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    [Illustration {map of Italian peninsula}]




  SELECTIONS

  from

  VIRI ROMAE


  Edited By

  ROBERT ARROWSMITH, Ph.D.

  Late Professor Of Greek And Latin, Teachers College

  and

  CHARLES KNAPP, Ph.D.

  Instructor In Latin, Barnard College


    [Decoration]


  New York ·:· Cincinnati ·:· Chicago

  AMERICAN BOOK COMPANY




  Copyright, 1896, by
  AMERICAN BOOK COMPANY.

  VIRI ROMAE.

  W. P. 18




PREFACE

[Decoration]


Upon the reviving perception of the true scope of Latin teaching has
followed a return to some of the methods of former times, which, with
all their faults, were yet imbued with the true spirit of the Classics.
Since for many years the study of Latin lay in bondage to the spirit
which regarded the language merely as a _corpus vile_ for grammatical
dissection, and ignored the rich literature lying beyond the classical
trinity of authors, it is not surprising that it fell into disfavor as
unsuited to the requirements of the times. The revival upon which the
study has now entered is due largely to a recognition of the fact that
mental culture rather than mere mental training is its true aim, and
that, with this aim kept steadily in view, the study of Latin is not a
barren waste of time and energy, but a most potent agency in securing
that broad and sympathetic culture which must ever remain the mark of
the educated man. The results of classical study most valuable to the
character are surely not to be found in the ability, usually lost
after a few years, to recite paradigms faultlessly, to give the
principal parts of verbs, and to enumerate the various kinds of
_cum_-constructions and the subdivisions of the ablative. Of far greater
worth are the mental breadth and sympathy, the weakening of prejudice
and Philistinism, and the increased power of entering into higher forms
of enjoyment which must inevitably flow from the study of the life of a
great people as revealed in its literature and art.

This conception of the sphere of Latin study has brought with it some
modifications of the initial steps and a return to some of the texts in
use fifty years since. In the traditional sequence of authors, and
particularly in the selection of a purely military work as the means by
which to introduce the student to the language, the entrance into the
fields of Latin literature has frequently been made so distasteful as to
destroy the desire for further exploration. More attractive paths,
however, are opening to the beginner; and of these the _Viri Romae_
offers in a notable degree material of real interest to the young, and,
from the very outset, gives a foretaste of the contents of the
literature.

The history of this work is of interest, as showing an early recognition
of the correctness of the standpoint to which we are now returning. It
was compiled by a Professor of the University of Paris, Charles François
Lhomond, who lived from 1727 to 1794, and enjoyed an enviable reputation
as a successful teacher, especially of younger pupils. His experience
taught him the need of an introductory text combining interest of story
with simplicity of style. The best proof of the excellence of his work
is the fact that it has ever since remained a favorite with teachers of
Latin. The material is taken from the works of various authors, chiefly
Livy and Eutropius, but was simplified by Lhomond in vocabulary and
construction wherever necessary to fit it to the requirements of
beginners. As its title indicates, it deals with the early stories of
Rome, so fascinating in any dress to the young, and it is therefore
eminently fitted to arouse a desire for further reading.

The present edition has been prepared with reference to the difficulties
most likely to embarrass the young pupil at the outset of the new study.
One of the most perplexing of these difficulties is the inability to
discover in an alphabetical vocabulary the inflected forms encountered
in the text. This is met, in part at least, by giving in italics in the
footnotes the vocabulary form of verbs not easily recognizable. For a
similar reason grammatical constructions are, on their first occurrence,
explained in simple language, or their nature briefly indicated, in
order that the student may more intelligently consult the grammatical
references which follow. For purposes of comparison, and as a means of
helping the pupil to form proper habits of study and observation,
subsequent occurrences are referred to previous instances, or to the
tables of constructions on pages xvi-xxvi.

Although the compiler of the _Viri Romae_ greatly simplified the
language of his authorities, there yet remain in the early part of the
book many constructions which the beginner is not fitted to discuss. It
is strongly recommended, therefore, that the treatment of the more
difficult and complex of these constructions be postponed to a later
period. At the outset the attention of the pupil should be centered upon
matters of primary importance and upon the simplest and most common
usages, such as the form of the sentence, the relation of its parts to
one another, the significance of terminations, and the modes of
expressing the constantly recurring relations of time, place, cause,
means, purpose, and result. Even these should be treated as simply as
possible and with constant regard to English usage. It is the experience
of many teachers that reference to a Latin grammar to explain a
construction possessed by English as well as by Latin frequently creates
a difficulty where the student, if left to his own devices, would have
experienced none.

The notes on matters of Roman custom have been made intentionally full
with the aim of adding reality to the stories, and of inducing the
pupil, under the teacher’s guidance, to discover for himself further
details. The use of other accounts, whether in ancient or modern
authors, of photographs, plates, and other graphic aids can not be too
strongly encouraged, in accordance with the dictum of Horace:--

  Segnius irritant animos demissa per aures
  Quam quae sunt oculis subiecta fidelibus.

All vowels known to be long have been carefully marked. The text of this
edition is, in the main, that of C. Holzer (tenth edition, Stuttgart,
1889). In orthography, however, Brambach has been followed. In the
vocabulary compound verbs are given under the simple verbs as an aid to
the fuller appreciation of the methods by which they are formed and
their meanings derived. The exercises in prose composition have been
made simple in order that they may occupy their legitimate place as
subordinate and auxiliary to the development of the more important
reading power.

The thanks of the editors are due to Mr. E. G. Warner, of the Brooklyn
Polytechnic Institute, for his hearty coöperation in the work, and
particularly for the labor which he has expended upon the exercises.

  ROBERT ARROWSMITH.
  CHARLES KNAPP.

August, 1895.




CONTENTS

[Decoration]

  PAGE

  Suggestions to the Student                              ix
  Plan of Rome                                        xxviii
       I. Rōmānī Imperiī Exōrdium                          1
      II. Rōmulus                                          4
     III. Numa Pompilius                                   8
      IV. Tullus Hostīlius                                10
       V. Ancus Mārcius                                   15
      VI. Lūcius Tarquinius Prīscus                       17
     VII. Servius Tullius                                 19
    VIII. Tarquinius Superbus                             22
      IX. Iūnius Brūtus                                   25
       X. Mūcius Scaevola                                 26
      XI. Fabiī Trecentī Sex                              27
     XII. Lūcius Virgīnius                                29
    XIII. Titus Mānlius Torquātus                         30
     XIV. Pūblius Decius                                  35
      XV. Mānius Curius                                   36
     XVI. Gāius Duīlius                                   38
    XVII. Mārcus Atīlius Rēgulus                          39
   XVIII. Appius Claudius Pulcher                         42
     XIX. Quīntus Fabius Māximus                          43
      XX. Aemilius Paulus et Terentius Varrō              48
     XXI. Pūblius Cornēlius Scīpio Āfricānus              52
    XXII. Tiberius Gracchus et Gāius Gracchus             63
   XXIII. Gāius Marius                                    68
    XXIV. Lūcius Cornēlius Sulla                          74
     XXV. Lūcius Lūcullus                                 77
    XXVI. Gnaeus Pompēius Māgnus                          80
   XXVII. Gāius Iūlius Caesar                             86
  XXVIII. Mārcus Tullius Cicerō                           96
    XXIX. Mārcus Brūtus                                  102
     XXX. Octāviānus Caesar Augustus                     103
  Exercises for Translation                              112
  Vocabulary                                             131




SUGGESTIONS TO THE STUDENT

[Decoration]

To read Latin quickly and intelligently, and to enjoy the reading
properly, we must possess (1) a vocabulary, _i.e._ a collection of Latin
words with whose meanings, whether used singly or in combination, we are
thoroughly familiar; (2) a knowledge of the inflectional system of the
language, _i.e._ its declensions and conjugations; (3) a knowledge of
its syntax; and (4) a knowledge of the plan upon which the Latin
sentence is constructed, or, in other words, we must be able to overcome
the difficulties arising out of the peculiar order of the words and
clauses that form a Latin sentence.

#Vocabulary.#--Words are the material out of which sentences are
constructed. Hence it is of prime importance to know their meanings. The
best way, in fact the only way, to acquire a vocabulary, is by constant
reading, and by noting carefully the force of individual words as they
occur. It soon becomes evident that certain words are very frequently
used, especially verbs which denote actions that have to do with
everyday life, such as _dīcō_, _eō_, _faciō_, _habeō_, _veniō_, _sum_,
and their compounds. These at least must be mastered at the very outset.
It is worth while to notice what prefixes are used in forming compound
verbs, and the modifications of meaning which they produce. If the force
of the simple verb is mastered, a little practice will enable the
student to detect at sight the meaning of any of its compounds without
reference to any dictionary.

It is useful also to group together in memory words derived from the
same stem, _e.g._ _canō_, _cantus_; _certō_, _certāmen_; _dūcō_, _dux_;
_regō_, _rēx_, _rēgius_; _caedō_, _caedēs_. A specially interesting
study consists in noting the English words which go back to Latin
originals. From various causes a large part of our English vocabulary is
borrowed from Latin. Cf. _donate_ with _dōnō_ and _dōnum_, _lucid_ with
_lūx_, _regent_ with _rēx_ and _regō_.

Finally, it will be found very helpful constantly to read Latin aloud,
for thus the _ear_ will help the _eye_ and words will have meaning when
_heard_ as well as when _seen_. Indeed, we ought to use our ears far
more than our eyes in acquiring a Latin vocabulary, in order that Latin
words, when heard, shall suggest at once to our minds the same pictures
which they suggested to the minds of Roman boys.

#Inflections and Syntax.#--It is not enough, however, to be familiar
with the meanings of individual