CONTENTS

LATIN FOR BEGINNERS

TO THE STUDENT—BY WAY OF INTRODUCTION

What is Latin? If you will look at the map of Italy on the opposite page, you will find near the middle of the peninsula and facing the west coast a district called Latium,1 and Rome its capital. The Latin language, meaning the language of Latium, was spoken by the ancient Romans and other inhabitants of Latium, and Latin was the name applied to it after the armies of Rome had carried the knowledge of her language far beyond its original boundaries. As the English of to-day is not quite the same as that spoken two or three hundred years ago, so Latin was not always the same at all times, but changed more or less in the course of centuries. The sort of Latin you are going to learn was in use about two thousand years ago. And that period has been selected because the language was then at its best and the greatest works of Roman literature were being produced. This period, because of its supreme excellence, is called the Golden Age of Roman letters.

The Spread of Latin. For some centuries after Rome was founded, the Romans were a feeble and insignificant people, their territory was limited to Latium, and their existence constantly threatened by warlike neighbors. But after the third century before Christ, Rome’s power grew rapidly. She conquered all Italy, then reached out for the lands across the sea and beyond the Alps, and finally ruled over the whole ancient world. The empire thus established lasted for more than four 2 hundred years. The importance of Latin increased with the growth of Roman power, and what had been a dialect spoken by a single tribe became the universal language. Gradually the language changed somewhat, developing differently in different countries. In Italy it has become Italian, in Spain Spanish, and in France French. All these nations, therefore, are speaking a modernized form of Latin.

The Romans and the Greeks. In their career of conquest the Romans came into conflict with the Greeks. The Greeks were inferior to the Romans in military power, but far superior to them in culture. They excelled in art, literature, music, science, and philosophy. Of all these pursuits the Romans were ignorant until contact with Greece revealed to them the value of education and filled them with the thirst for knowledge. And so it came about that while Rome conquered Greece by force of arms, Greece conquered Rome by force of her intellectual superiority and became her schoolmaster. It was soon the established custom for young Romans to go to Athens and to other centers of Greek learning to finish their training, and the knowledge of the Greek language among the educated classes became universal. At the same time many cultured Greeks—poets, artists, orators, and philosophers—flocked to Rome, opened schools, and taught their arts. Indeed, the preëminence of Greek culture became so great that Rome almost lost her ambition to be original, and her writers vied with each other in their efforts to reproduce in Latin what was choicest in Greek literature. As a consequence of all this, the civilization and national life of Rome became largely Grecian, and to Greece she owed her literature and her art.

Rome and the Modern World. After conquering the world, Rome impressed her language, laws, customs of living, and modes of thinking upon the subject nations, and they became Roman; and the world has remained largely Roman ever since. Latin continued to live, and the knowledge of Latin was the only light of learning that burned steadily through the dark ages that followed the downfall of the Roman Empire. Latin was the common language of scholars and remained so even down to the days of Shakespeare. Even yet it is 3 more nearly than any other tongue the universal language of the learned. The life of to-day is much nearer the life of ancient Rome than the lapse of centuries would lead one to suppose. You and I are Romans still in many ways, and if Cæsar and Cicero should appear among us, we should not find them, except for dress and language, much unlike men of to-day.

Latin and English. Do you know that more than half of the words in the English dictionary are Latin, and that you are speaking more or less Latin every day? How has this come about? In the year 1066 William the Conqueror invaded England with an army of Normans. The Normans spoke French—which, you remember, is descended from Latin—and spread their language to a considerable extent over England, and so Norman-French played an important part in the formation of English and forms a large proportion of our vocabulary. Furthermore, great numbers of almost pure Latin words have been brought into English through the writings of scholars, and every new scientific discovery is marked by the addition of new terms of Latin derivation. Hence, while the simpler and commoner words of our mother tongue are Anglo-Saxon, and Anglo-Saxon forms the staple of our colloquial language, yet in the realms of literature, and especially in poetry, words of Latin derivation are very abundant. Also in the learned professions, as in law, medicine, and engineering, a knowledge of Latin is necessary for the successful interpretation of technical and scientific terms.

Why study Latin? The foregoing paragraphs make it clear why Latin forms so important a part of modern education. We have seen that our civilization rests upon that of Greece and Rome, and that we must look to the past if we would understand the present. It is obvious, too, that the knowledge of Latin not only leads to a more exact and effective use of our own language, but that it is of vital importance and of great practical value to any one preparing for a literary or professional career. To this it may be added that the study of Latin throws a flood of light upon the structure of language in general and lays an excellent foundation for all grammatical study. 4 Finally, it has been abundantly proved that there is no more effective means of strengthening the mind than by the earnest pursuit of this branch of learning.

Review Questions. Whence does Latin get its name? Where is Latium? Where is Rome? Was Latin always the same? What sort of Latin are we to study? Describe the growth of Rome’s power and the spread of Latin. What can you say of the origin of Italian, French, and Spanish? How did the ancient Greeks and Romans compare? How did Greece influence Rome? How did Rome influence the world? In what sense are we Romans still? What did Latin have to do with the formation of English? What proportion of English words are of Latin origin, and what kind of words are they? Why should we study Latin?

PART I

THE PRONUNCIATION OF LATIN

THE ALPHABET

1. The Latin alphabet contains the same letters as the English except that it has no w and no j.

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

3. I is used both as a vowel and as a consonant. Before a vowel in the same syllable it has the value of a consonant and is called I consonant.

Thus in Iū-li-us the first i is a consonant, the second a vowel.

SOUNDS OF THE LETTERS1

4. Latin was not pronounced like English. The Romans at the beginning of the Christian era pronounced their language substantially as described below.

5. The vowels have the following sounds:

Note. It is to be observed that there is a decided difference in sound, except in the case of a, between the long and the short vowels. It is not merely a matter of quantity but also of quality.

6. In diphthongs (two-vowel sounds) both vowels are heard in a single syllable.

Note. Give all the vowels and diphthongs their proper sounds and do not slur over them in unaccented syllables, as is done in English.

7. Consonants are pronounced as in English, except that

a. In combinations of consonants give each its distinct sound. Doubled consonants should be pronounced with a slight pause between the two sounds. Thus pronounce tt as in rat-trap, not as in rattle; pp as in hop-pole, not as in upper. Examples, mĭt´-tō, Ăp´pĭ-ŭs, bĕl´-lŭm.

SYLLABLES

8. A Latin word has as many syllables as it has vowels and diphthongs. Thus aes-tā´-tĕ has three syllables, au-dĭ-ĕn´-dŭs has four.

a. Two vowels with a consonant between them never make one syllable, as is so often the case in English. Compare English inside with Latin īn-sī´-dĕ.

9. Words are divided into syllables as follows:

1. A single consonant between two vowels goes with the second. Thus ă-mā´-bĭ-lĭs, mĕ-mŏ´-rĭ-ă, ĭn-tĕ´-rĕ-ā, ă´-bĕst, pĕ-rē´-gĭt.3

2. Combinations of two or more consonants:

a. A consonant followed by l or r goes with the l or r. Thus pū´-blĭ-cŭs, ă´-grī.

Exception. Prepositional compounds of this nature, as also ll and rr, follow rule b. Thus ăb´-lŭ-ō, ăb-rŭm´-pō, ĭl´-lĕ, fĕr´-rŭm.

b. In all other combinations of consonants the first consonant goes with the preceding vowel.4 Thus măg´-nŭs, ĕ-gĕs´-tās, vĭc-tō´-rĭ-ă, hŏs´-pĕs, ăn´-nŭs, sŭ-bāc´-tŭs.

3. The last syllable of a word is called the ul´-ti-ma; the one next to the last, the pe-nult´; the one before the penult, the an´-te-pe-nult´.

8 10. EXERCISE

Divide the words in the following passage into syllables and pronounce them, placing the accent as indicated:

Vā́dĕ ăd fŏrmī́căm, Ō pĭ́gĕr, ĕt cōnsī́dĕrā vĭ́ās ĕ́iŭs ĕt dĭ́scĕ săpĭĕ́ntĭăm: quae cŭm nōn hắbĕăt dŭ́cĕm nĕc praecĕptṓrĕm nĕc prī́ncĭpĕm, pắrăt ĭn aestā́tĕ cĭ́bŭm sĭ́bĭ ĕt cŏ́ngrĕgăt ĭn mĕ́ssĕ quŏd cŏ́mĕdăt.

[Go to the ant, thou sluggard; consider her ways, and be wise: which, having no guide, overseer, or ruler, provideth her meat in the summer and gathereth her food in the harvest.]

QUANTITY

11. The quantity of a vowel or a syllable is the time it takes to pronounce it. Correct pronunciation and accent depend upon the proper observance of quantity.

12. Quantity of Vowels. Vowels are either long (¯) or short (˘). In this book the long vowels are marked. Unmarked vowels are to be considered short.

1. A vowel is short before another vowel or h; as pŏ-ē´-ta, tră´-hō.

2. A vowel is short before nt and nd, before final m or t, and, except in words of one syllable, before final l or r. Thus a´-mănt, a-măn´-dus, a-mā´-băm, a-mā´-băt, a´-ni-măl, a´-mŏr.

3. A vowel is long before nf, ns, nx, and nct. Thus īn´-fe-rō, re´-gēns, sān´-xī, sānc´-tus.

4. Diphthongs are always long, and are not marked.

13. Quantity of Syllables. Syllables are either long or short, and their quantity must be carefully distinguished from that of vowels.

1. A syllable is short,

a. If it ends in a short vowel; as ă´-mō, pĭ´-grĭ.

Note. In final syllables the short vowel may be followed by a final consonant. Thus the word mĕ-mŏ´-rĭ-ăm contains four short syllables. In the first three a short vowel ends the syllable, in the last the short vowel is followed by a final consonant.

9 2. A syllable is long,

a. If it contains a long vowel or a diphthong, as cū´-rō, poe´-nae, aes-tā´-te.

b. If it ends in a consonant which is followed by another consonant, as cor´-pus, mag´-nus.

Note. The vowel in a long syllable may be either long or short, and should be pronounced accordingly. Thus in ter´-ra, in´-ter, the first syllable is long, but the vowel in each case is short and should be given the short sound. In words like saxum the first syllable is long because x has the value of two consonants (cs or gs).

3. In determining quantity h is not counted a consonant.

Note. Give about twice as much time to the long syllables as to the short ones. It takes about as long to pronounce a short vowel plus a consonant as it does to pronounce a long vowel or a diphthong, and so these quantities are considered equally long. For example, it takes about as long to say cŭr´-rō as it does cū´-rō, and so each of these first syllables is long. Compare mŏl´-lis and mō´-lis, ā-mĭs´-sī and ā-mi´-sī.

ACCENT

14. Words of two syllables are accented on the first, as mēn´-sa, Cae´-sar.

15. Words of more than two syllables are accented on the penult if the penult is long. If the penult is short, accent the antepenult. Thus mo-nē´-mus, re´-gi-tur, a-gri´-co-la, a-man´-dus.

Note. Observe that the position of the accent is determined by the length of the syllable and not by the length of the vowel in the syllable. (Cf. § 13. 2, Note.)

16. Certain little words called enclit´ics5 which have no separate existence, are added to and pronounced with a preceding word. The most common are -que, and; -ve, or; and -ne, the question sign. The syllable before an enclitic takes the accent, regardless of its quantity. Thus populus´que, dea´que, rēgna´ve, audit´ne.

HOW TO READ LATIN

17. To read Latin well is not so difficult, if you begin right. Correct habits of reading should be formed now. Notice the quantities carefully, especially the quantity of the penult, to insure your getting the accent on the right syllable. (Cf. § 15.) Give every vowel its proper sound and every syllable its proper length. Then bear in mind that we should read Latin as we read English, in phrases rather than in separate words. Group together words that are closely connected in thought. No good reader halts at the end of each word.

18. Read the stanzas of the following poem by Longfellow, one at a time, first the English and then the Latin version. The syllables inclosed in parentheses are to be slurred or omitted to secure smoothness of meter.

EXCELSIOR [HIGHER]! 6

PART II

WORDS AND FORMS

LESSON I

FIRST PRINCIPLES

19. Subject and Predicate. 1. Latin, like English, expresses thoughts by means of sentences. A sentence is a combination of words that expresses a thought, and in its simplest form is the statement of a single fact. Thus,

In each of these sentences there are two parts:

2. The subject is that person, place, or thing about which something is said, and is therefore a noun or some word which can serve the same purpose.

a. Pronouns, as their name implies (pro, “instead of,” and noun), often take the place of nouns, usually to save repeating the same noun, as, Galba is a farmer; he is a sturdy fellow.

3. The predicate is that which is said about the subject, and consists of a verb with or without modifiers.

a. A verb is a word which asserts something (usually an act) concerning a person, place, or thing.

13 20. The Object. In the two sentences, The boy hit the ball and The ball hit the boy, the same words are used, but the meaning is different, and depends upon the order of the words. The doer of the act, that about which something is said, is, as we have seen above, the subject. That to which something is done is the direct object of the verb. The boy hit the ball is therefore analyzed as follows:

a. A verb whose action passes over to the object directly, as in the sentence above, is called a transitive verb. A verb which does not admit of a direct object is called intransitive, as, I walk, he comes.

21. The Copula. The verb to be in its different forms—are, is, was, etc.—does not tell us anything about the subject; neither does it govern an object. It simply connects the subject with the word or words in the predicate that possess a distinct meaning. Hence it is called the copula, that is, the joiner or link.

22. In the following sentences pronounce the Latin and name the nouns, verbs, subjects, objects, predicates, copulas:

a. The sentences above show that Latin does not express some words which are necessary in English. First of all, Latin has no article the or a; thus agricola may mean the farmer, a farmer, or simply farmer. Then, too, the personal pronouns, I, you, he, she, etc., and the possessive pronouns, my, your, his, her, etc., are not expressed if the meaning of the sentence is clear without them.

LESSON II

FIRST PRINCIPLES (Continued)

23. Inflection. Words may change their forms to indicate some change in sense or use, as, is, are; was, were; who, whose, whom; farmer, farmer’s; woman, women. This is called inflection. The inflection of a noun, adjective, or pronoun is called its declension, that of a verb its conjugation.

24. Number. Latin, like English, has two numbers, singular and plural. In English we usually form the plural by adding -s or -es to the singular. So Latin changes the singular to the plural by changing the ending of the word. Compare

25. Rule. Nouns that end in -a in the singular end in -ae in the plural.

26. Learn the following nouns so that you can give the English for the Latin or the Latin for the English. Write the plural of each.

27. Compare again the sentences

In the first sentence the verb pugna-t is in the third person singular, in the second sentence pugna-nt is in the third person plural.

15 28. Rule. Agreement of Verb. A finite verb must always be in the same person and number as its subject.

29. Rule. In the conjugation of the Latin verb the third person singular active ends in -t, the third person plural in -nt. The endings which show the person and number of the verb are called personal endings.

30. Learn the following verbs and write the plural of each. The personal pronouns he, she, it, etc., which are necessary in the inflection of the English verb, are not needed in the Latin, because the personal endings take their place. Of course, if the verb’s subject is expressed we do not translate the personal ending by a pronoun; thus nauta pugnat is translated the sailor fights, not the sailor he fights.

31. EXERCISES

I. 1. The daughter loves, the daughters love. 2. The sailor is carrying, the sailors carry. 3. The farmer does labor, the farmers labor. 4. The girl is announcing, the girls do announce. 5. The ladies are carrying, the lady carries.

II. 1. Nauta pugnat, nautae pugnant. 2. Puella amat, puellae amant. 3. Agricola portat, agricolae portant. 4. Fīlia labōrat, fīliae labōrant. 5. Nauta nūntiat, nautae nūntiant. 6. Dominae amant, domina amat.

DOMINA

LESSON III

FIRST PRINCIPLES (Continued)

32. Declension of Nouns. We learned above (§§ 19, 20) the difference between the subject and object, and that in English they may be distinguished by the order of the words. Sometimes, however, the order is such that we are left in doubt. For example, the sentence The lady her daughter loves might mean either that the lady loves her daughter, or that the daughter loves the lady.

1. If the sentence were in Latin, no doubt could arise, because the subject and the object are distinguished, not by the order of the words, but by the endings of the words themselves. Compare the following sentences:

a. Observe that in each case the subject of the sentence ends in -a and the object in -am. The form of the noun shows how it is used in the sentence, and the order of the words has no effect on the essential meaning.

2. As stated above (§ 23), this change of ending is called declension, and each different ending produces what is called a case. When we decline a noun, we give all its different cases, or changes of endings. In English we have three cases,—nominative, possessive, and objective; but, in nouns, the nominative and objective have the same form, and only the possessive case shows a change of ending, by adding ’s or the apostrophe. The interrogative pronoun, however, has the fuller declension, who? whose? whom?

17 33. The following table shows a comparison between English and Latin declension forms, and should be thoroughly memorized:

When the nominative singular of a noun ends in -a, observe that

a. The nominative plural ends in -ae.

b. The genitive singular ends in -ae and the genitive plural in -ārum.

c. The accusative singular ends in -am and the accusative plural in -ās.

d. The genitive singular and the nominative plural have the same ending.

34. EXERCISE

Pronounce the following words and give their general meaning. Then give the number and case, and the use of each form. Where the same form stands for more than one case, give all the possible cases and uses.

1. Silva, silvās, silvam. 2. Fugam, fugae, fuga. 3. Terrārum, terrae, terrās. 4. Aquās, causam, lūnās. 5. Fīliae, fortūnae, lūnae. 6. Iniūriās, agricolārum, aquārum. 7. Iniūriārum, agricolae, puellās. 8. Nautam, agricolās, nautās. 9. Agricolam, puellam, silvārum.

LESSON IV

FIRST PRINCIPLES (Continued)

35. We learned from the table (§ 33) that the Latin nominative, genitive, and accusative correspond, in general, to the nominative, possessive, and objective in English, and that they are used in the same way. This will be made even clearer by the following sentence:

Fīlia agricolae nautam amat,
the farmer’s daughter (or the daughter of the farmer) loves the sailor

What is the subject? the direct object? What case is used for the subject? for the direct object? What word denotes the possessor? In what case is it?

36. Rule. Nominative Subject. The subject of a finite verb is in the Nominative and answers the question Who? or What?

37. Rule. Accusative Object. The direct object of a transitive verb is in the Accusative and answers the question Whom? or What?

38. Rule. Genitive of the Possessor. The word denoting the owner or possessor of something is in the Genitive and answers the question Whose?

DIANA SAGITTAS PORTAT ET FERAS NECAT

19 39. EXERCISES

First learn the special vocabulary, p. 283.

I. 1. Diāna est dea. 2. Lātōna est dea. 3. Diāna et Lātōna sunt deae. 4. Diāna est dea lūnae. 5. Diāna est fīlia Lātōnae. 6. Lātōna Diānam amat. 7. Diāna est dea silvārum. 8. Diāna silvam amat. 9. Diāna sagittās portat. 10. Diāna ferās silvae necat. 11. Ferae terrārum pugnant.

For the order of words imitate the Latin above.

II. 1. The daughter of Latona does love the forests. 2. Latona’s daughter carries arrows. 3. The farmers’ daughters do labor. 4. The farmer’s daughter loves the waters of the forest. 5. The sailor is announcing the girls’ flight. 6. The girls announce the sailors’ wrongs. 7. The farmer’s daughter labors. 8. Diana’s arrows are killing the wild beasts of the land.

40. CONVERSATION

Translate the questions and answer them in Latin. The answers may be found in the exercises preceding.

1. Quis est Diāna?
2. Cuius fīlia est Diāna?
3. Quis Diānam amat?
4. Quis silvam amat?
5. Quis sagittās portat?
6. Cuius fīliae labōrant?

LESSON V

FIRST PRINCIPLES (Continued)

41. The Dative Case. In addition to the relationships between words expressed by the nominative, genitive (possessive), and accusative (objective) cases, there are other relationships, to express which in English we use such words as from, with, by, to, for, in, at.1

Latin, too, makes frequent use of such prepositions; but often it expresses these relations without them by means of case forms which 20 English does not possess. One of the cases found in the Latin declension and lacking in English is called the dative.

42. When the nominative singular ends in -a, the dative singular ends in -ae and the dative plural in -īs.

Note. Observe that the genitive singular, the dative singular, and the nominative plural all have the same ending, -ae; but the uses of the three cases are entirely different. The general meaning of the sentence usually makes clear which case is intended.

a. Form the dative singular and plural of the following nouns: fuga, causa, fortūna, terra, aqua, puella, agricola, nauta, domina.

43. The Dative Relation. The dative case is used to express the relations conveyed in English by the prepositions to, towards, for.

These prepositions are often used in English in expressions of motion, such as She went to town, He ran towards the horse, Columbus sailed for America. In such cases the dative is not used in Latin, as motion through space is foreign to the dative relation. But the dative is used to denote that to or towards which a benefit, injury, purpose, feeling, or quality is directed, or that for which something serves or exists.

a. What dative relations do you discover in the following?

The teacher gave a prize to John because he replied so promptly to all her questions—a good example for the rest of us. It is a pleasure to us to hear him recite. Latin is easy for him, but it is very hard for me. Some are fitted for one thing and others for another.

44. The Indirect Object. Examine the sentence

Nauta fugam nūntiat, the sailor announces the flight

Here the verb, nūntiat, governs the direct object, fugam, in the accusative case. If, however, we wish to mention the persons to whom the sailor announces the flight, as, The sailor announces the flight to the farmers, the verb will have two objects:

According to the preceding section, to the farmers is a relation covered by the dative case, and we are prepared for the following rule:

21 45. Rule. Dative Indirect Object. The indirect object of a verb is in the Dative.

a. The indirect object usually stands before the direct object.

46. We may now complete the translation of the sentence The sailor announces the flight to the farmers, and we have

Nauta agricolīs fugam nūntiat

47. EXERCISES

First learn the special vocabulary, p. 283.

Point out the direct and indirect objects and the genitive of the possessor.

I. 1. Quis nautīs pecūniam dat? 2. Fīliae agricolae nautīs pecūniam dant. 3. Quis fortūnam pugnae nūntiat? 4. Galba agricolīs fortunam pugnae nūntiat. 5. Cui domina fābulam nārrat? 6. Fīliae agricolae domina fābulam nārrat. 7. Quis Diānae corōnam dat? 8. Puella Diānae corōnam dat quia Diānam amat. 9. Dea lūnae sagittās portat et ferās silvārum necat. 10. Cuius victōriam Galba nūntiat? 11. Nautae victōriam Galba nūntiat.

Imitate the word order of the preceding exercise.

II. 1. To whom do the girls give a wreath? 2. The girls give a wreath to Julia, because Julia loves wreaths. 3. The sailors tell the ladies2 a story, because the ladies love stories. 4. The farmer gives his (§ 22. a) daughter water. 5. Galba announces the cause of the battle to the sailor. 6. The goddess of the moon loves the waters of the forest. 7. Whose wreath is Latona carrying? Diana’s.

LESSON VI

FIRST PRINCIPLES (Continued)

48. The Ablative Case. Another case, lacking in English but found in the fuller Latin declension, is the ab´la-tive.

49. When the nominative singular ends in -a, the ablative singular ends in -ā and the ablative plural in -īs.

a. Observe that the final -ă of the nominative is short, while the final -ā of the ablative is long, as,

b. Observe that the ablative plural is like the dative plural.

c. Form the ablative singular and plural of the following nouns: fuga, causa, fortūna, terra, aqua, puella, agricola, nauta, domina.

50. The Ablative Relation. The ablative case is used to express the relations conveyed in English by the prepositions from, with, by, at, in. It denotes

1. That from which something is separated, from which it starts, or of which it is deprived—generally translated by from.

2. That with which something is associated or by means of which it is done—translated by with or by.

3. The place where or the time when something happens—translated by in or at.

a. What ablative relations do you discover in the following?

In our class there are twenty boys and girls. Daily at eight o’clock they come from home with their books, and while they are at school they study Latin with great zeal. In a short time they will be able to read with ease the books written by the Romans. By patience and perseverance all things in this world can be overcome.

51. Prepositions. While, as stated above (§ 41), many relations expressed in English by prepositions are in Latin expressed by case forms, still prepositions are of frequent occurrence, but only with the accusative or ablative.

23 52. Rule. Object of a Preposition. A noun governed by a preposition must be in the Accusative or Ablative case.

53. Prepositions denoting the ablative relations from, with, in, on, are naturally followed by the ablative case. Among these are

1. Translate into Latin, using prepositions. In the water, on the land, down from the forest, with the fortune, out of the forests, from the victory, out of the waters, with the sailors, down from the moon.

54. Adjectives. Examine the sentence

Puella parva bonam deam amat, the little girl loves the good goddess

In this sentence parva (little) and bonam (good) are not nouns, but are descriptive words expressing quality. Such words are called adjectives,2 and they are said to belong to the noun which they describe.

You can tell by its ending to which noun an adjective belongs. The ending of parva shows that it belongs to puella, and the ending of bonam that it belongs to deam. Words that belong together are said to agree, and the belonging-together is called agreement. Observe that the adjective and its noun agree in number and case.

55. Examine the sentences

In the first sentence the adjective parva is separated from its noun by the verb and stands in the predicate. It is therefore called a predicate adjective. In the second sentence the adjectives parva and 24 bonam are closely attached to the nouns puella and deam respectively, and are called attributive adjectives.

a. Pick out the attributive and the predicate adjectives in the following:

Do you think Latin is hard? Hard studies make strong brains. Lazy students dislike hard studies. We are not lazy.

56. DIALOGUE

Julia and Galba

First learn the special vocabulary, p. 283.

I. Quis, Galba, est Diāna?
G. Diāna, Iūlia, est pulchra dea lūnae et silvārum.
I. Cuius fīlia, Galba, est Diāna?
G. Lātōnae fīlia, Iūlia, est Diāna.
I. Quid Diāna portat?
G. Sagittās Diāna portat.
I. Cūr Diāna sagittās portat?
G. Diāna sagittās portat, Iūlia, quod malās ferās silvae magnae necat.
I. Amatne Lātōna fīliam?
G. Amat, et fīlia Lātōnam amat.
I. Quid fīlia tua parva portat?
G. Corōnās pulchrās fīlia mea parva portat.
I. Cui fīlia tua corōnās pulchrās dat?
G. Diānae corōnās dat.
I. Quis est cum fīliā tuā? Estne sōla?
G. Sōla nōn est; fīlia mea parva est cum ancillā meā.

a. When a person is called or addressed, the case used is called the voc´ative (Latin vocāre, “to call”). In form the vocative is regularly like the nominative. In English the name of the person addressed usually stands first in the sentence. The Latin vocative rarely stands first. Point out five examples of the vocative in this dialogue.

b. Observe that questions answered by yes or no in English are answered in Latin by repeating the verb. Thus, if you wished to answer in Latin the question Is the sailor fighting? Pugnatne nauta? you would say Pugnat, he is fighting, or Nōn pugnat, he is not fighting.

LESSON VII

THE FIRST OR Ā-DECLENSION

57. In the preceding lessons we have now gone over all the cases, singular and plural, of nouns whose nominative singular ends in -a. All Latin nouns whose nominative singular ends in -a belong to the First Declension. It is also called the Ā-Declension because of the prominent part which the vowel a plays in the formation of the cases. We have also learned what relations are expressed by each case. These results are summarized in the following table:

58. The Base. That part of a word which remains unchanged in inflection and to which the terminations are added is called the base.

Thus, in the declension above, domin- is the base and -a is the termination of the nominative singular.

26 59. Write the declension of the following nouns, separating the base from the termination by a hyphen. Also give them orally.

pugna, terra, lūna, ancil´la, corō´na, īn´sula, silva

60. Gender. In English, names of living beings are either masculine or feminine, and names of things without life are neuter. This is called natural gender. Yet in English there are some names of things to which we refer as if they were feminine; as, “Have you seen my yacht? She is a beauty.” And there are some names of living beings to which we refer as if they were neuter; as, “Is the baby here? No, the nurse has taken it home.” Some words, then, have a gender quite apart from sex or real gender, and this is called grammatical gender.

Latin, like English, has three genders. Names of males are usually masculine and of females feminine, but names of things have grammatical gender and may be either masculine, feminine, or neuter. Thus we have in Latin the three words, lapis, a stone; rūpēs, a cliff; and saxum, a rock. Lapis is masculine, rūpēs feminine, and saxum neuter. The gender can usually be determined by the ending of the word, and must always be learned, for without knowing the gender it is impossible to write correct Latin.

61. Gender of First-Declension Nouns. Nouns of the first declension are feminine unless they denote males. Thus silva is feminine, but nauta, sailor, and agricola, farmer, are masculine.

62. EXERCISES

First learn the special vocabulary, p. 284.

I. 1. Agricola cum fīliā in casā habitat. 2. Bona fīlia agricolae cēnam parat. 3. Cēna est grāta agricolae1 et agricola bonam fīliam laudat. 4. Deinde fīlia agricolae gallīnās ad cēnam vocat. 5. Gallīnae fīliam agricolae amant. 6. Malae fīliae bonās cēnās nōn parant. 7. Fīlia agricolae est grāta dominae. 8. Domina in īnsulā magnā habitat. 9. Domina bonae puellae parvae pecūniam dat.

27 II. 1. Where does the farmer live? 2. The farmer lives in the small cottage. 3. Who lives with the farmer? 4. (His) little daughter lives with the farmer. 5. (His) daughter is getting (parat) a good dinner for the farmer. 6. The farmer praises the good dinner. 7. The daughter’s good dinner is pleasing to the farmer.

What Latin words are suggested by this picture?

63. CONVERSATION

Answer the questions in Latin.

1. Quis cum agricolā in casā habitat?
2. Quid bona fīlia agricolae parat?
3. Quem agricola laudat?
4. Vocatne fīlia agricolae gallīnās ad cēnam?
5. Cuius fīlia est grāta dominae?
6. Cui domina pecūniam dat?

LESSON VIII

FIRST DECLENSION (Continued)

64. We have for some time now been using adjectives and nouns together and you have noticed an agreement between them in case and in number (§ 54). They agree also in gender. In the phrase silva magna, we have a feminine adjective in -a agreeing with a feminine noun in -a.

65. Rule. Agreement of Adjectives. Adjectives agree with their nouns in gender, number, and case.

66. Feminine adjectives in -a are declined like feminine nouns in -a, and you should learn to decline them together as follows:

a. In the same way decline together puella mala, the bad girl; ancil´la parva, the little maid; fortū´na magna, great fortune.

67. The words dea, goddess, and fīlia, daughter, take the ending -ābus instead of -īs in the dative and ablative plural. Note the dative and ablative plural in the following declension:

a. In the same way decline together fīlīa parva.

68. Latin Word Order. The order of words in English and in Latin sentences is not the same.

In English we arrange words in a fairly fixed order. Thus, in the sentence My daughter is getting dinner for the farmers, we cannot alter the order of the words without spoiling the sentence. We can, however, throw emphasis on different words by speaking them with more force. Try the effect of reading the sentence by putting special force on my, daughter, dinner, farmers.

In Latin, where the office of the word in the sentence is shown by its ending (cf. § 32. 1), and not by its position, the order of words is more free, and position is used to secure the same effect that in English is secured by emphasis of voice. To a limited extent we can alter the order of words in English, too, for the same purpose. Compare the sentences

1. In a Latin sentence the most emphatic place is the first; next in importance is the last; the weakest point is the middle. Generally the subject is the most important word, and is placed first; usually the verb is the next in importance, and is placed last. The other words of the sentence stand between these two in the order of their importance. Hence the normal order of words—that is, where no unusual emphasis is expressed—is as follows:

subject—modifiers of the subject—indirect object—direct object—adverb—verb

Changes from the normal order are frequent, and are due to the desire for throwing emphasis upon some word or phrase. Notice the order of the 30 Latin words when you are translating, and imitate it when you are turning English into Latin.

2. Possessive pronouns and modifying genitives normally stand after their nouns. When placed before their nouns they are emphatic, as fīlia mea, my daughter; mea fīlia, my daughter; casa Galbae, Galba’s cottage; Galbae casa, Galba’s cottage.

Notice the variety of emphasis produced by writing the following sentence in different ways:

3. An adjective placed before its noun is more emphatic than when it follows. When great emphasis is desired, the adjective is separated from its noun by other words.

4. Interrogative words usually stand first, the same as in English.

5. The copula (as est, sunt) is of so little importance that it frequently does not stand last, but may be placed wherever it sounds well.

69. EXERCISE

First learn the special vocabulary, p. 284.

Note the order of the words in these sentences and pick out those that are emphatic.

1. Longae nōn sunt tuae viae. 2. Suntne tubae novae in meā casā? Nōn sunt. 3. Quis lātā in silvā habitat? Diāna, lūnae clārae pulchra dea, lātā in silvā habitat. 4. Nautae altās et lātās amant aquās. 5. Quid ancilla tua portat? Ancilla mea tubam novam portat. 6. Ubi sunt Lesbia et Iūlia? In tuā casa est Lesbia et Iūlia est in meā. 7. Estne Italia lāta terra? Longa est Italia, nōn lāta. 8. Cui Galba agricola fābulam novam nārrat? Fīliābus dominae clārae fābulam novam nārrat. 9. Clāra est īnsula Sicilia. 10. Quem laudat Lātōna? Lātōna laudat fīliam.

First Review of Vocabulary and Grammar, §§ 502-505

LESSON IX

THE SECOND OR O-DECLENSION

70. Latin nouns are divided into five declensions.

The declension to which a noun belongs is shown by the ending of the genitive singular. This should always be learned along with the nominative and the gender.

71. The nominative singular of nouns of the Second or O-Declension ends in -us, -er, -ir, or -um. The genitive singular ends in -ī.

72. Gender. Nouns in -um are neuter. The others are regularly masculine.

73. Declension of nouns in -us and -um. Masculines in -us and neuters in -um are declined as follows:

a. Observe that the masculines and the neuters have the same terminations excepting in the nominative singular and the nominative and accusative plural.

b. The vocative singular of words of the second declension in -us ends in -ĕ, as domine, O master; serve, O slave. This is the most important exception to the rule in § 56. a.

74. Write side by side the declension of domina, dominus, and pīlum. A comparison of the forms will lead to the following rules, which are of great importance because they apply to all five declensions:

a. The vocative, with a single exception (see § 73. b), is like the nominative. That is, the vocative singular is like the nominative singular, and the vocative plural is like the nominative plural.

b. The nominative, accusative, and vocative of neuter nouns are alike, and in the plural end in -a.

c. The accusative singular of masculines and feminines ends in -m and the accusative plural in -s.

d. The dative and ablative plural are always alike.

e. Final -i and -o are always long; final -a is short, except in the ablative singular of the first declension.

75. Observe the sentences

We have learned (§ 55) that bona, when used, as here, in the predicate to describe the subject, is called a predicate adjective. Similarly a noun, as ancilla, used in the predicate to define the subject is called a predicate noun.

76. Rule. Predicate Noun. A predicate noun agrees in case with the subject of the verb.

PILA

33 77. DIALOGUE

LEGATUS CUM PILO ET TUBA

Galba and Marcus

First learn the special vocabulary, p. 285.

G. Quis, Mārce, est lēgātus cum pīlō et tubā?
M. Lēgātus, Galba, est Sextus.
G. Ubi Sextus habitat?2
M. In oppidō Sextus cum fīliābus habitat.
G. Amantne oppidānī Sextum?
M. Amant oppidānī Sextum et laudant, quod magnā cum cōnstantiā pugnat.
G. Ubi, Mārce, est ancilla tua? Cūr nōn cēnam parat?
M. Ancilla mea, Galba, equō lēgātī aquam et frūmentum dat.
G. Cūr nōn servus Sextī equum dominī cūrat?
M. Sextus et servus ad mūrum oppidī properant. Oppidānī bellum parant.3

34 78. CONVERSATION

Translate the questions and answer them in Latin.

1. Ubi fīliae Sextī habitant?
2. Quem oppidānī amant et laudant?
3. Quid ancilla equō lēgātī dat?
4. Cuius equum ancilla cūrat?
5. Quis ad mūrum cum Sextō properat?
6. Quid oppidānī parant?

LESSON X

SECOND DECLENSION (Continued)

79. We have been freely using feminine adjectives, like bona, in agreement with feminine nouns of the first declension and declined like them. Masculine adjectives of this class are declined like dominus, and neuters like pīlum. The adjective and noun, masculine and neuter, are therefore declined as follows:

35 Decline together bellum longum, equus parvus, servus malus, mūrus altus, frūmentum novum.

80. Observe the sentences

In these sentences ancilla, ancillae, and ancillam denote the class of persons to which Lesbia belongs and explain who she is. Nouns so related that the second is only another name for the first and explains it are said to be in apposition, and are always in the same case.

81. Rule. Apposition. An appositive agrees in case with the noun which it explains.

82. EXERCISES

First learn the special vocabulary, p. 285.

I. 1. Patria servī bonī, vīcus servōrum bonōrum, bone popule. 2. Populus oppidī magnī, in oppidō magnō, in oppidīs magnīs. 3. Cum pīlīs longīs, ad pīla longa, ad mūrōs lātōs. 4. Lēgāte male, amīcī legātī malī, cēna grāta dominō bonō. 5. Frūmentum equōrum parvōrum, domine bone, ad lēgātōs clārōs. 6. Rhēnus est in Germāniā, patriā meā. 7. Sextus lēgātus pīlum longum portat. 8. Oppidānī bonī Sextō lēgātō clārā pecūniam dant. 9. Malī servī equum bonum Mārcī dominī necant. 10. Galba agricola et Iūlia fīlia bona labōrant. 11. Mārcus nauta in īnsulā Siciliā habitat.

II. 1. Wicked slave, who is your friend? Why does he not praise Galba, your master? 2. My friend is from (ex) a village of Germany, my fatherland. 3. My friend does not love the people of Italy. 4. Who is caring for1 the good horse of Galba, the farmer? 5. Mark, where is Lesbia, the maidservant? 6. She is hastening1 to the little cottage2 of Julia, the farmer’s daughter.

LESSON XI

ADJECTIVES OF THE FIRST AND SECOND DECLENSIONS

83. Adjectives of the first and second declensions are declined in the three genders as follows:

a. Write the declension and give it orally across the page, thus giving the three genders for each case.

b. Decline grātus, -a, -um; malus, -a, -um; altus, -a, -um; parvus, -a, -um.

84. Thus far the adjectives have had the same terminations as the nouns. However, the agreement between the adjective and its noun does not mean that they must have the same termination. If the adjective and the noun belong to different declensions, the terminations will, in many cases, not be the same. For example, nauta, sailor, is masculine and belongs to the first declension. The masculine form of the adjective bonus is of the second declension. Consequently, a good sailor is nauta bonus. So, the wicked farmer is agricola malus. Learn the following declensions:

37 85. nauta bonus (bases naut- bon-), m., the good sailor

86. EXERCISES

First learn the special vocabulary, p. 285.

I. 1. Est1 in vīcō nauta bonus. 2. Sextus est amīcus nautae bonī. 3. Sextus nautae bonō galeam dat. 4. Populus Rōmānus nautam bonum laudat. 5. Sextus cum nautā bonō praedam portat. 6. Ubi, nauta bone, sunt anna et tēla lēgātī Rōmānī? 7. Nautae bonī ad bellum properant. 8. Fāma nautārum bonōrum est clāra. 9. Pugnae sunt grātae nautīs bonīs. 10. Oppidānī nautās bonōs cūrant. 11. Cūr, nautae bonī, malī agricolae ad Rhēnum properant? 12. Malī agricolae cum bonīs nautīs pugnant.

II. 1. The wicked farmer is hastening to the village with (his) booty. 2. The reputation of the wicked farmer is not good. 3. Why does Galba’s daughter give arms and weapons to the wicked farmer? 4. Lesbia invites the good sailor to dinner. 5. Why is Lesbia with the good sailor hastening from the cottage? 6. Sextus, where is my helmet? 7. The good sailors are hastening to the toilsome battle. 8. The horses of the wicked farmers are small. 9. The Roman people give money to the good sailors. 10. Friends care for the good sailors. 11. Whose friends are fighting with the wicked farmers?

GALEAE

LESSON XII

NOUNS IN -IUS AND -IUM

87. Nouns of the second declension in -ius and -ium end in -ī in the genitive singular, not in -iī, and the accent rests on the penult; as, fīlī from fīlius (son), praesi´dī from praesi´dium (garrison).

88. Proper names of persons in -ius, and fīlius, end in -ī in the vocative singular, not in -ĕ, and the accent rests on the penult; as, Vergi´lī, O Vergil; fīlī, O son.

a. Observe that in these words the vocative and the genitive are alike.

89. praesidium (base praesidi-), n., garrison fīlius (base fīli-), m., son

The plural is regular. Note that the -i- of the base is lost only in the genitive singular, and in the vocative of words like fīlius.

Decline together praesidium parvum; fīlius bonus; fluvius longus, the long river; proelium clārum, the famous battle.

90. EXERCISES

First learn the special vocabulary, p. 285.

I. 1. Frūmentum bonae terrae, gladī malī, bellī longī. 2. Cōnstantia magna, praesidia magna, clāre Vergi´lī. 3. Male serve, Ō clārum oppidum, male fīlī, fīliī malī, fīlī malī. 4. Fluvī longī, fluviī longī, fluviōrum longōrum, fāma praesi´dī magnī. 5. Cum gladiīs parvīs, cum deābus clārīs, ad nautās clārōs. 6. Multōrum proeliōrum, praedae magnae, ad proelia dūra.

Germānia

II. Germānia, patria Germānōrum, est clāra terra. In Germāniā sunt fluviī multī. Rhēnus magnus et lātus fluvius Germāniae est. In silvīs lātīs Germāniae sunt ferae multae. Multi Germānii in oppidīs magnis et in vīcīs parvīs habitant et multī sunt agricolae bonī. Bella Germānōrum sunt magna et clāra. Populus Germāniae bellum et proelia amat et saepe cum finitimīs pugnat. Fluvius Rhēnus est fīnitimus oppidīs1 multīs et clārīs.

LESSON XIII

SECOND DECLENSION (Continued)

91. Declension of Nouns in -er and -ir. In early Latin all the masculine nouns of the second declension ended in -os. This -os later became -us in words like servus, and was dropped entirely in words with bases ending in -r, like puer, boy; ager, field; and vir, man. These words are therefore declined as follows:

92. puer, m., boy ager, m., field vir, m., man

40 a. The vocative case of these words is like the nominative, following the general rule (§ 74. a).

b. The declension differs from that of servus only in the nominative and vocative singular.

c. Note that in puer the e remains all the way through, while in ager it is present only in the nominative. In puer the e belongs to the base, but in ager (base agr-) it does not, and was inserted in the nominative to make it easier to pronounce. Most words in -er are declined like ager. The genitive shows whether you are to follow puer or ager.

93. Masculine adjectives in -er of the second declension are declined like nouns in -er. A few of them are declined like puer, but most of them like ager. The feminine and neuter nominatives show which form to follow, thus,

For the full declension in the three genders, see § 469. b. c.

94. Decline together the words vir līber, terra lībera, frūmentum līberum, puer pulcher, puella pulchra, oppidum pulchrum

95. Italia1

First learn the special vocabulary, p. 286.

Magna est Italiae fāma, patriae Rōmānōrum, et clāra est Rōma, domina orbis terrārum.2 Tiberim,3 fluvium Rōmānum, quis nōn laudat et pulchrōs fluviō fīnitimōs agrōs? Altōs mūrōs, longa et dūra bella, clārās victōriās quis nōn laudat? Pulchra est terra Italia. Agrī bonī agricolīs praemia dant magna, et equī agricolārum cōpiam frūmentī ad oppida et vīcōs portant. In agrīs populī Rōmānī labōrant multī servī. Viae Italiae sunt longae et lātae. Fīnitima Italiae est īnsula Sicilia.

41 96. DIALOGUE

Marcus and Cornelius

LEGIONARIUS

C. Ubi est, Mārce, fīlius tuus? Estne in pulchrā terrā Italiā?
M. Nōn est, Cornēlī, in Italiā. Ad fluvium Rhēnum properat cum cōpiīs Rōmānīs quia est4 fāma Novī bellī cum Germānīs. Līber Germāniae populus Rōmānōs Nōn amat.
C. Estne fīlius tuus copiārum Rōmānārum lēgātus?
M. Lēgātus nōn est, sed est apud legiōnāriōs.
C. Quae5 arma portat6?
M. Scūtum magnum et lōrīcam dūram et galeam pulchram portat.
C. Quae tēla portat?
M. Gladium et pīlum longum portat.
C. Amatne lēgātus fīlium tuum?
M. Amat, et saepe fīliō meō praemia pulchra et praedam multam dat.
C. Ubi est terra Germānōrum?
M. Terra Germānōrum, Cornēlī est fīnitima Rhēnō, fluviō magnō et altō.

LESSON XIV

THE POSSESSIVE ADJECTIVE PRONOUNS

97. Observe the sentences