books. Homer was read, and, as we have seen, the old Latin play-writers,
and, afterwards, Virgil. Horace threatens the book which willfully
insists on going out into the world with this fate, that old age will
find it in a far-off suburb teaching boys their letters. Some hundred
years afterwards the prophecy was fulfilled. Juvenal tells us how the
schoolboys stood each with a lamp in one hand and a well-thumbed Horace
or sooty Virgil in the other. Quintilian, writing about the same time,
goes into detail, as becomes an old schoolmaster. "It is an admirable
practice that the boy's reading should begin with Homer and Virgil. The
tragic writers also are useful; and there is much benefit to be got from
the lyric poets also. But here you must make a selection not of authors
only, but a part of authors." It is curious to find him banishing
altogether a book that is, or certainly was, more extensively used in
our schools than any other classic, the Heroides of Ovid.

These, and such as these, then, are the books which our Roman boy would
have to read. Composition would not be forgotten. "Let him take," says
the author just quoted, "the fables of Aesop and tell them in simple
language, never rising above the ordinary level. Then let him pass on to
a style less plain; then, again, to bolder paraphrases, sometimes
shortening, sometimes amplifying the original, but always following his
sense." He also suggests the writing of themes and characters. One
example he gives is this, "Was Crates the philosopher right when, having
met an ignorant boy, he administered a beating to his teacher?" Many
subjects of these themes have been preserved. Hannibal was naturally
one often chosen. His passage of the Alps, and the question whether he
should have advanced on the city immediately after the battle of Cannae,
were frequently discussed. Cicero mentions a subject of the speculative
kind. "It is forbidden to a stranger to mount the wall. A. mounts the
wall, but only to help the citizens in repelling their enemies. Has A.