One closes the first book with the idea that both Crassus and Antonius are right. The two men, even more than the two views, are complementary. The views are irreconcilable only when pushed to the extreme; and in extreme form either the extensiveness of Crassus or the intensiveness of Antonius may become a _reductio ad absurdum_. Normally rhetoric is both extensive and intensive, both a comprehensive study of life and a specific art, even as the means of persuasion are both extrinsic and intrinsic. Doubtless Cicero meant to leave this impression; for he gives full weight to the theory of Antonius here, makes him the mouthpiece in Book II for the specific lore of _inventio_, which corresponds to the knowledge urged in Book I by Crassus, and makes Crassus in Book III the spokesman for style. But certainly Cicero sympathizes, and wishes us to sympathize, with Crassus. It is Cicero, not merely Crassus, who pleads that the teaching of the orator be not the imparting of tricks, nor mainly of technic in a wider and worthier sense, but the gradual bringing to bear of the whole man. He saw in the focusing of rhetoric on style a typical danger for teaching. The danger was present, apparently, in the teaching of his own day; it was serious in the time of Tacitus; it was epidemic in the schools of _declamatio_ that spread along the Mediterranean and taught some of the fathers of the Church. The view of Antonius, uncorrected by the view of Crassus, is imperfect theoretically; practically it leads to the typical vices of the teaching of composition: historically it has branded a stigma on the word Rhetoric and all its derivatives. The view of Crassus, too, has its dangers: the danger of vagueness and dissipation, the danger of pretentiousness and sometimes of sciolism. But apparently these dangers can more readily be met and counteracted, and must be risked; for the history of rhetoric seems to show that his is the right emphasis and the more fruitful idea. Speaking and writing are less a profession even for orators and men of letters, much less for educated mankind in general, than a life. Though the same may be said of engineering, though all technical education involves general education, yet in learning to speak and write the technic is smaller in proportion to the general training. The training of Roman youth in oratory was at its best education for leadership. In this education composition was both end and means. It has been so always, it is so to-day, in the hands of its best teachers. The specific application is to open in the teaching of composition manifold relations. It thrives on what we now call correlation; it dwindles in segregation. For we may learn from Cicero to give rhetoric the same abundant relations to human affairs as he urges his orator to seek in all his oratory.