Chapter XXII

EDUCATION AND THE SOCIAL PROBLEM -- HISTORIC.

_ROME._

Vigor of the Early Romans -- their Virtues and Vices; their Rigorous
Laws; their Defective Education; their Contempt of Labor. -- Slavery:
its Horrors and Brutalizing Influence. -- Education Confined to the
Arts of Politics and War; it transformed Courage into Cruelty, and
Fortitude into Stoicism. -- Robbery and Bribery. -- The Vices of
Greece and Carthage imported into Rome. -- Slaves construct all the
great Public Works; they Revolt, and the Legions Slaughter them. --
The Gothic Invasion. -- Rome Falls. -- False Philosophy and
Superficial Education promoted Selfishness. -- Deification of
Abstractions, and Scorn of Men and Things. -- Universal Moral
Degradation. -- Neglect of Honest Men and Promotion of Demagogues. --
The Decline of Morals and Growth of Literature. -- Darwin’s Law of
Reversion, through Selfishness to Savagery. -- Contest between the
Rich and the Poor. -- Logic, Rhetoric, and Ruin. 263

CHAPTER XXIII.

EDUCATION AND THE SOCIAL PROBLEM -- HISTORIC.

_THE MIDDLE AGES._

The Trinity upon which Civilization Rests: Justice, the Arts, and
Labor; and these Depend upon Scientific Education. -- Reason of the
Failure of Theodoric and Charlemagne to Reconstruct the Pagan
Civilization. -- Contempt of Man. -- Serfdom. -- The Vices of the
Time: False Philosophy, an Odious Social Caste, and Ignorance. -- The
Splendid Career of the Moors in Spain, in Contrast. -- Effect upon
Spain of the Expulsion of the Moors. -- The Repressive Force of
Authority and the Atrocious Philosophy of Contempt of Man. -- The
Rule of Italy -- a Menace and a Sneer. -- The work of Regeneration. --
The Crusades. -- The Destruction of Feudalism. -- The Invention of
Printing. -- The Discovery of America. -- Investigation. --
Discoveries in Science and Art. 278