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.