Since Perseus was developed in HyperCard, several levels of customization are possible. Simple authoring tools exist that allow one to create annotated paths through the information, which are useful for note-taking and for guided tours for teaching purposes and for expository writing. With a little more ingenuity it is possible to begin to add or substitute material in Perseus. Perseus has not been used so much for classics education as for general education, where it seemed to have an impact on the students in the core course at Harvard (a general required course that students must take in certain areas). Students were able to use primary material much more. The Perseus Project has an evaluation team at the University of Maryland that has been documenting Perseus' effects on education. Perseus is very popular, and anecdotal evidence indicates that it is having an effect at places other than Harvard, for example, test sites at Ball State University, Drury College, and numerous small places where opportunities to use vast amounts of primary data may not exist. One documented effect is that archaeological, anthropological, and philological research is being done by the same person instead of by three different people. The contextual information in Perseus includes an overview essay, a fairly linear historical essay on the fifth century B.C. that provides links into the primary material (e.g., Herodotus, Thucydides, and Plutarch), via small gray underscoring (on the screen) of linked passages. These are handmade links into other material. To different extents, most of the production work was done at Harvard, where the people and the equipment are located. Much of the collaborative activity involved data collection and structuring, because the main challenge and the emphasis of Perseus is the gathering of primary material, that is, building a useful environment for studying classical Greece, collecting data, and making it useful. Systems-building is definitely not the main concern. Thus, much of the work has involved writing essays, collecting information, rewriting it, and tagging it. That can be done off site. The creative link for the overview essay as well as for both systems and data was collaborative, and was forged via E-mail and paper mail with professors at Pomona and Bowdoin. ****** +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ CALALUCA * PLD's principal focus and contribution to scholarship * Various questions preparatory to beginning the project * Basis for project * Basic rule in converting PLD * Concerning the images in PLD * Running PLD under a variety of retrieval softwares * Encoding the database a hard-fought issue * Various features demonstrated * Importance of user documentation * Limitations of the CD-ROM version * +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++