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Chapter 2 focuses on the dialogue’s intellectual filiations. It begins by examining the preface’s (1–25) insistence on remaining silent about the civic crisis even as the interlocutors' exchange of written texts incessantly circles back to the accomplishments and struggles of the Roman state. Atticus’ Liber Annalis and Brutus’ de Virtute inspired the Brutus, but to what extent and to what purpose remains initially unclear. In aligning their texts with de Republica and the Brutus, Cicero creates a complex web of learned exchange in the service of the republic. The chapter then considers other potential intellectual predecessors: Varro’s writings on literature, the history of the dialogue genre, and Cicero’s own works. The Brutus draws together several intellectual currents and promises significant innovations in how to document and conceptualize the literary past.
Chapter 4 turns to the pedagogical workings of the Brutus: it instills in the reader a new sense of how to organize and assess the literary past. Syncrisis is central to conceptualizing the past and to portraying individuals and groups across cultures and generations. The dialogue also spends a considerable amount of time reflecting on historical accuracy, for example in the discussions of Coriolanus and Themistocles (41–44), the laudatio funebris (62), the beginning of Latin literature with Livius Andronicus (72–73), and Curio’s dialogue about Caesar’s consulship (218–19). Taken together these reflections on rhetorical presentation of the past help us to understand the freedom with which Cicero handles the data of his literary history. Several claims, exaggerations, and fabrications can be explained by Cicero’s desire to craft meaningful parallels in his history of Latin oratory and literature, including his insistence on Naevius’ death in 204 BCE (60). Such parallels reveal in turn the close interconnection of his intellectual and ideological commitments.