Though Chrysippus had approved, he strongly disapproves of corporal punishment, as fit only for slaves, and tending to harden, not to reform.
In another general practice, which Quintilian wished to change, he was equally unsuccessful.
There is, however, not a single statement in this book not founded on verifiable authority. For as to the primary instruction, in which reading, writing, and arithmetic are learnt, I thought it no less of a burden and a punishment than the whole of Greek.' Yet now he would rather forget the wanderings of Æneas or the death of Dido which he wept over than the more certain learning of reading and writing.
' - a question which our ancestors answered by the very simple method of extending the rule of the rod to the University as well as to the school.
Journal of Education, October, November, December, 1910. 'Besides', he asks, 'after you have driven the boy by flogging, what will you do with him as a young man, when you cannot hold this over him, though his tasks are more difficult?
We may safely fix 100 as the upward limit of a school.
It is certain that an Eton of 1000 boys never entered the dreams of Greek or Roman.
How many boys were too few or too many we are not told.
This school should be not too large and not too small. 'Grammar', he says, 'is a necessity to boys, a pleasure to their elders, an [page 17] agreeable companion in retirement, and is the only branch of study which is of more use than show.' Grammar schools, Quintilian complains, then encroached on the rhetoric schools. A grammar schoolmaster must know music, since he has to teach metre, besides philology and grammar; astronomy and philosophy, as he has to explain Empedocles and Lucretius; and must have no small knowledge of rhetoric since he has to explain everything fully and clearly. An usher is contemplated, but other assistant masters seem unknown. Classes are mentioned, but as to how many classes there were and how many in a class, no indication is given. in that of Hannibal relating the passage of the Alps, and persuasive arguments (suasorias), as e.g. 'So that those old enough for more advanced studies remain at school and learn rhetoric of grammarians, with the absurd result that a boy is not thought fit to go to a master of speech before he has learnt how to speak.' Quintilian fixes no age at which boys should leave the grammar school for the school of rhetoric; except 'when they are fit'.