The _controversia_ requires further explanation. A general law is stated, e.g. _incesta saxo deiciatur_. A special case follows, e.g. _incesti damnata antequam deiceretur invocavit Vestam: deiecta vixit_. The special case had to be brought under the general rule; _repetitur ad poenam_.[66] Other examples are equally absurd:[67] one and all are ridiculously remote from real life. It was bad enough that boys' time should be wasted thus, but the evil was further emphasized by the practice of recitation. These exercises, duly corrected and elaborated, were often recited by their youthful authors to an audience of complaisant friends and relations. Of such training there could be but one possible result. 'Less and less attention was paid to the substance of the speech, more and more to the language; justness and appropriateness of thought came to be less esteemed than brilliance and novelty of expression.'[68] These formal defects of education were accompanied by a widespread neglect of the true educational spirit. The development on healthy lines of the _morale_, and intellect of the young became in too many instances a matter of indifference. Throughout the great work of Quintilian we have continued evidence of the lack of moral and intellectual enthusiasm that characterized the schools of his day. Even more passionate are the denunciations levelled against contemporary education by Messala in the _Dialogus_ of Tacitus.[69] Parents neglect their children from their earliest years: they place them in the charge of foreign slaves, often of the most degraded character; or if they do pay any personal attention to their upbringing, it is to teach them not honesty, purity, and respect for themselves and their elders, but pertness, luxurious habits, and neglect alike of themselves and of others. The schools moreover, apart from their faulty methods and ideals of instruction, encourage other faults. The boys' interests lie not in their work, but in the theatres, the gladiatorial games, the races in the circus--those ancient equivalents of twentieth-century athleticism. Their minds are utterly absorbed by these pursuits, and there is little room left for nobler studies. 'How few boys will talk of anything else at home? What topic of conversation is so frequent in the lecture-room; what other subject so frequently on the lips of the masters, who collect pupils not by the thoroughness of their teaching or by giving proof of their powers of instruction, but by interested visits and all the tricks of toadyism?'[70] Messala goes on[71] to denounce the unreality of the exercises in the schools, whose deleterious effect is aggravated by the low standard exacted. 'Boys and young men are the speakers, boys and young men the audience, and their efforts are received with undiscriminating praise.'