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Part II of THE CLASSICAL WEEKLY, Volume XI, No. 28, May 20, 1918 (pages I-IV).

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221-221

Mythology of All Races. Volume I: Greek and Roman (Robinson), 22-23; Rider, Bertha C.: The Greek House: Its History and Development from the Neolithic Period to the Hellenistic Age (Shear), 23-34; Cooper, Lane: A Concordance to the Works of Horace (Knapp), 28-29; Edwards, John B.: The Demesman in Attic Life (Botsford), 29-30; Poteat, H. M.: Selected Letters of Cicero (Bowen), 30-31; Byrne, Sister Marie José: Prolegomena to an Edition of the Works of Decimus Magnus Ausonius (Rolfe), 31; Tatlock, Jessie M.: Greek and Roman Mythology (Crosby), 31-32; Mendell, C. W.: Latin Sentence Connection (Nutting), 37-39; Emmanuel, Maurice: The Antique Greek Dance, after Sculptured and Painted Figures. Translated by Harriet J. Beauley (Shear), 39-40; Babcock, Edwina S.: Greek Wayfarers and Other Poems (Crosby), 45-46; Bouchier, E. S.: Syria as a Roman Province (Magoffin), 46–48; Shorey, Paul: The Assault on Humanism (Milden), 48; Whitehead, A. C.: The Standard Bearer: A Story of Army Life in the Time of Caesar (Dunn), 54-56; Walters, H. B.: A Classical Dictionary of Greek and Roman Antiquities, Biography, Geography and Mythology (Rolfe), 64; Wier, Marion C.: The Prometheus Bound of Aeschylus (Crosby), 78-79; Smyth, Herbert Weir: A Greek Grammar for Schools and Colleges (Smith), 79-80; Cross, R. Nicol: Socrates: The Man and His Mission (English), 84-87; Dussaud, René: Les civilisations préhelléniques dans le bassin de la Mer Égée (Shear), 94-95; Harvard Studies in Classical Philology, Volume 28 (Sturtevant), 95; Allen, G. B.: Selected Letters of Pliny (Messer), 96; D'Ooge, Benjamin L. and Eastman, Frederick C.: Caesar in Gaul (Mitchell), 102-103; Ridgeway, William: The Dramas and Dramatic Dances of Non-European Races in Special Reference to the Origin of Greek Tragedy (Flickinger), 107-110; Jackson, William W.: Ingram Bywater. The Memoir of an Oxford Scholar, 1840-1914 (Scoggin), 110; Blomfield, H. G.: The Argonautica of Gaius Valerius Flaccus Setinus Balbus, Book I, Translated into English Prose, with Introduction and Notes (Knapp), 110-111; Clark, Charles Upson and Game, Josiah Bethea: First Latin (Hodgman), 118-119; Dean, Lindley Richard: A Study of the Cognomina of Soldiers in the Roman Legions (Oldfather), 125-127; Robinson, C. E.: The Days of Alkibiades (Jones), 127-128; Trever, Albert Augustus: A History of Greek Economic Thought (Prentice), 135-136; Sturtevant, E. H.: Linguistic Change: An Introduction to the Historical Study of Language (Bolling), 148-150; Banks, Edgar J.: The Seven Wonders of the Ancient World (Robinson), 150-151; Livingstone, R. W.: A Defense of Classical Education (Lodge), 155-156; Husband, Richard Wellington: The Prosecution of Jesus: Its Date, History and Legality (Radin), 156-159; Dutton, Emily Helen: Studies in Greek Prepositional Phrases (Sturtevant), 159–160; McLemore, James S.: The Tradition of the Latin Accent (Sturtevant), 160; Chickering, E. C.: First Latin Reader (Allen), 165–166; Allen, James Turney: The First Year of Greek (Bennett), 166; Carpenter, Rhys: The Ethics of Euripides (Prentice), 172–173; Green, John C., Jr.: Graphic Latin (Dakin), 173-175; Dawkins, R. M.: Modern Greek in Asia Minor. A Study of the Dialects of Silli, Cappadocia and Phárasa, with Grammar, Texts, Translations and Glossary (Robinson), 175; Robinson, George W.: The Life of Saint Severinus, by Eugippius (Mierow), 181-182; Macgregor, J. M.: The Olynthiac Speeches of Demosthenes (Scribner), 182-184; Lindsay, W. M.: Notae Latinae: an Account of Abbreviation in Latin MSS. of the Early Minuscule Period (Clark), 189-190; Wilkins, Eliza Gregory: "Know Thyself" in Greek and Latin Literature (Howes), 198-199; Richter, Gisela M. A.: The Metropolitan Museum of Art. Handbook of the Classical Collection (Knapp), 200; Spring, Evelyn: A Study of Exposition in Greek Tragedy (Stuart), 205-207; Burns, C. Delisle: Greek Ideals: A Study of Greek Life (Van Hook), 207-208; Forsythe, John Evans and Gummere, Richard Mott: Junior Latin (Scudder), 213–214.

BOOK NOTICES

University of Michigan Studies, Humanistic Series, 112; A Translation of Legrand's Daos, 120; A New Corpus Scriptorum Latinorum, 200.

REPORTS OF ASSOCIATIONS, CONFERENCES, CLUBS, ETC.

The New York (Latin =) Classical Club, 7, 40, 80, 96, 144, 168, 192, 216; The Washington Classical Club, 7-8, 224; Latin League of Wisconsin Colleges, 8; The Classical Association of Pittsburgh and Vicinity, 15-16; Classical Conference at Vassar College, 40, 48; Classical Conference at Syracuse, 56, 103; A Conference of College Latin Departments at Vassar College, 71-72; The Classical Club of Philadelphia, 72, 88, 120, 136, 167, 216; The Classical League of Philadelphia, 88, 167; The Classical Association of the Atlantic States, Twelfth Annual Meeting, 136, 193–194, 223–224; Essex County Greek Club, 160; The Classical Association of New England, Thirteenth Annual Meeting, 190-191.

MISCELLANEOUS

A Latin Play in Baltimore, 8; Daniel Webster on the Classics, 8; The Source of a Tacitean Epigram, 16; Is High School Latin a Valuable Basis for Work in the University?, 16; Two Devices for First Year Work, 32; An Answer to Dr. Flexner, 32; Conington's Prose Translation of the Aeneid, 32; Ex-President Eliot and Latin, 48; An 'Awkward Squad' in B.C. 550: Xenophon, Cyropaedia 11.2.6-10, 87; Military Parallels, 87; Let us Save the Classics (reprint from Youth's Companion), 89-90; An Ancient Way to Conserve Food, 96; Important Factors in the Successful Teaching of Beginning Latin, 104; The Classics from the Standpoint of an Engineer, 104; On Reading Latin Aloud, 112; A Few Suggestions for the Latin Teacher with a Backward or a Careless Class, 128; Ancient Fishes, 136; A Correction, 136; Reference to reviews of books on the Classics, by Professor Lodge, in School and Society, 144; Filming a Greek Play, 152; University of Pennsylvania Schoolmen's Week Proceedings, 1917, 160; Notice of book entitled Science and Learning in France, 167-168; The Cum-Constructions Again, 168; Plays and Stories on Classical Subjects, 168; A Miniature Drama: Aeneid 1. 338–368, 175-176; The Purpose of College Latin, 176; Laudes Hiemis. A Translation of Father Geyser's Laudes Hiemis, by Father J. P. Melchiors, 176; Rejoinder of Messrs. Clark and Game, 192; Professor Hodgman's Reply, 192.

LATIN VERSIONS

To E. A. C.-A Translation, F. W. Clark, 8; Lux Libertatis, H. C. Nutting, 16; Deus Praesidium Nostrum, H. C. Nutting, 112; Laudes Hiemis, A. F. Geyser, S. J., 176; The Star-Spangled Banner: Vexillum Stellatum, A. F. Geyser, S. J., 191.

CLASSICAL ARTICLES IN NON-CLASSICAL PERIODICALS

Pages 56, 87-88, 151-152, 167, 200.

NOTES

Xenophon, Anabasis 1.8.10, 72; Cicero, in Catilinam 2.4, 96; Vergil, Aeneid 1.58-59, 96; Vergil, Aeneid 1.694, 120; Terence, Phormio 502-503, 151; Catullianum, 152; Poliziano on the 'Messianic Eclogue', 152.

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Entered as second-class matter November 18, 1907, at the Post Office, New York, N. Y., under the Act of Congress of March 1, 1879
VOL. XI
NEW YORK, OCTOBER 1, 1917

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THE TEACHING OF VERGIL IN SECONDARY

SCHOOLS

To be a successful teacher of any subject one must have knowledge and personality; he must know something, he must be somebody. If one knows enough, if one is enough, and if, with knowledge enough and personality enough, he applies himself with singleminded devotion to the task of teaching as the one business of supreme importance, he stands some chance of doing what, according to old Trimalchio in Petronius's Latin novel, the teacher of a favorite slave of Trimalchio did: 'He taught the boy more than he knew himself'. A fine ideal this, surely, for every teacher to hold before himself.

Now, for the acquisition of a personality no formula has as yet been presented. Here, at least, I can be of no service whatever to anyone else. I am constrained, therefore, to confine myself to the question of knowledge.

What should the teacher of Vergil know? In seeking to answer this question the most I can hope to do is to make a new grouping of more or less familiar materials. I beg the reader to keep in mind the following wise words, written by Professor J. B. Greenough as part of the Preface to his edition of the Satires and the Epistles of Horace:

But the editor has derived so much advantage from editions of the Classics in which the notes reminded him in particular connections of things which in general he knew before, that he has not inquired so much whether a thing was likely to be known, as whether it was likely to be thought of in the connection.

What, then, in order to teach Vergil successfully in the Secondary Schools, should the teacher of Vergil know?

(1) He should know, first of all, Vergil himself.

How?

(a) By long, loving and intimate study of all Vergil's works. What manner of man, for instance, was Vergil? Vergil is like Homer, unlike Horace, in that he tells us little directly of himself. In the main, then, we must gain our understanding of Vergil's character and personality through inferences which we draw from the character and the contents of his writings. Fortunately for us, in some instances we can reinforce these inferences by appeals to ancient testimony concerning Vergil (see below, under b).

No. 1

One impression of Vergil gained by every careful reader of his works is that Vergil was an untiring student and a profound scholar. He had, manifestly, an extraordinary knowledge of the whole range of Greek literature and of the earlier literature of his own country. He was profoundly versed also in the history of Rome, mythical and actual alike. Further, he had a complete mastery of Greek mythology and of Greek and Roman religion. Such accomplishments as these are won only by the severest work, the most careful study, carried on for long years. In perfect harmony with the impression of these matters we gain from reading Vergil's own writings is a tradition recorded by Suetonius (see below, under b) in his Life of Vergil. This declares that, when Vergil was writing his Georgics, it was his practice to dictate early in the morning as many verses as he could and then to spend the rest of the day working them over and over and reducing them to as small a number of verses as possible. Suetonius adds: <solitus Vergilius est dicere> non absurde carmen se ursae more parere et lambendo effingere. Part of this tradition had already appeared in Quintilian (10.3.8): 'That Vergil wrote very few verses in a day Varus bears testimony'. Part of it appeared again, in fuller form, in the second century A.D., in Aulus Gellius, Noctes Atticae 17.10.2-7, as follows:

'According to the friends and the intimates of Vergil, in the accounts they have left of his nature and his character, Vergil was wont to say that he produced his verses as a bear gives birth to her cubs. The cubs are at first formless and shapeless: the mother bear licks them into fair form and shape. So, said Vergil, my verses at first are crude and imperfect, but by handling them and fondling them over and over I give to them at last fair features, decent lineaments'.

It is worth while to compare, in this connection, what Horace, that other great poet of the Augustan age, said of himself (Carmina 4.2.25-34. I give Wickham's prose translation):

Strong are the winds that upbear the swan of Dirce <Pindar> as oft as he soars into the cloudy spaces. For me, after the fashion of a Matine bee, that through incessant toil makes boot upon the fragrant thyme about the woods and river-banks of streaming Tibur, I humbly build my laborious verses.

From a study of Vergil, then (and of Horace), one might learn well the lesson set forth by the famous bore on the Appian Way (Horace, Satires 1.9.59-60) Nil sine magno vita labore dedit mortalibus, set forth so

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