"Domet" is the same as "domitura sit:" "is to enslave;" the present subjunctive for the future, which so often occurs in Plautus and Terence. See Plaut. Menæchm. 148 and 744 ibid. " Circumimus." For the doves of Dodona πελειάδες or dark women, πελαὶ, i. g. Πελασγαί see Herod. ii. 57. In v. 10. "Flere " =flebiliter canere.

IBID. 11.—“ Plus in amore, &c." Mimmermus, the supposed inventor of Elegiac verse, flourished about B.C. 600, at Smyrna. Horace deemed his poems superior to Callimachus, who was a vast favorite with the Roman poets. See Hor. Epistl. II. ii 100-1. "Quis, nisi Callimachus? Si plus adposcere visus; Fit Mimmermus, et optivo cognomine gaudet." And sce Ep. I. vi. 65. "Si, Mimmermus uti censet, sine amore jocisque Nil est jucundum, vivas in amore jocisque."

=

IBID. 13.-"Tristes libellos," "dull epics." Tristes "duros" in contradistinction to "lenes" or "molles," h.e.elegiac strains, which Paley parallels by referring to iii. 26, 44. "Inque tuos ignes, dure poeta, veni." Construe "Go now compose, if you can, those severe epics."

or it may be, and this is the more common interpretation, "Shut up, lay aside in your desk those severe epics," i. e. his Thebaid. "Compone" would then be i. q. "sepone." See Hor. Sat. I. ix. 28. "Omnes composui. Felices."

IBID. 15.

Quid si non, &c.

"What if you had not a ready supply of matter; seeing that now you want water though in the midst of a river.""

i. e. since you lack what to pour forth, though in the full tide of love. Paley compares I. vii. 19-20. "Et frustra cupiet mollem componere

versum, &c."

IBID. 20.

Et magis infernæ vincula nosse rotæ.

h. e. the wheel of Ixion. See Virgil. Georg. III. 38-9. "Tortosque Ixionis angues Immanemque rotam." Tibull. I. iii. 73. "Illic Junonem tentare Ixionis ausi Versantur celeri noxia membra rotâ."

IBID. 21.-"Quam pueri, &c." See I. vii. 15., I. vi. 23., I. xix. 5. "Non adeo leviter nostris Puer hæsit ocellis."

IBID. 24.

Ut non alternâ, &c.

"As not to check the string with alternations of her hand."

A metaphor from a woman holding a bird by a silken thread, and tantalizing it by allowing it a slight freedom, only to check it.

IBID. 34.

Dicere quo pereas.

Cf. I. vi. 27. above. "Multi longinquo periere in amore libenter."

ELEGY X.

Addressed to Gallus, to whom he had written El. I. v. ahore.

IBID. 5.-"Morientem," "dying for love." Vidimus et longâ ducere &c. Scaliger read "Vidimus in longam ducere verba moram :" but he mentions the reading "et long â—morâ as in one MS. and not to be despised. In v. 2, for "in lacrimis," Muretus mentions a reading "illecebris," but rightly deems that "lacrimis" is the true reading, because in El. xiii. 1415, we have "Et flere injectis Gâlle diu manibus. Complexâ-puellà." The participle seems manifestly used here in a passive sense as in El. iii. 18. Muretus quotes Cicero Orat. pro Sext. Rosc. "Scelestum, Expertæ," also Dii immortales, ac nefarium facinus, atque ejusmodi, quo uno maleficia ac scelera omnia complexa esse videantur.'

66

"With her steeds in the midst of Heaven."

h. e. "ad medium cœli provectis," or "medium cœlum emensis."

IBID. 13.-"Fide," "the power to keep a secret."-Paley.

IBID. 15.-"Diversos," "separated," or "estranged." Scaliger read "divisos," but it comes to the same thing, and there is no necessity. See Paley's note as to the derivation of diversus;" and compare I. iii. 31. At v. 19, compare El. ix. 7. "Me dolor et lacrima merito fecere peritum.”

IBID. 21.-"Tu cave, &c." The Delph. Ed. compares Ovid A. A. 1. "Cede repugnanti: cedendo victor abibis.' "Tristi" in this verse is equivalent to "angry,"

IBID. 25.

""offended."

Quando contemnitur illa.

that "quando

Muretus says is not often used in this sense and with this mood, but he quotes Plaut. Menæchm. Prol. 72. "Quando alia (fabula) agetur, aliud fiet oppidum," and ibid Act I. scene i. 2. “Ideo, quia mensam, quando edo, detergeo."

IBID. 27-8.-Compare I. i. 16. "Tantum in amore preces et benefacta valent." In v. 29, "remanere Cf. I. i. 31.

is i. q.

"constans esse."

"Ah! Cynthia does a care to pass nights mindful of me at all occur to thee, as thou tarriest in the midst of Baix, where lies the narrow way on the shores of Hercules, and admirest one while the waters lying beneath the realm of Thesprotus, at another time, those nighest to noble Misenum."

For "abducere," in v. 5, Scaliger suggests "ah! ducere," where "ducere" is i.q. "ducendi," following "cura" in construction. Scaliger also suggested "et modo," in v. 4. for " Proxima," which emendation was justified by a He explains verses 3, 4, as referring to the two seas, "alterum Puteolis, alterum Misenis subjectum." "Semita," in v. 2, was "the narrow way. ὅ φασιν Ἡρακλέα διαχῶσαι, τὰς βοῦς ἐλαύνοντα τὰς Γηρυόνου. Strabo, v. 4.

late MS.

IBID. 6.

Ecquis in extremo, &c.

"Does any room remain for me in a corner of your love? Can you spare me a mere corner?"

Hertzberg and Paley cf. Ter. Eun. IV. ii. 12. "Certe extremâ linea Amare haud nihil est.'

IBID. 10.-"Lucrinâ

aquâ," a salt-water lake at the inmost part of the deep bay between Baia and Puteoli, with only a narrow land-strip between it and the outer sea, that strip being the "via Herculea" of tradition, though it was probably of natural construction. It was eight stades long, and broad enough for a road for wagons.

R. Geogr. vol. ii. p. 212. a.

IBID. 12.

"Alternæ facilis cedere lympha manu."

"The wave that easily gives way before alternate hands."

Smith's Dict. G. and

"Manu," i. J. "manui." Madvig, sect. 46. obs. 3. See also Virg. Ecl. v. 29. "curru.' Georg. iv. 158. Æn. i. 257, iii. 541. "Facilis cedere." Livy, vii. 33. “Facilis vincere et vinci.”- "susurros" = · δαρισμούς.—Paley.

IBID. 14. Compositam," "reclining." See Virg. Æn. i. 698. and 14.-" Georg. iv. 189. "Post ubi jam thalamis se composuere."

σύ

IBID. 23-24.-"Tu mihi, &c." Compare Hom. Il. vi. 430. "EKтop, áràp

μοι ἐσσι πατὴρ, σὺ δέ πότνια μήτηρ. κ. τ. λ.

IBID. 28.-"Discidium," "a separation." See Ter. Andr. IV. ii. 14. "Qui inter nos discidium volunt."

IBID. 30.-"Baiæ aquæ:" a bold expression, says Paley, for “Baianæ aquæ." See Madvig's Grammar, sect. 60. obs. 1.5.

ELEGY XII.

Addressed to an anonymous friend in the country, who twitted him with his weakness for Cynthia.

IBID. 1.-"Desidiæ," of sitting-at-home. Cf. Propert. I. xv. 6. "Deses," a stay-at-home. In v. 2. "conscia" is "privy to my loves." Compare

I. x. 2.

IBID 6.

Nec nostrâ dulcis in aure sonat.

"Nor does she sweetly murmur in my ears."

Another explanation is

"Nor does Cynthia's name sound sweetly in my ears."

For the former sense, as Paley remarks, the adverb "dulce" would be more likely to be used, but this is not necessarily so. For the second interpretation compare II. 1, 2. "Unde meus veniat mollis in aure liber."

IBID. 10.

Invidiæ fuimus.

"Our good luck has made the Gods jealous. Is it some God that hath crushed me, or some herb, which gathered on the heights of Caucasus, divides (lovers.)"

"Lecta Prometheis - herba jugis." See Eschyl. Fragm. 179. (Dindorf) translated by Cicero Prom. Solut. "Ex quo liquatæ solis ardore excidunt Guttæ, quæ saxa assidue instillant Caucasi." and Seneca's Medea, "Quæ fert opertis hieme perpetuâ jugis Sparsus cruore Caucasus Promethei." The herbs of Caucasus were used specially in incantations. See Paley.

IBID. 16.

Non nihil. h. e. plurimum,

It is our hope to finish the first book in another "Half Hour.”

REPORTS BY H. M. INSPECTORS OF SCHOOLS.

OTH sets of these reports are just published: those from the National British and Scottish Schools, and those from the Union and Reformatory or purely Government Schools. We hear these reports are not to reappear, which we regret, as the publication of the independent opinions of so many different minds was a great benefit and a useful aid to the formation of public judgment on the subject. The intrinsic value of many of the reports, however, has been but small, and hence it has probably been thought expedient to forego the heavy expense of printing them for the future. A synopsis will be published in their stead.

We cannot forbear to insert an extract from the excellent and faithful picture Mr. Brookfield gives of schools for the poor called "good":—

I was once inspecting a school, to speak in slighting terms of which would convey an utterly incorrect impression or its relative quality. As compared with other schools it was a very respectable and thriving institution. The clergyman learned, assiduous, pious, and most deservedly of high position and repute; beloved in his parish, and esteemed beyond it. The teacher was accomplished, industrious, humble-minded, and zealous in his work. The first class had read a portion of the Sermon on the Mount. I asked them whose were the words they had been reading. No answer. I repeated the question in many varied forms; but still no answer. The clergyman said they could not understand my way of putting the question. I therefore showed them some very bad penmanship of my own, which lay upon the table, addressed to the correspondent of the school, and asked whose words those were; and they gave the answer with terrible precision. I asked whose were the words of the sermon they had heard last Sunday; they replied (I have no doubt with equal accuracy), "the clergyman's." I asked whose were the words of St Paul's Epistle to the Romans? and they said, "St. Paul's." I now repeated my first question, "Who spoke the words of the Sermon on the Mount?" No answer still. The visitors grew uncomfortable; the teacher distressed; and the clergyman, assuring me that the children could answer the question if intelligibly proposed to

them, accepted, at my request, the responsibility of putting it. "Now, my dear children," he proceeded, "I am going to ask you precisely the same question as the Inspector, which I am sure you can answer. Who spoke the words cf the Sermon on the Mount? But, before answering it, think for a moment who it was; and, as you pronounce his name, make a bow or courtesy of obeisance, for it is written, ' At his name every knee shall bow.' So, now; whose words were they?"

I need not add that the question was answered by a shout more accurate, triumphant, and unanimous than reverential; that comfort and good humour were restored, and that I was looked upon as an incompetent and discomfited examiner. But when afterwards alone with the teacher, a frank and candid person, I thought it well to inquire whether it was supposed that the children had been really able to answer the question which I in vain put to them. No, it was readily acknowledged they had not. Had they ever been told whose words those were? No, most likely not; it had been taken for granted that they knew so simple a thing as that. Would the children ever, of their own accord, have inquired whose thy were? No, it was not in their way to do so.

And yet several of these children would have answered questions far more difficult than any that I should have dreamed of putting to them; questions in the books of Deuteronomy, or Daniel, or the Epistle to the Hebrews.

Mr. Brookfield is no advocate for keeping children long at school, but rather for making their education more practically useful to the class of children who receive it. Mr. Symons, another inspector, has for long past been urging this view of the matter. Mr. Brookfield well says:

I am not able myself at present to join very loudly in the outcry against children going to work at eleven or twelve years old, if only the work be suited to their physical strength. It seems to me practicable so to have instructed a child before that age that every step that it takes afterwards, whether in the field, the workshop, or the house, shall be fruitful in additional instruction. It is very easy, by adroit methods and entertaining contrivances, to enable a child by that time to read, write, and cypher with ease; and if the faculties of observation and reflection have been co-ordinately encouraged, these three accomplishments will be exercised, pro re nata, with pleasure. And really, unless some extraordinary manifestation of a special bias and adaptation for some other calling---some unmistakeable propensity and gift in art or science--constitute a case entirely exceptional, I do not at present see why a child of twelve, who can read, write, and cypher easily and well, should not go forth to such labor as may suit its strength; nor why, in that very labor, with the opportunities of observation and reflection incidental to it, he may not find a new field of instruction ever varying, ever widening, which may tend quite as much to discipline and edification, and the bracing up of his nature to the severer struggles which await him in maturer life as anything which, beyond the elements already specified, he would have been acquiring in the school-room; nor, indeed, need this early labor, within reasonable limitations, be any bar to progress and improvement in those three cardinal accomplishments (reading, writing, and arithmetic) either in the night schools which are now becoming numerous, or else by spontaneous cultivation at home. I have had opportunities of observing children, both boys and girls of twelve years old transferred from school to private families, in which they have rendered efficient assistance to the elder servants, with unimpaired health, with happy cheerfulness, and certainly with no stagnation of the intellect. I see no reason, excepting, of course, in circumstances of unusual and exceptional disadvantage, why this might not, under humane supervision and control, be equally true of service in the field or in the workshop. But this, of course, assumes what is, I fear, but partially true, viz., that instruction up to eleven or twelve years old has really been of such a quality that reading, writing, and the rudiments of arithmetic have been cultivated up to the point of being easy enough to be pursued at least without irksomeness, if not with positive pleasure. That this might be the rule, with but very inconsiderable exception, I am satisfied. And that it is but partially accomplished, and that so many children leave school with accomplishments that have reached only so very rudimentary a stage that they can never grow to anything, I am reluctantly compelled to attribute rather to maladroitness in the practice of teaching than to any insurmountable difficulty inherent in the task proposed.

This is, doubtless, the true theory. The difficulty is to find teachers who will take trouble, even when they know how, to give this practical instruction.