Bernardo Gallegos
Bernardo Gallegos Resources
Gallegos Page 1
Gallegos Page 2
Gallegos Page 3
Gallegos Page 4
Gallegos Page 5
Gallegos Page 6
Sitemap
|
Bernardo Gallegos
Page 04 - Part F
These schools became very popular as institutions of higher learning, and
continued so even after the later Emperors, by seizing the power of the
State, had taken away the inspiration that comes from a love of freedom
and had thus deprived the rhetorical art of practical value. The work of
the schools then became highly stilted and artificial in character, and
oratory then came to be cultivated largely as a fine art. [26] Men
educated in these schools came to boast that they could speak with equal
effectiveness on either side of any question, and the art came to depend
on the use of many and big words and on the manners of the stage. Such
ideals naturally destroyed the value of these schools, and stopped
intellectual progress so far as they contributed to it.
Much was done by the later Emperors to encourage these schools, and they
too came to exist in almost every provincial city in the Empire. Often
they were supported by the cities in which they were located. The Emperor
Vespasian, about 75 A.D. began the practice of paying, from the Imperial
Treasury, the salaries of grammarians and rhetoricians [27] at Rome.
Antoninus Pius, who ruled as Emperor from 138 to 161 A.D., extended
payment to the provinces, gave to these teachers the privileges of the
senatorial class, and a certain number in each city were exempted from
payment of taxes, support of soldiers, and obligations to military
service. Other Emperors extended these special privileges (R. 26) which
became the basis for the special rights afterwards granted to the
Christian clergy (R. 38) and, still later, to teachers in the universities
(Rs. 101-04).
Source: THE HISTORY OF EDUCATION, by ELLWOOD P. CUBBERLEY
[ Part A ]
[ Part B ]
[ Part C ]
[ Part D ]
[ Part E ]
[ Part F ]
|
