be rhythmical and harmonious. Next they send the children to the trainer's, that they may have sound bodies in the service of sound minds, and may not be compelled to play the coward whether in war or any other activity by the bad state of their bodies."
Though we cannot suppose that ordinary people would reason with such refinement upon the effect of education, it was some such theory that unconsciously influenced the Greek view of its significance. But for the boys who looked forward to playing an important part in public life—generally the sons of wealthier parents—there was something else needed. In a democracy like that of Athens—and in varying degrees in other states—the only method of attaining power was to persuade the people, and to do that there was need of eloquence, the faculty of putting a case clearly and attractively. Even without aiming at political influence a citizen of Athens was always liable to plead before a law court. The courts were miniature popular assemblies, the jurors numbering about five hundred, and plaintiffs and defendants had to appear in person and deliver their speeches themselves, though in course of time they were often written for them by professional orators. The need of training in rhetoric was therefore very general. This was supplied by a class of teachers who made it their business to instruct young men after they had left school. They came from various parts of Greece, and lectured in various cities, but Athens attracted those of greatest eminence, and their lecture-rooms to a certain extent filled the place of a university. Though rhetoric was the
