Greek Ideals.


The Spartan ileal was pre-eminently mili


tant. Their rethods of realizing them were

similar to, but far more rigorous than those employed by the

Persians for this end. The sternest simplicity prevailed every

where. Their food and clothing were scant. They were thoroughly

trained in gymnastics, especially runninę, jumping, wrestl

ing and playing with spears. The meager instruction in reading

and writing was admirably Supplemented

by their constant

association with the oli fror: whom they absorbed the art of

conversing in an easy and agreeable manner, dignifiel bearing,

intense love of country, adviratior of courage, and much prac

tical knowledge of state and other affairs.

Athen s' Ideal.

In bold contrast wit? 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

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second period by instruction in arithmetic, gravar, ani

literature. At the age of twelve he was introduced to the

beauties of poetry, rhetoric, music, mathematics, inii philos

ohy. Music with them was not a source of annuserent, but was

stu lied on account of its enrobling ten lencies upon the soul.

Physical and

Their physical development received careful

moral train

attention in the gymnasium where they were


taught swimmine, running, junping, wrestling, spear and discus throwing, not for the purpose of developing strengti .

ani endurance as in Sparta and Persia, but for securing sym

metrical developent of the body. Courage, patriotism, modesty

and politenes were enjoinei ani practicel at all times.


Socrates, Plato, Aristotle anı other great teachers have contributed muc? to education,


but a discussion of this phase would be foreign to the purp se

of this paper. Suffice it to say that the lesson of Ancient

Greece to America point out that we have sadly neglected in

our secondary elucation the feeling for the beautiful, the picturesque, the sublime--feeling capable of contributing so much to Hwan happiness, that we have neglected the arts of music and oratory, nor do fully comprehend the educational

value of the play. It iş sad, yet tmie, that we have not yet

succeeded in combiring systematic physical training and play,

as dit the Greeks of yoro ir their national pares.

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