Unit Objectives To learn the future active tense of the

Unit Objectives• To learn the future active tense of the

third and fourth conjugations

• To learn how to form adverbs fromfirst and second declension adjectives

• To learn about the ablatives of accom-paniment and agent

• To learn the imperfect active tense ofall conjugations

• To learn the passive voice of thepresent, imperfect, and future tenses ofall conjugations

• To learn about transitive andintransitive verbs

• To learn some Roman myths andlegends about the founding of Rome

• To learn about Roman dress

The poet Vergil (70–19 B.C.) is known asone of the world’s greatest writers. Hismasterpiece was the Aeneid, an epic poemthat tells of the wanderings of the TrojanAeneas and his attempts to find a new homeafter the capture of Troy by the Greeks in thetwelfth century B.C. It also describes Aeneas’arrival in Italy where his descendants weresaid to have founded Rome. In this paintingby Jules Guérin (1866–1946), we see Aeneasand Queen Dido in the palace at Carthage.

159

Scal

a/A

rt R

esou

rce,

NY

Cer±s, dea fr¥ment¬, et f¬lia Prßserpina in Sicili¤ habit¤v±runt. Quondam2

Prßserpina et aliae3 puellae in agr¬s erant. Locum commodum inv±n±runt etflßr±s4 varißs l±g±runt5. Øtium gr¤tum erat; magnum erat studium puell¤rum.

Pl¥tß, deus ¬nferßrum6, Prßserpinam v¬dit et am¤vit. Equßs incit¤vit et adlocum ubi puellae erant accessit. Puellae f¥g±runt. Prßserpina fugerem¤t¥r¤vit, sed Pl¥tß valuit et eam7 c±pit, in carrß posuit, ad ¬nferßs d¥xit.

Cer±s nocte8 ex agr¬s v±nit. F¬liam exspect¤vit, sed Prßserpina nßn v±nit.Magna erat c¥ra deae. Ad multa loca, ad terminßs terrae Cer±s accessit.Øtium nßn inv±nit.

Quod Cer±s Prßserpinam nßn inv±nit, in agr¬s nßn labßr¤vit. Flßr±s4 nßnerant, fr¥mentum in agr¬s nßn erat. Populus v¬tam d¥ram ±git et deamacc¥s¤vit quod pretium cib¬ magnum erat. Mult¬ agricolae d¬x±runt:

160 U N I T V R O M A N p o e t s , g o d s , a n d h e r o i c j o u r n e y s

L e s s o n X X I I

Cer±s et

Prßserpina1

Lesson

Objectives

• To learn more Romanmythology

• To learn the futuretense of third conjuga-tion verbs

Both this woodcut of Plutokidnapping Proserpina as wellas the smaller one on page 162were illustrations from editionsof Ovid. This one was printedin 1501.

Met

ropo

litan

Mus

eum

of

Art

, Rog

ers

Fund

, 192

2. (

22.1

6). A

ll ri

ghts

res

erve

d, T

he M

etro

polit

an M

useu

m o

f A

rt

1 Prosérpina2 once3 other4 flowers5 picked6 those below, i.e., the ghosts of the

dead in Hades7 her8 at night

5

10

“Quid ag±mus? In agr¬s labßr¤mus sed fr¥mentum nßn hab±mus. Nßnval±mus. De¬ nßn aequ¬ sunt; officium nßn faciunt.”

Iuppiter, qu¬ deßs et virßs regit, ini¥ri¤s popul¬ v¬dit et deae agrßrumn¥nti¤vit:

“Prßserpina valet sed Pl¥tß eam habet. Mercurium n¥ntium ad ¬nferßsmittam. Mercurius f¬liam tuam ad t±9 d¥cet. Sed nßn semper in terr¤Prßserpina man±bit. Ita commodum erit: partem10 ann¬ in terr¤, partem subterr¤ aget.”

Ita Iuppiter concordiam eff±cit. Cer±s f¬liam acc±pit. Prßserpina partemann¬ in terr¤, partem sub terr¤ ±git. Cum11 l¬bera in terr¤ est, multßs flßr±s etmagnam cßpiam fr¥ment¬ vid±mus, quod Cer±s gr¤ta in agr¬s est et magnumest studium deae. Sed cum11 Prßserpina ad ¬nferßs exc±dit, Cer±s tr¬stis12 est,et flßr±s vari¬ nßn sunt.

Questions1. What was Proserpina doing when Pluto came?2. How did Pluto take her away?3. Where did Ceres go looking for Proserpina?4. What happened in the fields while Ceres mourned for her daughter? 5. What did the farmers say? 6. How did Ceres learn where her daughter was?7. What was Mercury’s role in solving the issue?8. What solution did Jupiter devise to resolve the conflict?9. How does the earth reflect Ceres’ joy and grief?

Nouns

de´a, -ae f. goddess

de´us, -¬ m. god (deity, deism)ß´tium, ß´t¬ n. leisure, peace (otiose)stu´dium, stu´d¬ n. eagerness, interest; (studio, studious)

pl. studies

Adjectives

com´modus, -a, -um suitable, convenient (accommodate, commodious)

va´rius, -a, -um changing, various (variable, variety)

L E S S O N x x i i c e r ± s e t p r ß s e r p i n a 161

9 you10 part (acc. sing.)11 whenever12 sad

15

20

25

Verbs

d¬ćß, d¬ćere, d¬´x¬, [dic´tus]13 say, tell (dictionary, dictum)fu´giß, fugére, f¥´g¬, [fugit¥´rus] (fugitive, refugee)

run away, flee

va´leß, val±´re, va´lu¬, [valit¥´rus] be strong, (valiant, valid)be well

Adverb

i´ta so

Third Conjugation: Future Tense

You know that the future sign of verbs of the first and second conjuga-tions is -bi- (pages 56, 86). The future sign of verbs of the third and fourth conjugations, however, is long -±-. The -ß verbs of the third conjugationsubstitute this long -±- for the stem vowel, -e-, except in the first person sin-gular which uses -a-, and in the third person singular and plural, short -e.


This version of the abduction ofProserpina from her mother andher companions, a woodcutfrom a 1539 edition of Ovid,portrays Pluto and his horse indark tones, presumably becausehe was the god of the darkkingdom of the underworld. M

etro

polit

an M

useu

m o

f A

rt, H

arri

s B

risb

ane

Dic

k Fu

nd,

1931

. (31

.59)

. All

righ

ts r

eser

ved.

The

Met

ropo

litan

Mus

eum

of

Art

.

Be careful to distinguish the future tense of the third conjugation fromthe present tense of the second conjugation. They look much alike.

pßńam I shall place, etc. pßn±´mus we shall place

pßń±s pßn±´tispßńet pßneńt

13 The present imperative sing. is d¬c.

Except in the first personsingular, the present ofdoceß will look just likethe future of pßnß.Therefore, it is critical toknow to which conjugationa verb belongs by memo-rizing its principal parts.

Oral Practice

1. Conjugate d¥cß and regß in the future.2. Conjugate mittß in the present, c±dß in the future, and d±fendß in the

perfect.3. Identify precisely the form of f¥git, val±bis, efficit, d¥c±mus, doc±mus,

accipitis, m¥niunt, migr¤vit, agent.

ExercisesA. Translate the following sentences.

1. C±d±tisne puer¬s mal¬s?2. Val±sne, f¬lia mea? Valeß.3. Capt¬v¬ ab oppidß in silv¤s l¤t¤s fugiunt.4. Litter¤s ad M¤rcum, am¬cum meum, mittam.5. Puer¬ bon¬ ex studi¬s magnam f¤mam accipiunt.6. Vir¬ ex oppidß nßn exc±dent sed puell¤s d±fendent.7. Mult¤s hßr¤s in ßtiß nßn ag±mus sed semper labßr¤bimus.

B. Translate the following sentences into Latin.1. They fortify the camp.2. They will rule the province.3. Did you approve the shape of the wagon?4. It is not convenient to send a letter.5. We shall remain in the town and send a messenger.

L E S S O N x x i i c e r ± s e t p r ß s e r p i n a 163

Ceres, the goddess of grain and theharvest, is often shown with fooditems, as she is here, carrying a fruitbasket and accompanied by a wildboar. The Romans identified herwith the Greek goddess Demeter. E

rich

Les

sing

/Art

Res

ourc

e, N

Y

164 U N I T V R O M A N p o e t s , G o d s , a n d h e r o i c j o u r n e y s

Did You Know?

The Romans often celebrated holidays, as many as 132 days each year

during the rule of Augustus. Popular forms of holiday entertainment

were games, the circus, or the theater. The great public games (l¥d¬)

were free entertainment originally provided by the state to honor a

god or goddess. They consisted of l¥d¬ scaenic¬ (dramas and

comedies at theaters), m¥nera gladi¤tßria (staged combat between

gladiators), and l¥d¬ circ±ns±s (chariot races and other exhibitions in

the circus).

• What are commodities and why are they so called? Why does agood student “pursue” his or her studies? Can you explain theword cereal? Give three more derivatives of varius.

• Here are some Latin phrases in English.

auxilio ab alto by aid from (on) high

victoria, non praeda victory, not loot

ex officio out of (as a result of) one’s duty or

office; for example, a president ofan organization may be a member of a committee ex officio simplyfrom holding the office ofpresident.

• Here is another state motto.

Montani semper liberi. Mountaineers (are) always free.

(motto of the state of WestVirginia)

L E S S O N x x i i i l £ c i u s e t m § r c u s 165

L e s s o n X X I I I

L¥cius et M¤rcuS

Lesson

Objectives

• To learn how to formadverbs from first andsecond declensionadjectives

• To learn about the abla-tive of accompaniment

1 too2 once3 were fighting4 brother5 alone6 lost7 people

Rßm¤n¬ cum Germ¤n¬s, populß firmß et d¥rß, bella perpetua gess±runt.Øtium semper bellß c±dit, et nunc quoque1 bella perpetua gerimus. Variaesunt bellßrum causae.

Quondam2 Rßm¤n¬ et Aqu¬t¤n¬, soci¬ Rßm¤nßrum, cum Germ¤n¬spugn¤bant3. Germ¤n¬ pugnam nßn aequ± incipiunt, et Rßm¤n¬ cum soci¬s l¤t±fugiunt. L¥cius, cl¤rus Aqu¬t¤nus, ex equß virßs Rßm¤nßs et Aqu¬t¤nßs inGerm¤nßs incit¤vit. Servus L¥ciß cl¤r± n¥nti¤vit: “Germ¤n¬ fr¤trem4 tuumM¤rcum capiunt!” L¥cius fr¤trem am¤vit. Per¬culum M¤rc¬ L¥cium magn¤c¥r¤ aff±cit. L¥cius equum incit¤vit, arm¬s Germ¤nßs terruit, fr¤tremserv¤vit. Quod equus nßn valuit, L¥cius fr¤trem sßlum5 in equß posuit et adcastra Aqu¬t¤nßrum et Rßm¤nßrum equum incit¤vit. Tum sßlus Germ¤nßsexspect¤vit. Mult¬ Germ¤n¬ access±runt. L¥cius firmus c±dere incipit,auxilium exspectat—sed auxilium nßn venit—± v¬t¤ exc±dit. M¤rcus v¬dit etequum in Germ¤nßs incit¤vit et v¬tam ¤m¬sit6.

Varia et d¥ra est fort¥na bell¬ et vari± homin±s7 afficit, sed glßriam semperlaud¤mus.

A bareheaded and long-hairedbarbarian defends his home-stead against a well-groomedand well-armored Roman soldier(notice his engraved metalhelmet and cheek protectorand the cuirass with its over-lapping plate). The Europeantribes north of Italy often builtconical thatched huts on pilesin swamps as a defense againsthuman and animal enemies.From a relief in the Louvre,in Paris.E

rich

Les

sing

/Art

Res

ourc

e

5

10

15

Questions1. Who was fighting with the German people?2. Which side won the first battle and why?3. What was Lucius’ role before Marcus was captured?4. Who was Marcus?5. How did the danger affect Lucius?6. What did he use to scare the Germans?7. Why didn’t Lucius ride back with Marcus?8. Describe Lucius’ next encounter with the Germans.9. What happened to Marcus after this?

Adjectives

fir´mus, -a, -um strong, firm (firmness, affirm)perpe´tuus, -a, -um constant (perpetual)

Verbs

affićiß, affićere, aff±ć¬, [affec´tus] [faciß]affect, afflict with

ge´rß, ge´rere, ges´s¬, [ges´tus] carry on, wage (belligerent)inci´piß, inci´pere, inc±´p¬, [incep´tus] [capiß]

take on, begin

Preposition

cum (+ abl.) with (company, convert)

Formation of Adverbs

In English, adverbs are usually formed from adjectives by adding thesuffix -ly: clear; clearly.

In Latin, adverbs are formed from first and second declension adjectivesby adding -± to the base.


ADJECTIVE ADVERB

cl¤rus clear cl¤r± clearly

l¬ber free l¬ber± freely

pulcher beautiful pulchr± beautifully

x x i i i l £ c i u s e t m § r c u s 167

Virß pugnat.

(The man is used as a weapon.)

Oral Practice

1. Form adverbs from p¥blicus, gr¤tus, commodus, aequus and translate.2. Give the Latin for harshly, truly, firmly, deeply.

Ablative of Accompaniment

As you already know, the means by or with which something is done isexpressed by the ablative without a preposition (page 67): They fought

with arms, Arm¬s pugn¤v±runt. However, when with means together with

or along with, the preposition cum is used with the ablative. Thisexpresses accompaniment: Cum serv¬s pugnat, He is fighting with the

slaves. Do not use cum (with) unless the with signifies accompaniment orassociation. If the with really means by means of, do not use cum. In thefollowing English sentences, decide when cum should be used and when itshould be omitted.

1. Come with me.

2. Walk with us, Jane.3. John writes with ink.

4. Anna is with the teacher.

5. George fights with snowballs.

6. Play with these toys, Grace.

Cum virß pugnat.


1. Nautae, p¥blic± l¬ber¤te capt¬vßs.2. Nautae terram firmam cl¤r± vid±re incipiunt.3. Cum populß barbarß bellum perpetuum ger±mus.4. Arm¬s templa d±fendent et cum soci¬s pugn¤bunt.5. Magister d¥rus poen¤ puerßs malßs aequ± afficit.6. In am¬citi¤ firm¤ et perpetu¤ cum soci¬s nostr¬s man±bimus.7. Servus cum magn¤ cßpi¤ pec¥niae f¥git; nßn ßtium sed

c¥r¤s inv±nit.

B. Translate the following sentences.1. We shall send the slave with food.2. They will defend the island with arms.3. It is not just to carry on war with friends.4. By your (pl.) constant help I am beginning to be strong.5. The settlers are beginning to flee with (their) families.


Latin and English Word Formation The preposition cum isoften used as a prefix in Latin and English but always in theassimilated forms com-, con-, col-, cor-, co-. In compounds itusually means together rather than with.

Define the following words, all formed from verbs that youhave studied: convoke, collaborate, commotion, convene. What isa political convention?

Give five other English words formed by attaching this prefixto Latin verbs, nouns, or adjectives already studied.

x x i v p l § g ß s u s o r b i l i u s 169

L e s s o n X X I V

Pl¤gßsus Orbilius

Lesson

Objectives

• To learn about afamous Romanschoolmaster

• To learn the meaningand use of the adjecti-val suffix -ßsus

• To learn the futuretense of third conjuga-tion -iß and fourth conjugation verbs

1 many things2 his3 schoolteacher4 often5 school6 adjectives7 which end with the letters -ßsus8 of fullness

Multa1 d± Rßm¤n¬s cl¤r¬s ¤ magistrß tuß audi±s et ex libr¬s trah±s.Ven¬te, puer¬ et puellae! Nunc audi±tis f¤bulam novam d± magistrß Orbilißet d± discipulß eius2 Qu¬ntß.

Orbilius grammaticus3 d¥rus erat; saepe4 discipulßs tardßs poen¤affici±bat. Qu¬ntus saepe tardus erat, quod in vi¬s Rßm¤n¬s pater eius multa1

d± v¬t¤ mßnstr¤bat.In schol¤5 Orbilius discipul¬s n¥nti¤vit: “Libr¬ vestr¬ multa adiect¬va6

continent, quae litter¬s -ßsus f¬niuntur7. Litterae -ßsus sunt signumpl±nit¥dinis8. Spect¤te; mßnstr¤re incipiam:

“Verbum—verb-ßsus. Liber multa verba continet. Liber est pl±nusverbßrum. Liber verbßsus est. Spect¤te.

A teacher poses with his pupils,perhaps members of a chorus.Their stiff attitude looks like a lotof modern class pictures!M

useo

Pro

vinc

ale

Cam

pano

, Cap

ua

5

10

“Glßria—glßri-ßsus. Patria glßriam magnam accipiet. Patria pl±na glßriaeerit. Patria glßrißsa erit. Spect¤te.

“Ini¥ria—ini¥ri-ßsus. Bellum pl±num ini¥ri¤rum est. Bellum ini¥rißsumest.

“Sed ubi est Qu¬ntus Hor¤tius? Tardusne est? Nßnne est semper tardus?Studißsus nßn est—ßtißsus est. Poen¤ Qu¬ntum afficiam—mult¤s pl¤g¤s9

dßn¤bß.”Et poen¤ nßn gr¤t¤ Qu¬ntum miserum10 aff±cit. Sed nunc Orbilius famßsus

est. Cur? Quod discipulus tardus Qu¬ntus erat Qu¬ntus Hor¤tius Flaccus,cl¤rus po±ta Rßm¤nus. Poste¤11 Hor¤tius po±ta magistrum Orbilium“pl¤gßsum Orbilium” in librß appell¤vit12 quod Orbilius pl±nus pl¤g¤rumfuerat13. Quod Hor¤tius verbum novum “pl¤gßsum” inv±nit, mult¬ discipul¬pl¤gßsum Orbilium memori¤ tenu±runt et semper ten±bunt.

Questions1. Who was Orbilius and what was he like?2. Who was Quintus and what did he do to deserve punishment?3. What was Quintus’ full name and later occupation?4. Why was he late so often?5. What is the teacher’s lesson to the class and how does he teach it?6. How did Orbilius become famous?7. What does pl¤gßsus mean and whom does it describe?8. Who invented the word pl¤gßsus?9. What English derivatives can you form by adding -ßsus to victßria,

cßpia, c¥ra?

Nouns

li´ber, li´br¬ m. book (library, libel)ver´bum, -¬ n. word (verbal, verbose)

Adjectives

pl±ńus, -a, -um full (plenty, plenary)tar´dus, -a, -um late, slow (retardant, tardy)

Verbs

au´diß, aud¬´re, aud¬´v¬, [aud¬´tus] hear (audience, auditorium)contińeß, contin±´re, contińu¬, [teneß]

[conten´tus] hold (together), contain

tra´hß, tra´here, tr¤´x¬, [tr¤c´tus] (attraction, tractor)draw, drag


9 whacks (with a stick or whip)10 poor11 afterwards12 named13 had been

15

20

The Future of Third (-iß) and Fourth Conjugation Verbs

Verbs of the fourth conjugation form the future by adding -±- (-a- in the first person singular) and the personal endings directly to the presentstem. Long -¬- of the stem is shortened, however, since it precedes anothervowel. The future of verbs of the third conjugation ending in -iß is thesame as that of the fourth conjugation verbs.

x x i v p l § g ß s u s o r b i l i u s 171

THIRD CONJUGATION (–iß) FOURTH CONJUGATION

ca´piam capi±´mus m¥ńiam m¥ni±´musI shall take, etc. I shall fortify, etc.

ca´pi±s capi±´tis m¥ńi±s m¥ni±´tisca´piet ca´pient m¥ńiet m¥ńient

Oral Practice

1. Give the future tense of incipiß and audiß.2. Give the Latin for they will affect, we shall hear, you (pl.) will receive,

they will draw, it will contain.

3. Translate and tell the form of inveni±tis, aud¬s, faciam, vid±bunt,par¤vist¬.


1. Equ¬ carrßs agricol¤rum tard± tr¤x±runt.2. Carr¬ magnam cßpiam fr¥ment¬ continent.3. Equßs in locß l¤tß et commodß contin±bimus.4. Magister puerßs tardßs poen¤ p¥blic± afficiet.5. Nautae nostr¬ ex aqu¤ virßs trahent et serv¤bunt.6. Colßn¬ ex agr¬s fr¥mentum port¤bunt et magnam pec¥niam

accipient.

B. Translate the following sentences into Latin.1. Will you come to my house?2. We shall save the people with food.3. Anna, a friendly girl, will receive a book.4. The late girls will not hear the words of the famous man.5. The boys will not receive a reward because they are late.


Prefixes Most prefixes are also used as prepositions, but a feware not. Re- is found only as a prefix in both Latin and English; itmeans back or again. It sometimes has the form red-, especiallybefore vowels. Examples: retineß, hold back; reficiß, make

again; redigß, drive back; recipiß, take back.

• In English, re- is freely used with many verbs: remake, revisit,

rehash, refill.

• Give seven examples of the prefix re- in English words derivedfrom Latin. What are the meanings of revoke, refugee,

refectory?

Did You Know?

The Romans adopted Greek ideas of education beyond the elementary

level. Schools were established soon after the Punic Wars. The

curriculum was based on study of the Greek poets. The main subject

was ars grammatica (skill in writing), which included both Latin and

Greek grammar, literature, and some literary criticism. Students were

also taught geography, mythology, antiquities, history, and ethics by

the grammaticus (grammar teacher).

Discipulus ad scholam acc±dit. A young Roman schoolboy,ready to listen to his teacher,carries his tablet and stylus toschool. The Greeks were the firstto encourage universal literacy,and, by the first century A.D., ithad reached remarkable levels inthe Roman cities of Italy, as thegraffiti at Pompeii testify. R

onal

d Sh

erid

an/A

ncie

nt A

rt &

Arc

hite

ctur

e C

olle

ctio

n

x x v a e n Æ § s 173

L e s s o n X X V

Aen±¤s

Lesson

Objectives

• To learn about theTrojan War

• To understand the relationship betweenthe Romans and theirhousehold gods

• To learn about idioms

1 of Aeneas (gen. sing.)2 him3 father (acc. sing.)4 ships (acc. pl.)5 the anger of Juno6 this (acc. sing.)7 sleep8 household gods (acc. pl.)9 which (acc.)

10 others

[The Trojan War was fought more than three thousand years ago at Troy, inAsia Minor, near the Dardanelles in what is now Turkey. The story of thewar is told by the Greek poet Homer in the Iliad. Vergil, the Roman poet,tells part of the story in his Aeneid and goes on to tell of the Trojan Aeneas,said to be the son of the goddess Venus. After the fall of Troy Aeneas even-tually reached Italy and, according to the story, he and his companions werethe ancestors of the Romans.]

Trßi¤n¬ cum Graec¬s multßs annßs bellum gess±runt. Graec¬ Trßiamoccup¤v±runt. Aen±¤s Trßi¤nus arma c±pit et cum mult¬s vir¬s oppidumd±fendere m¤t¥r¤vit. Sed Venus dea, m¤ter Aen±ae1, eum2 in mediß oppidßinv±nit et verba f±cit:

“Aud¬ sententiam meam. Ten± memori¤ familiam tuam. Convoc¤ familiamet am¬cßs firmßs et fuge. Novam patriam inveni±s. C±de fort¥nae. De¬Trßi¤nßs poen¤ d¥r¤ afficient.”

Aen±¤s cßnsilium nßn gr¤t± aud¬vit, sed officium f±cit. Virßs red¥xit etam¬cßs convoc¤vit. Am¬c¬ conv±n±runt et exc±dere par¤v±runt. Tum Aen±asex oppidß patrem3 port¤vit et f¬lium parvum d¥xit. Cum mult¬s serv¬s etsoci¬s f¥git. Singul¬ in locum commodum conv±n±runt et ibi castraposu±runt. M¤teriam ex silv¤ port¤v±runt et n¤v±s4 par¤v±runt. Tum n¤v±s inaquam tr¤x±runt et und¬s mand¤v±runt et migr¤v±runt. Ad mult¤s ¬nsul¤s etterr¤s nov¤s v±n±runt sed patriam novam nßn inv±n±runt. V¬tam d¥ram±g±runt. æra I¥nßnis,5 r±g¬nae deßrum, hoc6 eff±cit.

In ¬nsul¤ Cr±t¤ castra posu±runt. Tum in mediß somnß7 Aen±¤s Pen¤t±s8

v¬dit et sententiam aud¬vit:“Cr±ta patria vestra nßn erit. Exc±dite, Trßi¤n¬. Locus est quem9 Graec¬

Hesperiam, ali¬10 Italiam vocant. Ibi terminum c¥r¤rum perpetu¤ruminveni±tis. Ibi in ßtiß et concordi¤ habit¤bitis et magnum oppidum pßn±tis etm¥ni±tis.”

Ita Trßi¤n¬ cßnsilium novum c±p±runt. Castra mßv±runt et ad Italiamn¤vig¤v±runt.

5

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15

20

Questions1. What was Aeneas’ reaction once the Greeks had seized hold of Troy?2. Venus gives Aeneas five specific instructions and makes two predictions.

What are they?3. What is Aeneas’ first reaction to this advice about his future?4. What preparations did Aeneas make before leaving Troy?5. What caused the Trojans to wander over the seas so long and with such

hardship?6. From whom did Aeneas next receive advice?7. What final destination did Aeneas and the Trojans have?8. What were the Trojans to obtain or find in their new homeland?

Noun

senten´tia, -ae f. feeling, opinion, motto (sentence)

Adjective

me´dius, -a, -um middle, middle of (mediator)

Verbs

conveńiß, conven¬´re, conv±ń¬, [veniß][convent¥´rus] come together

con´vocß, convoc¤´re, convoc¤´v¬, [vocß][convoc¤´tus] call together

red¥ćß, red¥ćere, red¥´x¬, [reduc´tus] [d¥cß]lead back


A mosaic from Tunisia showsthe poet Vergil holding aroll on which is written one ofthe opening lines of the Aeneid:“M¥sa mih¬ caus¤s memor¤...”On either side are two of thenine Muses, the goddessesassociated with the arts. Clio,the Muse of History, holds ascroll, while Melpomene, theMuse of Tragedy, displays atragic mask. T

he B

ettm

ann

Arc

hive

Idioms

Every language has expressions whose full meanings are lost when they are translated word for word into another language. The French for How are

you? (Comment allez-vous?) literally means How do you go? which doesn’tsound right to us. Such expressions are called idioms. Every language hashundreds of them. The following are some of the common ones in Latin.

gr¤ti¤s agß thank, with dat. (literally, act gratitude)gr¤tiam habeß feel grateful, with dat. (lit., have gratitude)v¬tam agß live a life (lit., act life)bellum gerß wage or carry on war

castra pßnß pitch camp (lit., place camp)viam m¥niß build a road (lit., fortify a road; roads were built

like walls)verba faciß speak, make a speech (lit., make words)memori¤ teneß remember (lit., hold in memory)cßnsilium capiß adopt a plan (lit., take a plan)

Oral Practice

Give the Latin for the following: we are waging war, you (sing.) will

remember, they built the roads, they spoke, I will adopt your plan, live your

life in leisure, she will thank the gods, you (pl.) are grateful to the goddess.

x x v a e n Æ § s 175

0 25 50 75 100Scale of Miles

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Ercte M.Eryx M.

Pachynum Pr.

Messana

Mylae

Catana

SyracusaeGelaEcnomus

Agrigentum

Lilybaeum

Panormus

Drepana

AEGATESINS.

Aetna M.

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IAS I C I L I A

Sicily was the first land outsideof Italy to become Romanterritory (241 B.C.). Centuriesearlier, the Trojan hero Aeneas is said to have landed his shipsnear Drepana and establishedfuneral games in honor of hisdead father, Anchises. See pages204–205 for an elaboratepainting depicting these events.


1. Puerßsne ex medi¤ silv¤ in oppidum red¥cam?2. Vir¬ ex mult¬s terr¬s convenient et verba facient.3. Rßm¤n¬ mult¤s (et) long¤s vi¤s in Itali¤ m¥n¬v±runt.4. Puerßs singulßs convoc¤bimus et sententi¤s audi±mus.5. Pßnite castra, puer¬, in agr¬s, et ibi agite l¬beram v¬tam.6. Magistrß nostrß gr¤tiam hab±mus et l¬ber± gr¤ti¤s ag±mus.

B. Translate the following sentences into Latin.1. The boys will find water and pitch camp.2. We ought to feel grateful to your friends.3. The girls feel grateful and will thank the teacher.4. We shall remember the teacher’s words about duties.5. You will not lead your comrades back to your fatherland.

C. Work with a partner to translate the following story and to learn moreabout the Lar±s (m., nom. and acc. pl.) and Pen¤t±s (m., nom. and acc.pl.) of the Romans.

Aeneas heard the Penates in (his) sleep. They said, “Depart fromCrete.” So he heard them (eßs) and he did his duty. The Lares andPenates were not big gods, but small. A Roman family had two (dußs)


A Roman house had a specialarea set aside in which to placeits household gods, the Lar±s.Off the courtyard of this largehome, the figures are displayedin a recess in a wall behind thealtar. Aeneas fled with hishousehold gods, the Lar±s andPen¤t±s, from Troy to Italy. W

erne

r Fo

rman

/Art

Res

ourc

e, N

Y

Lares and two Penates. The Lares and Penates protected (d±fendß) thefamily. The family worshipped (coluit) the Lares and Penates because thegods protected the family’s food and fortune. The family gave food to thegods. If (s¬) a family departed from the house to a new house, it took theLares and Penates with it (s±cum).

x x v a e n Æ § s 177

Did You Know?

Did your partner do a good job? Say Euge! Well done! Bravo! Did

you win the game? Say Evax! Hurrah! Did you lose? Say H±u or

Eh±u! Alas! Do you want someone’s attention? Say Ecce, or En, or

Em! Look! Or are you calling for silence? Say Au or P¤x (Peace) or

St! Shh! Surprised? Say Ø, or Øh, or Proh! Amazed? Say Vah!

Wow! Afraid? Let your teeth chatter a bit: Attatae! Scornful? Say

Hui! Phooey! or Apage! Get out of here! Interjections, words of

exclamation or high emotion, are remarkably similar from language

to language. Many of those common among the Romans were

borrowed from the Greeks.

Prefixes and Roots Often a careful inspection of a familiarEnglish word will reveal an unexpected aspect of meaning. A“sentence” in grammar is a single complete opinion or expression.A judicial “sentence” is a judge’s opinion. A “convention” comes

together in an “auditorium” to hear the speaker. A “mediator”settles disputes by taking a middle position. A spiritualistic“medium” is supposed to take a middle position between the unseenspirit and the “audience” who hears. A “studious” person is onewho is eager to learn. An “alarm” is a call to arms (ad arma). To“repatriate” a person is to bring him or her back to the fatherland.

• What is verbosity? A convocation? An audition?

In the United States there are towns named Aeneas, Virgil, Juno,Venus, and Crete. Many firms dealing with women’s clothes,cosmetics, etc., are called Venus. Why is this a popular name?

Mediator and belligerents


L e s s o n X X V I

Po±ta Cl¤rus

Lesson

Objectives

• To learn about theearly life and workof Vergil

• To learn hints forunderstanding Latin

• To learn how to formand translate theimperfect tense

1 near2 school3 city4 cultivated, carried on5 him6 lost7 songs, poems (acc. pl.)8 afterwards9 song, poem (acc. sing.)

Q uondam puer parvus P¥blius prope1 Mantuam, oppidum Italiae,habit¤bat. F¬lius erat agricolae. In agr¬s P¥blius nßn labßr¤bat quodnumquam valuit, sed agrßs, silv¤s, fr¥mentum, et equßs am¤bat. In l¥dß2

multßs librßs leg±bat, mult¤s f¤bul¤s d± glßri¤ patriae et d± loc¬s cl¤r¬sItaliae audi±bat, verba sententi¤sque magistr¬ memori¤ ten±bat.

Reliqu¬ puer¬ in patri¤ m¤ns±runt, sed P¥blius, nunc vir, in urbe3 Rßm¤studia coluit4. In Forß Rßm¤nß verba numquam f±cit quod timidus erat etpopulus eum5 terr±bat. Bella armaque semper fugi±bat, concordiam ßtiumqueam¤bat. Agrßs et casam familiae ¤m¬sit6, sed auxiliß am¬cßrum rec±pit.Magnam gr¤tiam am¬c¬s semper hab±bat. Am¬cßs nßn multßs sed firmßshab±bat. Tum carmina7 varia d± agr¬s agricol¬sque scr¬bere inc±pit. Tard±scr¬b±bat multumque labßr¤bat, sed nßn multa carmina eff±cit. Poste¤8

magnum carmen9 d± bellß Trßi¤nßrum et d± glßri¤ Rßmae scr¬psit.

Publius Vergilius Maro, or simplyVergil (70–19 B.C.), was one ofRome’s greatest poets. Hecreated the Eclogues, ten poemsin the forms of pastoral poetrydealing with the social, political,and literary questions of his day.Next came his Georgics, fourpoems devoted to differentaspects of farming, and finallyhis masterpiece, the Aeneid, intwelve books, left slightlyunfinished at his death. Thesimple prose selections in thistextbook will tell you at least theplot of this great Roman epic. D

agli

Ort

i/Mus

eo d

ella

Civ

ilta

Rom

ana,

Rom

e/T

he A

rt A

rchi

ve

5

10

L E S S O N X X v i p o Æ t a c l § r u s 179

Aud¬vistisne d± P¥bliß, puer¬ puellaeque? Erat P¥blius Vergilius Marß10,cl¤rus po±ta Rßm¤nus, qu¬ reliqußs po±t¤s Rßm¤nßs super¤vit11.L±gistis leg±tisque f¤bulam pulchram Vergil¬ d± Aen±¤.

Questions1. What things did Vergil like as a boy?2. Why didn’t he work with his father in the fields?3. What sort of stories did Vergil hear as a boy?4. Why didn’t Vergil plead cases in the Roman Forum?5. Would he have made a good soldier? Explain.6. What were the subjects or themes of his first poems?7. What was his magnum opus (great work) about? 8. Did he write much?9. What was Vergil’s full name and from what town did he come?

Noun

po±´ta, -ae m. poet (poetry)

Adjective

re´liquus, -a, -um (relic)remaining, rest (of)

Verbs

le´gß, le´gere, l±´g¬, [l±c´tus] (legible)gather, choose, read

scr¬´bß, scr¬´bere, scr¬p´s¬, [scr¬p´tus] (scribe)write

Adverb

num´quam never

Enclitic Conjunction

-que and (translated before the word to which it is joined)

10 nominative singular11 was superior to15

Hints for Understanding Latin

First read the sentence aloud. As your eyes move across the page,following the order of words, separate them into groups according to theirsense and grammatical relation. Since this grammatical relation is shownprimarily by word endings—not by word order, as in English—watch theendings carefully. Each word group, or phrase, should be read and under-stood as a unit. When you come to the end of the sentence, translate in theEnglish word order.

Here are the first four sentences of Po±ta Cl¤rus separated into groupsof words according to their grammatical relation. Each division representsthe words your eye should take in at each stop.

Quondam || puer parvus P¥blius || prope Mantuam, || oppidum Italiae,|| habit¤bat. || F¬lius erat agricolae. || In agr¬s || P¥blius || nßnlabßr¤bat || quod numquam valuit, || sed agrßs, silv¤s, fr¥mentum, etequßs || am¤bat. || In l¥dß || multßs librßs || leg±bat, || mult¤s f¤bul¤s ||d± glßri¤ patriae || et d± loc¬s cl¤r¬s Italiae || audi±bat, || verbasententi¤sque magistr¬ || memori¤ ten±bat.

The Imperfect Tense

The Latin imperfect tense is called imperfect because it often representsincomplete, repetitive, or habitual actions in the past. It is formed by addingthe tense sign -b¤- to the present stem and then attaching the personal end-ings, which you already know. It is translated into English by was, were,

used to, kept, would, or sometimes even tried to.

Observe that the personal ending for the first person singular is -m,not -ß as in the present tense. For the short vowels see page 29.


SINGULAR PLURAL

port¤´bam I was carrying port¤b¤´mus we were carrying

port¤´b¤s you were carrying port¤b¤´tis you were carrying

port¤´bat he/she/it was port¤´bant they were carrying

carrying

Similarly, doc±bam, pßn±bam, m¥ni±bam, capi±bam. (For full conju-gations, see the Grammar Appendix.)


The imperfect of sum is given below. You are already familiar with thethird person singular and plural.

Uses of the Perfect and Imperfect Tenses: How They Differ

The imperfect tense always refers to action or being as repeated,

customary, or continuous, like the English progressive past, and must becarefully distinguished from the perfect. In the following sentences thefirst group would be in the perfect in Latin, the second in the imperfect.

PERFECT IMPERFECT

I saw John yesterday. I saw John frequently.

I went to camp last year. I used to go to camp every year.

Did you ever play football? Did you play football long?

The alarm clock rang and The alarm clock kept on ringing,

I got up. but I stayed in bed.

e´ram I was, used to be er¤´mus we were, used to be

e´r¤s you were, used to be er¤´tis you were, used to be

e´rat he/she/it was, e´rant they were, used to be

used to be


Did You Know?

Libraries were another Roman borrowing from the Greeks, whose

rulers assembled massive collections of papyrus or parchment rolls

in great cities like Alexandria in Egypt (ca. 200,000 volumes) or

Pergamum in Asia. There were no public libraries in Rome until

the end of the first century B.C., but some wealthy collectors had

extensive collections, either bought from Rome’s many booksellers

or looted from conquered lands. Books as we know them, in cßdex

form, came to replace rolls (vol¥mina) in the third and fourth

centuries A.D.

Latin has two past tenses: perfect and imperfect; English has six waysof translating them: past, present perfect, emphatic past, progressive past,customary past, repeated past. Notice the difference in the following.

V±n¬, I came (past), or I have come (present perfect), or I did come

(emphatic past).

The translation will depend on the context, but the first is much morecommon.

Veni±bam, I was coming (progressive past), or I used to come

(customary past), or I kept on coming (repeated past).

Sometimes, however, the imperfect is best translated by the simple past;this is especially true of the imperfect of sum.

In Latin, the perfect is used much more often than the imperfect. Intranslating the English past into Latin, use the perfect unless there is aclear reason for using the imperfect.



1. Multßsne librßs l±gistis?2. Puellae puer¬que litter¤s scr¬b±bant.3. In casam veni±bam; ibi am¬cum meum v¬d¬.4. M¤rcus am¬cum voc¤bat sed am¬cus nßn v±nit.5. Multßs equßs in vi¬s vid±b¤mus, sed nunc ubi sunt equ¬?6. Mult¬ vir¬ in agr¬s habit¤bant sed nunc ad oppida migr¤v±runt.

B. Translate the following sentences into Latin.1. Have you never received letters?2. We were leading the horses to water.3. We kept waiting but they did not come.4. Marcus, did you read about the causes of the war?5. Marcus came to dinner but the rest of the boys did not come.

C. Work with a partner to ask questions and answer them, followingthe cues. Refer to page 139 if you need help with the vocabulary.1. What were you doing in your house?

(I was reading a book.)2. What were you doing in the fields?

(I was working with the farmers.)3. What were Clara and your friend doing in the den?

(They were writing a letter.)4. What were the servants doing in the kitchen?

(They were preparing dinner.)5. What were you doing in the entrance hall?

(I was waiting for my friend.)


• How did the Mediterranean Sea get its name? The English worddeficit preserves the third person singular present of Latind±ficiß. What is the literal (Latin) meaning of deficit?

• Here are some Latin phrases in English.

magnum bonum a great good

via media a middle way or course

amicus curiae a friend of the court

consilio et armis by counsel and by arms

deficit

L e s s o n X X V I I

Ad Italiam

Lesson

Objectives

• To learn about Aeneas’trip toward Italy

• To learn the passivevoice and the passiveforms of the present,imperfect, and futuretenses

L E S S O N X X v i i a d i t a l i a m 185

In magn¬s und¬s n¤v±s1 Trßi¤nßrum volvuntur2. Sed Trßi¤n¬ ex medi¬sund¬s servantur et ad Actium3 properant; ibi inveniunt Helenum Trßi¤num,qu¬4 terram reg±bat. Helenus Trßi¤nßs convocat et verba pauca facit:

“Longa est via ad Italiam, ad quam5 acc±dere par¤tis. Acc±dite ad Siciliamet n¤vig¤te ab Sicili¤ ad Italiam f¬nitimam. D¥rum est semper n¤vig¤re, sedF¤ta viam invenient.”

Sententia Helen¬ gr¤t± accipitur, et Aen±¤s Helenß gr¤ti¤s agit. Castramoventur n¤v±sque und¬s committuntur. “Italiam, Italiam videß!” cl¤matnauta et terram mßnstrat. In terr¤ equ¬ cl¤r± videntur. “Signum proel¬ suntequ¬,” d¬cit Anch¬s±s6; “equ¬s bellum geritur. Proelium committere nßnd±b±mus.” Nßn ibi manent sed ad Siciliam f¬nitimam properant. Aetna eßs7

terret et ¤ Sicili¤ fugiunt.Tum I¥nß, r±g¬na deßrum, quae8 Trßi¤nßs nßn am¤bat, ad Aeolum, qu¬

ventßs regit et continet, venit d¬citque:“S¬ vent¬ d¥r¬ in n¤v±s9 Trßi¤nßrum mittentur, magnam gr¤tiam hab±bß et

magna praemia tibi10 dßn¤bß.”Aeolus ventßs in n¤v±s mittere m¤t¥rat. Alt¬s und¬s Trßi¤n¬ terrentur.

Arma vir¬que in und¬s sunt. Tum Nept¥nus, deus und¤rum, ventßs audit et adlocum venit ubi n¤v±s sunt. æra Nept¥n¬ magna est; vent¬ l¤t± fugiunt. Pauc¬Trßi¤n¬ ¤mittuntur11; reliqu¬ ad terram f¬nitimam veniunt et servantur. Sed inqu¤12 terr¤ sunt? Nßn sciunt13, sed castra pßnere nßn dubit¤v±runt14.

Questions1. Where do the Trojans land first and whom do they meet?2. Where does their host tell them to go before going to Italy?3. What will help the Trojans get there?4. Is Helenus’ advice accepted?5. Who spots Italy first and what does he see there?6. How does Anchises interpret what is seen?7. Do the Trojans stop in Italy?8. What scares them about Sicily?

1 ships (nom. pl.) 2 are tossed3 Actium (Ak shium)4 who5 which6 father of Aeneas; pronounced

Ank¬ s±s7 them8 who9 ships (acc. pl.)

10 to you11 are lost12 what13 know14 did not hesitate

5

10

15

20


9. Who is Juno and what is the trouble she causes?10. Are any Trojans lost at sea?11. At the end of this passage, where are the Trojans?

Nouns

f¬ni´timus, -¬ m. neighbor

proe´lium, proe´l¬ n. battle

ven´tus, -¬ m. wind (vent, ventilate)

Adjectives

f¬ni´timus, -a, -um neighboring

pau´c¬, -ae, -a few (pl. only) (paucity)

Verbs

commit´tß, commit´tere, comm¬´s¬, [commis´sus] [mittß]join together, commit, entrust

proe´lium commit´tß begin battle

pro´perß, proper¤´re, proper¤´v¬, [proper¤t¥´rus] hasten, hurry

æra Nept¥n¬ magna est.Neptune, god of the sea, angrybecause the storm stirred up byJuno and Aeolus has disturbedhis kingdom, drives the ragingwinds away from the Trojans’ships, calms the sea, and leavesAeneas headed in the oppositedirection from Italy. V

anni

/Art

Res

ourc

e, N

Y


Voice: Active and Passive

When the verb shows that the subject acts (is doing something), it is inthe active voice.

Vir d¥cet. The man will lead.

When the verb shows that the subject is acted upon, it is in the passive

voice.

Vir d¥c±tur. The man will be led.

Observe that voice is shown in Latin by endings. The linking verb sumhas no voice, for it merely indicates existence or a state of being.

Progressive and Passive Verb Forms in English

Distinguish in English between active progressive forms and passiveverb phrases, both of which use some form of the verb to be.

Active (progressive): He is seeing (videt). They were calling

(voc¤bant).Passive: He is (being) seen (vid±tur). They were being called

(voc¤bantur).

In Latin it is not difficult to distinguish active and passive.

ACTIVE

He is kicking.

PASSIVE

He is beingkicked.

In the passive voice, the subject receives theaction of the verb or isacted upon.


The word being is oftenimportant in the Englishtranslation of the imperfectpassive, since it under-scores the incompletenature of that tense.

Similarly, doceor, capior, m¥nior (see the Grammar Appendix).

Oral Practice

Tell which of these verbs are passive: he called, we were cold, he was

laughing, they were found, you are being taught, he is fighting, they will

be scolded, he will praise, you will be invited, it was being written, we

were reading, she was sent, they were free, they were freed.

Passive Voice of the Four Conjugations

In all conjugations, form the passive voice by adding the passive per-sonal endings to the appropriate stem.

THIRD CONJUGATION PRESENT PASSIVE

pßńor I am (being) put pßńimur we are (being) put

pßńeris you are (being) put pßni´min¬ you are (being) put

pßńitur he/she/it is pßnun´tur they are (being) put

(being) put

FIRST CONJUGATION IMPERFECT PASSIVE

port¤´bar I was (being) port¤b¤´mur we were (being)

carried, was carried, carried, etc.used to be carried

port¤b¤´ris you were (being) port¤b¤´min¬ you were (being)

carried, etc. carried, etc.port¤b¤´tur he/she/it was port¤ban´tur they were (being)

(being) carried, etc. carried, etc.

ENDINGS FIRST CONJUGATION PRESENT PASSIVE

-r -mur por´tor port¤´mur I am (being) carried we are (being) carried

-ris -min¬ port¤´ris port¤´min¬you are (being) carried you are (being) carried

-tur -ntur port¤´tur portan´turhe/she/it is (being) they are (being)

carried carried


Similarly, doc±bor, m¥niar, capiar (see the Grammar Appendix).

Observe that -r occurs in five of the six passive endings.

In forms ending in -ß in the active (as portß and port¤bß), the pas-sive ending -r is added to, not substituted for, the active ending. The -ß-becomes short (see page 29).

Oral Practice

1. Conjugate accipiß in the present passive, d±fendß in the imperfect pas-sive, and inveniß in the future passive.

2. Translate into Latin: we shall be called, he is being taught, it is not

approved, they were being sent, it will be received, he will be heard, you

(sing.) are moved, they are ruled, you (pl.) will be seen, we are awaited.

Notice the slight butimportant difference:d¥ceris (short -e-), 2ndpers. sing. pres. passive,you are led, and d¥c±ris(long -±-), 2nd pers. sing.fut. passive, you will be led.

Similarly, doc±bar, m¥ni±bar, capi±bar (see the Grammar Appendix).

THIRD CONJUGATION IMPERFECT PASSIVE

pßn±´bar I was (being) put, pßn±b¤´mur we were (being)

was put, used to be put put, etc.pßn±b¤´ris you were (being) pßn±b¤´min¬ you were (being)

put, etc. put, etc.pßn±b¤´tur he/she/it was pßn±ban´tur they were (being)

(being) put, etc. put, etc.

FIRST CONJUGATION FUTURE PASSIVE

port¤´bor I shall be carried port¤´bimur we shall be carried

port¤´beris you will be port¤bi´min¬ you will be

carried carried

port¤´bitur he/she/it will be port¤bun´tur they will be

carried carried

THIRD CONJUGATION FUTURE PASSIVE

pß´nar I shall be put pßn±´mur we will be put

pßn±´ris you will be put pßn±´min¬ you will be put

pßn±´tur he/she/it will be put pßnen´tur they will be put


1. Am¤ f¬nitimum tuum.2. Litterae in ßtiß scr¬bentur.3. Reliqu¬ nautae ad prßvinciam mittentur.4. Rßm¤n¬ proelium cum barbar¬s nunc committunt.5. Pauc¬ vir¬ in f¬nitim¬s agr¬s oppid¬sque vid±bantur.6. Multa praemia reliqu¬s puer¬s puell¬sque dßn¤buntur.7. Capt¬v¬ ad oppidum red¥centur et proelium committ±tur.

B. Translate the following sentences into Latin.1. Few books were being read in camp.2. They will find food in the house.3. Food will be found in the kitchen (cul¬na) of the house.4. The rest of the men will be sent to the island.5. Are the rest of the boys working in the fields?


• Roots We have seen how Latin and English words are formedfrom others. It is important to recognize the roots that wordshave in common. Note the relationship and review the meaningsof the following words that have occurred in previousvocabularies.

am¬cus and am¬citia, n¤vigß and nauta, n¥ntiß and n¥ntius,capiß and capt¬vus (a captive is one who is taken), pugna andpugnß, puer and puella, habeß and habitß (to inhabit a placeis to keep on having it)

Try to associate new Latin words with those you have alreadystudied, as well as with English derivatives that you find.

• Towns named Neptune are in New Jersey and Tennessee;Neptune Beach is in Florida. The four cities in the United Stateswhich have more firms named Neptune listed in their telephonedirectories than other cities are New York, Boston, Seattle, andLos Angeles. Why do you think this name is popular in thesecities?

L E S S O N X X V I I I I n § f r i c ¤ A e n ± ¤ s A u x i l i u m A c c i p i t . 191

L e s s o n X X V I I I

In §fric¤ Aen±¤s

Auxilium Accipit.

Lesson

Objectives

• To learn more aboutthe travels of Aeneas

• To learn the differencebetween transitive andintransitive verbs

• To learn the ablative ofagent construction

Aen±¤s socißs convoc¤vit et verba f±cit:“In terr¤ nov¤ sumus. Sed de¬ praesidium nostrum sunt. De¬s v¬tam

committite. Neque terra neque aqua nßs1 terret. Inveni±mus viam autfaci±mus. Italia nostra erit. Ibi et terminus malßrum nostrßrum et ßtiumperpetuum ¤ Trßi¤n¬s invenientur. Ibi patria erit et nova Trßia. Æ patri¤ nov¤numquam exc±d±mus.”

Tum Aen±¤s cum ¥nß sociß ± castr¬s excessit. Loca explßr¤re m¤t¥r¤vit.Venus m¤ter eum2 v¬dit et appell¤vit. Nßmen3 oppid¬, quod4 appell¤turCarth¤gß et in §fric¤ est, et nßmen r±g¬nae, quae5 est D¬dß, Aen±ae6 Venusn¥ntiat. Via Aen±ae ¤ de¤ mßnstr¤tur; Aen±¤s prßcessit et magnum oppidum

1 us2 him3 name (acc.)4 which5 who6 dative

In Carthage, Dido, sympatheticto the Trojans’ woes, welcomedthem and had a great banquetprepared. Afterwards, Aeneas,at Dido’s insistence, reluctantlytold of the havoc of the fall ofTroy and his pain at having toflee in obedience to the will ofthe gods. Can you identify someof the events connected withthe Trojan War as shown in thissixteenth-century enamel?T

he M

etro

polit

an M

useu

m o

f A

rt, G

ift o

f H

enry

Wal

ters

, 192

5. (

25.4

1)

5

10


v¬dit. In mediß oppidß templum erat. Ad templum r±g¬na D¬dß cum pauc¬ssoci¬s v±nit. Ibi erant reliqu¬ Trßi¤n¬ qußs7 undae ab Aen±¤8 s±par¤verant9.

D¬dß mala Trßi¤nßrum audit et d¬cit:“Auxiliß meß aut in Italiam aut in Siciliam commod± veni±tis, am¬c¬. Sed

s¬ gr¤tum est in nostr¤ patri¤ man±re, oppidum nostrum est vestrum etpraesidium hab±bitis.”

Tum magna c±na et cib¬ ±gregi¬10 ¤ r±g¬n¤ parantur. Aen±¤s n¥ntium adf¬lium, qu¬ I¥lus11 appell¤tur, mittit; n¥ntius d¬cit:

“Proper¤ ad oppidum, I¥le. Pater t±12 exspectat.”Sed in locß I¥l¬ Venus deum Amßrem13 mittit. Sed et Aen±¤s et reliqu¬

Trßi¤n¬ deum cr±dunt esse I¥lum14. Tum Amor r±g¬nam afficit, et D¬dßAen±am am¤re incipit.

Questions1. What does Aeneas tell his comrades about the gods?2. How does he express his determination to get to Italy?3. What will be found in Italy and why does he speak of a nova Trßia

(line 5)?4. Why did Aeneas leave the camp?5. Who saw him leave and met him?6. What information did he receive from her?7. Who was at the temple when Aeneas and his comrade got there?8. What choices did Dido offer Aeneas after hearing his troubles? Were

they helpful?9. To whom does Aeneas send a message, and what was it?

10. What is the paradoxical (unexpected) result?

Noun

praesi´dium, praesi´d¬ n. guard, protection

Verb

appel´lß, appell¤´re, appell¤´v¬, [appell¤´tus] (appellate)call, name

Conjunctions

aut or

aut... aut either . . . or

et... et both . . . and

ne´que (or nec) and not, nor

ne´que... ne´que neither . . . nor

7 whom8 ablative9 had separated

10 excellent11 Iu´lus (Iy¥´lus)12 you13 Love, the Roman god Cupid14 deum... Iulum, believe the god to

be Iulus

15

20


In English and Latin, ifthe verb has a directobject, it is transitive inthat sentence. If it doesnot, it is intransitive. Averb that can be used in thepassive can also be calledtransitive. Experience andcommon sense will tellyou the intransitive Latinverbs that cannot be usedin the passive.

Transitive and Intransitive Verbs

When the action of a verb is carried over to a direct object, i.e., whenthe action affects a person or a thing or produces a result, then that verb istransitive, literally, “going across” (tr¤ns) to an object.

Puerum amat. She loves the boy. (transitive)Viam m¥n¬v±runt. They built a road. (transitive)

An intransitive verb is one that does not have a direct object.

M¤rcus exc±dit. Marcus departs. (intransitive)In aqu¤ Claudia m¤nsit. Claudia stayed in the water.

(intransitive)

In English and normally in Latin, transitive verbs are the only verbs usedin the passive voice.

Some Latin verbs that are intransitive can be used either transitively orintransitively in English.

Anna labßrat. Anna is working. (intransitive)(not in Latin) He works the brakes. (transitive)In casam currit. He runs into the house. (intransitive)(not in Latin) She runs the sideshow. (transitive)

Ablative of Agent

Let us see what happens when the two sentences containing transitiveverbs are turned around and the verb becomes passive.

Anna aquam portat. Anna is carrying the water.

Aqua ab Ann¤ port¤tur. The water is carried by Anna.

Virßs videß. I see the men.

Vir¬ ¤ m± videntur. The men are seen by me.

Observe that in both English and Latin: (a) the direct object of theactive verb becomes the subject of the passive verb; (b) the subject of theactive verb becomes the object of a preposition (¤, ab, by), indicating theagent; (c) the verb ending changes from active to passive and may changeperson (the second example) to agree with the new subject. However, itstense remains the same.

Distinguish carefully between the ablative of agent and the ablative ofmeans, both of which are often translated with by. Remember that“means” refers to a thing, while “agent” refers to a person. Besides, theablative of means is never used with a preposition, but the ablative of agent

Bet

tman

n/C

OR

BIS

The banquet in Carthage wasfollowed by a hunt. Young Iulus(upper right), eager for big game,charges ahead. Dido is in thecenter, while Aeneas (lowerleft) points to the stag in theclearing.


Remind students thatagent involves three “p’s”:person, passive, andpreposition.

is never used without the preposition ¤ (ab). This preposition means by

only when used before nouns referring to persons and with passive verbs.

Puella poen¤ terr±tur. The girl is scared by punishment.

(means)Puella ¤ puer¬s terr±tur. The girl is scared by the boys.

(agent)

Oral Practice

A. Tell whether the words in italics require the ablative of means or theablative of agent construction.1. I was hit by a stone.

2. He was liked by everybody.

3. The game will be won by our team.

4. This book was bought by me with my own money.

5. John will be sent for by messenger, Mary by letter.

6. The note had been written by hand and not with a word processor.

B. Change the following from active to passive, or from passive to active.Then translate each sentence.1. Vir librum videt.2. Puer¬ verba tua exspect¤bant.3. Oppida ¤ populß reguntur.4. Reliqua pec¥nia ab am¬cß meß accipi±tur.5. Mult¬ soci¬ ad medium oppidum ¤ n¥ntiß convoc¤bantur.

Agreement

In both English and Latin, when two subjects are connected by or (aut),either . . . or (aut... aut), neither . . . nor (neque... neque), the verb agreeswith the nearer subject: Neither the boys nor the girl is in the forest.

Neque puer¬ neque puella in silv¤ est.


1. Aut puer¬ aut vir¬ equßs ad agrßs red¥cent.2. Neque servus neque equus in vi¬s vid±bitur.3. Equus puerum trahit; puer ab equß trahitur.4. M¤rcus am¬cus v±rus ¤ mult¬s vir¬s appell¤b¤tur.5. Neque praemia neque auxilium ¤ soci¬s nostr¬s mittitur.6. Multa praemia ¤ reliqu¬s puer¬s puell¬sque gr¤t± accipientur.7. Magister puerßs puell¤sque doc±bat; puer¬ puellaeque ¤ magistrß

doc±bantur.


B. Translate the following sentences into Latin.1. The letter was (being) written by my friend.2. Friendly words were (being) spoken by the foreign queen.3. The grain will be dragged by wagon to the town.4. The men see few houses; few houses are seen by the men.5. Neither water nor grain is carried by the rest of the settlers.

• What is meant by taking an appeal to a higher court? Why issuch a court called an appellate court? What is meant by anappellation? Carthage is a town name in eleven states; Cartago

is in California.

• Study the following English phrases borrowed from Latin.

terra firma solid earth (as opposed to water and air)

In Deo speramus. In God we trust. (motto of BrownUniversity)

Pauci quos aequus amat Iuppiter. (Only) the few whom

fair-minded Jupiter loves (succeed).

• Explain Elizabeth regina, abbreviated ER on British coins.

Did You Know?

The Roman m¤trßna (matron) enjoyed high respect and influence in

the ancient world. Upon marriage, a Roman woman acquired a social

position never attained by the women of ancient Greece. A Roman

matron was not kept at home in special quarters as were Greek women.

She directed the management of the household to include the early

education of her children, supervised the tasks of the household slaves,

and even on occasion exercised political influence.

Terra nßn firma


Probably the most obvious difference between ancientand modern clothing was that civilized men did notwear long pants or trousers. These garments were wornonly by barbarians. After the barbarians invaded the

Roman Empire, their dress became the fashion for all of Europe. The same istrue of the mustache (without beard). No early Roman citizen ever wore one,

and it was just as much the mark of the barbarian as long pants were.Most Roman men were smooth shaven until the second century A.D.,when beards and hair worn across the forehead came into fashion.

Over a sort of pair of trunks, Roman men wore a long shirt calleda tunica, made of white wool, as an outer garment. Senators andknights had crimson stripes down the front and back, the senators’stripes being broader than those of the knights. A belt was wornaround this, and the upper part was bloused out over the belt.When a Roman was engaged in some active occupation, he pulledhis tunic up to his knees. In the house, the tunic was usually sufficient clothing.

Over the tunic the Roman citizen might wear a toga. Thisgarment was the official dress of Roman citizens, the symbolof their civic life, and only citizens were allowed to wear it. Itwas also made of white wool and was quite bulky. The togaworn by boys and government officials had a crimson border.When boys grew up, they changed to the plain white toga.

Important citizens always wore this garment when appearing inpublic, but the ordinary Roman wore it much less frequently. The poorerclasses and slaves wore only a tunic. For parties and special occasions,brightly colored togas were often worn, but clothing styles changedvery slowly.

The toga was really a sort of blanket that was thrown over the leftshoulder, pulled across the back and under the right arm, and again thrownover the left shoulder. Even though the unwrapped length of a toga was10 to 15 feet, it was not fastened in any way, and it must have been quitea trick to learn to wear it properly!

Roman women also wore woolen tunics. Over the tunica, marriedwomen wore a stola, a long dress with a protecting band sewn around thebottom. A stola for parties often had embroidery around the hem. Forstreet wear, a shawl often reaching down to the ankles, called a palla,was added.

DRESS ANDAPPEARANCE

The fact that the ancient Romanmatron in the modern-lookingwicker chair has threehairdressers testifies to herwealth and position. The mirrorshown was probably of highlypolished bronze. The girl in themiddle holds a jar of unguents.This relief is now in Trier,Germany.

Eri

ch L

essi

ng/A

rt R

esou

rce,

NY

g l i m p s e s o f r o m a n l i f e D R E S S A N D A P P E A R A N C E 197

Nor

th W

ind

Pict

ure

Arc

hive

sWool was thus the chief material for clothing; next came linen, made

from the flax plant. Silk was rare and expensive and ranked with gold invalue; cotton, which was imported from the East, was almost unknown.

In the house men and women wore slippers or sandals without heels;outdoors they wore shoes. The shoes of officials were red. No stockingswere worn, although in cold weather old and sickly people sometimeswound cloth around their legs.

Hats were rarely worn except on journeys. Such hats as there were hadbroad brims and were flat. Women often wore ribbons and elaborate pins intheir hair. Styles in hairdressing changed constantly as they do in moderntimes, but women did not cut their hair short as they sometimes do now.

For jewelry, both men and women of the richer classes wore rings, usu-ally made of gold. Women also occasionally wore a decorative pin, orf¬bula, to fasten tunics or shawls. They were often decorated with semi-precious stones and cameos. Women also wore necklaces, chains,bracelets, and earrings.

Cosmetics and perfumes also played an important role in the lives of thewealthy Romans. For example, the women of the Roman upper class oftenblackened their eyelids, eyelashes, and eyebrows with charcoal. The herbhenna was used to dye the nails and, often, the palms and soles of the feet.White lead or chalk whitened the face, while rouge was applied to thecheeks and lips. Balsam perfume and rosewater were popular with bothmen and women.

1. What was the distinctive garment of Roman men? Of women?2. When did the Roman men begin to grow mustaches and wear long pants?

A most important moment in aRoman boy’s life was the time,at about age seventeen, when,at the Capitoline temple, heexchanged the toga praetextawith its crimson border for theall-white toga vir¬lis (the togaof manhood) and became a fullRoman citizen. Later, when asa grown man he became acandidate for public office, hewould whiten his toga with chalk(the toga candida) to makehimself stand out in the crowdas he campaigned.


Work in a small group. In Latin, describe the cloth-ing, jewelry, and hairstyle you are wearing.1 Usegerß and habeß for wear. Your teacher will helpwith strange forms.

Articles of Clothingcap – p¬leus, -¬ m., petasus, -¬ m. (brimmed),

mitra, -ae f. (women’s)clothes – vestis, -is f., vestimentum, -¬ n.coat (cloak) – lacerna, -ae f., tunica, -ae f.,

paenula, -ae f. (with hood)dress – stola, -ae f.pants – br¤cae, -¤rum f., br¤cae praec¬sae (shorts)sandal – solea, -ae f.scarf – mitella, -ae f.shirt – tunica, -ae f., camisia, -ae f.shoe – calceus, -¬ m.skirt – limbus, -¬ m.stockings – tibi¤lia, -ium n.style – habitus, -¥s m.sweater – thßr¤cium, -¬ n.undershirt (T-shirt) – sub¥cula, -ae f.

Clothing Materials(Use the adjective or say factus, -a, -um ex + nounin the abl.)cotton – xylinus, -a, -umleather – corium, -¬ n., scoricus, -a, -umlinen – linum, -¬ n., linteus, -a, -umsilken – s±ricus, -a, -um (really “Chinese”)wool – l¤na, -ae f., l¤neus, -a, -um

Colors black – ¤ter, -ra, -rumblue – caeruleus, -a, -umbright – l¥cidus, -a, -umbrown (or dark) – fuscus, -a, -umfaded – d±colßr¤tus, -a, -um

gray – glaucus, -a, -umgreen – viridis, -epink – puniceus, -a, -umplaid – colßribus quadr¤t¬s varieg¤tus, -a, -umpurple – purpureus, -a, -umred – ruber, -ra, -rumyellow – fl¤vus, -a, -um (golden)tan, khaki – l¥teolus, -a, -umwhite – albus, -a, -um

Jewelrybracelet – armilla, -ae f.earrings – inaur±s, -ium f.eyeglasses – perspicillia, -ßrum n.necklace – torqu±s, -is m., mon¬le -is n.pin, brooch – f¬bula, -ae f.ring – ¤nulus, -¬ m.watch – hßrologium, -¬ n.

Hairstylesbraided – nexus, -a, -umcombed – comptus, -a, -umcrewcut – capill¬ d±sect¬ m.curled – cincinn¤tus, -a, -umcurly (natural) – crispus, -a, -umhair – capill¬, -ßrum m., comae, -¤rum

(usu. women’s)long – prßmissus, -a, -umlong flowing – caesari¤tus, -a, -umshaved – d±r¤sus, -a, -umshort – brevis, -estraight – r±ctus, -a, -umuncombed – horridus, -a, -um

1Do not worry if many of these items do not fit or exactly

match (their modern equivalents). The Romans will never

know, and you need not memorize this vocabulary.

Put Yourself in a Roman’s shoes

R e v i e w l e s s o n s X X I I – X X V I I I 199

Nouns

Adjectives

Verbs

Adverbs

Preposition

cum

Conjunctions

Idioms

Formation of AdverbsAdverbs in Latin can easily be formed by taking thebase of a first or second declension adjective andadding an -± to it.

Po±ta verba d¬xit cl¤r±. The poet said the words

clearly.

Convoc¤buntur tard±. They will be called

together slowly.

Future of Third Conjugation Verbs Present stem + tense sign ±/e + personal endings(-am in first person singular)

Reliqußs po±t¤s I shall lead back the rest

red¥cam. of the poets.

Perpetu± Italiam reg±s. You will rule Italy

constantly.

Future of Third (-iß ) and FourthConjugation VerbsFormed identically: Present stem (with i) + tensesign ±/e + personal endings (-am in first personalsingular)

Pauca verba commoda He will hear few suitable

audiet. words.

Aut bellum gerere Either you will begin to

incipi±t¬s aut fugi±tis. wage war or (you will)

run away.

gr¤ti¤s ageregr¤tiam hab±rev¬tam agerebellum gererecastra ponere

viam m¥n¬reverba facerememori¤ ten±recßnsilium capere

autaut... autet... et

neque (or nec)neque... neque-que

ita numquam

afficißappellßaudißcommittßcontineß

convenißconvocßd¬cßfugißgerß

incipißlegßproperßred¥cßscr¬bß

trahßvaleß

commodusf¬nitimusfirmus

mediuspauc¬perpetuus

pl±nusreliquustardus

varius

deadeusf¬nitimusliber

ßtiumpo±tapraesidiumproelium

sententiastudiumventusverbum

Lessons XXII–XXVIII



The Imperfect TensePresent stem + b¤/a or ±b¤/a + personal endings (-m in first person singular)

Deßs de¤sque We kept calling the gods

appell¤b¤mus. and goddesses.

Librßs scrib±b¤s. You used to write books.

Past TensesIn Latin In English1. Perfect (V±n¬.) 1. a. Past (I came.)

b. Present perfect (I have come.)

c. Emphatic past (I did

come.)

2. Imperfect 2. a. Progressive past (Veni±bam.) (I was coming.)

b. Customary past(I used to come,

would come.)c. Repeated past (I kept

on coming.)

The Passive VoiceThe passive voice is used to show that the subjectof the sentence is receiving the action of the verbrather than doing it. The present, imperfect, andfuture passive tenses are formed like the activevoice, but a different set of personal endings is used.

In proelium voc¤tur. He is called into battle.

§ magistrß They were being kept

contin±bantur. (held) together by the

teacher.

Sententi¬s firm¬s tu¬s I will not be affected by

nßn afficiar. your strong feelings.

Transitive and Intransitive VerbsTransitive verbs are those that have a direct object.Intransitive verbs are those that do not. Manyintransitive verbs are followed by a prepositionalphrase. Generally, only transitive verbs are used inthe passive voice.

Verba f±cit. She made a speech.

(transitive)Ad Italiam Trßi¤n¬ The Trojans are hurrying

properant. to Italy. (intransitive)

Ablative of Agent

The doer of an action in a sentence with a passiveverb is expressed by using the preposition ¤/ab +the ablative case. This construction is called theablative of (personal) agent.

Proelium numquam ¤ f¬nitim¬s popul¬s committitur.

Battle is never begun by the neighboring peoples.

Litterae ¤ mult¬s neque scr¬bentur neque legentur.Letters will neither be written nor read by many.

If the means of the action is a thing, ¤/ab is notused and the ablative is an ablative of means.

Firm¬s arm¬s d±fend±tur.He will be protected by stout armor.

Ablative UsesLATIN ENGLISH

No prep. MEANS Prep. with or by

cum ACCOMPANIMENT Prep. with

¤/ab AGENT Prep. by


R e v i e w l e s s o n s X X I I – X X V I I I 201

Sentence DrillA. Give the Latin for the italicized words.

1. (We are called) am¬c¬ bon¬.2. Mult¬ vir¬ in proeliß (will be wounded).

3. Patria (will be saved) quod valet.4. Verba magistr¬ in schol¤ (are being heard).

5. Puer ex aqu¤ (will be dragged).

6. Multa bella in Galli¤ (were being carried on).

B. Translate the following sentences into Latin.1. Few find leisure; leisure is found by few.2. The men will receive aid; aid will be

received by the men.3. The boy scares the horses; the horses are

scared by the boy.4. Many will never read my words; my words

will never be read by many.5. The teacher will praise the girls; the girls

will be praised by the teacher.

Derivatives

1. Define according to derivation: relic,

digest, Mr., doctor, libel, audiovisual,

mediation. Look these words up in thedictionary if necessary.

2. Give the prefix and Latin root wordfrom which each of the following isderived: redigß, concipiß, attrahß,committß; respect, component,

incorrigible, exhibit.


Circle the word that best completes each sentence.1. Po±ta sententi¤s mult¤s in cas¤ vestr¤ cr¤s

_____.a. aud¬vit b. leg±bat c. d¬cet d. scr¬psit

2. Rßm¤n¬ virßs ± castr¬s in _____ cum arm¬sconvßc¤v±runt.a. praemium b. ßtium c. pretium d. proelium

3. Quis _____ deßrum aud¬re properat?a. ßtia b. verba c. ventßs d. praed¤s

4. _____, serv¬, carrßs ± vi¤ l¤t¤ et in locacommoda.a. Trahite b. Val±te c. Ven¬te d. Afficite

5. Nautae ad terr¤s f¬nitim¤s vent¬s acc±dere_____.a. incipi±bant b. appell¤bant c. contin±bant d. aug±bant

Complete each sentence with the correct endings.6. Popul¬ in prßvinci¤ bellum longum ger±ba___;

nunc oppidum firm___ m¥n¬___ d±be___.7. Cßpia cib___ bon¬ ¤ serv___ me¬s par¤___.8. F¤mam am¬cßrum pauc___ memori___

perpetu___ gr¤t± ten±bimus.9. Agricola cum soci___ mult¬s equ___ parvßs ±

medi___ oppidß in agr___ cr¤s red¥c___.10. Puellae reliquae litter¤s long___ famili¬s d±

ßti___ in ¬nsul___ pulchr¤ tard___ scr¬b±ba___.

Translate the following sentences.11. Liber pulcher verbßrum sacrßrum ¤ f¬li¤

f¬lißque capt¬v¬ in castr¬s barbar¬s serv¤b¤tur.12. Quis auxilium et praesidium popul¬s mittet, vir

aut r±g¬na?13. “V¬tae nostrae und¬s de¬sque committuntur,”

nautae public± d¬x±runt.14. Mult¬ Rßm¤n¬ fugi±bant; neque sign¬s vari¬s

neque ¤ n¥nti¬s convoc¤bantur.15. Po±ta novus scr¬psit: “Numquam verbum

d¥rum in librß meß contin±bitur.”



Find the answers to these questions from any lessonin Unit V.16. Match the Roman poet with his work.

Vergil Horace Ovid a. Odes and Satires

b. Metamorphoses

c. Aeneid

17. The Romans explained the change of seasonsby the mythological story of _____ and _____.

18. Who were the Lar±s and Pen¤t±s?19. True or false? L¥d¬ scaenic¬ were gladiatorial

games in the arena.20. Identify the following names from the Aeneid.

Aeneas Anchises Dido Iulus

V±rum aut Falsum? Indicate whether each state-ment is true or false.21. A toga with a crimson border was worn only by

elected officials.22. From statues we learn that most Roman men

regularly wore beards and moustaches.23. The basic item of Roman clothing for men and

women of all classes was the tunic.24. A f¬bula was a long shawl worn by Roman

women.25. The natural fibers wool and linen were most

often used for Roman clothing.

Apply your knowledge of Latin roots to determinethe best meaning of the italicized words.26. We were amazed that the manuscripts were so

legible.a. ancient b. valuable c. colorful d. readable

27. The committee was unable to predict thepaucity of supplies.a. shortage b. cost c. destruction d. surplus

28. The senator was famous for his verbose

speeches.a. powerful b. brief c. wordy d. critical

29. After the destruction of the village he became afugitive.a. one ruling b. one fighting c. one helping d. one fleeing

30. The disease was in its incipient stage.a. contagious b. beginning c. final d. most serious

a s s e s s m e n t l e s s o n s X X I I – X X V I I I 203

Unit Objectives To learn the future active tense of the

Documents

Transcript of Unit Objectives To learn the future active tense of the