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CLASSICAL ASSOCIATION
OF ENGLAND & WALES
CLASSICAL
ASSOCIATION
OF
ENGLAND
^ WALES
PROCEEDINGS I904
WITH RULES AND
LIST OF MEMBERS
LONDON
JOHN
MURRAY, ALBEMARLE STREET, W.
1904
PRINTED BV
HAZELL, WATSON AND VINEY, LD.
LONDON AND AYLESBURY.
TR
CONTENTS
FAQE
PREFATORY NOTE 1
PROCEEDINGS OF FIRST GENERAL MEETING:
Friday, May 27th 3
Saturday, May 28th
Morning . 3
Afternoon ....... 35
INDEX TO THE ABOVE 65
APPENDIX :
Officers and Council ....... 59
Rules 61
Names and Addresses of Members, October Iijt, 1904 63
PREFATORY NOTE
The Association was constituted at a meeting convened by
a circular signed by Principal N. Bodington, Leeds ; Professor
R. S. Conway, Manchester ; Dr. J. Gow, Westminster
; Miss
E. Penrose, Royal Holloway College
;
Dr. J. P. Postgate,
Cambridge ; Mr. A. Sidgwick, Oxford ; and Professor E. A,
SoNNENscHEiN, Birmingham, and held in the Botanical
Theatre of University College, Gower Street, London, at
3 p.m., on Saturday, December 19th, 1903, the Right Hon.
Sir R. H. Collins (Master of the Rolls) in the chair.
The following resolutions were adopted
:
1. That an Association open to persons of either sex, to be

called The Classical Association of England and Wales,
be and is hereby constituted.
2. That the objects of the Association be to pro-
mote the development, and maintain the well-being, of
classical studies, and in particular (a) to impress upon public
opinion the claim of such studies to an eminent place in
the national scheme of education
;
(b) to improve the practice
of classical teaching by free discussion of its scope and
methods
;
(c) to encourage investigation and call attention
to new discoveries
;
(d) to create opportunities of friendly
intercourse and co-operation between all lovers of classical
learning in this country.
3. That the Association shall consist of a President, Vice-
Presidents, a Council, a Treasurer, one or more Secretaries,
and Ordinary Members. The Officers of the Association
shall be members thereof, and shall be ex
officio
members
of the Council.
1
2
PREFATORY NOTE
4. That, pending a decision in regard to the amount of
the subscription, members be admitted on payment of an
entrance fee of 5s.
5. That the Right Hon. Sir R. H. Collins, Master of
the Rolls, be the first President of the Association.
6. That the following be the first Vice-Presidents of the
Association : The Right Hon H, H. Asquith, M.P., Pro-
fessor Sir R. C. Jebb, M.P., the Hon. Mr. Justice Kennedy,
Dr. D. B. Monro (Provost of Oriel), the Hon. Mr. Justice
Phillimore, Sir E. Maitnde Thompson, and the Rev.
Dr. E. Warre.
7. That Dr. Walter Leaf be appointed HonoraryTreasurer
of the Association.
8. That the President, the Vice-Presidents, and the
Honorary Treasurer, together with the following members
of the Association (with power to add to their number),
form a Council for the purpose of administering the affairs
of the Association until its next General Meeting, and of
drawing up a constitution to be then submitted to it
for consideration : Principal Bodington, Professor Conway,
the Rev. Dr. Gow, Mr. T. Rice Holmes, Miss Penrose,
Professor Postgate, Mr. A. Sidgwick, Professor Sonnenschein,
Mrs. Strong, Mr. T. H. Warren.
[A full report of the above meeting was published in The
Classical Reviexv of February, 1904,
pp.
64-9.]
As Dr. Leaf was unable to serve as Treasurer, the Council
appointed Mr. J. W. Mackail to act as Treasurer pro tern.
The Council appointed Professors Postgate and Son-
nenschein Secretaries ; and co-opted Professor Butcher,
Professor R. M. Burrows, Miss E. Gavin, Dr. F. G.
Kenyon, Dr. A. S. Murray (subsequently deceased), the
Rev. J. A. Nairn, and Dr. W. H. D. Rouse as additional
members of the Council.
FIRST GENERAL MEETING, OXFORD, 1904
Friday, May 27th
A CONVERSAZIONE was held from 9 to 11 p.m. in the PubHc
Examination Schools (Schola Borealis), to meet the Vice-
Chancellor (Mr. D. B. Monro, Provost of Oriel College).
The Master of the Rolls (President of the Association) and
the Vice-Chancellor received the guests.
The following exhibits were on view :
(1)
a selection of
Greek papyri discovered at Oxyrhynchus, and published in
Parts III. and IV. of the
"
Oxyrhynchus Papyri," and exhibited
by Dr. B. P. Grenfell and Dr. A. S. Hunt
; (2)
photographs,
prints, drawings, restorations of ancient sites, etc., lent by the
Visitors of the Ashmolean Museum, and exhibited by Professor
P. Gardner, Mr. J. L. Myres, and Miss Lorimer
; maps and
plans of classical countries and sites, lent by the School of
Geography, Dr. Grundy, and others, and exhibited by INIr.
A. J. Herbertson.
Saturday, May 28th
The first sitting of the Association was held in the Public
Examination Schools at 10 a.m., the Master of the Rolls
(President), in the chair.
The Vice-Chancellor said that before the business began
he should like to be allowed to say a few words. In the first
place, words of welcome. In the name of the University he
should like to be allowed to welcome the Classical Associa-
tion in Oxford. He was sure that it was a matter of pride
and satisfaction to all of them there in Oxford that the first
meeting of the Classical Association should be held in that
3
2
4 THE CLASSICAL ASSOCIATION
University, which was, he supposed, one of the oldest seats of
learning in Europecertainly the oldest in England. And
he was sure, too, from what he had seen, that the spirit
of the Association, and the aims which it had laid before
them, were in harmony with those of modern Oxford. One
knew, of course, that that had not always been so. He
looked back himself to the time when he first was a teacher
in that place (which was rather more than forty years ago),
and he thought he might venture to say that the Oxford
which he recalled to memory was an Oxford in which the
institution of a Classical Association would probably not have
been a success. He thought they had changed a good deal
in that way. In those days there was no want of illustrious
scholarsthe days of Jowett and Pattison, J. M. Wilson,
Henry Smith, Sir Alexander Grant, and Chandler, There
were also many other able men, and the system of open
fellowships was just then coming into effect ; but there was
not what he thought they now desiredthat continuous and
life-long work in the study of the classics which was one of
the chief aims of that Association. In those days there was
too much of the feeling that a man who had gained his
first class in the Schools and his fellowship had attained a
standard which it was quite unnecessary, even if desirable,
to get beyond. There was a common complaint in those
days that the University produced no books
;
that, as Pro-
fessor Seeley expressed it, most good books were written in
German. And there was much foundation for that statement.
There was, no doubt, an excellent preparation in the School
of Literae Humaniores, as he hoped there was stilla training
in logic and in the sense of literary form, which is essential
to the scholar ;
but there was nothingto take one of those
popular phrases that Max Miiller used to inventanswering
to the
"
German Workshop
"'
in Oxford, and therefore there
were none of those chips flying about, those occasional or
subsidiary studies which would naturally find their places in
learned periodicals. In fact, at the time there were no such
things as learned periodicals in England, no such thing as a
MEETING AT OXFORD, 1904 5
Journal of Philology. He remembered that when Professor
Chandler had occasion to publish some observations on
passages in Aristotle, with some very excellent emendations,
he published a separate small pamphlet, and apologised for
such an unusual thing by saying that he would have liked to
send such adversaria to a learned periodical, which would
naturally be glad to publish them, but that there was no such
thing in England. He happened to know, through a German
friend who had been a pupil of Spengel, that this paper of
Professor Chandler's came into SpengePs hands, who expressed
his great admiration for the work, and then he read this
preface with the apology that there was no learned periodical
in England.
"
Just think," he said,
"
in the fatherland of
Bentley !
"
The speaker thought that that want had been
filled now, as there were probably quite enough of separate
learned periodicals, and one was really glad to see how the
work went on
;
also, there was no lack now of books on a large
scale and of great value. He thought that the main ideas of the
Association were to maintain classical study as an important
instrument of education, and also to carry on the study as a
life-long work for those who made it their business in life.
Not only was the field of classical study an illimitable one,
but it was infinitely fertile, and would bear study and work
indefinitely. He could only express the hope that the
Association would have the success which its lofty aims
deserved.
The Master of the Rolls said that it fell to him now,
on behalf of the Classical Association, of which he had the
honour for the time-being to be President, to say a few
words in thanks for the kindly welcome which the Vice-
Chancellor had given them. He felt bound to say, after
listening to his speech, that the main object of the Associa-
tion was not to improve the level of scholarship in the
University of Oxford. He entirely disclaimed that. It
seemed to them that the University of Oxford stood where
it should standat the sunnnit level of classical attainment
in the country. It was not their aim to raise that level still
higher, or to stimulate the love of the classics in the Univer-
sity of Oxford. This Association was founded for, he would
say, a more commonplace object. They had many of them
realised that, in the multitude of studies which were now
open to the rising generation, there was a risk that classics
might be extruded from the curriculum of education. He
feared that the great supremacy of the classics in earlier days
was to some extent responsible for the reactionfor evidently
a reaction had taken placeand he thought classics could
no longer claim a monopoly of education in the Universities
and centres of learning in the country. Still, while they
recognised that, they felt that the strong reaction against
that monopoly might have gone too far, and they therefore
desired to enlist the co-operation of those interestednot
only those trained scholars whose daily function it was to
push out the boundaries of classical knowledge, and to
instruct the rising generation in the study of the classics,
but also that larger body of persons who had not been able
to make the classics the one and principal study of their
lives, but who would never forget the debt they owed to that
knowledge of the classics which they acquired in earlier days,
and still found in them a refreshment and a delight. It
was to that particular class, perhaps, because they were
the larger public, to whom they might look for the driving
power which the movement required, rather more than to
the experts that they appealed for assistance. They could
almost say that they commmidcd the co-operation of those
whose daily life was and had been spent in the teaching
and study of the classics. It was the outside public which
required to be awakened to the necessity of preventing the
classics from being excluded from education, and unless they
could awaken them to a sense of the necessity, their object
failed. They had not come here to listen to a speech from
him. There were interesting papers and addresses to be
delivered, and therefore he was not going to stand between
them and the hearing of those addresses for more than a few
MEETING AT OXFORD,
1904
7
minutes
;
but he would not be performing his function there
if he did not state what they considered to be the main
objects of this Association. He thought the objects were
well expressed in the Resolutions which were passed at the
first meeting, when the Association was inaugurated.
Their
motto was "Defence, not Defiance."
They were there as
strong sympathisers with classical study, but not in any spirit
of intolerance or antagonism to other studies. They would
be unworthy of their title and their claim to pursue the
Literae Humaniores if they sought to di-aw the bounds of
knowledge, or to exclude from their interest and sympathy
anything which was within the range of human capability.
They desired to see the bounds of knowledge pushed out
in all directions, but they could not ignore the great part
the classics had played in the education of the country in
the past. They were not quite certain that there was
nothing to be mended in the methods which had been
employed in the cultivation of the classics, and it might
be that the study had not always been made as attractive
as it might have beenthat there had been a tendency to
use it as a dry and mechanical machinery for instruction,
rather than to breathe into it the breath of life. Feelino-
these things, they desired that the Association should see
whether some better means might not be devisedshould
ascertain whether there might not be some grounds for
the cry \\hich had reached them that the classics were not
fulfilling their functions of education. All this they desired
in a spirit of wide tolerance, and with a complete absence
of antagonism. As he had already said, "Defence, not
Defiance," was their motto. They were there, as it were,
to receive their constitution. The Council had made and
fz-amed a constitution for the Societv, and after that meeting
they hoped to go forth an organised body, and they regarded
it as a matter of great congratulation that the Vice-Chan-
cellor should be there in person himself in his official capacity
to receive them in this place, hallowed by so many memories,
to speed them on their way. They begged to thank him
most sincerely for lending them the weight of his official
position, as well as for his personal encouragement and
sympathetic address.
Professor G. G. Ramsay said he was there on behalf of the
Classical Association of Scotland, of which he had the honour
to be President, to wish every prosperity to the larger
English Association. He thought that it might be of some
interest, possibly of some use, if he stated shortly what were
the objects of their ovm more humble body. As befitted
a practical nation like the Scotch, their aims were practical
and educational. They did not aim at contributing directly
to research in the higher regions of classical study, nor did
they meet for the purpose of hearing or reading literary
papers on classical subjects. The country was in the midst
of a great national turmoil on the subject of education.
New educational demands of various kinds, many of them
excellent, were making themselves felt ; but much that was
excellent was being pushed on one side, and their desire was
to make past experience have its due weight in the councils
of the country. Their objects were three in number : first,
to promote intercourse and discussion among classical
teachers of every grade, and among all interested in the
maintenance of classical learning
;
second, to consider and
suggest practical proposals for improving the methods of
classical teaching, so as to bring them into harmony with the
changing conditions of the day
;
and third, to do all they
could to impress upon the public what the conditions are to
which all education, if it was to be sound and lasting in its
effects, must conform, whether in classics or in any other
subject. Modern needs and desires had to be met, but they
should be met without a sacrifice of the essential principles
on which all sound mental discipline must be founded. The
supremacy of the classics in the past had been largely due
to the aims and methods pursued by our great classical
teachers
;
those aims and methods could be carried into other
branches of study besides the classics, and to lose sight
MEETING AT OXFORD, 1904
9
of or to degrade those aims would be a greater national
misfortune than even the disappearance of classics from the
curriculum. The cause of sound education was in sreat
danger at the present moment. Ciaide views of supposed
commercial utility were carrying all before them, and the
best educational subjects and methods were being swept out
of the field, and giving place to facile, shoddy courses which
had neither utility nor education in them. All competent
observers were deploring the decadence of our education on
its literary side, and its gradual abandonment for a kind
of scientific education which had no science in it. Sir
William Anson, Mr. Bryce, Mr. John Morley, had all given
earnest warnings on this subject. Heads of colleges com-
plained of science scholars coming up to the University with
minds practically uneducated
; and he had himself received
that morning a letter from a well-known inspector of schools
in the north of England :
"
I hope you will continue to fight
in this good cause. The mischief that South Kensington,
with its miserable technical schemes, has done to education
in this country is incalculable. It will take us a whole
generation to recover from it, even if we are at last able
to see the errors of our ways."" It was for the Classical
Association to expose this unhappy tendency, and to make
a stand against it. For the classics themselves, if taught
in a broader, robuster way, in a spirit suited to the con-
dition of the times, there might be a greatly extended future
in store, and the benefits of a classical education might
reach a much larger class than had hitherto enjoyed them
in this country. Much contumely had been thrown upon
"
Pass Greek " in Oxford. He would not say anything
about Pass Greek, but he knew a good deal about Pass
Latin in Scotland, and he had a great respect for it.
Latin in Scotland had been a popular subject for centuries.
Boys had had the chance of learning it in almost every parish
school. The superior education of the Scotsman had carried
him successfully through the world, and that education was
founded mainly on two thingsa good knowledge of his
Bible, and some knowledge of Latin. At the present moment,
he thought, the controversy should not be so much between
the ancient and the modern, as between the literary and
intellectual subjects and the poor subjects which were being
introduced in the name of technical and commercial educa-
tion. For the literary side of things, modern languages
might to a great extent be made a substitute for classics,
if they were taught in the same thorough manner. But
he refused the name of education altogether to the teaching
of the kind of stuff which was being demanded under the
name of
"
Commercial French." The Classical Association
should combat these false notions of utility. It need make
no exclusive claim on behalf of classical study, but it might
set itself to show that even a moderate amount of Latin and
Greek affords a valuable mental training, and may be of real
practical utility to the average man. Even Latin verse had
its vitility for the man of affairs. Letters had recently
been shown to him in which a land agent, a distinguished
surgeon, and a general respectively declared that the
nimbleness of mind, the resourcefulness and habit of accurate
work, which they acquired in cultivating Latin verse, had
proved of great use to them in the practical work of their
lives. He had said that in their Scottish Association they
did not specially aim at encouraging higher classical research.
That was not because they were blind to the value of such
studies. They knew that classical studies, like all other
studies, must be progressive if they were to keep their hold
upon the intelligence of the country. But research was one
thing, education was another. It was not necessary for a
teacher that he should be learned, but it was necessary that
he should be sympathetic, and that he should not be dull
;
and of all types of useless and ineffectual teachers, that of
the learned dullard was probably the most ineffectual, and
possibly not the least mischievous.
Mr. J. W. Mackail then delivered an address
"
On the
Place of Greek and Latin in Human Life," as follows :
"
The name of this
Association, and the statement of the
objects which it proposes to further, have reference to
Greek and Latin as a single object of study, to be
pursued by a common method, and with a common
or at least an inseparable
place both in education and
in their bearing upon life. The ancient world, as it is
summed up for us in the history and the literature of Greece
and Rome, does indeed possess a certain imposing unity.
But scientific research emphasises what is sufficiently obvious
on a general view, that Greece and Rome represent two
civilisations which, though they overlap and intermingle,
though enwound and engrafted one on the other, have a
different parentage, a distinct essence, and a separate product.
Philology tells us that the Italo-Celtic family are but second
cousins of the Hellenic. History shows a nearer affinity
between the Roman and the Teuton than between the Greek
and the Latin. The areas ruled by the thoughts and acts of
the two races always fell apart from their forced or fortuitous
coalescence. The Greater Greece beyond the Seas was tem-
porary and fugitive, like the New Rome on the extreme
Eastern outpost of Europe. Each sank back into its en-
vironment, and resumed the colour of the native soil and
atmosphere. The Tarentine and Massiliot Republics lapsed
into the Latin world, as the Duchy of Athens and the
Principality of Achaia dissolved into that nearer-Eastern
world out of which they were artificially created. The
Exarchate of Ravenna ended its troubled and precarious
life in the course of nature, like the Latin Kingdom of
Jerusalem. Nor is the difference in the art and literature
of the two races less radical. The sculpture and painting,
the prose and poetry of Greece remain something apart from
those of Europe ; while the civic architecture of Rome, like
her language, her law, and her machinery of government,
became that of the Western world. The influence of Chris-
tianity was insufficient to bridge over this deeply-rooted
divergence, and the separation of the Eastern and Western
Churches was only the formal acceptance of a more profound
3
alienation. It is not undesirable, when this Association is
being inaugurated, to emphasise the difference between the
two spheres which classical studies include, and to realise
fully that they represent forces in the education and control
of life which are complementary, or even opposed, to one
another. Under the ambiguous name of the classics we
include much to which the name of classical can only be
applied in different senses, and by far-stretched analogies.
The distinction, no less than the likeness, between the two
spheres of classical study is of importance not only towards
clear thought, but towards the pressing and practical question
of the place which each holds separately and which both
hold jointly in education, in culture, in our whole view and
handling of human life. It is to this distinction that I would
specially invite your attention, without trespassing upon any
controversial ground towards which its consideration might
lead us.
The classics, as an object of study and an instrument of
culture, may in the ordinary usage be defined as all that is
known to us through the Greek and Latin languages, or
the knowledge of which is intimately connected with and
inseparable from a knowledge of Greek and Latin : first and
foremost coming the languages themselves, as mediums of
the most exquisite delicacy, precision, and finish
;
then the
literature embodied in the languages, as the original record
of that history upon which our own history is founded, and
the expression of the fundamental thought, the permanent
aspiration, and the central emotion of mankind
;
then the
effective surviving product of Greece and Rome in art,
politics, religion, and the whole conduct and control of life.
But the classics, in this sense, bear to us a still further
implied meaning : that of a certain factor or element in our
own lives, both individual and national, which depends upon
and can only be expressed in terms of that knowledge. The
classics are in this sense at once the roots and the soil out of
which the modern world has grown, and from which, as a
matter of mere scientific or historical fact, and apart from any
theory or preference, it draws life through a thousand fibres.
In this organic sense the phrase of the dead languages exactly
expresses what is not classical. So far as they are dead, they
are not classical. So far as they are classical, they are alive,
as part, and that not the least part, of our own life.
'
In our
life alone does nature live.'' On dead letters and arts, as
on dead science and dead theology, is pronounced the same
inexorable sentence and the same call to a higher activity :
Sine ut 7nortui sepeliant moHuos suos ; tu autem vade, et
annuncia regmmi Dei.
On a broad survey of the facts we may say that the study
of the classics is the study of the great bulk of relevant
human history through many ages, over a period of not
less than a thousand years, which is the bridge between the
prehistoric and the modern world. We cannot make this
period begin later than 850 b.c, the date to which modern
criticism, reluctantly returning to the ancient tradition,
assigns the Homeric poems. We cannot make it end sooner
than the shifting of the world's axis by the growth of Chris-
tianity and the emergence of Central Europe in the third
century after Christ. But round these thousand years
extends a penumbra reaching backward and forward for
ages at each extreme. Between the two great catastrophes
in which the Graeco-Latin world may be said to begin and
end, the sack of Knossos and the sack of Constantinople,
hardly much less than three thousand years intervene
;
and
of the whole of this prodigious period the Greek and Latin
classics in their widest sense are at once the key and the
symbol.
In a more restricted and more accurate sense of the term,
the classical periods of Greek and Latin civilisation are
different, and stand apart. Each is confined within a space
of little more than two centuries. The former begins and
ends with the rise and fall of self-government in the free
States of Greece Proper. The latter is included in the last
century of the Roman Republic and the first of the Roman
Empire. Between the two lies another period of equal extent,
which is in literature as well as in history of great interest,
but which is not that of the classical Avriters. We learn
Greek and Latin in order to obtain access to the whole of
the past; but still more, and as regards ordinary study
primarily, to acquaint ourselves with these two classical
periods, which represent in important respects the culmina-
tion of what mankind has done at the height of its trained
intelligence as regards both the art of letters and the conduct
of life. Arnold, in a well-known passage, states the case
with admirable precision.
'
First,' he says,
'
what a man
seeks for his education is to get to know himself and the
world. Next, for this knowledge it is before all things
necessary that he acquaint himself with the best which has
been thought and said in the world. Finally, of this best
the classics of Greece and Rome form a very chief portion,
and the portion most entirely satisfactory. With these con-
clusions lodged safe in one's mind, one is safe on the side of
the humanities.'
Such then is the scope and object of classical studies,
such the place of the classics in a rational and educated
human life. But the place of Latin and of Greek in such
a life is in two spheres which, though they intersect and
interact, are neither concentric nor co-extensive. He who
truly knows both holds in his hand the keys of the past,
which unlock doors in the house of the present, that anceps
dolus mille v'lis far exceeding in intricacy the Cretan
labyrinth of the Minoids, or the maze of chambers and
corridors that stretched round and beneath the palace-
fortress of Blachernae. But these keys are two, and the
doors they open are different.
The place of Rome, of the Latin temper and civilisation,
the Latin achievement in the conquest of life, is definite
and assured. It represents all the constructive and con-
servative forces which make life into an organic structure.
Law, order, reverence for authority, the whole framework
of political and social establishment, are the creation of
Latin will and intelligence. Throughout the entire field
of human activity, we are still carrying on the work of
Rome on the lines drawn once for all by Latin genius.
This Latin genius impressed itself most strongly on their
grammar and their literature. And just as Latin granmiar
is an unequalled instrument for training of the mind in
accurate thought, Latin literature is an instrument as
unequalled for discipline of the practical reason.
While Rome stands for the constructive and conservative
side of life, Greece represents the dissolving influence of
analysis and the creative force of pure intelligence. The
return to Greece, it has been said, is the return to nature
;
it has to be made again and again, alwavs with a fresh
access of insight, a fresh impulse of vitality. The return
to Rome need never be made, because we have never quitted
her. Rome we know. Deeper study, longer acquaintance,
fresh discoveries, only fill in the details and confirm the
outline of forms which, once impressed on the world, became
indelible. Greece is in contrast something which we are
so far from knowing that we hardly have a name for it.
Even if accidental it is highly suggestive, that we can
only speak of it by the name of one or another insignificant
tribe, outside of the land we think of as Greece and of
the culture we call Hellenic. The Hellenic name, to quote
the famous words of Isocrates, seems not to stand for a race,
but for intelligence itself; for an air of the spirit, that
blows when and where it lists. At every point we are
presented with its strange intermittence and elusiveness.
What is Greek appears in a manner to have existed only
to prepare the way for what is Latin, and then to dissatisfy
us with that, lest one good custom, perhaps, should cor-
rupt the world. The whirling nebula of connnonwcalths
between the Aegean and the Adriatic took fixed shape
merely as a burnt-out satellite of the orbis Romamis, the
puny and eventless Roman province of Achaia. Greek
art wandered lost through the world until Latin hands
seized it and transmitted it to the Middle Ages. The
Christology of the earlier Greek Church just fixed itself
16 THE CLASSICAL ASSOaATION
for a moment at Nicaea in order to hand over a symbol
to the West ; and the structure of thought built up by
the Latin mind from Augustine to Aquinas was the central
life of mediaeval Europe, while the Eastern Church lost itself
in iridescent mists of super-subtle metaphysic. A history
of Latin literature is a possible and actual thinga thing
of defined scope and organic limits
;
as with the political
and social history of Rome, we can only redraw it with a
firmer hand and a greater mastery of detail ; in their main
substance and effect, the Aeneid or the Commentaries of
Caesar are what they have been and have never ceased to
be since they were written. The history of Greece and
of Greek letters has to be perpetually rewritten
;
in both
we seem to be dealing with something that is less a sub-
stance than an atmosphere or an energysomething elusive,
penetrating, fugitive. In the sculpture of Phidias and his
predecessors there is a subtlety of modelling which actually
defies the pencil of the most accomplished draughtsman
to follow ; the delicacy of outline and fluidity of plane is
like that of life itself. So with the Greek classics
;
they
never yield their final secret. Our picture of the Homeric
Age
by
which I mean the age that produced the Homeric
poems as we know themis in constant flux
;
it is like a
land seen intermittently through dropping and lifting mists.
Modern scholars are revolutionising the whole aspect and
meaning of the Athenian drama. The work of Mr. Gilbert
Murray on Euripides, and of M. Victor Berard on the
Odyssey, to quote only two instances, is of a really creative
value in reconstituting or revivifying two aspects of Greek life.
We still need some one to light up for us
'
Hellas and
Mid-Argos,"" to give us a living insight into that brilliant
period between the Median and Peloponnesian Wars when
life reached a sustained height and tension to which history
presents no parallel, and which yet is so insubstantial and
impalpable. We cannot fix that central time, any more than
we can fix a central place, of Greek national life. Where
are we to look for the focus of that incalculable curve ? In
17
Elis or at Delphi ? in the unwalled Eurotas valley, or where
Athena lodged in the fenced house of Erechtheus ? And where
are we to seek the central moment of Hellenic culture,
among those strange people, half children and half savages,
yet so accomplished and so worldly, among whom were
born beauty, truth, freedom, and vulgarity ; on whom the
mature mind of the Roman looked, as Egypt and Persia
had done before him, with a mixture of fascinated contempt
and admiring awe ?
While Rome has laid down for us a realised standard
of human conduct, Greece rears aloft, wavering and glittering
before us, an unrealisable ideal of superhuman intelligence.
It appears and disappears and reappears, always with the
same extraordinary power of deflecting, dissolving, recreating
the life that it touches. For a thousand years the Western
world had to do without Greekand it did very well;
but there was something missing. Since then there have
been three great movements of return to Greecethe later
Renaissance, the rediscovery of Greece a hundred years ago,
and noAv the fresh impulse that makes us face the problem
again with our test-tubes and magnesium-flares, our armament
of archaeology and history. In each of these cases the Greek
influence has acted as a disturber and a quickener :
'
The
men that have turned the world upside down are come hither
also."' It comes as something kindred to, yet transcending,
our own habit of thought and mode of life, midway between
our own Western inheritance and that of the alien blood
and mind of the East. The Indo-Chinese world stands now,
as it has always stood, aloof and apart from our own. To
earlier races in the valleys of the Nile and the Euphrates
we owe the beginnings of science, art, and thought. From
the Semitic stocks of the Syrian and Arabian plateaus we
draw our religious beliefs, our chivalry, and our romance.
The empires of Iran and Nippon have given birth to arts
and civilisations, if not to literatures, of a high order of
importance. But all these are foreign to us. Greece is
foreign also
;
yet some strain of that remote blood mingles
in our own. LTsing the Latin eye and hand and brain,
we find in the Greek eye and hand and brain an insoluble
enigma and a perpetual stimulus. Hundreds of years hence
the same process of return to Greece may still be going
on, amid a society still based upon the foundations and carrying
on the work of Rome.
In the essay from which I have already quoted, Arnold
observes that in the Athens of the fourth century b.c. we
see a society dying of the triumph of the Liberal party, and
in the age of the Antonines, a society dying of the triumph
of the Conservative party. Notwithstanding the obvious
criticism that Athens was ruined by Imperialist expansion,
and that the decay of Rome is almost coincident with the
era of peace, retrenchment, and reform inaugurated by the
Good Emperors, the observation is interesting and suggestive.
By which death is the study of the classics now menaced ?
The foundation of this Association is partly due to the
general modern movement towards better organisation, more
scientific methods, increased regard to efficiency. It is partly
due also to an uneasiness which in some minds approaches
terror. The classics appear before the world, not, as once,
candidate and crowned, but in a garb and attitude of
humility, almost of supplication. Scholars rally to the
defence of a besieged fortress. JVIany of the phrases of half
a century ago have become inverted. As the Middle Ages
produced the Renaissance, as the Reformation produced the
great Catholic revival, three himdred years of education
based on Greek and Latin have produced the anti-classical
reaction we see now. The supercilious attitude only too
familiar among scholars of an earlier generation has been
abandoned. It is not necessary to rush to the other extreme,
and weaken our case by appeals to prejudice or to pity. No
good will be done by calling names, or by ignoring facts. It
is not thus that hostility is disarmed or that converts are
made. In the first place, let us clear our minds of cant.
Greek and Latin are not, as was once claimed for them,
objects of study and means of education possessed of some
19
mystical or sacramental value. That does not make them
less educative as a study, less potent as an influence, but
more. Nor need we aggravate the controversy, already suffi-
ciently heated, as to the necessity of Greek and Latin at
certain stages and in certain places of education, by involving
it in an atmosphere of controversial theology. Into this
matter I dare not enter further. The President of Magdalen,
with tears in his voice, implored me not to utter even in a
whisper a certain phrase which at present distracts this
University
; and in any case I should not have been much
inclined to pursue what seems to me a curiously confused
issue. A controversy as to compulsory bread as an article of
diet might conceivably be carried on with equal heat and
pertinacity, were the supply of bread, and let us say of
potatoes, in the hands of two bodies of highly educated
persons representing enormous interests, and if the question
were further complicated byone section of the disputants insist-
ing that bread was not beef, while potatoes were, and another,
that what was true of bread must be true of wine also.
Again, it may be stated with some emphasis that much in
Greek and Latin literature is of no particular value, and its
study has no appreciable claim on our regard. The brutal
dexterity of later Greek art, the laboured pedantry of the
Latin decadence, are objects merely for the scientific study
of specialists. Even in the classical periods there is much of
secondary value, much which is dead language. From this
point of view Gregory the First and Amr ibn el-Asi, if they
were really responsible for the destruction of the Palatine
and Alexandrian libraries, might be reckoned as unconscious
benefactors of classical studies, and as having indeed inherited
the practical sagacity of Roman administrators and the
uncompromising logic of Greek thinkers.
Lord Cromer, who would I hope pardon me for quoting
him as one in whom the Greek lucidity of intelligence is
combined with the Roman faculty of constructive adminis-
tration, once told me that he asked a lady at Cairo what
she thought of the Pyramids ; to which she replied, that she
4
never saw anything half so silly in her life.
'
And I am rather
inclined to agree,' he added, 'in this scathing but original
criticism."' The contrast between this modern attitude and
Buonaparte's famous words to his troops on the morning
of the 3rd Thermidor of the year Six puts very pointedly
one side of the contrast between the old and the new
feeling towards the classics. It may be supplemented
by a more commonplace instance from my own exper-
ience. I lately had occasion to confer with a represen-
tative of the London Chamber of Commerce regarding
certain examinations conducted by that body. He spoke
of the difficulties arising from the conservatism of school
authorities ;
and instanced the head master of one particular
school, not in any spirit of contempt, but rather in sorrow,
as 'a man who had no soul for anything above Latin and
Greek.' The phrase is noteworthy; for a real enthusiasm,
not unlike in its nature to the old enthusiasm for the classics,
has arisen round what are called practical studies. Those
which specially kindled his Avere office work, typewriting, and
certain arithmetical processes called totsthe last of which
would very possibly have met with the approval of Plato.
But if it were the case that the soul had gone out of Greek
and Latin, they would be, what their opponents call them,
dead languages. Or may the soul have gone out of their
teachers ? Have they lost the faculty of making the classics
alive, to themselves and to those they teach ? For it profits
little that the thing taught is alive, if the person who teaches
it is dead. To keep Greek and Latin from being in effect
dead languages, to keep classical culture a vital influence, is
the most important of the objects which this Association has
to promote.
The late Lord Bowen, in the preface to his brilliant
translation of Virgil, pointed out by a single satiric touch
one of the great weaknesses of professional scholars. They
remind one, he said, in their jealousy for the interests of
these studies, in which they seem to claim a kind of
proprietary right, of a timid elderly traveller fussing over his
21
luggage at a crowded railway station. A life spent among the
masterpieces of ancient thought and art is in fact misspent
if it fails to communicate to the student somethins; of their
large spirit. If it sometimes results in something strangely
small and petty, that is the fault of the method and
not of the subject of their study. The fine vindication
of these minute researches in A Grammarian''s Funeral is
too well known to quote ; but the specialists are not always
inspired by so high an ideal. The arguments for the value
in education of science and of modern languages are equally
applicable to the classics if studied by proper methods and
in a proper spirit, only that they apply in a higher sense.
But the objections which may be urged against science or
modern languages as preponderating elements of education
are no less applicable to Greek and Latin as they are often
taught and studied. Two-thirds of the study of the classics
is vitiated by that very narrowness of outlook and over-
specialisation of research which is the defect of science as
an educational instrument.
But in spite of all that is said about the decay of the
classics as a main factor in education, there has never been
a time within memory when they were as widely and as
seriously studied as they are now ; and never a time in which
they have given promise of being a larger influence. The
outlook upon life of the Homeric rhapsodes and the Attic
dramatists, the art of Agelaidas and Phidias, the thought
of Plato and Aristotle, are actual living forces of immense
moment ; and in a like measure, though in a different way,
this is true of Cicero and Lucretius, of Horace and Virgil.
If they suffer temporary eclipses of fashion, we may await
the revolution of the wheel with confidence. Should they
cease for a timewhich I do not think will be the case
to be an important factor of education, time will reinstate

them. Signs of a reaction in their favour are already visible.
The State is beginning at last to take the problem of higher
education seriously in hand. In any scheme aided and
superv'ised by the State, linguistic and literary training
will henceforth have its part, will neither be ignored nor
squeezed out. And if this is so, the classical languages,
each in its own sphere and to its own degree, must, simply by
the force of their own unrivalled qualities towards imparting
such training, assert their place. After trying many substi-
tutes, we shall have to fall back on the fact that in Greek
and Latin we possess languages unequalled for organic
structure and exquisite precision, and literatures which,
because they reached perfection, cannot become obsolete.
We may get rid of cant without losing reverence. The
classics include certain specific things which are unique
in the world, and without which human culture is and
always must be incomplete. These are the final objects
of the whole study which leads up to them. Meanwhile,
there is much to be done in quickening the spirit and
renewing the methods of classical teaching, in lifting from
off it a dead weight of indolent tradition and class prejudice.
If this is effected under the pressure of criticism from
without, and of an awakened conscience within, the anti-
classical movement may turn out to have been a scarcely
disguised blessing to the cause of the classics.
I have ventured to place before the Association these
general considerations with regard to the place of Greek
and Latin in human life as a prelude to the more severely
technical discussions which will be its main occupation.
Here, in one of the ancient centres of humanism, where the
ghosts of Dante and Erasmus move among more familiar
shades, some such inaugural tribute to the humanities may
not be thought unfitting before we set seriously to the work
we propose to undertake :
As men in the old times, before the harps began, poured
out wine for the high invisible ones."
Admiral Sir Cyprian Beidge said that they would probably
expect, and would certainly have a right to demand, some
explanation of his appearance there on that occasion. His
23
object in coming was to ask that the subjects which the
Classical Association had been instituted to advance mio-ht
be looked at from a point of view from which it had seldom
been regarded. He made no pretence whatever of being a
classical scholar. He did not for one moment presume to
pose as an authority on the systems of classical instruction.
As far as the subjects under consideration were concerned, he
was well aware of his own insignificanceso well aware that,
if he did not remember that some very important results have
been effected by the action, or at least with the help of very
insignificant agents, he should not have ventm-ed to
"
shove
his oar in." They knew that a couple of lance-corporals
undertook to transfer the Roman Empire, and they did
transfer it
; and they also knew that Avhen the king of beasts
was caught in the hunter's net, the obliging rodent who
enabled him to free himself was the most insignificant of
quadrupeds. So he thought that perhaps he might help to
forward the cause w^hich the members of the Association had
at heart by requesting consideration from a point of view
which might be rare. As he had served for fifty-one years
in the Navy, they would forgive him if he said that he was
inclined to think the Navy the beginning and end of all
things
;
but he occasionally found time to look at reports of
the discussion of educational methods alluded to by Professor
Ramsay, carried on in the English newspapers. It seemed
to him that the opponents of classical education based their
opposition upon a belief in the absence of all practical value
in classical education. Now, in the restricted sphere in which
alone he was competent to move, he would ask to be allowed
to join issue with them on this point from his own personal
experience. Not long after he went to sea, this country
became involved in war. Part of the duty of his ship was
in enforcing a blockade of the enemy's coasts, and only certain
neutral vessels were exempt from interference. One day
they approached a neutral vessel. The master of the vessel
asserted that he was entitled to exemption. They did
not believe him, as they wanted prize-money very badly.
However, his captain thought the matter required his personal
investigation. He went on board the vessel, and took with
him a young officer. Into this young officer's hands were
placed the vessel's papers. He found amongst them a docu-
ment in Latin. Having had the advantage of a classical
education, he was able to translate this document, and he
completely confirmed the statement of the master of the ship
as to his claim to exemption. This was of immense practical
value. In the first place, the owners of the ship and the
consignees of the cargo were spared the losses which they
would have suffisred if the vessel had been excluded from
exemption, and it probably saved the country from the con-
sequences of grave international complications. The three
modern languages which were most useful to naval officers
were French, Spanish, and Italian. German was no use to
them at all. Having spent a great deal of time in learning
it, he thought he could speak with some authority. Those
people who had not had a classical education might not be
aware of the close similarity of the vocabulary of the three
languages
first-mentioned to Latin
;
and so, again drawing
on his own experience, he would point out that a fair
grounding in Latin greatly facilitated the attainment of
any one of those languagesa matter of practical value.
As had been distinctly stated in the addresses and in the
programme of the Association, its object was not solely that
of dealing with the vocabulary and the grammar of the Latin
and Greek languages. It meant a great deal more : it meant
diffusing a knowledge of the institutions, the pohcy, and the
naval and military campaigns (as part of their history) of
the ancient nations.
These historical campaigns were of the
greatest value to naval officers who studied the higher parts
of their
profession. What they wanted in the Navy was not
only devoted and loyal subjects, but logically thinking men,
and he ventured to maintain that the classics carried with
them instruction
which acts as forcibly on the intellectual
faculties as any work that he knew of in science. He knew
that a good many people (certainly in his own service) were
opposed to the continuation of classical instruction, because
they thought that it was not up to date. It was very
curious how many people were influenced by what they
thought was not up to date. A few weeks ago he was in
the United Statesa fairly up to date countryand he
would undertake to say that more attention had been
paid to classical education in the United States, more classical
works had been of late edited there, than in the previous
twenty-five years. He hoped that the work of the Associa-
tion would prosper; he hoped it would, from the point of
view from which he had addressed that audience. He hoped
that it would succeed in convincing the people of this country
that the extinction of classical education would be the gravest
loss, and that even its considerable restriction would reduce
them to reliance upon a sorely mediocre and deplorably
imperfect system.
The President of Magdalen (Mr. T. H. Warren) said
that he rose merely with a view to giving a small explanation.
His name had been alluded to by his friend, Mr. Mackail,
who had told them that with
"
tears in his voice
'"
he had
besought him not to introduce into the discussion the
celebrated phrase "Compulsory Greek." Well, if the tears
were in his voice at that moment, he thought they were
rhetorical tears, partly simulated. They were due to the
instigation, and perhaps he might say the urgency, of
some persons less confident than himself. No doubt he did
feel it to be very important that it should be understood
that the joining of the Classical Association did not commit
any one who joined to any particular views as to the reten-
tion or abolition of what was called by that not very attractive
name,
"
Compulsory Greek
"
; but if he had consulted his own
opinion, he was sure he should have felt what he did feel,
what he felt then more strongly than ever, and what he
thought he would never cease to feela confidence that his
old and true and gifted friend, Mr. Mackail, might be trusted
to handle even
"
Compulsory Greek," or any other topic,
with such brilliance and such grace as to disarm criticism,
and, he was afraid, to destroy discussion. They would
go away having an echo of his charming and dehghtful
remarks in their ears, and they would always look back
to his address as their inauguration, and as containing the
ennobling spirit and example which the Classical Associa-
tion would desire to carry on with it in the years of
strenuous and, it might be, combative activity to which it
looked forward.
The President then called upon Professor Sonnenschein
to read the minutes of the meeting of December 19th, 1903.
The minutes were read and agreed to.
The Hon. Treasukee (Mr. J. W. Mackail) gave an interim
report upon the financial position of the Association. He said
that they would of course understand that he was not at
present in a position to submit a balance sheet, and he would
simply restrict himself to giving the facts, and stating in
a rather rough way what he considered to be their general
financial position. Six hundred and fifty-five members had
joined the Association and paid the entrance fee ; there
were about one hundred other persons whose names were
handed in originally or had been given since, but who had not
yet formally become members by paying their subscriptions
in a few cases from obvious causes. In one case, for example,

a permanent absence in South Africa ; in two or three,
notices of withdrawal. The majority were, no doubt, mere
ordinary cases of delay or forgetfulness in paving the money,
and it might be safely assumed that, when these arrears had
been made up, the membership of the Association would stand
at about 750. As regards finance, the 655 entrance fees
already paid amounted to oC163 15s.
;
various other sums had
been received in the way of donations and subscriptions in
advance, and also a few compounded subscriptions entitling
a life-membership in accordance with one of the rules.
These minor receipts amounted in all to about dflS, making
the total receipts up to date ^178 17s. It must, of course,
2
report which he had to make. He would be glad to answer
any question upon it so far as he could.
The President of Magdalen said he had the pleasure to
undertake what was a very important piece of business, but
what was strictly a piece of businessto ask them to adopt
the Constitution and Rules which had been drawn up for the
Association. He would call particular attention to Rule
8,
re-
lating to the election of officers, because it would be necessary to
adopt a provisional motion to carry them on for the present
;
and to Rule 19,
which said :
"
Alterations in the Rules of the
Association shall be made by vote at a general meeting, upon
notice given by a secretary to each member at least a fort-
night before the date of such meeting.'"' They were just
coming into being, and had not been able to do everything
quite regularly and in order. But the Rules had been most
carefully considered, and he would ask that, if they were
willing to accept them as a satisfactory set of Rules for
starting, they should not now take up a great deal of time
by moving small amendments. The great thing was to get
under weigh. He had a letter which the Chairman had
just put into his hands, which called attention to some-
thing which it was possible they might think well to amend
thena letter from Mr. R. T. Elliott, of Oxford, in which
he wrote that he much regretted being unexpectedly prevented
from attending the meeting that morning. Mr. Elliott
had intended to move the omission of Rule 18,
giving power
to the Council to remove by vote any member's name from
the list of the Association. As the quorum of the Council
was to be five, that would mean that three members of the
Council would have the power of seven hundred members.
He was also not at all sure about Rule 15, that "ordinary
members shall be elected by the Council." The President
said that Mr. Elliott had certainly called attention to a
serious point ; but still, they knew how these things worked,
and it was for them to say whether any Council would
agree to abuse the terrible power which was placed in their
hands ; and if they would hke to see that rule omitted or
amended, it was for them to say so.
Canon Lyttelton said he had much pleasure in seconding
the resolution. The Rules seemed to him to be inspired not
only by common sense, but to be expressed with that lucidity
and brevity which nothing but a classical education could
secure.
Mr. J. Armine Willis moved to insert in Rule T the words
"
to be selected at the previous general meeting."
The motion was seconded by Professor Butcher, and
carried.
The Rev. Dr. J. S. Dawes said that he had noticed the
points Avhich had been alluded to by the President of
Magdalen. Rule 15 seemed unnecessary ; and Rule 18, he
would propose, should also be omitted.
These proposals were not seconded.
The Rules, as thus amended and as printed in the
Appendix to these Proceedings (pages
61, 62) were then
agreed to.
The Warden of Wadham (Mr. Wright Henderson)
moved that
"
the existing officers and Council, together
with Professor Percy Gardner, be re-elected, and be deemed
to have been elected in accordance with Clauses 8 and 11, as
from an annual meeting held in January, 1904."
He said
the proposal commended itself. It was to save trouble in
re-election, and to continue, for the benefit of the Association,
the services of the existing officers and Council.
The motion was seconded by the Rev. T. L. Papillon,
and carried.
The President proposed, and Professor Sonnenschein
seconded, that the name of Sir Robert Finlay, Attorney-
General, be added to the list of Vice-Presidents.
The motion was carried.
30
THE CLASSICAL ASSOCIATION
The President of Magdalen moved
"
That the Associa-
tion authorise the Council to make a reasonable allowance
towards the travelling expenses incurred by its members
in attending meetings of Council." He said that it was
a principle recognised and adopted in a great many
spheres, that if a person gave valuable time to the work
of a governing body, or if he was engaged, as some of
them were, in educational work, that a reasonable allowance
for his expenses should be made. That he should not only
have to give his time, which was valuable, but that he should
also have to pay for his travelling expenses did not seem right
in principle. The Treasurer would be able to make a state-
ment as to how the Society's funds would bear it. There had
been a great deal of discussion as to what a reasonable allow-
ance would be.
Third-class fare one way had been suggested.
He thought himself that if an allowance were made, third-
class fare both ways should be allowed.
Miss Gavin said that, as a London member of the Council,
she had pleasure in seconding the motion. She could bear
witness that remoteness had never prevented members from
coming to London for meetings of the Council. It followed,
therefore, that though the majority of the Association ex-
pressed their affection for the classics by a payment of five
shillings a year, a small number of members had thus spent a
good many pounds. If the funds would allow it, they should
lessen this disparity.
Mr. Mackail said that, on the hypothesis that the allow-
ance would be third-class railway fare to and from the place
of meeting, and that the number of meetings of the Council
and the attendance at them Mould be similar to what they
had been, the maximum expense might be calculated at a
sum probably not exceeding 30.
Professor Postgate moved
"
That the Council be requested
to nominate a committee for the purpose of considering the
spelling and printing of Latin texts for school and college
use, and that it be an instruction to this committee to
confer with the Association of Assistant Masters on the
subject.'" He said that the second part of the motion
indicated the source from which it had come to them. They
were asked by the Incorporated Association of Assistant
Masters in Secondary Schools early in March to take up
the question, and three resolutions [which he read] were
communicated to the Council, Some years ago the matter
of standard orthography in Latin texts was dealt with in
America, and in consequence, the researches then made as to
the approved practice of spelling would be available for the
inquiry that would have to be conducted by the committee.
They knew that Latin orthography was a very troublesome
business, and that a great deal of the time of teachers at the
University was taken up with correcting mis-spellings. The
resolution was a little more general in character than had
been originally suggested by the important Association which
had asked them to move in the matter.
Mr. WiNBOLT said that the matter had been before the
Assistant Masters' Association. They soon made up their
minds that it was altogether a desirable thing to have uniform
orthography, and also that it was quite possible to draw up a
practical scheme ; but they found considerable difficulty when
they attempted to formulate some Avay of getting a scheme
accepted by the chief authorities in the country. It was just
at this moment, happily enough, that the Classical Association
came into existence. They at once drew up the resolutions
which Professor Postgate had read, the two chief being that a
greater uniformity of spelling was desirable in Latin school-
books and papers, and that the Classical Association be asked
to secure such miiformity. They had something to go upon
already. There was Brambach's little book as a groundwork.
The Clarendon Press had drawn up a series of rules, and
Messrs. Blackie & Co. were doing the same thing. The
advantages of a uniform spelling hardly needed discussing at
all. As things went, there might be a difference between
one boy's text and that of the boy who was helping him to
construe, or between text and dictionary. No doubt these
were not difficulties of the greatest magnitude ; but they
seriously discouraged progress in the first stages of learning
Latin, and it was most essential that they should set their
classical house in order in such matters. It was surprising to
find that in a hundred lines of the Aeneid five representa-
tive school-books gave twenty-three differences in spelling.
What was wanted was a small committee of good men to
draw up a few rules of general application. A list of the
most important exceptional spellings might be printed on a
leaflet with these few general rules, which should be circulated
among the chief classical teachers and publishers. With this
leaflet should go a request to consider the advantages of
coming to an agreement on this important point. He
begged to second the resolution.
Professor R.. S. Conway said he ventured to speak for a
moment, because he might be one of the guilty parties who
had helped to introduce some of the discrepancies to which
Mr. Winbolt had alluded. Spelling constituted a real diffi-
culty. It was like sand in the eyes of beginners in Latin.
In other branches of work he had had experience of useful
co-operation between the teachers in different Universities
and in different schools, and he hoped this would not be
the last committee formed by the Association for a practical
purpose. They would no doubt face the terrible question of
pronunciation later on, but spelling was a good thing to deal
with first ; and he hoped that the committee would guide
them rightly in this universal difficulty, which during the
last two years had shown a magnitude that probably would
be quite surprising to any members of the Association who
should have reason to look into it.
Professor Butcher moved that the next general meeting
be held in London early in January, 1905. He said there
was no time of the year which was not considerably incon-
venient, and the Council had found that three months were
less inconvenient than any othersthe months of January,
September, and July. There had been a plebiscite of the
Association, and its choice had gone in favour of January.
The Rev. R. D. Swallow (Chigwell School) protested
against the resolution. In doing this he drew a picture
of the way in which head masters would most probably spend
their next Christmas holidays. They would first of all
meet before Christmas under the presidency of Canon Lyttel-
ton at the Head Masters' Conference. Soon after Christmas
there would be a meeting of the Association of Head
Masters ; then there would be a meeting of the Teachers'*
Guild (which he believed was still vigorous), and other
meetings of societies, which always took advantage of the
vacation. Personally he felt, from his own experience, which
was not new, that they would do great injustice to these
Associations if they met in January, and that the jaded
brains of the head masters would be quite enough strained
without another meeting. He moved that the matter be
referred back to the Council for further consideration.
The Rev. Dr. Fry (Berkhampstead School) seconded the
amendment.
Professor Postgate said he would give the details of the
votino;.
It was with great difficulty that people could leave the
Universities in term time if they were engaged in teaching
work. This, he thought, was shown sufficiently on the
present occasion by the very small attendance of Cambridge
men, who should have been attracted to the sister University
in such a cause.
Miss Gadesden (Blackheath High School) said that,
considering the numerous meetings and conferences in
January, it was really cruel for them to suggest another.
Only three months had been mentionedJanuary, July, and
September. She would like to add her hope to Mr.
Swallow's, that some other month would be found.
Mr. WiNBOLT said that January was inconvenient, and
May almost impossible. The only alternative seemed near
the beginning of September.
Mr. R. L. Leighton (Bristol Grammar School) said that
somewhere about the first half of September was really the
best time for themcertainly for a great many head masters
and head mistresses, who were very reluctant to leave their
school during term time. It was a great pity that the
Easter vacation was not available because of the different
times at which it would fall.
Mr. Rice Holmes said that there was no month in the
year which would not be objectionable to some members of
the Association ; that the members had already been invited
to decide which month was the most convenient or the
least inconvenient to them for holding the general meeting,
they] had decided in favour of January, and that there was
therefore nothing to be gained by reopening the question.
Mr. T. C. Snow thought it would be simplest to hold
the meetings in different months in different years and
consult everybody's convenience in turn.
The President of Magdalen said he hoped that the
Association would agree to hold the next meeting in
January, when it could take into consideration other months
for future meetings.
The President of Magdalen announced that at 4.30
the chair would be taken by Professor Butcher, as the Master
of the Rolls had an engagement which prevented his
attending.
Afternoon Meeting
The Association met again at 4.30, Professor Butcher
in the chair, when Mr. J. W. Headlam read a paper on
"The Reform of Classical Teaching in Schools."
Mr. Headlam said he wished that the subject had been
introduced by some one who had a more intimate acquaint-
ance than he had been able to acquire with the teaching
of classics in the great public schools, because his o\\^l ex-
perience \\'as, he regretted to say, in schools where the subjects
they were accustomed to call classics scarcely existed at all.
But he should occupy himself solely in laying before them
a problem which was undoubtedly a very serious one, and
which had been already suggested that morning. While
he was listening to Mr. Mackail's address he could not
prevent his mind going back to a far different scene, and to
associations very different from those which had then been
called upthe scene of the fourth form of a grammar school,
where unwilling boys were being driven by a sleepy and
worn and weary teacher, and he could not help Avondering
whether all the labour which they had to go through really
did succeed in bringing them to the end which j\Ir. Mackail
had so eloquently placed before them. From what he had
observed himself, and from what he had heard from others
who had had better opportunities of observing than himself, he
thought that they could hardly doubt that there was some-
thing sometimes wanting in the means by which boys were
helped forward to that knowledge of the classics which they
all wished them to acquire. They had from time to time
the opportunity of reading, in the pages of The Classical
Review and other great periodicals, the views of men, some
6
36
THE CLASSICAL
ASSOCIATION
eminent and some not eminent, who told them that they had
spent many years at this and that school, and had devoted
nearly the whole of their time to classics, and ended by
knowing almost as little about them as they knew when
they began. That observation had been, to a certain extent,
confirmed by those who had most opportunity of judging
of the work that was done in schoolsthose members of
the Universities who examine boys when they leave school.
Now, he would just like to say one word. Schoolmasters very
often complained that their work was criticised by those
who did not take part in teaching. The complaint was
often extremely just, but it was inevitable that that should
be the case, because, according to their present system in
schools, no master knew what is done in other schools
besides his own. When the work was criticised, many of
the masters thought they were criticised unfairly, they being
the men who bore the heat and labour of the day. But
one could only judge by results. One had not, in the
case of the great public schools, the opportunity of seeing
the methods. Now, before entering into discussion, there
wei-e one or two points that he would like to eliminate from
it. He was reading a few days ago a very interesting article
by
Professor Postgate about the teaching of Latin in schools.
He there pointed out that enormous numbers of boys come
up to the examinations of the London University knowing
very little Latin. A large number of them were absolutely
ignorant. This showed that there was something wanting
in the teaching which those boys had had. That, however,
had nothing whatever to do with what they had then
under discussion, because those boys had not been educated
in classical schools. A very large number of them had been
educated by correspondence, and therefore he maintained,
when it was stated that the work as tested by the London
University was not satisfactory, that this was a matter to
be discussed when they were dealing with the organisation of
secondary education, and not when they were discussing the
teaching of classics in schools. It would be more helpful to
37
them if they centred their attention on the work in the great
classical schools of the boys who continued their work until
the age of eighteen or nineteen, who had had a thorough
classical training, the boys who had learned not only Latin,
but also Greek. There was another matter that he wished
to suggest
: they ought to put before themselves what it was
they actually claimed for classics as a subject of education.
People talked a great deal of there being a struggle between
classics and science. He believed that there was, that there
had been, and that there would be a struggle, but it was
not likely to be of any great importance to them. That
was a matter which, as far as he could foresee, would easily
and quickly right itself. Every one was agreed that all
boys and girls should have part of their education on what
you may call the humanistic side, and that they should
have part of their education in those subjects which are
summed up under the head of mathematics and science.
He thought it also clear that a considerable number of boys
must make mathematics and science the staple part of their
education, and must devote a larger part of their attention
to itand for these, humanistic subjects must take the second
place ; but it was equally clear that a large number in
the higher schools, where education continues longest, would
always make the humanistic side most important. The real
question was not whether the education was to be science
or classics, but whether the humanistic education was to be
altogether in the form of classics or in the form of modern
languages, of English, and of those miscellaneous subjects
which were grouped together under the term of modern
education. Let them just consider for a moment what was
the object which they put before themselves when they
wished to educate pupils in humanistic studies ; that would
at once lead them to the great crux. The great weakness
of the classical system, the characteristic of all modern work
in classics, was the predominance of the tendency towards
perfection of style, analysis of language, grammar, and
stylistic criticism. But, after all, in a humanistic training
it was not only the use of language, the use of words,
the analysis of sentences to which they wished to draw
the attention of the pupils. It was not only words ; it was
ideasit was the grouping of thoughts and facts in a great
work of art. To him it was this part of the classical
education which was deficient ; and it was this deficiency
that caused the weariness with which a large number of
pupils regarded their classical training. Suppose one was
approaching a great work of literature. One might
do this in many ways. If it was in a classical language,
their first object Avould be to translate it, and they
would take each sentence, and each paragraph, so as to
be able to translate it all. A large number of boys at
school never went beyond that. A boy who had attained
the very highest honours had told him that when he used
to read his classics he never thought what the books meant.
He would turn the pages over with great rapidity in order
to see if any of the passages were likely to be useful to him
at the examination. The contents of the book were as
nothing to him. In his own experience he had observed
a very considerable number of cases where a boy had read,
say, a certain history in the original. On referring the boy
to this or that passage he had found him absolutely ignorant
of its contents, his attention having been directed by
his masters only to those grammatical points essential for
the examination for which he was preparing himself. This
education gave no training in the reading of books, but this was
a kind of training that boys of eighteen or nineteen were quite
capable of profiting by; yet they frequently left school quite
without knowing how to read a book. Assuming the picture
he had painted was not untrue or exaggerated, he would go
on to suggest the causes and remedy of the evil.
Now, in regard to causes, he thought the first problem
they came to was the problem of grammar. When he sug-
gested for discussion the
"
Reform of Classical Teaching in
Schools," he did not mean to imply that any thorough
and complete fundamental change was required in the whole
manner of classical instruction such as they Avere giving to
other subjects of instruction. Take the case of modern
languages, for instance. There they knew the teachers were
not able to continue on the lines of what had been done in
the past, but all the modern language teachers were agreed
in beginning absolutely again. In science it was the same
thing. No science teacher would now suggest teaching
science in the same way as it was taught thirty years ago,
when it was going to monopolise the whole teaching of
England. A great revolution had been effected. A sudden
and complete change of that kind was not required in
classics, and it would be a matter of profound regret if the
traditions of three hundred years were to be lost. There had
always been going on a gradual change in which the methods
were slowly being altered. Take the case of grammar. Fifty
years ago, when a boy began his Latin he learnt the whole
of the Latin grammar in Latin from beginning to end. He
himself learnt it in English, but he did not think he under-
stood it much more than the boy who learnt it in Latin.
That system was dying, but it m as not dead ;
many boys still
underwent it in a modified form. He still heard of boys having
so many paragraphs of the syntax to say by heart before
they read any Latin book in which those rules were applied,
before they had any real knowledge of the vocabulary. It
was, however, now open to any one who wished to teach in a
better manner to procure any number of new text-books on
which he could base his teaching. When a boy approached
the Greek grammar at school he had put before him the
declensions. The unfortunate boy had to learn the whole
of the three declensions, and was it surprising that at the
end he never really knew the grammar which he approached
in that way ? Take the case of the verb, and the way in
which it was still taught in public schools. When a boy
encountered the Greek verb, he found it the most difficult
thing he had to learn in his life. He probably did not
know what a
"
tense
"
was
;
he did not know M'hat a
"
mood
"
was ; he chd not know what a
"
voice
"
was,but he had to
learn the whole of the forms of the verb by heart. He
believed that that would not be found in any of the schools
or schoolrooms of those who were there, but he did not
think it would be right to deal with the subject of classical
education in schools unless they were, to some extent, to
place on record their reprobation of that system. Since the
new books had been introduced it was no longer necessary
that that system shoidd exist. It was dying, but it was
not yet dead.
Suppose they took a little step further. Many a boy
never succeeded in learning the elementary parts of the
syntax or accidence ; he passed all his life like Moses look-
ing upon the promised land which he never entered.
But suppose that a boy did get to the upper fifth or
lower sixth ; suppose he had learned his thirty lines
of Sophocles, or his thirty lines of Virgil, and these had
been translated. The translation was accurate, and he
understood, as far as his immature mind was capable of
understanding, the sense of the passages
; and then the
teacher, especially if he were painstaking, and wished him to
win a scholarship, went back with him over the passage,
probably with a book of notes in front of him, which was
usually written by a great scholar, and he himself either
directly or vicariously seized some peculiarity or defect in
the language which he pointed out. By so doing he dis-
tracted the attention of the boy from that in the book
which he would be quite capable of understanding and appre-
ciating ;
for they must recollect that a boy's mind could
only absorb a certain number of things at once, and if they
drew his attention to all these minute points of language,
they took much away from the beauty and interest of the
work which he had studied; and therefore he would suggest
that |the study of grammar, as a thing of beauty and a joy
for ever, did in a very serious manner stand in the way of
appreciation of the literature by the boys, and he doubted
if it helped them to understand the language itself. He
had been told by those who examined the papers in grammar
that the best scholars often did the worst papers. It was
not to be supposed that he wanted inaccuracy in grammar,
but the difficulties for the boy of ordinary calibre were
many, and they should not increase them.
Then there was composition. ^Vliat he wished to suggest,
and he was not now using his own words, was thisthat
composition as now taught was a very highly specialised form
of work. \Vliat was the value of composition
.''
He did not
mean in the earlier stages, when a boy had to translate iso-
lated sentences. He meant in the higher stages, when people
were trying to translate into idiomatic Latin or Greek.
Surely the object of that was to turn the boy's observation
on the poets whom he has to imitate ! If boys were to
spend weeks and months and years reading their Ovid and
Propertius, this would be possibleit would then be done
in a spontaneous or natural way, because they had got
the sound of the original poet into their own minds. But
did they want boys simply to read Ovid and Propertius
again and again ? There were many other writers infinitely
more inspiring, infinitely more valuable. In doing Latin
composition the boys did not work out from their own
observation, but they practised rules learnt from their masters,
and the work all became secondhand. It was a kind of
tradition, handed on from teacher to teacher, and the same
too with Greek. Boys spent a certain amount of time in
reading Euripides and Sophocles, and, except in the case of
the cleverest boys, they did not get a sufficient acquaintance
to enable them to make a spontaneous imitation. There
was no doubt that the value of translation into the ancient
language was very great, but was it not too much to expect
a boy to write both Greek prose and Greek verse and also
Latin prose and Latin verse? In a very interesting
document published by a body they were all of them well
acquainted withthe Oxford and Cambridge Joint Board
he noticed that they took credit to themselves that the writing

of Greek verse and the writing of Greek prose was increas-
ing in the schools. He ventured to regret this. This was
42 THE CLASSICAL
ASSOCIATION
putting on the boys a burden too great for them to bear.
He wanted the time for the boys to read more in an organised,
systematic, and methodical manner, to understand A\'hat they
read. Surely, when they reached the age of eighteen or nineteen,
after studying a thousand years of the greatest part of the
world's history, they might be expected to have some elementary
knowledge of the times which they had been studying.?
Boys should learn history, and there was no history easier
to teach than that of ancient times, because there you were
at once brought into contact with yom- original authorities,
and for that reason no amount of history teaching done in
schools of modern English on the growth of the British
Empire, etc., could possibly have the intellectual value
arising from the teaching of the classics. But did they
get that experience ? No, they did not. There were certain
parts in the history of the world which were of great im-
portance. Such were the wars between Greece and Persia,
which had been recorded by one of the greatest masters of
prose. If you asked boys who had gone through school
if they had ever read the history of the Persian Wars as
told by Herodotus, they would say no
;
but surely time should
be found for them to do so. The obstacle was that the
time was required in order to read Attic Greek. Herodotus
was not Attic Greek. It was not
"
good
"
Greek prose, but
they would
understand it; it was a book which they
would take delight in. Take another example : Xenophon
was more hated by the schoolboy than any other author
who ever lived.
He read Xenophon for a term
;
he
mastered
his book and could read with some facility. But
instead of going on to a more interesting part, he was put
on to
something
entirely different. Thus new difficulties
were put in his way, and he never had the opportunity of
using his
knowledge, or gaining information from the books
he could read.
He wanted the boy who could read
Xenophon to go on and read a number of the easier books.
It would be found that if the boys were kept to such works
as they could understand, and to such as they were
interested in, more real progress would be make. A boy
when he had got far enough should read and learn for himself
several of the more interesting books, so that his exercises
would show that he had read and could write an account in
his own way of something which he had read. Finally, they
must have experiment if they were to make classical teaching
a success.
He would like to say in conclusion, that in the classics
they had the beginning of the great thought of the world
;
they had the preservation of the history of the world at one
of its most interesting periods, the preservation of the art
of the world in the work of the greatest of all artists who
lived. A parent could claim from them that the boy when
he left school should have begun to understand this. In
classics they covild make education many-sided without being
discursive. They could not have this in modern times, for
they had to go to different periods. In classics they had all
in the same books, by the same writers, and in the same
peiiod. He would see boys read more extensively, and he
wanted the masters' attention to be directed to this, so that
they might with discretion and judgment bring under the
notice of the boys innumerable matters which were now
ignored.
Mr. A. SiDGWicK said he felt sure he was speaking for
them all in saying that they -were extremely grateful to
Mr. Headlam for his paper. He agreed with him that what
was wanted at the present day in classical education was
experiment. He thought nothing could be better for the
common purpose than an exchange of views in their assembly
that day. The reform movement began, no dou})t, with the
1854 Commission on the Universities, followed by the 1862
Commission on the Public Schools, and about five years
later that on the Endowed Schools, and from these earlier
efforts had continued down to the later days of the Bryce
Commission. Whatever they might think of the move-
ment's present state and prospects, it meant a breaking up
7
of the old indifference and self-sufficiency of the schools
(and particularly the public schools), and as such it was to
be heartily welcomed by the Classical Association. The
Classical Association existed in the interests of education as
a whole, and should contribute its share to inquiry and
experiment. With regard to classics in schools it seemed
to him that there were two main questions
:
Who are the
right people to teach classics to ? How should classics be
taught to them ? To begin with Latin. The right people
to teach Latin to were those to \\hom it could be taught
without waste. Taking the three grades of schools to be
those which boys left at the average ages of fourteen,
sixteen, and eighteen years respectively, Latin should not be
taught in the first save to exceptional pupils
;
it should be
tried in the second grade, exceptions being allowed in special
cases ;
and in the third it should be taught to all. If he were
to define
"
waste," the definition would be something of this
kind
:
when a pupil had for an unspecified number of
months or years studied a language, and at the end could
not read fairly a piece which he had not seen before, written
entirely in the language, and of a difficulty suited to the
stage which he had then reached, there was certainly
waste ; and probably about 90 per cent, of this was
due to bad methods, and the other 10 per cent, to
native incompetence. Greek he thought ought to be
optional everywhere. His experience at Rugby led him to
believe that there was great waste in teaching Greek to the
wrong people. The boys should, indeed, have a text-book
and prepare lessons ;
but every teacher of a language, whether
Greek or Latin, should not only insist upon prepared lessons,
but try the boys still further with unprepared exercises,
orally. Young boys should be made to realise from the
first that what they Mere dealing îth was a language
spoken by beings like themselves.
Experience had further shown him that there was much
unintelligent working on the part of boys and slipshod
instruction on the part of teachers. He had been told by a
schoolmaster that he "ahvays just ran over the translation
first before the lesson began."" He would add that one
actually must teach in order to estimate what an amount of
intellectual waste there was in teaching lower grade boys
in secondary schools. He was afraid that there were a great
many writers in the press, and some head masters, who did
not know much in that way.
He agreed with Mr. Headlamps contention that grammar
should be taught not before reading, but in and after reading.
He believed also that a great deal might be done, particularly
in the early stages, by the adoption of something like the
oral method which is so widely used in the modern languages.
It was quite easy to give a boy a short easy sentence to
learn, and then turn it about, making it a question, then a
negative, put a different gender or tense into it, and so on.
In that way the boy was really learning to S2:)eak the
language as well as to write and read it. As to composition,
he believed that there also a mixture of methods was
desirable, and he agreed with a greal deal that fell from
Mr. Headlam about Latin and Greek verse. Another
suggestion he had derived from the first head master of
Wellington College, Dr. Benson, who was a man of many
original ideas in educational matters. He had a private
reading hour for his students. They came in as usual and
they brought in what books they pleased, and they
were encouraged to do classical reading for themselves,
reading in which they would never be tested by exa-
mination. Dr. Benson found that the experiment was
interesting to him, and also to the boys. Some of them
read modern languages, some English books, and some
classics. Lastly, there was the question of the training of
the teachers. The recent action of the Government was
making training an essential feature of the future.
Training had come to both Universities and to other
institutions ; and it had come to stay. He had seen the
students teach and be taught, and he knew how beneficial
it had been to them,
46
THE CLASSICAL ASSOCIATION
Mr. R. Cary Gilson (King Edward's School, Birmingham)
said it seemed to him that if they were to have a
real reform in classical teaching there were three
indispensable
conditions. They must really believe that
classical teaching was worth reforming; they must have
a clear idea of its present defects; and they must be
able to draw clear inferences as to the general direction
in which reform ought to go. On the first head it ought
perhaps to be unnecessary to say anything there, but when
he met with people who seemed seriously to regard this
movement as being a patching up of an old boat so that it
might last one or two seasons longer, until its place was
taken by something else, and Avhen their candid friend
Sir Ohver Lodge told them that he viewed the founding of
the Association with satisfaction for two reasonsfirst,
because the forming of such protective associations was the
beginning of the end, and secondly, because he thought
classical teaching might be improvedhe thought it was time
that, Avith due humility, they should welcome the second
idea and move a
"
reasoned amendment " to the fii'st. One of
his first experiences in Birmingham was an interview with
the Chamber of Commerce, who wished Latin to be excluded
from one of the schools of the Foundation. Amongst the
reasons that they provided for doing so was a statistical
statement as to the number of boys learning Latin in
Hamburg. He received these statistics, which were supposed
to prove that too many boys were learning Latin in
Birmingham, but an examination of the figures showed that
the number learning Latin was greater in Hamburg. The
Chamber of Commerce, had actually not taken the trouble
to compare them. They ought to carry the war into the
enemy's
country. It was not the retention but the extemion
of Latin teaching that he would claim. What, after all,
was the reason for the faith that was in them ? Were they
such praisers of the past as to think the ancient world to be
better than the modern world ? Surely not. Did they think
the ancient
languages so difficult and complicated as to form
a sort of mental gymnastics superior to anything else ? If
that were their main reason he really did not see how to
meet the suggestion that Chinese would do as well, or better.
The true reason was that in the ancient literature of the world
lay all the roots of the modern world, of all its literature,
science, art, and politics. The main reason was not that the
ancient language was more difficult and complicated, but
that ancient thought v,as simpler and purer. There you
had, as it were, the key to the complicated tapestry-work
of modern society, and for that key maybe there was no
substitute in modern languages. Why did classical teaching
want reforming ? Here he found himself less in agreement
with Mr. Headlam than he expected to be. The difficulty,
he said, was mostly in the method of teaching : he himself
thought it was rather due to its truncation. The old classical
curriculum, with all its faults, was an admirable training
for those who could go through with it ; but when it was cut
off before the end you got results which were to the discredit
of classical teaching, and which made reform in it essential.
He was painfully familiar with the fact that boys leave
school too early. For various reasons they entered the
school on the classical side. They started a course which
at eighteen or nineteen would yield the best results ; but
their parents took them away at fifteen for pecuniary,
economical, social, and other reasons. Could they expect
the best results then ? Another effect of truncation was
that the curriculum was crowded too much. His first
suggestion was that if boys were to stop at the sixteen
stage they should not learn Greek. He yielded to nobody
in his preference for Greek over Latin, but surely it was not
the case that Greek had the same importance for modern life
as Latin. His other suggestion was that they must get
along rather faster than they did now ; and here came first
the question of grammar. He would like to draw a sharp
line of distinction between accidence and syntax. To
attempt to read without learning the normal inflections and
their meaning was like attempting to read a French book
48 THE CLASSICAL
ASSOCIATION
without knowing la, le, du, and que. On the other hand,
it was possible and probably desirable to read a good deal
before beginning the study of formal syntax. Indeed, the
interest of that study only began at the stage when it became
possible to treat it historically, and this stage was certainly
not lower than the sixth form. The so-called
"
rules
"
of
syntax deserêd none of the sacred character with which
they had been invested. He would teach boys that it
ought to be possible to say miror quid faceres in Latin,
though unfortunately it was not possible. Again, their
teaching ought to be somewhat more oral. He was not
quite certain that they should apply the whole of the so-
called new methods of teaching languages to Latin and
Greek ;
but he would be in favour of a certain amount of
oral method, and for that reason he preferred the reformed
pronunciation of Latin. Any one who had not adopted this
in teaching Latin to a class Avould be surprised to find how
very much easier it was for the boys to take a sentence down
if pronounced in the reformed manner instead of the old.
But he hoped they would keep up the highest standard in
translation and composition. Those were the two points
in which he thought the classical teaching of this country
was ahead of what it was in America or Germany. If they
were going to study the classical languages with a view to
getting the key to modern life and a knowledge of literary
form, he could conceive no better way of getting it than by
doing Latin verse. He would like to make one complaint
against the Joint Board. They seemed to have a wrong
system of measurement in apportioning
"
set subjects." The
amount of matter in the Livy portion set was, he thought,
six times as great as the Virgil portion, which would seem
to imply that one ought to read an epic poem very slowly,
but history
prodigiously fast.
The Warden of Wadham said the question he would
ask would be addressed especially to schoolmasters and
concerned
with their actual subject, the teaching of Greek
find
Latin. He would observe that previous speakers might
49
have assumed that they were all in favour of Greek and Latin.
The question he would like to ask any one there was,
whether the experiment had ever been tried which Sidney
Smith
a
great philosopher and a great witadvocated, of
giving the boy a literal translation between the lines of his
reading book, of course assuming that he knew how to
translate Ego and had learnt some simple grammar. He
happened to know that it was tried at Harrow, and it was
said that it did not succeed. He would like to be informed
what the causes of failure were, because it seemed to be
quite a natural method in which to acquire language. He
was not going to say anything about compulsory Greek,
except that the attack on it meant no hostility to Greek
language and culture. It related to a certain kind of Greek,
which they wished to reform. Need he say that the
present modes of teaching were deplorable ? He had examined
about two thousand men in Greek and ploughed about six
hundred. There was something wrong in the system when
half of the candidates, after eight or nine years spent on
learning Greek, were unable to translate a simple passage
properly. Unfortunately, no Greek writer had ^vTitten down
to the level of candidates for pass examinations.
Canon Lyttelton said that the experiment of the so-called
interlinear translation had been tried at Eton, but without
the consent or sanction of the masters, and it was facilitated
by books carefully prepared according to that principle
being sold by the school bookseller in the middle of the
college. It was, intellectually speaking, a failure. The two
most fertile remarks Mr. Headlam made were A\hen he asked
them to read continuously and link the subjects together.
Universities, as a consequence, must be asked to adapt their
examinations. The fact was they would do it without
asking, though if the boys were made to translate authors
by their different styles you must make the boys read the
authors first, and that meant you must truncate. He could
not agree that there was no controversy between classics
and science. He was on the educational committee of
50 THE CLASSICAL
ASSOCIATION
Hertfordshire, and had seen the way in which scientific
interests were beginning to tell on the work under the new
educational arrangement, and he hoped that the outcome
of this gathering would be an invitation to the leading
men in the scientific world to meet some representatives of
classics in conference and thrash the subject quietly out as
patriotic citizens, pointing out that if they went on
demanding that science should be taught with full equipment
and plant from an early age to all classes, they might succeed
in this object, but they would also make it quite impossible
for the larger number of schools to do anything at all
adequate in the way of humanistic teaching. He thought
that they would be perfectly willing to accept some such
suggestion as thisthat the scientific training of a boy
should be postponed till he was sixteen, and then begin in
o-ood earnest for those to \\hom it was necessary. The men
of science would be all the more ready if they saw that
classical teaching meant a training of the boy's reasoning
powers, which was exactly what they were demanding, and
what classical teachers are more and more striving to secure.
There would then be good hope of a modus vivendi among
the educational authorities all over the country.
Mr. T. C. Snow said that if it were desired to put
composition and classical learning into a healthy state,
boys should not be allowed to do verse if badly done. If
a boy who had tried verse for a short time did not show
signs of promise, he should drop it for ever. The same thing
applied to prose. It was the duty of the Universities of
Oxford and Cambridge to see to this.
Miss Gavin (Girls' High School, Notting Hill) said that the
five minutes allotted to speakers at the end of the discussion
would be quite insufficient to set out the problem for girls'
schools, which, owing to the number of subjects included
in their curriculum, was quite different from that in boys'
schools. But she woidd like to endorse Mr. Headlam's
remarks about the teaching of composition. In this con-
nection she would advert to certain papers set in the Oxford
and Cambridge Joint Board examinations. These repre-
sented a standard impossible of attainment for those who
taught on rational linesthat is, who based composition on
the pupiPs own reading, especially when, as in girls'' schools,
the range of reading was very limited. She wished to pro-
test against the character of these papers, which made it
necessary for the candidates to giê an undue proportion
of their time to wTiting compositiontime which in her
opinion ought rather to be devoted to increasing their
acquaintance with Latin literature.
Mr. P. E, Matheson, speaking for the Joint Board, said
that some of the attacks upon it implied misunderstanding.
Mr. Headlam spoke of increase in the writing of Greek prose
and Greek verse. ^Vhat the Board reported was an increase
in the number of those able to write Greek prose, not Greek
verse. The chief advance had been in unprepared translation,
which he thought all would agree was an admirable thing ; for
what was really wanted was a free reading of the classics, a
reading that was not entirely confined to hard things. In
what Miss Gavin said, she referred, he believed, to the Latin
prose paper; he thought the majority of the schools
would ao-ree with him that this was not too hard in view
of the time given to the Latin, at least in boys' schools.
With regard to Mr. Headlamps further remark, he could
not suppose for a moment that a boy who had been well
taught in Greek or Latin, in any book whatever, should fail
to pass the elementary test of unprepared translation
required by the Universities.
Professor Ronald M. Burrows (University College, Car-
diff) said that his only claim to speak was that in the
younger Universities there was a good deal of teaching of
beginners not dissimilar to that which might be given in
a public school. There was, however, this difference, that
classics had a fair field but no favour in competition with
oth^r subjects, and that it was therefore essential to make
the methods of teaching interesting and bright. To attain
this object they did not find it necessary to lower the
8
standard of composition, but they had to take much greater
care in choosing the pieces they set. Much of the supposed
duhiess of composition came from the want of relation
between the piece chosen and the rest of the student's work.
It was their practice from the first to invent passages in
relation to the set books which were being read at the
time. The words and the ideas with which the student
had to deal would be thus from the outset those of a great
Greek writer, and there was a correlation between the various
parts of the work done that gave freshness and interest.
He did not think that it would be found difficult on these
lines to develop a good Attic prose style, even where the
author read at the time was Herodotus. If the thought
and the vocabulary were in the main the same ;
if, for
instance, the subject of the piece chosen was connected
with the Persian wars,slight differences in dialect would
present little difficulty. In this connection he would like
to add that original composition was, he thought, nowadays
too much neglected. It aroused the interest, not only of
the brilliant but of the average student, to be asked to
write a short Greek essay on the war between Russia and
Japan ; or, if he was reading the Frogs^
on the com-
parative merits of Aeschylus and Euripides ; or, as had
been lately tried with some effect at Cardiff, on the career
of Mr. Joseph Chamberlain, considered at will as either
Pericles or Cleon.
The Rev. Sir David Hunter-Blair said that he had never
been daring enough to introduce the system referred to by
the Warden of Wadham, but he believed it would come more
largely into use, and that for boys it would be a good thing.
Children acquired English by reading, not by learning the
grammar, and the same nu"ght be done in the classical languages.
Mr. Gilbert Murray said that the system referred to
was practicable to some extent, but that it would rob the
ancient authors of much of their literary charm.
Professor Postgate said that he should not have inter-
vened in the discussion at that late hour, had he not felt
bound to protest against the position assigned to Latin
in Mr. Sidgwick's scheme. A recent experience had shown
him that boys of no particular abihty might begin Latin
at seven with profit, and he would add that two of the
most eminent men of science in the country, who had made
the greatest discoveries of recent years in electrical and
chemical science, had told him that they regarded the Latin
which a boy learned at school as of the highest educational
value.
Professor Conway begged leave to intervene at the end
of the discussion in order to point out what to many of the
founders of the Association was perhaps the chief motive
of its work. It arose from the change in the situation of
classical teaching in relation to the rest of education. It
was necessary to recognise this frankly. Fifty years ago,
almost the only mental discipline apart from mathematics
was to be found in classical training. He believed that
classics still afforded the same admirable mental discipline,
but they Avere bound to admit that an equivalent kind of
discipline could now be had in other subjects which were in
more direct and practical relation to the bread and butter
needs of mankind. Did it follow that their interest was
lessening in classical study, or that they desired any less
keenly to introduce their children to the great minds of the
past ? They must realise that their ideal was to teach their
boys and girls to understand and care for classical literature
from the beginning in the same way as they would like them
to know and understand their wisest and noblest friends ; and
so they must try to ascertain the best means of bringing
their children's minds into contact with those of the men and
women of the ancient world, and keep that purpose before them
all throughthat would bring about many changes. They
should not pick out all the least interesting books, nor waste
time on triflers like Ovid or empty rhetoric like the Pro Mihne.
If they could make the literary, human side of the study felt
from the very first, it would do a very great deal towards
accomplishing the reform that was desired.
Professor Butcher said that before they went he should Hke
to move a vote of thanks to the Oxford Committee, and to
the President of Magdalen and Mr. Cookson for making the
meeting there such a great success. It had involved a great
deal of thought and work, and he thought they would be
rewarded by knowing that they appreciated, as they did, the
result of their labours.
The vote of thanks was carried unanimously, and the
meeting then concluded.
Note.The chief arrangements for the Oxford Meeting
were made under the direction of a local committee, of
which the Vice-Chancellor, the President of Magdalen,
Messrs. A. Sidgwick, F. Haverfield, C. Bailey, and N. C.
Smith, Misses Rogers, Lorimer, and Clay, and Mr. C, Cookson
(Hon. Secretary), formed the executive.
INDEX TO THE ABOVE
A.COMMUNICA TIONS
The Place of Gheek and Latin in Human Life
The Reform of C^lassical Teaching in Schools .
PAGE
10-22
35-48
B.ACTA
Committee on Latin Spelling, Resolution for Appointment of 30-32
Conversazione ......
Council, Election of .
Date of General Meeting, 1905, Fixed
Foundation of Association ....
Oxford Local Committee, Vote of Thanks to
Place of General Meeting, 1905, Fixed .
Rules of Association Passed
Secretaries Appointed ....
Travelling Expenses of Members of Council
Treasurer Appointed .....
Treasurer's Statement ....
55
3
2, 29
32-35
1
54
32
28, 29
2
39
2
26, 27
56
INDEX
CNAMES OF PERSONS TAKING PART IN
THE PROCEEDINGS
PAGE
99
Bridge, Admiral Sir C.
Burrows, Ronald M. . . 61
Butcher, S. II. . 32, 35, 54
Collins, Sir R. H. (Master
of the Rolls), President 3, 5, 29
Conway, R. S.
Dawes, J. S.
Elliott, R. T.
Fry, T. C. .
Gadesden, Miss F.
Gavin, 3Iiss E. .
Gilson, R. Cary
Headlam, J. W. .
Henderson, P. A. Wright
(Warden of \1âdham
College) ....
Holmes, T. Rice .
IIunter-Blair, Rev. Sir D.
Leighton, R. L. .
32, 53
. 29
. 28
. 33
. 34
30, 50
. 46
. 35
PAOH
Lyttelton, E. . . 29, 49
Mackail, J. W. . 10, 26, 30
Matheson, p. E. . . 51
Monro, D. B. (Vice-Chancel-
lor of the University of
Oxford) .... 3
Murray, G. G. A. . . 62
Papillon, T. L. . . .29
Postgate, J. p. . 30, 33, 52
Ramsay, G. G. . . .8
Sidgwick, a. . . .43
Snow, T. C:. . . 34, 50
Sonnenschein, E. a. . 26, 29
Swallow, R. D. . . .33
Warren, T. H. (President
of Magdalen College)
25, 28, 30, 34, 35, 48
^^'îLLis, J. Armine . . 29
Wineolt, S. E. . . 31, 34
APPENDIX
SPECIAL NOTICE.
Mr. Mackail having resigned the Hon. Treasurership,
communications
intended for the Treasurer should be
addressed to F. G. Kexyox, Esq.,
West Hill Cottage,
Harho\v-ox-the-Hill.
OEPIGEHS OP THE ASSOCIATION
PRESIDENT
The Right Hon. Sir R. H. Collins, M.A., LL.D., D.C.L.,
Mastei- of the Rolls.
VICE-PRESIDENTS
The Right Hon. H. H. Asquith, D.C.L., K.C., M.P.
The Right Hon. Sir R. B. Finlay, K.C, M.P., LL.D.,
Attorney-General
.
Professor Sir R. C. Jebb, Litt.D., D.C.L., LL.D., M.P.
The Hon. Mr. Justice Kennedy, M.A., LL.D.
D. B. Monro, Esq., M.A., LL.D., Litt.D., D.C.L., Provost of
Oriel College, Oxford.
The Hon. Mr. Justice Phillimore, Bart., D.C.L., LL.D.
Sir E. Maunde Thompson, K.C.B., D.C.L., LL.D., Director and
Principal Librarian of the British Museum.
The Rev. Edmund Warre, D.D., Head Master of Eton.
HON. TREASURER
J. W. Mackail, Esq., M.A., LL.D., 6, Pembroke Gardens,
Kensington, W.
HON. SECRETARIES
Professor J. P. Postgate, Litt.D., 54,
Bateman Street, Cambridge.
Professor E. A. Sonnenschein, D.Litt., The University,
Birmingham.
5y
9
60
APPENDIX
COUNCIL
The foregoing ex
officio,
together with the following :
N. BoDiNGTON, Esq., Litt.D., Vice-Chancellor of the University
of Leeds.
Professor R. M. Burrows, M.A., University College, Cardiff.
S. H. Butcher, Esq., D.Litt., Litt.D., LL.D.
Professor R. S. Conway, Litt.D., The University, Manchester.
Professor Percy Gardner, Litt.D., Oxford.
Miss E. Gavin, Head Mistress of the Netting Hill High School
for Girls.
The Rev. J. Gow, Litt.D., Head Master of Westminster.
T. Rice Holmes, Esq., Litt.D., Assistant Master in St. Paul's
School.
F. G. Kenyon, Esq., D.Litt., British Museum.
The Rev. J.
Arbuthnot Nairn, M.A., Head Master of the
Merchant Taylors' School.
Miss E. Penrose, Principal of the Royal Holloway College.
W. H. D. Rouse, Esq., Litt.D., Head Master of the Perse School,
Cambridge.
A. SiDGWiCK, Esq., M.A., Reader in Greek in the University of
Oxford.
Mrs. Strong, LL.D.
T. H. Warren, Esq., M.A., President of Magdalen College,
Oxford.
EULES
AS ADOPTED AT THE FIRST GENERAL MEETING OF THE
ASSOCIATION, MAY 28TH, 1904
1. The name of the Association shall be "The Classical
Association of England and Wales."
2. The objects of the Association are to promote the develop-
ment and maintain the well-being of classical studies, and, in
particular
:
(a) To impress upon public opinion the claim of such
studies to an eminent place in the national scheme of
education
;
(b) To improve the practice of classical teaching by free
discussion of its scope and methods
;
(c) To encourage investigation and call attention to new
discoveries
;
(d) To create opportunities for friendly intercourse and
co-operation among all lovers of classical learning in
this country.
3. The Association shall consist of a President, Vice-Presidents,
a Treasurer, two Secretaries, a Council of fifteen members besides
the Ofiicers, and ordinary Members. The officers of the Associa-
tion shall be members thereof, and shall be ex
officio
members of
the Council.
4. The Council shall be entrusted with the general administra-
tion of the affairs of the Association, and, subject to any special
direction of a General Meeting, shall have control of the funds
of the Association.
5. The Council shall meet as often as it may deem necessary,
upon due notice issued by the Secretaries to each member, and
at every meeting of the Council five shall form a quorum.
6. It shall be within the competence of the Council to make
rules for its own procedure, provided always that questions before
the Council shall be determined by a majority of votes, the
Chairman to have a casting vote.
7. The General Meeting of the Association shall be held
annually in some city or town of England or Wales which is
the seat of a University, the place to be selected at the previous
General Meeting.
61
62 APPENDIX
8. The President, Vice-Presidents, Treasurer, Secretaries, and
Council shall be elected at the General Meeting, but vacancies
occurring in the course of the year may be filled up temporarily
by the Council.
9. The President shall be elected for one year, and shall not
be eligible for re-election until after the lapse of five years.
10. The Vice-Presidents, the Treasurer, and the Secretaries
shall be elected for one year, but shall be eligible for re-election.
11. Members of the Council shall be elected for three years, and
on retirement shall not be eligible for re-election until after the
lapse of one year. For the purpose of establishing a rotation the
Council shall, notwithstanding, provide that one-third of its original
members shall retire in the year 1905, and one-third in 1906.
12. The Election of the Ofiicers and Council at the General
Meeting shall be by a majority of the votes of those present, the
Chairman to have a casting vote,
13. The list of agenda at the General Meeting shall be prepared
by the Council, and no motion shall be made or paper read at such
meeting unless notice thereof has been given to one of the Secre-
taries at least three weeks before the date of svich meeting.
14. Membership of the Association shall be open to all persons
of either sex who are in sympathy with its objects.
15. Ordinary members shall be elected by the Council,
16. There shall be an entrance fee of 5s. The annual sub-
scription shall be 5s,, payable and due on the 1st of January in
each year.^
17. Members who have paid the entrance fee of 5s, may
compound for all future subscriptions by the payment in a single
sum of fifteen annual subscriptions,
18. The Council shall have power to remove by vote any
member's name from the list of the Association.
19. Alterations in the Ptules of the Association shall be made by
vote at a General Meeting, upon notice given by a Secretary to
each member at least a fortnight before the date of such meeting,
'
It was agreed at the public meeting of December 19th, 1903, that a
single paj-ment of 5,?. as entrance fee should cover the subscription down
to the date of the First Annual Meeting ; and it was decided at the First
General Meeting, May 28th, 1904. that this be interjDreted as covering the
whole of the year 1904, so that members who join before December 31st,
1904, will pay only 5*. for entrance fee and subscription togetlier. For
the convenience of members who desire to avoid the trouble of annual
remittances and acknowledgments, the Hon. Treasurer will receive four
years' subscriptions
(1) in a single sum.
NAMES AND ADDRESSES OE MEMBERS
October 1, 1904
'^*
2'his list is compiled from information furnished hy Memiers of
the
Association. The Mcmlers to whose names an asterisk is prefixed are
Life Members. Corrections should he sent to Professor J. P. Postgate,
54, Bateman Street, Cambridge.
Abbott, E., M.A., Jesus College, Cambridge.
Abernethy, Miss A. S., B.A., Bishopshall West, St. Andrews,
N.B.
Adam, Mrs. A. M., Emmanuel House, Cambridge.
Adam, J., Litt.D., Emmanuel College, Cambridge.
Alford, Miss M., 51, Gloucester Gardens, Bishop's Road, W.
Alington, Eev. C. A., M.A., Eton College, Windsor.
Allbutt, Prof.
T. C, M.D., F.R.S., St. Radegund's, Cambridge.
Allen, Bev. E., M.A., Oswestry House, Meads Road, East-
bourne.
Allen, G. C, M.A., Cranleigh School, Surrey.
Allen, J. E. R., M.A., Portora, Enniskillen, Co, Fermanagh.
Allen, S., M.A., Lisconnan, Dervock, Co. Antrim.
Allen, T. W., M.A., Queen's College, Oxford.
Anderson, J. G. C,
M.A., Christ Church, Oxford.
Anderson, W. B., B.A., Victoria University, Manchester.
Anderson, Y., M.A., LL.B., 50,
Pall Mall, S.W.
Angus, Prof. J. M., M.A., University College, Aberystwyth.
Antrobus, G. L. N., M.A., Cranleigh School, Surrey.
Argles, Miss E. M., Vice-Principal, Lady Margaret Hall,
Oxford.
Armitage, N. C, M.A., 11, Old Square, Lincoln's Inn, W.C
Armstead, Miss H., 52,
Circus Road, N.W.
Arnold, Prof
E. V., Litt.D., Bryn Seiriol, Bangor, North Wales.
Ashby, T., Junr., M.A., Hotel Continental, Rome.
AsQUiTH, Pt. Eon. H. H., B.A., M.P., 20,
Cavendish Square, W.
Atkinson, Rev. E., D.D., Clare College Lodge, Cambridge.
AuDEN, Prof H. W., M.A., Principal, Upper Canada College,
Toronto, Canada.
63
64
APPENDIX
Austen-Leigh,
E. C, MA.,
Eton College, Windsor.
Austin,
Alfred, M.A.,
Swinford Old Manor, Ashford, Kent.
Bailey,
Cyril, M.A.,
Balliol College, Oxford.
Bailey, J. C, M.A., 20,
Egerton Gardens, S.W.
Baines, Miss K. M., M.A., High School for Girls, Birkenhead.
Bakek-Penoyre,
J. ff., M.A., 22,
Albemarle Street,W.
Bakewell, Miss D. L., Kensington
High School, St. Albans
Road, W.
Baldwin, S.,
M.A., Astley Hall,
Stourport.
Ball, S.,
M.A., St. John's College,
Oxford.
Barkb, Miss E. M., Stoke Lodge,
Stoke-on-Trent.
Barker, E. J. P. Ross, B.A., Tesdale House, Abingdon.
Barker, E. P., M.A., Westbury,
Alexandra Park, Nottingham.
Barker, Miss E. Ross, St.
Marylebone Rectory, 38,
Devonshire
Place, W.
Barnard, Miss C, 36,
Kingswood
Avenue, Queen's Park, W.
Barran, J. N., B.A., The Elms, Chapel Allerton, Leeds.
Barrows, Miss M. M.,
Hampton School, Malvern P.O.,
Jamaica.
Barton, A. T., M.A.,
Pembroke College, Oxford.
Baugh, Miss E. M., King Edward VI.'s High School for Girls,
New Street,
Birmingham.
Bean, Rev. E., M.A.,
Brentwood School, Essex.
Beasley, T. E.,
Bulbourne, Tring.
Beaven, Rev. A. B., M.A.,
Greyfriars,
Leamington.
Beckwith, E. G. a., M.A., Trinity College, Stratford-on-Avon.
Beeching, Rev. Canon H. C,
M.A., LL.D., 3,
Little Cloisters,
Westminster, S.W.
Beggs, Miss J. W., Girls' High School, Tottenham, N.
Belcher, Miss E. M., B.A., High School, Bedford.
Bell, E., M.A., York House, Portugal Street, W.C.
Bell, Rev. Canon G. C, M.A., Hillside, Fountain Road,
Norwood, S.E.
Bell, G. K. A.,
Christ Church, Oxford.
Benecke, p. V. M., M.A.,
Magdalen College, Oxford.
Benger, Miss L. M., High School, Swansea.
Benn, a. W., B.A., II Ciliegio, San Gervasio, Florence.
Bennett, Mrs. E. J., S. Rule, Mycenae Road, Blackheath,
S.E.
Bennett, G. L., M.A., School House, Sutton Valence.
NAMES AND ADDRESSES OF MEMBERS 65
Bennett, Miss M. A., Queen Elizabeth School, Trevauion Road,
West Kensington, W.
Bernard, Eev. Canon E. R., M.A., The Close, Salisbury.
Bernays, a. E., M.A.,
3,
Priory Road, Kew, Surrey.
Berridge, Miss E. H., 7, The Knoll, Beckenham.
Bertram, J., MA., Sishes, Stevenage.
Besant, Rev. F., M.A., F.R.G.S., F.R.A.S., Sibsey Vicarage,
Boston.
Bevan, 3Iiss F. E., 16, Alexandra Drive, Sefton Park, Liverpool.
Bewsher, J., M.A., St. Paul's Preparatory School, Colet Court,
Hammersmith, W.
Bickford-Smith, R. A. H., M.A., F.SA., 6, Great George
Street, Westminster.
Billson, C. J., MA., The Wayside, Oadby, Leicestershire,
BiNNEY, E. H., M.A.,
3,
Tackley Place, Oxford.
Blagden, Eev. C. M., M.A., Christ Church, Oxford.
Blakeney, E, H., M.A., Borlase, Great Marlow, Bucks.
Blakiston, C. H., B.A., Eton College, Windsor.
Blunt, A. W. F., M.A., Exeter College, Oxford.
Bodington, N., M.A., Litt.D., Vice-Chancellor of the University,
Leeds.
Bonser, Ht. Hon. Sir J. W., M.A., 3,
Eaton Place, S.W.
Booker, R. P. L., M.A., Eton College, Windsor.
BousFiELD, F. S. N., Gi-ammar School, Brisbane, Queensland.
BowLBY, Eev. H. T., M.A., Eton College, Windsor.
Boyd, Miss H., Astell House, Cheltenham.
Bramston, Eev. J. T., M.A., Culver's Close, Winchester.
Bramwell, W. H., M.A., Bow, Durham.
Bremner, Miss M. J., 33, Croftdown Road, N.W.
Brereton, R. p., M.A., The School, Oundle.
Bridge, Admiral Sir C, K.C.B., 1,
Eaton Terrace, S.W.
Brinton, H., M.A., Eton College, Windsor.
Broadbent, H., M.A., Eton College, Windsor.
Brodribb, C. W., B.A., 5,
Charleville Mansions, West Ken-
sington, W.
Brooke, W. P., M.A., School Field, Rugby.
Brooks, E. J., M.A., 20, Cornwall Road, Westbourne Park, W.
Brooks,
Prof.
F., M.A., 2,
Cornwallis Avenue, Clifton, Bristol.
Brough, Miss L., Winterdene, Thirlmere Road, Streatham, S.W.
Brown, A. C. B., New College, Oxford.
Browne, Eev. E. L., M.A., St. Andrew's School, Eastbourne.
66
APPENDIX
Brownjohn, a. D., B.A., Lynton House, King's Road, Rich-
mond, S.W.
Bryans, C, M.A., Arundel House, Hayling Island, Hants.
Bryakt, Eev. E. E., M.A., Charterhouse,
Godalming.
BuBB, Eev. C. S., Bosistow Treen, E.S.O.,
Cornwall.
BuRGE, Hev. H. M., D.D., The College,
Winchester.
Burke, Miss M. E., B.A., Dudley
Municipal High School,
Dudley, Worcestershire.
BuRKiTT, F. C, M.A., St. Keynes, Grange Road,
Cambridge.
BuRNE-JoNES, Sir P., Bt., 9, St. Paul's Studios,
Hammersmith, W.
BuRNSiDE, W. F., M.A., 1,
Somerset Villas, Cheltenham.
BuRRELL, P. S., M.A, 12, Stacey Road, Roath, Cardiff.
Burrows, Prof.
Ronald M., M.A., 131,
Habershon Street, East
Moors, Cardiff.
Burrows, Bev. W. 0., M.A., 1,
Manor Road, Edgbaston.
Burton, Rev. Edwin, St. Edmund's College, Ware.
Bury, Prof. J. B.,
LL.D., Litt.D., 1,
Selwyn Gardens, Cam-
bridge.
Bury, Rev. R. G., M.A., Vicarage, Trumpington,
Cambridge,
BussELL, Rev. F. W., D.D., Brasenose College, Oxford.
Butcher, J. G., M.A., K.C., M.P., 32,
Elvaston Place, S.W.
Butcher, S. H., Litt.D., LL.D., D.Litt., 6,
Tavistock Square,
W.C.
Butler, H. E., M.A., New College, Oxford.
Butler, Very Rev. H. Montagu, D.D., The Lodge, Trinity
College, Cambridge.
Butler, 3frs. A. Montagu, Trinity Lodge, Cambridge.
Buxton, Hiss V. A., Southacre, Cambridge.
Buxton, 3Iiss W. E., High School for Girls, Arboretum Street,
Nottingham.
Byrne, Miss A. D., Wychcote, Bournemouth West.
Cade, F, J., M.A., Teighmore, Cheltenham.
Calthrop, 3iss C. M., 50,
Albion Road, South Hampstead, N.W.
Campagnac, E. T., M.A., Board of Education, Whitehall, S.W.
Campbell, Prof
L., M.A., LL.D., S. Andrea, Alassio, Italy.
Campbell, Mrs. L., S. Andrea, Alassio, Italy.
Campbell, S. G., B.A., Christ's College, Cambridge.
Carlisle, A. D., M.A., Haileybury, Hertford.
Carpenter, R. S., M.A.,
University College School, Gower
Street, W.C.
Case, Miss A. J., University Club fox' Ladies,
32, George Street,
Hanover Square, W.
Case, Miss Esther, Chantry Mount School, Bishop's Stortford.
Case, Miss J. E.,
5,
Windmill Hill, Hampstead, K.W.
Cattley, T. F., ma., Eton College, Windsor.
Chambers, C. D., M.A., The University, Birmingham.
Chambers, E. K., MA., Board of Education, Whitehall, S.W.
Chambers, Eev. R. H., M.A., Christ College, Brecon.
Chapman, John, 101, Leadenhall Street, E.C.
Chapman, P. M., M.D., F.R.C.P., 1, St. John Street, Hereford.
Chappel, Bev. W. H., M.A., King's School, Worcester.
Chase, Rev. F. H., D.D., The Lodge, Queen's College, Cambridge.
Chavasse, A. S., Elmthorpe, Temple, Cowley, Oxford.
Chawner, W., M.A., The Lodge, Emmanuel College, Cambridge.
Chettle, H., M.A., Stationers' School, Hornsey, N.
Chilton, Bev. A., M.A., Emmanuel School, Wandswox"th
Common, S.W.
Chitty, Eev. C. J., B.A., Eton College, Windsor.
Churchill, E. L., B.A., Eton College, Windsor.
Clark, A. C, M.A., Queen's College, Oxford.
Clark, Miss C. C, Gii-ls' High School, Nottingham.
Clark, Rev. R. M., M.A., Denstone College, Staffordshire.
Clarke, Rev. E. W., B.A., Gresham's School, Holt, Norfolk.
Claxton, J. A., B.A., Grammar School, Doncaster.
Clay, Miss A. M., Lady Margaret Hall, Oxford.
Clay, C, J., M.A., West House, Cambridge.
CoBHAM, C. D., C.M.G., M.A., H.M. Commissioner, Lai'naca,
Cyprus
Cohen, H., 3, Elm Court, Temple, E.C.
Cohen, Miss H. F., 30, Hyde Park Gardens, W.
Cole, E. L. D., M.A.,
9,
Horton Crescent, Rugby.
Coleridge, E. P., M.A., Haileybury College, Herts,
Collins, Rt. Hon. Sir R. H., M.A., LL.D., 3,
Bramham Gardens,
S.W.
CoLviN, S., M.A., British Museum, W.C.
CoMPTON, Rev. W. C, M.A., The College, Dover.
CoNDER, 3fiss E. M., Milton Mount College, Gravesend.
CoNGREVE, Miss E. M., 38,
Warkworth Street, Cambridge.
CoNNAL, B. M., M.A., 29, Wood Lane, Headingley, Leeds.
Conway,
Prof. R. S., Litt.D., 10, The Beeches, West Didsbury,
Manchester.
10
68 APPENDIX
CoKWAY, 3frs. M. M., 10, The Beeches, West Didsbury,
Manchester.
Cook, Prof. A. B,, M.A., 19, Cramner Road, Cambridge.
CooKSON, C, M.A., Magdalen College, Oxford.
CooKSON, Sir 0. A., K.C.M.G., 96, Cheyne Walk, Chelsea, S.W.
Cooper, Hiss A. J., 22, St. John Street, Oxford.
CoRLEY, F. E., M.A., St. John's College, Oxford.
*CoRNFORD, F. M., M.A., Trinity College, Cambridge.
Cornish, F. W., M.A., The Cloisters, Eton College, Windsor.
CouRTAULD, G., Junr., M.A., Little's Farm, Shalford, Braintree,
Essex.
CowELL, W. H. A., M.A., St. Edward's School, Oxford.
Cowley, A., Magdalen College, Oxford.
Ceace, J. F., B.A., Eton College, Windsor.
Cradock-Watson, H., M.A., Merchant Taylors' School, Crosby,
Liverpool.
Craik, Sir H., K.C.B., LL.D., 1, Green Street, Grosvenor
Square, W.
Crawford, G. R., M.A.,Kensworth, Spencer Road, Bournemouth.
Crawley, J. A., M.A., 14, Connaught Road, Stroud Green, IST.
CuLLEY, E. H., M.A., School House, Monmouth.
Dakyns, H. G., M.A., Higher Coombe, Haslemere, Surrey.
Dale, A. W. W., M.A., Vice-Chancellor of the University,
Liverpool.
Dalton, Hev. H. A., M.A., The School House, Felsted, Essex.
Daniel, Miss C. I., Wycombe Abbey School, Bucks.
*Darbishire, R. D., B.A., F.S.A., Victoria Park, Manchester.
David, Rev. A. A., M.A., Queen's College, Oxford.
Davies, Miss C. H., M.A., High School for Girls, Bath.
Davies, E. J. Llewellyn, B.A., Fauconberge School, Beccles,
Suffolk.
Davies, Robert, M.A., The School, Warwick.
Davis, Rev. H., B.A., Stonyhurst College, Blackburn.
Dawes, Miss E. A. S., M.A., D.Litt., Heathlands, Weybridge,
Surrey.
Dawes, Rev. J. S., D.D., Heathlands, Weybridge, Surrey.
Dawes, Miss M. C, M.A., Heathlands, Weybridge, Surrey.
Devine, Alex., Clayesmore School, Pangbourne, Berks.
DiCKiN, H. B., M.A., Christ's Hospital, West Horsham.
Dickson, Mi^s I. A., 44, Cambridge Terrace, Hyde Park, W.
Dill, T. R. Colquhoun, B. A., 1, New Square, Lincoln's Inn, W.C.
Donaldson, Rev. S. A., M.A., The Lodge, Magdalene College,
Cambridge,
DoNKiN, Prof. E. H., MA., Englefield Green, Surrey.
Donovan, Rev. J., M.A., Stonyhurst College, Blackburn.
Dove, Miss J. F,, Wycombe Abbey School, Bucks.
Doyle, J. A., M.A., Pendarren, Crickhowell.
Drysdale, Miss M., B.A., The Mythe House, Tewkesbury.
Du PoNTET, C. A. A., M.A., Glenlyon, Harrow-on-the-Hill.
Duckworth, Rev. Canon R, D.D., C.V.O., 5,
Abbey Eoad, N.W.
Duff, J. D., M.A., Trinity College, Cambridge,
Dunn, G., M.A., LL.D., 42,
Murrayfield Avenue, Edinburgh.
DuNSTALL, ifwsM. C, King Edward VI. High School for Girls,
New Street, Birmingham.
Dyer, L., M.A., Sunbury Lodge, Oxford.
Dyson, Rev. F., M.A., St. John's College, Cambridge.
Ealand, Mrs. J. M., Hillmarton, St. James's Park, Bath.
Eckersley, J. C, M.A., Ashfield, Wigan.
Edwards, G. M., M.A., Sidney Sussex College, Cambridge,
Edwards, W., M.A., Grammar School, Bradford.
Ellaby, C. S., Banister Court, Southampton.
Elliott, C. H. B., M.A., Cliff Court, Frenchay, Bristol.
Elliott, R. T., M.A., 4, Ship Street, Oxford.
England, E. B., Litt.D., Hulme Hall, Plymouth Grove,
Manchester.
Eppstein, Rev, W. C, M.A., Reading School, Berks.
Ernst-Browning, Judge, 12, St. James's Square, S.W.
Evans, Lady, Nash Mills, Hemel Hempstead,
Evans, H. A., M.A., The Elms, Begbroke, Oxford.
Evans, Rev. W. F., M.A., Cowbridge School, Glamorgan,
Evans, W. H., M.A., 3,
Christ Church Road, Winchester.
ExoN, Prof. C, M.A., Queen's College, Galway.
Fairbairn, Rev. A, M., M.A., D.D., Litt.D., Mansfield College,
Oxford.
Falding, Miss C. S., Elstow, Heaton, Bradford.
Farnell, L. R., M.A., D.Litt., Exeter College, Oxford.
Farside, W., M.A., Thorpe Hall, Robin Hood's Bay, Yorkshire.
Farwell, The Hon. Mr. Justice, B.A.,
60,
Queen's Gardens,
Lancaster Gate, W.
70
APPENDIX
Felkin, F. W., M.A., University College School, Gower
Street, W.C.
Fenning, Rev. W. D., M.A., Haileybury College, Hertford.
Feeaed, R. H,, M.A., 1,
Bradmore Road, Oxford.
Field, Rev. T., D.D., Radley College, Abingdon.
Flathee, J. H., M.A., 90,
Hills Road, Cambridge.
Fletchee, C. R. L., M.A., Magdalen College, Oxford.
Fletchee, F., M.A., The Lodge, Marlborough College, Wilts.
Fletchee, Frank, M.A., 121, Ullett Road, Liverpool.
Flood, Miss M. L., St. Alphin's School, Warrington.
FooTNER, Harry, Berkhampstead, Herts.
Foeeestee, R. S., M.A., 48, Malvern Terrace, Swansea.
FOESTEE, J., M.A., High Row, Darlington.
FowLEE, Rev. T., D.D., President of Corpus Christi College,
Oxford.
FowLEE, W. Warde, M.A., Lincoln College, Oxford.
Fox, F. W., M.A., 19,
Eastgate, Lincoln.
Frazee, J. G., M.A., D.C.L., Trinity College, Cambridge.
Fey, Rev. T. C, D.D., School House, Berkhampstead, Herts.
FuLFOED, Rev. H. W., M.A., 49, Bateman Street, Cambridge.
FuLLEE, Miss B. B., The Training College, Darlington.
FuENEAUX, L. R., M.A., Rossall, Fleetwood.
FuRNESS, E. H., B.A., The Steps, Bromsgrove.
FuRNESS, J. M., M.A., The Friary, Richmond, Yorks.
FuRNESS, Miss S. M. M., 2,
Mycenae Road, Blackheath, S.E.
Gadesden, Miss F. M. A., Blackheath High School, S.E.
Gallahee, Rev. F., M.A., Padiham, Burnley.
Gantillon, Rev. P. J. F., MA., 1,
Montpellier Terrace,
Cheltenham.
Gardiner, E. N., M.A., 2, The College, Epsom.
Gardner, Miss A., Newnham College, Cambridge.
Gardner, Prof. E. A., M.A., University College, London.
Gardner, Prof. P., Litt.D., 12,
Canterbury Road, Oxford.
Garrod, H. W., M.A., Merton College, Oxford.
Gavin, Miss E., Netting Hill High School, Norland Square, W.
*Gaye, R. K., M.A., Trinity College, Cambridge.
Geikie, Sir Archibald, D.C.L., LL.D., F.R.S., 10, Chester
Terrace, Regent's Park, N.W.
Genner, E. E., M.A., Jesus College, Oxford.
Ghey, Miss F. L.,
39,
Star Hill, Rochester.
Gibson, G., 2,
Stirling Mansions, Oanfield Gardens, Hampstead,
N.W.
GiFFORD, Rev. E. H., D.D., Arlington House, Oxford.
Giles,
Prof. H. A., M.A., Selwyn Gardens, Cambridge.
Giles, P., M.A., 10, Newnham Terrace, Cambridge.
Gillespie, C. M,, M.A., 15, Regent Park Avenue, Leeds.
GiLsoN, J. P., M.A., British Museum, W.C.
GiLSON, R. C, M.A., King Edward VI. School, Birmingham.
GiVEEN, R. L., M.A., Colet Court, West Kensington, W.
Glazebrook, Rev. M. G., D.D., Clifton College, Bristol.
Glover, T. R., M.A., 32, Downing Terrace, Cambridge.
Godley, a. D., M.A., 4, Crick Road, Oxford.
Goodhart, a. M., M.A., Mus. Bac, Eton College, Windsor.
GooDiER, Mrs. M.A., Sunny Bank, Wilmslow, Cheshire.
Goodrich, W. J,, M.A., Clarence Lodge, Hampton Court.
Goodwin, Miss N. M., 99, Iffley Road, Oxford.
Gow, Rev. J., Litt.D., 19, Dean's Yard, Westminster, S.W.
Granger,
Prof. F. S., M.A., Litt.D., University College,
Nottingham.
Graves, Rev. C. E., M.A., St. John's College, Cambi-idge.
Gray, Miss F. R., St. Paul's Girls' School, Brook Green,
Hammersmith, W.
Gray, Rev. H. B., D.D., Warden of Bradfield College, Berks.
Gray, Rev. J. H., M.A., Queen's College, Cambridge.
Green, G. Buckland, M.A., 35, St. Bernard's Crescent,
Edinburgh.
Green, Rev. W. C, M.A., Hepworth Rectory, Diss.
Greene, Rev. C, M.A., Great Barford, St. Neots.
Greene, C. H., M.A., St. John's, Berkhampstead, Herts.
Greene, H. W., M.A., Magdalen College, Oxford.
Greenidge, a. H. J., M,A., D.Litt., 4, Black Hall Road,
Oxford.
Grenfell, Mrs. Alice, 62, Holywell, Oxford.
Grenfell, Bernard P., D.Litt,, Litt.D., Queen's College, Oxford.
Grigg, E. W. M., 5,
Paper Buildings, Temple, E.G.
Grose, Rev. T. H., M.A., Queen's College, Oxford.
GiJNTHER, R. W. T., Magdalen College, Oxford.
Gurney, Miss A., 69, Ennismore Gardens, S.W.
GuRNEY, Miss M., 69, Ennismore Gardens, S.W.
Gurney, Miss Sybella, The Weirs Cottage, Brockenhurst,
Hants.
72
APPENDIX
GuTCH, C, M.A.,
Whitstead,
Barton Eoad, Cambridge.
GuTHKELCH, A., B.A., 14,
Spencer Road, Holloway, N.
Guy, Rev. R. 0.,
M.A., Forest School, Walthamstow.
GwATKiN, Rev. T., M.A., 3, St. Paul's Road, Cambridge.
GwiLLiAM, Rev. G. H., M.A., B.D., Erleigh Road, Reading.
Hadley, W. S., M.A.,
Pembroke College, Cambridge.
Hadow, W. H., M.A., Worcester College, Oxford.
Haigh, a. E., M.A., 4,
Norbam Gardens, Oxford.
Hales, Prof.
J. W., M.A., 1,
Oppidans Road, Primrose Hill,
N.W.
Hall, F. W., M.A., St. John's College, Oxford.
Hall, Joseph, M.A., D.Litt., The Hulme Grammar School,
Manchester.
Hallam, G. H., M.A., The Park,
Harrow-on-the-Hill.
Hammans, H. C, M.A., Mount House, Millway Road, Andover.
Hammond, H. M. J., B.A., The School, Giggleswick, Yorks.
Hardcastle, H., 38,
Eaton Square, S.W.
Hardie, Prof.
W. R., M.A., 4,
Chalmers Crescent, Edinburgh.
Hare, J. H. M., M.A., Eton College, Windsor.
Harper, Miss E. B., S. Andrea, Alassio, Italy.
Harper, G. P., M.A., 19,
Mecklenburg Street, Leicester.
Harrison, Miss E., Roedean School, Brighton.
Harrison, E., M.A., Trinity College, Cambridge.
Harrison, Miss J. E., LL.D., D.Litt., Newnham College,
Cambridge.
Hartley, E., M.A., 20,
Rossett Road, Blundellsands, Liverpool.
Harvey, Rev. H. A., M.A., 20, St. Giles's, Oxford.
Haslam, Rev. A. B., Royal Grammar School, Sheffield.
Haslam, Miss K. S. E., Royal Grammar School, Sheffield.
Haverfield, F. J., M.A., Christ Church, Oxford.
Haydon, J. H., M.A.,
Tettenhall College, Wolverhampton.
Hayes, A., M.A., 20,
Carpenter Road, Edgbaston, Birmingham.
Hayes, B. J., M.A.,
5,
Queen Anne Terrace, Cambridge.
Hayes-Belcher, A., M.A., The College, Brighton.
Hayes-Belcher, Rev. T., M.A., Bramley Rectory, Basingstoke.
Headlam, Rev. Principcd A. C, D.D., King's College, W.C.
Headlam, G. W., B.A., Eton College, Windsor.
Headlam, J. W., M.A., Board of Education, South Kensington,
S.W.
Headlam, W. G., Litt.D., King's College, Cambridge.
Heath, C. H., M.A., 38, Portland Road, Edgbaston.
Henderson, B. W., M.A., Exeter College, Oxford.
Henderson, Rev. P. A. Wright, D.D., "Warden of Wadham
College, Oxford.
Hendy, F. J. R., M.A., School House, Bromsgrove.
Henson, Rev. J., M.A., Addington House, Reading.
Heppel, Miss Mary L., B.A., High School for Girls, Bromley,
Kent.
Heslop, W., ma., 47, Harold Road, Margate.
Hetherington, J. N., 16, Lansdowne Crescent, Kensington
Park, W.
Hewart, G., M.A., Bank of England Chambers, Tib Lane,
Manchester,
Hewetson, J., M.A., King's Service House, Elm Grove, Southsea.
Hetgate, a. C. G., M.A., Eton College, Windsor.
Hicks, iJ/iss A. M.,'M.A., 5,
Belgrave Mansions, Abbey Road,!N".W.
Hicks, R, D., M.A., Fossedene, Mount Pleasant, Cambridge.
HiLLARD, Rev. A. E., M.A., School House, Durham.
Hirst, Miss G. M., Barnard College, Columbia University, New
York, U.S.A.
HoBSON, Rev. T. F., M.A., The King's School, Rochester.
Hodge, Miss D. M. V., Queen Anne's School, Caversham, Oxon.
HoDGKiN, T., D.C.L., Barmoor Castle, Beal, Northumberland.
Hodgson, S. H., M.A., LL.D., 45, Conduit Street, Regent
Street, W.
Holding, Miss G. E., B.A., The College, Pontypool, Mon-
mouthshire.
Holme, A. E., M.A.,
Wheelwright Grammar School, Dewsbury.
Holmes, T. Rice, Litt.D., 11,
Douro Place, Kensington, W.
HoLT,il/iss M., M.A,,
Training CoUego, DitcWing Road, Brighton,
Hooper, Miss E. S., M.A., 139,
Burnt Ash Hill, Lee, Kent.
Hopkins, G. B, Innes, M,A,, Orley Farm School, Harrow.
HoPKiNSON, Alfred, M.A., K,C LL.D., Fairfield, Victoria
Park, Manchester.
HoPKiNSON, J. H,, M,A., The University,
Birmingham,
Hornby, Rev. J. J., D,D.,
D.C.L., The Lodge, Eton College,
Windsor.
HoRT, Sir A. F., Bt., M.A.,
Harrow-on-the-Hill,
Horton-Smith,
L,,M.A., F.S.A., 53,
Queen's Gardens, Lancaster
Gate, Hyde Park, W.
Hose, H. F., B.A.,
Dulwich College, S.E.
74
APPENDIX
Houghton, A. V., M.A., County Hall, Wakefield.
Houghton, Rev. E. J. W,, MA., St. Edward's School, Canterbury.
House, H. H., M.A., The College, Great Malvern.
Houston, Miss E. C, St. Margaret's, St. Andrews, N.B.
How, Rev. J. H., M.A., Hatfield Hall, Durham.
How, W. W., M.A., 10, King Street, Oxford.
Howard, Rev. A. W., M.A., B.D., Pickhill Vicarage, Thirsk.
Howell, Miss L., Grove House, Richmond Crescent, Cardiff.
Hudson, Rev. T. W., M.A., St. Edward's School, Oxford.
HiJGEL, Baron E. von, 13, Vicarage Gate, Kensington, W.
Hughes, W. H., M.A., Jesus College, Oxford.
Humphreys, Rev. H. R., M.A., Haileybury College, Hertford.
Hunt, A. S., M.A., D.Litt., Queen's College, Oxford.
Hussey, a. L., M.A., Fern Bank, Buxted, Sussex.
Hutchinson, Miss W. M. L., Melrose, Grange Road, Cambridge.
Hutton, Aliss C. A., 49, Drayton Gardens, South Kensington,
S.W,
Hutton, Miss E. P. S., M.A., 29, Chenies Street Chambers,
Gower Street, W.C.
Image, J. M., M.A., Trinity College, Cambridge.
Impey, E., M.A., Eton College, Windsor.
Jackson, H., Litt.D., Trinity College, Cambridge.
James, Rev. H. A., D.D., School House, Rugby.
James, L., M.A., Radley College, Abingdon.
James, Rev. S. R., M.A., The College, Malvern.
Jasonidy, 0. J., Limassol, Cyprus.
Jebb, Miss C. M. L., 1, St. John's Villas, Palmerston Road,
Buckhurst Hill.
Jebb, Prof. Sir R. C, Litt.D., M.P., Springfield, Cambridge.
*Jenkinson, F. J. H., Litt.D., 10,
Brookside, Cambridge.
Jerram, C. S., M.A., 134, Walton Street, Oxford.
Jevons, Principal F. B., M.A., Litt.D., Bishop Hatfield's Hall,
Durham.
Jex-Blake, Miss K., Girton College, Cambridge.
Johns, Miss E. L,, M.A., Queenwood, Eastbourne.
Johnson, C, M.A., Summerhill, Avenue Road, St. Albans.
Johnson, Rev. G. H., Rowan, Rowlands Road, Worthing.
Johnson, G. W., M.A., Lensfield, 223, Brixton Hill, S.W.
Johnson, Miss L. A., Woodleigh, Altrincham, Cheshire.
Jones, S., M.A., Magdalene College, Cambridge.
Joseph, H. W. B., M.A., New College, Oxford.
Keeung, Rev. W. H., M.A., Grammar School, Bradford.
Keeling, Rev. W. T., M.A., The School, Warwick.
Kelaart, W. H., 4, Newnham Road, Bedford.
Kelset, C. E., M.A., Hulme Grammar School, Manchester.
Kennedy, Miss J. E., Shenstone, Cambridge.
Kennedy, Miss M, G., Shenstone, Cambridge.
Kennedy, W., B.A., Haileybury College, Herts.
Kennedy, Hon. Sir W. R., M.A., LL.D.,
23, Phillimore Gardens,
Kensington, W.
Kensington, Miss F., 83, Gloucester Terrace, Hyde Park, W.
Kenyon, F. G., M.A., Litt.D., West Hill Cottage, Harrow-on-
the-Hill.
Ker, W. C. a., M.A., 5,
Vicarage Gardens, Kensington, W.
KiDD, E. S., B.A., 36,
Bradford Street,- Bolton.
Kindersley, R. S., M.A., Eton College, Windsor.
King, H. R., M.A., Abbeylands, Sherborne.
King, J., M.A., Grammar School, Hitchin.
King, J. E., M.A., Grammar School, Bedfox^d.
KiRKPATRiCK, Rev. A. F., D.D., Master of Selwyn College
Cambridge.
Kynaston, Rev. Prof. H., D.D., The University, Durham.
Lang, Miss H. M., Wycombe Abbey School, Bucks.
Latter, H., M.A., North Devon Lodge, Cheltenham.
Lattimer, R. B., M.A., 50a, Albemarle Street, W.
Lawson, J. C, M.A., Pembroke College, Cambridge.
Layman, Miss A. M., High School for Girls, Croydon.
Layng, Rev. T., M.A., Grammar School, Abingdon, Berks.
Lea, Rev. E. F., M.A., Willscote, Cranloigh, Guildford.
Lea, S. E., M.A., Forest Hill House, Honor Oak Road, Forest
Hill, S.E.
Leach, Miss A. K., Burton-in-Lonsdale, Kirkby Lonsdale.
Leader, Miss E., West Coombe House, Hornsey Rise, N.
Leathes, S., MA., 4,
Clement's Inn, W.C.
Ledgard, W. H., B.A., Wixenford, Wokingham, Berks.
Lee, Rev. J. B., M.A., Queen Elizabeth's School, Barnet.
Lee, Rev. Richard, M.A., Southcote, Elm Grove Road, Ealing
Common.
11
76
APPENDIX
Lee, Sidney, M.A., Litt.D., 108, Lexham Gardens, Kensing-
ton, W.
Lefroy, Miss Florence, M.A., High School, Durham.
Legard, a. G., M.A., 123, Cathedral Road, Cardiff.
Leighton, R. L., M.A., Grammar School, Bristol.
Leman, H. M., B.A., LL.M., 7,
Pelham Crescent, The Park,
Nottingham.
Lendrum, W. T., M.A., Caius College, Cambridge.
Leverton, Rev. E. S., M.A., Grammar School, Kirkham.
Lewis, Miss E., 13,
Rawlinson Road, Oxford.
Lewis, Rev. F., M.A., Yale View, St. Bees, Cumberland.
Lewis, L. W. P., M.A., 64, St. Mary's Road, Bradford.
LiDDELL, J. W., M.A., The School, Warwick.
Limebeer, Miss D., M.A., Homewood, Woburn Sands, R.S.O.,
Berks.
LiNNELL, Miss B. M. B., 17,
Arkwright Road, Hampstead, N.W
Linzell, Miss E. M., Stanley House, Felixstowe.
Lipscomb, W. G., M.A., The Grammar School, Boston.
Lock, Rev. W., D.D., Warden of Keble College, Oxford.
LoNGWORTH, F. D., M.A.,
Charterhouse, Godalming.
LoRiMER, Miss H. L., Somerville College, Oxford.
LoRiNG, W., M.A., 2,
Hare Court, Temple, E.C.
LovedAY, Miss A., WilUamscote, Banbury.
LowRY, C, M.A., School House, Sedbergh, Yorks.
Lubbock, S. G., M.A., Eton College, Windsor.
LUNN, Miss A. C. P., Girls' High School, Norwich.
LuxMOORE, H. E., M.A., Eton College, Windsor.
Lyall, Rt. Hon. Sir A., K.C.B., G.C.I.E., D.C.L., LL.D., 18,
Queen's Gate, S.W.
Lys, Rev. F. J., M.A., Worcester College, Oxford.
Lyttelton, Hon. and Rev. Canon E., Haileybury College,
Hertford.
Macan, R. W., M.A., University College, Oxford.
Macdonald, Miss H., Alder Bank, Bowdon, Cheshii-e.
Macfarlane-Grieve,
W. A., M.A., J.P., Impington Park,
Cambridge.
*Mackail, J. W., M.A., LL.D., G, Pembroke Gardens, Kensing-
ton, W.
Macmillan, G. a., D.Litt., 19,
Earl's Terrace, Kensington, W.
Macnaghtbn, II., M.A., Eton College, Windsor.
Magrath, Rev. J. R., D.D., Provost of Queen's College, Oxford.
Malden, H. E., M.A., The Beacon, St. Catherine's, Guildford.
Mann, Rev. H. K., St. Cuthbert's Grammar School, Newcastle-
on-Tyne.
Mansfield, E. D., M.A., Markham House, Wokingham.
Marsh, W., M.A., 11, The Crescent, Bedford.
Marshall, Miss A. M. C, Far Cross, Woore, Newcastle, Staffs.
Marshall, Rev. D. H., M.A., Belsize School, 18,
Buckland
Crescent, N.W.
Marshall, Mrs. J., B.A., Belsize School, 18, Buckland Crescent,
N.W.
Marshall, F. H., M.A., British Museum, W.C.
Martin, A. T., M.A., Bath College, Bath.
Mason, Miss D., 83, Broadway, Bexley Heath, Kent.
Mason, W. A. P., M.A., High School for Boys, Middleshorough.
Massingham, a., M.A., 3,
West Terrace, Darlington.
Mathews, L. H. S., B.A., St. Paul's School, West Kensington,
S.W.
Matheson, p. E., M.A., 1,
Savile Road, Oxford.
Matthaei, Miss L. E., Sidgwick Hall, Newnham College, Cam-
bridge.
Matthews, Rev. J. E., Ampleforth, Oswaldkirk, York,
Mavrogordato, J, N., Exeter College, Oxford.
Mayor, H. B., M.A., Clifton College, Bristol.
Mayor, Rev. J. B., M.A., Queensgate House, Kingston Hill,
Surrey.
Mayor, Rev. Prof. J. E. B., M.A., LL.D., St. John's College,
Cambridge.
*Mayor, R. J. G., M.A., Board of Education, Whitehall, S.W.
McClure, J. D., LL.D., B.Mus., Mill Hill School, N.W.
McCrea, Miss G. J., King Edward VI. Girls' High School, New
Street, Birmingham.
McDouGALL, i/mE., M.A., Westfield College, Hampstead, N.W.
McNeile, Miss E. R., St. Bede's College, Simla.
Mears, Rev. E. M., M.A., Milton Abbas Grammar School,
Blandford, Dorset.
Medd, J. C, M.A., Stratton, Cirencester.
Meiklejohn, R. S., M.A., Reform Club, Pall Mall, S.W.
Merrick, Rev. G. P., M.A., M.B., 110, Belgrave Road, S.W.
Merry, Rev. W. W., D.D., Rector of Lincoln College, Oxford.
Michell, W. G., M.A., Rugby.
78 APPENDIX
Miles, E. H., M.A., 10, St. Paul's Road, Cambridge.
Miles, J. C, M.A., Merton College, Oxford.
MiLFORD, Rev. L. S., M.A., Haileybury College, Hertford.
*MiLLiNGTON, Miss Maude V., 1, St. Ann's Yillas, Royal Cres-
cent, N.
Mills, Miss B. T., Milverton, Somerset.
MiLMAN, Rev. W. H., M.A., Sion College, Yictoria Embank-
ment, E.G.
MiNTURN, Miss E, T., 14, Chelsea Embankment, S.W.
Mitchell, C. W. F., Hillside, Christ Church Road, Hampstead,
N.W.
Mitchell, M. W., M.A., Haileybury College, Hertford.
MiTCHiNSON, Rt. Rev. J., D.D., D.C.L., Master of Pembroke
College, Oxford.
Monro, D. B., M.A., LL.D., Litt.D., D.C.L., Provost of Oriel
College, Oxford.
Moor, Miss M. P.,
7,
St. John's Road, Oxford.
Moore, Rev. W., M.A., Appleton Rectory, Abingdon.
MoRisoN, L., M.A.,
80, Warwick Square, S.W.
Morton, Miss M., High School for Girls, Winchester.
Moss, Rev. H. W., M.A., The School, Shrewsbury.
MouLTON, Rev. J. H., Litt.D., Didsbury College, Manchester.
MoxoN, Miss E. A. R., The Vicai-age, Glayton-le-Moors,
Accrington.
MoxoN, Rev. T. A., M.A., 106, Goldsmith Street, Nottingham.
Murray, G. G. A., LIj.D., Barford, Ohurt, Farnham.
Murray, John, M.A.,
50, Albemarle Street, W.
MuscHAMP, J. G. S., M.A.,
32, Henleaze Gardens, Westbury,
Bristol.
MussoN, Aliss C. J., 15, Cleveland Road, Barnes, S.W,
Myers, Ernest, M.A., Brackenside, Chislehurst.
Myres, J. L., M.A., Christ Church, Oxford.
Nairn, Rev. J. A., M.A.., Merchant Taylors' School, E.G.
Neild, Miss H. T., M.A., The Mount School, York.
Newbolt, H. J., M.A., 23, Earl's Terrace, W.
Newcomb, Miss E., Highfield, Rochester, Kent.
Newman, Miss M. L.,
8,
Ellingham Road, Shepherd's Bush, W.
Newman, W. L., Litt.D.,
1, Pittville Lawn, Cheltenham.
Newton, 0. W., M.A., St. Christopher's School, Eastbourne.
NiCKLiN, Rev. T., M.A., Rossall, Fleetwood, Lanes.
Nicholson, Miss M., 26, Talgarth Road, West Kensington, W.
NicoL, J. C, M.A., Grammai' School, Portsmouth.
ISTiGHTiNGALE, A. D., M.A., Sidney House, Oundle, Northants.
Nolle, Rev. Father Lambert, O.S.B,, St. Thomas's Abbey School,
Erdington, Birmingham.
NoERis, Rev. John, The Oratory, Birmingham.
NoRTHBouRNE, Rt. Hon. Lord, Betteshanger, Eastry, Kent.
Norton, D. E., M.A., King's School, Bruton.
Norwood,
0.,
B.A., Morris House, Shaw Lane, Headingley,
Leeds.
Norwood, G., B.A., 14, Balleratt Street, Levenshulme, Man-
chester.
NowERS, G. P., M.A., Overweald, Haslemere, Surrey.
NuTT, A., 58, Redcliffe Square, S.W.
Ogilvy, Miss A., 12, Prince Edward Mansions, Pembridge
Square, W.
Orange, Miss B., Netherfield, St. Margaret's, Polmont, N.B.
Ormiston, Miss F. M., High School for Girls, South Side,
Clapham Common, S.W.
OsBORN, T. G., M.A., Rydal Mount School, Colwyn Bay.
Owen, A. S., M.A.,
3, Montague Lawn, Cheltenham.
Owen, S. G., M.A., Christ Church, Oxford.
Page, T. E., M.A., Charterhouse, Godalming.
Paget, R., B.A., 50, Old Bailey, E.G.
Palmer, Rev. E. J., M.A., Balliol College, Oxford.
Pantin, W. E. p., M.A, 17, Dewhurst Road, West Kensing-
ton, W.
Papillon, Rev. T. L., M.A,, Writtle Vicarage, Chelmsford.
Parker, Miss C. E., Bedford College, York Place, Baker Street,
W.
Parry, E. H., Stoke House, Stoke Pogis, Bucks.
Parry, Rev. Canon St. J,, B.D., Trinity College, Cambridge.
Paton, J. L., M.A., Grammar School, Manchester.
Paul, Miss A. S., M.A., 75, Foster Hill Road, Bedford.
Pearce, J. W. E., M.A., Merton Court Preparatory School,
Footscray, Kent.
Pearson, A. C, M.A., Nateby, Warlingham, Surrey.
Pearson, Miss E. R., 5, South Street, St. Andrews.
Peile, J., Litt.D., The Lodge, Christ's College, Cambridge.
80
APPENDIX
Pelham, Frof.
H. F., M.A., LL.D., F.S.A., President of Trinity
College, Oxford.
Penrose, Miss E., Poyal Holloway College, Englefield Green,
Surrey.
Peskett, a. G., M.A., Magdalene College, Cambridge.
Peterson, Principal W., M.A., LL.D., C.M.G., McGill Univer-
sity, Montreal, Canada.
*Phelps, Rev. L. R., M.A., Oriel College, Oxford.
Phillimore, The Hon. Sir W. G., Bt., D.C.L., Cam House,
Campden Hill, Kensington, W,
PiCKARD, Miss E. M., Overdale School, Settle, Yorks.
Pickard-Cambridge, a. W., M.A., Balliol College, Oxford.
Pickering, T. E., M.A., The School, Shrewsbury.
Plaistowe, F. G., M.A., Queen's College, Cambridge.
Plunkett, Count, F. S. A., 26, Upper Fitzwilliam Street, Dublin.
Pollock, Sir F., Bart., M.A., D.C.L., 48, Great Cumberland
Place, W.
Pollard, A. T., M.A., City of London School, E.C.
PooLEY, H. F., M.A., Scotter, Well Walk, Hampstead, N.W.
Pope, G. H., M.A., B.C.L., 60,
Banbury Road, Oxford.
Pope, Mrs., 60, Banbury Road, Oxford.
PosTGATE, Prof. J. P., Litt.D., 54, Bateman Street, Cambridge.
Powell, Miss M., Orme Girls' School, Newcastle, Staffs.
Powell, Miss M. H., 16, Holmewood Gardens, Streatham Hill,
S.W.
Potnter, a. M., 56a, Pall Mall, S.W.
Poynter, Sir E. J., Bt., D.C.L., Litt.D., P.R.A., 88,
Knights-
bridge, S.W.
Price, A. C, M.A., The Grammar School, Leeds.
Prichard, H. a., M.A., 43, Broad Street, Oxford.
Prichard, Mrs., 43, Broad Street, Oxford.
Prickard, a. O., M.A., New College, Oxford.
PuRDiE, Miss E., Ph.D., Ladies' College, Cheltenham.
PuRDiE, Miss F. M., High School for Girls, Exeter.
, Purser, Prof. L. C, M.A., Trinity College, Dublin.
QuENNELL, Rev. CanonW., M.A., Shenfield Rectory, Brentwood.
Rackham, H., M.A., Christ's College, Cambridge.
Rackham, Mrs., 4,
Grange Terrace, Cambridge.
Radcliffe, J. E. Y., Christ Church, Oxford.
Eadcliffe, Rev. E. C, M.A., Eton College, Windsor.
Ragg, Rev. W. H. Murray, M.A., The Cathedral School, Hereford.
Ramsay, A. B., M.A., Eton College, Windsor.
Ramsay, Prof. G. G., Litt.D., The University, Glasgow.
Rawlins, F. H., M.A., Eton College, Windsor.
Rawnsley, W. F., M.A., J.P,, Loughrigg Holme, Ambleside.
Redmayne, J. F. S., B.A., Goldsmiths' Technical Institute, New
Cross, S.E.
Reid, Prof. J. S., Litt.D., West Road, Cambridge.
Rendall, Rev. G, H., M.A., Litt.D., Charterhouse, Godalming,
Rendall, M. J., M.A., The College, Winchester.
Rendall, Y., M.A., 15, Wellesley Mansions, West Kensing-
ton, W.
Rhoades, J., M.A.,
5, Fitz-James Avenue, Kensington, W.
Rhodes, G. S., Junior Athenteum Club, 116, Piccadilly, W.
Rhys, Miss M., The Lodgings, Jesus College, Oxford.
Richards, F., M.A., Kingswood School, Bath.
Richards, Miss F, G., B.A., The Elms, Mason's Hill, Bromley,
Kent.
Richards, F. T., M.A., 46, Wetherby Mansions, Earl's Court
Square, S.W.
Richards, Rev. G. C, M.A., Oriel College, Oxford.
Richards, H., M.A., Wadham College, Oxford.
Richards, Rev. J. F., M.A., Bishopstone Manor, Lewes.
Richards, Miss S. E. S., M.A., 162, Coppice Street, Oldham,
Lanes.
Richardson, Miss A. W., B.A., Westfield College, Hampstead,
N.W.
Richmond, B. L., M.A.,
2,
Tanfield Court, Temple, E.G.
Richmond, O. L., B.A., 64, Cornwall Gardens, S.W.
Ridding, Miss C. M., St. James's House, Holland Park, W.
Riley, Miss M. E., 31, Sheppard Street, Stoke-on-Trent.
Robert, Prof. Dr. C, Karlsstrasse,
9,
Halle an der Saale.
Roberts, Rev. E. S., M.A., The Lodge, Gonville and Caius
College, Cambridge.
Roberts, Principal T. F., M.A., LL.D., University College,
Aberystwyth,
Roberts,
Prof. W. Rhys, M.A., Litt.D., The University, Leeds.
Robertson, Miss Hilda, 57, Harrington Gardens, S.W.
Robinson, Very Rev. J, Armitage, D.D., Deanery, Westminster,
S.W.
82 APPENDIX
KoGERS, Miss A. M. A., 39,
Museum Road, Oxford.
EoGERS, Miss M. D., 72, Fairhazel Gardens, South Hampstead,
N.W.
RoMANis, Rev. W. F. J., MA., Charterhouse, Godalming.
RoscoE, H. W. K., Ilsley Cottage, Streatley, Reading.
Rouse, W. H. D., M.A., Litt.D., Perse School, Cambridge.
RuBiE, Rev. A. E., MA., Eltham College, Kent.
RuDD, Rev. E. J. S., M.A., Souldern Rectory, Banbury.
RuDD, G. E., M.A., Stoneygate School, Leicester.
RuNDALL, G. W., M.A., 49 and 50, ParHament Street, S.W.
RuSHBROOKE, W. G., M.A., St. Olave's Grammar School, Tower
Bridge, S.E.
Rutherford, Rev. W. G., M.A., LL.D., Little Hallands, Bishop-
stone, Lewes.
Sadler,
Prof. M. E., M.A., Victoria University, Manchester.
Sanders, Miss A. F. E., 121, Jerningham Road, New Cross, S.E.
Sanderson, F. W., M.A., The School, Oundle.
Sandys, J. E., Litt.D., Merton House, Cambridge.
Sant, Miss C. M., Somerville House, Southwold.
Sargeaunt, J., M.A., Westminster School, S.W.
Sarson, Arnold, M.A., The High School, Blackpool,
Saunders, Miss M. B., M.A., Ladies' College, Cheltenham.
Schomberg, Miss I., 14, Wellington Square, Oxford.
Scott, G. R,, M.A., 2,
Clarendon Villas, Parktown, Oxford.
Selwyn, Rev. E. C, D.D., The School, Uppingham.
Shadwell, C. L., D.C.L., Frewin Hall, Oxford.
Sharpley, Miss E. M., Newnham College, Cambridge.
Sharpley, H., M.A., Harley Court, The Close, Hereford.
Sharwood-Smith, E., M.A., School House, Newbury.
Shawyer, J. A., B.A., St. Paul's School, Hammersmith.
Shearer, W. A., M.A., Latymer's School, Edmonton.
Shields, C, M.A., Corpus Christi College, Oxford.
Shuckburgh, E. S., Litt.D., Grantchester, Cambridge.
SiDGWiCK, A, M.A., 64, Woodstock Road, Oxford.
SiKES, E. E., M.A., St. John's College, Cambridge.
*SiLCOX, Miss L., High School for Girls, West Dulwich, S.E.
Simmons, Miss N. J., 15, Maresfield Gardens, Hampstead, N.W.
Simpson, P., M.A., St. Olave's Grammar School, Tower Bridge,
S.E.
Sing, J. M., M.A., St. Edward's School, Oxford.
NAMES AND ADDRESSES OF MEMBERS 8S
*Skeat, Rev. Prof. W. W., Litt.D. LL.D., D.C.L., 2,
SaHsbury
Villas, Cambridge.
Skeel, Miss 0. A. J., Westfield College, Hampstead, N.W.
Slater, Prof. D. A., M.A., University College, Cardiff.
Slater, E. Y., B.A., Eton College, Windsor.
Slater, Miss W. M., M.A., 11, St. John's Wood Park, N.W.
Sleeman, J. H., B.A., Sidney Sussex College, Cambridge.
Sloane, Miss E. J., M.A., 13,
Welford Road, Leicester.
Smedley, J. F., M.A., 9,
The Avenue, Bedford Park, W.
Smith, Rev. Canon I. Gregory, M.A., LL.D., Great Shefford,
Lambourn.
Smith, Rev. J. Hunter, M.A., Avonmore, Moseley Eoad,
Birmingham.
Smith, Miss M. L. S., Girls' Grammar School, Leeds.
*Smith, N. C, M.A., New College, Oxford.
Smyth, C, M.A., The Grammar School, Bradford.
Snow, T. C, M.A., St. John's College, Oxford.
Sonnenschein, Prof
E. A., D.Litt., The University, Birmingham.
Spooner, Rev. W. A., D.D., Warden of New College, Oxford.
Spurling, Rev. F. W., M.A., Keble College, Oxford.
Stanford, Sir C. V., M.A., Mus.D., D.C.L., LL.D., 50,
Holland
Street, Kensington, W.
Stanton, C. H., M.A., Field Place, Stroud, Gloucestershire,
Stanton, Rev. Prof.
V. H., D.D., Trinity College, Cambridge.
Stawell, Miss F. M., 41,
Westbourne Park Villas, W.
Steele, J. P., M.A., M.D., 2, Via Pico della Mirandola,
Florence, Italy.
Steen, W. p.,
M.A.,
9,
Queen Anne Terrace, Cambridge.
Stephenson, Rev. F., M.A., Southwood House, Cheltenham.
Stevenson, Miss E., 26,
Newbattle Terrace, Edinburgh.
Stevenson, W. E., M.A., Hayes Mount, Kensington, Bath.
Stewart, Prof. J. A., M.A., LL.D., Christ Church, Oxford.
Stoker, Miss H., 9,
Lessar Avenue, Clapham Common, S.W.
Stone, Rev. E. D., M.A., Helensbourne, Abingdon.
Stone, E. W., M.A., Eton College, Windsor.
Stoneman, Miss A. M., Netting Hill High School, Norland
Square, W.
Stowell, E. a. Crewe, B.A., The Grammar School, Kirkby,
Lonsdale.
Strachan, Prof
J., M.A., Owens College, Manchester.
*Strachan-Davidson, J. L., M.A., Balliol College, Oxford.
12
84
APPENDIX
Strong, 3Irs. E., LL.D., Ohatsworth, Chesterfield.
Strong, Prof. H. A., MA., The University, Liverpool.
Stuart, 3Iiss J. J., 133,
Queen's Gate, W.
Stuttaford, C, 34,
Frognal, Hampstead, N.W.
Style, J., M.A., Grammar School, Cheltenham.
Summers, Frof. W. C, M.A., 15,
Endcliffe Rise Road, Sheffield.
Sutton, E., B.A., Bank of England Chambers, Tib Lane,
Manchester.
Swallow, Eev. R. D., M.A., Chigwell School, Essex.
Syson, Miss M. F., Dunmarhlyn, Weston-super-Mare.
Sykes, a. a., 16, Edith Road, W. Kensington, W.
Sykes, J. C. G., M.A., Board of Education, South Kensington,
S.W.
Tabor, A. S., M.A., Cheam School, Surrey.
Tancogk, Rev. C. C, D.D., Tonbridge School, Tonbridge.
Tanner, Miss L. K., 4,
Brackley Road, Beckenham, Kent.
Tanner, R., M.A,
Westminster School, Dean's Yard, S.W.
Tatham, H. F. W., M.A., Eton College, Windsor.
Tatham, M. T., M.A., Northcourt, Abingdon.
Tayler, Eev. C. B., B.A., Beeford, Driffield, Yorks.
Taylor, G. M., B.A., Rossall School, Fleetwood, Lanes.
Taylor, J. H., M.A., Little Trinity, Cambridge.
Taylor, Ifiss M., B.A., The Woodlands, Baring Road, S.E.
Taylor, Miss M. E. J., Royal Holloway College, Englefield
Green, Surrey.
Thomas, F. W., M.A., Lulia Office, Whitehall, S.W.
Thompson, Sir E. Maunde, D.C.L., K.C.B., British Museum, W.C.
Thompson, E. Seymer, M.A., Highbroom, Ewhurst, near Guild-
ford.
Thompson, F. E., M.A., 16,
Primrose Hill Road, N.W.
Thompson, John, M.A., 14, Brighton Road, Dublin,
Thomson, H. R., M.A., School House, The College, Eastbourne.
Thring, L. T., M.A., The Wick, Hove.
Tilley, a. a., M.A., 2,
Selwyn Gardens, Cambridge.
Titherington, Eev. A. F., M.A., Brighton College, Brighton.
Trenerry, Ifiss E. L., M.A., 3,
North Road, Clapham Park, S.W.
Trollope, a. H., M.A,
Tyttenhanger Lodge, St. Albans.
Turner, Prof.
H. H., M.A.,
D.Sc, University Observatory, Oxford.
Turner, J. A., B.A., Haileybury College, Hertford.
Tyler, C. H., B.A., Rossall, Fleetwood, Lanes.
NAMES AND
ADDRESSES OF MEMBERS 85
IJpcorr, Rev. A. W., M.A., Christ's Hospital, West Horsham.
IJPCGTT, E. A., M.A., Wellington College, Berks.
TJre, p. N., B.A., University College, Cardiff.
Vaisey, H. B., M.A., 1, New Square, Lincoln's Inn, W.C.
*Varley, R. S., B.A., 11, Stanley Gardens, Kensington Park, W.
*Vaughan, E. L,, M.A., Eton College, Windsor.
Yaughan, M., M.A., Haileybury College, Hertford.
Yaughan, W. W., M.A., Giggleswick School, near Settle.
Yerrall, a. W., Litt.D., 5,
Selwyn Gardens, Cambirdge.
Yerrall, Mrs. M. de G., 5,
Selwyn Gardens, Cambridge.
YiNCE, C. A., M.A., 39,
Edmund Street, Birmingham.
*Yince, J. H., M.A., Bradfield College, Berks.
YiNCENT, William, 20-21, Laurence Pountney Lane, Cannon
Street, E.C.
YiviAN, Miss M. A., B.A., The Intermediate School, Newport,
Monmouthshire.
YouLES, M. F., M.A., Middleton School, Bognor.
Waldstein, Prof.
C, Litt.D., King's College, Cambridge.
Walker, Fev. D., M.A., B.D., 43, North Bailey, Durham.
Walker, Rev. E. M., M.A., Queen's College, Oxford.
Walter, Rev. J. Conway, B.A., Langton Rectory, Horncastle.
Walters, Prof.
C. Elamstead, M.A., King's College, W.C.
Walters, H. B., M.A., British Museum, W.C.
Ward, W. W., B.A., Bosloe, near Falmouth.
Wardale, J. R., M.A., Clare College, Cambridge.
Warner, G. F., M.A., D.Litt., British Museum, W.C.
Warner, Rev. W., M.A., Christ Church, Oxford.
Warre, Rev. E., D.D., Eton College, Windsor.
Warren, T. H., M.A., President of Magdalen College, Oxford.
Waters, G. T., M.A., Haileybury College, Hertford.
Watkins, Miss L. B., Crich Common, Matlock Bath, Derbyshire.
Watson, A. R., M.A., 85,
Yincent Square, Westminster, S.W.
Watson, Rev. H. A., M.A., Grammar School, Lancaster.
Watts, A., M.A., 7a, Abercromby Square, Liverpool.
Waugh, J., M.A., Intermediate School, Cardiff.
Way, Rev. J. P., D.D., Rossall, Fleetwood, Lanes.
Webb, C. C. J., Magdalen College, Oxford.
Webster, E. W., B.A., Wadham College, Oxford.
Wedd, N., M.A., King's College, Cambridge.
86
APPENDIX
Wells, 0. M., B.A., Eton College, Windsor.
Wells, J., M.A., Wadham College, Oxford.
Welsh, 3Iiss Elizabeth, Le Belvedere, Veytaux, Switzerland.
Whibley, C, B.A., Wavendon Manor, Wobmn Sands, R.S.O.
Beds.
W"hibley, L., M.A., Pembroke College, Cambridge.
White, Miss E. L., M.A., 73, St. Andrew's Road, Southsea.
White, Miss R. E., Newnham College, Cambridge.
White, W., M.A., The Grammar School, Boston.
Whitelaw, R., M.A., Rugby.
White-Thomson, R. W., M.A., Eton College, Windsor.
Whittle, J. L., M.A., 2,
Brick Court, Temple, E.C.
Whitworth, a. W., B.A., Eton College, Windsor.
Whyte, Miss J., 4,
Worcester Avenue, CHfton, Bristol.
WiCKHAM, Very Rev. E. C, D.D., Deanery, Lincoln.
Wicksey, J. T. W., Mus.B., Castletown Grammar School, Isle
of Man.
Wigglesworth, Miss E., The High School, Murivance, Shrews-
bury.
WiLKiNS, Prof.
A. S., Litt.D., Victoria Park, Manchester.
Williams, A. Moray, B.A., Bedale's School, Petersfield.
Williams, B., Savile Club, 107, Piccadilly, W.
Williams, C. A., M.A., 196, Coppice Street, Oldham.
Williams, Bev. F. F. S., M.A., 11, Hillmorton Road, Rugby.
Williams, Rev. G. H., M.A., Grammar School, Carlisle.
Williams, Rev. H. H., M.A., Hertford College, Oxford.
Williams, W. G., M.A., Friars' School, Bangor.
Williamson, Rev. W., B.A., West Kent Grammar School,
Brockley, S.E.
Willis, J. A., M.A., 6,
Marloes Road, Kensington, W.
Wilson, Prof. J. Cook, M.A., 12, Fyfield Road, Oxford.
Wilson, R., M.A., Grammar School, Leeds.
WiNBOLT, S. E., M.A., Christ's Hospital, West Horsham.
Windsor, F. D., M.A., The School House, Felsted, Essex.
WiNTON, A. J. DE, M.A., Gore Court, Sittingbourne.
Wishart, Miss G., B.A., 1,
Sandford Road, Bromley, Kent.
Wishart, Miss J. R., M.A., Dovedale, St. Luke's, Cheltenham.
WiTTON, W. F., 39,
Doddington Grove, Kennington, S.E.
Wood, Rev. J., D.D., Harrow School, Harrow-on-the-Hill.
Wood, Miss M. H., 267, Camden Road, N.
Woodward, Prof. W. H., M.A., The University, Liverpool.
WooLRYCH, H. E., M.A., 59, Shooter's Hill Road, Blackheath,
S.E.
Wordsworth, Miss E., Principal, Lady Margaret Hall, Oxford.
WoRLEY, Miss M. L., M.A., High School for Girls, Oxford.
WoRRALL, A. H., M.A., The Lodge, Louth, Lincolnshire.
WoRTERS, Miss E. B., Thoresby, Shortlands, Kent,
Wright, Bev. H. C, M.A., Haileybury College, Hertford.
Wright,
Pi-of. J., D.O.L., LL.D., Langdale House, Oxford.
Wright, W. Aldis, M.A., LL.D., D.C.L., Trinity College,
Cambridge.
Wroth, W., M.A., British Museum, W.C.
Wynne-Edwards, Bev. J. E,., Grammar School, Leeds.
Wyse, W., M.A., Halford, Shipston-on-Stour.
Young, F. S., M.A., The College, Bishop's Stortford, Herts.
Yule, Miss A. F., F.S.A.S., Tarradale, Eoss-shire,
ZiMMERN, A. E., New College, Oxford.
Printed by Eazell, Watsm & Viney, Id., Lcadon and Aylesbury.
Just Published. Price 6/-.
MURRAY'S SMALL CLASSICAL ATLAS
FOR SCHOOLS.
Edited by G. B. GRUNDY, M.A., D.Litt.,
Fellow and Tutor of Corpus Christi College, Oxford
;
Author of
"
The
Great Persian War."
FOLIO (i4i
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inches), SIX SHILLINGS.
LIST OF MAPS.
BritanniaGaul
Italia
Graecia
HispaniaGermania, &c.
Asia Minor
Mare AegaeumThe Roman Empire, b.c. 218-A.D. 100
The Roman Empire, a. d. 1-300
The Eastern EmpiresPalestine
Egyptus
Rome
The Environs of Rome
Roma Quadrata
Forum
Romanum
Athens
The Acropolis^The Piraeus
The Bosphorus
AND a Sheet of the most Important Battlefields of Ancient
Classical History.
The Maps in this Atlas incorporate the results of recent scholarship, and
have been most carefully prepared so as to accentuate all the chief names
and natural features of the countries, and by eliminating those of minor im-
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the configuration of the countries at a glance, enhances the effect of simplicity,
which cannot be achieved in maps where the old-fashioned method of hachured
mountains obscured the names. The Atlas contains a complete index, and
its small price will bring it within the reach of all classical students.
MURRAY'S HANDY CLASSICAL MAPS.
A NEW SYSTEM.
Edited by G. B. GRUNDY, M.A., D.Litt.,
Fellow and Tutor of Corpus Christi College, Oxford
;
Author of
"
The
Great Persian War."
In these Maps the old method of engraving and hatching the mountain
ranges has been supplemented by colouring the contours with flat brown and
green tints, which is acknowledged to be the most intelligible way of denoting
the configuration of the land.
The Maps have now been recognized as the best and most convenient
in existence for the use of scholars and students at the universities and upper
classes of schools.
A Separate Index is included with each Map.
{XT ,,_ r-o f,-!.
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BRITANNIA
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HISPANIA One sheet, is. cloth
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7.,
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- , ., .
^
MfcSOPOTAMIA, AND A Map show-
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' ' '
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P'
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THE ROMAN EMPIRE
- - -ITwo Maps on one sheet, 2s. cloth; is. net,
(at diU'erent epochs)
)
paper.
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\
Two Maps on one sheet, 2s. cloth
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BOOKS FOR CLASSICAL STUDENTS.

TUSCULAN DISPUTATIONS (BOOK L) and the Sonmium

BOOKS XIX.-XXIV. E. B. Clapp

1. That an Association open to persons of either sex, to be

to be an important factor of education, time will reinstate

in a few cases from obvious causes. In one case, for example,

he noticed that they took credit to themselves that the writing

Mare AegaeumThe Roman Empire, b.c. 218-A.D. 100

The Roman Empire, a. d. 1-300

The Eastern EmpiresPalestine

The Environs of Rome

The Acropolis^The Piraeus

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