“I will relate what was the ancient education in the happy time when I taught (it is Justice who speaks) and when modesty was the rule. Then the boys came out of each street with bare heads and feet, and, regardless of rain and snow, went together in the most perfect order towards the school for music. There they were seated quietly and modestly. They were not permitted to cross their legs, and they learned some good songs. The master sang the song for them slowly and with gravity. If some one took a notion to sing with soft and studied inflections, he was severely flogged.” 22. THE SCHOOLS OF RHETORIC AND PHILOSOPHY.--Grammar, gymnastics, and music proper, represented the elementary instruction of the young Athenian. But this instruction was reserved for citizens in easy circumstances. The poor, according to the intentions of Solon, were to learn only _reading_, _swimming_, and a trade. The privilege of instruction became still more exclusive in the case of the schools of rhetoric and philosophy frequented by those of adult years. It would be beside our purpose to speak in this place of the courses in literature, or to make known the methods of those teachers of rhetoric who taught eloquence to all who presented themselves for instruction, either in the public squares or in the gymnasia. The sophists, those itinerant philosophers who went from city to city offering courses at high rates of tuition, and teaching the art of speaking on every subject, and of making a plea for error and injustice just as skilfully as for justice and truth, at the same time made illustrious and disgraceful the teaching of eloquence.[27] The philosophers were more worthy of their task. Socrates, Plato, and Aristotle were illustrious professors of ethics. Socrates had no regular school, but he grouped about him distinguished young men and initiated them into learning and virtue. The _Academy_ of Plato and the _Lyceum_ of Aristotle were great schools of philosophy, real private universities, each directed by a single man. The teaching given in these schools has traversed the ages, and has been preserved in imperishable books. Moreover, those illustrious spirits of Greece have transmitted to us either methods or general ideas which the history of pedagogy should reverently collect, as the first serious efforts of human reflection on the art of education.