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 I do not design to produce under this heading a lengthy disquisition on paedagogics among the Byzantines, but merely to indicate, by some broad lines, upon what stock of common knowledge the foundations of civilization rested in this age. The student of early Roman history will scarcely need to be reminded that the virtues of the Republic were not derived from the schools of art or philosophy; or that the aesthetic tastes of those blunt citizens only developed in proportion as they found themselves lords over the culture as well as over the country of the Greeks. Towards the middle of the second century, Greek professors of literature and eloquence began to establish themselves at Rome, where they held their ground for some decades on a very precarious footing, owing to the strong disfavour with which they were regarded by those who considered the preservation of ancient manners as the salvation of the state. Gradually, however, the new discipline prevailed; eminent teachers were accorded recognition by the government, and before the end of the first century, the privilege of maintaining at the public expense a faculty of professors to impart higher instruction to the rising generation, was granted to every town of any magnitude throughout the Empire. To facilitate,

a country in which a special designation has to be given to all who are neither diseased nor deformed.]*
 * [Footnote: as if to be properly educated were to belong to a peculiar sect. It suggests