The poems of Homer among the Greeks occupied a place in many respects similar to that of the Bible among the Hebrews. At Athens there was a special ordinance that the Homeric poems should be recited once every fourth year at the great Panathenaic festival. On this occasion the rhapsode, standing on an elevated platform, arrayed in rich robes, with a golden wreath about his head, addressed an audience of many thousands. The poems were made the subject of mystical, allegorical, and rationalistic interpretation, precisely as was the case with the text of the Bible. As late as the first century of our era, the first book placed in the hands of children, the book from which they learned to read and write, was Homer. Xenophon in the Symposium has one of the guests say: "My father, anxious that I should become a good man, made me learn all the poems of Homer, and now I could repeat the whole Iliad and Odyssey by heart."[13] We shall not go quite to the same length as Xenophon. We should hardly think it sufficient in order to make a good man of a boy to place Homer in his hands. But we do believe that the knowledge of the Homeric poems, introduced at the right time and in the right way, will contribute to such a result. Let us, however, examine more closely in what the value of these poems consists. Ulysses is the hero of the Odyssey, Achilles of the Iliad. Ulysses is pre-eminently the type of resourceful intelligence, Achilles of valor. In what way will these types appeal to our pupils? As the boy develops beyond the early period of childhood, there shows itself in him a spirit of adventure. This has been noticed by all careful educators. Now, there is a marked difference between the spirit of adventure and the spirit of play. Play consists in the free exercise of our faculties. Its characteristic mark is the absence of taxing effort. The child is said to be at play when it frolics in the grass, when it leaps or runs a race, or when it imitates the doings of its elders. As soon, however, as the exertion required in carrying on a game becomes appreciable, the game is converted into a task and loses its charm. The spirit of adventure, on the contrary, is called forth by obstacles; it delights in the prospect of difficulties to be overcome; it is the sign of a fresh and apparently boundless energy, which has not yet been taught its limitations by the rough contact with realities. The spirit of adventure begins to develop in children when the home life no longer entirely contents them, when they wish to be freed from the constraint of dependence on others, when it seems to them as if the whole world lay open to them and they could dare and do almost anything. It is at this time that children love to read tales of travel, and especially tales of the sea, of shipwreck, and hair-breadth escapes, of monsters slain by dauntless heroes, of rescue and victory, no matter how improbable or impossible the means. Now success in such adventures depends largely on