CONTENTS PAGE Livius Andronicus, I; Naevius, 4; Plautus, 7; Ennius, 26; Pacuvius, 34; Caecilius Statius, 37; Terence, 39; Early Minor Authors, 52; Cato, 53; Accius, 55; Lucilius, 58; Velleius Paterculus, 231; Valerius Maximus, 234; Celsus, 235; `Phaedrus, 237; Seneca the Younger, 240; Curtius Rufus 256; Columella, 258; Pomponius Mela, 259; Persius, 260; Lucan, 264 Petronius, 272; Calpurnius Siculus, 275; Aetna (Lucilius Iunior), 277; Pliny the Elder, 281; Valerius Flaccus, 286; Silius Italicus, 289; Statius, 291; Martial, INTRODUCTORY NOTE. THE authors ask me to write a word of introduction to their book; but an introduction is not needed when the book supplies a want and is trustworthy in what it says. As to the second point, the text will speak for itself. On the first, a word may be permitted about my own experience in lecturing. The young student of Latin Literature requires help in two ways. In the first place, he needs guidance in learning to recognize and appreciate the literary merit of the authors. Mr. Cruttwell's, and, still better, Mr. Mackail's book, will serve his purpose well. They are interesting to read, and they tempt him on to study for himself. Mr. Mackail's book, especially, shows delicate literary feeling, and a remarkably catholic and true sense of literary merit. But, secondly, the student wants a clear statement of the facts, certain or probable, about the life of each author, the chronology of his works, and their relation to the circumstances and personages of the time. Neither of the books which I have named is satisfactory in this respect. Both of them omit a large number of facts and theories which the student ought to have before him: Mr. Cruttwell occasionally even sinks to inaccuracy. About three years ago I suggested to Mr. Middleton that he should try to fill up this gap with a book, in which he should bring together all the information that a student should have ready to his hand in reading the more familiar classical authors, that he should keep down the size of his book by omitting all that the student does not want, and that he should set before his readers the evidence on which each fact rests, so that they might be led to form opinions and judgments of their own. Teuffel-Schwabe's great work contains a vast deal that the ordinary student does not want; and it does not contain a certain amount which will, I believe, be found in the present book, the materials for which have been gathered from a wide range of reading. I am convinced that much can be done to stimulate and invigorate the young student's feeling for Latin literature by helping him to feel for himself how each author's words spring from his life, and conversely how facts and circumstances of his life can be elicited from his words. There will always remain doubts as to the facts and dates, e.g., in Horace's or in Catullus' life; but any reasoned theory has its interest, and is better for the pupil than no theory. The present book will, as I hope, be found useful as an aid to that method of teaching and of study, provided that both teacher and pupil bear in mind that it is a companion to other books-not a book complete in itself. W. M. RAMSAY. |