From the first book of Quintilian’s Institutio Oratoria, translated by Harold Edgeworth Butler:
For almost all others who have written on the art of oratory have started with the assumption that their readers were perfect in all other branches of education and that their own task was merely to put the finishing touches to their rhetorical training; this is due to the fact that they either despised the preliminary stages of education or thought that they were not their concern, since the duties of the different branches of education are distinct one from another, or else, and this is nearer the truth, because they had no hope of making a remunerative display of their talent in dealing with subjects, which, although necessary, are far from being showy: just as in architecture it is the superstructure and not the foundations which attracts the eye. I on the other hand hold that the art of oratory includes all that is essential for the training of an orator, and that it is impossible to reach the summit in any subject unless we have first passed through all the elementary stages. I shall not therefore refuse to stoop to the consideration of those minor details, neglect of which may result in there being no opportunity for more important things, and propose to mould the studies of my orator from infancy, on the assumption that his whole education has been entrusted to my charge.
These two branches of knowledge were, as Cicero has clearly shown,1 so closely united, not merely in theory but in practice, that the same men were regarded as uniting the qualifications of orator and philosopher. Subsequently this single branch of study split up into its component parts, and thanks to the indolence of its professors was regarded as consisting of several distinct subjects. As soon as speaking became a means of livelihood and the practice of making an evil use of the blessings of eloquence came into vogue, those who had a reputation for eloquence ceased to study moral philosophy, and ethics, thus abandoned by the orators, became the prey of weaker intellects. As a consequence certain persons, disdaining the toil of learning to speak well, returned to the task of forming character and establishing rules of life and kept to themselves what is, if we must make a division, the better part of philosophy, but presumptuously laid claim to the sole possession of the title of philosopher, a distinction which neither the greatest generals nor the most famous statesmen and administrators have ever dared to claim for themselves. For they preferred the performance to the promise of great deeds. I am ready to admit that many of the old philosophers inculcated the most excellent principles and practised what they preached. But in our own day the name of philosopher has too often been the mask for the worst vices. For their attempt has not been to win the name of philosopher by virtue and the earnest search for wisdom; instead they have sought to disguise the depravity of their characters by the assumption of a stern and austere mien accompanied by the wearing of a garb differing from that of their fellow men. Now as a matter of fact we all of us frequently handle those themes which philosophy claims for its own. Who, short of being an utter villain, does not speak of justice, equity and virtue? Who (and even common country-folk are no exception) does not make some inquiry into the causes of natural phenomena? As for the special uses and distinctions of words, they should be a subject of study common to all who give any thought to the meaning of language. Let our ideal orator then be such as to have a genuine title to the name of philosopher: it is not sufficient that he should be blameless in point of character (for I cannot agree with those who hold this opinion): he must also be a thorough master of the science and the art of speaking, to an extent that perhaps no orator has yet attained.
Perfect eloquence is assuredly a reality, which is not beyond the reach of human intellect. Even if we fail to reach it, those whose aspirations are highest, will attain to greater heights than those who abandon themselves to premature despair of ever reaching the goal and halt at the very foot of the ascent.
In the course of these discussions I shall deal in its proper place with the method of teaching by which students will acquire not merely a knowledge of those things to which the name of art is restricted by certain theorists, and will not only come to understand the laws of rhetoric, but will acquire that which will increase their powers of speech and nourish their eloquence. For as a rule the result of the dry textbooks on the art of rhetoric is that by straining after excessive subtlety they impair and cripple all the nobler elements of style, exhaust the lifeblood of the imagination and leave but the bare bones, which, while it is right and necessary that they should exist and be bound each to each by their respective ligaments, require a covering of flesh as well.