The ancient world, from the earliest times to 800 AD . bright boys from the lower classes who found somewealthy patron. Little was done toward dispelling the denseignorance of the masses. Rich men and women, however,sometimes bequeathed money to schools in their home cities forthe education of poor children.^ 621. Architecture was the chief Roman art. With the EarlyEmpire it takes on its distinctive character. To the Greekcolumns it adds the noble Roman arch, with its modification,the dome. As compared with Greek architecture, it hasmore massive grandeur and is more ornate. The Romans com-monl
The ancient world, from the earliest times to 800 AD . bright boys from the lower classes who found somewealthy patron. Little was done toward dispelling the denseignorance of the masses. Rich men and women, however,sometimes bequeathed money to schools in their home cities forthe education of poor children.^ 621. Architecture was the chief Roman art. With the EarlyEmpire it takes on its distinctive character. To the Greekcolumns it adds the noble Roman arch, with its modification,the dome. As compared with Greek architecture, it hasmore massive grandeur and is more ornate. The Romans com-monly used the rich Corinthian column instead of the simplerDoric or Ionic (§ 154). iWhen Roman numerals were used, arithmetic could not be an elementarj)study. To appreciate this, let the student try to multiply xliv by xix. 2Davis Readings, II, No. 80, gives Plinys account of such an 79 — Horaces story of how his father, a poor farmer, gave him an educa-tion — throws light on this topic. ^08 THE ROMAN EMPIRE, 31 [§ 621. The Pantheon To-day
Size: 1635px × 1527px
Photo credit: © The Reading Room / Alamy / Afripics
License: Licensed
Model Released: No
Keywords: ., bookcentury1900, bookdecade1910, booksubjecthistoryancient, booky
