llowing edict upon the same subject: "It is
reported to us that certain persons have instituted a new kind of
discipline; that our youth resort to their schools; that they have
assumed the title of Latin Rhetoricians; and that young men waste their
time there for whole days together. Our ancestors have ordained what
instruction it is fitting their children should receive, and what schools
they should attend. These novelties, contrary to the customs and
instructions of our ancestors, we neither approve, nor do they appear to
us good. Wherefore it appears to be our duty that we should notify our
judgment both to those who keep such schools, and those who are in the
practice of frequenting them, that they meet our disapprobation."

However, by slow degrees, rhetoric manifested itself to be a (525) useful
and honourable study, and many persons devoted themselves to it, both as
a means of defence and of acquiring reputation. Cicero declaimed in
Greek until his praetorship, but afterwards, as he grew older, in Latin
also; and even in the consulship of Hirtius and Pansa [905], whom he
calls "his great and noble disciples." Some historians state that Cneius
Pompey resumed the practice of declaiming even during the civil war, in
order to be better prepared to argue against Caius Curio, a young man of
great talents, to whom the defence of Caesar was entrusted. They say,
likewise, that it was not forgotten by Mark Antony, nor by Augustus, even
during the war of Modena. Nero also declaimed [906] even after he became
emperor, in the first year of his reign, which he had done before in
public but twice. Many speeches of orators were also published. In
consequence, public favour was so much attracted to the study of
rhetoric, that a vast number of professors and learned men devoted
themselves to it; and it flourished to such a degree, that some of them
raised themselves by it to the rank of senators and the highest offices.

But the same mode of teaching was not adopted by all, nor, indeed, did
individuals always confine themselves to the same system, but each varied
his plan of teaching according to circumstances. For they were
accustomed, in stating their argument with the utmost clearness, to use
figures and apologies, to put cases, as circumstances required, and to
relate facts, sometimes briefly and succinctly, and, at other times, more
at large and with greater feeling. Nor did they omit, on occasion, to
resort to tra