Cla00ic Interlinear Granglationg THE WORKS OF P. VIRGILIUS MARO, Including the ^Eneid, Bucolics and Georgics, with the original text reduced to the natural order of construction; and an INTERLINEAR TRANSLATION, As nearly literal as the idiomatic difference of the Latin and English languages will allow. Adapted to the system of CLASSICAL INSTRUCTION. Combining the methods of ASCHAM, MILTON, AND LOCKE. By LEVI HART AND V. R. OSBORN. .... molle atque facetum Virgilio annuerum gaudentes rure Camoenae. HORATIUS. PHILADELPHIA: DAVID McKAY COMPANY WASHINGTON SQUARE. COPYRIGHT, CHARLES DE SILVER & SONS. 1882. PRINTED IN THE UNITED STATES OF AMERICA SRLF URL JT" 51.43505 ADVERTISEMENT, IN offering to the public a new version of VIRGIL, the trans* lators unhesitatingly acknowledge their desire to promote the system of classical instruction formerly practised in the principal schools of England. The same causes which, in the opinion of the wisest men of a former age, justified a departure from ancient modes of teaching, exist at the present day. It is not necessary to enumerate them ; they are known and felt by all con- cerned in classical instruction, and acknowledged by many There is, indeed, one very powerful reason in favour of 'reform, which did not exist in the time of Erasmus and Cardinal Wolsey. Since their time, so many subjects of study have been introduced into our schools and colleges that the scholastic life of our youth is too brief to allow them time to become acquainted with all the branches which are required to constitute the education of a scholar, or to prepare him for the learned professions and to leave him. a sufficient space of time, required by the old systems, to obtain any competent knowledge of the Greek- and Latin languages. Thus situated, he must either forego all acquaint- ance with these new and most important departments o< knowledge, or he must lay aside all hope of obtaining what is called a classical education, so far as a competent famili- arity with the Greek and Latin languages is concerned. He has not time for both. Two distinguishing features of the system which now, by common consent, iii attributed to Locke, zr&~-dictation, and literal interlinear translation. In tracing their history, it is not necessary to go back to the authorities of Cicero, the younger Pliny, and other distin- guished ancients quoted or referred to by the advocates of these improvements ; our object is to disclaim, in the first place, all pretensions of our own to originality ; and, in the second, to render the honour which is due, to those great reformers of learning, to whom we are indebted for this most admirable- sysfem. Cardinal Wolsey, Prime Minister to king Henry 8th, in a letter addressed to the masters of Ipswich School, written in the Latin language, dated Sept. 1st, 1528, enjoins them to lead their pupils to a knowledge of the learned languages by the easiest methods, chiefly by oral dictation, familiar illustrations, &c. &c. Erasmus, "the most learned man of the age in which he lived," in his tract on " the education of youth," inculcates the same general principles. He was a contemporary of Wolsey, and contributed largely to the composition of Lilly's Latin Grammar he laboured hard to strip learning of its terrors denounced those teachers who beat learning into their pupils, instead of ailing them to acquire it, as "illiter- ate butchers, who ruin many a hopeful lad." "In fact, the great object of Erasmus was, to combine pleasure with profit in the education of boys, and, according to some anecdotes given in his work, 'De Pueris Instituendis,' he goes so far as to recommend that they should play* and learn at the same time.f' Roger Ascham, Latin Secretary to king Edward, queen Mary, and queen Elizabeth, wrote the "Schoolmaster," a work which is praised by Dr. Johnson, as containing more knowledge than any other book on the subject of education. In this work, Ascham proposes as " a plain and perfect way of teaching the learned languages, the plan of " Double Translation" a method which he learnt from his tutor, Sir John Cheke, " the most eminent teacher of that age." Sir John pursued this method of instruction in the education of Edward the 6th, as Ascham did in that of Elizabeth. If was also warmly patronized by lord Burleigh, who earnestly recommends it, in a letter to his son at Cambridge. About an hundred years after the publication of the "School master," by Ascham, Milton wrote his celebrated letter to Hartlib, in which he complains of the school system of his time as being " tedious, vexatious, and unprofitable." We do amiss," says Milton, "to spend seven or eight years merely in scraping together as much miserable Latin and Greek as might be learned easily and delightfully in one year. *Ludtu play is the term used by the Romans for " School," and th Greek r*M, whence our own word is translated, signifies ease or leisure* \ An Essay on a system of classical instruction. And that which casts our proficiency therein so much be- hind, is but time lost partly in too oft idle vacancies, given both to schools and universities partly in a preposterous exaction, given the empty wits of children to compose themes, verses, and orations, which are the acts of ripest judgement, and the final work of a head filled, by long reading and observing, with elegant maxims and copious invention. These are not matters to be wrung from poor striplings, like blood out of the nose, or the plucking of un- timely fruit." After noticing the absurdities into which children are led by the former modes of teaching, he pro- ceeds : "Whereas if, after some preparatory grounds of speech by their certain forms got into memory, they were led to the praxis thereof, in some chosen short book les- soned thoroughly" (i.e. dictated) "to them, they might then proceed to learn the substance of good things, and arts in due order, which would bring the whole language quickly into their power. This I take to be the most natural and most profitable way of learning languages, and whereby we may best hope to give account to God of youth spent herein." Of grammar, Milton says: "First, they should begin with the chief and necessary rules of some good grammar, either that now used, or any better; and while this is doing, their speech is to be fashioned, to a distinct and clear pronuncia- tion, as near as may be to the Italian, especially in the vowels. Next, to make them expert in the usefullest points of gramm ar ; and withal to season them, some easy and de- lightful book of education should be reed to them. Milton thus required only "the chief and necessary rules of grammar" to be taught, and "some easy and delightful book" to be read, (i. e. dictated) to children, till they had acquired a general knowledge of the words of the language. They are not to be turned to a dictionary to make out the sense of a passage, by ringing the changes upon two hun- dred meanings of twenty different words ; but they are to be told the express term for each word by the teacher him- self; who is also to explain all difficulties of grammatical construction, so that the teacher take all the trouble, and the child have nothing but pleasure in his book." Next to Milton, in the order of time, and perhaps the most zealous promoter of the reform we advocate, is John Locke, author of the " Essay on the Human Understanding." This great philosopher takes the same general view of the subject which Ascham and Milton had done before him. " When 6 1 consider," says he, " what ado is made about a little Latin and Greek, how many years are spent in it, and what a noise and business it makes to no purpose, I can hardly for- bear thinking, that the parents of children still live in fear of. the schoolmaster's rod, which they look on as the only instrument of education; as a language or two to be its whole business. How else is it possible that a child should be chained to the oar, seven, eight, or ten of the best years of his life, to get a language or two, which, I think, might be had at a great deal cheaper rate of pains and time, and be learned almost in playing.* Locke's first project is : "To trouble the child with no grammar at all, but to have Latin, as English has been, without the perplexity of rules, talked into him ; for if you will consider it, Latin is no more un- known to a child, when he comes into the world, than Eng- lish ; and yet he learns English without a master, rule, or grammar ; and so might he Latin too, as Tully did, if he had somebody always to talk to him in this language. And when we so often see a French woman teach an English girl to speak and read French perfectly in a year or two, without any rule of grammar, or any thing else but prattling to her, I cannot but wonder, how gentlemen have overseen this way for their sons. If, therefore,- a man could be got, who, himself speaking good Latin, would always be about your son, talk constantly to him, and suffer him to speak and read nothing else, this would be the true and genuine way, and that which I would propose, not only as the easiest and best, wherein a child might, without pains or chiding, get a language, which others are wont to be whipt for at school six or seven years together; but also as that, wherein at the same time, he might have his- mind and manners formed, and be instructed in all other parts of knowledge of things, that fall under the- senses, and require little more than memory. But if such a man cannot be got, who speaks good Latin ; and, being able to instruct your son in those parts of knowledge, will undertake by this method : the next best thing, is to have him taught as near this way as may be, which is by taking some easy and pleasant book, such as flSsop's fables, and writing the English translation (made as literal as can be) in one line, and the Latin words which answer inch of them, just over it in another. These let him read every day, over and over again, till he perfectly understands * Essay on o System of Classical Instruction, p. 50, 51. the Latin ; and then go on to another fable, till he is also perfect in that, not omitting what he is already perfect in, but sometimes reviewing that to keep it in his memory. Let it not be supposed from any thing in the foregoing quotations from Milton and Locke, that these great masters of language ever inculcated a disregard to the study of grammar, or that they thought any language could ever be acquired thoroughly without it. They both insist that it shall be taught to children, as they can comprehend it. They would not " charge the mind" of a young child " with the multiplied rules and intricacies of grammar," but first teach him to read and speak these languages correctly at the same time teaching the rules of grammar just as fast, and no faster, than he can understand their application. Locke says : " The formation of the verb first, and afterwards the declensions of the nouns and pronouns, perfectly learned by heart, facilitate his acquaintance with the genius and manner of the Latin tongue, which varies the signification of verbs and nouns, not as the modern languages do, by particles prefixed, but by changing the last syllable." "More than this of grammar, I think he need not have, till he can read himself, Sanctii Minerva," &c. As he advances in acquir- ing a knowledge of words, he must advance, pari pasu, in obtaining a thorough and critical knowledge of grammar. " When by this way of interlining Latin and English one with another, he has got a moderate knowledge of the Latin tongue, he may then be advanced a little farther, to the reading of some other easy Latin book, such as Justin, or Eutropius; and to make the reading and understanding of it the less tedious and difficult to him, let him help himself with the English translation. Nor let the objection, that he will then know it only by rote, flight any one. This, when well considered, is not of any moment against, but plainly for, this way of learning a language. For languages are only to be learned by rote ; and a man who does not speak English and Latin perfectly by rote, so that having thought of the thing he would speak of, his tongue, of course with- out thought of rule or grammar, falls into the proper expres- sion and idiom of that language, does not speak it well, nor is-master of it. And I would fain have any one name to me that tongue, that any one can learn, or speak as he should do, by the rules of grammar. Languages were made, not by rules of art, but by accident, and the common use of the people. And he that speaks them well, has no other rule 8 but that; nor any thing to trust to but his memory, anil the habit of speaking after the fashion learned from those, that are allowed to speak properly, which, in other words, is only to speak by rote." We could multiply our quotations to a much greater extent, but our limits will not allow it. Those of our readers who are desirous to extend their inquiries, are referred to "A compendious way of teaching Ancient and Modern Languages, by T. Phillips, Historiographer to his Majesty London, 1750;" "American Journal of Edu- cation, vols.. 1st and 2d;" and "An Essay on the System of Classical Instruction, &c. London, printed for John Taylor, 1829." In recommendation of the plan we have adopted, we have brought together an array of the names of men, who, in all the high qualities and qualifications requi- site to constitute them competent and impartial judges of the best mode of teaching languages, are not surpassed by any who have ever lived. If they differ in some of the minor details of their respective systems, let it be remem- bered that they wrote in times considerably remote, and that they perfectly agree in the more important 'points. " Ascham wrote at a time when the Latin language was not only the sole medium of communication between men of literature and science, but almost a necessary introduction to the common business of life ; and, on this account, it was desirable that Latin composition should be more exten- sively studied in early youth. At the time Locke wrote, the use of the Latin language was far less general. Each of these writers dwells upon that part of his subject which was most worthy of consideration in his own age. Ascham gives directions more particularly for the writing of Latin : Locke, for the reading of Latin writers." Locke not only advocated the plan of interlinear translation, but actually translated ^Esop's fables in this manner. The following title page is copied from the second edition of this work : " jEsop's fables, in English and Latin Interlineary, for the benefit of those who, not having a master, would learn either of these tongues. The second edition, with Sculp- turesby John Locke, Gent. 1723." About the year 1816, Mr. Hamilton taught the French language on a plan resem- bling tnat of Locke, to which he gave his own name. Before this time, Messrs. Carre and Sanderson, two distinguished classical teachers of Philadelphia, published interlined trans- lations of a part of Historia Sacra, and a part of Telemachus. The same year, the Rev. Mr Osborn published " A Key 9 to the Latin and Greek Languages ; or, the Method of Die- tation, systematically arranged containing an interlined translation of the first three hooks of the JEneid, and par* of the Gospel of St. John. In the winter of 1833, Mr. Joseph N. Lewis, bookseller, of Baltimore, applied to Mr. Osborn to revise the three iooks of the ^Eneid he had already published, and to com- plete a translation of the entire poem. Mr, Osborn, who is at the head of a large seminary irvthis city, could not, from want of time, accomplish the task himself, and engaged Mr. John L. Gary to execute it for him. After having com- pleted the fourth book, Mr. Gary was obliged, from infirm health, to relinquish the undertaking when Mr. Osborn applied to the writer of this prefatory note, to complete the work his friend Gary had left unfinished. He undertook, and has accomplished it, as well as he could, in the time allowed to him. To this he has added the Bucolics and Georgics. It was our intention to have given a faithful account of the labours of Hamilton, and to have exposed the injury he had done to the cause of learning first, by his departure from the system of Locke and again by claiming more for his own system than any can ever possibly accomplish. But at the moment we write his name, we hear, for the first time, that he is dead! and we yield to the sentiment, de mortuis nil nisi bonum. Not contented with the honour of reviving the system of Locke and his great associates, his unbounded ambition to give his own name to the im- provements of o'thers, led him astray. Yet he was a man of most ardent zeal, and untiring industry ; and although he deviated so far from Locke, he accomplished more than any man of the present age, to render the system of his illustrious predecessor known and appreciated so that, while we cannot cease to lament what we consider his heresies, we shall ever consider him a benefactor to the human race. In our translation, taking Locke for our model, we have endeavoured to give the sense of Virgil simple and unadorned. The words of the original have been rendered into English corresponding in each part of speech, and con- forming, as nearly as possible, to their various inflections and combinations. From this course we have never devi- ated, except when the idiomatic difference of the two lan- guages has demanded it ; for, although the closest version would seem the" most harmonious to the mere grammarian 10 the outrage offered to the English idiom, by imposing there- upon the shackles of a foreign dialect, might sometimes grate harshly upon the ear of taste and feeling.* Respect- ing the manner of instructing, every teacher will adopt the plan which his own judgement indicates as best. Mr. Os- born's plan, as explained in his "Key," is to translate short sentences of the lesson one of the class repeating after him then, another ; and as many as will be necessary to give the whole class sufficient time to understand the sen- tence perfectly well. In this manner, he continues till they have completed the prescribed lesson he then instructs them thoroughly in the declensions and conjugations, begin- ning with the noun substantive of the first declension, and continuing his explanation of a single word till the pupil can decline any word belonging to this declension, at the flame time shewing him where it is found, with the required rule of concord or government. In this manner, his pupils are carried thiough the declension of nouns, till they have mastered them all. He then instructs them in the adjec- tives, in the same manner then the pronouns, verbs, parti- ciples after which, the indeclinable parts of speech, taking especial care never to leave any one part of speech till its forms are thoroughly understood. Having accomplished this, he requires his pupils to commit their grammar to mem- ory, which they can do with great ease and satisfaction to themselves inasmuch as they perfectly understand what they are about. The writer of this, who, during the last twenty years, has taught many hundred ladies and gentle- men on this plan, has adopted exactly the mode described above, except that, for several years past, he has required his pupils, in following his dictation, to speak all at once. When a class is first formed, there will always occur, for a short time, more or less discord ; but, when the members are worthy and desirous to learn, they will become accus- tomed, in two or three lessons, to speak together so that he has often taught classes of thirty or forty members, who all recited together, in as perfectly harmonious concord, as he ever witnessed among a choir of singers, or a congrega- tion reading prayers. This method is admirably adapted to teach children to read well, provided the teacher is a good reader ; for, as he reads, his pupils will read after him. In this manner one teacher can instruct a very numerous class : * Advertisement to Anacreon. li as many, indeed, as can conveniently hear his voice pro- vided they are well disposed. In following out the plan above indicated, it will be found, that the dictation of the teacher can never be rendered equally beneficial to each of the members of a numerous class. Among the best, some will be more attentive than others, the members of the class will differ from each other in various degrees of preparatory education, in capacity memory, and quick apprehension so that any specified number of repetitions " will either be insufficient for one part of the class, or more than sufficient for another." There will be a loss of learning, or a loss of time, when the dicta- tion of the teacher alone is relied on. Whereas, when every member of the class can resort to our interpretation, each can bestow just so much time as is necessary for a perfect understanding of the lesson. Besides, the book is always in good humour with its reader, and is never tired of an- swering inquiries, or correcting errors : so that it is accom- modated to the tempers, as well as to the capacities of all ; neither disgusting the quick scholar, by tedious repetition, nor discouraging the more backward, by impatient remon- strance. Not that it tends to induce negligence on the part of the .learner : on the contrary, the greater the facility of learning correctly, the greater should be the accuracy re- quired by the teacher at the time of examination. Neither does it preclude any exertion on the part of the teacher himself, which he may be desirous to bestow from his own resources.*" A competent teacher will always find suffi- cient occasion for his observations, according to the different capacities and dispositions of boys, which will come, with far more effect, when the lesson is in some degree familiar to all ; and he will gain a vast deal of time for the commu- nication of useful knowledge, by being thus relieved from the mechanical drudgery of working upon each boy's mem- ory. We could readily have adduced the authority of many distinguished names, English, French, German, and from among the best scholars of our country, in support of this system of instruction but the subject does not require it. We have brought forward the testimony of Milton and Locke we can go no higher. He who, on a subject like this, will not yield his doubts to their opinions, would dis- credit." Moses and the Prophets." The most distinguished * Essay on a Svstem of Classical Instruction. 12 of the foreign journals, the Edinburgh and Quarterly Re. views, with many others, only second to them in authority, nave powerfully advocated this system. "The American Journal of Education," the best periodical our country has ever produced, exclusively devoted to this subject, as long ago as December, 1826, describes this " method' 7 as " pleas ant and expeditious, as well as thorough. There is no delay for idle formalities ; the learner is led at once to his object, in his very first efforts, he is conscious of the efforts he is making, and he goes on with a cheerful impulse, which ac- celerates his advances. He thus redeems a large portion of his time for other branches of study, and for useful accom- plishments." In this age and country, we are not called upon to prove the value of education, or the importance of extending it to females. In many respects, it is quite as im- portant that they should be well grounded in a competent knowledge of the learned languages, as the other sex. They will give the first impulse in all which is good and useful to the next generation they may reform the present. Our country has already produced women, who, in classical ac' quirement, have equalled any who have lived in any other. Although, most fortunately for us, we have never had a " queen Elizabeth, 1 ' or can we boast of " the venerable Eliza- beth Carter," or "the beautiful Elizabeth Smith," so justly celebrated by their illustrious countrywoman, Hannah More, yet our own Hannah Adams and Martha Ramsay were, at least in classical learning, equal to the English Queen, or her great relative, lady Jane Grey (so infinitely her superior in moral qualities) while in all the virtues which adorn the sex, they held equal rank with the other British ladies whose names we have recited. After many years experience in teaching languages to females, the writer of this can bear faithful (as he does most grateful) testimony to their capacity, docility, and industry. He has never known their pro- ficiency equalled by the other sex : and, were he allowed to adorn this page with the names of his female pupils who have distinguished themselves as Latin scholars, with a simple statement of the amount of their acquirements, and the time they devoted to this study, he would thereby fur- nish an argument in favour of the system he advocates, quite as convincing as any he has used. The miserable prejudice which has withheld this better part of our race from an equal participation in these most delightful studies, is fast passing away. "The days aie past, when the know- 13 ledge of tent-stitch, and the composition of a pudding, or cordial, was esteemed the chief glory of half the creation. The females of the present generation may boast, in the language of judicial astrology, a most auspicious nativity. Science allures them to her temple, and virtue commands them to dedicate to her altar, that influence which they de- rive from the courtesy of refined society. The genius of their country, as well as the spirit of the age, supplies another stimulant, prompting them to become worthy of a name among the dignified and enlightened daughters of the greatest republic on earth.* L. HART. Baltimore, March IQth, 1833. ' Journal of Education. THE ^NEID OF VIRGIL, WITH AN INTERLINEAR TRANSLATION; AS NEARLY LITERAL AS THE IDIOMATIC DIFFER- ENCE OF THE LATIN AND ENGLISH LAN- GUAGES WILL ALLOW. BY LEVI HART & V. R. OSBORN. Conditor , Iliados cantabitur, atque Maronis Altisoni dubiam facientia carmina palmam. JOVENALIS, SAT. 11. THE or P. VIRGILIUS MARO. BOOK FIRST. CANO, arma que virum qui, p/ofugus fato, primus venit I sing, arms and the hero who, driven by fate, first has come ab oris Trqjse Italiam que Lavina littora: multum from the coasts of Troy to Italy and the Lavinian shores: much tile jactatus et terris et alto vi superum he has been tossed both on land and on the sea by the power of the gods above, ob memorem iram saevae Junonis: et on account of the lasting wrath of cruel Juno: and passus quoque multa bello, dum conderet ke has suffered also many things in war, until he might build urbem que inferret deos Latio: unde Latinum a city and might bring in his gods to Latium; from whence is the Latin genus que Albani patres atque moenia altae Romae. race and the Alban fathers and the walls of lofty Rome. Musa memora mihi causas: quo numine laeso ve quid O Muse relate to me the causes; what deity being offended or why Regina Deum dolens impulerit virum insignem the queen of the gods grieving may have compelled a man eminent pietate volvere tot casus, adire tot labores. for piety to endure so many calamities, to undergo so many hardships. Tantsene ires ccelestibus animis? Jire BO great. resentments in heavenly minds? Antiqua urbs fuit Tyrii coloni tenuere An ancient city has been which Tyrian husbandmen have inhabited Carthago contra Italiam que ostia Tiberina Carthage by name, over against Italy and the entrances of the Tiber longe; dives opum que asperrima studiis belli: but far off; abounding in wealth and most hard in the exercises of war quam unam Juno fertur coluisse magis omnibus which one city Juno is said to have revered more than all terris Samo posthabita. Hie illius arma hie lands Samos being less esteemed. Here have been her arms here fuit currus: Dea jam turn que tendit que fovet has been her chariot: the goddess now and then both designs and cherishes hoc esse regnum gentibus si qua CJU kopt that this is to be a metropolis for the nations if in any 10 19 fata sinant. Sed enim audierat progeniera tMy the fate* may permit. But truly the bad beard that a race duci a Trajano sanguine qua olim verteret wat descended from Trujao blood which hereafter might overturn Tyrias arces: hinc populum late regem que superbum the Tyrian tower*: that hence a people extensively a ruler and proud bello venturum excidio Libyae: sic Parcas in war is about to come for the destruction of Libya: thus that the destinies volvere. 4 Saturnia metuens id que mcmor lad ordained. (The daughterof Saturn fearing that and mindful veteris belli quod prima gesserat ad Trojam pro yf the ancient war which first she had carried on before Troy for caris Argis; necdum etiam causa irarum que eaevi her beloved Argos; nor as yet also the causes of her wrath and her great dolores exciderant animo; judicium Paridis manet resentments bad escaped from her mind; the judgment of Paris remain* repostum altamenteque injuria spretze formae et laid up in her lofty mind and the injury of her despised form; and the invisum genus et honores rapti Ganymedis: accensa hated race and the honors of the ravished Ganymede: incensed super his arcebat longe Latio Troas jactatos about these things she repelled far from Latium the Trojans lossscd toto aequore, reliquias Danaum atque immitis Achillei; que on all the ceo, the remains of the Greeks and of cruel Achilles and errabant per multos annos acti fatis circum omnia they wandered during many years driven by the fates about all maria: condere Romanam gentem erat tantae molis seas: to found the Roman nation was a teork of so great magnitude- Vuc laeti dabant vela e conspectu Siculae Scarcely the Trojans joyful gave their sails from sight of the Sicilian telluris in altum et ruebant spumas salis aere; land upon the sea and ploughed the foam of the sea with their brass beakt; cum Juno servans acternura vulnus sub pectore haec wben Juno keening an everlasting wound in her breast retained these secum: I mene victam desistere incepto things with herself: does it become me, conquered, to desist from my under- nec posse avertere regem Teucrorum Italia, taking, nor to be able to drive away the king of the Trojans from Italy, quippe vetor fatis! Pallasne potuit exurere classera because I am forbidden by the fates! Has Pallas been able to burn the fleet ArgivQm atque submergere ipsos ponto ob noxam unius, of the Greeks, and to drown them in the sea for the fault ofone. et furias Ajacis Oilci? Ipsa jaculata e nubibus even the frenzy of Ajaz the son of Oileus? She having darted from the clouds, rapidum ignem Jovis, que disjecit rates, que evertit the rapid lightning of Jupiter, both has scattered their ships, and has up- rcquora ventis: turbine corripuit ilium expiran- tumed the seas with the winds: in a whirlwind she has seized him breathing 11 45 tern Mammas transfixo pectore, que infixit acuto forth tiames ironi his transfixed breast, and lias thrust him upon a sharp scopulo. Ast ego, quae incedo, regina divum, que et ruck. But I. who walk, the queen of the gods, and both soror et conjux Jovis, gero beila tot annos cum una the siscer and nife of Jove, carry on wars so many years with one gente. Et quisquam praterea adoret numen Junonis aut nation. And can any one hereafter adore the deity of Juno or supplex imponat aris honorem? suppliant put on her altars a sacrifice.' Dea volutans talia secum flammato corde venit The goddess revolving such tiling's with herself in her inflamed mind comes in iEoliam patriam nimborum, loca tteta furentibus into /Eolia the native country of storms, places pregnant with boisterous Austris. I Hie rex ^Eolus vasto antro prcmit imperio ac winds * Here king ./Eolus in a vast cave controls by authority and fraenat vinclis et carcere luctantes ventos que sonoras restrains with chains and a prison the struggling winds and the roaring tempestates. Illi indignantes fremunt circum claustra cum tempests. They indignant roar around 'the barriers with magno murmure mentis. ^Eolus sedet celsa arce *. ereat murmur of the mountain. yEolus sits on a lofty eminence tenens sceptra; que mollit animos et temperat iras. holding a sceptre; and calms their passions and moderates their wrath. Quippe ni facial rapidi ferant secum For unless he may do thus they swift may bear away " with themse'.ves maria ac terras que profundum ccelum que verrant per the sea? and the lands and the high heaven and sweep ttiem through auras. Sed omnipotens pater metuens hoc abdidit (he air But the omnipotent father fearing this has confined them atris speluncis; que insuper imposuit molem et altos in dark c