After his years of infancy the boy, under the supervision of his _paedagogus_—ideally a slave of superior character, but too often a person who was merely useless for harder work—passed into a school, where he was first taught his letters and then proceeded to the reading, learning, and recital of classical poetry, to the study of music, and to some acquaintance with elementary arithmetic and geometry. Next, taken in hand by the rhetorical teacher in a higher school, he was made to write and deliver descriptions and essays, mostly on trite and unreal themes of a historical or pseudo-historical nature, to develop his powers of invention on either side of a chosen topic, and to cultivate a fastidious diction, pointed phrase, and the elocutionary arts and graces. From artificial harangues and the ‘speaking of a piece’ he advanced to the imaginary pleading of forensic cases, in which the law was often as fictitious as the facts. When, upon reaching the age for assuming the _toga virilis_, he was emancipated from the custody of the _paedagogus_ and the discipline of the school, his formal education commonly ceased. If he proceeded further, as many did, to what may be considered as the equivalent of a university course, he might elect to study philosophy, to study ‘sophistic’, or to dally with both in such measure as seemed likely to set off the abilities or consolidate the culture of a gentleman. Even in the more mature years of life the intellectually-disposed grandee had a habit of maintaining near his person a salaried philosopher as a kind of domestic monitor, and audiences of wealth and fashion readily gathered in Rome and elsewhere to listen to lectures on philosophy by professors who properly understood the art of clear and pleasant exposition. For the most part the typical Roman, less genuinely impassioned than the Greek for thought pure and simple, looked upon any ‘specializing’ in philosophy as likely to lead either to too cloistered a virtue or to the acquisition of eccentric, if not dangerous, views. A certain modicum of philosophical knowledge might be an adornment to life, and a certain modicum of philosophical training might impart a steadiness to character, but the study must not be pursued to the point at which the student himself stood in danger of becoming a ‘philosopher’. With the Greeks philosophical specializing was commonly subject to no such reprehension, partly because of the inborn Hellenic ardour for study and esteem of learning, partly because in this domain, even more than in the rhetorical, the Greeks were the accepted teachers throughout the Roman sphere.