“He comes along with his beard spread out and his eyebrows raised, talking solemnly to himself, with a Titan-like look in his eyes, with his hair thrown back from his forehead, the very picture of Boreas or Triton, as Zeuxis painted them. This is the man who in the morning dresses himself simply, and walks sedately, and wears a sober gown, and preaches long sermons about virtue, and inveighs against the votaries of pleasure: then he has his bath and goes to dinner, and the butler offers him a large goblet of wine, and he drinks it down with as much gusto as if it were the water of Lethe: and he behaves in exactly the opposite way to his sermons of the morning, for he snatches all the tit-bits like a hawk, and elbows his neighbour out of the way, and he peers into the dishes with as keen an eye as if he were likely to find Virtue herself in them; and he goes on preaching all the time about temperance and moderation, until he is so dead-drunk that the servants have to carry him out. Nay, besides this, there is not a man to beat him in the way of lying and braggadocio and avarice: he is the first of flatterers and the readiest of perjurers: chicanery leads the way, and impudence follows after: in fact, he is clever all round, doing to perfection whatever he touches.” 4. But nothing could more conclusively prove the great hold which these forms of education had upon their time than the fact of their persistent survival. It might be maintained that the prominence which is given to them in literature, their endowment by the State, and their social influence, represented only a superficial and passing phase. But when the product of one generation spreads its branches far and wide into the generations that succeed, its roots must be deep and firm in the generation from which it springs. No lasting element of civilization grows upon the surface. Greek education has been almost as permanent as Christianity itself, and for similar reasons. It passed from Greece into Africa and the West. It had an especial hold first on the Roman and then upon the Celtic and Teutonic populations of Gaul; and from the Gallican schools it has come, probably by direct descent, to our own country and our own time. Two things especially have come: (i.) The place which literature holds in general education. We educate our sons in grammar, and in doing so we feed them upon ancient rather than upon English literature, by simple continuation of the first branch of the mediæval _trivium_, which was itself a continuation of the Greek habit which has been described above.