Quintilian

Not to be confused with Quintillion.

Quintilian's statue in Calahorra, La Rioja, Spain

Marcus Fabius Quintilianus (ca. 35 – ca. 100) was a Roman rhetorician from Hispania, widely referred to in medieval schools of rhetoric and in Renaissance writing. In English translation, he is usually referred to as Quintilian, although the alternate spellings of Quintillian and Quinctilian are occasionally seen, the latter in older texts.

Life

Quintilian was born ca. 35 in Calahorra, La Rioja in Hispania. His father, a well-educated man, sent him to Rome to study rhetoric early in the reign of Nero. While there, he cultivated a relationship with Domitius Afer, who died in 59. "It had always been the custom … for young men with ambitions in public life to fix upon some older model of their ambition … and regard him as a mentor" (Kennedy, 16). Quintilian evidently adopted Afer as his model and listened to him speak and plead cases in the law courts. Afer has been characterized as a more austere, classical, Ciceronian speaker than those common at the time of Seneca, and he may have inspired Quintilian’s love of Cicero.

Sometime after Afer's death, Quintilian returned to Spain, possibly to practice law in the courts of his own province. However, in 68, he returned to Rome as part of the retinue of Emperor Galba, Nero's short-lived successor. Quintilian does not appear to have been a close advisor of the Emperor, which probably ensured his survival after the assassination of Galba in 69.

After Galba's death, and during the chaotic Year of the Four Emperors which followed, Quintilian opened a public school of rhetoric. Among his students were Pliny the Younger, and perhaps Tacitus. The Emperor Vespasian made him a consul. The emperor "in general was not especially interested in the arts, but…was interested in education as a means of creating an intelligent and responsible ruling class" (19). This subsidy enabled Quintilian to devote more time to the school, since it freed him of pressing monetary concerns. In addition, he appeared in the courts of law, arguing on behalf of clients.

Of his personal life, little is known. In the Institutio Oratoria, he mentions a wife who died young, as well as two sons who predeceased him.

Quintilian retired from teaching and pleading in 88, during the reign of Domitian. His retirement may have been prompted by his achievement of financial security and his desire to become a gentleman of leisure. Quintilian had also survived under several emperors; the reigns of Vespasian and Titus were relatively peaceful, but Domitian was reputed to be difficult even at the best of times. Domitian’s increasing cruelty and paranoia may have prompted the rhetorician to quietly distance himself. The emperor does not appear to have taken offence; in the year 90, Quintilian was made tutor of Domitian's two grand-nephews and heirs. Even this may not have been a vote of confidence; "by the time [Quintilian] finished the Institutio Oratoria, the two young men—potential rivals to a shaky throne—had vanished into exile" (Murphy, xx). Otherwise, Quintilian spent his retirement writing his Institutio Oratoria. The exact date of his death is not known, but is believed to be sometime around 100. He does not appear to have long survived Domitian, who was assassinated in 96.

Works

The only extant work of Quintilian is a twelve-volume textbook on rhetoric entitled Institutio Oratoria (generally referred to in English as the Institutes of Oratory), published around AD 95. This work deals not only with the theory and practice of rhetoric, but also with the foundational education and development of the orator himself, providing advice that ran from the cradle to the grave. An earlier text, De Causis Corruptae Eloquentiae ("On the Causes of Corrupted Eloquence") has been lost, but is believed to have been "a preliminary exposition of some of the views later set forth in [Institutio Oratoria]" (Kennedy, 24).

In addition, there are two sets of declamations, Declamationes Majores and Declamationes Minores, which have been attributed to Quintilian. However, there is some dispute over the real writer of these texts; "Some modern scholars believe that the declamations circulated in his name represent the lecture notes of a scholar either using Quintilian's system or actually trained by him" (Murphy, XVII-XVIII).

Institutio Oratoria

Frontispiece of a 1720 edition of the Institutio Oratoria, showing Quintilan teaching rhetoric

Introduction

As mentioned above, Quintilian wrote his book during the last years of the reign of Emperor Domitian. In the tradition of several Roman emperors, such as Nero and Caligula, Domitian’s regime grew harsher as time went on. “[An] active secret police preyed on the Roman population, and even senators were encouraged in various ways to inform on each other ... under Domitian, even the slightest suspicion of disrespect for the emperor became a capital crime” (xx). Social and political corruption were rife. In a move of utmost irony, the debauched Domitian appointed himself “censor perpetuus, making himself responsible for public morals” (xx).

Against this backdrop, it was very difficult to find orators in the tradition of Cicero, part of whose "fame as an orator stems from his public denunciations of enemies of the state" (XIX). Such positions were simply too dangerous to take during the reign of the emperors since Augustus. Therefore, the role of the orator had changed since Cicero's day. Now, they were more concerned with pleading cases than anything else. Into this time, Quintilian attempted to interject some of the idealism of an earlier time. “Political oratory was dead, and everyone in Rome knew it was dead; but Quintilian deliberately chooses the oratory of a past generation as his educational ideal” (Gwynn, 188).

Overview of Books I and II

In the first two books, Quintilian focuses on the early education of the would-be orator, including various subjects he should be skilled in, such as reading and composition. “He offers us indeed not so much a theory as a curriculum. For instance in ch. iv of Book I he discusses certain letters, the derivation of words, and parts of speech; in ch. v, the necessity of correctness in speaking and writing, choice of words, barbarisms, aspiration, accent, solecisms, figures of speech, foreign words, and compound words; in ch. vi, analogy, and in ch. viii, orthography” (Laing). Regarding the age at which the orator’s training should begin, Quintilian refers to the views of Hesiod and Eratosthenes, but accepts Chrysippus’ view that a child’s life should never be without education (Quintilian 1.1.15-19).

Quintilian sees these formative years as the most critical to the education of an orator: “The infancy of the mind is as important as the infancy of the body and needs as much attention” (Quintilian 1.1.1-24). The role of the orator’s nurse is greatly emphasized as “it is she that the boy will hear first, [and] it is her words that he will imitate” (Laing, 519). Parents play an equally important role, their education being a determining factor in the orator’s progress. Thirdly, the paedagogus, (the slave who attends the young orator) “must be well educated and ready at all times to correct errors in grammar” (Laing, 520). Finally, Quintilian stresses that the orator should be educated by “the most accomplished teacher” (1.1.22). This ideal teacher is described in detail in at (2.2.5).

In Book II, Quintilian defines rhetoric as an art, while classifying the three types of arts: theoretical, practical, and productive (2.17-18). He concludes that rhetoric partakes of all three categories, but associates it most strongly with the practical (2.18.1-5). Rhetoric is also divided into three categories: (1) art, (2) artist, and (3) work (2.14.5). Quintilian then moves into an exploration of rhetoric's nature and virtue, following it with a comparison of oratory and philosophy (2.19-21). It should also be noted that Quintilian uses these two terms, rhetoric and oratory, interchangeably (see Book II).

Overview of Books III-IX

Books III-IX explore and develop the various types of oratory, focusing on the structure and methods of persuasion. Thus, these books are “concerned primarily with the art of rhetoric” (Walzer, 40).

In Book III, Quintilian begins with an apology to his readers for dry, technical nature of his writing (3.1). The following chapters discuss the origins of rhetoric (3.2), as well as its nature and various divisions (3.3). Quintilian then asks whether there are more than three types of oratory (3.4) before discussing cause (3.5) and the status of a cause (3.6). Three over-arching forms of oratory are discussed: panegyric (3.7), deliberative (3.8), and forensic (3.9).

A significant portion of the text is structured around Aristotle's 5 canons of rhetoric: Books III to VI concern the process of invention, arrangement in Book VII, and style in Books VIII and IX. In Book IV, Quintilian discusses Cicero's parts of an oration (4.1-5). Book V is largely a discussion of proofs, designated as artificial or unartificial (5.1). Aristotle's three artistic appeals, ethos, pathos, and logos, are also discussed in Book VI (6.2).

Overview of Book X

In Book X, Quintilian surveys the past contributions of Latin and Greek authors to rhetoric(10.1). Following this discussion, Quintilian argues that the orator should imitate the best authors if he wishes to be successful (10.1.5), "For there can be no doubt that in art no small portion of our task lies in imitation, since, although invention came first and is all-important, it is expedient to imitate whatever has been invented with success" (10.2.1). Writing is then discussed (10.3), followed by correction (10.4), varied forms of composition: translation, paraphrase, theses, commonplaces, and declamations (10.5), premeditation (10.6), and improvisation (10.7).

Overview of Book XI

In Book XI, Quintilian emphasizes the orator's choice of appropriate subject matter at varying times (11.1). He further stresses the role of the audience within oratory: "Their power and rank will make no small difference; we shall employ different methods according as we are speaking before the emperor, a magistrate, a senator, a private citizen, or merely a free man, while a different tone is demanded by trials in the public courts, and in cases submitted to arbitration" (11.1.43). Also discussed are the orator's memory (11.2) and delivery (11.3), the final canons of Aristotle's rhetoric.

Overview of Book XII

Book XII addresses the career of the educated orator after he has completed his training. In the preface, Quintilian expresses, for the first time, that he is theorizing beyond the work of others:

Now there is "Nothing before and nothing behind but the sky and the Ocean." One only can I discern in all of the boundless waste of waters, Marcus Tullius Cicero, and even he, though the ship in which he entered the seas is of such size and so well found, begins to lessen sail and to row a slower stroke, and is content to speak merely of the kind of speech to be employed by the perfect orator. But my temerity is such that I shall essay to form my orator's character and to teach him his duties. Thus I have no predecessor to guide my steps and must press far, far on, as my theme may demand (Quintilian 12.Pref.4).

Above all else, Quintilian advocates that a good orator must be a vir bonus, a good man (12.1.1). To aid the orator in becoming a good man, Quintilian discusses methods for influencing his character, coupled with the study of philosophy (12.2). Quintilian then emphasizes the study of civic law as essential to orator's ability to advise the state (12.3). Also discussed are the orator's ability to draw from past and present examples (12.4), as well as a certain "loftiness of the soul" that situates the orator above fear (12.5.1). Quintilian does not offer a specific age at which the order should begin to plead; he reasons that this age "will of course depend on the development of his strength" (12.6.2). The orator's careful selection of cases is then discussed, alongside the question of payment (12.7). In (12.8), Quintilian stresses that the orator must devote time and effort to his study of cases. But above his other duties, Quintilian makes clear that the orator "should never, like so many, be led by a desire to win applause to neglect the interest of the actual case" (12.9.1). Lastly, Quintilian compares various styles of Greek and Roman oratory (especially Atticism and the Asiatic style), also commenting on artistic styles of painting and sculpture (12.10). As he concludes, Quintilian discusses when the orator should retire and examines the possible advantages of such a career. His final words urge the orator to devote himself fully to the task: "Wherefore let us seek with all our hearts that true majesty of oratory, the fairest gift of god to man, without which all things are stricken dumb and robbed alike of present glory and the immortal record of posterity; and let us press forward to whatsoever is best, since, if we do this, we shall either reach the summit or at least see many others far beneath us" (12.11.30).

Quintilian on Rhetoric

In Quintilian’s time, rhetoric was primarily composed of three aspects: the theoretical, the educational, and the practical. Institutio Oratoria does not claim originality; Quintilian drew from a number of sources in compiling his work. This eclecticism also prevented him from adhering too rigidly to any particular school of thought on the matter, although Cicero stands out among the other sources. Quintilian also refused any short, simple lists of rules; he evidently felt that the study and art of rhetoric could not be so reduced. This might explain the length of Institutio Oratoria, which consists of twelve books.

From the middle of the first century BC to Quintilian's time, there had been a flowering of Roman rhetoric. But by Quintilian's time, the current of popular taste in oratory was rife with what has been called "silver Latin," a style that favored ornate embellishment over clarity and precision. Quintilian’s Institutio Oratoria can in many ways be read as a reaction against this trend; it advocates a return to simpler and clearer language. It may also reflect the influence of the late Emperor Vespasian, who was “[a] man of plebeian stock, ... a down-to-earth realist with the common touch” (Murray, 431); Vespasian disliked excess and extravagance, and his patronage of Quintilian may have influenced the latter’s views of language. Cicero is the model Quintilian adopts as the standard-bearer for this form; during the previous century, Cicero’s far more concise style was the standard. This relates to his discussion of nature and art. Quintilian evidently preferred the natural, especially in language, and disliked the excessive ornamentation popular in the style of his contemporaries. Deviating from natural language and the natural order of thought in pursuit of an over-elaborate style created confusion in both the orator and his audience. “Even difficult questions can be dealt with by an orator of moderate ability if he is content to follow nature as his leader and does not give all his attention to a showy style” (Gwynn, 78).

Institutio Oratoria is effectively a comprehensive textbook of the technical aspects of rhetoric. From the eleventh chapter of Book II to the end of Book XI, Quintilian covers such topics as natural order, the relation of nature and art, invention, proof, emotion, and language. Perhaps most influential among the ideas discussed is his examination of tropes and figures, found in Books 8 and 9. “[A] trope involves the substitution of one word for another, a figure does not necessarily entail any change either to the order or the meaning of words” (Leitch, 156). An example of a trope would be metaphor, the altering of a word’s meaning. A figure, on the other hand, gives the words a new aspect or greater emotional value. Figures are divided into figures of thought, which may make proof seem more forceful, intensify emotions, or add elegance or ornamentation; and figures of diction, which is further subdivided into “the grammatical, in which the form of the word creates the figure, and the rhetorical, in which the position of the word is the primary factor” (Gwynn, 88).

A good part of this work, of course, deals with the technical aspects of rhetoric and the Institutio Oratoria stands — along with Aristotle's 'Rhetoric' and Cicero's works — as one of the ancient world's greatest works on rhetoric. He organizes the practice of oratory into five canons: inventio (discovery of arguments), dispositio (arrangement of arguments), elocutio (expression or style), memoria (memorization), and pronuntiatio (delivery). For each canon, particularly the first three, he provides a thorough exposition of all the elements that must be mastered and considered in developing and presenting arguments. The thorough and sensible presentation reflect his long experience as orator and teacher, and in many ways the work can be seen as the culmination of Greek and Roman rhetorical theory.

Throughout these and other discussions, Quintilian remains concerned with the practical, applicable aspect, rather than the theoretical. Unlike many modern theorists, he “does not see figurative language as a threat to the stability of linguistic reference” (Leitch, 156). The referential use of a word was always the primary meaning, and the use of figurative language was merely an addition to it, not a replacement for it.

Quintilian on Education

“My aim, then, is the education of the perfect orator” (Quintilianus, 1.Preface.9). Book I of Institutio Oratoria discusses at length the proper method of training an orator, virtually from birth. This focus on early and comprehensive education was in many ways a reflection of Quintilian’s career; Emperor Vespasian’s influence on the official status of education marked the period as one of conscientious education. Quintilian’s contribution to this line of thought, aside from his long career as a public educator, was the opening of his text, and it is regarded as a highlight of the discussion:

“Quintilian’s Institutio Oratoria is a landmark in the history of Roman education: it is the culmination of a long development, and it had no successor … [No] teacher was found who could speak with Quintilian’s authority, no orator sufficiently interested in the theory of his art to produce a second de Oratore” (Gwynn, 242).

His theory of education is one area in which Quintilian differs from Cicero. Cicero called for a broad, general education; Quintilian was more focused. He lays out the educational process step by step, from “hav[ing] a father conceive the highest hopes of his son from the moment of his birth” (Quintilianus, 1.1.1).^[1] Other concerns are that the child’s nurse should speak well (“The ideal according to Chrysippus, would be that she should be a philosopher” (1.1.4)), and that both the parents and the teachers of the child should be well-educated.^[1] With respect to the parents, Quintilian “do[es] not restrict this remark to fathers alone” (1.1.6);^[1] a well-educated mother is regarded as an asset to the growing orator. Quintilian also presents a wide review of suitable literary examples, and this work is also an important work of literary criticism. While he clearly favors certain writers, his fairness is notable, as even writers, such as Sallust, an influential practitioner of the sort of style that Quintilian opposed, are afforded some consideration. Above all, Quintilian holds up Cicero as an example of a great writer and orator.

Quintilian discusses many issues of education that are still relevant today. He believed that education should be begun early, as mentioned above, but also that it should be pleasurable for the child. “Above all things we must take care that the child, who is not yet old enough to love his studies, does not come to hate them and dread the bitterness which he had once tasted, even when the years of infancy are left behind. His studies must be made an amusement” (1.1.20).^[1] The proliferation of educational toys available for pre-school aged children shows that this view still has power. He also examines the various pros and cons of public schooling versus homeschooling, eventually coming out in favour of public school, so long as it is a good school. His view is that public schools teach social skills along with their studies, and a student would benefit more from this than from studying in seclusion. One must note, however, that Quintilian makes a point of declaring that “a good teacher will not burden himself with a larger number of pupils than he can manage, and it is further of the very first importance that he should be on only friendly and intimate terms with us and make his teaching not a duty but a labor of love” (1.2.15).

Quintilian’s most arresting point about the growing orator, however, is that he should be educated in morality above all else. To Quintilian, only a good man could be an orator. This is another aspect where he differs from Cicero, or rather pushes further Cicero’s injunction that an orator should be a good man. Quintilian quite literally believed that an evil man could not be an orator, “[f]or the orator’s aim is to carry conviction, and we trust those only whom we know to be worthy of our trust” (Gwynn, 231). This was quite possibly a reaction to the corrupt and dissolute times in which Quintilian lived; he may have attributed the decline in the role of the orator to the decline in public morality. Only a man free from vice could concentrate on the exacting study of oratory. But “the good man does not always speak the truth or even defend the better cause…what matters is not so much the act as the motive” (Clarke, 117). Therefore, Quintilian’s good orator is personally good, but not necessarily publicly good.

Limitations of Institutio Oratoria

Several limitations have been pointed out in Quintilian’s work. Among them is the injunction that he was too immersed in the culture of rhetoric. Because of his position and his profession, it was impossible for him to view rhetoric from the outside. Therefore, it would have been difficult for him to entertain any doubts about its value. This helps explain his ideal orator as a morally good man—-rhetoric to Quintilian was in itself inherently good. It may also shed some light on his view of philosophy; he “considered rhetoric to be the basis of all education, [and] viewed philosophy as a challenge to its supremacy” (Dominik, 53). He believed that an orator should read philosophy, but only because philosophy had usurped some of the functions of oratory in the first place.

Another limitation of Quintilian is that he is inevitably a victim of his own educational tradition. As mentioned above, he lived in a time of flowery, ornate language. Therefore, although he obviously prefers natural language and attempts to interject some simplicity into the way language is taught, to a certain degree he is forced to accept the unnatural language of his time, simply because of the force of current fashion.^{[citation needed]}

Finally, some^[who?] have called into question the idea of the ideal orator. The education so dictated in Institutio Oratoria was designed to create a person who had never existed, and probably never would. Quintilian seemed willfully unconscious of the changes since the days of great Ciceronian oratory. To what end would this perfect orator be created, if there was no place for him?

Placement of Quintilian’s Rhetoric

Quintilian references many authors in the Institutio Oratoria before providing his own definition of rhetoric (Quintilian 10.1.3). His rhetoric is chiefly defined by Cato the Elder’s vir bonus, dicendi peritus, which translates to the “the good man speaking well” (Quintilian 12.1.1). Later on, he states: “I should like the orator I am training to be a sort of Roman Wise Man” (Quintilian 12.2.7). Quintilian also “insists that his ideal orator is no philosopher because the philosopher does not take as a duty participation in civic life; this is constitutive of Quintilian's (and Isocrates' and Cicero's) ideal orator" (Walzer, 26). Though he calls for imitation, he also urges the orator to use this knowledge to inspire his own original invention (Quintilian 10.2.4).

No author receives greater praise in the Institutio Oratoria than Cicero: “For who can instruct with greater thoroughness, or more deeply stir the emotions? Who has ever possessed such a gift of charm?” (Quintilian 10.1.109). Quintilian’s definition of rhetoric shares many similarities with that of Cicero, one being the importance of the speaker’s moral character (Logie). Like Cicero, Quintilian also believes that “history and philosophy can increase an orator’s command of copia and style;" they differ in that Quintilian “features the character of the orator, as well as the art” (Walzer, 36-7).

In Book II, Quintilian sides with Plato’s assertion in the Phaedrus that the rhetorician must be just: “In the Phaedrus, Plato makes it even clearer that the complete attainment of this art is even impossible without the knowledge of justice, an opinion in which I heartily concur" (Quintilian 2.15.29). Their views are further similar in their treatment of “(1) the inseparability, in more respects than one, of wisdom, goodness, and eloquence; and (2) the morally ideological nature of rhetoric. [...] For both, there are conceptual connections between rhetoric and justice which rule out the possibility of amorally neutral conception of rhetoric. For both, rhetoric is ‘speaking well,’ and for both ‘speaking well’ means speaking justly" (Logie, 371).

Influence of Quintilian

The influence of Quintilian’s masterwork, Institutio Oratoria, can be felt in several areas. First of all, there is his criticism of the orator Seneca. Quintilian was attempting to modify the prevailing imperial style of oratory with his book, and Seneca was the principal figure in that style’s tradition. He was more recent than many of the authors mentioned by Quintilian, but his reputation within the post-classical style necessitated both his mention and the criticism or back-handed praise that is given to him. Quintilian believed that “his style is for the most part corrupt and extremely dangerous because it abounds in attractive faults” (Quintilianus, 10.1.129). Seneca was regarded as doubly dangerous because his style was sometimes attractive. This reading of Seneca “has heavily coloured subsequent judgments of Seneca and his style” (Dominik, 51).

Quintilian also made an impression on Martial, the Latin poet. A short poem, published in 86, was addressed to him, and opened, "Quintilian, greatest director of straying youth, / you are an honour, Quintilian, to the Roman toga". However, one should not take Martial's praise at face value, since he was known for his sly and witty insults. The opening lines are all that are usually quoted, but the rest of the poem contains lines such as "A man who longs to surpass his father’s census rating" (6). This speaks of Quintilian's ambitious side and his drive for wealth and position.

After his death, Quintilian's influence fluctuated. He was mentioned by his pupil, Pliny, and by Juvenal, who may have been another student, “as an example of sobriety and of worldly success unusual in the teaching profession” (Gwynn, 139). During the 3rd to 5th centuries, his influence was felt among such authors as St. Augustine of Hippo, whose discussion of signs and figurative language certainly owed something to Quintilian, to St. Jerome, editor of the Vulgate Bible, whose theories on education are clearly influenced by Quintilian’s. The Middle Ages saw a decline in knowledge of his work, since existing manuscripts of Institutio Oratoria were fragmented, but the Italian humanists revived interest in the work after the discovery of a forgotten, complete manuscript in central Europe. The Italian poet Petrarch addressed one of his letters to the dead to Quintilian, and for many he “provided the inspiration for a new humanistic philosophy of education” (140). This enthusiasm for Quintilian spread with humanism itself, reaching northern Europe in the 15th and 16th centuries. Martin Luther, the German theologian and ecclesiastical reformer, “claimed that he preferred Quintilian to almost all authors, “in that he educates and at the same time demonstrates eloquence, that is, he teaches in word and in deed most happily”” (140).

After this high point, Quintilian’s influence seems to have lessened somewhat, although he is mentioned by the English poet Alexander Pope in his versified “An Essay on Criticism”:

In grave Quintilian’s copious works we find

The justest rules and clearest method join’d (lines 669-70).

In addition, “he is often mentioned by writers like Montaigne and Lessing ... but he made no major contribution to intellectual history, and by the nineteenth century he seemed to be ... rather little read and rarely edited” (Gwynn, 140-1). However, in his celebrated Autobiography, John Stuart Mill (arguably the nineteenth-century's most influential English intellectual) spoke highly of Quintilian as a force in his early education. He wrote that Quintilian, while little-read in Mill's day due to "his obscure style and to the scholastic details of which many parts of his treatise are made up," was "seldom sufficiently appreciated." "His book," Mill continued, "is a kind of encyclopaedia of the thoughts of the ancients on the whole field of education and culture; and I have retained through life many valuable ideas which I can distinctly trace to my reading of him ..."^[2]

In more recent times, Quintilian appears to have made another upward turn. He is frequently included in anthologies of literary criticism, and is an integral part of the history of education. He is believed to be the “earliest spokesman for a child-centered education” (141), which is discussed above under his early childhood education theories. As well, he has something to offer students of speech, professional writing, and rhetoric, because of the great detail with which he covers the rhetorical system. His discussions of tropes and figures also formed the foundation of contemporary works on the nature of figurative language, including the post-structuralist and formalist theories. For example, the works of Jacques Derrida on the failure of language to impart the truth of the objects it is meant to represent would not be possible without Quintilian’s assumptions about the function of figurative language and tropes.^{[citation needed]}

Notes

1. ^ ^{a b c d} Halsall, Paul "Ancient History Sourcebook: Quintilian: The Ideal Education, c. 90 CE", June 1998
2. ^ Mill, John Stuart "Autobiography", Chapter 1: Childhood and Early Education, The University of Adelaide Library Electronic Texts Collection. (Also at p. 25, Collected Works, Vol. I).

See also

• Quadripartita ratio
• Dionysian imitatio

Further reading

• P. Galand, F. Hallyn, C. Lévy, W. Verbaal, Quintilien ancien et moderne. Etudes réunies, Turnhout 2010, Brepols Publishers, ISBN 9782503528656
• Bonner, Stanley F. Education in Ancient Rome: From the elder Cato to the younger Pliny. London: Methuen & Company, Ltd., 1977.
• Clarke, M.L. Rhetoric at Rome: A Historical Survey. New York: Routledge, 1996.
• Dominik, William J. “The style is the man: Seneca, Tacitus, and Quintilian’s canon.” Roman Eloquence: Rhetoric in Society and Literature. Ed. William J. Dominik. New York: Routledge, 1997.
• Gernot Krapinger (ed.), [Quintilian] Der Gladiator (Groessere Deklamationen, 9). Collana Scientifica, 18. Cassino: Universita\ degli Studi di Cassino, 2007.
• Gwynn, Aubrey S.J. Roman Education from Cicero to Quintilian. New York: Teachers College Press, 1926.
• Kennedy, George. Quintilian. New York: Twayne Publishers, 1969.
• Laing, Gordon J. Quintilian, the Schoolmaster. The Classical Journal 15.9 (1920): 515-34.
• Leitch, Vincent B., Ed. The Norton Anthology of Theory and Criticism. New York: W.W. Norton & Company, Inc., 2001.
• Logie, John. Quintilian and Roman Authorship. Rhetoric Review 22.4 (2003): 353-73.
• Murphy, James J.,ed. Quintilian on the Teaching of Speaking and Writing: Translations from Books One, Two, and Ten of the Institutio Oratoria. Edwardville: Southern Illinois University Press, 1987.
• Murray, Oswyn, John Boardman, and Jasper Griffin, Eds. The Oxford History of the Roman World. New York: Oxford University Press, 1991.
• Quintilian. Quintilian's Institutes of Oratory; Or, Education of an Orator. J. S. Watson. London: G. Bell and Sons, 1856. Print.
• Quintilianus, Marcus Fabius. Institutio Oratoria. Trans. H.E. Butler. Loeb Classical Library. Cambridge: Harvard University press, 1920.
• Walzer, Arthur E. "Quintilian's "Vir Bonus" and the Stoic Wise Man." Rhetoric Society 33.4 (2003): 25-41.
• Thomas Zinsmaier, [Quintilian], Die Hände der blinden Mutter (Größere Deklamationen, 6). Collana Scientifica 24. Cassino: Edizioni Università di Cassino, 2009.

External links

Primary sources

1. Institutio Oratoria — English translation, with indices, search engine, bibliography, and history of the text at Iowa State
2. Institutio Oratoria — Latin text and English translation at LacusCurtius
3. Institutio Oratoria and the disputed Declamationes Majores Latin texts at the Latin Library
4. Institutio Oratoria — Latin text at the Bibliotheca Augustana

Other material

1. Detailed Outline of Institutio Oratoria: Outline
2. Short biography of Quintilian: About
3. Article on Quintilian from NNBD: Quintilian
4. A timeline history of Institutio Oratoria and its influence: MSU

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