The Private Life of the Romans. Harold Whetstone Johnston

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СКАЧАТЬ Cato actually did, or he might allow the slave to retain as his pecūlium (§33) the little presents given him by his pupils in lieu of direct payment. The next step, one taken in times too early to be accurately fixed, was to select for the school a more convenient place than a private house, one that was central and easily accessible, and to receive as pupils all who could pay the modest fee that was demanded. To these schools girls as well as boys were admitted, but for the reason given in §105 the girls had little time for studying more than their mothers could teach them, and those who did carry their studies further came usually of families who preferred to educate their daughters in the privacy of their own homes and could afford to do so. The exceptions to this rule were so few, that from this point we may consider the education of boys alone.

FIGURE 24. WAXED TABLETS AND STILUS

110 Subjects Taught in Elementary Schools.—In these elementary schools the only subjects taught were reading, writing, and arithmetic. In the first, great stress was laid upon the pronunciation: the sounds were easy enough but quantity was hard to master. The teacher pronounced first syllable by syllable, then the separate words, and finally the whole sentence, the pupils pronouncing after him at the tops of their voices. In the teaching of writing, wax tablets (Fig. 24) were employed, much as slates were a generation ago. The teacher first traced with a stilus the letters that served as a copy, then he guided the pupil's hand with his own until the child had learned to form the letters independently. When some dexterity had been acquired, the pupil was taught to use the reed pen and write with ink upon papyrus. For practice, sheets were used that had had one side written upon already for more important purposes. If any books at all were used in these schools, the pupils must have made them for themselves by writing from the teacher's dictation.

FIGURE 25. ABACUS

      111 In arithmetic mental calculation was emphasized, but the pupil was taught to use his fingers in a very elaborate way that is not now thoroughly understood, and harder sums were worked out with the help of the reckoning board (abacus, Fig. 25). In addition to all this, attention was paid to the training of the memory, and the pupil was made to learn by heart all sorts of wise and pithy sayings and especially the Twelve Tables of the Law. These last became a regular fetich in the schools, and even when the language in which they were written had become obsolete pupils continued to learn and recite them. Cicero had learned them in his boyhood, but within his lifetime they were dropped from the schools.

112 Grammar Schools.—Among the results of contact with other peoples that followed the Punic wars (§5) was the extension of education at Rome beyond these elementary and strictly utilitarian subjects. The Greek language came to be generally learned (§101) and Greek ideas of education were in some degree adopted. Schools were established in which the central thing was the study of the Greek poets, and these schools we may call Grammar Schools because the teacher was called grammaticus. Homer was long the universal text-book, and students were not only taught the language, but were instructed in the matters of geography, mythology, antiquities, history, and ethics suggested by the portions of the text which they read. The range of instruction and its value depended entirely upon the teacher, as does such instruction to-day, but it was at best fragmentary and disconnected. There was no systematic study of any of these subjects, not even of history, despite its interest and practical value to a world-ranging people like the Romans.

      113 The Latin language was soon made the subject of similar study, at first in separate schools. The lack of Latin poetry to work upon, for prose authors were not yet made text-books, led to the translation by a Greek slave, Livius Andronicus (3d century B.C.), of the Odyssey of Homer into Latin Saturnian verses. From this translation, rude as the surviving fragments show it to have been, dates the beginning of Latin literature, and it was not until this literature had furnished poets like Terence, Vergil, and Horace, that the rough Saturnians of Livius Andronicus disappeared from the schools.

      114 In these Grammar Schools, Greek as well as Latin, great stress seems to have been laid upon elocution, a thing less surprising when we consider the importance of oratory under the Republic. The teacher had the pupils pronounce after him first the words, then the clauses, and finally the complete sentences. The elements of rhetoric were taught in some of these schools, but technical instruction in the subject was not given until the establishment at a much later period of special schools of rhetoric. In the Grammar Schools were also taught music and geometry, and these made complete the ordinary education of boyhood.

      115 Schools of Rhetoric.—The Schools of Rhetoric were formed on Greek lines and conducted by Greek teachers. They were not a part of the regular system of education, but corresponded more nearly to our colleges, being frequented by persons beyond the age of boyhood and with rare exceptions, of the higher classes only. In these schools the study of prose authors was begun, but the main thing was the practice of composition. This was begun in its simplest form, the narrative (nārrātiō), and continued step by step until the end in view was reached, the practice of public speaking (dēclāmātiō). One of the intermediate forms was the suāsōria, in which the students took sides on some disputed point of history and supported their views by argument. A favorite exercise also was the writing of a speech to be put in the mouth of some person famous in legend or history. How effective these could be made is seen in the speeches inserted in their histories by Sallust, Livy, and Tacitus.

      116 Travel.—In the case of persons of the noblest and most wealthy families, or those whose talents in early manhood promised a brilliant future, the training of the schools was sure to be supplemented by a period of travel and residence abroad. Greece, Rhodes, and Asia Minor were the most frequently visited, whether the young Roman cared for the scenes of great historical events and the rich collections of works of literature and art, or merely enjoyed the natural charms and social splendors of the gay and luxurious capitals of the east. For the purposes of serious study Athens offered the greatest attractions and might almost have been called the university of Rome, in this respect standing to Italy much as Germany now stands to the United States. It must be remembered, however, that the Roman who studied in Athens was as familiar with Greek as with his native Latin and for this reason was much better prepared to profit by the lectures he heard than is the average American who now studies on the continent.

      117 Apprenticeship.—There were certain matters, a knowledge of which was essential to a successful public life, for training in which no provision was made by the Roman system of education. Such matters were jurisprudence, administration and diplomacy, and war. It was customary, therefore, for the young citizen to attach himself for a time to some older man, eminent in these lines or in some one of them, in order to gain an opportunity for observation and practical experience in the performance of duties that would sooner or later devolve upon him. So Cicero learned the civil law under Quintus Mucius Scaevola, the most eminent jurist of the time, and in later years the young Marcus Coelius Rufus in turn served the same voluntary apprenticeship (tīrōcinium forī) under Cicero. This arrangement was not only very advantageous to the young men but was considered very honorable for those under whom they studied.

      118 In the same way the governors of provinces and generals in the field were attended by a voluntary staff (cohors) of young men, whom they had invited to accompany them at state expense for personal or political reasons. СКАЧАТЬ