account of how Ulysses and Diomede stole the horses of Rhesus and how the Trojan women made to the unpropitious Minerva their fruitless sacrifice, Hecuba's fairest robe 'that shone like a star, and lay nethermost of all'. And I go right on here and read, amid breathless silence, the beautiful farewell of Hector and Andromache. And when the time comes we see crafty Ulysses in the cave of Polyphemus, and hear the Sirens sing their songs on the rocks, or go to the city of the Cimmerians shrouded in mist and cloud, to visit the ruthless Achilles and hear his loving inquiries for his dear son Neoptolemus.

When we read of Andromache sacrificing at the empty tomb of Hector, I always put on the blackboard Catullus's tender lines to his brother, Multas per gentes et multa per aequora vectus, and read a verse translation of them. This poem I find a special favorite. Someone, nearly always, asks to be allowed to copy it. I try to find occasion to read a few short Latin poems suggested by something that comes up, two or three of Catullus, Martial's Epigram on the little Erotium, and Horace's Ode to Vergil. And I never forget Ad Maronis Mausoleum.

I try not to talk syntax any more than I can help; most of that ought to be out of the way before the class begins Vergil. But grammar, properly managed, is the handmaid of literature, and should be made to know her place. Think you the student loses the force of Quis Troiae nesciat urbem because perchance he recognizes the deliberative subjunctive and can even call it by name? Or that an adjective is less beautiful to him because he knows in just how many ways an adjective may modify a noun? In aeternum servans sub pectore vulnus, is aeternum an attributive modifier or a predicate accusative? I do not know, but it makes a difference, and for myself I prefer the latter, 'keeping the wound unhealed'. You see, she didn't want it to heal.

We have a fairly good College library and I require two sets of essays during the year. These are read before the class and are greatly enjoyed by all except the performer for the day. The first subjects deal with the private life of the Romans, their houses, their public buildings, the games, education, clothing and the like. The others send the student to consult such books as Glover's Vergil, Fowler's Religious Experience of the Roman People, or Geikie's Love of Nature among the Romans. This may seem more like work than literature, but I think it adds interest and shows the students that the Aeneid is a great work of art, worthy the attention of the ablest men.

These, Mr. Editor, are some of the things I do to make my classes love their Vergil. If I succeed with only part of them, have I not taught it as literature and not as a job to be got'en through with as quickly and cheaply as possible? Honestly, only one man ever told me he disliked Vergil.

VALPARAISO UNIVERSITY, VALPARAISO, INDIANA.

KATHERINE E. CARVER.

THE PHILADELPHIA SOCIETY FOR THE PROMOTION OF LIBERAL STUDIES The meeting which was held in Philadelphia on Saturday, March 14, for the purpose of organizing a local Society for the Promotion of Liberal Studies in general, and for the support of the Classics in particular, fully confirmed the belief of the Commit

tee that the appeal of such an organization would be strongly felt in this vicinity.

More than two hundred and fifty persons responded to the invitation which had gone out in individual notices and through the columns of our invaluable CLASSICAL WEEKLY. While the classical teachers, of course, constituted a majority in this company, other departments were well represented and there was even a sprinkling of persons who were not professionally interested. It was a matter of special satisfaction to find the English teachers willing to join hands with us in this movement, since in their classes, particularly, we look for the fruitage of the classical seed.

The morning session was opened by Dr. Walter Dennison who, as chairman of the organizing committee, ably defined the purpose of the new society. Drexel Institute, in its rôle of host, extended a cordial welcome to the association through Dean Gummere. Dr. Brandt responded happily, on behalf of the society. The business of organization was accomplished with harmony and despatch, and the session closed with an address by Miss Katherine E. Puncheon on the subject, The Liberal Studies in the High School Curriculum. Miss Puncheon's paper, which was a model in its thought and persuasive delivery, voiced a plea for the trained mind first, before the trained hand and the trained eye.

The program of the afternoon meeting included two other strong addresses, by men prominent in lines almost antipodal, it would seem, to those of the classicist. Mr. Alba B. Johnson, President of the Baldwin Locomotive Works, spoke on The Value of the Classics in Modern Life, and President Sharpless of Haverford College, once a teacher of mathematics, in an admirable address on the subject, The Liberal Studies and Vocational Training in American Education, awarded to the classically trained man the palm "in doing things most worth while to humanity”. Both these addresses, because of their utter freedom from any bread and butter interest', were convincing as no argument of the classical teacher could possibly have been.

During the luncheon hour, one hundred and eightytwo persons availed themselves of the opportunity which was offered to break bread together, thereby promoting that closer acquaintance with one another, without which no organization can serve the best interests of its members. A 'Living Latin' exhibit, arranged by the Classical Department of the Girls' High School, according to the suggestions given in Miss Sabin's Manual, had been placed upon the walls, and afforded a subject for conversation when weightier matters failed. The one address of the noon recess was a brief expression of good wishes from Superintendent Brumbaugh.

To many the most attractive feature of the entire

program was a brilliant lecture by Dr. Walton Mc Daniel on Pliny and Lake Como. Dr. McDaniel, always witty and delightful, was at his best as he led his audience around Lake Como in a fascinating search for Pliny's villas.

It is with pleasure that we report that one hundred and eighty-eight persons paid dues and joined the Association on the day of the meeting, and that several requests for membership have since been received so that the Society, while yet in its first swaddlingbands, is equipped with twice the strength of a Briareus-omen firmetur. The following officers were elected: President, Dr. Walter Dennison, Swarthmore College; Vice-Presidents, Dr. B. W. Mitchell, Central High School, Mr. Stanley Yarnall, Principal of Friends' School, Germantown; Secretary, Miss Jessie E. Allen, Philadelphia High School for Girls; Treasurer, Dr. George Hadzsits, University of Pennsylvania. Other members of the Executive Committee were Dr. W. H. Appleton, Professor Emeritus, Swarthmore College, Professor W. Baker, Haverford College, Miss Minnie Beckwith, Baldwin School, Dr. F. B. Brandt, School of Pedagogy, Dr. Bessie Burchett, Girls' High School, Professor F. A. Dakin, Haverford School, Dr. Edith Hall, University of Pennsylvania Museum, Professor James Hill, Central High School, Professor Frank Niewig, Southern High School, Miss Mary Swindler, Bryn Mawr College. JESSIE E. ALLEN, Secretary.

REVIEWS

Geschichte der Römischen Literatur. Von Friedrich Leo. Erster Band. Die Archaische Literatur. Berlin: Weidmannsche Buchhandlung (1913). Pp. IV+496.15 Marks, bound'.

The appearance of a book on Latin literature—or, as he prefers to call it, 'Roman' literature-by Friedrich Leo, the distinguished Professor of Classical Philology at Göttingen, is distinctly an event. For thirty-five years or more Professor Leo has been one of the most capable, diligent, and productive workers in the field of ancient classical literature— more particularly in the Latin branch, but always with the close connection of the Latin and the Greek clearly in view. The list of his previous writings is too long to be cited here, but it shows that he has ranged over the field from beginning to end (from the pre-literary beginnings of comedy. to the sixth century Christian poet, Venantius Fortunatus); from border to border (e.g. from Quaestiones Aristophaneae, 1873, to Die Originalität der Römischen Literatur, 1904); from editions of authors (Plautus, Seneca, and others) to minute investigations of particular literary species (e.g. Die

1 This article is condensed from a review presented to the Yale Classical Club in November, 1913. Since this article was prepared classical scholarship has suffered a grievous loss in the death of Professor Leo.

Griechisch-Römische Biographie, 1901; Der Monolog im Drama, 1908) and chapters on the history of ancient metric (e.g. Die Plautinische Cantica und die Hellenistische Lyrik, 1897; Der Saturnische Vers, 1905).

A thing that the mere listing of works cannot show, but which is eminently true of Leo's work from beginning to end, is that it is characterized by an obvious impulse to get to the very bottom of things; neglecting no possible source of information, yet subjecting everything to sharp scrutiny and independent judgment; accepting nothing on authority; combining scattered, scanty, and often conflicting evidence with rare skill. It is noticeable in this latest volume that, in tracing the development of the early literature, he lays great stress on strong individual personalities, who did not merely drift with the currents of the time, but laid hold of something with individuality and blazed new paths. He is such a personality himself—a true scholar, an investigator, a man with ideas and the ability to develop them into something new and substantial.

The volume under review covers the period from the beginnings to about 90 B.C. and contains, besides a table of contents and two indices, 443 pages of 'history' and 44 pages of illustrative selections from Latin literature in German translations. The historical part falls into nine chapters: I Conditions and Elements of Literary Development in Italy; II Law and Speech; III The Beginnings; IV Naevius; V Plautus; VI Ennius; VII The Successors of Plautus and Ennius; VIII Literature and Roman Culture; IX The Poetry of the Closing Second Century. Each chapter is divided into from three to six numbered sections. Thus, in Chapter I there are three subdivisions: (1) Romans, Greeks, Italians; (2) Greek and Etruscan Culture-Influences; (3) Pre-Literary Remains and Traces. The Saturnian Verse. In Chapter V (Plautus) we have (1) Life; (2) The Attic Comedy; (3) Lyrically Amplified Comedies of Plautus; (4) Amalgamation with the Hellenistic Musical Farce (Singspiel); (5) 'Contaminated' Comedies; (6) Style and Art. This list of chapterheadings, with titles of the subordinate divisions in two representative chapters, will serve to show in a general way how the ground is covered. It remains to specify briefly some of the distinctive features of the book.

That the author is master of all the available material, including even the latest papyrus finds, and has prepared himself for the present task by a lifetime of work in the field, producing a multitude of Vorarbeiten that are at his command as a partial foundation for the new work, has already been sufficiently indicated. His control of the material naturally includes familiarity with all the secondary literature on the subject, as is abundantly shown on occasion. His work is, however, in no sense ог

degree a summary or compilation of the work of others, with systematic documentation; it is, rather, distinctly and conspicuously a first-hand study of the ancient literature itself, both the Latin and the Greek, with citation of the contributory or conflicting views of other scholars only when, for one reason or another, they are of especial importance.

The writer is not merely learned; he is mentally keen and alert, prolific in fresh ideas, constantly finding new points of view, and abounding in stimulating suggestions. His suggestion of an analogy between the relation of Augustan poetry to Cicero's oratory and that of the earliest literary poetry to the early oratory (p. 33), for example, is illuminating; so, too, his comparison of the work of the early Roman jurists in evolving the fundamental rules of civil intercourse, the conceptions of property rights, etc., with that of the early Greek philosophers in bringing to light the problems of the world and proposing various solutions of them which have continued to be the starting-points for scientific thinking the world over (22).

The style and tone of the book are excellent. The stress throughout is on the thing, rather than on the word. The author is serenely master of his subject and well exemplifies old Cato's rule: rem tene, verba sequentur. There is little or no 'fine writing', almost never any obscurity of expression; philosophical abstractions, generalizations unsupported by basic details, and flightiness of any sort are conspicuously lacking. There is no offensive belligerency, but views of other scholars that seem to the author erroneous are calmly passed by or dismissed by him as by one entitled to judge, sometimes with specific reasons given, sometimes not.

Above all, however, the thing that calls for emphasis among the various points of excellence in this book is its general structure. It is not a collection of monographs or loosely connected chapters, but a coherently woven, connected expository narrative. Numerous sections dealing with various general movements, developments, or sets of circumstances or influences are a notable feature of the work. The section on Greek and Etruscan contributions to Roman culture in the pre-literary period (I 2), for example, brings together in a remarkably clear and impressive way the scattered items from all sources (the alphabet, early borrowings of words, Greek elements in Roman law, the earliest public architecture at Rome, Etruscan names in Latin, Rome's acquisition of a dominant position in Latium in the sixth and fifth centuries B.C., intercourse with Cumae, early modifications of the state religion, the upgrowth of a subordinate Greek population at Rome, etc.), and presents within moderate compass a vivid and convincing picture of the whole hinterland of foreign culture-influence at Rome in the early times that

cannot be paralleled elsewhere. In such sections as this Leo's rare skill in combining scattered or scanty details into a substantial whole is particularly noticeable, though this is by no means confined to such more or less general sections, but is everywhere apparent. The sketch of the earliest development of Roman law (II 1), as a preliminary to the section on pre-literary speech (II 2), is masterly; and in the latter section (II 2) the large part played by speaking (in the senate, in the assembly, and in the courts) in the development of the language as a vehicle for artistic expression for at least two centuries before the beginning of the Romano-Greek literature (as the author calls the new literature developed by Livius Andronicus and his successors) is most clearly set forth. The sketch of the later development of the Greek literature and the relation of the Roman literature to the Greek (III 1), presented without any documentation at all, except a single reference to Athenaeus on a specific point, is above praise. One will look in vain elsewhere for any single account, long or short, that presents so clearly this interesting and important subject. First comes a brilliant sketch of the Alexandrian literature (the separation of the particular sciences from philosophy after Aristotle; the development of Alexandria, with its great library, as the new scientific center; the characteristics of the Alexandrian writers and writings; etc.), followed by the observation that this Alexandrian literature, though it subsequently became 'classical' and, as such, exercised much influence on Latin literature at a later time, did not in any way affect or touch the Greek freedman who started the Romano-Greek literature. Then the fact that in the other, older parts of the Greek world (naturally including south Italy) the Attic literature everywhere spread and developed is set forth, with details as to the various lines of development, including various lower types of literature, such as the many sorts of popular farces, which were soon to come into account for the Latin literature, though not at the very beginning, in which only the classical Greek poetry played a part. Then follows an interesting contrast of the Hellenistic culture with the Roman character of the time; then a sketch of the influence of Greek slaves and freedmen at Rome from early times, paving the way for the reception of Greek influence on a larger scale after the conquest of South Italy; and finally the stage is set for the coming drama: on the one side the politically dominant Romans, now masters of the whole peninsula and with the spread of the Latin language over the whole of it well under way, on the other side the politically subordinate Greeks, with their culture, art, and language. This is all fine constructive work. The narrative has an almost epic sweep, and could scarcely be surpassed. Among the other topics

consists in the honest fulfillment of the allotted task, that men habitually in contact with refined, disciplined, and trained minds, in touch with the best that is known and thought and filled with the ideals which the wisest who have lived before them have held up to the admiration of the world should live by moral standards lower than those of the street, the mart of trade, or the polls, is an error gross and palpable. And yet it is not altogether inconceivable that, were the humanities stricken from the curriculum of our Colleges and learning cultivated solely for the worldly advancement and prosperity to be gained by it, were our Universities to degenerate so far as to train mere politicians, mere quack doctors and mere pettifogging lawyers, such imaginings as these might not seem so wholly grotesque. Religion has no such aid and abettor as the disinterested pursuit of learning. Morality has no closer ally than a liberal education. Without education religion shrinks back into primitive superstition. Without education morality fades like a dying ember blown into momentary glow by a brute terror of the law.

I confess that I am deeply concerned at the increasingly practical bias which is given to our everyday education, and the invasion of the College and even of the Secondary School by subjects into which an alleged or an actual utility enters to the detriment of their liberalizing power. I confess that I view with mistrust the enormous emphasis which we attach to facts statistically juggled; the undue weight that we give to speculative theories, untested by competent knowledge of past speculative thought; as I view with alarm the minuter specialization of subject-matter in College and University, when entrusted, as it sometimes is, to men to whom the humanities in any sense are a dim recollection of the Secondary School. It is for you, my brothers of Phi Beta Kappa, to recognize some of these things, and, recognizing their nature, to stand firm for that openness of spirit, that quality of disinterestedness, that elevation of thought, and that unquenchable faith in high ideals which is the most precious outcome of your sojourn with the humanities.

I respect the ingenious application of scientific principles to matter that trains our engineers, our chemists, and our physicists to mechanical skill and technical precision. I admire the nice complexities of applied science, and procedure perfected by experience and precedent, which we call, respectively, the professions of medicine and of law, and which train competent guardians of our property, our rights and our lives. I honor the patient and indefatigable spirit of research that wins for men, inch by inch, new lands in the territory of the unknown. And I bow before that abnegation of self that lives for the spiritual welfare of men and offers with

brotherly hand the consolation and the stay which religion alone can give. But I do maintain withal that it is in the untechnical studies, the unprofessional studies-be their content, let me say once more, what it may-it is in those studies alone which are pursued without the possibility of transmutation into terms of practical utility that we can hope to find the elements which draw forth the undeveloped man within, which set forth lofty and unselfish ideals, and which, in a word, do really educate, elevate, and humanize.

When James Russell Lowell defined a University, as a place in which nothing useful was taught, he uttered no mere idle paradox. I am afraid that even at Columbia you are doing a great deal of work which has its place here, but work which should not be permitted to usurp all places. The greatest need in the education of today, a need greater than short cuts to the professions, training for city councils or state legislatures, preliminary courses to speculative philanthropy or air-ship building, is the restoration of the humanities to our College courses in a larger proportion than has been theirs for many a day. Where the line is to be drawn which shall divide the training of the man from the training of the engineer, the lawyer, or the physician is a matter comparatively unimportant. That such a line should be drawn is an imperative need of the moment, a need which temporizing can only make more clamorous in its just demand.

Among the humanities that are with us or are to come, let us welcome every subject that can enlarge the horizon of the student and give him truer, saner, and more liberal views of man and life. It is not the subject which determines these qualities, but the spirit in which the subject is pursued, a spirit which demands a rigorous exclusion from its purview of all that is narrow and material. In a frank recognition of the liberalizing influences of the study of science and of the close relations of modern languages, history, and philosophical speculation to the development of the contemporary man, I cannot but affirm it as my conviction that the languages of the ancients, their art, literature, philosophy, and archaeology, will long continue the most fruitful of the humanities not only because of their valuable content and their incomparable position as to all that has come after, but because of their splendid isolation from the possibility of measurement and appraisement by utilitarian standards. Depend upon it that the true glory of the humanities, whether gone, present, or to come-like the glory of art, of literature, and the glory of religion itself—is the immeasurability of all these priceless things by material standards, their spiritual worth, significance, and potency.

UNIVERSITY OF PENNSYLVANIA. FELIX E. SCHELLING.

connections. The story in the Homeric Hymn to Apollo 388 ff., Miss Swindler believes, suggests a Cretan origin for the dolphin god who gave to Delphi its name.

SMINTHEUS.-Cretan origin is indicated for this cult by the tradition that oμivo was the Cretan word for 'mice' (recent investigators hold that -vo is not Indo-European) and by the relations between Crete and the cult localities, which were notably in Asia Minor.

AMYKLAIOS. This title of Apollo is derived from a place name and it appears in localities in Crete or influenced therefrom. At Amyklai in Sparta Apollo displaced a non-Greek god Hyakinthos: this name, the nature of the cult of Apollo at Amyklai, and the representation of the god by a semi-aniconic image are taken as evidence that Apollo appropriated a Mycenaean (probably Cretan) cult.

For several other cults such as are indicated by the titles Agyieus, Tarrhaios, etc., Cretan origin is also maintained.

Chapter III discusses cathartic elements. Historically rites of purification seem to have begun in Greece proper in the eighth century, and the cathartic ritual was particularly associated with chthonian powers in connection with Olympians it showed itself in the cults of Apollo, Zeus, and Dionysus. Crete and Delphi were important centers of purification, and Epimenides played a large part in the spread of these rites from Crete. The legend of Karmanor and the story of the founding of the Delphinion at Athens seem to give reason for believing that Crete was the place whence the cathartic ritual spread.

Musical elements derived from Crete are discussed in Chapter IV. Devotion to music and dancing was traditional in the reputation of Crete: there is definite evidence that the hyporcheme was native to the island and of great antiquity. This was one of the earliest musical forms taken over into the ritual of Apollo. The conclusion that the nome originated in Crete is an inference from the legend of Chrysothemis singing it at Delphi: that one division of the nome was called oupaλos connects the nome with that oracle prior to Apollo's possession, and so perhaps with Crete. According to ancient tradition the paean came from Crete, and it seems to have become associated with the worship of Apollo at Amyklai, Delos and Delphi.

A brief summary such as the above can indicate only vaguely the contents of this dissertation, and of course can give no intimation of the amount of material presented as evidence. The evidential matter is often involved in traditions and the argument consists in large part of the accumulation of probabilities; this hazardous method Miss Swindler has used deftly and without claiming the certainty of mathematical proof. This is not the last word on

the relations between Crete and the worship of Apollo, but it gathers together many pieces of evidence which in total have appreciable weight. The conclusions Miss Swindler has sought to establish will win varying degrees of approval with different readers-varying largely in accord with their opinions as to the evidential value of traditions-, but all will appreciate the careful and temperate mode of presenting the results of a careful investigation. TRINITY COllege. LEROY CARR BARRET.

Elements of Latin. By Barry C. Smith. Boston: D. C. Heath and Co. (1913). Pp. ix + 352.

Of the making of many books there is no end. This is also true of First Year Latin books. The book before us is very concise; there is nothing superfluous in it, but it is equally true that there is nothing omitted that should be included. It follows Professor Bennett's idea of developing the forms logically and thoroughly before proceeding to the study of syntax, and this is done in an orderly and systematic way, as will be shown by the fact that the Third Declension comes as early as Lesson VII.

With so many beginners' Latin books on the market, it is hard to introduce many new or original features; but the Word List for drill at the end of the book is one of these; and the arrangementpurely a typographical one-of the separate verbforms and shorter sentences for translation in columns instead of in lines is admirable. In this way the pupils can follow the reciter more readily without losing themselves in a welter of type. In format the book is very well done, with a clear, open page, and plain attractive type with few notes in italics or smaller print. I could wish to see in the Vocabularies more suggestions as to English derivatives and a closer connection established throughout the book between English and Latin constructions. This is a part of our study of Latin that is too much neglected: English and Latin should be made to help each other. Personally I think it a mistake to give special meanings to the subjunctives in the paradigm, as Mr. Smith does. Students get an idea from this of a stereotyped translation for the subjunctive instead of learning that the translation of the subjunctive depends on the context.

There seems to be a slight inconsistency in the statement about alterius. Mr. Smith says of the nine pronominal adjectives that the genitive ends in ius, except that alter generally has alterius in poetry; he then proceeds to decline it-correctly of course-as alterius. There is no necessity for the statement about alterius. But these are minor matters.

The book is remarkably free from errors. I have discovered not a single typographical error or false quantity, and this is rather rare in a first edition.