In philosophy, seeking deliverance from the skeletons of the current systems and abstractions, he recurred to the neglected fountain of the pre-Socratic philosophy, to whose ancient sages thought had still presented itself with sensuous vividness. The researches of physical science - which, suitably treated, afford even now so excellent a handle for mystic delusion and pious sleight of hand, and in antiquity with its more defective insight into physical laws lent themselves still more easily to such objects - played in this case, as may readily be conceived, a considerable part. His theology was based essentially on that strange medley, in which Greeks of a kindred spirit had intermingled Orphic and other very old or very new indigenous wisdom with Persian, Chaldaean, and Egyptian secret doctrines, and with which Figulus incorporated the quasi-results of the Tuscan investigation into nothingness and of the indigenous lore touching the flight of birds, so as to produce further harmonious confusion. The whole system obtained its consecration - political, religious, and national - from the name of Pythagoras, the ultra-conservative statesman whose supreme principle was "to promote order and to check disorder", the miracle-worker and necromancer, the primeval sage who was a native of Italy, who was interwoven even with the legendary history of Rome, and whose statue was to be seen in the Roman Forum. As birth and death are kindred with each other, so - it seemed - Pythagoras was to stand not merely by the cradle of the republic as friend of the wise Numa and colleague of the sagacious mother Egeria, but also by its grave as the last protector of the sacred bird-lore.

But the new system was not merely marvellous, it also worked marvels; Nigidius announced to the father of the subsequent emperor Augustus, on the very day when the latter was born, the future greatness of his son; nay the prophets conjured up spirits for the credulous, and, what was of more moment, they pointed out to them the places where their lost money lay. The new-and-old wisdom, such as it was, made a profound impression on its contemporaries; men of the highest rank, of the greatest learning, of the most solid ability, belonging to very different parties - the consul of 705, Appius Claudius, the learned Marcus Varro, the brave officer Publius Vatinius - took part in the citation of spirits, and it even appears that a police interference was necessary against the proceedings of these societies. These last attempts to save the Roman theology, like the kindred efforts of Cato in the field of politics, produce at once a comical and a melancholy impression; we may smile at the creed and its propagators, but still it is a grave matter when even able men begin to addict themselves to absurdity.

The training of youth followed, as may naturally be supposed, the course of bilingual humane culture chalked out in the previous epoch, and the general culture also of the Roman world conformed more and more to the forms established for that purpose by the Greeks. Even the bodily exercises advanced from ball-playing, running, and fencing to the more artistically-developed Greek gymnastic contests; though there were not yet any public institutions for gymnastics, in the principal country-houses the palaestra was already to be found by the side of the bath-rooms. The manner in which the cycle of general culture had changed in the Roman world during the course of a century, is shown by a comparison of the encyclopaedia of Cato[2] with the similar treatise of Varro "concerning the school-sciences".

As constituent elements of non-professional culture, there appear in Cato the art of oratory, the sciences of agriculture, of law, of war, and of medicine; in Varro - according to probable conjecture - grammar, logic or dialectics, rhetoric, geometry, arithmetic, astronomy, music, medicine, and architecture. Consequently in the course of the seventh century the sciences of war, jurisprudence, and agriculture had been converted from general into professional studies. On the other hand in Varro the Hellenic training of youth appears already in all its completeness: by the side of the course of grammar, rhetoric, and philosophy, which had been introduced at an earlier period into Italy, we now find the course which had longer remained distinctively Hellenic, of geometry, arithmetic, astronomy, and music[3]. That astronomy more especially, which ministered, in the nomenclature of the stars, to the thoughtless erudite dilettantism of the age and, in its relations to astrology, to the prevailing religious delusions, was regularly and zealously studied by the youth in Italy, can be proved also otherwise; the astronomical didactic poems of Aratus, among all the works of Alexandrian literature, found earliest admittance into the instruction of Roman youth. To this Hellenic course there was added the study of medicine, which was retained from the older Roman instruction, and lastly that of architecture - indispensable to the genteel Roman of this period, who instead of cultivatingthe ground built houses and villas.

In comparison with the previous epoch the Greek as well as the Latin training improved in extent and in scholastic strictness quite as much as it declined in purity and in refinement. The increasing eagerness after Greek lore gave to instruction of itself an erudite character. To explain Homer or Euripides was after all no art; teachers and scholars found their account better in handling the Alexandrian poems, which, besides, were in their spirit far more congenial to the Roman world of that day than the genuine Greek national poetry, and which, if they were not quite so venerable as the Iliad, possessed at any rate an age sufficiently respectable to pass as classics with schoolmasters. The love-poems of Euphorion, the "Cause" of Callimachus and his "Ibis" the comically obscure "Alexandr" of Lycophron contained in rich abundance rare vocables (glossae) suitable for being extracted and interpreted, sentences laboriously involved and difficult of analysis, prolix digressions full of mystic combinations of antiquated myths, and generally a store of cumbersome erudition of all sorts.

Instruction needed exercises more and more difficult; these productions, in great part model efforts of schoolmasters, were excellently adapted to be lessons for model scholars. Thus the Alexandrian poems took a permanent place in Italian scholastic instruction, especially as trial-themes, and certainly promoted knowledge, although at the expense of taste and of discretion. The same unhealthy appetite for culture moreover impelled the Roman youths to derive their Hellenism as much as possible from the fountain-head. The courses of the Greek masters in Rome sufficed only for a first start; every one who wished to be able to converse heard lectures on Greek philosophy at Athens, and on Greek rhetoric at Rhodes, and made a literary and artistic tour through Asia Minor, where most of the old art-treasures of the Hellenes were still to be found on the spot, and the cultivation of the fine arts had been continued, although after a mechanical fashion; whereas Alexandria, more distant and more celebrated as the seat of the exact sciences, was far more rarely the point whither young men desirous of culture directed their travels.

The advance in Latin instruction was similar to that of Greek. This in part resulted from the mere reflex influence of the Greek, from which it in fact essentially borrowed its methods and its stimulants. Moreover, the relations of politics, the impulse to mount the orators' platform in the Forum which was imparted by the democratic doings to an ever-widening circle, contributed not a little to the diffusion and enhancement of oratorical exercises; "wherever one casts his eyes", says Cicero, "every place is full of rhetoricians". Besides, the writings of the sixth century, the farther they receded into the past, began to be more decidedly regarded as classical texts of the golden age of Latin literature, and thereby gave a greater preponderance to the instruction which was essentially concentrated upon them. Lastly the immigration and spreading of barbarian elements from many quarters and the incipient Latinizing of extensive Celtic and Spanish districts, naturally gave to Latin grammar and Latin instruction a higher importance than they could have had, so long as Latium only spoke Latin; the teacher of Latin literature had from the outset a different position in Comum and Narbo than he had in Praeneste and Ardea.