If Rome had not become a great imperial state, and if some super−structure of the humanities could have been added in a natural process of development, it might have continued for ages as an invaluable educational basis. But the conditions under which alone it could flourish had long ceased to be. It is obvious that it depended entirely on the presence of the parents and their interest in the children; as regards the boys it depended chiefly on the father in ancient rome timelines . Now ever since the Roman dominion was extended beyond sea, i.e. ever since the first two Punic wars, the father of a family must often have been away from home for long periods; he might have to serve in foreign wars for years together, and in numberless cases never saw Italy again. Even if he remained in Rome, the ever increasing business of the State would occupy him far more than was compatible with a constant personal care for his children. The conscientious Roman father of the last two centuries B.C. must have felt even more keenly than English parents in India the sorrow of parting from their children at an age when they are most in need of parental care.

When a boy was about seven years old, the question would arise in most families whether he should remain at home or go to an elementary school. No doubt it was usually decided by the means at the command of the parents. A wealthy father might see his son through his whole education at home by providing a tutor (paedagogus), and more advanced teachers as they were needed. Cato indeed, as we have seen, found time to do much of the work himself, but he also had a slave who taught his own and other children. Aemilius Paullus had several teachers in his house for this purpose, under his own superintendence

ancient rome timelines:there were, however, very serious defects in this system of elementary education. Not only the schoolmaster himself, but the paedagogus who was responsible for the boy's conduct, was almost always either a slave or a freedman; and neither slave nor freedman could be an object of profound respect for a Roman boy. Hence no doubt the necessity of maintaining discipline rather by means of corporal punishment (to which the Romans never seem to have objected, though Quintilian criticises it) than by moral force; a fact which is attested both in literature and art. The responsibility again which attached to the paedagogus for the boy's morals must have been another inducement to the parents to renounce their proper work of supervision.

And once more, the great majority of teachers were Greeks. As the boy was born into a bilingual Graeco−Roman world, of which the Greeks were the only cultured people, this might seem natural and inevitable; but we know that in his heart the Roman despised the Greek. Of witnesses in their favour we might expect Sulla to be the strongest, but Marius occasionally lets us know what he really thinks of their moral character.

I have quoted these to show that Roman children were not without opportunity even in early schooldays of laying to heart much that might lead them to good and generous conduct in later life, as well as to practical wisdom. But we know the fate of our own copy−book maxims; we know that it is not through them that our children become good men and women, but by the example and the un−systematised precepts of parents and teachers. No such neat [Greek gnomai] can do much good without a sanction of greater force than any that is inherent in them and such a sanction was not to be found in the ferula of the grammaticus or the paedagogus. Once more it is men and not methods that supply the real educational force.
Probably the greatest difficulty which the Roman boy had to face in his school life was the learning of arithmetic; it was this, we may imagine, that made him think of his master, as Horace did of the worthy Orbilius, as a man of blows (plagosus). This is not the place to give an account of the methods of reckoning then used.

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