All this shows us that in dealing with education in Gaul we cannot attempt a thorough and systematic study. Romanization lies over the country and its institutions like a veil. Roman authors give us scattered pictures of what went on beneath that veil, but they give it from the Roman point of view. Roman rule was so mighty, and its methods so far-reaching, that everything is reduced to Roman form. The ruler did not see the native genius or native ways, or if he saw them did not understand or sympathize. It was his task to rule, and he knew, in general, only one method: the rule of force—‘parcere subiectis et debellare superbos’—though diplomacy plays a large part in the later Empire. Moreover, the mass of the people were too uneducated to give expression to their individuality, or did not know Latin sufficiently well to do so. All our evidence comes from Greek or Roman pens. As soon as the Empire is withdrawn from Gaul natural differences find expression and variety of individuality is at once displayed. Jung[121] notices that the inscriptions of Arles and Trèves are an illustration of this. While the Empire is there we catch only dim glimpses of the sort of education that (fraught with the traditions of a mighty past) may have lingered on among the mass of the people even as late as the fourth century. When we deal with the schools of Gaul, therefore, it must be with those of the Gallo-Romans who were more Roman than Gallic. But there is another element which operated, as it were, under the surface of Romanization in Gaul. 4. GERMANIC INFLUENCE In trying to form an idea, of the influence of the Germanic races on the culture of Gaul during the later Empire, we must again be satisfied with only a few stray references in the contemporary authorities. Philologists think that as early as the first century A.D. the German races must have influenced the Romans. They establish indisputable cases, but it is admitted that the whole question is difficult and complicated in the extreme.[122] The question of German influence may be looked at from two opposite points of view—from the constructive and the destructive. The latter is by far the more prominent and will be dealt with at a later stage. The former is far the more difficult, and nothing is attempted here except to set down in bare outline one or two of its aspects. It would be far easier to describe the influence of Roman civilization on the barbarians.