XXXIII. You will excuse me, replied Maternus, if I take the liberty to say that you have by no means finished your part of our enquiry. You seem to have spread your canvas, and to have touched the outlines of your plan; but there are other parts that still require the colouring of so masterly a hand. The stores of knowledge, with which the ancients enlarged their minds, you have fairly explained, and, in contrast to that pleasing picture, you have given us a true draught of modern ignorance. But we now wish to know, what were the exercises, and what the discipline, by which the youth of former times prepared themselves for the honours of their profession. It will not, I believe, be contended, that theory, and systems of art, are of themselves sufficient to form a genuine orator. It is by practice, and by constant exertion, that the faculty of speech improves, till the genius of the man expands, and flourishes in its full vigour. This, I think, you will not deny, and my two friends, if I may judge by their looks, seem to give their assent. Aper and Secundus agreed without hesitation.
Messala proceeded as follows: Having, as I conceive, shewn the seed-plots of ancient eloquence, and the fountains of science, from which they drew such copious streams; it remains now to give some idea of the labour, the assiduity, and the exercises, by which they trained themselves to their profession. I need not observe, that in the pursuit of science, method and constant exercise are indispensable: for who can hope, without regular attention, to master abstract schemes of philosophy, and embrace the whole compass of the sciences? Knowledge must be grafted in the mind by frequent meditation [a]; to that must be added the faculty of conveying our ideas; and, to make sure of our impression, we must be able to adorn our thoughts with the colours of true eloquence. Hence it is evident that the same arts, by which the mind lays in its stock of knowledge, must be still pursued, in order to attain a clear and graceful manner of conveying that knowledge to others. This may be thought refined and too abstruse. If, however, we are still to be told that science and elocution are things in themselves distinct and unrelated; this, at least, may be assumed, that he, who, with a fund of previous knowledge, undertakes the province of oratory, will bring with him a mind well seasoned, and duly prepared for the study and exercise of real eloquence.
XXXIV. The practice of our ancestors was agreeable to this theory. The youth, who was intended for public declamation, went forth, under the care of his father, or some near relation, with all the advantages of home-discipline; his mind was expanded by the fine arts, and impregnated with science. He was conducted to the most eminent orator of the time. Under that illustrious patronage he visited the forum; he attended his patron upon all occasions; he listened with attention to his pleadings in the tribunals of justice, and his public harangues before the people; he heard him in the warmth of argument; he noted his sudden replies, and thus, in the field of battle, if I may so express myself, he learned the first rudiments of rhetorical warfare. The advantages of this method are obvious: the young candidate gained courage, and improved his judgement; he studied in open day, amidst the heat of the conflict, where nothing weak or idle could be said with impunity; where every thing absurd was instantly rebuked by the judge, exposed to ridicule by the adversary, and condemned by the whole bar.
In this manner the student was initiated in the rules of sound and manly eloquence; and, though it be true, that he placed himself under the auspices of one orator only, he heard the rest in their turn, and in that diversity of tastes which always prevails in mixed assemblies, he was enabled to distinguish what was excellent or defective in the kind. The orator in actual business was the best preceptor: the instructions which he gave, were living eloquence, the substance, and not the shadow. He was himself a real combatant, engaged with a zealous antagonist, both in earnest, and not like gladiators, in a mock contest, fighting for prizes. It was a struggle for victory, before an audience always changing, yet always full; where the speaker had his enemies as well as his admirers; and between both, what was brilliant met with applause; what was defective, was sure to be condemned. In this clash of opinions, the genuine orator flourished, and acquired that lasting fame, which, we all know, does not depend on the voice of friends only, but must rebound from the benches filled with your enemies. Extorted applause is the best suffrage.
In that school, the youth of expectation, such as I have delineated, was reared and educated by the most eminent genius of the times. In the forum, he was enlightened by the experience of others; he was instructed in the knowledge of the laws, accustomed to the eye of the judges, habituated to the looks of a numerous audience, and acquainted with the popular taste. After this preparation, he was called forth to conduct a prosecution, or to take upon himself the whole weight of the defence. The fruit of his application was then seen at once. He was equal, in his first outset, to the most arduous business. Thus it was that Crassus, at the age of nineteen [a], stood forth the accuser of Papirius Carbo: thus Julius Cæsar, at one and twenty, arraigned Dolabella; Asinius Pollio, about the same age, attacked Caius Cato; and Calvus, but a little older, flamed out against Vatinius. Their several speeches are still extant, and we all read them with admiration.
XXXV. In opposition to this system of education, what is our modern practice? Our young men are led [a] to academical prolusions in the school of vain professors, who call themselves rhetoricians; a race of impostors, who made their first appearance at Rome, not long before the days of Cicero. That they were unwelcome visitors, is evident from the circumstance of their being silenced by the two censors [], Crassus and Domitius. They were ordered, says Cicero, to shut up their school of impudence. Those scenes, however, are open at present, and there our young students listen to mountebank oratory. I am at a loss how to determine which is most fatal to all true genius, the place itself, the company that frequent it, or the plan of study universally adopted. Can the place impress the mind with awe and respect, where none are ever seen but the raw, the unskilful, and the ignorant? In such an assembly what advantage can arise? Boys harangue before boys, and young men exhibit before their fellows. The speaker is pleased with his declamation, and the hearer with his judgement. The very subjects on which they display their talents, tend to no useful purpose. They are of two sorts, persuasive or controversial. The first, supposed to be of the lighter kind, are usually assigned to the youngest scholars: the last are reserved for students of longer practice and riper judgement. But, gracious powers! what are the compositions produced on these occasions?
The subject is remote from truth, and even probability, unlike any thing that ever happened in human life: and no wonder if the superstructure perfectly agrees with the foundation. It is to these scenic exercises that we owe a number of frivolous topics, such as the reward due to the slayer of a tyrant; the election to be made by [c] violated virgins; the rites and ceremonies proper to be used during a raging pestilence; the loose behaviour of married women; with other fictitious subjects, hackneyed in the schools, and seldom or never heard of in our courts of justice. These imaginary questions are treated with gaudy flourishes, and all the tumor of unnatural language. But after all this mighty parade, call these striplings from their schools of rhetoric, into the presence of the judges, and to the real business of the bar [d]: