§6. Antiquities and Philology.--The subject of Classical Antiquities has always been regarded as a branch--"discipline" is the technical word--of Classical Philology since Friedrich August Wolf (1759-1824) made Philology a science. It is quite true that in the common acceptation of the word Philology is merely the science of language, but even here Antiquities has an important part to play. It is impossible to read understandingly an ode of Horace or an oration of Cicero, if one is ignorant of the social life and the political institutions of Rome. But Classical Philology is much more than the science of understanding and interpreting the classical languages. It claims for itself the investigation of Greek and Roman life in all its aspects, social, intellectual, and political, so far as it has become known to us from the surviving literary, epigraphic, and monumental records. Whitney puts it thus: Philology deals with human speech and with all that speech discloses as to the nature and history of man. If it is hard to remember these definitions one can hardly forget the epigram of Benoist: Philology is the geology of the intellectual world. Under this, the only scientific conception of Philology, the study of Antiquities takes at once a higher place. It becomes the end with linguistics the means, and this is the true relation between them. §7. But it happens that the study of the languages in which the records of classical antiquity are preserved must first occupy the investigator, and that the study of language as mere language, its origin, its growth, its decay, is in itself very interesting and profitable. It happens, moreover, that the languages of Greece and Rome can not be studied apart from literatures of singular richness, beauty, and power, and the study of literature has always been one of the most attractive and absorbing to cultivated men. It is not hard to understand, therefore, why the study of Antiquities has not been more prominent in connection with philological training. It was the end to which only the few pressed on. It was reserved, at least in systematic form, for the trained scholar in the university. In the congested condition of the old curricula in our colleges it was crowded out by the more obvious, but not more essential or interesting, subjects of linguistics and literary criticism, or it was presented at best in the form of scrappy notes on the authors read in the classroom or in the dismembered alphabetical arrangement of a dictionary.