NOTE.-If your friend gives you "pattern" with an instrument, | tell him to play in the key of B flat (with two flats), or in that of B (with five sharps), whichever he prefers; one is as easy as the other to you. Take care to point on the modulator without book, and to "figure" the tune (one, two, three, fo-ur, five, si-x, seven; one, two, three, fo-ur, five, six, &c.) before you sing it to words. QUESTIONS AND TESTS OF PROGRESS ON THE "FIRST STAGE." ! Then hurrah for merry England, And may we all be seen True to our well-loved country, And faithful to our Queen. Lesson 3. [The questions are to be answered from book over and over again memory, taking coins to represent your notes. 1. Explain the two sets of tetrachords. Arrange them by until they can be also answered from memory.] 2. By what intervals are the tonules of the scale always separated from one another? Show this by drawing a circular diagram. Lesson 1. 1. What were the reasons that encouraged "our friend" to think that he had a voice? What kind of road to music do we offer? What are the conditions of admission to it? 2. What is the difference between "high" and "low" in music? 3. What must be chosen and fixed before the notes which may be introduced into a tune are distinctly ascertained? What is this arrangement of notes called, and by what primary laws is it regulated? On what grounds do we call it the scale of all nations and of all times? 4. What is a musical interval? Is it a distance in time? in space? in what? 5. Draw from memory a diagram of the scale, with the solfa syllable to represent the notes, marking carefully the two shorter distances. 6. What is the general character of the 1st, 3rd, and 5th of the scale? How is the voice tuned ? 7. Solfa and point on the diagram, from memory, Exercises 1, 2, 3. Lesson 2. 1. Give an account of the first experiments on the sounds of a single string. What note does half a string give ?-two thirds ?three fourths ?-four fifths ?-&c. 2. Describe the "syren." What is the relation of a note's length of string to its vibrations? 3. What is the smallest perfect measurement of the scale in plain figures, and according to that how many degrees belong to to the great tone ?-small tone ?-tonule? 4. What is an "octave" note or "replicate?" 5. Solfa and point on tagram of the scale, from memory, Exercises 5, 6, 7, 8. 3. Draw a modulator from memory. (Notice that the righthand column takes its DOH from the level of SOH, the left from FAH.) 4. Explain fully the three great advantages of the modulator, its picture of interval; its mnemonic (or memory-helping) power; and its aid to the pattern. 5. What is the effect of a "mental modulator" on the horizon tal line of notes ? 6. Give three reasons for learning an "interpreting notation" of music in connexion with the other. 7. What is accent? How many sorts of accent are there? 8. What is a measure ?-an aliquot? 9. What is the structure of the BINARY MEASURE, and what is its character? TRINARY? QUATERNARY? SENARY? 10. Give Dr. Bryce's views of the origin of our sense of Rhythm, and its connexion with the heart and lungs? 11. Solfa and point on the modulator, from memory, Exercises 9, 10, 11, 12, 13, 14. Lesson 4. 1. What are the three different senses in which the word time is used in ordinary musical language? Give examples of each. regulates the speed of a pendulum? 2. What is the peculiarity in the swings of the pendulum? What 3. Describe the "metronome." With what is it proposed that trinary, and quaternary measure?-in quick senary measure ? each swing of the metronome should correspond in the binary, 4. How would you use the string pendulum? gained? Will beating time help you? 5. In learning to "keep time" what is the double object to be 6. Describe the views of Rousseau, Dr. Burney, and Dr. Bryce on "beating" time. 7. What is the standard by which the length of notes is measured in the solfa notation? What proportion of time belongs to a note placed alone immediately after an accent mark? What is the meaning of the horizontal stroke?-the dot after a note ?-the comma?-the dot and comma?-the inverted comma? What means an empty aliquot?. 8. How do you indicate a slur? 9. Explain the meaning of the following signs:-D.C. D.S. s. F, f. p. f. pp. <. >. and or over a note. 10. How would you indicate "expression" in writing or printing words?-loud?-soft?-abrupt? the lungs? How should the chord and scale be sung, and with what two peculiar observances, in this daily practice? 4. What three faults should be especially avoided by the singer? 5. What habit, in reference to loudness and softness of voice, should be carefully formed? 6. In what respects would you alter your phraseology and mode of illustration if you had to set the facts and principles of this first stage" of our course before the minds of the young, or persons dull of comprehension? [It will be a good exercise of mind for 11. Take a book of hymns or songs, and mark ten pieces for ex- you to answer this question. It will be better still for you to do so pression. [This is a really important and useful exercise of judg-practically. Teach what you know. There is no better way of ment and taste.] perfecting your knowledge.] 12. What are the vibrations of the TENOR C-the standard note of pitch? Draw a diagram of the standard scale. What is meant by G sharp? B flat? 13. Pitch the key-note A-G-F-E-D and take the chord in each case. 14. Point on the modulator by memory, and afterwards sing to words the tune GRIFFIN. Lesson 5. 1. What is the difference between the sound of the voice in speaking and in singing? What is a sound of the singing voice called?-of the speaking voice? 2. What is the best posture for the singer, in reference to his head?-shoulders ?-chest ?-mouth ?-tongue ?-lips? 3. What is the first daily practice for opening and strengthening 7. What are the advantages and disadvantages of class teaching? Show the importance of personal effort and examination. 8. Sing a high note with the low larynx,—a low note with the high larynx. 9. Sing (taking a very low note for DOH) DOH, ME, SOH, DOH', ME, and if you can without straining the voice, soul,— holding each note with a long and steady breath. [You should be more anxious about the chord than the scale in the present stage of your course, for you may not yet have got all the notes of the scale quite perfectly in tune.] 10. Repeat slowly and very distinctly (with good use of tongue, lips, and teeth)—and in one breath. "How doth the little busy bee improve each shining hour." Take two more lines in another breath and so on. 11. Point and sing the tune LEYBURN from memory on the modulator. LESSONS IN LATIN.-No. X. By JOHN R. BEARD, D.D. IN English, adverbs are formed from adjectives by the addition of ly, thus swift, swift-ly. Similar is the manner in which the Romans formed their adverbs. The ordinary terminations of the Latin adverbs, are e and ter; ter sometimes stands as iter. To form an adverb, find the stem and add the terminations. Adverbs formed from adjectives or participles of the second declension end in e. Adverbs formed from adjectives or participles of the third declension in ens and ans end in ter. Adverbs formed from the other adjectives of the third declension, end in iter. Pugno 1, I fight (E. R. pugilist); labóro 1, I labour; vito 1, I avoid; supero 1, I overcome (E. R. superior); cogito 1, I think; dimico 1, I contend; sedo 1, I set down, compose; nego 1, I deny (E. R. negation); administro 1, I administer (E. R. minister); habito 1, I dwell, remain (E. R. habitation); sono 1, I sound; quotidie, daily; civitas, átis, f. word thus, plusque), and; periculum, i, n. 1 danger (E. R. peril); a city or state (E. R. civic, civil); atque, and; que (stands after the de, concerning; Graecia, ae, f. Greece; rus, ruris, n. the country; in dies, every day; aedifico 1, I build (E. R. edifice); scriptus, a, um, written; patiens, patient; occultus, a, um, hidden (E. R. occult). EXERCISES LATIN-ENGLISH. Milites fortiter pugnant; pugnantne fortiter milites? nonne Graeciâ magis atque magis cogito; nonne de patre tuo multum fortiter pugnant milites? Romani fortius quam hostes pugnant; de cogitas ? litteras magis atque magis quotidie expectamus; cupi You ought now to have no difficulty to know which are adjectives of the second, and which adjectives of the third declension. But for your assistance, I interpose a few reremarks. Adjectives follow the first, the second, and the third declension of nouns. Adjectives which have the nominative singular in a, and genitive singular in ae, follow the first declension. Adjectives which have the nominative singular in us or um, and genitive singular in i, follow the second declen-dissime adventum matris expectas; rus patrem plus plus que in sion. Adjectives which have the nominative singular in is, &c., and genitive singular in is, follow the third declension. There are no adjectives of the fourth or fifth declension. I add instances of ADVERBS FORMED Clare, clearly, brightly from Libéré, freely Pulchré, beautifully Prudenter, prudently FROM ADJECTIVES. pulcher (pulchri) 2, beautiful prudens (prudent) 3, prudent Amanter, lovingly amans (amant) 3, loving Fortiter, bravely fortis (fort) 3, brave Audaciter, daringly audax (audac) 3, daring Adverbs, like adjectives, undergo comparison. Thus, clare, clearly, positive; clarius, more clearly, comparative; clarissime, most clearly, superlative. Properly the comparative is the neuter gender singular number of the adjective, thus clarus, clarior, clarius. The superlative is formed by the conversion of us of the adjective into e; thus, optimus, best; optime, in the best manner. Instances follow of ADVERBS IN THE THREE DEGREES OF COMPARISON. dies delectat; bene domum aedificas; aedificatne domum optime? litterae sunt pessime scriptae; verba tua male sonant; servi de domino pessime cogitant; puellae patientius quam pueri labórant; occultissima pericula difficillime vitantur; difficile est Graecos superare; fortissime dimicant Graeci; seditio facilius quam bellum sedatur; civitas optime administratur; audaciter negat; urbem feliciter habitant cives. ENGLISH-LATIN. Is the war easily composed? the war is composed with very great difficulty (superlative from difficilis); he fights bravely; they fight more bravely; the Greeks fight very bravely; greatly do you hope for (expecto) the coming of spring; the coming of spring is most eagerly hoped for by all boys and girls; they hope for your letter daily more and more; bad words sound badly; the soldiers conlabour more patiently than daughters; the sedition is happily comtend more and more; hidden things are not easily avoided; mothers posed (that is, being put down); he writes a letter beautifully; the Romans fight more bravely than the Greeks; the country delights my mind very much; is thy mind delighted much by the country very much do I think of my home (domus) my brothers and my sisters; the state is administered very ill by the Romans. PRONOUNS. ? The personal pronouns ego, I, and tu, thou, are declined according to the ensuing table. Strictly, the Latins have no personal pronoun of the third person, he; that is, no pronoun which exactly corresponds to our he. Ille, which is often given as such, signifies that person, and sui (no nominative) is a reflective pronoun; that is, it has a reference to a subject pre ceding. As, however, parts of sui agree with parts of the se aequales sunt; imperare sibi (one's self) maximum est imperium, personal pronouns it is inserted in this table of iratus non est apud se; tractatio litterarum nobis est salutaris; veritas semper mihi grata est. Cases. THE PERSONA 1st. Nom. ego, I Gen. mei, of me Dat. mihi, to me Acc. me, me OR SUBSTANTIVE PRONOUNS. Singular. 2nd. tu, thou tui, of thee tibi, to thee te, thee Abl. me (a me), by m te (a te), by thee Plural. 2nd. vos, you vobis, to you Cases. 1st. N. nos, we 3rd sui, of him, himself se (a se), by himself 3rd. G. nostri, nostrum,of us vestri, vestrum, of you sui, of them, themselves A. nos, us A. nobis (a nobis) by us vobis (a vobis), by you gibi, to themselves selves ENGLISH-LATIN. I relate, thou dancest, (our) brother labours; we sing, you labour, (our) friends dance; I, the teacher, teach; you, O scholars, learn; we grieve, thou paintest, the young men strike; we instructors do not try to teach you, O angry boys; good scholars ought (debeo) to command themselves; to command one's self is a virtue; it is difficult for (Dat.) the angry man to command himself; the angry are not masters of themselves (apud se); command is always pleasant to thee; is not command pleasant to us? to thee not to me is truth pleasant; truth is salutary to thee, to me, to us, to all. VOCABULARY. Modus, i, m. a mode or manner (E. R. mood, modify); vitium, i, n. vice, faults; cives, is, m. a citizen (E. R. city); parentes, ium, m. them-parents; caput, itis, n. a head; cantus, ûs, m. a song; réditus, ûs, m. a return; proximus a, um, nearest, next, a neighbour; par, paris, like (E. R. pair, peer); discordo 1, I disagree; porto 1, I carry (E. R. porter); faveo 2, I am favourable to; splendeo 2, I shine (E. R. splen Sui, sibi, &c. you see are the same in the plural as in the singular. In pronouns, the vocative, when it exists, is generally the same as the nominative. The preposition cum, with (governing the ablative), is put after me, te, &c.; as, mecum, with me; tecum, with thee: so, secum, with them, or with themselves; nobiscum, with us; vobiscum, with you. In order to give emphasis, met is subjoined to all these forms, except tu, and the genitive plural of ego and tu; thus, egomet, temet, sibimet, nosmet, vosmet: tu takes te, as tute; se, for the sake of force is doubled, as sese. Nostri and vestri differ in use from nostrum and vestrum. Nostri is simply of us; nostrum is ours; nostrum denotes a class, and is used with partitives, that is, words which signify one, &c., of a class, as nemo nostrum, none of us, considered as a number or a class, and not an individual or individuals. POSSESSIVE OR ADJECTIVE PRONOUNS. The personal pronouns which have an adjective force, are formed from the genitive of the personal substantive pronouns. They are called possessive, because they denote an object as the possession of the first, the second, or the third person. From mei, of me, is formed meus, mea, meum, my; as appears in this table. Obrepunt vitia nobis nomine (under the name) virtutum; nos favemus vobis, vos non favetis nobis ; tu me amas, ego te amo; mihi mea vita, tibi tua cara est; virtus per se splendet semper; cantus nos delectat; parentes a nobis diliguntur; O mi fili, nunquam mihi pares! frater me et te amat; egomet mihi sum proximus; tute tibi imperas bene; virtus propter sese colitur; suapte naturâ omnia sua secum portat; nos vobiscum de patris reditu gaudemus; virtus expetitur; cives de suismet capitibus dimicant; sapiens tu tecum pulchre pugnas; Deus tecum est; saepe animus secum discordat; hostes nobiscum acriter pugnant; oratio tua tecum pugnat. ENGLISH-LATIN. their property (all theirs) with them? thou lovest me, I love thee, VOCABULARY. Cura, ae, f. care (E. R. a cure, curacy, curate); ira, ae, f. anger (E. R. ire); desiderium, i, n. a desire, an object of desire; conservátrix, icis, f. preservative (E. R. conservative); benignus, a, um, benignant, kind (E. R. benign); industrius, a, um, industrious; mirus, a, um, wonderful (E. R. admire); perfidus, a, um, treacherous (E. R. perfidy); absens, tis, absent; insipiens (in and sapiens) umvise; memor, čris, mindful (E. R. memory); imměmor, oris, unmindfui; potens, tis, powerful (E. R. potent); impotens, powerless (E. R. impotent); teneo LATIN-ENGLISH. I must here recall to your mind that the personal pronouns are in Latin used only when emphasis is required, or to ex-2, I hold (E. R. tenet); ango 3, I torture. press a contrast; as, ego stultus sum, tu sapiens, I am foolish, thou art wise. The same is the case with the possessive pronouns. VOCABULARY. vchementer grata mihi est memoria nostri tua; amicus mei et tui est memor; pater absens magno desiderio tenetur mei, et tui, mi frater, et vestri, O sorores; amici sunt nostri memores; multi vestrum mihi placent; plurimi nostrum te valde diligunt. Omnis natura est conservatrix sui; mirum desiderium urbis, meorum et tui tenet me (desire for, or after) pater vehementer tuâ sui memoriâ (thy recollection of him) delectatur; ira est impotens sui Magister, tri, m. a teacher (E. R. master); praeceptum, i, n. a pre-(has no power over itself) sapiens semper potens sui est; vestri cura sept, a command; praeceptor, óris, m. a preceptor, or instructor trac-(care for you) me angit; omnes homines benigni judices sui sunt; tatio, ónis, f. a handling, a treatise (E. R. to treat of); veritas, átis, f. truth; írátus, a, um, angry; aequális, e, equal; salutáris, e, salutary, healthful; canto 1, I sing E. R. canticle); clamo 1, I cry out (E. R. exclamation, impero 1, (with dative) I command (E. R. imperial); imperium, i, n. a command, a government (E. R. empire); narro 1, I relate (E. R. narrative), voco 1, I call (E. R. vocative); doleo 2, I am in pain, I grieve (E R. dolorous disco 3, I learn (E. R. disciple); ludo 3, I play (E. R illusory); attente, adv. attentively; inter, prep: (with acc.) between, among; apud, with, at home; apud se, with himself, is, his own master; semper, always. EXERCISES.-LATIN-ENGLISH. Ego canto, tu clamas, amicus vocat; nos narrámus, vos saltátis, fratres laborant; ego fleo, tu rides, frater dolet; nos praeceptores (we teachers) docémus, vos, discipuli, discitis; ego ludo, tu discis, soror acu pingit; nos scribimus, vos legitis, fratres pingunt; ego alio, tu feris, puer dormit; nos magistri erudímus, vos, O discipuli; vos, boni discipuli, attente audítis praecepta nostra; virtutes inter ENGLISH-LATIN. The unwise man (fool) has no power over himself (impotens sui) (my) father has power over himself: virtue has power over herself; vice has not power over itself; has anger power over itself? nature is preservative of herself; the nature of virtue is preservative of itself; no one of you has power over himself; very many of us have power over ourselves; a treacherous friend is unmindful of me; faithful friends are not mindful of themselves; thy recollection and desire of me are very pleasant to me; care for thee tortures me; most of you, my scholars, are industrious; wenderful is the love of self. Certain pronouns in Latin bear the name of demonstrative, because they point out (in Latin, demonstro, I point out ; E. R. demonstrate) the person or persons that are intended. The demonstrative pronouns are is, es, id; ille, illa, illud; iste, ista, istud; hic, haec, hoc. Of these, is, signifies this or that, and approaches to our personal pronoun he, his, &c., hic denotes this person, that is, the nearer to the speaker; ille, that person, farther from the speaker; iste, that person, particularly when a person is addressed, the second person. From is, ea, id, idem, the same, is formed by the addition of dem; thus, is-dem contracted into idem, eă-dem, id-dem or idem. To these, may be added, ipse, ipsa, ipsum, he himself, that very person. In the following manner decline the f. Diligentia, ae, f. diligence; ignavia, ae, f. idleness; sententia, ae, f. an opinion (E. R. sentence); schola, ae, f. a school; memoria, ae, memory; Sallustius, i, Sallust, the name of a Roman historian; scriptor, óris, m. a writer; auctoritas, átis, f. an authority; tarditas, átis, f. slowness (E. R. tardy); carmen, inis, n. a poem; addictus, a, um, given to, attached to; fidus, a, um, faithful; saevus, a, um, cruel; elegans, ntis, elegant: iners, rtis, inactive, sluggish; mendax, acis, lying (E. R. mendacity); hebĕto 1, Igrow dull; firmo 1, I strengthen (E. R. firm); placeo 2, please; displiceo 2, I displease; credo 3, believe (E. R. creed); vita (imperative mood) avoid; expete (imp, mood), seek for. EXERCISES.-LATIN-ENGLISH. Sallustius est elegantissimus scriptor; ejus (his) libros libenter lego; amicum fidum habeo; ei addictissimus sum; fratris carmen valde mihi placet, id legere debes; ignavia corpus hebetet, labor firmat; illam vita, hunc expete; hae litterae graviter me movent; haec carmina suavissima sunt; isti homini mendaci non credo; huic duci milites libenter parent; illi viro omnes favent; praeclarum est istud tuum praeceptum; haec sententia mihi placet, illa ille iners; memoriâ teneo praeclarum illud praeceptum; iste tuus displicet; hoc bellum est saevissimum; hic puer industrius est, amicus est vir optimus; ista vestra auctoritas est maxima; hujus discipuli diligentiam laudo, illius tarditatem vitupero; illi schola est gratissima, huic molestissima. ENGLISH-LATIN. Sallust is an elegant writer, Livy a more elegant (writer) and Cicero the most elegant; I gladly read their books; his (ejus) brother and friend are dear to me; thou hast a faithful friend, and art attached to him; my sons have faithful wives and love them much; I am greatly moved by that letter; thou dost not believe a lying woman (dative); this boy pleases, that boy displeases me; this poem is very elegant, that more elegant; this thy soldier is brave; the diligence of this scholar is praised by me the teacher; in this school [there] are more diligent scholars than in yours. VOCABULARY, Fortúna, ae, f. fortune; Pompeius, i, m. Pompey, the name of a Roman general; clarus, a, um, illustrious; factum, i, n. a deed; meritum, i, n. a merit; oraculum, i, n. an oracle; Caesar, ăris, m. Cæsar, the name of a Roman general; imperátor, õris, m. a commander (E. R. emperor); virtus, tútis, f. bravery; opus, operis, n. a work (E. R. operative); Delphicus, a, um, Delphian, belonging to the oracle at Delphi, in Northern Greece; inimícus, a, um, unfriendly (E. R. enmity); seditiosus, a, um, seditious; admirabilis, e, admirable; laudabilis, e, laudable, praiseworthy; expugno 1, I take by storm; tracto 1, I treat, pursue; obsideo 2, I besiege; studeo 2, I strive after, endeavour (E. R. student); fido 3, I trust; diffido 3, I distrust (E. R. diffident); nosco 3, I become acquainted with; agnosco 3, I recognise, know; resisto 3, I stand against, resist (with dative); sentio 4, I feel, think (E. R. sentient); pro (prep.), for (with the ablative); quia (conj.), because modo-modo, now-now, at one time, at another. LATIN-ENGLISH. Multi homines de iisdem rebus eodem die non eadem sentiunt; insipiens eidem sententiae modo fidit, modo diffidit; ipsi imperatori seditiosi milites resistunt; animus ipse se movet; virtus est per se ipsa laudabilis; saepe nihil est homini inimicius quam sibi ipse (himself to himself; than he is to himself) omne animal se ipsum diligit; carior nobis esse debet patria quam nosmet ipsi (we ourselves); praeclarum est illud praeceptum oraculi Delphici, nosce (know, imp.) te ipsum; mendax saepe sibi ipsi diffidit. ENGLISH-LATIN. The enemies besiege the city and endeavour to take it by storm; the deed of that great man is praised by all writers; Cæsar and Pompey are very illustrious Roman generals; to that (one) fortune is more favourable than to this (one); the bravery of that (one) and this (one) is wonderful; the king himself is the general of the army; not always dost thou think the same concerning the same things; the father and the son pursue the same learning (litterae); virtues are lovely in (by) themselves; all men love themselves; thy native country ought to be dearer to thee than thyself; know yourselves, young men; a liar often distrusts himself. LESSONS IN ANCIENT HISTORY.-No. V. By ROBERT FERGUSON, LL.D. RICH as Egypt was in agricultural produce, it held no common place in manufactures and in commerce. There cotton and flax were carefully cultivated; and the fibres of many waterplants supplied the materials for nets and coarser canvass. Silk was not much used; but in weaving their cotton stuffs into cloth, it was not unusual to introduce some gold or silver threads, or to embroider them with flower-work, which proves that the people must have made some considerable progress in the mechanical arts. The wool was sometimes dyed, and though the Egyptian snever mixed their colours to produce that variety of shade with which we are familiar, they yet possessed each colour in great perfection, and their cloth exhibited all those brilliant hues of the East, which the most ingenious nation of Europe has not been able to rival. Their muslins were of the finest texture, and were used for the official robes of the priesthood, and even of royalty itself.* All the manufactures wer See Ezekiel xxvii. 7. ander the superintendence of the priests, who claimed a monopoly of all the cloth which was used for sacred purposes. Not only did Egypt export large quantities of grain, but also much of the produce of her looms. It was not a maritime commerce, or a trade carried on by sea. The country was nearly destitute of timber for ship-building; the sea-coast was unhealthy; the harbours were few and of difficult navigation; and such were the advantages which the Nile, with its numerous canals, presented for intercommunication and traffic, that the Egyptians allowed this species of commerce to be wholly engrossed by foreigners. It is true that their maritime position the Niger. Notwithstanding these advantages, the Egyptians were decidedly averse to maritime affairs, whether commercial or warlike. They were an agricultural people, and could, at any time, command the introduction of foreign commodities. The superabundance of their agricultural productions, ensured for them a supply of such articles as their own country did not produce.' Gold, ivory, ebony, and even slaves, were brought from Ethiopia and the Negro country to Syéne; incense was imported from Arabia, and spices from India; and these were sold to the Greek and Phoenician merchants at the northern ports. Though Egypt had no ships of her own, on the Mediterranean, their own noble and navigable Nile, and at no great distance from it, the Red Sea, which was almost as favourable for commerce and navigation as the Mediterranean itself, offered many advantages for a wider and a freer traffic; but they neglected it. And so of their inand trade. "Though the intervening deserts of Nubia and Barca might at first seem to oppose insuperable obstacles to commercial intercourse with the interior of Africa, yet Providence had benevolently and wisely provided for the difficulty arising from this by the creation of the camel-that ship of the desert-by whose means intercommunication could be carried on with the regions beyond the deserts, even to the shores of thither sailed the ships of all other nations; and so long as she was under the dominion of her native princes, Sidon, Tyre, Arabia, Palestine, Cyprus, Greece, Sicily, and Carthage, were all enriched by the trade carried on in her ports, and by the articles of commerce which could be obtained there, and only there. It is said, that after the time of Sesostris, the Phonicians carried on a large and lucrative commerce with Egypt, and that for a long period, they were the only people to whom her ports were open. Be this as it may, it is well known that Psammetichus was the first king who threw those ports open to foreigners in general. Commerce with the Greeks he particularly encouraged. This received a severe cueca |