limax of education should be _rhetoric_.

=Other Roman Educators.=--Among the other Roman educators may be
mentioned Plutarch (50-138 A.D.) and the Emperor Marcus
Aurelius. Plutarch in his "Parallel Lives" gives particular attention to
morals. He offers valuable suggestions as to the training of children,
laying great stress upon family life, an admonition particularly needed
in Rome at that period. He also urges that women should be educated in
order properly to train their children, being one of the first to
consider this question.

Marcus Aurelius, called "the philosopher on the throne," in his
"Meditations" gave expression to most lofty thoughts, showing keenest
self-examination and obedience to conscience. His moral teachings are
among the noblest of all the writers of antiquity.

FOOTNOTES:

[22] Forsyth, "Life of Cicero." This is a very complete, just, and
discriminating treatment of Cicero and his relation to the times in
which he lived.

[23] "Life of Cicero," Vol. I, p. 30.

[24] Vol. II, p. 213.

[25] Vol. II, p. 317.

[26] Authorities differ as to the dates of Quintilian's birth and death,
placing his birth at from A.D. 35 to 42, and his death from A.D. 95 to
120. Drieser, who is perhaps the best authority, places his birth at
A.D. 35, but does not fix the date of his death, which, however, was
probably much later than A.D. 95 as he lived to a ripe old age.

[27] _Institutio Oratoria._

CHAPTER XIII

CHRISTIAN EDUCATION

=Literature.=--_Bryce_, Holy Roman Empire; _Guizot_, History of
Civilization; _Lord_, Beacon Lights; _Sheppard_, Fall of Rome; _Draper_,
Conflict between Religion and Science; _Clarke_, Ten Great Religions;
_Gibbon_, Decline and Fall of Roman Empire; _Laurie_, Rise of
Universities; _Stille_, Studies in Mediaeval History; _Arnold_, Essays
in Criticism; _Lecky_, History of European Morals; _Hegel_, Philosophy
of History; _Allies_, The Formation of Christendom; _Chateaubriand_, The
Genius of Christianity; _Azarias_, Essays Philosophical.

INTRODUCTION

Oriental civilization was based on the theory that the individual
belonged to the State, and could have no interest except that which was
bound up in the interests of the State. Christianity, on the other hand,
taught that while the individual has duties which he owes to the State,
and while he must look to the State for his protection, and for the
preservation of his material interests, he owes a higher allegiance
els