Their connexion with Gaul is not very clearly attested, but can hardly be doubted. Frontinus in his _De Controversiis Agrorum_, speaking of the well-known question as to the ownership of the old bed of a river which has flowed out of its course into another man’s land, says ‘Hae quaestiones maxime in Gallia togata moventur’.[529] Again, in speaking of certain technical surveyor’s terms, he says ‘Hae vocabula in lege quae est in agro Uritano, in Gallia ... adhuc permanere dicuntur’,[530] which shows that surveying had long been connected with Cisalpine Gaul. In view of the laws of the Theodosian Code of our period about surveyors, it seems possible that in Transalpine Gaul there may have been schools for the training of _agrimensores_. * * * * * A question that comes into one’s mind on reading Ausonius is whether, in the methods of the Gallic master, mnemonics did not play an important part. We find in the _Eclogues_ verses which, on the face of them, suggest special composition for school use. The ‘Monosticha de Mensibus’[531] inevitably remind one of school rhymes: Primus Romanas ordiris, Iane, Kalendas, Februa vicino mense Numa instituit, &c. So the verses giving the number of days in each month[532] (‘Thirty days hath September’), or the days on which the Nones and the Ides fall in the various months,[533] or the intervals between the Ides of the one month and the Kalends of the next,[534] or the order of the seasons,[535] or the names and places of the Greek games,[536] or the labours of Hercules,[537] all suggest a similar purpose. Again, in his metrical summary of the Caesars of Suetonius, written for his son, we find ‘monosticha de ordine imperatorum’,[538] ‘de aetate imperii eorum monosticha’,[539] ‘de obitu singulorum monosticha’,[540] all of which look very much like mnemonics. First of all, their style is such as is suitable to school children—simple, clear, and terse, and the absence of rhetoric and affectation is not less striking than the dullness of the lines. Secondly, it was a tradition handed down by the last great writer on education, that the memory should be trained by various devices. And the fourth century was prone to be tradition-bound. Cicero says that Simonides of Ceos was the founder of the ‘ars memoriae’,[541] i.e. the ‘techne’, the system for developing the memory, a statement which Quintilian repeats before expounding his views on the subject. This he does with care, feeling the importance of memory—as ‘thesaurus eloquentiae’.[542] Only the man who remembers well, he says, in effect (and his words have a modern ring), can ever hope to become an orator.[543] There was always a tendency among the Romans towards encyclopaedic learning, which was the main feature of the grammarian’s school. We notice it also in the ostentatious lists of authors given by Sidonius.[544]