the forms established for that purpose by the Greeks. Even the bodily exercises advanced from ball-playing, running, and fencing to the more artistically-developed Greek gymnastic contests; though there were not yet any public institutions for gymnastics, in the principal country-houses the palaestra was already to be found by the side of the bath-rooms. The manner in which the cycle of general culture had changed in the Roman world during the course of a century, is shown by a comparison of the encyclopaedia of Cato [2] with the similar treatise of Varro 'concerning the school-sciences'.
As constituent elements of non-professional culture, there appear in Cato the art of oratory, the sciences of agriculture, of law, of war, and of medicine; in Varro - according to probable conjecture - grammar, logic or dialectics, rhetoric, geometry, arithmetic, astronomy, music, medicine, and architecture. Consequently in the course of the seventh century the sciences of war, jurisprudence, and agriculture had been converted from general into professional studies. On the other hand in Varro the Hellenic training of youth appears already in all its completeness: by the side of the course of grammar, rhetoric, and philosophy, which had been introduced at an earlier period into Italy, we now find the course which had longer remained distinctively Hellenic, of geometry, arithmetic, astronomy, and music[3]. That astronomy more especially, which ministered, in the nomenclature of the stars, to the thoughtless erudite dilettantism of the age and, in its relations to astrology, to the prevailing religious delusions, was regularly and zealously studied by the youth in Italy, can be proved also otherwise; the astronomical didactic poems of Aratus, among all the works of Alexandrian literature, found earliest admittance into the instruction of Roman youth. To this Hellenic course there was added the study of medicine, which was retained from the older Roman instruction, and lastly that of architecture - indispensable to the genteel Roman of this period, who instead of cultivatingthe ground built houses and villas.
In comparison with the previous epoch the Greek as well as the Latin training improved in extent and in scholastic strictness quite as much as it declined in purity and in refinement. The increasing eagerness after Greek lore gave to instruction of itself an erudite character. To explain Homer or Euripides was after all no art; teachers and scholars found their account better in handling the Alexandrian poems, which, besides, were in their spirit far more congenial to the Roman world of that day than the genuine Greek national poetry, and which, if they were not quite so venerable as the Iliad, possessed at any rate an age sufficiently respectable to pass as classics with schoolmasters. The love-poems of Euphorion, the 'Cause' of Callimachus and his 'Ibis' the comically obscure 'Alexandr' of Lycophron contained in rich abundance rare vocables (
Instruction needed exercises more and more difficult; these productions, in great part model efforts of schoolmasters, were excellently adapted to be lessons for model scholars. Thus the Alexandrian poems took a permanent place in Italian scholastic instruction, especially as trial-themes, and certainly promoted knowledge, although at the expense of taste and of discretion. The same unhealthy appetite for culture moreover impelled the Roman youths to derive their Hellenism as much as possible from the fountain-head. The courses of the Greek masters in Rome sufficed only for a first start; every one who wished to be able to converse heard lectures on Greek philosophy at Athens, and on Greek rhetoric at Rhodes, and made a literary and artistic tour through Asia Minor, where most of the old art-treasures of the Hellenes were still to be found on the spot, and the cultivation of the fine arts had been continued, although after a mechanical fashion; whereas Alexandria, more distant and more celebrated as the seat of the exact sciences, was far more rarely the point whither young men desirous of culture directed their travels.
The advance in Latin instruction was similar to that of Greek. This in part resulted from the mere reflex influence of the Greek, from which it in fact essentially borrowed its methods and its stimulants. Moreover, the relations of politics, the impulse to mount the orators' platform in the Forum which was imparted by the democratic doings to an ever-widening circle, contributed not a little to the diffusion and enhancement of oratorical exercises; 'wherever one casts his eyes', says Cicero, 'every place is full of rhetoricians'. Besides, the writings of the sixth century, the farther they receded into the past, began to be more decidedly regarded as classical texts of the golden age of Latin literature, and thereby gave a greater preponderance to the instruction which was essentially concentrated upon them. Lastly the immigration and spreading of barbarian elements from many quarters and the incipient Latinizing of extensive Celtic and Spanish districts, naturally gave to Latin grammar and Latin instruction a higher importance than they could have had, so long as Latium only spoke Latin; the teacher of Latin literature had from the outset a different position in Comum and Narbo than he had in Praeneste and Ardea.
Taken as a whole, culture was more on the wane than on the advance. The ruin of the Italian country towns, the extensive intrusion of foreign elements, the political, economic, and moral deterioration of the nation, above all, the distracting civil wars inflicted more injury on the language than all the schoolmasters of the world could repair.
The closer contact with the Hellenic culture of the present, the more decided influence of the talkative Athenian wisdom and of the rhetoric of Rhodes and Asia Minor, supplied to the Roman youth just the very elements that were most pernicious in Hellenism. The propagandist mission which Latium undertook among the Celts, Iberians, and Libyans - proud as the task was - could not but have the like consequences for the Latin language as the Hellenizing of the east had had for the Hellenic.
The fact that the Roman public of this period applauded the well arranged and rhythmically balanced periods of the orator, and any offence in language or metre cost the actor dear, doubtless shows that the insight into the mother tongue which was the reflection of scholastic training was becoming the common possession of an ever-widening circle. But at the same time contemporaries capable of judging complain that the Hellenic culture in Italy about 690 was at a far lower level than it had been a generation before; that opportunities of hearing pure and good Latin were but rare, and these chiefly from the mouth of elderly cultivated ladies; that the tradition of genuine culture, the good old Latin mother wit, the Lucilian polish, the cultivated circle of readers of the Scipionic age were gradually disappearing. The circumstance that the term
Thus the previous culture of youth remained substantially unchanged, except that - not so much from its own deterioration as from the general decline of the nation - it was productive of less good and more evil than in the preceding epoch. Caesar initiated a revolution also in this department. While the Roman senate had first combated and then at the most had simply tolerated culture, the government of the new Italo-Hellenic empire, whose essence in fact was
