Overview

Quintilian (c.35 AD-c.100 AD), educator and holder of the first imperially endowed chair of rhetoric at Rome, is commonly regarded as the Patron of Educators. His monumental work, Institutio Oratoria, was composed after his retirement as a distinguished and beloved teacher for the imperial families of Rome and became, over the centuries, the single most important work on education in the history of the West. Quintilian believed that education was essential both for the growth of the individual and also for serving the state through effective leadership. Quintilian’s observations speak directly to many of our present-day concerns about literacy and effective communication. His copious twelve-volume work provides detailed guidelines from early childhood to adult education. This essay identifies Quintilian’s most salient observations concerning teaching and learning. These maxims will then be discussed in light of contemporary perspectives and concerns about teaching and learning at TCU and across the nation.

Background

Education was seen as central to the development of the individual in both Athenian and Roman societies. Both ancient societies believed that education not only produced the best version of each individual but that each individual would, in turn, serve the community through uniting wisdom and eloquence. Ancient Greeks had a concept called paideia. This notion expressed the unshakable belief that education itself was the virtue of intellectual excellence. Greeks considered education a virtue because they believed that one became not only more of an informed citizen through education but also a better person. In fact, the term metamorphosis was used to express the idea that education transformed each of us into a better version of ourselves. The Romans had their own Latin term that was the equivalent of the Greek term paideia. The Roman term was humanitas. Like the ancient Greeks, the Romans also believed that education was the key factor for excellence and had an even greater emphasis on service to the state.

Many believed that Greeks established the first schools as we think of them in the West, such as Plato’s Academy or Aristotle’s Lyceum. However, Romans argued that these were schools by the “star” system, such as the school of the famous educator, Isocrates. Romans, however, claimed that they developed the “school” as a regular, systematic curriculum, not by the star system but as a normal part of education. Regardless, schools were a regular feature for boys and girls in Roman society. By Quintilian’s time schools were in place, but Quintilian re-conceptualized the notion of education in his Institutio Oratoria.

Below are some of his insightful views on education. When we hear these views of Quintilian we should think about their implications today and if our current research supports Quintilian’s recommendations.

  1. Education must begin early and the teacher must be of sound moral character, for the teacher leads the student by example and strict self-discipline. Teachers who cannot meet the same expectations that they set for their own students will be viewed by their students as hypocrites and not taken seriously.
  2. No corporal punishment may be inflicted upon students. Such acts of violence will discredit the educator in the eyes of the student and encourage the child to associate education with fear, abuse and punishment rather than joy and reward.
  3. Do not over-praise the student. It devalues the reward and does not give the student a goal of a high standard of excellence. Students will seek the approval of their teacher naturally but that praise should be well measured.
  4. Avoid over-burdening students with excessive work.  This is especially true at night where they should be free to relax from a hard day’s labor or, if they wish, to read and study for sheer pleasure and enjoyment but not out of fear or obligation of requirements.
  5. Eloquence is achieved by careful attention to writing, reading and speaking. This is the foundation for our youth and for our civilization. Through such practices students will develop critical thinking skills, learn to express their thoughts and sentiments in public arenas, and be able and willing to debate publically questions of value and preference for the greater good.  Of all, the pen brings the most labor but the most profit. The foundation of eloquence is in writing.
  6. An excellent student must have three necessary components: talent, practice and experience. A strong memory, one that is quick and retentive, is a sure sign of excellence.
  7. Students should be exposed to models of excellence and encouraged to imitate their models. Again, these models must be of high integrity, otherwise students will learn, but learn the wrong things. The obligation to “un-teach” is harder than teaching.
  8. Expect the best from your students; set your expectations high and give them the confidence to try and attain lofty goals. Failure is no disgrace, if one seeks lofty goals. In such cases, we should always encourage students to try again and reward their effort. It is for this reason that patience and hard work are seen as virtues and not vices. Few things that come easily are worthwhile or deeply appreciated if they are not earned.

Quintilian has given us much to think about. What are your thoughts about his views on education and their relevance for TCU today?

Suggested Readings:

Enos, Richard Leo. Roman Rhetoric: Revolution and the Greek Influence. Revised and expanded edition. Anderson SC: Waveland Press, 2009.

Marrou, H. I. A History of Education in Antiquity. Trans. George Lamb. Madison: U of Wisconsin P, 1982, reprinted from the 1956 edition.

Murphy, James J., Richard A. Katula, and Michael Hoppmann (eds.). A Synoptic History of Classical Rhetoric. Fourth edition. New York and London: Routledge, 2014. Quintilian. Institutio Oratoria.

Richard EnosThis article was written by Richard Leo Enos, Department of English, for the Spring 2014 Issue of Insights Magazine.