History of Education Part 8

=Secondary Education.=--At twelve the boy entered a school taught by an educated man, called _literatus_. Many of the teachers of this cla.s.s were Greeks. Here, in addition to the studies of the elementary school, the pupils were taught the Greek and Latin languages; and the poets, history, oratory, philosophy, and criticism were also studied. The school of the _literatus_ was much better than that of the _literator_, but it reached only a limited number of the Roman youth.

=Higher Education.=--Upon entering his sixteenth year, the boy was inducted with ceremony into the dignity of manhood, and was clothed with the _toga virilis_, the dress of men. He now chose his calling and began definite preparation for it. Five vocations were open to him,--namely, oratory, politics, arms, law, and agriculture. Those without talent or inclination for any of the others devoted themselves to agriculture.

They were taken to the farms, where they received definite instruction in the principles and practices of this occupation. To those who chose oratory, politics, or law, were a.s.signed persons experienced in their respective fields, and the boys were taken to the forum, the senate, and other places where they could hear renowned orators and become familiar with public life. They had also definite instruction in their chosen branch. Those who entered the army were placed in charge of military officers, who taught them military tactics and the practical duties of life in camp. These learners also gave attention to oratory and other intellectual studies.

It will thus appear that in their schools, as in life, the Romans were thoroughly practical. Each boy was carefully prepared for the life which he had chosen, by being inducted into it during his school course.

Cicero asked the question, "What have we to learn?" and answered it, "To honor and strengthen the State, in order that we may become the rulers of the world." Roman parents demanded that their children should be trained in the practical duties of life, in order that they might know how to become rich. Therefore all training for children was in this direction.

While this in general was the purpose of education, the Romans had their ideal of what an educated man should be, and that ideal found its expression in the name of _orator_. He who was the best orator was the best educated man. The schools, however, were for boys, little account being taken of the education of girls except in household duties. Still, women were more respected, and had wider privileges than they had before enjoyed. Most of the wealthy citizens employed Greek tutors for their sons, and sought to ape Grecian manners and culture. Education was completed by study in Athens and by travel--advantages within reach only of the very wealthy.

=Criticism of Roman Education.=--1. It took great care to instill respect for law and obedience to parental and civil authority.

2. It honored the home and taught respect for the mother. In this, Rome took a great step in advance over many nations of antiquity.

3. It was not a State inst.i.tution, and therefore could not offer equal advantages to all.

4. Its end was to prepare the youth for practical life and to fit him for the acquirement of wealth, rather than for the development of all the human powers.

5. It was superficial, and sought to apply Greek culture to Roman conditions and character.

6. It did not take a strong hold upon the Roman people so as to shape the course of the nation.

7. It ignored the claims of the ma.s.ses, including women, to equal education and equal rights.

FOOTNOTES:

[20] "Decline and Fall of the Roman Empire," Vol. I, p. 2.

[21] The "Twelve Tables" were formulated about B.C. 450. They const.i.tuted the code of written law, and were written or engraved on tables of wood. They settled usages long in practice, but never before written, defining the rights of _plebeians_ and _patricians_. They were agreed to only after ten years of dispute and mutual concession. They resembled Solon's laws, owing, doubtless, to the commission which was sent to Greece to study the laws of that country. These tables were destroyed when the Gauls sacked Rome (B.C. 390), but their contents had been widely committed to memory, and were handed down from generation to generation. The mothers saw to it that these laws were early taught to their children, who thus came to venerate them and to have respect for authority.

CHAPTER XII

ROMAN EDUCATORS

=Literature.=--(See Literature, Chapter XI.) _Forsyth_, Life of Cicero; _Spofford_, Library of Historical Characters; _Watson_, Quintilian's Inst.i.tutes (Pedagogy, in Bks. I & II).

CICERO[22] (B.C. 106-43)

Cicero was born B.C. 106, of n.o.ble parents. As a boy he had the advantage of the best schools and teachers that Rome could furnish.

Later he studied at Athens, under the greatest Greek masters, and became proficient in the Greek language. According to the common practice among the better cla.s.ses in Rome, he spent some time in travel to complete his education, visiting Egypt, Asia Minor, and other parts of the known world. But Cicero's education can hardly be said to have been "completed" as long as he lived, for he remained a student even in the midst of his most exacting duties of State, and often employed teachers, especially in oratory. Forsyth says of him, "Philosophy and oratory seem to have been the two chief objects of his study; but if of any man before Bacon appeared that might be said which the great master of modern philosophy claimed for himself, that he 'had taken all knowledge for his province,' it might be truly declared of the youthful Cicero.

His appet.i.te for knowledge was insatiable, and his desire for distinction boundless."[23]

Becoming an advocate in Rome, he devoted himself chiefly to the defense of men high in position, often those who were charged with bribery, extortion, or other abuse of political trust. Some of his finest orations were delivered on these occasions. In the meantime he lost no opportunity to advance his own political interests. He was elected to one office after another until he reached the height of his political ambition,--the consuls.h.i.+p of Rome, the loftiest position attainable by the Roman citizen. As consul he devoted himself with such zeal, integrity, and success as to win the t.i.tle "Father of his Country."

While he held this office he exposed the conspiracy of Catiline and saved Rome from civil war. He conducted the office with honesty and efficiency. Indeed, at a time of great corruption, Cicero stands out during his entire life of nearly sixty-four years as the purest patriot, the broadest-minded statesman, the n.o.blest man of the age. His honesty in public or private life is unquestioned. Of his intellectual greatness Forsyth says, "The greatness of his intellect dwarfed that of every other man alive."[24]

That he was vain of his accomplishments admits of no doubt. That he also sometimes lacked moral courage and was vacillating seems also true. But he was incorruptible in a corrupt age; above reproach when impure life was the rule; and when treason was common, he remained a firm patriot.

His celebrated "Philippics" were delivered against practices which indicated the approaching ruin of the republic. That ruin was complete when the Second Triumvirate was formed,--an event which also sealed the doom of Cicero. Upon learning that he was proscribed, Cicero attempted to escape from Italy, but was overtaken and a.s.sa.s.sinated. His head and hands were carried to Rome and presented to Antony, who gave the head to his wife, Fulvia, whose crimes Cicero had often rebuked. Forsyth says, "She took it, and placing it on her lap, addressed it as if it were alive, in words of bitter insult. She dragged out the tongue, whose sarcasms she had so often felt, and with feminine rage pierced it with her bodkin. It was then taken and nailed to the rostra, together with the hands, to molder there in mockery of the triumphs of his eloquence, of which that spot had so often been the scene. A sadder sight was never gazed upon in Rome."[25]

=Cicero's Pedagogy.=--It is not as a teacher, but as a writer, that Cicero demands a place in educational history. His writings furnish the finest examples of Latin style, and his orations are studied for their cla.s.sic beauty and rhetorical finish. He wrote many philosophical works, in which are set forth advanced ideas on education. Especially was he in advance of his age in regard to the punishment of children. He held that corporal punishment should be resorted to only when all else has failed; that the child should not be degraded in the mode of punishment; that punishment should never be administered in anger, should be deferred until ample time for reflection has been allowed to both teacher and pupil; and that reasons for it should be given, so that, if possible, the child may be led to see the justice of the punishment inflicted. The teachings of Cicero on this subject are of great pedagogical importance, and they have at last come to be recognized in the school practice of the present day.

While these were Cicero's most important pedagogical teachings, he also taught many other truths valuable in education. Among them are these: that education begins in childhood, and is a steady growth throughout life; that memory should be cultivated by learning extracts from cla.s.sic authors; that great care should be taken to make the amus.e.m.e.nts and environments of the child such as to elevate and refine, as well as properly to develop its powers; that at the suitable time some calling should be chosen for which the youth has evident fitness; that religion is the basis of morals, therefore careful attention should be given to religious instruction.

SENECA (B.C. 3-A.D. 65)

Seneca was one of the most distinguished men that Rome produced. Even as a boy he showed remarkable talent, and his father furnished him the best educational opportunities by placing him under the greatest masters in the city. He also had the benefit of travel in Greece and Egypt, after which he practiced law in Rome. The student of education is interested in Seneca chiefly as the tutor of Nero, who was committed to his charge at the age of eleven. Without doubt the lad had already formed vicious habits, as his teacher had great trouble in managing him; nor did Seneca eradicate those evil tendencies which bore such terrible fruit in Nero's later years.

Nero retained his love for his teacher for a long time, keeping him as a trusted counselor for several years. Seneca drew up all of Nero's state papers, among others one defending the crime of matricide, Nero having put his own mother to death. This brought deserved odium upon Seneca's name. It indicates that he was a time-server, lacking moral independence and firmness. This may explain his failure in the training of his royal pupil. Nero himself wearied of his old teacher and friend, and condemned him to death. Seneca, however, committed suicide, a mode of death quite in accord with his Stoic philosophy.

Seneca was the most eminent writer, rhetorician, and orator of his time.

He antic.i.p.ated many modern ethical teachings, and in some of his writings we find a strong religious sentiment, quite like that of Christianity, leading one to think that he may have been influenced by Christ and his disciples, with whom he was contemporary. On the other hand, some of his teachings are decidedly repulsive to Christianity.

=Seneca's Pedagogy.=--1. Like Cicero, he believed that punishment should be mild and reasonable. "Who condemns quickly, condemns willingly; and who punishes too much, punishes improperly."

2. The office of education is to correct the evil tendencies in the child.

3. The character of each child must be studied, and each individual should be developed according to his peculiarities.

4. Do not flatter the child, but teach him truthfulness, modesty, and respect for his elders.

5. Take great care that the environment of the child is elevating, and allow only pure and enn.o.bling examples to be reflected before him.

6. Give the child but few studies, in order that he may be thorough and acquire right habits of learning.

7. The office of teacher is one of the most important of all offices.

"What the teacher, who instructs us in the sciences, imparts to us in n.o.ble effort and intellectual culture, is worth more than he receives; for, not the matter, but the trouble; not the desert, but only the labor, is paid for.... Such a man, who consecrates his whole being to our good, and who awakens our dormant faculties, is deserving all the esteem that we give a benevolent physician or our most loved and dearest kindred."

QUINTILIAN[26]

No other Roman contributed so much pedagogy to the world as Quintilian.

He was born in Spain, but early moved to Rome, in order to be trained in the atmosphere of culture which that city alone afforded. His education was conducted by his father, a celebrated rhetorician, to whom he owed the particular direction of his powers which afterward made him so famous. He chose the law as a profession, because it offered the best opportunity for the exercise of oratory. Not finding the practice of law congenial, he soon abandoned it, and devoted his time to teaching. He founded a school at Rome, and conducted it with great success for twenty years, having for pupils children from the most distinguished patrician families. Among these were the grandnephews of Domitian, possible heirs to the throne. This was the best school in Rome at that time. Vespasian honored Quintilian by creating for him a chair of rhetoric and conferring upon him the t.i.tle "Professor of Oratory." This is the first instance in history of State endowment of a chair for teaching a specific subject. Royal recognition was not without effect upon the fortunes of Quintilian, as it placed him in the front rank of the teachers of Rome. This, together with his subject, the teaching and mastery of which were considered by the Romans to be the climax of education, enabled him to wrest supremacy from the Greek teachers who so long had enjoyed a monopoly of teaching in the city.

When fifty-three years of age, Quintilian retired from his school, and devoted himself to authors.h.i.+p. In the first two books of his great work, "Inst.i.tutes of Oratory,"[27] he sets forth his ideas on education. This is the most remarkable treatise on education bequeathed to us by antiquity.

He taught that as oratory was the climax of Roman education, especial attention should be given to it. He was not in sympathy with the prevailing use that was made of oratory. Oratorical contests were frequent, and they excited popular interest. Courts, lawyers, and public speakers resorted to all the tricks of speech to win popular favor, and audiences demanded something startling, dramatic, and unusual.

Quintilian tried to stay this tide, and taught that oratory should conceal itself. He met, however, with poor success in reforming the evil.

=Quintilian's Pedagogy.=--His pedagogical teachings, some of which we present, are of the greatest importance.

1. There should be no corporal punishment, as punishment administered to slaves is not suitable for children who are to be citizens.

2. Nurses must be irreproachable in life and language, so that children be not brought in contact with anything impure.

3. Amus.e.m.e.nts should be turned to account as a means of education.