standard of morals It is men, not methods, that really tell in education; the Roman schoolboy needed some one to believe in some one to whom to be wholly loyal; the very same overpowering need which was so obvious in the political world of Rome in the last century B.C.[278] Of this elementary teaching little need be said here, as it did not bear directly on life and conduct. There is, however, one feature of it which may claim our attention for a moment. Both in reading and writing, and also for learning by heart, _sententiae_ [Greek: gnomai] were used, which remind us of our copy-book maxims. Of these we have a large collection, more than 700, selected from the mimes of Publilius Syrus, who came to Rome from Syria as a slave in the age of which we are writing, and after obtaining his freedom gained great reputation as the author of many popular plays of this kind, in which he contrived to insert these wise saws and maxims. It is not likely that they found their way into the schools all at once, but in the early Empire we find them already alluded to as educational material by Seneca the elder,[279] and we may take them as a fair example of the maxims already in use in Cicero's time, making some allowance for their superior neatness and wisdom. Here are a few specimens, taken almost at random; it will be seen that they convey much shrewd good sense, and occasionally have the true ring of humanity as well as the flavour of Stoic _sapientia_. I quote from the excellent edition by Mr. Bickford-Smith.[280] Avarus ipse miseriae causa est suae. Audendo virtus crescit, tardando timor. Cicatrix conscientiae pro vulnere est. Fortunam[281] citius reperias quam retineas. Cravissima est probi hominis iracundia. Homo totiens moritur, quotiens amittit suos. Homo vitae commodatus, non donatus est. Humanitatis optima est certatio. Iucundum nil est, nisi quod reficit varietas. Malum est consilium quod mutari non potest. Minus saepe pecces, si scias quod nescias. Perpetuo vincit qui utitur clementia. Qui ius iurandum servat, quovis pervenit. Ubi peccat aetas maior, male discit minor. I have quoted these to show that Roman children were not without opportunity even in early schooldays of laying to heart much that might lead them to good and generous conduct in later life, as well as to practical wisdom. But we know the fate of our own copy-book maxims; we know that it is not through them that our children become good men and women, but by the example and the un-systematised precepts of parents and teachers. No such neat [Greek gnomai] can do much good without a sanction of greater force than any that is inherent in them and such a sanction was not to be found in the ferula of the grammaticus or the paedagogus. Once more it is men and not methods that supply the real educational force.