unit objectives to learn the forms and meanings of · unit objectives • to learn the forms and...

Scal

a/A

rt R

esou

rce,

NY

Unit Objectives• To learn the forms and meanings of

pronominal adjectives

• To learn how to form and useparticiples and infinitives

• To learn how to express an indirectstatement

• To learn the difference between theindicative and the infinitive

• To learn the sequence of tenses forinfinitives

• To learn more about famous Romanmen and women

• To learn about Roman agriculture andcommerce

379

§ra P¤cis Augustae. Decreed by theSenate on July 4, 13 B.C. to celebrateAugustus’ victories in Spain and conse-crated in 9 B.C., this grand Altar of Peacewas later lost for centuries, with its panelsdispersed throughout Rome or removedto museums as far as Vienna or Paris.Restoration was not completed until the1930s. This panel shows a procession ofmembers of the imperial householdattending Augustus (not shown) as heconducts a sacrifice.

D± magn¬s de¬s, qußs Rßm¤n¬ ¤ Graec¬s acc±perant, iam l±gimus. Nuncd± mult¬s parv¬s de¬s, v±r± Rßm¤n¬s, leg±mus. Concordiam, Victßriam,Sal¥tem, P¤cem, Fort¥nam, Virt¥tem Rßm¤n¬ de¤s voc¤v±runt, quod sacraeerant et ¤ Rßm¤n¬s am¤bantur. Etiam Pec¥nia ¤ Rßm¤n¬s am¤b¤tur et deaerat, sed tamen (ita scr¬bit auctor Rßm¤nus Iuven¤lis1) nßn in templßhabit¤vit.

Ali¬ de¬ erant de¬ famili¤r±s, qußs pr¬mßs puer¬ puellaeque cognßverant.L¤r famili¤ris erat is deus qu¬ familiam cßnserv¤bat. Pen¤t±s erant e¬ de¬ qu¬cibum serv¤bant. Vesta erat dea foc¬2 in quß cibus par¤b¤tur. Ad focumerant parvae fßrmae deßrum. Ibi, omnibus l¬ber¬s et famili¤ribus convoc¤t¬s,paterfamili¤s3 ipse de¬s gr¤ti¤s ag±bat et cibum dßn¤bat. Quondam nßnmultus cibus erat, sed tamen pater de¬s partem cib¬ dßn¤bat. L¬ber¬ patremrog¤v±runt: “C¥r ille cibus de¬s hßc tempore ¤ t± datur? Nßn multumhab±mus.” Pater respondit: “Cibß hßc datß, de¬ hominibus magna beneficiaet longam v¬tam dabunt.”

Questions1. What surprising fact about Roman worship did you learn in the first

paragraph?2. What is meant by the term de¬ famili¤r±s?3. What role and function did the L¤r famili¤ris have?4. What role and function did the Pen¤t±s have?5. What was the central location for religious ceremony and sacrifice in the

household?6. What reasons did the father have for sacrificing and giving food to

the gods?

380 U N I T X I r o m a n g o d s a n d r o m a n h e r o e s

L e s s o n L V

Ali¬ De¬ Deaeque

Lesson

Objective

• To learn more aboutRoman gods and god-desses, particularlythose worshipped bythe family

1 J¥´venal, a poet of the secondcentury A.D.

2 of the hearth3 father of the household (famili¤s is

an old form of the genitive)

5

10

15

ExercisesA. Translate the following sentences into English.

1. Hoc genus potest¤tis ipsum frang¬ nßn potest.2. Cor eius sententi¬s nßbilibus t¤ctum est dum deßs de¤sque colit4.3. Fr¤tr±s r±gis ips¬us h¤c hieme ± c¬vit¤te expellentur.4. Pars eßrum supplicium mortis tim±bat, pars tempus virt¥tis et f¬nem

omnium malßrum exspect¤bat.5. Poste¤ omnia i¥ra magn¤ cum celerit¤te cßnfirm¤buntur.

B. Translate the following sentences into Latin.1. The gods of the family will overcome a common enemy.2. The land of our fathers and mothers stretched from the mountains to

the sea.3. The founder of the Roman people was a god of war who was strong

both in name and in influence.4. It is not easy for them to find courage when the citizens themselves

sit and do nothing. 5. The same people who hope for freedom are the very ones who are

afraid when peace has been established.

L E S S O N L V A l i ¬ D e ¬ D e a e q u e 381

4 Translate as if imperfect tense.


L e s s o n L V I

Cicerß et T¬rß

Lesson

Objectives

• To learn about thespecial friendshipbetween Cicero andTiro

• To learn the declen-sion and use ofnumeral and pronomi-nal adjectives

1 greatest2 loyal3 wisdom4 ill5 ablative6 yourself7 as8 soup9 Tiro was staying at Lyso’s house.

10 thing, circumstance11 Cu´rius, a banker12 services13 Translate as imperfect.14 age

Cicerß et T¬rß fu±runt Rßm¤n¬ cl¤r¬, alter maximus1 ßr¤tor tßt¬us ætaliae,alter servus f¬dus2. Quod T¬rß d¬ligenti¤ sapienti¤que3 Cicerßn¬ magnumauxilium dabat, Cicerß eum tßtß corde am¤bat et poste¤ l¬ber¤vit. Neutr¬gr¤tum erat sine alterß ¥llum iter facere.

Cicerß cum T¬rßne in Graeci¤ fuerat. Ubi ille in ætaliam revertit, T¬rß sßlusin Graeci¤ rel¬ctus est quod aeger4 fuit. Cicerß ad eum tr±s litter¤s in itinere¥nß di±5 scr¬psit. Inter alia haec ipsa scr¬psit:

“Vari± litter¬s tu¬s affectus sum, pr¬m¤ parte territus, alter¤ cßnfirm¤tus.Hßc tempore t±6 neque mar¬ neque itiner¬ committere d±b±s. Medicus tuusbonus est, ut7 scr¬bis et ego audiß; sed eum nßn probß; nam i¥s8 nßn d±betstomachß aegrß dar¬. Sed tamen et ad illum et ad Lysßnem9 scr¬ps¬. Lysßnisnostr¬ neglegentiam nßn probß, qu¬, litter¬s ¤ m± accept¬s, ipse n¥ll¤s rem¬sit;respond±re d±bet. Sed Lysß Graecus est et omnium Graecßrum magna estneglegentia. In n¥ll¤ r±10 proper¤re d±b±s.

“Curium11 iuss¬ omnem pec¥niam tibi dare quam cupis. S¬ medicßpec¥niam dabis, d¬ligentia eius aug±bitur. Magna sunt tua in m± officia12;omnia super¤veris, s¬, ut sp±rß, sal¥tem tuam cßnfirm¤tam v¬derß. Ante, dummagn¤ d¬ligenti¤ mihi auxilium d¤s13, nßn sal¥tem tuam cßnfirm¤re potuist¬;nunc t± nihil impedit. Omnia d±pßne; sal¥s sßla in animß tuß esse d±bet.”

Nßnne Cicerß dominus aequus am¬cusque erat? Ali¬ domin¬ erant bon¬,ali¬ mal¬. Omn¬ aet¤te14 et in omnibus terr¬s bon¬ et mal¬ homin±s fu±runt etsunt et fortasse semper erunt.

Questions1. What was Tiro’s relationship to Cicero?2. Why was Cicero so fond of Tiro? 3. To whom did Cicero write about Tiro?4. Why was Tiro left behind in Greece? 5. What things did Cicero recommend for Tiro’s recovery?6. What prejudices does the writer show toward Greeks?7. What does the letter say about the cost of medical care?

5

10

15

20

Adjectives

a´lius, a´lia, a´liud15 other, another (alias)a´lius... a´lius one . . . another

a´li¬... a´li¬, some . . . others

al´ter, al´tera, al´terum16 the other (of two) (alternate)al´ter... al´ter the one . . . the other

neu´ter, neu´tra, neu´trum neither (of two)17 (neutral)n¥l´lus, n¥l´la, n¥l´lum no, none (nullify)sß´lus, sß´la, sß´lum alone (sole, solitary)tß´tus, tß´ta, tß´tum whole, entire (total)¥l´lus, ¥l´la, ¥l´lum any

¥ńus, ¥ńa, ¥ńum one (unify)

All the adjectives above, except alter, have -¬us in the genitive and -¬ inthe dative singular of all genders.

L E S S O N L V I C i c e r ß e t T ¬ r ß 383

15 The neuter nominative andaccusative singular end in -d,not -m (cf. ille).

16 The genitive singular of alterends in -ı̆us (short -ı̆ ).

17 Uter, which (of two), anduterque, each (of two), both,are likewise irregular and belongto this group but are compara-tively rare.

Did You Know?

Doctors, doctors’ assistants, and nurses in Rome were often Greek

slaves or freedmen. Such medical personnel had been imported from

Greece since the second century B.C. Although Greek physicians

were not generally well regarded by the Romans because they were

foreigners and/or slaves, Julius Caesar made citizens of Greek

physicians who practiced in Rome, and Augustus later granted them

additional privileges.

The Acropolis in Athens sitsatop the highest point in thecity (acropolis means high cityin Greek) at 500 feet above sealevel. The Doric style Parthenon,dedicated to Athena, patrondeity of the city and goddessof wisdom, is the largest of thegroup of temples located there.It is made entirely of whitemarble.

Scal

a/A

rt R

esou

rce,

NY

384 U N I T X I r o m a n g o d s a n d R o m a n h e r o e s

Marcus Tullius Cicero was Rome’s most outstanding orator. Born in106 B.C. in the nearby town of Arpinum, he held all the positions inthe cursus honßrum (the successive offices in the political career),including the consulship. He suppressed an internal conspiracy andwas an honest provincial governor. No other Roman was so devotedto Greek culture, and his writings were very important in transmittingGreek thought to later Europe. His letters, some eight hundred ofwhich exist, give us a full picture of Roman daily life in the first centuryB.C. His later career brought many disappointments: political eclipse,even exile, domestic troubles, the death of his beloved daughterTullia; and his speeches against the opponents of republican principleseventually cost him his life.Sc

ala/

Art

Res

ourc

e, N

Y

Declension of £nus and Pronominal Adjectives

The numeral ¥nus and the other adjectives in the vocabulary of thislesson are “irregular” in the genitive singular (-¬us, but alter has -ı̆us) anddative singular (-¬), like ipse. Alius, like ille, has the neuter nominativeand accusative singular ending in -ud and uses alterı̆us as its genitivesingular. Elsewhere in the singular and everywhere in the plural, theseadjectives are regularly declined like magnus. Like hic and ille, they areemphatic and usually precede their nouns.

Oral Practice

1. Decline in the singular alius fr¤ter tuus.2. Give the Latin for the following in the genitive and dative singular:

neither sister, the whole town, the other leader, no winter, safety alone,

one citizen.

Words Often Confused

alius = another, one of a group of three or more

alter = (the) one or the other, i.e., of two and no more

tßtus = whole, i.e., no part missing, not capable of being dividedomnis (sing.) = every

omn±s (pl.) = all, i.e., a complete collection of units or parts

n¥llus = not any, no—an adjectivenihil = not a thing, nothing—always a nounn±mß = no man, no one—always a nounnßn = not—an adverb


1. R±x neutr¬ f¬liß potest¤tem committet.2. Cßnsilia alterius ducis alter¬ nßn erant gr¤ta.3. Sorßr±s meae agrßs mont±sque tßt¬us ¬nsulae v¬d±runt.4. Is homß ipse ab ali¬s d±f±nsus est sed n¥llß modß ab ali¬s.5. Qu¬nque am¬c¬ eius iam discess±runt et is sßlus nunc manet.6. Acc±pist¬ne ipse ¥lla praemia prß merit¬s tu¬s? N¥lla acc±p¬ neque

¥lla exspectß.

B. Translate the following sentences into Latin.1. Every man in our whole country ought to work.2. To one sister I shall give money, to the other this book.3. Did you (sing.) see my mother and sister? I saw neither.4. My brother spent part of that same summer alone in the woods.

L E S S O N L V I C i c e r ß e t T ¬ r ß 385

• Latin phrases in English: inter alia among other things

alter ego the other I, i.e., an intimate friend

in toto entirely, altogether

una voce with one voice, i.e., unanimously

• When is a nation neutral? A gearshift in neutral?

• Assimilation: Many prefixes bring about the doubling ofconsonants by assimilation. The most important are ad-, con-,in-, ob-, ex-, and sub-. If you will analyze the English word,you can often tell whether the consonant is to be doubled: con-and modus form commodus; add the prefix ad- and you get theEnglish derivative ac-com-modate with two c’s and two m’s.Similarly, commend has two m’s; re-com-mend has two m’s butonly one c because re- cannot be assimilated. Other examplesof doubling through assimilation are im-material, ac-celerate,

suf-ficient, ef-ficient (but de-ficient, for d±- is not assimilated).

Pompßnius Atticus erat firmus am¬cus M. Cicerßnis. Pompßnia, sororAttic¬, erat uxor Qu¬nt¬, fr¤tris M. Cicerßnis. Sed inter PompßniamQu¬ntumque nßn semper concordia erat. £na gravis causa inter ali¤s erathaec, quod apud1 Qu¬ntum auctßrit¤s St¤t¬2 val±bat; quem Pompßnia domß3

expellere n¥llß modß potuit; ali±nae auctßrit¤t¬ c±dere nßn cup¬vit. Neuteralter¬ c±dere potuit; neuter alterum mov±re potuit. Cicerß Pompßniamacc¥s¤vit; Atticus, Qu¬ntum. Cicerß ad Atticum hßc modß scr¬psit:

“Fr¤trem meum v¬d¬. Tßtus sermß4 inter nßs d± t± et sorßre tu¤ fuit. VerbaQu¬nt¬ nßn inim¬ca fu±runt. Tum ad Pompßniam contendimus. Qu¬ntus e¬


L e s s o n L V I I

Qu¬ntus Cicerß et

Pompßnia

Lesson

Objectives

• To learn more aboutCicero, his family, andfriends

• To learn how to formand use the presentactive and the futureactive participles

In this frontispiece of aneighteenth-century edition ofthe complete works (OperaOmnia) of Cicero we see whatclaims to be a portrait of theauthor at work in his study.Behind him there appears to bea bust of Homer. The publishersalso offer the complete notes(cum integr¬s nßt¬s) of PetrusVictorius, a prominent sixteenth-century scholar, and of others,as an incentive to buyers. TheVenetian blinds on each side ofthe bookcase prove that they arenot a modern invention. Whatis wrong about the books them-selves? (See page 182.) B

ettm

ann/

CO

RB

IS

1 with2 Statius (St¤´shus), a freedman of

Quintus3 from the house4 conversation

5

am¬c¤ vßce d¬xit: ‘Pompßnia, t¥ rog¤ mulier±s5 ad c±nam, ego puerßsrog¤t¥rus sum.’ [H¬ puer¬ erant f¬li¬ Cicerßnis et fr¤tris eius.] Sed illa,audientibus nßb¬s, ‘Ego ipsa sum,’ respondit, ‘in hßc locß hospita6.’ Hocd¬xit quod ¬dem St¤tius c±nam par¤r¬ iusserat. Tum Qu¬ntus, ‘Aud¬sne?’inquit7 mihi, ‘haec semper sustin±re cßgor.’ D¬c±s: ‘Haec vßx nihil est.’ Sedmagnum est;8 vßce d¥r¤ atque animß ali±nß eius oppressus et commßtussum. Ad c±nam illa nßn adfuit; Qu¬ntus tamen ad eam sedentem sßlamcibum m¬sit; illa rem¬sit. Grave vulnus Qu¬ntus acc±pit neque ipse ¥llamini¥riam f±cit. Cupi±ns eam pl¤c¤re nßn potuit. Gravibus c¥r¬s opprimor.Quid fact¥r¬ sumus? Contendere d±b±mus inter sorßrem tuam et fr¤tremmeum p¤cem efficere.”

Questions1. Who was Atticus’ brother-in-law?2. Of whom was Pomponia jealous? Why?3. What action did she try to take against him?4. Who blamed whom?5. Whose boys was Quintus going to call to dinner?6. What did Pomponia say to protest?7. What further offense, according to Cicero, did Pomponia show toward

her husband?8. What solution does Marcus Cicero propose to Pomponius Atticus?9. What relationship do Pomponius Atticus and Pomponia have to one

another?

Noun

vßx, vß´cis f. voice, remark [vocß]

Adjectives

ali±´nus, -a, -um another’s, unfavorable [alius]gra´vis, -e heavy, severe (gravitation, gravity)

Verbs

conten´dß, conten´dere, conten´d¬, [tendß]content¥´rus struggle, hasten

op´primß, oppri´mere, oppres´s¬, [premß]oppres´sus overcome, surprise

L E S S O N L V I I Q u ¬ n t u s C i c e r ß e t P o m p ß n i a 387

5 women6 hostess (but see Exercise C, p. 392)7 he said 8 It is a serious matter.

10

15

20

The Present Active Participle

Formation

In English, the present active participle is a verbal adjective endingin -ing: I saw your brother reading a book (reading describes what thebrother is doing).

In Latin, the present active participle is formed by adding -ns (nomina-tive singular) or -ntis (genitive singular) to the present stem of any verb(see pages 29, 248): por´t¤ns, portan´tis, carrying; mo´v±ns, moven´tis,moving; duć±ns, ducen´tis, leading, etc. It is declined like an adjective ofthe third declension (cf. p¤r, page 326), except in the ablative singular,which regularly ends in -e.

1. The ablative singular ending is regularly -e, but -¬ is used whenever theparticiple is used simply as an adjective.

2. In verbs of the fourth conjugation, and -iß verbs of the third, -ie- appearsthroughout, forming the base -ient-, as audi±ns, audientis; capi±ns,capientis.

3. Sum has no present participle in common use; that of possum ispot±ns.


PRESENT ACTIVE PARTICIPLE OF CAPIßSINGULAR PLURAL

M., F. N. M., F. N.capí±ns capí±ns capien´t±s capien´tia

capien´tis capien´tiumcapien´t¬ capien´tibus

capien´tem capí±ns capien´t±s (¬s) capien´tiacapien´te (¬) capien´tibus

Oral Practice

Form and translate the present active participles of vocß, moneß, d¬cß,faciß, m¥niß.

Usage

In English, the participle is used as a verbal adjective, as in the conquer-

ing hero, and also to form the progressive forms of verbs: he is watching

me, he had been watching me.

In Latin, the present active participle is used as a verbal adjective,agreeing in gender, number, and case with the noun it modifies, like anyother adjective. It is not used to form progressive forms of verbs.Remember that the single form audit can be translated he listens, he does

listen (emphatic), or he is listening (progressive). (See page 29.) Do notsay, Est audi±ns! Latin has no present passive participle, so if you wish tosay he is being heard, you need merely say aud¬tur.

Participles, like other adjectives, may be used as substantives: abaudiente, by (the one) listening, is virtually equivalent to by the listener.

Important: Although it is called the present participle, it always indi-cates an action going on at the same time as that of the main verb, no mat-ter what the tense of the main verb is. It may help to imagine the wordwhile as accompanying the participle. Note this carefully in the examplethat follows.

M¬lit±s in vi¤ current±s videt. He sees soldiers running in the

street.

Current±s (acc. pl. masc.) must modify m¬lit±s (acc. pl. masc.) and notgo with videt, which is singular. So the subject sees the soldiers while (atthe moment that) they are running in the street.


A Roman matron sits comfort-ably reading a book (or is it hershopping list?) while the butcherexpertly carves ribs. Note whatelse he has for sale and thescales behind his back. It is easyto see that butchers’ blocks havenot changed in two thousandyears.C

. M. D

ixon

/Pho

to R

esou

rces


Because the participle has verbal properties, it can take direct orindirect objects or it can be modified by adverbs or by prepositionalphrases acting as adverbs. For example, in vi¤ above tells where therunning is occurring. Latin often puts these objects or modifiers betweenthe word and the participle that modifies it.

Agricola equum tr¤ns pontem A farmer driving a horse across

ag±ns hominem in vi¤ a bridge got in the way of a man

currentem imped¬vit. running in the road.

When did this happen? In the past. Who was doing what? Ag±ns (nom.sing. masc.) must go with agricola (nom. sing. masc.); so it was the farmerdriving his horse (equum, acc. sing. masc, the direct object of ag±ns)across the bridge (tr¤ns pontem, a prepositional phrase modifying ag±ns)who blocked the jogger’s way. Currentem (acc. sing. masc.) agrees withhominem (acc. sing. masc.—the object of imped¬vit) and in vi¤ is aprepositional phrase telling you where he was running. The whole phrasehominem in vi¤ currentem acts as a giant direct object to imped¬vit, andall the action occurred concurrently.

The Future Active Participle

Unlike English, Latin has a future active participle which we havealready seen in the vocabularies as the fourth principle part of some intran-sitive verbs like currß, c±dß, etc. It is formed by dropping the -us of theperfect participle and adding -¥rus: port¤t-¥rus, going to (about to) carry,

fact-¥rus, going to (about to) make. A single English word will not trans-late it, so we must use a phrase. It is declined like magnus, -a, -um and isoften combined with forms of sum to make an alternate type of futuretense: dict¥rus est, he is about to speak. It expresses an action that willtake place in the future, i.e., later than the time of the main verb.

Oral Practice

Form and translate the future active participles of n¤vigß, obtineß,prßd¥cß, accipiß, veniß.


Variety in Translating Participles

Latin participles allow great flexibility in translation into English. Here aresome examples of correct translations available to you for individual cases.

Puellam tr¤ns viam I call to the girl running across the currentem vocß. road.

I call to the girl as she runs across the road.

I call to the girl who is running across the road.

I call to the girl while she runs across the road.

Per¬culum prßvid±ns, Foreseeing the danger, I kept puellam tr¤ns pontem calling to the girl walking acrossambulantem voc¤bam. the bridge.

Because I foresaw danger, I kept calling to the girl as she was walking across the bridge.

Nßs morit¥r¬ t± sal¥t¤mus! We who are about to die salute you!We, men about to die, salute you!We salute you as we are (soon)

about to die!Illum ipsum librum lect¥r¬ You are going to read that very

estis. book (someday).You will read that very book.


1. Duo puer¬ pugnant±s ¤ magistrß capt¬ sunt.2. Rßm¤n¬s tard± prßc±dentibus, barbar¬ f¥g±runt.3. Hieme n¥llßs agricol¤s in agr¬s labßrant±s vid±bimus.4. C¥r in hßc locß sine fr¤tribus tu¬s rem¤ns¥rus es?5. H¬ n¥nti¬, suppliciß grav¬ affect¬, ¤ r±ge malß d¬miss¬ sunt.6. Vßc±s am¬cßrum auxilium rogantium ¤ nßb¬s numquam

aud¬tae sunt.7. Oppress¬ in ali±nß locß, host±s cum imped¬ment¬s ad mont±s

content¥r¬ erant.

B. Translate the following sentences into Latin using participles whereverpossible.1. The arms given to the other soldiers are heavy.2. The number of (those) approaching was not large.3. He is going to fold the letter (which he has) written.4. He was dragged to death by you (while he was) defending the

public cause.

C. In this lesson’s reading you have learned about the strained relation-ships between Quintus Cicero, his trusted freedman Statius, and hiswife Pomponia. Now read the Did You Know? below. Which do youbelieve Pomponia meant when she called herself hospita: hostess,

guest, or stranger? Was she simply complaining or really and justifi-ably angry? Carefully analyze the context and the behavior of the threeindividuals and defend your answer.


• What is an alien? What is meant by the statement in theDeclaration of Independence “that all men . . . are endowed bytheir Creator with certain unalienable rights [usually misquotedinalienable]; . . . life, liberty, and the pursuit of happiness”?

• Latin present participles give us proper names like Vincent,conquering; Clement, showing mercy; Dante, giving, etc.

• Timeo Danaos et dona ferentes (Vergil) I fear the Greeks even

bearing gifts (what the priest said when he saw the Trojan Horseleft at Troy by the Greeks) i.e., I am suspicious.

• Study the following English phrases borrowed from Latin.ipso facto by the fact itself, thereby

in loco parentis in place of a parent

obiter dictum (something) said by the way (ob iter),incidentally

vox humana the voice of humanity

vox populi the voice of the people

Did You Know?

Hospes (m.) or hospita (f.) can mean both host(ess) and guest (or

even stranger). Each individual was bound to provide food and

shelter, legal protection, medical assistance, and personal contacts

when visiting the other. The hospit±s exchanged tokens, which

were passed on to descendants, as a means of identification. It

was considered an honor to continue the hospitium tradition in

a Roman family.

L E S S O N L V I I I C i n c i n n ¤ t u s 393

L e s s o n L V I I I

Cincinn¤tus

Lesson

Objectives

• To learn the story ofCincinnatus

• To learn how to formand use the perfectactive infinitive

1 Minucius (Min¥´shus)2 Cincinnatus (Sinsin¤´tus)3 greeting4 it was not proper5 soon6 weapons, spears7 under the yoke, i.e., an arch

of spears. This act signifiedsurrender.

8 procession, parade9 for

10 on the sixteenth day11 again (adv.)

Host±s Minucium1, ducem Rßm¤num, et m¬lit±s eius in locß ali±nßmagn¤ v¬ prem±bant. Ubi id n¥nti¤tum est, omn±s Rßm¤n¬ timent±s vimhostium cup¬v±runt Cincinn¤tum2 dict¤tßrem facere, quod is sßlus Rßmam ¤per¬culß nßn lev¬ prohib±re et c¬vit¤tem serv¤re poterat. Ille tr¤ns Tiberim eßtempore agrum parvum col±bat. N¥nti¬ ¤ sen¤t¥ miss¬ eum in agrß labßranteminv±n±runt et cßnstit±runt. Sal¥te3 dat¤ accept¤que, Cincinn¤tus uxßrempar¤re togam iussisse d¬citur; nam nßn oport±bat4 sine tog¤ n¥ntißs aud¬re.

H¬ n¥nti¬ eum dict¤tßrem appellant et d¬cunt: “M¬lit±s nostr¬ ab hostibuspremuntur et c¬v±s terrentur. Per¬culum nostrum nßn leve est. Host±s nßncßnsistent sed mox5 ad port¤s nostr¤s ips¤s venient. Auxilium tuum rog¤mus.”Itaque Cincinn¤tus, vßcibus eßrum adductus, contr¤ host±s contendit.Rßm¤n¬, t±l¬s6 iact¬s, host±s opprimunt et castra expugnant. Minuciß serv¤tß,Cincinn¤tus d¬citur host±s sub iugum7 m¬sisse. Tum, n¥ll¬s hostibusprohibentibus, m¬lit±s ad urbem red¥xit et triumph¤vit. V¬s hostium fr¤ctaerat. Duct¬ sunt in pomp¤8 ante eum duc±s hostium, capta arma ostenta sunt;post eum m¬lit±s v±n±runt praedam gravem ostendent±s. Et haec omniaCincinn¤tus magn¤ celerit¤te gessit: potest¤te dict¤tßris in9 sex m±ns±saccept¤, sextß decimß di±10 ad agrßs discessit, nßn iam dict¤tor sed triumph¤nsagricola. Eßdem m±nse agricola et dict¤tor et iterum11 agricola fuit.

Kav

eler

/Art

Res

ourc

e, N

Y

Cincinnatus, a Roman patriotand ex-consul in the fifth centuryB.C., was chosen to help defendRome against the Aequi, anearby Latin tribe. Given thesupreme command as dict¤tor,he left his farm, drove off theenemy, celebrated a triumph,laid down his power andreturned to his plow, all in onlysixteen days, unwilling to holdhis absolute power any longerthan was necessary. His exampleserved as a model for early U.S.presidents, who voluntarilylimited themselves to two termsin office.

5

10

15

Questions1. Why did the Romans elect Cincinnatus as dictator? 2. Where was Cincinnatus’ farm?3. What did he tell his wife to do as the messengers arrived? Why?4. How long did he stay away from his farm?5. What did Cincinnatus accomplish?6. What did the military parade (triumph) look like?7. What was Cincinnatus doing when the messengers found him? What did

he end up doing at the end of the story?8. What lesson should the story teach about holding the extraordinary,

all-powerful position of dictator?

Nouns

* m±n´sis, m±n´sis, m±n´sium m. month (semester)* v¬s, v¬s, v¬rium12 f. force, violence; (vim)

pl. strength

Adjective

le´vis, -e light (in weight) (levitate, levity)

Verbs

cßnsis´tß, cßnsis´tere, cßn´stit¬, [stß]cßnstit¥´rus stand still, stop

osten´dß, osten´dere, osten´d¬, osten´tus [tendß]show, stretch out before, present

prohi´beß, prohib±´re, prohi´bu¬, [habeß]prohi´bitus prevent, keep from

The Perfect Active Infinitive

The perfect active infinitive is formed by adding -isse to the perfect stem.

port¤visse to have carried c±pisse to have taken

docuisse to have taught aud¬visse to have heard

posuisse to have put fuisse (from sum) to have been


12 This is an irregular noun. It isdeclined (sing.) v¬s, v¬s, v¬, vim,v¬; (pl.) v¬r±s, v¬rium, v¬ribus,v¬r±s, v¬ribus.

The perfect active infinitive is used to indicate an action completedbefore the time of the main verb.

R±g¬na terram occup¤visse The queen is said (NOW) to have

d¬citur. seized the land (EARLIER).Dux host±s super¤visse The general is said (NOW) to have

d¬citur. conquered the enemy (AT A

PREVIOUS TIME).

In these examples, note that the subjects of the perfect infinitives are thesame as those of the main verbs, which are in the passive voice. In cases likethese, no accusative subject for the infinitives is needed (compare page 223).

Oral Practice

Form the perfect active infinitive of d¬mittß, intercipiß, videß, expediß,laudß, cernß.


Society of the Cincinnati, insignia. (Left) As a third senatorruns up, two others present a sword to Cincinnatus at hisplow. (Right) Cincinnatus returns to his plowing, while overhis head winged Fame (F¤ma) trumpets his victory. Note,in the background, ships and cities, signs of commerceand peace.

Soci

ety

of th

e C

inci

nnat

i


1. Ostendite omnibus exemplum bonum.2. Vim prohib±re et p¤cem cßnserv¤re est nßbile.3. R±gis f¬lia librum scr¬psisse sine auxiliß d¬citur.4. Quis d¬xit, “D¤ mihi l¬bert¤tem aut d¤ mihi mortem”?5. Rßm¤n¬ pauc¤s n¤v±s ad Britanniam m¬sisse d¬cuntur.6. M¬lit±s cßnsistent±s arma levia magn¤ cum v¬ i±cisse d¬cuntur.7. Homß malus m± cßnsistere iussit et omnem meam pec¥niam dare.

B. Translate the following sentences into Latin.1. We cannot breathe under water.2. I saw your mother folding a letter.3. That king is said to have tilled the fields himself.4. Those men are said to have come together in a strange land.

C. The leading citizens of Rome sought out Cincinnatus at his farmbecause they had such respect for him and his ability to be a leader.He had once been a consul, holding the highest position in the Romanstate. In times of extraordinary danger, however, the Romans appointeda dictator who had supreme power, even over the consuls. Work witha partner to create the dialogue that you imagine took place that dayin which the citizens persuaded Cincinnatus to lead the troops againstthe enemy and save Minucius, despite the fact that the former consulwas now a simple farmer. Then create a monologue, imagining whatCincinnatus said to the citizens as he was laying down his dictatorialpowers after only sixteen days.


Did You Know?

Julius Caesar gave us almost exactly the version of the calendar

that we use today. As Pontifex Maximus, he corrected the Roman

calendar, then almost 3 months out of phase with the solar year, by

taking the 360-day Egyptian solar calendar, and adding 5 days to it,

so that the year 45 B.C. would have 365 days, and the months would

come out as we know them, including the extra day in February in

leap years. The Julian reform worked so well that only a very minor

adjustment by Pope Gregory XIII was needed in 1582.


• The suffix -or is added to the stem of the past participle and,therefore, is preceded by -t or -s. It indicates the doer of anaction: monitor (one who warns), scr¬ptor (one who writes),inventor (one who finds). It is used in English in the same way.

• A different suffix -or is added to the present base of a verb(minus the stem vowel); it usually indicates a state of being orcondition: timor, amor, terror.

• Find five English words which are formed by adding one ofthese -or suffixes to the stems of verbs that you have studied.

• Explain the meanings and etymologies of consistent, dictionary,

ostentation, prohibition.

• The city of Cincinnati, Ohio, was named from the Societyof the Cincinnati, formed by the regular officers of theContinental Army at the end of the Revolutionary War. Whydo you suppose the society took that name? What does its mottoOmnia reliquit servare rem publicam mean? There is also atown named Cincinnatus in New York.

eject


L e s s o n L I X

Bella

Lesson

Objectives

• To observe the causesof wars in general andthe Trojan War inparticular

• To learn how to formand use the perfectpassive and futureactive infinitives

• To learn how toexpress an indirectstatement

Roman soldiers used differentinstruments of war, dependingon the situation. Here, a batter-ing ram (ari±s) is used toweaken or break into the wallsof the fortification. M

ary

Eva

ns/P

hoto

Res

earc

hers

1 Horace. The exact words of hisfamous phrase are: Dulce etdecßrum est prß patri¤ mor¬,Sweet and fitting it is to die forone’s country. The Latin wordsappear on the gates leading intoArlington National Cemetery nearWashington, D.C.

Quae sunt causae bell¬? Vari¬ auctßr±s ostend±runt mult¤s esse caus¤s.Multa bella aut ob ini¥ri¤s aut prß l¬bert¤te gesta esse vid±mus. In ali¬sbell¬s l¬bert¤s socißrum d±f±nsa est. Haec bella i¥sta fu±runt. Mult¬ popul¬pugn¤v±runt quod put¤v±runt potest¤tem imperiumque v¬ bellßque aug±r¬posse. H¬ cup¬v±runt patriam esse n¥ll¬ secundam. S¬ super¤t¬ sunt, omniasaepe ¤m¬s±runt; s¬ super¤v±runt, ali±n¤s terr¤s occup¤v±runt, qu¤s infßrmam prßvinci¤rum red±g±runt. Put¤sne bella huius generis i¥sta esse?Mult¬ d¬cunt omnia bella i¥sta esse, ali¬ putant n¥lla esse i¥sta. Quid d± hßcput¤s? Nßvimus alißs prß l¬bert¤te, alißs prß glßri¤ bella gessisse. Quaefu±runt causae bellßrum nostrßrum? Aud¬vist¬ne d± bellß fr¬gidß? Etiamnunc nova bella et novßs host±s tim±mus.

Hor¤tius,1 po±ta Rßm¤nus, scr¬bit dulce esse prß patri¤ v¬tam ¤mittere. S¬patria in per¬culß est, nßnne put¤s m¥nus nostrum esse eam d±fendere?

5

10

Sc¬mus nßn lev±s esse labßr±s m¬litum, gravia eßs accipere vulnera, multßsad mortem mitt¬; etiam sc¬mus eßs tamen nßn dubit¤re omn±s labßr±s prßpatri¤ gr¤tß animß suscipere et sustin±re. Prß h¬s m¥neribus praemia aequae¬s solvere nßn possumus. Sed nec praemia nec beneficia exspectant; sp±rantc¬v±s facta sua memori¤ tent¥rßs esse et alißs semper par¤tßs fut¥rßs essepatriam d±fendere. Hßc modß praemia solvere possumus.

Bellane ¥llß tempore cßnstit¥ra sunt? Possuntne bella prohib±r¬? Quisscit? Sed sp±r¤mus parvß spatiß temporis nßn iam bella fut¥ra esse;sp±r¤mus omn±s homin±s alißrum i¥ra cßnserv¤t¥rßs esse.

Questions1. What are three reasons for war that many people consider just?2. Why else, according to the passage, did many peoples wage war?3. What have been the risks and potential benefits of these wars?4. What did the poet Horace have to say about dying in battle?5. If your country is in danger, according to this passage, what should

you do?6. The passage reminds us of certain facts about soldiers in war. Name

three.7. What do brave soldiers undertake on behalf of their country?8. What do these soldiers expect in return for their service?9. What does the writer express about his hopes for the future?

10. What are your answers to the questions asked in the Latin reading?

Nouns

la´bor, labß´ris m. work, hardship (laboratory, laborious)m¥´nus, m¥´neris n. duty, service, gift (munificent)

Adjectives

i¥s´tus, -a, -um just (justice, justify)secun´dus, -a, -um second (secondary)

Verbs

pu´tß, -¤´re, -¤´v¬, -¤´tus think, suppose (reputation)sci´ß, sc¬´re, sc¬´v¬, sc¬´tus know (science)sol´vß, sol´vere, sol´v¬, sol¥´tus loosen, pay (solution, resolve)

Conjunction

s¬ if

L E S S O N L I X B e l l a 399

15

20

The Perfect Passive and Future Active Infinitives

The perfect passive infinitive is formed by using the perfect passive par-ticiple and esse, the present infinitive of sum.

port¤tus, -a, -um esse, to have been carried; doctus, -a, -um esse, to

have been taught; ductus, -a, -um esse, to have been led; captus, -a,-um esse, to have been taken; aud¬tus, -a, -um esse, to have been

heard

The future active infinitive is formed by using the future active partici-ple and esse, the present infinitive of sum.

port¤t¥rus, -a, -um esse, to be about to (going to) carry; doct¥rus,-a, -um esse, to be about to teach; duct¥rus, -a, -um esse, to be

about to lead; capt¥rus, -a, -um esse, to be about to take; aud¬t¥rus,-a, -um esse, to be about to hear

The future active infinitive of sum is fut¥rus, -a, -um esse.Transitive verbs can have a future passive infinitive, but it is formed

differently, is quite rare, and can be omitted here.

Oral Practice

1. Form and translate the perfect passive and future active infinitives ofputß, prohibeß, solvß, faciß, impediß.

2. Give the five infinitives you have learned so far for: probß, terreß,mittß, cupiß, inveniß.


Defeat in war usually meantenslavement. This relief showschained captives carried along inTrajan’s triumph of A.D. 107.

Ron

ald

Sher

idan

/Anc

ient

Art

& A

rchi

tect

ure

Col

lect

ion

Remember that thepresent passive infinitiveof third conjugation verbsends in a single -¬, not in-er¬.


Infinitive with Verbs of Saying, Knowing, etc.

In English, after verbs of saying, knowing, thinking, believing, and manyothers describing some mental action, if the words are not quoted directly,we regularly use a clause introduced by that: He says (that) the boys are

fighting. But often we use the infinitive: he knows it to be true; I believed

her to be a good person; the boys are said to be fighting.

In Latin, the infinitive is always used after such words. D¬cit puerßspugn¤re. Puerßs is accusative because it is the subject of the infinitivepugn¤re (page 223). No introductory word like that is used.

Direct and Indirect Statement

1. D¬cit, “Puer¬ pugnant.” Direct statement: He says, “The boys are

fighting.”

2. D¬cit puerßs pugn¤re. Indirect statement: He says (that) the boys

are fighting.

In the first sentence the exact words of the speaker are given, as indi-cated by the quotation marks. It is a direct statement. In the second sen-tence, the exact words are not quoted, but merely reported. This is calledindirect statement (or indirect discourse). After verbs of saying, knowing,

etc., Latin converts the form of the direct statement’s verb into an infini-tive and its subject from the nominative into the accusative. The indirectstatement (the infinitive and its accusative subject) is considered the objectof the introductory main verb.

Who or Whom? You can see how a knowledge of indirect statement inLatin will help you to use who and whom in English.

1. Dr. Truman is a man, who, I believe, is honest.2. Dr. Truman is a man whom I believe to be honest.

Oral Practice

Give the Latin for the italicized words.1. I know him to be wise.2. I know the signal was given.3. They say the wagon was drawn by mules.4. I hear that your sister will live in town.5. I believe the men have been led across the river.

When compound formslike perfect passive orfuture active participles,i.e., one composed of aparticiple + esse, are usedin indirect statement, theparticiple must agree withthe subject in gender,number, and case (whichwill be accusative).


1. D¬cunt, “C¬vis i¥stus l¬bert¤tem amat.”2. C¬vis i¥stus l¬bert¤tem am¤re d¬citur.3. D¬cunt c¬vem i¥stum l¬bert¤tem am¤re.4. Put¤mus m¥nera nostra fut¥ra esse levia.5. Nßs omn±s sc¬mus in spatiß v¬tae esse c¥r¤s et labßr±s.6. Put¤sne hunc pec¥niam d±bitam solvisse aut sol¥t¥rum esse?7. Sciß et d¬cß pec¥niam ab illß homine d±bitam nßn sol¥tam esse.8. Putß, M¤rce, illam numquam fut¥ram esse pr¬mam aut secundam

ßrdine.

B. Translate the following sentences into Latin.1. Galba said, “My father is a soldier.”2. We all know that his father is a soldier.3. I think that Galba himself will be a soldier.4. I hear that Galba’s brother was a sailor and was not scared by

the sea.5. He himself said, “I am going to be a soldier, for my father is a

soldier.”

C. I¥dicium Paridis (The Judgment of Paris or The Cause of the TrojanWar)1. D¬cß “I¥dicium Paridis causa bell¬ Trßi¤n¬ erat.”2. T¥ d¬cis causam bell¬ Trßi¤n¬ nßn inventam esse.3. Sed mult¬ auctßr±s scr¬bunt i¥dicium Paridis causam bell¬ Troi¤n¬

fuisse.4. Auctßr±s veter±s (ancient) scr¬ps±runt i¥dicium Paridis causam

bell¬ esse.5. Paris, f¬lius r±gis Priam¬, pulcherrimus (very handsome) fuisse

d¬citur.6. Venus, dea amßris, put¤bat s± (she herself) omnium de¤rum

pulcherrimam (most beautiful) esse.7. Sed et Minerva, dea sapientiae (of wisdom), et J¥nß, r±g¬na deßrum,

etiam put¤v±runt s± (they themselves) pulcherrim¤s esse.8. Hae tr±s deae l±g±runt Paridem i¥dicem (as judge) et ¥naquaeque

(each) sp±r¤vit Paridem dict¥rum esse s± (“she”) pulcherrimamesse.

9. Parid¬ (dative) ¥naquaeque de¤rum prßm¬sit magnum praemium:Minerva prßm¬sit victßriam in bellß, Junß prßm¬sit potest¤tem, sedVenus prßm¬sit Paridem duct¥rum esse in m¤trimßnium f±minamin orbe terr¤rum (in the world) pulcherrimam.

10. Paris, put¤ns pulcherrimam uxßrem optimum (the best) praemiumfut¥rum esse, l±git Venerem.


11. Inf±liciter nesc¬vit (Unfortunately he did not know) pulcherrimamf±minam in orbe terr¤rum esse Hel±nam, iam uxßrem Menel¤¬ (the

wife of Menelaus), r±gis Spartae (of Sparta).

12. Poste¤, Paris Hel±naque, capt¬ amßre et ¬ram Menel¤¬ timent±s, adTrßiam f¥g±runt, sp±rant±s s± (they) in Trßi¤ s±c¥rßs (safe) fut¥rßsesse.

13. Tum Menel¤us auxilium Agamemnonis (of Agamemnon, leader ofall the Greeks) pet¬vit, et cum magn¤ cßpi¤ m¬litum n¤vig¤v±runtad Trßiam.

14. Poeta d¬cit m¬lle (a thousand) n¤v±s ex omnibus partibus Graeciaed±duct¤s esse (were launched).

15. Itaque (And so) mult¬ potu±runt d¬cere bellum Trßi¤num obf±minam incip¬.


Did You Know?

A visit to the public bath was an important part of the Roman day

throughout the Empire. People went there not only to bathe, but also

to exercise, socialize, relax, and perhaps have a snack. Bathing

establishments, called balneae or thermae, ranged in size from small

buildings to enormous complexes of huge vaulted rooms. The main

areas of most baths were the apodyt±rium (locker or dressing room),

cald¤rium (hot bath), fr¬gid¤rium (cold bath), palaestra (exercise

ground), and tepid¤rium (warm bath). Remains of these popular

structures can be found today in most former provinces.

Near Piazza Armerina in Sicily isa luxurious Roman villa of thethird and fourth centuries A.D.It may have been the huntinglodge of an owner muchinterested in sports, for it is filledwith mosaics of wild animals,chariot races, hunting scenes,sea creatures, mythologicalcreatures, and, most striking tomodern eyes, ten bikini-cladgymnasts, two of whom arepictured here. Apparently, theyare receiving prizes for their skillfrom their teacher (left)—notethe wreaths and palm fronds.E

rich

Les

sing

/Vill

a R

oman

a de

l Cas

ale,

Pia

zza

Arm

erin

a, I

taly

/Art

Res

ourc

e, N

Y


Suffixes

The base of the Latin present participle is -ant, -ent, or -ient, according to the conjugation. This is used as a suffix inEnglish, with the same meaning as the participial ending -ing.

A common mistake in the spelling of English words is due tothe confusion of -ant and -ent. Reference to the Latin can help.

• Almost all English words derived from the first conjugationfollow the Latin spelling with an -a-: expectant, emigrant.

• Most English words that are derived from the other conjuga-tions follow the Latin spelling with an -e-: regent, agent,

efficient, expedient.

• But some words in the latter group have an -a-: tenant,

defendant.

Give eight English words with suffix -ant or -ent derived fromLatin words previously studied. Explain the meanings and ety-mologies of laboratory, omniscient, solvent, absolve, remunerate.

L E S S O N L X C o r i o l ¤ n u s 405

L e s s o n L X

Coriol¤nus

Lesson

Objectives

• To learn about thestory of Coriolanus

• To learn the sequenceof tenses in indirectstatement

1 Cor¬´ol¬ (the names of ancienttowns are often plural)

2 Volsci (Vol´s¬)3 the common people (nom. sing.

fem.)4 kindly5 by the tears6 have beaten

M ¤rcius, nßbilis Rßm¤nus, Coriolßs,1 oppidum Volscßrum2,expugn¤verat. Ob hoc m¥nus “Coriol¤nus” appell¤tus est.

Post bellum pl±bs3, ob vari¤s caus¤s ¬r¤ ¤cr¬ permßta, cl¤m¤vit Coriol¤numesse hostem. Is, senti±ns per¬culum ¬nst¤re, f¥git ad Volscßs qußs ipsesuper¤verat. Volsc¬ d¬cuntur eum benign±4 acc±pisse, nam s±ns±runt eumesse ducem fortem ac i¥stum et Rßmam nßn iam am¤re. Etiam sp±r¤v±runteum contr¤ Rßm¤nßs pugn¤t¥rum esse.

Mox Coriol¤nus, dux ¤ Volsc¬s l±ctus, ad urbem Rßmam contendit, omn±sin itinere super¤ns. Rßm¤n¬, castr¬s eius ad urbem posit¬s, bellß ¬nstant¬territ¬ sunt. L±g¤t¬ d± p¤ce ad Coriol¤num miss¬ sunt, sed ubi perv±n±runt abeß remiss¬ sunt.

“M¤trem eius ad eum mitt±mus,” put¤v±runt Rßm¤n¬; “s¬ c¥ra urbis coreius nßn tanget, ille amßre m¤tris cert± tang±tur et ¬ra eius frang±tur; tumf¬nem labßrum nostrßrum inveni±mus.” Itaque m¤ter et uxor Coriol¤n¬ cumdußbus parv¬s f¬li¬s ad castra hostium perv±n±runt.

Coriol¤nus, verb¬s ¤cribusm¤tris permßtus et lacrim¬s5

omnium t¤ctus, d¬citurcl¤m¤visse: “Quid f±cist¬, m¤ter?T¥ sßla Rßmam serv¤vist¬ sed m±v¬cist¬6.” Tum iussit Volscßsdisc±dere. Rßma lacrim¬s5, nßnarm¬s, serv¤ta erat. Coriol¤n¬facta semper in memori¤ omniumhaer±bunt.

Coriolanus, wearing the red cloak ofa general, is moved by the tears ofhis gray-haired mother, the kiss ofhis wife, and the sight of his childrenin the arms of their nurse. Theemissary from Rome kneels beforehim. A nineteenth-century paintingby Rafaele Postiglione. A

rchi

vo I

ncon

ogra

fico

, S.A

./CO

RB

IS

5

10

15

Questions1. How did Coriolanus get his name?2. Where did he go when exiled?3. How did the Volsci receive Coriolanus, their former enemy? 4. Why did they make him their leader? 5. How were the Roman ambassadors received by Coriolanus?6. What strategy did the Romans adopt next?7. What did Coriolanus say to his mother?8. By what means, according to the passage, was Rome saved?

Nouns¬´ra, -ae f. anger (irate, irascible)l±g¤´tus, -¬ m. ambassador, envoy [legß]

*urbs, ur´bis, ur´bium f. city (urbane, suburban)

Verbshae´reß, haer±´re, hae´s¬, hae´sus (adhere, adhesive)

stick, cling¬n´stß, ¬nst¤´re, ¬n´stit¬, — threaten [stß]perveńiß, perven¬´re, perv±ń¬, [ven¬o]

pervent¥´rus (come through), arrivesen´tiß, sent¬´re, s±n´s¬, s±n´sus feel, realize (sense, sensation)

Adjective¤ćer, ¤ćris, ¤ćre sharp, keen, fierce (acrid)

How the Indicative and the Infinitive Differ in Tense

Indicative tenses of the verb state facts relative to the present time,indicating that something happened in the past, is happening now in thepresent, or will happen in the future. Infinitive tenses, however, are trans-lated according to their relation in time to the tense of the verb on whichthey depend. This is true in both Latin and English. Inspect these varia-tions on the following sentence: He is brave.

1. We think him to be brave.

We thought him to be brave.

We will think him to be brave.

or 2. We think that he is brave.

We thought that he was brave.

We will think that he is brave.


or 3. Put¤mus eum fortem esse.Put¤vimus eum fortem esse.Put¤bimus eum fortem esse.

Notice how the indirect statements in Group 3, like the sentences inGroup 1, all use the present infinitive, because, at whatever time we doour thinking, present, past, or future, it is at that same time that our herois brave. In Group 2, when we convert to indirect statement with that inEnglish and as we shift to the past and change think to thought, we mustalso change is to was, so as to make sense. We cannot logically say We

thought (yesterday) that he is brave (today).

The Sequence of Tenses

In Latin, the principle is that the present infinitive will refer to the sametime as the verb upon which it depends, the perfect infinitive will referto an earlier time, and the future infinitive will refer to a later time. Theway in which the tense and sense of the infinitive must “follow” and beadjusted to the tense of the verb on which it depends is called the sequence

of tenses.

4. Sc¬mus eam pulchram voc¤r¬. We know she is called beautiful.

5. Sc¬vimus eam pulchram We knew she had been called

voc¤tam esse. beautiful.

6. D¬cit eßs i¥stßs esse. He says (that) they are just.

fuisse. they were just.

fut¥rßs esse. they will be just.

7. D¬xit eßs i¥stßs esse. He said (that) they were just.

fuisse. they had been just.

fut¥rßs esse. they would be just.

8. D¬cet eßs i¥stßs esse. He will say (that) they are just.

fuisse. they were just.

fut¥rßs esse. they will be just.

In Example 7 above, it would make no difference in the sequence tosubstitute d¬c±bat (imperfect) for d¬xit (perfect), since both are pasttenses. The meaning of the main verb would change slightly, however,from he said to he used to say.

Oral PracticeGive the Latin for the italicized words.1. She knew me to be her friend.2. He knew that I was working hard.3. We saw that we would not answer in time.4. He said that his son was being taught by new methods.5. We hear that your father has been sent to Europe on a secret

mission.



1. Omn±s s±nsimus per¬culum ¬nst¤re.2. Puer nßn cl¤m¤re potuit quod vßx haesit.3. Quis d¬xit socium meum sine fr¤tre perv±nisse?4. Serv¬ sp±r¤v±runt labßrem fut¥rum esse facilem.5. Omn±s l¬ber¬ cert± sciunt Columbum ad Americam perv±nisse.6. Rßm¤n¬ d¬c±bant Caesarem esse ducem fortem et numquam

super¤tum esse.7. (a) Omn±s sc¬mus puell¤s nostr¤s esse ¤cr±s et fort±s.

(b) Substitute sc¬vimus for sc¬mus in (a) and translate.

B. Translate the following sentences into Latin.1. We can prove that our cause is just.2. Who said that we would not arrive?3. My mother wrote that the city was beautiful.4. The boy thought that (his) father had been saved.5. The envoy says that the soldiers of the provinces were brave.


Did You Know?

It was not until the beginning of the third century B.C. that the pl±bs,

the common people of Rome, achieved political equality with the

patrici¬, the patricians who had once been their patrons. Even then

plebeians could not hold certain religious offices, but gradually a

new aristocracy (nßbil±s) arose; it was comprised of the ruling

political families from both the plebeians and patricians.

The subject of an infini-tive in indirect statementmust always be in theaccusative and mustalways be expressed. Oftenyou will need to supply apersonal pronoun.

We knew that he was waiting.

Sc¬vimus eum exspect¤re.

They thought we would like this.

Put¤v±runt nßs hoc am¤t¥rßs/¤s esse.


• Suffixes By adding the suffix -ia to the base of the presentparticiple, a suffix -antia or -entia is formed which becomes-ance, -ence, -ancy, or -ency in English. Give eight Englishnouns with this suffix derived from Latin words previouslystudied. Explain the meanings and etymologies of coherence,

sensitive, consensus, intangible, dissension, inherent. What isthe difference between adhesion and cohesion?

• Derivatives Most of the names of American states are theresult of Native American influence, but several of them are ofLatin origin or form. Vermont means green mountain (viridismßns), Pennsylvania is Penn’s woods (silva), Virginia is themaiden’s land (named after Queen Elizabeth I). Florida is theflowery land (flßs, flßris), Colorado is the land of the colored orred river, Montana is mountainous (mßns), Nevada is the landof snow (nix, nivis). Rhode Island is said to be named after theGreek island of Rhodes, meaning rose. New Jersey means “NewCaesarea,” named after the island of Jersey, one of many placesnamed in honor of one of the Caesars. The titles Kaiser andCzar also came from Caesar.

States whose endings (only) are Latin are Carolina (Charles II),Georgia (George II), Louisiana (Louis XIV), and Indiana.

• Here are more state mottoes.

Salus populi suprema lex esto. Let the safety of the people be

the supreme law. (Missouri)

Crescit eundo. She grows as she goes.

(New Mexico)


In the early days of Rome nearly every man was afarmer, and farming remained the chief occupation ofthe Romans for centuries, as it had been for people inmost countries. It is not surprising, therefore, that

Cincinnatus left his plow to lead the Romans in war and upon his successhe returned to his farm. In the early days many wars were won by the“embattled farmers.” Nor is it surprising that agriculture was considered

the foundation of Roman life and that the sturdy Roman character waslargely shaped by the hard work on the farm.

At first, farms were small and were worked by the owner, his fam-ily, and perhaps one or two slaves. The work in the fields was donewith the use of simple tools and intensive hand labor. The increaseduse of slaves on the farm led to the decline of free labor, and thedestruction of land by war in southern Italy led to larger farms and achange in the attitude toward farming. Managing a farm then oftenbecame the domain of wealthy landowners who could afford largetracts of land and the slaves to work them.

Industry was not so highly developed among the Romans as itis among us. There were no large factories. Much of the workwas done by hand either at home or in small shops. The spin-ning of thread and its weaving into cloth were often done athome by women. Even the Emperor Augustus wore clothingmade by his household slaves under the direction of his wife,Livia. There were carpenters, metalworkers, masons and

bricklayers, toolmakers, wagonmakers and brickmakers employed inancient Rome. The making of bricks, red-glazed pottery, copper andbronze utensils, as well as the forging of ironwork came nearest to beingindustry in the modern sense.

The shops were very small; usually a room at the front of a private resi-dence was used as a shop for goods made in the back rooms. The wareswere often displayed outside the shops. Sometimes the shopkeepers clut-tered up the sidewalks and streets so much that traffic was interfered withuntil some strict official prevented this practice—even as today.

In certain industries, the free workers—potters, dyers, gold and copper-smiths, carpenters, and tanners—were members of guilds or unions, whosechief purposes were to bring the members together for good fellowshipand to provide burials for the members who died. Many slaves, too, cameto be employed in industry.

AGRICULTUREAND COMMERCE

Eri

ch L

essi

ng/A

rt R

esou

rce,

NY

A shopkeeper selling freshvegetables supplied animportant part of the familymeal. Here you can see that hehas squashes, leeks, and severalother varieties for sale.

Such were the occupations of the poorer classes. Rich men investedtheir money in wholesale trade, real estate, loans, government contracts,and foreign trade. Great profits could be made by buying from the govern-ment the right to collect the taxes in a province—everything collected overand above the cost of the contract went to the p¥blic¤nus (tax collector).The professions, with the exception of law, the army, architecture, andpublic life, were not well developed. Doctors and teachers were usuallyslaves or poorly paid freedmen, i.e., former slaves. Law and politics werereserved largely for the upper classes although both lawyers and politi-cians could not legally accept payment for their services.

1. What professions are highly respected today?2. What percentage of people today are engaged in farming?3. How does mass production improve or degrade the life of the worker?

g l i m p s e s o f r o m a n l i f e A g r i c u l t u r e a n d C o m m e r c e 411

In a mosaic from Antioch, Turkey, a shepherd tends his small flock.This Antioch (there were no less than eighteen Antiochs named forAntiochus, one of the three generals who succeeded to Alexanderthe Great’s empire) became an important center of commerce andreligion under Roman rule.

Dep

artm

ent o

f A

rt &

Arc

heol

ogy,

Pri

ncet

on U

nive

rsity


Lessons LV-LX

Nouns

Adjectives

Verbs

Conjunction

Participles

IN LATIN IN ENGLISH

1. Present active 1. Present active (port¤ns) (carrying)

2. No present passive 2. Present passive (being carried)

3. No perfect active 3. Past active (having carried)

4. Perfect passive 4. Past passive (port¤tus) (having been carried)

5. Future active 5. No future active(port¤t¥rus)

The Present ParticipleThe nominative singular of the present participleis formed, for first and second conjugations, byadding -ns to the present stem; for third -iß andfourth conjugation by adding -±ns to the presentstem. It is declined like a one-ending third declen-sion adjective with -ntis as the genitive. Its actionoccurs at the same time as that of the main verb.

Audi±ns hoc, Hearing this,

consistere cupi±bam. I wanted to stop.

N¥llßs l¬berßs in urbe I saw no children playing

l¥dent±s v¬d¬. in the city.

The Future Active ParticipleThe future active participle is formed by adding-¥rus, -¥ra, -¥rum to the stem of the fourth princi-pal part. Like all participles, it agrees with the nounit modifies in gender, number, and case and repre-sents an action as occurring after the time of the

s¬

cßnsistßcontendßhaereß¬nstß

opprimßostendßpervenißprohibeß

putßscißsentißsolvß

¤cerali±nusaliusalius... aliusali¬... ali¬alter

alter... altergravisi¥stuslevisneutern¥llus

secundussßlustßtus¥llus¥nusuter

¬ralaborl±g¤tus

m±nsism¥nusurbs

v¬svßx

main verb. Used in combination with a form ofsum, it can substitute for the future tense.

R±x verba fact¥rus est. The king is about to make

a speech.

Ad hanc urbem They are going to arrive at

pervent¥r¬ sunt. this city.

The Perfect Active InfinitiveThe perfect active infinitive is formed by adding -isse to the perfect stem.

dedisse to have given

i±cisse to have thrown

The Perfect Passive InfinitiveThe perfect passive infinitive is the fourth principalpart (perfect passive participle) plus esse.

fr¤ctus, -a, -um esse to have been broken

prohibitus, -a, -um esse to have been prevented

The Future Active InfinitiveThe future active infinitive is formed by adding -¥rus, -¥ra, -¥rum to the stem of the fourthprincipal part, plus esse.

capt¥rus, -a, -um esse (to be) going to take

laud¤t¥rus, -a, -um (to be) about to praise

esse

Direct and Indirect StatementA direct statement quotes a person’s words directly.An indirect statement is a report or mental percep-tion of some action. In English, after verbs of think-

ing, saying, knowing, perceiving, etc., a clause oftenintroduced by that is used. The subject is in thenominative, and the verb is indicative. In Latin,after similar verbs, an infinitive phrase is usedinstead of a clause. The subject of the infinitive isin the accusative.

D¬cit, “Am¬cus meus He says, “My friend is

t± vocat.” calling you.”

D¬cit am¬cum meum He says that my friend is

t± voc¤re. calling you.

How the Indicative and Infinitive Differ in TenseIndicative tenses are determined by their relationto present time: something is happening, has hap-pened, or is going to happen. Infinitive tenses aredetermined by the time of the verb upon which theydepend: the present infinitive for an action occur-ring at the same time as that of the verb; the perfectinfinitive for a time before that of the verb; thefuture infinitive for a time after that of the verb.

Videß Annam adesse. I see that Anna is here.

V¬d¬ Annam adesse. I saw that Anna was here.

V¬d¬ Annam adfuisse. I saw that Anna had been

here.

V¬d¬ Annam I saw that Anna would be

adfut¥ram esse. here.

Lessons LV-LX

R e v i e w L E S S O N s L V - L X 413


Lessons LV-LX

A. Do the following.1. Decline vßx ipsa, n¥llus p±s, hic m±nsis.2. Give all tenses of the third person plural

active voice of timeß; the third singularpassive of opprimß.

3. Form the participles, active and passive, ofregß, iaciß, sciß, and prohibeß.

4. Form the infinitives, active and passive, ofsentiß, intercipiß, ostendß, and mßnstrß.

B. Give the Latin for the italicized words. Be care-ful to make each participle agree with the nounit modifies in gender, number, and case.1. Running water is usually fresh.2. We saw the boys dragging a big sled.3. They heard the sound of men approaching.4. Are they going to remain in this country?5. She was going to say something to her friend.6. When these words had been heard, he felt

encouraged.7. He forgot to mail the letter after he had

folded it.

C. Give the Latin for the indirect statements. Thentranslate the sentences into English.1. Sciß (the boys are reading) librßs.2. Sp±rß (the girls will read) librßs.3. Putß (the boys have read) librßs.4. D¬xit (the books were being read) ¤ puer¬s.5. D¬xit (the books had been read) ¤ puer¬s.

D. Which occupations would you like to follow?Magister, medicus, i¥riscßnsultus (lawyer),

vir re¬p¥blicae per¬tus (politician), physicus(scientist), auctor, po±ta, negßti¤tor (business

person), artifex (artist), pictor (painter),

agricola, nauta, m¬les, merc¤tor (merchant),

or something else? Why?

Lessons LV-LX

R e v i e w L E S S O N s L V - L X 415

• Explain the following and give the Latin words from which theyare derived: omnipotent, alienate, vocal, expulsion, oppressive,

diction, ostensible, prohibit.

• Find and use in sentences as many English derivatives as possi-ble from d¬cß and putß.

• The first word in each of the following lines is a Latin word.From among the next five words in each line, pick the onewhich is an English derivative related to the first word.

scit skit sky sigh scientific sit

tangß tangerine tang intangible tango tactics

put¤tus putty put repute potato potable

d¬cere contradict dixie dice decree decent

gravia graft graveyard gravity engrave gray

Choose the word that best completes each sentence.1. N¥ntium r±gis ± Graeci¤ ad urbem hßr¤

secund¤ _____ put¤mus.a. haesisse b. perv±nisse c. prohibuisse d. sensisse

2. Hic fuit dominus _____, nam c¥ram aequamomnibus serv¬s ostendit.a. ali±nus b. i¥stus c. levis d. n¥llus

3. Pater M¤rcß d¬xit, “ _____ f¬l¬ labßrem prßfamili¤ cßnficere est.”a. L±g¤tus b. M±nsis c. M¥nus d. Vßx

4. Tibi ¥llam pec¥niam _____ nßn possum, sedmult¤s gr¤ti¤s agß.a. cßnsistere b. contendere c. ¬nst¤re d. solvere

5. Duo m¬lit±s fort±s tr¤ns pontem ad sal¥temcucurr±runt; hostis _____ prohibuit.a. alterum b. neutrum c. tßtum d. ¥llum

Complete each sentence with the correct endings.6. Ill___ m±nse pater eius tßt___ cßnsilium fugae

f¬liß alter___ n¤rr¤vit, sed alter¬ verb___n¥ll___ d¬xit.

7. S¬ vßs am¬cum nostr___ acc±dent___ adtemplum cum ali___ hominibus cern±tis,vßc¤te eum sßl___ ad c±nam sine ali___.

8. Tum nautae, timent___ potest¤t___ de¬,magn___ v¬ ventßrum ad ¬nsul___ redig___.

9. Urbem sine ¥llß auxili___ m±ns___ ¤cribushi±mis contendisse et ab mult¬s host___oppress___ esse sc¬vimus.

10. Vent¬ ¬nstant___ terru±runt agricol¤s qu¬ vßc±sn¥ll___ virßrum ali___ aud¬v___ d¬c±bantur.

Translate the following sentences.11. Ille l±g¤tus sßlus, vßce ali±n¤ ducis commßtus,

in itinere cßnstitisse et m¬lit±s alißs rel¬quissed¬citur.

12. Magister d¬xit multßs librßs ¤ puell¬s leg¬ et e¤sverba omnium po±t¤rum cl¤rßrum cognit¥r¤sesse.

13. F¬lia vestra vestem levem ¤ serv¬s cßnfectamesse put¤vit; itaque labßrem e¤rum magnß cumstudiß laud¤bat.

14. M¤trem ipsam h¤s litter¤s scr¬bere sc¬v¬, etnunc nßs f¤bulam tßtam d± l¬ber¬s audit¥rßsesse sp±rß.

15. Put¤tisne, soci¬, hßc tempore vßs in mar¬ l¤tßsine per¬culß n¤vig¤re posse, nec und¤s alt¤sfut¥r¤s esse causam ini¥riae gravis.


Lessons LV-LX

a s s e s s m e n t L E S S O N s L V - L X 417

Lessons LV-LX

Find the answers to these questions from any lessonin Unit XI.16. What is the §ra P¤cis Augustae, and what can

be seen on at least one part of it?17. True or false? Julius Caesar reformed the cal-

endar so well that it was used for over fifteencenturies before needing some adjustment.

18. Explain the meaning of the Greek wordAcropolis, and name the most famous buildingfound there.

19. What was the function of the following parts ofthe Roman bath complex?apodyt±riumfr¬gid¤riumpalaestra

20. When someone describes a person as another’salter ego, what does that expression meanliterally?

V±rum aut Falsum? Indicate whether each state-ment is true or false.21. Tax collectors, p¥blic¤n¬, were able to amass

great personal fortunes in the provinces.22. Many slaves worked in the numerous large

factories throughout the Roman Empire.23. Lawyers were able to accept large sums of

money for defending their clients.24. Private Roman homes often included small

rooms that functioned as workshops.25. The idea of workers’ unions and the benefits of

such groups were unknown to the Romans.

Apply your knowledge of Latin roots to determinethe best meaning of the italicized words.26. After the assembly everyone was speaking

about the urbane visitor.a. handsome b. uncivilized c. sophisticated d. belligerent

27. The old woman in the village always tried toadd a touch of levity to the situation.a. instruction b. frivolity c. folklore d. seriousness

28. Her friend lived in an ostentatious house at theend of the road.a. neglected b. historic c. newly built d. showy

29. The man outlined a munificent plan that wouldbenefit the project.a. generous b. public c. effective d. private

30. Great clouds of acrid smoke rose from the site.a. white b. black c. irritating d. damp

unit objectives to learn the forms and meanings of · unit objectives • to learn the forms and...

Documents