Latin I (Section V)

PREPOSITIONS AS PREFIXES

180. Latin prepositions are sometimes joined to the begin-
ning of other words in order to form new words. Thus ab
and ad are combined with sum to form absum and adsum,

74 FIRST LATIN.LESSONS

and circum (around) is joined to specto to form circumspecto.
A word or syllable attached to the beginning of a word to
modify its meaning and thus f orm a new word is called a prefix.

CHANGES IN MEANING WITH PREFIXES

181. Usually we can understand the meaning of a new
word formed with a prefix when we know the meaning of the
prefix and of the original word to which it is attached. Thus
circum, around, and specto, look, form circumspecto, look
around. But sometimes the meaning of the new word has
changed from that indicated by the parts or elements of which
it is made up. Thus expecto (originally exspecto) cannot be
defined exactly by taking the meanings of ex and specto,
although it keeps something of the idea of look (look for) .

INSEPARABLE PREFIXES

182. In addition to the prepositions employed as prefixes
there are some syllables which are used as prefixes and which
are never found as separate words. A very important prefix
of this sort is re- (sometimes spelled red-), which regularly
means back or again. From re- and voco we have revoco,
call back.

A prefix which is never used as an independent word is
called an inseparable prefix. Thus re- (red-) is an inseparable
prefix.

CHANGES IN SPELLING

183. When a prefix is joined to a word, a vowel in the
original word is sometimes changed. From ex and capio we
have excipio, from inter and facio we have interficio. Changes
of this kind take place only with short vowels. Such English
words as efficient, recipient, confess, have come from Latin
words in which such changes as those above mentioned have
taken place.

EXERCISE

Find twenty words in your English dictionary beginning with ex (not
extra).

LESSON XXVIII

FUTURE TENSE OF THE FIRST AND SECOND CONJUGATIONS
184. The future tense of porto and moneo is as follows:

Singular
portabo, I shall carry
portabis, you will carry
portabit, he will carry

Plural
portabimus, we shall carry
portabitis, you will carry
portabunt, they will carry

ACTIVE

Singular
monebo, I shall warn
monebis, you will warn
monebit, he will warn

Plural
monebimus, we shall warn
monebitis, you will warn
monebunt, they will warn

PASSIVE

Singular

portabor, I shall be carried
portaberis, you will be carried
portabitur, he, she, it will be
carried

Singular

monebor, / shall be warned
moneberis, you will be warned
monebitur, he, she, it will be
warned

Plural

portabimur, we shall be carried
portabiminl, you will be carried
portabuntur, they will be
carried

Plural

monebimur, we shall be warned
monebimini, you will be warned
monebuntur, they will be
warned

a. The syllable -bi- is the tense sign of the future in
the first and second conjugations. It has the form -bu-
in the third person plural, -b- in the first person singular
of both voices, and -be- in the second person singular
of the passive.

READING EXERCISE

185. 1. Germanl a Romanls superabuntur, et multa oppida
eorum occupabuntur. Sed Romanl haec oppida non delebunt.
Oppida Germanorum a periculo servabuntur.

2. Romanl Germanos superabunt et multa oppida eorum
occupabunt. Sed haec oppida a Romanls non delebuntur.
Romani non sunt barbarl.

3. Illud oppidum cras oppugnabimus. Multl vulnerabun-
tur, et multi necabuntur, sed oppidum a copils nostrls occupa-
bitur.

4. Galll castra ex hoc loco mox movebunt. Nam Romanl
magnas copias habent, et castra Gallorum oppugnare paratl
sunt.

5. Castra nostra movebimus, quod copiae Romanorum nos
oppugnare paratae sunt. Tum eos non timebimus, quamquam
magnas copias non habemus.

186. VOCABULARY

barbari, -orum, m. pl, barbarians mox, adv., soon

(masculine form of an aoljective, nam, conj., for

barbarus, -a, -um, barbarian) neco, -are, kill

cras, adv., tomorrow servo, -are, save, preserve

deleo, -ere, destroy, blot out vulnero, -are, wound

moveo, -ere, move

EXERCISES FOR WRITING

187. 1. Socios nostros juvabi — (subject “we”), et patria
eorum servabi — . 2. Copiae Romanorum Gallos non timeb —
(will notfear). 3. Hoc oppidum oppugnabi — (will be attacked)
et delebi — . 4. Castra nostra ex eo loco moveba — (subject
“we”). 5. Galll castra nostra in hoc loco non oppugnab—
(will not attack).

ENGLISH DERIVATIVES FROM LATIN

188. 1. Mention an adjective which is suggested by
barbari. 2. What is an indelible stain? 3. What is a vul-
nerable spot? 4. What is an immovable obstacle?

SUGGESTED DRILL

1. Give the Latin for the following: he praises, he was praising, he will
praise; they fear, they feared, they will fear; I see, I saw, I shall see.
2. Conjugate supero and video in the future active. 3. Decline together
is gladius.

LESSON XXIX

IMPERFECT AND FUTURE INDICATIVE OF SUM

189. The irregular verb sum does not have the tense signs
which have been seen in the imperfect and future of regular
verbs.

IMPERFECT FUTURE

Singular Singular

eram, I was ero, I shall be

eras, you were eris, you will be

erat, he, she, it was erit, he will be

Plural Plural

eramus, we were erimus, we shall be

eratis, you were eritis, you will be

erant, they were erunt, they will be

a. The present infinitive of sum is esse, to be.

READING EXERCISE

190. 1. Olim in hac terra erant silvae multls in locis. Per
has silvas ferae bestiae errabant. Barbarl quoque per silvas
errabant et bestias saepe necabant. Nunc tecta agricolarum

et oppida videmus in els locis ubi olim erant barbarl et ferae
bestiae.

2. Semper amicus tuus ero. Amicl tul erunt amlci mel, et
eos juvabo sl in perlculo erunt. Sed patriae tuae amlcus non
sum.

3. Romanl totum oppidum delere parant. Quamquam
Galll fortiter pugnabunt, superabuntur, et multl necabuntur.
Ceterl erunt servl.

4. Cfir in silva cum amlco herl non eras?
In silva non eram, quod aeger eram.

5. Ubi herl erat hic puer? Eum non videbam.
Hic puer in tecto avuncull mel herl erat.

191. VOCABULARY

bestia, -ae, r., beast, animal heri, adv., yesterday

ceteri, -ae, -a, the other, the paro, -are, prepare

others semper, adv., always

erro, -are, wander, err servus, -l, m., slave, servant

ferus, -a, -um, fierce, wild totus, -a, -um, the whole, all

a. The adjective ceteri is used chiefly in the plural.
Its forms in the singular may be disregarded.

EXERCISES FOR WRITING

192. Write in Latin: 1. Yesterday I was in town with
my uncle. 2. Your present will always be dear to me. 3. We
were in the tents behind the forest. 4. We are Romans; we
will not be slaves. 5. Formerly there were many fierce
animals on this island.

ENGLISH DERIVATIVES FROM LATIN

193. 1. What abbreviation is used for et ceteraf 2. Find
the meaning of the expression Errare est humanum. 3. What
is the meaning of the motto semper paratusf 4. What is a
total failure?

SUGGESTED DRILL

1. Give the Latin for the following: he is, he was, he will be; I am,
I was, I shall be; he is fierce, he is warned; she will be happy, she will be
praised. 2. Conjugate impero and habeo in the future active. 3. De-
cline in full the adjective ferus.

LESSON XXX

POSSESSIVES OF THE THIRD PERSON

THE USE OF SUUS

194. In the sentences The boy praises his friends and
The boys praise their friends the words his and their refer
to the subjects of the sentences in which they stand. That
is, the “possessors” are the same persons as the subjects.
The Latin word which translates his, her, its, or their when
thus used is suus, which is an adjective, declined like meus
and tuus. The two sentences given above are in Latin:

(1) Puer amicos suos laudat.

(2) Pueri amicos suos laudant.

It is possible to decide whether his or their will be used to
translate suos in these sentences by observing whether the
subject is singular or plural.

If the subject is feminine suus will be translated her. Thus,
Puella amicos suos laudat means The girl praises her friends.

DISTINCTION BETWEEN SUUS AND EJUS

195. In the sentences They praise his friends and He
praises their friends the words his and their do not refer to the
subjects of the sentences in which they stand. That is, the
“possessors” are not the same persons as the subjects. When
his, her, its are thus used they are translated by ejus, the
genitive singular of is, and their similarly used is translated
by eorum (or earum), the genitive plural of is.

It must be remembered that suus is an adjective, and takes
the same gender, number, and case as the word denoting
the thing possessed. Thus in the sentence above, suos is
masculine accusative plural to agree with amicos. The words
ejus and eorum (earum) are pronouns, and do not change their
forms to agree with the noun which they modify.

a. Sometimes possessive words are omitted in Latin
when the meaning is quite clear, even though the cor-
responding English sentence requires that possessives
be used. They are to be supplied in translation when-
ever the sense requires.

Femina filiam amat, the woman loves her daughter.

MANNER OF WEARING THE TOGA

READING EXERCISE

196. 1. Hic vir filium suum semper laudat. Sed filius
ejus non est impiger, neque habet multos amlcos.

2. Hl virl fllios suos laudant. Sed fllii eorum non sunt
impigri, neque bene laborant. Quamquam laudantur, pueri
boni non sunt.

3. Cornelia flliam suam amat, sed flliam amicl mei non amat.
Fllia ejus ad tectum amici mei non saepe invitatur.

4. Illl barbarl sunt perfidl, et castra nostra oppugnare
parant. Igitur arma nostra parata sunt. Sl castra oppugna-
bunt, statim eos in fugam dabimus.

Barbari castra vestra non oppugnabunt, quod arma parata
habetis.

5. Lignum ex silva ad tabernaculum porto. Soror mea
ante tabernaculum cenam parat. Tabernaculum in loco
aperto est. Ex hoc loco tabernaculum vides.

6. Mater tua imperat; cur non pares?
Statim parebo.

197. VOCABULARY

cena, -ae, f., dinner perfidus, -a, -um, treacherous

fuga, -ae, f., flight suus, -a, -um, his, her, its,

igitur, conj., therefore their

imperd, -are, command statim, adv., at once

lignum, -I, n., wood vester, -tra, -trum, your (o/

pareo, -ere, obey more than one persori)

EXERCISES FOR WRITING

198. Give the Latin equivalent for the italicized words in
the following sentences, and then translate the sentences into
Latin: 1. The farmer is working in his (own) field. 2. His
son is also working in the field. 3. The barbarians were de-
stroying their (own) towns. 4. We see their camp from this
place. 5. The woman stands before the door of her cottage.

ENGLISH DERIVATIVES FROM LATIN

199. 1. What is an imperious manner? 2. Find from a
dictionary the origin of empire. 3. What is a perfidious
enemy? 4. What is lignitef

SUGGESTED DRILL

1. Write two English sentences which if translated into Latin would
require a form of suus, and two which would require ejus or eorum.
2. Conjugate sum in the future indicative. 3. Decline suus in fuil.

LESSON XXXI
THIRD DECLENSION OF NOUNS

THE NOMINATIVE AND GENITIVE OF THE THIRD DECLENSION

200. Nouns of the third declension have the genitive
singular ending in -is. In this declension the nominative
singular is formed in a number of ways. But if the genitive
singular is learned at the same time as the nominative, these
variations in the nominative will cause no difhculty. This
declension includes masculine, feminine, and neuter nouns.

MASCULINE AND FEMININE NOUNS WITH THE
GENITIVE PLURAL IN -UM

201. There are two general classes of nouns in the third
declension. They differ mainly in the ending of the genitive
plural. Those which belong to the first class have the genitive
plural ending in -um. Masculine and feminine nouns of
this class are declined as follows:

lex, f.

, law

Singular

mfles,

m., soldier

Nom.

lex

Nom.

miles

Gen.

legis

Gen.

mlhtis

Dat.

legl

Dat.

mllitl

Acc.

legem

Acc.

mllitem

Abl.

lege

Plural

Abl.

mllite

Nom.

leges

Nom.

mllites

Gen.

legum

Gen.

mlhtum

Dat.

legibus

Dat.

mllitibus

Acc.

leges

Acc.

mllites

Abl.

legibus

Abl.

mllitibus

frater,

m., brother

Singular

homo,

m., man

Nom.

frater

Nom.

homo

Gen.

fratris

Gen.

hominis

Dat.

fratrl

Dat.

homini

Acc.

fratrem

Acc.

hominem

Abl.

fratre

Plural

Abl.

homine

Nom.

fratres

Nom.

homines

Gen.

fratrum

Gen.

hominum

Dat.

fratribus

Dat.

hominibus

Acc.

fratres

Acc.

homines

Abl.

fratribus

Abl.

hominibus

ENDINGS

202. The case endings, as seen above, are as follows:

Singular Plural

Nom. — x -es

Gen. -is -um

Dat. -I -ibus

Acc. -em -es

Abl. -e -ibus

READING EXERCISE

203. 1. In Gallia est niillus rex. In America est nullus
rex. Olim in multls terrls Europae erant reges. Etiam nunc
in Hispania est rex.

2. Frater meus et pater tuus in bello erant. Frater meus
erat dux, et multl eum laudabant. Pater tuus non erat dux,
sed erat bonus mlles, et fortiter pugnabat.

1 The ending of the nominative singular in lex and miles is really -s, which gives -X
when combined with g or c. But this ending does not appear in all third declension
nouns.

3. Castra Romanorum a tergo oppugnabimus. Paucl
mllites in eo loco sunt, et eos facile superabimus. Sine mora
tota castra occupabimus.

4. Socil iterum auxilium nostrum postulant. Patria eorum
in periculo est, et mllites non sunt paratl. Eos juvabimus,
quamquam bellum non deslderamus.

5. Hi virl tecta sua iterum vident, et laeti sunt. Amlci
eorum quoque laetl sunt.

204. VOCABULARY

dux, ducis, m., leader pater, -tris, m., father

etiam, adv., even, also pauci, -ae, -a, pl., few, a few

facile, adv., easily rex, regis, m., king

frater, -tris, m., brother tergum, -I, n., back; a tergo,
mora, -ae, f., delay at the rear, from the rear

mfles, mflitis, m., soldier

EXERCISES FOR WRITING

205. Translate into Latin: 1. The king of the barbarians
has large forces. 2. Our allies do not have (have not) a king.
3. I see your father and your brother in the street. 4. The
soldiers praise their leaders. 5. We shall invite the soldier
and his brother.

ENGLISH DERIVATIVES FROM LATIN

206. 1. Find in a dictionary the derivation of duke.
2. What is a fraternal organization? 3. Explain the state-
ment “A moratorium was declared at the beginning of the
war.” 4. What is the meaning and derivation of militiaf
5. What is paternal affection? 6. Find in a dictionary a
word derived from pauci. 7. How is regalia connected in
meaning with rex?

SUGGESTED DRILL

1. Decline together magnus rex. 2. Decline together lex bona.
3. Give the Latin for the following: of the leader, of the leaders, with the
leader, with the leaders. 4. Give the third person plural, active voice, of
the future tense of all the verbs of paragraph 3, section 203.

LESSON XXXII

THIRD DECLENSION (Continued)

NEUTER NOUNS WITH THE GENITIVE PLURAL IN -UM

207. There are many neuter nouns of the third declension.
These, like the masculine and feminine nouns, f orm the ncmina-
tive in different ways. Neuter nouns belonging to the same
general class of the third declension as the masculine and
feminine nouns which have been given in the preceding lessons
are declined as follows:

flumen, n., river

Nom. fliimen

Gen. fluminis

Dat. fliimini

Acc. flumen

Abl. flumine

Singular

caput, n., head

Nom. caput

Gen. capitis

Dat. capiti

Acc. caput

Abl. capite

Plural

Nom. flumina Nom. capita

Gen. fluminum Gen. capitum

Dat. fluminibus Dat. capitibus

Acc. flumina Acc. capita

Abl. fluminibus Abl. capitibus

corpus, n., body

Singular

Plural

Nom. corpus

Nom.

corpora

Gen. corporis

Gen.

corporum

Dat. corpori

Dat.

corporibus

Acc. corpus

Acc.

corpora

Abl. corpore

Abl.

corporibus

a. These three words illustrate different formations
of the nominative, but there is no difference in the
manner in which they are declined. If any one of the
three is learned, the others can be declined when the
nominative and genitive are known. Another important
neuter noun of this class is iter, genitive itineris, road
or journey, which appears in a later lesson.

b. In the neuter noun templum of the second declen-
sion, we have seen that the accusative singular is the
same as the nominative singular, that the accusative
plural is the same as the nominative plural, and that
the nominative and accusative plural end in -a. These
facts are also true of the neuter nouns of the third
declension given above, and they are true of all neuter
nouns in the Latin language, no matter what the de-
clension to which they belong.

READING EXERCISE: PUER QUI (WHO) NATAT

208. 1. Tectum nostrum non longe a rlpa fluminis abest.
Saepe in eo flumine nato aut in rlpa sto. Frater meus quoque
interdum in flumine natat. Natare amamus. In medio
flumine est magnum saxum. Ad saxum natamus, tum in
saxo diti sedemus et ceteros pueros spectamus. Fliimen non
altum est, et caput meum vides cum in flumine sto. Corpora
valida habemus quod saepe natamus et quod in agrls labora-
mus.

2. Pueri Romanl quoque natare amabant. Roma est in
ripa magni fluminis, et in flumine puerl Romanl saepe
natabant. Etiam hieme Romanl in flumine natabant. Illl
virl corpora valida habebant, et mllites bonl erant.

209. VOCABULARY

aut, conj., or nato, -are, swim

caput, capitis, n., head ripa, -ae, f., bank (ofastream)

corpus, corporis, n., body saxum, -I, n., rock, stone

diu, adv., for a long time, long sedeo, -ere, sit
flumen, fluminis, n., river
medius, -a, -um, middle, the
middle of

EXERCISES FOR WRITING

210. Translate into Latin: 1. From this place I see
the river. 2. This horse has a small head. 3. The soldiers
have strong bodies. 4. The boys sometimes swim in the
rivers. 5. There 1 are forests on the banks of the rivers.

ENGLISH DERTVATIVES FROM LATIN

211. 1. What is capital punishment? corporal punishment?
2. Find an English word from medius. 3. What are riparian
rights? 4. What is a natatoriumf 5. What is a sedentary
occupation?

SUGGESTED DRILL

1. Rewrite the last sentence of paragraph 1, section 208, changing
the noun corpora and all the verbs to the singular number. 2. Decline
together hoc flumen. 3. Conjugate sedeo in the future active.
4. Give the accusative singular of ripa, equus, rex, mfles, corpus,
flumen.

1 See section 54, page 20.

LESSON XXXIII
THIRD DECLENSION (Continued)

MASCULINE AND FEMININE NOUNS WITH THE
GENITIVE PLURAL IN -IUM

212. The second of the two general classes of nouns of
the third declension differs from the first class in that the
genitive plural ends in -ium instead of -um. There are also
a few other differences. Masculine and feminine nouns of
this class are declined as follows:

collis, M.

, hill

nubes, f., cloud

Singular

nox, f., night

Nom.

collis

ntibes

nox

Gen.

collis

nubis

noctis

Dat.

colli

niibl

noctl

Acc.

collem

nubem

noctem

Abl.

colle

ntibe
Plural

nocte

Nom.

colles

nubes

noctes

Gen.

collium

nubium

noctium

Dat.

collibus

nubibus

noctibus

Acc.

collls, -es

nubls, -es

noctls, -es

Abl.

collibus

nubibus

noctibus

a. The Romans sometimes used -Is and sometimes
-es as the ending of the accusative plural of these nouns.
The form in -es is regularly used in this book.

CLASSES OF MASCULINE AND FEMININE NOUNS WITH
THE GENITIVE IN -IUM

213. The following two classes include practically all
masculine and feminine nouns which have the genitive plural
in -ium :

(1) Nouns ending in -is or -es, and having the same num-

ber of syllables in the nominative and in the genitive singular:
avis, gen. avis; nubes, gen. nubis.

(2) Nouns which have two consonants immediately pre-
ceding the ending of the genitive singular: nox, gen. noctis.

Other masculine and feminine nouns of the third declen-
sion regularly have the genitive plural in -um. In this book
the genitive plural ending -ium is printed in the vocabulary
after nouns which have that ending.

READING EXERCISE: HOMO QUI LONGE A
TECTO SUO EST

214. Nox est, et in silva aves et bestiae silent. Lux
obscura est propter nubes, quamquam luna videtur. Longe
a tecto meo sum. Ex summo colle parvum oppidum video.
Appropinquabo et cibum rogabo. Nam defessus sum, et
nullam pecuniam habeo. Si non barbari sunt, cibum mihi
dabunt. Pecuniam non rogabo.

Cibum el dabimus, nam defessus est. Non sumus barbarl.
Longe a tecto suo est, et nullam pecuniam habet. Nullos
amicos in hoc loco habet. Sed homo est, et homo hominem
juvare debet.

215. VOCABULARY

appropinquo, -are, approach nox, noctis, -ium, f., night

avis, avis, -ium, f., bird nubes, nubis, -ium, f., cloud

cibus, -I, m., food sileo, -ere, be silent

collis, collis, -ium, m., hill summus, -a, -um, highest,
homo, hominis, m., man highest part of, top of

lux, lucis, f., light

EXERCISES FOR WRITING

216. Translate into Latin: 1. This boy is a friend of the
birds. 2. The nights are long in winter. 3. I see the light
in the window of the cottage. 4. We are hastening from the
street because we see the clouds. 5. This man has no food
because he has no money.

ENGLISH DERIVATIVES FROM LATIN

217. 1. What is an aviatorf 2. What is a translucent
substance? 3. What are nocturnal birds? 4. What is meant
by the phrase summum bonumf

SUGGESTED DRILL

1. Give the genitive singular of all the nouns in the first two lines of
section 214. 2. Decline together collis altus. 3. Decline together avis
pulchra. 4. Conjugate appropinquo and sileo in the imperfect active,
and give the meaning of each form.

LESSON XXXIV

THIRD DECLENSION (Continued)
NEUTER NOUNS WITH THE GENITIVE PLURAL IN -IVM

218. The second class of nouns of the third declension has
a number of nouns which are neuter. The nominative of these
ends in -e, -al, or -ar. They are declined as follows:

Insigne, n., badge exemplar, n., pattern animal, n., animal

Singular

Nom.

Insigne

exemplar

animal

Gen.

Insignis

exemplaris

animalis

Dat.

Insignl

exemplari

animali

Acc.

Insigne

exemplar

animal

Abl.

Insignl

exemplarl
Plural

animall

Nom.

Insignia

exemplaria

animalia

Gen.

Insignium

exemplarium

animahum

Dat.

Insignibus

exemplaribus

animahbus

Acc.

Insignia

exemplaria

animalia

Abl.

Insignibus

exemplaribus

animalibus

a. In addition to having the genitive plural ending in
-ium, these nouns differ from the neuter nouns of the
first class in that the ablative singular ends in -I and the
nominative and accusative plural in -ia.

GENDER IN THE TfflRD DECLENSION

219. The following rules will help in determining the gender
of nouns of the third declension:

(1) Nouns ending in -tas and -tus are feminine.

(2) Nouns ending in -tor are masculine.

(3) Nouns ending in -e, -al, -ar, -n, and -t are neuter.

ROMAN STANDARDS

READING EXERCISE: INSIGNIA MILITUM

220. 1. Olim mllites in proelhs Insignia habebant. Sic
hostes et amlci notl erant. Signa quoque habebant. Inter-

dum haec signa erant figtirae animalium. In pictfira exem-
plaria horum signorum videtis. Nunc signa in proelils non
videmus, et Insignia saepe celantur.

2. Hostes appropinquant. Ex hoc loco Insignia eorum
videmus. Oppidum nostrum oppugnabunt, sed mllites nostrl
paratl sunt, et non timemus. Hostes superabuntur et oppi-
dum nostrum tiitum erit quod mllites bonos patria nostra
habet.

221. VOCABULARY

animal, animalis, -ium, n., notus, -a, -um, known, well

animal known

celo, -are, conceal proelium, -I, n., battle

exemplar, -aris, -ium, n., copy, sic, adv., thus, so

specimen signum, -I, n., sign, stand-

figura, -ae, f., figure ard
hostis, hostis, -ium, m., enemy
insigne, Insignis, -ium, n.,

decoration, badge

a. The word hostis is applied to an enemy of one’s
country, while inimicus means a personal enemy.

EXERCISES FOR WRITING

222. 1. Corpora horum animal — parva sunt. 2. Dux
host — (of the enemies) gladium habet. 3. Frater meus Insignia
pulchr — habet. 4. Mllites nostrl sign — (standards) in proelils
non portant. 5. Haec picttira pulchra multls not — est.

ENGLISH DERIVATIVES FROM LATIN

223. 1. What is exemplary conduct? 2. Find an adjec-
tive and a noun derived from hostis. 3. What is meant by
the insignia of office? 4. What distinction in use is commonly
made between notorious and notedf

SUGGESTED DRILL

1. Decline together hostis miser. 2. Decline together parvum animal.
3. Rewrite paragraph 2 of section 220, changing all the verbs to the im-
perfect tense. 4. Give the genitive plural of collis, homo, nox, hostis,
figura, proelium.

LESSON XXXV
PERFECT TENSE

MEANING OF THE PERFECT

224. In addition to the imperfect, Latin has another tense,
called the perfect, denoting past time.

The perfect tense of the Latin verb is sometimes translated
by such forms as I have carried, you have carried, etc, and some-
times by the simple past tense I carried, you carritd, etc. The
meaning of the rest of the sentence will usually make it easy to
decide which of these two translations should be used.

FORMS OF THE PERFECT

225. The verbs porto and moneo are conjugated as follows
in the perfect active:

Singular
portavl, I carried, or I have carried
portavistl, you carried, or you have carried
portavit, he carried, or he has carried

Plural
portavimus, we carried, or we have carried
portavistis, you carried, or you have carried
portaverunt, they carried, or they have carried

Singular Plural

monul, I warned, or I have warned monuimus

monuistl monuistis

monuit monuerunt

a. The verbs amo, laudo, supero, and most other
verbs of the first conjugation form their perfects like
porto. The perfects of terreo, timeo, and habed are
like that of moneo. The perfect of maneo is mansi,
mansisti, etc.

b. The personal endings used in the perfect active differ
from those used with the other tenses. They are as
f ollows :

Singular Plural

-I -imus

-istl -istis

-it -erunt

THE PERFECT OF SUM

226. The verb sum is conjugated as follows in the perfect:

Singular Plural

fui, / have been fuimus, we have been

fuistl, you have been fuistis, you have been

fuit, he has been fuerunt, they have been

DISTINCTION BETWEEN THE PERFECT AND THE IMPERFECT

227. The distinction between the perf ect and the imperfect
tenses consists in the fact that the imperfect represents an
act as going on in past time or denotes a situation in past
time, while the perfect either denotes a single past act without
reference to its continuance or is equivalent to the English
present perfect.

In the sentence We crossed the river a single act in past time
is denoted, and hence the perfect will be used in Latin. Simi-
larly, in the sentence We have crossed the river, the verb is in
the present perfect, and the Latin equivalent will require the
perfect. On the other hand, We were crossing the river repre-
sents an act as going on in past time, and Everyone feared war

denotes a situation in past time. Hence the imperfect will
be used in these two sentences.

READING EXERCISE

228. 1. Gens vestra bellum amat, et semper amavit. Ro-
mani vos in proelils saepe superaverunt et multas urbes vestras
etiam expugnaverunt. Sed in terra vestra non manserunt.

2. Clves nostri bellum non deslderant, sed gentem vestram
non timent neque timuerunt. Non sunt ignavl, sed non facile
ad bellum excitantur.

3. Ciir huc properavistl? Hiic properavl, quod frater meus
in perlculo est et auxilium meum postulat. Auxilium tuum
quoque desiderat. Tibi semper benignus fuit, et auxilium dare
debes.

4. Fratrem tuum saepe monul. Cur perlculum non videt?
Auxilium non dabo.

229. VOCABULARY

civis, civis, -ium, m., citizen ignavus, -a, -um, cowardly

excito, -are, arouse, stir up, urbs, urbis, -ium, f., city

excite vos, you (plural, nominative
gens, gentis, -ium, f., nation and accusative)
huc, adv., to this place, hither

EXERCISES FOR WRITING

230. 1. Mllites hunc ducem semper amav — . 2. Pater
meus saepe fratrem meum monu — . 3. Socii nostri auxilium
postulav — . 4. Amlcl nostri benignl fu — , et eos amamus.
5. Hanc gentem timu — (subject ( W).

ENGLISH DERIVATIVES FROM LATIN

231. 1. What is meant by civic virtues? 2. What connec-
tion in meaning can you see between civilization and civis?

3. Give an English noun which is derived from excito.

4. What is the difference between urban and urbanef

SUGGESTED DRILL

1. Conjugate moneo and maneo through the perfect indicative active,
and give meanings. 2. Decline civis. 3. Write the third person plural
of porto and moneo in the active voice, in all the tenses given thus far.

FOURTH REVIEW LESSON

232. VOCABULARY REVIEW, LESSONS XXVIII-XXXV

animal, -alis

proelium, -I

expugno, -an

avis, avis

rex, regis

impero, -are

barbari, -orum

rlpa, -ae

moveo, -ere

bestia, -ae

saxum, -I

nato, -are

caput, capitis

servus, -I

neco, -are

cena, -ae

signum, -I

paro, -are

cibus, -I

tergum, -I

pareo, -ere

civis, civis

urbs, urbis

sedeo, -ere

collis, collis

servo, -are

corpus, corporis

ceteri, -ae, -a

sileo, -ere

dux, ducis

ferus, -a, -um

vulnero, -are

exemplar, -aris

ignavus, -a, -um

figura, -ae

medius, -a, -um

cras

fliimen, fluminis

notus, -a, -um

diu

frater, fratris

pauci, -ae, -a

etiam

fuga, -ae

perfidus, -a, -um

facile

gens, gentis

summus, -a, -um

heri

homo, hominis

suus, -a, -um

hiic

hostis, hostis

totus, -a, -um

mox

Insigne, Insignis

vester, -tra, -trum

semper

lignum, -I

vos

sic

lux, lticis

statim

miles, militis

appropinquo, -are

mora, -ae

celo, -are

aut

nox, noctis

deleo, -ere

igitur

nubes, niibis

erro, -are

nam

pater, patris

excito, -are

Posted in Latin Lessons.

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By Michael S. Melchizedek – July 14, 2011

Latin I (Section IV)

LESSON XXI
PREPOSITIONS WITH THE ACCUSATIVE

CASE USE WITH PREPOSITIONS

137. The prepositions cum, ex, and in, as has been seen,
take the ablative case. There are, however, many preposi-
tions with which the accusative is used. The accusative,
therefore, in addition to being the case of the object of a verb,
is also found with certain prepositions.

When a new preposition is given in the vocabulary, the
case with which it is used will be indicated. Thus ante,
prep. with acc, means that ante is a preposition which takes
the accusative. The number of prepositions taking the
accusative is larger than the number taking the ablative.

PHRASES WITH TO

138. We have seen that an English phrase with to is trans-
lated by the dative case if it is equivalent to an indirect object
or if it depends on an adjective similar in meaning to those
given in section 48. In such phrases the English word to is
represented by the case ending of the Latin word. But
phrases with to which denote the place to which a person or
thing moves are expressed by the preposition ad followed by
the accusative case of the word denoting the place to or toward
which the motion is directed.

READING EXERCISE: SCHOLA MEA ET AMlCl MEl

139. 1. Mane ad scholam propero. Multl virl tum per
vias properant. Ante scholam nostram est magnum aedificium.
In hoc aedificio multl vir! laborant. Amicus meus, Piiblius,
ibi aestate laborat, sed nunc in schola est. Post hoc aedificium
est via lata. Trans hanc viam est parva casa, et amlcus meus
in hac casa habitat.

2. Vesperi post horas scholae cum amicis meis saepe ambulo.

Interdum amlcos ad tectum nostrum invlto. Saepe ad tecta
amlcorum invltor. Multos amlcos habeo.

3. Mane puerl et puellae ad scholam properant. Haec schola
est ante magnum aedificium. Ibi laboro. Fllius amici mel
in hoc aedificio aestate laborat, sed nunc in schola est. Ves-
perl post horas scholae fllius amlcl in via ambulat. Multl
puerl tum in vils ambulant. Interdum fllius amlcl ad tectum
meum invltatur. Multos amlcos habet.

140. VOCABULARY

ad, prep. with acc, to, toward mane, in the morning

aedificium, -l, n., building per, prep. with acc, through

ante, prep. with acc, before, post, prep. with acc, behind,

in f ront of af ter

hora, -ae, f., hour trans, prep. with acc, across
invlto, -are, invite

EXERCISES FOR WRITING

141. 1. Puella ad cas — (the cottages) properat. 2. Cum
amlco per silv — (foresi) ambulamus. 3. Tabernaculum est in
silva post oppid — (town). 4. Est magnum aedificium trans
vi — (the street). 5. Amlcl mel saepe ad tect — tu — (your
house) invltantur.

ENGLISH DERIVATIVES FROM LATIN

142. 1. What is an edifice? 2. Find the origin of the
abbreviations a. m. and p. m. 3. What is a transcontinental
railroad? 4. What is an ante-roomt

SUGGESTED DRILL
1. Give the Latin for the following phrases: Behind the forest, in the
forest, through the forest, from the forest. 2. Tell which of the phrases
with to in the following sentences will be translated by ad with the ac-
cusative and which by the dative case alone: (a) I gave the letter to the
boy. (6) He is walking to the town. (c) We hurried to the window.
(d) The report was not pleasing to your father. 3. Decline together the
words for this hour.

LESSON XXII

SECOND CONJUGATION

CHARACTERISTIC VOWEL OF THE SECOND CONJUGATION

143. The verb monet, he warns, differs from portat, he
carries, in that it has e instead of a before the ending -t. Simi-
larly monemus, we warn, differs from portamus, we carry, and
monetur, he is warned, differs from portatur, he is carried.

This verb belongs to the second conjugation. The infinitive,
meaning to warn, is monere. All verbs which have the present
active infinitive ending in -ere are of the second conjugation
and are conjugated like moneo. The present indicative of
moneo is as follows:

THE PRESENT INDICATIVE OF MONEO

144. ACTIVE PASSIVE
Singular Singular

moneo, I warn, am warning moneor, I am warned
mones, you warn, etc moneris, you are warned

monet, he, she, it warns, etc monetur, he, she, it is warned

Plural Plural

monemus, we warn monemur, we are warned

monetis, you warn moneminl, you are warned

monent, they warn monentur, they are warned

a. The personal endings are the same as in the forms
of porto.

READING EXERCISE: PERICULUM SOCIORUM NOSTRORUM

145. 1. Socil nostri magno in perlculo sunt quod satis
magnas copias non habent. Saepe monentur, sed non timent.
Sl auxilium nostrum expectant, arma habere debent. Magnas
copias habere debent. Perlculum non vident, sed perlculum
magnum est.

2. Cur socii nostrl monentur?

Socil nostri monentur quod in perlcul5 sunt.

3. Cur socii in perlculo sunt?

Socil in perlculo sunt quod satis magnas copias non
habent.

4. Quid socil expectant?

Socil auxilium nostrum expectant.

5. Quid socil habere debent?

Socil magnas copias habere debent.

6. Cur socil satis magnas copias non habent?

Socil satis magnas copias non habent quod perlculum
non vident.

7. Ciir socios habere debemus?

Socios habere debemus quod patria nostra interdum in
perlculo est.

146. VOCABULARY

auxilium, -I, n., assistance, help periculum, -I, n., danger,
copia, -ae, f., plenty; plural, peril

copiae, -arum, troops, forces satis, adv., enough

debeo, -ere, owe, ought si, conj., if

moneo, -ere, warn socius, -l, m., ally

paratus, -a, -um, ready, prepared timeo, -ere, fear

EXERCISES FOR WRITING

147. Write in Latin: 1. We are sometimes warned by our
friends. 2. You (singular) ought to have your book. 3. War
is not feared by our allies. 4. You do not see our house
from your window. 5. We do not fear danger, because we
are prepared.

ENGLISH DERIVATIVES FROM LATIN

148. 1. What is an auxiliary verb? 2. What is a copious
supply? 3. Find in a dictionary the origin of the words
debt and peril. 4. What is the original meaning of monitor?

SUGGESTED DRILL

1. Conjugate debeo, timeo, and video in the present tense, active and
passive. 2. Give the Latin for they see, they praise, he sees, he praises.

LESSON XXIII

THE DEMONSTRATIVE PRONOUN AND ADJECTIVE ILLE
149. The demonstrative ille, that (plural those) is declined

as f ollows :

Singular

Plural

Masc.

Fem.

Neut.

Masc.

Fem.

Neut.

Nom. ille

illa

illud

illl

illae

illa

Gen. illms

illlus

illius

illorum

illarum

illorum

Dat. illi

illi

illl

illls

Acc. illum

illam

illud

illos

illas

illa

Abl. illo

illa

illo

illls

illis

illls

READING EXERCISE

150. 1. Ille vir est caecus, sed in vils sine amlco saepe
ambulat neque perlculum timet. Saepe ad tectum f Ilil ambulat.
Fllius in tecto post hortum nostrum habitat.

2. Quam timida illa puella est. Sed nullum perlculum in
hls locls est, et puella ttita est.

3. Ciir pecuniam illi puero iterum das? Peciiniam iterum
illi puero do quod epistulas meas portat. Hodie epistulam ad
amlcum tuum portat.

4. Marcus non adest. Ubi est? Cum amlco in silva est.
Sed Titus et Sextus adsunt. Hl puerl sunt amlcl mel. Marcus
quoque amlcus meus est.

5. Fllia illlus feminae nunc in Britannia est. Femina
epistulas ad flliam saepe scrlbit. Fllia quoque epistulas
scrlbit. Has epistulas amlco dat. Amlcus epistulas ad
Americam portat.

151. VOCABULARY

adsum, adesse, be present, neque, conj., nor, and not

be at hand quam, adv., how, as, than

caecus, -a, -um, blind sine, prep. with abl., without

ille, illa, illud, that timidus, -a, -um, timid

iterum, adv., again tutus, -a, -um, safe
locus, -I, m. (pl. loca, -orum,
n.), place

EXERCISES FOR WRITING

152. 1. Quis est ill — puer? 2. Cur ill — puella nullos
libros habet? 3. Filia ill — viri aegra est. 4. Epistulas
saepe ill — puero do. 5. 111 — femina et ill — vir incolae
Hiberniae sunt.

ENGLISH DERIVATIVES FROM LATIN

153. 1. What is the meaning of reiteratef 2. Find an
adjective, a noun, and a verb which are connected in derivation
with locus. 3. What is meant by the statement “The legis-
lature adjourned sine die”? 4. Find a noun which is con-
nected in derivation with timidus.

SUGGESTED DRILL

1. Give the Latin for the following phrases as subjects: that town,
those towns, these towns, that friend, those friends, these friends. 2. Give
the Latin for the following phrases as direct objects: that forest, those
forests, these forests, that field, those fields, these fields. 3. Decline together
the words illa terra.

LESSON XXIV
IMPERFECT OF THE FIRST AND SECOND CONJTJGATIONS

THE IMPERFECT TENSE

154. In the English sentences I walked and I was walking
the verbs walked and was walking both denote past time. The
only difference is that the second represents the act as con-
tinuing or in progress in the past, while the first merely indi-
cates that the act was in past time, without any reference to
its continuance. Latin has no means of showing the differ-
ence between these two expressions. The verb ambulabam
may mean either I walked or I was walking.

The Latin tense which corresponds to such verb forms as
walked and was walking is called the imperfect.

THE IMPERFECT ACTIVE OF PORTO AND MONEO

155. The verbs porto and moneo have the following forms
in the imperf ect active :

Singular
portabam, I was carrying or / carried
portabas, you were carrying, you carried
portabat, he, she, it was carrying, he carried, etc.

Plural
portabamus, we were carrying, we carried
portabatis, you were carrying, you carried
portabant, they were carrying, they carried

TENSE OF VERBS

/24) When someone says The boy stands in the street, we know that
the act is going on while we are being told about it; that is, in the present
time. If the sentence is The boy stood in the street, we know that the act
took place at some past time, and similarly the sentence The boy will stand
in the street shows that the act is going to take place in the future. In these

Singular

monebam, I was warning or I warned
monebas, you were warning, you warned
monebat, he, she, it was warning, etc.

Plural

monebamus, we were warning, etc.
monebatis, you were warning, etc.
monebant, they were warning, etc.

a. The syllable ba, which is seen in all the forms of
the imperfect, is called the tense sign of the imperfect.

READING EXERCISE

156. 1. Galli auxilium Romanorum postulabant quod Ger-
mani agros Galliae vastabant et oppida occupabant. Galli
pro patria fortiter pugnabant, sed satis magnas copias non
habebant, et propter perlculum auxilium desiderabant.

2. Auxilium vestrum postulamus quod bellum timemus.
Agrl nostrl vastantur, et oppida occupantur. Sine socils
patria nostra non tiita est.

3. Bellum non deslderamus, sed Romanos non timemus.
Patria cara est, et pro patria pugnamus.

sentences the form of the verb shows what is the time of the act. The
forms of a verb which show time are called tenses. There are six tenses in
English. Their names are present, past, future, present perfect, past perfect,
and future perfect. The following forms of the verb walk with the subject
I show how these tenses are used.

Present I walk

Past I walked

Future I shall walk

Present Perfect I have walked

Past Perfect I had walked

Future Perfect I shall have walked

4. In bello agricolae non sine perlculo in agrls laborant.
Tum feminae et puerl et puellae in oppidls timent. Bellum
feminls non gratum est.

5. Marcus in via cum parva puella ambulabat. Puella
rosam portabat. Parva puella soror Marcl est, et saepe cum
Marco ambulat.

157. VOCABULARY

desidero, -are, desire postulo, -are, demand

fortiter, adv., bravely pro, prep. with abl., for, on

Gallia, -ae, f., Gaul (a country) behalf of, before

Gallus, -I, m., a Gaul propter, prep. with acc, on

Germanus, -I, m., a German account of

occupo, -are, seize vasto, -are, lay waste

EXERCISES FOR WRITING

158. 1. In via cum amlcls ambulaba — (subject “I”).
2. Bellum non timeba — (subject u we”), quod socios habeba —
(subject “we”). 3. Ille puer librum et epistulam portaba — .
4. Socil nostrl pro patria fortiter pugnaba — . 5. Auxilium
postulaba — (subject “we”), sed perlculum non videba — (sub-
ject “you” singular).

ENGLISH DERIVATIVES FROM LATIN

159. 1. Find two adjectives ending in -ic which are related
to Gallus and Germanus. 2. What is the meaning of pro-
slaveryf 3. What is a devastated region?

SUGGESTED DRILL

1. Conjugate occupo and timeo in the imperfect active. 2. Give the
Latin for the following: they were carrying, they were warning; he was
praising, he was fearing. 3. Rewrite paragraph 1 of section 156, changing
the verbs to the present tense.

LESSON XXV

INTERROGATIVE PRONOUN AND ADJECTIVE
THE INTERROGATIVE PRONOUN

160. The Latin word for who when used in a question is
quis, and for what similarly used is quid, as has already been
seen in preceding vocabularies. The genitive, meaning whose,
of whom, or of what is cujus in the singular and quorum or
quarum in the plural. Whom is quem (or quam) in the sin-
gular and quos (or quas) in the plural. These are forms of
the interrogative pronoun.

THE INTERROGATIVE ADJECTIVE

161. In the phrases what man, which booh, what woman,
the forms what and which are attached to nouns, just as ad-
jectives are. When thus used they are called interrogative
adjectives.

THE FORMS OF THE INTERROGATIVE PRONOUN AND ADJECTIVE

162. The forms of the interrogative pronoun and adjective
are the same for most cases in Latin, but there are some forms
of the adjective which are not used as pronouns.

Singular

Masculine

Feminine

Neuter

Nom.

quis (qul)

quae

quid (quod)

who, which, what

Gen.

cujus

whose, of whom y of
what

Dat.

cui

to whom, whom (as
indirect object)

Acc.

quem

quam

quid (quod)

whom, which, what

Abl.

quo

qua

quo

(from, by) whom,
etc.

Nom. qui
Gen. quorum

Plural
quae quae

quarum quorum

Dat. quibus quibus quibus

Acc. quos
Abl. quibus

quas quae

quibus quibus

who, which, what
whose, of whom, of

what
to whom, to what,

whom, what (as

indirect object)
whom, which, what
(from, by) whom,

etc.

a. The forms qui and quod, which are placed in paren-
theses above, are sometimes used as adjectives in the
singular number. The nominative quis as a pronoun
may be either masculine or feminine. It is sometimes
used as a masculine adjective.

READING EXERCISE

163. 1. Cujus librum habes?
Librum meum habeo.

2. In quo loco liber meus est?
Librum tuum non video.

3. Quis in via clamat?

Sextus clamat in via. Me vocat.

4. Cur Sexto non respondes?

Non respondeo quod mater mea me in tecto manere jubet.

5. Cur puero praemium das?
Praemium puero do quod impiger est.

6. Quos in via vides?
Sextum et tres amlcos video.

7. Quibus tua mater praemia dat?

Mea mater praemia Tito et Publio dat.

8. Hortus noster est inter tectum et viam. A dextra est
miirus altus, a sinistra est parvum aedificium. Hoc aedificium
a tecto non longe abest, et saepe ibi laboro.

164. VOCABULARY

absum, abesse, be away, be jubeo, -ere, order, command

absent, be distant longe, adv., at a distance, far

altus, -a, -um, high, tall, deep me, me

clamo, -are, shout murus, -I, m., wall

inter, prep. with acc, between, respondeo, -ere, answer, reply

among voco, -are, call

EXERCISES FOR WRITING

165. Write in Latin: 1. Whose son are you? 2. Whose
(plural) daughters are those girls? 3. Those girls are the
daughters of Sextus and Marcus. 4. To whom (singular) was
Titus giving money? 5. Whom (singular) do you see in the
street? 6. Whom (plural) do the Germans fear?

ENGLISH DERIVATIVES FROM LATIN

166. 1. What is meant by altitudef 2. What is the
meaning of inter-urbant 3. What are mural decorations?
4. What is a vocationt

SUGGESTED DRILL

1. Give the Latin for the following in the singular number and the
raasculine gender: whom (direct object), whose, by whom, to whom (indirect
object). 2. Give the Latin for the following in the masculine plural:
whom (direct object), of whom (whose), by whom. 3. Conjugate respondeo
in the imperfect tense, active voice.

LESSON XXVI

THE IMPERFECT INDICATIVE PASSIVE OF PORTO AND MONEO

167. The verbs porto and moneo have the following forms
in the imperfect indicative passive:

Singular Singular

portabar, I was being carried or I was carried monebar
portabaris, you were being carried, etc. monebaris

portabatur, he was being carried, etc. monebatur

Plural Plural

portabamur, we were being carried, etc. monebamur

portabamini, you were being carried, etc. monebamini

portabantur, they were being carried, etc. monebantur

READING EXERCISE

168. 1. Socil nostri superabantur quod satis magnas
copias non habebant. Agrl vastabantur et oppida acriter
oppugnabantur. Auxilium rogabatur, sed copias tum non
habebamus. Nunc socios juvare parati sumus.

2. Agri nostrl vastabantur quod satis magnas copias non
habebamus. Auxilium postulabamus, sed multl periculum
non videbant. Nunc socios habemus, et tutl sumus.

3. Consilia mea olim laudabantur. Ciir nunc non pro-
bantur?

Consilia tua olim probabantur quod bellum non timebamus.
Sed nunc consilia tua non bona videntur, quod patria nostra
in perlculo est.

4. Quamquam populus Romanus magnas copias habebat,
socios quoque habebat. Hl socil in bello saepe auxilium
rogabant. Romanl socios in bello juvabant.

169. VOCABULARY

acriter, adv., vigorously probo, -are, approve

juvo, -are, help quamquam, conj., although

olim, adv., formerly, once rogo, -are, ask

upon a time supero, -are, defeat, over-
oppugno, -are, attack come

populus, -I, m., people videor, -eri, seem

STREET OF POMPEII

EXERCISES FOR WRITING

170. 1. Oppidum nostrum a Romanls acriter oppugnaba — .
2. Romani a socils et amlcls juvaba — . 3. Consilium meum
a Sexto et Publio laudaba — . 4. Olim socil nostri a Germanls
non timeba — , sed nunc time — . 5. Hic puer saepe auxilium
rogaba — . 6. Olim patria tua a socils non laudaba — , sed
nunc saepe lauda — .

ENGLISH DERIVATIVES FROM LATIN

171. 1. Find from a dictionary the meaning and origin of
adjutant and coadjutor. 2. Give an adjective and a noun
which are derived from populus. 3. What is the meaning of
approbationf Why is it spelled with two p’s? 4. What is an
insuperable difficulty?

SUGGESTED DRILL

1. Copy the conjugation of moneo in the imperfect passive as given
above, and write the English meaning after each form. 2. Give the
Latin for the following: they were being defeated, they were being warned t
they are being warned. 3. Decline the interrogative pronoun.

LESSON XXVII

THE DEMONSTRATIVE PRONOUN AND ADJECTIVE IS

172.

Masculine

Nom. is, he
Gen. ejus, his
Dat. el, to him

THE FORMS OF /S

Singular

Feminine Neuter

ea, she id, it

ejus, her (possessive) ejus, its
el, to her ei, to it

Acc. eum, him (dir. obj.) eam, her (dir. obj.) id, it (dir. obj.)

Abl. eo (from, by, with) him ea (from, by, with) her eo (from, by, with) it

Nom. el
ii

Gen.
Dat.

they

eorum, their

eis

iis

to them

Acc. eos, them (dir. obj.)

Abl. elsl (from, by, with)

ils / them

Plural
eae, they
earum, their

els
iis

ea, they, those things
e5rum, their

to them

eas, them (dir. obj.)
els) (from, by, with)
ils / them

ea, them (dir. obj.)
elsl (from, by, with)
ils f them

a. The masculine and feminine forms will be trans-
lated like those of the neuter gender if they refer to
antecedents which would be neuter in English. Thus a
masculine form (is, eum, eo, etc.) will be used to refer
to ager because it is masculine, and a feminine form
will be used to refer to silva. But since field and forest
are neuter in English, the pronouns which refer to them
will be translated it.

ADJECTIVE USE OF IS

173. The forms of is are commonly used as pronouns
meaning he, she, it, his, him, her, etc, as has been seen, but
sometimes they are used as adjectives. When they modify
nouns they will be translated either this or that as the sense
requires. Thus is puer may mean either this boy or that boy,
and ea puella may mean either this girl or that girl. But is
does not emphasize the idea that the thing denoted by the
noun it modifies is near, as does hic, or that it is at some dis-
tance away, as does ille.

HIC AND ILLE AS PRONOUNS

174. The forms of hic and ille are sometimes used as pro-
nouns meaning he, she, it, him, his, her, etc, instead of the
forms of is. The plural forms hi, illi, etc, mean these or those
(persons); the neuter haec, illa, etc, mean these things or those
things.

READING EXERCISE

175. 1. Mater nostra ex janua nos vocat. In tectum
properamus, et avunculum nostrum cum fllils ejus ibi videmus.
Avunculus noster et fllii ejus nos saliitant. Eos salutamus.

2. Avunculus meus in parvo oppido habitat. Tectum
ejus est magnum et pulchrum. Marcus non longe a tecto
avunculi mel habitat. Interdum ad tectum avuncull mel
invltor, et Marcum tum video. Cum eo saepe in viis ambulo.
Olim in eo oppido habitabam, et Marcum saepe videbam.

3. Cur ita timidus es? Timeo quod nulla arma habeo, et
inimicus meus armatus est. Nullum auxilium video, quam-
quam undique circumspecto. Manere non audeo.

176. VOCABULARY

armatus, -a, -um, armed is, ea, id, this, that; he, she, it

audeo, -ere, dare ita, adv., so

avunculus, -I, m., uncle nos, we, us

circumspecto, -are, look around saluto, -are, greet

inimicus, -I, m., enemy undique, adv., on all sides

EXERCISES FOR WRITING

177. Write in Latin: 1. Titus is a good man, and we love
him. 2. Sextus works well, but his son is not industrious.

3. I do not give him a reward, because he does not work well.

4. These men have no money, but they have many friends.

5. We were looking around on all sides, because our enemies
had weapons.

ENGLISH DERIVATIVES FROM LATIN

178. 1. What was the Spanish Armadaf From what Latin
word is armada derived? 2. What is an audacious plan?
3. What is a circumspect person? 4. What is the meaning
of inimicalf 5. What is the source and the meaning of the
abbreviation i. e.f

SUGGESTED DRILL

1. Give the Latin for the following: him (direct object), with him, with
her, his (of him), by him, to him (indirect object); them (masculine,
direct object), of them, with them, to them (indirect object), by them.
2. Conjugate audeo in the imperfect active and saluto in the imperfect
passive.

ROMAN DRINKING CUPS

179.

THIRD REVIEW LESSON

VOCABITLARY REVIEW, LESSONS XX-XXVn

aedificium, -I

ille, illa, illud

videor, -eri

auxilium, -I

is, ea, id

voco, -are

avunculus, -I

nos

copia, -ae

tres

acriter

copiae, -arum

fortiter

dextra, -ae

absum, abesse

ita

hora, -ae

adsum, adesse

iterum

inimicus, -I

audeo, ere

longe

jaculum, -I

circumspecto, -are

mane

locus, -l

clamo, -are

olim

mtirus, -I

debeo, -ere

quam

periculum, -1

desidero, -are

satis

populus, -1

invlto, -are

undique

sagitta, -ae

jubeo, -ere

sagittarius, -I

juvo, -are

sinistra, -ae

moneo, -ere

ante

socius, -I

occupo, -are

inter

oppugno, -are

per

altus, -a, -um

postulo, -are

post

armatus, -a, -um

probo, -are

pro

caecus, -a, -um

pugno, -are

propter

paratus, -a, -um

rogo, -are

sine

tertius, -a, -um

timeo, -ere

trans

timidus, -a, -um

respondeo, -ere

tiitus, -a, -um

saliito, -are

neque

supero, -are

quamquam

hic, haec, hoc

vasto, -are

Posted in Latin Lessons.

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By Michael S. Melchizedek – July 14, 2011

Latin I (Section III)

TWO CLASSES OF NOUNS IN -ER

99. The two classes of second declension nouns represented
by puer and ager differ only in the fact that nouns like puer
keep the e before r in all the cases, while in ager and similar
nouns e appears before r only in the nominative singular.
When a new word appears in the vocabulary the genitive, or
a part of it, is printed after the nominative to show whether
it is declined like puer or ager.

READING EXERCISE: COLLOQUIUM (A Didlogue)

100. 1. Quid facit puer?

Puer librum legit.

2. Quis est puer?

Puer est fllius poetae.

3. Quid discit puer in schola?

Puer in schola linguam Latlnam discit.

4. Quid facit puer cum in schola non est?
Puer laborat in agrls cum in schola non est.

5. Quid facit puella?
Puella epistulam scrlbit.

6. Cur puellam non laudas?

Puellam non laudo quod non est impigra.

7. Quid portat soror tua?
Soror mea lllia portat.

8. Ciir Sextus non habet pecuniam?

Sextus non habet pecuniam quod non laborat.

9. Quid femina puero dat?
Femina puero librum dat.

10. Quid puella in agro agricolae videt?
Puella in agro agricolae equum videt.

101. VOCABULARY

ager, agri, m., field lllium, -I, n., Uly

discit, learns puer, pueri, m., boy

facit, does, makes quis, who?

femina, -ae, f., woman Sextus, -I, m., Sextus (the

liber, libri, m., book name of a man or boy)

EXERCISES FOR WRITING

102. 1. Puer libr — (a book) legit. 2. Sextus in agr —
(the field) cum agricol — (the farmer) laborat. 3. Cur puer —
(the boys) non laudas? 4. Puer — (the boys) non laudo quod
non labor — (subject “they”). 5. Puer — (the boys) praemium
non do.

ENGLISH DERIVATIVES FROM LATIN

103. 1. What grammatical term is connected in derivation
with femina? 2. Find two nouns derived from liber. 3. The
plural form pueri sometimes means “children.” What is a
puerile objection?

SUGGESTED DRILL

1. Decline liber. 2. Make the direct objects plural in the answers to
questions 1, 5, and 10 of section 100. 3. Make the direct and indirect
objects plural in the answer to 9.

LESSON XVI

SECOND DECLENSION

: (Continued)

104.

SUMMARY OF SECOND DECLENSION NOUNS

Singular

Nom.

templum

amlcus

ager

puer

Gen.

templi

amlcl

agrl

puerl

Dat.

templo

amlco

agro

puero

Acc.

templum

amicum

agrum

puerum

Abl.

templo

amlco

Plural

agro

puero

Nom.

templa

amicl

agrl

puerl

Gen.

templorum

amlcorum

agrorum

puerorum

Dat.

templis

amlcls

agrls

puerls

Acc.

templa

amlcos

agros

pueros

Abl.

templis

amlcls

agrls

puerls

a. The noun vir (genitive viri) also belongs to*this
declension. The endings of the genitive, dative, ac-
cusative, etc, are added to the nominative as in puer.

THE VOCATIVE

105. In addition to the cases which have been given, there
is another case called the vocative, which is used to denote the
person addressed. Thus, in the sentences “John, come here,”
and “Boy, what street is this?” the words John and boy are in
the vocative case.

The vocative has the same form as the nominative in all
Latin nouns except those of the second declension ending in
-us. The vocative singular of these nouns ends in -e. Thus,
the vocative singular of amicus is amice, the vocative of
Marcus is Marce. The vocative plural is always the same
as the nominative plural.

SUMMARY OF IMPORTANT FACTS REGARDING THE
SECOND DECLENSION

106. (1) The genitive singular ends in -I.

(2) Nouns ending in -us and -er are chiefly masculine.

(3) Nouns ending in -um are neuter.

(4) The nominative plural of masculine nouns ends in -I.

(5) The nominative and accusative plural of all neuter
nouns (in all declensions) end in -a.

READING EXERCISE

107. 1. Marcus, amlcus meus, agricola est, et multos equos
habet. Marcus equls hieme multum frumentum dat. Equl
magnl et validl sunt. Aestate equi interdum in agrls sunt, et
tum frumentum non edunt. Sed frumentum equls damus
cum laborant.

2. Puerum in agro cum agricola videmus. Puer fllius
agricolae est. Agricola flliam quoque habet. Fllia hodie in
horto laborat. Sed fllia non est sola in horto. Mater puellae
quoque in horto est.

3. Cur, Sexte, solus in via ambulas?

Solus in via ambulo quod amlcl mel hodie in agrls laborant.
Cur in agrls cum amlcls tuls non laboras?
In agrls non laboro quod non validus sum.

108. VOCABULARY
edunt, they eat multi, many
frumentum, -I, n., grain solus, alone
hodie, today validus, strong, well
hortus, -I, m., garden

Marcus, -I, m., Marcus (the
name of a man or boy)

EXERCISES FOR WRITING

109. Translate the following sentences into Latin:
1. The boy is the son of my friend.

2. I often praise the boy, but I do not praise the
boy’s friend.

3. We see the farmer’s fields from the window of the
cottage.

4. The boys are now in the garden with your daughter.

5. My friend’s horse stands in the street.

ENGLISH DERTVATIVES FROM LATIN

110. 1. What is horticulturef 2. Give two English words
connected in derivation with solus. 3. What is a valid
reason? 4. What connection in meaning do you see between
validus and invalidt 5. What are edible berries?

SUGGESTED DRILL

1. Make a list of the neuter nouns in this lesson and the three preceding
lessons, and give the nominative plural of each. 2. Give the nominative
plural of the masculine nouns in this lesson and the two preceding lessons.
3. Decline hortus tuus.

LESSON XVII

ADJECTIVES OF THE FIRST AND SECOND DECLENSIONS
111, DECLENSION OF BONUS IN ALL GENDERS

The adjective bonus is declined as follows:

Singular

Masculine Feminine Neuter

Nom. bonus bona bonum

Gen. boni bonae bonl

Dat. bono bonae bono

Acc. bonum bonam bonum

Abl. bono bona bono

Plural

Nom.

boni

bonae

bona

Gen.

bonorum

bonarum

bonorum

Dat.

bonis

bonls

bonis

Acc.

bonos

bonas

bona

Abl.

bonis

bonls

a. The following adjectives, which have previously
been given in the f eminine, are declined like bonus :

magnus, parvus, longus, multus, periculosus, benig-
nus, carus, gratus, laetus, Latinus, clarus, obscurus,
validus. 1

ADJECTIVES WITH MASCXJLINE NOUNS OF THE FIRST DECLENSION

112. An adjective must agree with its noun in gender, but
its endings are not necessarily the same as those of the noun.
Since agricola, nauta, and poeta are masculine, any adjective
modifying one of them will be masculine.

The words for a good sailor are declined as follows:

Singular

Plural

Nom.

nauta bonus

nautae bonl

Gen.

nautae bonl

nautarum bonorum

Dat.

nautae bono

nautls bonls

Acc.

nautam bonum

nautas bonos

Abl.

nauta bono

nautls bonls

SUBSTANTIVE USE OF ADJECTIVES

113. The masculine form of some adjectives may be used
in the plural without a noun to denote persons. Thus, multi
means many (persons), boni means the good (persons). In
descriptions of war or military operations of any kind nostri
means our men or our soldiers.

The neuter form of some adjectives may be used in the
plural to refer to things. Thus, multa means many things.

1 The adjectives sdlus and nullus are like bonus except in the genitive and dative
singular.

READING EXERCISE

114. 1. Sextus bonus agricola est, et multum frumentum
habet. Magnum tectum et parvum hortum habet. In horto
cum filia et filio nunc stat. Vesperl saepe in vils cum amlcis
ambulat. Multl Sextum amant quod benignus est.

2. Filius Sextl in magno bello pugnat, et gladium et scutum
habet. Publius quoque, amlcus Sextl, in bello pugnat.

3. Libros multorum poetarum laudo, sed libros tuos non
laudo. Poeta bonus non es. Fama tua non magna est.

4. Nauta solus in via stat. Amlcum expectat. Sed
amlcus in tecto tuo manet. Nautam non videt.

5. Nunc amicus ex tecto properat. Nauta laetus est quod
amlcum videt. Nauta et amlcus non diu in via ambulant,
quod amlcus defessus est.

6. Cur, amlce, ex tecto properas? Ex tecto propero quod
nautam in via video.

7. Amlcus tuus sum, sed consilium tuum non laudo. Non
est consilium bonum. Publius habet consilium bonum.

115. VOCABULARY

bellum, -l, n., war Publius, -I, m., Publius (name

consilium, -I, n., plan of a man or boy)

defessus, -a, -um, tired, weary pugnat, fights

gladius, -I, m., sword scutum, -I, n., shield

EXERCISES FOR WRITING

116. 1. Sextus magn — equ — (horses) habet. 2. Tectum
me — est magn — , casa tu — est parv — . 3. Amlcos benign —
habeo. 4. Puerl in silva sunt sol — . 5. Nauta est valid — ,
sed filius naut — non est valid — .

ENGLISH DERIVATIVES FROM LATIN

117. 1. What is a belligerent attitude? 2. What is the
meaning of the expression “ante bellum days” (referring to the

American Civil War)? 3. What was the original meaning of
gladiatorf 4. Find the meaning of the name of the flower,
gladiolus.

SUGGESTED DRILL

1. Rewrite the first sentences in paragraphs 4 and 5 of section 114, chang-
ing the subjects to the plural. 2. Decline meus and tuus in all genders
and both numbers.

LESSON XVIII

AD JECTIVES OF THE FIRST AND SECOND DECLENSIONS
(Continued)

ADJECTIVES WITH THE MASCULINE IN -ER

118. There are certain adjectives which end in -er instead
of -us in the nominative singular of the masculine. These
are of two classes, with the same difference which has been
seen in nouns ending in -er.

Singular

Masculine

Feminine

Neuter

Nom.

miser

misera

miserum

Gen.

miserl

miserae

miseri

Dat.

misero

miserae

misero

Acc.

miserum

miseram

miserum

Abl.

misero

misera
Plural

misero

Nom.

miserl

miserae

misera

Gen.

miserorum

miserarum

miserorum

Dat.

miserls

Acc.

miseros

miseras

misera

Abl.

miserls

miseris

FIRST

LATIN LESSONS

Singular

Masculine

Feminine

Neuter

Nom.

pulcher

pulchra

pulchrum

Gen.

pulchri

pulchrae

pulchri

Dat.

pulchro

pulchrae

pulchro

Acc.

pulchrum

pulchram

pulchrum

Abl.

pulchro

pulchra
Plural

pulchro

Nom.

pulchrl

pulchrae

pulchra

Gen.

pulchrorum

pulchrarum

pulchrorum

Dat.

pulchrls

Acc.

pulchros

pulchras

pulchra

Abl.

pulchrls

REVIEW LIST OF ADJECTIVES

119. The following adjectives have previously been seen
in the feminine form. The nominative in all three genders is
here given.

apertus, -a, -um
benignus, -a, -um
bonus, -a, -um
carus, -a, -um
clarus, -a, -um
gratus, -a, -um
laetus, -a, -um
Latlnus, -a, -um
magnus, -a, -um
meus, -a, -um

multus, -a, -um
obscurus, -a, -um
parvus, -a, -um
perlculosus, -a, -um
tuus, -a, -um
aeger, -gra, -grum
impiger, -gra, -grum
miser, -a, -um
noster, -tra, -trum
pulcher, -chra, chrum

a. The adjectives aeger, aegra, aegrum, ill, sick,
impiger, -gra, -grum, energetic, noster, nostra, nostrum,
our, and vester, vestra, vestrum, your, are declined
like pulcher.

POSSESSIVE ADJECTIVES

120. As has been said before, the words for my (mine),
your (yours), our (ours), are adjectives in Latin, and hence
they must agree in gender, number, and case with the nouns
denoting the thing possessed. The word for your, yours,
when denoting possession by more than one person, is vester,
-tra, -trum. It will appear later in the reading exercises.

READING EXERCISE

121. 1. Amicus meus multos libros habet. Libros amat.
Fllius amicl mei libros non amat. Sed puer bonus est, et
bene laborat. Validus et impiger est. Equos bonos amat et
laetus est cum in agrls laborat.

2. Mater tua parvum hortum habet. In horto sunt rosae
et lllia. Mater tua mihi saepe rosas dat. Soror mea lllia et
rosas amat, et in horto cum filia amlci mel interdum ambulat.
Ex fenestra tecti nostrl hortum videmus.

3. Hortus Marcl est pulcher, et ibi cum Marco saepe ambulo.
Marcus est amlcus meus. Sed hodie in horto solus ambulo
quod Marcus est aeger. Miser sum quod amlcus meus est
aeger.

EXERCISES FOR WRITING

122. 1. Sextus equos me — laudat. 2. Bellum long —
expectamus. 3. Fllia tu — est puella bon — . 4. Insula est
parv — sed pulchr — . 5. Nautae sunt valid — .

SUGGESTED DRILL

1. Decline together the words for an unhappy friend. 2. Decline to-
gether the words for a beautiful garden. 3. Give the Latin for the follow-
ing phrases as subjects and as direct objects: an unhappy sailor, a sick
friend, a strong boy. 4. Decline impiger, energetic, using pulcher as a
model.

LESSON XIX

PASSIVE VOICE, PRESENT INDICATIVE
THE PRESENT INDICATIVE PASSIVE OF PORTO

123. The verb porto is conjugated as follows in the present
indicative passive.

Singular Plural

portor, I am carried portamur, we are carried

portaris, 1 you are carried portamini, you are carried

portatur, he, she, it is carried portantur, they are carried

a. These forms may also be translated: I am being
carried, you are being carried, he is being carried, etc.

b. A verb which represents an action or state as a
fact is said to be in the indicative mood.

PERSONAL ENDINGS

124. The personal endings used in the passive are as follows:

Singular Plural

-or (-r), I -mur, we

-ris, you -mini, you

-tur, he, she, it -ntur, they

a. The characteristic vowel -a- becomes short before
-ntur, and it disappears before -or.

VOICE

(23) The two sentences The boy helps his friend and The boy is helped
by his friend both have the word boy as subject, since in each sentence we
say something about the boy. But in the first sentence the subject does
the act, while in the second the act is done by someone else. A verb which
denotes an act done by the subject is said to be in the active voice, and a
verb which denotes an act which is done to the subject by some other
person or thing is said to be in the passive voice.

1 There is also a form of the second person singular ending in -re. It is not used in
the exercises of this book.

READING EXERCISE

125. 1. Publius est vir bonus, et ab amlcls amatur et
laudatur. Fllium habet, sed filius non laudatur, quod impiger
non est et male laborat. Publius est miser quod fllius non est
impiger.

2. In tecto tuo galeam et scutum video. Gladium quoque
video. Tua arma sunt Romana. Nunc galeas et gladios
in bello videmus, sed scuta non videmus.

3. Oppidum nostrum vias latas habet. In vils multos
pueros et puellas videmus. Puerl et puellae ex schola prope-

rant.

4. Cur nullos libros hodie portas? Librl mel hodie ab”

amlco meo portantur. Saepe libros amlcl mel porto.

5. Ex oppido nostro castra videmus. Castra magna sunt.
Amlcus meus nunc in castrls est.

126. VOCABULARY

a, ab, preposition wiih ablative, galea, -ae, f., helmet

by, from latus, -a, -um, wide, broad

arma, -orum, n. pl., weapons, male, badly

arms Romanus, -a, -um, Roman

castra, -orum, n. pl, camp vir, viri, m., man

a. The word castra is used in the plural number with
singular meaning. When it is the subject of a verb the
verb must be plural, although translated by an English
verb in the singular. When more than one camp is
meant the same form is used as for one, but the rest
of the sentence will make clear the fact that the
meaning is plural. An adjective modifying castra must
be plural.

b. In a sentence with a passive verb a or ab com-
monly means by. Sometimes, however, this preposition
is translated from. The distinction between e or ex
and a or ab meaning from is that e or ex is used to de-

note place from within which, while a or ab means from
near, or does not indicate that the starting point is
within the place named. Thus, They set out from the
town means that they were in the town when they
started, and therefore e or ex will be used. In the
sentence We walked from the river to the hill, from means
from near or from the side of, and hence a or ab will be
used.

EXERCISES FOR WRITING

127. Translate the following sentences into Latin: 1. The
small boy reads many books. 2. Marcus is unhappy today.
3. The field is large, but the garden is small. 4. Your horse
is beautiful, but he is not strong. 5. There are many roses
in my garden.

ENGLISH DERIVATIVES FROM LATIN

128. 1. Find some English words in which the first syllable
appears to come from a or ab. Look up the derivation of
these words in the dictionary. 2. What is an armoryf
3. What sort of person is a malefactorf 4. What are virile
qualities?

SUGGESTED DRILL

1. Give the meaning of the following: 1. Laudatur, laudantur, laudamur.
2. Amamus, amamur, amas, amaris. 3. Portat, portant, portatur, por-
tantur. 4. Specto, spector, spectare, properare.

ROMAN COINS

SECOND REVIEW LESSON

VOCABULARY REVIEW, LESSONS XI-XTX

129.

ager, agri
arma, -orum
bellum, -I
castra, -orum
consilium, -I
equus, -I
femina, -ae
fllius, -I
frumentum, -I
galea, -ae
gladius, -I
hortus, -I
janua, -ae
liber, libri
lilium, -I
luna, -ae
oppidum, -I
praemium, -I
puer, pueri
sciitum, -I
stella, -ae
tabernaculum,
tectum, -I

WORD STUDY: LATIN AE, OE, AND ENGLISH E

130. In section 70 we saw certain changes in the spelting
of some English words from Latin. Another change, which is
to be found in a rather large number of words, is illustrated
by the word premium, from Latin praemium. The diph-
thong ae of the Latin word is represented by the leiter e in
the English derivative. In like manner equal is from Latin
aequalis, which has about the same meaning as equal, and

vir, viri

porto, -are

aestate
domi

specto, -are
sto, stare

hieme

1TQC”r\OT»l

discit

vespen

facit

aeger

manet

clarus

timet

defessus

videt

latus

edunt

miser
multus

diu

multi

hodie

nfillus

interdum

obscurus

male

solus

noctii

validus

quis
quid

cum (conj.)

quod

tum

habito, -are

ubi

habeo
laboro, -are

a, ab

which in turn comes from another Latin word aequus, meaning
level, equal, or fair.

Similarly the Latin diphthong oe becomes e in English
derivatives. From Latin poena, punishment, we have penalty,
penal. Latin poenitere (also spelled paenitere), to repent, is of
common origin with poena and is the source of penitent and
penitentiary. The word federation is connected with a Latin
word foederatus, meaning bound together by a treaty (foedus,
a treaty).

WORDS FORMED WITH EX

131. Another change is seen in the combination of ex
with words beginning with s, as for example ex+specto. In
the Latin word expecto, as given in this book, s is dropped,
as in the English word expect. In like manner exist and exile
come from compounds of ex with words beginning with s, in
which s has been dropped. In the Latin of the time of Caesar
and Cicero s was retained in these words (exspecto, exsisto),
but at a later time the spelling without s developed. Some
Latin textbooks employ the form with s.

LESSON XX

THE DEMONSTRATIVE PRONOUN AND ADJECTIVE HIC

132. The demonstrative hic, this (plural these), is declined
as follows:

Singular

Plural

Nom.

hic

haec

hoc

hae

haec

Gen.

hujus

horum

harum

horum

Dat.

huic

hls

his

Acc.

hunc

hanc

hoc

hos

has

haec

Abl.

hoc

hac

hoc

his

hls

his

READING EXERCISE: TRES PUERl ROMANl
133. 1. Hic puer est Marcus. A dextra stat Sextus, a
sinistra stat Piiblius. Hl tres sunt pueri Romanl. Arma
quoque Romana videmus. Marcus gladium et sctitum habet.
Sextus jaculum et sagittas portat. Ptiblius est parvus, et
arma non habet. Marcus et Sextus et Publius sunt fllii Titl.
Titus est sagittarius, et nunc in Hispania est. Romani cum
incolls Hispaniae pugnant.

2. (Marcus speaks.) Marcus sum. Hic puer parvus est
Piiblius. Publius gladium non habet quod parvus est. Puer
tertius est Sextus. Sextus est magnus puer et arma portat.
Filii Titl sumus.

3. (Publius speaks.) Publius sum. Arma non habeo quod
parvus sum. Sextus et Marcus sunt puerl magni et arma
habent. Arma amant et bellum laudant, sed non in bello
pugnant. Mater mea bellum non laudat.

134. VOCABULARY

dextra, -ae, f., right hand; sinistra, -ae, f., left hand;

a dextra, on the right a sinistra, on the left

hic, haec, hoc, this tertius, -a, -um, third

jaculum, -I, N., javelin Titus, -I, m., Titus {name of a
pugno, -are, fight man or boy)

sagitta, -ae, f., arrow tres, three
sagittarius, -I, m., archer

^SE

ROMAN JAVELINS

EXERCISES FOR WRITING

135. Write in Latin: 1. This boy and this girl are in our
school. 2. A friend of this boy is now in our town. 3. I
often give this boy money. 4. (There) are no roses in this
garden. 5. This farmer is a strong man.

ENGLISH DERIVATIVES FROM LATIN

136. 1. What is dexterityf 2. What is a pugnacious dis-
position? 3. What is a sinister appearance?

SUGGESTED DRILL

1. Give the Latin for the following as subjects: these boys, these girls,
these dangers, these sailors. 2. Give the Latin for the following as objects:
thesefields, these cottages, these farmers. 3. Give the Latin for the following
phrases: in this field, in these fields, to this boy, to these boys, from these
cottages.

Posted in Latin Lessons.

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By Michael S. Melchizedek – July 14, 2011

Latin I (Section II)

THE FIRST DECLENSION

61. Nouns which form their cases with the same endings as
those of rosa are said to belong to the first declension. All
nouns with the nominative ending in -a and the genitive in
-ae are of the first declension.

a. In the vocabularies hereafter the nominative of
new nouns of the first declension will be given, with the
genitive ending printed after the nominative to show
that the noun is of the first declension. Thus luna, -ae
indicates that luna is a first declension noun.

CASE OF NOUNS IN APPOSITION

62. A noun in apposition is in the same case as the noun
which it explains.

Fflia tua Cornelia in via stat, your daughter Cornelia is
standing in the street.

READING EXERCISE

63. 1. Casa nostra magnas fenestras habet. Fenestrae
sunt apertae. Ex fenestrls vias videmus. Flliae agricolae in
vils ambulant.

2. Mater tua puellas expectat. Puellae ex schola prope-
rant. Soror tua cum puellls est. Puellae laetae sunt. Mater
tua nunc puellas videt.

3. Schola nostra est magna. Scholam nostram laudamus.

APPOSITION

(18) Sometimes two nouns, or a pronoun and a noun, denoting the
same person or thing are put side by side, without a verb being used to
connect them. The second is used to explain the first by making known
some fact or by telling more definitely who or what is meant. Thus, A
boy, a friend of my brother, is visiting at my home. The word friend
denotes the same person as boy, and serves to make known a fact
regarding the boy. A noun used in this way is called an appositive, and
is said to be in apposition with the word which it explains. In the sen-
tence above, friend is in apposition with boy.

In schola nostra linguam Latinam discimus. Fama scholae
nostrae bona est.

4. Scholae Americae sunt multae et bonae. In multls
terris Europae quoque sunt scholae bonae. Sed Hispania non
habet multas scholas. Incolae Europae scholas Americae
saepe laudant.

64. VOCABULARY

aperta, open lingua, language

discimus, we learn nostra, our

expectat, awaits, waits for properant, (they) hasten, hurry

fama, reputation schola, school

Latina, Latin • videmus, we see

EXERCISES FOR WRITING

65. 1. Viam ex apert — fenestr — (the open windows) video.
2. Soror mea ex schol — properat. 3. Soror tua non est cum
parv — puell — (the little girl). 4. Sunt mult — schol — in
Americ — . 5. Cornelia flliam poet — expectat. 6. Agricola
Corneli — expectat.

ENGLISH DERIVATIVES FROM LATIN

66. 1. What is an aperturef 2. Find from a dictionary the
original meaning of disciple. 3. What is meant by a bilin-
gual country? 4. What is an expectant attitude?

SUGGESTED DRILL

1. Write out in full the declension of the nouns lingua and schola.
2. Write out the declension of the phrase casa mea. 3. Name the three
prepositions which have been used witb the ablative in the lessons thus
far. 4. Write an English sentence containing a phrase with to which is
equivalent to an indirect object.

67.

FIRST REVIEW LESSON

VOCABULARY REVIEW, LESSONS I-X

agncola

tibi

amant

amicus

ambulant

casa

ambulo

dant

donum

amo

laudant

epistula

properant

fabula

laudo

sunt

fama

video

vident

fenestra

filia

amas

bene

incola

amat

cur

lingua

dat

mater

expectat

ibi

nauta

monstrat

interdum

narrat

peciinia

nunc

pictura

habet

quoque

poeta

cupit

saepe

puella

legit

rosa

ostendit

cum

schola

scribit

e, ex

silva

est

soror

amamus

via

laudamus

vlta

videmus

sed

mihi

discimus

WORD STUDY

68. We have seen (page 3) that many English words, such
as terminus, stimulus, veto, animal, census, were originally Latin
words, and have been taken into English without change of
spelling. Others, such as humble, count, blame, sure, are
greatly changed from their original Latin form, because they

have not come directly from Latin, but were developed in
French from Latin, with changed pronunciation and spelling,
and were taken from French into English. Sometimes the
meaning as well as the form of these words has changed, but
usually we can recognize the original meaning.

69. We often find a group of Latin words which are related
in derivation and meaning. Thus amo, amor, amicus, amicitia,
amabilis, inimicus, inimicitia have a common element. We
shall see later something of how Latin words are formed. We
sometimes say that an English word is related in derivation to
a certain Latin word, although it does not come directly from
that word, but from another word which is derived from the
Latin word given. Thus, we may say the word amiable is
related in derivation to the Latin amo, although it comes
more directly from amabilis, which in turn is from amo. Some
of the Latin words from which our English words are directly
derived were not often used by good Latin writers, and there-
fore the derivation of the English word is more easily explained
by a related Latin word of common use.

70. There are certain changes of spelling which we find in
the development of English words from Latin. Thus, Latin
words ending in -tia often give English words in -ce (occasionally
-cy). For example, temperance is from temperantia, patience
f rom patientia, clemency from clementia. Other changes will be
explained later.

EXERCISE

Select twelve nouns from the Review Vocabulary on page 26, from
which you can find English derivatives. Give the meaning of these deriva-
tives.

ROMAN SEAL RINGS

LESSON XI
CONJUGATION OF SUM

THE FORMS OF SUM

71. The forms of the Latin verb sum meaning I am are as
follows when referring to present time:

Ist person sum, I am sumus, we are

2d person es, you (singular) are estis, you (plural) are

3d person est, (he, she, it) is sunt, (ihey) are

a. In English you may denote one person or more than
one. We say You are my friend when speaking to one
person, and You are my friends when speaking to two or
more persons. Latin, however, has different forms for
the singular and plural of this pronoun. The verb forms
used to denote an act of the persons or person spoken to
also differ according as the subject is singular or plural.
In Latin the word used for are in translating You are
my friend would be different from that used for are in
translating You are my friends, because thesubject, you,
denotes one person in the first sentence and more than
one in the second.

READING EXERCISE

72. 1. Incola Britanniae sum. Soror mea incola Hiberniae
est. Sed patria nostra est America, et amicl patriae nostrae
sumus.

PERSON AND NUMBER OF VERBS

(19) In some tenses a verb has a different form when its subject is in
the first person from what it would have if the subject were in the third
person. Thus we say / walk, but he walks. The third person plural also
differs from the third person singular. Thus, he walks, they walk. A verb
is said to be in the same person and number as its subject.

2. Nunc in America es, sed America non est patria tua.
Ciir non amlcus Americae es? Ctir Americam non amas?

3. Nunc in Italia estis. In Italia sumus. Italia est terra
pulchra. Sed Italia non est patria nostra. Italiam saepe
laudamus, sed Americam amamus.

4. Ex fenestra mea noctu. stellas specto. Saepe lunam
quoque specto. Liina nunc obscura est, sed stellae clarae sunt.

5. Ex via fenestram tuam videmus. Fenestra aperta est.
Soror tua ex fenestra puellas in via spectat. Cur soror tua non
in via cum puellls est?

6. Soror mea aegra est. Mater mea est misera quod soror
mea est aegra.

73. VOCABULARY

aegra, ill noctu, at night

amici, friends obscura, dim

clara, bright, clear; famous quod, because

luna, -ae, f., moon specto, I watch, look at

misera, unhappy stella, -ae, f., star

EXERCISES FOR WRITING

74. Translate the following sentences into Latin:

1. I am now an inhabitant of America.

2. The poefs daughters are in Ireland.

3. You are in a beautiful country.

4. We are in the cottage with the sailor.

5. I am watching (I watch) the stars, but I do not see the

moon.

TRANSITIVE AND INTRANSITIVE VERBS

(20) A verb which takes a direct object is called a transitive verb. In
the sentence / saw the fire, the verb saw is transitive. A verb which does
not take a direct object is called an intransitive verb. In the sentence We
walked in the park, the verb walked is intransitive.

ENGLISH DERIVATIVES FROM LATIN

75. 1. What is the meaning of clarify? What part of
speech is it? 2. What is a lunar eclipse? 3. Find two
English verbs derived from specto with a syllable placed
before -spect-. 4. What is a constellationf

SUGGESTED DRILL

1. Change the verbs of the first two sentences in paragraph 3, section
72, to the singular number. 2. Change the verb of the second sentence
of paragraph 5, section 72, to the plural number, making such other
changes as are necessary. 3. Decline together magna stella.

LESSON XII
FIRST CONJUGATION

THE VERB PORTO

76. The forms of porto, I carry, when referring to present
time and representing the subject as doing the act expressed
by the verb are as f ollows :

Singular Plural

Ist person porto, I carry portamus, we carry

2d person portas, you carry portatis, you carry

3d person portat he, she, it carries portant, they carry

a. The forms given above may also be translated I
am carrying, you are carrying, he is carrying, etc. Latin
has no means of distinguishing between such expressions
as I carry and 2″ am carrying, he praises and he is praising,
they walk and they are walking.

b. To conjugate a verb means to give its different
forms in regular order, as above.

THE FIRST CONJUGATION

77. The verb porto is said to be of the first conjugation. The
infinitive meaning to carry is portare. All verbs which have
the infinitive ending -are are of the first conjugation and are
conjugated like porto. These verbs have as a characteristic
element the vowel a, which becomes short before the endings
-t and -nt.

a. The verbs amo, laudo, ambulo, propero, specto,
laboro, and sto, which appear in this or the preceding
lessons, are of the first conjugation. In the vocabularies
hereafter the infinitive ending -are will be given after
the first form of a new verb of the first conjugation.

b. The verb do is of the first conjugation, but it is
irregular in that it has the vowel a short where it would
be long in porto and other verbs of the first conjugation,
except in a very few forms. The infinitive is dare.

PERSONAL ENDINGS

78. With a verb denoting an act done by the subject the
following are the personal endings which are used to show
person and number, together with their meanings.

Singular Plural

-6, I -mus, we

-s, you (singular) -tis, you (plural)

-t, he, she, it -nt, they

READING EXERCISE

79. 1. Schola nostra est schola bona. Scholam nostram
laudamus et amamus.

THE INFINITIVE

(21) A verb form preceded by to is often used to refer to an act without
saying that it really took place. The expressions to walk, to have heard,
to be seen, are of this kind. These forms of the verb with to are called
infinitives.

Scholam laudatis, sed in schola non bene laboratis. Soror
mea scholam laudat et in schola bene laborat. Soror mea est
puella impigra.

2. Cur hic statis?

Hic stamus quod flliam tuam expectamus. Ubi fllia tua est?
Filia mea nunc in schola est.

3. Vesperl saepe in vils ambulo. Amici quoque ibi am-
bulant. Nautas saepe videmus cum in viis ambulamus.
Nautae quoque in viis vesperl ambulant.

4. Janua est aperta, et Corneliam in casa video. Cor-
nelia agricolam expectat. Agricola epistulam portat. Agricola
epistulam Corneliae dat.

80. VOCABULARY

cum, when porto, -are, carry

hic, here sto, stare, stand

impigra, energetic, industrious ubi, where, when

janua, -ae, f., door vesperi, in the evening
laboro, -are, work

EXERCISES FOR WRITING

81. 1. Puellae saepe in vils vesperi ambula — . 2. Cur
agricola ex silv — propera — ? 3. Epistulas tuas nunc ex-
pecta — (subjed “we”). 4. Ciir mater mea mihi donum non
da — ? 5. Mater tua tibi donum non da — quod non bene
labora — (subject “you” singular).

ENGLISH DERTVATIVES FROM LATIN

82. 1. What do you suppose was originally the duty of
a porterf 2. What connection in meaning can you see be-
tween sto and station? 3. At what time of day are vesper
services held?

SUGGESTED DRILL

Give English meanings f or the f ollowing :

1 . Ambulamus ; properamus. 2. Specto ; spectat ; spectamus. 3. Laboras ;
spectas. 4. Amare; stare; spectare. 5. Properant; properas; propero.
6. Laborat; laboratis; laborant. 7. Sunt; stant; sum, sto. 8. Ambulatis;
ambulat; ambulare. 9. Do; dat; dant.

LESSON XIII

SECOND DECLENSION
DECLENSION OF TEMPLUM

83. The different case forms of the noun templum, a temple,
are as follows:

Singular

Nom. templum, d temple (as subject)

Gen. templi, of a temple

Dat. templo, to a temple, temple (as indirect object)

Acc. templum, a temple (as direct object)

Abl. templo, (from, with, in) a temple

Plural

Nom. templa, temples (as subject)

Gen. templorum, of temples

Dat. templls, to temples, temples (as indirect object)

Acc. templa, temples (as direct object)

Abl. templis (from, with, in) temples

a. To decline a noun (or adjective) means to give its
different case forms in regular order.

the second declension

84. Nouns with the genitive singular ending in -I are of
the second declension. The second declension nouns are not
all alike in the nominative. Some have the nominative ending
in -um, others in -us, and others in -er. Those ending in -um
are declined like templum.

GENDER IN THE FIRST DECLENSION

85. Most first declension nouns are feminine, even though
we should expect many of them to be neuter from their mean-
ings. Those denoting males, however, are masculine. Thus,
agricola, incola, nauta, and poeta are masculine. All other
nouns of this declension which have been given are feminine.

GENDER OF NOUNS IN -UM

86. All nouns ending in -um in the nominative singular
are of the neuter gender.

AGREEMENT OF ADJECTIVES IN GENDER

87. The adjectives which have been given with the ending
-a have also a neuter form in -um, declined like templum.

An adjective agrees with its noun in gender as well as in
case and number. Thus we say parva puella, a small girl,
but parvum templum, a small temple.

READING EXERCISE

88. 1. Tectum in magno oppido habeo, sed oppidum non
amo. Mater mea casam in silva habet, et aestate in casa
habito. Soror mea quoque in casa aestate habitat.

2. Tectum tuum in oppido saepe video. Tectum magnum
est sed non pulchrum. Casa in silva est pulchra.

GENDER

(22) We use the pronoun he when we are referring to a man or boy or
a male animal, the pronoun she when we are referring to a woman or girl
or a female animal, and the pronoun it when we are referring to something
without sex. Thus when we are speaking of a boy we may say He is a
stranger, when speaking of a girl we may say She is not at home, and when
speaking of a book we say It is mine. This distinction in pronouns is
called gender.

Such words as he are in the masculine gender, such words as she are in
the feminine gender, and such words as it are in the neuter gender.

Nouns also are said to have gender. Thus, brother is masculine, sister
is feminine, and house is neuter.

a. A word like friend which may ref er to either a man or a woman
is sometimes said to be in the common gender.

‘ 35

3. Poeta magnum tabernaculum in Insula habet. Ex casa
nostra tabernaculum poetae videmus. Poeta est arnicus agri-
colae. Tectum agricolae quoque in Insula est. Agricolam
et poetam saepe videmus cum in Insula sumus.

4. Oppida patriae nostrae laudas. Soror tua oppida
Italiae saepe laudat, sed in oppidls Italiae non diu manet.
Nunc in parvo oppido Hispaniae est. Multa oppida Hispaniae
et Italiae sunt pulchra.

5. Quid (direct objed) mater tua tibi dat? Mater mea mihi
praemium dat, quod ex via propero. Soror mea quoque
praemium habet, quod impigra est.

89. VOCABULARY

aestate, in summer oppidum, -I, n., town

diu, long, for a long time praemium, -I, n., reward

habeo, I have quid, what?

habito, -are, live tabernaculum, -I, n., tent

manet, remains tectum, -I, n., house

EXERCISES FOR WRITING

90. 1. Magn — oppid — (towri) non laudas. 2. Oppid —
(the towns) Italiae saepe laudamus. 3. Tabernacul — (a tent)
in silva video. 4. Cornelia mihi magn — praemi — (reward)
dat. 5. Soror mea in oppid — (the towri) aestate non manet.

ENGLISH DERTVATIVES FROM LATIN

91. 1. What is a habitation? 2. What was the original
meaning of tabernaclet 3. What is a premium?

SUGGESTED DRILL

1. Decline together parvum oppidum. 2. Decline together ddnum
meum. 3. Name the case of each noun in the sentences of paragraph 3,
section 88.

LESSON XIV

SECOND DECLENSION (Continued)
DECLENSION OF AMWUS

92. The noun amlcus is of the second declension, and is
declined as follows:

Singular
Nom. amlcus, afriend (as subject)
Gen. amlcl, of a friend

Dat. amlco, to afriend, afriend (as indirect object)
Acc. amicum, afriend (as direct object)
Abl. amlco (from, with, in) a friend

Plural
Nom. amicl, friends (as subject)
Gen. amlcorum, of friends

Dat. amicis, to friends, friends (as indirect object)
Acc. amlcos, friends (as direct object)
Abl. amlcls (from, with, in) friends

a. Nouns of the second declension ending in -us are
chiefly masculine.

ADJECTIVES IN -US

93. Such adjectives as bona and magna have a masculine
form ending in -us in the nominative, with the other case
endings like those of the noun amicus.

READING EXERCISE: FlLIUS ET FILIA AGRICOLAE

94. 1. Agricola fllium et filiam habet. Filius agricolae
doml manet, sed fllia in schola hieme est, et tum in oppido
cum amlco benigno agricolae habitat. Agricola oppidum non
amat, et flliam hieme non saepe videt. Aestate puella domi
manet. Agricola equos habet, et flliae equum bonum dat.
Filia equos non timet, et laeta est quod equum bonum habet.

Mater puellae laeta est cum filia doml est. Fllius agricolae
nullos amlcos in oppido habet.

2. Tectum amlci agricolae in nostro oppido est. Ex
fenestra mea tectum amlcl agricolae video. Ibi fllia agricolae
hieme habitat. Amlcus agricolae parvum fllium habet, sed
nullas fllias habet.

95. VOCABULARY

domi, at home nullus, no, none

equus, -I, m., horse timet, fears

fflius, 1 -I, m., son tum, then

hieme, in winter videt, sees

EXERCISES FOR WRITING

96. 1. Amlcus meus equ — (horse) bon — habet. 2. Flli —
(the son) nautae poeta est. 3. Fili — (the son) nautae epistu-
lam do. 4. CorneUa flli — (a daughter) habet, sed niill —
flli — (sons) habet. 5. Casa amlc — poetae in oppid — est.

ENGLISH DERIVATIVES FROM LATIN

97. 1. What is an equestrian statue? 2. From a con-
sideration of fflius and filia, what do you think is meant by
filial respect? 3. What is the meaning of nullify?

SUGGESTED DRILL

1. Give the nominative singular and plural of all the first and second
declension nouns in paragraph 1, section 94. 2. Give the accusative
singular and plural of all the first and second declension nouns in para-
graph 2, section 94. 3. Decline equus.

1 The genitive of this word is oommonly fili (contracted from fflii). The uncontraeted
form, however, is used in the exercises of this book.

LESSON XV
SECOND DECLENSION (Continued)

DECLENSION OF PUER AND AGER

98. The nouns puer, boy, and ager, field, of the second
declension, are declined as follows:

Singular

Plural

Singular

Plural

Nom.

puer

pueri

ager

agrl

Gen.

pueii

puerorum

agrl

agrorum

Dat.

puero

puerls

agro

agris

Acc.

puerum

pueros

agrum

agros

Abl.

puero

pueris

agro

agrls

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By Michael S. Melchizedek – July 14, 2011

LATIN I (Introductory Lessons)

BY HARRY FLETCHER SCOTT, PROFESSOR OF CLASSICAL LANGUAGES IN
OHIO UNIVERSITY, ATHENS, OHIO With Selections for Reading
from Decem Fabulae

PREFACE (please read carefully)

The fact that the work of the first and second years of the
high school Latin course should give value in itself , apart from
being merely a preparation for later study, has come to be
generally recognized. The number of Latin pupils whose
study of the subject does not go beyond these first two years
is very large in proportion to the total number studying Latin,
and probably this has always been the case. But in the
efTort to provide for those whose capacities and opportunities
make it possible for them to continue the study of Latin
through the high school and into the college, the needs of the
larger group whose opportunities were certain to be more
narrowly limited have not always been taken into account.
Further, the fact that the values which we recognized were
so f ar in the distance has probably tended to diminish the
number who chose to continue beyond the two-year stage.

Evidently one of the chief values to be gained from two
years’ study of Latin is a better knowledge of the English
language. This should involve on the one hand a clearer
comprehension of grammatical structure and on the other
an enlarged vocabulary and an increased accuracy in the
use of words. If these are to be among the major objectives,
they should be recognized in the organization of the material
which is first presented.

But young pupils will not study patiently mere lists of
words for any long time. Words must be employed in the
expression of thought if they are to make an impression on
the mind of the boy or girl which is sufhciently vivid to add
to the store of memory. The exercises through which the vocabulary
of the Latin language is to be made familiar should
have something of the same kind of appeal as that made by
the reading material employed in the first steps of learning
to read the student’s own language.

The material presented in this book has been prepared in
accordance with the point of view above stated. Its dis-
tinctive f eatures are the f ollowing :

1. The study of English derivatives is introduced from the
first through exercises which illustrate the use of the words
given.

2. The principles of English grammar are presented in
connection with the early Lessons in such a way that they
may be reviewed or studied if necessary, while they may
easily be omitted with classes which have mastered them.

3. Connected paragraphs for translation are employed
instead of isolated sentences, in order to make possible the
more rapid acquisition of vocabulary.

4. The vocabularies and study of forms have been so
arranged as to lead up to the reading of easy plays dealing
with classical stories and myths, which are likely to make a
more natural appeal to the beginner than Caesar or Viri
Romae.

5. Regularly only one new principle or set of forms is
introduced in a Lesson.

6. The Lesson vocabularies are small, never exceeding
ten words and often not reaching that number.

7. A relatively small number of English sentences to be
written in Latin has been given. In their place completion
exercises have been employed, through which the pupiPs
attention can be concentrated on the specific usage to be
taught.

8. Most of the irregular inflections have been postponed
to the second year.

9. Only the indicative, imperative, and infinitive moods of
the verb are given. The forms and uses of the subjunctive
are presented in A Junior Latin Reader, the second book of
this same series.

10. The small amount of syntax or form study given in
each lesson, and the simplicity of the reading matter will
commonly make it possible to complete a lesson in a single
recitation. Naturally no such plan can be made to meet
the needs of every class, and the teacher may sometimes
choose to omit or leave for later review part of the exercises
of a lesson.

The plays “Horatius”, “Circe”, “Polyphemus”, “Reditus
Ulixis”, and “Medicus” are used by the kind permission of
Miss Ryle, the only survivor of the co-authors of Decem
Fabulae, from which they are taken. 1 A few changes have
been made in the text of the plays, chiefly for the purpose of
decreasing the vocabulary or avoiding idioms which seemed
likely to prove difficult for young pupils.

The character j has been used to represent the consonant
value of i in the spelling of Latin words in order to enable
the young pupil to recognize more easily the relation between
Latin words and their English derivatives. The origin of
such words as injury, juvenile, conjunction, and the like is more
leadily seen by the beginner when the Latin words from
which these words are derived are spelled injuria, juvenis,
conjunctus, than when the classical spelling is used. Other
variations from the classical spelling have been made for the
same reason. Among them are afficio, appropinquo, expecto.
The uncontracted genitive of filius and nouns in -ium is given
to avoid confusion. The standard of spelling (including the
use of j) represents in general the prevalent usage in Latin
textbooks in this country and in England until a compara-
tively recent period. If the pupil should at a later time in
his course use textbooks which employ a slightly different
spelling he will have little difficulty in becoming accustomed

INTRODUCTORY LESSON

PRONUNCIATION (please study)

I. The Latin alphabet is the same as the English, except
that the Latin has no w.

a. The letter j was not introduced until long after the
time of the great Roman writers. Its sound was repre-
sented by i, which was used both as a vowel and as a
consonant. But since j was used in the spelling of Latin
words during the period in which the greater number of the
English derivatives from Latin were brought into the Eng-
lish language, and since its use is helpful to beginners in
learning the pronunciation of new words, it is retained in
this book. The sounds of u and v were also represented
originally by one letter.

VOWELS AND CONSONANTS

II. The vowels, as in English, are a, e, i, o, u, and y. 1 The
other letters are consonants.

THE ROMAN METHOD OF PRONUNCIATION
SOUNDS OF THE LETTERS

III. The vowels in Latin are either long or short. In this
book long vowels are indicated by a mark placed above them.
A vowel which is unmarked is short. The vowel sounds are
indicated in the following table :

a = a as in father

e = a in fade e = e in net

i = i in machine
i = i in this

o = o in domain

u = u in rude u = u in full

*y is seldom used. Its sound is the same as that of u in the French language
or ue in German.

IV. The consonants have in general the same sounds as
in English. The following exceptions are to be noted:

c and ch have the sound of k.

g has only one sound, that heard in go.

j is equivalent to y in yes.

s has only the sound heard in say.

t always has the sound heard in top. It does not corn-

bine with i to give the sound of sh as in nation.
v has the sound of w.
x has only the sound of ks, as in exercise.
bs and bt are equivalent to ps and pt.
ph and th are nearly equivalent to p and t.

DIPHTHONGS

A diphthong is a combination of two vowels in one syl-
lable. The diphthongs are ae, au, ei, eu, oe, and ui. Their
sounds are as follows:

ae = ai in aisle or a as in and

eu = eu in moist

au = ou in out

oe = oi in Cloe

ei = ei in vein

SYLLABLES

VI. A syllable is either a group of letters the sounds of
which are taken together in pronunciation, or a vowel or
diphthong which is taken by itself in pronunciation. The fol-
lowing words are divided into syllables by hyphens : ac-ci-dent,
re-li-a-ble. A syllable must always have a vowel or a diphthong.
The rules for the division of Latin words into syllables are
as follows:

(1) A consonant between two vowels is taken with the vowel
which follows it: po-no, ha-be-o.

(2) Two consonants between two vowels are divided, one
going with the vowel which precedes and one with the vowel
which follows. But if the second of two consonants is 1 or r,
the u is shorter than in the EngUsh word, and the vowels are more closely blended.
If the combination can be pronounced at the beginning of
a word, as bl, br, etc, the two are taken with the vowel which
follows, like a single consonant 1 : man-da-re, car-do; but fe-bris,
a-cris.

LENGTH OF SYLLABLES

(1) A syllable is long if it contains a long vowel or a
diphthong: do-num, cau-tus.

(2) A syllable is regularly long if its vowel is followed by
two consonants: con-do, mit-to.

a. But if the two consonants consist of a mute 2 fol-
lowed by 1 or r the syllable is short, unless it has a long
vowel or a diphthong: pa-tris.

(3) All other syllables are short : me-mor, a-gri.

x and z have the value of two consonants because
they represent a combination of sounds. A syllable is long
if its vowel is followed by either of these double consonants.

ACCENT

VIII. In pronouncing a word of two or more syllables we
make one of the syllables more prominent than any other.
Thus in the word mem-o-ry we make the first syllable prominent.
This prominence in pronunciation given to a syllable is called
accent. In the word memory the accent is said to fall on the
first syllable. The accent of Latin words is determined by the
following rules:

In a word of two syllables the accent falls on the
first syllable: hVmen.

In a word of more than two syllables the accent falls

on the syllable before the last, if it is long, otherwise on the

second syllable from the last: au-di’re, con-ten’tus, me’mi-ni.

a. The syllable before the last is called the penult; the

second from the last is called the antepenult.

1 In the division of a compound verb into syllables in writing or printing, the preposi-
tional element is separated f rom the simple verb : ad-it.

2 The mutes are b, p, c, k, q, g, d, t, ph, th, ch.

ELEMENTARY PRINCIPLES OF GRAMMAR

THE NOUN

(1) Words which are used to denote persons or things are
called nouns. Thus the words boy, girl, house, Iree, city are
nouns. Nouns are also used as the names of qualities or ideas,
such as bravery, kindness, happiness, truth, love, patriotism.

THE VERB

(2) In the sentences The boy walks and The tree has fallen
the words walks and has fallen denote actions. Such words
are called verbs. Some verbs denote mere existence or con-
tinuance in a place rather than action. In the sentences He
is in the city and We shall stay here, is and shall stay are verbs.

THE ADJECTIVE

(3) We often use some other word with a noun to tell some-
thing about the appearance or character of the person or thing
to which the noun refers. Thus, in the expressions tall trees
and brave men the words tall and brave tell something about
the trees and the men. Such words are called adjectives.

a. There are a few adjectives which merely show
what person or thing is meant without telling any qual-
ity of the person or thing. Such are this, that, other,
same. The, a, and an belong to this class. These last
three words are called articles.

THE PRONOUN

(4) In the sentence The man saw the boy, but did not speak to
him, the word him is used instead of boy. A word which is used
instead of a noun is called a pronoun. Pronouns, as well as
nouns, are used as subjects or as direct objects.

(5) The word instead of which a pronoun is used is called
its antecedent. In the sentence given above boy is the antece-
dent of him.

CLASSES OF PRONOUNS

The pronouns you, he, she, it, we, and they are called
personal pronouns.

When who, which, and what are used to introduce questions
they are called interrogative pronouns. When they are used
in sentences which are not questions they are called relative
pronouns. Thus, in the sentence Who gave you a knifef who is
an interrogative pronoun. In the sentence It was my mother
who gave me a knife, who is a relative pronoun. Sometimes that
is used instead of who or which. Thus, The man that just came
is my uncle. When so used, that is a relative pronoun.

Point out the nouns, adjectives, pronouns, and verbs
in the following sentences:

1. The heavy storm had injured many trees. 2. My
father has read this book. 3. The horses draw a heavy load.
4. Your uncle built a new house. 5. My letter has been
sent. 6. Where was the money found? 7. This picture
has often been admired. 8. Why did these men leave their
homes? 9. Columbus discovered a new continent. 10. These
books contain many interesting stories.

LESSON I
IMPORTANCE OF LATIN

LATIN IN ANCIENT TIMES

1. Latin is the language which was spoken by the Romans.
After they conquered the nations living in the region which
is now occupied by Spain, Portugal, France, Switzerland, and
part of Austria, Latin began to be known here as well as in
Italy, and it finally replaced in large measure the languages
formerly spoken throughout this entire region.

MODERN LATIN, OR ROMANCE LANGUAGES

2. When the Roman empire gradually lost its power, and
when the barbarians drove back the Roman armies, the in-
fluence of the Latin language still remained. The Spanish,
French, Portuguese, Italian, and Rumanian languages are
simply modern Latin. Many changes have taken place in the
spelling and pronunciation of the Latin words which appear
in these Romance languages, as they are called, and words
have been introduced from other sources. But in the main
these languages are Latin, and their relation to the language
spoken by the Romans can easily be traced.

3. Many words in common use in French, Spanish, and
the other Romance languages, have been very slightly changed
from the original Latin form. Thus, the French word arbre,
meaning tree, is from the Latin arbor; terre, meaning land, is
from the Latin terra; and vendre, meaning to sell, is from the
Latin vendere.

The Spanish agua, meaning water, is from the Latin aqua;
mar, meaning sea, is from the Latin mare; amar, meaning to
love, is from the Latin amare.

4. In the greater part of Austria and in part of Switzerland,
Latin was displaced by other languages. But the extension
of the Romance languages over South America and part of
North America has more than made up for this loss.

The Spanish language is used throughout the whole of South
America, with the exception of Brazil. In Brazil the language
is Portuguese. Spanish is also the language of Mexico and is
spoken extensively in parts of Texas, New Mexico, and Ari-
zona, and to some extent in southern California. French is
the language of part of Canada and is also spoken in some
portions of Louisiana.

THE LATIN ELEMENT IN ENGLISH

5. In addition to the importance which Latin has through
the Romance languages, it has also given us a great many
of our English words. Latin had borrowed a number of words
from Greek and many of these have come into English, so that
it is difficult to decide in the case of some words whether their
use in English is due to Latin or Greek influence. More than
half the words in an English dictionary are derived from Latin
and Greek.

NEW WORDS FROM LATIN

6. The greater number of the new words which are being
added to our language from time to time come from Latin or
Greek. This is especially true of the names of new inventions.
Such words as submarine, automobile, telephone, tractor, motor,
turbine, are of this class. Further, the special terms used in
chemistry, botany, physics, and other scientific studies, are of
Latin or Greek origin.

LATIN TERMS IN LAW AND MEDICINE

In the study of law, words derived from Latin are of
very great importance. Such words as jury, court, legal, con-
viction, acquittal, and a great many other important words and
expressions which lawyers must understand come from Latin.
In the study of medicine also a great many Latin and Greek
words or derivatives are used. The words medicine, sanator-
iuniy hospital, invalid, doctor, patient, come from Latin. When
a doctor writes a prescription he generally uses Latin words or
their abbreviations.

THE FORMS OF ENGLISH DERIVATIVES FROM LATIN

Some Latin words which have been taken into the
English language have the same spelling in English as in
Latin. Such are census, terminus, stimulus, veto, [momentum,
animal. The meanings have in some instances changed, but
the greater number of such words retain the same, or nearly
the same, meaning as in the original Latin.

But most English words of Latin origin have been somewhat
changed in their form. We shall see later that the spelling
of many English words is explained by the development of the
Latin words f rom which they have come, and that a knowledge
of Latin aids one in remembering how to spell these words.

The following Latin words have familiar English deriva-
tives or related words:

Insula, island insular, insulation

non, not non-conductor, non-in-terference

patria, native country, patriot, patriotic

terra, land territory, terra firma

Britannia, Great Britain, Britannic

Hibernia, Ireland, Hibernian

Italia, Italy, Italian

America, American

Europa, Europe, European

There is a Latin word territorium, meaning territory, which is derived from terra,
and from this word territory has come into English.

LESSON II

SUBJECT, OBJECT, AND PREDICATE (SINGULAR NUMBER)

READING EXERCISE

10. 1. America patria mea est. America patria tua est.
Americam amo. Americam amas.

2. Hibernia Insula est. Britannia Insula est. America non
est Insula. Italia non est Insula.

3. Hibernia non est patria mea. Italia non est patria
mea. Soror mea Italiam amat. Soror tua quoque Italiam
amat. Italia est terra pulchra.

4. Hibernia est Insula pulchra. Britannia quoque est
Insula pulchra. Britannia est magna Insula. Hibernia est
magna Insula.

VOCABULARY

amas, you love
mea, my, mine

amat, loves

pulchra, beautiful

amo, I love

quoque, also

est, is soror, sister

magna, large
tua, your, yours

SUBJECT AND OBJECT FORMS, SINGULAR NUMBER:
PREDICATE NOUNS

In the exercise above, the forms America, Hibernia,
Britannia, and Italia are subjects, Americam and Italiam are
direct objects; patria, Insula, and terra are predicate nouns,
and have the same form as subjects. All these nouns are in
the singular number.

THE PARTS OF THE SENTENCE: THE SUBJECT

When we make a statement or ask a question, there is some word
which indicates the person or thing about whom or about which we wish
to say or ask something. Thus, in the sentences The boy runs and The

THE ARTICLE

Latin has no word for the definite article the or for the
indefinite article a or an. The Latin equivalent for The boy
has a book or A boy has a book means literally Boy has book. In
translating a Latin sentence into English we supply the, a, or
an whenever the sense requires.

WORD ORDER, VERB AND ADJECTIVE

The Latin verb commonly stands at the end of its sen.
tence, as in the reading exercise above. The Latin adjective
often follows its noun. Thus in section 10 the Latin equiva-
lent for a beautiful island is Insula pulchra. But the adjective
magna and other adjectives denoting size commonly stand
before their nouns, as in English.

letter was sent, we say something about the boy and the letter. In the
question When did the storm beginf we ask something about the storm. A
word which is used in this way in a sentence is said to be the subject of the
sentence. In the sentences given above boy, letter, and storm are the
subjects.

THE PREDICATE

What we say or ask about the subject is called the predicate. In
the sentences which have been given, runs, was sent, and did begin are the
predicates.

A noun or adjective which is joined to the subject by a form of to be
(is, are, was, were, will be, has been, etc.) is called a predicate noun or a
predicate adj^ctive.

In the sentence My brother is a teacher the word teacher is a predicate
noun. In the sentence Your friend is unhappy the word unhappy is a
predicate adjective.

THE DIRECT OBJECT

Often the subject of a sentence is said to do something which
directly affects a person or thing. In the sentence The man helps his
brother the act which the subject does directly affects the brother. A word
which is used to denote a person or thing directly affected by an act is
said to be the direct object. In the sentence above, brother is the direct
object. In like manner, in the sentences My father built a house and The
fire destroyed the city the words house and city are direct objects.

EXERCISES FOR WRITING

Copy the following sentences, putting the proper ending (-a or -am) in place of the hyphens:

1. America est terr— pulchra.

2. Soror tua Americ— amat.

3. Soror mea Britanni— amat.

4. Patria mea terr— pulchra est.

5. Patria tua insul— est.

6. Insul— amo.

SUGGESTED DRILL

1. Write two English sentences containing direct objects.
2. Write two English sentences containing predicate nouns.
3. Point out the nouns in section

ROMAN FARMER WITH PLOW

LESSON III

AGREEMENT OF ADJECTIVES
READING EXERCISE

16. 1. Agricola parvam flliam habet. Parva filia agrico-
lam amat. Agricola parvam f lliam amat. Soror mea quoque
parvam puellam amat.

2. Agricola casam pulchram habet, sed casa non magna
est. Casa mea quoque parva est. Parvam casam meam amo.

3. Parva puella epistulam habet. Epistula mea est. Cur
parva puella epistulam meam habet?

4. Patriam meam amo, sed patriam tuam non amo. Soror
mea patriam tuam amat. Ciir patriam meam non amas?
Patria tua non est America.

5. Britannia Insula magna et pulchra est. Hibernia quoque
est magna et pulchra. Fllia tua Britanniam et Hiberniam
amat.

17. VOCABULARY

agricola, farmer
filia, daughter

casa, cottage
habet, has

cur, why
parva, small, little

epistula, letter
puella, girl

et, and
sed, but

DIFFERENT ENDINGS FOR ADJECTIVES

In the reading exercise above, the adjectives which
modify subjects or predicate nouns end in -a; those which
modify direct objects end in -am.

A predicate adjective modifies the subject.

a. The Latin words for your or yours and my or mine
are adjectives, and their endings, like those of other ad-
jectives, depend on the words with which they are used.

THE USE OF “DO” IN NEGATIVE SENTENCES

19. In English sentences containing the adverb not we com-
monly have do or did. Thus, I do not work; he does not see;
they did not go. In Latin there is no word corresponding to
this use of do. I do not love is in Latin Non amo (I love not).

20. EXERCISES FOR WRITING 1

1. Soror mea casam pulchr— habet.

2. Casa est pulchr— sed parv— .

3. Cur patri— me— non amas?

4. Parv— puell— est soror mea.

5. Parv— puell— amo.

ENGLISH DERTVATIVES FROM LATIN

21. 1. What English word is suggested by agricola? 2. In
“The Courtship of Miles Standish,” John Alden is said to
have been “writing epistles important to go next day by the
May Flower”; what are epistlesf 3. Find from a dictionary
the meaning and source of the abbreviation etc.

SUGGESTED DRILL

1. Write two English sentences containing direct objects which are
modified by adjectives. 2. Write two English sentences containing pred-
icate adjectives. 3. Point out two predicate nouns in section 16.

THE ADVERB

We often use a word with a verb to tell how an action is done. In
the sentence He runs swiftly the word swiftly tells how the act of the verb
runs is done. Such words are called adverbs. Adverbs are also used to
tell something about adjectives and even about other adverbs. In the
expressions too small and very swiftly the adverbs too and very tell some-
thing about the adjective small and the adverb swiftly.

1 In this exercise and, unless otherwise specified, in the exercises of the same character
which are found in the lessons following, the sentences are to be copied by the pupil, with
the proper endings supplied in place of the dashes.

LESSON IV

PLURAL NUMBER, NOMINATIVE AND ACCUSATIVE

READING EXERCISE

22. 1. Soror tua non multam pectiniam habet. Sed soror
mea multam pectiniam habet. Soror tua pecuniam amat.

2. Agricola parvas filias habet. Parvae flliae agricolam
amant. Agricola parvas filias amat. Soror mea quoque
parvas puellas amat.

3. Epistulae meae non longae sunt. Sed soror mea epis-
tulas longas scrlbit. Soror tua quoque epistulas longas
scrlbit. Soror mea et soror tua epistulas longas amant.

4. Britannia et Hibernia magnae Insulae sunt. Italia et
Hispania terrae pulchrae sunt. Hispania et Italia non sunt
Insulae.

5. Europa multas Insulas habet. Europa terras pulchras
habet. ‘Europam saepe laudamus, sed Americam amamus.

VOCABULARY

amamus, we love
amant, (they) love
Hispania, Spain
laudamus, we praise
longa, long

multa, much (multae, many)
pecunia, money
saepe, often
scrlbit, writes
sunt, (they) are

ROMAN CHILDREN AT PLAY

SUBJECTS AND OBJECTS IN THE PLURAL

24. In the sentences of section 22, the nouns in the plural
which are used as subjects or as predicate nouns end in -ae;
those used in the plural as direct objects end in -as.

FORMS OF ADJECTIVES WITH PLURAL NOUNS

25. In the sentences of section 22, adjectives which modify
plural subjects or predicate nouns end in -ae ; those which modi-
fy plural direct objects end in -as.

CASE NAMES

26. The subject is said to be in the nominative case, and the
direct object is said to be in the accusative case. The predicate
noun is also in the nominative case.

NUMBER

We have different forms of pronouns and also of nouns to show
whether we are referring to one person or thing or to more than one. Thus
/ refers to one person, we refers to more than one. This distinction is
called number. I is in the singular number, and we is in the plural number.
In the same way, book is in the singular number, and books is in the plural
number.

CASE

Such pronouns as he, she, and who have different forms to show
how they are used in sentences. We say He walks, I see him, and / have
his ball. In these sentences he is subject, him is direct object, and his
refers to a person as possessing something. In like manner we use she and
who as subjects, her and whom as direct objects of a verb or as objects of a
preposition, and her (or hers) and whose to denote the person possessing
something.

A noun has the same form for the subject as for the object of a verb or
a preposition, but it has a different form to refer to a person as possessing
something. Thus we say The boy walks, I see the boy, I have the boy’s ball.
These different forms and uses of nouns and pronouns in sentences are
called cases or case-uses. The subject is in the nominative case, the direct
object is in the accusative case, and the word referring to the possessor is
in the genitive case (sometimes called possessive).

EXERCISES FOR WRITING

27. 1. Parva puella epistul— (letters) me— habet. 2. Casae
sunt parv— sed pulchr— . 3. America Insul— (islands)
pulchr— habet. 4. Soror mea et soror tua sunt puell—
pulchr— . 5. Patri— me— amo. 6. Patri— tu— amas.

ENGLISH DERIVATIVES FROM LATIN

28. 1. What is meant by a laudable action? 2. What are
pecuniary losses? 3. What is meant by inscribef Find other
English words suggested by scribit.

SUGGESTED DRILL
1. From paragraph 2, section 22, give the singular form of the object
in the first sentence and the plural form of the object in the second sen-
tence. 2. Write the accusative singular of Hispania and the accusative
plural of casa. 3. Point out the subjects, objects, and predicate nouns in
paragraphs 3 and 4 of section 22.

AN ARCH OVER A ROMAN ROAD

LESSON V

GENITIVE CASE

READING EXERCISE

1. Agricola est amlcus nautae (o/ the sailor). Nauta
est amlcus poetae. Poeta est amlcus f Iliarum tuarum (o/ your
daughters). Flliae tuae poetam amant.

2. Poeta incola Americae est. Sed Italia est patria poetae.
Poeta f Iliam habet. America est patria f Iliae poetae. Poeta
Italiam amat. Fllia poetae Americam amat.

3. Incolae Insularum sunt agricolae et nautae. ulta agri-
colarum ulta bona est. Poetae saepe vltam agricolarum
laudant. ultam nautarum interdum laudamus. Nautae mul-
tas terras vident. Sed ulta nautarum perliculosa est.

30. VOCABULARY

amicus, friend nauta, sailor

bona, good periculosa, dangerous

incola, inhabitant poeta, poet

interdum, sometimes vident, (they) see

laudant, (they) praise vita, life

LATIN NOUNS DENOTING POSSESSION OR OWNERSHIP

31. Latin nouns which end in -a in the nominative singular
and in -am in the accusative singular have a f orm ending in -ae
in the singular to denote ownership or possession and certain
other ideas. The corresponding form in the plural ends in
-arum. This form is translated either by the Enghsh genitive
(possessive) form, or by of and the noun. Thus, epistula
puellae means the girVs letter or the letter of the girl. Soror
puellarum means the sister of the girls. In translating a sen-
tence with a form of this sort we should use whichever of the
two translations makes the better sense.

THE GENITIVE CASE

32. The Latin nouns which are described in section 31 are
said to be in the genitive case.

An adjective modifying a noun in the genitive is also in the
genitive, and is in the same number as its noun.

EXERCISES FOR WRITING

33. 1. Nauta amicus agricol — (of the farmer) est. 2. Soror
mea epistulam puell — (the girVs) habet. 3. Hibernia patria
naut — (the sailor’s) est. 4. Soror parvarum puell — epistulas
scrlbit. 5. Incolae Insul — (of the island) nautae sunt. 6. In-
colae multarum Insul — agricolae sunt.

ROMAN WRITING MATERIALS
ENGLISH DERTVATrVES FROM LATIN

34. 1. What is meant by the statement “They lived on
amicable terms with each other”? 2. Find from a dictionary
the derivation of amiable. 3. What is an aeronautt 4. What
is meant by great vitalityl

SUGGESTED DRILL

1. Give the genitive singular of incola, nauta, poeta, vita. 2. Give the
genitive plural of casa, terra, and epistula. 3. Write the nominative,
genitive, and accusative, singular and plural, of the words for girl, land,
and island.

LESSON VI

INDIRECT OBJECT: DATIVE CASE
READING EXERCISE

35. 1. Mater mea epistulam scrlbit et epistulam parvae
puellae (to the little girl) dat. Parva puella epistulam agricolae
dat. Agricola epistulam legit. Agricola mihi epistulam dat.
Pecuniam agricolae do. Agricola parvae puellae peciiniam
dat. Parva puella pecuniam Corneliae dat. Cornelia est
mater parvae puellae.

2. Mater mea donum parvis puellls (to the little girls) dat.
Parvae puellae laetae sunt. Mater mea parvas puellas amat.

3. Nautae epistulas do. Nauta epistulas incolls Insularum
dat. Incolae Insularum pecuniam nautae dant. Nauta mihi
pecuniam dat.

36. VOCABULARY

Cornelia, Cornelia laeta, happy

dant, (they) give legit, reads

dat, gives mater, mother

do, I give mihi, to me, me (as indirect

donum, gift, present object)

LATIN NOUNS AS INDIRECT OBJECTS

37. In the reading exercise above, the forms puellae and
agricolae in the first and second sentences of 1, and puellls
in the first sentence of 2 are indirect objects.

Nouns which end in -a in the nominative singular and in -ae
in the genitive singular have the ending -ae in the singular and
-Is in the plural when used as indirect objects.

THE INDIRECT OBJECT

(14) A noun or pronoun which is used to denote the person to whom
something is given, said, or shown is said to be an indirect object. In the
sentences He gave his sister a picture and My brother told me an interesting
story the words sister and me are indirect objects.

PHRASES WITH TO EQUIVALENT TO INDIRECT OBJECTS

38. Instead of saying I gave the girl a letter we may express
the same idea by saying I gave a letter to the girl. In the second
sentence to the girl takes the place of the indirect object girl
in the first. A phrase consisting of to and a noun, when used
in the place of an indirect obj ect, is translated in Latin by the
same form as the indirect object. That is, either girl in the
first of the sentences above or to the girl in the second will be
translated puellae.

THE DATIVE CASE

39. A Latin noun used as an indirect object is said to be in
the olative case.

An adjective modifying a noun in the dative is also in the
dative, and is in the same number as its noun.

EXERCISES FOR WRITING

40. Translate the following sentences into Latin:

1. The farmer gives a letter to the poet.

2. The poet gives money to the farmer.

3. I give a present to the little girls.

4. The little girls give me a letter.

5. Your daughter gives money to the sailor.

ENGLISH DERIVATIVES FROM LATIN

41. 1. What connection can you see between the word
dative and any Latin word in the vocabulary of this lesson?
2. What is a donationf 3. What is legible handwriting?
4. What is maternal care?

SUGGESTED DRILL

1. Point out the indirect objects in 1 of section 35. 2. Write two English
sentences each containing a direct and an indirect object. 3. Write the
nominative, genitive, dative, and accusative, singular and plural, of the
Latin words for letter and cottage.

LESSON VII
INDIRECT OBJECT: DATIVE CASE (Continued)

READING EXERCISE

42. 1. Mater tua Corneliae donum dat. Cornelia flliae
agricolae donum ostendit. Fllia agricolae quoque donum
cupit, sed mater tua f Tliae agricolae donum non dat.

2. Agricolae epistulas do, et agricola mihi pecuniam dat.
Agricola epistulas legit. Agricola epistulas flliae ostendit, sed
fllia epistulas non legit.

3. Puella mihi casam poetae monstrat. Casa est parva.
Poetam non video, sed filiam poetae interdum video. Fllia
poetae parvam casam amat.

4. Poeta flliae picturam dat. Fllia poetae mihi picturam
ostendit. Picttiram laudo et poetam laudo. Fllia poetae
est laeta puella.

5. Nauta mihi fabulam narrat. Mater mea quoque mihi
interdum fabulas narrat. Soror mea multas fabulas legit et
saepe parvls puellls fabulas narrat. Parvae puellae fabulas
amant.

43. VOCABULARY

cupit, wishes, desires narrat, tells

fabula, story ostendit, shows

laudo, I praise pictura, picture

monstrat, points out video, I see

OMISSION OF PRONOUN AS SUBJECT

44. We have seen that amo is translated I love, without a
separate word for I. In the same manner amat, which is
translated loves when used with a noun as subject, may be
translated he loves or she loves when the preceding sentence
makes it perfectly clear who the subject is. When we have

been talking about a man we may say patriam amat, meaning,
he loves his country.

EXERCISES FOR WRITING

45. 1. Mater mea fili — tu — (your daughter) donum dat.
2. Epistulas saepe naut — (to the sailors)’ do. 3. Agricola
poet — (the poet) pecuni — dat. 4. Poeta agricol — (thefarmer)
epistul — me — ostendit. 5. Puella naut — (to the sailor) cas —
me — monstrat. 6. Soror tua agricol — (the farmer) epistul —
(the letters) ostendit.

ROMAN SWORD AND SCABBARD

SUGGESTED DRILL

1. Write two English sentences containing phrases with to which are
equivalent to indirect objects. 2. Rewrite the last sentence in 4 of section
42, changing the subject to the plural, and making any other necessary
change. 3. Point out the indirect objects in section 42. 4. Rewrite the
last sentence of 5, section 42, changing the subject to the singular and
making any other changes which are necessary.

THE CONJUNCTION

(15) The words and, but, and or are used to join words or parts of
sentences. In the sentence Your father and mother are not in the city the
word and is used to join the words father and mother. In like manner, in
the sentence The train is late, but it will soon arrive the word but joins the
two parts of the sentence The train is late and it will soon arrive. Such
words are called conjunctions. Conjunctions of a somewhat different kind
are because, although, if, and some other words. In the sentence / shall
go if I receive the letter the conjunction if is used to join the verb shall go
and / receive the letter.

LESSON VIII

DATIVE WITH ADJECTIVES
READING EXERCISE

46. 1. Epistula mea agricolae (to the farmer) grata est.
Agricola mihi pecuniam dat. Pecuniam nautae do. Peciinia
nautae grata est.

2. Fllia tua parvae puellae benigna est. Parva puella f Iliam
tuam amat. Fllia tua parvae puellae rosam dat. Rosa
puellae grata est.

3. Poetae Italiam saepe laudant. Italia poetls cara est.
Sed patria mea mihi cara est.

4. Epistulam flliae tuae non laudo. Epistula longa est,
sed mihi non grata est. Fllia tua non bene scrlbit. Sed
epistula tibi grata est.

5. Fenestram casae tuae video. Fenestra parva est. Casa
agricolae multas fenestras habet.

6. America multas silvas habet. Silvae Americae magnae
sunt. Hibernia magnas silvas non habet.

47. VOCABULARY

bene, well grata, pleasing

benigna, kind rosa, rose

cara, dear silva, forest

fenestra, window tibi, to you

ADJECTIVES WHICH TAKE THE DATIVE

48. In the first sentence of the reading exercise above,
agricolae, to the farmer, is in the dative. With adjectives
meaning dear, pleasing, kind, friendly, near, and the like, the
dative is often used to express an idea which is expressed in
English by to and a noun or pronoun.

POSITION OF THE GENITIVE AND DATIVE

49. (1) The genitive commonly stands after the word on
which it depends, even though the corresponding English word

denoting possession would stand first. Thus the poeVs cottage
may be translated casa poetae.

(2) The dative commonly stands before the word on
which it depends. The words kind to me translated into Latin
would take the order to me kind.

EXERCISES FOR WRITING

50. 1. Pecunia agricol — (to thefarmer) grataest. 2. Italia
poet— (to the poet) cara est. 3. Soror mea fili — tu — (io
your daughter) benigna est. 4. Epistul — tu — mihi non gratae
sunt. 5. Rosae parv — puell — (to the little girls) gratae sunt.
6. Rosam parv — puell — (to the little girl) do.

ENGLISH DERIVATIVES FROM LATIN

51. 1. Give two English words of which bene is a compo-
nent part. 2. What is meant by a benignant influence?
3. What connection in meaning can you see between grata and
gratifyf 4. Complete the following formula: rose : rosa : :
fame : x; that is, replace x by a word which bears the same
relation to fame which rosa bears to rose.

SUGGESTED DRILL

1. Point out all the datives in section46. 2. Rewrite the first sentence
in 2 of section 46, changing the subject to the plural. 3. Rewrite the third
sentence in 2 of section 46, changing the direct and indirect objects to the
plural.

PERSON

(16) The pronoun / and its plural we refer to the person or persons
speaking, and are said to be in the first person; you refers to the person
to whom one is speaking and is said to be in the second person; he,
she, and it (plural they) refer to a person or thing spoken of, and are said
to be in the third person. Nouns are ordinarily in the third person.

LESSON IX

PREPOSITIONS: ABLATIVE CASE
READING EXERCISE

52. 1. Poeta casam in Insula habet. Casa mea quoque
ibi est, et saepe poetam video. Ex fenestrls casae meae silvam
video. Silva pulchra est, et saepe ibi ambulo. Saepe cum
poeta in silva ambulo. Poeta silvam amat.

2. Soror mea et soror tua nunc in viis ambulant. Mater
tua et mater mea interdum cum puellis ambulant. Sed nunc
mater tua in casa est. Mea mater in America non est.

3. Mater mea nunc in Hispania est. Soror poetae in
.Britannia est cum fllia Corneliae. Cornelia in Hibernia quo-
que flliam habet. Mater mea epistulas ex Hispania scribit.

53. VOCABULARY

ambulant, (they) walk ibi, there, in that place

ambulo, I walk in, in, on

cum, with nunc, now

ex, from via, street, road, way

THE EXPLETIVE “THERE”

54. As seen above, there, meaning in that place, is in Latin
ibi. But in such sentences as There is no danger we use there
merely to introduce the sentence, and no idea of place is ex-
pressed. When thus used there is called an expletive. Latin
has no equivalent for this expletive use of there, and the sen-
tence There is no danger will be translated as if it read No
danger is. In such sentences the Latin verb usually stands
before the subject.

LATIN NOUNS GOVERNED BY PREPOSITIONS

55. In the reading exercise above, Insula in the first sen-
tence of 1 is governed by in; inthe second sentence of 2 puellis

is governed by cum, and in the third sentence of 1 fenestris is
governed by ex. The letter a, in which Insula ends, is long,
while the form of the nominative ends in (short) a.

THE ABLATIVE

56. Latin nouns or pronouns governed by prepositions
meaning from, in, or with are said to be in the ablative case.

An adjective modifying a noun in the ablative case is also
put in the ablative, and is in the same number as its noun.

EXERCISES FOR WRITING

57. 1. Casae in Insul — (the islands) sunt. 2. Parv —
puell — in vi — (the street) ambulant. 3. Soror mea cum
parv — puell — (the little girls) ambulat. 4. Insul — (islands)
ex me — fenestr — (window) video. 5. Cornelia non est in
Hispani — cum flli — (the daughter) poetae.

ENGLISH DERIVATIVES FROM LATIN

58. 1. What is a perambulator? 2. Find the literal mean-
ing of the name Pennsylvania (English words derived from
silva usually have syl- for the Latin sil-) . 3. What is the mean-
ing of via as used in railroad time tables?

SUGGESTED DRILL

1. Write the nominative, genitive, dative, accusative, and ablative of
silva in the singular number. 2. Write all the case forms of puella in the
plural number, following the order of cases given above. 3. Point out the
ablatives and the datives in section 52.

THE PREPOSITION

(17) There is a class of small words such as of, in, with, by, from, which
are used with nouns or pronouns. The combination of one of these words
and the noun or pronoun which is used with it serves to tell something
about an act or about a person or thing. These words are called preposi-
tions. The noun or pronoun which follows a preposition is called its
object, or the preposition is said to govern the noun or pronoun which
follows it. In the sentence / live in the city the word city is the object
of in.

LESSON X
FIRST DECLENSION

THE CASE FORMS OF ROSA

59. The different case forms of the noun rosa with their
meanings are as f ollows :

Singular Number

Nom. rosa, a rose (as subject or predicate)

Gen. rosae, of a rose, rose’s

Dat. rosae, to a rose, rose (as indirect object)

Acc. rosam, rose (as direct object)

Abl. rosa, (from, with, in, on) a rose

Plural Number

Nom. rosae, roses (as subject or predicate)

Gen. rosarum, of roses

Dat. rosls, to the roses, roses (as indirect object)

Acc. rosas, roses (as direct object)

Abl. rosis, (from, with, in, on) roses

60. The following sentences illustrate the use of the Latin
cases :

The rose (rosa) is beautiful.

The fragrance of the rose (rosae) is delightful.

The sunshine has given color to the rose (rosae).

The girl is carrying a rose (rosam).

The butterfly is on the rose (in rosa).

The roses (rosae) are beautiful.

The fragrance of the roses (rosarum) is delightful.

The sun has given color to the roses (rosis).

The girl is carrying roses (rosas).

The butterflies are on the roses (in rosis).

Posted in Latin Lessons.

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By Michael S. Melchizedek – July 14, 2011

ORIENTATION FOR ALL STUDENTS

Please read carefully

IN GENERAL

In order to be a successful class and out of mutual respect towards each other, it is important that we all follow these basic expectations of courtesy:

Since there are two levels of Latin students in one class room, some adjustments need to be made that require your full cooperation.

As not to disturb the students who are at another learning level, you will find less traditional class room teaching, but more individual or small group lessons. Students will work more independently or may work together quietly, if they are on the same level, either with someone or in small groups. This requires concentration on the assignment and a minimum of socializing.

* If you need help, please raise your hand rather than shouting across the room. Be patient until it is your turn.

* Please do not interrupt when I am talking to or helping someone.
* Please limit private conversations during class time.
* If you have a disagreement please ask to meet with me.
* Foul and inappropriate language can never be tolerated.
* Please sit upright in your chair and pay attention. This helps you concentrate better.
* The consumption of food & snacks is not allowed in this class room. This includes chewing gum.
* If you have to use the restroom during class, please ask to be excused.
* Electronic devices may not be used during class time.

As you will experience soon, Latin presents many rewarding challenges. Once you have met them, you will have a sense of satisfaction that you have done your best in this subject and that you are proud of what you truly had worked for and accomplished. Always strive to be a responsible person of good will in all you say and do, both in class and beyond.

PACE

In general, one chapter (in your text book) per week is to be finished. This consists of completing all formative work and taking the chapter test, before moving on to the next chapter. Typically, all assignments and the chapter test are due within a week. Since Latin is no longer a conversational language, though still spoken at various places, we do not need to engage in conversation and speaking points for grading.

BE PREPARED

Please come to class with:

* Your Latin Book, if you took it home
* Your Grammar Chart, if you took it home
* A note book with a pen or pencil
* Any written work you have completed at home or in class

GRADING

Grading consists of both formative work and chapter tests. At the end of each Quarter there is also a Final, consisting of a translation piece. Your formative work and the chapter test you have taken are entered on your grading sheet (in Pinnacle) once they are both completed. Please note, the due dates are posted on Pinnacle as well as announced during class.

1. Formative Work

While I will do my very best to help you succeed in Latin, your cooperation and independent Latin work both at home and during class are essential to a compacted curriculum.
Therefore, you will receive specific assignments to be completed by a certain deadline. They are to be handed in on time (as announced and so reiterated on Pinnacle) for proper formative credits.

In order to receive full credits (100%), your assignments must be

* handed in on time
* complete
* without major errors*
* contain your name & the date when submitted

If any of the above criteria are not met, the appropriate points are deducted and you would not receive 100%. If your formative work falls below passing, it will need to be re-submitted. You may hand what you have completed so far in your formative work every day. If you choose not to work on your assignments during class, you will need to do them after school that day (through SOS or detention).
If you are unable to finish your work or if you encounter difficulties preventing you from completing your work, please ask for clarification or assistance right away.

* major errors would show that you have not comprehended or studied the respective grammar or vocabulary in a chapter

2. Chapter Tests

After you have handed in your formative work you may take the chapter test. All test are online.

Each test covers vocabulary and grammar of the respective chapter. You will have 15 minutes to complete the test. No Latin material is allowed during the test. Neither is talking to another student or using electronic devices.

Please let me know ahead of time when you are planning to take the test. If there is no computer available in the class room, I may send you to the library to take the test. Please return to class immediately and directly once finished.

3. Finals

Usually on the last day of each Quarter, there is a Final. It consists of a translation from Latin into English (similar to those in the text book) and counts double (200%). The Final covers all grammar and vocabulary in the previous Quarter.

ETHICS

Lying is making an assertion that intentionally deceives or misleads. This deceitful assertion may be in oral or written form, or clearly communicated by a gesture. Your responsibility for the truth goes beyond what is said or written. It includes what is understood and perceived by others.

Cheating is defined as attempting or aiding in the intent to receive undeserved credit or to give an unfair advantage. The essence of cheating is the act of deceiving the school or the teacher into thinking that some piece of work is your own, when in fact it is not.

Posted in Latin Class.

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By Michael S. Melchizedek – July 14, 2011

“A Method of Thorough, Intensive and Efficient Learning”, by M. Melchizedek, 1975 CE

1. Timing

Important with timing is that you develop an organized learning schedule for every day and allow yourself short yet enough breaks to keep fresh and focused.

After having returned home from school, spend half an hour to an hour on a relaxed, non-school activity (such as sports, hobbies, music, etc., but not reading) and have a snack and some fluid. Both your body and mind need a little break and change of pace. This will help to prepare you for the second part of your learning day. It will give you the so-called “second wind”.

Now go to your room or study and begin with vocabulary (if you take more than one language, start with one language vocabulary first) for about 20 minutes. Take a short break (3 to 5 minutes). Now proceed to the written assignments in the same subject. Then again a 3 to 5 minutes break. Now it is time to begin with your other homework, such as Math, Science, English etc. – Make sure you take a short break of about 5 minutes every 45 minutes or so, since this will refresh you and help you get less worn out or brain tired. Take a longer break now, about 10 to 15 minutes.

If you take a second language, now start again with vocabulary first, then with written assignments according to the pace and method described above.

If you don’t get finished by suppertime with your studies, so be it. Enjoy your supper. Then take at least an hour break. Plenus venter non studet libenter.

Finish up your homework and studies after that. Smart students know that this is a good time also to review some of the vocabulary and other important material. Repetitio est mater studiorum.

2. Environment

Important in this area is that you create an environment that is conducive to learning and will aid you in accomplishing your tasks efficiently and without hindrances.

Serious studies require a completely quiet surrounding without interruptions or other disturbances. That means, no background music or TV. Turn your cellular phone off.

Study in your room. Put everything on or near your desk, so you will not have to waste time getting up in order to retrieve study items, such as books, pens, note pads, etc. – Also, dictionaries and resource books should be handy on your desk. Move your bookshelf next to your desk! Everything you need for your studies should be reachable while you sit at your desk.

If wanted or appropriate, use study aids, such as a tape player or computer nearby, in order to support or entice your learning.

Ensure that your room has the right temperature, yet enough fresh air. Studying while being hot or cold will impair your concentration. Bad air circulation will make you tired. From time to time, open your window for a minute or so to let some fresh air in.

Any table lighting should not beam into your eyes, but only shine on the desk.

3. The Know-how

In this section, pay attention that you learn effectively without wasting time and unnecessary energy.

Vocabulary: In order to master any foreign language, learning vocabulary is indispensable. Since this requires a relatively fresh mind, begin your daily study time with vocabulary. The best method is to cover one side and to quiz yourself. The words you do not know should immediately be written down on a separate sheet of paper, so they can be quizzed next. Continue on by writing out the words not known until all vocabulary assigned is studied. Finally, go back to your book and quiz yourself on the entire vocabulary section again. Make vocabulary flash cards.

Translations: The best way to start is to first translate without writing. Once this is completed, write down the translation as assigned. Remember also to record every word you needed to look up for further vocabulary practice. For this purpose, start a small vocabulary booklet. This will also help you to master those “tough words”. You should periodically review the vocabulary in this booklet as well.

Grammar: When learning new Grammar, it is easier to start with simply writing out the entire new material first. Then you can either use the vocabulary learning method (as described above) or “play with the grammar”; i.e. to compose sentences and phrases using the new grammar items. For declensions and conjugations it is highly recommended that you say these out loud numerous times.

Other subjects: Read the material thoroughly once or twice, if possible out loud. This helps to retain the contents better. Speaking your text into a tape recorder and then listening to it also enhances greatly the retention. Design your own quizzes and answer the questions. Do this with the Text book closed. Check your answers by opening the book. Repeat as necessary. Remember that we learn my making errors as well.

4. Concentration

Concentration is one of the most important elements of any real study. Without the above covered areas of attention, it would be difficult to concentrate and thus jeopardize success.

Three things are crucial to concentration:

Develop a positive attitude towards the subject or learning in general:
Avoid “programming” yourself to failure. You can do it. Many before you have mastered it, so will you. Quit feeling sorry for yourself. It does not get you anywhere.

Focus on one subject at a time and to finish the task at hand:
Jumping from one subject to another or leaving work unfinished to be completed “later” will take more time and effort from you than necessary. It will create confusion and inconsistencies potentially harmful to a sound mind.

Dispel all unrelated thoughts, pleasures and worries for the time being: These are distractions which will make it harder and more time consuming for you learn. Therefore, keep that ice cream in the fridge and that chocolate out of sight! And stop thinking about your friends or what you’ll do over the weekend. This is not the time to worry about your affairs.
If you get too tired while studying, in spite of having followed all these guidelines, take a quick nap. A 15-minute snooze can do wonders!

5. Before Tests and Exams

Above all remember: If you practiced your subject every day and learned the material, there is nothing to worry about.

Therefore, get enough rest before the day of the exam. Smart students know that plenty of sleep and a relaxed mindset will help avoiding mistakes. Study in the same way on the day before, but make sure you set enough time aside to go over the subject matters once more.
z Go to bed in good time to get well rested and ready to go in the morning! To rush over material over breakfast or right before the test is a waste of time and will only contribute to nervousness.

Studying on weekends and during vacation

It is important to give yourself extra sleep and rest on Saturdays and during the first days of vacation. Attend to fun activities, hobbies and the like. However, spend at least one hour during vacation days practicing those subjects you have difficulties with. On weekends you will also need to set aside blocks of time in order to finish homework and other assignments. This time should also be used for additional studies in subject areas with difficulties and/or for projects due in the near future.

It is my hope that the beauty of foreign languages and cultures, in particular classical languages, will entice every student to enjoy its intrinsic quality and value in life.

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By Michael S. Melchizedek – May 24, 2011

Tips for Studying a Foreign Language

1. RULES – Make sure you understand each rule before you move on to the next one. Language learning is like building a house: each brick is only as secure as its foundation.

• Memorize rules aloud: e.g. “The relative pronoun takes its gender
and number from its antecedent, but takes its case from its use in
its own clause”, and think about what the rule means as you
say it.

• Grammar will help you understand how words and parts of speech are used in English and Latin sentences (Syntax).

2. MEMORIZATION – All languages require memory work. There are many ways you can memorize:

• Make vocabulary cards or lists of words for each chapter. If you
make cards, use color coding, keeping different parts of speech
on different color cards.

• Put Latin on one side, with principal parts for verbs and the nominative,
genitive, and gender for nouns. Put the English meanings
on the reverse side. A friend can help you drill, but it is also easy to
drill yourself.

• Use different colored inks for masculine, feminine, or neuter
nouns.

• When you memorize vocabulary meanings, remember that an
English derivative can be helpful, but is not always the best
translation.

• Shuffle the cards before reviewing, and remove the cards as you
master them so that you can concentrate on unlearned words.

For some students, listing vocabulary words on a piece of paper or in a notebook, dividing them by parts of speech, can be as helpful as making and drilling with vocabulary cards, but most students seem to prefer the cards. One can buy sets of printed Latin vocabulary cards, but students need specific words geared to the vocabulary in the text. The more words you know, the easier it will be to read a passage.

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By Michael S. Melchizedek – May 24, 2011

praefatio linguae Latinae de finibus atque scopis

Salutem plurimam tibi diximus in pagina nostra. Speramus te hic multas res utiles et optabiles invenire posse.

Etiam inchoamus librum novum Colloquiorum Latinorum scribere. Linguam Latinam existimamus instrumentum vere universalem ad communicanda cogitata inter homines totius orbis terrarum aptissimum esse.

Historia huius linguae eximiae iam circiter tria milia annorum comprehendit. Originaliter erat lingua parvi gentis Italicae Latinorum, decursu temporis ad sermonem communem totius Italiae crevit et, crescente potestate et gloria Rei Publicae Romanae et Imperii Romani, locum cepit linguae communis Imperii Romani civium variarum nationum et maximi momenti erat etiam ad relationes reciprocas inter gentes orbis terrarum. Post occasum Imperii Romani continuavit lingua Latina esse vehiculum educationis, cultus civilis, iuris, medicinae, artium liberalium per totum Medium Aevum. Temporibus Renatarum Artium permulta facta sunt ad conservandas recolendasque normas “aureae” Latinitatis. Innumerabiles libri latine scripti sunt, tractatus scientiarum naturalium, theologici, philosophici etc. Lingua Latina ad docendum in omnibus Studiorum Universitatibus Europae serviebat. Sacerdotes in ecclesiis catholicis latine tantum usi sunt. Lingua haec caro et sanguis omnium linguarum novarum Europae facta est et nos haeredes Romanorum esse sentimus. Nemo nostrum linguam Latinam alienam nobis esse existimat.

Ab antiquissimis temporibus homines unam linguam communem omnibus intelligibilem desiderabant. Innumerabiles linguae artificiales eum ad finem inventi sunt, sed conamina ea fere omnia frustrata sunt. Quo in statu, exempli gratia, lingua ‘Esperanto’ dicta est? Haec lingua artefacta a doctore Zamenhof in Varsovia confecta ante annos centum multis-ne hominibus hodie nota ac familiaris est? Abhinc annos 50 alia lingua confecta erat ‘Interlingua’ appellata, quis vestrum aliquid de lingua ea audivit? Num omnino necesse erat linguam aliquam novam excogitare? Mea quidem opinione una sola causa maximi est momenti: nulla natio aliquam linguam nationalem ac linguam totius generis humani accipere vult. Revera lingua Anglica hodie vehiculum principale communicationis internationalis est, sed eo ipso facto invidiam saepe maximam excitat et odium erga homines, quibus sermo patrius est. Omnis nempe lingua viva aspectum proprium mundi exprimit, valores proprios proponit. Lingua Latina iis vitiis caret. Etiam hodie fons est infinitus de quo nova vocabula hauriuntur ad notiones scientiarum omnium novas et inauditas exprimendas. Omnia ope linguae Latine ab hominibus cuiusque nationis creata iam dudum hereditas nostra communis est.

Ab initio saeculi XX-imi studia latina turpissime neglecta iacebant. In scholis tamquam lingua “mortua” docebatur. Etiam viri docti studiis ‘classicis’ dediti latine opera sua scribere desierunt. Sed quae lingua “mortua” existimanda est? Lingua Hebraica iam temporibus Iesu Christi mortua erat, in Palaestina omnes tunc Aramaice et Graece loquebantur. Nihilominus in Israele renato hodie lingua Hebraea vivit et floret, iam multis generationibus Israelis civium lingua nativa est, nemo eam dubitat quamcumque notionem modernam exprimere posse. Linguam Latinam ad novam revocare vitam multo est facilius.

Saeculo XX-imo etiam motus pro Latinitate Viva exortus est. Conventus plurimi fautorum et cultorum Latinitatis Vivae locum habebant in Francogallia, Italia, Germania, Romania aliisque terris. Permanens Academia Latinitati Fovendae {ALF} anno 1966-o condita est. Decimus Conventus ALF diebus 5-13 Septembris anni MMII Matriti celebrata est. Copia magna Actorum Periodicorum in toto terrarum orbe edita est, multi circuli et associationes fautores Latinitatis Vivae exsistunt. Radiphonia Finnica Generalis hebdomadales Nuntios Latinos emittit. Radiophonia Bremensis semel in mense tales nuntios Latinos emittit. Omnes emissiones in Interrete etiam inveniri possunt.

Latin I (Section V)

Latin I (Section IV)

Latin I (Section III)

Latin I (Section II)

LATIN I (Introductory Lessons)

ORIENTATION FOR ALL STUDENTS

“A Method of Thorough, Intensive and Efficient Learning”, by M. Melchizedek, 1975 CE

Tips for Studying a Foreign Language

praefatio linguae Latinae de finibus atque scopis

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