Later on, under the learned influences of Alexandria and the paid professoriate of Roman days, subjects multiplied with the decline of mental vigor and spontaneity of the age, and children began to be pestered, as they now are, with a quantity of subjects, all thought necessary to a proper education, and accordingly all imperfectly acquired. This was called the _encyclical education_, which is preserved in our _encyclopædia_ of knowledge. It included (1) grammar, (2) rhetoric, (3) dialectic, (4) arithmetic, (5) music, (6) geometry, (7) astronomy, and these were divided into the earlier _Trivium_ and the later _Quadrivium_. But fortunately this debasement of classical education is far beyond our present scope. § 33. The boys started very early for school, attended by their pædagogue, and appear to have returned for late breakfast. We may conclude from the Roman custom, though we have no positive evidence, that the afternoons were devoted to recreation or the lighter gymnastic exercises. The later theorists speak much of pauses and of variation in study; but though we know there were a good many isolated holidays, we hear of no period of rest for both masters and boys, such as there must have been in the Roman dog-days. There is something humane and affecting in the dying bequest of Anaxagoras, who gave his native city, Clazomenæ, a property on the condition that the anniversary of his death should be kept as a general school holiday. There were also special days of school feasts, such as the _Hermæa_ and _Museia_, so elegantly described at the opening of Plato’s “Lysis.”