Thirdly, we may note the fruits of this training, as far as memory is concerned. Ausonius, by writing the Cento Nuptialis, proved only one good thing: that he knew the whole of Vergil by heart. Minervius[550] was noted for his memory. Ausonius spends ten lines in describing it, and clearly indicates how highly it was prized. Nepotianus, too, is specially commended for possessing this gift.[551]
In view of all this, we may not unfairly conclude that mnemonics played a considerable part in the schools of Gaul. In the history of the human race, as in that of the individual,[552] the memorizing stage comes before the development of thought. And the less advanced systems of education all over the world are characterized by their almost exclusive emphasis on learning things by heart.
(iii) Control and Arrangement of the School
(a) Discipline in primary and secondary schools.
The rhetorical tradition brought with it certain traditional methods, and one of them was the excessive use of corporal punishment. In the East, Libanius testifies to the frequent employment of this method. We have seen that the paedagogus appealed as a matter of course to the ‘argumentum ad baculum’; we find in Libanius that the rhetor, the university teacher, did likewise.
The general prospect of a schoolday may be described in terms of the rod: ἔσονται δ’ ἐνεργοὶ μὲν ἱμάντες, ἐνεργοὶ δὲ ῥάβδοι. He has a feeling that it is the only method of curing idleness. Writing to a father whose son has complained to him about a beating he had received, Libanius maintains that it is absolutely necessary to treat slothfulness in that way.[553]
In the West we have the pathetic reminiscences of Augustine.[554] No trouble was taken to explain to him the use or object of lessons; all he knew was that if he did not learn he was beaten. His prayer was to escape the rod, and very earnestly he prayed (rogabam Te parvus non parvo affectu), for his blows were to him ‘magnum tunc et grave malum’. He speaks bitterly of the lack of sympathy, which his sensitive nature felt more than the rest. He is galled by the unfairness of a system which punished faults in boys that were excused in men. ‘Maiorum nugae negotia vocabantur, puerorum autem talia cum sint, puniuntur a maioribus.’ No proper balance was kept between lessons and play.
On the other hand, he confesses that he was often disobedient through love of play, and admits ‘non enim discerem, nisi cogerer’.[555] Moreover, when he puts his punishments in the same category as ‘temptationes martyrum’, we are inclined to think him a sentimental prig. But there can be no doubt about the excessive severity which was prevalent, and the fact that it impressed Augustine’s mind to such an extent[556] is a measure of its wrongness. The worst feature of the system was not so much the general acquiescence in force as a scholastic panacea, but in the rigidity which made no distinctions or allowances.
Gaul was no exception to the general tradition. We find in Ausonius a fine gentleness of spirit and an elaborate courtesy; he shows an almost un-Roman sympathy with Bissula, the barbarian maid, and is fond of animals,[557] yet he is by no means thoroughly converted from the old Roman harshness. The gladiatorial games went on, and were significant of a prevalent disregard for human life and personality. The old spirit flashes forth under the veneer of culture; as when Ausonius surprises us by saying blandly to his secretary, who had been branded for running away: ‘on your branded face then, Pergamus, you have borne the marks; letters which your hand neglected are inflicted on your forehead.’[558]