No More Learning

The hours of study and serious employment
were settled by her direction; and not only so, but even the
diversions of the children were conducted with modest reserve and
sanctity of manners. Thus it was that Cornelia [b], the mother of the
Gracchi, superintended the education of her illustrious issue. It was
thus that Aurelia [c] trained up Julius Cæsar; and thus Atia [d]
formed the mind of Augustus. The consequence of this regular
discipline was, that the young mind grew up in innocence, unstained by
vice, unwarped by irregular passions, and, under that culture,
received the seeds of science. Whatever was the peculiar bias, whether
to the military art, the study of the laws, or the profession of
eloquence, that engrossed the whole attention, and the youth, thus
directed, embraced the entire compass of one favourite science.


XXIX. In the present age, what is our practice? The infant is
committed to a Greek chambermaid, and a slave or two, chosen for the
purpose, generally the worst of the whole household train; all utter
strangers to every liberal notion. In that worshipful society [a] the
youth grows up, imbibing folly and vulgar error. Throughout the house,
not one servant cares what he says or does [b] in the presence of his
young master: and indeed how should it be otherwise? The parents
themselves are the first to give their children the worst examples of
vice and luxury. The stripling consequently loses all sense of shame,
and soon forgets the respect he owes to others as well as to himself.
A passion for horses, players, and gladiators [c], seems to be the
epidemic folly of the times. The child receives it in his mother's
womb; he brings it with him into the world; and in a mind so
possessed, what room for science, or any generous purpose?

In our houses, at our tables, sports and interludes are the topics of
conversation.
Enter the places of academical lectures, and who talks
of any other subject? The preceptors themselves have caught the
contagion. Nor can this be wondered at. To establish a strict and
regular discipline, and to succeed by giving proofs of their genius,
is not the plan of our modern rhetoricians. They pay their court to
the great, and, by servile adulation, increase the number of their
pupils. Need I mention the manner of conveying the first elements of
school learning? No care is taken to give the student a taste for the
best authors [d]; the page of history lies neglected; the study of men
and manners is no part of their system; and every branch of useful
knowledge is left uncultivated. A preceptor is called in, and
education is then thought to be in a fair way. But I shall have
occasion hereafter to speak more fully of that class of men, called
rhetoricians. It will then be seen, at what period that profession
first made its appearance at Rome, and what reception it met with from
our ancestors.


XXX. Before I proceed, let us advert for a moment to the plan of
ancient discipline. The unwearied diligence of the ancient orators,
their habits of meditation, and their daily exercise in the whole
circle of arts and sciences, are amply displayed in the books which
they have transmitted to us. The treatise of Cicero, entitled Brutus
[a], is in all our hands. In that work, after commemorating the
orators of a former day, he closes the account with the particulars of
his own progress in science, and the method he took in educating
himself to the profession of oratory. He studied the civil law under
[b] Mucius Scævola; he was instructed in the various systems of
philosophy, by Philo [c] of the academic school, and by Diodorus the
stoic; and though Rome, at that time, abounded with the best
professors, he made a voyage to Greece [d], and thence to Asia, in
order to enrich his mind with every branch of learning.