In detail, _status_ (III. vi), meaning generally and simply “status,” refers technically to a classifying system for determining “the nature of the case” (see 3. a, in the tabular view above). Of its three divisions, _coniectura_, having nothing to do with “conjecture,” denotes a main issue of fact; _finis_, a main issue of definition; _qualitas_, a more general issue of morals or policy. _Narratio_ (IV. ii) means never “narration” in the sense assigned by recent text-books, always either “statement of the facts” or, more generally, “exposition.” These and other technical terms have been guarded, in the tabular view above and in the interpretations below, by adding the Latin originals. C. TYPICAL DOCTRINE (1) _Elementary Exercises_ The tradition of _grammatica_ as having the twofold function of forming right speech and of expounding poetry[4] continued for centuries.[5] Traditional also are the first exercises in composition.[6] A chapter (x) on the concurrence of other studies toward a rounded education,[7] and one on elocution (xi), close a preliminary pedagogy so suggestive as to be still studied to-day. (2) _Declamatio_ The counsels to _rhetor_ (II) imply a warm atmosphere of promotion and a general habit of collaboration. “The teacher himself should speak something—nay, many things a day—for auditory memory. Though reading aloud may supply a plenty of examples to imitate, nevertheless the living voice gives ampler nourishment, especially the voice of the teacher, whom the pupils, if they be rightly taught, at once love and respect.... Thus while mastery comes through writing, critical faculty will come through hearing.” II. ii. The teacher should frankly and fully show how. His criticism should beware of setting up inhibitions. To be promotive, he should find something to praise, and, besides explaining why he would have this out or that changed, should illuminate by interposing something of his own. Sometimes it will be helpful to give whole treatments which the boy may imitate without losing faith in his own (II. iv). In short, the teacher’s _declamatio_ should be a model for his students (II. v). “In this teachers have shown a divergence of method. Some of them would develop orally the outlines that they gave their pupils to speak from, not content to guide by the [assigned] division. Not only would they amplify argumentatively, but also emotionally. Others, giving only a sketch, would after the pupils’ speeches treat what each one had scanted. Some topics, indeed, they would elaborate with no less care than when they themselves were the orators. Either method is useful; neither, I think, should be separated from the other; but, if there must be a choice between the two, it will more avail to have shown the right way in advance than to recall from their error those who have already fallen.” II. vi. 1-2.