THE TEACHER.
1. Education, in antiquity, was entirely a matter of domestic concern. In countries where priestly or royal despotism prevailed, schools for the benefit of the sons of the great, and for the priests, were established. Moses, the Jewish lawgiver, was educated in a priestly school in Egypt, and Cyrus, at a seminary belonging to the Persian court. In Palestine, the Scriptures were taught in the schools of the prophets; and, at later periods, in the synagogues, and in the schools of the Rabbis, reading, committing to memory the sacred books, and hearing explanations of their meaning, constituted the chief exercises.
2. In the Grecian cities, boys and girls were taught reading, writing, and arithmetic in private schools; and, after having completed the primary course, those who aspired to higher degrees of knowledge, resorted to the instructions of the philosophers and sophists. This system was commenced as early as 500 years before the advent of Christ.
3. Two hundred years after this period, the Romans began to have primary schools for boys, in the cities; and, from the time of Julius Cæsar, who conferred on teachers the right of citizenship, they possessed the higher institutions of the grammarians and the rhetoricians. In the former of these, were taught the Latin and Greek languages; and in the latter, young men of talent were prepared, by exercises in declamation, for speaking in public.
4. Children, among the Greeks and Romans, were accompanied to school by slaves, who, from the performance of this duty, were called pedagogues; but, after slaves and freedmen had made acquirements in literature and science, they were frequently employed as tutors; hence the term, at length, came to imply a teacher of children, and it is still used in reference to this employment, although we usually connect with it the idea of pedantry.
5. Until the time of Vespasian, who commenced his reign in the year 70 of the Christian era, the schools were sustained entirely by private enterprise. That emperor instituted public professorships of grammar and rhetoric with fixed salaries, for the purpose of educating young men for the public service; and, in A.D. 150, Antoninus Pius founded imperial schools in the larger cities of the Roman empire. The most celebrated place for the cultivation of science, in the ancient world, was Athens; and, to this city, students from all parts of Europe resorted, even as late as the ninth century.
6. Christianity, by degrees, gave a new turn to education; and, in the East, it came gradually under the influence of the clergy. Schools were instituted in the cities and villages for catechumens, and, in some places, those of a higher grade, for the education of clergymen. Of the latter kind, that in Alexandria was the most flourishing, from the second to the fourth century.
7. From the fifth century, these higher institutions began to decline, and others, called cathedral or episcopal schools, seem to have taken their place. In these, besides theology, were taught the seven liberal arts—grammar, logic, rhetoric, arithmetic, geometry, astronomy, and music; of which the three first were called the trivium, and the four last the quadrivium. The text-book employed was the Encyclopædia of Marcianus Capella, of Africa. This compendium was published at Rome, A.D. 470; and, although a meagre production, it maintained its reputation in the schools of Europe more than 1000 years.
8. The imperial schools established by Antoninus Pius, declined, and finally became extinct, in the confusion that followed the irruption of the barbarians; but their places were supplied by the parochial and cathedral schools just mentioned. These, however, were surpassed, in the sixth century, by the conventual schools, which were originally designed to prepare persons for the monastic life, but which soon began to be resorted to by laymen.