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PUBLISHED BY THE CLASSICAL ASSOCIATION
OF THE AILANTIC STATES

EDITOR-IN-CHIEF

GONZALEZ LODGE
TeatMert Colle^, Columbia Untvertity

ASSOCIATE EDITORS

CHARLES KNAPP
Barnard Colle^, Columtia Umvtrntf

ERNST RIESS HARRY L. WILSON

Beys^ Hisk Schtnl, Brooklyn, New York Joknj Hopkint Univtrntjr

VOLUME III

NEW YORK
1909-1910

II THE CLASSICAL WEEKLY

CONTENTS

LEADING ARTICLES

Pace.

The Scansion of Vergil and the Schools. By C. Knapp 2-5, xo-12

Quantum an Quale? By J. W. Kern 12-13

The Value of the Classics: an Outsider's View By W. W. Comfort 18-22

Two Factors in Latin Word-order. By E H. Sturtevant 25-28

DeQuincey and Macaulay in Relation to Classical Tradition. By R. M. Gummere 34-38

Latin Literature in Secondary Schools. By H. M. Kingery 42-44

Vergil's Debt to the Hecuba and Troades of Euripides. By H. May Johnson 50-52, 58-60

Elements of Interest in the Anabasis. By R. Guernsey 66-69

Hysteron Proteron in the Acneid I-VI. By R. G. Kent 74-78

The Place of the Reader in First Year Latin. By S. B. Franklin 82-85

Matters of Present Moment Concerning Latin in Large High Schools. By Josie A. Davis 90-93

Symposium on First Year Latin:

I. Pronunciation. By T. E Wye 106-107

II. Forms. By C. C Delano, Jr IQ7-109, 114-116

III. Syntax. By N. Anna Petty 116-117

IV. Vocabulary. By S. A. Hurlbut 122-131

V. Latin Writing. By G. D. Hadzsits 138-X40

Latin in the Secondary Schools. By £. Riess 140-142, 154-156, 210-212, 218-220

Notes from Rome. By H. L Wilson 145-146

Half lights in Ancient Literature: Hermagoras. By E G. Sihler 161-163

Literature Versus Philology. By H. F. Allen 163-164

Improved Standards in Teaching Latin. By J. Sachs 169-174

On the Value of the Qassics in Engineering Education. By C P. Steinmetz 174-176

Amateur and Professional Latin in the High School. By C. R. Jeffords 186-188

Problems of Elementary Greek. By George A. Williams 194-197

Dramatic Irony in Terence. By Roy C. Flickinger 202-205

Roman Archaeological Research in 1909. By R. V. D. Magoffin 221-222

Concerning Vocabulary and Parsing in Greek and Latin. By H. T. Archibald 226-229, 234-236

The Feeling of the Ancients for Nature. By Elizabeth H. Haight 242-247

EDITORIALS

By Gonzalez Lodge:

Uniform Entrance Requirements in Latin, 1-2; The Value of the Classics to the Engineer, 9-10;
College Requirements in Latin and the School Curriculum, 17-18; Byrne's Syntax of High School
Latin, 33-34; Vivcs's Tractate on the Education of Boys, 41-42; College Entrance Board Exam-
inations in Latin, Results in, 57-58; Grant Showerman on The Making of a Professor, 65-66;
Translation from the Classics, Value of, 81 ; The Report of the Commission on College Entrance
Requirements in Latin, 97-98; Means of Increasing Interest in School Latin, 105-106; The Function
of Education, 121 ; Pedagogical Handbooks for the High School Teacher of Latin (Slaughter,
Game), 137-138; Uniform Grammatical Terminology, 153-154; Material for Colloquial Use of Latin,
169; Report of Curricula Committee of the English Classical Association, 185-186; Report of Eng-
lish Board of Education on the Study of the Classics in German Schools, 193-194, 201-202; Mr.
Harding on Qassical Education, 209; Professor Allen on The Case of Greek Again, 225-226; Mr.
Hecker on The Teaching of Latin in Secondary Schools, 233-234; Translations, Limitations to the
Use of, in the Study of Latin, 241.

By Charles Knapp:

Mahaffy on Greek Studies, 25; Density of Population in Ancient Rome, 49: Ut tton and ne, Use
of, in Purpose Qauses, 49; Professors Gayley and Merrill on the Study of Greek, 73; Meeting of
the American Philological Association and the Archaeological Institute of America, 89-90; Clas-
sical Association of the Atlantic States, Fourth Annual Meeting of, 217-218.

By Ernst Riess:

Latin Prose in the High School, 161.

By J. W. D. Ingersoll:

The Commission on College Entrance Requirements in Latin, 113-114.

THE CLASSICAL WEEKLY m

REVIEWS

Mahaffy, J. P.: The Progress of Hellenism in Alexander's Empire (Peppier), 5-6; Frothingham, A.
L. : Monuments of Christian Rome (Lamberton), 6-7; Kingery, H. M. : Seneca: Three Tragedies
(Miller), 7; Potter, F. H. : An Elementary Latin Course (Bradley), 13-14; Whiton, J. M. : Six
Weeks' Preparation for Reading Caesar (Franklin), 14-15; Magoffin, R. V. D. : Topography and
Municipal History of Praeneste (Rolfe), 15; D'Ooge, M. : The Acropolis of Athens (Carroll), 22-
23; Locke, R. H. : Latin Forms and Syntax (Bradley), 28-29; Quinn, D.D. : Helladian Vistas
(Williams), 29-30; Bennett, C. E. : First Vear Latin (Bradley), 38-39, 44-46; Friedlander, L. :
I^oman Life and Manners, Volumes I-U (Rolfe), 52-53; Anderson, W. B. : Livy, Book IX (Lease),
70-71; Agar, T. L. : Homerica (Murray), 78-79, 85-86; Baker, C. M.-Inglis, A. J.: High School
Course in Latin Composition (Cleasby), 86-87: Ludwig, A.: Homerischer Hymnenbau (Wright),
100; Elmore, J.: Book of Latin Prose Composition (Cleasby), loo-ioi ; Dunn, F. S. : A Study in
Roman Coins of the Republic (Olcott), 109-110; Diels, H. : Heracleitos von Ephesos (Waters),
iio-iii; Walden, J. H. W. : The Universities of Ancient Greece (Fowler), 118; Solmsen F. : Bei-
trage zur griechischen Wortforschung (Sturtevant), 131 -132; Hodges, A. L. : Caesar: The Gallic
War, Books I- VII (Riess), 132-133; Fowler, W. W. : Social Life at Rome in the Age of Cicero
(Wilson), 133-135; American School of Classical Studies in Rome, Supplementary Papers of,
Volume 2 (Knapp), 142-143; Allinson, F. G. and A. C. E. : Greek Lands and Letters (Waters),
147-148; Botsford, G. W. : Roman Assemblies (Abbott), 156-158; Fairclough, H. R. — Richardson, L
J.: The Phormio of Terence Simplified (Hodgman), 158; Fowler, H. N. — Wheeler, J. R. : Hand-
book of Greek Archaeology (Chase), 164-166; Ball, A. P.: Selected Essays of Seneca (Kellogg),
165-166; Thackeray, H. St. John: A Grammaj of the Old Testament in Greek (Chapin), 176-
177; Robertson, A. T. : A Short Grammar of the Greek New Testament (Chapin), 177-178; Ab-
bott, F. F. : Society and Politics in Ancient Rome (Egbert), 178-179; Saunders, Catherine: Cos-
tume in Roman Comedy (Basore), 179-180; Fairclough, H. R. : The frinummus of Plautus (Hodg-
man), 180-181; Tyrrell, R. Y. : Essays on Greek Literature (Perry), 188-189; Reiley, Katherine C. *
Studies in the Philosophical Terminology of Lucretius and Cicero (English), 189-191; Nutting, H.
C. : Cicero: Tusculan Disputations, I.II.V (Ashmore), 197-198; Showerman, G. : Confessions of
a Professor (Notice of. Reprinted from The Nation), 199; Robert, C. : Pausanias als Schriftsteller
(Robinson), 205-206; Ogden, C. J.: De Infinitivi Finalis vel Consecutivi Constructione, etc.
(Humphreys), 206-207; Mahaffy, J. P.: What Have the Greeks Done for Modern Civilization?
(Shear), 220-221; Morris, E. P.: Horace, The Satires (Ball), 229-230; Gow, James: Q. Horati
Flacci Saturarum Liber II (Ball), 229-230; Croiset, M. : Aristophanes and the Political Parties at
Athens, translated by Loeb (Waters), 230-231; Leo, F. : Der Monolog im Drama (Fitch), 236
237; Thumb, Albert; Handbuch der griechischen Dialekte (Sturtevant), 238-239; Buck, C. D. :
Introduction to the Study of the Greek Dialects (Sturtevant), 238-239.

BOOK NOTICES

Zielinski's Our Debt to Antiquity, by C. Knapp, 135; Weise's Charakteristik der lateinischen Sprache.
translated, by C. Knapp, 135; Recent Books, List of, by W. F. Tibbetts, 223.

REPRINTS

Myers, J. L: The Cesnola Collection (Bulletin of the Metropolitan Museum of Art), 31; Robinson, E. :
The Old Market Woman (Bulletin of the Metropolitan Museum of Art), 53-54; Two Kinds of
Realism (The Nation), 63.

SUMMARIES

The Classical Journal for November, 1909, 54-55, December, 1909, 93-94, January, 1910, 119 (all by W.
F. Tibbetts) ; Latin Journal, by J. C. Rolfe, 71 ; Reid, Dr. J. S., Lectures by, 181-182, 207, 212-214
(all by G. M. Hirst) ; G. M. A. R., The Boscoreale Frescoes in the Metropolitan Museum (Bulletin
of the Metropolitan Museum of Art), 214-215, 222-223; G. M. A. R., Accessions to the Metropolitan
Museum in 1909 (Bulletin of the Metropolitan Museum of Art), 215.

CORRESPONDENCE

An Error Corrected, G. A. Williams, 7; Mr. Baker on Slang, L. L Forman, 15; Latin Word-order, H.
Preble, 30; Mr. Forman on Slang, W. W. Baker, 46: On Scansion, H. VV. Johnson, 46; On Scansion,

IV THE CLASSICAL WEEKLY

C Knapp, 46; On Definiteness in Classical Teaching, N. E. Henry, 46-47; Rejoinder to Mr. Brad-
ley, C E. Bennett, 60-61; Rejoinder to Mr. Bradley, R. H. Locke, 61-62; Note on Professor
Rolfe'h Review (f Friedlander I-II, G. M. Hirst, 62: The Vocabulary of High School Latin and
How to Master it, G. F. Heffelbower, 69-70; The Julian Star, Frederic Stanley Dunn, 87; Soph-
ocles's Antigone 31-36, R. Guernsey, 95; Sophocles's Antigone 31-36, C. Knapp, 95; The Commis-
sion on College Entrance Requirements in Latin, H. Preble, 119; Mr. Bennett's Rejoinder, B. W.
Bradley, 14^-149: Mr. Bradley's Rejoinder, C. E. Bennett, 149-150; Mr. Potter's Elementary Latin,
B. W. Bradley, 150; Dr. Riess on Latin in the Secondary Schools, W. A. Jenner, 167; Mr. Hurl-
but's Word-list, R W. Hawley, 182; The Maid of Antium, G. W. Botsford, 182-183; A Discovery
by Dr. A. C. Johnson, H. L. Wilson, 183 ; Antigone of Sophocles at Randolph-Macon Woman's Col-
lege. M. W. Humphreys, 215.

REPORTS OF ASSOCIATIONS. CONFERENCES, CLUBS, ETC.

Classical Association of the Atlantic States, i, 191 ; Greek Club of Essex County (W. O. Wiley), 7,
151; New York Latin Club, 47, 62-63, 79, 95, 143, 151, 159, 223, 239; Classical Club of Muhlenberg
College, 47; The Classical Association of Pittsburgh, 55, 101-102, 143, 158-159, 231 (N. Anna
Petty); American Historical Association, 62; American Philological Association, 79; American Ar-
chaeological Institute, 79; New York State Teachers Classical Association, 79; Adirondack-Florida
School, Electra of Euripides given in Greek at, 87; Classical Conference at Syracuse (P. O. Place),
102-103; Classical Teachers Section of the New York State Teachers Association (W. A. Jenner),
103; Classical Club of the George Washington University, 11 1; Washington Classical Club, iii;
Hudson River Classical Association, 143; Eastern Massachusetts Section of the Classical Associa-
tion of New England, 150; Classical Association of New England, 183, 207; A New Greek Club,
223; Classical Association of the Middle West and South, Sixth Annual Meeting (C. Knapp), 231.

MISCELLANEOUS

New Year's Greeting in Latin, C. Knapp, 81 ; Report of Commission on College Entrance Require-
ments in Latin, 98-100: Addendum to, 231: Adopted by various Colleges, 151; Note on Aeneid i.i,
E. S. Shumway, 119, 183; On Aeneid i.i, R. G. Kent, 149-150.

OCT 4 laoB

Vol. in

New York, October 2. 1909

No. 1

At the meeting of the Gassical Association of the
Atlantic States held in Haverford in April last. Pro-
fessor Edward Capps of Princeton University was
elected President of the Association. Professor
Capps was not present at the meeting. After careful
consideration, Professor Capps notified the Secre-
tary-Treasurer of the Association that press of
work made it impossible for him to accept the
Presidency and to discharge its duties in a manner
acceptable to himself. He therefore resigned. The
President and the Executive Committee, with great
regret, accepted (he resignation.

By action of the Executive Committee, Professor
Mitchell Carroll of George Washington University,
Washington, D, C, was elected to fill the vacancy.
It is a pleasure to sUte that Professor Carroll has
accepted the office and is entering vigorously upon

Professor C. Macksey, S. J., of Georgetown Uni-
versity. President of the Washington Classical Club.
was elected Vice-President for the District of Colum-
bia. Professor Mackscy has, however, been trans-
ferred to St. Francis Xavier College in New York
Oty and so has been obliged to resign. This vacancy
will be filled some time in October.

Readers of The Cuissical Weeklv are aware of
the agitation that has been going on for some time
with a view to bringing about uniform requirements
for entrance to college in Latin. The matter has
progressed so far that there is a prospect of definite
action in the near future. The American Philolog-
ical Association at its meeting in Toronto in Decem-
ber last authorized the appointment of a committee
of fifteen members representing different parts of the
country, both college and school teachers, to consider
the question. This committee is as follows:

Walter Dennison, University of Michigan,

W. G, Hale, University of Chicago.

M. M. Hart, High School, St. Louis,

J. W. D. Ingersoll, Yale University,

J. C. Kirtland, Phillips Exeter Academy,

Gonzales Lodge. Teachers College. Columbia Uni-

D. W. Lothman, East High School, Qeveland.

B. W. Miithell, Central High School, Philadelphia,

C. H. Moore, Harvard University,

, F. P. Moulton, High School, Hartford,
J. J. Schlicher, State Normal School, Terre Haute,

R. B. Steele, Vanderbih University,

D. R. Stuart, Princeton University.

William Tappan, Jefferson School. Baltimore.

A. T. Walker, University of Kansas.

It will be at once evident that, if we are to have
a representative and thorough discussion of college
entrance requirements, no committee could be better
adapted for such a purpose than this, inasmuch as it
has behind it the authorization of the most dignified
association of classical scholars in the country, while
at the same time it represents all shades of opinion
and all varieties of experience.

The importance of the question itself is not to be
overestimated. We teachers of Latin are confronted
with the fact that a large number of people who
have been trained in Latin are convinced that their
work in it was practically Useless. A still larger '
number fail to discover any advantages to be gained
from it. The students themselves are the subject of
the severest criticism on the part of the examiners.
High School teachers complain that not only are
the present requirements, while essentially uniform,
marred by vexatious details insisted upon by various
colleges, but that they themselves are not all con-
vinced of the complete wisdom of the requirements.
The public is clamoring for increased expenditure
for scientific subjects, which involves a decreased
expenditure for such things as Latin. Greek has
practically disappeared from the high school : many
high school principals say that Latin will do the same

Our methods of instruction at the present time
are practically the same as they have been for cen-
turies. New branches of learning have come up with
correspondingly new methods. Mathematics and his-
tory have developed amazingly in the method of
presentation. In Gassics we still ask the boy to get
out the translation of a certain number of lines by
means of a pony. We go through the form of drill-
ing him in syntax and the knowledge of inHecttons
but we admit him to college without any knowledge
of these things. We continually say that such
knowledge is essential ; we continually prove by our
practice that we do not so regard it. Sober thinkers
believe that the discipline of classical study is inval-
uable for the young. Our age is one that scorns
discipline and is especially opposed to discipline
whose effects are not more evident.

THE CLASSICAL WEEKLY

This committee, therefore, is confronted with the
problem of arranging the course of study in the
schools so that it will insure (i) good linguistjp
drill — the discipline that is so essential; (2) a ready
knowledge, that can be demonstrated, of a certain
range of Latin, usually denominated *ordii1fery Latin'.
ti it can provide the means to insure these ends it
will deserve the utmost gratitude, not merely of
teachers of Latin but of the community in general,
but over-conservatism and regard for the past ought
to be as much deprecated as overzealous enthusiasm
for the untried or unproven. It is undoubtedly true
that some change must be made in our aims and
methods of teaching if the subject to which we have
devoted our lives is not ultimately to lose its hold.
It will be a calamity, therefore, if the committee does
not record substantial progress, but from its per-
sonnel I have no reason to anticipate any such result.

It is expected that the preliminary meeting will be
held in mid-autumn and that a report will be made
at the meeting of the Philological Association in
Baltimore during the Christmas vacation. G. L.

THE SCANSION OF VERGIL AND THE SCHOOLS

Do our preparatory schools do their duty by their
pupils in the matter of the metrical form of Vergil?
In an attempt to answer this question I shall set out
some facts derived from a careful reading of the
answer books turned in at a recent examination at
Barnard College.

Of the total array of papers presented at the time
named I have picked out those of the seventeeen
candidates that passed, with marks ranging from
sixty to eighty. Taken by itself, this is, to be sure,
a very small number on which to base generaliza-
tions. My memory, however, is surcharged with
recollections of similar papers. It may be urged
also that the marks obtained by the candidates from
whose books I shall quote presently are not very
high. True; but one reason why the marks were
not higher is the very fact that the work in scansion
was bad.

These seventeen students were required (i) to
indicate the scansion of three verses, and (2) to
give the rules for the quantity of the final syllables.

The verses' were Aeneid i. 387-389:

quisquis es, baud credo invisus caelestibus auras

vitalis carpis, Tyriam qui adveneris urbem.

Pergo modo atque hinc te reginae ad limina perfer.

These verses certainly present no great difficulties.
There are in all five cases of elision, one in the first
verse, one in the second, and three in the last; the
only other thing that calls for notice is the word es
in 387.

Of the seventeen students three scanned all three
verses correctly; of these three students one got a
bare passing mark of sixty on the examination as a

whole. I append the vagaries of the other candi-
dates, beginning with those who received a rating of
eighty and going on down to those who received
but sixty.

One student read:

The second verse she marked as follows:

Vitalis I carpis | Tyri | am qui ad | veneris | urbem.
The third verse she marked :

Perge mo | do atque hinc te | reginae ad | limina

perfer,
giving, so far as I can make out, but five feet to the
verse. Throughout she resolutely refused to elide.
Yet on the rest of her paper she received eighty
points out of a possible eighty-five.

Another student, whose rating war seventy-nine,
marked thus:

(The other two verses were correctly given).
Note the extraordinary character of her ignorance.
The rule for 'position' is disregarded and a diph-
thong is reckoned as short.

Another student, whose rating was seventy-five,
scanned the first two verses correctly, then perpe-
trated the following iniquity on verse three:

She had evidently never been taught to say regina.
Another wrote :

This student was, no doubt, in the habit of saying

perge (rege, duce, etc.), and modo.

Another student scanned te regi | nae ad \ and
then set forth this "rule" : "All final syllables should
be long except when they are short by nature."

This scansion of te regi \ nae ad, involving the

misjudging of the quantity of two syllables of regina
and a disregard of elision, showed itself in eight
papers out of the seventeen!

vita I lis carpis | Tyriam | qui ad | veneris | urbem

Perge mo | do atque hinc | te regi | nae ad | limina

perfer.

This student disregarded elision in every case but
one.

THE CLASSICAL W^EEKLV

In the next paper we get:

quisquis | es haud | credo in | visus cae | lestibus

auras
and

Perge mo | do atque hinc | te regi|nae ad | limina
perfer.

The next paper shows two verses scanned cor-
rectly but the third spoiled by the taking of te regi as
a foot.

Next comes this:
quisquis | es haud | credo invijsus cae | lestibus |

auras.

vita I lis carpis | Tyri | am qui ad | veneris | urbem

Our seventeen students may be said to have had
before them a total of fifty-one verses to scan; far
more than half of these were incorrectly given.

Certain facts stand out prominently. Every one
of the seventeen students, good, bad or indiflFerent,
gave the fifth and sixth feet rightly. The errors
in scansion in the other four feet came, it happened
on this occasion, chiefly from two sources: first,
the disregard of elision, secondly, from an erroneous
idea of the pronunciation of certain very familiar
words, e. g. credo, invisuSf regina, which they ought
to have heard pronounced with right quantity times
innumerable by their teachers and which they should
themselves have pronounced correctly many times
(at least in the cases of credo and regina) before
they presented themselves for this examination.

Let us look now at the "rules" for the quantity of
final syllables given by these students.

"A vowel before two consonants is long." An
absurd statement, certainly, but we cannot blame
this student so long as grammars and beginners'
books alike persist in speaking of both vowels and
syllables as long (see below on this point). Listen
to this wisdom : "sus in invisus is short because the
vowel u is long. Final u is usually long." This
same student said: "Final a is long but is short
in the ace. plu. neut. of the 3rd decL" Another
said: "Final e is short except in the imperative of
verbs" (yet otherwise this student's answers about
quantity were more than ordinarily sane). Another
said : "es is short because followed by vowels." This
same student explained that the a in vitalis is long
by increment ("from vitas'*, she added). One stu-
dent's whole product ran as follows: "auras: the
as is long by declension, urbem: the em is short
by declension, perfer: the fer is long by conjuga-

tion." Another student wrote this: "ere, vi, as, ta,
car, qu (she marked qui ad as a foot), ad, hinc,
fer, are all long because they are just before single
or double consonants". Another declared that is
in vitalis is long as the "beginning of a foot (new)";
she declared also that final is is always long, that
final e is always short, etc. Another declared that
the second quis in quisquis is "short monosyllable by
exception", that "final is is long by nature", and that
"perfer has the final e short". Another explained
that the e in credo is long, because it is followed by
another vowel, by contraction with which it becomes
long. She makes the same remark concerning atque
in line three.

Our examination of these answers has made it
plain, I think, that (a) the candidates who present
themselves for admission to college in Latin are
singularly unintelligent, or that (b) they do not
receive adequate training in metrical matters, or
that (c) the methods employed in the presentation
to them of metrical matters are inadequate or wholly
wrong.*

I am aware that it is infinitely easier to point out
a disease than it is to suggest a remedy; it is harder
still to suggest a remedy that will be in all respects
agreeable to the patient or that will commend itself
to other physicians. Difficult as the attempt is, I
must make it.

The student's training in metrical matters should

begin with the very hour of his introduction to Latin

studies. What do I mean by this statement? I mean

that I accept in toto the doctrines laid down by my

colleague Professor McCrea, in his address before

the New York Latin Club, in February, 1904 (see the

Latin Leaflet, Numbers 93, 94). I quote:

(The college requires that the incoming student ,
shall) know with a knowledge which cannot possibly
be too intimate, which, in the case of all those sus-
ceptible to such training, should be made a sense
rather than mere knowledge, the forms, meanings
and uses of Latin words. Every single step in the
study of literature is conditioned by exact knowledge
of this sort; in fact, the study of literature cannot
even be begun until a very considerable supply of it
has been accumulated and made familiar. "With this
intimate and ready knowledge of the forms, meanings
and uses of words, everything becomes possible that
the intellectual calibre of the student will admit of;
without it, nothing is possible, even if, in other ways,
he be a prodigy of learning."

Professor McCrea, in explaining and elaborating

1 We have been dealing throughout, let us remember* with papers
presented by women. I presume that no exception will be taken to
the statement that in all probability these 17 young women possessed
a better ear for music And rhythm than could be claimed for a corres-
ponding number of men and that they probably possessed more train*
ing in matters musical. Yet mark the strange results of their efforts
to indicate the feet (bars) in three verses of Ver^l. Furthermore, the
giving of the rules of quantity of final syllables is a matter of memory
and memory alone* it does not call for the exercise of reason or
judgment, at least in any marked degree. Are we to believe that
these 17 young women come short of their sisters in ability to
memorise ? In a word, csn we escape the conclusion that the respon-
sibility for the ir lamentable shortcomings lies in large part with their
teachers, or shall we be more charitable and say with the system
under which those teachers are doing their work ?

THE CLASSICAL WEEKLY

his position, argued that at the end of a four year
course in school the pupil should have absolutely
at command a total of 2,200 Latin words. When
he said that the pupil should have Latin words at
command, he meant that the student should be able
to employ those words in two mutually complimen-
tary ways: (i) that he should be able to recognize
at sight (or at. sound) a given Latin word in a Latin
passage and give instantly its meaning; (2) that he
should be able to employ at once every word in this
Hst of 2,200 in translation from English into Latin,
both orally and in written exercises. As I said
above, I subscribe without reserve to these doctrines ;
I am persuaded that if they were adopted and prop-
erly applied many of the defects of our classical
training of to-day would be at once removed. One
great defect in that training, at least in the ele-
mentary stages, is lack of definiteness. Professor
Johnston, of the University of Indiana, put this point
well in a paper on The Teaching of Second Year
Latin. Part of his paper will bear quoting here :

Some time ago I stood at the door by which a
crowd of second year students was entering a high
school and at my request the principal stopped about
a score of bright-looking boys and girls long enough
to put two questions to each of them. The first was :
'Do you know your algebra lesson this morning?'
The answer in every case was a decided *Yes, sir' or
•No, sir'. The second question was: *Do you know
your Latin lesson this morning?* We did not get a
ringing *Yes, sir' from a single pupil ; even the best
of the lot, those who made creditable records in their
Caesar, when they recited a few moments later, ven-
tured nothing more decided than *I hope so' or T
think so'. The algebra lesson was a fixed and definite
thing. Every pupil knew before he entered the reci-
tation room just about what questions would be
asked, and he knew, of course, whether or not he
could answer them. No boy could guess what he was
to be asked in his Latin class, and his preparation
was, therefore, vague and necessarily unsatisfactory
to him.

Professor McCrea's suggestions for the prepara-
tory work give to that work from beginning to end
a definite objective point and a correspondingly defi-
nite character.

Mastery of Latin words, then, in their forms and
their meanings, singly and in combination, is the
great object toward which the efforts of teacher and
pupil should from the outset be directed. That
mastery of words involves much. The pupil cannot
master words in combination without acquiring at
the same time a very practical knowledge of syntax.
The mastery of words, of course, involves the mas-
tery of their pronunciation, and pronunciation in-
volves quantity. We thus come out at the point
whence I started, that the student's training in
metrical matters should begin with the very hour of
his introduction to Latin studies. The pronunciation
of a word is a vital part of the word ; that pronuncia-
tion should be learned at the very outset and learned
correctly. All correct and profitable oral use of Latin

words is dependent on a right knowledge of the
pronunciation of those words, precisely as a knowl-
edge of pronunciation grows by the right pronuncia-
tion of words. If from the very hour of his acquaint-
ance with Latin words the pupil is made to pronounce
them correctly, by the time he is brought face to face
with Latin meters, the difficulties which now beset
him under our present chaotic system of teaching
will prove to be largely, if not wholly, non-existent.
I cannot dwell longer now on this matter of pro-
nunciation ; I have done so at length elsewhere. Only
one or two remarks more will I make now. Hidden
quantities, so called, may be wholly disregarded;
they have little or no bearing on metrical matters, at
least for the high school pupil Correct pronunciation
will of itself make the student learn the rules of
quantity, exactly as conversely systematic instruction
from the outset in the more important rules of
quantity will facilitate right pronunciation. The stu-
dent who is made to decline civis or otnnis aright,
by giving not only the correct forms orthographically
considered, but the correct pronunciation of the final
syllable in the genitive singular and the accusative
plural, will have no difficulty in stating intelligently
and intelligibly the rule for final syllables ending in
is. It may be remarked that I am dealing in this
paper with the pupil who has four years in which to
learn certain things before admission to college. The
person who, after being subjected for years to ewo-
neous training or to no training at all in this matter
of pronunciation, seeks then to acquire a correct
pronunciation finds the task extremely difficult (but
not impossible) ; on the other hand, the pupil taken
in his plastic period and trained from first to last
only by teachers who can and do pronounce Latin
correctly (there are such teachers, pace Professor
Bennett), will find the task far simpler. "Line upon
line, precept upon precent" applies here as it does in
other things.

But let us suppose that the teacher of Vergil finds
in his class a large majority of students who have
not been taught to pronounce with care. How is
he to approach the problem of making such pupils
scan Vergil? He has before him two tasks: (i) he
must teach his students to indicate the constituent
elements of the verse (the 'feet') rightly, and (2)
to justify his marking; in other words, to give on
demand the rules of quantity. Time and practice
are the conditions of knowledge here as everywhere
else. Time must be found, somehow, some in the
"course for drill in metrical matters. That drill may
take either one or two forms; preferably both should
be employed, (i) There may be oral practice in the
reading of hexameters. For those who have an ear
for music this method is extremely useful. But
it has a defect also and a danger, in that unless the
ear of the pupil is well attuned to music, and unless
the oral reading is supplemented by much practice

THE CLASSICAL WEEKLY

in actual marking of the constituent elements of the
verse, the pupil is apt to get merely the beginning
and the end of the verse right (the coincidence of
ictus and word accent in the last two feet helps
greatly there to keep him from going astray), he is
apt to do strange things with the middle portions of
the verses. (2) Oral practice in the reading of hex-
ameters should, therefore, be supplemented by con-
stant written work. After reading an array of papers
presented by candidates for admission to college one
is strongly inclined to suspect that that examination
is the very first time in the pupil's life in which he
has attempted to indicate in writing the composition
of a hexameter verse. If this suspicion is in any
sense well-founded, we have put our fingers on a
matter which needs correction and at once. In a
paper on the Teaching of Vergil in the High School
Professor Johnston went so far as to hold that the
pupil should never attempt to read the hexameter
aloud, but that he should be required to indicate in
writing the scansion of hundreds of verses. I cannot
agree with this position in toto, but if either of the
two possible methods, oral reading or written analy-
sis, is to be employed to the exclusion of the other, I
should prefer Professor Johnston's plan.

Charles Knapp.

REVIEWS

The Progress of Hellenism in Alexander's Empire.
By John Pentland Mahaffy. Chicago : The Uni-
versity of Chicago Press (1905). Pp. VI + I54-
Through Alexander's conquests and the new Greek
cities that he and the Diadochi planted, the language
and culture of the Greeks were spread over Egypt
and Western Asia. When Greek thus became the
common language of the East, the interchange of
ideas was easier, men's sympathies were widened, and
national barriers were in part broken down. From
this mingling of Hellenes and Orientals resulted a
form of culture less pure but far more widespread
than that of Greece in the days of her independence
and comparative isolation. Droysen called it "Hel- "
lenism". It must not, however, be assumed that no
traces of Hellenism are found before Alexander's
time. In the first of the six lectures that make up
this volume Mahaffy deals with Xenophon as the
"Precursor of Hellenism", and dates its origin from
the time when Athens lost her political and literary
supremacy in Greece. The varied experiences of his
life and his contact with the outer world gave Xeno-
phon broader and more cosmopolitan views than his
contemporaries. He believed in the planting of col-
onies and the expansion of the Greek race. In his
Cyropaedia and Oeconomicus MahaflFy thinks that he
dimly foreshadowed the conquest of the East by an
absolute monarch with the capacity to rule. Hence,

"in the main features of his life and teaching Xeno-
phon represents the first step in the transition from
Hellenedom to Hellenism".

The next three lectures are concerned with the
progress of Hellenism in Macedonia and Greece,
Egypt, and Syria. To accomplish his purposes Alex-
ander availed himself of the Macedonians' skill in
war and the culture of the Greeks, the one to conquer
the world, the other to unify it after it was con-
quered. Under the Antigonids Macedonia did a
great service to the world in standing ^s a barrier
against the invading hordes of northern barbarians
to protect the culture and refinement of Greece from
certain destruction.

To Alexandria with its Library and Museum the
world owes much: the Septuagint, the development
of pure mathematics and mechanics, Neo-Platonism,
and the rich Alexandrian literature, i^otably the
idylls of Theocritus and the love-story, the literary
original of the novel. This literary and scientific
activity was fostered by the first and second Ptole-
mies in their eflFort to make Alexandria the rival of
Athens, but the rest of Egyft was never Hellenized.
There was no union of the Qreek and the Egyptian
civilizations, and no amalgamation of the races.
Egyptian society remaineci separate and distinct, and
a national reaction beginning under the third Ptolemy
resulted in resistance and open insurrection against
the oppression of the fourth and fifth; and in the
end "it was the Ptolemies who became Egyptian, not
the Egyptians who became H/sllenistic".

The vast conglomerate of dissimilar races called
Syria included Syria proper, Coele-Syria, Palestine,
most of Asia Minor, Mesopotamia, Persia, and
Media. Syria proper, with Antioch the capital of
the Empire, became the peculiar home of Hellenism,
which was more deeply rooted here and lasted longer
than in Alexandria, but unfortunately the works of
no native writer have survived, and earthquakes have
ruined Antioch |and hidden it from sight. Coele-
Syria and northern Palestine also were extensively
Hellenized. Pergamum, the capital of a separate
kingdom, was the center of civilization and art for
Asia Minor. It was a regular Greek city in its form
of government, and had a library and school of
Homeric critics. It contributed greatly to the wel-
fare of Hellenism by repelling the invading Gauls
and then celebrating these victories by great works
of art which formed a new school of sculpture.

In the fifth lecture. General Reflections on Hel-
lenism, Mahaffy discusses the preservation of the
masterpieces of Greek literature by means of the
Library at Alexandria and their circulation through
the extensive trade in books, the critical study of the
old literature and the production of new works that
had more influence on Roman writers and through
them on European literature than all that went
before. It was not therefore a period of decline —

tHE CLASSICAL WEEKLV

this came later in imperial times — but a period of the
broadening out and diflfusion of culture. Neither
was it a time of decline in art; witness the Sarcoph-
agus of Sidon, the Victory of Samothrace, the Venus
of Melos, and the Corinthian style of architecture.

The Jews of Palestine, which was on the highway
between Egypt and Syria, were deeply influenced by
the Hellenism of these two countries, by the Greek
cities in their own midst, and by the Hellenistic party
in Jerusalem itself. Christ's public teaching was
mainly in Greek, and afterward Greek was the ex-
clusive vehicle for the propagation of the gospel.
Mahaffy maintains that the learning of the Greek
language implied mental training, and that the Hel-
lenistic world was more cultivated than men ever
have been since, especially in methods of rational
argumentation, and he cites in proof the subtle argu-
ments and close reasoning of St. Patd's epistles,
which were addressed not to the intellectual but
usually to the middle and lower classes. Further-
more, the simplicity and reasonableness of the New
Testament narratives, and the conception of the
Logos, viz. Divine Reaton incarnate in Christ, are
also due to contact with Greek culture. Saul of
Tarsus, the seat of a famous school of Stoic philos-
ophy, was imbued with the spirit and doctrines of
Stoicism, and, in consequence, his language and
thought, tmlike that of the gospels, are often Stoic.
These are some of the Hellenistic Influences on
Christianity that are pointed out in the last lecture.

These six lectures w^e delivered at the University
of Chicago in the summer of 1904 by the well-known
author of Greek Life and Thought from the Death
of Alexander to the Roman Conquest (2nd ed., 1896),
which covers the same period. It would be easy to
criticise his grammar, vocabulary, and style, and the
dearth of references to modem works other than his
own, but it is more to the point to call in question his
overestimate of Xenophon, his view that the penance
and vigils of the Purgatory of St. Patrick in Donegal,
Ireland, were suggested by the Eleusinian mysteries,
and his effort to trace historically many fundamental
doctrines of Protestantism from prechristian Stoicism
in Cilicia through Emperor Leo and John Huss.
These criticisms, however, sink into insignificance in
comparison with the worth of this interesting book
that comes from so eminent an authority on Hel-
lenism as Professor Mahaffy, who devoted more
than twenty years to the study of this epoch.

Charles W. Peppler.

Emory Collsgs, Oxford, Ga.

Monuments of Christian Rome. By Arthur L. Froth-

ingham. New York: The Macmillan Company

(1908). Pp. 412. $2.25 net.

This book belongs to the Macmillan Series of

Handbooks on Archaeology and Antiquities edited

by Professors Percy Gardner and Francis W. Kelsey.
It is what it professes to be — ^a handbook, and gives
an adequate sketch of the Art of Christian Rome
from Constantine to the Renaissance. The author
promises "before long" a history of mediaeval art in
Rome on a large scale, and this, taken in connection
with Dr. Wilpert's expected work on mediaeval
painting, should give ample material to scholars for
intelligent study.

The author is especially well qualifled to write on
his subject. He spent seventeen years of his youth in
Rome, and has returned many times since, being
Associate Director of the American School of Clas-
sical Studies in its early history.

Although his fleld is conflned to Rome and the
Roman province, his book may be regarded as a
supplement to the admirable handbook in the same
series by the Reverend Walter Lowrie on Monu-
ments of the Christian Church, which begins with
origins of Christian Archaeological remains, and
carries them down through the sixth and seventh
centuries. The books overlap by several centuries,
since Dr. Frothingham's begins with Constantine.
He thus escapes the problem of the Christian basilica,
and begins with the materials to hand, the Constan- ^
tinian basilica.

After a few pages of prologue in which some
pertinent remarks are made on the importance of
Rome as an art center, and a few perplexing prob-
lems are presented, the book is divided into two
parts. Part I (pp. 1 5-1 51) is an Historical Sketch,
in which so much of political and ecclesiastical his-
tory is narrated chronologically as will furnish a
suitable setting for the various works of architecture
undertaken during the period, and the different artis-
tic movements.

Part II (pp. 155-384) is a Qassification of the
Monuments, in which the classes of monuments are
treated separately, with the historic changes and
developments in each. There are chapters on the
Basilicas, Campanili, Cloisters, Civil and Military
Architecture, Sculpture, Painting (i. e. frescoes and
mosaics), also interesting chapters upon Roman
Artists, Art in the Roman Province, and the Artistic
Influence of Rome. An excellent feature is an Index
List of Roman Churches with a sketch of each.

Dr. Frothingham shows himself to be a conserva-
tive, and in favor of Rome. He is willing enough to
admit Carlovingian influence (though but little to the
Lombards), and Byzantine workmanship, wherever
history so requires, but he is firm for the persistence
and triumph of the Roman School. Finally, after
discussing such artists as the Cosmati and Vassal-
lettus of the Lateran Qoisters, and claiming Arnolfo
for Rome, he questions whether the Roman Pietro
Cavallini, instead of Cimabue, is not to be regarded
as the master of Giotto.

It is to be noted that the author regards the

THE CLASSICAL WEEKLY

• 7

Wooden Doors of S. Sabina (5th century) as con-
taining the oldest representation of the Crucifixion in
Art. The porphyry sarcophagus of Helena, the
mother of. Constantine, is held to be of artistic
ability requiring an earlier date. The bronze statue
of S. Peter in his Basilica is affirmed to be a work
of the fifth century, and not of the thirteenth, the
chief argument in support of this being that we have
abundant literary evidence of numerous statues in
metals in the fifth century, and that as old moulds
were handed down from classic days they could be
used without the application of much intelligence,
and in an age when sculpture had utterly deteriorated.
The author finds the earliest traces of feudalism in
Rome, and claiming for Rome, the true source of
inspiration throughout the Middle Ages he maintains
this as especially true in Art, as illustrated for in-
stance in England in Westminster Abbey.

Clark D. Lamberton.

Univbrsity op Pbnnsylvania.

Seneca: Three Tragedies: Hercules Furens, Tro-
ades, Medea; with an introduction and notes by
Hugh Macmaster Kingery, Ph.D., Professor in
Wabash College. New York: The Macmillan
Company (1908). 12 mo. Pp. 310.
In this little volume we have the first genuine
attempt to present in text-book form for use in
college classes the Tragedies of Seneca. Scores of
text editions with commentaries have been issued,
long since out of print, many of them still available
but not in sufficient numbers to suffice for class use ;
and several modern editions of the text alone, of
which that of Leo is the best, are at hand. But
something was still to be desired by those who
wished to offer a short course in the Tragedies ; and
this little volume will be cordially welcomed by these.
Rs introduction discusses briefly those various gen-
eral subjects which naturally demand attention as
one approaches this body of literature. The notes
are on the whole excellent, not too full, but full
enough to save the student unnecessary loss of time
in hunting up the numerous hidden mythological
allusions in which the Tragedies abound and which
make the chief difficulty in the understanding of the
plays, and in puzzling over those passages which
furnish real syntactic or other difficulties of interpre-
tation. The notes are for the most part excellent
and sound; but I find myself in disagreement with
the author as to his interpretation of many passages
in these three plays, the decision as to some of which
might indeed be claimed to be an open question ; in
other cases, however, I must take direct issue with
Mr. Kingery. The meaning, for example, of Troades
233-236 obviously is: "Though I should say nought
of his other services, would not Hector ['s death]
alone have been enough? [In him] my father con-

quered Troy; [but] you have [only] plundered it".
Kingery's insertion of "yet" and "all" give a twist
of meaning which the passage does not bear. In
Troades 630, while it is barely possible that tenetur
refers to Andromache in the sense of "she is caught",
the passage is far stronger if the first half of this line
be considered, not as an aside, but as the loud spoken
words of Ulysses for the purpose of trapping the
unhappy mother: "'Tis well! He's caught! Then
bring him here in haste !" Again, the note on Troades
742 entirely misses the point of the passage in the
rendering "We Trojans do not yield while we have
any strength left to harm our foes". The obvious
meaning of the passage is, rather: "We Trojans lie
[o'erthrown] in no such way that we can be object
of fear to any one", i. e., "We are so utterly over-
thrown that we cannot possibly cause further fear".
The proposed interpretation of Troades 925 loses the
fine effect evidently intended by the tragedian.
Helen's tears flow not at thought of her own
troubles, but at the unhappy fate which she knows is
hanging over Polyxena.

While the occurrence of such apparent misinter-
pretations as these forces the teacher to maintain a
somewhat challenging attitude in the use of this
work, still any adverse criticism that can be offered
should not obscure its undoubted excellence, or lessen
the cordiality of the welcome wh:f*h is its due from
students of the Tragedies of Seneca.

F. J. MiiAiu.

Thb University of Chicago.

CORRESPONDENCE

The Greek Club of Essex County will begin its
fifth year on Monday evening, October nth, at eight
o'clock, in the rooms of the New England Society,
Orange, New Jersey.

The works to be read this year will be Theocritus's
Idylls, the first two being assigned to that evening,
and two plays of Aristophanes.

Persons desiring to join this Qub will kindly write
to Rev. Dr. James F. Riggs, Halsted Street, East
Orange, N. J. W. O. W.

The note in The Classical Weekly 2. 183 by Mr.
Harwood Hoadley contains a number of misstate-
ments to which I beg leave to refer. Senator Root
did teach Greek in Rome Academy in 1864- 1865.
Vice-President Sherman, however, was never his
pupil either in Rome Academy or anywhere else.
Mr. Sherman prepared for Hamilton College partly
at the old Whitcstown Seminary and partly in Utica
Academy, but was never a pupil in Rome Academy.
He met Senator Root and Rev. Dr. James H. Hoadley
only after he became a student in Hamilton College.

George A. Williams

Kalamazoo Collbcb, Mich.

THE CLASSICAL WEEKLY

^he CI^ASSICAL ^WEEKI^Y

Thb Classical Wbbkly is published by the Classical Association
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Tkt dates o/itsut 0/ Volum4 III will be as follows : in 1909, Octo-
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xo, X7, 84 ; May x, 8, 15, ta, 39.

All persons within the territory of the Association who are interest-
ed in the literature, the life and the art of ancient Greece and ancient
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Au0ciate Editor i

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Harry L. Wilson, Johns Hopkins University

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T'he Classical IVeekly

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Vol. m

New York, October 9, 1909

No. 2

In The Outlook for September i8, 1909, is an
editorial comment on a recent paper by Dr. Charles
P. Steinmetz, an engineer of some distinction, before
the Convention of the American Institute of Elec-
trical Engineers, in which strong ground is taken in
support of a thorough training in the Classics for
students of engineering. The readers of The Clas-
sical Weekly will probably have opportunity before
long to read Dr. Steinmetz's views in our own col-
umns, but meanwhile some phases of The Outlook's
comment may be touched upon.

Dr. Steinmetz attacks the study of the modem
languages instead of the classics, saying
they open to the student no new world, no field of
thought appreciably different from our own; and I
therefore consider them of practically no educational
value. Their utilitarian value to the college student
is negligible, as, due to the limited lime, the absence
of practice, and the large number of other more
important subjects of study, very few college gradu-
ates retain even a rudiment of their knowledge of
modern languages. ' ... To the engineer particu-
larly a knowledge of modern foreign languages
offers no appreciable help in following the engineer-
ing progress of other countries.

The comment of The Outlook is as follows:

As to the first statement, the great army of men
and women to whom French and German, Italian
and Spanish have opened "new worlds", and even
"fields of thought appreciably different from our
own", will protest. As to the second statement, it is
true that the utilitarian value of modern languages is
negligible to too many college students ; but this is
because the languages are taught in an English-
speaking atmosphere, a defect now bein^ gradually
remedied. Finally, a knowledge of foreign modem
languages would seem to offer appreciable help to
the engineer in his own profession, as many writings
of foreign investigators still remain untranslated.

There seems to be here a confusion as to the value
of a subject in a scheme of educational training and
the value of the subject for what it contains quite
apart from its relation to education. In our ordinary
colleges only so much time can be given to language
study. It is as true of the majority of engineers, no
doubt, as it is true of the majority of college students
in general, that when they leave college they are not
prepared to make use of their attainments in any
language in any practical way. Even those who have
specialized in modem languages do not read these
modern languages fluently as a mie, and if any new
field of thought is to be opened up to them by work

in a foreign language, it must, in the vast majority
of cases, come during their graduate study or even
later. No one would deny that anyone who reads
French fluently and has an appreciation of literature
will gain a great deal of pleasure from the French
literary masterpieces. The same is true of every
other language, but literary pleasure is an entirely
different thing from a new field of thought It
usually happens that an admirer of a foreign litera-
ture is not very well versed in his own. In fact, it
is almost a truism that the amount of first class
literature of one language is sufficient to occupy the
complete attention of the individual.

I am at a loss, myself, to know what new worlds
French and German, Italian and Spanish have opened
10 the great army of men and women. The tendency
of modern civilization is towards uniformity and the
difference between the thinking of one country and
that of another is a difference of individual rather
than of language. In the present condition of scien-
tific study, as well as of other studies, full accounts
of the work of foreign scholars is almost always
available in our English periodicals long before it
would be available to those who read the foreign
language. In my own experience I have frequently
found the results of a foreign publication before I
could get the publication. In the matter of transla-
tions this does not, of course, apply, but translations
are not at present the only means or even the chief
means of communication. The specialist in any de-
partment of language will always have to know
foreign languages, but there is a wide difference
between the specialist and the regular worker.

What The Outlook means by saying "that the
utilitarian value of modern languages is negligible
to too many students . . . because the languages
are taught in an English-speaking atmosphere", I do
not understand. It is not atmosphere so much as the
amount of time available that is the chief difficulty.
The native teacher with the very best equipment
frequently is much less successful as a teacher of
American youth than one who is not born to the
language. It is rather interesting that German is
taught in most of our institutions by Americans —
Americans trained in Germany, if you will, but
nevertheless Americans — and in the case of French,
where it is supposed the atmosphere is particularly
essential and where more native teachers are era-

THE CLASSICAL WEEKLY

ployed than in any other subject, the results are in
no wise satisfactory.

I leave out of consideration the whole question as
to the value of modem languages from the disci-
plinary point of view as compared with the Qassics.
This subject has been adequately treated by Pro-
fessor Bennett and others. There is, however, one
phase which is noteworthy. Many teachers feel that
Latin could be taught better if the child had a pre-
liminary knowledge of French. I am not convinced
that this is true, and am inclined to believe that the
success of those who advocate it is their success and
not the success of the system, but it has not really
been tried sufficiently to form a judgment. G. L.

THE SCANSION OF VERGIL AND THE SCHOOLS

(Concluded fnwi page 5)

The high school teacher, of course, will object that
he has no time to do these things, that my words are
simply once again the words of the visionary college
teacher who does not understand the peculiar condi-
tions that obtain in the high schools, or the burdens
already imposed on the teacher there, or the demands
already made on the time of the teacher in the class
room work. The answer is easy. Let the student of
Latin from the start be trained aright; let him be
trained, as suggested above, in Latin words, pronun-
ciation as well as form and meaning, and time will
then be forthcoming for the teacher of Vergil in
which to do the things demanded of him in this
paper. The boy who knows 1,500 Latin words by the
time he picks up his Vergil will find the reading of
Vergil on the whole a far simpler task than the
reading of Cicero and Caesar had been to him ; syn-
tactically Vergil is easier than Caesar or Cicero, and
in pcint of subject matter certainly is interesting, if
not markedly more entertaining. Such a boy's pro-
gress in the reading of Vergil would be rapid enough
to leave time in plenty for the consideration of the
metrical form. Further, the plan of requiring the
student to analyze in writing a certain number of
verses day by day for at least a part, if not the whole
of his Vergil course, would add but little to the
pupil's work of preparation and would take up per se
no time from the class room work itself.

What of the rules of quantity? As already argued,
right training in pronunciation, begun with the boy's
first use of a Latin word and carried through every
hour of his course, will bring the boy face to face
with the scansion of Vergil with no problem of vowel
quantity to deal with, except as now and again
Vergil's reproduction of Greek phenomena of vowel
quantity or rhythmical usage may introduce an ele-
ment new to the lad's experience. For all other
pupils common-sense methods should obtain. One
should not attempt too much. Certain rules of quan-
tity are fundamental, for example, those about the

quantity of final syllables and those about increment.
These, together with the rules for 'position', will
account for the larger part of all the syllables with
which the student has to deal. Is the learning of
these rules beyond the intelligence of the high school
pupil ?

In this connection I would again lay stress on a
suggestion which I have made elsewhere, that much
would be gained practically if in all our teaching
of matters metrical we were to speak consistently of
syllables as heavy or light and of vowels as long or
short. Our present system applies precisely the same
terms to two different things and is inevitably con-
fusing*. In the written analysis of verses the student
can set the macron above the long vowel and under-
score the syllable which is heavy, even though its
vowel is short.

Something may be said concerning the oral reading
of hexameter verse. One may admit that he is not
prepared to state exactly what the Latin ictus was,
that he has no clear understanding of how the
Romans treated the coincidence or the non-coinci-
dence of the ictus and the word-accent, that he does
not know what the Romans did with the syllables
we call elided syllables, that he gives to Latin verse
as he reads it a stress accent rather than a quan-
titative treatment and yet not be wholly absurd in
claiming that nevertheless Latin hexameters as he
reads them still have rhythm.

If we view the matter in a purely practical way
we shall admit, I think, that there are virtually no
difficulties in verses in which there are no elisions.
Verses like

Tantae molis erat Romanam condere gentem,
or

Musa, mihi causas memora, quo numine laeso
quidve dolens regina deum tot volvere casus
insignem pietate virum, tot adire labores
impulerit
or Horace C. i. 5 passim may be said to read them-
selves. In this connection the teacher would find it
very helpful, it seems to me, to introduce his pupils
to the hexameter via Lucan (texts of Lucan can be
got for a trifling sum) because elision is much less
frequent in Lucan than in Vergil and Lucan's verse
is therefore easier to read.

What shall we do with the elision? Some years
ago I listened to a discussion of this matter which
was wholly iconoclastic and destructive, nay, even
despairing in character.

The speaker confessed that he had come wholly
to doubt and despair concerning the metrical read-
ing of Latin poetry ; he declared that he knew next to
nothing concerning the manner in which the Romans
read Latin verse and that other teachers probably
knew no more about it than he; from all this he

^ The present system induces good scholars to print such abcMnina-
tMOM as /atris/

THE CLASSICAL WEEKLY

drew the conclusion that "it is worse than useless —
it is a sheer waste of precious time — for pupils in
preparatory schools to attempt to acquire the art of
reading Latin poetry".

In order to make clear his point of view he pro-
ceeded to emphasize the different views held by
various scholars here and abroad (i) concerning
the nature of the ictus, and (2) concerning the rela-
tion which in fact existed between the ictus and
the word accent and the method to be employed by
the modems to bring out that relation (if we can
determine it). He then set forth what he conceived
to be the different systems of reading Latin verse
laid down in the grammars, etc., published in this
country, with oral illustrations of his conception of
those methods. It was hard to believe that he was
doing justice to these various methods; yet after all,
though he was engaged in ridiculing them, strange to
say, in every instance, against his own will and in
absolute subversion of his own argument, he secured,
to my ears at least, distinctly metrical and rhythmical
results. One could not help wondering, as he lis-
tened, what results the speaker might attain if he
should really try to secure metrical effects.

In further support of his contentions, the speaker
argued that the prevalent method (such he called
it) of making the ictus a stress accent and then of
giving that stress accent fully without regard to
the prose accent of the words (save where the prose
accent and the ictus coincide) leads to sad results.
By way of illustration he cited Aeneid i. 76-77, com-
plaining because tuus and mihi, which he regarded
as the most important words in the whole couplet,
do not bear the ictus and "must be hurried over
without the slightest emphasis". But are they the
most important words in the couplet? To me it
seems rather that regina and iussa are the most im-
portant words in the passage. Regina reminds me
forcibly of Juno's own words (46) quae divotn
incedo regina; Aeolus talks here to Juno exactly as
if he had heard her whole speech to herself (37 ff.).
The thought, then, in my opinion, is this: "you are
QUEEN and have therefore only to determine your
will; ORDERS are my portion."

Again, the speaker cited Aeneid i. 46-48; here
he complained because in 46 "the stress, instead of
coming on ego, the most important word, comes on
ast, a word that calls for no empahsis at all, as far as
the sense is concerned. In the second line, instead
of coming on the emphatic soror, the stress comes on
the comparatively unimportant ef\ Instead of being
so sure of his own position he had done better if he
had stopped to ask himself the question. Did Vergil
know his business? Assuming that Vergil knew
what he was about, let us do what our speaker failed
to do, i. e. let us examine the passage and discover
the real meaning. Does ast call for no emphasis at
all? We have just learned in six and a half verses

what Pallas was able to do when a single man sinned
against her sacred majesty; we are to learn now of
the impotence of Juno. Ast is to serve the rather
important function of contrasting the coming account
of the impotence of Juno, *Jove*s both sister and
wife', to avenge the wrongs done her by a whole race
with the dread vengeance exacted by Pallas for the
sin of one man. Was Vergil foolish, then, in giving
weight through the aid of meter to a word that plays
so large a role? Again the speaker complained
because in 47 the stress, "instead of coming on the
emphatic soror, comes on the comparatively unim-
portant et". But is et unimportant? Does not the
fact that et , . , et carry two ictuses bring out
as nothing else could the duality of Juno? It is
that duality which emphasizes her impotence. So
far, then, as this portion of the contention is con-
cerned, just one thing is to be said, that such con-
siderations, instead of showing the uselessness of
metrical study, show how absolutely essential it is
to probe Vergil's verses deeply to get at their real
meaning, how blind and halt the study of Vergil's
verses is unless a large part is played by the very
examination of the meter which the speaker, in a
fit of despair, would have had us forego entirely.

The speaker then passed on to discuss the question
of elision. He treated elision (i) as the absolute
crushing out of the vowel and proved at length, what
needed no proof at all, that the results obtained are
often, to us modems, absurdly unintelligible. But he
fails to note that it by no means follows that the
results reached by such a method would be equally
absurd or unintelligible to the Romans. We all know
the story told by Cicero De Div. 2. 84, that cum M.
Crassus exercitum Brundisi imponeret, quidam in
portu caricas Cauno advectas vendens Cauneas clami-
tabat, Dicamus, si placeret, monitum ah eo Crassum
caver et ne iret; non fuisse periturum si omini paru-
isset. The identification of Cauneas with cave ne eas
involves, it is plain, (wo cases of elision wherein the
final vowel is completely crushed out. To this the
speaker gave no heed; he gave no heed either to the
extent to which in Italian poetry as delivered by
Italians or in modem spoken Greek or Italian elision
involves complete loss of the vowel, without absurd-
ity or loss of intelligibility.

He then discussed (2) the other method of treating
the elision, that of slurring the vowels together. He
argued that "no modem scholar can slur the syllables
together in such a way as to preserve the identity of
each word without destroying the rhythm of the
verse or doing violence to the temporal requirements
of the verse"; he will get too many syllables. He
made merry over the cases in which the elided syl-
lable ends a speech and asks if we are to imagine
two speakers in a rapid dialogue in a lively scene in
comedy timing their utterances in such fashion that
while the one is enunciating the concluding vowel of

THE CLASSICAL WEEKLY

his speech the other shall break in with the first
vowel of his. We did not need proof that such a
procedure is unthinkable. The speaker might have
learned much had he pursued some such investiga-
tion as Mr. Magoun set forth in his four papers in
The Latin Leaflet (Nos. 170-173). Mr. Magoun re-
minded us that we have to deal not merely with types
of syllables, the two-time and the one-time syllable,
which stand to each other in a wholly rational rela-
tion, but with syllables lighter than a light syllable*
and heavy syllables less heavy than two beats*. Had
the disputant known or remembered these facts and
had he summoned to his aid even an elementary
knowledge of music, he had saved himself much
writing. Feet in verse, as bars in music, have equal
or approximately equal time values, but they need
not contain exactly the same number of syllables.
The syllable which per se is the lightest possible may
in music receive any desired number of beats; con-
versely a syllable in itself heavy may in singing be
but barely touched. Hence the method of slurring
the vowels, which the speaker condemned, has justi-
fication in music. I take it that a trained singer
slurring the vowels could deliver Latin verses in a
way to show proper quantitative effects and a right
division into bars or feet, i. e. in rhythmical fashion.

Finally, the disputant failed to note that all his
criticisms apply only to the oral reading of Latin
verse : they do not lie at all against the written anal-
ysis of verses such as Professor Johnston urges.
Such written analysis is independent of any theory
of ictus, and of any theory of the relation of ictus
to word accent and elision, and is in no small degree
instructive.

I have said enough, I hope, to show that the two
methods of treating the elision mentioned in our
books are not to be lightly laughed out of court by
a despairing critic. Grant that we do not yet know

^Too numv books *have been written in ignorance of these facts,
which were perfecthr well known to the ancients (see e. g Goodell,
Chapters on Greek Metric, 6 — 57), and have been demonstrated afresh
by modem psychological investigations (see e. g. an article in Studies

from the Vale Psychological Laboratory, (1901), i — S4S, by J. B. W.
Wallin, entitled Researches on the Rhythm of Speech. On page 31
we learn that phonographic records have shown **that the length of a
given long or short syllable in modem languages is never absolutely

Cf. also Charlton M. Lewis, The Principles of English Verse 14:
**Now in verse as in prose it must be observed that our instinct does
not demand exact qtudity of the time intervals.... Indeed, to read verse
in perfectly even time would be to make it insufferably monotonous.
Children recite their Mother Goose in that wav, because their instinct
is strong and crade; but older persons are rebelled rather than attracted
by that Icind ot sing-song, and much of the beauty of verse, to a refined
taste, is due to the perpetual checks and accelerations with which
rhythm is varied'*. In the Nation of November a8, xooS, page 531, in
a review of Josef Hofmann's recent book on Piano Playing 1 read:
**The author warns against the use of the metronome, because the
keeping of absolute time is thoroughly unmusical and deadlike'*.

* I would strongly urge all teachers of Vergil to read two highly
illuminating papers by Professor M. W. Humphreys of the Univer-
sity of Viri^nia: (x) The influence of Accent in Latin Dactylic Hexa-
meters, Transactions American Philological Association, 1878, pp.
39 — 58 (one of the best papers ever written on the hexameter, far
tetter than Munro*s paper in the Transactions of the Cambridge Philo-
sophical Society, Volume 10, which appeared about the same time,
advocating the same tbepiis); (2) On certain Influences of Accent
on Latinlambic Trimeters, Trans. Am. PhiL Ass., 1676, pp. 107—145.

exactly how the Romans read their verses : shall we
for that reason give up trying to discover? We do
not yet know all the details of Latin syntax; shall
we exempt our Latin pupils from all necessity of
attempting to understand Latin syntax? The gospel
of despair is surely not the friend of progress.

If the teacher is convinced that all this is beyond
the high school pupil, let him then do this work
for his own good. Let him seek in every way to
quicken his own appreciation of such matters, to
broaden and deepen his own sense of the importance
of metrical studies; let him add in every possible
way to his own stock of knowledge concerning such
matters and then, inevitably, his teaching of so much
of the subject as he holds to be within his pupil's
apprehension will be more vital and more effective.

Charles Knapp.

QUANTUM AN QUALE?

At the risk of triteness I wish to offer a few sug-
gestions in regard to the status of classical studies
at the present time.

That there is not manifested nor felt that inter-
est in Greek and Latin, especially the former, that
those seriously engaged in teaching these subjects
would like to see is matter of common knowledge.
It ought to be possible to indicate the reason, or
a part of the reason, for this state of things.

In this age, in which success is measured largely
by the size of the *pile*, the impression appears to be
widespread that time spent in coming in contact with
the misty past is time misspent. In many instances,
it must be sadly confessed, that view is abundantly
justified by the facts of experience, but is its truth
to be ascribed to the nature of the subject or to the
degree of contact?

'Put money in thy purse' is a parental admonition
which, although notoriously disregarded during the
period of college life, yet lies dormant in the mind
of many a young man as a potent principle which
will, after the wild oats are sown, open to him the
door of success.

The temper of mind thus engendered is antagonis-
tic, it is true, not only to the spirit of reverence for
and delight in the intellectual creations of past ages,
but also to any serious mental occupation which
docs not yield or promise immediate, visible, tangible
and — as summing up the entire list of desirable at-
tributes — practical results.

We ardently pursue the practical; we offer sacri-
fice on the altar of the practical. Be it so. But
what is the 'practical*? The answer depends upon
the point of view.

Is our youth to be encouraged to bend his best
energies, all his energies, to the acquirement of that
which, when acquired, so often turns to ashes in his
grasp?

THE CLASSICAL WEEKLY

Is there, then, no practical in the Qassics? If
one looks forward to the profession of law or of
medicine, he is told that he should know something
of Greek and Latin, or that the presence in his own
language of a large ntmiber of words derived from
Greek and Latin constitutes a cogent reason why he
should study these languages.

Ni^toc, o6di taoffiP 6fffp v\hp ifuffv warrSt.

As he that would scale the mountain height fixes
his eye, if he is a wise climber, not on the crest
miles away, but on the next spot in the path before
him that is to receive his foot, so he that is wisely
directed in the pursuit of the literary treasures of
the ancients will, from pure delight in the exercise,
not insistently question what application is to be
made of what he is gathering along the way. That
there is an application, many applications, he will
find in due season, but that these are by-products,
however valuable, of the main process.

In case our pupil neither is diverted wholly from
the study of the Qassics by the advice of those who
proudly parade success in life secured without the
aid of the rubbish of antiquity, nor receives false
views of objects to be attained from those whose
estimate of the value of classical lore is based upon
'Greek in English' or upon the fact that the doctor
of medicine will sometime be confronted with le-
vator nasi labiique superioris and will need to write
prescriptions in Latin, while the lawyer must be
quite at home with fieri facias and the rest of the
brood, or all events make his associates (haruspicem
haruspex) and the jury think he is, in the event,
then, that our pupil escapes these dangers, there are
others that await him on the threshold of his
studies.

These dangers constitute, in fact, one danger; all
are involved, each in its own degree and place, in the
one vital, fundamental question of contact. It is
here, at the outset, that the case is settled for good
or ill. And the issue of the battle, at least the early
stages of the battle, rests with the teacher. For
it is of the nature of the healthy mind to be attracted
by clear views of truth, to be repelled by half truths
and false coverings.

Do our classical teachers, from the first moment
that those committed to their charge see a Greek word,
a Latin word, take the pains, at whatever cost of time
and patience, to direct the pupil's attention, through
eye and ear, to the immediate connection between the
object represented and the word which represents
it? The frequent, nay, substantially invariable ina-
bility of the pupil at a later stage to deal with the
foreign word except by means of a label that proves
a hindrance rather than a help, seems to show that
he has been allowed, if not encouraged, at a time
when by proper guidance, the habit of seeing the
real relations of things might have been happily
formed, to see only the shadows of such relations.

Thus the making of translations, or transfusions,
as the prime object of endeavor, a practice so read-
ily acquired by unwary youth and with so much
difficulty 'shaken off, defeats what should be to the
classical instructor among his highest aims, in that
it reverses the natural order, an order none the less
important because of its embodiment in the homely
receipt for making a rabbit-pie. Hence follows nat-
urally the *pony*, the interlinear text and — chaos.

Shadow-chasing is the disease for which classical
teachers must find a cure, if they would save the day
for the Qassics. Of means to this end I believe the
one that promises the best results is to be found in
excluding, as far as may be, servile dependence
upon the vernacular, in dealing directly with the
word in relation to that of which it is the reflection.

James W. Kern.

Washington and Lis University.

REVIEWS

An Elementary Latin Course. By Franklin Hazen
Potter, of the State University of Iowa. Boston :
Benj. H. Sanborn & Co. (1908). Pp. xv + 231
+ 109 + 52.
This, in the opinion of the reviewer, is a thor-
oughly good book on thoroughly bad principles.
Starting with the sentences 1 strike him* and *he
strikes me' one is initiated into the nominative and
objective concepts. Thereafter the following are
introduced in this order: concord of the adjective,
predicate nominative, possessive genitive, possessive
case and *of, verb-stems and principal parts, per-
sonal endings, present tense (in fjiglish and in
Latin), indirect object, imperfect tense, future tense,
ablatives of means and cause, vocative. The forms
of the first and second declensions and the first and
second conjugations are introduced as needed. No
attempt is made to finish one before beginning the
next, but in a final lesson the forms of each declen-
sion are summarized. This is accomplished in thir-
teen lessons. The order in which the chief topics
thereafter are taken up can best be told thus: if a
class begins this book in September, it will finish the
first and second declensions, nouns and adjectives, in
a month; the third declension, all about adjectives
and adverbs (except numerals and the nine pronom-
inals), and the entire indicative, active and passive,
of all regular verbs and of sum, by Christmas ; fourth
and fifth declensions, is, qui, unus, duo, tres, sub-
junctive of regular verbs and sum, indicative and
subjunctive of eo, syntax of independent subjunc-
tives (except dubitative) and of volitive substantive
clauses, February first ; all pronouns except indefinite,
all conjugations except nolo and malo, numerals,
simple sentences in indirect discourse, complementary
and subject infinitives, conditions, pure and relative
clauses of purpose, result, characteristic, c«m-cir-

THE CLASSICAL WEEKLY

cumstantial, periphrastic conjugations and gerund
and gerundive, by April first ; all temporal and causal
clauses, questions, ablative absolute, nolo, malo, in-
definite pronouns, substantive quin, quod and result
clauses, dates, complex indirect discourse, prefixes,
suffixes and derivation, Roman names, in the last two
months. Case constructions are scattered through
the whole. Everything is included that is desirable
in first year Latin. It is eminently practicable, a uni-
form progression. The method makes some strange
bedfellows: e. g. in one lesson, hie, plus, relative
purpose clause, ablative with deponents, dative with
compound verbs, complementary infinitive, in another,
idem, vis, dative with adjectives, M/-clause of pur-
pose, etc.

Why brand these as bad principles? Because, ex-
cept in a mind systematic by nature, the result must
be inabihty to form in the imagination a comprehen-
sive picture of any declension or conjugation or of
any group of syntactical facts, to say nothing of
grammar as a whole. This is not a foundation of
reenforced concrete, with a ground floor of stone and
an upper story of frame, but, where a log fits, a log
is used; where a stone fits, a stone is used; and
where nothing else fits, cement is poured in to fill up
the empty space. To countervail the well-known
shortcomings of this method, this author has intro-
duced summaries of all previous ablatives each time
a new ablative is imparted, of all previous subjunc-
tives each time a new subjunctive occurs, etc. But
these remedies are not complete, nor can they ever
be so good as good health from the beginning.

The Hale-Buck Grammar has been followed in
regard to the quantity of vowels, and in some other
matters, especially in the subtle analysis and nomen-
clature of the subjunctive. The pedagogical value of
the latter has probably never before been so well
demonstrated.

The author claims to have discovered that declen-
sions can be more effectively memorized if studied
by cases rather than by numbers, as usually. Adjec-
tives and pronouns he treats in the same way, taking
one gender at a time*. The suggestion is worth
trying. The most important feature of the book is
that every principle of syntax is described and formu-
lated twice in separate, usually adjacent, lessons, once
from the point of view of translating Latin, once with
special regard to translating English into Latin. The
reflex effect of this upon the pupil's use of his native
tongue can not be else than excellent. The exercises
are everywhere easy, except in the last month's
work, and very skillfully composed. The sentences
themselves contain an element of interest. After
Lesson X they all consist of continuous narrative,
for the most part in simple (and numbered) sen-
tences. There is, however, not the slightest sugges-

tion of Caesarian style or thought in any of them,
perhaps because of their very simplicity. There is
never more than one exercise in a lesson. Latin-
English and English-Latin follow each other in suc-
cessive lessons in the proportion of about two to one.
In thirty-two of them (beginning, in the time-sched-
ule above, just after the Christmas holidays) are
told anecdotes from the legendary history of Rome.
All the exercises are assembled at the end of the
volume, in order to remove the paradigms from the
student's eye while he is translating.

The vocabularly of the lessons is made up as fol-
lows* :
Total number of words (excluding proper

names) 564

Caesar words in Professor Lodge's list of 2000. . 404
Words occurring from one to four times in high

school Latin 23

Words not in high school Latin 6

The manufacture of the book is excellent. A few
maps and illustrations are found in connection with
the narrative of the exercises. Three interesting
halftones and a restoration of the Fonmi are used
as frontispieces. There is a misprint, ieast', on
page 128.

There is bound in the same volume A New
Method for Caesar, by the same author. It consists
of model lessons on the first thirty chapters of the
Gallic War, and the text of the same. Each lesson
contains a text-assignment, an assignment of princi-
ples of syntax for review from the grammar, a
special vocabulary, and short Latin sentences which
are a simplification of the difficult parts of the day's
text. Barclay W. Bradley.

COLLKGB or THB CiTY OF NlW YoiUCr

Six Weeks' Preparation for Reading Caesar. By
J. M. Whiton. Fifth Revised Edition, with addi-
tions by H. I. Whiton. Boston: Ginn & Co.
Pp. 105.
This book is intended for older students with only
a limited time for the study of the essentials of
Latin. The paradigms for the most part are not
given in the text, and the book must be used in close
connection with the Allen and Greenough, Bennett,
or Harkness Grammar. The constant effort to have
the student apply his knowledge of tense signs and
inflectional endings to new words, even to new con-
jugations, shows the hand of the experienced teacher.
One therefore wonders the more at such misleading
statements as "The Perfect System of tenses includ-
ing all perfects pluperfects and future perfects of the
Active Voice is in the A, E and / conjugations dis-
tinguished by the addition of V to the verb stem",
and at the frequent occurrence in early exercises for

The conveotional amngemeDt, however, is given in an appendix
for those who wiih it.

^ These are the fiflTures of Mr. Stephen A. Hurlbort, presneted at
the last meeting of The Classical Association of the Atlantic States.

THE CLASSICAL WEEKLY

translation of such detached phrases as Praesidia
conlocaremus, Servis imperavissemus, Oppidorum
fossas et valla, locum munirent, and 'We may have
heard*. A mature student would have difficulty in
translating these without a context, and a younger
student, in our opinion, is only hindered by the effort
to do so. Whatever the need for haste, it is difficult
to understand the postponement of the relative pro-
noun to a Supplementary Lesson (XIII) when the
forms and syntax of the gerund have been treated in
Lesson VI. It is to be feared that without a very
good guide such a swift march to the Gallic province
would leave the recruit breathless and poorly equipped
for the campaign. Susan Braley Frankun.

Ethical Cultuks School, New York Ctij.

A Study of the Topography and Mimicipal History

of Praeneste. By Ralph Van Deman Magoffin.

Johns Hopkins University Studies in Historical

and Political Science, Series XXVI, Nos. 9 and

10. Baltimore: The Johns Hopkins Press

(1908).

This is announced to be the first of a series of

investigations of the history of the towns of the

famous Latin League from the topographical and

epig^aphical points of view. It is based on numerous

visits to Palestrina and a continuous residence there

of several weeks, during which the writer had the

opportunity of seeing the excavations of 1907, as well

as on a study of the extant inscriptions and a careful

examination of the secondary sources. The result is

a considerable addition to our knowledge of this

important and interesting town.

Dr. Magoffin made a minute examination of the
ancient walls and their gates, and has been able to
correct a number of errors made by previous writers
on this subject, as well as in the description of the
four great cisterns on which Praeneste depended for
its water supply, and in that of the Temple of For-
tuna Primigenia. The beautiful mosaic in the Bar-
berini Palace is assigned to the time of Hadrian,
and the suggestion is made that it was a gift of that
emperor to the town.

The epigraphical topography is taken up in the
alphabetical order of the monuments and the build-
ings mentioned in the inscriptions. An hitherto un-
known Sacra Via is traced from the Porta Trium-
phalis through the upper Forum to the Temple.

The second part of the study is based wholly on
epigraphic sources and deals with the municipal
government of Praeneste, which is of special interest
because of the rivalry of the town with Rome, its
long period of independehce, and its varied history.
Praeneste, which was itself the head of a small
league, was first governed by praetors, aediles, and
quaestors, in conjunction with a senate; there is no
trace of an earlier stage under a king or a dictator.

The town was not a municipium in the strict sense
of the term until it was made one at its own request
during the reign of Tiberius. Under Sulla it was a
colonia with the usual duumuiri, decuriones, etc. A
study of the personal names seems to show that in
the choice of officials no preference was shown to
the colonists of Sulla, even in the case of the duum-
virate. The question of the personality of the quin-
quennales is especially examined. They appear to
have been elected by the people after endorsement or
recommendation by the central government of Rome,
although this requirement gradually fell into disuse.
It was not essential that they should previously have
held office in the town in which they were chosen
quinquennales.

An alphabetical list of the municipal officers is
given and separate chronological lists for the period
when Praeneste was a colonia and for the later
period. The study is illustrated by five photographs
taken by the author. John C Rolfe.

Univbrsity op Pennsylvania.

CORRESPONDENCE

Mr. W. W. Baker's article on Slang, Ancient and
Modern, in The Classical Weekly 2. 210 must
surely silence the few who are still holding out against
this popular mode of communicating one's lack of
thought. Mr. Baker proves that slang is classic be-
cause (to cite a few of his instances) in Homer Ca-
lypso calls Odysseus a 'sinner' ( iXirpbt ), and Odys-
seus is told that his *bed is made' (Tero/iTToi tirfi),
and a boat is said to 'run before the wind' ( Beoi^arfs
1^), and racers start from the 'scratch' (dv6 wJ<r<nyj);
and Lucian calls a girl a 'right pretty thing' {TayKa\6p
Ttxp^/ia), and says 'D' you see?' (ipfs) ; and Theo-
critus uses the phrase 'skin and bones' (dar^a kuI
S^P/m) ; and Aristophanes actually allows himself such
slang as 'I'll be off' {iyti «' dv4<rofiat).

What a clever Sabine Rape is this of Mr. Baker's !
The Classics in toto carried off before our eyes, and
ranged against us! With such a comprehensive net
as this, he will bag us all, as the Persians netted the
Greek islanders. Monsieur Jourdain found himself
life-long guilty of talking prose without knowing it ;
so are we all now detected by Mr. Baker in speak-
ing—nay, perhaps, even thinking — this vile stuff
slang. "The world is full of"— slang. To avoid the
miasma, we purists must close the mouth and say
nothing; otherwise, we should learn from the Just
Argument in the Clouds, who admits that the black-
guards are in a large majority ( xoXi> wXelovas rods
€6pvxp<incTovs) and goes to Socratcs's University to
acquire the blackguard art. .

Banter aside, would Mr. Baker kindly frame us his
definition of Slang? L. L. Form an.

CoKNBLL Univbrsity.

THE CLASSICAL WEEKLY

The Classical Wbbkly is published by the Classical Association

the Atlantic States. It is issued weekly, on Saturdays, from

October to May inclusive, except in weeks in which there is a legal

school holiday, at Teachers College, 535 West zsoth Street, New

York City.

Tkt datti 9/ usue of Volume III will be as follows : in 1909, Octo-
ber 8, 9, z6, S3, 30 ; November 13, so ; December 4, zz, z8 ; in zqzo,
January 9, 16, 33, 30 ; February 6, Z3, ao ; March 6, Z3, ao ; April 3,
zo, Z7, 84 ; May z, 8, zs, aa, 39.

All persons within the territory of the Assodatton who are interest-
ed in the literature, the life and the art of ancient Greece and ancient
Rome, whether actually engaged in teaching the Classics or not, are
eligible to membership in the Association. Application for member-
ship may be made to the Secretary •treasurer, Charles Knapp, Bar-
nard College, New York. The annual dues (which cover also the sub-
scription to Thb Classical Wbbkly), are two dollars. Within the
territory covered by the Association (New York, New Jersey, Penn-
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To persons and institutions outside the territory of the Assodatioo
the subscription price of Thb Classical Wbbkly is one dollar per
year.

Thb Classical Wbbkly is conducted by the following board of
editors:

Editor^in-Ckio/
Gonzalbz Lodgb, Teachers College, Columbia University

Atsoeiat* Editor*

Cmarlbs Knapp, Barnard College, Columbia Unirersity

Ernst Ribss, Boys* High School, Brookljm

Harry L. Wilson, Johns Hopkins University

Business Manager

Charlbs Knapp, Barnard College, New York City

Communications, articles, refTews, queriei, etc., should be sent to
the editor-in-chief. Inquiries concerning subscriptions and advertis-
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A pamphlet containing a representative list of the many scboob and
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This book consists of tkree ^rts arranged for practice in
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it PoX Omce. New Vork, V. Y.. und« il

New York, October 16, 1909

No. 3

College instructors do nol understand the problems
of the secondary school, and with the rarest excep-
tions are not competent to direct preparatory work
or to give good advice about it. This proposition
will, no doubt, be disputed, first of all by the col-
lege man himself, but every thoughtful schoolmaster
will recognize its truth. Whenever we call in a
college man to address a meeting of schoolmasters
we find at the end of a few sentences that we have
a theorist before us with little or no practical grasp
of his problem. . . . The preparatory course, as our
system is now arranged, is dictated absolutely by the
college entrance requirements, and these require-
ments at present are so mischievous in two ways
that they spell ruin unless we can hope for early
relief. It is useless and hopeless to demand good
secondary teaching as long as we are bound by a
rigid system which first kills interest, and secondly

Cuts a premium oo 'cramming* processes and inter-
near translations. Nor can we get far while we are
compelled by small differences and irregularities to
waste a large proportion of our strength and time as
is now the case.

These quotations are from a very suggestive article
on College Requirements in Latin and The School
Curriculum, which appeared in the September num-
ber of The Educational Review. The author, Mr.
F, M. tJe Forest of the Houston School, Spokane,
argues very strongly for uniform entrance require-
ments and an examination which will test the stud-
ent's capacity to read Latin. He accuses the colleges
of insincerity in making particular requirements and
maintains that from the results of the entrance exam-
inations it is evident that the differences are nominal
and not real, that no college has a standard which
is perceptibly higher than that of the others, "as
every secondary teacher Icnows from experience".

He makes, as his contribution to the solution of
the problem, a strong plea for teaching Latin,
In a general way— not necessarily in every particu-
lar—much as French and German are taught. He
thinks the requirements ought to be particularly sight
translation of prose and poetry, supplemented by
composition and a minute examination upon certain
small required works. "Some such solution as this",
he says, "is our only hope if Latin is to stem the tide".
Incidentally he urges that all words in sight passages
not in my numbered list should be explained in
foot' notes unless they are obvious derivatives.

The main points of Mr. De Forest's paper have
been expressed in various places by different teach-
ers. His presentation is, however, distinguished by
refreshing candour and a ditposition not to mince

mailers which may have a good effect. Certain it
is that many teachers are still unconvinced as to the
necessity of changing our methods of teaching. This
lack of conviction is shown particularly in their atti-
tude towards the use of a prescribed vocabulary and
the employment of sight translation i

Several points should, however, be particularly
emphasized. First, sight translation cannot be in-
sisted upon in any scheme of instruction if the col-
lege examination does not give It prominence. The
practical teacher who has to put his pupils through
college examinations in which sight translation is
valued at only twenty per cent will neglect it almost
entirely and put the time on the prepared work.
He will say, perhaps somewhat cynically, "I can cram
ray students for the translation of the set passages
so that Ihey can pass the examinations ; and it is
practically better for me lo spend all of my time
on that than on work which will have such small
results on the examination".

In the second place many teachers think that if
the requirement of prepared work is lessened it will
result in lessening the time devoted to the study of
Latin in the schools. If we require two books of
Caesar instead of four, they urge, no matter what
we say about sight translation, the school will teach
two books of Caesar instead of four. Nothing could
be more fallacious. The extension of the examina-
tions in sight reading Instead of lessening the work
in Latin increases it. If the pupil is required to
translate at sight a given passage with substantial
accuracy, and the test is applied severely, not only
as much Latin but even more will have to be read
in the schools. The essential for translation at sight
Is much practice and intensive teaching. Hence
those who ask that more emphasis be laid on sight
translation are in no way conniving at a diminution
in the requirements In Latin.

fn the third place, there is a great prejudice
against prescribing any list of words on the ground
that it tends to make the teaching mechanical. Stu-
dents, it is said, will cram the word-lists and not learn
as much Latin as they did by the old method. Now
no sensible teacher believes that the mere committing
to memory of a list of words is going to be of any
service at all, but it is likewise eminently reasonable
that teachers should have before them a certain pre-

THE CLASSICAL WEEKLY

scribed list of words so that (i) their study of
vocabulary may be confined within a definite range
and (2) that they may be able to read examination
papers and make tests with assurance. Many teach-
ers say that unusual words should be explained.
But this is just the difficulty. What are the unusual
words ? My experience is that hardly any two teach-
ers will agree on that point unless they have made
studies in comparative word-frequency. No, a pre-
scribed list of words does not mean cramming that
list; it means restricting the teachers in the schools
to certain definite limits, so that there shall be no
waste of time and no uncertainty. With such a list
there is ample opportunity for exhaustive study, if
you choose, in word fbrmation, in derivation, in
semasiology, and in the numberless matters which
come up in word study. The proper list has not
yet been prepared. It should, in my opinion, be
confined largely to primitives, with instruction in
derivation; but the absence of a proper list should
not prejudice us against the employment of such a
list when prepared. G. L.

THE VALUE OF THE CLASSICS : AN OUTSIDER'S

VIEW^

Following all the traditions of modern specializa-
tion, the task which I have assumed this evening is
one from which any student of modem literature
should respectfully retreat. For many years the field
of the Qassics and that of modern literature have
each been regarded by their respective votaries as
private domains about which there has been erected
a high wall. If, perchance, like the Lover in the
Romance of the Rose, any modern student should be
so bold as to penetrate into the garden of the Qas-
sics and there seek to woo the Muses of Greek and
Latin poetry, he has been confronted by the dire
figures of jealous guardians who have demanded
his passports in terms of philology, mythology, ar-
chaeology and text criticism. Lacking the requisite
papers he has been shown out the gate of the garden
to which none but those initiated in the processes
of the classical seminary claim entrance. To lay
aside figurative language, is it not true that the man
who occupies himself exclusively with the problems
presented by the modern languages and literatures
is still regarded in England and America as pos-
sessing a mind of inferior calibre, inadequate to
fathom the mysteries entailed by study for the clas-
sical tripes or in the classical seminar?

There is some ground for this assumption on the
part of scholars upon your side of the fence. Where
I am surrounded by such a phalanx of stalwart
Greeks and Romans, I shall take good care not to
antagonize you at the outset. I freely admit that the
study of modern philology has not yet been put

1 This paper wms r«ad at the meeting of The CUaslcal Association
o£ the Atlantic Sutes, at Havcrford, Pa., April S4, X909.

even in our universities upon the footing of dignity
and thoroughness which has long been occupied by
classical philology. In our secondary schools, to
our shame be it said, the teaching of French and
German as living tongues is for the most part a
laughable farce. It will continue to be so as long
as the instruction in these branches is put into the
unhallowed hands of football coaches or into the mild
grip of lady drawing-teachers. However, a move-
ment in the right direction has been started in many
of the schools here represented, and we shall live
to see better things. The time may yet come when
the training in English, French and German gram-
mar will be as efficient as the training in Greek and
Latin grammar is at present

Personally, I am much interested in increasing the
efficiency of the modem language instruction in our
secondary schools. 'Know a little and know it well*
is a doctrine which I have preached upon more than
one occasion. But it is not for that purpose that
I am here tonight. When the officers of your Asso-
ciation did me the honor of asking me to make
some remarks this evening, we had a very clear idea
of what was expected. They were at some pains to
explain that nothing serious was required or desired.
It was made very clear by them to me that you would
resent any attempt at this time to improve your
minds, but that you would sit amiably by while
someone discoursed in an innocuous fashion upon
the beauties of your classical heritage as seen by a
layman. "Come into our garden", they said, "and
have a look around. Tell us what you think of our
flowers and our methods of cultivation. We shall be
glad to hear what you say. Of course you under-
stand that everything is laid out in the best way,
and we don't promise to change any of the paths
or the flower beds; but you are perfectly free to
suggest any improvements you may think fit".

It is, then, as an outsider, as a student of Romance
literature, that I speak to you tonight. But I ven-
ture to say that there is no one of you who excels
me in my admiration for the beauty of classical
poetry, or who believes more thoroughly in the ad-
vantage of a training in Latin for every schoolboy in
the land. The day when, in the folly of that cry for
a practical education, Latin was allowed to slip from
the required list to the elective list was to my mind
a sorry day for American education. The results
have been disastrous to the mental grip, the ability
to concentrate, and the appreciation of accuracy in
the rising generation. For there was not at that
time, and there is not yet, any substitute for the
mental drill in linguistics imposed by the study of
Greek and Latin grammar. If Professor Barrett
Wendell can say so as a teacher of English, I crave
the right to repeat it as a teacher of the Romance
languages. Verily, my heart sinks when I find a
student in my courses whose preparation consists

THE CLASSICAL WEEKLY

of hours in a laboratory, half-days spent in drawing
steam-engines and in dissecting harmless little beast-
ies. How can anyone make rapid progress in the
study of the modem languages, if he is ignorant of
Latin etymology and syntax? How can anyone ap-
preciate the beauty of our modem schools of poetry,
if he has not a knowledge, if only in translation, of
the masterpieces of Greek literary art? I have
said it to modem language teachers, and know no
reason why I should not repeat it to you : "I know of
no foundation study in the curriculum of our sec-
ondary schools which could less easily be dispensed
with than the study of Latin as far at least as the col-
lege entrance requirements". To my mind any course
which omits Latin should be branded as an inferior
course, taken only by students of marked intellectual
deficiency. Now, I have no love for mathematics.
It was the only subject which ever caused me sleep-
less nights, and embarassing failure. I am willing
to put up mathematics alongside of Latin as a school
subject required of everyone. And yet, is it not true
that the average man could better dispense with
algebra and geometry than he could with the essen-
tials of the Latin grammar and vocabulary. Let us
be very practical, since that is the pass-word now-
adays. For myself, I have never had occasion to use
more mathematics than was contained in the four
processes of arithmetic and, occasionally, when times
are good, the computation of interest. But what
subject lies nearer to our mother tongue than the
Latin? How can I express myself grammatically,
or how can I make any intelligent use of words with-
out an appreciation of the fundamental principles of
Latin grammar and the main currents .of Latin ety-
mology? Let us leave literary appreciation out of
the question for the moment; for the appeal to lite-
rary appreciation will not win converts now as it
once did. You must be practical and keep your feet
on the ground. So we may put the matter on the
lowest footing. Before a man has anything to say,
he should sharpen the tool with which to say it.
Before a man undertakes to speak or write his
thoughts he must possess the language which he
proposes to use. No permanent or discriminating
audience can be gained by the man who is illiterate.
Point out, if you can, a masterpiece of human
thought which is not composed in the best style that
was accessible in his day to the author. Our schools,
yea, our universities are turning out hundreds of
young people who in this sense are illiterate. They
cannot express or spell their thoughts in plain Eng-
lish. They have left undone something that they
ought to have done,^or been made to do. They
have missed the one essential to a straight-thinking
being. One may very well sometimes dispense with
the essential in order to possess the luxury, but
not in linguistic work.
Enough has been said to show very plainly that

I wish to be considered a party to an intelligent
study of the Classics in our schools as a preparation
for all future work in language study, including the
use of the mother tongue. Those of you who teach
the Qassics will certainly all agree with what has
been said. Indeed, you knew it all before. If I
am to give you any food for thought upon this friv-
olous occasion, I must asstmie another view-point
Thus far, we have been regarding the Qassics chiefly
as a training for the schoolboy or girl. We have
tried to present the Classics as an unequalled food
for the production of gray matter in the soft and
malleable brain of a fifteen-year-old. My principal
concern, however, this evening, is to speak of the
humanistic value of the Qassics in the cultivation
of a literary taste which shall prove a guide and a
solace in after life.

To my mind the teacher of the Qassics should
never lose from view this ultimate and more gener-
ous interpretation of his mission. As a teacher I
would insist that the classical student be drilled
thoroughly in grammar, syntax and etymology. That
much is to be regarded as the sine qua non. But I
would also have it that the classical student be at
least exposed to some literary and artistic comment
from a sympathetic teacher. Perhaps he will not
catch the enthusiasm of his teacher. Indeed, only
one here and there will catch it. But all should be
exposed to it. You must sow beside all waters.
From time to time some rich, full grain will spring
up to your credit. From your class-rooms must
come the poets, historians, philosophers, moralists,
novelists, critics and editors, unless we are to admit
that American literature is to be a hodge-podge of
stock-markets, wheat pits, trolleys and dirigible bal-
loons, — a literature lighted by electricity and with
the divorce courts to furnish the love motive. It is
with a very high appreciation, then, of your opportu-
nities, that I venture to suggest that frequently they
are missed.

Let me be more explicit and state my own case — a.
typical one. Twenty years ago I left a school in
the adjoining city, trained to a fine point for the
Arts course in a nearby college.^ In Greek, Xcno-
phon and Homer had furnished the pabulum, in
Latin Caesar, Cicero, Vergil and Nepos. There were
no mysteries for me at that time in scansion, quanti-
ties, figures of speech, syntax or mythological allu-
sion. Every rule in the grammar had been learned
by heart, all the forms had been committed with
scrupulous exactness ; there was no possibility of
failure except through deficiency of the necessary
vocabulary. You understand, I trust, that this is
said after twenty years in no spirit of boasting, but
as a belated tribute to a master who believed in thor-
oughness and in accuracy. I can never repay the
debt But his system made all the Greek and Latin
work in college child's play, and has been to me

THE CLASSICAL WEEKLY

a constant spur to raise the study of modem gram-
mar to a like degree of efficiency. It would seem
that the prompt, intelligent grasp which enables a
student to see directly through the intricacies of an
involved grammatical construction is little less desir-
able and far more useful than the intelligence
which enables him to undertake successfully the solu-
tion of a problem in geometry. Yet, what can we do
in our modem language classes, when we have to do
with students, otherwise intelligent, who do not
know the distinction between a transitive and an in-
transitive verb, the active and passive voice, a direct
and an indirect question, a future indicative and a
pluperfect subjunctive, a more vivid future condi-
tion and a condition contrary to fact in past time?
Such a student sees no reason why we may not have
a contrary to fact condition in future time! You
think such ignorance is impossible in these days of
grace? I assure you I am not exaggerating, as you
can see for yourselves in any modern language class-
room where students are poorly taught. The whole
nomenclature of grammatical study runs the risk of
going by the board since children have been allowed
of their own free will to substitute the study of
modem languages for the Classics in their elementary
work.

But again, I say, this fault is not within your jur-
isdiction. Our pedagogical method men are to
blame, aided and abetted by the popularity of kinder-
garten methods in secondary education and ^he
mushy attitude of weak-backed parents. To return
to my subject. As has been said, twenty years ago
I possessed a very comfortable knowledge of Greek
and Latin syntax. But that is all. The beauty of
the Iliad and the Aeneid had escaped me; the strat-
egy and historical style of Caesar were never re-
garded ; the eloquence of Cicero was not called to our
attention. In other words, were it not for my pro-
fession which has necessitated a frequent re-dipping
into the springs of classic origins, my classical stud-
ies would stand me today for an unremitting drill
in grammar and prosody, and nothing more. Forsan
et haec olim meminisse iuvat. Yes, I am glad to be
still able to parse a sentence. But it is not the main
thing to me nowadays. Grammar is not going to
charm middle age, nor is it going to call back the
weary business man of a winter evening to the peren-
nial sources of classic delight. There must be some
other memory. You must have sowed some other
seed in this fallow ground of youth committed to
your charge. You must give the student some idea
of the Greek and Latin civilization which produced
these masterpieces, which are immortal even though
they be massacred at the rate of fifty lines a day.
They die daily, but they live on in the class-rooms
of the ages. Give your students a little history, a
little archaeology, a little biography — not for purposes
of examination, but for culture only to stimulate their

interest in whatsoever things are lovely and of good
report. Mr. A. C Benson has said in The School-
master: "To omit intellectual enjoyment from our
programme, to pass over one of the strongest of
boyish faculties, seems to me the kind of mistake
that will be regarded some years hence as both pit-
iable and ludicrous". Now almost every class in a
large school has a future great soul in it who is .
going to be kindled by what is great and good in
your field. It is worth while to reach that soul alone.
But every class has in it a number of souls that will
be weary and sad at the age of forty or fifty unless
they have some source of literary joy and satisfac-
tion to which they can hark back and be filled. The
bare text will perhaps not suffice to lure them back.
But if in their recollections the text suggests the ac-
companiment of noble architecture, intense politics,
high philosophy, thrilling military expeditions, sweet
lyrics and soul-stirring dramas — if all this goes, how-
ever vaguely, with the memories of the classical
class-room, do you not think that the mature man
will more often be prompted to open again his old
books and live his youth over again? For, as
Sainte-Beuve says,

there comes a time in life when our wanderings
are finished, when our experiences are concluded.
Then there is no more lively delight than to study
and to ponder over what we know ; to enjoy what we
feel, to see over and over again the people we love, —
pure joy of the heart and of taste in all its maturity.

Or, as one of your own writers has said.

These studies are alike the food of youth, the
delight of old age, the ornament of prosperity, the
refuge and comfort of adversity; a delight at home,
and no hindrance abroad; they are companions by
night and in travel, and in the cotmtry.

Yes, ladies and gentlemen, I can imagine a vener-
able old man of eighty, buffeted by the blows of
inconstant fortune, sitting down and finding solace
in Plato and Homer and Vergil, or in the works of
a Milton or a Tennyson who are steeped in classic
lore; but I hesitate to contemplate the old age of a
man who is driven for his philosophy and moral
support to Mr. Robert Herrick's Together or the Let-
ters of a Self-made Merchant to his Son. Surely,
the last stage of such an one is worse than the first.

It is to be noticed that the reading men in our
colleges are for the most part in the Arts course, and
that means yet, thank Heaven, men who have stud-
ied some Latin, though less Greek. So that it could
be shown that as teachers of the Gassics you have
to a great extent the moulding of literary habits, the
shaping of literary tastes. I knew a gentleman who
would not object to being called a practical business
man, who knows the value of assets both material
and intellectual. He had two sons, of whom one
was destined to become a physician, and the other a
manufacturer. Each of them looked towards a dis-
tinctly scientific career. He made both of them
study Latii¥ and Greek and take the Arts course for

THE CXASSICAL WEEKLY

four years. When asked why he did so, he replied:
''I want my boys to have a thorough classical train-
ing before they go into special work. They will
never be any thf worse for it". I tell you, if there
were more fathers who laid down the law in that
way, we should have stronger intellectual fiber in our
colleges and more resourceful men in middle life.
More people would read Plutarch, Marcus Aurelius,
Montaigne, Pascal, Newman and Emerson, and fewer
people would waste their time on Anthony Hope
and Stanley Weyman; there would be more readers
of the quarterlies and the reviews, and fewer col-
lege men would prostitute their minds on Short
Stories, The Smart Set and The Black Cat The
present low state of taste in literature is not the
fault of the individual reader. It is the fault of our
system, which produces tired brains without any re-
source in good literature. It is partly within the
sphere of your influence so to teach the Classics
that you shall not disgust the neophyte with his task.
Let him go out from your class-rooms with a pleas-
ant memory, a broadened view and higher ideals in
literary appreciation. Have you never noticed with
what fond reminiscence the minds of middle-aged
men go back to a teacher of the Gassics who was
filled with the milk of human kindness? There was
such a man in this college a half century ago. His
name is never mentioned in our alumni gatherings,
but men whose hair is turning gray pay the tribute
of a furtive tear and a happy smile to the memory
of the luminous interpretation of the Classics as
they were taught by Thomas Chase. He loved his
subject, and he loved young men. His mission was
to make them love the subject, and he did it. Can
any of us teachers of literature set himself a higher
goal?

You know more about it than I do: you will say
that a dozen difficulties stand in your way. You have
to contend with the opposition of parents, the dull-
ness of students at the bottom of the class, the short
hours of recitation, the pressure of the curriculum,
and the cramming for entrance examinations. We
have heard of some of the difficulties you have to
contend with, and appreciate that you wage a cease-
less warfare. Perhaps you will say that this respon-
sibility of literary culture lies altogether within the
province of the college, and that you are solely occu-
pied with laying a foundation. The latter conside-
ration is surely the main one. Without it all sub-
sequent progress is futile. But it is rather to the
spirit of your instruction that I am referring. The
student should constantly be led to remember that
he is only working on the surface of a great mine
of intellectual resource, into which you are qualify-
ing him to dig. Or, to change the figure, instead
of allowing him to grow short-sighted, you should
open up to him distant horizons of delight, into
which he will be able to pass and roam at his own

sweet will. Many students will rise up to bless you
for such a presentation of your subject, and, inspired
by what you have allowed to be seen, will elect a
fair proportion of classical studies in their collegiate
work, instead of dropping them at entrance for the
more facile courses in which they are allowed by
complacent faculties to dabble vainly.

For what American education must produce be-
fore this Republic falls irretrievably into the hands
of demagogues and ward politicians is men. Not
mere machines who can gain a livelihood and who
would sell their vote for gain, but men who know
what they believe and why they believe it — men of
principle who know the lessons of the Past and
who realize that to make right prevail, the individual
conviction must be carried out in deeds.

There has been a good deal of talk in England
about the inadequacy of the old-fashioned methods
in English education. You know what defects have
been found even by Englishmen in the exclusively
classical education with its mediaeval ear-marks, to
which the best blood in England has for centuries
been subjected. But we may question whether Eng-
land has not had a larger list of university men in
politics during the last two centuries than any other
civilized nation of the world. This is not because
a classical course prepares a man directly for a polit-
ical or diplomatic career, but because in England
education is rightly held to carry with it definite re-
sponsibilities of leadership in public life. France,
like our own Republic, has fallen into the hands of
demagogues and professional politicians, men who
are in it for the money and who seem at times in-
capable of any disinterested sentiments or generous
sense of personal responsibility. Some account for
the present materialism of French politics by the fall-
ing off of classical instruction. But if I did not be-
lieve that there is a possible connection between the
change in our curriculum and the sordid attitude of
men in public life in our own country, I should not
afflict you with these remarks. If the government
of our states and cities is falling into the control of
men who exploit them for their own gain, it is of
course the fault of the educated men who do not
raise a flnger to prevent this state of affairs. What
are they doing in the meantime? They are too busy
to take any part in affairs for which they are not
remunerated. They are practical men, the victims of
a practical education, accustomed to reckon all values
in dollars and cents rather than in honor, duty and
intellectual leadership. They have attended school
and they have gone to college for the definite pur-
pose of fitting themselves for their life work, which
in their case means to make money.

Now I have felt for some time that a salubrious
effect upon our business and political life would be
exerted by a more general knowledge and love of
the Classics. It would probably be hard to show

THE CLASSICAL WEEKLY

that our teachers of Latin and Greek take the re-
sponsibility of citizenship any more seriously than
the ward politician, or that their business ethics are
on a higher plane than those of the average honest
merchant. But that is not the point. I am not con-
cerned with the professional classical scholar: he is
at any rate usually not a scallawag. I am speaking
of the laymen, the graduates of otu* High Schools,
the men who never got beyond Vergil and who have
immersed themselves perforce in the affairs of this
life. For such men there could be found something
steadying in the possession of what we may call
the spirit of classical culture. He who has wor-
shipped on this motmt, where the air is redolent
with high discourse and dignified methods, cannot
come down into the world without experiencing the
beneficial effects of a tonic. All that is cheap, vulgar
and showy in literature and art repel him. He has
no use for it, because he has been shown a more
excellent way. Duty and service seem written in
more indelible characters before the boy who has
done the daily task and who has held commerce with
the great artists of an age whose character is fixed
beyond all change or attack of criticism. To reread
the Aeneid, for example, is to the mature man an
inspiration: what noble standards of conduct were
there transmitted to the Romans; what grand char-
acters in action, unweariedly striving to reach the
goal set by Fate; what dignified poise and reserve
in the literary presentation of the material; and
finally what pictures of the heroes in peace and war
crowd upon the delighted reader! These indeed are,
as Sainte-Beuve says, pure joys of the heart and
of taste in all its maturity.

If I have felt any message to deliver to-night to
you teachers of the Qassics, it is to remind you of a
great privilege that is yours. It cannot be said that
it is yours exclusively, because it is the privilege in
some measure of all of us who hand on the great
records of mankind. Science looks forward; we
look backward, but with the knowledge that what
we can learn in the Past has been given to us for
our profit in the Future. A knowledge of the tri-
umphs and failures of humanity in the countless ages
of the Past is essential to a right understanding and
perspective of the Present. Some lessons were
learned long ago. Acquaintance with the Past saves
time in making useless experiments. As the French
say, "it is no use to break in a door that is not
locked".

But the privilege is yours preeminently because
your subjects belong like mathematics to the aris-
tocracy of the curriculum. There is an odor of
sanctity in the classical room. You may think at
times that the odor is pretty stuffy and the class
half asleep. But the public speaks to you hat in
hand, and of your subjects with bated breath. You
have the inside track, if you only manage to hold it.

It is generally felt by educators and the public at
large that the boy who has 'served time' in Latin
preparation is mentally stronger than one who has
not. I believe it is absolutely true nine times out of
ten. The boy who has been well trained in even one
of the Qassics is seldom slipshod in his methods of
study. Many who have not been so trained are
worse than slipshod; they are tmqualifiedly illiterate.

It has been my purpose, as stated at the outset, to
upset none of your plans or methods. I am old-
fashioned enough to care little for the methods over
which the big guns in our Teachers' Colleges fire
their broadsides and merely create a great flutter in
the normal schools and district boards. What counts
in instruction in the Classics above all is the man
who is doing the teaching.

I should be happy if any word has been said which
will dignify your task in your own minds and which
will send you back to your work conscious of the
extent of your silent influence upon the taste and
standards of the rising generation.
CoiiMBLL Univbksity. W. W. Comfort.

REVIEWS

The Acropolis of Athens. By Martin L. D'Ooge.
New York: The Macraillan Company (1908).
XX + 405 + V pp. $4.00.

This volume is a notable contribution to our
knowledge of ancient Athens. It far surpasses any
single work thus far produced on the Acropolis. It
reflects great credit on American scholarship. It will
long continue to be the definitive work on the
Acropolis.

Professor D'Ooge modestly states in the preface
that "the present volume is an attempt to give a
summary of the most important contributions to this
history (of the Acropolis) and to state the results
of personal study of this site and of the ruins upon
it". But he has worked through his material so care-
fully and met the problems encountered so forcefully
that the work may be regarded as an original and
important contribution to knowledge.

Having in mind his two classes of readers — the
general reader and the specialist — the author leaves
to notes and appendixes a great mass of dry detail
that would interrupt the steady flow of his narrative.
He treats his subject mainly in the historical or
chronological order, yet adopting the topographical
method whenever it best suits his purpose.

After describing in minute detail the natural fea-
tures of the Acropolis, the author presents the evi-
dence of its original occupation as sanctuary, citadel,
and the residence of prehistoric kings (Chapter I).
He then discusses the earliest historical period down
to the Persian Wars, dwelling particularly on the
Pelargicon, the Old Temple of Athena, and the re-
mains of Pre-Persian sculpture (Chapter II). He
next treats the period from the Persian destruction

THE CLASSICAL WEEKLY

down to the Age of Pericles. This leads to an inves-
tigation concerning the rebuilding of the walls, the
earlier Propylon and Parthenon, and the remains of
sculpture of this period (Chapter III). Under The
Age of Pericles (Chapter IV), he discusses, with due
appreciation of the scientific and aesthetic aspects of
his theme, the Parthenon, the Erechtheum, the Pro-
pylaea, and the Temple of Wingless Victory. Then
follows a treatment of the temples and shrines on
the southern slope of the Acropolis, with special
attention to the theater of Dionysus (Chapter V).
An historical sketch is given in the next chapter of
the Acropolis in the Hellenistic and Roman periods
with a detailed account of the descriptive tour of
Pausanias (Chapter VI). The closing chapter treats
the later history from the close of the Roman period
up to the present time, during the Byzantine, Prank-
ish, Florentine, Turkish and Modem Greek periods
(Chapter VII). The Notes are valuable for the
references they give to the sources and to the works
of other topographers. The volume concludes in
three appendixes for the benefit of the specialist, one
giving Frazer's translation of Pausanias's description
of the Acropolis and its monuments, and a select
bibliography, a second discussing the Pelargicon, and
a third giving an exhaustive treatment of the Old
Athena Temple. The volume is rich in the posses-
sion of nine photogravures, seven plans and one
hundred and thirty-four illustrations in the text.

The history of the Acropolis during and since the
age of Pericles is fairly well known. DiflFerences of
opinion apply only to minor details, and the work
done by Professor D'Ooge in covering the period
from Pericles to the present may be regarded as
final. Since the excavations of 1885-1889 scientific
investigation has been directed chiefly to the Pre-
Persian period, and has centered largely about Dorp-
feld's discovery of the Old Athena Temple. Dr.
Dorpfeld is the acknowledged master of this early
period, and all other topographers feel called upon
to say whether they adopt or dissent from his opin-
ions. Professor D'Ooge gratefully acknowledges his
debt of gratitude to Professor Dorpfeld "not only
for the results of his investigations, without which
no true history of the Acropolis could be written,
but also for his great kindness in reading the larger
part of my book in manuscript and in giving me the
benefit of his technical and minute acquaintance with
every phase of the subject". Yet Professor D'Ooge
dissents from some of Dr. Dorpfeld's interpretations
and presents cogent reasons for his point of view.
In all these matters he presents clearly, first, the
standpoint of Dorpfeld, then that of other topog-
raphers, and finally his own.

The chief points of dissent held by Professor
D'Ooge are as follows:

(i) Dorpfeld believes that the Pelargicon con-
tinued to exist during the Peridcan Age ; Professor

D'Ooge thinks it was destroyed when the Propylaea
was erected.

(2) Professor D'Ooge does not accept Dorp f eld's
theory of the history of the Pre-Pcrsian Athena
temples on the Acropolis.

(3) Professor D'Ooge does not believe with Dorp-
feld that the Old Athena temple continued to exist
after the erection of the Erechtheum. He presents,
in his text and in appendix III, Dorpfeld's theory, his
own theory, and the views of Petersen, Milchhoefer,
Furtwangler, Michaelis, and others, so that his
statement of the case is entirely complete and satis-
factory. Yet at the close he adds,

I would not be understood as claiming that I have
disproved Dorpfeld's theory of the continued exist-
ence of the Old Athena Temple. My chief aim in
this discussion has been to set forth the ground of
the view I have preferred to take, realizing all the
while that this view is by no means free from diffi-
culties which I have not been able to remove wholly
to my own satisfaction, but which seem to me still
to be less numerous and formidable than those in-
volved in the theory of the brilliant discoverer of
the structure that has been the cause of all this
controversy.

As one who has investigated the Old Athena Tem-
ple, the Pelargicum and the Dionysium in Limnis
problems, in connection with my edition of the Attica
of Pausanias, let me say that I feel that Professor
D'Ooge's concluding statement is all that can be said
about any of these questions. Owing to the scant
and unsatisfactory references to them in ancient
authors, we have not enough data at hand to solve
the problems, and there will always be differences
of interpretation of the passages at hand. They are,
as it were, — if scholars will pardon the homely illus-
tration — the pigs-in-the-clover puzzles of Athenian
topography: when one passage slips comfortably
into a theory another slips out. Hence all we can
say is that Professor D'Ooge's thorough treatment
offers the best and latest presentation of the prob-
lems involved and will long be the most authoritative
statement of the subject.

It is gratifying in reading a book such as we are
considering to turn from the realm of topographical
disputation, to the realm of established fact in the
study of the surviving architecture and sculpture of
the Periclean Age. Here, too, our author's treatment
will prove satisfying in both subject matter and style.

The author states in his preface that this book
was originally intended to be one of a series of
Handbooks of Classical Archaeology, but gradually
outgrew the limits of a handbook. Having now the
larger works of Gardner on Ancient Athens and
D'Ooge on the Acropolis, the desideratum is a
Handbook on the Topography and Monuments of
Ancient Athens, of suitable size and treatment to be
available as a text book in college courses on class-
ical archaeology. Mitchell Carroll.

Thb Gbokgb Washimgton University.

THE CLASSICAL WEEKLY

CTAe CLASSICAL 1¥EEKLT

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October to May ioclusire, except in weeks in which there is a lefsl
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10, 17, S4 ; May 1, 8, 15, sa, 09.

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WIT p.f^ |go9 '

Vol. Ill

I^Ew York, October 23, 19'

Among recent books one is of great interest to
friends of the Classics, I refer to a volume by
Professor J. P. Mahaffy, entitled What have the
Greeks (lone for Modern Civilization (Putnams).
The book consists of lectures delivered before the
Lowell Institute at Boston in December, rgoS, and
January, igog, and repeated in whole or in part at
various universities. The book will be reviewed
later in our columns. At present I preseht some
quotations from the preface; I should like to have
these read in connection with certain remarks in
The Classical Weekly 2. 137,

And yet I believed that the high honour in which
Greek studies were long held had been exchanged
for indifference, or even contempt, especially in
America, where a hurried education planned for
"practical life" was said to be taking the place of the
old liberal education intended to breed gentlemen.
But I found, during my actual visit to America, that
I had been misled as to the completeness of this
degradation of Greek. As is usual, the stranger
begins by getting false impressions of the country
he visits, and can only correct these gradually by
detailed experience. There were many symptoms
that public opinion in the States is by no means
satisfied with the thought of an absolute reign of
modern science, or of specialising education at the
fancy of the ignorant youth or the more ignorant
parent. Even employers in factories are beginning
to lind out, with that plain good sense which marks
the solid core of American society, that young men
who receive a liberal education are more intelligent
and useful as tradesmen or mechanics than those
who have mastered only one subject. The intel-
lectual outlook tells even upon the handicraft of the
apprentice.

There is therefore some prospect that the mistakes
of the last generation . . . will be corrected, and
that a proper college education will a^ain replace
the bread-and-butter studies in the earlier years of
all good courses of training. !f such a recovery of
sound education takes place, it is impossible that
Greek shall not resume its old importance. We now
know far more of Hellenic work than did our Fore-
fathers. We can vindicate Greek studies in a man-
ner wholly strange to them, had they ever thought
a vindication called for. But, on the other hand, the
teaching of Greek must be reformed. !t must be
made a human and lively study, taught like a modern
language by dictation and recitation, as well as by
written composition and reading of authors. In
many English public schools, there has been a fashion
not only of teaching the old languages as if they
were indeed dead, but of spoiling the teaching of
modem languages by coining this mistake. Much of
the prejudice against the learning of Greek has been
|Creatcd by this blunder, and by its radiation into

kindred studies. But this also I trust will be mended,
and we shall have a more intelligent method of
teaching all languages as living vehicles of human
expression. Among these, the Greek is far the most

Two observations are worth making here before I
conclude : The American professors of Greek and
Latin have exactly the same experience that we have
in Ireland regarding the abandonment of Greek while
professing to retain Latin. Neither there nor in Ire-
land have we failed to note the deterioration of
Latin teaching, and the conviction grows upon us
that a teacher who knows no Greek cannot be a
Latin scholar in any real sense.

So much for the boasted retaining of Latin while
sacrificing Greek,

The next observation concerns the now fashionable
attending of courses in English Literature, In no
case during my visit did I hear a literary conversa-
tion spring up among these students of English.

They have no doubt admirable professors in great
numbers, specialists on every English poet and prose
writer worth naming. But apparently poetry learnt
without labour in the mother tongue is not assimi-
lated or appreciated as is the poetry of Classical
languages, and from them the delight in literature as
such spreads into kindred studies. Wherever I ciled
the poets, or indeed great prose such as the Bible,
among the young people who had studied English as
a subject for graduation, I found a strange ignorance
of what ought to have been most familiar. I was
almost driven to believe the paradox that without a
classical education even the proper appreciation of
English literature is unusual.

Teachers of English might, perhaps, be inclined to
resent the latter part of Professor Mahaffy's words as
quoted above ; if so, I would commend to their notice
and careful consideration quotations from an address
by Professor W. L. Cross, a teacher of English, to be
found in The Classical W^kly 2. 89. C. K.

TWO FACTORS IN LATIN WORD-ORDER

The second volume of The Classical Weekly
contains a very interesting discussion of the relation
of emphasis to Latin word-order. Professor Greene
(pp. 2-4, 10-13, 2i3-2tS) undertakes to show that
the Latin sentence is regularly climactic, that the
strongest emphasis is usually at the end. He recog-
nizes, however, that emphasis is not the only fac-
tor in the problem. Professor Preble (pp. 130-
134). on the other hand, maintains that, aside from
enclitics and proclitics, the emphasis is strongest at
the opening of the seriten^e and weakens steadily tp

THE CLASSICAL WEEKLY

The two theories are almost diametrically opposed
to each other, and one might think it an easy task
to decide between them. But, as a matter of fact,
one cannot help feeling that, while in some cases
Professor Greene's interpretation is correct, in other
instances Professor Preble has the best of the argu-
ment. When Cicero says in his Pro Milon« (34)
At eo repugnante fiebat, immo vero eo fiebat magis,
magis surely carries the strongest emphasis, and
fiebat, at the end of the first clause, is only slightly
weaker (see Mr. Greene, pp. 10, 214, Mr. Preble,
p. 133). A sure instance of initial emphasis is seen
in Cicero Laelius 82 : Neque solum colent amici inter
sc ac diligent sed etiam verebuntur. Nam maximum
omamentum amicitiae tollit qui ex ea toUit vere-
cundiam. In this latter sentence, as Professor Preble
(p. 134; cf. Mr. Greene, p. 10) points out, vere-
cundiam is a mere repetition of verebuntur in the
preceding sentence and it is therefore incapable of
carrying strong emphasis. The new and conse-
quently important idea is expressed by maximum
ornamentum.

The main difficulty, I think, is that each writer
neglects factors in the problem which are more fun-
damental than emphasis.

One of these is a principle* which is treated by
Herbert Spencer in his essay on The Philosophy of
Style as the very foundation of the art of composi-
tion. It is this: one should express the elements of
his thought in the way (and in the order) in which
the hearer can most readily use them for recon-
structing the thought*; "economy of the recipient's
attention" is essential to effective writing or speak-
ing. Now, it is evidently to the hearer's advantage
to know what topic is to be discussed before he is
asked to assimilate the speaker's contribution. A
fragmentary inscription or papyrus may seem quite
hopeless, and yet when once we have found a clue
to its subject matter we may be able to restore it
almost entire. Every schoolboy knows how much
more difficult a Latin sentence becomes when taken
out of its context.

It is not necessary, however, that the grammatical
subject should stand first, but merely that the given
term, that part of the thought which is already
familiar, should form the starting point. This is
known technically as the psychological subject. To
quote from Strong, Logeman, and Wheeler*, "The
psychological subject expresses the conception which

1 Cf. Header, The School Review 17. «43«

« The rule* of word-order which Spencer deduces from the principle
•eem to the wHter to be incorrect. »nd in fact Spencer himself is driven
to re«trict their appllcabiUiy to the communication of comoaraUvely
simple thonchu to hearers or readers who have trained minds!

» The History of Language, 95. See also the following pages. The
term, or'gina^d with von der Gabclentx, L^nis und Steinthal's
Zeitschrift fflr Vttlkerpsychologie und Sprachwissenschaft 6. 378 B.
lUuminaling discussions of the subject masr be found in the same
iuthor's Sprachwissenschaft*. s'^S'StJ, "d m W«»«»«;. H^^JT'"?'
uni^Uber die Gnindfragen des Spachlebens, 10 ff. Von der Gabelentz
poEted out the bearing of his discovery upon Latin word-order, but
daaskal scholars have ten slow to take advantage of it.

the Speaker wishes to bring into the mind of the
hearer; the psychological predicate indicates that
which he wishes him to think about it". The psyco-
logical subject may or may not be identical with the
grammatical subject. If on entering the breakfast
room I announce, Today is my birthday*, today is
the psychological as well as the granmiatical subject.
But if someone asks when my birthday comes, his
question defines the starting point as my birthday;
and when I reply, 'Today is my birthday', today is
the psychological predicate. Again, if in answer to
the question 'Whose birthday is today?' I reply,
'Today is my birthday*, the psychological subject is
today is {someone's) birthday or today is (a) birth-
day, and my is the psychological predicate. In fact,
a verb, an adverb, or an adjective, as well as a sub-
stantive, a phrase, or a clause, may be used as
psychological subject and the psychological predicate
may be a phrase, a clause, or any part of speech with
the single exception of the relative pronoun.

In connected discourse, in which as a rule each
sentence takes up the thought where the last one
left it, the psychological subject is usually identical
with some idea either expressed or implied in the
context. Of course the speaker may 'change the
subject' at any time, but as long as there is no break
in the continuity of the thought, the psychological
subject is to be sought in that member of the sen-
tence which is a repetition of something previously
mentioned.

Probably all languages^ have a tendency to put the
psychological subject at the head of the sentence.
The speaker lets the hearer know what he is talking
about before trying to modify the hearer's thought
about that topic. At present we are concerned with
the application of the principle to Latin.

What I should like to call the normal order of the
Latin sentence is well illustrated in Pliny Epp. 2. 12.
I, 2* AtTodpytow illud quod super esse Mari Prisci
causae proxime scripseram, nescio an satis, circum-
cisum tamen et adrasum est*. Firminus inductus in
senatum respondit crimini noto. Secutae sunt ('the
next event on the program was') diversae sentcntiae
consulum design ato rum : Cornutus Tertullus censuit
ordine movendum, Acutius Nerva in sortitione pro-
vinciae rationem eius non habendam. Quae senten-
tia tamquam mitior vicit, cum sit alioqui durior
tristiorque.

The following examples illustrate the frequent
clashing of psychological and grammatical subject.
The psychological subjects to which I wish to call
attention are printed in italics. Pliny begins a letter
(i. 12) by saying, lacturam gravissimam feci, si
iactura dicenda est tanti viri amissio. Decessit ('the

* See Gabelentz Die Sprachwissenschaft*. 373 ff.

* The Italics give the psychological subjects.

* He had been mentioned in this connection in the preceding letter.

THE CLASSICAL WEEKLY

deceased is') Corellius Rufus. After .discussing the
speakers on one side of a question before the senate,
Pliny continues (9. 13. 15), Dicunt contra Avidius
Quietus, Cornutus Tertullus. Cicero outlines the
plans of the conspirators and then says (Cat i. 10),
Haec ego omnia vixdum etiam coetu vestro dimisso
comperi.

It will be seen that in the sentences so far dis-
cussed the psychological predicate carries the stronger
emphasis. That is because by definition it embodies
the novel part of the sentence, the part for whose
sake the whole sentence is spoken or written. That
is, the logical arrangement of psychological subject
and predicate is also, as a rule, climactic. I suspect
that this is the secret of more than one passage
where Professor Greene holds that a word stands
at the sentence-close to make it emphatic. He calls
our attention, for example, to § 76 of the Cato Maior,
where Cicero shows that the occupations of child-
hood, of youth, and of the prime of life are success-
ively laid aside: Ergo, ut superiorum aetatum studia
occidunt, sic occidunt etiam senectutis, The law by
which we outgrow the interests of earlier life applies
also to those of old age'. The ^-clause "is placed
second because it is the psychological predicate and
senectutis stands last of all because it is the psycho-
logical predicate of its clause.

In case the psychological subject is not inferred
from the context or the situation but is arbitrarily
introduced by the speaker or writer, it is frequently
almost or quite as emphatic as the predicate. Livy
begins his third decade with the words In parte
operis mei licet mihi praefari quod in principio
summae totius professi plerique sunt rerum scrip-
tores, . . . Early in the first book of the Histories
(Chapters 9-1 1) Tacitus describes the state of feeling
in the provincial armies. He begins the several ac-
counts as follows: Superior exercitus legatum Hor-
deonium Flaccum spernebat, . . . Inferioris Ger-
maniae legiones diutius sine consulari fuere, . . .
In Brittanico exercitu nihil irarum, . . . Quies et
in lUyrico, . . . Oriens adhuc inmotus. Syriam
et quattuor legiones obtinebat Licinius Mucianus,
. . . Bellum ludaicum Flavius Vespasianus . . .
administrabat. Aeg3rptum copiasque . . . Africa
ac legiones in ea. . . . Duae Mauritaniae, Raetia,
Noricum, Thracia, et quae aliae procuratoribus cohi-
bentur, . . . Each division of the topic, except the
fourth, is introduced by an emphatic psychological
subject. This fourth takes a subject, quies, from the
context, and the stronger emphasis falls upon the
psychological predicate et in Illyrico.

It should be noted, however, that even in such
passages as these the psychological predicate is not
deprived of emphasis. In the sentence Oriens adhuc
inunotus, for example, the present writer is unable
to decide whether Oriens or immotus carries the
stronger emphasis. Surely there is not so much dif-

ference between them that we can safely make it

explain the word-order.

Another important factor in determining Latin

word-order is suggested by Professor Header in an

article in The School Review 17. 230-243 (especially

231) in these words:

The general thought which the sentence is to sym-
bolize is more or less clearly felt before the actual
formation (or utterance) of the sentence begins;
that is to say, we have a more or less distinct idea
of what we are about to say even before we begin
to speak. The sentence proper is the act of organiz-
ing this indefinite mass of thought and feeling. The
act of organizing consists both in the analysis of the
mass into its elements, and in consciously setting
these elements into their relations to each other. . . .
As each one of these elements in succession is lifted
out of the general mass of unanalyzed thought^ it is
brought clearly before the mind and is seen m its
relations to the other elements already thus treated.
. . . The order of words in (ordinary conversa-
tion) will normally correspond to the order in which
the successive elements are apperceived, and the
reasons for the order are accordingly to be sought
in the conditions that determine the order in which
the various elements are brought in^o the 'focal
point' of consciousness.

Now that element of the whole idea in which the
speaker is most interested, the part upon which he
wants to lay the strongest emphasis, will normally
be the first one to be "brought into the focal point of
consciousness". We have at once a reason why
there should be a tendency to put the most emphatic
word first.

But, since the most emphatic word is usually part
of the psychological predicate, there arises a conflict
between two opposing tendencies, of which now one
now the other prevails. The order, psychological
predicate -|- psychological subject, the emphatic or-
der, is common whenever the speaker's emotions get
the better of his judgment. In moments of great
excitement we so far neglect the hearer's interest as
to omit the psychological subject altogether. Tool!'
or Thief I' says one who is angry, and trusts that the
hearer will supply the second personal pronoun rather
than the first. *Fire! fire!' we shout, and leave the
hearer to search the sky-line for our psychological
subject. What a thrilling experience!' says a school
girl, on coming in from a drive, and only by means
of questions do we learn what caused the thrills.

Perhaps it is the emotional character of this ar-
rangement, rather than a calculating desire to secure
emphasis, that leads to its emplojrment in literature.
At any rate it is a noteworthy fact that the arrange-
ment is particularly frequent in poetry* and emotional
prose. It accounts for the habit, prevalent in many
if not all languages, of putting the imperative' and
the interrogative pronoun early in the sentence. The
state of mind that leads to the employment of the

1 Spencer, 1. c takes most of bis examples of this arder from
poetry.

' Cf. Mr. Greene, pp. 10, xa.

THE CLASSICAL WEEKLY

arrangement is easily seen in Pliny Epp. i. 12. 4,
(Corellius Rufus) pedum dolore correptus est. Pa-
trius hie illi. He hastens to tell us that his friend's
gout was no disgrace.

Another clear case of an emotional inversion is
seen in Cicero Mur. 13 Saltatorem appellat L. Mure-
nam Cato. Professor Preble (p. 133) is surely right
in thinking that saltatorem is the most emphatic
word. That does not amount to sa)ring, as Pro-
fessor Greene (p. 12) ironically suggests, that Cicero
intended to insult Cato by mentioning him at the
end of the sentence. Cato stands last simply because
the emphatic predicate saltatorem has usurped the
first place and has naturally been followed by the
words that logically belong next to it*.

The emotional order, however, requires careful
handling in order to avoid the bathos of an anti-
climax. After the murder of Servius Tullius his
daughter drove to the senate house and hailed her
husband as king. When she had reached a certain
point on the homeward journey, according to Livy i.
48. 6, restitit pavidus atque inhibuit frenos is qui
iumenta agebat — . li the sentence ended here we
might well suspect its genuineness, but Livy has
added a second and more important predicate —
iacentemque dominae Servium trucidatum ostendit
The arrangement is not logical, but Livy has been
careful not to let our interest flag at the sentence-
close. When the senate had passed a measure of
which Pliny disapproved, he wrote (Epp. 2. 12. 5)
Numerantur enim sententiae, non ponderantur. Says
Cicero (Cat. 2. 2) 'Because he has left the citizens
safe and the city standing, in what despair do you
suppose he has been cast to the ground?' lacet ille
nunc prostratus. lacet ille nunc substitutes a state-
ment for the preceding rhetorical question and serves
as the psychological subject of the new sentence. The
psychological predicate follows in prostratus. The
psychological subject, however, consists of a subject
and predicate, and these are inverted: the emotion-
ally prominent iacet has usurped the first place. But
to cite the first two words without context as an
inversion ior the sake of emphasis would be mislead-
ing, for it is only the following prostratus that saves
the sentence from being anticlimactic.

Sometimes the same end is attained by putting the
psychological subject between two parts of the predi-
cate, as impetum in the following (Livy 25. 11. 5) :
Tum signo dato coorti undique Poeni sunt. . . .
Nee sustinuere impetum Roman i, . . .

Of course these two principles are not the only
ones that affect Latin word-order. Professor Meader
(1. c. 235) has called attention to the tendency to
bring together in the sentence those elements which
are most closely associated with one another. Nu-
merous other considerations, such as the fixed order
of certain phrases, the effort to secure a suitable

» Cf. Header L c, 335.

rhythm, a fondness for or a dislike of the balanced
structure, have to be taken into account Our con-
tention is merely this: in the interest of clearness
the Latin sentence regularly places the psychological
subject before the psychological predicate. In emo-
tional passages, however, the psychological predicate
or a part of it often stands first.

The two opposing tendencies are both present in
English as well as in Latin, and in about the same
relative strength. It is for this reason chiefly that
we are bound to keep pretty close to the order of
the original in translating from Latin into English
or vice versa — ^not for any vague, or 'subtle', consid-
erations of emphasis. Isn't it time to stop bewilder-
ing our students by all this talk about minute dis-
tinctions in emphasis which none of us can represent
in our pronunciation of either Latin or English?

Barnard Collscb. E. H. StuRTEVANT.

REVIEWS

Latin Forms and Syntax. By Robert H. Locke.
Philadelphia: John J. McVey (1908).
The motto of this book. Melius est petere fontes
quam sectari rivulos, is well chosen. A few quota-
tions will show how this idea underlies the making
of the book.

There were (originally) three source^ of languages,
the agglutinative, the analytic, and the synthetic. . . .
Latin is synthetic: (it) added syllables to the orig-
inal word or stem. . . . Originally every noun
had the same case-ending to express the same idea.
There was only one declension, and not five; but the
influence of the vowels altered the form of the case-
endings. It then became necessary to have a declen-
sion for each vowel. . . . The ablative singular
of every noun originally ended in -edf . . . thus
producing those guttural sounds characteristic of all
primitive people. As intelligence developed, the
sound was thrown forward, or strengthened, by the
dropping of the -ed, and the lengthening of the pre-
ceding vowel in compensation. ... In early ages
people imagined all natural objects as living beings,
and made them masculine or feminine according to
their notion of their properties. This primitive de-
notation of gender survived, even after the Romans
ceased to so regard natural objects. . . . The
origin of »- stems is obscure. They are extremely
rare in early Latin, and were probably being devel-
oped in the classical period. They were in a transi-
tion stage. Accordingly they have, as a rule, both
consonant and »-stem endings. . . . The first
necessity of speech was to find names for material
objects. . . . The next step was to express motion.
Now there can be only two directions of motion :
motion toward and motion from. Any third idea
must be that of rest. These fundamental ideas . . .
were expressed .by the accusative, ablative and dative
cases, respectively. They lie at the bottom of every
subsequent use of the cases. . . . An action may
pass to one object (the accusative) and proceed to
another (the dative), where it rests. A bullet may
hit one object, be deflected, and lodge in another.
. . . The imperfect indicative (of sum) is used to
form the pluperfect indicative (active) of other
verbs; the imperfect subjunctive to form the pluper-
fect subjunctive (active).

THE CLASSICAL WEEKLY

The five declensions, and similarly the four conju-
gations, are given all together. They are first devel-
oped by 'synthesis', and afterward the paradigms are
given. The method is possible in nouns and regular
verbs, but it is not even attempted in pronouns and
irregular verbs\ As a matter of fact, all the material
for memorizing is, and necessarily must be, given in
just about the same paradigmatic form in which it
usually appears in beginners' books. The synthet-
izing is supplementary. Too much attention upon
the principia rertmi inevitably enervates the grasp of
the essential facts, all-important for life as it is. Sit
omnibus rebus moderatio. It ^s, moreover, to the
reviewer, incredible that any class can study the five
declensions as one and eventually be able to distin-
guish the forms. What we need for beginners is not
a clearer or more accurate explanation of how things
happen to be as they are, but a better pedagogical
method for attaining the memorizing of those forms
and facts which must be known before transfer of
thought by written or printed language is possible.
The methods of the centuries past have been found
deficient in that they neglected the factor of atten-
tion: attention was enforced by external means;
now it must be captivated by an internal charm.
The error of this book is that it neglects the factor
of convention : in any human affair many things are
so just because they are so, because a certain people
got started into a certitin habit and then followed the
line of least resistance. In some measure the history
of forms and syntax may help to fix attention: but
in general neither the moving causes nor the antece-
dent facts, but only the habits of the classical period,
concern beginners. Otherwise we should teach Anglo-
Saxon before English grammar.

Too much theorizing leads to juggling with facts:
cf. e. g. p. 13, "in the pronunciation of princip, the
lips would remain closed forever unless V were
sounded". Again, on p. 148, indicative and subjunc-
tive future conditions are distinguished as being, re-
spectively, "admitted (in accordance with the facts)"
and "imaginary"; on p. 156 the statement implies that
fttw-causal takes the indicative if on one's own au-
thority; on p. 143 result is said to be expressed by
the subjunctive because "the result depends upon the
main verb"; on p. 156 the same explanation is applied
to rum-clauses (where the usage of classical times
was almost pure convention). On p. 159 we read
"Nearly all subordinate clauses are expressed by the
subjunctive" — could any more fatal idea be gotten
into a boy's head? (see also above.) There are

some apparently careless misstatements. So on p.
129 the ablative of degree of difference is made to =
*than'; on p. 129 plenus frumento is given as the
regular construction; on p. 121 the genitive depend-
ing on causa is said to be objective; on p. 133 indirect
discourse is said to be used "after all verbs or expres-
sions followed by the introductory word *that' in
English"; on p. 161 by implication it is stated that
utinam is not regularly used with the imperfect opta-
tive subjunctive.

The parts of speech are treated in the order of the
grammars, and syntax follows. Extensive knowl-
edge of English grammar is presumed. The exer-
cises consist of twenty-five to one hundred phrases or
sentences in each lesson (there are only fifty les-
sons). There is no English-Latin until syntax is
begun. The sentences are nearly all taken, almost
tmchanged, from the first book of Caesar. When
forms occur which the student can not understand,
the translation is given in parentheses. The general
vocabulary must be used from the beginning. The
lesson vocabularies contain only 245 words; but the
vocabulary of the exercises consists of 966 words, of
which 722 occur five or more times in Caesar I-V;
no occur less than five times in high-school Latin*.
There are misprints: fugierunt (p. 138), propinqus
(180), socer-eri (183), and mistakes in numbering:
par. 79 and 158, IV. There is unnecessary repetition
(pp. 9 and II, 89 and 94, iii and 112) and some
inconsistent statements (§§ 7, 40). Some words are
printed twice in the vocabulary. Itemque is mis-
placed. The hyphen is inconsistently omitted in com-
pounds of sub and trans. The quantity of vowels is
not marked except here and there in the exercises, in
the vocabulary, and in some paradigms.

Barclay W. Bradley.

COLLBCB OF THK CiTY OP NeW VoiIK

1 So it U compAimtirely easy to trace the pedigree of each use of the
accQMtive ca«e from the suppoaed original meaning, it is more difficult
in the dative (starting from the 'rest^ idea), aad fails utterly in the
genitive and ablative. Tn the book before us the entire syntax of sub-
ordinate clauses is developed from the statement that the subjunctive
**eipresBes something, at the time referred to, following the main
verb, . . something not at the time a fact". The connection is for the
most part highly artificial, sometimes whollv lacking, and sometimes
false (e.g. the association of /»/ M-clauses with verbs of fearing). Cmmt-
clauses and aU indicative clauses are relegated to parenthetical notes.

Helladian Vistas. By Don Daniel Quinn. Published
by the author, at Yellow Springs, Ohio (1909).
The alert teacher of Greek will welcome any
means by which he can broaden his horizon and
come into more intimate touch with the life and
thought of the Greek people, both in classic and in
more recent times. No American, probably, is so
well fitted as Dr. Quinn to give us an intimate view
of Greek lands and the Greek people of today, and
to make tlie proper connection between classic and
modern conditions. He has, by long residence and
extensive travel in Greek lands, made himself thor-
oughly familiar with the modem Greeks, especially
the common people, and this intimate familiarity has
made itself apparent on every page of this enter-
taining book. Myth and history, topography and
archaeology, crowd each other on these pages, all
helping to bring out clearly the present conditions
and their relations to the greater past.

> Almost every one of these, however, occurs at least once in B. G.I*

tttfi CLASSICAL WEEKLY

The most interesting and instructive parts of the
book treat mainly of Greek lands outside the beaten
track of 'personally conducted* parties. The chap-
ters on the various Ionian Islands and on the
Maniats of southern Laconia are cases in point.

Father Quinn shows great interest, insight and
fairness in his treatment of religious questions. The
'survivals* of ancient myth and ritual are continually
indicated.

The brief but vivid account of the siege of Meso-
longhi in the Greek Revolution is far superior in
interest to the annalistic narrative of Howe, or to
the scholarly but prosaic account of Finlay. It
rather recalls the story of the novelist Xenos in
his 'Andronike*, translated by Grosvenor.

The most serious criticism to be passed upon Dr.
Quinn's book grows out of his familiarity with the
modern Greek pronunciation and his fondness for
that pronunciation. This is a matter of the personal
equation, of course, and it is within an author's tech-
nical right to use what are, to the readers to whom
the book appeals, outlandish and repellent expres-
sions, but cui bono?

In the first place, such a scheme is almost impos-
sible of consistent execution, as Dr. Quinn's book
abundantly proves. Eu in Greek names he regularly
writes ev, thus giving us Zevs, Elevsis, Peiraeevs,
and even Akrokeravnian, the last being an Angli-
cized form of a Latinized Greek word. Will Dr.
Quinn tell us that this spelling represents any actual
pronunciation of the English word at any period?
Possibly Elevsis represents a some-time truth, but
why not go to the length and use Levsina as the
Greeks of today do? If we insist upon Peiraeevs,
why not transliterate exactly and write PeiraievsT
Dr. Quinn writes Bathy and Bolos, but Omer
Vrioni; why not V in all if we are to indicate the
modem sounds? Phaeaks (not Phaiaks) for our
old friends the Phaeacians, Evmolpids, Levktra, all
raise our ire, for they simply introduce a new ele-
ment of confusion into the already sufficiently per-
plexing question of spelling and pronunciation.
Many of these words are thoroughly Anglicized, and
no one, it seems to us, is justified in thus making a
bad matter worse. And if bad for the Greek stud-
ent who can "see the point", how much worse for
the non -Greek reader who needs a glossary of Quinn-
isms to get him back into his former world.

But this is Father Quinn's little fad, and we gladly
forgive him for it, in view of the instruction and
pleasure he has given us in Helladian Vistas.

George A. Whxiams.

Kalamazoo, Michigan.

of the proverbial woman who must have the last
word, but I want to express regret for my slip in
not noticing that fiebat and not foetus est stands in
the passage from Cicero's Milo, though, as Professor
Greene suggests, the blunder does not invalidate my
argument.

Will you spare me space for another remark or
two? What Professor Greene says about the posi-
tion of "the stronger or more significant word" seems
to show that we mean diflFerent things by the term
'emphasis'. According to him these more significant
words are eo ipso the more emphatic ones, while I
hold that emphasis is quite independent of the con-
notative force of a word.

Again, Professor Greene says truly that *we must
note carefully the Latin form of expression*. It is
on this account that it seems to me futile to try to
settle any question of emphasis in Latin by setting
before elocutionists unfamiliar with that language
a literal translation of a Latin sentence. This might
work if one could reproduce in English all the shad-
ings of the thought in Latin sentences as well as one
generally can those of the thought expressed in
German or French or other modem languages, by
translating nouns by notms, verbs by verbs, adjec-
tives by adjectives, etc. To deny emphasis to a
Latin word because one would not emphasize its
syntactical equivalent in an English sentence trans-
lated word for word from the Latin appears to me
entirely unwarrantable.

I should like to show how such crude indications
of emphasis as 'I am passing my four and eightieth
year', and 'But I come to the farmers, etc', do not
at all express the very slight degrees of emphasis
which a Greenoughite sees in such sentences, but
it would take too long, and your readers are doubt-
less weary of the subject already. I hope they will
all read Professor Meader's article in The School
Review for ApriL

CORRESPONDENCE

In sending you a brief rejoinder to Professor
Greene's reply to my criticism of his paper upon
Latin Word-Order, I would not occupy the position

NOTE
HORACE'S ESTIMATE OF HEUODORUS IN

SERM* 1« S» 3*

rhetor comes Hcliodorus
Graecorum longe doctissimus.

The individual alluded to probably cannot now be
identified. "The hsrperbole is intended and is play-
ful", comments Wickham. "Probably a friendly
overestimate, as no account of him has come down
to us with all his learning", observes Greenough.
"An exaggerated expression characteristic of the
mock-herok style which Horace adopts in several
parts of this satire, ... a form of wit common in
modem times", writes Rolfe. Among the multitude
of similar comments on this passage, we may be
surprised that what seems an obvious explanation
is not emphasized, th)at Horace is speaking in bitter

THE CLASSICAL WEEKLY

irony, as one who, while suffering from dyspepsia,
has probably been bored to extinction by a garru-
lous pedant. The Greek erudition of Heliodorus
was a sorry passe-temps for the youthful poet, who
doubtless wished himself out of such company and
back in Rome. The estimate is no more serious
than the following from a later period. Pronto
(Ep. ad Amicos i. 7; see Naber p. 140), in recom-
mending on hearsay testimony as a teacher Anto-
ninus Aquila, vir doctus et facundus, closes his letter
with the quip: ego vero etiam nomine hominis faveo
ut sit ^rrrhptap dpurrot^ quoniam quidem Aquila ap-
pellatur.

There is no reason to suppose that Heliodorus
was a member of the 'junket* to Brundisium. That
longe doctissitnus is playfully characterizing is a
possible assumption, yet it would seem that Horace
could hardly have been in a very playful mood.
Scheiden thut Weh! Departure from Rome came
hard. The main party was to be met further on.
The big capital with its lavish hospitality would be
missed in the humble road-house in the little village
of Aricia. Horace doubtless knew the oft-quoted
sententia of Publilius Syrus, that comes faamdus in
via pro vehiculo, and cursed the amiable volubility
of the pedant on the Via Appia as heartily as he did
the officiousness of the light o' tongue on the Via
Sacra (Serm. i. 9). At Forum Appi he had to rub
shoulders with the brutal bargemen and fleecing
inn keepers. The travelers were disinclined to has-
ten, the road was rough. The water was bad; Hor-
ace was sick. There does not seem much likelihood
that Horace at this stage was in a cheerful mood;
it seems less likely that looking back on his jour-
ney, as he writes this satire, he would inject a bit
of pleasantry; irony rather would suit his mood.
Pkincbton Univbrsity. George Dwight Kellogg.

THE CESNOLA COLLECTION

We give, in slightly condensed form, the article on
this subject by John M. My res, in the September
number of the Bulletin of the Metropolitan Museum
of Art

The further progress which has now been made
with the examination and rearrangement of the Ces-
nola Collection of Cypriote Antiquities permits a
general forecast of the results.

First, as to selection and arrangement of exhib-
its. The very large size of the collection has always
made it impossible to expose all the objects for gen-
eral study. It has therefore been decided to sepa-
rate the collection into two parts, one of which, con-
sisting of the finest specimens of each kind of work-
manship, will be treated as a series of typical exam-
ples, and retained on view in the present gallery
on the ground floor of the Museum ; while the other,
which will contain the many large series of objects
of almost monotonous similarity, will be transferred
to a less public gallery, easily accessible from the

former, and more convenient for the special purposes
of expert students.

The series of typical vases which has been selected
for exhibition consists of about 2,000 examples. It
will occupy the whole of the seventy-eight Wall
cases of the west and south walls of the gallery, to-
gether with eight large floor cases. In the latter are
collected a small number of the largest and most im-
portant vases of each successive style; and by this
means it is possible to do justice to the fine groups
of Mycenean and Orientalizing vases, in which the
collection is so rich.

A similar range of cases on the east wall of the
gallery and on the walls of the northern annex,
is assigned to the Type series of Cypriote sculp-
ture, which is supplemented in the same way as the
vases, by floor cases containing the larger heads and
busts, and a selection of the largest terra-cotta heads.
The life-size statues which formerly filled the middle
of the Cypriote Gallery, will in future be redistrib-
uted in three groups, round the central piers, and
considerably reduced in number, corresponding pro-
vision being made in the Students' Collection down-
stairs for the statues withdrawn from above. The
great sarcophagi and sculptured tombs and tomb-
stones will in future be grouped together in the
northern annex of the same gallery, under more fav-
orable conditions of light and space than has been
possible hitherto.

All the sculpture and most of the painted vases
have been found on examination to need thorough
and careful cleaning. It was already known that
many objects had required and received minor re-
pairs before they could be put on exhibition at all;
and care has been taken to determine exactly in the
process of cleaning the precise extent of these re-
pairs. In general, however, it may be repeated al-
ready, that the appearance of the statues is very
little affected by the process. The chief changes in
their aspect are due to the recovery of the mellow
cream-colored tones of the soft native limestone of
which the statues are made ; and to the discovery, in
many instances, of clear and even copious traces of
their original coloring. One of the most notable
pieces in the collection, for example, the well-known
'Priest with the Dove', is found to have many marks
of red borders and designs on the drapery, besides
decoration in red, black, and yellow on the helmet,
and traces of red color on the lips. Some of the
Orientalizing statues were also brightly colored
originally, and the same practice persisted in the
Cypriote art of the fifth and fourth centuries, and
perhaps even later still.

The preparation of a general guide to the whole
collection has been greatly facilitated by the detailed
studies of which a summary has been given above;
and it is hoped that it may be possible to make this
guide public not long after the reopening of the col-
lection itself to the public

John L. Myrej.

THE CLASSICAL WEEKLY

^he CLASSICAL 1¥EEKLT

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New Yokk, October SO, 1909

No. 5

High School teachers will hail with pleasure the
appearance at last of The Syntax of High School
Latin (University of Chicago Press), which has been
under preparation by Mr. Lee Byrne and his friends
for a number of years.

It is a ihin hook so far as the actual number of
pages goes, but it embodies the result of a vast
amount of labor and should become at once a stand-
ard book for teachers. In appearance it resembles
very much my Vocabulary of High School Latin,
but in treatment it necessarily varies much from
that because of the difference in the material. After
a shori introduction we have in tabulated form sta-
tistics of the syntactical usages of Caesar (Books
I-IV), Cicero (six speeches), and Vergil's Aeneid
(six books). These statistics are grouped in the
order of cases and constructions and in general the
most common construction is put first. We are at
once reminded of Heynacher's statistical studies of
Caesar, but this book is so much fuller in every way
that it renders Heynacher unnecessary. The sta-
tistics are fallowed by several pages of explanation
of the categories adopted and then conies a very
interesting chapter entitled Distribution in the
Course of Study. Selected examples of the various
constructions ard followed by an appendix repeating
these examples in their order of occurrence. In the
selected examples the editor has used black type to
indicate constructions used as many as five times in
Caesar, ordinary type for the additional construc-
tions used five limes by Cicero, small capitals for
the new constructions used five limes by Vergil ;
furthermore, those used as often as ten times in. the
three authors but less than five times in any one
are placed in either the Cicero or the Vergil hst;
other constructions are printed in small type.

Now 99.8% of all the constructions found wilt
come under those that are printed in large type.
If you take for the first year's study constructions
used 50 times in Caesar the number of those con-
structions in the first year is 45, in the second 31.
in the third 19, in the fourth 14.

While the arrangement of syntactical studies ac-
cording to constructions will always he open to
certain objections it seems to me in general to be
the most logical principle to follow. Individual
teachers will no doubt wish to introduce other
constructions for the sake of comparison, but the
material for all this is given in the book and the

editor lays down no hard and fast method of pro-

As is to he expected in the case of any investiga-
tion of this kind, the results are apt to be startling
in some particulars. Thus conditional propositions,
which some systems of .study insist upon in the first
year, are in this plan relegated to the third year;
this is true even of the so-called simple conditions.
Now of course most teachers have known that the
place to study conditional propositions was Cicero,
but here we have this belief fortified by facts, for
Caesar, outside of indirect discourse, shows only 23
cases of conditional sentences, of which 19 are
mixed and irregular and four are generic condi-
tions ; there are, therefore, no examples of logical,
ideal, or unreal conditions. On the other hand,
Cicero shows 24 cases of the logical and 25 cases
of the unreal conditions. Ideal conditional proposi-
tions are rare throughout.

Mr. Byrne suggests that in the first year the only
subordinate constructions that should be taught are
clauses of purpose and result, time with cum, cause
with guod, and subordination in indirect discourse.
We thus see that even the simple construction with
poslquam should be deferred to the second year.
Relative clauses in the first year are restricted to the
indicative ; clauses with quin are deferred to the
second year. In connection with the syntax of cases
the suggestions are interesting. In the first year the
accusative is limited to the direct object, limit of
motion, subject with the infinitive, and the accusa-
tive after prepositions. The dative constructions are
indirect object, with special verbs, with compounds,
reference and purpose. Now constructions of the
dative case are very numerous. The statistics show
436 examples of indirect object, 159 with special
verbs, 333 with compounds, 279 of reference, 100 of
agent, 105 ot possessor, 79 of purpose (of which
50 are found in Caesar), 115 with adjectives, 66 o.f
direction (entirely confined to Vergil). Neverthe-
less the construction of the dative with compounds
is not an easy one to teach by reason of the number
of exceptions, and the dative of reference is ex-
tremely vague ; hence it has always been 3 matter of
doubt to me whether it would not be better to defer
most of the careful analysis of the dative case to the
later stages. Inasmuch as the work in the first year
is devoted largely to the beginners* book, it would
seem to me unwise to treat constructions which

THE CLASSICAL WEEKLY

were not sharply defined; and so the dative of indi-
rect object, and to a certain extent the dative with
compounds, would seem to me about all that should
be included in the beginners' books.

The statistics and recommendations of Mr.
Byrne's book would furnish material for a great
amount of discussion, but my purpose now is par-
ticularly to call attention to its value as an addition
to the equipment of every High School teacher. Mr.
Byrne and his associates^ deserve the thanks of our,
profession. G. L.

DE QUINCEY AND MACAULAY IN RELATION
TO CLASSICAL TRADITION".

DeQuincey was reserved and artistic; his life was
a dream; his feelings made for revolt and protest
Macaulay was a man of action, who pushed out in
all directions among men, among books, among af-
fairs, and was dissatisfied until he had compre-
hended all the objects of life and thought in a well-
defined panorama. Unlike as they were, and with
all the contrast of their careers, they were neverthe-
less subjected to the same strongly classical system
of education and the classical traditions of English
culture. It is the immediate object of this paper to
discuss a few of the phases in which the atmosphere
and the matter of Greece and Rome affected them.

We find it hard in America to understand many
points in the English system of education. The
Latin verses, hammered out each we^k line by line,
the Greek choruses, learned by heart at the age of
fifteen, the absence of original composition in the
native tongue, except for rare occasions of prize
essays ( r the like — all these things are foreign to
cur intensely practical system in America. We go
too far in our disdain. The English system was
criticized by the two writers with whom we are
concerned only when it was carried to extremes.
DeQuincey, in his autobiography (2. 57 ff., ed. Mas-
son), shows what evils may result from over-indul-
gence in such a course. Transferring the question
from school to college, he says :

It is noways peculiar to Oxford, but will, doubtless,
be found in every university throughout the world,
that the younger part of the members, the under-
graduates, I mean, generally, whose chief business
must have lain among the great writers of Greece
and Rome, cannot have found leisure to cultivate
extensively their own domestic literature.

And he goes on to state, with perhaps a little exag-
geration :

The Spectator seemed to me the only English book
of a classical rank which they had read. They had
been sent to the book chiefly ... as a subject
for Latin translations, or for other exercises.

1 This paper was read at the meeting of The Classical Association
of the Atlantic States at Harerford, Pa., April 34, 1909.

This is of course a development of the rigorous
training in the Latin of public school life. And the
list of original reading in English which our Ox-
ford recluse followed proves that a mind of strong
originality is needed in order to break away from
such bondage. But we are not summarily banished
to the other pole; the Qassics, he says, are to be
learned thoroughly; still, this is not all. Milton and
his Mark sublimities which rest ultimately upon
dread realities' should not be despised in favor of
the 'spurious and fanciful sublimities of the clas-
sical poetry*. Although we feel instinctively that in
this last statement DeQuincey is unjust, he is so
much at home in both the ancient and modem that
we should allow him the right to dictate a little, and
should subtract from the occasional exaggerations
which are obviously due to the imagination of the
Opium-Eater. We feel that his criticism is over-
done in detail, but the wisdom which prompts it is
of the soundest; we leave the frigid French models
of the eighteenth century, in which the classical ele-
ment, was, no doubt, overdone and are directed to
Chaucer, Shakespeare, Milton — authors grand and
fresh in their English strength. This goes along
with the Romantic Revival, or whatever one chooses
to call it, in contemporary EngHsh poetry.

A revolt from this same dictatorship of the clas-
sical machine may be found in Macaulay. His biog-
rapher* refers to carelessness in the composition of
hexameters; to his definition of a scholar as one
who can 'read Plato with his feet on the fender'; to
his statement that he had 'never practised composi-
tion a single hour since he had been at Cambridge*.
How, then, we ask, did he attain to such eminence
in understanding the Ciceronian atmosphere which
he made over into English as his own, and which
provoked the editor Jeffrey's wonder 'where he
could have got that style?' The answer may be
found in another of his statements, whose truth is
confessed nowadays by every instructor in Latin
prose : 'Soak your mind with Cicero'.

Thus we see that these two masters of English, at
corresponding periods in their careers, were enthu-
siastic for the broadening process. They paved the
way for Arnold's dictum about culture— 'Knowledge
of the best that has been thought and said in the
world*. Such culture, they realized, would have to
come from acquaintance with the masterpieces of
more than Vergil and Homer, of more than Soph-
ocles and Plautus. But the Classics were the back-
ground, and the modern languages the more vivid
features of the picture.

As to scholarship, two examples are ready to

hand. One is the ever-vexed Homeric question, the

other Niebuhr's ballad theory in regard to Roman

lays of heroic character.

DeQuincey presents us with an article in Black-

* Trevelyan 1.86.

THE CLASSICAL WEEKLY

wood's Magazine on Homer and the Homeridae.
His bibliography seems to be fairly complete for
the times; in fact, we have a feeling, after reading
the essay, that most of the problems which vex us
to-day are brought up and discussed, if not settled.
He begins with a rhapsodic comparison of the Greek
epic poet or poets to the river Nile. We cannot re-
sist his implication that the (lile has as many
mouths as there are cities clamoring for the honor
of being Homer's birth-place. And his simile is apt
because of the fertility and influence of both writer
and river. The Wolfian problem is discussed in de-
tail, and DeQuincey goes to the root of the mat-
ter with a question which appeals to us all now-
adays — why did not Wolf *close the dispute with
a comprehensive valuation of all that had been said,
and all that remained to be said, upon this difficult
problem?' With British pride he points to Bentley,
who 'Wolfized' in 1689; whether this suspicion of
Bentle/s was highly original or only a manifesta-
tion of an underground learned doubt cannot of
course be determined. Then comes Robert Wood's
scepticism; but where in this list is Vico? We find
Aristarchus summarily dismissed ;* he is criticized on
the ground of having edited Homer to death. 'Aris-
tarchus might well boast that he had cured Homer
of the dry rot! He has, and by hardly leaving one
whole spar of his ancient framework'. The Alex-
andrians to his mind are tormentors; 'with them
Homer's pre-Christian martyrdom comes to an end'.
Another remark is: 'His post-Christian sufferings
have been due chiefly to the Germans, who have
renewed the warfare not only of Alexandrian crit-
ics, but of the ancient chorizontes'. At any rate,
we cannot deny DeQuincey considerable individual-
ity of utterance. This will be borne out by his words
concerning the Lycurgus enactment and the deriva-
tion of the name Homer :

I maintain that ifioO Apw is Greek for packing up.
And my view of the case is this: 'Homer' was
a sort of Delphic or prophetic name given to the
poet under a knowledge of that fate which awaited
him in Crete, where, if he did not pack up any
trunk that has yet been discovered, he was, how-
ever, himself packed up in the portmanteau of Ly-
curgus.

We are inclined to think that this attempt at wit
was the result of an opium period. But there is
sanity in what follows. Just because Gorgias means
the possessor of yopySrrfs, Deinarchus the possessor
of Stip&rrit , and Demosthenes the 'strength of the
people', these men need not be regarded as disem-
bodied spirits, nor need Homer be. There is spec-
ulation on possibilities of a Cretan birthplace on ac-
count of a certain Mr. Pashley's studies in the
natural history of the agrimi, or Cretan ibex. And
so on with many other theories, including gentle
raillery about Odysseus's thjee dinners in one even-
ing. He is strong for the Peisistratean recension,

of course is ignorant of any archaeological inves-
tigations, and leaves us at the end wondering
whether he is not indulging in whimsical flights of
speculation aimed at his Teutonic brothers across
the Channel. The conclusion stands for an original
Achilleis, with the Odyssey a later production coeval
with the Nostoi, a safe estimate at any rate. Pick
and Meyer, with their theories of Aeolic transfer-
ence and a southern origin of the Iliad respectively,
come too late for DeQuincey to discuss.

Are the Lays of Ancient Rome 'pinchbeck bal-
lads?' Do they represent the spirit of ancient
Rome? And are the theories which led to their
composition entirely futile? The first point is a
matter of taste; we might answer that it is no fairer
to compare them with Gray's Progress of Poesy
than it is to place Andronicus's Saturnians along-
side the heroic song of the later books of the Ae-
neid. In reply to the second question, we are in the
dark. In the Horatius lay, for example, a reader
of Vergil and Livy (omitting Dionysius and Poly-
bius, whom Macaulay cites as alluding to the story)
will find little that seems out of keeping. Allusions
to 'Sir Consul' may be forgiven on accotmt of the
stock usages of English ballad poetry, the atmos-
phere in which the subject is represented. Similarly,
the banners and ensigns of the Etruscan host are
concessions to the same medium. This element is
as old as Chaucer's Duke Theseus. And the history
of Rome in the days before the Gallic invasion of
390 B. C, to sift the opinions of Schwegler, Dyer,
Mommsen, etc., amalgamates into the single fact
of an Etruscan domination and influence in the early
days of Latium. Besides, if Livy sees fit to entertain
the story, why need we object in the case of Macau-
lay? The descriptions of the march to Rome from
Etruscan territory are quite in the Vergilian man-
ner; the Romans themselves flock to the standard
like the Italians in the seventh Aeneid. And the
magnificent simile of the hero falling like a tree
(frequent from Homer to Spenser), stirs our blood
in a purely Latin spirit:

And the great Lord of Luna

Fell at that deadly stroke.

As falls on Mount Avemus

A thunder-smitten oak.

Far o'er the crashing forest

The giant arms lie spread.

And the pale augurs, muttering low.

Gaze on the blasted head.
But how about the supposition that the Romans
sang such ballads during the time before and after
the Gallic invasion? Livy's history is, in a way,
poetical prose; the question therefore arises whether
all these imaginative episodes which Macaulay refers
to from Livy are post hoc propter hoc, or are built
up in the manner of Geoffrey of Monmouth in his
dealings with the Arthurian cycle. Omitting any

THE CLASSICAL WEEKLY

such Spanish parallels as are mentioned by Macau-
lay for the identity of history and poetry in their
rendering of certain episodes, we must stick close to
Latin evidence. Fauni and Vaies certainly used
to chant rude oracles in measure; neniae were
sung at funeral banquets about the deeds of the
dead; and there were even convivial efforts at din-
ner-parties by individual guests on heroic subjects.
Perizonius, Niebuhr, and Lord Macaulay approach
the danger-point in assuming a cycle of poems. If
the Greek literature struggled so hard for existence
on being transplanted in foreign soil, would the
development of Latin antecedent native song have
reached a point where one might infer the existence
of a native Iliad? That is the crux. Do the allu-
sions of Tacitus to German war-songs about the ex-
ploits of Arminiufi warrant the assumption of a se-
ries of intelligible and developed poems? One feels
tempted to deny the stern Roman everything except
an occasional improvised chorus after a victory —
stimulated by the joint inspiration of Mars and
Bacchus. But the Hottentot can do this round his
camp-fire; and the Latin inscriptions dating back
to the fifth century, Macaulay's sacred verses,

Traced from the right on linen white

By mighty seers of yore
would plead for more than this. It is foolish to
deny the possibility of such a theory. Scholars, with
the exception of M. A. Krepelka (in Philologus 37,
450 ff.), are sceptical. But if Macaulay sins, he sins
in good company, and after observing the rules of
the game.

Both English writers under consideration were
sympathetic students of history. Of Macaulay's
History of England it is needless to speak, or of
the countless reviews and essays which deal with
special phases in the records of countries and indi-
viduals. DeQuincey wrote in Blackwood's Maga-
zine a running account of the Caesars and an essay
on Herodotus, together with a little gem on ^the
Philosophy of History. Here the same distinction
is seen which has been brought out at the beginning
of this paper; Macaulay fuses all he finds into
something universal, while DeQuincey focuses his
attention on a particular aspect. The Parliamenta-
rian, in a review of Neele's Romance of History,
goes back to earliest times, prefacing his remarks
with the dictum that this art 'begins in novel and
ends in essay'. We have the feeling that he is pat-
ting Herodotus on the head like a wayward child,
for he calls him an inventor from first to last; De-
Quincey sees farther into the mind of the sensitive
Ionian, being more in sympathy with his inward eye
— to him Herodotus is an encyclopaedist, who
touches manifold springs of human interest. The
true definition of l*T#pto is not what we ordinarily
suppose; it is 'inquiries, investigations'. DeQuin-
cey examines, in his own eccentric way, the astron-

omy, geography, and chronology of Herodotus, and
concludes that, with indulgences on account of bis
limited means of inquiry, he outshines the Elder
Pliny in every way, and 'justifies his majestic sta-
tion as a brotherly assessor on the same throne
with Homer'. It looks, therefore, as if DeQuin-
cey read his author to better purpose than Macau-
lay. But the panorama of the latter was wider. He
passes on to Thucydides; here he is more at home.
He touches on the Greek vice of reasoning ad
hominem rather than ad rem, and maintains that
even Thucydides was at fault here, because his con-
ciseness and condensation of narrative tend to judg-
ing 'better of circtmistances than of principles'. His
political philosophy, in Macaulay's view, is defic-
ient. Xenophon he passes over rapidly — ^*He had a
weak head', 'couldn't stand strong meat', seeks only
the picturesque. This is certainly unjust, and those
who teach the Anabasis from year to year will ex-
claim in anger. It must indeed be a very severe
standard by which one condemns the graphic ac-
count of the struggles in the snow, the tactical de-
vices for marching in column, the short but pithy
accounts of the murdered generals' characters, and
old Clearchus with his cat-o*-nine-tails. Macaulay
should be arraigned here at his own tribunal, for
one of his theories of history was that the best
writer should regard the little things of life as equal
in importance with the greater issues. This was the
reason for the birth of his own History of Eng-
land. One tires frequently of mighty national move-
ments. Scipio and Laelius playing tag round the
dinner-table are as necessary to an understanding
of ancient life as a comprehensive study of aque-
ducts or of the formation of a Roman legion.

But what did poor Plutarch do to draw down on
his innocent antiquarian head the anathemas of these
two leading English essayists? Both of them scold
him con atfwre, Macaulay speaks of

that school of which Plutarch may be considered as
the head. They seem to have been pedants, who,
though destitute of those valuable qualities which
are frequently found in conjunction with pedantry,
thought themselves great philosophers and great pol-
iticians.

This about Montaigne's pet — ^the writer who is
thought by most men to have inspired more heroic
ambitions than any other writer ever bom! And
DeQuincey assails him too. He is speaking of
Rousseau's limited reading knowledge. Now Rous-
seau voted for Plutarch as the author with whom
he would like to be wrecked on a desert island.
The Englishman inveighs against him thus:

Although not a Frenchman, having had an edu-
cation (if such one can call it) thoroughly French,
he had the usual puerile French craze about Roman
virtue, and republican simplicity, and Cato, and all
that.

Macaulay even ascribes most of the trouble (and

THE CLASSICAL WEEKLY

mentions it not on one occasion only) which led to
demagogue abuses during the French Revolution to
the insincere hubbub caused by semi-heroic ideas
inculcated by authors of that school. Are they not
distinctly unfair? Should we criticize the anecdoter
of Chaeronea as we criticize Thucydides and Taci-
tus?

These are perhaps injustices. But when we con-
sider DeQuincey's Philosophy of History, we can-
not help a glow of admiration. Recall the wonder-
ful summing up of the last sentence:

The quality of their histor;^, the tenure of the
Caesars, the total abolition of literature, and the con-
vulsion of public morals — these were the true key
to the Roman decay.

Hence we repeat that Macaulay approaches the uni-
versal, and DeQuinccy is more intuitively searching;
Macaulay sees faults in them all, and seeks his
ideal historian as Plato sought his philosopher king;
DeQuincey, with a concentrated glance at his fav-
orites, makes the most of them.

There is still another phase of this revolt against
a rule-of-thumb acceptance of classical traditions.
That was a matter of scholarship; what I wish to
speak of now is of literature. Critics have a way of
comparing eras — the *hey-day of Athenian suprem-
acy in the drama', the 'artificial splendor of the
literary coterie of Louis XIV', the 'spontaneous bril-
liancy of the age of Elizabeth*. We are therefore
prepared for some Radicalism from Macaula/s pen.
In his essay on Moore's Life of Byron, discussing
rationality and irrationality in literary criticism,
he tears to pieces the unities of place and time.

It requires no very profound examination to dis-
cover that the Greek dramas, often admirable as
compositions, are, as exhibitions of human charac-
ter and human life, far inferior to the English plays
of the age of Elizabeth.

This brings up a very interesting problem. He is
careful to explain that the fault (if it is to be called
a fault) was due to the domination of the lyrical
element over the dramatic element in Athenian trag-
edy. But we should all accuse him of having mis-
interpreted their spirit. The Greek drama was a
liturgy, and should to a certain extent be regarded
as being to the Greeks what our Scriptural lyrics are
to us. Second, he does not allow for the fact that
men saw life differently then; the workings of dis-
appointed love in the bosom of a Medea were of
more interest to them than the eccentricities of a
more variegated program. With his wide read-
ing he should have known that it takes a long time
to secularize the heroic — that is to say, to bring the
heroic into contact with the actual mire. The evolu-
tion of this idea may be seen in all literatures, epic,
lyric, drama — ^the high-bom hero first, the peasant
.last. The converse is also true. The ridiculous (of
which there is now a large share in the legitimate
drama) begins as a sort of safety-valve — as Satyr

Drama or village merrymaking, Fescenninc Verses
or Siberian fl3rting. These two elements are then
started in motion, the one down, the other up. And
my point is that at the stage of literary history rep-
resented by Athenian tragedy (of which he is talking
rather than of comedy), the basic man, as we con-
ceive him, has not been fused sufficiently into the
essence of drama to enable us to compare the two
ideas directly. Let Hamlet talk his psychology and
Oedipus fly before the breeze of Nemesis straight on
the rocks. Here is a case of over-assimilation; the
greatest and most finished criticism is that of Mat-
thew Arnold or Sainte-Beuve, the genius which can
enjoy and analyze distinct kinds of literature, each
in its own spirit Spenser's Faerie Queene should
not be viewed as if it were a chapter of Scripture,
nor should the guard in Antigone be expected to go
as low as the porter in Macbeth. This dictum of
Macaulay's is all of a piece with his hatred of things
French. There is a little too much House of Com-
mons in his sentiments.

DeQuincey 's idea on this subject is harder to ap-
proach. He makes as strong and emphatic state-
ments as Macaulay, but they circulate all round the
compass, and it is practically impossible to put them
together into one whole. Let us take an example,
however, from his biographical sketch of Bentley.
Bentley, as the foremost classical scholar of Eng-
land, was commissioned by royalty to prepare an
emended edition of Paradise Lost, and seems to
have made a bad job of it, if we judge from the list
of poets and critics who have seered it. DeQuincey
accounts for this as follows: Bentley's mind was
distinguished for sagacity and common sense, not for
poetic imagination. Hence he is more at home in
the classical poets than in the Christian poets, for
the former run from idea to idea much more ration-
ally and evenly than the, latter. This explanation is
ingenious; but is it true? We should be careful
before denying it recklessly, inasmuch as DeQuincey
has about the keenest imagination of any English
prose writer on record. Should he not have quali-
fied the emphasis of his statement by saying that
ancient literature, and especially the Greek, has
magnificent imaginative qualities, but that their
nexus, their suturing^ of one idea to another, goes
on by a more logical process, not permitting the
wrenches and abrupt turns which we find so often
in our English poetry?

Among the numerous opinions which this same
writer delivers upon the Qassics, we find one run-
ning all through his writings, notably the Opium-
Eater, like an opera-motive. It is sympathetic rather
than antipathetic — his definition of a Grecian. This
was to him a sort of shibboleth. To be a Grecian,
in his eyes (like a Homerid), is to 'have the com-
mand, not merely the knowledge, over a language,
the power of adapting it plastically to the expression

Ttt£ CLASSICAL WEEKLY

of your own thoughts'. This is, according to him,
a gift of nature; *the faculty of clothing the
thoughts in a Greek dress is a function of natural
sensibility'; and this function DeQuincey claimed to
possess. We cannot deny his at home feeling in
Greek tragedy ; one needs only to read his summaries
of plots — exquisite work like the island gems and the
subtler vase paintings.

When we come to the usage of words, the greatest
difference is noticeable. Macaulay's style is clear
and forcible; none of the words as a separate imit
is at all unusual. But DeQuincey plays with sounds
and derivations, worrying his language as a cat wor-
ries a mouse. He is speaking of a cottage in the
Lakes, and the building operations devoted to it :

The walls had been finished, and this event was to
be celebrated at the village inn with an ovation,
previously to the triumph that would follow on the
roof-raising.

One eats a bird, not entirely, but from alpha to
omega. Two gentlemen meet, rather too strained
company for a room; 'they met, they saw, they
inter-despised\ In the case of the same gentlemen,
*the more heartily disdain his disdain and recalci-
trate his kicks'. Describing Wordsworth's face, he
alludes to the circumjacencies of the mouth. We
might compare the toying with language in which
Lyly and Apuleius abound. Quotations rush into
his head for any subject with which he is dealing.
Speaking of the Greek volatility in contrast with
the Roman steadiness He scores the Hellenic tribe:
'Whatever else they might be — sculptors, buffoons,
dancers, tumblers — they were a nation of swindlers'.
What else can this be but a reminiscence of Juvenal's
Graeculus esuriens? Whole episodes develop out of
an off-hand reference to something from the Qassics.
But Macaulay relentlessly brushes aside anything
that will impede the argument, introduces little ex-
traneous matter, and, like a man with a definite pur-
pose, touches and passes on.

As I said at the start, one was a public character,
the other a recluse. Hence the former would de-
velop a working style, the latter an impressionistic
About the same result is seen in their relation to
the Gassics. Macaulay, like Cicero, was a man
whose mind embraced everything with avidity, and
sent it through a sort of akmbic of popularisation;
and we find little for our direct purpose in individual
passages. What we get from him is a sweeping
statement like that about the drama, an allusion to
ancient history for the purpose of pointing a moral
or embellishing a theory. The purely literary ele-
ment is slight. But DeQuincey, as if walking through
a gallery, stops before his favorites and lavishes
praise on them, pauses in front of something he ob-
jects to, and covers it with scorn, making the inartis-
tic artistic because of the lights and shadows he
indicates. R. M. Gummere.

Havbrpord Collbgb, Haverford, Pa.

REVIEW

First Year Latin, preparatory to Caesar. By Charles
R Bennett. Boston: Allyn & Bacon (1909).
Pp. X + 281.
The chief difference between this book and its
predecessors from the same pen is the endeavor to
prepare specifically for Caesar as the material for
study in the second year. Paradigms are given in
the lessons. Topics are grouped "as nearly as pos-
sible" according to the conventional arrangement of
our Latin grammars. The most important novel fea-
ture is the introduction into alternate lessons, begin-
ning with XXVn, of passages of continuous narra-
tive taken from the first book of the Gallic War, at
first very much simplified.

The vocabulary of the lessons, exclusive of words
which do not occur elsewhere than in the passages
of continuous prose, is as follows: Proper names,
50, other words, 794. Among the latter we have
Words occurring only one, two, three or four

times in B. G. I-V 104

Words not in Caesar* 40

Words occurring from one to four times in Cae-
sar ^d Cicero* 55

Words not in Caesar or Cicero 15

Words occurring from one to four times in High

School Latin* 34

Words not in High School Latin 5

There is no better lesson in the book than this
from the preface:

It is probably no exaggeration to assert that the
chief defect in the teaching of Latin today is the
failure to master the declensions and conjugations
at the very outset of the study. ... An adequate
knowledge of the forms does not come of itself; it
does not come even by reading. It can come only
by persistent, sustained attention to the forms them-
selves at the earliest stages of the study.

Let us see how well the author has made provision
for the development of this theorem.

The book contains seventy-two lessons, distributed
thus:

I-XXVI: nouns, adjectives, pronouns, the verb
sum, and pres. ind. act. of amo^. Each lesson con-
tains an average of 27 drill phrases, 10 difficult Lal^p
sentences, and three or four English sentences for
translation. Some rules of syntax are here given,
including predicate noun and adjective, apposition,
indirect object, ablative of means and manner. A
careful estimate of the time required for an average
class to complete this portion of the book is sixty
recitations, including three days for reviews.

XXVII-XLVI : conjugations and reading lessons.
The average number of phrases and sentences is the
same as above. The reading lessons are additional.
An estimate of the time required is fifty-two recita-
tions, including two reviews.

> The reference it to those portions of each author which are in-
cluded by Prof. Lodff e in his Vocabularly of High School Latin.
* This is given in the lesson following the first declension.

THE CLASSICAL WEEKLY

XLVII-LXXII : syntax and reading lessons. The
average number of Latin sentences in each lesson is
thirteen, of English sentences, seven or eight. An
estimate of the time required is fifty-six recitations,
including four reviews.

The total, one hundred and sixty-eight recitations,
making no allowance for lost time or slow and dila-
tory pupils, is more than a year's work in one sub-
ject in most schools. Yet the second book of the
Gallic War, with annotations, is included in the latter
part of the volume, to spur on the heedless to feel
that at least some time should be left over at the
end of the year to be devoted to that. The wise
teacher, of course, will omit much of the translation
work. But how about the one to whom the remarks
above quoted are directed? Would it not have been
more prudent to have made the exercises in the first
part of the book much easier and shorter, and to
have postponed continuous narrative (except that it
might be substituted occasionally in place of another
Latin-English exercise) until, not XVII, but XLVII,
after the lessons on declensions and conjugations are
completed and the formal study of syntax is begun?

Most of the sentences in the exercises are not
taken from ancient authors but are created. Neither
in this nor in the rewriting of Caesar's narrative
are so great carefulness and so true a feeling for
Latin displayed as are to be desired. Thus, we meet,
for example, pieces of Latin that will convey unfor-
tunate first impressions: cf. tnoveo, 'touch' (p. 85) ;
impero, ievy' (96) ; legione and tmlihbus used as
ablative of means (105); iHtae in the plural (in);
probo = comprobo (143); iPsa with abstract nouns
(165); sequor, 'seek' (182).

We find, also, non- Caesarian, unusual, or false
connotation in the use of words: Gallia jacet inter
(66); castella ponere (92); impetum ferre (119);
poena par facinori (143) ; custodiam tradidit (14s) ;
manu for multitudine (155: manus means an organ-
ized force; organization is a quality which Caesar
usually does not attribute to the Gauls) ; etiatn for
quoque (181); opt4s est copiam frumenti nancisci

(194).

Sometimes we have grammatical usage not correct
or not suitable for a beginners' book: *to the tall
trees (29 ; ad is first given on page 48) ; erant
omnino itinera duo quibus . . . poterant (89)*;
in locis superioribus (92) ; participle as equivalent of
a descriptive relative clause (108) ; in bello Cassiano
(123) ; qui + indie, to express a circumstantial idea
(146) ; finibtis excedere (150) ; pluperfect in a result
clause (185) ; suae with antecedent in the genitive
( 186) ; dixi eos qui hanc insulam incoluissent disces-

> Why try thas to improve on Caesar ? Yet ia the same paragraph
ducertntur is reuined although it mast be translated 'could*, a mean>
ing entirely foreign to the subjunctive and given to it here only by
the context. The real meaning of ducertntur being beyond the
grasp of the beginner, it most necessarily leave a false first impressioo
(it is the first sabjonctive occnrring in the narrative).

sisse (192: in the absence of a context to show that
the Recta was pluperfect incolerent is required).

Sometimes, again, the order of words is illogical:
in locis superioribus proelium commissum est (92) ;
salute communi (108) ; nihil est hominibus carius
libertate (150)*; quis est melior tuo fratre (150);
diutius cum sustinere nostrorum impetus non possent

(ISO*.

At times the vocabulary definition and the use of
a word in this book are incompatible: diripio (ju-
menta diripuimus, 104) ; deserere (officium deserere,
122) ; dignitas (tua dignitate uti volo, 153) ; decerno
(183).

Some clauses are illogical as to sense: jam (112)
finds the Helvetii among the Aedui before they tried
the Pas de TEcluse; Caesar eo, unde rediimus, pro-
fiscicitur (128) ; turres copias impediunt (145) ; com-
misso proelio, diutius nostrorum impetum hastes
sustinere non potuerunt (158).

Some constructions are used in sentences though
they are not explained anywhere in the book: his-
torical present (passim) ; genitive of material (141,
158); ablative of way by which (153); quis as an
indefinite pronoun (173) ; historical infinitive (194) ;
gerundive phrase as object of a verb (196).

Some constructions or forms are used before they
are explained or can be understood: egredi, petere,
incendunt (82: in lesson on amo) ; pollicitus est,
reverti (105) ; accusative of extent (105) ; Ulud used
substantively (125) ; two ablatives of means in lesson
on dative (140).

There is a retranslation in the exercises of a lesson
on p. 92.

The grouping of material in the lessons will not
be approved by all teachers. Preceding the first de-
clension there are three pages of definitions of inflec-
tion, parts of speech, gender, number, cases and their
meanings (including locative), stems, case-endings,
and terminations, the stem-endings and genitive sin-
gular terminations of the five declensions, and a
paragraph on "cases alike in form", without any
examples. Then the whole of the first declension is
given in one lesson. Similarly before the first lesson
on verbs there are two pages of abstract definitions.
Is it not extremely difficult to teach these isolated
ideas to minds which contain no objects to which
to connect them? On the other hand if they are to
be used only for reference, why not introduce them
along with the concrete objects as they are needed?

{To be concluded)

Bakclay W. Bradley.

COLLBGB OF TM* CiTV OF NbW VorK.

1 The weakness of this and the following sentence is that they im-
ply that both iib*riate nxxA fratre were previously mentioned ; there>
tore those words can not stand at the ends of their respective sentences.

s This sentence is quoted from Caesar; yet it ought not find place
in a beginner's book bf>cause of the Anglic tendency to place the ob-
ject after the verb, which in general must be counteracted. In Caesor
the infinitive is drawn forward by the force of diutius^ which is
k>gicaUy in iu right position.

THE CLASSICAL WEEKLY

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No. 6

In the Educational Times for Septetnber i appears
a translation of Vives's tractate on the Education of
Boys, an interesting treatise of the period of
Henry VIII, dated 1523. The education referred to
is an education in literature; by this is meant an
education in Latin and Greek literature. It is a
short work but interesting enough to be reprinted
as a whole, because it shows very clearly the reason
for the cultured character of English public men.
Certaifiiy the end of this kind of education was to
fill the mind with a store of rich materials which
might never be exhausted and the system of routine
enjoined was adapted entirely to that end.

I should like to quote what he says about the d^-'
velopment of the memory and his wise remarks on
the necessity of keeping a commonplace book, a
necessity which my own experience has taught me
the value of because I never did it. Reading a
great work with pencil and note-book Is apt in most
cases to bring more lasting results than reading it
without*. "Never read any hook", he says, "without
selecting passages . . . never read anything with a
loitering mind, or a mind intent on other things; let
it be intently fixed on the reading". Directions as
to taking notes, asking questions, devekiping a style
in Latin are combined with suggestions as to what
authors are most to be studied; in these he goes
lightly over the whole range of Latin literature, not
omitting a number of late and mediaeval authors.
Inasmuch as, however, the student is expected to
acquire a fluent imowledgc of Latin, hi$ directions
for Latin conversation are interesting in view of the
suggestions heard from many quarters that Latin
should be used more in the class-room than has
been the case hitherto.

Speak yourself as you near the instructed sneak,
or as you read in Latin writers. Shun the words
which j;ou consider of doubtful value both in speech
.and writing, unless first you have got to know from
your teacher that they are Latin. With those who
speak Latin imperfectly, whose conversation may
corrupt your own, rather speak English or any
other language in which there is not the same dan-
ger. Converse gladly with those who are wise and
fluent. No pleasure is greater than to hear those
who, in their speech, have instanlaneous balm (prae-
senlanea medicamrnia) for all the ailments of the

. . . I give you my opinion on those authors

■Dd Uniircnltj StDdf,

who are to be esteemed especially from the point of
view of increasing the richness of vocabulary, and
for increasing knowledge of subject-matter. For
daily conversation Terence is of great importance.
Cicero made considerable use of him. Indeed, on
account of the charm and gaiety of speech in his
plays, many thought they were written by nobles of
the highest famdies. Also the letters of Cicero,
especially those to A I tic us, teach much and may
render ready practice for purposes of conversation.
For in them the conversation is pure and simple, such
as Cicero himself used with his wife, his children,
his servants, his friends, at dinner, in the bath, on
his couch, in the ^rden. There are, too, the famil-
iar Colloquies written by Erasmus, which are as
pleasant as they ate useful. These are of no small
importance, since Erasmus is a man of cultivated
and refined intellect. The letters of the younger
Pliny may supply manv ideas {sententiae) of any
kind of letter, which the writer of letters may need.
They seem as if they had been composed almost so
as to describe a few events, very much like Cicero.
On the other hand, they differ from his treatment
in the times concerned. The opinions expressed are
often charming_ and afford material for enriching
the expression in letter-writing.

Terence, the author that he especially recommends
as a conversational model, is so easy that he is read
in many classes in the Freshman year and could
without much trouble be read in the High School if
there were any good reason for it. It has -often
occurred to me to wonder why in classes studying
Terence the effort is not more often made to repro-
duce in some degree the ancient atmosphere by either
translation at dictation or reading aloud or reciting.
The character of the style is such that Terence af-
fords belter material for translation at dictation than
most narrative writers, the sentences being short as
a rule and the periods not involved. In the cus-
tomary translation at dictation the length of the sen-
tences makes progress slow and involves continual
repetition. This tends to obscure the progress of the
story. Inexperienced students lose the beginning of
the sentences before they reach the end, and the end
when they attempt to retain the beginning, and this
happens in despite of the most careful phrasing on
the part of the teacher. Nor is it to be wondered at
because most people would be hard put to it to
repeat an English sentence of three or four lines
after it had been read to them once. If, therefore,
translation at dictation is good — and in my opinion
It is very good— I know of no author better adapted
to it than Terence; and if our secondary teachers

THE CLASSICAL WEEKLY

were not so rigridly bound by the strait- jacket of col-
lege entrance requirements I should like to see cer-
tain parts of Terence a{>pear in the High School cur-
riculum, used, however, for the purpose of translation
at dictation. G. L.

Latiii Literature in Secondary Schools

Every teacher of Latin, whether in secondary
school or in college, has felt the diflficulty of crowding
into the hour or the forty minutes allowed all the
explanation and drill required to bring out the con-
tent of the da3r's lesson, and still more the impossi-
bility of giving the average student any adequate
idea of the language in a three- or even in a four-
year course. The first-year student too often feels
the learning of paradigms mere drudgery, and is not
aroused to any high degree of enthusiasm at hav-
ing to translate into Latin such inspiring sentiments
as *We shall present rewards to our soldiers', *I had
already given you the letter*, 'Let us spare these chil-
dren', *I could easily have persuaded your brother*,
etc

When he comes to read a classic author it is
somewhat better, but not infrequently the end of his
course finds him possessed of a vague impression that
Latin is a language, now very dead, which once was
used by three Romans — ^who ought to have known
better — for the purpose of making High School text-
books. To him the Latin literature means two to
four books of Caesar, four or fivt orations of Cicero
and two to six books of Vergil — which is much the
same as if one should say that English literature
consists of a part of Grant's memoirs, an oration or
two of Edmund Burke and a few books of Paradise
Lost. Or, if he has approached Caesar through a
course of 'easy Latin*, he is faintly aware that there
once was an author named Cornelius Nepos who had
as many lives as a cat, all very dry and made merely
to be read in school at the rate of twenty lines or so
a day. Possibly he has had a taste of Viri Romae, but
who wrote this fascinating compilation, and whether
it was done before or after Caesar*s time he does
not care particularly to know. He may have heard
mention of Ovid as another school exercise, but the
clarity of his ideas on the whole subject is well illus-
trated by the recent inquiry of an entering freshman
who wanted to know *Who wrote Ovid?*

The secondary school has to keep in view at all
times the needs of two classes of pupils — ^those who
are preparing for college and the larger class for
whom the high school commencement brings the
end of formal culture study. These latter at least
ought to be given a wider outlook. They ought to
know that Vergil was not the only poet of ancient
Rome, that there were other and greater historians
than Caesar, and that the Catiline orations do not
exhaust the range of Roman eloquence. They

should learn that the great periods of English lit-
erature have their counterparts in that of old Rome,
and the essential features of each period should be
as familiar to them as. those oi English literature.
They should know what historical events led to the
introduction of Greek ideas and forms, and what
influences affected their development in Roman soil.
They should not be left in ignorance of the part
played in this development by the drama, nor of the
two forms of literature which were truly Roman and
comparatively independent of Greek models. In a
word, the high school graduate should have some in-
telligent idea of the beginnings, content, forms and
great names of the Roman literature.

This has a rather formidable sound, and it is easy
to imagine some overburdened teacher as exclaiming,
Ts the man crazy? Does he expect us to cram in
a course of Latin literature on top of the translation,
composition and scansion we can*t find time for now?*
1*11 try to explain how it can be done. Of course the
first-year pupil cannot be expected to feel a lively in-
terest in the literature at large, and even when read-
ing Caesar his attention is so much engrossed with
ablatives absolute and indirect discourse as to leave
little time for anything else. By the time Cicero is
reached the pupil ought to be able to see a little way
beyond the daily drudgery of etymology and sjmtax,
but during most of the year Cicero's own style will
demand almost exclusive attention. In the fourth
year of Latin study, however, when teacher and
student are so fortunate as to enjoy a fourth year,
we certainly may expect the latter to look about him
and inquire what it is that has made these old books
worth preserving.

At first, of course, the student finds his hands full
in solving the mysteries of the poetic style. His
reading of the verse itself, according to the methods
used, will be a task and bugbear or a pleasant aid in
appreciating the music of the poet's song. However
this may be it is well to postpone anything resem-
bling formal study of the literature till the student
can translate Vergil with comparative ease and pre-
cision and scansion has lost its first terrors. Mean-
time the teacher can let fall an occasional hint by
way of preparing the ground. In reading the Aeneid
there often will rise occasion to refer to the pioneer
Ennius, to whose Annales the later poet was so
greatly indebted. The meeting of myths in Vergil
will remind the teacher of the great Latin treas-
urehouse of mythology, and it may often prove prof-
itable to read or have read to the class such a tale
as that of Scylla or Daedalus or Orpheus, as told in
Ovid's smooth and easy style. The very mention of
Vergil, moreover, will remind one of his contempo-
rary and friend, the lyric poet Horace, and this will
naturally suggest some mention of the little group of
which Maecenas was the patron. Something can be
told in brief of the field occupied by each, and so.

THE CLASSICAL WEEKLY

without apparent effort on the student's part, he
will gain some conception of the conditions under
which literature was made in the early days of the
Empire. One topic will lead to another, and a good
deal can be taught in this informal way.

In the winter or the spring of the Vergil year it
ought to be possible to gather up, correlate and unify
the fragments of information thus communicated.
In this, as in all dealing with young students, it is
well to place in their hands a definite authority to
which they may appeal for themselves. Of course
it is neither feasible nor desirable to require the pur-
chase and study of a large history of the literature.
A mere manual is needed, and for this such an out-
line as Wilkins's Primer will serve. From it can be
got the skeleton, leaving the flesh to be supplied by
the teacher or by assigned reading. One of the daily
recitation periods each week may be given up to the
study, or better it may come twice a week in connec-
tion with the regular lesson somewhat shortene<l.
The general outline of the literature's growth and
decline, with the few dates which mark the limits of
each, should be fixed in memory, and the outline
filled in more or less in detail according to the teach-
er's judgment. As to the precise method — ^whether
oral recitation or quiz, written examinations or note
book shall constitute the most prominent feature —
the teacher again must decide from the particular
circumstances.

It will not do to attempt too exhaustive a course.
If made heavy it will lose interest for the class and
so defeat its very purpose. The beginnings of for-
mal literature at Rome can easily be connected with
the history which the class has studied already, and
the names before Plautus may be passed over with
brief mention. Plautus and Terence, the only
authors before Cicero of whom we have satisfactory,
remains, will demand fuller discussion. The story
of a representative comedy, told with judgment and
some enthusiasm, will add to the effectiveness of this
part of the study. Teachers who have read the
comedies in college will have no difficulty in this,
and even those who have been less fortunate can use
at a pinch some such sketch as that of the Rudens
of Plautus in Wilkinson's College Latin Course in
English.

Due tribute must be paid, of course, to the great
pioneers, Andronicus, Naevius, Ennius and Lucil-
ius, but our enthusiasm for them of necessity is
rather artificial, being based almost wholly on the
judgment of ancient critics who had access to their
works in their entirety. The debt due such leaders
must be acknowledged, but more stress may properly
be laid upon the qualities of those authors whose
works have survived and can now be examined.

Even in schools where a fourth or Vergil year is
not given some literature study is possible. We
commonly speak of a Ciceronian style as the model

to be aimed at in our prose composition, because
that author left a very large body of writings in
which language and style show a remarkable consis-
tency. From the prominence given in our schools to
his orations the student might easily infer that he
was an orator and notiiing else. One of the things
to be done, therefore, is to correct this idea, and
show that along with the comparatively small num-
ber of orations there have come down to us a consid-
erable mass of critical and philosophical matter and,
what is of vastly greater interest and value, some-
thing like eight hundred letters — not essays, like the
so-called epistles of Horace and Seneca, but real
correspondence in which the character of the man
and his times is mirrored with inimitable fidelity and
completeness. Fortunately the practice is growing of
printing selections from these letters in the school
editions of the orations, so that our students now may
see at least one other phase of this many-sided man.

Besides the primer owned by each student there
should be a few additional books in the school library.
There are two which of themselves will make a very
respectable working library for the start, each a com-
plement of the other: (i) Middleton and Mills's Stu-
dents's Companion to Latin Authors, giving in com-
pact form the known facts regarding the life and
works of each author and referring to original sources
for these facts: and (2) Mackail's Latin Literature,
a live and charming sketch of the whole subject and
itself a literary gem. The latter can be read with
interest for itself, the former will be used mainly for
reference. Each will cost about a dollar and a half.
Where the library funds will permit it may be well
to have one or more of the larger histories of Roman
literature, such as Browne, Cruttwell, Simcox or
even the exhaustive reference work of Teuffel (in
Warr's translation), besides any number of special
works on individual authors, but the two small vol-
umes named will meet all needs at first.

Cui bono? Everyone involved will be benefited.
The detached sentences in the first-year book lack
interest from want of thought-compelling connection ;
a single book of Vergil or Caesar or an oration of
Cicero studied without reference to its connection or
its place in literature becomes little more than a
grammar exercise, and just in the same way an
author studied alone fails to impress us with his
reality. It is only when seen in relation to his times
and contemporaries that he can be fully appreciated.
The pupil therefore gains this necessary perspective;
the teacher is compelled to broaden and deepen his
own knowledge of the subject, and gains the addi-
tional inspiration of dealing with an interested class,
and the college profits by the better and more in-
telligent preparation of its entering students. The
knowledge obtained will enable the student himself
to understand why he has had to study Caesar, Cicero
and Vergil in preference to other authors that might

THE CLASSICAL WEEKLY

have been chosen, and he will be better able to
answer for himself and for others that old and per-
sistent question of the philistine, 'What's the use of
studying Latin, anyhow?'

H. M. KiNGERY.
Wabash Collbcb, Crawfordsville, Indiana.

REVIEW

(Concluded from Page 39)
First Year Latin, preparatory to Caesar. By Charles

E. Bennett. Boston: Allyn & Bacon (1909).

Pp. X + 281.
There is, moreover, no division of the exercises
which would enable the teacher to assign at first cer-
tain cases or one number of the first declension and
busy the class with practical work upon that while
the number and case ideas are sinking in. To as-
sign in one lesson twelve forms to be memorized as
to spelling, pronunciation, arrangement, and transla-
tion is necessarily to exclude the absorption of those
abstract ideas. Even so, no practical work from the
book can be done upon them until the vocabulary
also is memorized. These same criticisms ai^ly to
the imparting of the person, tense, and voice ideas
in the study of the verb* for though they be not
foreign to English, a surprisingly large number of
grammar-school graduates do not consciously pos-
sess them: they must be brought forward into con-
sciousness, and they must be associated with the
terminations which denote them in Latin.

One may justly complain that in this book the
entire burden is put upon the teacher of making his
pupils feel the essential differences between Latin
and English.

Each of the following groups is brought within the
compass of a single lesson: all types, masculine and
neuter nouns, of the second declension; the fourth
and fifth declensions; the nine pronominal adjectives
(alius, etc.) and three-termination adjectives of the
third declension; relative, interrogative, and indefi-
nite pronouns; clauses of characteristic, result, and
cause; substantive clauses with verbs of wishing,
desiring, fearing, those of result, and indirect ques-
tions; conditional and concessive clauses. On the
other hand an entire lesson is given to the verb do
(among the irregular verbs), two lessons to the
S3mtax of adjectives and personal and possessive
pronouns (not including se and suus), two lessons
to the subjunctive in independent clauses, and one
to "substantive clauses developed from the volitive".

A few points remain to be noted: cui is pro-
nounced the same as qui (p. i) ; consonant-i is rep-
resented by the character /; names of rivers, winds,
months, trees, towns, islands, and indeclinable nouns
are said to have "grammatical gender by significa-
tion" (6) ; there is no recognition of vowels or sylla-
bles of common quantity; in the definition of the

oblique cases much prominence is given to the Eng-
lish objective — something which does not exist except
in pronouns (6) ; the vocative is separately given
throughout all declensions; 'in' is stated to be one
of the meanings of the ablative (but 'to' is not given
as a meaning of the accusative) ; there is no com-
prehensive table of terminations in any declension
except the first, the result being that the essential
differences between the several tjrpcs of nouns are
not pointed out; there is no attempt to use the
vocabularies as object lessons in distinguishing the
parts of speech (the first four lessons contain eleven
verbs, against nineteen noims) ; "adjectives denote
quality" is the only definition of that part of speech;
"the attributive adjective", it is said, "more com-
monly precedes the word which it limits" (17), yet
the example at the top of the same page is agricola
bonus; the term "consonant-stems" is used but is not
defined (20) ; the student is not told how to find
the stem or stems of any noun or verb; there is no
paradigm of the homo or corpus types, hut space is
found for mos and honor (beside victor: 24) ; "un-
less *with' is equivalent t« 'by*, it is regularly to be
rendered by cum'' is a misleading statement (22) ;
no hint is given of the dative and ablative in -ubus
in the fourth declension; it should be called to the
attention of the College Entrance Examination
Board that the plural of the fifth declension is dis-
missed with the statement, "With the exception of
dies and res, most noims of the fifth declension are
not declined in the plural"; there is an absence of
helps over the student's most common difficulties,
such as the difference between ager and puer, termi-
nations in the third declension, the use of se, suus
and ipse, the distinction between substantive and
adjective uses of the pronouns, the syntax of the
relative (the latter is not even defined) ; there is
not a word about personal endings or tense-signs;
'should' is given as the translation of the imperfect
subjunctive, although it more commonly belongs to
the present tense ; the present stem of amo is said to
be am-; the omission of v in the perfect stem of the
fourth conjugation is not indicated in the paradigm,
but only in the vocabularies; the number of semi-
deponents is said to be "a few", and only audeo is
mentioned, whereas many teachers require that the
four be at once memorized (108) ; the oi^>ortunity
is neglected to call attention to revertor as the oppo-
site of a semi-deponent; "regularly" is used as a
synonym for "always" (124, footnote); there is
apparent confusion between real impersonal verbs
and those which have a phrase or clause as subject
(13). In the lessons on syntax the following rather
important constructions are omitted: cognate and
adverbial accusatives; genitives of material, measure
(not distinguished from quality), indefinite value,
with verbs of accusing, etc (yet the impersonals
pudet, paenitet, and interest are included) ; the dative

THE CXASSICAL WEEKLY

of reference and its subdivisions, separation, advan-
tage and disadvantage; ablatives of source, standard,
and attendant circumstance; antequam and prius-
quam clauses; future more vivid conditions (see
below); jussive sentences in indirect discourse; the
supine in u; beside those mentioned above. There
b no restriction upon the single dative of purpose.
Verbs of asking are said to take two accusatives
(no exceptions are mentioned) and inmiediately
peto is given in the vocabulary and the source con-
struction occurs in the exercises. The use of a
preposition with the ablative of cause is not men-
tioned. The attempt to classify all ablatives imder
the three original case meanings leads to some ques-
tionable statements: cause, manner, accompaniment,
quality and specification are said to be "instrumental
uses"; place from which is put under the locative
uses, but a footnote adds that it does not belong
there. Carthagini and Athenis are said to be abla-
tives; the locative case is restricted to the singular
of the first and second declensions. There is no
mention of rus among the rules for place. The fa-
miliar distinction between hortatory and jussive
subjunctives is observed: by an inexplicable con-
fusion noli -\- infkntive is given as the negative of
the latter. The jussive is unrestricted in respect
to person and tense. The definition of potential
subjunctive is unsatisfactory: it "expresses the
ideas conveyed by the English auxiliaries should and
would". In the rule for sequence of tenses the
"present perfect" is classified as "principal", i. c. pri-
mary (a sentence with the opposite sequence is found
in an exercise on p. i86). In clauses of purpose
quo (the ablative) is put on a par with ut and ne:
there is no mention of the needed presence of a com-
parative. A clause of characteristic is defined as
"a relative clause used to express some quality or
characteristic of an indefinite or general antecedent" :
this definition would explain the change, noted above,
of (Caesar's possent to poterant Quod, quia, and
quoniam "take the indicative when the reason is
that of the writer or speaker; the subjtmctive when
the reason is viewed as that of another": hereby
quod + subjunctive giving a previous thought of
the writer or speaker himself is excluded; on the
other hand does quoniam ever take the subjunctive?
In the vocabulary-definitions of these words cum
is made an equivalent of quod, but not of quoniam.
Cwm-temporal with the indicative is said to "denote
the point of time at which something occurs", and
the illustration given is cum mea domus ardebat
An unfortunate omission is the neglect to tell that
the word substantive is used with the same meaning
in respect to clauses as the word noun in the earlier
part of the book (the same omission is made in the
lesson on syntax of adjectives). Quin is put on a
par with ne and quominus after verbs of hindering
under "substantive clauses developed from the voli-

tive" (no mention is made of a difference between
affirmative and negative sentences). Substantive
clauses depending upon verbs signifying admonish,
request, command, etc are distinguished in kind and
name from those depending upon opto, volo and
malo. Future less vivid conditions are called "should
. . . would" conditions; the future more vivid is
entirely omitted\ Nothing is said of Latin precis-
ion in regard to tenses of completed action. Indi-
rect discourse is "when one's language or thought is
made to depend upon a verb of saying, thinking, etc."
— a definition unintelligible to one who has been
taught to consider a direct quotation as the object
or subject of such a verb. The statement that the
"main clause" is changed to the infinitive with sub-
ject accusative is slightly inaccurate. The definitions
everywhere are exceedingly brief, sometimes, as has
been indicated, at tne sacrifice either of clearness or
of accuracy. Throughout the book repeatedly un-
common words are chosen for paradigms and un-
familiar words are used in illustratory sentences.
The habit of giving one Latin word in several les-
son vocabularies, each time with a new and appar-
ently unrelated meaning, is not to be commended,
because the student can not tell whether it is really
a new word or not, because it involves all the diffi-
culty of learning a new word without any increase
in vocabulary, and because it fails to inculcate any
feeling for the development of word-usage. In the
entire book, even in the general vocabulary, there is
not a word about the derivation and interrelation of
words.

It may be premised that any study, to be accom-
plished with the maximum of economy and the max-
imum of permanence in its results, must be so ar-
ranged that every essential of it can be apprehended
and correctly comprehended by the pupil in his own
sanctum without the aid of a teacher. To those
who will grant this premise the above will not
seem to be cavilling. Furthermore, it can hardly be
appreciated by theorizing, but only by sad experience,
what a source of distress little inaccuracies, and even
faults of omission, in a text-book are to an ambi-
tious teacher.

Certain commendable features of this book should
be noted: the division of questions into those that
contain an essential interrogative word and those
that may use a particle (the names "word-question"
and "sentence-question" are unfortunate) ; the re-
striction of the lesson on numerals to a certain defi-
nite and important few; the recognition of long t in
the perfect subjunctive (common quantity perhaps
would be better) ; the distinction of two kinds of
direct object, one of the person or thing affected,
the other of the result produced; the condensation
of conditions into one-half of one lesson; an entire

> Presumably it is to be indaded under ** First Type.— Simple Con-
ditions (Nothing implied as to Reality of the Supposed Case p. But
no example is given.

tttE CLASSICAL WEEKLY

lesson devoted to the tenses and meanings of the
circumstantial partici(^e; the practice of focusing
attention upon the essential feature of a lesson by
putting side by side in an exercise sentences that
differ only in that essential feature.

The manufacture of the book is very nearly per-
fect Only two misprints came to notice: ferren-
dum, p. 117, ahd faolis, p. 170. One word, mereor,
occurs in the exercises, and is omitted from the
general vocabulary. In a few places the lesson-
heading or the type is misleading: e. g. V, XXVI
(the imperative, infinitive, and participle are made
to appear part of the subjunctive), LIX, LX, LXII.
There is excessive and rather inconsistent use of
capitalization in the definitions. Twenty-four wood-
cuts of Roman antiquities are scattered through the
volume, none of them having any connection with
adjacent vocabulary or text.

Barclay W. Bradley.

COLLICB OF THR ClTV OP NbW VoRK.

CORRESPONDENCE

In The Classical Weekly 3.5 Professor Charles

Knapp says:

In a paper on the Teaching of Vergril in the High
School Professor Johnston went so far as to hold
that the pupil should never attempt to read the
hexameter aloud, but that he should be required to
indicate in writing the scansion of hundreds of verses.

I hope yoru will permit me to go so far as to say
through The Classical Weekly that the paper to
which Professor Knapp refers contains no such doc-
trine as that ascribed to it by him, and that I have
made no such sweeping statement elsewhere, in pri-
vate or in public, in print or by word of mouth. The
few persons interested in my notions of scanning as
at present taught in the schools will find that the
paper mentioned (which may be had without cost of
Scott, Foresman and Co., Chicago) merely antici-
pated Professor Knapp in declaring that oral scan-
ning by itself is of no value in the study of prosody.

H. W. Johnston.

BkMniiogton, Indiaoa.

[I am afraid that I did injustice, unintentionally, to
Professor Johnston by overemphasising his position.
The following quotations give, I think, his views
exactly :

You will not be surprised now if I say very plainly
that I attach very little importance to the reading
aloud in the class room of large portions of Vergil's
verse. Leaving out of view the vexed question of
how Latin verse is to be read aloud, I still think
that much of the time devoted in some of our schools
to oral scanning might be spent to better advantage
on the analysis of the verse without pronouncing it
at all.

I want to urge, therefore, that the pupil be re-
quired to write out verse by verse a full book of
the Aeneid in the way I am about to describe. . . .
After one full book has been scanned in this way,
the teacher may introduce oral scanning at his dis-

cretion. . . . I do not mean that I would never
read verse aloud to my pupils and have them read
to me, but I would make the oral work subordinate
to the other if I lacked time to do them both as I
should like.

In the preface to his edition of the Phaeacian epi-
sode of the Odyssey Professor Merriam wrote :
"We all strive after accuracy; it is a hard thing to
attain". In the interests strictly of such accuracy,
and in no spirit of contentiousness, I beg to point
out in conclusion that these quotations from Pro-
fessor Johnston's pamphlet, unless I have again un-
wittingly misrepresented him, did not justify him in
writing as he does above: "the paper mentioned
. . . . merely anticipated Professor Knapp in
declaring that oral scanning by itself is of no value
in the study of prosody". Nor did I believe in writ-
ing my own paper that I was sajring what Professor
Johnston thinks I said. C. K.]

Mr. Forman, writing in your issue of October 9,
has accused me of a very serious statutory crime,
and, as if that were not enough, challenged me be-
sides to produce a definition of slang. In all inno-
cence I would fain plead 'not guilt/ at once to his
heinous accusation, and as regards the challenge
decline with thanks, only referring him, if I may, for
the definition he desires, to whatever dictionary nay
have succeeded in qualifying with him as authori-
tative.

But I imagine we need have no quarrel over
what is slang and what is not In the somewhat
desultory article of mine, indeed, to which Mr. For-
man refers, my intention was — and it was fairly «et
forth at the bep[inning— to bring together a number
of cases of parallelism between the Qassics and our
own tongue, the majority of them slang, others
merely colloquial expressions, some sufficiently pure
of all taint of vulgarity to permit of their being used
even by Mr. Forman, as he has used them in his
communication. In my concluding paragraphs the
subject with which the paper was mostly taken up
was followed out and a few reasons given for think-
ing that a part of our modern slang may have had. a
more or less direct connection with that of antiquity.
The title. Slang, Ancient and Modem, was chosen,
without especial malice, to cover in brief form the
main part of the contents. It is a pity that it has so
bothered the gentleman from Cornell.

WnxLAii W. Baker.

Havbrpord Collsgb.

The well-founded charge of the indefinite teach-
ing of the Qassics in our secondary schools has
begun to receive the attention which it deserves.
The average teacher, in his zeal for the broader
aspects of his work, has introduced too many sub-
sidiary subjects, important as such, but irrelevant

THE CLASSICAL WEEKLY

to the main issue at this stage of the pupil's progress.
There seems to be unanimity as to the main object
of classical study, to wit, power to read easy Latin
and Greek at sight; but there has always been a
noticeable reluctance on the part of the conscientious
teacher to forego the pleasure of rambling through
the alluring fields of collateral studies. The recent
appearance of such manuals as Byrne's The Syntax
of High School Latin and Lodge's The Vocabulary
of High School Latin marks a decided advance
toward the practical solution of this vexing prob-
lem.

Professor Lodge's work may be used effectively
as a source book by the teacher who wishes to pre-
pare his own working list for his classes in Caesar,
Gcero and Vergil. The typog^raphical make-up of
the book, with the use of different sized type and
the frequency of each word plainly noted, make
this task comparatively easy. The writer has pre-
pared such a list, grouped according to parts of
speech and frequency of occurrence, which he dic-
tates to his classes. Each student is provided with
a large note book, conveniently ruled for the fol-
lowing data: the word and its principal parts (if a
verb) or genitive singular (if a noun or adjective),
meaning, derivative (if any). In as much as the
first form of the word only is dictated, the student
must consult his vocabulary or a large lexicon for
the required information; and this, combined with
the mechanical act of writing and tabulating his
material, causes him to react sufficiently upon each
word to retain a comparatively vivid impression of
it A periodic inspection of these note books in the
making, followed by an occasional class quiz on the
completed list of 500 words, serves to encourage
thoroughness; while the student's increased facility
in daily translation, and especially, his conscious
power in reading at sight, convince him at once
of the reasonableness of the requirement and re-
sults in his hearty cooperation.

Norman E. Hensy.

Grbsmuukg High School, Pa.

The Qassical Qub of Muhlenberg College was
organized last year. At the first meeting for the
current year a great deal of interest was shown.
The work for the year will consist of the study of
Greek and Roman Private Life and the reading of
several plays of Plautus. The Qub expects some
time to present a Greek or a Roman play.

In view of the peculiar relation of The Classical
Weekly to The New York Latin Qub (the Latin
Qub owned The Latin Leaflet, out of which The
Classical Weekly was developed), we gladly give
space to the following circular which has just been
issued concerning the activities of The Latin Qub
for the current year.

The New York Latin Club, 1909-1910,

This is the decennial year of The New York Latin
Club, and it should be a red-letter year in attend-
ance as it certainly will be in its program. During
the past nine years, the papers presented before the
Qub have been uniformly helpful, scholarly and in-
teresting. From the outline given below, it will be
seen that this high standard has been maintained
for the coming year. Those who expect to attend,
and all are urged to do so, should notify, as soon
as possible, Mr. William F. Tibbetts, Erasmus Hall
High School, Brooklyn,

The first luncheon will take place on Saturday,
November 20, at the Marlborough Hotel, 36th
Street and Broadway, New York City, at twelve
o'clock noon. The address will be delivered by Pro-
fessor Julius Sachs, of Columbia University, who
will speak on Improved Standards in Teaching Latin.
From his long experience in Secondary and College
work Professor Sachs will be able to present this
important question from both points of view, in such
a way that it will b.e exceedingly valuable to all.

The second luncheon of the Qub, January 8, will
be addressed by Professor Paul Shorey, of The
University of Chicago. Professor Shorey needs no
introduction, for he is not only one of the leading
Greek scholars of America, but is well known to all
teachers of Latin from his masterly edition of Hor-
ace's Odes and Epodes. The Qub is to be congrat-
ulated on securing him.

In addition to the luncheons, two very successful
meetings were held last year, at which the teaching
of Latin Composition was discussed. This year
there will be one such meeting, March 5, at a place
to be designated later. This meeting will be ad-
dressed by the President of the Latin Qub, Pro-
fessor Gonzalez Lodge, whose subject will be The
New Secondary Course in Latia

At the last luncheon. May 14, the speaker will be
Professor Frank Frost Abbott, of Princeton Uni-
versity. Professor Abbott is the author of several
standard works, among which may be mentioned
Roman Political Institutions, and Society and Poli-
tics in Ancient Rome. His address is sure to be
very clear, scholarly and helpful.

It should be the professional duty, as well as
pleasure, of every teacher of the Qassics, in and
around Greater New York, to belong to the New
York Latin Qub and The Qassical Association of
the Atlantic States; for in union there is strength.

Persons desiring to secure membership in the
New York Latin Qub and to attend the three lunch-
eons, may remit $2,50 to Mr. Wm. F. Tibbetts, at
Erasmus Hall High School, Brooklyn. $4.00 will
cover the luncheons and membership in both the
Latin Qub and the Qassical Association of the At-
lantic States (those who have already paid. dues in
the latter association need remit but $2.00 now).

On December 28, 29, 30, the American Philological
Association and the Archaeological Institute of
America will meet together at Baltimore, Maryland.
One part of the programme will surely be of interest
to all students of the Qassics, the address which
Professor Gildersleeve, as President of the Philo-
logical Association, will deliver.

THE CLASSICAL WEEKLY

O^e CI^ASSICA.L ^WEEKI^Y

Thb Classical Wbbkly is published by the Classical Association
of the Atlantic States. It is issaed weekly, oo Saturdays, from
October to May inclusive, except in weeks in which there is a legal
or school holiday, at Teachers College, 535 West xsoth Sueet, New
York City.

Tkt dates 0/ issue 0/ V0lume III will be as follows : in 1909, Octo-
ber s, 9, x6, 93, 30 ; Noyember 13, so ; December 4, xz, z8 ; in 19x0,
January 9, 16, 93, 30 ; February 6, Z3« so ; March 6, 13, so ; April 3,
xo, X7. 94 ; May i, 8, xs, 99, 99.

All persons within the territory of the Association who are interest-
ed in the literature, the life and the art of ancient Greece and ancient
Rome, whether actually engaged in teaching the Classics or not, are
eligible to membership in the Association. Application for member-
ship may be made to the Secretary -Treasurer, Charles Knapp, Bar-
nard College, New York. The aimual dues (which cover also the sub-
scription to Thb Classical Wbbkly), are two dollars. Within the
territory covered by the Association (New York, New Jersey, Peim-
sylvania, Delaware, Maryland, District of Columbia, Virginia) sub-
scription is possible to individuals only through membership. To in-
stUutions in this territory the subscription price is one dollar per year.
To persons and institutions outside the territory of the Association
the subscription price of Thb Classical Wbbkly is one dollar per
year.

Thb Classical Wbbkly is conducted by the following board of
editors:

EdH^r-in-Chie/
GoNZALBZ LoDGB, Teachers College, Columbia University

Au0Ctate Editors

Chaklbs Knapp, Barnard College, Columbia University

Ermst Ribss, Boys* High School, Brooklyn

Harry L. Wilson, Johns Hopkins University

Business Manager

Charlrs Knapp, Barnard College, New York City

Printed by Princeton University Press, Princeton, N. J.

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Tewle andjenks*s Ca««r— Four Books x.oo

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Prof. S. G. Ashmore has done a real service in preparing this
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Vol. Ill

New York, Novbmber 20, 1909

No. 7

In looking over a mass of dippings which I have
made at various tinies I came upon an extract from
The Nation of January 7 last, a part of an article
on the earthquake in Sicily last year. This dipping
has its suggestions for the student of Latin litera-
ture; it throws light for instance on Horace C.i.i.
9-IO (see especially KJessling's notes there)
ilium, si proprio condidit horreo
quidqutd de Libycis verritur areis.

The enormous loss of life was due in part to the
congestion of the population. Italy as a whole sup-
ports 305 inhabitants to its every square mile. In
Sicily the ratio is 375; and about unhappy Messina
the ratio rose to 456. We think of Sicily as so ex-
clusively an agricultural country — the land of wheat,
oil, and citron — that it is surprising to find over one-
fourth of its population of some 3^00,000 congre-
gated in cities having more than 25,000 inhabitants.
The soil is parcelled out among great landowners,
holders of the ancient latifundia, who, with their
tenants and sub- tenants, crowd together in the cities,
when the week's or the season's cultivation is done.
That a tremendous earthquake coming upon such
human congestion should work immense loss of life,
was inevitable.

Any one familiar with Juvenal's third Satire, with
the number of iitsulae in ancient Rome, or with Ihe
discussions of the population of Rome (see e. g.
Friedlander, Sittengeschichte*, 1.58-70, or Story,
Roba di Roma, 574-599), will appreciate at once the
applicability of this extract from The Nation to the
conditions of life in ancient Rome. 1 may add here
thai in the translation of Friedlander's great work
which is in course of publication by Messrs. E. P.
Dulton and Co, (two volumes have thus far ap-
peared; see The Classical Weekly 2.39, 3.52)
excursuses such as that on the population of Rome
have been omitted ; announcement is made, however,
that they will be grouped together in translation in a
fourth volume. C. K.

In The Classical Weekly 2.185 I protested
against the doctrine taught in various quarters that
in certain Latin sentences we have examples of u(
aon instead of ne in final clauses. I have noticed
lately some sentences sufficiently akin to those dis-
cussed in the little article referred to above to be
quoted here. Cf., for example, Cicero De Officiis
2.62 Propensior benignitas esse debcbit in calami-
tosos, nisi forle prunt digni calamitate. In its tamen
qui se adiuvari volent non ne adfligantur, sed nt
altiorem gradum ascendant, restrict! omnino esse

nullo modo debemus, sed in deligendis idoneis iudi-
cium et diligentiam adhibere; 3.61 Ita nee ut emat
melius nee ut vendat quicquam simulabit au( dissi-
mulabit vjr bonus.

Kindred phenomena are to be found, tnutatii mu-
tandis, in Greek. Let us examine Sophocles Anti-
gone 31-36 (Antigone is Ihe speaker) ;

roiavra ^mai toi" ayiiBov K/icovra om
Kiftoi, Xeyoi yap Ki/i-f, nijpviavT ix'^"'
Ktu Scvpo itlaSoi TaOra rOwrt pij ti&otnv
Offl^ vpoKifpiioiTa, KOI TO rpayii.' aytiv
oi)( uft Trap' ouSo', iXX' oi &.v rovrwv ri Sp^ 35
tfiovai' irpOKeurAu &r]fi6\tvirTov iv iroXa,
I have in mind especially verse 35. The idea of
command, twice clearly brought out, in verses 32
and 34, would naturally have lead to p.^, notou, in 36,
especially when we take into account also the adja-
cent infinitive in 34. . Why then do we have ofiy
after all? What was said in The Classical Weekly
2.185 about ut . . . noH . . . sed in Cicero
Cat, 1.23 applies here, ov;^ . . . iXX' =^ not* . . .
sed, and the thought here is essentially affirmative
in its movement ; in a word non . . . sed, <A . . .
dXAa are capital ways of uttering a vigorous affirma-
tive. The words embraced by these particles in Latin
and Greek both make a little entity complete in
itself, unaffected by the rest of the sentence. We
might rewrite Sophocles's words, meter apart, thus:
Kot TO trpSyfia irtf^ irXcurrov jrouurSiu, mu yap os

All this seems to me quite elementary. But I note
that so good a scholar as Professor Humphreys, in
his fine edition of the Antigone, takes a view of our
passage which I am obliged to regard as quite
erroneous and as hopelessly bewildering to a young
student. His note runs as follows ['ov^^wfTop'ouScf:
This clause is Antigone's, and the neg. really be-
longs to vpOKTjpvioyra, hence ofi and not ^^. Cf.
Thuc. i. 39.2 Ktu Saipo ^koiktiv . . . vfias vvf iiamr-
T(t, oi (vitfia^v, 6JiXa ^vraSutdir. Now I can, should
I be obliged to do so, interpret the Thucydides pas-
sage as equal to ii/iat rvv ovk i$umvTtt (vfiiuixtiv,
dXXA^uKi&KCLi', but I cannot, at least naturally, ex-
plain Antigone's words here as equal to oi irpOKijpvk-
(ayra to "Vpayp! Ayiiv ut imp ovSiv, 4AX", etc.

I note finally that both Jebb and Campbell appar-
ently thought this whole matter too obvious to re-
quire explanation. C K.

THE CLASSICAL WEEKLY

iTs Debt
to the
Hecuba and Troades of Euripides.

The closest parallel that can be drawn between
Vergil and the Greeks is not that between Vergil
and Homer, but that between Vergil and Euripides.
"Cest son esprit qu'il lui derobe", says M. Patin,
quoted by Glover. Vergil found in Euripides his
own nature, his love of a life of study and retire-
ment, and the society of a few intimate friends, his
love of nature and country life, his wide human
sympathy for the lowly and oppressed, his apprecia-
tion of the pathos of the toil and suffering of men
and animals, his horror of war due to natural sen-
sibility and to experience. Each had seen the misery
which war brings, Euripides in the Peloponnesian
War and Vergil in two civil 'wars. "If Euripides
is the most tragic of Greek poets", says Glover,
"there is more tragedy in the Aeneid than in all the
rest of the Latin literature we know". Therefore
there is none of the Homeric joy in battle in Ver-
gil's Trojan War but only the lamentation of Eu-
ripides over the destruction of a great and beautiful
city, the waste of heroic lives and the sorrow of
captives.

Upon Euripides and Vergil alike press the ques-
tions. Are the gods just? Do they care for human
suffering? Euripides in his .cosmopolitan Athens,
at a time when religious beliefs were being ques-
tioned, answers *No*. The chorus of Trojan women
cry (Troades 1077- 1078)

ovpdvtov fBpavov C7ri^e)3(us.
Hecuba in the depth of her anguish cries (Troades
1 280-1 281)

V'i 6to\ Koi TL TO\S Otov^ KoXo) ;
K€u irpv y 10 ovK rfKovfrav dvcucoXov/Licvoi,
and apain (1289-1290)

yovas ToB ola wda^ofuv SeSopxa? ;
But the chorus answers (1291-1292)

S&opK€Vf a 8^ fieyaXairoXAS

Vergil, among the pious Romans in the age of
Augustus who asked his help in strengthening the
bonds of religious belief, feels that he can not un-
derstand the ways of Heaven and that mystery adds
to the sadness of life. EHs aliter visum, he says
(Aen. 2.428). So again in 1.603-605:

Di tibi, si qua pios respectant numina, si quid
usquam iustitia est et mens sibi conscia recti,
pracmia digna ferant.

Yet he believes the gods do care. Dabit deus his
quoque finem (1.199).

This difference in religious belief involves a dif-
ference in their treatment of fate. Euripides's fate
is a blind force crushing the innocent Hecuba,
Polyxena and Phaedra. In Vergil's eyes fate has a

beneficent aim with which mortals must ally them-
selves. Passion is a trivial thing compared with
man's work and ei^urance for noble ends. Dido
must suffer, but her sacrifice gives to the world the
Roman state.

This conflict between human will and divine pur-
poses is the theme of Greek tragedy. So in theme
and character the fourth book of the Aeneid is re-
lated to Euripides's Medea and Hippolytus. With
Medea and Phaedra before him Vergil drew his
barbaric Eastern queen capable of tender devotion
to a beloved and worthy object, but changing, when
thwarted, to a raging fury. Professor Murray,
in his introduction to his translation of The Medea,
says that in these studies of oppression and re-
venge the writers dwell upon "the twofold evil of
cruelty, that it not only causes pain to tne victim,
but actually by means of the pain makes him a
worse man". The fury of Phaedra which slays
Hippolytus and herself, the fury of Medea which
slays four innocent victims, the fury of Dido which
slays herself and brings Hannibal down on Rome,
turns a loving woman into a black-hearted curse.

The second and third books of the Aeneid are
written in the spirit and contain maty of the inci-
dents of the Trojan Women and the Hecuba. The
latter opens with the story of Polydorus told by
his spirit, who says that he, the youngest son of
Priam, too young to bear arms, was sent by his
father to Polymestor, king of Thrace, with whom
his father had a friendship rendered sacred by the
bonds of hospitality. As long as Troy survived,
Polydorus was well treated by his host, but, when
the city fell, for the sake of his gold, he was slain
and thrown out upon the seashore. His spirit then
visits his mother, who has been brought by the
Greeks to Thrace, where all are detained by the
shade of Achilles demanding the sacrifice of Poly-
xena. The third book of the Aeneid opens with the
landing of Aeneas and his companions in Thrace,
the horrible omen of the bloody thicket from which
comes the voice of Polydorus and the same story of
Polydorus, briefly told by Aeneas, who exclaims
(3.56-57)

Quid non mortalia pectora cogis,
auri sacra fames!

In Euripides's story of Polydorus occur the lines
referring to the death of Priam (Hecuba 23-24) :
avTos 8c pitifjM irpo^ OeoSfiyvif wltvu
(T^aycis A^iWiios rraiBb^ ck fiuuffiovoxj.
There are two references to the same dreadful in-
cident in the Troades. Compare first 16-17:

irpo^ Sc Kprprthiov PdOpois
iramnKt Upiafio^ Znjvo^ €pK€tov ^vcuv.

Later in 481-483 Hecuba appeals to it to prove
herself the most wretched of women:
KOI Tov <f>vTovpy6v TLptapjov ovk aWiov irdpa
uXvofwr HKXawra, roccrSc 8* ttSov Sfipaaiv

THE CLASSICAL WEEKLY

'Ihese references have been expanded by Vergil. into
the story of the murder of Polites by Pyrrhus at the
altar in the palace at which Priam, Hecuba and
their daughters had taken refuge, Priam's attack
upon Pyrrhus and the murder of the weak old king.
A scene of the Hecuba represents the debate
among the Greeks on the fate of Polyxena. Shall
she be sacrificed to Achilles's demand? This sug-
gestion Agamemnon opposed; the question hung
in the balance until Ulysses persuaded the Greeks
to slay her. This is the account given to Hecuba.
Polyxena, remembering that she is a daughter of
Priam, a sister of Hector and the destined bride 01
kings, prefers death to slavery and dies as a princess
should. Vergil's Andromache in exile exclaims (3.
321-324) :

O felix una ante alias Priameia virgo,
hostilem ad tumulum Troiae sub moenibus altis
iussa mori, quae sortitus non pertulit uUos
nee victoris eri tetigit captiva cubile!

Euripides has never a good word for Helen, who
is regarded as the cause of all the suffering in both
armies. Hecuba calls her (Troiades 132-137) :
OTvyvav aAo;(ov, KaoTOpt Au>)3av

a cr<^a{ci fjikv

Tov ireyrrJKOVT aporrjpa tckvoiv

UptafjLOVy ifi€ T€ fukmv *Eica)3ai^

es ravS* iitaKtiX* arav.

Helen should be slain and not Polyxena (Hecuba

265-266) :

"EXcnyv viv aiTciv XPV^ rat^cp irpO(r<f>dyfuira •
K€LVTj yap (aXtcrtv viv €s Tpoiav r ayet.
So again in Hecuba 441-443 we read:

<D9

*EAcvi;v r8oi/u * Sio. koAcov yap o/A/xarcDv

ala-\i<rra Tpoiav clXc rrfv evSaifiova.

Aeneas, on the night of the fall of 1 roy seeing her

hiding in the temple, calls her (2.573) :

Troiae et patriae communis Erinys.

The description of the fall of Troy in the last
choral ode of the Hecuba corresponds closely to the
story of the last night of the city in the second book
of the Aencid. In the first verses (905-906) the
chorus sings

Twv AwopOrfTtav iroXxs ovkcti Ae^^; •

Aeneas in his narrative of that dreadful night ex-
claims (2.241-242)

O patria, o divum domus Ilium et incluta bello
mocnia Dardanidum!

and (2.363)

Urbs antiqua ruit, multos dominata per annos.
Hecuba 910-91 1

&jr6 Sk OT€<^avav K€Kap^
<rat irvpywv

is paralleled in Aen. 2.290
ruit alto a culmine Troia.
Again, Hecuba 914-920

(nctSniTtu, fjuoXway S* airo teal ;(op(Mroca>v
Svctay KaraXvcra^
vocK cv SaXofiois Iku —
TO, (voTov S* ivl iraaadXif,

is represented in Aeneid 2.248-249, 252-253, 265,

268-269:

Nos delubra deum miseri, quibus ultimus esset
ille dies, festa velamus fronde per urbem.

.... fusi per moenia Tcucri
conticuere; sopor fessos complectitur artus.

Invadunt urbem somno vinoque sepultam;

Tempus erat, quo prima quies mbrtalibus aegris
Incipit et dono divum gratissima serpit.

In Hecuba 921-922 the chorus laments

vavrav ovKiff opiov o/iiAov Tpovav
IXiaK ifiPtPmra,

In Aen. 2.254-256 Aeneas, in the same spirit, says,

Et iam Argiva phalanx instructis navibus ibat
a Tenedo tacitae per amica silentia lunae
litora nota petens . . .

The third stanza of the choral ode (Hecuba 928)
brings the conflict into the city,

dva Sk iceAoSos ^/ioAc ttoAiv.
Aeneas describes it thus (2.298-301 ) :

Diverso interea miscentur moenia luctu,

et magis atque magis,

clarescunt sonitus, armorumque ingruit horror.

The women's first thought was to seek safety at
the altars (Hecuba 934-936) :

crc/Avav wpoaif^ovcr ovk
TfWir "Aprtfuv d r Ao/acdv •

Compare Aen. 2.515-517:

Hie Hecuba et natae nequiquam altaria circum,
praecipites atra ceu tempestate columbae,
condensae et divum amplexae simulacra sedebant.

But the altars did not protect them (Hecuba 937-
941) with Aen. 2.762-763, 766-767: of.

SyopjajL Sk

TOV Ipjov SiXuav Ivl ircAayo9,

vavs iKivrf<T€v TrdSd iceu p.* diro yas
a>piO'cv *IAia&>$ *

Custodes lecti Phoenix et durus Ulixes
praedam adservabant;

pueri et pavidae longo ordine matres

stant circum.

The curse upon Helen in Hecuba 950^52 is the curse

IE CLASSICAL WEEKLY

city is con tin -

h Vergil bor-
So Troades

Hecuba in
on ; ef. Tro-

i Ktlerum in-

his story o£
disregard of

seemed to the
aracter of the

Aen. 27)-

le Empire, by
Translation of
ied Ediiion of
me 1 by Leon-
J. H. Freese.
.. {1908-1909).
engeschichte it
ly ; it is an in-

:es to the orig-
and important
e resuli is that
houl the sixth
i rather to the
fairly suppose

crificed now-a-

days, might occasionally like to be assured of the
existence of evidence for some stalemenU wliich
must seem startling to one whose knowledge of
ancient Roman Life is not extensive.

A iranslation of the Sittengeschichte was certainly
desirable, although for the reason already given, an
accurate English version of the seventh edition
would be of little use to the serious student, unless
he had the sixth at his elbow.

Unhappily this translation cannot be called either
good or accurate. The first volume especially
abounds in examples of faulty and frequently unir-
telligible sentences, due in some cases to too literal
a rendering of the German, in others to misunder-
standing of the original, and in still others to bad
taste in the use of English. For example, on p. 2
we read, "most of the improvement of Rome was
on a generous scale, in public places and monu-
ments ; but many regulations and widenings of the
chaotic streets (largely consequent on the ornamen-
tations) were also made". On p. 8 we are informed
that the Flavian Amphitheatre "bulks to heights
almost invisible to the eye", on p. 9 that "the ba-
silica was a market -building on columns". The doors
of advocates, it seems (p. 163). were "besieged by
parties", and "many small ones" (advocates,
namely!) were "too glad to devil four speeches for
a piece of gold" ; but this is doubtless a misprint for
deliver.

On p. 229 we read that Soranus of Ephesus "ad-
vises the employment of Greeks, so that children
may learn the most beautiful of languages, and re-
ceive the utmost attention, lack of which so often
caused bow-leggedness", an effect of the neglect of
Greek which has been overlooked by its advocates
in modern limes. Rome is said to have become
"one big tavern" {laberna!), and to be "one con-
tinual city of noise and bustle" ; balconies were for-
bidden "because of their danger of fires"; the
"healthy" plain between Rome and the "Albanian"
Hills was "all built over with streets". The trans-
lator's negative compounds, such as 'unesleem', 'un-
employment', 'undcscribable', 'indiscipline', his verb
to 'soothsay', and his nouns 'push fulness', 'self-life'
(Selbstleben!), and 'superstitiousness', may perhaps
in some cases have been granted asylum in the hos-
pitable pages of the unabridged dictionaries, but
Ihey might well be left there in company with 'river-
ine' and other dubious experiments in word-coinage.
'Little Asia' and 'Little- Asian', in spite of the ob-
vious convenience of the latter, somehow do not
commend themselves to the reviewer's perhaps too
Attic taste. For a masterpiece of a faulty sentence,
which is too long to quote here, see p. 12, near the

Bui English is a difficult language, with many
traps even for the wary, and the critic is in danger
of being met with a tu quoque. Actual errors of

TttE CLASSICAL WEEKLY

fact arc a more serious matter, and these unfortu-
nately are not rare. In many cases they are found
in the translations of Latin passages, and presum-
ably might have been avoided by consulting the
original. One is rather taken aback to read on p.
2 "in the year 44 B. C, there were over one hundred
palaces in Rome. Cicero, a quarter of a century
afterwards thought he might call Rome a beautiful
. . . city". But Friedlander says: "Cicero glaubt
schon im Jahre 70", which is quite a different mat-
ter. One is incredulous as to the existence of hills
nearly "a thousand paces high" (p. 23) between the
Aventine and the southern foot of the Janiculum,
and finds that Friedlander gives this as the measure
of the width of the Tiber valley at that point One
who has never crossed the seas would get a mis-
leading mental picture from a reference to "the
highest peaks of Rome" (p. 114). To call the Tiber
(p. 13) "the gentle buyer of all that is produced on
earth" seems an extraordinary metaphor, but the
Latin word which is mistranslated 'buyer' is mer-
cat or!

The second volume at first makes a much better
impression, since one's attention is not arrested at
frequent intervals by 'howlers'. Its English, how-
ever, leaves something to be desired, unless it be
hypercritical to take exception to "the stoic Marcus
Aurelius prevailed on himself to give splendid spec-
tacles" (p. 3), "wild beasts who were especially
trained for the work" (p. 72), the "cellars" of the
Circus Maximus, to "lesson the gruesomeness"
(probably a misprint), and the like. It certainly
jars even American sensibilities to read of wall-
paintings provided with "letterpress", of *a little
dog on a lead", and to hear that "the plastic arts
were sometimes employed ... on representations
of living persons".

The disastrous effects of giving translations from
the Latin through the medium of Friedlander's Ger-
man, excellent as the latter is in most cases, has
already been referred to. Like his colleague, Mr.
Freese errs in this respect. On p. 91, in connection
with Suetonius Calig. 57, he says: "In a mime
played on the day of the murder of Caligula the
crucifixion of the famous brigand Laureolus was
acted, the flow of blood imitated, and scoffed at by
bystanders". As it is punctuated this sentence seems
absolutely without meaning, but waiving that point
as possibly hypercritical, let us see just what Fried-
lander says. We find in his last clause the words,
"von mehreren Spassmachem nachgeafft". Spass-
macher does not seem to me the exact equivalent
of the actors of the secundae partes, but it certainly
does not mean 'bystanders', and a glance either at
a German dictionary s. v. 'nachaffen', or at Sue-
tonius, would have been sufficient to save Mr. Freese
from absolutely misrepresenting Friedlander and his
Latin original. In a similar way the story of the

mime who impersonated Vespasian at the latter's
funeral is garbled and spoiled (p. 95). An example
of ct mistranslation in which Latin is not involved
is to be found on p. 291, "the inhabitants of Pan-
hormus, etc.", where the disregard of the word sol-
chen yields this remarkable statement, "he was sat-
isfied with two and (probably) three equestrian
statues".

Unfortunately these are not a few instances
yielded by a laborious search for errors, but selec-
tions from a large number of marginal notes made
in the course of a rapid but somewhat careful read-
ing. It does not seem too severe to say that the
translation cannot be trusted, but must constantly
be checked by reference to the (jierman edition.

John C. Rolfe.

University of Phmnsylvania.

From the November number of the Bulletin of
the Metropolitan Museum of Art we reprint, in
somewhat condensed form, the following article by
Mr. Edward Robinson, Assistant Director of the
Museum. The article in The Bulletin is illustrated
by three cuts ; the number may be obtained from the
Museum for ten cents.

THE OLD MARKET WOMAN

The Museum has recently purchased ... an
extraordinary specimen of original Greek sculpture,
which is now on exhibition in the Room of Recent
Accessions. . . . This is a marble statue, some-
what less than life size, of an old peasant woman
who is offering the products of her little farm for
sale. Those who are familiar with only the nobler
creations of Greek sculpture will find the subject
itself a strange one for Greek art, but they will be
still more impressed by the intense realism with
which it is expressed. It is, in fact, an attempt at an
absolutely true study of nature in her least beautiful
forms, such as we associate inore with the art of
modern Italy than with that of classic Greece, and
the result is a figure such as we might see — though
in a more modern costtune — moving about the mar-
ketplace of an Italian or Greek town to-day. With
the body bent at that peculiar angle which comes
more from constant toil in the fields than from age,
we can feel the shambling motion with which she
pushes her way among the crowd of market people,
and though the greater part of both arms is missing
their action is easily imagined. With the right ex-
tended she was holding out something, the merits or
the cheapness of which she was proclaiming, and in
the left hand she carried the fowls and the basket
of fruits or vegetables which are still to be seen at
her side. Though the head itself is preserved, and
has never been broken from the body, it was found
with the features sadly mutilated, not by accident,
but by a willful act of vandalism, of which they
clearly show the traces. To make the statue more
presentable, the face has been restored here in plas-
ter. But the realism of the action merely accentuates
that of the modeling, especially in the upper half of
th^ statue, where the characteristics of withered old
age are reproduced with unsparing fidelity. The old
and weary eyes, the sunken cheeks, the deep lines
about the mouth, and the shriveled neck and breast.

THE CLASSICAL WEEKLY

all show a sculptor whose aim was to perpetuate an
unlovely everyday type precisely as he saw it, with
no thought of beauty nor desire for idealism. Yet
he was a Greek, and his instinct for rhythmic lines
and beautiful forms could not be wholly suppressed.
It found its outlet in the lower half of the figure,
where he was less occupied with the realism of his
subject. The costume is the same that we find on
the ideal statues of goddesses or women — a sleeveless
chiton, or dress, clasped upon the shoulder, and over
this a large himation or mantle. The folds of these
two garments fall as gracefully as though they cov-
ered the form of a young girl, and it is curious to
observe that the limbs which they cover do not corre-
spond at all to the shrunken character of the upper
part, but are full and well rounded, as are also the
prettily sandaled feet. The only distinctive mark of
the peasant in the costume is the kerchief upon her
head, which she wears in precisely the manner that
the peasant women of southern Europe wear them
to-day. Encircling this kerchief is an ivy wreath,
probably an indication that the occasion on which
she is offering her wares for sale is some Bacchic
festival. The statue was evidently intended simply
as a piece of decorative sculpture, perhaps for the
adornment of a garden, and was designed only for
a front or side view, as the back is executed in a
more or less summary manner, and is rather flat.

Although examples of this naturalistic tendency in
Greek art are comparatively rare, they are by no
means unknown, and constitute a well-defined class.
They all originated in the same period, which, as
might be expected, is that of the decline, when tech-
nical virtuosity took the place of greater ideals; and
they are typical of one phase of the Hellenistic Age,
which began with the death of Alexander the Great,
B-c. 323, and continued until the Roman conquest of
the various sites of Greek civilization. Within that
age it is not possible to give them a precise date,
though it may be said that they belong among the last
efforts of the creative genius of the Greeks. In an
article in the Annual of the British School at Athens
(Vol. X, 1903-4, p. 103), Mr. A. B. Wace has listed
and discussed the surviving examples of this class,
and of the grotesques and caricatures which belong in
the same category. His article appeared before the dis-
covery of our statue, which has since been generally
accepted as the most important of its class, partly
because it is the best preserved, but more particularly
because of the beauty of the workmanship, which in
all its details has the traits of a Greek original rather
than a Roman copy.

It rarely happens that the facts about the discovery
of a Greek statue nowadays are known, except when
it is made under governmental authority, but in the
present case we are fortunate also in this respect,
as the Old Market Woman was published soon after
its discovery*. It was found in September, 1907, in
Rome, at the corner of the Via della Consolazione
and the Via Montecaprino, and was brought to light
by the destruction of some old buildings belonging to
the Congregation of the Operai della Divina Pieta,
where it was buried in the subsoil of the cellar.
When it arrived at the Museum the lower part was
still coated with an incrustation of lime, and in the
removal of this small traces of color were revealed —
a bright pink on the border of the himation, between

the knees, and a dark greenish on the sandal strap of
the left foot. These are still recognizable, though
the pink has lost its brilliancy. The marble itself,
which is of a Greek variety, has a beautiful old-ivory
tone, and the surface is remarkably fresh. Altogether
the statue ranks as one of the most interesting and
attractive of the recent additions to the Qassical
Department.

1 lo the Notizie degli Scavi, x8^, p. 525, figs. 45, 46 ; and by L.
Mariani, in the Bullettino della Corem. Arch. Comunale di Roma,
X907, p. a57, pi. vii. An account of it also appeared in the Illustrated
London News for December 7 of the same year.

SUMMARY OF THE CLASSICAL JOURNAL,
NOVEMBER, 1909.

Editorials: (i) Partnership and Participation,
This states that the Journal reaches 1700 members of
the Classical Association of the Middle West and
South. The editor urges the formation of an auxil-
iary association in each state. (2) An obituary notice
of Professor Bernard Camillus Bondurant.

The first paper. Archaeology in 1908, is by Profes-
sor George H. Chase, of Harvard University. Of
the excavations made in Asia Minor, he mentions
those at Miletus, Ephcsus and Pergamum, where the
work has been done mainly by the Germans and
Austrians. At Miletus, in 1906 and 1907, "attention
was directed mainly to the Hellenistic gymnasium,
the Roman bath, the Ionic portico at the Lion's Har-
bor, the baths of Faustina, and the early Christian
basilica near the shrine of Aesculapius". For Ephe-
sus he announces that the results of Mr. Hogarth's
work on the temple of Diana in 1906 were published
by the British Museum during the year (cf. now also
Mr. Hogarth's, book, Ionia and the East, Oxford
Press, 1909). — At Pergamum, the Germans have
found near the great gymnasium the ruins of a
temple which is probably to be identified as that of
Aesculapius, Hermes and Heracles. — Among the
islands of the Aegean, he mentions the work done in
Crete, Rhodes and Delos. In Moklos, an islet off the
northern coast of Crete, six chamber tombs of the
early Minoan period were discovered in the necrop-
olis of the ancient town, containing many interesting
finds, recalling those in the graves of Mycenae. He
also mentions the interesting discoveries at Knossos,
Phaistos, Prinia, and the publication of the results of
excavations at Gournia, conducted by Mrs. Hawes
(Miss Boyd). An interesting find at Phaistos by the
Italians was a small disc of terra cotta. inscribed
with pictographic characters, which were impressed
with stamps, a primitive kind of printing (on these
Cretan finds sec The Classical Wkkkly 2,242). —
Of the excavations made on the mainland of Greece,
he reviews work done at Corinth by the Americans,
at Sparta by the British School, where perhaps the
oldest temple in Greece has been discovered; at .Ath-
ens, by the Greek Society; at Sunium by Dr. Stair;
at Rhitsona by Professor Burrows; at CSiaeronea by
Dr. Soteriades; at Zerelia in Phthiotis by Messrs.
Wace and Droop. The author reviews at length
the work done in Western Greece by Dr. Dorp-
feld. — In Italy, the work at Rome, Pompeii, Popu-
lonia and Turin is reviewed. The excavations in
and near the Forum have been devoted to the
Basilica Aeniilia and the Basilica of Maxentius.
Commendatore Boni has devoted his attention to the
Summa Sacra Via. Among the important finds of
the year may be mentioned a new piece of the Servian
Wall, traces of a prehistoric necropolis on the
Quirinal, a marble statue of an Amazon on the site
of the garden of Sallust, a sarcophagus near the gate
of San Lorenzo. The most interesting news, per-
haps, is the adoption at Rome of a plan for a system

THE CLASSICAL WEEKLY

of parks that will form "a permanent setting for
many of the most important ruins". The Italian
government proposes to spend 60,000 lire in pre-
liminary excavations at Herculaneum.

The second paper, The Vocabulary of High School
Latin and How to Master It, is by Mr. John Tetlow
of the Girls' Latin School, Boston, Mass. As might
be inferred from the title, the paper is devoted
mainly to refuting some claims made for Professor
Lodge's Vocabulary of High School Latin. Mr.
Tetlow gives first several quotations from articles
written by Professor Lodge and Professor Knapp.
From these citations he draws the following propo-
sitions, all of which he challenges:

(i) All Latin words have approximately exact
English equivalents. (2) When these English equiv-
alents have been mastered by the memory, they can
be applied to new passages of Latin and be made
to yield the sense. (3) In sight-examination papers
the English equivalents of all words not contained
in the prescribed list of 2,000 should be given in
foot-notes. (4) The most important factor in the
attainment of ability to read Latin at sight is the
mastery of the English equivalents of the Latin
words most frequently used in reading.

Under the first point, Mr. Tetlow classifies words
wtih reference to their translatability into two
classes, easy and difficult. As example of the first
he gives such words as annus, miles, helium, and
claims that they arc too easy to need "the elaborate
machinery of a special word list". As examples of
the second class he gives ratio, ars, res, ingenium,
virtus. From the Archias he cites ratio, 'theoretical
knowledge*, and summorum hominum ingeniis, 'men
of the highest genius', meanings which he claims
could not be gotten from the special vocabulary.
But I am sure that Professor Lodge would not
expect a pupil of the high-school age to get the
translation of either of these expressions without
the aid of the notes and the guidance of the teacher.

In his objection to the second point, Mr. Tetlow
gives the passage set for the advanced examination
at sight at Harvard last June, Pro Sestio, 137, 138.
He gives two translations of this, one a model
translation of his own, which after twenty years'
experience I am sure no high school pupil could
ever come anywhere near realizing, and then a
hypothetical translation by a pupil based upon
Lx)dge's vocabulary, which seems to make no allow-
ance for four years training in translation.

In challenging the third point he claims that part
of the work of the teacher is to teach the pupil to
recognize in new words roots and stems that have
been met, and to reason from the known to the
unknown. This is very true, but past experience
teaches us that we must not expect too much in
sight translation from pupils of the secondary school
age.

On the fourth point Mr. Tetlow objects "to the
nedless drudgery of learning by rote the detached
meanings of words that occur often enough to be
gradually absorbed by the pupil". He also fears
that the use of such a vocabulary will limit the range
of high school reading.

Under the caption Notes there is a short paper by
Frances J. Hosford of Oberlin, Ohio, in defense of
Conington's reading of Aen. 4.257:

Litus arenosum Libyae ventosque secabat.

The writer says that American editions except
Greenough-Kittredge give ad Libyae, and that most
English editions follow Conington. But the author

should have noticed that Sedgwick prints ad in
brackets, and Page retains the manuscript reading
ad Libyae.

Under Reports from the Classical Field are given
reports of classical plays in the original or in trans-
lation at the East High School, Rochester, N. Y.,
Detroit, Terre Haute, Ind., St. Charles, Mo., and at
the following colleges: Randolph-Macon, Wabash,
Northwestern, Earlham, Grinnell, Harvard, and Ox-
ford and Birmingham in England. In this depart-
ment too we have the programs of the meetings of
various classical associations.

The following books are reviewed in this number:
Th. Zielinski's Cicero im Wandel der Jahrhunderte,
by W. S. Burrage; Merrill's Lucretius, by M. S.
S( laughter) of the University of Wisconsin; Fow-
ler's Life at Rome in the Age of Cicero, by F. F.
Abbott; Church's The Aeneid-for Boys and Girls,
by F. J. Miller; Post's Martial, by Paul Nixon.

William F. Tibbetts.

Erasmus Hall High School, Brooklyn.

THE CLASSICAL ASSOCIATION OF PITTSBURGH

The Classical Asociation of Pittsburgh and Vicin-
ity met at a luncheon in the Fort Pitt Hotel on
Saturday, October 13, at 12.15 o'clock. Preceding
the luncheon a reception was given in honor of
Professor and Mrs. B, L. Ullman. Professor Ull-
man, recently of the University of Chicago,- is now
Professor of Latin in the University of Pittsburgh.

Professor Ullman addressed the Association on
The Practical Value of Gassical Research. In
speaking of the justification of the Gassics he said
they represent the highest aristocracy of learning
and for this reason they can never be crushed out
completely as long as human instinct to reach intel-
lectual supremacy remains. Setting forth the ulti-
mate aim of classical study as the effort "to inculcate
an appreciation of the literature and life of the
ancients", Professor Ullman declared that classical
research helps to make the preliminary training
easier and more interesting by furnishing material
for the study of life. It helps in understanding the
literature by presenting the form in which the
authors wrote. Research in the field of syntax has
made even that subject interesting and is responsible
for a sane interpretation of the subjunctive. Many
expressions once called archaisms are now recog-
nized as colloquialisms. "Archaeological discoveries,
the revelations of epigraphy, the necessary improve-
ments in text-books are very important factors in
revealing the practical value of the Classics.

This brief summary merely suggests the line of
thought in Professor Ullman's splendid address.
About sixty were present. Mr. J. B. Hench; of
Shadyside Academy, President of our Association
for this year, outlined a most interesting course for
the year's work. The Association feels encouraged
by the addition of several new members and by the
royal support of former members.

Our President of last year. Professor A. A. Hays,
has gone to the Divinity School of the University of
Chicago. He will be greatly missed. His successor
at Washington and Jefferson College, Professor
Allen, will address our next meeting, December 4.

While the University of Chicago has won our
last President, it has sent us a valuable member in
Professor Ullman. The year promises to be the
best in the life of our Association.

N. Anna Petty, Secretary-Treasurer.

Carnegie, Pa.

<.?

THE CLASSICAL WEEKLY

e^e CLASSICAL 1¥EEKLY

Thb Classical Wbbkly is published by the Clsssicml Association
of the Atlantic States. It is issued weekly, on Saturdajrs, from
October to May inclusive, except in weeks in which there is a legal
or school holiday « at Teachers College, 535 W est xsoth Street, New
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TA* datts 0/ issue 0/ Volumt III will be as follows : in 1909, Octo>
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xo, X7, 34 ; May x. 8, 15, sa, 39.

All persons within the territory of the Association who are interest-
ed in the literature, the life and the art of ancient Greece and ancient
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territory covered by the Association (New York, New Jersey, Penn-
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To persons and institutions outside the territory of the Association
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Thb Cu^ssical Wbbkly is conducted by the following board of
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. Ediivr-in-Chit/
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, A ss0ciait Editors
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Ernst Ribss, Boys* High School, Brooklyn
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DEC 6 tm

Vol. Ill

New York, December 4, 1909

No. 8

In the August number of The Atlantic Monthly
is a short novel, entitled Cecily, by William J. Hop-
kins. In the second chapter there occurs the follow-
ing paragraph:

I have ha<t all my time planned out for some while.
It will be pretty .thoroughly occupied with teaching
my son and seeing thai he has enough Latin and
Greek. Now that these studies have gone out of
fashion with the colleges, there is nobody to see that
a boy gels enough of them unless his father sees
to it. There is nothing to take their place ; nothing
else that will do, for a boy, just what they did!
Modem methods ! I snap my fingers al modern
methods. I have seen enough of the results of
so-called modem methods in my own teaching.
There are no results.

It is interesting to have the value of the Qassics
emphasized thus casually where the appreciation will
reach a large number of readers. It is also interest-
ing to have the futihty of modem methods so
strongly stressed. It occurs to me to wonder whether
the term 'modem methods' may not also have been
intended to apply to the Qassics. For surely dur-
ing the last twenty years there has been a great deal
said about modern methods and I wonder whether
other n on- teachers could say the same thing with
regard to the modem methods of teaching Latin.
For is not this period the period of beginners' books
in which enough grammar is included to render the
use of a grammar in addition unnecessary? And is
not this the period when every means is emphasized
to stimulate interest, this interest being according to
the idea of the teacher rather than of the pupil?
And is not this the period during which the reading
of the secondary schools has been restricted more
and more closely to a few set books? And is this
not the period when the examination in prose com-
position based on a passage in the author read has
had the greatest vogue? It seems to me that all of
these — you may not call them methods, but certainly
devices — would go under the name of 'modem
methods'.

And have there really been no results? It is a
question upon which people are not agreed and yet
the tendency of criticism as exemplified in the re-
marks of college officers charged with the adminis-
tration of studies in recent years has been distinctly
in the negative and the reports of the College En-
trance Examination Board seem to imply the same.
Jn the report of last year, for example, the statis-

tics indicate that the least favorable showing was
made in Latin.

The report also says, "About four-fifths of the can-
didates failed to receive 60 per cent in elementary
prose composition and advanced prose composition.
About three-fifths of the candidates failed to receive
60 per cent in Caesar, Cicero, and sight transta-

The fact that the difference between the results
in prose composition and Caesar, Cicero and sight
translation is only one-fifth is an indication that rel-
atively better work is done in the more difficult sub-
ject, prose composition, than in the other; conse-
quently such criticism cannot be directed towards
the vagaries of any one paper. The percentage of
candidates obtaining a rating between 90 and 100 and
75 and 89 per cent is so instructive that I have sub-
joined it.

&8 h I*

■a a ~S .H S

H «!: Si
* # *

Latin a. i. Grammar 0.9 11.3 424

ii. Elementary Prose

Composition — 0.5 5.0 i6S

b. Caesar 1.3 11.2 28.4

c. Cicero 0.7 9.0 26.3

d. Vergil. Aeneid I-VI.. 2.5 164 36.5

e. Nepos 0.0 0.0 0.0

be. Caesar and Nepos 2.0 20.0 36.0

f. Sallust 0.0 ao 14.3

g. Ovid 0.0 0.0 214

I. Prose Composition o.i 34 16.2

m. Elementary Sight

Translation of Prose i.o 10.0 28.9
p. Advanced Sight Trans-
lation of Prose 0.0 7.9 39.7

q. Sight Translation of

Poetry 0.9 4.5 35-5

dq. Aeneid I-VI and Sight 0,0 5.5 38.2
Surely these results from our methods after four
years of instruction are not encouraging. Is the
fault with the methods, is the fault with the exami-
nations, is the fault with the requirements? Person-
ally I feel that the fault lies primarily with the
requirements, next with the methods, and least of
all with the examinations. These are always set
with a view to laying stress upon knowledge of
essentials and of the work covered. They could
hardly be easier to be examinations at all and the
scrutiny that they have to pass from the Board of
Review makes it clear that they are not regarded as

THE CLASSICAL WEEKLY

unfair. That between i,ooo and 1,200 students
should study Latin grammar, elementary prose com-
position, Caesar, Cicero, and Vergil for the time
required in the secondary schools and make as poor
a showing on examinations which have been care-
fully scrutinized makes the question of decision an
easy one. The fault lies in the combination of
methods and requirements or it lies in the organiza-
tion of the schools and in the feeling which prompts
numerous parents to have their children study Latin
when they are mentally unqualified for it.

The thoughts evoked by Mr. Hopkins's paragraph
are the more insistent because in the same number
of The Atlantic Monthly is an article by Dr. Edmis-
ton on Qassical Education in America in which he
excoriates the aims and methods pursued here, hold-
ing up as a terrible example his own experience. It
would be too mild to say that he has no words of
commendation for our system. He has really no
words strong enough to characterize what he regards
as its utter futility. He expressly declines to sug-
gest any definite measures of relief, which is a pity
because in the multitude of suggestions there lies the
possibility of a solution.

Meanwhile, however, it would be well for classi-
cal teachers everywhere to ponder the results of the
College Board examinations. Such results are not
new in their experiences, but their publication may
stimulate them to action. G. L.

These verses are reproduced in Aen. 2.15, 20:
instar montis equum

uterumque armato milite complent
A certain thought occurred to the Trojans of the
Troades and to those of the Aeneid; compare Tro-
* ades 524-526

*Ir\ & v€wavfMvoi irovc^y,

with Aen. 2.32.33

primusque Thymoetcs
duci intra muros hortatur et arce locari.

In the play, as in the Aeneid/ they prepared a joy-
ful reception for the image; compare Troades 527-
532, 537-541, 545-550

ris o^K ifia vcan'SoiF,
rk ov ycpoios iK SofLiaif ;
K€)(apfL€voi S* dot&u?
SdAtov l(r)(oy Srav

wpQS wvXai &pfjLd07i.

Vergil's Debt

to the

Hecuba and Troades of Euripides.

{Concluded from Page 32)

The cry of Aeneas (1-94-99)

O terque quarterquc beati,
quis ante ora patrum Troiae sub moenibus altis
ccniigit oppetere!

saevus ubi Aeacidae telo iacet Hector ,

is the thought of Cassandra (Troades 386-389)

Tpa>€9 S^ irpcurov fJL€yf ro koXXiotov kXw,
vwkp irdrpas iOvrfirKov * ov$ ^ eXot Sopv,

V€KpoC y ^9 OIKOVS <f>€p6fUyOl ff>lXiiW vwo

iv yj irarpiLf^ irtpiPoXa^ elxpv \Bovoi,

A choral ode of the Troades tells of the fatal
horse and furnishes Vergil with more material for
Aeneas's story. It begins with an invocation like
Musa, mihi causas memora (Aem 1.8;, thus (sec
Troades 511 -514) :

MoOoUy KOIVCUV VflVCDV

3i€ia'OV iv 8aK/9vbi9 <p^v iwuc^Seiov,

Then follow Troades 519-521 :

IXiirov Tinrov ovpavui
Ppipjovra )^vir€o<f>dXapov iyo—
irXoy iy wvXm^ 'A;(cuoi.

icAoKTrot) S* dfi^i)3oXofts AmMO vao9 itau

CTKO^OS ICcAoiVOVy CIS &pti¥a

Xdtva SdwtBd re <f>6via warpC —
& HaXXaSoi 0«rav dtas.

wapdcyoi 8*

Aipiov &va KpoTov woitav

^oav ifJL€kirov €v^pw^ iv
8ofiot9 Sk Trafi^acs <rcXas
irvpos ficXoivav alyXav
cUo9 i&toK€y vrv^
with Aen. 2.235-237, 238-240, 245, 252-253 :

Accingunt omnes operi, pedibusque rotarum
subiciunt lapsus, et stuppea vincula collo

intendunt

. . . Pueri circum innuptaeque puellae
sacra canunt, funemque manu contingere

gaudent.
Ilia subit, mediaeque minans inlabitur urbi.

Et monstrum infelix sacrata sistimus arce.

fusi per moenia Teucri

conticuere, sopor fessos complectitur artus:

In Troades 581, Andromache STLys vpiv inyr* ^fuv ;
in 1292 the chorus exclaims ovS' Ir* lore Tpoia and
so in 2.325 Aeneas cries, fuit Ilium.

As one of the chief incidents of the Hecuba is the
fate of Polyxena, so the Troades is concerned with
the fates of Andromache, Astyanax and Cassandra.
The wife of Hector tells her story (Troades 658-
660):

^irci yap '^p€$rjy
Sdpapra SovXcuro) 8* iv avOcvrStv Sofuns.

THE CLASSICAL WEEKLY

Aeneas finds her in the land of Pyrrhus, where

she says (3325-327) •

Nos, patria incensa, diversa per aequora vectae,
stirpis Achilleae fastus iuvenemque superbum
servitio enixae^ tulimus . . .

Astyanax, by order of the Greeks, was torn from
his mother's arms and cast from the wall of Troy.
The parting of Andromache with her son and Hecu-
ba's reception of his dead body are agonizing scenes
of the Troades. Vergil refers to the fate of Asty-
anax in the words of Andromache to Ascanius (3.

488-491):

Cape dona extrema tuorum,
O mihi sola mei super Astyanactis imago:
sic oculos, sic ille manus, sic ora ferebat;
et nunc aequali tecum pubesceret aevo.

In Troades 69 Cassandra's story is begun by
Athena who complains to Poseidon :

ovK JMt vPpurB^av fu kol voovs ifjuovi ;

Poseidon answers (70) :

olS'y ^iK Alias ctAxc Ka<ray5pav ftiq,.

In Aen. i. 39-41 Juno, in a similar mood, refers to

this:

Pallasne exurere classem
Argivom atque ipsos potuit submergere ponto,
unius ob noxam et furias Aiacis Oilei?

Hecuba dreads to see Cassandra meet the Greeks
because of her madness (Troades 169-172) :

fL^ vw fUH, rhv
iKpoKXtvovaav KxurdySpav,

al<r)(way 'ApycuHcriVy
irifjalnrfT l(tit,

Talthybius replies to the anxious inquiry of He-
cuba that Agamemnon has chosen Cassandra for his
bride. At this impiety Hecuba exclaims (Troades

253-254) :

9 rky Tov ^oc/Sov trapBivWy f y^pas 6
')(pv<TOK6fULS IScuK* cEXcxrpov {oav ;

But Cassandra sings a wedding hymn and bids her
mother rejoice, for by this marriage shall Troy be
avenged. Then she predicts dire misfortunes for
the Greeks, and, through her agency, the death of
Agamemnon with all its attendant woes. But Tal-
thybius speaks gently because of the curse upon her
(Troades 408-410, 417-419) :

ct f»7 (T* 'AiroXXcDV I^c^Sok^cvcv ^ckis
o{f r&v dfiurBl to\s ifiovi orpan/Aaras
ToiaurSc <l>ijiuui ^(cn-cfurcs &v x$ov6^,

Kol <rol fL^ — ov ykp Aprui^ fx**^ ^pcwis —
*Apy^ 6v€i8rf Kol ^pvy&v ^inuvco'ecs
dv^iocs ffiiptaOoA vapaBi&iafL ,

Aeneas has the same thotight (2.246-247) :

Tunc edam fatis ape r it Cassandra futuris
ora, dei iussu non umquam credita Teucris.

He adds the story of her betrothal to Coroebus and
the picture of her capture when she was xlragged by
the hair from the temple of Minerva.

To Euripides war meant not the joy and the glory
of the victors, but the sorrows and wretcnedness of
the vanquished. "The consummation of a great con-
quest is in truth a great misery", says Professor
Murray in the preface of his translation of the
Troades, and later, in the same introductory
note, he declares that the Trojan Women "is
perhaps, in European literature, the first great ex-
pression of the spirit of pity for mankind exalted
into a moving principle". The Aeneid is another
expression of this principle. In both are the home-
sick longing of the exile, grief for the loss of
friends and country, horror for the helpless fate
of the women allotted as slaves to the victors.

The women are part of the spoil (Troades 28-

^) ' ' J J

iroXXois 8^ KuncvTouriv ou;(/tAaX(i>ri8a>v
Pof SicafuivS/909 Secnrora? KXrfpovfjLeyoxv,

Aeneas describes the treasure of Troy collected in
a temple and guarded by Phoenix and Ulysses (2.
766-767) :

pueri et pavidae longo ordine matres
stant circum.

The chorus of Trojan Women is full of fears as
to its fate (Troades 161-162, 183-191) :

^ irov fA ilj&r/

vav<rd\wrov<ny irarpias iK yos ;
Chorus : iKirXrfxOtia' ^\$ov 4>pU^.

r<p irpoaKti/jtjcu SovXa rXafuov.
Hecuba : ^yyv? irov kwox Kkripov,
Chorus : iw {^

rk p.* 'Apyeoov ^ ^umav
^ vrfoxuav p.* ^(ti xiApav
SvoTavov wopao} TpouK ;
Hecuba : <f>tv ^cv

Tif ^ a rXap-wv

irov vf yoias SovXewrw ypavs ;

Talthybius, the herald, is greeted with breathless
questions (Troades 244-245) :

TiV dpa rk ^Aax€ ; rCva trorpjo^ fvrv^^
IXiaSo>v ptvu ;

This is the thought of Andromache in Aen. 3.321-

324:

O'felix una ante alias Priameia virgo,
hostilem ad tumulum Troiae sub moenibus altis
iussa mori^ quae sortitus non pertulit ullos,
nee victoris eri tetigit captiva cubilel

Creusa consoles her husband for her loss by say-
ing (2.785-786)

,Non ego Myrmidonum sedes Dolopumve superbas
aspiciam aut Graiis servitum matribus ibo.

Pitiful farewells are said in Troades i7.>-t74,
1092-1093, 1100-1106: ' " /• ;/ f'.;:

* ■* 1 * *

t • o J • w

THE CLASSICAL WEEKLY

Tpoca, Tpoia Svorav', ^pptis,
Swrravoi 8* ot a eicActVovres.

Marcp, a>f^>i, fiovav Srj fjL 'A;(aioi ko/u —
([ov<ri <r€^ev dir* d/Afmratv.

dff

ir€<roi

irvp,

*IAxo^ev oT€ fu vo\v8aKpvv

'£AAa& Xarpcvfux yoBev l^opO^u, ^

With these we may compare Aen. 3.10-11:

Litora cum patriae lacrimans portusque relinquo
et campos, ubi Troia fuit; feror exsul in altum.

The thought is summed up in certain verses of

Professor Murray's translation of the Troades

And forth, lo, the women go,
The crown of War, the crown of Woe,
To bear the children of the foe,
And weep, weep for Ilion!

H. May Johnson.

Eastbkn High School, Washington, D. C.

REJOINDERS

When a reviewer confines himself to facts, the
author of the book reviewed can only be grateful for
the attention bestowed upon his work. But when a
reviewer takes a different course, it becomes not
only the right but also the duty of the author to
make answer. It is on the basis of these general
principles that I submit the following considerations
in answer to the review of my First Year Latin, pub-
lished by Mr. B. W. Bradley in The Classical
Weekly 3.38.

Mr. Bradley asserts first: "Most of the sentences
in the exercises are not taken from ancient authors
but are created". This is untrue. Relatively few of
the sentences were created by me. My procedure
was as follows: When I desired to use a word in
an exercise, I took the Menge-Preuss Lexicon and
hunted till I found a citation adapted to my purpose.
The great bulk of the sentences were secured in this
way. At times a word was changed, irrelevant
words were omitted, or parts of two sentences were
amalgamated into one, but I rarely attempted to
create.

Mr. Bradley further proceeds to charge that in
these alleged creations I display carelessness and a
lack of true feeling for Latin. Thus he asserts that
"we find non-Caesarian, unusual, or false connota-
tion in the use of words". As examples he cites
castella ponere (p. 92); impetum ferre (119); cu-
stodiam tradidit (145) ; manu for multitudine (155) ;
etiatfi for quoque (181); opus est copiam frumenti
nancisci (194). Let us take these up in order.
Castella ponere is alleged by Mr. Bradley to be non-
Caesarian, unusual, or false. On the other hand it
is Caesarian and correct. One has but to turn to the
Thesaurus Linguae Latinae to see that the expres-
sit>n*!is.jio1;^uou5ual. Caesar uses it in B. C. 3.58.1,
ai3cr jhi^ "si^^gijs^d to me its employment. Similarly

Mr. Bradley regards impetum ferre as non-Cacsar-
ian, unusual, or false. But this expression occurs
no fewer than eleven times in Caesar alone, viz,

B. G. 3.19.3 1 4.35.2; 5.21.5; 6.8.6; B. C 2^25.5, 34^;
3.37.6, 5IJ2, 64.1, 93.2, 934, My sentence was based
particularly on B. G. 5.21.5. Custodiam tradidit (the
next object of Mr. Bradley's censure) is Caesarian,
occurring B. C. 3.39.1 isdem custodiam fiavium
longarum tradidit, which suggested my sentence at
p. 145. In criticizing my use of manu (p. 155) Mr.
Bradley says I ought to have used multitudine. He
adds: *'manus means an organized force; organiza-
tion is a quality which Caesar does not usually at-
tribute to the Gauls". This definition of manus will
surprise many. The lexicons define the word as
'host', 'multitude', 'Schar*, 'Haufen'. However, the
best test for our purpose is Caesar's actual usage.
In B. G. 5.39.3 we read ma^na manu Eburones
legionem oppugnare incipiunt, on the basis of which I
use the sentence Galli cum magna manu hoc oppidum
oppugnare coeperunt (p. 155), condemned by Mr.
Bradley as one of my non-Caesarian, unusual, or
false creations. In B. G. 5.26.2 we have further,
magna manu ad castra oppugnatum venerunt; so
also 5.8.6, 27.8; 1.374; and often. According to
Menge-Preuss, this sense of manus ('Schar', *Hau-
fen') is the predominant one in (^esar. In fact, they
do not recognize the occurrence of the word in the
sense claimed by Mr. Bradley. At p. 181, according
to Mr. Bradley, I use etiam where I ought to have
used quoque. Redde etiam are the words at issue,
Redde quoque, however, is impossible here for the
reason (familiar to most certainly) that quoque is
not used by Caesar after verbs*. Lest it be urged
that Mr. Bradley means redde obsides quoque, let
me say that that would not convey my meaning, as
must be obvious to all. Post-positive etiam, by the
way, is so common in Caesar and all the best class-
ical Latin as to need no defence. At p. 194 I use the
sentence: opus est copiam frumenti nancisci. For
the phrase copiam frumenti mancisci see B. G. 7.32.1.
F'or opus est with the infinitive see 7.54.1. The
foregoing are illustrations cited by Mr. Bradley as
showing that the sentences in my exercises arc non-
Caesarian, unusual, or false, and that my book is
prepared without care or a true feeling for the Latin
language. In other words, the very sentences and
expressions which I have scrupulously taken from
the great master of Latin prose himself are con-
demned. In effect what I am chidden for is that,
having undertaken to write a book based on Caesar,
I did not use Mr. Bradley's Latin instead of (Cesar's.
This attitude is continued in Mr. Bradley's criticism
of the sentence (p. 165), ipsa loci natura periculum
repellebat, although these are Caesar's ipsissima
verba, having been taken from B. C. 1.79.2 (not

1 In fact, quoque with finite verb* is practically, if not quite, on-
known to classical Latin.

THE CLASSICAL WEEkLV

(ii

created by me). Mr. Bradley objects to the use of
ipse with an abstract noun, but Caesar uses ipse
elsewhere with abstracts with some freedom, e. g.
B. G. 7.38.3 ex ipsa caede; 5.33.1 ipso negotio;
4.33.1 ipso terrore; 1.53.6 ipsa victoria; B. C. 1.86.1
ipsa significatione ; 3.79.3 ipsa for tuna, to say nothing
of Cicero's free use of ipse with abstracts, e. g.
ipsa Veritas, etc. The plural of vita, also, though
criticized by Mr. Bradley, has excellent classical
warrant; cf. Nat Deor. 1.20.52, deus qui hominum
commoda vitasque tueatur; De Div. 1.11.17 sensus
hominum vitasque; Lael. 23.87 serpit nescio quo
modo per omnium vitas amicitia. Further examples
from Cicero and other good writers might easily be
added to the above list. Other Caesarian expres-
sions used in my book, but condemned by Mr. Brad-
ley, are: p. 92, in locis superioribus, which I took
from B. G. 7.79; finibus excedere (p. 150), found
in B. G. 4.18; 7.77.14.

The word order of my sentences is also censured.
On p. 108 I have salute communi, Mr. Bradley
thinks it should be communi salute. But Cicero
writes salus communis in Verr. 1.22; 4.52; and in at
least a dozen (probably two score) other passages.
Certainly there is nothing illogical, as Mr. Bradley
claims, in salute communi.

Mr. Bradley also charges me with using construc-
tions which are not explained, and cites as a capital
instance the frequent use of the historical present.
But I state in the clearest terms on p. 82 on the
occasion of the first occurrence of the historical
present: "The present with the force of the per-
fect (is) a very common usage in Latin. It is called
the Historical Present".

In conclusion I must submit that Mr. Bradley's
figures as to the nature of the vocabulary I have
used in my book seem to me as misleading as most
of his other observations. I wish only to say that
of my 767 words 500 are used 20 times or more in
Caesar; 693 are used 10 times or more. Only 61
words employed in the exercises are used in Caesar
fewer than 10 times, while 13 words (none of them
unusual, e. g. donee, quondam, melior, agricoJa,
incola, exitium, culpo, felix, and five more) are not
found in Caesar, though all of them occur in Cicero.
The reader will get a different impression, I fear,
from Mr. Bradley's statement.

' Mr. Bradley's review abounds in numerous other
misrepresentations of my book and of Latin usage,
but the foregoing will suffice to show the essential
recklessness and injustice of his article.

The foregoing observations were written before
the publication of the second installment of Mr.
Bradley's review. Examination of this second in-
stallment shows its nature to be like that of its
predecessor. Thus Mr. Bradley declares that I
omit to mention that in purpose clauses quo is regu-
larly used with comparatives, whereas I state clearly

on p. 173 that such is the case. I am said to use
"regularly" for "always" when I state that before
er the i is regularly short in fio. But "always"
would be incorrect Neue g^ves over thirty instances
of long 1 in fierem and fieri. I am by implication
charged with error in calling Carthagini and Athenis
ablatives. Mr. Bradley seems to consider them
locatives. But neither Lindsay, Sommer, Brugmann,
Giles, Henry, or any other investigator known to me
takes this view. Carthagini is historically an abla-
tive; Athenis is historically an instrumental, which,
like all other ablatives, shares the tripartite functions
of the ablative case. Mr. Bradley also questions the
employment of quoniam with the subjunctive. In
Nepos 1.7.5 the text is : is quoniam pro se dicere non
posset, verba fecit frater eius. But it is unnecessary
to multiply instances of Mr. Bradley's method.

Chas. R Bennett.

CoRNBLL University.

I desire to supplement a review of my Latin
Forms and S}mtax which appeared in The Classi-
cal Weekly 3.28.

(i) In the treatment of the forms, the student is
trained from the outset to distinguish the different
resultant 'forms of each declension. In the verbs,
the formation of the regular verbs is strongly em-
phasised so that the irregular verbs are easily
learned. The S3mthetic method is not followed
where it is impracticable. The most convincing
argument, however, is that of results. The work
has passed the experimental stage and identifications
are not only rapid but exact.

(2) Just as the nouns, verbs, etc., are each treated
in solido, so each logical division of the syntax is
treated as a whole. In addition, some attempt is
made to illustrate or explain rules of syntax, where
it seemed feasible, on the ground that a rule is more
readily remembered and applied, when it is under-
stood, than when it is arbitrarily stated as mere
convention. The wisdom of this procedure may be
debatable, but the result— the intelligent comprehen-
sion of the student — can hardly be questioned.
Briefly, the work pursues in the forms and syntax a
line mid-way between the logico-conventional meth-
od of Bennett and the piecemeal treatment of Collar
and Daniel.

(3) With regard to the vocabulary, all the words
used in the exercises on syntax are repeated in the
exercises on the forms. The exercises on the forms,
moreover, are themselves vocabulary drills, as well
as drills on the forms, a fact which will be evident to
the most casual observer. In the general vocabulary
there are 661 nouns and verbs, including all com-
pounds. In the separate chapter vocabularies, to be
memorized in connection with the exercises, there
are 245 words, and in the exercises bn the fomi"^ "ind
vocabulary combined there are 160 wiJrdi, makirig" in

TiiE CLASSICAL WEfetCLY

all 405 of the commonest words in Caesar, Book I,
to be memorized.

(4) There are fifty chapters, logically arranged.
There are eighty lessons, which, in the judgment of
the teacher, could be subdivided into about 100
lessons.

R. H. Locke.

PhUadelphia.

I am glad to see that Professor Rolfe in reviewing
the translation of Friedlander's Sittengeschichte in
The Classical Weekly 3.54 bestows well deserved
censure on the translator of the first volume. It is
astonishing that any publisher would accept such a
wretched piece of work, and lamentable that we
should have to refer our pupils to it, unless, indeed,
we are to use it as an exemplum in terrorem, 1
must, however, vindicate the translator in one small
detail criticised by Professor Rolfe. On p. 163 it
is stated that many small advocates were "too glad
[sic] to devil four speeches for a piece of gold";
Professor Rolfe ingeniously conjectures that "devil"
is a misprint for "deliver". The word 'devil', how-
ever, is in quite regular use among English lawyers;
the minor barrister who gets up cases for a leading
counsel is said to devil for him, or to do his deviling,
or to be his devil. But I sl>ould readily admit that
in a translation in which the use of English idiom
is conspicuously avoided it would have been better
to employ a less esoteric term. One is tempted to
surmise that in this translation Mr. Magnus himself
employed a devil, as he has recently brought out a
work on Victorian Literature which seems to be

written in a very different style. G. M. Hirst.

Barnard Collbgb.

In his note on the omission of the accents in writ-
ten or printed Greek in The Classical Weekly
2.247 ^r. Deixel falls into a mistake which, I fear,
would become all too common with our Greek stu-
dents, if Greek accents were omitted. He says that
the advanced student should "get the accent of new
words as he gets the accent of address and address".
As a matter of fact, no reputable English dictionary
that I can find even hints at any other accent than
address for both noun and verb.

Geo. a. Wiluams.

Kalamazoo Collrcb, Mich.

[Professor Williams's point is well taken. The
pronunciation iddress is a colloquialism prevalent
in some sections of the United States even among
cultivated people. — Ed.]

Upon Thursday, December 30, at the meeting of
the American Historical Association in New York
City, a conference will be held in ancient history.
The programme includes papers by the following
w^lijci^qwn^ workers in that field : Professor Henry
B.^'^^rigit; of;Yale University, Professor Nathaniel

Schmidt of Cornell University, Professor W. S.
Ferguson of Harvard University, and Professor
Eduard Meyer of Berlin. Classical teachers of the
East, who may be in New York City at that time,
are cordially invited to attend the conference.

I am very anxious to have a good representation
at this meeting, as it is the first time in the history
of the American Historical Association that ancient
history has been given a hearing.

W. L. Westermann.

Madiion, Wmcodsiq.

THE NEW YORK LATIN CLUB

The first luncheon of the New York Latin Qnb
for the year 1909-1910 was held at the Hotel Marl-
borough, Saturday, November 20. There were sev-
enty-seven present, a larger number than we have
had at any luncheon during the past two years, but
not large enough; we should make it an even hun-
dred at the next meeting, which will be held Janu-
ary 8.

Professor Julius Sachs, of Columbia University,
read a very stimulating paper entitled Improved
Standards of Teaching Latin. Among the points
emphasized were the teacher's need of deeper liter-
ary and historical insight in the study of Latin; the
need of teachers that can and will do vigorous teach-
ing; greater knowledge of the efforts of the past;
the unusual should be slighted, the common empha-
sized; first, forms, then, syntax; it is not the diffi-
culty of the subject, but the lack of definiteness on
the part of the teacher, that causes failure ; use more
illustrative material; end to be sought, not quan-
tity, but quality ; beginning work should cover a year
and a half ; the success of Latin depends on the schol-
arship of the teacher, who should be a specialist of
high general scholarship. In such a brief resume
it is of course impossible to do justice to this excel-
lent paper, and we trust that it will be published
in such a form that it may be brought before every
teacher of the Qassics in the city.

The discussion was opened by Professor Lodge,
the President of the Gub; he was followed by Dr.
Vlyman, Principal of the Eastern District High
School, and Dr. Gunnison, Principal of Erasmus
Hall High School. Dr. Vlyman said that the forms
should be learned more carefully ; unusual forms and
constructions should be omitted; and the amount of
Latin for minute examination should be made smaller.
Dr. Gunnison thought that, considering the prepara-
tion of the pupils that we receive in our high schools,
it might be wise to extend the beginning work in
Latin over a year and a half; but the vocabulary
should be confined to words found in Caesar.

The following motion proposed by Miss McVay
of Wadleigh High School, and seconded by Mr. Har-
ter of Erasmus Hall High School, was passed:

Resolved, that the Nlew York Latin Qub, recog-
nizing the great need of a uniform grammatical no-

THE CLASSICAL WEEKLY

menclature in all the languages taught in the schools,
hereby signifies its interest in the work of the Joint
Committee on Grammatical Terminology recently
formed in England, and requests that the grammars
used in America be likewise taken into account.

It was also voted that Dr. Avellanus should be in-
vited to speak at a special meeting of the Qub, on the
use of Latin in conversation.

Usurping the functions of the censor, we may call
attention to two or three points. The luncheon did
not begin at 12 o'clock sharp. The delay was caused
by the fact that the speaker could not be present until
12.30. We can assure the members of the Club that,
Deo volente, the next luncheon will begin at the
time advertised. The room in which the luncheon
was served was too small, over-heated and noisy.
The hotel management has promised a larger room
for the next luncheon, and for the address a special
room far removed from the sound of pans and
kettles. William F. Tibbetts.

Erasmus Hall High School, Brooklyn.

TWO KINDS OF REAUSM ^

In the past days the National Museum at Rome
and our own Metropolitan Museum have put on exhi-
bition each a Greek statue displaying the unusual
character of realism. Yet a greater contrast than
these two marbles afford can hardly be imagined.
One has to remind himself that the Temple Minis-
trant of Rome, a mere serving maid at her work, is
not a nymph or even a goddess, while at first glance
the Old Market Woman of the Metropolitan strikes
one a& a bad genre piece of no very ancient date.
Yet both were cut by Grecian hands, presumably
not a century, either way, from the Venus of Milo.
On close scrutiny also, the nobler figure of the two
appears the most conscientiously realistic, while the
meaner form is prettified for effect. We have to do
with contrasting ideals of Greek realism, and since
realism is the leading artistic motive of our genera-
tion, a comparison of the two manners should be
instructive.

First, as nearer at hand, we will look at the Old
Market Woman. She strains forward crying her
wares. The whole body is contorted as by a sort of
recoil from her vociferation. Her right arm, now
missing, brandished a dainty before a possible buyer ;
her left clasps two fowls 'to her side while the
hand holds a laden basket. Her brow and exposed
breasts display the outrages of time, but her legs and
sandalled feet have through the drapery the easy
elegance of a Tanagra statuette. The artist has
flinched from creating a complete effigy of shrivelled
decrepitude. No Greek has given us the tragic fact
embodied so pitifully in Rodin's Armorer's Wife.
This Market Woman is caught at her most energetic
moment, at one of those instants in which she defied
her habitual lassitude. Surely, the theme is highly
characteristic. Why, then, is the impression of the
thing so unsatisfying? An examination of the Tem-
ple Ministrant will go far to answer the question.

The Temple Ministrant at Rome is plainly a daugh-
ter of the people. Her sturdy body is girt by a
clumsy yet decorative mass of drapery rolled tight

I This article appeared in the New York Evening Post of Saturday.
November so. I am sure our readers will welcome the opportunity to
see it at once. It should be read in connection with the account of
The Old Market Woman printed in The Classical Wbbjclv 3^5.

to raise the impeding garment from her ankles.
Her hair shows nothing of that elaboration which
we have come to regard as invariable in Greek
sculpture. Two short tresses are drawn forward
from the nape of the neck and roughly knotted over
the brow — ^just the easiest method of getting the hair
out of the way. The head is as boyish as the figure.
The Girl of Anzio, as the Italians call her affection-
ately after the place of her discovery, is standing
intent upon some minor office in the cult. Her left
arm bears the fragment of a salver upon which stood
some utensil needed for the service. Her firmly
poised body betrays her solicitude. The eyes regard
the salver fixedly, less with reverence, it seems to us,
than with a simple determination that the trifling ser-
vice shall be well performed. Yet the beauty of this
menial action is akin to that of the processional mar-
bles of the Parthenon, and the realistic traits in fig-
ure, costume, and hair-dressing so readily adjust
themselves to the grand style of the whole that only
with difficulty does one perceive that these elements
are quite exceptional. The whole thing is of a
lofty yet intimate beauty which finds Christian ex-
pression in the familiar lines:

Who sweeps a room as for Thy laws
Makes that and th' action fine.

Between the Temple Ministrant and the Old Mar-
ket Woman there is an immense difference in work
manship, the latter being quite mediocre in execu-

► tion, but this difference is transcended by a far
deeper discrepancy in vision. Whoever made the
Old Market Woman saw her as she chose to be
seen, and as every passer-by saw her. He accepted
for his theme just the insight of everybody about.
Whoever created the beautiful Temple Ministrant
managed to see something that probably everybody
else overlooked. The common gaze doubtless
would have been on the statue of the .divinity, or
on the officiating priest. It was the artist who
caught the simple majesty of that robust figure
poised as it held faithfully a cup, a knife, or some
such nothing. The joy of that discovery we feel as
we look upon the Girl of Anzio.

Yes, the difference transcends technic. You might
put the Roman statue through a series of casts and
reductions until in handling it became infinitely the
inferior of the Old Market Woman, yet it, whatever
its debasement, would remain wholly superior as a
work of art. It is, as with all creation, a question
of vision. If you do your seeing with simple curi-
osity, accepting unchallenged the average testimony
of the eye and the casual observation of all the
world, no technical mastery will save the result
from cheapness and essential insignificance. The
true artist is the aristocrat of the eye. He makes
his bold exclusions and stem selections. He looks
deep into appearances, and is wary of their im-
mediate appeal. Thus he reveals things that the
rest of us are too hurried or too untrained to see
at all. Let no one say that the mere age and ugli-
ness of the Old Market Woman are the trouble.
She simply is seen too quickly and at the wrong
moment. There is now at the Union League Club
a picture by Daumier in which market-women and

, decrepit clerks are huddled into a third-class com-
partment, and the group and each individual have
the sombre distinction that we associate with
Michelangelo and Millet. It seems all a matter of
the aristocracy of the eye. Otherwise the difference
between the artist and the average man would be
merely quantitative— only that, for example, between
the champion golfer and the awkward amateur.

THE CLASSICAL WEEKLY

^/>e CLASSICAL 'WEEKLY

Tmb Classical Weekly is published by the Clasdcal Association
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October to May inclusive, except in weeks in which there is a legal
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The dates 0/ issue 0/ Volume III will be as follows : in 190Q, Octo>
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January 9, 16. 33, 30; February 6, 13, so; March 6, 13, so; April 3,
xo, X7, 94 ; May x, 8, 15, sa, 39.

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S. G. Ashmore has done a real service in preparing this

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excellent English style, something all too rare in classical text-books.
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Vol. Ill

New York, December 11, 1909

Those who remember Professor Showerman's arti-
cles referred to in The Classical Weekly 2.41 need
no spur to lead them to read bis most recent article on
The Making of a Professor, printed in The Atlantic
Monthly for November. It is a satire on modern
methods of university instruction. The theme is not
new; the method of handling is new and the charm
of style adds effect to what otherwise might seem an
arid subject On the general principle that continual
dropping will wear away a stone all such contribu-
tions to the discussion of our methods of teaching
are to be welcomed in the hope that they will ulti-
mately result in a change. I quote a couple of pas-
sages to show the line of thought

He had expected to continue the study of the t.atin
classics, — to read, interpret, criticise, and enjoy: but
what he was actually occupied with was a variety of
things no one of which was essential to literary en-
jo^ent or appreciation, and whose sum total might
as well have been called mathematics, or statistics, as
classical literature. When he thought of his college
instruction, he wondered whelher the end and the
means had not in some way got interchanged. He
felt that now he was dealing with the husk instead
of the kernel, with the penumbra rather than the
nucleus, with the roots and branches, and not the
flower. In his gloomier moments, he suspected that
his preceptors and companions were actually ignorant
that there was a flower ; if they were aware of it, they
were at least strangely indifferent to its color and

Eerfume. In his more cheerful moments, it made
im laugh to see the gravity with which, omnia
magna loquentei, they consdered the momentous
questions, whether a poet wrote Jupiter with two
p's or one. Virgil with an 1 or an e. and how many
knots were on the big stick of Hercules. It all
seemed to him monstrous and distorted.

. . But he was in pursuit of scholarship and
though it should slay him, yet would he trust in it.
He settled \o his work.

He was not long In learning the lesson. He was
to be accurate, he was to be thorough, and he was to
employ tnethod. That is he was to be scientific, —
which, he soon found out, meant to treat his material
as the mathematicians and chemists treated theirs.

He closes with this excellent advice:

Don't write books until you have something to
write about. And don't fancy that the writing of
books on such subjects as that of yours is the only
form of scholarship, or is necessarily scholarship at
all. To be able to commune with the souls of the
■world's greatest poets,— who are after all, the world's
greatest creative scholars,— and to interpret their
message to humanity, is a higher form of scholarship
than the capacity for collection and arrangement of
^ata about them. Thai is the work of a mechanician,

and requires ingenuity rather than intellect. It
doesn't really take brain to do that. Remember that
you are a teacher of literature, and that the very
highest form of creative scholarship In literature is
to produce new combinations in thought and lan-
guage just as in chemistry it is to discover new com-
binations of chemicals. If you cannot create, the
next best is to interpret and transmit. Don'l fancy,
loo, that there is no scholarship except what appears
in print If there can be sermons in stones and books
in the running brooks, all the more can there be
scholarship in human personality. Hearken to my
commandments, and your peace shall be as a river.
Fill your head and your heart with the riches of our
literary heritage, so that out of the abundance of the
heart your mouth shall speak, so that virtue shall go
out from you to those who touch the hem of your
garment, and transmute for them life's leaden metal
mto gold. Inspire, and point Ihe wayl Your old
teacher was one of that kind — and to think that for a
time you thought that you knew more than hel He
will be dead and gone years before you know aa
much as he knew ten years ago.

Of course there is something to be said — in fact a
good deal to be said — on the other side. The best
foundation for the interpretation of literature is for
most people a detailed and careful study of its ele-
ments and the growth in intellectual honesty and
mastery of detail which should spring from seminar
study is extremely valuable in serving as a balance
wheel to the machine which might otherwise develop
more speed than power. It is a misfortune that the
product of so much of our university instruction
should be so poor, but, while one literary critic is
stifled as Mr. Showerman indicates, ninety-nine other
students are kept from making fools of themselves.
It is not given to every man to appreciate the mes-
sage of literature ; perhaps not to every man should
be given the opportunity to teach the Classics even
after university instruction, but unquestionably a
good deal of our university method is suited to the
type of mind of the average graduate student. The
criticism should be directed rather against the ex-
clusion of literary instruction. Scientific method
should unquestionably be taught, but the troubte with
most of our university instruction is that it is taught
to the exclusion of any genuine attempt to point the
student into the path of literary feeling. It is easy
to teach philology ; It is extremely difficult to teach
literature. Most pseudo-literary critics glory in being
shallow. What we really need is literary criticism
that is really strong, not weak, appreciation due to
sympathy, not sentiment This is also what Pro-

THE CLASSICAL WEEKLY

fessor Showerman would demand and as I said
such papers as this should conduce to an improve-
ment in our methods. The paper is well worth
reading^. G. L.

ELEMENTS OF INTEREST IN THE ANABASIS *

In the whole field of literature there are perhaps
few books upon whose merits all would agree. One
is charmed with a masterpiece, another hates it. Mr.
Andrew Carnegie foimd the Iliad dull, tiresome and
monotonous, and Professor Harry Thurston Peck
says that, taking the Iliad as a whole, Mr. Carnegie
is right. Yet, surely, dissenters from this opinion are
numerous.

So concerning the Anabasis there is divergence of
opinion. The editors tell the school-boy that he is
about to take up a story of singular interest. Sir
Richard Jebb pronounced the Anabasis "one of the
most fascinating books in the world" ; Sir Alexander
Grant said, "No more graphic and stirring narrative
was ever written"; Curtius declared it "one of the
most valuable documents of antiquity".

On the other hand, Mr. E. C. Marchant edited a
reading book, adapted from Wilamowitz*s Griech-
isches Lesebuch, of selections from various authors,
to save students "from being set down at a too early
stage in their learning of Greek to Euripedes and
Xenophon", for, he says, "a course of parasangs in-
spired in me a hatred of Xenophon so intense that it
took me twenty years to forgive him".

What the boy or girl thinks of a given work un-
doubtedly depends largely upon how the teacher
approaches and handles it. Why shouldn't the youth
call a masterpiece dull — yes, hate it — if he has been
made to focus his attention solely or chiefly on the
lanj^uar e and the grammar? This must not be inter-
preted to mean that grammar is to receive no atten-
tion. Far from it. Grammar is vital and indispen-
sable. Professor Gildersleeve has truly said, "The
study of syntax is of the utmost importance for the
appreciation of literary form". But grammatical
study is after all only a means to an end and no one
in teaching an author should dwell so continuously
on the grammar as to make it the apparent aim of
his study. In a given lesson not every syntactical
construction need be treated with religious and pain-
ful care, as if the opportunity would never be offered
again. A very few constructions carefully selected
and thoroughly taught will suffice for one lesson.

1 Cf. also Prof««or Showerman 's paprn on The Ca»e of Literature
in the Classical J'^umal 4.260-871, a<>i-3oa. His criticisms in his
latest paper remind me of Juvenal 7.270-236 (where, curiorsly enouxh,
it is the /arenfes^ not tht g-ram ma f/ct themselves, that are at fault).
Cf. also puintilian 1.8.21 mihi inter virtutes grammatici habebitor ali-
qua nescire (Quintilian's gyammatirus, then, is to be in some ways on a
p*r with Juvenal's /r/ft/nA, 6.4«;i). and, finally, a delicious chapter in
the Noctes Atticae of Aulus Gcllius (14 6), rendered doubly delicious
to the student of Gellius by his recollection of many themes solemay
dticuased by Gcllius himself. C. K.

s Thb paper was read at the meetini^ of the Classical Assodatioo
of the Auntie Sutes, at Haverford, Pa., on April S3, 1909.

Interest should be added by noting stylistic eflPect
and by indicating the more obvious resemblances and
differences in Latin and English.

Some attention must be given to identifying and
analyzing forms. Let their characteristics be empha-
sized — stem, suffix, augment, reduplication, accent
Students must early learn to recognize forms at sight
with positiveness ; as it is, many go through college
lacking that ability.

Of course, the principal parts of verbs must be
mastered, but for each lesson let not more than four
or five verbs be assigned, and, to insure accuracy,
require written as well as oral recitation of the parts.
When the class has finished the Anabasis at this rate
of progress, the common irregular verbs will have
been met and studied several times.

The acquisition of a vocabulary — a matter of prime
importance — is difficult and demands careful consid-
eration, although hitherto it has been too much neg-
lected. Experience has proved the inadequacy of the
old method, which often results in a confused half-
knowledge of the meaning of words. And would we
not be startled were we to realize what time we have
lost in thumbing the lexicon again and again in
search of words that we have often met before? At
this point there is a great leakage. Here there must
be repairs and a stoppage of waste. Well directed
efforts towards this end are needed. We must have
a Vocabulary of High School Greek. Will not this
Association take the initiative in providing for such
a work? Until we get such help, lists must be made
of the new words met in each lesson and these must
be studied apart from their context. It is a mistake
to give up memorizing vocabulary, as is commonly
done, as soon as the beginners* book is finished. In
studying the words, moreover, constant attention
must be devoted to derivation and to related words
in Latin and English. We are told that there are
only about nine hundred primitives in the Anabasis,
which fact indicates that the acquisition of the vocab-
ulary will be far less arduous if rational methods are
followed. Students etymologize with great zest, at
times, of course, making absurd guesses, but the
teacher is at hand to direct and guide. Let them-
exercise their ingenuity. The vocabulary of the
Anabasis affords much opportunity for this. Genuine
pleasure, for example, results from detecting the
origin of such derivatives as athlete, acolyte, parallel,
antipodes, arctic, ascetic, electric, horizon, school, and
hundreds of others of equal interest. It thus dawns
on the youthful mind that the Greek language is not
after all dead, but vitally persistent in their own
mother tongue to an extent that not only interests
but truly astonishes them.

So, then, the study of forms, syntax, vocabulary is
vital and ought not, nay must not be neglected. Nor
is this a dismal truth to face, for to the healthy mind
under the guidance of a sane teacher who presents

THE CLASSICAL WEEKLY

these subjects tactfully and in due proportions they
are not depressing. Nay rather interest and pride
may be stimulated from the consciousness of master-
ing and gaining the ability to reproduce the intrica-
cies of an ancient tongue. Thoroughness and accu-
racy enforced by a live teacher will never destroy
enthusiasm for any subject Superficiality to evoke
interest may attract numbers for the moment, but it
will not stand the severer test to follow. In the later
stages enthusiasm wanes from instability of founda-
tion, numbers dwindle and our cause suffers.

After all, it is the subject matter that gives value
and interest to the Anabasis and therein lies the chief
reason for its study. In taking it up with our classes
we must approach it at the outset as a piece of the
world's literature that has survived because of its
merits for more than two thousand years — a tale of
the hazardous expedition of a small band of brave
and adventurous Greeks led by an ambitious youth
to the very heart of the great king's vast empire,
where in the decisive battle they lose their com-
mander, after which their perilous retreat is con-
ducted with admirable strategy through bleak and
mountainous lands and hostile tribes with the loss
of a small percentage of their men. Here is action,
adventure and achievement, in which the youthful
mind takes special delight. Nor has our author
given us a mere narrative of bare facts. Compara-
tively little space is devoted to the actual march. He
who, like Mr. Marchant, remembers only or chiefly
the parasangs has taken away merely the hem of the
garment, which is no fault of the author. The para-
sangs are perhaps most numerous in Book I, but
these passages are so easy that the student quickly
passes over them and surely never objects to them.
But this same book is rich in elements that can
hardly fail to awaken and sustain the reader's lively
interest. There is first of all the interest of uncer-
tainty and expectancy, which the Greeks themselves
felt, for this was a new and bold venture and they
knew not what they would encounter as they ad-
vanced into the unknown realm. Then, too, in this
single book one reads of myths and satyrs, of sacri-
fices and soothsayers, of games and prizes, of beauti-
ful parks, of treason and desertion, and of clever
leaders. A series of vivid pictures enlivens the nar-
rative. There is the brilliant entertainment of the
Cilician queen, the stoning of Qearchus and his
clever acting as we behold him in tears before the
assembly; then the hunting scene in the desert with
the ostrich raising its wings for sails and speeding
on like a ship over the sands and never caught. The
trial of Orontas presents a vivid scene, strong in
dramatic element. And from the story of the de-
cisive battle who does not turn with a definite mental
picture of the fatal encounter as Cyrus, crying out
r6p Apipa 6pQ^ rushes to his death. Then, after this
dramatic climax, we pause for a eulogy of our fallen

hero — the most striking instance of the analysis of
character that is so peculiar to Xenophon.

At the opening of Book II, the reader is in sus-
pense. With the battle won but their cause lost, and
their aspiring prince slain, what will the victorious yet
defeated Greeks do. They are equal to the occasion.
They will not surrender and retreat is in order. But
now our indignation is stirred by the duplicity and
treachery of Tissaphemes. Again the course of our
drama is interrupted, the action is halted, the issue
uncertain. How tense the strain, how keen our
sympathy, as that deep gloom settles over the Grecian
camp. With a most graphic picture our author por-
trays their distress in that admirable series of clauses,
with pathos intensified by the marked asyndeton —
TarpldwPf yop4<aw, TvroorcSr, ralSvp (3.I.3). Here is a
tragic situation presented with a sense of literary
form. At this critical moment our author himself
comes on the stage with befitting modesty and our
hopes are raised. Xenophon's appeal to Socrates and
the Delphic oracle can not fail to interest every
reader, and the story of the dream that impels him to
act is told, as Grote observed, in true Homeric vein.
And who does not enjoy the action that follows as
Xenophon rouses the captains and, arrayed in full
dress, issues that wise, eloquent and patriotic appeal
which puts new life in his followers and unfolds the
plan that saves the day. Students should formally
analyze this address, pointing out its aim and sum-
marizing the arguments. In other words, this and
every speech should be felt, read, and studied as a
speech — the setting, the structure, the purpose all
being regarded. In the course of this speech occurs
that interesting diversion, the ominous sneeze. Let a
collection be made of the numerous passages that
furnish evidence of the superstition and strong relig-
ious sentiment by which these soldiers were actuated.
Nor must the reader fail to be impressed by the early
workings of democracy in this roving state, as its
citizen soldiery by show of hands decides one way
or another by a majority vote.

As the troops again take up the march in the course
of this book, divers incidents hold our attention and
occasionally we are refreshed by digressions never
too long and in Herodotean style, including bits of
archaeology, history and mythology of places visited.
The rejected plan for bridging the Tigris by means
of skins is full of interest and every youth enjoys the
pen picture of Soteridas pushed from the ranks by
Xenophon, who seizes his shield and trudges on in
true democratic fashion.

Book IV in particular elicits manifold interest.
There is the mountain climbing with hard fighting
against the sturdy mountaineers. The strategy of the
resourceful leaders is a topic for study so profitable
that an English army officer was inspired to write on
The Retreat of the Ten Thousand, A Military Study
for all Time, and an American officer was led to

THE CLASSICAL WEEKLY

declare ''more tactical originality has come from the
Anabasis than from any dozen other books. . . .
After the lapse of twenty-three centuries there is no
better military text-book than the Anabasis".

The brilliant campaign against the Carduchian
heights calls for detailed investigation and, if prop-
erly presented, will evoke enthusiastic admiration.
Text-books usually contain cuts illustrating the to-
pography and military movements, but, to prevent
confusion in the reading, these diagrams must be
placed on the board. I have known students in read-
ing this section, partly at sight, to become so en-
grossed as to ask permission to stay past the hour to
see how the story comes out.

The march through Armenia inspires lively interest
in this people with their strange customs, their under-
ground houses, barley-beer and all the rest. We
enjoy the picture of the soldiers resting in camp and
telling their war stories after the vigorous campaign-
ing in the mountains. Then we follow them sympa-
thetically as they plunge into deep snow and face
blasting winds and bulimy. Kor does the interest lag
when they encoimter the Taochi. This picturesque
struggle closes with that tragic spectacle of men and
women hurling their children and themselves down
over the cliffs. Soon follows the most brilliant pic-
ture of all, that thrilling scene on the mountain
whence comes the soldiers' shout of WXarro, OdXarra,
This is the climax, but through another chapter the
interest is sustained with that touching incident of
the former Athenian slave recognizing his native land
and conversing with his own people; then we have
the encounter with the Colchians, where they eat the
poisonous honey, and, lastly, the games by the sea.

Now, shall the study of the Anabasis terminate
with Book IV? By no means. The healthy mind
wants to trace the career of the ten thousand to the
end. It may be necessary to do much of this at sight,
and lack of time may necessitate the omission of less
important parts, but this is preferable to reading the
first four books entire with nothing from the last
three. If necessary, sacrifice some of the second and
third books to save the best parts of the later books.
We cannot be too often reminded, as our best schol-
ars have repeatedly urged, that "reading, more read-
ing, and yet more reading is what is most needed".
The teacher must be imbued with the reading spirit
and then infuse this spirit into the pupils. Read
choice bits to them and refer them to other selections
for private reading with no set examination in view,
but to be brought up for informal discussion. Good
progress is made if we stimulate a desire for reading.
This will be easier if by sound methods we develop
the ability to read. After mastering the vocabulary
of the first four books, students will read the last
three with comparative ease, with only occasional
use of the lexicon.

Book V gives further opportunity for studying the

character of the author, who figures prominently and
does good service under heavy responsibility, in the
absence of Chirisophus. If, as good scholars main-
tain, the Anabasis was written to vindicate the
author, there is so much more reason for reading the
later books, for otherwise we are unable to vieinr the
work in the spirit in which it was written. Xeno-
phon's conduct is more than once called into question
but his defence is always ready. One of the choice
bits of dialogue is the scene in the last chapter of
Book V — the court-martial before which Xenophon
defends himself against the charge of a soldier i^hom
he had struck. It appears that he was a mule-
driver, who being ordered to carry a sick man was
struck because he was afterward found on the point
of burying him alive, although it is agreed that the
sick man died just the same. Let this dialogue be
read to the class in a good translation if they can not
read it for themselves.

Book VI opens with a captivating scene, when the
Greeks give a banquet to the Paphlagonian deputa-
tion and in most entertaining fashion dance their
strange national dances — the Thracian sword dance;
the charming dance of the Aenianians and Magne-
tians, imitating a peasant attacked by a robber; the
mimic shield dance of the Mysian with lively con-
tortions and somersaults; then the Arcadians in
stately dance with martial strains; and lastly the
Arcadian dancing girl in an exhibition of the Pyrrhic
dance to the delight of all. Here is a picturesque
scene that has peculiar interest to-day, when folk-
dances are taught and becoming popular. Yet most
of the boys and girls who read the Anabasis never
hear of these fascinating parts.

Another interesting study of our author is afforded
in Book VI, when the proposition is up for making
Xenophon supreme commander, an honor which he
gracefully declines in favor of a Spartan. This inci-
dent throws light on the politics of the day and the
passage contains an admirable summary of the argu-
ments for monarchy. In reaching his decision Xeno-
phon has recourse to sacrifices and information is
given concerning the methods of interpreting omens,
which can not be gained from the preceding books.
From this book, too, we learn the motives of the
soldiers for joining the expedition. It was not from
want of a livelihood in the case of the majority, but
they had heard of the valor of Cyrus and of the
successes of his followers, and to join him some ran
away from fathers and mothers, while others left
their children behind in the hopes of returning to
them with a fortune.

The last book is of particular interest as it unfolds
the final stages of the drama. With the army again
in Europe, the grave question as to the disposition
thereof arises and soon follow the memorable nego-
tiations with Seuthes. The story of his life and his
unique banquet to the Greek officers are delightful

THE CLASSICAL WEEKLY

reading and a storehouse of information on manners
and customs. After the stirring campaign under
Seuthes, when difficulty arises concerning pay with-
held by that commander, it is settled by negotiations
brought to a close with Xenophon's brilliant speech,
in which he triumphantly presses home the justice of
the Greek demands and the unfairness of Seuthes's
ingratitude. This masterly address will repay careful
analysis and is a fitting conclusion to our companion-
ship with the author on the memorable journey.

Apart, then, from the need of completing the story,
these later books should be read because of their
literary and historical merits and because of their
charming and illuminating episodes. Merely to enu-
merate the divers elements in the Anabasis would
appear to be enough to convince one that it is a
fascinating story and that the author has invested the
narrative with a very human interest. It is what has
been called "history dramatized", which Professor
Lodge (Imagination in the Study of the Qassics,
Educational Review, September, 1901) has well de-
scribed as "a series of scenes of greater or less
prominence, on a thread of advancing narrative.
Marches, sieges, battles, councils, are parts of the
machinery by which the scenes are presented and the
chief figures brought into view". These animated
scenes take a strong hold on the youthful mind. Love
of adventure is kindled, S3rmpathy stirred, imagina-
tion awakened, and admiration evoked for the sturdy
and clever sons of Greece.

We need not consider how to make the Classics
interesting by introducing extraneous matter that
tends to distract. This literature in itself is intensely
interesting; let us not make it dry in the manner of
the teacher of incredible diligence and high-minded-
ness of whom Mr. A. Benson writes (Educational
Review, March, 1900) : "He possessed in an almost
unique degree the power of alienating the attention;
he carried dullness into all he taught; and the
world of knowledge as he exhibited it was like a
landscape under a heavy fall of snow, all sounds
dulled, all outlines merged". Let us rather imitate
the Professor of Geology of whom, according to Mr.
Benson, a great classical scholar said, in describing
how he attended a lecture in undergraduate days,
"I came away firmly convinced that I had mistaken
my real bent up to that moment and that geology
was the one thing worth studying".

In conclusion, the elements of interest residing in
the thought, style and form of the Anabasis and
other Classics must first be felt by the teacher and
pointed out with persuasive enthusiasm. Then the
student will feel their power by vital touch of the
man already himself enthusiastic. This is "education
by contagion", it is the "personal touch in teaching".
Pupils need to be taught to observe what the teacher
observes, this taste and feeling for literary quality
have to be cultivated. They must learn to view

the work in perspective, to read it as it was written
to be read, to visualize the scenes, to feel a speech
as a speech, narrative as narrative. They must dis-
cover how this account of the most memorable
exploit of its kind bears witness to the courage,
versatility and endurance of the Greek character,
and how historically significant the expedition is in
being a prelude to conquests to follow. This, I
take it, is what Mr. Hiram Corson means when he
says, "The only true object of literary study is to
take in the life of the work studied".
Columbia University. RosCOE GUERNSEY.

THE VOCABULARY OF HIGH SCHOOL LATIN
AND HOW TO MASTER IT

The publication recently of the lists of words for
Latin students in the secondary schools to learn has
called attention emphatically to the importance for
such students of really knowing a limited stock of
Latin words. Too few such students master their
vocabulary well enough for success in reading Latin ;
and so translation, even though one may not wish
it, accompanied by a most wasteful thtunbing of the
dictionary, is the only process practicable in their work.

A dead language is the crystallized result of a
nation's effort to secure some medium for the ex-
pression of its thought Accordingly a modern lan-
guage, in so far as literature and the art of printing
have stereotyped its expressions — the King's Eng-
lish, for example — is as dead as Latin. We are
trained to use the fully crystallized thought-units
produced by English minds in the environment of
English civilization. For an authoritative statement
concerning these thought-units we refer men to the
English dictionary, the grammar, and the rhetoric.

Now, if we have developed our own set of thought-
units, that is no ground for inference that the
Romans, in their environment, developed a set
exactly corresponding, unit for unit, with ours. In
fact, the Roman thought-units are likely to be dif-
ferent. And even if they were the same, environ-
ment, or context, would modify them ad libitum.
There would be no means of telling beforehand to
what use a particular thought-unit might not lend
itself in case of need.

In the study of a modern science, the student
deals with things visible, or audible, and so forth.
In the first few years of his life, he acquires the
power to appreciate aright, in the main, the signifi-
cance of what he needs but to see or hear to under-
stand. Process n, accordingly, with the objects of
natural science as thought-units, is easier than the
same process with the content of Latin words as
thought-units. For instance, it would be easier to
distinguish the difference between twelve and fif-
teen inches than between facio and conficio, and
easier to distinguish sweet from salted butter than
to distinguish homo from tnr. In each case, we

THE CLASSICAL WEEKLY

must learn that the latter is more, and how much
more.

The student of science is trained to use delicate
and costly scales, microscopes, resistance coils —
instruments de precision. The benefactor of his
school pours out his wealth to supply these instru-
ments; and since the student counts the time as
spent in play, he has a 'delightful time' in watching
their operation. But to scrutinize a verb, consciously
determining its significance as modified by voice,
mood, tense, person, number, context — that, as being
work, is irksome. If he hurries superficially through
his duty, or past it, he learns — poor morals. He is
a shirk, because he has been studying Latin, and not
science! His salvation lies in continuing the study
of Latin until this process, too, passes to the sphere
of unconscious habit. Then the study becomes
play, and pleasurable.

At first a Latin teacher should seek to approximate
scientific clearness and simpHcity, and, where this
is impossible, to induce the student to perform, not
shirk, his duty. But just as, in introducing peo-
ple to a new human acquaintance, we are at pains
to pronounce the -name clearly and not to cumber the
introduction by a long recital of the newcomer's
several traits of character, so in Latin it is not need-
ful or expedient to tell the student at once all that
a new word can be expected to do under any and
all circumstances. The acquaintance will deepen
with experience; but the initial necessity is for a sat-
isfactory 'known* from which to proceed to the un-
known. This Tcnown' is not satisfactory so long as
ibi and sic, for example, or twins like quisquis and
quisque, are confused.

Here lies the advantage of such word-lists as
those referred to. That they should catalogue with
some completeness the various facts about a Latin
word may fairly be expected of them. But the
student should not be expected to memorize the
whole series of English equivalents as a series, but
be led to form a concept of the Latin thought-unit
as such, and not as imperfectly indicated by these
equivalents. The Latin word, even if it be facio, is
not several things at once, but one thing only. How
about a mermaid? Do we call it a woman, when it
is a fish? or the converse, perhaps? No, we call it
a mermaid. Under the guidance and restraint of
a discerning teacher, almost any student can be
made to distinguish the cases where his conception
of a word will suffice from those where it will not.
Let him use his judgment and his reason as well
as his memory.

The part of environment, or context, in shaping
the meaning of a given word, or root, is perhaps
even more patent in Greek than in Latin, for there
the student can break up the word more easily into
its component parts. A Latin student is taught that
bellum inferre means to 'wage war' or *carry on

war', indifferently; but to the radical significance of
such words he is rarely brought before he reaches
the graduate school. Has not the notion of ele-
mental thought-units been under-emphasized by
Latin teachers?

If one were to try in Greek to complete, from the
vocabulary of a beginners' book, a word-list ade-
quate for reading the first book of Xenophon's
Anabasis, the total number of words, catalogued
as in Professor Lodge's or Mr. Browne's lists,
would approximate fourteen hundred. But this
number would be greatly reduced if those derived
from one primitive root were taught as one con-
nected group. They need not al! be taught at once;
but the fact of connection should have its bearing
also on the order and manner of teaching Latin
words.

In a Vergil class, with a select word-list, five min-
utes each morning would suffice for reviewing a
hundred familiar words daily. The working vocab-
ulary of High School Latin could be gone over as
a whole several times in the senior preparatory
year; and why should this be other than a delight-
ful exercise, comparable to visiting one's acquaint-
ances in some former place of residence? There,
too, ^t may chance that certain persons have partly
faded from one's memory.

Finally, it contributes far more to the pleasure of
a Latin student's effort that he should know im-
perfectly, but definitely, the meaning of a con-
siderable number of Latin words, than that he
know completely the meaning of a very few, and
depend for the meaning of the rest on his bcscrib-
bled, worn, and mutilated lexicon. Let him remem-
ber above all that for what he can get his memory,
assisted by his other mental faculties, to supply at
once, he need not call upon his fingers and his
eyes to help him to obtain.

Parsons College, Fairfield, Iowa G. F. HeFFELBOWER.

REVIEW

Livy, Book IX. Edited, with Introduction, Notes,
etc., by W. B. Anderson. The Pitt Press Series,
Cambridge University Press (1909). Pp. xxiv
-I- 276. $.75.

This is a praiseworthy edition. In its prepara-
tion the editor has kept in mind both the Livian
tyro and the advanced student or teacher. The
notes are both helpful and scholarly, showing not
only a careful study of the text, but also of the
historical, constitutional and political problems
this book presents. Special attention has been
given to the poetical character of Liv/s language,
both in diction and in rhythm, an important study
which points to the use of a metrical source of the
text. The syntactical notes show careful study of
the language used by Livy. In not a few cases
observations on syntax are illustrated by the quota-

THE CLASSICAL WEEKLY

tion of English parallels. The book closes with
three Indexes. That on S3mtactical phenomena is
a valuable feature of the book, not only for the
light it throws upon the syntax of this particular
book, but for the help it gives for the study of the
characteristic features of Livy's style in general.

While praising the editor for all he has done in
this direction, it cannot but be remarked that
certain notes would have been greatly improved
by the use of Stacey*s important study, Die Ent-
wickelung des ItTHanischen Stiles, Archiv. X (1898),
pp. 17-82, while the statements made in other notes
would have been corrected by the use of the sev-
enth edition of the Schmalz-Krebs*s Antibarbarus.
So e. g. the note on natus of things, p. 81, § 7; on
auctor, p. 108, § 12; on the first author to use potius
quam ut, p. 134, § 7, or adde quod, p. 157, § 6, or
namque post-positive, p. 175, § 6. The note on p. 113,
§ 9, asserting that the perfect subjunctive in prohibi-
tions is common, disregards the investigations of
Elmer and Bennett (cf. Cornell Studies VI, IX). The
note on p. 122, § 6, is misleading : oh with the gerund
was not used by Cicero (Schmalz, Syntax*, 169). On
p. 207, ,1. 2, the statement is made that "non with
the imperative was used only by Ovid*'. Blase,
Hist. Gramm. 3.245 says it is also found in
Catullus 66.80. This, however, can hardly be al-
lowed, nor can Seneca Here. Fur. 585 and Cal-
purnius 5.24 cited by Clement in A. J. P. 21.168, as
in all these passages the non is closely connected
with the adverb (in Catullus with prius, in the
others with ante). However, it is to be noted that
Cato has non suggere. On p. 181, § 15 the statement
should be made that Livy uses the infinitive with
adniti only in his first decade. Later it is found
not only in Tacitus, as stated in the note, but in
post-classical poetry. On p. 227, § ii it should be
stated that Caesar uses only ut qui (in this connec-
tion the writer may presume to call attention to his
own edition of Livy p. 180, where a detailed state-
ment of Livy's use of ut qui and quippe qui will
be found). On p. 228, § 22 the reference should be
to the second edition of Huelsen*s Das Forum
Romanum, 161 -164, 167, and similarly on p. 236, § 6,

to pp. 7, 15, 19, 93-96.

The reviewer feels that in justice to the editor he
should not close this brief review without agaift
adding a word of praise. The book will be found to
be of special value to all who wish to make a special
study of the various problems connected with the
Battle of the Caudine Forks and of Livy's compari-
son of Hannibal with the great Roman generals.
College or th« City or N«w York. Emory B. Lease.

A LATIN JOURNAL

To give a history of the various Latin magazines
and newspapers which have arisen, flourished and
decayed in this country and elsewhere would be

an interesting task, for which the writer has not
the necessary material. At present, when the
trend is away from the reading of a definite series
of authors or parts of authors, and when, fortu-
nately for the future of classical studies, more stress
is being laid on the ability to read 'at sight', such
enterprises ought to receive more support.

These remarks are suggested by the receipt of
copies of a magazine published in Bremerhaven,
Germany, with the title Civis Romanus, Menstruus
ad linguam Latinam nostrae aetatis rationibus adap-
tandam Commentarius, and now in its seventh year.
The editor is Dr. V. Lommatzsch, who is assisted
by eleven collaborators. An idea of the scope of
the journal, which contains besides new material
selections from works of interest which have been
written in Latin in modem times, may be gained
from the table of contents of one number, which
is as follows: V. Lommatius, Ex secessu aestivo
ad amicum epistulae; J. V. Merbitzii, Priscianus,
selections from a comedy, in which grammatical
instruction is given in a lively dialogue abounding
in colloquialisms; N. P. Gannettasii Motus terrae,
qui in Calabria accidit anno 1694, descriptio, selec-
tions from a work published at Naples in 1722;
E Lessingi Laccoonte latine verso a L. G. Hasper;
L. L. Podobinski, Novacula in cotem incidit, a
Latin rendering of a Polish and Lithuanian leg-
end; J. Tassetius, Libra volucris, a tale of a
flying-machine, the third of a series of Verborum
probatorum novae in novis rebus iuncturae. There
is a notice of a Mundanum Scientiae Sodalitatium,
or Alliance Scientifique Universelle, founded in 1876
and governed by quinqueviri, of whom the "Q.
Americanus" is somewhat remotely located (at
least from our point of view) in Buenos-Ay res.

In another number such live topics as De alco-
holismo qui dicitur, and De nuperrimis quibusdam
Italorum ad resuscitanda studia classica conatibus,
are discussed, and some ingenious enigmas and puz-
zles are given, for the solution of which prizes
are offered. There is also a translation of The
Rock of Ages into Latin by W. I. (sic) Gladstone.

The magazine is instructive, readable, and lively
(exceedingly so in some of the dialogues), and it is
wholly free from the personalities and the attacks
on all who happen to be at variance with the editor's
fancies.

For the benefit of any who may be interested it
may be added that the subscription price for foreign
countries is 4.25 marks. Contributors receive com-
pensation at the rate of 36 marks for 16 pages besides
10 reprints of their articles and three copies of the
number in which they appear. Address: Dr. V.
Lommatzsch, Via Bismarckiana i, Bremiportu (Bre-
merhaven).

John C. Rolfe.

UNivsmmr or Pbnnsvlvamia.

THE CLASSICAL WEEKLY

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Vol. Ill

Nitw York, Decembbr 18. 1909

Under date of September i last Charles Mills
Gayley and William A. Merrill, Professors respect-
ively of the English Language and Literature and of
the Latin Language and Literature in the University
of California, united in issuing the following circular
to Teachers of English and Latin in the California
Secondary Schools :

The purpose of this circular is to ask the assistance
of teachers of English and of Latin in California
secofidai^ schools, in a matter pertaining to the
preparation of candidates for teachers' certificates in
these languages, and, in general, to the training of
future specialists in English or in Latin,

Students continue to enter the university in con^
siderable numbers, desiring to specialize in Latin or
English, but unacquainted with Greek. When rtiey
are informed that a good knowledge of the Greek
language and literature is of the greatest importance
to teachers or specialists in English or Latin, and
accordingly are advised to begin the study of Greek
in the university, Ihey are in the habit of replying as
follows :

I. We have not time, now, to take up the ele-
ments of so difficult a language as Greek.

3. Even if we begin Greek in the university, we
cannot, without too great sacrifice, carry the study
far enough to gain the results sought for.

3. We were not informed, in the high school, by
OUT teachers of Latin or English, that we should
need Greek in our future studies and career.

The justice of this reply is evident. It may there-
fore seem to sotne that the departments of English
and Latin in the university should require C^eek
among the prerequisites for the study of these lan-
guages as a major subject. The undersigned would
indeed be strongly inclined to do this, if it were
feasible. But since this is impracticable, the difficulty
must be met, so far as possible, in the secondary
school. We therefore earnestly recommend to teach-
ers of English and Latin, particularly to those in
charge of the work of the first two years of the high
school curriculum, that they lose no opportunity to
impress upon their pupils early in the course, that
for future teachers or ipeeialUls in Latin or Engluk,
no subject, outside of these languages themselves, is
so important as Greek. A neglect to avail them-
selves of the opportunity (if offered) to begin Greek
in the high school will surely be attended with con-
stantly increasing embarrassment and regret.

The high school curriculum is now sufficiently
elastic, in most of our cities, to permit each pupil to
choose at least some elective work. The purport. of
the foregoing advice, therefore, is to the effect that,
for prospective teachers of English or l.atin, Creek
is the elective tubftct first in importance. The stu-
dent's general culture in other lines is adequately
provided for by the required studies of school and

university, so that this advice, to future specialists
in Latin or English, may be given with the almost
emphasis, and without fear of loo great limitation of
the student's range.

This advice, furthermore, is in exact accordance
with the spirit of modem education. The tide has
long been setting (perhaps too strongly) against
definite requirements, and especially against (he re-
quirement of Greek. But since we cannot require,
it is all the more clearly our duty to tHfiuence those
of our pupils who are to follow us in (he inspiring
work of teaching Latin and English, to secure the
preparation which they will find later to be essential,
by beginning the study of Greek before it is prac-
tically too late.

The desired influence may best be exerted, not in
the shape of a single formal address, but by means
of frequent pointed reminders, as the opportunity
presents itself (as it so often does) in the course of
the regular instruction in Latin or English, Permit
us to add that the teacher who has not enjoyed, for -
himself, the opportunity to become familiar with
Greek, can speak with special weight and force on
this point, for his advice will be free from the
slightest tinge of invidiousness.

We earnestly hope that you may see your way to

K'ving effective assistance in the direction indicated,
■r the sake of deepening and strengthening the
work of instruction in Latin and English in our
great State. This is not a plea for Greek, from the
standpoint of the Greek specialist, but for better
Latin, and better English.

At the Commencement at Ann Arbor last June
Professor Gayley delivered an address on educa-
tional matters, in which he strongly championed the
value of the Classics. We should have presented
extracts from this address, as printed in documents
of the University of Michigan, had we not preferred
to wait for the publication of the full address, which
is promised by Messrs. Doubteday, Page and Co. for
January or February next. Evidences are multiply-
ing that teachers of other subjects are realizing once
again the importance of those things for which the
Oassics stand. We commend the circular most
heartily to all our readers, and we suggest in this
connection a rereading of certain utterances already
made in The Classical Weekly (e. g. 1.137, i6i-i52,
201). Teachers of Latin are bound for their own
sakes, to foster the study of Greek, first by them-
selves, then by their pupils. In another quarter, too,
teachers of Latin should seek (as well as give) help;
there ought to be an offensive and defensive alliance
between teachers of Latin and teachers of French

THE CLASSICAL WEEKLY

HYSTERON PROTERON IN THE AENEID I-VI'

Moriamur et in media arma ruantusi Every one
of us will, I am sure, admit that this verse contained
in it, when we first read it in our school days, certain
elements of humor, which we felt the more strongly
because our teachers objected to our amusement
Were we right, or were our teachers? Is there
something peculiar in the verse, or is it merely our
imagination? 'Let us die, and let us rush into the
thick of the fight!' At first sight we surely have
before us an inversion of the natural temporal se-
quence of the two acts; and it surprises us to find
that in certain school editions of the Aeneid, for it
is of school editions merely that I intend to speak,
the reality of this phenomenon is denied.

Hysteron proteron, according to two of my five
American grammars, is the reversal of the natural
order of words or phrases. In this paper I desire to
discuss the following points: What is hysteron pro-
teron, when defined more narrowly? Does it really
occur? How often does it occur, if it is a reality?
How is such an illogical arrangement of the ideas to
be explained? What is its importance for the teach-
ing of the secondary schools?

Hysteron proteron is the inversion of the natural
temporal sequence of words and clauses. The diffi-
culty that meets us will be to determine what is the
logical order. That has been interpreted strictly as
follows: of two acts not simultaneous, the prior act
should logically precede; when of two acts one is
the cause of the other, the cause logically precedes
the result — granted always that the two acts are
expressed paratactically. Of two acts not simulta-
neous, the verse already cited (2.353) is a good
example; of two acts related as cause and effect, an
example is 2.655 Rursus in arma fcror mortemque
miserrimus opto, 'Again in the height of my misery
I long for death, and am rushing off into the fight*.

Now the two expressions that are in a hysteron
proteron relation must be expressed paratactically:
they must therefore be expressed with a connecting
coordinating conjunction, or asyndetically.

First let us consider the cases in which the words
meaning 'and* are used : et, atque (ac), -que. These
of course have many uses, in addition to the meaning
'and' with a temporal or cause-and-result idea. They
may merely add two or more things together; they
may introduce a second element which but amplifies
or defines the first; they may mean 'but*, 'also',
'even*, 'or*; in combination with special words they
may have other meanings. With negative or adver-
sative connectives the negative or adversative idea is
such as almost or quite to preclude the supposition
of hysteron proteron though occasionally we seem
to find it, as in 1.37-38 Mene incepto desistere victam
nee posse Italia Teucrorum avertere regem! 'To

1 This paper was read at the meeting of The Classical Association
of the Atlantic States, at Haverford, Pa., April 23, 1Q09.

think that I cannot keep the king of the Trojans
away from Italy, and must (therefore) in defeat
give up my undertaking!** Where there is asyndeton,
also, there is rarely inversion of the order, as a
glance at the list of passages accompanying this
article will show. An investigation of this figure will
then resolve itself mainly into an investigation of
the passages in which et, atque (ac), -que are used,
and here only when a time or a cause-and-effect
relation exists between the two ideas so connected.
For this paper, all such cases in the first six books of
the Aeneid were examined.

Two kinds of hysteron proteron may be distin-
guished, that consisting of two clauses or of two
attributes of a single object, and that involving only
a list of substantives. The latter class may be dis-
posed of briefly: a good example is 1.385 Europa
atque Asia pulsus, 'driven from Europe and from
Asia', said of himself by Aeneas. The order of
events really was, first from Asia, then from Europe.
But in all such brief lists, the additive idea is stronger
than the idea of sequence, and, when one element is
to be distinguished as first, it is often accompanied
by a form of primus, as in 3.58 delectos populi ad
pro'ceres primumque parentem, 'to the chosen chiefs
of the people and first of all to my father*. Such a
list, it is true, may also consist of whole clauses, as
at 6.802-803, where the third, fourth and second
labors of Hercules are mentioned in this order, and
in descriptions of arming, as at 2.392-393. Instances
of this kind have been excluded from the list at the
end of the paper, but the passages in which substan-
tives occur in reversed order are given in a footnote*.

Of the first class, a hysteron proteron of clauses is
seen in the already quoted Moriamur et in media
arma ruamus; one consisting of two attributes of a
single object is seen in 1.349 impius ante aras atque
auri caecus amore, said of Pygmalion, 'blinded with
greed, and thus led on to impious acts'. This type
has been included here since it is really the equiva-
lent of a relative clause with two verbs. Here I
place also a sentence with a single verb, to be taken
in different meanings in connection with different
objects, as 2.258-259 inclusos utero Danaos et pinea
furtim laxat claustra Sinon, 'Sinon secretly draws
the pine bolts and lets out the Greeks*.

A third class might be made, consisting of in-
stances of prolepsis, as 1.69 submersasque obrue
puppis, 'overwhelm and sink the ships!' In fact one
editor expressly calls 6.330 tum demum admissi
stagna exoptata revisunt an instance of hysteron
proteron : the shades of the unburied, after one
hundred years of wandering, 'then at last come back
to the stream and are admitted to Charon's boat'.

1 Cf. also 3. 159-160, 4.311-312, 337-338.

« x.aS, 78, 87, 130, 385, 426, 67Q; a.431 : 3.58 ; 4.X8, 44-15« 58-««
90. 236, 430, 433 : 5-'92-i93. ^5^ 39»-393. 593» 74^; 6.768. Examples
of litis of clauses are z.200-202, 316-319, 320, 336-337 ; 2.392-395 ; 4.
147-148 ; 6.802-E03.

THE CXASSICAL WEEKLY

But such cases I prefer to consider in a separate
class, and to list separately^.

To return to the hysteron proteron of clauses — a
term which I shall use in the wider sense indicated
above — there are one or two varieties which may be
spoken of first as somewhat aberrant. The mere list
has already been excluded as timeless. On the other
hand, every pluperfect contains in it the essence of
hysteron proteron and is an example of it if con-
nected with a preceding verb of a different tense by
an *and', as in 6.523-524

Egregia interea coniunx arma omnia tectis
emovet et fidum capiti subduxerat ensem,
said by Deiphobus of Helen, 'she had taken my
trusty dagger from beside me and she then removed
all the weapons from the house*. The combination
of present and perfect is similarly found, as in 4.101
ardet amans Dido traxitque per ossa furorem, *Dido
has drawn the madness through her whole frame and
is aflame with love', and that of future and future
perfect, 4.590-591 Ibit hie . . . et nostris illuserit
. . . regnis? 'Shall he have flouted my kingdom
and now depart?'

Such now is our definition of the term hysteron
proteron, and the limitation of the field of investiga-
tion for our present purpose. The next question is,
does hysteron proteron occur? After much search,
in five school editions of the first six books of the
Aeneid I have succeeded in finding ten passages' in
which the possibility of its occurrence is admitted by
the editors. Edition A admits it in seven passages,
calls one tautology, calls one parataxis for fiypotaxis,
and gives a different interpretation of one. Edition
B admits one as hysteron proteron, gives a different
interpretation of one while admitting that some in-
terpret it as hysteron proteron, gives a different in-
terpretation of one other, and says nothing on the
time element in the remaining seven. Edition C calls
four of them "important idea first", admitting that
some term them hysteron proteron; calls one para-
taxis for hypotaxis, one tautology, gives a different
explanation for one, and says nothing on the remain-
ing three. Edition D calls one "important idea
first", one "general word first, preceding the special
word", gives a different explanation for one, and
says nothing on the remaining seven. Edition E
admits hysteron proteron once, gives a different
explanation once, calls it "important idea first" once,
and says nothing on the other seven.

Now if these are the only occurrences of hysteron
proteron in six books of the Aeneid, our investiga-
tion ends with Horace's ridiculus mus; but instead
there is the stately number of about 150, given below.
It is only fair to say, that the search for them was
not made until many instances had forced themselves

1 1.69 tubmenas ; 1.650 furentein ; 2.135 obscuru* ; 3.141 sterilis;
3.936 tectOB : 3.837 Utentia ; 4.93 labantem : 6.330 admissi.

< These are 9.959, 353, 547, 749; 3-669; 5X3o-x3x; 6.330. 366,
4X9, 567.

Upon me in teaching the subject, and that no effort
has been made to do more than interpret the words
in their normal meanings. It was not a search in an
endeavor to find examples, whether they were there
or not The proof of the answer to the questions
upon the occurrence and the frequency of hysteron
proteron consists in the perusal of the list; it wotdd
be impossible to read it here, even if time limitations
did not forbid, for a list is of all things the most
uninteresting to read and to listen to. However, a
few examples may serve to illustrate :

1.5-6 dum conderet urbem inferretque deos Latio,
'in his striving to bring his gods to Latium and
found a city there'; his arrival in Latium with his
gods must antedate the founding of any city there
by him.

1. 18 tenditque fovetque, 'she cherishes the hope and
strives to bring about the result* that Carthage will
be powerful, etc.; her hope will naturally precede
her endeavor to effect the result.

1.43 disiecitque rates evertitque aequora ventis,
'roused the waves and scattered the ships'; the scat-
tering of the ships is the result, not an antecedent
fact, of the stirring up of the waters.

1.54 imperio premit ac vinclis et carcere frenat,
'Aeolus bridles the winds with prison bonds and sub-
jects them to his might*; fitting the bit to the mouth
of a steed (to which the winds are compared) pre-
cedes the full control of the animal

1.66 et mulcere . . . fluctus et tollere vento, 'to
raise the winds and to calm them'; the winds must
be raised before they can be calmed.

1.90 Intonuere poli, et crebris micat ignibus aether,
'the lightnings gleamed and the heavens thundered';
lightning precedes thunder.

1.97-98 Mene Iliads occumbere campis non potuisse
tuaque animam banc effundere dextra, 'to think that
I could not pour forth this life by thy right hand
and lie dead on the plain of Troy* ; the pouring forth
of life does in reality precede the lying dead.

Here we have seven examples in the first one
hundred lines of the Aeneid, a remarkable number,
more than double the average rate of occurrence. I
may ask your attention to two more passages, which
are remarkable for the occurrence of several ex-
amples within a few verses*. Cf. 2.650-655:
Talia perstabat memorans fixusque manebat.
Nos contra effusi lacrimis, coniunxque Creusa
Ascaniusque omnisque domus, ne vertere secum
cuncta pater fatoque urgenti incumbere vellet.
Abnegat inceptoque et sedibus haeret in isdem.
Rursus in arma feror mortemque miserrimus opto.
Aeneas is relating the refusal of his father to be
carried to safety while Troy is being sacked: 'He
persisted in saying words like these and remained
fixed in his intent. In opposition to him I was dis-
solved in tears, and so was Creusa, and Ascanius,

» Cf. alio 3.«9r-7i ; 4,575-577 ; 6.593-595.

THE CLASSICAL WEEKLY

and all the household, entreating that he should not
wish to help along impending fate and destroy all
with him'. Here is the first instance of hysteron
proteron; each of the remaining two lines contains
one example : 'Clinging to the couch he sticks to his
purpose, and refuses to go. In my utter wretched-
ness I long for death and am rushing off again into
the fighf .

6.329-334 contains a proleptic participle and two
instances of hysteron proteron :
Centum errant annos volitantque haec litora drcum;
tum demum admissi stagna exoptata revisunt
Constitit Anchisa satus et vestigia pressit
multa putans sortemque animi miseratus iniquam.
Cernit ibi maestos et mortis honore carentis
Leucaspim et . . . Oronten. . . .
The Sibyl is telling Aeneas of the lot of those who
have not received due burial: 'One hundred years
they wander and flit about these shores; then at last
they come back to the stream which they so eagerly
desire to cross, and are admitted to the boat. An-
chises's son checked his steps and stood still, thinking
deeply and commiserating the soul's unhappy lot
There he sees Leucaspis and Orontes, who had failed
to receive due burial and were (therefore) saddened'.

It is, I think, evident that there exists something
that is well expressed by the term hysteron proteron,
'the later thing earlier', and that this occurs much
more frequently than we are given to understand.
But what are the reasons for an order of words that
defies two of the most important presuppositions of
our human thought, succession in time, and the suc-
cession of cause and effect? Has it a logic that may
in a measure justify it? This is our next problem.
In connection with this we may discuss the various
principles of interpretation which are given by those
who do not admit the existence of the figure. The
causes contributing to hysteron proteron are seven
in number, and frequently shade one into the other.
They are:

(i) The important idea is given first, while the
less important, though really preceding, act is set
later in the sentence. On this ground three of my five
editions explain Moriamur et in media arma ruamus.

(2) The second clause is logically subordinate to
the first, but is expressed paratactically. So the
example given under (i) is interpreted, 'Let us die
by rushing into the thick of the fight'. Many passages
may be so explained, as 4.547 Quin morere, ut merita
es, ferroque averte dolorem, 'Nay, rather die by
turning away thy pain with the sword'.

(3) The first is a general statement, followed by a
particular one, without reference to the time idea;
this is manifestly true in 3.294-297,

Hie incredibilis rerum fama occupat auris,
Priamiden Helenum Graias regnare per urbes
coniugio Aeacidae Pyrrhi sceptrisque potitum
et patrio Andromachen iterum cessisse marito.

'Here an incredible piece of news Alls our ears,
that Priam's son Helenus is ruling over Greek dties,
having received Pyrrhus's wife and scepter, and that
Andromache had again passed to a husband of her
own nation'. Here the news that Helenus is ruling
Greek cities is of more general import than the fact
that Andromache has become his wife, and naturally
is told first But the "general statement first" is not
necessarily attended by hysteron proteron: for ex-
ample, 1.563-564 me talia cogunt moliri et late finis
custode tueri, 'compel me to take such measures and
(in particular) to protect my lands with guards'.

(4) The act nearest to the present is set first; in
past events, hysteron proteron results. So in 5.678-
679 piget incepti lucisque, suosque mutatae agnoscunt»
excussaque pectore luno est (where the present tense
is historical, and not a real present), 'the influence of
Juno is shaken from their hearts, they recognize their
own, and are ashamed of their act and even that
they are alive'. The poet here reverses the order of
three acts, proceeding from that nearest to him in
time to the most remote.

(5) The two statements are parts of one act, and
the free poetic order may reverse them; so perha^
in 1.5-6 dum conderet urbem inferretque deos Latio,
'in his striving to bring his gods to Latitun and
found a city there*. This principle, however, is not
properly to be extended to cover 6.365-366, as one
editor does extend it, aut tu mihi terram inice,
namque potes, portusque require Velinos, 'or do thou,
for thou canst, seek the harbor of Velia and cast the
earth upon me', for the going to Velia necessarily
precedes the burial and is a separate act, though an
essential preliminary.

(6) The two acts are so nearly tautological as to
lend themselves to the reverse order without giving
offense to our minds on the score of sense. Conse-
quently some editions treat such passages as merely
tautological ; so three of the five interpret 3.662 Post-
quam altos tetigit fluctus et ad aequora venit, 'After
he had touched the deep waters and had come to the
open sea'. But it is more natural to translate, 'After
he had come to the sea and had touched its deep
waters'; meaning that he had come to the edge of
the waters and had then advanced some distance
from the shore: an excellent example of hysteron
proteron.

(7) The requirements of the meter doubtless affect
the order, especially in lists of single words and in
short clauses.

Now of these seven explanations of hysteron pro-
teron all are entirely consistent with its real exist-
ence. An explanation of an idiom is not necessarily
an alternative for it; for example, 'he came and
said' may be expressed in three idioms in Greek:
ilKutw IXryer (Xen. Anab. 2.3.25), 'having come, he
said* ; ^icer . . X/ywr • (Anab. 1.2.21), 'he came saying*;
^XSew. . Kol X^ec (Anab. 4^.17), *he came and said'.

THE CLASSICAL WEEfcLY

Yet the ultimate identity of meaning does not inter-
fere with the fact that we have here three distinct
idioms. Similarly, the explanations of hysteron
proteron are not alternatives for it; in reality
they are its necessary basis. A rhetorical figure
does not spring into existence full grown, as Athena
did from the head of Zeus; it must have a rational
background. So it was with the figure under dis-
cussion: this inversion of order was, for the rea-
sons given, not uncommon in poetry, and prob-
ably struck the poet's fancy, so that he extended
it to cases that are only with extreme difficulty, if at
all, brought under any of these explanations. It is
no sufficient objection to hold that the peculiarity is
in the English; the argument is still based on the
connections of time and of cause and effect, which
are ftmdamental to all human thought, whether in
Latin, or in English, or in any other tongue. And
after all, why be reluctant to accept hysteron pro-
teron? It occurs, though not often, in English as
well as in Latin; we always speak of thunder and
lightning, never of lightning and thunder, and we
put on our shoes and stockings, our coat and vest,
our hat and coat

What is the importance of this for the teaching of
the Aeneid in the high school? Let me give my own
experience. Before I came to realize the extreme
frequency of hysteron proteron, there were many
passages in the Aeneid that baffled and bewildered
me, and it was only by translating the clauses in the
reverse order that this feeling was removed — and, let
me add, it was entirely removed. If such change of
order has been helpful with one, it may be helpful
with others; and while it needs care in application,
its use should clear up many passages otherwise not
clear to the pupils. Often, however, where the con-
nection of the clauses with the preceding or the fol-
lowing renders advisable, or the English idiom per-
mits the original illogical order, it is better not to
make the change of order in the translation, since too
frequent change will confuse more than it will clarify
their thought. For example, we read at 6. 194- 196

Este duces o, siqua via est, cursumque per auras

dirigite in lucos, ubi pinguem dives opacat

ramus humum.

'Be my guides, if there is any way, and direct your
flight through the breezes to the grove where the
precious bough shadows the fertile soil*. Yet the
logical order is, 'Set out and guide me', not 'Guide
me and set out'; but the change in the order makes
an awkward sentence in English, because of the
relative clause following. To avoid this awkward-
ness while reversing the order of the main verbs
involves making such changes in the structure of the
sentence that the loss to the pupil exceeds by far the
gain. Again, at 1.90 Intonuere poli, et crebris micat
ignibus aether, English idiom does not object to the
translation, The heavens thundered, and the sky was

lighted by repeated lightning flashes', though the
logical order is the reverse. Therefore, on account
of such passages as these, I feel that frequently,
perhaps in the majority of cases, it is inadvisable to
make the change of order in teaching, though the
teacher should fully appreciate the logical succession
of the events and be ready to reverse the order if he
sees that the pupils are puzzled by the meaning of the
passage in the order in which it stands. Often, too,
the end may be gained by devices other than the
change of the order; we may translate the second
verb by a participle, or may merely omit the 'and',
and the incongruity of the thought will disappear.
Thus in 2.655, we might translate, 'again I am
rushing off into the fight, in the height of my misery
longing for death', or, 'Again I am rushing off into
the fight; in the height of my misery I long for
death'. Yet there will inevitably remain a consider-
able number of passages that defy any treatment in
translation except the reversal of the Latin order*.

UNiVBKsrry op Pbnnsylvania. RoLAND G. KenT.

Postscript: In reply to the comment upon this
paper at the meeting of the Association, in which
"emotional treatment" of the Aeneid was advocated
rather than "logical analysis", the writer desires to
say that in his opinion the two things are in no wise
inconsistent with each other. The teacher who makes
a logical analysis of the text will be the one who
arrives at a correct understanding of the Latin ; the
one who does not, may or may not — ^probably will
no*— understand the Latin with precision. The log-
ician may be a Dryasdust, but he is not necessarily
so. The exponent of the emotional treatment will
perhaps be interesting, but as a rule will be inaccurate
with the Latin. Now neither tiresomeness nor inac-
curacy is pardonable in a teacher of the Qassics ; and
an accurate knowledge of the Latin (and accurate,
according to the grammars, does not admit of degrees
of comparison) may be gained with certainty only by
a logical analysis of the text, and is the first step to
any success in teaching ; and it is moreover not a bar
to the rousing of the pupils' interest, nor to an
"emotional treatment", nor to any other kind of treat-
ment except an incorrect treatment. Therefore I

1 The paaMses in the Aeodd MV which I desire to list as examples
of Hysteron Proteron are the following :

«» 5-« ; »8; 43: 54; 66; 90; 97-^; 123; i33->34; »40-X4x: MS-X46:
xso; 96i-a6a: 349; 390-391; 397-398; 4*3-4*4; 438; 476; 683-684; 688;
697-698; 701-702: 7>3-7'4; 738-^.

a, i9-«o; 47; 234: 167-168; ss3-as4; 330-231; 259-260; s8o; 289; 353;
358-^; ^78; ^7-388; 39r-^; ^80; 496-497; 547^548; 577-578; 589-590;
604-606; 619; 624-^25; 652-653; 654; 655; 748; 749

3. 5«-5«; <S2:-70; 7x; »55; 464; •8a-a83; 289; a95-a97; 354-355; 45a;
457; 5»o; ssq; 560; 58S-589; 597-598; 662.

4. 6-7; 22-23; lOi; i53-«55; «94; ao^; 2x9; 226; 289: 340-341; 387; 388-
389; 390-39X; 4*3-414; 432; S4«; 547; 549; 57S; 590-591; 612-613; 642.

5, X9-20; 40-41: 57; 9a-93; xoi; X04-107; X27; 130-131; 151; 215-216;
304: 116: 153-354; 3^8-360; 379: 409-403; 406; 454; 4»; 481; 50O-5Ox;5 X7;
5a3-5»4: 598; 6x8-619; 678-679; 686; 691-692; 726-727; 869.

6. X8-19; xii; X15; X51; X83-X84; i94-«95; a6o; 331; 333; 361; 365-366;

J5: i'ilJi'' 4a4-4«5; 48 «; 523-5a4; 525; 54^-543; 545; 559; 5^5; 5^7; fe"
636; 670-67x1 ;5<>-7<i: 78.1-783; 811^14. ^ ^ ^f o^

t J'l ▼•ildity of the contention that these are in reality examples
of this fifi^re of speech woDld appear opon their ciution m fuU with
a translation into Erglish of the salient words, but Umiutions of space
anfortnnately prevent thi^

THE CLASSICAL WEEKLY

plead for a "logical analysis" of the text as a founda-
tion for correct teaching, in addition to "emotional
treatment" as a foundation for interesting teaching.
The latter is often championed; the former is too
often neglected. R. G. K.

REVIEW

Homerica: Emendations and Elucidations of the
Odyssey. By T. L. Agar. Qarendon Press,
Oxford (1908). Pp. XI + 436. 14 shillings.

Mr. Agar's book gives a more or less detailed dis-
cussion of some six or seven hundred passages in
the Odyssey, ranging from a to «. Almost every
page of the book bears witness to the author's inti-
mate knowledge of Homeric diction and Homeric
meter, and to his wide reading; it is indubitably a
valuable contribution to the literature deahng with
the Homeric poems, whether or not one agrees
with Mr. Agar's views.

For the elaborate theories of the destructive crit-
ics Mr. Agar has scant respect. He will hear noth-
ing of composite authorship of the great epics, and
is as little ready to accept 'modernized* forms in
books commonly held to be late, as in those reputed
to be the earliest. He is conservative also in the
matter of assuming interpolations, and in general is
inclined to exhaust the possibilities of exegesis or of
emendation before having recourse to the knife.

Mr. Agar's theory of the Homeric dialect is
briefly but plainly stated in the preface to his book.
"The language of the Homeric poems is Achaean,
and fairly represents the speech of the Achaean
people". It is not "an artificial poetical medley,
Ionic in the main with a liberal admixture of the
other Greek dialects". Consistency is therefore to
be looked for in matters of language, and where
this is not afforded by the traditional text, we may,
or rather must, look for corruption. But this cor-
ruption has not been brought about by any defi-
nite or conscious alteration. It has come about
from "the gradual assimilation of antique forms and
obsolete words to later Greek usage, and the in-
trusion of later metrical rules and grammatical
canons, and to some extent also of new ideas of what
is right and proper". Hence Mr. Agar, although
he regards his emendations as more often than not
"strictly conservative in effect", handles the tradi-
tional text in a very free manner. Hosts of alter-
ations are suggested, some of them more or less
convincing, but others, to say the least, extremely
unlikely, while not a few seem so rash as to be
quite indefensible. In some passages again there
is a distinct betterment of the sense, but in others
the traditional interpretation is attacked upon
groimds which are far from convincing, and a new
interpretation is offered which in the judgment of
the present writer leaves much to be desired.

Homer has not in Mr. Agar's opinion "suffered

from defects of transcription by careless and igno-
rant scribes", and therefore "palaeographical con-
siderations are not supreme". At the same time
he here and there supports an emendation by argu-
ments based upon palaeographic groimds, e. g. on
pp. 103, 276, 320, 371.

If we waive the fact that we cannot as yet deter-
mine precisely what the speech of the Achaean peo-
ple was — unless we are content to argue in a circle —
the theory held by Mr. Agar is consistent, and is
capable of a vigorous presentation. More than that,
few will deny that a modernizing process must have
taken place. The work of generations of critics
from Bentley down has proved this absolutely.
But where shall we draw the line? Granting the
process, but granting also that we cannot fix its
limits, are we to rewrite our Homer, and fling the
traditional text to the winds? or are we to content
ourselves with eliminating patent 'modernisms',
while maintaining a conservative attitude toward
the traditional text? Yet even such a method of
procedure leads to chaos. What to Mr. Agar is
a 'patent modernism* is not so to another. To the
reviewer it seems clear that the only safe course
for the editor of Homer is to print the traditional
text, however unsparingly it may be treated in the
commentary, and however convinced the editor may
be that back of that text lies an older form which
he thinks he can partially restore. One has no
right to give as Homer a text which we cannot
prove ever to have existed at any time.

Another point should be emphasized. The theory
holds that all parts of the poems (even e. g. the last
part of « which Aristarchus rejected) are to be
treated as linguistically upon the same basis. One
must doubt the justice of this; for even if the expan-
sion theory as a whole be given up, one can hardly
deny the Ionian origin of certain parts at least
of both Iliad and Odyssey.

In view of the above theory of the dialect of
Homer and the text tradition, it is not strange that
a very large number of Mr. Agar's proposed emen-
dations are attempts to restore the digamma, to
remove hiatus, to clear the text from supposedly
later uses of the article and from occurrences of
the oblique cases of o^^ as a mere pronoun of
reference.

With regard to the digamma Mr. Agar speaks
with no uncertain voice. "It is becoming increas-
ingly probable", he writes in the preface p. ix, "that
Bentley after all was right in attributing to it the
full force of a consonant". More definitely on p.
82 he repeats, " ^ouct ( fifottce ) could no more drop
its initial f in Homer's day, than XAwire could shed
its initial X in the time of Thucydides". The alter-
native view — that of the 'in-and-out character' of
the digamma in Homer — is vivaciously characterized
on p. 36: "It is supposed to be present or absent

THE CLASSICAL WEEKLY

according to circumstances, as the speaker may de-
cide, like the Irish members in the first Home Rule
Bill".

The method followed is a familiar one and scarcely
needs illustration. Some of the changes are slight
and may commend themselves to many ; but here and
there one is impressed both by the audacity of the
change and by the fact that we lose far more than
we gain by it. For instance, it may be true that
"it is surely possible that Calypso should here iron-
ically and jealously speak of Penelope as the prize
which Odysseus was longing to win"; but one is
still far from content to accept Ifi€ifi6fiev6t rtp &p4ff$ai
ffijp dXoxop in place of the traditional lUaOai (5.209),
or to relinquish the pdari^MP lifiap tS4ff$ai of 3.233.
Again, is the desire to restore the digamma suffi-
cient ground for ousting the feminine form ^eSar
from the text in favor of ii^^ (8.64) ? Even where
this excuse is lacking Mr. Agar writes, on 3- 130,
"the bastard form alri/jp should be removed in favor
of o/riJy ". Shall we then deny that roXkijw is a le-
gitiipate form because the nominative to\^ is estab-
lished? In 5.62 Mr. Agar himself seems to feel
that the text suffers by his proposed change.

{To be Concluded)

Stanford University, California. A. T. MURRAY.

The Fortieth Annual Meeting of the American
Philological Association and the Thirtieth Annual
Meeting of the Archaeological Institute of America
will be held at Johns Hopkins University, Balti-
more, on December 28 to 31.

Certain portions of the programme deserve spec-
ial mention. On Tuesday evening, at 8 o'clock,
there will be an address by Professor B. L. Gilder-
sleeve, President of the American Philological Asso-
ciation. At the close of this session the classical
staff of the Johns Hopkins University will receive,
informally, the visiting members of the Philologi-
cal Association and the Institute at the Johns Hop-
kins Gub. On Wednesday, at i, the Johns Hop-
kins University will entertain the visiting members
of the two Associations at luncheon in the Gymna-
sium. On Thursday evening there will be a dinner
at 7.30, in the Hotel Belvedere, on the occasion of
the Fortieth Anniversary of the Philological Asso-
ciation and the Thirtieth of the Institute. Hon.
Charles J. Bonaparte will preside and other gentle-
men of national prominence are expected to be
present.

A special rate to Baltimore and return of one
fare and three-fifths on the certificate plan has
been granted by all railroads in the territory north
of Washington and Cincinnati, and east of St. Louis,
Chicago, and Fort William. To make this rate oper-
ative at all one hundred certificates must be pre-
sented to the representative of the railroads at the
meeting. Every one who attends the meeting is
therefore urgently requested to secure a certificate;

if such certificate is not particularly helpful to him-
self it may aid others by contributing to the nec-
essary total of 100. Those who reside outside the
limits within which the rate applies are urged to
purchase tickets only to the first station from
which the rate will apply and to procure a certificate
from that point.

Copies of the programme, information concern-
ing hotels, etc., may be got from Professor Harry
L. Wilson, Johns Hopkins University. Those who
desire to attend the luncheon and the dinner, or
cither, are also requested to write at once to Pro-
fessor Wilson. The price of the tickets for the
dinner has been set at three dollars.

Since this occasion promises to be one long to be
remembered by all privileged to be present, The
Classical Weekly urges its readers to be present,
if possible. Hotel rates on the European plan have
been secured from one hotel at from $1 per day up-
ward, from three at $1.50 and upwards, and from
two at $2 and upwards. Ladies unescorted will
find the Shirley Hotel (Miss Robinson, 205 West
Madison Street) suitable; the rate there is $2.50
per day, on the American plan.

The New York State Teachers Gassical Associa-
tion will meet in the Central High School, Syracuse,
on Tuesday, December 28, at 9 and at 3. The pro-
gramme is as follows:

In the morning, President's Address, Professor
Frank Smalley, Syracuse University; The Value of
the Gassics, an Outsider's View, Professor W. W.
Comfort, Cornell University; A Vergil Symposium:
(a) Vergil, His Land and People, Professor F. A.
Gallup. Albany, (b) The Time Element in the
Aeneid, Miss Gara Blanche Knapp, Syracuse; The
Quickening of Latin, Professor H. L. Cleasby, Syra-
cuse University; Word-Order and Emphasis in
Latin, Professor John Greene, Colgate University.

At the afternoon session an address will be deliv-
ered by Professor Harry Thurston Peck (subject.
The Vitality of Latin).

THE NEW YORK LATIN CLUB, JAN. 8, 1910

The next meeting of the New York Latin Gub
will be held at the Hotel Marlborough, Broadway
and 36th Street, on Saturday, January 8, 1910, at
12 o'clock noon.

The principal speaker will be Professor Paul
Shorey, of the University of Chicago, whose sub-
ject is The Making of a Litterateur.

At the meeting in November the attendance was
seventy-seven, the largest in recent years, and there
should certainly be a hundred people present to hear
Professor Shorey. A special effort will be made to
have the luncheon begin on time, twelve o'clock
sharp, so that other engagements may not prevent
one from staying to hear the address.

THE CLASSICAL WEEKLY

^he CLASSICAL 1¥EEKLT

The Classical Wsbkly is published by the Classical Asaodation
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October to May inclusive, except in weeks in which there is a legal
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The datts of issue of Volume III will be as follows : in 1909, Octo-
ber s, 9, i6,'93, 30; November 13, ao ; December 4, xz, 18; in 19x0,
January 9, 16. S3, 30; February 6, 13, ao; March 6, X3, so; April 3,
10, X7, 94 ; May x, 8, 15, ss, 39.

All persons within the territory of the Association who are interest-
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No. 11

Under the title Essays of Poetry and Poets
Ancient and Modem, Vice-Chancellor Warren of
Oxford has reprinted a series of valuable essays
that have appeared at various times since 1895 in
English periodicals. Several of these essays are of
interest to us, particularly those on Sophocles and
the Greek Genius, The Art of Translation, Vergil
and Tennyson, and Ancient and Modem Classics as
Instruments of Educatioa

The essay on The Art of Translation appeared
in The Quarterly Review in 1895. Since that time
Cauer's Die Kunst des Ubersetzens and Tolman's
Art of Translating have appeared, both of which
books aim to give practical suggestions to would-be
translators. This article of Chancellor Warren,
however, discusses the matter in a very broad way,
more from the point of view of literary criticism
than that of practical suggestion. Much that he
says is old, being drawn from other critics, such as
Dryden, Matthew Arnold, etc, but he has put the
material together in a very interesting fashion and
the article is illuminating for those who have heard
translations so often either extravagantly praised or
extravagantly vilified. For us who have to deal with
practical translation in the school-room his conclud-
ing paragraphs will be of great comfort

But translation has had another very important
influence, one never perhaps more important than at
the present, one still likely to increase — namely in
education. That translation is one of the best, per-
haps the best, of literary exercises, whether it comes
as the self-imposed discipline of the young writer or
the set task of the school-boy, is beyond a doubt In
the teaching of the Classics, as they are called, in
this country, nothing has been more striking than
the growth in importance of written translation.
Whereas original composition, in Latin especially,
the original copy of verse or the Latin e*""— "' "•"
writing^', as it was significantly called-
beginning of the century the prevailing _ . . _

translation the exception, now the latter is the rule,
the former a mere survival. "Translation is the
death of understanding". That may be true for the
last stage and for the finished scholar; but that
translation is the beginning, the quickening of under-
standing, is the universal belief on which the modern
system of education is based. In Germany the re-
vised Prussian code gave it a larger place than be-
fore. Both in Germany and among ourselves it has
been recognised that real translation, literary trans-
lation, not mere literal word-for-word construing, is
what is truly educational. At the present moment, as
applied to Latin and Greek, it seems to have reached

the highest possible pitch, and there can be little
doubt that it is the secret of the efficiency as an
educational method of the so-called classical train-
ing. One of the reasons why the same mental train-
ing is not attained through the modern languages is
that the difficulty of translation from them is neces-
sarily less; the other, that the experiment has never
been tried in the same way. If the same effect or
anything like what has been attained through Latin
and Greek is to be attained through French and
German, the present system of translation must be
greatly expanded. It is not enough to make the
student translate ordinary colourless exercises or let'
ters commercial or otherwise in Engli^ into the
same in French or German. He must be made to
distinguish, to appreciate, and to copy the various
styles, generic and individual — the style of the orator,
the historian, the philosopher, the poet, of Bossuet,
or Vergniaud, of Buffon or Beranger, of Goethe or
Heine, of Kant or Von Ranke, of Machiavelli or
Leopardi.

Then, and only then, will the Student trained in
modem languages learn the gamut of these lan-
guages and his own. G. L.

Omnibus et singulis ad quos praesentes hae litterae
pervenerint editores Couuentarii Hebdomadalis
Classici salutem plurlmam dicunt Lectoribns
lucubratiuncularum nostrarum, Gelliano ut verbo
utamur, ferias speramus quae modo ob Christum
natum actae sunt gaudiis laetitiisquf et multis et
van is repletas differtasque esse precamurque ut
novus annus in quern tam nuper iniimus eis omnibus
ad unum unamque bonus, felix, fortunatus fau-
stusque sit. Tota mente viribusque semper enisi
sumus ut quae in commentanis nostris essent impressa
ea omnia lectoribus nostris re vera auxilio essent re-
busque class icis vel Graecis vel Latin is opitula-
rentur; in futurum autem promittimus atque in nos
recipimus etiam maiore studio nos conaturos esse ut
singulos in an nos Comment arii nostri meliores sinL
Lectores oramus obsecramusque ut quantum possint
ipsi vicissim nobis auxilio sint rebus dignis scri-
bendis ad nosque mittendis quae iterum iterumque
legantur, immo vero imJwira if i«l sint C. K.

The Executive Committee of The Oa steal Asso-
ciation of the Atlantic States has accepted with great
pleasure the cordial invitation of the Heads of De-
partments of Greek and Latin of the College of the
City of New York, warmly seconded by the Presi-
dent of the College, to hold its fourth annual meet-
ing at that College. The dates fixed are Friday and
Saturday, April 33-33 next

THE CLASSICAL WEEKLY

THE PLACE OF THE READER IN SECOND

YEAR LATIN ^

A Reader in Beginning Latin can be of value only
if it increases interest in the language as a living
thing, serves as a kind of laboratory exercise on
forms and S3mtax learned in the beginning book,
and helps the student in the difficult art of learning
to read. Latin, despite our modem efforts to make
it alive, is still indisputably a dead language, and
often figures before the student's eye as a difficult
picture puzzle involving time and toil but yielding
no beauty in itself and slight reward save to a sense
of pleased and flattered ingenuity. Our method of
teaching it in detached and variously shaped frag-
ments adds somewhat to this effect; in the first
year's work disastrous weariness sometimes results
from a succession of monotonous disconnected sen-
tences tagged with the case and mood they adver-
tise. For the first half year the novelty of the
strange language, the victory over inflectional end-
ings, the joy of recognizing English derivatives will
hold the student's attention, but, after that, teachers
most fertile in resources often find that the interest
flags, and that even if there is no moaning over the
unending uses of the ablative, minds grow restless
and inquire what Latin is for an3n¥ay, and whether
it is concerned only with wars and javelins and
camps. To be able at this stage to produce the
laboratory manual, to show ad hoc litus when some-
thing other than the colorless ship reaches the shore,
and a magnum flumen that has some interest outside
of the gender of the adjective seems to restore the
student's confidence in the language. In fact lan-
guage conforms once more to the dictionary defini-
tion, 'the expression of ideas'; the agreements and
tenses appear ' in places where they seem at home
even though unaccompanied by red ink guide lines.
The quandary of the boy in his first few days of
Latin who remarked, "The cases I can understand.
The accusative comes in handy, but what is the use
of the second conjugation", begins to disappear.

To arouse such interest the subject-matter should
have some inherent value. Intelligent boys of eight
revolt from The History of the Robins, and from
similar books written in words of one syllable, be-
cause their powers of comprehension far out- rank
their ability to read. Very much the same situation
confronts the teacher when boys of twelve begin to
read Latin. For oral work conversation upon life
about them, Surge, o mi discipule, Hodie discipulos
meos non culpabo, does more good by arousing in-
terest than harm by variation from classic idiom or
from Professor Lodge's vocabulary, but these little
pleasantries pall on the intelligent boy if continued
for half a recitation. It may be very well in England,
where boys probably cry out from the cradle in the

1 This paper was read at the meeting of The Classical Association
of the Atlantic States, at Haverford, Pa., April as, IQ09.

classic tongues, to read in Latin about the lunch
one's aunt prepared for the picnic, or the cocoanuts
that hungry Robinson Crusoe found floating in to
the shore, but our pupils who begin Latin at eleven
and twelve must be given different pabulum. The
occupation of Britain by Caesar seems a subject
sufficiently learned, and gives opportunity for many
clever imitations of Caesar's style, but tennis balls
become strangely mixed with the Roman coins that
the boys in Pro Patria discover and Quantopere
nos bacae rubrae et nigrae delectaverunt, Nonne
prandio satiati eritis? Sed cum me altero porno
recreavero paratus ero do not exactly recall the
Gallic campaigns, while Nihil habuimus respondere
may for other reasons have a non-Caesarian ring.
If we are to defend Gallinae denariis viginti con-
stant, duodecim ova triginta denariis it must be for
the value of teaching numerals so early, rather than
from interest in the price of eggs during the Boer
war.

This charge of infantile subject-matter can hardly
be made in reference to the curious attempt to re-
vive Joseph Hall's Mundus Alter et Idem, written
in the year 1600 as a reader for boys about to take
up Caesar. Satire is not the form of literature best
suited to children of twelve. This is not a boy's
book despite the delightful reading we might find in
these days of Christian Science and suffragettes in
such passages as ''If any one among their people
become ill, he weeps enough to get well or die.
They stubbornly refuse all drugs, only at death al-
lowing themselves to be anointed with oil by their
morosophi" , or again, "You could hardly believe
how everything shines there in the houses where,
strange as it may seem, only men do the washing,
sweeping, and baking. I saw nothing soiled there
but the clothing of the men, which certainly was
extraordinarily dirty, showing that they neglect
themselves, no less than they were neglected by their
wives". At best this interesting subject-matter is
hardly ideal preparation for reading Caesar. Even
in England there is said to be a demand for books
that will be a middle ground between puerility and
satire, and deal with classical subjects in simple
Latin.

Vocabulary is closely allied with subject-matter
and would need no separate treatment if we were
not convinced of the importance of making our stu-
dents masters of the words most common in the
Latin read in our schools. On this test of vocab-
ulary most of the Readers are found wanting, but
wanting in the sense that they abound in words that
the Romans of Caesar's day might not have recog-
nized. Concrete illustration is hardly needful to
show that the story of Robinson Crusoe cannot be
written in the vocabulary of Caesar's Gallic War.
Stega, racemus, surculus, spatha, tudicula, albican,
assare, f offices, cocossae, umbella, and pera would

THE CLASSICAL WEEKLY

hardly be hailed as members of the famous 200a
The Mundus Alter et Idem, though less under the
constraint of stem necessity than Robinson Crusoe,
gives way as might be expected to the imagination,
and strange phantoms from unfamiliar worlds glide
in and out of the pages. Incrassare, garriendum,
patagiatus, doliolum, strange compounds and dimin-
utives like paludinosus and pomariolum, appear
along with German and Greek transliterations. This
sixteenth century book was the output of a keen
fun-loving mind, not the labored book-making of an
elementary Latin teacher.

Reference has already been made to the composite
character of the vocabulary of Ora Maritima, and
Pro Patria. Two exercises given for translation
into Latin and based closely on the text of Pro
Patria may show some of the faults and virtues in
these features of the book.

Our commander-in-chief had sent out a body of
horsemen in order that Kimberly might be saved.
The inhabitants had endured the siege so long that
food was very dear. But they had endured want
most bravely in order that the name of Kimberly
might be great and famous. On December loth a
British army was only twenty miles away from the
town so that the inhabitants were able tp see the
balloon.

Among the very beautiful Roman villas whose
foundations we see at the present day in Britain,
was the villa which was situated in the Isle of
Wight This villa has three parts. In the part
which looks to the West ^ou see a vestibule, a hall
and a dining-room and kitchen. The vestibule and
the hall have tessellated pavements. The cubes of
the hall are red and white and blue and black.

While the words in some of these English Read-
ers, such as balloons, bags and oysters, are not the
most essential for preparation for Caesar, the pres-
ence of a few less common words need not condenm
a book otherwise excellent Ritchie's Fabulae Fa-
ciles, which in Mr. Kirtland's American edition has
stood the test of some seven years, is a case in point
Area, cubicula, talaria and speculum necessary for
the stories of Perseus and Hercules are not perhaps
essential for the college examinations, but a com-
parison of the vocabulary of the first fifteen pages
reveals only about 80 words not found in Professor
Lodge's 20oa Among these are such obvious words
as centaurus, dormire, oraculum, exclamo, victima,
infelix, several simple compounds of very common
verbs and only a few words like laqueus and area
that are occasioned by the subject-matter itself. Mr.
Wyckham, in his commendation of the Fabulae, said :

The stories can be told without starting the be-
ginner on the wrong track by a barbarous mixture
of ancient and modem ideas. The book combines
very skilfully the interest of a continuous story with
the gradual and progressive introduction of con-
structions and idioms. These seem to be introduced
at the right moment and to be played upon long
enough to make them thoroughly familiar.

Thus we come at length to the real touch-stone of

the matter. Vocabularies may not run so far afield,
subject-matter may hold the student's attention, but
if the made Latin does not help him apply his
knowledge of forms to the expression of ideas, if
it does not lead him by gentle stages from the
things that he does know to the things that he can
know and must learn, if it does not, by giving him
familiarity with Latin forms and constructions, sup-
ply a momentum that will take him through Caesar
more rapidly, the gain from the Reader is not worth
the risks involved. When an intelligent boy looking
up from his Fabula exclaims with excitement, '*We
have a new kind of subjunctive in to-day's lesson",
more than half the battle has been won. That simple
statement means that he has a well arranged cata-
logue of his few subjunctives in his mind, that he is
not one of the picture puzzle boys, but uses his
reason on a subject that he has come to regard as
reasonable, and governed by laws as intelligible and
eternal as the laws by which he works out his
original propositions in geometry. To accomplish
such a result in the pupil's mind the Reader should
include only a few definite things which have been
gradually introduced and often repeated; it should
emphasize all matters of agreement, especially of
adjectives, relative pronouns and participles, and
should confine itself to the most necessary construc-
tions, the simplest use of the subjunctive of purpose
and result, of the accusative and infinitive and the
indirect question.

Upon this basis the Mundus Alter et Idem must
regretfully be dropped from the list of available
Readers. As a bit of private reading for an ambi-
tious, enthusiastic boy well through his Caesar, it
might prove a diverting task, but in the ordinary
course of our American schools there can be no
room for it Although the paragraphs are not com-
plex there is no progress in the syntax.

Many would be glad of a book like Goffeaux's
translation of Robinson Crusoe into which we could
turn our boys loose and see if they were interested
enough to read Latin. The fact that they cared for
the story and read ahead would be a good omen for
their progress. We should not even be much grieved
at their seeing and forgetting strange words like
antlia, ruga, and corbis; they would probably recover
even from the effects of such Latin as inter somni-
andum, arboris a fulmine disjectae, but when within
the first four pages we find quippe qui and the sub-
junctive, several uses of the gerundive, a condition
attracted into the subjunctive, the impersonal miser et
and several uses of causal clauses, we arc reminded
that difficulties of periodic structure and vocabulary
are not the only stumbling blocks in Latin, and that
it is the path of syntax that needs most to be
smoothed. Even Mr. Sonnenschein in Ora Maritima
seems to feel it more dangerous to introduce a sec-
ond conjugation verb than to give at an early stage

«4

THE CLASSICAL WEEKLY

necesse est, the ablative absolute, the perfect passive
participle and several uses of the gerundive. Sim-
plicity of syntax however and definite progression in
difficulty Mr. Sonnenschein has in the main attained.
Many chapters moreover are classical in vocabulary,
subject-matter and sjmtax, but some forms and sub-
jects are so long delayed as to hinder progress un-
necessarily and even to give the student wrong ideas
of the language. The postponement of the second
conjugation and the relative pronoim until the Sec-
ond Reader is open to criticism. We have in conse-
quence such words as bellabat, rebellaverunt, and
propulsaverunt and the forms of the perfect of the
first conjugation become so fixed in the student's
mind that the third conjugation perfect, when finally
reached, seems mysterious, and becomes a real dif>
ficulty. What may, with due attention to tense signs
and personal endings, be taught with advantage for
all conjugations in one recitation, becomes a diffi-
culty that weeks of drill can not wholly surmoimt
An3rthing so vital as the use of the relative should
hardly be delayed until the twentieth page of the
Second Reader. Not only may the relative be used
with the indicative, but most Latin students need to
be impressed with the fact that it often must be.
Naught but good could therefore come from its early
introduction.

I have lingered over these detailed constructions
because it is my conviction that agreement as to the
essentials of syntax to be taught in first year Latin
is one of the most crying needs of our teaching at
present The effort of ambitious young teachers to
have students soon ready for Caesar leads to a
cramming with constructions sure to result in intel-
lectual indigestion. The complacency of book-mak-
ers in thinking that any construction may appear in
a first year book provided that it is explained in
parenthesis brings about equal complacency on the
part of the student in passing over any construction
of case or mood, caring naught as to the reason for
it, provided that he can come within a few miles of
the meaning; still more, I venture to think, the
tyranny of publishers has discouraged even the
sanest minded of our writers of elementary books
from putting in only what they think essential. As
one of our best teachers recently said, **We try to
teach in first year composition, what, if we really
taught it, would prepare amply for the college exam-
inations in elementary composition".

Of the English Readers, Hall's Mundus Alter et
Idem and Bamett's Robinson Crusoe are lacking in
any systematic progress in the difficulties of Latin
83mtax, and go too far afield in subject-matter to
yield a suitable vocabulary. Mr. Sonnenschein's
books are weak in vocabulary, childish in subject-
matter, and, for schools with only a four year
course, sure to detain the pupil too long in his study
of forms to insure his reaching the goal in the end.

For American schools the ideal reader may not yet
have been written but for the present we can be
thankful for anything so good as Mr. Kirtland's
edition of Ritchie's Fabulae Faciles. Here the sjrntax
is treated with consummate skill, the vocabulary and
idioms are closely imitated from Caesar, and the
subject-matter, though a little too familiar to stu-
dents well trained in mythology, is at least classical
in tone. The road may perhaps be smoothed a little
too much for the bright boy, but the watchful teacher
can usually administer enough grammar and prose
composition to keep the Latin work from being all
holiday.

The length of the Latin course in the well known
English schools, the traditions in favor of emphasb
on idiom, on memorizing phrases that lend them-
selves to imitative writing, in lieu of using Latin
prose as a help to reading Latin intelligently, pre-
cludes any likelihood of their readers exactly fitting
our needs. Yet the London Board of Education in a
Circular (No. 584, October 10, 1907) issued for
teachers of secondary schools, recommends a reader
of precisely the character we have been advocating,
specifying that the subject-matter be classical, the
syntax carefully graduated, but differing in assign-
ing this work to the second of a four years' course,
and in including simple narratives in verse.

The large number of Readers suitable for later
years of the course now issuing from the English
press sets before us anew the problem of substitutes
for Caesar, a subject that seemed too large for this
discussion. The mere enumeration of the authors
represented in these selections, Livy, TibuUus, Pro-
pertius, Ovid, Vergil and Horace shows us that there
are other ways of teaching Latin than our own. To
all these books one element' is common, the desire to
make the Latin interesting, to try, as one editor says
in his preface, to prevent the fate that befalls all too
many students "who after construing one or two
books of Caesar, leave school with a deep-rooted
hatred of the language". For the children in English
schools the Illustrated Reading Book written by Mr.
Healley (Longmans) is evidently designed. Even
Vergil and Catullus appear in diluted form and the
humorous illustrations would tempt a very dullard.
One may however well question the wisdom of teach-
ing quid mea refert in the first few months of Latin,
the pedagogical effect of suam ipsam, translated by
'its mistress', beneath the engaging portrait of Lesbia
and the sparrow, or the desirability from a gram-
matical standpoint of H ostium clamor e territus asino
suadebat fugere.

In Mr. Lowe's Scenes from the Life of Hannibal
there is definite progress in syntax through the thirty
pages and the subject-matter is interesting. The
predominance of words peculiar to Livy is perhaps
the great weakness of the book.

If we American teachers are once freed from the

THE CLASSICAL WEEKLY

«5

tyranny of examinations on large amounts of pre-
pared text, and can have our students tested more on
their power to read Latin, we may wish to look at
such books as Stone's Gotham and Other Stories,
and the New Latin Delectus by Thomas and
Doughty of Hackney Downs School. We may per-
haps question the inherent value as literature of
translations of Tennyson, Calverly and Hench into
Latin verse, and the wisdom of giving forty pages
of poetry to twenty of very much simplified Livy,
yet there is something suggestive in both books.
The twelve pages of prose Latin at the beginning
of the New Delectus are a good experiment in sim-
plified Latin. The titles. The Founding of Rome,
The Battle of Lake Regillus, The Kings of Rome,
and the references to the passages in Livy from
which they are taken give guarantee as to the inter-
est of their subject-matter, and the character of the
Latin and the vocabulary.

To serve as a sign-post warning against Readers
that might never be seen is scarcely justification for
a paper of this length, to encourage indiscriminate
making of many Beginners' Latin Books, of which
there is already no end, still less. If, however, one
could arouse any discussion as to what was essential
and desirable in first year work, encourage any
purpose on the part of makers and users of first
year manuals to cover less ground and that more
thoroughly, to secure by what is read, written and
recited a knowledge of forms and elementary syntax
that would remain as a permanent possession, if one
could help make Latin a study to be desired, be-
cause it was interesting, intelligible and stimulating,
then it would be time to cry out as we try once more
to keep up in the losing race of the classicist. Nunc
nunc insurgite remis, Hectorei socii,

Susan Braley Frankun.

Btnical Cin.TuiiB School, New York City.

REVIEW OF AGAR'S HOMERICA

(Concluded from page /p)

Homerica: Emendations and Elucidations of the
Odyssey. By T. L. Agar. Clarendon Press,
Oxford (1908). Pp. XI 4- 4j6. 14 shillings.

Hiatus licitus is in particular a bete noir to Mr.
Agar. He believes, with Pseud.-Plut., quoted in
the preface p. x, that rA W 'O/jn/jpov Hwrf rb rtXuArarop
lx«( H^po^* and he labors incessantly to remove
this supposed blemish from the text of the poems.
So in 1.383 wpoa4^ must give place to wpo^hvw* ;
in 9.215 W eiWro (a thoroughly Homeric phrase)
is discarded in favor of tipv/tdpop ; in 19.81 t^mu
is ousted from the text; and, to cite but one more
passage, 6.33 irr^Ptmi, iwd ot roi $ti d^r wapOimt
iffcmi^ after passing through Mr. Agar's hands be-
comes irr^Pti* iwtl M rot h-i d^r $ea§ai ddfi^.

This process of substituting a different word for

the one found in the text is carried to extremes.
wpoffkar* for wpoai^ is a mild instance. What shall
we say to the following list, selected at random from
the very large number of instances offered by Mr.
Agar's pages?

4.244 ludffffat for Softdccat ; 8.262 ctCorro for JffTarro ;
8.444 ^XVe^ot for diyX^erttt ; 10.79 ddrjf for fULrtjj ;
10.415 tkorro for l^x^rro; 13.379 AwfUni for 6dvpofjJpri;
24.465 'A\i04pffji for EdreWet.

To be sure the Homeric vocabularv is thus en-
riched by ^\4ia 8444, as by ^di*« 18.160, 19.44; but
that does not daunt Mr. Agar. He does not hesi-
tate to enrich the Greek language by reading oW*
iwdrira for oidi iror* tea in 2.203 (though com-
menting on Pick's "adventurous novelty, the noun,
if it be a noun, dwortlffa '* ) . So, too, we have a new
noun i\K^ inserted in 18.10; and the ^yx'^ *»•' i^vUrra
of 19.33 becomes dovpd t« ^o^rra, and we have
the note, "Cone-shaped seems to be the meaning,
and would be an appropriate description of the
metal point of a spear". And the basis for this
view is afforded by poor Thersites — ^who 0o^ liji»
Kt^aK-tp ! After reading such passages one has
almost to rub one's eyes to be sure that the words
on p. 51 really mean what they say, "But as long
as the traditional verb can be understood in the
sense suggested it has the prior claim".

Mr. Agar's attack upon the 'Attic' article in
Homer is vigorous and sustained, though here again
his proposed changes exhibit all degrees of like-
lihood and unlikelihood. It is easy to get rid of
"the only passage in the Odyssey in which tfittpot
is accommodated or encumbered with the article"
(19.53s)' the mere insertion of 9ij suffices; but of
r^os (see note on 5.55) we have six instances, and
some of these seem inclined to yield less readily to
treatment. True occurrence with the article is
limited to the accusative singular; but, significant as
that fact appears to Mr. Agar, it is not an isolated
one. Most elaborate is Mr. Agar's attack upon the
article with ^tipos (17.10, 14, pp. 286-291). Here
he has no less than thirty-three cases to emend,
but he girds himself for the task nothing daunted,
and at the end of his discussion reaches the con-
clusion that "it is idle and futile to treat 6 («^
and t6p ittpop as congenital with the Odyssey^. In
the case of /ioxX6t the article is expunged by what
is virtually merely a different division of the letters,
so that rdx* 6 iuyx>Mt becomes r^x^ A««X^ (9-378),
just as in 12.165 I««wt« X/twi* is changed to Uarr^
d>Jytap, and 6 itoKofipbt to hiioKn^pin in 18.26, with
the note, "The traditional and generally accepted
explanation, 'glutton', yturrptftofiyot, could hardly be
better rendered in detail than by a compound con-
taining ^M^t, Skot and s/fiop".

We come now to the problem of the oblique cases
of aOrit used as a mere pronoun of reference. Mr.

TH£ CLASSICAL WEEKLY

Agar emends between forty and fifty such occur-
rences, sometimes by substituting the ordinary pro-
noun, even when this requires the rewriting of the
verse (2.128; 11.26; 19.235); sometimes by simply
dividing the word (od toSjii', 1.143) ; sometimes by
substituting airtat (as 14.135; 17.367) or ovrv (2.33;
5.190), or some other word, it matters not what one,
of the same metrical value (SKKrip 9,153; Arnip^
10.112; AtfBpas, 13.386). Some of these strike one
as daring in the extreme; but Mr. Agar ¥rill have
tmiformity at all hazards.

It is but natural that a reviewer should call at-
tention primarily to those features of the book which
seem of questionable value, and hence full justice
is not done to the author's sound scholarship and
remarkable acumen. There are not lacking in-
stances, too, in which it is not acumen and scholar-
ship so much as sound common sense that most im-
presses one. Reference may be made to the dis-
cussion of 9.205 ff., whether or not one accepts Mr.
Agar's conclusions; to the amusing illustration of
the lack of common sense shown by the Dutch edi-
tors in the matter of the rudder (on 5.255) ; to 13.
168 even if the alteration proposed be regarded as
unnecessary; and to the frequent and thorough
discussions of the meaning of Homeric words. Fur-
ther, while the views put forth c. g. in the notes on
20.209, 21.402, 24.231, seem quite indefensible, the
reviewer finds much to approve of in the interpreta-
tions suggested for 4.684; 8.121 ; 10.112 f.; 11.584;
16.23; 21.26.

Mr. Agar*s ^tyle is vivacious, but often lacks dig-
nity. It is enlivened by frequent quotations rang-
ing from Horace and Shakespeare to Lewis Car-
roll, but the writer can hardly free himself from
the charge of affectation in passages like the fol-
lowing: "Here the MSS. without exception, so far
as I am aware, present 64ff<f>aTOf; but 'twould be a
topsy-turvy world, my masters, if the combined evi-
dence of eight unquestioned passages were insuffi-
cient to overrule a nonsensical unanimity in one"
(p. 109) ; "One instance generally hath a fellow to
keep it in countenance" (p. 248).

The book is admirably printed. In addition to the
misprints noted in the errata I have observed the
following: an omitted accent on xP^Mar, p. 25, line
5 from the top; 421 for 422, p. 42, line 16 from
bottom ; 531 for 530, p. 153, line 8 from bottom ; and
on the same page two lines further down 505 for
504; *man' for 'men', p. 159, line 17 from top; 319
for 320, p. 250, line 9 from bottom; 'Eumelus' for
'Eumaeus', p. 304, line 19 from bottom; and a
couple of instances of words run together, p. 72, last
line but one, and p. 363, line 19 from bottom.

The index to the book, while serviceable, is neither
complete nor entirely accurate. A. T. Murray.

Stanford Umiybksity, CaliforaU.

Latin Prose Exercises. By Elizabeth McJ. Tyng.
New York: Longmans, Green and Co. (1909).
The chief characteristics of this book are the
admirable ones of directness and simplicity; there is
a manifest endeavor to avoid the slightest waste of
time or energy. The grammatical constructions are
introduced in a helpful order; the main points to be
noted about each are stated clearly and concisely,
and, further, in each lesson there is plenty of drill
upon constructions previously studied, so that the
student as he advances to conquer new lands still
retains his sovereignty over the old. The vocabu-
laries accompanying each lesson are made up of
well-chosen words, and the vowel quantities are in-
dicated. Occasionally graphic illustrations are em-
ployed to make the topics under consideration more
comprehensible to the immature mind. The value of
the book may be enhanced by using it in the judi-
cious manner outlined by the author in her preface.
Moreover, she states that she has been able to cover
the entire manual and read four books of Caesar in
a year with recitation periods of only thirty-five
minutes in length. Besides a table of contents, an
introduction which contains some elementary but not
unnecessary admonitions, the book contains a useful
summary of constructions, and a catalogue of words
governing special constructions. The book contains
work for the second year only.
Sykacusb Umivbrsity. Harold L Cleasby.

High School Course in Latin Composition. By
Charles McCoy Baker and Alexander James
Inglis. New York: The Macmillan Cx)mpany
(1909). Pp. xiii -f 464.

This well-filled book includes all the prose work
of the last three years of preparatory Latin. Of its
four divisions the first, entitled Elements of Syntax,
covers eighty-nine pages, and is practically a brief
grammar, or rather the syntactical half of a gram-
mar. The rules are clearly and simply put, and the
statement of the more difficult usages is often espe-
cially happy. There are many lists of words which
are followed by special constructions, and some very
helpful tables, e. g. the Imperative Constructions
(241); Ways of Expressing Purpose (257) ; Condi-
tions in Indirect Discourse (355) ; Correlated Con-
junctions (399) ; Verbs followed by Substantive Pur-
pose Clauses (262) ; Perfect Tenses equivalent to
Presents (209) ; and Constructions after Verbs of
asking, demanding, teaching, and concealing (72),
although many of us may prefer Gildersleeve's
"This then is not the only way".

The second division of the book, called Part I, is
made up of twenty-eight lessons ; each lesson consists
of a few grammatical references for written transla-
tion, twelve of which are to be prepared outside of
class and the rest to be written during the recitation
period, and finally ten sentences for oral translation.

THE CLASSICAL WEEKLY

The titles of the first six lessons show to some ex-
tent the nature of the exercises: Tenses of the
Indicative; Apposition — Predicate Nouns and Adjec-
tives — Verbs of Naming, Qioosing, etc.; The Abla-
tive Case — Means or Instrument — ^Agent — Specifica-
tion — Accompaniment; Indirect Object — Place to
Which — Place Where — Relative; Expressions of
Place — Locative Case; Ablative and Genitive of De-
scription — Vocative Case. The well-constructed sen-
tences illustrate fully the grammatical principles of
each lesson. Part I is for second year students and
the vocabulary and syntax are Caesarian; Part II is
for third year work and is based on Cicero's ora-
tions. In Part III, designed for seniors in prepara-
tory schools, there are twenty-four lessons much like
those of Parts I and II, except that paragraphs of
connected prose are introduced; the last sixteen les-
sons are entirely devoted to connected discourse. In
all three Parts the grammatical references at the
beginning of each lesson are to the sections of Ele-
ments of Syntax, but at the end of each part the
corresponding references to Gildersleeve and Lodge,
Allen and Greenough, Bennett, and Harkness are sup-
plied. An English-Latin Vocabulary closes the book.
This manual is both condensed and complete; the
high-school graduate who has mastered it from
cover to cover will find few compeers in the fresh-
man class of any of our colleges.

Syracuse University. Harold L. CleasBY.

THE JUUAN STAR

When Halley's Comet was still several leagues
away in the depths of the firmament, I had rather an
amusing adventure in anticipation of its coming, the
rehearsal of which may be both interesting and in-
structive to my fellows in the Classics.

I had been invited to attend an *at home' by the
Latin instructor in our local High School and to
address the class in whose honor the occasion had
been planned. Happening to note that the date
assigned was the eve of the March Ides, the sugges-
tion readily came to my mind to take advantage of
the coincidence and discuss the assassination of
Caesar. His deification finally became my appointed
theme, with the lulium sidus (Hor. Carm. 1,12.47)
as the nucleus of my address. Only an hour or so
previous to my coming before the assembled com-
pany, I was overjoyed to stumble upon what was to
me a most astounding discovery. Armed with it, I
expected to take my audience by storm.

In Duruy's History of Rome, Volume 3, Section 2,
p. 559» foot-note 2, may be found this comment upon
the 'hairy star' that played such an important part in
the apotheosis of Caesar: "The comet which ap-
peared at that time was Halley*s'\ Even that early,
although it was March of 1904, public interest was
becoming alert over the expected reappearance of the
great comet in 1910, so that the above statement was,
to say the least, decidedly attractive. The time to

give my address was almost upon me, and I had not
the slightest hesitation in accepting the dictum of
Professor Mahaffy, who, as the English editor of
Duruy's History, I knew was responsible for the
note. My peroration was a magnificent effort, some-
thing to this effect : "And so, if we are spared to live
until 19 10, we shall have the pleasure of looking
again upon the blazing emblem that is the soul of
our great Julius, metamorphosed to the realm where
it surely belongs, a seat above the greatest of Rome's
gods".

It was not until almost a year after those March
Ides of 1904 that I found, to my horror, that, with-
out the leadership of M. Jules Verne, I had been
veritably 'Off on a Comet'. In February of 1905, I
again took up the theme in a more elaborate vein,
recasting it to present before the Faculty Colloquium
of the University of Oregon. Somehow, a doubt
had crept into my conscience about that brilliant
finale of my former address — ^perhaps because, in all
the popular accounts of the several appearances of
the Comet and of the historic events with which it
was connected, no mention had elsewhere been made
of so singular an event as the assassination of
Caesar. I therefore began a systematic study from
an astronomical standpoint and was shocked to learn
how far astray I had been unwittingly led. Unlike
Galileo, I am only too anxious to publish my recanta-
tion, in the hope that others may avoid digging the
same pit for themselves and pulling their followers
therein after them. A glance at the table of its
reappearances, or, if that is not available, a simple
mathematical process, will quickly prftve the futility
of identifying Halley's Comet with the *Iulium sidus',
for the nearest appearance to the date in question
was probably in 11 B. C— thirty-three years after the
assassination and the celebration of Octavian's games,
when the comet is distinctly said to have appeared.

This curious but unfortunate error should be
given publicity, for the popularity and widely ac-
cepted erudition of the editor of Duruy's history are
quite apt to disseminate a very gross misconception,
to which my own experience bears witness.

University of Oregon. FreDERIC STANLEY DuNN.

At the recent Thanksgiving entertainment in The
Adirondack Florida School at Rainbow Lake, New
York, the Electra of Euripides was presented in
an abridged form by the older boys of the school.
The excellent translation by Gilbert Murray was
used. An introduction was given by Dr. Franklin
Carter, Ex-President of Williams College, who ex-
plained briefly the style and presentation of Greek
plays and the story of Electra. The attempt to in-
terest an audience in a secondary school in a
Greek play proved successful in this instance and
should encourage other schools to try similar plays
for at least a part of their entertainment pro-
gram. L. H. SoiiERS, Head Master.

THE CLASSICAL WEEKLY

fSh9 CI^ASSICAL IVEEKLY

The Classical Wbbkly is published by the Classical Anodation
of the Atlantic States. It is issued weekly, on Saturdays, from
October to May inclastre, except in weeks in which there is a legal
or school holiday, at Teachers College, 535 W est zsoth Street, New
York City.

Tk* dat€M e/istu* 0/ Volume III will be as follows : in 1909, Octo-
her s, 9, z6, 23, 30; November 13, ao ; December 4, zi, z8; in z9zo«
January 8, 15, 9i^ 39; February 5, zs, Z9, a6; March 5, zs, 19, s6;
April a, 9, z6, »3, 30 ; May 7, Z4, ai. s8.

All persons within the territory of the Aasociatirn who are interest-
ed in the literature, the life and the art of ancient Greece and ancient
Rome, whether actually engaged in teaching the Classics or not, are
eligible to membership in the Association. Application for member-
ship may be made to the Secretary -Treasurer, Charles Knapp, Bar-
nard College, New York. The annual dues (which cover also the sub-
scription to Thb Classical Wbbkly), are two dollars. Within the
territory covered by the Association (New York, New Jersey, Penn-
sylvania, Delaware, Maryland, District of Columbia, Virginia) sub-
scription is possible to individuals only through membeiship. To r»-
stitution* in this territory the subscription price is one dollar per year.
To persons and institutions outside the territory of the Association
the subscription price of Thb Classical Wbbkly is one dollar per
yaar.

Thb Classical Wbbkly is conducted by the following board of
editors:

Ediior-in-Chi*/
GoNZALBZ LoDGB, Tcachcrs College, Columbia University

Assoeiaif Editors
Chaklbs Knaff, Barnard College, Columbia University
Ernst Ribss, Boys* High School, Brooklyn
Hakry L. Wilson, Johns Hopkins University
Business Manager
Charlbs Knafp, Barnard College, New York City
Communications, articles, reviews, queries, etc., should be sent to
the editor-in-chief. Inquiries concerning subscriptions and advertis-
ing, back numbers or extra numbers, notices of change of address,
etc, diould be sent to the busicess manager.

PrintMl by Pitnceton Unlvarsity Press, Prinoeton, N. J.

TOWLE AND JENKS'S

CAESAR'S GALLIC WAR

Text in clearer print than anv other edition.
Notes give exactly the help that pupils need.
Grammatical Appendix contains all the grammar
needed for reading Caesar.

Vocabulary is made for pupils of ordinary capacity.

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LEND INTEREST AND VIVIDNESS

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to understand, easiest and safest to handle, cheapest to acquire. I
propose groups to illustrate Caesar, Cicero, Vergil, Livy, Tacitus.
Here is a sample.

CAESAR. Price five dollars. (I^osUge 150. extra)
A coin made by the Gauls in Caesar's time, and (our Roman Silver
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Gallic Wars. Five in all, genuine and fully described. Write to

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MOmiS & MORfiAN'S lATM SERIES FOR SCHOOLS AND COUEOei

Edited under the supervision of Edw/rd P. Moaais, A.M.,
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A 8REEK SERIES FOR COUEKS AND SGNOOU

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Vol. ra

New York, January 15, 1910

No. 12

The Joint Meeting of the American Philological
Association and the American Archaeological Insti-
tute, held at Baltimore, IDecember 38-31 last, was in
many ways most interesting and successful. The
attendance was larger than I have seen at any other
strictly classical gathering.

Two things stand out prominently in one's recol-
lections of this meeting. One was the address made
by Professor Gildersleeve, President of the Philolog-
ical Association. Instead of treating some theme
with deadening soberness Professor Gildersleeve ex-
plained, in his best 'Brief Mention' manner, how he
had considered theme after theme for his address,
only to cast it aside. The address scintillated with
wit and humor ; there was many a sly dig at the
vagaries of classical scholarship and research, allu-
sions which in some instances could have been intel-
ligible only to those who had lived and wrought for
years in Classics and had kept in close touch with
the manifold activities of classical scholarship here
and abroad. The spirit of the address throughout,
however, was kindly, and more than one valuable
lesson was to be learned from the speaker's pleas-
antries. Toward the close Professor Gildersleeve
became wholly serious and pointed out that in the
forty years covered by the life of the American
Philological Association American scholarship had
been bom and had come to maturity and had won
recognition abroad, even in Germany. Such a state-
ment will go far to offset the adverse judgment
passed on American scholarship by Professor Gude-
man in his review of the second and third volumes
of Sandys History of Classical Scholarship, pub-
lished in The Classical Review (1909).

The other event that one remembers especially is
the dinner held to commemorate the fortieth anni-
versary of the Philological Association and the thir-
tieth of the Institute. Over 200 persons were pres-
ent The speeches were on the whole good, espe-
cially one by Professor Maurice Bloomlield of Johns
Hopkins University, on the relation of philology and
archaeology to each other. Archaeology, he pointed
out, repeatedly has its dramatic moments; seldom, if
ever, can any single thing with which philology
proper has to do vie in dramatic interest with the
discovery of striking remains, the finding of a great
array of tablets, of cuneiform inscriptions, etc. Yet,
after all, Professor Bloomfield pointed out, repeat-
edly the discoveries of the archaeologist are of no

avail until purely philological activity solves the
riddle. It was so with the cuneiform inscriptions, for
example; Etruscan matters still remain a seated
book because the philologist has thus far beea unable
to solve the riddle of the Tuscan language. 1 might
add to this that archaeology makes its appeal in part
for the same reasons thab science in some of its
aspects makes appeal — it is tangible, and objective;
in its ordinary levels, at least, it is more readily
intelligible than matters philological and makes smal-
ler demands, I think, upon the mental powers, both
of the public and of the archaeological worker him-
self. Bentley, with virtually no knowledge of ar-
chaeology and without visiting Greece or Italy, so far
as I know, was nevertheless a classical scholar of the
first order ; I might name some more modem scholars
who have known Greek and Latin superlatively well
without visiting classic lands at all or before they
visited classic lands.

If space allowed, we should gladly print the pro-
grammes of the two Associations, to show the extra-
ordinary range of subjects engaging the attention of
American classical students. Forty-eight papers were
presented to the Philological Association, 36 to the
Institute; 8 other papers were presented at a joint
meeting of the two Associations. Of this total of
over 90 papers many, however, were "read by title".
The Colleges and Universities represented, with the
number of papers presented from each, were as fol-
lows : Allegheny 1 ; Barnard 3 ; Brown i ; Chicago 5 ;
Cincinnati 1 ; Clark College i ; College of the City of
New York I ; Columbia i ; Dartmouth 2; Emory and
Henry I ; George Washington I ; Hartford Theolog-
ical 1; Harvard 6; Johns Hopkins 6; McGill i;
Michigan 4; Museum of Fine Arts, Boston, 2; New
York i; Northwestern 3; Olivet i; Pennsylvania 4;
Princeton 7 ; Oregon I ; Rutgers i ; Smith I ; Syra-
cuse 2; Trinity i; Vanderbilt 2; Vermont 2; Vic-
toria, Toronto, 1 ; Virginia I ; Washington i ; Wash-
ington and Jefferson I ; Wesleyan 4; Wilberforce I ;
Wisconsin 2; Yale a.

In certain respects the joint meetings of these two
Associations have been justified by experience ; a
larger company is thereby brought together and the
opportunities of meeting one's fellow- workers in the
classical territory are greatly enlarged. After all
such meetings find their justification primarily in two
things: in the opportunity of communion with kin-
dred spirits and in the fact that they do call forth a

THE CLASSICAL WEEKLY

great deal of very good work; it is curious how
many persons need an external stimulus to produc-
tive scholarly activity and equally interesting to note
how much men can do under the influence of such a
stimulus. But the congestion of the programmes is
becoming a serious matter. One who is a Councilor
of the Institute is obliged either to forego the busi-
ness meetings of the Institute or to forego many
papers which he would like to hear; it was espe-
cially exasperating to be obliged to make this hapless
choice because the business meetings of the Institute
might easily have been far more skilfully and more
expeditiously conducted. But nihil est ab omni parte
beatum; let us hope that, since by vote of the Ameri-
can Philological Association just passed at Baltimore,
these joint meetings are likely to be a fixture, with
increasing skill bom of experience in handling pro-
grammes and in conducting the business of the Insti-
tute, the difficulties that have beset these particular
meetings may be removed.

A word in conclusion. Long observation has sug-
gested to me two things in connection with such
meetings. One is that many papers offered at suc6
meetings should be written out in two very distinct
forms, one intended for publication, the other in-
tended for reading at the meeting. The second
thought is that comparatively few of our classical
scholars have practiced reading aloud. I have seen
many a paper spoiled and many an ambitious reader's
prospects blighted by the wretched delivery of the
paper. C. K,

MATTERS OF PRESENT MOMENT CONCERN-
ING LATIN IN LARGE HIGH SCHOOLS^

It is an old and familiar warning that the age and
country in which we live are given over to sordid
and gainful pursuits, to things of sense, to the inter-
ests of the individual, to the concerns of the present

We have heard this from poets and philosophers;
and, being ourselves more or less thoughtful people,
we have believed much that they said. Being, like-
wise, men and women who love their kind, we have
been reg^retf ul ; at times, perhaps, genuinely alarmed ;
but, on the whole, these wise and gloomy words have
been as mutterings in distant clouds.

It is true that, as teachers of the Classics in High
Schools, we have felt the effect of the changing con-
ditions of life in the increasingly heavy and diversi-
fied general programs of study and in the somewhat
increased requirements for Latin.

Latin, however, amid all this crowding and jost-
ling, has not only managed to hold its own, but has
gained ground in the percentage of pupils studying
it ; and it still holds, next to English, the most con-
spicuous place in the programs of secondary schools'.

1 This paper was read at the meeting of the Classical Association
oC the Atlantic States, at Haverford. Pa., on April 33, 1909.
SReport of the Commissioner of Education. 1907, Volume a, X050.

Under these circumstances, little effort on our part,
effort concerted and determined, has been made to
adjust the teaching of Latin to the requirements of
the new conditions.

Nor would I be understood as implying that Latin
teachers, meantime, have been sitting in the seat of
the complacent and self-satisfied. On the contrary, I
am inclined to believe that we have experienced our
full share of the 'noble discontent', characteristic of
some of our fellows.

We have been dissatisfied and discomfited, espe-
cially when we have come face to face with the
results obtained in the examinations, set not only by
the colleges and the state, but by ourselves as welL
We have been dissatisfied, discomfited, dismajred.
But this attitude of mind has not been confined to
ourselves. The teachers of English, history and
mathematics also have been dissatisfied, discomfited,
dismayed. And so, we have pressed on, groping our
way, but with unfaltering faith in our goal, in Ae
abiding value of our subject to do effective service
for the younger generation, even as Columbus, on
that long and uncertain voyage, is said to have made
this entry in his log-book, evening after evening:
"To-day, we have sailed Westward, which is our
course".

Until recently, the warning words seemed to come
from afar. But now, they are close at hand. Not
alone poets and philosophers are giving them utter-
ance, but practical statesmen, economists, education-
ists ; and they are raising their voices with no tmcer-
tain meaning.

A commissioner of education for the state of New

York wrote in February of last year :

The great industrial age upon which we have en-
tered has laid its iron hand upon the schools and has
made education tributary to its own ends. . . .
There is a pronounced but inevitable trend in mod-
ern education away from the study of the humani-
ties that have to do with the inner and spiritual life
and toward the manual arts and sciences that relate
to the outer and material life.

A writer of authority in The Educational Review

for March, 1909, says:

Now that we have committed ourselves to voca-
tional training in schools, the problem is one of
making the most effective adjustments between it
and that measure of liberal education which is pos-
sible for each considerable group of children.

The president of a large university in the West

has recently expressed these views:

The languages, ancient and modern, have high
value for those who can master and use them. Most
High School students get very little from any of
them. Without in the least underrating the value of
Latin to Roman-minded men, there is no doubt that
the average American school boy gets less out of
Latin than out of any other subject in the curricu-
lum. . . . The High School should indicate and
emphasize that form of ability which will count for
most in the conduct of life and it should do its
foundation work with such thoroughness that die

THE CLASSICAL WEEKLY

higher education may be built upon it with the cer-
tainty that attainments shall be solid, so far as they
go. But for the colleges and universities to specify
certain classes of subjects, regardless of the real
interests of the secondary schools and their pupils,
is a species of impertinence which only tradition
justifies. Their duty is to demand thoroughness; but
the question of what the High School shall teach is
a question for these schools to decide for themselves.

It is not for us at this time to deny or affirm the

truth of any of these statements (although we should

like to be told — and I say this in all modesty and

receptivity of mind — upon what basis the belief in

the comparative worthlessness of Latin for the

"average American School boy" is founded). But

these are men of leading, of clear vision, and noble

motives. It is for us, rather, to take their words

seriously into accotmt in attempting to determine

what bearing the situation they set forth will have

on the study of Latin in High Schools.

Instinctively, we turn to the colleges, whence, in
the past has come our help. For to the colleges is
due the larger part of whatever success we have had
in preparatory Latin. They have furnished not only
incentives for the pupils who have been preparing
for college, but the standards for all. They have
furnished the teachers also, and they have kept alive
the traditions and the dignity of a classical educa-
tion.

But now, it appears, the people are to be the judges
in matters of public education. They are demanding
that the 'fasces be lowered' and 'surrendered' to
themselves. They remind us that whatever form of
education is followed, it must be one that will give
quick returns. Quick and manifest returns is the
determining factor, now-a-days, when deciding upon
the relative merits either of a financial investment, a
hair restorer, a system of education, a philosophy, or
a religion. They must, each sLnd all alike, bear some
evident and direct relation to practical life.

A not uncommon question addressed to our teach-
ers is of this kind: 'If my daughter's failure in
Latin will postpone her entrance to Training School
and put off the time when she can become a teacher,
she must drop the Latin. Haven't you something
she can substitute for this subject ?' For the shortest
road to graduation is the popular road. If, on the
journey, these young wayfarers fall in with certain
aids to mental training, noble living, social efficiency,
they accept them as something incidental, accidentaL
Economic efficiency, via 'points' or 'units', is their
aim. The advantages of this drift in education, or
the necessity for haste in individual cases, we do not
question. We are concerned, just now, with the
effect of these things on the study of Latin.

Last February, when the entering class of a city
High School was being organized and explanations
of the course and electives were being given, one
little fellow raised his hand. The principal answered

the appeal He asked: 'If one should elect Latin
now instead of German, and then, if he should fail,
could you switch ?' and not one of his 600 classmates
showed any surprise.

And here, the Latin is at a disadvantage as com-
pared with the modern, foreign languages ; for there
are inherent and substantial difficulties in the Latin,
which the French or German does not possess, to the
same degree, for the American boy and girl. Our
girls and boys are not 'Roman-minded', as President
Jordan implies. In very large cities, at least, they
are not contemplative, logical, analytic. They are
objective, rather, and detached. They see things as
wholes; but they are docile, buoyant, fairly curious,
earnest, and resourceful.

Some, indeed, there are — and these I like to men-
tion — dowered with alert minds, sound judgment,
and that marvelous something we call imagination.
They are self-reliant, resolute little people, and un-
failingly interested in their work. They seem to
have an attitude toward the Latin text akin to that
of the little Japanese girl toward her doll, who says,
'If you love it enough, it will live'.

But what of those boys and girls who in mental
traits, in near or remote inheritance, in development
by experience or environment do not seem to' be
'American'? I do not refer to those few pupils who
have come to our High Schools from foreign schools
(these, with us, have been among our brightest stu-
dents and have advanced from grade to grade with
greater speed and security than the American pu-
pils), but of those thousands whose parents have
taken passage for this country to free themselves
from the bondage and ignorance of the working
classes of the old world. An eminent authority on
this subject says: "But in America, the people, one
may almost say, have dropped from the sky. They
are in the land, but not yet an integral part of it A
human phenomenon unique in the history of the
world is the result". A recent investigation, con-
ducted by the United States Immigration Commis-
sion, disclosed the fact that of the .pupils in our
schools fifty-five per cent have parents bom outside
of America, and that forty-one different nationalities
are represented.

How shall we deal with these in our Latin classes?
We must 'assimilate' them and we must teach them
Caesar and Cicero, in some cases, as Professor
Grandgent of Harvard University says, "Before they
can express any but the most rudimentary concepts
in any tongue". The task is indeed a difficult one,
taxing, sometimes, to the utmost our patience and
resourcefulness. But the task imposed upon Sisy-
phus was not without hope; and in our case, the
reward is often worth the effort

In addition to the problem of the racial hetero-
geneousness of the pupils and the rush for points,
the large High Schools must face another difficult

9«

THE CLASSICAL WEEKLY

situation — that arising from over-large classes, and,
in some cases, too rapid promotions. It is not easy
for one fresh from the class room to speak of this
difficulty with moderation, for he 'knows the wotmds :
he sees the disasters'.

The importance of this fault has been strongly
urged by the advocates of the new education and, no
doubt, is realized by the educational authorities. The
enormous rapidity of the growth of the schools is
partly responsible; and the additional expense neces-
sary to correct this condition the public is not yet
ready to meet Meantime, mechanical and wholesale
teaching must be done and worried or listless pupils
are going through the steps of the syllabus. With
any subject, these conditions are adverse: but with
a foreign language they are well-nigh calamitous.

Another cause for the unsatisfactory results of
Latin study in the secondary schools is what I have
come to regard as an excessive requirement in the
matter of prescribed text For several years, the*
conviction has been strengthening with me that four
books of Caesar in the second year of the study of
Latin, six orations of Cicero in the third year and
six books of Vergil in the fourth year, in addition
to the work in grammar and composition and sight
translation — all of which are necessary to sustained
interest — is a heavier requirement than the majority
of our pupils can meet comfortably and honestly.
The result has been that they have memorized the
translations given in the class room or, perhaps,
others not authorized by the teacher — those at
twenty-nine cents per copy — , while the grammar and
sight reading have been neglected. We have been
developing the pupils' memory unduly; we have
practically been forcing the mediocer pupils either
into dishonest methods of work or out of the Latin
courses ; and we have been robbing them of a natural
right — the right to use their powers of observation,
reason, judgment and imagination along with their
memory in constructive effort

The remedy for this seems to lie in a modification
of the curriculum looking toward a smaller portion
of prescribed text and increased emphasis upon sight
translation. I am aware of the doubts and dangers
waiting on a change of this sort The fact that many
prominent classicists and several classical associa-
tions have committed themselves to this change will
not convince the teachers of Latin in secondary
schools. Many of them would regard this modifica-
tion as a new machine for multiplying the casualties
of war. In the first place, is there any examination
so difficult to set as one in translation at sigfht? For
there are pupils possessing a kind of ingenuity or
knack which enables them, though ignorant of the
essential facts of the language, to obtain a passing
mark on almost any moderately easy sight passage.
And then, is tiiere any subject so difficult to teach as
translation at sight? Any subject so elusive, so

bafHing, in the case of a dull or ill-prepared pupil?
Surely this is a task which calls for the teacher's
keenest and quickest insight, greatest skill, liveliest
sympathy and vicariousness, for patience and self-
control. Yet this work, more than any other, helps
to give confidence to the pupil, to add interest, and
to insure honesty in his work.

Whether more pupils would fail under this pro-
posed requirement than under the present require-
ment, I do not know. Nor do I think it matters
supremely. May I remind you of something out of
Emerson ?

There is a time in every man's education when he
arrives at the conviction that envy is ignorance ; that
he must take himself for better, for worse, as his
portion; that, though the wide universe is full of
good, no kernel of nourishing com can come to him
but through his toil bestowed on that plot of ground
which is given to him to till.

My last suggestion is that a report be pr^ared,
giving information, as accurate as possible, concern-
ing the conditions and the results of the study of
Latin in High Schools. This suggestion I have not
thought out in detail — ^the method of such a report,
the contents, the expense. It might give a compara-
tive view of the cost of the different departments in
the same schools, including salaries, equipment of
laboratories, libraries, etc ; or it might be confined to
questions relating to the classical departments of
diflFerent schools in cities of about the same size,
showing size of classes, the percentage of pupils who
find it necessary to repeat the work of the different
grades once, the percentage of those who repeat the
work twice, or three times. It might set forth the
probable reasons for the failure of pupils — ^lack of a
ready and accurate knowledge of forms and con-
structions, meager vocabulary in Latin or English,
inability to do work involving sustained effort, pov-
erty of general experience, or supineness and apathy.
It might, thus, be made to appeal to the local author-
ities through the item of expense. It might, at the
same time, serve to unify and clarify the aims of
Latin teaching; and, finally, help to remove some
practical difficulties.

Such a report might prove to be an artificial stim-
ulus only, or impracticable; and, as one statistician
says : "Figures of themselves cannot reform". But
if civic righteousness can be promoted by percent-
ages, why should we doubt their value when applied
to education or any part thereof? We admit the
force of many of the charges brought against the
Classics in secondary schools; and we desire such an
investigation of the situation, so searching and just
an examination of the prevailing conditions that we
may know the causes of the unsatisfactory results
and seek to change them.

I have had in mind especially the situation in the
High Schools of large centers of population, but
these are becoming more and more important factors

THE CLASSICAL WEEKLY

in the general problem of education. At present,
more than one-third of all the High School pupils in
the state of New York are enrolled in the High
Schools of the city of New York.

Out of the noise and turmoil of these new times,
these new conditions, new opportunities, new dan-
gers, out of this seething sea of almost formless edu-
cational theories, who will forecast the fate of Latin
in the public schools? Not, certainly, the present
speaker. All she can see, or thinks she can see, is
that if Latin maintains its position of leadership even
in literary schools, it must prove its worth to those
who are studying it now.

The present speaker believes that if the teaching
of Latin can be made more vital, now, the study of it
more sincere, then, so long as 'men, by nature, love
liberty', so long as 'each best one' worships at the
shrines of the Muses, so long as the sources of our
civilization possess attraction for the student, the
position of Latin in the public schools will be secure.

Josephine A. Davis.

Morris High School, New York City.

SUMMARY OF THE CLASSICAL JOURNAL FOR

DECEMBER, 1909

The first paper. Classical Clubs for Secondary
School Teachers, is by Mr. William F. Abbott, of the
Classical High School, Worcester, Mass. This paper
contains a suggestion that will prove very interesting
and helpful, as I know from personal experience, for
we had such a club at Erasmus Hall High School for
several years. The Latin Club at Worcester was
formed in 1891, and since then has been in active
existence, except in 1900-1903. The Club has read,
either in selections or entire, Horace, Pliny the
Younger, Catullus, Propertius, Tibullus, Lucan,
Aulus Gellius, Ovid, Lucretius, the Trinummus of
Plautus, the Dialogus of Tacitus, Cicero's Brutus,
Caesar's Bellum Civile, Sallust's lugurtha, Tyrrell's
Cicero in His Letters, and Burton's Selections from
Livy. The meetings were held twice a month. — A
Greek Club, meeting once a month, was formed in
1893. Its readings have covered plays of Aeschylus,
Sophocles and Euripides, Pindar's Odes, Theocritus,
Plato, and Homer's Odyssey. Special papers were
also prepared in each club, on art, religion, philos-
ophy and antiquities. The above shows what even
the secondary-school teacher can do, despite the
many hours of teaching, the correction of papers, the
preparation of lessons, general supervising work, and
the thousand and one demands made upon his time.
As Mr. Abbott says, such reading proves an agree-
able change from Q**<^^ cum ita sint and irreOdt

The second paper. The Status of the Classics
in the South, by B. C Bondurant, State College
for Women, Florida, contains mudi material for
thought on the part of the teacher of Classics. He
discusses the question first from the point of view
of the secondary school, and then from that of the
college and the university. By tables of statistics he
makes his points clear. From 1889, 1890 to 1904, 1905,
the number of students studying Latin in the sec-
ondary schools of the United States increased 16.07
per cent, a gain 2.41 per cent greater than the

percentage of gain in students studying algebra in
the same period. In 1905, 50.21 per cent of all pupils
in public secondary schools studied Latin, while in
private schools 4647 per cent of the entire number
took Latin. In the case of Greek it was the reverse,
6.67 per cent of secondary students in private schools
taking Greek, while only 1.47 took Greek in the
public high schools. From 1^5 to 1905 the number
of secondary pupils taking Greek decreased more
than 50 per cent — In the southern states, between
1900 and 1905, the percentage of students taking
Latin rose from 53.87 to 58.55, while in the United
States at large there was a slight decrease; in the
high schools, 63.46 per cent, in the private secondary
schools, 46.5 per cent of all students study Latin.
In 1908 74.28 per cent of high school students in
North Carolina are taking Latin. — Eight high schools,
in as many leading cities in the South, show a de-
crease of one per cent in one year. It is rather
striking, however, that Birmingham, a great indus-
trial center, shows the highest enrolment of high
school students taking Latin, 76.5 per cent — ^To the
question, "Do you think that Latin should continue
to hold the place it does in our educational system?"
six out of eight principals of high schools answered
"Yes" without qualification. To the question "Do
you notice any change in the attitude of your con-
stituency 'toward the Classics (particularly Latin) ?"
five principals make no reply, twenty- four report no
change, sixteen report decrease of interest, and
fifteen observe an increase of interest — Greek is dis-
appearing from both public and private secondary
schools. In public schools 3.48 per cent took Greek
in 1900; in 1905, only 2.39 per cent; in private
schools, 5.76 per cent studied Greek in 1900; in 1905,
4.97 per cent — Mr. Bondurant's statistics for the col-
leges and universities are based upon figures col-
lected from fifty-five representative institutions.
From 1900, 1901 to 1907, 1908 the figures for Latin
show an absolute increase in the number of those
taking Latin, but a relative decrease of 3.14 per cent ;
in Greek the number decreased both relatively and
absolutely. In 105 colleges in the South, 963 stu-
dents elected Latin last year beyond the requirements
of their course; this year, 979. Last year 523 elected
Greek; this year, 578.

The third paper, by Warren Stone Cordis, Ottawa
University, is entitled The Accusative of Specifica-
tion in Aeneid I-VI. This paper is an appeal for the
return to the accusative of specification to explain
many of the cases that are now explained as an
accusative with the middle voice or as an accusative
retained with the passive. The author says that "the
change has been most sweeping where an accusative
is used with the perfect passive participle". But the
editors do not agree; for example, the Greenough-
Kittridge edition places oculos suffusa, 1.228, under
accusative of specification, while nearly all the other
recent editors regard it as a direct object Nor are
the editors always consistent with themselves, as one
edition classifies mentem . . . prgssus, 3.47, as
specification, and animum arrecti, 1.597 (a misprint
for 579), as a direct object To illustrate further the
lack of agreement, he calls attention to the fact that
Fairclough-Brown follow Papillon-Haigh in explain-
ing 2.273, perque pedes traiectus lora tumentis, as a
secondary accusative with the passive, but take 4.644,
interfusa genas, as the direct object of the middle,
while manus revinctum, 2.67, which the English
editors take as an object of the middle, Fairclough-
Brown regard as a secondary accusative.— The editor

ftik CLASSICAL WEEKLY

ridicules Fairclough-Brown for regarding 5.5 ii, in-
nexa pedem, as a middle with a direct object, and
suggests that they were tricked by their idiomatic
translation 'having its foot bound', a translation
which he claims elsewhere is logically nearer to
'bound as to his hands' than to 'having bound his
hands'. Along the same line he criticizes Professor
Knapp for regarding insternor umeros, 2.722, as an
instance of the middle; he suggests as a translation,
'I cover myself, to be more specific, my shoulders'. —
Mr. Cordis calls attention to the fact that the accusa-
tive of specification with an adjective admits of no
ambiguity. He gives several examples like nuda
genu, 1.520; but claims that if the descriptive adjec-
tive nuda were replaced by the perfect participle
nudata, which has become practically an adjective,
the construction of genu would be the same. — ^Wc
may conclude our brief review of this timely article
with the statement that his point is well taken when
he* says, that "it is quite possible to recognize the
direct object of the middle and the secondary accusa-
tive with the passive as having contributed to the
development of the Latin accusative of specification
without attempting to distinguish as distinct cate-
gories the instances where such influence has been
operative".

In this issue the following books are reviewed:
Lothman's Latin Lessons for Beginners (W. G. Leut-
ner) ; Comparetti's Vergil in the Middle Ages (F. J.
Miller) ; Butler's Post-Augustan Poetry from Seneca
to Juvenal (Henry W. Prescott) ; O'Connor's Chap-
ters in the History of Actors and Acting in Ancient
Greece (R. C. Flickinger) ; Baumgarten-Poland-
Wagner's Die hellenische Kultur (A. T. Murray) ;
Marquand's Greek Architecture (William C Po-
land) ; Scrivener's The New Testament in Greek
(Edgar J. Goodspeed) ; Thackeray's Grammar of the
Old Testament in Greek (E. J. Goodspeed).

W. F. TiBBETTS.
Erasmus Hall High School, Brooklyn, N. Y.

REVIEW

Cicero : De Senectute. Edited by J. H. Allen, W. F.
Allen and J. B. Greenough. Reedited by Kath-
arine Allen, University of Wisconsin. Boston:
Ginn and Co. (1908). Pp. xviii + 108.

Cicero's delightful essay on old age justly holds its

place in most of our colleges and universities as a

part of the Latin work of the Freshman year. For

the needs of such students the present edition is

clearly intended. The work of revision has been

carefully done, and consistently with the aim, as

stated in the Preface:

In the introduction a few new paragraphs have
been incorporated and some alterations made in the
old text In the notes some simple grammatical
explanations and references, and some translations
of easy words and phrases, have been omitted, a few
notes have been altered or expanded, and a consid-
erable number of new notes added, though it has
been the aim not to mar the simplicity characteristic
of the old edition by elaborate annotation.

The chief change in the introduction is a brief, yet
adequate, account of Cicero's contact with Greek
representatives of the important schools of philos-
ophy, his own intellectual independence, united with
admiration for Plato, and his early-formed design

of setting forth for his countrymen the practical

ethics of his masters. I quote the close:

He nowhere lays claim to originality. From the
Greeks he adopts and adapts what suits him, sets it
forth in choice Latin enriched and made luminous by
numerous illustrations drawn from Roman history
and politics, and thus gives a new lease of life and a
wider sphere of usefulness to the loftiest thoughts
and noblest ideals of his predecessors. In this lies
the value of his philosophical writings to his coun-
trymen and to the world.

There is included in the introduction (pp. xiv-xvi)
a discussion of the title and date of the essay. That
it was written shortly before or shortly after the
death of Caesar is apparent from the passages usually
cited in this discussion; in favor of the earlier date
the editor cites her article (A. J. P. 28.297).

Some selections from Cato's De Agricultura are
given, with brief footnotes, on pages xvii-xviiL This
is a welcome addition. In these Cato the shrewd
farmer speaks; in the essay an idealized Cato is
"dressed in the mental costume" of Cicero's day, and
it is Cicero's voice that we hear.

Improvement is noticed in the page arrangement
of the text (pp. 1-36) ; the text is clearer to the eye,
and covers four more pages than in the earlier edi-
tion. The form of the Argument prefixed to the
notes has been improved by its tabulated arrange-
ment; the chapters and sections of the text are indi-
cated at the left In the notes, pages 37-80, there is
a like improvement in the form of the printed page :
each note forms a separate paragraph, and figures at
the beginning of each paragraph refer to page and
line, while heavy-faced figures on the margin refer
to the sections of the text

The notes impress me as judicious and, as a rule,
sufficiently concise for the purpose of the edition.
While it is a debatable point how numerous should
be the references to Latin Grammars, in an edition
for college Freshmen, the following instances of
such omission may be mentioned: 2.1.23* absterserit
(in a past result clause) ; 2.2.3 possit, "causal sub-
junctive" (the student would be helped by a refer-
ence to characteristic clauses) ; 4.2.18 senserim (as
often, dico and sentio are drawn into a guoci-clause) ;
13-6.25 quod (nihil habeo quod) : this should be felt
as like nihil est quod, and a reference is desirable. A
number of other instances where some teachers
would prefer a reference to the Grammars could be
cited. Yet the desired reference is often given, as
at 4.3.3 cum effluxisset, where the clause has a condi-
tional force.

Care is taken in rendering single words. I note
the following: i.i.ii prudentiam, 'good sense' (sup-
ported by the definition quoted from De Off. 1.153) ;
6.3.19 ingravescentem aetatem, 'the increasing burden
of age'; 7.4.9 inhumani, 'churlish*; 32.13.25 hospites,
'friends from abroad' (with an accoimt of the an-
cient h ospitium) ; 40.172 prodtVionw/acts of treason'.

> The fint figure refers to the parvgraph, the other to the pase and
and line of the text. ^^

THE CLASSICAL WEEKLY

Occasional quotations and references to ancient
and modem writers very properly find a place in the
notes. In this matter it is easy to exceed the bounds
that circumscribe an edition planned for less mature
students. The editor has shown restraint and good
taste; see especially under 15.7.11.

On page 81 is a table of the Greek philosophers
mentioned in the essay, and pages 82--99 contain
essential facts concerning the persons mentioned,
including a genealogical chart of the Scipios. The
Appendix (pages 101-105) gives the variations of the
text from that of the old edition and of MiuUer. The
reading composita in '28.12.14 (cotnpta, Mtiller; cocta,
Moore's edition) may find some measure of support
in the quotation from Seneca (Ep. 40.2), who ap-
proves of this manner of speech for the philosopher
and the old man: cuius pronuntiatio quoque, sicut
vita, debet esse composita ('calm').

To conclude, this revised edition fulfills well the
editor's aim, and will be found a serviceable and
inexpensive book.

Sykacush Umitersity. PerLEY OAKLAND PlACE.

CORRESPONDENCE

In The Classical Weekly 3.49, citing from Soph-
ocles Antigone 31-36, Professor Knapp treats o6x
(35) as a negative with 47«»' where m^ might nat-
urally be expected. I think, however, that the author
is unfortunate in the selection of a passage to illus-
trate his point According to this interpretation the
infinitive A7W is governed by irpomy/kJ^orra. It seems
to me that this view is erroneous and that the infin-
itives 47««'' and wpoKttaSai depend upon ^o^t (31).
In that case, of course, fi^ would be wrong and hence
no explanation for 0^ is required. This is evidently
the opinion of Jebb, to whom Professor Knapp re-
fers, as he translates, "Nor counts the matter light".

RoscoE Guernsey.

Columbia University.

I am afraid that Dr. Guernsey has somewhat
missed the point of my remarks on this passage. I
do not hold that o^x is used with 47«* where m^
would naturally be expected. My point really was
that non , . . sed and od . . . dXXd repeatedly,
in spite of the negative appearance of non and 0^,
constitute in reality an affirmative, a strongly affirma-
tive expression which is to be taken as a whole; to
single out the non or the od in such cases works
harm to syntax and interpretation both.

The fresh examination to which I have subjected
the passage since the receipt of Dr. Guernsey's note
compels me to admit that I might have found a better
example from Greek to illustrate my point S)mtac-
tically it is easier to join 47«'' in 34 with tfxuri in 31.
But since ^o^t was said in 31 we have had mifiOj^aPT*
in ^ and irpomipC^pTa in 34, and I am still persuaded
that we shall get a far better effect in 34-35 if we regard
t6 wpaytM . , , 4p x6\ei as in effect oratio obliqua,
giving Creon's thought Stylistically, surely, this is
the better view. Antigone's words with hardly a

change give Creon's command precisely as he might
have uttered himself, thus: rb rpayfUL Ayt (Hytrt)
0^ Jt . . . ^y ir^Xet. I write here 0^ on the basis
of my paper to which Dr. Guernsey refers. To
offset Jebb's preference for another construction I
beg to report that that excellent Greek scholar. Pro-
fessor Humphreys, construes dyttp as I have done,
though he takes a different view of odx. C. K.

THE NEW YORK LATIN CLUB

On Saturday, January 8, the New York Latin
Club held one of its most successful meetings.
Ninety-three members and guests heard Professor
Paul Shorey of Chicago speak upon The Making of
a Litterateur. To do justice to this paper is impos-
sible : it sparkled with humor from beginning to end
and kept the audience delighted throughout

After a most felicitous introduction. Professor
Shorey spoke of the characteristic of bookishness,
so noticeable nowadays, and yet fully as noticeable
two thousand years ago, and even earlier. The epic
died of overproduction: the same fate befell suc-
cessively lyric poetry, the drama, and Socratic dia-
logue. The eight centuries beginning with the es-
tablishment of the Alexandrian library were a time
of libraries, books, and readers by the million. Alex-
andrians and Germans would be hard to distinguish
in their production of dissertations. Professor
Shorey read a list of titles of theses German and
Alexandrian indiscriminately mixed, and success-
fully defied his hearers to distinguish one class from
the other. The Ancients were great readers of
'papers'.

After some apt illustrations from Martial, the
speaker came to the main topic of his paper, Lucian,
"the sage who laughed the world away". He drew
parallels between a number of Lucian's works and
familiar books of modem times, showing all through
the spirit of the twentieth century, or at least the
latter part of the nineteenth, and illustrating by
translations with modern terminology the fact that
there is nothing new in heaven or on earth. The
attitude of Lucian and of Aristophanes toward the
gods is no more irreverent than that shown to us in
The Houseboat on the Styx: the humorous side
appealed to Lucian in everything : Professor Shorey 's
last reference, "The Fly, An Appreciation", illus-
trates this most fittingly.

Everyone went away with a new sense of humor
and fun stored in the Classics for those who will
read, and sense of appreciation to Dr. Shorey for
calling again to mind that the 'dull grind' idea of
Greek and Latin is in large measure at least sub-
jective.

Edward C. Chickering, Censor.

The title of Miss Franklin's paper in the last
issue (page 82) should be corrected to read The
Place of the Reader in First Year Latin.

THE CLASSICAL WEEKLY

^he CLASSICAL IVEEKLY

Thb Classical Wbbkly is pubUshed by the Classical Association
of the Atlantic States. It is issued weekly, on Saturdays, from
October to May inclusive, except in weeks in which there is a legal
or school holiday, at Teachers College, 535 U' est zaoth Street, New
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The dates 0/ issue 0/ Volume III will be as follows : in 190Q, Octo-
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January 8, 15, as, 29 ; February 5, is, 19, s6 ; March 5, zs, 19, a6;
April a, 9, z6, 23, 30 ; May 7, 14, ai, a8.

All persons within the territory of the Association who are interest-
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Thb Classical Wbbkly is conducted by the following board of
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Editor-in-Chief
GoNZALBZ LoDGB, Teacbers College, Columbia University

Associate Editors
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Ernst Ribss, Boys* High School, Brooklyn
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CAESAR: THE GALLIC WAR

By A. L. HODGES, instructor in Latin in Wadleigh
Hi^h School, New York, lamo Cloth Illustrated,
xiii -f- 52a pages. $1.35 net.

The fourth booh in the Macmillan Latin Series edited by Dr. J, C
Kirtland. It includes the seven boohs of the Commentaries, acorn-
prehensive it tr^uctior, helpful notes, and a complete votabulary

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Vol. m

New York, January 22, 1910

No. 13

In another column is to be found the report of
the Commission on College Entrance Requirements
presented to the American Philological Association
a Baltimore. The personnel of
,ts origin have been previously
alluded to (The Classical Weekly 3.1). The meet-
ing at which the report was formulated was held in
Cleveland on October 29 and 30. All the members
were present, a fact which showed very clearly
appreciation of the importance of the meeting. And
the feeling which all the members seemed to share
that individual preferences should be sunk in the
broader consideration of the best interests of all
was not less remarlcable. There seemed to be a
unanimity of opinion that the best test of teaching
was the ability to translate unseen passages of Latin
with substantial accuracy. The hope was expressed
that this would be the ultimate test, but a number
of the Commission believed that the time was not
yet ripe for a step so radical as the requirement of
only sight translation on examinations. There was,
however, the same unanimity of feeling that if we
could not go as far as that, still it was high time to
do something to remedy the acknowledged defects
of the present system and to go before the public
with a statement of requirements on which all could
stand and which all could defend. Though the
western members of the Commission represented a
certificate system of entrance to college and the
eastern members one of examinations, it soon be-
came evident that what was really desired was the
improvement of the system of teaching in the
Bchoola and in this matter the interests of one
■ection were as vital as those of the other.

Finally, after protracted debate, in which the
utmost cordiality and harmony were displayed
throughout, the report was unanimously adopted and
now goes before the people as an expression of the
matured thought of the colleges and the secondary
schools.

Discerning critics will notice evidences of com-
promise. One institution has given up some part
of its demands, another has modified some parts of
its requirements, but nothing essential either in spirit
or actuality has been sacrificed by any of the parties
concerned.

It only remains now for the colleges of the coun-
try to embody Ilie report of this commission in their
anspunpFJnp^tf <n place of the requirements hitherto

indicated. The Commission suggests that this be
done in the next announcement of the various insti-
tutions and that the first examination under the new
system be held in igii so as to give opportunity to
make suitable preparation.

At first sight doubtless some teachers wilt be
alarmed by the increased emphasis on sight transla-
tion, but all the progress of the last few years has
been in that direction and the problem really con-
cerns itself with methods of instruction rather than
with the results. It is true that serious changes will
have to be made in instruction. The old system of
home preparation with the aid of a translation will
prove less and less efficient and hiuch more stress
will have to be laid on prompt performance in the
class-room in reading what has not been seen. It is
too early to formulate a definite method of proced-
ure. Doubtless most teachers will formulate their
own. Some will lay more stress upon written work,
others upon oral work; some will pay particular at-
tention to vocabulary, others will trust to reading
for the acquisition of vocabulary. The reduction of
the amount specifically required will relieve teachers
of the necessity of covering so many pages in a
given time and it will no doubt happen that progress
at the beginning will be much slower in actual
ground covered ; but if the sense of power and the
ability to handle what is learned is thoroughly de-
veloped, progress in the later years should be much
more rapid. It seems certain that Latin will become
a more efficient educational instrument in this way
than it has been, and if the new requirements bring
about greater attention to oral work a great good
will be gained. In any case the necessity of reading
fixed quantities of the secondary authors will be
obviated and teachers will no longer be able to
bemoan the monotony of High School teaching. The
choice of authors and selections will lie largely with
themselves. No class of fall-backs will have to re-
peat the work of the previous year. It will be pos-
sible to vary the course so that their work will be
new; every teacher will appreciate the value of this.
The work will be judged by results, not by ground
covered, and the pupil or class that can develop the
required ability by reading less and exercising the
brain more will be encouraged by the reports of the
examination. It has long been time to disabuse our-
selves of the belief that the efficiency of Latin train-
ing depended upon the number of Teubner text

THE CLASSICAL WEEKLY

pages covered, and with it to get rid of the view that
the bright mind and the stupid mind must study the
same length of time to reach the same results. Free-
dom with restrictions is what is gained by the new
set of requirements. Thoroughness is safeguarded,
monotony Is avoided. The possibilities of shallow
attainments and the temptation to the use of transla-
tions are greatly lessened.

It seems to me to be a matter of congratulation to
the Latin teachers of the country that their repre-
sentatives have been able to unite upon a set of
requirements which represents such a judicious mix-
I) and progress. G. L.

REPORT OF THE COMMISSION ON COLLEGE-
ENTRANCE REQUIREMENTS IN LATIN'

At its annual meeting in 1908 the American Phil-
ological Association, acting upon petitions from the
Gassical Association of New England, the Classical
Association of the Atlantic States, and the Classical
Association of the Middle West and South, passed
this vote ;—

Resolvtd, That there be constituted under the
authority of this Association a commission of fifteen
members On college -entrance requirements in Latin,
to formulate definitions of such requirements and to
further the adoption of these delinitions by our col-
leges and universities, in the interest of that uni-
formity toward the attainment of which this Asso-
ciation in the vote of Dec 28, 1907, promised to
"lend all aid in its power".

Resolvtd, That the members of this Association
who are present as representatives of the Classical
Associations of New England, the Atlantic States,
and the Mdddle West and South be constituted a
committee to select the commission named above ;
further, that this commission shall consist of four
members each, two representing colleges and two
renrc^i'iiting secondary schools, from the Qassical
Associntions of New England and the Atlantic
States, and seven members from the Classical Asso-
ciation of the Middle West and South, four repre-
senting colleges and three representing secondary
schools, and shall include the committee of selection.
The committee charged with the selection of the
Commission, W. G. Hale, J. C Kirtland, and Gon-
lalei Lodge, asked the Latin departments of certain
universities to designate representatives and. left to
the three Qassical Associations the choice of the
ftirmlwrs to represent secondary schools. The com-
i it important that four
students only
ritory of the Classical Association of
and two within the territory of the
ciation of the Atlantic States, should
I on the Commission, and thus made
uent of college representatives allowed
iations by the vote establishing a Com-
e case of the Classical Association of
est and South institutions in different
Titory were selected.

I meelisiot Ihc Americu PhUcitocicil ABUdatkn,

As soon as all the members had been appointed, a
chairman was elected. He submitted to the members
interrogatories covering all the matters that had been
proposed for the consideration of the Commission
and such others as are involved in the demand for
uniform requirements and uniform examinations,
and they sent their answers, with the arguments with
which they supported their opinions, to their col-
leagues. This preliminary discussion prepared the
way for the meeting of the Commission, which was
held in Cleveland on October 29 and 30, 19091 All
members were present at every session, and the fol-
lowing definitions of college-entrance requirements
in Latin were adopted by unanimous votes : —

I. AMOUNT AND RANGE OF THE READING REQUttED.

1. The Latin reading required of candidates for
admission to college, without regard to the prescrip-
tion of particular authors and works, shall be not
less in amount than Caesar, Gallic War, I-IV;
Cicero, the orations against Catiline, for the Manilian
Law, and for Archias; Vergil, Aeneid, I- VI.

2. The amount of readmg specified above shall
be selected by the schools from the following authors
and works: Caesar (Gallic War and Civil War)
and Nepos (Lives) ; Cicero (orations, letters, and
De Senectute) and Sallust (Catiline and Jugurthine
War) ; Vergil (Bucolics, Georgics, and Aeneid) and
Ovid (Metamorphoses, Fasti, and Tristia).

II. SUBJECTS AND SCOPE OF THE EXAMINATIONS.

1. Translation at Sight. Candidates will be ex-
amined in translation at sight of both prose and
verse. The vocabulary, constructions, and range of
ideas of the passages set will be suited to the prepa-
ration secured by the reading indicated above.

2. Prescribed Reading. Candidates will be exam-
ined also upon the following prescribed reading;
Cicero, orations for the Manilian Law and for
Archias, and Vergil, Aeneid, I, 11, and either IV or
VI at the option of the candidate, with questions on
subject-matter, literary and historical allusions, and
prosody. Every paper in which passages from the
prescribed reading are set for translation will eon-
tain also one or more passages for translation at
sight; and candidates must deal satisfactorily with
both these parts of the paper, or they will not be
given credit for either part

3. Grammar and Comfosition. The examinations
in grammar and composition will demand thorough
knowledge of all regular inflections, all common ir-
regular forms, and the ordinary syntax and vocabu-
lary of the prose authors read in school, with ability
to use this knowledge in writing simple I.atin prose.
The words, constructions, and range of ideas called
for in the examinations in composition will be soch
as are common in the reading of the year, or years,
covered by the particular examination.

NoTL The cumiiuliiwi in Rnmmir mud oopositkiD but be
either in Kpuaic papvn or cDmlnneit with olber jsni ol the Ludd

ini in taj of Ihe ibare delinitiDiu al ihe reqirlRnentm ihill be uken

or •ubjecl-nwltn' ol any of Ihe puuiei MI for mniliiKni, illt H

SUGGESTIONS CONCERNING PREPARAnON,

Exercises in translation at sight should begin in
school with the first lessons in which Latin sentences
of any length occur, and should continue throughout
the course with sufficient frequency to insure correct
methods of work on the part of Uie student From

THE CLASSICAL WEEKLY'

the outset particular attention should be given to de-
veloping the ability to take in the meaning of each
word — and so, gradually, of the whole sentence —
just as it stands; Uie sentence should be read and
understood in the order of the original, with full
appreciation of the force of each word as it comes,
50 far as this can be known or inferred from that
which has preceded and from the form and the posi-
tion of the word itself. The habit of reading in this
way should be encouraged and cultivated as the best
preparation for all the translating that the student
has to do. No translation, however, should be a
mechanical metaphrase. Nor should it be a mere
loose paraphrase. The full meaning of the passage
to be translated, gathered in the way described above,
should finally be expressed in dear and natural Eng-
lish.

A written examination cannot test the ear or
tongue, but proper instruction in any language will
necessarily include the training of both. The school
work in Latin, therefore, should include much read-
ing aloud, writing from dictation, and translatjon
from the teacher's reading. Learning suitable pass-
ages by heart is also very useful, and should be more
practised.

The work in composition should give the student a
better understanding of the Latin he is reading at the
time, if it is prose, and greater facility in reading.
It is desirable, however, that there should be system-
atic and regular work in composition during the time
in which poetry is read as weil; for this work the
prose authors already studied should be used as
models.

Increased stress upon translation at sight in en-
trance examinations is not recommended solely upon
the ground of the merits of this test of the training
and the ability of the candidate for admission to
college. Two other considerations had great weight
with the Commission : the desirability of leaving the
schools free to choose, within reasonable limits, the
Latin to be read by their students; and the possi-
bility of encouraging students and teachers alike to
look upon the school work as directed toward the
mastery of the laws of language and the learning to
read Latin, rather than the passing of examinations
of known content, a superficial knowledge of which
may be gained by means unprofitable in themselves
and in their effect upon the student's habits even
vicious. The Commission is supported in this recom-
mendation by resolutions passed by the American
Philological Association, the Classical Association of
New England, the Classical Association of the At-
lantic States, and various smaller organizations of
teachers. Moreover, the recommendation is in line
with the practice of other countries and the present
tendency in our own country.

The adoption by the colleges of the definitions of
requirements formulated by the Commission will not
necessitate any change in the reading of the schools,
and there is no reason to believe that the usual course
of four books of the Gallic War, six orations of
Cicero, and six books of the Aeneid will be at once
generally abandoned or greatly modified. The course
of study is not so likely to change as the methods of

study. The Commission feels, however, that it ii
wise to open the way for a wider range of reading,
and that the schools should have the right to select
the material to be read, the colleges contenting them-
selves with evidence that the reading has been so
done as to furnish the right sort of training and the
necessary preparation for their work. A flexible
course of reading has many advantages. A change
may be made when an author or style becomes weari-
some or has grown so familiar that the change
makes for a maximum of accomplishment, and the
student who must repeat a year's work will generally
do better if be has new reading. Besides, all au-
thors and works are not equally suitable for all
schools; difference in age and grasp should be taken
into account, and students usually read with most
interest and profit that to which their teachers come
with most enthusiasm. The teacher, too, should have

increase his own familiarity with,
the literature.

It will be noticed that the amount of reading has
not been diminished from the requirements now in
force. The colleges which admit students on certifi-
cates from the schools will have no difficulty in ex-
acting this amount, and experience shows that the
substitution of sight-examinations for examinations
in prescribed work has a tendency to increase rather
than reduce the amount of reading. It will be no-
ticed, also, that the choice of reading has not been
left entirely to the schools. la addition to the more
definite prescription of works for examination, the
requirements limit the reading in school to certain
works not usually read in colleges. Only schools
which read more than the required amount will be
free to go beyond these' bounds.

The Commission has prescribed for examination
portions of the reading intended for the last two
years of the school course only, inasmuch as students
usually take the entrance examinations at the ends
of these years. It is expected that collies which
require only two years of Latin for entrance, or
accept so much as a complete preparatory course,
will set examinations in translation at sight rather
than prescribe any portion of the reading.

The Commission was instructed by the * '■—'

Philological Association not only to form
nitiona of the college-entrance requirement:
but also to further the adoption of these
by the colleges and universities of the coun
interest of uniformity. A vote passed by
ological Association in 1907 indorsed the de
the requirements of different institutions
expressed in identical terms, and this vot
proved in the subsequent action of the
Associations. The Commission therefor
fully petitions the authorities of colleges ai
gities to adopt, without material alteration
nitions of requirements formulated by :

lOO

THE CLASSICAL WEEKLY

uniformity has once been established, it will be easy
to correct these definitions or change the require-
ments themselves by concerted action, if they are
found, after sufficient trial, to be unsatisfactory. The
Commission has not attempted to make full definition
of the requirements or a complete plan of examina-
tion. Although it has confined its recommendations
almost entirely to the requirements and examina-
tions in reading, it believes it has made possible the
removal of most of the vexations attending the pres-
ent variety in the Latin requirements.

REVIEWS

Homerischer Hymnenbau nebst seinen Nachahmun-
gen bei Kallimachos, Theokrit, Vergil, Nonnos
und Anderen. By Arthur Ludwich. Leipzig:
Hirzel (1908). Pp. 380. $3.oa
Arthur Ludwich of Konigsberg is well known to
scholars for the fierce conservatism which has ranged
him against nearly all modem workers on the text
of the Homeric poems. He took his stand once for
all on Alexandrian text tradition, and has long fig-
ured as the bitterest opponent of those who would
'restore' the text of the Iliad and Odyssey in view of
our improved acquaintance with the dialects that
make up that remarkable composite called Epic The
discovery by Grenfell and Hunt of Ptolemaic texts
of Homer very different from the vulgate has not
shaken his faith, and his new book is written partly
to furnish evidence for his theory.

Everyone who has read Balzac's Louis Lambert
remembers the axioms on number, those pages that
read like some translation of the lost writings of
Pythagoras ; and again, in Z. Marcas, Balzac sees the
hand of fate in the career of the man whose name
contained seven letters, seven, that most character-
istic of cabalistic numbers. Balzac, of course, in-
herited from a long line of philosophers his theory
that everything in nature rests on relations and that
special numbers have certain occult meanings. Nor
need one be a mystic to accept the doctrine of num-
ber. But can we believe that the Greek poets from
Homer down were so fascinated by the esoteric
meaning of certain numbers that they worked them
into their poems as a light to the initiated much as
we have been told that Bacon interwove acrostic
signatures in the text of most of the Elizabethan
masterpieces? That is what Ludwich would have us
believe, and that their methods and aims, though
recognized by their contemporaries, have hitherto
defied the detective powers of generations of critics
and scholars.

Ludwich's analysis of the Homeric Hymn to Apollo
(he follows Gemoll in regarding the Pythian and
Delian Hymns as a single poem) will serve to illus-
trate his theory. All have noted in the Delian Hymn
the obvious echoes of Iliad I. Ludwich, by discarding
from the latter the 44 verses that Aristarchus ath-

etised or ignored, makes it coincide in length with the
double-barrelled Hymn, L e. 567 verses. These he
divides both in the H3rmn and the Iliad into 81
heptads or 189 triads (and note that 81 is divisible
by 3 and 189 by 7) which he takes to prove that
Aristarchus's text of Iliad I was built and membered
like the Homeric Hymn. This theory obviously im-
plies a single poet for Iliad I. The use of heptads in
Homer and the Hymn which imitated Homer is due
to the desire to honor Apollo, whose birthday and
hieratic number is seven. So significant a number as
three needs no explanation for its presence, but the
three functions of Apollo, the lyre, archery and
prophecy, at once occur to the mind. Ludwich thinks
that, here and in the other Hymns which he analyses,
the use of number was hieratic but as the gods give
way to the emotions and experiences of men the
symbolic numbers are introduced to express a com-
pliment or an insult or merely for luck. Vergil took
over from Theocritus this later convention and the
true meaning of 'Eclogue' is a 'reckoning* from
iK\oyl^€<r$cu. In the first five Eclogues and the ninth
Vergil's arrangement was according to the numbers
19 and 63. These are the Metonic numbers which
derived their significance from their use in the cycle
of Meton the geometer. Aristophanes worked in the
Metonic numbers as an insult to Meton. Perhaps the
most surprising passage in the book is Ludwich's
discussion of the Birds 451-538 and 539-626. He
discovers a veiled attack on the famous cycle in the
fact that a metrical analysis of portions of those
strophes reveals 38 ictuses in each, while with a little
manipulation the passage will provide two groups of
63 tetrameters. We are to imagine the elite of an
Athenian audience enjoying the insult to Meton as
they counted the ictuses and realised that, since
38 = 2 X i9i the allusion was to the nineteen year
cycle.

Perhaps all this is no harder to believe than the
theory of acrostic signatures. Yet if true, how
strange is the lack of external evidence for such a
practice ! How extraordinary the care taken to con-
ceal one's real meaning (e. g. by one so frank as
Aristophanes), and so successfully taken that all this
artillery of devotion, compliment and insult has for
all we know missed fire till now! What ingenuity
lavished to obtain how little result I Ludwich's book
contains no arguments that will silence these and
other obvious reflections.

Bryn Mawr College. WilMER Cave WrIGHT.

Book of Latin Prose Composition. By Jefferson
Elmore. Boston: Benj. H. Sanborn and Co.
(1909).
Professor Elmore's book is intended for the use
of colleges and advanced classes in schools; it aims,
according to the preface, "to provide first for system-
atic work in syntax to reen force and supplement that

•• •

THE CLASSICAL WEEKLY

lOl

of the usual preparatory coiurse'\ That is, the author
takes for granted that all the more elementary and
fundamental principles have already been appro-
priated by the high-school senior or college fresh-
man,' an assumption which is, unfortunately, quite
tm warranted. Even if these students can explain
with some degree of facility the Latin which they
translate, yet when it comes to the writing of Latin
the simple basic facts of grammar must again and
again be thrust upon their mental vision, until they
become willing to cast aside their beloved misty
indefiniteness for concrete formula and scientific ac-
curacy. What they especially need at this stage of
their progress is a general survey of the field which
for three or four years they have been cultivating
bit by bit — ^and how often one parcel of ground
grows waste and wild as soon as the nonchalent
agriculturalist proceeds on his way to the next! A
composition book of this grade, therefore, should
treat Latin syntax synthetically; like constructions
should be grouped together by means of outlines and
summaries, and some attempt should be made to
correlate the vagaries of the moods and tenses.
Professor Elmore, however, has adopted no such
method. To each chapter, as introductory to the
exercises, he doles out a scanty and comparatively
unsustaining amount of grammatical pabulum, omit-
ting the simpler constructions and such larger themes
as word-order, indirect discourse and the ordinary
forms of conditional sentences. The grammatical
contents of some of the chapters are as follows:
the indefinite second person; personal pronouns {ego
and nos) ; the dative of reference and the ethical
dative; the rMm^clause of reason and adversative
clauses; general conditions of fact relating to past
time.

The vocabulary of the exercises is to a great
extent that of the Latin authors read early in the
college course. It is greatly to be regretted that the
vowels are not marked. If we believe, as most of
us do, that no teaching of Latin can be thoroughly
satisfactory which disregards vowel-quantity, then
the wonderful opporttmities which composition offers
for training in this particular must be fully utilized :
the prose book, like the grammar, should have the
long vowels carefully indicated. Moreover, this
vocabulary is exceedingly concise, far too concise
for adequate service or accuracy. Still one may
explain this defect by understanding that it is in-
tended to be merely suggestive, and that the student
works with his Harpers' close beside him. Finally,
to venture one more criticism on this part of the
book, the Latin of the vocabulary and the foot-notes
is not always the best or even a good translation of
the English word or phrase to which it is assigned.
For example in the sentence (page 6), "It is natural,
then, to find that he makes use of Plato's thoughts
in this book which he addressed to Atticus", d€c§i

is clearly an inaccurate rendering of "it is natural",
and inscriho (the best choice of the words given in
the vocabulary), is not the most suitable translation
of "address". Undoubtedly it is haste rather than
lack of judgment which is responsible for such slips
as these.

In the subject-matter of the exercises Professor
Elmore has shown no small amount of ingenuity
and originality. Some idea of the nature of these
may be obtained from these titles (for which the
reviewer is responsible) : The Pleasures of Writing
Latin ; Books, Bores, and the Autocrat of the Break-
fast Table; Earthquakes, ancient and modem; Shall
the business man live in the country?; Letter-writ-
ing; Newspapers; Birthdays and Eulogy of Lincoln;
Civic Reforms; A Dinner Party; Physical Exercise;
Pleasures of College Life; Vacation is Approach-
ing; Crops, Weather, and General Gossip; War;
Immortality. Such live topics certainly must prove
more attractive to the ordinary student than the
usual musty re-hashings of certain worn-out classi-
cal themes. Reminiscences of Latin life and letters,
however, season the somewhat commonplace mod-
ernity of these little essays, and there is now and
then a touch of humor — ^sometimes conscious and
sometimes not. The length and degree of difficulty
of the exercises seem to be well calculated. On the
other hand, when these exercises are actually written
out by a class, it will be found that the teacher will
need to give an unusual amount of attention to the
securing of connected, smooth Latin. Otherwise the
student will simply reproduce the comparatively de-
tached, primer-like style of the English, a disaster
to be most strenuously guarded against It would
doubtless relieve the monotony of these exercises,
sprightly as some of them are, to insert here and
there throughout the book selections of moderate
difficulty from the English classics.

If, then, the teacher will supply the necessary syn-
thetic grammatical review, insist on the marking of
long vowels and the constant use of a large Latin
dictionary for the purpose of supplementing the
vocabulary, and finally, both by precept and example
accustom his pupils to write Latin in well-con-
structed, graceful periods, this book may be used
with great pleasure and profit Unfortunately, there
is neither table of contents nor index.

SvRACUSB Univbxsity. HarOLD L CLEASBY.

THE PITTSBUGH CLASSICAL ASSOCIATION

The Classical Association of Pittsburgh and
Vicinity met December 4 at 10.30 A. M. in Duff's
Business College. After minutes and general busi-
ness Professor Hamilton Ford Allen, of Washington
and Jefferson College, was introduced. Professor
Allen's subject was Positions Taken by the Ships in
the Battle of Salamis. He presented arguments to
prove that the battle did not take place within the
straits between Salamis and the mainland, but that
tho Persian ships lay with their left on Salamis and

• . •

I02

THE CLASSICAL WEEKLY

their right on the mainland, with their line of battle
broken by the island of Psyttaleia, and that the
battle was fought in this position.

This entertaining and instructive paper was dis-
cussed by Professor H. S. Scribner of the University
of Pittsburgh.

A Reading from Horace, Book I, Ode 9, was de-
lightfully given by Mr. William Douglas of Shady-
side Academy.

Ancient, particularly Greek and Roman, History
in the Secondary School, was presented by Principal
William L. Smith of the Allegheny High School.
Principal Smith said the function of Greek and
Roman History in the Secondary School should be
cultural and disciplinary rather than informational
In speaking of the time it should be taught, Mr.
Smith said it should be later rather than earlier in
the course, and that the plan of treatment should be
broad and general rather than specific in detail.

This good talk was the subject of enthusiastic dis-
cussion by Professor Adams of Shadyside Academy
and Professor Ullman of the University of Pitts-
burgh.

Current Educational Literature was introduced by
the Secretary. Byrne's Syntax of High School Latin
was discussed.

The President had a pleasant surprise for the
Association and its guests — a display of some rare
old books which lovers of the Classics like to handle.
Among these were some of the origin..! Delphin
editions.

The Association received invitations from Duff's
Business College and the University of Pittsburgh
to hold its regular meetings in their respective build-
ings. The Association voted to hold the January
meeting in the University. Professor Allen gave
us a cordial invitation to hold one meeting in Wash-
ington and Jefferson College at Washington, Pa.
We hope to accept this invitation in March.

On motion the secretary was instructed to write a
history of the Classical Association of Pittsburgh
and Vicinity and send it to The Classical Weekly.

The Association was happy to receive word that
Dr. Paul Shorcy of the University of Chicago will
be present to address its meeting on April 30, 191a

On motion the Association adjourned to meet
January 22, 1910, in the University of Pittsburgh.

N. Anna Petty,
Carnegie, Pa. Secretary-Treasurer.

THE CLASSICAL CONFERENCE AT SYRACUSE

Coincident with the annual meeting of the Asso-
ciated Academic Principals, December 27-29, at Syra-
cuse, occurred the annual conference of the New
York State Classical Teachers' Association, Decem-
ber 28. There were two sessions; both were well
attended ; besides nearly one hundred classical teach-
ers from various parts of the state not a few of the
Principals were present.

The program (see The Classical Weekly 3.79)
was of unusual interest and value, and the confer-
ence was the most successful since the Association
was formed five years ago. The Proceedings will be
published with those of the meetings of the Asso-
ciated Academic Principals, and the Secretary will
see that copies are furnished to all members of the
Association, and to others upon application.

For the benefit of those not familiar with the
formation of this Association of classical teachers a
brief statement may be made. The Associated Aca-
demic Principals had met annually at Syracuse, dur-

ing the Christmas holidavs, and for several years,
also, the State Teachers' Association, which this year
met in New York City. And, naturally, meetings
came, in time, to be arranged for the several depart-
ments of instruction in the schools of the state.
Departmental Associations were formed by the
science teachers, for example, and by the classical
teachers. These various Associations were formed
with a comtnon purpose. This purpose, in the case
of the Classical Teachers' Association, is to develop,
to a greater degree, a professional spirit of co-
operation towards improved methods of teaching,
and to quicken zeal for the cause of classical study.
This Association has always met in Syracuse, and
the date of its annual conference has always coin-
cided, naturally, with the annual meeting of the
Associated Academic Principals, a very considerable
number of whom are teachers of Latin or Grec^ It
has, therefore, been in close touch with the annual
discussions, the results of which find expression in
the Academic Syllabus.

The Syllabus was discussed at the meetings of the
Principals on December 28. At die morning session
of the classical teachers the Latin requirements were
discussed by Principal H. L Russell, of Owego,
Professor Herbert J. Smith, of the Oswego Normal
School, Professor John Greene, of Colgate Univer-
sity, and Professor Harry Thurston Peck, of Co-
lumbia University. Professor Peck presented a
resolution that the amount of prescribed reading of
Latin authors, as specified for college entrance, should
be diminished in the interest of more intensive study,
that greater power in using the language should be
developed, and that college entrance examinations
should be a test of power. On motion of Professor
Herbert M. Burchard, of Syracuse University, the
resolution was amended to include Greek, and was
then passed. Also, among the business matters at
the morning session, a communication was submitted
from Professor Charles Knapp, of Barnard College,
in regard to cooperation with the Classical Assoaa-
tion of the Atlantic States, and support of The
Classical Weekly. Professor Knapp's letter was
referred to the executive committee, and was cordi-
ally accepted. Some twenty-five additional members
joined the C. A. A. S.

Greetings were received and read from the Aca-
demic Principals. It was voted unanimously, after a
brief discussion, to affiliate with their body. In this
connection it may be added that no commimication
was at any time received officially from the State
Teachers' Association, nor was there any intimation
of a separate meeting of classical teachers in New
York Qty (on the same date) tmder their auspices
until about one month prior to this conference, when
the program had already been arranged. In fact, the
information came first from one who had been asked
to take a part in the New York meeting. Further-
more, at the conference held in Syracuse a year ago
no mention was made of changing the place of meet-
ing, nor was the matter of definite affiliation with
any educational body discussed and passed upon until
at the recent conference, when, as stated above, it
was unanimously voted to affiliate with the Academic
Principals.

At the conclusion of Professor Peck's address,
which was thoroughly enjoyed by all, and was indeed
a most exceptional treat, a vote of thanks was given
to him.

The following officers were chosen for 1910:
President, Professor John Greene, Colgate Univer-

:• •:

»••

THE CLASSICAL WEEKLY

103

sity; Vice-President, Professor F. A. Gallup, Al-
bany; Secretary-Treasurer, Miss Clara Blanche
Knapp, Central High School, Syracuse; Executive
Committee: Professor Perlcjr Oakland Place, Syra-
cuse University, Professor Edward Fitch, Hamilton
College, Professor Harry Thurston Peck, Columbia
University, Mr. Willis M. Galloway, High School,
Geneva, N. Y., Miss Marcella M. Foley, High School,
Herkimer.

In conclusion, this Association plans to enlist the
interest and support of an increasing number of the
classical teachers in the schools, colleges, and univer-
sities of the state, and to become an efficient agency
for the expression of intelligent opinion in matters
touching the status in our schools of that part of our
educational system whose value those only can esti-
mate whose experience has received its far-reaching
value. P. O. Place,

Sykacusb University.

THE CLASSICAL TEACHERS' SECTION OF THE

NEW YORK STATE TEACHERS'

ASSOCIATION

The Classical Section of the New York Sute
Teachers' Association met with the general Associa-
tion in New York City, at Teachers College, on De-
cember 28. There was much discussion of the fact
that the Association calling itself The New York
State Teachers* Classical Association, which hereto-
fore had met with the New York State Teachers*
Association when the latter body had gathered in
Syracuse, had this year failed to meet in New York
with the general parent body. Instead of effecting a
complete organization, as was urged by some, the
Section finally requested its Chairman, Dr. C D.
Seely of Brockport, to appoint at his leisure an ex-
ecutive committee of three members. It was further
voted, on motion of Professor George P. Bristol, of
Cornell University, formerly President of the New
York State Classical Teachers' Association, that this
Executive Committee should confer with the Syra-
cuse organization, to induce it if possible to resume
its former relations with the State Teachers' Asso-
ciation, and to meet annually with that body, where-
ever it might gather. It was further ordered that, if
the Executive Committee should be unable to accom-
plish this purpose, it should have power to complete
a permanent organization with a full complement of
officers and to take measures to insure the existence
of a vigorous classical section of the State Teachers'
Association.

The two papers read evidenced a common desire to

decrease the mortality in High School classes by

better adapting the work in Latin to the needs of the

secondary schools as distinguished from the demands

. of the colleges.

Dr, W. F. Tibbetts, of Erasmus Hall High School,
Brooklyn, discussed The Present Status of Latin in
the High SchooL He showed that the butchery of
Latin pupils is not confined to the first year, but
extends up through the second and the third year.
Our unsatisfactory results are largely due to the
greatly changed personnel of our classes to-day with
their admixture of foreign pupils imperfectly speak-
ing and understanding English. But account must
also be taken of the social diversions and unfavor-
able home environment of the pupil of to-day as
compared with those of thirty years ago.

Dr. Tibbetts recognized not only the hopelessness
of attempting to restore the conditions of the olden

time, but also the necessity of intelligently adjusting
ourselves to the situation as we find it at the present
This effort must find expression in endeavors to
compete actively with other departments of instruc-
tion, in making our teaching more attractive and
valuable in an educative way. The step in this direc-
tion should be the elimination from the work of the
first year of many incomprehensible topics, such as
conditional clauses, cMm-temporal and cMm-circum-
stantial clauses as well as those with antequam and
priusquam. The work of the first year should be
limited to forms and such a minimum of syntax as
can be readily apprehended and thoroughly compre-
hended by the beginner. Dr. Tibbetts further ad-
vised enriching the high school curriculum by a
much wider variety of reading than is now per-
mitted. He would advocate reading the best things
from many authors, rather than an attempt to study
any one book exhaustively. He believed it possible
to cull passages suitable for the high school student
from the lyrics and elegiacs of the minor poets like
Catullus and Martial, or even from the satires of
Juvenal. Such an enrichment of the curriculum
would involve radical differences with existing stand-
ards for entrance to the colleges, whose demands
were regarded as disadvantageous to the continued
popularity of Latin in our High Schools.

(To be concluded)

Mr. W. A. Jenner, of the Boys' High School,
Brookl)m, spoke on Educative Interest in First Year
Latin. He held that little progress had been made
in the past generation in elementary Latin instruc-
tion: the beginners' book in popular use now was
published in substantially its present form twenty-
five years ago. Its most active competitor is con-
fessedly reversionary in type, like the old Latin
reader, which was so subservient to the conventional
grammatical order of presentation as to offer only
phrases for translation in the noun and adjective
declensions.

Our beginners' books are unsatisfactory because
they are uninteresting; they depend too much on
grammatical notions for interest as well as apper-
ception. English grammar is not taught, and will not
be taught, as thoroughly as it once was; it is there-
fore useless to depend on that for interest and
apperception.

We must therefore, in our beginners' books, appeal
to those apperception-clusters in the beginner's mind
which are of greater agglutinative value than are
grammatical notions. Most valuable are the begin-
ner's notions of geography and history.

English educators already show appreciation of all
this. Witness Professor Sonnenschein's charming
books for beginners. Since the American boy, on
beginning Latin, is older and more mature than the
English, we may attempt for him what Professor
Sonnenschein regards as impracticable for the lat-
ter — ^the utilization (through intelligent methods of
illumination rather than of simplification) of an
original Latin text, whose pursuit will be recognized
as of educative interest and value in itself. The
drudgery of forms will be lightened by setting be-
fore the beginner a task which he can readily recog-
nize as worth doing for its own sake.

Dr. Jeffreys, of the Eastern District High School,
Brooklyn, differed with Mr. Jenner, and advocated'
the method represented by the sort of book which
Mr. Jenner had described as rcversionaiy in type.

W. A. Jenner.

•^, •» •

I04

THE CLASSICAL WEEKLY

^he CLASSICAL IVEEKLY

The Classical Wibkly is published by the Classic al Atsodstico
of the Atlaotic States. It is issued weekly, on Saturdays, tiom
October to May inclusive, except in weeks in which there is a legal
or school holiday, at Teacheis College, 535 M est laoth Stiect, New
York City.

Tht ttaies »/ Usmt 0/ Volmm* 11 1 will be as follows : in 1909, Octo-
ber s, 9, s6, S3, 30; November 13, to ; December 4, 11, z8; in 19x0,
January 8, 15. sa, 39; Februsry 5, ss, 19, s6; March 5, za, 19, a6;
April s, 9, x6. S3, 30 ; May 7, 14, si, a8.

All persons within the territory of the AMOctaticn «ho are interest-
ed in the literature, the life and the art of ancient Greece and ancient
Rome, whether actually engaged in teacbirg the Clsfsicsor not,are
eligible to membership in the Association. Application for member-
ship may be made to the Secretary Treasurer, Charles Knapp, Bar-
nard College, New York. The annual dues (which cover also the sub-
scription to The Classical Webkly), are two dollars. Within the
territory covered by the Association <New "S ork, New Jersey, Penn-
sylvania, Delaware, Maryland, District of Columl ia, Virginia) sub-
scription is possible to individuals only through membaship. I'o i »-
*tiiutions in this territory the subtcription price if one dollar per year.
To persons and icstitutiors outside the terriioiy of the Association
the subscription price of The Cu^ssical Weekly is one dollar per
year.

The Classical Weekly is conducted by the following board of
editors :

Editor-in-Chief
GoKZALEZ Lodge, Teachers College, Columbia University

Associate Editors
Chaklss Khapp, Barnard College, Columbia University
Ekkst Riess, Boys* High School, Brooklyn
Harry L. Wilson, Johns Hopkins University
Business Manager
Charles Knapp, Barnard College, New York City
Communications, actides, revieyrs, quericf, etc, should be sent to
the editor-in-chief. Inquiries concftning subsrtipiionr and advertis-
ing, back numbers or extra number*, notices of change of address»
etc., should be sent to the busicess manager.

Printtd by Princeton University Prus, Princeton, N. J.

TOWLE AND JENKS'S

CAESAR'S GALLIC WAR

Text in clearer print than anv ether edition.
Notes give exactly the help that pupils need.
Grammatical Affendix c< ntains all the grammar
needed for reading Cae>ar.

yocabulary b made for pupils of ordinary capacity.

FOUR BOOKS SLOO SIX BOOKS Sl.ES

D. C. HEATH & CO.. Publishers

BOSTON NEW YORK CHICAQO

P. TERENTI AFRI COMOEDIAR

THE COMEDIES OF TERENCE

Edited with Introduction and Notes

By SIDNEY G. ASHMORE. L.H.D.

Pro/euer c/ Latin in Union Ccllege^ Schenectady^ N. Y,

Complete in one volume, ^ .60

'* Prof. S. G. Ashmore has done a real service in preparing this
complete edition. For the first time, teacher and student have in a
sinKJe volume a variety of material which is indispensable tea proper
study of Terence. . . . Professor Ashmore'sbook is marked by sanity,
by care, by fine l.terary instinct, for Proftssor Ashmore is master of an
excellent English style, something all too rare in classical text-books.
The introduction ' iscusses clearly and well such topics as the history
of Greek and Roman comedy, the plays of Terence, Terent e's influ-
ence upon literature, and the production of plays."

The Nation^ Sept. J, iqoS,

Send /or complete catalogue .

OXFORD UNTVERSmr PRESS. American Branch
S5 West ttnd Street. New York

WRIGHTS SHORT HISTORY OF GREEK

LITERATURE

By WNJIER CAVE WIMHT, PI1.O.

Associate Professor of Greek, Bryn Mawr College

$1.60

This volume affords a general survey of the whole field o'
Greek literature, from Homer to Tulian. It ia written rathe*'
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to modem essays dealing with the Greek masterpieces.

AMERICAN BOOK COMPANY

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ALLEN AND SREENOUGITS SIX ORATIONS OF CICERO

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A Short History of Rome ..... $1.00
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scon. FORESMAN AND COMPANY

EDUCATIONM. PUBUSHERS
CHICAGO HJJNINS

CAESAR: THE GALLIC WAR

By A. L. HODGES, Instructor in Latin in Wsdisigh
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xiii + saa pagst. $1.25 nst.

The fourth booh in the Macmillan Latin Series edited hy Dr. J, €•
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THE MACMILLAN COMPANY

64-66 FIFTH AVENUE, NEW YORK
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E>f CoDfRBTof Much I, JB79

Vol. HI

New York, January 29, 1910

No. 14

It has been more than once emphasized that it is
the teacher that counts in teaching Latin, as in teach-
ing everything else, and the life of the class-room
has its source, as a rule, in the genius that presides
at the desk. It is also a trite remark that no two
individual teachers ^ that are alive — have identical
methods; and it is almost superfluous to add that
that which constitutes individuality in a teacher's
method is not found within the leaves of a text-
book. Many suggestions have come to me from
various quarters from teachers who thought that
their own experience, or rather, perhaps, their own
devices might help other teachers ; which depends
upon the extent to which the teacher who learns of
these devices can assimilate suggestion and trans-
mute it into a new method, not merely an imitation
of the old. Consequently all accounts of individual
experiences or individual devices have their value;
and therefore teachers will find Miss Sabin's paper
in The School Review for December interesting. It
is called An Experiment in High School Publication.
It appears that in the Oak Park High School in
Illinois the students of the Latin department issue a
small paper called Latine, appearing six times a year,
containing four pages per issue and all sorts of ex-
amples of the work of the students. While Latin is
not the absolutely necessary medium, yet the major-
ity of the contributions arc in Latin. Mtss Sabin
gives the contents of the paper for two years, which
I subjoin :

Doings of a Freshman on the First Day of School;
Descriptions of Prominent Faculty Members ; Poem
to the Janitor ; Advertisements : The Good Points of
Danderine, Grapenuts, Gold Dust Twins, etc. ; Jokes
on Teachers or Pupils; Bright Stories in General;
Valentines ; Quotations from Caesar, Cicero and Vir-
gil, Adapted to Personal Peculiarities of Pupils ;
Plays at Chicago Theatres; Well-known Novels;
What 1 am Thankful For ; Original Poems ; Orations
of the Turkey before Thanksgiving; How I spent my
Summer; Interviews with Seniors; Reports on Cae-
sar, Cicero, and Virgil when Boys at School ; Poems,
half English and half Latin like

Felis sedet by a hole

Intenta she cum omni soul

Prendere rats;

Mice cucurrunt over the floor

In numero duo, tres, or more,
Obliti cats ;
Continued Stories; Baseball News; Description of a
Roman Banquet and Consular Elections; Imaginary
Letters Written by Some Character in Caesar or
Cicero; Bible "

The object of the paper is (i) to meet the student
on the common ground of humor, (2) to show the
pupils that the language is adapted to modern life,
(3) to afford material for sight reading so personal
in its nature that for once in his life at any rate the
pupil will be eager to read Latin, (4) to give the
student a chance to contribute and see his name in
the Latin paper, (5) to inspire a feeling of pride and
dignity in the work of the department, (6) to keep
before the mind of the pupil, without seeming to do
so, and still more to bring to the attention of the
father and mother the reasons for studying Latin
and Greek.

In the sample number before me one contribution
is entitled Libri ah Omnibus Noti and from the list
of thirty-eight I cull the following: Transitus, Mu-
lierculae, Liltera Coccinea, Sedes Potentium, Discri'
men Rerum, Limes Pinus Solitariae, Domus Fasti-
giorum Scptcm, Superbia et Opinio Confirmata.

A publication with a similar view, but issued, 1
think, only once a year, is Sibylline Leaves, published
by the students of the classical department of the
Central High School, Kansas City, Mo. This latter
publication is a small book of forty pages, containing
contributions of all sorts in Greek, Latin and Eng-
lish, pictures and news. It resembles in some respects
certain annuals that one sees in schools, for we have
accounts of students' plays, burlesques on studies,
caricatures of leading characters in their courses. A
caricature of Caesar and Ariovistus, Caesar with a
small Aeduan clinging to the skirt of his tunic, facing
Ariovistus whose heavy club rests on the outstretched
form of a wretched Sequanian, I wish I could re-
produce.

He would be a strange person who would despise
such productions as those I have mentioned. Ephe-
meral in their character I "
ever, containing anything I
yet arc themselves signs o
the less real for being palp,
dents are to study Latin af
use of Latin is a desideratt
welcomed. This point has
these columns and I do noi
to the eloquent words of D
be a spoken language dur
cause certain of its devot
Ciceronianism — a standard
who yet spoke a I^tin quil

io6

THE CLASSICAL WEEKLY

a pupil who is sufficiently interested in his subject to
write Latin sentences of his own volition ungram-
matically, than a thousand of those who write it
grammatically under compulsion. For the former
there is much hope; for the latter there is little.

I strongly suspect that the majority of us teachers
are over-pedantic in the bad sense, that is to say we
set a standard of correctness which we ourselves
would find difficulty in reaching and we hug the de-
lusion that, because we have diligently worked out
the exercise which we set our pupils to write, we are
therefore critics of Latin style. As a matter of fact
the range of ideas in our various class-rooms is so
narrow and the range of expression is so straight-
ened that it is a wonder our pupils get as much out of
the study as they do and, were it not that they are
unconsciously absorbing food for the mind in many
shapes merely intimated by the work of the hour, the
total results would be more barren than I care to
contemplate. And so all such efforts as those indi-
cated in the work at Kansas City and Oak Park are
not merely to be tolerated but to be emphatically
endorsed and, while no Cicero redivivus is likely to
result, yet many of the students will find the road to
the Capitol paved with something else besides rocks
of offense. G. L

SYMPOSIUM ON HRST YEAR LATIR

At the annual meeting of The Classical Association
of the Atlantic States held at Haverford College on
April 23-24 last, one session was devoted to a Sym-
posium on First Year Latin : Essentials versus Non-
Essentials. With the present number we beg^in the
publication of the papers that formed part of this
symposium. That these papers may be rightly under-
stood we reproduce the outline of the symposium that
formed part of the printed programme of the meet-
ing:

I. Pronunciation. — Miss Theodora Ethel Wye,
Teachers College.
II. Forms. — Mr. Charles C Delano, Jr., Brooklyn
Latin School, Brooklyn (now at Antioch
College, Yellow Springs, Ohio).

(a) What forms must be learned? what forms
mav safely be eliminated ?

(b) How can the essential forms be mastered?
Should they be learned piecemeal? or in large
blocks ?

III. S)mtax. — Miss Anna Petty, High School, Car-

negie, Pennsylvania.

(a) What principles should be mastered in this
year? what principles may be safely omitted?

(b) When should the study of s^tax begin? at
once? or should it be postponed until a goodly num-
ber of forms has been learned?

IV. Vocabulary. — Mr. Stephen A. Hurlbut, The

Kelvin School, New York City.

(a) How many words should be learned? what
words? what meanings?

(b) Aids to acquiring these words?

V. Latin Writing. — Dr. George Depue Hadszitz,
University of Pennsylvania.

(a) When should it begin ?

(b) Place of oral work?

(d) How much should be attempted in this year
(i. e. what principles of sjmtax should be attacked) ?

(e) Helps?

I. THE PRONUNCIATION OF LATIN

The purpose of this symposium is, as I understand
it, to separate the essentials from the non-essentials
in first year work, and to suggest how the former
may be emphasized.

Fortunately the question of the Roman pronuncia-
tion versus the English or Continental is hardly one
which disturbs the teacher of beginning Latin to-day.
Despite Professor Bennett's protests that matter is
practically settled. If, however, there should be in
the class some enterprising youth who reads The
Western Teacher or The New York Evening Post,
he too may ask why one should not say jigno,
jignere, since it is so much easier and so much more
like the English. Then the teacher must be ready to
give practical reasons and explanations for the faith
that is in her. It is not merely bad morals but bad
strategy to find oneself compelled to say to a young
and therefore critical student that a certain proced-
ure is adapted because *the colleges require it' or
even because it is the latest thing. Perhaps it may
be said, then, that for the teacher the first essential
is a healthy conviction of the validity of the Roman
pronunciation and the possession of reasons for the
same that can be stated clearly and positively if the
need arises.

The beginners' books all g^ive more or less elab-
orate rules for the sounds of the vowels and conso-
nants, but the teacher of experience knows that these
are useful chiefly for reference and that pupils will
acquire the correct sounds most readily by imitation.
A very considerable amount of Latin, therefore,
should be heard in the class-room in the first weeks
of instruction. H one is so fortunate as to be able
to use skillfully the direct or oral method, the pupils
will have from the beginning abundant opportunity
for practice in using Latin. Failing this desideratum,
the reading aloud of all Latin set for study should
be the invariable rule. At no stage in the secondary
school curriculum is it more important that the cry
of 'So much to do in forty minutes' should not
induce the teacher to neglect this phase of the be-
ginning work. If Ciceronian periods or Vergilian
music are ever to have any meaning for the High
School student the habit of hearing and using the
language must be established from the very first
days.

THE CXASSICAL WEEKLY

107

On the purely formal side what shall we ask our
students to learn, as to rules for accent, quantity,
etc? In the matter of accent it has often seemed
to me that the solemnity of some of our beginners*
books is marked by the pathos of the unintentionally
humorous. Two recent manuals give long and care-
fully worded rules regarding the conditions under
which a Latin syllable is long and equally long and
elaborate rules for the conditions under which it is
short One can only assume that the relation be-
tween 'tother and which was not established in the
authors' own early education. Seriously, however,
it seems that as the rules for accent are usually the
first rules which the Latin student meets it is of
importance that they should set the example of being
brief and explicit. Method is individual and one
should be chary of offering one's own patent, but
after reading the rules in half a dozen beginners'
books and observing the dire confusion in the minds
even of college students on this simple matter I ven-
ture to mention the very homely directions that I
give to my own students. After having taught the
names of the syllables I say: "Latin accent is very
simple. There are three rules, (i) Never accent
the ultima; (2) accent the penult when it is long; it
is long if it contains a long vowel, a dipthong or a
vowel followed by two consonants; (3) if the penult
is short accent the antepenult". I should consider
that I was laying undue emphasis upon a very
obvious point did not a recent pamphlet — ^by a Uni-
versity professor— entitled The Teaching of Ele-
mentary Latin contain the following paragraph:

The practice of many good teachers is to spend the
first week in drilling the class on the rules of pro-
nunciation. This seems an unnecessary waste of
time and energy, is disagreeable to the class, and
ultimately results in a less correct pronunciation
than when the teacher, without stopping to have the
class learn rules, begins with the first lesson and
gives the correct pronunciation of each word as the
class comes to it. Toward the end of the year the
rules for pronunciation should be learned. With the
method recommended above, the class, with a little
help and correction from the teacher, will readily
pronounce their Latin as well as they do their Eng-
lish.

This is surely making a difficulty where none
exists. The three short, simple rules necessary can
be learned in ten minutes by an average student ; the
custom of asking a student when he mispronounces
a word why he puts the accent on that syllable in
place of making for him the correction which he
promptly forgets will very soon establish the habit
of determining for himself at first sight the correct
accentuation. Can this be said to consume more
time than asking students to learn by sheer force of
memory the correct pronunciation of five or six
hundred words and then commit the rules after the
greatest need for them is over?

The most difficult question, however, with which

the teacher has to deal in teaching pronunciation is
the matter of quantities. How much shall be taught
and how can it best be done ? Beginners' books vary
in the rules given, teachers vary in the extent to
which they require quantities to be marked in writ-
ten work. Personally I have found that the simpler
rules, such as the quantity of a vowel before another
vowel, before ns, nt and nd, etc, are helpful They
need not all be given at the outset, but suggested
gradually as an aid when a student is having trouble
with a particular word. Learning quantities outright
should in my opinion be restricted to the case-end-
ings, verb-forms, the quantity of the accented penult,
and words like Rdmdnus, which occur so frequently
that visualizing them is comparatively easy. Here
again it is a case of its being better to require a little
and insist on the knowledge of that little. Words
and forms that can be differentiated by quantity
alone should be heavily stressed as soon as they
occur. A child who has been properly taught should
not find the abuteris of the first Catilinarian a rock
or confuse the nominative mensis with the Dative
plural of mensa. The marking of quantities in written
work is a valuable aid if it is systematic and not
overdone. Occasional sight-reading of unmarked
Latin will bring home the value of quantities in
translation and the marking of such a text by the
pupils can be used as a variation of the ordinary
written work.

I should wish to emphasize, however, at the end
as well as at the beginning of this paper, the fact that
the habitual use of Latin in the class-room by
teacher and pupil when the teacher is herself fas-
tidious in the matter of quantity — and double con-
sonants — is the factor of greatest importance in cul-
tivating sensitiveness on Jthe part of the students to
the niceties of Latin pronunciation.
Tbachbrs CoLLBGB. Theodora Ethel Wye.

II. FORMS IN FIRST YEAR LATIN

The fundamental object to be attained in any
serious work in first year Latin is threefold. We
must insist upon a thorough knowledge of forms,
the acquisition of a fairly large vocabulary and an
understanding of the common grammatical construc-
tions. To lay down principles by means of which
any formal estimate may be set upon the relative
value of each of these three requirements is a very
difficult matter. They are in fact all extremely es-
sential for any degree of success in the reading of
Caesar or Nepos.

In this paper, however, we propose to discuss as
thoroughly as possible, in the limited time at our dis-
posal, but one of the three ends of first year study
which have been enumerated above. I mean the
study and teaching of forms. Important as we may
all grant the acquisition of vocabulary and the
knowledge of syntax to be, yet the zest and pleasure

loS

THE CLASSICAL WEEKLY

is largely taken from the study of Nepos or Caesar
if the student is hampered by his inability to recog-
-nize and interpret the forms which he meets upon
the printed page. The work of the second year
should not of necessity be devoted to the study of
paradigms, but should be more profitably spent in
pushing forward the frontiers of the student's mental
vision in the acquirement of an increased vocabu-
lary and a deeper knowledge of grammatical lore.

(a) We may first, then, determine what are the
essential forms to be learned during the first year of
Latin study.

In the first declension, we can, I am sure, safely
afford to omit all the Greek nouns. Stress, however,
must be laid upon the peculiarities of the Latin in-
flections, such as the dative and ablative plural of
dea and filia, although any time spent upon the study
of the old genitive singular, as in pater familias,
may better be postponed until a later period, for its
use will not come within the learner's course of
reading until he meets it in Cicero.

In the second declension, likewise, we may best
confine ourselves to purely Latin forms. All that is
Latin, however, it seems to me, must be thoroughly
learned. We cannot afford to neglect careful work
and drill in the treatment of the genitive singular of
nouns ending in it^ and ium, or of the vocative
singular of nouns with the former termination. As
far as my experience goes, such forms are a peren-
nial source of error. Another fertile ground for
doubt in the second declension is the apparent arbi-
trary presence or absence of the e in the stem of the
oblique cases of such words as puer and ager. No
amount of time spent in the attempt to remove ig-
norance in this matter can be misspent

In the third declension, also, Greek inflections may
not concern us at all in first year work. All regular
Latin forms must, however, be thoroughly digested,
as well as such irregular nouns as bos, vis, iter, etc,
as are of fairly common use in the second year
readings. The »-stems need an especially thorough
treatment, and constant practice both in oral and
written work, together with a careful memorizing
of the rules governing their formation, is the only
safe way of mastering their difficulties.

The fourth and fifth declensions must in general
be learned in their entirety. In the study of the
fourth declension scientific accuracy demands that
the learner form a clear conception of the fact that
the dative singular of masculine and feminine nouns
likes to end in ui (the form in u is of rare occur-
rence), while neuters regularly end in u, and that the
dative and ablative plural vary in accordance with
fixed rules between ibus and ubus. It is not too
much, I am sure, to expect that at the end of the
first year's study the student will be absolutely cer-
tain on these matters. In the fifth declension, he
ntust remember that dies and res are the only nouns

that are not defective in the plural, while most of
the others have only the nominative and accusative
cases.

In all these declensions we can scarcely, with any
peace of mind, neglect the rules for gender or the
locatival forms. Rules for grammatical gender of
the third declension are particularly hard, but their
thorough mastery is an acquisition for which the
student will be exceedingly grateful throughout all
his later study. Locative forms are certainly not
difficult and drill will easily fix them in mind.

If the beginner has already acquired a firm grasp
of the first two declensions, adjectives which follow
these inflections may be easily mastered. A constant
source of error, however, lurks in the declension of
miser, misera, miserum, which in distinction from
pulcher, pulchra, pulchrum does not drop the e of
the stem in the inflection. Much practice will be
needed to clear up this mystery. Peculiarities of case
endings, as, for instance, in the genitive and dative
singular of unus and its eight companions, introduce
a novelty into the inflection of adjectives of the first
and second declensions which will require consid-
erable attention before the student becomes familiar
with such usages. Careful drill is necessary in the
correct pronunciation of this particular genitive, with
especial reference to the exception occurring in
alterius. Likewise adjectives of the third declension
are robbed of much of their terror when viewed in
the light of previous knowledge gained in the corre-
sponding nominal inflections. Some time, however,
may be profitably spent in dealing with such so-
called irregular adjectives as dives, par, vetus, and
the participle in -iens. Comparison of adjectives
need not present any serious difficulty, although such
irregular comparisons as bonus, malus, parvus, etc.,
should receive such attention and drill as to become
a very part of the student's mental life. Demonstra-
tive adjectives, it need hardly be said, are all suffi-
ciently important to be included within the scope of
first year work. Many of the numeral forms may
be passed over with a simple reading. A careful
memorizing of the cardinals up to twenty with the
decads to one hundred along with the ordinals as far
as twenty, would, I should say, be amply sufficient
for ordinary purposes. Distributives and multiplica-
tives can be safely omitted as well as most of the
numeral adverbs.

Pronominal forms contain little that can be
slighted. In the genitive plural of the first and
second personal pronouns important syntactical con-
structions require both forms to be learned, although
it is not essential to burden the pupil's mind with
the form mi in the dative singular of ego. In the
treatment of the interrogative pronouns, in practi-
cally all the grammars we find the statement that
when used pronominally the masculine singular form
quis and its oblique cases serves for the feminine as

THE CLASSICAL WEEKLY

169

nelL Nearly all beginners' books, however, decline
the singular in three genders throughout, without
stating clearly, if at ail, that the feminine singular
forms are used solely as adjectives. Scientific ac-
curacy, however, demands that we should insist upon
the whole truth in this matter. Most of the indefinite
pronouns are indispensable to our work of the first
year. Such peculiarities as occur in the feminine
singular of aliquis and such double forms as quid-
dam and qaoddom need to be especially pointed out
and explained. Correlative and compound forms
need not cause much trouble, if previous declensions
have been well mastered.

In the conjugations little can be safely neglected.
I should most assuredly omil the future imperatives,
though all else is most essential. Special care is due
the imperative, infinitive, participial, gerund, gerund-
ive and supine forms. Experience shows that boys
and girls enter upon their second year with an ex-
ceedingly haiy notion about their formation and
inflection. Of irregular verbs only such as do not
occur frequently in second year authors should be
considered as unessential.

So much, then, for the amount of study of forms
upon which we must insist in first year Latin work.
Leaving for the present any consideration of the best
methods of teaching and learning these inflections,
we may now turn to the second topic of our dis-

{To be continued)

REVIEWS.

A Study in Roman Coins of the Empire. By Fred-
eric Stanley Dunn. University of Oregon Bul-
letin. November, 1909. 23 pp.
Scholars in America have never fully realized the
importance of ancient coins as an aid to classical
study. It is true, our college texts of ancient authors
often have cuts of coins, more or less appropriate,
but for the most part derived from old wood-cuts
badly drawn and inaccurate in the extreme. It is
doubtful in most cases whether the writers have ever
seen, or at least examined with care, an original
specimen. Nor are they wholly to blame, for their
masters and confreres in Europe, with all the great
national collections in easy reach and with all the
force of centuries of tradition that America lacks,
are much in the same position. Archaeology has
indeed become a handmaid to classical literature;
archaeologists know their literature well, while the
exponents of the literature of the Greeks and
Romans have become, and are ever becoming more,
students of archaeology in every one of its branches
— except numismatics. Here, alas I the field is aban-
doned to dilettanti and specialists outside the univer-
sities. Mommsen alone, in this as in other things,
stands on a pinnacle by himself. He was the only
thoroughly rounded classical scholar. To him no

phase of ancient life and thought, no slightest monU'
ntent that helps to illustrate the ancient world, was
unworthy of the most serious study, and Das Rom-
ische Miinzwesen testifies lo his interest in coins,
too, as a subject of historical investigation.

But for the rest,— should we gather the names of
great classicists and those of famous numismatists,
they would stand in two almost mutually exclusive
columns. The study of ancient, especially Roman,
coins, has been mainly limited to private collectors —
often men with but a meager classical training — and
to the custodians of public collections; and scientific
articles by competent writers appear almost inevit-
ably in the exclusively numismatic periodicals that
seldom reach the greater public, even of the studious.
Francesco Gnecchi in his valuable little manual
Monete Romane has drawn up a list of the chief
writers on Roman coins from Andrea Fulvio in 1517
to Babelon's Traite of 1904, and out of eighty authors
the names of Mommsen, Borghesi, Lenormant and
Garrucci alone are familiar to classical students in
other fields I

This is 3 serious indictment of classical philolo-
gians, but such are the facts and the indictment must
stand. Of late, things seem to be mending some-
whaL The results of research in Roman coins are at
last being incorporated in the body of classical lore.
The only wonder is that — boycotted as it practically
has been in every university aula — Roman numismat-
ics should still have been placed on such i firm and
scientific footing, thanks to the labors of such hoh-
professional scholars as the Baron d'Ailly, Gnecchi,
Bahrfeidt and Dr. Haeberlin. It seems indeed as if
this most illuminating branch of historical study
were at last "coming into its own". Courses are
offered in several universities abroad (last year a
course was given in the University of Rome by Dr.
Loreiiiina Cesano — an Italian woman, be it noted),
and a beginning is being made in America, too.
Even without the original material for study much
can be done; but coins of undoubted genuineness are
so readily obtainable and at such slight expense-
where great rarities are not sought as j
rarity of a coin is a mere accident of no
from the scientific standpoint — that thei
son why every institution where the
taught should not have a small and
collection as part of its equipment

Yale has had for years a collectioi
thousand specimens, both Greek and 1
ago catalogued with loving care by I
Edwards, but since his time they have
away like a buried treasure in the librai
far as I am aware, no one has ever uf
practical study until very recently. Thei
collections in the Mint at Philadelphia
curator, Dr. T. L. Comparette, is doing
under wretched conditions, to augmen

THE CLASSICAL WEEKLY

Boston Museum of Fine Arts and the Metropolitan
(in both of which, however, the coin is regarded as
an individual work ot ancient art ; its historical value
for comparative study is minimized), and in the
American Numismatic Society's building in New
York. A careful but summary catalogue of the
Roman coins in St John's College, Toledo, Ohio,
was published two years ago by Father F. J. Hillig,
S. J., of that institution. Thus it is evident that
material exists among us and that interest in the
subject is not lacking.

The little pamphlet of Professor Dunn cited at the
head of this article is a welcome sign of this awak-
ening interest, and I heartily commend a perusal of
it to all who may have a curiosity to know what
coins have to teach. Doubtless copies may readily
be obtained by addressing the author at Eugene,
Oregon. It is not presented as a work of originality
or scholarship, and does not require a critical review
at my hands. Professor Dunn had never given at-
tention to Roman coins until chance placed in his
way a small collection of coppers from Augustus
to the fourth century, with a few earlier and later
pieces. They were of little value commercially and
mainly in rather bad preservaliv^n, to judge by the
examples he illustrates in two plates, and further he
was hampered by the lack of books to consult on
the subject. But in order to show how much pleas-
ure and profit may be drawn from even so slight a
source, I cannot do better than to quote, in part, his
own words in the opening section.

A privilege enjoyed by comparatively few classical
instructors fell to my lot some three years ago, when,
through the generosity of a friend, a collection of old
coins was placed in my hands for the purpose of
classification. The summers since then, and many
long winter evenings, have found me poring, like a
veritable miser, over my treasure-trove, thoroughly
enjoying the thrill of handling these relics of an-
tiquity and fascinated by the quest to decipher their
enigmas. ... It was a matter of progressive
amazement to me to discover how a single coin could
reveal such alluring glimpses into so many depart-
ments at once. One brass of Trajan's could teach
me truths that had hitherto made but slight impres-
sion — I was a pupil in history, biography, current
events, private life, religion, art, portraiture, epig-
raphy, orthography, metallurgy — all in one. ... I
am convinced that the science of ancient numismatics
is an unclasped volume to the average citizen and
that its technical phrases are more or less vague
even to the majority of classical students. . , .
May I hope that the general reader, as well perhaps
as my colleagues in the classics, may find something
of interest in the following paper. I am making
bold to give to my pamphlet the nature of a discursus
upon a selected group of the coins, indulging freely
in the use of explanations and transcriptions, in the
wish that I may thereby lead my readers by the
same inductive method which I myself was compelled
to follow.

The coins selected for examination are all sestertii,
dupondii and asses of Divus Augustus (struck by
Tiberius), Caligula (in honor of his father Cier-

manicus), Nero (temple of Janus closed), Titus,
Domitian (by a shp labeled Dominitian, p. i6), and
Trajan. Would that a copy might be placed, as a
*tract', in the hands of every Latin teacher in
America! George N. Olcott.

Columbia Umvermtv.

Heracleitos von Ephesos, griechisch u. deutsch. Von
Hermann Diels. Second Edition. Berlin : Weid-
mann (1909).

It is eight years since the first edition of this book
appeared in 56 pages ; the present numbers 83. The
type is now larger and not so solid ; the pages are no
longer black with erudition, and the tentative pam-
phlet has become a little book. But this is not the
sole improvement; the introduction is fuller; orig-
inal sources on the life, writings and teachings of
Heracleitos precede the fragments; these latter, too,
are a trifle more numerous (with numbering un-
changed, however), and the accompanying footnotes
are generously enlarged; finally, the whole of Hip-
pocrates* De victu 1.3-24 is given (this is founded on
the teachings of Heracleitos, only 13-24 now being
queried as pseudo-Hippocratean). Evidently, one
feels, both the man and his teaching are becoming
better understood, more appreciated and of increased
importance.

And this is true. Twenty-five years ago Diels
was not full professor in Berlin; but his lectures
on Aristotle already revealed him as the coming
compiler and interpreter of Greek philosophy. Since
then he has given us the Doxographi Graeci, the
fragments of the pre-Socratic philosophers, and a
host of symbola on almost all of them, keeping pace
with Bywater in England, In the last ten years
Heracleitos has come to be a most important figure
in the history of philosophy and theology through
the new interpretation given to his word logos (an
advance with which Diels shows himself not to be
in full sympathy in this last edition) and our insight
into his hierophantic rhetoric has been immensely
enhanced by the careful arrangement of the philos-
opher's fragments by Diels, differing, however,
greatly from Bywater's. We can now by induction
and definition see the Fire.

In a vague way the world knows him as the 'Weep-
ing Philosopher,' that he held that all things are
Fire because Fire is transformed into all things, and
taught a theory of Perpetual Flux, "the whole uni-
verse being possibly a speck upon the eternal ocean
of change." But the skilful arrangement by Pro-
fessor Diels suggests a fuller and better understand-
ing. He has no purpose of interpreting the philos-
ophy of Heracleitos as a whole; he has translated
throughout each and every fragment of Heracleitos;
others may build what system they can upon them.
Logos to him is no clear parent, as he finds it in
Heracleitos, of the Stoic and Philonic and evangelis-
tic Logos, 'Word*. It is still Velt-geseU' or 'gesetz'.

THE CLASSICAL WEEKLY

III

though he renders it 'Wort*. Here our debt to Pro-
fessor Diels ends; he has given us an extremely
scholarly and attractive edition of the philosopher's
fragments, and in the introduction an excellent state-
ment of the influence of the Logos of the philosopher
down into Christian times.

For many years, however, there was a tendency
to handle Heracleitos as a Greek philosopher purely.
Those who got their impressions of the philosopher
from Ueberweg found but little connection of the
Logos with the tenets of the Stoics, Philo, John the
evangelist and Justin Martyr. Heinze, in Die Lehre
vom Logos (1872), maintained that "the Logos of
Heracleitos is only a sovereign ordinance that Nature
invariably obeys and man must also follow, if he
is to play his appointed part in the economy of the
world". But now the tendency is to emphasize it
as the "rational power, principle, or being which
bpeaks to men both from without and from within —
the universal Word which for those who have ears
to hear is audible in Nature and their own hearts,
the voice of the divine*'*.

Probably the best and most recent English ex-
pression of the Logos doctrine of Heracleitos is to
be found in Professor James Adam's Religious
Teachers of Greece, chapters X and XI, embodying
what he said in expounding the Greek philosopher
in his Gifford lectures on Natural Religion, delivered
in 1906 at Aberdeen.

Heracleitos considered himself the means of a
pew revelation to man, and did not hold the Logos
to be his mere discourse, but a "pre-existent and
everlasting cosmic principle operating in the material
and spiritual world and giving all its full signifi-
cance". It must be obeyed; it is actively intelligent
tnd thinks — the divine reason imminent in Nature
and man. It is not an immaterial essence; with
Heracleitos the spiritual is not yet separated from
the material; he is a hylozoist, but the primal sub-
stance has life plus thought. Fire is the Logos
conceived of as something material. Did not Je-
hovah speak to Moses in the fire that consumed
rot the bush? Did not Persian fire-worshippers
possibly give the philosopher fire as the subtlest
essence to be conceived of as the substance of the
Logos? Indeed, he may have caught an inspiration
from some chanting of that opening line of the Rig
Veda:

Agnim ile purohitam yajnasya devam rtvigam.

But he saw more in fire ; it stood for the changing
reality of things; yet, in spite of his vision of an
eternal ocean of change, his last word is not multi-
plicity or discord, but unity and harmony; and the
unity in which all opposites are reconciled is the
Logos, or God. Here, then, was his solution of
the universe: it is spirit (he calls it fire), and of it
he predicates divine qualities; it is intelligent, pur-

poseful, law-abiding. The world of phenomena is
created by the changes in this divine substance. He
was monist; to him there was no antinomy of
mind and matter. But his great contribution is the
Logos: God and identical with the everliving Fire
(not the ordinary fire we see, but celestial Fire,
such as Moses may have seen) and in its changes
is the world. How the Logos passed on from the
Stoics to Philo "who under Platonic influence clearly
separates Logos from the supreme God" and "then
came the decisive step for which post-Aristotelian
philosophers in Greece clearly prepared the way by
an ever increasing disposition to personify the ethical
ideal", and how the connection is made with the
fourth evangelist, and Justin Martyr could say,
"They who have lived in company with the Logos
are Christians, even if they were accounted atheists,
— and such among the Greeks were Socrates and
Heracleitos" — all this final outcome we are in posi-
tion to appreciate all the better for the careful
editing, explanation, and appreciation of the frag-
ments of Heracleitos by Diels.

Nbw York Univkrsitv. W. E. WaTERS.

The Washington Classical Club held its eighth
regular meeting on Saturday, January 15, at noon,
at the Friends School, 1809 I Street, Washington,
D. C. Professor John C. Rolfe of the University of
Pennsylvania read a most interesting and instructive
paper on The Scientific Knowledge of the Ancients.
Mr. Thomas W. Sidwell, Principal of the Friends
School and President of the Washington Classical
Club, and Mfs. Sidwell entertained the members of
the Club at a buffet luncheon after the meeting.

The Classical Club of The George Washington
University celebrated its tenth anniversary on Jan-
uary 22. Professor Mitchell Carroll, founder of the
Club and its President since the beginning, presided.
The feature of the meeting was a S3miposium on
Classical Studies as a Training for Men of Affairs.
The speakers were Rev. James Bryce, the British
Ambassador, Mr. John W. Foster, formerly Secre-
tary of State, Dr. Harvey Wiley, of the Bureau of
Chemistry, and Mr. James Scott Brown. Mr. Bryce
urged Americans to bestir themselves in opposition
to the tendency to desert classical studies in favor of
studies which bring worldly benefits at the earliest
possible moment. He laid emphasis on the relation
of modern literatures to the Classics. Mr. Foster
argued strongly against elective courses; if the stu-
dent must specialize in latter-day courses, let him
do so when his mind is in fit condition to absorb
them to the best advantage. Dr. Wiley and Mr.
Scott advocated the study of the Classics because
such study ministers to mental training and forms
the basis for future study in modem languages and
literatures.

We greatly regret that lack of space prevents us
from giving in greater detail the interesting ad-
dresses delivered en this important occasion.

1 Cf. Schnster. Heraklit vcn E^hetut (1900), James Adam, Tht
lUHgUu* Ttacktrs </* Grttct (2908).

The phrase To he concluded, found on page 103, is
due to an error in proof-reading. The paragraphs
below this phrase and the 'rule' which follows it
belong with what precedes and complete that report

I 12

THE CLASSICAL WEEKLY

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Text in clearer print than anv other edition.
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Vol. m

New York, Fbbrdary 5, 1910

No. 15

The next number of The Classical Weekly will
contain sixteen pages. The main feature of the
issue will be Mr. Hurlbut's paper on the Vocabulary
of First Year Latin, which attracted much attention
at Haverford in April last, when it was presented
at the meeting of The Qassical Association of the
Atlantic States as part of the Symposium on First
Year Latin. The paper gives a list of 6oo words
for First Year Latin Study, arranged in three differ-
ent ways.

It is thought that many teachers will find these
lists useful, alike in school and college. I intend to
use them with my freshman class at Barnard Col-
lege, Extra copies may be obtained at lo cents each
(i3 copies one dollar, 25 copies two dollars). The
issue wilt be copyrighted. C K.

Some of my remarks in The Classical Weekly
of January 22 (3-9?) seem more or less Hable to mis-
construction, and Professor Ingersoll of Yale Uni-
versity has done me the great service of criticising
and amplifying them in the communication which
follows. G. L.

I have just read with much interest the full and
clear editorial of Professor Lodge in the current
issue of The Classical Weekly. Professor Lodge
writes on the basis of full information and in an
admirable spirit, but it is possible that a reader
whose inside information is not so complete as that
of Professor Lodge might get an erroneous impres-
sion from one or two passages in the editorial, to
which therefore I should like to allude briefly.

One of the passages reads as follows : "The re-
duction of the amount specifically required will
rtlievt teachers of the necessity of covering so many
pages in a given time''. Properly understood this
pass^e is quite unobjectionable, but to a reader not
thoroughly familiar with the definitions formulated
by the Commission it might not unnaturally be mis-
leading. The definitions of the Commission distin-
guish sharply between (i) the amount of the reading
required and (2) the texts specifically prescribed (or
minute examination, and the Commission has recom-
mended no reduction under the first of these two
heads. The correct understanding of this fact is
obviously important. Under the definitions of the
Commission a candidate for admission to college
must be duly certified by his teacfaer(s) as having an
(impunt of Latin fully equivalent to the old four

books of Caesar, six orations of Cicero, and six
books of Vergil.

Another passage in the editorial which seems to
call for a word of comment is the one in which Pro-
fessor Lodge says "There seemed to be a unanimity
of opinion that the best test of teaching was the
ability lo translate unseen passages of Latin with
substantial acctirac^', and the two following sen-
tences. The point here to be noted is that the case
is not quite SO simple as the words of Professor
Lodge would seem to imply. All members of the
Commission would agree (as indeed who would
not?) that the accurate reading of unseen passages
is an excellent test and, in fact, they all heartily
favored the general employment of this test in the
entrance examinations ; but these facts do not quite
cover the whole case and Professor Lodge's state-
ments in this section of the editorial seem to me to
be too sweeping. 1 shall attempt no discussion of
the subject here, but will content myself with the
statement that the distinction between "seen" and
"unseen" may be carried too far in language-teaching
as well as in other spheres, and that "the ability to
translate unseen passages", while an excellent test
and heartily to be commended, does not necessarily
supply a complete solution to all the problems in-
volved.

I will add just a word on the subject of the use to
which the definitions of the Commission may be put
by those who are interested. The main object of the
labors of the Commission, by the very terms of its
constitution, was in the direction of securing uni-
formity in entrance requirements in Latin. A start
has now been made in this direction, but of course
the whole problem has not been satisfactorily and
permanently solved and there arc imperfections even
in what has already been done. The Commission,
however, still continues in existence and contem-
plates further deliberations if they shall seem to be
called for. It would seem that, for the present at
least, the best chance of further progress in the
desired direction is through the Commission. The
Commission of course has no authority whatever,
nor has it. I am sure, an desire to impose its views
upon anyone. Such influence as it may have must be
by way of purely voluntary approval and acceptance
on the part of schools and colleges. If such volun-
tary approval and acceptance are not secured, the
Commission will have accomplished little or nothing.

114

THE CLASSICAL WEEKLY

Nor will much have been accomplished, if various
colleges accept merely certain parts of the definitions
of the Commission, making each in its own way cer-
tain reservations, exceptions, modifications, or addi-
tions. If, however, colleges which approve in gen-
eral the aims and statements of the Commission to
date will adopt for the present the Commission's
definitions as they are and will send to the Chairman
of the Commission (Professor John C. Kirtland,
Exeter, N. H.) suggestions for future modifications,
there is at least a chance that definitions may ulti-
mately be formulated which will be satisfactory, if
not to all, at least to a large majority of those con-
cerned. J. W. D. Ingersoll.

SYMPOSIUM ON naST YEAR LATIN.

(Continued from page 109. See page 106)

(b) Should forms be presented piecemeal or en
bloc?

Until about thirty years ago any first year Latin
book which did not follow an orderly presentation
of first the forms and then the syntax of Latin
would certainly have lain unsold upon the publish-
er's shelf. About 1880, however, a new pedagogical
theory began to be exploited in such books as the
original Collar and Daniell's and others of less re-
nown. In these books forms were given piecemeal,
with nominal, adjectival, pronominal and verb inflec-
tions interspersed with grammatical rules in a hetero-
geneous mass. The advancement of such a theory
was evidently due to a desire to ease the learner's
struggle for the mastery of Latin forms and S)mtax.
This new style of text-book became immediately
popular, and the older theory became practically
extinct for several years. But when the pendulum
of tl.eoretical pedagogy swings to the uppermost
limit in one direction, it is sure to return in a degree
at least toward its original position. The year 1898
indeed marks the rebirth of the older theory, with
the publication of Professor Bennett's Foundations
of Latin, which advocates and embodies the older
method of presenting forms.

We shall now, therefore, endeavor to discover
some general principles which may serve to indicate
the values which may be attached to both theories.

Latin is hard, say the exponents of the old-time
theory. Its mastery requires patience and steady
perseverance. But patience and perseverance can
only come through the exercise of patience and per-
severance. In other words, according to Aristotle,
virtues cannot be taught, they can only grow in
strength through their own use. What greater op-
portunity can we find, then, for the development of
intellectual virtues than the patient and persevering
attack upon Latin paradigms and grammar arranged
in their proper sequence and in their entirety? The
first point, then, in favor of the older me^od is the

schooling which it affords in patience and resolution.

The second point arises largely from the first
Logic and order are the foundations of success in
any kind of work. Wherein can orderly arrange-
ment and logical development be better illustrated
and placed before the student's mind than in 5uch a
manner as we have just described? The older
method, then, taught logic and orderliness.

A third and last point in favor of the older
method is the fact that the student of the second
year Latin will not be hampered in his use of his
grammar. For has he not learned his forms and
syntactical rules in their regular sequence? And this
is a condition of affairs I think which does not, un-
fortunately, always exist in the case of the student
who has been trained by the more modem piecemeal
theory.

Such, then, are some of the arguments in favor of
the older method. Of these, the last is better than
the other two. The inability of the student to make
the best use of his grammar at the beginning of his
second year, may, I think, be fairly charged to die
modem piecemeal instruction. The first two, how-
ever, are open to attack. The opponents of the older
en bloc theory may immediately retaliate by sajring
that the teaching of perseverance and patience, in a
word, mental discipline, is not the sole aim of Latin
study, nor even the most important aim. Latin is
far too beautiful a language and its riches of litera-
ture far too grand to degrade its study to merely
mental gymnastics. And tmly, a good way to turn
a student's mind from all things Latin is the dreari-
ness of learning everything at once. Such an attack,
indeed, while fully granting the value of Latin as a
mental discipline, is, I think, well-nigh unanswerable.

The new method of piecemeal presentation of
forms and syntax, on the other hand, is clearly an
attempt to lighten the beginner's burden. We must
all, I think, admit that variety in intellectual, as well
as material food, is more palatable than a steady diet
of the same kind. We may even, I think, advance
one step further and admit that the new method is a
concession to an incipient unpopularity of Latin
studies in secondary schools.

The first point, then, in favor of the new method
of study is its variety, and variety is a sure means of
lending interest to a subject But this very variety
is the direct cause of another favorable consideration
of this theory. By means of the scattered presenta-
tion, for instance of verb forms, opportunity is gfiven
for a thorough mastery of one set of forms and for
practice in their use with exercises based on that
particular set, before an attack need be made upon
another set, whereas, in the conjugation of a verb
en bloc, no such opportunity, under the very facts of
the case, can be offered for practice in parts before
taking up the whole.

These two points, then, variety and advantage, we

THE CLASSICAL WEEKLY

may assert in favor of the new system. Whether
they have answerea the arguments of the opponents
is a question which every man must decide for him-
self.

The ideal First Year Latin Book doubtless can be
constructed on neither line to the exclusion of the
other. The older method with its dreary uniformity
and concentrated drill upon forms before taking up
the more interesting matters of syntax and compo-
sition may be valuable as a check upon the too riot-
ous use of the newer piecemeal exposition. Novelty
in all things likes to run riot at the first And so it
was in the earliest books which embodied the feat-
ures of the new system. If you examine the original
edition of Collar and Daniell's Beginner's Latin Book
you will observe that the treatment of subjunctive
and infinitive forms was postponed until late in the
book. Actual use, however, soon proved that such a
practice was not conducive to best results. Stu-
dents did not have time enough to get thoroughly
acquainted with such forms and uses before the end
of their first year work. In the First Year Latin, by
the same authors, however, we find this defect reme-
died and in the preface to the book especial emphasis
is laid upon the change in the order of presentation
of these forms.

Since that time every new manual has been in-
creasing steadily in excellence through the clearer
understanding of the errors of its predecessors. We
may not, it is true, be accurate prophets, but the
signs of the times seem to indicate that the piecemeal
theory, safeguarded by the vision of the error which
has arisen from its over-use, has come to stay. Cer-
tain it is that, with only one important exception, so
far as I have been able to discover, all the new
books which are constantly appearing are firm ad-
herents of the new faith, modified and corrected by
the experience of some twenty-five years of actual
use in schoolrooms all over the land.

So, then, we have attempted freely to weigh in the
balance the value of the two methods of presenting
paradigms and we have, I think, been led to the con-
clusion that neither in itself is perfect, but that the
ideal text-book, while actually based upon the new
system, may learn much from its predecessor and
that only by the close interrelation of the two can the
best method be produced.

(c) We may now, therefore, turn our attention to
the third topic which lies within the province of our
discussion. How may forms best be learned? And
what are some devices for teaching and reciting
paradigms?

The first requisite for the acquisition of forms con-
sists of patience, thoroughness and drill on the part
of the teacher and determination and diligence on
the part of the student The former qualities are
not hard to find. They are necessarily a concom-
itant of every good teacher; the latter, however, I

am sorry to say do not always apparently exist in the
hearts of the American youth of out time. But
given an enthusiastic teacher and a fairly diligent
class, what are the best ways of teaching forms?
We may assert as a general principle the absolute
necessity of oral drill. Great care must be taken to
train the ear as well as the eye. An approximately
accurate pronunciation, with due regard to quantity
and accent, must be a definite aim of all first year
Latin work.

In learning the paradigms of declensions the em-
phasis should rest on the stem-endings and on the
manner in which the different cases are constructed.
It is important that the student also have a clear
conception of the different case-endings proper, and
he may be profitably drilled on these terminations
alone without any noun being attached. It may
require considerable explanation to show that the
stem of the second declension really ends in o,
which apparently does not occur in any noun of this
declension, as they are commonly spelled in our
current manuals. Such time spent, however, need
not be thought wasted. In the third declension, of
course, the stem is easier to see. Right here, in the
case of rather young beginners is a chance to shed
a ray of light upon the pupil's difficulties. Often-
times, I think, we have all discovered that a boy
goes blindly at his work and fails entirely to see how
much of his task is really a repetition. This is
clearly so in the case of the third declension. Once
impress upon the student's mind that to know the
stem and gender of a noim of this type of inflection
is all that is necessary, for the case-endings are
almost all invariably the same, and his path will be
considerably brightened. Stems in i, however, are
always more or less of a stumbling block. A prac-
tice whidi I have found useful in overcoming this
is the following. A few moments spent each day in
rapidly running through lists of nouns already stud-
ied, requirmg the student without an instant's reflec-
tion to give the meaning, gender and stem, cannot
fail to produce good results.

Furthermore, in the beginning, at least, we should
always require the English meaning. It is not suffi-
cient to say tuba, fubae, etc Such a change of forms
is likely to be entirely meaningless to the young
pupils. In every case, at least in early stages, the
English equivalent should be invariably given. As
the pupil's proficiency, however, increases, it will be
found advantageous to abandon this practice.

In the teaching of verb forms, also, the first
requisite is a knowledge of the stem. The student
must be taught to derive this for himself from the
present infinitive. This together with a firm grasp
of connecting vowels, tense signs and personal end-
ings will be sufficient to show him that verb inflec-
tions are not merely a piece of patchwork but rather
follow an orderly course of development Oral

ii6

THE CXASSICAL WEEKLY

drill, then, in the conjugations with carefully cor-
rected written work will train both eye and ear to a
reasonable degree of accuracy. Here, too, as in the
case of noun inflections, the English meaning must
be given along with the Latin form, at least in early
stages of the study. It is extremely important that
the pupil should understand thoroughly that each
Latin tense has two or three English equivalents
and it is only the practice of giving these equiva-
lents when conjugating a Latin verb that can give
him light upon these facts.

The perfect system is another bugbear. I have
found the following method helpful in teaching these
forms. Small slips of paper, or cards, containing a
Latin verb, are given to each student, who, upon
being asked to recite, must give instantly the prin-
ciple parts of the verb together with the conjugation
of any tense required. In this way he becomes
familiar with a large number of perfect formations.
Let some penalty be attached for failure in giving
the right answer and a certain zest is added to the
work which otherwise might be lacking.

Another device which I shall call matching will
sometimes give good results. Suppose we find the
form anuibant in a sentence. I will say, "Jack, match
amabant in the present subjunctive". (He must of
course give the form in the same person and num-
ber). No time must be given for reflection. If not
answered immediately the demand is passed on to
the next This device may also be varied by match-
ing the form in another verb than in the one in
which it occurs.

In classes which are neither too large nor too
small exercises resembling an old fashioned spelling
match may be instituted with perhaps a small prize
attached for the student who comes out of the series
unscathed. At first these contests may be confined
merely to the spelling and definition of the Latin
words assigned, but as time goes on they may be
extended to include translation of any given English
form into its Latin equivalent, giving its proper
spelling and inflection. I have found these exercises
invariably helpful, especially in the case of very
young pupils.

But we might go on forever in multiplying devices.
Every teacher must devise largely his own methods
for interesting his pupils. That which is useful to
one teacher is useless to another, and 'every teacher
must adapt himself to the standard and environ-
ment of his work.

But the best method, above all others, for success-
ful work in teaching Latin forms is to make the
pupil respect his work. I do not say, like his work,
for perhaps in some cases that is a hopeless task.
The few in every class, however, who do really love
their work, are sidficient to lighten the teacher's
burden and to make the classroom labor a constant
source of pleasure and satisfaction.

As I have said before, hard work is the essential
requirement, and under constant pressure even the
dullest boy will gradually b^n to see light and (the
miracle has sometimes happened) will bud forth into
a real student of the language with a passion for all
that is best in its literature and life.

Antioch Collscb, Yellow Springs, Ohio. C C DeLANO, Jr.

SYNTAX IN FIRST YEAR LATIN.

(See page 106)

We hear much about how men used to study Latin
in the good old days, but history does not repeat
itself. We arc living in a progressive age, and in
our progressiveness we find ourselves strenuously
engaged in a complicated life.

In this age when *each pursues his favorite phan-
tom', it is difficult to find leaders with that poise
which enables them to see things in relation and to
direct public thought past the Scylla and Charybdis
of the specialist In no place do we find this so
strikingly true as in the process of education. Edu-
cationists are striving to blaze a trail through the
curricula of our schools that the studies of the young
student may not seriously interfere with his education.

More questions are raised concerning the value of
studying the humanities than of any other depart-
ment or phase of education. Such titles as A Justi-
fication of Latin, A Defense of the Classics, A Plea
for the study of Latin and Greek unmistakably tell
of the public reaction against the results produced in
the education of the American student

It is indeed a wise arrangement that this Classical
Association is to consider the essentials of first year
Latin. If first year Latin is to be taught as some
people regard their religion— as only a preparation
for future life without any regard for the enjoyment
of the present—, it needs justification, perhaps sanc-
tification, but certainly not adoption. The test of
life should be the test of any study, that, as an
apostle of the times has said, "were it broken off at
any point we could say of the chapter experienced
that it had been worth while"*. Just as far as it has
been pursued, a study should be translated into the
life and understanding of the student

(a) What principles of syntax should be mastered
the first year?

The answer to this question depends upon the
student's preparation in English.

The first truth which impresses the young student
of Latin is the agreement of the verb with its sub-
ject, a thing which is often an exception to his
actual practice in English. One day when my first
year class was working with the verb 'to be', a
freshman of average intelligence said with all the
enthusiasm of an Archimedes, "I'm just beginning to
understand English. I didn't know 'to be' couldn't
take an object".

»See Morml Edncatioii, by Edward Howard Griggs.

THE CLASSICAL WEEKLY

117

If this were not the condition in almost every be-
ginning class and if it were not true that the young
student learns the simplest facts about voice, mood,
tense, even the direct and the indirect object from
his study of Latin, the principles set forth in this
paper would be presented on broader lines. But to
face the real conditions the principles taught the first
year must be reduced to the minimum, for the stu-
dent will take his first step from where he is.

The boy who has completed his first year in Latin
should be able to translate from Latin into good
English and English into good Latin sentences which
contain the simplest uses of the accusative, genitive,
dative and ablative, which show the difference be-
tween independent and dependent clauses, the sub-
junctive of purpose, result and the indirect question,
the infinitive in indirect discourse, cum temporal,
causal and concessive.

Whatever rules are mastered the first year should
be taught exactly as the student will be required to
give them in Caesar, and whatever name is given to
the ablative, genitive or dative should stand the test
of time. If it is one of those ablatives which 'may
be either*, the truth should be told.

If these principles are really mastered and really
become a part of the student's understanding and
appreciation he will be far better prepared to read
Caesar than the boy who has been hurried through
one of the many first year books, and retains a suf-
ficient amount of forms and syntax to pass success-
fully the examinations for the second year. A vaca-
tion follows and when September finds him on the
battle-fields of Caesar facing legions of unknown
foes he wonders which might be a supine, a gerund
or gerundive, a periphrastic, a doubtful condition or
a contrary-to-fact The truth is he is well along in
his second year before he is even on speaking terms
with his enemies.

What may be safely omitted the first year?

First of all exceptions should be eliminated from
the first year study ; so too conditional sentences, the
optative subjunctive, the subjunctive after verbs of
fearing, clauses of characteristic, causal clauses (ex-
cept those with cum), more complex temporal con-
structions, gerund, genmdive, the periphrastics and
the supine.

By omitting these principles of syntax time is
saved for the mastery of the more fundamental con-
structions and an opportunity is given to make the
study of Latin really an essential factor in the stu-
dent's education.

(b) When should the study of syntax begin? At
once? Or should it be postponed until a goodly
number of forms has been learned?

The study of syntax should begin with the first
lesson. The student should be taught that every
nominative means that something is to be said about
it, that each case has a definite meaning and that

every form has hidden in it a 'thought which ani-
mates its being*. This year I started my freshman
class with short sentences at first containing only
subject and predicate, gradually introducing one use
for each case; before the students saw a paradigm
they could use each case in one way in short sen-
tences. Then the paradigm was committed but it
was already alive with interest

If a class is given puella as its first word, suggest
what a girl does. She walks. She sings, she
dances. She likes the rosam. She decorates the
mensam.

Nothing should be left undone to make the lesson
concrete. So, when I am teaching the simple uses of
the preposition in, I place a book on the table before
the class and say Liber est in mensa, I look out of
the window and say Carrus est in via. From another
window we can see a garden from which, I am sure,
the class takes more pabulum than the people who
own it

When explaining that 'in' meaning 'into' governs
the accusative, I give my class such sentences as
these: The stranger walked into the school — in
scholam, A new boy has moved into the town — in
oppidum, I open a drawer of the table and toss a
book into it and say I toss a book in mensam, close
the drawer and leave it there and the lesson remains
'deeply imbedded in the hearts' of the students.

Since "a little jingle now and then
Doesn't hurt the best of men"

I give my classes this rule

Duration of time and extent of space
Are usually expressed by the accusative case.
Then I ask them how long a vacation they had.
Some had five weeks, six weeks, two months, others
had visited in the country a year. Some walked two
miles to school, others had run six or eight miles in
a Marathon race. The class soon understand that
weeks, months, years and miles are accusative in
Latin.

Every principle of syntax may be safely taught in
fiy/t steps, (i) With English sentences which are
written on the board by the teacher. (2) The stu-
dents write an equal number of original sentences in
English. (3) The sentences which were written by
the teacher are translated by the class, the teacher
suggesting only what the class cannot translate. (4)
Each student then translates his own sentences. (5)
The class is given ten or fifteen Latin sentences to
translate.

Without the use of English sentences the contrast
and comparison of the two languages cannot be
understood and it becomes impossible for the student
of Latin to put himself in the place of the Roman.

High ScHOO^ Cvoegie, Pa. N. ANNA PeTTY.

ii8

THE CXASSICAL WEEKLY

REVIEWS.

The Universities of Ancient Greece. By John W. H.
Walden, Ph,D., formerly instructor in Latin in
Harvard University. New York : Charles Scrib-
ner's Sons (1909). xiv + 267 pp. $1.50 net

The title of this book is at first somewhat mislead-
ing if not enigmatical; for "Ancient Greece" brings
before our minds the Greece of Pericles or Demos-
thenes, if not the far earlier Greece of the Homeric
poems, and what could be meant by the universities
of those times one is at a loss to understand. Dr.
Walden, however, does not leave us long in doubt,
but explains promptly that his book has to do with
the first five centuries of the Christian era. At that
time higher education was to some degree organ-
ized, though it is only by the extension of its mean-
ing to include any kind of organized higher educa-
tion that the term University can be applied to any-
thing that then existed. This appears pretty clearly
in the course of Dr. Walden's description.

The title of the book is, however, almost the only
thing in it to which one is inclined to object Cer-
tainly the period discussed is of great importance
and is too much neglected by most classical scholars,
and many of those who do not neglect the period
altogether are inclined to devote their attention
chiefly to the western, or Latin, part of the Roman
Empire, rather than to the eastern regions, in which
Greek was spoken and where the influence of the
great thoughts of the classical period persisted in a
degree not easily appreciated by those who know only
the political history of the Greeks under Roman
dominion. Greek life and thought during these cen-
turies are a most interesting object of study, and if
this book makes them better known or more appre-
ciated, it will have done good service.

Before proceeding to his chief subject, Dr. Walden
gives a brief account of education at Athens in the
fifth and fourth centuries B. C. He finds that in the
fourth century there were three periods in the edu-
cation of a youth, that of elementary or primary
instruction, that of secondary instruction, and that of
college or university instruction. In the third period
the youth became enrolled in the college of the
ephebi, which as time went on became less and less
military and more literary, and he entered upon the
study of philosophy and rhetoric Dr. Walden's ac-
count of the schools of philosophy, of the college of
the ephebi, and of Isocrates is interesting and in-
structive in spite (or, possibly, on account) of its
brevity.

Two brief chapters, on The Macedonian Period
and on Education and the State, precede the chapter
entitled University Education Established. In this
the rise of the class of later sophists and the meas-
ures taken by Roman emperors and others to endow
and, in some measure, to regulate instruction at
Athens, are described. The same historical treat-

ment is continued in the chapters on the History of
University Education from Marcus Aurelius to Con-
stantine and The Decline of University Education:
The Conflict with Cnristianity. In the two following
chapters the appointment and number and the pay of
the professors are discussed. In these chapters the
preponderance of the sophists becomes more marked.
In fact, from this point to the end of the book the
teachings, position, and life of the sophists are
treated to the virtual exclusion of everything else.
This is seen in the titles of the chapters, What the
Sophists taught and how they taught it. Public Dis-
plays, School-houses, Holidays, etc; the School of
Antioch, The Boyhood of a Sophist, and Student
Days.

There is no doubt that in the first five centuries
after Christ the sophists held the most prominent
position in the educational world, at least among
pagans, and their teachings had great influence upon
Christian writers. But it may be that the teachers of
law, medicine, and (for part of the long period in
question) philosophy would seem somewhat more im-
portant than they do, if we possessed more informa-
tion about them. Fortunately, we do possess pretty
detailed and exact information about the sophists,
especially about Libanius, and to him we are ulti-
mately indebted for Dr. Walden's account of the
boyhood, student days, and after life of a sophist
This is interesting and will be new to all who have
not read the writings of Libanius. Even to those
who have read those writings, the connected account
here presented will serve to vivify and correlate
what they already know.

Dr. Walden tells us in his preface that his book
developed from a series of lectures delivered at
Harvard University in 1904, and perhaps it may be
due to their original purpose that the several chap-
ters impress one as separate essays rather than as
parts of a continuous work. This is more noticeable
in the earlier part of the book than in the part
chiefly derived from Libanius. Evidently, however,
the original lectures have been very thoroughly
worked over. There are many footnotes, some of
which are as interesting as the text itself. The book
contains a bibliography and an index.

American workers in the field of the Classics pub-
lish many excellent text-books, the form, size, and
contents of which are determined by the needs of
the classroom and the wishes of publishers, and
careful studies of more or less important topics are
published in our classical periodicals or read at meet-
ings of societies, but there are comparatively few
real books on classical subjects written by Amer-
ican scholars — ^books in which the author says in his
own way what he wants to say. Among those few
books The Universities of Ancient Greece should
occupy a position of honor.
Wkstbun RssBKTB ihcivBBsrrv. Harold N. Fowler.

THE CLASSICAL WEEKLY

119

CORRESPONDENCE

Will you spare me space in The Classical
Weekly to record my satisfaction in the Report of
the Commission on College Entrance Requirements
in Latin ? It seems to me that the adoption by the
colleges of the requirements recommended in this re-
port would be a longer step towards putting Latin
study in this country on a solid basis than has hither-
to been taken within my remembrance.

I have always thought translation at sight practi-
cally the most sensible as well as theoretically the
truest test of a student's progress in Latin, and I am
still hoping that the examinations upon definite works
supposed to have been read in the schools will some-
time disappear altogether. A rather large majority of
the pupils in our schools appear more keenly inter-
ested in scraping through a given examination than
in really increasing their knowledge of Latin. To set
them for translation oh college entrance examina-
tions passages from particular works which they have
been ordered to read directly encourages their nat-
ural tendency to approach the study of these works
with a view to trying to memorize as much as possi-
ble of an accepted English rendering of them rather
than with the purpose of trying to learn the meaning
of the Latin in which they are writtea On the other
hand almost all boys and girls have or readily ac-
quire an interest in the progress of their own ability
to do a thing when they can see that ability increas-
ing under their efforts and attaining some practical
object, and even the pupil who has least of such an
interest will more cheerfully and effectively apply
himself to learning the Latin language when he
knows that his passing his college entrance examina-
tion in Latin depends upon his knowledge of that
language and not upon his ability to set down an ex-
traneously acquired English version of so and so
much Cicero and Vergil. Henry Preble.

Great indeed is the power of conservatism ! How
easy it is to perpetuate a blunder, if that blunder has
behind it the authority of tradition !

Who first mistranslated primus in Aencid I? Was
it Chaucer in his House of Fame, with his "that first
came through his destinie"? Him followed at any
rate Morris, Conington (verse translation), Cranch,
Long, Rickards, Howland, and all the wise editors of
our school editions, save where a rara axns has ob-
served Conington's prose translation, as if primus
could be primun!

Why call Aeneas the first in time? What great
Trojan princes, then, came after him in their turn
from Troy, the sacked?

To find what Vergil really ment by primus look
down to 1.24.

prima quod ad Troiam pro caris gesserat Argis.
Vergil meant this : 'Of wars I sing and of the warrier
chief who from Troy's shore Fate's exile came', or
*Fate-exiled leader of his people' or half a dozen
other ways which would not lose the idea that Aeneas
was of significance in the council of the gods just in
so far as he led the remnant of the Trojans to mingle
their blood with that of the Italians in order to pro-
duce, one day, Rome the everlasting.

E. S. Shumway.

Manubl Training High School, Brooklyn.

SUMIMARY OF THE CLASSICAL JOURNAL,

JANUARY, 1910

The first article, Commercialism and Territorial
Expansion, is by Professor Tenney Frank, of Bryn
Mawr. His thesis is "that the commercial classes

of Rome could have had very little influence in
shaping the policy of expansion at Rome". Momm-
sen, who was followed by others, was the first to
take a different view. In defense of his position,
Professor Tenney cites the case of Delos. After
the defeat of Perseus, Rome made Delos a free
port under the direction of Athens. Such a disposi-
tion of Delos was a natural one, as it would satisfy
the claims of Athens and would punish the Delians
for their friendship for Macedonia. Historians,
however, claim that Delos was made a free port at
the request of merchants who were trading there.
But the inscriptions recently discovered at Delos
show that this was not the case, for out of 2000
inscriptions found on the island only about 300 bear
Roman or Italian names, which would show that
the Roman influence was small. Other facts which
the writer mentions as proving that commercialism
was not the controlling motive in Roman expansion
are: the state prohibited the nobility from engaging
in commerce; Rome's real wealth lay in what might
be called banking and brokerage; in her treaties she
did not keep commercial opportunities in mind; the
Romans were averse to seamanship; and her failure
to improve the harbor at Ostia during the Republic.
Finally, he says, "we can consistently trace a thor-
oughly Roman endeavor to extend the domain of
law, order, and justice".

The second article in this number, The Teaching
of Virgil, by Kenneth C. M. Sills, of Bowdoin Col-
lege, is a plea for the teaching of the last six books
of the Aeneid in the high school course, for it is a
shame that the boys and girls should know nothing
of such fine portraits as Camilla, Mezentius, Tumus,
Nisus and Euryalus. He regards it as feasible to
have a textbook that shall include all the twelve
books, from which selections might be made equiv-
alent to the 4,755 lines of the first six books. (It
seems to me that the excellent edition by Professor
Knapp, including selections from the last six books,
would meet his requirements.) Among the difficul-
ties in teaching the Aeneid, Mr. Sills mentions the
following: the securing of a proper appreciation of
the characters of the poem; the looseness of the
structure; the fact that it is the first Latin poet
studied; the complications of syntax and vocabulary.
He should have added involved order, as seen m
such lines as.

In latus inque feri curvam compagibus alvum.

The third paper, Indications in Carlyle's French
Revolution of the Influence of Homer and the
Greek Tragedians, is by Miss Helen C. Flint of
Mount Holyoke College. Carlyle spent the long
evenings of one winter reading the first four books
of the Iliad with the help of a young friend, William
Glenn. As the French Revolution is a prose epic,
we should expect to find in it the influence of this
reading. Such is the case, as the writer has shown
by a large number of citations. Of especial interest
are the epithets which Carlyle applies to his men
and women, which show a strong Homeric coloring.
Passages are quoted showing the influence of his
reading in Aeschylus and Sophocles. The article is
a very interesting one.

In this number the following books are reviewed:
T. Rice Holmes's Translation of Caesar*s Commen-
taries on the Gallic War (by J. B. Pike) ; Ch. Huel-
sen's The Roman Forum (by G. J. Laing) ; O. F.
Long's Livy: Selections from the First Decade (by
W. S. Cordis) ; Arthur L. Frothingham's The Mon-
uments of Christian Rome (by Grant Showerman) ;
D'Ooge's The Acropolis of Athens (by C. B. Gulick).
Erasmus Hall High School, Brookljm. W. F. TiBBETTS.

iia

THE CLASSICAL WEEKLY

U/>e CLASSICAL IVEEKLY

Thb Classical Wbbkly is pablisbed by the Claatical AModation
of the Atlaotic Sutes. It it issued weekly, on Saturdays, from
October to May inclusive, except in weeks in which there is a legal
or school holiday, at Teachers College, 5S5 West zsoth Street, New
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Tkt dtUe* 0/ issut 0/ V«lum§ III will be as follows : in 1909, Octo-
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January 8, 15, aa, 89; February 5, zs, Z9, s6; March 5, zs, 19, s6;
April a, 9, z6, 83, 30 ; May 7, 14, ai, a8.

All persons within the territcry of the Association who are interest-
ed in the literature, the life and the art of ancient Greece and ancient
Rome, whether actually engaged in teaching the Classics or not, are
eligible to membership in the Association. Application for member-
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Thb Classical Wbbklt Is conducted by the following board of
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EdHf^in-Chi*/
GoMZALBZ LoDCB, Tcachers CoUege, Columbia University

As*0ctai* Ediths

Charlbs Knafp, Barnard College, Columbia University

Eknst Ribss, Boys* High School, Brooklyn

IIabry L. Wilson, Johns Hopkins University

Busineu Mammgtr

Cmaklbs KNArp, Barnard College, New York City

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Pffnttd by Princflton Univtrslty Ptms, Princtton, N. J.

TOWLE AND JENKS'S

CAESAR'S GALLIC WAR

Text in clearer print than anv other edition.
Notes give exactly the help that pupils need.
Grammatical Apfendix contains all the grammar
needed for reading Caoar.

Vocabulary is made for pupils of ordinary capacity.

rOUR BOOKS SI .00 SIX BOOKS Sl.BS

D. C. HEATH & CO.. Puslishkrs

•OSTON NEW YORK CHICAOO

LEND INTEREST AND VIVIDNESS

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Experience of many teachers has shown that original specimens
from the times of which they are reading, or illustrative of the nar^
lative, are useful adjuncts in the class-room. Coins are the readies^
to understand, easiest and safest to handle, cheapest to acquire. I
propose groups to illustrate Caesar, Cicero, Vergil, Livy, Tacitus.
Here is a sample.

CAESAR. Price five r*o11ars. (Posuge Z5C extra)

A coin made by the Gauls in C lesar's time, and lour Roman Silver
coins, viz. one with the name of L. Titurius Sabinus, one of Decimus
Brutus, and two struck by C etar himself and referring to the
Gallic Wark Five in all, genuine and fully described. Write to

G. N. OLCOTT.

438 West neth St. New York

WRIGHTS SHORT HISTORY OF GREEK

LITERATURE

By WUMER CAVE WRIGHT. PIlD.

Associate Professor of Greek, Bryn Mawr College

$1.60

This volume affords a general survey of the whole field of
Greek literature, from Homer to lulian. It is written rather
from the literary than the philological standpoint, and con-
tains such helpful features as numerous parallels quoted inm
English literature, lists of standard translations, and references
to modem essays dealing with the Greek masterpieces.

AN IMPORTANT OPINION OF

COLLAR AND DANIELUS
FIRST YEAR LATIN

The Bat Book for Bcginnert

*• It seems to me to be interesting to
pupils as well as accurate and thorough
in its scholarship. I am glad to bear wit-
ness to the excellence of this book ".
Endicott Peabody, Rector,
Groton School, Groton, Mass.

CHNN AND COMPANY, PUBLISHERS

An exceedingly interesting narrative, coupled with historical
accuracy and balance in the treatment of periods, makes tnis
book most desirable for an elementary course in the subject.

A largi namlMr of Maps and nustritioiis.

PROP. PRANK PRO8T ABBOTT
Professor of Clnssica, Princeton Univeraitj

A Short History of Rome ..... $z.a>
Handbook for Study ...... ^5

scon. FORESMAN AND COMPANY

EOUCATIONM. PUBUSHERS
CHKMO lUMOIS

CAESAR: THE GALLIC WAR

By A. L. HODGES. Instructor m Latin in Wsdleigh
High School, Nsw York. lamo. Cloth. Illuttrstsd.
xiii + 522 ps^ss. $1.25 nst.

The fourth book in the Macmillan Latin Series edited by Dr,J, C.
Kirtland. It includes the seven books o/the Commentaries^ a com"
^ehensive irttoductiotiy kelp/ul notes^ and a complete xrocetkulary ,

THE MACMILLAN COMPANY

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■OT OII CHICAOO ATLANTA »AN FWANCISCO

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156 Fiflli Av«.» 1

'FR 14 IStO

Vol. m

New York, February 12, 1910

No. 16

The principal function of education, as it seems to
many thinking people, is so to train the young that
they may find in their minds and in their tastes a
perennial source of satisfaction and enjoyment.
Training restricted to the demands of the material
man is essentially faulty and unAmerican and out
ancient theory that every American child should be
given the opportunity of rising to the highest posi-
tion in the gift of the people should not be jeopard-
ized by fostering a system of education which is
bound to result in the submerging of many into a
class. It is quite possible that students may not
appreciate at the time what they are doing, but train-
ing is not for time; it is for eternity. Nothing has
ever been better said with regard to this aspect of
Latin study than Cardinal Newman's words in The
Grammar of Assent, quoted by Vice-Chancellor War-
ren in his essay, Ancient and Modem Classics as
Instruments of Education (see The Classical
Weekly 3.81 ) :

Let us consider, too, how differently young and
old are affected by the words of some classic author,
such as Homer or Horace. Passages, which to a boy
are but rhetorical commonplaces, neither better nor
worse than a hundred others which any clever writer
might supply, which he gets by heart and thinks very
tine, and imitates, as he thinks, successfully, in his
own flowing versification, at length come home to
him when long years have passed, and he has had
experience of life, and pierce him as if he had never
before known them, with their sad earnestness and
vivid exactness. Then he comes to understand how
it is, that lines, the birth of some chance morning or
evening at an Ionian festival, or among the Sabine
hills, have lasted generation after generation for
thousands of years, with a power over the mind, and
a charm, which the current literature of his own day,
with all its obvious advantages, is utterly unable to

To compare great things with small may redound
sometimes to the benefit of both and I was interested
as well as amused by an article upon The New Edu-
cation, written in imitation of Mr. Dooley, quoted
recently by The American Educational Review from
The Oneontan :

"And phwat is this new edycashun Hogan's bye is
telling of?" asked Hennessy of Mr. Dooley, as the
twain were coming home from early mass.

"Aw, the koind that comes from the use of the
jigsaw rather than from the studyin' of the dicshon-
ery? I've noticed that mesilf, Hinnessy. It's a grand
idea. The argymint runs loike this, I'm thinking",
replied Mr. Dooley.

"Hogan's Mike and your Mary Arut no longer need

the koind of schoolin' that helped Martyn Luther and
the Pope in their bull-foight, or Thomas Jeffsern to
wroite the Deklayrashun of Independunce. No sir ;
they need to learn the use of the turnin' lathe, a
Sarycuse chilled plow, balinced rashuns for the goat,
an incubator hincoop, and a vacyume cleaner. Of
pwhat use is it for Mike and Mary Ann to read of
how the squawk of a goslen waked a sleepin' sentinel
out too late at a wake the noight before ; or of Mr.
Raluph Waldorf Emerson's reflecshuns on Boston's
Common?

"No sir, it's the hands that need to be blistered, not
the mind. That's the argymint.

"The hands earn the bread, why bother to train the
head for a parlor ornaymint? Brick-a-brack is out
of date, Hinnessy. Vou must make everything con-
tribute to your stomach or your bank account or your
wife's ayester bonnet Books can't compete with a
plumber's bill. They're the hare in the race; the
plumber is the mock turtle.

"Down with the books. They must go. They've
had their day. Give the jack plane and the butter-
ladle the place on the parlor cinter-table formerly
occupied by the dicshunery and Tom Moore's poetry

"That's the slogan, Hinnessy ; but I'm thinkin' a
long avenin' at home with just thim sinsible things
to look at would be rather stoopid, and thim sug-
gestin' more achin' mussels and tired hands on the
morrow, too. It's all foine for Hogan's boy now
whin he can drop his johnnies at the five o'clock
whistle, rush home for a square meal and arroive at
the moving pictshure show by siven puntchool. But
whin he reaches our age, Hinnessy, phwat thin?
Whin he comes limpin' home with the rumatiz a
grippin' him fair awful, puts on his carpet slippers,
shoves a maple knot in the shtove, and sits down to
spend the avenin', will he want a Sarycuse chilled
plow, a cross-saw, or a book for a plaything?"

"He could tackle a pictshure puzzle", said Hen-

"Yes, but hell need a bit of slape against the soft
snap of followin' the drag on the morrow", replied
Mr. Dooley. 0. L.

As was announced last week, the present issue of
The Classical Weekly has been copyrighted. In
the belief that many teachers will find Mr. Hurlbut's
lists most useful, extra copies have been printed.
These may be obtained at ten cents each {12 copies
one dollar, 25 copies two dollars, etc.).

Word-lists are not in themselves, one admits, a
panacea for all the troubles of the teacher of Latin.
But a student must acquire a vocabulary somehow:
let us therefore help him by every practical means to
obtain what is indispensable to him. Any teacher
worth his salt can show the pupil what lo do with
his vocabulary when he gets it. C. K.

THE CLASSICAL WEEKLY

SYMPOSIUM ON nitST YEAR LATIN.

{Conliimed from page II7- See also page io6.)
Our pupils' difficulty in remembering the meaning
of words in a foreign language is no new problem.
The plaint is doubtless as old as language itself; It
may be a comfort for us to know that the Romans
had the same difficulty with Greek that we have with
I^tin (see Augustine, Conf. 1.14). For so long as
human language is composed of articulated words,
these words themselves form the very groundwork
on which the whole structure rests. Why should we
expect any child of even the keenest mind to discover
the meaning of a page of Latin in which the mean-
ing of more than two-thirds of the words is unknown
to him? Yet there has been and still is a tendency
in our teaching toward this very making of bricks
without straw. The habit of treating the acquisition
of a vocabulary as a secondary matter, a kind of by-
product from the grammar and exercises of the
beginners' book is responsible for much empty-head-
edness later on. Pupils will look up the common
root words of the language scores of times in the
course of their reading, only to forget them as soon,
or, worse still, to learn a special meaning and at-
tempt to stretch it to cover all cases thereafter.

My remedy for this defect in the instruction of
the first year (and by first year I mean whatever
amount of time and work is necessary to cover the
average beginners' book in preparation for Caesar
reading) is the systematic word-iist well drilled in.
It sounds cold and formal. 1 know, but is it any
colder than that other necessary burden, the multi-
plication table, or any more formal than that other
task, the spelling book? Few boys multiply by
nature, few girls spell by nature, and very few
American boys or girls imbibe the correct meanings
of Latin words unless diligent effort be put forth to
that end by the teacher. I find it in a good plan to
divide the beginners' book into live or six sections,
following the natural lines of cleavage, 10 prepare
lists of all the words in each section grouped by pans
of speech and to require a careful review of each
section before passing on lo the nexl. The pupils
like these lists, look forward with eagerness to each
successive mile*post on their journey, and retain
them for future reference. They must be learned
well-nigh perfectly, or they fail of their object. A
passing per cent of 60 is nearly worthless; 80 is not
too high a standard to set. I am satisfied after
several trials ihat it is not impossible lo teach a fairly
: real meaning of every word in his
>k before he begins to read classical

11 say, are all words included in our
ks of such value is to justify the con-

scientious teacher in saying to the lazy pupil, 'Thou
shalt'? Ought every word to be learned? Upon
what basis are the words in the beginners' books
chosen ? I fear that poor selection of material and
the inclusion of much worthless stu.T has tended to
discredit the careful learning of vocabularies. Fortu-
nately the beginners' books are constantly improving
in this respect and the more recent books offer a
much saner collection for the pupil to master than
their predecessors did. I shall revert to this point
later, with statistics.

Passing now to a more theoretical view of the
situation, let us ask how many words should a boy
or girl know with a fair degree of accuracy before
taking up the reading of Caesar, and upon what con-
siderations should such a choice of words rest; for
it is evident that too many may be as wrong as too
few, and that not all words are suitable or useful for
Arst year work. To reach some definite conclusions
on these points. I determined to discover by count
the words used in eight beginners' books in this
country, and to compare such lists with the words
chosen by Professor Lodge in his Vocabulary of
High School Latin, and thus, if possible, to arrive
at an ideal list for first year work. I have listed
each word in these eight books (excluding those
extra words appearing in special vocabularies), and
have grouped my results according to the classifica-
tion followed by Professor Lodge ; (i ) Caesar
words, (2) Cicero word.s, (3) Vergil words, (4)
less used words appearing in High School Latin,
(5) words not appearing in High School Latin.

Summary of Words used in Beginning Books,

Nini

N«in

(S. A. H ) soo 75 13 sgo lo 600

soo-liit (S. A. H.) 41s Ao » m 9 9»

In the selection of an ideal list for first-year work,
I held in mind several determining principles accord-
ing to which words were to be included or rejected,
as follows; (i) a word should appear, other things
being equal, in a majority of books now in use; (2)
a word should be one of frequent occurrence in the
High School Latin, preference being given to Caesar,
without giving him a monopoly ; (3) the word
should be an important primitive or evident deriva-
tive of fundamental value in the Latin language;
(4) whenever possible a word should also be valu-

THE CLASSICAL WEEKLY

123

able from the point of view of English etymology.
It will be seen at once that in the case of many
words the principles are at variance and a balance
must be struck between two or more of them. For
instance, some words which might naturally fall
under the second caption, of frequent Caesar use,
have been purposely omitted, due to the writer*s
belief that there is danger of overloading the work
of the first year with technical words of war, of
campaigning, and of the siege and sack of cities,
words which are better learned in situ. Two courses
were open in regard to primitives and derivatives:
either to include the primitive and postpone the
derivative when there was no need for both, or to
introduce the unexplained derivative and postpone
the learning of the primitive until its first appearance
in the text. Where the primitive is evidently poetic
and the compound is the prose form, the latter
course has been followed; but in some instances the
primitive has been introduced to pave the way for
many subsequent compounds. For example, curro,
which occurs in Caesar only once (7.24.4) and nine
times in Vergil, is included on account of its many
derivatives.

In determining the number of words for such an
ideal list, I began by taking 500 out of the thousand
(Caesar) words which Professor Lodge has allotted
to the work of the first two years; but I soon saw
that this SCO omitted too many absolutely necessary
words, which appear as Cicero words in Professor
Lodge's list. By choosing those which met the
other requirements and also appear in Caesar as well
as in Cicero, I added about 75 to the list, and in the
same way from Vergil about 15 more; finally, to
make the number an even 600, I included about 10
more of time-honored appearance in the beginners'
books. It will be noticed that this total corresponds
rather closely with the average number used in the
beginning books. 1 do not think 600 is too small a
number to know well before the Caesar year ; indeed,
if we allow for an inevitable shrinkage, 700 would
not be too many to aim at (Professor Bennett speaks
of 750 as a limited vocabulary). But better 600 well
done than 800 half learned.

Let us return now to a few practical considerations
and a word of warning. Word formation, as I have
hinted above, should play an increasingly important
role as the work proceeds. At first little can be done
aside from drawing the attention of the class to
English cognates, but after the force of the principal
prepositions and prefixes is learned, compound words
should be analyzed. Not much can be done with
suffixes in the first year. It is my habit in making
the oral word-list review to have the derivation of
every compound word accounted for, in case the
pupil has already learned the force of the primitive,
or in some cases to supply that information myself
and ask for the force of the prefix; and, as a com-

plement to this, to require him to form the English
derivatiVe whenever possible. Such linking of the
word both backward and forward helps those little
memory hooks to apperceive it, as the psychologists
say. Shifts of meaning should be carefully noted,
to guard against false inferences backward from
English to Latin.

A word of warning: "dead words do not a lan-
guage make, nor printed lists a page". Both teacher
and pupil must regard word lists as a means only, a
systematic way to gather and fix knowledge which is
useful only when applied to the living page. Begin-
ners especially must be made to remember that in-
flection is all important, that the words of the list
may occur in many changed relations with vital dif-
ferences of translation according to their endings
and use in the sentence. It is well to drill the lists
in many cases and tenses, to require the conjugation
of phrases, etc., and in every way to make the Latin
word give down its meaning no matter where or
under what form it occurs. This is the hardest part

Thb Kklvin ScHOO^ New York City. STEPHEN A. HURLBUT.

Note, As originally planned, this list contained
600 words which I believed most useful for first year
work. Inasmuch as the choice of the words was not
conditioned solely by their appearance in the begin-
ners' books, but by the reasons set forth in the pre-
ceding paper, some were included which lack the
support of the first year books. I have since felt that
many teachers would appreciate the formation of a
list of 500 based more closely upon use in the begin-
ner's books. I have accordingly indicated by a star
100 words which do not appear in a majority of the
eight books counted, by the omission of which 100
words a list of 500 is obtained, which will be found
to fit any given book more closely, and which may
thus be more useful for review and drill purposes
than the longer and, from a theoretical standpoint,
more nearly ideal list of 600.

I have also arranged the words a second time,
alphabetically, by authors. This may be useful for
reference and for recitations involving a recognition
on the part of the class of the respective parts of
speech. Finally, I have added a third grouping, more
arbitrary, perhaps, in character, according to the

meanings of the words. This last grouping I have

•

not yet worked out to my satisfaction, but I have
been encouraged to hope that even in its present
form it may prove helpful, as affording an oppor-
tunity for approaching the same set of facts from
yet another and, I venture to think, a fresh and
stimulating point of view. I have omitted the mean-
ings of the words, because I feel that there are very
decided advantages in lists in which the meanings are
not given. I may add, finally, that I have been
greatly encouraged by the results of the practical
tests to which I have subjected my lists in actual
class room work. S. A. EL .

124

THE CLASSICAL WEEKLY

600 WORDS FOR FIRST YEAR WORK IN LATIN

Caesar words are in black face type.

Cicero words arc in ordinary type.

Vergil words are in small capital letters.

Words not in 2000-list are in round brackets, ^ith spaced
letters.

Derivatives repeated under primitives are in square
brackets.

NOUNS.

mums

I decl. fcm.

numerus

nuntius

aqua

[nuntio]

audacia*

oculus*

causa

populus

copia, copiae

[ publicus]

[inopia]

[respublica]

dea : see deus

puer

diligentia

[(puella)]

fiHa: seefSkoM

servus

fortuna

socius

fossa

tribunus

fuga

▼entus*

gratia, gratiae

▼icus

hora

▼ir

iniuria

[▼irtus]

inopia

insula

2 decl. neuter

fittera, litterae

aedificium

LUNA

arma

memoria*

[anno]

natura

auzilium, auzilia

patria

bellum

pecunim

castra

poena*

concilium

porta

consilium

proYincia

frumentum

(puella)

DONUM

pugna

hibema

REGINA

impedimenta

ripa

imperium

sententia*

[impero]

silva

[impcrator]

terra

iudicium

▼ia

negotium*

▼ictoria

officium*

▼igiiia

oppidum

vita

periculum

pilum*

I decl. masc.

praemium

nauta

praesidium

poeta

proeiium

regnum

2 decl. masc.

scutum

ager

signum

amicus

spatium

[(inimicus)]

studium

animus

subsidium

annus

telum

captivus

▼erbum*

deus, dea

DOMINUS

3 decl. masc.

equus

adulescens

[eques]

clamor

filius, filia

civis

gladius ^

[civitas]

( inim icus )

collis

legatus

consul

liberi : see liber

[consilium]

locus

custos

[colloco]

(defensor)

dolor

sorer*

dux

tempestas*

eques

turris

Bnisy fines

urbs

[finitimus]

▼irtus

frater

▼is, ▼ires

homo

▼oluntas*

[nemo]

▼ox

honor

[voco]

hostis

[con^oco]

ignis

imperator

3 decl. neuter.

lUVENIS

agmen

labor, -oris

(animal)

miles

caput

mons

corpus

mos

flumen

obses

iter

ordo

ius

pater

munaj

[patria]
pedes

coniuratio]
radico]

[iudicium]

[uiq>edio]

latus, -oris*
Htus

[ unpedimenta]

mare

pons

nomen

princeps

opus

rex

RUS

senex

tempus

sol*
timer

[tempestas]
▼ulnus

▼ictor

[▼ulnero]

3 decl. fem.|

4 decl.

aestas

ad^entus «...

altitude

casus*

auctoritas

conspectus*

caedes

exercitus

celeritas

impetus

ciWtas

natu : see nascor

passus

cohors

millepassus

coniuratio

portus

difficultas*

senatus

gens
hiems

usus

[hibema]

domus

laus

domi

[lando]

[dominus]

legio

manus

lex

libertas

comu

1"* . .

magmtudo

5 decl

mater

acies

mors

fides

[morior]

[confide]

mulier

res

multitude

[respublica]

natio

spes

na^is

[spero]

[nauta]

[despero]

noz

dies

oppugnatio*

[hodie]

oratio

[cotidie]

palus

pars

ADJECTIVES

pax

I and 2 decl.

potestas

aequus*

ratio*

[(iniquus)]

regie

altus

salus

[altitude]

THE CLASSICAL WEEKLY

angiutas
bonus

mafior

optimtts

[bene, etc.]
carus*
clarus*
certiis

[decerno]
ceteri
creber*
cnpidus*
exterus

exterior

extremas
fmitinitts
finnus*

[confimio]

GRATUS

[gratia]
idoneas

tutus
tuto

inferior
infimus, imus

iinimicus )
iniquus)*

LABTUS

latos, -a, -urn
Kber» -a, -um

;iiberi]

'libcroj

[Ubertas]
longus
magnus

maior

[magisy etc.1
magnitudoj
malus

peior

pessimos

[male, etc.]
mecfins
miser
multus

plus

pkirimus

imultum, etc.]
multitudo]
noTus

paratus: see paro
parvus

minor

minimtts

[minus, etc.]
pauci
plenus*

[compleo]
posterus

posterior

postremus
pubHcus

[respublica]
pulcber
quantus
reHquus
subitus

[subito]
superus^

superior

supremus, sununtts
tantos

3 decl.
acer
audaz

[audacia]
breris
celer

[celeritas]
citerior*

citimus*
communis*
difficilis
diligens*
(dissimilis)
laciKs

[difficilis]
fortis
gracilis
gravis
humilis

INGENS

interior*
intimus

lUVENIS
lUNIOR

levis*

nobilis^

omnis

par

potens

prior

primus
propior

prozimus
senex

senior

[senatus]
similis

[(dissimilU)]
ulterior

ultimus
▼etus

▼etustior

▼eterrimus

Irregular.

alius

alter

neuter

nuUus

solus

totus

uUus

[nuUus]
unus
uter

[neuter]

[uterque]
uterque

NUMERALS.
The Cardinals from
i-iooo.
*omit the hundreds.

The Ordinals from
1st to 20th.
*omit from iith-20th.

PRONOUNS.
•go, nos

tu, vos

sui

mens

tuus

noster

vester

suus

is, ea, id

[eo adv.'\
hie

EYiSLC adv.'\
hodie]
iste
iUe

[iUic]
idem
ipse

quis, quid ?
qui, quae, quod

[quo advS^
a l i q uis
quisquam
quidam
quisque

nihil

VERBS.
I Conjugation,
amo

l^amicus]

[(inimicus)]

'amicitia]
appello
appropinquo*
arbitror
armo
coUoco
compare*
conHrmo
Conor
convoco*
despero
do

dedo]

ItradoJ

donum]
existimo
expugno

hortor

impero

ludico*

[indicium]
laudo

[laus]
libero
moror
nuntio
occupo
oppugno
paro

[paratus]

[compare]
porto
postulo
pugno

t expugno]
oppugnoj

[oppugnatio]
[pugna]
puto

rogo

servo

spero

sto*

[con-sisto]

[re-sisto]

[statue]
[constituo]
[instituo]

[statim]
supero
vasto
voco

Jconvoco]
nero

2 Conj.
audeo
[audaz]
[audacia]
augeo*

[auxilium]
auctoritas]
compleo
contineo
debeo
doceo*

GAUDEO

habeo
[debeo]
[prohibeo]

iubeo

moneo

moveo

noceo

pareo

persuadeo

perterreo

placeo

polliceor

prohibeo

respondeo

retineo*

SEDEO*

fobses]
praesidium]
subsidium]
soleo
sustineo
teneo

^contineo]
Vetineo]
sustineo]
timeo
[timer]

videor

accede

accido

acdpio

adduce

ago
Fcogo]
[agmen]

amitto

cado*
[accido]
[casus]

caedo*

3 Conj.

136

THE CLASSICAL WEEKLY

[occido]

'cacdcsj

incendo

vivo

iUuc iUo*

incolo

[viu]

illinc*

»io

instituo

ito

accipio'

instruo

4 Conj.

[itaque]

recipio'

intellego

aperio*

item*

occupo]

interficio

audio

ibi

captivus]

iungo*

convenio

eo*

cedo*

[coniungo]

impedio

inde*

accedo]

lego

invenio

interim*

concedo]

fdeligo]
[diligens]

munio

magis'

discedo]

pervenio

mazinie

claudo*

[diligenter]
[diligentia]

potior

male

cognosco-

reperio

peius

cogo

r intellego]

scio

pessime

colo*

[legio]

sentio*

minus

[incolo]

loquor*

[sententia]

minime

committo

mitto

venio

multum, multo

concedo

[amitto]

[convenio]

plus

conficio

committo]

mvcoio]

phirimum

confido

dimitto]

[pervenio]
[adventusj

-nc

conicio

morior

nonne

coniungo*

nascor*

non

conscribo*

[natu]

Irrcgalar.

nunc

consisto

'natio]

sum, esse, fui

num

conspicio*

[natura]

absum

paulum, paulo*

Fcoiupectiu]

[ez-spocto]
constituo

noscoy noyi*

adsum

postea

* [cognosco]
[nobilis]
[nomenj

desum
possum

prope
propius

contendo

fpotens]
[potestas]

>rozime

credo

occido

Ipropior^

cupio*
[cupidus]

CURRO*

patior

supersum*

.propter]

pello

[ezpellol
'repelloj

praesum
eo» ire

ap-propmqoo]
rursus*

dcccrno*

ABEO*

saepe

dedo*

peto

adeo*

satis

deduco

[impetus]

ezeo

semper

dofondo

pono

redeo

sic

[(defensor)]

praeficio

transeo

statim

deligo

premo*

subito

dico

proficiscor

[subitus]

tam

dimitto

progredior

[subito]

tantus]

discedo

[e-gredior]

[iter]

•»•]

duco

quaere

fere

item]

[adduce]

RAPIO*

affero*

tandem

deduce]

[cripio]

confero

tum

[educo]

recipio

se conf enre

tuto*

reduce]

reduce

infero

ubi

traduce]

rego

perfero*

quo*

dux]

regie]

refero

unde*

educo

VexJ

fio

undique

egredior*

rkgina]

vole

[pro-gredior]

regnum]

fvoluntas]
nolo

CONJUNCTIONS.

cripio*

relinquo

atque, ac

expello

[reliquus]

malo

aut

facio

repello*

coepi

aut . . . aut

fio

resisto

cum

[conficio]

reverter

ADVERBS.

dum

mterficiol
[praeficio]

• scribo

bene

[con<>cribo]

melius

et . . . et

[proBciscor]

sequor

[secundus]

optime

[etiam]

facilis]

cotidie

itaque

[facile]
difficUul

statue*

cur

nam

telle*

diu

[difficultat]

trade

diutius

neque]

omcium]
aedificium]

traduce

diutissime

nihil]

utor

etiam

[non]

fruor

[usus, -us]

facile

nemo]

[fmmentum]

▼erto*

bic*

neque, nee

fugio

tfuga]

[reverter]

buc*

neque . • . neque

[rursus]

bine*

nisi

gero

vinco

hodie

-que

iacio

[victor]

iam

[atque]

[conicio]

[victoria]

ilHc*

lam

THE CLASSICAL WEEKLY

137

quod

ted

[nui]
tamen #

ut u6

ita . • . ut

tic ... ut

[utinam]
utioam

PREPOSITIONS.
ab, a
ad
ante
apud
ctrcum^
contra
cum
de
ez, e

[exterus]

inter

[interior]
interimj

per

pott

[potterut]
Ipottea]

prae*

pro
[prior]

propter

tine

tub

SUPER*

Etuperut]
tupero]
trant

SUMMARY.

600-list (omit) words *

Caesarian words, .
Ciceronian words,
Vergilian words, .
(Not in 2000 list),.

500

75
15

ToUls, GOO

100

500

SIX HUNDRED WORDS FOR FIRST YEAR WORK, IN ALPHA-
BETICAL ORDER

committo

communis*

comparo*

compleo

concedo

concilium

confero

conficio

confido

confirmo

conicio

coniungo*

Conor

consilium

consisto

conspectus*

conspicio*

constituo

contendo

contineo

contra

convenio

convoco*

copia

copiae
cornu
corpus
cotidie
creber*
cum (prep.)
cum (conj.)
cupidus*
cupio*
cur
de

debeo
decem
decimus

CAESAR

arma

WORDS

armo

ab, a

atque

absum

auctoritas

accedo

audax

accido

audeo

accipio

audio

acer

augeo*

acies

aut

auxilium

adduco

bellum

adeo, -ire* '

bonus

adulescens

bene

adventus

brevis

aedificium

cado*

aequus*

caedo*

aestas

capio

affero*

captivus

ager

caput

agmen

castra

ago

casus*

aliquis

causa

alius

cedo*

alter

celer

altitudo

celeritas

altus

centum

amicitia*

certus

amicus

circum*

amitto

citerior*

angustus

civitas

animus

clamor

annus

classis*

ante

coepi

aperio*

cognosco

appello, -are

cogo

appropinquo*

cohors

apud

coUis

aqua

colloco

dedo*

deduco

defendo

deligo, -ere

desum

dico

dies

difficultas*

diligens*

dimitto

discedo

diu

doceo*

domus

ducenti*

duco

dum

duo

duodecim

dux

educo

ego

nos
egredior*
eo, ire
eques
equus
et

etiam
ex, e
exeo
exercitus
existimo
expello
expugno
exspecto
facilis

facile
facio
fero
Rdes
filius

filia
finis

fines
finitimus-
fio

firmus*
flumen
fortis
fortuna
fossa
frater
frumentum
fuga
fugio
gero
gladius
gracilis
gratia

gratiae
gravis
habeo
hiberna
hie, haec, hoc

hie (adv.)*
hiems
homo
hora
hortor
hostis

humilis

iacio

iam

ibi

idem

idoneus

ignis

ille

illic*
impedimenta
impedio
imperium
impero
impetus
in

incendo
incolo
inde*
in fero
inferus
iniuria
inopia
instituo
instruo
insula
intellego
inter
interfido
interim*
ipse
is, ea, id

eo (adv.)*
ita

itaque
item*
iter
iubeo
iudico*
iungo*
ius

labor, -oris
latus, -eris*
latus, -a, -um
legio
legatus
levis*
liber, -a, -um

liberi
libertas
littera

litterae
litus*
locus
longus
loquor*
lux

magnitudo
magnus

magis
maneo
manus
mare
mater
medius
memoria*
miles
mille
mitto
moneo
mons
moror
mora

mos

moveo

mulier

multitudo

multus

multiun
mtmio
murus
nam
nascor*

natu*
natio
natura
nauta
navis
ne

negotium*
nemo
neque
neuter
nihil
nisi

nobilis*
noceo
nolo
nomen
non

nonaginta
nongenti*
nonus
nosco*
noster
novem
novus
nox
nullus
numerus
nuntio
nuntius
ob

obses
occido
occupo
octavus
octingenti*
octo

octoginta
officium*
omnis
oppidum
oppugnatio*
oppugno
opus
oratio
ordo
palus
par
paro

paratus
pars
parvus

minus
passus
pater
patior
pauci
paulum*

paulo*
pax
pedes
pello
per
perfero*

iiS

THE CLASSICAL WEEKLY

periculiim

persuadeo

pcrterreo*

pervenio

pes

pcto

pilum*

polHceor

pono

pons

populus

porta

porto

portus

posstim

potens
post
postea
posterns
postulo
potestas
potior
praefido
praemium
praesidium
praesum
premo*
primus
princeps
prior
pro

proelium
proficiscor
progredior
prohibeo
propc

propior
propter
provincia
publicus
puer
pugna
pugno
puto

quadraginta
quadringenti*
quaero
quam
quantus
quartus
quattuor
quattuordecim
—que
qui, quae, quod

quo (adv.)*
quidam
quindecim
quingenti*
quinquaginta
quinque
quintus
quis, quid
quisquam
quisque
quod
ratio*
recipio
redeo
reduco
refero
regio
regnum
relinquo

reliquus
repel lo*
reperio
res

respublica
resist©
respondeo
retineo*
reverto(r)
rex
ripa
rogo
rursus*
saepe
salus
satis
sdo
scutum
sectmdus
sed

sedecim
senatus^
sententia*
sentio*
septem
septendecim
Septimus
septingenti*
septuaginta
sequor
sescenti*
sex

sexaginta
sextus
si
sic

signum
silva
sine
socius
sol*
solus
soror*
spatium
spero
spes
statim
statuo*
studium
sub
subitus

subito
subsidium
sui
sum
supero
supersum*
superus
sustineo
suus
tam
tamen
tandem
tantus
telum
tempestas*
tempus
teneo
terra
tertius
timeo
timor
tollo*

totus

trado

traduco

trans

transeo

trecenti*

trededm

tres

tribunus

triginta

turn

turris

ubi

ullus

ulterior

unde

undecim

undique

tmus

usus

ut, uti

uter

uterque

utor

vasto

venio

ventus*

verbiun*

vereor

verto*

verus*

vetus

via

victor

victoria

vicus

video

videor
vigilia
viginti
vinco
vir

virtus
vis

volo, velle
voluntas*
vox

vulnero
vulnus

aCERO
WORDS

adsum

amo

arbitror

audacia*

caedes

earns*

ceteri

civis

clarus*

claudo*

colo*

coniuratio

conscribo*

consul

credo

custos

decemo*

despero

deus
dea

difficilis

diligentia

placeo

VFRGIL

dolor

pienus*

WORDS

eripio*

poena*

abeo*

exterus

poeta

curro*

fruor

prae*

domiftns

gens

pulcher

donnm

hodie

rego

gaudeo

honor

scribo

gratus

imperator

semper

ingens

interior*

senex

. iuvenis

invenio

servo

laetus

iste

servus

luna

indicium

similis

rapio*

laudo

soleo

regina

laus

sto*

rus

lego, legere

run

lex

vos

sedeo*

libero

tutus

super*

malo

tuto

malus,-a,-um

tuns

EXTRA

male

urbs

WORDS

meus

utinam

(not in 20OO list)

miser

vester

animal

morior

vicesimus*

defensor

— ^ne

vita

dissimHis

nonne

vivo

duodedmus*

ntun

voco

duodeviginti*

nunc

' inimicus

oculus*

iniquus*

pareo

puella

patria

undedmus*

pecunia

CTY TTTTVnDim ^

orrkonc rvM> vmcr

imdeviginti*

ACCX)RDING TO SENSE
I. MAN, HIS RELATIONS AND ACTIVrTlES

i) Man, life and death, dominus

homo

vir

mulier

sum

nascor, natus, natu

vivo

vita

morior

mors

puer

puella
adulescens
iuvenis, iunior
senex, senior

2) Family and
relations.

pater

mater

frater

soror

filius

filia
liberi,-orum
amo
amicus

inimicus
amicitia
earns

servus

tribal

nomen
appello,>are

gens
finitimus
finitimi
patria

3) The State:

a) its form.

civis
civitas
populus
publicus

respublica
commtmis

regnum
natio

liber,-a,-um

libertas

libero

b) its government

rego
rex

regina
senatus

nobilis
humilis

THE CLASSICAL WEEKLY

T29

eques

auctoritas

deligo

consul

tribunus

legatus

princeps

dux

imperator

imperium

impero

praeficio

praesum

c) its laws.

mos

lex

concilium

convoco

instituo

decerno

d) war and peace.

bellum

gero

pax

periculum

coniuratio

hostis

socius

obses

captivus

victor

vinco

victoria

supero

dedo

trado

fugio

fuga

defendo

defensor

custos

impetus

vasto

interfido

occido

caedes

vulnero

vulnus

e) the army

exercitus

legio

copiae

cohors

comu

conscribo

miles

eques, equites

pedes, pedites

ordo

auxilium, auxilia

subsidium

praesidium

pugna

pugno

oppugno

oppugnatio

expugno

proelium

ag^en

iter

acies

instruo

castra

hibema

impedimenta

arma

armo

signum

gladius

telum

pilum

scutum

munio
murus
fossa
turris

nauta
navis
classis

4) Economics, trade.

copia

mopia
pecunia
negotium

5) Humanitas et cultus.

scribo

lego

littera

litterae
poeta

Private life, etc.
domus
aedificium

6) The body its parts
and passions.

corpus

caput

oculus

video

conspicio

conspectus

manus
pes

audio

vox

voco

clamor

vis, vires
salus
fortis
gracilis

7) The mind, intellect, volo

feeling : verba senti- voluntas
endi ei declarandi. nolo

malo
statuo

instituo
prohibeo
impedio
resisto

animus

sentio

sententia

ratio

consilium

nosco

cognosco

intellego

scio

existimo

arbitror

puto

memoria

memoria teneo
certus

certior fio

certiorem facio
doceo

quaero

rogo

postulo

verbum

dico

loquor

oratio

respondeo

nuntius

nuntio

exspecto

credo

spero

spes

despero

polliceor

confido

fides

vereor

timeo

timor

dolor

gaudeo

laetus

gratus

gratia

gratiae

gratias ago

8) Will and Desire:
verba studi et vo-
luntatis.

peto

persuadeo

hortor

moneo

iubeo

impero

audeo

audax

audacia
placeo
studium
dili^ens

diligentia
pareo
noceo
cupio

cupidus

cogo
possum
potens
potestas
coepi
soleo
Conor
fruor
potior

9) Doing and effecting :
verba agendi et effi-
ciendi.

ago
opus
labor
facio

fk)

conficio
"facilis

facile

difEdlis

difficultas
patior

augeo
aperio
claudo
capio

accipio

occupo

redpio
do

donum
duco

adduco

deduco

educo

reduco

traduco
fero

affero

confer©

in fero

per fero

refero

confirmo
iacio

conicio
iungo

coniungo
mitto

amitto

committo

dimitto
pello

expello

repello
premo
relinquo
paro

paratus

comparo
compleo

X30

THE CLASSICAL WEEKLY

porto
rapio

eripio
perterreo
servo
teneo

habeo

contineo

retineo

sustineo
contendo
tollo
utor

usus

10) Grcumstance and
event

causa

fortuna

cado

casus

a^cido

caedo
invenio
rcperio

11 ) Moral value,
debeo

officium
ius

iniuria
iudico
iudicium
poena
praemium
laus
laudo
verus
honor
virtus

12) The Gods and their
worship.

deuSy dea
colo

13) Certain pronominal
relations.

ego, nos

tu, vos

meus

tuus

noster

vester

sui

suus

hie

ille

iste

is, ea, id

idem

ipse

quis

qui

quidam

aliquis

quisquam

quique

alius

alter

neuter

nuUus

ullus

uter

uterque

nemo

nihil

14) Certain logical re-
lations in language.

atque

aut

cur

etiam

ita

itaque

item

nam

-ne

nonne

num
ne

neque
nisi
non
quam
-que
quod
sed
si
sic
sine
tamen
ut
utinam

15) Certain attributes
of men and things,
and their abstracts.

acer
aequus

iniquus
altus

altitudo
angustus
brevis
bonus

bene
clarus
celer

celeritas
firmus
gravis
idoneus
latus
levis
malus

male
miser
novus
par
plenus
pulcher
similis

dissimilis
tutus

IL NATURE.

The External World as the Object of Man's

Thought.

16) The physical uni-
verse.

res
natura

sol

lima

terra

the elements :

aqua

lux

ignis

incendo
ventus

tempestas

geographic terms :

regio

provincia

fines

incolo
mare
insula
fiumen
ripa
pons
palus
mons
collis
silva
portus
litus
via

iter
urbs
oppidum
vicus
porta
rus
ager

17) Place conceptions.

spatium
locus
medius
finis

latus,-eris
pono
colloco
passus
mille passus

motion and rest :

adsum

absum

desum

supersum

sto

consisto

constituo
maneo
moror
moveo
sedeo
curro
cedo

etc, of

accedo

concedo

discedo
eo

iter

adeo

adventus

appropinquo

abeo

exeo

redeo

transeo
venio

convenio

pervcnio
proficiscor
egredior

progredior
verto

revertor
sequor

adverbs
place,
ubi
ibi
unde
inde
undique
ab
ad
ante
apud
circum
citerior
contra
cuni
de
ex

exterus
in

inferus
inter
interior
ob
per
post

posterus
prae
pro
prope
propter
sub
super
superus
trans
ulterior

18) Quantity and degree.

numerus

pars

totus

omnis

reliquus

ceteri

solus

creber

satis

multus

THE CLASSICAL WEEKLY

131

multtim

multitudo
paulum

parvus

pauci
magnus

magis

magnitudo
ingens
longus
tantus
quantus
tarn

quam
multus

The Cardinal and Or

dinal Numbers.
Cardinals from i to looe.
Ordinals from ist to 20th.

19) Time.

tempus

annus

aestas

hiems

dies

nox

hora

vigilia

adverbs, etc., of time:
prior
vetus
subitus

subito
cum
dum
iam
nunc
hodie
cotidie
tum
postea
semper
'tandem
statim
interim
saepe
rursus
diu

20) Life in the world
apart from man.

animal

equus

frumentum

REVIEWS.

Beitrage zur griechischen Wortforschung. Von Felix
Solmsen, Erster Teil. Strassburg: Karl J.
Triibner (1909). 270 pp. 9 Mks.
We have here the first instalment of a series of at
least twenty-five articles on Greek etymology. As
only eight of them are contained in this thick fascicle
it is needless to say that each word is fully discussed
from every point of view. Sometimes, in fact, the
etymology which forms the author's starting point
is almost lost from sight Such fulness of treat-
ment is amply justified: it is hard enough for an
etymologist to keep his feet upon solid ground no
matter what precautions he takes. But one cannot
help regretting the resultant discursiveness, espe-
cially as many of the topics discussed are more sig-
nificant for other reasons than for their bearing
upon the etymologies under which they are placed.
A good index will no doubt do much to remedy this
defect.

Such a treatment would be impossible for a mere
grammarian without independent command of the
sources. As it is, we have fresh and striking illus-
tration of Solmsen's conscientious attention to the
authenticity of his material. We are told (p. 25)
that the meanings *bc blood-red' and *be scorbutic'
for olfuaSuw have no warrant in ancient literature
or lexicography. There is no conclusive evidence
(p. 31) that 6do^ was the Attic form corresponding
to the Ionic dSdv; 6dodt seems not to occur before
the Septuagint The substantive Bikvftpow (p. 61),
which has occupied the attention of many etymol-
ogists, does not exist at all. For such points as
these an earlier generation of comparative philol-

ogists scarcely went behind the statements of the
dictionaries.

Perhaps the most important contributions con-
tained in these pages concern the interrelations of
the Greek dialects. The excursus appended to article
3 (PP 93 ff*) gives an analysis of the Megarian dia-
lect, in which are grouped separately those charac-
teristics which it possesses in common with both
Doric and Northwest Greek, those which it shares
with Northwest Greek alone, and those in which it
resembles Doric alone; and there follows a consid-
eration of certain characteristics which do not come
under any of the foregoing heads.

Both in this connection and elsewhere (especially
pp. 68 ff.) our author points out many correspond-
ences between the dialects of Megara and North-
eastern and Northern Peloponnese on the one hand
and Ionic on the other. On the Isthmus and in
Mycenae, Epidaurus, Calaureia, and Troizen, no^etddir
shows the Attic-Ionic-Aeolic p* instead of the Doric
r. atatfufdraif 'ruler', and atfft/ipav, 'rule', occur in
inscriptions of Megara and its colonies, and Pausa-
nias (7.20.1 f.) reports AIovup^tis, L e. AtaifUfdras,
from Patrae in Achaea. The corresponding Ionic
mlffviuf^flt, olffv/iwifTiipt cUffv/unw show assimilation of
t to the following labial consonant (a sound-change
which receives convincing treatment on pages 58 ff.).
Katfxwret, the Homeric name of a tribe near Pylos,
and KflU^xwir, the name of a stream near Dyme in
Western Achaea, find an echo in many Ionic personal
and geographic names, such as Kcu^xaXof , KaOnoffa,
Ka^Koffost KavKofffdt. Even the moimtain range to the
east of the Black Sea was very likely given its name
by Milesian sailors. Solmsen's conclusion is that
before the Dorian invasion the Northern and North-
eastern Peloponnese, the Isthmus, and the adjoining
portions of Central Greece were occupied by the
ancestors of the colonists who afterwards settled
the islands and coasts of Ionia. Their primitive
speech has left some trace in the dialect of the
Dorian conquerors.

So linguistic facts have once more furnished
striking confirmation of tradition. Solmsen has now
reached the point where he believes (p. 90) that, in
spite of the inventions of the poets and the infer-
ences of learned historians, the Greek traditions of
racial history always contain a kernel of fact By
way of confirmation he brings the troublesome
dative plural ending -«r<ri in Corinthian into connec-
tion with Thucydides's statement (4.42.2) that Cor-
inth was in possession of Aeolians at the time of the
Dorian invasion.

Attention is frequently called to the influence of
Ionic upon later Attic and Hellenistic fUSifiwoij
in the sense of a measure of grain, was originally
Ionic (p. 41). Td\arrop, for a definite unit of weight,
will be assigned to the same category in the twenty-
fifth article. Ionic origin seems probable for M>i/ira,

13^

THE CLASSICAL WEEKLY

A'^PM^i^ (pp. 39 f., n.). The Hellenistic d/ut^^
(p. i86), ArrXos *a heap of grain* (p. i86), ^(^if
as the name of a disease (pp. i88 f.), plrpop = Attic
Urpop (p. 235) are all traced to Ionic.

In fact, our author's zeal in this direction some-
times seems excessive. He has no doubt (p. 60)
that the twin forms t»SKi^ and ftSku^s should be
traced to Ionic His argument seems sotmd in the
case of fiS>u^f but why not derive the longer form
directly from Attic?

Article I contains a welcome addition to our
knowledge of Greek phonology. The group rs +
consonant is shown to have had the same fate in
Attic-Ionic and Aeolic as in Latin: if the following
consonant was voiced s dropped, otherwise r dropped.
Hence we have rripini = (Joth. fairzna, dppetit:
dptniWf ipifa from ^fipa^^ i. e. *fipaduff from *f€py-ua;
but dyoarit *hand' : dyelpw, ro/rrds from *rap-<rrds, raff-
rdras from *rap-^rdras.

There are several discussions of word formation,
two of which deserve special mention. It is shown
(pp. 52 ff.) that such proper names as 'AydOwpf 'Ap(^-
rwr, Kpdrwir, Ai&Kcap need not be derived from com-
pound names in the manner made familiar by Fick-
Bechtel. Complimentary names with simple stems
were common from Indo-European times, and so
was the individualizing suffix -in, -dn, -n. Solm-
sen thinks that the Germanic weak declension of
adjectives is to be traced to the same suffix, and he
repeats (from Rheinisches Museum 59.503) his
statement that the suffixes -aatop, -cucof, -axos^ -d5iji,
'idSfiSt and -ados^ as well as -a^f, contain its weak
grade. The reviewer hopes to show elsewhere that
-a/3of belongs in the list

The eighth article, though starting like the others
with an etymology, is chiefly occupied with an at-
tempt to show that all Greek nouns in -«f, except
those with suffix -u£, are due to the analogical modi-
fication of a-stems. Although the material is in
several cases too scanty to yield full satisfaction, we
are not likely to hear more of a suffix -a or -<rd.

Several other topics are scarcely less important
than those we have mentioned. But enough has been
said to show that Solmsen's book will demand the
attention of all students of Greek grammar and of
Greek history previous to the Dorian invasion.

Bajwaju>Colligk. E- H. StuRTEVANT.

Caesar: The Gallic War, Books I-VII. Edited by
A. L. Hodges, Wadleigh High School, New
York City. New York: The Macmillan Co.

(1909).

The Macmillan Latin Series has now been in-
creased by an edition of the Gallic War, from the
pen of Mr. A. L. Hodges.

In his preface Mr." Hodges states that the purpose
of his edition is to help the student avail himself
fiiDy of the advantages which the study of Caesar

offers in the author's direct style, his pure vocabu-
lary, the opportunity for drill in syntax, and his
interesting story, in its proper setting as a part of
the history of the development of Rome and Europe.
We shall not here take issue with this defence of
Caesar as a school author, all the less, because Mr.
Hodges, by including in his book seven books, man-
ages to satisfy the claims of those who believe that a
more interesting selection can be given than is af-
forded by reading the first four books entire. But
we must express, at the outset, our gladness at the
attempt to treat Caesar as a story teller, and not
merely as a corpus vile grammaticum. To accom-
plish his purpose, the editor has provided a rather
extensive introduction. After calling the reader's
attention to the parallel between the conquest of Gaul
and that of the North American continent — ^which
might be extended into a contrast of Roman and
English colonization — the history of the Celtic tribes
in both Transalpine and Cisalpine Gaul from the
sixth century to Caesar's appearance is told. Caesar's
life to his death is set forth in full, with an appre-
ciation of the man, and of his literary work. The
conditions of the country, the civilization and polit-
ical and social organization of the Gauls, the Brit-
ons, and the Germans, are sketched, the organiza-
tion, armament, and mode of warfare of the Ro-
mans are described, and a list of eight books of
maps and illustrations, and of sixty-three books of
reference closes the introduction.

This part of the work is done excellently well.
Its style is concise and vivid, and it cannot fail to
impress itself upon the pupil's mind, if he can be
made to use it The notes try to achieve this by
cross references to the introduction. In the hands
of a live teacher this work cannot fail to be success-
ful. One may, perhaps, regret that more stress has
not been laid on Caesar as a man, with his thor-
oughly Roman craftiness, his ice cold cruelty, as in
the story of the battle with the Veneti, his treachery
as displayed toward the (jerman chiefs, his warm
heart for friendship, as in the story of Procillus,
and his impartiality, as in the praise bestowed on
the Nervii. But that is a very minor defect

Teachers will be most interested in the question of
the notes. In general, it must be said that these are
good, and really helpful. They try to stimulate the
reasoning power of the student by questioning
rather than explaining (p. 255, alius— alter) , by call-
ing his attention to the importance of word order,
by questions about the case of nouns, and about the
translation possibilities of other words. We can also
highly commend the fact that stress is laid upon
derivation and upon the force of composition, mat-
ters which to the harm of real insight into the lan-
guage are too often deferred to the end of the third
year. Where the similarity of forms might mislead
the student he is assisted by being given the word

THE CLASSICAL WEEKLY

X33

to look for (sublata: toller e, not sufferre). Difficult
periodic sentences have been carefully analyzed, not
in mechanical schemes, but by making the student
question the development of the thought (p. 265,
32). Hints on translation are couched in general
maxims, as the note on the padding 'there' (p. 310,
17), the advisability of changing the voice, the way
to decide whether cum is a conjimction or a prepo-
sition.

. Much attention is paid to making the content a
reality, by giving the modern names of Gallic places,
by giving the meaning of Gallic names, whose
strange and unintelligible sound too often excites
the laughter of the young student, and by parallels
from modem authors.

On the other hand, two serious faults must be
pointed out In the first place too many phrases and
clauses have been translated. This is bad, because
it relieves the student of the necessity of self-activ-
ity. We hold that difficult passages may be trans-
lated for the pupil, but that this must be done in
such a way that the translation reveals the Roman
idiom, i. e. by literal rendering. It should then be
pointed out to the student that it is his duty to put
this metaphrase into good English. When he has
been taught the way to do this, from the very be-
ginning of his studies, we know from experience that
he soon acquires the ability not only to do this work,
but also to make the metaphrase for himself.

The second fault is quantitative. The notes are
not rarely burdened with material, interesting, no
doubt, but not germane, and beyond the comprehen-
sion of the youthful reader. Here belong for ex-
ample, conatus, -Us, as singular of conata, the men-
tion of chiasmus, for, if this device is to be studied,
why not the much more frequent hendiadys? Here
also belong notes on the version of the Helvetian
raid as given by Livy, the account of Labienus as
the conqueror of the Tigurini, the exact chronology
of the first expedition to Britain, all matters which
have no essential relation to the understanding of
the text

In accordance with the general plan of the series,
the notes are followed by 2t list of word groups, one
of the most helpful devices in securing the acquisi-
tion of a vocabulary. There is little to be said
about this feature of the book, except words of
praise, though our scientific conscience prompts us
to take issue with the editor on the root MOE-,
MU', 'wair (44) as separated from root MU-,
'share' (46), and though it might have been better
to explain actuarius as 'suited for driving' rather
than as 'driven'.

The vocabulary, which pays due attention to Mr.
Lodge's Word List, commendably lays the proper
stress on etymology, and on a clear development of
the meanings. Its practicability might have been
enhanced by citing the place where a meaning is first

found. Our experience tends to show that students
flounder a great deal and lose much valuable time of
their preparation by trying to fish out the correct
definition from a number of English renderings.

The appearance of the book — ^aside from its green
and red cover — deserves unstinted praise. The print
throughout is clear, even where small, and, as far
as we have tested it, it is absolutely free from mis-
prints. The many illustrations have been chosen
with good judgment, they really illustrate, and do
not merely adorn, and, what is still more important,
they have been placed where they belong. Numerous
clear maps, printed in colors, render material service
in elucidating questions of topography.

To sum up: the distinctive features of Mr.
Hodges's work are highly to be approved. The
shortcomings are of a minor nature. The book is
destined to take high rank among American contri-
butions to the cause of classical teaching.

Ernst Riess.

Social Life at Rome in the Age of Cicero. By W.
Warde Fowler. New York: The Macmillan
Company (1909). 362 pages. $2.25 net

What Professor Dill in his excellent volumes did
for two different periods of the Roman Empire, the
well known author of the Roman Festivals of the
Republic has now done for the Age of Cicero in
these essays which deal with the most striking
phases of the social life of the time. And surely no
period has a more abundant store of valuable con-
temporary record than this, even if one leaves out
of account all else but the Ciceronian correspondence,
which reveals so wonderfully in many cases the very
hidden springs of social action. These letters to-
gether with Marquardt's Privatleben are the chief
sources utilized by Mr. Fowler, who at the same time
acknowledges that the first sense of the reality of
life and character in the age of Cicero came to him
in younger days through Boissier's Ciceron et ses
amis.

The titles of the chapters of themselves give a fair
idea of the scope of the book: I Topographical; II
The Lower Population; III The Men of Business and
their Methods; IV The Governing Aristocracy; V
Marriage and the Roman Lady; VI The Education
of the Upper Classes; VII The Slave Population;
VIII The House of the Rich Man in Town and
Country; IX The Daily Life of the Well-to-do;
X Holidays and Public Amusements; XI Religion.
Then follow a brief Epilogue, a good index, and a
map of Rome for the period in question. These
chapters are on the whole admirable, packed full of
information presented always in a most interesting
and readable style.

There are, however, some evident weaknesses in
the book which the faithful reviewer is bound to
notice. Perhaps the least convincing chapter is the

134

THE CLASSICAL WEEKLY

first, in which the author essays to guide his reader
up the Tiber to the site of Rome, to show him the
panorama of river, city, Campagna and mountain
from the point of view of the Janiculum, and finally
to conduct him on a brief tour through the most
interesting parts of the town, including the Forum
Boarium, the Circus, the Porta Capena, the Sacra
Via, the Forum and the Capitol. But in all this the
author does not produce the impression of a man
who knows his Rome thoroughly and has seen it
recently, but rather of a student who is writing with
one eye on the map. Clear errors in fact too are
not wanting, as, for example, when we are told (p.
4) that "The modern visitor would cross by the
Ponte Rotto . . . just below the Tiber Island".
This was true once, of course, but for many years
now the Ponte Rotto, standing with its one broken
arch in midstream, has been reached only by the aid
of a boat or a bathing suit. Standing in the Forum
Boarium near the site of the Ara Maxima Herculis
and the northwest end of the Circus Maximus the
author remarks that "Nothing is visible here now,
except the pretty little round temple of a later date,
which is believed to have been that of Portunus, the
god of the landing-place from the river". But he
has totally neglected to mention the oblong temple
assigned by Huelsen to Mater Matuta and now
known as S. Maria Egiziaca, a neglect all the more
unfortunate because this temple was actually stand-
ing there in the days of Cicero, whereas the other,
at least in its present form, is of later date. The
reader who is either familiar with the topography of
the Forum or sure-footed in the slippery paths of
grammatical gender is startled to read of the fornix
Fabiana (p. 17) which he at once corrects by run-
ning his pencil through the final a and writing us on
the margin after the fashion of the proof reader, at
the same time muttering an imprecation against the
careless tribe of printers. But when the same error
meets his eye on the next page he begins to suspect
that someone else than the printer has blundered.
Again on page 22, the author is inconsiderate in
saying that "All Roman public buildings of the
Republican period" face the southeast In some
passages, too, he is quite confused in his topograph-
ical statements; for example, on p. 20 the ascent
from the Forum to the Capitol is thus described:
"The way now turns again to the right, and reaches
the depression between the two summits of the
Capitoline hill. Leaving the arx on the left, we
reach by a long flight of steps the greatest of all
Roman temples", etc In this Mr. Fowler seems to
be following the old view, now no longer held, which
placed the temple of Juppiter Capitolinus on the
northern elevation of the hill. On page 19 he calmly
sails into the dangerous waters of the Rostra and
speaks of the imperial Rostra as if it were the Rostra
of the age of Cicero. It may be that in the very last

days of Cicero the orator's platform was located on
this site after its removal by Julius Caesar, but for
the period of which we think as the age of Cicero it
was of course between the Comitium and the Forum.
Yet in spite of such blemishes as these, the topo-
graphical introduction may be really useful to the
student who has never seen Rome, helping him to
visualize the external conditions which surrounded
the people of the late Republic

In the other chapters Mr. Fowler is on more
familiar ground and, especially in his treatment of
the social life of the higher classes, to whom most of
his space is devoted, has conferred a real benefit
upon students of antiquity in bringring together the
contemporary literary evidence for each topic dis-
cussed. The limits of space will hardly permit me
to enter into any detailed account of the content of
these excellent essays, which are always interesting
and illuminating. I may be allowed, however, to
record a few rather disconnected notes selected from
many made upon the margin in a cursory reading.
It is difficult to understand why a scholar should any
longer refer to the Lucilius of Baehrens, as our
author does on pages 18, 133, 246, and 273, when the
edition of Marx (1904-05) is so far superior; or why
Festus should be cited in the old edition of Miiller
(p. 177) rather than in the standard text of De
Ponor; or why Lanciani's Ruins and Excavations
of Ancient Rome should be given as one of three
authorities on the shape and divisions of the Roman
house. Occasionally there is a looseness of refer-
ence which seems unnecessary even in a popular
book like this; for example on pages 53, 242, 243
and 276 we are referred to "Man's Pompeii" without
being told whether we are to consult the revised
edition in English by Professor Kelsey or the more
recent somewhat enlarged German edition. On page
51 we read: "In fact, fish-eating only came in
towards the end of the Republican period, and then
only as a luxury for those who could afford to keep
fish-ponds on their estates". Surely this sweeping
statement was not well considered, for, to -say nothing
of the evidence of Plautus, it is sufficiently contra-
dicted by the one fact thai the Forum Piscarium was
burr-id down in 210 B. C, as Livy records (26.27).
'^ page 53 we are inaccurately told, with reference
to the trade of the fullers, that "the details of the
process are known to us from paintings at Pompeii,
where they adorn the walls of fulleries which have
been excavated". Here the author might have indi-
cated that the most important of these paintings are
in the Museum at Naples. Other passages to which
objection may with good grounds be taken are the
following: on page 62 the sum of two hundred mil-
lion sesterces is equivalent to one hundred and sixty
thousand pounds but on page 64 eighty thousand
pounds is the same as centies sestertium; page 315,
"These (fabulae Atellanae) were of indigenous

THE CLASSICAL WEEKLY

135

Latin origin, and probably took their name from the
ruined town of Atella, which might provide a perma-
nent scenery as the background of the plays without
offending the jealousy of any of the other Latin
cities"; page 261, "(villa rustica) like that recently
excavated at Boscoreale near Pompeii". Such mat-
ters as these may seem to some readers of small
account, but they show a lack on the side of accu-
racy and indicate rapid writing and incompleteness
of research. An American Latinist once said to me
that "Scholarship consists largely in an infinite ca-
pacity for looking things up" and I believe that he
was not far wrong.

There is no need to dwell on the use of discarded
spellings like coenaculis (p. 29, n. i), foenus (p. 81)
and coelo (p. 102), nor to record such errors as
Asconius in Cornelianum (p. 126), but it does seem
necessary to emphasize the fact that Mr. Fowler has
made an insufficient use of archaeological and epi-
graphical materials which are so abundant and so
illuminating in the discussion of such a subject as
ancient social life. Speaking of the children, he
says (p. 181) "They had plenty of games, which
were so familiar that the poets often allude to them",
but not a word of all the tangible and material testi-
mony offered by the article in Baumeister's Denk-
maler, to mention only one standard source. Again,
in dealing with the lower population, he remarks
(p- 43) that they "did not interest their educated
fellow citizens, and for this reason we hear hardly
anything of them in the literature of the time".
True, but the inscriptions, though not so numerous
in the age of Cicero as during the imperial period,
yet are very useful in filling up such gaps as this in
the literary record. Occasionally, it must be said,
our author makes use of an inscription, the most
notable case being his lengthy interpretation of the
so-called Laudatio Turiae (pp. 159-167) in the chap-
ter on Marriage. Following his own article in The
Classical Review (1905, p. 201) he still believes that
this long inscription refers to Q. Lucretius Vespillo
and his wife Turia and tries to explain away the
objections to his view. As much as ten years ago,
soon after the discovery of the new fragments, I
ventured in print to doubt this identification, follow-
ing the view of Vaglieri and Gatti, which was later
approved by Hirschfeld (Wiener Studien, 1902, p.
235) and I still think, even after Mr. Fowler's argu-
ments, that not Turia but some other noble Roman
lady was the subject of the eulogy.

We have long been accustomed to the occasional
mildly contemptuous reference in English books to
what is called "American English" and, to be fair,
we must acknowledge that American scholars have
often left themselves open to criticism in this regard.
For an American, on the other hand, to venture to
point out defects in the writing of an English scholar
and especially of one so well known for his culture
and attainments as our present author, may look like

presumption, but these defects, nothing more than
the signs of haste, no doubt, are so glaring and so
numerous that they should not be passed unnoticed.
The constant use of the word com in the sense of
grain (frumentum) is, of course, quite good English,
but it sounds decidedly peculiar to us on this side of
the Atlantic, as "The com which was at this lime the
staple food of the Romans of the City was wheat"
(P- 33)- This is, however, quite defensible, but as
much can hardly be said for such passages as the
following: "We hear neirner of beer nor spirits in
Roman literature" (p. 39) ; "The donkey was from
quite early times associated with the business, as we
know from the fact that at the festival of Vesta, the
patron deity of bakers, they were decorated with
wreaths and cakes" (p. 49) ; "Plenty of men who are
only there because they have held the quaestorship"
(P- 97) ; "Space can only be found to point out"
(p. 106) ; "Only escaped with difficulty" (p. 209) ; "I
will only wait till May 6" (p. 257) ; "The two first
books of the de Officiis'* (p. 115); "These two first
hours of daylight" (p. 270) ; "All night long the
wagons were rolling into the city, which were not
allowed in the day-time" (p. 245) ; "The clear sight
and. strong nerve of Caesar, as compared with so
many of his contemporaries, was doubtless largely
due" (p. 246) ; "The guests would arrive with their
slaves, who took off their walking shoes, if they had
come on foot, and put on their sandals" (p. 280). In
spite of these slight blemishes, however, Mr. Fowler
has done good service to Classical Philology in re-
constructing the social life of an important period
of antiquity, and, after all, such reconstruction is. the
principal aim of all classical research.

Johns Hopkins University. Harry LaNGFORD WilSON.

Two important books have just become available,
through translations, to those who do not read Ger-
man readily. Weise's Charakteristik der lateinischen
Sprache has been translated, with additional notes
and references meant for English readers, by H. A.
Strong and A. N. Campbell (Kegan Paul, Trench,
Triibner. Six shillings net).

The other book is a translation, under the title
Our Debt to Antiquity, by H. A. Strong and H.
Stewart, of a work by Th. Zielinski, Professor in the
University of St Petersburg (George Routledge and
Sons. 2s., 6d). Professor Zielinski is well known
for his Cicero im Wandel der Jahrhunderte, (second
edition, greatly enlarged, 1908). Our Debt to Anti-
quity is a development of lectures gfiven by him in
1903 to the highest classes in the secondary schools
of St. Petersburg. The book is an earnest cham-
pioning of the Classics as the groundwork of educa-
tion. What I have read of it leads me to endorse
these words from the Preface to the Translation:
"The whole question indeed is surveyed from a fresh
standpoint; the lectures form a stimulating and sug-
gestive treatment of a familiar subject on new lines".

C K.

On page 113, column i, next to last line, read "as
having read an amount", etc.: on the same l>age,
column 2 ,sixth line from bottom, read "any

136

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New York, FEBauARY IS, 1910

No. 17

The emphasis upon method to the exclusion of
matter which used to be quite prominent is gradually
giving place to the belief that method after all is 'but
the handmaid of matter and that the first requisite
of a good teacher is knowledge. But that method
properly considered has not only a place but an
essential place in the preparation of a teacher is
being more and more generally recognized, particu-
larly in those institutions whether universities or
normal schools a large proportion of whose students
are preparing specifically for the profession of teach-
ing. That these institutions do not regard their
function as confined to the walls of the buildings is
evidenced by two recent handbooks for teachers of
Latin which have come to my hand.

At the close of 1908 there was issued by the Uni-
versity of Wisconsin a pamphlet called The High
School Course in Latin, by Professor Slaughter.
The contents are divided as follows: Introduaion,
First Year Latin, Second Year Latin, the Third
Year, The Fourth Year, Reference Books and Jour-
nals. After a few introductory pages on the value
of Latin study in the High School, Professor
Slaughter proceeds to discuss the course in detail.
It would be impossible to go into an analysis of the
pamphlet or an examination of individual state-
ments. One is surprised at the number of directions
which would seem to be almost superfluous in print,
e. g. such statements as, "No good teacher is depend-
ent upon the book", "Keep the class alive", "Don't
let the pupil dawdle", "Insist upon immediate and
close attention". Perhaps, however, emphasizing
them may goad the jaded teacher to greater elTorts.
In the iirst year the topics considered are The Text
Book, about which the author has some good re-
marks, Pronunciation, regarded rightly as the strang-
est thing the pupil encounters in beginning Latin,
Forms, Sentence Structure, Syntax, Vocabulary and
Connected Reading. Professor Slaughter remarks
that more syntax is usually given in beginners' books
than is demanded. He says that the pupil is old
enough when he begins Latin to be sufficiently ma-
ture to understand the principles of syntax found in
the beginners' book but he should not be expected to
master all of them. Some may question the truth of
his ability to understand. To my mind understand-
ing is likely to follow mastery rather than to fre-
ced? it- Iti vocabulary three to five hundred words

are recommended as a minimum for the first year
and some connected reading either from Caesar or
from the Fabulae Faclles. In the second year the
most important suggestion is that sight reading
should be encouraged and that definite attention
should be paid to the systematic study of vocabulary
by having the class keep lists of all the new words
as they occur and learning a certain number every
day. Latin Composition is treated during this year
but Professor Slaughter confines himself to gener-
alities. He seems to incline towards daily drill occu-
pying the first ten minutes of the recitation period
but he admits that many teachers prefer one period
a week and then says : "When this is done great
care must be exercised to prevent listless and care-
less work. Pupils should be required to prepare
their lessons independently of each other, and tbe
teacher should never allow pupils to correct each
other's papers. Whatever correction is necessary
should be made by the teacher or by the one who
wrote the paper, and should be supervised by the
teacher. Poor and slipshod work in composition is
worse than none". These directions arc admirable
but unfortunately experience shows that they cannot
be carried out. Latin Composition, if it is to be
done with profit at all, must be done almost entirely
in the class-room under the teacher's eye. As far as
the reading is concerned he thinks it should be slow
at the beginning but careful attention should be
given to the Englisii of the translations. The third
and fourth year are dismissed quickly, the chief
emphasis in the fourth year being laid upon the
scansion. The pamphlet is likely to be useful and in
its recommendations seems to be fully up to the

More recent is tbe Handbook for High School
Teachers of Latin written by Professor Game and
published by the Missouri State Normal School.
This handbook will be sent on request to any one
who desires to have it. It is somewhat more pre-
tentious than Professor Slaughter's and contains a
number of interesting things. The first part of it is
devoted mainly to summarizing the various papers
that have been delivered at the Classical Conferences
in Michigan. Some of these papers are now out of

prinL The University of Michigan wor''' — '

favor upon classical teachers by publishit
series in book form. After this comes a

i3«

THE CLASSICAL WEEKLY

ter on The Increasing Interest in Latin, The Bearing
of the Qassics upon English Literature, in which a
table is given of mythological references in twenty-
four prominent English writers, running from 650
such references in Spenser, to 450 in Byron and 30
in Bryant, Shakespeare and Milton being omitted
from the list The next section is devoted to The
Use of the Latin Bible, Latin Hymns, and Similar
Latin in the High Schools. This paragraph is worth
pondering on.

Students really enjoy an opportunity to make their
Latin touch things of everyday life. A copy of the
Latin New Testament and Psalms on the teacher's
desk may be made the means of awakening a new
interest in his Latin on the part of many a boy, and
of turning to good account manv an hour that might
be without promise. The teacner can read slowly
the Latin version of some familiar passage and ask
for a translation by ear. The twenty-third Psalm,
the Lord's Prayer, the Beatitudes, the Fifteenth
chapter of St John's Gospel, all offer themselves for
this purpose, and it will be surprising how gladly
even students of the first year will try to make use
of all the Latin they laiow.

Some specimens of Latin hymns are given and
references to the two editions of hymns now avail-
able, the first by Professor March, published by the
American Book Co., the second by Professor Mer-
rill — who seems not to have known of the first —
published by Sanborn. There is a section on The
Qualifications of a High School Latin Teacher in
which Professor Game urges very strongly that no
one should be allowed to teach Latin who does not
hold the degree of Bachelor of Arts from a reputa-
ble college. Then come Suggestions on Teaching
High School Latin divided into first, second, third
and fourth year. The treatment is brief but the sug-
gestions are good. One serious criticism I should
make, htnvever, that in a book of this kind, special
text-books, as, for example, beginners' books, should
not be recommended. To pick out four first year
Latin books, all published by -leading publishing
houses, and omit the twenty or thirty others that are
asking for recognition is not right A good section
on Qass Room Equipment for the Latin Department
treating charts, books, wall-maps, pictures, sculpture
and other illustrative material is followed by a few
suggestions as to illustrative material for Caesar,
Cicero and Vergil. The excellent suggestion is made
in this connection that a certain amount of illustra-
tive material may easily be made by teacher and
students. This applies particularly to arms, imple-
ments and articles of dress. The pamphlet closes
with the advertisement of the Gassical Association
of the Middle West and South and of the Depart-
ment of Latin and Greek in the Missouri State Nor-
mal School, but the fact that the whole treatise is
apparently primarily an advertisement need not blind
us to its general excellence. G. L

SYMPOSIUM ON FIRST YEAR LATIN
LATIN WRITING

(Concluded from page 131. See also page 106.)

That there must be Tvriting of Latin during the
first year is almost axiomatic The necessity of an
apologia arises, in part, from the tendency of certain
recent beginners' books to minimize the importance
of that writing, and, in part, from conditions that
favor easier methods and approaches to learning.
With the vast growth of collateral work that is re-
garded in many quarters as essential to the vital
teaching of the Classics many an issue has been ob-
scured. Writing, however, still remains the force
that will fuse and unify the miscellanies of the stu-
dent's scattered information, the medium in which
we may expect a precipitate of wisdonu

Every legitimate means contributing to the stu-
dent's mastery of his working material — vocabulary,
inflection, syntax, word-order — ^must be brought into
use. The writing of Latin assuredly occupies an
important place among these media, being absolutely
imperative and indispensable. The multitude of de-
tails which crowd upon the young student's attention
will remain in endless confusion in his mind and
imagination, unless the categories into which these
details properly fall are more firmly fixed by the
added effort of writing them upon some present,
palpable medium. To visual, auditory and place
memories there are joined a motor energy and a
new association, that add power to the impression of
the others; "the brain path leading to the oral re-
sponse is not the one along which the written re-
sponse travels"*. Careful wrtiing not only involves a
recall of what the student knows, but also a discrim-
inating use of it Involving criticism, writing rein-
forces his knowledge and thus results in a careful
weighing of possibilities— verbal, suffixal, S3mtactical
and of word coordination. Discriminating writing re-
quires more than mechanical memory and imitation.
It necessitates "a real active and originative mental
effort", that includes attention and a greater degree
of concentration than even the most correct and
sharp oral work which may be wholly mechanical
and quite thoughtless even at the moment of accurate
recitation*. Words therefore (whether in isolation
or in sentence structure), word- forms and functions,
and sentence-elaboration — all of these are impressed
more strongly and firmly upon the student's con-
sciousness by reason of the added effort of writing,
and of the process of conscious deliberation and
choice that is part of the act of careful writing.

Though the ultimate aim of our Latin studies may
be the ability to read Latin with comparative ease so
that we may subordinate language-study to a study
of literature and its content, this ideal will not and

1 Miss H. May Johnson, Thb Classical Wbbkly a. 59.
* C£. De G«rmo, Principles of Secondary Education, ixs.

THE CLASSICAL WEEKLY

139

cannot be realized as the immediate result of the first
year's work. Just as far as the first steps in lan-
guage-study exercise observation and memory, com-
parisons, associations and dissociations, inferences
and analyses, and constantly fresh syntheses in the
acquiring of forms and the observing of laws, just
so far the first year's work will seek to cultivate, to
a certain degree, logic, reflection and reason, and
imafirination\ It does not necessarily follow that the
specific habits of verbal and grammatical memory
and of linguistic reason will be directly applicable to
any or every subsequent intellectual pursuit; indeed,
these may later prove a real inhibition upon certain
other mental directions, tendencies or impulses. Yet
that progression in the development of memory, rea-
son, logic and imagination must gain in definite out*
line and strength from conscientious composition, in
proportion as the latter requires accuracy and pre-
cision in the recapitulation of all these processes.
All these recognized values, which accompany an
acquisition of vocabulary, mastery of forms, compre-
hension of essential principles of syntax, and initia-
tion into the mysterious genius of Latin word-order,
repose for their fuller realization and for their
deeper meaning upon the use made of these in writ-
ing. Writing, therefore, cannot be begun too soon,
cannot be prosecuted too vigorously. Other things
may come and go, but the importance of writing can
hardly be exaggerated or over emphasized; and
schreiben, viel schreiben, moglichst viel schreiben
would be my dogmatic philosophy for the first year
Latin student

In addition to the maximum amount of writing
compatible with reason that is done outside the class,
as much writing as time may allow should be done
in class under skilled supervision. The argument of
economy of time through oral* work meets, to be
sure, an important exigency of our Latin teaching,
but does not affect the theoretical and absolute im-
portance of that writing. It is quite unnecessary to
add the need of simplicity throughout the first-year
sentences, even though the student write connected
discourse*. Complex constructions cannot be too
strongly tabooed, lest the confusion and dishearten-
ment resulting from their subtleties put to rout that
intellectual strength toward which we are striving.
But correction both of the work done outside of
class as well as of that done in class must not and
cannot be neglected without forfeiting alL

Writing in such large amounts and so constantly
emphasizes the disciplinary character of the first
year's work. However, "strictly speaking, there is
probably no such thing as a purely disciplinary

1 Cf. Ashmore, The ClaMict and Modern Traiolng, ai.

• Cf . BenoeR and Bristol, The Teaching of Latin and Greek, 59,160.

> Byrne's invaluable Sytataz of High School Latin will nndoabtedly
exert aa inflaence in this direction.

Study"'; while during the first year this function of
our Latin studies may be properly emphasized, yet
they possess, even at this stage, an inseparable cult-
ural content This cultural content may possess an
enormous stimulus to the student's imagination, in
proportion to the teacher's knowledge and skillful
use of it By this means the student realizes that his
formal material is, after all, merely the symbol of a
system greater than the linguistic structure that he
is learning, merely the symbol of a civilization, only
in part revealed in the strong and noble language-
organism that he is mastering. The student has the
right to know something of the significance of the
formal material that be is handling. It is the
classical teacher's good forttme to teach ajvocabu-
lary* that is the expression of a great concrete and
spiritual world of unlimited inspiration; to teach
forms with which are psychologically associated
great ideas and forces not entirely beyond the grasp
of even the first year student; to teach a language
and sentence-structure whose mood and case rela-
tions are rich and abounding with suggestions of law
and order, of rivalries and conquests, of authority
and submission. No well-trained teacher, to-day,
will fail to read into words, forms, syntax and
word order — the student's pragmatism — ^the Roman
spirit that pervades all these particularisms, that il-
lumines the letter, that cannot but quicken and thrill
the teacher and the taught alike, and prove their
mutual salvation*. The disciplinary character of this
work need never assume the abhorrent aspect of a
purely mechanical, barren, soulless drill in a vast
array of meaningless details. Even the simple rudi-
ments, the "husks" of G. Stanley Hall's derision
(tyrannous and arbitrary products, finals only to a
narrow intelligence), should throb with interest for
the student by reason of the teacher's comprehension
and enthusiasm that will communicate an admiration
for words and inflections, a contagious affection for
syntactical possibilities and those of word-order.
Then to the knowledge of things as they are will be
added the inspiration of suggestion why they are as
they are.

Yet our great emphasis during the first year must
be laid upon the disciplinary aspect of this matter,
i. e. upon the inherent mental training that will re-
sult from our conscientious teaching of these phe-
nomena of language. All of this cultural signific-
ance, during the first year, must remain but the

1 J. R. Angell, The Doctrine of Formal Discipline, etc. in The Ed-
orational Review, Jane, 1908, p. 14.

* As an assistance to the acqairing of the vocabnlary the jodidoot
use of lantem>slides is strongly recommended.

' There is room for a hand-book that might aid teachers of first year
Latin to the materials essential to the most effective teaching of that
Latin. Such a work, largely bibliographical and explanatory in char*
acter, might properly be a systematic gnide-book to beginners* Latin
books, to books that furnish easy collateral reading, to articles and
hirger works bearing upon the pedagogy and psychology of the teach-
ing of Latin, and to treatises that suggest the deeper significance of
words, forms, syntax and word-order.

740

THE CLASSICAL WEEKLY

lighter play upon the more serious task immediately
at hand Our essentials must he taught and must be
learned even at the peril of pain and rebellion, and
the technique aiming at a mastery of that body must
include writing. Writing not only emphasizes the
disciplinary aspect, but also fortifies the cultural,
because that cultural enrichment without a real basis
of knowledge is mere idle, intellectual dissipation.
The very artificialities of the Latin literary language
which became a fixed medium, the very fact that it
acquired a definite form and outline, the very fact
that finality attended so many of its modes of ex-
pression render the writing of it all the more im-
portant a corrective of intellectual indolence. That
necessary precision involved in correct Latin compo-
sition checks the young, untrained mind, accustomed
to loose thinking and to looser phrasing. If it be
urged that this seems all too much like hampering
freedom and individuality, it should be borne in
mind that the brain of the average^ student has at-
tained its full size and weight, and that the sensory
and motor areas are fully matured.. Therefore, at
this stage, improvement is especially needed in pre-
cision and decision. Unless freedom be misregarded
as license, unless individuality be misinterpreted as
the sophistry of impulse untrained, the discipline of
mental aptitudes, resulting from the writing of
Latin prose, is most likely to promote these desid-
erata of decision and precision.

While serving as a means to the mastery of vocab-
ulary, forms, syntax and sentence-structure, the
writing of Latin will inevitably prove the best means
of acquiring the ability to move with firmness and
security among the difficulties of the language that
will later present themselves in the reading. Writ-
ing does not necessarily lead to fluency in reading
any more than reading or oral work immediately
creates the ability to write easily and correctly. Yet
it is true that the ability to write correctly is the
greatest test of the student's accurate knowledge and
will be the surest foundation for subsequent correct
though slow reading. For rapid reading ability, or
ability to read at sight, somewhat different methods
must be employed; such methods, however valuable
if applied properly at a later time, are in a measure
alien to the more rigorous plan outlined above, and
if applied too early are even prejudicial to the best
results. An adherence to our stricter methodology
may be old-fashioned and not in line with a recent
tendency that, influenced by modern language
studies, emphasizes the need of learning to read
readily as early as possible. But many a later catas-
trophe in school-life has unquestionably resulted
from a failure of the student to build the foundation
of his house as firmly as our scheme of work con-
templates. Even in this scheme the writing of Latin

> See J. M. Tyler, Growth and Ednoition, x8o.

remains merely a means^ to an end; it is not ability
to write with stylistic elegance that is sought at this
time or even later. As an instnunental knowledge,
Latin composition accentuates the benefits and epi-
tomizes the problems of first year Latin. More than
this, it helps to develop that honesty of habit and
sincerity of thoroughness which are not only the
basis for all future work in Latin, but which are
admittedly one of the great contributions of Latin
study to education and so to life. On the other
hand, tendencies involving less rigorous methods
imply that we have lost somewhat of the earlier
Spartan character of our discipline.

The aim of all this writing will be to create lasting
impressions, and, if possible, to assist to a language
consciousness. Writing and writing only vrill lead
the first year student to an- intimate knowledge of
the anatomy of the language; writing and writing
only will acquaint him with the physiology of the
language as that is revealed in organic sentence-
structure ; and writing and writing only will suggest
the soul of that language. But as much writing
puts upon the student the burden of immense ex-
penditure of time and effort, so upon the teacher
there rests a moral obligation of sacrifice in the
interest of the student's accuracy. An unreserved
devotion to all the obligations of this task requires
a love and a faith rarely found in any but the stout
hearts of martyrs. All too easily subterfuges arc
found and excuses are conjured up. The success of
the late, lamented Henry Gray Sherrard may, per-
haps, encourage fainter hearts. Possessed of lumi-
nous imagination, fertile invention, and an enthusi-
asm which kindles even unto these later years, teach-
ing was ever a consecration with him, and the writ-
ing of the correct form was one of the great requi-
site virtues that might open to the faithful disciple
the kingdom of classical mirahilia.

George Depue Hadzsits.

Univbrsity of Pennsylvania.

LATIN IN THE SECONDARY SCHOCH^

Again and again we teachers of the Classics in the
secondary schools are told that we must mend our
ways, if we do not wish to be dispossessed from the
Latin mansion as we have already been from the
Greek. Statistics are quoted from this source and
that to prove that Latin has entered on the do¥m-
ward path, the results of the Entrance Examinations
are held up to us as the Mene Tekel of our impend-
ing doom — and then we are left to our own devices.
If it is true that the Lord helps him who helps him-
self, then it would seem to be time for the down-
trodden mere teacher to rise and defend himself.

I do wish to state once as tersely as I can the

' Cf. P. Dettwdler, in A. Baumeister's Handbnch der Endehangi
u. Unterricbtslehre ftir hOhere Schulen, Vol III (see Thb Classical
Wbskly t.8^-86) ; J. E. Barn, The What and the How of Classical
Instruction, in The Classical Wbskly a.34-36.

THE CLASSICAL WEEKLY

141

difficulties which beset our path, especially in the
large cities. In the school with which I am con-
nected, there are received every half year some 425
boys, chiefly recruited from the grammar schools.
These pupils are received on certificate of maturity
and scholarship from their principals. About one-
fifth of these elect German as their first language,
the rest, either of their own choice, or because lack
of space does not permit us to teach French during
the first year, take up the study of Latin. During
the first year these pupils are expected to cover the
following ground: all forms, with the exception of
the imperative of the verb; the chief uses of cases,
the purpose, result and indirect discourse construc-
tions, relative and causal clauses, gerund and gerund-
ive, in their elementary aspects only. In addition,
they read the first 22 chapters of the War with the
Helvetians, and do a fair amount of translation from
English into Latin, at the rate of about four sen-
tences per diem. This amount of work is in reality
a reduction in the requirements, made during the
last three years. Formerly 29 chapters of the Helve-
tian War, and five lessons of an elementary prose
book were covered. Not counting losses by with-
drawal from the school, there are left at the end of
the year, and judged capable to continue the course,
about 60% of the pupils. Teachers of the third
term — Caesar — are, however, constantly complaining
of the inferior character of the students coming into
their classes. An investigation into the causes seems
to show that the responsibility lies largely with cir-
cumstances outside the school itself. For two and a
half years, we have been compelled to employ a
varying number of substitute teachers, young college
graduates without experience, and frequently with
but a very meager knowledge of Latin. Through a
readjustment of programs and appointments these
conditions have been recently altered — ^I dare not
say, improved. For I do not consider it an improve-
ment that our teachers now teach five classes of five
periods each, instead of four. Twenty-five periods
of work appear to me by far too large an allotment
to a man, especially in the first year, with classes
varying from 35 to 48 pupils. In no grade is the
written work of more importance than in the first
two ; yet no man can be expected to correct from 175
to 225 exercises every day and keep mentally sound.
Only a change in the financial conditions of the
municipality can bring the needed betterment

Even apart from this condition, however, I believe
that no material elevation of results is possible. It is
all very well to say that hard work is a fine discip-
line, that boys must not be coddled, but after all it
remains true that nothing will be well done but what
is gladly done, and our boys do not love their Latin.
Nor do I see how they can. To feed a boy day after
day on such pabulum as The Helvetians wage war
with the Germans, The soldiers were praised by the

general, and so forth, must be nauseating in the end.
The defect is by no means restricted to the special
book, excellent in its way, which we are using. Any
book which prepares for Caesar, and not for Latin
suffers from the same disease. Nor do I see that
other beginners' books are any better, least of all the
books which tell stories like this: The red rose is
beautiful. The girl gives a beautiful rose to the noble
queen. The great and fundamental defect of all our
first year books, as far as I can see, is, that they
either are imbued with the vocational idea, that is,
they wish to accomplish only a highly specialized end,
or they are remodeled from German books, which
were written for children of nine years of age, and
are correspondingly childish. The sine qua non for
a successful first Latin book, I believe, is a previous
investigation into the psychology of the fourteen
year old boy. This much I am willing to adopt from
Professor Dewey's statement that a child should be
taught nothing but what it demands

In the second place, I believe that we should take
a leaf out of the wreath of modem language teach-
ing, and model our books so that they teach the
beginner something about the life and the way of
thinking of the Roman nation. Grurlitt's Fibel, re-
written for boys of a more advanced age, would
seem to me to come nearer to this demand than any
other book. I am fully alive to the objection that
such a book will largely consist of made Latin. But
I confess that I do not share this objection. Pro-
vided that the maker of the book is a sound scholar,
and that he will not admit into his book anything
which is not classical language — ^I do not mean con-
structions found in Caesar and Cicero but a few
times — a boy can learn just as much Latin from
tnade exercises as from others.

A third requisite for a good first book would be
limilation. All of our first books undertake to teach
by far too much. The first year should be strictly
limited to what is essential: the five declensions —
and I sincerely hope that the mixed stems will give
way to a more sensible way of teaching— the four
regular conjugations, sum, and possum, but not fero
and eo, the r^;ular adjectives, including comparison
and adverbs, but only a very few irregular compari-
sons, the personal, possessive, demonstrative, rela-
tive and interrogative pronouns and no others, the
most important prepositions. That would seem to be
all that is necessary to start the pupil in reading.

On the other hand, I do not share the modem
abhorrence of composition work. During the first
year, on the contrary, translation from English into
Latin should equal, if not surpass, the translation
from Latin. For if application, and immediate appli-
cation at that, is a sound pedagogic principle, such
application in language work is. best given by the
making of Latin words and sentences on the part of
the student

I4«

THE CLASSICAL WEEKLY

There remains the old crux of our work, the ac-
quisition of a vocabulary. As far as quantity goes,
the question would seem to have been settled by
almost unanimous consent: about 500 to 600 words
are not too large a demand. The question is: how
is this amount to be acquired? Here nothing, in
my opinion, can take the place of the old-fashioned
way of memorizing. Every day should see the call-
ing for a small number of new words and the review
of a larger number of old words, either orally or
better still, on the blackboard or on paper. In this
connection let me say that three or five minutes
given each day to a little review test would not only
be no waste of time, but would actually prove a time
saver. I am not old fashioned enough, however, to
condemn the student merely to a mechanical acqui-
sition of the vocabulary. On the contrary, I wish
from the very beginning to employ all possible helps :
elementary etymology, comparison with English de-
rivatives, the laws of composition. All of these
should daily enter into the teaching.

In the last place, we are still sinning against the
precepts of sound educational theory by making our
assignments indefinite, and by throwing too much of
the burden of acquisition upon the pupil. Personally,
I should go over each new lesson in class, not only,
as is usually done, for explanation, but in actual
practice. No sentence should be prepared by the
student at home which he has not gone over with
the teacher in the classroom. His home work should
be merely a review of what he has been taught dur-
ing the day in school, and he should have been told
exactly what is of importance in the work and what
is only incidental.

Such teaching, of course, makes a demand on the
teacher's time which at present he sees himself un-
able to devote to his work. But with the limitations
indicated above it seems to me that the time can be
found, and I am convinced, from my observations in
the classroom, that thus to make haste slowly is an
exceedingly good investment of time and labor.

Yet, with all these ideal requirements, I am afraid,
the results, in our school at least, will continue to
fall far short of reasonable expectations. The rea-
son for this gloomy view is that we are hampered by
two obstacles. In the first place, a large number of
our students are not sufficiently masters of the
English language readily to express themselves in it.
1 will quote a concrete example. There is at present
in one of my classes a boy, very industrious and very
attentive, who when called upon to give a review
translation of the text, always does good work. But
the same boy, when called upon to do advanced
work, is well able to give the translation of every
clause, and to explain the constructions, but he can
not put his translation into intelligible English, be-
cause, as inquiry has shown, he speaks no English
except at school This is an extreme case, but to a

lesser degree the same difficulty is met with in a
number of boys. In the second place, boys are
hampered by an ignorance of grammatical terms.
Our English teachers often deny point blank the
necessity of teaching grammar, and the burden of
doing so is thrown on the teachers of the foreign
language. These are further hampered by the differ-
ence in terminology. I hold no brief for the gram-
matical terms of Latin. On the contrary, it is im-
material to me whether I teach Attribute Comple-
ment or Predicate Noun-Adjective. But I do wish
to express myself in a language intelligible to my
students. The recent movement (The Classical
Weekly, 3. 8, 64) to work toward an uniformity in
grammatical terminology has my warm support all
the more as some years ago I tried to bring about
such uniformity in the school with which I was
then connected — an effort which met with the de-
cided opposition of many of my colleagues.

Ernst Riess.

REVIEWS

Supplementary Papers of the American School of
Classical Studies in Rome: Volume 2. Pub-
lished for the School by The Macmillan Co. :
New York (1908). Pp. ix. -|- 293.
This volume of papers by students of the Amer-
ican School of Classical Studies in Rome was made
necessary by the fact that there was no room for
these articles in the American Journal of Archae-
ology, which is the normal medium of publication of
work done by members of the School The cost of
the volume was met by a grant of three thousand
dollars from the Carnegie Institution. As a result
we have before us a sumptuous volume, in the form
known now as large octavo, richly illustrated. But
there is one drawback to this sumptuousness : the
book will be beyond the means of the ordinary stu-
dent

The present volume contains four papers: The
Advancement of Officers in the Roman Army, by
George H. Allen, 1-25; Roman Monumental Arches,
by C. Densmore Curtis, 26-83; The Palimpsest of
Cicero De Re Publica, by A. W. Van Buren, 84-262 ;
Inscriptions from Rome and Central Italy, by James
C Egbert, 263-290. There is a brief index, 291-293.
There are 41 illustrations in the text Of these 18
show arches at various places ; the remainder picture
some of the inscriptions discussed by Professor
Egbert There is also, in connection with Mr. Allen's
paper, a Plan Indicating the Relative Rank of Of-
ficers in the Roman Army.

Mr. Allen's paper analyzes and tabulates the sys-
tem of promotion that obtained in the Roman Army
in the first three Christian centuries; all branches of
the army have been subjected to thorough study, a
study which rests throughout entirely on epigraph-
ical sources. We now have dear evidence of a

THE CLASSICAL WEEKLY

14%

cursus honorum miHtaris corresponding to the well-
known civil cursus honorum.

Of Mr. Curtis's article I prefer not to speak, be-
cause it awaits action by the classical faculty of
Columbia University as Mr. Curtis's dissertation for
his doctor's degree.

Mr. Van Buren's paper, which occupies the bulk

of the book (i8o out of 290 pages) is at once the

paper which called for most labor and which will

appeal to the smallest circle of students ; to the latter,

however, it will be of the first importance. Part of

the author's prefatory note deserves to be quoted :

The transcription and introduction here presented
are the result of an agreement made in the year 1903
between the Vatican Library and the American
School of Classical Studies in Rome. At that time
the Vatican Library suggested that, as its publica-
tion in facsimile of the palimpsest of Cicero's De
Re Publico was not to be accompanied by a trans-
cription of the under writing, the School would be
doing a useful work if it should prepare such a
transcription, with an introduction treating of the
subjects which were not to be discussed in the
Library's publication itself.

The facsimile was published in 1907, at Milan,
under the title Ciceronis Liber De Republica Re-
scriptus: Codex Vaticanus 5757. In his introduc-
tion (pp. 86-110) Mr. Van Buren furnishes full in-
formation concerning the ligatures, abbreviations,
syllabic division, and orthographical peculiarities of
the text The remainder of the article gives the
transcription of the manuscript, set forth in ordinary
Latin type; this transcription is intended to be used
in conjunction with the facsimile mentioned above.

Professor Egbert gives an account of a small
number of inscriptions specially studied by him
during the year in which he was Professor at the
School in Rome. These inscriptions come in the
main from the Villa Tavazzi at Rome, from Gabii,
and from Capua and its neighborhood. One point of
interest is that the name of the Mater Matuta, an
early Roman goddess, is for the first time found in
an inscription coming from Rome itself. C. K.

THE NEW YORK LATIN CLUB

The informal meeting of The New York Latin
Qub for the current year will be held on Saturday,
March 5, at 10 a. m., in the Chapel of Teachers Col-
lege. A full and prompt attendance is requested.

It is expected that Dr. Arcadius Avellanus will
address the meeting in explanation of his method of
teaching Latin with the Latin language itself as the
only method of expression for teacher and pupil.
Professor Lodge will also speak on the Oral Method
of Teaching Latin. The opportunity to hear Dr.
Avellanus is one which should be eagerly welcomed
by all teachers and friends of the Qassics.

THE HUDSON RIVER CLASSICAL ASSOCIATION

The Hudson River Gassical Association was or-

fanized on Saturday, February 5, in Albany, New
'oric, ^t the New Kenmore Hotel. The meetmg was
called tmder the general direction of The Gassical

Association of the Atlantic States. The proceedings
began with a luncheon at one o'clock. The Associa-
tion was then organized by the election of the follow-
ing officers: President, Principal O. D. Robinson of
the Albany High School; Vice Presidents, Professor
S. G. Ashmore, Union College, Schenectady, Prin-
cipal Henry P. Warren of the Albany Academy,
Principal Martin T. Walroth of the Troy Academy,
and Principal M. J. Carr of the Saratoga High
School; Secretary-Treasurer, W. D. Goewey of the
Albany High School; Executive Committee, the
President, tSe Secretary-Treasurer, Jared W. Scud-
der of the Albany Academy, Miss Veda Thompson of
the State Education Department at Albany, and Pro-
fessor John I. Bennett of Union College.

Professor Charles Knapp made an address on
Some Phases of Roman Business Life; Miss Agnes
R. Davison of the Albany High School read a paper
on The New College Entrance Requirements in
Latin, and Miss Veda Thompson, under the title
Some New Helps for Qassical Teachers, spoke of
recent new books.

An attendance of 73 interested participants, repre-
senting a territory extending from Poughkeepsie to
Saratoga and as far west as Utica, promises a suc-
cessful future for this new organization.
Albany, N. Y. W. D. GoEWEY, Secretary.

THE CLASSICAL ASSOCIATION OF PITTSBURGH

AND VICINITY

On Saturday, January 22, The Qassical Associa-
tion of Pittsburgh and Vicinity met at the University
of Pittsburgh. A veiy cordial welcome was received
from Dr. Samuel McCormick, Chancellor of the Uni-
versity. There was a symposium on Prose Composi-
tion in School and College, outlined as follows: I
Purpose: fa) In School, Professor Mark Kishi-
minetas, Saltsburg, Pa., and Professor Jones of the
Allegheny Preparatory School, (b) In College, Dr.
John B. Kelso of Grove City College; II The Need
of Greek Prose Composition, Principal W. R. Crabbe,
Shadyside Academy, Pittsburgh; III Methods: (a)
In School, Miss Ruth R. Ealy, Homestead High
School, (b) In College, Professor R. B. English,
Washington and Jefferson College; IV Results, (a)
In School, Miss Effie Sloan, BeTlevue High School,
(b) In College, Professor H. S. Scribner, University
of Pittsburgh.

Miss Mary McCurdy, of the Carnegie Library,
Pittsburgh, gave a Latin reading from the De
Amicida.

Current topics were presented by Professor B. L.
Ullman of the University of Pittsburgh. There was
a good exhibition of text books in Latin prose, many
of which were furnished by the book companies.
There was also an attractive table of rare books from
the private library of Professor Ullman, as well as
of unique letters written in Latin and autographs of
famous authors and well known scholars of today.

A social period followed the programme, in which
the members of the Association and their friends
were entertained at luncheon by the University of
Pittsburgh.

The next meeting will be at Washington and Jef-
ferson College on February 26; at that meeting, we
are glad to say, Professor Charles Knapp is to be
with us and deliver an address.
Canieffie, P». N. ANNA Petty, Secretary.

There will be no issue of The Classical Weekly
on Saturday, February 26.

144

THE CLASSICAL WEEKLY

6>^e CLASSICAL 1¥EEKLT

Thb Classical Wbbkly is published by the Classical Association
of the Atlantic States. It is issued weekly, on Satordays, from
October to May inclosiTe, except in weeks in which there is a legal
or school holiday, at Teachers College, S9S ^«*t isoth Street, New
York City.

TJkt diUtt tfusue tf V»lum* III will be as follows : in 1909, Octo-
ber s, 9, 16, 83, 30 ; November 13, so ; December 4, ix, 18 ; in 19x0.
Janoary 8, 15, as, S9 ; February 5, xa, 19 ; March 5, xa, 19, s6 ;
April a, 9, x6, 83, 30 ; May 7, X4, sx, s8.

All persons within the territory of the Association who are interest-
ed in the literature, the life and the art of ancient Greece and ancient
Rome, whether actually engaged in teaching the Classics or not, are
eligible to memberahip in the Association. Application for member-
ship may be made to the Secretary •Treasarer, Charles Knapp, Bar-
nard College, New York. The annual dues (which cover also the sub
scription to Thb Classical Wbbkly), are two dollars. Within the
territory covered by the Association (New York, New Jersey, Penn-
sylvania, Delaware, Maryland, District of Colombia, Virginia) sub-
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To persons and institutions outside the territory of the Association
the subscriptioB price of Thb Classical Wbbkly is one dollar per
year.

Thb Classical Wbbkly is conducted by the foUowiag board of
editors:

Edii^r-in-Cki^/
GoNZALBS LoDGB, Teschers College, Columbia Uaiverrity

At*9ciate Editors
Chaklbs Knapp, Barnard College, Columbia University
Ekmst Ribss, Boys* High School, Brooklyn
HAMtY L. Wilson, Johns Hopkins Univenity
BuMtneu Managtr
Chablks Knapp, Barnard College, New York City
Communications, articles, reviews, queries, etc, should be sent |o
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riNniO Of rlllMSnBII UlNVMUlf rloSS, rilUWlUII, R. J.

TOWLE AND JENKS'S

CAESAR'S GALLIC WAR

Ttxt in clearer print than anv other edition.
N0US give exactly the help that pupils need.
Grammatical Appendix contains all the grammar
needed for reading Caesar.

Vocabulary is made for pupils of ordinary capacity.

pour books %\ .00 SIX BOOKS Si .SB

D. C. HEATH & CO.. Puslishkrs

BOSTON NEW YORK CHICAOO

P. TERENTI AFRI COMOEDIAE

THE COMEDIES OF TERENCE

Edited with Introduction and Notes

By SIDNEY G. ASHMORE. L.H.D.

Profeuor 0/ Latin in Union ColUgo^ Schenectady^ N» Y,

Complete in one volume, ^ .60

** Prof. S. G. Ashmore has done a real service in preparing this
complete edition. For the first time, teacher and student have in a
single volume a variety of material which is indispensable to a proper
study of Te rence. . . . Professor Ashmore's book is marked by sanity,
by care, by fine literary instinct, for Professor Ashmore is master of an
excellent English style, something all too rare in classical text-books.
The introduction discunes clearly and well such topics as the history
of Greek and Roman comedy, the plays of Terence, Terence's influ-
ence upon literature, and the production of plays.'*

TJkc Nation^ Sept. J, tqo8.

Send /or complete catalogue,

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FOWLER & WHEELER'S
GREEK ARCHAEOLOGY

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A concise yet complete handbook on the subject,
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BROWN'S MEMORY-TEST LATIN WORD-LIST

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Vol. m

Nbw Yoek, March 5, 1910

No. 18

To the thoughtful courtesy of Professor F. W.
Kelsey, of the University of Michigan, we owe two
quotations from The Reminiscences of Carl Schuri
{1.58-59; 1-87-89) which we are glad to set before

Of course I was early introduced to the kings
and to the republican heroes and sages of Roman
history, and learned, through my own experience, to
appreciate how greatly the study of a language is
facilitated by studying the history of the country to
which it belongs. This applies to ancient tongues as
well as to modern. When the student ceases to look
upon the book which he is translating as a mere pile
of words to be brought into accord with certain
rules of grammar ; when that which the author says
stimulates him to scrutinize the true meaning, rela-
tion and connection of the forms of expression and
the eager desire to learn more of the story or the
argument urges him on from line to line, and from
page to page, then grammar becomes to him a wel-
come aid, and not a mere drudgery, and he acquires
the language almost without knowing how.

wars, and still more in translating Cicero's Orations.
Most of these appear to the student at first rather
difficult. But if he begins each time by examining
the circumstances under which the oration was de-
livered, the purpose it was to serve, the points upon
which special stress was to be laid, and the personal-
ities which were involved in the proceeding, he will

what attacks and defenses, what appeals
honor, or passion, the orator has sought to carry his
cause, and the quickened interest in the subject will
soon overcome all the linguistic difficulties. I re-
member that, so stimulated, I usually exceeded in
my translations the task set to me for the next reci-
tation, and, besides, by this zealous reading a sense
was created for what I may call the music of the
language, which later greatly helped me in the
idiomatic construction of my Latin Compositions.

My passing from the gymnasium to the
brings me back to the question already
whether the classical curriculum at the German gym-
nasium, as well as at corresponding institutions in
other countries, has not become antiquated and un-
practical. Is it wise to devote so large a part of the
time and of the learning-strength of boys to the
study of the Latin and the Greek languages and the
classical literatures? Would it not be of greater
advantage to a young generation to put in place of
dw Latin and the Greek the study of modem lan-
guage* and literatures, the knowlct^ of which

would be much more useful in the practical business
of hfe? This question is certainly entitled to serious
consideration, Latin :s no longer what it was in
most of the countries of the so-called civilized world
down to the beginning of the eighteenth century,
and, in some of them, even to a much more recent
period, the language of diplomacy, of jurisprudence,
of philosophy, and of all science. Not even the
ability to quote Horace in conversation is any longer
required to give one the stamp of an educated man.
The literatures of classical antiquity are no longer
the only ones in which great creations of poetry in
perfect beauty of form are found, or models of his-
torical writing, or of oratorical eloquence, or of
philosophical reasoning. Of all these things mod-
ern literatures contain rich treasures, and there is
also an abundance of excellent translations to make
the masterpieces of antiquity accessible to those who
do not understand the classical tongues.

And yet, when I now in my old days, and after
multifarious experiences of life, ask myself which
part of the instruction I received in my youth I
would miss with the most regret, my answer would
not be doubtful for a single moment Indeed, I
have, I am sorry to say, lost much of the Latin and
Greek that I knew when I was at the gymnasium.
But the aesthetic and moral impulses that such
studies ^ave me, the ideal standards they helped me
in erecting, the mental horizons they opened to me,
I have never lost Those studies are not a mere
means for the acquisition of knowledge, but, in the
best sense of the word, an element of culture. And
thus they have remained to me during my whole
life an inexhaustible source of elevating enjoyment
and inspiration.

If once more I had to choose between the classical
studies and the so-called useful ones in (heir place,
I would, for myself at least, undoubtedly on the
whole elect the same curriculum that I have gone
through. I would do this the more readily as in all
probability I should never have been able to begin
or resume the classical studies had I not enjoyed
them in my youth, and as the knowledge of the
ancient languages has been of inestimable value to
me in acquiring the modern ones in later life. He
who understands Latin will not only learn French,
and English, and Spanish, and Italian, and Portu-
guese much more easily, but also much better. I
can say of myself that I have in fact studied onl_y
the Latin grammar quite thoroughly, but that this
knowledge has divested my grammatical studies in
modern Latin and Germanic Tankages of all weari-
some difficulty. Therefore, while I reco^ize the
title of the utility argument, now so much in vogue,
to our serious consideration, I cannot but confess
that I personally owe to the old classical courses
very much that was good and beautiful, and that I
would not forego.

14^

THE CLASSICAL WEEKLY

NOTES FROM ROME

More than thirty years ago there was discovered
at Anzio on the coast of Latium a fine Greek statue,
which, though seen by comparatively few persons,
soon became widely known through photographs
and under various names, such as The Priestess,
The Poetess, or, more vaguely, the Maiden of Anzio.
About three years ago, when its purchase by the
Italian government was announced, every lover of
ancient art was glad, foreseeing its early removal
from Anzio to a place more accessible. Not long
ago this beautiful work, so mysterious and hitherto
incomprehensible, was set up in The National Mu-
seum in Rome and one of the first results of its
exhibition in a better light is the observation that it
is not the statue of a female at all but rather of a
youth. This is explained in some detail in the fol-
lowing letter recently addressed to the editor of the
London Times by Mrs. Arthur Strong, Assistant
Director of the British School at Rome.

Since the discovery of the bronze Charioteer of
Delphi, no antique work of art has probably caused
so great a sensation, or become so immediately pop-
ular, as the statue known by the name of the Fan-
ciulla d' Anzio, purchased two years ago by the Italian
Government, and publicly exhibited since October
last in the Museo delle Terme.

The statue was the property of Prince Ludovico
Chigi, in the grounds of whose villa at Anzio it had
been found as far back as 1878. The romantic story
of its recovery is well known — ^how on a stormy
December night a landslip disclosed a niche in an
antique wall, whence the statue slipped down from a
brick pedestal. The statue was briefly described in
the Italian archaeological reports of the time, but
so long as it remained in the seclusion of the
Prince's villa it was seen by only a few, who exam-
ined it under difficulties in the dim light of an
underground apartment Even so, however, rumours
of its great beauty soon began to transpire, and
articles by competent authorities aroused artistic
curiosity as to a work pronounced an undoubted
Greek original. Great was the excitement, there-
fore, when it became known that the Italian Govern-
ment had purchased the mysterious masterpiece.

The statue, which is flat-breasted, was, owing to
its long drapery, taken as a matter of course for
that of a young girl, and diversely interpreted as a
poetess or a priestess, while the style of the work-
manship was referred unhesitatingly to the fourth
century b. c, and by some traced back to Praxiteles
himself. The figure carries against its left side a
platter or tray upon which rest what appear to be
a woollen roll, a few olive twigs, and the claw of a
lion. To the interpretations already before the pub-
lic Professor Comparetti only ten days ago added
that of Cassandra — Cassandra as prophetess with
the Apolline attributes; an unfortunate theory, for
Loewy had justly pointed out that precisely the pro-
phetic element was absent from the conception:
"behind this brow are no profound thoughts, these
features reveal no strife of the soul, these lips could
utter no fateful answer".

All this time, however, theories of interpretation
revolved mainly about the attributes on the tray;
and it does not seem to have occurred to any one,
even since the statue has been well exhibited at the

Museo delle Terme, to challenge or so much as to
raise the question whether, after all, it represents a
female. Yet to any one who has studied Greek form
it must be obvious that the chest of the so-called
*fanciulla' is male. These strong muscular forms
have nothing in common with the small globular
breasts whidi in Greek art are invariably typical
of maidenhood. The outline softened by the firm
covering flesh is the same as in later statues of
Dionysos or Apollo. The powerful neck and arms
could never belong to any female figure, but har-
monize with the masculine tjrpe of breast Indeed,
we may search the whole range of Greek statuary
in vain for a female figure with muscular flat
breast Such a conception was entirely alien from
Greek art; and of this we have striking proof even
in the soft, peculiarly feminine forms with which
Gredc sculptors invariably endowed the warlike
Amazons. The face also, which has been aptly
compared to that of the Praxitelean Satyr, is stiik-
ingly boyish; the foot, with its broad tread and
strong ankle, is male, and so above all is the loose
swinging stride of the whole figure. There is a
further masculine touch about the throw of the
drapery over the left shoulder.

But whom does this young draped male figure
represent? To answer the question satisfactorily
would need a long article. I can only briefly indi-
cate here that the interpretation of the statue must
probably be sought within the cycle of the gtilli or
long-robed priests of Cybele, one of whom, an
archi-gallus, appears in the well-known relief in the
Palazzo dei Conservatori, surrounded by the em-
blems of his office and holding in his left hand a
deep bowl full of fruit, the counterpart of the platter
carried by the Anzio figure. The woollen roll on
the platter has a priestly, the laurel twigs have a
lustral significance; the lion claw is presumably the
ornamental foot of an acerra or incense box. It
may be added that the statue of a gallus has before
this been mistaken for that of a woman. A statue
at Cherchell is a case in point, and I have little
doubt that active search in our museums would
reveal many similar errors.

In my book on Roman Sculpture I had referred
the present statue — which at that time I had seen at
Anzio, and, like the rest of the world, taken to be
that of a ^rl — to the period of Nero. This was a
mistake, though I am by no means prepared to side
with those who push it back into the fourth century
B.C. 1 incline rather to agree with a young Italian
savant. Dr. Cultrera, who attributes the workman-
ship to the Graeco-Asiatic schools of about the sec-
ond century. The likeness of the head to those of
the Praxitelean Hermes and of the Satyr is un-
doubted; but Praxitelean, like Skopasian influences,
lingered longer in Asia Minor than elsewhere. The
drapery is treated in the rapid pictorial manner of a
later period. The head and neck are worked in a
separate block, a method observed in the Demeter
of Knidos at the British Museum. Whatever its
precise period, this newly acquired statue of a young
priest adds one more precious example to the splen-
did group of Hellenic works found on Roman soil
that numbers the Ludovisi throne and the grand
Niobid of pure fifth century style, now boarded up,
alas ! within the precincts of the Banca Commerciale,
and soon, it is rumoured, to take its departure to
either Turin or Milan.

I arrived at my present conclusions regarding the
sex of the personage represented in the Anzio statue
immediately I had seen it in its present position. At

THE CLASSICAL WEEKLY

147

first these conclusions were met with scepticism, so
deep-rooted already was the belief that this strong
sturdy youth was a tender undeveloped 'fanciulla';
bu they are gradually gaining recognition. In fact,
precisely as I close this letter, I hear that a comjjiu-
nication has appeared in an Italian evening paper to
the effect that the statue is that of a boy. The fact
is so evident to unbiased eyes that it will doubtless
occur independently to many people.

Another interesting item of news from Rome is
the fact that Commendatore Boni has sent in his
resignation as a member of the Commission for the
Zona Monumentale. It will be remembered that a
plan was formed a few years ago to bring to light
and preserve archaeological remains in the southern
part of the city between the porta Capena and the
porta Appia. Mr. Boni's plan, as he himself de-
scribed it to me in the summer of 1908, was to
excavate a strip of land about three htmdred metres
wide along the via Appia in the hope of locating
some of the important temples and other buildings
known to have been in this quarter. Finally, with
due regard for the preservation and accessibility of
the ancient monuments, the whole was to be con-
verted into a kind of archaeological promenade.
Now, however, the original scheme has been prac-
tically abandoned and Mr. Boni, thoroughly dissat-
isfied with the intentions of his colleagues, has de-
clined any further share in the work. He has no
sympathy with the mere conversion of the via San
Sebastiano into a wide boulevard and begs to be
relieved of a charge which means only grief to
himself. At the same time he is ready to continue
Useful work such as that which has been begtm on
the Arch of Constantine, or the strengthening of
the Neronian aqueduct or the replanting of the
waste portions of the Zona.

Thus fails another plan, a comprehensive plan,
whose completion was promised for 191 1, the year
of the Congress and of the great celebration. His-
toric and archaeological interest must yield to .the
progress of 'modem improvement'. Before long
electric cars will traverse a wide boulevard flanked
with artificial gardens and the humble tourist will
no longer go on foot to the Baths of Caracalla and
the porta Appia. Harry Langford Wilson.

REVIEWS

Greek Lands and Letters. By F. G. and A. C E.

Allinson. Boston and New York: Houghton,

Mifflin and Co. (1909). $2.50.
The purpose of this very neat and inspiring book
of some 450 pages, fusing the much larger element
of Greek life and thought upon its topography, is
"to interpret Greek lands by literature, and Greek
literature by local associations and physical environ-
ment". It is meant primarily as a companion for
those many travelers in Greece who "must curtail
their visit to a few weeks or months", but the

authors hope that "to a wider range of readers it may
prove suggestive in appraising what is vital in our
Hellenic heritage".

After an introductory chapter, in which the au-
thors set forth their impressions of the widespread
land of real Hellas, and of real Hellenism, sub-
mitting in conclusion a vigorous polemic in support
of the contention that the ancient Greek was a
true lover of Nature, there follow five chapters on
Athens, then nine in which we are taken to the
west and north through Attica, Eleusis, Aegina,
Megara, Corinth, Delphi, Thebes, Boeotian and Ther-
mopylae. The concluding five chapters arc de-
voted respectively to Argolis, Arcadia, Olympia,
Messenia and Sparta. An appendix follows, giving
the loci classici for the quotations made throughout
the book. The maps are good; the one in front
might better have been of the peninsula only, since
we are not taken out of it, and one of ancient
Athens would have been more helpful than the very
useful map of Piraeus. The illustrations entitled
Renan on the Acropolis, After Polygnotus, The
Panathenaea Continued, Delphi and the Road to
Arachova, and Taygetus add greatiy to the attract-
iveness of the book.

One who has been in Greece for purposes of
study readily recalls the eagerness with which Ee
prepared himself for the pleasure and the profit of
his journey by steeping himself with all he could
contain that bore on the literature, history and
topography of the country. There is not one of
us who was careless in this regard that does not
remember how much better it would have been for
us when we left the train at Epanoliosia, for in-
stance, for a tramp about the ruins of Phyle, had
we read more in the Hellenica and been able to be,
in that way, with Thrasyboulos on that frosty morn-
ing when he surprised the Spartans still grooming
their horses; or if on the road from Thebes to
Delphi, we could have skirted Haliartus with Xeno-
phon's account of Lysander's unhappy taking-off at
this place a little clearer in our memories.

It is just there that this piece of joint authorship
of Professor Allinson and his wife finds, probably,
its greatest value. They have read their literature
widely and spread it generously throughout the en-
tire itinerary through which the book takes us. At
no place may we tarry without a feast of informa-
tion being spread before us for our complete enjoy-
ment of the mise en sc^ne. Philosophy, literature,
history, art, legend, all pass before us again or for
the first time, according to our wisdom. It is well
that the authors have made their index full and
enabled us to find again those nuggets of informa-
tion they have set like so many gems throughout
this personally conducted trip. The book is a liter-
ary Baedeker, but very much more literary than
Baedeker. The passage describing a possible visit

t4S

THE CLASSICAL WEEKLY

of Socrates to the Acropolis the day before his
trial (p. 76) is particularly charming. Professor
Allinson is as epigrammatic, as metaphorical, and
at times as encyclopaedic in his sentences as his
recent edition of Lucian shows he can be.

Sometimes he is betrayed into expressing himself
with too little regard as to how his reader will
miderstand him, as (p. 252) "the brilliant pageant
of the valley is but lightly subdued by the delicate
reserves of the approaching evening", or (p. 433)
'Its waters (he is speaking of the Eurotas) would
haunt the homesick hearts of Helen and the Spar-
tan maidens who shared Iphigeneia's exile among
the Taurians", where the antecedent of "who" is
too vague. On p. 250 the thought could have been
expressed better in the sentence, "The major por-
tion of the country that attracts students of Greek
life at its highest is as easy to traverse as Italy";
plainly "its" means Greek life; but, again, it plainly
does not. The sentence which follows is also ob-
scure; "it is true that the days which there have
long since receded into historical perspective seem
in Greece strangely mingled with the present". But
one must not find fault where so much needed good
has been given; if we were to mention one other
fs^ult, which is after all an overdone virtue, it is
the encyclopaedic character of some sentences —
hopeless confusion to the unwary — ^like this: "In
Athens, the traveler will come upon the small
Metropolis church with its ancient Greek calendar
of festivals, let in as a frieze above the entrance
and metamorphosed into Byzantine sanctity by the
inscribing of Christian crosses"; here we have an-
cient, mediaeval and modern Athens all at once.

In the hands of many a skilful instructor the
book will help undergraduates to get a broad sweep
of Hellenism; it will be a valuable vade mecum to
any travel club that stays at home and wants to find
its way through the mountains, plains and seas of
Greece, and will leave little unsaid for the highly
fortunate, the terque quaterque beati, who may put
foot on the sacred soil to see and hear what every
nook and cranny has to reveal and to say.

N«w York University. W. E. WatERS.

CORRESPONDENCE

Inasmuch as Professor Bennett (The Classical
Weekly 3.60) seems to question the motives which
led me to prepare so detailed a criticism of his First
Year Latin, it seems demanded in the interests of
truth that I should say that my only motive was a
sincere regret that this, his third publication of the
kind, should be marred by so manv small and, as it
seems to me, easily avoidable defects, a regret all
the deeper because of my conviction, after ten years*
classroom experience with his two previous books,
that, on account of their simplicity and their system-
atic presentation of the grammar, there is yet no
other that can quite take the place of them.

There is evident from his citations from my re-

view a fundamental difference of opinion between
Professor Bennett and myself upon two important
principles of pedagogy: (i) what material should
we put before a beginner — shall we put before him
anything that can be justified by occurrence or parel-
lelism in Caesar or Cicero, or, with scrupulous care,
only that which may be called *normar in that it
represents the most prevalent usage or departs in
the least degree from the preponderating connota-
tion of the words? (2) shall we (even for begin-
ners) treat the sentence or the word as the unit?
It is because of the practical importance of these
principles that I am infringing upon the indulgence
of The Classical Weekly to prolong this dis-
cussion.

(i) Professor Bennett cites passages from Caesar
or Cicero in defence of his use of the phrases cos-
tella ponere, impetum ferre, custodiam tradere, ipsa
loci natura; also manu as ablative of accompaniment
(instead of instrumental), opus est nancisci, salus
communis (instead of communis salus, — the nego-
tiations being between two sovereign powers), and
vitae nostrae conservandae sunt. My objection to
the first four is upon the ground that they are
figurative and unusual usages and therefore unsuited
to a beginners' book. My objection to the last four
is that they are incorrect — that they are, in short,
Latin words used with the meanmg of English
words to which those Latin words are not equiva-
lent Restriction of space in these columns forbids
me to consider here more than one phrase from
each group. But my criticism can be substantiated
equally in regard to all.

Castella ponere occurs in Caesar only once (B. C
3.58) ; castra ponere 23 times (B. G. and B. C).
Castellum distinctly, when it is not a synonym of arx
(13 times), a place fortified by nature, is a building
(30 times). To speak of iocating a fortress' of
course is possible, but it is not easy to the mind of
a child. Even Caesar prefers to use munire, com-
munire, constituere, or efficere, I submit that to
write castella ponere is to risk — almost to ensure —
that the child either will not find in castellum the
idea of a building or else will put the sense of
'build* into ponere. (Pono in the sense of 'erect* is
used of monuments, etc., which are put in place.
But it never means *build* except by poetical license).

There is no objection to opus est with the infini-
tive, nor to copiam frumenti nancisci. But the two
may not be joined. Nanciscor is always a word of
chance, of having the good luck to get something
you want, without effort on your own part 'The
next thing we must do is to have- the good luck to
come upon a supply of grain*, with all respect to its
author, I claim is a sentence which would make a
Roman laugh ; and I fear that the jest will too often
be lost in the American classroom.

This sentence well exemplifies the inherent danger
of Professor Bennett*s manner of composing sen-
tences. To put parts of two together, to omit words
and to insert or change others, even to remove a
phrase from its context, often is grossly to misrep-
resent them. These sentences can be judged rightly
only by approaching them from the point of view of
the beginner in Latin, who is unfamiliar with the
context, and whose knowledge of the use of words
is very limited, remembering that his imagination
will form its own context. If my language was too
strong when I said that such sentences were "cre-
ated**, I submit that their author is equally inaccurate
when he says that they are "taken from the great
master of Latin prose himself".

THE CLASSICAL WEEKLY

140

To summarize my argument in regard to 'nor-
mality' in word usage (disregarding henceforth the
inaccuracies), it is this: that tropical uses of a
word which is of frequent occurrence in its literal
sense should in general be avoided in first year
language study, especially if the tropical use is com-
paratively rare; diat, when a metaphor or other
trope is used, there should be careful anticipation
of the attitude of mind with which it will be ap-
proached by a beginner; that in matters of syntax,
etc (such as the phrases in locis superioribus, and
finibus excedere, which Professor Bennett defends),
which are determined by convention rather than by
logical necessity, a norm representing the prevailing
usage should invariably be followed.

(2) It will now be sufficiently evident what is
meant by treating the sentence, or at least the word-
group, as the unit Failure to do this is the fault
which has led us to discard modem language books
of the type which wrote, "This is the green hat of
my grandmother's young uncle": individually the
words are irreproachable, but as a whole they ex-
press something which one does not very often have
occasion to say. A certain amount of this, in
slightly less acute form, I believe is the inevitable
result of Professor Bennett's method of composing
sentences.

What may have been the origin of the forms
Carthagini and Athenis is not a question pertinent to
first year Latin. As to the former. Professor Ben-
nett himself in his Grammar treats it as a locative —
in spite of its origin — as do all the other Latin gram-
mars published in this country in the past genera-
tion. As to Athenis. the statements in these Latin
grammars, Hale- Buck, Allen and Greenough, Hark-
ness, and West, lead one to believe that the majority
of teachers in America have preferred to consider
that there is as much difference between Athenis, 'at
Athens', and Athenis^ 'from Athens', as there is be-
tween Galbae, 'to Galba', and Galbae, 'of Galba'.
One is indeed driven to the suspicion that in the
arbitrary selection of Carthagini as an illustration of
the ablative, although forms in -e are of more fre-
quent occurrence, Professor Bennett went out of his
way to display a theory in an inopportune place.

I plead guilty of one unintentional misstatement
The historical present is explained: it is in a foot-
note on a reading (continuous prose) exercise in
Lesson XXXI, one of those exercises which, as I
pointed out, most teachers will find it necessary to
omit. I searched long and carefully for the expla-
nation and failed to find it Furthermore, my crit-
icism of the sentence, Redde etiam Gallis obsides
quos habes, was an error, due to careless reading of
the context (I construed etiam with Gallis). I still
feel that the wisdom of admitting the postpositive
use of etiam into a beginners' book is questionable.
As to quo in purpose clauses, the vocabulary defini-
tion on the following page, "quo, in order that;
regularly used with comparatives", does not seem to
me to make reparation for this rule of syntax : "The
Subjunctive with ut, ne, and quo is used to express
purpose". It was the absence of a qualif3ring clause
in that rule to which I intended to call attention.

There can be no misinterpretation of my statistics
upon the vocabulanr by anyone who read the foot-
note on page 38. Whether it is better for pedagog-
ical purposes to measure the value of a word by its
occurrence in the limited portions of the authors
commonly read in high schools, as Professor Lodge
does, or, as Professor Bennett wishes (The Class-

ical Weekly 3.61), by the occurrence in the entire
writings of Caesar and Cicero, is a point upon
which, evidently, all teachers are not yet agreed.
Another difference in totals apparently is due to the
fact that I included in the "vocabulary" of the book
some twenty-five or thirty words which are used
in the paradigms and illustratory sentences but not in
the exercises, whereas Professor Bennett seems to
exclude these.

Criticism of any textbook by a teacher is neces-
sarily in large part subjective — especially of a first
year Latin book. With a full consciousness of this
human frailty I have presented these thoughts of
mine, as such, for the consideration of those whom
they may concern; and I trust that Professor Ben-
nett will be able to accept them in the spirit in which
they are offered. Barclay W. Bradley.

COLLBGB OP THB ClTY OF NbW VoRK.

Mr. Bradley's Rejoinder is in reply to my article
(see The Classical Weekly 3.60) written in an-
swer to his review of m)r First Year Latin. Mr.
Bradley interprets my Rejoinder as an imputation
of his motives. A re-reading of the article has not
enabled me to discover any such imputation, nor did
I in writing the Rejoinder either intend to impute
motives or even think that the review was prompted
by improper considerations. I did intend to question
Mr. Bradley's judgment and accuracy, and his Re-
joinder printed above constrains me to do this again.
In his review Mr. Bradley characterized certain sen-
tences in my book as containing expressions which
were un-Caesarian, unusual, or false. In the ex-
amples which he cited in corroboration of this state-
ment, he was not specific. I therefore took pains to
show that none of the expressions questioned by him
were false or un-Caesarian, and that most did not
even represent unusual idioms. Mr. Bradley is now
specific He singles out four expressions used in my
book, which he definitely arraigns as unusual, but he
undertakes to bring proof only in case of one of
them, asserting that he could do the same in case of
the others. But let us see. One of the four is the
expression impetum ferre. This occurs eleven times
in Caesar (see my Rejoinder of December 4), yet
Mr. Bradley calls such a usage rare. I cannot be-
lieve that one other reader of The Classical
Weekly will share this opinion.

I must forbear to take up in detail a consideration
of the three other examples which Mr. Bradley de-
nominates as unusual. We evidently disagree toto
caelo as to the meaning of terms. But I must advert
briefly to the expressions which Mr. Bradley de-
clares to be positively false. Again we have four,
of which Mr. Bradley undertakes to bring proof in
the case of one alone, viz. opus est copiam frumenti
nancisci. He says: "Nanciscor is always a word of
chance, of having the good luck to get something
you want . . . [Mr. Bennett's] sentence would
make a Roman laugh". Such assertions as this show
the essential dangers of Mr. Bradley's method. Grant
his premises, and his conclusions follow. But his
premises are largely what the Germans call "aus der
Luft gegriffen" (made to order to serve an end).
Now it should have been a perfectly easy matter for
Mr. Bradley to find out the real force and range of
meaning of nanciscor. A mere glance at Harpers'
Dictionary would have assured him that nanciscor
doesn't always mean to have the good luck to get
something you want, unless nactus est morbum in
Nepos Atticus 21.2 means *he had the good luck to

ISO

THE CLASSICAL WEEKLY

catch a disease which he wanted'. Perhaps the
Romans laughed at Nepos for this. Perhaps they
laughed too when Suetonius in Titus lo wrote
febrim nanctus, Nanciscor is not even restricted to
getting by chance, stumbling upon. Doederlein ex-
pressly says s. V. "der nanciscens gelangt zum
Gegenstande mit oder ohne Mvihe". That this is
true is sufficiently shown by Cicero's usage, e. g. in
Cat 1.25 nactus es ex perditis atque ab ofnni non
modo fortuna, verum etiam spe derelictis conflatam
improborum manum. Evidently Mr. Bradley inter-
prets this as meaning *by good luck you have run
across a band of ruffians'. Take also Natura Deo-
rum 3.84 earn potestatem, quam ipse per scelus eral
nanctus, filio tradidit; De Rep. 2.51 non novam
potestatem nactus. What shall we do with all these?
Shall we take them as illustrations of the legitimate
use of nanciscor? Or shall we with Mj. Bradley
take them as humorous extravagances of the writers
and as intended to raise a laugh?

Mr. Bradley is again in error when he says that
in my Latin Grammar I regard Carthagini as a loca-
tive. I did fifteen years ago, but in the revised edi-
tion published in igo7 I abandoned this view, just
as in my lectures on Sounds and Inflexions to grad-
uate students I had abandoned it long before.

But it would be an imposition on the readers of
The Classical Weekly, to say more. I will only
add that I candidly recognize Mr. Bradley's good
intentions and that I sincerely appreciate his courtesy
and good wishes. Chas. E. Bennett.

The Eastern Massachusetts Section of the Class-
ical Association of New England met at the Boston
Museum of Fine Arts on Saturday, February 12,
with eighty members present in spite of the blizzard.
In the absence of the president. Professor Morris
H. Morgan, of Harvard University, Professor
George H. Chase of Harvard presided and greeted
the members with a brief speech of welcome.

After a short but impressive memorial (by Mrs.
Caroline Stone Atherton) of Professor Thomas
Bond Lindsay, the first president of the organiza-
tion, who died during the summer, Professor Arthur
Fairbanks, the Director of the Museum of Fine
Arts, welcomed the teachers to the Museum as the
place where classical teachers ought to come. The
use of the Museum should not consist in bringing
large crowds of pupils and taking them hastily
through the galleries. If collections of art are to
take hold of the classes, they must take hold of the
teacher. Works of art are the concrete form of the
ideals of Greek and Roman life. They help count-
teract the effects of too much book work. The
teacher should keep the mind alert and fresh by
familiarity with other literatures and other forms of
art, as coins, vases, an ode of Horace, etc Persons
who have not the power to do this are in the wrong
profession; if they have not time to do it, they are
not fulfilling their vocation.

Mr. B. F. Harding, of Milton Academy, read a
helpful and interesting P^^^ ^" '^^^ Practical Use
of the Reflectoscope m Teaching Qassics, showing
the great value it may have in illustrating ancient
history or the classical authors read. Incidentally
it helps in developing in pupils the ability to prepare
and deliver 'lantern talks' on various subjects of
interest in connection with school work.

In Widening Toward the Past Mr. Dean Putnam
Lockwood of Harvard University showed the very
great value of life in modern Italy as a help to
understanding the spirit of the ancient times and

peoples. That is one of the chief benefits of the
American School at Rome. Familiarity with the
scene of history assists one's appreciation of the
facts of history. True sympathy with ancient civil-
ization widens the soul

Professor John C Kirtland of Phillips Exeter
Academy discussed the Report of the Commission
(recently published and explained in The Classical
Weekly), of which he was a member, giving in
detail the reasons for many of the suggestions, and
setting forth the numerous advantages which the
plan has for both schools and colleges. The paper
led to a number of questions which Professor Kirt-
land answered in the discussion that followed.

Professor Angie Clara Chapin of Wellesley Col-
lege read a paper on The Noble Art of Translation,
full of good advice and apt quotation. Good trans-
lation is important for our own language. There is
no excellence without effort, and the great works of
antiquity are worth translating well Precision of
language reacts on thought, and translation helps
one to be clear. Conscientious attention should be
pain to accuracy of details. We must follow closely
the author's thought and expression, but not in such
a way as to violate the idiom of our own language.

The program closed with a lantern talk on Recent
Work on the Erechtheum, W Mr. Lacey D. Caskey
of the Boston Museum of Fine Arts, recently Sec-
retary of the American School at Athens. He de-
scribed the work that has been done in the last eight
years in reconstructing the temple, and illustrated his
talk with an admirable set of slides.

The following officers were chosen for 1910-1911 :
Prof. M. H. Morgan, president; Clarence W. Glea-
son, secretary; Prof. Alice Walton of Wellesley,
member of executive committee in place of Pro-
fessor Geo. H. Chase, whose term expires.

After luncheon in the Museum restaurant the
members of the Section spent the afternoon in ex-
amining the collections of the Museum, which have
been rearranged and greatly increased since moving
to their new home. Clarence W. Gleason.

It has been called to my attention that an injustice
may be done by the form of a certain statement in
my review of Professor Potter's Elementary Latin
Course in The Classical Weekly 3.13. In Mr.
Hurlbut's statistics upon vocabulary, which I there
quoted, the expression "Caesar words in Professor
Lodge's list of 2000" is used as an abbreviation for
"Words selected by Professor Lodge for study in
the first and second years and printed in his list in
bold-faced type". A more precise account of the
"Caesar words" in that book, out of a total vocabu-
lary of 586, would be as follows:
Of Professor Lodge's bold- face words (includ-
ing 18 numerals not in general vocabulary) 426

Other words found five or more times in B. G.

I-V 13

Other words found at least once in Caesar, about, 95

Barclay W. Bradley.

COLLBGS OF THB CiTY OF NsW YORK.

Dr. Shumway's note on primus in Aeneid i.i in
The Classical Weekly 3.1 ii is very interesting and
attractive, but to one of his readers at least, a for-
mer pupil who remembers with pleasure Dr. Shum-
way's genial personality and accurate scholarship, it
is not convincing. Does not primus point to Aeneas
as the 'first of the Romans'?

Fuimus Troes, fuit Ilium, Aeneas was no longer
a Trojan; he was a Roman— of all that long line of

THE CLASSICAL WEEKLY

151

heroes from whom came the Romans, the first that
could rightly be called a Roman. His ancestors (let
us not go back to Dardanus) never saw Italy; but
Aeneas left Troy, he settled in Italy, he became an
Italian— or if you will permit the prolepsis (cf.
Lavinia Htora), a Roman. He was the primus . . .
genus unde Latinum, Albanique patres, atque altae
moenia Romae, Professor Bennett, I find, has a
note to the same effect in his edition of the Aeneid
I-VI : "the meaning is not that Aeneas was the first
of a series of Trojans who settled in Italy, but
merely that he marks the first beginning of the
Roman race".

The Aeneid is then the epic story of the first
Roman, Roland G. Kent.

UlflVBKSlTY OP PBNMSYLVANIA.

NOTICES

We present here various notices which will prove,
we trust, of interest to our readers, regretting that
in some instances the notices did not reach us
sooner.

It will be remembered that The Latin Leaflet, the
predecessor of The Classical Weekly, was estab-
lished by the New York Latin Qub to aid in
securing a Scholarship Fund in connection with the
Qub. In view, then, of the peculiar relation of
The Classical Weekly to the New York Latin
Qub we print nearly complete a notice recently
issued in connection with the Scholarship. We may
note here that a movement has been started in
Wisconsin among many schools and colleges of that
state to secure a fund whose income shall be used
in awarding an annual prize in Latin through com-
petitive examination.

1. This Scholarship will be of the value of $250.

2. It will be awarded to that graduate from the
High Schools of New York City who shall have
passed the best Regents' examination in Caesar,
Cicero and Vergil, and been admitted to the Fresh-
man Class of some College or Technical School
approved by the Carnegie Foundation.

a. The papers demanded shall be the regular
composite papers, or their equivalent, namely:
Caesar, Cicero, Vergil, Elementary Latin Prose
Composition, Latin Prose Composition, Latin Gram-
mar, at the end of the second, third, and fourth
years of the high-school course.

b. These papers may be taken in order or at the
same time.

3. Students desiring to compete for this scholar-
ship shall make application for admission to candi-
dacy to the Secretary of the New York Latin Qub,
through their respective principals, before March
first preceding their fin!il examinations.

5. The Scholarship will be paid in two equal in-
stalments, on October first and February first,
through the bursar of the College selected.

a. Should the student withdraw from College
before February first of the Freshman year, the
second instalment shall revert to the fund.

The Department of Classical Philology of Colum-
bia University announces the following courses to
be given during the latter part of the year by James
S. Reid, Professor of Ancient History in the Uni-
versity of Cambridge, England:

I — Roman Philosophy, with special reference to
the De Finibus of Cicero, on Mondays and Thurs-
days, at 3.10, beginning on March 3.

II — Greek Stoicism, on Fridays, 3-5, beginning on
March 4.

For admission to these courses application should
be made to Professor N. G. McCrea.

Ill — Six Lectures on Roman Municipalities, on
successive Mondays and Thursdays, at 4.30 p. m., in
Earl Hall, as follows :

I — The place of the municipality in ancient civil-
ization, and particularly in that of the Roman Em*
pire. Monday, March 7.

2 — ^The municipalities of ancient Italy, and their
historic relations with Rome, down to the date of
the unification of Italy. Thursday, March la

3 — ^The Roman Colonia as an instrument for the
spread of Roman influence and culture. Monday,
March 14.

4 — The extension of the Roman type of thunici-
pality to the provinces, particularly in the West
Thursday, March 17.

5 — The Romanization of Africa and the Roman
influence on the municipalities of the Hellenic East
Monday, March 21.

6 — ^The civic institutions of the Roman munici-
palities. Thursday, March 24.

These six lectures are open to the public. It is
possible that a seventh lecture may be added to this
series for the date of March 28.

In a formal meeting held January 26, the Latin
Department of the University of Pennsylvania
adopted the system of College entrance requirements
in Latin recommended by the Commission on that
subject, and prepared a statement of the new scheme
of examinations for publication. The new require-
ments will become effective at the examinations
held in June, 1911.

The Faculties of Barnard College and Columbia
College adopted these requirements in principle
nearly 18 months ago, and in detail again in Jan-
uary, 191a

The Greek Club of Essex County will begin the
reading of the Frogs of Aristophanes on Monday,
February 28, at 8 o'clock, in the rooms of the New
England Society, Main and Day Streets, Orange,
N. J., when the first three hundred lines will be
translated. All those who are interested in the
reading of Greek will be gladly welcomed at that
time.

i5«

THE CLASSICAL WEEKLY

lSh9 CI^ASSICAI^ l^EEKI^T

Thb Classical Wbbkly is published by the Classicftl Assoctatton
of the Atlantic States. It is issued weekly, en Saturdays, fiom
October to May inclusive, except in weeks in which there is a legal
or school holiday, at Teachers College, 5*5 West xaoth Sueet, New
York City.

The dates 0/issme 0/ Volume III will be as follows : in 1909, Octo-
ber 9, 9, x6, S3, 30 ; November 13, so ; December 4, xi, 18 ; in 19x0,
January 8, 15, as, 09 ; February 5, xs, 19 ; March 5, xs, 19, 96 ;
April a, 9, x6, 93, 30 ; May 7, 14, ax, a8.

All persons within the territory of the Assodaticn who are interest-
ed in the literature, the life and the art of ancient Greece and ancient
Rome, whether actually engaged in teaching the Classics or not, are
eligible to membership in the Association. Application for member-
ship may be made to the Secretary -Treasurer, Charles Knapp, Bar-
nard College, New York. The annual dues (which cover also the sub-
scription to Thb Classical Wbbkly), are two dollars. Within the
territory covered by the Association (New York, New Jersey, Penn-
sylvania, Delaware, Maryland, District of Columbia, Virginia) sub-
scription is possible to individuals only through membership. To in-
Mtitutiiu in this territory the subscription price is one dollar per year.
To persons and institutions outside the territory of the Association
the subscription price of Thb Classical Wbbkly is one dollar per
year.

Thb Classical Wbbkly is conducted by the following board of
editors :

EdiUr-in-Chief
GoNZALBZ LooGB, Tcacheis College, Columbia University

Au0ciat* Editert
Chaklbs Knapp, Barnard College, Columbia University
Ernst Ribss, Boys* High School, Brooklyn
Hakky L. Wilson, Johns Hopkins University
Butineu Manager
Chaklbs Knapp, Barnard College, New York City
Communications, articles, reviews, queries, etc., should be sent to
the editor-in-chief. Inquiries concerning subscriptions and advertis-
ing, back numbers or extra numbers, notices of change of addxess,
etc, should be sent to the business manager.

PrtntMl by Prtnctton Univtrsity Press, Princtton, N. J.

TOWLE AND JENKS'S

CAESAR'S GALLIC WAR

Text in clearer print than anv other edition.
Netes give exactly the help that pupils need.
Grammatical Appendix contains all the grammar
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Vocabulary is made for pupils of ordinary capacity.

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The vocabulary of the complete works of Caesar, Sallust,
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grouped according to frequency of occurrence. The words are
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An exceedingly interesting narrative, coupled with historical
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CAESAR: THE GALLIC WAR

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Vol. ni

New York, March 12, 1910

No. 19

At the last meeting of the American Philological
Association, held in Baltimore, in December last,
Professor Hale, of Chicago, read a paper on the
possibility of a uniform system of terminology for
all languages studied, ancient and modern, The
occasion for the paper was his observation that in
the High Schools pupils studying several lang:uages
have to leafn different termt for identical things
and the technical language of one class-room is
entirely different from that of the adjoining one.

A movement for uniformity in grammatical ter-
minology was started at the meeting of the English
Classical Association, on October lO, 1908, and vari-
ous scientific bodies in EJigland and in this country
have signified their approval of the project. In Eng-
land it has gone so far that a joint committee rep-
resenting eight associations of teachers of ancient
and modem languages has been formed, consisting
of the following members ; Professor E. A. Son-
nenschein, of Birmingham (Chairman) ; Dr. Henry
Bradley, of Oxford ; Mr. Ooudesley Brereton, of
London; Miss Haig Brown, of Oxford; Mr. G. H.
Clarke, of Acton; Rev. W. C. Compton, of Dover;
Miss J. Dingwall, of Clapham; Professor H. G.
Fiedler, of Oxford; Rev. Dr. J. W. Gow, of West-
minster; Miss E. M. Hastings, of London; Mr. P.
Shaw Jeffrey, of Colchester; Mr. E, L. Milner-
Barry, of Berkhamsted; Mr, W. E. P. Pantin, of
St. Paul's School; Miss A, S. Paul, of Oapham;
Dr. Eleanor Purdie, of Cheltenham ; Professor
Rippmann, of London ; Dr. Rouse, of Cambridge ;
Dr. W. G. Rushbrooke, of St. Olave's; Dr. F.
Spencer, of London ; Mr. F. E. Thompson, of Lon-
don, and Professor R. S. Conway, of Manchester
(Secretary).

This committee recently presented an Interim Re-
port, which is printed in the December number of
Modern language Teaching. This report presents
twenly-five recommendations. The substance of
them is as follows: Teachers of the different lan-
guages shall agree to use the following terms for
Identical phenomena; Subject, Predicate. Prcdica-
livt, as applied to the adjective, noun, or pronoun,
whether they are in combination with the verb, or
with the subject, or any other part of the sentence;
Attributive, adjective or noun; Object; Adverbial
Qualification, to denote the adverbial part of the
predicate, including indirect object, which is to be
abolished Sentences are to be divided intg Simple

and Complex. The Complex may be either Double,
Treble, or Multiple. In this way the Compound
Sentence is avoided. The part of the sentence
equivalent to noun, adjective or adverb is to be
called Noun, Adjective, or Adverb Clause. The in-
dependent part of a Complex Sentence is to be
called the Main Clause. If the part of the sentence
equivalent to a noun, adjective, or adverb has no
subject or predicate of its own, it is called a Noun.
Adjective, or Adverb Phrase. Noun and not 'Sub-
stantive' is the part of speech. The parts of speech
are Noun, Pronoun, Adjective, Verb, Adverb, Con-
junction, Preposition: thus Article and Numeral
are not parts of speech, but the terms may be used.
Possessive Adjectives designate all words like "my",
'thy', etc., but 'mine', 'thine', etc., are Possessive
Pronouns. 'This' and 'that' are Demonstrative Ad-
jtctives OT Pronouns. Ipse, selbst, meme, self, are
Emphasizing Adjectives or Pronouns. English
names of cases are discarded, the case-names being
in all languages in this order ; Nominative, Voca-
tive, Accusative, Genitive, Dative, with the addition
for Latin of the Ablative and the Locative. In
French and English the case used after prepositions
is to be called the Accusative. In French the terms
Heavy and Light Pronouns are preferable to 'Dis-
junctive' and 'Emphatic', or 'Conjunctive' and 'Un-
emphatic'. In English there is no gender recog-
nized except in pronouns of the third person. The
names for the lenses vary slightly in the different
languages. The scheme for the Indicative follows:

In English we have Present, Future, Past, Future
in the past {would write). Present Perfect, Future
Perfect, Past Perfect, Future Perfect in the past
(would have written'), with special Continuous
Forms of each {is ■writing, etc). German has only
Present, Future, Past, Perfect, Future Perfect, Past
Perfect. In French we have also Past Continuous
or Imperfect, Past Historic and second Past Per-
fect. In Latin and Greek Past Continuous is a var-
iant for Imperfect and in Greek the Aorist is added.
In German Preterite Perfect or Plusquamperfekt
may be used for Past Perfect and Futurum Exac-
tum for Future Perfect.

It is to be observed that the report touches only
the fundamentals of objective nomenclature and
very little real interference with time-honored
terms is indicated thus far. The real trouble is
ifoing 10 come in the discussion of syntactical phe-

154

THE CLASSICAL WEEKLY

nomena; here the analysis is in many cases sub-
jective, and the name of the term is apt to be much
more important in the eyes of its sponsor than any
consideration of teaching or learning. Who shall
decide whether the Future is to be More Vivid or
Less Vivid? Who shall distinguish between Anti-
cipatory and Prospective? Who shall settle the
question as to Historical or Temporal Cum? Who
shall tell us what 'contingency* means in Sjmtax?
As was remarked at the meeting of the Philological
Association, the proposition is probably doomed to
failure as soon as it gets past the initial steps indi-
cated in this report, for, however much we desider-
ate uniformity in terminology, with all due respect
to the honorable committee, it has barely begun its
labors. G. L.

LATIN IN SECONDARY SCHOOLS

In my first article (pages 140-142) I tried to show
what we actually accomplish, and what I believe
we should accomplish, and in what manner.

When our boys reach Caesar, we are no longer
as free as we were in the work of the first year.
For we are confronted by the definite task of read-
ing the first four books of The Gallic War, and of
giving 20 per cent of the time of the year — the
equivalent of one period per week — to the trans-
lation of fairly simple English sentences, based on
the text read, into Latin. To quote Cicero, I shall
take up this subject "in Homer's manner, the latter
topic first".

As a matter of fact, we depart somewhat radically
from the requirements as laid down in the Syllabus
for High Schools; we devote considerably more
time to the prose work than is prescribed. Of a per-
iod of 42 minutes, I personally devote ten every
day to it, and my colleagues do no less, some even
more. We defend this on the score that our prose
work includes the grammatical instruction needed
during the year. In the second place, we differ, I
think, from most schools in that our translation
work during this year is largely oral. The book
which we use contains twenty sentences in each
exercise. After the rules of grammar, which head
each lesson, have been gone over, and learned —
stress is laid in this on the memorizing of an exam-
ple for each rule — four to five sentences are as-
signed for each day. These may or may not be
gone over in class; that depends largely on the time
at the teacher's disposal. On the next day, the
teacher reads out a sentence, while the students keep
their books closed, and then he calls on a boy to
translate. The boy is allowed to finish his work as
well as he can, and only then the necessary correc-
tions are made by teacher and class in common.
After the task is finished, another group of sen-

tences is assigned and the next day both these and
the old sentences — these latter often slightly varied —
are called for, and so forth. While it seems to
demand a great amount of time, this method
works very well in practice, and after a while
it is possible to go over twelve to eighteen
sentences in no more than fifteen minutes.
When all the sentences of a lesson have been done,
a review is set for the next day, and this is carried
o» in writing, the teacher giving from three to five
sentences. These are new in so far as they do not
occur in the lesson, but are strictly limited in vo-
cabulary and rules to the exercise to be reviewed.
In this practice the guiding principle, to quote one of
my colleagues, is that one sentence reviewed three
times is worth five done but once. The monotony
of this exercise is often varied by having the sen-
tences done at the blackboard, with the corrections
done as in oral work. The latter method has the
advantage that it saves time, because it is possible
to do the review translation of the text while boys
are working at the board. Its disadvantage lies in
the divided attention.

While the prose work, as thus carried on, is fairly
satisfactory to ourselves, and works well also in re-
gard to the State Examinations, which our boys on
the whole pass very satisfactorily, it has the grave
objection that it consumes an inordinate amount of
time. It also lays us open to the charge of violating
the principle that the work in prose should be based
on portions of the text recently read. In this con-
nection, I beg to say, though, that I do not believe
in this principle. It is true that the work in prose
should be based on the text, but it seems to me suf-
ficient to employ the vocabulary, and occasionally
the so-called idioms. To base the exercises in con-
tent on the text recently read leads in many in-
stances — and text books — to a form of exercise
which comes near to the 'trot*, and I know from ex-
perience that a bright boy actually does use his prose
book in this manner. I do not mean to disparage the
value of what the Germans call 'retroversion*, but I
believe that this method should be used as it is in
Germany, very sparingly, and largely as sight work.
That our method of working does decidedly not pre-
pare for the Elementary Composition of the College
Entrance Examinations is a minor consideration, be-
cause I believe that this task should not be attempted
by the student before the end of the third year. On
the whole we discourage our students even from
taking the Caesar examination at the end of the sec-
ond year, in the conviction that a boy who has done
his duty has attained so much more maturity at the
end of the third year that this more than outweighs
the loss of memory for the prepared text of Caesar.

The task of reading the required text is much less
satisfactory. In the first place, the teachers of the
third term complain, as I have stated in my first ar-

THE CLASSICAL WEEKLY

iSS

tide, that the students are not able to grasp the run
of a sentence. This is an indictment all the more
serious as our students enter this term with 22 chap-
ters of the first book behind them, or rather with 21,
since chapter 14 is usually omitted by us, or rather
we are satisfied with translating it to the pupils and
having them retranslate it.

The result is that our teachers undertake the duty
of teaching their boys how to translate. It seems
the consensus of opinion among them that this can
best be done by going over each assignment in class
before it is undertaken by the student. During this
class work an absolutely literal translation is in-
sisted on, e. g. Caesar dixit se nolle, * Caesar said
himself to be unwilling*. Having finished a sentence
in this way, we call for a statement of the general
drift of the sentence, and then for an attempt to put
it into intelligible English. The next day the as-
signment is translated again, and this time good Eng-
lish, though by no means a perfect expression, is ex-
pected, together with the grammatical explanations
necessary. The grammatical matters involving new
topics have likewise been gone over the preceding
day. Finally, if there is time, the teacher may give
a model translation, and on the third day he insists
on a rapid and flawless review. I need not say that
questions on forms constantly accompany the work,
and that a rather thorough drill, especially on the
verb, is thus given. But it all takes time, and that
is our pressing trouble. We cannot do more than
about ten lines of text in a period, at least not dur-
ing the first ten weeks, and while it is true that the
power of our students grows in a gratifying manner,
still we are compelled to hurry toward the end of
the term, and still more during the fourth half year,
when it becomes imperative to find time for a re-
view of the whole work, a review which fortunately
both students and teachers are willing to make
largely after school hours.

It ought to be stated also, in justice to our work,
that we by no means aim at a complete grammatical
interpretation. We have worked out in Committee
a Syntax Outline for each term of the work, and
we teach no more than is there required (see Ap-
pendix). And with it all, we are far from feeling
satisfied. Every term, as we read the two hundred
odd papers put before us in the State Examinations,
we realize how little there is in our boys of real
grasp. And while we consider this our most im-
portant task, to make the pupil capable of dealing
with the form of a Latin writer, we would fain do
more. There can be no doubt that the content side
of Caesar is sadly neglected by us. Whatever one
may think of it, we rest firm in the conviction that
the Latin writers are worthy of being read per se,
for what they say, and we feel ashamed that we can-
not achieve this aim. I am sure I am speaking for
the majority of my colleagues in sa3ring that we con-

sider Caesar beyond the understanding of the aver-
age High School boy at that stage, and that we
would welcome the substitution of another author,
more akin to the mind and soul of our boys. Some
of us, even, believe that it would be better to read
an Anthology from several writers rather than' four
books which begin and end nowhere.

Apart from this point, however — and I am not
desirous of bringing down on my head again the in-
dignation which my first utterance to this ejfect met
with at one of the Classical Conferences — we feel
that we have a real grievance in the amount of in-
direct discourse which we are compelled to do dur-
ing the Caesar year. It is difficult for the average
student to understand the laws of reporting even in
his English, with its comparatively simple change of
tense. To master the rules of the Latin language
seems beyond the power of all but a few. One of
the deplorable results of our enforced insistence on
these rules is that in later times our boys will per-
sistently explain any and every infinitive they meet
as an infinitive in Indirect Discourse. Nor is this
all. Caesar so persistently violates the law of the
sequence of tenses that it is difficult to convince a
student of its validity.

It is rather strange that the vexing question of
vocabulary gives us less concern than one would
suppose. We have at all times vigorously insisted
upon the mastery of a limited number of words, and
since the appearance of the Vocabulary of High
School Latin we have made this book the basis of
our requirements. It is safe to say, I think, that our
boys know by the end of the second year about
1,000 words fairly well, and that they have been
made to realize the force of word composition. They
also have mastered well the principal parts of a
large number of verbs, because they must memorize
and practice a certain number of these for each reci-
tation, as they occur in the assigned lesson.

In fine, by the end of the year the majority of our
students, while far from the ideal, can conscien-
tiously be promoted into Cicero. At this date, as
will appear from a perusal of the Appendix, they
have a satisfactory grasp on case constructions, and
on the simpler dependent clauses. What they lack
is, as I have said, the ability to grapple with the
'period*, and the appreciation of the content.
Whether this would be gained, if we should ever be
given a year and a half for the beginners* work, or
if the latest proposal of the division of the twelve
preparatory years into six and six should be put
into effect, is, to my mind, an open question. I am
not at all sure that the inherent difficulties in read-
ing Caesar can be overcome by either reform. It is
quite true that in Germany boys of from 13 to 15
years are reading the Gallic War. But these boys
have behind them three years of elementary work
of at least eight hours a week, and, if the recollec-

^5^

THE CLASSICAL WEEKLY

tions of my own youth still hold good, they have not
learned to appreciate Caesar as literature any more
than our students. More and more do the High
Schools number among their student body boys
who will never go to College, and who will receive
all their Latin training in the school. There must be
given a course of study which will leave them at its
end with some knowledge of Roman life, and this
must be gained from other authors than those now
read. Perhaps it will ultimately be necessary to
abandon the present policy of very large and un-
wieldy schools, and to establish numerous small
schools, divided by their ultimate aim. Or, if finan-
cial considerations make this impossible, we may be
compelled to return to a modification of the plan
formerly existing in the Manhattan schools. Here
we used to divide the students into those preparing
for the City College, and others, and give them
an instruction differing radically in the amount
read. The ideal solution, however, seems to be that
advocated in the columns of The Classical
Weekly, namely an internal reform of our teach-
ing* by laying the emphasis not on quantity, but
on quality. It is an unwarranted imputation on
the honesty of purpose of the secondary teacher
to say that a reduction of quantity will bring about
a lowering of the standard of work done. We,
for one, stand ready to prove the falsity of this
assertion, and to prove that we are worthy of the
confidence shown by giving us a greater freedom of
judgment in deciding what our pupils shall or shall
not read. Ernst Riess.

APPENDIX*
REQUIRED SYNTAX FOR THIRD TERM

LATIN.
(Items taught in The Bellum Helveticum are in
CAPITALS; items taught in Barss are under-
scored).

I. Case Constructions :

A. Before Mid Term:

Nominative : SUBJECT. PREDICATE. AP-
POSITIVE.

Genitive: POSSESSIVE. QUALITY .

Dative : INDIRECT OBJECT. INTRANSI -
TIVES. COMPOUNDS. POSSESSION. Im -
personal Passive.

Accusative : DIRECT OBJECT. PREDICATE
LIMIT OF MOTION. SUBJECT.

Ablative: AGENT^ MEANS. CAUSE. AC-
CO MPANIM ENT. MA NN ER. Attendance .

B. After Mid Term:

Dative: PURPOSE. Reference. Adjectives.

Accusative: EXTENT OF TIME AND SPACE.
Ablative : PL ACE. TIME QUALITY. COM-
PARISON. DIFFERENCE. DEPONENTS .

II. Mode Constructions:

A. Before Mid Term:
Purpose (ut, ne, relative).
Result {ut, ut non).

Subordinate Clauses of Original Indicative in In-
direct Discourse.
Indirect Questions.

B. After Mid Term:

Cum (descriptive-circumstantial, causal, concessive).
Infinitive as Substantive, Indirect Discourse, Com-
plementary.

REQUIRED SYNTAX FOR FOURTH TERM

LATIN.

(Items starred (*) are treated in Barss I.)

I. Case Constructions:
Before Mid Term:

Genitive: Subjective, Objective, Material*, Qual-
ity*, Price, Partitive*, with Adjectives*, with
Verbs*.

Dative: Separation*, Agent*.

Accusative: Secondary Object, Adverbial Phrases.

Ablative: Separation*, with opus and usus*.
Source*, Price, Specification*, Absolute*.

II. Mode Constructions:

A. Before Mid Term:

Review the verb constructions taught during Term

in.

B. After Mid Term :
Commands and Prohibitions*.
Hortatory and Jussive Subjunctives*.
Relative Clauses of Cause.
Temporal Clauses.

Verbs of Hindering and Preventing (nothing but

this: quominus — ^positive, quin — negative).
Gerund and Gerundive*.
Supine in um*.

1 This Appendix contains the minimum required by us in Latin syn-
tax for each of the two semesters of ihe Caesar year, and thus it may
not be without interest in comparison with the High School Syntax
of Mr. Byrne. We reached our assisnment independently, by malcin<
our own statistics as to the occurrence of each construction, not only
in regard to irec^uency but also to its place durmg the course, and
the arrangement is chronologic al withm the divisions.

REVIEWS

The Roman Assemblies From Their Origin to the
End of the Republic By George Willis Bots-
ford. New York, The Macmillan Co. (1909).
Pp. X-I-521. $4.00.
In Part I of this book, covering the first 118
pages, Professor Botsford discusses the social and
political organization of the populus, the tribes, the
centuries and the classes, and appends, rather on
the score of convenience than on logical grounds,
a chapter on the auspices. Part H contains a
description of the several assemblies, followed (pp.
262-477) by a history of them and of comitial legis-
lation, and by a chapter on the preservation of stat-
utes, comitial procedure, and comitial days. The
work is intended, the author tells us, as a book

THE CLASSICAL WEEKLV

iSl

of study and reference, and this end it serves ad-
mirably. The completeness with which the subject
is treated, the full index, and the exhaustive bibli-
ography at the end of the book, supplemented by
special lists of books for each chapter, with refer-
ences to the pertinent pages, make it easy to exam-
ine any point of interest connected with the assem-
blies.

In various learned publications Professor Bots-
ford has in past years made important contribu-
tions in special fields of the general topic covered
here, and in his History of Rome his views on
certain fundamental matters have been stated, but
in this book he has an opportunity for the first
time to present a complete study of the whole
subject, so far as the popular assemblies are con-
cerned, fortified by the evidence, and many who are
familiar with his views on certain controverted
points in this field of investigation will turn first
to the chapters in this t>ook in which these topics
are discussed, to see how his theories fit into a
systematic treatment of Roman legislative insti-
tutions.

Looking at his work from this point of view the
most characteristic features of it are his applica-
tion of the comparative method of study to the
early history, his theory of the plebs, his definition
of the terms concilium and comitia, and his theory
that there was only one tribal assembly, which in
the earlier and later periods contained both plebe-
ians and patricians, and met under the presidency
of a tribune or a magistrate. In support of these
views, as well as of the other conclusions which
he reaches. Professor Botsford has made a thor-
ough examination of the ancient and modern liter-
ature pertinent to the subject, and a keen critical
analysis of the evidence and arguments which it
furnishes.

In this brief review we can do little more than
touch upon a few of the points of interest To
begin with the comparative method of study, the
bearing of which is admirably stated on pp. 38-39,
no one will be inclined to question the propriety
of its use, but it plays a very secondary role, by
the side of the sources, in arriving at the truth for
the early period. Thus, for instance, the effective
part of Professor Bot ford's argument in support
of his theory that the plebs were the mass of com-
mon freemen is based upon the ancient writers,
upon etymology, and a priori considerations (cf. p.
37). Comparisons between the early Romans and
other primitive peoples furnish some interesting
parallels, but are of little further service for the
purpose in hand.

His analysis of the sources, however, has fur-
nished the author with some very strong arguments
in support of all the controverted points mentioned
above, and the whole forms a consistent and highly

probable body of doctrine. His discussion of the
terms comitia and concilium is especially brilliant
and convincing. The uses of these two words in
the Republic and under Augustus, he concludes in
part (p. 137), "may be explained by two simple
facts: (i ) that whereas concilium is singular, comi-
tia is plural; (2) that concilium suggests delibera-
tion, discussion." "The term concilium is, therefore,
the more general term and designates an organized
or unorganized assembly, while comitia applies only
to assemblies organized in voting divisions". So
far as the composition and presidency of the tribal
assembly or assemblies are concerned, Professor
Botsford holds that there was one tribal gather-
ing only, that the patricians, as well as the ple-
beians, were admitted to it at first, were excluded
from it as a result of the struggle from 449 to 339,
but later on were again allowed to attend (cf. pp.
465, 300, 302, N. i). The composition of this body
for Cicero's time was the same whether it met
under the presidency of the tribune or of a magis-
trate, but under the former "it was technically the
plebs", under the latter the populus. In defense of
these propositions he offers a very convincing array
of arguments, the only weak point in the chain of
evidence being the assumption (p. 276) that this
patricio-plebeian assembly, when summoned by the
tribune, was called the plebs.

The several Roman political institutions inter-
acted upon one another to such an extent in their
development that it is difficult to present a com-
prehensive treatment of one without a corresponding
discussion of the others. This result, however, has
been achieved rather more successfully in this book
than it was by Willems in his similarly planned
work on the Roman senate. But to the necessity
of going outside the narrow range of his subject,
we owe two of the most interesting and valuable
sections of the book, those on the auspices and on
the responsibility of magistrates for their political
actions. The reviewer does not know of any such
adequate treatment of these topics elsewhere.

The presentation in an uninterrupted form of
the. history of a single group of institutions has
given us a clearer historical view of certain things
than we have ever had before. To it we owe, for
instance, a sketch of the development of modem
theories upon many points in Roman constitutional
history To it we are indebted for an admirable
history of comitial legislation. The chapters in
which this last mentioned topic is discussed bring
out many important facts and raise some interesting
queries. A case in point is the anomalous condition
of affairs after 287 B. C, when the popular assem-
blies, having at last secured independence in legis-
lative matters, failed to exercise it It would seem
at first sight as if the commons were satisfied with
having forced the senate to recognize their politi-

158

THE CLASSICAL WEEKLY

cal claims, but did not care for the fruits of victory.
In point of fact the practical common sense of
the Romans showed them that a small body like
the senate made up of trained administrative offi-
cers who lived in Rome could settle the urgent and
complicated questions raised by the subjugation and
pacification of southern Italy, Spain, or Africa more
wisely than a meeting of all the citizens could.

Another interesting point which is brought out in
one of the chapters on the centuriate comitia is
the failure of that body to pass any constitutional
measure between 287 B. C. and the time of Sulla (cf.
p. 236). Another still is the failure of the Romans
to define clearly the field within which each assem-
bly should legislate (p. 239). It is extraordinary
that this vagueness in defining functions did not
cause trouble when party strife was intense. In
such circumstances a question might well have been
settled in different ways by the different assem-
blies. Even if precedent assigned the weighty busi-
ness to the centuriate and the less important matters
to the tribal assembly, would the parties interested
in the passage and defeat respectively of a given
measure accept readily the classification and the
consequent assignment which would imperil their
cause? Yet we have no record, so far as I know,
of any dispute on this subject, unless the transfer-
ence of Clodius to a plebeian gens is a case in point

We should have been glad to have a brief appen-
dix from Professor Botsford on the comitia in the
towns outside Rome. These bodies continued to
meet after the Roman assemblies had died out, and
many inscriptions record the results of their activ-
ity. From a study of these inscriptions, and espe-
cially from the ready made written charters of
Salpensa and Malaca, which are cited in the chapter
on comitial procedure, some interesting conclusions
might have been drawn with reference to the results
of several centuries of practical experience in legis-
lative and electoral matters at Rome. It is only,
however, the admirable treatment which Professor
Botsford has given to his chosen subject which
makes us wish for this addition to his book^.

Princeton Univkitsity. FranK FrOST AbbOTT.

The Phormio of Terence, Simplified for the use
of Schools. By H. R Fairclough and L J.
Richardson. Pp. xiv-l-117. Boston: B. H.
Sanborn and Co. (1909).
This little book presents a most interesting experi-
ment The editors state that, for the sake of bring-
ing some colloquial Latin within the reach of high
school pupils, they have attempted "to adapt a play
of Terence so as to eliminate, so far as possible, all
ante-Ciceronian peculiarities. The metrical form of

the original is abandoned, and the order of words is
slightly changed, so as to prevent the intrusion of
verse rhythms. Archaic forms are altered to con-
form to later usage". On this basis, after a brief
notice of Terence and an outline of the plot, the
story is retold, with some condensation, in forty-
eight pages of the simplified text The rewriting
does not seem very felicitous in some few places
(verses 399-400, 426, 559, 790 of the original text) ;
but difficulties that would trouble a young reader
are, on the whole, skilfully smoothed away into
easier phrasings.

Twenty-eight pages of notes follow the text
These are very brief, with somewhat full and ele-
mentary reference to our leading grammars. They
are adequate in the main, though now and then
they seem too brief or misleading, or are even
utterly silent about difficulties (298-299, 559, 595,
801). The note on 119, Non Si redisset, ei pater
veniam daret, refers with some detail to statements
in our grammars about contrary to fact conditions;
but we really have here a less vivid future thrown
into past time, without the implication of being
contrary to fact, for we know from the story that
Demipho has not returned yet.

The vocabulary has a special mark against words
not given in Lodge's Vocabulary of High School
Latin, and it indicates such words as are found in
Caesar or in Cicero, though not in Lodge's list
Under do, no mention is made of the meaning *put',
which is needed for verse 625.

It is to be regretted that the editors have num-
bered the lines of each act of their version separate-
ly, instead of adopting one consecutive numbering.
Double numbers (e. g. Act V, line 33) are not only
needless, but an actual hindrance, and are always
a nuisance to any reader or student

This innovation, then, has in the main been clev-
erly carried out The lover of Terence will of
course miss the metrical form and the archaic
flavor of the real Terence; but it is not for such
as he that this book has been written. The real
Terence is obviously beyond the capabilities of
high school pupils; in these days, when so many
teachers are voicing their dissatisfaction with the
narrow range of High School Latin, and are urging
an increased attention to other authors and to read-
ing at sight, the appearance of a book like this seems
very opportune. It is to be hoped that it may indeed
"meet a real need".

Ohio State Univkrsitv. ArTHUR W. HodGMAN.

1 Parts of this reriew appeared io the January number of The
American Historical Review j they are printed here through the cour-
tesy of the editor* of the Review. C. K.

THE CLASSICAL ASSOCIATION OF PITTS-

BURGH AND VICINITY

Saturday, February 26th, was a bright day in
the history of The Classical Association of Pitts-
burg and Vicinity, not because the meeting was

THE CLASSICAL WEMCLY

'59

held so far from the smoke of Pittsburgh, but be-
cause it was in the genial atmosphere of Wash-
ington and Jefferson College and because we had
Dr. Knapp with us.

At II A. M. Dr. James Moffat, LL.D., President
of Washington and Jefferson College, extended a
cordial welcome to the Association and its friends.
Mr. Hench, President of the Association, responded
to this address. A letter of fraternal greetings was
read from Professor Andrew F. West, of Prince-
ton University.

Plato's Educational Ideals, as Given in the Re-
public, was discussed by Dr George B Hussey, of
East Liberty Academy, Pittsburgh.

A report on the Classics in the Pittsburgh Dis-
trict was given by the secretary.

Current Topics were presented by Professor B. L.
Ullman, of the University of Pittsburgh.

A Round Table Discussion of the Uniform Col-
lege Entrance Requirements was conducted by Pro-
fessor Hamilton Ford Allen, of Washington and
Jefferson College. Dr. Knapp entered heartily into
this discussion. Both speakers took a sane stand for
a working knowledge of the language rather than
a quantity test.

At high noon the Association adjourned to enjoy
a most substantial luncheon generously provided by
the faculty of the Washington and Jefferson Col-
lege.

In the afternoon session it was our pleasure,
Horace in hand, to consider with Dr. Knapp Some
Phases of Roman Business Life, especially as Seen
in Horace.

The committee on resolutions reported the fol-
lowing: "The Gassical Association of Pittsburgh
and Vicinity desires to express its appreciation of
the courtesy of the faculty of Washington and Jef-
ferson College for their gracious entertainment,
and to Professor Charles Knapp of Barnard College,
New York, for his entertaining and instructive ad-
dress". This report was adopted with a hearty
vote of thanks to our benefactors.

The Association adjourned to meet March 26, in
the Carnegie Institute at Pittsburgh.

At this meeting the Association received six new
members. N. Anna Petty, Secretary-Treasurer.

Carnegie, Pa.

THE NEW YORK LATIN CLUB

An attendance of one hundred and three greeted
the speakers at the informal meeting of the New
York Latin Club, held at Teachers' College, Satur-
day, March 5.

Dr Arcadius Avellanus, the guest of the club, told
of what he had done to further the use of Latin

as a spoken language. His enthusiasm for the use
of the Roman speech as a living medium is un-
bounded, and he believes that life without the cul-
ture which association with the languages of
Greece and Rome can give is little more than a
dead thing: all the other studies are in pursuit of a
livelihood — a trade. Through his efforts the use of
Latin as the medium in Latin classes has been in-
troduced in the public schools of Italy, and his
views have been spread through his publication,
Praeco Latinus, to all parts of the civilized world.
Dr. Avellanus closed his address by reading several
passages of Latin verse in the rhythmical cadence
which he believes is the only correct way of reading
Latin poetry aloud.

Professor Lodge, President of the Club, took up
a number of the previous speaker's points and em-
phasized their value to all teachers of the language.
With the new college entrance requirements,
already adopted by Yale, Columbia, and
Pennsylvania, and probably soon to be accepted by
other colleges, the need of a live method of teach-
ing Latin will be greatly increased. Oral teaching
will be more important, and a working vocabulary
for every-day life may easily be drawn from the
Latin writers, with use, for modem inventions, of
the Italian terminology. Books for such purposes
are already in existence, and others will soon appear.
The reluctance of teachers to speak Latin is due to
lack of practice only: they know enough: the great
need will be clearness of enunciation, in a language
where so much depends upon the endings. Mean-
time that other most important movement for Latin
teaching — the movement for a definite and re-
stricted vocabulary in the schools, and a limitation
of the syntax taught in the first year — is making
rapid headway.

At the close of the meeting Dr Avellanus told
of his experience in teaching a boy of seven and
another of ten, so that they spoke Latin easily: the
elder of these boys took a passage from Livy,
selected for him by a stranger as most difficult, and
on hearing it read aloud once by Dr Avellanus gave
immediately an accurate paraphrase in Latin. The
speaker concluded by showing his hearers how easy
it is to say in Latin, "Here, waiter, bring me a plate
of strawberries with cream and sugar".

Edward C. Chickertng, Censor.

Attention is called here again to the fact that the
annual meeting of The Classical Association of the
Atlantic States will be held on April 22-23 next, at
the College of the City of New York, 138th Street
and Amsterdam Avenue, New York City. The
programme will be distributed widely early in
April

i6o

THE CLASSICAL WEEKLY

^he CLASSICAL IVEEKLY

Thb Classical Wbbkly it published by the Classical Association
of the Atlantic States. It is issued weekly, on Saturdays, from
October to May inclusive, except in weeks in which there is a legal
or school holiday, at Teachers College, 535 West xaoth Street, New
York City.

The dates 0/ istue 0/ Volume III will be as follows : in 1909, Octo-
ber a, 9, x6, 33, 30; November 13, ao ; December 4, zi, x8; in 1910,
January 8, 15, aa, 39 ; February 5, xa, 19 ; March 5, za, 19, 86 ;
April a, 9, z6, a3, 30 ; May 7, Z4, az, a8.

All persons within the territory of the Association who are interest-
ed in the literature, the life and the art of ancient Greece and ancient
Rome, whether actually engaged in teaching the Classics or not, are
eligible to membership in the Association. Application for member-
ship may be made to the Secretary>Treasurer, Charles Knapp, Bar-
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TOWLE AND JENKS'S

CAESAR'S GALLIC WAR

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Vocabulary is made for pupils of ordinary capacity.

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New Yore, March 19, 1910

>t Cangroa of March i, ttj^

No. 20

Readers of The Classical Weeklv, who 10
often hear the criticism of the woA in Prose Cortl-
position, may be interested in reading the followirig
piece of writing. The author, a senior in a High
School, had been reading a cowboy story in the
school paper during study period, and had been told
to report the story in Latin. Here is his report, just
as he handed it in ;

SMITRUS TORTUS CRINEM.

Jacobus Smithus pastor in Bar S pastorali agro
fiebat. Peritissimus huius operis mox eral. Prox-
imo mense Smithusque rehqui (sic) pastores exi-
erunt ut pecus cogerent. Illis pfofectil, graviter
ningefe coepit. Man us desert am do mum petivit.
Hie Cal du)t iiarravit se a homine (jiV) Lasalle cog-
nomine fere falsuni esse. Ea re audita, Smithus
commotus, equo ascenso, caerulcam domum Lasallis

fer magnam iiivem perque severnm frigus petivit.
tic postquam diu et acriter pugnatum est, Smithus
Lasailem inter fecit.

Some notes may be in place ; tortus crinem =
'curly' ; paslorali agro='t3,ach' ; pecus cogert^
'round up' ; caeruleam domum =: 'the dark green
house'. It may perhaps be doubted that the work
was done independently. This, however, is the fact,
the only help used being an English-Latin dictionary
for the word uingere.

But aside from the fun
clever piece of work, it arouses
flections. The wretched results of
prose work are but too well know
present time made the subject of ;
not now concerned in discussing methods of teaching,
but 1 wish to ask our readers, and the authorities
who write text books on composition and examina-
tion papers, whether it might not be worth while to
try to break away from the usual rehash of
phrases and clauses, and give our students some real
mental pabulum, which might contribute toward a
realization of the fact that the Romans were actu-
ally living beings with feelings and desires like our
own, I know I am not the only one who has that
secret thought. A recent text book on prose compo-
sition for College Freshmen makes the attempt, de-
fective as it may be, to infuse life into its exercises.
When I was teaching Greek — aiirea ilia Salurni ae-
tate — I used to assign to my Homer class a chapter
in Xenophon for review, and then send the boys to
the blackboard, dictating to them a modern story,
say about mountain climbing or the like, based on
the vocabulary of the chapter studied. While the

had from this

St ruction 11

1 inquiry.

reatilts, at first, were largely comical, the boys soon
took to the idea with great pleasure, and becanK
really quite proficient in thut expressing ideas of
their owli Hf« in the ancient form. At present, I am
engaged in a similar attempt with a seventh term
class. After the regular prose lesson has been
done, we close books, and I give the boys, orally, a
simplified biography of Vergil, which they render
into Latin, sentence by sentence. We make up our
vocabulary, most frequently, by reference to the
works of Caesar and Cicero, which I quote to them
and lead them to form their phrases from these.
While the boys at first were very timid about oom-
ing forward, they have now come to like the idea
very much, and I hope to continue the work with
them in their last term in a more extended fashion.
I do not want to be misunderstood : this is no mere
clown's work, an artiticial stimulant of interest
Each sentence has been carefully thought out to con-
tain some syntactical principle. I confess that I
have been inspired to undertake the work by remem-
bering my own boyhood. Our copy books in pen-
manship, even, contained information, moral and
mental, and among my most treasured recollections
from the Gymnasium are those hours in the upper
forms, when we struggled with newspaper articles
on timely topics, which were assigned to us as prose
tests. Of course, the work in this country will have
to be much more simple, but I am convinced that
it can be done, and will contribute its mite toward
kindling a flame of love for the Classics, which now
is so sadly smothered under the farrago of inane
verbiage. If these lines shall excite a discussion In
the columns of The Classical Weeklv, I shall be
more than pleased, and am quite willing to take a
sound drubbing if I can be proven to be in the
wrong. E R.

HALFUCHT5 IN ANCIENT UTERATURE

HBRMACORAS
We American classicists have not, as yet, done
much towards the elucidation of problems con-
nected with ancient rhetoric. ■ Our instructors in
declamation and rhetoric are as a rule innocent of
Aristotle. Our productive classicists too, in the
main, follow the groove of college reading and let
Cicero alone. Writers on Ancient Art, too, trained
archaeolc^sts though they often be, know not that

l62

THE CLASSICAL WEEKLY

the abundant allusions to the parallels of art and
literary style were evolved in the rhetorical schools
and so are found in Aristotle, Theophrastus, Cicero,
Dionysius of Halicamassus and Quintilian — ^an acad-
emic tradition of the rhetorical schools.

In the history of ancient rhetoric a conspicuous
position was gained by Hermagoras of Temnos. I
have taken him up for a paper because, in a search-
ing study of Cicero's rhetorical treatises, I have
discovered considerable confusion as to Herma-
goras's work and time; in fact, I believe that even
Otto Jahn and W. Christ (Griech. Literaturge-
schichte', 750) and the editors of Cicero's Brutus
generally, have been led into error by certain mis-
takes in their interpretation of the extant data of
classic tradition. Westermann too, seems to have
been confused, as was R. Volkmann. Utterly con-
fused too is the article Hermagoras in Orelli's
Onomasticon Tullianum. Compare also the short
article by B. in the Old Pauly. Pauly-Wissowa
has not yet reached this word.. In the Suidas ar-
ticles our Hermagoras is fused with Hermagoras
Karion, who taught rhetoric and style in Rome with
Caecilius of Cale Akte, friend of Dionysius, in the
reign of Augustus, and lived to great age.

Blass, in his noted monograph of 1865, (p. 278),
divides the entire history of the development of
Greek rhetorical r^n; into three periods or move-
ments, thus: The Pre- Aristotelian, from Gorgias
to Isocrates; 2) the Aristotelian, brusquely opposed
to the Isocratean School; 3) "The third kind
(Gattung) was established in the second century
by Hermagoras of Temnos; its characteristic ele-
ment is the barren subtlety on account of which
Spengel has very aptly called it the scholastic
(kind) ; it prevailed down to the end of classical an-
tiquity and of Greek literature". The chief point of
eminence in the historical place of Hermagoras
however, must not be belittled before it
is at all understood or perceived afar
off. Even in St Augustine's t^x'^ and
in Isidorus we still find it as essential and impor-
tant In fact it seems that the former, as teacher
of rhetoric, in his pre-Christian period, in Africa,
Rome and Milan, cited Hermagoras, often using the
technical terms in the original Greek; probably be-
fore 387.

The contribution of Hermagoras to ancient
rhetoric is this: rie devised certain categories of
position 'ffrdffis), to some of which every case
of the pleader's experiences may or rather must be
assigned. The doctrine of status then became so
obstinately important, because it furnished, as it
were, a practical and useful bridge from the theory
of the schools to the practice of the courts. It
classified the possible points at issue between pros-
ecution and defense (rb Kpivh^uvov) I do not, of
course, intend here to rewrite any chapter of Volk-

mann. There is no reason for doubting that young
Cicero in his torso (De Inventione) book 2 pre-
sents in the main a Latinization of the rix^ of his
Greek rhetor or rhetors (he heard no others).

Just when in the Cinna period of Roman annals
young Cicero put forward this book, even after
Marx on Comificius (I have no hesitation on the
score of the name), will remain somewhat undefin-
able.

In the introduction to Book II indeed young
Cicero somewhat boastfully tries to create the im-
pression that he has had not one source, but like
Zeuxis (when he painted his Helena for the people
of Croton), has brought together his excellences
from many books. He had indeed before him or
near him Aristotle's ^vvaytay^ r^x^Q^- This seems to
explain his somewhat specious phrase of the many

The parallels with Comificius point to a single
source. In fact Quintilian's references (3. 6. 59,
etc.) to the youthful work of Cicefo afe familiar:
They afe reprinted in all the manuals. But to go
on: As fof the maturer Cicefo, with his outward
disdain of mere r4x^ he still returns to status
again and again, e.g. De Orat i. 139^140; 2. 104 ft.,
132 ff. ; Orator 45, 121 ; Partitiones 34, 41, 42 ; Topica
50, 51, 87, 92, 93. Cicero also delineates a theory of
status for deliheratio and laudatio. Unfortunately
Cicero had not consulted Volkmann.

In his own maturity and power Cicero referred
but twice more to Hermagoras by name: i) in
Brutus 263 (when Cicero was sixty years of age) ;

C Licinius quaestorius mortuus est; probabilis

orator, iam vero etiam probatus ex hac (now pres-
ent and everywhere prevailing) inopi ad ornandum,
sed AD INVENIENDUM expcdita Hernvagorae disci-
plina. Ea dat rationes certas et praecepta dicendi;
quae, si minorem habent apparatum (sunt enim ex-
ilia) tamen habent ordinem et quasdam errari in di-
cendo non patientes vias.

The other reference is Brutus 271. Speaking of T.
Accius of Pisaurum (his opponent in the Quentius
case) he says: Qui et accurate dicebat et satis copi-
ose eratque praeterea doctus Hermagorae praecep'
tis. He does not say a Hermagora doctus. Even
as a young man Cicero could acquire this doctrine
of status, without abstaining from criticism in other
respects. The freedom of censure and the rather
scanty measure of praise (Cic Invent i. 8) seem to
make it more probable that Cicero is referring to
one who is dead, whereas his manual, his ars, is
currently used everywhere.

But in 62 B. C when Pompey returned from the
Mithridatic and other eastern wars, he stopped
over at Rhodes: he had been out of the senate and
away from the capital full five years, for he had not
returned to Rome after the pirate war of 67. At
Rhodes then Pompey heard lectures from old

THE CLASSICAL WEEKLY

163

Posidonius on rhetoric I cite from Plut Pomp. 42 ;
*In Rhodes Pompey heard all the scholars and gave
each one a present of a talent; but Posidonius even
composed or wrote out the lecture which he held
before him, having prepared it in reply to Hertna-
goras, about the principles of rhetoric in general'.
This rpdt 'EpfLay6paw of Plutarch's text has deceived
the editors of Cicero's Brutus and many others.
One can hold a lecture in reply to, or in rejoinder to
or for subversal of the current doctrine or theory
of the most eminent representative of a widely pre-
vailing system, without having that authority present
in the flesh, or even alive. But this Jahn and the
others overlooked and thus created impossibilities.
There was a theory of status everywhere, but it
seems the r^xvcfypd^i not always accepted the classi-
fication of Hermagoras. In QuintiL 3. 6. 31 ff.
Some put two, as did Appollodorus (who taught Oc-
tavianus) ; so also Theodorus though with a radi-
cally different theory. And then Posidonius himself
is named, who had also two large classes of or6uait.
But this will do to clear the matter.

New Yokk Univbrsity. E G. SihLER.

UTERATURE VERSUS PHILOLOGY

For some time in public discussion and private
conversation a wordy war has been waged between
the partisans of Literature on the one side and the
partisans of Philology on the other, while those who
have not felt called upon to take either side have
stood apart and watched the fray, either as spec-
tators interested in the outcome, or as mere lovers
of a good fight. As is usual in wars many of the
warriors in either camp do not understand what the
fight is all about, but having taken sides, they are
doing their best to put their antagonists out of busi-
ness. It is the leaders — and by these we mean
those who have written on the subject for publica-
tion — who are stirring up all the disturbance. Yet
even in their case one cannot help feeling that some
of them are as bewildered in respect of the real
point at issue as are many of the rank and file.

The leaders on the side of literature say that their
opponents, whom they stigmatize as 'narrow philolo-
gists* and 'gerund-grinders', do not teach literature
in such a way as to ennoble and enrich the minds
of their pupils, but give them the dry husks of a
dead and deadening study of the dry bones of an
inanimate skeleton, while the 'narrow philologist',
thus rudely awakened from his intensive study of
this 'subject' which we call language, is beginning
to fight in self-defense, at the same time casting
about in his mind for good and valid arguments by
using which as a club he may pound some sense into
the heads of his adversaries.

In this, as in every question debatable with argu-
ments or fists, there are two sides, and if we can

call a halt in the conflict we may be able to show to
all concerned that they really agree in all essentials
as well as in most of the details.

Literature — in the dictionaries there are many
definitions — is that which is written in the noblest
language and gives enlightenment and pleasure in
their noblest forms. No one, not even the philolo-
gist, will for a moment deny that the study of litera-
ture, as thus defined, will be of exceeding value to
the student. Yet, in spite of the fact that there are
high-school pupils who 'understand Shakespeare
perfectly', it is true that literature cannot be under-
stood, or even enjoyed, until the mind of the pupil
has been educated by easy, not too easy, stages to
the point where it can feel the thrill of pleasure
which comes from association with the best minds
through the medium of the best literature.

Now everyone thinks that he understands his
mother-tongue; some are even conceited enough to
say that they tmderstand two or more languages, but
when a test is made the subject is brought to see
that he did not know what it was 'to understand'.
Hence the need for English, Course A, and Rhetoric,
Course B, as well as for courses in other languages;
hence the need for the intensive study of mere words
that the student may be sure that from the possible
meanings he can choose the one which will fit in any
given case. A brown hat is something we have all
seen, but what does Dante mean when he says, e
I'aer bruno toglieva gli animai" ? One might make a
guess and pass on — to other guesses, but if he does
he will not understand the poet. The answer to this
might be that the teacher's duty is to make such ex-
planation as is necessary to insure clear understand-
ing on the part of the pupil. 'No', answers the phil-
ologist, 'for how does the teacher know that he is
right? Does he hand down a continuous, unbroken
tradition from the poet? How does the pupil know
that the teacher gives the correct interpretation? In
your statement lies the crux of the whole question.
Tradition deadens, while investigation gives life.
Points once seemingly settled must be reinvestigated
by every age, lest the very life of thought die and
the human mind shrivel'.

If we seek for side-lights to aid us in finding a
solution of our question and turn to the natural
sciences for help, everywhere we find minute and
painstaking pursuit of knowledge. The scientist of
to-day is not content with the theories and explana-
tions of the past; the physician of to-day is not the
physician of to-morrow, unless he is consent to be
left behind in the march of progress. Not only does
science seek for a knowledge of facts which may at
once be made of practical value to many, but it stud-
ies matters whose practical value it would be very
difficult to demonstrate to any but the initiated. The
young student is at first set at performing experi-
ments which have been performed by thousands of

j64

THE CLASSICAL WEEKLY

sttt<knts before him and will be performed by thou-
sands of students after him. This is done that he
may be trained in the use and actions of the materials
with which he must work and that the results which
he obtains may be checked up by the known results
which he ought to obtain. Not till the learner has
shown familiarity with and accuracy in the use of
his materials is he allowed to go on with the study
of minor questions, the answer to which is not al-
ready known. When he has shown his ability to cope
with minor studies, because of accuracy, application,
and the power of marshaling causes and effects in
proper sequence, the learner is on the high road to
the city of truth.

To return now to the point at issue. The teacher
ef literature and the philologist have much in com-
mon and must work by methods fundamentally the
same in point of accuracy and minuteness. The
philologist (according to the narrowest definition)
makes language itself the subject of his study, but
he must bring to his work many aids, philosophy,
phonetics, history. When, for example, he applies
himself to the task of following the vagaries
of a Greek particle through its long life of cen-
turies, he has set himself no mean task. It requires
powers of the same order as those required by the
teacher of literature. Because he deals with sub-
stances invisible to the naked eye is the miscroscopist
narrower than the astronomer who uses a telescope
and studies immense suns millions of miles distant
from our earth? The teacher of literature must be
at least enough of a philologist to use the ap-
paratus which the philologist has prepared for him,
while the philologist must be able to understand
the author's thought if he would understand the
language used to express that thought.

If the partisan of literature says, "What you say
is granted, but you are beside the point. Our quar-
rel is not that the philologist is not a useful ani-
mal, but that philologists are in power and wish to
make all students philologists like themselves. And
when they have had their way they turn out fledg-
lings who, not having their masters' power, but robe
themselves in their masters' cloak and hat, and give
to minds still more immature mental food of ex-
ceeding indigestibility". To which the philologist
retorts, "Yes, but you would give to those same im-
mature minds a sense for literature when they have
not the mentality to receive it. Those minds must
be trained by the study of language before they can
understand literature. There are already too many
untrained, illogical teachers by word or pen who
foist upon an unthinking world 'studies' and 'ap-
preciations' which are nonsense. Who, who, after
all the labor you have expended on them, will read
the books on the 'five-foot shelf rather than the
'six best sellers' of the day?"

But wait, friends! Do you not see that each of

you is necessary to the other? and that each must
use the other's method, if he wishes to obtain the
best results? The whole question is a matter of em-
phasis, and, as usual, too great attention to one side
of the question will obscure the validity of the ar-
guments for the other side. As regards the fact
that the newly fledged Ph. D. gives to his immature
pupils food which they do not yet need and, there-
fore, cannot digest, that is merely the fault of
youth and inexperience, and will be remedied by the
young teacher's growing sense of proportion.
Whether he will ever become a great teacher of
literature or a great philologist depends on time
and temperament. Teach him how to walk and let
him do the climbing.

Hamilton Ford Allen.

Washington and Jeppbbson Collegb.

REVIEWS

A Handbook of Greek Archaeology. By Harold
North Fowler and James Rignall Wheeler, with
the collaboration of Gorham Phillips Stevens.
New York: American Book Company (1909).

Pp- 559. $2.00.

The appearance of this manual, the work of the
Editor-in-Chief of the American Journal of Archae-
ology and the Chairman of the Managing Commi-
tee of the American School at Athens, will be wel-
comed not only by teachers and students of the
Classics, but also Dy the wider circle of those who
are interested in Greece and things Greek. All the
older English manuals of Greek archaeology, such as
Murray's Handbook and Collignon's Manual in the
late Professor Wright's excellent translation, have
been rendered hopelessly out of date by the rapid
progress that has been made since the time of their
publication, and the need of a brief and authoritative
statement of the principal results of modern research
has long been felt. To say that the new Handbook
satisfies this need is to emphasize only one merit of
the work. In fullness of treatment and of illustra-
tion it marks a distinct advance over its predecessors
and the arrangement of the matter is clearer and
more logical.

The book begins with an Introduction on the study
and progress of classical archaeology in modem
times and the first chapter is devoted to Prehistoric
Greece. After this the treatment is topical: the re-
maining chapters uiscuss Architecture, Sculpture,
Terracottas, Metal Work, Coins, Engraved Gems,
and Painting and Mosaic. A select bibliography and
an index complete the book. The chapter on archi-
tecture is the work of Mr. Stevens, revised by Pro-
fessor Fowler, the chapters on vases and painting
are by Professor Wheeler, and the other chapters
are by Professor Fowler, but "both authors have
read the book fully and accept responsibility for
the statemenjts contained in it".

THE CLASSICAL WEEKLY

165

The Introduction is one of the most interesting
parts of the whole book. In the brief compass of 27
pages it contains an excellent account of the de-
velopment of archaeological studies in modern times,
with helpful hints as to methods and publications.
Such an account, so far as I am aware, is not to be
found elsewhere in English, though for the most im-
portant period, the nineteenth century, Professor
Michaelis's A Century of Archaeological Discoveries
is now available in the translation of Miss Kahn-
weiler (see The Classical Weekly 2.158). To the
general reader, however, Professor Michaelis's treat-
ment, concise as it is, is likely to seem too full, and
even those who are familiar with that account will
find much that is helpful in the briefer statement of
the Handbook.

In the chapter on Prehistoric Greece, one naturally
looks first to see how the results of recent explora-
tion in the Aegean area have been correlated with
the earlier discoveries at Mycenae, Tiryns, and else-
where. It is gratifying to find that all the important
recent excavations have been considered and that a
very successful attempt has been made to show the
relations of different sites to one another and to
trace the development of civilization in Greek lands
from neolithic times to the downfall of the Myce-
naean culture. Such a comprehensive survey ought to
be especially welcome to those whose ideas in regard
to the prehistoric culture have been confused by the
mass of new material discovered in recent years. Es-
pecially commendable features of the chapter are the
paragraph on nomenclature, in which the confusing
terminology used by recent writers is briefly and
clearly explained, and the discussion of the Myce-
naean vases. In matters of chronology Professor
Fowler is conservative, basing his statements on the
system of Egyptian datings proposed by Professor
Meyer and adopted by Professor Breasted. So far
as possible he avoids the discussion of controverted
points and he very wisely makes no attempt to con-
sider the difficult ethnological problem, merely re-
cording his opinion that "it is made very probable by
the study of the monuments and the Homeric poems
that the Achaean heroes of the Trojan War are
identical with the rulers whose wealth, power, and
culture are attested by the fortifications, golden
treasures, and works of art of the Mycenaean Age".

For the chapter on Architecture the authors were
fortunate in securing the collaboration of Mr. Stev-
ens, who was Fellow in Architecture at the School
in Athens in 1903-1904 and 1904 1905, and of whose
interesting discoveries in connection with the Erech-
theum his article in the American Journal of Archae-
ology (1906, pp. 47 ff.) has given us such a tantaliz-
ing foretaste. The historical and descriptive parts of
this chapter are based largely on Borrmann's Bau-
kunst des Altertums und des Islam im Mittelalter,
but Mr. Stevens's firsthand knowledge of the monu-

ments is everywhere apparent. This is particularly
true of the earlier pages of the chapter, which are
devoted to building materials and methods, and of
the discussion of the Attic monuments, especially the
Erechtheum. One noteworthy feature is the amoimt
of space which is given to civic and private architec-
ture. From most 'handbook* treatments of Greek
architecture one carries away the impression that the
Greeks built many temples, some theaters, and a few
other buildings. Mr. Stevens gives us brief accounts
not only temples and theaters, but of many other
types — boulcuteria, porticos, g)minasia, stadia, funeral
monuments, altars, and private houses. Even the
Pharos at Alexandria is briefly discussed. The re-
sult is a much more comprehensive picture of the
activities of Greek architects than is usually drawn
by writers of elementary books. Moreover, in the
discussion of these different classes of buildings
several examples of each are commonly given so
that the reader gains some impression, at least, of the
wide variety that exists in Greek buildings of the
same type. The attempt which is made to combine
a historical treatment with a treatment by types does
not seem to me successful. After the account of
building materials and methods, we have, as headings
of sections, Archaic Architecture (including an ac-
count of the Heraeum at Olympia), the Orders, the
Doric Order, the Ionic Order, the Corinthian Order,
the Temple (including a discussion of treasuries,
round buildings, and propylaea). Civic Architecture,
Funeral Monuments and Votive Offerings, the Hell-
enistic Period — an arrangement that seems likely to
confuse rather than to help the beginner.

One other chapter which calls for special mention
is Professor Wheeler's account of the Vases. This
is the longest chapter in the book (114 pages), and
to some may seem disproportionate. But the impor-
tance of the subject and the difficulties that beset
the study of vases would be a sufficient justification
for the long chapter, and the length is very largely
due to the numerous foot-notes, which here, very
wisely, have been introduced more freely than else-
where. It might be urged, to be sure, that Walter's
elaborate History of Ancient Pottery now provides
the student of Greek vases with a thoroughly trust-
worthy reference book. But few students (and it
may be added, comparatively few libraries) are likely
to purchase these expensive volumes, and even those
who have access to the larger work will often find
it more convenient to refer to Professor Wheeler's
clear and altogether excellent account. Particularly
admirable are the notes made up of references to a
series of vases in which a development described in
the text can be traced — for instance, the notes on pp.
508-510, with lists of vases with decoration on a
white ground. Nowhere is the up-to-dateness of the
book more evident than in this chapter; Furtwang-
ler's identification of the *Kertch' vases as fourth ccn-

1 66

THE CLASSICAL WEEKLY

tury Attic work is adopted as "almost certainly cor-
rect" (p. 504), and the recent finds of 'Cyrenaic'
pottery at Sparta are noted (p. 468, note), though
Professor Wheeler holds that ampler proof is needed
before it can be maintained that Laconia was the
original home and the chief center of manufacture of
the 'Cyrenaic* vases. The greater part of the chapter
is naturally devoted to tracing the different styles of
vase-painting, but in the earlier pages a brief account
of forms and a very good discussion of technical
processes are given.

The remaining chapters contain less that calls for
special remark. The chapters on Sculpture and Ter-
racottas follow in the main the lines laid down in
earlier handbooks, but always with the same consid-
eration of recent finds and recent discussions that
characterizes the rest of the book. The chapter on
Metal Work is an - interesting attempt to group to-
gether bronzes, silverware, and jewelry, in which
the bronze statuettes receive, perhaps, a more sum-
mary treatment than they deserve, and the whole
produces the impression of being somewhat super-
ficial because of the small space at the writer's dis-
posal. The chapter on Coins, on the other hand, is
remarkably successful ; it gives, in the brief compass
of 28 pages, an excellent introduction to what is al-
most a science in itself. The chapter on Gems, as
the preface informs us, is little more than a sum-
mary of Furtwangler's Antike Gemmen, but it is a
very good summary indeed, in which all that is most
essential in Furtwangler's monumental work is briefly
and clearly set forth. The discussion of Painting
and Mosaic has been limited, very wisely, to a few
pages, because the extant Greek monuments are so
few and unsatisfactory, but the brief description of
the secondary sources of information, the notes, and
the bibliography give all necessary information for
further study of these subjects.

The makeup of the book deserves a word of praise.
In spite of its 559 pages, it is printed on a thin paper
which reduces the thickness to little more than an
inch, a most convenient size. The halftone illustra-
tions, with very few exceptions, are good, and their
number shows a praiseworthy liberality on the part
of the publishers. In connection with the illustra-
tions several points should be noticed. The practice
of recording, under the illustration, the source from
which it is derived is one that will commend itself to
all, especially to those who, like the writer, have
wasted hours of precious time in trying to 'run down'
an illustration. Then, too, the authors have drawn
very largely on collections in this country for illustra-
tive material. Of the 412 illustrations, 54 are taken
from objects in American collections. The majority
of these, naturally, are terracottas, coins, and vases,
but the fact that the development of these branches
of Greek art can be so largely illustrated by means
of objects in American museums will be a surprise

to many who have not been in touch with the rapid
growth of the collections of classical antiquities in
this country in recent years. For the study of some
phases of Greek art, such as architecture and sculp-
ture, in the original documents, it will always be
necessary to visit classic lands and foreign museums,
but for the study of the minor arts the museums of
this country, especially the Metropolitan Museum in
New York and the Boston Museum of Fine Arts,
already possess original material of the greatest value
and importance, and in calling attention to this fact
the authors of the new handbook have rendered a
very definite service to the cause of classical studies
in America.

Harvako UNiVBRsrry. GeORGE H. ChaSE.

Selected Essays of Seneca and the Satire on the
Deification of Claudius. Edited with introduc-
tion and notes by Allan P. BalL New York:
The Macmillan Co. (1908). Pp. 211. 60 cents,
A practical edition like Dr. Ball's may aid greatly
in an intelligent rehabilitation of Seneca in our
college curricula. That the essays and letters have
been of late but little read has been due to several
causes. Other writers, being better stylists, or more
suitable representatives of Latin literature, or proved
by experience more serviceable guides for instruc-
tion in Roman life and thought, have hitherto el-
bowed this philosopher into a corner or quite out
of the hall. Seneca is not for immature beginners
in Latin literature; but on the other hand he should
not be ignored by more advanced students, and he
can be appreciated by younger minds. Quintilian,
although he spoke disdainfully of his style and his
apses in taste (10.12 5ff.), frankly admits among
his many great merits "a ready and productive
mind, very great scholarly devotion and a great fund
of information, though in this he was sometimes
misled by those to whom he had intrusted the inves-
tigation of particular points. He dealt, too, with
almost the whole range of scholarly topics ....
In philosophy .... he was a distinguished as-
sailant of moral faults. In his works there are many
noble utterances". But Senaca's literary style, from
its very remoteness from Ciceronianism, offers use-
ful material for the study of Silver Latinity, and,
what is of some practical importance, for the stu-
dent who is striving to attain proficiency in reading
Latin (as distinguished from translating Latin) is
almost a revelation. The sentences are short, gen-
erally direct and uninvolved, detached, with con-
necting particles rapidly approaching the vanishing
point Frequent questions, exclamations, and ap-
peals to the reader give the discourse the freedom
of an informal lecture. But especially helpful to
one who reads without translating is the insistent
repetition of an idea in two or more forms with
copious use of simile and metaphor. I know of no

THE CLASSICAL WEEKLY

167

better palaestra for limbering up the vocabulary and
strengthening the grip on Latin thought through
the phrase-group than is to be found in the nervous,
rapid, picturesque style of Seneca. The rhetorical
artifices do, indeed, tend to pall ; but the modernncss
and intrinsic value oi the thought, when this author
is read in moderation in careful selections, greatly
lessen any feeling of lassitude.

Dr. Bell has provided adequate material for char-
acterizing Seneca the stylist, the philosopher, the
man of letters, and the interpreter of his time. The
selections include Ad Polybium de Consolatione, the
Apocolocyntosis, the two books Ad Neronem de
dementia, and ten of the Epistulae Morales. The
general introduction, pp. ix-xxxiv, like the whole
book, is modest and unpretentious. After reading it
one feels as if he had just shaken hands with Sen-
eca, not made his acquaintance.

As might have been expected from an editor who
had already published the Apocolocyntosis as a mon-
ograph, the notes on that satire are more numerous,
ample, learned and also more sparkling than is the
case with the more perfunctorily annotated essays.
In several places the editor has improved upon the
notes in his monograph (e. g. 6.1 Marci municipem;
7.1 ubi mures ferrum roduni). Though the notes
in the monograph have been much condensed there
are still two pages of notes to one of text, while
the scale for the rest of the book is less than page
for page. Without denying its diverting qualities,
one might well feel dubious lest the rollicking 'Pump-
kinification* of the late lamented Claudius might blur
the outlines of Seneca's more serious literary work
in the impression left on the student's mind.

As many readers of the Ad Polybium de Consola-
tione will probably have also read Sulpicius's letter
to Cicero on the death of Tullia, and the several
consolatary epistles of Pliny, some discussion of
the genre would have been welcome (cf. Burcsch,
Consolationum a Graecis Romanisque scriptarum his-
toria critica, Leipziger Studien 9). Yet in a work
of such brevity some omissions are necessary. The
notes seem on the whole uneven, affording ample
aid for translation rather than deep insight into the
writer's thought and style. Some may cavil at an
occasional flippancy met with more often in the
class-room than in a school edition — ma chacun d son
gout Dr. Ball and the editor of the series deserve
only thanks for having provided so well printed and
convenient a text of Seneca for our younger college
students.

Princeton University. GeORGE DwIGHT KELLOCa

CORRESPONDENCE

The delightful article by Dr. Riess in The Classi-
cal Weekly 3. 138-140 suggests certain more or less
pertinent questions. It may be true that "nothing
will be well done but what is gladly done and our

boys do not love their Latin". Would Dr. Riess
be more successful in finding boys who love their
mathematics or their science? Few boys display
any such interest in the mathematics electives avail-
able for them in the upper grades of High School,
while the science courses elective in the second and
third years are very meagerly attended — a cocrent
commentary on the confident expectation entertained
a few years ago by scientific enthusiasts who pre-
dicted the speedy disappearance of the Classics from
our schools to make way for physics and chemistry.

Would it not be nearer the truth to say that the
average boy does not and cannot be expected to love
any task? Smooth ice in winter and a swimming
pool in summer look far better to him than a school
room. Yet the average boy knows that life cannot
be all play and applies himself to his task, perhaps
not "gladly" but resignedly. Of course there is a
certain type of boy, a little below the average who
brings himself into prominence through his noisy
protest against his studies. He does not like Latin
or any other subject, with whose difficulties he has
become acquainted, and he raises such a din in our
ears that we forget the uncomplaining majority.
Were it possible to seture from the student body of
any large classical school an unbiased expression of
feeling as to what subject they — perhaps we had bet-
ter not sav love most — dislike least, does Dr. Reiss
seriously believe that a majority of pupils would
prefer mathematics to Classics?

Few of us will be disposed to quarrel with Dr.
Riess on one point. Our first year work is certainly
a severe strain on the beginner. Little effort is made
to make the first year work interesting, or to find
any points of contact between what the pupil has
learned in the elementaiy school and what he is
set to learn in the High School. The little the boy
knows of geography and history might conceivably
be utilized in a proper scheme for first year instruc-
tion. Professor Sonnenschein's Ora Maritima and
Pro Patria are notable steps in this direction.

There is grave reason to doubt whether pupils
could be made to take anything like a lively interest
in Roman life at the beginners' stage of mental
development Such a manual as Dr. ^ess suggests,
modeled on the lines of Gurlitt's Fibel, could be
adapted to the American boy only with much more
difficulty than that requisite to adapt it to the Euro-
pean lad, whose native atmosphere and country's
history present many points of contact with Rome.

In view of the fact that Caesar has in spite of the
recommendations of the Committee of Ten been
adopted with practical unanimity throughout this
country as the second year book, are we wise in op-
posing the tendency to shape our first year work
specifically towards a preparation for Caesar? As
we are face to face with "a condition and not a
theory", may we not more profitably address our-
selves to the problem of making the best of the
situation by trying to make a Caesar beginning book
reasonably interesting ?

That little in that direction has been done in cur-
rent publications is indisputable. Are we on that
account to conclude that nothing can be done ? Then
there is the problem of vocabulary. If we are to
read Caesar in the second year, the vocabulary of
the first year must be rather rigidly restricted to
those words most frequently occurring in the Com-
mentaries. How such a vocabulary can be made
available to the purpose of a reconstructed Gurlitt's
Fibel is not clear to my mind.

Bovs High School, Brooklyn. W. A. JeNNER.

1 68

THE CLASSICAL WEEKLY

IShe CLASSICAL IVECKLY

The Classical Wpkkly is published ty the Cl«i«ical Association
of the AtlftLtic States. It is issued t\-rekly, tn Faturdays. liom
October to May inclusive, except in weeks in which there is a legal
or school holiday, at 1 eachers College, 525 \^ est 120th Street, New
York City.

The dates 0/ issHf 0/ Voluwt III « ill be as h.llows : in i^cmj. Octo-
ber a, 9, 16, 23, 30; November 13, ao ; Dectn ber 4, 11, 18; in J9X0
January 8, 15, 22, 29; February 5, 12, 19; March 5, 12, 19:
April a, 9. 16, 23, 30; May 7, 14, ai, 28.

All persons within the territcry of the Associatit n who are interest-
ed in the literature, the life and ihe art of ancirni Greece and ancient
Rome, whether actually engaged in teachirc the Classics or not, are
dibble to mernbcrship in the Association. Application for mem ber-
ship may be made to the Secretary Treasurer. Charles Knapp, Dar-
nard College, New York. 1 he annual duts (wh ch cover also the sub
acrtption to The Classical Wefkly), are two doUrrs. Within the
teritory covered by the Association t New \ ork, New Jersey, Penn-
sylvania, Delaware, Maryland, District of CtOurrlia, Virginia) sub-
scription is possible to ind.vidualf only thn>ugl irembeiship. To /m-
nfitMtions in this territory the subscription price \> one dollar per year.
To persons and irstitutiors outside the terri*cty of the Association
the subscription price of The Ciassical Weekly is one doHar per
year. Single copies or extra copies ten cents each.

The CLASstCAL V beklv is conducted by the following board of
editors :

Editor' in - Ch it/
GoNCALEC Loor.E, Teachen College, Columbia University

Associate Editors

Charles Knapf, Barnard College, Columbia Vni\ersiiy

CE^ST RiBSS, Boys* High School, Brooklyn

Harry L. Wilson, Johns Hopkins L'riversity

Business Manager

Charlfs Knafp, Barnard College, New York City

Communications, articles, rc\ lews, queri r, etc., should be sent to

the editcr-in-chief, . Inquiries ccncfrninp sutstn'ption' anc' adxertis-

ing, back numbers or extra number;, rotices of change of address,

etc., should be sent to the btuitess manager.

Printed by Princeton UnWersity Press, Princeton, N. J.

TOWLE AND JENKS'S

CAESAR'S GALLIC WAR

Text in clearer print than any t iber edition.
Notes give exactly the help tl.at pupils need.
Gramniaticat Apfendix c*. mains all the gran mar
needed for reading Cae»ar.

Voeabttlary is made for pupi's of orc^inary capacity.

FOUR BOOKS %\ .00 SIX BOOKS Si .25

D. C. HEATH A. CO., Publishcrs

BOSTON NEW YORK CHICAGO

LEND INTEREST AND VIVIDNESS

To the Teaching of the Classics

Experience of many teachers has shown that original specimens
from the times of which they are readirg, or illujitrative of the nar-
rative, are useful adjuncts in the clat>s-r4K>m. Coins are the readiest
to understand, easiest and safest to bardie, cheapest to acquire. I
propose groups to illustrate Caesar, Cicero, Vrrgil, Livy, Tacitus.
Here is a sample.

CAESAR. Price five dolhrs. (Poftage 15c extra)

A coin made by the Gauls in Cie<ar*s time, and four Roman Silver
coins, vix. one with the name of \.. 1'iturius >abinus. one of Decimus
Brutus, and two struck by Caoar himself and referring to the
Gallic Wars. Five in all. genuine and fully described. Write to

G. N. OLCOTT,

4S8 West Iieth St. New York

Horace Mann School, New York Cityt

Jan. 27, 1910

** I was rot brought up on Harkness*s, but on
another Latin grammar. \Vhen I took up teaching I
used Ilarkness's because it seemed tome the best for
the pupil. I U5«d othtT grammars later, but always
returned to Harkness's, If I were to-day to choose
a grammar for pupils of academic age, I should
select the present Ilarkness's "

IlkNRY C. PeaR€ON

BROWN'S MEMORY-TEST LATIN WORD-LIST

( l\t7'itcd nnd Enlarged Editiin)

An Invaluable Device for Memorizing or Reviewing a
Latin Vocabulary. Prlct, 75 CaotS.

Memory Test Xote-Fcok, 15 CtlltS.

The vocabulary of the complete works of Caesar, Sallost,
and Nepos. of VirgiKs Aendd i-VI, and Cicero's Orations is
grouped according to frequency of occurrence. The words are
arranged so that the F.nghsh meanings, which are on separate
pages not visible at the same time, may, b^ a simple folding
device, be m de visible or invisible as desired, parallel with
the I^tin words. It contains q8^ of the vccabular>' used at
coKege entrance examinations.

GINN AND COMPANY : PUBLISHERS
70 Fifth Avenue New York Cttj

ABBOn'S SHORT HISTORY OF ROME

An exceeding ly interesting narrative, coupled with historical
accuracy and balance in the treatment of periods, makes tiiis
book mos d( suable fcr an elementary course in the subject.

A large numbtr of Maps and IHustratloiis.

PROF. FRANK FROST ABBCTT
Professor of Classica, Priocctcn UDiveraity

A Short History of Rome ..... gx.oo
Handbook fo- Study ...... .^^

SCOTT. FORESMAN AND COMPANY

EDUCATIONAL PUBUSHERS
CHICA60 IU.MOIS

CAESAR : THE GALLIC WAR

By A. L. HODGES, Instructor in Latin in Wadleigh
High School, New York. lamo. Cloth. Illustrated,
xiii + 532 pages. $1.35 net.

The fourth bcok in the Macmiilan Latin Series edited By J, C,
Kirtland. It includes the seven books o/the Commentaries^ a com'-
prehenstvt it tfcductiem^ helf>/ul noiesy and a complete vocabulary ,

THE MACMILLAN COMPANY

64-66 FIFTH AVENUE, NEW YORK
BOSTON CHICAGO ATLANTA _«AN FflANCIBCe

THE STUDENTS' SERIES OF LATIN CLASSICS^

IMPORTANT NOTICE-The Johnston-San ford Caesar (five
books) is now furnished with Prose Composition.

PRICE. t1. 26

BENJ. H, SANBORN & CO,

24 WEST 39TH ST^ . . - NEW YORK

APR 4 MlO

EDicnd « wcoBd^tw ■»<»

attar

™b« i(. .90,. .1 tbe P0.I OB». »«■ York. N. Y..

ittdetlhc/

LCI of ConiH or Mircb i, ,*n

Vol. m

New York, April 2, 1910

No. 21

I have becD asked on a number of
indicate -material available for colloquial use of
Latin in the class-room. Unfortunately there is not
at present a very large supply. A book ts in
preparation in England by Mr. Fred Winter, en-
titled Handbook of Colloquial Latin with Qassified
English-Latin Vocabulary, which should have ap-
peared before this and may be expected shortly.

Until that appears, however, the most extensive
book is a Guide to Latin Conversation, by Profes-
sor Stephen W. Wilby (John Murphy Co., New York
and Baltimore), which costs about 75 cents. It con-
tains classified lists on every conceivable topic, and
subjects for discussion and dialogues, much in the
form of the ordinary traveller's handbook in the
modern languages. The advantage of this book is
that it furnishes the modem names for a numlKr of
things and ideas which one would search for in vatn
in the ordinary English-Latin lexica.

Sprechen Sie Lateinisch? is a small German pub-
lication giving dialogues on colloquial subjects (see
The Clabsical Weekly 1.132).

A great deal of material can be found in Dr.
Avellanus's primer, Palaestra, published by him at
25 Fifth Avenue, New York City. Four numbers
have been issued, at 35 cents each.

Outside of these books I am not aware of any
material for extended Latin conversation. For mere
oral exercise in the class-room most of the recent
manuals contain a fair amount of material; I may
mention especially A First Latin Course by E. H,
Scott and Frank Jones (Blackie and Sons). Gram-
matical terms and the jargon of grammatical dis-
cussion will be found best in such grammars as
that by Alvarez, De Institutione Grammatica (Wood-
stock, Md.), written for practical use in the Cath-
olic schools.

Meanwhile that the good work is still going on
is evidenced by the following communication re-
cently received by me, to which I invite the atten-
tion of all schools in the territory mentioned. It
would be very interesting if the challenge given
should be accepted and the debate should come off.
I sincerely hope it will.

CHALLENGE

As President of The Manual Training High School
Gassical Club of Brooklyn, N. Y., a society of boys
and girls who endeavor, under the guidance of their

teachers, to use Latin as a conversational medium in
their meetings, I beg leave to challenge, through the
columns of your valuable publication, any High or
Preparatory School in the Eastern Stales to a Latin
debate to be held between two teams of three
persons each on a topic to be chosen by common
agreement. E. Strittntatter, 'la

N. 6.— Communications to be addressed to E.
Sirittmatter, care Miss M. A. Hall, M. T. High
School. 4th St. and 7th Ave., Brooklyn, N. Y.

G. L.

rational optimism ; a
world's esteem as wi
judgment of our 1

III4PROVED STANDARDS IN TEACHING LATIN'

In a delightful little book. As Others See Us,
Graham Brooks points out the lesson the American
people have been obliged to learn from painful ex-
perience; that national sensitiveness, set f- assert ive-
ness, provincial dogmatism, are of no avail to sup-
press adverse criticism; that criticism of ourselves
valuable groundwork of a
id that we have grown in the
have become unsparing in the
vn shortcomings. From Mr.
Brooks's array of significant facts, our teachers of
Latin might well profit. If (he results of our Latin
teaching are called into question, let us abstain from
recrimination and wordy denial, but in a resolute
spirit of self-criticism set forth what we are accom-
plishing in our Latin, what we ought to accomplish,
and how improvement in methods is to be effected.
The claim for the retention of a subject in the
curriculum because it kai btex effective is worse than
futile ; its actual serviceability, its distinct contribu-
tion to the needs of our present-day intellectual en-
deavor is the issue. Superficially, we might content
ourselves with the reflection that its popularity is
attested in the High Schools by the numbers that
take up the subject ; but size of enrollment is attrib-
utable to a multitude of causes; it certainly does
not indicate or assure permanent appreciation ; in
an age like ours of utilitarian tendencies, once that
the effectiveness of the teaching of Latin is seriously
questioned, there may set in suddenly a popular
depreciation, culminating in an .overthrow of what
was once the very cornerstone of all higher educa-

1 AddrtM dcUnrcd at th> UnivenitT
a JO, 1909, and b*len Ibc New VotK Li

n, Albur. Octo.

xyo

THE CLASSICAL WEEKLY

It is a timely subject, then, to consider improved
standards of teaching Latin; for public criticism has
formulated its objections to the spirit and the method
of some of our teaching. For one, I do not deplore
this critical attitude; it should redound, if duly ap-
preciated and understood, to the benefit of the sub-
ject A study which is bolstered merely by a tradi-
tion is in danger of becoming fossilized.

Quite recently the German gymnasia that had
cherished for generations special privileges distin-
guishing their type of secondary school from other
parallel types have admitted the baneful influence
of these prerogatives; the Berechtigungen, as they
are called in German educational literature, had
fomented for many years the most bitter discussions,
until in 1900 an enlightened public opinion and their
own practical insight led the gymnasial party to
waive all special legislation in their favor. They
welcome the new era; they are prepared to show in
competition the advantages that accrue from modi-
fied prosecution of the Latin work; they have re-
vised the economy of their teaching, have supple-
mented their unequalled scholarship by a masterful
analysis of teaching-method; and have practically
demonstrated in their Reform-schulen that even with
diminished time allowance, but with skilful correla-
tion of effort, they can achieve as of old the required
standards.

Here, it seems to me, we are to find our cue; of
little avail will it be to build up a theory of what the
study of Latin is supposed to effect ; improvement in
the conduct of the work will be a more convincing
argument in its favor than all array of testimony.
I shall certainly not attempt to sift or supplement
this testimony which is at every teacher's service in
the handbooks of Bennett or Dettweiler, in the forci-
ble utterances of men like Lowell, Shorey and Bryce.
Imprcved standards in the teaching of Latin, and
the successful establishment of these standards, arc
the surest means of maintaining the study in its
place in the curriculum.

It is surely no ground for the Latin teacher's self-
complacency that the teaching of other subjects is
reputed to be less skilfully conducted than that of
Latin; whatever advantage that circumstance may
have brought will disappear with the rapid systema-
tization and elaboration of aim in these other sub-
jects; even now the didactic practice of some mod-
em language and science teachers may furnish sug-
gestions of value to our classical teachers.

The improvement in Latin teaching should ex-
press itself primarily in unity of aim ; the conviction
is, I think, growing, that if we except the university
stage of scholarljr specialization and linguistic re-
search, the entire Latin course from the initial steps
through the college course should have one aim, and
that a cultural one ; this aim is to control all our
teaching efforts, and the only deviations will be those

in method, which must be modified according to the
age and maturity of the student

To two phases, and two only, of the cultural aim
I propose to restrict myself: (i) training in linguis-
tic power; and (2) recognition of the vital relation
between the content of Roman life and literature and
our own literary and practical development. A Latin
course that slights either one of these view-points
is incomplete, unsatisfactory.

1. The Anglo-Saxon, more than some of the
other great races of the Western world, derives,
because of the nature and development of his own
vernacular, special gain from the training that the
Latin affords; the contrast between the structural
features of the. two tongues, which may be sum-
marized as formal precision versus formless free-
dom, can be made a valuable adjunct to the ex-
pression of logical thought. We recognize with its
obvious limitations the possibilities of our own
tongue, as we undertake the process of translation,
and the establishment and appreciation of constant
cross-relations between the two languages enhances
the power of expression.

In the period of secondary school life above all, the
expansion of linguistic consciousness as a basis of
thought becomes a paramount consideration. The
significance of language training at this stage may
well rest on Dante's simile in his De Vulgari Elo-
quentia, "Speech is not otherwise an instrument
necessary to our conceptions than is the horse to
the soldier".

2. But however appropriate for the earlier stages
of the Latin work this formal training proves which
creates the power of logical discrimination in and
through language forms, we must not neglect the
ulterior purpose of Latin study, that it is to be the
key to the relationship between the past and the
present. The contents of the Latin literature, and
the records of its civilization, can be made to con-
tribute somewhat of their significance even to the
secondary school pupil; for the college stage they
must be in the very center of interest I omit en-
tirely from consideration the plea of the unap-
proachable standard of perfection that is often urged
in favor of the classic tongues and their literary
products, not because I do not share it, but because
acceptance of this belief should grow out of the
student's own experiences rather than be formu-
lated as dogma.

The two phases of this cultural aim, then, the
language training and the historical relationship,
adjust themselves to a natural sequence, according
to which the practice of our schools and colleges
should be determined. If the training in linguistic
power which is gained from the accurate study of
a highly inflective language promotes logical pre-
cision in and through language, then our entire en-
ergies must be centered at the outset on firmly se-

THE CLASSICAL WEEKLY

171

curing this accuracy; not an approximation to ac-
curacy which leaves the tool of language uncertain
and unreliable, but positive, definite grasp. Vague-
ness in the recognition of this need has robbed the
teaching of elementary Latin of its presumptive
value. Our pupils hardly succeed in emancipating
themselves at any stage completely from the formal
linguistic training; grammar and dictionary domi-
nate the reading of our advanced college classes to
whom the idiom should long since have become
completely familiar, and who in consequence lose
the quickening influence and inspiration that is born
of a free survey of the literary document, unham-
pered by mechanical obstacles.

If college teachers of Latin really aspire to make
their subject vital in the large sense of bringing
into prominence its bearings upon our modem life,
then their share in the necessary change can be
easily stated; for they are the intellectual progeni-
tors of successive generations of Latin teachers in
the schools. It is their privilege to point out in
the discussion of the Latin authors resemblance
and discrepancy between ancient and modern polit-
ical situations, to compare modem and ancient cul-
tural tendencies; to illuminate the differing con-
ceptions in home-life, in public activities, in rela-
tions of the individual to the state, in methods of
administration, the standards of right and wrong,
the influence of religion and of personal religiosity,
the interests and processes of trade, the relation of
the commonwealth to foreigners, the attitude to-
ward slavery; all these considerations disclose the
larger vistas which the future teacher will in his
turn seek to make real to his pupils. Of this scope
that the study of Latin literature obviously sug-
gests our college .courses do not take sufficient cog-
nizance, and it is just here that a brief reference to
needful improvement in standards of the college
work seems called for. It is not the increasing
difficulty or linguistic complexity of the several
Latin authors that should determine the succession
in which they are offered to the student ; it would be
invaluable for all of our students, and especially for
our future teachers of Latin, if the .range of con-
nective association, indicated a moment ago, should
be developed in a renewed study of comparatively
simple authors from this broader, more philosophic
aspect.

As matters stand, our teachers, not to speak of
our students, derive little but technical insight into
the language from the study of Caesar, Cicero and
Vergil, and yet there are untold possibilities in the
works of each of these authors which remain a
sealed book to teacher and pupil. How many of
our secondary Latin teachers, for instance, have
so intimate an acquaintance with Holmes's Conquest
of Gaul that they have realized, what his book re-
veals, the contribution that Caesar'^ commentaries

furnish to the ethnology of the Gs^lic peoples, to
the tribal institutions of these primitive communi-
ties, their occupations, habits and personal appear-
ance, the stage of their political maturity, the inter-
pretation of their names of persons and localities,
the significance of their contact with the opposing
civilization of Rome?

Will any one deny that from a familiarity with
these and many kindred topics there should spring
a degree of interest that at present is not associated
with our teaching of Caesar? What could an ad-
vanced student of political issues, of the conduct
of public affairs, of legislative requirements, of par-
liamentary procedure, of the techmque of the law
not disclose to his hearers by correlating the meth-
ods of Cicero's oratory with the modem practice
of forensic and legal presentation! And as for
Vergil, the ^rue revelation of his poetic power, of
his consummate literary skill, which represents in a
sense the accumulated poetic tradition of his prede-
cessors, of his appreciation for pictorial and dramatic
art, of his disclosure of a consistent philosophic
system, all these manifestations of the great poet
that made him the model and inspiration to a galaxy
of great and greater poets of succeeding ages — ^these
matters that have engaged the attention of many of
the eminent European scholars of modem days, and
other questions that still await elucidation — are
scarcely realized by the great body of our secondary
teachers and pupils.

We read Shakspere, do we not, with our sec-
ondary pupils? But did Francis Child hesitate to
interpret Shakspere anew to his advanced students,
disclosing the larger human problems, the questions
of aesthetics, of structure, to which the boy and *
girl could not be equal? — I have studied the an-
nouncements of Latin courses in all our prominent
colleges, and, except where elementary Latin courses
are offered to beginners, nowhere have I discovered
recognition of this need which seems to me so vital.
And even in the Latin programs of our summer
sessions, whose constituency is mainly the teacher
in active service, eager to supplement the scanty
equipment of his own preparatory and college days,
I have been able to discover in but one or two cases
the frank acceptance of this important principle, the
application of scholarly insight to the practical de-
mands of the class room.

From one of these few announcements I quote
literally, because it embodies the point I am trying
to make: "The aim of the course in Vergil will be
to present these two books (i) as they should be
known by the teacher, and (2) as they should be
taught to a class".

Beyond this, I do not propose to suggest changes
in the college teaching of Latin; there is no reason
to fear even in our country and age that the neces-
sity and importance of the sciences and their tech-

17*

THE CLASSICAL WEEKLY

nological applications will overwhelm and blot ont
the demand for literary and historical insight; the
Humanities still have a host of appreciative ad-
herents, and Latin, properly taught, is not likely to
be relegated to obscurity in our colleges.

The college courses of Latin must be freed from
the intrusion of the mere mechanism of the lan-
guage; students who are to seek inspiration from
the pages of Horace, Tacitus and Lucretius must
come to their task equipped for the larger atmos-
phere by their previous training.

Can the secondary school bring to the college por-
tals such a type of students? Yes, if schoob and
teachers are prepared to take a definite stand on
one or two general questions of secondary school
organization. The fundamental note of the second-
ary school is opportunity, not compulsion; some-
thing highly desirable,, but not necessary; we have
no right, therefore, to render it ineffective by bring-
ing its privileges down to the level of the unwilling,
the incapable. If it is the ulterior aim of such oppor-
tunity to develop and foster initiative, intellectual
and moral virility, then a process of diluted instruc-
tion, the i^dministration of intellectual pabulum as to
infants will not accomplish what is tp be attained.
A weak secondary school, weak in its aims and
practice, weak in the qualifications and as|Hrations of
its teachers, is less helpful to a community than a
strong primary or grammar school. In the regenera-
tive process that led up to its splendid school system
of the nineteenth century, Prussia, as Paulsen points
out, forced the abandonment of large numbers of
debilitated secondary schools. We shall never make
the teaching of any subject in our secondary curric-
ulum valuable, unless we abandon the idea of soft
transitions, of sugar-coated invitations to thinking.
Vigcr (I do not mean rigor) in teaching is a natural
stimulus to efficiency, and this it is the prime purpose
of the secondary school to generate. Sluggishness,
even though it veil itself in the guise of deliberation,
is the unpardonable sin of the class room, deadening
alike to the individual pupil and the class group.
Training to rapidity, to quick recognition, is to-day
demanded of every good primary teacher; why
should the secondary teacher encourage a relapse?
I need only remind you that President Eliot in his
essay. Education for Efficiency, lays greatest stress
on "imparting the habit of quick and concentrated
attention".

We all admit that the Latin language can render
its real service only if its formal elements be thor-
oughly mastered; to that end the first year's work
should be entrusted to the teachers of the highest
capacity. Instead of the prevalent scheme of assign-
ing the initial work to those who have themselves
frequently had no Latin beyond the secondary
schools, and poor Latin at that, it should be made
compulsory that the teacher of fourth year Latin

should also handle a first year class. Such an as-
signment would be as suggestive and instructive to
him as it would be helpful to his pupils.

We cannot forego, that is adnutted, the necessity
of sharp drill, of insistence on accuracy and rapidity;
we must lay stress on reviews; but didactic ability
has discovered various means of making reviews
more than a mere reiteration of previous efforts.

If we summarize the needs of our Latin classes
in the one terse demand, that we require teachers
who can, and .who will teach, then certainly, in the
first year's Latin work there should be no room for
the mechanical teacher who simply repeats what he
has seen others do, possibly at a time when he him-
self was a pupil. For, in every light, such work is
barren. Study the efforts of the past, but progress
beyond them; that is the first demand in the art and
science of teaching.

Of the factors that will add to the value of the
first year Latin, there may be enumerated these:
with or without the aid of the text-book the teacher
should discriminate between forms of common and
of rare occurrence, insisting upon the former, and
slighting temporarily the latter; grammar, to be ef-
fective, should present that which is actually neces-
sary. The vocabulary acquired must be in constant
use ; it is absurd to introduce words, and then ignore
them ; without falling into dull and mechanical meth-
ods, we may employ a variety of tests in vocabulary ;
similarity in meaning, or contrast, may form the
basis of one system of control, analogy in sound,
another.

It is a prevalent error of the elementary books,
due, I suppose, to the fancied exigencies of the
Latin course, to confuse the beginner in Latin by
introducing the fragments of syntactical informa-
tion before paradigms have become even passably
familiar. Nor is it wise to devote excessive atten-
tion to the matter of quantities; a teacher of sharp
auditory powers, himself accurate in his pronuncia-
tion, and quick to detect and mend faulty pronun-
ciation, reaches by the unconscious operation of
the imitative tendency in his pupils adequate results.
It is far more profitable to introduce as soon as
possible simple Latin narrative with subject matter
drawn from mythology, Roman history, Roman life;
and there can be no objection to what is called
'made Latin', if only it be good Latin. If the pupils
realized that instead of slavish adherence to a given
text-book, the teacher was developing from lan-
guage material in the pupils' possession subject
matter to illustrate principles, and to strengthen pre-
vious acquisition of words and forms, if these exer-
cises were carried out at first orally with the class,
then, in rapid work at the blackboard, before any
home exercises were imposed, if furthermore, the
rule were adopted never to repeat in class black-
board exercises the identical task assigned for

THE CLASSICAL WEEKLY

'73

home-work, but to confirm the principle that is
under discussion by partial change of vocabulary,
we should have substituted a keener interest for
the deadly monotony of senseless repetition that is
of little benefit to the weak pupil, and irritating
to our bright pupils. It is not the difficulty of the
subject that depresses our first year pupils, but lack
of initiative, of inventiveness, in the instructor.

I contend that the art of teaching can easily se-
cure its greatest triumph in this very field, and
make the first year Latin a stirring and delightful
exercise; but it rests solely with the teacher, his
success depends on his knowledge and his ingenuity.
Let him adopt suggestions from other fields of
teaching, if they commend themselves by the evi-
dence of their practical value. Why, for instance,
have our beginners' books in Latin never applied
the 'Anschautmgsmetode', the method of furnishing
through picture and illustration the material for
language expression and thought, a method that has
proved of great service in recent modern-language
teaching? It would be a simple matter to develop
systematically in pictorial forms a number of scenes
that would suggest an extensive Latin vocabulary
of concrete terms. It would netd little more than
a series of suggestions from our Latin scholars; of
talented draughtsmen to embody them in appropri-
ate illustrations we have no lack.

It is time that our teachers of the Classics aban-
don the absurd prejudice that still prevails in cer-
tain quarters against illustrative material as a legiti-
mate aid to teaching; classes are crippled in their
work, if not supplied with appropriate pictures, maps,
charts; analogies, as well as differences, become
more impressive through the process of visualiza-
tion.

The preparation of the simple Latin narrative that
has just been recommended as a desirable supple-
ment to the study of forms will call for the intro-
duction of much language material that our present
primers sedulously avoid; they restrict themselves
avowedly to the phraseology of Caesar, the first
Latin author into whose work they aim to initiate
these first year pupils by the shortest road they
know of; the narrowing effect of this limitation is
obvious.

And here we touch upon the most serious obstacle
to the success of our secondary school Latin work;
our present four-year course in Latin arranges a
distribution of the work which militates directly
against good results; it pretends to accomplish in
a first year all the preparatory language work, and
to devote the three successive years to the three
authors, Caesar, Cicero and Vergil. It does nothing
of the kind. With a meager and uncertain attain-
ment in forms, and a still scantier knowledge of
syntax, the pupils wrestle throughout the remaining
years of the course with the elements of the lan-

guage that should have been acquired before the
first attempt to interpret a literary masterpiece is
undertaken; and, in the final tests that are to dem-
onstrate their attainments, they are as deficient in
these elementary acquirements as tl^ey have remained
unfamiliar with the spiritual message of the authors
they have been supposed to appreciate.

What our teachers should strive for, what college
Authorities shotdd encourage, is a deliberate advance,
in which quality, not quantity, is the end to be sought
Our teachers need the specific suggestion from the
colleges that far more time should be devoted to
preliminary training, two full years, or the greater
part of two years; then let us read t%vo, not four,
books of Caesar, but read them properly, four ora-
tions of Cicero, three books of Vergil, varying from
year to year in the choice of the books\ It is a
simple matter to bind even disjointed selections
together by the illuminating summaries that the
teacher gives, and to single out passages of special
significance from the view-point of content or of
artistic quality; then we may hope to see aroused
even in our secondary pupils a width of interest
of which the subject is susceptible, but which at
present is ignored; the teacher will then have time
to dwell upon that relation between past and present
that constitutes in my eyes the most vital justifica-
tion of our Latin teaching. He may be interested
in tracing the heritage of ancient modes of con-
duct, thought and expression as they reveal them-
selves in the literature of some modem language, or
in the actual intellectual and institutional life of
our day; he may be peculiarly responsive to the
interplay of allusion, quotation, precedent; he may
be curious to follow from the classical period down-
ward the tentative advances in the domain of natural
science, and may emphasize the growth of insight
from error to truth. For such we need three things,
time, rational teaching conditions, and suitably
trained teachers. The Latin teacher does not stand
alone in the demand for a more adequate time-allot-
ment; like every other subject of the secondary
school course, Latin needs to be relieved from the
unwholesome present tendency toward congested
acquisition; if the time is rapidly approaching when
we shall secure a five or six-year high school course
by the condensation of the elementary curriculum
(a possibility now generally recognized and consid-
ered advisable for bright pupils), then it is all im-
portant that the gain in time shall not tempt us to
a superficial scurrying over a larger tract, but shall
make for genuine, thorough, inspiring work, a reas-
onable grasp of the structure of the Latin language,
and a first glimpse of its literary and historic sig-
nificance; it ought to diminish the present glaring

> This dimination of pretcribtd reading does noc aim to reduce the
qaantUy of Latin that is to be read ; it will afford opportunity for a
considerable quantity of cl^ut^eadingmt sight.

174

THE CLASSICAL WEEfCLY

^K^E^^iMl

discrepancy between the printed requirements of our
colleges and the attainment offered, and enable our
students to meet honestly and safely the present de-
mand! How beneficial to the moral tone of school
and college the approach to such an ideal would be
every serious teacher realizes.

Among the rational teaching conditions which are
a second requirement I should designate first a
larger view of the economy of teaching. Prosecute
any method you please^ but pursue it definitely
through a period of time sufficiently extended to
allow its results to appear. Frequent and imper-
fectly considered changes in system, in text-books,
are only partially attributable to the unforttmate
frequency of changes in teachers and administra-
tors. No text-book, grammar or reader is so poor
but that a competent teacher can utilize its better
features, and minimize its shortcomings. Ignorance
and corruptness favor constant change. Time econ-
omy requires, furthermore, a far more intimate co-
ordination of the work from stage to stage; each
teacher should take pride in controlling and re-
cording in detail the knowledge his pupils have ac-
quired, and assume the responsibility for definite
advance; in perfecting this collaboration between
the teachers of successive grades to a degree that
we are entirely unconscious of lies much of the
success of the German teachers. The teacher should
realize that his Is the artist's privilege to modulate,
to change the rhythm, of his teaching; no prescrip-
tion of superintendent or school board ought to be
necessary to fix for an intelligent teacher the daily
allotment of advance in his subject

Do we not impair this free initiative of the
thoughtful teacher by encouraging examinations
through nearly three years of the student's second-
ary school life? We have in the past ridiculed
England as being examination -ridden, but our pres-
ent system of parcelling out fragments of acquired
information, so much material furnished per term
to the examination-hopper, is sapping the very foun-
dations of rational teaching. When the same test
may be undertaken in a given subject by second,
third, or fourth year high school pupils, by the child
of fifteen, and the young girl or man of eighteen,
how can there be a definite standard of attainment,
of exposition in and through language? The read-
ers of entrance papers can tell us whether such a
test is very far removed from degenerating into a
farce. Strange that our examining authorities com-
plicate rather than simplify the test; a searching
inquiry into the most advanced requirements in each
subject could compel proper organization of the
elementary work in the schools. A Latin paper on
Vergil and Cicero could easily be prepared that
would test proficiency in simpler Latin, in the funda-
mentals of the language, the schools to stand or fall

by the aggregate of carefully adjusted work. Despite
the approval of many secondary teachers whose
motives are easily recognized, any ideal view of the
function of the high school must repudiate a prac-
tice that reduces its teaching to preparation for an
examination mill.

But in the last instances our hopes of improve-
ment in the Latin work rest on the knowledge and
training of our teachers. To be worth while as a
subject of the secondary school, Latin must be
taught superlatively well; none should teach it but
those who have pursued its study throughout the
greater part of their college course; the scholarship
we need is not to be of that top-heavy type that
has been engaged mainly in the refinements of phil-
ological enquiry; it is to embrace the larger per-
spective that comes to the conscientious student of
the Gassics from the cultural and historical view-
point that has been previously advocated for our
college courses in Latin. A recent English writer
has aptly characterized the type of teacher that the
secondary school needs, the specialist of high general
culture; with the emphasis on the second part of the
requirement, that is the type our Latin departments
in the secondary schools need above all else. The
specialization that narrows, that eyes with suspicion
any living interest but one, that would separate and
differentiate related topics, that would denounce, for
instance, the teaching of Roman history by the
Latinist because of possible infringement on the
sphere of the historian, such specialization is detri-
mental to our schools. I thoroughly disbelieve in
the doctrine that high-class capacity is only attain-
able by hiding from one's vision all other intellectual
interests ; I find that the greatest university teachers
regard the special field they cultivate in its rela-
tion to the larger questions of life, and frequently
obtain stimulus from remote and even unrelated
fields of thought and activity.

The secondary teacher of Latin, if he aims to
make his subject vital by emphasizing the nexus
between past and present, will carry out naturally
a valuable type of correlation; he correlates best
who has acquired in his own growth the mental
habit of correlation.

Teaching and teachers — in the union of greater
skill with greater knowledge lies the prospect of
establishing improved standards in the teaching of
Latin.

Juuus Sachs.

TsACHBits CoLLBGB, Columbia University.

In The Classical Weekly 3.9 reference was
made to a paper by Mr. Charles P. Steinmetz, a
distinguished electrical engineer, connected with the
General Electric Works at Schenectady, New York,
and the promise was made that the paper would later

Ttt£ CLASSICAL WEEKLY

T I I Ti 1

»75

be presented in full. Mr. Steinmetz is a graduate
of the University of Breslau. The paper follows:

ON THE VALUE OF THE CLASSICS IN

ENGINEERING EDUCATION

The study of the Classics is very important and
valuable, and more so in the education of the engi-
neer than in most other professions, for the reason
that the vocation of the engineer is especially liable
to make the man one-sided. Since he deals ex-
clusively with empirical science and its applications,
the engineer forgets, or never realizes, that there
are other branches of human thought equally im-
portant as factors of a broad general education and
intellectual development. An introduction to these
other fields is best and most quickly given by the
study of the Classics, which open to the student
worlds entirely different from our present (the
world of Hellas and Art, of Rome and military ad-
ministration), and so broaden his horizon most
effectively, and show him values more in their
proper proportion, undistorted by the trend of con-
temporary thought.

It is true that the Qassics are not necessary if
the aim is merely to fit the student to ply the trade
of engineer, as one might ply the trade of plumber
cr boiler-maker ; the world, and especially the United
States, is full of men to whom engineering is but
a trade. But such study of engineering can hardly
be called receiving an education.

There also is a considerable utilitarian value in
the classic languages, since the terminology of science
is entirely based on Latin and Greek words and
roots. It is difficult to memorize all the terms of
science with which an educated man must be familiar,
as those of medicine, botany, mineralogy, etc. This
however becomes easy to the student of the classic
languages, to whom these terms have a meaning.

The modern languages are not in the same class
with the classic languages, as they open to the
student no new world, no field of thought appreciably
different from our own, and I therefore consider
them of practically no educational value. Their
utilitarian value to the college student is negligible,
since, in consequence of the limited time, the absence
of practice, and the large number of other more im-
portant subjects of study, very few college graduates
retain even a rudimentary knowledge of modem
languages; and even those few usually retain that
knowledge just because they have occasion to prac-
tice them, and therefore would probably have learned
them in any case outside of college. To the engineer
particularly the knowledge of foreign modem lan-
guages offers no appreciable help in following the
engineering progress of other countries, as practi-
cally all that is worth reading is translated into
English either in full or in abstract; further, en-
gineering publications written in a foreign language

are often closed to the reader, even if he has some
knowledge of the language itself, by his lack of
knowledge of the technical terminology of the for-
eign language.

Since the modern languages have no appreciable
educational value, they should be dropped from the
engineering curriculum of the college, as their re-
tention violates the principle of the modern college
curriculum, to restrict, by reason of the limited
available time, the instruction to those subjects
which the student can not acquire outside of the
college by personal independent study, or can acquire
thus only under great difficulties. Modem languages
do not belong to this class; they are learned just
as easily, if not more so, by independent study and
conversation.

It may be noted, however, that the methods of
teaching the Qassics are not the most efficient, and,
especially, the classic literature set before the student
is not selected so as to offer the greatest educational
value in broadening the student's view, and in at-
tracting and retaining his interest as much as pos-
sible; the selection of authors to be read rather
seems to be the result of survival from previous
time.

Thus in Latin the story of war and conquest, of
the victory of military organization over mere brav-
ery recorded in Caesar's De Bello Gallico, is in-
teresting and instructive, while the Civil War is of
less interest. Even to-day Cicero's De Officiis is
well worth reading, while the Orations against Cat-
iline are stupefying to the intellect, since any intelli-
gent boy must ask why did the 'man afraid of his
shadow' not have Catiline arrested and executed for
high treason. In Latin poetry selections from Ovid's
Metamorphoses are very easy reading, and are a
valuable introduction to the classic meter, and in-
teresting in the parallelism of the myths of the
classic world with those of other races (the ffood,
etc.). It is hard to understand the retention in the
curriculum of the uninteresting plagiarism of the
courtier Vergil, while Horace, the poet at once most
interesting and of the greatest educational value, is
not read at all in most college curricula. Of all
Roman writers, Horace probably exerts the most
broadening influence on the intellect when read
under an intelligent instructor; the change from
the distorted importance in which persons and things
appear to their contemporaries to the proper pro-
portion in the perspective of history probably is
nowhere so sharply demonstrated as in the relation
between the libertino patre natus and his 'protector*
and 'patron' Maecenas, whose name has escaped
oblivion merely by his protege's favor. The reading
of Horace probably is the best remedy for discour-
agement resulting from lack of appreciation of one's
efforts. Further, the American, in particular, who
is generally liable to take himself too seriously.

fjS

THE CLASSICAL WEEKLY

might benefit from the sentiment of certain of the
Odes. In shorty aknost every poem of Horace is
interesting and instructive and conveys a moral to
which we may well give ear.

In Greek prose, Xenophon's Anabasis is interesting
and instructive in many respects, and may well be
followed by the student with maps of the country
traversed by the ten thousand. Selections from
Lucian possibly are the nearest approach to Horace
in their broadening influence. The Greek drama
probably is beyond the scope of reading which can be
attempted in a general college course, and also ap-
pears to me less important now, since in the modem
northern drama we have similar tendencies exhibited.
The easy dialect of the koinS however is within
the reach of the student, and at least a part of the
New Testament may be read in the original. The
greatest work of the literature of Hellas however
is Homer; and here again in many American schools
the Iliad only is read, possibly from the mistaken
notion that it is easier reading, while the far more
interesting Odyssey is slighted, though the latter
with its tales of travel and adventures with giants
and monsters, should especially appeal to the Amer-
ican boy, and is of far greater interest and educa-
tional value in its minute description of every day
life at the early dawn of hiunan history, and in its
pictorial reprtsentations of divers occupations.

REVIEWS

A Grammar of the Old Testament in Greek, ac-
cording to the ■ Septuagint. By Henry St. John
Thackeray. Vol. I. Cambridge University
Press (G. P. Putnam's Sons: New York) : 1909.
Pp. xx-f-325.
There is hardly any subject in which a teacher
needs to rewrite his lectures oftener than in the
Greek Testament. It is not quite safe to go before
one's class without reading the morning paper. Even
the least learned of periodicals is not to be lightly
passed by; it may contain a photographic facsimile
of a newly found piece of papyrus from the Egyptian
rubbish heaps of the last century before, or the first
century after, the Christian era. Such a document
may contain one well-attested instance of the use
of a peculiar Greek form by some merchant making
out a bill, or may show some school boy, innocent
of grammar and spelling, writing a letter home
which will upset the learned theories of generations
of scholars.

Some years ago we started on our study of Bibli-
cal Greek with a considerable list of Hebraisms
which we have been gradually cutting off at both
ends until precious little is left. We begin to say
"so-called Hebraisms" or even "falsely so-called He-
braisms". Speaking of the labors of J. H. Moulton
in this field, Thackeray says: "An)rthing which has
ever been termed a Hebraism rouses his suspicion".

The term Biblical Greek is scarcely allowed, nor
must we speak of the late Greek, the K«u^ as "vul-
gar" or "corrupt". Some things in classical Greek
died, but they died as a seed dies to clear the way
for the growth of a germ of new life hidden within.

We must differentiate between the Greek of the
Septuagint and that of the New Testament, for the
former is in large part a translation, not only literal
but servile, from a language of alien type: while
the latter is free composition in the colloquial, ver-
nacular Greek of the people. The N. T. writers,
like King James's translators, aimed to use a lan-
guage "understanded of the people".

The Jews of this period were a bilingual people:
they used both Aramaic and Greek, with a little
sprinkling of Latin in words introduced by Roman
domination, e. g. names of coins and military of-
ficers. We still speak of a legion and a centurion.

But Greek was the conqueror of its conquerors,
as Horace said, and held its own against foreign
influences with characteristic vitality, and, above all
other languages, has resisted the gnawing tooth of
time.

Yet there is no blinking the fact that a great
strain was put upon it in the use for which the
Biblical writers and translators employed it. A trans-
lation-language is apt to be more or less warped in
the process. Moreover, the expression of a whole
range of new religious ideas foreign to Greek
thought, while not affecting forms and syntax, pro-
duced a great change in the connotation of common
Greek words. A word is more or less of a cup and
holds what is put into it. In this sense there is a
Biblical Greek. As Swete says in his Introduction to
the Septuagint, "The manner of the LXX is not
Greek". What idea would Thucydides, or even Aris-
totle have received from such a sentence as e. g.
Mark 14 "John, the baptizer, came in the wilderness
preaching baptism of repentance for remission of
sins"? And yet nearly every word (except /Wxtw/m)
is a classical word in good and regular standing.
As one of the old writers said: "It is a Greek body
with a Hebrew soul".

These matters, however, are lexical, and the book
before us is grammatical.

Thackeray's Grammar of the Septuagint covers a
field hitherto almost unoccupied, though Swete's In-
troduction had given a condensed summary and the
mtroduction to Conybeare and Stock's Selections
from the Septuagint contains a clear and well-ar-
ranged statement of essentials of grammatical pe-
culiarities.

The study of the Septuagint has come to its own,
not only as a help to the study of the N. T., but
also as representing an important period in the
history of the Greek language in general. As was
said by Kennedy in his Sources of New Testament
Greek, "Every stage of a language is of paramount

THE CLASSICAL WEEKLY

177

inH>ortance for the history of the whole". As J. H.
Moulton says in his epoch-making Prolegomena,
"What has happened to our own particular study
is only the discovery of its unity with the larger
science which has been maturing steadily all the
time. Biblical Greek was long supposed to be in
a backwater; it has now been brought out into the
full stream of progess".

The linguistic value of the Septuagint is height-
ened by the fact that it extends over about three
centuries of time and exemplifies both vernacular
and literary phases of the Kotrfi, Moreover, it af-
fords a bridge, and sometimes the only bridge, be-
tween classical usage and Byzantine and modem
Greek. The line of development thus becomes clear
and unbroken.

The colloquial tendency at work in Greek as in
all languages has been resisted at every step by the
conservative literary tendency of writers who make
correctness according to classical standards a con-
scious aim. The struggle is still going on in the
schools and newspapers of Athens. So religious
conservatism must have influenced the language of
the Septuagint.

A scholarly treatment of the grammar of the
group of writings comprised in the Greek O. T.
has been a desideratum, and the present volume
meets a real want. It is confined to Introduction,
Orthography and Accidence and leaves us eager for
the volume on syntax.

The author recognizes the complex nature of the
language of the LXX, as made up largely of the
KOirff element, but not disregarding the Semitic
element. Without entering into minute detail, the
book is not only scholarly in material and method,
but clear in presentation and arrangement, and in
the well-known fine typography of the Cambridge
University Press. The Table of Verbs, and indeed
the whole treatment of the verb-forms is a model
of accuracy and clearness.

Wblleslby CoLLEGB. AnGIE ClARA ChAPIN.

A Short Grammar of the Greek New Testament.
By A. T. Robertson. New York: A. C. Arm-
strong and Son (1909). Pp. xxix-f-240.

Professor Robertson's N. T. Grammar starts from
practically the same point of view as Mr. Thackeray
in the book just reviewed; it explains in detail re-
cent researches into the character of the Kotrfj and
Hellenistic Greek, and especially emphasizes, as he
says, "the main point . . . that the N. T. is writ-
ten in the vernacular Greek of the time".

The book is planned for those who already know
more or less of classical Greek. This is well, for
the N. T. is no proper field for a novice.

The author seems to presuppose not only a knowl-
edge of Greek but also of classes of manuscripts as
'Western', 'Neutral', etc., also the S3rmbols of manu-
scripts, 'Aleph', 'B'.

Part I is Introduction. Part II takes up the study
of forms and Part III syntax. There is a systematic
effort to trace the history both of forms and syn-
tax by reference to Sanskrit and to various Greek
dialects, as well as to modern Greek. Less recogni-
tion is given to the LXX than might be expected in
a historical treatment

There is no continuous numbering of sections
throughout the book, which would have made ref-
erence easier. Burton's Moods and Tenses, for ex-
ample, shows the advantage of such numbering. The
average student is not willing to wade through a
solid page or two for the sake of finding the one
small point which meets his difficulty.

The Greek is printed with remarkable accuracy,
and the same should be said of the references to
passages, a large number of which I have verified.
As the old saying is: "Trifles make up perfection,
but perfection is no trifle". There is evidence on
every page of thorough, conscientious study not only
of the N. T. itself but of the best books on the sub-
ject (witness the Bibliography).

It is sure to be a useful treatise, and will help to
put N. T. study on a sound and scholarly basis.
Most of the N. T. grammars heretofore published
in this country have been either too elementary or
too cumbersome, but exception should be made in
favor of Professor Burton's book mentioned above,
to which all N. T. students and teachers are in-
debted.

While giving cordial praise to Professor Robert-
son's work, I hope it may not seem ungracious to
point out a few matters of which I have made note.
One of the most valuable chapters is that on Prin-
cipal Parts of some important Verbs. The list does
not profess to be complete but might well have in-
cluded the new presents ypriyopiUf xpCfiu, \ifiwdpta
(rare), plirruy Awrdpta (.ofiai)^ x^*^^* Under ^«fw
the reference to Mk. 8.3 should come in the next
line, after *' fiKo\Hnv'\ and 5«f« would then be un-
necessary.

Somewhere mention ought to be made of IM
already with this accent used as an interjection in
Attic (perhaps p. 14. e.).

On p. 26.2 (f) repeats (b), and (g) repeats (e).
On page 27 one looks in vain for wpCarfn fwv, Jo.
1. 15. On p. 35, at the close of (a), which speaks
of three aorists in -«a, add: "and does not restrict
their use to the singular number". P. 36, I.7, is
probably intended to read "The p class (nasal class)
comprises verbs inflected like both of the previous
classes", i. e. both w- verbs and a**- verbs. In connec-
tion with 39, 1. 10 (see also p. 144, 3rd line from
bottoih) it should be noted that this combination
of *x« with Aor. participle is not found in the N. T.

In the middle of p. 39 the statement that in the
N. T. "oTJtt is conjugated regularly in singular and
plural of the indicative" is misleading, especially as

178

THE CLASSICAL WEEKLY

it is followed by reference to ftrcww in Acts 26:4,
which to the mind of the classical student is regular.
On p. 40, top, the whole subject of analytic (peri-
phrastic) verb-forms which are so characteristic of
N. T. Greek niight well have been treated with more
fulness. Simcox in his Language of the New Testa-
ment has done good service here. The usage in
Attic prose is well exhibited in an article in A. J. P.
4. 291, which does away with the fashion of calling
these forms 'Aramaic* since in Plato alone there
are over two hundred examples. Dr. W. G. Ruth-
erford in a. Rev. for 1903 speaks of this as "A neg-
lected Idiom". The participle, by the way, in this
construction is attributive and not supplementary as
stated on p. 195.7.

Another important matter which seems to be inade-
quately treated in all the grammars, is the middle
voice (it lies outside Burton's province).

A correct and idiomatic use of the middle voice
is a delicate test of an duthor's style and feeling.
Simcox well says (op. cit.) "So far as the middle
voice shows signs of decay (in the N. T.), it is that
it is disused, not used incorrectly". The N. T.
writers show a good range of use of the middle,
'indirect' and 'subjective' as well as reflexive ('di-
rect', which last is overlooked by many of the au-
thorities. See e. g. Mk. 14.54 ^/mui^iw, of
Peter warming himself).

For a study of the enormously enlarged function
of tra in this later language, we shall still need
to refer our students to Burton. The remark in
Robertson p. 132 that "Instead of the imperative
we sometimes have tra (Eph. 5.33)" and the
citation of Mk. 5.23 on p. 154.5, remind me to
jnention a most ilfuminating article by A. N. Jan-
naris in the Expositor, Series V, Vol. IX, p. 296,
in which he traces the history of this colloquial
form equivalent to the jussive infinitive, down to
the modern Greek polite command with i^ and
the subjunctive. That no ellipsis was felt in this
construction, any more than in the similar Attic
idiom of ftrwf with the future (see G. M. T. 271)
seems the rational explanation.

But enough! Save to say in closing that the chap-
ter on indirect discourse is particularly good, and
that I gladly welcome every help toward the intelli-
gent study of the Greek of the Bible.
Wbllbslby CoLL«c«, Angie Clara Chapin.

Society and Politics in Ancient Rome. By Frank
Frost Abbott. New York: Charles Scribner's

Sons (1909)-
The selection of a title for a book is often a
difficult task. This is particularly true when the
book is a compilation of papers, the subjects of
which may barely admit of the same classification
but are brought together conveniently in one vol-
ume, having already served as magazine articles

at an earlier date. Under these circumstances the
title often suggests what is not contained in the
book, and, on the other hand, does not indicate the
contents with sufficient exactness. Both of these
facts are true of the interesting book which we
arc considering. The title, Society and Politics in
Ancient Rome, leads the student to expect an elab-
orate work on this important subject, and the reader
will certainly be disappointed when he discovers
the form and character of the book. Of the twelve
articles, four deal directly with political questions,
six may be classed as referring to Roman society
and are the fruit of the author's studies in palaeog-
raphy and epigraphy. Two of the papers, entitled
Literature and the Common People of Rome and
Roman Women in the Trades and Professions, are
published for the first time.

There are two characteristics which are common
to all these papers. The author has endeavored,
and with considerable success, to draw a parallel
between conditions in ancient Rome and in the
society of our own day. This is the most striking
feature of his article entitled The Story of Two
Oligarchies. It is undoubtedly true that this plan
of making clear the customs of earlier days by
referring to those of the present day is exceedingly
helpful and enlightening. It renders a book attrac-
tive to the general reader.

The second characteristic is' the popular method
of treating subjects which are generally handled in
an abstruse and wearisome way. Professor Ab-
bott's style is most attractive, and while he im-
presses us with his scholarship he does not oppress
us with so much learning as to make the book
wearisome. The truth of this statement is fully
maintained by the character of the reviews of this
book which have appeared in magazines devoted to
general topics. Such works are of value as arous-
ing in the student an interest in classical literature
and in archaeology. For this reason the debt of
classical archaeology to such a writer as Lanciani
is exceedingly great.

There are several matters which are deserving of
correction and to which attention should be called.
On page 5 the author has quoted an inscription
giving a reference to Henzen — ^which, by the way,
would be clearer as Orelli-Henzen — 6977. The form
of the inscription is not that found in Orelli-Hen-
zen, but has evidently been taken from the introduc-
tion to C. I. L. IV, where the reading of Reinsius
is given. On page 214 the author refers to "an of-
ficial inscription lately found at Aquinum" which is
dedicated to the younger Cicero. This inscription
is a falsa, and is so classified in C. I. L. X *70u|.
It was given in the old collection by Mommsen of
Neapolitan Inscriptions but was starred when trans-
ferred to Volume X of the Corpus. It has also
been quoted by the writer of the article nomen in

THE CLASSICAL WEEiO-Y

179

Smith's Dictionary of Qassical Antiquities, the edi-
tor of which evidently regarded it as valid. On
page 206 the numeral of the footnote is misplaced.
In the paper entitled The Evolution of the Letters
of our Alphabet Professor Abbott applies very skil-
fully the theory of evolution to the development of
letters. This scientific theory can undoubtedly be
applied to certain questions of interest in classical
archaeology, particularly to the development of let-
ters in the study of palaeography. Unfortunately,
however. Professor Abbott is wrong in his refer-
ence to the form of the letter Q. He declares that
"The form which we find in the earliest Latin
inscriptions is a circle, or an oval approaching
very closely to a circle, with a tangential affix drawn
horizontally to the right from the bottom of the
circle". Later on, he declares that "out of a variant
developed a form in which the pendant was drawn
downward*'. The form with a downward pendant
is in fact the original and is the fosm found in
the earliest Latin inscriptions, as seen in the Duenos
inscription in the Forum Inscription, and in the
first inscription in Ritschl's P. L. M. E. It is the
form of the Greek prototype. It is, therefore, in-
exact to say that the form with the tangential affix
to the right is that found in the earliest Latin in-
scriptions.

There are a number of other statements which
follow in this paper which do not produce full con-
fidence as to their correctness, and although Pro-
fessor Abbott's theory is undoubtedly sound, yet it
can hardly be said that he maintains it successfully
in his treatment of the letter Q.

Columbia Univeikitv. JameS C. EgbERT.

Costume in Roman Comedy. By Catherine Saun-
ders. New York: The Columbia University
Press (1909). Pp. 145. $1.25.

This volume appearing in the comely dress of
the Columbia University Series of Studies in Clas-
sical Philology bears, by editorial preface, the spe-
cial commendation of Professor Peck's imprimatur.

Under the captions of Sources, Terminology, Pro-
logus. Stock-roles, and Unusual Roles the author
presents in methodical discussion the chief evidence,
literary and artistic, for the conventions of Roman
comic costtune, and has contributed essentially to
the interesting subject of Roman scenic antiquities.
The literary sources are professedly the plays of
Plautus and Terence, Euanthius, Donatus, Pollux
and "scattered references mainly from Roman lit-
erature", with which has been coordinated the artis-
tic evidence of the illustrated manuscripts of Ter-
ence, Pompeian wall-paintings, Campanian reliefs,
statuettes and Roman terra-cottas. In the use of
the illustrated manuscripts and of the comedians
themselves for the purpose in hand. Dr. Saunders

has found her chief task and one essentially new,
though Van Wageningen's chapter De histrionis
vestitu (Scaenica Romana, 1907), of which I find
no mention, anticipated, in intent at least, the work
upon the miniatures. Since the estimate of the
scenic values of these must vary with the opinion
of their origin and the age represented by them,
critical consideration is given to the theories in-
volved, to which is appended the conclusion from
the present study, "that the artist of the archetype
was really attempting to represent Greek costumes,
such as were worn in fabulae palliataf, but that
either he did not understand the simplest principles
of Greek dress or his illustrations have been copied
by persons who were decidedly ignorant of those
principles" (p. 13). The discussion of the date of
this archetype does not advance beyond the pros and
cons of the question to the expression of a positive
opinion. Though it is thought that the "signs of
ignorance" present in all of the four principal manu-
scripts may discredit the theory of a "very early"
date for the original, due allowance is made for
the supposition of an ancient original which has
been blunderingly transmitted. Unless it be shown
that these signs are, in given cases, common to all
the manuscripts concerned, there seems little reason
to extend the blame for these faults to an "original
artist". On the other hand, by assuming an original
fictor contemporaneous with the known period of
stage presentations, and ignorant librarii of the
dates of the miniatures themselves, the main char-
acteristics of the pictures can in great measure be
satisfactorily explained. While therefore the study
does not seem to justify the claim of Professor
Peck's prefatory appreciation that "it goes far in
itself to disprove the extravagant beliefs once held
in their (i. e. the miniature's) antiquity", it has amply
demonstrated by scholarly analysis their many in-
consistencies and lack of coherent testimony. There
is insufficient recognition of the special inferiority
of O for the discussion of costume, yet Dr. Saun-
ders has used the pictures, so far as accessible in
reliable reproductions, with great skill and insight in-
to the significance of the crude attempts at portrai-
ture. It remains perhaps to be regretted that it
has been impossible to follow an altogether com-
parative method of investigation by which more pos-
itive evidence might have been possible for the
authority of the supposed scenic tradition.

The discussion of terminology involves consider-
ation of choregus, ornamenta, choragium, ornatus,
ornare, exornare, vestimentum, vestis, and vestitus,
and reaches (p. 26) a pitfall in the categorical state-
ment that "vestimentum occurs but once in Terence,
in Haut. 141". Verse 903 of the same play shows
the word, relieved of formulaic strictures.

Errors in type are Cappodox for Cappadox (p.
63), pedisegui for pedisequi (p. 123), Clear eta for

THE CLASSICAL WEEKLY

Cleaereta (p. 6i), Palestrio for Pdaestrio (p. 115)
and the omission of a colon after excepto (p. 76).

The seemingly exhaustive citation of the testimony
of Plautus and Terence leaves opportunity to won-
der that certain references were omitted, yet the
evidence of careful compilation leads to the im-
pression that such were disregarded rather than
overlooked. Other pertinent matter might have
been cited from the scholia of the minor source,
Donatus, and the barrenness of categories relieved
by the introduction of more illustrative material
from the gieneral literature. The writer has, how-
ever, achieved her essential aims with laudable thor-
oughness and given by dependable method a useftd
compendium of interesting information.
Princbton Univuksity. John W. Basore.

The Trinummus of Plautus. Edited witb Introduc-
tion and Notes, by H. R. Fairclough. New
York: The MacMillan Company. (1909.) Pp.
xxxiv+118. 60 cents net.
This is a compact edition with brief notes, on
the same plan as the earlier volumes in the series
appearing under the direction of Professor' J. C.
Egbert. The text is in substantial agreement with
that of Leo (1896) and that of Lindsay (1903). A
few other readings adopted may be mentioned; face,
I74;vestipica, 251; opperiam, 391; satillum, 492; hac,

857.

An introduction of some length deals with the
Life and Works of Plautus; Prosody; Meter; and
the Plot of the Trinummus. An interesting feature
is an analysis of the Canticum, vss. 223-300, based
on Leo's Plautinische Cantica und die Hellenistische
Lyrik (1897) — the first instance of the sort, as far as
I know, in any edition in English.

It is cause for some surprise that the language
of Plautus is not discussed in this introduction; its
archaisms in forms and syntax, and its wavering
and unstable character are not even alluded to here.
If it is in harmony with the general plan of brevity
in the series to devote fourteen pages to minutiae
of prosody and meter, it surely would have been
consistent — and an economic use of space as well —
to devote at least half that number of pages to an
outline sketch of the chief linguistic peculiarities,
such as Professor Fairclough has included in his
edition of the Andria of Terence (pp. Ixxi-lxxxi).
As it is, the Notes are continually stating classical
equivalents for the archaic forms, with rarely a hint
or explanation of the real relation of the two, and
with no attempt to group such peculiarities under
any broad classifications of phonetic development.
This is an omission that most teachers will regret
A brevity that demands the omission of such a
sketch should also have excluded the sketch given
of meter and prosody.

The Notes arc relatively generous, covering about

as many pages as the text itself; they show the in-
fluence of Brix's edition. There is a considerable
repetition of statements on archaic forms, as just
remarked. The notes on forms constitute the weak-
est and most disappointing feature of the whole
book. They are frequently so worded as to be not
easily understood, or even misleading; sometimes
they omit such saving qualifications as 'usually* or
'generally', or are even questionable in point of fact
The following quotations from the Notes will show
some of these inadvertences, and some other matters
worthy of notice.

37. "odiossae: archaic for odiosae through an in-
termediate odionsus^*, Odionsus is of course first
in the series, not second.

60. "faxo (fac-so) is really an aorist subjunctive
with future force". This is better than the common
statement that such forms are future perfect An-
other explanation is that such forms are futures,
out and out> what Sommer says in his Handbuch
(pp. 624, 625) approximates closely to this.

86. "The passive infinitive in -ier is used by Plaut-
us only at the end of a line." As a matter of fact,
it occurs medially in Mil. 1073, Cas. 220, 723 (all
snapaestic); and in Men. 1006 and Poen. 742 (both
iambic).

108. The comment on the measurement of eius
is misleading. A very careful statement is that in
the revised Lane, 133 (2).

112. "ipsus=^ipse, the latter being a weakened
form". This is little less than astounding. "Die

nominale Endung [ips(>j^ ipsus] scheint

alt zu sein, ohne dass ein Grund ftir diese Eigentiim-
Itchkeit aufzufinden ware" (Sommer, p. 460). Even
clearer is the statement of Lindsay (Lat. Lang., p.

441).

176. The unique syntax of this verse is passed

over without mention.

297. This verse is called (p. xxx) an anapaestic
dimeter, and the editor, following Leo's note, says
that "uiuito, a cretic word . . . which is perhaps
pronounced as a dissyllable". This seems more
than doubtful; cf. Lindsay, Captivi, editio maior, p.
22. This verse is called a cretic tetrameter catalectic
in the small (56tz-Sch611 edition (v. 295 in their
numbering) .

324. "autumo is a lengthened form of aio**. So
says the Harper Lexicon of 1879, to be sure. The
attractive etymology of Wharton (aui-tumo, cf.
6f I 0), accepted by Lindsay (Lat Lang. pp. 180,
235), is rejected by Walde (p. 58); but whether
autumo comes from autem (so Zimmermann, with
Walde's approval) or not, to derive it from aio is
certainly not to be thought of.

436. "duint used only at the end of a verse".

Yet perduit (Poen. 740, iambic), duint (Pseud. 937,
anapaestic), and perduit (Men. 451, trochaic) all
occur medially.

THE CLASSICAL WEEKLY

iSi

532. "fieri at the end of a verse; otherwise fieri".
Yet Am. 567 (bacchiac), and Poen. 1056 (iambic
senarius) show fieri medially. The instance in
Poen. 1056 cannot be explained as occurring at a
colon end of the type discovered by Jacobsohn

(1904).

591. The note is meaningless until we realize that
a semi-colon inserted between impetraui and abiret
(top of p. 86) will restore sense by marking off
clearly the paratactic stage; but even with correct
punctuation the note seems too brief to be under-
stood by the student.

826. "Contra is always an adverb in Plautus".
Generally, but not always; contra is a preposition
twice in Persa 13, and a third instance is found in
Pseud. 156.

939. *'isti=iuisti". It seems a pity to resurrect
this old error. See Lane, 767.

1 126. "quoi: a peculiar genitive form {=^quoius,
reduced to quois, quoi". This is the suggestion
given in Sommer (1902) ; but Sommer himself calls

this explanation "moglich vielleicht" (p. 471).

The older explanation (see Lindsay, Lat. Lang., p.
431) still seems to have its value.

1 136. ''hoc: this subject". It seems likely that
hoc commodum is an adverbial phrase, like nunc
ipsum, Bacchides 940 and Cic. Att. 10.4. 10. Cf. *the
noo'='now*.

The notes contain some interesting and apt cita-
tions of parallel passages from Shakspere, Tennyson,
and others, that have escaped previous editors.

Ohio State Univbrsity. ArtHUR W. HodGMAN.

On March 7 Professor J. S. Reid, of Cambridge
University, England, gave his first lecture on The
Place of the Municipality in Ancient Civilization,
and particularly in that of the Roman Empire (see
The Classical Weekly, 3.151).

The town, said Professor Reid, was the chief
constituent of the Roman Empire. The Empire
itself had its source in a small town. No develop-
ment in the history of the human race is so stupen-
dous as this — ^that a tiny city should bring within its
power all the elements of ancient culture, whether
Gredk or Oriental, and besides all the Western bar-
barians who had been wholly untouched by (>eek
or Oriental influences. Roman history is municipal
rather, than imperial. Ancient historians, as Livy
and Tacitus, are pre-eminently interested in town
life at Rome; they deal with other matters only in
connection with this; Rome the town is constantly
in the foreground; glimpses of other parts of the
Empire are few and transient.

Through the excavations and inscriptions our
knowledge of the Roman Empire has been com-
pletely transformed. The mass of information, how-
ever, entails some loss — the field is now so vast
that there is little hope of a new Gibbon to illuminate
the whole.

We tend to look upon the Empire as a collection
of provinces, mainly determined by nationalities^ but
the Romans in the time of Augustus had q^te a
diflFerent view. They regarded it as a collection of
municipalities. These conformed to a general type,

but there was a distinct line of demarcation be-
tween the Hellenized East and the Romanized West,
resulting in profound differences of administration,
until finally the separation between the Eastern and
the Western Empires resulted.

Professor Reid proposes to deal mainly with Ital-
ianized towns in Western lands in the Roman
period; and in the main with their historical aspects
and their influence on the Roman Empire.

The ancients made a sharp distinction between
city and village communities. A normal city must
have either complete autonomy or a considerable
measure of it; it always (at any rate at first) had
a ring of fortifications round it; it possessed terri-
tory outside this; it had a council, magistrates,
citizen assembly; its own gods, and priests to serve
them. A city that had lost its autonomy was regard-
ed as dead; Capua, punished for its support of
Hannibal, was still the second city of Italy in pop-
ulation and trade, but was looked on as politically
dead until restored to civic rights by Julius Caesar.

Local patriotism was a great force, as we see
from the inscriptions. The- Romans, perhaps the
greatest political opportunists the world has ever
seen, utilized this force; they followed the line of
least resistance in their dealing with the subject
races. They tolerated local diversities, and seldom
put down even cruel local cults, nor did they ever
attempt to stamp out the local language. Before
Diocletian there were few general enactments made
for the whole Empire; even in law many local
peculiarities were allowed to exist; the growth of
uniformity was due largely to pressure from below.
The great example of this is the refusal of Rome
to give citizenship to the Italian allies until com-
pelled to do so m 90 B. C. by the Social War —
one of the most momentous struggles in the history
of civilization. The victory of the allies decided
that Roman law, language, and institutions should
spread over the whole West. The unification of
Italy was the first step.

Rome is the only city in history that has ever
been able to build up a lasting imperial power, and
the reason of her success was the leaving of auton-
omy to the towns.
Barnard CoLLBCB. G. M. HiRST.

In his second lecture Professor Reid began by
pointing out that the influence of Rome in the
Italian peninsula was spread by the creation of
new municipalities. By the time of the Hannibalic
War there was a confederation of perhaps 130 or
140 cities, in which Rome was the predominant
partner. As Rome's power grew, she gradually
amalgamated the cities into her empire, but the
conditions imposed were usually very moderate —
a great contrast to Greek States. The three main
conditions were:

(i) Peace. The smaller states were not allowed
to fight among themselves; the Pax Romana was
a matter of policy.

(2) Rome represented the subject communities
to the outside world, i. e. controlled their foreign
policy.

(3) She expected aid from them in war. Apart
from this the cities had a large measure of freedom.

It was not until the Hannibalic War that a breach
was made in this policy. Then a new kind of
Roman arose — instead of Fabius Cunctator there is
Marcellus, who plundered Syracuse of its works
of art, and practised cruelty towards the population
of Sicily. The hand of Rome became heavy on her

l82

THE CLASSICAL WEEKLY

allies, and the result was the Social War.

In the early days there was a gradual expansion
of the municipal territory of Rome. Ancient Italian
custom allowed the conqueror to take one-third of
the conquered dty^s territory. When Rome did
this, she settled citizens on the new territory, and
new 'tribes* were formed; but this expansion ceased
in B. C. 241, at the end of the First Punic War.
From this time the Ager Romanus consisted of 35
tribes, in which Roman citizens dwelt.

Another method of expansion was by colonies,
which at first were really frontier posts of defence.
After 338 only Latins were sent to these colonies,
not Roman citizens. The Roman colonies that were
sent out were almost all on the coast. The Senate
was anti-expansionist, and opposed Flaminius in his
efforts to found colonies in North Ital^. The only
two he actually founded were Placentia and Cre-
mona. After the Hannibalic War numbers of old
soldiers had to be provided for, and the idea of a
colony as an economic provision arose. Rome be-
gan to treat her allies more harshly, and as a result
they began to desire Jo give up their own institu-
tions for the Roman franchise. C. Gracchus was
the first to take up the cause of the Italians, and
make it a burning question at Rome. But it took
30 or 40 years of devastating war to settle it The
process of unification after the Social War is ob-
scure, but an assimilation between municipal in-
stitutions at Rome and those of the smaller towns
had been going on for centuries. This process
makes it difficult to tell whether the various parts
of Roman government are characteristically Roman
or rather Italian. The most striking characteristic
of Roman government is its system of checks and
counter-chedcs, and the most striking representative
of this principle is the tribune. As a tribune is
very rarely found in other cities, it looks as if the
counter-check system were really a Roman institu-
tion.

In the wretched period after the Social War the
municipalities suffered greatly, especially from Sulla,
who took their Jand and settled his veterans upon it
in colonies, often close beside the old city. C.
Gracchus had treated the colony under two aspects:

(i) Frankly economic, to provide for distress.

(2) Extra-Italian civilization. He wished to re-
settle Carthage, and did send settlers there, but
the Senate was bitterly opposed to him, and did not
allow these colonists full civic rights. However,
soon after his death, Narbonne was founded in 118
as a rival to Massilia. Julius Caesar gave demo-
cratic institutions to Carthage, planned to settle
Corinth, and gave back civic rights to Capua — ^three
great commercial cities crushed by Rome. He car-
ried Italy to the Alps — from this time there is a
sharp distinction between Italian and foreign soil.

BaENAHD COLLRCB. G. M. HiRST.

CORRESPONDENCE

Ever since receiving your issue of February 12
I have had it in mind to write you regarding the
list of 600 words for first year Latin, and the theory
on which this list is advocated. It touches a subject
on which, lo, these many years, I have been hoping
that somebody would do something.

While I was at Harvard, though I was supposed
to have a pretty good vocabulary, I learned, by the
expenditure of considerable effort, a whole vocabu-
lary of commonly used words, containing over 2000
words, learning them in such a way that I could
•quiz* myself by placing a card over the meanings
and drawing it down the page as I proceeded, to see

whether the meaning as I remembered it was the
correct one, and marking the words I missed each
time, and going over and over it until I could ^ve
the Latin word for every English equivalent with-
out a single error. I never did anything that helped
me more in Latin composition, and I have often
wondered why this plan was not generally used.
It seems to be thought in these latter days diat the
study of the ancient languages must be 'made easy*,
but one cannot get away from certain lines of hard
and persistent effort And the effort required to
memorize a large vocabulary, entirely without asso-
ciation with context, is considerable, but the results
C'btaincd are worth all the effort, for the very fact
that the words are in the mind entirely separated
from any context makes the facility with which one
can recall them for use far more valuable.

Another thing that seems of great importance is
the learning of the primary, or fundamental, mean-
ings of the words m this way. To my mind the
greatest possible mistake in the work of beginners,
in connection with the acquiring of a vocabulary,
is the almost universal failure to learn the primary
meanings, necessitating the repeated looking up of
the very same word to pick out the appropriate
secondary, or even tertiary, meaning that will 'fit
the place'. This habit, a fatal one, to my mind,
has been tremendously fostered ^ by the ever-in-
creasing use of special vocabularies, which are, I
believe, a delusion and a snare of the worst kind,
for many reasons.

The accurate knowledge of the primary meaning
of a word that has many meanings enables one to
work out for himself, with constantly increasing
facility, (and it soon becomes far more than a
guess and affords the most valuable kind of mental
training) almost any meaning the word may have.

Accordingly I was greatly pleased to find that
this phase of the teaching of Latin is now receiving
so much thought and attention, and the article of
Mr. Hurlbut, accompanying this list of 600 words,
ought to be productive of much good. One of the
m5st important facts connected with the thorou^
and accurate learning of the primary meanings is
the enormous saving of labor that is thereby affected.'

Edwabd W. Hawley.

This letter is not an essay to be added to the
collection stored up in the volumes of the editors'
study. It is rather a means of giving vent to my
personal feelings in behalf of the Maid of Antium,
now abominably scandalized in the gossip of Rome.
Doubtless you well know how in 1878 a tempest
brought the maiden a second time into this un-
sympathetic world in a spot belonging to. Nero's
.\ntian Villa. Although she might in that year have
been picked up for a mere trifie in readv cash, she
grew rapidly m repute of loveliness ana in money
value, till last autumn the government, to rescue
her from the all-devouring foreign art-shark, felt
compelled to pay for her a sum nearly equivalent to
ninety thousand dollars. Among the opinions then
expressed as to her connections some said she was
(.f the school of Lysippus; and when early in De-
cember the King paid her the compliment of an af-
ternoon call in the corridors of the Terme, a courtly
art-critic had the honor of informing his Majesty

* Mr. Hawley's letter is especially valaable because he b not a
teacher bnt a busy lawyer of Minneapolis, who stiU has an inteiest in
the Classics. For some Latin verses by him, see Tus Classical
Weekly 1.59. C K.

tHE CLASSICAL WEEKLY

183

that she was, or well might be, a daughter of the
great Praxiteles. This was the pinnacle' of her
glory. Scarcely a week elapsed when a member of
the parliamentary opposition, criticising the govern-
ment act of purchase, asserted on the floor of the
House that she was no earlier than the principate
of Nero, chiseled at the command of the tyrant, by
no respectable artist, but by a common, every-day
mechanic. His remarks were greeted with roars
of mirthful applause. Alas that her sweetness had
to be embittered by the gall and wormwood of
politics ! But worse things were ^et to come. Quite
recently Mrs. Strong of the British School, at least
as gossip affirms, has pronounced IT of Antium to
be, not a girl, but a boy!^ How vexed must the
demure maiden feel to have her gender as well as
her artistic worth so suddenly and capriciously
altered! The strange, perverted notion that the
statue represented a boy was offered some weeks
Earlier by a writer in a well known Italian periodical.
The criteria of these persons, however, arc subjec-
tive. Anyone who walks through the Vatican and
the Terme will say that there are Minervas, Muses,
and Nymphs more masculine than the dear one of
Antium. Most likelv she is a prophetess of the
Lycian Apollo (cf. Altmann, in Jahresh. d. osterr.
Arch. Inst, in Wien 6 (1903), pp. 180 if.), the god's
maiden bride, chosen to this calling for her chaste
modesty. She is neither a youthful Hera nor a
youthful Aphrodite, and her physique lacks there-
fore the characteristic features of these woman
types. Perhaps, too, the sculptor slightly assimilated
her form to Uiat of her divine husband. This view
will explain her somewhat boyish make-up without
wounding her self-respect. But the reviling mob
will not be satisfied with such explanations. Every
day it swells in numbers and in virulence of speech.
I wish I could join with the revilers, for scoffing
in such an evident mark of independent judgment
and good taste. But I am incapable. I can only
wait and worship in secret silence, known only to
you and me, till the pendulum swings my way. I
think of her now, and always shall, as a sweet,
charming maiden, not indeed the work of Praxiteles
or of Lysippus, but perhaps of some early Hellenistic
sculptor, who was certainly profoundly original and
possessed an absolute mastery of his ^rt.

Rome. March 5, 1910. GeORGE WiLUS BoTSFWU).

An important discovery has just been made by
Dr. Allan C. Johnson, who was Fellow at Johns
Hopkins University last year and is now holding
a Fellowship at the American School of Qassical
Studies at Athens. While pursuing his investiga-
tions on the Acropolis at Athens, Dr. Johnson was
prompted to examine carefully the stones which
compose the retaining wall of an ancient cistern and
found that one of them had engraved upon it an
inscription which had previously escaped observa-
tion because it was built into the wall in such a
way that no letters were visible. When the slab
was removed, the inscription proved to be an Attic
decree of 303 B. C. which was enacted in honor of
Nikon of Abydos for having saved Athenians from
drowning in a previous war. This valuable docu-
ment, which is thirty lines in length and contains

> See The Classical Wbbkly 3.146-147.

historical information hitherto quite unknown, will
be published by the discoverer at an early date.

Dr. Johnson is a native of Nova Scotia, a Bach-
elor of Arts of Dalhousie University in 1904 and
Doctor of Philosophy in the Johns Hopkins Uni-
versity in 1909. As his doctoral dissertation had
to do with the Attic Decrees down to 300 B. C, he
is especially to be congratulated on having made a
contribution of lasting importance to the material
which formed the basis of his previous researches.

H. L. Wilson.

I regret the editorial revision of my 'quip' on
primus, Aen. i.i., which allowed Dr. Kent (see The
Classical Weekly 3.150), to think that I had over-
looked Professor Bennett's interesting note.

My objection^ however, to the versions, 'first
came', 'first to come*, 'erst*, 'at the first', 'in ancient
times', seems to have survived editorial treatment.
So I will again venture to find Professor Bennett's
somewhat obscure note unsatisfactory: "merely that
he marks the first beginnings (sic) of the Roman
race". And now I will add Dr. Kent's own, "the
first Roman".

Surely the source of a river is not the river itself —
a fortiori, when it is one of two sources. Aeneas
was no "Roman", not even the "first". Indeed
Juno (Aen. 12. 833 if.) asks and obtains from Jupi-
ter:

Sermonem Ausonii patrium moresque tenebunt,
utque est, nomen erit; commixti corpore tantum
subsident Teucri; morem ritusque sacrorum
adiciam faciamque omnis uno ore Latinos.
Hinc genus Ausonio mixtum quod sanguine surget,
etc.

Nor would Vergil, fond as he is of parallelism,
find it desirable in the terse ringing opening sentence
of his epic to convey by primus the meaning 'the
first Roman' and then add 'source whence the Lxitin
race, the A Wan fathers'.

I come back then to the well-known use of primus
as princeps or dux (cf. e. g. 1. 24). So I find the
meaning more significant, as portraying a heaven -
directed leader of the Trojan 'remnant', with its
civilization, its gods — ^a spiritual germ that should
fructify the sluggish Ausonian race, and through
amalgamation produce Roma Sempiterna.

Edgar S. Shumway.

The Classical Association of New England will
hold its annual meeting at Hartford, on April 1-2;
Professor Lodge will represent The Qassical Asso-
ciation of the Atlantic States at this meeting. Simi-
larly Professor Knapp will be a delegate from The
Classical Association of the Atlantic States at the
meeting of The Classical Association of the Middle
West and South, at Chicago, April 29-30. Professor
J. E. Harry, of the University of Cincinnati, will
represent the latter Association on April 22-23 at
the meeting of the C. A. A. S.

1 84

THE CLASSICAL WEEKLY

^he CL.ASSICAL ^WEEKI^Y

Tms Classical Wbbkly is published by the Classical Association
of the Atlactic States. It is issued weekly, on Saturdays, from
October to May inclusiTe, except in weeks in which there is a legal
or school holiday, at Teachers College, 5*5 West isoch Street, New
York City.

The dates 0/usme 0/ Volume III will be as follows : in 1909, Octo-
ber a, 9, 16, 33, 30 ; November 13, to ; Decembe r 4, zi, z8 ; in 19x0,
January 8. 15, m^ 99; Fel}ruary 5, is, 19; March 5, za, 19;
April s, 9, 16, S3, 30 ; May 7, 14, si, s8.

All persons within the territory of the Association who are interest-
ed in the literature, the life and the art of ancient Greece and ancient
Rome, whether actually engaged in teaching the Classics or not, are
eligible to membership in the Association. Application for member^
ship may be made to the Secretary •Treasurer, Charles Knapp, Bar-
nard College, New York. The annual dues (which cover also the sub-
scription to Thb Classical Wbbkly), are two dollars. Within the
territory covered by the Association (New York, New Jersey, Penn-
sylvania, Delaware, Maryland, District of Columbia, Virginia) sub-
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stitutiont in this territory the subscription price is one dollar per year.
To persons and institutions outside the territory of the Association
the subscription price of Thb Classical Wbbkly Sm one dollar per
year. Single copies or extra copies ten cents each.

Thb Classical Wmckly is conducted by the following board of
editors :

EdiUr-in-Ckie/
GoNZALBZ LoDGB, Teadieis College, Columbia University

AtMciate Editors
CHABI.BS Kmapp, Barnard College, Columbia University
Ebkst Ribss, Boys* High School, Brooklyn
Habby L. Wilsom, Johns Hopkins UniYersity
Business Metnetger
Chablbs Kmatp, Barnard College, New York City
Communications, articles, reviews, queri< s, etc, should be sent to
t he editor-in-chief. Inquiries concerning subscriptions and advertis-
ing, back numbers or extra nuroben, notices of change of address,
etc, should be sent to the business manager.

Prtnttd by Princtton UnhftrsKy Press, Princtton, N. J.

TOWLE AND JENKS'S

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Jan. 27, 1910

I was not brought up On Harkness^s, but on
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used Harkness's because it seemed to me the best for
the pupil. I used other grammars later, but alwajrs
returned to Harkness's. If I were to-day to choose
a grammar for pupils of academic age, I should
select the present Harkness's.*'

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A UARQB VOCABULrARY

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This ingenious device provides the vocabnlaries of
Caesar, Sallust, Nepos, VergiVs Aeneid I>IV, and all of
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Vol. UI

New York, April 9, 1910

No. 23

The English Classical Association held jls annual
meeting on January lo-Ii; Professor Butcher was
in the chaSr. The first business was the discussion
of the report on grammatical lerniinorogy to whidi
I alluded recently; but most important from our
point of view was the report of the Curricula Com-
mittee presented by Professor SonnenBchein vqou
a four-ye.ar Latin course for secondary schools in
which (he leaving age is about sixteen, i. e, a curric-
ulum that would correspond pretty closely to otir
four year High School course. The report assumes
as a minimum ahont 150 lessons a year, four lessons
a week. The order of progress for the four years is
(1) specially composed sentences for teaching (he
elements, (2) 'cooked' texts, (3) simplified texts,
(4) unabridged texts. In vocabulary, to which the
Committee attaches the greatest importance, the pro-
gress shouI<i be during the first year 500 words ;
in the second year 500 new words should be added,
in the third year 500 words more. For the fourth
year no number is assigned. The first year is confined
to the regular declensions and conjugations and
the commonest pronouns, with a few of the common
irregular verbs, such as eo and fern. In syntax only
the rules common lo English and Latin are to be
introduced. In the second year the simpler uses of
the subjunctive are to be mastered; lo the third
year belong the principal parts of verbs and a thor-
ough mastery of the principles of syntax already
touched upon ; in the fourth year we hare a syste-
matic review of the whole of the grammar, both
accidence and syntax. Composition is lo be taught
throughout the four years, at first merely orally.

For the reading the following suggestions are
made: second yca^ simplified stories from Livy,
and episodes from Caesar's Gallic War; third year,
abridgments of Caesar, Livy, Cicero, Vergil's Aeneid,
Ovid's Fasti or Metamorphoses; fourth year, a
standard prose work of not less than a thou.sand
lines, and a standard verse work of not less than
five hundred lines. In the examinations unseen pas-
sages of a style similar to those of the set books
must be translated readily.

This report is of great interest to us in view of
the recent report of our Commission. It differs
from that in many points and our teachers will be
at once struck with tfie small amount of ground
that is expected lo be covered duriiig the first trwo
years. In our own High Schools the highest mor-

tality is in the second year when, according to our
present system, pupils have been brought face lo
face with Caesar en masse. This of course has
been due to the necessity of covering so much
prescribed work in the time set and most teachers
are agreed that slower progress in the first two
years would result in more rapid progress in the
last two. Obviously the English report is based on
that belief for not merely the amount of work but
the grade of difficulty is very much less than that
expected in American schools. Of course the ad-
vantage of the new reqairements as outlined by aur
Commission is that as much flexibility is allowed
as individual teachers may deem desirable and a
poor class may be kepi at a much slower pace than
one of better quality. The English report lays
emphasis upon small pieces of reading, much varied,
while in Ihe Commission's report the variation is
less and the amount of any individual author is
likely to be more. One would criticize the English
reading as being scrappy; but this may be offset
by other merits; sec Miss MacVay in The Educa-
tional Review for May, 1905.

In the main, however, the English report docs not
vary greatly from the findings of our own Com-
mission. Prose composition must naturally be taught
throughout and emphasis on oral work is in tine
with the best modern thinking.

The suggestions for vocabulary are very note-
werthy from our point of view ; they are practically
Ihe sanie as I have been advocating for some time.
If carried out these suggestions will inquire the
standardizing of the vocabulary for secondary teach-
ing, which 1 think very desirable and essential if ex-
aminations in sight rending are to be actually valid.
Of course the recommendations of tliis committee
apply only to a particular class of schools but it
cannot fail to be gratifying that the English and
American ideals for this kuid of teaching are so
nearly alike. ^

Miss MacVay shows that in actual practice more
reading is done than would be supposed from the
statements in the report and perhaps the variety of
material may conduce somewhat to this resuh. Judg-
ing from our experience with prescribed reading the
amount indicated in (he English re[^rt ought to be
much exceeded in practice, for 1,500 lines are an
extremely small allowa.nce for the fourtji year; atx)

J 86

THE CLASSICAL WEEKLY

if we have been able to push our pupils through
the first six books of the Aeneid in the fourth year
with our defective methods, surely we ought to be
able to do at least as much on the reformed system.
In this connection, it might be well to reiterate
that our Commission was not a Commission of the
American Philological Association. That body only
devised a plan for the formation of the Commission
at the request of the various Classical Associa-
tions. And likewise as a matter of courtesy and
appreciation, the Commission presented the report
to the American Philological Association before pub-
lishing it. G. L.

AMATEUR AND PROFESSIONAL LATIN IN

THE HIGH SCHOOL'

In the course of the present wide-spread and
rapidly increasing demand for revision of our edu-
cational system the question has often arisen whether
Latin is of any real value in secondary education,
or is merely a survival of the un fittest, as sometimes
occurs where man has interfered with the operation
of Nature's laws. An educational administrator of
no slight importance has made the statement that
"There is no doubt that the average American high
school boy gets less out of Latin than out of any
other subject in the curriculum". If this be true —
and too many people are already announcing it as
a fact — it would seem to be high time for the Latin
teachers of the cmmtry to take cognizance of it.
The question is neither new nor especially attractive
to Latin teachers, but conditions are rapidly ap-
proaching a point where such criticisms must be met
and some changes made as a matter of self defense.

Before undertaking the defense of our present posi-
tion it might be well to consider why we are in this
position and whctlier it is as strong as we can make
it. We are working with a high school curriculum
which is a copy, on a smaller scale, of the academic
college curriculum, which, in turn, is a direct de-
scendant of the classical schools of the*middle ages.
Despite the fact that the purpose and nature of the
modern high schrol are radically different from
those of the mediaeval college, the curriculum has
changed but little. In Latin and Greek even the
textbooks and methods of teaching have remained
substantially the same. Attempts to adapt the cur-
riculum to the conditions and theories of modem
education are ridiculed as *fads and frills* and the
notorious conservatism of the pedagogue prevails
in spite of constant complaint and opposition. As a
result the present high school curriculum is about
as adequate for the purposes of modern public edu-
cation as mediaeval weapons and armor would be
for modern warfare.

The existence in the high school of the present

1 This paper was read at the meeting of the Classical Association of
^e Atlantic Statea, held at Haverford, Pa., April 23, X90).

narrow methods of Latin teaching is due primarily
to the fact that in the mediaeval college which the
high school represents Latin was logically and ac-
tually a technical subject. It is still a technical sub-
ject in most college work, and for that reason the
college professor generally does all in his power
to make Latin a technical subject in the high school.
Consequently our high schools, as Dr. Wilson has
said, are attempting the impossible by trying to give
each pupil both a liberal and a technical education.
Latin teachers are among the worst offenders in this
respect, since they preach one idea and practice
another. Frem the broad pedagogical standpoint,
Latin in the high school belongs to the liberal
branches of education, but we find it presented by
most teachers as a technical subject, taught almost
entirely for its intrinsic value. This method is radi-
cally wrong and is the weakest point in our posi-
tion. It cannot be successfully defended and unless
abandoned may bring Latin to the same subordinate
position to which Greek has been driven.

In order to retain the position of Latin in the
curriculum we should recognize the fact that Latm
should be presented in public schools as a means
and not as an end. This is the essential difference
between high school and college Latin, and the
methods of presentation should vary accordingly.
With cultural or disciplinary studies the important
thing is not the facts of the subject matter, but the
mental training acquired in assimilating and handling
those facts, and for this reason the method of pre-
sentation is of prime importance. The college pro-
fessor has the comparatively easy and relatively
unimportant task of teaching a few select pupils to
read and write Latin. The high school teacher, on
the other hand, is supposed to use Latin as a means
of developing in the many thoroughness of observa-
tion, ^curacy of deduction, and fluency of expres-
sion, an accomplishment far more difficult and in-
finitely more valuable than the mere knowledge of
Latin. The college professor and his classes are
ipso facto professionals, aiming usually at the high-
est possible technical knowledge of the subject, while
the high school pupils are amateurs, taking the work
for the sake of the liberal training which it is sup-
posed to furnish. In athletics there is a well-estab-
lished belief that professionalism among amateurs
inevitably ruins the work by changing the point of
view and raising the standard to a point which is
discouraging or impossible for the average amateur.
Practically the same thing occurs when the college
professor is allowed to set the pace for high school
Latin. The necessity of teaching technical points
for examinations makes a liberal presentation of
the subject impossible, while the college entrance
standard imposed upon all indiscriminately produces
a pressure which makes the work a discouraging
task for both class and teacher. Under such coa-

THE CLASSICAL WEEKLY

187

ditions the lesson usually degenerates into mere
parrotlike recitation of vocabulary, paradigms, and
translation — the purely technical features of Latin
study. A pupil may attain a very high rating in
these points, having learned dozens of rules, yards
of vocabulary, and cotmtless pages of paradigms
and translation and still be among the many who,
as Dr. Jordan says, get less out of Latin than out
of any other subject in the curriculum. 1

In order to make Latin of genuine and funda-
mental value in secondary education, it must be so
presented that the emphasis is not upon the facts of
the Latin language, but on the mental exercise and
habits developed in handling those facts. The work
should be of a kind that requires less memorizing
and more thinking, less extensive home-work and
more intensive classroom work, less Latin and more
linguistics. The necessity and value of general lin-
guistic training in the high school and the advan-
tages of Latin as a basis of such work are generally
admitted. In view of this fact it would seem that
our position could be made impregnable by using
Latin as the vehicle rather than as the destination
of our linguistic study. Unless teachers adopt that
attitude Latin will probably be relegated to a sub-
ordinate position in the regular high school curricu-
lum.

To break up the conventional method of teaching
Latin as a technical subject, valuable as an end* in
itself, and to develop the subject along liberal and
cultural lines, would require the elimination of many
of the eccentricities of Latin as she was written,
and the addition of vocabulary and exercises es-
pecially adapted for mental discipline rather than
the translation of the Qassics. It is not probable
that Latin can retain its present status in secondary
education unless the classical fetish is renounced.
No one would think of denying that those who study
Latin as a technical subject should read the classical
Latin as they find it, but there is no reason why the
same rule should apply to the study of Latin as an
clement of a liberal education. For high school
purposes the Latin read should have a vocabulary
closely related to English, a style with no unneces-
sary complications, and a subject matter worth re-
membering. None of the texts commonly read comes
near meeting these requirements, and there is no
practical reason why a text could not be written to-
day far better suited to needs of high school pupils
than the classical authors are. A short Greek and
Roman history, an elementary comparative grammar,
and a collection of myths and fables would make an
excellent course of reading for high school purposes,
and would probably be far more palatable and di-
gestible than the matter now read. With such texts
the forms, vocabulary, syntax and prose could be
developed uniformly and in a much more systematic
way than is now possible.

The vocabulary for such texts should be restricted,
as far as possible, to words related to English, and
should contain a large number of the post-classical
ivords from which the Latin in English is so largely
derived. Word analysis and the study of derivatives
should be an essential feature of the work from the
very first day, and pupils should understand at the
outset that Latin is a very near relative of English
and more like English than English itself. It is
surprising what a lively interest beginners take in
derivatives and word formation, and the English
dictionary will enable them to do considerable in-
dependent investigating.

Simple words, prefixes, and suffixes should -form
the basis of the work, and compounds should be
learned as such primarily. A pupil who knows
conduco and infero should be allowed an oppor-
tunity to try to figure out indigo and confero. al-
though our textbooks make no provision in their
vocabularies for any such independent work.

If the drill on declension is to be used for the
purpose of mental training, it should consist of
rapid extempore translation of phrases illustrating
the cases rather than memoriter recitation of para-
digms. Every pupil is able to learn the paradigms
perfectly and will do so if the teacher will accept
nothing else as satisfactory, but it should be under-
stood that the paradigm itself is simply a starting
point in learning the cases.

In the treatment of the verb there is need of a
very radical revision of the traditional methods. It
should be developed synthetically as a logical and
regular compound of stem, tense-sign, and personal
ending, corresponding exactly to the principal parts,
auxiliary verb, and personal pronouns of the verb
in English. With such a systematic treatment of the
verb pupils in the first term of Latin can soon learn
to develop the verb independently from the principal
parts and endings. The amount of memorizing is
reduced to a minimum, being replaced by processes
of synthesis and analysis which are certainly much
more valuable pedagogically than the usual parrot-
like memorizing and recitation of page after page
of paradigms. Three-fourths of the paradigms in
the majority of our textbooks are useless repetition
and prevent the pupil from constructive work of a
kind that is both interesting and profitable.

When a boy has learned the imperfect of sum, why
should the textbook give in full the inflection of 50
or 60 other words with exactly the same personal
endings? After the future of sum is given, why
insult the common sense or blunt the intelligence of
the pupil by printing the full inflection of amabo,
rego, and 49 other paradigms with identical endings?
Apparently the editors are devoted to the amiable
policy of rendering the work attractive by making
it as easy as possible. There is a widespread sus-
picion, however, that the endeavor to render school

i8S

THE CLASSICAL WEEKLY

work attractive by making it easy has in most cases
so emasculated the work as to make it a mere trav-
esty on education. There is much reason to believe
that the Spartan severity of the oldtime pedagogue
was much better discipline for the average boy than
the mollycoddling methods which have replaced it.
While the oldtime schools did not encourage pre-
cocity or encyclopedic breadth, they certainly did
produce men with strong, well balanced wUl-power,
and the ability to do a few things well and thor-
oughly, a type said to be too scarce among graduates
of the present generation.

Thoroughr>ess in Latin depends very largely upon
how- far and well the syntactical side of the work
is developed.

Syntax, in so far as it concerns the structure
of th« sentence, deserves far greater prominence
than is generally given to it in elementary classes.
It is especially valuable for two reasons; first, be-
cause it compels the pupil to make a careful analy-
sis of the sentence in both languages, aijd, second,
because it discourages mere memorizing and crib-
king. There is nothing more demoralizing to weak
pupils than a method of teaching which permits
a pupil to get credit for work not his own. In most
cases the teacher who allows such parasitic work
is doing more harm than good.

Another almost universal fault in elementary
classes is the use in recitations of a book with vocab-
ulary, notes, and often paradigms on the same page
as the sentences which the pupil is translating in
class. The convenience of referring to this infor-
mation durtng the recftation leads to a fopm of
cheating and 'near-knowledge' which often misleads
the pupil as well as the teacher. Practical experi-
ence and comparison have shown that pupils accus-
tomed from the first to reciting without the aid of
the book get far better results than those who had
the aid of the book in recitation. If the majority
of our pupils really learned what they are supposed
to learn in the first year's work nine-tenths of the
difficulties in the higher classes would disappear and
the proposed reduction of required reading would
be entirely unnecessary. What we need most in ele-
mentary Latin is the elimination of useless techni-
calities from the first year's work to an extent which
will allow thoroughness and intensive work with an
abundance of drill and supplementary exercises at
sight. Strange to relate, the very persons who are
responsible for the overloading of the high school
Latin curriculum arc the ones who complain most
bitterly of the lack of thoroughness in the elemen-
tary Latin.

Lack of thoroughness, however, and over-promo-
tion are prominent characteristics of our New York
City school system, from first to last, and there
seems to be little probability of any improvement,
unless the budget makers and their allies can be

convinced that the school problem is of greater im-
portance than the transportation problem, an admis-
sion which is not to be expected from New York
City politicians.

It seems probable, however, that high-school Latin
as a whole could be made more profitable and pop-
ular if the teachers could be induced to pay more
attention to systematic methods of presentation and
less to grammatical technicalities, to emphasize con-
struction, development, and correlation rather than
facts, to cover less ground and do it more thorough-
ly, persistently to discourage dishonest and parasitic
work, and to make frequent use of that remorseless
drill which compels the pupil *to get to the point and
get there quick'. Although such work might not be
popular with the pupils, it would probably appeal
strongly to their parents, who are the parties we
must satisfy, if our work is to be acceptable. It is
foolish to try to make Latin scholars of all our
high-school pupils, but if Latin can be made an
effective agent for developing the powers of observa-
tion, deduction, and expression, it will certainly not
be the most useless subject in the curriculum.

C. R. Jeffords.

Boys' High School, Brooklyn, N. Y.

REVIEWS

Essays or Greek Literature. By Robert Telverton
Tyrrell. London: The Macmillan Co. (1909).
Crown 8 vo. Pp. xi -j- 202.

The Messrs. Macmillan have done a distinct serv-
ice to the cause of classical letters in republishing, in
a single neat volume, these five essays by the former
Professor of Greek in tlie University of Dublin. We
have too few essays of such sanity, critical acumen,
and literary insight, on classical subjects; and those
that exist are mostly tucked away in old issues of
periodicals not generally accessible. Yet one cannot
lay down this volume without wishing that as Dr.
Tyrrell and the publishers have done so much they
had done something more. It is true that criticism is
partly disarmed when the author says in his Preface :
*'I had thought of endeavoring to bring the studies
more 'up-to-date'; but in some cases there seemed
little to add, and in others such an attempt would
have run counter to the original design". But it is
due to ahose of the classically trained public who
still take more than a languid 'literary* interest in
Greek and Latin authors to be informed what a
scholar of Dr. Tyrrell's eminence thinks nowadays
of the questions here discussed, not merely what he
thought about them twenty or ten years ago; the
Preface is not adequate in this respect.

The essays deal with Pindar, Sophocles, The Re-
cently Discovered Papyri, Bacchylides, and Plutarch.

The first is a temperate but very sympathetic ap-
preciation of a poet singularly difficult for modern
readers to enjoy without reservation. Dr. Tyrrell

THE CLASSICAL WEEKLY

189

evidently does so enjoy his Pindar, and seems to
believe it possible for every properly trained classical
scholar so to enjoy him. He says very reasonably:
"... Pindar is essentially a writer of whom it may
be said that rappitit vient en ntangeant. Those qual-
ities in his style, which some describe as bombast and
turgidity, are really splendid proofs of a keen iiv
stinct for style that enabled him always to maintain
his poetic elevation, though dealing with events
which, however glorified by associations, were in
themselves not considerable". The essay contains an
acute and interesting discussion of Mezger's theory
of the construction of the Pindaric epinician odes.
The value of the discussion would have been greatly
enhanced by an appendix giving Tyrrell's own views
of the work of Fraccaroli, Christ, Schroeder, and
others; and it is hard to see how this, even though
not contemplated in the original design, would have
run counter to it.

The essay on Bacchylides is admirable, particularly
when read in connection with that on Pindar. To
read the two authors together in the original is hard-
ly fair to Bacchylides. He loses, by contrast with
his splendid rival, much of the merit that is unde-
niably his, just as the fertile and smiling valley seems
tame to the eye that is still filled with the splendor
of the snow-capped Alps.

Sophocles is very skilfully handled in the second
essay, which is in large part a glorification of Jebb's
monumental edition. In the course of it (p. 52) Dr.
Tyrrell indulges in the most violent of the many
flings — sometimes decidedly ill-natured, with which
the book is peppered: "We are disposed to recom-
mend an adjunct to the Decalogue for the guidance
of our rising scholars. Thou shalt not covet the
German's knife, nor his readings, nor his metres, nor
his sense, nor his taste, nor anything that is his". Of
course there is much to be said for the traditional
English conservatism in textual matters, even though,
as in religious matters, it is desperately afraid that
any departure from tradition may be 'unsafe', and
lead to exclusion from the everlasting peace of the
saints. But it is too often forgotten that even the
most venerable of traditions may stop a good deal
short of the point to which it professes to reach
back, and that proneness to error was quite as
distinctly a human failing in tfte fourth century B.
C. as it has been since. Still, one must believe in
something; and the orthodox English belief that
the textus recepti contain in the vast majority of
cases word-for-word the productions of the classi-
cal authors is at least as reasonable as that of an
individual German who is firmly convinced not only
that the accepted text is full of mistakes bwt in
particular that he alone knows how to set them
right.

The essay The New Papyri is chiefly taken up
with the papyrus Ms. containing the greater part of
the Constitution of Athens generally accepted as

the work of Aristotle. Dr. Tyrrell gives an admira-
ble summary of its contents, with running comments
on the agreement of the data with the facts known,
or at least assumed to be facts, from other sources.
He refuses to accept the work as from Aristotle's
pen, mainly on grounds of style — a very uncertain
criterion in the case of a writer whose works cover
so enormous a range as those of Aristotle and were
produced for such various classes of hearers and
readers.

The concluding essay, on Plutarch, brings much
of great interest and value, but on the whole is dis-
appointing. In fact, it may be said that any at-
tempt to handle a topic of such magnitude in thirty
'crown octavo' pages is doomed to failure. There
are many just and illuminating observations upon
Plutarch in these pages; but one may easily fancy
that great essayist himself, if he has an opportunity
of reading them in the Elysian Fields, saying in the
words of the infant in the epitaph:

Since I was so soon to be done for,
I wonder what I was begun for.
Yet it is somewhat remarkable when an English
scholar goes so far away from the beaten track of
the 'classical' authors. The disinclination of these
scholars, as a body, to busy themselves with any-
thing outside of this range is in none too honorable
contrast with the eagerness of the wicked Germans
to open up all paths of approach to an understand-
ing of ancient civilization, and indeed with the atti-
tude of English archaeologists, who are second to
those of no nation in their quest of new ground. A
reading of von Wilamowitz-Moellendorff's admir-
able lecture on Greek Historical Writing*, delivered
at Oxford in 1908, brings out very clearly the greater
sweep and power and independence of the German
Geist at its best. It is an endless pity that almost
no Germans have ever learned to write so reason-
able a style as that which has become a matter of
course with English scholars; and Wilamowitz
might be even better in French than he is in
German.

Columbia Univbrsitv. E. D. PerrY.

Studies in the Philosophical Terminology of Lucre-
tius and Cicero. By Katherinc C. Reiley. New
York: The Columbia University Press (1909).
Pp. ix -f 133. $1.25 net.
This valuable little volume, offered by the author
as her dissertation for the doctor's degree, is divided
into two parts. Part I, General "View, comprises an
introductory statement and four chapters severally
entitled. The Employment of Greek Words, Prose
and Poetic Diction, Prose and Metrical Form, Tem-
peramental aijd Scholastic Influences. Part II,
Studies of Special Groups of Terms, embraces three

1 BeaotifuUy cransUted by Professor Gilbert Murray, and published
by the Clarendon Press. Only those who have tried Englishing any
considerable portions of W/s compact and forcible German can
imafrine the seriousness of the task.

igo

THE CLASSICAL WEEKLY

chapters severally entitled, The Atoms, Void and
Space, the Universe: the Infinity of Matter, of
Void, and of Space. Appended is a bibliography
of sources and secondary works and an index.

We have in this treatise a serious and dignified
attempt to determine and set forth the contributions
in the field of philosophical terminology made to
the Latin language by the two great exponents of
Roman thought, Cicero and Lucretius. In the Gen-
eral View the author states that

the scope of the comparison is narrower than we
could wish, for Lucretius concerned himself chiefly
with the mechanical and physical side of Epicurean-
ism while Cicero, whose philosophical interests were
largely ethical, passed over these element in a rapid
summary. When, however, the interests of the two
thinkers touched, we see in full view, just as in the
processes of a laboratory, their terminology in the
very making;.
In the philosophical works of Cicero the author

finds 99 Greek words, and only 2 such words in

Lucretius — dpfioAa, 6fwiofiipeia, 72 Greek terms

found in Cicero have no counterpart in Lucretius

and hence cannot form the basis of comparison. Of

these, 38 are compound, 34 simple terms. Cicero

turned 26 of the 34 simple terms into single Latin

terms. For the remaining 8 he employed various

Latin "devices". lie turned only 15 of the 38 Greek

compounds into single Latin terms. The remaining

2S he translated by various equivalents or not at all.

Examining the Greek terms latinized by both
authors the writer finds that- they each converted 16
into a single Latin equivalent and resorted to "vari-
ous devices** to render 11 others, with about equal
success.

Summarizing conclusions thus far the author
states that "Cicero shows in general a greater wealth
and facility of expression than Lucretius". Yet
Cicero's "familiar hesitation between several terms
has marred the technical rigor of his terminology".

With a passing remark that the diction of the two
authors necessarily affected the terminology of each
the writer groups together (page 26) a partial list
of 51 words "found only in Lucretius and his
imitators". To these a list of 9 "distinctly philosoph-
ical words" is added, making a total of 60. A list
of 13 typical words occurring for the first time in
the philosophical writings of Cicero is also given.
This seems to show a marked tendency on the part
of Cicero to use coined words only "in the interest
of his philosophical terminology".

"Prose and metrical forms" also affected the
choice of words. Many expressions available for
Cicero must be modified or paraphrased by Lucre-
tius. This restriction of poetic form determined
the usage of many words philosophical, and non-
philosophical (e. g. arbusta for arbores), so that we
cannot ascribe to Cicero in the use of certain words
a cleverness of expression or a depth of sympathetic
feeling not foimd in Lucretius.

The temperament and training of the two men.

as the writer points out, must of necessity affect
"the tenacity with which each seized and held a
term". But if Lucretius is open to the charge of
bigotry (page 30), surely Cicero, a diletantte in
philosophy, pedantic in method and quite void of
logical system, ought not thus to influence our judg-
ment against a doctrine and its exponents about
which be knew little and cared less. No doubt Lu-
cretius's exalted opinion of Epicurus for what he
had done to liberate the world from superstitution
accounts for many archaisms and studied peculiar-
ities of the poet's style and terminology.

Turning now to part two we have the results of
the writer's investigations "of special groups of
words". In the examination of each g^oup the
author states the Epicurean usages, then points out
and compares the usages respectively of Lucretius
and Cicero, and follows each study with a brief but
valuable summary. The investigation shows that
only three words in the known Greek of Epicurus
occur absolutely in the undoubted sense of 'atoms'
namely, drofiof, mrdpfULra, ffib/uird . . . Eleven terms
in Lucretius are found with the sense of 'atoms' .
. . Of these corpora and semina alone correspond
to their Greek prototypes wii/t^ra and trripfmra . . .
Corpuscula and particulae have no known Greek
originals . . . Four words in the Latin of Cicero
occur with the meaning of 'atoms', namely atomi,
individua, corpora, corpuscula.

The controversy over the divisibility of the Epicu-
rean atom still rages. The writer here takes a very
reasonable view, leaving the meaning of fryxoi unde-
termined. The divisible atom seems only a device
to explain atom shapes. The primordia of Lucretius
are solida simplicitdte and can admit no void.

The atoms or molecules, though not susceptible of
physical separation or discerption, are still composed
of parts which can at least be distinguished from
each other. The atom is logically divisible; for as it
differs in the shape of each example, it must consist
of not less than three parts — ^parts, however, which
are only mathematically distinguishable by their dif-
ferent positions or order in the total which they
constitute. (Lucr. II, 485). Between such ideal con-
stituents of the atom there is no intervening void
. . . And thus for all purposes of mechanical cos-
mogony, the complex molecules, formed by the union
of these simple parts, may be treated as themselves
simple and elementary (Wallace, Epicureanism, Lon-
don, 1908, p. 177. The italics are the reviewer's).

In approaching the study of "void and space" the
writer presents three possible views of the uses
"made by Epicurus of the Greek terms dro^t ^(Vir,
Ktvhp^ r^Tor, and x^P^ " : (a) Epicurus consistently
used each of them in a technical sense, or (b) as
exact synonyms, or (c) "by his use of the terms he
distinguishes between void and space". The conclu-
sion reached is that Epicurus did not "observe the
distinctions of meaning assigned by Sextus" to these
terms; that they were not used as exact synonyms,
and that, though the evidence is scanty, the following
distinctions prevail : tAtoi = 'space', kw^ or dro^

THE CLASSICAL WEEKLY

191

^(kns = 'void*. ** x«^P« has no technical meaning",
Applying the same test to Lucretian usage the
result reached is that the poet did not use inane,
vacuum, locus, spatium, in a technical sense on the
basis claimed by Sexttis, and that Sextus must be
wrong' in claiming that they were so used; that
Lucretius did not use the terms as exact synonyms,
but with the following variations: inane = inane
purum. Void', usually, but inane qualified by haec
in quo sita sunt et qua diver sa tnoventur (i. 421),
"alters the concept from void to space" ; that vacuum
as used by Lucretius involves no controversy as it is
a non-technical term; that locus is used 82 times in
a non-technical sense {inane 6 times), and 19 in a
technical sense (inane 69 times) ; that spatium "is
used as a variant of locus in the sense of space".
Little attention is given to Ciceronian usage here
since in treating of these concepts he failed "to devel-
op a rigorous and definitive terminology".

The same method is followed in the examination
of "the Universe". The Greek sources here are
meager. Four terms appear: rd wa¥, t6 dxtipoi^^
dreipla, t6 xtpUxop- The first of these is most

definitive and signifies "the whole sum of matter
and space". On Lucretius's use of omne the writer
decides with the majority of critics that this term
is equivalent to irh »ar, "the universe of matter
anjl space". In this connection the author finds
two groups of words in the terminology of Cicero
indicating "the infinity of space, and the infinity
of matter and space", . . . "neither of which is
defined with perfect precision".

The whole study bears evidences of careful and
painstaking research. The results are well attested
in the prefatory note by Professor Peck: "...
Dr. Reiley has examined the prevailing theories
regarding certain technical terms "Ihat belong to
the materialistic philosophy of Greece and Rome,
and by an acute examination of the evidence, both
ancient and modern, has arrived at conclusions
which constitute a distinct contribution to knowl-
edge".

Robert B. English.

Washington and jBrpBiisON Collhgb.

THE CLASSICAL ASSOCIATION OF THE
ATLANTIC STATES

The Fourth Annual Meeting will be held at The
College of the City of New York, 138th Street and
Amsterdam Avenue, New York City, on Friday and
Saturday, April 22 and 23, 1910.

Friday Afternoon, April jsz, at 2.30
Address of Welcome, by Dr. John H. Finley, Pres-
ident of the College of the City of New York.
A Programme of Reform for Secondary and Collegi-
ate Instruction in Latin and Greek, by Dr. Barclay
W. Bradley, College of the City of New York.

Ends to be lought : knowledge (•) of univenal principles ff lan-
£aage, (b) of charmcter as displayed in art forms. Intensive study is
fnd^pensable to the former, extensive reading to the latter. At
presenlil is physically impossible for the average student to read
fn^h in the oH«naf tongues to attain the Utter end 1 study of
dasucal works in English transUtions must therefore be introduced
into the curriculum. OutUne of a course planned to meet the two
ends named above.

The Feeling for Nature in Horace's Poetry, by Dr.
Elizabeth H. Haight, Vassar College.

The paper will consider (a) the proper method of approach to an
tiqutty : the feeling for nature in other Roman poets ; (b) Horace'
feeling for nature : i) his life in the country and its benefits, a) his use
of nature in mythological representation, figures, and description, 3)
his sincerity as a lover of nature in spite of his own statements and the
second Epode.

The Present Status of Latin Text Criticism, by
Professor B. L. Ullman, University of Pittsburgh.

Advances in Text Criticism. Readings once chosen indiscrimin-
ately from all MSS. and editions. Introduction by Lachmann of
policy of selection of certain MSS. Beginning by Baehrens and
others of a thorough search for the best MSS. Present tendency to
re-examine all MSS. and to make use of external as well as internal
evidence. Rxclcsive use of internal evidence bv careless and sui>er-
ficial worken responsible for the ridicule often heaped upon this im-
portant subject. Our opportunity.

What and" Why in Greek and Latin Composition,
by Mr. A. L. Hodges, of the Wadleigh High
School, New York City.

An argument that too much stress is laid on Greek and Latin com-
position in the schools.

Report of the Executive Committee; Report of the
Secretary-Treasurer.

Friday Evening, April 22, at 8.15
Greetings from The Classical Association of the
Middle West and South, by Professor J. E. Harry,
University of Cincinnati.
Greetings from the Classical Association of New
England, by Dr. James J. Robinson, The Hotch-
kiss School, Lakeville, Connecticut.
The Scientific Knowledge of the Ancient Greeks and
Romans, by Professor John C. Rolfe, of the Uni-
versity of Pennsylvania.

Saturday Morning, April 23, at 9.30
The Qassical Element in the Poetry of Thomas
Gray, by Professor Grace H. Macurdy, Vassar
College.

A study of the classical originals of Gray's ''Startling felicities".

Concerning Vocabulary and Parsing, by Professor
Herbert T. Archibald, of Baltimore.

A study of aids to the acquisition of a Greek vocabulary.

References to Painting and Literature in Plautus
and Terence, by Professor Charles Knapp, Bar-
nard College.

Roman Law and Roman Literature, by Dr. James J.
Robinson, The Hotchkiss School.

Studies in Euripides: Iphigenia in Tauris 15, 72»y
97-100, by Professor J. E. Harry, University of
Cincinnati.

Classical Art in the Metropolitan Museum, by Dr.
Edward Robinson, of the Metropolitan Museum.

An account of what is beinc: planned and done to encourage an in-
terest in classical art in New York.

Election of Officers; General Business.

Luncheon at i, for members of the Association and

visitors, given by the College of the City of New

York.

Saturday Afternoon, April 23, at 2.15
Byways of Roman Verse, by Mr. B. W. Mitchell,

Central High School, Philadelphia.

a glimpse of what b interesting, amusing and instructive in the
Poetae Latini Minores.

The Main Points to be Stressed in Preparation for
Entrance Examinations in Latin, by Professor
Nelson G. McCrea, Columbia University.

The Work of the American School of Gassical
Studies at Athens, by Professor William Kelley
Prentice, Princeton University.

Roman Coins and Classical Study, by Professor
George N. Olcott, of Columbia University (illus-
trated by the stereopticon).

The paper will indicate how coins throw an interesting side-light on
every phase of Roman history, literature and life, and in particular
how tney mav be used in illustrating the authors generally read in
school and college.

192

THE CLASSICAL WEEKLY

^he CLASSICAL i;VEEKLY

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Tkt dates 0/ issue 0/ Volume 111 will be as follows : in 190Q, Octo
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April a, 9. 16, 33, 30 ; May 7, 14, ax, a8.

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Vocabulary is made for pupils of ordinary capacity.

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It has been an unusual success. This is the unanimous testimony of
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xiii -f 522 pages. $1.35 net.

The fourth booh in the Macmillan Latin Series edited by J. C.
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Nbw -York, April 16, 1910

al CnnarM b[ Mtth t, it?^

No. 23

The English Board of Education has recently is-
sued a special report on The Teaching of Classics
in Secondary Schools in Germany which ia of the
greatest interest to all classical teachers in this coun-
try. Three distinguished English scholars, Messrs
J. W. Headlam, Frank Fletcher, and J. L. Paton,
were appointed as a committee to visit schools in
Germany and make this report. It is 172 pages in
length and may be gotten for a shilling (rom Wyman
and Sons, London.

The report is divided into three sections; (i) The
Origin and History of the Reform in Classical Teach-
ing in Germany, (2) Comparison of English and
German Oassical Schools. (3) The Method of Teach-
ing Oassies in the Reform Schools in Germany. A
good deal of the history of this movement is avail-
able elsewhere, as is also the comparison between
English and German schools, but such a detailed
treatment of the German method of teaching Oassies
I am not aware of It would be too great a task
to discuss the report in detail ; on every page it is
full of suggestions for our own work. There are
two or three quotations, however, which I should
like to make.

To the question, what form does the oral work
take, the following answer is given, applying to the
beginning year :

fi) In the translation, as soon as a chapter is
finished, one of the boys is called upon to read the
whole chapter through in Latin, any mistake in quan-
tity or pronunciation being at once put right by
some member of the class. Great stress is laid on
intelligent reading, the proper pauses must be pre-
served, and the emphatic words duly emphasi^ted.
When at the next lesson the translation is revised,
all books are closed and the teacher reads the Lalin
sentence by sentence, calling on members of the
class to translate. The eiTect of this practice on the
attention of the class is most marked : it forces them
to pick up Latin by the ear and certainly counteracts
all tendency to word for word translation by forcing
the hoy to think rather in terms of the sentence
than the isolated word.

(2) After each section has been gone through care-
fully, all books are turned over and the teacher puts
questions based on the text to the class. Each an-
swer must be a complete sentence in itself, and the
■word which answers the question must come first in
the answer. This exercise trains to careful observa-
tion in the reading of the text and plasticity of ex-
pression. In the first lessons, this reproduction of
question and answer will perhaps be used after each
sentence in the reader ; the question words used —
quisf quidT eurf quandof quotf — are written on

the blackboard and are easily picked up. This is,
of course, praclically an exercise in retroversion, and
might easily develop into a mere parrot repetition if
the teacher did not vary his questions skillfully. As
soon as facility is acquired, a longer section, say a
whole story, is taken, and the following may serve
as a sample: — Cum uduUscentulus Roaianus in
nistris amicis cUpfum pukhrum et sptendidum mon-
strarel, Marius: "Cur laudai" , inquit, "clipeum
luumf Strentiorum Romanorum fiducia noti iti
sinistra led in dextra est."

During the first year the teacher will be content
if the pupil in his answer simply rings the changes
on the words used by the teacher in his questions:
later on he expects the boy to cast his answer in
quite a different mould and show some power of
self-expression. The boys, too, become keen at show-
ing how well they can do it. In the top classes, at
the beginning of a translation lesson one or two of
the pupils are called upon to give a short resume or
precis of the previous lesson in Latin, and this will
be followed by a few questions in Latin by the teach-
er, intended to supplement the narrative or to bring
out some point that is not clear. The boys in the
top classes gave these resumes wjthout any fumbling

showed a sense of mastery, and the joy that mastery
gives possunt quia posse videnlwr. Bui such results
would not be possible unless in the lower classes
boys had been habituated to pick up Latin by the
ear and express themselves in Latin simply and
shorlly. Similarly boys in the third year were called
to read a piece of ornlio obliqua into direct speech.
(3) Other exercises are in connection with vocab-
ulary. Boys will be instructed to go through their
hack reading and put together all the words they
find connected with the fleet, the army, the town,
its buildings, its inhabitants, its government, etc.,
and the teacher will conduct a small dialogue on this
vocabulary. Quid m oppido vidftisT Templa, vias.
atdificia, bortam, monumenta, fiuvium, ponies vi-
demus. The appropriate adjectives are elicited. Quit
in oppido hnbifat? Homines, viri, feminae, piteri,
liberi in oppido habitant. This oral composition is
not meant to prevent or prescribe written composi-
tion; on the contrary, it paves the way for it by in-
ducing a sort of grammatical conscience which recog-
nizes the fault at once by an instinct bred of habit.
and in this way written composition is saved from
preventable blunders. The whole of the composition
is done orally during the first few weeks of learning
Latin: it is based on the reader, a sentence with the
singular is turned into llie plural or iiV; versa, the
tense, or person or voice is altered, adjectives are
inserted and so on. Not until the way has been thus
carefully prepared does the teacher ask for a written
composition. He knows how much of a small boy's
attention is absorbed by the very process of writing,
the average boy of twelve cannot write and think
at the same time, and therefore it is wiser to prevent

194

THE CLASSICAL WEEKLY

the occurrence of mistakes than after their occur-
rence to try to eradicate them. The advice of Quin-
tilian is followed out: scribcndo dicimus dUigentius,
die end o seribimus facilius.
In the next issue I shall make another quotation

with some criticism.

G. L.

PROBLEMS OF ELEMENTARY GREEK

The first problem is the struggle for existence.
In the opinion of the Philistines, there is no reason
for any Greek problem whatever. Why should this
antiquated mummy of a dead and buried past any
longer linger superfluous on the stage? Of course
people who talk that way do not know, but inasmuch
as they are numerous and influential and aggressive,
and are themselves convinced that they do know,
they count for much in our day and must be reck-
oned with.

Greek yet remains the very best means we have
for plowing up and wrinkling the human brain and
developing its gray matter, and wrinkles and gray
matter are still the most valuable assets a student
can get down on the credit side of his ledger. It is
a commonplace with the psychologist that the accur-
ate translation of Greek requires a larger number
of distinct mental acts and adjustments than the
translation of any other language ordinarily studied,
and a definite understanding of the facts makes this
plain to the layman as well. The problem is to get
these facts clearly before the layman's mind. Our
modem educational reformers have in such cock-sure
fashion laid down the principle that the Qassics, and
above all Greek, are out of date, useless lumber, unfit
as a mental furnishing for the scholar and the prac-
tical man of to-day, that to most people the real
issue has been befogged and obscured, and yet, in
solving the problem of the relative values of human-
istic and utilitarian studies, there is need for the
clearest thinking and the clearest statement of prin-
ciples. Not all should study Greek. As there are
diversities of gifts, so there are diversities of opera-
tion; but there should be the self-same spirit work-
ing in all, the desire for the best individual results,
and surely the brain-developing and culture value of
the greatest of the languages cannot be safely ig-
nored in any scheme of education.

The displacing of the old curriculum has given
opportunity for the law of 'natural selection' to
operate. The difficulty is that the apostles of change,
in their eagerness to enthrone their own specialties,
have denied that the old curriculum has any practical
value. It is well enough to know Greek, of course,
for those who have time and taste for it, but it is
a luxury, an ornament and plaything for the di-
lettante, but useless for the hard-headed, common-
sense man who must solve the problems and meet the
competitions of our complex modern life. But the

life is more than meat and the body than raiment,
and the things that are not seen and eternal arc of
more value to us as immortal souls, in the long run,
than the things that are seen but temporal.

In the first place, then, the Greek teacher must be
a missionary, even though he may seem to be merely
a voice crying in the wilderness. He must know
why his subject is worth while, and how to impress
its value upon the minds of pupils who look to him
for guidance. The trouble now usually is that the
teacher of Greek cannot bring his argument to bear
upon the student until the question has been prac-
tically settled against Greek. If a student does not
find out till he enters college the great advantage of
a knowledge of Greek, especially if he has literary
tastes and wishes to specialize in English or Latin, it
is a hardship to be compelled to give up nearly a
quarter of his time in college to the study of Greek,
whereas, if he had studied Greek two or three years
before entering college, it would have been a help
to him from the very start of his college course.

It is coming to be true more and more that the
teachers in our High Schools are men and women
without classical training, or at least without a
knowledge of Greek. Too often impressed with the
idea that change is necessarily progress, they ignore
the teachings and experiences of the past, and hence
deprive their pupils of the only means which can
adequately explain the present. Without a first-hand
knowledge of what the Greeks stand for in the
development of present civilization along artistic,
aesthetic, philosophic and literary lines, one can
never adequately understand or explain how our
present ideals and conditions came to be what they
are, nor can one form a fair and comprehensive judg-
ment as to present problems and tendencies. He
who will not be a Greek must be to some extent a
barbarian.

The only adequate knowledge of what Greek civili-
zation means is first-hand knowledge, and this can be
obtained only by an acquaintance with the Greek
language, which is in itself quite the most mar-
vellous thing the Greeks have left to us. This
question is not a problem in elementary Greek, but
it is an elementary problem for the Greek teacher to
face, and he must in the end contribute to the right
solution. For the matter is not yet settled, and
ulimately the fittest will survive, for so it is written
in the law.

I suppose it is out of the question to expect that
many even of the large High Schools in the middle
west will offer Greek, at least under present condi-
tions, but it is only fair that principals and teachers
in our High Schools should call the attention of
pupils to its value, and encourage them to take it,
if not in High School at least in college. As Pro-
fessor Bristol has recently said:

THE CLASSICAL WEEKLY

195

This should be done in order that students who
seek an education which is primarily in literary and
humanistic subjects may not miss the fundamental
basis of the highest excellence in those fields. . . .
Let us not forget that it is a fine, even the finest,
means of literary culture, and when a student seeks
the very best, let us be honest and tell him what it
is, even if we cannot offer it to him\

But enough of this preliminary problem. Let us
take up the real problem of the teacher of elementary
Greek, the problem of the mastery of the tools for
successful Greek study. This problem is mainly the
mastery of forms, the acquiring of a working vocab-
ulary, and the understanding of the common prin-
ciples of the syntax, and these tasks should be ap-
proximately completed during the first year. The
usual way is to begin with some elementary book
and to take up the forms and syntax in an orderly
fashion corresponding somewhat to the order of
the Greek grammars. This method has its advan-
tages, and is by all odds the best for a teacher of
small experience who is not perfectly at home in
his grammar, and able to answer correctly and
without hesitation any ordinary question that may
come up. But the method has also its decided dis-
advantages. It involves the expenditure of at least
half a year before continuous prose is read. It takes
up time with some forms and constructions that
rarely occur, some which will very likely not be met
in Xenophon for months. Detached sentences, man-
ufactured, or simplified, or selected, to illustrate
certain forms or certain syntactical principles, are
often difficult to understand, when the same sen-
tences read in their context would present no diffi-
culty at all. The interest also is greater in reading
a continuous narrative. Then, too, time for constant
drill on declensions, principal parts, synopses, can
scarcely be foimd when some new and difficult set
of forms, with a reading lesson of many illustrative
sentences must be emphasized.

I shall outline a method, not new of course, which
I have used with about twenty classes of beginners,
both in secondary school and college, with such suc-
cess as has convinced me that, for me at least, it
is a profitable plan. I do not pride myself upon
having discovered any new and revolutionary method
which will make elementary Greek a snap course.
Every such scheme is a delusion and a snare. Ele-
mentary Greek cannot be made an easy matter, but
it can be made so interesting that students will go
on conquering and to conquer in a way very satis-
factory both to themselves and to their teachers.
The three essentials of forms, vocabulary, and syn-
tax may be so thoroughly mastered during the first
year as to give no trouble afterward, and in the same
time two books of the Anabasis may without diffi-

1 The circular •eot out Utt September by Professors Gaylcy and
Merrill of the University of California to the secondary teachers cf
Enclisb and Latin in CaUfomU is a strong and timely plea for Greek
as? prerequisite (or the effective study of English and Latin m col-
kga. See Tb« Classical Wemklv 3.73.

culty be read carefully and thoroughly, and seven
or eight hundred brief illustrative sentences be trans-
lated into Greek. That would have seemed a big
contract to me a few years ago, but now it is ac-
complished easily every year.

We begin with grammar and Anabasis the first
day. The first lesson is of course the Greek alpha-
bet, which is learned in order and repeatedly writ-
ten, together with breathings, classification of vowels
and consonants, and soimds of the letters.

In lesson 2 we take masculine and feminine notms
of the second declension, for Aapelov, A vocabulary
of the second declension nouns given in the gram-
mar is required, also the discussion of syllables,
quantity, and accent, so far as is called for by this
lesson. Much emphasis must be laid at the start on
correct pronunciation and accent. The accent should
be learned as a part of the word. Inflection is gone
over again and again, both orally and in written
form. Merciless insistence on correct form, accent
and pronunciation at the start saves time later. In
this way the bugbear of Greek accent is soon over-
come, if students see that the teacher is utterly intol-
erant on these points, and that the ordinary rules
are after all few and simple.

Next day lingual stems of the third declension
are taken up for UapvcdTidos and Ttudcs and the
present middle indicative of the w-verb is required
for yiywtyrai, and the first two lines are translated.
With this lesson also begins Greek prose composi-
tion. Five sentences are dictated requiring only the
vocabulary and forms thus far studied, though ij^ is
added by the teacher. Darius and Parysatis are
born, Cyrus was son of Darius, The island belonged
to (was of) Darius, are part of the sentences in
this first lesson in prose.

In lesson 4 the declension of xpeapdrepos, vcilrrtpo
and KOpot are already known. Masculine notms in
-i;f of the first declension are taken (for •Apro^p^iyf),
with the special rules for accent and the vocative
forms. For ^c&rrcvf the conjugation of the imper-
fect active of XiJw is in order with needed treatment
of augment and endings. Next the active imperfect
of the contract verb <t>t\4u> is needed for ii<rdiv€i.
For this we need to know only that «o becomes ov
and <« becomes <i and that the accent stays in the
contract form where it was before contraction, the
kind of accent being determined by the rules akeady
learned. First declension nouns in -ij are learned
(for TfXewT^Jr), also the article in full, and the con-
jugation of i\\ff>tiyiv (for ^^iJXcTo) and the first
section is translated. Also five sentences, like Dar-
ius wishes Cyrus and Artaxerxes to be present, are
written in Greek.

From now on the declension of the article with
the noun is required and adjective words are de-
clined with the nouns.
I need not go further to indicate the nature of the

196

THE CLASSICAL WEEKLY

method but may note what is accomplished during
the first two weeks. In declensions we have the
second entire, nearly all the first and a goodly sec-
tion of the third. We have the article, the simple
relative, a^6t and the comparison of adjectives by
'T€fiOi and -TttTOf. We have the present active and
middle indicative of the w- verb, the first and second
aorist active, together with ^^v^ and l<rT?jy, and the
present optative active. Besides, forty short sen-
tences have been translated into Greek and we have
a vocabulary considerably larger than that of the
fourteen lines translated. Accent gives trouble yet
both in pronunciation and writing, but we are con-
quering it. Not the slightest mistake is passed over
without correction, and almost without exception
mistakes in written work are corrected by members
of the class. Better than all, teacher and students
are pulling together splendidly, the game is becoming
really interesting, and victory is already assured.
The proverbially difficult beginning has been made,
but we have been hastening slowly and we must to
secure good results.

It will be evident that very little time is required
each day for translating the Greek text, and so
plenty of time is taken for drill on the forms. As
much variety as possible is introduced into this work,
oral work singly and in concert, and then the repro-
duction of the same on the board. The oral work
trains the ear, the board work trains the eye and
shows whether there is mastery of forms and accent.

One word about the prose work. From the start
the English sentences are given by the teacher and
translated orally by the student with no book or
paper to help him. Then he passes to the board and
writes the sentence there. I never allow sentences
prepared outside the class to be merely copied upon
the board. They must be given orally and then after
criticism must be written on the board where the
whole class criticises. Every needed change in the
written forms, however slight, is made by the student
himself. He must himself get it exactly right before
he leaves it. I cannot too strongly emphasize this,
for it is the secret of real mystery. I am too old-
fashioned to put faith in the idea that a thing half
learned and half understood will afterward *soak in'
and become a part of one's outfit half unconsciously.
There is something in it but not much. It is too
accidental to be reliable.

Of course it is to be understood that in every
lesson very careful and complete references are
given to the grammar, covering every new point
that comes up. Thus the grammar is constantly in
use, and the grammar habit is fixed early in the
course, and a very handy habit it is — ^not formed by
too many people either.

One criticism likely to occur to you will be that
the method is a sort of hop-skip-and-jump affair,
that nothing is strictly according to any method

after all. Granted. The apothecary has a well as-
sorted and systematically arranged assortment of
materials for compounding any prescription you may
call for. He goes to his stock, gets what he wants,
puts it up as required and delivers the goods. So
we go to the grammar for what we want for the
task of translation immediately at hand, and wc
get what we want. The rest we shall need at an-
other time and when we do need it we know where
to find it, and we go after it.

In lesson 11 there is a liquid future and a first
aorist middle, and we go after them, in lesson 12,
a first aorist passive and Urai^ in 13 a present
subjunctive middle and a future indicative active,
and so the forms accumulate. In fact when we have
finished reading the first chapter of the Anabasis
we have met most of the forms that we shall ever
see in Attic prose, except the imperative and this
appears in the third chapter. Certain important
nouns like wiOs and »oriJp come later, but we have
had fi^rip and dir^p.

As soon as we have met examples of all the
principal parts in the text, we systematically attack
the principal parts of the verbs and the tense synop-
ses. By way of review and to give completeness
we here take up in full the conjugation of the w-
verb, the /u- verb and the contracts.

About the middle of the first term, a few lines
are assigned each day from the beginning of Book
II as an additional reading lesson, without grammar
references, so that the student must rely upon his
own resources and the notes for help. Sixty-two
lessons bring us to the end of chapter 2 and then we
give grammar references as they may be needed
and use a book in prose composition instead of dic-
tated sentences.

Now as to the results of the first year's work.
Two books of the Anabasis have been read carefully,
the forms are well in hand, the common construc-
tions are familiar, vocabulary is in good shape, writ-
ten work shows few mistakes in forms and accent,
and the class is ready for Hellenica, Lysias, and
Homer in the following year, Plato and the drama
in the third.

But isn't it drudgery for the teacher? Not a bit
of it. Each year I enjoy my beginners' class as
much as any work I do, and have learned to make
it tell on all the subsequent work, and I have a
feeling that the number of wrinkles developed in
the brains of my pupils by the study of Greek will
compare favorably with that produced by any other
study requiring the same length of time. And the
delight of seeing students begin to sit up and take
notice, of seeing the sparkle of interest in their eyes,
is wonderfully satisfying.

The future of Greek rests largely with the teacher
of Greek, and any workable plan may prove sugges-
tive. This is my apology for discussing a plan no

THE CLASSICAL WEEKLY

197

better, it may be, than many another. In Greek
study old methods must largely pass away or under-
go large modifications. Curious philological re-
search belongs to the field of the specialist in the
university. To us belongs rather the study of
Greek as a polished instrument of human thought,
which enshrines some of the world's greatest litera-
ture and is needed as the explanation of most that
is great in the literature of all later times.

The problems of elementary Greek are to awaken
interest, develop enthusiasm, secure mastery, give
self-control and the grasp that makes for real culture.
The teacher who secures these results is aMapaduro-
ftdxvt and has, in his own little field, put the barbar-
ians to flight.

George Abner Williams.

Kalamazoo Collbgb, KaUnuizoo, Mich.

REVIEWS

Cicero: Tusculan Disputations, I.II.V. Edited with
Introduction and Notes by H. C. Nutting. Bos-
ton: Allyn and Bacon (1909).

Of the longer philosophical works of Cicero the
Tusculan Disputations throw, perhaps, the clearest
and most general light upon Cicero's attitude of
mind toward Greek philosophy, and it is somewhat
remarkable that they have not been more frequently
studied in the college classroom. A good American
edition for classroom use has long been needed.
Aside from Professor Nutting's book, the nearest
approach to it, since the days of Charles Anthon,
has been a recent volume (1903), good so far as
it goes, but containing only the first book of the
Tusculanae (together with the Somnium Scipionis),
edited by Professor Rockwood and published by
Ginn and Co.

That Cicero's philosophical writings, especially
those of a highly speculative character, are less
often read to-day in American colleges than they
used to be — say thirty or forty years ago— seems to
be a fact. Several causes have contributed to this
partial neglect of a great author. Owing to the
College entrance requirements the young student gets
a taste of Cicero always in the schools. The College
teacher, who is anxious that his pupils should in the
long run be introduced to as many Latin authors
as possible, finds in this feature of the school cur-
riculum an excuse for filling in the limited time at
his disposal with the study of writers other than
Cicero. The extensive editing of the Gassics which
has been going on for more than a score of years
has greatly increased the body of Latin literature
available for classroom use, so that authors who, a
quarter of a century ago, were hardly thought of for
this purpose are now presented to us in the most
attractive form. Moreover not a few teachers are
lacking in genuine appreciation of speculative liter-

ature, and have become a little impatient of the
somewhat trivial treatment of philosophic problems,
which characterizes, in some degree at least, the
great Roman orator's manner of dealing with his
Greek originals. These teachers have recourse to
the new publications just referred to, and in conse-
quence the works of Cicero have, to some extent,
been thrust aside.

But however unimportant may be a part of what
Cicero has to say on the subject of philosophy, one
thing at least should not be allowed to escape notice.
Were it not for Cicero's endeavors to make the
speculations of the Greeks a means of enlighten-
ment and comfort to his coimtrymen, we should
lack one of our most comprehensive and reliable
sources of information regarding the history of
speculative thought in both Greece and Rome. De-
prived of this guide we should be groping in the
dark about a subject which is of very positive im-
portance to our higher educational interests, for
Cicero deals with many a topic of philosophical and
historical value whose significance would no longer
be clear to modem scholarship, were it not that his
account of it (and his alone) has survived the
ravages of time.

Moreover Cicero's exposition of ancient opinion
touching the immortality of the soul and the idea of
God is a vivid commentary on the teachings of
Socrates, Plato and their successors, and may serve
to-day as a happy balance to the materialism of the
great poem of Lucretius which is now a constant
subject of study in collegiate courses. The idea
that Cicero ought to have put forth complete and
coherent treatises on all questions of a quasi-relig-
ious or psychologic character, such as may be found
in modern writings, is as disproportionate and ab-
surd as the notion that such pseudo-scientists as
Democritus, Epicurus or Lucretius are deserving of
harsh criticism because their manner of dealing
with the atomic theory was rationalistic rather than
empirical. Our chief interest in this matter attaches
to the history of ideas rather than to the ideas
themselves, and it is this fact that lends to Cicero's
philosophical writings their permanent, if not their
paramount, importance.

Professor Nutting has done his work well. Stu-
dents who are fond of Cicero will regret that he
did not annotate all of the Tusculan Disputations.
Yet his selection has been made in accordance with
the best judgment possible under the circumstances,
for books I, II and V aflord us all that is essential
to a thorough understanding of the subject-matter
of the entire work. The Latin text is mainly that
of the recension of C. F. W. Miiller, in the Teubner
series.

The Introduction, twenty-five pages in length,
leaves little to be desired. In it are contained a

198

THE CLASSICAL WEEKLY

discussion of Ciceronian philosophy, and an account
of the several Greek schools whose variously shaded
tenets underlay the philosophic thought of the time,
and reflected the researches and conclusions of such
teachers as Pythagoras, Empedocles, Democritus,
Socrates, Plato, Zeno, Cleanthes, Chrysippus, Epi-
curus, Xenophon, and others perhaps of less prom-
inence and importance. Professor Nutting's English
style is clear and engaging, and the essay, as a whole,
makes excellent reading. Following the Introduction
are a Brief Bibliography — perhaps a little too brief —
and a Synopsis or digest of the printed text. The
synopsis occupies the space of ten pages, is carefully
constructed, and will undoubtedly serve as a help to
the "inexperienced reader" in following the "con-
nection of thought". Such a resume, however, al-
though of practical value to the specialist, is of
doubtful interest to the average undergraduate; for
his purposes the better plan is, in our judgment, to
incorporate all such assistance in the commentary.

The Notes (pp. 131-291), are distinctly helpful
and illuminating, although at times we may wish
for a note where none exists, or for further guid-
ance where the note given seems hardly adequate.
For example, magnitudo (page 27, line 5) might be
made plainer by the suggestion that the word me-
moriae is understood. A note on similem (page 87,
line 14) would not be out of place, or else that on
mercatum (line 15) should be amplified. But omis-
sions of this sort, if they are omissions, are always
on the side of brevity, which is both their compen-
sation and their justification. The illustrative mater-
ial, although well chosen, is by no means in excess
as regards its amount — a feature of the work that
will commend it to most minds, although it is evident
that the editor was influenced in this particular by
the necessity to be brief. The greater part of this
material is drawn, very properly, from Cicero's own
writings, but occasional departures from the rule
have been made to advantage. The parallel passagei
are usually quoted in full, and with evident under-
standing of the fact that mere citation is rarely
appreciated by the youthful student.

The translations are numerous. Here again the
editor has succeeded in throwing light that is both
penetrating and suggestive. Of all possible means
of elucidation that afforded by translation is the
most delicate and difficult. A good translation may
be immeasurably helpful ; a poor one is usually mis -
leading. But what is good translation? This is a
question about which opinions have always differed.
The reviewer can only say in this instance that
Professor Nutting's renderings very seldom do less
than justice to the English tongue, while they bring
out with marked precision and distinctness the
meaning of the Latin ; in general they steer a reason-
ably safe course between an excess of paraphrase
on the one hand and that extreme of literalness on

the other which often is not English translation at
all.

Following the notes are two indexes, one of proper
names in the text and the Introduction, the other of
miscellaneous matters referred to in the Introduction
and the Notes. The second is evidently not meant
to be exhaustive. Misprints are few in number.
Instead of ^u we should of course read An, on page
7, line 15, of the text, and on page 88, line 10, autum
should be corrected to autem.

The book is a valuable contribution to Ciceronian
literature, as well as a convenient and attractive
manual for the classroom.
Union College. Sidney G. AshMORE.

Roman Life and Manners under the Empire, by

Ludwig Friedlander. Authorized Translation of

the Sieventh Enlarged and Revised Edition of

the Sittengeschichte Roms. Vol. Ill by J. H.

Freese. New York: E. P. Dutton and Co.

(1910).

The third volume of this work (see The Classical

Weekly 3.52) makes the welcome announcement

that "a supplementary volume, containing the Notes

and Excursuses omitted from the seventh (popular)

German edition, translated by Mr. J. H. Freese, will

be published in 1910".

This volume, which brings the book itself to a con-
clusion, and is provided with an index, is a great
improvement on the first and seems somewhat better
than the second. It is not free from errors and
defects, as is shown by the occurrence of such a
sentence as, "It is doubtful whether he possessed
any, or how much, real talent for poetry" (p. 31),
where the German has been followed more closely
than good English usage permits. On the contrary
in the statement (p. 4) that the tenth satire of
Horace's first book was written several years later
than 26 B. C, Friedlander's plain statement that it
was written before that date is either misunderstood
or disregarded. "10 ases", on p. 38, is probably a
misprint, although the reviewer is warned by experi-
ence not to be too free in making conjectures (see
The Classical Weekly 3.62). The index seems to
be inadequate. Under Augustus, for instance, but
two references are given, both to passages in the
third volume. Friedlander has in the indices to the
three volumes of his sixth edition no less than 16
references under Augustus, and if he included such
casual references as the second of Mr. Freesc's, this
number would probably be more than doubled. Un-
der Augustalis there is no reference to 3.165, where
a definition of the term is given. This definition,
by the way, is not an accurate one, or is at least
incomplete, since it disregards the Augustales out-
side of Rome.

The reviewer has been informed privately that
the publishers have commissioned Mr. Freese to

THE CLASSICAL WEEKLY

199

revise Mr. Magnus's volume. If he will then revise
his own volumes, we shall have, with the notes and
excursuses, a very valuable book.

University OP Pbnnsylvani A. JOHN C. ROLFE.

CONFESSIONS OF A PROFESSOR

While our colleges of liberal arts are groaning
with their regrets, their misgivings, and their sins,
Prof. Grant Showerman has seen and stepped into
an opportunity. In a book of essays, entitled "With
the Professor", he attempts, with a limpidity of
style and a gentle temperance recalling the Elia of
Cambridge, Mass., to relieve the stuffed bosom of
higher education by ingenuously revealing to the
world the present sensitive and uneasy state of the
professorial mind, its inner conflicts, and its dis-
cordant environment. In the course of his lucubra-
tions this very typical academic gentleman pretty
nearly exhausts the stock topics of academic society :
salaries, receptions, cost of living, merits of teachers,
research, and educational policy. Readers in univer-
sity communities. East and West, will find them-
selves testifying to his representativeness by ex-
claiming- "That's our college through and through",
"That's I" or "me" — according to their grammatical
faith.

But to represent things from certain points of
view is to satirize them ; by virtue of his humanistic
standpoint "the Professor" is a satirist. In these
days of universal elective franchise no one knows
the object of education; the object of educators,
however, or, more accurately speaking, of their wives
and daughters — is "getting on". The rising young
instructor, therefore, is compelled to be a hypocrite.
He must devote his energy to doing things in which
he does not believe — writing articles on "Termina-
tions in T" and "Suffixes in S" — in order to win the
hollow approbation of the learned, which leads to
promotion. "The Professor" entertains a rather un-
dignified conception of the function of the various
scientific and philological journals. He is so cynical
as to suggest that contributors should be obliged to
pay regular advertising rates. One does not like to
think that there is any occasion for such stringent
measures.

Behind the satirist, however, is a dismayed and
bewildered believer in humane culture — ^the pensive
and melancholy Ossian of contemporary education.
He stands by the graves of Homer and Virgil, and
mourns for the bygone days. Since the great educa-
tional revolution and the irruption into the colleges
of the Third Estate, he has witnessed the defeat,
demoralization, and dispersal of the intellectual nobil-
ity. A new and alien order of mechanics, engineers,
business men, farmers, linguistic cranks, and scien-
tific pedants possesses the field. Their means are not
his means, nor their ends his ends. He is among
them but not of them; he moves with them, but

keeps step to another drummer. He is something
of a sentimentalist; he expresses his dissent with
the sound of a harp, when the crisis calls for a
trumpet. In his ability to excite sympathy with his
ideals and in his inability to suggest or institute
practical reforms — in his quite resourceless idealism
— Professor Showerman's "Professor" fairly sym-
bolizes the faculty of liberal arts in a large univer-
sity.

"The Professor", like many contemporary human-
ists, imagines that his melancholy arises from his
recollection of the old regime. As a matter of fact,
it arises from his ignorance of the history of edu-
cation. Hearing him talk, one would be led to sus-
pect that in the good old times before President
Eliot students were fired with an inhuman love of
liberal culture for its own sake. As a matter of
fact, Ascham and Peacham and Milton and Locke
and Chesterfield advocated a liberal education pri-
marily because it was the most valuable and prac-
tical training for a liberal career. The scholar-
gentleman contemplated in the aristocratic classical
curriculum was destined for activities calling con-
stantly into play both gentlemanliness and scholar-
ship. He was destined for a part in good society
and a part in public life; for these definite ends he
was supplied with ancient and modem languages,
ancient and modem history, philosophy, logic, rhet-
oric, etiquette, and the graces. There was a clearly
shaped educational policy, because there was a clearly
conceived educational object. "The Professor" is
in despair, because he feels a hopeless and entirely
untraditional desire to transform all students into
scholars and gentlemen — a desire which Burke
would have told him is at war with nature.

"The Professor" has a very pretty chapter in
which he rejoices that the pursuit of culture is his
means of livelihood. To put it in bmtal English —
he needs languages, literatures, history, philosophy,
rhetoric, etiquette, and the graces in his business.
But the teacher of classics is not unique in needing
these things. They are needed also by men of let-
ters and teachers and critics of literature, by his-
torians and philosophers and teachers of philosophv
and history, by editors, publishers, clergymen, col-
lege presidents, diplomats, and statesmen. For these
classes, at least, a liberal culture is the most definite
kind of training for "success in life". In this age
of intolerance for purposeless and indolent Good-
ness and Beauty, perhaps the hope of future use-
fulness for the college of liberal arts lies in frank
competition with its rivals not for the women and
weaker brethren, but for the young men of ambition
and promise, desiring to qualify themselves for the
careers — more numerous now than ever before —
open to liberal scholars and gentlemen. If it would
but condescend to inscribe over its portals, "We, too,
train for life", it could reduce the chaos of election,
form an educational policy, give what is now de-
manded of every college, and at the same time gain
what it privately desires. — From The Nation, April
7, 1910.

200

THE CLASSICAL WEEKLY

^he CLASSICAL i;VEEKLY

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TOWLE AND JENKS'S

CAESAR'S GALLIC WAR

Text in clearer print than anv other edition.
Notes give exactly the help that pupils need.
Gramtnaticat Appendix contains all the grammar
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Vocabulary is made for pupils of ordinary capacity.

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Complete in one volume, $t .60

*' Prof. S. G. Ashmore has done a real service in preparing this
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This ingenious device pro\ides the vocabularies of
Caesar, Sallust, Nrpos, Vergil's Aeneid I-IV, and all of
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Vol. in

New York, April 23, 1910

No. 24

In the English report on German Schools referred
to in the last issue there is an interesting chapter
on the teaching of grammar in which it appears
that a good deal of the work is done on the indue-,
live principle.

Wc want to lead up to the accusative and infinitive
which occurs in the next piece in the reading book.
Instead of starting with the rule "After verbs decla-
randi el stMtitndi the subject stands in the accusa-
tive case and the verb in the infinitive mood, the
predicate agrees with the subject in the accusative",
we refer back to two sentences which have already
occurred in the reading book. Videtnus strUas in
caelo essf. Credo honunem probum esse. These
may be literally translated and similarly we may
say "I know the man to be honest". Scio kotninetii
probum esse. But, while we cannot say, "I hear the
man to be honest", still less, "I hear the man to
have been ejected", or "to be about to die", this is
the regular way of stating a fact after a verb of
knowing, thinkmg or stating in Latin. Then the
translation may begin ; each sentence with a new
construction is written on the board, the principles
of the construction are noted once more, and are
formulated by the class. Immediately they are ex-
ercised viva voce in the new construction, using the
wofds of the sentences just construed and the rest
of the available vocabulary and ringing the changes
on the sentences by varying the gender, number,
voice, etc., until every member of the class is fam-
iliar with the formidable phenomenon. Then, and
not till then, the grammar is opened ; the rule is
read and the examples to be memorized are fixed
and underlined.

One of the features of the Reform Readers is
that in the vocabulary (Worikunde), which is a sep-
arate book, there are at certain intervals collections of
the syntactical usages which have occurred, and the
points in which the Latin idiom differs from the
German are especially noted. In the same way the
vocabulary gives the French words which are de-
rived from the Latin,

Masters are constantly asking, "What other in-
stances of the accusative case have we had?" A boy
in reply gives a Latin sentence out of the reader,
translates it, and says what the function of the
accusative was in that sentence; another boy gives
another sentence in the same way illustrating another
use. and so on. Thus I found a class which had
learned L.atin for no longer than four months was
able to give without hesitation instances of cum
causaU taking the subjunctive, cum hisloricum also
taking subjunctive, eum temporale and cum ittrati-
vum with the indicative. The same class, on reach-
ing a simple sentence with oratio obliqua, were
asked. "Is this the only construction after verbs of
declaring and perceiving?" Answer, "No, there is
HOH dubilo gum . . . with the subjunctive".
"How do you translate this?" "I do not doubt that
. . , " "What other ways are there of translating

thatf" "OraverunI ut . . . " How do you trans-
late the negative of IhalT They begged them no/ to
. . . "OraverunI ul ne , . . " In each

case the boy in answering quoted a complete sentence
from the reader. The teacher, after the class, showed
me his book, in which he had carefully noted with
red ink the sentences where he had called attention
to new forms of accidence, and with green ink the
sentences which had served to "induce" some rule of

The Reform Schools in Germany make a great use
of French, which isstudied before Latin because the
French vocabulary with which the students are al-
ready acquainted is so largely Latin and because they
have had some drill in formal grammar. German
boys have also had drill in formal grammar from the
study of their own tongue. There is a tendency on
the part of English teachers to approve of beginning
the study of languages with French so that from it
may be gained that knowledge of formal grammar
which seems to be impossible in English. It will,
however, be remembered that so far as vocabulary
at least is concerned, the English language is itself
as good for practical purposes as French to supply
the antecedent Latin vocabulary to pupils, owing to
the proportion of Latin words that have come over
into English. The only advantage that would accrue,
therefore, from the study of French before Latin
would be in the knowledge of formal grammar. This
is unquestionably a great gain but a great deal could
be done even here by a proper study of English or
by correlation in the general teaching of the schools.
In Germany this correlation is very carefully worked
out ; thus the course in Greek and Roman history in
the schools is parallel to the study in Latin of stories
from mythology and heroic legends of Greece and
Rome. The same thing applies to other years; e. g.
while reading Vergil's Aeneid II in Latin a study is
made in another class of Lessing's Laocoon. The
result is that in one year's intensive work in Latin
the teacher is able to cover the ground which would
have taken between two and three year
pupil hegun at nine instead of twelve.

The results of this careful preparation
ishing. An average class begins Caesar in
year, and in the course of the year read
five books through and selections from Be
gether with 700 lines of Ovid.

Can we in this country imagine a second
reading five books of Caesar, part of the
700 lines of Ovid? There is, to be sure,
given to Latin in the curriculum thait wi

202

THE CLASSICAL WEEKLY

while we have in the first year five periods of work
the C-erman has eight, but the difference of time
does not account for everything.

This report, as I remarked, gives abundant food for
thought and not merely this, but actual practical sug-
gestions in regard to any number of questions which
are constantly coming up. For the sake of com-
pleteness I give the following list of chapters : Time
Allowance, Co-ordination of Knowledge, Oral Work,
Grammar, Translation. Unseen Translation, The Im-
portance of the Subject-Matter, Reading of Authors,
Composition, The Teacher. G. L

DRAMATIC IRONY IN TERENCE

Bishop ThirlwalFs essay On the Irony of Sopho^
cles (The Philological Museum 2. (1833), 483 ff)
is well known, and in Shakespeare as a Dramatic
Thinker Professor Moulton has devoted one chap-
ter to dramatic expression in intrigue and irony.
But, so far as I know, no similar study has been
attempted for ancient comedy. It has therefore
seemed to me that an examination of Terence's usage
might well prove both interesting and profitable.

Irony is, of course, a mode of speech by means of
which is conveyed a meaning contrary to the literal
sense of the words, and may be divided into two
classes— 'verbal' and 'practical' (to use Thirl wall's
term) or 'dramatic'. In the former the dissimula-
tion IS manifest to all concerned, else the sarcasm,
passing unrecognized, would fail of its effect and
recoil upon the speaker, while in the latter (which
alone interests us here) concealment of the hinted
truth is essential. It may be the speaker himself
who fails to perceive the inner meaning of his own
words (and then we call it 'objective' irony), or he
may employ 'subjective' irony, i. e. consciously use
his superior knowledge to gloat over his victim or
invei'^le him to doom by an ambicfuous utterance.
In either case, however, the double entente is usually
known to the audience, a considerable part of whose
pleasure consists in viewing with prophetic insight
the abortive efforts of the dramatic characters to
escape the impending catastrophe.

An excellent instance of conscious irony occurs

in Middlcton and Rowley's Changeling III.2. There

De Flores is guiding Alonzo about the castle where

he intends to murder him, and significantly says :

All this is nothing: you shall see anon
A place you little dream on.

When Odysseus, disguised as a beggar, learns that
{*enelope is ready to abandon the long struggle and
yield to the suitor that can show suflScient skill with
his bow, he comforts her with words whose truth
she little realizes:

Lo, Odysseus of many counsels will be here, be-
fore these men, for all their handling of this pol-
ished bow, shall have strung it, and shot the arrow
through the iron (Od. IQ-S^S ff)- . ... ,

Jbc unconscious irony, however, is likely to be

more tragic in its tone. So, when lago first con-
ceives his groundless suspicions of his wife and
Othello, he vows that he will be

evened with him, wife for wife (Othello II.i),
and these words are fulfilled in a sense far different

than he intended, by the death of both wives. Fo*-

this sort of irony Sophocles was especially renowned,

and his Oedipus Tyrannus abounds in instances.

It is possible to draw still one more distinction.
Dramatic irony consists not only in the contrast be-
tween the outer, apparent meaning and the real,
inner meaning of an ar ' *guous phrase, but also in
the contrast between the real and the supposed situ-
ation. Thus, a man whose ruin is impending often
niistaKcs the position of his affairs so utterly as to
indulge m entirely unjustified expressions, feelings,
gestures, or acts of rejoicing and triumph. The
difference between these two varieties of dramatic
irony may be seen in Sophocles's Trachiniae. In the
first place, we have the contradiction between the
real meaning of the oracle that Heracles's "release
from toils will be accomplished" and Heracles's
own mistaken interpretation thereof; and, in
the second place, there is the 'irony of situation'
in that Deianira sends him a gift which she hopes
will woo back his love but which actually results in
his death. Euripides's Bacchae offers other examples
in the boastful and confident attitude of Pentheus,
whom the spectators know to be doomed to a fright-
ful end, anc in the mock humility of Dionysus, whose
intended vengeance they forsee. Again, in the Oedi-
pus Tyrannus there is a striking contrast between
the intended and the actual effect, when the Corinth-
ian messenger informs Oedipus that Polybus was
not his father. This irony of situation often consists
in the clash or shock of conflicting intrigues, as Pro-
fessor Moulton (op. dt., 211) has shown in his
analysis of Shakespeare's Measure for Measure.

After this preliminary survey, we may turn to
Terence. In the Andria Simo intrigues to test his
son's obedience by pretending that he has arranged
an immediate marriage for him with Chremes's
daughter. Accordingly, there is irony of situation in,
the consternation which this false announcement
causes (1. 5; II.i). Pamphilus's slave (Davus),
however, soon sees through the trick and persuades
him to turn back the intrigue (and, consequently,
the irony) upon his father by apparent compliance
(420 ff.). But Simo at once proceeds to get
Chremes's consent in fact, so that the dramatic sit-
uation is again reversed, as the too clever slave dis-
covers to his surprise when he facetiously inquires
why the wedding is being delayed (581 ff.). Espec-
ially galling are Simo's words (said without a full
comprehension of how true they are) :

nunc te oro, Dane, quoniam solus mi effecisti has

nuptias,
corrigi mihi gnatum porro cnitere (595 f).

There is also irony in the conduct of Charinus,

THE CLASSICAL WEEKLY

203

who is a suitor for Chremes's daughter and is nat-
urally (though needlessly) disturbed at the thought
of Pamphilus's marrying her (II.i^,5; IV.i^; V.5).
Of course, there is always irony involved when a
man leads himself astray or allows another so to
lead him; but as these are the standard themes of
comedy, one can not cite every such instance.

The best instance in this play, however, can be
appreciated only on second reading or as the mem-
ory of the spectator recalls its real significance.
Simo wishes his son to marry Chremes's daughter,
but Pamphilus's affections are already pledged else-
where. Now, unknown to all the parties concerned,
this sweetheart is also Chremes's daughter. There
is, therefore, more meaning than he intends or per-
ceives in Pamphilus's despairing question.

nullon ego Chremetis pacto adfinitatem effugere
potero? (247).

This is similar to Admetus's words in Euripides's
Alcestis 1102, when Heracles insists that he receive
into his home a veiled woman (really Admetus's
own wife restored to life) :

Would you had never won her at a wrestling bout!
But in the present instance the identity of Pam-
philus's mistress does not transpire until later, so
that, as I have stated, the irony is not at first ap-
parent. This point can well bear amplification. The
ancient tragic poet enjoyed a great advantage over
comic poets or modern playwrights (in either field),
since the general outlines of his plots were known
to his audience in advance. As Antiphanes says in
his Uolfitrit (Meineke 3.105 f.) :

Tragedy is a happy creation in every respect,
since the audience knows the plot before ever a
word has been spoken. The tragic poet needs only
to awaken their memories. If I barely mention
Oedipus, they know all the rest: that his father
is Laius, his mother Jocaste, who are his sons and
daughters, what he has done, and what will befall

him This is not possible for us, but we must

invent everything; new names, preceding events,
the present circumstances, the catastrophe, and the
exposition.

Consequently, in tragedy the irony of a situation
or ambiguous phrase would be recognized at once
without any preparation for it whatsoever, while in
ancient comedy and in modern plays generally these
effects have to be led up to. Two other considera-
tions ought also to be mentioned, however. First,
audiences exercise a sort of clairvoyance in looking
beneath the bare words and divining the course of
events so that (paradoxical as it sounds) the sur-
prises of the stage usually are long foreseen by the
spectators and only the expected events happen. Sec-
ondly, the denouement here in question, the discovery
that Pamphilus's sweetheart is the daughter of free
parents and, in particular, of some one among the
dramatis personae, was so hackneyed in New Com-
edy* that any frequent theater-goer would have been

It occurs in four out of Terence's six plays.

on the lookout for it and might easily have recog-
nized any subtle efifects dependent thereon.

Good examples of dramatic irony are afforded by
the Heauton Timorumenos. By lack of sympathy
with his love affairs Menedemus has driven his son
Qinia from home but has long since grown repentant
and longs for his return. A neighbor, Chremes, in-
trigues to get Clinia back without at the same time
putting Menedemus completely at his mercy. But
without Chremes's knowledge his own son (Clitii^o)
is also in love, and a counter intrigue is formed to
take advantage of the father's ignorance. To facili-
tate his plans, Chremes receives Clinia and (as he
supposes) his mistress (Bacchis) and her maid into
his home; but Bacchis is really Clitipho's mistress,
and the maid Clinia's. The irony of the resulting
situation is apparent, particularly in Chremes's mis-
directed commiserations at Bacchis's extravagance.
Addressing Menedemus, he says (455-463; similarly,
749 ff) :

nam unam ei (Bacchidi) cenam atque eius comitibus
dedi, quod si iterum mihi sit danda, actum siet

Quid te futurum censes, quem adsidue exedent?
ita me di amabunt ut me tuarum miseritumst,
Menedeme, fortunarum.
The old men suppose Qinia to be in need of funds

and Menedemus is willing to supply him;. but, in
order that Qinia may not become accustomed to the
granting of such requests, Chremes advises his
neighbor to allow himself to be tricked. While
helping Menedemus carry out this deception,
Chremes is himself cheated out of enough to enable
Clitipho to satisfy Bacchis's demands. Chremes per-
ceives that some trick is being devised (471 f., 514),
but supposes that his friend is to be the victim. Tl\ere
is therefore irony of situation in the scene in which
he urges his slave (Syrus) to invent some scheme
and even gives an affirmative answer to the query
whether he approves of slaves who deceive their
masters (ni.2, especially 537 f.). When assured
that a plan has been found, he praises Syrus and
later promises to reward him (597; 763). After he
thinks the trick has been executed, he bursts into
laughter at its cleverness (886 f.). Several ambig-
uous phrases occur. Chremes rejects one of Syrus's
plans and bids him continue his efforts ''but in an-
other way" (789) — a suggestive order that the slave
proceeds to obey with a vengeance. Again, when
asked why he wishes Chremes to send the money
by his son, Syrus equivocally replies:
et simul conficiam facilius ego quod uolo (803).
Finally, like a leit motif there recurs the phrase
"if you but knew", which with dark humor is ad-
dressed to Chremes twice by Syrus, and once by
Menedemus — after he has learned the facts (599;
770; 889). The dramatic situation in the Heauton
is similar to that of a play by (joldoni which the
Donald Robertson players have recently been popu-
larizing under the title of A Curious Mishap.

904

THE CXASSICAL WEEKLY

The Phormio abounds in dranutJc irmj. Dur-
ing the absence of Detnipho and his brother Chremea
an intngue is formed to enable the former's son to
many his dowerless sweetheart. For this purpose
advantage is taken of the Athenian law providing
that next of kin must either marry orphan girls or
furnish them with dowers. Consequently, a rela-
tionship is invealed between Antipho and Phanlum,
he allows a suit (o go against him, aiid marries the
girl. Upon returning home Dcmipho quickdy learns
of the wedding and, when his nephew attempts to
defend Antipho, with unconsrious irony describes
tlie sHtiation correct); (as Ihe slave says in an aside)
in these words :

Hie in noxiast, ille ad defendendam causaro adesi,
quom illest, hie praestost: iradunt operas mutuas
(366 f.)

for Phaedria is likewise in love and more hopelessly,
since his mistress is a slave girl and he has no money
to purchase her freedom. Now unknown to his
Albenian wife and friends Chremcs had been main-
taining another establishment in Lemnos, and had
recently gone there to bring home a daughter re-
sulting from that union. In this he had been' unsuc-
cessful, since she had already left Lemnos and had
come to Athens in search of her father. Demtpho
and Chremes, accordingly, begin a counter intrigue
to separate Antipho and Phanium and marry the
fiMTuer to Chremes's daughter, when she shall be
found. From these conflicting intrigues arises the
dramatic irony, for the audience quickly has reason
to bdieve thai Antipho's wife and Chremes's lost
daughter are one and the same person, and conse-
quently that the plots and counterplots, so far as
she is concerned, are quite unnecessary. Therefore,
we recognize Chremes's mistake when he says to
Demlpho :

Vour son's misdeed has thrown my plans awry
(578), and again:

See to it, then, he marry whom we wish (670 f.),
inasmuch as Antipho's misdeed has already fulfilled
their plans and he has already married whom they
really wished. The parasite Phormio has been the
young men's accomplice throughout and in order to
secure money for Phaedria he now ostensibly agrees
to marry Phanium, if the brothers will furnish a
dower of thirty minae. Antipho overhears this
arrangement and believing jl made in good faith

further irony in the fact that Chremes considers the
street (i. e. the stage) an unsafe place for explaining
his daughter's idemity* and by entering the house
for this purpose enables Geta to listen at the door
and thus becomes himself responsible for the divul-
gation of his secret (818, 865 ff.). Finally, the role
of Geta is itself ironic, since he must feign devotion
to his aged master but is actually loyal to his youth-
ful one. Thus, in 398 his words keus lu, taur are '
apparently a warning to Phormio not to be imperti-
nent but are really an exhortation to vigilance. And
later he addresses Chremes with mock S3rmpathy :
facinus indignum, Qiremesj sic circumiri (613 f.)-
The dramatic action of the Hecyra centers about
an assault which Pamphilus had committed some
months before the play opens. But owing to the
darkness neither assailant nor assailed recognized
the other, and this ignorance involves all the Jro-
iituiil /■f! icirnc in serious confusion. For soon after
the assault Pamphilus is married to his victim and,
since the wedding was none of his seeking, refuses
to become a husband to his wife. Consequently, as
the time of her conhnement approaches, Philumena
seeks to conceal her condition by avoiding her moth-
er-in-law's company and finally by leaving her hus-
band's house and taking refuge with her parents.
This action causes Inches (Pamphilus's father),
who, notwithstanding his boasted penetration (214
ff. ) has at no time an inkling of Ihe real situation
and yet (ironically enough) never doubts Pam-
philus's being the father of the child (cf. 670), un-
justly (o scold his wife for driving her daughter-in-
law away (II. i). and Phidippus to scold his daugh-
ter for leaving (m ff.). In her extremity Philu-
meaa fastens the blame more securely upon Sostrata
by refusing to return so long as her husband is
absent (268-280). But at this jucture Pamphilus
returns from a business trip and discovers his wife's
condition. However, inasmuch as he is himself the
cause of it, though he does not recognize that fact,
his resulting lamentations and 'brain-storm' are
ironic (352-407). He is, of course, unwilling to
receive Philumena back into his home, but never-
theless promises not to betray her secret. But Ihts
engagement leaves him no excuse for refusing to
bring back his wife except to employ the old one
and say that as between his wife and his mother he
chouses the latter. Thereupon, Sostrata declares
f leaving the coast clear for the young
h drawing to her country residence;
amphilus's further refusal to yield,
5 him with longing tor the 'wild oats'
r days. There is a touch of irony in
which Phidippus accepts his explana-

THE CLASSICAL WEEKLY

«os

Finally, there is irony in the fact that the summon-
ing of Pamphilus's whilome arnica to establish the
charge against him actually clears him and results
in bringing out the truth and solving all difficulties.
Therefore, ignorance of one fact has kept both
characters and audience writhing in its ironic g^rasp
until the end.

In the Adelphoe the dramatic irony is more serious
in tone, since it involves a matter of fundamental
importance. We have to do with two brothers, ad-
herents of diametrically opposed systems of educa-
tion, each convinced that his own principles are cor-
rect and his brother's false, while, unsuspected by
its sponsor, each system has broken down in prac-
tice. Demea has two sons and has allowed Micio
to adopt one of them. Demea himself is thrifty,
strict, countrified, and sterling, and tries to inculcate
these qualities in the boy he has kept for himself.
On the contrary, Micio is liberal, complaisant, citi-
fied, and wishes to be the confidant of his (adopted)
son. But though Micio fondly supposes that he
shares all Aeschinus's secrets (55), he is unaware
that the latter has violated a free girl (Pamphila)
and promised to make her his wife. Similarly,
Demea is ignorant that Ctesipho is in love with a
cithara player. Now by seeking to aid his brother
in his desires Aeschinus brings about an ironic
misunderstanding — first, Pamphila's mother and
slave become needlessly alarmed at his apparent
faithlessness (299 d,; 457 ff.) and, secondly, Demea
is led to indulge in unfounded boastmg (396 f.).

And when Syrus further leads him astray by
pretending that Ctesipho had rebuked his brother,
Demea punctures his narrative with expressions of
gratification (405-417, similarly, 564-566), and later
laments that he is always the first to learn the truth,
though, as Syrus remarks in an aside, the situation
is actually the reverse (546 ff.). Another ironic
touch occurs in 610-680, where Aeschinus is torn
with needless anxiety and vainly strives to keep his
secret from Micio, who knows it already and exacts
ample punishment for l.is son's reticence. Finally,
Demea realizes the error of his ways and takes a
leaf from Micio's book. By lavish distribution of
favors right and left (mostly at Micio's expense)
he soon isolates his brother and gains such popu-
larity that Micio is compelled to acknowledge him-
self beaten and demand an explanation.

In conclusion, we have to consider the dramatic
purpose of tragic irony and its effect upon the audi-
ence. Thirl wall (p. 489) pointed out :

There is always a slight cast of irony in the grave,
calm, respectful attention impartially bestowed by
an intelligent judge on two contending parties, who
are pleading their causes before him with all the
earnestness of deep conviction, and of excited feel-
ing. What makes the contrast interesting is, that
the right and the truth lie on neither side exclus-
ively: that there is no fraudulent purpose, no gross
imbecility of intellect, on either: but both have

plausible claims and specious reasons to allege,
though each is too much blinded by prejudice or
passion to do justice to the views of his adversary.
For here the irony lies not in the demeanor of the
judge, but is deeply seated in the case itself, which
seems to favor both of the litigants, but really eludes
them both.

This analogy is especially true when the irony
arises from clashing intrigues, and the audience, ad-
mitted to the author's confidence and sitting at his
side, as it were, joins with him in awarding praise
here and condemnation there. Again, the play-
wright is the omnipotent creator and ruler of the
little world that moves upon the stage. And the
spectator, beholding the dramatic characters' fruit-
less toil and plotting, baseless exultation, and need-
less despondency seems to be admitted behind the
scenes of this world's tragedy and to view the
spectacle through the great dramatist's eyes, learning
that man must be content with little, humble ever,
distrustful of fortune, and fearful of the powers
above. Thus, the slighter themes and less important
reverses of comedy bring a KdBofiait in their train
no less truly than the more somber catastrophes of
tragedy. Roy C. Flickinger.

NOhTHWESTEKN UNIVERSITY, EvaDStUn, lU.

REVIEWS

Pausanias als Schriftsteller. Studien und Beobacht-
ungen. By C. Robert. Mit 2 Planen und 7
Planskizzen im Text Berlin: Weidmann
(1909). Pp.347. :o Marks*.
The title of this book is significant. Pausanias
has previously been studied as an antiquarian and
archaeologist and the main consideration has been
given to his sources and to the question how far
his statements are trustworthy. But now Robert
investigates his literary characteristics as an author
and finds that the description of Greece like the
dinner in Athenaeus's Deipnosophistae is simply an
excuse for the account of the \Ayoi (cf. Chapter
I, Die Tendenz des Werkes). Pausanias was not
trying to write a systematic guide-book, says Robert,
and it is misleading to call him an ancient Baedeker.
He is an accomplished rhetorician and **die rhetor-
ische Wirkung steht dem Autor hoher als die Voll-
standigkeit und /Vnschaulichkeit der Beschreibung".
The \6yoi which form the subject of the second
chapter are Pausanias's chief interest and more vital
than the ^ewpi^ra, which are considered in the third
chapter. This explains why Pausanias fails to men-
tion many important monuments, since the order of
his narrative is not necessarily topographical (cf.
Chapter IV, Die Anordnung der Beschreibung).

The fifth chapter on Stadtebeschreibungen (pp.
1 15-201) is the longest and best and here Robert's
analysis of the different descriptions of cities by

1 A more detailed review will appear in The American Journal of
Philology.

2o6

THE CLASSICAL WEEKLY

Pansanias is most keen and elucidating. Robert
divides the twenty-six such descriptions into those
based on a topographical principle and those based
on a systematic principle. In the first the acropolis
or agora or some special building or gate-way forms
the starting-point. In this way Robert is able to
e>'olve new plans for many places; in the case of
Argos, Megalopolis, and Sparta he embodies these
in sketches^

In the sixth chapter, Einiges vom Stil des Autors,
Pausanias is shown to be especially fond of anti-
theses, synonyms, effective endings, chiasmus, bal-
anced sentences, paraphrase and perissology, but
aUjve all of oratio variata or antipathy to repetition
of similar words. This striving after variety can
also be seen in the character of the books themselves.
^'So sind die Lakonika historisch, wenigstens im
Sinne des .Autors, die Messeniaka romanhaft, die
Achaika noveilistisch. die Eliaka antiquarisch gefarbt
und von dem stark landschaftlichen Charakter, den
die Phokika tragen, haben wir soeben gesprochen.
Also in jeder Beziehung ein Bellctrist"

The sevemh chapter, Der Gesamtplan des Werkes,
investigates the time of composition and publication
of the periegesis. According to Robert it appeared
in four parts, the Attica, as far as 1.39, about 160
A. D., Book I.394-IV between 160 and 174 A. D.,
Books V-VII about 174, and Books VIII-X ff. after
177 A. D. However, Robert does not believe that
Pausanias journeyed through Greece in the same
piecemeal way but that he had all his material ready
when he began to write. His argument (p. 236 ff.)
that Pausanias wanted to put the Arcadica after the
Messeniaca but modified his intention seems rather
weak, since he can find no reason for the change.
The work is not complete as it is; originally there
were thirteen or fourteen books. Robert maintains
that the view that Pausanias himself did not finish
his work is wrong and contends that three or four
books have been lost since the time of Stephanus of
Byzantium.

The eighth chapter is entitled Lebenszeit und Hei-
mat des Autors. Born under Hadrian about 115,
Pausanias wrote under Antoninus Pius and Marcus
Aurclius, taking about twenty years to finish his
description of Greece. Pausanias came from Damas-
cus and not from Magnesia on Mt Sipylus, as most
archaeologists contend. He is identical with the
sophist of the same name who went from Syria to
Rome and wrote a work on Syria. Robert's main
argument here as often rests on a change of text
in Pausanias, in this case in 8.43.4.

This volume of studies concludes with two ap-
pendices on Delphi and the Athenian Agora. Here,
as throughout the whole work, there are some good
suggestions but too many mere conjectural hypo-
theses. For example, the Sicyonian treasury at
Delphi is called Spartan simply because the Dioscuri
are represented in the sculptures, and the treasury

next to the west, which is either Cnidian or Siphnian,
is labelled Argive because the artist's signature on
the frieze is said to be Argive. But the inscription
has no Argive lambda, as Wilhelm has shown in his
recent bv '-, Beitrage zur Inschriftenkunde. Only
excavations can decide definitely whether Robert is
right with r^ard to his arrangement of the .Athen-
ian agora (cf. the plan on p. 330), which he makes
much smaller and places further east than other
topographers. The so-called Theseum becomes a
temple of Aphrodite rather than the temple of
Hephaestus. In brief, although Robert's book is
full of bold hypotheses and conjectures, he has done
a real service in calling attention to the neglected
rhetorical and belletristic qualities in Pausanias. In
the future the archaeologist will have to take into
account the studies and observations of Robert, when
the text of Pausanias is used to determine the topo-
graphical location of a monument

David M. Robinson.

Ambrican School op Classical Studies, Athens, Greece.

De Infinitivi Finalis vel G>nsecutivi Constructione

apud priscos Poetas Graecos. By Charles Jones

Ogden. New York: The Columbia University

Press (1909). $i.oa

This work belongs to the Columbia University

Studies in Classical Philology ; it is the thesis offered

by the author as part of his work for the degree of

Doctor of Philosophy.

In a brief Praefatio the author states his reasons
for considering such a work desirable, mentioning
several works of others and their defects. He be-
gins with the earliest authors with a view to laying
the foundation for a similar study of the rest of
ancient Greek literature. The works examined are
the Iliad, the Odyssey, Hesiod, the Homeric Hymns,
the fragments of other early epic poems, the frag-
ments of early elegiac and iambic poems.

The work is divided into two parts, the first on
the Iliad and the Odyssey, the second on the other
poems just enumerated. In a Proocmium is briefly
treated the question of classification, and that of the
author is stated as follows:

I, subiectum verbi principalis est subiectum infini-
tivi;

II, obiectum verbi principalis est subiectum infini-
tivi;

III, a, obiectum verbi principalis est obiectum in-
finitivi ;

III b, alia ratio intercedit inter infinitivum et accu-
sativum aut alium casum obliquum cum verbo prin-
cipal! coniunctum;

IV, infinitivus pendet ex enuntiato statum signifi-
cante.

This classification suflliciently indicates the general
character of the investigation. The work is done
thoroughly and in a lucid manner; but it would be
useless here to summarize the details or results.

THE CLASSICAL WEEKLY

207

The book contains 60 pages of clear, concise Latin.
It well accomplishes its purpose, and it is to be
hoped that the author, or some one else equally
capable, will build upon the foundation thus laid.

Uhivbrsity OF Virginia. MiLTON W. HuMFHREYS.

PROFESSOR REID'S LECTURES

On March 14 in his third lecture, Professor Reid
said that we are apt to think of Rome as civilizing
Europe, but before beginning that task she had done
similar work in the Italian peninsula. At first she
was not master in her own house: Liguria, for in-
stance, was not really conquered until the time of
Augustus ; nor was communication between Italy and
Rome secure till that time, nor were the tribes on
the Alps subdued. We cannot trace the steps in
the process of assimilation which went on through-
out Italy. Local differences were tolerated; some
towns remained Greek until a late period; Naples
was regarded by Statius as a Greek city. There were
two main types of Italian towns, those which had
Roman citizenship, and those with the Latin fran-
chise. This distinction lasted even after the Social
War. After the time of Julius Caesar the Latin
towns received Roman rights. Politically speaking,
when voting in the Roman assembly was abolished,
it did not make much difference whether a man had
Roman or Latin rights, but socially the difference
was very important Finally the Latin grade came
to be used as a step in civilizing towns. This use
of the Latin franchise is very important and inter-
esting, and Latinitas changed its meaning. For in-
stance, after the Social War, in 89 B. C. the Gaulish
towns in North Italy, which were practically bar-
barian, received the Latin franchise; later Julius
Caesar gave them Roman rights.

The policy of expansion was settled once for all
by Caesar — the heir of Flaminius and the Gracchi.
Augustus carried on the process. Due consideration
was given to the history, prejudices, social system,
etc., of each region. Rome had no prepossessions
in favor of a uniform plan. Gaul furnishes a re-
markable instance of the wisdom and tolerance of
the Roman government. The province in the South
with Narbonne as its capital had been Latinized to
a considerable extent before Caesar's time, but even
in the province there were backward tribes, and
their prejudices had to be conciliated. The modern
town of Nimes began as a collection of little town-
ships with a new town in its center, and at first had
only Latin rights, but before the end of the reign of
Augustus a degree of Latinization had been reached
which allowed the whole community to become
Roman citizens. This is an illustration of the pro-
cess that went on throughout the West. Outside
the province there were at first no urban institutions
at all. All towns there were created by Rome.

In Germany the towns were mostly fortresses; the

inhabitants were not thought fit to have any measure
of local government. There are historic causes for
this — the Roman and the German genius were hos-
tile, and it was difficult for them to coalesce. The
sub-Alpine peoples were gradually subdued, and by
the time of Nero the Latin franchise was given to
them.

Britain offered strenuous resistance to Rome.
Towns of the regular Roman pattern were rare.
Camulodunun (Colchester or Maldon?) was the
first. London does not seem ever to have been mun-
icipalized as a Roman township. The Italian atmos-
phere was created rather by contact with military
settlements, etc., than by institutions.

Spain was not thoroughly subdued till the time of
Augustus, but in the South, by the end of the
Republican period, Italic culture was more advanced
than anywhere outside Italy, not excepting Narbonne
and Sicily (Cicero's reference to the school of poets
at Corduba owes its point to the production of olive
oil there — which flavored their verse). Spain re-
ceived much attention from Caesar, who had gained
his fame as a soldier there. Augustus finished his
task in laying out towns in Spain — a work on a vast
scale. He left a mark everywhere, but nowhere more
than in Spain.

G. Mw Hirst.

Barnard Collrcr.

The Classical Association of New England held
a very successful meeting at Hartford, on April 1-2.
The attendance was good, especially at the opening
session on Friday afternoon. One very pleasant
feature of the entire meeting was the fact that
abundant opportunity was given for those present to
meet one another. The papers dealt largely, in one
way or another, with the difficulties besetting the
teacher in the preparatory schools. Several papers,
however, were more or less informational rather
than pedagogical in character. Of these mention
may be made of Roman Law and Roman Literature,
by Dr. James J. Robinson, of the Hotchkiss School,
which we are to hear at the coming meeting of The
Classical Association of the Atlantic States, Vergil
in the Age of Elizabeth, by Professor K. C. M.
Sills, of Bowdoin College, Rome's Heroic Past in
the Poems of Gaudian, by Professor C. H. Moore,
of Harvard University, and Integer Vitae, by Pro-
fessor G. L. Hendrickson, of Yale University (see
for this paper The Classical Journal, April). It was
a very great pleasure for the second time to be
privileged to convey to the Classical Association
of New England greetings from The Classical Asso-
ciation of the Atlantic States (Professor Lodge,
the duly appointed delegate, was nibble Xo be
present). The New England Association made a
gain in members during the last year, and now has
nearly 350 member?, C. K,

20S

THE CXASSICAL WEEKLY

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voi.m

Nbw York, April 30, 1910

No. 25

The inarch of iconoclasm goes merrily on. The
latest step is taken by Mr. B. F. Harding, teacher
of the Gassics in the Milton Academy, who contri-
butes to the April number of Education an article
on Secondary Education. Taking for his text the
assumption that the evolution of education follows
one general law, namely, to instruct the youth ac-
cording to the demands of the age in which he lives,
he proceeds, after an historical background, to form-
ulate the demands of the present age. In his brief
historical sketch he remarks that the majority of
the Greeks were uneducated and that Greek litera-
ture was the work of scholars who kept on special-
iiinff after the early training in music, grammar and
gymnastics. He reiterates that the ancient Greeks
studied no other tongue than their own and that the
ancient Romans had a very simple form of early
education along practically the same lines with em-
phasis on the study of the laws of the land, and an
abrupt cessation of literary work at the age of sev-
enteen, except in the case of the few specialists in
higher education as bi Greece. Similarly, in the
Middle Ages, education, as we understand it, was
the privilege of those who had leisure to study.

These remarks are preliminary to showing that
the education to which we have been accustomed,
with its enqihasis on the Qassics, is not fitted to
the demands of the present day. He asserts with
truth that comparatively few of our Hi^ School
pupils enter c<^ege and maintains that, inasmuch as
the High School is the end of the education of most
children, its training should be devoted to the in-
struction of those pupils, not to the few who go on
to college. Coming to the Classics, he maintains that
the results of the classical training in the High
School are miserably small compared with the time
devoted to them and therefore decides that their
place should be taken by something of more imme-
diate value to the pupil. I quote his scheme for
amendment :

I would suggest a scheme of study in which
courses in elementary Latin and elementary Greek
should be offered only in the last year of the pre-
paratory school before entering the college, as an
elective to be taken principally by those whose fu-
ture plan of life may seem to u^ upon them some
preliminary acquaintance with those languages be-
fore entenng college, and I would petition the col-
leges to reduce the requirement in elementary Latin
and elementary Greek to an amount to be reasona-
bly covered in one year by tfae average student in

his last year at the preparatory school. In short,
I feel that today the ancient classics are properly
college courses to be elected either by those who in-
tend to become scholars in those subjects or by
others who think they feel the need of the special
fundamentals in language that these basic lan-
guages certainly give, whereas their chief value, and
it certainly ought not to be neglected, for the mass
of students can be obtained in the translated liter-
ature in the manner referred to above, and in their
affiliated studies. I would not, however, make the
courses in art and architecture technical but rather
largely illustrative, (hat the pupil might be able to
recognize the reproduction before him and in con-
nection with his literature recall its application. The
ci^rdination of these studies of the ancient classics in
English, French and German translations should not
be difficult to arrange, and this should depend on some
chronologically arranged historical course, which
should last throughout the pupil's entire course at
school ; but when the work in history for any given
year was on English or American history or me-
diaeval history, the literature and art work should
coordinate with the pupil's study in the historical
course. Even then a substratum of reading of the
ancient classics in translation might be worked into
the various literature courses. The course in his-
tory should close with a hard drill in civics and
economics in the graduating year of the puptl at
school. The need, however, of an inflected foreign
language for training the mind in etymology and
syntax, seems to me imperative, and to take the jdaee
of such a work in a measure once filled by the
Greek and Latin, I would suggest the introduction
of German in the first year of our school course, and
this training could be supplemented by the intro-
duction of French the next year, a comparatively
uninflected foreign language.

Mr. Harding intimates by referring to the method
of teaching the Classics "as that at present adopt-
ed" and by the statement that "too much time is de-
voted to the teaching of the ancient classics as mere
machinery for grammatical analysis, neglecting
largely their literary merit", that he does not fail to
observe that possibly something may be said for
improving the methods of teaching the Qassics and
thereby obtaining better results. But of course the
fundamental fallacy in his argument lies in his as-
sumption that education in its true sense and train-
ing to meet the material environment are synono-
mous, so far as the work of the schools is con-
cerned. We may grant, as we have granted, the
poverty of the results of classical teaching in the
schools. We may grant, as we do grant, that the
results of classical teaching are ridiculously inade-
quate ; but that does not involve the conclusion that

2IO

THE CLASSICAL WEEKLY

the classical languages cannot be so taught as to be
of inestimable value in sound education (in its true
sense) to all youth. Surely to relegate the foremost
instrument of culture to the colleges, because the
methods of teaching them are faulty, is to strike
at the roots of sound learning and the best inter-
ests of our youth as a whole.

The statement that grammatical drill, such as is
necessary, can be obtained from the modem lan-
guages has been so often demonstrated to be false
that it hardly seems worth while to advert to it
seriously; so many teachers of the Qassics have
found by bitter experience the inadequacy of mod-
em language training as a prei>aration for the
elementary knowledge of linguistic theory required
in the elementary work in Latin. It is of course
true that German has a considerable body of inflec-
tions, but it is impossible to develop any systematic
linguistic training from German. Of course it will
be at once granted that a comparatively small pro-
portion of pupils enter college. Yet, since a com-
paratively small proportion of school pupils epter
the Hijrii School, it hardly seems too much to de-
mand that the school should be recognized as the
place where the general foundation of universal
training should be given to all; and that that body
of select pupils who are able to go on to the High
School course should be regarded as the potential
body of specialists and cultured people which Mr.
Harding intimates formed a special class among the
Greeks and the Romans. I have no sympathy with
those who would make every child in the land study
the Classics, but the line ought to be drawn at the
end of the period of compulsory education and it
should be recognized that those who enter the High
School arc really entering the field of higher educa-
tion. G. L.

LATIN IN THE SECONDARY SCHOOLS III

THE THIRD YEAR

{See pages 140-142, 154-156)

Several circumstances combine to give the problem
of Latin instruction a different aspect during this,
the Cicero year. In the first place, the students are
now much more mature, and begin to show an in-
telligent interest in their work. Even those, how-
ever, who do not work from spontaneous zeal put
forth their best efforts during the third year. For,
under the New York City Syllabus, a student may
drop his first language at the end of the third year,
provided he has satisfactorily completed his class
work and has passed the requisite State Examina-
tions. In the second place, the system of promo-
tion by subject, according to which a student con-
tinues his work in any given study which he passes,
regardless of his general standing in other subjects,
has by this time borne full fruit. It is no longer pos-
sible to form large classes and fulfill the requirements

of the curriculum, but students must be divided into
many smaller groups. Thus the classes of the fifth
and sixth terms are considerably smaller than the
general rate of High School mortality would be re-
sponsible for.

These two circumstances are decidedly favorable
to good teaching. On the other hand, there is the
drawback of a complete change in style of author
read. Before the appearance of the High School Vo-
cabulary, I should have charged much of the difliculty
to the difference in words, but that is, of course, no
longer possible. Yet the fact remains that even
boys who did well during their Caesar year, flounder
badly in Cicero. This is perhaps not to be wondered
at, if we remember the trouble that we ourselves
found in reading the speeches of Demosthenes as
compared with the narrative of Xenophon. Whether
it would be better to do as is done in some insti-
tutions, and read Vergil before Cicero, thus waiting
for greater maturity, I dare not decide. At any
rate, in New York City, and, I believe, in the state
in general, Cicero is the prescribed author for this
year.

However, the important question before our teach-
ers is, how can we help the student? We have tried
many experiments, from beginning with pitiably
small instalments for each recitation to translating
to the students all of the advance lesson the day
before. At present, the consensus of opinion seems
to have focused on two methods. One was described
by me in my second article. Students write out a
literal translation of the new assignment — and by
literal we understand one which absolutely follows
the Latin order — , read this out in class the next
day, and discuss the meaning and construction of
each clause, and then for the third day are given
the task of putting the lesson into idiomatic English.
The second method dispenses with the independent
writing, but takes up the advance lesson in class for
oral discussion. The adherents of this method, how-
ever, may be again subdivided into two groups. One
of these wishes to effect the same result as those
who insist on the writing, viz. to teach the student
how to attack a Latin sentence, and thus to give him
constant, though unconscious, practice in sight read-
ing. The other group, somewhat less idealistic,
wishes to enable the student to cover a large amount
of work, and therefore goes with him over the ad-
vance without insisting on the mental processes re-
quired for the former view, but giving him volun-
tary assistance wherever he seems in need of it.

I confess that my sympathies are with the former
group. I do not wish to disparage the work of the
others, in the case of our school men among our best
and most conscientious teachers, but I believe that
more lasting and better results are obtained by the
other method. The blame, I think, lies not with the
teachers, but with the system which compels us to
read the four Catilinarian speeches, the Manilian law,

THE CLASSICAL WEEKLY

211

and the Archias speech, to read at sight, to teach
Roman constitutional antiquities, history, topography,
and a somewhat large amount of rhetoric, together
with a smattering of derivation and the syntax of
the moods, with copious prose exercises, all during
these forty weeks.

To confess it, I do not believe that many of my
colleagues waste much time on antiquities, history
and topography. Most of them are content, I think,
to trust to the notes of the school editions. Indeed,
looking over the examination papers, one does not
see why much time should be gfiven to this topic.
The dates of the Catilina speeches, of the Mithra-
datic Wars, of the Archias, the distinction between
consul, consularis, consul designatus, the six classes
of conspirators (heaven only knows why examiners
are so fond of asking for these), and the Ahala-
Saturninus — Gracchus revolutions — that exhausts
pretty well the knowledge of facts supposed to result
from the reading of Cicero. I dare say that we do
a great deal more than that in showing our students
the symptomatic importance of Catiline's attempted
coup d'etat, the connection between Cicero's ad-
vocacy of Pompey's election and his own political
advancement, and the light thrown by the Archias
speech on the orator's methods of preparation. But
our examination papers are serenely ignorant of these
relations. And yet I have heard it said that the Col-
leges are arrogant in dictating to the public High
Schools what and how to teach. It seems to me
that this accusation is unjustified so long as teach-
ers themselves — and I understood that secondary
school teachers are responsible for the state papers
— have no higher ambition than to rehash year after
year the same kind of questions. Small blame to the
Colleges, if they wish to do the higher teaching them-
selves. But the 'College for the people', which the
High Schools set themselves up to be, has the right
and the duty to do some of that too.

The less said of our teaching of topography the
better. Certainly nothing in my experience is so
depressing as the attempt to have a student locate
any of the buildings named by Cicero, or so amusing
as to ask for the geography of some of the places
mentioned in the Manilian and Archias speeches.
There remain, then, of our allotted tasks, rhetoric
and derivation. Now, it is quite true that some of
our text editions make a brave show of teaching
rhetoric, with an analysis of the Manilian oration,
finely divided into Exordium, Propositio, Partitio,
Argumentatio, Confirmatio, Refutatio and Peroratio,
but the attempt to teach all this in class is but very
rarely made. Yet here I believe more could be done
than we do. It is an old complaint of mine that our
course of study lacks correlation. This is a case
in point. To my mind the study of Cicero should
go parallel with the study of Argumentation in Eng-
lish. Speeches in the native tongue, like Burke's

on the Colonies, should be analyzed during the year
when the student is busy with the masterpieces of
Latin eloquence, and, if the two cannot always be
taught by the same teacher, at least an understand-
ing might be reached by the two departments as to
what is essential for both, and as to the terms
in which these essentials should be taught On
the other hand, I do not think much of the many
figures that can be, and often are, taught I do be-
lieve that the best appreciation of a literary master-
piece is his who can see the working of the tools
with which it has been made. But this apprecia-
tion can be gained by understanding the process
without learning the technical name of the tool.
I can feel the eflFect of the Cum tacent, clamant, with-
out having to memorize the word Oxymoron, the
first paragraph of the first Catiline speech loses none
of its effectiveness if I do not learn that repeating
the same word in the same place of a clause is called
Anaphora. These are convenient things to frame
examination questions on, but they are mere labels,
not things, and have only the value of labels.

What time is saved by not teaching these figures
might well be given to more effective translation.
In reading notes of textbooks, and in listening to
work in the class room I am again and again annoyed
by the colorless rendering of a brilliant passage.
Perhaps I can best illustrate by an actual example
what I mean. Few passages are more artistic than
the beginning of the fifth chapter of the Manilian
Law. The speaker is contrasting the energetic action
of his ancestors, even at small provocation, with the
long suffering attitude of his contemporaries toward
Mithradates. His interest, then obviously is to be-
little the insults of former times and to exaggerate
the present ones. Thus Cicero: "Our ancestors
often, when traders or seafarers were somewhat
rudely treated, went to war ; you, when so many
thousands of Roman citizens have been killed by
one order and at one time, in what frame of mind,
pray, ought YOU to be? Because ambassadors had
been addressed with a certain degree of haughtiness,
Corinth, the light of all Greece, your fathers de-
creed must be extinguished: you will let that king
go scot free, by whom an envoy of the Roman na-
tion, an ex-consul, tortured by prison, by lashes, by
every kind of cruelty, has been killed?" And so
forth. The reader of the passage will notice the ef-
fect of the comparatives as that of diminution; yet
I have both seen and heard the translation 'too
cruelly'. To retain the emphatic position of certain
passages, even at the sacrifice of grammatical ex-
actness seems to me a more faithful translation than
that which slavishly tries to follow the rules laid
down in handbooks on English composition, with
their monotonous subject, predicate, object rule, a
rule which our best writers have constantly and
rightly violated.

212

THE CLASSICAL WEEKLY

The study of derivation, which is prescribed for
this year, does not seem to have any necessary rela-
tion to the year's work. From what I said in my
preceding *ar tides it must be clear that in my opinion
every year is the right year for teaching derivation,
which should be a most valuable help in acquiring
power, and should contribute to emancipate the stu-
dent from the time waste of constant consultation
of the vocabulary. Unfortunately, derivation is not
often so taught, but by most of us, under the pressure
of time and work, it is made a very perfunctory
cram. We have worked out a single foolscap sheet,
based on what has been asked for in examination
papers, which contains in condensed form the neces-
sary information, with examples, a sheet which the
student is supposed to peruse and to refer to for con-
sultation. Yet the answers received by us in exam-
ination are rarely satisfactory, and hardly ever more
than half right. Perhaps the form of the questions
is to blame. We discuss each time anew what may
be meant by the demand to explain *fully* the deri-
vation of a given word ; we are in honest doubt e. g.
whether tempestas is sufficiently derived by saying
it comes from tempus with the abstract suffix -ias,
or whether the student ought to advert, at least, to
the phonetic changes. Would it not be better to ask
the student to form from certain stems nouns, etc.,
having a certain force? Is not synthesis a more
valuable exercise than analysis?

Lastly, as to prose composition. We try hard to
complete during tne third year the mood construc-
tions. Practically our work in prose ends with this
year, not only for those students who will give up
Latin, but even for those who go on, as the syllabus
prescribes that the fourth year shall be a review
year, with exercises in prose to the amount of a
period every two weeks. In consequence this year
is too crowded, especially as some of the topics —
conditions in indirect discourse, for instance — are
surely above the understanding of third year pupils.
By the way, must the indirect discourse construction
of unreal conditions be taught in the secondary
school? As the examination consists of connected
passages, we have often discussed the advisability of
teaching the writing of such passages. However, we
do not, as yet, feel the need for it. As long as each
sentence is anyway judged by itself, and no atten-
tion is paid to the turning into periodicity and the
connection by appropriate connectives, we feel that
the immediate purpose, the mastery of syntax, is best
served by the writing of detached sentences. These
are discussed beforehand in class; by some teachers
the students are even put through an elaborate proc-
ess called Romanizing, which consists in writing the
English text in the shape in which it would appear,
were it a literal translation from Latin. The boys
rather like this added trouble, and really seem to
profit very much by it. The most remarkable thing

in these exercises, however, is the absolutely mechan-
ical way in which the boys' minds seem to run in
grooves. Given a body of rules and a certain vocabu-
lary, the sentences must, they think, treat of certain
topics only, and, if you use the same vocabulary and
the same constructions for an exercise not giving
the story of the Cicero speeches, they are completely
at sea. Here, I believe, a great deal might be done
by energetic teachers in working out a variety of ex-
ercises, which will train the versatility of our pupils
and thereby relieve the prose composition hour of
much of the undoubted monotony which it has at
present in almost every class room which I have ever
visited. We are trying the experiment with some
classes, and we find a decided improvement in in-
terest. Ernst Riess.

PROFESSOR REUyS LECTURES

In his fifth lecture Professor Reid dealt with the
Romanization of Africa and the Roman influence on
the municipalities of the Hellenic East. The spread
of the Roman municipal system over Africa did not
culminate till the end of the second century A. D.
The changes which passed over the Empire can be
illustrated better from African soil than from any-
where else, because it was so completely submerged.
Cities were left desolate, and their remains and in-
scriptions can now be dug out Africa illustrates dif-
ferent phases in the Roman policy of external ex-
pansion. No soil there was annexed till the destruc-
tion of Carthage in 146 B. C, ai|d, instead of taking
much, the Romans took as little as possible, merely
a narrow strip on the sea. They abandoned the rich
territory inland to Massinissa, and made seven cities,
including Utica, free, with large territories given
to each. Rome in this age was very unwilling to
undertake imperial responsibilities. Not until the age
of Augustus was expansion felt to be an imperial
duty. The population in Africa must have been very
dense. Water must have been present in larger quan-
tities than in modem times, as we see from the baths.
In some cases modem architects have been able to
restore the water supply by following Roman plans.
Several hundred arches of the Roman aqueduct to
Carthage still exist. The remains of the towns are
most imposing, and show what Roman influence could
do in raising the mass of the population to a higher
level.

The destruction of this great and prosperous sys-
tem of municipalities affected the whole Roman
empire. The first step was the mismanagement of
the towns themselves. There were no national debts
in ancient times, but plenty of municipal debts. The
towns were often in debt to Roman capitalists. The
Emperors began to look into this about the end of
the first century, and appointed supervisors. The
power of the supervisors grew, and the freedom of
the towns was encroached upon. But the most dis-

THE CtASSlCAL WEEKLY

MJ"

astrous thing of all was the beginning of a universal
system of taxation for the whole empire. The town
Senates were made responsible for the collection of
taxes, and this brought the whole system of munic-
ipal government to ruin.

Asia as a whole was subject to Hellenic influences,
and the Romans did not attempt to force their own
municipal system on the civilized town. But in Gala-
tia and other barbarous regions they founded cities
and gradually spread civilization. A certain number
of Roman soldiers were settled in townships in Mes-
opotamia and other districts, but their number was
insignificant in comparison with the vast extent of
Eastern countries.

The sixth lecture dealt with the civic institutions
of the Roman municipalities. What powers were left
to towns in the West in the Imperial period ?

(i) Legal jurisdiction. There was always a spe-
cific statement in the statutes as to criminal and civil
jurisdiction, which was carefully divided between the
town and Rome.

(2) Police and local matters were seldom inter-
fered with by Rome, unless the local powers were
abused. Powers were defined by a fundamental stat-
ute; many of these are fortunately preserved, e. g.
the statute drawn up for Tarentum, when it became
a Roman town in 90 B. C. The practice was to send
a great nobleman from Rome to investigate local cir-
cumstances and draw up a statute, which was not
imposed on the town, but accepted by it; the noble-
man was an adviser. Apparently there was some
understanding at Rome which allowed the statutes
to vary, but required them to conform to a general
type. The rules and qualifications for office in the
towns resembled those at Rome. The greatest dif-
ference is that there was nothing to correspond to
the tribimate. The Empire made the census univer-
sal in all towns — a necessity both for imperial and
local taxation. Every five years the officers for the
census were appointed, called quinquennales ; it was
regarded as an especially honorable office. It is sur-
prising to find from the Spanish inscriptions that
even in the time of Vespasian provision was made for
holding assemblies, though these had long been given
up at Rome.

Provincial councils were very important ; they were
appointed everywhere, especially by Augustus. They
were used to put pressure on governors to get griev-
ances redressed. Their relations with the cities were
important

What were the resources of towns, and how did
they get their revenues? A great difference between
ancient and modern towns is that there was no town
rate or tax except in rare circumstances. Occasion-
ally there was a water-rate, when an aqueduct was
provided by the town. But the ancient town got its
buildings mainly by private gifts. There was an ex-
traordinary outflow of private wealth for municipal

purposes, especially in the first and second centuries,
and in the West. In the East liturgies still prevailed.
Large sums also were received from fees paid by
those who entered office. Temple revenues were often
also available for public games, dispjayif; etc. Towns
often possessed mines, quarries, fisheries, etc., which
were farmed out, and produced a large revenue, and
they often had estates at a distance. So Capua re-
ceived large grants of land in Crete, near Cnossos,
to make compensation for losses in Italy. Most towns
in the West, imitating Rome, sold grain at a low
price to the poor. In most g^eat cities water was
free, but payments were sometimes required for the
use of water for trade purposes. In the West there
was little organized expenditure for purposes of edu-
cation. Trajan founded a system for enal)ling poor
parents to bring up their children (alimenta), and his
example was followed throughout the Empire. Not
many of these foundations, however, survived into
the third century. The support of the imperial post,
founded by Augustus, was very burdensome. The
communities had to provide horses, carriages and en-
tertainment, and the privilege was often abused, espe-
cially in the time of the Church Councils, because
bishops on their way to attend the Councils were al-
lowed to use the post.

All these municipal liberties were gradually en-
croached on, and it became increasingly difficult for
the towns to meet the requirements of the central
government. In the end the towns came to exist
mainly as a means of getting money. This condition
was largely caused by the wars of the third century,
when the armies set up emperors, and the coinage was
depreciated. It is very difficult to tmderstand the
cause of the decay of the Empire, because no causes
seem sufficient to account for it. Some parts, e. g.
Gaul, flourished even after the arrival of the barbar-
ians, whereas in others, as in Spain, there was com-
plete wreck. The Roman Empire and the towns
themselves seemed to go to tlieir death by a kind of
blind destiny. The ruin of the independence of the
towns accelerated the ruin of the Empire, which was
very largely due to the fact that there was no inde-
pendent life left in the towns.

Professor Reid's concluding lecture dealt with the
Inner and Social Life of the Towns. In spite of the
racial differences between the various provinces of the
Roman Empire, there was a strong tendency for Ro-
man civilization to level the culture of the nation,
and to cause the towns to approximate to a regular
standard. The strata of society within the town were
sharply divided, much more so than in modern so-
ciety. Still, social life brought men together mote
closely than at present. All classes had the same
amusements. It must always be remembered that
slavery was the foundation of society, and that thia
largely affected the life of freemen. But Professor
Reid thinks that there has been a tendency to

214

THE CLASSICAL WEEKLY

gerate the effect of slavery, and that there was as
a matter of fact a steady decline in the proportion-
ate number of slaves under the Empire. To this
decline both economic causes and Stoic theories con-
tributed. Too much influence has been attributed
to Christianity; it was Roman lawyers who broke
the ground. It must not be forg^nen that the racial
differences between slaves and their masters were
not so much marked as in modern slavery. Most of
the slaves belonged to races which had shown them-
selves capable of assimilating civilization. Still, the
free laboring class both in town and country must
have been much affected by the presence of slave
labor.

The local aristocracy consisted mainly of the class
from which the senate was drawn. This class monop-
olized the offices, and it was very difficult for a novus
homo to get into it, unless he possessed great wealth.
Membership in the senate carried with it various so-
cial advantages, but in later times the burden imposed
by the central government became so heavy that men
tried to escape from it. Fresh privileges were given
to counterbalance these burdens, and by the time of
Diocletian and Constantine the law had become a re-
specter of persons; various penalties, such as servi-
tude in the mines, could not be inflicted on senators,
and no senator could be put to death without an
appeal to the Emperor.

The wealthy freedmen formed a prominent class.
The idea, prevalent at Rome, that direct participa-
tion in trade was not worthy of a gentleman, spread
both to West and East; therefore capital tended to
accumulate in the hands of freedmen. It was felt
that private wealth should be tapped for the benefit
of the whole people. So colleges of freedmen, called
Augustales, were formed in almost every community ;
freedmen were disqualified from ordinary office, but
these colleges gave them a status, games, etc., of
their own, and brought about a great outflow of
money for spectacles, etc

The most characteristic institution of the Imperial
period is the Collegia, in which all manner of men
were banded in groups, for purposes mainly social.
They were more like a mediaeval guild than any-
thing else, but there were many differences. Our
knowledge of them is almost entirely dependent on
inscriptions ;. there is little about them in the litera-
ture, though they formed the very warp and woof
of local society. Romans always organized them-
selves with extraordinary readiness, and to this apti-
tude for voluntary organization the spread of these
Collegia all over the West was due. Men of simi-
lar pursuits banded themselves together into a regu-
lar corporation — ^not a loose club. Sometimes the
bond of union was some occupation; sometimes the
object was the worship of some particular divinity;
in the case of the poorest classes the Collegium was
usually a burial club. The Collegia do not seem

to have aimed at regulating work or raising wages.
Their objects were mainly social — to brighten life
by comradeship. Family relationships counted for
less in ancient life than in modem, partly owing to
the- outdoor life of Southern countries. How
did these institutions affect the economic condition
of the poor? They were not strictly charitable,
but they certainly alleviated the lot of the poor.
As far as we can see, the classes were in a state
of contentment; life was joyous, and its festive
aspects shared by all the population. It was not
degrading to receive money; in the distributions so
frequently made senators received dotible.

Baknard Collicb. G. M. HntST.

From the Bulletin of the Metropolitan Museum
of Art, for February, ipio, we reprint the follow-
ing two articles:

THE BOSCOREALE FRESCOES

In view of the importance of the Boscoreale fres-
coes acquired by the Museum in 1903, which con-
stitute the only collection of Roman fresco-paintings
in the world, except that in the Museum at Naples,
it has seemed advisable to exhibit them to better
advantage than has been done hitherto. For this
reason a small room has been built out from the
west side of Gallery 10, just large enough to con-
tain the frescoes of the cubiculum (bedroom) which
formerly occupied the center of that gallery. In the
construction of this room great care has been taken
to copy as far as possible the original chamber, of
which photographs had been taken before the re-
moval of the frescoes; thus, the mosaic floor, the
arched ceiling, and the moulding running along the
top of the walls have been closely studied from
these photographs. The new arrangement has also
made it possible for the window to be used as such,
with the light coming through it. But perhaps the
greatest improvement in the appearance of the fres-
coes is due to the introduction of top light through
opaque glass panes in the ceiling. A uniform light
is thus diffused throughout the room which admir-
ably brings out the brilliant coloring of the fres-
coes.

The building of this cubiculum as a separate
chamber affords an excellent opportunity for mak-
ing a "Pompeian" room, by placing in it various
objects of that period. We are fortunate enough
to be able to m^e a good beginning in this direc-
tion by having at our disposal one of the most im-
portant objects ever found at Boscoreale. This is
Mr. J. Pierpont Morgan's famous bronze Eros,
formerly at the South Kensington Museum and now
transferred as a loan to this Musetun. As is seen
from the illustrations, Eros is represented flying for-
ward, holding the socket of a torch in his left hand.
The figure is beautifully poised and every part of it
perfectly balanced. The preservation, too, is excel-
lent; there are no parts missing, and though a crust
covers a portion of the body, enough of the surface
remains unaffected, especially in the charming face,
to show the beauty of the modeling. The probable
date of the statue is the second or first century B. C
The subject was a popular one, as is seen from sev-
eral statuettes representing flying Erotes in similar
attitudes, e. g., m G. R. 32 in our collection of
bronzes. Another feature of the room is a marble

THE CLASSICAL WEEKLY

iii

table with bronze rim, also from Boscoreale, pur-
chased in 1905, but not hitherto exhibited. It was
found in pieces and was put together with some
restorations, especially in the leg. The bronze rim
is decorated with a beautiful design inlaid with silver
and niello.

The removal of the cubiculum from the center of
Gallery 10 has cleared the whole floor space of that
room. It is proposed to use this for Greek sculp-
ture in addition to Gallery 11, which is already well
filled. This new arrangement will also enable visi-
tors to see the frescoes on the walls from a greater
distance than was possible formerly when the cubi-
culum stood there, as this largely obstructed the
view. The general effect of the room has also been
brightened by painting the walls a lighter tone,
which brings out the varied colors of the paint-
ing^. G. M. A. R.

DEPARTMENT OF CLASSICAL ART

THE ACCESSIONS OF IQOQ

In Gallery 11 of the first floor, rearranged as de-
scribed in another article, have been temporarily
placed the acquisitions of the Classical Department
made during the year 1909. . . . The consign-
ment consists of ten marbles, nineteen bronzes (in-
cluding as one item a collection of fifteen small
pieces), thirty-one vases, nine figurines, and other
objects in terra-cotta, and one fragment of stucco
with relief. All the objects are of the high artistic
standard which we are endeavoring to maintain in
acquisitions made in this department. Among the
marbles there are four pieces of first-rate impor-
tance. These are, besides the Old Market Woman*,
a splendid Greek Lion, similar in type to the lions
from the Nereid monument in the British Museum;
a fragmentary statue of a Seated Philosopher, in-
scribed with the name of the sculptor Zeuxis, re-
markaUe for the fine treatment of the drapery;
and a Crouching Venus, another replica of the well-
known type of which the most famous copy is the
statue from Vienne in. the Louvre. A cast of the
latter has been placed side by side with our exam-
ple; a comparison of the two will show the superior

workmanship of our example. The

other marbles are : a charming small torso of Venus,
a Roman portrait bust of the early Imperial period,
a Roman sepulchral relief with portrait heads of
husband and wife; a fragment of a centaur in rosso
antic o; and a small male head of the Roman period.
Besides the above, there is another Greek marble
lion of smaller dimensions, which has not yet been
shipped from abroad.

The bronzes form valuable additions to our al-
ready important collection. They include: three
Etruscan mirrors engraved with scenes represent-
ing Odysseus attacking Circe, Bellerophon killing
the Chimaera, and Peleus and Thetis; two small
statuettes, one of Herakles struggling with a lion,
the other a Satyr of the same type as the well-
known one in the Museum of Naples ; a dsta-handle
in the form of two youths carrying the dead body
of a third; several vase handles of divers shapes;
and various utensils and objects of a decorative
character. Of special interest is also a farmyard
group consisting of a country cart, a plow, two
yokes, oxen, goats, pigs, and sheep.

Among the vases special mention must be made
of a kylix (drinking-cup) inscribed with the name

1 See Tmb Classical Wbkiclv 3.53-54»63.

hllM

of the maker Hieron ( 'Uptaw hrobietw ). Ai #^
have but few signed Greek vases, an example tal^
ine the name of one of the foremost vase paia(|||jNl
of Athens is an acauisition of importance. Thit
well as a kylix in the style of the painter Epil
and a krater (mixing-bowl) in that of Amasis
arrived in fragments and are being put together )t^
our repairing shop. Each of the other vases, esoe-
cially an exquisite pyxis (toilet-box) with an interior
scene, has a special interest. An interesting acces-
sion is a ^roup of nineteen vases consisting of a
large hydrta ^water-jar) and a number of plate^^
cups, and jugs of the period 300-250 B. C. These
were found together in one grave and probably
formed a dinner service.

Of the terra-cottas, a flying Eros with admirably
preserved colors, a head of a faun, and a smafi
plaque with two women delicately incised are the
most interesting. G. M. A. R«

THE ANTIGONE OF SOPHOCLES AT RANDOLPH*
MACON WOMAN'S COLLEGE

An event, very encouraging to those that still be-
lieve in the Classics, occurred at Lynchburg, Vft.^
on March 19th. The young women of the Gfe^
Department of Randolph-Macon Woman's College
presented the Antigone of Sophocles in the original
Greek. Last year, at about the same date, they pre-
sented the Alcestis of Euripides in the Greek very
successfully. Many who took part in that perform-
ance appeared also in the presentation of the Anti-
gone.

The front of the palace (with its three entrance)
was decorated by the students of the Art Depjul-
ment, and presented so realistic an appearance that
the four painted Doric columns appeared to be act-
ual columns standing out in space.

A stage, elevated some two or two and a half
feet, was used for the actors. The chorus, for want
of space, did not attempt any evolutions, but each
half -chorus advanced and retired backwards dur-
ing the singing of a strophe or antistrophe.

The well-known music of Mendelssohn was used
in the lyric parts.

The entire performance was excellent The
actors seemed to feel the force of every word they
recited.

There was one difficulty which they wisely did not
try to overcome. Masks, of course, were out of the
question; and any attempt to array the chorus as
old men would have led to ludicrous results; so
they appeared simply as women. The costumes, not
made as they were in ancient Athens, still presented
exactly the appearance of the Attic female dress.

The spectators — a large assemblage — ^were pro-
vided with a concise paraphrase to enable them to
follow the play. Very few, of course, followed the
Greek, and only one or two of them by ear.

The whole performance was very impressive, and
the young women deserve great credit for the suc-
cessful execution of so ambitious an undertaking.

Milton W. Humphreys.

2l6

THE CLASSICAL WEEKLY

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Printtd by Princaton Unhrarslty Press, Prtnctton, N. J.

TOWLE AND JENKS'S

CAESAR'S GALLIC WAR

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Vol. m

Naw York, May 7, 1910

No. 26

The fourth annual meeting of the Classical Asso-
ciation of the Atlantic States was held at The Col-
lege of the Cily of New York on April 22-23. l"
many respects the meeting was a pronounced suc-
cess; indeed, so far as I am competent to judge, it
was as successful as could have been desired, save
in one point: the attendance was not as large as
might have been expected in view of the great num-
ber of teachers of the Gassics resident in and near
New York. However, more than 150 different per-
sons at least were in attendance at various times,
and over one hundred were present at one session
Many of these came from a distance in New York,
New Jersey and Pennsylvania.

The dinner in the Faculty Dining Room at The
College of the City of New York, on Friday evening,
and the luncheon generously given by the College
on Saturday afforded excellent opportunities for
meeting those who were in attendance, opportuni-
ties which added enormously to the pleasure of
those who availed themselves of them. The classical
staff of the College — and more especially Professor
Edmund Burke — did everything that was possible
for the comfort of those in attendance. Finally,
perfect weather lent the final charm to a meeting
which many will long remember.

In this account of the meeting I shall speak first
of certain items of business. The Executive Com-
mittee voted to pay out of the Association's funds
the expenses incurred by two of our Delegates on
the Commission on College Entrance Requirements
in Latin. These two members were representatives
of the schools; the expenses of the college repre-
sentatives had been met by the institutions they
represented. The membership of the Association
at the time of the meeting was reported as 528, a
gain of 103 over last year. The membership is thus,
it will be noticed, steadily increasing; two years ago
it was 3S0, last year it was 425, this year it is sA
Of the latter number over 200 have already paid
their dues for the year on which we are just enter-
ing, and over 20 others have certified to their desire
to continue their membership, though the new year
does not actually begin till May i. Some losses
there inevitably are every year — some members re-
move beyond our territory or give up teaching; in
other cases illness or matrimony depletes our ranks.
Yet we already have for the coming year 31 new
memben ta offset such prospective losses.

What is needed here it cooperation on the part

of the members and officers. Some members can
be secured by means of circulars; that work can be
done most effectively from the office of the Secre-
taiy-Treasurer. But many members can be got
by personal solicitation — each of us has friends or
acquaintances or former pupils, not necessarily
teachers but lovers of the Classics, who by a word
at the right time can be induced to become mem-
bers. It is worth while to remember here that
membership in the Association carries with it sub-
stantial advantages even if one can never attend
the annual meetings. There is, for example, the
very tangible advantage of The Classical Weekly.
The editorial heart is cheered constantly by the good
things said of the paper, of its definite usefulness to
those to whom it seeks to minister. There is an-
other tangible and material advantage, in the oppor-
tunity given to members to subscribe to The Gassi-
cal Journal and Classical Philology at one -third
less than the regular price, a reduction which, for
the two Journals together, amounts to two-thirds of
the annual dues to our Association and subscription
to The Classical Weekly combined. For the yea,-
just closing 6 members subscribed through the Sec-
retary-Treasurer (all such subscriptions must be
made through him) for Classical Philology alone,
40 to The Classical Journal alone, and 81 for both
Journals, making a total of 67 members subscribing
in this way for Qassical Philology and 121 for The
Gassical Journal. But aside from these advan-
tages there are others which, though not tangible
or to be valued in terms of money, are none the
less important, Gassical teachers need to organize,
to avoid isolation and the stagnation that isolation
brings, to gain the stimulus that comes from contact
with others working in a kindred field; they need
to organize also to present a phalanxed array to the
opponents of the Gassics, both the determined op-
ponents whose opposition is based on grounds of
importance and the unthinking, who, dressed in a
little brief authority as principals or superintend-
ents, deal the Gassics a blow wherever they can —
in ignorance often pitiable but none the lets hurtful
to our cause. A powerful organization devoted to
the cause of the Gassics, affiliated with other like
powerful organizations, might do much to guide
public opinion and to win fair play for classical in-
terests. I often wonder, with a wonder akin to
amazement, that such considerations as these do not
impress themselves more readily on teachers and

ai8

THE CLASSICAL WEEKLY

friends of the Classics. Let us do what we can to
make others feel these considerations, setting before
ourselves the ambition of enlarging our membership
in the year just opening to 750 at least

The programme seemed to me (though perhaps
I am prejudiced) a good one. An attempt had de-
liberately been made to keep the pedagogical side
of our interests, for this meeting at least, in the
background; variety has its charms. Yet the peda-
gogical was not neglected. Greek had a fair place.
Matters definitely literary, as well as matters of
pure research and text-criticism, also found room.
All of the papers had interest for some of the audi-
ences, and some of the papers interest for all. At
the risk of seeming to make invidious distinctions
I remark that we were singularly fortunate in the
admirable address delivered by Dr. Edward Robin-
son on Classical Art in the Metropolitan Museum,
explaining in detail the aims and purposes of the
Trustees of the Musetmi and of those more directly
in charge, and setting forth what progress has been
made toward the realization of these aims.

It may be noted here that the Association has a
comfortable balance in its treasury, that the sub-
scription list proper to The Classical Weekly
(i. e. subscriptions by non-members) is steadily
growing, and that the third volume of the paper
can readily be paid for in full. The Association also
owns, in connection with the paper, property which
cost nearly one hundred and fifty dollars.

Resolutions were adopted extending the hearty
thanks of the Association to the authorities of The
College of the City of New York, for the courtesies
shown, and to those who had contributed by their
papers to the success of the meeting. Dr. James J.
Robinson, of the Hotchkiss School, Lakeville, Conn.,
was present as delegate from The Classical Associa-
tion of New England; Professor J. E. Harry, of
the University of Cincinnati, represented the Classi-
cal Association of the Middle West and South.

The following officers were elected: President,
J. B. Hench, Shadyside Academy, Pittsburgh; Sec-
retary-Treasurer, Charles Knapp, Barnard College;
Vice-Presidents, P. O. Place, Syracuse University,
William F. Tibbetts, Erasmus Hall High School,
Brooklyn, William R Little, Elizabeth, B. W.
Mitchell, Philadelphia, R. B. English, Washington,
Pa,, Mary Harwood, Girls Latin School, Baltimore,
Thomas W. Sidwell, Washington, D. C; Editors of
The Classical Weekly, Gonzales Lodge, Charles
Knapp, Ernst Riess, Harry L. Wilson.

LATIN IN SECONDARY SCHOOLS. IV

The Fourth Year

(See pages 140-142, 154-156, 210-212.)

In one respect the fourth year in our school

differs materially from the work of the ordinary

preparatory school. As stated in my third article,

the requirements of city and state are satisfied with
three years' work in a foreign language. Hence,
many of our students discontinue the study of Latin
after completing the Cicero. Of about 120 students
at the end of the third year not more than 60 take
up the Aeneid. In part these are boys who intend
to go to college, in part students who continue the
study of Latin because they have become interested
in the language. In either case the survivors from
the first three years are to a certain extent the ex-
ceptional students. The advantage accruing from
this fact is all the less to be despised, because
more than ever we feel during this year that the
course is overloaded. In the first place, the time
at our disposal is now cut down from five to four
periods a week. In the second place, with all the
care employed in advising students during our stay
with us, there are always numerous odds and ends
of required work to be made up, so that most of
our seniors carry a very heavy program. The prob-
lem is furthermore complicated during the second
half of the year by the fact that students admitted
in February and intending to enter college in Sep-
tember are anxious to 'double up' in certain sub-
jects, in order to complete their course in three and
a half years. This is done chiefly in English, Amer-
ican History and Latin. In both the former sub-
jects, I suppose, the difficulty is felt less, on account
of the non-continuous character of the work. But
we feel it very keenly, for the exigencies of the
program in a large institution do not allow us to
do the natural thing, namely to put these boys
through an eight period course. That would be
an easy solution, and would have the additional ad-
vantage that a very large amount of the reading
would have to be at sight, or with the preparation
done in class. As it is, however, these unfortunates
must from the outset follow the work not only
of the class beginning Vergil, but also that of the
second half. In their case, I am afraid, the work is
very largely of the cramming character, and is as-
sisted — very excusably — by the 'translation'.

Hurry, then, is more than ever our watchword
during the fourth year. This is all the more un-
fortunate, as we honestly would like to make the
study of Vergil what it deserves to be, the crowning
glory of the course. We try to go slowly at the
beginning, in order to give a firm grounding, but
we have to increase the work during the last half
year very much, and at present, for example, I am
trying to work each period through at least fifty
verses. While the boys stand up fairly well under
the strain, as teacher I am but very little satisfied
with the result. In addition to the great amount of
reading matter, we must not overlook a supplement-
ary drill in composition work. Under the syllabus,
this is now cut down to the equivalent of one reci-
tation rvery two weeks; but, even so, my feeling

THE CLASSICAL WEEKLY

319

is that I can ill ..fiord to spare the time, much as
I am convinced of the necessity for doing it.

This, then, is the siirps semenque malorum om-
nium. The requirements of the Syllabus sound very
well: we are supposed to train the student in idio-
matic translation, which shall do justice to the beauty
of the original, make him understand the metrical
form, give him an insight into the historical back-
ground and into the intention of the poet, teach him
the geography, mythology and antiquities necessary
for a proper understanding, and, last, but not least,
make him understand the stylistic and grammatical
differences between prose and poetry.

In the first place, there exists a fundamental dif-
ference of opinion among teachers as to what
constitutes a proper translation of the poet. It is
only necessary to glance at the translations offered
in the notes to the various school editions to appre-
ciate this divergence. If I may be allowed to ex-
press a frank criticism of all of them, I do not be-
lieve in the great liberties taken with the words. As
I conceive of the task of translating a poet, the chief
duty of the translator is to preserve the character-
istics of the poetic style. Now, two things stand
out preeminently: poetry is concrete ami is special.
Words are poetic because they appeal direct to the
senses, and the poet speaks in images, even where
he does not use the form of the metaphor or the
comparison. In the work with our pupils, I think,
we should try to bring out these two features, not
only on account of scholarly exactness, but also
because of the valuable insight thus gained by the
student into the character of genuine poetry. In
this respect, it seems to me, the notes of our editions
sin a great deal. Now, the faithful expression of
these two features is not compatible with the ele-
gance which many teachers seek to achieve. It is
true that Vergil is one of the docti poetae, but he
is a great poet withal, and apart from occasional
rhetorical lapses, a man of finest feeling for the
epic tone. This, I believe, should be brought out,
even if occasionally the elegance of the translation
should suffer, or the common English word order
should have to be sacrificed. In this the transla-
tion of Vergil makes even higher demands on the
critical appreciation of the teacher than the orations
of Cicero.

In connection with this topic, it ought to be said
that a proper valuation of the poet is impossible, or,
at least, only imperfectly attainable to that student
who knows no Greek. Again and again experience
has shown me the great advantage possessed by
the student who is reading Homer over his class-
mate who is not. The great difference between the
natural and the artificial epic, which is so clearly
represented by the two poets, cannot be properly
felt except by him who knows both. And it is a
great pity that increasingly the knowledge of Greek

is becoming scarce even among the teachers of Ver-
gil. To a certain extent, perhaps, a thorough famil-
iarity with Milton might be made to do duty instead,
but this, too, I find lacking among our students.

As far as metrical insight goes, I am frank to say
that we make a sorry showing. Mostly this may be
ascribed to lack of time, for we cannot devote to
reading aloud more than a minute fraction of any
period. We try to make up for it by reading to
our students the most beautiful passages, but, even
at the best, that is but a poor substitute for the en-
joyment which the student would derive from his
own activity. The blame cannot be laid to defective
instruction in the rules of metrical composition, for
almost every one of our students is able to write
out, without any mistakes, the scansion of any line
which does not contain any glaring peculiarity. It
is very unfortunate that our system of written ex-
aminations tends to emphasize the importance of
such scansion. Should the aurea ottos ever come
when an oral examination shall form part of the
test of fitness for College, I ^ould strenuously ad-
vocate that scansion be entirely abolished and a
reading test take its place.

The requirements in regard to the subject-matter,
including the 'Realia', are at present too hazy and
too indefinite. No teacher is able, from either the
syllabi or the examination papers, to say what is
of sufficient iiAportance to be taught and what should
be omitted. In consequence we try to teach by far
too much, and achieve that serio-comic mistiness
which locates the Ionian Sea west of Asia Minor,
makes Cymothoe the wife of Neptune, or speaks
of Diomed as the son of Tydides.

With the present trend of teaching in our schools,
our best results are obtained in grammar. Our
boys easily — and why not? — ^leam the few differences
in use of cases and modes and label correctly the
poetic constructions. They do not badly, either, :n
stylistic discernment, guffaw, as they may, at the
strange Greek names given to the figures of speech,
which we compel them to learn because they occur
in examination questions. Yet, it would be infin-
itely better could they instantly give parallels from
their native literature, a demand which some of us
make on them, even though that is not prescribed.

On the whole, I think, judging from the prepara-
tory standpoint, our students leave us not poorly
prepared. Still, I dare say, there is not one among
us who does not dismiss his pupils at the end of the
year with the feeling that they have missed the best
which they could have gotten ov' of their study,
namely, they have rot acquired a love for poetry
which would mak> them wish to take up a book of
poems after they have left us.

The pressure has been too great, and what should
be of paramount importance in the study of Vergil,
the opportunity of stopping to take a look around

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THE CLASSICAL WEEKLY

and appreciate the poet as the "maestro di color
che sanno", has been sadly absent. Only a dimimi-
tion of the quantitative requirement, together with
a considerable increase in the quality of the work,
can bring the relief which is absolutely needed, if
the study of Vergil shall become, as it surely de-
serves, the heartfelt desire for the development of
the aesthetic sense.

Ernst Ribss.

REVIEW

What have the Greeks done for modern Civiliza-
tion? The Lowell Lectures of 1908- 1909. By
John Pentland Mahaffy. New York and Lon-
don: G. P. Putnam's Sons (1909). $2.50. Pp.
xi -f 263.
In a series of eight lectures Professor Mahaffy
selects and emphasizes various lines of achievement
in which Greek preeminence has been notably re-
flected in modern times. By the study of a long
lifetime and by a rich experience in human affairs,
he is peculiarly fitted .to speak authoritatively on the
relations subsisting between the exponents of that
ancient culture and the civilized people of to-day.
His polished style and interesting treatment are
calculated to appeal to a wide range of hearers and
readers, and though the "attempt to cover the whole
field of Greek influence" (p. v) could be realized
only by handling many subjects in a sketchy manner,
the purpose of the lectures prohibited the omission
of any department of Greek activity.

The tone of the book, as would surely be antici-
pated by one acquainted with the author or his pre-
vious works, is strongly phil-hellenic. It gives, in
popular form and brief compass, the results of con-
tinued reflection on hellenic achievement. How ad-
mirable the enthusiasm which then can record (p.
246) as "the highest earthly satisfaction the carrying
of the torch of Greek fire alight through a long life,
the highest earthly hope the passing of the torch
to others to keep aflame".

The first lecture is introductory in that it dis-
cusses the causes of Greek preeminence, and indi-
cates the branches of activity in which the Greeks
excelled. The greatness of Greece was not due
primarily to geographical position or climatic con-
ditions; Greece was simply a genius among na-
tions, more richly endowed than her neighbors,
and as such her productions and achievements must
be studied directly and not through Roman inter-
pretation or English translation. Continuing, the
author suggests in outline the history of Greek in-
fluence in the past, on Rome, on the later Byzantine
Empire, and on the Renaissance, which became a
new birth through the resurrection of Greek master-
pieces. The chapter is thus a strong, direct plea
in behalf of Greek studies, though the entire work
argues indirectly to the same end.

After thus, by way of introduction, emphasizing
the importance of the Greeks, Professor Mahaffy
considers in succeeding lectures the various depart-
ments in which Greek genius has expressed itself
and has exerted influence on modem civilization,
such as poetry, prose, architecture and sculpture,
painting and music, science, politics, philosophy,
which are the captions of the respective chapters.

It is no new thing to trace the debt of English
literature to Greek masters. From Shakespeare to
Swinburne no English author has escaped the search-
ing eye of classical commentator or essayist, but
tne subject is one of perennial interest as it furnishes
strong arguments for the maintenance of Greek
scudies. So our author traverses the familiar spheres
of Greek poetry and prose, spheres notably ^niliar
to the facile writer of several charming volumes on
Greek literature, more or less familiar to all edu-
cated people, not excepting a Boston audience; still
the eclecticism of illustration is so well controlled
that we hurry from epic through dramatic to lyric
poetry with unflagging interest

Similarly, in the chapter on art, well-known facts
with reference to architecture and sculpture are pre-
sented in an attractive way that is likely to en-
courage the desire for further knowledge in the
minds of uninitiated readers. The brief treatment
of Greek painting (126-133) is not entirely satis-
factory. Much more information can be gleaned
from the many painted reliefs, vase-paintings, and
Pompeian frescoes than the author here admits.
In fact about the time when these lectures were
delivered, there appeared an article in the Ephe-
meris Archaiologike (1908 by Dr. Arvanitopoullos,
who, on the basis of hundreds of painted stelai
found at Pegasae, has evolved elaborate and in-
teresting theories on Greek painting. Moreover, so
far from the fact that red, blue, white and yellow
were the colors generally used (130), Dr. Lermann
has proved by chemical analysis that green was com-
mon on early sculptures in Athens, and violet in
different shades has been found on many monu-
ments, and is particularly mentioned by Greek
writers. Nor is it accurate to deny the production
of easel pictures to the bloom of Greek art (133),
when it is generally agreed that the paintings in
the Pinakothek on the Acropolis were of that char-
acter. Again, it seems hardly just to declare that
Greek artists did not occupy themselves with land-
scape as such (131), in view of the fact that many
frescoes from Pompeii depict landscapes, with only
a subordinate figure or two, as for example the
well-known scene on Mt Ida, where the artist paints
the country-side with its great trees and cliffs and
rocks and flowing stream, and only incidentally in-
troduces the small figure of the shepherd Paris
(Hermann, Denkmaler der Malerei, Plate 8).

The chapter on science deals chiefly with physics

THE CLASSICAL WEEKLY

sdi

and medicine, with several pages devoted to a de-
scription of Heron's automatic machine for the rep-
resentation of a miniature Bacchic celebration. Then
the author passes to the political and social life
of the Greeks, discussing their criminal, civil and
international procedure. To one familiar with the
many cases of assault and battery preserved to us
in private orations of the Attic orators, the empha-
sis on the safety of the individual in the streets of
Athens, and the regard of Attic law for the dignity,
as well as safety of the citizen, may seem a little
too rose-colored; and the enforcement of the laws
in Athens was certainly no more efficacious, if in-
deed it was not less, than in our own country which
Professor Mahaffy mentions by way of unfavorable
comparison (191).

The impression received from the book is that the
Greeks possessed all virtues, and were untainted
hy vices, but as only their excellencies would im-
press and influence modern culture, the author had
no warrant to sketch the other side of the picture.
The lectures were designed and written for a popu-
lar audience; they furnish an admirable reply to the
oft-heard query: Why should Greek be studied?
Baswasd Coixbcs. T. Lk Shear.

ROMAN ARCHAEOLOGICAL RESEARCH IN 1909

Excavation and consequent literary elucidation in
the field of Roman archaeology have if anything in-
creased their output this past year. There have been
no startling discoveries; there has been some acri-
monious discussion concerning the finds on the Jani-
ctilttm in and near the grove of Furrina (see The
Classical Weekly 2.244-246), and consequently
much careful work has been done there; Mrs.
Strong, with whom Mr. Ashby agrees, has undone
the critics who have lauded so highly the charms
of the now famous statue, The Maiden of Antium
(La fanciulla d'Anzio), by proving that the statue
is that of a boy (see The Classical Weekly 3.
146-147, 182-183). But perhaps the most important
discoveries of Roman archaeologists this past year
have been in connection with prehistoric settlements.
In France, in Spain, in Sicily, in Etruria and the Po
valley more than a score of prehistoric sites have
been found and excavated. In Italy this is a con-
tinuation of the sort of valuable work which has
been treated by Mr. Peet in The Stone and Bronze
Ages in Italy. Mr. Mackenzie of the British School
has continued work in Sardinia, and has shown that
the nuraghi are castles or forts, and that the so-
called Giants' tombs are the places of burial for the
inhabitants of the nuraghi, who were the early
nobles. These edifices show an indigenous devel-
opment, but they are analogous with the neolithic
and early bronze civilizations in southern France,
Spain, Sicily, Crete and the islands of the Aegean.
Again, the numerous finds all over the Roman

world of hoards of coins, the acquisitions by the
various museums of thousands of pieces of antiqui-
ties, and the formation of such numbers of enthu-
siastic local archaeological societies are all note-
worthy matters.

In Italy, outside of Rome, the government is
doing very little except at Pompeii and Ostia. In
Pompeii the work progresses as usual, and in the
past year several more houses have been brought
to light. One, called the Casa dei Amorini Dorati,
because in it were found some glass disks covered
with gold leaf and incised with Cupids, excavated
several years ago, but reconstructed and opened to
view this year, is especially interesting because of
its wall paintings. Three of the larger and more
imposing panels represent Jason and Pelias, Thetis in
Vulcan's workshop, and Achilles in his tent with
Patroclus and Briseis. At Ostia continued work
has laid bare a considerable portion more of the
city. The long street which leads from the side of
the modern town to the ancient theater and the
portico along its west side have both been cleared.
One or two fine pieces of statuary, scores of in-
scriptions, hundreds of architectural and sculptural
fragments have been found and placed in the mu-
seum. Local societies have done much work in ex-
cavation at Palestrina, 25 miles southeast of Rome,
on the site of the ancient necropolis and the great
temple of Fortune; near Viterbo a *pro-Ferento'
society is clearing away the debris from the Roman
bath and theater at Ferento; in Turin the Roman
theater under the royal palace has been entirely un-
covered; in the Alban Hills, excavation is going on
at Civita Lavinia, where only two months ago a
number of interesting foundations were brought to
light, at Nemi on the lake of the same name, and at
Marino, where a miniature Pompeii is being laid bare
by the town authorities. These excavations are under
the ultimate supervision of the central government,
and are helpful to it, for it seems itself unable to
initiate any very extended plans for excavation. In
Rome itself very little work has been done during
the past year. Excavations for city sewers and for
garage foundations have been as productive as the
regular archaeologically directed work. On the Via
Flaminia, where a new garage was being built,
among other objects of interest found was an in-
scription mentioning a town in Spain (Gvitas
Baesarensis) hitherto unknown. Near the Spith-
oever palace a fine stretch of the 'Servian' wall, 100
feet long and 9 courses high, has been brought to
light. Several authorities are inclined to assign
parts of this wall to a time before the Gallic in-
vasion of 387, because what seems the earlier part
of the wall measures to the standard of the Oscan
foot, and the rest to that of the Roman. On the
Palatine hill little more has been done than the
leisurely prosecution of the excavation under the

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THE CLASSICAL WEEKLY

foundations of the eastern portion of the house of
Livia. Professor Pigorini has proved that none of
the cinerary urn fragments found in 1907 near the
Scalae Caci belong to the Villanova or hut urn
types, and the very early date of burial on the
Palatine seems to have been disproved. In the Forum,
the excavation of the Basilica Aemilia has advanced
scarcely at all in a year, and the prehistoric nec-
ropolis has been entirely filled in and the present
level restored. The only find of consequence lately
in the Forum is that of 86 seals bearing different
devices. Work progresses slowly in the new Forum
museum at S. Francesca Romana, but it is expected
that it will be thrown open to the public next year
at the opening of the exposition.

Ralph Van Deman Magoffin.

Johns Hopkins Univkksitv.

We give in part an article in the April number of
the Bulletin of the Metropolitan Museum of Art,
continuing that published that week (page 215).

n. Bronzes.

Among the bronzes purchased last year there is
no one piece of prime importance; but there are
a number of excellent workmanship and some of
peculiar archaeological interest.

Our collection of mirrors is increased by three
valuable examples, all of Etruscan workmanship. On
one ... is represented Odysseus attacking Circe
. . . The legend of Circe, changing the companions
of Odysseus into pigs and keeping them thus trans-
formed until Odysseus himself appeared, was fre-
quently depicted by Greek artists, especially on vases
and mirrors. On our example Odysseus is represent-
ed attacking Circe with drawn sword, while she is
raising both hands in horror and supplication.
Elpenor stands on the other side armed with bow
and arrow, likewise threatening the sorceress. In
the foreground is one of Odysseus' unfortunate
companions partially transformed into a pig, only
the hind legs retaining human shape. The figures
are identified by inscriptions in Etruscan letters:
Uthste (Odysseus), Cerca (Circe), and Felparun
(Elpenor). The presence of Elpenor as the com-
panion who escaped the wiles of Circe and helped
Odysseus to save his friends, is contrary to the story
as told in Homer's Odyssey, where the role is as-
signed to Eurylochos. The Etruscan artist was
evidently not concerned about having his representa-
tion archaeologically correct; he needed another
figure on the right to balance Odysseus on the left
and he supplied him with the name of Elpenor as
one he remembered to be associated with Odysseus.
The drawing of the scene on our mirror is of great
delicacy and spirit A very similar representation
is on a mirror in the Louvre, where the figures are
likewise inscribed; in execution, however, that >s

inferior to our example. (C/. Annali delt Instituto
archeologico, 1852, Tav, d' agg, H.)

The two statuettes included in this collection are
both of small dimensions; but their execution is
very fresh and vigorous, and therefore undoubtedly
Greek. One represents Herakles struggling with
the Nemean lion (height 2 1-16 inches (5.2 cm.).
Herakles has his left arm round the lion's neck
and is throttling him with all his might The
strain of the action is well brought out by the tension
given to each muscle. The lion is nearly dead and
his limp body forms an effective contrast to the
vigorous figure of Herakles. The elaboration of
the modeling points to the Hellenistic or late Greek
period as the date of this group.

Of peculiar interest is a farmyard group, of
Roman date, consisting of two oxen, two bulls, a
ram,' a ewe, a goat, a kid, a pig, a sow, a plow, a
country cart, and two yokes. They were found
together and probably constitute either a votive
offering or a child's toy. The animals, though
rather roughly modeled, are all carefully charac-
terized. Their average length is three to four
inches. The plow is of the primitive type, in use
both in Greek and Roman times, consisting of the
pole, the plowtail, and the sharebeam. In our case
the plowtail, which was held by the farmer, is
missing, but a hole shows the point where it was
attached. Though the rest of the plow was cast in
one piece of bronze, the joints of the wooden
original are all indicated; thus the pole is repre-
sented as fastened to the sharebeam by two large
pegs, and on the end of the sharebeam a piece of
metal is represented as attached by straps. The
cart is of the general shape in use in Roman times
for the transportation of eatables and army baggage.
Similar carts occur on the column of Trajan, the
chief difference being that in these the cart itself is
raised above the wheels. Plows and carts were
usually drawn by oxen, as was probably the case in
our group, especially as the find includes two
yokes. These yokes are of the double type, with
two curvatures to fit the necks and shoulders of the
oxen on which they were placed. In one yoke the
holes are indicated through which was passed the
leather straps fastening the yokes to the oxen. On
the center of each yoke at the top is a cavity into
which the pole fitted.

The fragmentary relief of a youth of Pol3rkleitan
type (height 3% inches (9.8 cm.)), probably served
as an ornament of a vase or other object The
treatment both of the body and the head shows the
characteristics associated with the sculptor Polyk-
leitos. The body is of the massive, heavy build,
with strongly developed muscles intersecting each
other in definite planes, which we find both in the
Doryphoros and the Diadumenos; the pose, with the
weight of the body resting mainly on the right leg,

THE CLASSICAL WEEKLY

223

and the square skull and general character of the
face are all faithfully copied from that artist

The remaining bronzes are chiefly utensils or of
an ornamental character. Of great interest archae-
ologically is an archaic kylix, or cup (diameter 6^
inches (17.4 cm.), height 2^ inches (6 cm.)), with
designs similar to those which occur on Corinthian
vases, and therefore probably as early as the seventh
century B. C. They consists of a frieze of animals
with a border of lotos buds beneath. The animals
are mostly of the monstrous shapes borrowed from
Eastern art — a winged goat, a lion, a panther, a
winged panther, a winged lion, with the head of a
bearded man, and a griffin. The background is filled
with ornaments. The technique deserves attention.
The designs are first sketched with a sharp instru-
ment and are then gone over with another instru-
ment producing, instead of a continuous line, a
series of hatched lines, which give the eflfect of
shading.

An oinochoe or wine-jug (height without handle
yji inches (20 cm.)) has a beautiful design at the
bottom of the handle, consisting of an anthemion
rising from akanthos leaves; the shape of the jug
and the exquisite workmanship of the ornament
leave no doubt that this vase is Greek, probably of
the fifth century B. C.

G. M. A. R.

served promptly at 12.30. After the address the
annual election of officers will be held.

Edward C. Chickering, Censor.

A NEW GREEK CLUB

An interesting event of recent occurrence is the
organization of a Greek Club, with headquarters at
Teachers College. From the limited information
thus far at my disposal it would seem that the Qub
consists of two Circles, of which the first is reading
Lucan, the second Greek Lyric Poetry. Circle No.
I will read the selections in Allinson's edition of
Lucan, Circle No. II the passages in the Hiller-
Crusius Anthologia Lyrica (Teubner). It would
seem that the first Circle meets on Monday evenings,
the second on Tuesday evenings, both at 8 o'clock.

In The School Review for April and May Profes-
sor W. G. Hale has an instructive article on College
Entrance Examinations in Latin Prose. In The
Classical Journal for May Mr. W. G. Cordis has a
paper on The Problem of Elementary Latin Com-
position with a Review of recent Textbooks.

C. K.

THE NEW YORK LATIN CLUB

The New York Latin Club will hold its last meet-
ing of the current year at the Hotel Marlborough,
at Broadway and Thirty-sixth Street, New York
City, on Saturday, May 14. The theme of the prin-
cipal address, to be given by Professor Frank Frost
Abbott of Princeton University, is Some Reflections
on the Pronunciation of Latin. The usual informal
reception will precede the luncheon, which will be

LES ROMAINS DE l'aNTIQUItI: SE SERVAIENT Htjk

d'ascenseurs.

L'ascenseur, que nous considerons comme une
commodite ultramoderne, n'est point cependant une
invention de notre epoque.

Le professeur Boni, directeur des fouilles au
Forum romain, vient d'acquerir la preuve que deja,
au temps de Jules Cesar, on se servait de ce moyen
de transport. Plusieurs niches qu*il a decouvcrtes
au Forum montrent, par leurs dispositions, qu'elles
ont servi de cages a des ascenseurs construits selon
les regies.

Ces ascenseurs servaient a prendre dans les
souterrains les gladiateurs et les betes sauvages et
i les mon — ^ter ensuite jusqu'au niveau du cirque.

On voit encore les blocs de pierre qui par leur
poids faisaient marcher le treuil. — From Sphinx-
Oedipe, 1909, No. 3, Nancy, France.

RECENT BOOKS

(It is the intention of the editors to publish from
time to time lists of new books, titles of articles,
etc., likely to prove of interest to teachers and lovers
of the Qassics. Some at least of the books named
will be reviewed later. The preparation of the ma-
terial for these lists is in charge of Dr. William F.
Tibbetts, of the Erasmus Hall High School, Brook-
lyn; he will welcome assistance from any quarter
in his efforts to bring before the readers of The
Classical Weekly the names of all books or articles
likely to prove of interest or help to them).

WAoderings in the Roman Campa^na. By Rodolfo Lanciani. New
York and Boston: Houghton Mifflin Company. Illustnted, 8 vo.
$5.00 net.

Plutarch's Letters to Classical Authors. Translated from the Latin
by Mario Emilio Cosenza. Chicago : University of Chicago Press.
12 mo. $x.oo.

The Usage of Idem, Ipse, and Words of Related Meaning. By
Clarence L. Meader. New York : The Macmillan Co. Pamphlet.
12 mo. (University of Michigan Studies, Humanistic Series, VoL III,
Pt. I).

Seneca : Qusestiones Naturales. Translated bv John Clark, to-

f ether with notes and treatise by Sir Archibald Geikie. New York :
'he Macmillan Co. Pp. 433. fs-zs.

Dionysius : The Greek Text of the De Coinpositione Verborum.
Edited with Introduction, Translation, Notes, Glossary, and Appen-
dices. By W. Rhys Roberts. New York : The Macmillan Co. Pp.
733. 8 vo. $3.00.

Aristophanes : The Achamians. The Greek Text Revised. With
a Translation into corresponding metres. Introduction and Com-
mentary. Bv Benjamin Bickley Rogers. New York : The Mac-
millan Co. Pp. 360. 8 vo. $3.35.

Addresses and Essays. By Morris H. Morgan. New York:
Amencan Book Co. $1.35.

The Greek Lady. By Emily James Putnam. Putnam's Magazine,
March and April, igio.

Integer Vitae. By. G. L. Hendrickson. The Classical Journal,
April, xQio. A discussion of Horace C. x.73. Seethe Clanical Jour-
nal, May, 19Z0, for comment on this paper by Professor Paul Shorey.

Einleitung in die Altertumswissenschaft. Edited by A. Gercke
and E. Norden. Leipzig and Berlin : B. G* Teubner. 3 volumes.
3S Marks. A general introduction to the study of classical philology
(in the broadest sense of the term philology). The first volume con-
Uins discussions of Methodik, by A. Gercke, of Sprache, by P.
Kreuhmer, of Antike Metrik, by E. Bickel, of Griechische nnd
R5mische Literator, by Erich Bethe, Paul Wendlaad, E. Nordea.

334

THE CLASSICAL WEEKLY

^hQ CLASSICAL IVEEKLT

Thk Classical Weekly it pablished by the CUusical A«ociation
of the Atlantic States. It is issued weekly, on Saturdays, from
October to May indusiYe, except in weeks in which there is a legal
or school holiday, at Teachers College, 5*5 ^ est zsoth Street, New
York City.

All perwns within the territory of the Aasocjation who are interest-
ed in the literature, the life and the art of ancient Greece and ancient
Rone, whether actually engaged in teaching the Classics or not, are
eligible to membership in the Association. Application for membei^
ship may be made to the Secretary 'Treasurer, Charles Rnapp, Bar-
nard College, New York. The annual dues (which cover also the sub-
scription to Thk Classical Wrkkly), are two dollars. Within the
territory covered by the Association (New York, New Jersey, Penn-
sylvania, Delaware, Maryland, District of Columbia, Virginia) sub-
scnptioo is possible to individuals only through membaship. To /«-
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To persons and institutions outside the territory of the Association
the subscription price of Thk Classical Wkkkly is one dollar per
year. Single copies or extra copies ten cents each.

Thb Classical Wkkkly is conducted by the following board of
editors:

EdiUr-im-Ckhf
Oomxalkz Loock, Teachers College, Columbia University

Au0ciaU Editor t

Charlks KiCArr, Barnard College, Columbia University

Ekkst Rikss, Boys* High School, Brooklyn

Hakky L. Wilson, Johns Hopkins University

Butineu Manmger

Cnaklks KitArr, Barnard College, New York City

rimta Df PlilCl l OB URlTtilliy riVSS« finWUHIv II. J.

TOWLE AND JENKS'S

CAESAR'S GALLIC WAR

Ttxt in dearer print than anv other edition.
N0U$ give exactly the help that pupils need.
Grammatical A^ptndix contains all the grammar
needed for reading Caesar.

V^abuiary is made for pupils of ordinary capacity.

POUR SOOKS $1 .00 SIX SOOKS $1 .XS

D. C. HEATH 6k CO.. ^blishcrs

BOSTON NEW YORK CHICAOO

Columbia University
Summer Session

July 6— August 17
1910

Greek— Elementary Course.

Associate Professor Macardy
Aristophanes. Professor Knapp
Idylls of Theocritus.

Associate Professor Macurdy

I^ttn — Prose Composition, two courses

Vergirs Aeneid. Professor McCrea

Plautus, Rudens and Mostellaria.

Professor Knapp
Research Course in Roman Politics

Satires of Horace. Professor Abbott

Our New 1910 Catalogue of Text-
Books in Ancient Languages is now
ready for distribution, and will
be sent to any teacher on request.

AMERICAN BOOK COMPANY

NEW YORK CINCINNATI CHICA60 BOSTON

Can be acanired with the minimmn amonat of dnidseiy bj
stadentt ot Latin thronch the use of

A MEMORY-TEST LATIN WORIM.iST

By George H. Browne, of the Browne and Nichols Scbocd,

Cambridge, BCass.

Thb ingenious device provides the vocnbalaries of
Caesar, Sallust, Nepos, Vergfl*s Aeneid I-IV, and aU of
Cicero's orations, grouped according to frequency of occur-
rence, with the English oManings so arranged that they may
be instantly displayed or concealed for the conveniences of
drill work. A < ircular with sample pages will be sent post-
paid upon application.

GINN AND COMPANY : PUffLISHERS
70 Fifth ATenae s New York Olj

Dr. Hale's First Latin Book

By William Gardnbr Halb, University of Chicago.
Ai UmismI Smgoms §■

** Dr. Hale's book has been used in boih high schools and ako ia all
the grammar schools (ta) in which we teach Latin in the eighth grade.
It has been an unusual succ«s8. This is the unanimous te st i m ony of
the teachers. To a remarkable degree it rive* inttreU to th* timds**
—Calvin N. KenA.ll, Sti^*t c/ Schools, IndianapoHs, Indiana.
Rod clothe itmo. Price ^i,co. Why n^t write nt f

ATKINSON. MENTZERd^GROVER

Boston New York Chicago Dallas

For back Tolumef of

THE CLASSICAL WEEKLY

($1.00 each) write to PaoFEssoi Ghailes Knapp, Bamaid
College, New York City.

CAESAR: THE GALLIC WAR

By A. L. HODGES. Instructor in Latin in Wsdisigh
High School, New York. lamo. Cloth. Illyttratod.
xiii + saa psgei. $i.as net.

The fourth hook in the Macmillan Latin Series edited by /. C.
Kirtland. It includes the sroen hooks of the Commentaries, a cont-
Prehensive imtt eduction, helpful notes, and a complete vocahnlmry,

THE MACMILLAN COMPANY

64-66 FIFTH AVENUE. NEW Y O II K
■orroN CHicaao Atlanta ^an mANciac»

The Boaton Ancient Lanfuage Council at a recent
meeting hat heartily endorsed

POHER'S ELEMENTARY LATIN COURSE

with New Method f er Caeaar.

BEN J. H. SANBORN & CO.

24 WEST 39TH ST, - - . NEW YORK

-■f MfR«l. Iibrary;

UNIV. OF Mica
"*» 181910

k. N. Y.. under the Acl of CaagnoBf March i, 1B711

Vol. Ill

Nkw York, May H, 1910

Professor Hamilton Ford Allen contributes to
the April number of The Educational Review an
article on The Case of Greek Again in which
he demands in the teaching of Greek a modiflca-
lion of method such as has been so insistently de-
manded during the last few years for the teaching
of Latin. He maintains that the statement that
students of Greek leave college without being able
to read Greek must be qualified by the admission
that students cannot read French or German when
they leave college. With this qualification we find
that just as some students are able to read French
and German, so some students are able to read
Greek, but that the reading of Greek is a much
more difficult thing than the reading of French
or German, not necessarily because the language
itself is more difficult, but because the range of
the literature is more extensive and lis grade of
a much higher quality. "A student of modern lan-
guages is kept at short stories, easy dramatic lit-
erature and novels. H the two classes of students
were given literature of the same character to
read, the student of the ancient languages would
find his path easier, the student of modern lan-
guages, more difficult". Mf. Allen's suggestion for
improvement is contained in the following :

As I look at it, neither pupil nor teacher is get-
ting what he wants, namely, that he, the pupil, shall
be able to read Greek in the same way that he reads
a modern language. In what has been said above,
I have mentioned some reasons why the student
cannot do this, but as yet I have said nothing of
the teacher's part in the matter. Looking at the
question from our point of view, what do we now
teach our pupils to do? We teach them to translate
into English, with the aid of dictionary and gram-
mar, whereas we want them to be able to dispense
as largely as possible with these two aids, and to
read Greek as they do English. Of course, trans-
lation is necessary at first, but as the pupil ad-
vances he must become more and more able to
drop this. How then shall we teach students to
read Greek ? Not by doing away entirely with
translation, but liy using the other means necessary
to attain our end, namely, reading alf>ud, writing,
learning by heart and reciting almid, and speaking.
These are indispensable aids in fixing (he language
in the mind, and by iheir use one gains rapidly in
ability to read with understanding. But when 1
'ay speaking the language I do not mean that we
shall try to teach our pupils to use ancient Greek
in daily conversation. What I mean is that, taking
any lesson as a basis, we should continually re-
quire them to conjugate and inflect the verbs and
nouns, to give the English equivalents of the Greek

words, to make short sentences with them, doing all
this with closed books. Moreover, as their knowl-
edge of words and syntax increases, they should
be able to describe scenes and incidents from daily
life. Of course, we cannot do this bej^ond a cer-
tain point. We cannot speak of electric cars and
telephones, but we can speak of natural objects and
phenomena, parts of the house, etc. If the pupil
will speak the language to this extent, he will have
a hold on it which he can get in no other way,
and he will not have a distorted idea of it Wp«
will mean door, not portai.

At this point a teacher of modern languages will
say, "You are urging teachers of Greek to do just
what we teachers of modern languages are doing".
Yes, and we should also follow them in respect
of the literature which they give their pupils to
read. Unless our pupils are of mature years, we
should not, after the beginning-book, plunge them
into Xenophon and Homer, but should give them
fables, short stories and biographies in prose, in
poetry short poems and complete passages from
longer ones, grading the matter read according to
the ability of the students. Young pupils can not
keep up their interest in long works, the subject-
matter of which is too far beyond them, but will
read with zest short bits which can be rendered in
a few lessons at most.

With this view I am of course in hearty sym-
pathy, and I note with satisfaction the intelligent
attempts that are being made to provide easy mate-
rial of various kinds for elementary training. I
would cal! attention to Dr. Rouse's book entitled
A Greek Boy at Home, being a story written in
Greek (Blackie and Son, London, 1909), and to
Lucian's Dialogues Prepared for Schools, by the
same scholar (Oxford, Clarendon Press, 1909). In
the latter book all the notes are written in easy
Greek. In the former book the story is so simple
and so natural that it ought straightway to appeal
to a pupil. A similar effort is the Phormio of
Terence for Schools recently published by Profes-
sors Fairclough and Richardson (Sanborn)'. This
book is a re-wrtting of Terence's Phormio into
prose with the omission of all the difficulties due
to word -order, strange forms, and archaic con-
structions. It makes the language extremely sim-
ple and will prove of great service for translation
at dictation and for many other uses, which live
teachers interested in colloquial Latin will at once
discern. What I do not understand in connection
with this book is what seems to be an insult to
the intelligence of Latin teachers in providing a
so-called Teacher's Edition which is nothing but

> Scs The Cmsucal Wuklv j.ijt.

226

THE CLASSICAL WEEKLY

a translation of the already simplified Latin. Any
teacher of the most elementary training who can-
not translate a simple text ought by no means to
be allowed to teach a Latin class and no such
weapon should be given to the critics of our Latin
methods as is provided in this apparently utterly
superfluous translation. The editors in their pref-
ace say that if it is found that the book meets a
real need, it will be followed by other plays simi-
larly treated. I hope that their expectations will
be justified, for we need such material as is here
provided. But it might be well to reflect, whether
Terence and Plautus should be extensively handled
in this way or whether it might not be preferable
to try the method of simplification with other kinds
of literature as well. Some of the plays of Ter-
ence and Plautus should be left for College work.
The editors state also that in the vocabulary words
not in my Vocabulary of High School Latin are
marked with a dagger. They number 195, of which
only 26 are used neither by Caesar nor Cicero.

G. L.

CONCERNING VOCABULARY AND PARSING IN

GREEK AND LATIN'

The teaching of elementary Greek and Latin has
lately thrust its nose into the tent of Higher Edu-
cation, and for three main reasons: (i) The in-
clusion of these subjects in College and University
curricula, because of the failure of High Schools
to give them, in whole or in part ; (2) the compara-
tively poor work done by many students in College
and University, even after years of preparation;
and (3) the consequent rise of classical pedagogy,
in the hope of helping the whole classical situation.
The writer of this paper, therefore, makes no apol-
ogy for treating Vocabulary and Parsing in Greek
and Latin from the point of view which gives a per-
spective of both preparatory and advanced work in
these subjects.

First, as to vocabulary. It needs no argument,
after all the recent discussion, to show that the
classical student at any stage is apt to be deficient
in vocabulary; the principal difference of opinion
is as to how the difficulty should be remedied. It
is only after a number of years of experimentation,
and the private publication of several sorts of text-
books, that the writer offers a somewhat definite
solution. The Latin side will be treated from the
■same view-point as the Greek, but the main theme
of the paper will be a series of Greek text books
published in 1908, based on a Beginners* Book
published in 1904. They contain a selected list of
Greek words chosen respectively from Xenophon's
Anabasis I-IV, Homer's Iliad I-III, Plato's Apology

> Thi» naper was read at the meetinjf of The Classical Association
of the Atlantic States, held at New York City, April 83, 1910.

and Crito, etc., arranged by book, chapter, and
verse or section, with meanings opposite and also
with English derivatives wherever feasible. The
list in each case is reprinted in the same order in
the back of each text, with Greek words only, for
oral or written review. The words are all chosen
for their general value in reading the usual college
authors, not merely for their frequency in the author
in question. The meanings given are the one or
two closest root-meanings of the word quoted. No
compounds are given unless their meaning differs
from the natural product of the component parts,
which are given instead of the compound.* Parts
of irregular verbs are given for Xenophon only.
Where the gender is not specified, nouns in -of arc
nvisculine, those in -« or -17 feminine. The
following is a sample, from Xenophon i.i.i.

ANABASIS I. 1

I. ytyvoftax (ycv^ ycn^cro/iiu, cycvo/LH/v, 2P. ycytmi,

yeyanfffmif become, happen, be bom. Genesis.
irats. So? child. Pedagogue («y<«>, lead).
3wtwo. Hendiadys. (els, one, &a, through).
irp€(rfiis old. Presbyterian.
VC09 new, young. Neophyte. {<t>vTw plant).
ivu when, since.

dxr$€V€w be sick, (d neg.+o-dews, t6, strength).
Calisthenics. (koXos beautiful) .
TcXcvn; (rcXco) end) end, death.
j8ios life. Biology. (Aoyos, discourse).
Sample of blank list for review

ANABA

SIS I, 1

•^yyofuu

2. oZv

iroXs

rvy\avm

3vo

vifJLTTW

irpia-Pvi

diro

vcos

^X^

itreC

aVT09

&(r$€V€io

froi€ti>

TcAcvn;

OTparrfyo^

pCoi

BeiKVhfJL

The benefits of the system may be briefly stated
thus: (i) Increased memory-power. The only pos-
sible reason that students do not know very many
more words at the end of each year is not that they
have not met many new words, but that they have
failed to remember their meanings, i. e. that they
are deficient in memory-power. Indeed forgetting
is the most prominent fact in this whole matter of
vocabulary. The harm is generally done during
the first year of study, when attention is more
generally directed to other things, and, in conse-
quence, the mind is habituated to forgetting rather

THE CLASSICAL WEEKLY

227

than to remembering the meanings of words. In
reading authors, therefore, most of the time has to be
given to looking up supposedly new words, which
only multiply, instead of decreasing as the student
advances and the readings increase in length. The
next resort is (he 'pony' and after that the student
frequently very wisely concludes that his task is
Sisyphean and gives it up. The habitual use of the
word-list, then, will develop the retaining power of
the memory even though little attempt has been
made to cultivate the memory before using the list
in reading authors. Of course, however, the mem-
ory should be trained from the first, and for that
reason the writer used with his own beginnings a
small Beginning Book containing, at the first, cer-
tain simple words, with their meanings, nearly all
•f which were connected with very common English
derivatives printed opposite in black type with all
the roots of the latter in the same or a previous vo-
cabulary. A brief sample is given from vocabulary

VOCABULARY I
dcos god. Theology.
Aoyos, word, story, study. Philologist
il^iXoi friend, (adj .) dear. Philanthropist
SvOpunroi man. Anthropology.
Tinros horse. Philip.
woTofio^ river. Hippopotamus.
KVKkoq circle. Cyclone.
KoAos beautiful. Calla.
h in, among (dat.) . Enthusiasm.
^Jv was, ^ouv were.

The Greek words were thus easily fixed in mem-
ory from the first, the gratification of rapid pro-
gress increasing with every lesson. By beginning
thus and continuing afterwards with the word-lists
for each author read, memory-power was developed
in the most unexpected manner. In this way five
hundred or a thousand words were very easily
learned and the consciousness of the acquisition
of this amount of knowledge, being shown so mani-
festly, was highly stimulating. The memory also
soon became able to take in all the new words as
they became fewer and fewer although the readings
increased in length.

(2) Increased attention given to subject-matter.
The educational value of the contents of the class-
ical authors is almost universally admitted; the
question so persistently raised is the feasibility of
the study as conducted nowadays. But if we grant
the possession of a good working vocabulary aug-
mented at a sure but steady rate, it is plain that
each new passage will ordinarily become easier and
easier even though the author becomes more diffi-
cult, and, therefore, it is equally plain that much
more time will be left even after memorizing and

reviewing words to give to the subject-matter of
each passage. Further, the learning of words each
day in their setting and thinking of the passage in
reviewing the words so familiarizes the student
with the author's thought that its impression is
much more vivid at the time and therefore much
longer retained. That is, the halo of the author's
thought is thrown about the mere process of mem-
orizing the words, when the student, as he may,
habitually connects each word in the list with its
occurrence in the passage where it is met It is
very gratifying to note that students so trained
readily memorize whole passages and otherwise gain
greater fondness for their authors.

(3) The student becomes his own teacher. These
text books are intended to be placed in the hands of
the students themselves. Thus a minimum of es-
sential matter is placed before the student to be
mastered, which emerges naturally from the reading
lesson itself. It is not regarded as extraneous or
additional

Again, only standard forms and meanings are
given, leaving the meaning in the particular context
to be worked out The student does not scribble
down a dictation lesson; he does not mark his book
up. There is a gain also in etymological insight
from the student working out his compounds or
his secondary or contextual meanings for himself,
with the use of his dictionary; and furthermore he
can review it all rapidly from the blank lists apart
from the context to see what he has forgotten, and
to see what he has remembered, which is pedagog-
ically quite as important All this will help the
student to become methodical and constant in his
study, all the more if the teacher gives five minutes
a day to rapid reviews from the blank lists; it is
quite easy to review 100 words in that time. An
occasional word-match also will produce enthus-
iasms This may be varied if desired, by written
tests, in which the meanings of 100 words can be
written out in ten minutes.

(4) As already hinted the 'pony' is no longer
needed. It may be reserved for literary purposes.

(5) The student is guided in his thinking; it is
not all done voluminously for him. The objection
will be raised, of course, that even such a system
stereotypes the study too much, that it does for the
student what he should do for himself. Should do,
yes, but does he do it? Those who say this assume
that the student of Xenophon, let us say, is capable
of selecting the root-meaning of each word, of
selecting the words worth remembering, and of
learning them by writing them and their meanings
in a note-book. This assumption implies an ex-
ceptional student with an unusual amount of dis-
crimination, memory-power and time. One of the
curses of classical study in general to-day is that
it is suited only to the bright student, who is also

laS

THE CLASSICAL WEEKLY

willing to give extra time to the study, the average
student and the increasing demand for time in other
studies being almost entirely ignored. It is high
time that some one should come forward holding
a brief for the average student under average con-
ditions. If it is the aim of classical teaching merely
to produce specialists or to suit itself only to the
needs of such as are capable of specialization, we
shall have to stop maintaining its value as general
culture. The writer's own experience has demon-
strated very clearly that the average student, with
the help of the word-list, will get a much better
grasp of vocabulary in a given time than the bright
student who tries to learn his words by writing all
of them out, so much better is it to have the printed
selected word and its meaning in the text before
him.

(6) The teaching of Greek-English etymology is
a by-product whose value has curiously been over-
looked. It is only . occasionally nowadays that the
student, either from native insight, or from the
teacher's suggestion, in either case at the cost of
too much valuable time, gets even a fair amount
of Greek-English etymological knowledge, since
Greek and English are kept almost entirely remote,
lack of time preventing their being etymologically
connected. This has been clearly shown to the
writer by extensive tvord-analysis tests in many
High Schools and Colleges. Word-analysis is now
seldom taught to any considerable extent either in
English or in Greek classes, much to our loss
educationally. Latin -English etymology will be
spoken of later.

The present word-list therefore or a Beginner's
Book on this basis supplies the English derivative
in the most convenient way, the supplementary
use of the English Dictionary, where needed, re-
quiring but little time.

To sum up, then, this point of self-teaching and
its effects, the student is enabled to select, work out
and know when he has mastered the essential part
of his lesson each day, as far as vocabulary, includ-
ing parts of verbs, is concerned, which is an incen-
tive to do well at least this very definite part of the
lesson. He therefore feels that he has prepared
himself well for advanced reading or for sight
work, which is such an excellent test of reading-
power. He also feels that he does not need to
humiliate himself by the use of a translation. Be-
sides he has gained for himself a better knowl-
edge of his own mother tongue without too much
cost

A few more general remarks will close this sec-
tion. Each new list for a new author is independ-
ent of the preceding ones, giving a student who
is behind a chance to catch up, and giving an ex-.
cellent review in general, as well as showing that
most of the mords have been learned before. For

example, in reading Xenophon i-iv, about looo
words will have been learned, half of them in the
first half of Book i. This thousand will cover the
root forms in Homer I-III with the exception of
those which are negligible, and which may be looked
up only for the translation, and of some 300 other
new words which are of value but nearly all poet-
ical. It may also be said in passing that when
the Xenophon and the Homer words have been
learned, the addition of scarcely 200 or 300 xvill
cover substantially the vocabulary of the Medea
or the Alcestis or the Antigone or the Apology and
Crito or Thucydides Book i. It is thus quite feas-
ible to acquire a reading knowledge of these var-
ious authors.

How easy is the acquisition of the 1000 words in
the Xenophon list is shown by the fact that last
year the writer's Freshman Beginners' Class, meet-
ing five times a week, thoroughly memorized the
whole list in addition to reading Xenophon i-iv.
That the list was not merely learned by rote was
evidenced by marked superiority in sight reading.

A word more as to Homer. Homer is and ought
to be the great goal of preparatory Greek, but it is
made very difficult by the large number of new
words. The general method is to read superficially
and rapidly for 'inspiration' so-called. A better way
is to approach Homer with a good prose vocabu-
lary, have the new important poetical words de-
signated as such, and equated as far as possible
with prose equivalents already known. Since
feeling for poetry in general consists in large part
of the feeling for the poetry wrapped up in individ-
ual words, the poetical tone and color of each
individual word must be felt for itself. This sort
of appreciation is greatly enhanced by the study
of poetical words as such, whether in Greek or
Latin, or in a modem foreign language, or in
English, let us say, where it is most woefully,
neglected. Compare for example 'slumber' with
'sleep', 'befall' with 'happen'. The poetical words of
Homer also are exactly those which dignify and
ennoble the Greek lyric and the drama, as any close
examination will show. If these words, therefore,
are learned in the study of Homer, even in Iliad
I-III, the difficulty not only of other reading in
Homer but of the lyric and the drama will disappear,
so that large stretches can be read together, and
Greek literature will be the great fountain-spring
of inspiration it ought to be.

This is the chief consideration which led the writer
as a teacher of Homer and the drama, as well as of
Plato and Thucydides, to devote several painstaking
years to experiments, the results of which are here
submitted. The solution was suggested by statistics
showing how comparatively few new roots emerge
in the ordinary college authors in addition to those
found in Xenophon and Homer.

THE CLASSICAL WEEKLY

229

Time will only permit the giving of a sample
from the Homer list

ILIAD BOOK I

[Note : The standard poetical form of the words l>elow has been
given, not alwa)S the Epic form. Where a poetical compound is too
unusual, the root-word nearest to it has been given. P stands for
poetical ; p for prose ; = for prose equivalent ; M for middle voice].

1. firjvii, M)s, ^, P, =6pyrj wrath.
flUtSo), P, = ^8<i) sing.

$€d, as, P, = Oeo^ goddess. Atheist

2. oXXvfu (oA.), P, =air6\kvfu destroy, lose ; M.
perish. Apollyon.

fjLvpioi countless. Myriad.

aXyo9, cos, to, P, pain, woe. Neuralgia.

TiOrffu (Oe) put. Synthesis.

3. woXik, iroXAi;, iroXv much ; pi. many.

Polytheism.

(To be continued).

BalUmore, Maryland. H. T. ARCHIBALD.

REVIEWS

Horace, the Satires, with Introduction and Notes.
By Edward P. MorriS*. New York: American
Book Company (1909)
Q. Horati Flacci Saturarum Liber 11. Edited with
Introduction and Notes by James Gow. Cam-
bridge, England, at the University Press (ipop)-

Two excellent new editions of Horace's Satires
are added to our range of choice.

Professor Morris's is a companion volume to
Professor QifFord Moore's edition of the Odes
and Epodes, which appeared several years ago.
Like that, this edition of the Satires is especially
characterized by the predominance which it gives
to the purely literary interest of this part of the
author's writing, by the emphasis, as Professor
Morris says in his preface, which he has "desired
to place upon the thought of Horace, as distinguish-
ed from the language or the verse or the allusions".
The introduction, which is comparatively brief —
filling less than sixteen pages, even with Sueton-
ius's Vita Horati appended to it — sets forth the
facts of Horace's life, the character of his work
in satire after the Lucilian model, and the signif-
icance of this work as an expression of the man
and of the society of his time. It contains no
grammatical or other topical studies, — no Forsch-
ufigen in disguise; in form it is a literary
essay, but it excellently provides the student who
has been qualified by previous reading to take up
Horace at all with the requisite point of view. In
regard to the time-honored question of Horace's
use of personal names, Professor Morris inclines
to what we may call the more impersonal theory.

His commentary, which is placed, perhaps re-
grettably, at the foot of the pages of the text
instead of apart, is also chiefly interpretative and

literary. It addresses itself effectively to the task
of helping the student, where he might be in
difficulty, to understand what the author means,
whether the necessary aid be the explanation of
facts or a direct interpretation of his thought.
The notes do not read like the obiter dicta of a
specialist in a particular department of philological
research. They are clearly written for the benefit
of Horace and his xeader; and there is of course
no Latin author the study of whose literary con-
sciousness is more fascinating or more essen-
tially related to the understanding of his work. In
a few places. Professor Morris's notes seem helpful
almost to a fault. But the point where the obscure
ceases and the obvious begins is never a sure one,
and to supplement the latter is generally less
undesirable than to leave the former in its unthr
lumined state.

From a *few details one may dissent in passing.
At 1.4.81 the usual punctuation connecting absentem
with amicum seems preferable to Professor Morris's
arrangement. In the note on 1.3.16 the word
"spendthrift" is, I think, not quite precisely used,
and the note as a whole perhaps illustrates that
occasional luxuriance of helpfulness already men"
tioned. At lines 2 and 3 of the same satire, it is
not easy to see rogati and iniussi as "both predicate",
and in lines 7-8 it seems more natural, at least, to

take summa voce ima in reference to vocal tones

than to the position of the strings of the instrument ;
but this is one of the matters upon which editors
will doubtless continue to differ. At 1.9.2 (nescio
quid meditans nugarum) it seems as if one could
not be quite so sure as the note implies that the
trifles were literary, though very likely they were,
for, after all, Horace was posing. And objections
like these are themselves rather nugatory and not
worth multiplying. In general the commentary,
like the introductions to the whole book and to
the separate satires, admirably serves its purpose,
and it is written in a style which is a pleasure to
read. The text is substantially the usual one, and
tfiere are no textual notes.

Dr. Gow's edition of the second book of the Sat-
ires is the counterpart of his edition of Book I,
which appeared in 1901, and has the delightfully
convenient form of the thin books of the Pitt Press
series, to which it belongs. The introduction on
the life of Horace (with the full array of referen-
ces), on Latin satire, the chronology of Horace's
satires, the use of proper names in them, their
Latinity, and the constitution of the text, is conven-
iently reprinted from the earlier books. There is
considerable discussion of the text, the textual notes
being at the foot of each page, while the regular
commentary is placed apart in the latter portion of
the volume.

The second satire of this Second Book has called

a3o

THE CLASSICAL WEEKLY

for especial attention. The perplexing passage
at verses 29-30 Dr. Gow reduces to a single line—
'came tamen suavi distat nihil ut magis'. esto.-^
with the elimination of most of verse 3a He cer-
tainly secures a plausible bit of dialogue, quite in
the tone of the context; but the assurance of Horace's
exact words is not, as the editor admits, quite so
clear as that of his substantial meaning. The five
lines beginning rancidum aprum (89-93) are brack-
eted, and also lines 13 and 123, all four places being
regarded as victims of the interpolator.

At 2.3.142 the line has become, pauper Opimius
argent in posito intus et auro, upon the suggestion
of Dr. Postgate. The same text without in, accord-
ing to the reading of Peerlkamp, which is given in
the note on the passage, seems in some respects pre-
ferable.

The punctuation of the words at 2.5.90-91, ultra
'non' *etiam* sileas, follows the interpretation of Voll-
mer's edition of 1907 — "Beyond *no' and 'yes*, you
must be silent".

2.6.29, which in the manuscripts has an excessive
syllable, is given, by both Gow and Morris, according
to Bentley's emendation, with quam rem instead of
quas res, thus making it possible to retain the com-
monly omitted tibi after quid. Dr. Gow, however,
suggests as more probably the true reading, quo ruis,
citing Persius 5.143 in confirmation.

These are but a few of Dr. Gow's textual prefer-
ences. Whether accepted or not, they are thoroughly
in the Horatian spirit. His commentary also is
admirably phrased, and substantially convenient and
enlightening.

Allan P. Ball.

COLLBGB OP THE CtTY OP NkW YoKK.

Aristophanes and the Political Parties at Athens.
By Maurice Croiset; translated by James Loeb.
New York: The Macmillan Co. (1909). Pp. 192.

Other recent reviews of this book have appeared
in the New York Times of March 5 and in The
(New York) Nation of March 10. What prompted
Croiset to write it was the appearance of the second
edition of Auguste Couat's Aristophane et V ancienne
Comedie Attique in 1903 (fourteen years after the
first). The particular point at issue between the two
savants is, practically, whether Aristophanes was a
pamphleteer in the pay of the aristocrats, or a demo-
crat. And, as Professor J. W. White, who has
written the introduction to the English version, puts
it, "if he was a democrat, how is, for example, the
satirical, but extremely comical, characterization of
the Athenian Demos in the Knights, which his
countrymen viewed with good-natured amusement,
to be interpreted*'.

Mr. Loeb*s translation is of the same excellence as
bis translation of Decharme's Euripides, and the
book in itself is of most attractive appearance. It

falls into five chapters; the first, second and third
cover the beginnings of Aristophanes's career from
427 to 421 B.C., the period during which the Ban-
queters, Babylonians, Acharnians, Knights, Qouds,
Wasps and Peace were produced ; the fourth chapter
takes up the poet's second period, coinciding with the
Sicilian and the Deceleian Wars, in which he brought
out the Birds, Lysistrata, Thesmophoriazousae and
Frogs; the last chapter covers the last period, in
which the Ecclesiazousae and Ploutus came out

It would seem to Croiset, and the conclusion will
strike the majority of students of Aristophanes as
perfectly sound, that in the first period the poet is
violent, sour, and even unjust, so far as we may
speak of the justice or injustice of such a distorter
of whatever he deals with. Aristophanes takes part
in the struggle of the political and moral ideas at
stake; yet siding with the various parties of the
opposition, he never entered their service and was
no party man. Two sentiments dominated him : that
there should be no Hellenic internecine war, and that
selfish demagogues should not spoil the kindly,
amiable and sprightly nature of the Athenian people.
There was no political platform back of his plays,
nor can we extract a precise doctrine from them.

So far as the political attitude of the poet in his
second period is concerned, between 414 and 405, it
seems, if we judge these particular plays rightly,
that while he continues to fight the influential dema-
gogues, he does not attribute to any of them the
baneful importance which he formerly attributed to
Cleon, nor does he aim at any particular reform in
the state. He is pained by the blind exultation which
possesses the people in the assembly, the violent
hatred between citizens, the profound schism which
threatens to become irretrievable. The hope of
harmony suggests to him some of h^^ best passages.

The essential thing is not to regard Aristophanes
as a party man; he was rather a man of sentiment,
conceiving what Athenian character and society
should be; he stood for kindliness in manners, joy
in freedom from restraint, ease of approach, attach-
ment to ancient customs, and the like. It was this
conception that made him aggressive; and the more
Athenian harmony was jeopardized in his eyes, the
more resolutely he came to its rescue. It may be
that there is something of a Battle of the Books in
this conflict between Couat and Croiset; this criti-
cism has been made. Surely it is wrong for either to
take Aristophanes's plays as the confession of a
serious man. Yet, there are but few lovers of Greek
literature and of the study of the play between
politics and the stage who will not have their con-
sciousness of the personality of the poet and of the
play of that personality in the politics and society
of the town life of Athens greatly clarified by
absorbing this study of Croiset's on Aristophanes.
New Yowc Univbuitv* W. E. WatESS.

THE CLASSICAL WEEKLY

231

ADDENDUM TO THE REPORT OF THE COM-
MISSION ON COLLEGE-ENTRANCE RE-
QUIREMENTS IN LATIN

The Commission has voted unanimously to issue
the following statement, which will later be incor-
porated in the definitions of the requirements: —

Colleges which require only two years, or only
three years, of Latin for entrance can adapt the
definitions of the Commission to their needs by the
mere omission of the portions which assume a
longer preparatory course. For a two-year require-
ment the reading should be not less in amount than
Caesar, Gallic War, I-IV; this reading should be
selected by the schools from Caesar (Gallic War and
Gvil War) and Nepos (Lives) ; and no part of the
reading should be prescribed for examination. For
a three-year requirement the reading should be not
less in amount than Caesar, Gallic War, I-IV, and
Cicero, the orations against Catiline, for the Manilian
Law, and for Archias ; this reading should be selected
from Caesar (Gallic War and Civil War) and Nepos
(Lives), Cicero (orations, letters, and De Senectute)
and Sallust (Catiline and Jugurthine War) ; Cicero's
orations for the Manilian Law and Archias should
be prescribed for examination. Or the requirement
in poetry, as defined by the Commission, may be
offered as optional in place of the third-year prose.

In this statement the Commission proposes no
modification of the definitions, but aims merely to
make them usable for the requirements of all col-
leges. The acceptance of the definitions by colleges
which require less than four years of Latin is neces-
sary to the attainment of uniformity.

John C. Kirtland (Chairman),
W. Dennison (Secretary),
April 23, 1910.

On April 29^30 I attended the sixth annual meet-
ing of The Classical Association of the Middle
West and South, at the University of Chicago.
There was a large number of persons in attend-
ance, though after all but a small percentage of
the members of the Association were present. This
is inevitable, in view of the wide territory which
the Association seeks to cover. There were few
members present from either the Middle South
or the South Atlantic States. The social side of
the meeting was well cared for. The papers cov-
ered a wide variety of topics.

The President-elect for the new year is Profes-
sor B. L. D'Ooge, of the State Normal School
at Ypsilanti, Michigan; Mr. D'Ooge was Secre-
tary-Treasurer of the Association for three years
prior to his visit to Europe in 190S-1909. The As-
sociation renewed, with some modifications, for the
next five years the contract by which The Qassical
Journal has been printed at the University of Chi-
cago Press; I understand that beginning with the
next volume, next fall, one more number per year
will be issued. Classical Philology will also be sent

to the members by the Association, as heretofore.
There is every indication also that the arrange-
ment now in effect whereby members of The Clas-
sical Association of the Atlantic States may, by
subscribing through the Secretary-Treasurer of their
Association, obtain The Classical Journal and Qassi-
cal Philology at one-third less than the regular rates,
will be continued.

The experiment of exchanging delegates be-
tween the three great classical Associations has been
markedly successful. At Chicago, as at Hartford,
I was warmly received. The several Associations
have much to learn from one another and can help
one another greatly by a frank interchange of their
experiences in their efforts to build up strong and
effective organizations. My creed concerning this
whole matter of organization of classical Associa-
tions and their cooperation one with another was
set forth in full in an editorial in Volume II of
The Classical Weekly (2. 17-18), and again last
week (3.217), so that I need not enter into the
matter here.

Two other members of our Association were
present at the meeting. Professor Harry Thurston
Peck delivered the annual address, speaking in
pleasant vein on The Classicist of to-day. Professor
Mitchell Carroll was also present, being in Chicago
in the course of a very extended trip in the West
in the interest of the Archaeological Institute of
America. C K.

THE CLASSICAL ASSOCIATION OF PITTSBURGH

AND VICINITY

It was in the Fort Pitt Hotel, Pittsburgh, on April
16, that this Association was honored by the pres-
ence of Professor Paul Shorey of the University
of (Hiicago. The occasion was the closing luncheon
of the year. The verses of Gaudeamus igitur and
Integer vitae were joyfully sung by a chorus of
seventy voices.

The address of the day was very ably given by
the guest of honor. Dr. Shorey. His subject was
Nature Faking in Antiquity. Dr. Shorey was him-
self, versatile, witty, brilliant, unique.

This attractive address closed the last session of
a very successful year for the Association.

The following officers were elected for the com-
ing year:

President, R. B. English, Professor of Latin,
Washington and Jefferson College, Washington,
Pa.; Vice-President, B. L. Ullman, Professor of
Latin, University of Pittsburgh ; Secretary-Treasurer,
W. M. Douglas, Teacher of Latin, Shady Side
Academy, Pittsburgh.

N. Anna Petty,
Secretary-Treasurer.

Carnegie, Pa.

232

THE CLASSICAL WEEKLY

^he CLASSICAL IVEEKLY

Thb Classical Wbskly is published by the Classical Association
of the Atlaotlc States. It is issued weekly, on Saturdays, ticm
October to May inclusive, except in weeks in which there is a legal
or school holiday, at Teachers College, 525 )^ est xaoth Street, New
York City.

All persons within the territory of the Associaticn who are interest-
ed in the literature, the life and the art of ancient Greece and ancient
Rome, whether actually engaged in teaching the Classics or not, are
eligible to membership in the Association. Application for member-
ship may be made to the Secretary -Treasurer, Charles Knapp, Bar-
nard College. New York. The annual dues (which cover also the sub*
scription to Thr Classical Weekly), are two dollars. Within the
territory covered by the Association (New York, New Jersey, Penn-
sylvania, Delaware, Maryland, District of Columbia, Vir|nnia) sub-
scnption is possible to individual only through membeiship. To in-
stitMtions in this territory the subscription price is one dollar per year.

To persons and itstitutiors outside the territory of the Association
the subscription price of Thb Classical Weekly is one dollar per
year. Single copies or extra copies ten cents each.

Editor-in-Chief
Gonzalez Lodob. Teachers College, Columbia University

Associate Editors

Charles Knapp, Barnard College, Columbia University

Ernst Riess, Boys' High School, Brooklyn

Harry L. Wilson, Johns Hopkins University

Business Manager
Charlfs Knapp, Barnard CoHepe, New York City

TOWLE AND JENKS'S

CAESAR'S GALLIC WAR

Text in clearer print than any other edition.
Notes give exactly the help that pupils need.
Grammatical Appendix contains all the grammar
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Vocabulary is made for pupils of ordinary capacity.

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Experience of many teachers has shown that original specimens
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to understand, easiest and safest to handle, cheapest to acquire. I
propose groups to illustrate Caesar, Cicero, Vergil, Livy, Tacitus.
Here is a sample.

CAESAR. Price five dollars. (Postage 15c. extra)

A coin made by the Gauls in Ciesar's time, and four Roman Silver
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AMERICAN BOOK COMPANY

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students of Latin through the use of

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By George H. Browne, of the Browne and Nichols School^

Cajnbridge, Mass.

This ingenious device provides the vocabularies of
Caesar, Sallust, Nepos, Vergil's Aeneid I-IV, and all of
Cicero's orations, grouped according to frequency of occur-
rence, with the English meanings so arranged that they may
be instantly displayed or concealed for the conveniences of
drill work. A • ircular with sample pages will be sent post-
paid upon application.

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Dr. Hale's First Latin Book

By William Gardner Hale, University of Chicago.
An Unusutl Succms to todlampolls

** Dr. Hale's book has been used in both high {schools and also in all
the grammar schools (la) in which we teach Latin in the eighth grade.
It has been an unusual success. This is the unanimous testimony of
the teachers. To a remarkable degree it gives interest to the study.**
—Calvin N. Kend»li, Sup* t of Schools^ Indianapolis^ Indiana,
Red clothy i2mo. Price ^l.OO. Why not write us t

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($L00 each) write to Professor Charles Knapp, Barnard
College, New York City.

CAESAR: THE GALLIC WAR

By A. L. HODGES, Instructor in Latin in Wadlaigh
High School, Naw York. lamo. Cloth. Illustratad.
xiii -1-522 pages. $1.25 nat.

The fourth booh in the Macmillan Latin Series edited by J, C.
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Prehensive in tt eduction ^ helpful noteSy and a complete vocmbmlmry.

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Vol. in

Nbw Yoek, Mat 21, 1910

No. 28

A very stimulating little book has recently been
published by Mr. Eugene A. Hccker, Master in
the Roxbury Latin School, on The Teaching of Latin
in Secondary Schools (Schoenhof Book Co., Boston).

We are accustomed to discursive discussion of
this or that method of teaching Latin; we have had
numerous articles on the value of Latin and kindred
topics, but what has been conspicuously lacking in
most of our discussions is detailed suggestions as to
specific things. We find this difKculty met in Mr.
Heeker's book, for he goes into elaborate detail and
is so obviously speaking from ripe experience and
thorough equipment that what he says is worthy
of much consideration.

After a discussion of the curricula of secondary
schools in Germany, France, England and America,
with typical programs, he enters upon a chapter
treating general matters, such as Correlation, Prose
G)mposition, Memory Work, Reading Aloud, Pro-
nunciation, Review, Translation, Acquisition of Vo-
cabulary, Sight Reading and Choice of Authors.
Then he takes up the work of the secondary school
year by year and closes with general remarks on the
relation of the college entrance requirements to the
work of the schools. The most extensive chapter
is on the fourth year, the teaching of Vergil, but
considerable attention is devoted to the teaching of
Caesar and Cicero. I quote the following conclusion
to the chapter on the first year:

At the end of the first year of Latin a student
should have the following knowledge: Declensions
of nouns, pronouns, and adjectives; conjugation of
regular verbs and the common irregular verbs, like
possum, fero, to; common uses of ablative, genitive,
dative, accusative ; the simple principles governing
common subordinate clauses, such as those of pur-
pose, result, temporal ; familiarity with the Latin
ways of saying things, acquired by a reasonable
amount of reading in a suitable reader; and ability
to render inlo Latin very simple English sentences
illustrating grammatical principles.

In summarizing the results of the second year
work he says :

At the end of the second year, the student should
have a very fair grammatical equipment; in fact,
enough to be adequate, with some additional note
of rarer constructions and forms, for the next three
years. Constant drill and review is as essential as
during the first year. I consider a knowledge of the
following reasonable to expect at the end of the
second year : Syntax ; Sequence of Tenses, Pro-
hibitions, Exhortations, Wishes, Purpose, Result,
Causal Clauses, Conditions, Concessive Clauses,
Temporal Clauses, Questions, Direct and Indirect,

Indirect Discourse, Complementary Infinitive, Poten-
tial Subjunctive and Subjunctive of Desire as basis
of all Subjunctives, Ablative Absolute. Forms;
Declensions, Comparisons, Regular and Irr^ular,
Conjugations, Gerund and Gerundive, Supine. Func-
tions of Cases: Vocative, Genitive, Dative, Accusa-
tive, Ablative, Locative. Miscellaneous; Uses of
Prepositions, Accent, Word Formation, Numerals,
Dates. Nouns having peculiarities. Other Irregular
Words (pronouns and irregular verbs and words
often confused and words with two or more distinct
meanings).

Mr. Hecker does not believe in plunging the pupil
at once into Caesar in all his complexity. He thinks
a Gate to Caesar should be used. He does not be-
lieve in the use of the grammar until the third year;
he thinks that very little attention should be paid
to syntax at the outset and that what the stndent
learns should be written down in a note-book rather
than studied from a grammar. He believes thor-
oughly in the acquisition of vocabulary and thinks
that the best way to do it is to have a student write
each new word on a card with its meanings and
then memorize it. In this connection "little booklets
like Ritchie's Discemenda, a list of Latin words
likely to be confused, is a convenient thing for
pupils to use". In the second year students are to
construct their own dictionaries of words and
phrases and exact meanings are to be insisted upon.
Slipshod translations are never to be tolerated for
a moment In the matter of sight translation of this
year various readers might be used or selections
from the Vulgate. In the case of Cicero in the
third year he sees no reason why Cicero should be
restricted to the orations; letters and essays should
be included. Throughout the course correlation with
English, particularly in History, should be insisted
upon. So far as the Aeneid is concerned, he think)
only Books I-IV and VI should be presented in
the secondary schools but he holds that the Eclogues
might well be read, particularly IV and IX. An
attempt should be made to treat Vergil from the
literary point of view but this should not be pursued
too far. Mackail's chapter on Vergil ought to be
prescribed for every student, however, and no lew
than 200 lines of Vergil should be assigned to pupils
to commit to memory and recite. In sight trans-
lation we might have in the fourth year some of
the letters of Pliny, Juvenal or Seneca, Ovid and

In all the chapters books important for the teacher
■re referred to, with suggestions for the school

a 34

THE CLASSICAL WEEKLY

library. Here the selection seems to be very judici-
ous though in some respects perhaps more extensive
than seems necessary. *

No attempt has been made to do more than indi-
cate the scope of the book, for to discuss the indi-
vidual suggestions would require more space than
I have at command. Of course there are certain
things which might be objected to ; for example, Mr.
Hecker is willing to go to extremes in making a
point Thus he says:

The best composition is only a piracy of words,
phrases and constructions which actually occur in
extant authors. When a student uses any other, the
teacher doesn't know whether the Romans may have
used it or not Suppose you give the pupil this
sentence: "Caesar made me write the letter." The
boy translates literally: Caesar fecit me scribere
banc epistolam. "Wrong," says the teacher; "you
should say, Caesar coegit, etc But observe qui nati
coram me cemere letum fecisti (Verg, Aen, 11.539) J
Nulla res magis talis oratores videri facit (Cicero,
Brutus, 38, 142). Or suppose you have the sentence,
"Horace is worth reading." I believe that the
majority of teachers would here insist on a qui
clause, because the composition book says so and
they don't remember ever seeing an infinitive used
in this construction. But see Quintilian, X, I, 96 :
At Lyricorum idem Horatius fere solus legi dignus.
And isn't Quintilian "classical"?*

Now we may grant the truth of what he says but
the fact that these exceptions occur does not seem
a valid reason for not insisting upon the normal
method of expression. If Cicero uses quamTns with
the indicative once (it is a disputed passage), that
is no reason why the simple distinction between
quamquam and quamvis should not be taught I do
not believe that Mr. Hecker himself would tolerate
in his classes facio in the sense of 'compel' or
quamvis with the indicative. With his main conten-
tion that the things taught should be reduced to the
minimum of essentials no one now would disagree
but what constitutes the essential is still some-
times the question. But while all books have to
be used with some care, this one has much less to
criticise than most G. L.

CONCERNING VOCABULARY AND PARSING
IN GREEK AND LATIN

(Continued from page 226)

The discussion so far has dealt only with vocab-
ulary in Greek. In Latin, where so much more good
work has already been done, it will be sufficient to
illustrate briefly the principles set forth above, al-
though in a different order.

As to a Latin beginning book. It must be em-

1 To roe Mr. Hecker'a examples here seem somewhat unhappy. One
comes from poetry. For the passive infinitive with dignus we need
not go to Quintilian lo.i 06 (though one American Latm Grammar
dtesonly that example); cf.e. g. Horace Serm. 1.3.24, 1.4.3. examples
again from poetry. I cannot believe that all teachers in the Schools
are quite so uncertain of their I^tin as Mr. Hecker seems to imply.
Some of them must surely have noticed the odd behavior of the
passive infinitive, e. g. with dignut and im^tr; C. K.

phasized anew that the most important aim of the
first year's work is the student's acquisition of a
good working vocabulary. This does not mean
merely memorizing a list of words, but facility in
using those words or their direct compounds under
any circumstances. Parsing is, of course, included
under this head, but that will be treated separately.

Vocabulary, therefore, must be emphasized from
the very first. And yet at the first approach to Latin,
usually the first foreign language, the student is
generally baffled in the attempt to remember the
strange words except for the day or under the
temporary, false, stimulus of an examination. What
must be done? Some means must be devised to
make it possible to retain the words easily. How?
By bridging over the gulf between the known and
the unknown, the most fundamental principle of all
pedagogy. This can best be done by the use of
English derivatives from the Latin as a direct
means of learning Latin itself. The benefit to
English will be noticed later.

A sample vocabulary from the o-declension will
illustrate :

VOCABULARY I

amicus, i, m.

friend.

Amicable

servut. 1, m.

slave.

Servilr

filius, i, m.

son.

Filial

deus, i. m.

god.

Deitv

tomnus, 1, m-

sleep.

Insomnia

in-, negative prefix,

not.

Insomnia

inimicus, i (amicus, friend) enemy. Inimical

gladius, i, m. sword. Gladiator

vicinut, i. m. neighbor. Vicinity

aureus golden Aureole

magnus. Ic^rge Magnitude

est, is ; sunt, are.

With the English derivatives simple at the first
as here, it will be found that the average student
(he is the one education aims at, or ought to aim
at) will memorize and retain this vocabulary easily
even when Latin is new to him. Words with no
English derivatives may be introduced gradually,
as the memory is made strong enough by successful
retention to absorb them. The encouragement bom
of rapid progress, and of seeing at once that Latin
is an immense help to English is of incalculable
value. Both boys and girls very soon see the bene-
fit of the method.

It has to be said, of course, that the English
derivatives must be selected with great care, so as
to be simple and to avoid their being confused with
the English meaning of the Latin word, for we
are aware that students are cautioned in all the
books not to translate certain words by their English
derivatives. This very point of confusion may in
nearly every case be avoided by choosing those
English derivatives which, though simple, yet show
the strict meaning of the original root. An example
is obtinere (ob, in front of, tenere, hold) hold, Re-
tain.

THE CLASSICAL WEEKLY

«35

Even small points of grammar may often be
taught in this way, as stems of the third declension,
parts of irregular verbs, etc. The following list of
words will illustrate (roots of English derivatives
not found in the present vocabulary are supposed
to be contained in a previous one) :

iter, itineris, n.
vulnus, -eris. n.
caput, -itis, n.
foedut, -eris. n-
care, carnis, f.
grex, gregis. m.
vetus, veteris.

marc h^ journey. ITINERARY

wound. Invulnerable

head. Decapitate

league, treaty, CONFEDERATE

flesh. Incarnation

flock. Congregate

old. Veteran

Minus, Minimize

Ameliorate, Optimist

Provide, Invisible

parvus, minor, -us,

minimus, little.

bonus, melior, -us,

optimut, good.

video, -ere, vidi,

visus, see.

tequor, sequi.

secutus sum, follow. Consecutive

So with fourth declension stems, e. g. by using
'manufacture' with ntanus, 'genuflection* with genu,
'cornucopia' with cornu, etc Even very unlikely
words may have an English derivative that may be
used, and it is a matter of surprise how compara-
tively few of the commonest Latin words have no
such descendants. Indeed, it is to be expected that
the commonest Latin roots would be most likely
to pass over into English, and so it proves, as an
exhaustive examination will reveal.

All vocabularies, of course, need careful arrang-
ing, (i) According to declension; (2) According
to the convenience with which the English deriva-
tives may be used; (3) According to the grouping
of words together that suit a certain theme, or that
are derived the one from the other, and (4) Ac-
cording to the need of illustrating the necessary
principles of grammar or syntax.

If the interest is aroused at the outset by obvious-
ly practical results, and maintained by the making
of interesting Latin narratives that appeal both to
boys and girls, beginning Latin may still be the
fruitful seeding-ground it ought to be. Five hun-
dred words learned in all their forms is only a
minimum. It can easily be made a thousand, even
with the average student.

Little sketches concerning Roman history, cus-
toms, literary men and their productions will also
help to arouse a true taste for further Latin studies.
Besides, this training in et3rmology, both in Latin
and in English, is highly educational, shall we not
say 'practical'?

Is it not painfully true that the teaching of Latin-
English etymology is now-a-days almost a mere
name in most quarters? All believe in it, but few
can find time for it And it does take time, whether
in connection with the modern Beginners' Books
or with the reading of an author. The teacher may
ask for or give a list of derivatives from any given

Latin word, but such suggestion is laborious and
slow, and the derivatives suggested are often of
the least value. Besides, the work is generally done
orally, and is apt to evaporate with comparatively
little permanent result as compared with that ob-
tained from definite study of the selected derivatives
printed opposite the Latin original. Many teachers
assume that students ordinarily do a great deal of
etymologizing, but this belief is largely based upon
the experience of such as themselves, manifestly
not average cases.

The department of English has failed to handle
the question of etjmiology, and tmavoidably so, ex-
cept for such simple work as that furnished by
Swinton's Word-Analysis. Termination-study and
prefix-study and the study of the simpler principles
of the etymology of Latin or Greek derivatives in
English ought to be done far down in the grades,
but the Latin or Greek class is the place for the real
work. There it can be done not only without re-
quiring additional time, but with an actual saving
of time both for the beginning year itself and for
all the succeeding years.

A further word should be said concerning word-
lists for each author read, at least up to the Fresh-
man or the Sophomore years. The arguments in
favor of such lists have been stated in the first part
of this paper, in reference to Greek lists. The plan
for Latin may be outlined thus: six to eight hun-
dred words from Caesar I ; then, inasmuch as many
begin Caesar with II, an independent list for the
remainder of Caesar, of twelve hundred words;
(2) an independent list for each of the commonest
orations of Cicero; and (3) an independent list for
the first six books of the Aeneid, with poetical words
indicated; (4) the Freshman Latin authors should
certainly have such a list, as a check upon the earlier
preparation, and the lists might be carried further
if necessary. The earnest student, indeed, after
becoming accustomed to the use of the lists, is eager
to have a new one for each author read throughout
the college course. He thus soon learns the peculi-
arities in diction of each new author, and gets a
good review.

A brief sample of a list for Caesar will indicate
the scope. For later authors, parts of verbs need
not be given. The second root of an English deri-
vative, where there is one, is given. Only simple
root-meanings are chosen. The list is not intended
to be a dictionary, only a memorabilia.

omnis. -c, all, every Omnipotent

(potens, powerful )
divido, videre, visi,

visus, divide. Division

pars, partis, /. part. Partial

trcs, tria, three. Triple

qui, quae, quod.

rel pron. who, which, what.

unus. -a. -um, one. United

*36

THE CLASSICAL WEEKLY

Alien
Linguist

Paternoster
Appellation

ftlios. -«. -udt other.

lingua, -ae. f. tongue.
noster. «tra, -tnim

(nos, we) our,

appello. call by name.

hie, haec, hoc, this,

lex« legit, f. law^ custom Illegal

^ inter, {acc.) detzveen, among, Interur b^ (urbs, city)

"^ The blank list for review contains simply the
Latin words in the same order.

It need not be said that the list will be of no
avail unless studied and reviewed constantly. Ap-
parently there are very many words to learn at the
first, but the lessons are very much shorter then,
and most of the words will have been met before.
The student, if required to recite on any part of
his list at any time without notice, will find that it
pays to learn the new words each day as a part
of his lesson, which by every argument they un-
doubtedly are. The other benefits resulting from
the use of the lists as hinted at in connection with
Greek lists above, may be briefly restated in con-
cluding this section: (i) methodical training of
the memory; (2) development of etymological in-
sight; (3) the consciousness of progress as shown
by tangible results; (4) better preparedness for ad-
vanced reading, leaving more time to devote to
subject matter and to additional reading; (5) better
preparedness for sight-reading; (6) opportunity of
frequent review; (7) better knowledge of English;
(8) concentration on standard forms and words of
permanent general value; (9) the doing away with
the perpetual use oi translations; (10) saving of
time and gain in clearness everywhere.

PARSING

Under this head, Greek will be spoken of first,
then Latin, and first the parsing-list for Xenophon,
which is printed in the same book as the word-list,
and arranged in the same order. Parsing of verbs
includes giving person, ntmiber, tense, mode, voice,
principal parts and meaning; parsing of a declin-
able word involves giving the case, number, gender,
nominative form, comparison if compared, and
meaning. It may be done orally or in writing with
abbreviations.

The following sample from Xenophon 1.1.1-2 will
illustrate :

I. yiyKOKTcu

2. vofxtfv

irp€apvT€poi

irvYxpy^

v€wr€poi

rivBhru

dircScijc

IpovKfTO

Xapwv

ix<av

muSe

&y€prj

irapdvai

[Selected parts

of verbs

are given in t

for Xenophon above, omitting rare and poetical
forms which often cause confusion and waste of
energy].

The use of this list cultivates and compels original
knowledge of forms apart from the baneful, weaken-
ing crutch of context The use of the list also pre-
cludes the necessity of the customary deplorable
vivisection of each passage. It is a very feasible
method, and only second in value to the word list
It is as valuable in Homer as in Xenophon. In
short anywhere an ounce of real parsing is worth a
ton of guessing from the context For after the
student comes habitually to feel responsible for the
parsing of each form he meets, L e. has really ac-
quired the parsing habit, he will soon be master of
the whole subject In fact the ability to parse per-
fectly the first three hundred forms of Xenophon
involves a knowledge of forms and attests an insight
which needs little supplementing for any Greek
prose readings.

With parsing, as with vocabulary, it goes without
s^^ing that it should begin in the first year, and at
the very beginning of it It is not sufficient for
the student to commit to memory the paradigms so
as to be able to recite or write them, for unfor-
tunately the authors read do not consist of a mere
succession of paradigms. Consequently the student
sees many words, but does not actually see stems
or endings. A number of exercises may easily
be made compelling the individual parsing of forms.
Such an exercise for the Greek o — declension might
run thus : change the number of the following words
and word-endings, observing the accent carefully:
$€od, worratU, dw$pJ^ovs, rbPj rdis. So one might ask
his pupils to change Xi5<rw, 7/Ni^erc, Aytu, 47fi to the cor-
responding present or future.

Similar parsing exercises may readily be made
for Latin also. For example, the pupil might be
required to parse and change the number of tu-
lerunt, amavissetis, mihi, rexerimus, quibus, simili-
bus, id, etc., or to change to the future tense and
to the other number faciebam, monueraiis, usus es,
etc.

To conclude, proper word-list study and parsing
by the laboratory method with frequent reviews
will not only save time and energy, but will give
the unique discipline aflFordcd only by such studies,
and will help to save the day for the Gassics.

Baltimore, Md. HERBERT T. ARCHIBALD.

REVIEWS

Der Monolog im Drama. Ein Beitrag zur griech-

isch-romischen Poetik. Von Friedrich Leo.

Berlin: Weidmannsche Buchhandlung (1908).

The main lines of Professor Leo's discussion are

drawn in the opening paragraph. The soliloquy as

we know it in Shakespeare and Schiller is not a

heritage from Sophocles. Its path in the history

THE CLASSICAL WEEKLY

as?

of the drama is, however, broadly traceable in the
New Attic Comedy. Our interest is, then, at the
outset fixed upon the relation of Attic Tragedy to
New Comedy, or, in other words, upon the passage
of the Attic drama from its earlier to its mature
form.

The preliminary stages of the soliloquy may be
followed with increasing distinctness from Homer
to Euripides. The Homeric hero, in critical mo-
ments, deliberates with himself or addresses his
own heart or some god. The watchman in the
Agamemnon of Aeschylus soliloquizes, but he uses
at the outset the form of prayer. Sophocles has
frequent "asides", which are regularly addressed to
a god, the elements or an absent person. Euripides
IS the bridge between the earlier and the later form
of the Attic drama. One must turn rather to
Euripides than to Aristophanes for an explanation
of Menander. In respect to the soliloquy, Euripides
is the forerunner. Yet he does not, relatively speak-
ing, use the soliloquy with freedom. He is self-
conscious about it, for the ever-present chorus is
a barrier to the free use of the soliloquy as such.
The comedy of manners took form in a time when
the convention of the chorus was obsolete or obso-
lescent. The disappearance of the chorus was the
removal of a barrier. The living force of the ten-
dency to soliloquize could and, in fact, did then
assert itself freely. Now begins the time when the
soliloquy wins for itself equal rights with the dia-
logue. From the testimony which is afforded by
Plautus and Terence, it is plain that the soliloquy
belonged to the technical resources of New Comedy.
Its use to mark the conclusion of one scene and the
beginning of a new one, the use of the double solilo-
quy which presently passes over into dialogue, the
use of the background to which one character may
retreat and may so render himself fictitiously ab-
sent while a new character indulges in a soliloquy,
all these belong to New Comedy. Not only the
Roman adaptations, but the newly found texts of
Menander prove that.

Professor Leo's purpose in following the history
of the soliloquy, as he does follow it, to the limits
of classical literature, is not merely historical. To
return to his opening paragraph: there is a second
main line of argument, the aesthetic. The ancients
used soliloquies not because they had become, for
some reason, a literary convention. They resorted
to them because they had a basis in nature. The
soliloquy arose among people who, in critical mo-
ments, soliloquize. It drew its inspiration from life.
Alike Homer's warriors and Menander's men of
the world talk with themselves in moments of dan-
ger or intense emotion. So, too, the Greek princes
for whom the rhapsode sang and the Attic peasant
who sat in the theater. However much the solilo-
quy may have become conventionalized in form, in

its essence it is no convention. And further, it is
no dramaturgic contrivance. Menander's practice
declares as much. For his soliloquies are not used
as mere devices for betraying secrets ; in this respect
they do not help on the plot They are used because
they mirror life.

I have attempted to state briefly, in part in the
author's words, the two main interests which the
reader will find in Der Monolog im Drama. Not
that this summary of the book is exhaustive. The
whole discussion is replete with suggestion, and the
ground traversed is far greater than is indicated
in the summary here given. Aside from its breadth
of view, the book deserves to have and will have
many readers because it is timely. A scholar of
the very first rank, surveying the whole field of
ancient literature, deals with a definite problem;
and that, too, a problem which invites particular
attention on account of the present interest in Me-
nander. The aesthetic question, also, is a question of
the day. Professor Leo enters a quiet but insistent
protest against the current conception of dramatic
art that banishes the soliloquy from the stage in
the name of fidelity to nature and to life. He
measures from a broad base-line, and finds that
the soliloquy entered at first into Greek poetry be-
cause it corresponded to something actual in human
life, and that it gained an undisputed place in the
fully developed Attic drama because it was still
felt to correspond to something real
Hauilton C0L1.BGB. Edward Fitcb.

Handbuch der griechischen Dialekte. Von Albert
Thumb. Heidelberg: Winter. (1909). Pp.
XVIII + 403. 8 Mk.
Introduction to the Study of the Greek Dialects;
grammar, selected inscriptions, glossary. By
Carl Darling Buck. Boston : Ginn and Co.
(1910). Pp. xvi-f-320. $2.75.
Since the days of Ahrens a knowledge of the
Greek dialects has been obtainable only from the
historical grammars and grammars of the separate
dialects. Hence such study has been possible only
for those with access to a number of rather ex-
pensive books, and only at the price of much turn-
ing of leaves. Now, within six months of each
other, there appear two convenient and satisfactory
handbooks.

Fortimately broad differences in content and
arrangement make the two works supplementary.
Professor Thumb's book is indispensable for the
very full bibliography and the detailed account of the
sources. The greater part of the material is ar-
ranged in the form of descriptions of the several
dialects, under each of which we have an account
of the sources, its history, and a statement of its
important peculiarities. A feature that will appeal
to philologists in the wider sense is the liberal at-

«3*

tHE CLASSICAL WEEKLY

tention paid to the phases of the dialects that ap-
pear in literature. The treatment of Attic is com-
mensurate with that of the other dialects, but one
is surprised to see that the author of Die griech-
ische Sprache im Zeitalter des Hellenismus here
dismisses the tcoir^ with three or four pages.

The most striking feature which differentiates
the American from the German book is the inclu-
sion of the most important dialect inscriptions. In
fact, a plan for a ''collection of Greek dialect in-
scriptions with explanatory notes for the use of
students" was the germ from which the book has
developed. We have, therefore, in a single volume
all the material needed for an elementary study
of the dialects.

All dialectic peculiarities are grouped together in-
stead of being scattered through a number of sec-
tions dealing with the different dialects. The dis-
cussion of rhotacism, for instance, forms one sec-
tion, whereas the other principle of arrangement
would have called for a treatment of it in the
chapters on Elean, Laconian, West Ionic, Cretan,
and Thessalian. Aside from its economy of space,
this method is a g^eat help toward a clear under-
standing of the linguistic processes involved.

"Summaries of the characteristics of the several
groups and dialects" furnish a convenient survey
of the material from the other point of view. Both
points of view are combined in four charts which
enable one to see at a glance the linguistic evidence
on the interrelation of the dialects. The latter topic
receives brief but clear treatment in the introduc-
tion, and, at the close of the grammar, is carried
to its logical conclusion by a discussion of the vari-
ous forms of iRur^.

There is a glossary of words contained in the
inscriptions but not found in Liddell and Scott, and
with this is combined an index to the grammar.
The latter feature and the very numerous cross
references make every part of the book easily
available. Professor Buck's work is to be recom-
mended to all whose interest in the dialects is
primarily linguistic or epigraphic And students
of the literature can find here a safe foundation
for work in the literary dialects.
Babnaro CoLLXGB. E. H. Sturtevant.

LATIN VERSES BY MR. HAWLEY

In The Classical Weekly 1.59 a Latin poem en-
titled Ver Fulcrum was printed, together with a
translation of the poem into English. At that time
nothing was known to us of the author, Mr. Ed-
ward W. Hawley. We have since learned that Mr.
Hawley is a very busy lawyer of Minneapolis, whose
formal classical and linguistic studies lie twenty
years behind him. In answer to a query whether
he had any more Latin verses on hand, Mr. Hawley
wrote :

Almost before I knew it, I was foolishly trying
to frame in Latin verse an answer to your letter.
And what was still more unfortimate, the meter
that insisted on possessing me was the Sapphic
(possessing me, I mean, after the manner of Mark
Twain's "Punch, brothers, punch; punch with care",
etc), which meter always seemed to me as difficult
to compose in as any, partly because of the very
large classes of words that refuse absolutely to
conform themselves to its complicated, and highly
artificial, though (as exemplified by its use in Hor-
ace) most pleasing grouping of quantities. . . .1 . . .
felt, however, an unconquerable aversion to sending
you any Latin verses composed by me at this time,
unless I could succeed in making them flawless as to
quantities.

At last, however, I have brought myself to send a
stanza. You virtually asked me three questions: (i)
Whether I wrote the verses Ver Fulcrum, etc; (2)
Whether I had any more Latin verses to send you ;
(3) What observations, if any, I might want to
make with reference to the writing of Latin verse.

My idea was to compose one Sapphic stanza in
answer to each of these three questions, but thus far
I have been able to work out only one stanza.

Later, Mr. Hawley sent two more stanzas. In

these there were some errors in quantity, a matter
not surprising in view of the fact noted above that
twenty years of life as a busy lawyer and political
reformer have elapsed since Mr. Hawley practiced
the writing of Latin verse.

I give Mr. Hawley's stanzas, slightly modified by
Frofessor George D. Kellogg, of Frinceton Univer-
sity:

Si rogaris me faceremne versus
quos super nomen mihi pervideres,
baud velim captare senex dolose :
sum reus ipse.

Si tamen captes aliud poema
ex eodem, me piget hoc referre,
*'Quam senem temptare tenella facta
stultius est nil".

Heu! nihil possum tibi me roganti
de poesi reddere praeter hoce,
"Hie labor" certe, "est opus hoc, Latine
versificare".
I would translate thus the first stanza into Sap-
phics, says Mr. Hawley:
"If you make me plead to the charge of writing
One small Latin poem I signed I answer:
"Lie I cannot; guilty am I, as written

in the indictment*.
A free rendering of the other two stanzas would
run as follows:

"But if, notwithstanding, you seek to obtain an-
other poem written by the same person, it chagrins
me to be forced to make this reply: "Nothing is
more foolish than for an old man to attempt the
deeds of youth".

Alas! I am unable to make any reply when you
ask me to write on the art of composing verses in
Latin, save this: "This is the labor, this the task,
to write verses in Latin".

It is most refreshing to find a man immersed in

the cares of a large practice and deeply engaged in

municipal politics still keeping up his interest in the

writing of Latin verses, an art which he learned

under the late Frofessor F. D. Allen. Another

THE CLASSICAL WEEKLY

^39

passage in Mr. Hawley's letter has its deep interest,
a reference to the composition by him last summer,
as he rowed about "one of the most beautiful of
Minnesota's ten thousand lakes", of a translation of
an Ode of Horace into English Sapphics. One is
forcefully reminded of what Cicero says, in his
Pro Archia, of Haec studia.

There was an interval of several months between
the date at which Mr. Hawley sent his first stanza
and that at which he forwarded the other two.
During this time I put before Professor George D.
Kellogg, of Princeton University, the ideas which
Mr. Hawley was seeking to embody in Latin Sap-
phics. Mr. Kellogg wrote the first stanza as follows:
Si rogaris me dederimne versus
qui meo iam sub titulo feruntur,
tum senex nolim memorare falsa:
sum reus ipse.
He then continued as follows:
The sentiment which Mr. Hawley sets forth as
part of his projected final stanza,

Hie labor certe est, opus hoc, Latine
versificare,
from the preceding lacuna, the jingle in versificare
and the initial hie, suggests the famous story of
Vergil's challenge,

Sic vos non vobis
sic vos non vobis
sic vos non vobis
especially since Vergil filled out with nidificatis, etc.
I am, therefore, sending you two strophes filled
out on this principle, the former answering the
question whether he had any more Sapphics on
hand, the latter containing a suggestion to those
who aspire to write Latin verse.

Heu! rogatus nee reperire versus
nee meae possum moderare Musae:
"Hie labor certe est, opus hoc, Latine
versificare 1"

Si quis est verum cupidus poeta
cui beato sic fieri libebit,
"Hie labor certe est, opus hoc, Latine
versificare !"

C K.

THE NEW YORK LATIN CLUB

Seventy-three members of The New York Latin
Club listened with much pleasure to the paper of
Professor Frank Frost Abbott of Princeton Uni
versity at the meeting on May 14. The subject,
Some Reflections on the Pronunciation of Latin,
gave opportunity of hearing the latest theories on
the much-discussed matter of the Latin accent re-
viewed by a scholar thoroughly competent to analyze
them and to draw trustworthy conclusions. The
first point made was that while syncope and weaken-
ing of unaccented vowels show us that the speech
of everyday life was marked by a stress accent, the
retention of long unaccented vowels and the state-
ments of grammarians make it probable that in

literary circles accent was a matter of pitch. Hence
the traditional conflict of word-accent and ictus in
verse disappears. The second point, maintained was
that the word-group, not the single word, was the
unit in pronunciation. Proof for this was found
in statements of Quintilian. word-groups with a
single accent in Plautus and Terence, the omission
of 'points' in inscriptions, etc. On the basis of
these considerations Professor Abbott discussed the
treatment of 'elided' final syllables, and concluded
that slurring is the only practicable method of
reading. By the Romans, however, the final and
the initial vowel in such cases were treated as con-
current vowels within words were treated, e. g. in
cogo, dego. Lack of space makes it impossible to en-
ter into further details (it is hoped that the whole
paper will appear in The Classical Weekly) : it re-
mains to say that the general purpose of the paper
was to show that in the pronunciation of Latin, even
in prose, liaison obtained as in French, and that the
final consonants of words were assimilated to the
initial consonants of the following words even as
within the individual word itself the first of two
consonants repeatedly was assimilated to the second
The following oflficers were elected for next year:'
President, Mr. E. W. Harter; Vice-President, Pro-
fessor N. G. McCrea; Secretary, Mr. J. C. Smith;
Treasurer, Mr. W. F. Tibbetts; Censor, Miss Anna
P. MacVay.

Edward C. Chickering,

Pro-censor.

To M. Edmond Rostand, Author of Chanticler.
En tibi iunguntur miro luctantia nexu:
Callus natura Callus et arte tua.

You deftly joined what ages kept apart,
And what has come by nature, give by art

F. P. D.

THE WASHINGTON CLASSICAL CLUB

The tenth regular meeting of The Washington
Classical Club was held in the reading room of the
Prints EHvision of the Library of Congress on
Saturday, May 7, at 11.30. The President, Mr.
Sidwell, introduced the Librarian of Congress, Mr.
Putnam, who welcomed the members of the Gub
and offered to them the resources of the library.
Mr. William Warner Bishop, Superintendent of the
Reading Room, described the collections possessed
by the library which are of interest to students of
the Classics. He said that the library is especially
rich in works on archaeology, proceedings of so-
cieties, publications of European universities, works
on numismatics and catalogues of European manu-
scripts.

Reverend Henry J. Shandelle, S. J., of George-
town University, with the help of Mr. Parsons,
Chief of the Division of Prints, had chosen some
of the most interesting books, prints and manuscripts
for exhibition to the Club. At the close of the
meeting the members were delightfully entertained
at luncheon by the courtesy of Georgetown Univer-
sity.

140

THE CLASSICAL WEEKLY

»»e CI,ASSICA.l. IVEERLY

er Iba AllMlic Statu. It is Inacd naliti n ™iiiD>d>»: li^

""°t:t'"v*!rr '■""*•• ""i" " -"■• i. -In '"." T. S3

Columbia University

Summer Session

July 6— August 17

1910

Greek— Elementary Caarae.

Associate Professor Macurdy
Aristophanes. Professor Koapp
Idylls of Theocrilns.

Associate Professor Macurdy

Lalln — Prose Composition, two courses

Vergil's Aeneid. Professor McCrea

Plautos, Rudens and Mostellaria.

Professor Knapp
Research Coaise in Roman Politics

Satires of Horace. Professor Abbott

LEND INTEREST AND VIVIDNESS

To the TucUng of the CUaiica

from Ifac Hna o( vbicb thty ■
nllr*, an OKful ■djnacu in Ihi

propoae sroup* (o iUuitrate Ca

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ready for distribution, and will
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AMERICAN BOOK COMPANY

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of Cddjctw cf M»Rb I,

So much is said now-a-days in many quarters about
the use of translations in the teaching of Latin thai
I sometimes wonder whether our teachers are really
convinced of the essential value of reading what
the ancients wrote in the language in which they
expressed their ideas. For aside from the proneness
of translators with even the best intentions to make
mistakes in their renderings, there is always the im-
possibility of actually rendering the original with all
its implications and connotations into a language so
different in all its components as our own. I find
over and over again that in the best translations I
am reading renderings which are not Latin at all but
English. Often the translator has tried his best to
produce the effect of the original, but often again he
has obviously abandoned the attempt as hopeless.
For example note the translation of Vergil 6. 338-
339 in the most recent version :

Qui Libyco nuper cursu dum sidera seruat

exciderat puppi, mediis elfusus in undis.

Who, as he whilom watched the Libyan stars,

had fallen, plunging from his lofty seat

into the billowy deep.

Without emphasizing that the translator has ren-
dered medias in undat instead of what stands in

the text, we note that no attempt has been made to
translate effusus at all, for 'plunging' can not be
regarded as a real attempt to give the image. And
no one who knows Vergil would admit that the
rendering of the whole passage is Vergii at all. It
ia in reality English, and rather poor English, based
remotely upon Vergil. It is the same with most of
the translations.

I am moved to these remarks by the pleasant story
told by Mr. Gilbert Murray in his inaugural lecture
on The Interpretation of Ancient Greek Literature
(Oxford, 1909) of the late Mr. Labouchere, who, if
alive, would doubtless be much in favor of doing
away with the study of the Qassics in the schools.
The story with some criticisms is as follows:

I remember about twenty years ago reading an
obituary notice of Bohn, the editor of the library
of translations, written by Mr, Labouchere. The
writer attributed to Bohn the signal service to man-
kind of having finally shown up the Classics. As
long as the Classics remained a sealed book to him,
the ordinary man could be imposed upon. He
could be induced to believe in their extraordinary
merits. But when, thanks to Mr. Bohn, they all
lay before him in plain English prose, he could esti-

mate them at their proper worth and be rid for
ever of a great incubus. Take Bohn's translation
of the Agamemnon, as we may presume it appeared
to Mr. Labouchere, and take the Agamemnon itself
as it is to one of us; there is a broad gulf, and the
bridging of that gulf is the chief part of our duty
as interpreters. We have of course another duty
as well — our duty as students to know more and
improve our own understanding. But as interpret-
ers, as teachers, our main work is to keep a bridge
perpetually up across this gulf. On the one side
IS Aeschylus as Bohn revealed him to Mr. Labou-
chere, Plato as he appeared to John Bright, Homer
as he still appears to Mr. Carnegie, 1 will go much
further and take one who is not only a man of
genius, like Bright, but a great poet and a Greek
scholar, Euripides as he appears to Mr. Swinburne;
on the other side is the Aeschylus, the Plato, the
Homer, the Euripides, which we, at the end of
much study, have at last seen and realized, and
which we know to be among the highest influences
in our lives. This is not a matter of opinion or
argument What we have felt we have felt It is
a question of our power to make others, not spec-
ialists like us, feel the same. It is no impossible
task. Like most others, it is one in which a man
sometimes succeeds and sometimes fails, and in
which he reaches various degrees of comparative
success. There is not a classical tutor in this room
who does not know that it can be done, and that he
can himself do it*.

Mr. Murray goes on to explain that the task is
not an easy one. For we have to take into consider-
ation so many elements. And it is not surprising
that a large proportion of our students get into their
minds but a very small part of what they actually
read. In the case of poetry there is often a surface
appeal to the emotion, which many mistake for ap-
preciation. But in the case of hterary prose, the
amount of study and reflection which the teacher
needs before he can interpret apght is such that we
may well hesitate to ask that the attempt to interpret
arizht be made at all. But nevertheless the material
is there; it is our business to make use of it Shall
we teachers be content to be interpreters like those
of Bohn? It so, why complain that our students
get nothing out of Oassics? It is a great thing to
be an interpreter of a great mind t Why not accept
the post with awe and try to live up to the duties of
our priesthood? It is a matter of congratulation that
so many do. It is encouraging to think that that
number is increasing every day.

G. U

I 5« Maih>llT*s »iui4 reiuf !• so
■M (h( Cncki don* loc Modtni Cii

IV scnenl nbjcct h

S43

THE CLASSICAL WEEKLY

THE FEELING OF THE ANCIENTS FOR NATURE,

WITH SPECIAL REFERENCE TO QUINTUS

HORATIUS FLACCUS

The Feeling of the Ancients for Nature is so large
a subject that I must state my limitations of it a\
once in order to show that I purpose no exhaustive
treatment but only a suggestive sketch. I shall out-
line first of all the literature of the subject, taking it
up in historical order, then try to state in a general
way certain characteristics of the feeling for nature
among the Greeks and the Romans. Lastly, to illus-
trate the proper method of approach to antiquity,
I will analyze the feeling for nature in Horace.

The first epoch-making work in the comparison
of the ancient and the modem feeling for nature
was Schiller's essay, Cber naive und sentimentalische
Dichtung, written in 1795. Schiller contrasts the
naive nature feeling of the ancients and the senti-
mental feeling of the modems, and declares that it
seems strange that among the Greeks so few traces
of a sentimental interest in nature appear. He writes
as follows:

H we recollect the beautiful nature which sur-
rounded the ancient Greeks, if we recollect in what
intimacy this people lived under its happy sky with
free nature, how much nearer to simple nature were
its conceptions, sensations, and customs, and how
faithfully she is pictured in its poems, it must seem
strange to us that so few traces of sentimental in-
terest, with which we modems cling to natural
scenes and natural characters, are found among the
Greeks. The Greek is eminently correct, true and
circumstantial in his descriptions of nature, but no
more so, nor with any more cordial interest than
he manifests in the description of a costume, a
shield, a breast-plate, a piece of furniture or some
other mechanical product*.

In making this generalization, Schiller had Homer
in mind as the Greek, and it is this generalization of
his, based on so limited a part of Greek literature,
that set the tone for the traditional view of the
Greek feeling toward nature. But even Schiller
himself saw that so sweeping a contrast between
ancient naivete and modern sentimentalism could not
hold and in the same essay he points out a senti-
mental tendency in Euripides and among the Romans,
in Horace, Vergil and Propertius. Moreover, his
poem, Die Gotter Griechenland, recognizes the deep
feeling for nature in the Greek mythology. His
essay, however, set the traditional view for many
years, the view that emphasized the sharp contrast
between the ancient feeling for nature and the
modem.

The first critic to dissent from the conventional
view was Jacobs; he sensed even in Homer a real
feeling for nature and his work was followed by that
of Alexander von Humboldt who in his Cosmos
admitted that the Greeks had a deep feeling for
nature, but declared that this simply did not find
expression in nature description for its own sake.

> Hcmpcl's traoaktloo, 3.554-555.

He says :

The description of nature In hs manifold rich-
ness of form as a distinct branch of poetic litera-
ture was wholly unknown to the Greeks. The land-
scape appears among them mereW as the badcground
of the picture in whidi human figures constitute the
main subject. But absence of nature descriptioos
does not prove absence of susceptibility to the beau-
ties of nature where the perception of beauty was so
intense*.

Humboldt's belief in the deep nature feeling among
the ancients was carried out by Metz in his treatise
Cber die Empfindung der Natorschonheit bei den
Alten, but his work met no wide recognition, for it
disregarded entirely the historical method of treat-
ment, placing Ovid beside Homer, Ausonius beside
Sophocles and Euripides, Plato beside Horace. More
significant is the work of Woermann (1871*), who m
a study of the feeling for landscape among the
ancients, an introduction to a study of their land-
scape painting, maintained that the subject coold be
investigated only by an historical study of individnal
writers and an exposition of the genetic process of
development. Friedlaender in a suggestive study in
his Darstellung aus der Sittengeschichte Roms (1881),
maintained that the feeling for nature among the
ancients was not less lively and deep than the modem,
but was confined to narrower boundaries; that in
general the ancients responded only to the charming
and the bright, while roughness, wildness, majesty
to them shut out beauty.

By far, however, the most stimulating and instract-
ive work done on the subject is that of Alfred Biese
in his book Die Entwicklung des Naturg^fuhb bd
den Griechen und Romem. Biese gives first in an
introductory chapter an historical restune of the
work done in the field, then studies in three chapters
"the naive feeling for nature in Homer", "the sympa-
thetic feeling for nature in lyric and drama", and
lastly, "the sentimental-idyllic nature-feeling of the
Hellenistic period and the Empire". The historical
method is used throughout and every statement made
is supported by quotations or references. The same
line of treatment is carried out in the study of the
Roman feeling for nature and the volume must be the
point of departure for all future investigators of any
period, author, or problem in this field.

In English work, three writers must be mentioned
in view of their contributions to the thought on the
ancient feeling for nature. Ruskin's name is famous
for two dicta: first, that "the pathetic fallacy" in
nature description is essentially modem, and second
that the Greek ideal of a landscape was composed of
"a fountain, a meadow, and a shady grove". Ruskin,
to be sure, modifies both statements, admitting that m
certain Greek writers there were traces of the pathetic
fallacy, and that this ideal of landscape was peculiarly
Homer's. Yet to him as to Schiller, Homer was the

» Cosmos •.373-374.

* Ubct (kn landichafflicbea NAtoniiia dcv i ^^iW»w«f n.>yytr ri.

THE CLASSICAL WEEKLY

Greek and his generalizations were to his own mind
justified. J. C. Shairp in his Poetic Interpretation of
Nature criticized Ruskin's idea of the Greek ideal of
a landscape as based almost entirely on the Odyssey
and pointed out that in the Iliad the similes take
their descriptions of nature from every source, moun-
tain, forest, sea in storm, cloudy sky, so that not only
the tame and the domestic in nature are appreciated.
A more significant treatise for the subject is S. H.
Butcher's essay on The Dawn of Romanticism in
Greek Poetry*. In this essay, Butcher points out that
the distinction between ancient and modem, classical
and romantic has been too sharply drawn and that
within Greek literature itself there was preparation
'*for a new attitude towards the things of the heart
and another mode of contemplating the universe with-
out". He makes, however, this change of sentiment
set in only from the time of Alexander with a bare
suggestion of a romantic tendency in Euripides. He
attributes the new feeling in the Alexandrian era to
three causes : the slow death of the old polytheistic
beliefs of Greece which had supported the mythologi-
cal representation of nature; the foreign travel and
scientific research which brought about close obser-
vation of nature; and the rise of great cities in the
Alexandrian age which produced a sentimental regret
for the loss of country life.

Certain works on special periods suggest the line
which recent work in the field has followed. H. R.
Fairclough's admirable thesis on The Attitude of the
Greek Tragedians toward Nature is a scholarly and
detailed study. Its significance lies in tracing the
development of the pathetic fallacy in Aeschylus,
Sophocles, and Euripides — a vital refutation of Rus-
kin's statement that it is modem, and in his proving
that Euripides was a romanticist in his treatment of
nature in his frequent use of the pathetic fallacy, in
his intense love of nature, apd in the longing for her
solitudes expressed in his plays.

A thesis by Katharine Allen on The Treatment of
Nature in the Poetry of the Roman Republic (ex-
clusive of Comedy) is illuminating for Roman liter-
ature and suggests the possibilities of work in this
field on other authors. The method followed is a
detailed study of each poet in regard to (i) various
aspects of nature: sky, sea, streams, mountains,
woods, plants, animals; the figurative use of each;
its literal representation; the epithets used; (2) his
feeling and attitude towards nature: the personali-
zation of nature; the aesthetic sense; the sense of
sjrmpathy between man and nature.

E. T. McLaughlin has an essay on The Mediaeval
Feeling for Nature in his Studies in Mediaeval Life
and Literature, a brief but suggestive account. The
conclusion is that:
The n orthern poets described storm, winter, the

> In Some Aspects of the Greek Genius, s4$-3at.

ocean, and kindred subjects with considerable force
and fulness. In the cultivated literatures to the
south, natural description was mainly confined to

the agreeable forms of beauty The exterior world

was not made a subject of close observation, nor
was its poetic availability realized as a setting for
action, or as an interpreter of emotion.

John Veitch wrote a book in two volumes on The
Feeling for Nature in Scottish Poetry, tracing the
growth of the Scottish "love for free, wild nature",
the tendency to indulge in minute description, and
"the imaginative sympathy for the grand and power-
ful in nature".

F. W. Moorman is the author of The Interpretation
of Nature in English Poetry from Beowulf to
Shakespeare, a scholarly study in fifteen chapters of
the development in the English feeling for nature
and "the influence of one poet upon another and of
one period of poetry upon succeeding periods".

Myra Reynolds in a doctor's dissertation studies
another period of the English field. The Treatment
of Nature in English Poetry between Pope and
Wordsworth. The plan of her work is (i) a general
statement of the chief characteristics in the treat-
ment of nature by the English classical poets; (2) a
detailed study of the eighteenth century poets who
show some new conception of nature; (3) studies
of eighteenth century landscape gardening, fiction,
books of travel and painting. The book is both
scholarly and readable.

The work that I myself have done, if I may be
permitted to speak of my own dissertation. The Sea
in Greek Poetry, differs from the special studies
described in taking for its theme instead of a parti-
cular period, author, or kind of poetry, one special
element in nature, the sea, and endeavoring to focus
on it the Greek feeling for nature. I felt that the
sea was so informing and vital a part of Greek life
that an historical study of its appeal to the Greek
mind as expressed in Greek poetry could not but
yield some interesting results. The subject divided
itself naturally into three parts: the mythological
treatment of the sea; the sea as imaginative back-
ground in Greek tragedy; and the feeling of sym-
pathy between man and the sea*.

From this review of the literature of the subject
we may draw certain conclusions in regard to the
ancient and the modem feeling for nature. First of
all, it is important to reiterate that no sharp dividing
line between the ancient and the modem feeling
should be made. The ancients did have intense
feeling for nature. In many ways this feeling was
like the modem, in other ways it was distinctly
different from it Then, secondly, appreciation of
the ancient feeling for nature must be based on
historical, genetic study of ancient literature, a care-

> There is what seems to me an admirable discussioii of the attitude
of the Greeks toward nature in the first chapter of the book entitled
Greek Lands and Letters* br Professor and Mrs. F. G. AUinsoo.
(1909 See Tub Classical Wssklv 3.x47>x48). c K.

«44

THE CLASSICAL WEEKLY

ful study of individual authors in chronological order.
Thirdly, certain characteristics of the ancient feel-
ing for nature may be predicated, but extreme care
should be taken in making generalizations as one
dictum after another that has been made in the past
has had to be modified or withdrawn. We have seen
how Ruskin's statement that the pathetic fallacy in
nature description was essentially modern was dis-
proved as well as his declaration that the Greek
ideal of a landscape was a fountain, a meadow and a
shady grove. In the same way, Friedlaender's state-
ment that the ancient feeling for nature was limited
to the charming and the bright is by far too extreme
and in line with that also is to be rejected the con-
ventional belief that the ancients felt only fear for

the sea.

Certain tendencies, however, in the ancient attitude
towards the outer world may be noted and here
Alfred Biese is the safest guide. I shall give some
of his conclusions mingled with comments of my
own. First of all, the Greek feeling for nature is
manifested in an elaborate mythology. To the Greek,
Pan was always abroad in the land, the nymphs
laughed in the waterfalls, hamadryads hid in the
oaks, and the sea was the home of Proteus, Nereus,
Oceanus and a host of other gods. These beings
often met man and held converse with him. So
since nature's life was very near man's and very like
it communion with it was natural. Homer is full of
this nature mythology used in the most fresh and
charming manner and indeed its use persists all
down through Greek poetry. Always the Greeks felt
nature so near themselves, so like themselves that it
was easy to

Catch sight of Proteus rising from the sea
And hear old Triton blow his wreathed horn.

Another way in which the Greeks showed their
sense of the nearness of the life of man to the life
of nature was in the use of metaphors and similes
comparing man's life to the life of nature. From
Homer down through the Alexandrians their poetry
is full of these comparisons, showing on on€ hand
keen observation of nature in the details of the
pictures, and on the other voicing the sense of the
inner unity of the life of man and the life of the
outer world.

The Greeks moreover felt a sympathy between
man and nature from the earliest times. There are
traces of this feeling in Homer, but the lyric and the
tragic poetry from their inherent nature developed it
more fully. In the tragedians especially this sym-
pathy is strikingly expressed by the use of nature as
setting for the mood of man, for the tragedians
supplemented the bare simplicity of the actual stag-
ing of their plays by a richness of mental background
that compensated for any material lack. The Ajax
and the Philoctetes of Sophocles arc striking ex-
amples of the use of the sea for setting to mental and

bodily suffering, and of a strong feeling of sympathy
between man and nature (the scene so in harmony
with A j ax's lonely suicide; the deserted Philoctetes
finding at last companionship in rocks and woods).
In Euripides in addition to this use of nature as a
sympathetic background for man's moods there ap-
pears an intense longing for the lonely places of the
outer world, a desire to escape from the struggle of
life to their peace and healing. Hippolytus lives in
the wood ; Phaedra longs to escape from her passion
to the mountains, or the clouds, or the sea-shore;
the Bacchantes go mad with ecstasy in the joy of the

forest.

In the Hellenistic period of Greek poetry, a new
attitude towards nature appears; this Biese calls a
sentimental-idyllic nature feeling. This new feeling
Butcher, as I have said, ascribes to a rational attitude
towards the old mythology, to the foreign travel
and research stimulated by Alexander's conquests,
and to the rise of great cities in the Alexandrian age
which by the very pressure and complexity of their
life turned men's thoughts to the refuge of the
country. As Biese says:

All this was reflected in their poetry. The source
of poetry was no longer the free imagination, crea-
tive, full of spirit, but work in imitation of the
great models, reflection which analyzed every thought
and feeling and a full self -consciousness.

Self-consciousness and self-analysis produced the
sentimental feeling of the time, the desire to escape
from city to country in order to get more freedom
for inner life produced the idyllic poetry. The
change in nature feeling appears especially in des-
criptions of country where the shepherds sing of
their loves and of their feeling for nature. Des-
criptions of nature are introduced first in this period
for their own sake instead of simply to illustrate
man's mood in some comparison or to form a back-
ground for human action and feeling.

The Roman attitude towards nature differed from
the Greek in many ways. In the first place, the
naivete of the early Greek world was always strange
to the Romans. Their spiritual life never had a
happy Homeric childhood; from the first, rather,
among the Romans, reflection and thought over-
balanced imagination and feeling. Their religion had
no beautiful mythology until it adopted the Greek
hierarchy of gods, and their early attitude towards
nature is probably fittingly represented by the writ-
ings of Marcus Porcius Cato which are purely pro-
saic and utilitarian in character. But early in Rome's
literary history "captive Greece took captive her
fierce conqueror" and the Romans in their attitude
towards nature were largely in^fluenced by the Greeks.
So the points already made in regard to the Greek
attitude towards nature (the mythological represen-
tation of it, the use of figures comparing man's life
and that of nature, the idyllic attitude), hold good
of the Roman feeling and to give some idea of what

THE CLASSICAL WEEKLY

«45

is peculiarly Roman, it is necessary to characterize
the feeling for nature of individual Latin poets rather
than the tendencies of large periods of thought.

The early poets of the Republic, Ennius and the
tragedians, show a borrowing from Greek sources in
their pictures of nature — a borrowing from no one
particular period but from any that suited their
need: Homer, Aeschylus, Sophocles, Euripides. Lu-
cretius is much more significant for our subject than
the earlier men. In his Dc rerum natura, a philo-
sophical poem written from the Epicurean stand-
point, he separates the deities of the people's thought
from the world ana places them in a happy, passive
existence, undisturbed by wind or storm. He then
explains the constitution of the universe by a simple
version of the atomic theory which is still for
scientific thought its basic hypothesis. This ration-
alistic treatment of nature elevates man who does
not bow before gods, overpowered by a sense of
dependence upon them, but observes with wonder and
awe free nature which is his true friend. Nature
also teaches man to enjoy herself and so Lucretius
gives some beautiful 'pictures of the outer world.
Through his teachings he was the founder for Rome
of a knowledge of nature.

In contrast to this reflective and philosophic atti-
tude of Lucretius towards nature, Catullus strikes a
pure lyric note, making nature illustrate or sympa-
thize with his own intense feeling. His bright days
and his happiness are identical; spring stirs alike
nature and his heart; his Lesbia's kisses must be as
many as the sands or the stars. He paints the figure
of his Attis, frenzied with religious fanaticism,
against a dark background of desolate sea that suits
his mood, and bereft Ariadne, standing by the piti-
less ocean, is beaten by great waves of misfortune.
The ardor of Catullus's feeling goes out not only to
the beauty of his lady, but to beauty in the world
about him and he shows almost as intense feeling
for particular places as he does for particular people.

In contrast to the nature feeling in the poetry of
the Republican period when the Romans were first
awkwardly finding themselves in the field of liter-
ature, then closely imitating the Greeks, and at last
developing two such striking personalities as Lucre-
tius and Catullus, the Augustan age shows con-
spicuously an elegiac-idyllic nature feeling. In this
period of peace, as the complexity of life in the city
grew apace, there arose, as before among the Greeks
in the Alexandrian age, the longing for eternally
pure and free nature and an idyllic poetry which
expressed this longing.

Vergil expresses this feeling in his Eclogues in the
pictures of the life of the shepherds imder the trees,
in the Georgics in the picture of the fanner's life.
Throughout these poems as well as in the Aeneid
(where he imitates Homer in nature similes and
mythology) he shows a tender, dreamy feeling for

nature and a sense of the deep sympathy existing
between the outer world and man. "Virgil's attitude
towards nature, however, is complex", as J. B. Duff
well brings out in his new Literary History of Rome.
He shows that in Virgil's attitude towards nature
two principles strive to assert themselves. The one

is philosophic, the other is romantic Vergil* is
conscious of these contending tastes. Reverently
impressed by Lucretius, he cherishes an aspiration to
solve the riddle of the universe on scientific princi-
ples. Failing in this he falls back on a simple love
of nature's beautiful things. He has himself placed
both attitudes side by side in the second Georgic.
First may the Muses, sweet beyond compare,
Whose acolyte I am, deep smit with love.
Receive and teach me of heaven's star-lit paths ;
The Sim's eclipses, travail of the moon;
Earthquakes; the force by which deep oceans swell.
Burst bars and ebb upon themselves ag^in;
Why winter suns make so much haste to dip
At sea, what sloth besets the lagsard nights.
But if tame blood at heart shall bar my hopes
To track such portions of the universe.
Then fields and brooks in glens shall gladden me.
Lover of stream and wood unknown to fame.

The elegists of the Augustan age each in his own
way manifest the idyllic nature feeling. Tibullus,
tender and delicate, has a love for the quiet loneli-
ness of country Hfe and combines with a sense of
old Roman piety and with his personal passion this
inner, idyllic nature feeling. Propertius's work is a
mixture of mythological learning, passion, and deep
feeling for the peace and charm which nature and the
natural in contrast to the city and the cultivated give.
Ovid shows a rich observation of nature in the pic-
tures of his innumerable similes, in frequent person-
alization, and in brilliant use of Greek nature myths
turning on some metamorphosis. These three ele-
gists, Tibullus, Propertius, and Ovid, blend their
nature descriptions with idyllic and erotic motives.

In the Empire, conditions tended to deepen in-
terest in nature. More and more was life in country
villas sought as relief from city luxury. The increas-
ing study of philosophy also deepened the interest in
nature and the peace and quiet of the country were
sought as a relief from the moral evils of the times.
But the growing interest in nature was not expressed
again with the originality of a Catullus or a Vergil,
but rather followed conventional lines of close imita-
tion. Seneca is the most interesting figure for us of
these latter days, for his poetry shows a broad
philosophical-religious treatment of nature and
teaches that the contemplation of nature leads man
to a loftier state of mind.

From this brief review of the feeling for nature
in Latin poetry, I wish to go back now to the poetry
of Quintus Horatius Flaccus.

If one is interested in a scholarly and minute studjr
of Horace's feeling for nature I would refer him to
two books on the subject: a pamphlet on Die Natur
in der Dichtung des Horaz, by Edward Voss (1889),

S46

THE CLASSICAL WEEKLY

and a one volume treatise, Horaz als Freund der
Natur nach seinen Gedichten, by Franz Hawrlant
(1895). I myself will try simply to point out what
Horace saw in the out-door world, and how he used
nature in his poetry.

His taste for out-door life was set early by the
happy fact that he was a country child. Son of a
peasant father who had been a slave but had been
freed, Horace was bom on a farm in southern Italy.
The sloping hills of Apulia and the loud-roaring
Aufidus river are among his first impressions. He
has a charming myth of his babyhood: how when
he was lost in the woods, the doves covered him
with leaves and the gods kept him from bears and
vipers. He knows, moreover, out of that life with
the peasants, many folk tales, country lore taught him
by old wives and simple farmers. Though he left
Apulia early for an education in Rome and, as far
as we know, never went back again to stay, his
birth-place haunted his memory and the name of
Apulia reechoes through his poetry.

He went back to a country life again after many
years, though not in Apulia. When his education was
finished in Rome and Athens, and he had fought on
the side of Brutus for a losing cause, he had gone
back to Rome to find his father dead, his father's
farm confiscated by the triumvirs, so that he had to
struggle with both poverty and loneliness. As a
relief from the monotony of a secretaryship to a
quaestor, he began to write; his poetry won him the
friendship of Vergil and then that of Maecenas, and
that great literary patron of the Augustan age gave
him in the year 33 B.C. a small farm in the Sabine
hills. Horace has given us a loving description of it :
its encircling mountains, its "living river near the
door", its oak-trees and woodland^; and he makes
us see towering up over his villa the tall pine which
he dedicates to Diana, guardian of mountains and
groves*.

The poet tells us in various ways all that his farm
and life in the country meant to him. It meant
good health first of all. In a frank letter, written in
response to Maecenas's urgent invitation to come to
the city, he tells his patron that if he wishes him to
be wholly sound in mind and truly well in body, he
must let him linger on in the country*, and to
Tibullus, a brother poet, he writes of the health-
giving forests\ The country gave him also leisure
and inspiration to write. "The whole band of poets
loves the woods and shuns the city"*, he says. "The
waters which flow by fertile Tibur and the thick-
leaved trees are what make a man famous for a
strain of lyric song"*. "Do you suppose that the
poet can compose lyrics in the midst of the distrac-
tions and noise of city life?'"

Then in the country too (to follow Horace's

^ Epp. I. i6.i>i6. *€. 3.a9. * Epp. t.7. * Epp. 1.4.4*

*£pp. fl.s.78. * C. 4.3. i»-is. ' Epp. a 3.65-^66.

reasoning), one may live the simple life in accord-
ance with nature. "Here one really lives and reigns"
says Horace. "Scorn great possessions. Under a
humble roof one may surpass the life of kings and
friends of kings"*. So Horace the Stoic spoke and
then again a Cyrenaic mood would come upon
him (and who of us does not vacillate between the
tendencies of those old philosophies?) and he would
praise nature for the sensuous enjoyment of the
moment that she so richly gives. "Sleep on the grass
near a running brook", beneath a shady tree, frag-
rance of roses in the air, a jug of wine at hancT —
Horace knew the delights of all this as well as Omar
Khayyam.

But the country gave Horace still more than
health, poetic inspiration, the simple life of the
Stoic, and Sensuous joy. It gave him an acquaint-
ance with the farmers about him, philosophers apart
from the schools with a native mother wit which
made their comments on life shrewd and picturesque.

This brings me to my second point: how did
Horace use in his poetry the outer world with which
he was so familiar j" In the first place, he was so
imbued with Greek literature and life that he felt as
naturally as any Greek the mythology of the nature
world and used it in his verse. In spring-time, he
sees in magical moonlight Venus leading the dance
of the nymphs and the Graces, knows, as the heavens
reverberate, that the Cyclops have forged new
thunderbolts for Vulcan, knows too that on his own
farm Faunus walks through his fields in all kindli-
ness and takes care of the tender younglings of the
flock, and he swears that he himself has seen Bacchus
in a lonely spot teaching the nymphs and the satyrs
to sing. The charm of such personalization of
nature is so intense that we covet with Wordsworth
the pagan vision of the gods as "glimpses that would
make us less forlorn".

In his poetry again Horace shows his feeling for
nature in figures comparing the life of man to the
life of nature. The course of the seasons is a
favorite illustration for the life of man. The snows
of winter melt when the grass returns to the fields
and the leaves to the trees. But summer treads
fast upon the heels of spring and when autumn has
poured forth her fruit sluggish winter returns. So
the cycle of nature goes on, but when once we have
departed where Aeneas went, we are dust and shade.
Not to hope for immortality is the lesson of the
changing year^. Innumerable similes compare man
to animals. Qeopatra is the timid hare fleeing from
Octavius" Dnisus is the young eagle or a lion in
pursuit of the enemy", Chloe is the timid fawn
following her mother in the trackless forest", Horace
himself is now the hog of Epicurus's sty**, now the
Matinian bee gathering the honey of his poems from

■ Epp. i.io. • Epp. 1.14.35 ; C. ».3.5-ia. »C. 4.7

wC.x.37.i7-«. »C.4.4.i-«i. "C. i.as. >«Epp.i.4.i6

THE CLASSICAL WEEKLY

a47

every flower**. Illustrations are drawn too from the
plant world. The color of youth is like the color of
roses'*; ruined beauty is like an arid oak-tree";
Achilles is as mighty as a great pine". Again man is
compared to a stream. Lucilius's imperfect verse ran
along like a muddy brook" ; Pindar's impetuous style
was like a mountain torrent*. The heavens furnish
other comparisons. A frowning face is like a cloud-
covered sky*; beauty of body is like the gleam of
the stars"; Augustus's presence is like the light of
spring on the world". There are scores of these
comparisons which on the one hand indicate how
near Horace felt man and nature to be and on the
other hand give us nature pictures which show his
keen observation of the outer world.

And from these pictures we find what Horace
most enjoyed in nature. He delighted in running
water (brooks and streams), loved trees ( pines,
oaks, plane-trees, and elms), was glad of flowers
(the myrtle and the rose), watched animals with
feeling for their beauty and a certain tenderness for
the helpless victim brought to the altar and the year-
lings of the flock, subject to so many dangers. He
watched too the larger phases of nature: observed
the changing seasons, saw moonlight and sunlight
on the world, heard the echo that the rocks sent
forth. Moreover, he took delight in special places
and these in spite of his life in Greece were all
Italian. He has told us of the corner of the world
that charms him beyond all others, singing with deep
affeotion of Tarentum's happy heights where spring
is long and winter mild. He has sung lovingly too
of Tibur in the Sabine hills where the rushing Anio
river waters the green orchards. And he has made
his Sabine farm unforgettable.

You will not find long, detailed descriptions of
nature, given for their own sake. Perhaps the poem
on the Pons Bandusiae (3.13) is his one nature poem.
But you will find close observation and keen delight.
You will find few descriptions that shew ai^reciation
of the grand and the sublime. The sea is mentioned
only with dread of danger and storm. But you will
find according to my belief a very genuine love of
the country for the freedom of its simple life, for
the good health it bestows on all and the inspira-
tion it gives to the poet, and for its inherent beauty.
Certain objections may be raised by those who do
not consider Horace a sincere lover of nature.
Horace, such persons would say, admitted himself
that he was not constant in his affection for nature
and he was guarded often rather than enthusiastic in
his expression of feeling about it. The first statement
is true. Horace does speak of himself in two places
as fickle in his attitude towards country life, once
in Epistle i. 8. 12, where he declares "At Rome I
love Tibur, and, fickle fellow that I am, at Tibur
love Rome" and again in Satire 2. 7, where Davus,

>» C. 4. a.aj. >• C. 4.10.17. " C. 4.13.9. w C. 4.6.9. >• Sat. i.ao.50.
» C. 4-8.5. • Epp. S.1S.94. ■ C. 3.9.31. " C. 4.5.$.

Horace's slave, brings the same charge against his
master, saying "At Rome you long for the country,
but in the country you extol to the stars the absent
city, light-minded that you are". But these charges
can hardly be taken seriously for Horace himself
refuses to be taken seriously about anything, or to
claim consistency**.

Horace then will seem at last and rightly a poet
who had rather a contemplative attitude than a
sensuous towards nature. He does not elaborate
color, sound, or touch. He sees nature virtually
always in its relations to persons, either personal-
izing its attributes to deities, or comparing its life
to man's life, or drawing from its aspects lessons for
man. And yet his poems read as a whole show
the large part the country played in his happiness,
that he sincerely felt its beauties, and that in the
quiet, contemplative habit of his temperament he
loved it.

I have used Horace's feeling for nature simply as
an illustration of the larger theme, the feeling of the
ancients for nature, hoping by a brief study of a
particular author to emphasize some of the general
points I have tried to make: first, that no sharp
dividing line can be drawn between the ancient feeling
for nature and the modern; second, that each Greek
and Latin author must be studied individually, yet
viewed in the light of the historical development of
his national literature and his place in it; that if
any generalizations about the ancient feeling for
nature can be safely made, they are that the ancients
personalized nature more than the modems, that
they did not in general describe nature for its own
sake, but as setting to man or as illustration of his
life, and that they did not enjoy as much as the
moderns the beauty of the grand and the sublime
in nature, especially in mountains and the sea. But
both Greeks and Romans, however much they differ-
ed from the modern way of looking at the outer
world, so lived in it, so knew it that it makes the
great and varied background of their poetry.

Vassar CoLLEGB. EuZABETH HazELTON HaIGHT.

On May 13, The Classical Club of Philadelphia
completed fifteen years of prosperous existence. The
Club was organized by Dr. Alfred Gudeman; its
membership is open to all men interested in the
Qassics. The number of members at present is 42.

There are six meetings yearly, devoted to a paper,
discussion, presentation of interesting bits of classical
information, and good fellowship. On May 13, Pro-
fessor H. T. Peck was the guest of the Club and
spoke on Reminiscences of a Classicist

B. W. Mitchell.

To subscribers who wish to make their files of
Volume 3 complete we shall send copies of the vari-
ous numbers, so long as our supply lasts, on receipt
of a one cent stamp for each copy desired. Address
Professor Knapp.

M In Volume 4 of Thb Classical Wpbkly I shall disctui in detail
Epode a'Jn its relatira to mjr general theme.

«48

THE CLASSICAL WEEKLY

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THE CLASSICAL WEEKLY

249

INDEX

Page.

Abbott, F. F. (Botsford: The Roman As-
semblies) 156-158

Society and Politics in Ancient Rome

(Egbert) 178-179

Acneid I-VI, Hysteron Proteron in, R. G.
Kent 74-78

Agar, T. : Homerica (Murray) 78-79,85-86

Allen, H. F., Literature versus Philology.. 163-164

Allen and Greenough: Cicero De Senectute

(Place) 94-95

Allinson, F. G. and A. C £.: Greek Lands
and Letters (Waters) 147-148

Amateur and Professional Latin in the High
School, C. R. Jeffords 186-188

American School of Classical Studies at
Rome, Supplementary Papers, Volume 2,
(Knapp) 142-143

Anderson, W. B. : Livy, Book IX (Lease). 70-71

Archibald, H. T., Concerning Vocabulary
and Parsing in Greek and Latin.. 226-229, 234-236

Ashmore, S. G. (Nutting: Cicero: Tusculan
Disputations i.ii.v.) 197-198

Baker-Inglis, High School (bourse in Latin
Composition (Cleasby) 86-87

Ball, A. P. (Gow: Q. Horati Flacci Satura-

rum Liber H) 229-230

(Morris : Horace, the Satires) 229-230

Selected Essays of Seneca (Kellogg) .. 165-166

Basore, J. W. (Saunders: Costume in Ro-
man Comedy) 178-180

Bennett, C E.: First Year Latin (Bradley)

38-39, 44-46, 148-149
Mr. Bradley's Rejoinder 149-150

Rejoinder to Mr. Bradley 60-61

Botsford, G. W. : The Roman Assemblies

(Abbott) 156-158

Bradley, B. W. (Bennett: First Year

Latin) 38-39, 44-46, 148-149

(Potter: Elementary Latin Course).. 13-14
Buck, C D.: Introduction to the study of

Greek Dialects (Sturtevant) 238-239

Carroll, Mitchell (D'Ooge: The Acropolis of

Athens) 22-23

Chapin, Angie Qara (Robertson: A Short
Grammar of the Greek New Testament) . . 177-178
(Thackeray: Grammar of the Old Testa-
ment in Greek) 176-177

Chase, G. H. (Fowler and Wheeler : Hand-
book of Greek Archaeology) 164-166

Qeasby, H. L. (Baker-Inglis: Latin Com-
position) 86-87

(Tyng: Latin Prose Exercises) 86

(Elmore: Latin Prose Composition).. loo-ioi
Comfort, W. W., Value of the Qassics 18-22

Page.
Commission on College Entrance Require-
ments in Latin 97, 100, 113-114, 231

Concerning Vocabulary and Parsing in Greek

and Latin, H. T. Archibald 226-229, 234-236

Croiset, M. : Aristophanes and the Political

Parties at Athens (Waters) 230-231

Davis, Josie A., Matters of Present Moment

concerning Latin in large High Schools... 90-93
Delano, C. C, Jr., Forms in First Year

Latin 107-109, 114-116

DeQuincey and Macaulay in Relation to

Classical Tradition, R. M. Gummere 34-38

Diels, H. : Heracleitos von Ephesos (Waters) iio-iii
D'Ooge, M. : The Acropolis of Athens (Car-
roll) 22-^3

Dramatic Irony in Terence, R. C. Flick-

inger 202-205

Dunn, F. S., The Julian Star 87

A Study in Roman Coins of the Republic

(Olcott) 109-110

Editorials :
By Charles Knapp:
Classical Association of the Atlantic

States, Fourth Annual Meeting of 217-218

Density of Population in Ancient Rome 49

Mahaffy on Greek Studies 25

Meeting of American Philological Asso-
ciation and the Archaeological Insti-
tute of America 89-90

Professors Gayley and Merrill on the

Study of Greek 73

Ut Non and Ne, Use of, in Purpose

Clauses 49

By Gonzalez Lodge:
Byrne's Syntax of High School Latin

(Lodge) 33-34

Function of Education, The 121

Material for Colloquial Use of Latin 169

Mr. Harding on Classical Education.... 209
Mr. Hecker on The Teaching of Latin

in Secondary Schools 233-234

Pedagogical Handbooks for the High

School Teacher of Latin 137-138

Professor Allen on The Ose of Greek

Again 225-226

Report of the Commission on College

Entrance Requirements in Latin 97-98,113

Report of Curricula Committee of Eng-
lish Classical Association 185-186

Report of English Board of Education
on the Teaching of Gassics in German

Schools 193-194, 201-203

Translation, Value of, in Study of
Classics 81

THE OASSICAL WEEKLY

Pace.
Translations, Limitations to Use of, in

Study of Latin 241

Uniform Grammatical Terminology 153-154

• By E. Riess:

Latin Prose in the High School 161

Egbert, J. C. (Abbott: Society and Politics
in Ancient Rome) 178-179

Elements of Interest in the Anabasis, R.
Guernsey 66-69

Ehrtore, J. : Latin Prose Composition (Oeas-
by ) Too-ioi

English, R. B. (Reiley: Studies in the Philo-
sophical Terminology of Lucretius and
Cicero) 189-191

Fairclough, H. R. : The Trinummus of Plau-
tus (Hodgman) 180-181

Fairclough, H. R., and Richardson, L J.:
The Phormio of Terence Simplified
(Hodgman) 158

Feeling of the Ancients for Nature, The,
E. H. Haight 242-247

Fitch, E (Leo: Der Monolog im Drama)... 236-237

Flickinger, Roy C, Dramatic Irony in Ter-
ence 202-205

Forms in First Year Latin, C. C. Delano,
Jr 107-109, 1 14-1 16

Fowler, H. N. ( Walden : The Universities of
Ancient Greece) 118

Fowler, W. W.: Social Life at Rome in the
Age of Cicero (Wilson) 133-135

Fowler- Wheeler : Handbook of Greek Arch-
aeology (Chase) 164-166

Franklin, Susan B., The Place of the Reader

in First Year Latin 81-85

(Whiten: Six Weeks* Preparation for
Reading (Caesar) 14-15

Friedlander, L. : Roman Life and Manners,
MIX (Rolfe) 52-53.198-199

Frbthingham, A. L: Monuments of Chris-
tian Rome (Lamberton) 6-7

(Jow, J.: Q. Horati Flacci Saturarum Liber
II (Ball) 229-230

Guernsey, R., Elements of Interest in the
Anabasis 66-69

Gummere, R. M. : DeQuincey and Macaulay
in Relation to Qassical Tradition 34-38

Hadzsits, G. D., Latin Writing in First Year
Latin 138-140

Haight, Elizabeth H., The Feeling of the
Ancients for Nature 242-247

Henry, Norman E, Definiteness in Classical
Teaching 46-47

Hirst, G. M., Dr. Reid's Lectures, 181-182,207,212-214
Hodges, A. L.: Caesar, The Gallic War,

Books I- VI I (Riess) 132-133

Hodgman, A. W. (Fairclough: The Trinum-
mus of Plautus) 180-181

Page.
(Fairdough-Richardson : The Phormio

of Terence Simplified) 158

Humphreys, M. W. '(Ogden: De Intinitivi

Finalis vel Consecutivi Constructione,

etc.) 206-207

Hurlbut, S. A., Vocabulary in First Year

Latin 122-131

Hysteron Proteron in the Aeneid, I-VI, R.

G. Kent 74-78

Improved Standards in Teaching Latin, J.

Sachs 169-174

Jeffords, C. R., Amateur and Professional

Latin in the High School 186-188

Johnson, H. May, Vergil's Debt to the

Hecuba and Troades of Euripides 50-52, 58-66

Kellogg, G. D., Note on Horace Sermones

I- 5. 3 30-31

(Ball: Selected Essays of Seneca) ..... 165-166
Kent, R. G., Hysteron Proteron in the Aeneid

I-VI 74-78

Kern, J. W., Quantum an Quale? 12-13

Kingery, H. M. : Seneca: Three Tragedies

(Miller) 7

Latin Literature in Secondary Schools.. 42-44
Knapp, Charles (American School of Classi-
cal Studies at Rome, Supplementary

Papers, Volume 2) 142-143

Density of Population in Ancient Rome 49

New Year's Greeting in Latin 81

Scansion of Vergil and the Schools, 2-5, 10-12. 46
Sophocles's Antigone, 3^-3^* Note on... 49,95

Ut non and ne in final clauses

Weise: CTharakteristik der lateinischen

Sprache, translated

Zielinski : Our Debt to Antiquity

See also Editorials.
Lamberton, C. D.(Frothingham: Monuments

of Christian Rome)

Latin Literature in Secondary Schools, H.

M. Kingery 42I44

Latin Prose in the High School, E Riess. . . 161

Latin Verses, E. Hawley 237-238

Latin Word-Order, H. Preble 30

, E. H. Sturtevant 25-28

Latin Writing in First Year Latin, G. D.

Hadzsits 138-140

Lease, E, B. (Anderson : Livy, Book IX) ... . 70-71
Leo, R: Der Monolog im Drama (Fitch),.. 236-237
Locke, R. H. : Latin Forms and Syntax

(Bradley) 28.3^

Lodge: see Editorials.

Ludwig, A.: Homerischer Hymnenbau

(Wright) ,00

Magoffin, R. V. D.: Topographical and
Municipal History of Praeneste (Rolfe).. 15

Roman Archaeological Research in 1909 221-222
Mahaffy, J. P. : The Progress of HeUenism
in Alexander's Empire (Peppier) 5-6

135
135

6-7

THE CLASSICAL

WEEKLY 151

•Page.
(Cleasby) 86-87

Ball, A. P.: Selected Essays of Seneca
(Kellogg) ....;. 165-166

Bennett, C. EL: First Year Latin (Brad-
ley) .38-39. 44-46, 148-149

Bctsford, G. VV. : The Roman Assem-
blies (Abbott) 156-158

Buck, C D. : Introduction* to tfte Study-
of the Greek Dialects (Sturtcvant).w, 238-239

Croiset, M. : Aristophanes and th« Poli-
tical Parties at Athens (Waters) ....230-231

Diels, H. : Heraclcitos von Epheso^

( Waters) i lo-i 1 1

D'Ooge, M. : The Acropolis of Athens

(Carroll) 22-23

Dunn, F. S. : A Study of Roman Coins
of the Republic (Olcott) 109-110

Elmore, J.: Book of Latin Prose Com-
position (Cleasby) loo-iox

Fairclough, H. R. : The Trinummus of
Plautus ( Hodgman ) <.^ 180- 181

Fairclough, H. R., and Richardson, L
J. : The Phormio of Terence Simplified
(Hodgman) 158

Fowler, H. X., and Wheeler, J. R.: A
Handbook of Greek Archaeology
(Chase) 164-166

Fowler, \V. W. : Social Life at Rome in
the Age of Cicero (Wilson) 133-135

Friedlander, L. : Roman Life and Man-
ners, I-HI (Rolfe) 52-53, 198-199

Frothingham, A. L. : Monuments of
Christian Rome (Lamberton) 6-7

G w, J.: Q. Horati Flacci Saturarum
Liber II ( Ball) 229-230

Hodges, A. L. : Caesar, The Gallic War,

Books I-VII (Riess) 132-133

Kingery, H. M. : Seneca: Three Trage-
dies ( Miller) 7

Leo, F. : Der Monolog im Drama

(Fitch) 236-237

Locke, R. H. : Latin Forms and Syntax

(Bradley) 26-29,61

Ludwig, A. : Homerischer Hymnenbau
(Wright) 100

Magoffin, R. V. D. : Topography and
Municipal History of Praenest^
(Rolfe) ,5

MahaflFy, J. P. : : The Progress of Hd-
lenism in Alexander's Empire (Pep*

pier) 5-6

What Have the Greeks Done for Mod-
ern Civilization? (Shear) 220-221

Morris, E. P.: Horace, the Satires

(Ball) 229-230

Nutting, H. C. : Cicero : Tusculan Dispa-
tations I. II. V. (Ashmore) 197-198

Page.
What Have the Greeks Done for Modem

Civilization (Shear) 220-221

Material for Colloquial Use of Latin, G.

Lodge '69

Matters of Present Moment Concerning
Latin in Large high Schools, Josie A.

Davis 90-93

Metropolitan Museum of Art

;........... 31, 53-54,63, 214-215, 222-223

Miller, F. J. (Kingery: Seneca: Three Trag-
edies ) 7

Morris, E. P.: Horace, the Satires (Ball)... 229-230
Mr. Harding on Qassical Education, G.

Lodge 209

Mr. Hecker on The Teaching of Latin in

Secondary Schools, G. Lodge 233-234

Murray, A. T. (Agar : Homerica) 78-79, 85-86

Nutting, H. C. : Cicero: Tusculan Disputa-
tions, I. II. V. (Ashmore) 197198

Ogden, C. J. : De Infinitivi Constructione,

etc. ( Humphreys ) 196-197

Olcott, G. N. (Dunn: Roman Coins of the

Republic) 109-1 10

Pedagogical Handbooks, G. Lodge 137-138

Peppier, CHiarles W. (Mahaffy: The Prog-
ress of Hellenism in Alexander's Empire) 5-6
Perry, E. D. (Tyrrell : Essays on Greek

Literature) 188-189

Petty, N. Anna, Syntax in First Year Latin 116-117
Place of the Reader in First Year Latin,

The, S. B. Franklin 82-85

Place, P. O. (Allen and Greenough: Cicero

De Scnectute) 94-95

Potter, F. H. : An Elementary Latin Book

(Bradley) 13-14

Preble, H., Latin Word-Order 30

Professor Allen on The Case of Greek

Again, G. Lodge 225-226

Pronunciation in First Year Latin, T. E.

Wye 106-107

Quantum an Quale ? J. W. Kern 12-13

Quinn, D. D., Helladian Vistas (Williams).. 29-30
Reiley, Katherine C. : Philosophical Termi-
nology of Lucretius and Cicero (English) 189- 191
Reviews :

Abbott: Society and Politics in Ancient

Rome (Egbert) 178-179

Agar : Homerica ( Murray) 78-79, 85-86

Allen and Greenough : Cicero De Se-

nectute ( Place ) 94-95

Allinson^ F. G. and A. C. E.: Greek

Lands and Letters (Waters) 147-148

American School of Classical Studies
at Rome, Supplementary Papers, Vol-
ume 2 ( Knapp) 142-143

Baker, C. H., and Inglis, A. J. : High
School Course in Latin Composition

252

THE CLASSICAL WEEKLY

Page.
Ogden, C. J.: De Infinitivi Finalis vel
Consecutivi Construction c, etc. (Hum-
phreys) 206-207

Potter, F. H. : An Elementary Latin

Book (Bradley) 13-14

Quinn, D. D.: Helladian Vistas (Wil-
liams) 29-30

Reiley, Katherine C. : Studies in the
Philosophical Terminology of Lucre-
tius and Cicero ( English) 189- 191

Robert, C: Pausanias als Schriftsteller

(Robinson) 205-206

Robertson, A. T. : A Short Grammar of

the Greek New TesUment (CHiapin).. 177-178
Saunders, Catherine : Costume in Roman

Comedy (Basore) 179-180

Thackeray, H, St. Jehn: A Grammar of

the Old Testament in Greek (Chapin) 176-177
Tyng,. Elizabeth McJ. : Latin Prose Ex-
ercises (Cleasby) 86

Tyrrell, R. Y. : iissays on Greek Litera-
ture (Perry) 188-189

Walden, J. H. W. : The Universities of

Ancient Greece (Fowler) 1 18

Whiton, J. M. : Six Weeks' Preparation

for Reading Caesar (Franklin) 14-15

Riess, Ernst, Latin in the Secondary

Schools 140-142, 154-156, 210-212, 218-220

Latin Prose in the High School 161

(Hodges : Caesar : The Gallic War) 132-133

Robert, C. : Pausanias als Schriftsteller

( Robinson ) 205-206

Robertson, A. T., A Short Grammar of the

Greek New Testament (Chapin) 177-178

Robinson, David M. (Robert: Pausanias als

Schriftsteller) 205-206

Rolfe, John C, A Latin Journal 71

(Friedlander : Roman Life and Manners,

I-Hl) 52-53,198-199

(Magoffin: Topography and Municipal

History of Praeneste) 15

Roman Archaeological Research in 1909, R.

V. D. Magoffin 221 -222

Sachs, J., Improved Standards in Teach-
ing Latin 169-174

Saunders, Catherine : Costume in Roman

Comedy (Basore) 179-180

Scansion of Vergil and the Schools, The,

C. Knapp 2-5, 10-12, 46

Shear, T. L. (Mahaffy: What Have the

Greeks done for Modern Civilization) 220-221

Sophoclcs's Antigone 31-36, C. Knapp and

R. Guernsey 49, 95

At Randolph-Macon College 215

Sturtevant, E. H., Two Factors in Latin
Word-Order 25-28

Page.

(Buck: Introduction to the Study of

the Greek Dialects) 238-239

(Solmsen: Beitrage zur griechischen

Wortforschung; 131-132

(Thumb: Handbuch der griechischen

Dialekte) 238-239

Syntax in First Year Latin, N. Anna

Petty 116-117

Syntax of High School Latin, by Lee Byrne 33-34

Symposium on First Year Latin

106-109, ii4-ii7f 122-131, 138-140

Thackeray, H. St. John: Grammar of the

Old Testament in Greek (Chapin) 176-177

Tibbetts, W. F., Summary of the Qas-

sical Journal 54-55. 93-94. "9

Recent Books, List of 223

Translations from the Classics, Value of, G.

Lodge 81

Translations, Limitations to Use of, G.

Lodge 241

Tyng, Elizabeth McJ.: Latin Prose Exer-
cises (Qeasby) 86

Tyrrell, R. Y. : Essays on Greek Litera-
ture (Perry) 188-189

Uniform Entrance Requirements in Latin,

G. Lodge 1-2

Grammatical Terminology, G. Lodge... 153-154

('/ tton and n€ in final clauses, C. Knapp 49

Value of the Classics, W. W. Comfort . . 18-22

Vergil, Scansion of, and the Schools, C.

Knapp 2-5, 10-12

VergiFs Debt to the Hecuba and the Tro-

ades of Euripides 50-52, 58-60

Vocabulary in First Year Latin, S. A. Hurl-
but 122-131

Vocabulary of High School Latin, G. F. Hef-

felbower 69-70

Walden, J. H. W. : The Universities of

Ancient Greece ( Fowler) 1 18

Waters, W. E. (Allinson: Greek Lands and

Letters) 147-148

(Croiset: Aristophanes and the Politi-
cal Parties) 230-231

(Diels: Heracleitos von Ephesos) iio-iii

Whiton, J. M. : Six Weeks' Preparation for

Reading Caesar (Franklin) 14-15

Williams, George A., Problems of Elemen-
tary Greek 194-197

(Quinn: Helladian Vistas) 29-30

Wilson, H. L., Notes from Rome 145-146

.( Fowler : Social Life at Rome in the Age

of Cicero) I33-I35

Wright, Mrs. Wilmer Cave (Ludwig: Home-

rischer Hymnenbau) 100

Wye, Theodora Ethel, Pronounciation in
First Year Latin 106-107

. (

*■

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