remained with me, for I could not yield without disgrace to myself and
unhappiness to both of us. The one sorrow that was in store for me was
that I was destined to survive you."

These two, we may feel sure, were wholly worthy of each other. What
she would have said of him, if he had been the first to go, we can
only guess; but he has left a portrait of her, as she lived and worked
in his household, which, mutilated though it is, may be inadequately
paraphrased as follows:

"You were a faithful wife to me," he says, "and an obedient one: you
were kind and gracious, sociable and friendly: you were assiduous at
your spinning (lanificia): you followed the religious rites of your
family and your state, and admitted no foreign cults or degraded magic
(superstitio): you did not dress conspicuously, nor seek to make
a display in your household arrangements. Your duty to our whole
household was exemplary: you tended my mother as carefully as if she
had been your own. You had innumerable other excellences, in common
with all other worthy matrons, but these I have mentioned were
peculiarly yours."

No one can study this inscription without becoming convinced that it
tells an unvarnished tale of truth--that here was really a rare and
precious woman; a Roman matron of the very best type, practical,
judicious, courageous, simple in her habits and courteous to all her
guests. And we feel that there is one human being, and one only,
of whom she is always thinking, to whom she has given her whole
heart--the husband whose words and deeds show that he was wholly
worthy of her.

CHAPTER VI

THE EDUCATION OF THE UPPER CLASSES

From what has been said in preceding chapters of the duties and the
habits of the two sections of the upper stratum of society, it will
readily be inferred that the kind of education called for was one
mainly of character. In these men, whether for the work of business or
of government, what was wanted was the will to do well and justly,
and the instinctive hatred of all evil and unjust dealing. Such an
education of the will and character is supplied (whatever be its
shortcomings in other ways) by our English public school education,
for men whose work in life is in many ways singularly like that of the
Roman upper classes. Such an education, too, was outlined by Aristotle
for the men of his ideal state; and Mr. Newman's picture of the
probable results of it is so suggestive of what was really neede