There were two main types in Greek education, one represented by the Spartans, the other by the Athenians. In the former, the power and vigor of personality were emphasized above all else, while in the latter, beauty and wisdom were adored. The former produced men of action, the latter, persons of elegant manners and speech. Efficiency in the state service had larger place in the former; individual perfection and felicity received more attention in the latter. In a word, the Athenian represented intellectual and æsthetic culture; the Spartan, military and moral culture. In Greece, the Athenian ideals and tendencies superseded the Spartan, and Greece lost her vitality under the pressure of overintellectualization, overrefinement, and the almost necessary consequence, overindividualization. But the Spartan ideal revived in Rome; military and political Rome needed men of strength and action for its citizens. So, while the Greek philosophy degenerated into Neo-Pythagorean and Neo-Platonic mysticism, stern and practical stoicism took root in Italy. Roman education was essentially the education of her warriors and legislators; physical and mental vigor and courage, justice, integrity, and practical sense were to be cultivated above everything else; mere knowledge and effeminate refinement were despised. While the Greeks intrusted the education of their children largely to the State, the Romans laid great stress upon the home training. Not the group life of children among themselves and under adult influences, but the personal direction and discipline of parents were to be the chief molding power. Rome thus had no public institution concerned with the education of her children until she began to imitate Greece and establish schools for the teaching of grammar and rhetoric. Cicero gave voice to the individualistic point of view of old Roman education when he said: “Our ancestors did not wish that children should be educated by fixed rules, determined by the laws, publicly promulgated and made uniform for all” (5: p. 46).