Johnnie Ellington II February 27 · In ancient Rome, at between nine and twelve years of age, boys from affluent families would leave their basic education behind and take up study with a grammaticus, who was a teacher that refined his students’ writing and speaking skills. They would be versed in the art of poetic analysis and taught them Greek if they did not yet know it. They would be taught logic and how to think. By this point, lower class boys would already be working as apprentices. If someone wanted to be a sculptor, he would apply to be an apprentice at a sculptor shop. Girls, both rich and poor, would be focused on making themselves attractive brides and, subsequently, capable mothers. It was the women who often ran the household. We still have trade schools, which are regarded as less than university. Yet, our education in university was supposed to follow the Roman model of apprentice for the lower class and higher education for the upper class. But somehow, university moved beyond grammaticus and pretended to prepare someone for a skill, which the Roman system did not seek to accomplish – merely refine the character of the student. Even economics at its beginning under Adam Smith was regarded as part of moral philosophy. Economics was not taught as a subject by itself until 1901. Arthur Cecil Pigou (1877 – 1959) was an English economist who built the school of economics at the University of Cambridge. Pigou trained and influenced many Cambridge economic graduates who then taught economics around the world. His work covered various fields of economics but was especially teaching welfare economics for this was still moral philosophy. However, Pigou also included Business cycle theory, unemployment, public finance, index numbers, and measurement of national output.