[97] For scientific analysis, with a succinct review of previous investigations, see W. M. Patterson, _The Rhythm of Prose_, New York, Columbia University Press, 1916. For the _clausula_ in particular see the summary of Zielinski in Sandys, _Companion to Latin Studies_, 655; Quintilian below, page 79; and M. W. Croll, _The cadence of English oratorical prose_. Studies in Philology, 16:1, University of North Carolina, January, 1919. [98] That the classical rhetoric has so little to say of narrative rhythms is due not so much to the limited scope of ancient narrative as to the fact that these rhythms are considered properly in poetic. See page 30. CHAPTER IV THE TEACHING OF RHETORIC The pedagogy of rhetoric, more constant and more pervasive than that of most subjects still taught, demands historical interpretation, and thus extensive and consecutive survey.[1] Summary of its history has conveyed little of its vitality; but analysis of two cardinal documents will show, first, what the constant tradition of teaching was typically throughout the great classical centuries, and secondly what the teaching of rhetoric was destined to become, with almost equal constancy and pervasiveness, during the centuries of decadence. For each of these traditions there is fortunately, besides much other testimony, a typical text. Quintilian, writing long after rhetoric had ceased to function as an instrument of assembly government, nevertheless comprehends its best older tradition and the whole scope of its classical development in a great work of pedagogy, _De institutione oratoria_ (about 95 A.D.). Seneca the Elder, who died about the time of Quintilian’s birth, had already recorded from memory and notes in his _Controversiæ_ that particular application of the ancient schooling which in the generation before Quintilian was already infecting the old rhetoric, and through which the teaching of both Greek and Roman schools was to be dwarfed and perverted. Quintilian, though writing later than Seneca, preserves ancient rhetoric as a ripe whole; Seneca, though earlier, isolates the germ of its decay. I. QUINTILIAN ON THE TEACHING OF RHETORIC (_DE INSTITUTIONE ORATORIA_)[2] A. TABULAR VIEW[3] 1. preliminary studies (προγυμνάσματα, I-II. x)