This Spartan type of education in some respects was not unlike the English public school system, as we owe it to Dr. Arnold, before it was affected by the spread of competitive examinations and the demand for utilitarian knowledge. The qualities that the Spartans wished to cultivate were not intellectual acuteness or literary taste, but the moral virtues of obedience, discipline, and endurance. To obtain these the lads were kept under constant supervision by grown men, and the weakness of the system was that individual initiative was not sufficiently encouraged, and that the claims of the mind were too persistently disregarded. Of book study there was practically none. Hunting, scouting, and foraging for food took up most of the boys’ time. Fighting, both in play and in earnest, was encouraged, together with gymnastics of an unspecialized sort, especially the musical drill which the Spartans called gymnopædia. Competitions between individuals and divisions were very frequent, and in many of them girls met boys on equal terms. Above all things, the idea of military efficiency was kept before the children’s eyes, and a strict military discipline was enforced. In fact, the Spartan system had all the strength and weakness of an exclusively military regime. The young Spartans were brave, healthy, modest, hardy and obedient: on the other hand, they were stupid, quarrelsome, brutal, lacking in self-restraint, and inclined to a gross immorality when once they were free from the close restraint of Spartan law. As long as a Spartan lived in his own country he behaved well, but the vices that the system produced showed themselves unpleasantly in any dealings with others. To the rest of Greece the vices seemed more than to counterbalance the virtues, and the Athenian ideal of education became the model for most of the other Greek States.