Who is marcus fabius quintilian

The orator Domitius Afer d. After his teacher's death, he returned to Spain. Quintilian returned to Rome with emperor-to-be Galba, in A. Pliny the Younger was one of Quintilian's students. Tacitus and Suetonius may also have been his students. He also taught Domitian's two grandnephews. He then wrote his Institutio Oratoria. For Quintilian, the ideal orator or rhetorician was skilled in speaking and also a moral man vir bonus dicendi peritus.

James J. Murphy describes the Institutio Oratoria as "a treatise on education, a manual of rhetoric, a reader's guide to the best authors, and a handbook of the moral duties of the orator. When Quintilian died is unknown, but it is thought to have been prior to A. Actively scan device characteristics for identification. He raised five points against the practice of imitation, arguing that it "is not sufficient on its own Theory of Transmission: Who is to teach?

By what methods? What will the curriculum be? Quintilian believed that the teacher was one of the most important elements in a child's life, and that everyone plays a role. From birth, all those that have any type of contact with the child impact the child's education. In their formative years, which Quintilian believed to be before the age of seven Ibid. The teacher was to play a more important role in the lives of children and their education more so than any other influence, for Quintilian believed that the teacher's obligation was to both "foster the good qualities he finds in each of the students, and, so far as possible, to make good of their deficiencies, and correct or change some of their characteristics Teachers, as well as students to be discussed in section VII: Theory of opportunity at the time of Quintilian were to be only males.

Quintilian stated that the teacher should be one of good character, for children are with them for a majority of an impressionable time period, and "the impeccable character of the teacher should preserve the younger pupils from injury, and his authority deter the more aggressive from licentious behavior" Ibid.

The good character of the teacher, according to Quintilian, was to aid the teacher to take on a "paternal role" and "be free from any vice and intolerant of it in others" Ibid. Other qualities Quintilian insisted the teacher possessed were further explained in book II:. The most qualified teachers were sought in Quintilian's vision, and were to be men who were well learned in a variety of subjects and capable of higher reasoning. If they are not, then the pupil may never learn proper material for "the unlearned teacher may well approve faulty work and force his pupils to like it because of his own judgment" Ibid.

Because all students possess different learning styles and traits, Quintilian stressed that the teacher must take note of this. He claimed that it is "a virtue in a teacher that he should carefully observe the differences in the abilities of the pupils whose education he has undertaken, and understand the direction to which their various talents incline" Ibid.

Realizing what natural bent the pupil may have a propensity for, a teacher must nurture. Two things for which Quintilian stressed teachers avoid were "trying to do the impossible and diverting the pupil from what he can do best to something for which he is less well suited" Ibid.

The major duty of the teacher, Quintilian urged, is to have "pointed out the right course at the start than to rescue a pupil from errors into which he has already fallen" Ibid. In order to do this, Quintilian illustrated methods for the teacher to follow. Quintilian likened the teacher's methods to that of examples in nature. By providing a 'division' in curriculum, Quintilian explained that the teacher is to give a broad outline of the material, have the students give their own version of the material after presentation and combine the two to clear up any misunderstanding.

He urged the methods be combined, for if they were to only follow the former, "the student will only hear the corrections" and not necessarily absorb the material; and the latter where the students "are more willing to listen to advice than criticism" Ibid. He then clarified the statements saying that beginner students must receive the "material predigested" supplying them with a 'track' to follow leading them to eventually perform the instruction on their own power.

After they have successfully completed the beginning tasks, the teacher can then provide them with further freedom. If they do not, and commit further mistakes, Quintilian advised that the pupils must then "be brought back under his guidance" Ibid. He compared this type of instruction to that of the characteristics of birds:.

In order to manage a class, Quintilian stated that it is important the population not be an over abundance: "a good teacher will not burden himself with a bigger crowd of pupils that he cannot manage" Ibid. In addition to this, Quintilian added "it is very important to ensure that he looks at his teaching not as a matter of duty but of affection Ibid.

One of the more important traits in teaching involves assortment of subject matter according to Quintilian. He explained that "variety refreshes and restores the mind" after asking why men should not "divide hours among other concerns" Ibid.

He further added that "the learner will be refreshed by change just as the stomach is refreshed by a variety of sustenance and nourished more appetizingly by a number of different foods" Ibid.

Overall, Quintilian emphasized the "Study depends on the will to learn, and this cannot be forced. Thus renewed and refreshed, they will bring to their learning both more energy and that keener spirit" Ibid. It is important to keep a fresh curriculum and provide the students with a multitude of subjects to learn.

The curriculum teachers were to follow, as Quintilian emphasized, was rooted in many subjects and stressed the importance of oration. Reading, writing and speaking were considered by Quintilian to be the most important functions of the pupil, and he laid out implicit instructions on the facilitation of said material. When learning the letters of the alphabet, Quintilian believed that learning the shapes of the letters along with the pronunciation and succession was important; subsequently, syllables and pronunciation were equally important to master Ibid.

Following the basic reading, writing and speaking portion, Quintilian insisted the child then be schooled in grammatici which was "the subject comprised of two parts: the study of correct speech and the interpretation of the poets" Ibid.

The study of grammatici was extremely important Quintilian thought because "the principles of writing are closely connected with those of speaking, correct reading is a prerequisite of interpretation, and judgment involved in all these" Ibid. All of the prominent poets, philosophers and historians of what is now considered antiquity were to be a part of the reading as well as music and many other subjects, for the reader needed a broad understanding of the 'universe' Ibid.

The subject matter of the readings was to contain moral undertones and be substantial models for exemplary morals. Quintilian's curriculum is his twelve books, which he intended to supply the orator with a guide to lifelong learning and provide those teaching the art of rhetoric a template to follow.

Theory of Society: What is society? What institutions are involved in the educational process? Quintilian deals little with defining what society is, or what the ideal society should be, but does provide a glimpse as to how the orator must be as a member of society and how important the spread of certain cultural aspects are. Clabaugh and Rozycki explained that socialization is a "process of cultural transmission" which consists of a "system of shared meanings, language, customs, values, ideas and material goods" p.

During the time of Quintilian, Roman culture was paramount, and was the basis for a large percentage of the western world. Publications Pages Publications Pages.

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Declamation Education Greek Rhetoric. Your current browser may not support copying via this button. Introduction Marcus Fabius Quintilianus was born c. Texts and Translations This brief bibliography bears witness to how few scholars in the past century have devoted their attention to Quintilian, and how repeatedly their texts and commentaries have been reprinted.

Remains a valuable text. He studied mainly in Rome, under the orator Domitius After and perhaps the great grammarian Remmius Palaemon, among others.

He then went back to Spain, probably as a teacher in his hometown, and returned to Rome in 68, the only certain date in his life. As a teacher of rhetoric, he became wealthy and famous from his lectures and was also an advocate in the law courts.

Under the emperor Vespasian he was made a professor of rhetoric with a salary from the state. Among his pupils was Pliny the Younger. At some time, probably in the early 80s, Quintilian married a very young woman. She died at the age of 18, after giving birth to two sons, who soon died as well.