its relations to astrology, to the prevailing religious delusions, was regularly and zealously studied by the youth in Italy, can be proved also otherwise; the astronomical didactic poems of Aratus, among all the works of Alexandrian literature, found earliest admittance into the instruction of Roman youth.  To this Hellenic course there was added the study of medicine, which was retained from the older Roman instruction, and lastly that of architecture—­indispensable to the genteel Roman of this period, who instead of cultivatingthe ground built houses and villas.

Greek Instruction
Alexandrinism

In comparison with the previous epoch the Greek as well as the Latin training improved in extent and in scholastic strictness quite as much as it declined in purity and in refinement.  The increasing eagerness after Greek lore gave to instruction of itself an erudite character.  To explain Homer or Euripides was after all no art; teachers and scholars found their account better in handling the Alexandrian poems, which, besides, were in their spirit far more congenial to the Roman world of that day than the genuine Greek national poetry, and which, if they were not quite so venerable as the Iliad, possessed at any rate an age sufficiently respectable to pass as classics with schoolmasters.  The love-poems of Euphorion, the “Causes” of Callimachus and his “Ibis,” the comically obscure “Alexandra” of Lycophron contained in rich abundance rare vocables (-glossae-) suitable for being extracted and interpreted, sentences laboriously involved and difficult of analysis, prolix digressions full of mystic combinations of antiquated myths, and generally a store of cumbersome erudition of all sorts.  Instruction needed exercises more and more difficult; these productions, in great part model efforts of schoolmasters, were excellently adapted to be lessons for model scholars.  Thus the Alexandrian poems took a permanent place in Italian scholastic instruction, especially as trial-themes, and certainly promoted knowledge, although at the expense of taste and of discretion.  The same unhealthy appetite for culture moreover impelled the Roman youths to derive their Hellenism as much as possible from the fountain-head.  The courses of the Greek masters in Rome sufficed only for a first start; every one who wished to be able to converse heard lectures on Greek philosophy at Athens, and on Greek rhetoric at Rhodes, and made a literary and artistic tour through Asia Minor, where most of the old art-treasures of the Hellenes were still to be found on the spot, and the cultivation of the fine arts had been continued, although after a mechanical fashion; whereas Alexandria, more distant and more celebrated as the seat of the exact sciences, was far more rarely the point whither young men desirous of culture directed their travels.

Latin Instruction