In recent decades, much scholarly attention has been devoted to a figure long, and unjustly, neglected: Quintilian. The book under review stands as a welcome addition to this renewed interest, offering what its author aptly terms a ‘holistic reading’ (209) of Quintilian’s Institutio Oratoria. Laura Loporcaro’s monograph provides an illuminating study for those who seek to approach Quintilian’s work with a deeper understanding of its didactic purposes, literary architecture and socio-cultural context.
The monograph is divided into four chapters, preceded by an Introduction in which L. sets out her central questions. As the subtitle indicates, she aims to investigate how Quintilian constructs his didactic authority and employs rhetorical strategies aimed at persuading his readers of that very authority. To this end, L. identifies seven recurring leitmotifs (creation of an authorial persona, explicit didactic intent, teacher–student constellation, poetic self-consciousness, poetic simultaneity, polemic against authorities, proleptic strategies), which together shape the internal coherence of the Institutio. The Introduction concludes with an overview of the book’s structure and a summary of the individual chapters, preparing the reader for a guided journey through Quintilian’s didactic project.
The journey begins with ch. 1 ‘Setting the Scene’, which analyses the Letter to Trypho and Preface to Book 1. In these programmatic texts, Quintilian presents himself, defines his didactic methods and states that his ultimate goal is to ‘educate that perfect orator, who cannot but be a good man’ (Oratorem autem instituimus illum perfectum, qui esse nisi uir bonus non potest, Inst. 1 pr. 9). L. demonstrates that the verb instituo encompasses both the conceptual foundation and the training of the ideal orator. This doubleness is crucial for understanding the scope of the Institutio as a whole, since ‘the perfect orator is conjured up within the work and, ideally, educated through it’ (22). The second half of the chapter explores how Quintilian creates his ‘didactic plot’, beginning with the pupil as a passive recipient and unfolding as a linear progression towards intellectual and moral maturity. L. persuasively argues that this trajectory is cast in epic terms: the student’s development mirrors a movement from humble beginnings to elevated achievement. This epic colouring becomes most explicit in Inst. 12.1.27, where the definition of the orator resonates with Vergilian echoes, endowing this figure with unmistakable epic stature.
In order to consolidate his own authority, Quintilian must negotiate the legacy of his most important predecessor. Ch. 2 ‘In the Shadow of Cicero’ explores this complex relationship by focusing on Cicero’s reception. Although Cicero’s influence permeates the Institutio, he is by no means immune to criticism. As an orator, Cicero is criticised for his use of jokes and his tendency to self-praise. Criticism extends into rhetorical theory: Quintilian diverges from Cicero most notably on the theory of appropriateness (aptum) and memory. Through a close reading of selected passages, L. uncovers intertextual references that reveal Quintilian directly engaging with his model and positioning the Institutio against Cicero’s rhetorical writings. The chapter highlights Quintilian’s intellectual autonomy: he seeks to strike a delicate balance between Cicero’s established authority and his own authority, which he ultimately asserts as superior. Cicero remains the foremost model, yet neither does he embody the ideal orator nor do his rhetorical works suffice to educate one.
This naturally raises the question of who the ideal orator is. The answer is provided in ch. 3, appropriately entitled ‘The Ideal Orator’. Starting from the Catonian formula vir bonus dicendi peritus, L. reconstructs the depiction of this figure. Quintilian attributes to the ideal orator a ‘Ciceronian-Platonic pedigree’ (125), but enriches his portrait with notions from Stoic philosophy. Philosophy, indeed, forms part of the extensive knowledge the orator must possess. However, subtly countering Seneca, Quintilian advocates for a concrete philosophy rather than a speculative one. As the second half of the chapter clarifies, the perfect orator is essentially a man of action: he must win forensic cases and prove his virtue through public engagement. Yet elocutio remains indispensable, for even the soundest content requires effective expression. Ornament has its place, but only when governed by moderation. It is therefore underscored that Quintilian promotes a ‘masculine’ style — strong, authoritative, restrained and ethically grounded.
The final chapter, ‘Playing with Anachronism? On Contemporary Rhetoric’ brings the journey to its close by examining Quintilian’s diagnosis of the corruption of eloquence. He identifies two detrimental tendencies: archaism and modernism. The latter is associated with educational failure and finds its chief representative in Seneca. The second half of the chapter hence shows that Quintilian sharply attacks Seneca on two fronts: style and education. Seneca’s overuse of sententiae is regarded as empty and destructive of seriousness, while his role as Nero’s educator provides evidence for didactic inadequacy. L. concludes that, by contrast, Quintilian emerges as the good teacher, whose educational project is designed to exert a positive influence on the Flavian heirs and, accordingly, on the Roman society. The chapter thus closes the monograph’s narrative arc by revealing the political dimension of Quintilian’s didactic project and the broader civic impact he envisions.
A brief ‘Conclusion’ summarises the study’s findings. The theoretical framework built around the seven leitmotifs proves both coherent and productive, offering a convincing lens through which to read the Institutio Oratoria as a sophisticated literary and didactic work. The book is clearly written, the footnotes provide excellent scholarly depth and the analysis of the Latin texts is meticulous. Overall, this monograph constitutes a significant and valuable contribution to Quintilianic scholarship.
