May we not, then, find the ultimate cause of the failure of Greek in the schools of our period, in this mistaken policy of starting with the second language? At a time when Latin was becoming more and more the household tongue of Gaul, and Greek proportionately strange, the effect of beginning with the latter could not but lead to sterile results. There seems to have been an idea, which we find also in Jung,[1279] that they should clear the second language out of the way first, ‘quo postea linguam suam plenius ac melius ... ediscerent’. They seem to have thought that whatever you learn last has the strongest influence, and therefore, if you _must_ learn Greek, do so first, lest it mar your Latin. How far this peculiarly Roman and unpsychological attitude failed is a question which needs no further comment. 4. ART In a survey of Gallic education art must be mentioned, but the space given to it must of necessity be very limited. Only in its possible effect on education can it be briefly touched on, and even then not as a school-subject, but rather as an influence behind official teaching. The Gauls were by nature fond of art. That eager curiosity and excitability which Caesar noticed[1280] in them were the basis of an artistic temperament. Ausonius, in his epigrams, refers frequently to works of art,[1281] and his enthusiasm over the sculptured calf of Myron is remarkable.[1282] He maintains the advanced doctrine that art is greater than nature. Of Myron’s heifer he says: Fingere nam similem vivae, quam vivere, plus est; nec sunt facta dei mira, sed artificis.[1283] In the ‘poems added by Thaddaeus Ugoletus to the epigrams of Ausonius’ the same statue is referred to in three epigrams,[1284] and we have one ‘on the marble statue of Niobe’, expressing a certain amount of artistic appreciation. We hear of one of Sidonius’s friends who was a student of Vitruvius,[1285] and Patiens was much interested in the adornment of the churches of Lyons.