[35] See especially Book VII. of the Laws.
[36] Compare also this quotation: “A free mind ought to learn nothing as a slave. The lesson that is made to enter the mind by force, will not remain there. Then use no violence towards children; the rather, cause them to learn while playing.”
[37] See particularly Chaps. VII. and VIII.
[38] See especially the Politics, Books IV., V.
[39] It seems impossible to comprehend the almost sovereign power which the Greeks ascribed to music, unless we conceive that the Greek was endowed with peculiar and extreme sensitiveness. Perhaps there is special significance in the story of Orpheus and his lyre. (P.)
[40] I think it may be doubted whether the disfavor shown by Plato and Aristotle to practical studies was merely a mean prejudice. Preoccupied as they were with the disciplinary value of studies, they may have seen that the culture aim and the utilitarian aim are in some sort antagonistic. (P.)
[CHAPTER III.]
EDUCATION AT ROME.
TWO PERIODS IN ROMAN EDUCATION; EDUCATION OF THE PRIMITIVE ROMANS; PHYSICAL AND MILITARY EDUCATION; ROME AT SCHOOL IN GREECE; WHY THE ROMANS HAD NO GREAT EDUCATORS; VARRO; CICERO; QUINTILIAN; THE INSTITUTES OF ORATORY; GENERAL PLAN OF EDUCATION; THE CHILD’S FIRST EDUCATION; READING AND WRITING; PUBLIC EDUCATION; THE DUTIES OF TEACHERS; GRAMMAR AND RHETORIC; THE SIMULTANEOUS STUDY OF THE SCIENCES; SCHOOLS FOR PHILOSOPHY; SENECA; PLUTARCH; THE LIVES OF ILLUSTRIOUS MEN; THE TREATISE ON THE TRAINING OF CHILDREN; A CHARMING PICTURE OF FAMILY LIFE; THE EDUCATION OF WOMEN; THE FUNCTION OF POETRY IN EDUCATION; THE TEACHING OF MORALS; MARCUS AURELIUS AND PERSONAL EDUCATION; CONCLUSION; ANALYTICAL SUMMARY.