John H. Haaren - Famous Men of Rome

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This edition, first published in 2010 by Yesterday's Classics, an imprint of Yesterday's Classics, LLC, is an unabridged republication of the work originally published by University Publishing Co. in 1904. This title is available in a print edition (ISBN 978-1-59915-046-8).

Yesterday's Classics republishes classic books for children from the golden age of children's literature, the era from 1880 to 1920. Many of our titles are offered in high-quality paperback editions, with text cast in modern easy-to-read type for today's readers. The illustrations from the original volumes are included except in those few cases where the quality of the original images is too low to make their reproduction feasible. Unless specified otherwise, color illustrations in the original volumes are rendered in black and white in our print editions.

The study of history, like the study of a landscape, should begin with the most conspicuous features. Not until these have been fixed in memory will the lesser features fall into their appropriate places and assume their right proportions.

In order to attract and hold the child's attention, each conspicuous feature of history presented to him should have an individual for its center. The child identifies himself with the personage presented. It is not Romulus or Hercules or Csar or Alexander that the child has in mind when he reads, but himself, acting under the prescribed conditions.

Prominent educators, appreciating these truths, have long recognized the value of biography as a preparation for the study of history and have given it an important place in their scheme of studies.

The former practice in many elementary schools of beginning the detailed study of American history without any previous knowledge of general history limited the pupil's range of vision, restricted his sympathies, and left him without material for comparisons. Moreover, it denied to him a knowledge of his inheritance from the Greek philosopher, the Roman lawgiver, the Teutonic lover of freedom. Hence the recommendation so strongly urged in the report of the Committee of Tenand emphasized, also, in the report of the Committee of Fifteenthat the study of Greek, Roman and modern European history in the form of biography should precede the study of detailed American history in our elementary schools. The Committee of Ten recommends an eight years' course in history, beginning with the fifth year in school and continuing to the end of the high school course. The first two years of this course are given wholly to the study of biography and mythology. The Committee of Fifteen recommends that history be taught in all the grades of the elementary school and emphasizes the value of biography and of general history.

The series of historical stories to which this volume belongs was prepared in conformity with the foregoing recommendations and with the best practice of leading schools.

Teachers often find it impracticable to give to the study of mythology and biography a place of its own in an already overcrowded curriculum. In such cases they prefer to correlate history with reading and for this purpose the volumes of this series supply most desirable text-books. It has been the aim of the authors to make an interesting story of each man's life and to tell these stories in a style so simple that pupils in the lower grades will read them with pleasure, and so dignified that they may be used with profit as text-books for reading.

The value of the illustrations can scarcely be overestimated. They will be found to surpass in number and excellence anything heretofore offered in a school-book. For the most part they are reproductions of world-famous pictures, and for that reason the artists' names are generally affixed.

M ANY, many years ago, in the pleasant land of Italy, there was a little city called Alba. It stood on the sunny side of a mountain, near the River Tiber and not far from the Mediterranean Sea. In this city and around the mountain lived a brave, intelligent people known as Latins. Several other tribes inhabited the adjacent mountains and plains.

The Latins were ruled by kings, and one of their kings in very early times was named Aeneas. He was a famous Trojan chief who had come over the seas to Italy and settled there with his family and friends after Troy was destroyed by the Greeks.

A great many years after the death of Aeneas one of his descendants named Procas was king of Alba. He ruled wisely and well for a long time, and his rather small kingdom on the mountain side, with its wheat-fieIds and vineyards, was very prosperous. He had two sons, one named Numitor, and the other Amulius. As Numitor was the elder he was heir to his father's throne, but when King Procas died Amulius seized the kingdom by force and made himself king.

Then Numitor, with his two children, a boy and a girl, left the king's palace at Alba and went to reside on a farm a short distance away.

A MULIUS was now king, but he did not feel quite happy. He was much troubled about Numitor's son and daughter. The son, he thought, might some day claim the right to be king as heir of his father, or the daughter might marry and have a son who could become king as grandchild of Numitor.

To prevent either of these things from happening Amulius had Numitor's son secretly put to death, and he appointed the daughter Sylvia to be a priestess, or an attendant, in the temple of the goddess Vesta. Only young girls were appointed attendants in this temple, and they had to take a vow that they would not marry for thirty years. They were called Vestal Virgins. It was their duty to keep a fire burning continually on the altar of the goddess. This was called the Sacred Fire, and it was believed that if it went out some great disaster would happen to the city.

SCHOOL OF THE VESTAL VIRGINS [Le Roux]

Amulius now thought there was nothing to hinder him from being king of Alba all his life. But one day the god Mars came down to the city from his palace on a high mountain top and saw Sylvia as she went out of the temple to get water at a well. He fell deeply in love with her. She also fell in love with the god, for he had the appearance of a handsome young man. They were married secretly, and in course of time Sylvia had beautiful twin boys. When Amulius heard of this he gave orders that Sylvia should be put to death for breaking her vow and that the two infants should be thrown into the Tiber. These wicked orders were carried out, for no one dared to disobey the king.

Fortunately, however, the babes had been placed in a stout basket, which floated along the Tiber until it was carried by the waters to the foot of a hill called Palatine Hill. Here the huge roots of a wild fig-tree upset the basket, and the little ones were thrown out upon the river bank.

At this moment a great she-wolf came strolling down the hill to drink at the river's edge. She heard the feeble cries of the infants and went to the place where they lay helpless on the wet sands. She touched them gently with her rough paws, turned them over and licked their faces and plump bodies. Perhaps she thought they were some of her own cubs. At any rate, she carried the babes up the hill to her cave under a large rock. There she fed them as she fed her own cubs and seemed pleased to have them near her. It is said that a woodpecker flew in and out of the cave many times a day, bringing berries for the boys to eat.