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HARVARD UNIVERSITY LIBRARY

0474172

PUBLISHERS' NOTICE.

THE study of Greek and Roman literature is usually considered an indispensable branch of a liberal education. By offering to the young the contemplation of great minds, as reflected in the works of the classic authors of antiquity, it extends the range of ideas, and becomes a species of intellectual training, which, though differing from, is not inferior to, that imparted by the study of the exact sciences. Besides these advantages, an acquaintance with the languages of ancient Greece and Rome is desirable, on account of the extent to which they enter into the formation of our own and other European tongues, as well as into the construction of all scientific nomenclature.

Latterly, a disposition has been manifested to undervalue classical attainments, but this may be safely ascribed less to the demands made by other branches of learning, than to the manner in which Greek and Latin have usually been imparted. Everything may be carried to excess; and it cannot be doubted that the practice of teaching these languages as mere verbal acquirements, to the exclusion of things more directly available in active life, has done incalculable damage to the principles of a liberal education. To restore the Classics to their proper place, all that seems necessary is, to make them a part, not the whole, of school instruction; thus allowing time and opportunity for acquiring the elements of those arts, and sciences without which any system of modern tuition would be faulty and incomplete. To aid this desirable object, it appears to us that nothing is more wanted than an improved series of school-books, by which the study may be facilitated, and rendered attractive, instead of an object of aversion, as heretofore, to learners. An effort must be made to help pupils over difficulties which unduly retard their progress, and unnecessarily consume their time. Such an effort is the intended CLASSICAL SECTION of CHAMBERS'S EDUCATIONAL COURSE.

Influenced by a desire to offer, in the first place, a series of Latin class-books worthy of, and suitable to, the wants and wishes of the age, we have deemed it proper to abandon the grammars

and texts usually employed in the United Kingdom, and to place the preparation of a new and genuine set in the hands of two eminent scholars and practical teachers-L. Schmitz, Ph. D., F.R.S.E., Rector of the High School of Edinburgh; and C. G. Zumpt, Ph. D., Professor in the University, and Member of the Royal Academy, of Berlin. Under their editorial management, it is proposed that the section shall combine the following advantages:

1. A gradually ascending series of school-books on a uniform plan, so as to constitute within a definite number a complete Latin curriculum.

2. Certain arrangements in the rudimentary volumes, which will insure a fair amount of knowledge in Roman literature to those who are not designed for professional life, and who, therefore, will not require to extend their studies to the advanced portion of the series.

3. The text of each author will be such as has been constituted by the most recent collations of manuscripts, and will be prefaced by biographical and critical sketches in English, that pupils may be made aware of the character and peculiarities of the work they are about to study.

4. To remove difficulties, and sustain an interest in the text, explanatory notes in English will be placed at the foot of each page, and such comparisons drawn as may serve to unite the history of the past with the realities of modern times.

5. The works, generally, will be embellished with maps and illustrative engravings-accompaniments which will greatly assist the student's comprehension of the nature of the countries and leading circumstances described.

6. The respective volumes will be issued at a price considerably less than that usually charged; and as the texts are from the most eminent sources, and the whole series constructed upon a determinate plan, the practice of issuing new and altered editions, which is complained of alike by teachers and pupils, will be altogether avoided.

By such means, we are encouraged to hope that the Classical, like the other sections of the EDUCATIONAL COURSE, will assume a respectable position in the literature of instruction, and be regarded in some degree as a boon to the youth of England.

W. & R. C.

PREFACE.

THE Publishers' Notice sufficiently explains the nature and design of the series of which the present volume-C. JULII CAESARIS COMMENTARII DE BELLO GALLICO-forms a part. In reference to the text, I have in the first four books adopted that of C. E. C. Schneider (Halle, 1840, 8vo.), whose excellent edition is unfortunately not completed; while in the remaining three I have chiefly followed the edition of C. G. Herzog (Leipzig, 1831, 8vo.). I have, however, considered it necessary to abandon certain peculiarities of orthography adopted by the former of these authorities; for, although more correct than the common orthography, they would be perplexing to pupils who have only the ordinary dictionaries at their command.

With respect to the notes which are to accompany the different texts, an additional word of explanation seems desirable. In the writings of every ancient author, a number of passages occur presenting grammatical difficulties, or relating to historical, geographical, and other particulars, which a youth cannot understand without consulting a variety of books; and in the greater number of instances, these books are either not at his command, or if he does possess them, he is often ignorant of the manner of gathering from them the required information. The object, therefore, of the notes, and other illustrations, is to remove such difficulties, and generally to afford an aid to those who are disposed to make a reasonable exertion in mastering the subject of their lessons. Nothing, however, can be more destructive to the mental energies of pupils, than placing before them annotations on a principle of indiscriminate translation; for, instead of causing them to exert their minds, and acquire habits of exact reasoning and investigation - an important object in classical training -the assistance so unduly afforded robs them of all motive for exertion, and deprives them of the invaluable pleasure of conquering difficulties, and of feeling that they have been instrumental in their own instruction.

EDINBURGH, April 1847.

L. SCHMITZ.

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