demic or Peripatetic Schools. Cicero
repeatedly asserts that from no other schools can the orator spring, and
the whole tone of the _De Oratore_ shows that Catulus could have had no
leaning towards the Stoics or Epicureans[242]. The probability is that he
had never placed himself under the instruction of Greek teachers for any
length of time, but had rather gained his information from books and
especially from the writings of Clitomachus. If he had ever been in actual
communication with any of the prominent Academics, Cicero would not have
failed to tell us, as he does in the case of Antonius[243], and
Crassus[244]. It is scarcely possible that any direct intercourse between
Philo and Catulus can have taken place, although one passage in the
_Lucullus_ seems to imply it[245]. Still Philo had a brilliant reputation
during the later years of Catulus, and no one at all conversant with Greek
literature or society could fail to be well acquainted with his
opinions[246]. No follower of Carneades and Clitomachus, such as Catulus
undoubtedly was[247], could view with indifference the latest development
of Academic doctrine. The famous books of Philo were probably not known to
Catulus[248].

I now proceed to draw out from the references in the _Lucullus_ the chief
features of the speech of Catulus the younger. It was probably introduced
by a mention of Philo's books[249]. Some considerable portion of the speech
must have been directed against the innovations made by Philo upon the
genuine Carneadean doctrine. These the elder Catulus had repudiated with
great warmth, even charging Philo with wilful misrepresentation of the
older Academics[250]. The most important part of the speech, however, must
have consisted of a defence of Carneades and Arcesilas against the dogmatic
schools[251]. Catulus evidently concerned himself more with the system of
the later than with that of the earlier sceptic. It is also exceedingly
probable that he touched only very lightly on the negative Academic
arguments, while he developed fully that positive teaching about the
[Greek: pithanon] which was so distinctive of Carneades. All the counter
arguments of Lucullus which concern the destructive side of Academic
teaching appear to be distinctly aimed at Cicero, who must have represented
it in the discourse of the day before[252]. On the other hand, those parts
of Lucullus' speech which deal with the constructive part of
Academicism[253] seem to be intende