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<body>

<span class = "pagenum">viii</span>
<h4>CONTENTS</h4>

<table>
<tr>
<td class = "number smaller">LESSON</td>
<td></td>
<td class = "number smaller">PAGE</td>
</tr>
<tr>
<td></td>
<td>
<div class = "plainnote">
<a href = "../index.html#pagev">Preface</a>
</div>
<div class = "plainnote">
<a href = "../index.html#display">Display Problems</a></div>
</td>
<td></td>
</tr>
<tr>
<td></td>
<td><span class = "smallcaps">
To the Student</span>&mdash;By way of Introduction</td>
<td class = "number">
<a class = "page" href = "#page1">1-4</a></td>
</tr>
<tr>
<td colspan = "3">
<h5>PART I. THE PRONUNCIATION OF LATIN</h5>
</td>
</tr>
<tr>
<td></td>
<td><p class = "hanging smallcaps">
Alphabet, Sounds of the Letters, Syllables, Quantity, Accent, How to
Read Latin</p></td>
<td class = "number">
<a class = "page" href = "#page5">5-11</a></td>
</tr>
<tr>
<td colspan = "3">
<h5>PART II. WORDS AND FORMS</h5>
</td>
</tr>
<tr>
<td class = "number">I-VI.</td>
<td><p class = "hanging">
<span class = "smallcaps">First Principles</span>&mdash;<i>Subject and
Predicate, Inflection, Number, Nominative Subject, Possessive Genitive,
Agreement of Verb, Direct Object, Indirect Object, etc.</i>&mdash;<span
class = "smallcaps">Dialogue</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page12">12-24</a></td>
</tr>
<tr>
<td class = "number">VII-VIII.</td>
<td><p class = "hanging">
<span class = "smallcaps">First or
<i>Ā</i>-Declension</span>&mdash;<i>Gender, Agreement of Adjectives,
Word Order</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page25">25-30</a></td>
</tr>
<tr>
<td class = "number">IX-X.</td>
<td><p class = "hanging">
<span class = "smallcaps">Second or <i>O</i>-Declension&mdash;General
Rules for Declension</span>&mdash;<i>Predicate Noun,
Apposition</i>&mdash;<span class = "smallcaps">Dialogue</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page31">31-35</a></td>
</tr>
<tr>
<td class = "number">XI.</td>
<td><p class = "hanging">
<span class = "smallcaps">Adjectives of the First and Second
Declensions</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page36">36-37</a></td>
</tr>
<tr>
<td class = "number">XII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Nouns in</span> <b>-ius</b> <span class =
"smallcaps">and</span> <b>-ium</b>&mdash;<span class =
"smallcaps">Germānia</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page38">38-39</a></td>
</tr>
<tr>
<td class = "number">XIII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Second Declension</span>
(<i>Continued</i>)&mdash;Nouns in <b>-er</b> and <b>-ir</b>&mdash;<span
class = "smallcaps">Italia</span>&mdash;<span class =
"smallcaps">Dialogue</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page39">39-41</a></td>
</tr>
<tr>
<td class = "number">XIV.</td>
<td><p class = "hanging">
<span class = "smallcaps">Possessive Adjective Pronouns</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page42">42-43</a></td>
</tr>
<tr>
<td class = "number">XV.</td>
<td><p class = "hanging">
<span class = "smallcaps">Ablative Denoting With</span>&mdash;<i>Cause,
Means, Accompaniment, Manner</i>&mdash;<span class = "smallcaps">The
Romans Prepare for War</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page44">44-46</a></td>
</tr>
<tr>
<td class = "number">XVI.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Nine Irregular Adjectives</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page46">46-47</a></td>
</tr>
<tr>
<td class = "number">XVII.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Demonstrative</span> <b>is</b>, <b>ea</b>,
<b>id</b>&mdash;<span class = "smallcaps">Dialogue</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page48">48-50</a></td>
</tr>
<tr>
<td class = "number">XVIII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Conjugation</span>&mdash;Present, Imperfect,
and Future of <b>sum</b>&mdash;<span class = "smallcaps">Dialogue</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page51">51-53</a></td>
</tr>
<tr>
<td class = "number">XIX.</td>
<td><p class = "hanging">
<span class = "smallcaps">Present Active Indicative of</span> <b>amō</b>
<span class = "smallcaps">and</span> <b>moneō</b>
</p></td>
<td class = "number">
<a class = "page" href = "#page54">54-56</a></td>
</tr>
<tr>
<td class = "number">XX.</td>
<td><p class = "hanging">
<span class = "smallcaps">Imperfect Active Indicative of</span>
<b>amō</b> <span class = "smallcaps">and</span>
<b>moneō</b>&mdash;<i>Meaning of the Imperfect</i>&mdash;<span class =
"smallcaps">Niobe and her Children</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page56">56-57</a></td>
</tr>
<tr>
<td class = "number">XXI.</td>
<td><p class = "hanging">
<span class = "smallcaps">Future Active Indicative of</span> <b>amō</b>
<span class = "smallcaps">and</span> <b>moneō</b>&mdash;<span class =
"smallcaps">Niobe and her Children</span> (<i>Concluded</i>)
</p></td>
<td class = "number">
<a class = "page" href = "#page58">58-59</a></td>
</tr>
<tr>
<td class = "number">XXII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Review of Verbs</span>&mdash;<i>The Dative
with Adjectives</i>&mdash;<span class = "smallcaps">Cornelia and her
Jewels</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page59">59-61</a></td>
</tr>

<tr>
<td class = "number">XXIII.</td>
<td><p class = "hanging">
<span class = "pagenum">ix</span>
<span class = "smallcaps">Present Active Indicative of</span>
<b>regō</b> <span class = "smallcaps">and</span>
<b>audiō</b>&mdash;<span class = "smallcaps">Cornelia and her
Jewels</span> (<i>Concluded</i>)
</p></td>
<td class = "number">
<a class = "page" href = "#page61">61-63</a></td>
</tr>
<tr>
<td class = "number">XXIV.</td>
<td><p class = "hanging">
<span class = "smallcaps">Imperfect Active Indicative of</span>
<b>regō</b> <span class = "smallcaps">and</span>
<b>audiō</b>&mdash;<i>The Dative with Special Intransitive Verbs</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page63">63-65</a></td>
</tr>
<tr>
<td class = "number">XXV.</td>
<td><p class = "hanging">
<span class = "smallcaps">Future Active Indicative of</span> <b>regō</b>
<span class = "smallcaps">and</span> <b>audiō</b>
</p></td>
<td class = "number">
<a class = "page" href = "#page65">65-66</a></td>
</tr>
<tr>
<td class = "number">XXVI.</td>
<td><p class = "hanging">
<span class = "smallcaps">Verbs in</span> <b>-iō</b>&mdash;Present,
Imperfect, and Future Active Indicative of <b>capiō</b>&mdash;<i>The
Imperative</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page66">66-68</a></td>
</tr>
<tr>
<td class = "number">XXVII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Passive Voice</span>&mdash;Present, Imperfect,
and Future Indicative of <b>amō</b> and <b>moneō</b>&mdash;<span class =
"smallcaps">Perseus and Andromeda</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page68">68-71</a></td>
</tr>
<tr>
<td class = "number">XXVIII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Present, Imperfect, and Future Indicative
Passive of</span> <b>regō</b> <span class = "smallcaps">and</span>
<b>audiō</b>&mdash;<span class = "smallcaps">Perseus and
Andromeda</span> (<i>Continued</i>)
</p></td>
<td class = "number">
<a class = "page" href = "#page72">72-73</a></td>
</tr>
<tr>
<td class = "number">XXIX.</td>
<td><p class = "hanging">
<span class = "smallcaps">Present, Imperfect, and Future Indicative
Passive of</span> <b>-iō</b> <span class =
"smallcaps">Verbs&mdash;Present Passive Infinitive and Imperative</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page73">73-75</a></td>
</tr>
<tr>
<td class = "number">XXX.</td>
<td><p class = "hanging">
<span class = "smallcaps">Synopses in the Four Conjugations&mdash;The
Ablative Denoting From</span>&mdash;<i>Place from Which, Separation,
Personal Agent</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page75">75-78</a></td>
</tr>
<tr>
<td class = "number">XXXI.</td>
<td><p class = "hanging">
<span class = "smallcaps">Perfect, Pluperfect and Future Perfect
of</span> <b>sum</b>&mdash;<span class = "smallcaps">Dialogue</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page79">79-81</a></td>
</tr>
<tr>
<td class = "number">XXXII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Perfect Active Indicative of the Four Regular
Conjugations</span>&mdash;<i>Meanings of the Perfect</i>&mdash;<span
class = "smallcaps">Perseus and Andromeda</span> (<i>Continued</i>)
</p></td>
<td class = "number">
<a class = "page" href = "#page81">81-83</a></td>
</tr>
<tr>
<td class = "number">XXXIII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Pluperfect and Future Perfect Active
Indicative&mdash;Perfect Active Infinitive</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page84">84-85</a></td>
</tr>
<tr>
<td class = "number">XXXIV.</td>
<td><p class = "hanging">
<span class = "smallcaps">Review of the Active Voice&mdash;Perseus and
Andromeda</span> (<i>Concluded</i>)
</p></td>
<td class = "number">
<a class = "page" href = "#page86">86-87</a></td>
</tr>
<tr>
<td class = "number">XXXV.</td>
<td><p class = "hanging">
<span class = "smallcaps">Passive Perfects of the
Indicative&mdash;Perfect Passive and Future Active Infinitive</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page88">88-90</a></td>
</tr>
<tr>
<td class = "number">XXXVI.</td>
<td><p class = "hanging">
<span class = "smallcaps">Review of Principal
Parts</span>&mdash;<i>Prepositions, Yes-or-No Questions</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page90">90-93</a></td>
</tr>
<tr>
<td class = "number">XXXVII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Conjugation of</span>
<b>possum</b>&mdash;<i>The Infinitive used as in
English</i>&mdash;<i>Accusative Subject of an Infinitive</i>&mdash;<span
class = "smallcaps">The Faithless Tarpeia</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page93">93-96</a></td>
</tr>
<tr>
<td class = "number">XXXVIII.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Relative Pronoun and the Interrogative
Pronoun</span>&mdash;<i>Agreement of the Relative</i>&mdash;<span class
= "smallcaps">The Faithless Tarpeia</span> (<i>Concluded</i>)
</p></td>
<td class = "number">
<a class = "page" href = "#page97">97-101</a></td>
</tr>
<tr>
<td class = "number">XXXIX-XLI.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Third Declension</span>&mdash;Consonant
Stems
</p></td>
<td class = "number">
<a class = "page" href = "#page101">101-106</a></td>
</tr>
<tr>
<td class = "number">XLII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Review Lesson&mdash;Terror Cimbricus</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page107">107</a></td>
</tr>
<tr>
<td class = "number">XLIII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Third Declension</span>&mdash;<i>I</i>-Stems
</p></td>
<td class = "number">
<a class = "page" href = "#page108">108-110</a></td>
</tr>

<tr>
<td class = "number">XLIV.</td>
<td><p class = "hanging">
<span class = "pagenum">x</span>
<span class = "smallcaps">Irregular Nouns of the Third
Declension&mdash;Gender in the Third Declension&mdash;The First Bridge
over the Rhine</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page111">111-112</a></td>
</tr>
<tr>
<td class = "number">XLV.</td>
<td><p class = "hanging">
<span class = "smallcaps">Adjectives of the Third Declension&mdash;The
Romans Invade the Enemy’s Country</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page113">113-115</a></td>
</tr>
<tr>
<td class = "number">XLVI.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Fourth or</span> <i>U</i>-<span class =
"smallcaps">Declension</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page116">116-117</a></td>
</tr>
<tr>
<td class = "number">XLVII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Expressions of Place</span>&mdash;<i>Place to
Which, Place from Which, Place at or in Which, the
Locative</i>&mdash;Declension of <b>domus</b>&mdash;<span class =
"smallcaps">Dædalus and Icarus</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page117">117-121</a></td>
</tr>
<tr>
<td class = "number">XLVIII.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Fifth or</span> <i>Ē</i>-<span class =
"smallcaps">Declension</span>&mdash;<i>Ablative of Time</i>&mdash;<span
class = "smallcaps">Dædalus and Icarus</span> (<i>Continued</i>)
</p></td>
<td class = "number">
<a class = "page" href = "#page121">121-123</a></td>
</tr>
<tr>
<td class = "number">XLIX.</td>
<td><p class = "hanging">
<span class = "smallcaps">Pronouns</span>&mdash;Personal and Reflexive
Pronouns&mdash;<span class = "smallcaps">Dædalus and Icarus</span>
(<i>Concluded</i>)
</p></td>
<td class = "number">
<a class = "page" href = "#page123">123-126</a></td>
</tr>
<tr>
<td class = "number">L.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Intensive Pronoun</span> <b>ipse</b> <span
class = "smallcaps">and the Demonstrative</span> <b>īdem</b>&mdash;<span
class = "smallcaps">How Horatius Held the Bridge</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page126">126-127</a></td>
</tr>
<tr>
<td class = "number">LI.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Demonstratives</span> <b>hic</b>,
<b>iste</b>, <b>ille</b>&mdash;<span class = "smallcaps">A German
Chieftain Addresses his Followers&mdash;How Horatius Held the
Bridge</span> (<i>Continued</i>)
</p></td>
<td class = "number">
<a class = "page" href = "#page128">128-130</a></td>
</tr>
<tr>
<td class = "number">LII.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Indefinite Pronouns&mdash;How Horatius
Held the Bridge</span> (<i>Concluded</i>)
</p></td>
<td class = "number">
<a class = "page" href = "#page130">130-132</a></td>
</tr>
<tr>
<td class = "number">LIII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Regular Comparison of Adjectives</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page133">133-135</a></td>
</tr>
<tr>
<td class = "number">LIV.</td>
<td><p class = "hanging">
<span class = "smallcaps">Irregular Comparison of
Adjectives</span>&mdash;<i>Ablative with Comparatives</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page135">135-136</a></td>
</tr>
<tr>
<td class = "number">LV.</td>
<td><p class = "hanging">
<span class = "smallcaps">Irregular Comparison of Adjectives</span>
(<i>Continued</i>)&mdash;Declension of <b>plūs</b>
</p></td>
<td class = "number">
<a class = "page" href = "#page137">137-138</a></td>
</tr>
<tr>
<td class = "number">LVI.</td>
<td><p class = "hanging">
<span class = "smallcaps">Irregular Comparison of Adjectives</span>
(<i>Concluded</i>)&mdash;<i>Ablative of the Measure of Difference</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page138">138-139</a></td>
</tr>
<tr>
<td class = "number">LVII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Formation and Comparison of Adverbs</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page140">140-142</a></td>
</tr>
<tr>
<td class = "number">LVIII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Numerals</span>&mdash;<i>Partitive
Genitive</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page142">142-144</a></td>
</tr>
<tr>
<td class = "number">LIX.</td>
<td><p class = "hanging">
<span class = "smallcaps">Numerals</span>
(<i>Continued</i>)&mdash;<i>Accusative of Extent</i>&mdash;<span class =
"smallcaps">Cæsar in Gaul</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page144">144-146</a></td>
</tr>
<tr>
<td class = "number">LX.</td>
<td><p class = "hanging">
<span class = "smallcaps">Deponent Verbs</span>&mdash;<i>Prepositions
with the Accusative</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page146">146-147</a></td>
</tr>
<tr>
<td colspan = "3">
<h5>PART III. CONSTRUCTIONS</h5>
</td>
</tr>
<tr>
<td class = "number">LXI.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Subjunctive Mood</span>&mdash;Inflection
of the Present&mdash;<i>Indicative and Subjunctive Compared</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page148">148-152</a></td>
</tr>
<tr>
<td class = "number">LXII.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Subjunctive of Purpose</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page152">152-153</a></td>
</tr>
<tr>
<td class = "number">LXIII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Inflection of the Imperfect
Subjunctive</span>&mdash;<i>Sequence of Tenses</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page153">153-155</a></td>
</tr>
<tr>
<td class = "number">LXIV.</td>
<td><p class = "hanging">
<span class = "smallcaps">Inflection of the Perfect and Pluperfect
Subjunctive</span>&mdash;<i>Substantive Clauses of Purpose</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page156">156-159</a></td>
</tr>
<tr>
<td class = "number">LXV.</td>
<td><p class = "hanging">
<span class = "pagenum">xi</span>
<span class = "smallcaps">Subjunctive of</span>
<b>possum</b>&mdash;<i>Verbs of Fearing</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page160">160-161</a></td>
</tr>
<tr>
<td class = "number">LXVI.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Participles</span>&mdash;Tenses and
Declension
</p></td>
<td class = "number">
<a class = "page" href = "#page161">161-164</a></td>
</tr>
<tr>
<td class = "number">LXVII.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Irregular Verbs</span> <b>volō</b>,
<b>nōlō</b>, <b>mālō</b>&mdash;<i>Ablative Absolute</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page164">164-166</a></td>
</tr>
<tr>
<td class = "number">LXVIII.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Irregular Verb</span>
<b>fīō</b>&mdash;<i>Subjunctive of Result</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page167">167-168</a></td>
</tr>
<tr>
<td class = "number">LXIX.</td>
<td><p class = "hanging">
<span class = "smallcaps">Subjunctive of
Characteristic</span>&mdash;<i>Predicate Accusative</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page169">169-171</a></td>
</tr>
<tr>
<td class = "number">LXX.</td>
<td><p class = "hanging">
<span class = "smallcaps">Constructions with</span>
<b>cum</b>&mdash;<i>Ablative of Specification</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page171">171-173</a></td>
</tr>
<tr>
<td class = "number">LXXI.</td>
<td><p class = "hanging">
<span class = "smallcaps">Vocabulary Review</span>&mdash;<i>Gerund and
Gerundive</i>&mdash;<i>Predicate Genitive</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page173">173-177</a></td>
</tr>
<tr>
<td class = "number">LXXII.</td>
<td><p class = "hanging">
<span class = "smallcaps">The Irregular Verb</span>
<b>eō</b>&mdash;<i>Indirect Statements</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page177">177-180</a></td>
</tr>
<tr>
<td class = "number">LXXIII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Vocabulary Review&mdash;The Irregular
Verb</span> <b>ferō</b>&mdash;<i>Dative with Compounds</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page181">181-183</a></td>
</tr>
<tr>
<td class = "number">LXXIV.</td>
<td><p class = "hanging">
<span class = "smallcaps">Vocabulary Review</span>&mdash;<i>Subjunctive
in Indirect Questions</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page183">183-185</a></td>
</tr>
<tr>
<td class = "number">LXXV.</td>
<td><p class = "hanging">
<span class = "smallcaps">Vocabulary Review</span>&mdash;<i>Dative of
Purpose or End for Which</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page185">185-186</a></td>
</tr>
<tr>
<td class = "number">LXXVI.</td>
<td><p class = "hanging">
<span class = "smallcaps">Vocabulary Review</span>&mdash;<i>Genitive and
Ablative of Quality or Description</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page186">186-188</a></td>
</tr>
<tr>
<td class = "number">LXXVII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Review of Agreement</span>&mdash;<i>Review of
the Genitive, Dative, and Accusative</i>
</p></td>
<td class = "number">
<a class = "page" href = "#page189">189-190</a></td>
</tr>
<tr>
<td class = "number">LXXVIII.</td>
<td><p class = "hanging">
<span class = "smallcaps">Review of the Ablative</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page191">191-192</a></td>
</tr>
<tr>
<td class = "number">LXXIX.</td>
<td><p class = "hanging">
<span class = "smallcaps">Review of the Syntax of Verbs</span>
</p></td>
<td class = "number">
<a class = "page" href = "#page192">192-193</a></td>
</tr>

<tr>
<td></td>
<td><div class = "plainnote">
<a href = "LatinBegin2.html#page194">Readings</a>
</div></td>
<td></td>
</tr>
<tr>
<td></td>
<td><div class = "plainnote">
<a href = "LatinBegin2.html#page226">Tables of Inflections</a>
</div></td>
<td></td>
</tr>
<tr>
<td></td>
<td><div class = "plainnote">
<a href = "LatinBegin2.html#page299">Latin-English Vocabulary</a>
</div></td>
<td></td>
</tr>
<tr>
<td></td>
<td><div class = "plainnote">
<a href = "LatinBegin2.html#page332">English-Latin Vocabulary</a>
</div></td>
<td></td>
</tr>
<tr>
<td></td>
<td><div class = "plainnote">
<a href = "LatinBegin2.html#page344">Index</a>
</div></td>
<td></td>
</tr>
</table>

<!-- <span class = "pagenum">xii</span>
<a name = "pagexii"> </a>
[**map of Italy on this page not included in textkit scan]

<hr>

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<hr>

<span class = "pagenum">1</span>
<a name = "page1"> </a>
<h3>LATIN FOR BEGINNERS</h3>


<h4>TO THE STUDENT&mdash;BY WAY OF INTRODUCTION</h4>

<p><b>What is Latin?</b>
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,<span class = "tag">1</span> 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.</p>

<div class = "footnote">
1. Pronounce <i>Lā´shĭ-ŭm</i>.</div>

<p><b>The Spread of Latin.</b>
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
<span class = "pagenum">2</span>
<a name = "page2"> </a>
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.</p>

<p><b>The Romans and the Greeks.</b>
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&mdash;poets, artists, orators, and philosophers&mdash;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&nbsp;art.</p>

<p><b>Rome and the Modern World.</b>
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
<span class = "pagenum">3</span>
<a name = "page3"> </a>
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.</p>

<p><b>Latin and English.</b>
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&mdash;which,
you remember, is descended from Latin&mdash;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.</p>

<p><b>Why study Latin?</b>
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.
<span class = "pagenum">4</span>
<a name = "page4"> </a>
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.</p>

<p><b>Review Questions</b>.
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?</p>

<hr class = "mid">

<span class = "pagenum">5</span>
<a name = "page5"> </a>
<h3><a name = "latin_text">PART I</a></h3>

<h4>THE PRONUNCIATION OF LATIN</h4>

<h5>THE ALPHABET</h5>

<p class = "section">
<a name = "sec1"><b>1.</b></a>
The Latin alphabet contains the same letters as the English except that
it has no <i>w</i> and no <i>j</i>.</p>

<p class = "section">
<a name = "sec2"><b>2.</b></a>
The vowels, as in English, are <i>a, e, i, o, u, y</i>. The other
letters are consonants.</p>

<p class = "section">
<a name = "sec3"><b>3.</b></a>
<i>I</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>I
consonant</i>.</p>

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


<h5>SOUNDS OF THE LETTERS<span class = "tag">1</span></h5>

<div class = "footnote">
1. N.B. The sounds of the letters are best learned by hearing them
correctly pronounced. The matter in this section is, therefore, intended
for reference rather than for assignment as a lesson. As a first step it
is suggested that the teacher pronounce the examples in class, the
pupils following.</div>

<p class = "section">
<a name = "sec4"><b>4.</b></a>
Latin was not pronounced like English. The Romans at the beginning of
the Christian era pronounced their language substantially as described
below.</p>

<p class = "section">
<a name = "sec5"><b>5.</b></a>
The vowels have the following sounds:</p>

<table class = "fixed">
<tr>
<th>Vowels<span class = "tag">2</span></th>
<th>Latin Examples</th>
</tr>
<tr>
<td>
ā as in <i>father</i>
<p class = "hanging">
ă like the first <i>a</i> in <i>aha´</i>, never as in <i>hat</i></p>
</td>
<td class = "examples">
hāc, stās<br>
ă´-măt, că-nās
</td>
</tr>
<tr>
<td>
ē as in <i>they</i><br>
ĕ as in <i>met</i>
</td>
<td class = "examples">
tē´-lă, mē´-tă<br>
tĕ´-nĕt, mĕr´-cēs
</td>
</tr>
<tr>
<td>
ī as in <i>machine</i><br>
<span class = "pagenum">6</span>
<a name = "page6"> </a>
ĭ as in <i>bit</i>
</td>
<td class = "examples">
sĕr´-tī, prā´-tī<br>
sĭ´-tĭs, bĭ´-bī
</td>
</tr>
<tr>
<td>
ō as in <i>holy</i><br>
ŏ as in <i>wholly</i>, never as in <i>hot</i>
</td>
<td class = "examples">
Rō´-mă, ō´-rĭs<br>
mŏ´-dŏ, bŏ´-nōs
</td>
</tr>
<tr>
<td>
<p class = "hanging">
ū as in <i>rude</i>, or as <i>oo</i> in <i>boot</i></p>
<p class = "hanging">
ŭ as in <i>full</i>, or as <i>oo</i> in <i>foot</i></p>
</td>
<td class = "examples">
ū´-mŏr, tū´-bĕr<br>
ŭt, tū´-tŭs
</td>
</tr>
</table>

<div class = "footnote">
2. Long vowels are marked ¯, short ones ˘.</div>

<p class = "note">
<span class = "smallcaps">Note.</span> It is to be observed that there
is a decided difference in sound, except in the case of <i>a</i>,
between the long and the short vowels. It is not merely a matter of
<i>quantity</i> but also of <i>quality</i>.</p>

<p class = "section">
<a name = "sec6"><b>6.</b></a>
In <b>diphthongs</b> (two-vowel sounds) both vowels are heard in a
single syllable.</p>

<table class = "fixed">
<tr>
<th>Diphthongs</th>
<th>Latin Examples</th>
</tr>
<tr>
<td>
<b>ae</b> as <i>ai</i> in <i>aisle</i><br>
<b>au</b> as <i>ou</i> in <i>out</i>
</td>
<td class = "examples">
tae´-dae<br>
gau´-dĕt
</td>
</tr>
<tr>
<td>
<b>ei</b> as <i>ei</i> in <i>eight</i>
<p class = "hanging">
<b>eu</b> as <i>ĕ´o͝o</i> (a short <i>e</i> followed by a short <i>u</i>
in one syllable)</p>
</td>
<td class = "examples">
dein´-dĕ<br>
seu
</td>
</tr>
<tr>
<td>
<b>oe</b> like <i>oi</i> in <i>toil</i>
<p class = "hanging">
<b>ui</b> like <i>o͝o´ĭ</i> (a short <i>u</i> followed by a short
<i>i</i> in one syllable. Cf. English <i>we</i>)</p>
</td>
<td class = "examples">
foe´-dŭs<br>
cui, huic
</tr>
</table>

<p class = "note">
<span class = "smallcaps">Note.</span> Give all the vowels and
diphthongs their proper sounds and do not slur over them in unaccented
syllables, as is done in English.</p>

<p class = "section">
<a name = "sec7"><b>7.</b></a>
<b>Consonants</b> are pronounced as in English, except that</p>

<table class = "fixed">
<tr>
<th>Consonants</th>
<th>Latin Examples</th>
</tr>
<tr>
<td>
<p class = "hanging">
<b>c</b> is always like <i>c</i> in <i>cat</i>, never as in
<i>cent</i></p>
<p class = "hanging">
<b>g</b> is always like <i>g</i> in <i>get</i>, never as in
<i>gem</i></p>
<p class = "hanging">
<b>i consonant</b> is always like <i>y</i> in <i>yes</i></p>
<p class = "hanging">
<b>n</b> before <i>c, qu</i>, or <i>g</i> is like <i>ng</i> in
<i>sing</i> (compare the sound of <i>n</i> in <i>anchor</i>)</p>
</td>
<td class = "examples">
că´-dō, cĭ´-bŭs, cē´-nă<br>
gĕ´-mō, gĭg´-nō<br>
iăm, iŏ´-cŭs<br>
ăn´-cŏ-ră <span class = "plain">(ang´-ko-ra)</span>
</td>
</tr>
<tr>
<td>
<p class = "hanging">
<b>qu</b>, <b>gu</b>, and sometimes <b>su</b> before a vowel have the
sound of <i>qw, gw</i>, and <i>sw</i>. Here <i>u</i> has the value of
consonant <i>v</i> and is not counted a vowel</p>
</td>
<td class = "examples">
<p class = "hanging">
ĭn´-quĭt, quī, lĭn´-guă, săn´-guĭs, suā´-dĕ-ō</p>
</td>
</tr>
<tr>
<td>
<b>s</b> is like <i>s</i> in <i>sea</i>, never as in <i>ease</i>
<p class = "hanging">
<b>t</b> is always like <i>t</i> in <i>native</i>, never as in
<i>nation</i></p>
</td>
<td class = "examples">
rŏ´-să, ĭs<br>
ră´-tĭ-ō, nā´-tĭ-ō
</td>
</tr>
<tr>
<td>
<span class = "pagenum">7</span>
<a name = "page7"> </a>
<p class = "hanging">
<b>v</b> is like <i>w</i> in <i>wine</i>, never as in <i>vine</i></p>
<p class = "hanging">
<b>x</b> has the value of two consonants (<i>cs</i> or <i>gs</i>) and is
like <i>x</i> in <i>extract</i>, not as in <i>exact</i></p>
</td>
<td class = "examples">
vī´-nŭm, vĭr<br>
ĕx´-trā, ĕx-āc´-tŭs
</td>
</tr>
<tr>
<td>
<p class = "hanging">
<b>bs</b> is like <i>ps</i> and <b>bt</b> like <i>pt</i></p>
<p class = "hanging">
<b>ch</b>, <b>ph</b>, and <b>th</b> are like <i>c</i>, <i>p</i>,
<i>t</i></p>
</td>
<td class = "examples">
ŭrbs, ŏb-tĭ´-nĕ-ō<br>
<p class = "hanging">
pŭl´-chĕr, Phoe´-bē, thĕ-ā´-trŭm</p>
</td>
</tr>
</table>

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


<h5>SYLLABLES</h5>

<p class = "section">
<a name = "sec8"><b>8.</b></a>
A Latin word has as many syllables as it has vowels and diphthongs. Thus
<b>aes-tā´-tĕ</b> has three syllables, <b>au-dĭ-ĕn´-dŭs</b> has
four.</p>

<p class = "note">
<i>a.</i> Two vowels with a consonant between them never make one
syllable, as is so often the case in English. Compare English
<i>inside</i> with Latin īn-sī´-dĕ.</p>

<p class = "section">
<a name = "sec9"><b>9.</b></a>
Words are divided into syllables as follows:</p>

<p>1. A single consonant between two vowels goes with the second. Thus
<b>ă-mā´-bĭ-lĭs</b>, <b>mĕ-mŏ´-rĭ-ă</b>, <b>ĭn-tĕ´-rĕ-ā</b>,
<b>ă´-bĕst</b>, <b>pĕ-rē´-gĭt</b>.<span class = "tag">3</span></p>

<div class = "footnote">
3. In writing and printing it is customary to divide the parts of a
compound, as <b>inter-eā</b>, <b>ab-est</b>, <b>sub-āctus</b>,
<b>per-ēgit</b>, contrary to the correct phonetic rule.</div>

<p>2. Combinations of two or more consonants:</p>

<p class = "note">
<i>a.</i> A consonant followed by <i>l</i> or <i>r</i> goes with the
<i>l</i> or <i>r</i>. Thus <b>pū´-blĭ-cŭs</b>, <b>ă´-grī</b>.</p>

<p class = "note">
<span class = "smallcaps">Exception.</span> Prepositional compounds of
this nature, as also <i>ll</i> and <i>rr</i>, follow rule <i>b</i>. Thus
<b>ăb´-lŭ-ō</b>, <b>ăb-rŭm´-pō</b>, <b>ĭl´-lĕ</b>, <b>fĕr´-rŭm</b>.</p>

<p class = "note">
<i>b.</i> In all other combinations of consonants the first consonant
goes with the preceding vowel.<span class = "tag">4</span> Thus
<b>măg´-nŭs</b>, <b>ĕ-gĕs´-tās</b>, <b>vĭc-tō´-rĭ-ă</b>,
<b>hŏs´-pĕs</b>, <b>ăn´-nŭs</b>, <b>sŭ-bāc´-tŭs</b>.</p>

<div class = "footnote">
4. The combination <b>nct</b> is divided <b>nc-t</b>, as <b>fūnc-tŭs,
sānc-tŭs</b>.</div>

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

<p><span class = "pagenum">8</span>
<a name = "page8"> </a>
<a name = "sec10"><b>10.</b></a>
<span class = "midfat">EXERCISE</span></p>

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

<p>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.</p>

<p>[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.]</p>


<h5>QUANTITY</h5>

<p class = "section">
<a name = "sec11"><b>11.</b></a>
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.</p>

<p class = "section">
<a name = "sec12"><b>12.</b></a>
<b>Quantity of Vowels.</b> Vowels are either long (¯) or short (˘). In
this book the long vowels are marked. Unmarked vowels are to be
considered short.</p>

<p>1. A vowel is short before another vowel or <i>h</i>; as
<b>pŏ-ē´-ta</b>, <b>tră´-hō</b>.</p>

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

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

<p>4. Diphthongs are always long, and are not marked.</p>

<p class = "section">
<a name = "sec13"><b>13.</b></a>
<b>Quantity of Syllables.</b> Syllables are either long or short, and
their quantity must be carefully distinguished from that of vowels.</p>

<p>1. <b>A syllable is short</b>,</p>

<p class = "note">
<i>a.</i> If it ends in a short vowel; as <b>ă´-mō</b>,
<b>pĭ´-grĭ</b>.</p>

<p class = "note">
<span class = "smallcaps">Note.</span> In final syllables the short
vowel may be followed by a final consonant. Thus the word
<b>mĕ-mŏ´-rĭ-ăm</b> 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.</p>

<p><span class = "pagenum">9</span>
<a name = "page9"> </a>
2. <b>A syllable is long</b>,</p>

<p class = "note">
<i>a.</i> If it contains a long vowel or a diphthong, as <b>cū´-rō</b>,
<b>poe´-nae</b>, <b>aes-tā´-te</b>.</p>

<p class = "note">
<i>b.</i> If it ends in a consonant which is followed by another
consonant, as <b>cor´-pus</b>, <b>mag´-nus</b>.</p>

<p class = "note">
<span class = "smallcaps">Note.</span> The vowel in a long syllable may
be either long or short, and should be pronounced accordingly. Thus in
<b>ter´-ra</b>, <b>in´-ter</b>, the first syllable is long, but the
vowel in each case is short and should be given the short sound. In
words like <b>saxum</b> the first syllable is long because <i>x</i> has
the value of two consonants (<i>cs</i> or <i>gs</i>).</p>

<p>3. In determining quantity <i>h</i> is not counted a consonant.</p>

<p class = "note">
<span class = "smallcaps">Note.</span> 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 <b>cŭr´-rō</b> as it
does <b>cū´-rō</b>, and so each of these first syllables is long.
Compare <b>mŏl´-lis</b> and <b>mō´-lis</b>, <b>ā-mĭs´-sī</b> and
<b>ā-mi´-sī</b>.</p>


<h5>ACCENT</h5>

<p class = "section">
<a name = "sec14"><b>14.</b></a>
Words of two syllables are accented on the first, as <b>mēn´-sa</b>,
<b>Cae´-sar</b>.</p>

<p class = "section">
<a name = "sec15"><b>15.</b></a>
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
<b>mo-nē´-mus</b>, <b>re´-gi-tur</b>, <b>a-gri´-co-la</b>,
<b>a-man´-dus</b>.</p>

<p class = "note">
<span class = "smallcaps">Note.</span> Observe that the position of the
accent is determined by the length of the <i>syllable</i> and not by the
length of the vowel in the syllable. (Cf. <a href =
"#sec13">§&nbsp;13.&nbsp;2</a>, Note.)</p>

<p class = "section">
<a name = "sec16"><b>16.</b></a>
Certain little words called <i>enclit´ics</i><span class =
"tag">5</span> which have no separate existence, are added to and
pronounced with a preceding word. The most common are <b>-que</b>,
<i>and</i>; <b>-ve</b>, <i>or</i>; and <b>-ne</b>, the question sign.
The syllable before an enclitic takes the accent, regardless of its
quantity. Thus <b>populus´que</b>, <b>dea´que</b>, <b>rēgna´ve</b>,
<b>audit´ne</b>.</p>

<div class = "footnote">
5. Enclitic means <i>leaning back</i>, and that is, as you see, just
what these little words do. They cannot stand alone and so they lean
back for support upon the preceding word.</div>


<span class = "pagenum">10</span>
<a name = "page10"> </a>
<h5>HOW TO READ LATIN</h5>

<p class = "section">
<a name = "sec17"><b>17.</b></a>
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. <a href = "#sec15">§&nbsp;15</a>.) 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.</p>

<p class = "section">
<a name = "sec18"><b>18.</b></a>
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.</p>

<h5>EXCELSIOR [HIGHER]! <span class = "tag">6</span></h5>

<table>
<tr>
<td>
The shades of night were falling fast,<br>
As through an Alpine village passed<br>
A youth, who bore, ’mid snow and ice,<br>
A banner with the strange device,<br>
<span class = "inset">Excelsior!</span>
</td>
<td>
Cadēbant noctis umbrae, dum<br>
Ibat per vīcum Alpicum<br>
Gelū nivequ(e) adolēscēns,<br>
Vēxillum cum signō ferēns,<br>
<span class = "inset">Excelsior!</span>
</td>
</tr>
<tr>
<td>
His brow was sad; his eye beneath,<br>
Flashed like a falchion from its sheath,<br>
And like a silver clarion rung<br>
The accents of that unknown tongue,<br>
<span class = "inset">Excelsior!</span>
</td>
<td>
Frōns trīstis, micat oculus<br>
Velut ē vāgīnā gladius;<br>
Sonantque similēs tubae<br>
Accentūs lingu(ae) incognitae,<br>
<span class = "inset">Excelsior!</span>
</td>
</tr>
<tr>
<td>
In happy homes he saw the light<br>
Of household fires gleam warm and bright;<br>
Above, the spectral glaciers shone,<br>
And from his lips escaped a groan,<br>
<span class = "inset">Excelsior!</span>
</td>
<td>
In domibus videt clārās<br>
Focōrum lūcēs calidās;<br>
Relucet glaciēs ācris,<br>
Et rumpit gemitūs labrīs,<br>
<span class = "inset">Excelsior!</span>
</td>
</tr>
<tr>
<td>
“Try not the Pass!” the old man said;<br>
“Dark lowers the tempest overhead,<br>
<span class = "pagenum">11</span>
<a name = "page11"> </a>
The roaring torrent is deep and wide!”<br>
And loud that clarion voice replied,<br>
<span class = "inset">Excelsior!</span>
</td>
<td>
Dīcit senex, “Nē trānseās!<br>
Suprā nigrēscit tempestās;<br>
Lātus et altus est torrēns.”<br>
Clāra vēnit vōx respondēns,<br>
<span class = "inset">Excelsior!</span>
</td>
</tr>
<tr>
<td>
At break of day, as heavenward<br>
The pious monks of Saint Bernard<br>
Uttered the oft-repeated prayer,<br>
A voice cried through the startled air,<br>
<span class = "inset">Excelsior!</span>
</td>
<td>
Iam lūcēscēbat, et frātrēs<br>
Sānctī Bernardī vigilēs<br>
Ōrābant precēs solitās,<br>
Cum vōx clāmāvit per aurās,<br>
<span class = "inset">Excelsior!</span>
</td>
</tr>
<tr>
<td>
A traveler, by the faithful hound,<br>
Half-buried in the snow was found,<br>
Still grasping in his hand of ice<br>
That banner with the strange device,<br>
<span class = "inset">Excelsior!</span>
</td>
<td>
Sēmi-sepultus viātor<br>
Can(e) ā fīdō reperītur,<br>
Comprēndēns pugnō gelidō<br>
Illud vēxillum cum signō,<br>
<span class = "inset">Excelsior!</span>
</td>
</tr>
<tr>
<td>
There in the twilight cold and gray,<br>
Lifeless, but beautiful, he lay,<br>
And from the sky, serene and far,<br>
A voice fell, like a falling star,<br>
<span class = "inset">Excelsior!</span>
</td>
<td>
Iacet corpus exanimum<br>
Sed lūce frīgidā pulchrum;<br>
Et caelō procul exiēns<br>
Cadit vōx, ut Stella cadēns,<br>
<span class = "inset">Excelsior!</span>
</td>
</tr>
</table>

<div class = "footnote">
6. Translation by C. W. Goodchild in <i>Praeco Latinus</i>, October,
1898.</div>


<hr class = "mid">

<span class = "pagenum">12</span>
<a name = "page12"> </a>
<h3>PART II</h3>

<h4>WORDS AND FORMS</h4>


<h5 class = "chapter"><a name = "lesson_I">
LESSON I</a></h5>

<h6 class = "boldf">FIRST PRINCIPLES</h6>

<p class = "section">
<a name = "sec19"><b>19.</b></a>
<b>Subject and Predicate.</b> 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,</p>

<table>
<tr>
<td class = "rightpad">
<i>Galba is a farmer</i><br>
<b>Galba est agricola</b>
</td>
<td>
<i>The sailor fights</i><br>
<b>Nauta pugnat</b>
</td>
</tr>
</table>

<p>In each of these sentences there are two parts:</p>

<table>
<tr>
<td class = "sidehead">Subject</td>
<td>
<i>Galba</i><br>
<b>Galba</b><br>
<br>
<i>The sailor</i><br>
<b>Nauta</b>
</td>
<td class = "sidehead">Predicate</td>
<td>
<i>is a farmer</i><br>
<b>est agricola</b><br>
<br>
<i>fights</i><br>
<b>pugnat</b>
</td>
</tr>
</table>

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

<p class = "note">
<i>a.</i> Pronouns, as their name implies (<i>pro</i>, “instead of,” and
<i>noun</i>), often take the place of nouns, usually to save repeating
the same noun, as, <i>Galba is a farmer; <b>he</b> is a sturdy
fellow</i>.</p>

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

<p class = "note">
<i>a.</i> A verb is a word which asserts something (usually an act)
concerning a person, place, or thing.</p>

<p class = "section">
<span class = "pagenum">13</span>
<a name = "page13"> </a>
<a name = "sec20"><b>20.</b></a>
<b>The Object.</b> In the two sentences, <i>The boy hit the ball</i> and
<i>The ball hit the boy</i>, the same words are used, but the meaning is
different, and depends upon the order of the words. The <b>doer</b> of
the act, that about which something is said, is, as we have seen above,
the <b>subject</b>. <b>That to which something is done</b> is the
<b>direct object</b> of the verb. <i>The boy hit the ball</i> is
therefore analyzed as follows:</p>

<table>
<tr>
<th>Subject</th>
<th>Predicate</th>
</tr>
<tr>
<td align = "center"><i>The boy</i></td>
<td align = "center">
<i>hit the ball</i><br>
<span class = "smallhead">(verb) (direct object)</span>
</td>
</tr>
</table>

<p class = "note">
<i>a.</i> A verb whose action passes over to the object directly, as in
the sentence above, is called a <b>transitive verb</b>. A verb which
does not admit of a direct object is called <b>intransitive</b>, as,
<i>I walk, he comes</i>.</p>

<p class = "section">
<a name = "sec21"><b>21.</b></a>
<b>The Copula.</b> The verb <i>to be</i> in its different
forms&mdash;<i>are</i>, <i>is</i>, <i>was</i>, etc.&mdash;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 <b>copula</b>, that
is, <i>the joiner</i> or <i>link</i>.</p>

<p class = "section">
<a name = "sec22"><b>22.</b></a>
In the following sentences pronounce the Latin and name the <i>nouns,
verbs, subjects, objects, predicates, copulas</i>:</p>

<table class = "fixed">
<tr>
<td class = "number close">1.</td>
<td>
<b>America est patria mea</b><br>
<i>America is fatherland my</i>
</td>
</tr>
<tr>
<td class = "number close">2.</td>
<td>
<b>Agricola fīliam amat</b><br>
<i>(The) farmer (his) daughter loves</i>
</td>
</tr>
<tr>
<td class = "number close">3.</td>
<td>
<b>Fīlia est Iūlia</b><br>
<i>(His) daughter is Julia</i>
</td>
</tr>
<tr>
<td class = "number close">4.</td>
<td>
<b>Iūlia et agricola sunt in īnsulā</b><br>
<i>Julia and (the) farmer are on (the) island</i>
</td>
</tr>
<tr>
<td class = "number close">5.</td>
<td>
<b>Iūlia aquam portat</b><br>
<i>Julia water carries</i>
</td>
</tr>
<tr>
<td class = "number close">6.</td>
<td>
<b>Rosam in comīs habet</b><br>
<i>(A) rose in (her) hair (she) has</i>
</td>
</tr>
<tr>
<td class = "number close">7.</td>
<td>
<b>Iūlia est puella pulchra</b><br>
<i>Julia is (a) girl pretty</i>
</td>
</tr>
<tr>
<td class = "number close">8.</td>
<td>
<b>Domina fīliam pulchram habet</b><br>
<i>(The) lady (a) daughter beautiful has</i>
</td>
</tr>
</table>

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


<span class = "pagenum">14</span>
<a name = "page14"> </a>


<h5 class = "chapter"><a name = "lesson_II">
LESSON II</a></h5>

<h6 class = "boldf">FIRST PRINCIPLES (<i>Continued</i>)</h6>

<p class = "section">
<a name = "sec23"><b>23.</b></a>
<b>Inflection.</b> Words may change their forms to indicate some change
in sense or use, as, <i>is, are; was, were; who, whose, whom; farmer,
farmer’s; woman, women</i>. This is called <b>inflection</b>. The
inflection of a noun, adjective, or pronoun is called its
<b>declension</b>, that of a verb its <b>conjugation</b>.</p>

<p class = "section">
<a name = "sec24"><b>24.</b></a>
<b>Number.</b> Latin, like English, has two numbers, singular and
plural. In English we usually form the plural by adding <i>-s</i> or
<i>-es</i> to the singular. So Latin changes the singular to the plural
by changing the ending of the word. Compare</p>

<table>
<tr>
<td class = "rightpad">
<b>Naut-a pugnat</b><br>
<i>The sailor fights</i>
</td>
<td>
<b>Naut-ae pugnant</b><br>
<i>The sailors fight</i>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec25"><b>25.</b></a>
<span class = "smallcaps">Rule.</span> <i>Nouns that end in <b>-a</b> in
the singular end in <b>-ae</b> in the plural</i>.</p>

<p class = "section">
<a name = "sec26"><b>26.</b></a>
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.</p>

<table class = "vocab">
<tr>
<td class = "half">
<b>agri´cola</b>, <i>farmer</i> (agriculture)<span class =
"tag">1</span><br>
<b>aqua</b>, <i>water</i> (aquarium)<br>
<b>causa</b>, <i>cause, reason</i>
<p class = "hanging">
<b>do´mina</b>, <i>lady of the house, mistress</i> (dominate)</p>
<b>filia</b>, <i>daughter</i> (filial)<br>
<b>fortū´na</b>, <i>fortune</i>
</td>
<td>
<b>fuga</b>, <i>flight</i> (fugitive)<br>
<b>iniū´ria</b>, <i>wrong, injury</i><br>
<b>lūna</b>, <i>moon</i> (lunar)<br>
<b>nauta</b>, <i>sailor</i> (nautical)<br>
<b>puel´la</b>, <i>girl</i><br>
<b>silva</b>, forest (silvan)<br>
<b>terra</b>, <i>land</i> (terrace)
</td>
</tr>
</table>

<div class = "footnote">
1. The words in parentheses are English words related to the Latin. When
the words are practically identical, as <b>causa</b>, <i>cause</i>, no
comparison is needed.</div>

<p class = "section">
<a name = "sec27"><b>27.</b></a>
Compare again the sentences</p>

<table>
<tr>
<td class = "rightpad">
<b>Nauta pugna-t</b><br>
<i>The sailor fights</i>
</td>
<td>
<b>Nautae pugna-nt</b><br>
<i>The sailors fight</i>
</td>
</tr>
</table>

<p>In the first sentence the verb <b>pugna-t</b> is in the third person
singular, in the second sentence <b>pugna-nt</b> is in the third person
plural.</p>

<p class = "section">
<span class = "pagenum">15</span>
<a name = "page15"> </a>
<a name = "sec28"><b>28.</b></a>
<span class = "smallcaps">Rule.</span> <b>Agreement of Verb.</b> <i>A
finite verb must always be in the same person and number as its
subject.</i></p>

<p class = "section">
<a name = "sec29"><b>29.</b></a>
<span class = "smallcaps">Rule.</span> <i>In the conjugation of the
Latin verb the third person singular active ends in <b>-t</b>, the third
person plural in <b>-nt</b>. The endings which show the person and
number of the verb are called <b>personal endings</b>.</i></p>

<p class = "section">
<a name = "sec30"><b>30.</b></a>
Learn the following verbs and write the plural of each. The personal
pronouns <i>he</i>, <i>she</i>, <i>it</i>, 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
<b>nauta pugnat</b> is translated <i>the sailor fights</i>, not <i>the
sailor he fights</i>.</p>

<table class = "fixed">
<tr>
<td><b>ama-t</b></td>
<td><i>he (she, it)</i></td>
<td><i>loves, is loving, does love</i> (amity, amiable)</td>
</tr>
<tr>
<td><b>labō´ra-t</b></td>
<td align = "center">“ &nbsp; “ &nbsp; “</td>
<td><i>labors, is laboring, does labor</i></td>
</tr>
<tr>
<td><b>nūntia-t</b><span class = "tag">2</span></td>
<td align = "center">“ &nbsp; “ &nbsp; “</td>
<td><i>announces, is announcing, does announce</i></td>
<tr>
<td><b>porta-t</b></td>
<td align = "center">“ &nbsp; “ &nbsp; “</td>
<td><i>carries, is carrying, does carry</i> (porter)</td>
</tr>
<tr>
<td><b>pugna-t</b></td>
<td align = "center">“ &nbsp; “ &nbsp; “</td>
<td><i>fights, is fighting, does fight</i> (pugnacious)</td>
</tr>
</table>

<div class = "footnote">
2. The <i>u</i> in <b>nūntiō</b> is long by exception. (Cf. <a href =
"#sec12">§&nbsp;12.&nbsp;2</a>.)</div>

<p class = "section">
<a name = "sec31"><b>31.</b></a>
<span class = "midfat">EXERCISES</span></p>

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

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


<p class = "illustration">
<img src = "../images/pic015.png" width = "130" height = "122"
alt = "seated lady"><br>
<span class = "caption">
DOMINA</span></p>


<span class = "pagenum">16</span>
<a name = "page16"> </a>


<h5 class = "chapter"><a name = "lesson_III">
LESSON III</a></h5>

<h6 class = "boldf">FIRST PRINCIPLES (<i>Continued</i>)</h6>

<p class = "section">
<a name = "sec32"><b>32.</b></a>
<b>Declension of Nouns.</b> We learned above (<a href =
"#sec19">§§&nbsp;19</a>, <a href = "#sec20">20</a>) 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 <i>The lady
her daughter loves</i> might mean either that the lady loves her
daughter, or that the daughter loves the lady.</p>

<p>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:</p>

<table class = "lines">
<tr>
<td>
<b>Domina fīliam amat</b><br>
<b>Fīliam domina amat</b><br>
<b>Amat fīliam domina</b><br>
<b>Domina amat fīliam</b>
</td>
<td class = "middle left ital">
The lady loves her daughter
</td>
</tr>
<tr>
<td>
<b>Fīlia dominam amat</b><br>
<b>Dominam fīlia amat</b><br>
<b>Amat dominam fīlia</b><br>
<b>Fīlia amat dominam</b>
</td>
<td class = "middle left ital">
The daughter loves the lady
</td>
</tr>
</table>

<p class = "note">
<i>a.</i> Observe that in each case the subject of the sentence ends in
<b>-a</b> and the object in <b>-am</b>. The <i>form</i> of the noun
shows how it is used in the sentence, and the order of the words has no
effect on the essential meaning.</p>

<p>2. As stated above (<a href = "#sec23">§&nbsp;23</a>), this change of
ending is called <b>declension</b>, and each different ending produces
what is called a <b>case</b>. When we decline a noun, we give all its
different cases, or changes of endings. In English we have three
cases,&mdash;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 <i>’s</i> or the apostrophe.
The interrogative pronoun, however, has the fuller declension,
<i>who?</i> <i>whose?</i> <i>whom?</i></p>

<p class = "section">
<span class = "pagenum">17</span>
<a name = "page17"> </a>
<a name = "sec33"><b>33.</b></a>
The following table shows a comparison between English and Latin
declension forms, and should be thoroughly memorized:</p>

<table class = "boxes">
<tr>
<th class = "box all" colspan = "3">English Cases</th>
<th class = "box all" colspan = "2">Latin Cases</th>
</tr>

<tr>
<td class = "center box all" colspan = "2">
Declension of <i>who?</i></td>
<td class = "center box all">
Name of case and use</td>
<td class = "center box all">
Declension of <b>domina</b> and translation</td>
<td class = "center box all">
Name of case and use</td>
</tr>
<tr>
<td class = "sidehead box all" rowspan = "3">
S<br>
i<br>
n<br>
g<br>
u<br>
l<br>
a<br>
r
</td>
<td class = "box upper">Who?</td>
<td class = "box upper">
<p class = "hanging">Nominative&mdash;<br>
case of the subject</p></td>
<td class = "box upper">
<p class = "hanging">
<b>do´min-a</b><br>
<i>the lady</i></p></td>
<td class = "box upper">
<p class = "hanging">Nominative&mdash;<br>
case of the subject</p></td>
</tr>
<tr>
<td class = "box">Whose?</td>
<td class = "box">
<p class = "hanging">Possessive&mdash;<br>
case of the possessor</p></td>
<td class = "box">
<p class = "hanging">
<b>domin-ae</b><br>
<i>the lady’s</i></p>
</td>
<td class = "box">
<p class = "hanging">Genitive&mdash;<br>
case of the possessor
</p></td>
</tr>
<tr>
<td class = "box lower">Whom?</td>
<td class = "box lower">
<p class = "hanging">Objective&mdash;<br>
case of the object
</p></td>
<td class = "box lower">
<p class = "hanging">
<b>domin-am</b><br>
<i>the lady</i>
</p></td>
<td class = "box lower">
<p class = "hanging">Accusative&mdash;<br>
case of the direct object</p>
</td>
</tr>

<tr>
<td class = "sidehead box all" rowspan = "3">
P<br>
l<br>
u<br>
r<br>
a<br>
l
</td>
<td class = "box upper">Who?</td>
<td class = "box upper">
<p class = "hanging">Nominative&mdash;<br>
case of the subject
</p></td>
<td class = "box upper">
<p class = "hanging">
<b>domin-ae</b><br>
<i>the ladies</i></p>
</td>
<td class = "box upper">
<p class = "hanging">Nominative&mdash;<br>
case of the subject
</p></td>
</tr>
<tr>
<td class = "box">Whose?</td>
<td class = "box">
<p class = "hanging">Possessive&mdash;<br>
case of the possessor
</p></td>
<td class = "box">
<p class = "hanging">
<b>domin-ā´rum</b><br>
<i>the ladies’</i><br>
<i>of the ladies</i></p>
</td>
<td class = "box">
<p class = "hanging">Genitive&mdash;<br>
case of the possessor
</p></td>
</tr>
<tr>
<td class = "box lower">Whom?</td>
<td class = "box lower">
<p class = "hanging">Objective&mdash;<br>
case of the object</p>
</td>
<td class = "box lower">
<p class = "hanging">
<b>domin-ās</b><br>
<i>the ladies</i></p></td>
<td class = "box lower">
<p class = "hanging">Accusative&mdash;<br>
case of the direct object</p>
</td>
</tr>
</table>

<p>When the nominative singular of a noun ends in <b>-a</b>, observe
that</p>

<p class = "note">
<i>a.</i> The nominative plural ends in <b>-ae</b>.</p>

<p class = "note">
<i>b.</i> The genitive singular ends in <b>-ae</b> and the genitive
plural in <b>-ārum</b>.</p>

<p class = "note">
<i>c.</i> The accusative singular ends in <b>-am</b> and the accusative
plural in <b>-ās</b>.</p>

<p class = "note">
<i>d.</i> The genitive singular and the nominative plural have the same
ending.</p>

<p class = "section">
<a name = "sec34"><b>34.</b></a>
<span class = "midfat">EXERCISE</span></p>

<p>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.</p>

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


<span class = "pagenum">18</span>
<a name = "page18"> </a>


<h5 class = "chapter"><a name = "lesson_IV">
LESSON IV</a></h5>

<h6 class = "boldf">FIRST PRINCIPLES (<i>Continued</i>)</h6>

<p class = "section">
<a name = "sec35"><b>35.</b></a>
We learned from the table (<a href = "#sec33">§&nbsp;33</a>) 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:</p>

<p class = "center">
<b>Fīlia agricolae nautam amat</b>,<br>
<i>the farmer’s daughter</i> (or <i>the daughter of the farmer</i>)
<i>loves the sailor</i>
</p>

<p>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?</p>

<p class = "section">
<a name = "sec36"><b>36.</b></a>
<span class = "smallcaps">Rule.</span> <b>Nominative Subject.</b> <i>The
subject of a finite verb is in the Nominative and answers the question
Who? or What?</i></p>

<p class = "section">
<a name = "sec37"><b>37.</b></a>
<span class = "smallcaps">Rule.</span> <b>Accusative Object.</b> <i>The
direct object of a transitive verb is in the Accusative and answers the
question Whom? or What?</i></p>

<p class = "section">
<a name = "sec38"><b>38.</b></a>
<span class = "smallcaps">Rule.</span> <b>Genitive of the Possessor.</b>
<i>The word denoting the owner or possessor of something is in the
Genitive and answers the question Whose?</i></p>

<p class = "illustration">
<img src = "../images/pic018.png" width = "347" height = "239"
alt = "Diana shoots an arrow at a bear"><br>
<span class = "caption">
DIANA SAGITTAS PORTAT ET FERAS NECAT</span></p>

<p><span class = "pagenum">19</span>
<a name = "page19"> </a>
<a name = "sec39"><b>39.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec39vocab">special
vocabulary</a>, p. 283.</p>

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

<p>For the order of words imitate the Latin above.</p>

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

<p class = "section">
<a name = "sec40"><b>40.</b></a>
<span class = "midfat">CONVERSATION</span></p>

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

<p class = "inset">
1. Quis est Diāna?<br>
2. Cuius fīlia est Diāna?<br>
3. Quis Diānam amat?<br>
4. Quis silvam amat?<br>
5. Quis sagittās portat?<br>
6. Cuius fīliae labōrant?
</p>


<h5 class = "chapter"><a name = "lesson_V">
LESSON V</a></h5>

<h6 class = "boldf">FIRST PRINCIPLES (<i>Continued</i>)</h6>

<p class = "section">
<a name = "sec41"><b>41.</b></a>
<b>The Dative Case.</b> 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 <i>from</i>, <i>with</i>, <i>by</i>,
<i>to</i>, <i>for</i>, <i>in</i>, <i>at</i>.<span class =
"tag">1</span></p>

<div class = "footnote">
1. Words like <i>to</i>, <i>for</i>, <i>by</i>, <i>from</i>, <i>in</i>,
etc., which define the relationship between words, are called
<b>prepositions</b>.</div>

<p>Latin, too, makes frequent use of such prepositions; but often it
expresses these relations without them by means of case forms which
<span class = "pagenum">20</span>
<a name = "page20"> </a>
English does not possess. One of the cases found in the Latin declension
and lacking in English is called the <i>dative</i>.</p>

<p class = "section">
<a name = "sec42"><b>42.</b></a>
When the nominative singular ends in <b>-a</b>, the dative singular ends
in <b>-ae</b> and the dative plural in <b>-īs</b>.</p>

<p class = "note">
<span class = "smallcaps">Note.</span> Observe that the <i>genitive
singular</i>, the <i>dative singular</i>, and the <i>nominative
plural</i> all have the same ending, <b>-ae</b>; but the uses of the
three cases are entirely different. The general meaning of the sentence
usually makes clear which case is intended.</p>

<p class = "note">
<i>a.</i> Form the dative singular and plural of the following nouns:
<b>fuga</b>, <b>causa</b>, <b>fortūna</b>, <b>terra</b>, <b>aqua</b>,
<b>puella</b>, <b>agricola</b>, <b>nauta</b>, <b>domina</b>.</p>

<p class = "section">
<a name = "sec43"><b>43.</b></a>
<b>The Dative Relation.</b> The dative case is used to express the
relations conveyed in English by the prepositions <i>to</i>,
<i>towards</i>, <i>for</i>.</p>

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

<p class = "note">
<i>a.</i> What dative relations do you discover in the following?</p>

<p>The teacher gave a prize to John because he replied so promptly to
all her questions&mdash;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.</p>

<p class = "section">
<a name = "sec44"><b>44.</b></a>
<b>The Indirect Object.</b> Examine the sentence</p>

<p class = "center">
<b>Nauta fugam nūntiat</b>,
<i>the sailor announces the flight</i></p>

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

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
1. Its direct object, <i>flight</i> (<b>fugam</b>)</p>
<p class = "hanging">
2. Its indirect object, <i>farmers</i></p>
</td>
</tr>
</table>

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

<p><span class = "pagenum">21</span>
<a name = "page21"> </a>
<a name = "sec45"><b>45.</b></a>
<span class = "smallcaps">Rule.</span> <b>Dative Indirect Object.</b>
<i>The indirect object of a verb is in the Dative.</i></p>

<p class = "note">
<i>a.</i> The indirect object usually stands before the direct
object.</p>

<p class = "section">
<a name = "sec46"><b>46.</b></a>
We may now complete the translation of the sentence <i>The sailor
announces the flight to the farmers</i>, and we have</p>

<p class = "center">
<b>Nauta agricolīs fugam nūntiat</b></p>

<p class = "section">
<a name = "sec47"><b>47.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec47vocab">special
vocabulary</a>, p. 283.</p>

<p><i>Point out the direct and indirect objects and the genitive of the
possessor.</i></p>

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

<p>Imitate the word order of the preceding exercise.</p>

<p>II. 1. To whom do the girls give a wreath? 2.&nbsp;The girls give a
wreath to Julia, because Julia loves wreaths. 3.&nbsp;The sailors tell
the ladies<span class = "tag">2</span> a story, because the ladies love
stories. 4.&nbsp;The farmer gives his (<a href =
"#sec22">§&nbsp;22.&nbsp;<i>a</i></a>) daughter water. 5.&nbsp;Galba
announces the cause of the battle to the sailor. 6.&nbsp;The goddess of
the moon loves the waters of the forest. 7.&nbsp;Whose wreath is Latona
carrying? Diana’s.</p>

<div class = "footnote">
2. Observe that in English the indirect object often stands without a
preposition <i>to</i> to mark it, especially when it precedes the direct
object.</div>


<span class = "pagenum">22</span>
<a name = "page22"> </a>

<h5 class = "chapter"><a name = "lesson_VI">
LESSON VI</a></h5>

<h6 class = "boldf">FIRST PRINCIPLES (<i>Continued</i>)</h6>

<p class = "section">
<a name = "sec48"><b>48.</b></a>
<b>The Ablative Case.</b> Another case, lacking in English but found in
the fuller Latin declension, is the <i>ab´la-tive.</i></p>

<p class = "section">
<a name = "sec49"><b>49.</b></a>
When the nominative singular ends in <b>-a</b>, the ablative singular
ends in <b>-ā</b> and the ablative plural in <b>-īs</b>.</p>

<p class = "note">
<i>a.</i> Observe that the final -ă of the nominative is short, while
the final -ā of the ablative is long, as,</p>

<table>
<tr>
<td class = "rightpad">
<i>Nom.</i> <b>fīliă</b></td>
<td>
<i>Abl.</i> <b>fīliā</b></td>
</tr>
</table>

<p class = "note">
<i>b.</i> Observe that the ablative plural is like the dative
plural.</p>

<p class = "note">
<i>c.</i> Form the ablative singular and plural of the following nouns:
<b>fuga</b>, <b>causa</b>, <b>fortūna</b>, <b>terra</b>, <b>aqua</b>,
<b>puella</b>, <b>agricola</b>, <b>nauta</b>, <b>domina</b>.</p>

<p class = "section">
<a name = "sec50"><b>50.</b></a>
<b>The Ablative Relation.</b> The ablative case is used to express the
relations conveyed in English by the prepositions <i>from</i>,
<i>with</i>, <i>by</i>, <i>at</i>, <i>in</i>. It denotes</p>

<p>1. That from which something is separated, from which it starts, or
of which it is deprived&mdash;generally translated by <i>from</i>.</p>

<p>2. That with which something is associated or by means of which it is
done&mdash;translated by <i>with</i> or <i>by</i>.</p>

<p>3. The place where or the time when something
happens&mdash;translated by <i>in</i> or <i>at</i>.</p>

<p class = "note">
<i>a.</i> What ablative relations do you discover in the following?</p>

<p>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.</p>

<p class = "section">
<a name = "sec51"><b>51.</b></a>
<b>Prepositions.</b> While, as stated above (<a href =
"#sec41">§&nbsp;41</a>), 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.</p>

<p class = "section">
<span class = "pagenum">23</span>
<a name = "page23"> </a>
<a name = "sec52"><b>52.</b></a>
<span class = "smallcaps">Rule.</span> <b>Object of a Preposition.</b>
<i>A noun governed by a preposition must be in the Accusative or
Ablative case.</i></p>

<p class = "section">
<a name = "sec53"><b>53.</b></a>
Prepositions denoting the ablative relations <i>from, with, in, on</i>,
are naturally followed by the ablative case. Among these are</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
<b>ā</b><span class = "tag">1</span> or <b>ab</b>, <i>from, away
from</i></p>
<p class = "hanging">
<b>dē</b>, <i>from, down from</i></p>
<p class = "hanging">
<b>ē</b><span class = "tag">1</span> or <b>ex</b>, <i>from, out from,
out of</i></p>
<p class = "hanging">
<b>cum</b>, <i>with</i></p>
<p class = "hanging">
<b>in</b>, <i>in, on</i></p>
</td>
</tr>
</table>

<div class = "footnote">
1. <b>ā</b> and <b>ē</b> are used only before words beginning with a
consonant; <b>ab</b> and <b>ex</b> are used before either vowels or
consonants.</div>

<p>1. <i>Translate into Latin, using prepositions.</i> 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.</p>

<p class = "section">
<a name = "sec54"><b>54.</b></a>
<b>Adjectives.</b> Examine the sentence</p>

<p class = "center">
<b>Puella parva bonam deam amat</b>, <i>the little girl loves the good
goddess</i></p>

<p>In this sentence <b>parva</b> (<i>little</i>) and <b>bonam</b>
(<i>good</i>) are not nouns, but are descriptive words expressing
quality. Such words are called <i>adjectives</i>,<span class =
"tag">2</span> and they are said to belong to the noun which they
describe.</p>

<div class = "footnote">
2. <i>Pick out the adjectives in the following:</i> “When I was a little
boy, I remember that one cold winter’s morning I was accosted by a
smiling man with an ax on his shoulder. ‘My pretty boy,’ said he, ‘has
your father a grindstone?’ ‘Yes, sir,’ said I. ‘You are a fine little
fellow,’ said he. ‘Will you let me grind my ax on it?’”</div>

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

<p class = "section">
<a name = "sec55"><b>55.</b></a>
Examine the sentences</p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Puella est parva</b>, <i>the girl is little</i></p>
<p class = "hanging">
<b>Puella parva bonam deam amat</b>, <i>the little girl loves the good
goddess</i></p>
</td>
</tr>
</table>

<p>In the first sentence the adjective <b>parva</b> is separated from
its noun by the verb and stands in the predicate. It is therefore called
a <i>predicate adjective</i>. In the second sentence the adjectives
<b>parva</b> and
<span class = "pagenum">24</span>
<a name = "page24"> </a>
<b>bonam</b> are closely attached to the nouns <b>puella</b> and
<b>deam</b> respectively, and are called <i>attributive
adjectives.</i></p>

<p class = "note">
<i>a.</i> Pick out the attributive and the predicate adjectives in the
following:</p>

<p class = "note">
Do you think Latin is hard? Hard studies make strong brains. Lazy
students dislike hard studies. We are not lazy.</p>

<p class = "section">
<a name = "sec56"><b>56.</b></a>
<span class = "midfat">DIALOGUE</span></p>

<h5 class = "smallcaps">Julia and Galba</h5>

<p>First learn the <a href = "LatinBegin2.html#sec56vocab">special
vocabulary</a>, p. 283.</p>

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

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

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


<span class = "pagenum">25</span>
<a name = "page25"> </a>


<h5 class = "chapter"><a name = "lesson_VII">
LESSON VII</a></h5>

<h6 class = "boldf">THE FIRST OR <i>Ā</i>-DECLENSION</h6>

<p class = "section">
<a name = "sec57"><b>57.</b></a>
In the preceding lessons we have now gone over all the cases, singular
and plural, of nouns whose nominative singular ends in <b>-a</b>. All
Latin nouns whose nominative singular ends in <b>-a</b> belong to the
First Declension. It is also called the <i>Ā</i>-Declension because of
the prominent part which the vowel <b>a</b> 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:</p>

<table class = "boxes">
<tr>
<th class = "box all">Case</th>
<th class = "box all">Noun</th>
<th class = "box all">Translation</th>
<th class = "box all">Use and General Meaning of Each Case</th>
</tr>

<tr>
<td class = "box"></td>
<td class = "box"></td>
<th class = "box">Singular</th>
<td class = "box"></td>
</tr>
<tr>
<td class = "box upper"><i>Nom.</i></td>
<td class = "box upper">do´min<b>-a</b></td>
<td class = "box upper"><i>the lady</i></td>
<td class = "box upper">The subject</td>
</tr>
<tr>
<td class = "box"><i>Gen.</i></td>
<td class = "box">domin<b>-ae</b></td>
<td class = "box"><p class = "hanging">
<i>of the lady</i>, or <i>the lady’s</i></p></td>
<td class = "box"><p class = "hanging">
The possessor of something</p></td>
</tr>
<tr>
<td class = "box"><i>Dat.</i></td>
<td class = "box">domin<b>-ae</b></td>
<td class = "box"><p class = "hanging">
<i>to</i> or <i>for the lady</i></p></td>
<td class = "box"><p class = "hanging">
Expressing the relation <i>to</i> or <i>for</i>,
especially the indirect object</p></td>
</tr>
<tr>
<td class = "box"><i>Acc.</i></td>
<td class = "box">domin<b>-am</b></td>
<td class = "box"><i>the lady</i></td>
<td class = "box">The direct object</td>
</tr>
<tr>
<td class = "box lower"><i>Abl.</i></td>
<td class = "box lower">domin<b>-ā</b></td>
<td class = "box lower"><p class = "hanging">
<i>from, with, by, in, the lady</i></p></td>
<td class = "box lower"><p class = "hanging">
Separation (<i>from</i>), association or means (<i>with, by</i>),
place where or time when (<i>in, at</i>)</p></td>
</tr>

<tr>
<td class = "box"></td>
<td class = "box"></td>
<th class = "box">Plural</th>
<td class = "box"></td>
</tr>
<tr>
<td class = "box upper"><i>Nom.</i></td>
<td class = "box upper">domin<b>-ae</b></td>
<td class = "box upper"><i>the ladies</i></td>
<td class = "middle box all" rowspan = "5">The same as the singular</td>
</tr>
<tr>
<td class = "box"><i>Gen.</i></td>
<td class = "box">domin<b>-ā´rum</b></td>
<td class = "box"><p class = "hanging">
<i>of the ladies</i>, or <i>the ladies’</i></p></td>
</tr>
<tr>
<td class = "box"><i>Dat.</i></td>
<td class = "box">domin<b>-īs</b></td>
<td class = "box"><p class = "hanging">
<i>to</i> or <i>for the ladies</i></p></td>
</tr>
<tr>
<td class = "box"><i>Acc.</i></td>
<td class = "box">domin<b>-ās</b></td>
<td class = "box"><i>the ladies</i></td>
</tr>
<tr>
<td class = "box lower"><i>Abl.</i></td>
<td class = "box lower">domin<b>-īs</b></td>
<td class = "box lower"><p class = "hanging">
<i>from, with, by, in, the ladies</i></p></td>
</tr>
</table>

<p class = "section">
<a name = "sec58"><b>58.</b></a>
<b>The Base.</b> That part of a word which remains unchanged in
inflection and to which the terminations are added is called the
<b>base</b>.</p>

<p>
Thus, in the declension above, <b>domin-</b> is the base and <b>-a</b>
is the termination of the nominative singular.</p>

<p class = "section">
<span class = "pagenum">26</span>
<a name = "page26"> </a>
<a name = "sec59"><b>59.</b></a>
Write the declension of the following nouns, separating the base from
the termination by a hyphen. Also give them orally.</p>

<p class = "center">
<b>pugna, terra, lūna, ancil´la, corō´na, īn´sula, silva</b></p>

<p class = "section">
<a name = "sec60"><b>60.</b></a>
<b>Gender.</b> In English, names of living beings are either masculine
or feminine, and names of things without life are neuter. This is called
<b>natural gender</b>. Yet in English there are some names of things to
which we refer as if they were feminine; as, “Have you seen my yacht?
<i>She</i> 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 <i>it</i> home.” Some words, then, have a gender quite
apart from sex or real gender, and this is called <b>grammatical
gender</b>.</p>

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

<p class = "section">
<a name = "sec61"><b>61.</b></a>
<b>Gender of First-Declension Nouns.</b> Nouns of the first declension
are feminine unless they denote males. Thus <b>silva</b> is feminine,
but <b>nauta</b>, <i>sailor</i>, and <b>agricola</b>, <i>farmer</i>, are
masculine.</p>

<p class = "section">
<a name = "sec62"><b>62.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec62vocab">special
vocabulary</a>, p. 284.</p>

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

<p>
<span class = "pagenum">27</span>
<a name = "page27"> </a>
II. 1. Where does the farmer live? 2. The farmer lives in the small
cottage. 3.&nbsp;Who lives with the farmer? 4.&nbsp;(His) little
daughter lives with the farmer. 5.&nbsp;(His) daughter is getting
(<b>parat</b>) a good dinner for the farmer. 6.&nbsp;The farmer praises
the good dinner. 7.&nbsp;The daughter’s good dinner is pleasing to the
farmer.</p>

<div class = "footnote">
1. Note that the relation expressed by the dative case covers that <i>to
which a feeling is directed.</i> (Cf. <a href =
"#sec43">§&nbsp;43</a>.)</div>

<p class = "illustration">
<img src = "../images/pic027.png" width = "531" height = "337"
alt = "In front of a farmhouse: daughter feeding chickens, father
holding a bowl, mother standing">
</p>

<p>What Latin words are suggested by this picture?</p>

<p class = "section">
<a name = "sec63"><b>63.</b></a>
<span class = "midfat">CONVERSATION</span></p>

<p>Answer the questions in Latin.</p>

<p class = "inset">
1. Quis cum agricolā in casā habitat?<br>
2. Quid bona fīlia agricolae parat?<br>
3. Quem agricola laudat?<br>
4. Vocatne fīlia agricolae gallīnās ad cēnam?<br>
5. Cuius fīlia est grāta dominae?<br>
6. Cui domina pecūniam dat?
</p>


<span class = "pagenum">28</span>
<a name = "page28"> </a>

<h5 class = "chapter"><a name = "lesson_VIII">
LESSON VIII</a></h5>

<h6 class = "boldf">FIRST DECLENSION (<i>Continued</i>)</h6>

<p class = "section">
<a name = "sec64"><b>64.</b></a>
We have for some time now been using adjectives and nouns together and
you have noticed an agreement between them in <i>case</i> and in
<i>number</i> (<a href = "#sec54">§&nbsp;54</a>). They agree also in
<i>gender</i>. In the phrase <b>silva magna</b>, we have a feminine
adjective in <b>-a</b> agreeing with a feminine noun in <b>-a</b>.</p>

<p class = "section">
<a name = "sec65"><b>65.</b></a>
<span class = "smallcaps">Rule.</span> <b>Agreement of Adjectives.</b>
<i>Adjectives agree with their nouns in gender, number, and
case.</i></p>

<p class = "section">
<a name = "sec66"><b>66.</b></a>
Feminine adjectives in <b>-a</b> are declined like feminine nouns in
<b>-a</b>, and you should learn to decline them together as follows:</p>

<table>
<tr>
<th colspan = "2">Noun</th>
<th colspan = "2">Adjective</th>
</tr>
<tr>
<td class = "center" colspan = "2">
<b>domina</b> (base <b>domin-</b>), f., <i>lady</i></td>
<td class = "center" colspan = "2">
<b>bona</b> (base <b>bon-</b>), <i>good</i></td>
</tr>
<tr>
<td></td>
<th colspan = "2">Singular</th>
<td class = "smallest">TERMINATIONS</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>do´min<b>a</b></td>
<td>bon<b>a</b></td>
<td><b>-a</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>domin<b>ae</b></td>
<td>bon<b>ae</b></td>
<td><b>-ae</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>domin<b>ae</b></td>
<td>bon<b>ae</b></td>
<td><b>-ae</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>domin<b>am</b></td>
<td>bon<b>am</b></td>
<td><b>-am</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>domin<b>ā</b></td>
<td>bon<b>ā</b></td>
<td><b>-ā</b></td>
<tr>
<td></td>
<th colspan = "2">Plural</th>
<td class = "smallest">TERMINATIONS</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>domin<b>ae</b></td>
<td>bon<b>ae</b></td>
<td><b>-ae</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>domin<b>ā´rum</b></td>
<td>bon<b>ā´rum</b></td>
<td><b>-ārum</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>domin<b>īs</b></td>
<td>bon<b>īs</b></td>
<td><b>-īs</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>domin<b>ās</b></td>
<td>bon<b>ās</b></td>
<td><b>-ās</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>domin<b>īs</b></td>
<td>bon<b>īs</b></td>
<td><b>-īs</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> In the same way decline together <b>puella mala</b>, <i>the
bad girl</i>; <b>ancil´la parva</b>, <i>the little maid</i>; <b>fortū´na
magna</b>, <i>great fortune.</i></p>

<p class = "section">
<a name = "sec67"><b>67.</b></a>
The words <b>dea</b>, <i>goddess</i>, and <b>fīlia</b>, <i>daughter</i>,
take the ending <b>-ābus</b> instead of <b>-īs</b> in the <i>dative and
ablative plural.</i> Note the <i>dative and ablative plural</i> in the
following declension:</p>

<table>
<tr>
<td class = "center" colspan = "3">
<span class = "pagenum">29</span>
<a name = "page29"> </a>
<b>dea bona</b> (bases <b>de-</b> <b>bon-</b>)</td>
</tr>
<tr>
<td></td>
<th class = "rightpad">Singular</th>
<th>Plural</th>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>de<b>a</b> bon<b>a</b></td>
<td>de<b>ae</b> bon<b>ae</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>de<b>ae</b> bon<b>ae</b></td>
<td>de<b>ā´rum</b> bon<b>ā´rum</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>de<b>ae</b> bon<b>ae</b></td>
<td>de<b>ā´bus</b> bon<b>īs</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>de<b>am</b> bon<b>am</b></td>
<td>de<b>ās</b> bon<b>ās</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>de<b>ā</b> bon<b>ā</b></td>
<td>de<b>a´bus</b> bon<b>īs</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> In the same way decline together <b>fīlīa parva</b>.</p>

<p class = "section">
<a name = "sec68"><b>68.</b></a>
<b>Latin Word Order.</b> The order of words in English and in Latin
sentences is not the same.</p>

<p>In English we arrange words in a fairly fixed order. Thus, in the
sentence <i>My daughter is getting dinner for the farmers</i>, 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 <i>my, daughter, dinner, farmers</i>.</p>

<p>In Latin, where the office of the word in the sentence is shown by
its <i>ending</i> (cf. <a href = "#sec32">§&nbsp;32.&nbsp;1</a>), and
not by its <i>position</i>, 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</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
<i>I saw a game of football at Chicago last November</i> (normal
order)</p>
<p class = "hanging">
<i><b>Last November</b> I saw a game of football at Chicago</i></p>
<p class = "hanging">
<i>At Chicago, last November, I saw a game of <b>football</b></i>
</p>
</td>
</tr>
</table>

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

<p class = "center">
<b><i>subject</i>&mdash;<i>modifiers of the
subject</i>&mdash;<i>indirect object</i>&mdash;<i>direct
object</i>&mdash;<i>adverb</i>&mdash;<i>verb</i></b></p>

<p>Changes from the normal order are frequent, and are due to the desire
for throwing emphasis upon some word or phrase. <i>Notice the order of
the</i>
<span class = "pagenum">30</span>
<a name = "page30"> </a>
<i>Latin words when you are translating, and imitate it when you are
turning English into Latin.</i></p>

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

<p>Notice the variety of emphasis produced by writing the following
sentence in different ways:</p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Fīlia mea agricolīs cēnam parat</b> (normal order)</p>
<p class = "hanging">
<b>Mea fīlia agricolīs parat cēnam</b> (<b>mea</b> and <b>cēnam</b>
emphatic)</p>
<p class = "hanging">
<b>Agricolīs fīlia mea cēnam parat</b> (<b>agricolīs</b> emphatic)</p>
</td>
</tr>
</table>

<p>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.</p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Fīlia mea casam parvam nōn amat</b> (<b>parvam</b> not emphatic)</p>
<p class = "hanging">
<b>Fīlia mea parvam casam nōn amat</b> (<b>parvam</b> more emphatic)</p>
<p class = "hanging">
<b>Parvam fīlia mea casam nōn amat</b> (<b>parvam</b> very emphatic)</p>
</td>
</tr>
</table>

<p>4. Interrogative words usually stand first, the same as in
English.</p>

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

<p class = "section">
<a name = "sec69"><b>69.</b></a>
<span class = "midfat">EXERCISE</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec69vocab">special
vocabulary</a>, p. 284.</p>

<p><i>Note the order of the words in these sentences and pick out those
that are emphatic.</i></p>

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


<hr class = "tiny">
<span class = "pagenum">31</span>
<a name = "page31"> </a>

<h5 class = "boldf">
<a class = "page" href = "LatinBegin2.html#review_I">
First Review of Vocabulary and Grammar, §§&nbsp;502-505</a></h5>

<hr class = "tiny">

<h5 class = "chapter"><a name = "lesson_IX">
LESSON IX</a></h5>

<h6 class = "boldf">THE SECOND OR <i>O</i>-DECLENSION</h6>

<p class = "section">
<a name = "sec70"><b>70.</b></a>
Latin nouns are divided into five declensions.</p>

<p>
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.</p>

<p class = "section">
<a name = "sec71"><b>71.</b></a>
The nominative singular of nouns of the Second or <i>O</i>-Declension
ends in <b>-us</b>, <b>-er</b>, <b>-ir</b>, or <b>-um</b>. The genitive
singular ends in <b>-ī</b>.</p>

<p class = "section">
<a name = "sec72"><b>72.</b></a>
<b>Gender.</b> Nouns in <b>-um</b> are neuter. The others are regularly
masculine.</p>

<p class = "section">
<a name = "sec73"><b>73.</b></a>
<b>Declension of nouns in -<i>us</i> and -<i>um</i>.</b> Masculines in
<b>-us</b> and neuters in <b>-um</b> are declined as follows:</p>

<table>
<tr>
<td></td>
<td colspan = "2">
<b>dominus</b> (base <b>domin-</b>), m., <i>master</i></td>
<td colspan = "2">
<b>pīlum</b> (base <b>pīl-</b>), n., <i>spear</i></td>
</tr>

<tr>
<td></td>
<th colspan = "4">Singular</th>
</tr>
<tr>
<td></td><td></td>
<td class = "smallest">TERMINATIONS</td>
<td></td>
<td class = "smallest">TERMINATIONS</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>do´min<b>us</b><span class = "tag">1</span></td>
<td><b>-us</b></td>
<td>pīl<b>um</b></td>
<td><b>-um</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>domin<b>ī</b></td>
<td><b>-ī</b></td>
<td>pīl<b>ī</b></td>
<td><b>-ī</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>domin<b>ō</b></td>
<td><b>-ō</b></td>
<td>pīl<b>ō</b></td>
<td><b>-ō</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>domin<b>um</b></td>
<td><b>-um</b></td>
<td>pīl<b>um</b></td>
<td><b>-um</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>domin<b>ō</b></td>
<td><b>-ō</b></td>
<td>pīl<b>ō</b></td>
<td><b>-ō</b></td>
</tr>
<tr>
<td><i>Voc.</i></td>
<td>domin<b>e</b></td>
<td><b>-e</b></td>
<td>pīl<b>um</b></td>
<td><b>-um</b></td>
</tr>

<tr>
<td></td>
<th colspan = "4">Plural</th>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>domin<b>ī</b></td>
<td><b>-ī</b></td>
<td>pīl<b>a</b></td>
<td><b>-a</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>domin<b>ō´rum</b></td>
<td><b>-ōrum</b></td>
<td>pīl<b>ō´rum</b></td>
<td><b>-ōrum</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>domin<b>īs</b></td>
<td><b>-īs</b></td>
<td>pīl<b>īs</b></td>
<td><b>-īs</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>domin<b>ōs</b></td>
<td><b>-ōs</b></td>
<td>pīl<b>a</b></td>
<td><b>-a</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>domin<b>īs</b></td>
<td><b>-īs</b></td>
<td>pīl<b>īs</b></td>
<td><b>-īs</b></td>
</tr>
</table>

<div class = "footnote">
1. Compare the declension of <b>domina</b> and of <b>dominus</b>.</div>

<span class = "pagenum">32</span>
<a name = "page32"> </a>
<p class = "note">
<i>a.</i> Observe that the masculines and the neuters have the same
terminations excepting in the nominative singular and the nominative and
accusative plural.</p>

<p class = "note">
<i>b.</i> The vocative singular of words of the second declension in
<b>-us</b> ends in <b>-ĕ</b>, as <b>domine</b>, <i>O master</i>;
<b>serve</b>, <i>O slave</i>. This is the most important exception to
the rule in <a href = "#sec56">§&nbsp;56.&nbsp;<i>a</i></a>.</p>

<p class = "section">
<a name = "sec74"><b>74.</b></a>
Write side by side the declension of <b>domina</b>, <b>dominus</b>, and
<b>pīlum</b>. A comparison of the forms will lead to the following
rules, which are of great importance because they apply to all five
declensions:</p>

<p class = "note">
<i>a.</i> The vocative, with a single exception (see <a href =
"#sec73">§&nbsp;73.&nbsp;<i>b</i></a>), is like the nominative. That is,
the vocative singular is like the nominative singular, and the vocative
plural is like the nominative plural.</p>

<p class = "note">
<i>b.</i> The nominative, accusative, and vocative of neuter nouns are
alike, and in the plural end in <b>-a</b>.</p>

<p class = "note">
<i>c.</i> The accusative singular of masculines and feminines ends in
<b>-m</b> and the accusative plural in <b>-s</b>.</p>

<p class = "note">
<i>d.</i> The dative and ablative plural are always alike.</p>

<p class = "note">
<i>e.</i> Final <b>-i</b> and <b>-o</b> are always <i>long</i>; final
<b>-a</b> is <i>short</i>, except in the ablative singular of the first
declension.</p>

<p class = "section">
<a name = "sec75"><b>75.</b></a>
Observe the sentences</p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Lesbia est bona</b>, <i>Lesbia is good</i></p>
<p class = "hanging">
<b>Lesbia est ancilla</b>, <i>Lesbia is a maidservant</i></p>
</td>
</tr>
</table>

<p>We have learned (<a href = "#sec55">§&nbsp;55</a>) that <b>bona</b>,
when used, as here, in the predicate to describe the subject, is called
a <i>predicate adjective</i>. Similarly a <i>noun</i>, as
<b>ancilla</b>, used in the <i>predicate</i> to define the subject is
called a <b>predicate noun</b>.</p>

<p class = "section">
<a name = "sec76"><b>76.</b></a>
<span class = "smallcaps">Rule.</span> <b>Predicate Noun.</b> <i>A
predicate noun agrees in case with the subject of the verb.</i></p>

<p class = "illustration">
<img src = "../images/pic032.png" width = "352" height = "37"
alt = "spears"><br>
<span class = "caption">
PILA</span></p>

<p class = "section">
<span class = "pagenum">33</span>
<a name = "page33"> </a>
<a name = "sec77"><b>77.</b></a>
<span class = "midfat">DIALOGUE</span></p>

<p>
<img src = "../images/pic033upper.png" width = "354" height = "44"
alt = "officer with spear and trumpet"></p>
<p class = "floatleft nospace">
<img src = "../images/pic033lower.png" width = "270" height = "422"
alt = "officer with spear and trumpet"><br>
<span class = "caption">
LEGATUS CUM PILO ET TUBA</span></p>

<h5 class = "smallcaps">Galba and Marcus</h5>

<p>First learn the <a href = "LatinBegin2.html#sec77vocab">special
vocabulary</a>, p. 285.</p>

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

<div class = "footnote">
<a name = "note33_1">2.</a> <b>habitat</b> is here translated <i>does
live</i>. Note the <i>three</i> possible translations of the Latin
present tense:</div>

<table class = "nospace">
<tr>
<td class = "smaller"><br>
<b>habitat</b>
</td>
<td class = "middle left ital smaller">
he lives<br>
he is living<br>
he does live</td>
</tr>
</table>

<div class = "footnote nospace">
Always choose the translation which makes the best sense.</div>

<div class = "footnote">
3. Observe that the verb <b>parō</b> means not only <i>to prepare</i>
but also <i>to prepare for</i>, and governs the accusative case.</div>

<p class = "section">
<span class = "pagenum">34</span>
<a name = "page34"> </a>
<a name = "sec78"><b>78.</b></a>
<span class = "midfat">CONVERSATION</span></p>

<p>Translate the questions and answer them in Latin.</p>

<p class = "inset">
1. Ubi fīliae Sextī habitant?<br>
2. Quem oppidānī amant et laudant?<br>
3. Quid ancilla equō lēgātī dat?<br>
4. Cuius equum ancilla cūrat?<br>
5. Quis ad mūrum cum Sextō properat?<br>
6. Quid oppidānī parant?
</p>

<h5 class = "chapter"><a name = "lesson_X">
LESSON X</a></h5>

<h6 class = "boldf">SECOND DECLENSION (<i>Continued</i>)</h6>

<p class = "section">
<a name = "sec79"><b>79.</b></a>
We have been freely using feminine adjectives, like <b>bona</b>, in
agreement with feminine nouns of the first declension and declined like
them. <i>Masculine</i> adjectives of this class are declined like
<b>dominus</b>, and <i>neuters</i> like pīlum. The adjective and noun,
masculine and neuter, are therefore declined as follows:</p>

<table>
<tr>
<th colspan = "3">
Masculine Noun and Adjective</th>
<th colspan = "2">
Neuter Noun and Adjective</th>
</tr>
<tr>
<td class = "center" colspan = "3">
<b>dominus bonus</b>, <i>the good master</i></td>
<td class = "center" colspan = "2">
<b>pīlum bonum</b>, <i>the good spear</i></td>
</tr>
<tr>
<td class = "center" colspan = "3">
<span class = "smallcaps">Bases</span> <b>domin- bon-</b></td>
<td class = "center" colspan = "2">
<span class = "smallcaps">Bases</span> <b>pīl- bon-</b></td>
</tr>

<tr>
<td></td>
<th colspan = "4">Singular</th>
</tr>
<tr>
<td></td><td></td>
<td class = "smallest">TERMINATIONS</td>
<td></td>
<td class = "smallest">TERMINATIONS</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>do´min<b>us</b> bon<b>us</b></td>
<td><b>-us</b></td>
<td>pīl<b>um</b> bon<b>um</b></td>
<td><b>-um</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>domin<b>ī</b> bon<b>ī</b></td>
<td><b>-ī</b></td>
<td>pīl<b>ī</b> bon<b>ī</b></td>
<td><b>-ī</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>domin<b>ō</b> bon<b>ō</b></td>
<td><b>-ō</b></td>
<td>pīl<b>ō</b> bon<b>ō</b></td>
<td><b>-ō</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>domin<b>um</b> bon<b>um</b></td>
<td><b>-um</b></td>
<td>pīl<b>um</b> bon<b>um</b></td>
<td><b>-um</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>domin<b>ō</b> bon<b>ō</b></td>
<td><b>-ō</b></td>
<td>pīl<b>ō</b> bon<b>ō</b></td>
<td><b>-ō</b></td>
</tr>
<tr>
<td><i>Voc.</i></td>
<td>domin<b>e</b> bon<b>e</b></td>
<td><b>-e</b></td>
<td>pīl<b>um</b> bon<b>um</b></td>
<td><b>-um</b></td>
</tr>

<tr>
<td></td>
<th colspan = "4">Plural</th>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>domin<b>ī</b> bon<b>ī</b></td>
<td><b>-ī</b></td>
<td>pīl<b>a</b> bon<b>a</b></td>
<td><b>-a</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>domin<b>ō´rum</b> bon<b>ō´rum</b></td>
<td><b>-ōrum</b></td>
<td>pīl<b>ō´rum</b> bon<b>ō´rum</b></td>
<td><b>-ōrum</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>domin<b>īs</b> bon<b>īs</b></td>
<td><b>-is</b></td>
<td>pīl<b>īs</b> bon<b>īs</b></td>
<td><b>-īs</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>domin<b>ōs</b> bon<b>ōs</b></td>
<td><b>-ōs</b></td>
<td>pīl<b>a</b> bon<b>a</b></td>
<td><b>-a</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>domin<b>īs</b> bon<b>īs</b></td>
<td><b>-īs</b></td>
<td>pīl<b>īs</b> bon<b>īs</b></td>
<td><b>-īs</b></td>
</tr>
</table>

<p>
<span class = "pagenum">35</span>
<a name = "page35"> </a>
Decline together <b>bellum longum, equus parvus, servus malus, mūrus
altus, frūmentum novum</b>.</p>

<p class = "section">
<a name = "sec80"><b>80.</b></a>
Observe the sentences</p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Lesbia ancilla est bona</b>, <i>Lesbia, the maidservant, is
good</i></p>
<p class = "hanging">
<b>Fīlia Lesbiae ancillae est bona</b>, <i>the daughter of Lesbia, the
maidservant, is good</i></p>
<p class = "hanging">
<b>Servus Lesbiam ancillam amat</b>, <i>the slave loves Lesbia, the
maidservant</i></p>
</td>
</tr>
</table>

<p>In these sentences <b>ancilla</b>, <b>ancillae</b>, and
<b>ancillam</b> denote the class of persons to which <i>Lesbia</i>
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.</p>

<p class = "section">
<a name = "sec81"><b>81.</b></a>
<span class = "smallcaps">Rule.</span> <b>Apposition.</b> <i>An
appositive agrees in case with the noun which it explains.</i></p>

<p class = "section">
<a name = "sec82"><b>82.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec82vocab">special
vocabulary</a>, p. 285.</p>

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

<p>II. 1. Wicked slave, who is your friend? Why does he not praise
Galba, your master? 2.&nbsp;My friend is from (<b>ex</b>) a village of
Germany, my fatherland. 3.&nbsp;My friend does not love the people of
Italy. 4.&nbsp;Who is caring for<span class = "tag">1</span> the good
horse of Galba, the farmer? 5.&nbsp;Mark, where is Lesbia, the
maidservant? 6.&nbsp;She is hastening<span class = "tag">1</span> to the
little cottage<span class = "tag">2</span> of Julia, the farmer’s
daughter.</p>

<div class = "footnote">
1. See <a href = "#note33_1">footnote</a> 1, p. 33. Remember that
<b>cūrat</b> is transitive and governs a direct object.</div>

<div class = "footnote">
2. Not the dative. (Cf. <a href = "#sec43">§&nbsp;43</a>.)</div>


<span class = "pagenum">36</span>
<a name = "page36"> </a>


<h5 class = "chapter"><a name = "lesson_XI">
LESSON XI</a></h5>

<h6 class = "boldf">ADJECTIVES OF THE FIRST AND SECOND DECLENSIONS</h6>

<p class = "section">
<a name = "sec83"><b>83.</b></a>
Adjectives of the first and second declensions are declined in the three
genders as follows:</p>

<table>
<tr>
<td></td>
<th colspan = "3">Singular</th>
</tr>
<tr>
<td></td>
<td class = "smallhead">MASCULINE</td>
<td class = "smallhead">FEMININE</td>
<td class = "smallhead">NEUTER</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>bon<b>us</b></td>
<td>bon<b>a</b></td>
<td>bon<b>um</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>bon<b>ī</b></td>
<td>bon<b>ae</b></td>
<td>bon<b>ī</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>bon<b>ō</b></td>
<td>bon<b>ae</b></td>
<td>bon<b>ō</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>bon<b>um</b></td>
<td>bon<b>am</b></td>
<td>bon<b>um</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>bon<b>ō</b></td>
<td>bon<b>ā</b></td>
<td>bon<b>ō</b></td>
</tr>
<tr>
<td><i>Voc.</i></td>
<td>bon<b>e</b></td>
<td>bon<b>a</b></td>
<td>bon<b>um</b></td>
</tr>

<tr>
<td></td>
<th colspan = "3">Plural</th>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>bon<b>ī</b></td>
<td>bon<b>ae</b></td>
<td>bon<b>a</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>bon<b>ōrum</b></td>
<td>bon<b>ārum</b></td>
<td>bon<b>ōrum</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>bon<b>īs</b></td>
<td>bon<b>īs</b></td>
<td>bon<b>īs</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>bon<b>ōs</b></td>
<td>bon<b>ās</b></td>
<td>bon<b>a</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>bon<b>īs</b></td>
<td>bon<b>īs</b></td>
<td>bon<b>īs</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> Write the declension and give it orally <i>across the
page</i>, thus giving the three genders for each case.</p>

<p class = "note">
<i>b.</i> Decline <b>grātus, -a, -um</b>; <b>malus, -a, -um</b>;
<b>altus, -a, -um</b>; <b>parvus, -a, -um</b>.</p>

<p class = "section">
<a name = "sec84"><b>84.</b></a>
Thus far the adjectives have had the same terminations as the nouns.
However, the agreement between the adjective and its noun does
<i>not</i> 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, <b>nauta</b>,
<i>sailor</i>, is masculine and belongs to the first declension. The
masculine form of the adjective <b>bonus</b> is of the second
declension. Consequently, <i>a good sailor</i> is <b>nauta bonus</b>.
So, <i>the wicked farmer</i> is <b>agricola malus</b>. Learn the
following declensions:</p>

<p class = "section">
<span class = "pagenum">37</span>
<a name = "page37"> </a>
<a name = "sec85"><b>85.</b></a>
<span class = "midplain"><b>nauta bonus</b> (bases <b>naut- bon-</b>),
m., <i>the good sailor</i>
</span></p>

<table>
<tr>
<th colspan = "3">Singular</th>
<th colspan = "2">Plural</th>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>naut<b>a</b></td>
<td class = "rightpad">bon<b>us</b></td>
<td>naut<b>ae</b></td>
<td>bon<b>ī</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>naut<b>ae</b></td>
<td>bon<b>ī</b></td>
<td>naut<b>ārum</b></td>
<td>bon<b>ōrum</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>naut<b>ae</b></td>
<td>bon<b>ō</b></td>
<td>naut<b>īs</b></td>
<td>bon<b>īs</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>naut<b>am</b></td>
<td>bon<b>um</b></td>
<td>naut<b>ās</b></td>
<td>bon<b>ōs</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>naut<b>ā</b></td>
<td>bon<b>ō</b></td>
<td>naut<b>īs</b></td>
<td>bon<b>īs</b></td>
</tr>
<tr>
<td><i>Voc.</i></td>
<td>naut<b>a</b></td>
<td>bon<b>e</b></td>
<td>naut<b>ae</b></td>
<td>bon<b>ī</b></td>
</tr>
</table>

<p class = "section">
<a name = "sec86"><b>86.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec86vocab">special
vocabulary</a>, p. 285.</p>

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

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

<div class = "footnote">
1. <b>Est</b>, beginning a declarative sentence, <i>there is.</i></div>

<p class = "illustration">
<img src = "../images/pic037.png" width = "265" height = "130"
alt = "helmets"><br>
<span class = "caption">
GALEAE</span></p>


<span class = "pagenum">38</span>
<a name = "page38"> </a>
<h5 class = "chapter"><a name = "lesson_XII">
LESSON XII</a></h5>

<h6 class = "boldf">NOUNS IN <i>-IUS</i> AND <i>-IUM</i></h6>

<p class = "section">
<a name = "sec87"><b>87.</b></a>
Nouns of the second declension in <b>-ius</b> and <b>-ium</b> end in
<b>-ī</b> in the genitive singular, <i>not</i> in <b>-iī</b>, and the
accent rests on the penult; as, <b>fīlī</b> from <b>fīlius</b>
(<i>son</i>), <b>praesi´dī</b> from <b>praesi´dium</b>
(<i>garrison</i>).</p>

<p class = "section">
<a name = "sec88"><b>88.</b></a>
Proper names of persons in <b>-ius</b>, and <b>fīlius</b>, end in
<b>-ī</b> in the vocative singular, <i>not</i> in <b>-ĕ</b>, and the
accent rests on the penult; as, <b>Vergi´lī</b>, <i>O Vergil</i>;
<b>fīlī</b>, <i>O son.</i></p>

<p class = "note">
<i>a.</i> Observe that in these words the vocative and the genitive are
alike.</p>

<p class = "section">
<a name = "sec89"><b>89.</b></a>
<span class = "midplain"><b>praesidium</b> (base <b>praesidi-</b>), n.,
<i>garrison</i></span>
<span class = "inset"><b>fīlius</b> (base <b>fīli-</b>), m.,
<i>son</i></span></p>

<table>
<tr>
<th colspan = "4">Singular</th>
</tr>
<tr>
<td><i>Nom.</i></td>
<td class = "rightpad">praesidi<b>um</b></td>
<td>fīli<b>us</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>praesi´d<b>ī</b></td>
<td>fīl<b>ī</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>praesidi<b>ō</b></td>
<td>fīli<b>ō</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>praesidi<b>um</b></td>
<td>fīli<b>um</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>praesidi<b>ō</b></td>
<td>fīli<b>ō</b></td>
</tr>
<tr>
<td><i>Voc</i>.</td>
<td>praesidi<b>um</b></td>
<td>fīl<b>ī</b></td>
</tr>
</table>

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

<p>Decline together <b>praesidium parvum</b>; <b>fīlius bonus</b>;
<b>fluvius longus</b>, <i>the long river</i>; <b>proelium clārum</b>,
<i>the famous battle.</i></p>

<p class = "section">
<a name = "sec90"><b>90.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec90vocab">special
vocabulary</a>, p. 285.</p>

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

<span class = "pagenum">39</span>
<a name = "page39"> </a>
<h5 class = "smallcaps">Germānia</h5>

<p>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 oppidīs<span class =
"tag">1</span> multīs et clārīs.</p>

<div class = "footnote">
1. Dative with <b>fīnitimus</b>. (See <a href =
"#sec43">§&nbsp;43</a>.)</div>


<h5 class = "chapter"><a name = "lesson_XIII">
LESSON XIII</a></h5>

<h6 class = "boldf">SECOND DECLENSION (<i>Continued</i>)</h6>

<p class = "section">
<a name = "sec91"><b>91.</b></a>
<b>Declension of Nouns in <i>-er</i> and <i>-ir</i>.</b> In early Latin
all the masculine nouns of the second declension ended in <b>-os</b>.
This <b>-os</b> later became <b>-us</b> in words like <b>servus</b>, and
was dropped entirely in words with bases ending in <b>-r</b>, like
<b>puer</b>, <i>boy</i>; <b>ager</b>, <i>field</i>; and <b>vir</b>,
<i>man</i>. These words are therefore declined as follows:</p>

<p class = "section">
<a name = "sec92"><b>92.</b></a>
<span class = "midplain"><b>puer</b>, m., <i>boy</i></span>
<span class = "inset"><b>ager</b>, m., <i>field</i></span>
<span class = "inset"><b>vir</b>, m., <i>man</i></span>
</p>

<table>
<tr>
<td></td>
<td>
<span class = "smallcaps">Base</span> <b>puer-</b></td>
<td>
<span class = "smallcaps">Base</span> <b>agr-</b></td>
<td>
<span class = "smallcaps">Base</span> <b>vir-</b></td>
<td></td>
</tr>
<tr>
<td></td>
<th colspan = "3">Singular</th>
<td class = "smallest">TERMINATIONS</td>
</tr>

<tr>
<td><i>Nom.</i></td>
<td>puer</td>
<td>ager</td>
<td>vir</td>
<td>&mdash;&mdash;</td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>puer<b>ī</b></td>
<td>agr<b>ī</b></td>
<td>vir<b>ī</b></td>
<td><b>-ī</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>puer<b>ō</b></td>
<td>agr<b>ō</b></td>
<td>vir<b>ō</b></td>
<td><b>-ō</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>puer<b>um</b></td>
<td>agr<b>um</b></td>
<td>vir<b>um</b></td>
<td><b>-um</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>puer<b>ō</b></td>
<td>agr<b>ō</b></td>
<td>vir<b>ō</b></td>
<td><b>-ō</b></td>
</tr>

<tr>
<td></td>
<th colspan = "3">Plural</th>
<td></td>
</tr>

<tr>
<td><i>Nom.</i></td>
<td>puer<b>ī</b></td>
<td>agr<b>ī</b></td>
<td>vir<b>ī</b></td>
<td><b>-ī</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td class = "rightpad">puer<b>ōrum</b></td>
<td class = "rightpad">agr<b>ōrum</b></td>
<td class = "rightpad">vir<b>ōrum</b></td>
<td><b>-ōrum</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>puer<b>īs</b></td>
<td>agr<b>īs</b></td>
<td>vir<b>īs</b></td>
<td><b>-īs</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>puer<b>ōs</b></td>
<td>agr<b>ōs</b></td>
<td>vir<b>ōs</b></td>
<td><b>-ōs</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>puer<b>īs</b></td>
<td>agr<b>īs</b></td>
<td>vir<b>īs</b></td>
<td><b>-īs</b></td>
</tr>
</table>

<p class = "note">
<span class = "pagenum">40</span>
<a name = "page40"> </a>
<i>a.</i> The vocative case of these words is like the nominative,
following the general rule (<a href =
"#sec74">§&nbsp;74.&nbsp;<i>a</i></a>).</p>

<p class = "note">
<i>b.</i> The declension differs from that of <b>servus</b> only in the
nominative and vocative singular.</p>

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

<p class = "section">
<a name = "sec93"><b>93.</b></a>
Masculine adjectives in <b>-er</b> of the second declension are declined
like nouns in <b>-er</b>. A few of them are declined like <b>puer</b>,
but most of them like <b>ager</b>. The feminine and neuter nominatives
show which form to follow, thus,</p>

<table>
<tr>
<th>Masc.</th>
<th>Fem.</th>
<th>Neut.</th>
<td></td>
<td></td>
</tr>
<tr>
<td><b>līber</b></td>
<td><b>lībera</b></td>
<td><b>līberum</b></td>
<td>(<i>free</i>)</td>
<td>is like <b>puer</b></td>
</tr>
<tr>
<td><b>pulcher</b></td>
<td><b>pulchra</b></td>
<td><b>pulchrum</b></td>
<td>(<i>pretty</i>)</td>
<td>is like <b>ager</b></td>
</tr>
</table>

<p>For the full declension in the three genders, see <a href =
"LatinBegin2.html#sec469">§&nbsp;469</a>. <i>b.</i>&nbsp;<i>c.</i></p>

<p class = "section">
<a name = "sec94"><b>94.</b></a>
Decline together the words <b>vir līber</b>, <b>terra lībera</b>,
<b>frūmentum līberum</b>, <b>puer pulcher</b>, <b>puella pulchra</b>,
<b>oppidum pulchrum</b></p>

<p class = "section">
<a name = "sec95"><b>95.</b></a>
<span class = "smallcaps inset">Italia<span class =
"tag">1</span></span></p>

<p>First learn the <a href = "LatinBegin2.html#sec95vocab">special
vocabulary</a>, p. 286.</p>

<p>Magna est Italiae fāma, patriae Rōmānōrum, et clāra est Rōma, domina
orbis terrārum.<span class = "tag">2</span> Tiberim,<span class =
"tag">3</span> 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.</p>

<div class = "footnote">
1. In this selection note especially the emphasis as shown by the order
of the words.</div>

<div class = "footnote">
2. <b>orbis terrārum</b>, <i>of the world</i>.</div>

<div class = "footnote">
3. <b>Tiberim</b>, <i>the Tiber</i>, accusative case.</div>

<p class = "section">
<span class = "pagenum">41</span>
<a name = "page41"> </a>
<a name = "sec96"><b>96.</b></a>
<span class = "midfat">DIALOGUE</span></p>

<h5 class = "smallcaps">Marcus and Cornelius</h5>

<p class = "illustration floatleft">
<img src = "../images/pic041.png" width = "303" height = "434"
alt = "legionary"><br>
<span class = "caption">
LEGIONARIUS</span></p>

<p class = "inset">
C. Ubi est, Mārce, fīlius tuus? Estne in pulchrā terrā Italiā?<br>
M. Nōn est, Cornēlī, in Italiā. Ad fluvium Rhēnum properat cum cōpiīs
Rōmānīs quia est<span class = "tag">4</span> fāma Novī bellī cum
Germānīs. Līber Germāniae populus Rōmānōs Nōn amat.<br>
C. Estne fīlius tuus copiārum Rōmānārum lēgātus?<br>
M. Lēgātus nōn est, sed est apud legiōnāriōs.<br>
C. Quae<span class = "tag">5</span> arma portat<span class =
"tag">6</span>?<br>
M. Scūtum magnum et lōrīcam dūram et galeam pulchram portat.<br>
C. Quae tēla portat?<br>
M. Gladium et pīlum longum portat.<br>
C. Amatne lēgātus fīlium tuum?<br>
M. Amat, et saepe fīliō meō praemia pulchra et praedam multam dat.<br>
C. Ubi est terra Germānōrum?<br>
M. Terra Germānōrum, Cornēlī est fīnitima Rhēnō, fluviō magnō et altō.
</p>

<div class = "footnote">
4. <b>est</b>, before its subject, <i>there is</i>; so <b>sunt</b>,
<i>there are.</i></div>

<div class = "footnote">
5. <b>Quae</b>, <i>what kind of</i>, an interrogative adjective
pronoun.</div>

<div class = "footnote">
6. What are the three possible translations of the present tense?</div>


<span class = "pagenum">42</span>
<a name = "page42"> </a>


<h5 class = "chapter"><a name = "lesson_XIV">
LESSON XIV</a></h5>

<h6 class = "boldf">THE POSSESSIVE ADJECTIVE PRONOUNS</h6>

<p class = "section">
<a name = "sec97"><b>97.</b></a>
Observe the sentences</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
<i>This is my shield</i></p>
<p class = "hanging">
<i>This shield is mine</i></p>
</td>
</tr>
</table>

<p>In the first sentence <i>my</i> is a possessive adjective; in the
second <i>mine</i> is a possessive pronoun, for it takes the place of a
noun, <i>this shield is mine</i> being equivalent to <i>this shield is
my shield</i>. Similarly, in Latin the possessives are sometimes
<i>adjectives</i> and sometimes <i>pronouns</i>.</p>

<p class = "section">
<a name = "sec98"><b>98.</b></a>
The possessives <i>my, mine, your, yours</i>, etc. are declined like
adjectives of the first and second declensions.</p>

<table>
<tr>
<td></td>
<th colspan = "2">Singular</th>
</tr>
<tr>
<td><i>1st Pers.</i></td>
<td><b>meus, mea, meum</b></td>
<td><i>my, mine</i></td>
</tr>
<tr>
<td><i>2d Pers.</i></td>
<td><b>tuus, tua, tuum</b></td>
<td><i>your, yours</i></td>
</tr>
<tr>
<td><i>3d Pers.</i></td>
<td><b>suus, sua, suum</b></td>
<td><i>his (own), her (own), its (own)</i></td>
</tr>

<tr>
<td></td>
<th colspan = "2">Plural</th>
</tr>
<tr>
<td><i>1st Pers.</i></td>
<td><b>noster, nostra, nostrum</b></td>
<td><i>our, ours</i></td>
</tr>
<tr>
<td><i>2d Pers.</i></td>
<td><b>vester, vestra, vestrum</b></td>
<td><i>your, yours</i></td>
</tr>
<tr>
<td><i>3d Pers.</i></td>
<td><b>suus, sua, suum</b></td>
<td><i>their (own), theirs</i></td>
</tr>
</table>

<p class = "note">
<span class = "smallcaps">Note.</span> <b>Meus</b> has the irregular
vocative singular masculine <b>mī</b>, as <b>mī fīlī</b>, <i>O my
son</i>.</p>

<p class = "note">
<i>a.</i> The possessives agree with the name of the <i>thing
possessed</i> in gender, number, and case. Compare the English and Latin
in</p>

<table>
<tr>
<td>
<p class = "hanging">
<i>Sextus is calling <b>his</b> boy</i></p>
<p class = "hanging">
<i>Julia is calling <b>her</b> boy</i></p>
</td>
<td>
<p class = "hanging">
<b>Sextus</b></p>
<p class = "hanging">
<b>Iūlia</b></p>
</td>
<td class = "middle left boldf">suum puerum vocat</td>
</tr>
</table>

<p class = "note">
Observe that <b>suum</b> agrees with <b>puerum</b>, and is unaffected by
the gender of Sextus or Julia.</p>

<p class = "note">
<i>b.</i> When <i>your, yours</i>, refers to <i>one</i> person, use
<b>tuus</b>; when to <i>more than one</i>, <b>vester</b>; as,</p>

<table>
<tr>
<td>
<i>Lesbia, your wreaths are pretty<br>
Girls, your wreaths are pretty</i>
</td>
<td>
<b>Corōnae tuae, Lesbia, sunt pulchrae<br>
Corōnae vestrae, puellae, sunt pulchrae</b>
</td>
</tr>
</table>

<p class = "note">
<span class = "pagenum">43</span>
<a name = "page43"> </a>
<i>c.</i> <b>Suus</b> is a <i>reflexive</i> possessive, that is, it
usually stands in the predicate and regularly refers back to the
<i>subject</i>. Thus, <b>Vir suōs servōs vocat</b> means <i>The man
calls his (own) slaves.</i> Here <i>his</i> (<b>suōs</b>) refers to
<i>man</i> (<b>vir</b>), and could not refer to any one else.</p>

<p class = "note">
<i>d.</i> Possessives are used much less frequently than in English,
being omitted whenever the meaning is clear without them. (Cf. <a href =
"#sec22">§&nbsp;22</a>. a.) This is especially true of <b>suus, -a,
-um</b>, which, when inserted, is more or less emphatic, like our <i>his
own, her own</i>, etc.</p>

<p class = "section">
<a name = "sec99"><b>99.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec99vocab">special
vocabulary</a>, p. 286.</p>

<p>I. 1. Mārcus amīcō Sextō cōnsilium suum nūntiat 2. Est cōpia frūmentī
in agrīs nostrīs. 3.&nbsp;Amīcī meī bonam cēnam ancillae vestrae laudant
4.&nbsp;Tua lōrīca, mī fīlī, est dūra. 5.&nbsp;Scūta nostra et tēla, mī
amīce, in castrls Rōmānīs sunt. 6.&nbsp;Suntne virī patriae tuae līberī?
Sunt. 7.&nbsp;Ubi, Cornēlī, est tua galea pulchra? 8.&nbsp;Mea galea,
Sexte, est in casā meā. 9.&nbsp;Pīlum longum est tuum, sed gladius est
meus. 10.&nbsp;Iūlia gallīnās suās pulchrās amat et gallīnae dominam
suam amant. 11.&nbsp;Nostra castra sunt vestra. 12.&nbsp;Est cōpia
praedae in castrīs vestrīs. 13.&nbsp;Amīcī tuī miserīs et aegrīs cibum
et pecūniam saepe dant.</p>

<p>II. 1. Our teacher praises Mark’s industry. 2.&nbsp;My son Sextus is
carrying his booty to the Roman camp.<span class = "tag">1</span>
3.&nbsp;Your good girls are giving aid to the sick and wretched.<span
class = "tag">2</span> 4.&nbsp;There are <span class = "tag">3</span>
frequent battles in our villages. 5.&nbsp;My son, where is the
lieutenant’s food? 6.&nbsp;The camp is mine, but the weapons are
yours.</p>

<div class = "footnote">
1. Not the dative. Why?</div>

<div class = "footnote">
2. Here the adjectives <i>sick</i> and <i>wretched</i> are used like
nouns.</div>

<div class = "footnote">
3. Where should <b>sunt</b> stand? Cf. I. 2 above.</div>

<p class = "illustration">
<img src = "../images/pic043.png" width = "230" height = "151"
alt = "a farmer plowing with oxen"><br>
<span class = "caption">
AGRICOLA ARAT</span></p>


<span class = "pagenum">44</span>
<a name = "page44"> </a>


<h5 class = "chapter"><a name = "lesson_XV">
LESSON XV</a></h5>

<h6 class = "boldf">THE ABLATIVE DENOTING <i>WITH</i></h6>

<p class = "section">
<a name = "sec100"><b>100.</b></a>
Of the various relations denoted by the ablative case (<a href =
"#sec50">§&nbsp;50</a>) there is none more important than that expressed
in English by the preposition <i>with</i>. This little word is not so
simple as it looks. It does not always convey the same meaning, nor is
it always to be translated by <b>cum</b>. This will become clear from
the following sentences:</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
<i>a.</i> Mark is feeble <i>with</i> (<i>for</i> or <i>because of</i>)
want of food</p>
<p class = "hanging">
<i>b.</i> Diana kills the beasts <i>with</i> (or <i>by</i>) her
arrows</p>
<p class = "hanging">
<i>c.</i> Julia is <i>with</i> Sextus</p>
<p class = "hanging">
<i>d.</i> The men fight <i>with</i> great steadiness</p>
</td>
</tr>
</table>

<p class = "note">
<i>a.</i> In sentence <i>a</i>, <i>with want</i> (<i>of food</i>) gives
the cause of Mark’s feebleness. This idea is expressed in Latin by the
ablative without a preposition, and the construction is called the
<b>ablative of cause</b>:</p>

<p class = "center">
<b>Mārcus est īnfīrmus inopiā cibī</b></p>

<p class = "note">
<i>b.</i> In sentence <i>b</i>, <i>with</i> (or <i>by</i>) <i>her
arrows</i> tells <b>by means of what</b> Diana kills the beasts. This
idea is expressed in Latin by the ablative without a preposition, and
the construction is called the <b>ablative of means</b>:</p>

<p class = "center">
<b>Diāna sagittīs suīs ferās necat</b></p>

<p class = "note">
<i>c.</i> In sentence <i>c</i> we are told that Julia is not alone, but
<b>in company with</b> Sextus. This idea is expressed in Latin by the
ablative with the preposition <b>cum</b>, and the construction is called
the <b>ablative of accompaniment</b>:</p>

<p class = "center">
<b>Iūlia est cum Sextō</b></p>

<p class = "note">
<i>d.</i> In sentence <i>d</i> we are told how the men fight. The idea
is one of <b>manner</b>. This is expressed in Latin by the ablative with
<b>cum</b>, unless there is a modifying adjective present, in which case
<b>cum</b> may be omitted. This construction is called the <b>ablative
of manner</b>:</p>

<p class = "center">
<b>Virī (cum) cōnstantiā magnā pugnant</b></p>

<p class = "section">
<a name = "sec101"><b>101.</b></a>
You are now able to form four important rules for the ablative denoting
<i>with</i>:</p>

<p class = "section">
<span class = "pagenum">45</span>
<a name = "page45"> </a>
<a name = "sec102"><b>102.</b></a>
<span class = "smallcaps">Rule.</span> <b>Ablative of Cause.</b>
<i>Cause is denoted by the ablative without a preposition. This answers
the question Because of what?</i></p>

<p class = "section">
<a name = "sec103"><b>103.</b></a>
<span class = "smallcaps">Rule.</span> <b>Ablative of Means.</b>
<i>Means is denoted by the ablative without a preposition. This answers
the question By means of what? With what?</i></p>

<p class = "note">
N.B. <b>Cum</b> must never be used with the ablative expressing cause or
means.</p>

<p class = "section">
<a name = "sec104"><b>104.</b></a>
<span class = "smallcaps">Rule.</span> <b>Ablative of Accompaniment.</b>
<i>Accompaniment is denoted by the ablative with <b>cum</b>. This
answers the question With whom?</i></p>

<p class = "section">
<a name = "sec105"><b>105.</b></a>
<span class = "smallcaps">Rule.</span> <b>Ablative of Manner.</b> <i>The
ablative with <b>cum</b> is used to denote the manner of an action.
<b>Cum</b> may be omitted, if an adjective is used with the ablative.
This answers the question How? In what manner?</i></p>

<p class = "section">
<a name = "sec106"><b>106.</b></a>
What uses of the ablative do you discover in the following passage, and
what question does each answer?</p>

<p>The soldiers marched to the fort with great speed and broke down the
gate with blows of their muskets. The inhabitants, terrified by the din,
attempted to cross the river with their wives and children, but the
stream was swollen with (<i>or</i> by) the rain. Because of this many
were swept away by the waters and only a few, almost overcome with
fatigue, with great difficulty succeeded in gaining the farther
shore.</p>

<p class = "section">
<a name = "sec107"><b>107.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec107vocab">special
vocabulary</a>, p. 286.</p>

<p>I. <i>The Romans prepare for War.</i> Rōmānī, clārus Italiae populus,
bellum parant. Ex agrīs suīs, vicīs, oppidīsque magnō studiō virī validī
ad arma properant. Iam lēgatī cum legiōnariīs ex Italiā ad Rhēnum,
fluvium Germāniae altum et lātum, properant, et servī equīs et carrīs
cibum frūmentumque ad castra Rōmāna portant. Inopiā bonōrum tēlōrum
īnfirmī sunt Germānī, sed Rōmānī armāti galeīs, lōrīcīs, scūtīs,
gladiīs, pīlīsque sunt validī.</p>

<p>
<span class = "pagenum">46</span>
<a name = "page46"> </a>
II. 1. The sturdy farmers of Italy labor in the fields with great
diligence. 2.&nbsp;Sextus, the lieutenant, and (his) son Mark are
fighting with the Germans. 3.&nbsp;The Roman legionaries are armed with
long spears. 4.&nbsp;Where is Lesbia, your maid, Sextus? Lesbia is with
my friends in Galba’s cottage. 5.&nbsp;Many are sick because of bad
water and for lack of food. 6.&nbsp;The Germans, with (their) sons and
daughters, are hastening with horses and wagons.</p>


<h5 class = "chapter"><a name = "lesson_XVI">
LESSON XVI</a></h5>

<h6 class = "boldf">THE NINE IRREGULAR ADJECTIVES</h6>

<p class = "section">
<a name = "sec108"><b>108.</b></a>
There are nine irregular adjectives of the first and second declensions
which have a peculiar termination in the genitive and dative singular of
all genders:</p>

<table>
<tr>
<td></td>
<th>Masc.</th>
<th>Fem.</th>
<th>Neut.</th>
</tr>
<tr>
<td><i>Gen.</i></td>
<td><b>-īus</b></td>
<td><b>-īus</b></td>
<td><b>-īus</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td><b>-ī</b></td>
<td><b>-ī</b></td>
<td><b>-ī</b></td>
</tr>
</table>

<p>Otherwise they are declined like <b>bonus, -a, -um</b>. Learn the
list
and the meaning of each:</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
<b>alius, alia, aliud</b>, <i>other, another</i> (of several)</p>
<p class = "hanging">
<b>alter, altera, alterum</b>, <i>the one, the other</i> (of two)</p>
<p class = "hanging">
<b>ūnus, -a, -um</b>, <i>one, alone</i>; (in the plural) <i>only</i></p>
<p class = "hanging">
<b>ūllus, -a, -um</b>, <i>any</i></p>
<p class = "hanging">
<b>nūllus, -a, -um</b>, <i>none, no</i></p>
<p class = "hanging">
<b>sōlus, -a, -um</b>, <i>alone</i></p>
<p class = "hanging">
<b>tōtus, -a, -um</b>, <i>all, whole, entire</i></p>
<p class = "hanging">
<b>uter, utra, utrum</b>, <i>which?</i> (of two)</p>
<p class = "hanging">
<b>neuter, neutra, neutrum</b>, <i>neither</i> (of two)
</p>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec109"><b>109.</b></a>
<span class = "midfat">PARADIGMS</span></p>

<table>
<tr>
<td></td>
<th colspan = "6">Singular</th>
</tr>
<tr>
<td></td>
<td class = "smaller">MASC.</td>
<td class = "smaller">FEM.</td>
<td class = "smaller">NEUT.</td>
<td class = "smaller">MASC.</td>
<td class = "smaller">FEM.</td>
<td class = "smaller">NEUT.</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>nūll<b>us</b></td>
<td>nūll<b>a</b></td>
<td>nūll<b>um</b></td>
<td>ali<b>us</b></td>
<td>ali<b>a</b></td>
<td>ali<b>ud</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>nūll<b>ī´us</b></td>
<td>nūll<b>ī´us</b></td>
<td class = "rightpad">nūll<b>ī´us</b></td>
<td>alī´<b>us</b></td>
<td>alī´<b>us</b></td>
<td>alī´<b>us</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>nūll<b>ī</b></td>
<td>nūll<b>ī</b></td>
<td>nūll<b>ī</b></td>
<td>ali<b>ī</b></td>
<td>ali<b>ī</b></td>
<td>ali<b>ī</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>nūll<b>um</b></td>
<td>nūll<b>am</b></td>
<td>nūll<b>um</b></td>
<td>ali<b>um</b></td>
<td>ali<b>am</b></td>
<td>ali<b>ud</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>nūll<b>ō</b></td>
<td>nūll<b>ā</b></td>
<td>nūll<b>ō</b></td>
<td>ali<b>ō</b></td>
<td>ali<b>ā</b></td>
<td>ali<b>ō</b></td>
</tr>
<tr>
<td></td>
<th colspan = "6">The Plural is Regular</th>
</tr>
</table>

<p class = "note">
<span class = "pagenum">47</span>
<a name = "page47"> </a>
<i>a.</i> Note the peculiar neuter singular ending in <b>-d</b> of
<b>alius</b>. The genitive <b>alīus</b> is rare. Instead of it use
<b>alterīus</b>, the genitive of <b>alter</b>.</p>

<p class = "note">
<i>b.</i> These peculiar case endings are found also in the declension
of pronouns (see <a href = "#sec114">§&nbsp;114</a>). For this reason
these adjectives are sometimes called the <b>pronominal
adjectives</b>.</p>

<p class = "section">
<a name = "sec110"><b>110.</b></a>
Learn the following idioms:</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
<b>alter, -era, -erum</b> ... <b>alter, -era, -erum</b>, <i>the one ...
the other</i> (of two)</p>
<p class = "hanging">
<b>alius, -a, -ud</b> ... <b>alius, -a, -ud</b>, <i>one ... another </i>
(of any number)</p>
<p class = "hanging">
<b>aliī, -ae, -a</b> ... <b>aliī, -ae, -a</b>, <i>some ...
others</i></p>
</td>
</tr>
</table>

<h6 class = "boldf">EXAMPLES</h6>

<p>1. <b>Alterum oppidum est magnum, alterum parvum</b>, <i>the one town
is large, the other small</i> (of two towns).</p>

<p>2. <b>Aliud oppidum est validum, aliud īnfīrmum</b>, <i>one town is
strong, another weak</i> (of towns in general).</p>

<p>3. <b>Aliī gladiōs, aliī scūta portant</b>, <i>some carry swords,
others shields.</i></p>

<p class = "section">
<a name = "sec111"><b>111.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. In utrā casā est Iūlia? Iūlia est in neutrā casā. 2. Nūllī malō
puerō praemium dat magister. 3.&nbsp;Alter puer est nauta, alter
agricola. 4.&nbsp;Aliī virī aquam, aliī terram amant. 5.&nbsp;Galba ūnus
(<i>or</i> sōlus) cum studiō labōrat. 6.&nbsp;Estne ūllus carrus in agrō
meō? 7.&nbsp;Lesbia est ancilla alterīus dominī, Tullia alterīus.
8.&nbsp;Lesbia sōla cēnam parat. 9.&nbsp;Cēna nūllīus alterīus ancillae
est bona. 10.&nbsp;Lesbia nūllī aliī virō cēnam&nbsp;dat.</p>

<p class = "note">
<span class = "smallcaps">Note.</span> The pronominal adjectives, as you
observe, regularly stand before and not after their nouns.</p>

<p>II. 1. The men of all Germany are preparing for war. 2.&nbsp;Some
towns are great and others are small. 3.&nbsp;One boy likes chickens,
another horses. 4.&nbsp;Already the booty of one town is in our fort.
5.&nbsp;Our whole village is suffering for (i.e. <i>weak because of</i>)
lack of food. 6.&nbsp;The people are already hastening to the other
town. 7.&nbsp;Among the Romans (there) is no lack of grain.</p>


<span class = "pagenum">48</span>
<a name = "page48"> </a>
<h5 class = "chapter"><a name = "lesson_XVII">
LESSON XVII</a></h5>

<h6 class = "boldf">THE DEMONSTRATIVE <i>IS, EA, ID</i></h6>

<p class = "section">
<a name = "sec112"><b>112.</b></a>
A demonstrative is a word that points out an object definitely, as
<i>this, that, these, those</i>. Sometimes these words are pronouns, as,
<i>Do you hear these?</i> and sometimes adjectives, as, <i>Do you hear
these men?</i> In the former case they are called <b>demonstrative
pronouns</b>, in the latter <b>demonstrative adjectives</b>.</p>

<p class = "section">
<a name = "sec113"><b>113.</b></a>
Demonstratives are similarly used in Latin both as <i>pronouns</i> and
as <i>adjectives</i>. The one used most is</p>

<p class = "center">
<b>is</b>, masculine; <b>ea</b>, feminine; <b>id</b>, neuter
</p>

<table>
<tr>
<td class = "sidehead">Singular</td>
<td>
<i>this<br>
that</i></td>
<td class = "sidehead">Plural</td>
<td>
<i>these<br>
those</i></td>
</tr>
</table>

<p class = "section">
<a name = "sec114"><b>114.</b></a>
<b>Is</b> is declined as follows. Compare its declension with that of
<b>alius</b>, <a href = "#sec109">§&nbsp;109</a>.</p>

<table>
<tr>
<td class = "center" colspan = "7"><span class = "smallcaps">Base</span>
<b>e-</b></td>
</tr>
<tr>
<td></td>
<th class = "rightpad" colspan = "3">Singular</th>
<th colspan = "3">Plural</th>
</tr>
<tr>
<td></td>
<td class = "smaller">MASC.</td>
<td class = "smaller">FEM.</td>
<td class = "smaller">NEUT.</td>
<td class = "smaller">MASC.</td>
<td class = "smaller">FEM.</td>
<td class = "smaller">NEUT.</td>
<tr>
<td><i>Nom.</i></td>
<td>is</td>
<td>ea</td>
<td>id</td>
<td>eī (<i>or</i> iī)</td>
<td>eae</td>
<td>ea</td>
</tr>

<tr>
<td><i>Gen.</i></td>
<td>eius</td>
<td>eius</td>
<td>eius</td>
<td>eōrum</td>
<td>eārum</td>
<td>eōrum</td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>eī</td>
<td>eī</td>
<td>eī</td>
<td>eīs (<i>or</i> iīs)</td>
<td>eīs (<i>or</i> iīs)</td>
<td>eīs (<i>or</i> iīs)</td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>eum</td>
<td>eam</td>
<td>id</td>
<td>eōs</td>
<td>eās</td>
<td>ea</td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>eō</td>
<td>eā</td>
<td>eō</td>
<td>eīs (<i>or</i> iīs)</td>
<td>eīs (<i>or</i> iīs)</td>
<td>eīs (<i>or</i> iīs)</td>
</tr>
</table>

<p class = "note">
Note that the base <b>e-</b> changes to <b>i-</b> in a few cases. The
genitive singular <b>eius</b> is pronounced <i>eh´yus</i>. In the plural
the forms with two <b>i</b>’s are preferred and the two <b>i</b>’s are
pronounced as one. Hence, pronounce <b>iī</b> as <b>ī</b> and <b>iīs</b>
as <b>īs</b>.</p>

<p class = "section">
<a name = "sec115"><b>115.</b></a>
Besides being used as demonstrative pronouns and adjectives the Latin
demonstratives are regularly used for the personal pronoun <i>he, she,
it</i>. As a personal pronoun, then, <b>is</b> would have the following
meanings:</p>

<table class = "lines">
<tr>
<td class = "sidehead" rowspan = "5">
Sing.
</td>
<td>
<span class = "pagenum">49</span>
<a name = "page49"> </a>
<i>Nom.</i></td>
<td><p class = "hanging">
<b>is</b>, <i>he</i>; <b>ea</b>, <i>she</i>; <b>id</b>, <i>it</i>
</p></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td><p class = "hanging">
<b>eius</b>, <i>of him</i> or <i>his</i>; <b>eius</b>, <i>of her,
her</i>, or <i>hers</i>; <b>eius</b>, <i>of it</i> or <i>its</i>
</p></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td><p class = "hanging">
<b>eī</b>, <i>to</i> or <i>for him</i>; <b>eī</b>, <i>to</i> or <i>for
her</i>; <b>eī</b>, <i>to</i> or <i>for it</i>
</p></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td><p class = "hanging">
<b>eum</b>, <i>him</i>; <b>eam</b>, <i>her</i>; <b>id</b>, <i>it</i>
</p></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td><p class = "hanging">
<b>eō</b>, <i>with, from</i>, etc., <i>him</i>; <b>eā</b>, <i>with,
from</i>, etc., <i>her</i>; <b>eō</b>, <i>with, from</i>, etc.,
<i>it</i>
</p></td>
</tr>

<tr>
<td class = "sidehead" rowspan = "5">
Plur.
</td>
<td><i>Nom.</i></td>
<td><p class = "hanging">
<b>eī</b> or <b>iī</b>, <b>eae</b>, <b>ea</b>, <i>they</i>
</p></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td><p class = "hanging">
<b>eōrum, eārum, eōrum</b>, <i>of them, their</i>
</p></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td><p class = "hanging">
<b>eīs</b> or <b>iīs</b>, <b>eīs</b> or <b>iīs</b>, <b>eīs</b> or
<b>iīs</b>, <i>to</i> or <i>for them</i>
</p></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td><p class = "hanging">
<b>eōs, eās, ea</b>, <i>them</i>
</p></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td><p class = "hanging">
<b>eīs</b> or <b>iīs</b>, <b>eīs</b> or <b>iīs</b>, <b>eīs</b> or
<b>iīs</b>, <i>with, from</i>, etc., <i>them</i>
</p></td>
</tr>
</table>

<p class = "section">
<a name = "sec116"><b>116.</b></a>
<b>Comparison between <i>suus</i> and <i>is</i>.</b> We learned above
(<a href = "#sec98">§&nbsp;98.&nbsp;<i>c</i></a>) that <b>suus</b> is a
<i>reflexive</i> possessive. When <i>his, her</i> (poss.), <i>its,
their</i>, do not refer to the subject of the sentence, we express
<i>his, her, its</i> by <b>eius</b>, the genitive singular of <b>is</b>,
<b>ea</b>, <b>id</b>; and <i>their</i> by the genitive plural, using
<b>eōrum</b> to refer to a masculine or neuter antecedent noun and
<b>eārum</b> to refer to a feminine one.</p>

<h6 class = "boldf">EXAMPLES</h6>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
<i>Galba calls his</i> (own) <i>son</i>, <b>Galba suum fīlium
vocat</b></p>
<p class = "hanging">
<i>Galba calls his son</i> (not his own, but another’s), <b>Galba eius
fīlium vocat</b></p>
<p class = "hanging">
<i>Julia calls her</i> (own) <i>children</i>, <b>Iūlia suōs līberōs
vocat</b></p>
<p class = "hanging">
<i>Julia calls her children</i> (not her own, but another’s), <b>Iūlia
eius līberōs vocat</b></p>
<p class = "hanging">
<i>The men praise their</i> (own) <i>boys</i>, <b>virī suōs puerōs
laudant</b></p>
<p class = "hanging">
<i>The men praise their boys</i> (not their own, but others’), <b>virī
eōrum puerōs laudant</b></p>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec117"><b>117.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec117vocab">special
vocabulary</a>, p. 287.</p>

<p>1. He praises her, him, it, them. 2.&nbsp;This cart, that report,
these teachers, those women, that abode, these abodes. 3.&nbsp;That
strong garrison, among those weak and sick women, that want of firmness,
those frequent plans.</p>

<p>
4. The other woman is calling her chickens (<i>her own</i>).
5.&nbsp;Another woman is calling her chickens (<i>not her own</i>).
6.&nbsp;The Gaul praises
<span class = "pagenum">50</span>
<a name = "page50"> </a>
his arms (<i>his own</i>). 7. The Gaul praises his arms (<i>not his
own</i>). 8.&nbsp;This farmer often plows their fields. 9.&nbsp;Those
wretched slaves long for their master (<i>their own</i>). 10.&nbsp;Those
wretched slaves long for their master (<i>not their own</i>).
11.&nbsp;Free men love their own fatherland. 12.&nbsp;They love its
villages and towns.</p>

<p class = "section">
<a name = "sec118"><b>118.</b></a>
<span class = "midfat">DIALOGUE</span><span class = "tag">1</span></p>

<h5 class = "smallcaps">Cornelius and Marcus</h5>

<p class = "inset">
M. Quis est vir, Cornēlī, cum puerō parvō? Estne Rōmānus et līber?<br>
C. Rōmānus nōn est, Mārce. Is vir est servus et eius domicilium est in
silvīs Galliae.<br>
M. Estne puer fīlius eius servī an alterīus?<br>
C. Neutrīus fīlius est puer. Is est fīlius lēgātī Sextī.<br>
M. Quō puer cum eō servō properat?<br>
C. Is cum servō properat ad lātōs Sextī agrōs.<span class =
"tag">2</span> Tōtum frūmentum est iam mātūrum et magnus servōrum
numerus in Italiae<span class = "tag">3</span> agrīs labōrat.<br>
M. Agricolaene sunt Gallī et patriae suae agrōs arant?<br>
C. Nōn agricolae sunt. Bellum amant Gallī, nōn agrī cultūram. Apud eōs
virī pugnant et fēminae auxiliō līberōrum agrōs arant parantque
cibum.<br>
M. Magister noster puerīs puellīsque grātās Gallōrum fābulās saepe
nārrat et laudat eōs saepe.<br>
C. Mala est fortūna eōrum et saepe miserī servī multīs cum lacrimīs
patriam suam dēsīderant.
</p>

<div class = "footnote">
1. There are a number of departures from the normal order in this
dialogue. Find them, and give the reason.</div>

<div class = "footnote">
2. When a noun is modified by both a genitive and an adjective, a
favorite order of words is <i>adjective, genitive, noun</i>.</div>

<div class = "footnote">
3. A modifying genitive often stands between a preposition and its
object.</div>


<hr class = "tiny">

<h5 class = "boldf">
<a class = "page" href = "LatinBegin2.html#review_II">
Second Review, Lessons IX-XVII, §§&nbsp;506-509</a></h5>

<hr class = "tiny">


<span class = "pagenum">51</span>
<a name = "page51"> </a>


<h5 class = "chapter"><a name = "lesson_XVIII">
LESSON XVIII</a></h5>

<h6 class = "boldf">CONJUGATION</h6>
<h6>THE PRESENT, IMPERFECT, AND FUTURE TENSES OF <b>SUM</b></h6>

<p class = "section">
<a name = "sec119"><b>119.</b></a>
The inflection of a verb is called its <i>conjugation</i> (cf. <a href =
"#sec23">§&nbsp;23</a>). In English the verb has but few changes in
form, the different meanings being expressed by the use of personal
pronouns and auxiliaries, as, <i>I am carried, we have carried, they
shall have carried</i>, etc. In Latin, on the other hand, instead of
using personal pronouns and auxiliary verbs, the form changes with the
meaning. In this way the Romans expressed differences in <i>tense, mood,
voice, person</i>, and <i>number</i>.</p>

<p class = "section">
<a name = "sec120"><b>120.</b></a>
<b>The Tenses.</b> The different forms of a verb referring to different
times are called its <i>tenses</i>. The chief distinctions of time are
present, past, and future:</p>

<table class = "lines">
<tr>
<td><p class = "hanging">
1. <b>The present</b>, that is, <i>what is happening now</i>, or <i>what
usually happens</i>, is expressed by
</p></td>
<td class = "middle left smallcaps">
the Present Tense
</td>
</tr>
<tr>
<td><p class = "hanging">
2. <b>The past</b>, that is, <i>what was happening, used to happen,
happened, has happened</i>, or <i>had happened</i>, is expressed by
</p></td>
<td class = "middle left smallcaps">
the Imperfect, Perfect, and Pluperfect Tenses
</td>
</tr>
<tr>
<td><p class = "hanging">
3. <b>The future</b>, that is, <i>what is going to happen</i>, is
expressed by
</p></td>
<td class = "middle left smallcaps">
the Future and Future Perfect Tenses
</td>
</tr>
</table>

<p class = "section">
<a name = "sec121"><b>121.</b></a>
<b>The Moods.</b> Verbs have inflection of <i>mood</i> to indicate the
manner in which they express action. The moods of the Latin verb are the
<i>indicative, subjunctive, imperative</i>, and <i>infinitive</i>.</p>

<p class = "note">
<i>a.</i> A verb is in the <i>indicative</i> mood when it makes a
statement or asks a question about something assumed as a fact. All the
verbs we have used thus far are in the present indicative.</p>

<p class = "section">
<a name = "sec122"><b>122.</b></a>
<b>The Persons.</b> There are three persons, as in English. The first
person is the person speaking (<i>I sing</i>); the second person the
person spoken to (<i>you sing</i>); the third person the person spoken
of
<span class = "pagenum">52</span>
<a name = "page52"> </a>
(<i>he sings</i>). Instead of using personal pronouns for the different
persons in the two numbers, singular and plural, the Latin verb uses the
personal endings (cf. <a href = "#sec22">§&nbsp;22&nbsp;<i>a</i></a>; <a
href = "#sec29">29</a>). We have already learned that <b>-t</b> is the
ending of the third person singular in the active voice and <b>-nt</b>
of the third person plural. The complete list of personal endings of the
active voice is as follows:</p>

<table>
<tr>
<td></td>
<th colspan = "2">Singular</th>
<th colspan = "2">Plural</th>
</tr>
<tr>
<td><i>1st Pers.</i></td>
<td><i>I</i></td>
<td><b>-m</b> or <b>-ō</b></td>
<td><i>we</i></td>
<td><b>-mus</b></td>
</tr>
<tr>
<td><i>2d Pers.</i></td>
<td><i>thou</i> or <i>you</i></td>
<td><b>-s</b></td>
<td><i>you</i></td>
<td><b>-tis</b></td>
</tr>
<tr>
<td><i>3d Pers.</i></td>
<td><i>he, she, it</i></td>
<td><b>-t</b></td>
<td><i>they</i></td>
<td><b>-nt</b></td>
</tr>
</table>

<p class = "section">
<a name = "sec123"><b>123.</b></a>
Most verbs form their moods and tenses after a regular plan and are
called <i>regular</i> verbs. Verbs that depart from this plan are called
<i>irregular</i>. The verb <i>to be</i> is irregular in Latin as in
English. The present, imperfect, and future tenses of the indicative are
inflected as follows:</p>

<table>
<tr>
<th colspan = "3">Present Indicative</th>
</tr>
<tr>
<td></td>
<td class = "smallhead">SINGULAR</td>
<td class = "smallhead">PLURAL</td>
</tr>
<tr>
<td><i>1st Pers.</i></td>
<td>su-<b>m</b>, <i>I am</i></td>
<td>su-<b>mus</b>, <i>we are</i></td>
</tr>
<tr>
<td><i>2d Pers.</i></td>
<td>e-<b>s</b>, <i>you<span class = "tag">1</span> are</i></td>
<td>es-<b>tis</b>, <i>you<span class = "tag">1</span> are</i></td>
</tr>
<tr>
<td><i>3d Pers.</i></td>
<td>es-<b>t</b>, <i>he, she</i>, or <i>it is</i></td>
<td>su-<b>nt</b>, <i>they are</i></td>
</tr>
<tr>
<th colspan = "3">Imperfect Indicative</th>
</tr>
<tr>
<td><i>1st Pers.</i></td>
<td>er-a-<b>m</b>, <i>I was</i></td>
<td>er-ā´-<b>mus</b>, <i>we were</i></td>
</tr>
<tr>
<td><i>2d Pers.</i></td>
<td>er-ā-<b>s</b>, <i>you were</i></td>
<td>er-ā´-<b>tis</b>, <i>you were</i></td>
</tr>
<tr>
<td><i>3d Pers.</i></td>
<td class = "rightpad">
er-a-<b>t</b>, <i>he, she</i>, or <i>it was</i></td>
<td>er-ā-<b>nt</b>, <i>they were</i></td>
</tr>
<tr>
<th colspan = "3">Future Indicative</th>
</tr>
<tr>
<td><i>1st Pers.</i></td>
<td>er-<b>ō</b>, <i>I shall be</i></td>
<td>er´-i-<b>mus</b>, <i>we shall be</i></td>
</tr>
<tr>
<td><i>2d Pers.</i></td>
<td>er-i-<b>s</b>, <i>you will be</i></td>
<td>er´-i-<b>tis</b>, <i>you will be</i></td>
</tr>
<tr>
<td><i>3d Pers.</i></td>
<td>er-i-<b>t</b>, <i>he will be</i></td>
<td>er-u-<b>nt</b>, <i>they will be</i></td>
</tr>
</table>

<p class = "note">
<i>a.</i> Be careful about vowel quantity and accent in these forms, and
consult <a href = "#sec12">§§&nbsp;12.2</a>; <a href = "#sec14">14</a>;
<a href = "#sec15">15</a>.</p>

<div class = "footnote">
1. Observe that in English <i>you are</i>, <i>you were</i>, etc. may be
either singular or plural. In Latin the singular and plural forms are
never the same.</div>

<p class = "section">
<span class = "pagenum">53</span>
<a name = "page53"> </a>
<a name = "sec124"><b>124.</b></a>
<span class = "midfat">DIALOGUE</span></p>

<h5 class = "smallcaps">The Boys Sextus and Marcus</h5>

<p>First learn the <a href = "LatinBegin2.html#sec124vocab">special
vocabulary</a>, p. 287.</p>

<p class = "inset">
S. Ubi es, Mārce? Ubi est Quīntus? Ubi estis, amīcī?<br>
M. Cum Quīntō, Sexte, in silvā sum. Nōn sōlī sumus; sunt in silvā multī
aliī puerī.<br>
S. Nunc laetus es, sed nūper nōn laetus erās. Cūr miser erās?<br>
M. Miser eram quia amīcī meī erant in aliō vicō et eram sōlus. Nunc sum
apud sociōs meōs. Nunc laetī sumus et erimus.<br>
S. Erātisne in lūdo hodiē?<br>
M. Hodiē nōn erāmus in lūdō, quod magister erat aeger.<br>
S. Eritisne mox in lūdō?<br>
M. Amīcī meī ibi erunt, sed ego (<i>I</i>) nōn erō.<br>
S. Cūr nōn ibi eris? Magister, saepe irātus, inopiam tuam studī
dīligentiaeque nōn laudat.<br>
M. Nūper aeger eram et nunc īnfīrmus sum.
</p>

<p class = "section">
<a name = "sec125"><b>125.</b></a>
<span class = "midfat">EXERCISE</span></p>

<p>1. You are, you were, you will be<ins class = "correction" title =
"punctuation as in original">, (</ins><i>sing. and plur.</i>). 2.&nbsp;I
am, I was, I shall be. 3.&nbsp;He is, he was, he will be. 4.&nbsp;We
are, we were, we shall be. 5.&nbsp;They are, they were, they will&nbsp;be.</p>

<p>6. Why were you not in school to-day? I was sick. 7.&nbsp;Lately he
was a sailor, now he is a farmer, soon he will be a teacher.
8.&nbsp;To-day I am happy, but lately I was wretched. 9.&nbsp;The
teachers were happy because of the boys’ industry.</p>

<p class = "illustration">
<img src = "../images/pic053.png" width = "206" height = "155"
alt = "Roman boys in school"><br>
<span class = "caption">
PUERI ROMANI IN LUDO</span></p>


<span class = "pagenum">54</span>
<a name = "page54"> </a>
<h5 class = "chapter"><a name = "lesson_XIX">
LESSON XIX</a></h5>

<h6 class = "boldf">THE FOUR REGULAR CONJUGATIONS · PRESENT ACTIVE
INDICATIVE OF <i>AMŌ</i> AND <i>MONEŌ</i></h6>

<p class = "section">
<a name = "sec126"><b>126.</b></a>
There are four conjugations of the regular verbs. These conjugations are
distinguished from each other by the final vowel of the present
conjugation-stem.<span class = "tag">1</span> This vowel is called the
<i>distinguishing vowel</i>, and is best seen in the present
infinitive.</p>

<div class = "footnote">
1. The <i>stem</i> is the body of a word to which the terminations are
attached. It is often identical with the base (cf. <a href =
"#sec58">§&nbsp;58</a>). If, however, the stem ends in a vowel, the
latter does not appear in the base, but is variously combined with the
inflectional terminations. This point is further explained in <a href =
"#sec230">§&nbsp;230</a>.</div>

<p>Below is given the <i>present infinitive</i> of a verb of each
conjugation, the <i>present stem</i>, and the <i>distinguishing
vowel.</i></p>

<table>
<tr>
<th>Conjugation</th>
<th>Pres. Infin.</th>
<th>Pres. Stem</th>
<td class = "smallest">
DISTINGUISHING<br>
VOWEL</td>
</tr>
<tr>
<td class = "number">I.</td>
<td><b>amā´re</b>, <i>to love</i></td>
<td><b>amā-</b></td>
<td><b>ā</b></td>
</tr>
<tr>
<td class = "number">II.</td>
<td class = "rightpad"><b>monē´re</b>, <i>to advise</i></td>
<td><b>monē-</b></td>
<td><b>ē</b></td>
</tr>
<tr>
<td class = "number">III.</td>
<td><b>re´gĕre</b>, <i>to rule</i></td>
<td><b>regĕ-</b></td>
<td><b>ĕ</b></td>
</tr>
<tr>
<td class = "number">IV.</td>
<td><b>audī´re</b>, <i>to hear</i></td>
<td><b>audi-</b></td>
<td><b>ī</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> Note that the present stem of each conjugation is found by
dropping <b>-re</b>, the ending of the present infinitive.</p>

<p class = "note">
<span class = "smallcaps">Note.</span> The present infinitive of
<b>sum</b> is <b>esse</b>, and <b>es-</b> is the present stem.</p>

<p class = "section">
<a name = "sec127"><b>127.</b></a>
From the present stem are formed the <i>present</i>, <i>imperfect</i>,
and <i>future</i> tenses.</p>

<p class = "section">
<a name = "sec128"><b>128.</b></a>
The inflection of the Present Active Indicative of the first and of the
second conjugation is as follows:</p>

<table class = "lines">
<tr>
<td></td>
<td class = "center">
<b>a´mō, amā´re</b> (<i>love</i>)</td>
<td class = "center">
<b>mo´neō, monē´re</b> (<i>advise</i>)</td>
<td></td>
</tr>
<tr>
<td></td>
<td class = "center">
<span class = "smallcaps">Pres. Stem</span> <b>amā-</b></td>
<td class = "center">
<span class = "smallcaps">Pres. Stem</span> <b>monē-</b></td>
<td class = "smallest">
PERSONAL<br>
ENDINGS</td>
</tr>
<tr>
<td class = "sidehead" rowspan = "3">
Sing.
</td>
<td>1. a´m<b>ō</b>, <i>I love</i></td>
<td>mo´ne<b>ō</b>, <i>I advise</i></td>
<td><b>-ō</b></td>
</tr>
<tr>
<td>2. a´mā<b>s</b>, <i>you love</i></td>
<td>mo´nē<b>s</b>, <i>you advise</i></td>
<td><b>-s</b></td>
</tr>
<tr>
<td class = "rightpad">3. a´ma<b>t</b>, <i>he (she, it) loves</i></td>
<td>mo´ne<b>t</b>, <i>he (she, it) advises</i></td>
<td><b>-t</b></td>
</tr>
<tr>
<td class = "sidehead" rowspan = "3">
Plur.
</td>
<td>1. amā´<b>mus</b>, <i>we love</i></td>
<td>monē´<b>mus</b>, <i>we advise</i></td>
<td><b>-mus</b></td>
</tr>
<tr>
<td>2. amā´<b>tis</b>, <i>you love</i></td>
<td>monē´<b>tis</b>, <i>you advise</i></td>
<td><b>-tis</b></td>
</tr>
<tr>
<td>3. a´ma<b>nt</b>, <i>they love</i></td>
<td>mo´ne<b>nt</b>, <i>they advise</i></td>
<td><b>-nt</b></td>
</tr>
</table>

<p><span class = "pagenum">55</span>
<a name = "page55"> </a>
1. The present tense is inflected by adding the personal endings to the
present stem, and its first person uses <b>-o</b> and not <b>-m</b>. The
form <b>amō</b> is for <b>amā-ō</b>, the two vowels <b>ā-ō</b>
contracting to <b>ō</b>. In <b>moneō</b> there is no contraction.
<i>Nearly all regular verbs ending in <b>-eo</b> belong to the second
conjugation.</i></p>

<p>2. Note that the long final vowel of the stem is shortened before
another vowel (<b>monē-ō</b> = <b>mo´nĕō</b>), and before final
<b>-t</b> (<b>amăt</b>, <b>monĕt</b>) and <b>-nt</b> (<b>amănt</b>,
<b>monĕnt</b>). Compare <a href = "#sec12">§&nbsp;12.&nbsp;2</a>.</p>

<p class = "section">
<a name = "sec129"><b>129.</b></a>
Like <b>amō</b> and <b>moneō</b> inflect the present active indicative
of the following verbs<span class = "tag">2</span>:</p>

<div class = "footnote">
2. The only new verbs in this list are the five of the second
conjugation which are starred. Learn their meanings.</div>

<table class = "fixed">
<tr>
<th>Indicative Present</th>
<th>Infinitive Present</th>
</tr>
<tr>
<td class = "half"><b>a´rō</b>, <i>I plow</i></td>
<td><b>arā´re</b>, <i>to plow</i></td>
</tr>
<tr>
<td><b>cū´rō</b>, <i>I care for</i></td>
<td><b>cūrā´re</b>, <i>to care for</i></td>
</tr>
<tr>
<td class = "backspace">*<b>dē´leō</b>, <i>I destroy</i></td>
<td><b>dēlē´re</b>, <i>to destroy</i></td>
</tr>
<tr>
<td><b>dēsī´derō</b>, <i>I long for</i></td>
<td><b>dēsīderā´re</b>, <i>to long for</i></td>
</tr>
<tr>
<td><b>dō</b>,<span class = "tag">3</span> <i>I give</i></td>
<td><b>da´re</b>, <i>to give</i></td>
</tr>
<tr>
<td class = "backspace">*<b>ha´beō</b>, <i>I have</i></td>
<td><b>habē´re</b>, <i>to have</i></td>
</tr>
<tr>
<td><b>ha´bitō</b>, <i>I live, I dwell</i></td>
<td><b>habitā´re</b>, <i>to live, to dwell</i></td>
</tr>
<tr>
<td class = "backspace">*<b>iu´beō</b>, <i>I order</i></td>
<td><b>iubē´re</b>, <i>to order</i></td>
</tr>
<tr>
<td><b>labō´rō</b>, <i>I labor</i></td>
<td><b>labōrā´re</b>, <i>to labor</i></td>
</tr>
<tr>
<td><b>lau´dō</b>, <i>I praise</i></td>
<td><b>laudā´re</b>, <i>to praise</i></td>
</tr>
<tr>
<td><b>mātū´rō</b>, <i>I hasten</i></td>
<td><b>mātūrā´re</b>, <i>to hasten</i></td>
</tr>
<tr>
<td class = "backspace">*<b>mo´veō</b>, <i>I move</i></td>
<td><b>movē´re</b>, <i>to move</i></td>
</tr>
<tr>
<td><b>nār´rō</b>, <i>I tell</i></td>
<td><b>nārrā´re</b>, <i>to tell</i></td>
</tr>
<tr>
<td><b>ne´cō</b>, <i>I kill</i></td>
<td><b>necā´re</b>, <i>to kill</i></td>
</tr>
<tr>
<td><b>nūn´tiō</b>, <i>I announce</i></td>
<td><b>nūntiā´re</b>, <i>to announce</i></td>
</tr>
<tr>
<td><b>pa´rō</b>, <i>I prepare</i></td>
<td><b>parā´re</b>, <i>to prepare</i></td>
</tr>
<tr>
<td><b>por´tō</b>, <i>I carry</i></td>
<td><b>portā´re</b>, <i>to carry</i></td>
</tr>
<tr>
<td><b>pro´perō</b>, <i>I hasten</i></td>
<td><b>properā´re</b>, <i>to hasten</i></td>
</tr>
<tr>
<td><b>pug´nō</b>, <i>I fight</i></td>
<td><b>pugnā´re</b>, <i>to fight</i></td>
</tr>
<tr>
<td class = "backspace">*<b>vi´deō</b>, <i>I see</i></td>
<td><b>vidē´re</b>, <i>to see</i></td>
</tr>
<tr>
<td><b>vo´cō</b>, <i>I call</i></td>
<td><b>vocā´re</b>, <i>to call</i></td>
</tr>
</table>

<div class = "footnote">
3. Observe that in <b>dō, dăre</b>, the <b>a</b> is <i>short</i>, and
that the present stem is <b>dă-</b> and not <b>dā-</b>. The only forms
of <b>dō</b> that have a long are <b>dās</b> (pres. indic.), <b>dā</b>
(pres. imv.), and <b>dāns</b> (pres. part.).</div>

<p class = "section">
<a name = "sec130"><b>130.</b></a>
<b>The Translation of the Present.</b> In English there are three ways
of expressing present action. We may say, for example, <i>I live, I am
living</i>, or <i>I do live</i>. In Latin the one expression
<b>habitō</b> covers all three of these expressions.</p>

<p>
<span class = "pagenum">56</span>
<a name = "page56"> </a>
<a name = "sec131"><b>131.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>Give the <i>voice</i>, <i>mood</i>, <i>tense</i>, <i>person</i>, and
<i>number</i> of each form.</p>

<p>I. 1. Vocāmus, properātis, iubent. 2. Movētis, laudās, vidēs.
3.&nbsp;Dēlētis, habētis, dant. 4.&nbsp;Mātūrās, dēsīderat, vidēmus.
5.&nbsp;Iubet, movent, necat. 6.&nbsp;Nārrāmus, movēs, vident.
7.&nbsp;Labōrātis, properant, portās, parant. 8.&nbsp;Dēlet, habētis,
iubēmus, dās.</p>

<p class = "note">
N.B. Observe that the personal ending is of prime importance in
translating a Latin verb form. Give that your first attention.</p>

<p>II. 1. We plow, we are plowing, we do plow. 2.&nbsp;They care for,
they are caring for, they do care for. 3.&nbsp;You give, you are having,
you do have (<i>sing</i>.). 4.&nbsp;We destroy, I do long for, they are
living. 5.&nbsp;He calls, they see, we are telling. 6.&nbsp;We do fight,
we order, he is moving, he prepares. 7.&nbsp;They are laboring, we kill,
you announce.</p>


<h5 class = "chapter"><a name = "lesson_XX">
LESSON XX</a></h5>

<h6 class = "boldf">IMPERFECT ACTIVE INDICATIVE OF <i>AMŌ</i> AND
<i>MONEŌ</i></h6>

<p class = "section">
<a name = "sec132"><b>132.</b></a>
<b>Tense Signs.</b> Instead of using auxiliary verbs to express
differences in tense, like <i>was</i>, <i>shall</i>, <i>will</i>, etc.,
Latin adds to the verb stem certain elements that have the force of
auxiliary verbs. These are called <i>tense signs</i>.</p>

<p class = "section">
<a name = "sec133"><b>133.</b></a>
<b>Formation and Inflection of the Imperfect.</b> The tense sign of the
imperfect is <b>-bā-</b>, which is added to the present stem. The
imperfect consists, therefore, of three parts:</p>

<table>
<tr>
<th>Present Stem</th>
<th>Tense Sign</th>
<td class = "smallest">PERSONAL<br>
ENDING</td>
</tr>
<tr>
<td><b>amā-</b></td>
<td><b>ba-</b></td>
<td><b>m</b></td>
</tr>
<tr>
<td><i>loving</i></td>
<td><i>was</i></td>
<td><i>I</i></td>
</tr>
</table>

<p>The inflection is as follows:</p>

<table>
<tr>
<th>Conjugation I</th>
<th>Conjugation II</th>
<td></td>
</tr>
<tr>
<td class = "smallhead" colspan = "2">
SINGULAR
</td>
<td class = "smallest">
PERSONAL<br>
ENDINGS
</td>
</tr>
<tr>
<td>1. amā´<b>bam</b>, <i>I was loving</i></td>
<td>monē´<b>bam</b>, <i>I was advising</i></td>
<td><b>-m</b></td>
</tr>
<tr>
<td>2. amā´<b>bās</b>, <i>you were loving</i></td>
<td>monē´<b>bās</b>, <i>you were advising</i></td>
<td><b>-s</b></td>
</tr>
<tr>
<td>3. amā´<b>bat</b>, <i>he was loving</i></td>
<td>monē´<b>bat</b>, <i>he was advising</i></td>
<td><b>-t</b></td>
</tr>
<tr>
<td class = "smallhead" colspan = "2">
PLURAL
</td>
<td>
<span class = "pagenum">57</span>
<a name = "page57"> </a>
</td>
</tr>
<tr>
<td>1. amā<b>bā´mus</b>, <i>we were loving</i></td>
<td>monē<b>bā´mus</b>, <i>we were advising</i></td>
<td><b>-mus</b></td>
</tr>
<tr>
<td>2. amā<b>bā´tis</b>, <i>you were loving</i></td>
<td>monē<b>bā´tis</b>, <i>you were advising</i></td>
<td><b>-tis</b></td>
</tr>
<tr>
<td>3. amā´<b>bant</b>, <i>they were loving</i></td>
<td>monē´<b>bant</b>, <i>they were advising</i></td>
<td><b>-nt</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> Note that the <b>ā</b> of the tense sign <b>-bā-</b> is
shortened before <b>-nt</b>, and before <b>m</b> and <b>t</b> when
final. (Cf. <a href = "#sec12">§&nbsp;12.&nbsp;2</a>.)</p>

<p>In a similar manner inflect the verbs given in <a href =
"#sec129">§&nbsp;129</a>.</p>

<p class = "section">
<a name = "sec134"><b>134.</b></a>
<b>Meaning of the Imperfect.</b> The Latin imperfect describes an act as
<i>going on</i> or <i>progressing in past time</i>, like the English
past-progressive tense (as, <i>I was walking</i>). It is the regular
tense used to describe a past situation or condition of affairs.</p>

<p class = "section">
<a name = "sec135"><b>135.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Vidēbāmus, dēsīderābat, mātūrābās. 2.&nbsp;Dabant, vocābātis,
dēlēbāmus. 3.&nbsp;Pugnant, laudābās, movēbātis. 4.&nbsp;Iubēbant,
properābātis, portābāmus. 5.&nbsp;Dabās, nārrābant, labōrābātis.
6.&nbsp;Vidēbant, movēbās, nūntiābāmus. 7.&nbsp;Necābat, movēbam,
habēbat, parābātis.</p>

<p>II. 1. You were having (<i>sing. and plur.</i>), we were killing,
they were laboring. 2.&nbsp;He was moving, we were ordering, we were
fighting. 3.&nbsp;We were telling, they were seeing, he was calling.
4.&nbsp;They were living, I was longing for, we were destroying.
5.&nbsp;You were giving, you were moving, you were announcing, (<i>sing.
and plur.</i>). 6.&nbsp;They were caring for, he was plowing, we were
praising.</p>

<p class = "section">
<a name = "sec136"><b>136.</b></a>
<span class = "midcaps">Ni´obe and her Children</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec136vocab">special
vocabulary</a>, p. 287.</p>

<p>Niobē, rēgina Thēbānōrum, erat pulchra fēmina sed superba. Erat
superba nōn sōlum fōrmā<span class = "tag">1</span> suā marītīque
potentiā<span class = "tag">1</span> sed etiam magnō līberōrum
numerō.<span class = "tag">1</span> Nam habēbat<span class =
"tag">2</span> septem fīliōs et septem fīliās. Sed ea superbia erat
rēgīnae<span class = "tag">3</span> causa magnae trīstitiae et
līberīs<span class = "tag">3</span> causa dūrae poenae.</p>

<p class = "note">
<span class = "smallcaps">Note.</span> The words <b>Niobē</b>,
<b>Thēbānōrum</b>, and <b>marītī</b> will be found in the general
vocabulary. Translate the selection without looking up any other
words.</p>

<div class = "footnote">
1. Ablative of cause.</div>

<div class = "footnote">
2. Translate <i>had</i>; it denotes a past situation. (See <a href =
"#sec134">§&nbsp;134</a>.)</div>

<div class = "footnote">
3. Dative, cf. <a href = "#sec43">§&nbsp;43</a>.</div>


<span class = "pagenum">58</span>
<a name = "page58"> </a>
<h5 class = "chapter"><a name = "lesson_XXI">
LESSON XXI</a></h5>

<h6 class = "boldf">FUTURE ACTIVE INDICATIVE OF <i>AMŌ</i> AND
<i>MONEŌ</i></h6>

<p class = "section">
<a name = "sec137"><b>137.</b></a>
The tense sign of the Future Indicative in the first and second
conjugations is <b>-bi-</b>. This is joined to the present stem of the
verb and followed by the personal ending, as follows:</p>

<table>
<tr>
<th>Present Stem</th>
<th>Tense Sign</th>
<td class = "smallest">
PERSONAL<br>
ENDING</td>
</tr>
<tr>
<td><b>amā-</b></td>
<td><b>bi-</b></td>
<td><b>s</b></td>
</tr>
<tr>
<td><i>love</i></td>
<td><i>will</i></td>
<td><i>you</i></td>
</tr>
</table>

<p class = "section">
<a name = "sec138"><b>138.</b></a>
The Future Active Indicative is inflected as follows.</p>

<table>
<tr>
<th>Conjugation I</th>
<th>Conjugation II</th>
</tr>
<tr>
<td class = "smallhead" colspan = "2">
SINGULAR</td>
</tr>
<tr>
<td>1. amā´<b>bō</b>, <i>I shall love</i></td>
<td>monē´<b>bō</b>, <i>I shall advise</i></td>
</tr>
<tr>
<td>2. amā´<b>bis</b>, <i>you will love</i></td>
<td>monē´<b>bis</b>, <i>you will advise</i></td>
</tr>
<tr>
<td>3. amā´<b>bit</b>, <i>he will love</i></td>
<td>monē´<b>bit</b>, <i>he will advise</i></td>
</tr>
<tr>
<td class = "smallhead" colspan = "2">
PLURAL</td>
</tr>
<tr>
<td>1. amā´<b>bimus</b>, <i>we shall love</i></td>
<td>monē´<b>bimus</b>, <i>we shall advise</i></td>
</tr>
<tr>
<td>2. amā´<b>bitis</b> <i>will love</i></td>
<td>monē´<b>bitis</b>, <i>you will advise</i></td>
</tr>
<tr>
<td>3. amā´<b>bunt</b>, <i>they will love</i></td>
<td>monē´<b>bunt</b>, <i>they will advise</i></td>
</tr>
</table>

<p class = "note">
<i>a.</i> The personal endings are as in the present. The ending
<b>-bō</b> in the first person singular is contracted from <b>-bi-ō</b>.
The <b>-bi-</b> appears as <b>-bu-</b> in the third person plural. Note
that the inflection is like that of <b>erō</b>, the future of
<b>sum</b>. <i>Pay especial attention to the accent.</i></p>

<p>In a similar manner inflect the verbs given in <a href =
"#sec129">§&nbsp;129</a>.</p>

<p class = "section">
<a name = "sec139"><b>139.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Movēbitis, laudābis, arābō. 2. Dēlēbitis, vocābitis, dabunt.
3.&nbsp;Mātūrābis, dēsīderābit, vidēbimus. 4.&nbsp;Habēbit, movēbunt,
necābit. 5.&nbsp;Nārrābimus, monēbis, vidēbunt. 6.&nbsp;Labōrābitis,
cūrābunt, dabis. 7.&nbsp;Habitābimus, properābitis, iubēbunt, parābit.
8.&nbsp;Nūntiābō, portābimus, iubēbō.</p>

<p>II. 1. We shall announce, we shall see, I shall hasten. 2.&nbsp;I
shall carry, he will plow, they will care for. 3.&nbsp;You will
announce, you will
<span class = "pagenum">59</span>
<a name = "page59"> </a>
move, you will give, (<i>sing. and plur.</i>). 4.&nbsp;We shall fight,
we shall destroy, I shall long for. 5.&nbsp;He will call, they will see,
you will tell (<i>plur.</i>). 6.&nbsp;They will dwell, we shall order,
he will praise. 7.&nbsp;They will labor, we shall kill, you will have
(<i>sing. and plur.</i>), he will destroy.</p>

<p class = "section">
<a name = "sec140"><b>140.</b></a>
<span class = "midcaps">Niobe and her Children</span>
(<i>Concluded</i>)</p>

<p>First learn the <a href = "LatinBegin2.html#sec140vocab">special
vocabulary</a>, p. 288.</p>

<p>Apollō et Diāna erant līberī Lātōnae. Iīs Thēbānī sacra crēbra
parābant.<span class = "tag">1</span> Oppidānī amābant Lātōnam et
līberōs eius. Id superbae rēgīnae erat molestum. “Cūr,” inquit, “Lātōnae
et līberīs sacra parātis? Duōs līberōs habet Lātōna; quattuordecim habeō
ego. Ubi sunt mea sacra?” Lātōna iīs verbīs<span class = "tag">2</span>
īrāta līberōs suōs vocat. Ad eam volant Apollō Diānaque et sagittīs<span
class = "tag">3</span> suīs miserōs līberōs rēgīnae superbae dēlent.
Niobē, nūper laeta, nunc misera, sedet apud līberōs interfectōs et cum
perpetuīs lacrimīs<span class = "tag">4</span> eōs dēsīderat.</p>

<p class = "note">
<span class = "smallcaps">Note.</span> Consult the general vocabulary
for <b>Apollō</b>, <b>inquit</b>, <b>duōs</b>, and <b>quattuordecim</b>.
Try to remember the meaning of all the other words.</p>

<div class = "footnote">
1. Observe the force of the imperfect here, <i>used to prepare</i>,
<i>were in the habit of preparing</i>; so <b>amābant</b> denotes a past
situation of affairs. (See <a href = "#sec134">§&nbsp;134</a>.)</div>

<div class = "footnote">
2. Ablative of cause.</div>

<div class = "footnote">
3. Ablative of means.</div>

<div class = "footnote">
4. This may be either manner or accompaniment. It is often impossible to
draw a sharp line between means, manner, and accompaniment. The Romans
themselves drew no sharp distinction. It was enough for them if the
general idea demanded the ablative case.</div>


<h5 class = "chapter"><a name = "lesson_XXII">
LESSON XXII</a></h5>

<h6 class = "boldf">REVIEW OF VERBS · THE DATIVE WITH ADJECTIVES</h6>

<p class = "section">
<a name = "sec141"><b>141.</b></a>
Review the present, imperfect, and future active indicative, both orally
and in writing, of <b>sum</b> and the verbs in <a href =
"#sec129">§&nbsp;129</a>.</p>

<p class = "section">
<a name = "sec142"><b>142.</b></a>
We learned in <a href = "#sec43">§&nbsp;43</a> for what sort of
expressions we may expect the dative, and in <a href =
"#sec44">§&nbsp;44</a> that one of its commonest uses is with
<i>verbs</i> to express the indirect object. It is also very common with
<i>adjectives</i> to express the object toward which the quality denoted
by the adjective is directed. We have already had a number of cases
<span class = "pagenum">60</span>
<a name = "page60"> </a>
where <b>grātus</b>, <i>agreeable to</i>, was so followed by a dative;
and in the last lesson we had <b>molestus</b>, <i>annoying to</i>,
followed by that case. The usage may be more explicitly stated by the
following rule:</p>

<p class = "section">
<a name = "sec143"><b>143.</b></a>
<span class = "smallcaps">Rule.</span> <b>Dative with Adjectives.</b>
<i>The dative is used with adjectives to denote the object toward which
the given quality is directed. Such are, especially, those meaning
<b>near</b>, also <b>fit</b>, <b>friendly</b>, <b>pleasing</b>,
<b>like</b>, and their opposites.</i></p>

<p class = "section">
<a name = "sec144"><b>144.</b></a>
Among such adjectives memorize the following:</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
<b>idōneus, -a, -um</b>, <i>fit, suitable</i> (for)</p>
<p class = "hanging">
<b>amīcus, -a, -um</b>, <i>friendly</i> (to)</p>
<p class = "hanging">
<b>inimicus, -a, -um</b>, <i>hostile</i> (to)</p>
<p class = "hanging">
<b>grātus, -a, -um</b>, <i>pleasing</i> (to), <i>agreeable</i> (to)</p>
<p class = "hanging">
<b>molestus, -a, -um</b>, <i>annoying</i> (to),
<i>troublesome</i> (to)</p>
<p class = "hanging">
<b>fīnitimus, -a, -um</b>, <i>neighboring</i> (to)</p>
<p class = "hanging">
<b>proximus, -a, -um</b>, <i>nearest, next</i> (to)</p>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec145"><b>145.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Rōmānī terram idōneam agrī cultūrae habent. 2. Gallī cōpiīs
Rōmānīs inimīcī erant. 3.&nbsp;Cui dea Lātōna amīca non erat?
4.&nbsp;Dea Lātōna superbae rēgīnae amīca nōn erat. 5.&nbsp;Cibus
noster, Mārce, erit armātīs virīs grātus. 6.&nbsp;Quid erat molestum
populīs Italiae? 7.&nbsp;Bella longa cum Gallīs erant molesta populīs
Italiae. 8.&nbsp;Agrī Germānōrum fluviō Rhēnō fīnitimī erant.
9.&nbsp;Rōmānī ad silvam oppidō proximam castra movēbant. 10.&nbsp;Nōn
sōlum fōrma sed etiam superbia rēgīnae erat magna. 11.&nbsp;Mox rēgīna
pulchra erit aegra trīstitiā. 12.&nbsp;Cūr erat Niobē, rēgīna
Thēbānōrum, laeta? Laeta erat Niobē multīs fīliīs et fīliābus.</p>

<p>II. 1. The sacrifices of the people will be annoying to the haughty
queen. 2.&nbsp;The sacrifices were pleasing not only to Latona but also
to Diana. 3.&nbsp;Diana will destroy those hostile to Latona.
4.&nbsp;The punishment of the haughty queen was pleasing to the goddess
Diana. 5.&nbsp;The Romans will move their forces to a large field<span
class = "tag">1</span> suitable for a camp. 6.&nbsp;Some of the allies
were friendly to the Romans, others to the Gauls.</p>

<div class = "footnote">
1. Why not the dative?</div>

<span class = "pagenum">61</span>
<a name = "page61"> </a>
<p class = "section">
<a name = "sec146"><b>146.</b></a>
<span class = "midcaps">Cornelia and her Jewels</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec146vocab">special
vocabulary</a>, p. 288.</p>

<p>Apud antīquās dominās, Cornēlia, Āfricānī fīlia, erat<span class =
"tag">2</span> maximē clāra. Fīliī eius erant Tiberius Gracchus et Gāius
Gracchus. Iī puerī cum Cornēliā in oppidō Rōmā, clārō Italiae oppidō,
habitābant. Ibi eōs cūrābat Cornēlia et ibi magnō cum studiō eōs
docēbat. Bona fēmina erat Cornēlia et bonam disciplīnam maximē
amābat.</p>

<p class = "note">
<span class = "smallcaps">Note.</span> Can you translate the paragraph
above? There are no new words.</p>

<div class = "footnote">
2. Observe that all the imperfects denote continued or progressive
action, or describe a state of affairs. (Cf. <a href =
"#sec134">§&nbsp;134</a>.)</div>


<h5 class = "chapter"><a name = "lesson_XXIII">
LESSON XXIII</a></h5>

<h6 class = "boldf">PRESENT ACTIVE INDICATIVE OF <i>REGŌ</i> AND
<i>AUDIŌ</i></h6>

<p class = "section">
<a name = "sec147"><b>147.</b></a>
As we learned in <a href = "#sec126">§&nbsp;126</a>, the present stem of
the third conjugation ends in <b>-ĕ</b>, and of the fourth in <b>-ī</b>.
The inflection of the Present Indicative is as follows:</p>

<table>
<tr>
<th>Conjugation III</th>
<th>Conjugation IV</th>
</tr>
<tr>
<td class = "center">
<b>re´gō, re´gere</b> (<i>rule</i>)</td>
<td class = "center">
<b>au´dio, audī´re</b> (<i>hear</i>)</td>
</tr>
<tr>
<td class = "center">
<span class = "smallcaps">Pres. Stem</span> <b>regĕ-</b></td>
<td class = "center">
<span class = "smallcaps">Pres. Stem</span> <b>audī-</b></td>
</tr>
<tr>
<td class = "smallhead" colspan = "2">SINGULAR</td>
</tr>
<tr>
<td>1. re´g<b>ō</b>, <i>I rule</i></td>
<td>au´di<b>ō</b>, <i>I hear</i></td>
</tr>
<tr>
<td>2. re´gi<b>s</b>, <i>you rule</i></td>
<td>au´dī<b>s</b>, <i>you hear</i></td>
</tr>
<tr>
<td class = "rightpad">3. re´gi<b>t</b>, <i>he (she, it) rules</i></td>
<td>au´di<b>t</b>, <i>he (she, it) hears</i></td>
</tr>
<tr>
<td class = "smallhead" colspan = "2">PLURAL</td>
</tr>
<tr>
<td>1. re´gi<b>mus</b>, <i>we rule</i></td>
<td>audī´<b>mus</b>, <i>we hear</i></td>
</tr>
<tr>
<td>2. re´gi<b>tis</b>, <i>you rule</i></td>
<td>audī´<b>tis</b>, <i>you hear</i></td>
</tr>
<tr>
<td>3. re´g<b>unt</b>, <i>they rule</i></td>
<td>au´di<b>unt</b>, <i>they hear</i></td>
</tr>
</table>

<p>1. The personal endings are the same as before.</p>

<p>2. The final short <b>-e-</b> of the stem <b>regĕ-</b> combines with
the <b>-ō</b> in the first person, becomes <b>-u-</b> in the third
person plural, and becomes <b>-ĭ-</b> elsewhere. The inflection is like
that of <b>erō</b>, the future of <b>sum</b>.</p>

<p><span class = "pagenum">62</span>
<a name = "page62"> </a>
3. In <b>audiō</b> the personal endings are added regularly to the stem
<b>audī-</b>. In the third person plural <b>-u-</b> is inserted between
the stem and the personal ending, as <b>audi-u-nt</b>. Note that the
long vowel of the stem is shortened before final <b>-t</b> just as in
<b>amō</b> and <b>moneō</b>. (Cf. <a href =
"#sec12">§&nbsp;12.&nbsp;2</a>.)</p>

<p>Note that <b>-i-</b> is always short in the third conjugation and
long in the fourth, excepting where long vowels are regularly shortened.
(Cf. <a href = "#sec12">§&nbsp;12. 1,&nbsp;2</a>.)</p>

<p class = "section">
<a name = "sec148"><b>148.</b></a>
Like <b>regō</b> and <b>audiō</b> inflect the present active indicative
of the following verbs:</p>

<table class = "fixed">
<tr>
<th>Indicative Present</th>
<th>Infinitive Present</th>
</tr>
<tr>
<td><b>agō</b>, <i>I drive</i></td>
<td><b>agere</b>, <i>to drive</i></td>
</tr>
<tr>
<td><b>dīcō</b>, <i>I say</i></td>
<td><b>dīcere</b>, <i>to say</i></td>
</tr>
<tr>
<td><b>dūcō</b>, <i>I lead</i></td>
<td><b>dūcere</b>, <i>to lead</i></td>
</tr>
<tr>
<td><b>mittō</b>, <i>I send</i></td>
<td><b>mittere</b>, <i>to send</i></td>
</tr>
<tr>
<td><b>mūniō</b>, <i>I fortify</i></td>
<td><b>mūnīre</b>, <i>to fortify</i></td>
</tr>
<tr>
<td><b>reperiō</b>, <i>I find</i></td>
<td><b>reperīre</b>, <i>to find</i></td>
</tr>
<tr>
<td><b>veniō</b>, <i>I come</i></td>
<td><b>venīre</b>, <i>to come</i></td>
</tr>
</table>

<p class = "section">
<a name = "sec149"><b>149.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Quis agit? Cūr venit? Quem mittit? Quem dūcis? 2.&nbsp;Quid
mittunt? Ad quem veniunt? Cuius castra mūniunt? 3.&nbsp;Quem agunt?
Venīmus. Quid puer reperit? 4.&nbsp;Quem mittimus? Cuius equum dūcitis?
Quid dīcunt? 5.&nbsp;Mūnīmus, venītis, dīcit. 6.&nbsp;Agimus, reperītis,
mūnīs. 7.&nbsp;Reperis, ducitis, dīcis. 8.&nbsp;Agitis, audimus,
regimus.</p>

<p>II. 1. What do they find? Whom do they hear? Why does he come?
2.&nbsp;Whose camp are we fortifying? To whom does he say? What are we
saying? 3.&nbsp;I am driving, you are leading, they are hearing.
4.&nbsp;You send, he says, you fortify (<i>sing. and plur.</i>).
5.&nbsp;I am coming, we find, they send. 6.&nbsp;They lead, you drive,
he does fortify. 7.&nbsp;You lead, you find, you rule, (<i>all
plur.</i>).</p>

<p class = "section">
<a name = "sec150"><b>150.</b></a>
<span class = "midcaps">Cornelia and her Jewels</span>
(<i>Concluded</i>)</p>

<p>Proximum domicīliō Cornēliae erat pulchrae Campānae domicilium.
Campāna erat superba nōn sōlum fōrmā suā sed maximē ōrnāmentīs suīs.
Ea<span class = "tag">1</span> laudābat semper. “Habēsne tū ūlla
ornāmenta, Cornēlia?”
<span class = "pagenum">63</span>
<a name = "page63"> </a>
inquit. “Ubi sunt tua ōrnāmenta?” Deinde Cornēlia fīliōs suōs Tiberium
et Gāium vocat. “Puerī meī,” inquit, “sunt mea ōrnāmenta. Nam bonī
līberī sunt semper bonae fēminae ōrnāmenta maximē clāra.”</p>

<p class = "note">
<span class = "smallcaps">Note.</span> The only new words here are
<b>Campāna</b>, <b>semper</b>, and <b>tū</b>.</p>

<div class = "footnote">
1. <b>Ea</b>, accusative plural neuter.</div>

<p class = "illustration">
<img src = "../images/pic063.png" width = "437" height = "310"
alt = "Cornelia with her sons"><br>
<span class = "caption">
“PUERI MEI SUNT MEA ORNAMENTA”</span></p>


<h5 class = "chapter"><a name = "lesson_XXIV">
LESSON XXIV</a></h5>

<h6 class = "boldf">IMPERFECT ACTIVE INDICATIVE OF <i>REGŌ</i> AND
<i>AUDIŌ</i> · THE DATIVE WITH SPECIAL INTRANSITIVE VERBS</h6>

<p class = "section">
<a name = "sec151"><b>151.</b></a>
<span class = "midfat">PARADIGMS</span></p>

<table>
<tr>
<th>Conjugation III</th>
<th>Conjugation IV</th>
</tr>
<tr>
<td class = "smallhead" colspan = "2">SINGULAR</td>
</tr>
<tr>
<td>1. regē´<b>bam</b>, <i>I was ruling</i></td>
<td>audiē´<b>bam</b>, <i>I was hearing</i></td>
</tr>
<tr>
<td>2. regē´<b>bās</b>, <i>you were riding</i></td>
<td>audiē´<b>bās</b>, <i>you were hearing</i></td>
</tr>
<tr>
<td>3. regē´<b>bat</b>, <i>he was ruling</i></td>
<td>audiē´<b>bat</b>, <i>he was hearing</i></td>
</tr>
<tr>
<td class = "smallhead" colspan = "2">PLURAL</td>
</tr>
<tr>
<td class = "rightpad">1. regē<b>bā´mus</b>, <i>we were ruling</i></td>
<td>audiē<b>bā´mus</b>, <i>we were hearing</i></td>
</tr>
<tr>
<td>2. regē<b>bā´tis</b>, <i>you were ruling</i></td>
<td>audiē<b>bā´tis</b>, <i>you were hearing</i></td>
</tr>
<tr>
<td>3. regē´<b>bant</b>, <i>they were ruling</i></td>
<td>audiē´<b>bant</b>, <i>they were hearing</i></td>
</tr>
</table>

<p><span class = "pagenum">64</span>
<a name = "page64"> </a>
1. The tense sign is <b>-bā-</b>, as in the first two conjugations.</p>

<p>2. Observe that the final <b>-ĕ-</b> of the stem is lengthened before
the tense sign <b>-bā-</b>. This makes the imperfect of the third
conjugation just like the imperfect of the second (cf. <b>monēbam</b>
and <b>regēbam</b>).</p>

<p>3. In the fourth conjugation <b>-ē-</b> is inserted between the stem
and the tense sign <b>-bā-</b> (<b>audi-ē-ba-m</b>).</p>

<p>4. In a similar manner inflect the verbs given in <a href =
"#sec148">§&nbsp;148</a>.</p>

<p class = "section">
<a name = "sec152"><b>152.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Agēbat, veniēbat, mittēbat, dūcēbant. 2.&nbsp;Agēbant,
mittēbant, dūcēbas, mūniēbant. 3.&nbsp;Mittēbāmus, dūcēbātis, dīcēbant.
4.&nbsp;Mūniēbāmus, veniēbātis, dīcēbās. 5.&nbsp;Mittēbās, veniēbāmus,
reperiēbat. 6.&nbsp;Reperiēbās, veniēbās, audiēbātis. 7.&nbsp;Agēbāmus,
reperiēbātis, mūniēbat. 8.&nbsp;Agēbātis, dīcēbam, mūniēbam.</p>

<p>II. 1. They were leading, you were driving (<i>sing. and plur.</i>),
he was fortifying. 2.&nbsp;They were sending, we were finding, I was
coming. 3.&nbsp;You were sending, you were fortifying, (<i>sing. and
plur.</i>), he was saying. 4.&nbsp;They were hearing, you were leading
(<i>sing. and plur.</i>), I was driving. 5.&nbsp;We were saying, he was
sending, I was fortifying. 6.&nbsp;They were coming, he was hearing, I
was finding. 7.&nbsp;You were ruling (<i>sing. and plur.</i>), we were
coming, they were ruling.</p>

<p class = "section">
<a name = "sec153"><b>153.</b></a>
<b>The Dative with Special Intransitive Verbs.</b> We learned above (<a
href = "#sec20">§&nbsp;20.&nbsp;<i>a</i></a>) that a verb which does not
admit of a direct object is called an <i>intransitive</i> verb. Many
such verbs, however, are of such meaning that they can govern an
indirect object, which will, of course, be in the dative case (<a href =
"#sec45">§&nbsp;45</a>). Learn the following list of intransitive verbs
with their meanings. In each case the dative indirect object is the
person or thing to which a benefit, injury, or feeling is directed. (Cf.
<a href = "#sec43">§&nbsp;43</a>.)</p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
<b>crēdō, crēdere</b>, <i>believe</i> (give belief to)</p>
<p class = "hanging">
<b>faveō, favēre</b>, <i>favor</i> (show favor to)</p>
<p class = "hanging">
<b>noceō, nocēre</b>, <i>injure</i> (do harm to)</p>
<p class = "hanging">
<b>pāreō, pārēre</b>, <i>obey</i> (give obedience to)</p>
<p class = "hanging">
<b>persuādeō, persuādēre</b>, <i>persuade</i> (offer persuasion to)</p>
<p class = "hanging">
<b>resistō, resistere</b>, <i>resist</i> (offer resistance to)</p>
<p class = "hanging">
<b>studeō, studēre</b>, <i>be eager for</i> (give attention to)</p>
</td></tr>
</table>

<p class = "section">
<span class = "pagenum">65</span>
<a name = "page65"> </a>
<a name = "sec154"><b>154.</b></a>
<span class = "smallcaps">Rule.</span> <b>Dative with Intransitive
Verbs.</b> <i>The dative of the indirect object is used with the
intransitive verbs <b>crēdō</b>, <b>faveō</b>, <b>noceō</b>,
<b>pāreō</b>, <b>persuādeō</b>, <b>resistō</b>, <b>studeō</b>, and
others of like meaning.</i></p>

<p class = "section">
<a name = "sec155"><b>155.</b></a>
<span class = "midfat">EXERCISE</span></p>

<p>
1. Crēdisne verbīs sociōrum? Multī verbīs eōrum nōn crēdunt. 2.&nbsp;Meī
fīnitimī cōnsiliō tuō nōn favēbunt, quod bellō student. 3.&nbsp;Tiberius
et Gāius disciplīnae dūrae nōn resistēbant et Cornēliae pārēbant.
4.&nbsp;Dea erat inimīca septem fīliābus rēgīnae. 5.&nbsp;Dūra poena et
perpetua trīstitia rēgīnae nōn persuādēbunt. 6.&nbsp;Nūper ea resistēbat
et nunc resistit potentiae Lātōnae. 7.&nbsp;Mox sagittae volābunt et
līberīs miserīs nocēbunt.</p>


<h5 class = "chapter"><a name = "lesson_XXV">
LESSON XXV</a></h5>

<h6 class = "boldf">FUTURE ACTIVE INDICATIVE OF <i>REGŌ</i> AND
<i>AUDIŌ</i></h6>

<p class = "section">
<a name = "sec156"><b>156.</b></a>
In the future tense of the third and fourth conjugations we meet with a
new tense sign. Instead of using <b>-bi-</b>, as in the first and second
conjugations, we use <b>-ā-</b><span class = "tag">1</span> in the first
person singular and <b>-ē-</b> in the rest of the tense. In the third
conjugation the final <b>-ĕ-</b> of the stem is dropped before this
tense sign; in the fourth conjugation the final <b>-ī-</b> of the stem
is retained.<span class = "tag">2</span></p>

<div class = "footnote">
1. The <b>-ā-</b> is shortened before <b>-m</b> final, and <b>-ē-</b>
before <b>-t</b> final and before <b>-nt</b>. (Cf. <a href =
"#sec12">§&nbsp;12.&nbsp;2</a>.)</div>

<div class = "footnote">
2. The <b>-ī-</b> is, of course, shortened, being before another vowel.
(Cf. <a href = "#sec12">§&nbsp;12.&nbsp;1</a>.)</div>

<p class = "section">
<a name = "sec157"><b>157.</b></a>
<span class = "midfat">PARADIGMS</span></p>

<table>
<tr>
<th>Conjugation III</th>
<th>Conjugation IV</th>
</tr>
<tr>
<td class = "smallhead" colspan = "2">SINGULAR</td>
</tr>
<tr>
<td>1. re´g<b>am</b>, <i>I shall rule</i></td>
<td>au´di<b>am</b>, <i>I shall hear</i></td>
</tr>
<tr>
<td>2. re´g<b>ēs</b>, <i>you will rule</i></td>
<td>au´di<b>ēs</b>, <i>you will hear</i></td>
</tr>
<tr>
<td>3. re´g<b>et</b>, <i>he will rule</i></td>
<td>au´di<b>et</b>, <i>he will hear</i></td>
</tr>

<tr>
<td class = "smallhead" colspan = "2">PLURAL</td>
</tr>
<tr>
<td class = "rightpad">1. reg<b>ē´mus</b>, <i>we shall rule</i></td>
<td>audi<b>ē´mus</b>, <i>we shall hear</i></td>
</tr>
<tr>
<td>2. reg<b>ē´tis</b>, <i>you will rule</i></td>
<td>audi<b>ē´tis</b>, <i>you will hear</i></td>
</tr>
<tr>
<td>3. re´g<b>ent</b>, <i>they will rule</i></td>
<td>au´di<b>ent</b>, <i>they will hear</i></td>
</tr>
</table>

<span class = "pagenum">66</span>
<a name = "page66"> </a>
<p>1. Observe that the future of the third conjugation is like the
present of the second, excepting in the first person singular.</p>

<p>2. In the same manner inflect the verbs given in <a href =
"#sec148">§&nbsp;148</a>.</p>

<p class = "section">
<a name = "sec158"><b>158.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Dīcet, dūcētis, mūniēmus. 2. Dīcent, dīcētis, mittēmus.
3.&nbsp;Mūnient, venient, mittent, agent. 4.&nbsp;Dūcet, mittēs, veniet,
aget. 5.&nbsp;Mūniet, reperiētis, agēmus. 6.&nbsp;Mittam, veniēmus,
regent. 7.&nbsp;Audiētis, veniēs, reperiēs. 8.&nbsp;Reperiet, agam,
dūcēmus, mittet. 9.&nbsp;Vidēbitis, sedēbō, vocābimus.</p>

<p>II. 1. I shall find, he will hear, they will come. 2.&nbsp;I shall
fortify, he will send, we shall say. 3.&nbsp;I shall drive, you will
lead, they will hear. 4.&nbsp;You will send, you will fortify, (<i>sing.
and plur.</i>), he will say. 5.&nbsp;I shall come, we shall find, they
will send.</p>

<p>
6. Who<span class = "tag">3</span> will believe the story? I<span class
= "tag">4</span> shall believe the story. 7.&nbsp;Whose friends do you
favor? We favor our friends. 8.&nbsp;Who will resist our weapons? Sextus
will resist your weapons. 9.&nbsp;Who will persuade him? They will
persuade him. 10.&nbsp;Why were you injuring my horse? I was not
injuring your horse. 11.&nbsp;Whom does a good slave obey? A good slave
obeys his master. 12.&nbsp;Our men were eager for another battle.</p>

<div class = "footnote">
3. Remember that <b>quis</b>, <i>who</i>, is singular in number.</div>

<div class = "footnote">
4. Express by <b>ego</b>, because it is emphatic.</div>


<h5 class = "chapter"><a name = "lesson_XXVI">
LESSON XXVI</a></h5>

<h6 class = "boldf">VERBS IN <i>-IŌ</i> OF THE THIRD CONJUGATION · THE
IMPERATIVE MOOD</h6>

<p class = "section">
<a name = "sec159"><b>159.</b></a>
There are a few common verbs ending in <b>-iō</b> which do not belong to
the fourth conjugation, as you might infer, but to the third. The fact
that they belong to the third conjugation is shown by the ending of the
infinitive. (Cf. <a href = "#sec126">§&nbsp;126</a>.) Compare</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
<b>audiō, audī´re</b> (<i>hear</i>), fourth conjugation</p>
<p class = "hanging">
<b>capiō, ca´pere</b> (<i>take</i>), third conjugation</p>
</td>
</tr>
</table>

<p class = "section">
<span class = "pagenum">67</span>
<a name = "page67"> </a>
<a name = "sec160"><b>160.</b></a>
The present, imperfect, and future active indicative of <b>capiō</b> are
inflected as follows:</p>

<table>
<tr>
<td class = "center" colspan = "3">
<b>capiō, capere</b>, <i>take</i>
</td>
</tr>
<tr>
<td class = "center" colspan = "3">
<span class = "smallcaps">Pres. Stem</span> <b>cape-</b>
</td>
</tr>
<tr>
<th>Present</th>
<th>Imperfect</th>
<th>Future</th>
</tr>
<tr>
<td class = "smallhead" colspan = "3">SINGULAR</td>
</tr>
<tr>
<td>1. ca´pi<b>ō</b></td>
<td>capi<b>ē´bam</b></td>
<td>ca´pi<b>am</b></td>
</tr>
<tr>
<td>2. ca´pi<b>s</b></td>
<td>capi<b>ē´bās</b></td>
<td>ca´pi<b>ēs</b></td>
</tr>
<tr>
<td>3. ca´pi<b>t</b></td>
<td>capi<b>ē´bat</b></td>
<td>ca´pi<b>et</b></td>
</tr>
<tr>
<td class = "smallhead" colspan = "3">PLURAL</td>
</tr>
<tr>
<td>1. ca´pi<b>mus</b></td>
<td>capi<b>ēbā´mus</b></td>
<td>capi<b>ē´mus</b></td>
</tr>
<tr>
<td>2. ca´pi<b>tis</b></td>
<td>capi<b>ēbā´tis</b></td>
<td>capi<b>ē´tis</b></td>
</tr>
<tr>
<td>3. ca´pi<b>unt</b></td>
<td>capi<b>ē´bant</b></td>
<td>ca´pi<b>ent</b></td>
</tr>
</table>

<p>1. Observe that <b>capiō</b> and the other <b>-iō</b> verbs follow
the fourth conjugation wherever in the fourth conjugation <i>two vowels
occur in succession.</i> (Cf. capiō, audiō; capiunt, audiunt; and all
the imperfect and future.) All other forms are like the third
conjugation. (Cf. capis, regis; capit, regit; etc.)</p>

<p>2. Like <b>capiō</b>, inflect</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
<b>faciō, facere</b>, <i>make, do</i></p>
<p class = "hanging">
<b>fugiō, fugere</b>, <i>flee</i></p>
<p class = "hanging">
<b>iaciō, iacere</b>, <i>hurl</i></p>
<p class = "hanging">
<b>rapiō, rapere</b>, <i>seize</i></p>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec161"><b>161.</b></a>
<b>The Imperative Mood.</b> The imperative mood expresses a command; as,
<i>come!</i> <i>send!</i> The present tense of the imperative is used
only in the second person, singular and plural. <i>The singular in the
active voice is regularly the same in form as the present stem. The
plural is formed by adding <b>-te</b> to the singular.</i></p>

<table>
<tr>
<th colspan = "2">Conjugation</th>
<th>Singular</th>
<th>Plural</th>
</tr>
<tr>
<td class = "number close">I.</td>
<td></td>
<td><b>amā</b>, <i>love thou</i></td>
<td><b>amā´te</b>, <i>love ye</i></td>
</tr>
<tr>
<td class = "number close">II.</td>
<td></td>
<td><b>monē</b>, <i>advise thou</i></td>
<td><b>monē´te</b>, <i>advise ye</i></td>
</tr>
<tr>
<td class = "number close">III.</td>
<td>(<i>a</i>)</td>
<td><b>rege</b>, <i>rule thou</i></td>
<td><b>re´gite</b>, <i>rule ye</i></td>
</tr>
<tr>
<td></td>
<td>(<i>b</i>)</td>
<td><b>cape</b>, <i>take thou</i></td>
<td><b>ca´pite</b>, <i>take ye</i></td>
</tr>
<tr>
<td class = "number close">IV.</td>
<td></td>
<td><b>audī</b>, <i>hear thou</i></td>
<td><b>audī´te</b>, <i>hear ye</i></td>
</tr>
<tr>
<td class = "center" colspan = "2"><b>sum</b> (irregular)</td>
<td><b>es</b>, <i>be thou</i></td>
<td><b>este</b>, <i>be ye</i></td>
</tr>
</table>

<p>1. In the third conjugation the final -ĕ- of the stem becomes -ĭ- in
the plural.</p>

<p><span class = "pagenum">68</span>
<a name = "page68"> </a>
2. The verbs <b>dīcō</b>, <i>say</i>; <b>dūcō</b>, <i>lead</i>; and
<b>faciō</b>, <i>make</i>, have the irregular forms <b>dīc</b>,
<b>dūc</b>, and <b>fac</b> in the singular.</p>

<p>3. Give the present active imperative, singular and plural, of
<b>veniō</b>, <b>dūcō</b>, <b>vocō</b>, <b>doceō</b>, <b>laudō</b>,
<b>dīcō</b>, <b>sedeō</b>, <b>agō</b>, <b>faciō</b>, <b>mūniō</b>,
<b>mittō</b>, <b>rapiō</b>.</p>

<p class = "section">
<a name = "sec162"><b>162.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Fugient, faciunt, iaciēbat. 2. Dēlē, nūntiāte, fugiunt.
3.&nbsp;Venīte, dīc, faciētis. 4.&nbsp;Dūcite, iaciam, fugiēbant.
5.&nbsp;Fac, iaciēbāmus, fugimus, rapite. 6.&nbsp;Sedēte, reperī,
docēte. 7.&nbsp;Fugiēmus, iacient, rapiēs. 8.&nbsp;Reperient,
rapiēbātis, nocent. 9.&nbsp;Favēte, resistē, pārēbitis.</p>

<p>
10. Volā ad multās terrās et dā auxilium. 11.&nbsp;Ego tēla mea capiam
et multās ferās dēlēbō. 12.&nbsp;Quis fābulae tuae crēdet? 13.&nbsp;Este
bonī, puerī, et audīte verba grāta magistrī.</p>

<p>II. 1. The goddess will seize her arms and will hurl her weapons.
2.&nbsp;With her weapons she will destroy many beasts. 3.&nbsp;She will
give aid to the weak.<span class = "tag">1</span> 4.&nbsp;She will fly
to many lands and the beasts will flee. 5.&nbsp;Romans, tell<span class
= "tag">2</span> the famous story to your children.</p>

<div class = "footnote">
1. Plural. An adjective used as a noun. (Cf. <a href =
"#sec99">§&nbsp;99</a>. II. 3.)</div>

<div class = "footnote">
2. Imperative. The imperative generally stands first, as in
English.</div>


<hr class = "tiny">

<h5 class = "boldf">
<a class = "page" href = "LatinBegin2.html#review_III">
Third Review, Lessons XVIII-XXVI, §§&nbsp;510-512</a></h5>

<hr class = "tiny">


<h5 class = "chapter"><a name = "lesson_XXVII">
LESSON XXVII</a></h5>

<h6 class = "boldf">THE PASSIVE VOICE · PRESENT, IMPERFECT, AND FUTURE
INDICATIVE OF <i>AMŌ</i> AND <i>MONEŌ</i></h6>

<p class = "section">
<a name = "sec163"><b>163.</b></a>
<b>The Voices.</b> Thus far the verb forms have been in the <i>active
voice</i>; that is, they have represented the subject as
<i>performing</i> an action; as,</p>

<p class = "center">
The lion&mdash;&mdash;&gt; <i>killed</i>&mdash;&mdash;&gt; the hunter
</p>

<p>A verb is said to be in the <i>passive voice</i> when it represents
its subject as <i>receiving</i> an action; as,</p>

<p class = "center">
The lion &lt;&mdash;&mdash; <i>was killed</i> &lt;&mdash;&mdash; by the
hunter
</p>

<p>Note the direction of the arrows.</p>

<p class = "section">
<span class = "pagenum">69</span>
<a name = "page69"> </a>
<a name = "sec164"><b>164.</b></a>
<b>Passive Personal Endings.</b> In the passive voice we use a different
set of personal endings. They are as follows:</p>

<table>
<tr>
<td class = "sidehead" rowspan = "3">
Sing.</td>
<td>1. <b>-r</b>, <i>I</i></td>
<td class = "sidehead" rowspan = "3">
Plur.</td>
<td>1. <b>-mur</b>, <i>we</i></td>
</tr>
<tr>
<td>2. <b>-ris</b>, <b>-re</b>, <i>you</i></td>
<td>2. <b>-minī</b>, <i>you</i></td>
</tr>
<tr>
<td class = "rightpad">3. <b>-tur</b>, <i>he, she, it</i></td>
<td>3. <b>-ntur</b>, <i>they</i></td>
</tr>
</table>

<p class = "note">
<i>a.</i> Observe that the letter <b>-r</b> appears somewhere in all but
one of the endings. This is sometimes called the <i>passive
sign</i>.</p>

<p class = "section">
<a name = "sec165"><b>165.</b></a>
<span class = "midfat">PARADIGMS</span>

<table class = "lines">
<tr>
<td></td>
<td class = "center"><b>amō, amāre</b></td>
<td class = "center"><b>monēo, monēre</b></td>
<td></td>
</tr>
<tr>
<td></td>
<td class = "center">
<span class = "smallcaps">Pres. Stem</span> <b>amā-</b></td>
<td class = "center">
<span class = "smallcaps">Pres. Stem</span> <b>monē-</b></td>
<td></td>
</tr>
<tr>
<td></td>
<th colspan = "2">Present Indicative</th>
<td class = "smallest">
PERSONAL<br>
ENDINGS</td>
</tr>
<tr>
<td class = "sidehead" rowspan = "3">Sing.</td>
<td><p class = "hanging">
a´m<b>or</b>, <i>I am loved</i>
</p></td>
<td><p class = "hanging">
mo´ne<b>or</b>, <i>I am advised</i>
</p></td>
<td><b>-or</b><span class = "tag">1</span></td>
</tr>
<tr>
<td><p class = "hanging">
amā´<b>ris</b> or amā´<b>re</b>, <i>you are loved</i>
</p></td>
<td><p class = "hanging">
monē´<b>ris</b> or monē´<b>re</b>, <i>you are advised</i>
</p></td>
<td><b>-ris</b>&nbsp;or&nbsp;<b>-re</b></td>
</tr>
<tr>
<td><p class = "hanging">
amā´<b>tur</b>, <i>he is loved</i>
</p></td>
<td><p class = "hanging">
monē´<b>tur</b>, <i>he is advised</i>
</p></td>
<td><b>-tur</b></td>
</tr>
<tr>
<td class = "sidehead" rowspan = "3">Plur.</td>
<td><p class = "hanging">
amā´<b>mur</b>, <i>we are loved</i>
</p></td>
<td><p class = "hanging">
monē´<b>mur</b>, <i>we are advised</i>
</p></td>
<td><b>-mur</b></td>
</tr>
<tr>
<td><p class = "hanging">
amā´<b>minī</b>, <i>you are loved</i>
</p></td>
<td><p class = "hanging">
monē´<b>minī</b>, <i>you are advised</i>
</p></td>
<td><b>-mini</b></td>
</tr>
<tr>
<td><p class = "hanging">
ama<b>n´tur</b>, <i>they are loved</i>
</p></td>
<td><p class = "hanging">
mone<b>n´tur</b>, <i>they are advised</i>
</p></td>
<td><b>-ntur</b></td>
</tr>
<tr>
<td colspan = "4">&nbsp;</td>
</tr>
<tr>
<td></td>
<td class = "center" colspan = "2">
<span class = "smallcaps">Imperfect Indicative
(Tense Sign</span> <b>-bā-</b>)</td>
<td></td>
</tr>
<tr>
<td class = "sidehead" rowspan = "3">Sing.</td>
<td><p class = "hanging">
amā´<b>bar</b>, <i>I was being loved</i>
</p></td>
<td><p class = "hanging">
monē´<b>bar</b>, <i>I was being advised</i>
</p></td>
<td><b>-r</b></td>
</tr>
<tr>
<td><p class = "hanging">
amā<b>bā´ris</b> or amā<b>bā´re</b>, <i>you were being loved</i>
</p></td>
<td><p class = "hanging">
monē<b>bā´ris</b> or monē<b>bā´re</b>, <i>you were being advised</i>
</p></td>
<td><b>-ris</b>&nbsp;or&nbsp;<b>-re</b></td>
</tr>
<tr>
<td><p class = "hanging">
amā<b>bā´tur</b>, <i>he was being loved</i>
</p></td>
<td><p class = "hanging">
monē<b>bā´tur</b>, <i>he was being advised</i>
</p></td>
<td><b>-tur</b></td>
</tr>
<tr>
<td class = "sidehead" rowspan = "3">Plur.</td>
<td><p class = "hanging">
amā<b>bā´mur</b>, <i>we were being loved</i>
</p></td>
<td><p class = "hanging">
monē<b>bā´mur</b>, <i>we were being advised</i>
</p></td>
<td><b>-mur</b></td>
</tr>
<tr>
<td><p class = "hanging">
amā<b>bā´minī</b>, <i>you were being loved</i>
</p></td>
<td><p class = "hanging">
monē<b>bā´minī</b>, <i>you were being advised</i>
</p></td>
<td><b>-minī</b></td>
</tr>
<tr>
<td><p class = "hanging">
amā<b>ban´tur</b>, <i>they were being loved</i>
</p></td>
<td><p class = "hanging">
monē<b>ban´tur</b>, <i>they were being advised</i>
</p></td>
<td><b>-ntur</b></td>
</tr>
<tr>
<td colspan = "4">&nbsp;</td>
</tr>
<tr>
<td>
<span class = "pagenum">70</span>
<a name = "page70"> </a>
</td>
<td class = "center" colspan = "2">
<span class = "smallcaps">Future
(Tense Sign</span> <b>-bi-</b>)</td>
<td></td>
</tr>
<tr>
<td class = "sidehead" rowspan = "3">Sing.</td>
<td><p class = "hanging">
amā´<b>bor</b>, <i>I shall be loved</i>
</p></td>
<td><p class = "hanging">
monē´<b>bor</b>, <i>I shall be advised</i>
</p></td>
<td><b>-r</b></td>
</tr>
<tr>
<td><p class = "hanging">
amā´<b>beris</b> <i>or</i> amā´<b>bere</b>, <i>you will be loved</i>
</p></td>
<td><p class = "hanging">
monē´<b>beris</b> <i>or</i> monē´<b>bere</b>, <i>you will be advised</i>
</p></td>
<td><p class = "hanging">
<b>-ris</b>&nbsp;or&nbsp;<b>-re</b>
</p></td>
</tr>
<tr>
<td><p class = "hanging">
amā´<b>bitur</b>, <i>he will be loved</i>
</p></td>
<td><p class = "hanging">
monē´<b>bitur</b>, <i>he will be advised</i>
</p></td>
<td><b>-tur</b></td>
</tr>
<tr>
<td class = "sidehead" rowspan = "3">Plur.</td>
<td><p class = "hanging">
amā´<b>bimur</b>, <i>we shall be loved</i>
</p></td>
<td><p class = "hanging">
monē´<b>bimur</b>, <i>we shall be advised</i>
</p></td>
<td><b>-mur</b></td>
</tr>
<tr>
<td><p class = "hanging">
amā<b>bi´minī</b>, <i>you will be loved</i>
</p></td>
<td><p class = "hanging">
monē<b>bi´minī</b>, <i>you will be advised</i>
</p></td>
<td><b>-minī</b></td>
</tr>
<tr>
<td><p class = "hanging">
amā<b>bun´tur</b>, <i>they will be loved</i>
</p></td>
<td><p class = "hanging">
monē<b>bun´tur</b>, <i>they will be advised</i>
</p></td>
<td><b>-ntur</b></td>
</tr>
</table>

<div class = "footnote">
1. In the present the personal ending of the first person singular is
<b>-or</b>.</div>

<p>1. The tense sign and the personal endings are added as in the
active.</p>

<p>2. In the future the tense sign <b>-bi-</b> appears as <b>-bo-</b> in
the first person, <b>-be-</b> in the second, singular number, and as
<b>-bu-</b> in the third person plural.</p>

<p>3. Inflect <b>laudō</b>, <b>necō</b>, <b>portō</b>, <b>moveō</b>,
<b>dēleō</b>, <b>iubeō</b>, in the present, imperfect, and future
indicative, active and passive.</p>

<p class = "section">
<a name = "sec166"><b>166.</b></a>
Intransitive verbs, such as <b>mātūrō</b>, <i>I hasten</i>;
<b>habitō</b>, <i>I dwell</i>, do not have a passive voice with a
personal subject.</p>

<p class = "section">
<a name = "sec167"><b>167.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Laudāris <i>or</i> laudāre, laudās, datur, dat.
2.&nbsp;Dabitur, dabit, vidēminī, vidētis. 3.&nbsp;Vocābat, vocābātur,
dēlēbitis, dēlēbiminī. 4.&nbsp;Parābātur, parābat, cūrās, cūrāris
<i>or</i> cūrāre. 5.&nbsp;Portābantur, portābant, vidēbimur, vidēbimus.
6.&nbsp;Iubēris <i>or</i> iubēre, iubēs, laudābāris <i>or</i> laudābāre,
laudābās. 7.&nbsp;Movēberis or movēbere, movēbis, dabantur, dabant.
8.&nbsp;Dēlentur, dēlent, parābāmur, parābāmus.</p>

<p>II. 1. We prepare, we are prepared, I shall be called, I shall call,
you were carrying, you were being carried. 2.&nbsp;I see, I am seen, it
was being announced, he was announcing, they will order, they will be
ordered. 3.&nbsp;You will be killed, you will kill, you move, you are
moved, we are praising, we are being praised. 4.&nbsp;I am called, I
call,
<span class = "pagenum">71</span>
<a name = "page71"> </a>
you will have, you are cared for. 5. They are seen, they see, we were
teaching, we were being taught, they will move, they will be moved.</p>

<p class = "illustration">
<img src = "../images/pic071.png" width = "436" height = "443"
alt = "Perseus saves Andromeda"><br>
<span class = "caption">
PERSEUS ANDROMEDAM SERVAT</span></p>

<p class = "section">
<a name = "sec168"><b>168.</b></a>
<span class = "midcaps">Per´seus and Androm´eda</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec168vocab">special
vocabulary</a>, p. 288.</p>

<p>Perseus fīlius erat Iovis,<span class = "tag">2</span> maximī<span
class = "tag">3</span> deōrum. Dē eō multās fabulās nārrant poētae. Eī
favent deī, eī magica arma et ālās dant. Eīs tēlīs armātus et ālīs
frētus ad multās terrās volābat et mōnstra saeva dēlēbat et miserīs
īnfīrmīsque auxilium dabat.
<span class = "pagenum">72</span>
<a name = "page72"> </a>
Aethiopia est terra Āfricae. Eam terram Cēpheus<span class =
"tag">5</span> regēbat. Eī<span class = "tag">6</span>
Neptūnus, maximus aquārum deus, erat īrātus et mittit<span class =
"tag">7</span> mōnstrum saevum ad Aethiopiam. Ibi mōnstrum nōn sōlum
lātīs pulchrīsque Aethiopiae agrīs nocēbat sed etiam domicilia
agricolārum dēlēbat, et multōs virōs, fēminās, līberōsque necābat.
Populus ex agrīs fugiēbat et oppida mūrīs validīs mūniēbat. Tum Cēpheus
magnā trīstitiā commōtus ad Iovis ōrāculum properat et ita dīcit: “Amīcī
meī necantur; agrī meī vāstantur. Audī verba mea, Iuppiter. Dā miserīs
auxilium. Age mōnstrum saevum ex patriā.”</p>

<div class = "footnote">
2. <b>Iovis</b>, the genitive of <b>Iuppiter</b>.</div>

<div class = "footnote">
3. Used substantively, <i>the greatest</i>. So below, l. 4,
<b>miserīs</b> and <b>īnfīrmīs</b> are used substantively.</div>

<div class = "footnote">
4. Pronounce in two syllables, <i>Ce´pheus</i>.</div>

<div class = "footnote">
5. <b>Eī</b>, <i>at him</i>, dative with <b>īrātus</b>.</div>

<div class = "footnote">
6. The present is often used, as in English, in speaking of a past
action, in order to make the story more vivid and exciting.</div>


<h5 class = "chapter"><a name = "lesson_XXVIII">
LESSON XXVIII</a></h5>

<h6 class = "boldf">PRESENT, IMPERFECT, AND FUTURE INDICATIVE PASSIVE OF
<i>REGŌ</i> AND <i>AUDIŌ</i></h6>

<p class = "section">
<a name = "sec169"><b>169.</b></a>
Review the present, imperfect, and future indicative active of
<b>regō</b> and <b>audiō</b>, and learn the passive of the same tenses
(<a href = "LatinBegin2.html#sec490">§§&nbsp;490</a>, <a href =
"LatinBegin2.html#sec491">491</a>).</p>

<p class = "note">
<i>a.</i> Observe that the tense signs of the imperfect and future are
the same as in the active voice, and that the passive personal endings
(<a href = "#sec164">§&nbsp;164</a>) are added instead of the active
ones.</p>

<p class = "note">
<i>b.</i> Note the slight irregularity in the second person singular
present of the third conjugation. There the final <b>-e-</b> of the stem
is not changed to <b>-i-</b>, as it is in the active. We therefore have
<b>re´geris</b> or <b>re´gere</b>, <i>not</i> <b>re´giris</b>,
<b>re´gire</b>.</p>

<p class = "note">
<i>c.</i> Inflect <b>agō</b>, <b>dīcō</b>, <b>dūcō</b>, <b>mūniō</b>,
<b>reperiō</b>, in the present, imperfect, and future indicative, active
and passive.</p>

<p class = "section">
<a name = "sec170"><b>170.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Agēbat, agēbātur, mittēbat, mittēbātur, dūcēbat. 2.&nbsp;Agunt,
aguntur, mittuntur, mittunt, mūniunt. 3.&nbsp;Mittor, mittar, mittam,
dūcēre, dūcere. 4.&nbsp;Dīcēmur, dīcimus, dīcēmus, dīcimur, mūniēbaminī.
5.&nbsp;Dūcitur, dūciminī, reperīmur, reperiar, agitur.
6.&nbsp;Agēbāmus, agēbāmur, reperīris, reperiēminī. 7.&nbsp;Mūnīminī,
veniēbam, dūcēbar,
<span class = "pagenum">73</span>
<a name = "page73"> </a>
dīcētur. 8. Mittiminī, mittitis, mittēris, mitteris, agēbāminī.
9.&nbsp;Dīcitur, dīcit, mūniuntur, reperient, audientur.</p>

<p>II. 1. I was being driven, I was driving, we were leading, we were
being led, he says, it is said. 2.&nbsp;I shall send, I shall be sent,
you will find, you will be found, they lead, they are led. 3.&nbsp;I am
found, we are led, they are driven, you were being led (<i>sing. and
plur.</i>). 4.&nbsp;We shall drive, we shall be driven, he leads, he is
being led, they will come, they will be fortified. 5.&nbsp;They were
ruling, they were being ruled, you will send, you will be sent, you are
sent, (<i>sing. and plur.</i>). 6.&nbsp;He was being led, he will come,
you are said (<i>sing. and plur.</i>).</p>

<p class = "section">
<a name = "sec171"><b>171.</b></a>
<span class = "midcaps">Perseus and Andromeda</span>
(<i>Continued</i>)</p>

<p>First learn the <a href = "LatinBegin2.html#sec171vocab">special
vocabulary</a>, p. 288.</p>

<p>Tum ōrāculum ita respondet: “Mala est fortūna tua. Neptūnus, magnus
aquārum deus, terrae Aethiopiae inimīcus, eās poenās mittit. Sed parā
īrātō deō sacrum idōneum et mōnstrum saevum ex patriā tuā agētur.
Andromeda fīlia tua est mōnstrō grāta. Dā eam mōnstrō. Servā cāram
patriam et vītam populī tuī.” Andromeda autem erat puella pulchra. Eam
amābat Cēpheus maximē.</p>


<h5 class = "chapter"><a name = "lesson_XXIX">
LESSON XXIX</a></h5>

<h6 class = "boldf">PRESENT, IMPERFECT, AND FUTURE INDICATIVE PASSIVE OF
<i>-IŌ</i> VERBS · PRESENT PASSIVE INFINITIVE AND IMPERATIVE</h6>

<p class = "section">
<a name = "sec172"><b>172.</b></a>
Review the active voice of <b>capiō</b>, present, imperfect, and future,
and learn the passive of the same tenses (<a href =
"LatinBegin2.html#sec492">§&nbsp;492</a>).</p>

<p class = "note">
<i>a.</i> The present forms <b>capior</b> and <b>capiuntur</b> are like
<b>audior, audiuntur</b>, and the rest of the tense is like
<b>regor</b>.</p>

<p class = "note">
<i>b.</i> In like manner inflect the passive of <b>iaciō</b> and
<b>rapiō</b>.</p>

<p class = "section">
<a name = "sec173"><b>173.</b></a>
<b>The Infinitive.</b> The infinitive mood gives the general meaning of
the verb without person or number; as, <b>amāre</b>, <i>to love</i>.
Infinitive means <i>unlimited</i>. The forms of the other moods, being
limited by person and number, are called the <i>finite</i>, or limited,
verb forms.</p>

<p class = "section">
<span class = "pagenum">74</span>
<a name = "page74"> </a>
<a name = "sec174"><b>174.</b></a>
The forms of the Present Infinitive, active and passive, are as
follows:</p>

<table>
<tr>
<th>Conj.</th>
<th>Pres. Stem</th>
<th>Pres. Infinitive Active</th>
<th>Pres. Infinitive Passive</th>
</tr>
<tr>
<td class = "number rightpad">I.</td>
<td><b>amā-</b></td>
<td>amā´<b>re</b>, <i>to love</i></td>
<td>amā´<b>rī</b>, <i>to be loved</i></td>
</tr>
<tr>
<td class = "number rightpad">II.</td>
<td><b>monē-</b></td>
<td>monē´<b>re</b>, <i>to advise</i></td>
<td>monē´<b>rī</b>, <i>to be advised</i></td>
</tr>
<tr>
<td class = "number rightpad">III.</td>
<td><b>rege-</b></td>
<td>re´ge<b>re</b>, <i>to rule</i></td>
<td>re´g<b>ī</b>, <i>to be ruled</i></td>
</tr>
<tr>
<td></td>
<td><b>cape-</b></td>
<td>ca´pe<b>re</b>, <i>to take</i></td>
<td>ca´p<b>ī</b>, <i>to be taken</i></td>
</tr>
<tr>
<td class = "number rightpad">IV.</td>
<td><b>audī-</b></td>
<td>audī´<b>re</b>, <i>to hear</i></td>
<td>audī<b>rī</b>, <i>to be heard</i></td>
</tr>
</table>

<p>1. Observe that to form the present active infinitive we add
<b>-re</b> to the present stem.</p>

<p class = "note">
<i>a.</i> The present infinitive of <b>sum</b> is <b>esse</b>. There is
no passive.</p>

<p>2. Observe that the present passive infinitive is formed from the
active by changing final <b>-e</b> to <b>-ī</b>, except in the third
conjugation, which changes final <b>-ere</b> to <b>-ī</b>.</p>

<p>3. Give the active and passive present infinitives of <b>doceō</b>,
<b>sedeō</b>, <b>volō</b>, <b>cūrō</b>, <b>mittō</b>, <b>dūcō</b>,
<b>mūniō</b>, <b>reperiō</b>, <b>iaciō</b>, <b>rapiō.</b></p>

<p class = "section">
<a name = "sec175"><b>175.</b></a>
The forms of the Present Imperative, active and passive, are as
follows:</p>

<table>
<tr>
<td></td>
<th colspan = "2">Active<span class = "tag">1</span></th>
<th colspan = "2">Passive</th>
</tr>
<tr>
<td class = "smallhead">CONJ.</td>
<td class = "smallhead">SING.</td>
<td class = "smallhead">PLUR.</td>
<td class = "smallhead">SING.</td>
<td class = "smallhead">PLUR.</td>
</tr>
<tr>
<td class = "number rightpad">I.</td>
<td>a´mā</td>
<td>amā´<b>te</b></td>
<td>amā´<b>re</b>, <i>be thou loved</i></td>
<td>amā´<b>minī</b>, <i>be ye loved</i></td>
</tr>
<tr>
<td class = "number rightpad">II.</td>
<td>mo´nē</td>
<td>monē´<b>te</b></td>
<td>monē´<b>re</b>, <i>be thou advised</i></td>
<td>monē´<b>minī</b>, <i>be ye advised</i></td>
</tr>
<tr>
<td class = "number rightpad">III.</td>
<td>re´ge</td>
<td>re´gi<b>te</b></td>
<td>re´ge<b>re</b>, <i>be thou ruled </i></td>
<td>regi´<b>minī</b>, <i>be ye ruled</i></td>
</tr>
<tr>
<td></td>
<td>ca´pe</td>
<td>ca´pi<b>te</b></td>
<td>ca´pe<b>re</b>, <i>be thou taken</i></td>
<td>capi´<b>minī</b>, <i>be ye taken</i></td>
</tr>
<tr>
<td class = "number rightpad">IV.</td>
<td>au´dī</td>
<td>audī´<b>te</b></td>
<td>audī´<b>re</b>, <i>be thou heard</i></td>
<td>audī´<b>minī</b>, <i>be ye heard</i></td>
</tr>
</table>

<p>1. Observe that the second person singular of the present passive
imperative is like the present active infinitive, and that both singular
and plural are like the second person singular<span class =
"tag">2</span> and plural, respectively, of the present passive
indicative.</p>

<p>2. Give the present imperative, both active and passive, of the verbs
in <a href = "#sec174">§&nbsp;174.&nbsp;3</a>.</p>

<div class = "footnote">
1. For the sake of comparison the active is repeated from <a href =
"#sec161">§&nbsp;161</a>.</div>

<div class = "footnote">
2. That is, using the personal ending <b>-re</b>. A form like
<b>amāre</b> may be either <i>indicative</i>, <i>infinitive</i>, or
<i>imperative</i>.</div>

<p><span class = "pagenum">75</span>
<a name = "page75"> </a>
<a name = "sec176"><b>176.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec176vocab">special
vocabulary</a>, p. 289.</p>

<p>I. 1. Tum Perseus ālīs ad terrās multās volabit. 2. Mōnstrum saevum
per aquās properat et mox agrōs nostrōs vāstābit. 3.&nbsp;Sī autem
Cēpheus ad ōrāculum properābit, ōrāculum ita respondēbit. 4.&nbsp;Quis
tēlīs Perseī superābitur? Multa mōnstra tēlīs eius superābuntur.
5.&nbsp;Cum cūrīs magnīs et lacrimīs multīs agricolae ex domiciliīs
cārīs aguntur. 6.&nbsp;Multa loca vāstābantur et multa oppida
dēlēbantur. 7.&nbsp;Mōnstrum est validum, tamen superābitur.
8.&nbsp;Crēdēsne semper verbīs ōrāculī? Ego iīs non semper crēdam.
9.&nbsp;Pārēbitne Cēpheus ōrāculō? Verba ōrāculī eī persuādēbunt.
10.&nbsp;Si nōn fugiēmus, oppidum capiētur et oppidānī necābuntur.
11.&nbsp;Vocāte puerōs et nārrāte fābulam clāram dē mōnstrō saevō.</p>

<p>II. 1. Fly thou, to be cared for, be ye sent, lead thou. 2.&nbsp;To
lead, to be led, be ye seized, fortify thou. 3.&nbsp;To be hurled, to
fly, send thou, to be found. 4.&nbsp;To be sent, be ye led, to hurl, to
be taken. 5.&nbsp;Find thou, hear ye, be ye ruled, to be fortified.</p>


<h5 class = "chapter"><a name = "lesson_XXX">
LESSON XXX</a></h5>

<h6 class = "boldf">SYNOPSES IN THE FOUR CONJUGATIONS · THE ABLATIVE
DENOTING <i>FROM</i></h6>

<p class = "section">
<a name = "sec177"><b>177.</b></a>
You should learn to give rapidly synopses of the verbs you have had, as
follows:<span class = "tag">1</span></p>

<table>
<tr>
<td></td>
<th colspan = "2">Conjugation I</th>
<th colspan = "2">Conjugation II</th>
</tr>
<tr>
<td></td>
<th colspan = "4">Indicative</th>
</tr>
<tr>
<td></td>
<td class = "smallhead">ACTIVE</td>
<td class = "smallhead">PASSIVE</td>
<td class = "smallhead">ACTIVE</td>
<td class = "smallhead">PASSIVE</td>
</tr>
<tr>
<td><i>Pres.</i></td>
<td>a´m<b>ō</b></td>
<td>a´m<b>or</b></td>
<td>mo´ne<b>ō</b></td>
<td>mo´ne<b>or</b></td>
</tr>
<tr>
<td><i>Imperf.</i></td>
<td>amā´<b>bam</b></td>
<td class = "rightpad">amā´<b>bar</b></td>
<td>monē´<b>bam</b></td>
<td>monē´<b>bar</b></td>
</tr>
<tr>
<td><i>Fut.</i></td>
<td>amā´<b>bo</b></td>
<td>amā´<b>bor</b></td>
<td>monē´<b>bo</b></td>
<td>monē´<b>bor</b></td>
</tr>

<tr>
<td>
<span class = "pagenum">76</span>
<a name = "page76"> </a>
</td>
<th colspan = "4">Imperative</th>
</tr>
<tr>
<td><i>Pres.</i></td>
<td>a´m<b>ā</b></td>
<td>amā´<b>re</b></td>
<td>mo´n<b>ē</b></td>
<td>monē´<b>re</b></td>
</tr>
<tr>
<td></td>
<th colspan = "4">Infinitive</th>
</tr>
<tr>
<td><i>Pres.</i></td>
<td>amā´<b>re</b></td>
<td>amā´<b>rī</b></td>
<td>monē´<b>re</b></td>
<td>monē´<b>rī</b></td>
</tr>
<tr>
<td colspan = "4">&nbsp;</td>
</tr>
<tr>
<td></td>
<th colspan = "2">Conjugation III</th>
<td class = "center" colspan = "2">
<span class = "smallcaps">Conjugation III</span><br>
(<b>-iō</b> verbs)
</td>
</tr>
<tr>
<td></td>
<th colspan = "4">Indicative</th>
</tr>
<tr>
<td></td>
<td class = "smallhead">ACTIVE</td>
<td class = "smallhead">PASSIVE</td>
<td class = "smallhead">ACTIVE</td>
<td class = "smallhead">PASSIVE</td>
</tr>
<tr>
<td><i>Pres.</i></td>
<td>re´g<b>ō</b></td>
<td>re´g<b>or</b></td>
<td>ca´pi<b>ō</b></td>
<td>ca´pi<b>or</b></td>
</tr>
<tr>
<td><i>Imperf.</i></td>
<td>regē´<b>bam</b></td>
<td class = "rightpad">regē´<b>bar</b></td>
<td>capi<b>ē´bam</b></td>
<td>capi<b>ē´bar</b></td>
</tr>
<tr>
<td><i>Fut.</i></td>
<td>re´g<b>am</b></td>
<td>re´g<b>ar</b></td>
<td>ca´pi<b>am</b></td>
<td>ca´pi<b>ar</b></td>
</tr>
<tr>
<td></td>
<th colspan = "4">Imperative</th>
</tr>
<tr>
<td><i>Pres.</i></td>
<td>re´g<b>e</b></td>
<td>re´ge<b>re</b></td>
<td>ca´p<b>e</b></td>
<td>ca´pe<b>re</b></td>
</tr>
<tr>
<td></td>
<th colspan = "4">Infinitive</th>
</tr>
<tr>
<td><i>Pres.</i></td>
<td>re´ge<b>re</b></td>
<td>re´g<b>ī</b></td>
<td>ca´pe<b>re</b></td>
<td>ca´p<b>ī</b></td>
</tr>
<tr>
<td colspan = "4">&nbsp;</td>
</tr>
</table>

<table>
<tr>
<td></td>
<th colspan = "2">Conjugation IV</th>
</tr>
<tr>
<td></td>
<th colspan = "2">Indicative</th>
</tr>
<tr>
<td></td>
<td class = "smallhead">ACTIVE</td>
<td class = "smallhead">PASSIVE</td>
</tr>
<tr>
<td><i>Pres.</i></td>
<td>au´d<b>iō</b></td>
<td>au´d<b>ior</b></td>
</tr>
<tr>
<td><i>Imperf.</i></td>
<td class = "rightpad">aud<b>iē´bam</b></td>
<td>aud<b>iē´bar</b></td>
</tr>
<tr>
<td><i>Fut.</i></td>
<td>au´d<b>iam</b></td>
<td>au´d<b>iar</b></td>
</tr>
<tr>
<td></td>
<th colspan = "2">Imperative</th>
</tr>
<tr>
<td><i>Pres.</i></td>
<td>au´d<b>ī</b></td>
<td>aud<b>ī´re</b></td>
</tr>
<tr>
<td></td>
<th colspan = "2">Infinitive</th>
</tr>
<tr>
<td><i>Pres.</i></td>
<td>aud<b>ī´re</b></td>
<td>aud<b>ī´rī</b></td>
</tr>
</table>

<div class = "footnote">
1. Synopses should be given not only in the first person, but in other
persons as well, particularly in the third singular and plural.</div>

<p>1. Give the synopsis of <b>rapiō</b>, <b>mūniō</b>, <b>reperiō</b>,
<b>doceō</b>, <b>videō</b>, <b>dīcō</b>, <b>agō</b>, <b>laudō</b>,
<b>portō</b>, and vary the person and number.</p>

<p class = "section">
<a name = "sec178"><b>178.</b></a>
We learned in <a href = "#sec50">§&nbsp;50</a> that one of the three
relations covered by the ablative case is expressed in English by the
preposition <i>from.</i> This is sometimes called the <i>separative
ablative</i>, and it has a number of special uses. You have already
grown familiar with the first mentioned below.</p>

<p class = "section">
<span class = "pagenum">77</span>
<a name = "page77"> </a>
<a name = "sec179"><b>179.</b></a>
<span class = "smallcaps">Rule.</span> <b>Ablative of the Place
From.</b> <i>The place from which is expressed by the ablative with the
prepositions <b>ā</b> or <b>ab</b>, <b>dē</b>, <b>ē</b> or
<b>ex</b>.</i></p>

<p class = "center">
<b>Agricolae ex agrīs veniunt</b>, <i>the farmers come from the
fields</i></p>

<p class = "note">
<i>a.</i> <b>ā</b> or <b>ab</b> denotes <i>from near</i> a place;
<b>ē</b> or <b>ex</b>, <i>out from</i> it; and <b>dē</b>, <i>down
from</i> it. This may be represented graphically as follows:</p>

<p class = "illustration">
<img src = "../images/chart077.png" width = "227" height = "104"
alt = "(see end of file for text diagram)">
</p>

<p class = "section">
<a name = "sec180"><b>180.</b></a>
<span class = "smallcaps">Rule.</span> <b>Ablative of Separation.</b>
<i>Words expressing separation or deprivation require an ablative to
complete their meaning.</i></p>

<p class = "note">
<i>a.</i> If the separation is <i>actual</i> and <i>literal</i> of one
material thing from another, the preposition <b>ā</b> or <b>ab</b>,
<b>ē</b> or <b>ex</b>, or <b>dē</b> is generally used. If no actual
motion takes place of one thing from another, no preposition is
necessary.</p>

<table class = "fixed">
<tr>
<td>(<i>a</i>)</td>
<td><p class = "hanging">
<b>Perseus terram ā mōnstrīs līberat</b>
</p>
<p class = "hanging">
<i>Perseus frees the land from monsters</i>
(literal separation&mdash; actual motion is expressed)
</p></td>
</tr>
<tr>
<td>(<i>b</i>)</td>
<td><p class = "hanging">
<b>Perseus terram trīstitiā līberat</b>
</p>
<p class = "hanging">
<i>Perseus frees the land from sorrow</i>
(figurative separation&mdash; no actual motion is expressed)
</p></td>
</tr>
</table>

<p class = "section">
<a name = "sec181"><b>181.</b></a>
<span class = "smallcaps">Rule.</span> <b>Ablative of the Personal
Agent.</b> <i>The word expressing the person from whom an action starts,
when not the subject, is put in the ablative with the preposition
<b>ā</b> or <b>ab.</b></i></p>

<p class = "note">
<i>a.</i> In this construction the English translation of <b>ā</b>,
<b>ab</b> is <i>by</i> rather than <i>from</i>. This ablative is
regularly used with passive verbs to indicate the <i>person by whom</i>
the act was performed.</p>

<p class = "center">
<b>Mōnstrum ā Perseō necātur</b>, <i>the monster is being slain by</i>
(lit. <i>from</i>) <i>Perseus</i></p>

<p class = "note">
<span class = "pagenum">78</span>
<a name = "page78"> </a>
<i>b.</i> Note that the active form of the above sentence would be
<b>Perseus monstrum necat</b>, <i>Perseus is slaying the monster</i>. In
the passive the <i>object</i> of the active verb becomes the
<i>subject</i>, and the <i>subject</i> of the active verb becomes the
<i>ablative of the personal agent</i>, with <b>ā</b> or <b>ab</b>.</p>

<p class = "note">
<i>c.</i> Distinguish carefully between the ablative of means and the
ablative of the personal agent. Both are often translated into English
by the preposition <i>by</i>. (Cf. <a href = "#sec100">§&nbsp;100</a>.
<i>b.</i>) <i>Means is a <b>thing</b>; the agent or actor is a
<b>person</b></i>. The ablative of means has no preposition. The
ablative of the personal agent has <b>ā</b> or <b>ab</b>. Compare</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
<b>Fera sagittā necātur</b>, <i>the wild beast is killed by an
arrow</i></p>
<p class = "hanging">
<b>Fera ā Diānā necātur</b>, <i>the wild beast is killed by
Diana</i></p>
</td>
</tr>
</table>

<p class = "note">
<b>Sagittā</b>, in the first sentence, is the ablative of means; <b>ā
Diānā</b>, in the second, is the ablative of the personal agent.</p>

<p class = "section">
<a name = "sec182"><b>182.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec182vocab">special
vocabulary</a>, p. 289.</p>

<p>I. 1. Viri inopiā cibī dēfessī ab eō locō discēdent. 2. Gerinānī
castrīs Rōmānīs adpropinquābant, tamen lēgātus cōpiās ā proeliō
continēbat. 3.&nbsp;Multa Gallōrum oppida ab Rōmanīs capientur.
4.&nbsp;Tum Rōmānī tōtum populum eōrum oppidōrum gladiīs pīlīsque
interficient. 5.&nbsp;Oppidānī Rōmānīs resistent, sed defessī longō
proelīo fugient. 6.&nbsp;Multī ex Galliā fugiēbant et in Germānōrum
vicīs habitābant. 7.&nbsp;Miserī nautae vulnerantur ab inimīcīs<span
class = "tag">2</span> saevīs et cibō egent. 8.&nbsp;Discēdite et date
virīs frūmentum et cōpiam vīnī. 9.&nbsp;Cōpiae nostrae ā proeliō
continēbantur ab Sextō lēgatō. 10.&nbsp;Id oppidum ab prōvinciā Rōmānā
longē aberat.</p>

<p>II. 1. The weary sailors were approaching a place dear to the goddess
Diana. 2.&nbsp;They were without food and without wine. 3.&nbsp;Then
Galba and seven other men are sent to the ancient island by Sextus.
4.&nbsp;Already they are not far away from the land, and they see armed
men on a high place. 5.&nbsp;They are kept from the land by the men with
spears and arrows. 6.&nbsp;The men kept hurling their weapons down from
the high place with great eagerness.</p>

<div class = "footnote">
2. <b>inimīcīs</b>, here used as a noun. See vocabulary.</div>


<span class = "pagenum">79</span>
<a name = "page79"> </a>
<h5 class = "chapter"><a name = "lesson_XXXI">
LESSON XXXI</a></h5>

<h6 class = "boldf">PERFECT, PLUPERFECT, AND FUTURE PERFECT OF
<i>SUM</i></h6>

<p class = "section">
<a name = "sec183"><b>183.</b></a>
<b>Principal Parts.</b> There are certain parts of the verb that are of
so much consequence in tense formation that we call them the
<i>principal parts.</i></p>

<p>The principal parts of the Latin verb are the present, the past, and
the past participle; as <i>go, went, gone; see, saw, seen</i>,&nbsp;etc.</p>

<p>The principal parts of the Latin verb are the <i>first person
singular of the present indicative</i>, the <i>present infinitive</i>,
the <i>first person singular of the perfect indicative</i>, and <i>the
perfect passive participle.</i></p>

<p class = "section">
<a name = "sec184"><b>184.</b></a>
<b>Conjugation Stems.</b> From the principal parts we get three
conjugation stems, from which are formed the entire conjugation. We have
already learned about the <b>present stem</b>, which is found from the
present infinitive (cf. <a href =
"#sec126">§&nbsp;126.&nbsp;<i>a</i></a>). The other two stems are the
<b>perfect stem</b> and the <b>participial stem</b>.</p>

<p class = "section">
<a name = "sec185"><b>185.</b></a>
<b>The Perfect Stem.</b> The perfect stem of the verb is formed in
various ways, but may always be <i>found by dropping <b>-ī</b> from the
first person singular of the perfect</i>, the third of the principal
parts. From the perfect stem are formed the following tenses:</p>

<p class = "inset">
<span class = "smallcaps">
The Perfect Active Indicative<br>
The Pluperfect Active Indicative (English Past Perfect)<br>
The Future Perfect Active Indicative</span>
</p>

<p>All these tenses express completed action in present, past, or future
time respectively.</p>

<p class = "section">
<a name = "sec186"><b>186.</b></a>
<b>The Endings of the Perfect.</b> The perfect active indicative is
inflected by adding the endings of the perfect to the perfect stem.
These endings are different from those found in any other tense, and are
as follows:</p>

<table>
<tr>
<td class = "sidehead" rowspan = "3">Sing.</td>
<td>1. <b>-ī</b>, <i>I</i></td>
<td class = "sidehead" rowspan = "3">Plur.</td>
<td>1. <b>-imus</b>, <i>we</i></td>
</tr>
<tr>
<td>2. <b>-istī</b>, <i>you</i></td>
<td>2.&nbsp;<b>-istis</b>, <i>you</i></td>
</tr>
<tr>
<td class = "rightpad">3. <b>-it</b>, <i>he, she, it</i></td>
<td>3.&nbsp;<b>-ērunt</b> or <b>-ēre</b>, <i>they</i></td>
</tr>
</table>

<p class = "section">
<span class = "pagenum">80</span>
<a name = "page80"> </a>
<a name = "sec187"><b>187.</b></a>
Inflection of <b>sum</b> in the perfect, pluperfect, and future perfect
indicative:</p>

<table>
<tr>
<th class = "rightpad">Pres. Indic.</th>
<th class = "rightpad">Pres. Infin.</th>
<th>Perf. Indic.</th>
</tr>
<tr>
<td class = "rightpad"><span class = "smallcaps">Prin. Parts</span>
<b>sum</b></td>
<td class = "center rightpad"><b>esse</b></td>
<td class = "center"><b>fuī</b></td>
</tr>
</table>

<table>
<tr>
<td class = "center" colspan = "2">
<span class = "smallcaps">Perfect Stem</span> <b>fu-</b></td>
</tr>
<tr>
<th colspan = "2">Perfect</th>
</tr>
<tr>
<td class = "smallhead">SINGULAR</td>
<td class = "smallhead">PLURAL</td>
</tr>
<tr>
<td>fu´<b>ī</b>, <i>I have been, I was</i></td>
<td>fu´<b>imus</b>, <i>we have been, we were</i></td>
</tr>
<tr>
<td>fuis´<b>tī</b>, <i>you have been, you were</i></td>
<td>fuis´<b>tis</b>, <i>you have been, you were</i></td>
</tr>
<tr>
<td>fu´<b>it</b>, <i>he has been, he was</i></td>
<td>fuē´<b>runt</b> <i>or</i> fuē´<b>re</b>, <i>they have been, they
were</i></td>
</tr>
<tr>
<td class = "center" colspan = "2">
<span class = "smallcaps">Pluperfect (Tense Sign</span>
<b>-erā-</b>)</td>
</tr>
<tr>
<td>fu´<b>eram</b>, <i>I had been</i></td>
<td>fuerā´<b>mus</b>, <i>we had been</i></td>
</tr>
<tr>
<td>fu´<b>erās</b>, <i>you had been</i></td>
<td>fuerā´<b>tis</b>, <i>you had been</i></td>
</tr>
<tr>
<td>fu´<b>erat</b>, <i>he had been</i></td>
<td>fu´<b>erant</b>, <i>they had been</i></td>
</tr>
<tr>
<td class = "center" colspan = "2">
<span class = "smallcaps">Future Perfect (Tense Sign</span>
<b>-erā-</b>)</td>
</tr>
<tr>
<td>fu´<b>erō</b>, <i>I shall have been</i></td>
<td>fue´<b>rimus</b>, <i>we shall have been</i></td>
</tr>
<tr>
<td>fu´<b>eris</b>, <i>you will have been</i></td>
<td>fue´<b>ritis</b>, <i>you will have been</i></td>
</tr>
<tr>
<td>fu´<b>erit</b>, <i>he will have been</i></td>
<td>fu´<b>erint</b>, <i>they will have been</i></td>
</tr>
</table>

<p>1. Note carefully the changing accent in the perfect.</p>

<p>2. Observe that the pluperfect may be formed by adding <b>eram</b>,
the imperfect of <b>sum</b>, to the perfect stem. The tense sign is
<b>-erā-</b>.</p>

<p>3. Observe that the future perfect may be formed by adding
<b>erō</b>, the future of <b>sum</b>, to the perfect stem. But the third
person plural ends in <b>-erint</b>, not in <b>-erunt</b>. The tense
sign is <b>-eri-</b>.</p>

<p>4. All active perfects, pluperfects, and future perfects are formed
on the perfect stem and inflected in the same&nbsp;way.</p>

<p class = "section">
<a name = "sec188"><b>188.</b></a>
<span class = "midfat">DIALOGUE</span></p>

<h5 class = "smallcaps">The Boys Titus, Marcus, and Quintus</h5>

<p>First learn the <a href = "LatinBegin2.html#sec188vocab">special
vocabulary</a>, p. 289.</p>

<p class = "inset">
M. Ubi fuistis, Tite et Quīnte?<br>
T. Ego in meō lūdō fuī et Quīntus in suō lūdō fuit. Bonī puerī fuimus.
Fuitne Sextus in vīcō hodiē?<br>
M. Fuit. Nūper per agrōs proximōs fluviō properābat. Ibi is et Cornēlius
habent nāvigium.<br>
<span class = "pagenum">81</span>
<a name = "page81"> </a>
T. <i>Nāvigium</i> dīcis? Aliī<span class = "tag">1</span> nārrā eam
fābulam!<br>
M. Vērō (<i>Yes, truly</i>), pulchrum et novum nāvigium!<br>
Q. Cuius pecūniā<span class = "tag">2</span> Sextus et Cornēlius id
nāvigium parant? Quis iīs pecūniam dat?<br>
M. Amīcī Cornēlī multum habent aurum et puer pecūniā nōn eget.<br>
T. Quō puerī nāvigābunt? Nāvigābuntne longē ā terrā?<br>
M. Dubia sunt cōnsilia eōrum. Sed hodiē, crēdō, sī ventus erit idōneus,
ad maximam īnsulam nāvigābunt. Iam anteā ibi fuērunt. Tum autem ventus
erat perfidus et puerī magnō in perīculō erant.<br>
Q. Aqua ventō commōta est inimīca nautīs semper, et saepe perfidus
ventus nāvigia rapit, agit, dēletque. Iī puerī, sī nōn fuerint maximē
attentī, īrātā aquā et validō ventō superābuntur et ita interficientur.
</p>

<div class = "footnote">
1. Dative case. (Cf. <a href = "#sec109">§&nbsp;109</a>.)</div>

<div class = "footnote">
2. Ablative of means.</div>

<p class = "section">
<a name = "sec189"><b>189.</b></a>
<span class = "midfat">EXERCISE</span></p>

<p>1. Where had the boys been before? They had been in school.
2.&nbsp;Where had Sextus been? He had been in a field next to the river.
3.&nbsp;Who has been with Sextus to-day? Cornelius has been with him.
4.&nbsp;Who says so? Marcus. 5.&nbsp;If the wind has been suitable, the
boys have been in the boat. 6.&nbsp;Soon we shall sail with the boys.
7.&nbsp;There<span class = "tag">3</span> will be no danger, if we are
(shall have been) careful.<span class = "tag">4</span></p>

<div class = "footnote">
3. The expletive <i>there</i> is not expressed, but the verb will
precede the subject, as in English.</div>

<div class = "footnote">
4. This predicate adjective must be nominative plural to agree with
<i>we</i>.</div>


<h5 class = "chapter"><a name = "lesson_XXXII">
LESSON XXXII</a></h5>

<h6 class = "boldf">THE PERFECT ACTIVE INDICATIVE OF THE FOUR REGULAR
CONJUGATIONS</h6>

<p class = "section">
<a name = "sec190"><b>190.</b></a>
<b>Meanings of the Perfect.</b> The perfect tense has two distinct
meanings. The first of these is equivalent to the English present
perfect, or perfect with <i>have</i>, and denotes that the action of the
verb is complete at the time of speaking; as, <i>I have finished my
work</i>. As this denotes completed action at a definite time, it is
called the <b>perfect definite</b>.</p>

<p>
<span class = "pagenum">82</span>
<a name = "page82"> </a>
The perfect is also used to denote an action that happened <i>sometime
in the past</i>; as, <i>I finished my work.</i> As no definite time is
specified, this is called the <b>perfect indefinite</b>. It corresponds
to the ordinary use of the English past tense.</p>

<p class = "note">
<i>a.</i> Note carefully the difference between the following
tenses:</p>

<table>
<tr>
<td class = "middle"><i>I</i></td>
<td class = "middle left ital">was finishing<br>
used to finish</td>
<td class = "middle leftline"><i>my work</i>
(imperfect, <a href = "#sec134">§&nbsp;134</a>)</td>
</tr>
<tr>
<td colspan = "3">
<i>I finished my work</i> (perfect indefinite)
</td>
</tr>
<tr>
<td colspan = "3">
<i>I have finished my work</i> (perfect definite)
</td>
</tr>
</table>

<p>When telling a story the Latin uses the <i>perfect indefinite</i> to
mark the different <i>forward steps</i> of the narrative, and the
<i>imperfect</i> to <i>describe situations and circumstances</i> that
attend these steps. If the following sentences were Latin, what tenses
would be used?</p>

<p>“Last week I went to Boston. I was trying to find an old friend of
mine, but he was out of the city. Yesterday I returned home.”</p>

<p class = "section">
<a name = "sec191"><b>191.</b></a>
<b>Inflection of the Perfect.</b> We learned in <a href =
"#sec186">§&nbsp;186</a> that any perfect is inflected by adding the
endings of the perfect to the perfect stem. The inflection in the four
regular conjugations is then as follows:</p>

<table>
<tr>
<th>Conj. I</th>
<th>Conj. II</th>
<th colspan = "2">Conj. III</th>
<th>Conj. IV</th>
</tr>
<tr>
<td><b>amāvī</b></td>
<td><b>monuī</b></td>
<td><b>rēxī</b></td>
<td><b>cēpī</b></td>
<td><b>audīvī</b></td>
</tr>
<tr>
<td><p class = "hanging">
<i>I have loved<br>
I loved</i> or <i>did love</i>
</p></td>
<td><p class = "hanging">
<i>I have advised<br>
I advised</i> or <i>did advise</i>
</p></td>
<td><p class = "hanging">
<i>I have ruled<br>
I ruled</i> or <i>did rule</i>
</p></td>
<td><p class = "hanging">
<i>I have taken<br>
I took</i> or <i>did take</i>
</p></td>
<td><p class = "hanging">
<i>I have heard<br>
I heard</i> or <i>did hear</i>
</p></td>
</tr>
<tr>
<th colspan = "5">Perfect Stems</th>
</tr>
<tr>
<td><b>amāv-</b></td>
<td><b>monu-</b></td>
<td><b>rēx-</b></td>
<td><b>cēp-</b></td>
<td><b>audīv-</b></td>
</tr>
<tr>
<th colspan = "5">Singular</th>
</tr>
<tr>
<td>1. amā´v<b>ī</b></td>
<td>mo´nu<b>ī</b></td>
<td>rē´x<b>ī</b></td>
<td>cē´p<b>ī</b></td>
<td>audī´v<b>ī</b></td>
</tr>
<tr>
<td>2. amāvis´<b>tī</b></td>
<td>monuis´<b>tī</b></td>
<td>rēxis´<b>tī</b></td>
<td>cēpis´<b>tī</b></td>
<td>audīvis´<b>tī</b></td>
</tr>
<tr>
<td>3. amā´v<b>it</b></td>
<td>mo´nu<b>it</b></td>
<td>rē´x<b>it</b></td>
<td>cē´p<b>it</b></td>
<td>audī´v<b>it</b></td>
</tr>
<tr>
<th colspan = "5">Plural</th>
</tr>
<tr>
<td>1. amā´v<b>imus</b></td>
<td>monu´<b>imus</b></td>
<td>rē´x<b>imus</b></td>
<td>cē´p<b>imus</b></td>
<td>audī´v<b>imus</b></td>
</tr>
<tr>
<td>2. amāv<b>is´tis</b></td>
<td>monu<b>is´tis</b></td>
<td>rēx<b>is´tis</b></td>
<td>cēp<b>is´tis</b></td>
<td>audīv<b>is´tis</b></td>
</tr>
<tr>
<td><p class = "hanging">
3. amāv<b>ē´runt</b> <i>or</i> amāv<b>ē´re</b>
</p></td>
<td><p class = "hanging">
monu<b>ē´runt</b> <i>or</i> monu<b>ē´re</b>
</p></td>
<td><p class = "hanging">
rēx<b>ē´runt</b> <i>or</i> rēx<b>ē´re</b>
</p></td>
<td><p class = "hanging">
cēp<b>ē´runt</b> <i>or</i> cēp<b>ē´re</b>
</p></td>
<td><p class = "hanging">
audīv<b>ē´runt</b> <i>or</i> audīv<b>ē´re</b>
</p></td>
</tr>
</table>

<p><span class = "pagenum">83</span>
<a name = "page83"> </a>
1. The first person of the perfect is always given as the third of the
principal parts. From this we get the perfect stem. <i>This shows the
absolute necessity of learning the principal parts thoroughly.</i></p>

<p>2. Nearly all perfects of the first conjugation are formed by adding
<b>-vī</b> to the present stem. Like <b>amāvī</b> inflect <b>parāvī</b>,
<b>vocāvī</b>, <b>cūrāvī</b>, <b>laudāvī</b>.</p>

<p>3. Note carefully the changing accent in the perfect. Drill on
it.</p>

<p class = "section">
<a name = "sec192"><b>192.</b></a>
Learn the principal parts and inflect the perfects:</p>

<table class = "fixed">
<tr>
<th>Pres. Indic.</th>
<th>Pres. Infin.</th>
<th>Perf. Indic.</th>
<td></td>
</tr>
<tr>
<td><b>dō</b></td>
<td><b>dăre</b></td>
<td><b>dedī</b></td>
<td><i>give</i></td>
</tr>
<tr>
<td><b>dēleō</b></td>
<td><b>dēlēre</b></td>
<td><b>dēlēvī</b></td>
<td><i>destroy</i></td>
</tr>
<tr>
<td><b>habeō</b></td>
<td><b>habēre</b></td>
<td><b>habuī</b></td>
<td><i>have</i></td>
</tr>
<tr>
<td><b>moveō</b></td>
<td><b>movēre</b></td>
<td><b>mōvī</b></td>
<td><i>move</i></td>
</tr>
<tr>
<td><b>pāreō</b></td>
<td><b>pārēre</b></td>
<td><b>pāruī</b></td>
<td><i>obey</i></td>
</tr>
<tr>
<td><b>prohibeō</b></td>
<td><b>prohibēre</b></td>
<td><b>prohībuī</b></td>
<td><i>restrain, keep from</i></td>
</tr>
<tr>
<td><b>videō</b></td>
<td><b>vidēre</b></td>
<td><b>vīdī</b></td>
<td><i>see</i></td>
</tr>
<tr>
<td><b>dīcō</b></td>
<td><b>dīcere</b></td>
<td><b>dīxī</b></td>
<td><i>say</i></td>
</tr>
<tr>
<td><b>discēdō</b></td>
<td><b>discēdere</b></td>
<td><b>discessī</b></td>
<td><i>depart</i></td>
</tr>
<tr>
<td><b>dūcō</b></td>
<td><b>dūcere</b></td>
<td><b>dūxī</b></td>
<td><i>lead</i></td>
</tr>
<tr>
<td><b>faciō</b></td>
<td><b>facere</b></td>
<td><b>fēcī</b></td>
<td><i>make, do</i></td>
</tr>
<tr>
<td><b>mittō</b></td>
<td><b>mittere</b></td>
<td><b>mīsī</b></td>
<td><i>send</i></td>
</tr>
<tr>
<td><b>mūniō</b></td>
<td><b>mūnīre</b></td>
<td><b>mūnīvī</b></td>
<td><i>fortify</i></td>
</tr>
<tr>
<td><b>veniō</b></td>
<td><b>venīre</b></td>
<td><b>vēnī</b></td>
<td><i>come</i></td>
</tr>
</table>

<p class = "section">
<a name = "sec193"><b>193.</b></a>
<span class = "midcaps">Perseus and Andromeda</span>
(<i>Continued</i>)</p>

<p>First learn the <a href = "LatinBegin2.html#sec193vocab">special
vocabulary</a>, p. 290.</p>

<p>Cēpheus, adversā fortūnā maximē commōtus, discessit et multīs cum
lacrimīs populō Aethiopiae verba ōrāculī nārrāvit. Fāta Andromedae,
puellae pulchrae, ā tōtō populō dēplōrābantur, tamen nūllum erat
auxilium. Deinde Cēpheus cum plēnō trīstitiae animō cāram suam fīliam ex
oppidī portā ad aquam dūxit et bracchia eius ad saxa dūra revīnxit. Tum
amīcī puellae miserae longē discessērunt et diū mōnstrum saevum
exspectāvērunt.</p>

<p>Tum forte Perseus, ālīs frētus, super Aethiopiam volābat. Vīdit
populum, Andromedam, lacrimās, et, magnopere attonitus, ad terram
dēscendit. Tum Cēpheus eī tōtās cūrās nārrāvit et ita dīxit: “Pārēbō
verbīs ōrāculī, et prō patriā fīliam meam dabō; sed sī id mōnstrum
interficiēs et Andromedam servābis, tibi (<i>to you</i>) eam dabō.”</p>


<span class = "pagenum">84</span>
<a name = "page84"> </a>
<h5 class = "chapter"><a name = "lesson_XXXIII">
LESSON XXXIII</a></h5>

<h6 class = "boldf">PLUPERFECT AND FUTURE PERFECT ACTIVE INDICATIVE ·
PERFECT ACTIVE INFINITIVE</h6>

<p class = "section">
<a name = "sec194"><b>194.</b></a>
</p>

<table class = "nospace">
<tr>
<td></td>
<th>Conj. I</th>
<th>Conj. II</th>
<th colspan = "2">Conj. III</th>
<th>Conj. IV</th>
</tr>
<tr>
<td></td>
<td><b>amō</b></td>
<td><b>moneō</b></td>
<td><b>regō</b></td>
<td><b>capiō</b></td>
<td><b>audiō</b></td>
</tr>
<tr>
<td class = "smallcaps">Perfect Stems</td>
<td><b>amāv-</b></td>
<td><b>monu-</b></td>
<td><b>rēx-</b></td>
<td><b>cēp-</b></td>
<td><b>audīv-</b></td>
</tr>
</table>

<table>
<tr>
<th colspan = "5">
Pluperfect Indicative Active
</th>
</tr>
<tr>
<td class = "center" colspan = "5">
<span class = "smallcaps">Tense Sign</span> <b>-erā-</b>
</td>
</tr>
<tr>
<td class = "smallhead" colspan = "5">SINGULAR</td>
</tr>
<tr>
<td><i>I had loved</i></td>
<td><i>I had advised</i></td>
<td><i>I had ruled</i></td>
<td><i>I had taken</i></td>
<td><i>I had heard</i></td>
</tr>
<tr>
<td>1. amā´v<b>eram</b></td>
<td>monu´<b>eram</b></td>
<td>rē´x<b>eram</b></td>
<td>cē´p<b>eram</b></td>
<td>audī´v<b>eram</b></td>
</tr>
<tr>
<td>2. amā´v<b>erās</b></td>
<td>monu´<b>erās</b></td>
<td>rē´x<b>erās</b></td>
<td>cē´p<b>erās</b></td>
<td>audī´v<b>erās</b></td>
</tr>
<tr>
<td>3. amā´v<b>erat</b></td>
<td>monu´<b>erat</b></td>
<td>rē´x<b>erat</b></td>
<td>cē´p<b>erat</b></td>
<td>audī´v<b>erat</b></td>
</tr>
<tr>
<td class = "smallhead" colspan = "5">PLURAL</td>
</tr>
<tr>
<td>1.&nbsp;amāv<b>erā´mus</b></td>
<td>monu<b>erā´mus</b></td>
<td>rēx<b>erā´mus</b></td>
<td>cēp<b>erā´mus</b></td>
<td>audīv<b>erā´mus</b></td>
</tr>
<tr>
<td>2. amāv<b>erā´tis</b></td>
<td>monuer<b>ā´tis</b></td>
<td>rēxer<b>ā´tis</b></td>
<td>cēp<b>erā´tis</b></td>
<td>audīv<b>erā´tis</b></td>
</tr>
<tr>
<td>3. ama´v<b>erant</b></td>
<td>monu´<b>erant</b></td>
<td>rē´x<b>erant</b></td>
<td>cē´p<b>erant</b></td>
<td>audī´v<b>erant</b></td>
</tr>
<tr>
<td colspan = "5">&nbsp;</td>
</tr>
<tr>
<th colspan = "5">
Future Perfect Indicative Active
</th>
</tr>
<tr>
<td class = "center" colspan = "5">
<span class = "smallcaps">Tense Sign</span> <b>-eri-</b>
</td>
</tr>
<tr>
<td class = "smallhead" colspan = "5">SINGULAR</td>
</tr>
<tr>
<td><p class = "hanging ital">
I shall have loved
</p></td>
<td><p class = "hanging ital">
I shall have advised
</p></td>
<td><p class = "hanging ital">
I shall have ruled
</p></td>
<td><p class = "hanging ital">
I shall have taken
</p></td>
<td><p class = "hanging ital">
I shall have heard
</p></td>
</tr>
<tr>
<td>1. amā´v<b>erō</b></td>
<td>monu´<b>erō</b></td>
<td>rē´x<b>erō</b></td>
<td>cē´p<b>erō</b></td>
<td>audī´v<b>erō</b>
</tr>
<tr>
<td>2. amā´v<b>eris</b></td>
<td>monu´<b>eris</b></td>
<td>rē´x<b>eris</b></td>
<td>cē´p<b>eris</b></td>
<td>audī´v<b>eris</b></td>
</tr>
<tr>
<td>3. amā´v<b>erit</b></td>
<td>monu´<b>erit</b></td>
<td>rē´x<b>erit</b></td>
<td>cē´p<b>erit</b></td>
<td>audī´v<b>erit</b></td>
</tr>
<tr>
<td class = "smallhead" colspan = "5">PLURAL</td>
</tr>
<tr>
<td>1. amāv<b>e´rimus</b></td>
<td>monu<b>e´rimus</b></td>
<td>rēx<b>e´rimus</b></td>
<td>cēp<b>e´rimus</b></td>
<td>audīv<b>e´rimus</b></td>
</tr>
<tr>
<td>2. amāv<b>e´ritis</b></td>
<td>monu<b>e´ritis</b></td>
<td>rēx<b>e´ritis</b></td>
<td>cēp<b>e´ritis</b></td>
<td>audīv<b>e´ritis</b></td>
</tr>
<tr>
<td>3. amā´v<b>erint</b></td>
<td>monu´<b>erint</b></td>
<td>rē´x<b>erint</b></td>
<td>cē´p<b>erint</b></td>
<td>audī´v<b>erint</b></td>
</tr>
</table>

<p>1. Observe that these are all inflected alike and the rules for
formation given in <a href = "#sec187">§&nbsp;187.&nbsp;2-4</a> hold
good here.</p>

<p>2. In like manner inflect the pluperfect and future perfect
indicative active of <b>dō</b>, <b>portō</b>, <b>dēleō</b>,
<b>moveō</b>, <b>habeō</b>, <b>dīcō</b>, <b>discēdō</b>, <b>faciō</b>,
<b>veniō</b>, <b>mūniō.</b></p>

<p class = "section">
<span class = "pagenum">85</span>
<a name = "page85"> </a>
<a name = "sec195"><b>195.</b></a>
<b>The Perfect Active Infinitive.</b> The perfect active infinitive is
formed by adding <b>-isse</b> to the perfect stem.</p>

<table>
<tr>
<th colspan = "2">Conj.</th>
<th>Perfect Stem</th>
<th>Perfect Infinitive</th>
</tr>
<tr>
<td class = "number close">I.</td>
<td></td>
<td><b>amāv-</b></td>
<td>amāv<b>is´se</b>, <i>to have loved</i></td>
</tr>
<tr>
<td class = "number close">II.</td>
<td></td>
<td><b>monu-</b></td>
<td>monu<b>is´se</b>, <i>to have advised</i></td>
</tr>
<tr>
<td class = "number close">III.</td>
<td>(<i>a</i>)</td>
<td><b>rēx-</b></td>
<td>rēx<b>is´se</b>, <i>to have ruled</i>
</td>
</tr>
<tr>
<td></td>
<td>(<i>b</i>)</td>
<td><b>cēp-</b></td>
<td>cēp<b>is´se</b>, <i>to have taken</i></td>
</tr>
<tr>
<td class = "number close">IV.</td>
<td></td>
<td><b>audīv-</b></td>
<td>audīv<b>is´se</b>, <i>to have heard</i></td>
</tr>
<tr>
<td colspan = "2"><b>sum</b></td>
<td><b>fu-</b></td>
<td>fu<b>is´se</b>, <i>to have been</i></td>
</tr>
</table>

<p>1. In like manner give the perfect infinitive active of <b>dō</b>,
<b>portō</b>, <b>dēleō</b>, <b>moveō</b>, <b>habeō</b>, <b>dīcō</b>,
<b>discēdō</b>, <b>faciō</b>, <b>veniō</b>, <b>mūniō</b>.</p>

<p class = "section">
<a name = "sec196"><b>196.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Habuistī, mōvērunt, miserant. 2. Vīdit, dīxeris, dūxisse.
3.&nbsp;Mīsistis, pāruērunt, discesserāmus. 4.&nbsp;Mūnīvit, dederam,
mīserō. 5.&nbsp;Habuerimus, dēlēvī, pāruit, fuisse. 6.&nbsp;Dederās,
mūnīveritis, vēnerātis, mīsisse. 7.&nbsp;Vēnerās, fēcisse, dederātis,
portāveris.</p>

<p>8. Quem verba ōrāculī mōverant? Populum verba ōrāculī mōverant.
9.&nbsp;Cui Cēpheus verba ōrāculī nārrāverit? Perseō Cēpheus verba
ōrāculī nārrāverit. 10.&nbsp;Amīcī ab Andromedā discesserint.
11.&nbsp;Mōnstrum saevum domicilia multa dēlēverat. 12.&nbsp;Ubi
mōnstrum vīdistis? Id in aquā vīdimus. 13.&nbsp;Quid mōnstrum faciet?
Mōnstrum Andromedam interficiet.</p>

<p>II. 1. They have obeyed, we have destroyed, I shall have had.
2.&nbsp;We shall have sent, I had come, they have fortified. 3.&nbsp;I
had departed, he has obeyed, you have sent (<i>sing. and plur.</i>).
4.&nbsp;To have destroyed, to have seen, he will have given, they have
carried. 5.&nbsp;He had destroyed, he has moved, you have had (<i>sing.
and plur.</i>). 6.&nbsp;I have given, you had moved (<i>sing. and
plur.</i>), we had said. 7.&nbsp;You will have made (<i>sing. and
plur.</i>), they will have led, to have given.</p>

<p>8. Who had seen the monster? Andromeda had seen it. 9.&nbsp;Why had
the men departed from<span class = "tag">1</span> the towns? They had
departed because the monster had come. 10.&nbsp;Did Cepheus obey<span
class = "tag">2</span> the oracle<span class = "tag">3</span>? He&nbsp;did.</p>

<div class = "footnote">
1. <b>ex</b>. What would <b>ab</b> mean?</div>

<div class = "footnote">
2. <i>Did ... obey</i>, perfect tense.</div>

<div class = "footnote">
3. What case?</div>


<span class = "pagenum">86</span>
<a name = "page86"> </a>


<h5 class = "chapter"><a name = "lesson_XXXIV">
LESSON XXXIV</a></h5>

<h6 class = "boldf">REVIEW OF THE ACTIVE VOICE</h6>

<p class = "section">
<a name = "sec197"><b>197.</b></a>
A review of the tenses of the indicative active shows the following
formation:</p>

<table>
<tr>
<td class = "sidehead smaller" rowspan = "6">
TENSES OF THE INDICATIVE
</td>
<td colspan = "2">
<span class = "smallcaps">Present</span>
= First of the principal parts
</td>
</tr>
<tr>
<td colspan = "2">
<span class = "smallcaps">Imperfect</span>
= Present stem + <b>-ba-m</b>
</td>
<td>
</tr>
<tr>
<td class = "middle">
<span class = "smallcaps">Future</span>
= Present stem +
</td>
<td class = "middle leftline">
<b>-bō</b>, Conj. I and II<br>
<b>-a-m</b>, Conj. III and IV
</td>
</tr>
<tr>
<td colspan = "2">
<span class = "smallcaps">Perfect</span>
= Third of the principal parts
</td>
</tr>
<tr>
<td colspan = "2">
<span class = "smallcaps">Pluperfect</span>
= Perfect stem + <b>-era-m</b>
</td>
</tr>
<tr>
<td colspan = "2">
<span class = "smallcaps">Future Perfect</span>
= Perfect stem + <b>-erō</b>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec198"><b>198.</b></a>
The synopsis of the active voice of <b>amō</b>, as far as we have
learned the conjugation, is as follows:</p>

<p class = "center">
<span class = "smallcaps">Principal Parts</span>
<b>amō, amāre, amāvī</b>
</p>

<table>
<tr>
<td class = "center" colspan = "2">
<span class = "smallcaps">Pres. Stem</span>
<b>amā-</b>
</td>
<td class = "center" colspan = "2">
<span class = "smallcaps">Perf. Stem</span>
<b>amāv-</b>
</td>
</tr>
<tr>
<td class = "sidehead" rowspan = "3">
Indic.
</td>
<td><i>Pres.</i> am<b>ō</b></td>
<td class = "sidehead" rowspan = "3">
Indic.
</td>
<td><i>Perf.</i> amāv<b>ī</b></td>
</tr>
<tr>
<td class = "rightpad"><i>Imperf.</i> am<b>ābam</b></td>
<td><i>Pluperf.</i> amāv<b>eram</b></td>
</tr>
<tr>
<td><i>Fut.</i> amā<b>bō</b>
<td><i>Fut. perf.</i> amāv<b>erō</b>
</tr>
<tr>
<td colspan = "2">
<span class = "smallcaps">Pres. Imv.</span> am<b>ā</b>
<td colspan = "2"></td>
</tr>
<tr>
<td colspan = "2">
<span class = "smallcaps">Pres. Infin.</span> amā<b>re</b>
</td>
<td colspan = "2">
<span class = "smallcaps">Perf. Infin.</span> amāv<b>isse</b>
</td>
</tr>
</table>

<p>1. Learn to write in the same form and to give rapidly the principal
parts and synopsis of <b>parō</b>, <b>dō</b>, <b>laudō</b>,
<b>dēleō</b>, <b>habeō</b>, <b>moveō</b>, <b>pāreō</b>, <b>videō</b>,
<b>dīcō</b>, <b>discēdō</b>, <b>dūcō</b>, <b>mittō</b>, <b>capiō</b>,
<b>muniō</b>, <b>veniō</b>.<span class = "tag">1</span></p>

<div class = "footnote">
1. Learn to give synopses rapidly, and not only in the first person
singular but in any person of either number.</div>

<p class = "section">
<a name = "sec199"><b>199.</b></a>
Learn the following principal parts:<span class = "tag">2</span></p>

<table class = "lines">
<tr>
<td></td>
<th>Pres. Indic.</th>
<th>Pres. Infin.</th>
<th>Perf. Indic.</th>
<td></td>
</tr>

<tr>
<td class = "sidehead">
Irregular<br>
Verbs
</td>
<td><p class = "nospace">
<b>sum</b><br>
<b>ab´sum</b><br>
<b>dō</b>
</p></td>
<td><p class = "nospace">
<b>esse</b><br>
<b>abes´se</b><br>
<b>dare</b>
</p></td>
<td><p class = "nospace">
<b>fuī</b><br>
<b>ā´fuī</b><br>
<b>dedī</b>
</p></td>
<td><p class = "nospace">
<i>be</i><br>
<i>be away</i><br>
<i>give</i>
</p></td>
</tr>

<tr>
<td class = "sidehead">
<span class = "pagenum">87</span>
<a name = "page87"> </a>
Conjugation<br>
II</td>
<td><p class = "nospace">
<b>contineō</b><br>
<b>doceō</b><br>
<b>egeō</b><br>
<b>faveō</b><br>
<b>iubeō</b><br>
<b>noceō</b><br>
<b>persuādeō</b><br>
<b>respondeō</b><br>
<b>sedeō</b><br>
<b>studeō</b>
</p></td>
<td><p class = "nospace">
<b>continēre</b><br>
<b>docēre</b><br>
<b>egēre</b><br>
<b>favēre</b><br>
<b>iubēre</b><br>
<b>nocēre</b><br>
<b>persuādēre</b><br>
<b>respondēre</b><br>
<b>sedēre</b><br>
<b>studēre</b>
</p></td>
<td><p class = "nospace">
<b>continuī</b><br>
<b>docuī</b><br>
<b>eguī</b><br>
<b>fāvī</b><br>
<b>iussī</b><br>
<b>nocuī</b><br>
<b>persuāsī</b><br>
<b>respondī</b><br>
<b>sēdī</b><br>
<b>studuī</b>
</p></td>
<td><p class = "nospace">
<i>hold in, keep</i><br>
<i>teach</i><br>
<i>need</i><br>
<i>favor</i><br>
<i>order</i><br>
<i>injure</i><br>
<i>persuade</i><br>
<i>reply</i><br>
<i>sit</i><br>
<i>be eager</i>
</p></td>
</tr>

<tr>
<td class = "sidehead">Conjugation<br>
III</td>
<td><p class = "nospace">
<b>agō</b><br>
<b>crēdō</b><br>
<b>fugiō</b><br>
<b>iaciō</b><br>
<b>interficiō</b><br>
<b>rapiō</b><br>
<b>resis´tō</b>
</p></td>
<td><p class = "nospace">
<b>agere</b><br>
<b>crēdere</b><br>
<b>fugere</b><br>
<b>iacere</b><br>
<b>interficere</b><br>
<b>rapere</b><br>
<b>resis´tere</b>
</p></td>
<td><p class = "nospace">
<b>ēgī</b><br>
<b>crēdidī</b><br>
<b>fūgī</b><br>
<b>iēcī</b><br>
<b>interfēcī</b><br>
<b>rapuī</b><br>
<b>re´stitī</b>
</p></td>
<td><p class = "nospace">
<i>drive</i><br>
<i>believe</i><br>
<i>flee</i><br>
<i>hurl</i><br>
<i>kill</i><br>
<i>seize</i><br>
<i>resist</i></p>
</td>
</tr>

<tr>
<td class = "sidehead">Conjugation<br>
IV</td>
<td><b>repe´riō</b></td>
<td><b>reperī´re</b></td>
<td><b>rep´perī</b></td>
<td><i>find</i></td>
</tr>
</table>

<div class = "footnote">
2. These are all verbs that you have had before, and the perfect is the
only new form to be learned.</div>

<p class = "section">
<a name = "sec200"><b>200.</b></a>
<span class = "midcaps">Perseus and Andromeda</span>
(<i>Concluded</i>)</p>

<p>First learn the <a href = "LatinBegin2.html#sec200vocab">special
vocabulary</a>, p.&nbsp;290. Read the whole story.</p>

<p>Perseus semper proeliō studēbat<span class = "tag">3</span> et
respondit,<span class = "tag">3</span> “Verba tua sunt maximē grāta,” et
laetus arma sua magica parāvit.<span class = "tag">3</span> Subitō
mōnstrum vidētur; celeriter per aquam properat et Andromedae
adpropinquat. Eius amīcī longē absunt et misera puella est sōla. Perseus
autem sine morā super aquam volāvit.<span class = "tag">3</span> Subitō
dēscendit<span class = "tag">3</span> et dūrō gladiō saevum mōnstrum
graviter vulnerāvit.<span class = "tag">3</span> Diū pugnātur,<span
class = "tag">4</span> diū proelium est dubium. Dēnique autem Perseus
mōnstrum interfēcit<span class = "tag">3</span> et victōriam
reportāvit.<span class = "tag">3</span> Tum ad saxum vēnit<span class =
"tag">3</span> et Andromedam līberāvit<span class = "tag">3</span> et
eam ad Cēpheum dūxit.<span class = "tag">3</span> Is, nūper miser, nunc
laetus, ita dīxit<span class = "tag">3</span>: “Tuō auxiliō, mī amīce,
cāra fīlia mea est lībera; tua est Andromeda.” Diū Perseus cum Andromedā
ibi habitābat<span class = "tag">3</span> et magnopere ā tōtō populō
amābātur.<span class = "tag">3</span></p>

<div class = "footnote">
3. See if you can explain the use of the perfects and imperfects in this
passage.</div>

<div class = "footnote">
4. The verb pugnātur means, literally, <i>it is fought</i>; translate
freely, <i>the battle is fought</i>, or <i>the contest rages</i>. The
verb pugnō in Latin is intransitive, and so does not have a personal
subject in the passive. A verb with an indeterminate subject, designated
in English by <i>it</i>, is called impersonal.</div>


<span class = "pagenum">88</span>
<a name = "page88"> </a>

<h5 class = "chapter"><a name = "lesson_XXXV">
LESSON XXXV</a></h5>

<h6 class = "boldf">THE PASSIVE PERFECTS OF THE INDICATIVE · THE PERFECT
PASSIVE AND FUTURE ACTIVE INFINITIVE</h6>

<p class = "section">
<a name = "sec201"><b>201.</b></a>
The fourth and last of the principal parts (<a href =
"#sec183">§&nbsp;183</a>) is the <b>perfect passive participle</b>.
<i>From it we get the participial stem on which are formed the future
active infinitive and all the passive perfects.</i></p>

<p>1. Learn the following principal parts, which are for the first time
given in full:</p>

<table>
<tr>
<th>Conj.</th>
<th>Pres. Indic.</th>
<th>Pres. Infin.</th>
<th>Perf. Indic.</th>
<th>Perf. Pass. Part</th>
</tr>
<tr>
<td class = "number rightpad">I.</td>
<td><b>amō</b></td>
<td><b>amā´-re</b></td>
<td><b>amā´v-ī</b></td>
<td><b>amā´t-us</b></td>
</tr>
<tr>
<td colspan = "5">
This is the model for all regular verbs of the first conjugation.
</td>
</tr>
<tr>
<td class = "number rightpad">II.</td>
<td><b>mo´neō</b></td>
<td><b>monē´-re</b></td>
<td><b>mo´nu-ī</b></td>
<td><b>mo´nit-us</b></td>
</tr>
<tr>
<td class = "number rightpad">III.</td>
<td><b>regō</b></td>
<td><b>re´ge-re</b></td>
<td><b>rēx-ī</b></td>
<td><b>rēct-us</b></td>
</tr>
<tr>
<td></td>
<td><b>ca´piō</b></td>
<td><b>ca´pe-re</b></td>
<td><b>cēp-ī</b></td>
<td><b>capt-us</b></td>
</tr>
<tr>
<td class = "number rightpad">IV.</td>
<td><b>au´diō</b></td>
<td><b>audī´-re</b></td>
<td><b>audī´v-ī</b></td>
<td><b>audī´t-us</b></td>
</tr>
</table>

<p>2. The base of the participial stem is found by dropping <b>-us</b>
from the perfect passive participle.</p>

<p class = "section">
<a name = "sec202"><b>202.</b></a>
In English the perfect, past perfect, and future perfect tenses of the
indicative passive are made up of forms of the auxiliary verb <i>to
be</i> and the past participle; as, <i>I have been loved</i>, <i>I had
been loved</i>, <i>I shall have been loved.</i></p>

<p>Very similarly, in Latin, the perfect, pluperfect, and future perfect
passive tenses use respectively the present, imperfect, and future of
<b>sum</b> as an auxiliary verb with the perfect passive participle,
as</p>

<table>
<tr>
<td>
<p class = "hanging">
Perfect passive, <b>amā´tus sum</b>, <i>I have been</i> or <i>was
loved</i></p>
<p class = "hanging">
Pluperfect passive, <b>amā´tus eram</b>, <i>I had been loved</i></p>
<p class = "hanging">
Future perfect passive, <b>amā´tus erō</b>, <i>I shall have been
loved</i></p>
</td>
</tr>
</table>

<p>1. In the same way give the synopsis of the corresponding tenses of
<b>moneō</b>, <b>regō</b>, <b>capiō</b>, and <b>audiō</b>, and give the
English meanings.</p>

<p class = "section">
<a name = "sec203"><b>203.</b></a>
<b>Nature of the Participle.</b> A participle is partly verb and partly
adjective. As a verb it possesses tense and voice. As an adjective it
<span class = "pagenum">89</span>
<a name = "page89"> </a>
is declined and agrees with the word it modifies in gender, number, and
case.</p>

<p class = "section">
<a name = "sec204"><b>204.</b></a>
The perfect passive participle is declined like <b>bonus, bona,
bonum</b>, and in the compound tenses (<a href =
"#sec202">§&nbsp;202</a>) it agrees as a predicate adjective with the
subject of the verb.</p>

<table class = "lines">
<tr>
<td class = "sidehead">
Examples in<br>
Singular
</td>
<td><p class = "hanging">
<b>Vir laudātus est</b>, <i>the man was praised</i>, or <i>has been
praised</i>
</p>
<p class = "hanging">
<b>Puella laudāta est</b>, <i>the girl was praised</i>, or <i>has been
praised</i>
</p>
<p class = "hanging">
<b>Cōnsilium laudātum est</b>, <i>the plan was praised</i>, or <i>has
been praised</i>
</p></td>
</tr>
<tr>
<td class = "sidehead">
Examples in<br>
Plural
</td>
<td><p class = "hanging">
<b>Virī laudātī sunt</b>, <i>the men were praised</i>, or <i>have been
praised</i>
</p>
<p class = "hanging">
<b>Puellae laudātae sunt</b>, <i>the girls were praised</i>, or <i>have
been praised</i>
</p>
<p class = "hanging">
<b>Cōnsilia laudāta sunt</b>, <i>the plans were praised</i>, or <i>have
been praised</i>
</p></td>
</tr>
</table>

<p>1. Inflect the perfect, pluperfect, and future perfect indicative
passive of <b>amō</b>, <b>moneō</b>, <b>regō</b>, <b>capiō</b>, and
<b>audiō</b> (<a href =
"LatinBegin2.html#sec488">§§&nbsp;488-492</a>).</p>

<p class = "section">
<a name = "sec205"><b>205.</b></a>
<b>The perfect passive infinitive</b> is formed by adding <b>esse</b>,
the present infinitive of <b>sum</b>, to the perfect passive participle;
as, amā´t<b>-us</b> (<b>-a</b>, <b>-um</b>) <b>esse</b>, <i>to have been
loved</i>; mo´nit<b>-us</b> (<b>-a</b>, <b>-um</b>) <b>esse</b>, <i>to
have been advised</i>.</p>

<p>1. Form the perfect passive infinitive of <b>regō</b>, <b>capiō</b>,
<b>audiō</b>, and give the English meanings.</p>

<p class = "section">
<a name = "sec206"><b>206.</b></a>
The future active infinitive is formed by adding <b>esse</b>, the
present infinitive of <b>sum</b>, to the future active participle. This
participle is made by adding <b>-ūrus, -a, -um</b> to the base of the
participial stem. Thus the future active infinitive of <b>amō</b> is
amat<b>-ū´rus</b> (<b>-a</b>, <b>-um</b>) <b>esse</b>, <i>to be about to
love</i>.</p>

<p class = "note">
<i>a.</i> Note that in forming the three tenses of the active infinitive
we use all three conjugation stems:</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
Present, amā<b>re</b> (present stem), <i>to love</i></p>
<p class = "hanging">
Perfect, amāv<b>isse</b> (perfect stem), <i>to have loved</i></p>
<p class = "hanging">
Future, amāt<b>ūrus esse</b> (participial stem), <i>to be about to
love</i></p>
</td>
</tr>
</table>

<p>1. Give the three tenses of the active infinitive of <b>laudō</b>,
<b>moneō</b>, <b>regō</b>, <b>capiō</b>, <b>audiō</b>, with the English
meanings.</p>

<p><span class = "pagenum">90</span>
<a name = "page90"> </a>
<a name = "sec207"><b>207.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Fābula Andromedae nārrāta est. 2.&nbsp;Multae fābulae ā
magistrō nārrātae sunt. 3.&nbsp;Ager ab agricolā validō arātus erat.
4.&nbsp;Agrī ab agricolīs validīs arātī erant. 5.&nbsp;Aurum ā servō
perfidō ad domicilium suum portātum erit. 6.&nbsp;Nostra arma ā lēgātō
laudāta sunt. Quis vestra arma laudāvit? 7.&nbsp;Ab ancillā tuā ad cēnam
vocātae sumus. 8.&nbsp;Andromeda mōnstrō nōn data est, quia mōnstrum ā
Perseō necātum erat.</p>

<p>II. 1. The provinces were laid waste, the field had been laid waste,
the towns will have been laid waste. 2.&nbsp;The oracles were heard, the
oracle was heard, the oracles had been heard. 3.&nbsp;The oracle will
have been heard, the province had been captured, the boats have been
captured. 4.&nbsp;The fields were laid waste, the man was advised, the
girls will have been advised. 5.&nbsp;The towns had been ruled, we shall
have been captured, you will have been heard.</p>


<h5 class = "chapter"><a name = "lesson_XXXVI">
LESSON XXXVI</a></h5>

<h6 class = "boldf">REVIEW OF PRINCIPAL PARTS · PREPOSITIONS
<i>YES</i>-OR-<i>NO</i> QUESTIONS</h6>

<p class = "section">
<a name = "sec208"><b>208.</b></a>
The following list shows the principal parts of all the verbs you have
had excepting those used in the paradigms. The parts you have had before
are given for review, and the perfect participle is the only new form
for you to learn. Sometimes one or more of the principal parts are
lacking, which means that the verb has no forms based on that stem. A
few verbs lack the perfect passive participle but have the future active
participle in <b>-ūrus</b>, which appears in the principal parts
instead.</p>

<table>
<tr>
<th colspan = "5">
Irregular Verbs
</th>
</tr>
<tr>
<td><p>
<b>sum</b><br>
<b>absum</b><br>
<b>dō</b><span class = "tag">1</span>
</p></td>

<td><p>
<b>esse</b><br>
<b>abesse</b><br>
<b>dare</b>
</p></td>

<td><p>
<b>fuī</b><br>
<b>āfuī</b><br>
<b>dedī</b>
</p></td>

<td><p>
<b>futūrus</b><br>
<b>āfutūrus</b><br>
<b>datus</b>
</p></td>

<td><p>
<i>be</i><br>
<i>be away</i><br>
<i>give</i>
</p></td>
</tr>
</table>

<div class = "footnote">
1. <b>dō</b> is best classed with the irregular verbs because of the
short <b>a</b> in the present and participial stems.</div>

<span class = "pagenum">91</span>
<a name = "page91"> </a>

<table>
<tr>
<th colspan = "5">Conjugation I</th>
</tr>
<tr>
<td><b>portō</b></td>
<td><b>portāre</b></td>
<td><b>portāvī</b></td>
<td><b>portātus</b></td>
<td><i>carry</i></td>
</tr>
<tr>
<td colspan = "5">
So for all verbs of this conjugation thus far used.
</td>
</tr>
<tr>
<th colspan = "5">Conjugation II</th>
</tr>
<tr>
<td><p>
<b>contineō</b><br>
<b>dēleō</b><br>
<b>doceō</b><br>
<b>egeō</b><br>
<b>faveō</b><br>
<b>iubeō</b><br>
<b>moveō</b><br>
<b>noceō</b><br>
<b>pāreō</b><br>
<b>persuādeō</b><br>
<b>prohibeō</b><br>
<b>respondeō</b><br>
<b>sedeō</b><br>
<b>studeō</b><br>
<b>videō</b>
</p></td>

<td><p>
<b>continēre</b><br>
<b>dēlēre</b><br>
<b>docēre</b><br>
<b>egēre</b><br>
<b>favēre</b><br>
<b>iubēre</b><br>
<b>movēre</b><br>
<b>nocēre</b><br>
<b>pārēre</b><br>
<b>persuādēre</b><br>
<b>prohibēre</b><br>
<b>respondēre</b><br>
<b>sedēre</b><br>
<b>studēre</b><br>
<b>vidēre</b>
</p></td>

<td><p>
<b>continuī</b><br>
<b>dēlēvī</b><br>
<b>docuī</b><br>
<b>eguī</b><br>
<b>fāvī</b><br>
<b>iussī</b><br>
<b>mōvī</b><br>
<b>nocuī</b><br>
<b>pāruī</b><br>
<b>persuāsī</b><br>
<b>prohibuī</b><br>
<b>respondī</b><br>
<b>sēdī</b><br>
<b>studuī</b><br>
<b>vīdī</b>
</p></td>

<td><p>
<b>contentus</b><br>
<b>dēlētus</b><br>
<b>doctus</b><br>
&mdash;&mdash;<br>
<b>fautūrus</b><br>
<b>iussus</b><br>
<b>mōtus</b><br>
<b>nocitūrus</b><br>
&mdash;&mdash;<br>
<b>persuāsus</b><br>
<b>prohibitus</b><br>
<b>respōnsus</b><br>
<b>-sessus</b><br>
&mdash;&mdash;<br>
<b>vīsus</b>
</p></td>

<td><p>
<i>hold in, keep</i><br>
<i>destroy</i><br>
<i>teach</i><br>
<i>lack</i><br>
<i>favor</i><br>
<i>order</i><br>
<i>move</i><br>
<i>injure</i><br>
<i>obey</i><br>
<i>persuade (from)</i><br>
<i>restrain, keep</i><br>
<i>reply</i><br>
<i>sit</i><br>
<i>be eager</i><br>
<i>see</i>
</p></td>
</tr>
<tr>
<th colspan = "5">Conjugation III</th>
</tr>
<tr>
<td><p>
<b>agō</b><br>
<b>crēdō</b><br>
<b>dīcō</b><br>
<b>discēdō</b><br>
<b>dūcō</b><br>
<b>faciō</b><span class = "tag">2</span><br>
<b>fugiō</b><br>
<b>iaciō</b><br>
<b>interficiō</b><br>
<b>mittō</b><br>
<b>rapiō</b><br>
<b>resistō</b>
</p></td>

<td><p>
<b>agere</b><br>
<b>crēdere</b><br>
<b>dīcere</b><br>
<b>discēdere</b><br>
<b>dūcere</b><br>
<b>facere</b><br>
<b>fugere</b><br>
<b>iacere</b><br>
<b>interficere</b><br>
<b>mittere</b><br>
<b>rapere</b><br>
<b>resistere</b>
</p></td>

<td><p>
<b>ēgī</b><br>
<b>crēdidī</b><br>
<b>dīxī</b><br>
<b>discessī</b><br>
<b>dūxī</b><br>
<b>fēcī</b><br>
<b>fūgī</b><br>
<b>iēcī</b><br>
<b>interfēcī</b><br>
<b>mīsī</b><br>
<b>rapuī</b><br>
<b>restitī</b>
</p></td>

<td><p>
<b>āctus</b><br>
<b>crēditus</b><br>
<b>dictus</b><br>
<b>discessus</b><br>
<b>ductus</b><br>
<b>factus</b><br>
<b>fugitūrus</b><br>
<b>iactus</b><br>
<b>interfectus</b><br>
<b>missus</b><br>
<b>raptus</b><br>
&mdash;&mdash;
</p></td>

<td><p>
<i>drive</i><br>
<i>believe</i><br>
<i>say</i><br>
<i>depart</i><br>
<i>lead</i><br>
<i>make</i><br>
<i>flee</i><br>
<i>hurl</i><br>
<i>kill</i><br>
<i>send</i><br>
<i>seize</i><br>
<i>resist</i>
</p></td>
</tr>
<tr>
<th colspan = "5">Conjugation IV</th>
</tr>
<tr>
<td><p>
<b>mūniō</b><br>
<b>reperiō</b><br>
<b>veniō</b>
</p></td>
<td><p>
<b>mūnīre</b><br>
<b>reperīre</b><br>
<b>venīre</b>
</p></td>
<td><p>
<b>mūnīvī</b><br>
<b>rep´perī</b><br>
<b>vēnī</b>
</p></td>
<td><p>
<b>mūnītus</b><br>
<b>repertus</b><br>
<b>ventus</b>
</p></td>
<td><p>
<i>fortify</i><br>
<i>find</i><br>
<i>come</i>
</p></td>
</tr>
</table>

<div class = "footnote">
2. <b>faciō</b> has an irregular passive which will be presented
later.</div>

<p class = "section">
<span class = "pagenum">92</span>
<a name = "page92"> </a>
<a name = "sec209"><b>209.</b></a>
<b>Prepositions.</b> 1. We learned in <a href = "#sec52">§§&nbsp;52</a>,
<a href = "#sec53">53</a> that only the <i>accusative</i> and the
<i>ablative</i> are used with prepositions, and that prepositions
expressing ablative relations govern the ablative case. Those we have
had are here summarized. The table following should be learned.</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging"><b>ā</b> or <b>ab</b>, <i>from, by</i></p>
<p class = "hanging"><b>cum</b>, <i>with</i></p>
<p class = "hanging"><b>dē</b>, <i>down from, concerning</i></p>
<p class = "hanging"><b>ē</b> or <b>ex</b>, <i>out from, out of</i></p>
<p class = "hanging"><b>prō</b>, <i>before, in front of; for, in behalf
of</i></p>
<p class = "hanging"><b>sine</b>, <i>without</i></p>
</td>
</tr>
</table>

<p>2. Prepositions not expressing ablative relations must govern the
<i>accusative</i> (<a href = "#sec52">§&nbsp;52</a>). Of these we have
had the following:</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging"><b>ad</b>, <i>to</i></p>
<p class = "hanging"><b>apud</b>, <i>among</i></p>
<p class = "hanging"><b>per</b>, <i>through</i></p>
</td>
</tr>
</table>

<p>There are many others which you will meet as we proceed.</p>

<p>3. The preposition <b>in</b> when meaning <i>in</i> or <i>on</i>
governs the <i>ablative</i>; when meaning <i>to, into, against</i>
(relations foreign to the ablative) <b>in</b> governs the
<i>accusative</i>.</p>

<p class = "section">
<a name = "sec210"><b>210.</b></a>
<b><i>Yes</i>-or-<i>No</i> Questions.</b> Questions not introduced by
some interrogative word like <i>who, why, when</i>, etc., but expecting
the answer <i>yes</i> or <i>no</i>, may take one of three forms:</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">1. <i>Is he coming?</i> (Asking for information.
Implying nothing as to the answer expected.)</p>
<p class = "hanging">2. <i>Is he not coming?</i> (Expecting the answer
<i>yes</i>.)</p>
<p class = "hanging">3. <i>He isn´t coming, is he?</i> (Expecting the
answer <i>no</i>.)</p>
</td>
</tr>
</table>

<p>These three forms are rendered in Latin as follows:</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">1. <b>Venitne?</b> <i>is he coming?</i></p>
<p class = "hanging">2. <b>Nōnne venit?</b> <i>is he not coming?</i></p>
<p class = "hanging">3. <b>Num venit?</b> <i>he isn´t coming, is
he?</i></p>
</td>
</tr>
</table>

<p class = "note">
<i>a.</i> <b>-ne</b>, the question sign, is usually added to the verb,
which then stands first.</p>

<p class = "note">
<i>b.</i> We learned in <a href = "#sec56">§&nbsp;56.&nbsp;<i>b</i></a>
that <i>yes</i>-or-<i>no</i> questions are usually answered by repeating
the verb, with or without a negative. Instead of this, <b>ita</b>,
<b>vērō</b>, <b>certē</b>, etc. (<i>so, truly, certainly</i>, etc.) may
be used for <i>yes</i>, and <b>nōn</b>, <b>minimē</b>, etc. for
<i>no</i> if the denial is emphatic, as, <i>by no means</i>, <i>not at
all</i>.</p>

<p><span class = "pagenum">93</span>
<a name = "page93"> </a>
<a name = "sec211"><b>211.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec211vocab">special
vocabulary</a>, p. 290.</p>

<p>I. 1. Nōnne habēbat Cornēlia ōrnāmenta aurī? Habēbat. 2. Num Sextus
lēgātus scūtum in dextrō bracchiō gerēbat? Nōn in dextrō, sed sinistrō
in bracchiō Sextus scūtum gerēbat. 3.&nbsp;Frūstrā bella multa ab Gallīs
gesta erant. 4.&nbsp;Ubi oppidum ā perfidō Sextō occupātum est, oppidānī
miserī gladiō interfectī sunt. 5.&nbsp;Id oppidum erat plēnum frūmentī.
6.&nbsp;Nōnne Sextus ab oppidānīs frūmentum postulāvit? Vērō, sed iī
recūsāvērunt frūmentum dare. 7.&nbsp;Cūr oppidum ab Sextō dēlētum est?
Quia frūmentum recūsātum est. 8.&nbsp;Ea victōria nōn dubia erat.
9.&nbsp;Oppidānī erant dēfessī et armīs egēbant. 10.&nbsp;Num fugam
temptāvērunt? Minimē.</p>

<p>II. 1. Where was Julia standing? She was standing where you had
ordered. 2.&nbsp;Was Julia wearing any ornaments? She had many ornaments
of gold. 3.&nbsp;Did she not attempt flight when she saw the danger? She
did. 4.&nbsp;Who captured her? Galba captured her without delay and held
her by the left arm. 5.&nbsp;She didn´t have the lady’s gold, did she?
No, the gold had been taken by a faithless maid and has been brought
back.</p>


<hr class = "tiny">

<h5 class = "boldf">
<a class = "page" href = "LatinBegin2.html#review_IV">
Fourth Review, Lessons XXVII-XXXVI, §§&nbsp;513-516</a></h5>

<hr class = "tiny">


<h5 class = "chapter"><a name = "lesson_XXXVII">
LESSON XXXVII</a></h5>

<h6 class = "boldf">CONJUGATION OF <i>POSSUM</i> · THE INFINITIVE USED
AS IN ENGLISH</h6>

<p class = "section">
<a name = "sec212"><b>212.</b></a>
Learn the principal parts of <b>possum</b>, <i>I am able</i>, <i>I
can</i>, and its inflection in the indicative and infinitive. (Cf. <a
href = "LatinBegin2.html#sec495">§&nbsp;495</a>.)</p>

<p class = "note">
<i>a.</i> <b>Possum</b>, <i>I can</i>, is a compound of <b>potis</b>,
<i>able</i>, and <b>sum</b>, <i>I am</i>.</p>

<p class = "section">
<a name = "sec213"><b>213.</b></a>
<b>The Infinitive with Subject Accusative.</b> The <i>infinitive</i>
(cf. <a href = "#sec173">§&nbsp;173</a>) is a <i>verbal noun</i>. Used
as a noun, it has the constructions of a noun. As a verb it can govern a
case and be modified by an adverb. The uses of the infinitive are much
the same in Latin as in English.</p>

<p><span class = "pagenum">94</span>
<a name = "page94"> </a>
1. In English certain verbs of <i>wishing, commanding, forbidding</i>,
and the like are used with an object clause consisting of a substantive
in the objective case and an infinitive, as, <i>he commanded the men to
flee</i>. Such object clauses are called infinitive clauses, and the
substantive is said to be the subject of the infinitive.</p>

<p>Similarly in Latin, some verbs of <i>wishing, commanding,
forbidding</i>, and the like are used with an object clause consisting
of an infinitive with a subject in the accusative case, as, <b>Is virōs
fugere iussit</b>, <i>he commanded the men to flee</i>.</p>

<p class = "section">
<a name = "sec214"><b>214.</b></a>
<span class = "smallcaps">Rule.</span> <b>Subject of the Infinitive.</b>
<i>The subject of the infinitive is in the accusative.</i></p>

<p class = "section">
<a name = "sec215"><b>215.</b></a>
<b>The Complementary Infinitive.</b> In English a verb is often followed
by an infinitive to complete its meaning, as, <i>the Romans are able to
conquer the Gauls</i>. This is called the <i>complementary</i>
infinitive, as the predicate is not <i>complete</i> without the added
infinitive.</p>

<p>Similarly in Latin, <i>verbs of incomplete predication</i> are
completed by the infinitive. Among such verbs are <b>possum</b>, <i>I am
able, I can</i>; <b>properō</b>, <b>mātūrō</b>, <i>I hasten</i>;
<b>temptō</b>, <i>I attempt</i>; as</p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Rōmānī Gallōs superāre possunt</b>, <i>the Romans are able to</i> (or
<i>can</i>) <i>conquer the Gauls</i></p>
<p class = "hanging">
<b>Bellum gerere mātūrant</b>, <i>they hasten to wage war</i></p>
</td>
</tr>
</table>

<p class = "note">
<i>a.</i> A predicate adjective completing a complementary infinitive
agrees in gender, number, and case with the subject of the main
verb.</p>

<p class = "center">
<b>Malī puerī esse bonī nōn possunt</b>, <i>bad boys are not able to</i>
(or <i>cannot</i>) <i>be good.</i></p>

<p>Observe that <b>bonī</b> agrees with <b>puerī</b>.</p>

<p class = "section">
<a name = "sec216"><b>216.</b></a>
<b>The Infinitive used as a Noun.</b> In English the infinitive is often
used as a pure noun, as the subject of a sentence, or as a predicate
nominative. For example, <i>To conquer</i> (= conquering) <i>is
pleasing; To see</i> (= seeing) <i>is to believe</i> (= believing). The
same use of the infinitive is found in Latin, especially with
<b>est</b>, as</p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Superāre est grātum</b>, <i>to conquer is pleasing</i></p>
<p class = "hanging">
<b>Vidēre est crēdere</b>, <i>to see is to believe</i></p>
</td>
</tr>
</table>

<p class = "note">
<span class = "pagenum">95</span>
<a name = "page95"> </a>
<i>a.</i> In the construction above, the infinitive often has a subject,
which must then be in the accusative case, as</p>

<p class = "center">
<b>Galbam superāre inimīcōs est grātum multīs</b>,<br>
<i>for Galba to conquer his enemies is pleasing to many</i></p>

<p class = "note">
<i>b.</i> An infinitive used as a noun is neuter singular. Thus, in the
sentence <b>superāre est grātum</b>, the predicate adjective
<b>grātum</b> is in the neuter nominative singular to agree with
<b>superāre</b> the subject.</p>

<p class = "section">
<a name = "sec217"><b>217.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec217vocab">special
vocabulary</a>, p. 291.</p>

<p>I. 1. Magister lūdī līberōs cum dīligentiā labōrāre iussit.
2.&nbsp;Egēre cibō et vinō est virīs molestum. 3.&nbsp;Virī armātī
vetuērunt Gallōs castra ibi pōnere. 4.&nbsp;Estne lēgātus in castellō an
in mūrō? Is est prō portā. 5.&nbsp;Ubi nostrī<span class =
"tag">1</span> fugere incēpērunt, lēgātus ab vestrīs<span class =
"tag">1</span> captus est. 6.&nbsp;Gallī castellum ibi oppugnāverant ubi
praesidium erat īnfīrmum. 7.&nbsp;Aliī pugnāre temptābant, aliī portās
petēbant. 8.&nbsp;Fēminae prō domiciliīs sedēbant neque resistere
validīs Gallīs poterant. 9.&nbsp;Bellum est saevum, nec īnfīrmīs nec
miserīs favet. 10.&nbsp;Sed virī arma postulābant et studēbant Gallōs dē
mūrīs agere. 11.&nbsp;Id castellum ab Gallīs occupārī Rōmānīs nōn grātum
erit. 12.&nbsp;Gallī ubi ā Rōmānīs victī sunt, esse līberī<span class =
"tag">2</span> cessāvērunt. 13.&nbsp;Diū sine aquā vīvere nōn
potestis.</p>

<div class = "footnote">
1. Supply <i>men</i>. <b>nostri</b>, <b>vestrī</b>, and <b>suī</b> are
often used as nouns in this way.</div>

<div class = "footnote">
2. Not <i>children</i>. The Romans used <b>līberī</b> either as an
adjective, meaning <i>free</i>, or as a noun, meaning <i>the free</i>,
thereby signifying their <i>free-born children</i>. The word was never
applied to children of slaves.</div>

<p>II. 1. The girl began daily to carry water from the river to the
gates. 2.&nbsp;The Gauls had pitched their camp in a place suitable for
a battle. 3.&nbsp;For a long time they tried in vain to seize the
redoubt. 4.&nbsp;Neither did they cease to hurl weapons against<span
class = "tag">3</span> the walls. 5.&nbsp;But they were not able to
(could not) take the town.</p>

<div class = "footnote">
3. <b>in</b> with the accusative.</div>

<p class = "section">
<a name = "sec218"><b>218.</b></a>
<span class = "midcaps">The Faithless Tarpe´ia</span></p>

<p>Sabīnī ōlim cum Rōmānīs bellum gerēbant et multās victōriās
reportāverant. Iam agrōs proximōs mūrīs vāstābant, iam oppidō
adpropinquābant. Rōmānī autem in Capitōlium fūgerant et longē perīculō
<span class = "pagenum">96</span>
<a name = "page96"> </a>
aberant. Mūrīs validīs et saxīs altīs crēdēbant. Frūstrā Sabīnī tēla
iaciēbant, frūstrā portās dūrās petēbant; castellum occupāre nōn
poterant. Deinde novum cōnsilium cēpērunt.<span class =
"tag">4</span></p>

<p>Tarpēia erat puella Rōmāna pulchra et superba. Cotīdiē aquam cōpiīs
Rōmānīs in Capitōlium portābat. Eī<span class = "tag">5</span> nōn
nocēbant Sabīnī, quod ea sine armīs erat neque Sabīnī bellum cum fēminīs
līberīsque gerēbant. Tarpēia autem maximē amābat ōrnāmenta aurī. Cotīdiē
Sabīnōrum ōrnāmenta vidēbat et mox ea dēsīderāre incipiēbat. Eī ūnus
ex<span class = "tag">6</span> Sabīnīs dīxit, “Dūc cōpiās Sabīnās intrā
portās, Tarpēia, et maxima erunt praemia tua.”</p>

<div class = "footnote">
4. <b>cōnsilium capere</b>, <i>to make a plan</i>. Why is the
<i>perfect</i> tense used here and the imperfect in the preceding
sentences? Explain the use of tenses in the next paragraph.</div>

<div class = "footnote">
5. Dative with <b>nocēbant</b>. (Cf. <a href =
"#sec154">§&nbsp;154</a>.)</div>

<div class = "footnote">
6. <b>ex</b>, <i>out of</i>, i.e. <i>from the nuumber of</i>; best
translated <i>of</i>.</div>

<p class = "illustration">
<img src = "../images/pic096.png" width = "434" height = "279"
alt = "Tarpeia opens the gate for the soldiers"><br>
<span class = "caption">
TARPEIA PUELLA PERFIDA</span></p>


<span class = "pagenum">97</span>
<a name = "page97"> </a>


<h5 class = "chapter"><a name = "lesson_XXXVIII">
LESSON XXXVIII</a></h5>

<h6 class = "boldf">THE RELATIVE PRONOUN AND THE INTERROGATIVE
PRONOUN</h6>

<p class = "section">
<a name = "sec219"><b>219.</b></a>
Sentences are <i>simple, compound</i>, or <i>complex</i>.</p>

<p class = "note">
<i>a.</i> A <i>simple sentence</i> is a sentence containing but one
statement, that is, one subject and one predicate: <i>The Romans
approached the town.</i></p>

<p class = "note">
<i>b.</i> A <i>compound sentence</i> is a sentence containing two or
more independent statements: <i>The Romans approached the town</i> | and
| <i>the enemy fled.</i></p>

<p class = "note">
<span class = "smallcaps">Note.</span> An independent statement is one
that can stand alone; it does not depend upon another statement.</p>

<p class = "note">
<i>c.</i> A <i>complex sentence</i> is a sentence containing one
independent statement and one or more dependent statements: <i>When the
Romans approached the town | the enemy fled.</i></p>

<p class = "note">
<span class = "smallcaps">Note.</span> A dependent or subordinate
statement is one that depends on or qualifies another statement; thus
<i>the enemy fled</i> is independent, and <i>when the Romans approached
the town</i> is dependent or subordinate.</p>

<p class = "note">
<i>d.</i> The separate statements in a compound or complex sentence are
called <i>clauses</i>. In a complex sentence the independent statement
is called the <i>main clause</i> and the dependent statement the
<i>subordinate clause.</i></p>

<p class = "section">
<a name = "sec220"><b>220.</b></a>
Examine the complex sentence</p>

<p class = "center">
<i>The Romans killed the men who were taken</i></p>

<p>Here are two clauses:</p>

<p class = "note">
<i>a.</i> The main clause, <i>The Romans killed the men</i></p>

<p class = "note">
<i>b.</i> The subordinate clause, <i>who were taken</i></p>

<p>The word <i>who</i> is a pronoun, for it takes the place of the noun
<i>men</i>. It also connects the subordinate clause <i>who were
taken</i> with the noun <i>men</i>. Hence the clause is an <i>adjective
clause</i>. A pronoun that connects an <i>adjective clause</i> with a
substantive is called a <i>relative pronoun</i>, and the substantive for
which the relative pronoun stands is called its <i>antecedent</i>. The
relative pronouns in English are <i>who, whose, whom, which, what,
that</i>.</p>

<p class = "section">
<span class = "pagenum">98</span>
<a name = "page98"> </a>
<a name = "sec221"><b>221.</b></a>
The relative pronoun in Latin is <b>quī</b>, <b>quae</b>, <b>quod</b>,
and it is declined as follows:</p>

<table>
<tr>
<td></td>
<th colspan = "3">Singular</th>
<th colspan = "3">Plural</th>
</tr>
<tr>
<td></td>
<td class = "smaller">MASC.</td>
<td class = "smaller">FEM.</td>
<td class = "smaller">NEUT.</td>
<td class = "smaller">MASC.</td>
<td class = "smaller">FEM.</td>
<td class = "smaller">NEUT.</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td><b>quī</b></td>
<td><b>quae</b></td>
<td><b>quod</b></td>
<td><b>quī</b></td>
<td><b>quae</b></td>
<td><b>quae</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td><b>cuius</b></td>
<td><b>cuius</b></td>
<td><b>cuius</b></td>
<td><b>quōrum</b></td>
<td><b>quārum</b></td>
<td><b>quōrum</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td><b>cui</b></td>
<td><b>cui</b></td>
<td><b>cui</b></td>
<td><b>quibus</b></td>
<td><b>quibus</b></td>
<td><b>quibus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td><b>quem</b></td>
<td><b>quam</b></td>
<td><b>quod</b></td>
<td><b>quōs</b></td>
<td><b>quās</b></td>
<td><b>quae</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td><b>quō</b></td>
<td><b>quā</b></td>
<td><b>quō</b></td>
<td><b>quibus</b></td>
<td><b>quibus</b></td>
<td><b>quibus</b></td>
</tr>
</table>

<p>1. Review the declension of <b>is</b>, <a href =
"#sec114">§&nbsp;114</a>, and note the similarity in the endings. The
forms <b>quī</b>, <b>quae</b>, and <b>quibus</b> are the only forms
showing new endings.</p>

<p class = "note">
<span class = "smallcaps">Note.</span> The genitive <b>cuius</b> and the
dative <b>cui</b> are pronounced <i>co͝oi´yo͝os</i> (two syllables) and
<i>co͝oi</i> (one syllable).</p>

<p class = "section">
<a name = "sec222"><b>222.</b></a>
<b>The Relative Pronoun is translated as follows:</b><span class =
"tag">1</span></p>

<table>
<tr>
<td></td>
<th>Masc. and Fem.</th>
<th>Neut.</th>
</tr>
<tr>
<td><i>Nom.</i></td>
<td><i>who, that</i></td>
<td><i>which, what, that</i></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td><i>of whom, whose</i></td>
<td><i>of which, of what, whose</i></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td><i>to</i> or <i>for whom</i></td>
<td><i>to</i> or <i>for which, to</i> or <i>for what</i></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td><i>whom, that</i></td>
<td><i>which, what, that</i></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td class = "rightpad"><i>from</i>, etc., <i>whom</i></td>
<td><i>from</i>, etc., <i>which</i> or <i>what</i></td>
</tr>
</table>

<div class = "footnote">
1. This table of meanings need not be memorized. It is inserted for
reference when translating.</div>

<p class = "note">
<i>a.</i> We see from the table above that <b>quī</b>, when it refers to
a person, is translated by some form of <i>who</i> or by <i>that</i>;
and that when it refers to anything else it is translated by <i>which,
what</i>, or <i>that</i>.</p>

<p class = "section">
<a name = "sec223"><b>223.</b></a>
Note the following sentences:</p>

<table>
<tr>
<td>
<p class = "hanging">
<i>The Romans killed the men who were taken</i></p>
<p class = "hanging">
<i>The Romans killed the woman who was taken</i></p>
<p class = "hanging">
<b>Rōmānī interfēcērunt virōs quī captī sunt</b></p>
<p class = "hanging">
<b>Rōmānī interfēcērunt fēminam quae capta est</b></p>
</td>
</tr>
</table>

<p>In the first sentence <i>who</i> (<b>quī</b>) refers to the
antecedent <i>men</i> (<b>virōs</b>), and is <i>masculine plural</i>. In
the second, <i>who</i> (<b>quae</b>) refers to <i>woman</i>
(<b>fēminam</b>), and <i>feminine singular</i>. From this we learn that
the relative must agree
<span class = "pagenum">99</span>
<a name = "page99"> </a>
with its antecedent in <i>gender</i> and <i>number</i>. In neither of
the sentences are the antecedents and relatives in the same case.
<b>Virōs</b> and <b>fēminam</b> are accusatives, and <b>quī</b> and
<b>quae</b> are nominatives, being the subjects of the subordinate
clauses. Hence</p>

<p class = "section">
<a name = "sec224"><b>224.</b></a>
<span class = "smallcaps">Rule.</span> <b>Agreement of the Relative.</b>
<i>A relative pronoun must agree with its antecedent in gender and
number; but its case is determined by the way it is used in its own
clause.</i></p>

<p class = "section">
<a name = "sec225"><b>225.</b></a>
<b>Interrogative Pronouns.</b> An interrogative pronoun is a pronoun
that asks a question. In English the interrogatives are <i>who?</i>
<i>which?</i> <i>what?</i> In Latin they are <b>quis?</b> <b>quid?</b>
(pronoun) and <b>quī?</b> <b>quae?</b> <b>quod?</b> (adjective).</p>

<p class = "section">
<a name = "sec226"><b>226.</b></a>
Examine the sentences</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
<i>a.</i> <i>Who is the man?</i> <b>Quis est vir?</b></p>
<p class = "hanging">
<i>b.</i> <i>What man is leading them?</i> <b>Quī vir eōs dūcit?</b></p>
</td>
</tr>
</table>

<p>In <i>a</i>, <i>who</i> is an interrogative <i>pronoun</i>. In
<i>b</i>, <i>what</i> is an interrogative <i>adjective</i>. Observe that
in Latin <b>quis</b>, <b>quid</b> is the <i>pronoun</i> and <b>quī</b>,
<b>quae</b>, <b>quod</b> is the <i>adjective</i>.</p>

<p class = "section">
<a name = "sec227"><b>227.</b></a>
1. The interrogative adjective <b>quī</b>, <b>quae</b>, <b>quod</b> is
declined just like the relative pronoun. (See <a href =
"#sec221">§&nbsp;221</a>.)</p>

<p>2. The interrogative pronoun <b>quis</b>, <b>quid</b> is declined
like <b>quī</b>, <b>quae</b>, <b>quod</b> in the plural. In the singular
it is declined as follows:</p>

<table>
<tr>
<td></td>
<th>Masc. and Fem.</th>
<th>Neut.</th>
</tr>
<tr>
<td><i>Nom.</i></td>
<td><b>quis</b>, <i>who?</i></td>
<td><b>quid</b>, <i>what? which?</i></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td><b>cuius</b>, <i>whose?</i></td>
<td><b>cuius</b>, <i>whose?</i></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td><b>cui</b>, <i>to</i> or <i>for whom?</i></td>
<td><b>cui</b>, <i>to</i> or <i>for what</i> or <i>which?</i></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td><b>quem</b>, <i>whom?</i></td>
<td><b>quid</b>, <i>what? which?</i></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td class = "rightpad"><b>quō</b>, <i>from</i>, etc., <i>whom?</i></td>
<td><b>quō</b>, <i>from</i>, etc., <i>which</i> or <i>what?</i>
</tr>
</table>

<p class = "note">
<span class = "smallcaps">Note.</span> Observe that the masculine and
feminine are alike and that all the forms are like the corresponding
forms of the relative, excepting quis and quid.</p>

<p class = "section">
<a name = "sec228"><b>228.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Quis est aeger? Servus quem amō est aeger. 2.&nbsp;Cuius scūtum
habēs? Scūtum habeō quod lēgātus ad castellum mīsit. 3.&nbsp;Cui lēgātus
suum scūtum dabit? Fīliō meō scūtum dabit. 4.&nbsp;Ubi Germānī
<span class = "pagenum">100</span>
<a name = "page100"> </a>
antīquī vīvēbant? In terrā quae est proxima Rhēnō Germānī vīvēbant.
5.&nbsp;Quibuscum<span class = "tag">2</span> Germānī bellum gerēbant?
Cum Rōmānīs, qui eōs superāre studēbant, Germānī bellum gerēbant.
6.&nbsp;Quī virī castra pōnunt? Iī sunt virī quōrum armīs Germānī victī
sunt. 7.&nbsp;Quibus tēlīs cōpiae nostrae eguērunt? Gladiīs et telīs
nostrae cōpiae eguērunt. 8.&nbsp;Ā quibus porta sinistra tenēbātur? Ā
sociīs porta sinistra tenēbātur. 9.&nbsp;Quae prōvinciae ā Rōmānīs
occupātae sunt? Multae prōvinciae ā Rōmānīs occupātae sunt.
10.&nbsp;Quibus virīs deī favēbunt? Bonīs virīs deī favēbunt.</p>

<div class = "footnote">
2. <b>cum</b> is added to the ablative of relative, interrogative, and
personal pronouns instead of being placed before them.</div>

<p class = "illustration">
<img src = "../images/pic100.png" width = "322" height = "429"
alt = "warriors coming home to Gaul"><br>
<span class = "caption">
GERMANI ANTIQUI</span></p>

<p>II. 1. What victory will you announce? 2.&nbsp;I will announce to the
people the victory which the sailors have won. 3.&nbsp;The men who were
pitching camp were eager for battle. 4.&nbsp;Nevertheless they were soon
conquered by the troops which Sextus had sent. 5.&nbsp;They could not
resist our forces, but fled from that place without delay.</p>

<p class = "section">
<a name = "sec229"><b>229.</b></a>
<span class = "midcaps">The Faithless Tarpeia</span>
(<i>Concluded</i>)<span class = "tag">3</span></p>

<p>Tarpēia, commōta ōrnamentīs Sabīnōrum pulchrīs, diū resistere nōn
potuit et respondit: “Date mihi<span class = "tag">4</span> ōrnāmenta
quae in sinistrīs bracchīs geritis, et celeriter cōpiās vestrās in
Capitōlium dūcam.” Nec
<span class = "pagenum">101</span>
<a name = "page101"> </a>
Sabīnī recūsāvērunt, sed per dūrās magnāsque castellī portās
properāvērunt quō<span class = "tag">5</span> Tarpēia dūxit et mox intrā
validōs et altōs mūrōs stābant. Tum sine morā in<span class =
"tag">6</span> Tarpēiam scūta graviter iēcērunt; nam scūta quoque in
sinistrīs bracchiīs gerēbant. Ita perfida puella Tarpēia interfecta est;
ita Sabīnī Capitōlium occupāvērunt.</p>

<div class = "footnote">
3. Explain the use of the tenses in this selection.</div>

<div class = "footnote">
4. <i>to me.</i></div>

<div class = "footnote">
5. quō = <i>whither</i>, <i>to the place where</i>. Here <b>quo</b> is
the relative adverb. We have had it used before as the interrogative
adverb, <i>whither?</i> <i>to what place?</i></div>

<div class = "footnote">
6. <i>upon</i>.</div>


<h5 class = "chapter"><a name = "lesson_XXXIX">
LESSON XXXIX</a></h5>

<h6 class = "boldf">THE THIRD DECLENSION · CONSONANT STEMS</h6>

<p class = "section">
<a name = "sec230"><b>230.</b></a>
<b>Bases and Stems.</b> In learning the first and second declensions we
saw that the different cases were formed by adding the case terminations
to the part of the word that did not change, which we called the
<b>base</b>. If to the base we add <b>-ā</b> in the first declension,
and <b>-o</b> in the second, we get what is called the <b>stem</b>. Thus
<b>porta</b> has the base <b>port-</b> and the stem <b>portā-</b>;
<b>servus</b> has the base <b>serv-</b> and the stem <b>servo-</b>.</p>

<p>These stem vowels, <b>-ā-</b> and <b>-o-</b>, play so important a
part in the formation of the case terminations that these declensions
are named from them respectively the <i>Ā</i>- and
<i>O</i>-Declensions.</p>

<p class = "section">
<a name = "sec231"><b>231.</b></a>
<b>Nouns of the Third Declension.</b> The third declension is called the
Consonant or <i>I</i>-Declension, and its nouns are classified according
to the way the <i>stem</i> ends. If the last letter of the stem is a
consonant, the word is said to have a <i>consonant stem</i>; if the stem
ends in <b>-i-</b>, the word is said to have an <b>i-</b><i>stem</i>.
<i>In consonant stems the stem is the same as the base. In</i>
<b>i-</b><i>stems the stem is formed by adding</i> <b>-i-</b> <i>to the
base.</i> The presence of the <b>i</b> makes a difference in certain of
the cases, so the distinction is a very important&nbsp;one.</p>

<p class = "section">
<a name = "sec232"><b>232.</b></a>
Consonant stems are divided into two classes:</p>

<p class = "inset">
I. Stems that add <b>-s</b> to the base to form the nominative
singular.</p>
<p class = "inset">
II. Stems that add no termination in the nominative singular.</p>

<span class = "pagenum">102</span>
<a name = "page102"> </a>
<h5>CLASS I</h5>

<p class = "section">
<a name = "sec233"><b>233.</b></a>
Stems that add <b>-s</b> to the base in the nominative singular are
either masculine or feminine and are declined as follows:</p>

<table>
<tr>
<td></td>
<td><b>prīnceps</b>, m., <i>chief</i></td>
<td><b>mīles</b>, m., <i>soldier</i></td>
<td><b>lapis</b>, m., <i>stone</i></td>
<td></td>
</tr>
<tr>
<td class = "sidehead smaller">Bases or<br>
Stems</td>
<td class = "middle"><b>prīncip-</b></td>
<td class = "middle"><b>mīlit-</b></td>
<td class = "middle"><b>lapid-</b></td>
<td></td>
</tr>
<tr>
<td></td>
<th colspan = "3">Singular</th>
<td class = "smallest">TERMINATIONS<br>
M. AND F.</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>prīncep<b>s</b></td>
<td>mīle<b>s</b></td>
<td>lapi<b>s</b></td>
<td><b>-s</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>prīn´cip<b>is</b></td>
<td>mīlit<b>is</b></td>
<td>lapid<b>is</b></td>
<td><b>-is</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>prīn´cip<b>ī</b></td>
<td>mīlit<b>ī</b></td>
<td>lapid<b>ī</b></td>
<td><b>-ī</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>prīn´cip<b>em</b></td>
<td>mīlit<b>em</b></td>
<td>lapid<b>em</b></td>
<td><b>-em</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>prīn´cip<b>e</b></td>
<td>mīlit<b>e</b></td>
<td>lapid<b>e</b></td>
<td><b>-e</b></td>
</tr>
<tr>
<td></td>
<th colspan = "3">Plural</th>
<td></td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>prīn´cip<b>ēs</b></td>
<td>mīlit<b>ēs</b></td>
<td>lapid<b>ēs</b></td>
<td><b>-ēs</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>prīn´cip<b>um</b></td>
<td>mīlit<b>um</b></td>
<td>lapid<b>um</b></td>
<td><b>-um</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>prīnci´p<b>ibus</b></td>
<td>mīlit<b>ibus</b></td>
<td>lapid<b>ibus</b></td>
<td><b>-ibus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>prīn´cip<b>ēs</b></td>
<td>mīlit<b>ēs</b></td>
<td>lapid<b>ēs</b></td>
<td><b>-ēs</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>prīnci´p<b>ibus</b></td>
<td>mīlit<b>ibus</b></td>
<td>lapid<b>ibus</b></td>
<td><b>-ibus</b></td>
</tr>
<tr>
<td colspan = "5">&nbsp;<br></td>
</tr>
<tr>
<td></td>
<td><b>rēx</b>, m., <i>king</i></td>
<td><b>iūdex</b>, m., <i>judge</i></td>
<td><b>virtūs</b>, f., <i>manliness</i></td>
<td></td>
</tr>
<tr>
<td class = "sidehead smaller">Bases or<br>
Stems</td>
<td class = "middle"><b>rēg-</b></td>
<td class = "middle"><b>iūdic-</b></td>
<td class = "middle"><b>virtūt-</b></td>
<td></td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>rēx</td>
<td>iūdex</td>
<td>virtū<b>s</b></td>
<td><b>-s</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>rēg<b>is</b></td>
<td>iūdic<b>is</b></td>
<td>virtū´t<b>is</b></td>
<td><b>-is</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>rēg<b>ī</b></td>
<td>iūdic<b>ī</b></td>
<td>virtū´t<b>ī</b></td>
<td><b>-ī</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>rēg<b>em</b></td>
<td>iūdic<b>em</b></td>
<td>virtū´t<b>em</b></td>
<td><b>-em</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>rēg<b>e</b></td>
<td>iūdic<b>e</b></td>
<td>virtū´t<b>e</b></td>
<td><b>-e</b></td>
</tr>
<tr>
<td></td>
<th colspan = "3">Plural</th>
<td></td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>rēg<b>ēs</b></td>
<td>iūdic<b>ēs</b></td>
<td>virtū´t<b>ēs</b></td>
<td><b>-ēs</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>rēg<b>um</b></td>
<td>iūdic<b>um</b></td>
<td>virtū´t<b>um</b></td>
<td><b>-um</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>rēg<b>ibus</b></td>
<td>iūdic<b>ibus</b></td>
<td>virtū´t<b>ibus</b></td>
<td><b>-ibus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>rēg<b>ēs</b></td>
<td>iūdic<b>ēs</b></td>
<td>virtū´t<b>ēs</b></td>
<td><b>-ēs</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>rēg<b>ibus</b></td>
<td>iūdic<b>ibus</b></td>
<td>virtū´t<b>ibus</b></td>
<td><b>-ibus</b></td>
</tr>
</table>

<p>1. The base or stem is found by dropping <b>-is</b> in the genitive
singular.</p>

<p>2. Most nouns of two syllables, like <b>prīnceps</b>
(<b>prīncip-</b>), <b>mīles</b> (<b>mīlit-</b>), <b>iūdex</b>
(<b>iūdic-</b>), have <b>i</b> in the base, but <b>e</b> in the
nominative.</p>

<span class = "pagenum">103</span>
<a name = "page103"> </a>
<p class = "note">
<i>a.</i> <b>lapis</b> is an exception to this rule.</p>

<p>3. Observe the consonant changes of the base or stem in the
nominative:</p>

<p class = "note">
<i>a.</i> A final <b>-t</b> or <b>-d</b> is dropped before <b>-s</b>;
thus <b>mīles</b> for <b>mīlets</b>, <b>lapis</b> for <b>lapids</b>,
<b>virtūs</b> for <b>virtūts</b>.</p>

<p class = "note">
<i>b.</i> A final <b>-c</b> or <b>-g</b> unites with <b>-s</b> and forms
<b>-x</b>; thus <b>iūdec</b> + <b>s</b> = <b>iūdex</b>, <b>rēg</b> +
<b>s</b> = <b>rēx</b>.</p>

<p>4. Review <a href = "#sec74">§&nbsp;74</a> and apply the rules to
this declension.</p>

<p>In like manner decline <b>dux, ducis</b>, m., <i>leader</i>;
<b>eques, equitis</b>, m., <i>horseman</i>; <b>pedes, peditis</b>, m.,
<i>foot soldier</i>; <b>pēs, pedis</b>, m.,<i>foot</i>.</p>

<p class = "section">
<a name = "sec234"><b>234.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec234vocab">special
vocabulary</a>, p. 291.</p>

<p>I. 1. Neque peditēs neque equitēs occupāre castellum Rōmānum
poterant. 2.&nbsp;Summā virtūte mūrōs altōs cotīdiē oppugnābant.
3.&nbsp;Pedes mīlitum lapidibus quī dē mūrō iaciēbantur saepe
vulnerābantur. 4.&nbsp;Quod novum cōnsilium dux cēpit? 5.&nbsp;Is
perfidam puellam pulchrīs ōrnāmentīs temptāvit. 6.&nbsp;Quid puella
fēcit? 7.&nbsp;Puella commōta aurō mīlitēs per portās dūxit.
8.&nbsp;Tamen praemia quae summō studiō petīverat nōn reportāvit.
9.&nbsp;Apud Rōmānōs antīquōs Tarpēia nōn est laudāta.</p>

<p>II. 1. What ship is that which I see? That (<b>illud</b>) ship is the
<i>Victory</i>. It is sailing now with a favorable wind and will soon
approach Italy. 2.&nbsp;The judges commanded the savages to be seized
and to be killed. 3.&nbsp;The chiefs of the savages suddenly began to
flee, but were quickly captured by the horsemen. 4.&nbsp;The king led
the foot soldiers to the wall from which the townsmen were hurling
stones with the greatest zeal.</p>

<p class = "illustration">
<img src = "../images/pic103.png" width = "189" height = "95"
alt = "ship with oars"><br>
<span class = "caption">
NAVIGIUM</span></p>


<span class = "pagenum">104</span>
<a name = "page104"> </a>


<h5 class = "chapter"><a name = "lesson_XL">
LESSON XL</a></h5>

<h6 class = "boldf">THE THIRD DECLENSION · CONSONANT STEMS
(<i>Continued</i>)</h6>

<h5>CLASS II</h5>

<p class = "section">
<a name = "sec235"><b>235.</b></a>
Consonant stems that add no termination in the nominative are declined
in the other cases exactly like those that add <b>-s.</b> They may be
masculine, feminine, or neuter.</p>

<p class = "section">
<a name = "sec236"><b>236.</b></a>
<span class = "midfat">PARADIGMS</span></p>

<table>
<tr>
<td></td>
<th colspan = "4">Masculines and Feminines</th>
<td></td>
</tr>
<tr>
<td></td>
<td><b>cōnsul</b>, m., <i>consul</i></td>
<td><b>legiō</b>, f., <i>legion</i></td>
<td><b>ōrdō</b>, m., <i>row</i></td>
<td><b>pater</b>, m., <i>father</i></td>
<td></td>
</tr>
<tr>
<td class = "sidehead smaller">Bases or<br>
Stems</td>
<td class = "middle"><b>cōnsul-</b></td>
<td class = "middle"><b>legiōn-</b></td>
<td class = "middle"><b>ōrdin-</b></td>
<td class = "middle"><b>patr-</b></td>
<td></td>
</tr>
<tr>
<td></td>
<th colspan = "4">Singular</th>
<td class = "smallest">TERMINATIONS<br>
M. AND F.</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>cōnsul</td>
<td>legiō</td>
<td>ōrdō</td>
<td>pater</td>
<td>&mdash;</td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>cōnsul<b>is</b></td>
<td>legiōn<b>is</b></td>
<td>ōrdin<b>is</b></td>
<td>patr<b>is</b></td>
<td><b>-is</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>cōnsul<b>ī</b></td>
<td>legiōn<b>ī</b></td>
<td>ōrdin<b>ī</b></td>
<td>patr<b>ī</b></td>
<td><b>-ī</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>cōnsul<b>em</b></td>
<td>legiōn<b>em</b></td>
<td>ōrdin<b>em</b></td>
<td>patr<b>em</b></td>
<td><b>-em</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>cōnsul<b>e</b></td>
<td>legiōn<b>e</b></td>
<td>ōrdin<b>e</b></td>
<td>patr<b>e</b></td>
<td><b>-e</b></td>
</tr>
<tr>
<td></td>
<th colspan = "4">Plural</th>
<td></td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>cōnsul<b>ēs</b></td>
<td>legiōn<b>ēs</b></td>
<td>ōrdin<b>ēs</b></td>
<td>patr<b>ēs</b></td>
<td><b>-ēs</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>cōnsul<b>um</b></td>
<td>legiōn<b>um</b></td>
<td>ōrdin<b>um</b></td>
<td>patr<b>um</b></td>
<td><b>-um</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>cōnsul<b>ibus</b></td>
<td>legiōn<b>ibus</b></td>
<td>ōrdin<b>ibus</b></td>
<td>patr<b>ibus</b></td>
<td><b>-ibus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>cōnsul<b>ēs</b></td>
<td>legiōn<b>ēs</b></td>
<td>ōrdin<b>ēs</b></td>
<td>patr<b>ēs</b></td>
<td><b>-ēs</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>cōnsul<b>ibus</b></td>
<td>legiōn<b>ibus</b></td>
<td>ōrdin<b>ibus</b></td>
<td>patr<b>ibus</b></td>
<td><b>-ibus</b></td>
</tr>
</table>

<p>1. With the exception of the nominative, the terminations are exactly
the same as in Class I, and the base or stem is found in the same&nbsp;way.</p>

<p>2. Masculines and feminines with bases or stems in <b>-in-</b> and
<b>-ōn-</b> drop <b>-n-</b> and end in <b>-ō</b> in the nominative, as
<b>legiō</b> (base or stem <b>legiōn-</b>), <b>ōrdō</b> (base or stem
<b>ōrdin-</b>).</p>

<p>3. Bases or stems in <b>-tr-</b> have <b>-ter</b> in the nominative,
as <b>pater</b> (base or stem <b>patr-</b>).</p>

<p>4. Note how the genitive singular gives the clue to the whole
declension. <i>Always learn this with the nominative.</i></p>

<p class = "section">
<span class = "pagenum">105</span>
<a name = "page105"> </a>
<a name = "sec237"><b>237.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec237vocab">special
vocabulary</a>, p. 291.</p>

<p>I. 1. Audīsne tubās, Mārce? Nōn sōlum tubās audiō sed etiam ōrdinēs
militum et carrōs impedīmentōrum plēnōs vidēre possum. 2.&nbsp;Quās
legiōnēs vidēmus? Eae legiōnēs nūper ex Galliā vēnērunt. 3.&nbsp;Quid
ibi fēcērunt? Studēbantne pugnāre an sine virtūte erant? 4.&nbsp;Multa
proelia fēcērunt<span class = "tag">1</span> et magnās victōriās et
multōs captīvōs reportāvērunt. 5.&nbsp;Quis est imperātor eārum
legiōnum? Caesar, summus Rōmānōrum imperātor. 6.&nbsp;Quis est eques quī
pulchram corōnam gerit? Is eques est frāter meus. Eī corōna ā cōnsule
data est quia summā virtūte pugnāverat et ā barbarīs patriam
servāverat.</p>

<p>II. 1. Who has seen my father to-day? 2.&nbsp;I saw him just now
(<b>nūper</b>). He was hastening to your dwelling with your mother and
sister. 3.&nbsp;When men are far from the fatherland and lack food, they
cannot be restrained<span class = "tag">2</span> from wrong<span class =
"tag">3</span>. 4.&nbsp;The safety of the soldiers is dear to Cæsar, the
general. 5.&nbsp;The chiefs were eager to storm a town full of grain
which was held by the consul. 6.&nbsp;The king forbade the baggage of
the captives to be destroyed.</p>

<div class = "footnote">
1. <b>proelium facere</b> = <i>to fight a battle.</i></div>

<div class = "footnote">
2. <b>contineō</b>. Cf. <a href = "#sec180">§&nbsp;180</a>.</div>

<div class = "footnote">
3. Abl. iniūriā.</div>


<h5 class = "chapter"><a name = "lesson_XLI">
LESSON XLI</a></h5>

<h6 class = "boldf">THE THIRD DECLENSION · CONSONANT STEMS
(<i>Concluded</i>)</h6>

<p class = "section">
<a name = "sec238"><b>238.</b></a>
Neuter consonant stems add no termination in the nominative and are
declined as follows:</p>

<table>
<tr>
<td></td>
<td><b>flūmen</b>, n., <i>river</i></td>
<td><b>tempus</b>, n., <i>time</i></td>
<td><b>opus</b>, n., <i>work</i></td>
<td><b>caput</b>, n., <i>head</i></td>
<td></td>
</tr>
<tr>
<td class = "sidehead smaller">Bases or<br>
Stems</td>
<td class = "middle"><b>flūmin-</b></td>
<td class = "middle"><b>tempor-</b></td>
<td class = "middle"><b>oper-</b></td>
<td class = "middle"><b>capit-</b></td>
<td></td>
</tr>
<tr>
<td></td>
<th colspan = "4">Singular</th>
<td class = "smallest">TERMINATIONS</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>flūmen</td>
<td>tempus</td>
<td>opus</td>
<td>caput</td>
<td>&mdash;</td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>flūmin<b>is</b></td>
<td>tempor<b>is</b></td>
<td>oper<b>is</b></td>
<td>capit<b>is</b> -is</td>
<td><b>-is</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>flūmin<b>ī</b></td>
<td>tempor<b>ī</b></td>
<td>oper<b>ī</b></td>
<td>capit<b>ī</b></td>
<td><b>-ī</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>flūmen</td>
<td>tempus</td>
<td>opus</td>
<td>caput</td>
<td>&mdash;</td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>flūmin<b>e</b></td>
<td>tempor<b>e</b></td>
<td>oper<b>e</b></td>
<td>capit<b>e</b></td>
<td><b>-e</b></td>
</tr>
<tr>
<td>
<span class = "pagenum">106</span>
<a name = "page106"> </a>
</td>
<th colspan = "4">Plural</th>
<td></td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>flūmin<b>a</b></td>
<td>tempor<b>a</b></td>
<td>oper<b>a</b></td>
<td>capit<b>a</b></td>
<td><b>-a</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>flūmin<b>um</b></td>
<td>tempor<b>um</b></td>
<td>oper<b>um</b></td>
<td>capit<b>um</b></td>
<td><b>-um</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>flūmin<b>ibus</b></td>
<td>tempor<b>ibus</b></td>
<td>oper<b>ibus</b></td>
<td>capit<b>ibus</b></td>
<td><b>-ibus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>flūmin<b>a</b></td>
<td>tempor<b>a</b></td>
<td>oper<b>a</b></td>
<td>capit<b>a</b></td>
<td><b>-a</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>flūmin<b>ibus</b></td>
<td>tempor<b>ibus</b></td>
<td>oper<b>ibus</b></td>
<td>capit<b>ibus</b></td>
<td><b>-ibus</b></td>
</tr>
</table>

<p>1. Review <a href = "#sec74">§&nbsp;74</a> and apply the rules to
this declension.</p>

<p>2. Bases or stems in <b>-in-</b> have <b>-e-</b> instead of
<b>-i-</b> in the nominative, as flūmen, base or stem
<b>flūmin-</b>.</p>

<p>3. Most bases or stems in <b>-er-</b> and <b>-or-</b> have <b>-us</b>
in the nominative, as <b>opus</b>, base or stem <b>oper-</b>;
<b>tempus</b>, base or stem <b>tempor-</b>.</p>

<p class = "section">
<a name = "sec239"><b>239.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec239vocab">special
vocabulary</a>, p. 292.</p>

<p>I. 1. Barbarī ubi Rōmam cēpērunt, maxima rēgum opera dēlēvērunt.
2.&nbsp;Rōmānī multās calamitātēs ā barbarīs accēpērunt. 3.&nbsp;Ubi
erat summus terror apud oppidānōs, animī dubiī eōrum ab ōrātōre clarō
cōnfīrmāti sunt. 4.&nbsp;Rōma est in rīpīs fiūminis magnī. 5.&nbsp;Ubi
Caesar imperātor mīlitēs suōs arma capere iussit, iī ā proeliō continērī
nōn potuērunt. 6.&nbsp;Ubi proelium factum est, imperātor reperīrī nōn
potuit. 7.&nbsp;Imperātor sagittā in capite vulnerātus erat et stāre nōn
poterat. 8.&nbsp;Eum magnō labōre pedes ex proeliō portāvit. 9.&nbsp;Is
bracchiīs suīs imperātōrem tenuit et eum ex perīculīs summīs servāvit.
10.&nbsp;Virtūte suā bonus mīles ab imperātōre corōnam accēpit.</p>

<p>II. 1. The consul placed a crown on the head of the victor.
2.&nbsp;Before the gates he was received by the townsmen. 3.&nbsp;A
famous orator praised him and said, “By your labors you have saved the
fatherland from disaster.” 4.&nbsp;The words of the orator were pleasing
to the victor. 5.&nbsp;To save the fatherland was a great task.</p>

<p class = "illustration">
<img src = "../images/pic106.png" width = "125" height = "125"
alt = "garland with text “civis observatos”"><br>
<span class = "caption">
CORONA</span></p>


<span class = "pagenum">107</span>
<a name = "page107"> </a>


<h5 class = "chapter"><a name = "lesson_XLII">
LESSON XLII</a></h5>

<h6 class = "boldf">REVIEW LESSON</h6>

<p class = "section">
<a name = "sec240"><b>240.</b></a>
Review the paradigms in <a href = "#sec233">§§&nbsp;233</a>, <a href =
"#sec236">236</a>, <a href = "#sec238">238</a>; and decline all nouns of
the third declension in this selection.</p>

<h5 class = "smallcaps">Terror Cimbricus<span class =
"tag">1</span></h5>

<p>Ōlim Cimbrī et Teutonēs, populī Germāniae, cum fēminīs līberīsque
Italiae adpropinquāverant et cōpiās Rōmānās maximō proeliō vīcerant. Ubi
fuga legiōnum nūntiāta est, summus erat terror tōtīus Rōmae, et Rōmānī,
graviter commōtī, sacra crēbra deīs faciēbant et salūtem petēbant.</p>

<p>Tum Mānlius ōrātor animōs populī ita cōnfīrmāvit:&mdash;“Magnam
calamitātem accēpimus. Oppida nostra ā Cimbrīs Teutonibusque capiuntur,
agricolae interficiuntur, agrī vāstantur, cōpiae barbarōrum Rōmae
adpropinquant. Itaque, nisi novīs animīs proelium novum faciēmus et
Germānōs ex patriā nostrā sine morā agēmus, erit nūlla salūs fēminīs
nostrīs līberīsque. Servāte līberōs! Servāte patriam! Anteā superātī
sumus quia imperātōrēs nostrī fuērunt īnfīrmī. Nunc Marius, clārus
imperātor, quī iam multās aliās victōriās reportāvit, legiōnēs dūcet et
animōs nostrōs terrōre Cimbricō līberāre mātūrābit.”</p>

<p>Marius tum in Āfricā bellum gerēbat. Sine morā ex Āfricā in Italiam
vocātus est. Cōpiās novās nōn sōlum tōtī Italiae sed etiam prōvinciīs
sociōrum imperāvit.<span class = "tag">2</span> Disciplīnā autem dūrā
labōribusque perpetuīs mīlitēs exercuit. Tum cum peditibus equitibusque,
quī iam proeliō studēbant, ad Germānōrum castra celeriter properāvit.
Diū et ācriter pugnātum est.<span class = "tag">3</span> Dēnique barbarī
fūgērunt et multī in fugā ab equitibus sunt interfectī. Marius pater
patriae vocātus est.</p>

<div class = "footnote">
1. About the year 100 B.C. the Romans were greatly alarmed by an
invasion of barbarians from the north known as Cimbri and Teutons. They
were traveling with wives and children, and had an army of 300,000
fighting men. Several Roman armies met defeat, and the city was in a
panic. Then the Senate called upon Marius, their greatest general, to
save the country. First he defeated the Teutons in Gaul. Next, returning
to Italy, he met the Cimbri. A terrible battle ensued, in which the
Cimbri were utterly destroyed; but the <i>terror Cimbricus</i> continued
to haunt the Romans for many a year thereafter.</div>

<div class = "footnote">
2. <i>He made a levy</i> (of troops) <i>upon</i>, <b>imperāvit</b> with
the acc. and the dat.</div>

<div class = "footnote">
3. Cf. <a href = "#sec200">§&nbsp;200</a>. II. 2.</div>

<span class = "pagenum">108</span>
<a name = "page108"> </a>


<h5 class = "chapter"><a name = "lesson_XLIII">
LESSON XLIII</a></h5>

<h6 class = "boldf">THE THIRD DECLENSION · <i>I</i>-STEMS</h6>

<p class = "section">
<a name = "sec241"><b>241.</b></a>
To decline a noun of the third declension correctly we must know whether
or not it is an <b>i</b>-stem. Nouns with <b>i</b>-stems are</p>

<p>1. Masculines and feminines:</p>

<p class = "note">
<i>a.</i> Nouns in <b>-ēs</b> and <b>-īs</b> with the same number of
syllables in the genitive as in the nominative. Thus <b>caedēs,
caedis</b>, is an <b>i</b>-stem, but <b>mīles, mīlitis</b>, is a
consonant stem.</p>

<p class = "note">
<i>b.</i> Nouns in <b>-ns</b> and <b>-rs</b>.</p>

<p class = "note">
<i>c.</i> Nouns of one syllable in <b>-s</b> or <b>-x</b> preceded by a
consonant.</p>

<p><i>2.</i> Neuters in <b>-e</b>, <b>-al</b>, and <b>-ar</b>.</p>

<p class = "section">
<a name = "sec242"><b>242.</b></a>
The declension of <b>i</b>-stems is nearly the same as that of consonant
stems. Note the following differences:</p>

<p class = "note">
<i>a.</i> Masculines and feminities have <b>-ium</b> in the genitive
plural and <b>-īs</b> or <b>-ēs</b> in the accusative plural.</p>

<p class = "note">
<i>b.</i> Neuters have <b>-ī</b> in the ablative singular, and an
<b>-i-</b> in every form of the plural.</p>

<p class = "section">
<a name = "sec243"><b>243.</b></a>
<b>Masculine and Feminine <i>I</i>-Stems.</b> Masculine and feminine
<b>i</b>-stems are declined as follows:</p>

<table>
<tr>
<td></td>
<td><b>caedēs</b>, f., <i>slaughter</i></td>
<td><b>hostis</b>, m., <i>enemy</i></td>
<td><b>urbs</b>, f., <i>city</i></td>
<td><b>cliēns</b>, m., <i>retainer</i></td>
<td></td>
</tr>
<tr>
<th class = "smaller">Stems</th>
<td><b>caedi-</b></td>
<td><b>hosti-</b></td>
<td><b>urbi-</b></td>
<td><b>clienti-</b></td>
<td></td>
</tr>
<tr>
<th class = "smaller">Bases</th>
<td><b>caed-</b></td>
<td><b>host-</b></td>
<td><b>urb-</b></td>
<td><b>client-</b></td>
<td></td>
</tr>
<tr>
<td></td>
<th colspan = "4">Singular</th>
<td class = "smallest">TERMINATIONS<br>
M. AND F.</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>caed<b>ēs</b></td>
<td>host<b>is</b></td>
<td>urb<b>s</b></td>
<td>cliēn<b>s</b><span class = "tag">1</span></td>
<td><b>-s</b>, <b>-is</b>, <i>or</i> <b>-ēs</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>caed<b>is</b></td>
<td>host<b>is</b></td>
<td>urb<b>is</b></td>
<td>client<b>is</b></td>
<td><b>-is</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>caed<b>ī</b></td>
<td>host<b>ī</b></td>
<td>urb<b>ī</b></td>
<td>client<b>ī</b></td>
<td><b>-ī</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>caed<b>em</b></td>
<td>host<b>em</b></td>
<td>urb<b>em</b></td>
<td>client<b>em</b></td>
<td><b>-em</b> (<b>-im</b>)</td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>caed<b>e</b></td>
<td>host<b>e</b></td>
<td>urb<b>e</b></td>
<td>client<b>e</b></td>
<td><b>-e</b> (<b>-ī</b>)</td>
</tr>
<tr>
<td>
<span class = "pagenum">109</span>
<a name = "page109"> </a>
</td>
<th colspan = "4">Plural</th>
<td></td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>caed<b>ēs</b></td>
<td>host<b>ēs</b></td>
<td>urb<b>ēs</b></td>
<td>client<b>ēs</b></td>
<td><b>-ēs</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>caed<b>ium</b></td>
<td>host<b>ium</b></td>
<td>urb<b>ium</b></td>
<td>client<b>ium</b></td>
<td><b>-ium</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>caed<b>ibus</b></td>
<td>host<b>ibus</b></td>
<td>urb<b>ibus</b></td>
<td>client<b>ibus</b></td>
<td><b>-ibus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>caed<b>īs, -ēs</b></td>
<td>host<b>īs, -ēs</b></td>
<td>urb<b>īs, -ēs</b></td>
<td>client<b>īs, -ēs</b></td>
<td><b>-īs, -ēs</b>
<tr>
<td><i>Abl.</i></td>
<td>caed<b>ibus</b></td>
<td>host<b>ibus</b></td>
<td>urb<b>ibus</b></td>
<td>client<b>ibus</b></td>
<td><b>-ibus</b></td>
</tr>
</table>

<div class = "footnote">
1. Observe that the vowel before <b>-ns</b> is long, but that it is
shortened before <b>-nt</b>. Cf. <a href = "#sec12">§&nbsp;12.
2,&nbsp;3</a>.</div>

<p>1. <b>avis</b>, <b>cīvis</b>, <b>fīnis</b>, <b>ignis</b>,
<b>nāvis</b> have the ablative singular in <b>-ī</b> or <b>-e</b>.</p>

<p>2. <b>turris</b> has accusative <b>turrim</b> and ablative
<b>turrī</b> or <b>turre</b>.</p>

<p class = "section">
<a name = "sec244"><b>244.</b></a>
<b>Neuter <i>I</i>-Stems.</b> Neuter <b>i</b>-stems are declined as
follows:</p>

<table>
<tr>
<td></td>
<td><b>īnsigne</b>, n., <i>decoration</i></td>
<td><b>animal</b>, n., <i>animal</i></td>
<td><b>calcar</b>, n., <i>spur</i></td>
<td></td>
</tr>
<tr>
<th class = "smaller">Stems</th>
<td><b>īnsigni-</b></td>
<td><b>animāli-</b></td>
<td><b>calcāri-</b></td>
<td></td>
</tr>
<tr>
<th class = "smaller">Bases</th>
<td><b>īnsign-</b></td>
<td><b>animāl-</b></td>
<td><b>calcār-</b></td>
<td></td>
</tr>
<tr>
<td></td>
<th colspan = "3">Singular</th>
<td class = "smallest">TERMINATIONS</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>īnsign<b>e</b></td>
<td>animal</td>
<td>calcar</td>
<td><b>-e</b> <i>or</i>&mdash;</td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>īnsign<b>is</b></td>
<td>animāl<b>is</b></td>
<td>calcār<b>is</b></td>
<td><b>-is</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>īnsign<b>ī</b></td>
<td>animāl<b>ī</b></td>
<td>calcār<b>ī</b></td>
<td><b>-ī</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>īnsign<b>e</b></td>
<td>animal</td>
<td>calcar</td>
<td><b>-e</b> <i>or</i>&mdash;</td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>īnsign<b>ī</b></td>
<td>animāl<b>ī</b></td>
<td>calcār<b>ī</b></td>
<td><b>-ī</b></td>
</tr>
<tr>
<td></td>
<th colspan = "3">Plural</th>
<td></td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>īnsign<b>ia</b></td>
<td>animāl<b>ia</b></td>
<td>calcār<b>ia</b></td>
<td><b>-ia</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>īnsign<b>ium</b></td>
<td>animāl<b>ium</b></td>
<td>calcār<b>ium</b></td>
<td><b>-ium</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>īnsign<b>ibus</b></td>
<td>animāl<b>ibus</b></td>
<td>calcār<b>ibus</b></td>
<td><b>-ibus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>īnsign<b>ia</b></td>
<td>animāl<b>ia</b></td>
<td>calcār<b>ia</b></td>
<td><b>-ia</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>īnsign<b>ibus</b></td>
<td>animāl<b>ibus</b></td>
<td>calcār<b>ibus</b></td>
<td><b>-ibus</b></td>
</tr>
</table>

<p>1. Review <a href = "#sec74">§&nbsp;74</a> and see how it applies to
this declension.</p>

<p>2. The final <b>-i-</b> of the stem is usually dropped in the
nominative. If not dropped, it is changed to <b>-e</b>.</p>

<p>3. A long vowel is shortened before final <b>-l</b> or <b>-r</b>.
(Cf. <a href = "#sec12">§&nbsp;12.&nbsp;2</a>.)</p>

<p class = "section">
<a name = "sec245"><b>245.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec245vocab">special
vocabulary</a>, p. 292.</p>

<p>I. 1. Quam urbem vidēmus? Urbs quam vidētis est Rōma. 2.&nbsp;Cīvēs
Rōmānī urbem suam turribus altīs et mūrīs longīs mūnīverant.
3.&nbsp;Ventī nāvīs longās prohibēbant fīnibus hostium adpropinquāre.
4.&nbsp;Imperātor a clientibus suīs calcāria aurī et alia īnsignia
accēpit. 5.&nbsp;Mīlitēs Rōmānī cum hostibus bella saeva gessērunt et
eōs caede
<span class = "pagenum">110</span>
<a name = "page110"> </a>
magnā superāvērunt. 6. Alia animālia terram, alia mare amant.
7.&nbsp;Nāvēs longae quae auxilium ad imperātōrem portābant ignī ab
hostibus dēlētae sunt. 8.&nbsp;In eō marī avis multās vīdimus quae longē
ā terrā volāverant. 9.&nbsp;Nōnne vīdistis nāvīs longās hostium et ignīs
quibus urbs nostra vāstābātur? Certē, sed nec caedem cīvium nec fugam
clientium vīdimus. 10.&nbsp;Avēs et alia animālia, ubi ignem vīdērunt,
salūtem fugā petere celeriter incēpērunt. 11.&nbsp;Num. iūdex in peditum
ōrdinibus stābat? Minimē, iūdex erat apud equitēs et equus eius īnsigne
pulchrum gerēbat.</p>

<p class = "illustration">
<img src = "../images/pic110.png" width = "452" height = "407"
alt = "longboats with oars and sails"><br>
<span class = "caption">
NAVES LONGAE</span></p>

<p>II. 1. Because of the lack of grain the animals of the village were
not able to live. 2.&nbsp;When the general<span class = "tag">2</span>
heard the rumor, he quickly sent a horseman to the village. 3.&nbsp;The
horseman had a beautiful horse and wore spurs of gold. 4.&nbsp;He said
to the citizens, “Send your retainers with horses and wagons to our
camp, and you will receive an abundance of grain.” 5.&nbsp;With happy
hearts they hastened to obey his words.<span class = "tag">3</span></p>

<div class = "footnote">
2. Place first.</div>

<div class = "footnote">
3. Not the accusative. Why?</div>


<span class = "pagenum">111</span>
<a name = "page111"> </a>

<h5 class = "chapter"><a name = "lesson_XLIV">
LESSON XLIV</a></h5>

<h6 class = "boldf">IRREGULAR NOUNS OF THE THIRD DECLENSION · GENDER IN
THE THIRD DECLENSION</h6>

<p class = "section">
<a name = "sec246"><b>246.</b></a>
<span class = "midfat">PARADIGMS</span></p>

<div class = "mynote">
The “Stems” are missing in the printed book. They have been supplied
from the inflectional table in the Appendix.
</div>

<table>
<tr>
<td></td>
<td><b>vīs</b>, f., <i>force</i></td>
<td><b>iter</b>, n., <i>march</i></td>
</tr>
<tr>
<th class = "smaller">Stems</th>
<td><ins class = "correction" title =
"given in original as first of two ‘Bases’"><b>vī-</b></ins> and
<b>vīri-</b></td>
<td><b>iter-</b> and <b>itiner-</b></td>
</tr>
<tr>
<th class = "smaller">Bases</th>
<td><b>v-</b> and <ins class = "correction" title =
"given in original as second of two ‘Bases’"><b>vīr-</b></ins></td>
<td><b>iter-</b> and <b>itiner-</b></td>
</tr>
<tr>
<th colspan = "3">Singular</th>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>vī<b>s</b></td>
<td>iter</td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>vīs (rare)</td>
<td>itiner<b>is</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>vī (rare)</td>
<td>itiner<b>ī</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>vi<b>m</b></td>
<td>iter</td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>vī</td>
<td>itiner<b>e</b>
</tr>
<tr>
<th colspan = "3">Plural</th>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>vīr<b>ēs</b></td>
<td>itiner<b>a</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>vīr<b>ium</b></td>
<td>itiner<b>um</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>vīr<b>ibus</b></td>
<td>itiner<b>ibus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td class = "rightpad">vīr<b>īs</b>, or <b>-ēs</b></td>
<td>itiner<b>a</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>vīr<b>ibus</b></td>
<td>itiner<b>ibus</b></td>
</tr>
</table>

<p class = "section">
<a name = "sec247"><b>247.</b></a>
There are no rules for gender in the third declension that do not
present numerous exceptions.<span class = "tag">1</span> The following
rules, however, are of great service, and should be thoroughly
mastered:</p>

<p>1. <b>Masculine</b> are nouns in <b>-or</b>, <b>-ōs</b>, <b>-er</b>,
<b>-ĕs</b> (gen. <b>-itis</b>).</p>

<p class = "note">
<i>a.</i> <b>arbor</b>, <i>tree</i>, is feminine; and <b>iter</b>,
<i>march</i>, is neuter.</p>

<p>2. <b>Feminine</b> are nouns in <b>-ō</b>, <b>-is</b>, <b>-x</b>, and
in <b>-s</b> preceded by a consonant or by any long vowel but
<b>ō</b>.</p>

<p class = "note">
<i>a.</i> Masculine are <b>collis</b> (<i>hill</i>), <b>lapis</b>,
<b>mēnsis</b> (<i>month</i>), <b>ōrdō</b>, <b>pēs</b>, and nouns in
<b>-nis</b> and <b>-guis</b>&mdash;as <b>ignis</b>, <b>sanguis</b>
(<i>blood</i>)&mdash;and the four monosyllables</p>

<table class = "fixed">
<tr><td>
<p>
<b>dēns</b>, <i>a tooth</i><br>
<b>mōns</b>, <i>a mountain</i><br>
<b>pōns</b>, <i>a bridge</i><br>
<b>fōns</b>, <i>a fountain</i></p>
</td></tr>
</table>

<p>3. <b>Neuters</b> are nouns in <b>-e</b>, <b>-al</b>, <b>-ar</b>,
<b>-n</b>, <b>-ur</b>, <b>-ŭs</b>, and <b>caput</b>.</p>

<div class = "footnote">
1. Review <a href = "#sec60">§&nbsp;60</a>. Words denoting males are, of
course, masculine, and those denoting females, feminine.</div>

<p class = "section">
<span class = "pagenum">112</span>
<a name = "page112"> </a>
<a name = "sec248"><b>248.</b></a>
Give the gender of the following nouns and the rule by which it is
determined:</p>

<table class = "fixed">
<tr>
<td><b>animal</b></td>
<td><b>calamitās</b></td>
<td><b>flūmen</b></td>
<td><b>lapis</b></td>
<td><b>nāvis</b></td>
</tr>
<tr>
<td><b>avis</b></td>
<td><b>caput</b></td>
<td><b>ignis</b></td>
<td><b>legiō</b></td>
<td><b>opus</b></td>
</tr>
<tr>
<td><b>caedēs</b></td>
<td><b>eques</b></td>
<td><b>īnsigne</b></td>
<td><b>mare</b></td>
<td><b>salūs</b></td>
</tr>
<tr>
<td><b>calcar</b></td>
<td><b>fīnis</b></td>
<td><b>labor</b></td>
<td><b>mīles</b></td>
<td><b>urbs</b></td>
</tr>
</table>

<p class = "section">
<a name = "sec249"><b>249.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec249vocab">special
vocabulary</a>, p. 292.</p>

<p>I. <i>The First Bridge over the Rhine.</i> Salūs sociōrum erat semper
cāra Rōmānīs. Ōlim Gallī, amīcī Rōmānōrum, multās iniūriās ab Germānīs
quī trāns flūmen Rhēnum vivēbant accēperant. Ubi lēgātī ab iīs ad
Caesarem imperātōrem Rōmānum vēnērunt et auxilium postulāvērunt, Rōmānī
magnīs itineribus ad hostium fīnīs properāvērunt. Mox ad rīpās magnī
flūminis vēnērunt. Imperātor studēbat cōpiās suās trāns fluvium dūcere,
sed nūllā viā<span class = "tag">2</span> poterat. Nūllās nāvīs habēbat.
Alta erat aqua. Imperātor autem, vir clārus, numquam adversā fortūnā
commōtus, novum cōnsilium cēpit. Iussit suōs<span class = "tag">3</span>
in<span class = "tag">4</span> lātō flūmine facere pontem. Numquam anteā
pōns in Rhēnō vīsus erat. Hostēs ubi pontem quem Rōmānī fēcerant
vīdērunt, summō terrōre commōtī, sine morā fugam parāre incēpērunt.</p>

<p>II. 1. The enemy had taken (possession of) the top of the mountain.
2.&nbsp;There were many trees on the opposite hills. 3.&nbsp;We pitched
our camp near (<b>ad</b>) a beautiful spring. 4.&nbsp;A march through
the enemies’ country is never without danger. 5.&nbsp;The time of the
month was suitable for the march. 6.&nbsp;The teeth of the monster were
long. 7.&nbsp;When the foot soldiers<span class = "tag">4</span> saw the
blood of the captives, they began to assail the fortifications with the
greatest violence.<span class = "tag">5</span></p>

<div class = "footnote">
2. Abl. of manner.</div>

<div class = "footnote">
3. <b>suōs</b>, used as a noun, <i>his men</i>.</div>

<div class = "footnote">
4. We say <i>build a bridge over</i>; the Romans, <i>make a bridge
on</i>.</div>

<div class = "footnote">
5. Place first.</div>


<hr class = "tiny">

<h5 class = "boldf">
<a class = "page" href = "LatinBegin2.html#review_V">
Fifth Review, Lessons XXXVII-XLIV, §§&nbsp;517-520</a></h5>

<hr class = "tiny">


<span class = "pagenum">113</span>
<a name = "page113"> </a>


<h5 class = "chapter"><a name = "lesson_XLV">
LESSON XLV</a></h5>

<h6 class = "boldf">ADJECTIVES OF THE THIRD DECLENSION ·
<i>I</i>-STEMS</h6>

<p class = "section">
<a name = "sec250"><b>250.</b></a>
Adjectives are either of the first and second declensions (like
<b>bonus</b>, <b>aeger</b>, or <b>līber</b>), or they are of the third
declension.</p>

<p class = "section">
<a name = "sec251"><b>251.</b></a>
Nearly all adjectives of the third declension have
<b>i</b>-<i>stems</i>, and they are declined almost like nouns with
<b>i</b>-stems.</p>

<p class = "section">
<a name = "sec252"><b>252.</b></a>
Adjectives learned thus far have had a different form in the nominative
for each gender, as, <b>bonus</b>, m.; <b>bona</b>, f.; <b>bonum</b>, n.
Such an adjective is called an <i>adjective of three endings</i>.
Adjectives of the third declension are of the following classes:</p>

<table class = "fixed">
<tr>
<td class = "number">I.</td>
<td><p class = "hanging">
Adjectives of three endings&mdash;<br>
a different form in the nominative for each gender.
</p></td>
</tr>
<tr>
<td class = "number">II.</td>
<td><p class = "hanging">
Adjectives of two endings&mdash;<br>
masculine and feminine nominative alike, the neuter different.
</p></td>
</tr>
<tr>
<td class = "number">III.</td>
<td><p class = "hanging">
Adjectives of one ending&mdash;<br>
masculine, feminine, and neuter nominative all alike.
</p></td>
</tr>
</table>

<p class = "section">
<a name = "sec253"><b>253.</b></a>
Adjectives of the third declension in <b>-er</b> have three endings;
those in <b>-is</b> have two endings; the others have one ending.</p>

<h5>CLASS I</h5>

<p class = "section">
<a name = "sec254"><b>254.</b></a>
Adjectives of Three Endings are declined as follows:</p>

<table>
<tr>
<td></td>
<td class = "center" colspan = "6">
<b>ācer, ācris, ācre</b>, <i>keen, eager</i>
</td>
</tr>
<tr>
<td colspan = "2"></td>
<td class = "center" colspan = "2">
<span class = "smallcaps">Stem</span> <b>ācri-</b></td>
<td class = "center" colspan = "2">
<span class = "smallcaps">Base</span> <b>ācr-</b></td>
<td></td>
</tr>
<tr>
<td></td>
<th colspan = "3">Singular</th>
<th colspan = "3">Plural</th>
</tr>
<tr>
<td></td>
<td class = "smaller">MASC.</td>
<td class = "smaller">FEM.</td>
<td class = "smaller">NEUT.</td>
<td class = "smaller">MASC.</td>
<td class = "smaller">FEM.</td>
<td class = "smaller">NEUT.</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>āce<b>r</b></td>
<td>ācr<b>is</b></td>
<td>ācr<b>e</b></td>
<td>ācr<b>ēs</b></td>
<td>ācr<b>ēs</b></td>
<td>ācr<b>ia</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>ācr<b>is</b></td>
<td>ācr<b>is</b></td>
<td class = "rightpad">ācr<b>is</b></td>
<td>ācr<b>ium</b></td>
<td>ācr<b>ium</b></td>
<td>ācr<b>ium</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>ācr<b>ī</b></td>
<td>ācr<b>ī</b></td>
<td>ācr<b>ī</b></td>
<td>ācr<b>ibus</b></td>
<td>ācr<b>ibus</b></td>
<td>ācr<b>ibus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>ācr<b>em</b></td>
<td>ācr<b>em</b></td>
<td>ācr<b>e</b></td>
<td>ācr<b>īs, -ēs</b></td>
<td>ācr<b>īs, -ēs</b></td>
<td>ācr<b>ia</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>ācr<b>ī</b></td>
<td>ācr<b>ī</b></td>
<td>ācr<b>ī</b></td>
<td>ācr<b>ibus</b></td>
<td>ācr<b>ibus</b></td>
<td>ācr<b>ibus</b></td>
</tr>
</table>


<span class = "pagenum">114</span>
<a name = "page114"> </a>
<h5>CLASS II</h5>

<p class = "section">
<a name = "sec255"><b>255.</b></a>
Adjectives of Two Endings are declined as follows:</p>

<table>
<tr>
<td></td>
<td class = "center" colspan = "4">
<b>omnis, omne</b>, <i>every, all</i><span class = "tag">1</span>
</td>
</tr>
<tr>
<td></td>
<td class = "center" colspan = "2">
<span class = "smallcaps">Stem</span> <b>omni-</b></td>
<td class = "center" colspan = "2">
<span class = "smallcaps">Base</span> <b>omn-</b></td>
</tr>


<tr>
<td></td>
<th colspan = "2">Singular</th>
<th colspan = "2">Plural</th>
</tr>
<tr>
<td></td>
<td class = "smaller">MASC. AND FEM.</td>
<td class = "smaller">NEUT.</td>
<td class = "smaller">MASC. AND FEM.</td>
<td class = "smaller">NEUT.</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>omn<b>is</b></td>
<td>omn<b>e</b></td>
<td>omn<b>ēs</b></td>
<td>omn<b>ia</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>omn<b>is</b></td>
<td class = "rightpad">omn<b>is</b></td>
<td>omn<b>ium</b></td>
<td>omn<b>ium</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>omn<b>ī</b></td>
<td>omn<b>ī</b></td>
<td>omn<b>ibus</b></td>
<td>omn<b>ibus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>omn<b>em</b></td>
<td>omn<b>e</b></td>
<td>omn<b>īs, ēs</b></td>
<td>omn<b>ia</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>omn<b>ī</b></td>
<td>omn<b>ī</b></td>
<td>omn<b>ibus</b></td>
<td>omn<b>ibus</b></td>
</tr>
</table>

<div class = "footnote">
1. <b>omnis</b> is usually translated <i>every</i> in the singular and
<i>all</i> in the plural.</div>

<h5>CLASS III</h5>

<p class = "section">
<a name = "sec256"><b>256.</b></a>
Adjectives of One Ending are declined as follows:</p>

<table>
<tr>
<td></td>
<td class = "center" colspan = "4">
<b>pār</b>, <i>equal</i></td>
</tr>
<tr>
<td></td>
<td class = "center" colspan = "2">
<span class = "smallcaps">Stem</span> <b>pari-</b></td>
<td class = "center" colspan = "2">
<span class = "smallcaps">Base</span> <b>par-</b></td>
</tr>
<tr>
<td></td>
<th colspan = "2">Singular</th>
<th colspan = "2">Plural</th>
</tr>
<tr>
<td></td>
<td class = "smaller">MASC. AND FEM.</td>
<td class = "smaller">NEUT.</td>
<td class = "smaller">MASC. AND FEM.</td>
<td class = "smaller">NEUT.</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>pār</td>
<td>pār</td>
<td>par<b>ēs</b></td>
<td>par<b>ia</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>par<b>is</b></td>
<td class = "rightpad">par<b>is</b></td>
<td>par<b>ium</b></td>
<td>par<b>ium</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>par<b>ī</b></td>
<td>par<b>ī</b></td>
<td>par<b>ibus</b></td>
<td>par<b>ibus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>par<b>em</b></td>
<td>pār</td>
<td>par<b>īs, ēs</b></td>
<td>par<b>ia</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>par<b>ī</b></td>
<td>par<b>ī</b></td>
<td>par<b>ibus</b></td>
<td>par<b>ibus</b></td>
</tr>
</table>

<p>1. All <b>i</b>-stem adjectives have <b>-ī</b> in the ablative
singular.</p>

<p>2. Observe that the several cases of adjectives of one ending have
the same form for all genders excepting in the accusative singular and
in the nominative and accusative plural.</p>

<p>3. Decline <b>vir ācer</b>, <b>legiō ācris</b>, <b>animal ācre</b>,
<b>ager omnis</b>, <b>scūtum omne</b>, <b>proelium pār</b>.</p>

<p class = "section">
<a name = "sec257"><b>257.</b></a>
There are a few adjectives of one ending that have consonant stems. They
are declined exactly like nouns with consonant stems.</p>

<p class = "section">
<span class = "pagenum">115</span>
<a name = "page115"> </a>
<a name = "sec258"><b>258.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec258vocab">special
vocabulary</a>, p. 293.</p>

<p>I. <i>The Romans invade the Enemy’s Country.</i> Ōlim peditēs Rōmānī
cum equitibus vēlōcibus in hostium urbem iter faciēbant. Ubi nōn longē
āfuērunt, rapuērunt agricolam, quī eīs viam brevem et facilem
dēmōnstrāvit. Iam Rōmānī moenia alta, turrīs validās aliaque opera urbis
vidēre poterant. In moenibus stābant multī prīncipēs. Prīncipēs ubi
vīdērunt Rōmānōs, iussērunt cīvīs lapidēs aliaque tēla dē mūrīs iacere.
Tum mīlitēs fortēs continērī ā proeliō nōn poterant et ācer imperātor
signum tubā darī iussit. Summā vī omnēs mātūrāvērunt. Imperātor Sextō
lēgātō impedīmenta omnia mandāvit. Sextus impedīmenta in summō colle
conlocāvit. Grave et ācre erat proelium, sed hostēs nōn parēs Rōmānīs
erant. Aliī interfectī, aliī captī sunt. Apud captīvōs erant māter
sororque rēgis. Paucī Rōmānōrum ab hostibus vulnerātī sunt. Secundum
proelium Rōmānīs erat grātum. Fortūna fortibus semper favet.</p>

<p>II. 1. Some months are short, others are long. 2.&nbsp;To seize the
top of the mountain was difficult. 3.&nbsp;Among the hills of Italy are
many beautiful springs. 4.&nbsp;The soldiers were sitting where the
baggage had been placed because their feet were weary. 5.&nbsp;The city
which the soldiers were eager to storm had been fortified by strong
walls and high towers. 6.&nbsp;Did not the king intrust a heavy crown of
gold and all his money to a faithless slave? Yes, but the slave had
never before been faithless.</p>

<p class = "illustration">
<img src = "../images/pic115.png" width = "188" height = "186"
alt = "legionary eagle, SPQR"><br>
<span class = "caption">
AQUILA LEGIONIS</span></p>


<span class = "pagenum">116</span>
<a name = "page116"> </a>


<h5 class = "chapter"><a name = "lesson_XLVI">
LESSON XLVI</a></h5>

<h6 class = "boldf">THE FOURTH OR <i>U</i>-DECLENSION</h6>

<p class = "section">
<a name = "sec259"><b>259.</b></a>
Nouns of the fourth declension are either masculine or neuter.</p>

<p class = "section">
<a name = "sec260"><b>260.</b></a>
Masculine nouns end in <b>-us</b>, neuters in <b>-ū</b>. The genitive
ends in <b>-ūs</b>.</p>

<p class = "note">
<i>a.</i> Feminine by exception are <b>domus</b>, <i>house</i>;
<b>manus</b>, <i>hand</i>; and a few others.</p>

<h6 class = "boldf">PARADIGMS</h6>

<div class = "mynote">
The “Stems” are missing in the printed book. They have been supplied
from the inflectional table in the Appendix.
</div>

<table>
<tr>
<td></td>
<td><b>adventus</b>, m., <i>arrival</i></td>
<td><b>cornū</b>, n., <i>horn</i></td>
<td colspan = "2"></td>
</tr>
<tr>
<td class = "smallcaps">Stems</td>
<td><b>adventu-</b></td>
<td><b>cornu-</b></td>
<td colspan = "2"></td>
</tr>
<tr>
<td class = "smallcaps">Bases</td>
<td><b>advent-</b></td>
<td><b>corn-</b></td>
<td colspan = "2"></td>
</tr>
<tr>
<td></td>
<th colspan = "2" rowspan = "2">Singular</th>
<td class = "smallest" colspan = "2">TERMINATIONS</td>
</tr>
<tr>
<td></td>
<td class = "smallest">MASC.</td>
<td class = "smallest">NEUT.</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>advent<b>us</b></td>
<td>corn<b>ū</b></td>
<td><b>-us</b></td>
<td><b>-ū</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>advent<b>ūs</b></td>
<td>corn<b>ūs</b></td>
<td><b>-ūs</b></td>
<td><b>-ūs</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>advent<b>uī</b> (<b>ū</b>)</td>
<td>corn<b>ū</b></td>
<td><b>-uī</b> (<b>ū</b>)</td>
<td><b>-ū</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>advent<b>um</b></td>
<td>corn<b>ū</b></td>
<td><b>-um</b></td>
<td><b>-ū</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>advent<b>ū</b></td>
<td>corn<b>ū</b></td>
<td><b>-ū</b></td>
<td><b>-ū</b></td>
</tr>
<tr>
<td></td>
<th colspan = "2">Plural</th>
<td colspan = "2"></td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>advent<b>ūs</b></td>
<td>corn<b>ua</b></td>
<td><b>-ūs</b></td>
<td><b>-ua</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>advent<b>uum</b></td>
<td>corn<b>uum</b></td>
<td><b>-uum</b></td>
<td><b>-uum</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>advent<b>ibus</b></td>
<td>corn<b>ibus</b></td>
<td><b>-ibus</b></td>
<td><b>-ibus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>advent<b>ūs</b></td>
<td>corn<b>ua</b></td>
<td><b>-ūs</b></td>
<td><b>-ua</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>advent<b>ibus</b></td>
<td>corn<b>ibus</b></td>
<td><b>-ibus</b></td>
<td><b>-ibus</b></td>
</tr>
</table>

<p>1. Observe that the base is found, as in other declensions, by
dropping the ending of the genitive singular.</p>

<p>2. <b>lacus</b>, <i>lake</i>, has the ending <b>-ubus</b> in the
dative and ablative plural; <b>portus</b>, <i>harbor</i>, has either
<b>-ubus</b> or <b>-ibus</b>.</p>

<p>3. <b>cornū</b> is the only neuter that is in common use.</p>

<p class = "section">
<a name = "sec261"><b>261.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec261vocab">special
vocabulary</a>, p. 293.</p>

<p>I. 1. Ante adventum Caesaris vēlōcēs hostium equitēs ācrem impetum in
castra fēcērunt. 2.&nbsp;Continēre exercitum ā proeliō nōn facile erat.
3.&nbsp;Post adventum suum Caesar iussit legiōnēs ex castrīs
<span class = "pagenum">117</span>
<a name = "page117"> </a>
dūcī. 4. Prō castrīs cum hostium equitātū pugnātum est. 5.&nbsp;Post
tempus breve equitātus trāns flūmen fūgit ubi castra hostium posita
erant. 6.&nbsp;Tum victor imperātor agrōs vāstāvit et vīcōs hostium
cremāvit. 7.&nbsp;Castra autem nōn oppugnāvit quia mīlitēs erant dēfessī
et locus difficilis. 8.&nbsp;Hostēs nōn cessāvērunt iacere tēla, quae
paucīs nocuērunt. 9.&nbsp;Post adversum proelium principēs Gallōrum
lēgātōs ad Caesarem mittere studēbant, sed populō persuādēre nōn
poterant.</p>

<p>II. 1. Did you see the man-of-war on the lake? 2.&nbsp;I did not see
it (<i>fem</i>.) on the lake, but I saw it in the harbor.
3.&nbsp;Because of the strong wind the sailor forbade his brother to
sail. 4.&nbsp;Cæsar didn´t make an attack on the cavalry on the right
wing, did he? 5.&nbsp;No, he made an attack on the left wing.
6.&nbsp;Who taught your swift horse to obey? 7.&nbsp;I trained my horse
with my (own) hands, nor was the task difficult. 8.&nbsp;He is a
beautiful animal and has great strength.</p>


<h5 class = "chapter"><a name = "lesson_XLVII">
LESSON XLVII</a></h5>

<h6 class = "boldf">EXPRESSIONS OF PLACE · THE DECLENSION OF
<i>DOMUS</i></h6>

<p class = "section">
<a name = "sec262"><b>262.</b></a>
We have become thoroughly familiar with expressions like the
following:</p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Galba ad</b> (or <b>in</b>) <b>oppidum properat</b></p>
<p class = "hanging">
<b>Galba ab</b> (<b>dē</b> or <b>ex</b>) <b>oppidō properat</b></p>
<p class = "hanging">
<b>Galba in oppidō habitat</b></p>
</td>
</tr>
</table>

<p>From these expressions we may deduce the following rules:</p>

<p class = "section">
<a name = "sec263"><b>263.</b></a>
<span class = "smallcaps">Rule.</span> <b>Accusative of the Place
to.</b> <i>The <b>place to which</b> is expressed by <b>ad</b> or
<b>in</b> with the accusative. This answers the question
Whither?</i></p>

<p class = "section">
<a name = "sec264"><b>264.</b></a>
<span class = "smallcaps">Rule.</span> <b>Ablative of the Place
from.</b> <i>The <b>place from which</b> is expressed by <b>ā</b> or
<b>ab</b>, <b>dē</b>, <b>ē</b> or <b>ex</b>, with the separative
ablative. This answers the question Whence?</i> (Cf. Rule, <a href =
"#sec179">§&nbsp;179</a>.)</p>

<p class = "section">
<a name = "sec265"><b>265.</b></a>
<span class = "smallcaps">Rule.</span> <b>Ablative of the Place at or
in.</b> <i>The <b>place at or in which</b> is expressed by the ablative
with <b>in</b>. This answers the question Where?</i></p>

<p class = "note">
<span class = "pagenum">118</span>
<a name = "page118"> </a>
<i>a.</i> The ablative denoting the <i>place where</i> is called the
<i>locative ablative</i> (cf. <b>locus</b>, <i>place</i>).</p>

<p class = "section">
<a name = "sec266"><b>266.</b></a>
<b>Exceptions.</b> Names of towns, small islands,<span class =
"tag">1</span> <b>domus</b>, <i>home</i>, <b>rūs</b>, <i>country</i>,
and a few other words in common use omit the prepositions in expressions
of place, as,</p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Galba Athēnās properat</b>, <i>Galba hastens to Athens</i></p>
<p class = "hanging">
<b>Galba Athēnīs properat</b>, <i>Galba hastens from Athens</i></p>
<p class = "hanging">
<b>Galba Athēnīs habitat</b>, <i>Galba lives at</i> (or <i>in</i>)
<i>Athens</i></p>
<p class = "hanging">
<b>Galba domum properat</b>, <i>Galba hastens home</i></p>
<p class = "hanging">
<b>Galba rūs properat</b>, <i>Galba hastens to the country</i></p>
<p class = "hanging">
<b>Galba domō properat</b>, <i>Galba hastens from home</i></p>
<p class = "hanging">
<b>Galba rūre properat</b>, <i>Galba hastens from the country</i></p>
<p class = "hanging">
<b>Galba rūrī</b> (less commonly <b>rūre</b>) <b>habitat</b>, <i>Galba
lives in the country</i></p>
</td>
</tr>
</table>

<p class = "note">
<i>a.</i> Names of <i>countries</i>, like <b>Germānia</b>,
<b>Italia</b>, etc., do not come under these exceptions. <i>With them
prepositions must not be omitted.</i></p>

<div class = "footnote">
1. Small islands are classed with towns because they generally have but
one town, and the name of the town is the same as the name of the
island.</div>

<p class = "section">
<a name = "sec267"><b>267.</b></a>
<b>The Locative Case.</b> We saw above that the place-relation expressed
by <i>at</i> or <i>in</i> is regularly covered by the locative ablative.
However, Latin originally expressed this relation by a separate form
known as the <i>locative case</i>. This case has been everywhere merged
in the ablative excepting in the singular number of the first and second
declensions. The form of the locative in these declensions is like the
genitive singular, and its use is limited to names of towns and small
islands, <b>domī</b>, <i>at home</i>, and a few other words.</p>

<p class = "section">
<a name = "sec268"><b>268.</b></a>
<span class = "smallcaps">Rule.</span> <b>Locative and Locative
Ablative.</b> <i>To express the <b>place in which</b> with names of
towns and small islands, <b>if they are singular and of the first or
second declension</b>, use the locative; otherwise use the locative
ablative without a preposition; as</i>,</p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Galba Rōmae habitat</b>, <i>Galba lives at Rome</i></p>
<p class = "hanging">
<b>Galba Corinthī habitat</b>, <i>Galba lives at Corinth</i></p>
<p class = "hanging">
<b>Galba domī habitat</b>, <i>Galba lives at home</i></p>
</td>
</tr>
</table>

<p>
<span class = "pagenum">119</span>
<a name = "page119"> </a>
Here <b>Rōmae</b>, <b>Corinthī</b>, and <b>domī</b> are
<i>locatives</i>, being <i>singular</i> and of the first and second
declensions respectively. But in</p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Galba Athēnīs habitat</b>, <i>Galba lives at Athens</i>,</p>
<p class = "hanging">
<b>Galba Pompēiīs habitat</b>, <i>Galba lives at Pompeii</i></p>
</td>
</tr>
</table>

<p><b>Athēnīs</b> and <b>Pompēiīs</b> are locative ablatives. These
words can have no locative case, as the nominatives <b>Athēnae</b> and
<b>Pompēiī</b> are<i>plural</i> and there is no plural locative case
form.</p>

<p class = "section">
<a name = "sec269"><b>269.</b></a>
The word <b>domus</b>, <i>home, house</i>, has forms of both the second
and the fourth declension. Learn its declension (<a href =
"LatinBegin2.html#sec468">§&nbsp;468</a>).</p>

<p class = "section">
<a name = "sec270"><b>270.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec270vocab">special
vocabulary</a>, p. 293.</p>

<p>I. 1. Corinthī omnia īnsignia aurī ā ducibus victōribus rapta erant.
2.&nbsp;Caesar Genāvam exercitum magnīs itineribus dūxit. 3.&nbsp;Quem
pontem hostēs cremāverant? Pontem in Rhēnō hostēs cremāverant.
4.&nbsp;Pompēiīs multās Rōmānōrum domōs vidēre poteritis. 5.&nbsp;Rōmā
cōnsul equō vēlōcī rūs properāvit. 6.&nbsp;Domī cōnsulis hominēs multī
sedēbant. 7.&nbsp;Imperātor iusserat lēgātum Athēnās cum multīs nāvibus
longīs nāvigāre. 8.&nbsp;Ante moenia urbis sunt ōrdinēs arborum altārum.
9.&nbsp;Propter arborēs altās nec lacum nec portum reperīre potuimus.
10.&nbsp;Proeliīs crēbrīs Caesar legiōnēs suās quae erant in Galliā
exercēbat. 11.&nbsp;Cotīdiē in locō idoneō castra pōnēbat et
mūniēbat.</p>

<p>II. 1. Cæsar, the famous general, when he had departed from Rome,
hastened to the Roman province on a swift horse.<span class =
"tag">2</span> 2.&nbsp;He had heard a rumor concerning the allies at
Geneva. 3.&nbsp;After his arrival Cæsar called the soldiers together and
commanded them to join battle. 4.&nbsp;The enemy hastened to retreat,
some because<span class = "tag">3</span> they were afraid, others
because<span class = "tag">3</span> of wounds. 5.&nbsp;Recently I was at
Athens and saw the place where the judges used to sit.<span class =
"tag">4</span> 6.&nbsp;Marcus and Sextus are my brothers; the one lives
at Rome, the other in the country.</p>

<div class = "footnote">
2. Latin says “by a swift horse.” What construction?</div>

<div class = "footnote">
3. Distinguish between the English conjunction <i>because</i>
(<b>quia</b> or <b>quod</b>) and the preposition <i>because of</i>
(<b>propter</b>).</div>

<div class = "footnote">
4. <i>used to sit</i>, express by the imperfect.</div>

<p class = "illustration">
<span class = "pagenum">120</span>
<a name = "page120"> </a>
<img src = "../images/pic120.png" width = "348" height = "544"
alt = "Daedalus and Icarus"><br>
<span class = "caption">
DAEDALUS ET ICARUS</span></p>

<span class = "pagenum">121</span>
<a name = "page121"> </a>
<p class = "section">
<a name = "sec271"><b>271.</b></a>
<span class = "midcaps">Daed´alus and Ic´arus</span></p>

<p>Crēta est īnsula antīqua quae aquā altā magnī maris pulsātur. Ibi
ōlim Mīnōs erat rēx. Ad eum vēnit Daedalus quī ex Graeciā patriā
fugiēbat. Eum Mīnōs rēx benignīs verbīs accēpit et eī domicilium in
Crētā dedit. <span class = "tag">5</span>Quō in locō Daedalus sine cūrā
vīvebat et rēgī multa et clāra opera faciēbat. Post tempus longum autem
Daedalus patriam cāram dēsīderāre incēpit. Domum properāre studēbat, sed
rēgī persuādēre nōn potuit et mare saevum fugam vetābat.</p>

<div class = "footnote">
5. <i>And in this place</i>; <b>quō</b> does not here introduce a
subordinate relative clause, but establishes the connection with the
preceding sentence. Such a relative is called a <i>connecting
relative</i>, and is translated by <i>and</i> and a demonstrative or
personal pronoun.</div>


<h5 class = "chapter"><a name = "lesson_XLVIII">
LESSON XLVIII</a></h5>

<h6 class = "boldf">THE FIFTH OR Ē-DECLENSION · THE ABLATIVE OF
TIME</h6>

<p class = "section">
<a name = "sec272"><b>272.</b></a>
<b>Gender.</b> Nouns of the fifth declension are feminine except
<b>diēs</b>, <i>day</i>, and <b>merīdiēs</b>, <i>midday</i>, which are
usually masculine.</p>

<p class = "section">
<a name = "sec273"><b>273.</b></a>
<span class = "midfat">PARADIGMS</span></p>

<div class = "mynote">
The “Stems” are missing in the printed book. They have been supplied
from the inflectional table in the Appendix.
</div>

<table>
<tr>
<td></td>
<td><b>diēs</b>, m., <i>day</i></td>
<td><b>rēs</b>, f. <i>thing</i></td>
<td></td>
</tr>
<tr>
<th class = "smaller">Stems</th>
<td><b>diē-</b></td>
<td><b>rē-</b>
<td></td>
</tr>
<tr>
<th class = "smaller">Bases</th>
<td><b>di-</b></td>
<td><b>r-</b>
<td></td>
</tr>
<tr>
<td></td>
<th colspan = "2">Singular</th>
<td class = "smallest">TERMINATIONS</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>di<b>ēs</b></td>
<td>r<b>ēs</b></td>
<td><b>-ēs</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>di<b>ēī</b></td>
<td>re<b>ī</b></td>
<td><b>-ē̆ī</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>di<b>ēī</b></td>
<td>re<b>ī</b></td>
<td><b>-ē̆ī</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>di<b>em</b></td>
<td>r<b>em</b></td>
<td><b>-em</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>di<b>ē</b></td>
<td>r<b>ē</b></td>
<td><b>-ē</b></td>
</tr>
<tr>
<td></td>
<th colspan = "2">Plural</th>
<td></td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>di<b>ēs</b></td>
<td>r<b>ēs</b></td>
<td><b>-ēs</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>di<b>ērum</b></td>
<td>r<b>ērum</b></td>
<td><b>-ērum</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>di<b>ēbus</b></td>
<td>r<b>ēbus</b></td>
<td><b>-ēbus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>di<b>ēs</b></td>
<td>r<b>ēs</b></td>
<td><b>-ēs</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>di<b>ēbus</b></td>
<td>r<b>ēbus</b></td>
<td><b>-ēbus</b></td>
</tr>
</table>

<p><span class = "pagenum">122</span>
<a name = "page122"> </a>
1. The vowel <b>e</b> which appears in every form is regularly long. It
is shortened in the ending <b>-eī</b> after a consonant, as in
<b>r-ĕī</b>; and before <b>-m</b> in the accusative singular, as in
<b>di-em</b>. (Cf. <a href = "#sec12">§&nbsp;12.&nbsp;2</a>.)</p>

<p>2. Only <b>diēs</b> and <b>rēs</b> are complete in the plural. Most
other nouns of this declension lack the plural. <b>Aciēs</b>, <i>line of
battle</i>, and <b>spēs</b>, <i>hope</i>, have the nominative and
accusative plural.</p>

<p class = "section">
<a name = "sec274"><b>274.</b></a>
The ablative relation (<a href = "#sec50">§&nbsp;50</a>) which is
expressed by the prepositions <i>at, in</i>, or <i>on</i> may refer not
only to place, but also to time, as <i>at noon, in summer, on the first
day</i>. The ablative which is used to express this relation is called
the <i>ablative of time</i>.</p>

<p class = "section">
<a name = "sec275"><b>275.</b></a>
<span class = "smallcaps">Rule.</span> <b>The Ablative of Time.</b>
<i>The time <b>when</b> or <b>within which</b> anything happens is
expressed by the ablative without a preposition.</i></p>

<p class = "note">
<i>a.</i> Occasionally the preposition <b><i>in</i></b> is found.
Compare the English <i>Next day we started</i> and <i><b>On</b> the next
day we started</i>.</p>

<p class = "section">
<a name = "sec276"><b>276.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec276vocab">special
vocabulary</a>, p. 294.</p>

<p>I. <i>Galba the Farmer.</i> Galba agricola rūrī vīvit. Cotīdiē prīmā
lūce labōrāre incipit, nec ante noctem in studiō suō cessat. Merīdiē
Iūlia fīlia eum ad cēnam vocat. Nocte pedēs dēfessōs domum vertit.
Aestāte fīliī agricolae auxilium patrī dant. Hieme agricola eōs in lūdum
mittit. Ibi magister pueris multās fābulās dē rēbus gestīs Caesaris
nārrat. Aestāte fīliī agricolae perpetuīs labōribus exercentur nec grave
agrī opus est iīs molestum. Galba sine ūllā cūrā vivit nec rēs adversās
timet.</p>

<p>II. 1. In that month there were many battles in Gaul. 2.&nbsp;The
cavalry of the enemy made an attack upon Cæsar’s line of battle.
3.&nbsp;In the first hour of the night the ship was overcome by the
billows. 4.&nbsp;On the second day the savages were eager to come under
Cæsar’s protection. 5.&nbsp;The king had joined battle, moved by the
hope of victory. 6.&nbsp;That year a fire destroyed many birds and other
animals. 7.&nbsp;We saw blood on the wild beast’s teeth.</p>

<span class = "pagenum">123</span>
<a name = "page123"> </a>
<p class = "section">
<a name = "sec277"><b>277.</b></a>
<span class = "midcaps">Daed´alus and Ic´arus</span>
(<i>Continued</i>)</p>

<p>Tum Daedalus gravibus cūrīs commōtus fīliō suō Īcarō ita dixit:
“Animus meus, Īcare, est plēnus trīstitiae nec oculī lacrimīs egent.
Discēdere ex Crētā, Athēnās properāre, maximē studeō; sed rēx recūsat
audīre verba mea et omnem reditūs spem ēripit. Sed numquam rēbus
adversīs vincar. Terra et mare sunt inimīca, sed aliam fugae viam
reperiam.” Tum in artīs ignōtās animum dīmittit et mīrum capit
cōnsilium. Nam pennās in ōrdine pōnit et vērās ālās facit.</p>


<h5 class = "chapter"><a name = "lesson_XLIX">
LESSON XLIX</a></h5>

<h6 class = "boldf">PRONOUNS CLASSIFIED · PERSONAL AND REFLEXIVE
PRONOUNS</h6>

<p class = "section">
<a name = "sec278"><b>278.</b></a>
We have the same kinds of pronouns in Latin as in English. They are
divided into the following eight classes:</p>

<p>1. <b>Personal pronouns</b>, which show the person speaking, spoken
to, or spoken of; as, <b>ego</b>, <i>I</i>; <b>tū</b>, <i>you</i>;
<b>is</b>, <i>he</i>. (Cf. <a href = "#sec279">§&nbsp;279</a>. etc.)</p>

<p>2. <b>Possessive pronouns</b>, which denote possession; as,
<b>meus</b>, <b>tuus</b>, <b>suus</b>, etc. (Cf. <a href =
"#sec98">§&nbsp;98</a>.)</p>

<p>3. <b>Reflexive pronouns</b>, used in the predicate to refer back to
the subject; as, <i>he saw himself</i>. (Cf. <a href =
"#sec281">§&nbsp;281</a>.)</p>

<p>4. <b>Intensive pronouns</b>, used to emphasize a noun or pronoun;
as, <i>I myself saw it</i>. (Cf. <a href =
"#sec285">§&nbsp;285</a>.)</p>

<p>5. <b>Demonstrative pronouns</b>, which point out persons or things;
as, <b>is</b>, <i>this, that</i>. (Cf. <a href =
"#sec112">§&nbsp;112</a>.)</p>

<p>6. <b>Relative pronouns</b>, which connect a subordinate adjective
clause with an antecedent; as, <b>quī</b>, <i>who</i>. (Cf. <a href =
"#sec220">§&nbsp;220</a>.)</p>

<p>7. <b>Interrogative pronouns</b>, which ask a question; as,
<b>quis</b>, <i>who?</i> (Cf. <a href = "#sec225">§&nbsp;225</a>.)</p>

<p>8. <b>Indefinite pronouns</b>, which point out indefinitely; as,
<i>some one, any one, some, certain ones</i>, etc. (Cf. <a href =
"#sec296">§&nbsp;296</a>.)</p>

<p class = "section">
<a name = "sec279"><b>279.</b></a>
The demonstrative pronoun <b>is</b>, <b>ea</b>, <b>id</b>, as we learned
in <a href = "#sec115">§&nbsp;115</a>, is regularly used as the personal
pronoun of the third person (<i>he</i>, <i>she</i>, <i>it</i>,
<i>they</i>, etc.).</p>

<p class = "section">
<span class = "pagenum">124</span>
<a name = "page124"> </a>
<a name = "sec280"><b>280.</b></a>
The personal pronouns of the first person are <b>ego</b>, <i>I</i>;
<b>nōs</b>, <i>we</i>; of the second person, <b>tū</b>, <i>thou</i> or
<i>you</i>; <b>vōs</b>, <i>ye</i> or <i>you</i>. They are declined as
follows:</p>

<table>
<tr>
<th colspan = "3">Singular</th>
</tr>
<tr>
<td></td>
<td class = "smallhead">FIRST PERSON</td>
<td class = "smallhead">SECOND PERSON</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td><b>ego</b>, <i>I</i></td>
<td><b>tū</b>, <i>you</i></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td><b>meī</b>, <i>of me</i></td>
<td><b>tuī</b>, <i>of you</i></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td><b>mihi</b>, <i>to</i> or <i>for me</i></td>
<td><b>tibi</b>, <i>to</i> or <i>for you</i></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td><b>mē</b>, <i>me</i></td>
<td><b>tē</b>, <i>you</i></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td><b>mē</b>, <i>with, from</i>, etc., <i>me</i></td>
<td><b>tē</b>, <i>with, from</i>, etc.,
<i>you</i></td>
</tr>
<tr>
<th colspan = "3">Plural</th>
</tr>
<tr>
<td><i>Nom.</i></td>
<td><b>nōs</b>, <i>we</i></td>
<td><b>vōs</b>, <i>you</i></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td><b>nostrum</b> or <b>nostrī</b>, <i>of us</i></td>
<td><b>vestrum</b> or <b>vestrī</b>, <i>of you</i></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td><b>nōbīs</b>, <i>to</i> or <i>for us</i></td>
<td><b>vōbīs</b>, <i>to</i> or <i>for you</i></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td><b>nōs</b>, <i>us</i></td>
<td><b>vōs</b>, <i>you</i></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td class = "rightpad"><b>nōbīs</b>, <i>with, from</i>, etc.,
<i>us</i></td>
<td><b>vōbīs</b>, <i>with, from</i>, etc., <i>you</i></td>
</tr>
</table>

<p>1. The personal pronouns are not used in the nominative excepting for
emphasis or contrast.</p>

<p class = "section">
<a name = "sec281"><b>281.</b></a>
<b>The Reflexive Pronouns.</b> 1. The personal pronouns <b>ego</b> and
<b>tū</b> may be used in the predicate as reflexives; as,</p>

<table>
<tr>
<td><b>videō mē</b>, <i>I see myself</i></td>
<td><b>vidēmus nōs</b>, <i>we see ourselves</i></td>
</tr>
<tr>
<td><b>vidēs tē</b>, <i>you see yourself</i></td>
<td><b>vidētis vōs</b>, <i>you see yourselves</i></td>
</tr>
</table>

<p>2. The reflexive pronoun of the third person (<i>himself, herself,
itself, themselves</i>) has a special form, used only in these senses,
and declined alike in the singular and plural.</p>

<table>
<tr>
<td></td>
<th colspan = "2">Singular and Plural</th>
</tr>
<tr>
<td><i>Gen.</i></td>
<td><b>suī</b></td>
<td><i>Acc.</i></td>
<td><b>sē</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td class = "rightpad"><b>sibi</b></td>
<td><i>Abl.</i></td>
<td><b>sē</b></td>
</tr>
</table>

<table>
<tr>
<td class = "sidehead">Examples</td>
<td>
<p class = "hanging">
<b>Puer sē videt</b>, <i>the boy sees himself</i></p>
<p class = "hanging">
<b>Puella sē videt</b>, <i>the girl sees herself</i></p>
<p class = "hanging">
<b>Animal sē videt</b>, <i>the animal sees itself</i></p>
<p class = "hanging">
<b>Iī sē vident</b>, <i>they see themselves</i></p>
</td>
</tr>
</table>

<p class = "note">
<i>a.</i> The form <b>sē</b> is sometimes doubled, <b>sēsē</b>, for
emphasis.</p>

<p class = "section">
<span class = "pagenum">125</span>
<a name = "page125"> </a>
3. Give the Latin for</p>

<table class = "fixed">
<tr>
<td><i>I teach myself</i></td>
<td><i>We teach ourselves</i></td>
</tr>
<tr>
<td><i>You teach yourself</i></td>
<td><i>You teach yourselves</i></td>
</tr>
<tr>
<td><i>He teaches himself</i></td>
<td><i>They teach themselves</i></td>
</tr>
</table>

<p class = "section">
<a name = "sec282"><b>282.</b></a>
The preposition <b>cum</b>, when used with the ablative of <b>ego</b>,
<b>tū</b>, or <b>suī</b>, is appended to the form, as, <b>mēcum</b>,
<i>with me</i>; <b>tēcum</b>, <i>with you</i>; <b>nōbīscum</b>, <i>with
us</i>; etc.</p>

<p class = "section">
<a name = "sec283"><b>283.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec283vocab">special
vocabulary</a>, p. 294.</p>

<p>I. 1. Mea māter est cāra mihi et tua māter est cāra tibi.
2.&nbsp;Vestrae litterae erant grātae nōbis et nostrae litterae erant
grātae vōbīs. 3.&nbsp;Nūntius rēgis quī nōbīscum est nihil respondēbit.
4.&nbsp;Nūntiī pācem amīcitiamque sibi et suīs sociīs postulāvērunt.
5.&nbsp;Sī tū arma sūmēs, ego rēgnum occupābō. 6.&nbsp;Uter vestrum est
cīvis Rōmānus? Neuter nostrum. 7.&nbsp;Eō tempore multī supplicium
dedērunt quia rēgnum petierant. 8.&nbsp;Sūme supplicium, Caesar, dē
hostibus patriae ācribus. 9.&nbsp;Prīmā lūce aliī metū commōtī sēsē
fugae mandāvērunt; aliī autem magnā virtūte impetum exercitūs nostrī
sustinuērunt. 10.&nbsp;Soror rēgis, ubi dē adversō proeliō audīvit, sēsē
Pompēiīs interfēcit.</p>

<p>II. 1. Whom do you teach? I teach myself. 2.&nbsp;The soldier wounded
himself with his sword. 3.&nbsp;The master praises us, but you he does
not praise. 4.&nbsp;Therefore he will inflict punishment on you, but we
shall not suffer punishment. 5.&nbsp;Who will march (i.e. make a march)
with me to Rome? 6.&nbsp;I will march with you to the gates of the city.
7.&nbsp;Who will show us<span class = "tag">1</span> the way? The gods
will show you<span class = "tag">1</span> the&nbsp;way.</p>

<div class = "footnote">
1. Not accusative.</div>

<h5><span class = "smallcaps">Daed´alus and Ic´arus</span>
(<i>Concluded</i>)</h5>

<p class = "section">
<a name = "sec284"><b>284.</b></a>
Puer Īcarus ūnā<span class = "tag">2</span> stābat et mīrum patris opus
vidēbat. Postquam manus ultima<span class = "tag">3</span> ālīs imposita
est, Daedalus eās temptāvit et similis avī in aurās volāvit. Tum ālās
umerīs fīlī adligāvit et docuit eum volāre et dīxit, “Tē vetō, mī fīlī,
adpropinquāre aut sōlī aut marī. Sī fluctibus adpropinquāveris,<span
class = "tag">4</span> aqua ālīs tuīs nocēbit, et sī sōlī
adpropinquāveris,<span class = "tag">4</span>
<span class = "pagenum">126</span>
<a name = "page126"> </a>
ignis eās cremābit.” Tum pater et filius iter difficile incipiunt. Ālās
movent et aurae sēsē committunt. Sed stultus puer verbīs patris nōn
pāret. Sōlī adpropinquat. Ālae cremantur et Īcarus in mare dēcidit et
vitam āmittit. Daedalus autem sine ūllō perīculō trāns fluctūs ad
īnsulam Siciliam volāvit.</p>

<div class = "footnote">
2. Adverb, see vocabulary.</div>

<div class = "footnote">
3. <b>manus ultima</b>, <i>the finishing touch</i>. What
literally?</div>

<div class = "footnote">
4. Future perfect. Translate by the present.</div>


<h5 class = "chapter"><a name = "lesson_L">
LESSON L</a></h5>

<h6 class = "boldf">THE INTENSIVE PRONOUN <i>IPSE</i> AND THE
DEMONSTRATIVE <i>ĪDEM</i></h6>

<p class = "section">
<a name = "sec285"><b>285.</b></a>
<b>Ipse</b> means <i>-self</i> (<i>him-self, her-self</i>, etc.) or is
translated by <i>even</i> or <i>very</i>. It is used to emphasize a noun
or pronoun, expressed or understood, with which it agrees like an
adjective.</p>

<p class = "note">
<i>a.</i> <b>Ipse</b> must be carefully distinguished from the reflexive
<b>suī</b>. The latter is always used as a pronoun, while <b>ipse</b> is
regularly adjective. Compare</p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Homō sē videt</b>, <i>the man sees himself</i> (reflexive)</p>
<p class = "hanging">
<b>Homō ipse perīculum videt</b>, <i>the man himself</i> (intensive)
<i>sees the danger</i></p>
<p class = "hanging">
<b>Homō ipsum perīculum videt</b>, <i>the man sees the danger itself</i>
(intensive)</p>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec286"><b>286.</b></a>
Except for the one form <b>ipse</b>, the intensive pronoun is declined
exactly like the nine irregular adjectives (cf. <a href =
"#sec108">§§&nbsp;108</a>, <a href = "#sec109">109</a>). Learn the
declension (<a href = "LatinBegin2.html#sec481">§&nbsp;481</a>).</p>

<p class = "section">
<a name = "sec287"><b>287.</b></a>
The demonstrative <b>īdem</b>, meaning <i>the same</i>, is a compound of
<b>is</b>. It is declined as follows:</p>

<table>
<tr>
<td></td>
<th colspan = "3">Singular</th>
<th colspan = "3">Plural</th>
</tr>
<tr>
<td></td>
<td class = "smaller">MASC.</td>
<td class = "smaller">FEM.</td>
<td class = "smaller">NEUT.</td>
<td class = "smaller">MASC.</td>
<td class = "smaller">FEM.</td>
<td class = "smaller">NEUT.</td>
</tr>
<tr>
<td class = "middle"><i>Nom.</i></td>
<td class = "middle"><b>īdem</b></td>
<td class = "middle"><b>e´adem</b></td>
<td class = "middle"><b>idem</b></td>
<td class = "middle group"><b>iī´dem</b><br>
<b>eī´dem</b></td>
<td class = "middle"><b>eae´dem</b></td>
<td class = "middle"><b>e´adem</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td><b>eius´dem</b></td>
<td><b>eius´dem</b></td>
<td class = "rightpad"><b>eius´dem</b></td>
<td><b>eōrun´dem</b></td>
<td><b>eārun´dem</b></td>
<td><b>eōrun´dem</b></td>
</tr>
<tr>
<td class = "middle"><i>Dat.</i></td>
<td class = "middle"><b>eī´dem</b></td>
<td class = "middle"><b>eī´dem</b></td>
<td class = "middle"><b>eī´dem</b></td>
<td class = "middle group"><b>iīs´dem</b><br>
<b>eīs´dem</b></td>
<td class = "middle group"><b>iīs´dem</b><br>
<b>eīs´dem</b></td>
<td class = "middle group"><b>iīs´dem</b><br>
<b>eīs´dem</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td><b>eun´dem</b></td>
<td><b>ean´dem</b></td>
<td><b>idem</b></td>
<td><b>eōs´dem</b></td>
<td><b>eās´dem</b></td>
<td><b>e´adem</b></td>
</tr>
<tr>
<td class = "middle"><i>Dat.</i></td>
<td class = "middle"><b>eī´dem</b></td>
<td class = "middle"><b>eī´dem</b></td>
<td class = "middle"><b>eī´dem</b></td>
<td class = "middle group"><b>iīs´dem</b><br>
<b>eīs´dem</b></td>
<td class = "middle group"><b>iīs´dem</b><br>
<b>eīs´dem</b></td>
<td class = "middle group"><b>iīs´dem</b><br>
<b>eīs´dem</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> From forms like <b>eundem</b> (<b>eum</b> + <b>-dem</b>),
<b>eōrundem</b> (<b>eōrum</b> + <b>-dem</b>), we learn the rule that
<b>m</b> before <b>d</b> is changed to <b>n</b>.</p>

<p class = "note">
<i>b.</i> The forms <b>iīdem</b>, <b>iīsdem</b> are often spelled and
pronounced with one <b>ī</b>.</p>

<p class = "section">
<span class = "pagenum">127</span>
<a name = "page127"> </a>
<a name = "sec288"><b>288.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec288vocab">special
vocabulary</a>, p. 295.</p>

<p>I. 1. Ego et tū<span class = "tag">1</span> in eādem urbe vīvimus.
2.&nbsp;Iter ipsum nōn timēmus sed ferās saevās quae in silvā dēnsā esse
dīcuntur. 3.&nbsp;Ōlim nōs ipsī idem iter fēcimus. 4.&nbsp;Eō tempore
multās ferās vīdimus. 5.&nbsp;Sed nōbīs nōn nocuērunt. 6.&nbsp;Caesar
ipse scūtum dē manibus mīlitis ēripuit et in ipsam aciem properāvit.
7.&nbsp;Itaque mīlitēs summā virtūte tēla in hostium corpora iēcērunt.
8.&nbsp;Rōmānī quoque gravia vulnera accēpērunt. 9.&nbsp;Dēnique hostēs
terga vertērunt et ommīs in partīs<span class = "tag">2</span> fūgērunt.
10.&nbsp;Eādem hōrā litterae Rōmam ab imperātōre ipsō missae sunt.
11.&nbsp;Eōdem mēnse captīvī quoque in Italiam missī sunt. 12.&nbsp;Sed
multī propter vulnera iter difficile trāns montīs facere recūsābant et
Genāvae esse dīcēbantur.</p>

<div class = "footnote">
1. Observe that in Latin we say <i>I and you</i>, not <i>you and
I</i>.</div>

<div class = "footnote">
2. Not <i>parts</i>, but <i>directions</i>.</div>

<p>II. 1. At Pompeii there is a wonderful mountain. 2.&nbsp;When I was
in that place, I myself saw that mountain. 3.&nbsp;On the same day many
cities were destroyed by fire and stones from that very mountain.
4.&nbsp;You have not heard the true story of that calamity, have
you?<span class = "tag">3</span> 5.&nbsp;On that day the very sun could
not give light to men. 6.&nbsp;You yourself ought to tell (to) us that
story.</p>

<div class = "footnote">
3. Cf. <a href = "#sec210">§&nbsp;210</a>.</div>

<p class = "section">
<a name = "sec289"><b>289.</b></a>
<span class = "midcaps">How Horatius held the Bridge<span class =
"tag">4</span></span></p>

<p>Tarquinius Superbus, septimus et ultimus rēx Rōmānōrum, ubi in
exsilium ab īrātīs Rōmānīs ēiectus est, ā Porsenā, rēge Etrūscōrum,
auxilium petiit. Mox Porsena magnīs cum cōpiīs Rōmam vēnit, et ipsa urbs
summō in perīculō erat. Omnibus in partibus exercitus Rōmānus victus
erat. Iam rēx montem Iāniculum<span class = "tag">5</span> occupāverat.
Numquam anteā Rōmānī tantō metū tenēbantur. Ex agrīs in urbem
properabānt et summō studiō urbem ipsam mūniēbant.</p>

<div class = "footnote">
4. The story of Horatius has been made familiar by Macaulay’s well-known
poem “Horatius” in his <i>Lays of Ancient Rome</i>. Read the poem in
connection with this selection.</div>

<div class = "footnote">
5. The Janiculum is a high hill across the Tiber from Rome.</div>

<span class = "pagenum">128</span>
<a name = "page128"> </a>


<h5 class = "chapter"><a name = "lesson_LI">
LESSON LI</a></h5>

<h6 class = "boldf">THE DEMONSTRATIVE PRONOUNS <i>HIC, ISTE,
ILLE</i></h6>

<p class = "section">
<a name = "sec290"><b>290.</b></a>
We have already learned the declension of the demonstrative pronoun
<b>is</b> and its use. (Cf. Lesson XVII.) That pronoun refers to persons
or things either far or near, and makes no definite reference to place
or time. If we wish to point out an object definitely in place or time,
we must use <b>hic</b>, <b>iste</b>, or <b>ille.</b> These
demonstratives, like <b>is</b>, are used both as pronouns and as
adjectives, and their relation to the speaker may be represented
graphically thus:</p>

<p class = "illustration">
<img src = "../images/chart128.png" width = "458" height = "57"
alt = "(see end of file for text diagram)"></p>

<p class = "note">
<i>a.</i> In dialogue <b>hic</b> refers to a person or thing near the
speaker; <b>iste</b>, to a person or thing near the person addressed;
<b>ille</b>, to a person or thing remote from both. These distinctions
are illustrated in the model sentences, <a href =
"#sec293">§&nbsp;293</a>, which should be carefully studied and
imitated.</p>

<p class = "section">
<a name = "sec291"><b>291.</b></a>
<b>Hic</b> is declined as follows:</p>

<table>
<tr>
<td></td>
<th colspan = "3">Singular</th>
<th colspan = "3">Plural</th>
</tr>
<tr>
<td></td>
<td class = "smaller">MASC.</td>
<td class = "smaller">FEM.</td>
<td class = "smaller">NEUT.</td>
<td class = "smaller">MASC.</td>
<td class = "smaller">FEM.</td>
<td class = "smaller">NEUT.</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td><b>hic</b></td>
<td><b>haec</b></td>
<td><b>hoc</b></td>
<td><b>hī</b></td>
<td><b>hae</b></td>
<td><b>haec</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td><b>huius</b></td>
<td><b>huius</b></td>
<td class = "rightpad"><b>huius</b></td>
<td><b>hōrum</b></td>
<td><b>hārum</b></td>
<td><b>hōrum</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td><b>huic</b></td>
<td><b>huic</b></td>
<td><b>huic</b></td>
<td><b>hīs</b></td>
<td><b>hīs</b></td>
<td><b>hīs</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td><b>hunc</b></td>
<td><b>hanc</b></td>
<td><b>hoc</b></td>
<td><b>hōs</b></td>
<td><b>hās</b></td>
<td><b>haec</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td><b>hōc</b></td>
<td><b>hāc</b></td>
<td><b>hōc</b></td>
<td><b>hīs</b></td>
<td><b>hīs</b></td>
<td><b>hīs</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> <b>Huius</b> is pronounced <i>ho͝o´yo͝os</i>, and <b>huic</b>
is pronounced <i>ho͝oic</i> (one syllable).</p>

<p class = "section">
<a name = "sec292"><b>292.</b></a>
The demonstrative pronouns <b>iste</b>, <b>ista</b>, <b>istud</b>, and
<b>ille</b>, <b>illa</b>, <b>illud</b>, except for the nominative and
accusative singular neuter forms <b>istud</b> and <b>illud</b>, are
declined exactly like <b>ipse</b>, <b>ipsa</b>, <b>ipsum.</b> (See <a
href = "LatinBegin2.html#sec481">§&nbsp;481</a>.)</p>

<p class = "section">
<span class = "pagenum">129</span>
<a name = "page129"> </a>
<a name = "sec293"><b>293.</b></a>
<span class = "midfat">MODEL SENTENCES</span></p>

<table>
<tr>
<td><p class = "hanging">
<i>Is this horse</i> (of mine) <i>strong?</i>
</p></td>
<td><p class = "hanging">
<b>Estne hic equus valīdus?</b>
</p></td>
</tr>
<tr>
<td><p class = "hanging">
<i>That horse</i> (of yours) <i>is strong, but that one</i> (yonder)
<i>is weak</i>
</p></td>
<td><p class = "hanging">
<b>Iste equus est validus, sed ille est īnfīrmus</b>
</p></td>
</tr>
<tr>
<td><p class = "hanging">
<i>Are these</i> (men by me) <i>your friends?</i>
</p></td>
<td><p class = "hanging">
<b>Suntne hī amīcī tuī?</b>
</p></td>
</tr>
<tr>
<td><p class = "hanging">
<i>Those</i> (men by you) <i>are my friends, but those</i> (men yonder)
<i>are enemies</i>
</p></td>
<td><p class = "hanging">
<b>Istī sunt amīcī meī, sed illī sunt inimīcī</b>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec294"><b>294.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec294vocab">special
vocabulary</a>, p. 295.</p>

<p>I. <i>A German Chieftain addresses his Followers.</i> Ille fortis
Germānōrum dux suōs convocāvit et hōc modō animōs eōrum cōnfirmāvit.
“Vōs, quī in hīs fīnibus vīvitis, in hunc locum convocāvī<span class =
"tag">1</span> quia mēcum dēbētis istōs agrōs et istās domōs ab iniūriīs
Rōmānōrum liberāre. Hoc nōbīs nōn difficile erit, quod illī hostēs hās
silvās dēnsās, ferās saevās quārum vestīgia vident, montēs altōs timent.
Sī fortēs erimus, deī ipsī nōbīs viam salūtis dēmonstrābunt. Ille sōl,
istī oculī calamītātēs nostrās vīdērunt.<span class = "tag">1</span>
Itaque nōmen illīus reī pūblicae Rōmānae nōn sōlum nōbis, sed etiam
omnibus hominibus quī lībertātem amant, est invīsum. Ad arma vōs vocō.
Exercēte istam prīstinam virtūtem et vincētis.”</p>

<p>II. 1. Does that bird (of yours)<span class = "tag">2</span> sing?
2.&nbsp;This bird (of mine)<span class = "tag">2</span> sings both<span
class = "tag">3</span> in summer and in winter and has a beautiful
voice. 3.&nbsp;Those birds (yonder)<span class = "tag">2</span> in the
country don´t sing in winter. 4.&nbsp;Snatch a spear from the hands of
that soldier (near you)<span class = "tag">2</span> and come home with
me. 5.&nbsp;With those very eyes (of yours)<span class = "tag">2</span>
you will see the tracks of the hateful enemy who burned my dwelling and
made an attack on my brother. 6.&nbsp;For (<b>propter</b>) these deeds
(<b>rēs</b>) we ought to inflict punishment on him without delay.
7.&nbsp;The enemies of the republic do not always suffer punishment.</p>

<div class = "footnote">
1. The perfect definite. (Cf. <a href = "#sec190">§&nbsp;190</a>.)</div>

<div class = "footnote">
2. English words in parentheses are not to be translated. They are
inserted to show what demonstratives should be used. (Cf. <a href =
"#sec290">§&nbsp;290</a>.)</div>

<div class = "footnote">
3. <i>both ... and</i>, <b>et ... et</b>.</div>

<p class = "illustration">
<span class = "pagenum">130</span>
<a name = "page130"> </a>
<img src = "../images/pic130.png" width = "439" height = "299"
alt = "Horatius at the bridge"><br>
<span class = "caption">
HORATIUS PONTEM DEFENDIT</span></p>

<p class = "section">
<a name = "sec295"><b>295.</b></a>
<span class = "midcaps">How Horatius held the Bridge</span>
(<i>Continued</i>)</p>

<p>Altera urbis pars mūrīs, altera flūmine satis mūnīrī vidēbātur. Sed
erat pōns in flūmine quī hostibus iter paene dedit. Tum Horātius Cocles,
fortis vir, magnā vōce dīxit, “Rescindite pontem, Rōmānī! Brevī tempore
Porsena in urbem cōpiās suās trādūcet.” Iam hostēs in ponte erant, sed
Horātius cum duōbus (cf. <a href =
"LatinBegin2.html#sec479">§&nbsp;479</a>) comitibus ad extrēmam pontis
partem properāvit, et hi sōli aciem hostium sustinuērunt. Tum vērō cīvēs
Rōmānī pontem ā tergō rescindere incipiunt, et hostēs frūstrā Horātium
superāre temptant.</p>


<h5 class = "chapter"><a name = "lesson_LII">
LESSON LII</a></h5>

<h6 class = "boldf">THE INDEFINITE PRONOUNS</h6>

<p class = "section">
<a name = "sec296"><b>296.</b></a>
The indefinite pronouns are used to refer to <i>some person</i> or
<i>some thing</i>, without indicating which particular one is meant. The
pronouns <b>quis</b> and <b>quī</b>, which we have learned in their
interrogative and relative uses, may also be indefinite; and nearly all
the other indefinite pronouns are compounds of <b>quis</b> or <b>quī</b>
and declined almost like them. Review the declension of these words, <a
href = "#sec221">§§&nbsp;221</a>, <a href = "#sec227">227</a>.</p>

<p class = "section">
<span class = "pagenum">131</span>
<a name = "page131"> </a>
<a name = "sec297"><b>297.</b></a>
Learn the declension and meaning of the following indefinites:</p>

<table>
<tr>
<th>Masc.</th>
<th>Fem.</th>
<th>Neut.</th>
</tr>
<tr>
<td class = "center" colspan = "2"><b>quis</b></td>
<td><p class = "hanging">
<b>quid</b>, <i>some one, any one</i> (substantive)
</p></td>
</tr>
<tr>
<td><b>quī</b></td>
<td><b>qua</b>&nbsp;or&nbsp;<b>quae</b></td>
<td><p class = "hanging">
<b>quod</b>, <i>some, any</i> (adjective), <a href =
"LatinBegin2.html#sec483">§&nbsp;483</a>
</p></td>
</tr>
<tr>
<td class = "center" colspan = "2">
<b>aliquis</b>
</td>
<td><p class = "hanging">
<b>aliquid</b>, <i>some one, any one</i> (substantive), <a href =
"LatinBegin2.html#sec487">§&nbsp;487</a>
</p></td>
</tr>
<tr>
<td><b>aliquī</b></td>
<td><b>aliqua</b></td>
<td><p class = "hanging">
<b>aliquod</b>, <i>some, any</i> (adjective), <a href =
"LatinBegin2.html#sec487">§&nbsp;487</a>
</p></td>
</tr>
<tr>
<td><b>quīdam</b></td>
<td><b>quaedam</b></td>
<td><p class = "hanging">
<b>quoddam, quiddam</b>, <i>a certain, a certain one</i>, <a href =
"LatinBegin2.html#sec485">§&nbsp;485</a>
</p></td>
</tr>
<tr>
<td class = "center" colspan = "2">
<b>quisquam</b>
</td>
<td><p class = "hanging">
<b>quicquam</b> or <b>quidquam</b> (no plural), <i>any one</i> (at all)
(substantive), <a href = "LatinBegin2.html#sec486">§&nbsp;486</a>
</p></td>
</tr>
<tr>
<td class = "center" colspan = "2">
<b>quisque</b>
</td>
<td><p class = "hanging">
<b>quidque</b>, <i>each one, every one</i> (substantive), <a href =
"LatinBegin2.html#sec484">§&nbsp;484</a>
</p></td>
</tr>
<tr>
<td><b>quisque</b></td>
<td><b>quaeque</b></td>
<td><p class = "hanging">
<b>quodque</b>, <i>each, every</i> (adjective), <a href =
"LatinBegin2.html#sec484">§&nbsp;484</a>
</p></td>
</tr>
</table>

<div class = "mynote">
Transcriber’s Note:<br>
In the original text, the combined forms (masculine/feminine) were
printed in the “masculine” column.</div>

<p class = "note">
<span class = "smallcaps">Note.</span> The meanings of the neuters,
<i>something</i>, etc., are easily inferred from the masculine and
feminine.</p>

<p class = "note">
<i>a.</i> In the masculine and neuter singular of the indefinites,
<b>quis-</b>forms and <b>quid-</b>forms are mostly used as substantives,
<b>quī-</b>forms and <b>quod-</b>forms as adjectives.</p>

<p class = "note">
<i>b.</i> The indefinites <b>quis</b> and <b>quī</b> never stand first
in a clause, and are rare excepting after <b>sī</b>, <b>nisi</b>,
<b>nē</b>, <b>num</b> (as, <b>sī quis</b>, <i>if any one</i>; <b>sī
quid</b>, <i>if anything</i>; <b>nisi quis</b>, <i>unless some one</i>).
Generally <b>aliquis</b> and <b>aliquī</b> are used instead.</p>

<p class = "note">
<i>c.</i> The forms <b>qua</b> and <b>aliqua</b> are both feminine
nominative singular and neuter nominative plural of the indefinite
adjectives <b>quī</b> and <b>aliquī</b> respectively. How do these
differ from the corresponding forms of the relative <b>quī?</b></p>

<p class = "note">
<i>d.</i> Observe that <b>quīdam</b> (<b>quī</b> + <b>-dam</b>) is
declined like <b>quī</b>, except that in the accusative singular and
genitive plural <b>m</b> of <b>quī</b> becomes <b>n</b> (cf. <a href =
"#sec287">§&nbsp;287.&nbsp;<i>a</i></a>): <b>quendam</b>,
<b>quandam</b>, <b>quōrundam</b>, <b>quārundam;</b> also that the neuter
has <b>quiddam</b> (substantive) and <b>quoddam</b> (adjective) in the
nominative and accusative singular. <b>Quīdam</b> is the least
indefinite of the indefinite pronouns, and implies that you could name
the person or thing referred to if you cared to do&nbsp;so.</p>

<p class = "note">
<i>e.</i> <b>Quisquam</b> and <b>quisque</b> (substantive) are declined
like <b>quis.</b></p>

<p class = "note">
<i>f.</i> <b>Quisquam</b>, <i>any one</i> (<b>quicquam</b> or
<b>quidquam</b>, <i>anything</i>), is always used substantively and
chiefly in negative sentences. The corresponding adjective <i>any</i> is
<b>ūllus, -a, -um</b> (<a href = "#sec108">§&nbsp;108</a>).</p>

<p><span class = "pagenum">132</span>
<a name = "page132"> </a>
<a name = "sec298"><b>298.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec298vocab">special
vocabulary</a>, p. 295.</p>

<p>I. 1. Aliquis dē ponte in flūmen dēcidit sed sine ūllō perīculō
servātus est. 2.&nbsp;Est vērō in vītā cuiusque hominis aliqua bona
fortūna. 3.&nbsp;Nē mīlitum quidem<span class = "tag">1</span> quisquam
in castrīs mānsit. 4.&nbsp;Sī quem meae domī vidēs, iubē eum discēdere.
5.&nbsp;Sī quis pontem tenet, nē tantus quidem exercitus capere urbem
potest. 6.&nbsp;Urbs nōn satis mūnīta erat et merīdiē rēx quīdam paene
cōpiās suās trāns pontem trādūxerat. 7.&nbsp;Dēnique mīles quīdam
armātus in fluctūs dēsiluit et incolumis ad alteram rīpam oculōs vertit.
8.&nbsp;Quisque illī fortī mīlitī aliquid dare dēbet. 9.&nbsp;Tanta vērō
virtūs Rōmānus semper placuit. 10.&nbsp;Ōlim Corinthus erat urbs satis
magna et paene par Rōmae ipsī; nunc vērō moenia dēcidērunt et pauca
vestīgia urbis illīus reperīrī possunt. 11.&nbsp;Quisque lībertātem
amat, et aliquibus vērō nōmen rēgis est invīsum.</p>

<p>II. 1. If you see a certain Cornelius at Corinth, send him to me.
2.&nbsp;Almost all the soldiers who fell down into the waves were
unharmed. 3.&nbsp;Not even at Pompeii did I see so great a fire.
4.&nbsp;I myself was eager to tell something to some one. 5.&nbsp;Each
one was praising his own work. 6.&nbsp;Did you see some one in the
country? I did not see any one. 7.&nbsp;Unless some one will remain on
the bridge with Horatius, the commonwealth will be in the greatest
danger.</p>

<div class = "footnote">
1. Observe that <b>quīdam</b> and <b>quidem</b> are different
words.</div>

<p class = "section">
<a name = "sec299"><b>299.</b></a>
<span class = "midcaps">How Horatius held the Bridge</span>
(<i>Concluded</i>)</p>

<p>Mox, ubi parva pars pontis mānsit, Horātius iussit comitēs discēdere
et sōlus mīrā cōnstantiā impetum illius tōtius exercitūs sustinēbat.
Dēnique magnō fragōre pōns in flūmen dēcīdit. Tum vērō Horātius tergum
vertit et armātus in aquās dēsiluit. In eum hostēs multa tēla iēcērunt;
incolumis autem per fiuctūs ad alteram rīpam trānāvit. Eī propter tantās
rēs gestās populus Rōmānus nōn sōlum alia magna praemia dedit sed etiam
statuam Horāti in locō pūblicō posuit.</p>


<hr class = "tiny">

<h5 class = "boldf">
<a class = "page" href = "LatinBegin2.html#review_VI">
Sixth Review, Lessons XLV-LII, §§&nbsp;521-523</a></h5>

<hr class = "tiny">


<span class = "pagenum">133</span>
<a name = "page133"> </a>


<h5 class = "chapter"><a name = "lesson_LIII">
LESSON LIII</a></h5>

<h6 class = "boldf">REGULAR COMPARISON OF ADJECTIVES</h6>

<p class = "section">
<a name = "sec300"><b>300.</b></a>
The quality denoted by an adjective may exist in either a higher or a
lower degree, and this is expressed by a form of inflection called
comparison. The mere presence of the quality is expressed by the
positive degree, its presence in a higher or lower degree by the
comparative, and in the highest or lowest of all by the superlative. In
English the usual way of comparing an adjective is by using the suffix
<i>-er</i> for the comparative and <i>-est</i> for the superlative; as,
positive <i>high</i>, comparative <i>higher</i>, superlative
<i>highest</i>. Less frequently we use the adverbs <i>more</i> and
<i>most</i>; as, positive <i>beautiful</i>, comparative <i>more
beautiful</i>, superlative <i>most beautiful.</i></p>

<p>In Latin, as in English, adjectives are compared by adding suffixes
or by using adverbs.</p>

<p class = "section">
<a name = "sec301"><b>301.</b></a>
Adjectives are compared by using suffixes as follows:</p>

<table>
<tr>
<th>Positive</th>
<th>Comparative</th>
<th>Superlative</th>
</tr>
<tr>
<td><p class = "hanging">
<b>clārus, -a, -um</b> (<i>bright</i>)<br>
(<span class = "smallcaps">Base</span> <b>clār-</b>)
</p></td>
<td><p class = "hanging">
<b>clārior, clārīus</b> (<i>brighter</i>)
</p></td>
<td><p class = "hanging">
<b>clārissimus, -a, -um</b> (<i>brightest</i>)
</p></td>
</tr>
<tr>
<td><p class = "hanging">
<b>brevis, breve</b> (<i>short</i>)<br>
(<span class = "smallcaps">Base</span> <b>brev-</b>)
</p></td>
<td><p class = "hanging">
<b>brevior, brevius</b> (<i>shorter</i>)
</p></td>
<td><p class = "hanging">
<b>brevissimus, -a, -um</b> (<i>shortest</i>)
</p></td>
</tr>
<tr>
<td><p class = "hanging">
<b>vēlōx</b> (<i>swift</i>)<br>
(<span class = "smallcaps">Base</span> <b>veloc-</b>)
</p></td>
<td><p class = "hanging">
<b>vēlōcior, vēlōcius</b> (<i>swifter</i>)
</p></td>
<td><p class = "hanging">
<b>vēlōcissimus, -a, -um</b> (<i>swiftest</i>)
</p></td>
</tr>
</table>

<p class = "note">
<i>a.</i> The comparative is formed from the base of the positive by
adding <b>-ior</b> masc. and fem., and <b>-ius</b> neut.; the
superlative by adding <b>-issimus, -issima, -issimum</b>.</p>

<p class = "section">
<a name = "sec302"><b>302.</b></a>
Less frequently adjectives are compared by using the adverbs
<b>magis</b>, <i>more</i>; <b>maximē</b>, <i>most</i>; as,
<b>idōneus</b>, <i>suitable</i>; <b>magis idōneus</b>, <i>more
suitable</i>; <b>maximē idōneus</b>, <i>most suitable.</i></p>

<p class = "section">
<a name = "sec303"><b>303.</b></a>
<b>Declension of the Comparative.</b> Adjectives of the comparative
degree are declined as follows:</p>

<table>
<tr>
<td></td>
<th colspan = "2">Singular</th>
<th colspan = "2">Plural</th>
</tr>
<tr>
<td></td>
<td class = "smaller">MASC. AND FEM.</td>
<td class = "smaller">NEUT.</td>
<td class = "smaller">MASC. AND FEM.</td>
<td class = "smaller">NEUT.</td>
</tr>
<tr>
<td><i>Nom.</i>.</td>
<td><b>clārior</b></td>
<td><b>clārīus</b></td>
<td><b>clārīōrēs</b></td>
<td><b>clāriōra</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td><b>clāriōris</b></td>
<td class = "rightpad"><b>clāriōris</b></td>
<td><b>clāriōrum</b></td>
<td><b>clāriōrum</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td><b>clāriōrī</b></td>
<td><b>clāriōrī</b></td>
<td><b>clāriōribus</b></td>
<td><b>clāriōribus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td><b>clāriōrem</b></td>
<td><b>clārius</b></td>
<td><b>clāriōrēs</b></td>
<td><b>clāriōra</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td><b>clāriōre</b></td>
<td><b>clāriōre</b></td>
<td><b>clāriōribus</b></td>
<td><b>clāriōribus</b></td>
</tr>
</table>

<p class = "note">
<span class = "pagenum">134</span>
<a name = "page134"> </a>
<i>a.</i> Observe that the endings are those of the consonant stems of
the third declension.</p>

<p class = "note">
<i>b.</i> Compare <b>longus</b>, <i>long</i>; <b>fortis</b>,
<i>brave</i>; <b>recēns</b> (base, <b>recent-</b>), <i>recent</i>; and
decline the comparative of each.</p>

<p class = "section">
<a name = "sec304"><b>304.</b></a>
Adjectives in <b>-er</b> form the comparative regularly, but the
superlative is formed by adding <b>-rimus, -a, -um</b> to the nominative
masculine of the positive; as,</p>

<table>
<tr>
<th>Positive</th>
<th>Comparative</th>
<th>Superlative</th>
</tr>
<tr>
<td><p class = "hanging">
<b>ācer, ācris, ācre</b><br>
(Base <b>acr-</b>)
</p></td>
<td><b>ācrior, ācrius</b></td>
<td><b>ācerrimus, -a, -um</b></td>
</tr>
<tr>
<td><p class = "hanging">
<b>pulcher, pulchra, pulchrum</b><br>
(Base <b>pulchr-</b>)
</p></td>
<td><b>pulchrior, pulchrius</b></td>
<td><b>pulcherrimus, -a, -um</b></td>
</tr>
<tr>
<td><p class = "hanging">
<b>līber, lībera, līberum</b><br>
(Base <b>līber-</b>)
</p></td>
<td><b>līberior, līberius</b></td>
<td><b>līberrimus, -a, -um</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> In a similar manner compare <b>miser</b>, <b>aeger</b>,
<b>crēber</b>.</p>

<p class = "section">
<a name = "sec305"><b>305.</b></a>
The comparative is often translated by <i>quite, too</i>, or
<i>somewhat</i>, and the superlative by <i>very</i>; as, <b>altior</b>,
<i>quite</i> (<i>too, somewhat</i>) <i>high</i>; <b>altissimus</b>,
<i>very high.</i></p>

<p class = "section">
<a name = "sec306"><b>306.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec306vocab">special
vocabulary</a>, p. 296.</p>

<p>I. 1. Quid explōrātōrēs quaerēbant? Explōrātōrēs tempus
opportfūissimum itinerī quaerēbant. 2.&nbsp;Mediā in silvā ignīs quam
crēberrimōs fēcimus, quod ferās tam audācis numquam anteā vīderāmus.
3.&nbsp;Antīquīs temporibus Germānī erant fortiōrēs quam Gallī.
4.&nbsp;Caesar erat clārior quam inimīcī<span class = "tag">1</span> quī
eum necāvērunt. 5.&nbsp;Quisque scūtum ingēns et pīlum longius gerēbat.
6.&nbsp;Apud barbarōs Germānī erant audācissimī et fortissimī.
7.&nbsp;Mēns hominum est celerior quam corpus. 8.&nbsp;Virī aliquārum
terrārum sunt miserrimī. 9.&nbsp;Corpora Germānōrum erant ingentiōra
quam Rōmānōrum. 10.&nbsp;Ācerrimī Gallōrum prīncipēs sine ūllā morā
trāns flūmen quoddam equōs vēlōcissimōs trādūxērunt. 11.&nbsp;Aestāte
diēs sunt longiōrēs quam hieme. 12.&nbsp;Imperātor quīdam ab
explōrātōribus dē recentī adventū nāvium longārum quaesīvit.</p>

<p>II. 1. Of all birds the eagle is the swiftest. 2.&nbsp;Certain
animals are swifter than the swiftest horse. 3.&nbsp;The Roman name was
most
<span class = "pagenum">135</span>
<a name = "page135"> </a>
hateful to the enemies of the commonwealth. 4.&nbsp;The Romans always
inflicted the severest<span class = "tag">2</span> punishment on
faithless allies. 5.&nbsp;I was quite ill, and so I hastened from the
city to the country. 6.&nbsp;Marcus had some friends dearer than
Cæsar.<span class = "tag">3</span> 7.&nbsp;Did you not seek a more
recent report concerning the battle? 8.&nbsp;Not even after a victory so
opportune did he seek the general’s friendship.</p>

<div class = "footnote">
1. Why is this word used instead of <b>hostēs</b>?</div>

<div class = "footnote">
2. Use the superlative of <b>gravis</b>.</div>

<div class = "footnote">
3. Accusative. In a comparison the noun after <b>quam</b> is in the same
case as the one before it.</div>

<p class = "note">
N.B. Beginning at this point, the
<a href = "LatinBegin2.html#reading_LIII">selections for reading</a>
will be found near the end of the volume. (See <a href =
"LatinBegin2.html#page197">p. 197</a>.)</p>


<h5 class = "chapter"><a name = "lesson_LIV">
LESSON LIV</a></h5>

<h6 class = "boldf">IRREGULAR COMPARISON OF ADJECTIVES · THE ABLATIVE
WITH COMPARATIVES WITHOUT <i>QUAM</i></h6>

<p class = "section">
<a name = "sec307"><b>307.</b></a>
The following six adjectives in <b>-lis</b> form the comparative
regularly; but the superlative is formed by adding <b>-limus</b> to the
base of the positive. Learn the meanings and comparison.</p>

<table>
<tr>
<th>Positive</th>
<th>Comparative</th>
<th>Superlative</th>
</tr>
<tr>
<td><b>facilis, -e</b>, <i>easy</i></td>
<td><b>facilior, -ius</b></td>
<td><b>facillimus, -a, -um</b></td>
</tr>
<tr>
<td><b>difficilis, -e</b>, <i>hard</i></td>
<td><b>difficilior, -ius</b></td>
<td><b>difficillimus, -a, -um</b></td>
</tr>
<tr>
<td><b>similis, -e</b>, <i>like</i></td>
<td><b>similior, -ius</b></td>
<td><b>simillimus, -a, -um</b></td>
</tr>
<tr>
<td><b>dissimilis, -e</b>, <i>unlike</i></td>
<td><b>dissimilior, -ius</b></td>
<td><b>dissimillimus, -a, -um</b></td>
</tr>
<tr>
<td><b>gracilis, -e</b>, <i>slender</i></td>
<td><b>gracilior, -ius</b></td>
<td><b>gracillimus, -a, -um</b></td>
</tr>
<tr>
<td><b>humilis, -e</b>, <i>low</i></td>
<td><b>humilior, -ius</b></td>
<td><b>humillimus, -a, -um</b></td>
</tr>
</table>

<p class = "section">
<a name = "sec308"><b>308.</b></a>
From the knowledge gained in the preceding lesson we should translate
the sentence <i>Nothing is brighter than the sun</i></p>

<p class = "center">
<b>Nihil est clārius quam sōl</b>
</p>

<p>But the Romans, especially in negative sentences, often expressed the
comparison in this way,</p>

<p class = "center">
<b>Nihil est clārius sōle</b>
</p>

<p>which, literally translated, is <i>Nothing is brighter away from the
sun</i>; that is, <i>starting from the sun as a standard, nothing is
brighter</i>. This relation is expressed by the separative ablative
<b>sōle</b>. Hence the rule</p>

<p class = "section">
<span class = "pagenum">136</span>
<a name = "page136"> </a>
<a name = "sec309"><b>309.</b></a>
<span class = "smallcaps">Rule.</span> <b>Ablative with
Comparatives.</b> <i>The comparative degree, if <b>quam</b> is omitted,
is followed by the separative ablative.</i></p>

<p class = "section">
<a name = "sec310"><b>310.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec310vocab">special
vocabulary</a>, p. 296.</p>

<p>I. 1. Nēmō mīlitēs alacriōrēs Rōmānīs vīdit. 2. Statim imperātor
iussit nūntiōs quam celerrimōs litterās Rōmam portāre. 3.&nbsp;Multa
flūmina sunt lēniōra Rhēnō. 4.&nbsp;Apud Rōmanōs quis erat clārior
Caesare? 5.&nbsp;Nihil pulchrius urbe Rōmā vīdī. 6.&nbsp;Subitō
multitūdo audacissima magnō clamōre proelium ācrius commīsit.
7.&nbsp;Num est equus tuus tardus? Nōn vērō tardus, sed celerior aquilā.
8.&nbsp;Ubi Romae fuī, nēmō erat mihi amicior Sextō. 9.&nbsp;Quaedam
mulierēs cibum mīlitibus dare cupīvērunt. 10.&nbsp;Rēx vetuit cīvis ex
urbe noctū discēdere. 11.&nbsp;Ille puer est gracilior hāc muliere.
12.&nbsp;Explōrātor duās (<i>two</i>) viās, alteram facilem, alteram
difficiliōrem, dēmōnstrāvit.</p>

<p>II. 1. What city have you seen more beautiful than Rome? 2.&nbsp;The
Gauls were not more eager than the Germans. 3.&nbsp;The eagle is not
slower than the horse. 4.&nbsp;The spirited woman did not fear to make
the journey by night. 5.&nbsp;The mind of the multitude was quite gentle
and friendly. 6.&nbsp;But the king’s mind was very different.
7.&nbsp;The king was not like (similar to) his noble father.
8.&nbsp;These hills are lower than the huge mountains of our
territory.</p>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LIV">
Reading Selection</a></div>

<p class = "illustration">
<img src = "../images/pic136.png" width = "334" height = "265"
alt = "Roman weapons and armor"><br>
<span class = "caption">
ARMA ROMANA</span></p>


<span class = "pagenum">137</span>
<a name = "page137"> </a>

<h5 class = "chapter"><a name = "lesson_LV">
LESSON LV</a></h5>

<h6 class = "boldf">IRREGULAR COMPARISON OF ADJECTIVES
(<i>Continued</i>)</h6>

<p class = "section">
<a name = "sec311"><b>311.</b></a>
Some adjectives in English have irregular comparison, as <i>good,
better, best</i>; <i>many, more, most.</i> So Latin comparison presents
some irregularities. Among the adjectives that are compared irregularly
are</p>

<table>
<tr>
<th>Positive</th>
<th>Comparative</th>
<th>Superlative</th>
</tr>

<tr>
<td><b>bonus, -a, -um</b>, <i>good</i></td>
<td><b>melior, melius</b></td>
<td><b>optimus, -a, -um</b></td>
</tr>
<tr>
<td><b>magnus, -a, -um</b>, <i>great</i></td>
<td><b>maior, maius</b></td>
<td><b>maximus, -a, -um</b></td>
</tr>
<tr>
<td><b>malus, -a, -um</b>, <i>bad</i></td>
<td><b>peior, peius</b></td>
<td><b>pessimus, -a, -um</b></td>
</tr>
<tr>
<td><b>multus, -a, -um</b>, <i>much</i></td>
<td>&mdash;&mdash;, <b>plūs</b></td>
<td><b>plūrimus, -a, -um</b></td>
</tr>
<tr>
<td><b>multī, -ae, -a</b>, <i>many</i></td>
<td><b>plūrēs, plūra</b></td>
<td><b>plūrimī, -ae, -a</b></td>
</tr>
<tr>
<td><b>parvus, -a, -um</b>, <i>small</i></td>
<td><b>minor, minus</b></td>
<td><b>minimus, -a, -um</b></td>
</tr>
</table>

<p class = "section">
<a name = "sec312"><b>312.</b></a>
The following four adjectives have two superlatives. Unusual forms are
placed in parentheses.</p>

<table class = "lines">
<tr>
<td class = "middle"><p class = "hanging">
<b>exterus, -a, -um</b>, <i>outward</i>
</p></td>
<td class = "middle"><p class = "hanging">
(<b>exterior, -ius</b>, <i>outer</i>)
</p></td>
<td class = "middle left rightline">
<b>extrēmus, -a, -um</b><br>
(<b>extimus, -a, -um</b>)
</td>
<td class = "middle"><p class = "hanging">
<i>outermost, last</i>
</p></td>
</tr>
<tr>
<td class = "middle"><p class = "hanging">
<b>īnferus, -a, -um</b>, <i>low</i>
</p></td>
<td class = "middle"><p class = "hanging">
<b>īnferior, -ius</b>, <i>lower</i>
</p></td>
<td class = "middle left rightline">
<b>īnfimus, -a, -um</b><br>
<b>īmus, -a, -um</b>
</td>
<td class = "middle">
<i>lowest</i>
</td>
</tr>
<tr>
<td class = "middle"><p class = "hanging">
<b>posterus, -a, -um</b>, <i>next</i>
</p></td>
<td class = "middle"><p class = "hanging">
(<b>posterior, -ius</b>, <i>later</i>)
</p></td>
<td class = "middle left rightline">
<b>postrēmus, -a, -um</b><br>
(<b>postumus,&nbsp;-a,&nbsp;-um</b>)
</td>
<td class = "middle">
<i>last</i>
</td>
</tr>
<tr>
<td class = "middle"><p class = "hanging">
<b>superus, -a, -um</b>, <i>above</i>
</p></td>
<td class = "middle"><p class = "hanging">
<b>superior, -ius</b>, <i>higher</i>
</p></td>
<td class = "middle left rightline">
<b>suprēmus, -a, -um</b><br>
<b>summus, -a, -um</b>
</td>
<td class = "middle">
<i>highest</i>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec313"><b>313.</b></a>
<b>Plūs</b>, <i>more</i> (plural <i>more, many, several</i>), is
declined as follows:</p>

<table>
<tr>
<td></td>
<th colspan = "2">Singular</th>
<th colspan = "2">Plural</th>
</tr>
<tr>
<td></td>
<td class = "smaller">MASC. AND FEM.</td>
<td class = "smaller">NEUT.</td>
<td class = "smaller">MASC. AND FEM.</td>
<td class = "smaller">NEUT.</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>&mdash;&mdash;</td>
<td>plūs</td>
<td>plūr<b>ēs</b></td>
<td>plūr<b>a</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>&mdash;&mdash;</td>
<td class = "rightpad">plūr<b>is</b></td>
<td>plūr<b>ium</b></td>
<td>plūr<b>ium</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>&mdash;&mdash;</td>
<td>&mdash;&mdash;</td>
<td>plūr<b>ibus</b></td>
<td>plūr<b>ibus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>&mdash;&mdash;</td>
<td>plūs</td>
<td>plūr<b>īs, -ēs</b></td>
<td>plūr<b>a</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>&mdash;&mdash;</td>
<td>plūr<b>e</b></td>
<td>plūr<b>ibus</b></td>
<td>plūr<b>ibus</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> In the singular <b>plūs</b> is used only as a neuter
substantive.</p>

<p><span class = "pagenum">138</span>
<a name = "page138"> </a>
<a name = "sec314"><b>314.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec314vocab">special
vocabulary</a>, p. 296.</p>

<p>I. 1. Reliquī hostēs, quī ā dextrō cornū proelium commīserant, dē
superiōre locō fūgērunt et sēsē in silvam maximam recēpērunt. 2.&nbsp;In
extrēmā parte silvae castra hostium posita erant. 3.&nbsp;Plūrimī
captīvī ab equitibus ad Caesarem ductī sunt. 4.&nbsp;Caesar vērō iussit
eōs in servitūtem trādī. 5.&nbsp;Posterō diē magna multitūdō mulierum ab
Rōmānīs in valle īmā reperta est. 6.&nbsp;Hae mulierēs maximē
perterritae adventū Caesaris sēsē occīdere studēbant. 7.&nbsp;Eae quoque
plūrīs fābulās dē exercitūs Rōmānī sceleribus audīverant. 8.&nbsp;Fāma
illōrum mīlitum optima nōn erat. 9.&nbsp;In barbarōrum aedificiīs maior
cōpia frūmentī reperta est. 10.&nbsp;Nēmō crēbrīs proeliīs contendere
sine aliquō perīculō potest.</p>

<p>II. 1. The remaining women fled from their dwellings and hid
themselves. 2.&nbsp;They were terrified and did not wish to be captured
and given over into slavery. 3.&nbsp;Nothing can be worse than slavery.
4.&nbsp;Slavery is worse than death. 5.&nbsp;In the Roman empire a great
many were killed because they refused to be slaves. 6.&nbsp;To surrender
the fatherland is the worst crime.</p>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LV">
Reading Selection</a></div>


<h5 class = "chapter"><a name = "lesson_LVI">
LESSON LVI</a></h5>

<h6 class = "boldf">IRREGULAR COMPARISON OF ADJECTIVES
(<i>Concluded</i>) · ­ABLATIVE OF THE MEASURE OF DIFFERENCE</h6>

<p class = "section">
<a name = "sec315"><b>315.</b></a>
The following adjectives are irregular in the formation of the
superlative and have no positive. Forms rarely used are in
parentheses.</p>

<table>
<tr>
<th>Comparative</th>
<th>Superlative</th>
</tr>
<tr>
<td><b>citerior</b>, <i>hither</i></td>
<td>(<b>citimus</b>, <i>hithermost</i>)</td>
</tr>
<tr>
<td><b>interior</b>, <i>inner</i></td>
<td>(<b>intimus</b>, <i>inmost</i>)</td>
</tr>
<tr>
<td><b>prior</b>, <i>former</i></td>
<td><b>prīmus</b>, <i>first</i></td>
</tr>
<tr>
<td><b>propior</b>, <i>nearer</i></td>
<td><b>proximus</b>, <i>next, nearest</i></td>
</tr>
<tr>
<td class = "rightpad"><b>ulterior</b>, <i>further</i></td>
<td><b>ultimus</b>, <i>furthest</i></td>
</tr>
</table>

<p class = "section">
<a name = "sec316"><b>316.</b></a>
In the sentence <i>Galba is a head taller than Sextus</i>, the phrase
<i>a head taller</i> expresses the <b>measure of difference</b> in
height between
<span class = "pagenum">139</span>
<a name = "page139"> </a>
Galba and Sextus. The Latin form of expression would be <i>Galba is
taller than Sextus <b>by a head</b></i>. This is clearly an ablative
relation, and the construction is called the <b>ablative of the measure
of difference</b>.</p>

<table>
<tr>
<td class = "sidehead">
Examples
</td>
<td>
<p class = "hanging">
<b>Galba est altior capite quam Sextus</b></p>
<p class = "hanging">
<i>Galba is a head taller</i> (taller by a head) <i>than Sextus</i>.</p>
<p class = "hanging">
<b>Illud iter ad Italiam est multō brevius</b></p>
<p class = "hanging">
<i>That route to Italy is much shorter</i> (shorter by much)</p>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec317"><b>317.</b></a>
<span class = "smallcaps">Rule.</span> <b>Ablative of the Measure of
Difference.</b> <i>With comparatives and words implying comparison the
ablative is used to denote the measure of difference.</i></p>

<p class = "note">
<i>a.</i> Especially common in this construction are the neuter
ablatives</p>

<table class = "fixed">
<tr>
<td>
<b>eō</b>, <i>by this, by that</i><br>
<b>hōc</b>, <i>by this</i><br>
<b>multō</b>, <i>by much</i><br>
<b>nihilō</b>,<span class = "tag">1</span> <i>by nothing</i><br>
<b>paulō</b>, <i>by a little</i>
</td>
</tr></table>

<div class = "footnote">
1. <b>nihil</b> was originally <b>nihilum</b> and declined like
<b>pīlum</b>. There is no plural.</div>

<p class = "section">
<a name = "sec318"><b>318.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec318vocab">special
vocabulary</a>, p. 297.</p>

<p>I. 1. Barbarī proelium committere statuērunt eō magis quod Rōmānī
īnfīrmī esse vidēbantur. 2.&nbsp;Meum cōnsilium est multō melius quam
tuum quia multō facilius est. 3.&nbsp;Haec via est multō lātior quam
illa. 4.&nbsp;Barbarī erant nihilō tardiōrēs quam Rōmānī. 5.&nbsp;Tuus
equus est paulō celerior quam meus. 6.&nbsp;Iī quī paulō fortiōrēs erant
prohibuērunt reliquōs aditum relinquere. 7.&nbsp;Inter illās cīvitātēs
Germānia mīlitēs habet optimōs. 8.&nbsp;Propior via quae per hanc vallem
dūcit est inter portum et lacum. 9.&nbsp;Servī, quī agrōs citeriōrēs
incolēbant, priōrēs dominōs relinquere nōn cupīvērunt, quod eōs amābant.
10.&nbsp;Ultimae Germāniae partēs numquam in fidem Rōmānōrum vēnērunt.
11.&nbsp;Nam trāns Rhēnum aditus erat multō difficilior exercituī
Rōmānō.</p>

<p>II. 1. Another way much more difficult (more difficult by much) was
left through hither Gaul. 2.&nbsp;In ancient times no state was stronger
than the Roman empire. 3.&nbsp;The states of further Gaul did not wish
to give hostages to Cæsar. 4.&nbsp;Slavery is no better (better by
nothing) than death. 5.&nbsp;The best citizens are not loved by the
worst. 6.&nbsp;The active enemy immediately withdrew into the nearest
forest, for they were terrified by Cæsar’s recent victories.</p>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LVI">
Reading Selection</a></div>


<span class = "pagenum">140</span>
<a name = "page140"> </a>


<h5 class = "chapter"><a name = "lesson_LVII">
LESSON LVII</a></h5>

<h6 class = "boldf">FORMATION AND COMPARISON OF ADVERBS</h6>

<p class = "section">
<a name = "sec319"><b>319.</b></a>
Adverbs are generally derived from adjectives, as in English (e.g. adj.
<i>sweet</i>, adv. <i>sweetly</i>). Like adjectives, they can be
compared; but they have no declension.</p>

<p class = "section">
<a name = "sec320"><b>320.</b></a>
Adverbs derived from adjectives of the first and second declensions are
formed and compared as follows:</p>

<table>
<tr>
<td></td>
<th>Positive</th>
<th>Comparative</th>
<th>Superlative</th>
</tr>
<tr>
<td><i>Adj.</i><br>
<i>Adv.</i></td>
<td><b>cārus</b>, <i>dear</i><br>
<b>cārē</b>, <i>dearly</i></td>
<td><b>cārior</b><br>
<b>cārius</b></td>
<td><b>cārissimus</b><br>
<b>cārissimē</b></td>
</tr>
<tr>
<td><i>Adj.</i><br>
<i>Adv.</i></td>
<td><b>pulcher</b>, <i>beautiful</i><br>
<b>pulchrē</b>, <i>beautifully</i></td>
<td><b>pulchrior</b><br>
<b>pulchrius</b></td>
<td><b>pulcherrimus</b><br>
<b>pulcherrimē</b></td>
</tr>
<tr>
<td><i>Adj.</i><br>
<i>Adv.</i></td>
<td><b>līber</b>, <i>free</i><br>
<b>līberē</b>, <i>freely</i></td>
<td><b>līberior</b><br>
<b>līberius</b></td>
<td><b>līberrimus</b><br>
<b>līberrimē</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> The positive of the adverb is formed by adding <b>-ē</b> to
the base of the positive of the adjective. The superlative of the adverb
is formed from the superlative of the adjective in the same&nbsp;way.</p>

<p class = "note">
<i>b.</i> The comparative of any adverb is the neuter accusative
singular of the comparative of the adjective.</p>

<p class = "section">
<a name = "sec321"><b>321.</b></a>
Adverbs derived from adjectives of the third declension are formed like
those described above in the comparative and superlative. The positive
is usually formed by adding <b>-iter</b> to the base of adjectives of
three endings or of two endings, and <b>-ter</b> to the base of those of
one ending;<span class = "tag">1</span> as,</p>

<table>
<tr>
<td></td>
<th>Positive</th>
<th>Comparative</th>
<th>Superlative</th>
</tr>
<tr>
<td><i>Adj.</i><br>
<i>Adv.</i></td>
<td><b>fortis</b>, <i>brave</i><br>
<b>fortiter</b>, <i>bravely</i></td>
<td><b>fortior</b><br>
<b>fortius</b></td>
<td><b>fortissimus</b><br>
<b>fortissimē</b></td>
</tr>
<tr>
<td><i>Adj.</i><br>
<i>Adv.</i></td>
<td><b>audāx</b>, <i>bold</i><br>
<b>audācter</b>, <i>boldly</i></td>
<td><b>audācior</b><br>
<b>audācius</b></td>
<td><b>audācissimus</b><br>
<b>audācissimē</b></td>
</tr>
</table>

<div class = "footnote">
1. This is a good working rule, though there are some exceptions to
it.</div>

<p class = "section">
<span class = "pagenum">141</span>
<a name = "page141"> </a>
<a name = "sec322"><b>322.</b></a>
<b>Case Forms as Adverbs.</b> As we learned above, the neuter accusative
of comparatives is used adverbially. So in the positive or superlative
some adjectives, instead of following the usual formation, use the
accusative or the ablative singular neuter adverbially; as,</p>

<table>
<tr>
<td>
<i>Adj.</i><br>
<i>Adv.</i>
</td>
<td>
<b>facilis</b>, <i>easy</i><br>
<b>facile</b> (acc.), <i>easily</i>
</td>
<td>
<b>prīmus</b>, <i>first</i><br>
<b>prīmum</b> (acc.), <i>first</i><br>
<b>prīmō</b> (abl.), <i>at first</i>
</td>
</tr>
<tr>
<td>
<i>Adj.</i><br>
<i>Adv.</i>
</td>
<td>
<b>multus</b>, <i>many</i><br>
<b>multum</b> (acc.), <i>much</i><br>
<b>multō</b> (abl.), <i>by much</i>
</td>
<td>
<b>plūrimus</b>, <i>most</i><br>
<b>plūrimum</b> (acc.), <i>most</i>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec323"><b>323.</b></a>
Learn the following irregular comparisons:</p>

<table>
<tr>
<td><b>bene</b>, <i>well</i></td>
<td><b>melius</b>, <i>better</i></td>
<td><b>optimē</b>, <i>best</i></td>
</tr>
<tr>
<td><b>diū</b>, <i>long</i> (time)</td>
<td><b>diūtius</b>, <i>longer</i></td>
<td><b>diūtissimē</b>, <i>longest</i></td>
</tr>
<tr>
<td><b>magnopere</b>, <i>greatly</i></td>
<td><b>magis</b>, <i>more</i></td>
<td><b>maximē</b>, <i>most</i></td>
</tr>
<tr>
<td><b>parum</b>, <i>little</i></td>
<td><b>minus</b>, <i>less</i></td>
<td><b>minimē</b>, <i>least</i></td>
</tr>
<tr>
<td><b>prope</b>, <i>nearly, near</i></td>
<td><b>propius</b>, <i>nearer</i></td>
<td><b>proximē</b>, <i>nearest</i></td>
</tr>
<tr>
<td><b>saepe</b>, <i>often</i></td>
<td><b>saepius</b>, <i>oftener</i></td>
<td><b>saepissimē</b>, <i>oftenest</i></td>
</tr>
</table>

<p class = "section">
<a name = "sec324"><b>324.</b></a>
Form adverbs from the following adjectives, using the regular rules, and
compare them: <b>laetus</b>, <b>superbus</b>, <b>molestus</b>,
<b>amīcus</b>, <b>ācer</b>, <b>brevis</b>, <b>gravis</b>,
<b>recēns.</b></p>

<p class = "section">
<a name = "sec325"><b>325.</b></a>
<span class = "smallcaps">Rule.</span> <b>Adverbs.</b> <i>Adverbs modify
verbs, adjectives, and other adverbs.</i></p>

<p class = "section">
<a name = "sec326"><b>326.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec326vocab">special
vocabulary</a>, p. 297.</p>

<p>I. 1. Nūlla rēs melius gesta est quam proelium illud<span class =
"tag">2</span> ubi Marius multō minōre exercitū multō maiōrēs cōpiās
Germānōrum in fugam dedit. 2.&nbsp;Audācter in Rōmānōrum cohortīs hostēs
impetūs fēcērunt 3.&nbsp;Marius autem omnēs hōs fortissimē sustinuit.
4.&nbsp;Barbarī nihilō fortiōrēs erant quam Rōmānī. 5.&nbsp;Prīmō
barbarī esse superiōrēs vidēbantur, tum Rōmānī ācrius contendērunt.
6.&nbsp;Dēnique, ubi iam diūtissimē paene aequō proeliō pugnātum est,
barbarī fugam petiērunt. 7.&nbsp;Quaedam Germānōrum gentēs, simul atque
rūmōrem illīus calamitātis audīvērunt, sēsē in ultimīs regiōnibus fīnium
suōrum abdidērunt.
<span class = "pagenum">142</span>
<a name = "page142"> </a>
8. Rōmānī saepius quam hostēs vīcērunt, quod meliōra arma habēbant.
9.&nbsp;Inter omnīs gentīs Rōmānī plūrimum valēbant. 10.&nbsp;Hae
cohortēs simul atque in aequiōrem regiōnem sē recēpērunt, castra sine
ūllā difficultāte posuērunt.</p>

<p>II. 1. Some nations are easily overcome by their enemies.
2.&nbsp;Germany is much larger than Gaul. 3.&nbsp;Were not the Romans
the most powerful among the tribes of Italy? 4.&nbsp;On account of (his)
wounds the soldier dragged his body from the ditch with the greatest
difficulty. 5.&nbsp;He was able neither to run nor to fight. 6.&nbsp;Who
saved him? A certain horseman boldly undertook the matter. 7.&nbsp;The
rumors concerning the soldier’s death were not true.</p>

<div class = "footnote">
2. <b>ille</b> standing after its noun means <i>that well-known, that
famous</i>.</div>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LVII">
Reading Selection</a></div>


<h5 class = "chapter"><a name = "lesson_LVIII">
LESSON LVIII</a></h5>

<h6 class = "boldf">NUMERALS · THE PARTITIVE GENITIVE</h6>

<p class = "section">
<a name = "sec327"><b>327.</b></a>
The Latin numeral adjectives may be classified as follows:</p>

<p>1. <b>Cardinal Numerals</b>, answering the question <i>how many?</i>
as, <b>ūnus</b>, <i>one</i>; <b>duo</b>, <i>two</i>;&nbsp;etc.</p>

<p>2. <b>Ordinal Numerals</b>, derived in most cases from the cardinals
and answering the question <i>in what order?</i> as, <b>prīmus</b>,
<i>first</i>; <b>secundus</b>, <i>second</i>;&nbsp;etc.</p>

<p>3. <b>Distributive Numerals</b>, answering the question <i>how many
at a time?</i> as, <b>singulī</b>, <i>one at a time</i>.</p>

<p class = "section">
<a name = "sec328"><b>328.</b></a>
<b>The Cardinal Numerals.</b> The first twenty of the cardinals are as
follows:</p>

<table>
<tr>
<td>1, <b>ūnus</b></td>
<td class = "number close">6,</td>
<td><b>sex</b></td>
<td>11, <b>ūndecim</b></td>
<td>16, <b>sēdecim</b></td>
</tr>
<tr>
<td>2, <b>duo</b></td>
<td class = "number close">7,</td>
<td><b>septem</b></td>
<td>12, <b>duodecim</b></td>
<td>17,&nbsp;<b>septendecim</b></td>
</tr>
<tr>
<td>3, <b>trēs</b></td>
<td class = "number close">8,</td>
<td><b>octō</b></td>
<td>13, <b>tredecim</b></td>
<td>18,&nbsp;<b>duodēvīgintī</b></td>
</tr>
<tr>
<td class = "rightpad">4,&nbsp;<b>quattuor</b></td>
<td class = "number close">9,</td>
<td class = "rightpad"><b>novem</b></td>
<td class = "rightpad">14,&nbsp;<b>quattuordecim</b></td>
<td>19, <b>ūndēvīgintī</b></td>
</tr>
<tr>
<td>5, <b>quīnque</b></td>
<td class = "number close">10,</td>
<td><b>decem</b></td>
<td>15, <b>quīndecim</b></td>
<td>20, <b>vīgintī</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> Learn also <b>centum</b> = 100, <b>ducentī</b> = 200,
<b>mīlle</b> = 1000.</p>

<p class = "section">
<a name = "sec329"><b>329.</b></a>
<b>Declension of the Cardinals.</b> Of the cardinals only <b>ūnus</b>,
<b>duo</b>, <b>trēs</b>, the hundreds above one hundred, and
<b>mīlle</b> used as a noun, are declinable.</p>

<span class = "pagenum">143</span>
<a name = "page143"> </a>
<p class = "note">
<i>a.</i> <b>ūnus</b> is one of the nine irregular adjectives, and is
declined like <b>nūllus</b> (cf. <a href = "#sec109">§§&nbsp;109</a>, <a
href = "LatinBegin2.html#sec470">470</a>). The plural of <b>ūnus</b> is
used to agree with a plural noun of a singular meaning, as, <b>ūna
castra</b>, <i>one camp</i>; and with other nouns in the sense of
<i>only</i>, as, <b>Gallī ūnī</b>, <i>only the Gauls</i>.</p>

<p class = "note">
<i>b.</i> Learn the declension of <b>duo</b>, <i>two</i>; <b>trēs</b>,
<i>three</i>; and <b>mīlle</b>, <i>a thousand</i>. (<a href =
"LatinBegin2.html#sec479">§&nbsp;479</a>.)</p>

<p class = "note">
<i>c.</i> The hundreds above one hundred are declined like the plural of
<b>bonus</b>; as,</p>

<table class = "fixed">
<tr>
<td>
ducent<b>ī, -ae, -a</b><br>
ducent<b>ōrum, -ārum, -ōrum</b><br>
etc. &nbsp; etc. &nbsp; etc.
</td>
</tr>
</table>

<p class = "section">
<a name = "sec330"><b>330.</b></a>
We have already become familiar with sentences like the following:</p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Omnium avium aquila est vēlōcissima</b></p>
<p class = "hanging">
<i>Of all birds the eagle is the swiftest</i></p>
<p class = "hanging">
<b>Hoc ōrāculum erat omnium clārissimum</b></p>
<p class = "hanging">
<i>This oracle was the most famous of all</i>
</p>
</td>
</tr>
</table>

<p>In such sentences the genitive denotes the whole, and the word it
modifies denotes a part of that whole. Such a genitive, denoting the
whole of which a part is taken, is called a <b>partitive
genitive</b>.</p>

<p class = "section">
<a name = "sec331"><b>331.</b></a>
<span class = "smallcaps">Rule.</span> <b>Partitive Genitive.</b>
<i>Words denoting a part are often used with the genitive of the whole,
known as the <b>partitive genitive</b>.</i></p>

<p class = "note">
<i>a.</i> Words denoting a part are especially pronouns, numerals, and
other adjectives. But cardinal numbers excepting <b>mīlle</b> regularly
take the ablative with <b>ex</b> or <b>dē</b> instead of the partitive
genitive.</p>

<p class = "note">
<i>b.</i> <b>Mīlle</b>, <i>a thousand</i>, in the singular is usually an
indeclinable adjective (as, <b>mīlle mīlitēs</b>, <i>a thousand
soldiers</i>), but in the plural it is a declinable noun and takes the
partitive genitive (as, <b>decem mīlia mīlitum</b>, <i>ten thousand
soldiers</i>).</p>

<p><span class = "smallcaps">Examples:</span></p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Fortissimī hōrum sunt Germānī</b></p>
<p class = "hanging">
<i>The bravest of these are the Germans</i></p>
<p class = "hanging">
<b>Decem mīlia hostium interfecta sunt</b></p>
<p class = "hanging">
<i>Ten thousand</i> (lit. <i>thousands</i>) <i>of the enemy were
slain</i></p>
<p class = "hanging">
<b>Ūna ex captīvīs erat soror rēgis</b></p>
<p class = "hanging">
<i>One of the captives was the king’s sister</i>
</p>
</td>
</tr>
</table>

<p><span class = "pagenum">144</span>
<a name = "page144"> </a>
<a name = "sec332"><b>332.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec332vocab">special
vocabulary</a>, p. 297.</p>

<p>I. 1. Caesar maximam partem aedificiōrum incendit. 2. Magna pars
mūnītiōnis aquā flūminis dēlēta est. 3.&nbsp;Gallī huius regiōnis
quīnque mīlia hominum coēgerant. 4.&nbsp;Duo ex meīs frātribus eundem
rūmōrem audīvērunt. 5.&nbsp;Quis Rōmānōrum erat clarior Caesare?
6.&nbsp;Quīnque cohortēs ex illā legiōne castra quam fortissimē
dēfendēbant. 7.&nbsp;Hic locus aberat aequō spatiō<span class =
"tag">1</span> ab castrīs Caesaris et castrīs Germānōrum. 8.&nbsp;Caesar
simul atque pervēnit, plūs commeātūs ab sociīs postulāvit. 9.&nbsp;Nōnne
mercātōrēs magnitūdinem īnsulae cognōverant? Longitūdinem sed nōn
lātitūdinem cognōverant. 10.&nbsp;Paucī hostium obtinēbant collem quem
explōrātōrēs nostrī vīdērunt.</p>

<p>II. 1. I have two brothers, and one of them lives at Rome.
2.&nbsp;Cæsar stormed that very town with three legions. 3.&nbsp;In one
hour he destroyed a great part of the fortification. 4.&nbsp;When the
enemy could no longer<span class = "tag">2</span> defend the gates, they
retreated to a hill which was not far distant.<span class =
"tag">3</span> 5.&nbsp;There three thousand of them bravely resisted the
Romans.<span class = "tag">4</span></p>

<div class = "footnote">
1. Ablative of the measure of difference.</div>

<div class = "footnote">
2. Not <b>longius</b>. Why?</div>

<div class = "footnote">
3. Latin, <i>was distant by a small space.</i></div>

<div class = "footnote">
4. Not the accusative.</div>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LVIII">
Reading Selection</a></div>


<h5 class = "chapter"><a name = "lesson_LIX">
LESSON LIX</a></h5>

<h6 class = "boldf">NUMERALS (<i>Continued</i>) · THE ACCUSATIVE OF
EXTENT</h6>

<p class = "section">
<a name = "sec333"><b>333.</b></a>
Learn the first twenty of the ordinal numerals (<a href =
"LatinBegin2.html#sec478">§&nbsp;478</a>). The ordinals are all declined
like <b>bonus</b>.</p>

<p class = "section">
<a name = "sec334"><b>334.</b></a>
The distributive numerals are declined like the plural of <b>bonus</b>.
The first three are</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
<b>singulī, -ae, -a</b>, <i>one each, one by one</i></p>
<p class = "hanging">
<b>bīnī, -ae, -a</b>, <i>two each, two by two</i></p>
<p class = "hanging">
<b>ternī, -ae, -a</b>, <i>three each, three by three</i></p>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec335"><b>335.</b></a>
We have learned that, besides its use as object, the accusative is used
to express space relations not covered by the ablative. We have had such
expressions as <b>per plūrimōs annōs</b>, <i>for a great many</i>
<span class = "pagenum">145</span>
<a name = "page145"> </a>
<i>years</i>; <b>per tōtum diem</b>, <i>for a whole day</i>. Here the
space relation is one of <i>extent of time</i>. We could also say <b>per
decem pedēs</b>, <i>for ten feet</i>, where the space relation is one of
<i>extent of space</i>. While this is correct Latin, the usual form is
to use the accusative with no preposition, as,</p>

<table>
<tr>
<td>
<p class = "hanging">
<b>Vir tōtum diem cucurrit</b>, <i>the man ran for a whole day</i></p>
<p class = "hanging">
<b>Caesar mūrum decem pedēs mōvit</b>,
<i>Cæsar moved the wall ten feet</i>
</p>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec336"><b>336.</b></a>
<span class = "smallcaps">Rule.</span> <b>Accusative of Extent.</b>
<i>Duration of time and extent of space are expressed by the
accusative.</i></p>

<p class = "note">
<i>a.</i> This accusative answers the questions <i>how long? how
far?</i></p>

<p class = "note">
<i>b.</i> Distinguish carefully between the accusative of time <i>how
long</i> and the ablative of time <i>when</i>, or <i>within
which.</i></p>

<p>Select the accusatives of time and space and the ablatives of time in
the following:</p>

<p>When did the general arrive? He arrived at two o’clock. How long had
he been marching? For four days. How far did he march? He marched
sixty-five miles. Where has he pitched his camp? Three miles from the
river, and he will remain there several days. The wall around the camp
is ten feet high. When did the war begin? In the first year after the
king’s death.</p>

<p class = "section">
<a name = "sec337"><b>337.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec337vocab">special
vocabulary</a>, p. 298.</p>

<p>I. <i>Cæsar in Gaul</i>. Caesar bellum in Gallia septem annōs gessit.
Prīmō annō Helvētiōs vīcit, et eōdem annō multae Germanōrum gentēs eī
sēsē dēdidērunt. Multōs iam annōs Germānī Gallōs vexabant<span class =
"tag">1</span> et ducēs Germānī cōpiās suās trāns Rhēnum saepe
trādūcēbant.<span class = "tag">1</span> Nōn singulī veniēbant, sed
multa milia hominum in Galliam contendēbant. Quā dē causā prīncipēs
Galliae concilium convocāvērunt atque statuērunt legates ad Caesarem
mittere. Caesar, simul atque hunc rūmōrem audīvit, cōpiās suās sine morā
coēgit. Primā lūce fortiter cum Germanīs proelium commīsit. Tōtum diem
ācriter pugnātum est. Caesar ipse ā dextrō cornū acicm dūxit. Magna pars
exercitūs Germānī cecidit. Post magnam caedem paucī multa milia passuum
ad flūmen fūgērunt.</p>

<p>
<span class = "pagenum">146</span>
<a name = "page146"> </a>
II. 1. Cæsar pitched camp two miles from the river. 2.&nbsp;He fortified
the camp with a ditch fifteen feet wide and a rampart nine feet high.
3.&nbsp;The camp of the enemy was a great way off (was distant by a
great space). 4.&nbsp;On the next day he hastened ten miles in three
hours. 5.&nbsp;Suddenly the enemy with all their forces made an attack
upon (<b>in</b> <i>with acc.</i>) the rear. 6.&nbsp;For two hours the
Romans were hard pressed by the barbarians. 7.&nbsp;In three hours the
barbarians were fleeing.</p>

<div class = "footnote">
1. Translate as if pluperfect.</div>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LIX">
Reading Selection</a></div>


<h5 class = "chapter"><a name = "lesson_LX">
LESSON LX</a></h5>

<h6 class = "boldf">DEPONENT VERBS</h6>

<p class = "section">
<a name = "sec338"><b>338.</b></a>
A number of verbs are passive in form but active in meaning; as,
<b>hortor</b>, <i>I encourage</i>; <b>vereor</b>, <i>I fear</i>. Such
verbs are called <b>deponent</b> because they have laid aside
(<b>dē-pōnere</b>, <i>to lay aside</i>) the active forms.</p>

<p class = "note">
<i>a.</i> Besides having all the forms of the passive, deponent verbs
have also the future active infinitive and a few other active forms
which will be noted later. (Sec<a href = "#sec375">§§&nbsp;375</a>, <a
href = "#sec403">403.<i>b</i></a>.)</p>

<p class = "section">
<a name = "sec339"><b>339.</b></a>
The principal parts of deponents are of course passive in form, as,</p>

<table>
<tr>
<td><i>Conj. I</i></td>
<td></td>
<td>
<b>hortor, hortārī, hortātus sum</b>, <i>encourage</i>
</td>
</tr>
<tr>
<td><i>Conj. II</i></td>
<td></td>
<td>
<b>vereor, verērī, veritus sum</b>, <i>fear</i>
</td>
</tr>
<tr>
<td><i>Conj. III</i></td>
<td>(<i>a</i>)</td>
<td>
<b>sequor, sequī, secūtus sum</b>, <i>follow</i>
</td>
</tr>
<tr>
<td></td>
<td>(<i>b</i>)</td>
<td>
<b>patior, patī, passus sum</b>, <i>suffer, allow</i>
</td>
</tr>
<tr>
<td><i>Conj. IV</i></td>
<td></td>
<td>
<b>partior, partīrī, partītus sum</b>, <i>share, divide</i>
</td>
</tr>
</table>

<p>Learn the synopses of these verbs. (See <a href =
"LatinBegin2.html#sec493">§&nbsp;493</a>.) <b>Patior</b> is conjugated
like the passive of <b>capiō</b> (<a href =
"LatinBegin2.html#sec492">§&nbsp;492</a>).</p>

<p class = "section">
<a name = "sec340"><b>340.</b></a>
PREPOSITIONS WITH THE ACCUSATIVE</p>

<p>The prepositions with the accusative that occur most frequently
are</p>

<table class = "vocab">
<tr>
<td class = "half">
<p class = "hanging">
<b>ante</b>, <i>before</i></p>
<p class = "hanging">
<b>apud</b>, <i>among</i></p>
<p class = "hanging">
<b>circum</b>, <i>around</i></p>
<p class = "hanging">
<b>contrā</b>, <i>against, contrary to</i></p>
<p class = "hanging">
<b>extrā</b>, <i>outside of</i></p>
<p class = "hanging">
<b>in</b>, <i>into, in, against, upon</i></p>
<p class = "hanging">
<b>inter</b>, <i>between, among</i></p>
</td>
<td>
<p class = "hanging">
<b>intrā</b>, <i>within</i></p>
<p class = "hanging">
<b>ob</b>, <i>on account of</i> (<b>quam ob rem</b>, <i>wherefore,
therefore</i>)</p>
<p class = "hanging">
<b>per</b>, <i>through, by means of</i></p>
<p class = "hanging">
<b>post</b>, <i>after, behind</i></p>
<p class = "hanging">
<b>propter</b>, <i>on account of, because of</i></p>
<p class = "hanging">
<b>trāns</b>, <i>across, over</i></p>
</td>
</tr>
</table>

<p class = "note">
<i>a.</i> Most of these you have had before. Review the old ones and
learn the new ones. Review the list of prepositions governing the
ablative, <a href = "#sec209">§&nbsp;209</a>.</p>

<p><span class = "pagenum">147</span>
<a name = "page147"> </a>
<a name = "sec341"><b>341.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>First learn the <a href = "LatinBegin2.html#sec341vocab">special
vocabulary</a>, p. 298.</p>

<p>I. 1. Trēs ex lēgātīs, contrā Caesaris opīniōnem, iter facere per
hostium fīnīs verēbantur. 2.&nbsp;Quis eōs hortātus est? Imperātor eōs
hortātus est et iīs persuādēre cōnātus est, sed nōn potuit. 3.&nbsp;Quid
lēgātōs perterruit? Aut timor hostium, quī undique premēbant, aut
longitūdō viae eōs perterruit. 4.&nbsp;Tamen omnēs ferē Caesarem multō
magis quam hostīs veritī sunt. 5.&nbsp;Fortissimae gentēs Galliae ex
Germānīs oriēbantur. 6.&nbsp;Quam ob rem tam fortēs erant? Quia nec
vīnum nec alia quae virtūtem dēlent ad sē portārī patiēbantur.
7.&nbsp;Caesar ex mercātōribus dē īnsulā Britanniā quaesīvit, sed nihil
cognōscere potuit. 8.&nbsp;Itaque ipse statuit hanc terram petere, et
mediā ferē aestāte cum multīs nāvibus longīs profectus est.
9.&nbsp;Magnā celeritāte iter confēcit et in opportūnissimō locō
ēgressus est. 10.&nbsp;Barbarī summīs vīribus eum ab īnsulā prohibēre
cōnātī sunt. 11.&nbsp;Ille autem barbarōs multa mīlia passuum īnsecūtus
est; tamen sine equitātū eōs cōnsequī nōn potuit.</p>

<p>II. 1. Contrary to our expectation, the enemy fled and the cavalry
followed close after them. 2.&nbsp;From all parts of the multitude the
shouts arose of those who were being wounded. 3.&nbsp;Cæsar did not
allow the cavalry to pursue too far.<span class = "tag">1</span>
4.&nbsp;The cavalry set out at the first hour and was returning<span
class = "tag">2</span> to camp at the fourth hour. 5.&nbsp;Around the
Roman camp was a rampart twelve feet high. 6.&nbsp;Cæsar will delay
three days because of the grain supply. 7.&nbsp;Nearly all the
lieutenants feared the enemy and attempted to delay the march.</p>

<div class = "footnote">
1. Comparative of <b>longē</b>.</div>

<div class = "footnote">
2. Will this be a deponent or an active form?</div>


<hr class = "tiny">

<h5 class = "boldf">
<a class = "page" href = "LatinBegin2.html#review_VII">
Seventh Review, Lessons LIII-LX, §§&nbsp;524-526</a></h5>

<hr class = "tiny">


<p class = "illustration">
<span class = "pagenum">148</span>
<a name = "page148"> </a>
<img src = "../images/pic148.png" width = "250" height = "303"
alt = "man reading scrolls"></p>



<h3>PART III</h3>

<h4>CONSTRUCTIONS</h4>


<h5>INTRODUCTORY NOTE</h5>

<p>The preceding part of this book has been concerned chiefly with forms
and vocabulary. There remain still to be learned the forms of the
Subjunctive Mood, the Participles, and the Gerund of the regular verb,
and the conjugation of the commoner irregular verbs. These will be taken
up in connection with the study of constructions, which will be the
chief subject of our future work. The special vocabularies of the
preceding lessons contain, exclusive of proper names, about six hundred
words. As these are among the commonest words in the language, <i>they
must be mastered</i>. They properly form the basis of the study of
words, and will be reviewed and used with but few additions in the
remaining lessons.</p>

<p>For practice in reading and to illustrate the constructions
presented, a continued story has been prepared and may be begun at this
point (see p. 204). It has been divided into chapters of convenient
length to accompany progress through the lessons, but may be read with
equal profit after the lessons are finished. The story gives an account
of the life and adventures of Publius Cornelius Lentulus, a Roman boy,
who fought in Cæsar’s campaigns and shared in his triumph. The colored
plates illustrating the story are faithful representations of ancient
life and are deserving of careful study.</p>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LX">
Reading Selection</a></div>


<span class = "pagenum">149</span>
<a name = "page149"> </a>
<h5 class = "chapter"><a name = "lesson_LXI">
LESSON LXI</a></h5>

<h6 class = "boldf">THE SUBJUNCTIVE MOOD</h6>

<p class = "section">
<a name = "sec342"><b>342.</b></a>
In addition to the indicative, imperative, and infinitive moods, which
you have learned, Latin has a fourth mood called the subjunctive. The
tenses of the subjunctive are</p>

<table>
<tr>
<td class = "middle smallcaps rightline">
Present<br>
Imperfect<br>
Perfect<br>
Pluperfect
</td>
<td class = "middle smallcaps">
Active and Passive
</td>
</tr>
</table>

<p class = "section">
<a name = "sec343"><b>343.</b></a>
The tenses of the subjunctive have the same time values as the
corresponding tenses of the indicative, and, in addition, <i>each of
them may refer to future time</i>. No meanings of the tenses will be
given in the paradigms, as the translation varies with the construction
used.</p>

<p class = "section">
<a name = "sec344"><b>344.</b></a>
The present subjunctive is inflected as follows:</p>

<table>
<tr>
<th>Conj. I</th>
<th>Conj. II</th>
<th colspan = "2">Conj. III</th>
<th>Conj. IV</th>
</tr>
<tr>
<th colspan = "5">Active Voice</th>
</tr>
<tr>
<td class = "smallhead" colspan = "5">SINGULAR</td>
</tr>
<tr>
<td>1. a´m<b>em</b></td>
<td>mo´ne<b>am</b></td>
<td>re´g<b>am</b></td>
<td>ca´pi<b>am</b></td>
<td>au´di<b>am</b></td>
</tr>
<tr>
<td>2. a´m<b>ēs</b></td>
<td>mo´ne<b>ās</b></td>
<td>re´g<b>ās</b></td>
<td>ca´pi<b>ās</b></td>
<td>au´di<b>ās</b></td>
</tr>
<tr>
<td>3. a´m<b>et</b></td>
<td>mo´ne<b>at</b></td>
<td>re´g<b>at</b></td>
<td>ca´pi<b>at</b></td>
<td>au´di<b>at</b></td>
</tr>
<tr>
<td class = "smallhead" colspan = "5">PLURAL</td>
</tr>
<tr>
<td>1. am<b>ē´mus</b></td>
<td>mone<b>ā´mus</b></td>
<td>reg<b>ā´mus</b></td>
<td>capi<b>ā´mus</b></td>
<td>audi<b>ā´mus</b></td>
</tr>
<tr>
<td>2. am<b>ē´tis</b></td>
<td>mone<b>ā´tis</b></td>
<td>reg<b>ā´tis</b></td>
<td>capi<b>ā´tis</b></td>
<td>audi<b>ā´tis</b></td>
</tr>
<tr>
<td>3. a´m<b>ent</b></td>
<td>mo´ne<b>ant</b></td>
<td>re´g<b>ant</b></td>
<td>ca´pi<b>ant</b></td>
<td>au´di<b>ant</b></td>
</tr>
<tr>
<td colspan = "5">&nbsp;</td>
</tr>
<tr>
<th colspan = "5">Passive Voice</th>
</tr>
<tr>
<td class = "smallhead" colspan = "5">SINGULAR</td>
</tr>
<tr>
<td>1. a´m<b>er</b></td>
<td>mo´ne<b>ar</b></td>
<td>re´g<b>ar</b></td>
<td>ca´pi<b>ar</b></td>
<td>au´di<b>ar</b></td>
</tr>
<tr>
<td>2.&nbsp;am<b>ē´ris</b>&nbsp;(<b>-re</b>)</td>
<td>mone<b>ā´ris</b>&nbsp;(<b>-re</b>)</td>
<td>reg<b>ā´ris</b>&nbsp;(<b>-re</b>)</td>
<td>capi<b>ā´ris</b>&nbsp;(<b>-re</b>)</td>
<td>audi<b>ā´ris</b>&nbsp;(<b>-re</b>)</td>
</tr>
<tr>
<td>3. am<b>ē´tur</b></td>
<td>mone<b>ā´tur</b></td>
<td>reg<b>ā´tur</b></td>
<td>capi<b>ā´tur</b></td>
<td>audi<b>ā´tur</b></td>
</tr>
<tr>
<td class = "smallhead" colspan = "5">
<span class = "pagenum">150</span>
<a name = "page150"> </a>
PLURAL</td>
</tr>
<tr>
<td>1. am<b>ē´mur</b></td>
<td>mone<b>ā´mur</b></td>
<td>reg<b>ā´mur</b></td>
<td>capi<b>ā´mur</b></td>
<td>audi<b>ā´mur</b></td>
</tr>
<tr>
<td>2. am<b>ē´minī</b></td>
<td>mone<b>ā´minī</b></td>
<td>reg<b>ā´minī</b></td>
<td>capi<b>ā´minī</b></td>
<td>audi<b>ā´minī</b></td>
</tr>
<tr>
<td>3. am<b>en´tur</b></td>
<td>mone<b>an´tur</b></td>
<td>reg<b>an´tur</b></td>
<td>capi<b>an´tur</b></td>
<td>audi<b>an´tur</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> The present subjunctive is formed from the present stem.</p>

<p class = "note">
<i>b.</i> The mood sign of the present subjunctive is <b>-ē-</b> in the
first conjugation and <b>-ā-</b> in the others. It is shortened in the
usual places (cf. <a href = "#sec12">§&nbsp;12</a>), and takes the place
of the final vowel of the stem in the first and third conjugations, but
not in the second and fourth.</p>

<p class = "note">
<i>c.</i> The personal endings are the same as in the indicative.</p>

<p class = "note">
<i>d.</i> In a similar way inflect the present subjunctive of
<b>cūrō</b>, <b>iubeō</b>, <b>sūmō</b>, <b>iaciō</b>, <b>mūniō</b>.</p>

<p class = "section">
<a name = "sec345"><b>345.</b></a>
The present subjunctive of the irregular verb <b>sum</b> is inflected as
follows:</p>

<table>
<tr>
<td class = "sidehead">
Sing.
</td>
<td>
1. <b>sim</b><br>
2. <b>sīs</b><br>
3. <b>sit</b>
</td>
<td class = "sidehead">
Plur.
</td>
<td>
1. <b>sīmus</b><br>
2. <b>sītis</b><br>
3. <b>sint</b>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec346"><b>346.</b></a>
<b>The Indicative and Subjunctive Compared.</b> 1.&nbsp;The two most
important of the finite moods are the indicative and the subjunctive.
The indicative deals with facts either real or assumed. If, then, we
wish to assert something as a fact or to inquire after a fact, we use
the indicative.</p>

<p>
2. On the other hand, if we wish to express a <i>desire</i> or
<i>wish</i>, a <i>purpose</i>, a <i>possibility</i>, an
<i>expectation</i>, or some such notion, we must use the subjunctive.
The following sentences illustrate the difference between the indicative
and the subjunctive ideas.</p>

<table>
<tr>
<td></td>
<th>Indicative Ideas</th>
<td></td>
<th>Subjunctive Ideas</th>
</tr>
<tr>
<td>1.</td>
<td>
<p class = "hanging">
<i>He is brave</i></p>
<p class = "hanging">
<b>Fortis est</b></p>
</td>
<td>1.</td>
<td>
<p class = "hanging">
<i>May he be brave</i></p>
<p class = "hanging">
<b>Fortis sit</b> (idea of wishing)</p>
</td>
</tr>
<tr>
<td>2.</td>
<td>
<p class = "hanging">
<i>We set out at once</i></p>
<p class = "hanging">
<b>Statim proficīscimur</b></p>
</td>
<td>2.</td>
<td>
<p class = "hanging">
<i>Let us set out at once</i></p>
<p class = "hanging">
<b>Statim proficīscāmur</b> (idea of willing)</p>
</td>
</tr>
<tr>
<td>3.</td>
<td>
<p class = "hanging">
<i>You hear him every day</i></p>
<p class = "hanging">
<b>Cotīdiē eum audīs</b></p>
</td>
<td>3.</td>
<td>
<p class = "hanging">
<i>You can hear him every day</i></p>
<p class = "hanging">
<b>Cotīdiē eum audiās</b> (idea of possibility)</p>
</td>
</tr>
<tr>
<td>
<span class = "pagenum">151</span>
<a name = "page151"> </a>
4.</td>
<td>
<p class = "hanging">
<i>He remained until the ship arrived</i></p>
<p class = "hanging">
<b>Mānsit dum nāvis pervēnit</b></p>
</td>
<td>4.</td>
<td>
<p class = "hanging">
<i>He waited until the ship should arrive</i></p>
<p class = "hanging">
<b>Exspectāvit dum nāvis pervenīret</b><span class = "tag">1</span>
(idea of expectation)</p>
</td>
</tr>
<tr>
<td>5.</td>
<td>
<p class = "hanging">
<i>Cæsar sends men who find the bridge</i></p>
<p class = "hanging">
<b>Caesar mittit hominēs quī pontem reperiunt</b></p>
</td>
<td>5.</td>
<td>
<p class = "hanging">
<i>Cæsar sends men who are to find</i> (or <i>to find</i>) <i>the
bridge</i></p>
<p class = "hanging">
<b>Caesar hominēs mittit quī pontem reperiant</b> (idea of purpose)</p>
</td>
</tr>
</table>

<div class = "footnote">
1. <b>pervenīret</b>, imperfect subjunctive.</div>

<p class = "note">
<span class = "smallcaps">Note.</span> From the sentences above we
observe that the subjunctive may be used in either independent or
dependent clauses; but it is far more common in the latter than in the
former.</p>

<p class = "section">
<a name = "sec347"><b>347.</b></a>
<span class = "midfat">EXERCISE</span></p>

<p>Which verbs in the following paragraph would be in the indicative and
which in the subjunctive in a Latin translation?</p>

<p>There have been times in the history of our country when you might be
proud of being an American citizen. Do you remember the day when Dewey
sailed into Manila Bay to capture or destroy the enemy’s fleet? You
might have seen the admiral standing on the bridge calmly giving his
orders. He did not even wait until the mines should be removed from the
harbor’s mouth, but sailed in at once. Let us not despair of our country
while such valor exists, and may the future add new glories to the
past.</p>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXI">
Reading Selection</a></div>


<h5 class = "chapter"><a name = "lesson_LXII">
LESSON LXII</a></h5>

<h6 class = "boldf">THE SUBJUNCTIVE OF PURPOSE</h6>

<p class = "section">
<a name = "sec348"><b>348.</b></a>
Observe the sentence</p>

<p class = "center">
<b>Caesar hominēs mittit quī pontem reperiant</b>,<br>
<i>Cæsar sends men to find the bridge</i>
</p>

<p>The verb <b>reperiant</b> in the dependent clause is in the
subjunctive because it tells us what Cæsar wants the men to do; in other
words, it expresses his will and the purpose in his mind. Such a use of
the subjunctive is called the subjunctive of purpose.</p>

<p class = "section">
<span class = "pagenum">152</span>
<a name = "page152"> </a>
<a name = "sec349"><b>349.</b></a>
<span class = "smallcaps">Rule.</span> <b>Subjunctive of Purpose.</b>
<i>The subjunctive is used in a dependent clause to express the purpose
of the action in the principal clause.</i></p>

<p class = "section">
<a name = "sec350"><b>350.</b></a>
A clause of purpose is introduced as follows:</p>

<p>I. If something is wanted, by</p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
<b>quī</b>, the relative pronoun (as above)</p>
<p class = "hanging">
<b>ut</b>, conj., <i>in order that, that</i></p>
<p class = "hanging">
<b>quō</b> (abl. of <b>quī</b>, <i>by which</i>), <i>in order that,
that</i>, used when the purpose clause contains a comparative. The
ablative <b>quō</b> expresses the measure of difference. (Cf. <a href =
"#sec317">§&nbsp;317</a>.)</p>
</td></tr>
</table>

<p>II. If something is not wanted, by</p>

<table class = "fixed">
<tr><td>
<b>nē</b>, conj., <i>in order that not, that not, lest</i>
</td></tr>
</table>

<p class = "section">
<a name = "sec351"><b>351.</b></a>
<span class = "midfat">EXAMPLES</span></p>

<table class = "fixed">
<tr>
<td>1.</td>
<td>
<p class = "hanging">
<b>Caesar cōpiās cōgit quibus hostīs īnsequātur</b></p>
<p class = "hanging">
<i>Cæsar collects troops with which to pursue the foe</i>
</p>
</tr>
<tr>
<td>2.</td>
<td>
<p class = "hanging">
<b>Pācem petunt ut domum revertantur</b></p>
<p class = "hanging">
<i>They ask for peace in order that they may return home</i>
</p>
</tr>
<tr>
<td>3.</td>
<td>
<p class = "hanging">
<b>Pontem faciunt quō facilius oppidum capiant</b></p>
<p class = "hanging">
<i>They build a bridge that they may take the town more easily</i> (lit.
<i>by which the more easily</i>)
</p>
</tr>
<tr>
<td>4.</td>
<td>
<p class = "hanging">
<b>Fugiunt nē vulnerentur</b></p>
<p class = "hanging">
<i>They flee that they may not</i> (or <i>lest they</i>) <i>be
wounded</i></p>
</td></tr>
</table>

<p class = "section">
<a name = "sec352"><b>352.</b></a>
<b>Expression of Purpose in English.</b> In English, purpose clauses are
sometimes introduced by <i>that</i> or <i>in order that</i>, but much
more frequently purpose is expressed in English by the infinitive, as
<i>We eat to live</i>, <i>She stoops to conquer</i>. In Latin prose, on
the other hand, <b>purpose is never expressed by the infinitive</b>. Be
on your guard and do not let the English idiom betray you into this
error.</p>

<p class = "section">
<a name = "sec353"><b>353.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I.</p>

<table class = "lines">
<tr>
<td class = "middle rightline"><p class = "hanging">
1. Veniunt ut</p></td>
<td><p class = "hanging">
dūcant, mittant, videant, audiant, dūcantur, mittantur, videantur,
audiantur.
</p></td>
</tr>
<tr>
<td class = "middle rightline"><p class = "hanging">
2. Fugimus nē</p></td>
<td><p class = "hanging">
capiāmur, trādāmur, videāmus, necēmur, rapiāmur, resistāmus.
</p></td>
</tr>
<tr>
<td class = "middle rightline"><p class = "hanging">
<span class = "pagenum">153</span>
<a name = "page153"> </a>
3. Mittit nūntiōs quī</p></td>
<td><p class = "hanging">
dicant, audiant, veniant, nārrent, audiantur, in conciliō sedeant.
</p></td>
</tr>
<tr>
<td class = "middle rightline"><p class = "hanging">
4. Castra mūniunt quō facilius</p></td>
<td><p class = "hanging">
sēsē dēfendant, impetum sustineant, hostīs vincant, salūtem petant.
</p></td>
</tr>
</table>

<p>II. 1. The Helvetii send ambassadors to seek<span class =
"tag">1</span> peace. 2.&nbsp;They are setting out at daybreak in order
that they may make a longer march before night. 3.&nbsp;They will hide
the women in the forest (<i>acc. with</i> <b>in</b>) that they may not
be captured. 4.&nbsp;The Gauls wage many wars to free<span class =
"tag">1</span> their fatherland from slavery. 5.&nbsp;They will resist
the Romans<span class = "tag">2</span> bravely lest they be
destroyed.</p>

<div class = "footnote">
1. Not infinitive.</div>

<div class = "footnote">
2. Not accusative.</div>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXII">
Reading Selection</a></div>


<h5 class = "chapter"><a name = "lesson_LXIII">
LESSON LXIII</a></h5>

<h6 class = "boldf">INFLECTION OF THE IMPERFECT SUBJUNCTIVE THE SEQUENCE
OF TENSES</h6>

<p class = "section">
<a name = "sec354"><b>354.</b></a>
The imperfect subjunctive may be formed by adding the personal endings
to the present active infinitive.</p>

<table>
<tr>
<th>Conj. I</th>
<th>Conj. II</th>
<th colspan = "2">Conj. III</th>
<th>Conj. IV</th>
</tr>
<tr>
<td class = "smallhead" colspan = "5">ACTIVE</td>
</tr>
<tr>
<td>1. amā´<b>rem</b></td>
<td>monē´<b>rem</b></td>
<td>re´ge<b>rem</b></td>
<td>ca´pe<b>rem</b></td>
<td>audī´<b>rem</b></td>
</tr>
<tr>
<td>2. amā´<b>rēs</b></td>
<td>monē´<b>rēs</b></td>
<td>re´ge<b>rēs</b></td>
<td>ca´pe<b>rēs</b></td>
<td>audī´<b>rēs</b></td>
</tr>
<tr>
<td>3. amā´<b>ret</b></td>
<td>monē´<b>ret</b></td>
<td>re´ge<b>ret</b></td>
<td>ca´pe<b>ret</b></td>
<td>audī´<b>ret</b></td>
</tr>

<tr>
<td>1. amā<b>rē´mus</b></td>
<td>monē<b>rē´mus</b></td>
<td>rege<b>rē´mus</b></td>
<td>cape<b>rē´mus</b></td>
<td>audī<b>rē´mus</b></td>
</tr>
<tr>
<td>2. amā<b>rē´tis</b></td>
<td>monē<b>rē´tis</b></td>
<td>rege<b>rē´tis</b></td>
<td>cape<b>rē´tis</b></td>
<td>audī<b>rē´tis</b></td>
</tr>
<tr>
<td>3. amā´<b>rent</b></td>
<td>monē´<b>rent</b></td>
<td>re´ge<b>rent</b></td>
<td>ca´pe<b>rent</b></td>
<td>audī´<b>rent</b></td>
</tr>
<tr>
<td colspan = "5">&nbsp;</td>
</tr>
<tr>
<td class = "smallhead" colspan = "5">PASSIVE</td>
</tr>
<tr>
<td>1. amā´<b>rer</b></td>
<td>monē´<b>rer</b></td>
<td>re´ge<b>rer</b></td>
<td>ca´pe<b>rer</b></td>
<td>audī´<b>rer</b></td>
</tr>
<tr>
<td>2. amā<b>rē´ris(-re)</b></td>
<td>monē<b>rē´ris(-re)</b></td>
<td>rege<b>rē´ris(-re)</b></td>
<td>cape<b>rē´ris(-re)</b></td>
<td>audī<b>rē´ris(-re)</b></td>
</tr>
<tr>
<td>3. amā<b>rē´tur</b></td>
<td>monē<b>rē´tur</b></td>
<td>rege<b>rē´tur</b></td>
<td>cape<b>rē´tur</b></td>
<td>audī<b>rē´tur</b></td>
</tr>

<tr>
<td>1. amā<b>rē´mur</b></td>
<td>monē<b>rē´mur</b></td>
<td>rege<b>rē´mur</b></td>
<td>cape<b>rē´mur</b></td>
<td>audī<b>rē´mur</b></td>
</tr>
<tr>
<td>2. amā<b>rē´minī</b></td>
<td>monē<b>rē´minī</b></td>
<td>rege<b>rē´minī</b></td>
<td>cape<b>rē´minī</b></td>
<td>audī<b>re´minī</b></td>
</tr>
<tr>
<td>3. amā<b>ren´tur</b></td>
<td>monē<b>ren´tur</b></td>
<td>rege<b>ren´tur</b></td>
<td>cape<b>ren´tur</b></td>
<td>audī<b>ren´tur</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> In a similar way inflect the imperfect subjunctive, active and
passive, of <b>cūrō</b>, <b>iubeō</b>, <b>sūmō</b>, <b>iaciō</b>,
<b>mūniō</b>.</p>

<p class = "section">
<span class = "pagenum">154</span>
<a name = "page154"> </a>
<a name = "sec355"><b>355.</b></a>
The imperfect subjunctive of the irregular verb <b>sum</b> is inflected
as follows:</p>

<table>
<tr>
<td class = "sidehead" rowspan = "3">Sing.</td>
<td>1. es´<b>sem</b></td>
<td class = "sidehead" rowspan = "3">Plur.</td>
<td>1. es<b>sē´mus</b></td>
</tr>
<tr>
<td>2. es´<b>sēs</b></td>
<td>2. es<b>sē´tis</b></td>
</tr>
<tr>
<td>3. es´<b>set</b></td>
<td>3. es´<b>sent</b></td>
</tr>
</table>

<p class = "section">
<a name = "sec356"><b>356.</b></a>
The three great distinctions of time are <i>present</i>, <i>past</i>,
and <i>future</i>. All tenses referring to present or future time are
called <b>primary tenses</b>, and those referring to past time are
called <b>secondary tenses</b>. Now it is a very common law of language
that in a complex sentence the tense in the dependent clause should be
of the same kind as the tense in the principal clause. In the sentence
<i>He <b>says</b> that he <b>is</b> coming</i>, the principal verb,
<i>says</i>, is present, that is, is in a primary tense; and <i>is
coming</i>, in the dependent clause, is naturally also primary. If I
change <i>he says</i> to <i>he said</i>,&mdash;in other words, if I make
the principal verb secondary in character,&mdash;I feel it natural to
change the verb in the dependent clause also, and I say, <i>He
<b>said</b> that he <b>was</b> coming</i>. This following of a tense by
another of the same kind is called <i>tense sequence</i>, from
<i>sequī</i>, “to follow.”</p>

<p>In Latin the law of tense sequence is obeyed with considerable
regularity, especially when an indicative in the principal clause is
followed by a subjunctive in the dependent clause. Then a primary tense
of the indicative is followed by a primary tense of the subjunctive, and
a secondary tense of the indicative is followed by a secondary tense of
the subjunctive. Learn the following table:</p>

<p class = "section">
<a name = "sec357"><b>357.</b></a>
<span class = "midcaps">Table for Sequence of Tenses</span></p>

<table class = "boxes">
<tr>
<td class = "box upper" rowspan = "2"></td>
<td class = "middle center box all smallcaps" rowspan = "2">
Principal Verb in the<br>
Indicative</td>
<td class = "center box all smallcaps" colspan = "2">
Dependent Verbs in the Subjunctive</td>
</tr>
<tr>
<td class = "middle center box all"><i>Incomplete or<br>
Continuing Action</i></td>
<td class = "middle center box all"><i>Completed Action</i></td>
</tr>
<tr>
<td class = "sidehead box smaller">
P<br>
r<br>
i<br>
m<br>
a<br>
r<br>
y</td>
<td class = "middle center box all">
Present<br>
Future<br>
Future perfect
</td>
<td class = "middle center box all">Present</td>
<td class = "middle center box all">Perfect</td>
</tr>
<tr>
<td class = "sidehead box lower smaller">
S<br>
e<br>
c<br>
o<br>
n<br>
d<br>
a<br>
r<br>
y</td>
<td class = "middle center box all">
Imperfect<br>
Perfect<br>
Pluperfect
</td>
<td class = "middle center box all">Imperfect</td>
<td class = "middle center box all">Pluperfect</td>
</tr>
</table>

<p class = "section">
<span class = "pagenum">155</span>
<a name = "page155"> </a>
<a name = "sec358"><b>358.</b></a>
<span class = "smallcaps">Rule.</span> <b>Sequence of Tenses.</b>
<i>Primary tenses are followed by primary tenses and secondary by
secondary.</i></p>

<p class = "section">
<a name = "sec359"><b>359.</b></a>
<span class = "midfat">EXAMPLES</span></p>

<p>I. Primary tenses in principal and dependent clauses:</p>

<table class = "lines">
<tr>
<td></td><td></td>
<td class = "rightline">
<b>Mittit</b><br>
<b>Mittet</b><br>
<b>Mīserit</b>
</td>
<td class = "middle" colspan = "3">
<b>hominēs ut agrōs vāstent</b>
</td>
</tr>

<tr>
<td class = "middle"><i>He</i></td>
<td class = "leftline" colspan = "2">
<i>sends</i><br>
<i>will send</i><br>
<i>will have sent</i>
</td>
<td class = "middle">
<i>men</i>
</td>
<td class = "leftline rightline">
<i>that they may</i><br>
<i>in order to</i><br>
<i>to</i>
</td>
<td class = "middle">
<i>lay waste the fields</i>
</td>
</tr>
</table>

<p>II. Secondary tenses in principal and dependent clauses:</p>

<table class = "lines">
<tr>
<td></td><td></td>
<td class = "rightline">
<b>Mittēbat</b><br>
<b>Mīsit</b><br>
<b>Mīserat</b>
</td>
<td class = "middle" colspan = "3">
<b>hominēs ut agrōs vāstārent</b>
</td>
</tr>
<tr>
<td class = "middle"><i>He</i></td>
<td class = "leftline" colspan = "2">
<i>was sending</i><br>
<i>sent or has sent</i><br>
<i>had sent</i>
</td>
<td class = "middle">
<i>men</i>
</td>
<td class = "rightline leftline">
<i>that they might</i><br>
<i>in order to</i><br>
<i>to</i>
</td>
<td class = "middle">
<i>lay waste the fields</i>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec360"><b>360.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I.</p>

<table class = "lines">
<tr>
<td class = "middle">
<p class = "hanging">
1.&nbsp;Vēnerant ut</p></td>
<td class = "leftline">
dūcerent, mitterent, vidērent, audīrent, dūcerentur, mitterentur,
vidērentur, audirentur</td>
</tr>
<tr>
<td class = "middle">
<p class = "hanging">
2.&nbsp;Fugiēbat nē</p></td>
<td class = "leftline">
caperētur, trāderētur, vidērētur, necārētur, raperētur,
resiteret.</td>
</tr>
<tr>
<td class = "middle">
<p class = "hanging">
3.&nbsp;Misit nūntiōs quī</p></td>
<td class = "leftline">
dīcerent, audīrent, venīrent, nārrārent, audīrentur, in conciliō
sedērent.</td>
</tr>
<tr>
<td class = "middle">
<p class = "hanging">
4.&nbsp;Castra mūnīvērunt quō facilius</p></td>
<td class = "leftline">
sēsē dēfenderent, impetum sustinērent, hostīs vincerent,
salūtem peterent.</td>
</tr>
</table>

<p>II. 1. Cæsar encouraged the soldiers in order that they might fight
more bravely. 2.&nbsp;The Helvetii left their homes to wage war.
3.&nbsp;The scouts set out at once lest they should be captured by the
Germans. 4.&nbsp;Cæsar inflicted punishment on them in order that the
others might be more terrified. 5.&nbsp;He sent messengers to Rome to
announce the victory.</p>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXIII">
Reading Selection</a></div>


<span class = "pagenum">156</span>
<a name = "page156"> </a>

<h5 class = "chapter"><a name = "lesson_LXIV">
LESSON LXIV</a></h5>

<h6 class = "boldf">THE PERFECT AND PLUPERFECT SUBJUNCTIVE SUBSTANTIVE
CLAUSES OF PURPOSE</h6>

<p class = "section">
<a name = "sec361"><b>361.</b></a>
The perfect and the pluperfect subjunctive active are inflected as
follows:</p>

<table>
<tr>
<th>Conj. I</th>
<th>Conj. II</th>
<th colspan = "2">Conj. III</th>
<th>Conj. IV</th>
</tr>
<tr>
<th colspan = "5">Perfect Subjunctive Active</th>
</tr>
<tr>
<td class = "smallhead" colspan = "5">SINGULAR</td>
</tr>
<tr>
<td>1. amā´v<b>erim</b></td>
<td>monu´<b>erim</b></td>
<td>rē´x<b>erim</b></td>
<td>cē´p<b>erim</b></td>
<td>audī´v<b>erim</b></td>
</tr>
<tr>
<td>2. amā´v<b>eris</b></td>
<td>monu´<b>eris</b></td>
<td>rē´x<b>eris</b></td>
<td>cē´p<b>eris</b></td>
<td>audī´v<b>eris</b></td>
</tr>
<tr>
<td>3. amā´v<b>erit</b></td>
<td>monu´<b>erit</b></td>
<td>rē´x<b>erit</b></td>
<td>cē´p<b>erit</b></td>
<td>audī´v<b>erit</b></td>
</tr>
<tr>
<td class = "smallhead" colspan = "5">PLURAL</td>
</tr>
<tr>
<td>1.&nbsp;amāv<b>e´rimus</b></td>
<td>monu<b>e´rimus</b></td>
<td>rēx<b>e´rimus</b></td>
<td>cēp<b>e´rimus</b></td>
<td>audīv<b>e´rimus</b></td>
</tr>
<tr>
<td>2. amāv<b>e´ritis</b></td>
<td>monu<b>e´ritis</b></td>
<td>rēx<b>e´ritis</b></td>
<td>cēp<b>e´ritis</b></td>
<td>audīv<b>e´ritis</b></td>
</tr>
<tr>
<td>3. amā´v<b>erint</b></td>
<td>monu´<b>erint</b></td>
<td>rē´x<b>erint</b></td>
<td>cē´p<b>erint</b></td>
<td>audī´v<b>erint</b></td>
</tr>
<tr>
<td colspan = "5">&nbsp;</td>
</tr>
<tr>
<th colspan = "5">Pluperfect Subjunctive Active</th>
</tr>
<tr>
<td class = "smallhead" colspan = "5">SINGULAR</td>
</tr>
<tr>
<td>1. amāv<b>is´sem</b></td>
<td>monu<b>is´sem</b></td>
<td>rēx<b>is´sem</b></td>
<td>cēp<b>is´sem</b></td>
<td>audīv<b>is´sem</b></td>
</tr>
<tr>
<td>2. amāv<b>is´sēs</b></td>
<td>monu<b>is´sēs</b></td>
<td>rēx<b>is´sēs</b></td>
<td>cēp<b>is´sēs</b></td>
<td>audīv<b>is´sēm</b></td>
</tr>
<tr>
<td>3. amāv<b>is´set</b></td>
<td>monu<b>is´set</b></td>
<td>rēx<b>is´set</b></td>
<td>cēp<b>is´set</b></td>
<td>audīv<b>is´set</b></td>
</tr>
<tr>
<td class = "smallhead" colspan = "5">PLURAL</td>
</tr>
<tr>
<td>1. amāv<b>issē´mus</b></td>
<td>monu<b>issē´mus</b></td>
<td>rēx<b>issē´mus</b></td>
<td>cēp<b>issē´mus</b></td>
<td>audīv<b>issē´mus</b></td>
</tr>
<tr>
<td>2. amāv<b>issē´tis</b></td>
<td>monu<b>issē´tis</b></td>
<td>rēx<b>issē´tis</b></td>
<td>cēp<b>issē´tis</b></td>
<td>audīv<b>issē´tis</b></td>
</tr>
<tr>
<td>3. amāv<b>is´sent</b></td>
<td>monu<b>is´sent</b></td>
<td>rēx<b>is´sent</b></td>
<td>cēp<b>is´sent</b></td>
<td>audīv<b>is´sent</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> Observe that these two tenses, like the corresponding ones in
the indicative, are formed from the perfect stem.</p>

<p class = "note">
<i>b.</i> Observe that the perfect subjunctive active is like the future
perfect indicative active, excepting that the first person singular ends
in <b>-m</b> and not in <b>-ō</b>.</p>

<p class = "note">
<i>c.</i> Observe that the pluperfect subjunctive active may be formed
by adding <b>-issem, -issēs</b>, etc. to the perfect stem.</p>

<p class = "note">
<i>d.</i> In a similar way inflect the perfect and pluperfect
subjunctive active of <b>cūrō</b>, <b>iubeō</b>, <b>sūmō</b>,
<b>iaciō</b>, <b>mūniō</b>.</p>

<span class = "pagenum">157</span>
<a name = "page157"> </a>
<p class = "section">
<a name = "sec362"><b>362.</b></a>
The passive of the perfect subjunctive is formed by combining the
perfect passive participle with <b>sim</b>, the present subjunctive of
<b>sum.</b></p>

<table>
<tr>
<th>Conj. I</th>
<th>Conj. II</th>
<th colspan = "2">Conj. III</th>
<th>Conj. IV</th>
</tr>
<tr>
<th colspan = "5">Perfect Subjunctive Passive</th>
</tr>
<tr>
<td class = "smallhead" colspan = "5">SINGULAR</td>
</tr>
<tr>
<td>1. amā´t<b>us sim</b></td>
<td>mo´nit<b>us sim</b></td>
<td>rēc´t<b>us sim</b></td>
<td>cap´t<b>us sim</b></td>
<td>audī´t<b>us sim</b></td>
</tr>
<tr>
<td>2. amā´t<b>us sīs</b></td>
<td>mo´nit<b>us sīs</b></td>
<td>rēc´t<b>us sīs</b></td>
<td>cap´t<b>us sīs</b></td>
<td>audī´t<b>us sīs</b></td>
</tr>
<tr>
<td>3. amā´t<b>us sit</b></td>
<td>mo´nit<b>us sit</b></td>
<td>rēc´t<b>us sit</b></td>
<td>cap´t<b>us sit</b></td>
<td>audī´t<b>us sit</b></td>
</tr>
<tr>
<td class = "smallhead" colspan = "5">PLURAL</td>
</tr>
<tr>
<td>1. amā´t<b>ī sīmus</b></td>
<td>mo´nit<b>ī sīmus</b></td>
<td>rēc´t<b>ī sīmus</b></td>
<td>cap´t<b>ī sīmus</b></td>
<td>audī´t<b>ī sīmus</b></td>
</tr>
<tr>
<td>2. amā´t<b>ī sītis</b></td>
<td>mo´nit<b>ī sītis</b></td>
<td>rēc´t<b>ī sītis</b></td>
<td>cap´t<b>ī sītis</b></td>
<td>audī´t<b>ī sītis</b></td>
</tr>
<tr>
<td>3. amā´t<b>ī sint</b></td>
<td>mo´nit<b>ī sint</b></td>
<td>rēc´t<b>ī sint</b></td>
<td>cap´t<b>ī sint</b></td>
<td>audī´t<b>ī sint</b></td>
</tr>
</table>

<p class = "section">
<a name = "sec363"><b>363.</b></a>
The passive of the pluperfect subjunctive is formed by combining the
perfect passive participle with <b>essem</b>, the imperfect subjunctive
of <b>sum</b>.</p>

<table>
<tr>
<th>Conj. I</th>
<th>Conj. II</th>
<th colspan = "2">Conj. III</th>
<th>Conj. IV</th>
</tr>
<tr>
<th colspan = "5">Pluperfect Subjunctive Passive</th>
</tr>
<tr>
<td class = "smallhead" colspan = "5">SINGULAR</td>
</tr>
<tr>
<td>1. amāt<b>us essem</b></td>
<td>monit<b>us essem</b></td>
<td>rēct<b>us essem</b></td>
<td>capt<b>us essem</b></td>
<td>audīt<b>us essem</b></td>
</tr>
<tr>
<td>2. amāt<b>us essēs</b></td>
<td>monit<b>us essēs</b></td>
<td>rēct<b>us essēs</b></td>
<td>capt<b>us essēs</b></td>
<td>audīt<b>us essēs</b></td>
</tr>
<tr>
<td>3. amāt<b>us esset</b></td>
<td>monit<b>us esset</b></td>
<td>rēct<b>us esset</b></td>
<td>capt<b>us esset</b></td>
<td>audīt<b>us esset</b></td>
</tr>
<tr>
<td class = "smallhead" colspan = "5">PLURAL</td>
</tr>
<tr>
<td>1. amāt<b>ī essēmus</b></td>
<td>monit<b>ī essēmus</b></td>
<td>rēct<b>ī essēmus</b></td>
<td>capt<b>ī essēmus</b></td>
<td>audīt<b>ī essēmus</b></td>
</tr>
<tr>
<td>2. amāt<b>ī essētis</b></td>
<td>monit<b>ī essētis</b></td>
<td>rēct<b>ī essētis</b></td>
<td>capt<b>ī essētis</b></td>
<td>audīt<b>ī essētis</b></td>
</tr>
<tr>
<td>3. amāt<b>ī essent</b></td>
<td>monit<b>ī essent</b></td>
<td>rēct<b>ī essent</b></td>
<td>capt<b>ī essent</b></td>
<td>audīt<b>ī essent</b></td>
</tr>
</table>


<p class = "note">
<i>a.</i> In a similar way inflect the perfect and pluperfect
subjunctive passive of <b>cūrō</b>, <b>iubeō</b>, <b>sūmō</b>,
<b>iaciō</b>, <b>mūniō.</b></p>

<p class = "section">
<a name = "sec364"><b>364.</b></a>
The perfect and pluperfect subjunctive of the irregular verb <b>sum</b>
are inflected as follows:</p>

<table>
<tr>
<th colspan = "2">Perfect</th>
<th colspan = "2">Pluperfect</th>
</tr>
<tr>
<td>fu<b>´erim</b></td>
<td class = "rightpad">fu<b>e´rimus</b></td>
<td>fu<b>is´sem</b></td>
<td>fu<b>issē´mus</b></td>
</tr>
<tr>
<td>fu<b>´eris</b></td>
<td>fu<b>e´ritis</b></td>
<td>fu<b>is´sēs</b></td>
<td>fu<b>issē´tis</b></td>
</tr>
<tr>
<td>fu<b>´erit</b></td>
<td>fu<b>´erint</b></td>
<td>fu<b>is´set</b></td>
<td>fu<b>is´sent</b></td>
</tr>
</table>

<span class = "pagenum">158</span>
<a name = "page158"> </a>
<p class = "section">
<a name = "sec365"><b>365.</b></a>
A substantive clause is a clause used like a noun, as,</p>

<table>
<tr><td>
<p class = "hanging">
<i>That the men are afraid</i> is clear enough (clause as subject)</p>
<p class = "hanging">
He ordered <i>them to call on him</i> (clause as object)</p>
</td></tr>
</table>

<p>We have already had many instances of infinitive clauses used in this
way (cf. <a href = "#sec213">§&nbsp;213</a>), and have noted the
similarity between Latin and English usage in this respect. But the
Latin often uses the <i>subjunctive</i> in substantive clauses, and this
marks an important difference between the two languages.</p>

<p class = "section">
<a name = "sec366"><b>366.</b></a>
<span class = "smallcaps">Rule.</span> <b>Substantive Clauses of
Purpose.</b> <i>A substantive clause of purpose with the subjunctive is
used as the object of verbs of <b>commanding</b>, <b>urging</b>,
<b>asking</b>, <b>persuading</b>, or <b>advising</b>, where in English
we should usually have the infinitive.</i></p>

<h6 class = "boldf">EXAMPLES</h6>

<table>
<tr>
<td>1.</td>
<td><p class = "hanging">
<i>The general ordered the soldiers to run</i>
</p></td>
<td><p class = "hanging">
<b>Imperātor mīlitibus imperāvit ut currerent</b>
</p></td>
</tr>
<tr>
<td>2.</td>
<td><p class = "hanging">
<i>He urged them to resist bravely</i>
</p></td>
<td><p class = "hanging">
<b>Hortātus est ut fortiter resisterent</b>
</p></td>
</tr>
<tr>
<td>3.</td>
<td><p class = "hanging">
<i>He asked them to give the children food</i>
</p></td>
<td><p class = "hanging">
<b>Petīvit ut līberīs cibum darent</b>
</p></td>
</tr>
<tr>
<td>4.</td>
<td><p class = "hanging">
<i>He will persuade us not to set out</i>
</p></td>
<td><p class = "hanging">
<b>Nōbīs persuādēbit nē proficīscāmur</b>
</p></td>
</tr>
<tr>
<td>5.</td>
<td><p class = "hanging">
<i>He advises us to remain at home</i>
</p></td>
<td><p class = "hanging">
<b>Monet ut domī maneāmus</b>
</p></td>
</tr>
</table>

<p class = "note">
<i>a.</i> The object clauses following these verbs all express the
purpose or will of the principal subject that something be done or not
done. (Cf. <a href = "#sec348">§&nbsp;348</a>.)</p>

<p class = "section">
<a name = "sec367"><b>367.</b></a>
The following verbs are used with object clauses of purpose. Learn the
list and the principal parts of the new ones.</p>

<table class = "vocab">
<tr>
<td class = "half">
<p class = "hanging">
<b>hortor</b>, <i>urge</i></p>
<p class = "hanging">
<b>imperō</b>, <i>order</i> (with the <i>dative</i> of the <i>person</i>
ordered and a <i>subjunctive clause</i> of the <i>thing</i> ordered
done)</p>
<p class = "hanging">
<b>moneō</b>, <i>advise</i></p>
</td>
<td>
<p class = "hanging">
<b>petō</b>, <b>quaerō</b>, <b>rogō</b>, <i>ask, seek</i></p>
<p class = "hanging">
<b>persuādeō</b>, <i>persuade</i> (with the same construction as
imperō)</p>
<p class = "hanging">
<b>postulō</b>, <i>demand, require</i></p>
<p class = "hanging">
<b>suādeō</b>, <i>advise</i> (cf. <b>persuādeō</b>)
</td>
</tr>
</table>

<p class = "note">
N.B. Remember that <b>iubeō</b>, <i>order</i>, takes the infinitive as
in English. (Cf. <a href = "#sec213">§&nbsp;213.&nbsp;1</a>.) Compare
the sentences</p>

<table>
<tr><td>
<p class = "hanging">
<b>Iubeō eum venīre</b>, <i>I order him to come</i></p>
<p class = "hanging">
<b>Imperō eī ut veniat</b>, <i>I give orders to him that he is to
come</i></p>
</td></tr>
</table>

<p class = "note">
<span class = "pagenum">159</span>
<a name = "page159"> </a>
We ordinarily translate both of these sentences like the first, but the
difference in meaning between iubeō and imperō in the Latin requires the
<i>infinitive</i> in the one case and the <i>subjunctive</i> in the
other.</p>

<p class = "section">
<a name = "sec368"><b>368.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Petit atque hortātur ut ipse dīcat. 2.&nbsp;Caesar Helvētiīs
imperrāvit nē per prōvinciam iter facerent. 3.&nbsp;Caesar nōn iussit
Helvētiōs per prōvinciam iter facere. 4.&nbsp;Ille cīvibus persuāsit ut
dē fīnibus suīs discēderent. 5.&nbsp;Caesar prīncipēs monēbit nē
proelium committant. 6.&nbsp;Postulāvit nē cum Helvētiīs aut cum eōrum
sociīs bellum gererent. 7.&nbsp;Ab iīs quaesīvī nē proficīscerentur.
8.&nbsp;Iīs persuādēre nōn potuī ut domī manērent.</p>

<p>II. 1. Who ordered Cæsar to make the march? (<i>Write this sentence
both with</i> <b>imperō</b> <i>and with</i> <b>iubeō</b>.) 2.&nbsp;The
faithless scouts persuaded him to set out at daybreak. 3.&nbsp;They will
ask him not to inflict punishment. 4.&nbsp;He demanded that they come to
the camp. 5.&nbsp;He advised them to tell everything (<b>omnia</b>).</p>

<p class = "note">
<span class = "smallcaps">Note.</span> Do not forget that the English
infinitive expressing purpose must be rendered by a Latin subjunctive.
Review <a href = "#sec352">§&nbsp;352</a>.</p>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXIV">
Reading Selection</a></div>

<p class = "illustration">
<img src = "../images/pic159.png" width = "435" height = "304"
alt = "legion on the march"><br>
<span class = "caption">
LEGIO ITER FACIT</span></p>


<span class = "pagenum">160</span>
<a name = "page160"> </a>

<h5 class = "chapter"><a name = "lesson_LXV">
LESSON LXV</a></h5>

<h6 class = "boldf">THE SUBJUNCTIVE OF <i>POSSUM</i> · VERBS OF
FEARING</h6>

<p class = "section">
<a name = "sec369"><b>369.</b></a>
Learn the subjunctive of <b>possum</b> (<a href =
"LatinBegin2.html#sec495">§&nbsp;495</a>), and note especially the
position of the accent.</p>

<p class = "section">
<a name = "sec370"><b>370.</b></a>
<b>Subjunctive after Verbs of Fearing.</b> We have learned that what we
want done or not done is expressed in Latin by a subjunctive clause of
purpose. In this class belong also <i>clauses after verbs of
fearing</i>, for we fear either that something will happen or that it
will not, and we either want it to happen or we do not. If we want a
thing to happen and fear that it will not, the purpose clause is
introduced by <b>ut</b>. If we do not want it to happen and fear that it
will, <b>nē</b> is used. Owing to a difference between the English and
Latin idiom we translate <b>ut</b> after a verb of fearing by <i>that
not</i>, and <b>nē</b> by <i>that</i> or <i>lest</i>.</p>

<p class = "section">
<a name = "sec371"><b>371.</b></a>
<span class = "midfat">EXAMPLES</span></p>

<table>
<tr>
<td>
<b>timeō</b><br>
<b>timēbō</b><br>
<b>timuerō</b><br>
</td>
<td class = "middle">
<b>ut</b>
</td>
<td class = "leftline">
<b>veniat</b><br>
&nbsp;<br>
<b>vēnerit</b>
</td>
</tr>
</table>

<p class = "center">
<i>I fear, shall fear, shall have feared, that he will not come, has not
come</i></p>

<table>
<tr>
<td>
<b>timēbam</b><br>
<b>timuī</b><br>
<b>timueram</b><br>
</td>
<td class = "middle">
<b>ut</b>
</td>
<td class = "leftline">
<b>venīret</b><br>
&nbsp;<br>
<b>vēnisset</b>
</td>
</tr>
</table>

<p class = "center">
<i>I was fearing</i>, <i>feared</i>, <i>had feared</i>, <i>that he would
not come</i>, <i>had not come</i></p>

<p>The same examples with <b>nē</b> instead of <b>ut</b> would be
translated <i>I fear that</i> or <i>lest he will come</i>, <i>has
come</i>, etc.</p>

<p class = "section">
<a name = "sec372"><b>372.</b></a>
<span class = "smallcaps">Rule.</span> <b>Subjunctive after Verbs of
Fearing.</b> <i>Verbs of fearing are followed by a substantive clause of
purpose introduced by <b>ut</b> (<b>that not</b>) or <b>nē</b>
(<b>that</b> or <b>lest</b>).</i></p>

<p>
<span class = "pagenum">161</span>
<a name = "page161"> </a>
<a name = "sec373"><b>373.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Caesar verēbātur ut supplicium captīvōrum Gallīs placēret.
2.&nbsp;Rōmānī ipsī magnopere verēbantur nē Helvētiī iter per prōvinciam
facerent. 3.&nbsp;Timēbant ut satis reī frūmentāriae mittī posset.
4.&nbsp;Vereor ut hostium impetum sustinēre possim. 5.&nbsp;Timuit nē
impedīmenta ab hostibus capta essent. 6.&nbsp;Caesar numquam timuit nē
legiōnēs vincerentur. 7.&nbsp;Legiōnēs pugnāre nōn timuērunt.<span class
= "tag">1</span></p>

<div class = "footnote">
1. Distinguish between what one is afraid <i>to do</i> (complementary
infinitive as here) and what one is afraid <i>will take place</i> or
<i>has taken place</i> (substantive clause with the subjunctive).</div>

<p>II. 1. We fear that they are not coming. 2.&nbsp;We fear lest they
are coming. 3.&nbsp;We feared that they had come. 4.&nbsp;We feared that
they had not come. 5.&nbsp;They feared greatly that the camp could not
be defended. 6.&nbsp;Almost all feared<span class = "tag">1</span> to
leave the camp.</p>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXV">
Reading Selection</a></div>


<h5 class = "chapter"><a name = "lesson_LXVI">
LESSON LXVI</a></h5>

<h6 class = "boldf">THE PARTICIPLES</h6>

<p class = "section">
<a name = "sec374"><b>374.</b></a>
The Latin verb has the following Participles:<span class =
"tag">1</span></p>

<table class = "lines">
<tr>
<td></td>
<th>Conj. I</th>
<th>Conj. II</th>
<th colspan = "2">Conj. III</th>
<th>Conj. IV</th>
</tr>
<tr>
<td></td>
<td class = "smallhead" colspan = "5">ACTIVE</td>
</tr>
<tr>
<td class = "sidehead smaller">Present</td>
<td>amā<b>ns</b><br>
<i>loving</i></td>
<td>monē<b>ns</b><br>
<i>advising</i></td>
<td>regē<b>ns</b><br>
<i>ruling</i></td>
<td>capiē<b>ns</b><br>
<i>taking</i></td>
<td>audiē<b>ns</b><br>
<i>hearing</i></td>
</tr>
<tr>
<td class = "sidehead smaller">Future</td>
<td>amāt<b>ūrus</b><br>
<i>about to love</i></td>
<td>monit<b>ūrus</b><br>
<i>about to advise</i></td>
<td>rēct<b>ūrus</b><br>
<i>about to rule</i></td>
<td>capt<b>ūrus</b><br>
<i>about to take</i></td>
<td>audīt<b>ūrus</b><br>
<i>about to hear</i></td>
</tr>
<tr>
<td></td>
<td class = "smallhead" colspan = "5">PASSIVE</td>
</tr>
<tr>
<td class = "sidehead smaller">Perfect</td>
<td>amāt<b>us</b><br>
<i>loved, having been loved</i></td>
<td>monit<b>us</b><br>
<i>advised, having been advised</i></td>
<td>rēct<b>us</b><br>
<i>ruled, having been ruled</i></td>
<td>capt<b>us</b><br>
<i>taken, having been taken</i></td>
<td>audīt<b>us</b><br>
<i>heard, having been heard</i></td>
</tr>
<tr>
<td class = "sidehead smaller">Future<span class = "tag">2</span></td>
<td>ama<b>ndus</b><br>
<i>to be loved</i></td>
<td>mone<b>ndus</b><br>
<i>to be advised</i></td>
<td>rege<b>ndus</b><br>
<i>to be ruled</i></td>
<td>capie<b>ndus</b><br>
<i>to be taken</i></td>
<td>audie<b>ndus</b><br>
<i>to be heard</i></td>
</tr>
</table>

<div class = "footnote">
1. Review <a href = "#sec203">§&nbsp;203</a>.</div>

<div class = "footnote">
2. The future passive participle is often called the
<i>gerundive</i>.</div>

<p class = "note">
<span class = "pagenum">162</span>
<a name = "page162"> </a>
<i>a.</i> The present active and future passive participles are formed
from the present stem, and the future active and perfect passive
participles are formed from the participial stem.</p>

<p class = "note">
<i>b.</i> The present active participle is formed by adding <b>-ns</b>
to the present stem. In <b>-iō</b> verbs of the third conjugation, and
in the fourth conjugation, the stem is modified by the addition of
<b>-ē-</b>, as <b>capi-ē-ns</b>, <b>audi-ē-ns</b>. It is declined like
an adjective of one ending of the third declension. (Cf. <a href =
"#sec256">§&nbsp;256</a>.)</p>

<table>
<tr>
<td></td>
<td class = "center" colspan = "4"><b>amāns</b>, <i>loving</i></td>
</tr>
<tr>
<td></td>
<td class = "center" colspan = "2"><span class = "smallcaps">Base</span>
<b>amant-</b>
</td>
<td class = "center" colspan = "2"><span class = "smallcaps">Stem</span>
<b>amanti-</b>
</td>
</tr>
<tr>
<td></td>
<th colspan = "2">Singular</th>
<th colspan = "2">Plural</th>
</tr>
<tr>
<td></td>
<td class = "smaller">MASC. AND FEM.</td>
<td class = "smaller">NEUT.</td>
<td class = "smaller">MASC. AND FEM.</td>
<td class = "smaller">NEUT.</td>
</tr>
<tr>
<td><i>Nom.</i></td>
<td>amā<b>ns</b></td>
<td>amā<b>ns</b></td>
<td>ama<b>ntēs</b></td>
<td>ama<b>ntia</b></td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>ama<b>ntis</b></td>
<td class = "rightpad">ama<b>ntis</b></td>
<td>ama<b>ntium</b></td>
<td>ama<b>ntium</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>ama<b>ntī</b></td>
<td>ama<b>ntī</b></td>
<td>ama<b>ntibus</b></td>
<td>ama<b>ntibus</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>ama<b>ntem</b></td>
<td>amā<b>ns</b></td>
<td>ama<b>ntīs</b> <i>or</i> <b>-ēs</b></td>
<td>ama<b>ntia</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>ama<b>ntī</b> <i>or</i> <b>-e</b></td>
<td class = "rightpad">ama<b>ntī</b> <i>or</i> <b>-e</b></td>
<td>ama<b>ntibus</b></td>
<td>ama<b>ntibus</b></td>
</tr>
</table>

<p>(1) When used as an adjective the ablative singular ends in
<b>-ī</b>; when used as a participle or as a substantive, in
<b>-e</b>.</p>

<p>(2) In a similar way decline <b>monēns</b>, <b>regēns</b>,
<b>capiēns</b>, <b>audiēns</b>.</p>

<p class = "note">
<i>c.</i> The future active participle is formed by adding <b>-ūrus</b>
to the base of the participial stem. We have already met this form
combined with <b>esse</b> to produce the future active infinitive. (Cf.
<a href = "#sec206">§&nbsp;206</a>.)</p>

<p class = "note">
<i>d.</i> For the perfect passive participle see <a href =
"#sec201">§&nbsp;201</a>. The future passive participle or gerundive is
formed by adding <b>-ndus</b> to the present stem.</p>

<p class = "note">
<i>e.</i> All participles in <b>-us</b> are declined like
<b>bonus</b>.</p>

<p class = "note">
<i>f.</i> Participles agree with nouns or pronouns like adjectives.</p>

<p class = "note">
<i>g.</i> Give all the participles of the following verbs: <b>cūrō</b>,
<b>iubeō</b>, <b>sūmō</b>, <b>iaciō</b>, <b>mūniō</b>.</p>

<p class = "section">
<a name = "sec375"><b>375.</b></a>
<b>Participles of Deponent Verbs.</b> Deponent verbs have the
participles of the active voice as well as of the passive; consequently
every deponent verb has four participles, as,</p>

<table>
<tr>
<td class = "number"><i>Pres. Act.</i></td>
<td><b>hortāns</b>, <i>urging</i></td>
</tr>
<tr>
<td class = "number"><i>Fut. Act.</i></td>
<td><b>hortātūrus</b>, <i>about to urge</i></td>
</tr>
<tr>
<td class = "number"><i>Perf. Pass.</i> (in form)</td>
<td><b>hortātus</b>, <i>having urged</i></td>
</tr>
<tr>
<td class = "number"><i>Fut. Pass.</i> (<i>Gerundive</i>)</td>
<td><b>hortandus</b>, <i>to be urged</i>
</table>

<span class = "pagenum">163</span>
<a name = "page163"> </a>
<p class = "note">
<i>a.</i> Observe that the perfect participle of deponent verbs is
passive in form but <i>active</i> in meaning. <i>No other verbs have a
perfect active participle.</i> On the other hand, the future passive
participle of deponent verbs is passive in meaning as in other
verbs.</p>

<p class = "note">
<i>b.</i> Give the participles of <b>cōnor</b>, <b>vereor</b>,
<b>sequor</b>, <b>patior</b>, <b>partior</b>.</p>

<p class = "section">
<a name = "sec376"><b>376.</b></a>
<b>Tenses of the Participle.</b> The tenses express time as follows:</p>

<p>1. The present active participle corresponds to the English present
active participle in <i>-ing</i>, but can be used only of an action
occurring at the same time as the action of the main verb; as,
<b>mīlitēs īnsequentēs cēpērunt multōs</b>, <i>the soldiers, while
pursuing, captured many.</i> Here the pursuing and the capturing are
going on together.</p>

<p>2. The perfect participle (excepting of deponents) is regularly
passive and corresponds to the English past participle with or without
the auxiliary <i>having been</i>; as, <b>audītus</b>, <i>heard</i> or
<i>having been heard</i>.</p>

<p>3. The future active participle, translated <i>about to</i>, etc.,
denotes time after the action of the main verb.</p>

<p class = "section">
<a name = "sec377"><b>377.</b></a>
Review <a href = "#sec203">§§&nbsp;203</a>, <a href = "#sec204">204</a>,
and, note the following model sentences:</p>

<p>1. <b>Mīlitēs currentēs erant dēfessī</b>, <i>the soldiers who were
running</i> (lit. <i>running</i>) <i>were weary</i>.</p>

<p>2. <b>Caesar profectūrus Rōmam nōn exspectāvit</b>, <i>Cæsar, when
about to set out</i> (lit. <i>about to set out</i>) <i>for Rome, did not
wait</i>.</p>

<p>3. <b>Oppidum captum vīdimus</b>, <i>we saw the town which had been
captured</i> (lit. <i>captured town</i>).</p>

<p>4. <b>Imperātor trīduum morātus profectus est</b>, <i>the general,
since</i> (<i>when</i>, or <i>after</i>) <i>he had delayed</i> (lit.
<i>the general, having delayed</i>) <i>three days, set out</i>.</p>

<p>5. <b>Mīlitēs vīctī terga nōn vertērunt</b>, <i>the soldiers, though
they were conquered</i> (lit. <i>the soldiers conquered</i>), <i>did not
retreat</i>.</p>

<p>In each of these sentences the literal translation of the participle
is given in parentheses. We note, however, that its proper translation
usually requires a clause beginning with some conjunction (<i>when,
since, after, though</i>, etc.), or a relative clause. Consider, in each
case, what translation will best bring out the thought, and do not, as a
rule, translate the participle literally.</p>

<p>
<span class = "pagenum">164</span>
<a name = "page164"> </a>
<a name = "sec378"><b>378.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Puer timēns nē capiātur fugit. 2.&nbsp;Aquila īrā commōta avīs
reliquās interficere cōnāta erat. 3.&nbsp;Mīlitēs ab hostibus pressī
tēla iacere nōn potuērunt. 4.&nbsp;Caesar decimam legiōnem laudātūrus ad
prīmum agmen prōgressus est. 5.&nbsp;Imperātor hortātus equitēs ut
fortiter pugnārent signum proeliō dedit. 6.&nbsp;Mīlitēs hostīs octō
milia passuum īnsecūtī multīs cum captīvīs ad castra revertērunt.
7.&nbsp;Sōl oriēns multōs interfectōs vīdit. 8.&nbsp;Rōmānī cōnsilium
audāx suspicātī barbaris sēsē nōn commīsērunt. 9.&nbsp;Nāvis ē portū
ēgressa nūllō in perīculō erat.</p>

<p>II.<span class = "tag">3</span> 1. The army was in very great danger
while marching through the enemy’s country. 2.&nbsp;Frightened by the
length of the way, they longed for home. 3.&nbsp;When the scouts were
about to set out, they heard the shouts of victory. 4.&nbsp;When we had
delayed many days, we set fire to the buildings and departed.
5.&nbsp;While living at Rome I heard orators much better than these.
6.&nbsp;The soldiers who are fighting across the river are no braver
than we.</p>

<div class = "footnote">
3. In this exercise use participles for the subordinate clauses.</div>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXVI">
Reading Selection</a></div>


<h5 class = "chapter"><a name = "lesson_LXVII">
LESSON LXVII</a></h5>

<h6 class = "boldf">THE IRREGULAR VERBS <i>VOLŌ</i>, <i>NŌLŌ</i>,
<i>MĀLŌ</i> · THE ABLATIVE WITH A PARTICIPLE, OR ABLATIVE ABSOLUTE</h6>

<p class = "section">
<a name = "sec379"><b>379.</b></a>
Learn the principal parts and conjugation of <b>volō</b>, <i>wish</i>;
<b>nōlō</b> (<b>ne</b> + <b>volō</b>), <i>be unwilling</i>; <b>mālō</b>
(<b>magis</b> + <b>volō</b>), <i>be more willing, prefer</i> (<a href =
"LatinBegin2.html#sec497">§&nbsp;497</a>). Note the irregularities in
the present indicative, subjunctive, and infinitive, and in the
imperfect subjunctive. (Cf. <a href = "#sec354">§&nbsp;354</a>.)</p>

<p class = "note">
<i>a.</i> These verbs are usually followed by the infinitive with or
without a subject accusative; as, <b>volunt venīre</b>, <i>they wish to
come</i>; <b>volunt amīcōs venīre</b>, <i>they wish their friends to
come</i>. The English usage is the same.<span class = "tag">1</span></p>

<div class = "footnote">
1. Sometimes the subjunctive of purpose is used after these verbs. (See
<a href = "#sec366">§&nbsp;366</a>.)</div>

<p class = "section">
<a name = "sec380"><b>380.</b></a>
Observe the following sentences:</p>

<p>1. <b>Magistrō laudante omnēs puerī dīligenter labōrant</b>, <i>with
the teacher praising</i>, or <i>since the teacher praises</i>, or <i>the
teacher praising, all the boys labor diligently.</i></p>

<p>
<span class = "pagenum">165</span>
<a name = "page165"> </a>
2. <b>Caesare dūcente nēmō prōgredī timet</b>, <i>with Cæsar
leading</i>, or <i>when Cæsar leads</i>, or <i>if Cæsar leads</i>, or
<i>Cæsar leading, no one fears to advance.</i></p>

<p>3. <b>His rēbus cognitīs mīlitēs fūgērunt</b>, <i>when this was
known</i>, or <i>since this was known</i>, or <i>these things having
been learned, the soldiers fled.</i></p>

<p>4. <b>Proeliō commissō multī vulnerātī sunt</b>, <i>after the battle
had begun</i>, or <i>when the battle had begun</i>, or <i>the battle
having been joined, many were wounded.</i></p>

<p class = "note">
<i>a.</i> One of the fundamental ablative relations is expressed in
English by the preposition <i>with</i> (cf. <a href =
"#sec50">§&nbsp;50</a>). In each of the sentences above we have a noun
and a participle in agreement in the ablative, and the translation shows
that in each instance the ablative expresses <i>attendant
circumstance</i>. For example, in the first sentence the circumstance
attending or accompanying the diligent labor of the boys is the praise
of the teacher. This is clearly a <i>with</i> relation, and the ablative
is the case to use.</p>

<p class = "note">
<i>b.</i> We observe, further, that the ablative and its participle are
absolutely independent grammatically of the rest of the sentence. If we
were to express the thought in English in a similar way, we should use
the nominative independent or absolute. In Latin the construction is
called the Ablative Absolute, or the Ablative with a Participle. This
form of expression is exceedingly common in Latin, but rather rare in
English, so we must not, as a rule, employ the English absolute
construction to translate the ablative abolute. The attendant
circumstance may be one of <i>time</i> (when or after), or one of
<i>cause</i> (since), or one of <i>concession</i> (though), or one of
<i>condition</i> (if). In each case try to discover the precise
relation, and tranlate the ablative and its participle by a clause which
will best express the thought.</p>

<p class = "section">
<a name = "sec381"><b>381.</b></a>
<span class = "smallcaps">Rule.</span> <b>Ablative Absolute.</b> <i>The
ablative of a noun or pronoun with a present or perfect participle in
agreement is used to express attendant circumstance.</i></p>

<p class = "note">
<span class = "smallcaps">Note 1.</span> The verb <b>sum</b> has no
present participle. In consequence we often find two nouns or a noun and
an adjective in the ablative absolute with no participle expressed; as,
<b>tē duce</b>, <i>you</i> (being) <i>leader</i>, <i>with you as
leader</i>; <b>patre īnfirmō</b>, <i>my father</i> (being)
<i>weak</i>.</p>

<p class = "note">
<span class = "smallcaps">Note 2.</span> Be very careful not to put in
the ablative absolute a noun and participle that form the subject or
object of a sentence. Compare</p>

<table>
<tr><td>
<p class = "hanging">
<i>a</i>. <i>The Gauls, having been conquered by Cæsar, returned
home</i></p>
<p class = "hanging">
<i>b</i>. <i>The Gauls having been conquered by Cæsar, the army returned
home</i></p>
</td></tr>
</table>

<p class = "note">
In <i>a</i> the subject is <i>The Gauls having been conquered by
Cæsar</i>, and we translate,</p>

<p class = "center">
<b>Gallī ā Caesare victi domum revertērunt</b>
</p>

<p class = "note">
<span class = "pagenum">166</span>
<a name = "page166"> </a>
In <i>b</i> the subject is <i>the army</i>. <i>The Gauls having been
conquered by Cæsar</i> is nominative absolute in English, which requires
the ablative absolute in Latin, and we translate,

<p class = "center">
<b>Gallīs ā Caesare victīs exercitus domum revertit</b>
</p>

<p class = "note">
<span class = "smallcaps">Note 3.</span> The fact that only deponent
verbs have a perfect active participle (cf. <a href =
"#sec375">§&nbsp;375.&nbsp;<i>a</i></a>) often compels a change of voice
when translating from one language to the other. For example, we can
translate <i>Cæsar having encouraged the legions</i> just as it stands,
because <b>hortor</b> is a deponent verb. But if we wish to say <i>Cæsar
having conquered the Gauls</i>, we have to change the voice of the
participle to the passive because <b>vincō</b> is not deponent, and say,
<i>the Gauls having been conquered by Cæsar</i> (see translation
above).</p>

<p class = "section">
<a name = "sec382"><b>382.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Māvīs, nōn vīs, vultis, nōlumus. 2. Ut nōlit, ut vellēmus, ut
mālit. 3.&nbsp;Nōlī, velle, nōluisse, mālle. 4.&nbsp;Vult, māvultis, ut
nōllet, nōlīte. 5.&nbsp;Sōle oriente, avēs cantāre incēpērunt.
6.&nbsp;Clāmōribus audītīs, barbarī prōgredī recūsābant. 7.&nbsp;Caesare
legiōnēs hortātō, mīlitēs paulō fortius pugnāvērunt. 8.&nbsp;Hīs rēbus
cognitīs, Helvētiī fīnitimīs persuāsērunt ut sēcum iter facerent.
9.&nbsp;Labōribus cōnfectīs, mīlitēs ā Caesare quaerēbant ut sibi
praemia daret. 10.&nbsp;Conciliō convocātō, prīncipēs ita respondērunt.
11.&nbsp;Dux plūrīs diēs in Helvētiōrum fīnibus morāns multōs vīcōs
incendit. 12.&nbsp;Magnitūdine Germānōrum cognitā, quīdam ex Rōmānis
timēbant. 13.&nbsp;Mercātōribus rogātīs, Caesar nihilō plūs reperīre
potuit.</p>

<p>II. 1. He was unwilling, lest they prefer, they have wished.
2.&nbsp;You prefer, that they might be unwilling, they wish. 3.&nbsp;We
wish, they had preferred, that he may prefer. 4.&nbsp;Cæsar, when he
heard the rumor (<i>the rumor having been heard</i>), commanded
(<b>imperāre</b>) the legions to advance more quickly. 5.&nbsp;Since
Cæsar was leader, the men were willing to make the journey. 6.&nbsp;A
few, terrified<span class = "tag">2</span> by the reports which they had
heard, preferred to remain at home. 7.&nbsp;After these had been left
behind, the rest hastened as quickly as possible. 8.&nbsp;After Cæsar
had undertaken the business (<i>Cæsar, the business having been
undertaken</i>), he was unwilling to delay longer.<span class =
"tag">3</span></p>

<div class = "footnote">
2. Would the ablative absolute be correct here?</div>

<div class = "footnote">
3. Not <b>longius</b>. Why?</div>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXVII">
Reading Selection</a></div>


<span class = "pagenum">167</span>
<a name = "page167"> </a>

<h5 class = "chapter"><a name = "lesson_LXVIII">
LESSON LXVIII</a></h5>

<h6 class = "boldf">THE IRREGULAR VERB <i>FĪŌ</i> · THE SUBJUNCTIVE OF
RESULT</h6>

<p class = "section">
<a name = "sec383"><b>383.</b></a>
The verb <b>fīō</b>, <i>be made, happen</i>, serves as the passive of
<b>faciō</b>, <i>make</i>, in the present system. The rest of the verb
is formed regularly from <b>faciō</b>. Learn the principal parts and
conjugation (<a href = "LatinBegin2.html#sec500">§&nbsp;500</a>).
Observe that the <b>i</b> is long except before <b>-er</b> and in
<b>fit</b>.</p>

<p class = "note">
<i>a.</i> The compounds of <b>facio</b> with prepositions usually form
the passive regularly, as,</p>

<table class = "fixed">
<tr>
<td><i>Active</i></td>
<td><b>cōnficiō, cōnficere, cōnfēcī, cōnfectus</b></td>
</tr>
<tr>
<td><i>Passive</i></td>
<td><b>cōnficior, cōnficī, cōnfectus sum</b></td>
</tr>
</table>

<p class = "section">
<a name = "sec384"><b>384.</b></a>
Observe the following sentences:</p>

<p>1. <b>Terror erat tantus ut omnēs fugerent</b>, <i>the terror was so
great that all fled.</i></p>

<p>2. <b>Terror erat tantus ut nōn facile mīlitēs sēsē reciperent</b>,
<i>the terror was so great that the soldiers did not easily recover
themselves.</i></p>

<p>3. <b>Terror fēcit ut omnēs fugerent</b>, <i>terror caused all to
flee</i> (lit. <i>made that all fled</i>).</p>

<p class = "note">
<i>a.</i> Each of these sentences is complex, containing a principal
clause and a subordinate clause.</p>

<p class = "note">
<i>b.</i> The principal clause names a cause and the subordinate clause
states the <i>consequence</i> or <i>result</i> of this cause.</p>

<p class = "note">
<i>c.</i> The subordinate clause has its verb in the subjunctive, though
it is translated like an indicative. The construction is called the
<i>subjunctive of consequence or result</i>, and the clause is called a
consecutive or result clause.</p>

<p class = "note">
<i>d.</i> In the last example the clause of result is the object of the
verb <b>fēcit</b>.</p>

<p class = "note">
<i>e.</i> The conjunction introducing the consecutive or result clause
is <b>ut</b> = <i>so that</i>; negative, <b>ut nōn</b> = <i>so that
not</i>.</p>

<p class = "section">
<a name = "sec385"><b>385.</b></a>
<span class = "smallcaps">Rule.</span> <b>Subjunctive of Result.</b>
<i>Consecutive clauses of result are introduced by <b>ut</b> or <b>ut
nōn</b> and have the verb in the subjunctive.</i></p>

<p class = "section">
<a name = "sec386"><b>386.</b></a>
<span class = "smallcaps">Rule.</span> <i>Object clauses of result with
<b>ut</b> or <b>ut nōn</b> are found after verbs of <b>effecting</b> or
<b>bringing about</b>.</i></p>

<p class = "section">
<a name = "sec387"><b>387.</b></a>
<b>Purpose and Result Clauses Compared.</b> There is great similarity in
the expression of purpose and of result in Latin. If
<span class = "pagenum">168</span>
<a name = "page168"> </a>
the sentence is affirmative, both purpose and result clauses may be
introduced by <b>ut</b>; but if the sentence is negative, the purpose
clause has <b>nē</b> and the result clause <b>ut nōn</b>. Result clauses
are often preceded in the main clause by such words as <b>tam</b>,
<b>ita</b>, <b>sic</b> (<i>so</i>), and these serve to point them out.
Compare</p>

<table>
<tr>
<td><i>a.</i></td>
<td><p class = "hanging">
<b>Tam graviter vulnerātus est ut caperētur</b>
</p></td>
<td><p class = "hanging">
<i>He was so severely wounded that he was captured</i>
</p></td>
</tr>
<tr>
<td><i>b.</i></td>
<td><p class = "hanging">
<b>Graviter vulnerātus est ut caperētur</b>
</p></td>
<td><p class = "hanging">
<i>He was severely wounded in order that he might be captured</i>
</p></td>
</tr>
</table>

<p>Which sentence contains a result clause, and how is it pointed
out?</p>

<p class = "section">
<a name = "sec388"><b>388.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Fit, fīet, ut fīat, fīēbāmus. 2. Fīō, fīēs, ut fierent, fierī,
fīunt. 3.&nbsp;Fīētis, ut fīāmus, fīs, fīemus. 4.&nbsp;Mīlitēs erant tam
tardī ut ante noctem in castra nōn pervenīrent. 5.&nbsp;Sōl facit ut
omnia sint pulchra. 6.&nbsp;Eius modī perīcula erant ut nēmō proficīscī
vellet. 7.&nbsp;Equitēs hostium cum equitātū nostrō in itinere
contendērunt, ita tamen<span class = "tag">1</span> ut nostrī omnibus in
partibus superiōrēs essent. 8.&nbsp;Virtūs mīlitum nostrōrum fēcit ut
hostēs nē ūnum quidem<span class = "tag">2</span> impetum sustinērent.
9.&nbsp;Hominēs erant tam audācēs ut nūllō modō continērī possent.
10.&nbsp;Spatium erat tam parvum ut mīlitēs tēla iacere nōn facile
possent. 11.&nbsp;Hōc proeliō factō barbarī ita perterritī sunt ut ab
ultimīs gentibus lēgātī ad Caesarem mitterentur. 12.&nbsp;Hoc proelium
factum est nē lēgātī ad Caesarem mitterentur.</p>

<div class = "footnote">
1. <b>ita tamen</b>, <i>with such a result however</i>.</div>

<div class = "footnote">
2. <b>nē ... quidem</b>, <i>not even</i>. The emphatic word is placed
between.</div>

<p>II. 1. It will happen, they were being made, that it may happen.
2.&nbsp;It happens, he will be made, to happen. 3.&nbsp;They are made,
we were being made, lest it happen. 4.&nbsp;The soldiers are so brave
that they conquer. 5.&nbsp;The soldiers are brave in order that they may
conquer. 6.&nbsp;The fortification was made so strong that it could not
be taken. 7.&nbsp;The fortification was made strong in order that it
might not be taken. 8.&nbsp;After the town was taken,<span class =
"tag">3</span> the townsmen feared that they would be made slaves.
9.&nbsp;What state is so weak that it is unwilling to defend itself?</p>

<div class = "footnote">
3. Ablative absolute.</div>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXVIII">
Reading Selection</a></div>


<span class = "pagenum">169</span>
<a name = "page169"> </a>


<h5 class = "chapter"><a name = "lesson_LXIX">
LESSON LXIX</a></h5>

<h6 class = "boldf">THE SUBJUNCTIVE OF CHARACTERISTIC OR DESCRIPTION ·
THE PREDICATE ACCUSATIVE</h6>

<p class = "section">
<a name = "sec389"><b>389.</b></a>
Akin to the subjunctive of consequence or result is the use of the
subjunctive in clauses of characteristic or description.</p>

<p>This construction is illustrated in the following sentences:</p>

<p>1. <b>Quis est quī suam domum nōn amet?</b> <i>who is there who does
not love his own home?</i></p>

<p>2. <b>Erant quī hoc facere nōllent</b>, <i>there were (some) who were
unwilling to do this.</i></p>

<p>3. <b>Tū nōn is es quī amīcōs trādās</b>, <i>you are not such a one
as to</i>, or <i>you are not the man to, betray your friends.</i></p>

<p>4. <b>Nihil videō quod timeam</b>, <i>I see nothing to fear</i>
(nothing of such as character as to fear it).</p>

<p class = "note">
<i>a.</i> Each of these examples contains a descriptive relative clause
which tells what kind of a person or thing the antecedent is. To express
this thought the subjunctive is used. A relative clause that merely
states a fact and does not describe the antecedent uses the indicative.
Compare the sentences</p>

<table>
<tr><td>
<p class = "hanging">
<i>Cæsar is the man who is leading us</i>, <b>Caesar est is quī nōs
dūcit</b><br>
(mere statement of fact, no description, with the indicative)
</p>
<p class = "hanging">
<i>Cæsar is the man to lead us</i>, <b>Caesar est is quī nōs
dūcat</b><br>
(descriptive relative clause with the subjunctive)
</p>
</td></tr>
</table>

<p class = "note">
<i>b.</i> Observe that in this construction a demonstrative pronoun and
a relative, as is <b>quī</b>, are translated <i>such a one as to, the
man to</i>.</p>

<p class = "note">
<i>c.</i> In which of the following sentences would you use the
indicative and in which the subjunctive?</p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
<i>These are not the men who did this</i></p>
<p class = "hanging">
<i>These are not the men to do this</i></p>
</td></tr>
</table>

<p class = "section">
<a name = "sec390"><b>390.</b></a>
<span class = "smallcaps">Rule.</span> <b>Subjunctive of
Characteristic.</b> <i>A relative clause with the subjunctive is often
used to describe an antecedent. This is called the <b>subjunctive of
characteristic or description</b>.</i></p>

<p class = "section">
<span class = "pagenum">170</span>
<a name = "page170"> </a>
<a name = "sec391"><b>391.</b></a>
Observe the sentences</p>

<table>
<tr><td>
<p class = "hanging">
1. Rōmānī <b>Caesarem cōnsulem</b> fēcērunt, <i>the Romans made <b>Cæsar
consul</b></i>.</p>
<p class = "hanging">
2. <b>Caesar cōnsul</b> ā Rōmānīs factus est, <i><b>Cæsar</b> was made
<b>consul</b> by the Romans</i>.</p>
</td></tr>
</table>

<p class = "note">
<i>a.</i> Observe in 1 that the transitive verb <b>fēcērunt</b>,
<i>made</i>, has two objects: (1) the direct object, <b>Caesarem</b>;
(2) a second object, <b>cōnsulem</b>, referring to the same person as
the direct object and completing the predicate. The second accusative is
called a Predicate Accusative.</p>

<p class = "note">
<i>b.</i> Observe in 2 that when the verb is changed to the passive both
of the accusatives become nominatives, the <i>direct object</i> becoming
the <i>subject</i> and the <i>predicate accusative</i> the <i>predicate
nominative</i>.</p>

<p class = "section">
<a name = "sec392"><b>392.</b></a>
<span class = "smallcaps">Rule.</span> <b>Two Accusatives.</b> <i>Verbs
of <b>making</b>, <b>choosing</b>, <b>calling</b>, <b>showing</b>, and
the like, may take a predicate accusative along with the direct object.
With the passive voice the two accusatives become nominatives.</i></p>

<p class = "section">
<a name = "sec393"><b>393.</b></a>
The verbs commonly found with two accusatives are</p>

<table class = "fixed">
<tr>
<td>
<p class = "hanging">
<b>creo, creāre, creāvī, creātus</b>, <i>choose</i></p>
</td>
<td></td>
</tr>
<tr>
<td>
<p class = "hanging">
<b>appellō, appellāre, appellāvī, appellātus</b></p>
<p class = "hanging">
<b>nōminō, nōmināre, nōmināvī, nōminātus</b></p>
<p class = "hanging">
<b>vocō, vocāre, vocāvī, vocātus</b></p>
</td>
<td class = "middle leftline">
<i>call</i>
</td>
</tr>
<tr>
<td>
<p class = "hanging">
<b>faciō, facere, fēcī, factus</b>, <i>make</i></p>
</td>
<td></td>
</tr>
</table>

<p class = "section">
<a name = "sec394"><b>394.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. In Germāniae silvis sunt<span class = "tag">1</span> multa
genera ferārum quae reliquīs in locīs nōn vīsa sint. 2.&nbsp;Erant<span
class = "tag">1</span> itinera duo quibus Helvētiī domō discēdere
possent. 3.&nbsp;Erat<span class = "tag">1</span> manus nūlla, nūllum
oppidum, nūllum praesidium quod sē armīs dēfenderet. 4.&nbsp;Tōtō
frūmentō raptō, domī nihil erat quō mortem prohibēre possent.
5.&nbsp;Rōmānī Galbam ducem creāvērunt et summā celeritāte profectī
sunt. 6.&nbsp;Neque erat<span class = "tag">1</span> tantae multitūdinis
quisquam quī morārī vellet. 7.&nbsp;Germānī nōn iī sunt quī adventum
Caesaris vereantur. 8.&nbsp;Cōnsulibus occīsīs erant quī<span class =
"tag">2</span> vellent
<span class = "pagenum">171</span>
<a name = "page171"> </a>
cum rēgem creāre. 9. Pāce factā erat nēmō quī arma trādere nōllet.
10.&nbsp;Inter Helvētiōs quis erat quī nōbilior illō esset?</p>

<p>II. 1. The Romans called the city Rome. 2.&nbsp;The city was called
Rome by the Romans. 3.&nbsp;The better citizens wished to choose him
king. 4.&nbsp;The brave soldier was not the man to run. 5.&nbsp;There
was no one <span class = "tag">3</span>to call me friend. 6.&nbsp;These
are not the men to<span class = "tag">4</span> betray their friends.
7.&nbsp;There were (some) who called him the bravest of&nbsp;all.</p>

<div class = "footnote">
1. Remember that when the verb <b>sum</b> precedes its subject it is
translated <i>there is</i>, <i>there are</i>, <i>there were</i>,&nbsp;etc.</div>

<div class = "footnote">
2. <b>erant quī</b>, <i>there were</i> (some) <i>who</i>. A wholly
indefinite antecedent of <b>quī</b> does not need to be expressed.</div>

<div class = "footnote">
3. A relative clause of characteristic or description.</div>

<div class = "footnote">
4. See <a href = "#sec389">§&nbsp;389.b</a>.</div>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXIX">
Reading Selection</a></div>


<hr class = "tiny">

<h5 class = "boldf">
<a class = "page" href = "LatinBegin2.html#review_VIII">
Eighth Review, Lessons LXI-LXIX, §§&nbsp;527-528</a></h5>

<hr class = "tiny">


<h5 class = "chapter"><a name = "lesson_LXX">
LESSON LXX</a></h5>

<h6 class = "boldf">THE CONSTRUCTIONS WITH THE CONJUNCTION <i>CUM</i> ·
THE ABLATIVE OF SPECIFICATION</h6>

<p class = "section">
<a name = "sec395"><b>395.</b></a>
The conjunction <b>cum</b> has the following meanings and
constructions:</p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
<b>cum</b> <span class = "smallcaps">temporal</span> = <i>when</i>,
followed by the indicative or the subjunctive</p>
<p class = "hanging">
<b>cum</b> <span class = "smallcaps">causal</span> = <i>since</i>,
followed by the subjunctive</p>
<p class = "hanging">
<b>cum</b> <span class = "smallcaps">concessive</span> =
<i>although</i>, followed by the subjunctive</p>
</td></tr>
</table>

<p>As you observe, the mood after <b>cum</b> is sometimes indicative and
sometimes subjunctive. The reason for this will be made clear by a study
of the following sentences:</p>

<p>1. <b>Caesarem vīdī tum cum in Galliā eram</b>, <i>I saw Cæsar at the
time when I was in Gaul</i>.</p>

<p>2. <b>Caesar in eōs impetum fēcit cum pācem peterent</b>, <i>Cæsar
made an attack upon them when they were seeking peace</i>.</p>

<p>3. <b>Hoc erat difficile cum paucī sine vulneribus essent</b>,
<i>this was difficult, since only a few were without wounds</i>.</p>

<p>4. <b>Cum prīmī ōrdinēs fūgissent, tamen reliquī fortiter
cōnsistēbant</b>, <i>though the front ranks had fled, yet the rest
bravely stood their ground</i>.</p>

<p class = "note">
<i>a.</i> The underlying principle is one already familiar to you (cf.
<a href = "#sec389">§&nbsp;389.a</a>). When the <b>cum</b> clause states
a fact and simply <i>fixes the time</i> at which the main action took
place, the indicative mood is used. So, in the first example, <b>cum in
Galliā eram</b> fixes the time when I saw Cæsar.</p>

<p class = "note">
<span class = "pagenum">172</span>
<a name = "page172"> </a>
<i>b.</i> On the other hand, when the <b>cum</b> clause <i>describes the
circumstances</i> under which the main act took place, the subjunctive
mood is used. So, in the second example, the principal clause states
that Cæsar made an attack, and the <b>cum</b> clause describes the
circumstances under which this act occurred. The idea of <i>time</i> is
also present, but it is subordinate to the idea of <i>description</i>.
Sometimes the descriptive clause is one of <i>cause</i> and we translate
<b>cum</b> by <i>since</i>; sometimes it denotes <i>concession</i> and
<b>cum</b> is translated <i>although</i>.</p>

<p class = "section">
<a name = "sec396"><b>396.</b></a>
<span class = "smallcaps">Rule.</span> <b>Constructions with
<i>Cum</i></b>. <i>The conjunction <b>cum</b> means <b>when</b>,
<b>since</b>, or <b>although</b>. It is followed by the subjunctive
unless it means <b>when</b> and its clause fixes the time at which the
main action took place.</i></p>

<p class = "note">
<span class = "smallcaps">Note.</span> <b>Cum</b> in clauses of
description with the subjunctive is much more common than its use with
the indicative.</p>

<p class = "section">
<a name = "sec397"><b>397.</b></a>
Note the following sentences:</p>

<p>1. <b>Oppidum erat parvum magnitūdine sed magnum multitūdine
hominum</b>, <i>the town was small in size but great in
population</i>.</p>

<p>2. <b>Homō erat corpore īnfīrmus sed validus animō</b>, <i>the man
was weak in body but strong in courage</i>.</p>

<p class = "note">
<i>a.</i> Observe that <b>magnitūdine</b>, <b>multitūdine</b>,
<b>corpore</b>, and <b>animō</b> tell <i>in what respect</i> something
is true. The relation is one covered by the ablative case, and the
construction is called the <i>ablative of specification</i>.</p>

<p class = "section">
<a name = "sec398"><b>398.</b></a>
<span class = "smallcaps">Rule.</span> <b>Ablative of Specification.</b>
<i>The ablative is used to denote <b>in what respect</b> something is
true.</i></p>

<p class = "section">
<a name = "sec399"><b>399.</b></a>
<span class = "midfat">IDIOMS</span></p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
<b>aliquem certiōrem facere</b>, <i>to inform some one</i> (lit. <i>to
make some one more certain</i>)</p>
<p class = "hanging">
<b>certior fierī</b>, <i>to be informed</i> (lit. <i>to be made more
certain</i>)</p>
<p class = "hanging">
<b>iter dare</b>, <i>to give a right of way, allow to pass</i></p>
<p class = "hanging">
<b>obsidēs inter sē dare</b>, <i>to give hostages to each other</i>
</td></tr>
</table>

<p class = "section">
<a name = "sec400"><b>400.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Helvētiī cum patrum nostrōrum tempore domō prefectī essent,
cōnsulis exercitum in fugam dederant. 2.&nbsp;Cum Caesar in Galliam
vēnit, Helvētiī aliōs agrōs petēbant. 3.&nbsp;Caesar cum in citeriōre
Gallia esset, tamen dē Helvētiōrum cōnsiliīs certior fīēbat.
<span class = "pagenum">173</span>
<a name = "page173"> </a>
4. Cum Helvētiī bellō clārissimī essent, Caesar iter per prōvinciam dare
recūsāvit. 5.&nbsp;Lēgātus cum haec audīvisset, Caesarem certiōrem
fecit. 6.&nbsp;Cum principēs inter sē obsidēs darent, Rōmānī bellum
parāvērunt. 7.&nbsp;Caesar, cum id nūntiātum esset, mātūrat ab urbe
proficīscī. 8.&nbsp;Nē virtūte quidem Gallī erant parēs Germānis.
9.&nbsp;Caesar neque corpore neque animō īnfīrmus erat. 10.&nbsp;Illud
bellum tum incēpit cum Caesar fuit cōnsul.</p>

<p class = "note">
Observe in each case what mood follows <b>cum</b>, and try to give the
reasons for its use. In the third sentence the <b>cum</b> clause is
concessive, in the fourth and sixth causal.</p>

<p>II. 1. That battle was fought at the time when (<b>tum cum</b>) I was
at Rome. 2.&nbsp;Though the horsemen were few in number, nevertheless
they did not retreat. 3.&nbsp;When the camp had been sufficiently
fortified, the enemy returned home. 4.&nbsp;Since the tribes are giving
hostages to each other, we shall inform Cæsar. 5.&nbsp;The Gauls and the
Germans are very unlike in language and laws.</p>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXX">
Reading Selection</a></div>


<h5 class = "chapter"><a name = "lesson_LXXI">
LESSON LXXI</a></h5>

<h6 class = "boldf">VOCABULARY REVIEW · THE GERUND AND GERUNDIVE · THE
PREDICATE GENITIVE</h6>

<p class = "section">
<a name = "sec401"><b>401.</b></a>
Review the word lists in <a href =
"LatinBegin2.html#sec510">§§&nbsp;510</a>, <a href =
"LatinBegin2.html#sec511">511</a>.</p>

<p class = "section">
<a name = "sec402"><b>402.</b></a>
<b>The Gerund.</b> Suppose we had to translate the sentence</p>

<p class = "center">
<i>By overcoming the Gauls Cæsar won great glory</i>
</p>

<p>We can see that <i>overcoming</i> here is a verbal noun corresponding
to the English infinitive in <i>-ing</i>, and that the thought calls for
the ablative of means. To translate this by the Latin infinitive would
be impossible, because the infinitive is indeclinable and therefore has
no ablative case form. Latin, however, has another verbal noun of
corresponding meaning, called the <b>gerund</b>, declined as a neuter of
the second declension in the <i>genitive</i>, <i>dative</i>,
<i>accusative</i>, and <i>ablative singular</i>, and thus supplying the
cases that the infinitive lacks.<span class = "tag">1</span> Hence, to
<span class = "pagenum">174</span>
<a name = "page174"> </a>
decline in Latin the verbal noun <i>overcoming</i>, we should use the
infinitive for the nominative and the gerund for the other cases, as
follows:</p>

<table class = "lines">
<tr>
<td class = "middle"><i>Nom.</i></td>
<td class = "middle rightline"><b>superāre</b></td>
<td><i>overcoming</i><br>
<i>to overcome</i></td>
<td class = "middle left smallcaps">Infinitive</td>
</tr>
<tr>
<td><p class = "hanging">
<i>Gen.</i></p>
<p class = "hanging">
<i>Dat.</i></p>
<p class = "hanging">
<i>Acc.</i></p>
<p class = "hanging">
<i>Abl.</i>
</p></td>
<td colspan = "2"><p class = "hanging">
<b>superandī</b>, <i>of overcoming</i></p>
<p class = "hanging">
<b>superandō</b>, <i>for overcoming</i></p>
<p class = "hanging">
<b>superandum</b>, <i>overcoming</i></p>
<p class = "hanging">
<b>superandō</b>, <i>by overcoming</i></td>
<td class = "middle left smallcaps">Gerund</td>
</tr>
</table>

<p>Like the infinitive, the gerund governs the same case as the verb
from which it is derived. So the sentence given above becomes in
Latin</p>

<p class = "center">
<b>Superandō Gallōs Caesar magnam glōriam reportāvit</b>
</p>

<div class = "footnote">
1. Sometimes, however, the infinitive is used as an accusative.</div>

<p class = "section">
<a name = "sec403"><b>403.</b></a>
The gerund<span class = "tag">2</span> is formed by adding <b>-ndī,
-ndō, -ndum, -ndō</b>, to the present stem, which is shortened or
otherwise changed, as shown below:</p>

<table>
<tr>
<td></td>
<th colspan = "5">
Paradigm of the Gerund
</th>
</tr>
<tr>
<td></td>
<td class = "smallhead">CONJ. I</td>
<td class = "smallhead">CONJ. II</td>
<td class = "smallhead" colspan = "2">CONJ. III</td>
<td class = "smallhead">CONJ. IV</td>
</tr>
<tr>
<td><i>Gen.</i></td>
<td>ama<b>ndī</b></td>
<td>mone<b>ndī</b></td>
<td>rege<b>ndī</b></td>
<td>capie<b>ndī</b></td>
<td>audie<b>ndī</b></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td>ama<b>ndō</b></td>
<td>mone<b>ndō</b></td>
<td>rege<b>ndō</b></td>
<td>capie<b>ndō</b></td>
<td>audie<b>ndō</b></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td>ama<b>ndum</b></td>
<td>mone<b>ndum</b></td>
<td>rege<b>ndum</b></td>
<td>capie<b>ndum</b></td>
<td>audie<b>ndum</b></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td>ama<b>ndō</b></td>
<td>mone<b>ndō</b></td>
<td>rege<b>ndō</b></td>
<td>capie<b>ndō</b></td>
<td>audie<b>ndō</b></td>
</tr>
</table>

<p class = "note">
<i>a.</i> Give the gerund of <b>cūrō</b>, <b>dēleō</b>, <b>sūmō</b>,
<b>iaciō</b>, <b>veniō</b>.</p>

<p class = "note">
<i>b.</i> Deponent verbs have the gerund of the active voice (see <a
href = "LatinBegin2.html#sec493">§&nbsp;493</a>). Give the gerund of
<b>cōnor</b>, <b>vereor</b>, <b>sequor</b>, <b>patior</b>,
<b>partior</b>.</p>

<div class = "footnote">
2. The gerund is the neuter singular of the future passive participle
used as a noun, and has the same formation. (Cf. <a href =
"#sec374">§&nbsp;374.&nbsp;<i>d</i></a>.)</div>

<p class = "section">
<a name = "sec404"><b>404.</b></a>
<b>The Gerundive.</b> The gerundive is the name given to the future
passive participle (<a href = "#sec374">§&nbsp;374.&nbsp;<i>d</i></a>)
when the participle approaches the meaning of a verbal noun and is
translated like a gerund. It is the adjective corresponding to the
gerund. For example, to translate <i>the plan of waging war</i>, we may
use the gerund with its direct object and say <b>cōnsilium gerendī
bellum</b>; or we may use the gerundive and say <b>cōnsilium bellī
gerendī</b>, which means, literally, <i>the plan of the war to be
waged</i>, but which came to have the same force as the gerund with its
object, and was even preferred to it.</p>

<p class = "section">
<span class = "pagenum">175</span>
<a name = "page175"> </a>
<a name = "sec405"><b>405.</b></a>
Compare the following parallel uses of the gerund and gerundive:</p>

<table>
<tr>
<td></td>
<th>Gerund</th>
<th>Gerundive</th>
</tr>
<tr>
<td><i>Gen.</i></td>
<td><p class = "hanging">
<b>Spēs faciendī pācem</b></p>
<p class = "hanging">
<i>The hope of making peace</i>
</p></td>
<td><p class = "hanging">
<b>Spēs faciendae pācis</b></p>
<p class = "hanging">
<i>The hope of making peace</i>
</p></td>
</tr>
<tr>
<td><i>Dat.</i></td>
<td><p class = "hanging">
<b>Locus idōneus pugnandō</b></p>
<p class = "hanging">
<i>A place suitable for fighting</i>
</p></td>
<td><p class = "hanging">
<b>Locus idōneus castrīs pōnendīs</b></p>
<p class = "hanging">
<i>A place suitable for pitching camp</i>
</p></td>
</tr>
<tr>
<td><i>Acc.</i></td>
<td><p class = "hanging">
<b>Mīsit equitēs ad īnsequendum</b></p>
<p class = "hanging">
<i>He sent horsemen to pursue</i>
</p></td>
<td><p class = "hanging">
<b>Mīsit equitēs ad īnsequendōs hostīs</b></p>
<p class = "hanging">
<i>He sent horsemen to pursue the enemy</i>
</p></td>
</tr>
<tr>
<td><i>Abl.</i></td>
<td><p class = "hanging">
<b>Nārrandō fābulās magister puerīs placuit</b></p>
<p class = "hanging">
<i>The teacher pleased the boys by telling stories</i>
</p></td>
<td><p class = "hanging">
<b>Nārrandīs fābulīs magister puerīs placuit</b></p>
<p class = "hanging">
<i>The teacher pleased the boys by telling stories</i>
</p></td>
</tr>
</table>

<p class = "note">
<i>a.</i> We observe</p>

<p class = "note">
(1) That the gerund is a noun and the gerundive an adjective.</p>

<p class = "note">
(2) That the gerund, being a noun, may stand alone or with an
object.</p>

<p class = "note">
(3) That the gerundive, being an adjective, is used only in agreement
with a noun.</p>

<p class = "section">
<a name = "sec406"><b>406.</b></a>
<span class = "smallcaps">Rule.</span> <b>Gerund and Gerundive.</b>
1.&nbsp;<i>The Gerund is a verbal noun and is used only in the genitive,
dative, accusative, and ablative singular. The constructions of these
cases are in general the same as those of other nouns.</i></p>

<p>2. <i>The Gerundive is a verbal adjective and must be used instead of
gerund + object excepting in the genitive and in the ablative without a
preposition. Even in these instances the gerundive construction is more
usual.</i></p>

<p class = "section">
<a name = "sec407"><b>407.</b></a>
<span class = "smallcaps">Rule.</span> <b>Gerund or Gerundive of
Purpose.</b> <i>The accusative of the gerund or gerundive with</i>
<b>ad</b>, <i>or the genitive with <b>causā</b><span class =
"tag">3</span> (= for the sake of), is used to express purpose.</i></p>

<table>
<tr>
<th>Gerund</th>
<th>Gerundive</th>
</tr>
<tr>
<td>
<p class = "hanging">
<b>Ad audiendum vēnērunt</b> or</p>
<p class = "hanging">
<b>Audiendī causā vēnērunt</b></p>
<p class = "hanging">
<i>They came to hear</i></p>
</td>
<td>
<p class = "hanging">
<b>Ad urbem videndam vēnērunt</b> or</p>
<p class = "hanging">
<b>Urbis videndae causā vēnērunt</b></p>
<p class = "hanging">
<i>They came to see the city</i>
</p></td>
</tr>
</table>

<div class = "footnote">
3. <b>causā</b> always <i>follows</i> the genitive.</div>

<p class = "note">
<span class = "pagenum">176</span>
<a name = "page176"> </a>
<span class = "smallcaps">Note.</span> These sentences might, of course,
be written with the subjunctive of purpose,&mdash;<b>vēnērunt ut
audīrent</b>; <b>vēnērunt ut urbem vidērent.</b> In short expressions,
however, the gerund and gerundive of purpose are rather more common.</p>

<p class = "section">
<a name = "sec408"><b>408.</b></a>
We have learned that the word denoting the owner or possessor of
something is in the genitive, as, <b>equus Galbae</b>, <i>Galba’s
horse.</i> If, now, we wish to express the idea <i>the horse is
Galba’s</i>, Galba remains the possessor, and hence in the genitive as
before, but now stands in the predicate, as, <b>equus est Galbae</b>.
Hence this is called the predicate genitive.</p>

<p class = "section">
<a name = "sec409"><b>409.</b></a>
<span class = "smallcaps">Rule.</span> <b>Predicate Genitive.</b> <i>The
possessive genitive often stands in the predicate, especially after the
forms of <b>sum</b>, and is then called the predicate genitive.</i></p>

<p class = "section">
<a name = "sec410"><b>410.</b></a>
<span class = "midfat">IDIOMS</span></p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
<b>alīcui negōtium dare</b>, <i>to employ someone</i> (lit. <i>to give
business to some one</i>)</p>
<p class = "hanging">
<b>novīs rēbus studēre</b>, <i>to be eager for a revolution</i> (lit.
<i>to be eager for new things</i>)</p>
<p class = "hanging">
<b>reī mīlitāris perītissimus</b>, <i>very skillful in the art of
war</i></p>
<p class = "hanging">
<b>sē suaque omnia</b>, <i>themselves and all their possessions</i></p>
</td></tr>
</table>

<p class = "section">
<a name = "sec411"><b>411.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Caesar cum in Galliā bellum gereret, militibus decimae legiōnis
maximē fāvit quia reī mīlitāris perītissimī erant. 2.&nbsp;Sociīs
negōtium dedit reī frumentāriae cūrandae. 3.&nbsp;Lēgāti nōn sōlum
audiendī causā sed etiam dicendī causā vēnērunt. 4.&nbsp;Imperātor
iussit explōrātōres locum idōneum mūnindō reperīre. 5.&nbsp;Nuper hae
gentēs novīs rēbus studēbant; mox iīs persuādēbō ut Caesarī sē suaque
omnia dēdant. 6.&nbsp;Iubēre est regīnae<span class = "tag">1</span> et
pārēre est multitūdinis.<span class = "tag">4</span> 7.&nbsp;Hōc proeliō
factō quīdam ex hostibus ad pācem petendam venērunt. 8.&nbsp;Erant quī
arma trādere nōllent. 9.&nbsp;Hostēs tam celeriter prōgressī sunt ut
spatium pīla in hostīs iaciendī non darētur. 10.&nbsp;Spatium neque arma
capiendī<span class = "tag">5</span> neque auxilī petendī<span class =
"tag">2</span> datum est.</p>

<p>
<span class = "pagenum">177</span>
<a name = "page177"> </a>
II. 1. These ornaments <span class = "tag">6</span>belong to Cornelia.
2.&nbsp;Men very skillful in the art of war were sent <span class =
"tag">7</span>to capture the town. 3.&nbsp;The scouts found a hill
suitable for fortifying very near to the river. 4.&nbsp;Soon the cavalry
will come <span class = "tag">8</span>to seek supplies. 5.&nbsp;The mind
of the Gauls is eager for revolution and for undertaking wars.
6.&nbsp;To lead the line of battle <span class = "tag">8</span>belongs
to the general. 7.&nbsp;<span class = "tag">10</span>Whom shall we
employ to look after the grain supply?</p>

<div class = "footnote">
4. Predicate genitive.</div>

<div class = "footnote">
5. Which of these expressions is gerund and which gerundive?</div>

<div class = "footnote">
6. <i>belong to</i> = <i>are of</i>.</div>

<div class = "footnote">
7. Use the gerundive with <b>ad</b>.</div>

<div class = "footnote">
8. Use the genitive with <b>causā</b>. Where should <b>causā</b>
stand?</div>

<div class = "footnote">
9. Compare the first sentence.</div>

<div class = "footnote">
10. Compare the second sentence in the Latin above.</div>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXXI">
Reading Selection</a></div>


<h5 class = "chapter"><a name = "lesson_LXXII">
LESSON LXXII</a></h5>

<h6 class = "boldf">THE IRREGULAR VERB <i>EŌ</i> · INDIRECT
STATEMENTS</h6>

<p class = "section">
<a name = "sec412"><b>412.</b></a>
Learn the principal parts and the conjugation of <b>eō</b>, <i>go</i>
(<a href = "LatinBegin2.html#sec499">§&nbsp;499</a>).</p>

<p class = "note">
<i>a.</i> Notice that <b>ī-</b>, the root of <b>eō</b>, is changed to
<b>e-</b> before a vowel, excepting in <b>iēns</b>, the nominative of
the present participle. In the perfect system <b>-v-</b> is regularly
dropped.</p>

<p class = "section">
<a name = "sec413"><b>413.</b></a>
Learn the meaning and principal parts of the following compounds of
<b>eō</b> with prepositions:</p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
<b>ad´eō, adī´re, ad´iī, ad´itus</b>, <i>go to, visit</i>, with the
accusative</p>
<p class = "hanging">
<b>ex´eō, exī´re, ex´iī, ex´itus</b>, <i>go forth</i>, with <b>ex</b> or
<b>dē</b> and the ablative of the place from which</p>
<p class = "hanging">
<b>in´eō, inī´re, in´iī, in´itus</b>, <i>begin, enter upon</i>, with the
accusative</p>
<p class = "hanging">
<b>red´eō, redī´re, red´iī, red´itus</b>, <i>return</i>, with <b>ad</b>
or <b>in</b> and the accusative of the place to which</p>
<p class = "hanging">
<b>trāns´eō, trānsī´re, trāns´iī, trāns´itus</b>, <i>cross</i>, with the
accusative</p>
</td></tr>
</table>

<p class = "section">
<a name = "sec414"><b>414.</b></a>
<b>Indirect Statements in English.</b> Direct statements are those which
the speaker or writer makes himself or which are quoted in his exact
language. Indirect statements are those reported in a different form of
words from that used by the speaker or writer. Compare the following
direct and indirect statements:</p>

<table class = "fixed lines">
<tr>
<td class = "middle rightline" width = "33%">
Direct statements
</td>
<td>
<p class = "hanging">
1. The Gauls are brave</p>
<p class = "hanging">
2. The Gauls were brave</p>
<p class = "hanging">
3. The Gauls will be brave</p>
</td>
</tr>
<tr>
<td class = "middle rightline">
<span class = "pagenum">178</span>
<a name = "page178"> </a>
<p class = "hanging">
Indirect statements after a verb in the present tense</p>
</td>
<td>
<p class = "hanging">
1. <i>He says</i> that the Gauls <i>are</i> brave</p>
<p class = "hanging">
2. <i>He says</i> that the Gauls <i>were</i> brave</p>
<p class = "hanging">
3. <i>He says</i> that the Gauls <i>will be</i> brave</p>
</td>
</tr>
<tr>
<td class = "middle rightline">
<p class = "hanging">
Indirect statements after a verb in a past tense</p>
</td>
<td>
<p class = "hanging">
1. <i>He said</i> that the Gauls <i>were</i> brave</p>
<p class = "hanging">
2. <i>He said</i> that the Gauls <i>had been</i> brave</p>
<p class = "hanging">
3. <i>He said</i> that the Gauls <i>would be</i> brave</p>
</td>
</tr>
</table>


<p>We see that in English</p>

<p class = "note">
<i>a.</i> The indirect statement forms a clause introduced by the
conjunction <i>that</i>.</p>

<p class = "note">
<i>b.</i> The verb is finite (cf. <a href = "#sec173">§&nbsp;173</a>)
and its subject is in the nominative.</p>

<p class = "note">
<i>c.</i> The tenses of the verbs originally used are changed after the
past tense, <i>He said.</i></p>

<p class = "section">
<a name = "sec415"><b>415.</b></a>
<b>Indirect Statements in Latin.</b> In Latin the direct and indirect
statements above would be as follows:</p>

<table class = "lines">
<tr>
<td class = "middle right smallcaps">
Direct<br>
Statements
</td>
<td>
<p class = "hanging">
1. <b>Gallī sunt fortēs</b></p>
<p class = "hanging">
2. <b>Gallī erant fortēs</b></p>
<p class = "hanging">
3. <b>Gallī erunt fortēs</b>
</p>
</td>
</tr>
<tr>
<td class = "middle right smallcaps">
Indirect<br>
Statements
</td>
<td>
<p class = "hanging">
1. <b>Dīcit</b> or <b>Dīxit Gallōs esse fortīs</b> (<i>He says</i> or
<i>He said the Gauls to be brave</i>)<span class = "tag">1</span></p>
<p class = "hanging">
2. <b>Dīcit</b> or <b>Dīxit Gallōs fuisse fortīs</b> (<i>He says</i> or
<i>He said the Gauls to have been brave</i>)<span class =
"tag">1</span></p>
<p class = "hanging">
3. <b>Dīcit</b> or <b>Dīxit Gallōs futūrōs esse fortīs</b> (<i>He
says</i> or <i>He said the Gauls to be about to be brave</i>)<span class
= "tag">1</span></p>
</td>
</tr>
</table>

<div class = "footnote">
1. These parenthetical renderings are not inserted as translations, but
merely to show the literal meaning of the Latin.</div>

<p>Comparing these Latin indirect statements with the English in the
preceding section, we observe three marked differences:</p>

<p class = "note">
<i>a.</i> There is no conjunction corresponding to <i>that</i>.</p>

<p class = "note">
<i>b.</i> The verb is in the infinitive and its subject is in the
accusative.</p>

<p class = "note">
<i>c.</i> The tenses of the infinitive are not changed after a past
tense of the principal verb.</p>

<p class = "section">
<a name = "sec416"><b>416.</b></a>
<span class = "smallcaps">Rule.</span> <b>Indirect Statements.</b>
<i>When a direct statement becomes indirect, the principal verb is
changed to the infinitive and its subject nominative becomes subject
accusative of the infinitive.</i></p>

<p class = "section">
<span class = "pagenum">179</span>
<a name = "page179"> </a>
<a name = "sec417"><b>417.</b></a>
<b>Tenses of the Infinitive.</b> When the sentences in <a href =
"#sec415">§&nbsp;415</a> were changed from the direct to the indirect
form of statement, <b>sunt</b> became <b>esse</b>, <b>erant</b> became
<b>fuisse</b>, and <b>erunt</b> became <b>futūrōs esse</b>.</p>

<p class = "section">
<a name = "sec418"><b>418.</b></a>
<span class = "smallcaps">Rule.</span> <b>Infinitive Tenses in Indirect
Statements.</b> <i>A present indicative of a direct statement becomes
present infinitive of the indirect, a past indicative becomes perfect
infinitive, and a future indicative becomes future infinitive.</i></p>

<p class = "note">
<span class = "smallcaps">Note.</span> When translating into Latin an
English indirect statement, first decide what tense of the indicative
would have been used in the direct form. That will show you what tense
of the infinitive to use in the indirect.</p>

<p class = "section">
<a name = "sec419"><b>419.</b></a>
<span class = "smallcaps">Rule.</span> <b>Verbs followed by Indirect
Statements.</b> <i>The accusative-with-infinitive construction in
indirect statements is found after verbs of <b>saying</b>,
<b>telling</b>, <b>knowing</b>, <b>thinking</b>, and
<b>perceiving</b>.</i></p>

<p class = "section">
<a name = "sec420"><b>420.</b></a>
Verbs regularly followed by indirect statements are:</p>

<table class = "fixed">
<tr>
<td><i>a</i>.</td>
<td>
<p class = "hanging">
Verbs of saying and telling:</p>
<p class = "hanging">
<b>dīcō, dīcere, dīxī, dictus</b>, <i>say</i></p>
<p class = "hanging">
<b>negō, negāre, negāvī, negātus</b>, <i>deny, say not</i></p>
<p class = "hanging">
<b>nūntiō, nūntiāre, nūntiāvī, nūntiātus</b>, <i>announce</i></p>
<p class = "hanging">
<b>respondeō, respondēre, respondī, respōnsus</b>, <i>reply</i>
</td>
</tr>
<tr>
<td><i>b</i>.</td>
<td>
<p class = "hanging">
Verbs of knowing:</p>
<p class = "hanging">
<b>cognōscō, cognōscere, cognōvī, cognitus</b>, <i>learn</i>, (in the
perf.) <i>know</i></p>
<p class = "hanging">
<b>sciō, scīre, scīvī, scītus</b>, <i>know</i>
</td>
</tr>
<tr>
<td><i>c</i>.</td>
<td>
<p class = "hanging">
Verbs of thinking:</p>
<p class = "hanging">
<b>arbitror, arbitrārī, arbitrātus sum</b>, <i>think, consider</i></p>
<p class = "hanging">
<b>exīstimō, exīstimāre, exīstimāvī, exīstimātus</b>, <i>think,
believe</i></p>
<p class = "hanging">
<b>iūdicō, iūdicāre, iūdicāvi, iūdicātus</b>, <i>judge, decide</i></p>
<p class = "hanging">
<b>putō, putāre, putāvī, putātus</b>, <i>reckon, think</i></p>
<p class = "hanging">
<b>spērō, spērāre, spērāvi, spērātus</b>, <i>hope</i>
</td>
</tr>
<tr>
<td><i>d</i>.</td>
<td>
<p class = "hanging">
Verbs of perceiving:</p>
<p class = "hanging">
<b>audiō, audīre, audīvī, audītus</b>, <i>hear</i></p>
<p class = "hanging">
<b>sentiō, sentīre, sēnsī, sēnsus</b>, <i>feel, perceive</i></p>
<p class = "hanging">
<b>videō, vidēre, vīdī, vīsus</b>, <i>see</i></p>
<p class = "hanging">
<b>intellegō, intellegere, intellēxī, intellēctus</b>, <i>understand,
perceive</i></p>
</td>
</tr>
</table>

<p>Learn such of these verbs as are new to you.</p>

<p class = "section">
<span class = "pagenum">180</span>
<a name = "page180"> </a>
<a name = "sec421"><b>421.</b></a>
<span class = "midfat">IDIOMS</span></p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
<b>postrīdiē eius diēī</b>, <i>on the next day</i> (lit. <i>on the next
day of that day</i>)</p>
<p class = "hanging">
<b>initā aestāte</b>, <i>at the beginning of summer</i></p>
<p class = "hanging">
<b>memoriā tenēre</b>, <i>to remember</i> (lit. <i>to hold by
memory</i>)</p>
<p class = "hanging">
<b>per explōrātōrēs cognōscere</b>, <i>to learn through scouts</i></p>
</td></tr>
</table>

<p class = "section">
<a name = "sec422"><b>422.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. It, īmus, īte, īre. 2. Euntī, iisse <i>or</i> īsse, ībunt,
eunt. 3.&nbsp;Eundi, ut eant, ībitis, īs. 4.&nbsp;Nē īrent, ī, ībant,
ierat. 5.&nbsp;Caesar per explorātores cognōvit Gallōs flūmen trānsīsse.
6.&nbsp;Rōmānī audīvērunt Helvētiōs initā aestāte dē fīnibus suīs
exitūrōs esse. 7.&nbsp;Legātī respondērunt nēminem ante Caesarem illam
īnsulam adīsse. 8.&nbsp;Prīncipēs Gallōrum dīcunt sē nūllum cōnsilium
contrā Caesaris imperium initūrōs esse. 9.&nbsp;Arbitrāmur potentiam
rēgīnae esse maiōrem quam cīvium. 10.&nbsp;Rōmānī negant se lībertātem
Gallīs ēreptūrōs esse. 11.&nbsp;Hīs rēbus cognitīs sēnsimus lēgātōs non
vēnisse ad pācem petendam. 12.&nbsp;Helvētii sciunt Rōmānōs priōrēs
victōriās memoriā tenēre. 13.&nbsp;Sociī cum intellegerent multōs
vulnerārī, statuērunt in suōs fīnīs redīre. 14.&nbsp;Aliquis nūntiāvit
Mārcum cōnsulem creātum esse.</p>

<p>II. 1. The boy is slow. He says that the boy is, was, (and) will be
slow. 2.&nbsp;The horse is, has been, (and) will be strong. He judged
that the horse was, had been, (and) would be strong. 3.&nbsp;We think
that the army will go forth from the camp at the beginning of summer.
4.&nbsp;The next day we learned through scouts that the enemy’s town was
ten miles off.<span class = "tag">2</span> 5.&nbsp;The king replied that
the ornaments belonged to<span class = "tag">3</span> the queen.</p>

<div class = "footnote">
2. <i>to be off, to be distant</i>, <b>abesse</b>.</div>

<div class = "footnote">
3. Latin, <i>were of</i> (<a href = "#sec409">§&nbsp;409</a>).</div>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXXII">
Reading Selection</a></div>

<p class = "illustration">
<img src = "../images/pic180.png" width = "248" height = "54"
alt = "trumpet"><br>
<span class = "caption">
TUBA</span></p>


<span class = "pagenum">181</span>
<a name = "page181"> </a>


<h5 class = "chapter"><a name = "lesson_LXXIII">
LESSON LXXIII</a></h5>

<h6 class = "boldf">VOCABULARY REVIEW · THE IRREGULAR VERB <i>FERŌ</i> ·
THE DATIVE WITH COMPOUNDS</h6>

<p class = "section">
<a name = "sec423"><b>423.</b></a>
Review the word lists in <a href =
"LatinBegin2.html#sec513">§§&nbsp;513</a>, <a href =
"LatinBegin2.html#sec514">514</a>.</p>

<p class = "section">
<a name = "sec424"><b>424.</b></a>
Learn the principal parts and conjugation of the verb <b>ferō</b>,
<i>bear</i> (<a href = "LatinBegin2.html#sec498">§&nbsp;498</a>).</p>

<p>1. Learn the principal parts and meanings of the following compounds
of ferō, <i>bear</i>:</p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
<b>ad´ferō, adfer´re, at´tulī, adlā´tus</b>, <i>bring to; report</i></p>
<p class = "hanging">
<b>cōn´ferō, cōnfer´re, con´tulī, conlā´tus</b>, <i>bring together,
collect</i></p>
<p class = "hanging">
<b>dē´ferō, dēfer´re, dē´tulī, dēlā´tus</b>, <i>bring to; report; grant,
confer</i></p>
<p class = "hanging">
<b>īn´ferō, īnfer´re, in´tulī, inlā´tus</b>, <i>bring in, bring
against</i></p>
<p class = "hanging">
<b>re´ferō, refer´re, ret´tulī, relā´tus</b>, <i>bear back,
report</i></p>
</td></tr>
</table>

<p class = "section">
<a name = "sec425"><b>425.</b></a>
The dative is the case of the indirect object. Many intransitive verbs
take an indirect object and are therefore used with the dative (cf. <a
href = "#sec153">§&nbsp;153</a>). Transitive verbs take a direct object
in the accusative; but sometimes they have an indirect object or dative
as well. <i>The whole question, then, as to whether or not a verb takes
the dative, defends upon its capacity for governing an indirect
object.</i> A number of verbs, some transitive and some intransitive,
which in their simple form would not take an indirect object, when
compounded with certain prepositions, have a meaning which calls for an
indirect object. Observe the following sentences:</p>

<table>
<tr><td>
<p class = "hanging">
1. <b>Haec rēs exercituī magnam calamitātem attulit</b>, <i>this
circumstance brought great disaster to the army.</i></p>
<p class = "hanging">
2. <b>Germānī Gallīs bellum īnferunt</b>, <i>the Germans make war upon
the Gauls.</i></p>
<p class = "hanging">
3. <b>Hae cōpiae proeliō nōn intererant</b>, <i>these troops did not
take part in the battle.</i></p>
<p class = "hanging">
4. <b>Equitēs fugientibus hostibus occurrunt</b>, <i>the horsemen meet
the fleeing enemy.</i></p>
<p class = "hanging">
5. <b>Galba cōpiīs fīlium praefēcit</b>, <i>Galba put his son in command
of the troops.</i></p>
</td></tr>
</table>

<p>
<span class = "pagenum">182</span>
<a name = "page182"> </a>
In each sentence there is a dative, and in each a verb combined with a
preposition. In no case would the simple verb take the dative.</p>

<p class = "section">
<a name = "sec426"><b>426.</b></a>
<span class = "smallcaps">Rule.</span> <b>Dative with Compounds.</b>
<i>Some verbs compounded with <b>ad</b>, <b>ante</b>, <b>con</b>,
<b>dē</b>, <b>in</b>, <b>inter</b>, <b>ob</b>, <b>post</b>, <b>prae</b>,
<b>prō</b>, <b>sub</b>, <b>super</b>, admit the dative of the indirect
object. Transitive compounds may take both an accusative and a
dative.</i></p>

<p class = "note">
<span class = "smallcaps">Note 1.</span> Among such verbs are<span class
= "tag">1</span></p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
<b>ad´ferō, adfer´re, at´tulī, adlā´tus</b>, <i>bring to; report</i></p>
<p class = "hanging">
<b>ad´sum, ades´se, ad´fuī, adfutū´rus</b>, <i>assist; be
present</i></p>
<p class = "hanging">
<b>dē´ferō, dēfer´re, dē´tulī, dēlātus</b>, <i>report; grant,
confer</i></p>
<p class = "hanging">
<b>dē´sum, dees´se, dē´fuī</b>, &mdash;&mdash;, <i>be wanting, be
lacking</i></p>
<p class = "hanging">
<b>īn´ferō, īnfer´re, in´tulī, inlā´tus</b>, <i>bring against, bring
upon</i></p>
<p class = "hanging">
<b>inter´sum, interes´se, inter´fuī, interfutū´rus</b>, <i>take part
in</i></p>
<p class = "hanging">
<b>occur´rō, occur´rere, occur´rī, occur´sus</b>, <i>run against,
meet</i></p>
<p class = "hanging">
<b>praefi´ciō, praefi´cere, praefē´cī, praefec´tus</b>, <i>appoint over,
place in command of</i></p>
<p class = "hanging">
<b>prae´sum, praees´se, prae´fuī</b>, &mdash;&mdash;, <i>be over, be in
command</i></p>
</td></tr>
</table>

<div class = "footnote">
1. But the accusative with <b>ad</b> or <b>in</b> is used with some of
these, when the idea of <i>motion to</i> or <i>against</i> is
strong.</div>

<p class = "section">
<a name = "sec427"><b>427.</b></a>
<span class = "midfat">IDIOMS</span></p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
<b>graviter</b> or <b>molestē ferre</b>, <i>to be annoyed at, to be
indignant at</i>, followed by the accusative and infinitive</p>
<p class = "hanging">
<b>sē cōnferre ad</b> or <b>in</b>, with the accusative, <i>to betake
one’s self to</i></p>
<p class = "hanging">
<b>alicui bellum īnferre</b>, <i>to make war upon some one</i></p>
<p class = "hanging">
<b>pedem referre</b>, <i>to retreat</i> (lit. <i>to bear back the
foot</i>)</p>
</td></tr>
</table>

<p class = "section">
<a name = "sec428"><b>428.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Fer, ferent, ut ferant, ferunt. 2.&nbsp;Ferte, ut ferrent,
tulisse, tulerant. 3.&nbsp;Tulimus, ferēns, lātus esse, ferre.
4.&nbsp;Cum nāvigia insulae adpropinquārent, barbarī terrōre commōtī
pedem referre cōnātī sunt. 5.&nbsp;Gallī molestē ferēbant Rōmānōs agrōs
vastāre. 6.&nbsp;Caesar sociīs imperāvit nē fīnitimis suīs bellum
īnferrent. 7.&nbsp;Explorātōrēs, qui Caesarī occurrērunt, dīxērunt
exercitum hostium vulneribus dēfessum sēsē in alium locum contulisse.
8.&nbsp;Hostes sciēbant Rōmānōs frūmentō egēre et hanc rem Caesarī
summum perīculum adlātūram esse. 9.&nbsp;Impedīmentīs in ūnum locum
conlātis, aliquī mīlitum flūmen quod nōn longē
<span class = "pagenum">183</span>
<a name = "page183"> </a>
aberat trānsiērunt. 10. Hōs rēx hortātus est ut ōrāculum adīrent et rēs
audītās ad sē referrent. 11.&nbsp;Quem imperātor illī legiōnī praefēcit?
Pūblius illī legiōnī pracerat. 12.&nbsp;Cum esset Caesar in citeriōre
Galliā, crēbrī ad eum<span class = "tag">2</span> rūmōrēs adferēbantur
litterīsque quoque certior fīēbat Gallōs obsidēs inter sē dare.</p>

<p>II. 1. The Gauls will make war upon Cæsar’s allies. 2.&nbsp;We heard
that the Gauls would make war upon Cæsar’s allies. 3.&nbsp;Publius did
not take part in that battle. 4.&nbsp;We have been informed that Publius
did not take part in that battle. 5.&nbsp;The man who was in command of
the cavalry was wounded and began to retreat. 6.&nbsp;Cæsar did not
place you in command of the cohort to bring<span class = "tag">3</span>
disaster upon the army.</p>

<div class = "footnote">
2. Observe that when <b>adferō</b> denotes <i>motion to</i>, it is not
followed by the dative; cf. <ins class = "explanation" title =
"previous footnote, accusative with ‘ad’ or ‘in’">footnote, p.
182</ins>.</div>

<div class = "footnote">
3. Not the infinitive. (Cf. <a href = "#sec352">§&nbsp;352</a>.)</div>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXXIII">
Reading Selection</a></div>


<h5 class = "chapter"><a name = "lesson_LXXIV">
LESSON LXXIV</a></h5>

<h6 class = "boldf">VOCABULARY REVIEW · THE SUBJUNCTIVE IN INDIRECT
QUESTIONS</h6>

<p class = "section">
<a name = "sec429"><b>429.</b></a>
Review the word lists in <a href =
"LatinBegin2.html#sec517">§§&nbsp;517</a>, <a href =
"LatinBegin2.html#sec518">518</a>.</p>

<p class = "section">
<a name = "sec430"><b>430.</b></a>
When we report a statement instead of giving it directly, we have an
indirect statement. (Cf. <a href = "#sec414">§&nbsp;414</a>.) So, if we
report a question instead of asking it directly, we have an indirect
question.</p>

<table>
<tr>
<th>Direct Question</th>
<th>Indirect Question</th>
</tr>
<tr>
<td class = "center">
<i>Who conquered the Gauls?</i></td>
<td class = "center">
<i>He asked who conquered the Gauls</i></td>
</tr>
</table>

<p class = "note">
<i>a.</i> An indirect question depends, usually as object, upon a verb
of asking (as <b>petō</b>, <b>postulō</b>, <b>quaerō</b>, <b>rogō</b>)
or upon some verb or expression of saying or mental action. (Cf. <a href
= "#sec420">§&nbsp;420</a>.)</p>

<p class = "section">
<a name = "sec431"><b>431.</b></a>
Compare the following direct and indirect questions:</p>

<table class = "lines">
<tr>
<th>Direct</th>
<th colspan = "2">Indirect</th>
</tr>
<tr>
<td class = "middle rightline" rowspan = "2">
<b>Quis Gallōs vincit?</b><br>
<i>Who is conquering the Gauls?</i>
</td>
<td><i>a.</i></td>
<td>
<p class = "hanging">
<b>Rogat quis Gallōs vincat</b></p>
<p class = "hanging">
<i>He asks who is conquering the Gauls</i></p>
</td>
</tr>
<tr>
<td><i>b.</i></td>
<td>
<p class = "hanging">
<b>Rogavit quis Gallōs vinceret</b></p>
<p class = "hanging">
<i>He asked who was conquering the Gauls</i></p>
</td>
</tr>


<tr>
<td class = "middle rightline" rowspan = "2">
<span class = "pagenum">184</span>
<a name = "page184"> </a>
<b>Ubī est Rōma?</b><br>
<i>Where is Rome?</i>
</td>
<td><i>a.</i></td>
<td>
<p class = "hanging">
<b>Rogat ubi sit Rōma</b></p>
<p class = "hanging">
<i>He asks where Rome is</i></p>
</td>
</tr>
<tr>
<td><i>b.</i></td>
<td>
<p class = "hanging">
<b>Rogāvit ubi esset Rōma</b></p>
<p class = "hanging">
<i>He asked where Rome was</i></p>
</td>
</tr>
<tr>
<td class = "middle rightline" rowspan = "2">
<b>Caesarne Gallōs vīcit?</b><br>
<i>Did Cæsar conquer the Gauls?</i>
</td>
<td><i>a.</i></td>
<td>
<p class = "hanging">
<b>Rogat num Caesar Gallōs vīcerit</b></p>
<p class = "hanging">
<i>He asks whether Cæsar conquered the Gauls</i></p>
</td>
</tr>
<tr>
<td><i>b.</i></td>
<td>
<p class = "hanging">
<b>Rogāvit num Caesar Gallōs vīcisset</b></p>
<p class = "hanging">
<i>He asked whether Cæsar had conquered the Gauls</i></p>
</td>
</tr>
</table>

<p class = "note">
<i>a.</i> The verb in a direct question is in the indicative mood, but
the mood is subjunctive in an indirect question.</p>

<p class = "note">
<i>b.</i> The tense of the subjunctive follows the rules for tense
sequence.</p>

<p class = "note">
<i>c.</i> Indirect questions are introduced by the same interrogative
words as introduce direct questions, excepting
that<i>yes</i>-or-<i>no</i> direct questions (cf. <a href =
"#sec210">§&nbsp;210</a>) on becoming indirect are usually introduced by
<b>num</b>, <i>whether</i>.</p>

<p class = "section">
<a name = "sec432"><b>432.</b></a>
<span class = "smallcaps">Rule.</span> <b>Indirect Questions.</b> <i>In
an indirect question the verb is in the subjunctive and its tense is
determined by the law for tense sequence.</i></p>

<p class = "section">
<a name = "sec433"><b>433.</b></a>
<span class = "midfat">IDIOMS</span></p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
<b>dē tertiā vigiliā</b>, <i>about the third watch</i></p>
<p class = "hanging">
<b>iniūriās alicui īnferre</b>, <i>to inflict injuries upon some one
</i></p>
<p class = "hanging">
<b>facere verba prō</b>, with the ablative, <i>to speak in behalf of
</i></p>
<p class = "hanging">
<b>in reliquum tempus</b>, <i>for the future</i></p>
</td></tr>
</table>

<p class = "section">
<a name = "sec434"><b>434.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Rēx rogāvit quid lēgātī postulārent et cūr ad sē vēnissent.
2.&nbsp;Quaesīvit quoque num nec recentīs iniūriās nec dubiam Rōmānōrum
amīcitiam memoriā tenērent. 3.&nbsp;Vidētisne quae oppida hostēs
oppugnāverint? 4.&nbsp;Nōnne scītis cūr Gallī sub montem sēse
contulerint? 5.&nbsp;Audīvimus quās iniūrias tibi Germānī intulissent.
6.&nbsp;Dē tertiā vigiliā imperātor mīsit hominēs quī cognōscerent quae
esset nātūra montis. 7.&nbsp;Prō hīs ōrātor verba fēcit et rogāvit cūr
cōnsulēs nāvīs ad plēnem summī perīculī locum mittere vellent.
8.&nbsp;Lēgātīs convocātīs dēmōnstrāvit quid fierī vellet.
9.&nbsp;Nūntius referēbat quid
<span class = "pagenum">185</span>
<a name = "page185"> </a>
in Gallōrum conciliō dē armīs trādendīs dictum esset. 10.&nbsp;Moneō nē
in reliquum tempus peditēs et equitēs trāns flūmen dūcās.</p>

<p>II. 1. What hill did they seize? I see what hill they seized.
2.&nbsp;Who has inflicted these injuries upon our dependents?
3.&nbsp;They asked who had inflicted those injuries upon their
dependents. 4.&nbsp;Whither did you go about the third watch? You know
whither I went. 5.&nbsp;At what time did the boys return home? I will
ask at what time the boys returned home.</p>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXXIV">
Reading Selection</a></div>


<h5 class = "chapter"><a name = "lesson_LXXV">
LESSON LXXV</a></h5>

<h6 class = "boldf">VOCABULARY REVIEW · THE DATIVE OF PURPOSE, OR END
FOR WHICH</h6>

<p class = "section">
<a name = "sec435"><b>435.</b></a>
Review the word lists in <a href =
"LatinBegin2.html#sec521">§§&nbsp;521</a>, <a href =
"LatinBegin2.html#sec522">522</a>.</p>

<p class = "section">
<a name = "sec436"><b>436.</b></a>
Observe the following sentences:</p>

<table>
<tr><td>
<p class = "hanging">
1. <b>Explōrātōrēs locum castrīs dēlēgērunt</b>, <i>the scouts chose a
place for a camp.</i></p>
<p class = "hanging">
2. <b>Hoc erat magnō impedīmentō Gallīs</b>, <i>this was</i> (for) <i>a
great hindrance to the Gauls.</i></p>
<p class = "hanging">
3. <b>Duās legiōnēs praesidiō castrīs relīquit</b>, <i>he left two
legions as</i> (lit. <i>for</i>) <i>a guard to the camp.</i></p>
</td></tr>
</table>

<p>
In each of these sentences we find a dative expressing the <i>purpose or
end for which</i> something is intended or for which it serves. These
datives are <b>castrīs</b>, <b>impedīmentō</b>, and <b>praesidiō</b>. In
the second and third sentences we find a second dative expressing the
<i>person or thing affected</i> (<b>Gallīs</b> and <b>castrīs</b>). As
you notice, these are true datives, covering the relations of <i>for
which</i> and <i>to which</i>. (Cf. <a href =
"#sec43">§&nbsp;43</a>.)</p>

<p class = "section">
<a name = "sec437"><b>437.</b></a>
<span class = "smallcaps">Rule.</span> <b>Dative of Purpose or End.</b>
<i>The dative is used to denote the <b>purpose or end for which</b>,
often with another dative denoting the <b>person or thing
affected</b>.</i></p>

<p class = "section">
<a name = "sec438"><b>438.</b></a>
<span class = "midfat">IDIOMS</span></p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
<b>cōnsilium omittere</b>, <i>to give up a plan</i></p>
<p class = "hanging">
<b>locum castrīs dēligere</b>, <i>to choose a place for a camp</i></p>
<p class = "hanging">
<b>alicui magnō ūsuī esse</b>, <i>to be of great advantage to some
one</i> (lit. <i>for great advantage to some one</i>)</p>
</td></tr>
</table>

<p>
<span class = "pagenum">186</span>
<a name = "page186"> </a>
<a name = "sec439"><b>439.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Rogāvit cūr illae cōpiae relictae essent. Respondērunt illās
cōpiās esse praesidiō castrīs. 2.&nbsp;Caesar mīsit explōrātōrēs ad
locum dēligendum castrīs. 3.&nbsp;Quisque exīstimāvit ipsum nōmen
Caesaris magnō terrōrī barbarīs futūrum esse. 4.&nbsp;Prīmā lūce īdem
exercitus proelium ācre commīsit, sed gravia suōrum vulnera magnae cūrae
imperātōrī erant. 5.&nbsp;Rēx respondit amīcitiam populī Rōmānī sibi
ōrnāmentō et praesidiō dēbēre esse. 6.&nbsp;Quis praeerat equitātuī quem
auxiliō Caesarī sociī mīserant? 7.&nbsp;Aliquibus rēs secundae sunt
summae calamitātī et rēs adversae sunt mīrō ūsuī. 8.&nbsp;Gallīs magnō
ad pugnam erat impedīmentō quod equitātus ā dextrō cornū premēbat.
9.&nbsp;Memoria prīstinae virtūtis nōn minus quam metus hostium erat
nostrīs magnō ūsuī. 10.&nbsp;Tam dēnsa erat silva ut prōgredī nōn
possent.</p>

<p>II. 1. I advise you <span class = "tag">1</span>to give up the plan
<span class = "tag">2</span>of making war upon the brave Gauls.
2.&nbsp;Do you know <span class = "tag">3</span>where the cavalry has
chosen a place for a camp? 3.&nbsp;The fear of the enemy will be of
great advantage to you. 4.&nbsp;Cæsar left three cohorts as (for) a
guard to the baggage. 5.&nbsp;In winter the waves of the lake are so
great <span class = "tag">4</span>that they are (for) a great hindrance
to ships. 6.&nbsp;Cæsar inflicted severe<span class = "tag">5</span>
punishment on those who burned the public buildings.</p>

<div class = "footnote">
1. Subjunctive of purpose. (Cf. <a href =
"#sec366">§&nbsp;366</a>.)</div>

<div class = "footnote">
2. Express by the genitive of the gerundive.</div>

<div class = "footnote">
3. Indirect question.</div>

<div class = "footnote">
4. A clause of result.</div>

<div class = "footnote">
5. <b>gravis, -e.</b></div>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXXV">
Reading Selection</a></div>


<h5 class = "chapter"><a name = "lesson_LXXVI">
LESSON LXXVI</a></h5>

<h6 class = "boldf">VOCABULARY REVIEW · THE GENITIVE AND ABLATIVE OF
QUALITY OR DESCRIPTION</h6>

<p class = "section">
<a name = "sec440"><b>440.</b></a>
Review the word lists in <a href =
"LatinBegin2.html#sec524">§§&nbsp;524</a>, <a href =
"LatinBegin2.html#sec525">525</a>.</p>

<p class = "section">
<a name = "sec441"><b>441.</b></a>
Observe the English sentences</p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
(1) <i>A man <b>of</b> great courage</i>, or (2) <i>A man <b>with</b>
great courage</i>
</p>
<p class = "hanging">
(3) <i>A forest <b>of</b> tall trees</i>, or (4) <i>A forest <b>with</b>
tall trees</i></p>
</td></tr>
</table>

<p>Each of these sentences contains a phrase of quality or description.
In the first two a man is described; in the last two a forest. The
descriptive phrases are introduced by the prepositions <i>of</i> and
<i>with</i>.</p>

<p>
<span class = "pagenum">187</span>
<a name = "page187"> </a>
In Latin the expression of quality or description is very similar.</p>

<p>The prepositions <i>of</i> and <i>with</i> suggest the genitive and
the ablative respectively, and we translate the sentences above</p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
(1) <b>Vir magnae virtūtis</b>, or (2) <b>Vir magnā virtūte</b></p>
<p class = "hanging">
(3) <b>Silva altārum arborum</b>, or (4) <b>Silva altīs
arboribus</b></p>
</td></tr>
</table>

<p>There is, however, one important difference between the Latin and the
English. In English we may say, for example, <i>a man of courage</i>,
using the descriptive phrase without an adjective modifier. <i>In Latin,
however, an adjective modifier must always be used</i>, as above.</p>

<p class = "note">
<i>a.</i> Latin makes a distinction between the use of the two cases in
that <i>numerical descriptions of measure are in the genitive</i> and
<i>descriptions of physical characteristics are in the ablative.</i>
Other descriptive phrases may be in either case.</p>

<p class = "section">
<a name = "sec442"><b>442.</b></a>
<span class = "midfat">EXAMPLES</span></p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
1. <b>Fossa duodecim pedum</b>, <i>a ditch of twelve feet</i>.</p>
<p class = "hanging">
2. <b>Homō magnīs pedibus et parvō capite</b>, <i>a man with big feet
and a small head</i>.</p>
<p class = "hanging">
3. <b>Rēx erat vir summā audāciā</b> or <b>rēx erat vir summae
audāciae</b>, <i>the king was a man of the greatest boldness</i>.</p>
</td></tr>
</table>

<p class = "section">
<a name = "sec443"><b>443.</b></a>
<span class = "smallcaps">Rule.</span> <b>Genitive of Description.</b>
<i>Numerical descriptions of measure are expressed by the genitive with
a modifying adjective.</i></p>

<p class = "section">
<a name = "sec444"><b>444.</b></a>
<span class = "smallcaps">Rule.</span> <b>Ablative of Description.</b>
<i>Descriptions of physical characteristics are expressed by the
ablative with a modifying adjective.</i></p>

<p class = "section">
<a name = "sec445"><b>445.</b></a>
<span class = "smallcaps">Rule.</span> <b>Genitive or Ablative of
Description.</b> <i>Descriptions involving neither numerical statements
nor physical characteristics may be expressed by either the genitive or
the ablative with a modifying adjective.</i></p>

<p class = "section">
<a name = "sec446"><b>446.</b></a>
<span class = "midfat">IDIOMS</span></p>

<table class = "fixed">
<tr><td>
<p class = "hanging">
<b>Helvētiīs in animō est</b>, <i>the Helvetii intend</i>, (lit. <i>it
is in mind to the Helvetians</i>)</p>
<p class = "hanging">
<b>in mātrimōnium dare</b>, <i>to give in marriage</i></p>
<p class = "hanging">
<b>nihil posse</b>, <i>to have no power</i></p>
<p class = "hanging">
<b>fossam perdūcere</b>, <i>to construct a ditch</i> (lit. <i>to lead a
ditch through</i>)</p>
</td></tr>
</table>

<p><span class = "pagenum">188</span>
<a name = "page188"> </a>
<a name = "sec447"><b>447.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Mīlitēs fossam decem pedum per eōrum fīnīs perdūxērunt.
2.&nbsp;Prīnceps Helvētiōrum, vir summae audāciae, prīncipibus gentium
fīnitimārum sorōrēs in mātrimōnium dedit. 3.&nbsp;Eōrum amīcitiam
cōnfīrmāre voluit quō facilius Rōmānīs bellum īnferret. 4.&nbsp;Germanī
et Gallī nōn erant eiusdem gentis. 5.&nbsp;Omnēs ferē Germānī erant
magnīs corporum vīribus.<span class = "tag">1</span> 6.&nbsp;Gallī qui
oppidum fortiter dēfendēbant saxa ingentis magnitūdinis dē mūrō
iaciēbant. 7.&nbsp;Cum Caesar ab explōrātōribus quaereret quī illud
oppidum incolerent, explōrātōrēs respondērunt eōs esse homines summā
virtūte et magnō cōnsiliō. 8.&nbsp;Moenia vīgintī pedum ā sinistrā
parte, et ā dextrā parte flūmen magnae altitūdinis oppidum dēfendēbant.
9.&nbsp;Cum Caesar in Galliam pervēnisset, erat rūmor Helvētiīs in animō
esse iter per prōvinciam Rōmānam facere. 10.&nbsp;Caesar, ut eōs ab
fīnibus Rōmānis prohibēret, mūnītiōnem <span class = "tag">2</span>multa
mīlia passuum longam fēcit.</p>

<p>II. 1. Cæsar was a general of much wisdom and great boldness, and
very skillful in the art of war. 2.&nbsp;The Germans were of great size,
and thought that the Romans had no power. 3.&nbsp;Men of the highest
courage were left in the camp as (for) a guard to the baggage.
4.&nbsp;The king’s daughter, who was given in marriage to the chief of a
neighboring state, was a woman of very beautiful appearance. 5.&nbsp;The
soldiers will construct a ditch of nine feet around the camp. 6.&nbsp;A
river of great width was between us and the enemy.</p>

<div class = "footnote">
1. From <b>vīs</b>. (Cf. <a href =
"LatinBegin2.html#sec468">§&nbsp;468</a>.)</div>

<div class = "footnote">
2. Genitives and ablatives of description are adjective phrases. When we
use an <i>adverbial</i> phrase to tell <i>how long</i> or <i>how
high</i> or <i>how deep</i> anything is, we must use the accusative of
extent. (Cf. <a href = "#sec336">§&nbsp;336</a>.) For example, in the
sentence above <b>multa mīlia passuum</b> is an adverbial phrase
(accusative of extent) modifying <b>longam</b>. If we should omit
<b>longam</b> and say <i>a fortification of many miles</i>, the genitive
of description (an adjective phrase) modifying <b>mūnītiōnem</b> would
be used, as <b>mūnītiōnem multōrum mīlium passuum</b>.</div>

<div class = "plainnote"><a href = "LatinBegin2.html#reading_LXXVI">
Reading Selection</a></div>

<p class = "illustration">
<img src = "../images/pic188.png" width = "177" height = "61"
alt = "swords"><br>
<span class = "caption">
GLADII</span></p>


<span class = "pagenum">189</span>
<a name = "page189"> </a>


<h5 class = "chapter"><a name = "lesson_LXXVII">
LESSON LXXVII</a></h5>

<h6 class = "boldf">REVIEW OF AGREEMENT, AND OF THE GENITIVE, DATIVE,
AND ACCUSATIVE</h6>

<p class = "section">
<a name = "sec448"><b>448.</b></a>
There are four agreements:</p>

<p>1. That of the predicate noun or of the appositive with the noun to
which it belongs (<a href = "#sec76">§§&nbsp;76</a>, <a href =
"#sec81">81</a>).</p>

<p>2. That of the adjective, adjective pronoun, or participle with its
noun (<a href = "#sec65">§&nbsp;65</a>).</p>

<p>3. That of a verb with its subject (<a href =
"#sec28">§&nbsp;28</a>).</p>

<p>4. That of a relative pronoun with its antecedent (<a href =
"#sec224">§&nbsp;224</a>).</p>

<p class = "section">
<a name = "sec449"><b>449.</b></a>
The relation expressed by the <b>genitive</b> is, in general, denoted in
English by the preposition <i>of</i>. It is used to express</p>

<table>
<tr>
<td class = "middle rightline">
1. Possession
</td>
<td>
<p class = "hanging">
<i>a.</i> As attributive (<a href = "#sec38">§&nbsp;38</a>).</p>
<p class = "hanging">
<i>b.</i> In the predicate (<a href = "#sec409">§&nbsp;409</a>).</p>
</td></tr>
<tr>
<td colspan = "2">
<p class = "hanging">
2. The whole of which a part is taken (partitive genitive) (<a href =
"#sec331">§&nbsp;331</a>).</p>
</td>
</tr>
<tr>
<td colspan = "2">
<p class = "hanging">
3. Quality or description (<a href = "#sec443">§§&nbsp;443</a>, <a href
= "#sec445">445</a>).</p>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec450"><b>450.</b></a>
The relation expressed by the <b>dative</b> is, in general, denoted in
English by the prepositions <i>to</i> or <i>for</i> when they do not
imply motion through space. It is used to express</p>

<table>
<tr>
<td class = "middle rightline">
1. The indirect object
</td>
<td>
<p class = "hanging">
<i>a.</i> With intransitive verbs and with transitive verbs in
connection with a direct object in the accusative (<a href =
"#sec45">§&nbsp;45</a>).</p>
<p class = "hanging">
<i>b</i>. With special intransitive verbs (<a href =
"#sec154">§&nbsp;154</a>).</p>
<p class = "hanging">
<i>c</i>. With verbs compounded with <b>ad</b>, <b>ante</b>, <b>con</b>,
<b>dē</b>, <b>in</b>, <b>inter</b>, <b>ob</b>, <b>post</b>, <b>prae</b>,
<b>prō</b>, <b>sub</b>, <b>super</b> (<a href =
"#sec426">§&nbsp;426</a>).</p>
</td>
</tr>

<tr>
<td colspan = "2">
<p class = "hanging">
2. The object to which the quality of an adjective is directed (<a href
= "#sec143">§&nbsp;143</a>).</p>
</td>
</tr>

<tr>
<td colspan = "2">
<p class = "hanging">
3. The purpose, or end for which, often with a second dative denoting
the person or thing affected (<a href = "#sec437">§&nbsp;437</a>).</p>
</td>
</tr>
</table>

<span class = "pagenum">190</span>
<a name = "page190"> </a>
<p class = "section">
<a name = "sec451"><b>451.</b></a>
The <b>accusative</b> case corresponds, in general, to the English
objective. It is used to express</p>

<p>1. The direct object of a transitive verb (<a href =
"#sec37">§&nbsp;37</a>).</p>

<p>2. The predicate accusative together with the direct object after
verbs of <i>making, choosing, falling, showing</i>, and the like (<a
href = "#sec392">§&nbsp;392</a>).</p>

<p>3. The subject of the infinitive (<a href =
"#sec214">§&nbsp;214</a>).</p>

<p>4. The object of prepositions that do not govern the ablative (<a
href = "#sec340">§&nbsp;340</a>).</p>

<p>5. The duration of time and the extent of space (<a href =
"#sec336">§&nbsp;336</a>).</p>

<p>6. The place to which (<a href = "#sec263">§§&nbsp;263</a>, <a href =
"#sec266">266</a>).</p>

<p class = "section">
<a name = "sec452"><b>452.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Mīlitēs quōs vīdimus dīxērunt imperium bellī esse Caesaris
imperātōris. 2.&nbsp;Helvētiī statuērunt quam<span class =
"tag">1</span> maximum numerum equōrum et carrōrum cōgere.
3.&nbsp;Tōtīus Galliae Helvētiī plūrimum valuērunt. 4.&nbsp;Multās hōrās
ācriter pugnātum est neque quisquam poterat vidēre hostem fugientem.
5.&nbsp;Virī summae virtūtis hostīs decem mīlia passuum īnsecūtī sunt.
6.&nbsp;Caesar populō Rōmānō persuāsit ut sē cōnsulem creāret.
7.&nbsp;Victōria exercitūs erat semper imperātōrī grātissima.
8.&nbsp;Trīduum iter fēcērunt et Genāvam, in oppidum<span class =
"tag">2</span> hostium, pervēnērunt. 9.&nbsp;Caesar audīvit Germānōs
bellum Gallīs intulisse. 10.&nbsp;Magnō ūsuī mīlitibus Caesaris erat
quod priōribus proeliīs sēsē exercuerant.</p>

<p>II. 1. One<span class = "tag">3</span> of the king’s sons and many of
his men were captured. 2.&nbsp;There was no one who wished<span class =
"tag">4</span> to appoint her queen. 3.&nbsp;The grain supply was always
a care (for a care) to Cæsar, the general. 4.&nbsp;I think that the camp
is ten miles distant. 5.&nbsp;We marched for three hours through a very
dense forest. 6.&nbsp;The plan <span class = "tag">5</span>of making war
upon the allies was not pleasing to the king. 7.&nbsp;When he came to
the hill he fortified it <span class = "tag">6</span>by a twelve-foot
wall.</p>

<div class = "footnote">
1. What is the force of <b>quam</b> with superlatives?</div>

<div class = "footnote">
2. <b>urbs</b> or <b>oppidum</b>, appositive to a name of a town, takes
a preposition.</div>

<div class = "footnote">
3. What construction is used with numerals in preference to the
partitive genitive?</div>

<div class = "footnote">
4. What mood? (Cf. <a href = "#sec390">§&nbsp;390</a>.)</div>

<div class = "footnote">
5. Use the gerund or gerundive.</div>

<div class = "footnote">
6. Latin, <i>by a wall of twelve feet.</i></div>


<span class = "pagenum">191</span>
<a name = "page191"> </a>


<h5 class = "chapter"><a name = "lesson_LXXVIII">
LESSON LXXVIII</a></h5>

<h6 class = "boldf">REVIEW OF THE ABLATIVE</h6>

<p class = "section">
<a name = "sec453"><b>453.</b></a>
The relations of the ablative are, in general, expressed in English by
the prepositions <i>with</i> (or <i>by</i>), <i>from</i> (or <i>by</i>),
and <i>in</i> (or <i>at</i>). The constructions growing out of these
meanings are</p>

<table class = "fixed">
<tr>
<td colspan = "2">
<b>I. Ablative rendered <i>with</i> (or <i>by</i>):</b>
</td>
</tr>
<tr>
<td>
<span class = "inset">&nbsp;</span>
</td>
<td>
<p class = "hanging">
1. Cause (<a href = "#sec102">§&nbsp;102</a>)</p>
<p class = "hanging">
2. Means (<a href = "#sec103">§&nbsp;103</a>)</p>
<p class = "hanging">
3. Accompaniment (<a href = "#sec104">§&nbsp;104</a>)</p>
<p class = "hanging">
4. Manner (<a href = "#sec105">§&nbsp;105</a>)</p>
<p class = "hanging">
5. Measure of difference (<a href = "#sec317">§&nbsp;317</a>)</p>
<p class = "hanging">
6. With a participle (ablative absolute) (<a href =
"#sec381">§&nbsp;381</a>)</p>
<p class = "hanging">
7. Description or quality (<a href = "#sec444">§§&nbsp;444</a>, <a href
= "#sec445">445</a>)</p>
<p class = "hanging">
8. Specification (<a href = "#sec398">§&nbsp;398</a>)</p>
</td>
</tr>
<tr>
<td colspan = "2">
<b>II. Ablative rendered <i>from</i> (or <i>by</i>):</b>
</td>
</tr>
<tr>
<td>
<span class = "inset">&nbsp;</span>
</td>
<td>
<p class = "hanging">
1. Place from which (<a href = "#sec179">§§&nbsp;179</a>, <a href =
"#sec264">264</a>)</p>
<p class = "hanging">
2. Ablative of separation (<a href = "#sec180">§&nbsp;180</a>)</p>
<p class = "hanging">
3. Personal agent with a passive verb (<a href =
"#sec181">§&nbsp;181</a>)</p>
<p class = "hanging">
4. Comparison without <b>quam</b> (<a href = "#sec309">§&nbsp;309</a>)
</p>
</td>
</tr>
<tr>
<td colspan = "2">
<b>III. Ablative rendered <i>in</i> (or <i>at</i>):</b>
</td>
</tr>
<tr>
<td>
<span class = "inset">&nbsp;</span>
</td>
<td>
<p class = "hanging">
1. Place at or in which (<a href = "#sec265">§§&nbsp;265</a>, <a href =
"#sec266">266</a>)</p>
<p class = "hanging">
2. Time when or within which (<a href = "#sec275">§&nbsp;275</a>)</p>
</td>
</tr>
</table>

<p class = "section">
<a name = "sec454"><b>454.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Gallī locīs superiōribus occupātīs itinere exercitum prohibēre
cōnantur. 2.&nbsp;Omnēs oppidānī ex oppidō ēgressī salūtem fugā petere
incēpērunt. 3.&nbsp;Caesar docet sē mīlitum vītam suā salūte habēre
multō cāriōrem. 4.&nbsp;Cum celerius omnium opīniōne pervēnisset, hostēs
ad eum obsidēs mīsērunt 5.&nbsp;Vīcus in valle positus montibus
altissimīs undique continētur. 6.&nbsp;Plūrimum inter Gallōs haec gēns
et virtūte et hominum numerō valēbat. 7.&nbsp;Secundā vigiliā nūllō
certō ōrdine neque imperiō ē castrīs ēgressī sunt. 8.&nbsp;Duābus
legiōnibus Genāvae relictīs,
<span class = "pagenum">192</span>
<a name = "page192"> </a>
proximō diē cum reliquīs domum profectus est. 9.&nbsp;Erant itinera duo
quibus itineribus Helvētiī domō exīre possent. 10.&nbsp;Rēx erat summā
audāciā et magnā apud populum potentiā. 11.&nbsp;Gallī timōre servitūtis
commōtī bellum parābant. 12.&nbsp;Caesar monet lēgātōs ut contineant
militēs, nē studiō pugnandī aut spē praedae longius<span class =
"tag">1</span> prōgrediantur. 13.&nbsp;Bellum ācerrimum ā Caesare in
Gallōs gestum est.</p>

<p>II. 1. The lieutenant after having seized the mountain restrained his
(men) from battle. 2.&nbsp;All the Gauls differ from each other in laws.
3.&nbsp;This tribe is much braver than the rest. 4.&nbsp;This road is
<span class = "tag">2</span>ten miles shorter than that. 5.&nbsp;In
summer Cæsar carried on war in Gaul, in winter he returned to Italy.
6.&nbsp;At midnight the general set out from the camp with three
legions. 7.&nbsp;I fear that you cannot protect<span class =
"tag">3</span> yourself from these enemies. 8.&nbsp;<span class =
"tag">4</span>After this battle was finished peace was made by all the
Gauls.</p>

<div class = "footnote">
1. <b>longius</b>, <i>too far</i>. (Cf. <a href =
"#sec305">§&nbsp;305</a>.)</div>

<div class = "footnote">
2. Latin, <i>by ten thousands of paces</i>.</div>

<div class = "footnote">
3. <b>dēfendere</b>.</div>

<div class = "footnote">
4. Ablative absolute.</div>


<h5 class = "chapter"><a name = "lesson_LXXIX">
LESSON LXXIX</a></h5>

<h6 class = "boldf">REVIEW OF THE GERUND AND GERUNDIVE, THE INFINITIVE,
AND THE SUBJUNCTIVE</h6>

<p class = "section">
<a name = "sec455"><b>455.</b></a>
The gerund is a verbal noun and is used only in the genitive, dative,
accusative, and ablative singular. The constructions of these cases are
in general the same as those of other nouns (<a href =
"#sec402">§§&nbsp;402</a>; <a href = "#sec406">406.1</a>).</p>

<p class = "section">
<a name = "sec456"><b>456.</b></a>
The gerundive is a verbal adjective and must be used instead of gerund +
object, excepting in the genitive and in the ablative without a
preposition. Even in these instances the gerundive construction is more
usual (<a href = "#sec406">§&nbsp;406.2</a>).</p>

<p class = "section">
<a name = "sec457"><b>457.</b></a>
The infinitive is used:</p>

<p>I. As in English.</p>

<p class = "note">
<i>a.</i> As subject or predicate nominative (<a href =
"#sec216">§&nbsp;216</a>).</p>

<p class = "note">
<i>b.</i> To complete the predicate with verbs of incomplete predication
(complementary infinitive) (<a href = "#sec215">§&nbsp;215</a>).</p>

<p class = "note">
<i>c.</i> As object with subject accusative after verbs of <i>wishing,
commanding, forbidding</i>, and the like (<a href =
"#sec213">§&nbsp;213</a>).</p>

<p>
<span class = "pagenum">193</span>
<a name = "page193"> </a>
II. In the principal sentence of an indirect statement after verbs of
<i>saying </i>and <i>mental action</i>. The subject is in the accusative
(<a href = "#sec416">§§&nbsp;416</a>, <a href = "#sec418">418</a>, <a
href = "#sec419">419</a>).</p>

<p class = "section">
<a name = "sec458"><b>458.</b></a>
The subjunctive is used:</p>

<p>1. To denote purpose (<a href = "#sec349">§§&nbsp;349</a>, <a href =
"#sec366">366</a>, <a href = "#sec372">372</a>).</p>

<p>2. To denote consequence or result (<a href =
"#sec385">§§&nbsp;385</a>, <a href = "#sec386">386</a>).</p>

<p>3. In relative clauses of characteristic or description (<a href =
"#sec390">§&nbsp;390</a>).</p>

<p>4. In <b>cum</b> clauses of time, cause, and concession (<a href =
"#sec396">§&nbsp;396</a>).</p>

<p>5. In indirect questions (<a href = "#sec432">§&nbsp;432</a>).</p>

<p class = "section">
<a name = "sec459"><b>459.</b></a>
<span class = "midfat">EXERCISES</span></p>

<p>I. 1. Caesar, cum pervēnisset, militēs hortābātur nē cōnsilium oppidī
capiendi omitterent. 2.&nbsp;Rēx, castrīs prope oppidum positīs, mīsit
explōrātōrēs quī cognōscerent ubi exercitus Rōmanus esset. 3.&nbsp;Nēmo
relinquēbātur quī arma ferre posset. 4.&nbsp;Nūntiī vīdērunt ingentem
armōrum multitudinem dē mūrō in fossani iactam esse. 5.&nbsp;Dux suōs
trānsīre flūmen iussit. Trānsīre autem hoc flūmen erat difficillimum.
6.&nbsp;Rōmānī cum hanc calamitātem molestē ferrant, tamen terga vertere
recūsāvērunt. 7.&nbsp;Hōc rūmōre audītō, tantus terror omnium animōs
occupāvit ut nē fortissimī quidem proelium committere vellent.
8.&nbsp;Erant quī putārent tempus annī idōneum nōn esse itinerī
faciendō. 9.&nbsp;Tam ācriter ab utraque parte pugnābātur ut multa mīlia
hominum occīderentur. 10.&nbsp;Quid timēs? Timeō nē Rōmānīs in animō sit
tōtam Galliam superāre et nōbīs iniūriās inferre.</p>

<p>II. 1. Do you not see who is standing on the wall? 2.&nbsp;We hear
that the plan of taking the town has been given up. 3.&nbsp;Since the
Germans thought that the Romans could not cross the Rhine, Cæsar ordered
a bridge to be made. 4.&nbsp;When the bridge was finished, the savages
were so terrified that they hid themselves. 5.&nbsp;They feared that
Cæsar would pursue them. 6.&nbsp;Cæsar <span class = "tag">1</span>asked
the traders what the size of the island was. 7.&nbsp;The traders advised
him not <span class = "tag">2</span>to cross the sea. 8.&nbsp;He sent
scouts <span class = "tag">3</span>to choose a place for a camp.</p>

<div class = "footnote">
1. <b>quaerere ab</b>.</div>

<div class = "footnote">
2. Not infinitive.</div>

<div class = "footnote">
3. Use the gerundive with <b>ad</b>.</div>

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