68 HISTORY OF GREECE, ROME, AND ASIA 



office to invent a divine pedigree for an adventurer, than to have the 

 Divine right of kings questioned and the novel virtue of loyalty to 

 the reigning house chilled by skepticism. For thus only could even 

 temporary peace, even local liberties, be maintained in that seething 

 and tumultuous age. A new Cadmus had sown the dragon's teeth, 

 and the Greek world was red with the warring harvest. The anodyne 

 which that world adopted gave the framework of the ideas to 

 Augustus Csesar on which he built up the Roman Empire, and 

 established the Roman Peace. 



Here I pause, out of breath with the effort to compass so vast a 

 subject, to cover so long a course. 



In conclusion : There are three great requisites for the further de- 

 velopment of this branch of human learning. First, the diligent 

 prosecution of the ordering and criticising existing materials by a 

 number of specialists, each to his own department. Of this first we 

 may feel quite assured. For our age is indeed a diligent age, and 

 has learned how to collate and to edit. Secondly, more ample en- 

 dowment for making special and costly researches on famous historic 

 sites. What new material might not accrue to us if we had leave 

 and means to explore Sybaris and Cyrene, Antioch and Alexandria? 

 And here too we may have good hopes, for our age is indeed a gen- 

 erous age, and the princely donors of thousands for modern science 

 may yet be persuaded that with hundreds devoted to historic re- 

 search, they will add not less to human knowledge, and ten times 

 more to the gratitude of men. 1 For human culture must have many 

 sides, and it will be an evil day when the knowledge of positive sci- 

 ence leaves no place for the knowledge of human society. But let 

 no man persuade you that ardent diligence and ample endowment 

 are enough without the last and greatest postulate which I shall make, 

 the encouragement of a bold, constructive imagination, which 

 carries on its inquiries not at haphazard, but in order to verify or to 

 refute some large theory of what things ought to have been, or what 

 men ought to have done. It is this quality which makes the dif- 

 ference between the mere scientific drudge and the great scientific 

 thinker; it marks the greatness of a Ghampollion and a Hincks, 

 no less than of a Newton and a Laplace. And if it cannot be the 

 inheritance of every student, being indeed the exceptional and pre- 

 cious gift of the gods, remember that it cannot only be encouraged 

 and nurtured, but discouraged and starved by the education of men. 

 Through it, and through it alone, can you understand the real meaning 

 of the pregnant apothegm: Prudens interrogatio dimidium sdcntiae. 



1 If, for example, the classical public, who are not millionaires, would support 

 the Gra'co-Roman branch of the Egypt Exploration Fund with numerous sub- 

 scriptions, the momentous and epoch-making work of Messrs. Grenfell and Hunt 

 might assume larger proportions, and many texts would be saved by them from 

 the lamentable fate of being dug out and lacerated by ignorant natives, and sold 

 in scraps to equally ignorant travelers. 



