The Salt Lake tribune. [volume] (Salt Lake City, Utah) 1890-current, 1909-12-19
ANCIENT UNIVERSITIES,

- ,-uiyersities OF Ancient Greece. Isy
III w. H. Walden. PHI D.. formerly
yy,.,r,,ctor In Latin in Harvard lniver-
l,.,. Published by Charles Scribner's
Sons, New York
,rh;s hook is an ampifcation Of lee
.sros delivered at Harvard University
= tbc spring of 1904, but much new
.ss,c,isl has been added, and the whole
I'D been thoroughly revised. The au-
,Sor epdeavors 10 supply a lack which
srlolars have felt for n long time, OF
y rcsj account of Greek education dur
tbc imperial times This book un
siasstakes TO supply that want. 1T shows
,%ss il is impossible fully 10 understand
NJ ia:s- forms of Greek education
'sr;thout having some understanding of
'hose which preceded thcm. The time
.ayercd ia the lectures is the Fifth and
rourih centuries b. c.. and the broad
'nnse of Greece including not only the
'rnsent area of Greece but Macedonia.
,ho Islands of the Aegean Sen and the
oss,ern Mediterranean, Egypt, and the
sd;aceut parts of Lihya. the whole Of
isa Minor, with Syrla Palestine.
5rahia Petraea, Thrace, and even por-
lions of Italy and the islands to the
muth and southeast. The author cX.
,,e;ght be objected to 'as applied 10 the.
f ''1onorepations of professors and stu
dents described in these chapters. on
sEs ground that no distinct charters Of
;rcorporation were granted them, But
- noints ont that at Alexandria tho
nueeum was royal foundation. The
rrnitolium at Gonstantinoplc was IN
oroanization under the immediate di
,ection OF the Emperor, Theodosrus II,
mttinr ii on new basis in the Fifth
senturv. At other places, rs Athens
ana Antioch, the teachers and students
forncd q recognized body in the COM
munity. and the teachers were from the
filne Of The Antonines. or even earlier,
qrauted privileges and held subject 10
66orernmcntaI control Aside. however.
rom tlc formal or technical aspect Of
thc case. the essential elements of the
University, the teachers and students,
ihc spirit of learning, tho enthusiasm
for intellectual ideals, were present in
all these centcrs.
n A clearly written <1ntroductorv
laws the foundation upon which The
sathor builds. He then proceeds to the
'ouestlon of " Education M Athens III
tho Fifth and Fourth Centuries i. C..
prescntng ciear.cut and quite salts
facIory account OF II. Then comes
'"The Macedonian Period, beginning
|rith the year .}SI Is. c.. when Alexander
'Srossed into Asia TO make his conquer
ing campaigns against Darius. This was
4 period of tremendous expansion, hut
It ended IN period Of gloom and dis
Enlargement. Then there is a conSld.
|eraiion uf Education aud the state,
which explains clearly the mutual re
|lsiious involved. The Establishment
|M University Education in Grecian
lands is the next distinct glimpse wc
have of the subject OF the book Dur
-ing the years that elapsed from the es
fablishmcnt of the empire Of the Au
|gustaUs 10 The beginning of our era we
have comparatively little jnformation,
but toward The end OF the First con
'tIry OF our era. the schools begin TO
be distinct factor in ihc life of the
lines. There is a we'll defined history
of university education from Marcus
.Anrclius 10 Constantine, which trans
'ffrrcd The leadership from Athens 10
tonstaniiDuplc The decline Of unIvcr-
sily education and the conflict with
|christianity marked q distinct period
'of the Hellenic educational cult. We
have next Il review Of professors, their
Methods OF appoi iniment, their number.
md their relation 10 their pupils, Then
sheTe is consideration Of their pay
anu their position IN society. What
tbe Sopbists Taught and How They
Taught IT," is the subject OF most
Interesting chapter, which shows the
ihorouebncss with which the author has
Entered into the spirit aud technique OF
fhe details of the whole subject of cdu
eaton among the Greeks at different
periols. "Publc Displays formed IN
important part Of the ancient educa
ton, and the disputes among the
tchools, their leaders, and their pupils,
1ormed some very acrimonious scenes.
|"Seboolhouses. Holidays. Etc. -; "The
sehool Of Antioch, begins TO show us
';oncthing of thc beginning of the mod
|ern school idea, and 1.-The Boyhood of
sophst continues the account
''siudent Days, and g After College =
fomplctc the book There s good
mdex. and altopethcr the volume is of
hIsb educational value, impartiHg most
enthusiastically and sympathctically a
yast deal of information. For secondary
Flools nothing could he introduced as
Vpiional fand IN some eases, indeed, re-
qulrcd.) rcading than this most inter.