gather fresh laurels. Rome was falling into that state of anarchy which was the cause of all the glory and all the disgrace of Cicero's life, and was open to the dominion of any soldier whose grasp might be the least scrupulous and the strongest. Marius, after a series of romantic adventures with which we must not connect ourselves here, was triumphant only just before his death, while Sulla went off with his army, pillaged Athens, plundered Asia Minor generally, and made terms with Mithridates, though he did not conquer him. With the purport, no doubt, of conquering Mithridates, but perhaps with the stronger object of getting him out of Rome, the army had been intrusted to him, with the consent of the Marian faction.
Then came those three years, when Sulla was in the East and Marius dead, of which Cicero speaks as a period of peace, in which a student was able to study in Rome. "Triennium fere fuit urbs sine armis."[41] These must have been the years 86, 85, and 84 before Christ, when Cicero was twenty-one, twenty-two, and twenty-three years old; and it was this period, in truth, of which he speaks, and not of earlier years, when he tells us of his studies with Philo, and Molo, and Diodatus. Precocious as he was in literature, writing one poem—or translating it—when he was fourteen, and another when he was eighteen, he was by no means in a hurry to commence the work of his life. He is said also to have written a treatise on military tactics when he was nineteen; which again, no doubt, means that he had exercised himself by translating such an essay from the Greek. This, happily, does not remain. But we have four books, Rhetoricorum ad C. Herennium, and two books De Inventione, attributed to his twentieth and twenty-first years, which are published with his works, and commence the series. Of all that we have from him, they are perhaps the least worth reading; but as they are, or were, among his recognized writings, a word shall be said of them in their proper place.
The success of the education of Cicero probably became a commonplace among Latin school-masters and Latin writers. In the dialogue De Oratoribus, attributed to Tacitus, the story of it is given by Messala when he is praising the orators of the earlier age. "We know well," says Messala, "that book of Cicero which is called Brutus, in the latter part of which he describes to us the beginning and the progress of his own eloquence, and, as it were, the bringing up on which it was founded. He tells us that he had learned civil law under Q. Mutius Scævola; that he had exhausted the realm of philosophy—learning that of the Academy under Philo, and that of the Stoics under Diodatus; that, not content with these treatises, he had travelled through Greece and Asia, so as to embrace the whole world of art. And thus it had come about that in the works of Cicero no knowledge is wanting—neither of music, nor of grammar, nor any other liberal accomplishment. He understood the subtilty of logic, the purpose of ethics, the effects and causes of things." Then the speaker goes on to explain what may be expected from study such as that. "Thus it is, my good friends—thus, that from the acquirement of many arts, and from a general knowledge of all things, eloquence that is truly admirable is created in its full force; for the power and capacity of an orator need not be hemmed in, as are those of other callings, by certain narrow bounds; but that man is the true orator who is able to speak on all subjects with dignity and grace, so as to persuade those who listen, and to delight them, in a manner suited to the nature of the subject in hand and the convenience of the time."[42]
We might fancy that we were reading words from Cicero himself! Then the speaker in this imaginary conversation goes on to tell us how far matters had derogated in his time, pointing out at the same time that the evils which he deplores had shown themselves even before Cicero, but had been put down, as far as the law could put them down, by its interference. He is speaking of those schools of rhetoric in which Greek professors of the art gave lessons for money, which were evil in their nature, and not, as it appears, efficacious even for the purpose in hand. "But now," continues Messala, "our very boys are brought into the schools of those lecturers who are called 'rhetores,' who had sprung up before Cicero, to the displeasure of our ancestors, as is evident from the fact that when Crassus and Domitius were Censors they were ordered to shut up their school of impudence, as Cicero calls it. Our boys, as I was going to say, are taken to these lecture-rooms, in which it is hard to say whether the atmosphere of the place, or the lads they are thrown among, or the nature of the lessons taught, are the most injurious. In the place itself there is neither discipline nor respect. All who go there are equally ignorant. The boys among the boys, the lads among the lads, utter and listen to just what words they please. Their very exercises are, for the most part, useless. Two kinds are in vogue with these 'rhetores,' called 'suasoriæ' and 'controversiæ,'" tending, we may perhaps say, to persuade or to refute. "Of these, the 'suasoriæ,' as being the lighter and requiring less of experience, are given to the little boys, the 'controversiæ' to the bigger lads. But—oh heavens, what they are—what miserable compositions!" Then he tells us the subjects selected. Rape, incest, and other horrors are subjected to the lads for their declamation, in order that they may learn to be orators.
Messala then explains that in those latter days—his days, that is—under the rule of despotic princes, truly large subjects are not allowed to be discussed in public—confessing, however, that those large subjects, though they afford fine opportunities to orators, are not beneficial to the State at large. But it was thus, he says, that Cicero became what he was, who would not have grown into favor had he defended only P. Quintius and Archias, and had had nothing to do with Catiline, or Milo, or Verres, or Antony—showing, by-the-way, how great was the reputation of that speech, Pro Milone, with which we shall have to deal farther on.
The treatise becomes somewhat confused, a portion of it having probably been lost. From whose mouth the last words are supposed to come is not apparent. It ends with a rhapsody in favor of imperial government—suitable, indeed, to the time of Domitian, but very unlike Tacitus. While, however, it praises despotism, it declares that only by the evils which despotism had quelled could eloquence be maintained. "Our country, indeed, while it was astray in its government; while it tore itself to pieces by parties and quarrels and discord; while there was no peace in the Forum, no agreement in the Senate, no moderation on the judgment-seat, no reverence for letters, no control among the magistrates, boasted, no doubt, a stronger eloquence."
From what we are thus told of Cicero, not what we hear from himself, we are able to form an idea of the nature of his education. With his mind fixed from his early days on the ambition of doing something noble with himself, he gave himself up to all kinds of learning. It was Macaulay, I think, who said of him that the idea of conquering the "omne scibile,"—the understanding of all things within the reach of human intellect—was before his eyes as it was before those of Bacon. The special preparation which was, in Cicero's time, employed for students at the bar is also described in the treatise from which I have quoted—the preparation which is supposed to have been the very opposite of that afforded by the "rhetores." "Among ourselves, the youth who was intended to achieve eloquence in the Forum, when already trained at home and exercised in classical knowledge, was brought by his father or his friends to that orator who might then be considered to be the leading man in the city. It became his daily work to follow that man, to accompany him, to be conversant with all his speeches, whether in the courts of law or at public meetings, so that he might learn, if I might say so, to fight in the very thick of the throng." It was thus that Cicero studied his art. A few lines farther down, the pseudo-Tacitus tells us that Crassus, in his nineteenth year, held a brief against Carbo; that Cæsar did so in his twenty-first against Dolabella; and Pollio, in his twenty-second year, against Cato.[43] In this precocity Cicero did not imitate Crassus, or show an example to the Romans who followed him. He was twenty-six when he pleaded his first cause. Sulla had then succeeded in crushing the Marian faction, and the Sullan proscriptions had taken place, and were nominally over. Sulla had been declared Dictator, and had proclaimed that there should be no more selections for death. The Republic was supposed to be restored. "Recuperata republica * * * tum primum nos ad causas et privatas et publicas adire c[oe]pimus,"[44] "The Republic having been restored, I then first applied myself to pleadings, both private and public."
Of Cicero's politics at that time we are enabled to form a fair judgment. Marius had been his townsman; Sulla had been his captain. But the one thing dear to him was the Republic—what he thought to be the Republic. He was neither Marian nor Sullan. The turbulence in which so much noble blood had flowed—the
