But a tradition applied to a whole nation, and dating from the early days of the Empire, cannot be explained by a few particular cases. The motives that prompted particular writers to accept the tradition may be particular, but its origin must be sought in some more general principle. It was an attitude of mind, an habitual way of looking at things that was responsible. It was the ingrained pagan idea of ‘barbari’ (increased, perhaps, in the case of the Gauls by their reputation for warlike impetuosity),[321] the idea which Christian writers like Paul and Clement of Alexandria set themselves to combat, the idea of a chosen people and a chosen culture. It was a habit of mind which did not imply enmity or hatred: sometimes it did not even imply contempt. It was just the tradition of superiority (largely true), grown customary in the minds of a ruling people whose customs and language other nations accepted. But just because it had an element of truth in it, there was a danger of its being made universal, a chance that it might blind the ruler to the individuality of the subject and preclude a sympathetic study of the provincial. It is this attitude, and its attendant misunderstanding, together with the general impression which the large number of country people would make on the dweller in the metropolis, that are responsible for such judgements as Martial’s _crassa_. But there can be no doubt that during our period this surprising opinion must have been less commonly held and less generally applied, in view of Gaul’s growing importance as a teacher of the Empire. B. INSIDE THE SCHOOL (i) THE SUBSTANCE AND METHODS OF PRIMARY EDUCATION The tradition of the Roman schools was so old, and had been so whole-heartedly accepted by the Gauls, that we find only scattered references to the actual details of instruction, and those of a superficial, allusive kind. For even when we have a man like Ausonius who deals directly with education, the assumption always is that the reader is thoroughly familiar with the practical facts of the schools, and the aim is generally to impress by style or rhetorical device, and never to give a serious exposition. We must be content, therefore, to fill in the account with the known facts of Roman education.