By one of the curious accidents of literary history Martial, as the only Latin epigrammatist who left a large mass of work, gave a meaning to the word epigram from which it is only now beginning to recover. The art, practised with such infinite grace by Greek artists of almost every age between Solon and Justinian, was just at this period sunk to a low ebb. The contemporary Greek epigrammatists whose work is preserved in the Palatine Anthology, from Nicarchus and Lucilius to Strato, all show the same heaviness of handling and the same tiresome insistence on making a point, which prevent Martial's epigrams from being placed in the first rank. But while in any collection of Greek epigrammatic poetry these authors naturally sink to their own place, Martial, as well by the mere mass of his work—some twelve hundred pieces in all, exclusive of the cracker mottoes—as by his animation and pungent wit, set a narrow and rather disastrous type for later literature. He appealed strongly to all that was worst in Roman taste—its heavy-handedness, its admiration of verbal cleverness, its tendency towards brutality. Half a century later, Verus Caesar, that wretched creature whom Hadrian had adopted as his successor, and whose fortunate death left the Empire to the noble rule of Antoninus Pius, called Martial "his Virgil:" the incident is highly significant of the corruption of taste which in the course of the second century concurred with other causes to bring Latin literature to decay and almost to extinction.
Among the learned Romans of this age of great learning, the elder Pliny, aetatis suae doctissimus, easily took the first place. Born in the middle of the reign of Tiberius, Gaius Plinius Secundus of Comum passed his life in high public employments, both military and civil, which took him successively over nearly all the provinces of the Empire. He served in Germany, in the Danubian provinces, in Spain, in Gaul, in Africa, and probably also in Syria, on the staff of Titus, during the Jewish war. In August of the year 79 he was in command of the fleet stationed at Misenum when the memorable eruption of Vesuvius took place. In his zeal for scientific investigation he set sail for the spot in a man-of-war, and, lingering too near the zone of the eruption, was suffocated by the rain of hot ashes. The account of his death, given by his nephew in a letter to the historian Tacitus, is one of the best known passages in the classics.
By amazing industry and a most rigid economy of time, Pliny combined with his continuous official duties an immense reading and a literary production of great scope and value. A hundred and sixty volumes of his extracts from writers of all kinds, written, we are told, on both sides of the paper in an extremely small hand, were bequeathed by him to his nephew. Besides works on grammar, rhetoric, military tactics, and other subjects, he wrote two important histories—one, in twenty books, on the wars on the German frontier, the other a general history of Rome in thirty-one books, from the accession of Nero to the joint triumph of Vespasian and Titus after the subjugation of the Jewish revolt. Both these valuable works are completely lost, nor is it possible to determine how far their substance reappears in Tacitus and Suetonius; the former, however, in both Annals and Histories, repeatedly cites him as an authority. But we fortunately possess the most important of his works, the thirty-seven books of his Natural History. This is not, indeed, a great work of literature, though its style, while sometimes heavy and sometimes mannered, is on the whole plain, straightforward, and unpretentious; but it is a priceless storehouse of information on every branch of natural science as known to the ancient world. It was published with a dedication to Titus two years before Pliny's death, but continued during the rest of his life to receive his additions and corrections. It was compiled from a vast reading. Nearly five hundred authors (about a hundred and fifty Roman, the rest foreign) are cited in his catalogue of authorities. The plan of this great encyclopedia was carefully thought out before its composition was begun. It opens with a general system of physiography, and then passes successively to geography, anthropology, human physiology, zoology and comparative physiology, botany, including agriculture and horticulture, medicine, mineralogy, and the fine arts.
After being long held as an almost infallible authority, Pliny, in more recent times, fell under the reproach of credulity and want of sufficient discrimination in the value of his sources. Further research has gone some way to reinstate his reputation. Without having any profound original knowledge of the particular sciences, he had a naturally scientific mind. His tendency to give what is merely curious the same attention as what is essentially important, has incidentally preserved much valuable detail, especially as regards the arts; and modern research often tends to confirm the anecdotes which were once condemned as plainly erroneous and even absurd. Pliny has, further, the great advantage of being shut up in no philosophical system. His philosophy of life, and his religion so far as it appears, is that of his age, a moderate and rational Stoicism. Like his contemporaries, he complains of the modern falling away from nature and the decay of morals. But it is as the conscientious student and the unbiassed observer that he habitually appears. In diligence, accuracy, and freedom from preconception or prejudice, he represents the highest level reached by ancient science after Aristotle and his immediate successors.
Of the more specialised scientific treatises belonging to this period, only two are extant, the three books on Strategy by Sextus Julius Frontinus, and a treatise by the same author on the public water-supply of Rome; both belong to strict science, rather than to literature. The schools of rhetoric and grammar continued to flourish: among many unimportant names that of Quintilian stands eminent, as not only a grammarian and rhetorician, but a fine critic and a writer of high substantive value.
Marcus Fabius Quintilianus of Calagurris, a small town on the Upper Ebro, is the last, and perhaps the most distinguished of that school of Spanish writers which bulks so largely in the history of the first century. He was educated at Rome, and afterwards returned to his native town as a teacher of rhetoric. There he made, or improved, the acquaintance of Servius Sulpicius Galba, proconsul of Tarraconensian Spain in the later years of Nero. When Galba was declared Emperor by the senate, he took Quintilian with him to Rome, where he was appointed a public teacher of rhetoric, with a salary from the privy purse. He retained his fame and his favour through the succeeding reigns. Domitian made him tutor to the two grand-nephews whom he destined for his own successors, and raised him to consular rank. For about twenty years he remained the most celebrated teacher in the capital, combining his professorship with a large amount of actual pleading in the law-courts. His published works belong to the later years of his life, when he had retired from the bar and from public teaching. His first important treatise, on the decay of oratory, De Causis Corruptae Eloquentiae, is not extant. It was followed, a few years later, in or about the year 93, by his great work, the Institutio Oratoria, which sums up the teaching and criticism of his life.
The contents of this work, which at once became the final and standard treatise on the theory and practice of Latin oratory, are very elaborate and complete. In the first book, Quintilian discusses the preliminary training required before the pupil is ready to enter on the study of his art, beginning with a sketch of the elementary education of the child from the time he leaves the nursery, which is even now of remarkable interest. The second book deals with the general principles and scope of the art of oratory, and continues the discussion of the aims and methods of education in its later stages. The five books from the third to the seventh are occupied with an exhaustive treatment of the matter of oratory, under the heads of what were known to the Roman schools by the names of invention and disposition. The greater part of these books is, of course, highly technical. The next four books, from the eighth to the eleventh, treat of the manner of oratory, or all that is included in the word style in its widest signification. It is in this part of the treatise that Quintilian, in relation to the course of general reading both in Greek and Latin that should be pursued by the young orator, gives the masterly sketch of Latin literature which is the most famous portion of the whole work. The twelfth book, which concludes the work, reverts to education in the highest and most extended sense, that of the moral qualifications of the great orator, and the exhaustive discipline of the whole nature throughout life which must be continued unfalteringly to the end.
Now that the formal study of rhetoric has ceased to be a part of the higher education, the more strictly technical parts of Quintilian's work, like those of the Rhetoric of Aristotle, have, in a great measure, lost their relevance to actual life, and with it their general interest to the world at large. Both the Greek and the Roman masterpiece are read now rather for their incidental observations upon human nature and the fundamental principles of art, than for instruction in a particular form of art which, in the course of time, has become obsolete. These observations, in Quintilian no less than in Aristotle, are often both luminous and profound, A collection of the memorable sentences of Quintilian, such as has been made by his modern editors, is full of sayings of deep wisdom and enduring value. Nulla mansit ars qualis inventa est, nec intra initium stetit; Plerumque facilius est plus facere, quam idem; Nihil in studiis parvum est; Cito scribendo non fit ut bene scribatur, bene scribendo fit ut cito; Omnia nostra dum nascuntur placent, alioqui nec scriberentur;—such sayings as these, expressed with admirable terseness and lucidity, are scattered all over the work, and have a value far beyond the limits of any single study. If they do not drop from Quintilian with the same curious negligence as they do from Aristotle (whose best things are nearly always said in a parenthesis), the advantage is not wholly with the Greek author; the more orderly and finished method of the Roman teacher marks a higher constructive literary power than that of Aristotle, whose singular genius made him indeed the prince of lecturers, but did not place him in the first rank of writers.
Beyond these incidental touches of wisdom and insight, which give an enduring value to the whole substance of the work, the chief interest for modern readers in the Institutio Oratoria, lies in three portions which are, more or less, episodic to the strict purpose of the book, though they sum up the spirit in which it is written. These are the discussions on the education of children in the first, and on the larger education of mature life in the last book, and the critical sketch of ancient literature up to his own time, which occupies the first chapter of the tenth. Almost for the first time in history—for the ideal system of Plato, however brilliant and suggestive, stands on quite a different footing—the theory of education was, in this age, made a subject of profound thought and study. The precepts of Quintilian, if taken in detail, address themselves to the formation of a Roman of the Empire, and not a citizen of modern Europe. But their main spirit is independent of the accidents of any age or country. In the breadth of his ideas, and in the wisdom of much of his detailed advice, Quintilian takes a place in the foremost rank of educational writers. The dialogue on oratory written a few years earlier by Tacitus names, as the main cause of the decay of the liberal arts, not any lack of substantial encouragement, but the negligence of parents and the want of skill in teachers. To leave off vague and easy declamations against luxury and the decay of morals, and to fix on the great truth that bad education is responsible for bad life, was the first step towards a real reform. This Quintilian insists upon with admirable clearness. Nor has any writer on education grasped more firmly or expressed more lucidly the complementary truth that education, from the cradle upwards, is something which acts on the whole intellectual and moral nature, and whose object is the production of what the Romans called, in a simple form of words which was full of meaning, "the good man." It would pass beyond the province of literary criticism to discuss the reasons why that reform never took place, or, if it did, was confined to a circle too small to influence the downward movement of the Empire at large. They belong to a subject which is among the most interesting of all studies, and which has hardly yet been studied with adequate fulness or insight, the social history of the Roman world in the second century.
One necessary part of the education of the orator was a course of wide and careful reading in the best literature; and it is in this special connection that Quintilian devotes part of his elaborate discussion on style to a brief critical summary of the literature of Greece and that of his own country. The frequent citations which have already been made from this part of the work may indicate the very great ability with which it is executed. Though his special purpose as a professor of rhetoric is always kept in view, his criticism passes beyond this formal limit. He expresses, no doubt, what was the general opinion of the educated world of his own time; but the form of his criticism is so careful and so choice, that many of his brief phrases have remained the final word on the authors, both in prose and verse, whom he mentions in his rapid survey. His catalogue is far from being, as it has been disparagingly called, a mere "list of the best hundred books." It is the deliberate judgment of the best Roman scholarship, in an age of wide reading and great learning, upon the masterpieces of their own literature. His own preference for certain periods and certain manners is well marked. But he never forgets that the object of criticism is to disengage excellences rather than to censure faults: even his pronounced aversion from the style of Seneca and the authors of the Neronian age does not prevent him from seeing their merits, and giving these ungrudging praise.