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8
Brief Contents
1. Preface
2. Acknowledgments
3. About the Author
4. Part I Thinking About Teaching: Making the Decision
1. Chapter 1 Becoming a Teacher: Looking Forward and Backward
at the Same Time
2. Chapter 2 Teaching Stories
5. Part II Educational Foundations: History and Instructional Practices
1. Chapter 3 A History of Schooling in America
2. Chapter 4 What Does It Mean to Teach and to Learn?
6. Part III Looking at Today’s Schools
1. Chapter 5 Who Are Today’s Students?
2. Chapter 6 Contemporary Trends in Education
3. Chapter 7 Classroom Teaching in a Digital World
4. Chapter 8 The Global Classroom
7. Part IV Classrooms, Communities, and You
1. Chapter 9 The Classroom as Community
2. Chapter 10 Making the Decision to Become a Teacher
8. Appendix 1 Building Your Teaching Portfolio
9. Appendix 2 How to Contact Your State’s Teacher Licensure Offices
10. Glossary
11. References
12. Index

9
Detailed Contents
Preface
Acknowledgments
About the Author
Part I Thinking About Teaching: Making the Decision
Chapter 1 Becoming a Teacher: Looking Forward and Backward
at the Same Time
Looking Backward: Talking About Teaching
Your Educational Autobiography
Being a Teacher Is Like …
A Favorite Teacher
What Qualities Make a Good Teacher?
Looking Forward: The Profession
An Essential Profession
The National Education Association
An Organized Profession
Starting Early
A National Board
More Than a Profession
The Workplace: School Climate and School Culture
An Era of Testing and Standardization
Concluding Thoughts
Chapter Review
Key Terms
Review the Learning Outcomes
InTASC Standards
Journal Prompt
Chapter 2 Teaching Stories
Taking the Roll Call for Students and Teachers
Early-Childhood Education
Deciding to Become a Teacher
Excitement and Challenges in Teaching
What Are the Most Exciting Aspects of Teaching?
Rewards of a Teaching Life
What Are the Most Difficult Challenges for Teachers?
Teaching, Learning, and Burnout
Challenges and Opportunities

10
 Teaching and Vision
Hidden Curriculum
Support for Teachers
Who Provides the Most Support to Teachers?
Mentoring New Teachers
Learning From New Teachers
Teachers as Lifelong Learners
How Do Teachers Continue Professional
Development?
Benefits of Lifelong Learning
edTPA
Concluding Thoughts
Chapter Review
Key Terms
Review the Learning Outcomes
InTASC Standards
Journal Prompts
Part II Educational Foundations: History and Instructional Practices
Chapter 3 A History of Schooling in America
An Introduction to the History of U.S. Public Education
The Colonies
A New Nation and Its Early Pioneers of Education
Teacher Education and the Development of Normal
Schools
The Swinging Pendulum: Dominant Philosophies
Influencing Education
The High School Curriculum
The Emergence of Essentialism
Progressivism and John Dewey
Enduring Ideas: The Influence of Perennialism
Radical Reform Philosophies: Social
Reconstructionism, Critical Theory, and Existentialism
Aesthetics and Maxine Greene
Educational Reform: Funding, Priorities, and Standards
Separate but Equal?
The Elementary and Secondary Education Act
Title IX
A Nation at Risk
The Individuals With Disabilities Education Act
Standards-Based Reform

11
 NCLB and ESSA
Common Core State Standards
Concluding Thoughts
Chapter Review
Key Terms
Review the Learning Outcomes
Journal Prompts
Chapter 4 What Does It Mean to Teach and to Learn?
Can Anyone Teach?
Pedagogy and Instruction
How People Learn
Bloom’s Taxonomy of Educational Objectives
Behaviorism: A Teacher-Centered Approach
Cognitive Learning Theories: The Role of the Learner
Social Cognitive Theories: The Role of Social
Interactions
Constructivism: Student-Centered Learning
Learning and Teaching
Understanding by Design
What Is a Curriculum?
Formal, Informal, and Hidden Curricula
The Role of National Standards and Common Core
State Standards
Curriculum as Window and Mirror
Adapting the Curriculum to Your Students
Assessment: How Do We Know What They Know?
Becoming a Teacher
Concluding Thoughts
Chapter Review
Key Terms
Review the Learning Outcomes
InTASC Standards
Journal Prompts
Part III Looking at Today’s Schools
Chapter 5 Who Are Today’s Students?
The Students: A Changing Landscape
Ethnic Diversity
Language-Minority Students
Religious Diversity
Sexual Orientation and Gender Identity

12
 Socioeconomic Disparities
Overlapping Attributes: The Social Context
Students Who Are at Risk
Student Diversity: Challenges and Opportunities
Multicultural Education
Educating Girls and Boys: Separate or Together?
Religion and Schools
Multiple Intelligences: What Does It Mean to Be “Smart”?
Multiple Intelligences Are Not Learning Styles
Teaching the Broad Range of Diverse Students
Concluding Thoughts
Chapter Review
Key Terms
Review the Learning Outcomes
InTASC Standards
Journal Prompts
Chapter 6 Contemporary Trends in Education
The Inclusion Classroom
Good Schools Are Good Schools for All Students
Individualized Education Programs
Response to Intervention
Universal Design for Learning
The Education of Gifted and Talented Students
Differentiated Instruction
Social and Emotional Learning
The Power of Projects and Problems for Student Learning
Project-Based Learning
Problem-Based Learning
The STEM and STEAM Education Movements
Variation Among States: The Emergence of the
Common Core State Standards
The Achievement Gap
Alternatives to Traditional Schools: School Choice in
the 21st Century
The Rise of Charter Schools
Small Urban High Schools
Homeschooling: Another Nontraditional Option
Middle School: A Movement in Transition
Creating a Safe School Climate: The Concern About
Violence in Schools

13
 Protecting the Rights of Students
The Right to Privacy
First Amendment Rights of Students
The Rights and Responsibilities of Teachers
Teachers’ Rights
Teachers’ Legal Responsibilities
Concluding Thoughts
Chapter Review
Key Terms
Review the Learning Outcomes
InTASC Standards
Journal Prompt
Chapter 7 Classroom Teaching in a Digital World
Students and Social Media
Classrooms and Smartphones
The Problem of Information Overload
Internet Technology and Learning
Supporting Student Learning
Creating Digital Content
Parents, Teachers, and Students Online
Internet Safety
The Digital Divide
Assistive Technology
Concluding Thoughts
Chapter Review
Key Terms
Review the Learning Outcomes
InTASC Standards
Journal Prompt
Chapter 8 The Global Classroom
Online Education in the Knowledge Economy
Globalization and Learning
The Flat World
The Global Student: Having Information Versus
Constructing Meaning
Teaching in the Global Classroom
Teaching With Digital Media
Digitally Inclined Students
3D Printing
The Teacher’s Role in a Global Classroom

14
 Concluding Thoughts
Chapter Review
Key Terms
Review the Learning Outcomes
InTASC Standards
Journal Prompts
Part IV Classrooms, Communities, and You
Chapter 9 The Classroom as Community
Building Community in the Classroom
Classroom Management and Classroom Community
Rules, Procedures, and Routines: A Collaborative
Effort
Is a Well-Managed Classroom Silent?
School Community Influences Classroom Community
Being Fully Conscious
The Classroom as a Safe Space
The Responsive Classroom Approach to Community
Building
Tips for Creating a Classroom Community
Community Building in the Secondary Classroom
Preventing Harassment and Bullying
Sexual and Sex-Based Harassment in School
Bullying
Cyberbullying
School Safety and Gun Violence Prevention
Classroom Community and Goodness of Fit
Concluding Thoughts
Chapter Review
Key Terms
Review the Learning Outcomes
InTASC Standards
Journal Prompt
Chapter 10 Making the Decision to Become a Teacher
Goodness of Fit
The Importance of Observing and Participating in the
Field
The Purposes of Public Education and the Role of the
Teacher
One Size Does Not Fit All
Creating a Culture of Caring

15
 Looking Again at Multiple Ways of Teaching and
Learning
Using Current Technologies
Know Your Acronyms
Getting Started in the Teaching Profession
Certification and Standards
Teaching Positions Here and Abroad
Tips for New Teachers
Educational Associations
The American Federation of Teachers
The National Education Association
Build Your Teaching Portfolio
Concluding Thoughts
Chapter Review
Key Terms
Review the Learning Outcomes
InTASC Standards
Journal Prompt
Appendix 1: Building Your Teaching Portfolio
Appendix 2: How to Contact Your State’s Teacher Licensure Offices
Glossary
References
Index

16
Preface

For the college or graduate student, making the decision to become a

teacher is often fraught with uncertainty, complexity, and confusion. What
should I know? What courses do I take? How do I get certified? How can I
be sure this career choice is right for me? Although some aspiring teachers
approach this journey with more personal confidence than others, most
find it challenging to make the transition from the college classroom to
their own classrooms. Teach is designed to help them meet that challenge.
I wrote this text in response to colleagues who felt I could speak to future
teachers plainly and clearly.

The most important task of this text is to invite readers to look inside
themselves to their own dispositions for teaching and to look outside of
themselves to the demands of an ever-changing culture filled to the brim
with iPhones, iPads, tablets, laptops, and endless text messages. Choosing
to become a teacher requires that one analyzes his or her own personal
strengths and weaknesses to ask if this profession is a “good fit” between
one’s personal and cognitive attributes and the demands of the teaching
profession. This is not a simple exercise, so Teach encourages readers to
think sincerely about the complex aspects of a “good fit.”

One overarching idea of the text can be summed up by this statement: “We
teach who we are.” By this, I mean that an individual’s entire self is
present in the classroom and who we are, what we believe, what we think
about ourselves and our students are exposed through the dynamic
processes of teaching and learning. By the time a student finishes this
book, he or she should have a clearer personal sense of what it may mean
to be a teacher.

An Introduction to Education course is the first occasion when students

are asked to think critically about the field of education. Planning to
become a teacher is a complex activity that requires both personal
reflection and an understanding of how schools came to be the way they
are today. Combining historical and contemporary perspectives, this text
helps future teachers examine the ways in which society and culture shape
schools and the ways in which schools are shaped by society and culture.
How did we get to “now?” What changes has American public education

17
undergone since its inception? Why do we need public schools, and how
are they transforming to meet the needs of diverse populations of students?

Whether the initial course is titled Foundations of Education or

Becoming a Teacher or simply an Introduction to Teaching, Teach:
Introduction to Education, Fourth Edition, offers several features to
engage students in personal reflection and critical thinking.

Pedagogical Features
The Chapter Introduction contains Learning Outcomes and the
InTASC Standards relevant to that chapter’s content. The end of the
chapter brings the student back to the InTASC Standards and the Learning
Outcomes while explicitly defining the Key Terms in an integrated
Chapter Review section. Model answers for the questions at the back of
each chapter are provided. Journal Prompts at the end of each chapter
encourage the readers to continue writing about their journeys toward
becoming teachers.

Each chapter features stories from teachers and classroom observations

that bring authenticity to the chapter content, answering the question:
“What does it look like?” … To be a classroom teacher? To develop a
teaching style? To create curriculum? To engage students in their own
thinking? To create community? To become a professional?

Fourth Edition Content Features

This new edition of Teach explores topics that have emerged as major
issues in contemporary education since the last edition, as well as
foundational concepts that received new attention.

These topics include the STEM, STEAM, and maker movements; school
choice and homeschooling; sexual orientation and gender identity; gun
violence in school; the impact of backward design and authentic
assessment in teaching; the enormous role that technology plays in
teaching and learning, as well as the potential pitfalls of social media and
smartphones; emphasis on student diversity; the process of building a
professional portfolio; and the overall importance of personal wellness in
teacher success.

18
New to SAGE, the fourth edition seeks to make the process of deciding to
become a teacher and the philosophy of teaching and learning accessible
and relevant to introductory education students.

Digital Resources

Coursepacks

Instructor Resources
SAGE coursepacks and SAGE edge online resources are included FREE
with this text. For a brief demo, contact your sales representative today.

SAGE coursepacks for instructors makes it easy to import our quality

content into your school’s learning management system (LMS)*. Intuitive
and simple to use, it allows you to

Say NO to . . .

required access codes

learning a new system

Say YES to . . .

using only the content you want and need

high-quality assessment and multimedia exercises

*For use in: Blackboard, Canvas, Brightspace by Desire2Learn (D2L),

and Moodle

Don’t use an LMS platform? No problem, you can still access many of
the online resources for your text via SAGE edge.

With SAGE coursepacks, you get:

quality textbook content delivered directly into your LMS;

an intuitive, simple format that makes it easy to integrate the
material into your course with minimal effort;

19
assessment tools that foster review, practice, and critical thinking,
including:
diagnostic chapter pre-tests and post-tests that identify
opportunities for improvement, track student progress, and
ensure mastery of key learning objectives
test banks built on Bloom’s Taxonomy that provide a diverse
range of test items with ExamView test generation
activity and quiz options that allow you to choose only the
assignments and tests you want
instructions on how to use and integrate the comprehensive
assessments and resources provided;
assignable SAGE Premium Video (available via the interactive
eBook version, linked through SAGE coursepacks) that is tied to
learning objectives, and produced exclusively for this text to bring
concepts to life, featuring:
Engaging interviews with teachers and principals sharing the
biggest joys and challenges of being an educator, as well as their
passion and enthusiasm for their students.
Video Cases that show footage from real classrooms
demonstrating what a typical day is like in an elementary or a
secondary school. You will see lead teachers and
paraprofessionals working together in small groups with their
students, as well as students learning together as a class and in
smaller, differentiated groups.
Corresponding multimedia assessment options that
automatically feed to your gradebook
Comprehensive, downloadable, easy-to-use Media Guide in the
Coursepack for every video resource, listing the chapter to
which the video content is tied, matching learning objective(s), a
helpful description of the video content, and assessment
questions
chapter-specific discussion questions to help launch engaging
classroom interaction while reinforcing important content;
exclusive SAGE journal articles built into course materials and
assessment tools, that tie influential research and scholarship to
chapter concepts;
editable, chapter-specific PowerPoint® slides that offer flexibility
when creating multimedia lectures so you don’t have to start from
scratch;
sample course syllabi with suggested models for structuring your

20
 course that give you options to customize your course to your exact
needs;
lecture notes that summarize key concepts on a chapter-by-chapter
basis to help you with preparation for lectures and class discussions;
integrated links to the interactive eBook that make it easy for
students to maximize their study time with this “anywhere, anytime”
mobile-friendly version of the text. It also offers access to more
digital tools and resources, including SAGE Premium Video; and
select tables and figures from the textbook.

Student Resources
edge.sagepub.com/koch4e

SAGE edge for students enhances learning, it’s easy to use, and offers:

an open-access site that makes it easy for students to maximize their

study time, anywhere, anytime;
video and multimedia resources that bring concepts to life, are tied
to learning objectives, and make learning easier;
eFlashcards that strengthen understanding of key terms and
concepts;
eQuizzes that allow students to practice and assess how much they’ve
learned and where they need to focus their attention;
exclusive access to influential SAGE journal articles that tie
important research and scholarship to chapter concepts to strengthen
learning.

Interactive eBook
Teach: Introduction to Education, Fourth Edition, is also available as an
Interactive eBook that can be packaged with the text for just $5 or
purchased separately. The Interactive eBook offers hyperlinks to original
videos, including video cases that feature real classroom footage and
engaging teacher interviews showing readers how to implement strategies

21
from the book into their own future classrooms. Users will also have
immediate access to study tools such as highlighting, bookmarking, note-
taking/sharing, and more!

22
Acknowledgments

Teach 4e is the result of the kind of contemporary collaboration that could

only be possible in a digitally connected world. Communication with
contributors and researchers via the Internet, blogs, Twitter feeds, and
podcasts resulted in rich and diverse sources of information for this text.
Interviews with former Hofstra students who followed their dreams and
became wonderful teachers—Amanda Prinz, Winnelle Outerbridge,
Jessica Powers, Kathryn Farley, Meredith Landau, Jaime Barron, and
Sharyn Wanderman—were complemented by interviews with my new
Maryland teacher colleagues—Ben Tarr, Cheryl O’Malley, and Helene
Schuster. Your stories add authenticity to the work, and your willingness
to share the joys and pitfalls of teaching is both kind and generous.

A large group of reviewers examined the third edition and offered

excellent guidance for Teach 4e. They include:

Curby Alexander, Texas Christian University

Dr. Carmen Garcia-Cáceres, University of Texas Rio Grande Valley
Casey Hamilton, Owensboro Community & Technical College
Kathleen Holt, Nashua Community College
Gregory Jennings, EdD, Lehman College, City University of New
York
Jennifer Jones, MEd, Muskegon Community College
Dr. Katherin Garland, Santa Fe College
Alfred P. Longo, PhD, Ocean County College
Peggy Perkins Auman, Florida A&M University
Dr. Lisa Repaskey, Norfolk State University
Robert J. Walker, EdD, Southwest Tennessee Community College

Many thanks to all of these expert commentators.

My sincere appreciation goes to individuals at SAGE, starting with Reid

Hester, who encouraged me to move forward with Teach 4e, and Steve
Scoble, Jennifer Jovin and Elizabeth You, whose expert advice sealed the
deal. Clearly, the final text emerged cohesively due to the superb
assistance of the development editor, Kathryn Abbott, to whom I am
forever grateful, and to the wise guidance of Diane Wainwright, the copy

23
editor. My granddaughters Sydney and Kayley Tarantino continue to
inspire me with their understanding of the possibilities for teaching and
learning in a digital age, and finally, Teach 4e is dedicated to my husband,
Bob Koch, who has always made it possible for me to pursue my dreams.
Thanks, Bobby.

24
About the Author

Janice Koch
is Professor Emerita of Science Education at Hofstra University,
Long Island, New York. She developed and taught science education
courses to elementary, middle, and secondary preservice and in-
service teachers. Additionally, she taught courses addressing
introduction to education, action research, qualitative research, and
gender issues in the classroom. Dr. Koch shares her passion for
teaching and learning through presentations as well as through her
introduction to education text Teach, Fourth Edition (SAGE, 2020).
Her acclaimed textbook Science Stories, Sixth Edition (Cengage,
2018), has been used by thousands of preservice and in-service
educators interested in creating meaningful science experiences for
their students. Dr. Koch was named one of the Top Fifty Women on

25
Another Random Scribd Document
with Unrelated Content
office. That is the law of American politics which no one of us can
change. There is not even any relief from it afforded by dispersing
the electoral votes among several men and leaving the House of
Representatives to choose. That body is in existence with a distinct
political complexion—to give the election to it is to choose one of the
two candidates. That is not a chance fact of to-day; it is a rule of our
political system. The political preference of the House of
Representatives is always known when the presidential vote is cast.
We are simply shut up, all of us, to promoting, directly or indirectly,
the election of one of two men to the office of President of the
United States.

THE SECRET OF THE POLE.

The rescue of the Greely party of Arctic explorers (a few days too
late) has given the public two extraordinary sensations. The first
exciting incidents were those of the rescue of a party of men who
had gone a few miles nearer to the Pole. We were allowed two
weeks of satisfaction and rejoicing over the rescue and the scientific
gains of the Greely expedition. Then came a sickening revelation of
cannibalism among the starved and dying explorers. The sensational
press never seemed so hateful as it did when it went prying into the
horrors of the last month of that struggle for life. The cap-sheaf was
put on indecency by a pictorial paper which gave a picture of one of
the dead men, and printed under it that, after he was dead his
comrades ate his flesh. The shamelessness of such journalism can
not be rebuked; civilized language has no adequate terms. It is,
however, no longer possible to deny that cannibalism is one of the
remote possibilities of Arctic exploration. The fact may or may not
temporarily arrest the efforts to uncover the secrets of the frozen
North. We do not perceive a sufficient reason in the fact. We know
that horrors hang around all histories of such discovery—this among
them. But this is only a more disgusting fact. We know that the
circumpolar battles between man and nature cost human life, rich
and costly life, vast sufferings and cruel disappointments. It would
be a strange thing if the full exposure of a revolting fact which is not
new to the initiated few, should raise a murmur among the many
now for the first time enlightened—a murmur so strong as to
restrain governments from further explorations. We doubt if public
opinion can in that way get a leverage under the scientific
enthusiasm and overthrow it.
The main question recurs: What is the use of Arctic exploration?
In general terms, it may be said that there are few, if any, unsolved
problems of science on which Northern discovery might not shed
light, and it may be said with equal truth that there is apparently
nothing to be found out at the Pole, but the location of frozen hills
and frozen seas among which life is impossible. There are chances
that hints towards the solution of many problems may be gained in
that world of frost; there is no certainty, not even any high
probability that we shall be any wiser when we have beaten the Ice
King and successfully traversed his dominions. Our readers know
that the original impulse to these dangerous voyages was the hope
of finding a northwest passage to India. When hope vanished new
thoughts took the place of the old notion of going to India by the
North Atlantic. Questions of ocean currents, of northern forms of
vegetable and animal life, of the aurora borealis, of the phenomena
of the Ice Age of the earth, of divers other eagerly studied questions
of the world and man have arisen to stimulate discovery. The
scientific man kept on in the lines which the trader had given over in
despair. Besides, our blood was up. To be beaten by frost is not to
be consented to by courageous humanity. And so the struggle has
gone on. Fruitlessly? No, a considerable amount of precious
knowledge has been gained. Each ten years adds some stretches of
land and sea to our maps. The total result is probably richly worth
the life and treasure expended. If in a battle a cause can claim ten
thousand lives, who may say that in the pursuit of knowledge a few
hundred shall be grudged? Besides, the world needs a moral
gymnasium—a field in which courage, endurance, heroism, may be
trained. The North is a better gymnasium than the field of war. It
has fewer horrors and a more thorough discipline. Examples of
manliness, devotion, self-denial abound in these stories of Arctic
discovery. The examples tell on society at large much more
effectively than military exploits. Every nation is interested in every
heroic incident of the frozen seas. The attempt to call a halt in these
enterprises will probably fail; and perhaps after all we should wish
them to fail. Every life is well spent whose loss tells on general
character, and we have no chapters of secular life that are richer in
inspiration than those of Polar enterprise. Lives are lost; but our
Lord’s rule is good always that lost lives may be better lost than
saved. The North may yet yield up precious secrets; it is safe to
prophesy that if it has any under its winding sheet of ice man will
discover it.
 EDITOR’S NOTE-BOOK.

The Required Reading in The Chautauquan for the month of

October ends on page 20, with the article on “Temperance Teachings
of Science.”

Mr. Henry Bergh, who has done a good work for horses in New
York, and tried to do a good deal of work not absolutely good for
other animals (cats for instance), has one quality of a successful
reformer; he can use strong language. He denounces M. Pasteur as
“A Jenner in France who now crawls to the earth’s surface and
begins the fiend-like and disgusting work of polluting the bodies and
flesh of the lower animals.” Mr. Bergh does not believe in inoculation
for small-pox. It is a pity he does not confine his benevolence to
horses and their sorrows, a subject which he understands.

Constant gains characterize the uses of electricity. Recently a

message was sent from Australia to England in twenty-three
minutes, over 13,318 miles of wire. French experiments in the use of
electricity as a motor are making rapid progress. Telephone
messages have been sent 1,200 miles, from Cincinnati to Baltimore,
and we are not certain that this is the best record. Bulwer’s “Coming
Race” did everything by just touching buttons and setting automata
at work. Perhaps that race is really “coming” after all.

What is in a name? The cholera is no worse, nor any more

curable, by calling its cause a microbe (literally minute life, meaning
microscopic insect). It does help us, however, to emphasize old
truth. The diseased are usually victims, Dr. Koch says, of the
microbes. If the digestive organs are impaired, the microbe attacks
them with more success. Still, we are thus far not very much wiser
for the terms microbe and bacillus. Meanwhile, Dr. Koch’s first
practical rule, that “dry heat is fatal to the microbe,” is contradicted
by the well-known fact that cholera in Asia is very much at home in
the dryest heat known on the globe.

The papers report that a colored man having married a white

woman in Indiana has been tried for the crime and sentenced to five
years in the penitentiary. We can not discover any use in such
proceedings. As we have remarked once before, the mixture of races
is not brought about by legitimate relations of the sexes, but by
illegitimate. Indiana punishes the wrong people. For one mulatto
born in marriage there are a thousand born out of wedlock. Besides,
it has not been proved that the moral quality of a crime attaches to
marriage by persons of different races. It is highly speculative
morals, at all events.

The New York financial troubles of May have, as we anticipated,

led to no general disaster. In New York the business community is
well over the panic, stocks have recovered astonishingly, and general
trade is active and good. Credit lines are closer than they were; but
this is a good result. A large harvest gives the people assurance of
cheap food, and stimulates enterprise. The shock in May has proved
a blessing. We need to be reminded often that honesty, diligence
and prudence are necessary to business success, individually and
collectively.

Do not play with it; in the language of the boys, “it’s loaded.” We
refer to the theory that impure private life is something relatively
unimportant in public life. Vote as you judge proper; but don’t
corrupt public morals by public apologies for lechery in any form; it
is dangerous business.
 A respectably-sized body of unrespectable Americans have
recently emigrated to Canada—made up of defaulting bank officers
and other trust-breakers. There is a defect which ought to be
remedied in the extradition laws. Canada does not wish to be
colonized by this class of thieves, and we prefer to house and feed
the rascals in appropriate residences at home. It is, in fact, a scandal
to civilization that this class of thieves can escape punishment by
crossing the suspension bridge.

It has settled into custom for the President of the United States to
take a long vacation in the summer. We owe the custom, a
wholesome one, to General Grant. It was criticised severely when he
as President began to travel about in the summer. His successors
have improved the practice by roving more widely and extending
their acquaintance among their fellow-citizens. President Arthur has
traveled a good deal in an unostentatious way this summer, and we
have not seen a word of criticism. It is good for the President’s
health, it extends his knowledge of the country and the people, and
it gives his fellow-citizens an opportunity to see and know him.

The cholera in Europe drove Americans home this year in

midsummer, and gave us an unusually large contingent of the
English tourist, who, shut off from the Alps, has been trying our
Rockies and the Yosemite. A new feature of our own summer travel
is a considerable stream of pleasuring flowing toward Alaska.
Perhaps when the seals are killed off Alaska may pay as a summer
resort.

One of the new blossoms of the “Chautauqua Idea” is a summer

school maintained by the “South End” churches of Boston. Our
correspondent, the Rev. E. E. Hale, is one of the active managers.
Its session this year lasted six weeks, and was devoted to popular
instruction in kindergarten and housekeeping subjects. The aim is to
help the poor to knowledge in practical matters.
 The world’s stock of wit is increasing. We Americans are the
principal inventors of it, and are especially strong in the hyperbolical
variety. A recent specimen worth preserving is the story that a
Florida man recently killed an alligator, in whose stomach he found a
hen sitting on a dozen eggs. The exaggeration turns upon the
capacity of an alligator for swallowing, and the equanimity of the
sitting hen. Another example is the statement that Puget Sound
oysters often weigh sixty pounds apiece, and are not served on the
half shell, since “nothing less than a flatboat will answer the
purpose.” A good collection of American hyperboles would make a
very marketable book. “Turning a howitzer loose on a June bug” is a
fresh specimen which we find in a daily newspaper. A “funny editor”
having to report that locomotives have fallen from $15,000 to
$8,000, adds: “We would not advise our readers to lay in their
winter stock of locomotives just yet; they may go lower.”

The preachers who indulge in vacations are not allowed any

peace. The New York Examiner has found a new tender spot to
thrust a pin into. A resting pastor, it thinks, has no business to work
or study. He is defrauding his church if he does. But then the
Examiner rubs the sore spot it has made by the more athletic remark
that it is a sin to grind all the year through. Yes, fifty-two days of
rest are required of us all. It is pleasant, by the way, to read that
“the pastors are returning to their flocks,” a statement which lets out
the fact that the flocks did not take a vacation.

A new thing under the sun this year is the meeting of the great
British Association for the Advancement of Science on American soil.
The Montreal meeting was still further novel in the presence and
participation of distinguished United States Americans. “Greater
Britain” will doubtless more and more take part in these annual
gatherings of British science. The success of the Montreal meeting
will provoke the emulation of Australia, New Zealand, and British
India and Africa.
 Vegetarians object to eating meat because animals must be killed
to supply such food. One of our quick-witted exchanges has
discovered a counter argument, or rather an ad hominem of the
you’re another variety. “According to some scientists vegetables feel
and perhaps think.” The London Graphic suggests that “the blushing
carrot is susceptible of tender emotions, and that the retiring ways
of the truffle are due to a well-reasoned aversion to the wickedness
which is to be witnessed above ground.” “Perhaps” this is rather
speculative.

It has been a dry summer, but it has rained financial scandals.

The heaviest part of the clearing-off shower—we hope it is clearing
off—fell on New Brunswick, N. J., where first the cashier and next
the president of a bank committed suicide in the midst of the ruin
they had wrought. That is awful, but it is morally more satisfactory
and healing than the flight into Canada. When financial wreckers are
hurt to the point of remorse and suicide, the horrors of the crime of
genteel stealing will begin to be realized. That sin is dangerous, too.
Let us thank God and take courage.

Dr. McCosh has been re-visiting the Old World, and at a breakfast
party in Belfast stated an interesting fact. “In my early life,” he said,
“I applied for many positions which I did not get; but I never applied
for the positions which I have since held.” There is plenty of good
wholesome use for the motto: “Let the place seek the man.” It is the
rule for the good places, as the case of Dr. McCosh shows. Perhaps it
is more generally the rule for other places than men suppose it to
be.

John Bright continues to excel in strong quotable phrases and

descriptions. The House of Lords being once more in the way of
reform, Mr. Bright declares that House to be filled with “the spawn of
the blunders, the wars and the corruption of the dark ages of our
history. They have entered the temple of honor, not through the
temple of merit, but through the sepulchres of their ancestors.” The
last clause will probably be as lasting as his “Cave of Adullam.”

A notable saying easily forgets its parentage. It is too much

trouble for a busy world to remember who said this or that first. An
expression passes into currency, and after that it is no matter who
coined it. It was, we are now told, a Harvard professor who said not
of Edward Everett, but of the Rev. Dr. Huntington, that his prayers
were the most eloquent ever addressed to a Boston audience. The
Dr. Huntington referred to was then a Unitarian of Boston, but is
now Protestant Episcopal Bishop of Central New York. The Christian
at Work is our authority for the precise facts. We do not advise any
one to try to remember them.

The French have brought about a state of war in China, by a

series of aggressive measures which seek the aggrandizement of
France at the expense of the territorial rights of the Chinese empire.
There is not the least justification for these proceedings; nor can we
hope that good will come of it. The French are successful at home
and failures abroad. The French cry out that England has done even
the same; but that charge, if true, would not excuse France. England
has, in all recent instances, had the protection of Englishmen or
some other fair pretext. Even the jingoism of Beaconsfield could
make some respectable covering for its brutality. The French simply
want some land and mines in Tonquin “for the glory of France.”

Science gets a footing everywhere. The loss of the United States

steamship “Tallapoosa,” by collision with a schooner, has led to an
investigation to ascertain whether the officers and men on duty are
afflicted with color blindness. We have a notion that in this case the
old-fashioned word carelessness is more scientific than any term
used by optical learning.
 One of the fine points of superfine theology is that Adam was the
first member of the Christian Church, and was taken in immediately
after the fall. We see it—the fine point reproduced in a religious
paper. It is a pity that theology should be strained in men’s eyes by
such uses—especially in view of the pressing wants of the living
descendants of Adam.

The making of mortgages is one of the most fascinating of

employments. It is like picking up gold in chunks. Paying mortgages
is another affair, a most refined species of torture which takes away
and returns nothing. But people who do not expect to pay have all
the pleasure and none of the pain. The semi-civilized government
which owns Panama proposes to mortgage its share of the earnings
of the Panama Canal for $15,000,000. Considering that the canal
may never be finished, and that it may never earn anything at all, it
must be pure fun to make that mortgage. Public debts grow large
easily because no particular person expects to pay any one of them.
Selling such mortgages is picking up nuggets of gold—getting
without effort—hence public borrowing needs conscience as a
restraint.

It is a satisfaction to know that the best horses have been taken

out of the hands of gamblers. Mr. Vanderbilt recently sold the queen
of horses to Mr. Bonner, editor of the New York Ledger. On this side
of the Atlantic, at least, fast horses are improving in reputation by
keeping good human company.

The cholera of Asia is in Europe again after a long absence—since

1868. It has been a topic of great interest all summer, but its
ravages have been comparatively insignificant. After a short period
of general prevalence in Marseilles and Toulon, the unwelcome
visitor went on its travels in search of dirty places in France and Italy
—finding some good food in the latter country. Dirt is the delight of
this scourge. Sanitary science easily handles it, keeps it within
moderate limits, and stamps it out after brief duration. A renewal of
the epidemic in the savage forms of 1832 and 1848 is not to be
feared. The world is cleaner. The cholera has raged fiercely in Italy,
especially in Naples, because sanitary reforms have made slow
progress there. The people change their habits there with great
reluctance, and all travelers know that Naples is the filthiest city in
Europe. Wherever good sanitation prevails, cholera is checked with
comparative ease. A fine use of royalty is shown by the visit of King
Humbert to the afflicted towns and their hospitals.

The New York Evening Post irreverently refers to the Emersonian

philosophy as a “mixed American drink.” It is more prosaic in
suggesting that the Concord School of Philosophy is not a school,
and has no philosophy of a clear type, but is a continuation in
summer of the winter lecture platform—a summer lyceum. We
suspect that the Emersonians will not accept the amended title.

Switzerland has investigated the liquor question and found that

more alcohol per head is consumed by the Swiss than by any other
people in Europe. That little country spends $30,000,000 for drink,
and yet the commission which reports these facts, also declines to
advise any restrictive legislation and makes a fervid eulogy of the
habit of social drinking. “Public houses,” they say, “foster intellectual
activity, and are a remedy against misanthropy, vanity and egotism.”
This report is probably the most remarkable document ever
produced by a committee. It gives the size of the evil in bold lines
and then splashes on the gay colors with reckless prodigality.
 C. L. S. C. NOTES ON REQUIRED
READINGS FOR OCTOBER.

PREPARATORY GREEK COURSE IN ENGLISH.

Instead of indicating the sounds of the vowels in the Greek and
Latin names given in the notes, we follow the plan of Webster’s
Unabridged Dictionary, giving rules for pronouncing the vowels and
consonants. As the two principal marks (¯ ˘) are in Greek and Latin
used differently from what they are in English, indicating the
quantity instead of quality, it will be found less confusing to adopt
this method.

RULES FOR THE VOWELS.

1. Any vowel at the end of an accented syllable, and e, o, and u,
at the end of an unaccented syllable, have the long English sound.
2. A, ending an unaccented syllable, has the sound of a in father,
or in last.
3. I, ending a final syllable, has the long sound. At the end of an
initial unaccented syllable it varies between i long and i short (like i
in pin). In all other cases i, ending an unaccented syllable, is short.
4. Y is like i in the same situation.
5. Æ and æ like e in the same situation.
6. If a syllable end in a consonant the vowel has the short English
sound.
 7. E, in final es, like e in Andes.

RULES FOR CONSONANTS.

1. C, before e, i, y, æ, œ, is pronounced like s; before a, o, and u,
and before consonants, like k.
2. G, before e, i, y, æ, and œ, or another g followed by e, has the
sound of j; before a, o and u, and consonants other than g, the hard
sound.
3. Ch is like k, but is silent before a mute at the beginning of a
word.
4. Initial x is like z.
5. T, s and c, before ia, ie, ii, io, iv, and ev, preceded immediately
by the accent, change into sh and zh; but when the t follows s, t, or
z, or when the accent falls on the first of the vowels following, the
consonant preserves its pure sound.
6. Initial ph, before a mute, is silent.
7. S has generally the sound of s in this.
8. When two consonants like mn, nm, etc., occur at the beginning
of a word, they are to be pronounced with the first consonant mute.

P. 9.—“Voltaire,” vol-têrˈ(1694-1778). French author.

P. 11.—“Mycenæ.” A city of Argos (see map in History of Greece),
said to have been the leading city of Greece during the time of the
Trojan war. Its remains are most interesting. The walls and the “gate
of lions,” supposed to belong to the ancient acropolis, and two
immense subterranean chambers, the walls of which contain some
of the largest blocks found in the walls of buildings, are among its
antiquities.
 “Cyclopean.” Pertaining to a class of giants, who had but one eye
in the middle of the forehead. They were said to inhabit Sicily, and
to be assistants in the workshops of Vulcan, fabled to be under Mt.
Etna.
“Schliemann.” A German antiquarian and traveler, who claims to
have discovered the genuine home of Ulysses, and also to have
unearthed ancient Troy. The latter he locates on the plateau of
Hisarlik.
“Arcadia,” ar-caˈ
di-a. The central country of the Peloponnesus. It
received its name of “the Switzerland of Greece” from the mountains
which surround it on all sides, and traverse its surface in every
direction.
P. 13.—“Laconisms,” lăcˈ o-nĭsms. A laconism; a brief pointed
sentence; an expression in the laconic brief style of a Lacedæmonian
or Spartan. The word is derived from Laconia, the name of the
country.
“Pelopidas.” A Theban noble of great fortune. He was a firm friend
of Epaminondas, assisting him in driving the Spartans from Thebes
and being present at the battle of Leuctra. Many important civil and
military affairs were entrusted to him. In 364 Pelopidas was sent to
assist the Thessalonians against Alexander, but at the battle of
Cynoscephalæ, (see “History of Greece,” p. 162,) he was slain while
pursuing Alexander, whose army he had driven from the battle field.
“Miltiades.” In early life Miltiades had been made tyrant of the
Chersonesus. He had engaged in many wars and taken from the
Persians some of their possessions. These later conquests brought
on him the hostility of Darius of Persia, and Miltiades was obliged to
flee to Athens, where, on the approach of the Persians, he was
made one of the ten generals who commanded the Athenian army.
After the battle he obtained seventy ships, ostensibly to continue
hostilities, but in reality he used them to satisfy a private enmity
against the island of Paros. He was unsuccessful in this and
wounded. On his return he was tried and cast into prison where he
died from the effects of his wounds.
P. 16.—“Ichthyologist,” ĭchˌ
thy-ŏlˈ
o-gist. One who understands the
classification of fishes.
P. 19.—“Longinus.” (213?-273.) The most distinguished adherent
of the Platonic philosophy in the third century. His learning was so
great that he was called “a living library.” He taught many years at
Athens, but at last left to go to Palmyra, as the teacher of Zenobia.
When she was afterward defeated by the Romans and captured,
Longinus was put to death.
P. 20.—“Chrysostom.” (347-407.) The “golden mouthed,” so called
because of his eloquence. In 397 he was made Bishop of
Constantinople.
“Isocrates.” (436-338 B. C.) One of the ten Attic orators. His style
was artificial and labored, but exercised immense influence upon
oratory at Athens.
“Renascence,” re-nāsˈ
cence. A springing up. A becoming alive
again.
P. 35.—“Academe,” aˈ ca-deˌ
me. Originally the name of a public
pleasure ground situate in the Ceramicus, said to have belonged in
the time of the Trojan war to Academus, a local hero. In the fifth
century B. C. this land belonged to Cimon, who on his death gave it
to the citizens as a public pleasure ground. Here Socrates talked,
and Plato taught his philosophy until his school was named the
Academic, and the Platonists the Academists. A school started by
one of these philosophers was called an Academy.
“Hymettus,” hy-metˈ tus. A mountain about three miles south of
Athens famous for its honey and its marble.
P. 36.—“Ilissus,” i-lisˈ
sus. A river of Attica rising on Mount
Hymettus, flowing through the eastern part of the city, and
disappearing in the marshy plains outside.
 “Lyceum.” The principal gymnasium of Athens. It received the
name Lyceum from its nearness to the temple of Apollo Lyceios, or
Apollo the wolf slayer. Here Aristotle (to whom reference is made in
the preceding line of the verse) taught his philosophy. See p. 64 of
“Brief History of Greece.”
“Stoa.” The stoa, or portico, was a place enclosed by a colonnade
or arcade, and used for walking in. There were several in Athens.
The Encyclopædia Britannica says: “It is probable that some of the
porticoes in the Agora were built by Cimon; at all events the most
beautiful one among them was reared by Pisianax, his brother-in-
law, and the paintings with which Polygnotus, his sister’s lover,
adorned it (representing scenes from the military history of Athens,
legendary and historical), made it ever famous as the ‘painted
portico.’”
“Melesigenes,” melˌe-sigˈ
e-nes. Meles-born. A name sometimes
given to Homer. One of the traditions of his birthplace is that he was
born on the banks of the Meles, in Ionia.
“Phœbus.” The bright or pure. An epithet given to Apollo (see
“History of Greece,” p. 72) by Homer. When Apollo became
connected with the sun this name was given to him as the sun-god.
P. 38.—“Memorabilia,” mĕmˌ
o-ra-bĭlˈ
i-a. Things to be remembered.
P. 39.—“Planudes.” A Byzantine monk of the fourteenth century.
He was the editor of the Greek Anthology, the author of works on
theology and natural history, as well as the collector of the fables
mentioned here, and the author of Æsop’s biography.
P. 40.—“Pessimism,” pesˈ si-mism. The doctrine of those who
believe everything to be at the worst.
P. 42.—“Parmenio.” A general of Philip and Alexander. He was
second in command in Alexander’s Persian campaign, and did much
to secure the great victories. His son being accused of being privy to
a plot against the king’s life in 330 B. C., confessed himself guilty,
and involved his father. Both were put to death.
P. 43.—“Lucan.” (39?-65.) A Roman poet.
P. 44.—“Lyttelton.” Lord George. (1709-1773.) An Englishman of
noble family. He held various official positions, and in 1756 was
raised to the peerage. The last ten years of his life were spent in
literary pursuits. Beside his “Dialogues of the Dead,” he wrote a
history of Henry II., and a work on St. Paul.
“Fenelon,” faˌ
neh-lonˈ. (1651-1715.) A French prelate and author.
His most famous works, “Dialogues of the Dead,” “Directions for the
Conscience of a King,” and “The Adventures of Telemachus,” were
written for the use of the grandsons of Louis XIV., of whom he had
been appointed preceptor.
“Landor.” (1775-1864.) An English author. His works were very
voluminous, including poems, satires, dramas, etc. The work here
referred to was called “Imaginary Conversations,” being a series of
dialogues between persons of past and present times. It was said to
have greatly increased the author’s literary reputation.
“Erasmus,” e-răzˈmŭs. (1467-1536.) A Dutch classical scholar of
wide reputation. At the time that Luther advanced the tenets of the
reformers Erasmus would not adopt these extreme views. Luther
ridiculed and denounced the scholar, and Erasmus retorted by
turning his wit against the monastic habits and scholastic dignity.
P. 45.—“Phidias,” phidˈ i-as. (B. C. 490?-432.) The greatest of
Grecian sculptors. His chief works were the Athene of the Acropolis,
the Zeus at Olympus, and the decorations of the Parthenon, in which
he was assisted by his pupils.
“Alcamenes,” al-camˈ
e-nes. (B. C. 444-400.) A pupil of Phidias. His
greatest work was a statue of Venus.
“Myron.” A Bœotian sculptor, born about 480 B. C. His
masterpieces were all in bronze. The Quoit-player and the Cow are
most famous. Myron excelled in animals and figures in action.
“Euphranor.” A sculptor and painter of Athens who flourished
about 360 B. C. His finest statue was a Paris, and his best paintings
adorned a porch in the Ceramicus. He also wrote on proportion and
colors.
P. 46.—“Polycleitus,” polˈy-cleiˌ
tus. A Greek sculptor who lived
about 430 B. C. His statues of men are said to have surpassed those
of Phidias. The Spear-bearer was a statue so perfectly proportioned
that it was called the canon or rule.
“Bendis,” benˈ
dis; “Atthis,” atˈ
this; “Men.” Local deities among the
Egyptians.
“Anubis.” One of the Egyptian deities, the son of Osiris. He was
represented in the form of a man with a dog’s head, or as a dog. His
name meant gilded, and his images were of solid gold.
“Lysippus.” The favorite sculptor of Alexander the Great. His
statues were all in bronze, and it is said reached the number of
1,500.
“Pentelicus.” A mount in Attica celebrated for its marble.
“Praxiteles.” Born at Athens B. C. 392. He worked in both marble
and bronze. About fifty different works by him are mentioned. First
in fame stands the Cnidian Venus, “one of the most famous art
creations of antiquity.” Apollo as the lizard-killer, his Faun, and a
representation of Eros are probably best known.
P. 47.—“Colossus of Rhodes.” A bronze statue of the sun which
stood at the entrance of the harbor of Rhodes. It was one hundred
and five feet in height, cost three hundred talents, and was twelve
years in erecting. The Colossus was designed by Chares.
“Pnyx,” nĭks. The place of public assembly in Athens.
 P. 48.—“Philippics.” The orations delivered by Demosthenes
against Philip of Macedon.
P. 50.—“Paley,” William. (1743-1805.) An English theologian. The
author of several valuable works. In the “Natural Theology” here
referred to he attempts to demonstrate the existence and perfect
character of God from the evidences of design in nature.
P. 51.—“Helvetius,” hĕl-veeˈ
shĭ-us. Claude Adrien. (1715-1771.) A
French philosopher. The author of a famous work on the materialistic
philosophy.
“Mellanippides,” melˌ
a-nipˈ
pi-des. A celebrated poet of Melos who
lived about B. C. 440.
“Zeuxis.” A painter who lived in the latter part of the fifth century
B. C. Part of his life was spent in the practice of his art in Macedonia,
thence he went to Magna Græca, where at Croton he painted his
masterpiece, a Helen. Zeuxis made a great fortune by his painting.
P. 61.—“Diogenes.” He came from Laërte, in Cilicia, and probably
lived in the second century A. D. He is the author of “The Lives of
the Philosophers,” a work in ten books. Almost nothing is known of
his life.
P. 62.—“Tacitus,” tacˈi-tus. (A. D. 55-117.) A Roman historian. His
histories of the condition and customs of the Britains and Germans
are trustworthy accounts, written in a clear and concise style. A
history of Rome is his most ambitious work. The “Germania”
mentioned was a history of the origin, customs, situation and
peoples of Germany.
P. 70.—“Darics,” dărˈic. The word is derived from Darius, and
applied to an ancient Persian coin weighing about 128 grains, and
bearing on one side the figure of an archer.

BRIEF HISTORY OF GREECE.

 P. 2.—“Freeman,” Edward. (1823-⸺.) An English historian, the
author of several valuable works.
P. 3.—“Amphictyonic,” am-phicˈ
ty-ŏnˌ
ic.
“Nabanasser,” na-bon-nasˈser. A king of Babylon, the date of
whose accession was fixed by the Babylonian astronomers as the era
from which they reckoned. It began February 26, B. C. 747.
“Medea,” me-deˈ
a. The daughter of the king of Colchi by the aid of
whose charms (she was a powerful sorceress) Jason obtained the
fleece.
“Alcmene,” alc-meˈne. The daughter of the king of Mycenæ. Her
promised husband being absent, Jupiter assumed his form and
under this disguise married her.
“Eurystheus,” eu-rysˈ
the-us.
P. 4.—“Meleager,” meˌ le-aˈ
ger; “Theseus,” theˈ
se-us; “Calydon,” cal
y-don. An ancient city of Ætolia (see map of Greece).
ˈ
“Menelaus,” menˈ
e-laˌ
us; “Agamemnon,” agˌ
a-memˈ
non.
“Achilles,” a-chilˈ
les.
P. 5.—“Odyssey,” ŏdˈ
ys-sey; “Ulysses,” u-lysˈ
ses.
“Ithaca,” ithˈ
a-ca. A small island in the Ionian Sea off the coast of
Epirus. “Penelope,” pe-nelˈ
o-pe.
“Pelops,” peˈ
lops. Fabled to have been the son of Jupiter. The king
of Pisa in Elis from whom the peninsula of Greece, the
Peloponnesus, took its name.
P. 6.—“Cyrene,” cy-reˈ
ne; “Massilia,” mas-silˈ
i-a.
P. 9.—“Messenia,” mes-seˈ ni-a. For these wars see page 97 of
History. “Cecrops,” ceˈ
crops; “Codrus,” coˈ
drus.
P. 10.—“Areopagus,” ăr-e-ŏpˈ
a-gŭs.
 P. 11.—“Hippias,” hipˈ
pi-as; “Hipparchus,” hip-parˈ
chus.
“Alcmæonidæ,” alcˈ
mæ-onˌ
i-dæ; “Megacles,” megˈ
a-cles.
P. 13.—“Ahura Mazda,” or Ormuzd, a-huˈ
ra mazˈ
da. The supreme
deity of the ancient Persians.
P. 14.—“Mardonius,” mar-doˈ
ni-us; “Athos,” aˈ
thos.
P. 15.—“Phidippides,” phi-dipˈ
pi-des.
P. 16.—“Dionysiac,” di-o-nysˈ
i-ac. See page 75 of History.
“Pan.” The god of flocks and shepherds among the Greeks.
P. 18.—“Demaratus,” demˈ
a-raˌ
tus.
P. 20.—“Simonides,” si-monˈ
i-des.
P. 21.—“Himera,” himˈ e-ra. See map in History. “Gelo,” geˈ
lo;
“Pausanius,” pau-saˈ
ni-as; “En route,” On the way.
P. 22.—“Diodorus,” di-o-doˈ
rus. A historian of the time of Augustus
Cæsar.
P. 24.—“Eurymedon,” eu-rymˈ
e-don. A small river in Pamphylia.
P. 25.—“Ephialtes,” ephˌ
i-alˈ
tes. An Athenian statesman, the friend
of Pericles.
P. 27.—“Melos,” meˈ los; “Thera,” theˈra; “Corcyra,” cor-cyˈra;
“Zacynthus,” za-cynˈthus; “Chios,” chiˈ
os; “Naupactus,” nau-pacˈtus;
“Acarnania,” acˌ
ar-naˈ
ni-a; “Ambracia,” am-braˈ
ci-a; “Anactorium,” an-
ac-toˈ
ri-um.
P. 28.—“Archidamus,” arˌ
chi-daˈ
mus.
“Colonus,” co-loˈ
nus. A demus of Attica lying about a mile
northwest of Athens.
“Acharnæ,” a-charˈnæ. The chief demus of Attica, nearly seven
miles north of Athens. Its people were warlike, and its land fertile.
 P. 29.—“Paralus,” parˈ
a-lus.
P. 31.—“Alcibiades,” al-ci-biˈ
a-des; “Nicias,” nicˈ
i-as.
P. 32.—“Gylippus,” gy-lipˈ
pus; “Deceleia,” decˌ
e-leiˈ
a.
P. 34.—“Antalcidas,” an-talˈ
ci-das. A Spartan statesman, through
whose diplomacy this treaty was brought about.
P. 35.—“Megalopolis,” meg-a-lopˈ
o-lis.
P. 36.—“Mantinea,” manˌ
ti-neˈ
a.
P. 37.—“Chæronea,” chær-o-neˈ
a.
P. 38.—“Tetradrachm,” tĕtˈra-dram. Four drachmas. An ancient
silver coin, worth about 79 cents.
“Illyrians,” il-lyrˈ
i-ans. The inhabitants of Illyria, a country west of
Macedon.
“Temple of Diana.” The Ephesian Diana personified the fructifying
power of nature, and was represented as the goddess of many
breasts. Of the temple the “American Encyclopædia” says: “Its
(Ephesus) chief glory was its magnificent temple of Diana, and the
city did not decay until the Goths destroyed the temple. The Ionian
colonists found the worship of Diana established and the foundations
of the temple laid.”
“Gordium.” The ancient capital of Phrygia, named from Gordius.
See page 178 of Greek History.
“Callisthenes,” cal-lisˈ
the-nes.
P. 39.—“Granicus,” gra-niˈ
cus; “Issus,” isˈ
sus; “Arbela,” ar-beˈ
la;
“Persepolis,” per-sepˈ
o-lis.
P. 40.—“Gedrosia,” ge-droˈ
si-a; “Roxana,” rox-aˈna; “Hydaspes,” hy-
dasˈ
pes. The northernmost of the five great tributaries of the Indus.
 P. 41.—“Rawlinson,” George. (1815-⸺.) An English historian and
orientalist.
P. 42.—“Rameses,” ra-meˈ ses. The Egyptian kings of the
nineteenth and twentieth dynasties, who ruled for nearly three
hundred and fifty years, beginning about 1460 B. C.
“Pharos.” A lofty tower built for a light-house upon a small island
off the Mediterranean coast of Egypt. The name of the island was
Pharos, and was given to the tower.
“Ptolemy,” tŏlˈ
e-mĭ. Sator (the savior) was a title given him by the
inhabitants of Rhodes, whom he had saved from a siege.
“Philadelphus.” Distinguished for brotherly love. Ptolemy had
taken this title to signalize his love for his sister whom he had
married, a union which Egyptian law allowed.
“Euergetes,” eu-erˈ
ge-tes. Benefactor. This surname was given him
by the Egyptians when from a campaign into Syria he brought back
the idols which Cambyses had carried off to Persia.
“Septuagint,” sĕpˈ
tu-a-gĭnt. “So called because it was said to have
been the work of seventy, or rather of seventy-two, interpreters.”
P. 43.—“Archimedes,” är-kĭ-mēˈ
dēz. (B. C. 287?-212.) A famous
mathematician of Syracuse.
“Hero,” or Heron, heˈ
ro. A Greek mathematician of the third
century.
“Apelles,” a-pelˈ
les. The most famous of Grecian painters. A friend
of Alexander’s, and the only painter he allowed to take his portrait.
“Hipparchus,” hip-parˈ
chus. Called the father of astronomy. A
Greek who lived at Rhodes and Alexandria.
“Ptolemy.” A celebrated mathematician, astronomer and
geographer. Of his history we know nothing, but still have a large
number of his treatises on a great variety of subjects.
 “Euclid,” yooˈ
klid. The mathematician who gave his name to the
science of geometry. Nothing is known of his history.
“Eratosthenes,” erˌ
a-tosˈ
the-nes. One of the most learned men of
his day. He cultivated astronomy, geography, history, philosophy,
grammar and logic. But fragments of his writings remain.
“Strabo.” A native of Pontus. Lived during the reign of Augustus.
He wrote a historical work now lost, and a famous treatise on
geography, in seventeen books. This latter is nearly all extant.
“Manetho,” manˈ e-tho. An Egyptian priest who lived in the reign of
Ptolemy I. He wrote in Greek a history of Egypt from which we have
the dynasties of Egypt’s rulers saved, though the work is lost, and an
account of the religion of his country.
“Aristophanes,” arˌ
is-tophˈ
a-nes. A native of Byzantium. He lived in
the reigns of Ptolemy II. and III., and had control of the library of
Alexander.
“Apollonius,” apˈ
ol-loˌ
ni-us. A native of Alexandria, sometimes
called “the Rhodian,” as he was honored with franchise by Rhodes,
where he taught rhetoric successfully. His greatest poem, still extant,
was a description of the Argonautic expedition.
“Sosigenes,” so-sigˈ
e-nes. A peripatetic philosopher of Alexandria.
“Origen,” orˈi-gen. (185?-254?) One of the most voluminous of
early Christian writers.
“Athanasius,” athˌ
a-naˈsi-us. (296?-373.) A native of Alexandria,
made archbishop of the city in 326. He was subject to great
persecution from the Arians who held that Christ was a being inferior
to God, while Athanasius held to the orthodox belief.
“Antiochus,” an-tiˈ
o-chus; “Seleucidæ,” se-leuˈ
ci-dæ.
P. 44.—“Eumenes,” euˈ
me-nes; “Arsacidæ,” ar-saˈ
ci-dæ; “Brennus,”
brenˈnus.
 P. 45.—“Justinian,” jus-tinˈ
i-an. Byzantine emperor.
“Antiochus,” an-tiˈ
o-chus. Of Ascalon. The founder of the Fifth
Academy, and the teacher of Cicero while he studied at Athens. He
had a school at Alexandria, and one in Syria also.
“Ptolemæum,” ptolˈ
e-mæˌ
um. A large gymnasium built by Ptolemy
Philadelphus.
“Dipylum.” A gate on the northwestern side of the city wall. So
called because consisting of two gates. It is the only one whose site
is absolutely certain.
“Speusippus,” speu-sipˈ
pus. An Athenian philosopher. A nephew of
Plato, whom he succeeded as president of the First Academy.
“Xenocrates,” xe-nocˈ
ra-tes. (396-314 B. C.) A philosopher who
succeeded Speusippus as president of the Academy.
“Polemon,” polˈe-mon. The Athenian philosopher who succeeded
Xenocrates as president of the Academy.
P. 46.—“Autochthon,” au-tokˈ
thon; “Phratries,” phrāˈ
tres; “Apollo
Patrôus,” pa-trôˈ
us.
“Ion,” iˈ
on. Fabled to have been the ancestor of the Ionians, from
whom they took their name.
P. 48.—“Lucian,” lūˈ
shan. See page 65 of History. “Menippus,” me-
nipˈ
pus; “Strepsiades,” strep-siˈ
a-des.
P. 50.—“Ion.” Of Ephesus. One of Plato’s dialogues is named from
him.
P. 51.—“Tyrtæus,” tyr-tæˈ
us.
P. 52.—“Lesbian,” lesˈ
bi-an. From Lesbos. A large island off the
coast of Asia Minor.
“Alcæus,” al-cæˈ
us; “Anacreon,” a-naˈ
cre-on.
 “Christopher North.” The nom de plume of John Wilson, a Scottish
author. (1785-1854.)
“Dionysos,” di-o-nyˈ
sus.
P. 53.—“Thespis,” thesˈ
pis; “Trilogy,” trĭlˈ
o-gy.
P. 54.—“Prometheus,” pro-meˈ
the-us.
P. 55.—“Jocasta,” jo-casˈ
ta.
P. 59.—“Halicarnassus,” halˌ
i-car-nasˈ
sus. See map.
P. 62.—“Thales,” thaˈ
les; “Anaximander,” a-naxˈ
i-manˌder;
“Anaxagoras,” anˈ
ax-agˌo-ras; “Hippocrates,” hip-pocˈ
ra-tes;
“Pythagoras,” py-thagˈ
o-ras; “Crotona,” cro-toˈ
na.
P. 63.—“Marsyas,” marˈ sy-as. A satyr who had found a flute
discarded by Athene, which emitted beautiful sounds of its own
accord. Elated he challenged Apollo to a musical contest, but was
defeated. Apollo flayed him alive for his presumption in contesting
with him.
P. 65.—“Antisthenes,” an-tisˈ
the-nes.
“Ceramicus,” cerˈ a-miˌ
cus. A district of Athens, so called from
Ceramus, the son of Bacchus, some say, but more probably from the
potter’s art invented there.
P. 69.—“Alpheus,” al-pheˈ
us. The chief river of the Peloponnesus.
See map.
“Choragic,” cho-răgˈic; “Lysicrates,” ly-sicˈ
ra-tes. In 355 B. C.
Lysicrates was chosen choragus (p. 76) and took the prize. In honor
of this event he erected this monument.
“Callimachus,” cal-limˈ
a-chus. An architect and statuary, who
probably lived about 400 B. C. Very little is known of his life.
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