old age and, in the process, reviews the doctrines and opinions of many influential rhetoricians who preceded him. In the Institutes, Quintilian organizes rhetorical study through the stages of education that an aspiring orator would undergo, beginning with the selection of a nurse. Aspects of elementary education (training in reading and writing, grammar, and literary criticism) are followed by preliminary rhetorical exercises in composition (the progymnasmata) that include maxims and fables, narratives and comparisons, and finally full legal or political speeches. The delivery of speeches within the context of education or for entertainment purposes became widespread and popular under the term "declamation". Rhetorical training proper was categorized under five canons that would persist for centuries in academic circles: Inventio (invention) is the process that leads to the development and refinement of an argument. Once arguments are developed, dispositio (disposition, or arrangement) is used to determine how it should be organized for greatest effect, usually beginning with the exordium. Once the speech content is known and the structure is determined, the next steps involve elocutio (style) and pronuntiatio (presentation). Memoria (memory) comes to play as the speaker recalls each of these elements during the speech. Actio (delivery) is the final step as the speech is presented in a gracious and pleasing way to the audience – the Grand Style. This work was available only in fragments in medieval times, but the discovery of a complete copy at the Abbey of St. Gall in 1416 led to its emergence as one of the most influential works on rhetoric during the Renaissance. Quintilian's work describes not just the art of rhetoric, but the formation of the perfect orator as a politically active, virtuous, publicly minded citizen. His emphasis was on the ethical application of rhetorical training, in part a reaction against the growing tendency in Roman schools toward standardization of themes and techniques. At the same time that rhetoric was becoming divorced from political decision making, rhetoric rose as a culturally vibrant and important mode of entertainment and cultural criticism in a movement known as the "second sophistic", a development that gave rise to the charge (made by Quintilian and others) that teachers were emphasizing style over substance in rhetoric. Medieval to Enlightenment After the breakup of the western Roman Empire, the study of rhetoric continued to be central to the study of the verbal arts; but the study of the verbal arts