PROFESSIONAL INSTITUTIONS. 269* 



with, no respect, is not provided for : instance the fact that in 

 Japan, "during many centuries previous to lye'yasu's time, the 

 very numerous warrior-class like the Knights of Mediaeval Eu- 

 rope, 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. 



" The economic arrangements of the Romans placed the work of element- 

 ary instruction in the mother-tongue like every other work held in little 

 estimation, and performed for hire chiefly in the hands of slaves, freed- 

 men, or foreigners, or in other words chiefly in the hands of Greeks or half- 

 Greeks." 



This condition of things will be comprehended when we remem- 

 ber firstly that the normal genesis of teachers from priests is due 

 to the fact that in early stages priests are distinguished by their 

 superior knowledge ; secondly that the priests in Rome were not 

 thus distinguished, since the subjugated Greeks were more learned 

 than they ; and thirdly that all attributes of conquered men are 

 liable to fall into contempt. 



On passing northward to the peoples of pre-Christian days and 

 to those of early Christian days, we are again shown the primi- 

 tive identity of priest and teacher and the eventual separation of 

 the two. Elsewhere saying of the Celts that their training, wholly 

 military, aimed to produce endurance, agility, and other bodily 

 capacities, Pelloutier writes : 



" Pour entretenir les peuples dans la dependance, et pour etre tou jours 

 consultez comme des Oracles, les Ecclesiastiques vouloient etre les seuls 

 Savans; et de 1'autre, les Celtes, qui regardoient tout travail, tant du corps 

 que de Tesprit (Procop. Gotth. L. I., cap. 2, p. 311) comme une chose ser- 

 vile, abandonnoient de bon cceur toutes les Sciences a leurs Druides, qu'ils 

 consideroient non seulement comme des Savans, mais encore comme de veri- 

 tables Magiciens. Les etudes des Nations Celtiques se reduisoient done 

 uniquement a apprendre par cceur certains Hymnes qui renfermoient leurs 

 Loix, leur Religion, leur Histoire, et en general tout ce qu'on vouloit bien 

 que le peuple sut.", (To keep the people dependent upon them, and in order 

 that they might always be consulted as oracles, the Ecclesiastics wished to 

 be the only men of knowledge ; and, on the other hand, the Celts, who re- 

 garded all labor, whether of body or mind (Procop. Gotth. L. I., chap. 2, 

 p. 311), as servile, readily left all the sciences to their Druids, whom they 

 held to be real magicians as well as men of knowledge. The studies of the 

 Celtic nations were therefore reduced simply to learning by heart certain 

 hymns in which were embodied their law, their religion, their history* 

 and, in general, all that it was desirable the people should know.) 

 And congruous with this is the statement of Pliny concerning the 

 British : The druids " taught their pupils, and harangued to them 

 concerning their doctrines ; they made public speeches to the peo- 

 ple, and instructed them in morality." 



Almost extinguished during early centuries of our era, such 



