Finally, I must mention the uniform courtesy and attention that I have received from the Clarendon Press authorities. To Mr. C. E. Freeman I owe a particular debt of gratitude for many interesting suggestions.

THEODORE HAARHOFF.

University of Cape Town.
October 23, 1919.

CONTENTS

PAGE
[PART I. INTRODUCTORY]
1. The Limits of the Period[1]
2. Greek Influence[4]
3. Celtic Influence[10]
4. Germanic Influence[19]
5. Romanization of Gaul[26]
6. Roman Education in Gaul before the Fourth Century A.D.[33]
[PART II. PAGAN EDUCATION]
A. The General Prosperity of the Schools in the Fourth and Fifth Centuries[39]
B. Inside the School[52]
(i) The Substance and Methods of Primary Education[52]
(ii) The Substance and Methods of Secondary Education[68]
(iii) Control and Arrangement of the School[93]
(a) Discipline in Primary and Secondary Schools[93]
(b) Play[97]
(c) Organization[102]
C. Outside the School[119]
(i) Administrative and Social Conditions[119]
(ii) Class Distinction and Education[124]
(iii) The Teacher in Society[132]
(iv) Imperial Protection[135]
[PART III. CHRISTIAN EDUCATION]
1. Introductory: Church and State[151]
2. The Persistence of Rhetoric: Tradition and Reaction[157]
3. The Rise of Christian Schools in Gaul[175]
4. The Practice of Christian Education[180]
[PART IV. CERTAIN EDUCATIONAL IDEAS AND INFLUENCES]
1. Moral Education[198]
2. History[209]
3. The Position of Greek[220]
4. Art[231]
[PART V. THE DECLINE OF EDUCATION]
1. Gallic Students Abroad[240]
2. The Invaders[243]
3. Ideals[249]
[SELECT BIBLIOGRAPHY][262]
[INDEX][265]

PART I
INTRODUCTORY

1. The Limits of the Period

In considering the extent of the last phase of Gallo-Roman education one is met by the obvious difficulty of limits. For the main traditions of the Roman schools were formed before Julius Caesar, and go on through the Middle Ages up to the present day.