The comprehensive program announced by Quintilian in his proem is carried through. No other ancient treatise is so exhaustive.[24] Including all the traditional topics, he proceeds upon the classical theory of systematic guidance, but makes the important contribution of pedagogical order. For his plan is progressive. Though sometimes anxiously analytical in subdivision, he is constructive in making his main line not the survey of the subject, but the development of the student. The traditional five parts of rhetoric stand out clearly; but they cover only about half of the space, and they do not determine the plan. Rather Quintilian proceeds from less to more, from boyhood through adolescence to manhood. His idea is to widen and deepen the practise of public speaking as it opens more and more to the growing speaker. Aristotle’s philosophy of rhetoric begins with the speaker as theoretically the efficient cause; Quintilian’s pedagogy ends with the speaker as practically the efficient result. So, before entering upon definitions, he devotes two books to practical exercises, beginning not with the subject, but with the boy.[25] So, after he has defined the field and scope, he expounds _inventio_ as in practise it expands, and links it with _dispositio_. So the two books in which _elocutio_ is traditionally analyzed are followed by the two that show practically how it may be achieved; and these two are the culmination, the final application of all the preceding doctrine. His _Institutio_ is faithfully what its title proposes, a pedagogy of rhetoric. That it keeps its place in the history not only of rhetoric, but of education is due, of course, to Quintilian’s cogency; it is due also to the largeness of the subject. Rhetoric, for the fortunate few who alone could aspire to leadership, comprised most of the higher systematic education. The scope so brilliantly vindicated by Cicero[26] is taken by Quintilian as a matter of course. Thus his work is in more than one aspect a general pedagogy. Thus also rhetoric itself, to fulfil his demands and follow his methods, must keep his conception of bringing to bear the whole man. The narrowing of rhetoric in practise arose from the narrowing of public life and meant the narrowing of education. II. DECLAMATIO IN SENECA,[27] TACITUS, AND PLINY A. DECLAMATIO The _declamatio_ exhibited by Seneca, though already established, was fairly new at Rome.[28] Cicero, writing about the time of Seneca’s birth, still uses _declamare_, _declamatio_, and _controversia_[29] in their older general senses. His approval of practise speaking on hypothetical cases was apparently of something like our modern “moot courts.” _Controversiæ_ of the Senecan sort he knew only in their incipiency.[30]