This e-text includes charactersthat will only display in UTF-8 (Unicode) text readers, including someaccented Greek in the Notes:
œ (“oe” ligature)
ā ē ī ō ū (vowels with macron or “long” mark)
ă ĕ ĭ ŏ ŭ (vowels with breve or “short” mark)
ἀκοινονόητοι
If any of these characters do not display properly—inparticular, if the diacritic does not appear directly above theletter—or if the apostrophes and quotation marks in this paragraphappear as garbage, you may have an incompatible browser or unavailablefonts. First, make sure that the browser’s “character set” or “fileencoding” is set to Unicode (UTF-8). You may also need to change yourbrowser’s default font.
The printed text used numbered lines for reference in the Notes.These will appear in the right margin of the e-text. The lines in yourbrowser’s display are probably longer than the lines in the originalbook, so the numbers will be less than five physical lines apart. Eachselection is linked to and from the beginning of its Notes, and eachindividual note starts with the word or phrase referenced.
The spelling “deminutive” (demin.) is used consistently. A fewterms were inconsistently italicized, including “e.g.”, “i.e.”and “only” (in vocabulary notes such as “sing. only”). Rather thantry to second-guess the author, they have been left as printed. Allbrackets [ ] are in the original.
Typographical errors are shown with mouse-hover popups. All Greek words are similarlytransliterated, as in the example above.
ElementaryClassics.
v
It is hoped that this series ofshort stories from A. Gellius may serve as a pleasant change toyoung boys after a course of Cornelius Nepos, Eutropius, etc. Thelanguage of the original has been simplified in parts, and some rare orlate words and constructions cut out. The Notes have been made, with fewexceptions, as short as possible; a few more lengthy digressions,such as those upon the ablative absolute and the gerundialconstructions, will need no apology, if they succeed in leading boys tothink out for themselves the difficulties which these constructionspresent. Some simple Exercises have been added at the request of thePublishers, and for these an English-Latin Vocabulary has been compiled.In this Vocabulary the words are arranged in alphabetical order, sincethe Exercises are intended principally for viva voce drill inform, and the Editor’s experience does not confirm thevitheory of some Editors, that a boy’s knowledge of a language isincreased in proportion to the time that he spends in hunting for wordsthat he does not know; he considers that the “paragraph” vocabularymakes the lazy boy take refuge in guessing, whilst it wastes the time ofthe industrious boy.
The Editor acknowledges his obligations to the