a BY MORRIS H. MORGAN PROFESSOR OF CLASSICAL PHILOLOGY IN HARVARD UNIVERSITY NEW YORK : CINCINNATI : CHICAGO AMERICAN BOOK COMPANY COPYRIGHT, 1910, BY MORRIS H. MORGAN. EHTESED AT STATIONERS' HALL, LONDOH. MORGAN, ADDBESSE8 AND ESSAYS. w. P. a PREFATORY NOTE THE contents of this volume, with the exception of the first address, have already appeared in print at intervals during the past seventeen years in the different periodicals which are cited under each title. Consequently they do not form a real unity, for they are sometimes merely the natural outcome of occasions, sometimes the result of more continuous thought bestowed upon a single subject. They are not chronologically arranged. Two addresses dealing with classical study in general are placed first ; then some- thing in lighter vein ; then certain detached notes followed by longer studies in a Latin author on whom much of my time has been spent for several years ; and, finally, I have ventured to add three copies of occasional verse. CAMBRIDGE, June 28, 1909. CONTENTS PAGE THE STUDENT OF THE CLASSICS 5 THE TEACHER OF THE CLASSICS 34 THE REAL PERSIUS 62 THE WATER SUPPLY OF ANCIENT ROME 75 2KHNAO, 2KHNE12, 2KHNOO 85 NOTES ON LYSIAS 106 NOTES ON PERSIUS 118 ON THE WORD PETITOR 135 ON QVIN WITH THE SUBJUNCTIVE IN QUESTIONS . . .137 QUINTILIAN'S QUOTATIONS FROM HORACE . . . .140 ON CICERO, QVINCT. 13 142 THE DATE OF THE ORATION PRO Roscio COMOEDO . . 143 THE LANGUAGE OF VITRUVIUS 159 NOTES ON VITRUVIUS 214 THE PREFACE OF VITRUVIUS . . . . . . . 233 OCCASIONAL VERSES 273 ADDRESSES AND ESSAYS THE STUDENT OF THE CLASSICS 1 IN January, 1644, Mr. John Evelyn, an English gentle- man who was then on the grand tour of the continent, visited the University of Paris, and afterwards made the following entry in his now famous Diary : ' We found a grave Doctor in his chaire, with a multitude of auditors, who all write as he dictates ; and this they call a Course.' It is obvious that worthy Mr. Evelyn, accustomed to Oxford methods, looked with some suspicion upon this manner of imparting instruction, yet we all know that it is far more prevalent to-day than it was two hundred and sixty years ago, and that it is not confined to the conti- nent of Europe. If the shade of Evelyn ever visits these shores, he finds it flourishing some might say, 'like a green bay tree ' not far from the place where I am speaking. It is a comfortable method comfortable for the professor, who can pour forth his accumulated floods of learning undisturbed by the feeling that it is his duty to find out whether his hearers have prepared themselves to appreciate what he is saying, uninterrupted, also, at least in our larger lecture courses, by questioning from 1 An address before the Harvard Classical Club, March 2, 1905. 5 6 ADDRESSES AND ESSAYS adolescent youth, and sure that no better authority than himself is present to dispute his dogmas. This last com- fortable certainty was not assured in Evelyn's day ; for he goes on to record that a Cavalier who was in his party suddenly ' started up, and beginning to argue, he so baffled the Professor that with universal applause they all rose up and did him greate honors, waiting on him to the very streete and our coach, testifying greate satisfaction.' It might sometimes be well if we professors could feel that we were subject at any moment to correction by a more learned visitor. The present method, however, is comfortable not merely to professors, but also to students. And to these its comfort brings with it a great danger. I do not now refer to the danger of irregularity in work, or to the postponing of serious study of a topic until late in the days of the course and sometimes even to the last few days before the examination is held. This is not in itself dangerous ; it may in some cases be even advantageous, if the time thus unemployed in a particular course is sys- tematically given to something better. The danger of which I am thinking is far more fundamental. It is the danger of acquiring certain wrong ideas about methods of learning and about the way in which you can make of yourselves scholars. I say 'make of yourselves.' For you can be perfectly sure of one thing, which is that no teacher, however brilliant or learned, can make scholars of you (whether you want to be philologians or historians or geologists), if you sit passive. To use the terminology of Aristotle, the teacher can, if he is a good teacher, give you ' the how,' but he can never give you ' the what.' He can point to methods, he can ' show you the way wherein THE STUDENT OF THE CLASSICS 7 you must walk and the work that you must do,' but then he must leave you to do the work for yourselves. Scholar- ship cannot be melted up and poured into you, or chopped up fine and spooned into your mouths. You have to chew on it yourselves; you must become metaphorical Fletcherites and chew on it hard and long. But observe a difference : the Fletcherites do their chewing in public, and they are not a pleasant spectacle. He who would become a scholar has to chew in private ; all by himself his work has to be done. Now exactly here I believe lies the great danger of lecture courses, that the auditors are too apt to think that in the lecture course they are getting the real thing. Far from it! The lecture course can and ought to be nothing but a skeleton. It must be clothed with the flesh and blood, which are the life, by each auditor for himself in private study, if he is to get anything more from the course than the power to pass an examination in it, which is the most unimportant thing of all. From my own obser- vation of life in this and other American universities, I am convinced that the principal failing of American students is the failing to recognize the necessity of this private study. Do not mistake my meaning here. I am not making a plea for specialization or for what is called 'original re- search.' These, at least in our department, have hardly any rights in the undergraduate curriculum, and even in the Graduate School they should be approached with caution. The reason is that a philologian must be many- sided before he can be one-sided. And in particular he must always remember that a man who means to be a classical philologian must first of all become acquainted g ADDRESSES AND ESSAYS with as much as possible of the contents of the Greek and Latin authors. That is, his reading should have been carried on extensively. As the great scholar Ritschl said : ' It is the fundamental knowledge of the ancient languages which makes the philologian, and marks him off from the mere antiquarian or historian who works with translations.' And American students should awake to this need of broad reading as early as possible in their careers, because in our preparatory schools the curriculum in classics is so very meagre, compared with that of the schools of Eng- land, Germany, and France. Much of the Greek and Latin which we read in our colleges has already been read by English, French, and German boys in their school days. This is, of course, because the general school curriculum in their countries is so much narrower in the number of subjects taught than it is in ours. Whether they or we are wiser, does not now matter. The fact is that they have much more time to give to the reading of Greek and Latin in their schools than we have and so those boys be- come acquainted with a wider circle of ancient literature. But think how confined ours is, especially in Greek, where scarcely anything is read except portions of Xeno- phon's Anabasis and portions of Homer. This used not to be the case in America, and the requirements in Greek for admission to Harvard College once called for some acquaintance with many more authors. As one enters Sanders Theatre and looks up, the first thing to attract the eye is that beautiful window which represents Athene tying a fillet of honor about the top of a Greek column. The window is an appropriate memorial to Cornelius Con way Felton, once professor of Greek and THE STUDENT OF THE CLASSICS 9 afterwards president of Harvard College. By the way, his professorship, the Eliot Professorship of Greek Literature, has been held by a line of remarkable men of whom the university is proud, and about whom every student of the classics here ought to know something. I mean Everett, Popkin, Felton, and Goodwin. I have often thought that it would be well if a lecture were occasionally delivered, for the benefit of our younger Harvard men and of students from other colleges, upon the lives and work of our professors in this department. We ought never to forget those who labored here in the days which we sometimes unthinkingly call the 'days of small things/ It does not follow that we are better because we are bigger. By the way again, the second of these Eliot professors, Popkin, seems to have been as early as anybody here to hint at the benefits of an elective system of studies. This was toward the end of the eighteenth century. At one time during his undergraduate life (1788-1792), he became dis- couraged at his apparent inability to make progress in a certain study which was a part of the required course. And he then wrote in a document called ' Reflections on Myself ' the following words : ' This weakness of the intellect, arising from dejection, is a strong instance of a proposition which I have heretofore advanced; namely, that it is a great bar to one's advancement in science to have a constant conviction of his weakness. Hence I inferred that it was a great disadvantage to the cause of literature to oblige every one in a university to attend to studies in which he could not make any progress.' But to return to Professor Felton : he was the compiler of several useful books, and among them was a Greek IO ADDRESSES AND ESSAYS Reader. For thirty years, from 1840 down to 1871, the matter contained in this Reader was the requirement in Greek for admission to Harvard College. What were its contents? Rich in variety. It included twenty-eight prose fables of Aesop, twenty-seven dialogues by Lucian, forty- one pages of selections from Xenophon, ten from Thu- cydides, thirteen from Lysias, seventeen from Herodotus, thirteen from Homer, as well as selections from Anacreon, Sappho, Simonides, Euripides, Aristophanes, and several other poets. Now here again there is danger lest you mistake me. I am not suggesting that we ought to go back to Felton's Reader or to adopt any similar collection. I am not even suggesting that we ought to make a change in our require- ments for admission to college. I am simply indicating the condition of things as they are. It is clear that those who made a good use of this Reader while in school got a much wider conception of the variety and richness of Greek literature than you got or than I got. I was better off than you in this respect ; for I was introduced to Greek through Goodwin's Reader, which contained selections from Xenophon, Herodotus, Thucydides, and Plato; and, besides this, of course I had Homer. You, or at least the great majority of you, had no prose besides Xenophon. This being the case, and coming to college, as you do, so limited in your conceptions of what ancient literature contains, the necessity is strong upon you to acquaint yourselves with it. To accomplish this, you are better equipped than our fathers were, unless our modern system of teaching is a failure; for you have had training in what is called 'reading at sight,' that is, training in THE STUDENT OF THE CLASSICS II grappling with the difficulties of a new passage without the aid of a lexicon or a grammar. And nothing can take the place of the constant and devoted reading which I am now urging upon you. It may be carried on in one of two ways ; in fact, both are desirable. First, there is the exact and careful reading which you do when preparing yourself in some course for the passage which is likely to come up for the day, so as to be able to appreciate what the instructor or other members of the course may say about it, and so as to be ready yourself to contribute your share of information or (quite as valuable) question about this passage. In this kind of reading you work, of course, with all the aids that you can gather round you lexicon, grammar, commentaries, and commentaries in other languages than English, if you can manage others. And here let me interject a remark which I have made to some of you before. Do not think that you need a teacher or must ' take a course ' in order to get a reading knowledge of a language that is new to you. A man with brains who knows Latin and French can by himself in a short time learn enough Italian and Spanish to enable him to use books written in these languages ; and anybody who knows English and German can easily learn to read Dutch. As for German, Macaulay learned to read it dur- ing his voyage to India, beginning with Luther's transla- tion of the New Testament, an excellent way in which to learn a new language is this. The Duke of Wellington learned to read Spanish, after his appointment to com- mand in the Peninsula, by using a Spanish translation of the English Prayer Book. The second way of reading may be called current or 12 ADDRESSES AND ESSAYS cursory. It is carried on to introduce one's self to the general contents of a new author to a conception of his style, and to a knowledge of the sort of matter which one may expect to find in him. For one cannot get intro- duced to all, or even to all the important, authors in the regular college courses. This second way may also be followed in the completion of authors whom you have be- gun in one of your college courses. Thus, if a student has read six books of Tacitus or six books of Homer under a good teacher, why should he not read all the rest of these authors by himself ? As for the method in this cursory kind of reading, you might select the best printed text without notes and push ahead with some impetus, never thinking, however, of daily progress, never set- ting a stint of so many pages to be done each day, which is a method sure to be a failure in the end, as you hasten to finish your day's stint. You may set a certain period of time for daily reading, but never an extent of space. If you find that the author bores you, try another; we cannot all like everything, and of course some Greek and Latin authors are not worth reading at all by the general student. Still, you should at least make the attempt to interest yourself in all the authors whom the world has agreed to call the greatest, and, as you read, you should try to imagine yourself in the author's own time and surroundings. "I