Greek Education in the Seventeenth-Century Dutch Republic: Standardisation, Schoolbooks and Students

Ὡς δὲ δίχα τε ἐγίνοντο καὶ ἐνίκα ἡ χείρων 3 τῶν γνωμέων, ἐνθαῦτα, ἦν γὰρ ἑνδέκατος ψηφιδοφόρος ὁ τῷ κυάμῳ λαχὼν 4 Ἀθηναίων πολεμαρχέειν (τὸ παλαιὸν γὰρ Ἀθηναῖοι

52 Ἀλλ᾽ εἰ δή ῥ᾽ ἐτεόν γε καὶ ἀτρεκέως ἀγορεύεις, 53 ἔρχεο νῦν μετὰ φῦλα θεῶν, καὶ δεῦρο κάλεσσον 54 Ἶρίν τ᾽ ἐλθέμεναι καὶ Ἀπόλλωνα κλυτότοξον, 55 ὄφρ᾽

Καὶ δοκεῖς μοι παντελῶς, εἰ δεῖ τι καὶ σκῶψαι, ὁμοιότατος εἶναι τό 4 τε εἶδος καὶ τἆλλα ταύτῃ τῇ πλατείᾳ νάρκῃ τῇ θαλαττίᾳ· καὶ γὰρ αὕτη τὸν ἀεὶ 5

The lack of liminal spaces emphasizes that dollhouses were never meant to be replicas of actual houses in miniature; they were instead collections of objects organized according

Even though these incidents happened in the years that did not necessarily witness any political crisis, they show how corruption charges were still used by rival factions as

Πρῶτον εἰπεῖν περὶ τί καὶ τίνος ἐστὶν ἡ σκέψις, ὅτι περὶ ἀπόδειξιν καὶ ἐπιστήμης ἀποδεικτικῆς· εἶτα διορίσαι τί ἐστι πρότασις καὶ τί ὅρος καὶ τί

ἀλλ’ ἔτλην καὶ ἔµεινα, καλυψάµενος δ’ ἐνὶ

οὐκ ἂν ἀηδὲς εἴη – καὶ δὴ τὸ μέγιστον, τοὺς ἐκεῖ ἐξετάζοντα καὶ ἐρευνῶντα ὥσπερ