A Handbook of Greek Archaeology [review-book]

George H. Chase
1910 The Classical Weekly  
Known as the Early Journal Content, this set of works include research articles, news, letters, and other writings published in more than 200 of the oldest leading academic journals. The works date from the mid--seventeenth to the early twentieth centuries. We encourage people to read and share the Early Journal Content openly and to tell others that this resource exists. People may post this content online or redistribute in any way for non--commercial purposes. Read more about Early Journal
more » ... ntent at http://about.jstor.org/participate--jstor/individuals/early-journal--content. JSTOR is a digital library of academic journals, books, and primary source objects. JSTOR helps people discover, use, and build upon a wide range of content through a powerful research and teaching platform, and preserves this content for future generations. JSTOR is part of ITHAKA, a not--for--profit organization that also includes Ithaka S+R and Portico. For more information about JSTOR, please contact support@jstor.org. J64 THE CLASSICAL WEEKLY students before him and will be performed by thousands of students after him. This is done that he may be trained in the use and actions of the materials with which he must work and that the results which he obtains may be checked up by the known results which he ought to obtain. Not till the learner has shown familiarity with and accuracy in the use of his materials is he allowed to go on with the study of minor questions, the answer to which is not already known. When he has shown his ability to cope with minor studies, because of accuracy, application, and the power of marshaling causes and effects in proper sequence, the learner is on the high road to the city of truth. To return now to the point at issue. The teacher of literature and the philologist have much in common and must work by methods fundamentally the same in point of accuracy and minuteness. The philologist (according to the narrowest definition) makes language itself the subject of his study, but he must bring to his work many aids, philosophy, phonetics, history. When, for example, he applies himself to the task of following the vagaries of a Greek particle through its long life of centuries, he has set himself no mean task. It requires powers of the same order as those required by the teacher of literature. Because he deals with substances invisible to the naked eye is the miscroscopist narrower than the astronomer who uses a telescope and studies immense suns millions of miles distant from our earth? The teacher of literature must be at least enough of a philologist to use the apparatus which the philologist has prepared for him, while the philologist must be able to understand the author's thought if he would understand the language used to express that thought. If the partisan of literature says, "What you say is granted, but you are beside the point. Our quarrel is not that the philologist is not a useful animal, but that philologists are in power and wish to make all students philologists like themselves. And when they have had their way they turn out fledglings who, not having their masters' power, but robe themselves in their masters' cloak and hat, and give to minds still more immature mental food of exceeding indigestibility". To which the philologist retorts, "Yes, but you would give to those same immature minds a sense for literature when they have not the mentality to receive it. Those minds must be trained by the study of language before they can understand literature. There are already too many untrained, illogical teachers by word or pen who foist upon an unthinking world 'studies' and 'appreciations' which are nonsense. Who, who, after all the labor you have expended on them, will read the books on the 'five-foot shelf' rather than the 'six best sellers' of the day?" But wait, friends! Do you not see that each of
doi:10.2307/4386191 fatcat:a4xe23p5pzb43powm4hfq567ke