Abstract
or rhetoric and composition, the last decade of the twentieth century might be deemed Return of the Ancients. In many ways, contemporary scholars have taken up an earlier resurgence of the ancients, one that began decades earlier with what have since become standard historical treatments of the ancients (Kennedy, Kerferd, and Guthrie), and, perhaps most notably, in 1972, when Rosamond Kent Sprague's volume The Older Sophists made available the sophistic fragments in translation for the first time. But recent work aims to be more connective: rather than writing history for the sake of history, scholars such as Janet Atwill, Richard Enos, Susan Jarratt, John Poulakos, Takis Poulakos, Kathleen Welch, Victor Vitanza, and most recently Jeffrey Walker (Rhetoric) have reclaimed, refigured, and reread Aristotle, Isocrates, and the sophists, delineating ways in which these ancient figures might help us reframe or reconsider contemporary debates about pedagogy. The connections to feminism (arratt), cultural studies (T. Poulakos and Welch), postmodernism (Vitanza and Atwill) and the liberal arts (Atwill and Walker) have been convincing enough to spark renewed and broadened interest in how the ancients conceptualized rhetoric, how they taught, what they did. In many ways what follows is also a return to the ancients, but rather than attempt to connect the ancients to discourse already in circulation-an important task, to be sure-I want to instead explore a connection that inhered in ancient practices, a connection that isn't as apparently relevant to contemporary pedagogy, but as I will suggest just might be: that between rhetorical training and athletic training. It is important to note at the outset, as many writers have pointed out (for