Quintilian opens his second book by a discussion of the question, which he says occupied a prominent place in the schools of antiquity, at what age a boy should be taken from the teachers of grammar, and delivered to the instructors in rhetoric. By the former, they were taught grammar and the elements of composition; by the latter, exercised in themes, compositions in their own language, translations from Greek, extempore debate, and instructed in declamation, intonation, and action. They were not sent out into the world till they had spent several years in the latter preparatory studies and exercises; and in them were trained young men of all sorts, whether intended for the civil or military classes. It was this which gave its statesmen and generals so wonderful a command of the means of moving the human heart, and enabled them, in the most trying situations, and often in the crisis of a battle or the heat of a tumult, to utter those noble and impassioned sentiments which so often determined the fate of the day, or even the fortunes of their country; and which are so perfect that, when recorded in the historians of antiquity, they have the appearance of having been imagined by the genius of the writer. Nor was the attention to these elements of eloquence sensibly diminished in the progress of time, when the establishment of absolute power in the hands of a single person had transferred, as in the days of Napoleon, the discussion of all public or national questions to the council of state, or the private closet of the emperor. On the contrary, it seems to have daily increased, and was never so great as when the military fortunes of the empire were declining, and its external influence yielding to the increasing weight of the northern nations. A false and turgid style of eloquence, indeed, became then generally prevalent, as it always does in the later days of a nation, and in periods of political servitude: but attention to the means of attaining it underwent no diminution. The wisdom or policy of the emperors left various important functions to their municipia, or "little senates," as they were called. The judicial functions, for the most part, were still intrusted to the citizens: they had the management, almost uncontrolled, of their local concerns: and so great was the importance of securing their suffrages that the power of influencing them, by means of oratory, continued to the very last to be the chief object of instruction to the youth.
The instructors of youth in England have practically solved the question which divided the teachers of antiquity, for they deliver the youth at once from the grammar-school to the forum. They teach him the dead languages incessantly, up to the age of eighteen, at school: in the universities, mathematics in one university, and logic in the other, divide his time with the composition of Greek prose or Latin verse. But in those branches of study which have a bearing on eloquence, or are likely to improve the style of composition, the main attention of all is still directed to composition in the dead languages. They think the art of speaking or writing in English is not to be learned by exercise in that language, but by exercise in another. They hold we are likely to become eloquent in this our English isle, not by translating Cicero into English, but by translating Addison into Latin; to become great poets, not by rendering Horace into the tongue of Gray and Campbell, but by rendering the immortal verses of these into the languages of Pindar or Virgil. Cicero and Mr Pitt were of an opposite opinion. They held that, although the study of the masterpieces of antiquity is the great school of oratory, and the best path to rivalling their beauties, yet this is to be done, not by prosecuting the vain endeavour to emulate, in these days, their perfection in their tongue, but by seeking to transfer it to our own. Translations from the Greek into Latin formed a large part of the preparatory studies of Cicero,—from Thucydides and Cicero were the favourite occupation at college of Mr Pitt.[24] It may be that these great masters of ancient and modern eloquence were wrong—that their time would have been better employed in composing Greek and Latin verses, in attaining a thorough knowledge of Greek and Latin prosody, or becoming masters of all the niceties of Greek or Latin prose composition; but we shall not enter on the great debate. We are content to let education for all classes, in our universities, remain what Mr Locke long ago said it was, the education of schoolmasters;[25] and shall content ourselves with signalising this peculiar system of training as one great cause of the admitted inferiority of modern to ancient eloquence.
None can be more thoroughly impressed than we are with the vast importance of these noble establishments, or their effect in elevating the tone of the national mind, and improving the taste of the youth who daily issue from their walls. It is just from a sense of these advantages that we are so desirous to enhance and extend the sphere of their usefulness, and, by keeping them abreast of the age, and prepared to meet its wants, secure for the classes they instruct the lead in the national affairs to which they are entitled.
It cannot be disputed that, although English composition, or translation from the classics into English, is not altogether overlooked in the English universities, yet it forms a subordinate object of attention. We are all aware how many eminent men have first become celebrated by their prize poems. But those are the exceptions, not the rule. The classics at one university, the higher mathematics at another, form the great passports to distinction; the highest honours at either are only to be won by attention to one or other, or both, of these branches of knowledge. It is not surprising that, when this is the case, the attention of the young men should be mainly turned to composition in the dead languages, or to the most abstruse parts of mathematics; and that when they come to speak in public, or deliver sermons in their own language, they should, in the great majority of cases, be entire novices, both as concerns the method of composition and the graces of oratory. They are, in truth, called upon for the first time to speak what is to them a foreign language; to discuss topics, to them, for the most part unknown; and practise a difficult art, that of delivery, to which they are entire strangers. If they were to address their audiences in Greek, they might possibly rival Æschines or Demosthenes; if in Latin, outstrip Cicero; and if required to compose verses, equal Horace or Pindar. But since they are called on, when they go out into life, to speak neither in Greek prose nor Latin prose, to compose neither in Greek verse nor Latin verse, but to speak in good English, and not about gods and goddesses, but the prices of corn and beef, the evils of pauperism and the load of taxes, they too often find themselves entirely at a loss, and inwardly lament the precious years, never to be recalled, which have been devoted to pursuits of no practical utility in life.
It is the more extraordinary that so little attention should be paid at our universities to composition, or the art of oratory, in the English tongue, that every day's experience proves that the power of public speaking is not only absolutely essential to the most moderate success in many professions, but is indispensable to the highest grades in all. In the Houses of Lords and Commons, at the Bar, in the Church, it is of course necessary from the very outset, if the very least eminence is to be looked for. But not only in the professions of which oratory is the very foundation, but in every case of life where a certain degree of eminence has been attained, it becomes of equal importance, and the want of it will be equally felt. The landed proprietor will find it impossible to maintain his influence in his county, unless, on the hustings and in political meetings, on the bench of justices, at county and railway meetings, he is prepared to take his part in debate, and can come off with a creditable appearance. The merchant or manufacturer who has become a millionnaire by a life of laborious industry, will find that he cannot keep his place in society unless he call deliver his sentiments with effect at civic dinners, meetings for business, in the magisterial chair, or at the festive board. Even the soldier and sailor, when they rise to eminence in their profession, are called on to speak in public, and grievously suffer if they cannot do so. Many a gallant spirit, which never quailed before an enemy, has been crushed, and his reputation injured, by inability to speak in a public assembly, or to answer appropriately a complimentary speech at a public dinner. Indeed, the influence of public speaking in the country is not only great, but daily increasing, and it confers influence and distinction often far beyond the real merits of the speaker, and, for its want, the most solid or brilliant parts in other respects can make no compensation. The great body of men invariably impute inability to speak well in public to want of ideas; whereas, in reality, it generally arises from want of practice, and often coexists with the greatest acquirements and the most brilliant genius. Strange that the art of English oratory, upon which the experience of all tells them success in the higher stations of life is entirely dependent, should, by common consent, be invariably neglected, and that the art of making Latin verses, which universal experience tells all is of no earthly use in life, except to one in a thousand, should, by common consent, be universally cultivated!
It is constantly said, that the object of the extraordinary attention paid in our schools and colleges to composition in the dead languages, is to enable the students properly to appreciate the beauties of their authors, and that, without an exact knowledge of prosody and writing in them, this appreciation cannot be attained. This is doubtless in some degree true: but the point is, at what cost is this proficiency attained, and to what proportion of the students is it of any practical benefit? Is there one in ten to whom the beauty of poetry will ever be intelligible, one in a hundred who will ever be a poet? If we were to live to the age of Methusalem, it might be worth while to set apart ten years for classical composition, ten more for Italian, and ten for German; but since our life is limited to threescore and ten years, and a seventh of that only can be devoted to education, is it expedient to devote the whole of that time to that one object? If ten years are devoted to the mastering of Greek composition and Latin prosody, what time is left for learning to speak or write in English? What should we say if ten years were devoted by every English young man to the composition of German or Italian verses, because it would better enable him to appreciate the beauties of Schiller or Metastasio, of Korner or Petrarch? Yet is composition in these living languages more practically useful, both for the business of life and for improvement in our own tongue, than in the dead, because it is often of advantage in society, and their tongues are at bottom derived from the same roots, and are similar in construction to our own.
It is the more to be regretted that, in our Universities, translations from English into Greek or Latin should be made so great an object, instead of translations from Greek or Latin into English, because the latter study is perhaps the most beneficial, both to spread a taste for ancient beauties, and to diffuse the means of rivalling them in our own tongue, which the wit of man has ever devised. There is nothing which improves the style like translation from the masterpieces of foreign languages. It is far more beneficial than copying or committing to memory the most perfect specimens of composition in our own tongue, because it both brings us in contact with the most exquisite specimens of human genius, and exercises the mind in the endeavour to transfer them to our own idiom. It varies the thought, it extends the ideas, it suggests new methods of expression. It is the foreign travelling of the soul. It renders foreign or ancient languages tributary to our own; it fills the mind with remote ideas; it not only "elevates us in the scale of thinking beings," but increases our power of communicating our thoughts to the world. What boundless treasures have Milton and Collins, Taylor and Gray, imported into our language from the classical writers: how much was the nerve and form of their expression enhanced by their study of antiquity! Of what value are all their Latin compositions compared to those which, so enriched, they have left in their own tongue?
The next circumstance which has contributed to stamp its peculiar style, and hitherto unequalled perfection, on ancient oratory, is the circumstance that it was all, or nearly all, WRITTEN and committed to memory. This at least was certainly the case with all the orations which have come down to our times; for, if not written, how have they been preserved? There were no short-hand writers in those days. The art of stenography was unknown. No reporters from the Times were in attendance, to catch, with almost magical rapidity, every word which fell from the speaker's lips, and render it with exact fidelity in its ample columns the following morning. What was written came, and could only come, from the author himself. It is well known that several of the most celebrated speeches of Cicero never were delivered at all: the frequent repetition of the same ideas, in the same identical words, in the orations of Demosthenes, affords conclusive evidence that they were not merely carefully prepared, but actually written out. Indeed, to any one who considers the style of the speeches, not only of these great masters, but of all the orators of antiquity, it must be sufficiently evident that nearly all that has come down to us had been written. Some part, without doubt, was caught from the inspiration of the moment: a happy retort was sometimes the result of an interruption, a felicitous reply of an antagonist's attack. But these were the exceptions, not the rule. These extempore bursts were interwoven with the framework of the piece, and committed to paper next day, when the author corrected his speech for permanent preservation. In the dexterous interweaving consisted no small part of the skill of the orator. But the greater part of every speech was, beyond all doubt, written and committed to memory. The style everywhere proves this. It is as impossible for any man, how bright soever his genius or copious his language, to speak extempore in the condensed and emphatic style of the ancient orators, as it would be to compose, as an Improvisatore, the verses of Pope or Campbell.
This circumstance sounds strange in those times, and especially to an Englishman, because it is well known that the grand requisite, the one thing needful to a modern orator, is to speak extempore. Power in reply is considered as the highest quality; and it is to it, par excellence, that the much coveted phrase "effective" is applied. We all know what would be the fate of a speaker in the House of Commons who should commit his speeches to memory, and take lessons from Macready or Kean in their delivery. Beyond all doubt, derision would take the place of admiration; the laughs would be much more frequent than the cheers. Yet this is precisely what Cicero and Demosthenes did; it was thus that Pericles ruled the Athenian Democracy, and Æschines all but overturned the giant strength of his immortal adversary. We are not to imagine that these men, whose works have stood the test of twenty centuries, were wrong in their system; it is not to be supposed that every subsequent nation of the earth has misdirected its admiration. It is more probable that some circumstances have occurred to turn oratory, in modern times, aside from its highest flights, and induced a style in public speaking which has now become habitual, and will alone be tolerated, but which is inconsistent with the most perfect style of oratory. Nor is it difficult, if we consider the composition of modern senates, and the objects for which they are assembled, to see what these circumstances are.
As freedom and popular institutions are indispensable to eloquence, it is in England and France, since the Revolution, that oratory of a high description can alone be looked for. But the Anglo-Saxons are essentially a practical race; and the stamp in this respect which nature has affixed to their character, appears, in every age, not less in their deeds than their accomplishments. Imagination has shone forth most brilliantly in many individuals of the race—but, generally speaking, we are not an imaginative people. The Fine Arts have never struck their roots in the open air amongst us; they are the delicate plants of southern realms, which require the shelter and warmth of our conservatories. It is in the highly educated classes alone that a taste for them is general. The romantic, not the classical drama, alone has ever been popular with the mass of our people; the attractions and fashion of the opera are required to make even the beauties of Metastasio tolerable to the very highest ranks. In matters of business, the same disposition is apparent. What is required, what commands success, is neither the flowers of oratory nor brilliancy of imagination nor elegance of diction, but argument to the point. It is thus that the suffrages of jurymen are to be obtained; it is thus that a majority in the House of Commons is to be secured. As the assemblies to whom modern oratory is addressed are much less numerous than those of antiquity—as they are representatives, not citizens; juries, not Areopagites—a different style of speaking has become established from that which was universally felt to be essential in the assemblies of antiquity. When the crowds of a theatre were no longer to be addressed, the theatrical style of oratory fell into disuse.