The World's My Oyster. Which I with pen will open.

'exemplum' in Arnulf Scholia

  25, 2017 14:43

Arnulf mentions exemplum in 30 notes.(1.92; 2.67, 243, 286, 514; 3.284, 730; 4.192, 226, 497, 708, 816; 5.111, 364; 6.234, 254; 7.633, 689; 8.140; 9.169, 270, 394, 413, 563, 888; 10.27, 340, 343, 344, 544)


on 10.340 PENAQVE CIVILIS BELLI: i.e. the death of Caesar, which he deserves just as a punishment for the fault of the civil war caused by himself, or which has been an example for those who will cause a civil war, because they would have to be killed similarly.
on 10.343 PENA ROMANI TYRANNI: i.e. the death of Caesar, which was exacted de illo as a punishment for its tyrannt, and so that others would have an example lest there would be tyrants.
on 10.344 EXEMPLVMQVE PERIT: which someone must have lest there would be no tyrants; or thence any nobleman must receive an example that their tyrants have to be punished.  IN SCELVS: Lucan says well, because if this Egyptian receives(?) a punishment (due to this crime of his?), this crime would be reflected, but because a fellow-citizen kills him, it will be able to be reproach someone waging the civil war, because he will dye in the same way as Caesar (was killed) by his fellow-citizens.
  •   25, 2017 14:43
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Quint. 2.2.1-7

  23, 2017 16:05


2.2.1  Thus, when a child has arrived at such powers (=acquired such abilities) in studying that he can keep up with what I've called by (the above) judgement the first part of (the discipline of) the rhetors, he will have to be entrusted to the teachers of this art.  Among the first (=especially) their characters have to be inspected:


2.2.2  I have begun to discuss this topic (>quod) chiefly in this part, not for the reason that I don't think that the same thing must be examined as carefully as possible in regard to other teachers as well, just as I've attested in the previous book, but because the age of the students makes the mention of this thing more necessary.


2.2.3  For, the children, who are almost grown up, are transferred to these teachers (of rhetorics) and, even after having been made (=grown up to be) young men, they abide with them; Thus greater care must be applied then so that both the sacredness of the teacher would guard (the children of) younger ages (than others) from injustice and the severity (of the teacher) would avert children who are fiercer (than others) (those in) fiercer period from licentiousness.
* cf. Wtb. comment.


2.2.4  It is not quite enough to be responsible for the greatest self-restraint (by himself) unless he also tightens the behaviours of those coming to him (=his school) by the severity of discipline.  //  Thus, first of all, he (=a rhetor) must apply the mind of their parents towards his students, and think that he succeeds the postion (=role) of those from whom the sons are entrusted to him.


2.2.5  He mustn't have nor tolerate any vice.  His severity mustn't be offensive, nor must his politeness be dissolved, so that neither hatred thence nor contempt hence would rise.  He must have many talks about honesty and goodness: for, the more often he has warned (the students), the more rarely he will castigate (them);  He (must be) least angry and, however, he (must) not (be) a concealer of those which will have to be amended; (he must be) simple in teaching, patient of the labour, and constant rather than immoderate.


2.2.6  He must respond willingly to those asking (him) and he must
spontaneously inquire those not asking.  When praising the oratories of the students, (he must be) neither malignant nor lavish, because one thing (=the former) produces tedium of the labour (=studying) and the other (=the latter) carelessness.


2.2.7  When amending what will have to be corrected, (he must be) not harsh and the least abusive, for it puts
to flight many (students) indeed from the plan of studying, because someone (of the teachers) scold (them) as if he (hated) him.


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Quint. 2.1.11-13

  23, 2017 13:14

2.1.11  Aren't Encomium and Vituperation frequently inserted into those disputes? Don't Commonplaces ―― whether they are directed against the vices, just as those composed by Cicero which we read; or whether by them the questions are discussed generally, just as those put forth by Quintus Hortensius also: 'Should we trust small arguments?', 'for witnesses', and 'against witnesses' ―― dwell in the centre of the marrow of the lawsuit?


2.1.12  These (=Encomium, Vituperation, Commonplaces [2.11] / =Thesis, Commonplaces, & other things [2.9]) are, in some way (=sense), the arms, which are to be prepared so that you could use them when the things (=situation) require(s).  He who won't think they pertain to oratory won't even believe that a statue is begun (making) when its limbs are established molten.  And anyone, please, don't blame unjustly misrepresent this haste of mine as something that I were thinking that he who would be entrusted to rhetor must be taken away from grammaticians immediately.
*trans. Wb's comment.: "be cast"  **trans. idem.


2.1.13  Then also, their own time will be given to the grammaticians; It mustn't be feared (=one must not fear) that a boy might be loaded with double teachers.  For, the labour, which has been mixed under one (teacher), will be divided, not increase, and each (teacher) of his own job (=discipline) will be a more useful (=beneficial) teacher.  What the Greeks preserve so far has been omitted from the Latinss; it seems to be done excusably (=without blame) (by the Latins) because there are those who have succeeded this labour.

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