Post-Augustan Poetry | Page 7

to give any real scope for the epic writer. The Greek mythology was ready to hand, but it was hard for a Roman to treat it with high enthusiasm, and still harder to handle it with freshness and individuality. The purely historical epic is from its very nature doomed to failure. Treated with accuracy it becomes prosy, treated with fancy it becomes ridiculous. Vergil saw the one possible avenue to epic greatness. He went back into the legendary past where imagination could have free play, linked together the great heroic sagas of Greece with the scanty materials presented by the prehistoric legends of Rome, and kindled the whole work to life by his rich historical imagination and his sense of the grandeur of the Rome that was to be. His unerring choice of subject and his brilliant execution seemed to close to his successors all paths to epic fame. They had but well-worn and inferior themes wherefrom to choose, and the supremacy of Vergil's genius dominated their minds, becoming an obsession and a clog rather than an assistance to such poetic genius as they possessed. The same is true of Horace. As complete a master in lyric verse as Vergil in heroic, he left the after-comer no possibility of advance. As for Ovid, there could be only one Ovid: the cleverest and most heartless of poets, he at once challenged and defied imitation. Satire alone was left with real chance of success: while the human race exists, there will always be fresh material for satire, and the imperial age was destined to give it peculiar force and scope. Further, satire and its nearest kin, the epigram, were the only forms of literature that were not seriously impaired by the artificial system of education that had struck root in Rome.
Otherwise the tendency to artificiality on the one hand and inadequacy of thought on the other, to which the conditions of its birth and growth exposed Roman literature, were aggravated to an almost incredible extent by the absurd system of education to which the unformed mind of the young Roman was subjected. It will be seen that what Greece gave with the right hand she took away with the left.
There were three stages in Roman education, the elementary, the literary, the rhetorical. The first, in which the litterator taught the three R's, does not concern us here. In the second stage the grammaticus gave instruction in Greek and Latin literature, together with the elements of grammar and style. The profound influence of Greece is shown by Quintilian's recommendation[52] that a boy should start on Greek literature, and by the fact that boys began with Homer.[53] Greek authors, particularly studied, were Aesop, Hesiod, the tragedians, and Menander.[54] Among Roman authors Naevius, Ennius, Pacuvius, Accius, Afranius, Plautus, Caecilius, and Terence were much read, though there was a reaction against these early authors under the empire, and they were partly replaced by Vergil, Horace, and Ovid.[55] These authors were made vehicles for the teaching of grammar and of style. The latter point alone concerns us here. The Roman boy was taught to read aloud intelligently and artistically with the proper modulation of the voice. For this purpose he was carefully taught the laws of metre, with special reference to the peculiarities of particular poets. After the reading aloud (lectio) came the enarratio or explanation of the text. The educational value of this was doubtless considerable, though it was impaired by the importance assigned to obscure mythological knowledge and unscientific archaeology.[56] The pupil would be further instructed by exercises in paraphrase and by the treatment in simple essay form of themes (sententiae). 'Great store was set both in speaking and writing on a command of an abundance of general truths or commonplaces, and even at school boys were trained to commit them to memory, to expand them, and illustrate them from history.'[57] Finally they were taught to write verse. Such at least is a legitimate inference from the extraordinary precocity shown by many Roman authors.[58] This literary training contained much that was of great value, but it also had grave disadvantages. There seems in the first place to have been too much 'spoon-feeding', and too little genuine brain exercise for the pupil.[59] Secondly, the fact that at this stage boys were nurtured almost entirely on poetry requires serious consideration. The quality of the food supplied to the mind, though pre-eminently palatable, must have tended to be somewhat thin. The elaborate instruction in mythological erudition was devoid of religious value; and indeed of any value, save the training of a purely mechanical memory. Attention was called too much to the form, too little to the substance. Style has its value, but it is after all only a secondary consideration in education. The effect upon literature of this