"May Heaven, if virtue claim its thought, If justice yet avail for aught; Heaven, and the sense of conscious right, With worthier meed your acts requite!"

"Too cruel, lady, is the pain, You bid me thus revive again."

"Now dews precipitate the night, And setting stars to rest invite."

"If men and mortal arms ye slight, Know there are gods who watch o'er right."

"I quail, E'en now, at telling of the tale."

"Fury and wrath within me rave, And tempt me to a warrior's grave."

"Huge, awful, hideous, ghastly, blind."

"Bear up, and live for happier days."

"Then should some man of worth appear Whose stainless virtue all revere, They hush, they list: his clear voice rules Their rebel wills, their anger cools."

"She turned, and flashed upon their view Her stately neck's purpureal hue; Ambrosial tresses round her head A more than earthly fragrance shed: Her falling robe her footprints swept, And showed the goddess as she stept."

"No, trust the Muse: she opes the good man's grave, And lifts him to the gods."

"So vast the labor to create The fabric of the Roman state!"

"Comrades and friends! for ours is strength Has brooked the test of woes; O worse-scarred hearts! these wounds at length The Gods will heal, like those."

"'Is there, friend,' he cries, 'a spot That knows not Troy's unhappy lot?'"

"In the moment of our talking, envious time has ebb'd away. Seize the present; trust to-morrow e'en as little as you may."

"Ah! Postumus! Devotion fails The lapse of gliding years to stay, With wrinkled age it nought avails Nor conjures conquering Death away."

"Then come the clamour and the blare, And shouts and clarions rend the air."

"Death takes the mean man with the proud; The fatal urn has room for all."

"This suffering will yield us yet A pleasant tale to tell."

"E'en here the tear of pity springs, And hearts are touched by human things."

"Fear proves a base-born soul."

"My chief, let Fate cry on or back, 'Tis ours to follow, nothing slack: Whate'er betide, he only cures The stroke of Fortune who endures."

"Each has his destined time: a span Is all the heritage of man: 'Tis virtue's part by deeds of praise To lengthen fame through after days."

"A critical sense of style and of poetic form is not easy to attain, nor is it of first importance for the younger, or, indeed, for any student of Virgil. Wide open to anyone who is willing to learn is the richer knowledge of Virgil as a poet who loved his country and who loved also that humanity which existed before Rome, exists today within ourselves, and will exist long after our own civilization, like that of Virgil's Rome, has become a matter of "ancient history." It is true that the longer one has lived the better one can appreciate a poem which is concerned with life. But the gain that comes to us with the years depends, partly at least, upon the riches we have been willing to extract from literature, which is the experience of other men and women written out. In youth's search for this treasure the Aeneid will be at once a fair haven and a port of departure."

"It is this principle [i.e. the interpretation of an original] which constitutes the true value of a really good translation—not as superseding the original even to the worst scholar, but as explaining it even to the best."

"There are few writers whose text is in so satisfactory a state as Virgil's."

"An inferior artist's only chance of giving pleasure."

"Virgil imitated Homer, but imitated him as a rival, not as a disciple."

"Blank verse really deserving the name I believe to be impossible except to one or two eminent writers in a generation."

"O impotence of man's frail mind To fate and to the future blind, Presumptuous and o'erweening still When Fortune follows at its will!"

"War, dreadful war, and Tiber flood I see incarnadined with blood."

"The journey down to the abyss Is prosperous and light: The palace gates of gloomy Dis Stand open day and night: But upward to retrace the way And pass into the light of day There comes the stress of labour; this May task a hero's might."

"In vain she strives with dying hands To wrench away the blade: Fixed in her ribs the weapon stands, Closed by the wound it made. Bloodless and faint, she gasps for breath; Her heavy eyes sink down in death; Her cheek's bright colors fade."

"There be three speciall notes necessary to be obserued in the framing of our accustomed English Ryme. The first is, that one meeter or verse be aunswerable to an other, in equall number of feete or syllables, or proportionable to the tune whereby it is to be reade or measured. The seconde, to place the words in such sorte as none of them be wrested contrary to the naturall inclination or affectation of the same, or more truely the true quantity thereof. The thyrd, to make them fall together mutually in Ryme, that is, in wordes of like sounde, but so as the wordes be not disordered for the Rymes sake, nor the sence hindered."

"I have said nothing about religious teaching as one of the means of forming a good character. ...I, who am not a teacher of religion, do not presume to say how it should be taught, so taught as to be practical. If you merely teach dogmas dogmatically, you are not teaching in the sense in which I understand teaching... and learning... does not consist merely in knowing: it is not learning unless there is some corresponding doing."

"If we want a subject that is nearer, I think botany is the best. I do not mean classification of plants. I mean their structure, growth, propagation, parts, and uses. ...I know no other thing which presents the same facilities in the way of material, and the opportunities of seeing and handling it. I have heard that a great botanist, who lived in our time, used to teach some village children to gather and examine plants."

"In whatever way you who teach may manage this business, I advise you not to trust too much to the inculcation of creeds and dogmas by words written or spoken."

"Could not a boy be taught the elements of astronomy at the sole cost of using his eyes and his brain; taught slowly, certainly, and not wearied with too much at once? Some would learn more than others; but all would learn something. This is real science, real knowledge, which will make a boy wiser, and probably better too. He will learn to observe carefully, and not to be deceived, as we sometimes are, by appearances."

"We cannot work without matter to work on, and we must look round and see what there is. There is a material which will never fail. It is perhaps eternal, at least for us. It costs nothing, and it is everywhere. Raise your eyes on a clear night and look at the magnificent spectacle of the starry heavens... Would it be asking too much to ask masters occasionally to direct their pupils to the observation of the most splendid sight which the sons of men have had before their eyes ever since they have trod the earth?—to point out the position and tell the names of some of the brightest of these wondrous objects; to show the apparent motion of these bodies, to point out the polar star, and to lead by slow and sure steps to the conclusion which the genius of man has drawn from this apparent motion, and other considerations."

"The difficulty is to find teachers, particularly in the humble kind of schools, who can explain the elements of astronomy; but if teachers were taught such matters, they could explain them to others, and some of the teachers would be better employed in this way than in learning and teaching other things. ...I believe that many children in the humblest schools will observe and learn as well as those in other schools. When children are younger, we must use other ways of training the eye to observe."