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Quintilian · Institutes of Oratory §1.9.1-1.9.6

Introductory Writing Exercises through Fables and Maxims

Passage 28 of 366 · Latin

Summary

Following the two core parts of grammar, the author proposes adding introductory writing exercises (rewriting fables, composing maxims, and chriae) to the grammarians' duties for students preparing for the rhetorician.

§1.9.1et finitae quidem sunt partes duae, quas haec professio pollicetur, id est ratio loquendi et enarratio auctorum, quarum illam methodicen hanc historicen vocant. adiiciamus tamen eorum curae quaedam dicendi primordia, quibus aetates nondum rhetorem capientes instituant.
And indeed the two parts which this profession promises are finished, that is, the rule of speaking and the explanation of authors, of which they call the former "methodical" and the latter "historical." Let us, however, add to their care certain beginnings of speaking, by which they may instruct those ages that are not yet capable of a rhetorician.
§1.9.2igitur Aesopi fabellas, quae fabulis nutricularum proxime succedunt, narrare sermone puro et nihil se supra modum extollente, deinde eandem gracilitatem stilo exigere condiscant; versus primo solvere, mox mutatis verbis interpretari, tum paraphrasi audacius vertere, qua et breviare quaedam et exornare salvo modo poetae sensu permittitur.
Therefore, let them learn together to narrate Aesop's fables, which follow closely upon the stories of nurses, in pure language that does not raise itself beyond measure, and then to demand the same simplicity with the pen; first to resolve verses, then to interpret them with changed words, and then to translate them more boldly by paraphrase, in which it is permitted both to shorten certain things and to adorn them, while the meaning of the poet is kept safe.
§1.9.3quod opus etiam consummatis professoribus difficile qui commode tractaverit, cuicunque discendo sufficiet.
Which work is difficult even for accomplished professors; he who has handled it properly will be sufficient for learning anything.
sententiae quoque et chriae et ethologiae subiectis dictorum rationibus apud grammaticos scribantur, quia initium ex lectione ducunt; quorum omnium similis est ratio, forma diversa, quia sententia universalis est vox, ethologia personis continetur.
Maxims also, and chriae, and ethologiae, with the reasons of what was said being subjoined, should be written under the grammarians, because they derive their beginning from reading; of all of which the method is similar, but the form is different, because a maxim is a universal utterance, while ethologia is confined to characters.
§1.9.4chriarum plura genera traduntur: unum simile sententiae, quod est positum in voce simplici, dixit ille, aut, dicere solebat; alterum, quod est in respondendo, interrogatus ille, vel, cum hoc ei dictum esset, respondit; tertium huic non dissimile, cum quis dixisset aliquid, vel fecisset.
Several kinds of chriae are handed down: one similar to a maxim, which is placed in a simple utterance, "he said," or "he was accustomed to say"; another, which is in replying, "he, having been asked," or, "when this had been said to him, he replied"; a third, not unlike this, when someone had said or done something.
§1.9.5etiam in ipsorum factis esse chriam putant, ut crates, cum indoctum puerum vidisset, paedagogum eius percussit; et aliud paene par ei, quod tamen eodem nomine appellare non audent sed dicunt χρειῶδες, ut Milo, quem vitulum adsueuerat ferre, taurum ferebat.
They think that there is a chria even in their actual deeds, as Crates, when he had seen an uneducated boy, struck his pedagogue; and another almost equal to it, which, however, they do not dare to call by the same name but call "chreiodes," as Milo, who had been accustomed to carry a calf, was carrying a bull.
in his omnibus et declinatio per eosdem ducitur casus, et tam factorum quam dictorum ratio est.
In all these, both the declination is led through the same cases, and there is a justification of the deeds as much as of the sayings.
§1.9.6narratiunculas a poetis celebratas notitiae causa non eloquentiae tractandas puto.
I think that short stories celebrated by poets should be treated for the sake of knowledge, not of eloquence.
cetera maioris operis ac spiritus Latini rhetores relinquendo necessaria grammaticis fecerunt; Graeci magis operum suorum et onera et modum norunt.
The rest, of greater work and spirit, the Latin rhetoricians, by relinquishing them, have made necessary for the grammarians; the Greeks better know both the burdens and the limit of their own works.

Notes

  1. §1.9.1quibus aetates nondum rhetorem capientes instituant — The relative pronoun `quibus` is an ablative of instrument referring back to `primordia`. The subject of the subjunctive verb `instituant` is `grammatici` (the grammarians, understood from context), and its object is `aetates` (ages, i.e., children of that age). `capientes` is a present participle modifying `aetates`, meaning 'capable of receiving' or 'receptive to'.
  2. §1.9.2gracilitatem stilo exigere — `gracilitatem` refers to the simplicity or plainness of style. `stilo exigere` means 'to express or render in writing', where `exigere` (to drive out, finish, or demand) is used in the context of composition with a stylus.
  3. §1.9.3quod opus etiam consummatis professoribus difficile qui commode tractaverit — The relative clause `qui commode tractaverit` serves as the subject of the main verb `sufficiet`. The phrase `quod opus etiam consummatis professoribus difficile` acts as an object clause or appositive structure ('this work, which is difficult even for accomplished teachers'), positioned at the beginning for emphasis.
  4. §1.9.5declinatio per eosdem ducitur casus — Here `declinatio` (declension, grammatical variation) refers to an ancient pedagogical exercise. The student was required to rewrite the given 'chria' (short anecdote or saying) by changing its key noun into various grammatical cases (e.g., nominative, genitive, dative), adapting the rest of the sentence accordingly.

Cite this passage

Quintilian, Institutes of Oratory §1.9.1-1.9.6. Humanitext Reader, https://reader.humanitext.ai/en/text/urn:cts:latinLit:phi1002.phi001.humanitext-lat2:1.9.1-1.9.6

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