Chapter 1.— This Work Not Intended as a Treatise on Rhetoric.
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This work of mine, which is entitled On Christian Doctrine, was at the commencement divided into two parts. For, after a preface, in which I answered by anticipation those who were likely to take exception to the work, I said, There are two things on which all interpretation of Scripture depends: the mode of ascertaining the proper meaning, and the mode of making known the meaning when it is ascertained. I shall treat first of the mode of ascertaining, next of the mode of making known, the meaning. As, then, I have already said a great deal about the mode of ascertaining the meaning, and have given three books to this one part of the subject, I shall only say a few things about the mode of making known the meaning, in order if possible to bring them all within the compass of one book, and so finish the whole work in four books.
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In the first place, then, I wish by this preamble to put a stop to the expectations of readers who may think that I am about to lay down rules of rhetoric such as I have learned, and taught too, in the secular schools, and to warn them that they need not look for any such from me. Not that I think such rules of no use, but that whatever use they have is to be learned elsewhere; and if any good man should happen to have leisure for learning them, he is not to ask me to teach them either in this work or any other.
Chapter 2.— It is Lawful for a Christian Teacher to Use the Art of Rhetoric.
- Now, the art of rhetoric being available for the enforcing either of truth or falsehood, who will dare to say that truth in the person of its defenders is to take its stand unarmed against falsehood? For example, that those who are trying to persuade men of what is false are to know how to introduce their subject, so as to put the hearer into a friendly, or attentive, or teachable frame of mind, while the defenders of the truth shall be ignorant of that art? That the former are to tell their falsehoods briefly, clearly, and plausibly, while the latter shall tell the truth in such a way that it is tedious to listen to, hard to understand, and, in fine, not easy to believe it? That the former are to oppose the truth and defend falshood with sophistical arguments, while the latter shall be unable either to defend what it true, or to refute what is false? That the former, while imbuing the minds of their hearers with erroneous opinions, are by their power of speech to awe, to melt, to enliven, and to rouse them, while the latter shall in defense of the truth be sluggish, and frigid, and somnolent? Who is such a fool as to think this wisdom? Since, then, the faculty of eloquence is available for both sides, and is of very great service in the enforcing either of wrong or right, why do not good men study to engage it on the side of truth, when bad men use it to obtain the triumph of wicked and worthless causes, and to further injustice and error?
Chapter 3.— The Proper Age and the Proper Means for Acquiring Rhetorical Skill.
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But the theories and rules on this subject (to which, when you add a tongue thoroughly skilled by exercise and habit in the use of many words and many ornaments of speech, you have what is called eloquence or oratory) may be learned apart from these writings of mine, if a suitable space of time be set aside for the purpose at a fit and proper age. But only by those who can learn them quickly; for the masters of Roman eloquence themselves did not shrink from saying that any one who cannot learn this art quickly can never thoroughly learn it at all. Whether this be true or not, why need we inquire? For even if this art can occasionally be in the end mastered by men of slower intellect, I do not think it of so much importance as to wish men who have arrived at mature age to spend time in learning it. It is enough that boys should give attention to it; and even of these, not all who are to be fitted for usefulness in the Church, but only those who are not yet engaged in any occupation of more urgent necessity, or which ought evidently to take precedence of it. For men of quick intellect and glowing temperament find it easier to become eloquent by reading and listening to eloquent speakers than by following rules for eloquence. And even outside the canon, which to our great advantage is fixed in a place of secure authority, there is no want of ecclesiastical writings, in reading which a man of ability will acquire a tinge of the eloquence with which they are written, even though he does not aim at this, but is solely intent on the matters treated of; especially, of course, if in addition he practise himself in writing, or dictating, and at last also in speaking, the opinions he has formed on grounds of piety and faith. If, however, such ability be wanting, the rules of rhetoric are either not understood, or if, after great labor has been spent in enforcing them, they come to be in some small measure understood, they prove of no service. For even those who have learned them, and who speak with fluency and elegance, cannot always think of them when they are speaking so as to speak in accordance with them, unless they are discussing the rules themselves. Indeed, I think there are scarcely any who can do both things — that is, speak well, and, in order to do this, think of the rules of speaking while they are speaking. For we must be careful that what we have got to say does not escape us while we are thinking about saying it according to the rules of art. Nevertheless, in the speeches of eloquent men, we find rules of eloquence carried out which the speakers did not think of as aids to eloquence at the time when they were speaking, whether they had ever learned them, or whether they had never even met with them. For it is because they are eloquent that they exemplify these rules; it is not that they use them in order to be eloquent.
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And, therefore, as infants cannot learn to speak except by learning words and phrases from those who do speak, why should not men become eloquent without being taught any art of speech, simply by reading and learning the speeches of eloquent men, and by imitating them as far as they can? And what do we find from the examples themselves to be the case in this respect? We know numbers who, without acquaintance with rhetorical rules, are more eloquent than many who have learned these; but we know no one who is eloquent without having read and listened to the speeches and debates of eloquent men. For even the art of grammar, which teaches correctness of speech, need not be learned by boys, if they have the advantage of growing up and living among men who speak correctly. For without knowing the names of any of the faults, they will, from being accustomed to correct speech, lay hold upon whatever is faulty in the speech of any one they listen to, and avoid it; just as city-bred men, even when illiterate, seize upon the faults of rustics.