This chapter focuses on the practical aspects of education, such as the organisation and funding of the classical schools. It traces the status of classical education as a public institution in the late imperial period, during the transformations of the fifth century, and within the early barbarian successor kingdoms. The chapter begins by establishing the extent of direct involvement of the imperial government in education, arguing that cities and individuals had always played a far more important role in patronising and funding classical schools. It then considers opportunities for ‘graduates’ of classical schools in late and post-imperial Gaul, the crucial difference between literacy and literary education, and emphasises the important connection between classical education and structures of power that promote and demand literary training.

This chapter examines whether decisions of Catholic churches to speak out in support of liberal democratic institutions depend on their reliance on state fiscal transfers. It draws on a novel data set that measures the annual pro-democracy activism of churches through an examination of their public pastoral letters. An exogenous policy intervention – the introduction of universal primary education policies across sub-Saharan Africa between 1994 and 2008 – shows that the introduction of policies that increase church dependence on the state for financing of their schools reduces their willingness to speak out in defense of liberal democratic institutions.