That mere boys should sit mixed with young men, I do not approve

That mere boys should sit mixed with young men, I do not approve; for though such a man as ought to preside over their studies and conduct may keep even the eldest of his pupils under control, yet the more tender ought to be separate from the more mature, and they should all be kept free, not merely from the guilt of licentiousness, but even from the suspicion of it

Of these professors the morals must first be ascertained, a point of which I proceed to treat in this part of my work, not because I do not think that the same examination is to be made, and with the utmost care, in regard also to other teachers (as indeed I have shown in the preceding book), but because the very age of the pupils makes attention to the matter still more necessary. 3. For boys are consigned to these professors when almost grown up and continue their studies under them even after they are become men. Greater care must in consequence be adopted with regard to them in order that the purity of the master may secure their more tender years from corruption and that his authority deter their bolder age from licentiousness. 4. Nor is it enough that he give, in himself, an example of the strictest morality, unless he regulate also, by severity of discipline, the conduct of those who come to receive his instructions.

We are by nature most tenacious of what we have imbibed in our infant years

As birds are born to fly, horses to run, and wild beasts to show fierceness, so to us peculiarly belong activity and sagacity of understanding; hence the origin of the mind is thought to be from heaven. 2. But dull and unteachable persons are no more produced in the course of nature than are persons marked by monstrosity and deformities, such are certainly but few.

his may seem a trifling matter to mention, but when it is neglected, many faults of pronunciation, unless they are removed in the years of youth, are fixed by incorrigible ill habit for the rest of life.

I do not disapprove, however, the practice, which is well known, of giving children, for the sake of stimulating them to learn, ivory figures of letters to play with, or whatever else can be invented, in which that infantine age may take delight, and which may be pleasing to handle, look at, or name.

This advancement, extended through each year, is a profit on the whole, and whatever is gained in infancy is an acquisition to youth. The same rule should be prescribed as to the following years, so that what every boy has to learn, he may not be too late in beginning to learn. Let us not then lose even the earliest period of life, and so much the less, as the elements of learning depend on the memory alone, which not only exists in children, but is at that time of life even most tenacious.

Let reading, therefore, be at first sure, then continuous, and for a long time slow, until, by exercise, a correct quickness is gained.

The study of Latin ought, therefore, to follow at no long interval, and soon after to keep pace with the Greek; thus it will happen that when we have begun to attend to both tongues with equal care, neither will impede the other.

The best of rules, therefore, are to be laid down, and if any one shall refuse to observe them, the fault will lie not in the method, but in the man.

Nor is their misconduct less prejudicial to the manners of their pupils;

Since they disdain to yield to those who are skilled in teaching and, growing imperious, and sometimes fierce, in a certain right, as it were, of exercising their authority (with which that sort of men are generally puffed up), they teach only their own folly.

Of paedagogi this further may be said, that they should either be men of acknowledged learning, which I should wish to be the first object, or that they should be conscious of their want of learning; for none are more pernicious than those who, having gone some little beyond the first elements, clothe themselves in a mistaken persuasion of their own knowledge.

Before all things, let the talk of the child's nurses not be ungrammatical.

For it will be necessary, above all things, to take care lest the child should conceive a dislike to the application which he cannot yet love, and continue to dread the bitterness which he has once tasted, even beyond the years of infancy

I prefer that a boy should begin with the Greek language, because he will acquire the Latin in general use, even though we tried to prevent him, and because, at the same time, he ought first to be instructed in Greek learning, from which ours is derived

If, however, it should not be the good fortune of children to have such nurses as I should wish, let them at least have one attentive paedagogus, not unskilled in language, who, if anything is spoken incorrectly by the nurse in the presence of his pupil, may at once correct it and not let it settle in his mind. But let it be understood that what I prescribed at first is the right course, and this only a remedy

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To beginners should be given matter designed, as it were, beforehand in proportion to the abilities of each. But when they shall appear to have formed themselves sufficiently on their model, a few brief directions may be given them, following which, they may advance by their own strength without any support. 6. It is proper that they should sometimes be left to themselves, lest, from the bad habit of being always led by the efforts of others, they should lose all capacity of attempting and producing anything for themselves. But when they seem to judge pretty accurately of what ought to be said, the labor of the teacher is almost at an end, though should they still commit errors, they must be again put under a guide. 7.

On such subjects did the ancients, for the most part, exercise the faculty of eloquence, borrowing their mode of argument, however, from the logicians. To speak on fictitious cases, in imitation of pleadings in the forum or in public councils, is generally allowed to have become a practice among the Greeks, about the time of Demetrius Phalereus.

We make it also a subject of inquiry when a boy may be considered ripe for learning what rhetoric teaches. In which inquiry it is not to be considered of what age a boy is, but what progress he has already made in his studies. That I may not make a long discussion, I think that the question when a boy ought to be sent to the teacher of rhetoric is best decided by the answer, when he shall be qualified.

For minds, before they are hardened are more ready to learn, as is proved by the fact that children, within two years after they can fairly pronounce words, speak almost the whole language, though no one incites them to learn; but for how many years does the Latin tongue resist the efforts of our purchased slaves! You may well understand, if you attempt to teach a grown up person to read, that those who do everything in their own art with excellence are not without reason called παιδομαθεῖς (paidomatheis), that is, "instructed from boyhood." 10. The temper of boys is better able to bear labor than that of men, for as neither the falls of children, with which they are so often thrown on the ground, nor their crawling on hands and knees, nor, soon after, constant play and running all day hither and thither, inconvenience their bodies so much as those of adults, because they are of little weight and no burden to themselves, so their minds likewise, I conceive, suffer less from fatigue, because they exert themselves with less effort and do not apply to study by putting any force upon themselves, but merely yield themselves to others to be formed. 11. Moreover, in addition to the other pliancy of that age, they follow their teachers, as it were, with greater confidence and do not set themselves to measure what they have already done. Consideration about labor is as yet unknown to them, and as we ourselves have frequently experienced, toil has less effect upon the powers than thought.

The teacher will he cautious, likewise, that concluding syllables be not lost; that his pupil's speech be all of a similar character; that whenever he has to raise his voice, the effort may be that of his lungs, and not of his head; and that his gesture may be suited to his voice, and his looks to his gesture. 9

SOME TIME is also to be devoted to the actor, but only so far as the future orator requires the art of delivery, for I do not wish the boy whom I educate for this pursuit either to be broken to the shrillness of a woman's voice or to repeat the tremulous tones of an old man's. 2. Neither let him imitate the vices of the drunkard nor adapt himself to the baseness of the slave; nor let him learn to display the feelings of love, or avarice, or fear: acquirements which are not at all necessary to the orator and which corrupt the mind, especially while it is yet tender and uninformed in early youth, for frequent imitation settles into habit.

BY speakers, as well as writers, there are certain rules to be observed. Language is based on reason, antiquity, authority, custom. It is analogy, and sometimes etymology, that affords the chief support to reason. A certain majesty, and, if I may so express myself, religion, graces the antique.

At present, the negligence of paedagogi seems to be made amends for in such a way that boys are not obliged to do what is right, but are punished whenever they have not done it. Besides, after you have coerced a boy with stripes, how will you treat him when he becomes a young man, to whom such terror cannot be held out, and by whom more difficult studies must be pursued? 16. Add to these considerations that many things unpleasant to be mentioned, and likely afterwards to cause shame, often happen to boys while being whipped, under the influence of pain or fear. Such shame enervates and depresses the mind, and makes them shun people's sight and feel a constant uneasiness. 17. If, moreover, there has been too little care in choosing governors and tutors of reputable character, I am ashamed to say how scandalously unworthy men may abuse their privilege of punishing, and what opportunity also the terror of the unhappy children may sometimes accord to others. I will not dwell upon this point; what is already understood is more than enough. It will be sufficient, therefore, to intimate that no man should be allowed too much authority over an age so weak and so unable to resist ill treatment.

Would not he seem to be affected with something like madness? There would be no eloquence in the world if we were to speak only with one person at a time.

But supposing that either interest, or friendship, or money, should secure to any parent a domestic tutor of the highest learning, and in every respect unrivalled, will he, however, spend the whole day on one pupil? Or can the application of any pupil be so constant as not to be sometimes wearied, like the sight of the eyes, by continued direction to one object, especially as study requires the far greater portion of time to be solitary.

People think that morals are corrupted in schools; indeed they are at times corrupted, but such may be the case even at home.

I AM aware that it is also a question whether nature or learning contributes most to oratory. This inquiry, however, has no concern with the subject of my work, for a perfect orator can be formed only with the aid of bot

would exercise the pupils under his care in the reading of history and even still more in that of speeches,

while the teachers of philosophy impart all the forms of discourse in which the mind expresses itself. Then, when they have made them familiar and thoroughly conversant with these lessons, they set them at exercises, habituate them to work, and require them to combine in practice the particular things which they have learned, in order that they may grasp them more firmly and bring their theories into closer touch with the occasions for applying them