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Marcus Fabius Quintilianus (c. AD 35-95), Roman rhetorician, 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 met with, the latter in older texts. For alternate uses, see Number 35. ... Centuries: 1st century BC - 1st century - 2nd century Decades: 0s BC - 0s - 10s - 20s - 30s - 40s - 50s - 60s - 70s - 80s - 90s - 100s Years: 90 91 92 93 94 95 96 97 98 99 100 // Events Frontinus is appointed superintendent of the aqueducts (curator aquarum) in Rome. ... The Roman Empire is the term conventionally used to describe the Ancient Roman polity in the centuries following its reorganization under the leadership of Octavian (better known as Augustus). ... Rhetoric (from Greek ρήτωρ, rhêtôr, orator) is one of the three original liberal arts or trivium (the other members are dialectic and grammar) in Western culture. ... By region Italian Renaissance Spanish Renaissance Northern Renaissance English Renaissance French Renaissance German Renaissance Polish Renaissance The Renaissance, also known as Il Rinascimento (in Italian), was an influential cultural movement which brought about a period of scientific revolution, religious reform and artistic transformation, at the dawn of modern European history. ...


Quintilian's life

Quintilian was born ca. 35 C.E. in Calagurrius (now Calahorra) in Spain. 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. For alternate uses, see Number 35. ... Calahorra, La Rioja, Spain is located in the comarca of La Rioja Baja, in that regions southwest, near the border with Navarre on the right bank of the Ebro. ... A statue of Nero Nero Claudius Cæsar Augustus Germanicus (December 15, 37 AD–June 9, 68 AD), born Lucius Domitius Ahenobarbus, also called Nero Claudius Drusus Germanicus, was the fifth and last Roman Emperor of the Julio-Claudian dynasty. ... Domitius Afer (died 60) was a Roman orator and advocate, born at Nemausus (Nîmes) in Gallia Narbonensis. ... For other uses, see number 59. ... Seneca has several significant meanings: Seneca the Elder Seneca the Younger Seneca tribe Seneca crater Seneca (plant) Seneca College, Toronto, Ontario Places in the United States of America: Seneca, Pennsylvania Seneca, South Carolina Seneca, Wisconsin Seneca County, New York Seneca, New York Seneca Lake Seneca Falls (village), New York Senecaville... Marcus Tullius Cicero (standard English pronunciation ; Classical Latin pronunciation ) (January 3, 106 BC – December 7, 43 BC) was an orator and statesman of Ancient Rome, and is generally considered the greatest Latin orator and prose stylist. ...

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. Centuries: 1st century BCE - 1st century - 2nd century Decades: 10s 20s 30s 40s 50s - 60s - 70s 80s 90s 100s 110s Years: 63 64 65 66 67 - 68 - 69 70 71 72 73 Events June 9 - Roman Emperor Nero commits suicide. ... Head of Galba at the Louvre. ... Centuries: 1st century BC - 1st century - 2nd century Decades: 10s 20s 30s 40s 50s - 60s - 70s 80s 90s 100s 110s Years: 64 65 66 67 68 - 69 - 70 71 72 73 74 Events The Year of the four emperors: After Neros death, Galba, Otho and Vitellius are all Roman...

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 and endowed him with; 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. The forced suicide of emperor Nero, in 68 AD, was followed by a brief period of civil war (the first Roman civil war since Antonys death in 31 BC) known as the Year of the four emperors. ... Rhetoric (from Greek ρήτωρ, rhêtôr, orator) is one of the three original liberal arts or trivium (the other members are dialectic and grammar) in Western culture. ... Gaius Plinius Caecilius Secundus (63-ca. ... Gaius Cornelius Tacitus Publius or Gaius Cornelius Tacitus (ca. ... Vespasian sestertius, struck in 71 to celebrate the victory in the Jewish Rebellion. ... For modern, semi-diplomatic or colonial consuls, see Consul (representative). ...

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 if his death is not known, but is believed to be sometime around CE 100. He does not appear to have long survived Domitian, who was assassinated in 96. Therefore, after living through the reigns of some of Rome’s most notorious emperors, Quintilian appears to have died before the time of the five good emperors. Centuries: 1st century BC - 1st century - 2nd century Decades: 0s BC - 0s - 10s - 20s - 30s - 40s - 50s - 60s - 70s - 80s - 90s - 100s Years: 83 84 85 86 87 88 89 90 91 92 93 Events Pope Clement I succeeded Pope Anacletus I Han Hedi succeeded Han Zhangdi as emperor of... Domitian bust in the Louvre Titus Flavius Domitianus (24 October 51 – 18 September 96), commonly known as Domitian, was a Roman emperor of the gens Flavia. ... This article is about the emperor of ancient Rome. ... For other uses, see number 90. ... -1... For other uses, see number 96. ... The Five Good Emperors. ...

Quintilian's Works

The only extant work of Quintilian is his masterwork, a twelve-volume textbook on rhetoric entitled Institutio Oratoria. It is important to note that this work deals not only with the theory and practice of rhetoric, but also with the foundational education and development of the orator himself. 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). Orator is a Latin word for speaker (from the Latin verb oro, meaning I speak or I pray). In ancient Rome, the art of speaking in public (Ars Oratoria) was a professional competence especially cultivated by politicians and lawyers. ...

In additon, 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


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. “[A]n 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). Caligula Gaius Julius Caesar Germanicus (August 31, 12 – January 24, 41), most commonly known as Caligula, was the third Roman Emperor and a member of the Julio-Claudian dynasty, ruling from 37 to 41. ...

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). The latter half of the first century BC or BCE witnessed the close of the Republican era. ... The famous statue of Octavian at the Prima Porta Caesar Augustus (Latin:IMP·CAESAR·DIVI·F·AVGVSTVS) ¹ (23 September 63 BC – 19 August AD 14), known to modern historians as Octavian for the period of his life prior to 27 BC, is considered the first and one of the most...

Quintilian on Rhetoric

In Quintilian’s time, rhetoric was primarily composed of three aspects: the theoretical, the educational, and the practical. Insitutio 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 BCE 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 plebian 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 trope is a rhetorical figure of speech that consists of a play on words, i. ... A figure of speech, sometimes termed a rhetorical figure or device, or elocution, is a word or phrase that departs from straightforward, literal language. ...

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. Aristotle, marble copy of bronze by Lysippos. ...

It is important to note that, 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). 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. With respect to the parents, it is important to note that Quintilian “do[es] not restrict this remark to fathers alone” (1.1.6); 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. Literary criticism is the study, discussion, evaluation, and interpretation of literature. ... Sallust (Gaius Sallustius Crispus) (86-34 BC), Roman historian, belonging to a well-known plebeian family, was born at Amiternum in the country of the Sabines. ...

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” (1.1.21). 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). In these days of overcrowded public schools and overworked educators, it can be difficult for a student to acquire a good education. Thomas Edison attended compulsory school for only three months, after which he was taught at home by his mother and a tutor. ...

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 takes Cicero’s injunction that an orator should be a good man a step further. 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 out trust” (Gwynn, 231). This was quite possibly a reaction to the corrupt and dissolute times in which Quintilian lived; he many 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. Morality, in the strictest sense of the word, deals with that which is innately regarded as right or wrong. ...

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. To meet Wikipedias quality standards, this article or section may require cleanup. ...

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.

Finally, some 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?

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. To meet Wikipedias quality standards, this article or section may require cleanup. ...

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 CE, 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). Note: This article is about the Roman poet, who is the most famous person by this name. ... St. ... For other uses see: Jerome (disambiguation) Jerome (about 340 - September 30, 420), (full name Eusebius Sophronius Hieronymus) is best known as the translator of the Bible from Greek and Hebrew into Latin. ... The Vulgate Bible is an early 5th century translation of the Bible into Latin made by St. ... The Middle Ages formed the middle period in a traditional schematic division of European history into three ages: the classical civilization of Antiquity, the Middle Ages, and modern times, beginning with the Renaissance. ... Humanism is a broad category of active ethical philosophies that affirm the dignity and worth of all people, based on our ability to determine what is right using the qualities innate to humanity, particularly rationality. ... From the c. ... Luther at age 46 (Lucas Cranach the Elder, 1529) The Luther seal Martin Luther (November 10, 1483–February 18, 1546) was a German theologian, an Augustinian monk, and an ecclesiastical reformer whose teachings inspired the Reformation and deeply influenced the doctrines and culture of the Lutheran and Protestant traditions. ...

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”: Alexander Pope, an English poet best known for his Essay on Criticism and Rape of the Lock Pope, circa 1727. ...

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). Michel de Montaigne Michel Eyquem de Montaigne (February 28, 1533 – September 13, 1592) was an influential French Renaissance writer, generally considered to be the inventor of the personal essay. ... Gotthold Ephraim Lessing (January 22, 1729 – February 15, 1781), writer, philosopher, publicist, and art critic, is the most outstanding German representative of the Enlightenment era. ...

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. Early childhood education covers the education of a child from the period from birth to nine years of age. ... Post-structuralism is a term coined in the United States in the mid- to late 1960s to describe mostly French language scholarship that challenged the primacy of structuralism in the humanities. ... To meet Wikipedias quality standards, this article or section may require cleanup. ...

Works Cited

Works Cited 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.

Gwynn, Aubrey S.J. Roman Education from Cicero to Quintilian. New York: Teachers College Press, 1926.

Kennedy, George. Quintilian. New York: Twayne Publishers, 1969.

Leitch, Vincent B., Ed. The Norton Anthology of Theory and Criticism. New York: W.W. Norton & Company, Inc., 2001.

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.

Quintilianus, Marcus Fabius. Institutio Oratoria. Trans. H.E. Butler. Loeb Classical Library. Cambridge: Harvard University press, 1920.

External links

Primary sources

  1. Online version of the original Latin text of Institutio Oratoria with English translation:Institutio Oratoria
  2. Online Editions of Original Latin texts of Institutio Oratoria and the disputed Declamationes Majores Works
  3. Sophia Project Study Edition of Institutio Oratoria: Selections on Rhetoric

Other material

  1. Detailed Outline of Institutio Oratoria: Outline
  2. Short biography of Quintilian: About
  3. Article on Quintilian from NNBD: Quintilian
  4. A collection of resources on Institutio Oratoria, including a history of the text itself: Institutes of Oratory
  5. A timeline history of Institutio Oratoria and its influence: MSU

See also

Marcus Tullius Cicero (standard English pronunciation ; Classical Latin pronunciation ) (January 3, 106 BC – December 7, 43 BC) was an orator and statesman of Ancient Rome, and is generally considered the greatest Latin orator and prose stylist. ... Gaius Plinius Caecilius Secundus (63-ca. ... Rhetoric (from Greek ρήτωρ, rhêtôr, orator) is one of the three original liberal arts or trivium (the other members are dialectic and grammar) in Western culture. ...

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