The first book is devoted to the subject of the education of boys from the earliest age, a subject on which Quintilian speaks [Sidenote: _Book I. Elementary Education_] with much knowledge and good sense, as well as kindliness. But from this he soon passes to Grammar, and his importance for us begins. For his treatment of the subject is quite in the larger and humaner sense, insisting from the first on critical reading, though he seems, as indeed we should expect, to regard the “desperate hook” of the extremer kind of verbal critic with little favour. It is noteworthy that he alleges music to be necessary, because the grammarian has to speak of metre and rhythm. And passing rapidly from considerations of orthography, right pronunciation, and audience, he arrives at the all-important subject of “correctness,” and of its attainment, negatively by the avoidance of barbarisms and solecisms, positively by the selection of the best words in the best arrangement. Observations of special importance in this context may be cited: That the word in itself (_i.e._, out of connection) has no merit except its inherent euphony; that (a most pregnant remark) it is often difficult to distinguish Faults from Figures of speech; and some exceedingly [Sidenote: _and Grammar._] interesting, but also more than ordinarily difficult, remarks on tone and accent-variation. In all these grammatical notes, which are pretty full and numerous, and often very curious—showing that, as he himself says pleasantly, though he is not writing a treatise on Grammar, yet as it lay in his way he did not like not to be polite to it—there is a pervading quality of not at all Philistine common-sense which shows the best side of the Roman temperament. Although Quintilian acknowledges the convenience of Greek for terminology, and makes fairly free use of the terms, it is quite evident that he has (long before he formulates it later) a profound and very wholesome distrust of the Greek rhetorical practice of splitting a thing up, naming the splinters, and then passing on, as if a real, solid, and final examination had been attained. And the same quality appears eminently in the summing up of his discourse on words, “Custom in speaking I shall call the agreement of the educated, as custom in living is the agreement of the good.”