CHAPTER V.

What to Write.

§§ 1-8. The question now, as distinguished from the preliminary courses laid down in Books i. and ii., is what form of composition we should practise in order to acquire copiousness and readiness. First, translation from the Greek: this exercise leaves the writer free to choose the best terms in his own language. 8 Second, reproduction (or paraphrase) of Latin poets and orators: here, however, we often have to borrow from our models. Prose renderings of the poets are especially useful for the formation of an elevated style. And even in reproducing orations, we are stimulated to a kind of rivalry with our author, which may result in our surpassing him: in any case, the difficulty of competing with masterpieces forces us to study them minutely.

§§ 9-11. It will be of advantage also to put our own ideas into various forms of expression, and to cultivate the faculty of amplifying: power is shown in making much of little.

§§ 11-16. Here the writing of _theses_ (or discussions of abstract questions) forms a valuable exercise: also judicial decisions and commonplaces. The writing of declamations, or school speeches on fictitious cases, is also to be recommended, even for those who are already making a name at the bar. History, dialogue, and poetry are all valuable by way of variety and recreation: a many-sided culture is the best safeguard against such intellectual narrowness as would otherwise result from the daily battles of the law-courts.

§§ 17-20. Young students must not be kept too long at these preparatory exercises, lest by indulging the fancy overmuch they unfit themselves for practice. After a youth has been well schooled in _inventio_ and _elocutio_, and has had also some moderate amount of practice, he should attach himself to some eminent public speaker, and accompany him to the courts: he should write speeches, too, at home on the causes he has heard. He has no longer to fence with foils.

§§ 21-23. Declamations should resemble real speeches: the subject should be treated naturally and thoroughly. Large classes and the custom of public speech-days tend to encourage a specious showiness, in which only the most popular and attractive parts of a subject are dealt with, and crowded together without regard to logical connection. One subject, thoroughly handled, is worth twenty superficially treated.