Polybius as blaming the Romans for neglecting it;[259] certainly, he adds, they never wished that the State should regulate the education of children, or that it should be all on one model; the Greeks took much unnecessary trouble about it.  The Greeks of his own time whom Cicero knew did not inspire him with any exalted idea of the results of Greek education; but we should like to know whether in this book of his work on the State he did not express some feeling that on the children themselves, and therefore on their training, the fortunes of the State depend.  Such had been the feeling of the old Romans, though their State laid down no laws for education, but trusted to the force of tradition and custom.  Old Cato believed himself to be acting like an old Roman when he looked after the washing and dressing of his baby, and guided the child with personal care as he grew up, writing books for his use in large letters with his own hand.[260] But since Cato’s day the idea of the State had lost strength; and this had an unfortunate effect on education, as on married life.  The one hope of the age, the Stoic philosophy, was concerned with those who had attained to reason, i.e. to those who had reached their fourteenth year; in the Stoic view the child was indeed potentially reasonable, and thus a subject of interest, but in the Stoic ethics education does not take a very prominent place.[261] We are driven to the conclusion that a real interest in education as distinct from the acquisition of knowledge was as much wanting at Rome in Cicero’s day as it has been till lately in England; and that it was not again awakened until Christianity had made the children sacred, not only because the Master so spoke of them, but because they were inheritors of eternal life.

Yet there had once been a Roman home education admirably suited to bring up a race of hardy and dutiful men and women.  It was an education in the family virtues, thereafter to be turned to account in the service of the State.  The mother nursed her own children and tended them in their earliest years.  Then followed an education which we may call one in bodily activity, in demeanour, in religion, and in duty to the State.  It is true that we have hardly any evidence of this but tradition; but when Varro, in one of the precious fragments of his book on education, describes his own bringing up in his Sabine home at Reate, we may be fairly sure that it adequately represents that of the old Roman farmer.[262] He tells us that he had a single tunic and toga, was seldom allowed a bath, and was made to learn to ride bareback—­which reminds us of the life of the young Boer of the Transvaal before the late war.  In another fragment he also tells us that both boys and girls used to wait on their parents at table.[263] Cato the elder, in a fragment preserved by Festus,[264] says that he was brought up from his earliest years to be frugal, hardy, and industrious, and worked steadily on the farm (in the Sabine country), in a stony region where he had to dig and plant the flinty soil.  The tradition of such a healthy rearing remained in the memory of the Romans, and associated itself with the Sabines of central Italy, the type of men who could be called frugi: