Unlike too many couples of the same class, Silius and Marcia are
blessed with children. We will assume that there are two, a boy, whose
full name shall be Publius Silius Bassus, and a girl, who is to be
called Silia Bassa. It is perhaps to be regretted that there is not a
third, for in that case the father would enjoy to the full certain
privileges granted by law to parents who so far do their duty by the
state. As it is, he will in the regular course of things receive
preference over childless men, when it comes to candidature for a
public office or to the allotting of a governorship. The decline in
the birthrate had become so startling at the close of the republic
that the first emperor, Augustus, had decided that it was necessary on
the one side to penalise persons who remained either unmarried or
childless, and on the other to grant fixed concessions to all who were
the parents of three. A bachelor could not, for instance, receive a
legacy from any one but a near relative; a married man without
children could only receive half of such a legacy; a man with three
children could not only enjoy his legacy in full, but could take the
shares forfeited by any bachelor or childless legatee who figured in
the same will. It does not appear that the law produced any great
effect, and, to make it still more futile, the later emperors began to
bestow what was called the "privilege of three children" on persons
who actually had either fewer or none at all.
The power of the father over the children is theoretically almost
absolute. Even when a son is grown up and married he legally belongs
to his father; so does all his supposed property. The same is the case
with a daughter, unless she becomes a Vestal Virgin, or unless she
marries according to the stricter of the two kinds of matrimony
already described. In the older days of Rome the father could, and
sometimes did, put his children to death if he chose. Though too free
an exercise of so extreme an authority was no longer recognised, it
was still quite legal to make away with an infant which was badly
deformed. Says Seneca, in the most matter-of-fact way, "We drown our
monstrosities." It was quite legal also to expose a child, and leave
it either to perish or to be taken up by whosoever chose. In most such
instances doubtless the child became the slave of the finder. Not only
was this allowable at Rome and in the romanized part of the empire; it
was a frequent practice throughout the Greek or Eastern portion.
Again, a father might sell his child as a slave, particularly for
continual disobedience. All these things the parent might legally do;
but it is extremely difficult to discover how far they were actually
done, inasmuch as our information in this respect hardly touches the
lower classes, while among the upper classes there was naturally far
less temptation to be rid of the burden of maintaining such few
children as most families produced. On the whole it appears highly
improbable that in the truly Roman part of the empire there was any
considerable destruction of infant life or exposure of infants. It
does not follow that, because the strict law does not prevent you from
doing a thing, you will therefore do it, in the face of public
disapproval and of all the promptings of natural affection. In their
family relations the ancient Romans possessed at least as much natural
feeling as is commonly shown in modern times. The fact is that in
matters of law the Romans were eminently conservative; they left as
much as possible to the silent working of social opinion. In the
oldest times the patriarchal system existed in the family, and new
Roman legislation interfered with parental power only just so far as
experience had loudly demanded such intervention. There can have been
no very pronounced abuse of the powers of the father, and, as the
discipline of the family was regarded as essential to the discipline
of the state, the law was always unwilling to weaken in any way the
hold of such family discipline. The strictly legal authority of the
father was therefore maintained, while its abusive exercise was
limited by the risk, if not the certainty, that it would meet with
both public and private censure.
Nevertheless, to return to the point which called for this
explanation, it is quite in the power of Silius to expose or sell
little Publius or little Silia. But for a man in his position to do
anything of the kind would bring the scorn of all Roman society about
his ears; and, among other humiliations, almost undoubtedly his name
would be expunged from the senatorial list. Moreover Silus, though a
pagan, is a human being, and his affection for his children would
certainly be no less warm than that of the average Christian man of
to-day.
Immediately after birth there is a little ceremony. The babe is
brought and laid upon the hearth or floor before the household gods
for the father to inspect it. As has been said already, if it is a
monstrosity, he may order it to be made away with. Otherwise it is
still open to him either to acknowledge the infant or to refuse to
have anything to do with it. The act of acknowledgment consists in
stooping down and lifting up the child from the ground. For this
reason the expression used for acknowledging and undertaking to rear a
child was "lifting" or "picking up." In our instance the little son
and daughter are, of course, not only picked up, but welcomed as the
young hopes of the proud house of Silii Bassi.
On the ninth day in case of the boy, or the eighth in that of the
girl, the child is named, after certain ceremonies of purification.
The whole proceeding bears much resemblance to a christening, except
that there is no calling in of the services of a church. The relations
and friends gather in the hall, each bringing his present, and even
the slaves make their little inexpensive offerings. The gifts are
chiefly little trinkets of gold, silver, and ivory—rings, miniature
hands, axes, swords, or crescents—which are to be strung across the
baby's breast. The original purpose of all these objects was to act as
charms against the blighting of the child by evil powers, or, more
definitely, by the "evil eye," that malignant influence which still
troubles so many good Italians, both ignorant and learned. With the
same intention the father hangs upon the child's neck a certain object
which it will carry till it comes of age. If a few years later you met
the boy Publius in the Roman streets, you would find him wearing a
round case or locket in gold, some two inches in diameter and
resembling the modern cased watch. Inside is shut his protecting
amulet. When he is sixteen and puts on the man's toga, his amulet will
be laid aside. In the case of the little Silia it will be worn until
she marries. Poorer folk, for whom gold is too expensive, will enclose
the amulet in a case of leather.
The naming over, the child is registered. The Romans were adepts in
the art of utilising a religious or superstitious practice for
purposes of state, and the development of the registration of births
and deaths is but one instance. In older times it had been a custom,
on the occasion of a birth, to pay a visit to the shrine of "Juno the
Birth-Goddess," and to leave a small coin by way of offering. It is
easy for a state to convert an already established general custom into
a rule; and at our date this shrine of Juno had become practically a
registration office, where a small fee was paid and the name of the
child entered upon the rolls.
We need not follow with any closeness the infancy of either boy or
girl till the seventh year. The ancient world was very much like the
modern. Suffice it to glance at them cutting their teeth on the teeth
of wolves or horses, rocked in cradles decorated with gold and purple,
or running about and calling their parents by the time-honoured
mamma, tata—words, if we can call them words, which came from those
small Roman mouths precisely as they have come from time immemorial
from so many others. Their slave nurse, who is a Greek and talks Greek
to them, tells them the old wives' tales and fables. They play with
rattles, balls, and little carts, with pet birds and monkeys, and the
girl with dolls of ivory or wax or of painted terra-cotta. They have
swings, and ride on sticks and build houses. When bigger, the boy has
his tops and hoops, with or without bells, and he plays marbles with
nuts. Meanwhile attempts are made, somewhat after the kindergarten
pattern, to teach them their alphabet by means of letters shaped in
wood or ivory. Whether or not it is modern kindergarten method to
tempt children to learn by offers of sugar-plums, that course was
often adopted in the world of both Greece and Rome.
On the whole the life of the child, though strictly governed, appears
to have been pleasant enough until schooldays began. Though many
children were taught at home by a more or less learned slave acting as
private tutor, the great majority, at least of the boys, were sent to
school. There was at this date no compulsory education; the state
dictated nothing and provided nothing in connection with the matter;
many children must have received no education at all, and many only
the barest elements. Nevertheless the average parent realised the
practical utility of at least reading, writing, and simple arithmetic,
and schools of the elementary type sprang up according to the demand.
What the higher education was like will be set forth in its place.
The ideal education, as understood in the older days of Rome, was a
training which should fit a man for his duty to the gods, the state,
and the family. It was above all things a moral and practical
training. A man has certain domestic, political, and religious
functions to perform: let him learn how best to perform these. Under
this system there was little room for accomplishments or for purely
intellectual pursuits. Little by little, however, such liberal
elements, artistic and philosophical, struggled into the sphere of
Roman education, but never to the extent or with the intellectual
effect which belonged to them in Greece. Even by A.D. 64 the education
of a Roman boy was very narrow, and, in the direction in which it
sought some liberality, it often went sadly astray. The clearest
course will be for us to take young Publius Silius through a course
typical of the time. We will assume that he does not receive all his
lessons at home, but that, through an old-fashioned preference on the
part of his father, he goes to a school, along with boys who are
mostly but not necessarily of the same social standing with himself.
We have unfortunately almost no information as to any social grading
of schools, or as to their size. All we know is that some schools were
taught entirely by one man, while others employed an undermaster or
several. In some cases the school is entirely a private enterprise,
the master charging a monthly fee—amounting in the elementary schools
to a penny or twopence a week—together with small money presents on
certain festivals. The more select establishments naturally charged
more. Probably most of the schools in Rome and the larger towns were
upon this private footing. In other instances a number of parents in a
smaller town would club together and subscribe sufficient money to
provide the salary of a schoolmaster for their children. In yet others
some benefactor, generally a wealthy local magnate, had given or
bequeathed an endowment fund, from which a school was either wholly or
partially financed. At a rather later date Pliny writes a letter, of
which the following is a passage, interesting in this connection.
"When I was lately in my native part of the country (that is to say,
at Como), a boy—the son of a fellow townsman—came to pay his
respects. I said, 'Are you at school?' 'Yes,' he replied. 'Where?' 'At
Milan.' 'And why not here?' At this his father said, 'Because we have
no teachers here.' 'And why have you none? It is of the greatest
importance to any of you who are fathers—and it happened that several
fathers were listening—that your children should be taught here
rather than anywhere else…. How small a thing it is to put money
together and engage teachers and to apply to their salary the amount
which you now spend on lodgings, travelling expenses, and the articles
that have always to be purchased when one is away from home.'"
Whereupon he proceeds himself to offer to contribute one-third of
whatever sum the parents collect. He does not believe in giving the
whole, because experience has taught him that endowments of this kind
are commonly misused. The parents must themselves retain an interest
in preventing corruption; and this will be the case so long as they
are themselves paying their share. In this instance we are, however,
to think rather of a high school or school of rhetoric than of the
primary school. Como would not lack a primary school, nor would
parents send very young children to lodge in Milan. There is no trace
of real boarding-schools.
To whatever school Publius goes he will be accompanied by a sedate
slave, generally elderly and also generally a Greek, whom you may call
his "guardian," or his "governor," or his "mentor," according to your
fancy. The function of this worthy is to look after the morals and
behaviour of the boy when in the streets, and also to supervise his
manners when at home. Publius will not be free of this incubus until
the day when he puts on the adult's toga; and he must be prepared to
accept, at least in his younger days, not only scolding, but also
corporal punishment from him. In poorer families the mother corrected
her children with a slipper. The "guardian" of Publius is nevertheless
a slave, and will carry the young master's books and school requisites
for him, while the sons of poorer parents are marching along, freer
and happier, with their tablets and writing-case slung over their left
arm. When, in the New Testament, we are told that the "Law hath been
our schoolmaster unto Christ," the word employed does not at all mean
schoolmaster. It means this slave who keeps the pupil under salutary
discipline until he reaches the schoolmaster, and who superintends his
conduct until he is of age.
[Illustration: FIG. 94.—WRITING MATERIALS.]
School age regularly begins at seven for the elementary stage, which
commonly includes writing, reading, and arithmetic. The first lessons
in writing are done upon wax tablets, which correspond to our slate.
For school purposes they are flat pieces of wood, with a rim, their
surface being covered with a thin layer of wax. The pupil takes a
"style," or metal stiletto, pointed at one end and flat at the other;
with the point he scratches, or "ploughs" as the Romans called it, the
writing in the wax; with the other end he flattens the wax and so
makes the necessary erasures when he desires to correct a word or to
"clean his slate."
His first efforts will probably consist either of tracing letters
through a stencil, or of forming them from a copy while the master
guides his hand. He will next write a series of words—the good old
copybook method with the good old copybook maxims. It is only when he
has gained some proficiency that he will be allowed to write upon
paper or parchment with ink and with a split reed for pen. In such a
case the backs of useless documents come in handy, and particularly
serviceable are the rolls containing the poems of the numerous authors
whom no one wants to read, but whose books thus find one of their
ultimate uses, another being to wrap up spices or salt fish. His
arithmetic will be merely such as will enable him to make up accounts.
The Roman numerals did not lend themselves easily to the method now
adopted of calculating on paper, and the Roman pupil therefore
reckoned partly with his fingers, partly by means of counters laid or
strung upon a board. At this he became remarkably proficient, and at
mental arithmetic there is reason to believe that he could beat the
modern boy hollow. Along with the reckoning he would also necessarily
learn his tables of weights and measures. "Two-and-a-half feet one
step; two steps one pace; a thousand paces one mile." So he said or
sang, and a mile—mille, "a thousand" paces—remains our own word to
this day, even though it has come to signify an eccentric 1760 yards.
That Roman boys bore no love to school or schoolmaster is little
wonder. Perhaps Publius may be fortunate; but if his schoolmaster is
of the ordinary type he will be an irascible loud-voiced person, who
bawls and scolds and thrashes. It will be a common thing to find, as
Seneca puts it, a man "in a violent passion teaching you that to be in
a passion is wrong." The doctrine went that "he who is not flayed is
not educated." The methods of the military centurion may have had
something to do with creating this behaviour, but there is perhaps
another excuse to be found for the Roman pedagogue. His school, if of
the inferior kind, is like any other shop, a place open to the street,
whether on the ground floor or in the balcony-like entresol. There
is no cloistered privacy about his instruction. To such a place at a
very early hour come the boys "creeping unwillingly." When the days
are short the school opens before daybreak, and the smoky lamps and
lanterns create an evil smell and atmosphere in the raw and chilly
morning. That is no time to be amiable towards inattention or
stupidity. There were many other circumstances to try the temper, and
the Roman temper, except among the highest classes, was, as it is,
quick and loud. No real boy who had been a Roman school but knew what
it was to have ears pinched and to take his punishment on his hands
with the cane or the tawse. Many had been "horsed," in the way
depicted in the illustration.
There is also no cause for surprise that boys often shammed illness
and did little things to their eyes so that mother or father might
keep them from their books for a while. There were of course academies
of a better class than these schools open to the street, and probably
Publius Silius would be taken to one where his "guardian" waits with
others in an antechamber, while he is himself being taught in a room
where the walls are pictured with historical or mythological scenes,
or with charts or maps, and where there stand busts of eminent
writers. The boys are seated on benches or forms, and the master on a
high-backed chair. When the pupil is called upon to repeat a lesson,
he stands up before the teacher; when the whole class is to deliver a
dictated passage it rises and delivers it all together, in orthodox
sing-song style.
[Illustration: FIG. 95.—HORSING A BOY. (After Sächs.)]
Somewhere towards eleven o'clock there is an interval, and the boys go
home for lunch or buy something from the seller of rissoles or
sausages in the street. In the afternoon—when the schoolmaster has
taken his own luncheon and probably his short siesta—they return to
school, putting in altogether about six hours of lessons in the day.
That boys and girls went to the same elementary schools is not
absolutely provable from any explicit statement to that effect; but
there are one or two passages in literature which point almost
certainly to that conclusion. It is at least undeniable that girls,
and even big girls, went to school, and that in those schools they
were taught by men. One schoolmaster is addressed by the poet as
"detestable to both boys and girls." We have seen that in maturity the
Roman woman lived in no sort of seclusion; and it is reasonable to
suppose that as a girl she was treated in much the same way as girls
in a mixed school of to-day. Nevertheless it is also almost certain
that such mixed schools were only those of the common people, or of
the lower middle classes: the daughters of the better-circumstanced
would be instructed at home by private tutors. There they would learn
to read and write both Greek and their native Latin, to play upon the
lyre or harp, to dance—Roman dancing being more a matter of gesture
with hands and body than of movement with the feet—and to carry
themselves with the bearing fit for a Roman lady. To teach the
household duties was the function of the mother.
At Rome, as with us, there was, first, a primary education, pure and
simple, given in the schools of those who would nowadays be registered
as teachers of primary subjects. Next there was what we should call a
secondary or high-school education, given by a "grammar master," in
which the education was almost wholly literary. The same school might
doubtless employ a special arithmetic master, and also a teacher of
music, but mainly the business of such an establishment was
theoretically to prepare the boy for a proper and effective use of
language, whether for social or for public purposes. In the Rome of
the republic a man of affairs or ambitions required above all things
to be an accomplished speaker, and this tradition had not weakened
under the empire. Moreover, for the training of the intellectual
faculties as such, the Romans had no better resource than grammatical
and literary study. Science was purely empirical, mathematics was
mainly arithmetic and mensuration, and there was no room in these
subjects for that exercise of discernment and acumen as well as of
taste which was provided by well-directed study of the best authors.
In the secondary education, therefore, the chief object sought was
"the knowledge of right expression," and the acquirement of "correct,
clear, and elegant diction." This was to be achieved by the most
painstaking study of both the Greek and the Latin poets; and it is
worth noting that the Romans had the good sense to begin with the
best. Every boy must know his Homer, and steep himself in the easy
style and sound sentiments of Menander; he must also know his Virgil
and his Terence. He must know how to read a passage with proper
intonation and appreciation of the sense, and he must learn large
quantities of such poetry by heart. In the early stages the master's
part is first to read aloud a certain passage what he thinks to be the
right articulation and expression; he then explains the meaning or the
allusions, and does whatever else he considers necessary for the
understanding and appreciation of the piece. It is then the pupil's
turn to stand up and repeat the passage so as to show that he has
caught the true sense and can impart the true intonation. No doubt
there were bad and indifferent teachers as well as good ones, and
doubtless there was much mere parroting on the part of the learner. It
was then, as it is now, chiefly a question of the sort of teacher. It
is probable that in many schools the action of the mental faculty as
well as of the voice became pure sing-song. Julius Caesar once made
the comment: "If you are singing, you are singing badly; if you are
reading, you are singing."
The more advanced stage of this higher education was that of the
"school of oratory." The pupil has already acquired a correct
grammatical style, and a reasonable amount of literary information; he
now trains himself for the actual practice of the law-courts or the
deliberative assembly. He is to learn how to argue a case; how to
arrange his matter; by what devices of language to make it most
effective; and how to deliver it. At a later date there were to be
public professorships of this art, endowed by the emperor, but there
are none of these at Rome itself under Nero. The "professor of
oratory" receives his fee of some £20 or so per annum from each pupil.
At this stage the study of the great prose-writers is substituted for
that of the poets; themes are set for essays to be written upon them;
and those essays will then be delivered as speeches. Sometimes a
familiar statement or maxim from a poet is put forward to be refuted
or supported, or for you to argue first against it and then for it. Or
some historical situation may be proposed, and the student asked to
set forth the wisest or most just course in the circumstances.
"Hannibal has beaten the Romans at Cannae: shall he or shall he not
proceed directly to attack Rome? Examine the question as if you were
Hannibal." Much of this appears theoretically sound enough.
Unfortunately the subjects were generally either hopelessly threadbare
or possessed no bearing upon real life. "We are learning," says
Seneca, "not for life, but for the school." The only novelty which
could be given to the treatment of old abstract themes or puerile
questions was novelty of phrase, and the one great mark of the
literature of this time is therefore the pursuit of the striking
expression, of something epigrammatic or glittering. A speech was
judged by its purple patches of rhetoric, not by the soundness of its
thoughts. Prizes, apparently of books, were offered in these Roman
schools, and a prize would go to the youth who could tell you in the
most remarkable string of brilliant language what was your duty
towards your country, or what were the evils of anger, or for what
reasons it is right for a father to disown his son. Meanwhile parents
would look in at the school from time to time and listen to the boys
declaiming, and it is easy to see with the mind's eye the father
listening, like the proud American parent at a "graduation" day, to
his gifted offspring "speaking a piece."
Education commonly stopped at this point. If the rhetorical training
is taken early, the boy is now about sixteen; but there was nothing to
prevent the oratorical course from following instead of preceding the
"coming of age." In this case we will suppose that it has preceded.
The youth has now received a good literary training and considerable
practice in the art of speech-making. He knows enough of elementary
arithmetic to keep accounts, or, in special cases—where he is
intended for certain professional careers—he may understand some
geometry and the principles of mechanics and engineering. He may or
may not have learned to sing, and enough of music to play creditably
on lyre or harp. Unlike the young Greek, he will not necessarily have
been made to recognise that gymnastic training is an essential part of
education. He may indulge in such exercises by way of pastime or for
health; he may, and generally will, have been taught athletics; but he
does not acknowledge that they have any practical bearing upon his
aptitude for either warfare or civil life.
It is hard to gauge the intellect of the average Roman youth of
sixteen; all we know is that, while the best of literature, science,
art, and philosophy was left to be undertaken by Greeks, the Romans
seized upon whatever learning had an appreciable practical bearing,
and that, as men capable of administering and directing, they left
their intellectual and artistic superiors far behind.
Up till this time the boy has worn a toga with a purple edge, and also
the gold amulet-case round his neck. The time has, however, come for
him to be regarded as a man—not indeed free of his father's
authority, but free to walk about without a bear-leader, to marry, if
his father so desires, or to decide upon a career. Accordingly, on the
17th of March by preference, he will put away the outward insignia of
boyhood, dedicate his amulet to the household gods, and will don the
all-white toga of a man. The relatives, friends, and clients will
gather at the house, and, after offering their congratulations, will
escort the youth to the Capitol, and thence down to the Forum, where
his appearance in this manner will be accompanied by introductions and
a recognition on all sides that he is now "of age." At the Record
Office the name of "Publius Silius Bassus, son of Quintus," is
recorded with due fulness of description, and he ranks henceforth as
one of the citizens of Rome.
After this little ceremony of coming of age, a number of the young men
apparently did nothing. The sons of poorer parents have long ago gone
to their work in their various trades. Those of the more well-to-do
may—and, if they are afterwards to seek public office, they must—now
undertake military service amid the conditions which are to be
described in the next chapter. Others, being of a more studious turn,
will proceed to complete their education by going abroad to one or
other of the great seats of philosophic study which corresponded to
our universities. Philosophy meant to the Roman a guide to the
direction of life. Roman religion, upon which we shall hereafter dwell
in some detail, consisted of a number of forms and ceremonies, or acts
of recognition paid to the deities; it embodied certain traditional
principles of duty to family and state; but otherwise it exercised
very little influence on the conduct of life. So far as such guidance
was supplied at all, it was by moral philosophy, the treatment of
which, as it was understood at this date, is bound up with that of
religion and must wait till we reach that subject. It is true that
there were professional teachers of philosophy at Rome itself, but the
metropolis was not their chief resort, any more than, until recently,
London would have been recognised as a seat of university learning of
the front rank. It is also true that many great houses maintained a
domestic philosopher, who not only helped in moulding the tone of the
master of the house and afforded him intellectual company, but might
act as private philosophic tutor to his son. But for the most part
this highest instruction was rather to be sought in cities specially
noted for their assemblage of professors and lecturers. Chief among
these figured Athens, Rhodes, Tarsus, Antioch, Alexandria, and
Marseilles. At Naples also might be found a large number of men of
learning, but they were chiefly persons who had retired from
professional life, and who chose that city because of its pleasant
climate and surroundings, and because they could there enjoy each
other's society. In some of the cities named—particularly Athens and
Alexandria—there were endowed professorships (though not endowed by
the Roman emperors) of which the benefit was enjoyed, not only by the
local student but also by those from other parts of the Roman world
who chose to resort to such established teachers. This does not mean
that such students paid no fee, nor that there was any lack of
lecturers unendowed. The student was free to take his choice. Where
there was endowment, as at Athens, there was control by the local
authorities over the behaviour of students and also of their teachers;
but it is evident that a professor's audience was by no means always a
very well-ruled or docile body. As in the German universities, the
visiting students were men, and some of them fairly advanced in years,
and, also as in Germany, they followed their own tastes in study and
changed from university to university at will. They, as it were,
"sampled" the professors and made their own election. The teacher not
only lectured to them, but also lectured them; while, on their side,
they were entitled to catechise, and in a sense "badger," the
lecturer, to propound difficulties, and to make more or less
pronounced exhibition of their sentiments.
In the philosophic lecture-room the student, possessing his share of
the vivacity and excitability of the south, would stamp, spring from
his seat, shout and applaud, calling out in Greek "splendid!"
"inimitable!" "capital!" "prettily said!" and so forth. Plutarch
writes a little essay on the proper manner of behaving in the
lecture-rooms, and he tells us: "You should sit in a proper manner and
not lounge; you should keep your eyes on the speaker and show a lively
interest; maintain a composed countenance and show no annoyance or
irritation, nor look as if you were thinking of other things." Such an
attitude was the ideal and orthodox; but he tells us also that there
were some who "scowled; their eyes wandered; they sprawled, crossed
their legs, nodded and whispered to their neighbour, smiled, yawned
sleepily, and let their heads droop." This was not necessarily because
the lecturer was dull, but because he might be giving lessons which
were unwelcome to some among his audience. The cap fitted them too
well, as it sometimes does when offered by a modern preacher. But,
says the same Plutarch, if you did not like these direct and
rough-tongued monitors, you could find other professors, poseurs,
who were all suavity; gentlemen whose philosophical stock-in-trade was
grey hair, a pleasant voice and delivery, graceful language, and much
self-appreciation. These were the Reverend Charles Honeymans of the
period, and their following was like unto the following of that
popular pulpiteer.
[Illustration: FIG. 96—Papyri and Tabulae. (From Dyer's Pompeii.)]
Since mention has been made more than once of reading and libraries,
it is well to realise the form commonly taken by books. We must not
think of the modern bound volume standing on its shelf or open in the
hand. At our date any books made up in the form of leaves—or what the
Romans called "tablet" form—consisted only of some four or six pages.
The regular shape for a book was that of a roll, or, if the work was a
large one, it might consist of several such "rolls" or "sections." The
material was either paper—in its original sense of papyrus—or the
skin known as parchment. Papyrus was naturally the cheaper and the
less durable. Prepared sheets of a given length and breadth—the
"pages"—were written upon and then pasted to each other side by side
until a long stretch was formed. The last sheet was then attached to a
thin roller, commonly of wood, answering to that used in a modern
wall-map. Round a roll of any pretensions there was wrapped a cover of
coloured parchment, red, yellow, or purple. The ends of the roll were
rubbed smooth with pumice-stone and dyed, and a tag or label was
affixed to bear the name of the author and the work. A number of such
rolls, related in subject or authorship, were placed on end in a round
box, with the labels upwards ready for inspection. In the library such
a box would stand in a pigeon-hole or section of shelf, from which it
might be carried where required. Sometimes the rolls themselves lay in
a heap horizontally in a pigeon-hole without a box, but this
manifestly a less convenient practice. To keep the bookworms cedar-oil
was rubbed upon them, giving them a yellowish tinge. The reader,
taking the body of the roll in one hand, begins to unwind the long
strip with the other. After reading the first column or page thus
exposed, he mechanically re-winds that portion, while the width of
another page is pulled into view. The writing itself was done by means
of a reed, sharpened and split like a quill-pen, and dipped in ink
made in various ways, but mostly less "biting" than our own. This made
it comparatively easy to sponge out what was written, and to use the
same roll over again—as a "palimpsest"—for some work more desired.
It is perhaps needless to say that the writing was regularly to be
found upon one side only. If the back was used, it was for economy,
for unimportant notes, or as an exercise book for schoolboys.
We may imagine a fine library copy, or edition de luxe, of Virgil as
consisting of a number of rolls, each a long strip of the best
parchment rolled round a staff of ivory with gilded ends. Its "cover"
is a wrapper of parchment richly dyed and bearing coloured bands of
leather to serve as fasteners. From the smoothed and dyed end stands
out a scarlet label, marked "Virgil Aeneid Book I." (or as the case
may be). When opened, the first page will reveal a painted portrait of
the poet, and the writing will be found to be in a beautifully clear
and even calligraphy. Beside the shelf on which the work is placed
there likely stands a lifelike bust of Virgil in marble in bronze.
In the older days of Roman history the fighting forces had been a
"citizen army," called out for so long as it was needed, and levied
from full and true Roman citizens. In the imperial times with which we
are here dealing it had become a standing army. Soldiering was a
profession, for which the men volunteered, and, so far as Roman
citizens were concerned, it was now seldom, if ever, the case that
military service required to be made compulsory on their part. It is
true that a young man of the higher classes who proposed to follow a
public career, leading to higher and higher offices of state, must
have gone through some amount of military training, but no other Roman
was actually obliged to serve. The empire was so vast and the total of
the standing forces comparatively so small that it was always possible
to fill up the legions with those who had some motive or inclination
that way. Theoretically the state possessed a claim upon every
able-bodied man, but the population of the empire was probably a
hundred millions, and to collect a total of some 320,000 soldiers,
made up of Roman or romanized "citizens" and of provincial subjects in
about equal shares, was a sufficiently easy task, and the recruiters
could therefore afford to pick and choose. Above all we must clear our
minds of the notion that the Roman soldiers necessarily came from
Rome, or even from Italy. They were drawn from the empire at large,
and a legion posted in Spain, for example, might be recruited from a
special class of Spaniards.
Roughly speaking, the regular army, extending along the frontiers from
Chester to Jerusalem and from Jerusalem to Algeria, was composed of
two main divisions, called respectively the "legions" and the
"auxiliaries." Other special or detached forces—such as the twelve
regiments of Imperial Guards and the six of the City Guard—came under
neither of these headings, and we may leave them out of the question
for the present.
A legion was a brigade of about 6000 infantry, with 120 horsemen
attached to it. It was recruited from any convenient part of the
empire, but only from men already enjoying the rights of Roman
citizens, or else from those other provincials who were considered
sufficiently homogeneous with the Roman civilisation to stand shoulder
to shoulder with such citizens. In being permitted to serve on these
terms a man regularly becomes ipso facto a citizen. The
qualifications required were that you should be free-born—that is to
say, neither slave nor ex-slave—your physique must be good, and your
height about 5 feet 10 inches: there must be nothing serious against
your record or character as viewed from the Roman standpoint; and, if
you were not already a citizen, you must belong to one of those
organised communes which were the units of administration and of
taxation within the empire. You undertake to serve for twenty years,
after which time you will receive an honourable discharge and either a
sum of money—at this date apparently about £50—or a grant of land.
By ability and character you may rise from private soldier to
centurion, that is to say, commander of a hundred, but in ordinary
circumstances you can climb no further up the military ladder. If at
the end of your term you are still robust and are considered useful,
you may, if you choose, continue to serve in a special detachment of
"veterans," with lighter duties and with exemption from common drill.
The Roman legions would thus be made up for the most part of troops
from about 18 to 38 years of age, although a considerable number might
be somewhat older.
A legion once formed had a perpetual existence; its vacancies were
filled up as they occurred; and it is obvious that it must have
consisted of respectable men of picked physique, mostly in the prime
of life, and perfectly trained in all the qualities of a soldier. When
not on actual campaign they were drilled once a day, and the recruits
twice. They practised the hurling of spears and all the attitudes of
attack with sword and pike, and of defence with the shield. Now and
then there was a review or a sham fight. They learned how to fortify a
camp, how to attack it or to defend it. Every month they put on full
armour, marched out with steady Roman tramp for ten miles and back
again to camp for the sake of practice. Meanwhile they were made
useful in building the military roads, bridges, and walls. Add to this
the strict Roman discipline, and it is difficult to conceive of any
training more capable of turning a body of 6000 men into a stubborn
and effective fighting machine. The half-naked German across the Rhine
was physically as strong and as brave; the woad-dyed Celt of Britain
was probably more dashing in his onset; the mounted Parthian across
the Euphrates was more nimble in his movements; but neither German nor
Celt cultivated the organisation or solidarity of action of the Roman,
nor could the Parthian equal him for steady onward pressure or
determined stand.
To each legion was given a number and also a name of its own, acquired
by some distinguished feat or some conspicuous campaign, or adopted in
vaunt or compliment. Thus it might be the "Victorious" Legion, the
"Indomitable," or the "Spanish" Legion, or it might, for example, wear
a crested lark upon its helmet and be called the Legion of the "Lark."
The commander of the whole legion is a man of senatorial rank; its
standard is a silver eagle on the top of a staff, commonly holding a
thunderbolt in its claw. To each legion there are ten regiments,
called "cohorts," averaging six hundred men, and every such regiment
has its colonel, or, as the translation of the Bible calls Claudius
Lysias, "its chief captain." The regiment in its turn consists of six
companies or "hundreds," with a "centurion" at the head of each, and
every pair of hundreds, if not every company, possesses a standard of
its own, consisting of a pole topped with large medallions, metal
disks, wreaths, an open hand, and other emblems.
[Illustration: FIG. 97.—ROMAN STANDARDS.]
[Illustration: FIG. 98—Armed Soldier.]
Let us imagine a certain Scius to become a private soldier in a
legion. He was born in Gaul, in the district of Lugdunum or Lyons, and
he is either a full Roman or sufficiently romanized to rank with
Romans. He is drafted to the Twentieth Legion, otherwise known as the
"Victorious Valerian," and finds himself stationed in the island of
Britain at that farthest camp of the north-west which has since grown
into the city of Chester. On joining his company he is made to take a
solemn oath that he will loyally obey all orders of his
commander-in-chief, the emperor, as represented by that emperor's
subordinates, his immediate officers. That oath he will repeat on each
1st of January and on the anniversary of the emperor's accession. For
full military dress he will first put on a tunic reaching nearly to
his knees, and, since he is serving in the northern cold, a pair of
fustian breeches covering the upper leg. On his feet will be a pair of
strong sandals, of which the thick soles are studded with hobnails.
Over his breast, and with flaps over the shoulders, he will wear a
corslet Of leather covered with hoop-like layers, or maybe scales, of
iron or bronze. On his head will be a plain pot-like helmet or
skull-cap of iron. For the rest he will possess also a thick cloak or
plaid to be used as occasion needs. In his right hand he will carry
the famous Roman pike. This is a stout weapon, over 6 feet in length,
consisting of a sharp iron head fixed in a wooden shaft, and the
soldier may either charge with it as with a bayonet, or he may hurl it
like a javelin and then fight at close quarters with his sword. On the
left arm is a large shield, which may be of various shapes. One common
form is curved inward at the sides like a portion of a cylinder some 4
feet in length by 2½ in width: another is six-sided—a diamond
pattern, but with the points of the diamond squared away. Sometimes it
is oval. In construction it is of wicker-work or wood, covered with
leather, and embossed a blazon in metal-work, one particularly well
known being that of a thunderbolt. The shield is not only carried by
means of a handle, but may be supported by a belt over the right
shoulder. In order to be out of the way of the shield, the sword—a
thrusting rather than a slashing weapon, approaching 3 feet in
length—is hung at the right side by a belt passing over the left
shoulder. Though this arrangement may seem awkward to us, it is to be
remembered that the sword is not required until the right hand is free
of the pike, and that then, before drawing, the weapon can easily be
swung round to the left by means of the suspending belt. On the left
side the soldier wears a dagger at his girdle. The writer of the
Epistle to the Ephesians is thinking of all this equipment when he
bids the Christian put on "the whole armour of God," including the
"belt of truth," the "breast-plate of righteousness," the "shield of
faith," the "helmet of salvation" and the "sword of the spirit." The
officer, of course, wears armour, cloak, and helmet of a more
ornamental kind, and must have presented a very martial and imposing
figure.
[Illustration: FIG.99—A Roman General.]
Our friend Scius goes through the drill, the exercises, and the hard
work already mentioned. His pay will be somewhere about £8 a year, or
a little over three shillings a week, and his food will consist mainly
of wheaten porridge and bread, with salt, and a drink of thin sour
wine little better than vinegar. His wheat—the price of which is
deducted from his pay—is measured out to him every month, and it is
his own business to grind it or get it ground and converted into
bread. Vegetables he will procure as he likes or can; but meat, except
a limited amount of bacon, he will commonly neither get nor very much
desire. On one occasion indeed we find the soldiers complaining that
they were being fed altogether too much upon meat. It deserves to be
remarked that the results speak well for the wholesomeness of this
simple diet of the legionary. For his quarters he will be one of ten
sharing the same tent under the supervision of a kind of corporal.
There are no married quarters. Not only are women not permitted in the
camp, but the soldier cannot legally marry during his term of service.
[Illustration: FIG. 100.—CENTURION.]
Scius will meet with no gentle treatment while in his pupilage. The
grim centurion, or commander of his company, is a man of iron, who has
risen from the ranks; his methods are sharp and summary, and he
carries a tough switch of vine-wood, with which he promptly belabours
the idle or the stupid. Any neglect of duty or act of disobedience is
inevitably Punished, sometimes by hard labour in digging trenches,
sometimes by a fine, sometimes by stripping the soldier of his armour
and making him stand for hours in civilian attire as a butt for
ridicule in the middle of the camp, sometimes by a lowering of his
rank corresponding to the modern taking away of a "man's stripes." If
a soldier proves a hopeless case he is expelled with ignominy from the
camp and army. If he deserts or plays the traitor he may either be
decapitated or beaten to death with cudgels. If a whole company or
regiment gets into disgrace, it may have to put up with barley
instead of wheat for its rations, and if it is guilty of gross
insubordination, or of some crime which cannot be sheeted home to the
individual, it may be "decimated," or, in other words, every tenth
man, drawn by lot, may be condemned to death. The last, of course, is
an extreme measure, and is only mentioned here as belonging to extreme
cases.
[Illustration: FIG. 101.—STANDARD BEARER.]
On the other hand, if Scius is a smart soldier he will gradually gain
recognition as such. He may become the head man in his mess of ten; or
be made an orderly, to carry the watchword round to the messes; or he
may be chosen by the centurion as his subaltern. As he gains maturity
and steadiness, and wins confidence, he may be elected to bear the of
his company, in which case a bear's skin will be thrown over his
shoulders, and the top of his helmet will be concealed beneath the
head of that beast, worn as a hood. Being a saving man, and taking a
pride in himself, he will gradually decorate his sword-belt and
girdle, and perhaps his scabbard, with silver knobs and ornaments.
Also behaving well in the victorious brushes with the Britons, he will
acquire, besides occasional loot and booty-money, a number of metal
medallions or disks, to be strung across his breast somewhat after the
manner of the modern war-medals. Gradually, as he becomes a veteran,
he may rise to be centurion, when he will wear a crest upon his helmet
and greaves upon his shins, have his corslet of scale-armour covered
with medallions, and will himself carry the vine-rod of authority. If
he should ever succeed in becoming, not merely the centurion of his
company, but the first or senior of all the sixty centurions belonging
to the whole legion, he will rank practically as a commissioned
officer, will retire on a competence if he does retire, and will in
all probability be made a knight. In that case he may proceed to
higher commands, as if he had been born in that order to which he has
at last attained.
[Illustration: FIG. 102.—BAGGAGE-TRAIN.]
But all this promotion is yet a long way off. One morning, while Scius
is still a private, he hears, not the "taratantara" of the long
straight trumpet which calls to ordinary work, but the sound of the
military horn, which means that the legion is to march. He helps to
pack up the tent, the hand-mills, and other indispensable needments,
and to place them on the mules, packhorses, or waggons. He then puts
on his full armour, although, if it is hot, and if there is no
immediate danger, he may sling his helmet over his shoulder, while his
shield, marked with his name and company, may perhaps be stacked with
others in a baggage-waggon. His food-supply for sixteen days—the
Roman fortnight—is wrapped in a parcel, and this, together with his
eating and drinking vessels and any other articles such as would
appertain to a modern knapsack, is carried over his shoulder on a
forked stick. It is known that to-night the army will be obliged to
camp on the way, and it is a binding rule of the service that no camp
arrangements shall be left to chance. Surveyors will ride on ahead
with a body of cavalry, and will choose a suitable position easily
defended and with water near. They will then outline the boundaries
according to a certain scale, and will parcel out the interior,
according to an almost invariable system, into blocks or sections to
accommodate certain units. When the legion arrives, it marches in with
a perfect understanding as to where each company of men and each part
of the baggage-train is to quarter itself. Being in an enemy's country
it is not enough simply to post sentries. A trench must be dug and a
palisade erected round the camp, and for that purpose every soldier on
the march has carried a couple of sharpened stakes and a sort of small
pickaxe. It may therefore be readily understood that Scius is heavily
laden. Besides the weight of his body-armour and his shield, pike, and
sword, his orthodox burden is about forty-five English pounds.
[Illustration: FIG. 103.—SOLDIERS WITH PACKS.]
[Illustration: FIG. 104—ROMAN SOLDIERS MARCHING. (Scheiber.)]
Before entering upon this description of service and armour of the
legionary troops, it was stated that the legions made up but one-half
of Roman army, the other half consisting of what were known as
"auxiliaries." If there were in the whole Roman empire 150,000
soldiers of the kind described there were also about 150,000 of a
different type. Just as it is a natural part of the British policy to
raise bodies of Indian or African troops from among the non-British
subjects of the empire, so it was an obvious course for the Romans to
raise native troops in Africa, Syria, Spain, Gaul, Britain, or the
German provinces on the western bank of the Rhine. And just as the
British bring their non-British regiments into connection with the
regular army, and put them under the command of British officers, so
the Romans associated their "auxiliary" soldiery, mostly under Roman
officers, with the regular force of the legions. To every legion of
6000 men there was attached, under the same general of division, a
force of about 6000 men of non-Roman standing. The subject people of a
province was called upon to recruit a certain quota of such troops,
and, when so recruited, the soldiers of this class were required to
serve for twenty-five years. At the expiration of their term they
became Roman citizens, and their descendants ranked as such in the
enjoyment of Roman opportunities. Such forces were not themselves
formed into "legions" under an "eagle"; they served in separate
regiments. Some of them were infantry almost indistinguishable from
the Roman; others were armed in a different manner as to shield,
spear, and sword; others were light skirmishing troops using their
native weapons, such as javelins, slings, and bows. A very large
proportion were cavalry, and whereas a legion possessed only 120 Roman
horsemen, the auxiliary cavalry attached to it would number one or
more regiments of dither 1000 or 500 men each. But it was also part of
the Roman policy to employ such auxiliary troops, not in the region in
which they were raised and among their own people, but elsewhere, and
sometimes even at the opposite extremity of the empire. Thus in
Britain might be found, not only Germans and Batavians, but Spaniards
or Syrians, while in Syria there might be quartered Africans or
Germans, and in Africa troops from the modern Austria. We cannot call
this custom an invariable one, but it was usual, and obviously it was
politic.
[Illustration: FIG. 105.—Imperial Guards.]
To these two co-operating forces—legions and auxiliaries—we must add
the Imperial Guards, twelve regiments of 1000 men each, quartered in
Italy, and generally congregated in a special camp just outside the
gate at the top of the Quirinal and Viminal Hills beyond the modern
railway station. Like other Guards, these were a picked body,
containing many volunteers from Italy itself, while others came from
the most romanized parts of Gaul or elsewhere. They enjoyed many
privileges, wore a more gorgeous armour, served only sixteen years and
received double pay. Frequently it came to be the case that this
particular body of troops was the one which made and unmade emperors,
chiefly under the influence of pecuniary promises or largess. Besides
these, 6000 City Guards were in barracks inside the metropolis for the
protection of the town; 7000 gendarmerie, already mentioned, served
as night-watch and fire-brigade, but perhaps scarcely rank as
soldiers. Here and there in the empire there also existed separate
volunteer detachments of various dimensions serving on special duty,
and it was to one of these that belonged the Cornelius of the Acts of
the Apostles, who is there described as a centurion of the "Italian
band."
[Illustration: FIG. 106.—BESIEGERS WITH THE "TORTOISE."]
It would carry us too far afield if we entered into detailed
descriptions of Roman warfare—of Roman marches, Roman camps, and
fortifications, Roman sieges, and military engines. Otherwise it would
be highly interesting to watch the attack made upon an enemy's wall or
gate by a band of men pushing in front of them a wicker screen covered
with hide, or holding their shields locked together above their heads,
so as to form a roof to shelter them from the spears, stones,
firebrands, and pots of flame which rained down from the walls.
[Illustration: FIG 107.—ROMAN ARTILLERY.]
Or we might see moving up on wheels a shed, from the open front of
which protrudes the great iron head of a ram affixed to a huge beam.
If you were under the shed, you would see that the beam was perhaps as
much as 60 feet in length, and that it was suspended on chains or
ropes by which it could be swung, so that the head butted with a
deadly insistence upon the masonry of the wall. Meanwhile the enemy
from the ramparts are doing their best to set the shed on fire, to
break off the ram's head with heavy stones, to pull it upwards by a
noose, or to deaden the effect of the shock by lowering stuffed sacks
or other buffer material between it and the wall. At another point, in
place of the shed, there is rolled forward a lofty construction like a
tower built in several stories. When this approaches the wall it will
overtop it, and a drawbridge with grappling irons may be dropped upon
the parapet. Elsewhere there is mining and countermining. From a safer
distance the artillery of the time is hurling its formidable missiles.
There is the "catapult," which shoots a giant arrow, sometimes tipped
with material on fire, from a groove or half-tube to a distance of a
quarter of a mile. The propelling force, in default of gunpowder or
other explosive, is the recoil of strings of gut or hair which have
been tightened by a windlass. There is also the heavier "hurler,"
which works in much the same manner, but which, instead of arrows,
throws stones and beams of from 14 pounds to half a hundredweight,
doing effective damage up to a distance of some 400 yards.
[Illustration: FIG. 108.—AUXILIARY CAVALRYMAN.]
Scius joins his legion as a private infantry soldier. He is in the
"hobnailed" service. But if our young noble, Publius Silius Bassus,
enters upon a military career, he will probably become one of the 120
Roman horsemen attached to the legion, and will be serving as a
"knight" or "gentleman," with servants to relieve him of his rougher
work. The cavalrymen among whom he serves do not ride upon a saddle
with stirrups, but on a mere saddlecloth. On their left arm is a round
shield or buckler; they carry a spear of extreme reach, wear a longer
sword than the infantrymen, and on their back is a quiver containing
three broad-pointed javelins, very similar to assegais, which serve
them as missiles. If by good service they obtain medallions like the
infantry, they will fasten them to the bridles and breast-straps of
their horses, and altogether will make a fine and jingling show.
Through the influence of his family, Publius will most likely be taken
under the personal supervision of the general in command, will
frequently mess with him, and will perhaps act as a kind of honorary
aide-de-camp. After a sufficient initiation into military business, he
will be appointed what may be called colonel of an infantry regiment
of auxiliaries, then colonel of a regiment of the legion, and
subsequently, if he is following the profession, colonel of a regiment
of the auxiliary cavalry. He does not at any time pass through the
rank of centurion, any more than the British officer passes through
that of sergeant-major. The class distinction is at least as great in
the case of the Romans.
When the young noble has completed this series of services—although
the whole of it is not absolutely necessary, and it will be sufficient
if he has been six months titular colonel of a regiment of the
legion—he may perhaps return to Rome, and at the age of twenty-five
may enter upon his first public position, and so become himself a
senator. His duties may be connected with the Treasury at Rome itself,
or more probably he will accompany a proconsul who is on his way to
govern a province for a year—perhaps Andalusia, or Macedonia, or
Bithynia. To his chief he stands for that year in a kind of filial
relation. His main business will be to supervise the financial
affairs, to act as paymaster, and to keep the accounts of the
province, but he will also, when required, administer justice in place
of the governor. In this capacity he learns the methods of provincial
government in readiness for the time when he himself may be made a
governor, whether by the senate or by the emperor. His next step
upward will be to the post of aedile, one of the officials who control
the streets, public buildings, markets, and police of Rome. By the age
of thirty he may arrive at the second highest step on the official
ladder, in a position which qualifies him to preside over a court of
law. Or it may bring with it no greater function than that of
presiding over "games" in the circus or amphitheatre, and of spending
a liberal sum of money of his own upon making them both magnificent
and novel. After this he may receive from the emperor the
command of a brigade—the 12,000 men composed of a legion and its
auxiliaries—perhaps at Cologne or Mainz, perhaps at Caerleon-on-Usk,
perhaps near Antioch. In this position his movements are subject to
the authority of the governor of the province, who is the "lieutenant"
or "deputy" of His Highness in the larger capacity, while he himself
is but a "lieutenant" of Caesar as commanding one of his legions.
He may now himself be appointed governor to a province, but hardly yet
to those which are the "plums" of the empire. There is still one
highest post for him to fill. This is the consulship. Under the
republic the two consuls had been the highest executive officers of
the state, and the year was dated by their names. Nominally they were
still in the same position, and the sane emperors made a point of
treating them with all outward respect. They took precedence of all
but "His Highness the Head of the State." But whereas under the
republic there had been but two consuls holding joint office for the
year, under the emperors the post had become to such a degree
complimentary, and there were so many nobles who desired the honour or
to whom the emperor was minded to grant it, that it became the custom
to hold the position only for two months, so that twelve persons in
each year might boast of being ex-consuls or having "passed the
consul's chair."
Publius Silius, we may suppose, passes up each step of the ladder, or
what was called the "career of honours," and becomes senatorial
governor of no less important a province than "Asia"—that nearer
portion of Asia Minor which contained flourishing cities like Smyrna,
Ephesus, and Rhodes. In that office, as in any other which he may
hold, it behoves him to comport himself with caution and modesty. If
he is a man of unusual influence or popularity he will do well to keep
the fact concealed. There must be nothing in his demeanour or his
speech to lay him open to a charge of becoming dangerous to the
emperor. That emperor is Nero; and even stronger and saner emperors
than Nero watched suspiciously the behaviour of aspiring men.