Until the Greek institutions began to be adopted, schools did not exist in Rome, except possibly the _ludus_ or elementary school. During this pristine period education consisted in a practical training in Roman ideals and everyday living conducted largely through the family. In childhood the boys and girls alike were given a physical and moral training by their mother, but, as the boy grew older, he went more in the company of his father, and learned efficiency in life informally through his example and that of the older men, while the girl was taught at home by her mother. If the boy belonged to a patrician family, he might acquire much knowledge concerning Roman custom and law by hearing his father advise and aid the family _clients_, or ‘dependents,’ and by attending banquets with him. He might also receive an apprenticeship training from his parent or some other older man in the profession of soldier, advocate, or statesman. In case he was born in a less exalted station, he might learn his father’s occupation at the farm or shop. The girl, whatever her social status, was trained by her mother in the domestic arts, especially in spinning and weaving wool. Through their parents children probably learned to read and write; and they committed to memory stories of Roman heroes, ballads, martial and religious songs, and the _Twelve Tables_ of national laws, after these had been codified (451 B. C.). Physical exercise was secured largely by games, which were mostly in imitation of future occupations, and gymnastics were employed simply as training for war. The usages of home and public religion also played an important part in the education of the young Romans, especially since almost every activity in life was presided over by some deity, whom it was necessary to propitiate when engaging in it. [Sidenote: Practical and occupational character.]