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How many boys were too few or too many we are not told.
This school should be not too large and not too small.
The one aim of Roman education was to fit a boy for public life, as advocate or [page 18] statesman, and generally both, and this was done by training him for public speaking. 362, forbade schoolmasters to teach except under decrees of the municipal councils, 'and that higher honour may accrue to the city schools', directed that these decrees should be submitted for imperial confirmation.
The rhetoric school, except for the very select few, like Cicero or Quintilian himself, who went to what is sometimes called the University of Athens, seems to have performed for the upper classes the function of the Secondary School and University, as well as that of the Inns of Court and Theological Colleges.
It is surprising in view of the interest of the subject and the wealth of illustrative material; but it is not surprising when it is remembered that, before the year 1892, few guessed and fewer knew that there were any public or grammar schools - two terms for the same thing - in England at all, except Winchester and Eton, before the reputed creation of schools by that boy king. In fact, the Greek rhetorician was the intellectual father of the Oxford schoolman. speeches on the model of a minister introducing a bill or moving to repeal an act; and trying fictitious cases, preparatory for the Courts. 140-162, extended the system beyond Italy and 'bestowed honours and stipends on rhetoricians and philosophers in every province'. So that if 52 a year was the pay of a working man, the schoolmaster received 624 or 1248 a year. In the later Roman Empire endowed grammar and rhetoric schools were ubiquitous.
So the invitation to contribute this volume to Messrs. He played too much at games of ball, loving the pride of winning, was eager for the shows and sports of his elders, and, as he did not want to learn, he learnt badly. 'Grammar', he says, 'is a necessity to boys, a pleasure to their elders, an [page 17] agreeable companion in retirement, and is the only branch of study which is of more use than show.' Grammar schools, Quintilian complains, then encroached on the rhetoric schools. A grammar schoolmaster must know music, since he has to teach metre, besides philology and grammar; astronomy and philosophy, as he has to explain Empedocles and Lucretius; and must have no small knowledge of rhetoric since he has to explain everything fully and clearly. ' - a question which our ancestors answered by the very simple method of extending the rule of the rod to the University as well as to the school. Journal of Education, October, November, December, 1910. 'Besides', he asks, 'after you have driven the boy by flogging, what will you do with him as a young man, when you cannot hold this over him, though his tasks are more difficult?
A list of these in which the authorities, so far as they are not given in the text, can be verified in detail, is appended. He [page 22] concludes with rather obvious good sense that he hated Homer for the same reason as he supposes a Greek boy would have hated Virgil.