the new philosophical and political ideas that were being propagated by the French Revolution. This intellectual ferment was the most striking change of all. Since the sack of Constantinople in 1204, Greek culture had retired into the monasteries—inaccessible fastnesses where the monks lived much the same life as the clansmen of Suli or Agrapha. Megaspélaion, the great cave quarried in the wall of a precipitous Peloponnesian ravine; Metéora, suspended on half a dozen isolated pinnacles of rock in Thessaly, where the only access was by pulley or rope-ladder; ‘Ayon Oros’, the confederation of monasteries great and small upon the mountain-promontory of Athos—these succeeded in preserving a shadow of the old tradition, at the cost of isolation from all humane influences that might have kept their spiritual inheritance alive. Their spirit was mediaeval, ecclesiastical, and as barren as their sheltering rocks; and the new intellectual disciples of Europe turned to the monasteries in vain. The biggest ruin on Athos is a boys’ school planned in the eighteenth century to meet the educational needs of all the Orthodox in the Ottoman Empire, and wrecked on the reefs of monastic obscurantism. But its founder, the Corfiot scholar Evyénios Voulgáris, did not hesitate to break with the past. He put his own educational ideas into practice at Yannina and Constantinople, and contributed to the great achievement of his contemporary, the Khiot Adhamandios Koráis, who settled in Paris and there evolved a literary adaptation of the Romaic patois to supersede the lifeless travesty of Attic style traditionally affected by ecclesiastical penmen. But the renaissance was not confined to Greeks abroad. The school on Athos failed, but others established themselves before the close of the eighteenth century in the people’s midst, even in the smaller towns and the remoter villages. The still flourishing secondary school of Dhimitzána, in the heart of Peloponnesos, began its existence in this period, and the national revival found expression in a new name. Its prophets repudiated the ‘Romaic’ name, with its associations of ignorance and oppression, and taught their pupils to think of themselves as ‘Hellenes’ and to claim in their own right the intellectual and political liberty of the Ancient Greeks.