If we note, with Mr. Newman, that Aristotle here makes if anything too little of intellectual training (as indeed may also be said of our own public schools), and add to his picture something more of that knowledge which, when united with an honest will and healthy body, will almost infallibly produce a sound judgment, we shall have a type of character eminently fitted to share in the duties and the trials of the government of such empires as the Roman and the British. But at Rome, in the age of Cicero, such a type of character was rare indeed; and though this was due to various causes, some of which have been already noticed,--the building up of a Roman empire before the Romans were ripe to appreciate the duties of an imperial state, and the sudden incoming of wealth in an age when the idea of its productive use was almost unknown,--yet it will occur to every reader that there must have been also something wrong in the upbringing of the youth of the upper classes to account for the rarity of really sound character, for the frequent absence of what we should call the sense of duty, public and private. I propose in this chapter to deal with the question of Roman education just so far as to show where in Cicero's time it was chiefly defective. It is a subject that has been very completely worked out, and an excellent summary of the results will be found in the little volume on Roman education written by the late Professor A.S. Wilkins, just before his lamented death: but he was describing its methods without special reference to its defects, and it is these defects on which I wish more particularly to dwell.[248]