THREE:There is, indeed, nothing more nobly characteristic of the Hellenic spirit, especially as organised by Socrates, than its capacity not only for communicating, but for awakening ideas; thus enabling all the nations among which it spread to realise the whole potential treasure of theoretical and practical energy with which they were endowed. And, from this point of view, we may say that what seems most distinctively proper to Romethe triumphant consciousness of herself as a world-conquering and world-ruling powercame to her from Greece, and under the form of a Greek idea, the idea of providential destiny. It was to make his countrymen understand the fateful character and inevitable march of her empire that Polybius composed his great history; it was also by a Greek181 that the most successful of her early national epics was sung; and when at last her language was wrought into an adequate instrument of literary expressionthanks also to Greek rhetorical teaching,and the culture of her children had advanced so far that they could venture to compete with the Greeks on their own ground, it was still only under forms suggested by Stoicism that Virgil could rewrite the story of his countrys dedication to her predestined task.On turning to Aristotles Rhetoric we find that, from a practical point of view, his failure here is, if possible, still more complete. This treatise contains, as we have already observed, an immense mass of more or less valuable information on the subject of psychology, ethics, and dialectic, but gives exceedingly little advice about the very essence of rhetoric as an art, which is to say whatever you have to say in the most telling manner, by the arrangement of topics and arguments, by the use of illustrations, and by the choice of language; and that little is to be found in the third book, the genuineness of which is open to very grave suspicion. It may be doubted whether any orator or critic of oratory was ever benefited in the slightest degree by the study of Aristotles rules. His collections of scientific data add nothing to our knowledge, but only throw common experience into abstract formulas; and even as a body of memoranda they would be useless, for no memory could contain them, or if any man could remember them he would have intellect enough not to require them.184 The professional teachers whom300 Aristotle so heartily despised seem to have followed a much more effectual method than his; they gave their pupils ready-made speeches to analyse and learn by heart, rightly trusting to the imitative instinct to do the rest. He compares them to a master who should teach his apprentices how to make shoes by supplying them with a great variety of ready-made pairs. But this would be a much better plan than to give them an elaborate lecture on the anatomy of the foot, with a full enumeration of its bones, muscles, tendons, nerves, and blood-vessels, which is the most appropriate parallel to his system of instruction.
