Vic «desi Medie at a udi v P att he aes nes abe d -- "e choi w Mei he Bey acf dni ird er ES F vies m Tie ot efr nin IS gie uia Tum amie Lr Nasfte lene ni DEAE ICE a Return this book on or before the Latest Date stamped below. .. ... University of Illinois 1 of Illinois Library CO L161—H 41 SEP 17 1994 A | t bos p Pane N DU CTIV B LATIN PRIMER BY S2 WILLIAM R2HARPER, Pu.D. «^ PRESIDENT OF THE UNIVERSITY OF CHICAGO, LATE OF YALE UNIVERSITY. AND ISAAC B. BURGESS, A.M. BOSTON LATIN SCHOOL , NEW YORK .. :- CINCINNATI .:- CHICAGO V AMERICAN BOOK COMPANY, COPYRIGHT, 1891, BY AMERICAN BOOK COMPANY ENTERED AT STATIONER’S HALL [AU rights reserved ] Printed by Wm. Ivison New York, U.S.A. PREFACE. = Turis volume while intended, like the * Inductive Latin Method ” of the same authors, for a first Latin book, is more elementary in .j character, and is suited to pupils less mature or less thoroughly j trained than those to whom the ** Method " is adapted. Pupils begin © the study of Latin at such different ages and with such a difference " in mental equipment that no one book can meet the needs of all. 4 — Those who have used the ** Method " will find that the ** Primer,” = while retaining all the prominent features of the former, differs from it in the following particulars : — 1. The Lessons are shorter. 2. Formal grammar is reduced toa minimum, and is introduced more slowly. 3. No reference is made to the grammar during the early Lessons, and the book may be used without a separate grammar, if desired. 4, The exercises are easier and more copious, 5. More prominence is given to conversation upon the text, 6. The subject-matter is illustrated by maps, plans, and pictures. 7. A brief but comprehensive treatment of English Grammar, inductive in character and adapted to those who have never studied English Grammar before, and to the needs of those studying Latin, is bound with the Latin Lessons. This is constantly referred to in explaining Latin forms and syntax. For the benefit of those who are unfamiliar with the inductive __ method or with its application to language work the following outline of the order of work laid down in this book is presented : | l. A sentence of the original text is placed before the pupil. The 2. pronunciation and exact translation of each word are furnished him. £35 By the aid which the teacher gives him in advance, and with the help ‘2given in the book, he thoroughly masters the words and phrases of ic this sentence. His knowledge is tested by requiring him to recite or &write the Latin sentence, with only the translation before his eye. E 2. In connection with this mastery of the words and phrases of the 2X5. V4 2- i» PREFACE. sentence assigned, the pupil reads and digests the contents of the “Notes” on these words. This study accomplishes two things: first, the careful examination of each remark, with its application to the work in hand, aids in fixing more firmly in mind the word sought to be mastered ; second, grammatical material is being collected from the very beginning of his work. 3. The “Text” and ‘ Notes" having been learned, the next step is one of a more general character. Out of the material which has thus far been mastered, those principles which are of most impor- tance, and which the pupil himself will be most likely to recoguize, are pointed out under the head of “Observations.” The pupil should be brought to see these principles for himself before reading the state- ment of them in the ** Observations.” 4. The words of the sentence are now separated from their context and placed in alphabetieal order. Thus separated, they form the basis of additional study. . 5. In order to prevent the memorizing of the Latin text without a clear idea of the force of each word, to impress more firmly on the mind the words and phrases of the text, and to drill the pupil in prose composition, — “ Exercises," Latin into English and English into Latin, are given. These are always based upon the sentence ‘which furnishes the basis of the ** Lesson." 6. Once more the leading points of the entire lesson, whether suggested in the ** Notes," the **Observations," or the ** Vocabulary," come up for consideration under the head of **Topies for Study." Upon each topie the student is expected to make a statement of what HE KNOWS (not of what has been said in the book). If his statement is not sufficiently full, it will be criticised by the class. From this outline the idea of the method will be apparent. Tt proposes : first, to gain from the classic text an accurate knowledge of some of the facts of the language; second, to learn from these facts the principles which thev illustrate, and by which they are regulated ; third, to apply these principles in the further progress of the work. A few words in explanation of this statement are needed : l. It is not to be supposed that the elementary student will perform unaided the complete inductive process of the mature investigator. He cannot, of course, search through hundreds of pages of Latin literature for possible exceptions to a prineiple which appears in the few facts before him, but must receive his teacher's PREFACE. * assurance that these facts are fairly REPRESENTATIVE of the whole great class of faets to which they belong. It is believed, however, that under proper guidance both his powers of observation and his reasoning faculties will be greatly stimulated and a large amount of independent work will be doue. 2. It is not to be supposed that a long time must elapse before the beginner is ready to take hold of principles. As a matter of fact, he is taught important principles, and that, too, inductively, during the first hour’s work. The three processes are all the while going on together. He is increasing the store of facts at his command, learning new principles from the facts thus acquired, and applying these principles to the new forins continually coming to his notice. 3. The memorizing of the facts of a language, before a knowledge of the principles has been acquired, is, indeed, a piece of drudgery, and yet not so great as is the memorizing of grammar without a knowledge of the facts. Nor will it long remain drudgery ; for very soon the student begins to see analogies, to compare this word with that, and in short to make his own gramunar. 4. A writer in the London “Journal of Education,” speaking of recent educational changes in Germany, says: “ The chief feature of the reform programme is the ewphasis laid on making grammar the handmaid of literature, on mastering the text, and gaining a knowl- edge of grammar by study of it rather than making grammar an aim in itself.” These words are an exact statement of the spirit and method of this manual. Grammar is not neglected, but it is treated as a means, not as an end. The book is complete in itself; but those who believe that reference to a Latin Graminar should be mace during the first vear in preparation for later work will find references to Harkness’s, and Allen and Greenough’s Grammars in the later * Lessons " of the book. Attention is called to the summary state- ments of grammar in the first four ** Review Lessons." 5. By basing the work of the pupil strictly upon the connected text of Caesar, a very large amount of time, usually given to learning forms and syntax not required in translating Caesar, is saved. In the smallness of his vocabulary, the slight variety of his forms, and the simplicity of his syntax, Caesar offers surprising advantages as a first Latin author. He uses but 950 words in the whole Helvetian war, employs scarcely more than 40 of the 150 forms of the Latin verb, and avoids almost entirely the use of the subjunctive in conditions. i PREFACE. The English-Latin Vocabulary included in the **Latin Method” has been omitted in this book because it is very difficult, if not impossible, to induce beginners to learn from the text the words and usages required in writing the English-Latin Exercises, if the Vocabulary is so conveniently supplied. To those who wish it, however, an English-Latin Vocabulary will be furnished by the publishers. The attention of teachers is specially called to the preface of the “Inductive Studies in English Grammar" (p. 1) and to the “Sug- gestions for Teachers ”’ (p. 66). This ** Primer," like the ** Method," teaches the pupil to read Latin by following the order of the original, and we again express our indebtedness to Prof. W. G. Hale, of Cornell University, who has explained this method very clearly in his * Art of Reading Latin." We also extend our thanks to Dr. E. A. Sheldon, of the Oswego Normal School, N. Y. ; to Mr. William Simons, of Charleston, S. C. ; to Miss Gertrude E. Hale, of the Packer Institute, Brooklyn; to Dr. E. G. Sihler, author of a ** Lexicon to Caesar's Gallic War ;" and to Mr. J. W. Seudder, of the Albany Academy, Albany, N. Y., for kind suggestions. The editors of the American Book Company have rendered constant and efficient aid iu the preparation of the book for publication. We have been most fortunate in securing the help of several fellow-teachers in the work of reading the proof. Such aid has been rendered by Mr. John K. Richardson, Mr. Henry C. Jones, and’ Mr. Francis De M. Dunn, of the Boston Latin School ; by Mr. Frank M. Bronson, of Cornell University ; and by Dr. Herbert C. Tolman, of the University of Wisconsin. We feel ourselves under lasting obligation to these gentlemen for constant suggestions during many months. We have profited not a little by their accurate scholarship and discriminating judgment. They are not, however, responsible for any errors of fact or reasoning which the book contains. Further ac- knowledgments will be found in the preface to the “ Inductive Studies in English Grammar.” WILLIAM R. HARPER, ISAAC B. BURGESS. SEPTEMBER, 1891. TABLE OF CONTENTS. PREFACE . List oF ABBREVIATIONS INDUCTIVE STUDIES IN Exenis GRAMMAR . SUGGESTIONS TO TEACHERS Lzssows L-XCIII. GRAMMATICAL INDEX Text or Carsar, B. G. I. 1-29 Wonp-roR-woRD PARALLEL Free TRANSLATION E AprPENDIX A. Metuop or Reaping Latin. APPENDIX DB. Notes on B. G. I. 21-29 APPENDIX C. Worp-Lists LatiIn-EnGLIisH VOCABULARY . MAPS AND ILLUSTRATIONS. PAGE Gallic Helmets . . . . . 99 | Soldier’s Pack Galle Swords . . . . . 155 | Roman Sword Gallic Coins . . . . . . 199 | Roman Shield MEAS e. ..3398 | Map of Gaul . , - Roman Soldier . . . . . 238 | Gallic Foot- Soldier Caesar's Wall and Trench . 251 | Seat of the Helvetian War Roman Army on the March . 269 | Defeat of the Helvetians . En CAMP 5. om 285 | Roman Spear . . Gallic Horseman . . . . 321 | Triple Line of Battle PAGE 332 335 361 362 364 369 377 378 397 A. & G. , abl. . accus. . act. . adj. . adv. antec. . Bk. . Chap. of. comp. conj. conjug. . const. . dat. decl. dem. dep. dir. disc. E. G. etc. . fem. fut. . gen. Gram. . ABBREVIATIONS. Allen and Greenough’s Latin Grammar ablative accusative active adjective adverb antecedent Book Chapter CONFER, compare comparative conjunction conjugation construction dative declension demonstrative deponent direct discourse Inductive Studies in Eng- lish Grammar, accom- panying this “Primer.” EXEMPLI GRATIA, for example English ET CETERA, and so forth feminine future genitive Grammar - H. neg. neut. nom. . obj. . Obs. ps pp. - partic. . pass. pers. pf. - Pl pf. plur. prep. pres. pron. sing. subj. subjv. sup. . traas. . vez. Vocab. . Harkness's Latin Gram. ID EST, that is imperfect indicative indirect infinitive Latin literal masculine Note negative neuter nominative object Observation page, pages participle passive person perfect pluperfect plural preposition present pronoun singular subject subjunctive superlative transitive namely Vocabulary The plur. has generally been formed by adding -s to the abbreviation. ¥ INDUCTIVE STUDIES IN ENGLISH GRAMMAR. PREFACE. Tuts book, while suitable for any student of English, is designed especially for persons who intend to study Latin or some other for- eign language; its preparation seemed necessary for the following | reasons : — First. The grammar of English is necessary in learning that of a foreign language, on the principle that in study we must pass from the known to the unknown. Furthermore, there is not time to acquire a knowledge of English grammar after the pupil has plunged into the new vocabulary, the new inflections, and the new constructions, of a foreign tongue. Second. As a matter of fact, very many pupils come to our high schools with almost no practical mastery of English grammar. Third. The manual of English which we have just shown to be necessary in the high school, should be very readily accessible to the pupil, not only for connected study before taking up a foreign lan- guage, but also for reference after it is begun. It should therefore be brief enough to be bound with the Latin manual. Most of the existing grammars are too long for this purpose. Fourth. Very many of the existing grammars, though adequate for English alone, have but little regard for comparative gram- ‘mar. Asa matter of fact, more than half the rules found in our Latin grammars have their counterparts in English; but so thor- oughly is this fact disguised in our English grammars by a narrow treatment, or by a difference in terminology or arrangement, that the beginner feels the Latin to be far more new and strange to him than it really is. 9 INDUCTIVE STUDIES IN ENGLISH. Fifth. None of the existing manuals are thoroughly and consis- tently inductive. They first bring before the beginner, not the living language itself for his scrutiny, but a generalized statement about the language for his assent. The study of English grammar is well adapted for inductive treat- ment, for the pupil has already learned the simple facts of the English language, and has used them for years. It is the purpose of this book to show him that he knows these facts, and to guide him in organizing his knowledge so that he may apply it in new fields. These “studies”? in English grammar require the constant use of a note-book in recording the results of the pupil’s observation. The facts discovered by observation should be fixed in mind by constant practice in analyzing and parsing connected English, and in framing English sentences to illustrate grammatical forms or the rules of syntax. The authors do not believe that a pupil’s understanding of rules is effectively tested by classified groups of examples, each group being placed under its own rule, and therefore have not swelled the book with such collections of examples. The pupil’s knowledge of a prin- ciple will be best tested by requiring him to pick out concrete ex- amples of its application from several pages of connected English, such as he may find in his reading-book, his history, or any of the booklets of English classics which may now be obtained for a few cents. It is suggested that the freedom of arrangement required in poetry makes it somewhat superior to prose as a means of expelling from a pupil’s mind the delusion that word-order is a safe guide to gram- matical construction. A large part of the sentences on which inductions are based are taken from the story of ** The Golden Touch," in Hawthorne's ** Won- der Book." In the preparation of these pages reference has been made to the English Grammars of Professors Whitney, Meiklejohn, Salmon, and Welsh. Mr. Byron Groce, Mr. John K. Richardson, Mr. Henry C. Jones, Mr. Francis De M. Dunn, all of the Boston Latin School, and Mr. Charles F. Kimball, of the Rice Training School, Boston, have rendered very valuable assistance in reading the proofs. : | PRONUNCIATION. 3 PRONUNCIATION. 1. Vowels. — The letters a, e, i, o, u, and y when it has the sound - of i, are pronounced by a continuous flow of sound, and can be pro- . nounced when standing alone.! These letters are called vowErs. Norse. — When, as in be-hav’-ior, the letter i is preceded by an ac- cented syllable and followed by another vowel, it is a consonant with the sound of y. 2. Consonants.— The other letters of the alphabet cannot be pronounced without checking the flow of sound by one or more of the . vocal organs, nor without the aid of a vowel. Thus, in pronouucing the letter f the sound is checked by the lips and teeth, and the sound of e is inserted before that of £; what we pronounce is really a com- bination of two letters, — ef. Such letters are called CONSONANTS. What, then, is the difference between a vowel aud a consonant ? 3. Mutes and Liquids. — Those consonants in the pronunciation of which the sound is most completely checked, are called MUTEs. They are g, d, b, c, k,q,t, p. [Tt will be seen that these consonants are least like the vowels in their pronunciation. Those consonants which are most like the vowels in their pronunciation are called LIQUIDS; they are 1 and r. 4. Diphthongs. — Study the sounds of ou and oi in the words oil, join, out, hound. Note that the vowels in ou and oi have practically combined to form a single sound. Such a combination of vowels is called a DIPHTHONG. Norz. — Consonants may combine to form a single sound. The letter X€ is often equivalent in pronunciation to cs or ks. 5. Syllables. — Any letter or combination of letters or sounds which may be completely pronounced by a single movement of tbe 1 This and the following sections should be vocally illustrated by the teacher. 4 INDUCTIVE STUDIES IN ENGLISH. voice, may be a SYLLABLE... All words consist of one syllable or more; thus, no-bod-y, my-self, a-way. Pronounce the following common words carefully, just as you have heard them pronounced by educated people, and then divide them by hyphens into the syllables which you have pronounced :? metal, chiefly, purpose, foolish, glistening, loved, maiden, planted. Is each syllable of these words pronounced with the same euergy ? 6. Number of Syllables in a Word compared with the Number of Vowels. — In the following words compare the number of vowels and diphthongs with the number of syllables: pos-si-bly, bet-ter, fond-er, gar-den, mu-sic, more, loved, choose, be-cause, chief-ly, thought, be-hav-ior. 1. In which of the above words is the number of vowels and diph- thongs the same as the number of syllables? 2. In which is the number of vowels and diphthongs greater than the number of syl- lables? 3. In the latter, are there any silent vowels? 4. If there. were no silent vowels in English, what would be the rule for the number of vowels and diphthongs in a word as compared with the number of svllables ? 7. Accent. — In the pronunciation of all English words of more than one syllable, one syllable is made prominent by a special loud- ness, distinctness, and energy of utterance, callel ACCENT. Accent may be described as a stroke of the voice, and it is indicated in written or printed language by a down-stroke just at the end of the accented syllable; thus, syl'-la-ble, ex-ceed'-ing-ly. To the Teacher. — The pupil should have ample drill in distinct syl- labication and definite accentuation. Do not allow any slurring of final syllables in words or sentences. It may be a help to represent syllables 1 May a vowel be a syllable, and if so, why? 2 Care should be taken that each syllable is distinctly pronounced. Remember that there is a clear, though very brief, pause after each syllable. Oral spelling, provided each syllable is pronounced immediately after it is spelled, is an excellent means of cultivating the sense for syllables, which, for some reason, very many high- school pupils lack. PRONUNCIATION. 5 and accents graphically; thus, ex.ceed ingly. Note that the lines _which represent the syllables do not touch one another. What does this mean ? Rules for Pronunciation of Vowels. 8. When we know the pronunciation of a syllable, and wish to find the sound of a single letter or group of letters in that syllable, - we do so by gradually taking away the sound of the other letters, until only the letter or group in question remains; thus, mate, mat, ma, a. But we must be very careful not to change the sound of the letter in question during the process. 1. Find and contrast the sound of the underlined vowels in the following familiar words : — a. mate Eve fine note use type 6. mat end fin not us myth bot.tom feeling The sound which we give to the vowels in the first line is called the long sound, and is indicated thus: mate. The sound which we give to the vowels in the second line is called the short sound, and is indicated thus: mát. Let the pupils, singly or in concert, be prepared to give the long and short sounds of all the vowels. 9. Judging from the words above, what is the sound of all vowels in fiaal syllables ending in a consonant, counting one-syllable words as final syllables? 9. Stuly the following words, noting particularly the sound of the underlined vowel in each : — Mary evil pining fogy flute marry elbow pinning foggy flutter Also . election flexile calendar rapture ringing construct 1. Give the meaning of each of the above words. 2. Which of the vowels underlined above are immediately followed by two conso- nants before another vowel is reached? 3. Why should the first e in flexile be included in this list? 4. What is the sound of each of 6 INDUCTIVE STUDIES IN ENGLISH. these vowels? 5. If these words represent the tendency in English pronunciation fairly, in what position may we expect to find short vowels ? ! 6. Study the following examples for an exception to this rule: acre fragrant oblige idle 7. Repeat the list of mutes and that of liquids, and then see if you can state this exception. 8. From the definition of a liquid, what reason can you suggest for this exception ? 10. The next to the last syllable is called the penult. The sylla- ble before the penult is called the antepenult. Observe the sound and position of the vowel in the antepenultimate syllables of the following words: — ná'.tion-al (cf. nation) créd/-i-ble (cf. cré-dence) vin'.e.gar (cf. vine) Már'-y-gold (cf. Ma-ry) par-tíc'-u-lar prdb/-a-ble victory And contrast di-'a-logue vi'-o-let de'-i-fy Also pá'tri-ot in-té'.ri-or mà'-ni-ac And also cü'-po-la ü'-ni-ty cü'cum-ber |lü'.bri-cate 1. What, from the above exainples, seems to be the rule for the length of vowels before one or more consonants in antepenultimate accented syllables? 2. What examples show that this rule does not hold when the vowel of the penult is followed immediately by another vowel? 38. What examples show that the vowel u does not conform to the rule? 1 Note that the word “tendency” is used. While there are many exceptions to the tendencies of the language indicated in this and the following sections, still it is believed that a knowledge of these tendencies will be very helpful. While English pronunciation is a sore puzzle, it is not quite so lawless as is generally supposed. = PRONUNCIATION. T 1l. The letter u in qu. — What letter represents the sound of u in the following words? equity liquid quick queen quantity By what consonant is u preceded in these words? Rules for the Pronunciation of Consonants. 19. Study the sound of c, t, and s, when underlined in the follow- ing words: — | ar-ti-fi/.cial ^ con-fi-den'.tial na/-tion spe'cies ex-cur’-sion ap.pre-hen/-sion so/.cial as-so/-ci-a'tion 1. What sound is added to that of the underlined c or s in the above words? 2. In what respect is the sound of the underlined t similar to that of the underlined c ors? 3. What kind of a syllable |-invariably precedes c, s, or t? 4. What vowel invariably follows ? 5. Why should the x in anxious and noxious follow the same rule ? 13. Note the sound of c and g in the following words : — sagacity centre secrecy physic club region surgeon ague acid election cod physical cub edge grave go game gypsy gun cant mug 1. What two sounds has c in the above words? 2. What two has g? 3. Pick out the words in which ce has its soft sound, or sound ofs. 4. Pick out the words in which g has its soft sound, or sound of j. 5. Before what three vowels only does the soft sound of |. c and g occur?! 1 Only those principles of English pronunciation have been introduced which seemed most helpful to later study. It is believed that what has here been given |! will be useful, not only as a preparation for the English pronunciation of Latin, but | also in pronouncing the mother-tongue. The teacher should see to it that these | principles are applied to pronouncing English words never before seen by the | pupils. Too often pupils pronounce their mother-tongue wholly by imitation. 8 INDUCTIVE STUDIES IN ENGLISH. THE PARTS OF SPEECH. 14. Once upon a time there lived a very rich man, and a king besides, whose name was Midas; and he had a little daughter whom nobody but myself ever heard of, and whose name I either never knew or have entirely forgotten. So, because I love odd names for little girls, I choose to call her Marygold. HawTHORNE : Wonder Book." l. Are there any THINGS which we know which cannot be learned through any of the five senses? Make a list of all the names of per- sons and things in the above extract.! Such names are called Nouns, 2. What word in the above, containing only one letter, is used instead of the name of the person who is speaking? What ad- vantages are there in using such a word? Can you find any other words which take the place of nouns in the passage? For what noun does each stand ? Words which are used instead of nouns are called PRONOUNS. Pro, which is the first syllable, means instead of. 3. What words in the passage assert some action? A word which asserts 1s called a VERB. Make as many assertions or statements as possible, using only the nouns, pronouns, and verbs which you have collected. See if you can make a statement without using a verb. See if you can make a statement without using a noun or pronoun. 4. What words in the above passage are used to describe nouns? Such words are called Ap;yECTIVES. The pupil will observe that a word which describes a noun also limits the number of objects which that noun can name. Thus the words, RICH man, apply to a more limited number than the word man; the words, LrrrTLE daughter, to a more | limited number than daughter; THIs king to only one, while the word king may be applied to scores of people. Therefore an adjective is sometimes said to limit as well as describe. Indeed, some adjec- tives, like this, the, two, some, seem hardly to describe at all, but only to limit. 1 [n answering this and the following questions the teacher may allow the pupil to omit the more difficult instances. PARTS OF SPEECII. 9 5. There are also words which describe or limit the action of verbs. Pick them out in the above passage. Such words are called ADVERBS, "The word ADVERB means near a verb. In the expression, a VERY rich man, we have au adverb, vERY, limiting an adjective, rich; and we might say, Marygold loved her father vERY dearly, where dearly must be au adverb, because it describes loved, and yet is itself limited by the adverb very. Therefore au adverb may limit | an adjective or an adverb as well as a verb. 6. Observe in the passage the use of UPON, in the expression upon | a time; BUT, in the expression but myself; and ror, in the expres- | sion for little girls. It will be seen that UPON connects time with lived, BUT connects myself with nobody, and FOR connects girls ! with names, and that each of these words, UPON, BUT, and FOR, con- nects a noun or pronoun with something else, and shows some sort of a relation between the noun or pronoun which follows it and the | word with which that noun or pronoun is connected. What then is | & PREPOSITION ? 7. Study the statement, There lived a very rich man, and he | had a little daughter. [t is evidently made up of two statements, | — There lived a very rich man and The man had a little daugh- | ter, united by the word AND. In like manner the statement, So, : because I love odd names for little girls, I choose to call her Marygold, is made up of two statements, —I choose to call the | little daughter Marygold, and I love odd names for little girls, connected by the word BECAUSE. Words which, like AND and BE- CAUSE, connect statements, are called coNJUNCTIONS. The conjunction seems many times to connect words used in the : same way, as in the sentence, He gave all his thoughts and all his time to this one purpose. What two words used in the same way does the conjunction here connect? Can you show, however, by inserting two omitted words, that there are really two complete | statements here? |. 25. Observe how all the different classes of words in the passage we have been studying are connected. The pronouns take the place of | ° ° | nouns, the verbs when united to nouns or pronouns make assertions, 10 INDUCTIVE STUDIES IN ENGLISH. and no assertion can be made with noun or verb alone. The adjectives describe the nouns, the adverbs describe the verbs, the prepositions connect nouns or pronouns to something else, and, finally, statements are eounected by the conjunction. SPEECH often means the union of words to express ideas. Why then are nouns, verbs, adjectives, etc., called PARTS OF SPEECH ? In what respects is the statement of an idea like the human body ? 16. Interjections. — Study the words Poh, Alas, 2 Ah in the following sentences : — Pou! my dear little girl, pray don't cry about it. ALAS! what had he done? Au! so you have made a discovery ? In what respects are the three words just mentioned used in the same way ? Under which of the classes called parts of speech may these three words be classified? What does the punctuation imme- diately after each show, as to their connection with the rest of the sentence? Such abrupt expressious of feeling are called INTERJEC- TIONS, which means ¢hrown into speech without being a part of it. Since these interjections go along with speech, however, they are usually called parts of speech. They seem to bear about the same relation to the statement which they accompany as a ring on the hand bears to the body. Number and Grouping of the Parts of Speech. 17. Let us now group the parts of speech in two ways, in order to gain a more perfect understanding of them. First, as to their use or | office in a statement or assertion. | 1. What two parts of speech are used as names? 2. What is the. asserter in every assertion?! 3. What are the two describers or limiters in an assertion? 4. What are the two connectors? 5. Is | 1 The definition of the verb here given does not provide for interrogative and imperative sentences. Indeed, it is probably impossible to define the verb briefly and clearly so as to include such sentences. The interrogative and imperative | forms, however, may be so easily changed to declarative that this definition will not be found seriously inadequate. PARTS OF SPEECH. 11 the tterjection properly a part of speech? 6. If not, why not? _.7. What reasons are there for classifying it as such? 8. How may we make out eight parts of speech? 9. How may we reduce this number to six? 10. Is there any reason for reducing the number to four? It is usual to give the number of parts of speech as eight. It seems more correct, however, to call it six. 18. Let us now, in the second place, group the parts of speech in accordance with their relation to the noun and verb. 1. Why are the noun and verb cousidered the most independent and essential parts of speech? 2. What is the substitute for the noun? 38. What is the describer of the noun? 4. What is the connector of the noun? 5. What is the describer of the verb? 6. What is the connector of two assertions ? 19. Use, not Form, determines the Part of Speech. — Let us now return to the study of our passage. We found that in this pas- sage very was an adverb, rich was an adjective, name was a noun, but was a preposition. What are these same words in the following statements ? a. Midas was the VERY man. 6. The RICH are envied. c. They NAME their daughter Marygold. d. He went away, BUT I stayed at home. We find — do we not ? — that exactly the same words have now in a different statement been quite differently used, and hence have become other parts of speech. Is not the lesson of this fact plain? It is that the spelling — or, as we would better say, the form — of a word does not show what part of speech it is. This is determined wholly by | its USE in a statement. Hence we must not try to tell the part of speech of a word until we see it UsED in a statement. Very, very many words, like the four we have taken from this short passage, are used as different parts of speech in different assertions. To the Teacher.— Too great emphasis can hardly be given to the above lesson. The pupil should have much practice in using one word 12 INDUCTIVE STUDIES IN ENGLISH. as different parts of speech. A firm and consistent application of the principle that the part of speech is determined hy vsE, and not by Form, will do more to simplify English grammar than any other one thing. Such an expression as ** an adjective used as a noun” is a contradiction in terms. If any word is USED as a noun, it IS a noun, since USE alone determines the part of speech. ‘The expression quoted certainly implies that something else than vsE determines the part of speech, and the be- ginner concludes that it is the form of the word. It would be correct to say **a word usually an adjective, but here a noun,” though in many cases the use of a word is so various that it is impossible to say which part of speech it usually is. 20. Words which do Duty as more than one Part of Speech. — Study the words in small capitals in the following sentences : a. RAISING his head, he looked the lustrous AERIS. in the face. ó. After carefully LOCKING the door, he took a bag of gold. c. If these flowers were golden, they would be worth the PLUCKING. d. I choose TO CALL her Marygold. e. Once there lived a king whose name was Midas. "Turis king was fonder of gold than of anything else. f. Tuoven he slay me, yet will I trust in him. g. He had a little daughter, AND he called HER Marygold. A. He had a little daughter WHOM he called Marygold. 1. Observe that in a the word RAISING not only describes the follow- ing pronoun he like an adjective, but also expresses action and affects the noun head by its action. Furthermore, it is formed by adding an ending to the verb raise. Although it is like a verb in expres- sing action, it cannot be one, for it makes no assertion, like the verb looked, for instance, in the same sentence. An adjective which is similar in form and meaning to a verb is called a verbal adjective, and some verbal adjectives, like raising, are called PARTICIPLES. 9. In sentences 6, c, and d, note that LOCKING, PLUCKING, and TO CALL are the names of actions expressed by the verbs LOCK, PLUCK, and cALL. They are, therefore, verbal nouns. Such verbal nouns as these are called INFINITIVES. PARTS OF SPEECH. 18 3. In e, note that Tus limits the meaning of king, and is therefore an adjective. It refers, however, to King Midas mentioned in the preceding sentence, and has, therefore, to some extent the use of a pronoun, though it only refers to a noun and does not take its place. We therefore call it à PRONOMINAL ADJECTIVE. Make a sentence iu which this will be a pronoun. 4. In sentence f, note that THOUGH not only limits the verb slay like an adverb, but also connects the statement in which it stands with the statement, yet will I trust in him. It is therefore both a con- junction and an adverb, aud is sometimes called a CONJUNCTIVE ADVERB. 5. Note, in g and 5, that wHom in & takes the place of the con- junction AND, and the pronoun HER in g. A word which thus does the work of a conjunction and a pronoun is called a RELATIVE PRONOUN. 6. From what immediately precedes, it will be seen that many " words discharge the office to soine extent of more than one part of speech. But note further that in at least three of these cases there is no doubt as to how we shall classify the word in question. The verbal adjective or participle is always an adjective and never a verb, because it always describes a noun and never asserts; see 14, 3. A verbal noun or infinitive is always a noun and never a verb, because it always names but never asserts; and a pronominal adjective is always an adjective and never a pronoun, because it always limits and never takes the place of, a noun ; see 14, 2. In the case of the conjunctive adverb and the relative pronoun, however, the single word seems clearly to do the work of two parts of speech. 14 INDUCTIVE STUDIES IN ENGLISH. INFLECTION. 21. Case. — Note the connection of each word in small capitals ir the following sentences with the other words in the same statemer’ or sentence: — a. The FATHER loves his daughter. 6. Hx loves his daughter. c. The FATHER is loved by his daughter. d. The FATHER’S gold will be given to Hrs daughter. €. The daughter gives her FATHER a rose. J. The daughter gives HIM a rose. f. She loves HIM. hk. FATHER, may I go? 2. She goes with HIM. She goes with her FATHER. >: 1. We note that FaTHER iu a and e and ue in & are the per- sons made most prominent in these sentences: they are the sub- jects of discourse, and so are said to be the suB3EcTs of the sentence. In 7 and 7, however, 11M and FATHER are not the subjects, but are connected to a more important word by the preposition with. It is therefore plain that a noun or pronoun may have different relations to the other words of the sentence in which it stands. The relation in which it stands to the other words of the sentence is called its CASE. If a word is the subject of a sentence, it is said to be in the NOMINATIVE case; if it is the object! of a preposition, it is in the OBJECTIVE, OT ACCUSATIVE, case. The word raTHER is the same in spelling or form in both the - nominative and the accusative. How is it with the pronoun HE? Cf. (7. e. compare) 2. | ( 2. There are still other cases or relations of nouns and pronouns. The words rATHER's and Hts before gold and daughter in d show that the father possesses the gold and a daughter. This relation is 1 The meaning of this word when used of prepositions is explained five lines above. INFLECTION. 15 therefore called the POSSESSIVE, or GENITIVE, case. How does mis differ in form from HE; FATHER’S from FATHER ? - 3. Again, the words FATHER and HIM in e and / have the action of the verb exerted indirectly, not directly, upon them. (The direct object in each case is rose.) This relation of indirect object is called the pATIVE case. Does the form of the dative differ from that of the accusative? See g, i, and J, 4. In h, the word FATHER designates the person who is addressed. When so used, a noun is said to be in the vocaTIvE case. Is the vocative case closely connected with the rest of the sentence? How does its form compare with that of the nominative ? 22. Number and Declension. — Let us again study the words in small capitals in the following sentences : — a. The FATHERS love their daughters. 6. The FATHERS’ gold will be given to their daughters. € The daughters give their FATHERS roses. d. They go with their FATHERS. €. FATHERS, love your daughters. jf. THEY love their daughters. g. THEIR gold will be given to their daughters. h. The daughters give THEM roses. i. They go with THEM. 1. A noun which, like father, names a single person or thing, is in the SINGULAR NUMBER; à noun which, like fathers, names more than one, is in the PLURAL NUMBER. In what five different cases is the word FATHERS used in the sentences above? Pick out each dif- ferent use. In what four different cases is the proaoun of which THEY is the nominative plural used in the above sentences? Why is not this pronoun used in the vocative? 2. Note that father is changed to father's to show that the father possesses something instead of does something (as in 21, a), and that fathers is changed to fathers' for the same reason. Therefore the form is changed, to indieate a difference of relation to the other words of the sentence. In the change from the nominative singular father to the nomina- 16 INDUCTIVE STUDIES IN ENGLISH. tive plural fathers, however, there is no difference in relation, but there is a difference of meaning. A change in the form of a word to indicate either a change of relation or a change of meaning is called INFLECTION. The complete and orderly inflection of a noun or pro- noun is called its DECLENSION. 8. In declining a noun or pronoun it is customary to write the cases iu the following order, — nominative, genitive, dative, accusative, vocative, — and to write the singular before the plural. Decline father aud he, selecting the different case-forms from the sentences we have just been studying. Singular Plural Nom. father he fathers they Gen. father's his fathers' their Dat. father him fathers them Accus. father him fathers them Voc. father fathers 4. As to the cases which are alike, the word father is a fair sample of all nouns, and the word he is a fair sample of several pro- | nouns. (1) What cases then are always alike in nouns both in sin- cular and in plural? (2) Answer the same question in regard to the pronoun he. (3) What case differs in form from the nominative both in singular and in plural, and in both nouns and pronouns? (4) What case, though like the nomiuative in nouns, is different from the nominative in the pronoun he? (5) What is the exact difference - between the genitive singular and genitive plural of father? (6) Fill out the following blanks : Bo Singular Nom., Dat, Accus, Voc. father Nom. he Gen. Gen. Dat., Accus. Plural Plural Nom., Dat., Accus., Voc. Nom. Gen. —— Gen. — Dat., Accus. — (7) How many different forms has every English noun? (8) How many has the pronoun he? T ""-————T——— M € C— MPO INFLECTION. 17 23. Declension of Nouns. — Study the following declensions : } Sing. Sing. Sing. Sing. Nom., Dat, Accus, Voc. box lass ox child Gen. (box's)? lass’s ^ ox's child's Plur. Plur. Plur. Plur. Nom., Dat., Accus, Voc. boxes lasses oxen children Gen. (boxes lasses’ oxen's children's Sing. Sing. Sing. Sing. Nom., Dat., Accus., Voc. man mouse boy day Gen. man's mouse’s boy's day's Plur. Plur. Plur. Plur. Nom., Dat., Accus., Voc. men mice boys days Gen. men's mice’s boys’ days’ Sing. Sing. Sing. Sing. Nom., Dat., Accus., Voc. lady pony hoof calf Gen. lady’s pony's (hoof’s) calfs JE. Plur. Plur. Plur. Nom., Dat., Accus., Voc. ladies ponies hoofs’ calves Gen. ladies’ ponies’ (hoofs’) calves’ 1. (1) How does the nominative plural of box and lass differ from that of father in ending? (2) Name other words which add -s to form the nominative plural. (3) Others which add -es. From these words it appears that as a rule we add -es when the nominative singular ends with such a sound that if -s is added, the sound of e is produced iu the effort to pronounce this s. 2. What two letters (preceded by r in the case of child) are added 1 A little investigation will convince the teacher that many pupils do not know the facts and rulcs here illustrated. Special attention should be given to the nom- inative and genitive plural. The great advantage to the pupil about to begin Latin of naming all the cases used in English and in arranging the declensions after the fashion of the Latin grammar, will be apparent. 2 For reason for these marks of parenthesis, cf. 63, 4. 2 18 INDUCTIVE STUDIES IN ENGLISH. to ox and child to make the nominative plural? There are very few words thus declined. 3. What marked difference between formation of the nominative plural of all the other words and that of man and mouse? — Give other words like these two. 4. (1) In what respect are the four words boy, day, lady, and pony alike? (2) What difference in the formation of the nominative plural between the first two and last two? (3) What kind of a letter stands before y in boy aud day ? (4) What in lady and pony ? (5) What then scems to be the rule for the formation of the nomina- tive plural of nouns ending in y ? | 5. (1) What is the likeness of ending between the nouns hoof aud calf? (2) What is the difference in the formation of their nominatives plural? Some nouns ending with sound of f form the plural like hoof, some like calf; but there is no rule regulating the matter, as in the case of nouns ending in y. 6. (1) What difference between plurals like oxen, children, men, aud mice, and all the other plurals here given ? (2) What impor- tant difference in the genitives plural as compared with the other genitives plural ? 7. It will be seen that while most nouns in English form their nominative plural by simply adding -s, there are several other ways of forming the plural. In other words, there are several different declensions in English. 24, Declension of Pronouns. — Write eight sentences illustrating the use of the four singular and four plural cases of the pronoun she, just as was done with he in 21 and 22. Now decline she in singu- lar and in plural, selecting the proper cases from the sentences which you have written. Repeat this process in the case of the pronouns it, I who, which, that (as in all that glitters is not gold), what, this, that (as in I know that), and in the case of thou, but write ten cases of thou. Why can we write ten cases of thou, but only eight of the other pronouns? Compare the plurals of he, she, and it. l. I, thou, he, she, it are called PERSONAL pronouns; this, and that (when used like this) DEMONSTRATIVES. INFLECTION. 19 250. The Form of Adjectives. — Are adjectives inflected! for case aud number? Since the adjective is not an independent part of | speech, but ouly describes or limits some noun or pronoun, if in- flected at all, it seems natural that its inflection should correspond or agree with that of the noun which it describes. To see whether people are accustomed to do this, let us use any adjective we may choose, with every case and both numbers, of the word father in the sentences for study of 21 and 22. If we use, for instance, the adjective rich, we shall find that we say rich father, rich father's gold, with her rich father, rich fathers, etc., and that no change is made in the form of rich to correspond with changes in the form of father. This is so with all adjectives but this and that. What change is made in these adjectives when a change in the case of the noun is made? What, when the number of their nouns is changed ? Why should not the form of all adjectives be varied to correspond with different cases and numbers of the nouns which they describe, just as the form of this varies for singular and plural? — It certainly would not be strange if they did so, and we know that this was formerly the case in English, and is now the case in many other languages.? Comparison of Adjectives. 26. Study the adjectives in small capitals below : — a RICH man a RICHER man the RICHEST man (1) What changes have been made above in the form of rich? (2) What changes have been made in the meaniug by the added endings? (3) Why should richer be called the cowPaRaTIVvE? degree, and richest the sUPERLATIVE? (4) Why do we say 4 rich man, but THE richest man? Rich is sail to be in the 1 What is the meaning of this word? See 22, 2. 2 The writer knows a little boy, just learning to talk, who uses such expressions asfreights cars, flowers gardens. ‘This shows, perhaps, a feeling on his part that the adjective ought to agree with the noun. 8 Let the pupil look up the meaning of these words in the dictionary, if necessary. 20 INDUCTIVE STUDIES IN ENGLISH. POSITIVE degree, and the process of changing the form of an adjec- tive, as it is done above, is called COMPARING. 27. Study the adjectives in small capitals below : — a BEAUTIFUL child a BEAUTIFULER child the BEAUTIFULEST child a MORE BEAUTIFUL child the MOST BEAUTIFUL child. (1) Is there any difference of meaning between beautifuler and more beautiful? The latter is preferable. Contrast the two methods of comparison illustrated above. (2) To what word is the ending -er equivalent in meaning? (3) To what, the ending -est ? (4) What parts of speech are more and most? Cf. 14, 5, very rich. Long words are usually compare. by more and most. 28. Study the following adjectives. They show the comparison of all adjectives ending in -e, -y, and in a consonant preceded by a short vowel. PURE water, PURER, PUREST a WISE man, WISER, WISEST the EARLY bird, EARLIER, EARLIEST the UGLY creature, UGLIER, UGLIEST a SAD sight, SADDER, SADDEST a BIG boy, BIGGER, BIGGEST (1) Are the adjectives above compared, like rich, by adding -er and -est to the positive? (2) If not, give the rule for comparing adjectives ending in -e. (3) For those ending in -y. (4) For those ending in a consonant preceded by a short vowel. 29. 1. Several adjectives are irregularly compared. The following are the commonest of these : — good, better, best many, or much, more, most bad or ill, worse, worst near, nearer, nearest or next little, less, least. INFLECTION. 21 2. Name several adjectives which from the nature of their meaniug -are used only in the positive. 9. In such colloquial expressions as we had a most agreeable visit, the words a most agreeable do not have the proper superla- tive force of preémiuence to all others, as is shown by the use of the article a instead of the; they seem to be equivalent to a VERY agreeable. 30. Comparison of Adverbs. — In the following sentences, pick out the adverbs : — | He came soon. He came soonerthan was expected. He wrote well. She wrote best. They crossed the ocean more safely than their friends. (1)-Are any adverbs compared? (2) How are those given above compared ? 3l. Inflection of Verbs. — Stuy the verb-endings in the follow- ing short sentences : — a, He loves, they love. ó. Thou lovest, I love. c. They love, they loved. 1. (1) What is the oaly difference in the form of the two verbs under a? The only difference in the meaning of he loves and they love is that in the first example the assertion is made of one person, in the second, the assertion is made of more than one. (2) To what, then, is the difference in the form of the verbs owing? (3) Is the verb always inflected to show a difference in number? Cf. I love and we love. 2. In 4, however, there is certainly no difference in the number of the subject, and the assertions state that the acts described in each case are in present time. — To what, then, is the difference in the form of the verb owing ? That difference in the form of the pronoun which shows whether it refers to a person (or persons) speaking, to a person spoken to, or a person spoken of, is called a difference of PERsON. The person speak- ing is called the first person ; the one spoken to, the second; and the one spoken of, the third. 99 INDUCTIVE STUDIES IN ENGLISH. od Name the pronouns of each person. See 24. Which person of the verb is used with all nouns? Let the pupil put several nouns into sentences, and answer from his own observation. Which person of the verb is most used ? 3. Inc there is no difference of number or of person, and yet the verbs differ in form. (1) To what is this difference in form owing ? A difference in the form of a verb which shows a difference in the time of the action denoted by the verb is called a difference of TENSE. (2) What are the only three possible distinctions or divisions of time which can be made? (3) What two of these appear in the sentences of c? The study which precedes shows that the verb is inflected in order to show differences 1u time, or tense, and also because of differences in the number and person of its subject. b Name the three inflectional endings which you have just learned, and state very definitely the use of each. 32. Participles and Infinitives. — Study the meaning, use, and form of the words in small capitals below : — a. A LOVING daughter. d. To LovE! God is the duty of man. b. A LOVED daughter. e. LOVING is better than hating. c. He was LOVED by all. Note that the words in small capitals, though evidently formed from the verb love, are not verbs, for they do not assert anything; see 14,3. (1) What part of speech is each? See20,1,2. (2) What difference is there in time, or tense, between loving and loved? (3) What difference in form? (4) . Compare the form of the past tense and that of the past participle. (5) Give several other verbs which form their past tense and past participle by adding -d or -ed to the simple infinitive. 33. Summary of Verbal Inflection. — Study the following verb- forms, comparing those above the horizontal line with those below : 1 Tn the expression he will love, love is an infinitive. To is not a neces- sary part of the infinitive. Judging from the sentence he will love and from | d and e, what three forms of the infinitive may we have ? INFLECTION. 23 PRESENT TENSE. Sing. Sing. Sing. I love I call I learn thou lovest thou callest thou learnest he loves he calls he learns Plur. Tut. Plur. we love we call we learn you love you call you learn they love they call they learn PAST TENSE. Sing. Siug. Sing. I loved I called I learned or learnt thou lovedst thou calledst thou learnedst '' learntest he loved he called he learned * learnt (Plur. Plur. Plur. we loved we called we learned or learnt you loved you called you learned '* learnt they loved they called they learned * learnt PRESENT TENSE. Sing. Sing. Sing. I write I sing I dig thou writest thou singest thou diggest he writes he sings he digs Plur. Plur. Plur. we write we sing we dig you write you sing you dig they write they sing they dig PAST TENSE. Sing. Sing. Sing. I wrote I sang I dug thou wrotest thou sangest thou duggest he wrote he sang he dug Plur. Plur. Plur. we wrote we sang we dug you wrote you sang you dug they wrote they sang they dug 1 Tt seems best to defer the subject of mode until syntax is reached, since the imperative and subjunctive have no forms not found in the indicative, and the inodal idea is difficult for beginners. 24 INDUCTIVE STUDIES IN ENGLISII. VERBAL FORMS. INFINITIVES. love call learn write sing dig tolove to call to learn to write to sing to dig loving calling learning writing singing digging ? PRESENT PARTICIPLE. loving calling learning writing singing digging PAST PARTICIPLE. loved called learned written sung dug or learnt 34. The systematic arrangement of all the forms of the verb, as in the preceding article, is called coNJUGATION. What is the similar arrangement of the forms of the noun and pronoun called? See 22, 2, .9. 1. The verb love represents a large class of verbs ending in -e silent. Note that such verbs add -d in the past tense and past parti- ciple instead of -ed, as in called, and -st in second person singular of the present tense instead of -est, as in callest. Note, however, that the ending of the forms called and loved is the same. 2. Learned aud learnt are substantially the same in form, for in learned the e before d is silent, the -ed does not form an additional syllable, and the -d has nearly the sound of t. There is a tendency, - at present, to write the ending -t instead of -ed in such cases. 3. Those verbs which, like love, call, and learn, have the past tense and past participle alike, and regularly form both by the ad- dition of -d, -ed, or -t to the infinitive, are said to belong to the NEW conjugation, or, as it is sometimes called, the regular, or weak 1 conjugation. 4. Bearing in mind the suggestions of 1 and 2, write all the differ- ent forms of love, call, and learn, including infinitives and parti- 1 The following forms, though not strictly verbs (see 14, 3, and 32), are usually classed with them. 2 The g is doubled in the middle of the word on ihe principle illustrated by sad, sadder, in 28. ; i INFLECTION. 25 ciples. How many are there? Write the same forms of write, sing, and dig. Why is there oue more of these forms in write and sing than iu the other verbs? Verify from your own observation of the six verbs above the followiug statements : — The past tense sometimes differs from the past participle; the second person singular of the present teuse, the third person singular of the same tense, and the present participle, may always be formed by adding -est, -s, and -ing respectively, to the simple infinitive or to the simple infinitive less a final silent -e; and the second person singular of the past tense 1s formed by adding -est or -st to the first or third person singular of the same tense. Therefore if the simple infinitive, the past tense, and the past participle are known, all the other inflectional foris of the verb can be formed. From this fact and from the fre- quency with which these three forms are used, they are called the PRINCIPAL PARTS of the verb. 35. The Old Conjugation. — The three verbs write, sing, and dig belong to what is called the OLD conjugation. At first sight these verbs seem to have nothing in common. They are, however, alike in two or three particulars. Learn thoroughly the following list of very common verbs of the old conjugation, and tell in what respects they are alike, Specially important or difficult verbs are in small capitals. 7 Infinitive. Past tense. Past participle. BEAR, £o give birth to BORE BORN BEAR, to carry BORE BORNE beat beat beaten blow blew blown BREAK BROKE BROKEN bite bit bitten or bit choose chose chosen come came come DO pIDp! DONE draw drew drawn 1 The final d is not here -d added to do, but the word did is formed by placing _ the letters di before the d of do and dropping the o. INDUCTIVE STUDIES IN ENGLISH. infinitive. Past tense. Past participle. drive drove driven eat ate! eaten! fall fell fallen fight fought fought FLY (cf. flee, 36) FLEW FLOWN freeze froze frozen get got got, gotten give gave given GO WENT? GONE hold held held know knew known LIE (cf. lay, 36) LAY LAIN ride rode ridden ring rang rung rise rose risen SEE SAW SEEN shake shook shaken SIT (cf. set, 36) SAT SAT speak spoke spoken stand stood stood steal stole stolen swim swam swum take took taken tear tore torn wear wore worn win won won 1. From an examination of the above list, it appears that the verbs of the old conjugation, (1) always change (at least in pronunciation) the vowel of the infinitive in either the past tense or past participle, or in both; (2) never add anything to the infinitive to form the past tense (except sometimes a silent final e); and (3) if they add anything to form the past participle, add -en or -n. How, then, is 1 There is also a past tense and past participle eat, pronounced ét. ? Really the past tense of wend regularly used as the past of go. E INFLECTION. 91 ‘the old distinguished from the new conjugation? Cf. 34, 3. The old conjugation is sometimes called the strong, or irregular, con- jugation. 2. Note with care the fact that some of the verbs of the old conju- gation have the past tense and past participle alike, while in many they are differeat. A common mistake is to use the past tense instead of the past participle; to say, for instance, it is broke, instead of it is broken.! 36. Irregular Verbs of the New Conjugation. — There are ‘some verbs of the new conjugation which, while regular in having one form for past tense and past participle and in forming it by adding -ed, -d, or -t, are irregular in making some change in the vowel or vowels within the infinitive, or in suffering some contrac- tion. The most common and difficult of these are the following : Infinitive. Past tense. Past participle. bleed bled bled bring brought brought build built built buy bought bought cut cut cut feel felt felt FLEE (cf. fly, 35) LED FLED hurt hurt hurt keep kept kept Lay (cf. lie, 35) LAID LAID LEAD LED LED leave left left let let let light lit (or lighted) lit (or lighted) MAKE MADE (for maked) MADE meet met met pay (cf. say) paid paid 1 The teacher can hardly insist too rigidly upon a mastery of the verb-forms in ‘this and the following article, and upon a clear idea of the distinction between con- jugations. Such a distinction will help toward an understanding of conjugation in Latin, and particularly in German. Moreover, many pupils will be found who do not know the parts of many English verbs so as to use them correctly in sentences. 28 INDUCTIVE STUDIES IN ENGLISH. Infinitive. Past tense. Past participle. put put put 21 READ (cf. lead) READ READ! | say said said | seek sought sought | SET (cf. sit, 35) SET SET | sell (cf. tell) sold sold | shut shut shut? | sleep slept slept spread spread spread teach taught taught tell told told think thought thought 37. Conjugation of Be, Have, Shall, and Will.— We hav now to learn the conjugation of four very useful and very commo! verbs, which are more or less irregular : — PRESENT TENSE. Sing. Sing. Sing. Sing. Iam I have I shall I will thou art thou hast thou shalt thou wilt | he is he has he shall he will Plur. Plur. Plur. Plur. we are we have we shall we will you are you have you shall you will | they ure they have they shall they will | PAST TENSE. | Siug. Siig. Sing. Sing. I was 5 I had I should I would | thou wast thou hadst thou shouldst thou woulds he was he had he should he would Plur. Plur. Plur. Plur. | we were we had we should we would they were they had they should they would 1 Cf. the pronunciation of past tense and past participle with that of infinitive. | | | | | you were you had you should you would 2 In what letters do all verbs, having all three parts alike, end ? | | INFLECTION. . 29 | VERBAL FORMS. INFINITIVES. be, to be, being have,to have,having (wauting) (Wanting) PRESENT PARTICIPLE. being having (wauting) (wanting ?) PAST PARTICIPLE. been had (wanting (wanting) 1. Give the principal parts of these verbs. 2. To what conjugation do have, shall, and will belong? 3. The verbs can, past could, and may, past might, also lack the infinitive and participles, like shall. |. 38. Inflection by Combination. — Compare the following sen- l'tences : — a. I love. c. I shall love. e. He will love. ó. I loved. d. Thou wilt love. l. What is the tense of a2 2 What of 02 3. What of c, d, and e? 4. How do we know, from its form, that loved in I loved | is past? 5. How do we know, from the form, that will love in he will | love is future? Note, then, that the word will in the combination will love expresses tine like the letter -d in the word loved. In our | previous study a change in the meaning or relation of the verb has ‘been denoted by a change in the letters of which it is composed ; now we find that a change in meaning may be effected by combining two words. This process may be called INFLECTION BY COMBINATION, ‘and is much employed in changing the meaning of verbs. 6. What j verb is used to express futurity'in the first person? 7. What in the second and third ? | 389. Perfect, Imperfect, and Indefinite Action.— Study the \ following sentences : — | a. He loves. 6. He is loving. €. He has loved. | 1. In what time is the action represented in each of these sentences ? |. 8. What difference is there between 6 and c as to the completeness of 30 INDUCTIVE STUDIES IN ENGLISH, | | the action represented? The verb in a does not distinctly mark the action as either incomplete or complete; it is therefore called the preseut INDEFINITE. The combination is loving is called the present, progressive or present IMPERFECT, and has loved the present PER- FECT. It is manifest that in the past, and the future also, the action, may be represented as indefinite, imperfect, or perfect. So represent it in the case of the verb love. 3. Do the terms “ perfect ” aud “imperfect " when strictly used apply to the tense of the verb or to| its action ? | 40. The Passive Voice. — Cf.! the three pairs of sentences which, follow : — | | | a. I love. c. I loved. €. I shall love. | ó. I am loved. d. I was loved. J. I shall beloved. | 1. Is there any difference in tense, number, and person between à and à, c and d, e and f? 2. What, then, is the difference of mean- ing in each case? This difference lies in the relation of the sub- ject to the verb. The combinations am loved, was loved, and shall be loved, are sail to be in the PAssIVE VOICE; the word) passive meaning suffering, or enduring. 8. What is it that is suf- fering or enduring when a passive verb is used, — the verb, or its subject ? | 41. Conjugation of Love and Write. — Below is given the con-. jugation of love and write in the third person singular, not only by simple inflection, but also by combination. Cf. 33 and 37. | PRESENT TENSE. Active Voice. [ndef. he loves. he writes. Imp. he is loving. he is writing. Pf. he has loved. he has written. 1 Cf. = compare. ? It is not claimed that the conjugation here given is exhaustive ; it is, how-| ever, complete for the three time divisions and the three possibilities as to com- pleteness or incompleteness of action. Cf. it with the Latin indicative, noting the Latin tenses which cover two of those here given. INFLECTION. 31 Passive Voice. Ind.f. he is loved. it! is written. Imp. he is being loved. ~ it is being written. Pf. he has been loved. it has been written. PAST TENSE. Active Voice. Indef. he loved. he was writing. Imp. he was loving. he wrote. Pf. he had loved.” he had written. Passive Votce. Indef. he was loved. it was written. Imp. he was being loved. it was being written. Pf. he had been loved. it had been written. FUTURE TENSE. Active Voice. Luef. he will love. he will write. Imp. he will be loving. he will be writing. Pf. he will have loved. he will have written. Passive Voice. Indef. he will be loved. it will be written. Imp. (not in use.) (not in use.) Pf. he will have been loved. it will have been written. VERBAL FORMS. INFINITIVES. Active. . - Indef. love, to love, loving. write, to write, writing. Imp. to be loving. to be writing. Pf. to have loved. to have written. 1 It is important to note that comparatively few verbs have such a meaning as to admit all persons in both active and passive. Let the pupil illustrate this with a number of verbs. 2 The past perfect is often called the pluperfect tense. 39 INDUCTIVE STUDIES IN ENGLISH. Passive. Indef. be loved, to be loved. be written, to be written. Imp. (not in use.) (not in use.) Pf. to have been loved. to have been written. PARTICIPLES. Active. Indef. (not in use.) (not in use.) Imp. loving. writing. Pf. having loved. having written. Passive. Indef. loved. written. Imp. (not in use.) (not in use.) Pf. having been loved. having been written. 1. (1) What four verbs are combined with love and write to make the compound forms? — For a verb not given in this article, cf. 38. — (2) What verb enters into every passive combination ? (3) What is the voice of loved and written? (4) What is the exact difference, then, in meaning and in formation of he was loving and he was loved?! (5) What participle is invariably used in imperfect tenses? (6) What in passive forms? 2. A word, letter, or syllable which invariably accompanies a tense and distinguishes it from other tenses, is called the sign of that tense, (1) What are the signs of the future in both voices? — Note that the sign differs in different persons. — (2) Of the present perfect ? (3) Of the past perfect or pluperfect ? (4) Of an imperfect ? (5) Is the verb be a sign of the passive? Cf. he is writing, he was loving. (6) What is the ending of the past passive participle in the new conjugation? (7) What in the old, whenever this participle has any ending ? 1 This is a question of great importance. If it is thoroughly and clearly compre- hended and answered, a most prolific source of error will be at once removed. FORMATION OF WORDS. 30 FORMATION OF WORDS. - 42. Nouns. — What is the whole difference of meaning between he and she, king and queen, boy and girl, son and daughter? He, king, boy, and son are said to be of the MASCULINE GENDER, because they designate males; and she, queen, girl, and daughter of ‘the FEMININE GENDER, because they designate females, Most nouns have no gender, since they designate neither males nor females,? and “are sometimes called NEUTER, which means neither. The pronoun it is used in referring to nouns which have no gender. — ]l. Study the words: — act execute actor actress executor executrix found enchant founder foundress enchanter enchantress also god, goddess ; lion, lioness ; prince, princess. (1) What endings are used in the above words to change a mascu- line into a feminine noun? (2) What to denote the feminine AGENT? (3) What to denote the masculine agent ? 2. Study the endings of the following words : — bullock, a little bull. lambkin, a little lamb. brooklet, a little brook. hillock, a little hill. babykin, a litile baby. hamlet, a little village. floweret, a little flower. cigarette, a little cigar. lancet, a little lance. sermonette, a (little sermon. i What is the meaning of DIMINUTIVE? Give five diminutive endings. ^ : adornment, that which adorns ; : punishment, that which punishes ; atonement, that which atones ? 3. What is the ending, and what 1s its force in — 1 That is, English distinguishes only two genders, and the gender is based solely on sex. The Latin has the English gender distinction by sex, and in addition to it, but not in conflict with it, the system of gender distinction by endings. Only those | nouns which have no gender according to the English system are divided into mas. | euline, feminine, and neuter, by endings. 84 INDUCTIVE STUDIES IN ENGLISH. | What is the likeness, and what the difference of meaning in atoner| and atonement, punisher and punishment? Cf. 42, 1. Note, however, that this ending in the above words may also name an action, or the result of an action. 4. Study the following endings : — He creates —a creation. He feels — a feeling. He inclines — an inclination. He covers — a covering. He possesses — a possession. | | | | | What endings above express the action of the verb? | 5. Study the endings and meanings of the following words: bright, brightness true, truth wise, wisdom safe, safety | good, goodness wide, width free, freedom frail, frailty. (1) What derivative endings name a quality ? (2) From what part of speech are the nouns here given derived? (3) What likeness in| meaning between this part of eet) and these nouns ? i g putes D— ] | foolish golden wonderful lustrous (from lustre) Turkish wooden beautiful grievous ( “ grief) | whitish royal blamable furious ( “ fury) | smallish brutal laughable horned manly hearty helpless despotic turreted lovely | misty heartless historic sugared lowly | 1. What two adjective endings above mean full of? 2. Which ending means provided or furnished with? 3. Which has the mean- ing somewhat, to a certain degree? 4. Which means made of, de noting material? 5. Which means Jide? 6. What endings mean simply delonging to? 7. How would you make an adjective mean- ing not to be resisted? 8. What adjectives above are like this ? This last ending, however, has sometimes the meaning simply Zike or belonging to. | 44. Adverbs.— Note the ending of the adverbs merrily, care: fully. Is every word with this ending an adverb? Learn the following list of very common adverbs, with the exact meaning of each, comparing with the pronouns on the left : — FORMATION OF WORDS. 95 : | Pronouns. | Place in which. Place to which. Place from which. h-e h-ere h-ither h-ence th-at th-ere th-ither th-ence -wh-o wh-ere wh-ither wh-ence What is the first letter of each word on the first line horizontally ? What are the two first letters of those on second line? Of those on | third line? Give the meaning of each of the adverbs above by ! using a preposition and its case, modified by an adjective. 45. Verbs. — Note the endings of the verbs in They blacken their enemies’ reputations. They harden their hearts. What is the ending of both these verbs? What does this ending mean ? 46. Letters or Syllables equivalent to Separate Words. — Cf. the letters in small capitals in the first column with the words in small capitals in the second column, and cf. 38. lionEss SHE-lion WOOGdEN MADE OF wood he callrp ! he DID call the boy’s hat the hat or the boy fondER MORZ fond Note that the letters in small capitals in the first column have the same meaning as the words in small capitals in the second. We thus ' see that in inflection or derivation a letter or a syllable of a word has often the meaning of a whole word, and the latter may be substituted for it. We certainly ought not to be surprised if in other languages we find that only letters or syllables of inflection are used where the = lent English uses separate words. 1 The -ed in the ending of the past tense is only another form of the word did ; cf. 68, 5. 36 INDUCTIVE STUDIES IN ENGLISH. SYNTAX. ANALYSIS OF SENTENCES. 47. Subject and Predicate. — As we have already seen, a sen- | tence is simply a statement of some fact or thought. Let us study the following sentence to see how it is made: — Midas paused. 1. We have here the statement of a fact. Here the statement is. made about Midas, and it is clear that, if any statement is made, it must be made about some person or thing. That about which the statement is made is called the suBJjEcT of the sentence. 9. The word paused asserts or says something about Midas. | That which is said about the subject of the sentence is called the | PREDICATE, which meaus simply ¢he thing said. Of how many words does this sentence consist? Let each pupil make five sentences con- | taining only two words each, and distinguish the subject and predi- | cate in each. 48. Modifying Words, Phrases, and Clauses. — [f we turn to any book we shall find that very few of the sentences consist of but — two words. We shall find sentences like the following : — a. The stranger gazed about the room. 6. It was a young man with a cheerful face. c. To err is human. d. He valued his royal crown chiefly because it was com- posed of precious metal. e. Once upon a time there lived a very rich man, and he had a little daughter. f. All the beautiful roses that had so many lovely blushes are blighted and spoilt. g. This fabric had been transmuted to what seemed a woven texture of gold. l. In sentence e, stranger gazed would have been a sentence, but we find other words which give us new ideas about stranger and SYNTAX. 37 gazed. It was THE stranger, and the words about the room tell how he gazed. Any combination of words which does not contain a subject and a predicate is called a PHRASE. Since the phrase about | the room limits the verb gazed, to what part of speech is it equiv- alent? In seutence 5, the plrase with a cheerful face evidently describes the noun man. To what part of speech is it evidently | equivalent? What part of speech is the phrase to err in c? : 2. In sentence d, the words it was composed of precious , metal limit the verb valued, by telling why he valued the crown. If these words TELL us something, they must make a sentence. What is the subject aud what the predicate of this sen- tence? By what conjunction is it connected with the preceding sentence ? When two or more sentences are thus united, each is called a cLAusE. To what part of speech is this clause equivalent ? 9. What two clauses does the sentence f contain? What word does the clause beginning with that describe? To what part of speech then is this clause equivalent? What clause is the object of the preposition to in 7? What part of speech is the object of a preposition? Then, what part of speech is this clause ? 49. Simple, Complex, and Compound Sentences. — We have seen that every sentence must contain a subject and a predicate, and that it need contain only two words, though it does usually contain more than this, because both subject and predicate are ENLARGED, as it is called, by modifiers, which may be single words, phrases, or clauses. Again, we have learned that phrases and clauses may be adjectives or adverbs or nouns, just as single words are. Phrases and clauses are adjective, adverbial, or noun phrases and clauses, according to their USE (see 19). Noun clauses are often called SUBSTANTIVE clauses. 1. Note now that sentences a, 6, c consist of words and phrases, but contain only one subject and one predicate apiece. Such sen- tences are called SIMPLE sentences. 9. Note that in d the chief statement, He valued his royal crown, is described by the less important statement, it was com- | posed of precious metal, with which it is connected by the con- 38 INDUCTIVE STUDIES IN ENGLISH. junction because. Which of these statements should be called PRINCIPAL, which SUBORDINATE?! A combination of a principal and a subordinate clause, or subordinate clauses, is called a COMPLEX | sentence. The subject or predicate without any enlargement is called | the SIMPLE subject or predicate. 9. Note that senteuce e really contains two statements ; namely, Once upon a time there lived a very rich man, and Once upon a time a very rich man had a little daughter, united by the conjunction. and. Are these statements considered of equal importance, or is oue descriptive of the other, as in d? Such a sentence is called compounD. What is a compound sentence? | Show, from the above, how the device of uuiting two statements saves words. 4. The sentence f is both complex and compound. Show that it is so. 50. Declarative, Interrogative, and Imperative Sentences. — | Contrast the three sentences which follow : — a. What is your wish, Midas ? ó. Tell me your wish, Midas. c. Midas will tell me his wish. Which of the above sentences is a question? Which a coin- mand or request? Which a statement of fact? Which of them should be called DECLARATIVE? ? Which INTERROGATIVE? Which IMPERATIVE ?? 1. Interrogative and imperative sentences must, of course, be addressed to somebody. What case and what person ought, then, to be expected in such sentences? Cf. 21, 4, and 31, 9. Pick out this case and this person in the sentences above. 9. A verb, when used like the verb tell in 4, to express a command or request, is said to be in the IMPERATIVE mode. Iu English this 1 The pupil should consult the dictionary if he does not know the meaning of words. 2 The so-called exclamatory sentence may always be classified either as interrog- ative or declarative. For the use of do in interrogative and imperative sentences, ef. 68, 5. | SYNTAX. 39 mode has but one form, and this is always the same as the second person plural of the present indicative. | 38. Construct several interrogative sentences, and make as large a list as you can of the words which stand first in such sentences. What short verb is often used to introduce them? Contrast the use of who in Wuo is there? aud The man wHo is there is my uncle. ‘The first who is called an INTERROGATIVE pronoun. What Other interrogative pronouns have we? (See the questions in this article.) Where do we find the word to which such pronouns refer ? 4. Construct several imperative sentences. Where does the verb ‘stand in such sentences? Note that the subject of a verb in the imperative is rarely expressed. | 5. Strictly speaking, the interrogative and imperative sentences are not statements or assertions at all, and so not sentences according to the definition (see 47) ; but they can be so readily changed to the declarative form that this inaccuracy will cause but little difficulty.! 51. Use of THERE and IT as Expletives. — Study the use of there and it in the following sentences: — qa. There lived a very rich man. | 6. He made it his custom to pass a portion of every day in a dark apartment. |" €. It was far more probable that he came to do Midas a favor. d. There was now a brighter gleam than before. Note that, in sentence a, there takes the place, at the beginning of the sentence, of the subject, a very rich mau, about whom the state- ment is made. In 5, it takes the place of the infinitive, to pass, fol- lowing, which is the real object of made. What are the real subjects of the verb was inc and 2? Note then that there and it are often used to anticipate a noun coming later in the sentence, and to suggest that the real subject or object is not yet reached. When so used, _ 1 The pupil should have much practice in changing declarative sentences to imperative and interrogative, and vice versa. He should also be required to select the interrogative and imperative sentences from continuous narrative, or colloquial prose. | ! there and it are called EXPLETIVES; there retains its value as an adverb limiting the following verb, and it is a pronoun used as a substitute and temporary subject or object. 40 INDUCTIVE STUDIES IN ENGLISH. 52. The Noun Clause. — Study the noun clauses in the following sentences : a. It was far more probable that he came to do Midas a favor. 6. This fabric had been transmuted to what seemed a woven texture of gold. | c. Whether Midas slept as usual that night, the story does not say. | d. He felt a presentiment that this stranger had come m i with the purpose of gratifying his wishes. €. My desire is that I may be faithful. 1. Which clause is the subject of a sentence? 2. Which receives the action of a verb? 3. Which is used after the verb to be! ? 4. Which is governed by a preposition ? 5. Which means the same, as another noun used immediately before it ? | A whole article has been given to the noun clause because of the difficulty which pupils have with it and because of its extreme. importance. The pupil who really understands that a clause may have almost allthe uses of a noun and also those of the adjective and adverb (see 48, 2, 3, and 49), will have little difficulty with the analysis of sentences. 53. Construction of Sentences.— Study the connection of parts in the following sentences : — | a. The transparent crystals turned out to be plates of yellow. metal, and of course were worthless as spectacles, though. valuable as gold. | | 1 This expletive use is very common and very much neglected. Let the pupil make many sentences like those above. A study of the pronoun it in its vaio very peculiar uses will prove very profitable. See this word in Webster's Interna- | tional Dictionary. | | | | à SYNTAX. 41 6. He recognized the same figure which had appeared to |, him, the day before, in the treasure house, and had bestowed [2 him this disastrous faculty of the Golden Touch. c. The boiled egg immediately underwent a change similar to that of the trout and the cake. d. The solid metal so burnt his tongue that he roared aloud. .]. In a, what is the subject of the verb were? What cther verb has the same subject? What grammatical device enables us to use one subject with two verbs? Cf. 49, 3. What subject is used with two verbs in 62 What two nouus are connected with a pronoun by one preposition in c? The device (described in 49, 3) by which words are saved, makes long sentences a little less clear, and many pupils find it difficult to understand (what we have seen for ourselves in the above sentences) that two or more verbs may be used after one conjunction, or two or more nouns after one preposition. This difficulty is increased if one of the verbs is widely separated from its ‘subject. 2. The hearer or reader is sometimes helped to understand a sen- tence by the use in related clauses of words which suggest each other, such as so and that in d. Such words are called CORRELATIVES. Use neither and nor in a sentence as correlatives. Use in sentences all the other correlatives of which vou can think. 3. The pupil must remember that every word in a sentence is con- nected in thought with some other word.! He has already seen this for himself; cf. 15. In taking up a new word, then, he must ask, “With what word is this word united in thought? With what does it go to make sense? " It is so evident that a sentence is a complete structure, made by fitting words together, that we speak of ** building a sentence," and use the word construction when we mean the relation which one word has to other words of the sentence in which , jit stands. | 54. Use of Diagrams. — The connection of the parts of a sentence may be indicated to the eye by what are called DIAGRAMS. |..1 What case and what so-called part of speech might be considered exceptions to this statement ? Are such words strictly “‘in a sentence "' ? | 49 INDUCTIVE STUDIES IN ENGLISH. Sentence c, d, 6, and a in the preceding article may be thus arranged in diagrams : — The boiled immediately a €. egg underwent change similar El that z^ The solid so his d. metal burnt tongue * eM > at he roared aloud. 2 E P d - ex y S a X e, Lec x 2 NS the à same » b. He recognized figure had appeared! 4. 3. E c = oe on this disastrous had bestowed _ faculty EFIE | I] him the golden touch.? 1 For the present, verb phrases may remain unanalyzed. Later, however, after they have been studied, analysis should be required. ? [t is suggested that subordinate clauses be not analyzed very minutely. Too | minute analysis may prove perplexing in complex sentences, and sufficient drill i in the analysis of phrases will be given by the simple sentences. | z SYNTAX. 49 The yellow metal transparent "e| Iz m crystals turned out to be plates | The \- 5 transparent z crystals were worthless | 2 iue "fa spectacles course imm o i=] O3 > (they were) valuable | = nm gold. Note in the above diagrams that, while the word which receives the action of a verb, and the noun or adjective after the verb to be are regarded as a part of the bare predicate, they are not considered so essential to it as the principal verb. 1. How is this view indicated by the lines? 2. What, in general, is the position of a limiting word? 3. What of a connective? 4. How is the fact that two nouns follow one preposition or two verbs one conjunction indi- cated? 5. Why is the pronoun which partly on the connecting line and partly double underlined? Cf. 20, 5 and 6. RULES OF SYNTAX. 59. Nominative. — Study the subjects of the following sen- penices : — a. He lifted the door-latch. 6. Midas lifted the door-latch. €. Its weight made him sensible that it was gold. d. The solid metal burnt his mouth. e. She had been transmuted by the effect of his kiss. 1. Which of the subjects above do you know to be nomina- tives from their forms? Which one of them is the subject of a passive verb? Note that it is nominative, although not acting but 44 INDUCTIVE STUDIES IN ENGLISH. acted upon. The subject of a verb! is always in the nominative case. | 2. Which of the subjects above are names of inanimate objecti Note, then, that iuanimate objects are capable of action, though, of. course, not of voluntary, conscious? action. Make or find three other sentences in which things act. | 3. For the clause as subject, cf. 52. 96. Study the predicates of the following sentences : — a, They saw me. ó. It is I. c. Her little form grew hard and inflexible. d. I love odd names. | | e. Little Marygold ran to meet him. | J. Midas was called a happy man. 1. Note that in some of the sentences above, the verb represeuts| an action as passing over from the subject to some other object, — as | being exerted upon something. Thus the word saw, in a, represents | action exercised by the subject they upon me. So also with love, in d. The other verbs in these sentences do not represent any action as being exerted upon the nouns or adjectives which follow them. | Such verbs are called INTRANSITIVE,® while those which do carry over | an action from subject to some other noun are called TRANSITIVE. | 9. In what voice is the verb inf? Note that in this sentence the | word which is affected by the action of the verb, — viz., Midas, — is | the subject, and hence in the nominative case; while in the case of the | active verbs in a and d the word which is affected by the action is not | the subject. The noun or pronoun which receives the action of a; | 1 Tt is not necessary to say a finite verb, for the English infinitive is not in this | | book regarded as a verb at all. 2 Tf you do not know the meanings of * voluntary " and “conscious,” look them up in the dictionary, 3 Note, however, that verbs usually intransitive are sometimes transitive; we may say, e. g., he ran a race. We caunot tell whether a verb is transitive or not until we see it USED; sce 19. SYNTAX. 45 verb is called its oBJEcT. The object of an active verb is in the accusative case. This is evident, in a, from the form of me.! 3. Note how necessary to the statements contained in these sen- tences are the pronoun I in 4, the adjectives hard and inflexible iu c, and the noun man in f. Because these words are so necessary in completing the assertion, or predication, of the verb, they are called PREDICATE nouns, pronouns, and adjectives. Note further that each of these words refers to the sume thing as the subject of the sentence. A noun, pronoun, or adjective used in the predicate, not as an object but to refer to the subject and describe it, is in the same case as the subject. 4. Note that in verb phrases (like was called, iu /), formed by combining the verb be and a participle (see 39, 40, 41), the participle is a predicate adjective describing the subject.? 57. Appositive, — Study the descriptive words in the following : Near him was seated John Alden, his friend and house- hold companion, writing with diligent speed. ]. What is tlie relation of the nouns friend and companion to John Alden? A noun which is thus used to describe another without the aid of any other word is called an APPOsITIvE. Such a noun is in the same case as that which it describes. In what respect is it like the predicate noun? In what different ? 2. What part of speech is writing? What does it limit? Note its position, following its noun. Such a word is called an apposi- tive adjective. Note further that such au adjective may be separated from its noun by several words. 3. For clause as appositive, cf. 52, 1 Pupils find much difficulty in distinguishing between the subject of the passive | and the object of the active. The subject of the passive is in reality both subject and object. |. ? The contents of this section are of very great importance. Before going far- ther, the pupil should have much drill upon transitive and intransitive verbs, direct objects, and predicate nouns, both by constructing sentences containing these con- | Atructions, and by picking them out of connected narrative. 46 INDUCTIVE STUDIES IN ENGLISH. 58. Absolute Construction. — Study the grammatical connection | in the following senteuces: — a. The rear-guard of his army retreated, THE FRONT GIVING | WAY TOO. ó. Open wide in her lap lay the well-worn psalm-book of} Ainsworth, printed in Amsterdam, THE WORDS AND THE MUSIC | TOGETHER. ! c. HE BEING SUCCESSFUL, his opponents were removed from | office. | 1. Note that the phrases in small capitals have no grammatical con- | nection with the rest of the sentence. Words and phrases thus used | | are said to be in the ABSOLUTE construction, ** absolute" meaning sim-| ply loosed from the rest of the sentence. Note further that each of | these phrases contains a noun or pronoun, and that two of them con- | tain a participle. A noun or pronoun and a participle limiting it | most frequently combine to form this construction. Judging from ' c, in what case is this noun or pronoun? 2. The participle in the absolute construction must be carefully | distinguished from the participle which is related to some word inti- mately connected with the rest of the sentence. "Thus printed, in 4, | limits psalm-book, which is the subject of iay. See 56, 4, and 57, 2.! | 59. Study the objects of the verbs in the following sentences, and | the change from active to passive : — a. His soldiers made him king. ó. He was made king by his soldiers. c. He taught me Greek. d. I was taught Greek by nim. e. I asked him his name. Jj. Midas touched the rose. Á 1. How many objects have the verbs in a, c, aud e? Note that | king in a is the result of the action of the verb made upon him, and that king and him refer to the same person. Is this so in the case. 1 The narrative poems of Longfellow furnish excellent material for drill in the use of participles. SYNTAX. AT of the two objects of taught and asked, in c and e? What other verbs take the same construction as made? Note the changes in the passive, and for 4, cf. 56, . 2. Change to the passive the sentence f above. What has the subject of the active become? What has the object of the verb be- come? How does the answer to the last question explain why an | intransitive verb cannot be changed to the passive, i. e., can have no | passive voice? Why should there be no accusative as object of a | passive verb? Cf. 56, 2, and foot-note. Note, however, that in the | ease of the verbs teach and ask, one of the two accusatives is retained | even in the passive; cf, Greek in d. 60. Study the words which limit the verb in the following sen- Bences : — ; a. He threw the ball three hundred feet. ó. They fought the enemy five hours, c. They fought the enemy fiercely. d. The mountain was a mile high, €. Let us go home. f. Go west, young man. f. Then the disciples went away again to their own home, h. I go a fishing. i. All aboard. j. All on board were lost, 1. Why cannot the words feet, hours, and mile, in e, 5, and d, be | the objects of the verbs in the sentences in which they stand? Note that hours, in 4, although a noun, has almost exactly the same limiting force upon the verb as fiercely in c, and that mile in d limits the adjective high like an adverb. Words used like feet, hours, and mile are called .ADVERBIAL ACCUSATIVES OF MEASURE; they are employed to express duration of time or extent of space. |. 2. Are the words home and west, in e and jf, nouns or adverbs ? It is certain that they are used instead of a noun governed by a prep- osition, and in such sentences as gy, where home is preceded by two adjectives, the preposition to is still used. Note that home and 48 INDUCTIVE STUDIES IN ENGLISH. west are very commonly used in such expressions as that above, | | Owing to this frequency of use, the preposition has been dropped to | save time in speaking, or, as we might say, it has been wora away. | We might call home and west ADVERBIAL ACCUSATIVES OF LIMIT| | OF MOTION. Why would this be an appropriate name ? Sometimes | in such expressions the preposition is not yet quite worn away, as in| a fishing and aboard, for on fishing and on board. We do | however, Let 's go fishing. 61. Study the use of prepositious in the following sentences : — | a. The Golden Touch had come to him with the first | sunbeam. | ó, That was the breakfast of the king. Cf. c. | c. That was the king's breakfast. | d. He attempted to swallow it in a hurry. (f, e. | ¢, He attempted to swallow it hurriedly. | J. He gave apples to John and me. | fj. He had a little daughter, whom nobody but myself ever. heard of. | | 1. What nouns and pronouns in the above sentences are governed | by prepositions ? These nouns and pronouns are in the accusative case. | 2. For what case of the noun is the prepositional phrase of the king, : in 6, a substitute? To what part of the word king’s is the prepo- | | | sition of equivalent in meaning? Cf. 46. 3. What does the phrase, in a hurry, in d, limit? To what word. is it equivalent? Cf. a man of honor and an honorable man. To what is the phrase of honor equivalent ? 4. Note that, in f, the conjunction and does not at all affect the. governing power of the preposition of, which affects the case of me as. much as that of John. A neglect of this truth as to the conjunction | leads to many mistakes. The nominative I, for instance, is often used in such a case as the above ; cf. 53, 1. 5. Ry what preposition is whom in 7 governed? "Then does the preposition always precede its case? 7 SYNTAX. 49 62. Dative. Study the words in small capitals in the following sentences : — a. Tell ME your wish. Cf. Tell your wish TO MF. 6. He wished to bequeath HER an immense pile of yellow, glistening coin. c. He came to do Mrpas a favor. d. Forgive Us our debts, as we forgive our DEBTORS. e. This town was near (or next!) THEM. Cf. near TO THEM. f. The stranger's smile seemed to fill the room like an OUT- BURST of the sun. g. Alas ME! the pitcher was no longer earthen. Cf. Woe is ME! 1. Considering only the form of the pronouns, what two cases are possible for me, iu a, and her, ind? Note that the USE, or FUNCTION, of these words is clearly different from that of the direct objects, wish, in e, and pile, in 4, since the action of the verb is only indirectly exerted upon them. Since the cases are distinguished, not by their FORMS, but by their FUNCTIONS (cf. 21, 1), this function should havea name of its own, The indirect object is said to be in the DATIVE case. The dative case is most frequently usea with verbs of giving and saying, and those of similar meaning. 2. In e while the adjective near describes town, the quality which it expresses is of most interest to them, and is said to be directed toward them. With near and like, whether adjectives or adverbs, the object to which the quality is directed may be put in the dative. What construction is used with other adjectives which take an object for their quality, like good, easy, clear ? 3. In all the above sentences, what prepositional phrase may be used as a substitute for the dative case? Cf. 46 and 61, 2, 3. 4. In many sentences the dative is used in connection with an ac- cusative as direct object ; find an instance in the above sentences in which the dative is used alone after a verb. Be particularly careful in such instances not to mistake it for an accusative. 1 See 29, 1. 4 50 INDUCTIVE STUDIES IN ENGLISH. w L ° D ^» . | 5. We may frame a passive expression similar to a by saying I | 2 I was told your wish. What does the dative me of a become in the passive? Note that wish is still retained as object, though the verb is passive, and cf. 59, 2. 63. Genitive. — Study the genitive cases in the following phrases.? . Her dear father’s encircling arms. . The polished surface of the cup. The suit burdened him with its weight. A summer's day. . A year's pay. His mind was in the state of a child's. . The book is John's, eS SS eS & o0 c 8 l. For definition of the genitive case, see 21, 2. 9. Note that the word father's describes arms in just the same way that encircling does. Father's seems, then, like what part of speech ? Think of an adjective which often has the same meaning as father’s. Note, however, that father’s here retains so much of the nature of a noun that it is described by the adjective dear. What word would have to describe it, if it were an ordinary adjective? Cf. 14, 5. 3. For substitutes for the genitive, see 61, 2 and 3. 4. Since a thing can hardly be said to possess anything, we do not commonly use the naines of things in the genitive. What similar construction is used with names of things? Cf. à above. Note, however, the use of its in c, and that of summer’s and year’s in d and e. In the last two words, the genitive seems to be DESCRIPTIVE rather than possessive. What prepositional phrases might be well substituted for summer’s and year’s. Cf. 46. 5. Note that in f the genitive form child's has become indepen- dent, as an adjective sometimes does, and is used as the object of the preposition of. Then in what case is it? Note further the frequent use of a genitive as a predicate adjective, as in g. 1 The pupil should here review the declensions in 22, 23, and 24. SYNTAX. 51 : 64. Adjective. 1. For definition and use, see 14, 4. _. For the same form, used sometimes as adjective, sometimes as ‘noun, see 19, 6. | 3. For the pronominal adjective, see 20, 3. 4. For inflection and derivation of adjective, see 25-29 and 43. 5. For thedefinition and use of verbal adjective, or participle, see 20, 1. | | 6. For the kinds and uses of participles, see 32, 33, and 41. 7. For adjective phrases and clauses, see 48, 1 and 3. 8. For predicate adjective, simple and verbal, see 56, c, 3 and 4. 9. For appositive adjective and its position, see 57, 2. 10. For participle in absolute construction, see 58. 1l. For adjective force of the genitive, see 63, 2. 12. What do the adjectives in the following seutence limit : — I saw her going and coming, patient, courageous and strong ? Owing to the fact that an adjective which limits a pronoun is never found immediately before it, pupils sometimes get the idea that an adjective cannot limit a pronoun at all. 13. Study the use of the participle in the following sentences : — a. He had planted a garden. ó. He has fled. In a, we can easily explain the participle planted as a passive participle limiting garden, which is the object of had, — he had a garden which was planted ; but the participle flea, in 4, cannot be so explained, for the verb flee is intransitive, and therefore has no pas- sive (cf. 59, 2). The fact is that in verb phrases compounded with have, the participial form has lost its proper force, and cannot always be explained grammatically, In all other verb phrases the participle has its proper adjective force, 65. Pronoun. — Study the pronouns in the following sentences, and find the words to which they refer, 7. e., their ANTECEDENTS ! : | 4. He valued his crown because it was composed of pre- 1 cious metal. b. Once there lived a very rich man whose name was Midas. c. I, that speak unto thee, am he. | 1 The pupil should here review the definition of pronouns in 14, 2, their inflec- | tion in 24, and their gender in 42. | 52 INDUCTIVE STUDIES IN ENGLISH. 1. What is the gender, number, and person of it? What of its What is the case of it ? antecedent ? swer the same questions iu regard to whose, in 4, aud its antecedent, and in regard to that, in c, and its antecedent ? spects does a pronoun agree with its antecedent ? does it not agree? What of its antecedent ? Ans In what three re- In what respect 2. The pronoun one in such sentences as any one will tell you, and whoever, as in whoever fails, I sball not, have no definite ante- cedents, and are therefore called INDEFINITE pronouns. 3. To what two pronouns may what be equivalent in I know what he said ? also be an interrogative pronoun. 4. Which of the pronouns may become adjectives ? using them in sentences. The word what inay, then, be a COMPOUND RELA- TIVE, and contain its own antecedent. Note, however, that it may Find out by 5. For the double use of the relative, see 20, 5 and 6. 66. Agreement of Verb. — As we have already seen from 31, the verb must agree with the subject in number and person. Show from this rule why we may say, I don't, but not he don't. 67. Indirect Discourse. — Compare the sentences in parallel col- umns below. a. I don't care for such roses as this. r. He thought, ‘‘ The best thing I can do for this dear child wil be to bequeath her an immense pile of coin." e. How you have wet my nice frock ! g. What! then you are not satisfied ? 1. Go, plunge glides past the bottom of the garden. then, Midas, and into the river that ó. Marygold said she did n’t care for such roses as that. d. He thought that the best thing he could do for this dear child would be to be- queath her an immense pile of coin. J. He sees or will see how he has wet her nice frock. h. He asked whether he was not satisfied. 7 j. The stranger told Midas to go and plunge into the river that glided past the bottcm cf the garden. SYNTAX. 53 l. The sentences on the left are fair samples of sentences in DIRECT DISCOURSE; those on the right, of sentences iu INDIRECT DISCOURSE. Note that the former are the exact words of some speaker, writer, or thinker, in just the form in which he spoke or wrote or thought them ; while the latter are the same words closely connected and adapted, with as little change as possible, to the grammatical construction of a ‘sentence in which they are quoted. In c the words directly quoted form a sentence which is the object of thought, but the direct quota- tion is neither closely counected nor adapted to tlie verb thought, as is indicated by the presence of the comma after thought. 2. (1) What change in tense do you notice in passing from direct discourse to indirect, after a past tense? (2) Is there a change of tense in a quotation after a present or future? Cf. e and f. (3) Is the tense of the subordinate clause of the quotation changed after a past tense? Cf. i and j. 9. What change of person do you notice? Note, however, that the third person is not the only one found in indirect discourse. Suppose, for instance, that the child mentioned in c should report her father's thought about her. What pronoun would she use in re- ferring to herself? 4. After what kind of verbs, as to meaning, do we make quota- tions? 5. Are interrogative and imperative sentences ever quoted? Can interjections or vocative cases be used in quotations? Cf. g with 4, and z with j. It will be noted that the indirect form is not only less animated and pictorial than the direct, but that it is also of necessity somewhat inaccurate in conveying a speaker's exact idea. Point out in these sentences two or three instances of this.! 68. Infinitives. — Study the infinitives in the following sentences : a. Midas used to pass whole hours in fondly gazing at them. 1 Let the pupil be drilled thoroughly in the peculiarities of indirect discourse both by framing and scrutinizing sentences. Such a drill will make the same sub- ject in Latin much easier. "e 54 INDUCTIVE STUDIES IN ENGLISH. 6. He could scarcely bear to.see! any object that was not gold. | c. Midas felt himself to be not quite so happy as he might be. Cf. d. d. Midas felt that he was not quite so happy as he might be. €. It would have been unreasonable to suspect him of in. tending any mischief. f. He was enraptured to see himself in a suit of gold cloth. g. Little Marygold ran to meet him. h. He beheld the bright glistening of the precious metal, EA i. He beheld the brightly glistening metal. J. She did not walk. Didshe run? She did (run). k. She walked not. Ran she? She ran.? l. For definition of infinitive, see 20, 2 and 6. 9. For inflection, see 33 and 41. 3. It will be noted that the infinitive in the above sentences, in one or another of its forms, is used in almost every one of the func- tions of the noun. In which sentence or sentences is it the sub- ject of a verb? In which the object? In which is it used as the object of a preposition? Note that in f and g it is an adverbial accusative. Why? Cf. 60. 4. Note further that, though a noun, the infinitive has some of the functions of a verb. In which sentence or sentences is the infinitive modified by au adverb? In which has it a direct object ? But note also that the infinitive does not assert (cf. 20, 6), and that it is usually dependent on some other word. 5. Note that certain verbs from their very meaning require an- other action to complete their own. Such are the verbs use, in the sense of be accustomed, a, can, 0, will, e, did, j. The infinitive is used ! Note that for to see any object, the sight of any object might be substituted. ? The infinitive is perhaps the most difficult subject in English grammar, on account of the great variety of its uses. All of these uses will be understood if these sample sentences are MASTERED. SYNTAX. 55 | to complete the action of such verbs, and is then called the cowPrE- MENTARY, or filing out, infinitive. This kind of an infinitive is very common in verb phrases, such as those iu 41, aud is often more essen- | tial to the meaning of such phrases thau the independent verb with " which it is used. The verb do is common in expressions like those | underj; i.e. in negative sentences, and in questions and answers. | Note carefully, however, that the meaning of these expressions does | mot differ at all from that of the less common REPreSuOnS of & Why is the last word of 7 in parentheses ? 6. Of. c and d, and. note that the infinitive with a subject in the accusative case sometimes stands in indirect discourse ; cf. 67. 7. Note that in g the infinitive is equivalent in meaning to i» order that she might meet him, and expresses the PURPOSE of the running. “Note, too, that in f the infinitive tells why he was en- raptured, and is equivalent to the clause decause he saw himself. The infinitive then may express PURPOSE or CAUSE; cf. 69, 3, 5. 8. Cf. and distinguish the word glistening in 2 and 7. If the word in in a were omitted, what would gazing become? Note further that glistening in 7 has much more nearly lost its verbal force than gazing in a, and cf. 42, 4. 69. Temporal, Causal, Purpose, Result, Conditional, and Con- | cessive Clauses. — In the following sentences study the subordinate . elauses, and try to distinguish the different ways in which they limit . or enlarge the meaning of the principal clauses : — a. When he had saved enough money, he built a house. : 6, He built a new house, because his old house had been burned. c. He built a house to live in, or that he might live in it. : d. He built so good a house that he lived in it many | years, | . €, If he saved enough money, he built a house. j f. Though he had but little money, yet he built a house. | | : 1. Note that the subordinate clause in a tells the time when the | house was built. Such a clause is called a TEMPORAL clause. What 56 INDUCTIVE STUDIES IN ENGLISH. are some other conjunctions, besides when, which introduce temporal clauses ? 2. Note that the subordinate clause in 6 states a fact which ex- plains the action of the principal clause, by telling us why that action was performed. Such a clause is called CAUSAL. 3. Note that in c the subordinate clause states a thought, or more definitely a purpose, which explains the action of the principal clause by telling the motive which prompted it. Such a clause is called a PURPOSE clause. 4. Note that the subordinate clause in d expresses the RESULT of the action of the principal clause. 5. Pupils often find it difficult to distinguish between cause and purpose. Let this distinction be learned at once from these sen- tences. Note, then, that the causal clause states an actual FACT which has occurred, but that the purpose clause does not state a fact at all, but only a purpose, which may become a fact by being realized. Both the purpose clause and the causal clause state a reason by telling why he built the house; but in one case the reason is the burning of the old house, in the other it is the purpose to live in a new one. Can we have a purpose without a person? Can we have a cause without a person ? 6. The result is the opposite of the cause. The cause must pre- cede the action of the principal verb. The result, of course, follows this action. The fact that both the purpose and the result clauses are introduced by the conjunetion that, will cause no trouble to the pupil who considers the MEANING of these clauses. Let the pupil think of other facts, like the building of a house, and then frame sentences giving causes, purposes, and results in con- nection with these facts. 7. Note that, in e, we cannot tell whether he built a house or not, and that we are thus ignorant because we do not know whether he saved enough money or not; 7 e., the fulfillment of the action of the prin- cipal clause is dependent upon the fulfillment of that in the subor- dinate. Such a subordinate clause is called a CONDITIONAL clause, or CONDITION. Is there any other instance in these clauses where there is doubt about the occurrence of the principal action ? SYNTAX. 57 8. Note that, in f, the action asserted in the principal clause is not what you would have expected from the statement of the subordinate. Yet granting or conceding the fact of the subordinate clause, the act of the principal clause did occur. Such a subordinate clause is called CONCESSIVE. Note that here, as well as in d, the connection between clauses is made clearer by the use of correlatives; see 53, 2. What are they in each case ? 9. Note that, in a, the subordinate clause introduced by when, though expressing time as its primary idea, also suggests cause and condition. If we substitute for it the participle, thus: Having saved enough money, he built a house, the participle suggests about equally the three ideas conveyed in the subordinate clauses in a, 5, and e. Of course, in connected writing, the comparative prominence of these three ideas of time, cause, aud condition will depend largely upou the ideas suggested in the sentence which immediately precedes the one in question. 70. Modes: Indicative, Imperative, Subjunctive. Condi- tional Sentences. — Study the verbs in the following sentences : — a. Thy will be done. 6. How much would the orchard be worth if each of the trees were fruitful ? c How much would the orchard be worth if each of the trees were to become fruitful ? d. How much will the orchard be worth if each of the trees shall become fruitful ? e. The orchard would have been worth much if each of the trees had become fruitful. f. Though he slay me, yet will I trust in him. . 1. Note in a how the meaning is changed by using be instead of is. Thy will is done expresses a fact simply and directly; but Thy will be done does not express a fact at all, but our desire that a certain thing may become a fact. Here then are two ways or MODES of viewing an action, — as a fact, or as desired. 2. A verb which presents an action as a fact is in the INDICATIVE 58 INDUCTIVE STUDIES IN ENGLISH. mode; a verb which presents it as desired, or for any other reason doubtful, is often? in the suBJUNCTIVE mode; a verb which presents it as commanded or entreated is in the IMPERATIVE mode ; cf. 50, 2 and 4. 3. Note that the subjunctive in the present tense, third singular, has be, where the indicative has is. This form is the same in all persons, both singular and plural. Note, in 4, that the verb were has a singular subject. It could not, then, be an indicative, for in the in- dicative were is plural. It is a past subjunctive, and is the same for all persons and both numbers. Note, in f, that slay has no final s, as it would have if it were an indicative. The subjunctive of verbs other than the verb be has only a present tense, and has the form of the - simple infinitive in all persons aud both numbers. 4. Note very carefully the different ideas expressed in the sentences b,c, d, and e. Note that in each the principal clause 1s modified by a subordinate clause which shows that the fulfillment of the action in the principal clause is dependent on the fulfillment of another action expressed in the subordinate clause. Such a subordinate clause is called a CONDITIONAL clause, and the sentence containing it is called a conditional sentence. 5. From sentence d, we cannot tell at all whether the condition will be fulfilled or not ; in other words, the sentence implies? nothing as to the fulfillment of the condition. Give other sentences referring to the present and the past which imply nothing as to the fulfillment . of the conditions contained in them. 6. In e, however, it is implied that the fulfillment of the condition is unlikely, though not impossible. By what change in the words of dis the change of idea produced? What is implied in 6 and e? What is the difference in the time of these sentences? What mode 1 The idea of desire, doubt, condition, possibility, etc., is very often expressed by combining the verbs may, can, should, would, etc., with an infinitive; thus, if he should go, they may go. ? Let the pupil remember that many sentences contain enfolded within them, or in a single word rMPrLY, what they do not explicitly affirm. ‘hus if I say, Why did you go to Boston yesterday ? I imply not only that you went to Boston, but also that there is such a place as Boston, and that it is possible to go to it. _ Let the pupil illustrate further by other sentences of his own framing. SYNTAX. 59 ds used in the conditional clause of 62? Contrast the form and mean- ing of à and c! _ 71. The Preposition or. Study the use of the preposition of in the following phrases and sentences : — a. A crown of gold. ex . The crown of the king. c. I never heard of her. d. Midas was fond of gold. . The very tip-top of enjoyment. e J. To suspect or to convict him of crime. g. He was possessed of this insane desire. h . A matter of course. i. Do you desire to rid yourself of this Golden Touch? . A heavy weight seemed to have gone out of his bosom. . All of us. L [. Within seven miles of Boston. l m. The city of London. l. It will be evident at ouce that the preposition of is used in a great variety of ways and with many different meanings. It will help | us in some cases to remember that the preposition of is simply a shorter form of off, and hence originally had the idea of separation conveyed by from. In which phrases or sentences is this separative , dea plainest ? | 2. (1) In which phrase or senteuce 1s of with the accusative a sub- stitute for the possessive or genitive case? (2) In which one does of mean made of, — thus denoting material? (3) In which does it mean concerning? (4) 'u which is it used with an object to explain the application of an adjective? (5) In which does it mean by ? 3. Contrast the use of the preposition of in eand /. Ine, the very | tip-top expresses a part of all enjoyment, while, in J, all is not a part of us, but refers to exactly the same people, and.all of us means the same as we all. So in m, city and London refer to the same thing, aste 1 For the syntax of adverbs, see 14, 5’; for that of interjections, see 16. 60 INDUCTIVE STUDIES IN ENGLISH. and the city of London means the same as the city London. Tlic use of the preposition of in e is called PARTITIVE, that in / and m is called APPOSITIONAL; cf. 57. 72. The Word ror. Study the use of for in the following phrases and sentences : — a. A dozen oranges for a quarter. ó. To fight for one's country. €. To send for aid. d. Good for food. e. He valued the sunbeam for this reason. f. To this dismal hole — for it was little better than a dun- geon — Midas betook himself. fj. Tall for his age. h. To sail for England. i. You may for all me. j. Imprisoned for life. 1. (1) In which phrase or sentence does for mean iz place cf, in return for? (2) In which does it mean iv behalf of ? (8) In which does it mean because of? (4) In which is it a conjunction meaning because? (5) In which does it mean ix proportion to, or considering ? (6) In which does it mean during ? 2. Note that the meaning of for aid, in c, might be expressed by the words i» order to get aid ; the meaning of for food, in d, by £o de eaten ; and the meaning of for England, in 4, by i» order that England may be reached. To what, then, is the prepositional phrase introduced by for sometimes equal? Cf. 68, g and 7. 73. The Preposition wiTH. — Study the use of with in the fol. lowing sentences : — a. The general fought with his men. — 6, The general fought with the enemy. - €. The soldiers fight with great bravery. d. The soldiers fight with lances. 1. (1) In which of the above sentences docs with mean in company with, i. e.,, denote ACCOMPANIMENT? (2) In which does it denote SYNTAX. - 61 HOSTILE UNION? (3) In which does it mean BY MEANS OF? (4) In which does the phrase introduced by with show the MANNER in which the action is performed ? 2. The study of the prepositions of, for, and with, just made, cer- tainly shows that they are used in a surprising number of different senses. We certainly ought not to be surprised if we find that some of the meanings conveyed by these prepositions are conveyed in other languages by means quite different from those employed in English. 74. Lack of Precision in the English Use of Prepositions and Tenses. — Compare the idiomatic English expressions on the left with the more accurate but less idiomatic expressions on the right : — d, He put it in the bag. ó. He put it into the bag. c. Where will you go? d. Whither will you go? e. Looking up, he beheld the f. Having looked up, he be- figure of a stranger. held the figure of a stranger. f. When he comes, I shall h. When he shall have come, go. I shall go. i. He hopes to come. j. He hopes that he will come. 1. From examples a, 6, c, and d we see that an English verb clearly conveying the idea of motion is often used with an adverb or a prepo- sition conveying the idea of rest in a place. Sometimes the more accurate expression is not permissible in English ; we cannot say, they will meet to the corner, although meet clearly expresses motion toward, but must use the more indefinite phrase at the corner. Sometimes conventional English requires a preposition appropriate to motion toward where the sense requires one appropriate to motion from, as in the phrase averse to, — averse meaning turned away. 2. In which of the sentences above does the English use a verbal | form referring to the present, where the sense is past? In which 1 While we must not quarrel with the usage of the langage, the pupil should clearly understand that the usage here is arbitrary and conventional. If we expect our pupils to be intelligent, we must not rebuke them too sharply when they use their intelligence in saying averse from, and to meet to. 62 INDUCTIVE STUDIES IN ENGLISH. does it use a present for a future perfect ? In which a present for a future ? 3. The pupil will see from the above that our noble English is somewhat vague and inaccurate in its use of prepositions and. tenses. It is very necessary to remember this fact in translating English into other languages, or other languages into English. 79. Omission of Words. — Supply omitted words in the following sentences, so that the grammatical construction of each word will be plain : — a. It was little better than a dungeon. 6. And then would he reckon over the coins in the bag, toss up the bar, sift the gold-dust through his fingers, and look at the funny image of his face as reflected in the circumference | of the cup. c. The remotest corners were lighted up as with tips of flame. d. This is the day we celebrate. €. He is as old as I. f. Love thy neighbor as thyself. g. He said they were playing. "h.I am weary of collecting my treasures with so much trouble, and beholding the heap so diminutive. i 7. * What is the matter, father?" ‘“ Nothing, child, nothing," said Midas ; «eat your bread and milk." j. Who carves his thought in marble will not scorn these pictured bubbles. Ll. He was born March 6, 1840. 1. (1) What common verb is often omitted in the above sentences? | (2) What conjunction is used before an omission in several? (3) In which one is a relative pronoun omitted ? (4) In which two are con- junctions omitted? (5) In which is the antecedent of a relative omitted ? For the construction of 6 and A, cf. 53, 1. 2. Note this important fact, — that the word or words to be E plied are very often suggested by words which precede. SYNTAX. ' 63 3. We may see from the above sentences that the omission of words necessary to make complete seuse is bv no means uncommon in English. We ought not to wonder, then, if we find some instances of it in other languages which we may study ORDER OF WORDS. 76. Study the order of words iu the following sentences and phrases, quoted from Hawthorne and Lowell: — a. He lay in a disconsolate mood, regretting the downfall of his hopes. 6. He had a little daughter, whom nobody but myself ever heard of. c. He gave all. his thoughts and all his time to this one purpose. | d. He had planted a garden, in which grew the biggest and beautifulest roses that any mortal ever saw or smelt. e. He thought to himself that it was rather an extravagant style of splendor, in a king of his simple habits, to breakfast off a service of gold. | | f. Your own little Marygold, warm, soft, and loving, as she was an hour ago. f. Will you never regret the possession of it ? h. In those quiet old winter evenings, around our Roman fireside, it was not seldom, my dear Storg, that we talked of the advantages of travel. i. Whether Midas slept as usual that night, the story does not say. _ 4. Then would he reckon over the coins in the bag. k. All these things we debated. |. The child was so occupied by her grief for the blighted roses that she did not even notice the wonderful transmutation of her china bowl. m. But this was only a passing thought. | 64 INDUCTIVE STUDIES IN ENGLISH. 4. Whatever moulds of various brain E'er shaped the world to weal or woe, Whatever empires wax and wane, To him who hath not eyes in vain, His village-microcosm can show.’ (Quoted by Lowell.) 1. (1) In which, and in how many, of the above clauses do the adverbial modifiers follow the verb? (2) In which do they precede ? (3) In which does the object precede the verb? (4) In which does it follow? (5) In which does the subject come first? (6) In which does it follow its verb? Note that in interrogative sentences this always occurs; note, too, that a relative always comes first in its clause, whether it is an object or subject. Cf. 4, d, and for the reason of this, cf. 20, 5. (7) In which do adjectives stand before their nouns? (8) In which, after? (9) In which does the preposition follow its case? 2. (1) Note that result clauses, and clauses in indirect discourse usually follow the verb on which they depend ; cf. e and 7. (2) Note that adjectives and pronouns have a tendency to stand near their nouns, and that, if they are much removed, it must be where no obscurity would be caused thereby; cf. a, à, d, f£. (3) Note that the principal subject and verb are not likely to be much separated.? 3. From the study of these representative English sentences, the pupil will see that much variation in English word-order is permissible, - and that the order is a very misleading guide to the grammatical con- | struction. The only way to succeed in giving the construction of the words in a sentence is to study intelligently the meaning of the sentence. 74. Pick out the emphatic words in the following sentences : — a. The general deceived the king. 6. It was the king who was deceived by the general. c. It was the general who deceived the king. 1 The teacher will note the order here, — direct object, indirect object, sub- ject, verb; a somewhat unusual order, and yet the meaning is perfectly clear. The rigidity of English word-order is often much exaggerated ; it is hardly rigid at all. ? Here is an important difference between English and Latin. — a Á"———————————À————————————————————————————— ————————————— Se eM MAMMA Ll aec SYNTAX. 65 d. It was deception which the general practiced on the king. e. Very delicious was their fragrance. f. To him who, in the love of nature, holds communion with |, her visible forms, she speaks a various language. 4. The wise man travels to discover himself; it is to find ,. himself out that he goes out of himself. _h. After all, my dear Storg, it is to know THINGS that one | has need to travel, and not (to know) MEN. Those force us to come to them, but these come to us. 7. Some years ago a ship was launched here with her rigging, ' spars, sails, and cargo aboard. j. But, oh dear, dear me! What do you think has happened ? Such a misfortune! All the beautiful roses, that smelled so sweetly and had so many lovely blushes, are blighted and spoilt ! 1. Note that the sentence a contains no emphatic word, and how each word is made emphatic in 4, c and d, by bringing it to the end of a clause introduced by the temporary subject it; cf. 51. 2. Note that emphasis always suggests contrast, a strong affirmative | suggests an equally strong negative: thus in 4, it was the king, not | the people nor the prime minister; in /, it is the lover of nature to whom she speaks, not the man who cares little for her. 3. In Z, the order indicates that for a ship to be launched with her spars aboard was remarkable, but to be launched with sails was , more remarkable, while to be launched with a cargo aboard was most remarkable. Note, too, how in 7 the interest of the reader is in- creased by exclamations and rapid statements until it reaches its height at the word spoilt. Such a ladder of ascending steps is called à CLIMAX. 3. Note that the emphatic points in the above clauses are at the end or at the beginning. SUGGESTIONS TO TEACHERS. l. Use twenty minutes of every hour in directing the observation and thought | of the class to the new points of the advance-lesson ; and in no case ask a class to prepare a lesson which has not been thus introduced. 2. Do not fail to require the pupil so to master the text that, with the English parallel (p. 880) before his eye, he can repeat or write the original with accuracy aad without hesitation ; and with every advance-lesson let the text of the ten or twelve preceding lessons be reviewed. 3. Let every point referred to in the ** Notes” be called up in one form or | another in the class-room. It is not expected, however, that any pupil will need | to turn to all the references to previous * Lessons," which the ** Notes " contain. The faithful student will know the text so well that, in very many instances, he will at once recall what he has learned about the usage or the form referred to. — . 4. In teaching the ** Observations," let the words or phrases which serve as the basis of the '* Observations " be written upon the board. 5. Insist upon the thorough mastery of the ‘‘ Vocabularies,’ not only from the Latin iuto English, but also from the English into Latin. -6. In the translation-of-the English sentences into Latin, to insure accuracy, | much of the work should be in writing, both on the board and on paper. All the sentences of the English-Latin Exercises should be written out by each pupil and corrected before the whole class. In addition, written tests, occupying five or ten minutes, upon new but similar sentences, will ‘be found very profitable. 7. The Review Lessons are very important, and should be dwelt upon until thoroughly mastered. 8. Much time can be saved and much good accomplished by having the class do a portion of the work in concert. This is especially helpful in reproducagl the original text from the English parallel. 9. It is unnecessary, indeed harmful, to tell the pupil everything that may be said concerning a word or form, when it first occurs. Nor should one feel obliged, when a general statement is made concerning a given point, to indicate all the exceptions which exist. 10. Require the mastery of the paradigms, but not merely that they may bé | recited by rote. The pupil should study and compare them, with a view to ascertaining the principles in accordance with which they are constructed. As paradigms are commonly studied, they work more injury than benefit. . 11. Introduce conversation in Latin upon the text, in addition to that which | the book contains; it relieves the monotony of a recitation ; it fixes the text more firmly in mind ; it teaches the pupil to think in the language which he is studying. 13. The teacher need not. feel fettered by the division of the book into | * Lessons." He should assign for a recitation just so much as he finds. is suited | to the capacity of his class. . . .13.. Be careful to.see that your pupils use the frequent references to the “Inductive Studies in English Grammar." Most teachers will probably find it best to take up all these “Studies” in their order before beginning the Latin * Lessons," or in a parallel course while studying the Latin. 14. It is further suggested, since the method of this book is essentially different from others, that it is wiser for most teachers to follow the above ** Suggestions ~ implicitly, at least during the first year of using the inductive method. The. 99 “* Suggestions" numbered 1, 2, and 9, are very likely to be neglected by those accustomed to the old method. : 66 1 this subject. INDUCTIVE LATIN PRIMER. LESSON I. NorE — In studying the “Text” and * Notes," the pupil will observe the following suggestions: — (1), Take up first the word Gal’-If 4, and notice the number of syllables, the ‘marks over the vowels, and the meaning. After reading carefully what is said about the word in Note 1, pronounce it aloud several times, each time associating the meaning with the sound. (2) Treat in the same manner the remaining words of the lesson, but in no case take up a new word until the word preceding it has been thoroughly mastered. (3) Having mastered the words separately, study the sentence as a whole, pro- nouncing and writing out the Latin with only the English parallel (p. 380) before the eye. (4) Understand from the beginning that every word and sentence of the Latin text is to be mastered. Nothing short of absolute mastery will answer the purpose. IS FEXT, Gal’/-li-4 ést ó'mnis di-vi’-sA in páàr'tes tres. Gaul 18 all divided into parts three. 2. NOTES. 1. Gal, Gaul, an ancient country in Western Europe, occupy- ing about the same territory as modern France; cf. Galatia: (a) vowel sounds,! & as the a in father, shortened, 7. e., more quickly pro- .. 3. The teacher should pronounce these words for the pupils before they are re- _ ferred to the printed page, and, after the pupils have heard the words, they should be asked to describe the sounds which they contain. Those teachers who prefer the . English pronunciation of Latin will omit these notes on pronunciation, and refer their pupils to the sections upon the subject, contained in the English Grammar accompanying this work. Harkness’s Latin Grammar may also be consulted upon 67 68 INDUCTIVE LATIN PRIMER. ) | nounced; i as the i in machine, shortened ; (5) the down-stro | an accent-mark; cf. E. G.! 7. On which syllable is th*g -. | accented ? d thought | 2. Sst, is; cf. French est, English is: (a) & has the soun? “ss to in they, shortened. (4). What is the subject of est? Cfe English | 47, 1. (c) est, he, she, or it, is; Gallia est, Gaul, it is, or 2°CUray” je ten or | Gaul is. | 3. ó'-mnis, all; cf. omnibus (for all): (a) 6 is pronou E | o in note, shortened, never as o in not; (5) for 1, cf. Gli? contain. | above, and note that we have already un to use what we 028 he. but a moment ago. (c) Which syllable is accented ? : | 4. di-vi-sá, divided : (a) cf. the marks over the letter i in the | first two syllables of this word with the mark over i in Gallia, | Smnis. What is the difference? The i in divisá is pronounced long, that in Smnis is pronounced short; but the kind, or quality, of the sound is the same in each case; ? 1 is therefore pronounced like 4 in | machine; cf. 1,a. (6) v has the sound of w in we. (c) On which syl- | lable of di-vi'-sá is the accent? (7) What ending have Gallia and | divis& in common? What are the case and number of Gallia, as- | suming that they are the same as those of Gaul? Cf. E. G. 21, I, | and 22,1. Gallia is of the feminine gender. Is Gaul of the femi- | niue gender? Cf. E. G. 42 and foot-note. ] 5. In, into; note that the meaning is not here the same as that of | English zz. | 6. pár't&s, parts: (a) & has the sound of ey in they®; ef. 8, 2,25. (b) s has its proper hissing sound, not that of 2; (c) cf. the accent | of pár/-tés with that of 5/-mnts, the other two-syllable word in this | Lesson. On which syllable does the zccent come in both cases? | E. G., 7. e., the “ Inductive Studies in English Grammar” accompanying this | work. It is expected that many, perhaps most, teachers will find it best to have | their pupils study the whole of this outline of English Grammar in course. To such | pupils, therefore, references like this will review and apply knowledge already gained. | 2 The teacher will find it necessary to emphasize this fact, since 1 and f in Eng | lish have quite different sounds. 3 Those who use the English method must remember that, in pronouncing Latin, e and O are pronounced long (contrary to E. G. 8, 2) in final -6s, and in final -68 | of plural cases. See, also, foot-notes on page 73. E | LESSON I. 69 ny words in this lesson (except those of but one syllable) sd on the final syllable ? "és, three: (a) What ending is common to párt&s and trés ? iat case is used after prepositions in English? Cf. E. G. ae same case is used in Latin. What, then, is the case of : 3. OBSERVATIONS! "dy Nore ^ : - followin't 1ts sound is prolonged in pronunciation, the mark ~ indicates unat 1t is short in quantity. The short vowel requires one half as he mark ~ over a vowel indicates that it is long in quantity, much time for pronunciation as the long vowel. 2. Vowel sounds in this Lesson: X as ; in machine, XY the same sound shortened ; 8 as ey in ¢hey, é the same sound shortened; á and 6 the sounds of a in father and o 1n zofe, shortened. 3. The consonant v has the sound of w, and s always has its hissing sound, never that of z. 4. Words of two syllables are accented on the first, and a final syl- lable is never accented. 5. The ending -& is an ending of the nominative singular feminine. 6. The ending -és is an ending of the objective or accusative case, plural number. 7. AM the Latin words in this lesson have related words in English. 8. Names of things are not always ueuter (7. e. neither masculine . mor feminine) in Latin. 4. VOCABULARY. l. di-vi-s&, nom. sing. fem., divided. 5. 6-mnis, nom. sing. fem,, al/, | 2. ést, he, she, or it, is. every, as-a-whole. 9. Gal-li-4, nom. sing. fem., Gaul. 6. p&r-tés, accus. plur., parts. 4, in, prep. with accus. case, 2z£o. 7. trés, accus. plur., three. 1 The pupil must justify each of these “‘ Observations " by the words in the text | and the explanations in the notes. TOT. INDUCTIVE LATIN PRIMER. 5. TOPICS FOR STUDY. l The marks ~ aud ~. 2. Difference between long and short vowels. 3. The sounds of i, í, 6, &é( 4. Of v and s. 5. Place of ac- cent in words of two syllables. 6. The endings -& and -és. 7. Eng- lish words related to words of the text. 8. A difference between gender in English and gender in Latin. 9. The accusative case. LESSON II. l. TEXT. Read again the suggestions for taking up the text, given in connection with Lesson I. Gallia est omnis divisá in partés tres,! quà'rüm ü'-náàm in/-có-lünt Bél'-gae,? à'l]tàám of -which one inhabit lhe-Belgians another A-qui-ta/-ni. | the-Aquitanians. 2. NOTES. 1. quà'rüm, of-which : (a) qu is pronounced like gu in quie, i. e. - like Aw; (b) à like a in father; cf. 1.2 N. 1. a; (c) & like 00 in moon, shortened, i. e. like oo in book ; (d) rule for accent? Cf. I. N. 6, c. 2. ü'-nám, one; cf. unit: (a) à is pronounced like oo in moon ; cf. ü1,c. (5) What is referred to iu this word? One what ? 3. in'.có-lünt, they-inhabit : (a) three vowel sounds, all learned. Iu what words have we had them? (6) On which syllable is the accent? (c) incolunt, they inhabit ; Belgae incolunt, the oa they inhabit, or better, the Belgians inhabit. 4. B&l'-gae, the-Belyians : (a) g is hard, like g in go, not like g in 1 Vowels unmarked are to be treated as short. 2 Those who use the English method of pronunciation will pronounce the diph. thongs ae and oe like the first e in Eve. 8 Roman numerals are used in referring to the “ Lessons " of this book. - — x y : LESSON II. 71 gem ; (b) the diphthong ae is pronounced like i in kite. (c) Of what verb is Belgae the subject? What is the object of this verb? Cf. E. G. 56, 1 and 2. 5. à'-1i Am, another ; cf. alien : (a) place of accent? (4) the object of the verb incolunt understood, as ünam is the object of incolunt expressed. What, then, is its case? (c) What ending is common to fimam and aliam? Cf. -& in Gallia. What letter is common to the endings of Gallia and inam? Both are feminine. 6. A-qui-ta!-nt, the-Aquitanians : (a) Where have we met each of | these vowels before? (4) Forqu, cf. 1, a. (c) Cf. the meaning of this word with that of quarum and that of Belgae. How many English words are used to translate each ? 3. OBSERVATIONS: 1. New vowels à, ü, i; à is pronounced like a in father, à like oo in moon, like oo in ook. The diphthong ae is pronounced like i in kite; g is always pronounced hard, like 7 in go, never like g in gem; qu is pronounced like gu in quite. ~ 2. The ending -& is found in the nom. sing. fem., -am, in the accus. sing. fem. 3. The nom. is the case of the subject, the accus. 1s the case of the direct object, and is also used after prepositions. 4 Two or more words are often required to translate one word of Latin. 4. VOCABULARY. l. &-H-À, nom. sirg. fem., another. 4. in-cd-lint, they inhabit. 2. A-qui-ta-ni, the- Aquitanians. 5. quà-rüm, of-which. 3. Bél-gae, the-Belgians. 6. ü-ná, nom. sing. fem., ove. EU | Feminine nouns and adjectives. Nom. sing. Accus. sing. alia áliám | E divisá divisám Gallia Galliam üná ünám 1 Do not forget to associate these ‘‘ Observations " with the facts of the text on rhich they are based. - . 19 INDUCTIVE LATIN PRIMER. 5. EXERCISES. Pronounce and translate. 1. (a) Galli& est divisá. (4) Omnis Galli& est divis&. (c) Gallia est omnis divis in partés. (7) In partés trés. (¢) Belgae ünam (partem) incolunt. 2. («) Aquitani aliam (partem) incolunt. (4) Belgae Galliam incolunt. (c) Iu ünam (partem). (4) Gallia est una. (e) In divi- sam Galliam. 3. (7) Gaul is divided into parts. (4) Into three parts, of-which. the-Belgians inhabit one. (c) One (part) is divided. (d) The-Aqui-. tanians inhabit Gaul. | 6. TOPICS FOR STUDY. ]. Endings -á, -am, -és. 2. Pronunciation of ü and ü. 3. Of diphthong ae. 4. Two uses of the accus. 5. Latin for the Belgians, | of which. 6. Peculiarities of Latin word order in this Lesson. 1. English derivatives of the words in this Lesson. | LESSON III. I TEXT, | Galliá est omnis divisá in partés trés quarum ünam | incolunt Belgae, aliam Aquitani, | tér’-ti-Am, qui Ipso'-rüm lin- the third (part, those inhabit) who — of-themselves — in-the gua Céltae,! nédstra Galli áp-pél.lán'-tür. language Celts, in-our (language) Gauls are-called. 1 Henceforth only the harder words will be divided into syllables: by hyphens. ' LESSON III. 73 2. NOTES. 1. tér!-ti-am, the third; cf. tertiary : (a) t always has the sound of £in £i», never that of sh, like ¢ in action; (5) place of accent? (e) this word is the object of incolunt, and agrees with the Latin word meaning part, which, with incolunt, is supplied in thought from the preceding clauses; (4) for case form, cf. aliam, ünam. . 9. 1-psó'crüm, of-themselves, their-own : (a) 0 is pronounced like | 0 in note; (4) cf. ipsórum and quàrum II. How many letters of the endings are common to both? What word is found in the translation of each? What, then, seems to be the meaning of the ‘common ending? Cf. E. G. 61, 2. What is the number of both ? 3. lingua,’ in-the-language ; cf. linguist: (a) gu before the vowel a is pronounced like gw; (5) pronounced in two syllables, since u is not here a vowel. (c) What is the difference in the final letter of lingua, and Gallia I? What difference in the use and translation ? — 4. C<ae, (Ae-Celís : (a) c is pronounced hard like £; (6) cf. Celtae with Belgae. What ending have these two words in com- mon? This ending is that of the nom. plur.; (c) this ending is fem.; cf. -&, -am, -à. In what respect are these endings like that ‘of Celtae? (d) Celtae and Belgae, though having a fem. ending, are masc. because the names of males ; names of males are always masc, in Latin as in English; cf. E. G. 42, foot-note. |, 5. nóstrà, in-our (language) ; cf. pater noster, our father ; agrees with lingua, to be supplied in thought ; cf. 3. 6. Gli? Gauls: (a) cf. Aquitàni, qui. What ending have the three words in common? This 1s the ending of the nom. plur. masc. ;- (4) Gallia, Gaul, the country; Galli, Gauls, the people inhabiting it. ei 1 Those who use the English method will note that the marks of quantity in Latin words have nothing to do with their pronunciation by that method ; lingua and Ec: have the same English pronunciation. ? By the English method, final vowels in Latin, except final -a, are prono nced long. 74 INDUCTIVE LATIN PRIMER. 7. áp-pél-lán'-tür, they are called: (a) What is the voice of this verb? Cf. E. G. 40. (5) The subject is qui; qui appellantur, who are called. (c) On which syllable is theaccent ? What is the quantity of the vowel of the next to the last syllable? Cf. the accent of other words of more than two syllables with a short vowel in the next to the last syllable, Gal/-1i-4, in'-có-lünt, á'-li-ám, tér’-ti-am. On which syllable does the accent come in these words? The accent of | áp-péllán-tür is allowed on the penult (cf. E. G. 10), because although its vowel is short, this vowel is followed by two consonants, n and t. (d) On which syllable is the accent of di-vi'-sá, A-qui-ta/-ni, Lpsórüm? What is the quantity of the vowel of this syllable in each case? 3. OBSERVATIONS. 1. The ending -& often indicates the nom. sing. fem.; but the ending -à, though indicating the sing. and fem., does not indicate the nom. case, and is sometimes translated by the Eng. prep. a 2. The endings -&, -am, -à are all sing. and fem. 3. The ending -rum is plur. and is often translated by the Eng. prep. of. 4. The endings -ae and -1 belong to the nom. plur. For different noms. plur. in Eng., cf. E. G. 23. 5. Galliis plur., and means ¢he Gauls ; Gallia is sing. fem., and. means the country of the Gauls. 6. The Lat. t is pronounced like ¢ in éiz, never like sh; gu is pronounced like gw, c like £, and ó like o in note. | 7. In words of more than two syllables, the penult is accented if _ its vowel is long ? in quantity, or if it is followed by two consonants | before the next vowel is reached. All other words of more than two syllables are accented on the antepenult. 1 In reciting these observations the pupil should give from the text examples of the principles stated. ? A diphthong should be treated as a long vowel. LESSON III. Ed 4. VOCABULARY. l. áp-p&l-lím-tütr, they are called | 4. ipsi, nom. plur. masc., /Aem- (by name). | selves. 2. Céltae, nom. plur. masc., the | 5. lingua, nom. sing. fem., ¢he Celts. tongue, language. 3. Gálli nom. plur. masc., the 6. nóstrá, nom. sing. fem., our. Gauls. qui, nom. plur. masc., who. 8. tér-ti-á, nom. sing. fem., third. T 5. EXERCISES. (1) Pronounce. (2) Translate. (3) Pick out the nominatives and accusatives. 1. (az) Unam (partem) incolunt Belgae. (4) Aliam (partem) incolunt Aquitàni. (c) Tertiam (partem) incolunt Celtae. (d) Gall? ipsórum lingua Celtae appellantur. 2. (a) Celtae, qui nostra lingua Galli appellantur, tertiam. (par- tem) incolunt. (6) Galli provinciam (province) nostram incolunt. (c) Linguárum üna est nostra. 3. (a) The-Gauls are-called Celts. (6) The-Gauls, who in-their- own language are-called Celts, inhabit the-third (part). (c) The- Celts, who in-our language are-called Gauls, inhabit one (part). 4. (a) Gaul is divided into three parts, one of-which the-Belgians inhabit, another the-Aquitanians, the-third (those) who in-their-own language are-called Celts, in-ours Gauls. (4) Gaul is the country (terra) of-the-Gauls. (c) The-Belgians and the-Aquitanians. and’ the-Celts inhabit three parts. 6. TOPICS FOR STUDY. 1. Pronunciation of t, gu, c, and 6. 2. The English prepositions | equivalent to the endings -rum and -à as used in this Lesson. 8. The use of the nom. and accus. 4. Fem. endings. 5. Plur. endings. 6. Masc. ending. 7. Principles of accent illustrated by incdlunt, Gallia, appellíntur, ipsórum. 8. Words to be supplied in thought in the text of this Lesson. 9. Three parts and three | peoples of Gaul. 76 INDUCTIVE LATIN PRIMER. LESSON IV. 1. TEXT. Hi omnés lingua, in-sti-tü-tis, le.gi-bus, inter These all in-language, in-customs, in-laws, | among se dif-fe-runt.! themselves differ. 2. NOTES. 1. hi, ¢hese ; for case, number, and gender, cf. Galli III. n. 6, a. 2. omnés, all: (a) for 6, see I. N. 3, a; (4) for s, see I. N. 6, 5; (c) omnés has here the same case as hi, i. e. the nom. (47) To what case does the ending -8s belong in partés and trés? Cf. I. N. 7; (e) cf. omnés, nom. plur, with omnis, nom. sing.; Gallia . omnis, all Gaul, hi omnés, all these. | | 3. lingua, in-language: (a) for form, pronunciation, and transla- | tion, see III. N. 3; (6) lingua, language, when used as a subject, ! i. e. in the nom. case, cf. Gallia I; linguam, language, when used — as an object, 7. e. in the accus. case, cf. aliam. II. N. 5; lingua, in-language. What difference in translation between linguam and lingua? What difference iu the form? ! : 4. institütis, /n-customs ; cf. institute, institution : (a) On which syllable is the accent? Of. III. N. 7; (6) number of this word? (c) for translation, cf. lingua 3. | 9. legibus, in-laws; cf. legal : ? (a) for sound of g, cf. Belgae II. N. 4; (5) accented syllable and why ? (c) note that lingua, instititis, and légibus are all translated by the English prep. i». Have they | | : 1 Remember that vowels not marked are short. - 2 Occasionally Eng. derivatives are given as suggestions to the learner. The teacher should urge pupils to find many others for themselves. LESSON IV... CE all the same ending? For an ending equivalent to English of, cf. LH N- 2, 0, | 6. se, themselves ; accus. plur. with the preceding preposition inter ; cf. in partés I. 6, 7, and the free translation of inter sé, p. 386. 7. differunt, /Aey-d/ffer : (a) note that the one word is translated by two. What other instances of the same kind have we already met ? (6) What part of speech is differunt? How do you know? | Find in preceding lessous other examples of this part of speech. (c) The subject is hi. When this is supplied, the full translation is ZAese, they differ, but they may be properly omitted, leaving these differ, cf. incolunt II. n. 3, c. 3. OBSERVATIONS: l. The ending -8s is found in both the nom. and the accus. plur. 2. Some words which have the nom. sing. in -is change this end- ing to -&s in the nom. plur. 3. Words having -& as the nom. sing. ending, have -am in the accus, sing., and -à as the ending of another case in the sing. 4. Many single words in a Latin sentence are represented by two or more words in the English translation. Cf. E. G. 46. 5. A Latin ending is often translated by an English preposition. Cf. E. G. 61, 2 and 3. 6. Two nom. sing. endings have been found, -& and -is, and three nom. plur. endings, -1, -ae and -és. 4. The prepositions in and inter are followed by the accus. case. 4. VOCABULARY. l. dif-fe-runt, /Aey bear apart, | 4. inter, prep. with accus., óe- differ. tween, among. 2. hi, nom. plur. masc., ZAese. 5. 1&-gi-bus, in-laws. 9. In-sti-tü-tis, in-customs, in- | 6. sé, accus. plur., themselves. institutions. 1 The teacher must not forget to require the pupil to furnish examples of the | principles stated under this heading. 78 INDUCTIVE LATIN PRIMER. 5. EXERCISES. Translate, and name all the nominatives and accusatives. ' 1. (a) Omnés lingua inter sé differunt. (4) Hi legibus inter sé differunt. (c) Trés partes inter sé differunt. (4) Hi omnes Galli appellantur. 2. (a) Galli et (and) Germani nàtürà! inter sé differunt. (5) Se- quani et Lingonés ipsorum lingua Celtae appellantur. © (c) Galli Galliam incolunt. 3. (a) All these differ from one-another in-language. (5) These are-called Celts. (c) The-Celts and the-Belgians, who inhabit Gaul, differ from one-another in-laws. 4. (a) The-Gauls inhabit all the-parts. (4) The-Celts and Aqui- tanians differ in-customs. (c) Gaul is divided into parts of-which the Celts inhabit the third. 6. TOPICS FOR STUDY. l. The following endings of nouns and adjectives: -&, -à, -rum, -am, -és, -i, -is. 2. Four of these endings which may indicate the same case. 3. Three which have a common letter. 4. An ending sometimes translated i». 5. One often translated of. 6. Two endings - used in object nouns. 7. All the Latin words of the text thus far which are translated by more than one English word. 8. All the sing. endings learned thus far, 9. All the plur. endings. 10. Accent in words of two syllables. 11. In words of three syllables, 12. Latin prepositions with the accusative. 1 Words not yet found in the text will occasionally be inserted when their form shows their Englisb meaning, LESSON V. 19 LESSON V. LS TEXI. . Gallos ab A-qui-tà-nis Ga-ru-mna flümen, The-Gauls from the-Aquitanians — the-Garumna river, a Belgis Ma-tro-na et Sé-quana_ di-vi-dit* J'rom the-Belgians the-Matrona and the-Seine — divide(s). 2. NOTES 1. Gallos, the-Gauls: (a) the object of dividit (at the end of the sentence). In what case, number, and gender is Gallos? (P) What is its ending? Cf. Galli III. n. 6. Aquitani II. What, then, is an ending of the accus. plur. masc.? 2. ab A-qui-ta-nis, from the-Aquitanians: (a) Aquitànis is in the ABLATIVE case.? This case is not found in English; the pupil will learn its Latin uses very gradually from the text; (5) note that the ablative is here used after a prep.—— viz. the prep. ab. What other case have we had used after a prep.? (c) Cf. the ablative sing. lingua III. and [V., and ablatives plur. institütis and légibus IV. What abl. plur. ending is common to Aquitànis and institütis ? How does this ending differ from that of omnis I. | (7) What nom. plur. ending belongs to the same words as the abl. plur. ending -is ? Cf. Aquitani If. What accus. plur.? Cf. Galli III. and Gallos above. 9. flümen, that which flows, the river; cf. fluid; in apposition with the preceding word Garumna, which is the subject of dividit. What then is its case? Cf. E. G. 57. | |. 1 The pupil should not lose sight of the suggestions made in the first lesson, touching the order and plan of study. 2 The Latin ablative is not easy to master at best. The teacher should not in- | : : ‘crease its complexity by anticipating difficulties. Let the pupil learn its uses one at a time from the text. 80 INDUCTIVE LATIN PRIMER. 4. à, from: (a) a modified form of ab 2; cf. a-vert, ab-solve ; (b) the difference in the use of à and ab is the same as that be- tween a and an, except that in Latin h is never treated as a conso- nant ;1 cf. à Belgis, ab Aquitanis, with a Belgian, an Aquitanian. 5. Belgis, the Belyians: (a) what case? Cf. 2, 6, and 4, a. (5) What is the nom. plur. of this word? Cf. II. (c) What two - nom. -plur. endings, then, change to the same ending.in the abl, ? 6.. dividit, i/ divides: (a) note that this verb has two subjects, Garumna and Mátrona et Séquana, but only one object, Gallos ; cf. free translation, p. 386 ; (4) the expression Matrona et Séquana makes one singular subject, because the two rivers unite to form one river and one boundary line; see map; (c) cf. est, i£ zs, and di- vidit, it divides. What ENDING is common to est and dividit? What MEANING is common to them? What then is the meaning of. this ending? . It may also mean he or she. 3. OBSERVATIONS. 1. In Latin there is a case called the aBLATIVE. This case, as well as the accusative, is used after prepositions. 2. The following endings of the ablative have been met in the text: sing. -à; plur. -is, -ibus. P 3. Masc. nouns having a nom. plur. ending in -i have an accusative plur. in -ós and an ablative plur. in -is. | 4. All nouns having the nom. sing. in -a have the accusative sing. in -am, the ablative sing. in -à, the nom. plur. in -ae, and the abla- tive plur. in -is. 5. The ending -t in verbs means it, he, or she. | 6. The prep. à or ab is used with the ablative. Ab stands before a vowel or h ; à before a consonant. 4. The rules for the case of the subject, the direct object, and the appositive are the same iu Latin as in English. 1 Ab is, to be sure, sometimes found before a consonant, but the rule here sug. gested will never lead to error, and its simplicity makes it suitable for beginners. | " LESSON V. 81 4. VOCABULARY. l. à, ab, prep. with ablative, | 5. Garumna, nom. sing. masc., Jrom, by. the Garumna. 2. dividit, he, she, or it, divides ; | 6. Matrona, nom. sing. masc., cf. meaning of divisa I. the Matrona. . 89. et, and. 7. Séquana, nom. sing. fem., the 4. flümen, nom. sing. neuter., a Seine. river. 5. EXERCISES. 1. (a) Aquitands à Gallis Garumna fltimen dividit. (4) Gallos à Belgis Matrona et Sequana dividit. (c) Flümen est Garumna inter Gallos et Aquitanos. (4) Galli inter sé differunt. 9. (a) Hi Galli Celtae appellantur. (^) Hi Galliam divisam inco- lunt. (c) Omnes ab (4y) his Galli appellantur. 3. (a) The-Garumna river separates the-Gauls from the-Aqui- tanians. (4) All these differ from one-another. (c) All these are- called Celts in their-own language. 4. (a) The-languages differ. (2) The-Celts differ from the-Aqui- tanians in-language, customs, and laws. (c) The-river separates these from Gaul. 6. TOPICS FOR STUDY. 1. The ablative case. 2. Its endings in sing.; in plur. 3. Plur. endings of masc. nouns. 4. Five endings of fem. nouns. 5. The endings -1s and -is. 6. Cases with prepositions. 7. Use of à and ab. 8. Use of prefix a or ab in Eng. 9. Apposition. 10. The ending -t. 11. Difference between dividit and divisa. 12. The accent of every word in the lesson, with reason for it. 6 82 INDUCTIVE LATIN PRIMER. LESSON VI. l. TEXT: Horum o-mni-um for-tis-si-mi sunt | Belgae Of-these (of) all the-bravest are the-Belgians propter-e-a’ quod A cultü atque on-account-of-this because Jrom the-civilization and-also hi-ma-ni-ta-te pro-vin-ci-ae lon-gis-si-mé ab-sunt. the-refinement of-the-province furthest they-are-distant. 2. NOTES. 1. hórum, of-these; cf. 3: (a) What ending has this word in common with ipsorum III.? This is the ending of the genitive plur. mase.; (4) cf. -àrum, the ending of the genitive plur. fem. in quarum. (c) What Eng. prep. often translates the Lat. genitive ? Cf. translation of ipsorum, quarum, and hórum. (47) What nom. plur. ending belongs to genitives like hórum ? Cf. hr IV. (e) To what persons previously mentioned in the narrative does horum refer ? 2. omnium, (0/) all. (a) What is the ending of this genitive plur.? Cf. nom. sing. omnis I. and nom. plur. omnés IV. (5) In what three respects does the adj. agree with the noun it limits ? Cf. Gallia omnis and divisa, and partes trés I., hi omnes IV., and hórum omnium above. 3. fortissimi, the bravest: (a) for case, number, and gender, cf. Galli III. N. 6, 4; (6) the word for órave is fortis, nom. sing. ; fortes, nom. plur.; cf. omnis I. omnés IV.; (c) hórum depends upon (4. e. hangs from) fortissimi; the bravest of these; (d) in the 1 A compound of two words of which the first is propter; hence the above syllabication and not propte-re-a. T NT | LESSON VI. 83 bhrase hórum forticsimi, horum denotes the whole (i. e. the whole of the Gauls) of which fortissimi, ‘de dravest, are ouly a part; cf. quárum II. which denotes the whole, while ünam, on which it de- pends, denotes a part; hórum and quàrum are called partitive gen- itives, or, by some, perhaps more correctly, genitives of the whole; | €f. the use of the accus. with of in E. G. 71, e and 3; (¢) cf. ipsorum lingua III., where the genitive has exactly the force of the Eng. pos- sessive genitive; cf. E. G. 21, 2; (/) agrees with Belgae, the sub- ject of sunt; cf. 2, 4. 4. sunt, they are, i. e. the-Belgians are ;- cf. est, it is. 5. proptereà quod ; proptereà, adverb, o» account of this ; quod, conjunction, decause. Both words together may be trauslated Jecause. |. 6. a cultü atque hümanitàte, from the-civilization and-also the- refinement : (a) What is the case of both these nouns? Cf. V. x. 2, 6. (6) Why is & used rather than ab? Cf. V. N. 4, £. (c) Show, : from the text, translation, and vocabularies of this and preceding les- ‘sons, that the definite and also the indefinite article may or may not be included in the meaning of a Latin noun. The Latin, as a rule, has no separate word to express the meaning of the English article. 7. provinciae, of-the-province : (a) a genitive sing. fem. from the nom. sing. provincia ; cf. Gallia I.; (4) the ending is -ae. In what other case and number does this ending occur? Cf. Belgae II. (c) Is it a possessive or partitive gen.? Of. 3, d, e. 8. longissime, farthest : (a) cf. its meaning and form with that of fortissimi 3. What letters have these words in common? What, judging from the translations farth-est, brav-est, seems to be the meaning of these letters? (4) note that longissimé is an adverb, and fortissimi an adj., and that the difference in the final letters -& and -i shows this difference in part of speech. 9. ab-sunt, ‘hey are away, or distant (cf. ab-sent) : (a) ab, from, away, and sunt, they are; cf. 4; (b) bs is pronounced like ps. 3. OBSERVATIONS. 1. New endings: -6rum, gen. plur. masc.; -áàrum, gen. plur. fem.; -ium gen. plur. from nom. sing. -is; -ae, gen. sing. fem. 84 INDUCTIVE LATIN PRIMER. 2. The ending -issim-i is that of the superlative degree of the adj. in the nom. plur. masc. The letters -issim- are found also in the superlative degree of the adverb. 3. The following different partial declensions (cf. E. G. 22, 2) are strictly based on the text thus far studied :! — FEM. Masc. Sing. Sing. Sing. Nom. lingu.a (cf. Gallia I.) omn-is (cf. IL.) Gen. lingu-ae(cf.prévinciae VI.) — —— Accus. lingu-am (cf. inam Il.) —— Rire Abl. linguà (cf. III.) —————— Plur. Plur. Plur. Nom. lingu-ae(cf.Belgae II.) Gall-i(cf. III.) omn-és (cf. IV.) Gen. lingu.árum (cf. quà- Gall-Grum (cf. omnium (cf. VL.) rum Il.) horum VI.) A cecus. Gall-os (cf. V.) —— Abl. lingu-is (cf. Belgis V.) — Gallis (cf. Aqui- : tanis V.) 4. Almost all nouns or adjectives with nom. sing. in -a are declined.- like lingua, almost all with nom. sing. in -is like omnis, and all with nom. plur. in - like Galli. i 5. The Lat. has no article. In translating, therefore, the English article must be supplied when the sense requires it. 6. The Lat. adj., including, of course, the participle (cf. E. Gy 20, 1 and 6), agrees in case, number, and gender with the noun or pronoun which it limits. 4. The name of the person or thing to whom or to which some- thing belongs or pertains is often put in the genitive. 8. Words denoting a part of a thing are often accompanied by a genitive designating the whole which 1s divided (the partitive genitive). 1 It would be well for the teacher to keep upon the board or upon a large piece of paper, so arranged that it can be covered or exposed, a scheme like the following, ready to be filled out as new endings are learned from the text. ? LESSON VI. | 85 4. VOCABULARY. IB. ab-sunt, they are away or , 5. hiimanitate, abl. sing., re- distant ; cf. ab-est, he, she, finement. or it, is distant. 6. longissime, adv., farthest. | 9. atque, and, and also. 1. propterea, adv. Jor this | 9. cultü, abl. sing., culture, civil- reason. ization. 8. provincia, a province. |, 4. fortis,’ adj. drave; fortis- | 9. quod, conj., óecause. simI, nom. plur. masc., óravest. 5. EXERCISES. _ Translate, distinguish the possessive from the partitive gen., and give the agree- . ment of every adjective. | | 1. (a) Hi omnés fortes sunt. (6) Horum omnium fortissimi sunt Belgae. (c) Fortissimi sunt, proptereà quod longissimé absunt. (2) Ab hümànitàte provinciae absunt. (e) Gallorum omnium for- tissimi sunt Belgae, proptere& quod à cultü longissime absunt. 2. (a) Hae linguae inter “sé differunt. (¢) Belgarum omnium hi fortissimi sunt. (c) Flümen Séquana à provincia abest. (4) Omnés qui provinciam incolunt à Belgis absunt. : 3. (a) He is-distant from the-refinement and-also from the-civ- ilization of-the-province. (6) These are-different from the-bravest. (c) They-are farthest distant from the-province. (4) The-three parts of-Gaul differ from one-another. (e) (There) are three parts, of- which the-Belgians inhabit one. 4. (a) All whom the-river separates are-called Belgians. (5) The- river divides these into parts. (c) The-provinces are-called ours. (d) All the-province is-distant from the-Belgians, who are the bravest ofthe-Gauls. (e) The-Sequana is a-river of-Gaul. (/) The-language of-the-Celts 1s one. ' 1 When no case is mentioned the nom. sing. is to be understood. 86 INDUCTIVE LATIN PRIMER. 6. TOPICS FOR STUDY. 1. The new endings in this lesson. 2. Two uses of the ending -ae. | 3. The formation of the superlative. 4. Prep. used to translate the | genitive. 5. Prep. used to translate the ablative. 6. Difference be- | tween masc. and fem. in gen. plural. 7. Fem. endings. 8. Masc. endings. 9. Two simple forms of the verb de in Latin. 10. A com- pound of the same verb and explanation of its meaning. 11. Rule | governing use of adjectives. 12. Two uses of the genitive. | LESSON VII. l. TEXT. Horum omnium fortissimi sunt Belgae, propterea quod a cultü atque hümanitate provinciae longissime absunt, mi-ni-mé-que ad eos mer.ca-to-rés saepe com- and-least to them merchants often re- me-ant atque e-a,, quae ad sort and-also those (things), which to ef-fe-mi-nan-dos a-ni-mos per-ti-nent, im-por-tant. enervate minds tend, bring-in 2. NOTES. 1. miniméque, and least ; cf. Eng. minimum: (a). What ending has minimé in common with longissime VI.? Both are adverbs. What then seems to be an adverbial ending? Cf. E. G. 44. (6) minimé is an irregular superlative ; cf. the regular form in longis- simé ; (c) -que, conj., and, is always attached to some other word, as if too weak to stand alone, and is called an enclitic, 7. e. a word 1 [f the pupil is unable to arrange the words of this literal parallel so as to make sense, he may refer to the free translation, p. 386. LESSON VII. - 87 which Jeans upon another. The enclitic is pronounced like a final syllable, and not like a separate word. 2. ad eos, to them: (a) What case here follows ad? Cf. Gal- los V. N. 1; for other prepositions taking the same case, cf. in I., inter IV. (4) What is the antecedent (cf. E. G. 65) of eos? 3. mercatores, merchants ; cf. merchandise, commerce; for case and ending, cf. omnes IV. .—. 4. saepe, often: (a) for pronunciation of diphthong ae, cf. Belgae II. N. 4, 6; (5) the adverbial final -e is here short; cf. minimé 1; (c) limited by the adverb minime (cf. E. G. 14, 5) ; least often — . very seldom. 9. commeant, they resort: (a) the subject is mercatores, and mercütorés commeant means strictly, the merchants, they resort, .since commeant means not resort, but THEY resort; (5) cf. in- colunt, they inhabit, II. What final letters are contained in both commeant and incolunt? What word is used in the translation of both? What, then, is the meaning of -nt? Cf. -t in dividit, wt divides. 6. e-a, those (things): (a) accus. plur. neuter; cf. e-6s 2, the accus. plur. masc. of the same word ; (4) cf. the same ending when used (as in Gallia I.) to indicate the nom. sing. feminine. 7. quae, which : (a) nom. plur. neuter (irregular ending); (4) its antecedent is ea; (c) cf. qui, who, ILI.; quos, like Gallos V., and quarum, gen. plur. fem., of which, II. 8. ad efféminandés animos, /o enervate minds: (a) for use of | prep. and case, cf. ad eos 2; (4) efféminandos is a participle agree- ing with animos ; it will be explained later; (c) give Eng. words related to each of the foregoing Lat. words. 9. pertinent, they tend; cf. Eng. pertinent: (a) its subject is quae 7; (/) the sing. is pertinet, i£ tends (cf. V. N. 6, c) ; in the same way the sing. of commeant is commeat; but the sing. of incolunt II. is not incolut but incolit, like dividit V., of which the plur. is dividunt ; (c) cf. pertine-nt, commea nt, incolu-nt. | What vowel precedes the -nt in each case? 10. important, they bring in: (a) its subject is mercatores 3, its | object is ea 6 ; note the punctuation, which sets off by itself the sub- 88 INDUCTIVE LATIN PRIMER. ordinate clause, quae — pertinent; (4) its passive is importantur, they are brought in; cf. appellantur, they are called ILI.; (c) cf. importat (fe drings in), important (they (ring in), importantur (they are brought in), and dividit, dividunt, dividuntur. 3. OBSERVATIONS. 1. The ending -a is the ending of neuter nouns and adjs. in the accus. plur., as well as of fem. nouns and adjs. in the nom. singular. 2. An ending of the adverb is -e, usually long in quantity. 3. The ending -t in active verbs (cf. E. G. 40 and 41) means he, she, it, the ending -nt, they; in passive verbs the ending -ntur means they. Since these endings take the place of personal pronouns, they are called personal endings. 4. The verbs which have been met may be divided into three classes as to the formation of the present tense, indicative mode, third person!: one with a before the personal ending in both sing. and plur.; one with e; and one with i in the sing. and u in the plur. 5. The preps. in, inter, ad, take the accus., à or ab takes the ablative. 4. VOCABULARY. 1. ad, prep., £o, toward. 6. importat, he brings in. 2. animi, nom. plur. masc. (cf. 7. mercátórés, nom. and accus. - Galli) minds, feelings. plur. mase., merchants. 3. commeat, ie? goes back and | 8. minime, adv., in the super- forth, resorís; commeat lative degree, least, by no ad, he visits. means, not at all. 4. efféminat, 7 makes effeni- 9. pertinet, 2f stretches out, nate, enervates, weakens. tends, pertains. 5. eds, accus. plur. masce., those | 10. -que, conj., and ; enclitic. (men), them ; cfea,accus. | 11. saepe, adv., often. plur. neut., those (things). 1 For meaning of these terms, cf, E. G., 31, 2 and 3, and 70, 1 and 2. 2 Only one meaning of the personal ending is given, to save space. "The other meanings are to be understood. mettra toc LESSON VII. 89 5. EXERCISES. (1) Translate. (2) Point out, and translate the personal endings. (3) Classify the verbs aecording to Observation 4. 1. (4) Minime mercatorés ad eos saepe commeaut. (4) Ad eos mercatorés ea, quae ad effeminandos animos pertinent, important. (c) Animi eorum qui à culti provinciae longissimé absunt minime effeminantur. (4) Ab eis quorum provinciam flümen dividit merca- tores absunt. 2. (a) Provincia fortissimorum ad Galliam pertinet. (4) Hi fortes ad Gallos saepe commeant. (c) Belgae et Celtae partes Galliae in- colunt. (4) Horum omnium quos Gallos mercatores appellant for- tissimi sunt Belgae. (^) Mercatorés qui ea, quae animos effeminant, important provinciam incolunt. 3. (a) The-merchants very seldom bring-in those-things which tend to weaken minds. (6) Those-things which tend to weaken minds are very-far distant from the-Belgians. (c) The-minds of- those who are-called Celts are-weakened. (d) The-Aquitaniaus are- separated from-our proviuce. 4. (a) The-Belgians differ from these in-civilization and refine- ment. (4) He often visits our province. (c) The Belgians are-dif- ferent from those who inhabit the-third (part) of-Gaul. (47) Those- things which merchants bring-in to the-Aquitanians are very seldom brought to these (men). 6. TOPICS FOR STUDY. 1. The endings -a, -8, -t, -nt, -ntur. 2. Two uses of the end- ings -a, -ae, ds. 9. Active personal endings. 4. Passive ending. 5. Three classes of verbs—a list of each from the text thus far.! 6. List of prons. in first, seven lessons. 7. Forms of the relative | pronoun found in the text, with their meanings; cf. E. G. 24. 1 The instructor should aid the pupil in this work of classifying his material. | Blank-books, properly ruled, should be used. It is of extreme importance that, |! from the beginning, the pupil should be encouraged to do independent work. 90 INDUCTIVE LATIN PRIMER. 8. The forms of the pron. of which the accus. plur. masc, is eds. 9. Three accus. plur. endings. 10. The meaning of enclitie. 11. A declarative Lat. sentence in a single word — how can it be? Why not in Eng.? 12. Preps. used thus far. LESSON VIII. l. TEXT. Horum omnium fortissimi sunt Belgae, propterea quod a cultü atque hümànitate provinciae longissimé absunt, minimeque ad eos mercatores saepe commeant, atque ea, quae ad effeminandos animos pertinent, important, pro-xi-mi-que sunt Ger-ma-nis, qui trans Rhénum and-nearest they-are to-the-Germans, who across the-Ehine in-co-lunt, qui-bus-cum con-ti-nen-ter bellum gerunt. dwell, with-whom continually war they-wage. 2. NOTES. 1. pro-xi-mi-que, and-nearest or next : (a) for use of the enclitie -que, cf. miniméque VII; (4) case, number, gender, of proximi? (c) What part of speech is it, and with what does it agree ? Cf. VI. nN. 2, b; (d) an irregular superlative like minima ; (4) note that, in the words divided into syllables, in this and preceding lessons, as many consonants are united with a following vowel or diphthong as can be pronounced with it; but cf. foot-note on prop-ter.ea VI.! (f) How'does the number of vowels or diphthongs compare with the number of syllables ? 1 Tt is proper to add that it is doubtful whether the method of syllabication here adopted fairly represents Roman pronunciation. It is given here because it is sub- stantially the method given in the school grammars under ** Roman pronunciation," and some definite method was necessary. The teacher will find a different method advocated in Roby’s Lat. Gram., Book I., Preface and Chap. XI. LESSON VIII. 91 2. Germànis, /o-/he- Germans : (a) the clause in which this word stands may be translated without the prep. £o, thus, they are nearest the Germans ; (b) the word Germànis is in the dative case with the adj. proximi, just as Germanus 1s in the dative case with the adj. wears est in the translation given under a, cf. E. G. 62, 2; (c) note that the ending is -13 and is the same as that of the abl. plur.; cf. ab Aquitanis V.; the nom. plur. is Germani; (7) nouns aud adjs. with nom. sing. ending -a (usually fem.) also have the dat. and abl. plur. in 1s ; cf. Belgis V. 3. trans Rhénum, across the Rhine ; the prep. trans is followed by the accus. What other preps. take the same case ? 4. quibus-cum, with whom ; two words, quibus and cum: (a) cum, prep. with abl.; cf. à or ab V.; (4) joined to the end of quibus and some other pronouns, though with other parts of speech it has the position of 4 or ab; (c) quibus is abl. plur. masc. from nom. plur. qui, though we should have expected quis; cf. Aquitani II, Aquitanis V. (d) What is the ending? Cf. légibus IV.; the nom. plur. of légibus is légés, and the abls. plur. of partés and omnés are partibus and omnibus ; (e) cf. the gender, number, and case, of all the prons. met thus far in the text, with the gender, number, and case, of their antecedents. "What do you find to be true as to the gender and number? What as to case? Cf. the Eng. rule, E. G., 65. 5. bellum, war ; cf. bellicose : (7) What case and why? (4) What ending has it in common with the accus. Rhénum 3? This is the ending of the accus. sing. masc. and neuter; cf. the accus. sing. fem. ending -am in aliam II. 6. gerunt, (hey carry on, wage; cf. belligerent, an adj. applied to those waging war: (a) What is the active sing. and the passive plur. of this same tense? Cf, VII. N. 10 and Obss, 3, 4. (2) In what re- spect does it agree with its subject ? Answer the same question in regard to est L, appellantur IIL, dividit V. ; cf. E. G., 31, 1 and 2. 1 The pupil should constantly refer to the connected text on p. 363. 02 INDUCTIVE LATIN PRIMER. 3. OBSERVATIONS. 1. The Lat. has a dative case similar in use to the Eng. dative. 2. The dative plur. ending of masc. nouus like Galli is -is, like he ablative. 3. The ending -um is that of the accus. sing. masc. and neut, ; -am that of the accus. sing. feminine. 4. The ending -ibus is found in the abl. plur. of nouus and adjs. declined like omnis. 9. The preps. in, inter, ad, tràns, take the accus. ; à or ab, and cum, the ablative. 5. With the abl. of qui, who, cum is attached to the end of the word. 4. In dividing words into syllables, as many consonants are united with a following vowel or diphthong as can be pronounced with it, except when such a division would obscure the composition of a com- pound word. 8. Every Latiu word has as many syllables as it has vowels and. diphthongs. 9. A pronoun agrees with its antecedent in gender and number, but not in case. 10. A verb agrees with its subject in number.! 4. VOCABULARY. l. bellum, accus. sing. neut., war. | 5. gerit, he carries on, wages. 2. continenter, continually. 6. proximi, nom. plur. masc., | 3. cum, preposition with abl. nearest, next. with. 7. Rhénum, accus. sing. masc, 4. Germàni, nom. plur. masc., the Rhine; see map. | the Germans; see map. 8. tráns, prep. with accus., across. | 1 [t also agrees in person, but the pupil has not observed this, since all the verbs | of the text thus far have been in the third person. LESSON VIII. 93 5. EXERCISES. (1) Translate. (2) Explain the agreement of every adjective, pronoun, and verb. 1. (a) Belgae fortissimi sunt propterea quod proximi sunt Germa- nis, quibuscum continenter bellum gerunt. (4) Galli cum Germanis continenter bellum gerunt. (c) Belgae proximi eis qui trans Rhenum iucolunt. (4) Cum Gailis proximis bellum gerit. 2. (a) Belgae ab eis, quos Aquitanos appellant, absunt. (2) Gallia est divisa iu partés trés, quàrum tna Aquitania est. (c) Ea quae ad effeminandós animós pertinent proxima sunt Aquitanis. (d) Hae leges et linguae ab Aquitàuis minimé absunt. (¢) Institüta (cf. ea), quae trans Sequanam sunt, importat. (/) Flümen 4 Belgis Gallos dividit. 3. (a) The-Belgians and the-Celts inhabit Gaul. (5) Parts of the-divided province are-inhabited. (c) One (part) is nearest the- Celts. (47) They-bring-in those-things across the-province. 4. (a) The-river separates all the-bravest (men) from the-mer- chants. (4) The-merchants are-separated from all the-bravest (men). (c) He goes-back-and-forth across the-Matrona. (4) All the-Aqui- tanians, to whom merchants resort, are next to-the-Celts. 6. TOPICS FOR STUDY. 1. The dative case. 2. The endings -um, -am, -is, -ibus. 3. Forms of the relative pron. with endings like those of lingua or Galli. 4. The peculiar forms quae and quibus. 5. Cases in Eng. and in Lat. 6. Position of cum. 7. Preps. with accus. 8. With abl 9. Number of syllables in a Lat. word. 10. Agreement of pron. 11. Of verb. 12. Of adj.. 13. Eng. derivatives from words in this Lesson. j 94 INDUCTIVE LATIN PRIMER. LESSON IX. REVIEW. Lessons I.-VIII. This Lesson is a review of all that has preceded 1t. Nothing is so necessary, in the acquisition of a language, as constant and thorough review. One should carry forward with him at least nine-tenths of what he has learned. The preceding les- sons contain in all sixty different words, together with a large number of grammat- ical forms. Many of the most important principles of the language have been considered. Others might have been brought forward, but it has been deemed wise to hold them in reserve. It is understood that the student will in no case proceed to take up Lesson X. until this Lesson, with all that it includes, is learned. Let every word, every phrase, every principle, be mastered absolutely. l. TEXT. Casar’s ‘*Gatitic War,” Book I, Chapter 1, as far as gerunt. In the review of the text which has thus far been taken, pursue the following order of work : — 1. Pronounce aloud the Lat. text repeatedly. 2. With only the word for word Eng. parallel (p. 380) before the eye, pronounce the Lat., until this can be done rapidly and without hesitation.! Do the same thing with the free translation (p. 386) before the eye. 3. With only the Eng. parallel before the eye, write out the Lat. ; compare the result with the printed Lat. text ; note and correct mistakes. 4. Write out, under the following heads, a grammatical analysis of the material of the text thus far studied: (1) noun, adjective, | and pronominal forms, classifying separately in both sing. and | plur, (v) nom. forms, (4) gen. forms, (c) dat. forms, (d) accus. | forms, (e) abl. forms; (2) verb forms, classifving separately in | both sing. and plur., (4) act. forms, (4) pass. forms.? 1 Tf the teacher has followed ** Suggestion 2 " under ** Suggestions to Teachers ” this has already been done in the class at least eight times. ? Great importance should be attached to this analysis of the text by the pupil. It will be found invaluable in sharpening observation and in giving a mastery of forms, LESSON IX. 95 5. Go through the text and select those forms and phrases which, perhaps, still remain unmastered. Read again the notes given upon them in previous lessons. Do not leave them before they have been conquered. 2. GRAMMAR LESSON. l. Pronunciation. — The long sound of a vowel is indicated by the mark ^ over it, the short sound by the mark "v . à — a in father. 6 =o in note. é — ey in they. ü = 00 in moon. 1 = in machine. ae — i in kite. The short sounds differ from the long only in being less prolonged in pronunciation. Most of the consonants have their Eng. sounds, but t has always the sound of £ in Zin, never that of sh ; s always has the proper hissing sound of Eng. s, never that of z; c and g are always hard, as c and g in can and go, never soft like s andj; bs has the sound of ps; v has the sound of ; qu has the sound of £c, and gu that of gz. Every Lat. word has as many syllables as it has vowels and diph- thongs. In words of two syllables the accent. 1s always on the first ; in words of more than two syllables the penult is accented if it has a long vowel or a diphthong, or if its vowel is followed by two con- sonants before the next vowel is reached; all other words of more than two syllables are accented on the antepenult. 2. Inflection (see E. G. 22, 2). - Nouns, ADJECTIVES, AND PRONOUNS. Sing. Plur. Sing. Plur. Sing. Plur. Nom. lingua lingu-ae Gall-i omn-is omn-és Gen. lingu.ae lingu-ürum ——— Gall-6rum omn-ium Dat. ^ lingu-ae lingu-is | . Gallis —— Accus. lingu-am lingu-às | Gall.um Gallos ——— omn-és Abl. lingu-à lingu-is Gallis . . ——. omnibus 96 INDUCTIVE LATIN PRIMER. We have also met the ending -a as an accus. plur. neut., and -8 as ‘an ending of the adverb. VERBS. Active. Sing. appell-a-t pertin-e-t divid-i-t Plur. appell-a-nt pertin-e-nt divid-u.nt Passive. Sing. Plur. appell-a-ntur (pertin.e-ntur) ^ divid-u-ntur OBSERVATIONS ON THE ABOVE. Note that the declension of lingua above is complete. A vocative case, the same in use as the Eug. vocative (see E. G. 21, 4), is very rarely found in Caesar. Its form, as in Eng., is the same as the nom., with an exception which will be learned later. The dat. sing. and the dat. plur., of a noun with nom. sing. in -a has not yet been used, but the former is the same as the gen. sing., and the latter the same as the abl. plural. The accus. plur. ending, which has not yet been used, differs from the ending of Gall.os in the same respect that the ending of lingu-arum differs from that of Gall-orum. Note that the form lingua is found in all the cases except the dat. and abl. plural. Here the absence of a is only apparent, for linguis | is really a contracted form for lingua-is. A part of a word which, like lingua, remains unchanged throughout its inflection, is called its STEM. Nouns like lingua are often called A nouns, and belong to what is called the rrrst declension. 3. Use of cases.— The uses of the cases thus far met with are the same as in Eng., with these exceptions: (4) the abl. case, not found in Eng., is sometimes translated by the Eng. prep. i», and is used after the preps. à or ab, and cum; (2) the genitive has a par- titive as well as a possessive use. 4. Agreement. — The four rules of agreement relating to the appositive, verb, pron., and adj. are the same as in Eng., except 1 This verb, being intransitive, is never found in the passive. LESSON IX. 97 that the adj. agrees with its noun or pronoun in gender, number, sand case; cf. E. G. 25. | | 5. Translation. — In translating, two or more Eng. words may represent but one word of the Latin. Thus an Eng. prep. with its case may be required to represent the Lat. zen. or abl, the Eng. article with its nouu to represent a Lat. noun, and an Eng. personal pron. with a verb or a verb phrase to represent a single verb form in Latin.! On the other hand, but one Eng. word may be represented by two or more in Lat.; thus, mercátórés ad eós commeant may be translated, merchants visit them. 6. Gender. — In Lat. all names of males are masc., all names of females fem. ; the gender of other words, with a few apparent ex- ceptions to be noticed later, is determined by their endings. All words in Cesar having the nom. sing. ending -a are fem. (except names of males), and are declined like lingua. All nouns having the nom. plur. ending -iare masc., and are declined like Galli. Cf. gender in Eng., E. G. 42. 7. Peculiarities of certain words. — (2) The prep. cum is appended to certain pronominal forms, but with other words has the usual position of preps.; (4) -que is always appended to some other word ; (c) à stands before words beginning with a consonant, ab before those beginning with a vowel. 3. WORD REVIEW. Pupils should go very rapidly through the following lists, translating, and giving the case, number, and, so far as the lessons provide for it, the gender, of all nouns, prons., and adjectives. Vers Forms. 1. absunt 5. dividit 8. est 11. incolunt 2.appellantur 6. divisa —. 9. gerunt 12. pertinent 3. commeant 7. effeminandos 10. important 13. sunt 4. differunt l The hyphen, which has reminded the pupil of this fact, will be generally omitted in the Eng.-Lat. Exercises hereafter. 7 98 INDUCTIVE LATIN PRIMER. Noun, PRONOMINAL, AND ADJECTIVE Fors. l. aliam 13. 9. animos 14. 3. Aquitant 15. 4. Aquitàuts 16. 5. Belgae 17. 6. Belgis 15: 7. bellum 19. 8. Celtae 20. 9. cultü 21. 10. divisa 22. ll. ea Doe 12. effeminandos 24. ADVERBS. . continenter . longissime minimé . propterea . saepe om 0 t2 r3 eds 25. ipsorum 36. proximi - flümen 26. legibus 37. quae fortissimi 27. lingua 38. quarum Galli 28. Matrona 39. qui Gallia 29. mercatores 40. quibus Gallos 30. nostra 41. Rhenum Garumna 31. omnes 42. se Germàuis 32. omnis 43. Sequana hi 33. omnium 44. tertiam horum 94. partes 45. tres hümanitàte 35. provinciae 46. ünam Institütis PREPOSITIONS. CONJUNCTIONS. den l. atque 2. ab 9. et 28d 9. -que 4. cum 4. quod 5. mn 6. inter 7. trans = 4. EXERCISES. 1. Conversation. — Qui Galliam incolunt ? Belgae et Celtae et Aquitani Galliam incolunt. Qui Gallorum fortissimi sunt ? Belgae Gallorum fortissimi sunt. Cir (why) Belgae fortissimi sunt? | Proptereà quod provincia, à quà ea quae animos efféminant mer- | cátórés important, ab his longissime abest, atque proximi Germ@nis | fortibus sunt. Quorum est provincia? j LESSON IX. 99 Nostra est provincia. Quorum lingua Celtae, qui tràns Garumnam incolunt, Galli appellantur? Nostra lingua Galli appellantur. Quorum linguam mercatores important ? Nostram linguam important. Quorum est ** nostra" lingua? Romanorum est. : 2. For translation into Latin. — There are three parts of Gaul into which the Garumna and the Seine divide it. These parts are inhabited by the Belgians, the Celts, and the Aquitanians, whose languages and laws differ from one another. "The Seine river is be- tween the Belgians and the Celts, the Garumna between the Celts aud the Aquitanians. A Roman province is next to the Aquitanians, and very far distant from the Belgians. Merchants from the prov- ince often visit the nearest Gauls and weaken their minds. Cesar calls the Belgians the bravest of all the Gauls. "These Belgians stretch out to the Rhine, and are next to the Germans, with whom they wage war most bravely. 'The Germans differ in refinement from the Gauls who live nearest the province. 1 Note the case and gender required for this word. The pron., of which we have had the forms e-a, ueut. aud e-Os masc., is found in all genders, GALLIC HELMETS OF LEATHER. 100 INDUCTIVE LATIN PRIMER. LESSON X. l. TEXT. Qua dé causa Hel-ve-tii! quoque reliquo: Which from cause the-Helvetiaus also the-rest-of Gallos virtüte praecedunt. the-Gauls in-valor —— surpass. 2. NOTES. l. quà dé causa, for this reason: (a) the diphthong au (in causa) is pronounced like ow in how; (6) quà is here a pronominal adj. agreeing with causa; (c) for its Ist decl. form, cf. quarum II. and IX. 2, 2; (4) note that the Lat. relative shows difference in gender by its endings; cf. qui, nom. plur. masc., VIIL, and quae, nom. plur. neut, VII. How far is this so in Eng.? (e) note that the relative quà stands in the principal clause at the beginning of the sen- tence, and is translated by the demonstrative pron. (see E. G., 24, 1) this. (f) Give the preps. used with the abl. so far as you now know them. 2. reliquos Gallos, the-rest-of the-Gauls; cf. relique, relic: (4) reliquos is an adj. agreeing with Gallos; (^) note its peculiar translation ; of in this translation is part of the meaning of the adj. reliquos, and not the translation of a genitive. 3. virtüte, ix-valor: (7) an abl. sing.; cf. himanitate VI.; (5) cf. its translation and use with those of lingua IV.; ablatives which, like lingua and virtüte, limit the verb by telling in what respect its action is true, are called abls. of RESPECT. 1 Syilabieation in the “ Text " will hereafter be discontinued except in special cases. What difference in spelling between Helv6-ti-I and other nouns in -1 like Galli and Germáni does it here make prominent ? Each pupil for himself will divide words into syllables according to the rules already learned. LESSON X. 101 4. praecédunt, they go before, surpass: (a) compounded of prae, - before, and cedunt, they go; cf. absunt VI. N, 9. (4) What is its subject and what its object ? How do you know subject and object by their endings ? Could Helvétii be the subject if it came AFTER Gallos? Cf. ünam incolunt Belgae II. 3. OBSERVATIONS. 1. The relative, like which aud what in Eng., is sometimes an adj. 2. The relative has different forms for each of the three Latin genders. 93. The relative is not confined to subordinate clauses as it usually is in English ; it often stands in a principal clause at the beginning of a sentence, and must then be translated by the demonstrative or by the demonstrative with a connective. 4. The preps. 4, ab, cum, and dé take the ablative. 9. The ab]. without a prep. is used to show in what RESPECT a statement is true. 6. The prep. of is not always to be translated by the genitive. 1. The diphthong au is pronounced like ow in how. 4. VOCABULARY. l. causa, cause, reason.? 4. praecédit, he goes before, sur- 2. dé, prep. with abl., from, down passes. from, concerning, for. 5. quoque, conj., also. 3. Helvétii, nom. plur. masc., | 6. reliqui, adj., nom. plur. masc., the Helvetiaus ; see map. the rest of. What nation now occupies | 7. virtüte, abl. sing. virtue, the territory formerly occu- valor. pied by the Helvetians ? 1 The Lat. relative, like the Eng. (cf. E. G., 20, 5), is always equivalent to a demonstrative or personal pron. and a connective, but a connective at the beginning of an Eng. sentence is often useless or even misleading. The teacher may consult on this point, A. S. Hill's Rhetoric, pp. 116 and 117. ? What is its gender? See IX. 2, 6. 102 INDUCTIVE LATIN PRIMER. 5. EXERCISES. 1. (a) Decline causa completely. (4) Decline Helvétii in all the cases you know. (c) Decline reliqués Gallos together in the plural. (d) Write all the forms you know of praecédunt. | 2. (a) Belgae et Helvetii cum Germauis continenter bellum gerunt. (4) Belgae et Helvetii proximi Germanis sunt. (c) Reliqui Galli ab Helvetiis virtüte praeceduntur. (4) Helvetii reliquos Gallos cultu minimé praecedunt. 3. (a) Provincia, quam mercatores incolunt, proxima Helvetiis est. (0) Mercatorés ad Belgas minime saepe commeant ; qua? dé causa Gallorum Belgae fortissimi sunt. (c) Aquitàni, ad quos mercatores saepissime commeant, à Belgis animis differunt. (7) Helvetii a re- liquis Celtis, a quibus virtüte differunt, minimé absunt. 4. (a) The Helvetians are between the province and the Germans. (^) The river divides their province into parts. (c) These excel? the-rest-of the Belgians in bravery. (47) The Belgians are farthest distant from the civilization of the province. For this reason they excel the Celts in valor. (e) The province which they inhabit is ours. 5. (a) The Germans, who are distant from the province, wage war — with the Helvetians. (4) Csesar wages war with those who surpass the Aquitanians in valor. (c) He brings in these-things to those with whom he dwells. (4) The bravest do not dwell nearest the — province from which the merchants bring in these-things. 6. TOPICS FOR STUDY. l. Pronunciation of diphthongs ae and au. 2. All the forms of the relative yet discovered. 3. The classification of these forms by gender. 4. The uses of the relative. 5. The meaning of reliqui. 1 How may qua be best translated here ? 2 The pupil will use the word for which the meaning surpass is given in the vocabulary. It would be impossible to give all possible Eng. meanings in the vocabularies, and the pupil is expected to use his intelligence. What is the word for óravery just beyond ? LESSON XI. 103 6. All the preps. yet used. 7. Peculiarities in use of two of them. . 8&. Eng. words related to Lat. words in this lesson. 9. Two uses of in the ablative. 10. Compounds of preps. in English and in Latin. ll. Variable position of object and subject in Latin. LESSON XI. JO DEOCT: Qua dé causa Helvétii quoque reliquos Gallos virtüte praecedunt, quod fere co-ti-di-a-nis proe-liis cum | because almost (in) daily battles with Germanis contendunt. the-Germans they-contend. 2 NOTES. l. fere: (v) part of speech and ending? Cf. minimé VII. N. 1, a, (b) limits the adj. cotidiànis. 9. proe-li-is, i; or by, battles: (a) diphthong oe — oi in coin; (4) for case, cf. institütis IV. and Aquitanis V.; (c) what differ- ence in the meaning of zz, used to translate proeliis, and the 2» used to translate Institütis IV.? 3. cum Germánis: (4) note that cum here precedes its noun and is not attached to it; cf. quibuscum VIII. v. 4, 0. (b) What is its case ? What is the case of the same form Germanis in VIII.? 4. contendunt: (a) What is the subject of this verb? (5) In what part of its clause does contendunt stand? What proportion of the verbs thus far used have the same position in their clauses as this verb?! (c) Note that the verb of which est and sunt are forms does not have the same position as the other verbs. 1 Let the teacher see to it that the pupil gives a precise answer, secured by actual count of the verbs. - The connected text on p. 363 should be referred to, not the text at the head of each lesson. 104 INDUCTIVE LATIN PRIMER. 3. OBSERVATIONS. 1. The diphthong oe is pronounced like oi in coin. 9. The prep. i is not always represented in Latiu by an abl. of respect. 3. Lat. verbs, except the verb of which est and sunt are forms, have a marked tendency to stand last iu their clauses. 4. VOCABULARY. l. contendit, he stretches vigor- | 3. fer, adv., almost. ously, strives, contends, | 4. proeliis, dat. or abl. plur., hastens. battles. 2. cdtidiani, nom. plur. masc., daily. 5. EXERCISES. 1. (a) Helvetii eum Germànis feré cotilianis proeliis contendunt. (5) Proximi sunt Germanis quibuscum fere cotidianis proelüs con- tendunt. (c) Minime cum Belgis Aquitàni proeliis contendunt. (d) Ad Rhénum à provincia ROmandrum Cesar contendit. 2. Conversation. — Qua dé causa Helvétii reliquos Gallos vir- tüte praecedunt ? Quod. proximt Germanis sunt et cum his saepissime proeliis contendunt. Ubi (where) Germani incolunt? Trans Rhenum Germani incolunt. Mercátorés-ne! ad Germános commeant ? Minimé saepe mercatorés ad Germànos commeant. Germanine sunt fortes ? Fortissimi sunt Germani. 1 ne, an enclitic like -que VIL, shows that a question is asked. It is not translated by any separate word. How is the question introduced in English ? Cf. E. G. 68, j and 5. LESSON XII. 105 3. (7) The Germans are distant from the Romans. (6) The Ger- . maus contend with the Helvetians. (c) He contends with these. (4) The Germans are not weakened in courage (minds) by the merchants. 4. (a) The Germans, Belgians, and Helvetians are brave. (2) They very seldom bring in those things which tend to weaken (their) minds. (c) A river divides the Gauls from the Germans. (d) The Gauls, whom the Germans surpass in valor, are divided into parts. 6. TOPICS FOR STUDY. l. Pronunciation of the three diphthongs, ae, au, oe. 2. An ending of the adv. 3. Two uses of the adverb. 4. Different mean- ings of the prep. i». 5. Position of cum. 6. Two or more uses of -is, -ae, -6s, -a. 7. Position of verbs. 8. Accent of the words in this lesson. LESSON XII. 1. TEXT. Quà dé causa Helvétii quoque reliquos Gallos virtüte praecedunt, quod fere cotidianis proeliis cum Germanis contendunt, cum aut suis finibus — eos when either from-their-own boundaries them prohibent, aut ipsi in eorum finibus bellum they-keep-away or themselves in their boundaries war gerunt. wage. 2. NOTES. |... 1. cum, conj., when: (a) also written quum ; (4) not to be con- founded with the prep. cum ; cf. XI. 106 INDUCTIVE LATIN PRIMER. 2. suis, their or their own: (a) possessive adj. limiting finibus ; (5) cf. the corresponding reflexive sé (IV. N. 6) which always takes the place of a noun and has no adj. force. 3. finibus, from boundaries ; cf. confines, finite: (a) for case, cf. légibus IV. and quibus VIII. N. 4, c and d; (4) the nom, sing. is finis, end, limit; cf. omnis I; (c) note that the case here denotes removal or separation, and is used with prohibent, they keep away ; (d) cf. ab Aquitanis V., à cultü VI., and note that the abl. of sep- aration is used sometimes with, and sometimes without, a preposition. 4. prohibent: for form, cf. pertinent VII., and all the verb forms in IX. 2, 2 5. aut: (a) for diphthong au, cf. causa X.; (5) note that aut . is repeated in this sentence. What difference in its translation do you note ? 6. ipsi: cf. ipsorum III.; agrees with Helvetii, the subject of prohibent. 4. eorum, of them, their; note that eórum and also eos, just before, refer to Germànis, and not to the subject of the clause, while suis in suis finibus refers to Helvetii, the subject of prohibent; note further that sé IV. refers to the subject of differunt, while eos and ea in VII. do not refer to the subject of the sentence in which they stand. 8. in finibus, in boundaries ; note the meaning of the prep. in and the case used after it; cf. in partes I. 3. OBSERVATIONS. 1. With the accusative, the preposition in expresses motion toward a place and is translated 2»£o; with the ablative it expresses position in a place and is translated 2x. 2. The form cum may be a conj. meaning when, as well as a prep. meaning with. 3. The pron. of which the form sui is the nom. plur. masc., is an adj. (while referring to a noun or pron.), but the pron. of which sé is a form has no adj. force. 4. The pronouns of which sui and sé are forms must always refer E | da. | LESSON XII. 107 to the subject of some verb in the sentence, but the pron. having the gen. plur. form eórum, /Zeir, need not so refer. 9. The abl. regularly expresses separation, sometimes with, some- times without, a preposition. | 6. When the conj. aut, or, is repeated, the first aut is translated either. 4. VOCABULARY. l. aut, conj, or; aut . . . aut, | 4. prohibet, he keeps out, keeps either . . . or. Aways 2. cum, conj., when, since, al- | 5. sui, nom. plur. masc., his, her, though. its, their. 9. finis, ax ed; finés, plur., boundaries, territory. 5. EXERCISES. l. (a) Write all the forms you know of finibus. (4) Of ipsi. (c) Of prohibent. (47) Of gerunt. 2. (a) Helvetit aut suis finibus Germànós prohibent, aut ipsi in Germànorum finibus bellum gerunt. (6) Ad Rhénum finésque - Germànoórum Helvétii contendunt. (c) Finés eorum ad Rhénum pertinent. (d) Cum eis qui virtüte Aquitànos praecédunt bellum gerunt. 3. (a) Fortissimi sunt Germani quos Helvétii prohibent, (5) Ger- mani, quorum fines trans Rhenum sunt, ab Helvétiis prohibentur. (c) Helvétii, quos Caesar fortissimos appellat, in suis finibus con- tendunt. (4) In eorum finés ea important. 4. (a) The Romans keep the Germans from the territory of the Celts. (5) The Germans continually wage war in the nearest terri- tory. (c) The Aquitanians who are nearest the Garumna often visit the province. (d) In the province dwell the merchants by (à) whom the minds of the Gauls are weakened. 5. The Helvetians, who live in Gaul, and the Germans, who live near- est them across the Rhine, contend continually. A river is between them. The Germans go back and forth to the Rhine and in almost 108 INDUCTIVE LATIN PRIMER. daily battles contend with the Helvetians. The Helvetians, who sur- pass the-rest-of the Gauls in valor, keep them out. Often they wage war across the Rhine. 6. TOPICS FOR STUDY. 1. Two meanings of cum. 2. Two meanings of in. 3. Differ- ence between suis and sé. 4. Between suis and eórum. 65. Ante- cedent of each pron. in this Lesson.. 6. Uses of abl. in last three lessons. 7. A Lat. plur. translated like a sing. 8. Three classes of verbs. 9. Meaning of aut . . . aut. 10. Decleusion of nouns or adjs. with nom. sing. in -is. LESSON XIII. l. TEXT. Eorum üna pars, quam Gallos obtinere Of-these — * one part, which — the-Gauls to-hold dictum-est, initium capit a flimine Rhodano. it-has-been-said, beginning takes from the-river fthone. 2. NOTES. 3 1. eorum : (a) possessive or partitive gen. ? Cf. VI. N. 3, c, d, e; (5) it refers to all the inhabitants of Gaul. 2. pars: (a) nom. sing. fem. Of what is it the subject? (4) Cf. the nom. and accus. plur. form partés I. ; the abl. plur. is partibus, like finibus XII. (c) What nom. sing. ending have pars, and omnis I. in common ? 3. quam: (a) for case, cf. ünam, aliam II.; it is the object of obtinére ; (4) for other fem. forms of the same pron., cf. qua X., quarum II. (c) What is its antec. and how do you know it? Cf. VIII. n. 4, e, and Obs. 9. LESSON XIII. 109 4. obtinére, /o hold, occupy, possess, and NoT “to obtain," as many pupils translate it: (a) cf. pertine-nt VII., prohibe-nt XII., obtin&-re. Barring quantity, in what letter do the stems (ef. IX., 2, 2) of all three forms end? (4) What is the ending of this form ? Judging from the translation, what form of the verb is this? (c) for the use of the preceding word Gallés, cf. E. G., 68, 6. . 9. dictum, said or having been said: cf. diction, dictation ; (a) to- gether with est, translated i¢ 2s having-been-said ; i. e. it has been said (0) nom. sing. neut. ; (c) a pass. participle; cf. divisa I. and E. G. 41; (d) quam Gallés obtin&re dictum est, which it has been said the Gauls occupy ; (e) the Gallés here referred to are the Celtae III. 6. capit ; cf. capture: (a) for ending, cf. dividit V. (6) What is its subject? Its object? 7. à flümine Rhodano : (a) for case of flümine, cf. à Belgis V. ; (4) for case of Rhodano, cf. Garumna flümen V. N. 3. (c) What abl. sing. ending have flümine, hümánitàte VI., and virtüte X., in common? (4) flümine is a neut. ; its nom. siug. is flümen V. ; its accus. plur. is flümina, like the neut. accus. e-a VII. ; and its abl. plur. is flüminibus, like légibus IV. (^) What would be a better prep- osition than from in the free English translation ? 3. OBSERVATIONS. 1. Noun and adjective endings: -s, nom. sing.; -e, abl. sing. 2. Verb ending : -re, present active infinitive. 3. In Latin as in English, the accus. may be used as the subject of an infinitive. 4. Latin words do not always have the meaning of the English words which most nearly resemble them in form. 4. VOCABULARY. | l. capit, he takes. 4. obtinet, he holds, occupies, 2. dictum, neut., said or having possesses. been said. 5. Rhodano, abl. sing. masc. 3. initium, accus, neut, a Óe- the Rhone; see map. ginning. 110 INDUCTIVE LATIN PRIMER. 5. EXERCISES. 1. (a) Una pars, ad quam Gallos commeàre dictum est, abest. (6) Alia pars, quam incolunt Aquitaui, à Garumna initium capit. (c) Tertia pars, quam Belgz obtinent, ad Rhénum pertinet. (7) Una Galli pars initium capit à flümine Rhodano. (e) Una in parte . continenter bellum gerit. 2. Conversation. — A quibus ea importantur ? Ab Aquitanis, qui ad Garumnam pertinent, ea importantur. Quae flimina in Gallia sunt? Flümina quae in Gallia sunt Garumnam, Séquanam, Matronam, Rhodanum Caesar appellat. Omnés-né partés Galliae his flüminibus proximae sunt? Partes trés Galliae ab his flüminibus minime absunt. Aquitàni-ne ea quae animos efféminant important? Aquitànos in suds finés ea importare dictum est. 3. (a) One part of Gaul stretches-out to the Helvetians. (6) The Garumna river divides the Gauls from the Aquitanians. (c) He hastens into the province. (4) He surpasses all these in valor. 4. (a) Those-things which are-brought-in enervate the minds of the Gauls. (4) The Helvetians are-called the bravest of those who inhabit this territory. (c) The Belgians keep the Germans from their (i. e. the Belgian) territory. (4) He keeps the merchants from their province. (e) The third part begins at the river Garumna. 6. TOPICS FOR STUDY. 1. Abl. endings thus far. 2. Uses of the ablative. 3. Neut. nouns. 4. Nom. endings. 5. Verb endings. 6. The translation of obtin- ére. 7. Of dictum est. 8. Of initium capit 4. 9. Fem. end- ings of the relative. 10. The accus., dat., and abl. plur., of eórum. 11. Two perfect pass. participles. 12. Accent of the words in this Lesson. 13. English derivatives from words in this Lesson. LESSON XIV, 111 LESSON XIV. l. TEXT. Eorum ina pars, quam Gallos obtinére dictum est, initium — capit a flümine Rhodano; continetur at-is-bounded Garumna flümine, Oceano, finibus by-the-Garumna river, by-the-ocean, by-the-territory Belgarum. of-the-belgians, 2. NOTES. 1. continétur, it-is-held-together, it-is-bounded ; cf. Eng. continent, both noun and adj.: (a) for other compounds of the same verb, cf. per-tinent VIT. and ob-tinére XIII. (4) Judging from pertine-nt VIL, obtiné-re XIII., dividi-t V. and appella-ntur IIL, what is the ending of continétur and what is the meaning and use of this ending ? 9. Garumnà, by (i. e. by means of) the Garumna : (a) note that the prep. expressed in the translation does not appear in the Latin ; cf. the meaning of lingua IIL, lingua IV., provinciae VI., finibus XIT.; (5) the abl. here expresses the means by which ** oze part is bounded”; cf. lingua III. and proeliis XI., which though translated by im are really examples of the same use of the ablative. 3. Oceand: (a) for the form of this word, cf. Rhodano XIII. ; (2) for its use, cf. the preceding Garumna and the following finibus ; (c) position of accent and why ? 4. Belgarum: note that this word though having a fem. ending is masc. because it is a name of males; cf. IIT. n. 4. 112 INDUCTIVE LATIN PRIMER. 3. OBSERVATIONS. 1. Verb endings : -t, he, she, or if, act.; -tur, he, she, or it, pass. -nt, they, * ; -ntur, they ef -re, pres. inf. ae 2. An ending in Latin often expresses an idea which requires a preposition in English. 3. Means or instrument is expressed by the abl. without a prep. 4. Names of males are mase. and names of females are fem. in Latin as in English. The rules for gender by endings apply only to the names of things. 4. VOCABULARY. 1. continet, if holds together, | 2. Oceano, abl. sing. masc., the bounds. ocean. 5. EXERCISES. 1. (a) Give all the forms you know of finibus. (/) Give all the plural forms of Belgarum. (c) Give five forms of obtinére. (d) Four of dividit. (e) Five of important. Explain the uses of the ablative in the following sentences : — 9. (a) Provincia Germànos fortés prohibet. (4) Fines, à quibus flumen initium capit, ab Oceano absunt. (c) Eds qui his fines inco- lunt htimanitate praecedunt. (7) Provincia à Gallis flumine dividitur. 3. (a) In parte finium quam pertinére ad Oceanum dictum est bellum gerunt. (4) Germàni cultü animos minime effeminant. (c) Fortissimi omnium qui Galliam incolunt flüminibus Matrona et Sequanà 4 reliquis Gallis dividuntur. (47) Tertia pars, quam Celtae obtinent, inter flümina est. 4. (a) He bears these-things into the province. (4) (There) are merchants in the province. (c) The territory is divided into parts by law. (47) The Germans with whom he wages war possess this territory. (^) They are nearest the Helvetians; and-therefore (for which reason) they fight with them continually. LESSON XV. 1158 5. (a) The river begins at their boundaries. (4) These are very far distant from the rivers which bound Gaul. (c) The Belgians who - are farthest distant from the province are bounded by the ocean. (d) Their miuds are kept from the refinement of the Aquitanians. 6. TOPICS FOR STUDY. l. Five verb endings. 2. Four endings of the ablative. 3. Four uses of the ablative. 4. Likeness and difference of the abl. of means and abl. of respect. 5. Some compound words used thus far. 6. The use of an ending in Latin where in Euglish we must use a separate word. 7. Why the abl. of means should be translated some- times by i. 8. A word plur. in form but sing. in meaning. 9. Gender in Latin. 10. Likenesses and differences of the three classes of verbs. LESSON XV. A. TEXT: Eorum üna pars, quam Gallos obtinere dictum est, in- iium capit 4 flümine Rhodano; continétur Garumna flimine, Oceano, finibus Belgarum; attingit etiam at-reaches also’ ab Séquanis .et Helvétiis flimen on-the-side-of the-Sequanians and the-Helvetians the-river Rhénum ; vergit ad sep-ten-tri-6-nés. Rhine ; it-slopes toward the-north. 2. NOTES. 1. attingit; for exact meaning, see Vocabulary below; for form, ef. dividit V., capit XIII, 8 114 INDUCTIVE LATIN PRIMER. 2. ab; note the meaning, and observe that the Eng. idiom does. not allow a literal translation of the prep. here; cf. the free trausla- - tion of a iu XIII. 3. Helvétiis; the object of ab like Séquanis; cf. E. G. 53, 1. 4. flümen : (a) of the neut. gender: for another form, cf. flümine XIV. (4) What is the case of flümen here? What is the case of exactly the same form in V.? Cf. the neut. nom. dict-um and the neut, accus. initi-um XIII. Judging from these forms, what is true - of the accus. of neuters as compared with the nom. ? 5. Rhénum ; for case, cf. V. N. 3; for ending, cf. VIII. N. 5. 6. sep-ten-tri-6-nés : (a) for grammatical number and case, cf. partés [.; (4) for explanation of the sing. meaning for its plur. form, see Vocab. below. *. 3. OBSERVATIONS. 1. Neuter nouns and adjs. have the same form in the nom. and accusative. 2. In Latin as in English, two or more objects may follow the same preposition. 4. VOCABULARY. l. attingit (ad and tangit), it Great Bear, “the Great touches upon, it reaches. Dipper,” which is situated v. et, and. in the northern part of the 3. etiam, even, also. heavens, the north. 4, septentrionés (also found in | 5. Séquani, nom. plur., the Se- the sing. with the same quanians ; see map. meaning), the seven stars, | 6. vergit, it slopes, verges, is sit- the constellation of the uated, | 5. EXERCISES. 1. (a) Una pars, à quà flümen initium capit, ad septentriones vergit. (4) Germani flümine Rheno continentur. (c) Flümina quae LESSON XV. 115 _ Germ&nos attingunt inter sé differunt. (4) Tertia pars fluminibus continétur. (^) Bella ab Helvetiis geruntur. .. 9. Conversation. — Quorum in finibus bellum gerit ? Germanorum in finibus bellum gerit. Quod flümen est inter Gallos et Germànos ? Rhenus flumen est inter Gallos et Germünos. Quam in partem (direction) fines vergunt ? Fines quos obtinent ad septentriones vergunt. Flümina-ne Galliam continent ? Flümina tres partes Galliae continent. 3. (a) One part of Gaul reaches the river Rhine. (2) The Ger- maus very seldom visit the province, (c) These surpass in valor those who dwell nearest the province. (4) He keeps the brave Ger- mans from their territory. (e) The Germans are kept out by the Helvetians. 4. (a) The Belgians are the bravest of those who inhabit this territory. (4) The Germans very seldom bring in those things which weaken minds. (c) They keep out the merchants by whom these things are brought in. (4) For this reason they surpass all with whom they contend. 6. TOPICS FOR STUDY. 1. The nom. and accus. of neuter nouns. 2. The ending of these cases in the plur. 3. The list of neuter nouus and adjs. met thus far. 4. The composition and exact meaning of attingit. 5. The literal and the derived meaning of septentriones. 6. Different meanings of the prep. ab. 7. The endings -um and -a. 8. The syllabieation and accent of septentriones. 9. The geographical situation of the Celts. 116 INDUCTIVE LATIN PRIMER. LESSON XVI. l. TEXT. Belgae ab extremis Galliae finibus The-Belgians from the-remotest of-Gaul boundaries oriuntur ; pertinent ad inferidrem partem take-their-rise ; they-extend — to the-lower part flüminis Rheni; spectant in septentrionem of-the-river Rhine ; they-look into the-north et orientem solem. | and —— the-rising sun. 2. NOTES. l. Galliae; for case, cf. provinciae VI. x. 7. 2. oriuntur; cf. orient and explain its meaning: (a) for form, cf. appellantur Í[I. and dividuntur; (4) note that, though this verb is pass. in form, it is act. in meaning ; (c) for best meaning of pre- ceding ab in connection with this verb, cf. initium capit à flümine | XIII. 3. ad inferiorem partem: (7) What ending have the last two words in common? (4) Judging from the meaning, and from the use of ad in ad eds VII., what is the case and what is the number of these two words? . What, then, is an ending of this number and case? (c) Cf. partés [. and pars XIII. Judging from flümine XIII. aud finibus above, what are its abls. sing. and plur. ? (4) for use of ITuferiorem, cf. VI. N. 2, 3. | 4. fliminis: (a) Judging from the meaning, what case and number is this? (6) What is the ending of this case? Cf. flümine XIII. and virtüte X.; (c) for gender, and nom. and accus, cf. flamen XV. x. 4.; (d) for nom. and accus. plur. flümina, cf. ea LESSON XVI. 117 VII. n. 6. Cf. the masc. and fem. nom. and accus. plur. -és in par- tés I. and mercátorés VII. 5. Rhéni: (a) in the gen. case. Why? It is of the masc. gender. (6) the ending is -1; cf. the accus. sing. ending -um in Rhénum VIII. What, then, are the gen. and accus. sing. of animós VIl.? (c) What other use has this ending? Cf. Galli III. 6. orientem : (a) participle; cf. divisa I., dictum XIIL.; (4) from verb oriuntur 2; (c) for case ending and for nom. oriéns, cf. partem 3 and pars XIII. 7. solem : (a) explain case and cf. XV. N. 3; (6) for meaning of prep. in before it, cf. XII. N. 8. 3. OBSERVATIONS. 1. Sing. endings of masc. nouns: -i, gen. ; -um, accus. ; for plur. endings, see IX. 2, 2. 2. Sing. endings of nouus declined like pars: -is, gen.; -em, accus. ; -e, ablative. 3. Neuters differ from mascs, and fems. in two respects: (1) their nominatives and accusatives are always alike; (2) these cases in the plur. end in -a. 4. Some verbs, passive in form, are active in meaning. 4. VOCABULARY. 1. extr&mi, nom. plur. masc., | 4. oriuntur, they rise, begin. extreme, remotest, the-end- | 5. solem, accus. sing. masc., of ; cf. reliqui, the-rest-of. the sun. | 8. Inferidrem, accus. sing., lower. | 6. spectat, zt looks, faces. 3. oriens, adj., rising; oriens sol, the east. 5. EXERCISES. 1. (a) Write all the forms you know of flümen; (4) pars; (c) sdlem; (d) animós ; (^) bellum; (/) Gallia; (7) spectant. 2. (a) Belgae ab extremis Galliae finibus oriuntur. — (5) Belgae 118 INDUCTIVE LATIN PRIMER. ad inferiorem partem fluminis Rhéni pertinent. (c) Belgae in septen- trionem et orientem solem spectant. (4) Fines Belgarum ad flümen Rhénum pertinent. (e) Pars finium Gallorum fiümine Rheno conti- netur. 3. (a) Belgas in septentrionem et orientem solem spectare dictum est. (5) Cotidiànis proeliis cum Belgis contendit. (c) Bello Ger- mani Gallos praecedunt. (4) Suds fines dividunt. (^) Eorum finés capit. (^) Flümina 4 parte Galliae oriuntur. 4. (a) The Belgians keep the Germans from their boundaries (6) One part of the river is in the province. (c) The Belgians touch-upon the part which the Celts occupy. (d) They often wage war. (e) The Belgians inhabit the most-remote territory. 5. (a) The rest-of the territory is inhabited by the Belgians. (b) The wars which he wages are-different from those which the Bel- gians wage. (c) These merchants bring in refinement of mind. (d) These-things enervate the mind of the Gaul. (e) The beginning of the third part is next to the Belgians. 6. TOPICS FOR STUDY. 1. New endings: -is, -em, -I. 2. Difference in use of -is and -is. 3. Two uses of -is. 4. Two uses of -i. 5. Likenesses and differ- ences of -am, -um, -em. 6. Three gen. sing. endings. 7. Three gen. plur. endings. 8. Three accus. plur. endings. 9. Three nom. plur. endings. 10. Peculiarities of neuters. 11. Three instances of agreement of adjs. in this lesson. 12. Agreement of appositive in this Lesson. 13. Four different translations of 4 or ab, used thus far. 14. Case with:ad. 15. With ab. 16. Cases with in. 17. Mean- ings of in. 18. Difference in meaning of orientem and oriuntur, LESSON XVII. 119 LESSON XVII. l. TEXT. Aquitania a Garumna flümine ad Pjyrénaeos Aquitania from the-Garumna — river to the-Pyrenean montes et eam partem Oceani quae est ad mountains and that part of-the-ocean which is near Hispaniam pertinet ; spectat inter occasum solis Spain extends ; — i-looks between the-setting of-the-sun et septentriones. and the-north. 2. NOTES. 1. eam partem: (a) eam is here an adj. agreeing with partem ; for another pronominal adj. cf. qua X ; (4) for ending, cf. quam XIII. ; (c) for other forms of the same pronoun, cf. eós and ea VII., eorum XII. (7) By whit preposition is partem governed ? 9. Oceani; for form, cf. Rhéni XVI. 3. quae: (a) nom. sing. fem. (irregular ending). (6) Why may a masc. or fem. pron. in Lat. be translated by which or it? Cf. IX. 2, 6, aud E. G. 42. (c) What is here the antecedent of quae, and how do you know it? Cf. VIIL., N. 4, e, and E. G. 65; (7) the same form quae is a neuter plur. in VII. ; cf. also quárum II., qui III., quibus VIII., quà X., and quam XIII. 4. ad; note the meaning and cf. it with the meaning of the same prep. elsewhere. 9. inter; notethe meaning and cf. with its meaning in IV. 6. solis: (a) for case and ending, cf. flüminis XVI.; (4) pos- sessive or partitive gen. ? Cf. VI. N. 3; (c) cf. the grammatical relation of the two words in the phrase occásum solis, the west, with that of the words in orientem solem, the east, XVI. 120 INDUCTIVE LATIN PRIMER, 3. OBSERVATIONS. 1. The form quae may be either the nom. sing. fem., or the nom. or accus. plur. neuter of the relative pronoun. 2. The prep. ad may mean zear as well as £o; the prep. inter either between or among. 4. VOCABULARY. 1. Aquitània, 4quitania, the | 4. occásum, accus. sing. masc., country of the 4qgwitaui- a falling, setting ; occasum ans; see map. solis, the west. . 2. Hispania, Spain. 5. Pyrénaei, adj, nom. plur. 3. mons, masc. (declined like masc. Pyrenean, of the pars), a mountain. Pyrenees. 5. EXERCISES. Give the gender, number, case, and antecedent of every pronoun. 1. (a) Aquitània à Garumna flümine ad Pyrénaeos montés pertinef. - (4) Aquitània ad eam partem Oceani quae est ad Hispaniam pertinet. (c) Aquitània inter occásum solis et septentriones spectat. (7) Py- rénaei montes sunt Aquitanis proximi. (^) Mercatdrés ad eds, qui | Hispaniam incolunt, commeant. 2. (a) Hi fiués ab oriente sole ad occásum solis pertinent. (^) Finés quibus proximi suut ad septentriones vergunt. (c) Pars ad quam mercatores commeant Romanis proxima est, (7) Hi omnes montibus et flümine continentur. (¢) Ea flümina à montibus oriuntur. 3. (a) Aquitania is bounded by the Garumna river and the ocean. (4) One part of the river is near Spain. (c) These mountains are nearest their boundaries. (4) The rivers which extend to the west are the Garumna and the Seine. (e) They visit Spain, which is near Aquitania. 4, (a) The Aquitanians inhabit Aquitania. (4) That part of Aqui- tania extends to the ocean. (c) The Pyrenees mountains are between LESSON XVIII. 121 Aquitania and Spain. (7) The Aquitanians and the Belgians, whose boundaries extend to the Rhine, differ from each other in refinement. - (e) These inhabit three parts, of which one is Aquitania. 6. TOPICS FOR STUDY. 1. Different forms of the pron. eds. 2. Of the pron. qui. 3. The form quae. 4. Difference between English aud Latin gender. 5. Two meanings of ad. 6. Difference in meaning of ad and proximi. 7. Two meanings of inter. 8. Three Latin words or phrases for points of the compass. 9. Syllables of Aquitania, Pyrénaeds, Oceani, septentriónés. 10. The geographical boun- daries of the three parts of Gaul. LESSON XVIII. REVIEW. Lessons X.-X VII. Before taking up this Lesson read once more the note at the head of Lesson IX. l. TEXT. Casar’s *Garnrc War,” Book I., Chapter 1. Note that this review of the text includes the whole first chapter, and hence includes the text of the last review. - Follow strictly all the directions given under ** Text” in Lesson IX. | 2. GRAMMAR LESSON. l. Pronunciation. — The diphthong au is pronounced like ow 7 | oe, like oi. 122 INDUCTIVE LATIN PRIMER. 2. Inflection. — For the first decl. complete, see IX. 2, 2. Sing. Plur. Sing. Plur. Sing. | Plur. Nom. Gall-i omn.is omn-és par-s_ part-és Gen. Galli Gall-órum omn-is omn-i-um partis part-i-um Dat. Gall-is Accus, Gall-um Gall-6s omn-em omn-és part-em part-és Abl. Gall-is omn-ibus part.e part-ibus NEUTERS. Sing. Plur. Sing. Plur. Nom. bell-um bell-a flünen flümin-a Gen. flümin-is Dat. Accus. bellum bell-a flümen flümin-a Abl. bell-is flümin-e flimin-ibus VERBS. Active. Sing. appell-a-t prohib-e-t divid-i-t Plur. appell-a-nt prohib-e-nt divid-u-nt Inf. appell-d-re prohib-é-re Passive. Sing. appell-à-tur prohib-é-tur divid-i-tur Plur. appell-a-ntur prohib-e-ntur divid-u-ntur Under what case are most of the blanks in the above paradigms i| How many times does this case occur in the text of Chapter 1? | All nouns and adjs. with nom. plur. -i are declined like Galli ; ad]s. with nom. sing. -is like omnis; those in -men, like flümen ; and all nouns and adjs. in -um| pars ; like bellum. | Galli and bellum are of the second declension ; omnis, pars, anc flümen, of the third declension. al all nouns in -rs and -ns, lik] j ] LESSON XVIII. 123 3. Uses of Cases. — The accusative may be used as the subject of an infinitive. The abl. is, in this chapter, used in the following ways: (a) with the preps. à or ab, cum, dé, and in ; (^) without a prep. to express che means or instrument; (c) without a prep. to express that in respect to which a thing is true; (d) sometimes with, sometimes without, a prep., to express separation. 4. Translation. — Lat. words are not always well translated by their Eug. derivatives. | The Lat. often expresses by a case ending what the Eng. must employ a prep. to express. The prep. of is not always to be translated by a genitive; it is sometimes part of the meaning of an adjective. The Eng. prep. iz may be represented by an abl. of respect, an abl. of means, or by the Lat. prep. in. The conj. aut, when repeated, is translated either . . . or. 5. Gender. — All neuters have the nom. and accus.-alike ; in the plur. these cases end in -a. 6. Pronouns. — The forms of which the noms. plur. are sui, masc., suae, fem., sua, neut., are always pronominal adjs., while sé is never an adjective. Sui, suae, sua, and sé always refer to some subject ; but the pron. of which the gen. plur. is eorum need not refer to a subject. The relative pron. has different forms for all three genders. It may be used at the beginning of principal clauses where the Eng. uses a demonstrative. The rel. form quae may be either a nom. sing. fem., or a nom. or accus. plur. neuter. 7. Prepositions. — Two or more objects may follow one prepo- sition. The form cum may be a con‘unction as well as a preposition. With the abl. the prep. in means iz; with the accus. it means ito. The prep. ad means zear as well as £o; the prep. inter, Jetween as well as among. 8. Verbs. — Verbs (except est, sunt) have a tendency to stand last in their clauses. . Some verbs are pass. in form but act. in meaning. 124 INDUCTIVE LATIN PRIMER. | 3. WORD REVIEW. Follow the directions given under * Word Review,” in IX. Review once more the words in IX. The last eight lessons contain the following new words: Vers Forms. 1. attingit 5. obtinére 8. prohibent 2. capit 6. oriuntur 9. spectant 3. contendunt 7. praecedunt 10. vergit 4. continetur Noun, PRONOMINAL, AND ADJECTIVE FoRus. 1st Decl. 2nd Decl. 3d Decl. Unclassified. 1. Aquitània 1. cotidianis 1. finibus occasum 2. causa 2. dictum 2. inferidrem 3. Hispaniam 3. extrémis 3. montes 4. Helvetiis 4. septentriones | 5. initium 5. solem 6. Oceano 6. virtüte | 7. proeliis 8. Pyrenaeos 9. reliquos | 10. Rhodano 11. Séquanis ; 19. suis ADVERB. PREPOSITION. — CONJUNCTIONS, fere dé l. aut 2. cum 3. et 4. etiam 5. quoque LESSON XVIII. 125 4. EXERCISES. The teacher should be particular to see that the pupil understands the subiect- | matter. ‘The following exercises will be found a help to this end. 1. Conversation. — À quibus trés partés incoluntur? Ab Aquitanis et Celtis et Belgis incoluntur. Qui cum Germanis bellum gerunt ? Belgae et Helvetii cum Germànis bellum gerunt. Cir Helvetii et Belgae cum Germanis bellum gerunt ? Quod Germanis proximi sunt et fortissimi. Quorum in finibus Helvetii bellum gerunt ? |. Germanorum in finibus et in suis finibus bellum gerunt. Ubi (where) sunt P¥rénaei montés ? Ad Hispaniam Pyrenaei montes sunt. Answer the following questions in Latin. Qua dé causà Helvetii reliquos Gallos virtüte praecédunt ? Quibus à finibus Belgae oriuntur? Quibus flüminibus tertia pars continetur? Quà à parte provincia longissime abest ? Quae partes flimen Rhénum attingunt ? Quam partem Helvetii incolunt ? — 2. For translation into Latin. — The Belgians, the Celts, and ‘the Aquitanians occupy Gaul. A Roman province is also in Gaul. "The Aquitanians are next to Spain and to the province; the Celts occupy the territory which is between the Garumna and the Seine; the Belgians stretch into the north and touch the lower part of the . river Rhine. The Germans are next to the Gauls across the Rhine. With these the brave Belgians and Helvetians contend continually, | and often surpass them in valor. Merchants, who inhabit the prov- ince, visit the rest of the Gauls, and weaken their minds by the refinement? which they bring in. 1 This word is fem. in Latin, 126 INDUCTIVE LATIN PRIMER. LESSON XIX. l. TEXT. Apud Helvetios longe nobilissimus et ditissimus Among the-Helvetians far — the-highest-born and the-richest fuit Orgetorix. Is, M. Messala et M. was Orgetoriv. He, Marcus | Messala and Marcus Pisone consulibus, regni cupiditate Piso (being) consuls, of-the-royal-power — by-a-desire inductus coniürationem ! nobilitatis fecit. led a-conspiracy of-the-nobility made. 2. NOTES. l. longé: (a) What shows that it is an adv.? Cf. VII. Nn. 1. (b) What is its superlative? Cf. VI. (c) What does it modify ? 2. ditissimus: (a) nom. sing. masc., like the preceding nobilis- simus ; (^) for degree of comparison, cf. fortissimi and longissimé VI. What letters have all these forms in common ? 3. fuit: (a) perfect tense of est I., equivalent, here, to a simple past; (6) cf. est L, sunt VI., and note the dissimilarity of form ; cf. the conjug. of the English verb de, E. G. 37. 4. Orgetorix; nom. sing. masc. Why? What adjs. agree with it ? 5. is: (a) What does the translation show as to case, number, and gender? (6) What is its antec.? (c) Cf? eos, ea VII., eórum XIII., eam XVII. 1 The letter i (before ti) is here a consonant pronounced like y in year. 2 The teacher, whenever this abbreviation is used, should see to it that pupils make the comparison directed. Here, the pupil should be able to state not only that the three forms belong to the same pron. is, but also the case, number and gender of each. LESSON XIX. _ 127 6. M. Mess4la et M. Pisóne consulibus, freely translated, 2» the consulship of Marcus Messala and Marcus Piso; cf. the English phrase ix Polk’s administration: (a) M. in a Roman proper name always stands for some case of Marcus; cf. Eug. Mark; (0) the consul was a Roman magistrate something like an American presi- dent; the year of au eveut was indicated by naming the consuls of that year; (c) the Latin phrase at the head of this note is grammati- cally unconnected with the rest of the sentence. (4) In what case are all the words of this phrase ? | 4. régni: (a) in the neuter gender and declined like bellum XVIII. 2, 2; (4) ihe case ending is the same as in mascs. of the 2d decl.; cf. Rh&ni XVI. 8. inductus: (a) nom. sing. masc. (4) What ending has it ^n common with the noms. sing. masc. nobilissimus and ditissimus ? (c) With what does it agree? (d) How does the preceding noun cupiditate modify it?! Cf. Garumna XIV. (e) In what respect is it like divisa I. and dictum XIII? E. G. 20, 1. 9. fécit: (a) a pf. ind. translated like a simple past; cf. fuit above; this same word is, however, in other sentences translated he . has made, and fuit is translated he has been. — (b) What is its object? 3. OBSERVATIONS. 1. The ending -us is found in the nom, sing. masc. ; -i in the gen. sing. masc. and neuter. 2. The Latin perfect tense is often translated like a simple past. 4. VOCABULARY. l. apud, prep. with accus., swearing together, a con- among. spiracy. 2. coniürátiónem, accus. sing. 3. c6nsulés, consuls; cf. N. 6, b. fem. (from con and iüráàre, | 4. cupiditatem, accus. sing. to swear, take oath), a fem., desire, cupidity. 1 Do not forget that the free translation, P 387, is a great help in understanding the connection of the Latin words. 128 INDUCTIVE LATIN PRIMER. 5. ditissimus, richest. 19. nobilissimus, /ighest-born ; 6. f&cit, he has made or done, he the positive is nobilis, made or did. high-born. 7. fuit, he has been or was, cf. | 19. nobilitátem, accus. sing. est, sunt. fem., high-birth, the nobility. 8. inductus, having been led | 14. Orgetorix, a Helvetian 10. into, led, induced. . is, masc., that, that one, he ; cf. eós, eórum, ea, eam. Marcus, a Roman name. noble. . Pisonem, accus. sing. masc., Piso, a Roman name. . régnum, royal power, king- 11. Messala, masc. by meaning, doin. a Roman name. 5. EXERCISES. 1. (a) Giveall the cases you now know of inductus; (5) régnum ; (c) coniürationem ; (d) cupiditate. (e) Latin words for brave, very brave, very bravely. 2. (a) Helvetiorum omnium longé nobilissimus est Orgetorix. (b) Orgetorix, Messalà et Pisone consulibus, coniurationem nobilitatis fecit. (c) Helvétii virtüte inducti bellum gerunt. (7) Marcus fuit consul. (e) Gallus hümánitatis cupiditate inductus ea, quae animos (f) Hi sunt consules nobiles. 3. (a) Orgetorix Gallorum partem capit. (4) Pars nobilitatis ab Helvetio ditissimo indücitur. (c) Marcus consul appellatur. (d) Ani- mus Galli himànitàte animum Germani praecedit. (e) Mercatores, (f) Eos qui- effeminant, importat. quos ea importare dictum est, provinciam incolunt. buscum contendit virtüte praecedit. 4. (a) Orgetorix is far the richest. (6) In the consulship of Marcus, a brave Helvetian made a conspiracy. (c) These (men), being influenced by a desire for (of) war, visit the province. — (47) These (things) are imported by the merchants. (¢) The province is next to the Aquitanians. (/) The province is very far distant from the Bel- gians. 5. (a) The river Rhine, which separates the Gauls from the Ger LESSON XX. 129 mans, rises in the mountains. (4) The highest-born (men) possess the kingdoms of Gaul. (c) Daily battles are waged in their boun- daries. (d) The mountains are divided into parts by rivers. 6. TOPICS FOR STUDY. l. The ending -us. 2. The different uses of the ending -x. 3. The ending -&. 4. Masc. nouns of the 2d decl. in the text thus far. } 5. The form of the superlative. 6. The verb de in Latin. 7. The various forms of the pron. is. 8. Neuters in -um. 9. Agreement of adjs. in this Lesson. 10. The new tense in this Lesson. 11. Two translations of this tense. 12. The abl. of means in this Lesson. 13. The literal and the free translation of Messalà et Pisone cón- sulibus. 14. The free Euglish translation of this Lesson. 15. Eng- lish derivatives from words in this Lesson. LESSON XX. Le TEXT. Is, M. Messala et M. Pisone consulibus, regni cupi- ditate inductus coniürationem nobilitatis fecit et and civitati persuasit, ut dé finibus suis cum the-citizens persuaded, that from boundaries thew with omnibus copiis exirent. all forces they-might-go-out. 2. NOTES. 1. civitati; for meaning, see Vocab.: (a) cf. himanitate VI., cupiditate, ndbilitatis XIX. What three letters immediately pre- 1 Each pupil should write out a list of such nouns. 9 130 INDUCTIVE LATIN PRIMER. cede the case endings in each word? (4) All such words form the nom. by adding s to the stem (cf. IX. 2, 2) and dropping the t which precedes it ; thus civitat-, civitats, civitas ; cf. also partés I., pars XIII. What is the nom. of virtüte X.? (c) civitàáti is a dat. sing. What is its ending? This is the ending of the dat. sing. in all 3d decl. nouns. Where else do we find the same ending ? 2. persuasit: (4) pf. ind. active; cf. fécit XIX. ; (/) used with the dat. civitati. 3. ut, that, in-order-that, conj. ; introduces the verb exirent. 4. suis. How does its ending show its agreement ? 9. persuásit.. . ut... exirent, he-persuaded in-order-that they- might-go-out. (a) What would be a suitable free translation? See free translation, p. 387. (4) How does the form show the number of exirent?! (v) Note that the preceding suis refers to the subject of this verb, and cf. XII. Nn. 7. 3. OBSERVATIONS. 1. The dat. sing. of the 3d decl. always ends in -i. 2. All stems of the 3d decl. ending iu t form the nom. sing. by adding s to the stem and dropping t before s. 3. The verb of which the pf. ind. act. is persuásit is followed by the dat. of the person who is persuaded, and not by the accus. of the person, as we might expect. 4. VOCABULARY. l. civitás, fem., citizenship, a troops are not regarded as state, the body-politic, citi- persons. zens ; most frequently, state. | 3. exire, fo go out ; cf. obtinére 2. copia, in sing, plenty, a XIII. wn. 4. supply; in plur, forces, | 4. persuasit, he persuaded or has troops. It is fem. in plur. persuaded. as well as in sing., since | 5. ut or uti, conj., that, in order that, so that. 1 This is not a pres. indicative. It will be more fully explained later. LESSON XX. 131 5. EXERCISES. 1. (a) Orgetorix Helvetüs persuasit ut de finibus suis exirent. (6) Aquitania inter occasum solis et septentriones spectat. (c) Belgae pertinent ad inferidrem partem flüminis Rheni. (4) Helvetii montibus et flàminibus continentur. 2. (a) Fortissimi Helvetii hos finés obtinent. (7) In his finibus Orgetorix incolit. (c) Omnes Helvetiorum copiae sunt proximae Ger- manis. (47) Nobilitatem conitiratidne inductam exire dé civitate dictum est. (v) Orgetorix ditissimis persuasit et initium coniür&tionis fecit. 3. (a) That (man) persuaded a part of the state. (4) The state is next to the province. (c) These possess all the territory which is near the mountains. (7) The refinement of the province is kept out. — (e) The state is bounded by a mountain and a river. 4. (a) They inhabit the state which is nearest to the river. (4) He persuaded those who are richest. (c) He visits that state in which the high-born Orgetorix dwells. (4) These (things) begin in the consulship of Marcus and Lucius. 6. TOPICS FOR STUDY. 1. Mase. and fem. endings of the 3d declension. 2. Different uses of the ending -. 3. Nom. sing. endings met thus far. 4. Two uses of the dative. 5. The meaning of civitas. 6. Ofut. 7. Of copia in sing. and plural. 8. The syllable -tát-. 9. The use of suis and eórum. 10. Preps. with abl. thus far. 132 INDUCTIVE LATIN PRIMER. LESSON XXI. AM, hg) Op <9 Is, M. Messala et M. Pisone consulibus, regni cupidi- tate inductus coniürationem nobilitatis fecit, et civitati persuasit, ut de finibus suis cum omnibus copiis ex- irent: perfacile esse, cum virtüte omnibus very-easy —— to-be, since | én-valor all praestarent, totius Galliae imperio potiri. they-stood-before, of-entire Gaul the-supreme-power to-obtain. 2. NOTES. 1. perfacile ; for composition, see Vocab.; accus. sing. neuter. What is the nom. sing? Cf. XV. N. 4. 2. esse; pres. inf. of est, sunt. 3. cum: (a) subordinate conj. followed by verb praestárent; (4) ef. cum, conj., when, XIL., and cum, prep., with, VIII. 4. omnibus: (a) dat. plur. with praestárent. What is its end- ing? Cf. omn-is I.,omn-és IV. _ (6) Here a noun, though often an adjective. 5. praestárent: (a) for meaning, see Vocab. ; (5) cf. ex-i-re-nt and prae-sta-re-nt. In what respects are they alike? 6. totius; an irregular gen. singular. What does it limit ? 7. potiri: (a) an inf.; cf. esse 2, obtinére XIII.; (4) pass. in form, act. in meaning; cf. oriuntur XVI.; (c) the preceding abl. sing. neut. imperió is used with it, with practically the same force as an object accus.; (4) potiri is the subj. of the inf. esse and is limited by the adj. perfacile; cf. E. G. 68, e and 3; (e) for free translation of this Lesson, see p. 387. LESSON XXI. | 55 3. OBSERVATIONS. 1. The ending of the dat. sing. in the 3d decl. is -14 of the dat. plur. -ibus. 2. The form cum may be either a conj., meaning when or since, or à prep., meaning widh and taking the ablative. 4. VOCABULARY. l. imperium, neuter, supreme | 4. praestáre (prae, b-fore and power. stare), to stand before, to 2. perfacile (per, very and fa- excel, cile), neuter, very easy. 5. totus (ven. totius), tie whole, 3. potiri, fo obtain; potitur, he the whole of, entire. obtains ; potiuntur, (cf. oriuntur) they obíain. 5. EXERCISES. 1. (a) Perfacile est totius Galliae imperio potiri. (2) Virtüte om- nibus Helvetii praestant. (c) Dictum est Helvetios totius Galliae imperio potiri. (4) Una pars, quam Gallos obtinére dictum est, ini- tium capit à flumine Rhodano. (e) Regnum in civitate sua obtinet. (f) Provincia à montibus oritur et ad flümen pertinet. 2. Conversation. — Quis (who) fuit Orgetorix ? Orgetorix nobilissimus et ditissimus Helvetiorum fuit. Quid (what) Orgetorix fecit? Cür coniüràtionem fécit? Quod régni cupiditate inductus est. Ubi (when) coniürationem fecit ? Messala et Pisone consulibus, eam fecit. Quibus persuasit ut exirent ? Omnibus Helvétiis persuasit. Quid ab Orgetorige dictum est ? Perfacile est, quod Helvetii virtüte reliquis Gallis praestant, totius Galliae potiri. 134 INDUCTIVE LATIN PRIMER. 3. (a) It was easy to keep the Sequanians from the territory of the Helvetiaus. (4) The high-born Orgetorix, influenced by his desire for (of) the-rest-of Gaul, made a beginning of conspiracy. (c) The merchants resort to almost all the states. (47) The Helve- tians are bouuded by rivers and mountains. 4. (a) The nearest states differ from the most remote (states). (6) In the consulship of Pompeius and Crassus, the Romans obtain a part of Gaul. (c) He persuaded the richest (men) who inhabit the state. 6. TOPICS FOR STUDY. 1. Two uses of the ending -ibus. 2. Three meanings for cum. 3. The datives used thus far in the text. 4. Four forms of the Lat. verb corresponding to Je. 5. Compound words in text so far. 6. The inf. as subj. in English and Latin. 7. Infs. in text so far. 8. Two neuters in this Lesson. 9. Eng. derivatives from words in this Lesson. 10. Difference in meaning between régnum and imperium. LESSON XXII. LI TEXT. Id hoc facilius — eis persuasit, quod This on-this-account more-easily to-them he-persuaded, because undique loci natira Helvétii oa-all-sides — of-the-place by-the-nature — the-Helvetians continentur. are-hemmed-in. 2. NOTES. 1. id, that (thing), that, this, it; cf. Eng. i. e. for id est, that is: (a) accus. sing. neut., direct object of persuasit; (4) cf. the nom. - 1 The pupil should not forget that great assistance in understanding the meaning of the Latin is given by the free translation, p. 387. ——————————— LESSON XXII. 135 sing. masc. is, ¢his (man), he, XIX.; (c) the accus. sing. fem. is eam XVII. Judging from ünam, ina, what is its nom. sing. fem. ? - (d) For nom. and accus. plur. of the neut. id, cf. ea VII. (e) What is the antec. of id ? 9. hOc, because-of-this, on-this-account ; abl. sing. neut.; cf. the masc. forms hi IV., hórum VI. 3. facilius: (a) adv. in comparative degree. What does it modify ? (4) Cf. the neut. adj. perfacile XXI. 4. eis: («) dat. plur. masc., indir. obj. of persuasit ; cf. civi- tati XX. Obs. 3; (4) the direct object is id; he persuaded this to them, or better, he persuaded them of this; cf. E. G. 62, 4.; (c) cf. the other masc. forms eós, eórum XII. and is XIX., and give the case and meaning of each. 5. loci; cf. local, locate ; for case, number, and gender, cf. Rhéni XVI. 6. continentur: (a) for voice, cf. appellantur IIL ; (4) for the reason for the case of preceding nàtürà, cf. continétur Garumna AIV. 3. OBSERVATIONS. l. The Latin has a pron. which is both demonstrative like the English Z4is and that, and personal like he, she, it, they. 2. This pron. is found in all three genders; we have met the fol- lowing forms: masc. is, eórum, eis, e6s; fem. eam; neut. id, ea. 3. The verb persuásit takes the accus. of the thing as direct object, the dat. of the person as indirect object. 4. VOCABULARY. l. facilius, adv. in comparative | 3. nátüra, nature, character, dis- degree, more easily. position. 2. locus, a place. 4. undique, adv., from all sides, on all sides. 136 INDUCTIVE LATIN PRIMER. 5. EXERCISES. 1. (a) Decline nátüra. (?) Decline Helvétii in plural. (c) De- cline locus in sing. as far as possible. (4) Write all the forms you know of continentur. 2. (a) Helvétiis et nobilitati Helvetiorum persuasit. (4) Omni- bus ut exireut persuasit. (c) Messala consule, coniürationem om- nium ditissimorum fécit. (47) Cum proximis civitatibus bellum gerit. (^) Id bellum cum eis qui ad Rhenum incolunt geritur. 3. (a) Hoe coniürationem fecit, quod fortissimus omnium fuit. (6) Omnés quorum finés sunt proximi prohibent. (c) Eum locum, quod virtüte omnibus praestat, obtinet. (4) Helvetios esse fortis- simos dictum est. (^) Virtute Helvetii hoc loco potiuntur. 4. (a) He persuades them of this more-easily on this account. (5b) He persuaded these to go-out! from one part. (c) The character of the place hems-in the Helvetians. (4) This is brought between the mountain and the river into the territory. (e) The rivers hem-in all parts of Gaul. 5. (a) It is easy to hold this place. (6) The valor? of the Hel- vetians surpasses the valor of the Sequauians. (c) The nobility is the richest and bravest. (4) The forces of the Helvetians contend with those whose boundaries reach the river. (e) Influenced by their desire for refinement, they often visit the province in which. it has been said the merchants dwell. 6. TOPICS FOR STUDY. 1. The masc. forms of is. 2. The fem. forms. 3. The neut. forms. 4. The noms. singular. 5. Different uses of this pronoun. 6. Dif- ference between act. and pass. verb forms. 7. Between sing. and plur. verb forms. 8. Two cases after persuasit. 9. Different uses of abl. thus far. 10. Syllables of facilius, undique, Helvétii. ! Cf, ut... . exirent XX. 2 For form, cf. XX. n. 1. LESSON XXIII. 137 LESSON XXIII. ESLEXT Id hoc facilius eis persuasit, quod undique loci natira Helvetii continentur; tina ex parte flimine Eheno, one on side by-the-rwer Rhine, latissimo atque altissimo, qui agrum Helvetium very-broad | and very-deep, which the-country Helvetian a Germanis dividit. from the-Germans divides. 2. NOTES. 1. ünà ex parte: (a) ünà agrees with parte ; o» one side. What is the case, number and gender of each? (bh) ex, which is here translated o», is more frequently translated out-of, from. | (c) What Latin preps. have been used with the abl. case in the text thus far ? 2. flümine : (4) for nom. and accus. sing. and gender, cf. XV. N.4. What change of vowel in syllable -men in passing from the nom. or the accus. sing. to the other cases? (4) Used with continentur in preceding Lesson. Why then ablative? 3. altissimo : (2) What degree of comparison? Cf. fortissimi VI. Note that this degree is here translated by very; very-deep, not deepest ; cf. E. G. 29, 3. (4) What is the case, number and gender ofaltissimo, and why? (c) Cf. altissimó and Rhénó. What is the case of each? What ending have they in common? (d) Cf. also the neut. abl. imperio XXI., from the nom. imperium. 4. qui: (a) nom. sing. masc. Why nom.? What is the number of the same form in VIII.? (4) What is the antec. of qui in this Lesson, and how do you know it? (c) Why is it correct to translate the Lat. masc. qui by the English so-called neuter which ? 138 INDUCTIVE LATIN PRIMER. 9. agrum : (a) for case, number, and gender, cf. Rhénum XV.; (6) reason for its case? 6. Helvétium, Helvetian; note that it is here an adj. limiting agrum ; the same form might be a noun meaning a Helvetian ; cf. Helvetii the Helvetians, X. and the English expressions, American territory, an American. 3. OBSERVATIONS. 1. The ending of the abl. sing. masc. and neuter is -6. 2. Neuters in -men of the 3d decl. change e to i in all cases which contain more syllables than the nominative. 3. The form qui may be either a nom. plur. or a nom. singular. 4. In Latin, as in English, the name of the people of a nation and the adj. meaning Jdelonging to that nation are often the same in form. 9. The preps. thus far used with the abl. are à or ab, ex, cum, dé, and in when it means i. 6. The Latin superlative ending may be translated by very, as well as by an English superlative ending or by most. 7. A masc. or fem. relative pron. in Latin may be translated by the English so-called neut. which. This is because masculines or femi- - nines in Latin are often names of things. 4. VOCABULARY. l. agrum, accus. sing. masc., a consonants, 8 only before field, territory. consonants. 2. altus, high, deep; altissimus, | 4. Helvétius, a JTelvetian; or highest, very high. as adj., Helvetian. 3. ex or 8, out-of, from; ex is | 5. latus, wide. Cf. first syllable used before both vowels and with first syllable of al-tus. What 1s the difference ? LESSON XXIII. 129 5. EXERCISES. 1. (a) Decline parte; (^) flimine; (c) latissimo in masc.; (d) qui, so far as possible; (e) all the forms of dividit yet dis- covered. 2. (a) Una ex parte Helvetii continentur flumine Rheno. (0) Flü- men Rhénus agrum Helvétium à Germanis dividit. (c) Rhénus flümen est làtissimus atque altissimus. | (7) Natüra loci Helvetii à reliquis Gallis divisi sunt. (e) Cum his mercatoribus ad eam partem Galliae saepe commeat. 3. (4) Germànos ab agro Helvétid flumen Bhanu dividit. (7) Hel- vétit, qui ad Rhénum incolunt, 4 Romanis minimé longé absunt. (c) Trium partium Galliae ünam incolunt Belgae. (47) Orgetorix, qui apud. Helvetios ditissimus est, nobilitàti persuasit. (e) Hi mon- tés, qui sunt altissimi, proximi Helvetiis sunt. 4. (a) The Helvetians are-hemmed-in by a broad and deep river. (^) Our province extends from the mountains to the river Rhone. (c) The Helvetians begin at the province and face north-east. (7) The Gauls and the Germans differ from one another in valor. 5. (a) To-obtain the-supreme-power of the-whole-of Spain is very- easy. (^) These extend towards the north and west. (c) They sur- pass in refinement all who inhabit the-rest-of Gaul. (4) The rivers which are in Gaul are the Seine, the Garumna, the Rhine, the Rhone. (e) Aquitania, which is near the ocean, is-inhabited by (ab) the Aquitanians. (f) The part which the Celts inhabit is very wide. 6. TOPICS FOR STUDY. 1. The ending -6. 2. Declension of nouns in -men. 3. Two translations of the Latin superlative. 4. Difference between Latin and English gender, and the result of this difference, as seen in the translation of pronouns. 5. Preps. with the ablative. 6. Two uses for qui. 7. For quae. 8. Two parts of speech possible for Helvé- tius ; for Helvetian. 9. Difference in form and meaning of latus and altus. 10. Illustrations of four kinds of agreement in this Lesson. 140 INDUCTIVE LATIN PRIMER. LESSON XXIV. LPL EAT: Id hoc facilius eis persuasit, quod undique loci natira Helvetii continentur; ina ex parte flümine Rheno, latis- simo atque altissimo, qui agrum Helvétium a Germanis dividit; alterà ex parte monte Iüra altissimo, the-second on side by-the-mountain Jura | very-high, qui est inter Sequanos et — Helvetios; which 1s between the-Sequanians and the- Helvetians ; tertia lacü Lemanno et flümine (on) the-third (side) by-the-lake Geneva and by-the-river Rhodano, qui provinciam nostram ab Helvetiis Rhone, which province our from the-Helvetians dividit. divides. 2. NOTES. 1. alterá ex parte: (a) for meaning of ex and agreement of altera, cf. XXIIL, N. 1; (4) ef. the order —adj., prep., noun — with the order in qua dé causa X., ünà ex parte XXIII. How many syllables has the prep. in each case? Is this order always observed in such phrases? Cf. examples in XVI., XVIL, XX. 2. monte: (4) What verb, brought forward from XXII., is limited by this word? Why, then, is it an abl.? (6) What is the nom..sing.? Cf. XX. N. 1. 3. altissimo ; cf. its meaning with that of the same word in XXIII. and note that altus refers to vertical direction either up or down. 4. inter; cf. its meaning with that in inter sé IV. LESSON XXIV. d 141 5. tertià; limits parte in ex parte understood; cf. alterá ex parte above. For omission of noun, cf. tertiam, nostra III. 6. lacü: (a) abl. sing. masc.; (5) for form, cf. the abl. sing. masc. cultà VI. What ending is common to both? (c) Cf. the endings of these abls. sing. with those of altera, parte, and altis- simo above. Inu what respect are these endiugs alike? 7. qui: (a) for form and translation, cf. XXIII. N. 4. (6) How do you know whether its autecedent is flümine or Rhodano? 8. dividit: (4) subj. of this verb? (4) Cf., as to structure and meaniug, the clause ending at this word with the text of V. 3. OBSERVATIONS. 1. The abl. sing. sometimes ends in -a. 2. All abls. sing. thus far met with end in a vowel. 3. A preposition of one syllable often stands between an adjective and its noun. 4. In Latin, as in English, the noun with which an adjective agrees is often omitted. 4. VOCABULARY. 1. altera, fem., one of two, the | 3. laci, abl. sing. masc., a lake. other, the second. 4. Lemannus, the name of a 9, Iüra, a mountain chain in lake, Leman or Geneva. Gaul; see map. 5. EXERCISES. 1. (a) Helvétii tertià ex parte lacü Lemanno et flimine Rhodano continentur. (6) Mons lüra est inter Sequanos et Helvetios; lacü Lemannó nostra provincia ab Helvetiis divisa est. (c) Nostra pro- vincia ab Helvetiis flümine Rhodano dividitur. (7) Mons Iüra à 1 The letter I is here a consonant, pronounced like y in year; ef. conitra- tiónem XIX. 142 INDUCTIVE LATIN PRIMER. flimine Rhodano ad flümen Rhénum pertinet. (e) Pars nostrae provinciae Rhodanum attingit. 2. Conversation. — Cir mercatorés facilius ad Celtas commeant ? Hoc facilius commeant, quod flümen est proximum. | Quo flümine provincia continetur ? Id flümen quod provincia continetur est Rhodanus. Quid Helv.tios continet ? | Loci natüra Helvétios continet. Quot (how many) ex partibus Helvetii nàtürà loci continentur? Tribus ex partibus Helvetii lacü et flüminibus et montibus continentur. Ea-ne in eorum fines importat ? Ea in eorum finés importat. 3. (a) The very-high Mount Jura is between the Sequanians and the Helvetians. (4) Of all these mountains, the highest is Jura. (c) The Celts begin in the mountains and extend to the ocean. (4) (There) are three parts, of which Aquitania is one. 4. The Helvetians occupy that part of the territory of the Celts which extends towards the east. They touch the Rhine, the Rhone, and the mountain Jura. On one side they are bounded by a lake. The Germans inhabit the nearest territory, and wage war in the territory of the Helvetians. For this reason the Helvetians are the bravest of the Celts. The Helvetians are separated from our province, in which the merchants dwell. 6. TOPICS FOR STUDY. l. The ending -ü. 2. All the endings of the abl. singular 3. The order in alterà ex parte. 4. Different uses of the abl. met with thus far. 5. Different preps. used to translate the ablative. 6. The meaning of altus. 7. Difference between látus and altus in form and meaning. $8. Two meanings of inter. 9. Ofin. 10. Of ad. 11. The agreement of the relative. 12. The geography of the Helvetian country. LESSON XXV. 143 LESSON XXV. l. TEXT. His rebus fiebat, ut et minus On-account-of-these things tt-came-to-pass, that both less late vagarentur, et minus facile finitimis widely they-wandered, and less easily neighbors bellum inferre possent. war (to-bear-upon they-were-able. 2. NOTES. l. his r&bus: (a) abl. plur. fem. ; (4) note that the abl. here gives the cause of the action expressed by the following verb fiébat ; cf. hdc XXIL, which gives the cause of persuasit ; (c) his is here an adj. limiting rébus; cf. qua X., eam XVII., and E. G. 20, 3; (d) for other forms of the same word, cf. hi IV., horum VI., hoc XXII. 2. ut, that: (a) cf. with the same word in XX. and note that in both cases ut, ¢hat, is a conj. ; (4) distinguish ut from the pronom- inal adj. eam, ¢hat, XVII. and the pron. is, ¢hat-one, he, XIX.; (c) note also that the Eng. conj. that, used after the verb of saying dictum est in the free translation of XIIL., has no corresponding word in Latin. 3. minus: (a) Eng. derivatives? (5) Irregular comparative of an adverb ; (ec) cf. irregular superlative minime, /eas¢, VII. (d) What does minus limit ? 4. late, widely : (a) What part of speech? (4) Cf. the adj. latus, wide. How may the adv. be formed from the nom. plur. of the adj. ? 144 INDUCTIVE LATIN PRIMER. (c) What is the superlative of lát&? Cf. látissimó XXIII. and longissime VI. 9. vagárentur: (a) pass. in form, act. in meaning ; cf. oriuntur XVL, potiri XXI.; (0) cf. exirent XX., praestarent XXI. What two letters are found in all three forms just before the personal end- ings? All these verbs are subjunctives and are past imperfects; cf. E. G. 39, 41, and 70. 6. facile, easily: (a) What part of speech, here? What part of speech is perfacile XXI.? (0) Cf. facilius, more easily, XXII. How, then, do you form the comparative of au adv. from the positive ? What means more widely? Cf. E. G. 26, 30. 7. inferre : (a) compounded of prep. in, ido, upon, and ferre, £o bear ; cf. praestarent XXI., compounded of prae, defore, and starent, they stood ; (b) inferre has the preceding dat. finitimis as its indi- rect obj., just as praestarent has the dat. omnibus as its indirect object. 3. OBSERVATIONS. l. Adjectives ending in -us regularly form the corresponding ad- verbs by changing -us to -é. 2. The following are adverbial endings: -8, positive; -ius, com- - parative; -issimé, superlative. The comparative and superlative endings are not added to the positive, but take the place of the positive ending. 3. The past imperfect subjunctive is distinguished by the letters -re- immediately before the personal ending. 4. The Eng. word ¢hat is translated into Latin sometimes by ut, sometimes by some form of the pron. is, but sometimes it has no cor- responding word at all. 9. The ablative is used without a preposition to express the cause of an action. 6. The dative is used as the indirect object of many verbs com- pounded with prepositions. T —À LESSON XXV. 145 4. VOCABULARY. M l. fi&bat, i£ was being made or | 5. minus, adv. in comparative, done, it was happening. less, cf. minime, least. 2. finitimus, adj, (finés, Jor- | 6. posse (compound of esse, £o ders, boundaries), bordering be), to be able. upon, neighboring ; in plur. | 7. rébus, abl. plur. fem., chings ; inasc., usually a noun mean- cf. Eng. rebus. ing neighbors. 8. vagari, fo wander; for form 3. Inferre, ¢o dear into or upon, ^ and meaning, cf. potiri to wage upon. XXI. 4. 1até, adv., widely. 5. EXERCISES. l. (a) Fiébat ut Helvétii minus late vagarentur. (6) Fiebat ut mercatores id importarent. (c) Helvetii cum Germaàuis contendunt. Qua dé causa reliquos Gallos virtüte praecédunt. (47) Initium proelii Marcus fécit. (e) Iustitüta eorum qui eos fines incolunt inter sé differunt. 2. (a) His rébus fiébat ut mercatores ad Aquitànos commeaàrent. (^) His facile persuasit ut in finés reliquorum Gallorum exirent. (c) Finitimi proximis in finibus vagantur. (7) Finitimos quibuscum bellum gerunt virtüte praecedunt. (e) Regna quae obtinent Helvetiae civitati proxima sunt. 3. (a) On-account-of-these things the Helvetians wander less widely. (5) On-account-of-the-river and the mountain they very seldom visit our province. (c) Orgetorix goes-back-and-forth across the kingdoms of Gaul. (47) In the consulship of Messala and Piso, Orgetorix persuaded the neighboring nobility. (e) It came to pass that they went out-of their territory. 4. (a) Since he surpassed all in valor, he made a beginning of conspiracy. (4) The Germans contend with the Helvetians in daily battles. (c) It has been said that the Belgians are far distant from the refinement of these. (7) These (men), influenced by the desire for (of) the nearest fields, wage war very bravely. (e) They are far- ther distant from the river. 10 146 INDUCTIVE LATIN PRIMER. 6. TOPICS FOR STUDY. 1. The comparison of adverbs. 2. Difference in form of adjectives and adverbs. 3. The personal endings in active. 4. Personal endings in passive. 5. The ending -re in verbs. 6. The letters -re- when used before personal endings. 7. Meauing of vagarentur. 8. How to say that in Latin. 9. Three uses of the dative. 10. Four uses of the ablative without a preposition. 11. Two parts of speech possible for his or qua. 12. The words for /ess and /east. 13. Two meanings for facile. LESSON XXVI. l. TEXT. His rébus fiebat, ut et minus late vagarentur, et mi- nus facile finitimis bellum inferre possent; qua ex which in parte homines . bellandi cupidi magno dolore respect men of-warring fond with-great grief afficiébantur. were-affected. 2. NOTES. l. quà ex parte, from which consideration, in this respect; for order of words and use of qua, cf. ina ex parte XXIII. .2. bellandi: (4) verbal noun, corresponding in many of its uses to the Eng. verbal warring; cf. E. G., 20, 2; (4) gen. sing., depend- ing on the following adj. cupidi. 3. cupidi: (a) nom. plur. masc. What does it limit? (4) Distin- guish the ending -3 as used here from -1 in bellandi above, and -1 in civitati XX. LESSON XXVI. 147 4. dolére: (a) Case and why? (7) What do you know about the gender of dolore from the ending of magno? (c) In what “respect is it similar in form to mercátor-es VII., inferior-em XVI. 3. OBSERVATIONS. l. The ending -i is found in the gen. sing. and the nom. plur. of the 2d decl., and in the dat. sing. of the 3d. 9. The Latin has a verbal noun like the English verbal in -ing. It has the endings of the 2d declension. | 4. VOCABULARY. l. afficiébat, he affected or he | 4. dolore, abl. sing. masc., pain, was affecting; aff&cit, he grief. affected ; cf. f&cit XIX. 5. hominés, nen. 2. bellat, he wars, wages war. 6. magnus, great. 3. cupidus, desirous, fond ; cf. cupiditas, desire, fondness. 5. EXERCISES. 1. (a) Decline the masc. magnus ; (4) the fem. magna ; (c) the neut. magnum. (d) Write all the forms you know of the pron. qua. (e) Write four sing. and four plur. cases of dolóre. 2. (a) His rébus fiebat ut hominés bellandi cupidi minus facile finitimis bellum inferre possent. (4) Qua ex causa Helvetii magno dolore afficiebantur. (c) Régnum in sua civitate Marcus obtinet. (d) His causis Germani proeliis contendunt. (¢) Bella Germandrum sunt magna. 3. Conversation.! — Quos flümina et montés dividunt ? Mercatorés ab Helvétiis montés et flümina dividunt. 1 Tt is earnestly recommended that all of the class-room work on these ** Con- versations " and the review of other ** Exercises " be conducted viva voce, in order to secure training for the ear. It is hoped, too, that every teacher will give fre- quent impromptu conversation exercises, framing questions of his own similar to those in the book. 148 INDUCTIVE LATIN PRIMER. Quid fiébat ? Hi hominés cupiditate bellandi inducti láté vagabantur. Quos hoc locó prohibent ? Eds hominés qui ea important hoc loco prohibent. Quid Helvetios afficiebat ? Nàtüra loci in quo incolunt Helvetios afficiébat. Flümen-ne Helvetios continet ? Lacum et flümen agrum Helvétiorum continere dictum est. 4. (a) He persuaded them to wander? more-widely in the country of the-rest-of the Gauls. (/) The Germans contend with the Hel- vetians in daily battles. (c) That (man) is great. (7) These men are great. (e) He is fond of warring with his neighbors. 9. (a) It has been said that the Belgians are far distant from the refinement of those who inhabit the province. (4) These men, influ- enced by the desire for large fields, wage war with the Aquitaniaus. (c) The merchants bring-in these (things), because the Gauls to whom they are brought are fond of refinement. (4) A river divides the lower place from the highest mountains. (e) Our province, which is next to the Aquitanians, extends toward the east aud reaches the mountains. 6. TOPICS FOR STUDY. 1. Three uses of the ending -i. 2. Difference in part of speech of skating in the boy is skating and the boy likes skating. 3. Different translations of pars. 4. Difference between cupidus and cupiditàs. 5. Abls. of means in text thus far. 6. Instances of agreement in this Lesson. 7. Words with -6r- before the ending. 8. English derivatives from words in this Lesson. 9. Syllables of afficiébantur. 1 To wander = ut vagarentur ; cf. ut exirent XX. LESSON XXVII. 149 LESSON XXVII. Le TEXT. Pro multitüdine autem hominum et Considering the-great-number moreover of-men and pro gloria belli atque fortitüdinis considering _ the-glory of -war and of-bravery angustos sé finis habere arbitrabantur. narrow themselves territory to-have they-thought. 2. NOTES. 1. pro: (a) a prep.; for meaning, see Vocab. (6) What case is used with it? What other preps. have thus. far been used with the ablative ? 2. hominum: (a) What is the case and what is its ending? Cf. homines XXVI. (4) Cf. omnium VI., and note that the gen. plur. here appears to end in -ium not -um. The gen. plur. of pars XIII. and orientem XVI. is like that of omnis, while the gen. plur. of flümen V. is like that of hominum. 3. sé; for case, cf. inter sé IV. 4. finis: (7) note that the first meaning is downdaries ; hence, what is enclosed within boundaries, Zerritory, land ; (6) accus. plur. masc. What is the ending? Cf. finibus XII. (c) The nom. sing. is finis, like omnis I. How does the ending of finis differ from the nom. sing. ending ? (7) The ending -1s is found in the accus. plur. of such words as omnis, pars, oriéns, but even here the ending -és is also found; cf. partes I. (e) By what adj. is finis limited ? 5. habére; for form and use, cf, obtinére XIII. N. 4. 6. arbitrábantur: (a) note its translation and its personal ending ; cf. oriuntur XVI., vagárentur XXV.; (4) sé habére arbitraban- 150 INDUCTIVE LATIN PRIMER. tur, they thought themselves to have, or better, they thought that they had (cf. E. G. 68, c and d) ; the thought iu their minds was we have ; (c) cf. Gallos obtin&re dictum est XIII., and note that in one in- stance a statement is made after a verb of thinking, in the other, after a verb of saying. (d) In what mode are both obtinére and habére ? In what case is the subject of each? In the free translation what English mode is used? Is there any word in Latin for the word that of the free translation ? 3. OBSERVATIONS. l. The gen. plur. of the 3d decl. ends in -um, but in words having the nom. sing. endings -is, -rs, -ns, and in some others, the -um is immediately preceded by i. 2. Third decl. forms with nom. sing. endings -is, -ns, and -rs have either -&s or is in the accus. plural. 3. The preps. à or ab, cum, dé, ex, in translated in or on, and pro, are used with the ablative. 4. Some Latin verbs have an act. meaning with a pass. form ; such verbs are called ** deponent.”’ 9. After a verb of saying or thinking, (1) the verb of the principal statement is in the inf.; (2) this inf. may then be translated by the indicative ; (3) the subj. of the inf. is in the accus. ; and (4) the Eng- lish word that, which commonly introduces such a quotation, has no corresponding word in Latin. 4. VOCABULARY. l. angustus, arrow. 6. habere, to have, hold. 2. arbitrari (cf. poti-ri XXI.) | 7. multitüdine, abl. sing., a to judge, think. great number, a multitude. 3. autem, conj. but, however, | 8. pro, prep. with abl., im front - moreover. of, in behalf of, instead of, 4. fortitüdinis (fortis, brave), for, in proportion to, con- of bravery. sidering; cf. Eng. for, E. 5. gloria, glory. G. 72. E | | LESSON XXVII. ' 151 5. EXERCISES. 1. (a) All the forms of habére which the pupil should know. (4) Decl. of gloria; (c) belli; (7) angustos; (c) finis; (/) ho- minum, except nom. sing.; (7) multitüdine, except nom. singular. . 9. (a) Pro multitüdine hominum angustos finés Helvetii habent. (^) Pro gloria atque fortitudine Helvétii angustds esse suds finés arbitrantur. (c) Quod Helvetii lacü et flüminibus et montibus con- tinentur, minus laté vagantur. (d) Hominum multitüdinem habet. (e)Is trans hos finés cum hominibus contendit. 3. (a) Gallum cupidum gloriae esse dictum est. (4) Eorum finis Aquitani attingunt. (c) Hominés quós montés continent màgno dolore afficiébantur. (47) Helvetii, quod virtüte alios hominés prae- cédunt, cupidi belli sunt. (e) Perfacile est fortés hominés magna glorià potiri. 4. (a) The territory of the Helvetians is narrow. (7) The Celts hold a third part of Gaul. (c) He holds the-supreme-power of a large state. (d) The mountain slopes to the river. (e) These brave men are-warring. 5. (a) He takes all his men, of-whom he has a-great-number. (^) Considering the nature of the country, the Helvetians wander very-widely. (c) It came to pass that they went out-of their country with all their forces. (7) Orgetorix persuaded the Helvetians of this. (e) The Helvetians have a great desire for (of) warring with their neighbors. 6. TOPICS FOR STUDY. 1. All the uses of ending -1s. 2. Distinction between -is and -is. 3. The ending of gen. plur. in 3d declension. 4. Preps. with the ablative. 5. Connection of the various meanings of pró with the first meaning in-front-of. 6. Meaning of the word “ deponent.” 1. Four very important facts about a statement after a verb of saying or thinking. 8. The meaning of finés. 9. The ending of the act. Infinitive. 10. The reason why the Helvetians left their boundaries. 152 INDUCTIVE LATIN PRIMER. LESSON XXVIII. 1. TEXT. Pro multitüdine autem hominum et pro gloria belli atque fortitudinis angustOs sé finis habere arbitrabantur, qui in longitüdinem milia passuum ducenta which in (into) — length thousands of-paces two-hundred et quadraginta, in latitadinem centum — et and forty, in (2nto) width a-hundred and octoginta patebant. eighty extended. 2. NOTES. 1. qui: (a) What is the antec., and how do you know it? (4) Why is it correct to translate the Lat. masc. qui by the Eng. so-called neuter which? Cf. IX. 2, 6. 2. milia: (a) accus. plural. What is its gender? (6) Note tàat the ending -a is preceded by i, and cf. omnium VI.; (c) for expla- nation of case, cf. E. G. 60, 1. 3. passuum: («) What case? Note that u precedes the ending -um, as i precedes it in omnium, and cf. culta VI., laca AXIV.; (4) for explanation of case, cf. VI. N. 3, c. 4. ducenta ; accus. plur. neuter. With what does it agree? 9. latitidinem: (a) cf. its form with the form of multitüdine, fortitidinis XXVII., and that of longitüdinem above. What five letters immediately before the ending in each of these words? (6) in latitidinem means strictly, into width, though translated properly in width ; cf. the free translation of à flimine XIII., ab Séquanis XV., ünà ex parte XXIII., and E. G. 74, 1. LESSON XXVIII. 153 6. octogintà; this is not an abl, as it seems to be from its end- ing, but an indeclinable adj.; i. e., an adj. which (like all Eng. adjs. except /Ais and that) remains unchanged in form, whatever it limits ; cf. E. G. 25. The preceding centum and quadraginta are also in- declinable. All these adjs. limit milia. 7. patébant: (a) What is the subj. of this verb? (4) For form, ef, fiébat XXV., afficiébantur XXVI, arbitrábantur XXVII. What two letters are found in all these forms immediately before the personal ending? These letters distinguish the past imperfect tense in the indicative mode, and are called its sign ; thus, pate-nt, they extend, paté-ba-nt, they were extending, or more indefinitely, they extended ; for force of the past imperfect, cf. E. G. 39, 41. 3. OBSERVATIONS. 1.. The past imperfect tense represents the action as going on in past time. The word “imperfect”? is understood to mean past im- perfect, though an action may be represented as incomplete in the present or future. 2. A Lat. imperfect is often idiomatically but somewhat inaccu- rately translated by a simple Eng. past; cf. E. G. 74, 2 and 3. 3. The sign of the imperfect indicative is -ba-, inserted between the stem and personal ending. 4. The Lat. has many 3d decl. nouns with stems ending in -tidin-. 5. The Latin frequently uses a prep. denoting motion to or from a place where the English less accurately uses a prep. denoting posi- tion in a place. 6. Some Latin numeral adjectives are not declined. _ 7%. In Latin, as in English, extent of space is expressed by the . ^ accusative. 4. VOCABULARY. l. centum, indecl. numeral adj., | 2. ducenti, numeral adj., £wo one hundred. hundred. 154 INDUCTIVE LATIN PRIMER. 3. longitüdinem, accus. sing. | 7. passuum, gen. plur. masc., fem., length. of paces (the Roman mile 4. látitüdinem, accus. sing. was à thousand paces, and fem., width; cf. latus, the Roman pace was a little wide. less than five feet). 5. milia or millia, neut. plur., | 8. patére, £o lie open, extend. thousands. 9. quadràginta, indecl. num. 6. octoginta, indecl. num. adj., adj., forty. eighty. 5. EXERCISES. 1. (a) Finés angustos Helvétii habent, qui in latitüdinem. milia passuum centum et octogintà patent. (^) Quod Helvetir lacu et fluminibus et montibus continebantur, fiebat ut minus làte vagari possent. (c) Fortium hominum multitüdinem habébat. (47) Hel- vétii cum omnibus copis vagübantur. (+) Helvetiorum copias Romani praecédunt. 2. (a) Cupiditate gloriae inducti reliquis cum Gallis contendebant. (^) Fines Helvetiorum à lacü ad flümen pertinebant. (c) Hi fines milia passuum ducenta et quadràgiutà pertinent. (4) Finés quos Belgae obtinent latitüdine agrum. Helvétium praecedunt. (e) Is suis copiis quadragintà milia hominum capit. 3. (a) The Helvetian country extended two hundred and forty miles in length. (4) The mountains were sloping to the river. (c) The Helvetians surpass all their neighbors in valor. (4) Two hundred men are in the field which is near the river. (e) It has been said that the Celts possess a third part of Gaul. 4. (a) They think that the fields of the province are very-broad. (5) It has been said that the merchants very seldom visit the Bel- gians. (c) The Helvetians were greatly troubled (were affected with great sorrow) because they were-hemmed-in by the nature of the country. (4) They keep the Germans from the narrow boundaries. (e) They often hasten across the river Rhine and wage war with the nearest Germans. LESSON XXVIII. 155 6. TOPICS FOR STUDY. 1. The meaning of the word “imperfect? in naming a tense. 2. The exact translation of the imperfect. 3. The sign of the im- perfect indicative. 4. The tense sign in praestarent. 5. Difference between Lat. and Eng. use of prepositions. 6. How to express ex- tent of space, or answer question “how far?" 7. Likeness in spelling of quadraginta and octoginta. 8. Likeness in respect to inflection. 9. Likeness in form of milia aud omnium. 10. Of omnium and passuum. 1]. Of passuum and cultü. 12. The stem ending -tüdin-. 13. Eng. derivatives from words in this Lesson. GALLIC SWORDS OF BRONZE. 156 INDUCTIVE LATIN PRIMER. LESSON XXIX. REVIEW Lessons XIX.-XXVIII. l. TEXT. C.zsar’s ** GaLLIC War,” Book I., Chapter 2. Follow strictly all the directions given under ‘ Text” in IX. 2 GRAMMAR LESSON ]. Inflection of Nouns and Adjectives. — For Ist Decl., see IX. Sing. Plur. Sing. | Plur. Sing. | Plur. Nom. Gall-us Gall.i omn-is omn-és par-s part-és Gen. Galli Gallórum omn-is omn-ium partis part.ium Dat. Gallo Gall-is omni omn.ibus part.i part-ibus Accus. Gall-um Gall-6s — omn-em omn-és(is) partem part-és (is) Abl. Gall-6 Gallis omn-ibus part.e part-ibus NEUTERS. Sing. Plur. Sing. Plur. Gen. bellum bell.a fiümen flümin-a Nom. bell i bell-6rum flimin-is flimin-um Dat. bell-6 bell-is flümin-i flumin-ibus Accus. bell-um bell.a flümen flümin.a Abl. bell-6 bell is flümin-e flümin-ibus OBSERVATIONS ON THE ABOVE. | Every form of nouus and adjs. in -us has been found in the text except the dat. sing., and this is the same as the abl. singular. Neuters in -um are declined like masculines in -us except in the nom. and accus. sing. and plural. | The decl. of nouns ending in -rs like pars is complete. Nouns and adjs. in -ns are declined in the same way. Nouns in -tàs are LESSON XXIX. 157 declined in the same way except that the gen. plur. often ends in -um instead of -ium. Note that in all these cases the final t of the stem is dropped before the nom. sing. ending -s. Many 3d decl. nouns have the gen. plur. in -um (like hominum XXVIL.). What change in a stem vowel of flümen in decl. ? The euding -ü has been met as an abl. sing. and -uum, as a genitive plural. Some Lat. numeral adjs. are not declined at all. 2. Inflection of pronouns. — In general, prons. have endings like those of nouns and adjs. already given, but the followfig peculiar forms have been discovered : — is, nom. sing. masc. ; id, nom. and accus. sing. neuter. hóc, abl. sing. neuter. sé, accus, plur. masculine. qui, as nom. sing. mase.; quae, both nom. sing. fem. and nom. and accus. plur. neut.; quibus, abl. plur. masc., a 3d decl. form, while most of the forms of the relative are of the 1st or 2d declen- sion. 3. Inflection of Verbs. Active. Pres. IND. Sing. appella-t prohibe-t dividi-t Plur. appella-nt prohibe-nt dividu-nt ImpF. IND. Sing. appella-ba-t prohibé-ba-t —— Plur. appella-ba-nt prohibé-ba-nt —— IuPr. SUBJUNCTIVE. Sing. appellá-re-t prohibé-re-t —— Plur. appella-re-nt prohibé-re-nt —— Pres. Inr. appellá-re prohibé.re —— Passive. Pres. IND. Sing. appella-tur prohibé-tur dividi-tur Plur. .appella-ntur prohibe-ntur dividu-ntur 158 INDUCTIVE I ATIN PRIMER. Imer. IND. Sing. appella-ba-tur prohibé-ba-tur —— Plur. appella-ba-ntur prohibé-ba-ntur —— Impr. SUBJUNCTIVE. Sing. appella-ré-tur prohibé-ré-tur —— Plur. appella-re-ntur prohibé-re-ntur —— Pres. INF. ——À The term ** imperfect," as used in Lat. grammar, always means past imperfect. The impf. is often translated, however, like a simple past. We have had a few forms of a perfect (f&cit, persuasit), which were translated like a simple past. Some verbs which are pass. in forin are act. in meaning. 4. Formation and inflection of adverbs. — Adjs. ending in -us in the nom. sing. masc. form the corresponding adv. by changing this ending to -&. The comparative is formed by substituting the ending -ius for -8 of the positive, and the superlative by substituting -issimé. 5. Use of cases. — The verb persuadere, to persuade, is followed by the accus. of the thing £o, or of, which one is persuaded, and by the dat. of the person who is persuaded. The dat. is used after some verbs compounded with prepositions. Exteut of space is expressed by the accus., as in English, and the - accus. is used as the subject of an infinitive. The preps. à or ab, cum, de, ex, in and pro are used with the ablative. The abl. without a prep. is used to express cause. 6. Saying or thinking. — The principal statement after a verb of saying or thinking; (1) has its verb in the inf.; (2) which is then translated like the ind. ; and (3) has an accus. for its subj. ; (4) the word that which usually introduces such a statement does not appear in Latin. 7. Translation. — Very (rather than most or the ending -es¢) is often used to translate the superlative degree. Since the names of things are often masc. or fem. in Latin, the English which may be used to translate a masc. or a fem. pronoun. LESSON XXIX. 159 That is sometimes translated by the conj. ut, sometimes by a form - of is, and sometimes has no corresponding word iu Latin. The Latin has a verbal noun which may bé translated by the Eng- lish verbal noun in. Zug. Latin preps. denoting motion £o or from a place must often be translated by English preps. denoting rest iu a place. 8. Miscellaneous. — In Latin (as in English), the name of a people and the adj. meaning belonging to that people often have the same form. ; | A single-syllable prep. often stands between an adj. and its noun. The noun with which an adj. agrees is often omitted if it can be readily supplied from the context. | 3. WORD REVIEW. Follow the directions given under “ Word Review " in IX. The last ten lessons contain the followiug new words. VERB FonMws. l. afficiebantur 5. fiebat 9. patebant 13. praestarent 9. arbitrabantur — 6. fuit 10. persuasit — 14. vagarentur 3. exirent 7. habere 11. possent 4. fecit 8. inferre — 12. potiri NOUN, PRONOMINAL AND ADJECTIVE FORMS. Ist Declension. 2d Declension. 1. altera l. agrum . 10. inductus 9. copils 2. altissimo ll. làtissimo 3. gloria 3. angustos 12. Lemanno 4. lara 4. bellandi | 13. loci 5. natüra 5. cupidi 14. màgno 6. ditissimus 15. Marco 7. ducenta 16. nobilissimus 8, finitimis l7. regni 9. imperio 18. totius 160 INDUCTIVE LATIN PRIMER. 3d Declension- 1. civitati 9. longitüdinem 2. eoniürátiónem 10. milia 3. consulibus 1l. multitüdine 4. cupiditate 12. nobilitàtis 5. dolore 13. Orgetorix 6. fortitüdinis 14. perfacile 7. homines 15. Pisone. 8. latitüdinem Unclassified. Indeclinable, 1. lacü 1. centum 2. passuum 9. octogintà 3. rebus 3 quadraginta ADVERBS; PREPOSITIONS, CONJUNCTION. l. autem l. apud ut 2. facile 2. ex 3. late 3. pro 4. minus 5. undique 4 EXERCISES 1. Conversation. Answer in Latin the following questions : — Quis (who) fuit Orgetorix ? Qui fuérunt ! cdnsulés ubi (hen) is coniurationem fecit ? Quibus persuasit ? Quid (wat) eis persuasit? Cür eis facile persuasit ? Qué flümine Helvetii continentur ? Quà ex parte flümine continentur ? Quo monte Helvetii continentur? Quo lacü Helvetii continentur ? 1 This word has not been used before. The pupil by comparing it with fuit will see its meaning and agreement. á A Tui LESSON XXX. | 161 Qua à provincia Rhodanus Helvétids dividit ? Cur Helvetii magno dolore afficiébantur ? Quam (how) longi sunt eorum finés ? Quam làti sunt eorum finés ? 2. Write in Latin. The Swiss, who are very brave, inhabit narrow boundaries. These boundaries extend from the Rhine river to Mount Jura, two hundred and forty miles from east to west. They dwell among the mountains, which are very high, or near Lake Geneva, which touches their country. Men who wander across the ocean and in places which are far distant from our country often visit the Swiss mountains. Very many people (a multitude of men) think that these mountains surpass all others (7. ¢., other mountains). LESSON XXX. l. TEXT, His rébus adducti et auctoritate Orgetorigis By-these things Led and by-the-advice — of-Orgetorix permoti constituerunt ea, quae ad deeply-moved they-determined those-things, which — to proficiscendum pertinérent, comparare, iümen- departing pertained, to-prepare, —— of-beasts- torum et carrorum quam maximum numerum of-burden and of-carts | as-mueh-as. the-greatest number coémere. to-buy-up. 2 NOTE 1. Orgetorigis : (a) What is the case-ending ? What the stem ? (^) forms the nom. sing. by adding -s, like civitàs and pars ; cf. XX. N. 1; (oc) the final g of the stem is not dropped before s, like t, 11 162 INDUCTIVE LATIN PRIMER. but unites with it, and gs is always written x — What then is the nom. sing. of Orgetorigis ? What of legibus in LV. ? 9. permóti: (4) cf. adducti just before, dictum XIIT., induc- tus XIX. Judging from the translation, what is the voice and tense of each of these participles? Cf. E. G. 33. (4) How are they de- clined ? (c) What letter has each before the case-ending? (7) Note that divisa I. is of the 1st decl. and that the letter s precedes the case ending 3. constituerunt: (a) How does the form of this verb show its number? (6) adducti and permoti both agree with its subject. What, then, are the case, number, and gender of these participles ? 4. ea quae; cf. ea quae VII. 9. proficiscendum ;: (4) the accus. of the Lat. gerund, which corresponds to the Eng. verbal noun in -ing; cf. E. G. 20, 2, and bellandi XXVI. x. 2. (6) What similarity of form have proficis- cendum and bellandi ? 6. pertinérent , mode aud tense? Cf. vagarentur XXV. N. 5, and the pres. ind. pertinent XVI. 4. comparáre : (4) for mode and ending, cf. obtinere XIII, x. 4; (5) used to complete the meaning of cénstituérunt, just as In- ferre is used to complete the meaning of possent in XXV. 8. quam, adv., ow, as; with the superlative degree it is best translated possib/e ; thus, quam maximum numerum, the greatest possible uumber. 9. coémere: (4) completes the meaning of constituerunt like comparáre 7; (5) cf. coémere with habére. What difference in the quantity of the e before -re ? (c) Those verbs which have short e in the penult of the inf. have i and u (instead of e) before the per- sonal endings iu the 3d person of the present tense ; cf. dividit V., gerunt VIIT.;, and XXIX. 2, 3. (4) What vowel before -re in comparare ? | 3. OBSERVATIONS. 1. Stems in -g of the 3d decl., as well as those in -t, form the nom. by adding -s. The combination -gs thus formed is always rep- resented in Latin bv -x. LESSON XXX. 163 2. The perfect passive participle is declined like an adj. of the lst and 2d decls. It is distinguished by the letter t (sometimes s) before the case-endings. 3. Verbs are divided into different classes, or conjugations. These are distinguished by the letter which precedes the -re of the pres. inf. active. This letter is called the CHARACTERISTIC. * 4. The characteristic of the Ist conjug. is à, of the 2d, 8; of the 3d, e. "That of the 4th conjug. has yet to be learned. 9. The characteristic of the 3d coujug. 1s changed to i in the pres. ind. 3d sing., and to u in the pres. ind. 3d plural. 6. The adv. quam with the superlative denotes the highest degree possible. 4. The Latin gerunil, corresponding in some respects to the Eng- lish verbal in -ing, has the letters -nd- before the endings of the 2d declension. 4. VOCABULARY. I. addücere, to lead or draw to, 8. maximus (irregular superla- to influence. . auctoritàs, advice, authority, influence. carrus, a cart, 4. coémere, to buy up. . comparare, to prepare, to make ready. . constituere, /o set together, arrange, determine. . iümentum, neut., a yoke ani- mal, beast of burden. tive of magnus), greatest. . numerus, a number. . permovére, fo move thor- oughly or deeply. . proficiscendum, a departing, departure. . quam, adv., how, as; with the superlative it may be translated possible. 5. EXERCISES. 1. (a) Declension of auctoritate ; (/) Orgetorigis ; (c) carrórum ; (7) iüàmentórum. (e) Write all the forms you know of adducti ; (f) co&mere; (y) comparáre; (^) pertinérent, in the active. 164 INDUCTIVE LATIN PRIMER. 2. (a) Helvétil his rebus permoti constituerunt dé finibus suis exire. (7) Helvétii cOnstituérunt itimenta et carros coémere. (c) Auctoritàs Orgetorigis, quà hi addticébantur, maxima fuit. (d) Ea, quae ad bellandum pertinerent, comparabant. (^) Quam maximus numerus carrorum comparatur. 3. (a) Dictum. est imercatórés ad Helvetios iümenta minimé saepe importàre. (4) Quod Helvetii fortissimi fuerunt, proeliis cum reli- quis Gallis contendere constituerunt. — (c) Orgetorix eis persuasit ut carrós iümentaque ex fiuitimis importarent. (4) Homines bellandi cupidi cum finitimis bellum gerébant. (e) Eorum fines a montibus altissimis ad flümeu altum pertinebant. 4. (a) The Helvetian state is nearest to Mount Jura. (0) The advice of Orgetorix influences the Helvetians. (c) Those-things which are prepared have-to-«lo with (pertain to) departure. (d) Orgetorix persuaded them to prepare these-things. (4) They buy up the beasts- of-burden which are imported. 9. (a) Large carts are-bought-up. (4) He persuaded the Helve- tians to-buy-up carts. (¢) The beasts-of-burden draw the carts which are imported. (7) He was preparing the largest possible number of men. (e) He determines to wage war upon those who live near the ocean. 6. TOPICS FOR STUDY. l. The equivalent of x. 2. Words which have the nom. sing. ending -s. 3. The letter t before s. 4. The letter g before s. 5. Characteristic vowels 4, &, e. 6. Pres. ind. of 3d conjugation. 7. The perfect passive participle. 8. -t, -nt, -tur, -ntur, -ba., -re-, re. 9. Use of quam. 10. The Latin gerund. LESSON XXXI. 165 LESSON XXXI. Loe DEX T. His rebus adducti et auctoritáte Orgetorigis permoti constituerunt ea, quae ad proficiscendum pertinerent, comparare, iümentorum et carrorum quam maximum numerum coémere, sementes quam maximas sowings as-much-as the-greatest facere, ut in itinere copia frümenti to-make, | in-order-that on the-journey — plenty of-grain suppeteret, cum proximis civitatibus might-be-on-hand, with the-nearest states pacem et amicitiam confirmare. peace and — friendship to-establish. 2. NOTES. 1. maximas: (4) What does it limit? (4) For force of pre- ceding quam with it, cf. XXX. N. 8. (c) What is the gender of the adj. maximas, and of what decl. is it? What is the gender and decl..of maximum (a form of the same word) in XXX.? Cf. also the neut. ea XXX. with the fem. eam XVII., and the masc. eds VII. What do these examples show about the gender of adjs. and prous.? 2. facere: (4) for its form, cf. coómere XXX. ; ©) it completes the meaning of cónstituérunt XXX. 3. in itinere: (a) note that in is sometimes Yee 0n. (^) What, judging from the ending, is the case of itinere, and what its declension ? 4. suppeteret: (a) mode, tense, number? (4) What is its con- jugation? Cf. XXX. N. 9, c; Obs. 4. (c) What is its subject? 166 INDUCTIVE LATIN PRIMER. (d) it denotes a state or condition, rather than an act; note its translation. 9. pacem: (a) stem pàc- ; (4) the nom. is formed by adding -s to the stem; pacs = pax; cf. Orgetorigis XXX. x. 1. 6. cénfirmare: (a) for form and conjug., cf. comparare XXX. (P) Of what does it complete the meaning? (c) What are its objects ? 3. OBSERVATIONS. 1. Third decl. stems in -c, like those in -g, form their nominatives by adding s. The cs thus formed is equivalent to zx. 2. Since the same adjective must agree with nouns of different genders, the Lat. adj. is inflected for gender as well as for case and number. So, too, with most pronouns. 3. When the masc. and neut. of an adj. are of the 9d decl, the fem. is always of the 1st declension. 4. Many Latin verbs express state or condition rather than action. Such verbs are usually translated by English phrases, not by single words. 4. VOCABULARY. l. amicitia, friendship. 5. itinere, abl. sing. neut., Jour- 9. cónfirmáre, fo strengthen, es- ney, route, march. tablish, encourage, affirm. 6. pax, fem. (pácis, gen.), peace. 3. cdpia, plenty, a supply; in | T. sémentis, fem., a sowing, plur., forces, troops. planting. 4. frümentum, grain. 8. suppetere (sub and petere), £o be on hand, to be in store. EXERCISES. l. Decline together so that the adjs. will always agree with the nouns; (2) maximus numerus; (4) maxima sémentis; (c) ma- ximum iümentum; (7) proxima civitas. (¢) Write all the forms you know of cónfirmáre; (/) suppeteret. LESSON . XXXI. 167 2. Conversation, Answer in Latin the following questions : — Cüius auctoritate Helvétii permovébantur ? Quibus rébus addüceébantur ? Quae ad proficiscendum pertinébant ? Quot (Low many) iümenta et carros coémérunt ? Ctr (why) quam maximas sémentés fecerunt ? Quibuscuin civitatibus pàcem et amicitiam cdnfirmabaut ? Qui Helvétiis proximi incolebant ? 3. (a) It-came-to-pass because-of-the-influence of Orgetorix, that the Helvetians possessed a very-great supply of-grain. (4) It was very-easy, since they surpassed all in-courage, to wage war upon their neighbors. (^) The Gauls whom they have determined to surpass are not-at-all (least) hemmed-in by the character of the country. (7) The highest mountains are nearest the province. (e) The very-wide river divides the Gauls from the Germans. 4. (a) The greatest wars were-being-waged in Gaul. (6) He contends with all the forces of the Helvetians. (c) They establish friendship with the state nearest the Rhine. (4) They-were-estab- lishing friendship with their ueighbors, so-that they-inight-have peace on their march. (¢) The greatest possible number of carts were- being-prepared so-that they-might-go-out with plenty of grain. 6. TOPICS FOR STUDY. 1. The equivalents of x. 2. The translation of the superlative. 3. The translation of quam with the superlative. 4. The decl. of adjs. 5. The masc., fem., and neut., of proximis in nom. singular. 6. In nom. plural. 7. The translation of suppetere. 8. Of copia iu the plural. 9. Of in. 10. English derivatives from words in this Lesson. 168 INDUCTIVE LATIN PRIMER. LESSON XXXII. L. TEXT. Ad eas rés conficiendas biennium For — these things to-be-accomplished | two-years' -tume sibi satis esse düxérunt: in tertium annum Jor-them enough to-be they-thought: for the-third — year profectionem lege confirmant. Ad eas rés the-departure by-law they-fir. For | these things conficiendas Orgetorix deligitur. Is sibi Lo-be-accomplished Orgetorix — is-chosen. He upon-himself legationem ad civitates suscépit. an-embassy to the-states took. 2. NOTES. 1. e&s: (a) case, number, and gender? (6) What part of speech | in this instance? Cf. eam XVII. (c) for other genders of the - same case, cf. eós VIL, ea XXX., and XXXI., Obs. 2, 3. 2. rés: case, and why? For another form of same word, cf. rébus XXV. 3. ad eàs cénficiendas, fo or for these things to-be-accomplished or completed,’ freely translated, fo accomplish these things ; for form and translation of cónficiendàs, cf. ad efféminandós animos VII. n. 8. 4. sibi; irreg. dat. plur. ; cf. accus. plur. s& IV. 5. satis; here an indeclinable adj. limiting biennium. 1 The writer is aware that the translation here given may be fairly questioned, but thinks it better to give an explanation to the beginner which may be modified later, than to give no explanation at all, — the alternative often adopted in books for beginners. LESSON XXXII. 169 6. düxérunt, they-led, they-drew, they-thought ; for the connection between leading or drawing, and thinking, cf. the Eng. expression to draw an inference; also a train of thought, suggesting the fact that our thoughts are coupled together and drawn out like the cars of a train: (a) for form aud tense, cf. cénstituérunt XXX.; the tense in both cases is the past indefinite, but the Lat. has but one form for the past indefinite and the present perfect (in the same voice, number, and person), and the name “ perfect’ is given to this form;! cf. XIX. N. 9. (4) What ending is common to düxérunt and cénstituérunt? What, then, is the ending of the pf. ind. act., third plural? (c) Note that the Eng. idiom in this instance allows the preceding esse to be translated by an Eng. inf., though it stands after a verb of thinking; cf. E. G. 68, c and d. 1. in tertium annum: (a) What is the more usual translation of in with the accus.? Cf. in partes |. What is it translated here? (^) Cf. the accus. sing. masc. tertium here with accus. sing. fem. tertiam III., and cf. also XXXI. n. 1. 8. lége: (a) What, judging from the ending, is the case and num- ber? Cf.abl. plur. légibus IV. (4) Judging from Orgetorigis XXX. N. 1, what is the nom. sing. of lége? (c) Four kinds of abls. used without a prep. have already been met; examples are virtüte X., abl. of respect; finibus XII., abl. of separation; Garumna XIV., abl. of means; rébus XXV., abl. of cause; note the ling. prep. used to translate each. — (7) Which of these four classes of abls. seems most appropriate for l8ge in this sentence? 9. déligitur: (4) act. or pass. voice? Cf. continétur XIV.; (4) tense and conjug.? Cf. dividit V., and also XXIX. 2, 3. 10. suscépit: («) for tense, cf. f&cit XIX.; (4) its subject? direct object? (c) the indirect object 1s sibi, himself, for-himself, : upon-himself; the same form sibi (4, above) is translated for-them 1 Tt is unfortunate that we are obliged by convention to use the name “ perfect” for a tense which in the vast majority of cases is not perfect at all. This constant misuse of the word “ perfect will obliterate, in the pupil's mind, its true meaning, unless frequent drill in tense distinction is given on the basis of E.G. 41. If this | drill is given, the pupil will be able to use the Greek aorist and perfect intelligently _ when he reaches them. 170 INDUCTIVE LATIN PRIMER, or for-themselves; the pron. of which sibi is a case has the same. case forms in sing. and plur.; (7) we know that here it is singular in meaning because it refers to the subject of the sing. verb suscepit; above it referred to the subject of the plur. verb düxérunt ; cf. XII. N. 7. 3. OBSERVATIONS. 1. The Latin has but one set of forms for the past indefinite and the present perfect tenses. These forms are said to belong to the ** perfect " tense. 2. The endiug of the pf. ind. act. 3d plur. (including the personal ending) is -érunt. 3. The pron. of which sé and sibi are the accus. and dat. has the same case forms in the sing. and plural. This pron. always agrees in number and gender with some subject in the sentence in which it stands. We ascertain its meaning by reference to this subject. It is therefore called a reflexive (&endiug-back) pronoun. 4. Abls. of means, respect, and cause are always used without Latin prepositions; the abl. of separation is often used without a preposition. The abl. of means is commonly translated by the English preps. with or dy, the abl. of respect by 2»; the abl. of separation by from (sometimes of). The abl. of cause is commonly translated by the words decause-of, on-account-of. 4 VOCABULARY. l. annus, a year. 7. profectionem, accus. sing. 2. biennium (bis, £iwice, and an- fem., a setting out, a de- nus), two years’ time, the parture. space of two years. 8. satis, adv. or adj., sufficiently, 3. conficere (con and facere), enough. z to accomplish, complete. 9. suscipere (sub, under, and 4. déligere, to choose from, select. capere), fo take from under- 5. dücere, /o lead, draw, think. neath, to take up or upon, 6. légati6nem, accus. sing. fem., to undertake. an embassy. LESSON XXXII. dT 5. EXERCISES. 1. (4) Decline profectionem, omitting nom. sing. (6) Decline tertium annum in the sing. (c) Decline eà lége. (d) Write as many forms as you know of déligitur. 2. (a) Cum Haeduis reliquisque civitatibus Helvétit pacem con- firmant. (6) Ad eas rés conficiendas Helvetii Orgetorigem, qui apud eos longe nobilissimus fuit, deligunt. (c) Ea, quae ad effémi- nandos animos pertinent, important. (d) Ea, quae ad proficiscendum pertinent, importantur. (e) Homines cupidos bellandi magnus dolor afficiebat. 3. (a) Dücunt, düxerunt, dücebant. (+) E's persuasit ut omnes copias dücerent. (c) Ad omnés rés comparandas quattuor annos Helvétiis satis esse dücit. (47) Virtüte suis finitimis praestabant. (¢) Homines, qui in montibus incolebant, sibi ea susceperunt. 4. (a) These (men) took upon-themselves an embassy. (4) A part of Gaul is separated from the Helvetians by-the-river Rhone. (c) Orgetorix was-leading his-own men to the war. (4) Their men were-being-led to the river. (^) The Helvetiaus, because they thought their boundaries to be narrow, determined to possess very- broad fields. 5. (a) Orgetorix, influenced by the desire for kingly-power, was- preparing grain for the third year. (6) It has been said that they fix the departure for the third year. (c) This (man) prepares these things for himself. (7) The Helvetians surpass their neighbors in number of men. (2) The mountains keep the merchants from the Helvetian country. (/) The merchants are-kept-out by the moun- tains. (5) The Helvetians choose Orgetorix because-of-his-influence (auctóritàs). 6. TOPICS FOR STUDY. 1. The ending of the pf. tense in the plur. active. 2. The double meaning of the so-called “perfect.” 3. The form of the reflexive substantive. 4. Where to look for the meaning of the reflexive pronoun. 5. Meaning of the word “reflexive.” 6. Four ways to od 172 INDUCTIVE LATIN PRIMER. translate an abl. used without. a Lat. preposition. 7. Four kinds of ablatives. 8. A new meaning for the prep. in. 9. The literal and the free translation of ad eàs rés conficiendás. 10. The masc. and neut. corresponding to the form eas. . 1l. The meaning of dücere. 12. Vowel change in passing from capit to suscépit, facere to fécit. LESSON XXXIII. l. TEXT. In eó itinere persuadet Castico, Catamantaloedis On this journey he-persuades Casticus, of-Catamantaloedes filio, Sequano, cüius pater regnum son, | a-Sequanian, whose father — the-kingly-power in Sequanis multos annos obtinuerat, et among the-Sequanians many years had-held, and a senati populi Romani amicus appellatus- by the-senate of-the-people Roman friend || had-been- erat, ut régnum in civitate sua called, that the-kingly-power 2m state his occuparet, quod pater ante habuerat. he-might-seize, which (his) father before — had-Aad. 2. NOTES. 1. Casticó: for case, cf. civitati XX. Obs. 3. 2. Séquanó; for case and also for that of preceding filio, cf. flümen V. aud E. G. 57. 3. cüius, of whom, whose: (a) i has the sound of y in year; cf. coniürátiónem XIX., lira XXIV. (4) Between what two LESSON XXXIII. 173 vowels does the letter i stand in cüius? Note that in Tira it is initial before the vowel u. The letter i in such positions becomes a consonant, and is pronounced like y in year; the endings. of cü-ius and totius, XXI. are, therefore, the same; (v) cüius is the gen. sing. masc. of the relative pron. qui XXIV.; the gen. sing. of is XXXII. is éius, and of hi IV. is hüius ; (4) antecedent of cüius ? 4. obtinuerat: (a) What is the subject of this verb? Its object ? (^) note that multós annos limits the verb like an adverb, not an object; cf. milia XXVIII. and E. G. 60, 1. 9. appellátus-erat: (7) note that these two words are taken together and trauslated like one word. (^) In what voice is the phrase had been called in the above translation? Cf. E. G. 40; (c) on reaching this verb the pupil will see that the preceding phrase, à senátü, is nore appropriately translated dy the senate than from the senate, as previous uses of à would lead him to translate it; (d) a- micus (the preceding word) is nom. like the subject pater, refers to the same person as pater, and is part of the predicate; cf. the case of Galli and qui in qui Galli appellantur I[II., aud also E. G. 56, 3. 6. ut — occuparet, that he might seize, or better, more freely, to seize; cf. E. G. 68. 7: (v) mode, tense, and conjug. ? Cf. XXIX. 2, 3, and XXX., Obs. 3, 4. (4) How does the number of cecuparet determine the meaning of the preceding sua? Cf. XXXII. N. 10 and Obs. 3. 7. quod: (a) accus. sing. neut. of the relative pronoun. In what respects is it like id XXII.? (4) Distinguish it from quod, the conj., Jecause, XI.; (c) antecedent ? - 8. habuerat: (v) cf. with obtinuerat, above. What similarity of form do you notice? (6) What English word is used to translate each? What, jude ng from the translation, is the tense of each? Cf. E. G. 41. (v) What is the conjug. of each? Cf. obtinére XIIL, habére XXVII. What is the vowel & of the inf. changed to in the forms of these verbs (denoting completed action) in this Lesson ? 174 INDUCTIVE LATIN PRIMER. 3. OBSERVATIONS. 1. The vowel i between two vowels or at the beginning of a word! before a, e, o, or u, becomes a consonant, is pronounced like y in year, and is often written j. 2. The perfect stem, upon which as a base all tenses of completed action in the active voice are formed, may be found in the 2d conju- gation by changing the final vowel of the present stem to u. 3. The past perfect ind. act., often called the pluperfect, 1s formed . upon the perfect stem, and has (at least in the 2d conjug.) the tense sign -era-. 4. Two new irregular forms of the relative pronoun have been discovered: cüius, the ven. sing. of all genders, and quod, the nom. and aecus, sing. neuter. §. In Latin, as in English, exteat, or duration, of time is expressed by the accusative. 6. In Latin, as in English, the predicate noun or adj. agrees with its subject in case. 4. VOCABULARY. ]. amicus, a friend; cf. ami. 6. mult.us, -a, -um, much ; citia, friendship, XXXI. plur. «any. 2. ante, adv. and prep. with 7. occupare, to seize, to take accus., before. possession of. 3. Casticus, a Sequanian chief- 8. pater, father. tain. 9. populus, people. 4. Catamantaloedés, Cata- | 10. Rómànus, adj., belonging to mantaloedis, gen., a Gal- the Romans, Roman, also lic name. a noun, a Roman. 5. filius, sov. ll. senátü, abl. sing. masc., a body of old men, a senate. 1 The component words of a compound are here treated as separate words ; cf. con-iürationem. LESSON XXXIII. 175 5. EXERCISES. 1. (a) Decline together civitate sua; (7) régnum suum. (c) Write all the forms you know of cüius in all genders. (d) Write all the forms you know of habuerat; (v) occuparet. 2. (a) Haedui à senatt populi Romàui amici appellantur, (4) Pater Casticl regnum multos annos obtinebat. (c) Iu suo itinere Séquand nobili persuasit. (7) Multa régna quae à hominibus ndbilissimis occupata eraut in Gallia erant. (+) Muliae fuerunt civitatés quas occupare coustituerunt. | 3. («) Caesar düxit Orgetorigem Casticd persuadére. — (7) Casticus auctoritate Orgetorigis adductus réenum occupare constituit. (c) Hi hoininés qui suis finibus Germáuos prohibuerant fortissimi fuerunt. (d) Ab Orgetorige Casticus inductus erat ut regnum occuparet. (e) Séquani, quorum finés sunt proximi, amid ab his appellàbantur, 4. (a) It-came-to-pass that the-kingly-power was-seized by Casti- cus. (6) Orgetorix had-had many friends. (c) The friends of Or- getorix were many. (d) Orgetorix persuaded his friends to seize the- kingly-power iu their states. (¢) The country of the Sequaniaus is bounded by the great Rhone river. 5. (a) They determined to wage war upon the nearest states, (b) Rivers rise in the mountains and flow into the ocezn, — (c) Peace and friendship are established by the Helvetians. (47) Orgetorix had the largest possible number of friends, so that he might seize the royal power of Gaul. (e) He thinks that his friends have great valor, 6. TOPICS FOR STUDY. 1. The use of the consonant i. 2. The use of the perfect stem. 3. The form of the perfect stem in the 2d conjugation. 4. The meaning of the word pluperfect. 5. The sign of the pluperfect tense. 6. The difference between the act. and the pass. voice. 7. The difference between the predicate noun and direct object. 8. The difference between direct object and accus. of extent. 9. Construc- tions with persuad&re. 10. Difference between predicate noun and appositive. 11. Irreg. forms of qui, learned thus far. 12. Different translations of prep. in. 176 INDUCTIVE LATIN PRIMER. LESSON XXXIV. l. TEXT. In eo itinere persuadet Castico, Catamantaloedis filio Sequano, cüius pater regnum in Sequanis multos annos obtinuerat, et a senatü populi Romani amicus appellatus erat, ut régnum in civitate sua occuparet, quod pater ante — habuerat; itemque Dumnorigi Haeduo, and-alsa = Dumnorie — the-Haeduan, fratri Divitiaci, qui eo tempore principatum brother — of- Divitiaeus, who at-that time the-chief-place in civitate obtinébat ac maxime vit the-state was-holding and very-greally plébi acceptus erat, ut idem to-the-common-people acceptable was, that the-same (thing) condrétur, persuádet eique flllam suam he-mighl-lry, he-persuades — and«to-him daughter his in matrimonium dat. an (into) marriage he-gives, 2. NOTES. 1. Dumnorigi: (4) a 3d decl. noun; what case, then? (4) for uou. sing., cf. Orgetorigis XXX. Nw. 1. 2. fràtii: (a) a 3d decl. noun; case and why? (4) the nom. sing. is frater, like pater XXXIII, the genitive of which is patris. The nom. sine. masc. of nostra IIT. is noster; that of agrum XXIII. is ager. LESSON XXXIV. 177 3. Divitiaci: (a) a 2d decl. noun. What then is its case? (2) Why is this case different from that of fratri, which has the same ending? (c) Cf. Dumnorigi Haeduo, fratri Divitiaci with a phrase of similar coustruction in XX XIII. 4. maximé; for formation, cf. XXV. N. 4, Obs. 1; for meaning, cf. maximum XXX. 9. plébi: (a) of the 3d decl.; what case, then? (7) for explan- ation of case, cf, VIII. N. 2 and E. G. 62, 2. (c) the nom. sing. is plébs, formed by adding -s, like civitàs and 1éx; cf. XXX. N. 1. 6. erat; impf. ind. of the Latin verb meaning £o de; for other forms of the sume verb, cf., giving mode and tense of each form, est L, sunt VI., fuit XIX., esse XXI. 4. idem, the-same (thing): (a) accus. sing. neut.; object of the deponent! verb cónáré&tur; (/) for the word ¢hing iu the translation, cf. the neuter ea, those (things), VII. 8. persuádet: (4) for the use of the dat. Dumnorigi and the clause ut — cónáàr&tur with this verb, cf. the use of persuádet in XXXIIL ; (^) for best translation of ut — cdnarétur, cf, XXXIIT. N. 6. 9. ei, to him: (a) dat. sing. masc. of is XIX; the same form is also found in the fem. and neut. ; (4) the saine ending -i (differing in quantity) is found in oui, the dat. sing. of the relative qui; (c) for translation, cf. E. G. 62, 3 and 46; (7) antecedent ? 3. OBSERVATIONS. l. Stems in -b of the 3d decl, like those in -t and -g, form the nom. sing. by adding s. 9. A few noms. in -er of the 2d and 3d decls. have no e in the other cases. 3. The verb persuádére takes a dat. of the person who is per- suaded, and a clause with ut and the subjunctive to express what the person is persuaded to do. Instead of this clause the English often uses an infinitive. 1 For meaning of this word, see XXVIT., Obs. 4. ? Pronounced as a monosyllable. 12 178 INDUCTIVE LATIN PRIMER. 4. Collect from the text and arrange by genders all the forms which have been used of is, ea, id, and qui, quae, quod, and note: (a) that these forms are generally of the 1st and 2d decl.; (4) that the following have the endings of the 3d decl.: is, ex, cui, quibus, and quem, accus. sing. masc. (not yet used); (c) the following have peculiar endings : qui, as nom. sing. masc. ; quae, as nom. sing. fem. and nom. and accus. plur. neut. ; id, quod, eius, cüius.! 5. As these prons. are difficult and yet the most frequently used in the language, the followinz points must be thoroughly mastered : (a) in both, the gen. sing., the dat. sing., and the dat. and abl. plur. have but one form for all genders; (6) quae, nom. sing. fem., is the same in form as the nom. plur. fem. and the nom. and accus. plur. neut.; (c) qui, noi. sing. mase., is the same in forin as noun. plur. masc.; (7) quam, accus. sing. fem., is the same in form as the adv. quam. 4. VOCABULARY. l. àc, another form for atque, 9. Haeduus, a Haeduan, one of and, and also; it is used the Haedui. only before consonants. 10. idem, nom. and accus. sing. 2. accept-us, -a, -um, pf. pass. neut., the same (thing). partic. (from accipere), | ll. item, adv., likewise, also. accepted, acceptable, 12. mátrimonium, marriage. 3. cénatur, deponent, he tries. 13. maximé, very greatly, most, 4. dare,” to give. especially; cf. maxim-us, 5. Divitiacus, the name of a -a, -um. Haeduau noble, a friend to | 14. plébs, -bis, p/ebeians, common the Romans. people. 6. Dumnorix, -igis,? the name | 15. principátum, accus. sine of a Haeduan. masc., leadership. 7. filia, daughter. 16. tempore, abl. sing. neut. 8. frater, -tris, óroíher. time. 1 il is commonly used instead of eI in the nom. plural. 2 The -a of the stem of dare is short by exception. 3 The final letters of the genitive. | | ] | | LESSON XXXIV. 179 5. EXERCISES. 1. (a) Declension of Dumnorigi; (^) fratri; (¢) Divitiacus ; (d) civitáte ; (v) plebi; (/) filiam; (y) filius. (4) Write all the ! forms you know of obtinébat. 2. (a) Divitiaeus et Dumnorix fratres fuérunt. (6) Orgetorix | Helvétius Dumnorigi Haeduo persuasit. (c) Divitiacus in civitate principátum obtinuerat, (d) Id hóc facilius eis persuüsit, quod | undique loci natürà Helvetii continentur. (e) Eius filia homini no- bilissimo data erat. 3. (a) Patri persuásit ut amico nobili filiam in matrimonium | daret. (6) Imperio Galliae tertio anno potiri constituerant et bien- | nium eas res comparübant. (c) Dumnorix, cuius frater erat Diviti- / acus, régni eupiditate inductus, principatum in sua civitate esse satis | Sibi minimé arbitrabatur. (d) Dumnorix Orgetorigis filiam, quae in — Helvetiis incolébat, in matrimonium düxerat. 4. (a) He persuaded them to try the-same (thing). (4) The father of Castieus held the leadership many years in the territory of the Se- quanians. (c) Dumnorix had led in marriage out-of that state the daughter of Orgetorix. (d) At that time Casticus was a friend of the Helvetians. (^) These high-born (men), with-whom Orgetorix made the conspiracy, determined to possess the roval-power. 5. (a) The Sequanians send ambassadors to Dumnorix the Hae- duan. (4) The men with whom Orgetorix had made a conspiracy were desirous of warring. (c) Those men who were seizing the kingly power in Gaul took the leadership upon themselves. | (7) Dumnorix was called friend by (ab) Orgetorix. (e) Divitiacus, who it has been said was the brother of Dumnorix, was a friend of the Roman people. 6. TOPICS FOR STUDY. . 1. Nouns aud adjs. with the nom. sing. ending -s. 2. With the nom. sing. ending -er. 3. Three uses of the case ending -X. 4. Like- ness in decl. of is and qui. 5. Number of times each is used in the text thus far. 6. Datives in text thus far. 7. The formation of the adverb. 8. Translation of neuter pronouns. 9. The appositive. 10. The construction with persuádére. 180 INDUCTIVE LATIN PRIMER. LESSON XXXV. l. TEXT. Perfacile factü esse — ilis . probat conata Very-easy in-doing (it) is to-them he-proves undertakings perficere, propterea quod ipse suae to-accomplish, on-account-of-this because himself of-his-own civitatis imperium obtentürus esset. stale — lhe-supreme-power about-to-hold he-was, 2. NOTES. l. perfacile; neut. gender; cf. XXI. N. 1. 2. factü, iu-doing, or more freely, to-do; a verbal noun from the verb facere XXXI. For its case and the reason for it, cf. lacü XXIV. x. 6, and X. N. 3. 3. probat: (a) a verb of saying, using that term in its widest sense; for the preceding esse and its translation, cf. XXVII. N. 6, Obs. 5; (4) the preceding illis is a dat. used with it; Ae proves to them; cf. e dat, he gives to him, XXXIV. 4. perficere : (4). What part of speech is perficere? Cf. E. G. 20, 2. (4) Of what is it the subject? Cf. E. G. 51 and 68, e. (c) What is its object? (ad) What adj. limits it? 9. ipse; a nom. sing. masc., limiting the subject of the verb which follows; cf. ipsorum IIL, ipsi XII. 6. suae. How does the preceding ipse show the meaning of this word? Cf. XXXII. n. 10, Obs. 3. 7. obtentürus: (4) a partic, agreeing with the subject of the following verb; cf. obtinére XIIL, obtinuerat XXXIII. (4) What is its object ? 8. esset; impf. subj. 3d sing. of the irregular verb esse; cf. XXXIV. N. 6. LESSON XXXV. 181 3. OBSERVATION. 1. The Latin infinitive, like the English, is a noun which expresses action and may take an object. 4. VOCABULARY. l. cónátum (conàtur, le (ries), | 3. perficere (per, throughly = a thing tried, an attempt, thoroughly, and facere), to undertaking. do thoroughly, io accom- 2. illis, dat. plur., £o-/Aem, for- plish, finish. them. 4. probare, to test, prove, approve. 5. EXERCISES. 1. (a) Perfacile factü est totius Galliae imperio potiri. (4) Perfacile factü erat couüta perficere. (c) Orgetorix Castico et Dumnorigi pro- bat perfacile esse ea facere. — (7) Ipse suae civitatis imperium obtentü- rus est. (e) Perfacile fuit Helvetios virtüte omnibus praestare. 2. (a) Belgae ab himanitate provinciae longissimé aberant. (6) Dictum est Orgetorigem in sua civitate imperium obtentürum esse, (vc) Quà dé causa Helvetii ipsi bellum gerere constituerunt. (7) His xébus inducti coniürationem — nobilitatis factüri sunt. (e) Probant ea cOnata esse perfacilia. 3. (7) He is about-to-hold the-supreme-power in the Helvetian state. (4) Orgetorix was most-powerful among the Helvetians. (c) Orgetorix persuaded Casticus and Dumnorix to try to accomplish their undertakings. (4) Dumnorix, whose brother was a friend of the Roman people, was-trying the-same-thing. (e) Their state is about-to-hold the-leadership of Gaul. - 4, (a) These men at this time were acceptable to the-common- people. (6) So-that he-inight-persuade him, Orgetorix was-proving that the attempt was easy. (c) He determined to persuade the nobilitv in the largest possible states. (4) To seize the-whole-of Gaul is not (nón) very-easy to-do. (¢) Orgetorix persuaded them to-finish these undertakings. 182 INDUCTIVE LATIN PRIMER. 6. TOPICS FOR STUDY. 1. The form of the infinitive. 2. The use of the infinitive. 3. The construction after verbs of saying and thinking, 4. Different forms of the verb esse. 5. Three words connected with facere in form. | 6. A new ending for a verbal noun. — 7. Different uses of the dative. 8. The use of the word i¢ in the word-for-word parallel of this Lesson (cf. E. G. 51). 9. The words for royal-power and supreme- power. 10. About-to-hold. LESSON XXXVI. l. TEXT. Perfacile factü esse illis probat conata perficere, propterea quod ipse suae civitatis imperium obtentürus esset: non esse dubium quin totius Galliae mot (it) s. doubtful that of-the-whole-of Gaul plirimum Helvetii possent; sé suis copiis most — the-Helvetians were-able ; he-himself with-his forces suoque exercitü illis regna conciliatirum and-with-his army for-them the-kingdoms about-to-win (1s) confirmat. he-affir ms. 2. NOTES. 1. esse; makes a statement after probat; cf. XXXV. x. 3. 2. totius Galliae: (a) for form of totius cf. XXI. n. 6 and XXXIII. v. 3; (4) Galliae is a partitive genitive (cf. VI. N. 3) depending on the following adverb plürimum. 3. possent: («) cf. the same fori in XXV.; it is an impf. subjunctive of an irregular verb. (4) By what adv. is it modified? (c) For free translation of the clause ending with this word, see p. 388. LESSON XXXVI. 183 4. conciliatürum : (4) this partic. agrees with sé, the first word in the clause; (5) copiis aud exercitü are abls. of means (cf. X1V.. N. 2) with conciliatürum ; (c) the preceding illis is a dat. with it; ef. illis XXXV. (d) What is the direct object of conciliatürum ? 9. confirmat: (4) cf. cénfirmare aud its meaning in XXXI.; in this case the verb means he establishes, or makes strong, by words, he affirms ; (6) esse is to be supplied with this verb. Why should an inf. be used after it? Cf. XXVII. N. 6, Obs. 5; (c) the preced- ing sé is the subject of this esse. (47) How does the number of cénfirmat show the meaning of sé, suis, and suo ? Cf. XXXII. N. 10, Obs. 3. 3. VOCABULARY. l. conciliare, /o bring together, | 5. plürim-us, -a, -um (irregular to win over. superlative of multus), 2. dubi-us, -a, -um, doubtful. very much, most. 3. exercitü, abl. sing. masc., av | 6. plürimum, adv., very much, exercised and disciplined most. body, an army. 7. quin, conj, that, but that, 4. nOn, adv., not. that not. 4. EXERCISES. 1. Answer from hearing and in Latin the following questions : — Quibus nobilibus Orgetorix persuasit ? Quorum in finibus hi nobiles incolebant ? Cüius frater fuit Dumnorix ? Quid ut facerent Orgetorix his persuasit ? Quam Dumuoriei dat ? Quid his probat ? Cir perficere conàta eorum perfacile fuit ? Qui principatum totius Galliae habent ? Cuius cóplae sunt regna conciliatürae ? 9. (a) He-was-winning the kingdom for-them with his army. (b He wins their kingdoms for-himself. (c) The kingdoms are- , 184 INDUCTIVE LATIN PRIMER. being-seized. (d) They seize the kingdoms which these Gauls had held. (¢) They think that they are the greatest men in Gaul. 3. (^) By-means-of-the-cmbcssy these high-born Gauls were-being- won-over. (^) That was the embassy which Orgetorix undertook. (c) Orgetorix made a conspiracy so-that he-himself might seize the- kingly-power. (4) They seize the largest possible number of king- doms. (e) There was no doubt (it was not doubtful) that Orgetorix was-able to persuade many high-born Gauls. 5. TOPICS FOR STUDY. 1. The ending of tétius and cüius. 2. The meaning of possent. 9. Of conciliatirum. 4. Of cónfirmáre. 5. Of sé in XXVII. 6. Of sé in this Lesson. 7. Why this difference of meaning? 8. English derivatives from words in this Lesson. 9. Construc- tion after verbs of saying and thinking. 10. Free trauslation of plürimum possent. 11. Meaning of the adj. tótus. 12. In what respect like that of reliquus (cf. X. N. 2). LESSON XXXVII. 1. TEXT. Hac oratione adducti inter sé By-this speech influenced among themselves fidem et iüsiürandum dant et regno a-pledge | and an-oath — they-give and, the-kingly-power occupato, per tres potentissimos ac having-been-seized, through three very-powerful and firmissim6s populos totius Galliae Sésé very-strong peoples —of-the-whole-of Gaul (that) they potiri posse sperant. lo-be-imasters — are-able — they-hope. LESSON XXXVII. . 185 2. NOTES. l. hac; abl. sing. fem. ; cf. hdc, abl. sing. neut., XXII. 2. orátione: (4) What similarity of form between this noun and legationem XXXII.? (4) What, judging froin hae, is its gender? 3. adducti ; cf. its form aud meaning with that of inductus XIX. and permoti XXX. xw. 2, Obs. 2. 4. dant: (a) How does the number of this verb explain that of the preceding adducti? (4) What translation of inter sé seems most appropriate with this verb? See free translation, p. 388, and cf. the free trauslation of inter s8 iu IV. 9. occupató: (a) note that this pf. pass. partic. is formed from the pres. iuf. occupáre by dropping -re, and by adding t and then the endings of the 2d decl.; (4) but in the 3d conjug. verb addü- cere the final e of the stem vanishes when the t is added ; cf. ad- ducti 3; (c) note that the phrase régné occupaté is grammatically unconnected with the rest of the sentence, as shown by the punctuation in the text above. Both words are in the abl. case; cf. XIX. N. 6, c and d. 6. potentissimoós : (a) for ending -issimós cf. VI. N. 3 and N. 8; (5) for meaning of this ending in this instance, cf. altissimo XXIIT. ; (c) the nom. sing. masc. of the positive (cf. E. G. 26) is poténs. What is the gen. sing. of poténs (cf. XXIX. 2, 1 pars and Obs.), aud to what is the ending of the superlative added ? 7. potiri; here followed grammatically by the gen. Galliae ; cf. | its more common use with the abl. in XXI. 8. posse: (a) pres. inf. of the verb possent XXXVL ; (/) its subj. is sésé, another form for sé. 9. spérant; a verb of thinking. How does it explain the mode and translation of posse ? 3. OBSERVATIONS. 1. The pf. pass. partic. may always be formed in the Ist conjug. | by adding t and case-endings of the 1st or 2d decl. to the pres. stem. 2. The pf. pass. partie. may very often be formed in the 3d conjug. 186 INDUCTIVE LATIN PRIMER. by adding t (sometimes s) and the case-endings of the 1st or 2d decl. to the pres. stem less e. 3. The superlative of adjs. in -ns is formed by adding the ending -issimus to the gen. sing. less the ending -is. 4. VOCABULARY. y l. fidem, accus. sing. fem.,/a/£, | 4. Oratione, abl. sing. fem., « a promise, a promise of pro- speech, oration. tection, protection. 5. per, prep. with accus., through. 9. firm-us, -a, -um, firm, strong. | 6. potens (in form a pres. par- 3. iüsiüarandum (really — two tic. from posse ; cf. oriens words, the noun iüs and XVI), powerful. the partic. iürandum), az | 7. spérare, to hope, expect. oath. 5. EXERCISES. 1. (a) Decline oratióne so far as you can. (7) Decline adducti in all genders. (c) Decline together rágnó occupato; (4) poténs populus. (¢) Write all the forms you know of sperant. | 2. (a) Sibi ea regna conciliat. (6) Régna, quae Galli multi obti- nuerant, ab Orgetorige occupautur. (c) Potentissimi populi exercitü màáguó sé regnis totius Galliae potiri posse spérant. (7) S6 omnia regna occupatirds esse arbitrantur. 3. (a) Imperio conciliato in alias partes finium copiae dücéban- tur. (^) Ea legatione quam ille suscepit trés Galli nobilés concilia- bantur. (c) Orgetorix coniürationem fécit, ut ipse quam maximum numerum regnorum occuparet. (4) Ad amicitiam confirmandam! inter sé fidem et iüsiürandum dabant. (v) Amicitiam cum finitimis confirmare conantur. 4. (a) Influenced by these speeches, the men give a promise to one another. (4) The speeches of Orgetorix influence many high- born Gauls. (c) By-his-speech that (man) influences the nobility. (d) The nobility, being-intluenced by the speech, persuaded the- 1 Qf. ad eas rés cónficiendàs XXXII. wv. 3. LESSON XXXVIII. 187 common-people to wage war with their neighbors. (+) Because they- were-wandering widely, they thought that they had very-narrow boundaries. 5. (a) Orgetorix, by whose speech the Sequanian and Haeduan were-being-influenced, was very-rich. (6) Casticus seized the kingdom which his father had-held. (c) The kingdoms which they hope they . are able to possess are not far distant. (4) The Haeduans, Sequa- nians, and Helvetians were very-powerful peoples. (e) The state was-giving the-leadership to Orgetorix. | 6. TOPICS FOR STUDY. l. All the forms we have had in the text of the pron. hae. 2. The genitive of poténs. 3. The superlative of poténs. 4. Two meanings for this superlative. 5. The formation of factus from facere. 6. Of spérátus from spérare. 7. The voice of spératus. 8. The meaning of inter sé 9. Two cases used with potiri. 10. The forms posse, possent and poténs. LESSON XXXVIII. REVIEW. Lessons XXX.-XXXVII. l. TEXT. CaesaR's “Gatiic War,” Book L, Chapter 3. Follow strictly all the directions given under ** Text " in IX, 2. GRAMMAR LESSON. 1. Inflection of nouns and adjectives. — Review once more the inflections in XXIX. 188 INDUCTIVE LATIN PRIMER. Singular. Masc. Fen. Neut. Nom. duct-us ! duct.a duct-um Gen. duct-i duct ae duct-i Dat. duct.ó duct-ae duct 6 Accus. duct-um duct-am duct-um Abl. duct 6 duct à duct-ó Plural. Masc. Fem. Neut. Nom. duct-i duct-ae duct.a Gen. duct-órum duct-árum duct-6rum Dat. duct-is duct-is duct-is Accus. duct-ós duct.às duct-a Abl. duct-Is duct-is duct-is Singular. Nom. léx ? pléb.s* pax ? pater? Gen. lég-is pléb-is pac-is patr-is Dat. lég i pléb-i pác i patr-i Accus. lég-em pléb-em pac-em patr-em Abl. lég-e pléb-e pác-e patr-e Plural. Nom. lég-és pléb-és pác-és patr-és Gen. lég-um pléb-ium pác-um patr-um Dat. lég-ibus pléb-ibus pac-ibus patr-ibus Accus. 1ég-és pléb-és pac-és - patr-és Abl. lég-ibus pléb-ibus pac-ibus patr-ibus For the comparison of adjs. in -ns see XXXVII. Obs. 3. 1 For explanation of decl., see XXXI. Obs. 2, 3. 2? XXX. Obs. 1. 8 XXXI. Obs. 1. 5 XXXIV. Obs. 1. 5 XXXIV. Obs. 2. So also the 2d decl. noun ager, agri, agró, agrum, etc. LESSON XXXVIII. 189 2. Inflection of pronouns. Sing. Sing. Masc. Fen. Neut. Mase. Fem. Neut. Nom. i-s? e-a i-d qu-i qu-ae qu-od Gen. 6-ius é-ius é-ius cii-ius cü-ius ci-ius Dat. e-i e-i e-1 cu-i? cu-i cu-i Accus. e-um e-am i-d qu-em qu-am qu-od Abl. e-ó e-à e-ó qu-6 | qu-à qu-ó Plur. Plur. Nom. ii(e-1i) e-ae e.a qu-i qu-ae qu-ae Gen. e-órum e-drum_ e-órum qu-Orum qu-arum qu-d6rum Dat. e-1s,ids e-Is,i-is e-is,iis qu-ibus qu-ibus qu-ibus Accus. e-63 e-às e.a qu-ós qu-às qu-ae Abl. e-i5,i-1s e-is, iis e 15, i is — qu-ibus qu-ibus qu-ibus 3. Inflection of verbs. Review the verb forms in XXIX. ; the following have been learned in addition. lst Conjug. 2d Conjug. 3d Conjug. habu-erünt ? Pf. ind. act. Plpf. ind. act. habu-erant 4 Iufs. occupa-re? habé-re® diice-re® Gerunds occupa-ndi® habe-ndi diice-ndi Pf. pass. partic. oceupat-us’ duct-us’ pass. p 4. Use of cases. (a) Use and translation of the abl. without a prep, XXXII. Obs. 4. (6) Duration of time, XXXIII. Obs. 5. (c) Predicate noun, XXXIIT. Obs. 6. 5. Use of verbs. (a) Translation of verbs expressing state or condition, XXXI. Obs. 4. (^) Past indef. and pres. pf, XXXII. Obs. 1l. (c) The use of the inf, XXXV. Obs. 1. (47) Use of ut with the subj. after persuadére, XXXIV. Obs. 3. 1 For explanation of is and qui, see XXXIV. Obs. 4, 5. 2 To be pronounced as one syllable. 3 XXXII. Obs. 2, and XXXIII. Obs. 2. 4 XXXIII. Obs. 3. 5 XXX. Obs. 3, 4. 6 XXX. Obs. 7. 7 XXXVII. Obs. 1, 2. 190 INDUCTIVE LATIN PRIMER. 6. Miscellaneous. (a) Use of quam with the superlative, XXX. Obs. 6. (+) Meaning of sé and suus, XXXII. Obs. 3. (c) The consonant i, XXXIII. Obs. 1. 3. WORD REVIEW. Follow the directions given under * Word Review " in IX. The last eight lessons contain the following new words : VERBS. lst Conjugation. 9d Conjugation. 3d Conjugation. 1. conatur permovére 1. addücere 2. comparare 2. coémere 3. conciliare 3. conficere 4. confirmàre 4. constituere 5. dare 5. deligere 6. occupare 6. dücere 7. probare 1. perficere 8. spérare 8. suppetere 9. suscipere Nouns, PRONOUNS, AND ADJECTIVES. lst Declension. 2d Declension. 3d Declension. 1. amicitia l. acceptus 13. Haeduus 1. auctoritas, fem. 2. copia 2. amicus 14. illis 2. Catamantaloedes 9. filia 9. annus 15. iümentum 3. Dumnorix 4. biennium 16. matrimonium 4. frater Unclassified. 5. conatum 17. maximus 5. itinere, neut. l. exercitü 6. carrus 18. multus 6. legationem, fem. 2. fidem 7. Casticus 19. numerus 1. oratione, fem. 3. idem 8. Divitiacus 20. plürimus 8. pater 4.jiüsiürandum 9. dubius 21. populus 9. pàx, fem. 5. principatum 10. filius 22. proficiscendum 10. plébs, fem. 6. senatü 11. firmus 23. Romanus 11. potens 13. frümentum 12. profectionem, (em. 13. sémentis, fem. 14. tempore, neut. LESSON XXXVIII. 191 ADVERBS. PREPOSITIONS. | CONJUNCTIONS. l. item 4. plürimum l. ante ]. ac 2. maxima 5. quam 2. per 2. quiu 3. non 6. satis 4. EXERCISES. l. Conversation. — Answer in Latin the following questions : — Qua re Helvetii permoti sunt? Quae ad proficiscendum pertinebant ? Quae coémunt ? Cur quam maximàs sémentés fecerunt ? Quibus cum civitatibus pacem confirmant ? Quem in annum profectionem confirmant ? Quis ad eas rés conficiendàs déligitur ? Quid. is suscépit ? Quid eà legatione perfécit ? Quid Castico et Dumnorigi confirmat ? Qui sunt trés populi potentissimi Galliae? Quid Orgetorix eos facere posse confirmat ? 2. Write in Latin. — The Helvetians were preparing beasts-of- burden, carts, and grain, for their departure, because they thought they could all go-out (exire) from their narrow boundaries into broad fields in the third year (abl., cf. eo tempore XXXIV.). They chose Orgetorix, who is the highest-born and richest among them, to get things ready. This (man) prepares things not for the Helve- tians, but (sed) for himself and his high-born friends. He made a conspiracy of the nobility in his own state, in-order-that he might seize the kingly power, and. persuaded his friends Casticus and Dum- norix, who were living in neighboring states, to try the-same-thing. They hope that they will win (are-about-to-win) the royal power in three states by-means-of-the-army of the Helvetians. 192 INDUCTIVE LATIN PRIMER. LESSON XXXIX. l. TEXT. Ea rés est Helvetiis per indicium enüntiata. Moribus suls Orgetorigem ex vinculis causam dicere coegerunt. Damnatum poenam sequi oportébat, ut igni cremaretur. To the Teacher. The word-for-word parallel, though still given on p. 382, and still to be used as directed under “ Suggestions for Teachers," will no longer be given under * Text" in the Lessons. The pupil, henceforth, should be taught to translate the text for himself. But let the teacher see to it that the text is mas- tered in the order of the original, and not by finding first predicate, then subject, etc. A plan by which this may be accomplished is suggested in Appendix A, to which teachers are referred. The “ Notes” of all later Lessons are adapted to the plan there suggested (see p. 390, Appendix A). 2. NOTES. Appendix A ccntains all necessary notes on the above text. 3. OBSERVATIONS. 1. The ending -i is sometimes found as the ending of the abl. sing. in 3d decl. nouns in -is. It is almost always used as the ending of the abl. sing. in 3d decl. adjs. in -is. 9. The ending -1 is the ending of the pres. inf. pass. of the 3d con- jug.; -rI, the ending of the same inf. in the 1st, 2d and 4th conjuga- tions. In the 3d conjug. the final e of the stem disappears before -1. 3. The 4th conjug. is distinguished by the characteristic letter -7. 4. Stems ending in -8 form both the nom. sing. and the accus. plur. by adding s, the abl. plur. by adding -bus. 5. In a Latin clause the relation of words, and hence the sense, re- main in doubt, as a rule, until the last word is reached. This last word is very frequently a verb. LESSON XXXIX. 198 6. In getting the sense of a Latin sentence, every new word tells us something about the words which precede or the words which follow, or hoth. It is likely to throw light both backward and forward. 7. In Latin an object almost always stands before its verb and very frequently stands before the subject. 4. GRAMMAR LESSON. 1. Masc. and fem. endings ofadjs.in-is. . . . A.& G.? 84, levis. H.? 154, tristis. 2. Characteristics of the four conjugations . . . . A.&G.122 anda. H. 201. 5. VOCABULARY. l. coégérunt, they compelled, 8. oportet (found only in 3d they collected, or they have person sing.), i£ is neces- compelled or collected. sary, wt behooves. 2. cremare, fo burn. 9. poena, punishment, penalty. 3. damnare, /o condemn. 10. sequi, pres. inf. of a deponent 4. énüntiàre, /o say ont or open- verb, £o follow ; pf. partic., ly, to make known. seciitus, having followed. 5. Ignis, masc., fire. 11. vinculum or vinclum, ¢hat 6. indicium, formation. which binds, hence, a rope, 7. mOribus, abl. plur. masc, chain, fetter. customs, manners, character. 1 [t will be noticed that here for the first time the “ Grammar Lesson” is made a distinct part of the work of the student, with references to standard Latin Grammars. The facts contained in the references under this heading are usually the same as those previously stated in the ** Observations." The form of statement is often different. This book may be used either with or without a grammar. Those who do not wish to use the grammar may find it best to have pupils occa- sionally write out in a blank book, kept for the purpose, paradigms or syntactical statements not so fully given in the ** Observations." 2 i, e. Allen & Greenough's Lat. Grammar, edition of 1888. 8 i. e. Harkness's Lat. Grammar, edition of 1881. 18 194 INDUCTIVE LATIN PRIMER. 6. EXERCISES. 1. (a) Decline indicium. (4) Write all the forms you know of est. (c) Write all the forms you know of crem4rétur. (4) Decline igni. (e) Decline moribus suis together in every case except the nom. singular. 2. (a) Enüntiant Orgetorigem coniürationem facere.l,. (7) Ex vinculis eum causam dicere oportet. (c) Moribus Helvétiorum dam- nàtos? igui cremari oportebat. (47) Fiébat ut ed anno frater Divi- tiaci principatum obtinéret. (¢) Finés sunt in multàs partes divisi. 3. (2) Dumnorix Haeduus, cui Orgetorix filiam in maàtrimo- nium dat, plébi acceptus est. (4) Iu eorum civitatibus regna occu- pare cOnabatur. (c) Multos homines poena sequitur. — (7) Dicunt pàcem cum proximis civitàtibus ab Helvétiis confirmari. (¢) Carros Helvétii coegerunt et arbitrabantur hós iimentis düci posse. 4. (a) They hope that they can obtain the power of their states by-means-of-the-army. (4) Considering (in-proportion-to) his high- birth (nobilitás), Orgetorix does not think that he possesses very- broad fields. (c) The Gauls, whom he persuaded to make a conspi- racy, were very-high-born. (7) They-make-known to-the- Helvetians that thing which Orgetorix did. — (^) The customs of the Helvetians are not acceptable to-condemned-men. 5. (v) The punishment, which was overtaking Orgetorix, was very- great. (6) Orgetorix says that it is necessary to seize these states. (c) Many (men) had-been-burned (cf. appellátus erat XXXIII.) by-fire. (d) They say that punishment must overtake Orgetorix. (e) Orgetorix pleads his cause in chains, because he has made a con- spiracy. (f) In-our time and in our boundaries men very seldom plead their own causes. 7. TOPICS FOR STUDY. 1. The ending of the pres. act. inf. in all conjugations. 2. The endings of the pres. pass. infinitive. 3. Two new uses for the end- 1 [t is suggested that some of these Lat —Eng. sentences be reserved for sight reading. They are well adapted to this, since they contain no new forms or con. structions. 2 Here a noun, — condemned men, the condemned ; note the masc. ending. LESSON XL. 195 ing -i. 4. Five uses of the ending -%, 5. The 4th conjugation. 6. Three cases of & stems. 7. Why a verb helps us in determining the meaning of a noun in the same clause, ending in -is or -ibus. 8. What the Latin word-order does for us. 9. What it does not do for us. 10. Two Helvetian customs. 11. How to say must. 12. How to say /Ae-condemned or a-condemued-man. LESSON XL. LoOTEXTI. Dié constitütà causae dictionis Orgetorix ad iüdicium omnem suam familiam, ad hominum milia decem, undi- que coegit ct omnes clientés obaeratosque suds, quorum magnum numerum habebat, eodem condüxit: per eos, né causam diceret, se eripuit. 2. NOTES: l. dié cónstitütà causae dictionis : (a) dié, o» the day; cf. tempóre XXXIV.; both are in the abl. case. What similarity in their translations ? What would you call this use of the ablative? For other uses of the abl. without a prep., cf. XXXII. N. 8; (^) What difference in the quantity of the final e in this word and in such 3d decl. abls. as orátione XXXVII.? This word is declined like rés XXXIX. What, then, is its nom. sing. ? (c) for cónstitütà, cf. cónstituérunt XXX. and XXXVIL Nn. 5, Obs. 2; (7) dictionis is a gen. depending on dié, while causae depends on dictionis. For free translation of the phrase ending here, see p. 388. 9. ad hominum milia decem : (7) ad means here aout. What isits object ? Does this object follow immediately ? For order of 1 The pupil must not forget that much information, additional to that in the Notes, is contained in the Vocabulary of the Lesson. 196 {INDUCTIVE LATIN PRIMER. words, cf. in eórum finibus XII. ; (4) for use of gen. hominum, cf. milia passuum XXVIII. ; (c) observe that the words at the head of this note are joined by the sense into one group; so, too, with the words at the head of 1. Find, in preceding ie examples of similar groups of words. 3. coégit, he collected: (a) cf. the meaning of the : same verb in XXXIX.; (4) note that both this form and coégérunt XXXIX. are in the pf. active. What is the difference in their number? How is this difference expressed by the endings? Say in Latin they made, they persuaded ; ct. fécit XIX., persuasit XX.; say he determined, he led ; cf. constituerunt XXX., daxérunt XXXII. 4. condüxit: («) pf. ind. act. 3d sing., 3d conjug.; (6) pres. iuf. act. condücere (cf. dicere XXXIX.), pres. stem düce-; (c) pf. stem inay be found by cutting off -it in pf. iud. act. 3d sing. (thus, condüx-it), or by adding -s to the pres. stem less characteristic e ; thus, dücs- = düx-; cf. XXXI. N. 5; (4) the supine? stem may be found by cutting off the ending of the pf. pass. partic. or supine (thus induct-us XIX.), or by adding -t to the pres. stem less e ; (e) cf. facere XXXI., féc-it XIX., fact-à XXXV., and note that the pf. stem is in this word formed in a different way. 5. n8 . . diceret, in-order-that he might not plead: (a) the single word né means in order that not or simply that not, but in translating a sentence, the zo£ contained in its meaning is separated from the (hat; see above translation; (6) cf. ut cópia suppeteret XXXI. and its translation. What is the mode of both diceret and suppe- teret? What seems to be the difference of meaning between ut and ne? 6. &ripuit: (a) the pf. stem here has the form of what conjugation ? Cf. XXXIII. N. 8; (6) for ending -it, cf. 3; (c) antecs. of prece- ding eós and sé? (d) it will now be seen that n8 — diceret expressed the PuRPOsE of the action designated by éripuit. In like manner ut copia suppeteret XXXI. expresses the purpose of cónstitu- érunt sementés quam maximis facere ; cf. E. G. 69, 3 and 5. 1 So called because the base of the supine, a verbal noun of which we had an example in fact XXXV. LESSON XL. - 197 3. OBSERVATIONS. 1. Every form of the verb must have as its base some one of the three stems, — pres., pf., or supine. 2. In any conjug., the pres. stem may be found by cutting off -re of the pres. inf. act., the pf. stem by cutting off -it of the pf. iud. act. 3d sing., and the supine stem by cutting off -us of the nom. sing. masc. in the pf. pass. participle. | 3. The stems of the 3d conjug. must in many cases be memorized. It is well, however, to remember that the pf. and supine stems may often be found by oue of two methods: (4) by addiug to the pres. stem less e, -s for the pf. stem and -t for the supine stem, or (4) by adding -t as before for the supine stem and by changing the first vowel of the pres. stem, and droppiug the characteristic vowel, for the pf. stem ; ! with the last method, cf. Eug. fall, fell, fallen, and E. G. 35, 1. 4. The pf. ind. act. 3d sing. is formed iu all conjugs. by adding -it to the pf. stem; the 3d plur. by adding -érunt to the same stem. Cf., for pres. ind. act. of the 3d conjug., XXX. Obs. 5 5. The abl. sing. of noun stems in -& has the same form as the stem; cf. XXXIX. Obs. 4. 6. The time at which anything happens is expressed by the abl. without a prep. Cf. XXXIII. Obs. 5. 4. PunPOsE is often expressed in Lat. by ut with the subjunctive when the purpose is affirmative, by né with the subjunctive when the purpose is negative. 8. In the Latin as in the English sentence, words are arranged in groups, the words of which should be closely connected in thought. When read aloud, the words in the same group E be ashe together, almost like one compound word. 9. Te are often interposed between a prep. and its noun. 1 It is not asserted here that the pf. stem is formed from the pres. stem. The statement simply suggests to the beginner an easy and practical method of finding the pf. stem when the pres. stem is known. The introduction of the verb stem, on which no form of the verb is directly based, would be confusing and unnecessary, at this point. 198 INDUCTIVE LATIN PRIMER. 4. GRAMMAR LESSON 1. Time at which or when . . A&G. 256. H. 429. 2. Purpose clauses . . . . A'& G. 317. H. 497 and II. 5. VOCABULARY. l. cliens, a client, dependent. |. éripere, 8ripuit,? éreptus, 9. condücere, condüxit, con- to suatch away. ductus,! ¢o bring together, 8. familia, a body of slaves, to hire. household, retinue. 3. decem, indeclinable numeral:| 9. iüdicium, a judgment, a trial, adj., £e. a court of justice. 4. dictiónem (dicere), fem., a | 10. né, con)., that... not, not saying, pleading. to, lest. 5. diés, masc. or fem., day, time. | 11. obaerátus, one bound (o ser- 6. eddem, adv., £o the same place. | vice for debt, a debtor. 6. EXERCISES. 1. Write all the forms you know of (4) cónstitütà ; (6) condüxit ; (c) habébat; (4) &nüntiátà ; (e) dictionis; (^) dié. 2. (a) Omnis éius familia ad itidicium condücebatur. (4) Orge- torix, quod nobilissimus erat et ditissimus, magnum clientium nu- merum habébat. (c) Arbitrantur eum hominum quam maximum numerum condücere. (47) Dumnorix Haeduus, cui Orgetorix filiam in mátrimonium dat, régnum occupare conatur. (^) Eum ad iüdi- cium, ut causam diceret, düxerunt. 3. (a) Familia Orgetorigis, quam ad iüdicium condüxit, maxima fuit. (4) Clientium obaerátorumque quam maximum numerum coé- git. (c) Orgetorix, né igni cremarétur, hos obaeratds coégit. 1 The pres. inf. act., pf. ind. act. and pf. pass. partic. of all 3d conjug. verbs will be given in order to show the three stems ; cf. Obs. 2 above. ? Note that this verb has an inf. of the 3d conjug., but that the pf. agrees in form with that of the 2d conjugation. Some other peculiarities will be explained later. LESSON XL. 199 (d) Magna ex parte finium Helvetiorum clientes Orgetorigis ad hoc - iüdicium contendébant. (e) Eo die ex Helvétiis sé éripuerat. 4. (a) Orgetorix brought-together ten thousand men so-that he- might-be-able to-snatch himself away. (4) A great part of the clients and debtors of Orgetorix were (was) many miles distant from court. (c) At the appointed time the forces of these men try the-same-thing. (d) They appoint the day for (of) the pleading of the case. | (v) He himself had in Gaul three thousand very-brave men. 5. (a) That fact was made-known on the third day. (6) He per- suaded his clients to follow him to the trial. (c) All these clients rescued (snatched away) Orgetorix. — (d) They tried to condemn Or- getorix so-that they might burn him with fire. (e£) Many condemned (men) used to be burned (were-being-burned). 7. TOPICS FOR STUDY. 1. The three stems. 2. How to find them. 3. Their formation in the 3d conjugation. 4. The endings of the pf. ind. active. 5. Stems in -&. 6. Time at which. 7. Time how long. 8. Purpose in Latin. 9. Purpose in English. 10. Grouping words to give the sense. 11. Order in ad hominum milia. 12. Peculiarity of decem. 13, Two meanings of diés. 14. Meaning of familia. 15. Of n&. Im jit aul eet j ftu a GarLIc Corns such as were struck by powerful nobles, like Orgetorix. Many of them, like those above, contain the name of the noble who issued them and the figure of a wild boar, the symbol of liberty and war; cf. the American eagle. 200 INDUCTIVE LATIN PRIMER. LESSON XLI. l TEXT: Cum civitás ob eam rem incitáta armis iis suum exsequi coónàrétur multitüdinemque hominum ex agris magistratiis cogerent, Orgetorix mortuus est; neque abest suspicio, ut Helvetii arbitrantur, quin ipse sibi mortem consciverit. 2. NOTES. 1. Cum; here a conj. meaning when; cf. XII. v. 1. 2. civitas: for decl., cf. civitati XX., XXIX. 2. Observations. 3. incitata: (a) How is it formed and from what verb? Cf. occupat6 XXXVII. N. 5; (4) it limits civitas. What does this fact show about the gender of civitas? All nouus in -tàs are of this same gender. 4. exsequi; for explanation of form, cf. sequi XX XIX. 9. cónàrétur: (a) for mode, tense and voice, cf. the same form in XXXIV.; (4) its object is itis, a neut. noun, which we had before | in the compound word iüsiürandum XXXVII. (c) What is its subject? (d) What kind of an abl. is the preceding armis? 6. magistratis: (a) nom. plur. masc. of a -u stem; for other cases of -u stems, cf. cultà VI., occásum XVII., passuum XXVIII. (^) What is the quantity of u in the nom. plur. ending ? 4. cOgerent: (7) mode, tense, and conjug.? (4) formed on the pres. stein of the verb (for pf. stem, cf. coégit XL. and XL. Obs. 8) ; (c) its subj. ? | its obj. ? 8. mortuus est, ie died : (v) a compound tense of a deponent verb; (5) a pf. ind. pass. in form; (c) mortuus, a pf. partic. of peculiar form. In what respect is it peculiar? 9. suspicio (or suspitio): (4) a nom. sing. fem.; (6) other words declined in the same way are septentridnés XV., coniürà- LESSON XLI. 201 tionem XIX., dictionis XL. What is the gen. sing. of suspicio? What the nom. sing. of dictionis ? 10. arbitrantur: («) What is its mode and tense? It is intro- duced by ut, which here means as. (6) What mode follows ut when it means that, so-that, or in-order-that ? ll. cónsciverit: (4) a pf. subjv. act.; (^) of the 4th conjug. in its form: cf. XXXIX. Obs. 3; (c) note that the pf. stem is formed by adding v, and that the tense sign is -eri-; thus, c6nsci-v-eri-t ; (d) study carefully the literal and free translations of the clause euding here. 3. OBSERVATIONS. l. Stems in u have the following endiugs (including the u of the stem) so far as discovered in the text: accus. sing. -um ; abl. sing. -ü; nom. plur. -üs; gen. plur. uum. Such stems are said to be of the 4th declension. 9. All 3d decl. stems in -ón drop the n to form the nom. singular. 3. The pf. stem of the 4th conjug. may be found by adding v to the pres. stem. 4. The conj. ut when followed by the ind. means as or wAen; when followed by the subjv., that, so-that, iu-order-that. 4 GRAMMAR LESSON. l. The 3d decl.; stems in -ón. A. & G. 49, 1eo. H. 60, led. 5. VOCABULARY. 1. arma, nom. plur. neut., armor, 4. incitàre, to urge on, incite. arms. 5. itis, neut., right, law, jus- 9. cdnsciscere,! cónscivit, tice. conscitus, to decree, to 6. magistratis, nom. plur., civil deterinine. offices, civil officers, rulers, 9. exsequi, exsecütus, to follow magistrates. out, follow up, enforce. 7. mori, mortuus, fo die. 1 [t should be noted that this verb, like éripuit XL., has forms of two conjugs. 202 INDUCTIVE LATIN PRIMER. 8. mors, fem., death. 10. ob, prep. with accus., ox 9. neque or nec, adv. and account of. conj., and not ; neque . . . | 1l. suspicié (or suspitio), fein., neque, neliher . . . nor. suspicion. 6. EXERCISES. l. (a) Magistrátüs coniüratione incitati itis civitàtis exsequi cónà- bantur. (5) Non dubium est quin Orgetorix multitüdinem hominum coegerit. (c) Orgetorix sibi mortem conscivit, n& civitàs iüs suum exsequerétur. (47) Dictum est civitatem incitàtam ob conata nobili- tatis multitüdinem hominum cogere. 2. (a) Orgetorix, quem esse nobilem dictum est, mortuus est, (bh) Is, quod plébi maximé acceptus erat, maximam coniürationem fecit. (c) Eorum exercitus aliis exercitibus praestabat. (d) Per- suadet Gallo cüius pater a senatu amicus appellatus est. 3. (a) A great number of men from the fields was-being-collected by (à) the magistrates. (6) The Helvetians think that suspicion is not absent. (c) On-account-of the death of Orgetorix, the nobility did not try to seize the-supreme-power of Gaul. 4. (a) That state extended a hundred miles in length. (6) Orge- torix determined to bring together the largest possible number of men. (c) The magistrates affirm that it-is-necessary (for) Orgetorix to plead his cause. (d) It is not very-easy to compel the richest | man of the state to plead his cause. 7. TOPICS FOR STUDY. 1. The gen. of all nouns in -io. 2. The stem of the 4th declen- - sion. 3. The endings of the 4th declension. 4. Two meanings of ut. 5. Two meanings of cum. 6. The formation of the pf. stem in the 4th conjugation. 7. The sign of the pf. subjv. active. 8. Gender of nouns in -tas and -tio. 9. The pres. and the pf. stems of the verb meaning £o compel. 10. The Lat. for £o commit suicide. 11. Eng. derivatives from words in this Lesson. LESSON XLII. 203 LESSON XLII. Lo TEXT. Post €ius mortem nihilo minus Helvetii id, quod con- stituerant, facere conantur, ut & finibus suis exeant. Ubi iam sé ad eam rem paratos esse arbitrati sunt, oppida sua omnia, numero ad duodecim, vicos ad quad- ringentos, reliqua privata aedificia incendunt.! 2. NOTES. 1. Post éius mortem; for order, cf. XL. N. 2., Obs. 9. 2. nihilo minus, óy-uothing the-less, more freely, nevertheless : (a) What is evidently the case of nihilo? (4) for minus, cf. the same form in XXV. What means least? Cf. VII. 3. quod: (a) What two meanings may this word have? Cf. its use in XXII. with that in XXXIII. (2) Considering that the neuter id stands just before it, what is its probable meaning here? Cf. the position of the neuter régnum. before quod in XXXIII., with that of id in this Lesson. 4. constituerant; for tense, cf. habuerat XXXIII. N. 8; for PERFECT ind. 3d plur. of the same verb, cf. cénstituérunt XXX. What are the exact differences between these forms ? 9. e finibus: (a) & is occasionally used as another form of ex . XLI.; (4) for other preps. taking the abl., cf. à, ab V., dé X., cum XI., in XIL., pro XXVII. 6. exeant: (a) a pres. subjv.; cf. the impf. subjv. of the same verb in exirent XX. (4) How is the difference of tense indicated in | the word-for-word parallel, p. 382? Cf. E. G. 37, 3; (ce) the clause ending with this word is explanatory of the preceding id. 1 Note the grouping of words in this text, and conform to it in pronouncing the text aloud. 204 INDUCTIVE LATIN PRIMER. 7. ad eam rem. Does the demonstrative (E. G. 24, 1) adj. precede or follow its noun iu this phrase? | Examine the text of the lessons thus far aud see if this is the rule. How is it with other adjectives ? 8. paratos. What is the only preceding word with which this adj. may agree? 9. arbitrati sunt: (a) Of what two parts is this compound tense. made up? Cf, dictum est XIII. and mortuus est XLI. (b) Judgiug from the translation in what tense is each? (c) How do you explain difference of ending iu arbitrat-I, dict-um, mortu- us? (4) Cf. appelláàtus erat XXXIII. N. 5. Judging from its translation, in what tense and what voice is this? Cf. E. G. 41. How does it differ in form from the pf. pass.? (e) How does the meaning of arbitráti sunt explain the meaning and use of the preceding s& and esse ? 10. numero; for explanation of this abl., cf. virtüte X. N. 3. 3. OBSERVATIONS. 1. In Latin as in Euglish the tenses for completed action are formed in the pass. by combining the pf. pass. partic. and the verb be. 2. In the pf. pass., the pres. tense of esse is combined with the | | pf. partic. ; in the plpf. pass. the impf. tense of esse is so combined. 3. It must be remembered that, in these compound tenses, the partic. still remains an adj. and, hence, agrees with the subject of the verb in gender, number, and case. 4. The following preps. have been used with the abl.: à or ab, cum, dé, é or ex, in, and pro. 5. The demonstrative adj. precedes its noun; other adjs. very often follow their nouns. ! 1 Some may expect the statement here that the adjective commonly follows its noun. In view of the fact, however, that in the first four chapters of Caesar the attributive adjective is used forty-one times before its noun and only nineteen times after, the statement would be out of place here. LESSON XLII. 205 4. GRAMMAR LESSON. 1. The tenses of completed action in passive . A.&G.126,9. 4H. 222, III. 2. 2. Position of the demon- strative adjective . A. & G.344,6. 4H. 569, I. 5. VOCABULARY. In this and later vocabularies the pf. ind. act. and the pf. pass. (or future act.) partic. of all 3d conjug. and of all irregular verbs will be given. The ending of the gen. sing. will also be given when the form of the nom. leaves the gen. in doubt. Only the nom. masc. of adjs. will be given. l. aedificium, a building. 7. parátus (pf. pass. partic. of 2. duodecim (duo, /wo and de- parare) prepared, ready. cem), indeclinable, twelve. 8. post, prep. with accus., after, 3. 6 (or ex) prep. with abl., | behind. out-of, from. 9. privatus, (belonging to an 4. incendere, incendit, incén- individual, private. sus, to set fire to, to set on | 10. quadringenti, adj., in nom. fire. Note that it takes the plur, fowr hundred; cf. accus., not the dative. quadraginta, indeclinable, 5. iam, adv., at this time (as forty. contrasted with the past or | 11. ubi, when, where. future), already, at last. 19. vicus,! a growp of houses, a 6. nihilum, zothing; nihil, the village, street. indeclinable form, is more common. 6. EXERCISES. l. (a) Declension of &ius iu all genders; (4) of quod in all genders. (c) Write all the act. forms you know of constituere ; (d) all the forms you know of the deponent verb conantur. 1 Note that, of the thirty-nine words in this Lesson, only twelve, or less than one third, are new. 206 INDUCTIVE LATIN PRIMER. 2. Conversation. Answer in Latin the following questions : — Quibus coniüratio Orgetorigis enüntiata est ? Quid hi fecerunt? Quae poena apud. Helvetios damnatum sequebatur ? Quos ad jüdicium Orgetorix coegit ? Quot (how many) homines coegit ? Cür sé eripuit ? Quo tempore mortuus est ? Quid Helvetii facere constituerunt ? Feceruntne ! id ? j 3. Write in Latin. When the conspiracy of Orgetorix was made | known, the Helvetian rulers tried to enforce the law. Orgetorix led to the trial many clients and debtors, of whom he had ten-thousand, At that time it happened that the rulers were not able to wage war with these men whom Orgetorix had collected. When they were preparing a great army, Orgetorix committed suicide, as the Helvetians think. Nevertheless, those-things which had to do with departure (cf. XXX.) were prepared, and many things in the Helvetian country were set on fire. 7. TOPICS FOR STUDY. 1. Cf. the tenses of the passive. 2. Difference between pf. pass. and plpf. passive. 3. Two differences in form between pf. act. 3d plur., and plpf. act. 3d plural. 4. Two uses of quod and how to distinguish them. 5. Why id 6niintiatum est, but ea rés énün- tidta est? 6. Preps. with ablative. 7. Cf. the order of words. in ea rés and populus Rémanus. 8. The Latin for nevertheless ; 9. ready for; 10. forty and four hundred; 11. death and to die; 12. that they-may-go-out and that they-might-go-out. 13. Two words for when. ! The ne here appended is an enclitic used in asking questions. It needs no translation except the tone of voice. LESSON XLIII, 207 LESSON XLIII. a ahd) St Be Ubi iam sé ad eam rem paratos esse arbitrati sunt, oppida sua omnia, numero ad duodecim, vicós ad quad- ringentos, reliqua privata aedificia incendunt, frümen- tum! omne, praeterquam quod secum portatiri erant, combürunt, ut, domum reditionis spe sublata, paratiores ad omnia pericula subeunda essent, trium ménsium mo- lita cibaria sibi quemque domo efferre iubent. 2. NOTES. 1. omne: (a) this adj. limits frümentum. What then must be its gender? What two cases will its form and agreement admit ? For the same use of the ending -e,cf. perfacile XXXV.; (2) for the nom. and accus. plur. neut., cf. omnia XLII., milia XL. The abl. sing. is Ike igni XXXIX. 2. praeterquam : (a) a compound word made up of praeter, further, and quam, than; (6) id and erat are understood after it, and the complete sense, with quod following, is, ald the grain further than that was which. - 8. s&cum ; cum, the prep., appended as in quibuscum VIII. 4. portátüri: (a) for meaning, ef. conciliatürum XXXVI. (4) How does it show the meaning of the preceding sé in sécum? (c) What is its object ? 5. spé sublata: (a) for form of spé. cf. dié XL.; (4) sublata serves as a pf. pass. partic. of the verb tollere; (c) for meaning and use of spé sublata, cf. régnó occupato XXXVII. 1 This Lesson begins with this word; what precedes is inserted that the pupil may have the unbroken sentence before him. 208 INDUCTIVE LATIN PRIMER. 6. parátiorés, readier or more-ready : (a) What degree of com- parison, judging from the translation? Cf. E. G. 26. (b) What is the nom. sing. masc. ? Cf. mercatores VII. The fem. is the same as the masculine. (c) Judging from paratos XLII., what are the nominatives sing., masc. fem. and neut., in the positive? (4) Judg- ing from látissimó XXIII., what are the nominatives. sing., masc. fem. and neut., in the superlative ? 7. ad pericula subeunda,! for dangers to-be-undergoue, or better, to undergo dangers: (a) cf. ad efféminandós animos VII. and ad rés cónficiendás XXXII. In what respects are these three phrases translated alike? (4) In what respect are efféminandés, c6nficiendas and subeunda alike in form? All three are parti- ciples, limiting the nouns which follow the prep. ad. What seems to be the time and voice of these participles ? 8. essent: (a) for form, cf. XXXV. N. 8; (4) for syntax, cf. SENA Obs. 9. molita: (a) a pf. pass. partic. with the form peculiar to the 2d conjug.; so habitus, from habére XXVII. What is the quantity of the i before the t ? (4) What cases are possible for molita ? 10. iubent: (a) used with the accus. quemque aud the inf. efferre, éhey-order each-one to-bear-out; (5) sibi refers to the subj. of efferre, not to that of iubent; (c) cf. the literal and free translations of the clause ending with this word. 3. OBSERVATIONS. l. The ending -e is found in the nom. sing. neut. as well as in the abl. sing. of all genders. 2. Neut. nouns and adjs. in -e have the accus. sing. in -e, the abl. sing. in -1, the nom. and accus. plur. in -ia. In other cases they are declined like nouns in -is. 3. Adjs. having, in the positive, the nom. masc. endings -us and -is, form the comparative and superlative by substituting -ior and -issimus for these endings; for the comparison of adjs. in -ns, see XXXVII. Obs. 3; for comparison of advs., see XXV. Obs. 2. 1 From subire ; it is somewhat irregular in form. LESSON XLIII. 209 4. The future pass. partic. (called also the gerundive) is distin- guished by the letters -nd- between the pres. stem and the case endings of the 1st and 2d declensions. 5. The pf. pass. partic. of the 2d conjug. may be formed by adding t to the pres. stem and weakening 6 to i. 6. The prep. cum when used with the abl. of a reflexive or relative pren. is placed after the pron. and united to it. 4. GRAMMAR LESSON. l. Adjs. in -is and -e. A. & G. 84, lev-is, -e. H. 154, trist-is, -e. 9. Nouns in -e. . A. & G. 52, sedile. H. 63, mare. 3. Comparison of adjs. in masculine . A. & G. 89. H. 162. 4. Position of cum with personal and rela- A. & G. 99, e; 104, e. tive pronouns . H. 184, 6 ; 187, 2. 5. VOCABULARY. tion, a month. molere, moluit, molitus, to grind. 14 l. cibárius, adj. pertaining 8. periculum, Jdhat which to food; cibària, neut. tests, a trial, danger. plur. as noun, provisions. 9. portare, /o carry. combürere, combüssit, 10. praeterquam, adv., further combüstus, /(o Óurmnm up, than, beyond, besides. to consume. 1l. quemque, accus. sing. domum (accus. sing. masc.; masc., each one, every one. cf. XLI. Obs. 1,) fem., 12. reditió (redire, /o yo bach), « house, a home. fem., a going back, return. efferre, extulit, élatus, 13. spés (stem, spe), fem., Zope. irreg., £o bear out. 14. subire, subiit, subitus, iubére, iüssit, iüssus, /o irreg., to go under or order. near, to underyo. ménsis, masc. by excep- 15. tollere, sustulit, sublatus, imreg., to lift up, to re- move, to destroy. 210 INDUCTIVE LATIN PRIMER. 6. EXERCISES. 1. (a) Decl. of omne in all genders. (6) Decl. of ménsis ; (c) reditionis; (/) periculum. (e) All the cases vou know of spé. (/) Write all the forms you know of habére. 2. (a) Omnia oppida ab Helvetiis incendébantur. (7) Ubi iam parati fuerunt, carris, quós coémerant, multum frümentum portant. (c) Orgetorix non arbitratus est Helvetios post suam mortem exire conatüros esse. (/) Helvetii, aedificiis combüstis, alias domos occu- pare conantur. (e) Oppida eorum numeró duodecim igui cremata erant. 3. (a) Omne frümentum quod in vicis erat eos combürere iubent. (4) Ad maximum periculum subeundum parati suut. (c) Omnia oppida sua combüsseruut ne domum redire posseut. (4) Vicos incendérunt ut spem reditionis tollerent. 4. (a) All the grain was not carried with them. (4) (There) were four hundred villages in Helvetia. (c) The-cominon-people were very-readv to undergo all dangers. (4) The-beasts-of-burden which they had bought were dragging the carts. 5. (a) Orgetorix was ready to make a conspiracy. (6) When Orgetorix died, the Helvetians tried to-go out-of their territory. (c) They. burned all their buildings, so-that the hope of returning home might-be-taken-away. (d) The-space-of-two-years was sufficient for preparing all these things. (¢) All hope was-taken-away when the buildings were set on fire. T @LOPICSVFORESTUDY, 1. Two uses of the ending -e. 2. Difference between high-er and . lat-ior in the way the comparative ending is added to the positive. 3. Explanation of sécum and quibuscum. 4, Irreg. superlatives of magnus and multus. 5. Translation of the fut. pass. participle. 6. Free translation of a phrase containing ad, a noun, and a fut. pass. partic. limiting.the noun. 7. Parts of the verb with which sublata is connected. 8. All the forms of esse used thus far. 9. Differ- ence of conjug. as indicated in occupàató, habitus, and ductus. 10. The Latin for meal. 11. A new free translation of the genitive. LESSON XLIV. 211 LESSON XLIV. LOCDIEXT. Persuadent Rauricis et Tulingis et Latovicis finitimis, uti eodem üsi consilio, oppidis suis vicisque exüstis,üna cum iis proficiscantur. 2. NOTES. 1. Latovicis ; for case of this word, cf. civitati persuásit XX. 2. uti; another form of ut XX. 3. eódem : (a) here a pronominal adj., not an adv., which it is in XL.; (4) cf. also idem, accus. sing. neut., XXXIV., and note that the first part of the word is changed in inflection, while the syllable -dem remains unchanged. 4. asi; the pf. partic. of the deponent verb ati; see Vocabulary. What is the meaning of tsi? . 5. consilio; in the abl. case with asi, where we might expect the accusative. What other verb takes the abl. in the same way? Cf. EXT..N. 7. 6. oppidis suis vicisque exüstis; with this phrase, cf. régnd occupato XXXVII. N. 5, c, and spé sublata XLIIT. In what re- spects are these three phrases alike? Cf. also XIX. N. 6, c and d, and E. G. 58. | 1. ana; this word is an adverb, not an adjective. 8. proficiscantur: (a) for meaning, cf. proficiscendum XXX. ; for inf. and partic., see General Vocabulary at the end of this book ; (5) a pres. subjv. of a deponent verb of the 3d conjug., after uti; (c) the clause uti. .. proficiscantur expresses the purpose of persuádent, aud is in the accus. case as its direct obj., just as id is the direct obj. of persuasit in XXII. ; cf. E. G. 52; (7) What par- tie. agrees with the subject of proficiscantur? Distinguish carefully between the voice and agreement of isi and exüstis ; cf. E. G. 58, 2. 212 INDUCTIVE LATIN PRIMER. 3. OBSERVATIONS. 1. The abl. with the force of an obj. accus. is used after potiri and ati. 2. In Latin as in English a noun may be used independently or absolutely. The ablative is the absolute case in Latin. When so used it is most frequently limited by a participle. 3. A purpose clause is often a noun used as the object of a verb. 4. GRAMMAR LESSON. ]..Abl. absolute . . . A. & G. 255 aud a. H. 431 and 1, 4. 2. The obj. clause of pur- poses sods S ELLO Sg3L. H. 498 and II. 5. VOCABULARY. -- l. cónsilium, a plan. Raurici, the Rauricians. 2. exürere, -üssit, -üstus, fo . Tulinegi, the Tulingians. . ana, adv., dogether. . uti; cf. ut XX. and XLLE . üti, üsus, /o use, adopt ; takes burn up. 3. Latovicli, the Laíovicians; for location, see the text and map. the ablative. CO -—) OC» Ct 6. EXERCISES. l. (a) Helvétii, omnibus rébus paratis, proficiscuntur. (4) Per- suasérunt finitimis ut, vicis incensis, dé finibus exirent. (c) Rau- ridi oppida sua combürunt. (4d) Vici Tulingdrum exiisti sunt. (e) His ut eodem consilio ütantur persuddent. 2. (a) Idem conati domo profecti sunt. (4) Fiebat ut Latovici quoque suds vicos exürerent. (c) Helvetii maximis agris potiri conantur. (d) Frümento combüsto, spés reditionis domum tollébatur. (€) M. Messala et M. Pisone consulibus, angustis ex finibus Helvetii quemque exire iubent. LESSON XLV. 213 3. (a) The Helvetians are about-to-carry with-them meal (suffi- . cient) for-three months. (6) The Tulingians attempt the same-thing. (c) They collected all their forces so-that they-might-be-able to-wage war with their neighbors. — (7) They-order all the soldiers to-obtain their-own provisions. (¢) The Helvetians prove that it-is-fitting that the Latovicians adopt the same plan. 4. (a) They used the carts which they had. (4) They are ready to burn the towns. (c) Much grain was burned by fire. (7) The- rest-of the grain was carried with them. (¢) They persuaded their neighbors to carry a part of their grain and to burn the-rest-of (it). 7. TOPICS FOR STUDY. 1. Difference in form and meaning of uti and ati. 2. The names of peoples with nom. plur. ending -i in text thus far. 3. Construc- tion with persuadére. 4. The word meaning ¢he-same. 5. Mean- ing of the pf. partic. of a deponent verb. 6. The absolute construc- tion. 7. Different appropriate free translations for it. 8. The clause as a noun in the Latin text thus far. 9. Appropriate meaning for üti in this Lesson. 10. Exact location of the three tribes mentioned in this Lesson. LESSON XLV. ICPEAXT- Persuàdent Rauricis et Tulingis et Latovicis finitimis, uti eodem isi consilio, oppidis suis vicisque exüstis, ina cum iis proficiscantur, Boidsque,’ qui trans Rhénum in- coluerant et in agrum Noricum transierant Noréiamque oppügnarant, receptos ad sé socios sibi adsciscunt. lLesson XLV. begins at this point; for the text which precedes, see XLIV. 214 INDUCTIVE LATIN PRIMER. 2. NOTES. 1. oppügnàrant: (a) this is a contracted form; the full form is oppügnav-era-nt. What letters does the shorter form omit? (6) for tense and sign, cf. habuerat XXXIII., incoluerant and transierant above; (c) oppügnav-era-nt is of the lst conjugation. How may the pf. stem be formed from the pres. ? 2. receptós: (4) part of speech and translation? Cf. XXXVII. N. 5; (4) agrees with Boios, from which it seems to be widely sepa- rated ; if, however, the clauses qui... oppügnaàrant be read accord- ing fo the direction in XL. Obs. 8, aud as a parenthetieal statement, it will be seen that the partic. is closely connected with its noun. 3. adsciscunt: (a) What is the direct obj. of this verb? (4) note that sibi is the indirect object and hence is in the dat. case; cf. E. G. 62 and XXV. wv. 7. 3. OBSERVATIONS. 1. The pf. stem of the Ist conjug. may be found by adding v to the pres. stem. 2. The plpf. ind. act. is, in all conjugs., formed on the pf. stem, and has the tense sign -era-.! 3. Forms based on the pf. stem of the 1st conjug. sometimes drop out ve (or vi). : 4. VOCABULARY. l. adsciscere, -scivit. -scitus, ing to the Noricans, a peo- to take to one's self, unite. ple of what is now Western 2. Boil, the Boians, a wandering Austria. tribe of Gaul and Germany ; | 5. oppügnàre, /o fight against, the modern Bohemians are to storm. descended from some of | 6. recipere, -cépit, -ceptus, /o them. take back, receive. 3. Noréia, Noreia, town in what | 7. socius, an ally. is now Western Austria. 8. transire, transiit, transitus, 4. NOricus, adj., Nor/c, pertain- to go across, to cross. 1 When the & of this sign stands before the personal endings -t and -nt it is treated as short. LESSON XLV. 915 5. EXERCISES. l. (a). Declension of qui; (6) agrum (cf. XXXIV. w. 2); (c) socios. (d) Write all the forms you know of incoluerant; (¢) oppügnarant. 2. (a) Boii ab Helvétiis recepti sunt. (4) Boii, qui in Galliam à Germania vagati erant, amici appellàbantur. (c) Ager Noricus ab finibus Belgarum longé abest. (7) Noréia nou proxima finibus Helvetiorum est. 3. (a) Helvetii; Boiis receptis, parati ad profectionem sunt. (b) Bons ut Rhénum irànsirent persuasérunt. (c) Id oppidum à Boiis oppügnatum erat. (4d) Frümentum trium mensium secum por- tavérunt. (¢) Boiis suum consilium enüntiaverant. 4. (a) They-are-using the carts which — they-have-prepared. (^) Those who used-to-dwell (were-dwelling) across the Rhine, are dwelling iu Gaul. (c) Noréia had been stormed by the Boians. (d) The Boiaus, after-wandering ! in many territories and storming ! one large town, are at-length the allies of the Helvetians. 5. (a) The Helvetians think it is fitting that Orgetorix be condemned. (6) They persuaded many thousand men? to depart with them. | (c) The Boians had-gone-back-and-forth through Gaul and Germany. (d) They did not persuade the Haeduans because they were friends of the Roman people. 6. TOPICS FOR STUDY. ‘1. The pf. stem of the 1st conjugation. 2. Of the 2d. 3. Ot the 3d. 4. Of the 4th. 5. Names of countries and towns ending in -a in text thus far. 6. The pf. ind. active. 7. The plpf ind. active. 8. The pf. ind. passive. 9. The plpf. ind. passive. 10. Use of dat. in this Lesson. 11. Order of words in this Lesson. 12. Eng. derivatives from words in this Lesson. 1 Use a partie. ; cf. XLIV. 2 For thousand men, cf. a phrase in XL. 216 INDUCTIVE LATIN PRIMER. LESSON XLVI. l. TEXT. Erant omnino itinera duo. quibus itineribus domo ex- ire possent: ünum per Séquanos, angustum et difficile, © inter montem Iüram et flümen Rhodanum, vix quà sin- guli carri dücerentur; mons autem altissimus impende- bat, ut facile perpauci prohibére possent. 2. NOTES. l. erant, there were; the Eng. expletive there (cf. E. G. 51) has no corresponding word in Latin. 2. duo; limits itinera, ways; peculiar in form. What ending would you expect ? 3. domo, /rom-home: (a) cf. the same word and its translation in XLIII. Is it usual to omit the Lat. preps. meaning zz and rou when speaking of places on the earth's surface? Cf. examples TX EL, - XITE; AVE XVIL XX XXII, XX SSR (6) Note that domum meaning home in the sense of fo-home is used in XLIII. without a prep., just as in Eng.; cf. E. G. 60, 2. 4. possent: (a) for form, cf. XXXVI. N. 3. (6) Why is itineribus au abl.? What adj. limits it? Ch X. N. 1. (c) May any Latin word in this clause be properly omitted in translating into Enelish ? 9. difficile ; a neut. sing. limiting, like the preceding ünum and angustum, the Lat. word for way to be supplied in thought; for decl., cf. omne XLIII. n. 1. 6. qua; here an adv., meaning where, not a relative pronoun. 4. ut . . . perpauci . . . possent, so that very-few could; (a) Does the clause express the purpose or the result of móns impendébat? Cf. E. G. 69, 3, 4, and 6; (5) the form of the LESSON XLVI. 217 preceding facile allows it to be either one of two parts of speech. What are they? Cf. facile XXV., perfacile XXXV. Which is it here? (c) The obj. of the preceding prohibére is eds to be supplied. 3. OBSERVA TIONS. 1. The place ix which aud the place from which are regularly expressed in Latin by the abl. with a prep., when the place referred to is any locality on the earth’s surface. 2. The Lat. accus. domum is usei as the limit of motion like the Eng. home, and the Lat. abl. domo, without a prep., often means from. home. 3. RrEsurT, as well as purpose, is often expressed by ut (uti) with the subjunctive. 4. GRAMMAR LESSON. 1, The place ex which and from which WIL, MES < > zn m; TA e > e. e b ud EJ S," s , HELVETIANS Amberieu nap.12 l A CEA 2 VLugdunüm (Lyons) SEAT OF THE HELVETIAN WAR. oculis, in utram partem fluat, iüdicári non possit. Id Helxétii ratibus àe lintribus iunctis transibant. Ubi per exploratores Caesar certior factus est, trés iam copiarum partes Helvétios id flümen tràdlüxisse, quartam feré partem citra flümen Ararim reliquam esse, dé tertia vigilia cum legionibus tribus 6 castris profectus ad eam partem pervenit, quae nondum flümen transierat. (66) Eds impeditos et inopinantés aggressus magnam eorum partem concidit: reliqui fugae sés? mandarunt atque in proximas silvas abdidérunt. Is pázus appellabatur Tigurinus ; nam omnis 24 15 370 INDUCTIVE LATIN PRIMER. civitàs Helvétia in quattuor pàgos divisa est. Hic pagus ünus, cum domo exisset patrum nostrorum memoria, L. Cassium consulem interfecerat et eius exercitum sub iugum miserat. (67) Ita sive casi sive consilio deorum immortalium, quae pars civitatis 5 Helvétiae insignem calamitatem populo Romano intulerat, ea princeps poenas persolvit. Qua in ré Caesar nón solum püblicas, sed etiam privatis inifirias ultus est, quod eius soceri L. Pisonis avum, L. Pisonem légatum, Tigurini eodem proelio, quo Cassium, | interfécerant. The Heloetiaus proudly ask for peace, but refuse to accept the terms of - Caesar. 10 613. (68) Hoc proelio facto, reliquas copias Helvetiorum ut cdn- sequi posset, pontem iu Arar» faciundum cürat atque ita exercitum tradücit. Helvetii repentino eius adventü commoti cum id, quod ipsi diébus viginti aegerrime confécerant, ut flumen transirent, illum üno dié fecisse intellegerent, légatds ad eum mittunt; cüius legationis I5Divico princeps fuit, qui bello Cassiánoó dux Helvétiorum fuerat. (69)? Is ita cum Caesare égit: “Sr pacem populus Romanus cum 1 It will be noted at this point that the difficult indirect discourse of Chaps. 13 and 14 has been chauzed to the direct form. ‘This alone is to be studied by the pupil. The indirect discourse as it appears in Caesar is added for the con- venience of the teacher. Is ita cum Caesire egit; si pàzem populus Romanus cum Helvetiis faceret, in eam partem ituros atque ibi futuros Helvetios, ubi eos Caesar constituisset atque esse voluisset ; sin bello persequi perseveraret, reminiscerétur et veteris incommodi popuh Romani, et pristinae virtutis Helvetiorum. Quod impróovis? ünum pagum. adortus esset, cum ii, qui flumen transissent, suis auxilium ferre nón possent, ne ob eam rem aut suae magnopere virtuti tribueret, aut ipsos despiceret. Se ita a patribus maioribusque suis didicisse, ut magis virtüte quam doló contenderent aut insidiis niterentur. Quare ne committeret, ut is locus, ubi constitissent, ex calamitate populi Romani et internecione exercitüs nomen caperet, aut memoriam proderet. 14. His Caesar ita respondit: ed sibi minus dubitationis dari, quod eas res, quas legati Helvetii commemorassent, memoria teneret, atque eo gravius ferre, quo minus merito populi Romani accidissent: qui si alicuius iniüriae sibi conscius fuisset, non fuisse difficile cavere; sed ed déceptum, quod neque commissum a sé intelligeret quare timeret, neque sine causa timendum putaret. Quod si veteris contumeliae oblivisci vell-t, num etiam recentium iniüriarum, quod, ed invito, iter THE HELVETIAN WAR. 911 Helvetiis faciet, in eam partem ibunt atque ibi erunt Helvétii, ubi eds costitueris atque esse volueris; sin bello persequi persevérübis, reminiscere et veteris incommodi populi Romani, ét pristinae virtütis Helvetiorum. (70) Quod improviso inum paguin adortus es, cum i, qui flumen transierant, suis auxilium ferre nón possent, ne ob eam rem aut tuae magnopere virtüti tribueris, aut nos dé- spexeris. Nos ita à patribus maioribusque nostris didicimus, ut magis virttite quam dolo contendaàmus aut insidiis nitamur. (71) Quaré né commiseris, ut is locus, ubi cónstiterimus, ex calamitate populi Romani et internecióne exercitus nómen capiat, aut memoriam pródat." 14. (73) His Caesar ita respoudit : * Eo mihi minus dubita- tionis datur, quod eas rés, quàs commemoraàvistis, memoria teneo, atque eo gravius fero, quo minus meritó populi Romini accidérunt : (74) qui si alicüius iniuriae sibi conscius fuisset, non fuit difficile cavére; sed eo déceptus est, quod neque commissum à sé intelle- eébat, quaré timéret, neque sine causi timendum putabat. (75) Quod si veteris contuméliae oblivisci vo!d, num etiam recentium iniuriarum, quod, mé invito, iter per provinciam per vim tempta- vistis, quod Haeduos, quod Ambarros, quod Allobrogas vexavistis, memoriam dépónere possum? (76) Quod vestra victorià tam Insolenter glériamini quodque tam diü vós impüne iniürias tu- lisse admiramini, eodem pertinet. (77) Consuévérunt enim di immortales, quo gravius homines ex commütatione rérum doleant, quós pro scelere eorum ulcisci volunt, his secundiores interdum rés et diüturniorem impünitátem concédere. (78) Cum haec ita per provinciam per vim temptassent, quod Haeduos, quod Ambarr:s, quod Allo- brogas vexassent, memoriam dépónere posse? Quod sua victcria tam insolenter glóriarentur quodque tam diü sé impine iniürias tulisse admirarentur, eodem pertinere. Cónsuésse enim deos immortales, quo gravius homines ex commuta- tione rérum doleant, quis pro scelere eorum ulcisci velint, his secundiores inter- dum rés et diüturniorem impünitàtem concédere. Cum ea ita sint, tameu si obsides ab iis sibi dentur, uti ea quae polliceantur factüros intellegat, et si Haeduis dé iniüriis quàs ipsis sociisque eórum intulerint, item si Allobrogibus satisfaciant, sésé cum iis pacem esse factürum. Divicd respondit: ita Helvetios a maioribus snis Institütos esse, utl obsides accipere, nón dare, consuérint; eius rei populum Ro:nanum esse testem. — Hoc respónsó dato, discessit. Las] S 372 INDUCTIVE LATIN PRIMER. sint, tamen, st obsidés à vobis mihi dabuntur, ut ea quae pollicémini factüros iutelleram, et si Haeduis dé iniüriis quàs ipsis sociisque eorum intulistis, item si Allobrogibus satisfaciétis, ego vobiscum picem faciam." —Divicó respondit: “ Ita Helvetii à maioribus suis $institüti sunt, uti obsides accipere, non dare, cOnsuérint ; eius rei populus Romanus est testis." Hoe responso dato, discessit. Caesar continues to pursue the Helvetians, who are elated by a success- Jul skirmish. 15. (79) Postero die castra ex eo locd movent. Idem facit Caesar equitatumque omnem, ad numerum quattuor milium, quein ex omni provincia et Haeduis atque corum socis coactum habébat, I0 praemittit, qui videant quas iu partes hostés iter faciant. Qui cupidius novissimum agmen insecüti aliénd loco cum equitatü Helvetiorum proelium committunt; et pauci dé nostris cadunt. (80) Quo proelio sublàti Helvetii, quod quingentis equitibus tantam multitülinem equitum pr6pulerant, audacius subsistere I5nonuumquam et novisslinó agmine proelio nostros lacessere coe- pérunt. Caesar suds à proelio continebat ac satis habebat in praesentia hostem rapinis, páabulátionibus populàationibusque prohibere. (81) Ita dies circiter quindecim iter fecerunt, uti iuter novissimum hostium agmen et nostrum primum nón amplius 20 quinis aut sénis milibus passuum interesset. The Haeduans fail to furnish supplies ; Liscus tells why. 16. Interim cotidie Caesar Haeduos frümentum, quod essent püblicé polliciti, flagitáre. (32) Nam propter frigora, quod Gallia sub septentrionibus, ut ante dictum est, posita est, nón modo frümenta in agris mátüra nón erant, sed né pábuli quidem satis 25magni copia suppetébat: ed autem frümento, quod flümine Arare navibus subvéxerat, proptereà minus üti poterat, quod iter ab Arare Helvetii averterant, à quibus discedere nól&bat. Diem ex dié ducere Haedui: cónferri, comportari, adesse dicere. (83) Ubi sé diütius duci intellexit et diem instare, quo dié frümentum 30 militibus métiri oporteret, convocátis eorum principibus, quorum THE HELVETIAN WAR. 313 o magnam copiam in castris habebat, — in his Divitiacd et Liscó, qui summo magistratul praeerat, quem vergobretum appellant Haedui, qui creatur annuus et vitae necisque in suds habet potestatem, — graviter eOs accüsat, quod, cum néque emi neque ex agris sumi posset, tam necessario tempore, tam propinquis hostibus, ab iis non sublevétur ; praesertim cum magna ex parte eorum precibus adductus bellum suscéperit, multo etiam gravius, quod sit désti- tütus, queritur. 17. (84) Tam démum Liscus orátione Caesaris adductus, quod anteá tacuerat, proponit: esse nonnullos, quorum auctoritàs apud plébein plürimum valeat, qui privatim plüs possint, quam ipsi magistratüs. (85) Hos séditiosa atque improba orátione mul- titidinem déterrére, né frümentum conferant, quod praestare débeaut: si iam priacipatum Galliae obtinere non possint, Gallorum quam Romanorum imperi) praeferre, neque dubitàre quin, si 'Helvetios superáverint Romani, tna cum reliqua. Gallia Haeduis ‘Tibertatem siut ereptüri. (86) Ab eisdem nostra consilia quaeque in castris gerantur hostibus enüntiàri: hos à sé coércéri nón posse: quin etiam, quod necessàriam rem coactus Caesari éntintiarit, intellegere sésé, quantó id cum periculo fecerit, et ob eam causam, quam diü potuerit, tacuisse. Dumnorix, the Haeduan noble; his influence aud his hate of the Romans. 18. (88) Caesar hac dratidne Lisct Dumnorigem, Divitiact fra- trem, désignári sentiébat, sed, quod, pluribus praesentibus, eas b. iactari nolébat, celeriter concilium dimittit, Liscum retinet. Quaerit ex sóló ea, quae in conventü dixerat. Dicit liberius aique audacius. Eadem s8crétó ab aliis quaerit; reperit esse véra: ipsum esse Dumnorigem, summa audacia, magna apud plébem propter liberalitatem gratia, cupidum rérum novarum. Complüris annos portória reliquaque omnia Haeduorum vectigalia parvó pretio redempta habére, proptereà quod, illo licente, contra licàri audeat námo. (89) His rébus et suam rem familiarem auxisse et facultatés ad largiendum maznas comparasse ; magnum numerum equitütüs sud sümptü semper alere et circum sé habere, neque solum domi, sed etiam apud finitimàs civitates largiter posse, Oo t3 o 30 914 INDUCTIVE LATIN PRIMER. atque hüius potentiae causà matrem in Biturigibus homini illi nobilissimo ac potentissimo collocasse, ipsum ex Helvetiis uxóren habere, sorórem ex matre et propiuquás suas nüptum in alia civitatés collocisse. Favére et cupere Helvétiis propter ean Saffinitatem, óOdisse etiam sud nomine Caesarem et Romanos quod eorum adventü potentia eius déminüta et Divitiacus frater ir antiquum locum gratiae atque honoris sit restitütus. Sj quic accidat ROmanis, summam in spem per Helvetios régni obtinend: veurre; imperio populi Romani nón modo dé reguo, sed etiam dé toca quam habeat eratià, d&sparare. (90) Reperiébat etiam in quae rendo Caesar, quod proelium equestre adversum paucis ante diebus esset, factum, initium eius fugae factum à Dumnorige atque eius equi: tibus (nam equiiatui, quem auxilio Caesari Haedui iniserant, Dumno: rix praeerat) : eorum fuga reliquum esse equitatum perterritum. Caesar spares Duinnorix out of friendship for his brother Divitiacus. Dumnorix is reprimanded and watched. 15-419 Quibus rébus cognitis, cum ad has suspicionés certissimae rés accéderent, quod per finés Sequanorum Helvetios tracdüxisset, quod obsides inter eds dandos curasset, quod ea omnia non modo iniüssü sud et civititis, sed etiam inscientibus ipsis fécisset, quod à magistrati Haeduorum accüsarétur, satis esse causae 2oarbitrabatur, quàr& in eum aut ipse animadverteret, aut civitatem animadvertere iuberet. (91) His omnibus rébus ünum repügnàá- bat, qnod Divitiaci fratris summum in populum Romanum studium, summam in sé voluntatem, égregiam fidem, iüstitiam, tempe- rantiam cognoverat: nam, mà &Gius supplicio Divitiacl animum 25 Offenderet, ver&bàtur. Itaque priusquam quicquam conaretur, Divitiacum ad sé vocari iubet et, cotidiànis interpretibus remótis, per C. Valerium Procillum, principem Galliae provinciae, familiarem suum, cul summam omnium rérum fidem habébat, cum ed collo- quitur: simul commonefacit, quae, ipsd praesente, in concilid 3o Gallorum dé Dumnorige sint dicta, et ostendit, quae séparatim quisque dé ed apud sé dixerit. Petit atque hortatur, ut sine Gius offénsióne animi vel ipse dé eo, causa cdgnita, statuat, vel civitatem statuere iubeat. THE HELVETIAN WAR. OO 20. Divitiacus multis cum lacrimis Caesarem complexus ob- secrare coepit, ne quid gravius in fratrem statueret: scire sé illa esse véra, nec quemquam ex có plüs quam sé doloris capere, propterea quod, cum ipse gratia plürimun domi atque in reliqua Gallia, 5ille minimum propter adulescentiam posset, per se crévisset ; | (92) quibus opibus à: nervis non solum ad minuendam gratiam, sed paene ad perniciem suam iiterétur. Sésé tamen et amore fraterno et existimatione vulgi coinmovéri. Quod si quid ei à Caesare gravius accidisset, cum ipse eum locum amicitiae apud eum fotenéret, neminem existimatürum nón sua voluntate factum ; quà ex | ré futürum, uti totius Galliae animi à sé Averterentur. — Haec cum pluribus verbis fléns à Caesare peteret, Caesar Gius dextram prendit; consolatus rogat, finem Orandi faciat; tanti eius apud | sé gratiain esse ostendit, uti et reipüblicae iniüriam et suum t5dolorem eius voluntati ac precibus condénet. Dumnorigem ad sé vocat, fratrem adhibet ; quae in eo reprehendat, ostendit, quae ipse intellegat, quae civitas queratur, proponit; monet, ut in reliquum tempus omnes susplcionés vitet: praeterita sé Divitiaco fratri | conddnare dieit. Dumnorigi custódés ponit, ut, quae agat, quibus- ?o cum loquatur, scire possit. ! Caesar plans to attack the enemy in front and rear; his plan is defeated by the mistake of Considius. 21. Eodem die ab exploratoribus certior factus hostes sub monte cónsédisse milia passuum ab ipsius castris octo, qualis esset natüra montis et qualis in circuitü ascensus, qui cognoscerent, misit. Renüntiatum est, facilem esse. Dé tertia vigilia Titum Labienum, 25légatum pro praetoro, cum duabus legionibus et iis ducibus, qui iter cognoverant, summum iugum montis ascendere iubet; quid sui cousilil sit, ostendit. Ipse dé quarta vigilia eodem itinere, quo hostés ierant, ad eds contendit equitàtumque omnem ante sé mittit. P. Considius, qui rei militaris peritissimus habebatur et in joexerciti L. Sullae et posteà in M. Crassi fuerat, cum explórà- toribus praemittitur. 1 The Lessons end at this point. Notes on the following Chapters will be found in Appendix B, and all new words in the General Vocabulary. \ 316 INDUCTIVE LATIN PRIMER. 22. Prima lüce, cum summus mons à T. Labieno tenérétur, ipse ab hostium castris nón longius mille et quingentis passibus abesset,| neque, ut poste’ ex captivis comperit, aut ipsius adventus aut. Labiéni cognitus esset, Considius, equó admisso, ad eum accurrit, 5dicit montem, quem à Labiéuo occupari voluerit, ab hostibus tenen: id 8 à Gallicis armis atque insignibus cognovisse. Caesar iai copiàs in proximum collem subdücit, aciem instruit. Labiénus,| 2 : ; ae | ut erat ei praeceptum à Caesare, né proelium comunitteret, nisi ipsius cópiae prope hostium castra visae essent, ut undique tnd Io tempore in hostés impetus fieret, monte occupato, nostros exspecta- bat proelioque abstinébat. Multo dénique dié per exploratores Caesar cognovit et montem à suis teneri et Helvetios castra movisse et Considium timore perterritum, quod non vidisset, pro viso sibi renüntiàsse. E6 die quo cónsuérat intervallo hostes sequitur et 15 milia passuum tria ab eorum castris castra ponit. The Romans, having turned aside to go to Bibracte, are followed by the | Helvetians. 23. Postridie eius diei, quod omnino biduum supererat, cum exercitul frümentum metiri oporteret, et quod a Bibracte, oppido Haeduórum longé maximo et cópiósissimo, non amplius milibus passuum octodecim aberat, rei frimentariae préspiciendum existi- 20màvit: iter ab Helvetiis avertit ac Bibracte ire contendit. Ea res per fugitivos LL. Aemilii, decuriónis equitum Gallorum, hostibus | nüntiatur. Helvetii, seu quod timore perterritos Romanos. disce- dere à sé existimarent, eo magis, quod pridié, superioribus locis occupatis, proelium non commisissent, sive eO, quod ré frümentarià 25interclüdi posse cónfiderent, commütàtoó consilio atque itinere converso, nostros à novissimó agmine insequi ac lacessere coeperunt. A pitched battle is fought; the Helvetians are utterly defeated after a desperate struggle. 24. Postquam id animum advertit, cópiàs suas Caesar in proximum collem subdücit equitatumque, qui sustinéret hostium impetum, misit. Ipse interim in colle medio triplicem | aciem 3oiustrüxit legionum quattuor veteranarum [ita uti supra]; sed in THE HELVETIAN WAR. OTT sumind iugo duàs legiones, quàs in Gallia citeriore proximé cón- scripserat, et omnia auxilia collocavit ac totum moutem hominibus complévit; intereà sarcinas in ünum locum conferri et eum ab his, qui in superiore acié cOustiterant, müniri iissit. Helvétii cum omnibus suis carris secüti impedimenta in ünum Jocum contulérunt ; ipsi confertissimà acié, réiectó nostro equitati, phalange facta, sub prinam nostram aciem successérunt. TTT 7/44 WV HELVETIORUM CLADES, CAESAR BELL. GALL. I, 23--29. anctore Alb. v. Kampen. 500 1000 PASSUS We SN 7N SE xo YS o 27 SS Bore’ 1 PRO NGA SU, a = Ceteram ae Za mm — : 27 i p d - TRA, f ULL Ke Ze un! SS SN x SN ER P SS = Z, Th S AN NN IN AW » Py \ iy NN (i) NW ^. M c N QW 4 SS SS Ay SS aS SS Why, Words occurring in the “ Helvetian War ” which occur five or more times in the First Book of Caesar's ** Gallic War." While studying the later Lessons, this list should be repeatedly reviewed. -A Nouns. 1. amicitia 4. copia 7. gratia 10. provincia 2. Belgae 5. fortuna 8. iniüria ll. summa 9. causa 6. Gallia 9. memoria -O Nouws. l. ager 12. colloquium 23. legatus 34. regnum 9. amicus 13. consilium 94. Liscus 35. Rhenus 3. animus 14. Divitiacus 95. locus 96. Rhodanus 4. annus 15. equus 96. Lucius 37. Romanus 5. arma 16. frümentum 27. Marcus 38. Séquani 6. auxilium 17. Gallus 28. numerus 39. socius 7. bellum 18. Germani 29. oppidum 40. solum 8. beneficium 19. Haedui 30. pagus 41. telum 9. carrus 20. Helvetii 31. periculum 42. Valerius 10. castra 21. imperium 32. populus 1l. concilium 22. Labienus 33. proelium 3d DECLENSION NOUNS. 1. agmen 11. finis 9]. mons 9l. pax 2. Allobroges 19. flumen 22. multitudo 32. pés 3. Caesar 13. frater 23. némoó 33. princeps 4. civitas 14. homo 24. nihil 34. ratio 5. consuetüdo 15. hostis 25. nox 35. salüs 6. consul 16. iter 26. obses 36. tempus 7. dicio 17:913 97. dratid 37. timor 8. Dumnorix 18. legio 98. Orgetorix 38. virtüs 9. eques 19. miles 29. pars 99. vis 10. explorator 20. milia 90. pater 40. voluntàs APPENDIX C. 401 -U Novns. l. adventus 3. equitatus 5. impetus . passus 2. domus 4. exercitus 6. manus . senatus -B Nouns. l. acies 2. diés 3. fides 4. rés 5. spés VERBS. ls? Conjugation (-À verbs). 1. appellare 6. déspéràre 1l. itidicare 16. postulàre 2. arbitrari 7. enüntiare 12. maudàre 17. pügnaàre 3. comparare 8. existimare 13. nüntiare 18. putare 4. confirmare 9. imperare 14. occupare 19. rogare 9. dare 10. impetrare 15. perturbare 20. superare 2d Conjugation (-& verbs). ]. commovere 4. habére 7. obtinere 10. perterrere 13. respondere 2. continere 5.iubére — 8. oportet ]l. polliceri — 14. tenere 9. debere 6. licet 9. persuadere 12. prohibere 15. videre 3d Conjugation (-e verbs). 1. accidere 13. considere 91. iucolere 35. quaerere 2. accipere 14. constituere — 25. instruere 36. queri 3. addücere 15. consuescere 26. intellegere 37. recipere 4. agere 16. contendere 27. intermittere — 38. redücere 5. animadvertere — 17. deligere 98. mittere 39. relinquere 6. capere 18. dicere 29. ostendere 40. revertere 7. cogere 19. discedere 30. pati 4l. sequi 8. cógnóscere 20. dividere 3l. pellere 42. statuere 9. colloqui 21. dücere 32. perficere 43. tradticere 10. committere 22. facere 33. petere 44. üti ]1. conficere 23. gerere 34. proficisci 45. vincere 12. conicere 4th Conjugation (-1 verbs). 1. audire 2. convenire 3. pervenire 4. reperire 9. venire Irregular Verbs. l. abesse 4. esse 7. inferre 10. praeesse 13. transire 2. coepisse 9d. exire 8. ire 11>. referre 14. velle 3. conferre 6. ferie 9. posse 12. tollere 26 402 INDUCTIVE LATIN PRIMER. Or HE QS WO oL tO ES ADJECTIVES. Positive degree. . alius 6. nonnüllus ll. reliquus 16. totus . alter 7. noster 12. Romanus 17. ullus . barbarus 8. omnis 13. suus 7 ^15 003 . magnus 9. paucus 14. tantus 19. uter . multus 10. quartus 15. tertius 20. uterque Comparative degree. . amplior 2. gravior 3. maior 4. minor 68. plüs 6. superior Superlative degree. . nobilissimus 2. novissimus 3. plürimus 4. primus 5. proximus 6. summus ADVERBS. Positive degree. . ante 4. iam 7. neque 10. quam 13. tamen . cireiter 5. ibi 8. non ll. satis 14. tum . facile 6. ita 9. proptereà 12. tam 15. ubi, Comparative degree. i. amplius 2. gravius 3. minus Superlatwe degree. l. maxime 9. primum PRONOUNS. 1. aliquis 4, ille 7s gui 2. hic 5. ipse 8. quis (both indef. and inter.) 3. idem 6. is 9. sui PREPOSITIONS. LH 4. apud 7. é 10. inter 13. pró 16. sub ab 5. cum Se Tex Tou 14. propter 17. traus . ad 6. de Ain 12. per 15. sine CONJUNCTIONS. l. ae 5. cum 9. nam 13. quod 2. atque 6. dum 10. ne 14. sed 3. aut 4. 7et 1l. -que 15. si 4. autem 8. etiam 12. quin 16. ut LATIN-ENGLISH VOCABULARY. NorE. — The following Vocabulary contains all the Lutin words found in the first twenty-nine Chapters of Caesar’s Gallic War. It has been considered not only unnecessary, but hurtful to the student constantly to repeat in the Vocabulary facts which he should already know, and facts which are governed by those simple rules, a knowledge of which is essential to even an elementary use of the language. The repetition of such facts blinds the pupil to the existence of the rules which govern them, and destroys that self-reliance which is necessary to success in sight reading. Accordingly, the pupil has not been told with every recurrence of a noun in -tas that its gen. is -tatis, or with every recur- rence of a verb in -àre that its pf. and partic. are in -Avit and -atus. Exceptions to regular rules are always given. If the gen. of a noun in -us is not given, it is to be considered a masc. of the -o declension. A SUMMARY TREATMENT OF THE GENDER AND DECLENSION OF ALL 3D DECL. NOUNS WILL BE FOUND IN Lesson LXII. A slight divergence from the usual method of giving the parts of verbs has been made. In the Text of Caesar, B. G. I. 1-29, neither the 1st sing. of the pres. ind. nor that of the pf. ind. is found at all. It would, then, be a serious departure from the inductive method to use these forms in giving the parts of every verb. Accord- ingly, the pres. ind. (except that of verbs in -io of the 3d conjug.) has been omitted, and the 3d sing. of the pf. has been used instead of the 1st singular. The pf. pass. or fut. act. partic. has been used as one of the principal parts instead of the supine. The objections to the use of the latter have been well stated by Mr. Tetlow in the Preface to his /nductive Lessons in Latin. The forms selected as the principal parts in this book are those which are universally given as such in English and German. In this connection it is not out of place to speak of the unfortunate convention by which the Ist sing. of the pres. ind. is used in naming verbs and in giving the prin- cipal parts. It seems only reasonable that a principal part should be a common form, and should show one of the stems of the verb. "The 1st sing. of the pres. ind. is almost unknown in the narrative authors usually read by beginners; and in the 1st and 3d conjug. it does not «how the pres. stem. and, therefore, in naming verbs, the 1st and 3d conjugs. are entirely undistinguished. The words in parentheses are merely kindred with the leading word, and, in very many cases, are not the words from which this is derived. In so elementary a book, it has been thought unwise to discuss or use roots to any extent. The full-faced numerals after a definition refer to Chapters of the text in which the word occurs. Where but one of these numerals is given it indicates the Chapter in which the word first occurs. By means of these figures the pupil is supplied with the means of reviewing the USE of every word, and of examining once more whatever is said about it in the Lesson in which it first occurs. A. 404 A; A.; see Aulus. a, ab, prep. with abl., from, by; 1; for use, cf. V. abdere, -didit, -ditus, to put away, hide ; 12. abdücere, -düxit, ductus, to lead away; 11. abesse, -fuit, futürus, fo be away or distant; 1. abstinere, -tinuit, -tentus, trans. and intrans., to keep from ; 22. ac, another form for atque; it is used only before consonants; 3. accédere, -cessit, -cessürus, to go to, approach, be added; accédit quod or ut, it is added that, more- over; 19. accidere, -cidit (ad and cadere, to fall), fall upon, fall out, happen (used generally of unfortunate oc- currences, hence Eng. accident); 14. accipere (accipio), -cépit, -cep- tus, to take to one's self, receive, accept ; 3. accurrere, -currit (or -cucurrit), to run to, run up ; 22. accüsáre (ad and causa), to call to account, blame, accuse ; 16. aciés, -61, a sharp edge, a sharp glance, a battle line (presenting sharp weapons); see p. 397; 22. acriter, sharply, fiercely; 26. ad, prep, to, toward, near; 1. addücere, -düxit, ductus, to lead to, draw to, induce; 3. adesse, -fuit, -futürus, to be near, be present, assist; 16. adficere ; see afficere. adfinitàs ; see affinitàs. adgredi; see aggredi. adhibere, to hold, summon, employ ; 20. admirari, to wonder at, admire; 14. admittere, -misit, -missus, fo let go to, send to, allow; 22. altus adoriri, -ortus, to rise against, at- tack; 13. adsciscere, -scivit, -scitus, to take to one’s self, unite; 5. aduléscentia, youth; 20. adventus, -üs, a coming to, ap- proach ; 7. adversus (in form the pf. partic. of advertere), turned toward, in front of, adverse, unfavorable; 18. advertere, -vertit, -versus, to turn to or toward ; 24. aedificium, a building; 5. aegerrumé or aegerrime, adv. in sup., with the greatest trouble ; 13. Aemilius, a Roman name ; 23. aequare, to make equal; 25. afficere (adficio), -fécit, -fectus, to do to (somebody), affect; 2. affinitàs (finés), nearness, relation- ship by marriage; 18. ager, agri, field, territory ; 2. agere, egit, actus, fo set in motion, drive, do, discuss; 18. aggredi (aggredior), -gressus (ad and gradi), to go towards, attack ; 12. agmen (agere), that which is set in motion, an army on the march, a line (of march); novissimum ag- men, the newest or last line, the rear; 15. alere, aluit, altus or alitus, to nourish, support; 18. alienus (alius), belonging to another, foreign, unfavorable ; 15. aliqui, indefinite adj., any ; 14. alius, -a, -ud (gen. -Ius, dat. -1), adj. or pron., one of any number, another ; 1. Allobroges, a-Gallic tribe in the Roman province ; 6, 10, 11, 14, 28. Alpes, the Alps; 10. alter, -era, -erum, adj. or pron., one of two, the other ; 2. altitüdo, height, depth; 8. altus, high or deep; 2. amicitia amicitia, friendship; 3. amicus, friend; 3. amittere, -misit, -missus, fo let (a thing) go away, send away, lose ; 28. amor (amare), love, desire; 20. Ambarri, a Gallic tribe; 11, 14. ample, largely, greatly; 23. amplus, ample, much, great; 15. anceps, -cipitis (ambo, both and caput, a head), having a head on both sides, double, doubtful; 26. angustiae, -àrum (angustus), nar- rowness, straits, a narrow pass ; 9. angustus, narrow ; 2. animadvertere (animum, ad, and vertere), to turn the mind or atten- tion to, notice (in this sense takes simple accus.); in hominem ani- madvertere, fo punish a man; 19. animus, «soul, mind, feeling, cour- age; 1. annus, a year; 3. annuus, annual, for a year; 16. ante, adv., and prep. with accus., before ; 3. antea, adv., before ; 17. antiquus (ante), old, ancient, for- mer; 18. aperire, -peruit, -pertus, fo un- coter, open; the partic. apertus is commonly used as a simple adj. meaning uncovered, open; 25. appellare, fo call (by name); 1. Aprilis (probably from aperire, to open), of the month of April, April; 6. apud, prep. with accus., among, near, with; 2. Aquiléia, a town at the head of the Adriatic Sea; 10. Aquitani, the Aquitanians; 1. Aquitània, Aquitania; 1. Arar or Araris (Ararim accus., and Arari abl., are found), the name of a Gallic river, the Sadne ; 12. arbitrari, to judge, think; 2. 405 biennium arma, nom. plc. neut., armor, arms ; see pp. 228 and 238; 4. ascendere or adscendere, -scen- dit,-scensus (ad and scandere), to climb up, ascend ; 21. ascensus or adscénsus, -üs, a climbing up, ascent ; 21. atque, and, and also; 1. attingere (ad and tangere, to touch), -tigit, -tactus, to touch upon, reach; 1. auctoritas, advice, fluence ; 3. audácia (audax), dacity ; 18. audacter, boldly; 15. audére, ausus est, to dure; 18. augére, auxit, auctus, trans., to increase ; 18. Aulus, a Roman first, or individual, name; generally represented in Lat. authors by the initial A. ; 6. autwore ant 5. aut; ethers. Olgas autem, but, moreover; 2. auxilium, help, aid; in plur. aux- iliary troops; 11. avertere, -vertit, -versus, to turn away ; 16. avus, grandfather ; 12. authority, in- boldness, au- B. Belgae, the Belgians; 1. bellàre, to war, wage war; 2. bellicosus (bellum), warlike ; 10. bellum, war; 1. beneficium (bene, wel/, and fa- cere), well-doing, a favor ; 9. Bibracte (hasthe same form in nom., accus. and abl.) the name of a town; 23. biduum, the space of two days, two days: 23. biennium (bis, twice, and annus), the space of two- years; 3. bipartito bipartito, adv. (bis, twice, and pars), in two parts ; 25. Bituriges, a Gallic tribe; 18. Boii, à tribe which joined the Hel- vetians ; 5, 25, 28, 29. bonitàs, goodness; 28. bonus, good ; 6. brachium, the fore-arm, the arm; 25. C. C. ; see Caius. cadere, cecidit, castirus, to fall ; 15. Caesar, -is, full name Gaius Iülius Caesar, a great Roman, — writer, general, statesman ; 7. Caius, more correctly written Gaius, a Roman first name, usually repre- sented by C.; 19. calamitas, disaster, calamity; 12. capere (capio), cepit, captus, fo take; 1 captivus, a captive; 22. caput, itis, a head; 29. carrus, a cart; 3. Cassianus, adj., pertaining to Cas- sius; 193. Cassius, a Roman name ; 7, 12. castellum, a small fort, a castle; see p. 251; 8. Casticus, a noble Sequanian ; 3. castra, -orum (the sing. castrum, a fortress, is not found in Caesar), a camp; see p. 285; 12. casus, tis (cadere, fo fall), a falling, accident, misfortune, chance; 12. Catamantaloedés, -is, masc., a Gallic name; 3. Caturigés, an Alpine tribe ; 10 causa, cause, reason; 1. cavere, cavit, cautus, to take care, beware of; 14. celeriter, adv. (celerius, celer- rimé), quickly ; 18. Celtae, the Celts; 1 406 colloqui cénsus, -üs (censere, to rcckon), a numbering or rating, a census; 29. Centronés, an Alpine tribe; 10. centum, indecl., one hundred ; 2. certus, sure, certain; hominem certiorem facere, to inform a man; '. cibarius, adj, pertaining to food ; cibaria, neut. plur. as noun, pro- visions ; 5. circiter, adv., about; 15. circuitus, -üs (circum and Ire), a going around, a circuit; 21 circum, prep. with accus., «round, about; 10. circumvenire, -vénit, ventus, to come around, surround, impose upon, circumvent ; 25. citerior, adj. in comp. (positive not found), nearer, hither ; 10. citra, prep. with accus., on this side of; 12. civitas, citizenship, a state, the bod y- politic ; 2 claudere, close; 25. cliens, a client, dependent ; 4. coémere (con and emere), -émit, -emptus, to buy up; 3. coepit, coepisse (he, she, it) began; it lacks the present system ; 15. coércere, to enclose on all sides, re- strain, coerce; 17. cogere, coégit, coactus (con, fo- gether, and agere, to drive, lead), to drive together, collect, compel; 4. cognoscere, cognovit, cognitus, to learn thoroughly ; cognovit, he has learned, he knows; 19. cohortari, to urge wali J, €n- courage : 25. colligàre, to fasten together; 25. collis, masc. by exception, a hill; 22. collocare, to place together, set up, establish; 18. colloqui, locütus, to confer, con- verse ; 19. clausit, clausus, to combirere comoürere, -büssit, -büstus, to burn up, consume ; 5. comme§are, to go back and forth, resort ; with ad, to visit; 1. commemorare, to call to mind, to mention; 14. committere, -misit, -missus, to cause to go together, commit, cause ; 13, proelium committere, to join battle. commode, adv. (con and modus, a, measure), in due measure, conven- tently; 25. commonefacere (com-mone- facio), -fécit, factus, to bring to mind; also with accus. of the per- son, to remind, to impress upon; 19. commovére, -moóvit, -motus, to move deeply ; 13. commiünrire, to fortify strongly; 8. comm ütare, to change entirely ; 23. comméütàtio (mütare, fo change), a changing, change; 14. comparare (con, intensive, and parare), to prepare with zeal; 3. comperire, -perit, -pertus, fo find out certainly (by searching) ; 22. complecti, -plexus, to embrace; 20. complére, -plévit, -plétus, to jill out, complete ; 24. complüres (complüra or com- plüria, neut.), many, very many; 8. comportare, to bring together; 16. conari, to try ; 3. conatum, a thing attempted, an at- tempt, undertaking ; 3. conatus, -üs, an attempt ; 8. concédere, -cessit, -cessus, to go «away, yield ; 7. concidere, -cidit, -cisus (con, in- tensive, and caedere, to cut), to cut to pieces, kill; 12. conciliüre, to bring togeiher, win over ; 3. concilium, an assembly, council ; 18. 407 cOnsidere concursus, -üs (con and currere, to run), a running together; 8. condicio and, less correctly, con- ditio (condicere), an agreement, condition ; 28. condonare, to give up, pardon; 20. condücere, -düxit, -ductus, x bring together, hire ; 4. conferre, -tulit, collatus, fo bring together, collect, compare; 16; sé conferre, to betake one's self. confertus (confercire, to cram to- gether), pressed together, crowded ; 24. conficere, -fécit, fectus (con and facere), to accomplish, complete; 3. confidere, -fisus est (with act. meaning), to trust fully, confide 1:123: confirmare, to strengthen, establish, encourage, affirm ; 3. conicere or coniicere (cOnicio), iécit, -iectus, fo throw or put to- gether, conjecture, hurl with force ; 26. coniüratiO (con and iüráre, fo swear, take oath), a swearing to- gether, a conspiracy; 2. conligare ; see colligare. conquirere, -quisivit, -quisitus (con and quaerere), to search for ; 27. consanguineus, adj. or noun (con and sanguis, blood), akin by blood, a kinsman ; 11. consciscere, -sclvit, -scitus, to decree, determine; 4. conscius (con, with, and scire, to know), knowing with one's self or with others, conscious ; 14. conscribere, -scripsit, -scriptus, to write together, enroll ; 10. consequi, -seciitus, to follow up, to obtain ; 13. considere, -sédit, -sessürus, to sit down (used especially of a large number), to hold a session, to en- camp; 21. F Cónsidius Considius, a Roman name ; 21. consilium, a plan, 5. consistere, -stitit, (o take a stand, stop. 13. consolari, to console, comfort ; 20. conspectus, -üs (cOnspicere, to see), a sight , 11. conspicaàri, to get sight of, see; 25. constituere, -stituit, -stitütus, to set together, arrange, determine ; 3. consuéscere, -suévit, -suétus, to accustom one’s self; in pf. to have ac- customed one's self, to be wont ; 14. consul, consul, the title of one of the two chief executive officers at Rome: 2. consümere, -sümpsit, -sümptus (con, intensive, wholly, and sü- mere, (o take), to use up, con- Sume; 11. contendere, -tendit, -tentus, to stretch vigorously, strive, hasten ; 1. continenter, continually ; 1. continére, -tinuit, -tentus, to hold together, bound ; 1. contra, adv., and prep. with accus., against ; 18. contulérunt; see conferre. contumelia, effrontery, insult ; 14. convenire, -vénit, -ventus, to come together, to meet: 6 ; convenit, itis agreed, it is fitting. conventus, -üs, a coming together, a meeting ; 18. convertere, -vertit, -versus, to turn or wheel about; 93. convocare, to call together : 16. copia, plenty, a supply: 3; in plur. forces, troops: 2. copisésus, well-supplied, copious ; 23. cotidianus or quotidiànus, adj., daily: 1. cotidie or quotidie, adv., daily ; 16. Crassus, a Roman name; M Cras- sus, a wealthy and influential Roman and friend of Caesar, 21. * 408 | 1 déicere creare, to make, to elect ; 16. cremare, to burn; 4. crescere, crévit, crétus, intrans., to grow, increase, 20, cf. the trans. augére. cultus, -üs, culture, way of living, civilization; 1. cum, prep. with abl., with, 1. cum (quum), conj., when, while, since, although ; 1. cupere (cupid), cupivit or -iit, cupitus, to long for, desire, be well- disposed toward (in the last sense it takes a dat.); 18. cupidé, eagerly; 15. cupiditàs, desire, cupidity ; 2. cupidus, desirous, fond; 2. ciirdre, to take care, 18. custos, -odis, a guard; 20. D. damnare, to condemn: 4. dare, dedit, datus, to give: 3 de, prep. with abl., from, down from, concerning, for: 1 débére, débuit, débitus (dé and habére, to have or keep, from some one), to owe, to be bound ; débet, he ought ; 11. decem, indecl, ten; 4. décipere (décipió), -cépit, -cep- tus, fo catch away, deceive; 14. decurio (decem), the commander of a company of ten cavalry, a decurion, 23. dedit; see dare. déditicius, one who has surrendered, a captive ; 27. deditio (dédere, to give up), a sur- render; 27. : defendere, -fendit, -fénsus, to ward off, to defend; 11. défessus (partic. of défetisci, to crack open), exhausted : 25. déicere or déiicere (déici6), jécit, iectus, to cast down: 8. deinde deinde (dé and inde), from thence, thereafter, next; 25. déliberare (dé and libràre, to weigh), to weigh well, ponder; 7. déligere, legit, lectus, to choose from, select; 3. déminuere, -minuit, -minütus (dé and minus), to lessen; 18. dém6nstrare, to show; 11. démum, adv., at last ; 17. dénique, adv. at last, finally; 22. déponere, -posuit, -positus, to place aside, lay aside; 14. dépopulari, to (ay waste; 11. déprecator (deprecari, to beg off, to intercede), an intercessor, media- tor; 9. désignare (signum, a mark), to mark out, point out, describe; 18. désistere, -stitit, -stitürus, to stand off, desist; 8. déspérare, to be hopeless, despair; 18. despicere (déspicis), -spéxit, -spectus, to look down upon, to despise ; 13. déstituere, -stituit, -stitütus, to set away from, abandon ; 16. déstringere, -strinxit, -strictus, to strip off; of a sword, to strip of the scubbard, unsheathe, draw; 25. déterrére, to frighten away from, to deter ; 17. deus, a god ; 12. dexter, -tera, -terum, or more fre- quently -tra, -trum, the right; dextra (manus, fem., the hand, being understood), the right hand ; 20. | dicere, dixit, dictus, to say, tell ; 1. dictio (dicere), a saying, plead- ing; 4. didicit ; see discere. diés, -€1, masc., sometimes fem., day, time: 4. differre, distulit, dilatus, to bear apart, differ; 1. difficilis, difficult ; 6. 409 effeminare dimittere, misit, -missus, to send apart, dismiss; 18. discedere, -cessit, -cessürus, io go apart, depart ; 14. discere, didicit, to learn; 13. disicere or disiicere (disicio), jecit, -iectus, to cast apart: 25. disponere, -posuit, -positus, to place apart, place here and there; 8. ditissimus, richest ; 2. diü, adv., long (used of time, not of space); 14. diüturnus (dit), long (of time) ; 14. Divico, a Helvetian; 13, 14. dividere, -visit,-visus, to divide;1. Divitiacus, a Haeduan; 3, 16, 18, 20. dolére, doluit, to feel pain, to grieve for; 14. dolor, pain, grief; 2. dolus, craft, deceit; 13. domus, -üs, fem. (has some forms of the -o decl.), a house, a home; 5; domi, at home. dubitare, to doubt, to hesitate ; 17. dubitatis, doubt ; 14. dubius, doubtful ; 3. ducenti (duo and centum), two hundred ; 2. dücere, düxit, ductus, to lead, draw, consider; 8. dum, conj., while, until ; 7. Dumnorix, igis, a Haeduan ; 3, 9, 18-20. duo, duae, duo, irreg., two; 6. duodecim (duo and decem), in- decl., twelve; 5. dux, cis (dücere), a leader ; 13. E. 6; 5; see ex. édiicere, -düxit, -ductus, to lead out; 10. efféminàáre, to make effeminate, ener- valer efferre efferre, extulit, élátus, to bear out ; 9. egit; see agere. ego, J; 14; see mihi, mé, nos. egredi (egredior), -gressus, to go out ; 27. égregius (8 and grex, -gis, a herd), out of the (common) herd, hence, eminent, excellent ; 19. emere, emit, emptus, to buy ; 16. émittere, -misit, -missus, to let go forth, send out ; 25. enim, for: placed generally after the first word of the clause ; 14. énüntiàre, to speak out or openly, make known; 4. ed; see ire. eO, adv., to that place, thither; 25. eodem, adv., to the same place; 4. eques, equitis (equus, a horse), a horseman, a knight; see p. 321; 15. equester, equestris, equestre, adj, belonging to a horseman, cavalry; 18. equitatus, -üs, « collection of horse- men, cavalry ; 15. equus, a horse ; 22. eripere (eripio), ripuit, -reptus, to snatch away ; 4. esse (sum), fuit, futürus,!o le; 1. et, and; 1; et... et, both .. . and. etiam, even, also; 1. évellere, -vellit, -vulsus, to tear out; 25. ex or 6, prep. with abl., out of, from ; 2; exis used before both vowels and consonants, 8 only before con- sonants. excipere, (-cipió), -cépit, ceptus, to take out, to catch up, to re- ceive ; 25. exemplum, cn example ; 8. exercitus, -üs, an exercised and disciplined body, an army ; see p. 269; 3. exire, -iit, itum, to go out; 2. 410 fieri existimáre (ex and aestimare), to estimate, think; 6. existimátió (existimare), estima- tion, opinion ; 20. expedire, to set free from (some- thing); the pf. pass. partic. is commonly used like an adj. in all respects, and means unencumbered, without baggage, open; 6. explorator (explordre, to search out), a spy, a scout ; 12. expügnare, to take by storm ; 11. exsequl, -secütus, to follow out, follow up, enforce, 4. exspectare, to wait fur, expect; 11. extra, prep. with accus., beyond ; 10. extremus, outermost, extreme, the end of; 1. exürere, -üssit, -üstus, to burn out. burn up, 5. F. facere (facio), fécit, factus, tc make or do; 2. facile, adv., easily ; 2. facilis (facere), capable of being done, easy; 6. facultàs, opportunity ; T. fames, -is, hunger ; 28. familia, a body of slaves, household, retinue; 4. familiaris (familia), belonging to the household, private, intimate ; 18; as noun, a friend ; 19. favére, favit, fautürus, to favor; takes dat of person; 18. fere, adv., almost ; 1. ferre, tulit, látus, irreg , to bear; 13. ferrum, iron; 25. fidés, -et, faith, a promise, a promise of protection, protection ; 3. fieri, factus, to be made, to be done, to happen : used as pass. of simple verb facere, but not when facere filia is compounded with a preposi- tion; 2. filia, daughter ; 3. filius, son; 3. finis, masc. by exception, the end ; in plur. boundaries, territory ; 1. finitimus (fines), bordering upon, neighboring ; plur. as noun, neigh- bors; 2. firmus, firm, strong; 3. flagitare, to «sk repeatedly or ear- nestly : 16. flere, flevit, flétus, to weep ; 20 fluere, flüxit, fluxus, to flow, 6 flümen, a river; 1. fortis, brave; 1. fortitüdo (fortis), bravery; 2. fortüna, fortune (either good or bad); in plur goods, possessions ; 11. fossa, that which has been dug, a ditch ; 8. fráter, -tris, brother; 3 fráternus, of a brother, fraternal ; 20 frigus, -oris, cold, coldness ; 16. früctus, -üs (frul, to enjoy), enjoy- ment, what one enjoys, fruit ; 28. frümentáürius (frümentum), be- longing to grain, fruitful; 10 frümentum, grain; 3. fuga, flight ; 11 fugitivus, a runaway, deserter , 23. fuit; 2; see esse. brotherl y, G. Gabinius, a Roman name, 6. Gaius ; see Caius. Gallus, a AF. 1 Gallia, Gaul ; Gallicus, Eo 22. Garumna, masc., the Garumna ; 1. Gendva or Genua, Geneva; 6. gerere, gessit, gestus, fo carry on, wage, do ; 1. Germàni, the Germans; 1. 411 Idem gladius, a sword ; see p. 335; 25. gloria, glory ; 2. gloriari, to boust, glory ; 14. Graecus, adj., Greek; as a noun, a Greek; 29. Graiocell, an Alpine tribe; 10. gratia, fuvor either shown or re- ceived, hence, either kindness or popularity ; 9. graviter, heavily, severely: gravi- ter ferre, to bear heavily, be an- noyed at, be angry at; 14. H. habére, to have, hold; 2. Haeduus, « Hueduan; 3. Helvétius, adj. or noun, Helvetian, of the Helvetians, an Helvetian ; 1. hibernus (hiems, winter), belonging to winter; hiberna, -orum (with castra understood), winter quar- ters; 10. hic, haec, hoc, this ; 1 hiemare, to pass the winter, winter ; 10. ) Hispania, Spain: 1. homo, -inis, a human being, man ; 2. honor, honor, office ; 18. hora, an iud. 26. hortàri, to urge ; 19. hostis, a stranger, an enemy; in plur. the enemy: 11. hümaünitàs, refinement ; 1. I iactare, to throw about; when used of words, to discuss ; 18. iam, adv., at this time (as contrasted with the past or future), at last, alread y ; 5 ibi, there: 10; cf. ubi, where, when. ictus, -üs (icere, strike), a blow ; 25. idem, eadem, idem, the same; 3. Idüs Idüs, uum, fem. by exception, the Ides, the 13th of the month, except in March, May, July, and Oct., when they came on the 15th; 7. ierant, for Iverant, from ire. Ignis, masc. by exception, fire; 4. ignorare (in neg. and root of (g)n6s- cere), not to know, be ignorant ; 27. ille, illa, illud, that; used of what is remote in contrast to what is near; 3. illic (ille), in that place, there, yon- der ; 18. immortalis (in neg. and mors), undying, mortal ; 12. impedimentum (impedire), that which impedes, a hindrance ; in plur. the heavy baggage of an army (in- cluding the beasts which drew it) ; 24, cf. sarcinae. impedire, pedivit, -peditus (in, against, and pes, foot), to impede, to place at a disadvantage; 12. impendeére, no pf. nor pf. partic., intrans., to orerhang , 6. imperare, fo command ; provinciae milites imperdare, to give orders to the province for soldiers, to levy soldiers upon the province ; 7. imperium, supreme power ; 2. impetrare, to obtain one’s request, 9. impetus, -tis (in prep. and petere), an attack; 22. importare, to bring in, import; 1. improbus, beyond or below the proper standard, base, excessive, wicked ; 17. improviso, adv. (in neg., pro, Le- fore, fore, visus, seen), unex- pectedly , 13. impüne, adv., without punishment, with impunity; 14. impünitàs, /mpunity ; 14. in, prep., into, with accus.; in, with aL T. incendere, -cendit, -cénsus, to set jire to; cf. combürere; 5. incitàre, to urge on, incite; 4. 412 insolenter incolere, -coluit (in prep. and co- lere, to cultivate), to inhabit; in- trans., to dwell ; 1 incommodus, inconvenient; as a noun in the neut., an inconvenience, a mild term for misfortune ; 13. incredibilis (in neg. and crédere. to believe), not to be believed, in- credible, remarkable ; 12. inde, from that place, thence; cf. ibi, there; 10. indicium, information ; 4. . indücere, -dixit, -ductus, to lead into, induce ; 2. inferior, lower ; 1. inferre, intulit, illatus, to bear into or upon, to wage upon, to bring, or inflict, upon ; 2. inflectere, -fléxit, bend ; 25. influere, -flüxit, fluxürus, to flow, or flow into; 8. inimicus (in neg. and amicus), unfriendly ; 7. initium, beginning ; 1.. initiria, injustice, wrong; 7. iniüssü, found only in abl., without command ; 19. inopia (in neg. and ops, help; cf. copia, from con and ops), want, scarcity, helplessness; 27. inopinans, adj, wnexpecting, un- aware, 12. inscieéns (in neg. and scire, fo know), simple adj, though pres. partic. in form, not knowing, un- aware; 19. insequi, -seciitus, to follow up; 15. insidiae, nom. plur. (in, im, and sedére, to sit), an ambush, treach- ery; 13. insignis (in, upon, and signum, a mark), marked, remarkable; 12; 1n- signe, neut. as noun, a mark, badge of office, uniform; 22. : insolenter (in neg. and solére, to be accustomed ), strangely, insolentl y ; 14. -flectus, fo Instare instare, -stitit, statirus, to stand upon, to approach, to be near at hand, to press upon; 16. _Instituere, -stituit, -stitutus, to arrange, construct, instruct ; 14. institütum, custom, institution ; 1. instruere, -struxit, -structus, to build into, set in order, draw up; 22. intellegere or -ligere, -léxit, 8ctus (inter, letween, and le- gere, to choose), to understand, lo know; 10. inter, prep. with accus., among , 1. intercedere, -cessit, .cessürus, to go between, interrene ; T. interclüdere, -clisit, -clüsus (inter, between, and claudere, to shut), to shut off, cut off; 23. interdiü, adv., by day; 8 interdum, adv., sometimes; 14. intereà, adv., meanwhile ; 8 interesse, fuit, -futtirus, to be be- tween or among, to take part in; 15, interest, it makes a difference, it interests. interficere (interficis), fectus, to kill; 12 interim, meanwhile; 16. intermittere, -misit, -missus, fo cause to go between, leave off, in- terrupt ; 26 internecio, tion ; 13. interpres, -etis, an interpreter ; 19. intervallum (inter, between, and "vallum, the breastwork of a camp), a distance between, an interval; 22. intulit; see inferre. invitus, unwilling: 8. ipse, ipsa, ipsum, intensive or em- phatic pron., se/f; 1 ire (e6, J go), 1vit, itum, to go; 6. is, ea, id, dem. pron., this, that; he she, it; 1. between, -fécit, destruction, extermina- 413 lacus ita, adv., so; 11. Italia, Jialy ; 10. itaque, and so, therefore; 9. item, adv., likewise, also, 3 iter, itineris, neut., journey, route, march ; 3 iubére, iüssit, iussus, to order ;. 5 iüdicare, to judge; 12. iüdicium, a judgment, a trial, a court of justice ; 4. iugum, that which joins, a yoke (con- quered armies, in token of sub- mission, were often compellel to pass under a yoke consisting of a spear set on two uprights, cf. Eng. subjugate) ; a (yoke-shaped) hill, a ridge, 7 iimentum, a yoke or draught animal, beast of burden; 3 iungere, iunxit, iunctus, to join; 8. Iüra, a mountain chain extending from the Rhone to the Rhine; 2. itis, iüris, right, law, justice; 4. iüsiürandum (really two words, ius and iürandum, and declined as two), an oath ; 3. iüstitia (iüstus, just), justice, sense of justice, uprightness ; 19. iuvare, iüvit, iütus, to help; 26; iuvat, impersonal, it pleases. RS Kalendae, -arum, the Calends, the. Jirst day of a month; 6. L. L.; see Lücius. Labiénus, a lieutenant of Caesar; 10, 21. lacessere, lacessivit or lacessiit, lacessitus, to provoke, assail ; 15. lacrima, a tear; 20. lacus, -üs, a lake; 2. largiri largiri, largitus, to give bountifully, give bribes ; 18. largiter, largely, bountifully ; 18. largitio, lavish giving, bribery, lber- ality ; 9. late, widely ; 2. laàtitüdo, width ; 2. Latovici, a Germanic tribe which joined the Helvetians ; 5, 28, 29. latus, wide, broud ; 2. latus, -eris, a side; 25. latus, pf. pass. partic. of ferre. legatio, embassy; 3; cf. legatus, ambassador. légatus, lieutenant, ambassador ; 7. legio, a legion; the Roman legion was à body of soldiers, numbering in the army of Caesar about 3600 men; 7. Lemannus, the name of a lake, Leman or Geneva; 2. lénitas (lenis, smooth), smoothness, gentleness ; 12. léx, legis, /aw: 1. liberalitàs (liber, free), the quality of a freeman, generosity ; 18. liberé (from adj. liber), freely ; 18. liberi (the sing., meaning child, not found), children; 11. libertas, freedom, liberty ; 17. licéri, fo bid (at an auction) ; 18. licet, it is permitted ; e licet, it is permitted to him, he may ; T. Lingones (has a Greek accus. Lin- gonas), a Gallie tribe living near the head-waters of the Seine, 26. lingua, a tongue, language; 1. linter, -tris, fem. by exception, a boat ; 12. Liscus, a Haeduan ruler; 16, 17, 18. littera or litera, « written sign, a letter of the alphabet ; in plur. letters, a letter (epistle), literature ; 26. locus, a place ; loca, nom. plur. (as if from nom. sing. locum); 2. longe, adv., far ; 1. longitüdo, length ; 2. 411 medius loqui, locütus, to speak, 20. Lücius, a Roman first name, usually represented by L.; 6. lux, lücis, liyht ; 22. M. M.; see Marcus. magis (comp. of magnopere), more ; 13. magistratus, -üs, a civil office, « civil officer, magistrate; 4. magnopere, adv. (magno and opere), with great toil, greatly ; 13 ; magis, comp., more, 13, max. ime, sup., very greatly, most, espe- cially ; 3. magnus, great, large; 2. maior (comp. of magnus), greater ; maiores nati or simply mà- idrés, those greater by birth, an- cestors, elders, 13. maleficium (male, badly, and fa- cere), wrong-doing, an evil deed ; 7. mandare (manus, and dare), to give into one’s hand, commit; 12. manus, -üs, fem. by exception, a hand, an armed force (as the instru- ment by which war is waged) ; 25. Marcus, a Roman first, or individual, name, usually represented by the initial M. ; 2. matara, a juvelin used by the Gauls; 26. mater, -tris, mother; 18. matrimonium, marriage; 3. Matrona, masc., the Matrona ; 1. mattrare, to hasten; 7. mátürus, ripe, early ; 16. maxime, very greatly, most, es- pecially ; 3. maximus, irreg. superlative of magnus, greatest; 3. mé, accus. or abl, me; 14; see ego. medius, adj., the middle of ; 24 ; cf. the meaning of summus and ex- trémus. memoria memoria, memory ; 7. ménsis, -is, masc. by exception, a month ; 5. mercátor, merchant ; 1. meréri, meritus, to merit, deserve, earns meritum (meréri), desert, merit ; 14. Messàla, masc., a Roman name; 2. métiri, mensus, (o measure; 16. mihi, dat., me ; 14; see ego. militaris (miles), be/onging to a soldier, military ; 21. miles, itis, so/dier ; see pp. 238 and 364; T. J mille, the nom. plur. is milia or millia (in sing. usually an indecl. adj.; in plur. a neut. noun), a thousand ; 2. minimé, adv. in superlative, least, by no means; 13; cf. minus. minimus (irreg. superlative of par- vus), least, very small ; 8. minor (comp. of parvus), smaller, less ; 14. minuere, minuit, minütus (mi- nus), to lessen; 20. minus, adv. in comp.,/ess; minime, superlative, least; 2. mittere, misit, missus, to let go, send ; 7. modo, adv., only : 16. molere, moluit, grind; 5. monére, to remind, warn, advise ; 20. mons, masc. by exception, a moun- tum: morari, trans. or intrans., fo delay ; 26, distinguish mori, to die. mori (rarely moriri) mortuus, to die; 4. mors, death ; 4. mos, moris, masc., custom; in plur. customs, manners, character ; 4. movere, movit, motus, to move ; 15. mulier, -is, a woman; 29. molitus, to 415 nolle multitüdO, a great number, multi- tude; 2. multus, much; plur many; 3; plüs, comp. (neut.); plürimus, super- lative. münire (moenia, walls), to wall, to fortify ; 24. münitiO, a fortifying, fortification ; 8. muürus, a wall; 8. N. nam, conj., for; 12. Wamméius, a noble Helvetian ; 7. natura, nature, disposition ; 2. navis, a ship, a boat; 8. né, conj. that . . . not, not to; after words of fearing, that, lest ; 4. nec, 20; see neque. necessarius, necessary : as noun, a close friend or near relative ; 11. negare, (o say . . . not, to deny; 8. némo, némini dat. (n6 and homo), no man, no one; 18; the gen. and abl. sing. of this word are supplied by nüllius and nüllóo. neque or nec, adv and conj. and not; neque... neque, neither oe nor; 4. nervus, a sinew, tendon, nerve; in plur. power, strength ; 20. néve or neu (né, and ve, or), or not ; 26. : nex, necis, death, especially a violent death ; 16. nihilum, nothing; nihil, the indecl. form, is more common; 5. nisi, if not, unless ; 22. niti, nisus, or nixus, to rest upon, rely upon, strive; 13. nobilis, well-known, high-born, noble by birth; 2. nobilitas, nobility; cf. nobilis, high- born; 2. noctü, adv., by night ; 8. nolle, noluit (n8 and velle), to be unwilling; 16. nomen nomen, a name; 13. nominatim, adv., by name, 29. non, adv, not; 3. nonaginta, ninety; 29. nondum, not yel; 6. nonnüllus, not none, some; 6. 16nnumquam, nol never, sometimes , 8; cf. nónnüllus. Noréia, a town in the territory of the Noricans, who lived in a part of what is now Austria; 5. Noricus, of ihe Noricans, Noric; 5. nos, nom oraccus. plur., we orus ; 13. noster, tra trum, our; 1. novem, indecl., nine: 8. novus, new ; novae rés, new things, . revolution; 9. nox, noctis, night, 26. nübere, nüpsit, nüptus, to veil one's seif, hence, to marry (said of the woman); 18; Marco nübere, to veil one's self for Marcus, marry Marcus. nüdus, naked, unprotected ; 25. nüllus (gen. ius, dat. I), adj. (n6, not, and üllus, any), not any, no, none; 7. num, interrogative particle; in direct questions ex pects a neg. answer ; 14. numerus, à number; 3. nuntiare, to announce ; 7. nüntius (perhaps akin to novus), new), a bearer of news, messenger. news ; 26. nüper, recently; 6. O. Ob. prep with accus., on account of ; in composition,. in the way cf, against , 4. obaeratus, one bound to service for debt, a debtor; 4 Obicere or iicere (obicio), -iécit, -iectus, to throw in the way or against ; 26. 416 ops oblivisci, -litus, to forget; takes gen. ; 14. obsecrare (ob and sacrum, sa- cred), to ask on religious grounds, to beseech ; 20. obses, obsidis, a hostage ; hostages were human beings given by one person or nation to another, in order to guarantee the fultilment of an agreement; if the agreement was broken, the hostages might be kiiled ; 9. obstringere, -strinxit, -strictus, to bind ; 9. obtinere, -tinuit, -tentus, to ho/d, possess, occupy ; 1. occasus, -üs, a falling, setting: 1. occidere, -cidit, -cisus (ob and caedere, to cut), to cut down, kills. occultare, to conceal ; 27. occupare, to seize, take possession of; 3. Oceanus, the ocean; 1. Ocelum, a town in Cisalpine Gaul; 10. octo, indecl, eight; 21. octodecim, indecl, eighteen ; 23. octoginta, indecl., eighty; 2. oculus, aneye; 12. odisse, Odit, to hate, found only in the pf. system, and in the pf. is pres. in sense; 18. offendere, fendit, -fénsus, to hit against, stumble, blunder, offend ; 19. offensio (offendere), a striking against, a stumbling, offence ; 19. omnino, adv., altoyether, in all; 6. omnis, al/, every; 1. oportet, impersonal verb, it is neces- sary, it behooves ,.4. oppidum, a stronghold, town; 5. oppügnaàre, to fight against, storm, besiege; 5. (ops) opis (no nom. or dat. sing.), help, ability ; in plur. means. re- sources ; 20. “opus opus, -eris, a work, piece of work ; 8. Ordre, to entreat, beg ; 20. Gratis, a speech, oration; 3. Orgetorix, -igis, an Helvetian chief; 2. oriens, adj., rising; 1. oriri, ortus, to rise; 1. ostendere, ostendit, ostentus (obs for ob, and tendere, tv stretch), to stretch in the way of, show; 8. P. pabulatio (pabulari), a getting of food, a foraging; 15. pabulum (pàscere, to feed, pas- ture), that which feeds, food, espe- cially for animals, fodder ; 16. pacare, to pacify, to subdue ; 6. paene, a/most ; 11. págus, canton, district ; 12. par, paris, adj., equal; 28. parare, to make ready, prepare; 5. parátus (pf. pass partic. of parare), prepared, ready ; 5. párére, to appear at call (as a serv- ant), to obey. takes dative, 27. pars, part, direction; 1. parvus (minor, minimus), little, small; 18. passus, -üs, a pace: the Roman mile was a thousand paces, and the Roman (double) pace was a little less than five feet, 2. pater, -tris, father; 3. patére, patuit, fo lie open, extend; 2. pati, passus, to endure, permit; 6. pauci (sing very rare), few ; 15. pax, pacis, peace; 3. pellere,pepulit, pulsus, to drive; 7. per, prep. with accus., through ; 3. perdücere, -dixit, -ductus, to lead through, draw out, prolong, extend ; 8. perfacilis, very easy ; 2. perficere. (perficio), -fécit, -fec- tus, to accomplish, finish; 3. 417 plirimum perfringere (per and frangere, to break), -frégit, fractus, to break through ; 25. perfuga, masc. by meaning, a run- away, deserter; 28, perfugere (perfugio), -figit, to run away, desert; 27. periculum, that which peril; 5. peritus (periri, to try), experienced, skilled ; 21. permovére, -movit, -motus, Jo move thoroughly or deeply, to in- fluence strongly; 3. pernicies, -61 (nex), destruction; 20. perpaucus, very very few; 6. perrumpere, -rüpit, -ruptus, fo break through; 8. persequi, -secütus, to follow up, pursue; 13. persevérare, to continue, persist ; 13. persolvere, -solvit, -solütus, fo loose thoroughly, to pay in full; 12. persuadere, persuasit, persua- sum, /o persuade; 2. perterrére, to frighten thoroughly: 18. pertinére, -tinuit, stretch out, tend, pertain; 1. pervenire, -vénit, -ventum, to come through, arrive ; 7. pés, pedis, a foot of man or beast, and also the measure of length, 8. petere, petivit, petitus, to aim at, seek ; 19. phalanx, -gis, a close battle array, a phalanx; 24. pilum, a heavy javelin; see p. 378; 25. Piso, a Roman name ; 2, 6, 12. plébs, plébis, plebeians, common people; 3. plürimum, adv. (irreg. superlative of multum), very much, most, espe- cially ; 3. tests, a little, in plur. plürimus plürimus, (irreg. sup. of multus), very much, most; in plur, very many. plüs, plüris (neut. comp. of multus adj., and comp. of multum, adv.), more; in plur. plüres masc. and fem., plüra, neuter (gen. plüri- um); 17 poena, punishment, penalty ; 4. pollicéri pollicitus, to promise; 14. ponere, posuit, positus, to place ; 16. pons, masc. by exception, a bridge; 6. populari, to (ay waste: 11. populàátio (populari), a laying waste, ravaging; 15. populus, people; 3. portare, to carry; 5. portorium (portàre), a tar, espe- cially a tax paid on goods im- ported, a duty: 18. poscere, poposcit, to ask urgently ; demand ; 27. posse, potuit (potis, able, and esse), to be able; 2. possessiO, a possession ; 11. post, prep. with accus, and adv., after, behind: 5. postea, adv., after that, afterwards ; 21. posterus (post), coming after, fol- lowing: 15. postquam, conj. /ater than, after, as soon as, 24. postridie. adv. (posterus and diés , cf. pridié), on the day after ; postridie eius diel, on the day after this day, on the following day; 23. potens, being able, powerful: 3. potentia (poténs), power; 18. potestàs (posse), power, lawful au- thority ; 16. potiri, potitus, to obtain, abl 9! praecédere, -cessit, -cessus, to precede, surpass; 1. takes 418 pridié praecipere (praecipio), -cépit, -ceptus, to take oeforehand, to anticipate, to give rules, instruct, direct ; 22. praeesse, -fuit, to le over, to com- mand; 16; cf. praeficere, to put- in command; 10. - praeferre, -tulit, -latus, to bear bc- fore, prefer, choose ; 17. praeficere (praeficio), -fécit, fectus, fo put before, set over, put in command ; 10. praemittere, -misit, -missus, to send before; 15. praeoptare, to choose rather, prefer ; 25. praeséns (in form, a partic. from praeesse), present; 18. praesentia (prae and esse), a being present, presence ; in praesentia, at present; 15. praesertim, especially; 16. praesidium, a sitting before, a guard, garrison ; 8. praestare, -stitit, status, to stand before, excel, furnish; praestat, it is better; 2. praeter, prep. with accus., along by, beyond, except; 11. praeterire, iit, itus, fo go by, pass by; praeterita, things gone by, the past : 20. praeterquam, adv, further than, beyond, besides ; 5. praetor (prae and ire), a leader, praetor, judge, governor; 21. precés (the nom. sing. prex not in use), prayers, requests; 16. prendere (also written prehen- dere), prendit, prénsus, (9 grasp; 20. pretium, a price; 18. pridié, adv. (primus and diés ; cf. postridié), on the day before; pridie eius diéi, on the day be- fore this day, on the preceding day; 23. primum primum, adv. in the first place, Jirst ; 25. primus, first; 10. princeps, -cipis, adj. chief; 7. principátus, -üs, leadership; 3. pristinus, former ; 13. prius, adv. in comp., sooner ; 18. priusquam or prius... quam, conj., sooner than, before; 19. privátim, privately, as a private citi- zen; 17. privatus, belonging to an individual, private; 5. pro, prep. with abl, in front of, in behalf of, instead of, for, in propor- tion to ; 2. probare, to test, prove, approve; 3. Procillus; see Valerius. prodere, -didit, -ditus, to put forth, to betray; transmit, hand down; 13. proelium, battle; 1. profectio, a setting out, departure ; 3. proficisci, fectus (pro and fa- cere, to make forward, make head- way), set out, depart; 3. prohibére, to keep away, prevent, check; 1. proicere or -iicere (proicio), écit, -iectus, to throw before or forth, fling away ; 27. prope, adv., and prep. with accus., near; 22, superlative proximé. propellere, -pulit, -pulsus, to drive before ; 15. propinquus, near; as noun, a rela- tive; 16. proponere, -posuit, -positus, to put or set forth, declare ; 17. propter, prep. with accus., on ac- count of; 9. propterea, adv., for this reason; 1. prospicere (pr6spiciG), -spéxit, -spectus, to look forward, look out for; 23. provincia, province; 1. or noun, 419 quidem proxime, aáv., latest, last, next ; 24. proximus, nearest; 1. publicé, by public authority; 10. publicus, public; 12. Publius, a Roman first name, usually represented by the initial P.; 21. puer, -eri, a child, boy; 29. pügna, a fight ; 25. pügnare, to fight: 25. pulsus; see pellere. pürgare, to make clear, clear; 28. putare, to think; 7. Pyrénaeus, Pyrenean, of the P yre- nees; 1. Q. qua, where; 6 quadraginta, indecl. adj., forty, 2. quadringenti, adj, four hundred; 5; cf. quadraginta, indecl., forty. quaerere, quaesivit or iit, quae- situs, to seek; 18; cf. queri, to complain; 16. quàális, adj., of what sort ; 21. quam, adv. and conj., how, as, than; with superlative denotes the highest possible degree; 3. quantus, adj (quam, how), how great, as much as ; 17 ; aftertantus (so great), quantus may be trans- lated as. qu&re (quà and r8), on account of which thing, wherefore; 13. quartus, fourth; 12. quattuor, indecl. four; 12. quattuordecim, indecl, fourteen; 29. -que, conj., and; enclitic; 1. queri, questus, to complain; 16. qui, quae, quod, who, which, what ; 1; also interrogative adj.; 15. quidem, indeed ; in Caesar mostly in the phrase n8... quidem, enclosing the emphatic word ; thus né Caesar quidem, not even Caesar ; 16. quin quin, conj. ; when used with the ind , but, nay more, in fact ; 17 ; when used with the subjv., that, but that, that not ; 3. quindecim (quinque and de- cem), indecl., fifieen ; 15. quingenti, five hundred ; 15. quini, distributive, five to each, five at a time ; 15. quinque, five; 10. quintus, //i/?h ; 6. quis, quae, quid, indefinite pron, any one, anything ; 7. quis, quae, quid, interrogative pron., who? which? what? 21. quisquam, quaequam, quid- quam or quicquam, any one, anything ; used in neg. clauses, 19. quisque, quaeque, quidque or quodque, each one, every one; 5. quod, conj., because ; 1. quoque, conj , a/so ; 1. quotidianus or cótidiànus, daily. quotidie or cotidie, adv., daily. quum, conj., see cum. R. rapina (rapere, to seize), plunder- ing : 15. ratio, a reckoning, account, considera- tion, plan, reason ; 98. ratis, a raft : 8. Raurici, a Gallic tribe, neighbors to the Helvetians; 5, 29. recens, fresh, recent ; 14. recipere (recipiG), -cépit, -cep- tus, to take back, receive; 5; sé recipere, to betake one’s self, to retreat; 11. redimere, -€mit, -emptus, to buy back, buy up ; 18. redintegráre, to make whole again, renew: 25. redire, ii, itürus, to go back: 29. reditio, a going back, return ; 5. 420 retinere redücere, -düxit, -ductus, to «ad back, withdraw; 28. referre, -tulit, -látus, to brisug back, report ; 25. regnum, royal power, kingdom; 2. réicere or réiicere (reicio), -iécit, iectus, to throw back; 24. relatus ; 29; see referre. relinquere, -liquit, -lictus, leave; 9. reliquus, adj, the rest of, remain- ing;cl) reminiscl, fo remember; 13. removere, -movit, motus, move back, remove ; 19. renüntiàre, to bring lack word, re- port; 10. repellere, -pulit, -pulsus, to drive back ; 8. repentinus, sudden ; 13. reperire, repperit or repcrit, re- pertus, to find out ; 18. reprehendere, -hendit, -hénsus, to hold back, blame; 20. repügnare, to fight back, be opposed ; 19. res, rei, a thing (in the widest sense): its translation will vary widely with the context; 2. rescindere, -scidit, -scissus, fo cut away, break down ; 7. resciscere, -scivit or -sciit, -cci- tus, to find out; 28. resistere, -stitit, to stand back, stop, resist ; it takes the dative; 25. respondére, -spondit, -sponsus, to answer; 7. responsum, a thing said in reply, a reply , 14. r&spüblica (also written as two words, rés püblica, and always decl. as two), the commonweal, state, republic, 20. restituere, -stituit, -stitütus, to set up again, restore; 18. retinére, -tinuit, -tentus, to hold back; 18. lo to reverti reverti, -versus, dep., to return; 7; in the pf. tenses, the stem of act. form revertit was used by Caesar; 8. Rhénus, the Rhine ; 1. Rhodanus, the Rhone ; 1. ripa, the bank of a river; 6. rogare, to ask; 7. R6manus, adj. or noun, Roman, a Roman; 3. rota, a wheel ; 26. rürsus, adv. (for reversus, from revertere), turned back, back, again; 25. 8. saepe, adv., often; 1. salüs, -ütis, a sound condition, health, welfare, safety ; 2T. Santones or Santoni, a tribe on the west coast of Gaul; 10, 11. sarcinae, sacks, bundles, especially soldiers’ packs (carried by each soldier); see p. 332 and cf. im- pedimenta; 24. satis, adv. or adj, sufficiently, enough; 3. satisfacere (satisfacióO), -fécit, -factürus, to do enough, satisfy, apologize ; 14. scelus, -eris, a crime ; 14. scire, scivit, scitus, to know; 20. scütum, a shield, oblong, wooden, and covered with leather; see p. 361; 25. $8; 1; see sul. sécréto, separately, in private; 18. secundus, following, second, favor- able (a wind following or right astern would be a favorable wind); 14. sed, conj., but ; 12. sédecim (sex and decem), indecl. numeral, six and ten, sixteen; 8. séditidsus, full of discord, seditious ; 17, 421 solum Segusiávi, a Gallic tribe near tlie Rhone; 10. sementis, a sowing, planting ; 3. semper, a/ways ; 18. senatus, -üs, a body of old men, a senate; 3. senex, senis, an old man; 29. seni (sex), distributive, siz to each, six ata time; 15. sentire, sensit, sénsus, to feel, perceive, think ; 18. séparatim, separately; 19. septentriO or septentridnés, the Great Bear, in the northern part of the heavens, the north ; 1. septimus, seventh ; 10. sepultüra, a burying, burial; 26. Séquana, fem., the Seine; 1. Séquani, the Sequanians ; 1. sequi, secütus, to follow ; 4. servitüs, -ütis (servus), tude; 11. servus, a slave; 27. seu; 23; see sive. sex, indecl., six; 27. sexügintà, sixty ; 29. 81-co01.37.: 57. signum, a mark, signal, standard ; : see pp. 228 and 269; 25. silva, a forest ; 12. simul, adv., at the same time, at once; 19. sin (si and né, not), but f£; 13. sine, prep. with abl, without; 7. singuli, one to each, one at a time; 6. sinister, -tra, -trum, on the left side, left; sinistra (manus), the left hand ; 25; cf. dextra. sive, conj. (si and vel), or 7f; sive ... Sive, whether... or, either shea OF UL. socer, -eri, father-in-law; 12. socius, anally; 5. s6l, masc. by exception, the sun; 1. solum, adv., only; nón solum, . .. sed etiam, not only, , . . but also; 12. Servi- solum solum, the soil, the ground ; 11. solus (gen. -1us, dat. -1), alone; 18. soror, sister; 18. spatium, extent, either of space or time; 7. spectare, to loók, face; 1. spérare, to hope, expect; 3. Spes, -el, hope; 5. spontis gen., sponte abl, wanting in other cases; in abl, with sua, it means of one's own accord, by one's self; 9. statuere, statuit, statütus, to cause to stand, establish, decide; 11. studére, studuit, to be eager for, desire; takes the dative; 9. studium, zeal, devotion, a pursuit ; 19. sub, prep. with accus. or abl., under ; with accus., 7, with abl., 16. subdücere, -düxit, -ductus, to draw from below, draw up, with- draw ; 22. subesse, -fuit, fütürus, to be un- der, be near; 25. subicere or subiicere (subicio), -iécit, -iectus, to throw under, place beneath ; 26. subire, -iit, itus, irreg., to 7o under or near, to undergo; 5. sublatus; 5; see tollere. sublevare, to lift up from beneath, aid; 16. submovére ; see summovére. subsistere, -stitit, to make a stand, resist ; 15. subvehere, -véxit, -vectus, to carry from below, i.e. to carry up; 16. succédere, -cessit, -cessürus, to go under, march up, take the place of; 24. Sul, gen. sing. or plur., of himself, herself, itself, themselves ; 1. Sulla, masc., a Roman name; Lü- cius Cornelius Sulla, a great Roman general; 21. Sum; see esse. 42 €) suus ded .Sümere, sümpsit, sümptus, to take up, assume; 7. summa (the fem. of summus, as a noun), the highest (part), the top, the sum; 29. summus (irreg. superlative of su- perus), highest; 16. summoveére or submovere, -mó- vit, motus, to remove, dislodge ; 25. sümptus, -üs (sümere), a taking from one's means, outlay, erpense ; 18. superare, to overcome, surpass; 17. superesse, -fuit, -futtrus, to be over (i.e. left over), to survive; 23; cf. praeesse; 16. superus, superior, suprémus or summus, high, higher, highest ; 10. superior, when used of time, means former. suppetere, -petivit, -petitürus (sub and petere), to be on hand, be in store; 3. suppliciter (supplex), suppliantly, as a suppliant ; 27. supplicium (sub and plicáre, to fold, bend, as the knees in kneel- ing), a kneeling, supplication, pun- ishment ; 19. supra, adv., above, before ; 24. suscipere (suscipio), -cépit, -ceptus (subs for sub, from un- der, and capere), to take from under, take up or upon, under- take; 3. suspicio or suspitio, suspicion ; 4. sustinere, -tinuit, tentus (subs for sub, from under, and tenére), to hold up, hold out against, support, sustain; 24. Suus, possessive pronominal adj. his, her, its, their; 1. 4 T. T.; see Titus. tabula, a board; hence, from the practice of using for records boards covered with wax, a writing- tablet, or the writing on a tablet ; 29. tacére, to be silent; also sometimes transitive, to be silent about, pass over in silence; 17. tam, adv., so (used mostly before adverbs and adjectives); 14. tamen, adv., yet, nevertheless ; 7. tandem |tam, so, and termination -dem (cf. idem)], just so far, at length; 25; in a question, pray. tantus (tam), adj., so much, so : great; 15. tibi, dat. sing., fo you, you; LX XXVI. telum, a weapon used for fighting at a distance, a missile, dart; 8. temperantia (temperdre), self control, moderation ; 19. temperare, to govern one's self, re- frain; 1. temptàre or tentàre (tenére), to handle, try ; 14. tempus, -oris, time; 3. tenére, tenuit, tentus, to hold ; 7. tertius, third; 1. 4 testis, masc. or fem., a witness; 14. Tigurinus, noun or adj. Tiguri- nian, or one of the Tigurinians, a people inhabiting one of the four parts of Switzerland; 12. timere, timuit, to fear; 14. timor (timere), fear, alarm ; 23. Titus, à Roman first name, usually represented by initial T. ; 10. tolerare, to bear, endure; 28. tollere, sustulit, sublatus, irreg., to lift up, remove, destroy; 25. Tolosates, a Gallic tribe in the Roman province; 10. totus (gen. -ius, dat. -1), the whole, the whole of, entire ; 2. 9 mà ut 9 tradere, -didit, -ditus, to hand over, hand down, surrender ; 27. tradiicere or transdiicere,-duxit, -ductus, to lead across; 11; cf. transire; 5. tragula, a heavy Gallic javelin; 26. trans, prep. with accus., across ; 1. transfigere, -fixit, -fixus, to pierce through, transfix; 25. transire, -iit, -itus, to go across ; 5. trecenti, adj., three hundred ; 29. trés, three; 1. tribuere, tribuit, tribütus, assign, ascribe ; 13. triduum, the space of three days; 26; cf. biduum ; 23. triginta, indecl. adj., thirty ; 26. triplex, -icis (trés and plicare, to fold), threefold, triple ; 24. Tulingi, a Germanic tribe which joined the Helvetians; 5, 25, 28, 29. tulisse; 14; see ferre; 13. tum, adv. of time, then; 14. tuus, thy, thine, your; 13; cf. suus. to U. ubi, when, where; 5. ulcisci, ultus, to avenge, punish ; 12. üllus (gen. -Ius, dat. -3), adj., any ; 7. ulterior, adj. (positive wanting, ultimus, superlative), farther; 7. una, adv., together; 5. unde, from which place, whence ; 28. undique, adv., from all sides, on all sides; 9. ünus (gen. -Ius, dat. -1), one; 1. urbs (urbis, gen.) a city; to a Roman, often the city of Rome, just as “the city" means Boston to one living in the suburbs of that citys: 7 s. ut or uti, conj., that, in order that, so that ; if followed by the ind., as or when ; 2. uter 4 uter, -tra, -trum (gen. -fus, dat. -1), adj., which (of two)? 12. uti; 5; see ut, iti, üsus, to use; takes the abla- tive; 5. i uxor, wife; 18. IV vacare, to be empty, vacant; 28. vadum, a ford, a shallow ; 6. vagarl, to wander ; 2. valére, valuit, valitürus, to be strong or powerful, to avail ; 17. Valerius, a Roman name; C. Va- lerius Procillus, a Gallic friend of Caesar; 19. vallum (vàállus, a stake), a line of stakes, a palisade, generally with earth behind it, a wall of earth, a rampart ; cf. p. 251; 26. vastare (vastus, empty), to make empty, to lay waste ; 11. vectigal, -alis, neut., a tar; 18. vel, or; vel... vel either... or ; 6. velle, voluit, irreg , to wish ; 7. venire, venit, ventum, to come; 8. Verbigénus, one of the four dis- triets of the Helvetians; 27. verbum, a word ; 20. vereri, to feel awe of, fear; 19. vergere, to slope, be situated ; 1. vergobretus, the title of the chief magistrate among the Haeduans; 16. Verucloetius, a high-born Hel- vetian ; 7. vérus, true, right; 18. vesper, -erl, the evening; 26. vester, -tra,-trum, your, plural; 14; cf. tuus, thy or your, singular; 13. veterànus, old, veteran; 24; as noun, a tried soldier, a veteran. 4 vulnus vetus, -eris, old, former; 13. vexdre, to annoy, vex, harass ; 14. via, wa; 9. victoria, victory ; 14. vicus (cf. -wich in Norwich), a group of houses, village, street ; 5. vidére, vidit, visus, to see; in pass., often, to seem ; 6. vigilia, watchfulness, a watch of the night; the Romans divided the night from sunset to sunrise, what- ever its length, into four equal watches; 12. viginti, indecl., twenty ; 13. vincere, vicit, victus, to conquer ; 25. vinculum or vinclum, that which binds, hence, a rope, chain, fetter ; 4. virtüs, -ütis, virtue, valor; 1. vis, gen. vis, force, violence; 6; in plur. virés, strength. vita, life; 16. vitare, to shun; 20. vix, adv., with effort, with difficulty, scarcely ; 6. vObis, dat. and abl. plur. of vos. vocare, to call, summon ; 19. Vocontii, a Gallic tribe in the Roman province; 10. volébat; see velle. volo; see velle. voluntàs (volent(i)-, stem. of pres. partic. of velle, to wish, and -tàs), willingness, will, good-will, desire ; T. v Os, nom. and accus. plur., you; 14; cf. poss. adj. vester; 14. vulgus or volgus (of the -o decl, neut. by exception, and hence hav- ing nom. and accus. alike; wanting in plur.), the publie, the crowd, the mob; 20. vulnerdre or volnerare, to wound ; 26. vulnus or volnus, -eris, a wound ; 25. —9 Aor ————ÁÁ"— PST oy N a; : | i * MOM v i AXE. 7 Py ? * EAE di. iMi ae t Á ; TES wold "x NO TS l 3 d 4 -URBANA UNIVERSITY OF ILLINOIS oci et —— SS ———— SSS —— ———— EZ I———— TIES aS ——————— —————— —————— SSS SSS es SSS [iid — SSS SSE ————— —————— a ———S Loo mid ——————— ———————— Se qa ea ———— LLL ae SS SS LL ass ae ae Esse SSmi et Ss Sp npo ah pee se eas i ie gs He a emet s s zem U ee SPR A eee E tse n Anm @, o Lip Spa s i E eas ay PEs 29. ie Ln Sr m Ea My tio ists 0. dor AA Atti mr, res Mis rg Oa SEA] RC oot eg Pup fof 3» ots x, es asd e Dr uto fret RU ER irum) i uai s 5 daa Re! 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