araldo de luca/corbis - winston-salem/forsyth county schools · araldo de luca/corbis ......

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Unit Objectives• To learn the present and future active

tenses and present imperatives of thesecond conjugation

• To learn the present tense of thelinking verb sum

• To learn the perfect active tense ofthe first and second conjugations

• To learn second declension nounsand adjectives ending in -r, neuternouns and adjectives ending in -um;the use of the vocative case, ablativeof place from which construction,and the accusative of place to whichconstruction

• To learn about daily life and classsociety in ancient Rome

83

Street musicians in actors’ masks play theirinstruments: double flute, finger cymbals,and tambourine. The smaller person at theleft may be playing a stringed instrument.Notice how tiles of a darker color havebeen used to create shadows. This mosaicfrom the Villa of Cicero in Pompeii is nowin the National Museum in Naples.

Lingua Rßm¤nßrum Lat¬na erat. Lingua patriae nostrae1 nßn Lat¬na est,sed Anglica2. Lingu¤ Lat¬n¤ scientiam3 linguae nostrae aug±mus. LinguaLat¬na pr¬mß4 nßb¬s5 nova erat, sed nunc nßn terret. Discipl¬na nßs6 nßn terret, quod magistrum7 bonum hab±mus. Linguam Lat¬nam semper inmemori¤ hab±bimus.

In Britanni¤, in Itali¤, in Galli¤, in Americ¬s, in mult¬s terr¬s et prßvinci¬smult¬ magistr¬ linguam Lat¬nam nunc docent et semper doc±bunt. In patri¤nostr¤ lingua Lat¬na f¤mam magnam habet. Magistr¬ magnum numerum discipulßrum8 docent. Discipl¬na semper scientiam nostram aug±bit. Magistr¬nßs prob¤bunt, s¬9 c¥ram hab±bimus. Patria nßs prob¤bit et laud¤bit, s¬ scientiam et f¤mam bonam par¤bimus.

84 U N I T I i i R O M A N s a t h o m e a n d a b r o a d

L e s s o n X

Lingua Lat¬na

Lesson

Objectives

• To learn the presentand future tenses of thesecond conjugation

• To learn the Latin origins of Englishderivatives

Part of a handsome inscriptionof A.D. 17, in the market ofLepcis Magna, Libya, on anarch dedicated by the governor,Gaius Vibius Marsus, to theRoman empress as AugustaHealth-Giver. AVGVSTA[SALVTARIS] [C. VI] BIVS MARSVSP[RO CONSVL (governor)...]AFRICAE DEDICAVIT. R

oger

Woo

d/C

OR

BIS

1 our2 English3 knowledge4 at first5 to us (dat.)6 us (acc.)7 teacher (If the teacher is a woman,

read magistram bonam instead.)8 pupils (The form discipul¤rum

may also be needed if the class isall or mostly girls.)

9 if

5

10

Questions1. By what means (how) can we increase our knowledge of English?2. How did Latin appear to us at first?3. Where is Latin taught?4. Do many students study Latin? 5. Do you agree that the study of Latin helps your knowledge of English

and the Romance languages? Count the number of different Latin wordsin this passage from which an English word is derived.

6. When will our teachers approve of us?7. When will our country praise our accomplishments?

Nouns

discipl¬ńa, -ae f. training, instruction (discipline)lin´gua, -ae f. tongue, language (bilingual, linguistic)pa´tria, -ae f. fatherland, country (expatriate, patriotic)

Verbs

au´geß, aug±´re, [au´x¬, auc´tus] increase (auction, augment)doćeß, doc±´re, [doću¬, doc´tus] teach (document, indoctrinate)ha´beß, hab±´re, [ha´bu¬, ha´bitus] (habit, inhabitant)

have, hold

ter´reß, terr±´re, [ter´ru¬, ter´ritus] (terrific, terrify)scare, frighten

The Second Conjugation: Present and Future Tenses;Present Imperative

The verbs you studied in previous lessons all contain the stem vowel -¤-and belong to the first conjugation. Verbs that have the stem vowel -±- in thepresent and future tenses belong to the second conjugation. The only differ-ence from the present and future tenses of the first conjugation is in the stemvowel (± or e for ¤ or a). Note that in the present tense of the second conju-gation the stem vowel is shortened in three places and is kept in the first per-son singular (doceß).

Anna puerßs terret. Anna frightens the boys.

Discipl¬nam naut¤rum You will increase the training of

aug±bis. the sailors.

L E S S O N x l i n g u a l a t ¬ n a 85

Now that you are morefamiliar with nouns, thesecond entry will be thegenitive ending only, notthe full form, wheneverpossible. To get the stemof a noun, simply drop thegenitive ending.

Note that the last twoprincipal parts of secondconjugation verbs are notquite so regular as those ofthe first conjugation.


Oral Practice

1. Conjugate habeß (have, hold) in the present tense and augeß (increase)

in the future tense and then translate.2. Give the singular imperative of have, increase, teach; give the plural

imperative of hold, scare.

3. Translate: they will have, he increases, we show, he will teach,

you (pl.) scare, fight! (sing.), fight! (pl.).

Did You Know?

Besides the l¥d¬ or scholae where basic instruction was given to both

male and female Roman students, there were special schools for music,

cooking, and barbering. However, no provision was made for formal

training in certain subjects like law, administration, diplomacy, and

military tactics. For practical on-the-job training, a young man would

apprentice himself to an older man distinguished in one of these areas.

The present imperative ofsecond conjugation verbsis formed according to thesame rules as the firstconjugation. Aug±fort¥nam tuae familiae!Increase your family’sfortune!

FUTURE TENSE

SINGULAR PLURAL

doc±´bß I shall teach, doc±´bimus we shall teach,

shall be teaching etc.doc±´bis you will teach, doc±´bitis you will teach,

etc. etc.doc±´bit he/she/it doc±´bunt they will teach,

will teach, etc. etc.

IMPERATIVE

doć±! teach! doc±´te! teach!

PRESENT TENSE

SINGULAR PLURAL

doćeß I teach, doc±´mus we teach,

am teaching, are teaching,

do teach do teach

doć±s you teach, etc. doc±´tis you teach, etc.doćet he/she/it doćent they teach, etc.

teaches, etc.

ExercisesA. Translate the following sentences. Pay particular attention to the endings.

1. Doc± lingu¤s, Anna.2. Mult¤s lingu¤s nßn doc±bß.3. Magnae undae servßs terr±bunt.4. Magnae undae c¥r¤s naut¤rum augent.5. Victßria numerum servßrum nßn semper aug±bit.6. Pec¥niam serv¤re est semper fort¥nam aug±re.7. Prßvinci¬s victßriam magnam patriae n¥nti¤bimus.8. Am¬cus meus magnam pec¥niam et parvam discipl¬nam habet.

B. Identify the person, number, and tense required. Then give the Latinfor the italicized words.1. F¬lia lingu¤s (will teach).2. Nautae Annam (are scaring).3. (Love) linguam patriae tuae.4. Cibum multum nßn (we do have).5. (Increase) fort¥nam tuam discipl¬n¤.6. Memoriam Rßmae lingu¤ Lat¬n¤ (we shall preserve).7. Patriam (to seize) et familiam meam (to scare) par¤bunt.

C. Say what the following people are doing today (hodi±); then say thatthey will do it again tomorrow (cr¤s); finally, say what they do or willdo always (semper). Follow the model.

f¬lia / am¤re / familiaHodi± f¬lia familiam amat.Cr¤s f¬lia familiam am¤bit.Semper f¬lia familiam amat (am¤bit).

1. nauta / n¤vig¤re 2. agricola / aug±re / fort¥na3. magister / doc±re / discipul¬4. domin¬ / spect¤re / equ¬5. serv¬ / port¤re / cibus6. r±g¬na / hab±re / magna pec¥nia

L E S S O N x l i n g u a l a t ¬ n a 87

Mag¬ster d¬scipulum tardumterret. While one boy begins toread from his roll, the teacherrebukes a latecomer (far right).From a relief now in Trier,Germany.

Ronald Sheridan/Ancient Art & Architecture Collection


Derivatives

• From what Latin words are accurate, doctrine, document

derived? When is the word doctor used to mean one who

teaches? What is a linguist? What does the word discipline

usually mean? What was its original meaning?

• Which one of these words does not belong with the others?Why?terrible subterranean deter terrified

• A number of Latin verb forms are preserved as loan words. Firstconjugation: vetß, habitat, ignor¤mus, mand¤mus. Secondconjugation: tenet. Look these words up in a dictionary to see iftheir English meanings are the same as they used to be in Latin.

• The Latin ablative of the first declension is preserved in Englishin the word via: “I am going to Toronto via (by way of) NewYork.” The ablative plural is found in gratis, a shortened formof gr¤ti¬s: “He is doing this gratis” (for thanks, for nothing).

The U.S. Capitol reflects theclassical influence of Rome onthose who, in the eighteenthcentury, imagined a Romantemple, with its high podiumand massive dome, as the centralsymbol of American govern-ment. Although it has takenalmost two hundred years tocomplete the design, the Capitolremains true to its originalconception and has become themodel for most state capitolsand many other public buildings. C

OR

BIS

L E S S O N x I c a e s a r i n b r i t a n n i § 89

L e s s o n X I

Caesar in Britanni§

Lesson

Objectives

• To learn prepositionsof place

• To learn how to analyze sentences

Magna ¬nsula Britannia in am¬citi¤ Galliae manet. Caesar in Galli¤pugnat et am¬citiam Britanniae et Galliae videt. Ibi m¤teriam et cibum paratet ad Britanniam n¤vigat. In Britanni¤ am¬cßs Gallßrum pugn¬s terret, sed inBritanni¤ nßn manet.

ænsulam videt, nßn occupat, sed glßriam suam1 auget. Semper prß2 patri¤ etprß glßri¤ su¤1 labßrat. Caesar gr¤tiam et am¬citiam Rßm¤nßrum meret3 quodmagnae sunt victßriae. Mult¬s litter¬s Rßmae victßri¤s n¥ntiat. In Rßm¤magnam pec¥niam am¬c¬s dßnat. Magna est gr¤tia patriae quod Caesarpatriam auget. Multam praedam carr¬s et equ¬s ad patriam portat. Nunc Caesarglßriam magnam habet et semper hab±bit.

A portrait bust, now in theLouvre, of C. Julius Caesar, theman whose name is alwaysassociated with Roman authority,wearing the laurel wreath of aconquering general. The periodfrom 133 to 31 B.C. was one ofgreat civil turmoil, during whichone strong man after anothersought power by either attackingor defending the conservativepolicies of the Senate. Caesar,although he was an aristocrat,adopted measures favored bythe common people. Hiscampaigns in Gaul (and brieflyBritain) were not only for terri-torial conquest and propagandapurposes, but also to acquirethe resources and followersnecessary for his politicalambitions. He succeeded inmaking himself the sole masterof Rome in 46 B.C. but wasassassinated in 44 B.C.Photo Bulloz/Louvre, Paris

1 his own2 for, on behalf of3 earns

5

10

Questions1. What relationship do Great Britain and Gaul have before Caesar’s

arrival?2. In which country does Caesar fight first?3. What does Caesar do in Gaul?4. What does Caesar do to Britain?5. Whose friendship and gratitude does Caesar earn?6. By what means does Caesar announce his victories?7. Why do Caesar’s victories win his country’s gratitude?8. How are the war spoils transported back to Rome?

Nounsam¬ci´tia, -ae f. friendship [amß]glß´ria, -ae f. glory (glorify, glorious)gr¤´tia, -ae f. gratitude, influence [gr¤tus]m¤te´ria, -ae f. matter, timber (material, materialism)

Verbsma´neß, man±´re, [m¤n´s¬, m¤ns¥´rus4] remain (manor, mansion)vi´deß, vid±´re, [v¬´d¬, v¬´sus] see (provide, visual)

Prepositionin with abl. in, on

Adverbi´bi there

Prepositions of Place: In

In the preceding lessons, the various uses of the prepositions with, of, to,for, by with nouns have been expressed in Latin by case endings withoutprepositions. But some English expressions require the use of prepositionsin Latin.

In with the ablative (ablative of place where – in, on)

in silv¤ in a forest

in vi¬s on the streets


4 This form in -¥rus instead of -us will be explained at a later time.

Oral Practice

1. Decline am¬cus tuus, v¬ta longa, and agricola cl¤rus.2. Give in Latin: good friendship in the accusative singular and plural;

good food in the genitive singular and plural; a small number in theablative singular and plural; a famous language in the dative singularand plural.

3. Analyze the following English sentence by labeling each noun’s case andnumber: On many islands the sailors carry the queen’s timber.

4. Analyze the following Latin sentence: In Gallßrum terr¤ multßs equßsspectß.

L E S S O N x I c a e s a r i n b r i t a n n i ¤ 91

Hadrian’s Wall, an ancientfortified wall, crosses northernEngland at its narrowest point.After the Romans abandonedtheir attempt to conquerScotland, the wall became thepermanent northern boundaryof the Roman empire as a barrieragainst the Scottish barbarians.Begun in A.D. 121, it stretched73.5 miles. The wall varied from6.5 to 11.5 feet thick and was 23 feet tall in places. It wasprotected on both sides by aditch. Large portions of the wallare still standing.N

atio

nal T

rust

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NOM. SING. 3RD SING., PRES. ACC. SING. DAT. SING.The man gives a book to the boy.

3RD SING., GEN. SING. NOM. SING. FUT. ACC. SING. ABL. SING.My friend’s son will save his life by flight.

Sentence Analysis

Before writing the Latin translation of an English sentence, you mayfind it helpful to write the case and number required for each noun and theperson, number, and tense for each verb in the Latin sentence. Study thefollowing.

ExercisesA. Analyze the nouns and verbs and translate.

1. Laud¤te am¬citiam.2. Magna est gr¤tia puell¤rum.3. In silv¬s m¤teriam vid±bis.4. Nautae in terr¤ nßn man±bunt.5. In vi¬s multßs servßs nßn videß.6. Mult¤s hßr¤s nßn hab±tis. Labßr¤te!7. Discipl¬n¤ glßriam patriae aug±bimus.8. In patri¤ magnam pec¥niam nunc hab±mus.

B. Give the Latin for the italicized words. Then translate the sentences.1. (On the streets) carrßs vid±mus.2. Multa m¤teria (in the forest) est.3. Equ¬ (on the island) nßn man±bunt.4. (In the provinces) multßs servßs vid±bimus.5. (In my country) magnum numerum am¬cßrum habeß.

C. Translate into Latin.1. Remain and see my friends.2. They will remain on the islands.3. I shall see your daughter on the street.4. By friendship you will increase your influence.5. Through (by) injustice they will seize the land of the provinces.


Did You Know?

Each year it took fourteen million bushels of wheat, representing the

produce of millions of acres of wheat fields, to feed the people of

Rome in Augustus’ time. Most of this grain was imported specifically

for the city of Rome. One third of it came from Egypt; most of the rest

came from Sicily and North Africa and was unloaded at Ostia, the

coastal city that served as the seaport for Rome.

L E S S O N x I C a e s a r i n b r i t a n n i § 93

Latin Forms of English Names

• Many English names of boys and girls are taken from Latinwords, such as Alma, kindly; Clara, clear, bright; Leo, lion;

Stella, star; Sylvester, belonging to the woods. Some have beenchanged slightly: Mabel, from am¤bilis, lovable; Belle, frombella, beautiful; Florence, from flßrentia, flourishing; Grace,from gr¤tia, grace; Margaret, from margar¬ta, pearl; Rose,from rosa, rose.

• Commonly used by the Romans were the names August,Augustus, venerable; Rufus, red-haired; Victor, conqueror;

Vincent (vinc±ns), conquering.

• Other Roman names still used in English include: Emil andEmily (Aemilius, Aemilia), Cecilia (Caecilia); Claudia;Cornelius, Cornelia; Horace (Hor¤tius); Julius, Julia; Lavinia;Mark and Marcia (M¤rcus); Paul and Paula (Paulus).

• How many older brothers and sisters do you think a boy namedQuintus has?

• Do any members of your class have Latin names not included here?

L¥cius, puer1 Rßm¤nus, in Vi¤ Alt¤ am¬cum M¤rcum videt.L¥cius: Ubi est socius tuus Qu¬ntus?M¤rcus: Ad ¬nsulam n¤vig¤vit.L¥cius: C¥r2 ad ¬nsulam n¤vig¤vit?M¤rcus: ænsulam amat. Ibi in aqu¤ di¥3 manet; in silv¤ alt¤ ambulat4. In

¬nsul¤ multßs am¬cßs habet.L¥cius: C¥r nßn cum5 sociß tuß ad ¬nsulam n¤vig¤vist¬? C¥r h¬c6

m¤nsist¬?M¤rcus: In cas¤ labßr¤re d±beß7 quod servßs l¬ber¤vimus.L¥cius: Magnum numerum servßrum hab±mus et semper habuimus. In

cas¤, in vi¤, in silv¤ labßrant. M¤teriam portant. Agricolae sunt.Serv¬ gr¤tiam nostram meru±runt, sed eßs8 ten±bimus.

M¤rcus: Quod serv¬ nostr¬ agricolae bon¬ erant et semper labßr¤v±runt, eßsnßn tenuimus sed l¬ber¤vimus. Nunc am¬c¬ et soci¬ sunt etam¬citiam eßrum9 semper memori¤ ten±bß.


L e s s o n X I I

Puer¬ Rßm¤n¬

Lesson

Objectives

• To learn the perfecttense of the first andsecond conjugations

• To learn the Englishderivatives from someLatin roots

Roman slaves, like thesewho are threshing orsifting grain, worked fortheir Roman masters andlived with them as part ofthe familia. Slaves didnot only do manuallabor, but some alsotaught the master’schildren or served as apersonal secretary totheir master. Some wereallowed to conduct theirown businesses andeventually bought theirfreedom.

1 boy2 why3 a long time4 walks5 with6 here7 I have to (ought)8 them9 their

Ronald Sheridan/Ancient Art & Architecture Collection

5

10

15

Questions1. Where does Lucius see Marcus?2. Where did Marcus’ friend go?3. What is Quintus doing on the island?4. Why didn’t Marcus go to the island?5. Why must he work?6. What sorts of work do Lucius’ slaves do?7. Why did Marcus’ family free his slaves?8. What relationship do the slaves have to Marcus’ family now that they

are free?

Nouns

ca´sa, -ae f. house

soćius, soć¬ m. ally, comrade (associate, social)

Adjective

al´tus, al´ta, [al´tum] high, tall, deep (altimeter, altitude)

Verbs

l¬´berß, l¬ber¤´re, l¬ber¤´v¬, [l¬ber¤´tus] free (liberal, liberator)me´reß, mer±´re, me´ru¬, [me´ritus] (merit, meritorious)

deserve, earn

teńeß, ten±´re, teńu¬, [ten´tus] hold, keep (retain, retentive)

The Perfect Tense

In English, the past tense refers to an action that is completed: He went

yesterday. The present perfect refers to an action that is completed, but fromthe point of view of the present: He has just gone. One does not say He has

gone yesterday.

In Latin, the perfect tense is used like both the past and the present perfectof English, though it more often corresponds to the past.

Gr¤tiam meruimus. We deserved (have deserved) gratitude.

Magister puell¤s docuit. The teacher taught (has taught) the girls.

Viam spect¤vimus. We looked (have looked) at the road.

L E S S O N x i i p u e r ¬ r ß m ¤ n ¬ 95

Second declension nouns(not adjectives) that end in-ius usually shorten the -i¬of the genitive singular to-¬. Soći¬ becomes soć¬and the accent is notchanged. The stem is soci-and the nominative pluralalways ends in -i¬.

Remember that each verbhas four principal parts.The third principal part,which shows you theperfect stem, is introducedin this lesson.


This wall painting (first centuryB.C.) appears to be Nausicaa,princess on the island ofPhaeacia, with her laundryon her head, welcoming abedraggled Ulysses, who wasshipwrecked there while return-ing from Troy. (See Lesson XLV.)This picture does not quite matchall the details of the story as toldby Homer.

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The perfect tense endings are not used in any other tense.

Oral Practice

1. Conjugate the following in the perfect tense: labßrß (labßr¤v-), teneß(tenu-), mereß (meru-), maneß (m¤ns-), mßnstrß (mßnstr¤v-), augeß(aux-), habeß (habu-), videß (v¬d-).

2. Translate: he has praised, we entrusted, they scared, we did teach, I saw.

ENDINGS FIRST CONJUGATION SECOND CONJUGATION

-¬ port¤´v¬ I carried, doću¬ I taught, have

have carried, taught, did teach

did carry

-ist¬ port¤vis´t¬ you carried, etc. docuis´t¬ you taught, etc.-it port¤´vit he/she/it carried, etc. doćuit he/she/it taught, etc.-imus port¤´vimus we carried, etc. docuímus we taught, etc.-istis port¤vis´tis you carried, etc. docuis´tis you taught, etc.-±runt port¤v±´runt they carried, etc. docu±´runt they taught, etc.

Perfect Tense and Perfect Stem

Verbs of the first conjugation studied so far form the perfect stem by adding-v- to the present stem: l¬ber¤-, l¬ber¤v-. To find the perfect stem of verbs ofthe second conjugation, drop the -¬ of the perfect first person singular, whichis the third principal part of the verb (as listed in your lesson vocabulary list),doceß, doc±re, docu¬, doctus: docu-. Add the perfect tense endings to the per-fect stem to form the perfect tense. Learn the following forms.

ExercisesA. Translate the following sentences.

1. Servß litter¤s mand¤v¬.2. Multßs socißs habuistis.3. Agricola in terr¤ labßr¤bit.4. Undae altae puell¤s terru±runt.5. Cßpiam aquae cl¤rae par¤vist¬.6. Multßs servßs in cas¤ v¬dimus.7. Agricolae, gr¤tiam patriae meruistis.8. Am¬cus meus in prßvinci¤ nßn m¤nsit.

B. Translate the following sentences into Latin.1. The slave held the horses.2. We saw a large number of horses.3. The farmers have got the food ready.4. The girls will carry the food to my house.5. My comrade has deserved your friendship.

L E S S O N x i i p u e r ¬ r ß m ¤ n ¬ 97

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Magister discipulßs docet. In this relief the master, seated and holding a roll,reads to four bearded disciples. The beards, dress, and crude portrayal of hair allsuggest a late date, probably the fourth century A.D.


Derivatives

• Using their meanings as a guide, tell which of the followingwords come from serv¤re and which from servus: serf,

conserve, serve, servant, reserve.

• What does the derivation tell us about the meaning of social,

social service, social security, socialism? What is anequestrian? A copious amount? A nautical mile?

• The Latin perfect tense of the first conjugation is preserved inEnglish affidavit.

Did You Know?

The Romans saw their Greek subjects as rebellious and untrustworthy,

yet they were keenly aware that the Greeks were their cultural

superiors. This love-hate relationship was central to Roman social life

and history. The Greeks provided a great deal of the art, architecture,

medicine, and teaching to the Roman world, and Greek culture was

fashionable among the educated Romans.

Lesson

Objectives

• To learn the forms and use of the vocativecase

• To learn the ablative ofplace from which

L E S S O N x i i i S e r v ¬ 99

L e s s o n X I I I

Serv¬

s erv¬ Rßm¤n¬ erant capt¬v¬. Rßm¤n¬ mult¬s pugn¬s singul¤s terr¤soccup¤v±runt, et magnus erat numerus capt¬vßrum. Capt¬vßs ± Graeci¤, ±Galli¤, ex Asi¤, ex §fric¤ in Italiam mßv±runt. In famili¤ Rßm¤n¤ erant mult¬serv¬, bon¬ et mal¬.

Serv¬ aquam in1 cas¤s port¤v±runt; medic¬2 et agricolae erant; d± v¬t¤, d±glßri¤, d± am¬citi¤ docu±runt. Mult¬ Graec¬ cl¤r¬ erant serv¬ et am¬c¬Rßm¤nßrum. Litterae3 Rßm¤nßrum memoriam servßrum serv¤v±runt. Poenaserv¬ mal¬ magna erat. Servßs bonßs mult¬ Rßm¤n¬ l¬ber¤v±runt.

This costly and elaboratetombstone of Q. FabiusDiogenes and Fabia Primigenia,who shared forty-seven yearstogether, was set up by theirfreedmen, freedwomen, andslaves (familia). Obviously,these freedmen and slavesthought highly of their formermaster and mistress.

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In qu¤dam4 cas¤ Rßm¤n¤ Maximus servßs voc¤vit: “M¤rce et St¤t¬5, hßraqu¬nta est; port¤te singul¬ m¤teriam d± silv¤; Corn±l¬, voc¤ socium tuum etmov±te carrum ¤ vi¤ et equßs ab aqu¤. Tum par¤te c±nam; am¬cßs meßs inAlt¤ Vi¤ v¬d¬ et ad c±nam voc¤v¬.”

Serv¬ m¤teriam port¤v±runt, carrum et equßs mßv±runt. Tum cibumpar¤v±runt et ad m±nsam6 port¤v±runt. Post7 c±nam am¬c¬ m¤ns±runt, etMaximus am¬c¬s pict¥r¤s mßnstr¤vit. Interim8 serv¬ in cul¬n¤9 labßr¤v±runt.Tum am¬c¬ Maxim¬ servßs laud¤v±runt et e¬s10 pec¥niam dßn¤v±runt.Maximß singul¬ “val±” d¬x±runt11.

Questions1. How and from what places did the Romans get their slaves?2. Name four things that slaves did.3. What did they teach?4. How do we know about the lives of slaves?5. What reward was given to slaves for good service?6. What were the names of Maximus’ slaves?7. What tasks did he assign them?8. What did Maximus show his friends after dinner?9. What did the slaves do in the meantime?

10. What reward did they get? From whom?

Nouns

capt¬´vus, -¬ m. prisoner (captivate, captivity)c±´na, -ae f. dinner

Adjective

sin´gul¬, sin´gulae, [sin´gula] one at a time, (single, singular)one by one (always plural)

Verbs

mo´veß, mov±´re, mß´v¬, [mß´tus] move (movement, motive)vo´cß, voc¤´re, voc¤´v¬, [voc¤´tus] call (evocative, vocal)

Prepositions

¤, ab with abl., away from, from (abduct, abjure)d± with abl., down from, from, about, (destroy, derive)

concerning

±, ex with abl., out from, from, out of (exit, export)


4 a certain5 Statius (St¤’shius)6 table7 after (with acc.)8 in the meantime9 kitchen

10 to them11 said “farewell”

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The Vocative Case

In Latin, the vocative case is used to address people directly or to get aperson’s attention. It has the same form as the nominative in all declensions,except that the vocative singular of -us nouns and adjectives of the seconddeclension ends in -e; in -ius nouns (but not adjectives) -ie becomes -¬.

L¬ber¤ capt¬vßs, am¬ce Free the captives, friend

M¤rce. Marcus.

Spect¤te und¤s, f¬li¬ me¬ et Look at the waves, my sons

f¬liae meae. and my daughters.

Unless used for special emphasis, the vocative does not stand first in asentence. It is regularly separated from the rest of the sentence by commas,as in the preceding sentences.

Oral Practice

1. Give the vocative forms of the following: L¥cius, agricolae, Corn±lia,Qu¬ntus, Tullius, Anna, varius (adj.).

2. Translate the following into Latin using the vocative case: Slave!

Maximus! Clara! Romulus and Remus! Publius!

Ablative Expressing Place From Which

The ablative of place from which uses one of three prepositions, togetherwith the ablative, to express the concept from.

¤, ab away from (the outside)

d± down from, from

±, ex out from (the inside), out of

Although all three prepositions mean from, ab means away from the

outside, ex means out from the inside, and d± means from, when it is notimportant to distinguish where from. Sometimes d± means down from, some-times it means about.

Cicerß d± am¬citi¤ Cicero wrote about (concerning)

scr¬psit. friendship.


Upon their return from market,the slaves took food purchasesto the kitchen for preparation orstorage. Fruits and fish were animportant part of the Romans’diet. This boy named Juniusappears in a mosaic fromPompeii.

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The shorter forms ¤ and ± are used only before words beginning with aconsonant (except h); ab and ex are used before words beginning with vow-els and sometimes before consonants.

§ vi¤ ambulant. They are walking away from

the road.

Equ¬ d± Galli¤ The horses walked (down) from

ambul¤v±runt . Gaul.

Æ silv¤ ambul¤vit. He walked out of (from) the forest.

Oral Practice

Give the Latin for the following phrases: out of the water, away from

the house, from Italy, down from the horse, from the islands, about glory.


1. Voc¤, M¤rce, servßs ± cas¤.2. Soci¬ equßs ± Vi¤ Qu¬nt¤ mov±bunt.3. In fort¥n¤ mal¤ am¬cßs bonßs habuimus.4. Mov±, Corn±l¬, carrßs singulßs d± silv¤ alt¤.5. Port¤te, capt¬v¬, m¤teriam d± silv¬s ad aquam.6. Serv¬ mal¬ multam praedam ab ¬nsul¬s port¤v±runt.

B. Translate the following sentences into Latin.1. We have called the girls to dinner.2. My daughter had a large number of friends.3. Brutus, move the prisoners one at a time from the island.4. One at a time they sailed from the island to the new land.


¤ vi¤ d± silv¤ ex aqu¤

C. Tell the following people to move something from somewhere. Followthe model.

Anna / r¤na / aquaMov±, Anna, r¤nam ex aqu¤.

1. M¤rcus / carrus / via2. Cl¤ra / M¤rcus / Gallia3. Serv¬ / familia / casa4. Qu¬ntus / capt¬v¬ / undae5. F¬lius bonus / m¤teria / silvae


Did You Know?

Roman medicine was largely imported from Greece, taught and

practiced by Greek physicians. It included many of the features we

have adapted into modern medicine: careful observation of the patient,

diagnosis and prognosis, and clinical treatment. Cures through diet,

the use of herbal drugs, and surgery were important features. Surgical

procedures were quite sophisticated for those times, but other areas of

ancient medicine we would put in the realm of magic and superstition,

and there was little of what we would call research and experimentation.

Word Formation Many Latin words are formed by joiningprefixes (prae in front; f¬xus attached) to root words. These sameprefixes, most of which are prepositions, are those chiefly used inEnglish. With these prefixes we are continually forming newwords.

• Examples of the prefixes ab-, d±- and ex- are:ab- (abs-, ¤-): a-vocation, ab-undance, abs-tain

d±-: de-fame, de-form, de-ter, de-viate, de-portation

ex- (±-, ef-): ex-alt, ex-patriation, ex-pect (from spectß), e-voke, ex-president.

• Define the words above according to prefix and root. For rootwords, see previous lesson vocabularies.

• Look up the difference between vocation and avocation.

• Other examples of English words having the prefix ex- are: ex-cuse, e-dict, ex-empt, ef-fect, ef-fervescent, e-gress, ex-tend.

Look up their meanings in a dictionary.


L e s s o n X I V

Aristotel±s et

Alexander

Lesson

Objective

• To learn the seconddeclension nouns andadjectives ending in -r

Aristotel±s1 magister bonus multßrum virßrum erat. Philosophiam etscientiam n¤t¥r¤lem docuit. Quod Aristotel±s erat cl¤rus et magister bonus,Philippus, r±x Macedoniae,2 Aristotelem3 prob¤vit.

Philippus f¬lium habuit, Alexandrum, puerum bonum et am¬cum.Philippus cl¤rß magistrß Aristotel¬4 puerum Alexandrum mand¤vit:

“Doc± f¬lium meum, philosophe.”Aristotel±s semper am¬cus Alexandrß erat, et Alexandrum nßn terruit.

Aristotel±s Alexandrum d± philosophi¤ et d± Hom±rß5, po±t¤ cl¤rß, docuit.Alexander Hom±rum am¤vit et laud¤vit, sed philosophia erat discipl¬na d¥raet longa.

In agrß Alexander equum novum habuit. Alexander agrum et equumspect¤vit, et Aristotel¬ 4 n¥nti¤vit:

“Vid±, magister, agrum gr¤tum. Casam tuam nßn amß. Doc± m± in agrß.Puer sum6, nßn vir. Puer l¬ber sum, f¬lius Philipp¬, nßn capt¬vus tuus. In agrßHom±rum et glßriam vir¬ magn¬ Achillis7 memoriae mand¤bß.”

Aristotel±s in agrß Alexandrum doc±re parat. Sed ubi est puer Alexander?Alexander ad silvam equum incitat. L¬ber est!

Magna erat ¬ra8 Philipp¬, sed in philosophß am¬cß nßn erat ¬ra. PhilippßAristotel±s n¥ntiat:

“Puer nßn malus est. Puer¬ nostr¬ sacr¬ sunt; puellae nostrae sacrae sunt.Puer¬s nostr¬s reverentiam9 magnam d±b±mus10. Alexander bonus est etmagnus erit11.”

Et erat Alexander magnus. Mult¤s terr¤s occup¤vit. Semper f¤mamAchillis7 memori¤ tenuit.

Questions1. What did Aristotle teach?2. Why did Philip put Aristotle in charge of teaching his son?3. What was Philip’s son’s name and what kind of boy was he?4. What did Aristotle teach him about?5. What subject(s) did the boy prefer?6. What did Alexander watch while studying?

1 Aristotle (nom.)2 king of Macedonia3 Aristotle (acc.)4 Aristotle (dat.)5 Homer6 I am7 of Achilles (gen.) hero

of Homer’s Iliad8 anger9 reverence, respect

10 we owe11 he will be

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L E S S O N x i v a r i s t o t e l ± s e t a l e x a n d e r 105

7. What reasons did he give for wanting to study outside?8. Where did Alexander go?9. What was his father’s reaction?

10. How did Aristotle try to persuade Philip not to punish his son?11. What promise did Alexander make to Aristotle? Did Alexander keep it?

Nouns

a´ger, a´gr¬ m. field [agricola]f¬´lius, f¬´l¬ m. son [f¬lia]magis´ter, magis´tr¬ m. teacher (Mr., master)puér, puér¬ m. boy (puerile)vir, vi´r¬ m. man, hero (virile, triumvirate)

Adjectives

am¬ćus, am¬ća, [am¬ćum] friendly [amß]l¬´ber, l¬´bera, [l¬´berum] free [l¬berß]nos´ter, nos´tra, [nos´trum] our (nostrum)saćer, saćra, [saćrum] sacred (consecrate, sacrifice)

The Second Declension: Nouns and Adjectives in -r

Nouns and adjectives of the second declension whose stem ends in -r omitthe ending -us in the nominative singular. Therefore, such words end in -eror -r in the nominative. The genitive singular of nouns and the femininenominative singular of adjectives both show whether -e- is retained before-r- in the other case forms.

STEM AGR- NOSTR-SINGULAR PLURAL

Nominative a´ger nos´ter a´gr¬ nos´tr¬Genitive a´gr¬ nos´tr¬ agrß´rum nostrß´rumDative a´grß nos´trß a´gr¬s nos´tr¬sAccusative a´grum nos´trum a´grßs nos´trßsAblative a´grß nos´trß a´gr¬s nos´tr¬sVocative a´ger nos´ter a´gr¬ nos´tr¬

Alexander the Great (356–323 B.C.)was the son of Philip II ofMacedon. Even as a young boy,Alexander was a skilled horseman,a talented musician, and an avidreader. He was taught by theGreek philosopher Aristotle untilcalled to duty at his father’s side atage sixteen. When his father wasmurdered, Alexander becameking. One of his most famousvictories was the Battle of Issus inAsia Minor (333 B.C.), in whichKing Darius of Persia was put toflight. Later, Alexander succeededin conquering Egypt and Persia.

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Several Latin nouns andadjectives of the -er typeare used in English:arbiter, cancer, minister,vesper, integer, miser,neuter, sinister.

In memorizing vocabularies, always note carefully the nominative, the gen-itive, and the gender of every noun.• Nouns and adjectives like puer and l¬ber have the -e- throughout; those

like ager and noster have it only in the nominative singular, while virhas no -e- at all. Most -er words are like ager; no others are like vir.

• The English derivative will usually show whether -e- is retained or not; forexample, pu-e-rile, lib-e-ral, mis-e-rable; but agriculture, sacred, magistrate.

• Adjectives agree with their nouns in gender, number, and case but notalways in ending: puer bonus, nauta l¬ber.

Oral Practice

1. Decline magister novus, f¬lius sacer.2. Tell the form or forms of equ¬s, agrum, virß, nostr¬, l¬berßs, sacr¤,

pl¤nßrum, singul¬, cas¤rum.


1. Incit¤, M¤rce, equum am¬cum ex agr¬s.2. Magister noster linguam cl¤ram docet.3. Memoria cl¤rßrum virßrum nostrßrum sacra est.4. Magister tuus puerß malß pec¥niam nßn dßn¤vit.5. In Americ¤ magnßs agrßs et virßs l¬berßs vid±bitis.6. Vir¬ nostr¬ agrßs socißrum am¬cßrum nßn occup¤v±runt.

Did You Know?

Giving a slave his freedom could mean that he could become a Roman

citizen. In other words, he was entitled to inherit part or all his former

master’s estate, and his sons were even eligible for the senate,

knighthood, or high rank in the army. The manumission of slaves

made upward social mobility possible within the rigid Roman

hierarchical society.

STEM VIR- LæBER-SINGULAR PLURAL

Nominative vir l¬´ber vi´r¬ l¬´ber¬Genitive vi´r¬ l¬´ber¬ virß´rum l¬berß´rumDative vi´rß l¬´berß vi´r¬s l¬´ber¬sAccusative vi´rum l¬´berum vi´rßs l¬´berßsAblative vi´rß l¬´berß vi´r¬s l¬´ber¬sVocative vir l¬´ber vi´r¬ l¬´ber¬

L E S S O N x i v a r i s t o t e l ± s e t a l e x a n d e r 107

B. Translate the following sentences into Latin.1. Give Anna the boy’s money.2. Our country is free and sacred. 3. A friend of my son teaches boys.4. I saw many horses in the fields of our friends.5. The men moved the timber out of the forest with horses.6. He is our little boy.

C. Answer each question using the word in parentheses. Make allnecessary changes. Follow the model.

M¤rcus f¬lius tuus est? (s¬c)S¬c, M¤rcus meus f¬lius est.

1. Ubi undae sunt? (aqua)2. Casa in aqu¤ est? (ager)3. Equum meum v¬dist¬? (silva)4. Sunt vir¬ l¬ber¬? (capt¬v¬)5. Est casa tua in terr¤ pl¤n¤? (alta)

Assimilation Some prefixes change their final consonants tomake them like the initial consonants of the words to which theyare attached. This is called assimilation (ad to; similis like).

The prefix ad- is generally assimilated. Identify the roots anddefine the following words—all of them formed from Latin wordsin the earlier vocabularies: ac-curate, af-filiate, al-literation,

an-nounce, ap-paratus, a-spect, as-sociate, ad-vocate.

Additional examples are: ab-breviate, af-fect, ag-gressive,

ac-quire, ar-rogant, at-tend, and the word as-similation itself.


L e s s o n X V

Colßnæ Rßm¤næ

Lesson

ObjectiveS

• To learn the presenttense of sum

• To learn the accusativeof place to which

Puella Rßm¤na sum. F¬lia sum agricolae. Colßn¬ sumus et in prßvinci¤Galli¤ habit¤mus. Ex Itali¤ in prßvinciam migr¤vimus. In prßvinci¤ suntagr¬ nov¬ et magn¬. Agr¬ nostr¬ sunt bon¬, sed casa nostra parva est. In agr¬smult¤s hßr¤s labßr¤mus. L¬ber¬ sumus, sed labßr¤mus; multßs servßs nßnten±mus. Pec¥niam nßn hab±mus. V¬ta agricol¤rum d¥ra est, sed agricolae etcolßn¬ magnum animum habent.

Mult¬ agricolae ad urbem1 Rßmam migr¤v±runt, sed familia mea ad urbemnßn migr¤bit. Rßmam v¬d¬, sed ibi nßn m¤ns¬. Agricolae in urbem equ¬s etcarr¬s m¤teriam et fr¥mentum2 portant, sed ibi nßn manent. Mult¬ vir¬ in vi¬sRßmae sunt: agricolae, colßn¬, nautae, magistr¬, capt¬v¬, serv¬.

Estis colßn¬, puer¬ et puellae? Ubi habit¤tis? Ad urbem migr¤vistis? V¬tad¥ra in agr¬s vßs3 terruit? Animßs agricol¤rum nßn hab±tis.

Questions1. Who is the narrator of the story?2. From where did she move?3. Why do the settlers move to the province?4. Describe the life of colonists based on the first paragraph.5. Has the narrator been to Rome?6. What types of people can you find in Rome?7. What do the farmers go to Rome for?8. In Latin, answer the questions found at the end of the story.

1 city 2 grain3 you

A bronze statuette (first centuryA.D.) of a farmer sowing grain.Although the life of farm familieswas often hard, Roman writersand politicians were fond ofpraising its virtues.

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L E S S O N X V c o l ß n æ r ß m ¤ n æ 109

Nouns

a´nimus, -¬ m. mind, courage, spirit (unanimous)colß´nus, -¬ m. settler, colonist (colonize)

Verbs

ha´bitß, habit¤´re, habit¤´v¬, (habitation)[habit¤´tus] live, dwell

mi´grß, migr¤´re, migr¤´v¬, (migration)[migr¤t¥´rus] depart, migrate

sum, es´se, fu´¬, [fut¥´rus] be (essence, future)

Preposition

in with acc., into, onto, to, against;

with abl., in, on

Present of sum

The verb to be is irregularly formed in English and Latin as well as inother languages; thus, it does not belong to one of the “regular” conjuga-tions. The present indicative of sum is conjugated as follows.

Note that it is the stem, not the personal endings, that are irregular.

Sum is a linking verb and cannot have a direct object. It links adjectives ornouns in the predicate with the subject of the sentence. If an English (pro-gressive) verb form showing -ing (e.g., I am working) is called for, do notuse a form of sum. Remember that labßrß by itself can mean I work, I do

work, and I am working.

sum I am su´mus we are

es you are es´tis you are

est he/she/it is sunt they are

Oral Practice

Give the Latin for the italicized words. Tell which are predicate nominativesand which are direct objects.1. They are sailors.

2. We are settlers.

3. They are moving the prisoners.

4. He is a slave.

5. I like my friend.

6. You are boys.

Accusative of Place To Which: Ad, In + Accusative

All prepositions in Latin are followed by either the accusative or ablativecase. When used with verbs of motion, ad means to, toward and in meansinto, onto, and they are followed by the accusative case. Note the differencein meaning as captured in the following sentences.

Carrßs ad aquam movent. They move the carts to the water.

Carrßs in aquam movent. They move the carts into the water.

However, when the preposition in is followed by the ablative case, itmeans in or on. Note the difference in meaning as captured in the illustra-tions below.

The preposition ad without a verb of motion can mean near or at.

Ad aquam sedet. She is sitting near (at) the water.


ad aquam in aquam

In a way, ad is theopposite of ab, and in isthe opposite of ex.

in aqu¤

L E S S O N X V c o l ß n æ r ß m ¤ n æ 111

ExercisesA. Translate the following sentences into English.

1. Animus virßrum est magnus.2. Serv¬ estis et in agr¬s labßr¤tis.3. Colßn¬ ex Eurßp¤ migr¤v±runt.4. Ad l¬beram Americam n¤vig¤v±runt.5. Mult¬ l¬ber¬ vir¬ in ¬nsul¤ magn¤ habitant.6. Soci¬ nostr¬ in ¬nsulam capt¬vßs mßv±runt.7. Carr¬s d± silv¬s ad aquam m¤teriam port¤bitis.

B. Translate the following sentences into Latin.1. Give the loot to the settlers.2. Are you the sons of settlers?3. The teacher’s horse is in our field.4. The prisoners will carry the timber into the fields.5. The settlers will depart from the island and live in the province.

Derivatives and Assimilation The preposition in, used as aprefix, is common in English derivatives. Define the following,formed from words found in recent vocabularies: in-gratiate,

in-habitant, in-spect, in-undate, in-voke, in-form.

The prefix in- is often assimilated (see Word Study, page 107).Define the following words: im-migrant, im-port. Other examplesof assimilation are il-lusion, ir-rigate. Words that have come intoEnglish through French often have en- or em- for in- or im-:enchant, inquire, or enquire. Our word envy comes from Latin in-vidia (from in-videß, look into or against, look askance at).

What is meant by the colonial period of a nation’s history?What is a magnanimous person? What is the difference betweenimmigration and emigration?


L e s s o n X V I

TrØia

Lesson

ObjectiveS

• To learn the forms ofsecond declensionneuter words

• To learn English deriv-atives of neuter nouns

Graec¬ et Trßi¤n¬1 ad Trßiam2 pugn¤v±runt. Trßi¤n¬ barbar¬ erant, qu¬3 inAsi¤4 habit¤v±runt. Trßi¤n¬ et Graec¬ annßs IX pugn¤v±runt. Decimß5 annßUlix±s6, cl¤rus Graecus, cßnsilium novum in animß habuit. Graecßs singulßssignß voc¤vit et e¬s7 cßnsilium mand¤vit: “Multam m¤teriam ex silv¤ adcastra port¤te. Ex m¤teri¤ equum altum par¤te. Barbar¬s praemium novumdßn¤bimus.”

Graec¬ equum par¤v±runt et in equum vir¬ singul¬ ascend±runt8. In equßscr¬ps±runt9: “Graec¬ Minervae10 praemium dßnant.” Tum ad Trßi¤nßsequum mßv±runt. Ad ¬nsulam parvam n¤vig¤v±runt et fr¥mentumpar¤v±runt. Barbar¬ equum et castra d±serta11 Graecßrum v¬d±runt. Equumvoc¤v±runt signum sacrum et in oppidum12 mßv±runt. Nocte13 Graec¬ ab¬nsul¤ revert±runt14 et ¥nus ex Graec¬s15 signß ex equß virßs ±voc¤vit. Inoppidum socißs voc¤v±runt. Graec¬ Trßiam occup¤v±runt. Fort¥naTrßi¤nßrum mala erat.

1 the Trojans2 near Troy3 who4 Asia (modern Turkey)5 tenth6 Ulys’s±s7 to them8 climbed9 wrote

10 Minerva, a goddess who favoredthe Greeks

11 deserted12 town13 at night14 returned15 one of the Greeks

The legend of the Trojan Horseand the capture of Troy haveinspired artists and storytellersfrom Homer (ca. 750 B.C.) downto the present day. In this 1994painting by Tomas Galamoros,the fall of Troy is told as much bycolor symbolism as by narrativedetail. The gold, silver, andelaborate design suggest thewealth of Troy; the red andblack, the fire and ashes of itsdestruction. In the center, mostof the Trojans gladly welcomethe horse, ignoring the ghoulishfigure in the lower right whourges them not to trust theGreeks, even when they beargifts.

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L E S S O N x v i t r Ø i a 113

Questions1. Where did the Greeks fight and with whom?2. Name the modern country where the Trojans once lived.3. How long did the Greeks fight?4. Who masterminded the plot to take Troy?5. What plan did he formulate?6. What did the Greeks put inside the horse?7. What did they write on the outside and why?8. Where did the Greeks go after that?9. What did the Trojans do with the horse? Why?

10. When did the Greeks return to Troy and what did they do then?11. From what material did the Greeks build the horse?12. Can you give an example of a modern “Trojan Horse” trick?

Nouns

an´nus, -¬ m. year (annual, biennial)bar´barus, -¬ m. foreigner, barbarian

cas´tra, -ß´rum n. (pl. in form; (Lancaster)sing. in meaning), camp

cßnsi´lium, cßnsi´l¬ n. plan, advice (counsel)fr¥men´tum, -¬ n. grain (fruit)prae´mium, prae´m¬ n. reward (premium)sig´num, -¬ n. sign, standard, signal (sign, significant)

Adjective

bar´barus, -a, -um foreign (barbaric)

Verb

±´vocß, ±voc¤´re, ±voc¤´v¬, [vocß][±voc¤´tus] call out, summon

Neuters of the Second Declension

The second declension contains, in addition to masculine nouns ending in-us (-ius), -er, and -r, neuter nouns ending in -um (-ium). The differencebetween the neuter and the masculine nouns of the second declension is thatthe neuter noun in the nominative and accusative plural ends in short -arather than in -¬ and -ßs.

Nouns (not adjectives)that end in -ium usuallyshorten -i¬ to -¬ in thegenitive singular: cßnsi´li¬becomes cßnsi´l¬, but theaccent is not changed.

Latin adjectives such asbarbarus can regularly beused as nouns. You havealready seen am¬cus usedas a noun to mean (a male)friend and am¬cus, -a, -umto mean friendly. Am¬ca,the feminine form of theadjective, is used as a nounto mean girlfriend.

Adjectives also have neuter forms. Thus, the full nominative form of anadjective like barbarus is barbarus (masculine), barbara (feminine), barbarum (neuter) and is listed in your lesson vocabulary as barbarus, -a, -um. From now on, adjectives will appear in the vocabularies in thisabbreviated form.


The column of Trajan (A.D. 113)in Rome records the militarycampaigns of the emperor inDacia (modern Romania) in A.D. 100–102 and 105–106 andprovides a unique illustration ofthe organization and activities ofthe Roman army. The marblecolumn, standing in the Forumof Trajan, rises to exactly 100Roman feet and can be ascendedby an internal spiral staircase.On their death, Trajan and hiswife Plotina were buriedbeneath the column in a goldencasket.

Oral Practice

1. Decline fr¥mentum bonum and praemium gr¤tum.2. Give in Latin: a new standard in the accusative singular and plural; a

famous reward in the ablative singular and plural; a great plan in thegenitive singular and plural; a small camp in the dative plural.

All neuters have the sameending in the accusative asthey have in thenominative.

NEUTER: SECOND DECLENSION

STEM SIGN- PARV-SINGULAR PLURAL

Nominative sigńum par´vum sigńa par´vaGenitive sigń¬ par´v¬ sigńßrum parvß´rumDative sigńß par´vß sigń¬s par´v¬sAccusative sigńum par´vum sigńa par´vaAblative sigńß par´vß sigń¬s par´v¬s

Scala/Art Resource

Neuter nouns andadjectives are presented inthis lesson. Remember thatneuter nouns are listedwith an n. and the neuteradjective form is listedthird.

L E S S O N x v i t r Ø i a 115

ExercisesA. Translate the following sentences into English.

1. Am¬cus meus multa praemia mer±bit.2. N¥nti¤, Fab¬, signß victßriam am¬c¬s tu¬s.3. Litter¬s ad castra virßs barbarßs ±voc¤vit.4. Cßnsiliß bonß v¬tam am¬c¬ nostr¬ serv¤bimus.5. Castra socißrum nostrßrum in magn¤ ¬nsul¤ sunt.6. Agricolae ex agr¬s in castra fr¥mentum port¤v±runt.7. Capt¬v¬ singul¬ vir¬s nostr¬s cßnsilium n¥nti¤v±runt.

B. Translate the following sentences into Latin.1. We shall give our friends great rewards.2. The colonists will sail from Europe to America.3. The new year will increase the supply of grain.4. The settlers then moved the grain with horse and wagon.5. The strange shape of the horse did not scare the prisoners.

• The following are Latin words of the -um and -ium typepreserved in their original form in English.

• What is a signatory to a treaty? How did barbarus, meaningforeigner, come to mean barbarian?

• More than twenty-five states have towns named Troy; SouthDakota has both a Troy and a Trojan. There is a town calledRoma in Texas and ten towns named Rome in other states.Gallia is in Ohio.

SINGULAR PLURAL SINGULAR PLURAL

addendum addenda delirium deliria (or -ums)

agenda dictum dicta (or -ums)

bacterium bacteria maximum maxima (or -ums)

candelabrum candelabra memorandum memoranda (or -ums)

curriculum curricula minimum minima (or -ums)

datum data stratum strata (or -ums)

There is a common tendency among people unfamiliarwith Latin to turn neuter plurals into singulars. You, know-ing the correct forms from your Latin, should remember tosay these data, those agenda, many strata, etc.


In the earliest days the Romans had few slaves, butas prosperity and colonization spread the Romansincreasingly depended on them. Slaves did muchof the work on the farms and in the trades and in

the growing number of businesses. Slaves worked as unskilled laborers,mechanics, artisans, carpenters, bricklayers, seamen, and assistants to mer-chants and to shopkeepers. Most slaves were prisoners of war who werewon in battles with foreign nations. Some of those who came from lessdeveloped countries may actually have profited from their exposure toRoman culture. Many from Greece and the Near East, however, were moreknowledgeable than their masters because of their backgrounds and earlyeducation. They became the teachers, doctors, musicians, actors, andbookkeepers in Roman society. Although the educated and skilled slaveswere given much personal freedom, they were still the master’s propertyand could be bought and sold at will. A highly educated slave might costas much as one hundred twenty thousand dollars at today’s prices, atrained farm worker slightly more than ten thousand dollars, a commonlaborer, still less. Desired attributes of a slave included physical strength,beauty, education, and special skills.

Wealthy Romans kept large numbers of slaves, many of whom had specialized tasks in the household (familia urb¤na). One slave might bein charge of polishing the silver; another, of writing letters; and another, ofannouncing the guests or the hour of the day. Great landholders sometimeshad hundreds of slaves on their estates where they tended the herds and didthe work of growing grapes, olives, or wheat.

Slaves and Their Masters

The lot of the slave was not always as hard as we might imagine.Businesslike Romans realized that a slave was valuable property, althoughhe was often mistreated by a cruel master or by a foreman who mighthimself be a slave. Disobedient slaves were punished in various ways.The master had the legal right to kill a slave, but naturally he was rarelyinclined to do so, because he would be destroying his own property.Flogging with a whip was a common punishment for minor offenses.Another more feared punishment was to send a city slave to the farm orto the mines where the work was harder. Runaway slaves were brandedon the forehead with the letter F, for fugit¬vus, when they were caught.Sometimes a former runaway slave wore a metal collar around the neckon which was inscribed the name of his owner. Between 73 and 71 B.C., a

SLAVERY

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slave named Spartacus led a mass revolt that seriously disturbed the peaceof southern Italy until it was ruthlessly suppressed.

On the other hand, some slaves and their masters became close friends.A fine example of the close relationship between master and slave is thatof Cicero and his secretary Tiro, a brilliant man who invented a system ofshorthand. Many of Cicero’s letters show the great affection and esteem hehad for Tiro.

Most slaves were given allowances, and the thrifty slave could hope tosave enough over the course of several years to buy his own freedom.Masters often granted freedom or released their slaves out of gratitude forservices rendered, many from a genuine feeling that slavery was evil.Others freed their slaves in their wills and left them sums of money so thatthey might begin new lives.

A few of these freedmen became rich and influential. From the time ofthe Emperor Augustus in the first century A.D. until the rule of Hadrian,some freedmen took over highly important secretaryships in the imperialadministration. Narcissus, the freedman secretary of the EmperorClaudius, made a tremendous fortune. He was even sent to hasten theRoman invasion of Britain in A.D. 48.

1. What differences are there between Roman slavery and the slavery thatexisted in the Americas?

2. Does slavery still exist today? Where?

g l i m p s e s o f r o m a n l i f e s l a v e r y 117

Educated slaves were often animportant part of their Romanmaster’s entourage. In thisillustration a slave is bringinga document to his master.N

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Lessons X-XVI

Nouns

Adjectives

Verbs

Adverb

Prepositions

NounsThe Genitive Always Shows the Declension

Second Declension Neuter Neuter nouns of thesecond declension end in -um in the nominativeand accusative singular. Otherwise they share thesame second declension endings as the masculinenouns, except that the nominative and accusativeplural end in -a.

Nautae multa praemia dßn¤vit.He gave the sailor many rewards.

The Ablative of Place From Which The ablativeis used with certain prepositions (ab, ex, d±) toexpress movement from a place. Ab is shortened to¤ and ex to ± before a consonant.

Equum ¤ vi¤ movet.She moves the horse away from the road.

¤, ab d±

±, ex in

ibi

augeßdoceß±vocßhabeß

habitßl¬berßmaneßmereß

migrßmoveßsumteneß

terreßvideßvocß

altusam¬cus

barbarusl¬ber

nostersacer

singul¬

ageram¬citiaanimusannusbarbarus*capt¬vus*

casa

castrac±nacolßnus*cßnsiliumdiscipl¬naf¬lius*fr¥mentum

glßriagr¤tialinguamagister*m¤teriapatriapraemium

puersignumsocius*vir

FIRST DECLENSION SECOND DECLENSION

Nominative -a -us-er masculine-r-um neuter

Genitive -ae -¬

*Like f¬lius, son, and f¬lia, daughter, these masculine nouns can bechanged into feminines of the first declension when they are appliedto females: capt¬va, -ae; colßna, -ae; magistra, -ae; socia, -ae, etc.

Lessons X-XVI

R e v i e w l e s s o n s x – x v i 119

The Accusative of Place To Which The accusativeis used after certain prepositions (in into, adtoward ) to indicate the endpoint or target of a verbof motion. That endpoint of motion can be a personbut is usually a place.

Colßnae migr¤v±runt in Italiam.The colonists migrated into Italy.

Ad magistrum litter¤s port¤v¬.I carried the letter to the teacher.

The Vocative Case The vocative case is used toaddress people directly. It has the same endings asthe nominative except for second declension mascu-line nouns ending in -us and -ius. In these nouns, the-us changes to -e and the -ius changes to -¬. Thevocative is regularly separated from the rest of thesentences by commas and rarely appears first.

N¤vig¤ ad ¬nsulam, M¤rce.Sail to the island, Marcus.

Serv¤ pec¥niam tuam, f¬l¬.Save your money, son.

Agreement of Adjectives and Nouns An adjectivein Latin must agree with its noun in gender, number,and case. Therefore, in order to modify nouns of dif-ferent genders, every adjective studied so far has athreefold declension; for example: magnus, magna,magnum. (For full declension, see the GrammarAppendix.)

Caution: Since nauta and agricola are mascu-line—although they belong to the first declension—to agree with them, an adjective must have thesecond declension forms, such as nauta bonus,nautae bon¬.

Adjectives Ending in -erAdjectives of the first and second declensions end-ing in -er have the same case endings as nouns ofthe first and second declensions (except in the nom-inative and vocative singular). It is important tolearn all three nominative forms in order to knowwhether the vowel e is lost or retained in the stem:sacer, sacra, sacrum, but l¬ber, l¬bera, l¬berum. Aknowledge of English derivatives (sacred, liberty)

and their spellings is helpful here.

F¬lia nostra in cas¤ est.Our daughter is in the house.

Nautae sunt l¬ber¬.The sailors are free.

VerbsPresent and Future Tenses, Second ConjugationVerbs that belong to the second conjugation havean -e in their present stem. The first principal partalways ends in -eß and the infinitive always endsin -±re.

Magister scientiam docet.The teacher teaches science.

In cas¤ man±bimus.We shall remain in the house.


Lessons X-XVI

The Perfect Tense The perfect tense is formed by adding the perfect endings (-¬, -ist¬, -it, -imus, -istis, -±runt) to the perfect stem. To find the per-fect stem, drop the -¬ from the third principal part.To translate it, use the past tense of the verb or thehelping verbs has, have, or did. Do not use do ordoes, which are used for the present.

The Verb To Be The principal parts of the verbto be are sum, esse, fu¬, fut¥rus. It is irregular inthe present tense (sum, es, est, sumus, estis, sunt).It is also a linking verb, which means it never takesa direct object. Remember that nouns or adjectivesthat are part of the predicate of a linking verb areput in the nominative.

Medicus vir bonus est.The doctor is a good man.

Sentence Analysis It is a good idea to identify mentally the attributesof each word or phrase before translating. Thismeans that for nouns and adjectives, the gender,number, and case are important; for verbs, the per-son, number, and tense are important. With prac-tice, the process will become automatic.

Oral Practice1. Decline socius noster, agricola novus, signum

nostrum.2. Conjugate in full and translate: migrß in the pre-

sent, maneß in the perfect, doceß in the future.3. What forms are tenent, soc¬, tenuistis, f¬li¬,

doc±bitis, lingu¬s, f¬l¬, hab±bis, habit¤re, am¬ce?4. Translate into Latin: he increases, they have, we

have lived, he taught, I shall remain, they are

calling, you (sing.) deserve, we work, you (pl.)will see, call out (sing.).

ExercisesA. Choose the right words in parentheses to com-

plete the sentences. Identify the constructionand translate each sentence.1. Agr¬ sunt (magn¬, magnßs).2. Agricola (agrßs, agr¬) habet.3. Agricolae (in agrßs, in agr¬s) labßrant.4. In ¬nsul¤ (mult¬ colßn¬, multßs colßnßs)

vid±bß.5. In patri¤ nostr¤ (mult¤s, multßs) agricol¤s

hab±mus.B. Complete the sentences with the correct endings.

Then translate the sentences.1. Agricola est bon__.2. Port¤ aquam, serv__.3. Colßn¬ multßs servßs habu__.4. Am¬c¬ me¬ sunt mult__ et bon__.

Lessons X-XVI

R e v i e w l e s s o n s x – x v i 121

1. Give prefix and Latin root word fromwhich the following words are derivedand define: defame, approve, advocate,

invocation, immigrant, emigrant,

avocation, vocation, deter.

2. Choose the word in parentheses thatmost nearly gives the meaning of theitalicized word. Tell why you selected it.a. amicable relations (friendly, social,

free, hostile)b. a puerile act (poor, childish, manly,

effeminate)c. a docile creature (wild, giant,

stubborn, easily taught)d. an animal’s habitat (habit,

appearance, living place, color)e. a migratory bird (singing,

wandering, tame, nocturnal)

122 U N I T I i i R o m a n s a t h o m e a n d a b r o a d

Lessons x-xvi

Circle the word that best completes each sentence.1. Glßriam patriae nostrae _____ aug±bimus.

a. c±n¬s b. agrß c. ann¬s d. discipl¬n¤

2. Magister multßs puerßs ± vi¬s _____.a. terruit b. habit¤vit c. m¤nsit d. ±voc¤vit

3. Memoria parvae puellae in _____ meß manet.a. animß b. signß c. annß d. praemiß

4. Singul¬ _____ ad terram barbaram migr¤bunt.a. capt¬vus b. puellae c. agricolae d. f¬lißs

5. Colßn¬ l¬ber¬ in Americ¤ _____. Ibiman±bimus.a. sum b. sumus c. es d. estis

Complete each sentence with the correct endings.6. Mov±, Luc___, m¤teri___ ± silv___ ad cas___.7. Cr¤s colßn¬ magnßs agr___ in patri___

barbar___ vid±___.8. Doc±___, vir___, servßs nostr___ d± lingu___

nostr___.9. Castra socißrum tu___ vi¤s pl¤n___ hab___.

10. Cßpiam frument___ in prßvinci___ me___aug±bß.

Translate the following sentences.11. Lingua barbara naut¤rum multßs colßnßs nßn

terruit.12. Puer¬ praemium tuum in cas¤ me¤ vid±bunt.13. Mßnstr¤, M¤rce, cßnsilium tuß am¬cß bonß in

castr¬s.14. In Vi¤ Sacr¤ mult¬ carr¬ r±g¬nam et capt¬vßs ±

pugn¤ magn¤ port¤v±runt.15. Familia nostra amic¬tiam servßrum nostrßrum

c¥r¤ et gr¤ti¤ semper aug±bit et serv¤bit.

Find the answers to these questions from any lessonin Unit III.16. What is the meaning of the English word

ignoramus, and what Latin verb form is it?17. Julius Caesar and other famous Romans who

celebrated a triumph sometimes are shownwearing a wreath made from what plant?

18. The name of the Emperor who built a greatdefensive wall in Britain was _____.

19. True or false? Most of the grain consumed bythe ancient Romans was imported from Gaul.

20. The Trojan Horse was said to be a gift for thegoddess _____.a. Venus b. Minerva c. Vesta

V±rum aut Falsum? Indicate whether each state-ment is true or false.21. A Roman master had the legal right to kill his

slave if he chose to do so.22. Some Roman slaves were able to save money

to buy their freedom.23. The term familia urbana referred to a land-

holder’s team of slaves on his agriculturalestate.

24. Most Roman slaves were prisoners of war.25. Roman slaves often were better educated than

their masters.

Apply your knowledge of Latin roots to determinethe best meaning of the italicized words.26. Roman culture put great emphasis on filial

obedience.a. of officials b. of children c. of visitors d. of citizens

27. At the party he acted in a puerile way.a. cheerful b. strange c. quiet d. childish

28. She wanted to augment her income from thatjob.a. save b. record c. increase d. spend

29. They did not approve of his counsel. a. assembly b. reason c. request d. advice

30. We all thought the man merited the trophy.a. stole b. deserved c. disliked d. desired

Lessons x-xvi

a s s e s s m e n t l e s s o n s x – x v i 123

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