have doubted whether extravagance contributed to the grandeur of the Attic orator, as Pliny asserts. It has been seen that Pliny did not pretend to Demosthenes's vis, his vigor and force, but strove to imitate his figurae orationis (1.2.2). Certainly a man of Pliny's powers could learn much from the structure of the speeches of Demosthenes, could acquire some of his tricks of exposition, narration, persuasion. But it was rash to try to copy his audacious metaphor and invective. These could be adopted successfully only by a writer of great originality and force. If Pliny's forensic oratory was successful, its effectiveness was probably due to its harmony with the literary fashion of the times, to the social and official prestige of the speaker, and to his recognized integrity of character.

(7) It remains to be noted that Pliny mentions three poets of the Alexandrian period: Callimachus and Herodas, to whose verse he compares the epigrams and the mimiambics of Arrius (4.3.4), and Aratus of Soli, in the minuteness of whose astronomical poem he finds an excuse for his detailed account of the villa in Tuscany (5.6.43). He may have known Aratus though the translations by Cicero and Germanicus as well as in the original Greek.

The evidence is sufficient to show that Pliny shared the traditional respect of the Roman aristocracy for the genius of the Greeks and the expressive qualities of the Greek language. We can not tell precisely how far this was a conventional sentiment in Pliny, and how far it was reinforced by a rational and personal appreciation of Greek literature. He had a very considerable command of the language, and liked to use some of the Greek technical terms of the Schools as well as the fashionable Greek phrases of the literati. His general knowledge of Greek literature was at least equal to that of most educated Romans, probably greater. Possibly he had more than a general knowledge of the authors especially recommended by Quintilian, his instructor in rhetoric. He took very seriously his profession of law and of public oratory, and studied the Greek orators with attention and enthusiasm, but perhaps not always with the finest discrimination. He quoted Homer more often and on more varied occasions than any other author. The only Greek books which can with positive certainty be included among his libri lectitandi are the Homeric poems and the Orations of Demosthenes. The range of his Greek allusions and his apparent interest in the Greek compositions of his friends, however, allow us to suppose that he read many other Greek authors. Indeed, so far as indications in his correspondence may be trusted, his purely literary reading was more Greek than Latin.

This book is based on the idea that Latin originals should be correlated with English derivatives, in college preparatory, general, commercial, and other vocational classes of the High School or Junior High School. For practice in the direct method, oral exercises have been placed at the end of the English-Latin sentences.

In these days, 'Junior High Schools', 'Direct Method', 'Vocational Education' are indeed terms to conjure with, even though their meaning is not always clear. In most cases it is expected that a new book will seize upon one or another of these new terms in educational parlance as the reason for its coming into being, or will hit upon some new device for the avoidance of real work on the part of the student. He is a bold man who aims to construct a book that will include all these new ideas, so that, no matter what the individual teacher's peculiar fad may be, the book can be made to serve his needs. Perhaps it is because of the author's desire to meet all the points of view that this new beginners' book contains 432 pages.

It is difficult for the reviewer, whose faith is none too great in many of the current educational devices, to see the virtues that may be concealed in this new book, which aims to include all the new theories, but he is strongly of the opinion that, because of the number of pages alone, irrespective of contents, there must be concerning it a large question-mark in the minds of many teachers and an equally large exclamation-point in the mind of every pupil. Surely something should be left for the other years at High School and for the College; the attempt to do everything in the first year of the High School must result, as it always has, in failure.

There are 79 lessons, which are so arranged that the alternate lessons contain the forms, syntax, vocabulary, and word-derivation, and the succeeding lessons in each instance contain the sentences for the application of what was learned the preceding day. Following these are fifteen additional lessons, arranged in the same way, dealing more fully with such subjects as clauses of purpose and result, conditional sentences, indirect discourse, and the forms and the syntax of impersonals and periphrastics. There are also some sixty pages devoted to continuous reading matter on various subjects, some Latin songs, familiar quotations and mottoes, and abbreviations from the Latin.

All the paradigms are given in the back part of the book together with the chief rules of syntax treated in the body of the book. No paradigms are given in the body of the book and there is every reason to believe that this arrangement is excellent both for the teacher and the pupil. There may be some who prefer to have the four conjugations of the verb arranged side by side, as the conjugation of deponents is usually arranged, instead of one following the other, so that the verb may be developed tense by tense, but this is a minor point on which opinions doubtless differ.

As may be inferred from the author's statement at the outset, a great deal of attention is devoted to wordstudy. There is, indeed, too much detail in instructions to the teacher as to how this work is to be done. Perhaps the chief fault of the book is a direct result of conscious attention to this matter of vocabulary and derivatives. The author assures us (iii) that there are in the whole book about 750 Latin roots, not counting prefixes1. The limited vocabulary in English of most beginners, and, indeed, our knowledge of the size of the average adult's vocabulary force the conviction that there is vastly more vocabulary required in this book than the beginner can reasonably be expected to acquire. Taking into consideration the fact that the English derivatives from a Latin root are often numerous (the author gives 21 in his specimen page of the notebook, under annus, page xxi), the reviewer hesitates to calculate the total for the book, and doubts if, in any case, the pupil will develop thereby any greater ability to read Latin.

In reading the sentences to be translated into Latin or from Latin one wonders from what source they were taken or what they are expected to lead to in the student's subsequent work in Latin literature. On every page one has the subconscious feeling that both Latin and English sentences are subservient to some purpose of the book other than the expression of idiomatic Latin or even idiomatic English. For instance, the principle of adjective agreement (admittedly an important one) seems to have been constantly in the author's mind, so much so that adjectives are often introduced with nouns merely for the sake of applying the principle, whether in each instance the adjective is applicable or not. Other sentences, to say the least, strike one as being odd, even if grammatically correct. Surely, in every Beginners' Latin Book both Latin and English should be beyond reproach. A particularly heavy obligation to make the English correct, in syntax and taste, rests upon the author of such a book as this, whose chief justification is its constant correlation of Latin and English. The reviewer sees no reason for a sentence like "were the bones of the unhappy animals devoured by the lion?" (page 46).

I group here a few more sentences, out of many, which seem to me objectionable.

21. "The bad pupils with (their) master are blamed by the Roman women". Would it not be better English to say 'and' instead of "with"?

25. "Magni agri sociorum a barbaris late vastabantur". Would not 'lati' be better Latin than "magni", as in the sentence on page 20, "frumentum ex latis agris a servis malis portatur"?

25. "The new swords (together) with much gold and silver were early carried to the island". Is this not a rather queer sentence?

30. "The son of Marcus had large and beautiful eyes". Why the "and" in this sentence. Is it not merely a Latinism?

54. "Caesar in castris milites continet; dux hostium magna celeritate sub montem copias movet". The Ablative of Manner was introduced at page 34, with a reference to page 320, where, under Rules of Syntax, we read:

.".

"17. Manner. The ablative with cum is used to denote manner. The preposition may be omitted when the ablative is modified by an adjective.' The example given on page 34, is as follows: "Example:

The soldiers hastened from the camp with great speed. Milites e castris magna cum celeritate (or magna celeritate) properaverunt".

On page 36 appears the sentence:

"Graeci magna cum celeritate ad regem de pace legatos mittunt".

These are the only two examples of the construction thus far in the book, and they differ. Is this material enough on such a theme?

Again, castra movere is good Latin, but is copias movere equally good, or is it but an English expression Latinized?

54. "The leader of the infantry moved (his) camp to the wooded places, where he sustained a fierce sharp battle with the equestrian forces of the enemy". Is "sustained a fierce battle" an idiomatic English expression?

56. "Studium potentiae pecuniaeque est omnibus". Is this idiomatic Latin?

69. "Nocte milites ex sinistro cornu decimae legionis pontem occupare potuerunt". Would not noctu be a better form here for the meaning intended, especially since it is not modified by an adjective?

79. "Homines magna fortitudine mortem non saepe verentur". Is vereor a good word to use with mortem?

108. "Librorum quos legimus hic facillimus est, ille difficillimus". What is a "facilis liber"? Is it not merely an idiomatic English expression Latinized?

108. "The Nervii, who were of great stature and very brave, threw the wine which they had taken in the town into the river". Are there not several irrelevant ideas combined here into one sentence?

145. "What is the best thing for men eager for defending their native country to do"? Is it not better English to say 'eager to defend', especially since even the Latinism given in the sentence is likely to result in the student writing the expression incorrectly in Latin?

165. "Galli, bello celeriter inlato, quod non intellegebant qualis natura Romanorum esset, cum nihil domi relictum esset, ex finibus egrediebantur". This seems to be a sentence with a lot of unrelated ideas.

Once in a while, too, sentences involve points of syntax that the pupil has not had. For instance, on page 128 (b. I) a principle of indirect discourse is introduced in a Latin sentence, whereas that subject

MR. PERKINS'S REJOINDER Teaching should be 'all round', not one-sided. A 'fad' may have good points, and should be considered on its merits; if it has good points, these should be utilized, as a means to an end.

The reviewer comments on the size of my book. But he does not take into account the fact that the page is smaller than the page in other Beginners' Latin books, and that the book is set throughout in ten point type. Compare the book with the usual Beginners' Latin book, set in eight point type, as the main type, with much matter in six point type. Also compare the 'readability' of a page in ten point type with another in eight and six point, and note the difference in eye strain.

While aiming to include all the subjects to which a first-year pupil should be introduced, I lay special emphasis upon the building of an English vocabulary and on the literary side of Latin study, in the Reading Matter, e.g. by the inclusion of two letters of Pliny, and of the selections from Goffaux's Robinson Crusoe.

To the reviewer the "chief fault of the book is a direct result of conscious attention to this matter of vocabulary and derivatives". In the Dorchester High School we emphasize English derivatives in vocational classes, and study them incidentally and orally in the College preparatory classes. See Directions to Teachers, pages xvii-xviii.

The reviewer thinks there is vastly more vocabulary in my book than the beginner can reasonably be expected to acquire. The results in the Dorchester High School are just the opposite. The correlation of English with Latin not only helps in building an English vocabulary, but in remembering the meaning of the Latin word, thus killing two birds with one stone.

That the task of finding derivatives may not become too burdensome, the recitations on derivatives in the author's vocational classes are made a kind of laboratory exercise, in which derivatives are put on the board, and the list for a given Latin root is decided upon. The reviewer doubts whether the pupil will, through the study of derivatives, develop any greater ability to read Latin. For myself, I state unhesitatingly that

I have found no help to reading at sight comparable with the help obtained from the study of derivatives. Very rarely does a troublesome Latin word fail to yield English derivatives, and thus suggest a translation that will get the pupil clear of his difficulties.

The reviewer comments adversely on the characte of the sentences. I sought, deliberately, to avoid the ordinary type of sentence, dull and sanguinary in character. The sentences in my book were tested in the Dorchester High School, by two teachers besides myself. It was agreed that the result was a series of sentences interesting to the pupil and contributing perceptibly to the acquisition of power to translate. Concerning the English and the Latinity of the sentences, I have only to say that no one of the many persons to whom the manuscript and proof were submitted (see the list in the Preface, v-vi) objected to the English or to the Latinity. However, I will answer in detail the reviewer's criticism of specific sentences.

461. Young people and children of an older growth are always interested in lions. See The Atlantic Monthly for July, 1918, 44 ff., The African Lion, by William Charles Scully.

20. In Harpers' Latin Dictionary numerous examples are given of cum used in this way and the statement is made that cum is "sometimes also to be translated 'and'".

25. magnus is frequently used in the sense of 'spacious', 'vast', 'extensive': see Harpers'.

30. "and" should have been set within parenthesis marks, as a hint to the pupil that it is not to be translated.

56. With reference to studium potentiae pecuniaeque compare pugnae studium, Lucretius 3.647; studium doctrinae, Cicero, Rosc. Amer. 46. Of course omnibus is dative of possession: compare Cicero, Cat. 3.16.

69. According to Harpers', nocte, though rare, is classical.

79. I think vereor is a good word to use with mortem. See Harpers'.

108. For facilis liber, compare Juvenal 3.41 librum, si malus est, nequeo laudare.

165. I wished to give the pupil drill in handling complex sentences, so common in Caesar.

Only rarely do I introduce sentences involving points of syntax that the pupil has not had. In no case of this kind, I believe, is the meaning not clear.

The reviewer is in error in saying that oratio obliqua is not taken up before page 143. The subject is introduced in connection with the subject accusative on page 78, referred to more at length on page 143, and discussed in minute detail on page 209. I planned to introduce this construction early, as well as the ablative absolute (page 73) and the passive voice (page 15). Too often in Beginners' Latin books these troublesome, but extremely important, constructions, as well as the use of the passive voice, are put off to the later pages, with the result that the unfortunate pupil is simply overwhelmed when a little later he finds them on every side in Caesar. DORCHESTER HIGH SCHOOL, Boston.

ALBERT S. PERKINS.

The references are to pages of my book containing sentences specifically criticized by the reviewer.

Before me a notary public in and for the State and county aforesaid, personally appeared Charles Knapp, who, having been duly sworn according to law, deposes and says that he is the Managing Editor of THE CLASSICAL WEEKLY and that the following is, to the best of his knowledge and belief, a true statement of the ownership, management (and if a daily paper, the circulation), etc., of the aforesaid publication for the date shown in the above caption, required by the Act of August 24, 1912, embodied in section 443, Postal Laws and Regulations, printed on the reverse of this form, to wit:

I. That the names and addresses of the publisher, editor, managing editor, and business managers are:

Publisher, The Classical Association of the Atlantic States, Barnard College, Columbia University, New York City. Editor, none.

Managing editor, Charles Knapp, Barnard College, Columbia University, New York City. Business managers, none. That the owners are:

2.

(Give names and addresses of individual owners, or, if a corporation, give its name amd the names and addresses of stockholders owning or holding I per cent or more of the total amount of stock.) The Classical Association of the Atlantic States (not a corporation. No stockholders or individual owners. 683 members). President, Robert B. English, Washington and Jefferson College, Washington, Pennsylvania, Secretary-Treasurer, Charles Knapp, Barnard College, Columbia University, New York City.

3. That the known bondholders, mortgagees, and other security holders owning or holding I per cent or more of total amount of bonds, mortgages, or other securities are: (If there are none so state.) None.

CHARLES KNAPP, Managing Editor.

Sworn to and subscribed before me this 28th day of September, 1918. [SEAL] DAVID L. WOODALL, Notary Public. (My commission expires March 30, 1919.)

Form 3526.

THE ROMANS AT HOME

A series of sets of lantern-slides illustrating the most significant phases of Roman Private Life

Also sets illustrating the life and exploits of Julius
Caesar, the life and political career of Cicero, the
Wanderings of Aeneas, Roman Mythology, etc.

For the Use of High Schools
and Colleges

These sets are from the negatives made by the Latin Department of the State University of Iowa for circulation through the Extension Bureau among the High Schools of the State.

In response to many inquiries arrangements have been made whereby duplicates may be purchased by Schools at moderate rates.

For particulars address

F. C. Eastman, Iowa City, Iowa

Game of the Latin Noun, new; may be played by all grades including beginners. Price, 50 cents.

Verb Games, a series of five games, each 29c.: 1 and 2, on principal parts; 3 and 4, on verb forms; No. 5, on verb terminations. Game of Latin Authors. Price $1.04.

These games always please and profit; are highly recommended by teachers and pupils. Any or all sent postpaid on receipt of price. Stamps accepted.

THE LATIN GAME CO., Appleton, Wis.

Miss Sabin's

Derivative Blanks

described in

THE CLASSICAL WEEKLY 12.32

Are unfortunately out of print

CHARLES KNAPP