but it is quite plausible in itself.
Local heroes, as well as gods, had their feasts in post-Homeric times, and a reciter at a feast of AEneas, or of his mother, Aphrodite, may have foisted in the very futile discourse of Achilles and AEneas, [Footnote:_Ibid_., XX. 213-250.] with its reference to Erichthonius, an Athenian hero.
In other cases the rhapsodist rounded off his selected passage by a few lines, as in _Iliad_, XIII. 656-659, where a hero is brought to follow his son’s dead body to the grave, though the father had been killed in _V. 576_. “It is really such a slip as is often made by authors who write,” says Mr. Leaf; and, in _Esmond_, Thackeray makes similar errors. The passage in XVI. 69-80, about which so much is said, as if it contradicted Book IX. (_The Embassy to Achilles_), is also, Mr. Jevons thinks, to be explained as “inserted by a rhapsodist wishing to make his extract complete in itself.” Another example–the confusion in the beginning of Book II.–we have already discussed (see Chapter IV.), and do not think that any explanation is needed, when we understand that Agamemnon, once wide-awake, had no confidence in his dream. However, Mr. Jevons thinks that rhapsodists, anxious to recite straight on from the dream to the battle, added II. 35-41, “the only lines which represent Agamemnon as believing confidently in his dream.” We have argued that he only believed _till he awoke_, and then, as always, wavered.
Thus, in our way of looking at these things, interpolations by rhapsodists are not often needed as explanations of difficulties. Still, granted that the rhapsodists, like the _jongleurs_, had texts, and that these were studied by the makers of the Vulgate, interpolations and errors might creep in by this way. As to changes in language, “a poetical dialect… is liable to be gradually modified by the influence of the ever-changing colloquial speech. And, in the early times, when writing was little used, this influence would be especially operative.” [Footnote: Monro, _Odyssey_, vol. ii. p. 461.]
To conclude, the hypothesis of a school of mnemonic teaching of the _Iliad_ would account for the preservation of so long a poem in an age destitute of writing, when memory would be well cultivated. There may have been such schools. We only lack evidence for their existence. But against the hypothesis of the existence of early texts, there is nothing except the feeling of some critics that it is not likely. “They are dangerous guides, the feelings.”
In any case the opinion that the _Iliad_ was a whole, centuries before Pisistratus, is the hypothesis which is by far the least fertile in difficulties, and, consequently, in inconsistent solutions of the problems which the theory of expansion first raises, and then, like an unskilled magician, fails to lay.