his leisure by giving lectures at his house. Most of the early teachers were Greeks. Catulus bought a Greek slave for somewhat more than fifteen hundred pounds, and giving him his freedom set him up as a schoolmaster; another of the same nation received a salary of between three and four hundred pounds, his patron taking and probably making a considerable profit out of the pupils' fees. Orbilius, the man of blows, was probably of Greek descent. He had been first a beadle, then a trumpeter, then a trooper in his youth, and came to Rome in the year in which Cicero was consul. He seems to have been as severe on the parents of his pupils as he was in another way on the lads themselves, for he wrote a book in which he exposed their meanness and ingratitude. His troubles, however, did not prevent him living to the great age of one hundred and three. The author of the little book about schoolmasters had seen his statue in his native town. It was a marble figure, in a sitting posture, with two writing desks beside it. The favorite authors of Orbilius, who was of the old-fashioned school, were, as has been said, the early dramatists. Caecilius, a younger man, to whom Atticus the friend and correspondent of Cicero gave his freedom, lectured on Virgil, with whom, as he was intimate with one of Virgil's associates, he probably had some acquaintance. A certain Flaccus had the credit of having first invented prizes. He used to pit lads of equal age against each other, supplying not only a subject on which to write, but a prize for the victor. This was commonly some handsome or rare old book. Augustus made him tutor to his grandsons, giving him a salary of eight hundred pounds per annum. Twenty years later, a fashionable schoolmaster is said to have made between three and four thousands.

These schoolmasters were also sometimes teachers of eloquence, lecturing to men. One Gnipho, for instance, is mentioned among them, as having held his classes in the house of Julius Caesar (Caesar was left an orphan at fifteen); and afterwards, when his distinguished pupil was grown up, in his own. But Cicero, when he was praetor, and at the very height of his fame, is said to have attended his lectures. This was the year in which he delivered the very finest of his non-political speeches, his defence of Cluentius. He must have been a very clever teacher from whom so great an orator hoped to learn something.

These teachers of eloquence were what we may call the "Professors" of Rome. A lad had commonly "finished his education" when he put on the "man's gown;" but if he thought of political life, of becoming a statesman, and taking office in the commonwealth, he had much yet to learn. He had to make himself a lawyer and an orator. Law he learned by attaching himself, by becoming the pupil, as we should say, of some great man that was famed for his knowledge. Cicero relates to us his own experience: "My father introduced me to the Augur Scaevola; and the result was that, as far as possible and permissible, I never left the old man's side. Thus I committed to memory many a learned argument of his, many a terse and clever maxim, while I sought to add to my own knowledge from his stores of special learning. When the Augur died I betook myself to the Pontiff of the same name and family." Elsewhere we have a picture of this second Scaevola and his pupils. "Though he did not undertake to give instruction to any one, yet he practically taught those who were anxious to listen to him by allowing them to hear his answers to those who consulted him." These consultations took place either in the Forum or at his own house. In the Forum the great lawyer indicated that clients were at liberty to approach by walking across the open space from corner to corner. The train of young Romans would then follow his steps, just as the students follow the physician or the surgeon through the wards of a hospital. When he gave audience at home they would stand by his chair. It must be remembered that the great man took no payment either from client or from pupil.

But the young Roman had not only to learn law, he must also learn how to speak-learn, as far as such a thing can be learned, how to be eloquent. What we in this country call the career of the public man was there called the career of the orator. With us it is much a matter of chance whether a man can speak or not. We have had statesmen who wielded all the power that one man ever can wield in this country who had no sort of eloquence. We have had others who had this gift in the highest degree, but never reached even one of the lower offices in the government. Sometimes a young politician will go to a professional teacher to get cured of some defect or trick of speech; but that such teaching is part of the necessary training of a statesman is an idea quite strange to us. A Roman received it as a matter of course. Of course, like other things at Rome, it made its way but slowly. Just before the middle of the second century b.c. the Senate resolved: "Seeing that mention has been made of certain philosophers and rhetoricians, let Pomponius the praetor see to it, as he shall hold it to be for the public good, and for his own honor, that none such be found at Rome." Early in the first century the censors issued an edict forbidding certain Latin rhetoricians to teach. One of these censors was the great orator Crassus, greatest of all the predecessors of Cicero. Cicero puts into his mouth an apology for this proceeding: "I was not actuated by any hostility to learning or culture. These Latin rhetoricians were mere ignorant pretenders, inefficient imitators of their Greek rivals, from whom the Roman youth were not likely to learn any thing but impudence." In spite of the censors, however, and in spite of the fashionable belief in Rome that what was Greek must be far better than what was of native growth, the Latin teachers rose into favor. "I remember," says Cicero, "when we were boys, one Lucius Plotinus, who was the first to teach eloquence in Latin; how, when the studious youth of the capital crowded to hear him it vexed me much, that I was not permitted to attend him. I was checked, however, by the opinion of learned men, who held that in this matter the abilities of the young were more profitably nourished by exercises in Greek." We are reminded of our own Doctor Johnson, who declared that he would not disgrace the walls of Westminster Abbey by an epitaph in English.

The chief part of the instruction which these teachers gave was to propose imaginary cases involving some legal difficulty for their pupils to discuss. One or two of these cases may be given.

One day in summer a party of young men from Rome made an excursion to Ostia, and coming down to the seashore found there some fishermen who were about to draw in a net. With these they made a bargain that they should have the draught for a certain sum. The money was paid. When the net was drawn up no fish were found in it, but a hamper sewn with thread of gold. The buyers allege this to be theirs as the draught of the net. The fishermen claim it as not being fish. To whom did it belong?

Certain slave-dealers, landing a cargo of slaves at Brundisium, and having with them a very beautiful boy of great value, fearing lest the custom-house officers should lay hands upon him, put upon him the bulla and the purple-edged robe that free-born lads were wont to wear. The deceit was not discovered. But when they came to Rome, and the matter was talked of, it was maintained that the boy was really free, seeing that it was his master who of his own free will had given him the token of freedom.

I shall conclude this chapter with a very pretty picture, which a Roman poet draws of the life which he led with his teacher in the days when he was first entering upon manhood. "When first my timid steps lost the guardianship of the purple stripe, and the bulla of the boy was hung up for offering to the quaint household gods; when flattering comrades came