Beyond these incidental touches of wisdom and insight, which give an enduring value to the whole substance of the work, the chief interest for modern readers in the _Institutio Oratoria_, lies in three portions which are, more or less, episodic to the strict purpose of the book, though they sum up the spirit in which it is written. These are the discussions on the education of children in the first, and on the larger education of mature life in the last book, and the critical sketch of ancient literature up to his own time, which occupies the first chapter of the tenth. Almost for the first time in history--for the ideal system of Plato, however brilliant and suggestive, stands on quite a different footing--the theory of education was, in this age, made a subject of profound thought and study. The precepts of Quintilian, if taken in detail, address themselves to the formation of a Roman of the Empire, and not a citizen of modern Europe. But their main spirit is independent of the accidents of any age or country. In the breadth of his ideas, and in the wisdom of much of his detailed advice, Quintilian takes a place in the foremost rank of educational writers. The dialogue on oratory written a few years earlier by Tacitus names, as the main cause of the decay of the liberal arts, not any lack of substantial encouragement, but the negligence of parents and the want of skill in teachers. To leave off vague and easy declamations against luxury and the decay of morals, and to fix on the great truth that bad education is responsible for bad life, was the first step towards a real reform. This Quintilian insists upon with admirable clearness. Nor has any writer on education grasped more firmly or expressed more lucidly the complementary truth that education, from the cradle upwards, is something which acts on the whole intellectual and moral nature, and whose object is the production of what the Romans called, in a simple form of words which was full of meaning, "the good man." It would pass beyond the province of literary criticism to discuss the reasons why that reform never took place, or, if it did, was confined to a circle too small to influence the downward movement of the Empire at large. They belong to a subject which is among the most interesting of all studies, and which has hardly yet been studied with adequate fulness or insight, the social history of the Roman world in the second century.