even in the small

est trifles. So too the teacher of geometry, music or other subjects which I could class with these, will not be able to create the perfect orator (who like the philosopher ought to be a wise man), but none the less thesc arts will assist in his perfection. I may draw a parallel from the use of antidotes and other remedies applied to the eyes or to wounds. We know that these are composed of ingredients which produce many and sometimes contrary effects, but mixed together they make a single compound resembling no one of its component parts, but deriving its peculiar properties from all: so too dumb insects produce honey, whose taste is beyond the skill of man to imitate, from different kinds of flowers and juiccs. Shall we marvel then, if oratory, the highest gift of providence to man, needs the assistance of many arts, which, although they do not reveal or intrude themselves in actual speaking, supply hidden forces and make their silent presence felt? "But," it will be urged, "men have proved fluent without their aid." Granted, but I am in quest of an orator. "Their contribution is but small." Yes, but we shall never attain completeness, if minor details be lacking. And it will be agreed that though our ideal of perfection may dwell on a height that is hard to gain, it is our duty to teach all we know, that achievement may at least come somewhat nearer the goal. But why should our courage fail? The perfect orator is not contrary to the laws of nature, and it is cowardly to despair of anything that is within the bounds of possibility.

those matters for which one shows liking and ability at a particular stage is to fail to lead one beyond his early limitations to the mastery of things which are worth while even though difficult.

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. 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. 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; 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. 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. 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 speciai 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. 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.) 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. 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. 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.

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. 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. 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. 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. -H. E. BUTLER.

THE CHOICE OF WORDS 1

[From The Training of the Orator, Book VIII]

Advice to the effect that words are not an end in themselves but a means to an end was very much needed in Quintilian's day.

This does not, however, mean that we should devote ourselves to the study of words alone. For I am compelled to offer the most prompt and determined resistance to those who would at the very portals of this enquiry lay hold of the admissions I have just made and, disregarding the subject matter which, after all, is the backbone of any speech, devote themselves to the futile and crippling study of words in a vain desire to acquire the gift of elegance, a gift which I myself regard as the fairest of all the glories of oratory, but only when it is natural and unaffected. Healthy bodies, enjoying a good circulation and strengthened by exercise, acquire grace from the same source that gives them strength, for they have a healthy complexion, firm flesh and shapely thews. But, on the other hand, the man who attempts to enhance these physical graces by the effeminate use of depilatories and cosmetics, succeeds merely in defacing them by the very care which he bestows on them. Again, a tasteful and magnificent dress, as the Greek poet tells us, lends added dignity to its wearer: but effeminate and luxurious apparel fails to adorn the body and merely reveals the foulness of the mind. Simi

larly, a translucent and iridescent style

1 From The Loeb Classical Library, reprinted by permission.

merely serves to emasculate the subject which it arrays with such pomp of words. Therefore I would have the orator, while careful in his choice of words, be even more concerned about his subject matter. For, as a rule, the best words are essentially suggested by the subject matter and are discovered by their own intrinsic light. But to-day we hunt for these words as though they were hiding themselves and striving to elude our grasp. And thus we fail to realise that they are to be found in the subject of our speech, and seek them elsewhere, and, when we have found them, force them to suit their context. It is with a more virile spirit that we should pursue eloquence, who, if only her whole body be sound, will never think it her duty to polish her nails and tire her hair.

The usual result of over-attention to the niceties of style is the deterioration of our eloquence. The main reason for this is that those words are best which are least far-fetched and give the impression of simplicity and reality. For those words which are obviously the result of careful search and even seem to parade their self-conscious art fail to attain the grace at which they aim and lose all appearance of sincerity because they darken the sense and choke the good seed by their own luxuriant overgrowth. For in our passion for words we paraphrase what might be said in plain language, repeat what we have already said at sufficient length, pile up a number of words. where one would suffice, and regard allusion as better than directness of speech. So, too, all directness of speech is at a discount, and we think no phrase eloquent that another could conceivably have used. We borrow figures and metaphors from the most decadent poets, and regard it as a real sign of genius that it should require a genius to understand our meaning. And yet Cicero long since laid down this rule in the clearest of language, that the worst fault in speaking

is to adopt a style inconsistent with the idiom of ordinary speech and contrary to the common feeling of mankind. But nowadays our rhetoricians regard Cicero as lacking both polish and learning; we are far superior, for we look upon everything that is dictated by nature as beneath our notice, and seek not for the true ornaments of speech, but for meretricious finery, as though there were any real virtue in words save in their power to represent facts. And if we have to spend all our life in the laborious effort to discover words which will at once be brilliant, appropriate and lucid, and to arrange them with exact precision, we lose all the fruit of our studies. And yet we see the majority of modern speakers wasting their time over the discovery of single words and over the elaborate weighing and measurement of such words when once discovered. Even if the special aim of such a practice were always to secure the best words, such an ill-starred form of industry would be much to be deprecated, since it checks the natural current of our speech and extinguishes the warmth of imagination by the delay and loss of self-confidence which it occasions. For the orator who cannot endure to lose a single word is like a man plunged in griping poverty. On the other hand, if he will only first form a true conception of the principles of eloquence, accumulate a copious supply of words by wide and suitable reading, apply the art of arrangement to the words thus acquired, and finally, by continual exercise, develop strength to use his acquisitions so that every word is ready at hand and lies under his very eyes, he will never lose a single word. For the man who follows these instructions will find that facts and words appropriate to their expression will present themselves spontaneously. But it must be remembered that a long course of preliminary study is necessary and that the requisite ability must not merely be ac