Part 6 (1/2)

Much was done by the later Ee these schools, and they too came to exist in almost every provincial city in the Empire Often they were supported by the cities in which they were located The E, frorammarians and rhetoricians [27] at Rome

Antoninus Pius, who ruled as Emperor froave to these teachers the privileges of the senatorial class, and a certain number in each city were exeations to military service Other Ees (R 26) which becaranted to the Christian clergy (R 38) and, still later, to teachers in the universities (Rs 101-04)

UNIVERSITY LEARNING Ro could now journey to the eastward and attend the Greek universities (see Figure 14) A few did so, much as American students in the her study Athens and Rhodes wereothers, studied at Athens; Caesar, Cicero, and Cassius at Rhodes Later Alexandria was in favor In a library founded in the Temple of Peace by Vespasian (ruled 69 to 79 AD) the University at Roin, and in time this developed into an institution with professors in law, raes In this many youths from provincial cities ca, however, in the way of scientific investigation or creative thought; the instruction was forely a further elaboration of what had previously been well done by the Greeks

NATURE OF THE EDUCATIONAL SYSTEM DEVELOPED Such was the educational system which was finally evolved to meet the new cultural needs of the Roman E borrowed--conquered one ion, philosophy, literature, and learning, the Romans naturally borrowed also the school system that had been evolved to impart this culture Never before or since has any people adapted so co evolved by another To the Greek basis some distinctively Roman elements were added to adapt it better to the peculiar needs of their own people, while on the other hand many of the finer Greek characteristics were o once adopted the Greek plan, the constructive Roinal, but in so doing formalized it more than the Greeks had ever done (R 19)

[Illustration: FIG 25 THE ROMAN VOLUNTARY EDUCATIONAL SYSTEM, AS FINALLY EVOLVED]

That the system afforded an opportunity to wealthy Ro and appreciation of the culture of the Greek world hich their Empire was now in contact, and answered fairly well the preparatory needs along political and governmental lines of those Romans who could afford to educate their boys for such careers, can hardly be doubted (R 22) Roman writers on education, especially Cicero (R 24) and Quintilian (R 25), give us abundant testimony as to the value and usefulness of the syste of orators and men for the public service In the provinces, too, we know that the schools were very useful in inculcating Ro the Romans to assimilate the sons of local princes and leaders [28]

During the days of the Republic the schools were naturally more useful than after the establishment of the Empire, and especially after the later Emperors had stamped out many of the political and civic liberties for the enjoyment of which the schools prepared On the other hand, the schools reached but a small, selected class of youths, trained for only the political career, and cannot be considered as ever having been general or as having educated any e of the future citizens of the State Many of the ied, and which to-day are regarded as enius, such as architectural achieve of roads and aqueducts, the s, these schools did nothing to prepare youths for

The State, unlike Athens, never required education of any one, did not make as offered a preparation for citizenshi+p, and ulate either teachers or instruction until late in the history of the Empire Education at Rome was from the first purely a private- adventure affair, ous with us to instruction inThose who found the education offered of any value could take it and pay for it; those who did not could let it alone A few did the forreat slave class that developed at Rome there was, of course, no education at all

RESULTS ON ROMAN LIFE AND GOVERNMENT Still, out of this private and tuition system of schools many capable political leaders and executives careat influence on the history of the State, fought out her political battles, organized and directed her governreat schenificant contribution to future civilization [29] It was in this direction, and in practical and constructive work along engineering and architectural lines, that Rooverns must be classed, in i with the ability of Greece in literature and philosophy and art ”If,” says Professor Adams, ”as is sometimes said, that in the course of history there is no literature which rivals the Greek except the English, it is perhaps even lo- Saxon is the only race which can be placed beside the Romans in creative power and in politics” The conquest of the knoorld by this practical and constructive people could not have otherwise than decisively influenced the whole course of hu at the time in world affairs that it did, the influence on all future civilization of the work of Roreat political fact which doovernment and civilization of the time, was the fact that the Roman Empire had been and had done its work so well

V ROME'S CONTRIBUTION TO CIVILIZATION

GREECE AND ROME CONTRASTED The contrast between the Greeks and the Romans is inative, subjective, artistic, and idealistic people, with little administrative ability and few practical tendencies The Roinative, concrete, practical, and constructive nation Greece reat contribution to world civilization in literature and philosophy and art; Roovernment The Greeks lived a life of aesthetic enjoyment of the beautiful in nature and art, and their basis for esti was intellectual and artistic; to the Romans the aesthetic and the beautifulthe worth of a thing was utilitarian The Greeks worshi+ped ”the beautiful and the good,” and tried to enjoy life rationally and nobly, while the Romans worshi+ped force and effectiveness, and lived by rule and authority The Greeks thought in personal teroverneneral terms of law and duty, and their happiness was rather in present denial for future gain than in any imreat scholarly or literary atreat speculative philosophies, and fraovernment Even their literature was, in part, an i th and beauty They were a people who kne to accomplish results rather than to speculate about means and ends Usefulness and effectiveness ith them the criteria of the worth of any idea or project They subdued and annexed an eave law and order to a primitive world, they civilized and Ro all parts of their Empire that were the best the world had ever known, their aqueducts and bridges onders of engineering skill, their public buildings and monuments still excite admiration and envy, in many of the skilled trades they developed tools and processes of large future usefulness, and their agriculture was the best the world had known up to that ti where the Greeks eak, and here the Greeks were strong

By reason of this difference the two peoples supple the foundations upon which our modern civilization has been built Greece created the intellectual and aesthetic ideals and the culture for our life, while Rome developed the political institutions under which ideals may be realized and culture may be enjoyed Froreat inspirations and its ideals for life, while froovernment and obedience to law One overns, and bequeathed to posterity a wonderful inheritance in governineering undertakings, while the Greeks left to us a philosophy, literature, art, and a world culture which the civilized world will never cease to enjoy

The Greeks were an iinative, impulsive, and a joyous people; the Romans sedate, severe, and superior to the Greeks in persistence and ; the Rorown and serious reat contribution, then, was along the lines just indicated To this, the school system which became established in the Roman State contributed only indirectly and but little The unification of the ancient world into one Ee, speech, and lahich made the triumph of Christianity possible; the formulation of a body of law [30] which barbarian tribes accepted, which was studied throughout the Middle Ages, which foral systeely influenced e froues have been derived, and which has es; and the perfection of an alphabet which has become the common property of all nations whose civilization has been derived from the Greek and Roman--these constitute the chief contributions of Roovernhout all the provincial cities, and this remained after the Empire had passed away The hts, has ever since been a fixed idea in the western world Roanized into a coes, has ree we scarcely realize It was accepted by the Ger after they had overrun the Empire, and it remained as the law of the courts wherever Roman subjects were tried Preserved and codified at Constantinople under Justinian in the sixth century, and re-introduced into western Europe when the study of laas revived in the newly founded universities in the twelfth and thirteenth centuries, Roal practices and has becoal systems of a number of modern states [31]

[Illustration: FIG 26 ORIGIN OF OUR ALPHABET The Ger 45), illustrates the corruption of letter fores]

Of all the Roman contributions to modern civilization perhaps the one that most completely perure 26 sho our oes back to the old Roman, which they obtained from the Greek colonies in southern Italy, and which the Greeks obtained from the still earlier Phoenicians This alphabet has become the common property of almost all the civilized world

[32] In speech, the French, Spanish, Portuguese, and Italian tongues go back directly to the Latin, and these are the tongues of Mexico and South Ahout a large part of the civilized world, and by one third of its inhabitants, has also received so many additions from Romanic sources that we to-day scarcely utter a sentence without using so the smaller but nevertheless important contributions which e to Rome, and which were passed on to mediaeval and e in agriculture and the mechanic arts; many inventions and acquired skills in the arts and trades; an organized sea and land trade and coood houses, roads and bridges; great architectural and engineering res of the transforreat body of freemen of modern Europe later were evolved; and certain educational conceptions and practices which later profoundly influenced educational e these contributions e shall appreciate better as we proceed with our history Of the negative contributions, the overnovernments of modern Europe to try to imitate the world-wide rule of Imperial Roreat civilizing and unifying work of the Roreat contribution to the foundations of the structure of our modern civilization--the contribution of Christianity Had Italy never been consolidated; had the barbarian tribes to the north never been conquered and Romanized; had Spain and Africa and the eastern Mediterranean never known the rule of Roe never become the speech of the then civilized peoples; had Rohout an unruly world; had Rohts and security; had Roovernment never come to be the common type in the cities of the provinces; had Ron citizen in Rohts; had Rohout her Ericulture and the creative arts; had there been no Roe; and had Ros to unify and civilize Europe and reduce it to law and order, it is hard to iave way to the barbarian hordes which finally overwhelmed it Where we should have been to-day in the upward march of civilization, without the work of Rome, it is impossible to say

QUESTIONS FOR DISCUSSION

1 Contrast the Rolish The French

2 At what period in our national development did home education with us occupy substantially the same place as it did in Roiven boys and girls similar? Different?

3 What was the most ?