TEACHER. 279 



servances. But this form of priestly teaching did not grow 

 into any general system taking in the lay members of the 

 community. Referring, by contrast, to education in the 

 gymnasia, Mahaffy writes : 



&quot; The older fashion had been to bring up boys very much as we bring 

 up girls, keeping them constantly under the eye of a special attendant 

 or teacher . . . teaching them the received religion and a little of the 

 standard literature, inculcating obedience to the gods and to parents.&quot; 

 As happened in Persia during its phase of militant activity, 

 physical culture and culture of the mental powers useful in 

 war, took precedence of other culture. 



The old system of advanced education, which ordained that from 

 the age of eighteen to twenty Athenian youths . . . should remain 

 under state supervision, and do the duty of patrols round the out 

 lying parts and frontier forts of Attica, receiving at the same time drill 

 in military exercises, as well as some gymnastic and literary training,&quot; 

 became in time modified to one in which &quot;most of the gymnastics and 

 military training was left out.&quot; 



But intellectual culture as it increased fell into the hands 

 not of the priests but of secular teachers. &quot; Those phi 

 losophers who did not, like the Stoics, despise teaching 

 youths, ... set up their schools close beside these gym 

 nasia.&quot; 



Still more in Rome, where the course of evolution was so 

 much modified by the intrusion of foreign elements and 

 influences, was the normal genesis of the teacher interfered 

 with. Always when militancy is extremely predominant, 

 mental acquisition, regarded with no respect, is not provided 

 for: instance the fact that in Japan, &quot; during many cen 

 turies previous to lyeyasu s time, the very numerous war 

 rior-class, like the knights of mediaeval Europe, despised 

 a knowledge of letters as beneath the dignity of a soldier, 

 and worthy only of the bard and priest. And it was thus 

 in Rome. 



&quot;The economic arrangements of the Romans placed the work of 

 elementary instruction in the mother-tongue like every other work 

 held in little estimation and performed for hire chiefly in the hands 

 118 



