The schools were in charge of _literators_, usually men of little culture and no social standing. These institutions were public, though supported by private means. The discipline was severe, strict obedience being exacted by the teacher, who made use of the rod when he thought it necessary. The subjects taught were reading, writing, and arithmetic. Great care was taken with pronunciation, just as had been done in the early years under the mother's instruction. In writing, the characters were traced with the stylus on waxed tablets. Arithmetic was learned for its utility. Indeed, the whole purpose of the schools was to prepare the children for practical life. The easier poets were read, explained, and committed to memory, not so much for their content as to fit youth for public speaking. Obedience, politeness, modesty, cleanliness, and respect for teachers were virtues insisted upon. These schools, which covered the instruction of children from five to twelve years of age, did not, as already intimated, reach the very highest classes, who preferred to employ private tutors.
=Secondary Education.=--At twelve the boy entered a school taught by an educated man, called _literatus_. Many of the teachers of this class were Greeks. Here, in addition to the studies of the elementary school, the pupils were taught the Greek and Latin languages; and the poets, history, oratory, philosophy, and criticism were also studied. The school of the _literatus_ was much better than that of the _literator_, but it reached only a limited number of the Roman youth.
=Higher Education.=--Upon entering his sixteenth year, the boy was inducted with ceremony into the dignity of manhood, and was clothed with the _toga virilis_, the dress of men. He now chose his calling and began definite preparation for it. Five vocations were open to him,--namely, oratory, politics, arms, law, and agriculture. Those without talent or inclination for any of the others devoted themselves to agriculture. They were taken to the farms, where they received definite instruction in the principles and practices of this occupation. To those who chose oratory, politics, or law, were assigned persons experienced in their respective fields, and the boys were taken to the forum, the senate, and other places where they could hear renowned orators and become familiar with public life. They had also definite instruction in their chosen branch. Those who entered the army were placed in charge of military officers, who taught them military tactics and the practical duties of life in camp. These learners also gave attention to oratory and other intellectual studies.