The connexion between jurisprudence and imperial matters is clear. For a study of Rome’s great contribution to the world could not but stimulate admiration for the imperial city. By examining the law, the provincial realized more clearly the advantage of the _pax Romana_. One of the panegyrists[491] declared to Maximian in 293 ‘iustitia cognitione iuris addiscitur’,[492] and it is clear that his appreciation of the moral benefits of Roman order is more than mere rhetoric. Perhaps Rome’s rulers perceived this, and made it their policy (as Jung[493] suggests) to attract students of law to Rome, that they might see things from Rome’s point of view, and facilitate the government of the provinces by applying the law according to the Roman tradition. For as the Empire had grown and its administration increased, there had arisen a need for officials who would carry out the law with ability and uniformity; and complete uniformity could only be attained by a knowledge of law seen as the Roman saw it.[494] Justinian, in the preface to the _Digest_ which he addresses to the teachers of law in the Empire, reviews the study of jurisprudence in the past. It was hopelessly deficient. Only six books were studied and those intricate, confused, and partly obsolete (_iura utilia in se perraro habentes_). Among the six books were the _Institutes_ of Gaius, but they were not consecutively studied, many parts being omitted as superfluous. The teaching, in fact, was entirely haphazard; Gaius was given to the first-year students, ‘passim et quasi per saturam collectum et utile cum inutilibus mixtum’. Only in their second year did they learn the first part of the _Institutes_, and it was an unheard of thing to go into details. They also learnt certain ‘tituli’, and more of these in their third year, when they were initiated into the ‘responsa’ of the great Papinianus (_ad sublimissimum Papinianum eiusque responsa iter eis aperiebatur_). But here, too, their training was imperfect, as they only read eight books. The students read the ‘Pauliana responsa’ for themselves in a slipshod fashion (_per imperfectum, et iam quodammodo male consuetum inconsequentiae cursum_). This was the end of their theoretical training throughout ancient times. Justinian is resolved that there shall be an improvement and proceeds to outline a scheme by which the youth of the future may be better instructed. This syllabus, however, lies beyond the limits of our period.