Because it has most of the Ciceronian message Book I has been the most studied and probably the most fruitful. The division of Book II is conventional. After glancing at the fields of oratory and the component parts of a speech and urging imitation, it treats _inventio_[26] and _dispositio_[27] under the usual heads and briefly summarizes _memoria_.[28] Oratory, says Antonius, is essentially either deliberative or forensic; for Aristotle’s third division, occasional oratory, is not so much a separate field as a particular direction and a fundamental habit of thought. Cicero is quite unconvincing here. Perhaps his own habit of introducing into forensic the ways of occasional oratory, as in his _Archias_, blinded him to the significance of Aristotle’s third category. The traditional _exordium_, _narratio_, etc., Antonius finds to be rather elements than parts, since the particular function of each is not confined to one place. From this perfunctory rehearsal we are awakened by suggestive advice to teachers.[29] Those who really teach rhetoric are engaged less in drill than in promotion of the spirit that wins success.[30] “Therefore I will train, if I can, so as first to discern what the pupil can do. Let him be imbued with literature; let him have read and heard something; let him have learned the rules; I will provoke him so far as is feasible to his utmost in voice, force, spirit. If I perceive that he can reach the heights, I will beg him, and if he seems also a good man, I will conjure him, to revise; so much social value do I attach to this technical skill for both the outstanding orator and the good man. But if, do what he will, he is going to remain mediocre, I will let him do what he will, and especially not nag him; if he is going to be positively offensive or ridiculous, I will tell him to close his lips or try something else. For neither can we ever desert the student of exceptional ability nor deter the one who has at least some ability.... “To begin at home,[31] Catulus, I first heard Sulpicius here in an unimportant case when he was a stripling. Though he showed physical equipment of voice, presence, gesture, his speech was rapid, hurried—a matter of temperament—and somewhat effervescent and superabundant—a matter of youth. I did not scorn him. I am glad to see youth exuberant. As with vines, it is easier to prune than to cultivate. You should have seen the change in him when next I heard him after he had studied Crassus.” The first specific counsel, then, is for the teacher promotion; for the student it is imitation, such as Sulpicius’s of Crassus, not mere copying of mannerisms, but such as produces[32] schools of eloquence from the example of great orators.[33] Under _inventio_ the first task is the investigation of the facts.