Yet within a generation of the date when these wise words were written, the letters of Caelius show us that the art was used utterly without discretion, and to the detriment both of state and individual. The high ideal of culture and conduct had been lost in the actual practice of oratory, in a degenerate age, full of petty ambitions and animosities. We ourselves know only too well how a thing good in itself as a means is apt to lose its value if raised into the place of an end;--how the young mind is apt to elevate cricket, football, golf, into the main object of all human activity. So it was with rhetoric; it was the indispensable acquirement to enable a man to enjoy thoroughly the game in the Forum, and thus in education it became the staple commodity. The actual process of acquiring it was no doubt an excellent intellectual exercise,--the learning rules of composition, the exercises in applying these rules, i.e. the writing of themes or essays (proposita, communes loci), in which the pupil had "to find and arrange his own facts,"[300] and then the declamatio, or exercise in actual speaking on a given subject, which in Cicero's day was called causa, and was later known as controversia.[301] Such practice must have brought out much talent and ingenuity, like that of our own debating societies at school and college. But there were two great defects in it. First, as Professor Wilkins points out, the subjects of declamation were too often out of all relation to real life, e.g. taken from the Greek mythology; or if less barren than usual, were far more commonplace and flat than those of our debating societies. To harangue on the question whether the life of a lawyer or a soldier is the best, is hardly so inspiring as to debate a question of the day about Ireland or India, which educates in living fact as well as in the rules of the orator's art. Secondly, the whole aim and object of this "finishing" portion of a boy's education was a false one. Even the excellent Quintilian, the best of all Roman teachers, believed that the statesman (civilis vir) and the orator are identical: that the statesman must be vir bonus because the vir bonus makes the best orator; that he should be sapiens for the same reason.[302] And the object of oratory is "id agere, ut iudici quae proposita fuerint, vera et honesta _videantur_":[303] i.e. the object is not truth, but persuasion. We might get an idea of how such a training would fail in forming character, if we could imagine all our liberal education subordinated to the practice of journalism. But fortunately for us, in this scientific age, words and the use of words no longer serve as the basis of education or as the chief nurture of young life. We need to see facts, to understand causes, to distinguish objective truth from truth reflected in books. But the perfect education must be a skilful mingling of the two methods; and it may be as well to take care that