was omitted for reasons of propriety.

This poem reveals the fact that Vergil did not, like the young men of
Cicero's youth, enjoy the privilege of studying law, court procedure, and
oratory by entering the law office, as it were, of some distinguished
senator and thus acquiring his craft through observation, guided
practice, and personal instruction. That method, so charmingly described
by Cicero as in vogue in his youth, had almost passed away. The school
had taken its place with its mock courts, contests in oratory, set themes
in fictitious controversies. The analytical rules of rhetoric were
growing ever more intricate and time-wasting, and how pedantic they were
even before Vergil's childhood may be seen by a glance into the anonymous
_Auctor ad Herennium_. The student had to know the differences between
the various kinds of cases, demonstrativum, deliberativum and judiciale;
he must know the proportionate value to the orator of inventio,
dispositio, elocutio, memoria, and pronuntiatio, and how to manage each;
he must know how to apply inventio in each of the six divisions of the
speech: exordium, narratio, divisio, confirmatio, confutatio, conclusio.
On the subject of adornment of style a relatively small task lay in
memorizing illustrations of some sixty figures of speech--and so on ad
infinitum. _Inane cymbalon juventutis_ is indeed a fitting commentary on
such memory tasks. The end of the poem cited betrays the fact that the
poet had not been able to keep his attention upon his task. He had been
writing verses; who would not?

Quite apart, however, from the unattractive content of the course, the
gradual change in political life must have disclosed to the observant
that the free exercise of talents in a public career could not continue
long. The triumvirate was rapidly suppressing the free republic. Even in
52, when Pompey became sole consul, the trial of Milo was conducted under