THREE:We have now reached a point in history where the Greek intellect seems to be struck with a partial paralysis, continuing for a century and a half. During that period, its activitywhat there is of itis shown only in criticism and erudition. There is learning, there is research, there is acuteness, there is even good taste, but originality and eloquence are extinct. Is it a coincidence, or is it something more, that this interval of sterility should occur simultaneously with the most splendid period of Latin literature, and that the new birth of Greek culture should be followed by the decrepitude and death of the Latin muse? It is certain that in modern Europe, possessing as it does so many independent sources of vitality, the flowering-times of different countries rarely coincide; England and Spain, from the middle of the sixteenth to the middle of the seventeenth century, being the only instances that we can recall of two countries almost simultaneously reaching the highest point of their literary development. Possibly, during the great age of Latin literature, all the most aspiring Greeks found employment as tutors in Roman families; while the reading public of the West were too much absorbed by the masterpieces composed in their own language,166 or too elated with the consciousness of a new superiority, to encourage the rivalry of those from whom they had wrested not only poetical independence, but also, what till then had never been disputed with the Greeks, supreme dominion in the world of mind. It is, at any rate, significant that while Greek was the favourite language of Roman lovers in the time of Lucretius and again in the time of Juvenal, there are no allusions to its having been employed by them during the intermediate period.264 Be this as it may, from the fall of the Republic to the time of Trajan, philosophy, like poetry and eloquenceor at least all philosophy that was positive and practicalbecame domiciled in Rome, and received the stamp of the Roman character. How Stoicism was affected by the change has been pointed out in a former chapter. What we have now to study is chiefly the reaction of Rome on the Greek mind, and its bearing on the subsequent development of thought.
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THREE:A principle in mechanics may be known, and even familiar to a learner, without being logically understood; it might even be said that both theory and practice may be learned without the power to connect and apply the two things. A person may, for example, understand the geometry of tooth gearing and how to lay out teeth of the proper form for various kinds of wheels, how to proportion and arrange the spokes, rims, hubs, and so on; he may also understand the practical application of wheels as a means of varying or transmitting motion, but between this knowledge and a complete wheel lies a long train of intricate processes, such as pattern-making, moulding, casting, boring, and fitting. Farther on comes other conditions connected with the operation of wheels, such as adaptation, wear, noise, accidental strains, with many other things equally as important, as epicycloidal curves or other geometrical problems relating to wheels.
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