3. How did the Greek nature-worship, which the Romans adopted, acquire its well-known utilitarianism, and what were the effects on Roman religion as a moral guarantee and as a motive in Roman contributions to after-ages?

4. What, in accord with her fundamental needs, were the educational ideals of "old" Rome, and upon what qualities of life did these ideals place the emphasis?

5. Explain the fitness of means to ends in the use which the "old" Romans made of the home and "life beyond the home" in their system of education.

6. Trace in detail the course of events in the transition from the "old" to the "new" in Roman education.

7. What was the attitude of the elder Cato and the father of Horace toward the influx of Greek ideas into Rome, and what did they do for their sons?

8. What, in accord with her "new" needs, were the ideals of the "new" education in Rome? How did these new ideals affect social classes?

9. Describe the elementary schools of "new" Rome, going into the details of curriculum, form, and methods. Do the same things with the grammar-schools, rhetorical schools, and universities.

10. What were the best and the worst things in the "old" and the "new" education of Rome?

11. Account fully for "the making" and services of Cicero, Seneca, and Quintilian.

PART II

CHRISTIAN EDUCATION

CHAPTER IX

CHRISTIAN EDUCATION

EARLY CHRISTIANITY

To recapitulate conquered Greece was conquering her Roman conqueror, pouring out her culture far and wide, east and south and west, thus reproducing her "Greek self" in far-flung schools and universities. And Rome thus conquered by Greek intellect and beauty-love powerfully orientalized, was giving concrete form to abstract thought, and endowing with a blighting practicality all she was adopting.

It was into the midst of these events, and when the Maccabees had almost ceased in their patriotic struggles with Rome for Jewish nationality, that there was born in a remote corner of the world-empire, namely, in Bethlehem of Judea, the world's Messiah, Jesus Christ. And although the angels sang "Peace on earth, good-will to men," the great ones of the earth could not foresee that all who had gone before him had but groped in the dark, and that he alone brought light into the darkness, saved the gold from the dross, and set the world in quest of final ideals.

CHRIST

In order to understand even to a limited degree the educational revolution which Christ's coming produced, and also in order that we may furnish ourselves with his world-conquering ideals, we would gladly here and now make him the subject of serious and sympathetic study.

In the Making.-The fact that Christ was born in the golden days of Rome, when Augustus Cæsar ruled the world, and at a time when God's chosen people had made large adjustments to their theocratic system of education in order to adapt it to postexile conditions (see chapter on Jewish education), helps us to understand at least the important human elementsnot to speak of his divinity-which entered into the making of the world's incomparable teacher.

Jesus was brought up at Nazareth, where Mary and Joseph came with him after their flight from Bethlehem to Egypt; and here, at the crossing-place of the nations, where commerce and military changes afforded much liberalizing familiarity with all the neighboring races, he lived with them up to the time of his ministry.

The first teachers of Jesus were Mary and Joseph, as all the connections show. It was at their knees that he must have learned to read the Scriptures.

"From the modest but priceless instructions of home," as Geikie says in his "Life of Christ," "Jesus would, doubtless, pass to school in the synagogue, where he would learn more of the law, and be taught to write, or rather, to print, for his writing would be in the old Hebrew characters--the only ones then in use." Even the "doctors" of Jerusalem, with whom, as we

recall, he tarried for instructions on his first memorable journey with his parents to the Holy City, marvelled at his progress.

The great national festivals regularly held every year at Jerusalem, namely, those of the Passover, the Pentecost, and the Tabernacle, must have contributed powerfully to the education of a mind like that of Jesus.* Then, too, in July, October, January, and March, the Jewish community at Nazareth observed different events in the national history with more or less strictness, thus contributing not a little to the general effect.

In its quiet and divinely appointed security, the life of Jesus of Nazareth must have been a wonderful education in the book of nature. The gospels show most strikingly that nothing in his environment escaped the eye of Jesus. That he saw with unerring keenness all the life about him appears from the illustrations which he used in teaching. The painted lilies of the field, the sparrows on the wing, the shepherd's lost lamb-these and all the rest are his intimates. Nor does he fail to note the child at play, the toiler at his tasks, the beggar at the gate, the prince in his apparel, or the woman in her home-he sees and hears and knows them all. "He must have looked out on the world of men from the calm retreat of those years as he doubtless often did on the matchless landscape from the hills above the village. The strength and weakness of the systems of the day; the lights and shadows of the human world would be watched and noted with never-tiring survey, as were the hills and valleys, the clouds and sunshine of the scene around." * Geikie's "Life of Christ," p. 144.

But, humanly speaking, the supreme influence in Jesus' own education was not the schooling of the synagogue, not the larger moulding of the yearly festivals, nor even his intimate contact with nature and life about him-the credit of this supreme influence must doubtless be given to the Holy Scriptures, which he, like Timothy, knew from a child. "In such a household as Joseph's we may be sure they were in daily use, for there, if anywhere, the rabbinical rule would be strictly observed, that three who eat together without talking of the law are as if they were eating (heathen) sacrifices." His profound knowledge of the Scriptures is evident to readers of the gospels. When, as he frequently did, he exposed the false teachers of his day, it was by direct appeal to these Scriptures, and even his enemies had to acknowledge him as a great teacher.

In the process of Christ's education, his human nature was evidently subject to "the same gradual development as in other men, such a development as, by its even and steadfast advance, made his life apparently in nothing different from that of his fellow townsmen, else they would not have felt the wonder at him which they afterward evinced. The laws and processes of ordinary human life must have been left to mould and form his manhood-the same habits of inquiry; the same need of collision of mind with mind." That his divine nature, never separable from the human, enriched the whole process, and thus helped to produce the transcendent results, we can hardly doubt. Only the issue itself, however, is absolutely plain, and that is that Jesus became the one incomparable teacher of all ages.