Greek Ideals.

Spartan

Ideal.

The Spartan ileal was pre-eminently militant. Their methods of realizing then were similar to, but far more rigorous than those employed by the Persians for this end. The sternest simplicity prevailed everywhere. Their food and clothing were scant. They were thoroughly trained in gymnastics, especially running, jumping, wrestling and playing with spears. The meager instruction in reading and writing was admirably supplemented by their constant association with the old from whom they absorbed the art of conversing in an casy and agreeable manner, dignified bearing, intense love of country, admiration of courage, and much practical knowledge of state and other affairs.

Athens Ideal.

In bold contrast with the simple military ideal of Sparta stands the aesthetic ideal of Athens, -a beautiful soul in a beautiful body. There the youth of the poor received some intellectual education while the training of the youth of the aristocracy extended through eighteen years.

Intellectual

training.

During the first period reading and writing were taught. This was followel during the second period by instruction in arithmetic, grammar, and literature. At the age of twelve he was introduced to the

beauties of poetry, rhetoric, music, mathematics, and philosophy. Music with them was not a source of amurenent, but was studied on account of its enrobling tendencies upon the soul. Physical and Their physical development received careful

oral train- attention in the gymnasium where they were

ing.

taught swimming, running, jumping, wrestling, spear

and discus throwing, not for the purpose of developing strengti. ani endurance as in Sparta and Persia, but for securing symmetrical development of the body. Courage, patriotism, modesty and politeners were enjoined and practice at all times.

Fucational

lessons.

Socrates, Plato, Aristotle and other great teachers have contributed much to education,

but a discussion of this phase would be foreign to the purpose of this paper. Suffice it to say that the lesson of Ancient Greece to America point out that we have sally neglected ir our secondary elucation the feeling for the beautiful, the picturesque, the sublime--feeling capable of contributing so much to human happiness, that we have neglected the arts of music and oratory, nor do fully comprehend the educational value of the play. It is sad, yet true, that we have not yet succeeded in combiring systematic physical training and play, as did the Grecks of yore in their national games.