In the first chapter I establish how a Ciceronian speech was taught in the early Empire, focusing on Cicero’s Pro Milone. By triangulating among three ancient sources (Asconius, Quintilian, and the scholia Bobiensia), I try to reconstruct how the speech would have been taught in the ancient rhetorical classroom. Careful scrutiny of the preoccupations and interests of these teachers reveals what students in the early Empire would have learned about Cicero from their closest surviving link to the man: his speeches. The emphasis in the rhetorical classroom is always on Cicero’s supreme skill as a speaker and his status as exemplary orator; appreciation and imitation of his rhetorical artistry is all-important.