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§ 6. The Romans are the only other ancient people who stand near enough to us to suggest an inquiry into their education. And it may be said that they combined the dignity of noble traditions with the practical instincts of a successful trading people. Hence Roman education, if carried on with system, ought of all others to correspond with that of Englishmen, who should combine the same qualities in carrying out an analogous policy, and in filling, to some extent, a similar position in the world. But so closely was all Roman culture based on Greek books and models that, although every people must develop individual features of its own—and the Romans had plenty of them, as we may see from Quintilian—any philosophical knowledge of Roman education must depend upon a previous knowledge of the Greeks. In many respects the Romans were a race more congenial to the English, and hence by us more easily understood. In the coarser and stronger elements of human character, in directness and love of truth, in a certain contempt of æsthetics and of speculation, in a blunt assertion of the supremacy of practical questions, in a want of sympathy, and often a stupid ignorance and neglect of the character and requirements of subject races, the Romans are the true forerunners of the English in history. Burdened as we are with these defects of national character, the products of the subtler and more genial, if less solid and truthful, Hellenic race are particularly well worth our consideration. This has been so thoroughly recognized by thoughtful men in our generation as to require no further support by argument. It only remains that each of our Hellenists should do his best, in some distinct line, to make the life of the Greeks known to us with fairness and accuracy.