Delphi Complete Works of Quintilian (Illustrated) (Delphi Ancient Classics Book 55) by Quintilian

Author:Quintilian [Quintilian]
Language: eng
Format: epub, azw3
Tags: Classic literature and art
Publisher: Delphi Classics
Published: 2015-10-20T20:00:00+00:00

[33] I am however haunted by the thought that some readers will regard what I have said as trivial details which are only likely to prove a hindrance to those who are intent upon a greater task; and I myself do not think that we should go so far as to lose our sleep of nights or quibble like fools over such minutiae; for such studies make mincemeat of the mind. But it is only the superfluities of grammar that do any harm.

[34] sed nihil ex grammatice nocuerit, nisi quod supervacuum est. an ideo minor est M. Tullius orator, quod idem artis huius diligentissimus fuit et in filio (ut epistolis apparet) recte loquendi asper quoque exactor? aut vim C. Caesaris fregerunt editi de analogia libri?

[34] I ask you, is Cicero a less great orator for having given this science his diligent attention or for having, as his letters show, demanded rigid correctness of speech from his son? Or was the vigour of Gaius Caesar’s eloquence impaired by the publication of a treatise on Analogy?

[35] aut ideo minus Messala nitidus, quia quosdam totos libellos non verbis modo singulis sed etiam litteris dedit? non obstant hae disciplinae per illas euntibus sed circa illas haerentibus.

[35] Or the polish of Messala dimmed by the fact that he devoted whole books to the discussion not merely of single words, but of single letters? Such studies do no harm to those who but pass through them: it is only the pedantic stickler who suffers.

8. superest lectio, in qua puer ut sciat, ubi suspendere spiritum debeat, quo loco versum distinguere, ubi claudatur sensus, unde incipiat, quando attollenda vel summittenda sit vox, quo quidque flexu, quid lentius, celerius, concitatius, lenius dicendum, demonstrari nisi in opere ipso non potest.

8. Reading remains for consideration. In this connexion there is much that can only be taught in actual practice, as for instance when the boy should take breath, at what point he should introduce a pause into a line, where the sense ends or begins, when the voice should be raised or lowered, what modulation should be given to each phrase, and when he should increase or slacken speed, or speak with greater or less energy.

[2] unum est igitur, quod in hac parte praecipiam: ut omnia ista facere possit, intelligat. sit autem in primis lectio virilis et cum suavitate quadam gravis et non quidem prosae similis, quia et carmen est et se poetae canere testantur; non tamen in canticum dissoluta nec plasmate (ut nunc a plerisque fit) effeminata; de quo genere optime C. Caesarem praetextatum adhuc accepimus dixisse: si cantas, male cantas; si legis, cantas.

[2] In this portion of my work I will give but one golden rule: to do all these things, he must understand what he reads. But above all his reading must be manly, combining dignity and charm; it must be different from the reading of prose, for poetry is song and poets claim to be singers. But this fact does not justify degeneration into sing-song or the

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