We are particularly interested in Greek life and culture because she has so greatly influenced our own. For instance, very many words in our language like grammar and theater, are borrowed directly from the Greek. Classes in drawing often copy from old Greek models, and many of the best stories in our literature are translations, or imitations, of the old Greek masters.

The center of Greek culture was Athens. Among all of the cities of Greece none was so famous for her schools and theaters, and for her temples and public buildings; and in no other could be found such a group of renowned teachers and artists, sculptors and actors, orators and statesmen as claimed Athens for their home.

Among the Athenians, schooling began in early childhood. Until they were seven years of age, boys and girls lived together in the home and were taught by the mother and nurse. At seven, their paths separated. The daughter remained secluded with her mother and picked up what little knowledge her mother could impart; but, for any knowledge of what was going on in the world outside, she was wholly dependent upon what her father and brothers chose to tell her. Many an Athenian maiden was highly cultured, but her brother received far more schooling, as we shall see.

At seven, the Athenian lad was placed in charge of a guardian slave who followed the boy about like a shadow. Wherever he went-to and from school,

out to play, or into the house the faithful slave closely followed. Although in no sense a teacher, nevertheless upon the guardian slave fell the duty of instructing his charge in good manners: in the proper way to stand, sit, walk, eat, and dress; and how to appear well before company. If necessary, the slave had authority to enforce his commands with the aid of the strap.

His schooling came under three headings: gymnastics, music, and letters.

Instruction in gymnastics was given in the "wrestling-grounds." Here he learned to wrestle, box, run, jump, and throw the discus and spear. Swimming and games were also taught, and of the older boys military training was required. Athletic meets were frequent and were well attended.

In music, the pupil learned to play the lyre and to sing to his own accompaniment. For this purpose, he must memorize all of the lyric poems—those that could be sung and be able to sing and play any that were requested.

The third branch of education comprised reading and writing. In reading, the pupil began with the letters, then the syllables, and then the words. In writing, the master "scratched" the letters on a wooden tablet covered with wax and then guided the pupil's hand to make them.

The aim of Athenian education was to make a good Athenian-a high class citizen. To that end, pupils were required to memorize long passages

from the great poets and orators; to be able to recite the great deeds of Grecian heroes; and to pledge unfaltering allegiance to their city and state.

In conclusion, the reader is referred below to books of stories which the Athenian youth delighted to hear and tell. There is space herein only for his Pledge of Allegiance:

"We will never bring disgrace to this, our city, by any act of dishonesty or cowardice, nor ever desert our suffering comrades in the ranks. We will fight for the ideals and sacred things of the city, both alone and with many; we will revere and obey the city's laws and do our best to incite a like respect and reverence in those above us who are prone to annul or set them at naught; we will strive unceasingly to quicken the public's sense of civic duty. Thus in all these ways we will transmit this city is not only not less, but greater, better, and more beautiful than it was transmitted to us."

HELPS TO STUDY

-A. M. Addison.

1. What points are made in the introduction? 2. Plan to show in what ways the Greek boy's school life was different This outline will help you in reading:

from ours.

a. The life before school days began.

b. The office of the guardian.

c. His schooling: 1. Gymnastics. 2. Music. 3. Letters. 3. The aim of Athenian Education. How did it differ from ours? 4. The Athenian Oath. What pledge, if any, do we take that similar? 5. In what ways do you think our schools better than those the Greek boy attended? Prove.

Other Selections: Our Ancestors in Europe, HALL; European Beginnings, GORDY; The Boys Who Lived on the Road from Long Ago to Now, ANDREWS; The Story of the Illiad, CHURCH.

A SILVER FOX

Ernest Thompson Seton is a lover of the great outdoors. He wanders in the highways and byways, and knows the animals that cross his path. He is their friend. He respects them in their haunts, and they welcome him to their homes, and reveal to him many of their secrets. He is the "Hiawatha of the Woods," and writes of them as brothers. Thus has he written of the silver fox. Read the selection, paragraph by paragraph, and try to remember the important things that are given in each.

High on a hill that sloped to the Shawban from the west was a little piney glade. It was bright with the many flowers of the song-moon time, but its chief interest lay in this-it was the home of a family of foxes.

The den door was hidden in the edge of a pine thicket, but the family was out now in the open to romp in the day's best hour.

The mother was there, the central figure of the group, the stillest, and yet the most tensely alive. The little ones, in the woolly stage, were romping and playing. They romped and wrestled in a spirit of unbounded glee, racing with one another, chasing flies and funny bugs, laboring with frightful energy to catch the end of mother's tail or to rob a brother of some worthless, ragged remnant of a long past meal.

The prize of all, the ball of the ball game and the "tag" in the game of catch, was a dried duck wing. It had been passed around and snatched a dozen times, but the sprightliest cub, a dark-looking little chap with a black band across his eyes, seized it and raced round and round until the rest gave up pursuit, losing interest in the game they could not win.

In the midst of the big, little riot, the form of another fox, gliding into view, gave the mother and the cubs a slight start; but his familiar form quieted them: it was the father fox. He carried food, so all the eager eyes and noses turned his way. He dropped his burden, a newly killed muskrat, and mother ran to fetch it.

When the mother threw the muskrat to the cubs, they fell on it like a pack of little wolves on a tiny deer, pulling, tugging, and growling.

Mother looked on with love and seeming admiration, but she divided her attention between the happy group about the meal and the near woods which might contain a foe; for men with guns, boys with dogs, eagles and owls, all are ready to make quarry of a baby fox.

Their merry feast was at its height when the faraway "Yur-yur-yur-yap" of the father was heard, telling plainly of approaching danger. Had the cubs been half grown, they would have known what it meant; but being so young, mother quickly sent them tumbling back into the den, where in the dim light they quietly finished each the piece of muskrat he had secured.