unit objectives to learn how to express extent of time...alius, alter, altus ibi, ubi pßnß...

Unit Objectives• To learn how to express extent of time

and space in Latin

• To learn the differences between post,poste¤, and postquam

• To learn the fourth and fifthdeclensions

• To learn the genitive and ablative ofdescription

• To learn stories of famous Romanhistorical figures

• To learn about the duties andprivileges of being a Roman citizen

The

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Caesar triumph¤ns. Seated on a sortof throne, the wreathed general issurrounded by his soldiers and boundforeign captives, while a young trumpetercalls attention to the celebration. Apainting by Palma Vecchio (1480–1520),now in a Miami museum.

462 U N I T x i i i R O M A N l e g e n d s

L e s s o n L X V I I

Marius et sulla

1 Jugur´tha2 Cimbri (Sim´br¬), Teu´tons3 laughing4 from5 necessary (indeclinable)6 Mithrid¤´t±s7 at Rome

Lesson

Objectives

• To learn about GaiusMarius and his rise topower in the first cen-tury B.C.

• To learn how toexpress extent of timeand space in Latin

• To learn the differencesbetween post, poste¤,and postquam C. Marius, vir humilis generis, ob ±gregiam virt¥tem cßnsul ¤ Rßm¤n¬s

factus est. Pl¥rim¬ c¬v±s put¤v±runt eum esse maximum imper¤tßrem aet¤tissuae.

Iugurth¤1, r±ge Numidiae quae terra in §fric¤ est, victß, Marius bellumcontr¤ Cimbrßs et Teuton±s2 susc±pit. H¬, qu¬ extr±mßs f¬n±s Germ¤niaeincoluerant, Cimbr¬s s± i¥nxerant. Multßs m±ns±s hae duae gent±s nov¤sterr¤s pet¬verant et ad prßvinciam Rßm¤nam perv±nerant. Tribus ducibusRßm¤n¬s ¤ barbar¬s repuls¬s, Marius m¬lit±s tr±s annßs exercuit. Poste¤Teuton±s sub Alpibus proeliß super¤vit ac super centum m¬lia interf±cit.

Cimbr¬ autem, qu¬ nihil d± victßri¤ Rßm¤nßrum aud¬verant, per l±g¤tßspraemissßs ¤criter sibi et Teutonibus agrßs pet¬v±runt. Marius r¬d±ns3, “Ill¬tenent,” inquit, “semperque ten±bunt terram ¤4 nßb¬s acceptam.” Proximßannß is cum m¬litibus bene exercit¬s contr¤ eßs pugn¤vit. Nec minor eratpugna cum uxßribus eßrum quam cum vir¬s. Illae quae supererant s±l¬berßsque sußs interf±c±runt.

Multßs annßs Rßm¤n¬ hßs barbarßs ¬nstant±s timuerant, sed Alp±s posthanc victßriam Rßmam ¤ per¬culß prohib±b¤nt.

Postquam Rßm¤n¬ intell±x±runt necesse5 esse bellum cum Mithrid¤te6

gerere, hoc negßtium Sullae comm¬s±runt. Sed postquam Sulla ex urbediscessit, Marius, qu¬ ipse cup¬vit hoc negßtium super omnia suscipere,summam potest¤tem obtinuit. Poste¤ Sulla cum m¬litibus qußs circum s±habuit Marium in fugam dedit. M¬litibus praemiss¬s, paucßs m±ns±s Rßmae7

Sulla m¤nsit. Postquam autem ad bellum discessit, Marius Rßmamoccup¤vit.

Quattuor annßs Sulla cum Mithrid¤te bellum gessit. Post mortem Mar¬ inItaliam revertit. Omn±s host±s prae s± ag±ns, circum multa oppida m¬lit±ssußs d¥xit. Dict¤tor factus, multa m¬lia c¬vium interfic¬ iussit. Am¬cus eummonuit: “Nßnne intellegis hoc nßn tibi ¥tile esse? S¬ omn±s interfici±s, etn±mß supererit, qußrum c¬vium dict¤tor eris?”

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L E S S O N l x v i i M a r i u s e t s u l l a 463

A portrait bust, now in a Romanmuseum, of Gaius Marius (157–86 B.C.), a plain-spoken man ofthe people. His military victoriespropelled him into great politicalinfluence and an unprecedentedseven consulships. His power,however, and his program ofreform in the tradition of theGracchi (see pages 452–453)were consistently challenged bythe aristocratic senatorial partywhose champion was Sulla.Political conflict led to a briefperiod of open civil war (87–86B.C.). After Marius’ death, Sullabecame the sole master ofRome, almost a king, and it wasnot until twenty-five years laterthat the popular party underJulius Caesar regained itsinfluence.A

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Questions1. What was the cause of the war with the Cimbri and Teutons?2. Which did Marius defeat first? Where?3. What natural barrier helped defend Rome from these nations?4. How does the writer of this narrative imply that the Cimbri’s decision to

ask for lands from Rome was a mistake?5. What was the point of Marius’ cruel joke about the Teutons?6. What did the Cimbrian women do after they lost the war against the

Romans?7. Who was put in charge of waging war against Mithridates?8. What was the cause of the quarrel between Marius and Sulla?9. What was the point that Sulla’s friend tried to make to him?

10. Give some examples of men in modern times who, like Marius, rose tohigh positions from humble beginnings.

Noun

negß´tium, negß´t¬ n. business [ßtium]

Verbs

exerćeß, -±´re, exerću¬, exerćitus (exercise)keep busy, train

intel´legß, -ere, -l±´x¬, -l±c´tus [legß]understand

praemit´tß, -ere, -m¬´s¬, -mis´sus [mittß]send ahead

super´sum, -es´se, super´fu¬, [sum]superfut¥´rus be left (over), survive

Prepositions

cirćum with acc. around (circumscribe)prae with abl. in front of, before (president, prepare)su´per with acc. over, above [superß]

Conjunctions

au´tem (never first word), however

post´quam after [post + quam]

Accusative of Extent

Dußs annßs rem¤nsit. He remained (for) two years.

Fl¥men decem ped±s The river is ten feet deep.

altum est.

Observe that:

Dußs annßs answers the question (for) how long?

Decem ped±s answers the question how much?

Both express extent with the accusative. The first example is calledthe accusative of the extent of time, the second, the accusative of the

extent of space. Neither uses a preposition in Latin. Do not confuseeither with the direct object.


Oral Practice

Give the Latin for the following. Be careful to use the correct case andpreposition for each, if required: before that time, at that time, for a long

time, for one year, around this region, for one thousand hours, one

hundred feet deep, for three months, over the city.

Post, Poste¤, and Postquam

The conjunction postquam, meaning after, must be distinguished carefully from the adverb poste¤, meaning afterwards, and the prepositionpost, meaning after (or behind). Examine the following.

Post hunc m±nsem pl¥r±s After this month I shall read

librßs legam. more books.

Poste¤ multßs librßs l±g¬. Afterwards I read many books.

Postquam opus perf±c¬, After I finished the work, I read

multßs librßs l±g¬. many books.

Observe that the addition of quam to post makes postquam a conjunction, which is followed by a verb, usually in the perfectindicative; poste¤ means literally after that, i.e., afterwards. The real confusion is not in Latin, but in the English use of after as both aconjunction and a preposition.


Postquam v¬dit quod posts± erat, qu¬nque m¬lia

pedum cucurrit.

Words Often Confused

The words in the following groups closely resemble one another in formor sound and must be carefully distinguished.


acc±dß, accidß c¬vis, c¬vit¤s ob, abaet¤s, aest¤s g±ns, genus pars, p¤r, parßalius, alter, altus ibi, ubi pßnß (posu¬), possumcadß, c±dß liber, l¬ber, l¬ber¬ v¬s, vir

Tell the difference in meaning between each, consulting theLatin–English dictionary at the back of this book if necessary.

ExercisesA. Translate the following sentences into English.

1. Ill¬ homin±s multßs m±ns±s s± exercu±runt.2. Putß hunc montem esse m¬lle ped±s altum.3. Ego cr±dß nßs in illß locß dußs annßs rem¤nsisse.4. Intell±ximus autem hoc negßtium ab ali¬s hominibus susceptum

esse, nßn nostr¬s.5. Super tria m¬lia Germ¤nßrum, p¤ce fact¤, Rßm¤n¬s s±s± i¥nx±runt.6. Postquam host±s ¤ m¬litibus praemiss¬s vict¬ sunt, pauc¬

superfu±runt.7. Postquam m¬lit±s servßs cßnspex±runt, eßs circum vi¤s prae s±

±g±runt.

B. Translate the following sentences into Latin.1. In summer we hasten to the fields.2. The greater part of the winter we remain in town.3. After the boy fell into the river, his sister ran shouting to

her mother.4. My brother will arrive next year and remain with me (m±cum) the

whole summer.5. We understand that you have been training yourselves for

many months.


Prefixes

• Ne- is sometimes used as a negative prefix in Latin: n±mß (ne-homß), negßtium (ne-ßtium), neuter (ne-uter), n¥llus(ne-¥llus). We do the same thing in English with no: nothing,

none (no-one), neither (no-either).

• Circum, contr¤, prae, and super have their usual meaning whenused as prefixes in Latin and English. In English prae becomespre-, as pre-pare, pre-fix; contr¤ sometimes retains its form,sometimes becomes counter-, as contra-dict, counter-act. Supersometimes becomes sur- in English, which must be distinguishedfrom assimilated sub-: surplus, surmount (super), butsurreptitious (sub).

• Find ten English words with these prefixes, compounded withLatin words which you have studied. Explain intelligence,

supervisor, surplus, precedent; as well as treason and tradition,

which are doublets derived from tr¤dß.

treason

Did You Know?

Roman women usually took the feminine form of their father’s nßmen;

thus M¤rcus Tullius Cicero had a daughter Tullia. A first-born son

was usually given his father’s first name (praenßmen). Then came the

name of the clan (nßmen), and finally the family name (cognßmen).

Only eighteen praenßmina were in common use and they were

regularly abbreviated, e.g. C. (spelled out G¤ius), L. (L¥cius),

M. (M¤rcus), P. (P¥blius), Q. (Qu¬ntus), Sex. (Sextus), T. (Titus),

Ti. (Tiberius), to name eight of the most frequent.


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

Gracch¬

Lesson

Objectives

• To learn about theGracchi brothers andthe social issues oftheir time

• To learn the fourthdeclension

Ti. et C. Gracch¬ erant Sc¬pißnis §fric¤n¬ nepßt±s1. D¬ligenti¤ Corn±liaem¤tris puer¬ doct¬ sunt. Corn±lia cr±didit eßs cert± summam potest¤temobtent¥rßs esse. Quondam hospita, domß Corn±liae pet¬t¤, ßrn¤menta suapulcherrima man¥ prae s± ten±ns d±mßnstr¤bat. Tum Corn±lia l¬berßs sußs,qu¬ c¤s¥ aderant, man¥ tetigit atque eßs hospitae d±mßnstr¤ns d¬xit: “Haecsunt mea ßrn¤menta!”

Tiberius iam vir pl±b¬ am¬cus erat. Trib¥nus pl±bis2 factus populß agrßsdare cupi±bat. H¬ agr¬ p¥blic¬ erant sed multßs annßs ¤ nobilibus occup¤t¬erant, qu¬ d¬x±runt s± eßs nßn reddit¥rßs esse. Tamen Tiberius populß eßsreddidit. Tum sen¤tus convoc¤tus d± Tiberiß cßnsuluit. Mult¬ eumd±spicient±s interficere cup¬v±runt. Tiberiß acc±dente, Sc¬p¬o N¤s¬ca3, sen¤tor,cl¤m¤vit: “Ven¬te m±cum s¬ re¬ p¥blicae4 sal¥tem cupitis.” Tum ille et ali¬ qu¬circum eum stant±s incit¤t¬ sunt, impet¥ factß, Tiberium interf±c±runt.

Post±a in somnß G¤ius d¬citur v¬disse fr¤trem suum d¬centem: “C¥rdubit¤s, G¤¬? T¥, qu¬ superes5, hoc negßtium perficere et v¬tam tuam populßdare d±b±s.” Itaque G¤ius opus Tiber¬ s± perfect¥rum esse statuit neque eiuscßnsilia d±sert¥rum. Trib¥nus factus pl±b¬ fr¥mentum dabat et c¬vit¤tem

1 grandsons. Lesson LXIX will tellyou more about the great Roman general Scipio Africanus(Sip´io Afrik¤´nus).

2 The trib¥nus pl±bis was an officialelected by the common people toprotect their rights, property, andlives. He could veto measures votedby the Senate and other magistrates.The election of Tiberius as tribunein 133 B.C. and his attempts atreform began a period of politicaland military strife which endedonly when Augustus gainedsupreme power in 27 B.C.See p. 482.

3 Nasica (Nas¬´ka)4 of the republic5 from supersum

As the paedagßgus (left) waitsto take them to school, the twoGracchi brothers are presentedto their mother Cornelia’sbejeweled and elaboratelydressed guest. M

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omnibus qu¬ Italiam incol±bant. M¬lit±s autem exerc±re nßn potuit etintell±xit s± sine exercit¥ nihil efficere posse. § mult¬s d±spectus et d±sertuset sine praesidiß fugere co¤ctus, interfectus est.

Itaque sen¤tus mortem Gracchßrum eff±cit. Sed cßnsilia hßrumm¤ns±runt, et Rßm¤n¬ multßs annßs eßs et eßrum c¤s¥s memori¤ tenu±runt.

Questions1. Who was the grandfather of the Gracchi?2. Who was the teacher of the Gracchi?3. What sort of jewels did Cornelia have, and why did she show them off?4. What was the political policy of Tiberius Gracchus?5. Who incited the senators to kill Tiberius? What justification did he allege?6. Why, according to the passage, did Gaius pursue political and economic

reforms?7. What high political office did both brothers reach?8. What two things did Gaius give the common people?9. What prevented Gaius from completely enacting his reforms?

10. Why were the Gracchi important even after their death?

Nouns

c¤´sus, -¥s m. downfall, accident, chance, [cadß]misfortune

do´mus, -¥s6 f. house, home (domestic)exerćitus, -¥s m. (trained) army [exerceß]im´petus, -¥s m. attack [petß]mańus, -¥s f. hand (manual, manufacture)sen¤´tus, -¥s m. senate (senatorial)

Verbs

d±mßns´trß, -¤´re, -¤´v¬, -¤´tus show [mßnstrß]d±´serß, -ere, d±se´ru¬, d±ser´tus desert (desertion)d±spićiß, -ere, d±spe´x¬, d±spec´tus [spectß]

look down on, despise

red´dß, -ere, red´did¬, red´ditus [dß]give back, restore

L E S S O N l x v i i i G r a c c h ¬ 469

6 Usually has ablative singular domß and accusative plural domßs, forms drawn from thesecond declension.

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Fourth Declension

As we have seen, the first declension is the a-declension, the second isthe o-declension, and the third is the consonant -stem and i-stemdeclension. These three declensions, especially the third, include most ofthe nouns. A few nouns belong to the fourth declension, which is the u-declension. Most of these nouns are derived from verbs.


ENDINGS EXAMPLE

SINGULAR PLURAL SINGULAR PLURAL

Nominative -us -¥s c¤´sus c¤´s¥sGenitive -¥s -uum c¤´s¥s c¤´suumDative -u¬ -ibus c¤´su¬ c¤´sibusAccusative -um -¥s c¤´sum c¤´s¥sAblative -¥ -ibus c¤´s¥ c¤´sibus

Most nouns of the fourth declension in -us are masculine; the onlyfeminines in this book are manus and domus.

Oral Practice

1. Decline exercitus noster, hic impetus fortis.2. Name the case or cases of each of the following words: sen¤t¥,

impetum, manibus, ßr¤tißne, domu¬, exercituum, condicißnibus.


1. Quid man¥ tu¤ ten±s?2. Pauc¬ c¥r¤s c¤s¥sque v¬tae leviter d±spicere possunt.3. Alter exercitus circum montem praemissus est, alter exercitus c¤s¥

oppressus est.4. Postquam c¤sus duc¬ n¥nti¤tus est, ille mortem man¥ su¤ pet¬vit.5. Maißr±s gent±s i¥ra minßrum populßrum d±spicere nßn d±bent.6. Dom¥s d±sertae post impetum c¬vibus ¤ sen¤t¥ redditae sunt.

B. Translate the following sentences into Latin.1. I determined to move into another house.2. I found a suitable house and approached it.3. The house was/had been deserted; no one was living in it.4. I touched his/her/its head with my hand and cried out.5. Next month I shall show you the author’s great works and shall

buy the best.

L E S S O N l x v i i i G r a c c h ¬ 471

Four of the five declensions by size


Derivatives

In an earlier lesson (see page 139), we saw that many Englishwords are simply the stem of a Latin noun, adjective, or verb, orthe stem plus silent -e. A great many such words are derived fromthe Latin words in this book, for example, facile, prime, just, cede,

part. In the case of verbs, the stem of the present indicative,present participle, or perfect participle, or of all three, may furnishan English word: convene, convenient, convent; remove, remote;

agent, act.

As previously noted, there are sometimes changes in the base,such as the dropping of one of two final consonants, as in remit,

expel, and also by the addition of a vowel to the main vowel of the word, as in the following: p·e·ace, mo·u·nt, re·i·gn, rema·i·n.

Cont·a·in, ret·a·in, etc., are from compounds of teneß.Find ten more words illustrating these principles. Explain

domestic, manual labor, manicure, despicable, impetuous.

Manicure

L E S S O N l x i x S c ¬ p i ß 473

L e s s o n L X I X

Sc¬piß

Lesson

Objectives

• To learn about the exploits of the Romangeneral Scipio

• To learn the fifthdeclension

• To develop “wordsense”

1 In the Second Punic War (218–201 B.C.), greatest of the threewars against Carthage

2 of Cannae (Can´±), 216 B.C.This Carthaginian tactic ofencirclement, with the right andleft flanks closing in around theenemy like pincers, was imitatedwith great success by both sidesin World War II.

3 at Zama (203 B.C.) in modernTunisia

4 Thus, with the addition of thishonorary cognßmen (seepage 467), his full name becameP. Corn±lius Sc¬piß §fric¤nus.

P. Corn±lius Sc¬piß nßmen glßriamque meruit quod suum patrem,impet¥ hostium graviter vulner¤tum, serv¤vit.1 Tum, post pugnamCann±nsem2, in qu¤ Rßm¤n¬ intercl¥s¬ et gravissim± vict¬ erant, omnibusprobantibus, Sc¬p¬on¬, puerß v¬gint¬ annßrum, summum imperium datumest. Ille spem sal¥tis Rßm¤n¬s reddidit. Postquam sex annßs in Itali¤ exercitu¬praefuit, Rßm¤n¬ eum exercitu¬ Hisp¤nß praef±c±runt. Ille urbemCarth¤ginem Novam di± quß v±nit expugn¤vit; ita celer erat. Qu¬ntß annßexercit¥s hostium ex Hisp¤ni¤ expulit. D±mßnstr¤verat c¬vibus su¬spotest¤tem Carth¤gini±nsium frang¬ posse. Neque aurum rapuerat nequemiser¬s nocuerat.

Hisp¤ni¤ vict¤, hic pr¬nceps in §fricam prßc±dere m¤t¥r¤vit et ibiCarth¤gini±ns±s victßri¬s terruit. Tum sen¤tus Carth¤gini±nsium Hannibalemad patriam revoc¤vit. Sed Sc¬piß eum Zamae3 v¬cit, et ille, cl¤rissimus etmaximus omnium ducum qu¬ contr¤ Rßm¤nßs pugn¤v±runt, ex patri¤ su¤f¥git. Sc¬piß ob hanc victßriam §fric¤nus4 appell¤tus est. Nßn iam Hannibal,cuius nßmen l¬berßs Rßm¤nßrum terruerat, ¬nst¤bat.

Scipio Africanus the Elder(216–184/3 B.C.) returns toRome in triumph after his victoryover Hannibal (202 B.C.) in theSecond Punic War. One canimagine that the woman withthe garland is his wife Aemilia,and, skipping along beside her,their daughter Cornelia, motherof the Gracchi.B

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Multae r±s d± Sc¬pißne §fric¤nß tr¤duntur. Quondam, dum exercitu¬praeest, ille ad oppidum m¥n¬tum in quß erant mult¬ m¬lit±s intercl¥s¬exercitum add¥xit. Sc¬piß cr±didit oppidum cap¬ posse, sed pauc¬ eandemspem habu±runt. C¤s¥ ¥nus ± m¬litibus hominem lig¤tum, qu¬ alter¬ m¬lit¬nocuerat, ad Sc¬p¬onem tr¤xit et rog¤vit: “Quß di± locßque iub±s hunchominem ad t± ad5 supplicium ven¬re?” Tum Sc¬piß manum ad oppidumipsum tetendit et iussit eum hominem in illß oppidß tertiß di± esse. Ita r±sfacta est; tertiß di±, impet¥ ¤criter factß, oppidum expugn¤tum est eßdemquedi± ibi ille suppliciß hominem aff±cit.

Saepe ante pr¬mam l¥cem hic pr¬nceps popul¬ Rßm¤n¬ domum relinqu±batet in Capitßlium veni±bat et ibi sßlus mult¤s hßr¤s sed±bat. Ali¬ put¤v±runtSc¬pißnem, de¬s d±spect¬s, hanc rem ad5 speciem facere; ali¬ autemcr±did±runt eum d± sal¥te c¬vit¤tis deßs cßnsulere.

Questions1. How old was Scipio when he went to Spain?2. What did he accomplish there?3. Why was Scipio called Africanus?

4. What did he force Hannibal to do?5. What was Scipio’s answer to the soldier who wanted to know when a

prisoner would be punished? What was the point?6. What explanations were given for Scipio’s visits to the Capitol?

Nouns

di´±s, di±´¬ m. day (diary, diurnal)l¥x, l¥ćis f. light (lucid, translucent)pr¬nćeps, pr¬nćipis m. leader, chief [pr¬mus + capiß]r±s, re´¬ f. thing, matter, affair, situation (real)speći±s, speci±´¬ f. appearance [spectß]sp±s, spe´¬ f. hope [sp±rß]

Verbs

intercl¥´dß, -ere, -cl¥´s¬, -cl¥´sus cut off [claudß]noćeß, noc±´re, noću¬, nocit¥´rus (innocent)

do harm (to) (with dat.)praefićiß, -ere, -f±ć¬, -fec´tus [faciß]

put in charge of (with acc. and dat.)prae´sum, -es´se, prae´fu¬, praefut¥´rus [sum]

be in charge of (with dat.)


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5 for

Fifth Declension

The last of the noun declensions includes comparatively few words. R±sand di±s, however, occur constantly and should be memorized. Most othernouns of the fifth declension have no plural; all are feminine except di±s,which is usually masculine.


Observe that -e- appears in every ending; this is the e-declension. Indi±s the -±- is long in the genitive and dative singular, though it precedes avowel, while in re¬ (genitive and dative singular) the -e- is short.6 That isthe only difference in the declension of these two words.

Oral Practice

1. Decline r±s fortis and ¥na sp±s.2. Give each of the following in the form indicated: di±s ultimus (abl. pl.);

pr¬nceps noster (acc. sing.); speci±s nova (dat. sing.); impetus maior(acc. pl.); manus pulchra (gen. pl.); melior l¥x (abl. sing.).

3. Give the correct form in Latin for the following: for one day, on that day,

deceived hope (acc.), thing’s, for the chief, in light, light cut off (acc.), toall appearances, more affairs (nom.) of the senate, a leader (nom.) put in

charge of things.

ENDINGS

SINGULAR PLURAL

Nominative -±s -±sGenitive -±¬ or e¬ -±rumDative -±¬ or e¬ -±busAccusative -em -±sAblative -± -±bus

EXAMPLES

SINGULAR PLURAL SINGULAR PLURAL

Nominative di´±s di´±s r±s r±sGenitive di±´¬ di±´rum re´¬ r±´rumDative di±´¬ di±´bus re´¬ r±´busAccusative di´em di´±s rem r±sAblative di´± di±´bus r± r±´bus

6 In fifth declension nouns, the genitive and dative singular end in -e¬ instead of -±¬ whena consonant precedes the ending; e.g., re¬, but speci±¬.

Developing “Word Sense”

Here are just a few of the English meanings that the single Latinword r±s can have in different contexts: thing, matter, object, being,

circumstance, affair, case, situation, condition, fortune, occurrence, deed,

act, event, history, fact, reality, truth, substance, property, possessions,

benefit, interest, profit, advantage, cause, reason, account, lawsuit, etc.And when r±s is joined with adjectives, the list grows almost endlessly:r±s secundae aut malae, prosperity or misery; r±s r¥stica, agriculture;

r±s d¬v¬na, sacrifice; r±s p¥blica, state; r±s m¬lit¤ris, warfare; etc.Memorize all these meanings? Never! Get the basic ones, inspect the

context, and use common sense. Test case: what did the poet Ovid meanwhen he proudly described Rome as caput r±rum urbs Rßm¤na?


1. Am¬cus certus in r± incert¤ cernitur.2. Speci±s barbarßrum ¤crium m± puerum terr±bat.3. Virum qu¬ huic oper¬ praefuit ill¬ urb¬ praeficiam.4. Memoria di±¬ bene ¤ct¬ est per s± magnum praemium.5. D±mßnstr¤v¬ illum pr¬ncipem nocuisse sen¤tu¬ populßque Rßm¤nß.6. L±g¤tus Rßm¤nus d¬xit exercitum suum domibus nßn nocit¥rum

esse.7. Quid significant (mean) hae litterae, in sign¬s Rßm¤n¬s v¬sae,

“S P Q R”? Rog¤ magistrum tuum (magistram tuam) s¬ nßn nßvist¬.

B. Translate the following sentences into Latin.1. Most (men) are deceived by the appearance of things.2. Show (sing.) him your new books; he will not do harm to them.3. By accident I heard our leader say that there was hope of peace.4. We put a senator (sen¤tor) in charge of our republic; he resolved

(statuß) to send people to the moon (l¥na). Now, that task (work)having been finished, we strive (contendß) to establish (statuß) alarger station (statiß, -ßnis f.) in space (imm±nsum, -¬ n.).



• English words which preserve the forms of the Latin fourthdeclension are: census, consensus, impetus, prospectus, status,

apparatus (plural apparatuses or apparatus; the latter preservesthe Latin plural). Note that consensus (from sentiß) is spelledwith an -s- but census (from c±nseß) with a -c-. An ablativeform of this declension is seen in impromptu.

The fifth declension is represented by rabies, series, andspecies. The last two are used in the plural with no change ofform (as in Latin).

The accusative singular is represented by requiem, theablative singular by specie, and the ablative plural by rebus.

A.M., ante mer¬diem, before midday; P.M., post mer¬diem,after midday.

• Study the following English phrases borrowed from Latin.

bona fide in good faith

casus belli an occasion for war

prima facie on the first face (of it); as in prima facie evidencein statu quo in the situation in which (it was before)

status quo the situation in which (it was before)

sine die without a day (being set); used of adjournment foran indefinite period by a parliamentary body

Explain per diem, post mortem, sui generis.


L e s s o n L X X

Catß et Sc¬piß

Lesson

Objectives

• To learn about theconflict between Catoand Scipio

• To learn the genitiveand ablative ofdescription

M. Catß, vir humil¬ genere, ad summßs honßr±s per s± ascenderat.Hic Sc¬pißn¬, virß nßbilissim¤ famili¤, inim¬cus erat et eum d±spexit. Itaquefamili¤rem suum Pet¬lium iussit in sen¤t¥ explßr¤re ratißn±s pec¥niaepraedaeque captae in bellß cum Antiochß1 ¤ Sc¬pißne gestß. Hßc modß Catß,c¬vis magnae auctßrit¤tis, sen¤tum in du¤s part±s d¬v¬sit, alteram quaeSc¬pißn¬ noc±re cupi±bat, alteram quae eum pr¬ncipem maximae virt¥tisesse cr±d±bat. Tum Sc¬piß, cuius ¬ra ex speci± grav¬ frontis cl¤r± cern¬poterat, librum prae s± tenuit et d¬xit:

“In hßc librß ratißn±s scr¬ptae sunt omnis pec¥niae omniumque r±rumqu¤s acc±p¬. Hic est di±s quß mihi in animß erat2 ratißn±s apud vßs legereatque explic¤re. Nunc autem, quod Pet¬lius e¤s explßr¤re et mihi imper¤recupit, apud vßs e¤s nßn explic¤bß.”

Hßc dictß, librum su¬s propri¬s manibus d¬scidit3.

1 Ant¬´ochus, a Syrian king2 mihi... erat, I intended3 tore in pieces

Cato the Elder (right), in hiseighties, discusses the good andbad points of old age to anattentive audience. The twoyoung men are C. Laelius theYounger and Scipio theYounger. Cato’s feud withScipio’s adoptive grandfather,Scipio Africanus, has apparentlybeen forgotten. In thisillustration from a fifteenth-century French translation ofCicero’s D± Senect¥te, the artisthas added a dog, a servant (left),and another old man to the castof characters. G

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Questions1. In what respect were Cato and Scipio unlike?2. Who was Cato, and what was his attitude toward Scipio?3. Who made an investigation, and what was it about?4. How did the investigation divide the senate into two sides, and what

opinions did each side have?5. How was Scipio’s anger revealed at first?6. What importance did the book referred to have?7. What reason did Scipio express for tearing the book in pieces?8. Give an example of conduct by a public official from recent history that

divided senate or parliament in this way.

Nouns

*frßns, fron´tis, fron´tium f. (frontal)forehead, front

ra´tiß, ratiß´nis f. account, reason (rational, reason)

Verbs

ascen´dß, -ere, ascen´d¬, asc±n´sus [scandß, climb]climb (up), ascend

d¬´vidß, -ere, d¬v¬´s¬, d¬v¬´sus divide (division)explß´rß, -¤´re, -¤´v¬, -¤´tus [plßrß, call out]

investigate, explore

im´perß, -¤´re, -¤´v¬, -¤´tus [imperium]command (with dat. of person)

Preposition

a´pud (with acc.) among, in the presence of

Genitive and Ablative of Description

vir¬ magnae virt¥tis men of great courage

spatium decem pedum a space of ten feet

homin±s inim¬cß animß people with (or of ) an

unfriendly spirit

L E S S O N l x x C a t ß e t S c ¬ p i ß 479

Observe that in English we may say people of or with an unfriendly

spirit. Both are descriptive. Note also that description is similarilyexpressed in Latin, either by the genitive or the ablative, but only whenmodified by an adjective.

While the genitive and the ablative of description are translated alike,Latin uses the genitive chiefly for permanent qualities, such as measureand number, and the ablative for temporary qualities, such as personalappearance or behavior.

Oral Practice

1. Translate the following into English: pr¬nceps magn¤ potest¤te; man¥sparv¤ v¬; C. Marius, vir humilis generis; r±g¬na summae virt¥tis.

2. Translate the following into Latin in two ways: men of lower birth; no

one with that appearance; people of the same age; Mercury, a god of

great speed.


1. L±g¤tus Gallßrum fuit vir cl¤rissimß genere.2. “D¬vide et imper¤” erat cßnsilium Rßm¤nßrum.3. Ille erat puer magn¤ gr¤ti¤ apud famili¤r±s sußs.4. H¤c aest¤te ascendam montem decem m¬lium pedum.5. Eum montem sßl¬ homin±s maximae virt¥tis explßr¤v±runt.6. Frontem huius montis ascendere nßn poterß, quod ea est praeceps et

difficillima.

B. Translate the following sentences into Latin.1. The general was a man of great influence.2. Do you desire to climb a mountain which has never been explored?3. We know that Italy is divided from Gaul by very high mountains.4. After a journey of two days, we arrived at (ad) a very beautiful city.


L E S S O N l x x C a t ß e t S c ¬ p i ß 481

Suffixes

The suffixes -ilis and -bilis are added to verb stems to formadjectives. They indicate what can be done: facilis is “doable,”easy. The suffix -ilis usually becomes -ile in English: facile,

fertile. The more common suffix -bilis becomes, -ble, -able,

-ible in English: amiable, comparable, credible, divisible, noble,

visible.

Several adjectival suffixes meaning pertaining to are added tonouns and adjectives: -¤ris (English -ar), -¤rius (-ary), -¤nus(-an, -ane), -icus (-ic). Examples of their use in Latin and Englishare famili¤ris, mon±t¤rius, Rßm¤nus, p¥blicus; singular,

ordinary, human, humane, generic.

The suffix -t¥dß (English -tude) is added to adjective stems toform nouns and means state of being; magnit¥dß, magnitude.

Find fifteen other examples of these suffixes in English wordsderived from Latin words already studied.


According to tradition, Rome was foundedin 753 B.C. April 21 is still celebrated asthe birthday of Rome. The first rulers werekings, but the last king was driven out in509 B.C. because he was a tyrant. The new

government was headed by two consuls of equal power, one to be a checkon the other. Their term of office was limited to a year. The Roman

historian Livy saw this restriction as the origin of Roman liberty. Yetthis government was not democratic, for it was in the control of a smallgroup of noble families called patricians (from patr±s). For twohundred years the common people, (plebeians, pl±bs) struggled forequality and justice and gradually won most of the rights of their morefortunate fellow citizens. At first they could not hold office and did noteven have fair trials in court.

The plebeians’ struggle for democracy and liberty is of great interestto us. First they secured the right to elect special officials, called

tribunes, who could veto the acts of the patrician officials. Then in thefifth century B.C. they obtained a set of written laws, called the TwelveTables, which served as a kind of constitution or bill of rights. In 326 B.C.imprisonment and slavery for debt were abolished. Livy called this step asecond beginning of liberty for the plebeians. In 287 B.C. the plebeians

succeeded in establishing the principle that a vote of the plebs shouldhave the authority of law. Such a vote was called a pl±bisc¬tum, fromwhich we get our word plebiscite. In these ways a fairly democraticform of government was assured for some time.

While these struggles were going on inside the country, externalwars were being fought and the foundations of Roman dominion were

being formed. The heroic deeds of Horatius, Cincinnatus, Fabricius,Regulus, Scipio, and many others accounted for Roman success and

developed the Roman virtues of courage, honesty, organizing ability,patriotism, devotion to family, strict justice, plain living, and the deter-mination to persevere and never to give up. From all this grew the greatsystem of Roman law and the ideal of stable government, one of the greatestthings that modern society inherited from Rome.

The Romans organized law and government on a large scale. Theirsuccess in this may be compared to the growth of a modern government’spower to regulate commerce, industry, transportation, communication,education, and issues of safety and social welfare. Europe and LatinAmerica still use ideas from Roman law. English common law, the basisof the United States legal system, owes much to the law of the Romans.

ROMAN CITIZENSHIPAND ITS LEGACY

The House of Representatives in Washington contains marbleplaques of men who madeimportant contributions toAmerican law. Among theRomans are (top) Papinian (third century A.D.) and theEmperor Justinian (bottom).

Lib

rary

of

Con

gres

s

1 Charles F. Mullet, Classical Journal35 (1939), 104.

No wonder the possession of Roman citizenship was highly prizedand that people said with pride “C¬vis Rßm¤nus sum.” This citizenship,bestowed in a solemn ceremony, brought the protection of Roman laweverywhere in the world. It also brought the responsibility of protectingthe Roman state against its enemies. Similarly, citizenship today in anycountry brings both advantages and duties.

The Roman concepts of liberty, representative government, the rule oflaw, patriotism, and the responsibilities of citizenship have been at work inWestern civilization for two thousand years, and nowhere more than in theUnited States. As has been rightly said:

“It is clear that the spirit of ’76 had a most diversified origin. . . . Inlisting the ‘founding fathers,’ it is not enough to include merely Americanpatriots of the caliber of Jefferson, Franklin, and the Adamses . . .Demosthenes and Aristotle, Brutus, Cicero, and Tacitus belong there, asdo many others of similar stamp and influence . . . In fact, they were oftenscarcely less significant as intellectual guides than such influential Englishstandbys as Edward Coke and John Locke. Not less than the Washingtonsand the Lees, these ancient heroes helped to found the independentAmerican commonwealth.”1

1. The Romans had two consuls as a check on each other. What system ofchecks and balances do we have in our government?

2. The restriction of the consulship to one year was regarded as the originof Roman liberty. Do we have any similar restriction for our highestofficials?

3. Are persons sometimes imprisoned for debt today? Have there beenchanges in our laws on the subject in the last one hundred years?

4. What are some of the privileges and duties of citizenship today?

g l i m p s e s o f r o m a n l i f e r o m a n c i t i z e n s h i p a n d i t s l e g a c y 483

The reverse side of the Great Sealof the United States. (You can seeboth sides on a one dollar bill.)The Eye of Providence blazes inglory above a thirteen-steppyramid left unfinished. Why?MDCCLXXVI appears at its base.Why? The two mottoes are basedon Vergil: “(He) has smiled on ourundertakings” and “a new orderof generations.”

C. S

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Lessons LXVII-LXX

Nouns

Verbs

Conjunctions

Prepositions

SynonymsWe rarely find a word in any language that hasexactly the same meaning as another word. Wordswhich have almost the same meaning are calledsynonyms. Homß and vir both mean man, buthomß sometimes means any human being; vir,a (male) man, husband, hero, etc.

The following synonyms have occurred inprevious lessons.

ante = before (of time and place), adverb orpreposition (with accusative)prae = before (of position only), preposition (withablative)

terra = land (as opposed to water), also someparticular land or country

f¬n±s = borders, therefore a land or country withreference to its boundariespatria = fatherland, the land of one’s birth

dux [d¥cß] = a leader in any field, but often in amilitary sensepr¬nceps [pr¬mus + capiß] = the first or chief manin a group—usually nonmilitary

videß = see, the most common wordcernß = see clearly, discern

cßnspiciß = catch sight of, spot

spectß = look at

labor = hard work, toil, suffering

opus = usually a piece of work, task

negßtium = lack of leisure [ßtium], business

potest¤s = power in generalauctßrit¤s = influence

r±gnum = royal power

imperium = military power, command

apudcircum

praesuper

autem postquam

ascendßd±mßnstrßd±serßd±spicißd¬vidß

exerceßexplßrßimperßintellegßintercl¥dß

noceßpraeficißpraemittßpraesumreddß

supersum

c¤susdi±sdomusexercitus

frßnsimpetusl¥xmanus

negßtiumpr¬ncepsratißr±s

sen¤tusspeci±ssp±s

Lessons LXVII-LXX

Accusative with Ad or In

When to implies literally motion toward a place orperson, we have seen that the accusative after ad orin is used. This is true after the following motionverbs, which you have already learned.

acc±dß, c±dß, contendß, d¥cß, fugiß, m¤t¥rß,mittß, moveß, n¤vigß, portß, prßc±dß, prßd¥cß,properß, redigß, red¥cß, tr¤nsportß, veniß

Dative of Indirect ObjectWhen to does not imply actual motion but indicatesthe person to whom something is given, told,shown, etc., the dative is used. The following verbsare transitive and may have an accusative as thedirect object and a dative as the indirect object:committß, d¬cß, dß, dßnß, iungß, mandß,mßnstrß, n¥ntiß, ostendß, permittß, prßpßnß,reddß, relinquß, respondeß, submittß, tr¤dß,tribuß. Some of these verbs have either a neuterpronoun or an infinitive as the direct object: d¬cß,respondeß, n¥ntiß. With some other verbs, thedative is regularly used in Latin instead of a directobject: noceß (do harm to).

A. Decline sen¤tus noster, di±s longior.

B. Give the genitive and accusative singularand the genitive plural of id negßtium,haec potest¤s, impetus fortis, ¬dem pr¬nceps,quae ratiß, r±s ipsa, c¤sus peior, ¥lla domus.

C. Give in all tenses the third person singularactive of noceß; the third person plural passiveof d±serß; the first person plural active ofimperß; the third person plural passive ofd±spiciß; the second person singular active ofaudiß.

D. Identify by giving person, number, tense, voice:praem¬sit, incoluisse, exerc±r¬, intercl¥d±ns,d±serunt, redde, d±mßnstr¤te, explßr¤r¬,d¬vid¬, imper¤ns, superestis, praeerimus,praefici±mus, ascendam, v¬vite, d¬v¬sus,intercl¥dentur, intell±ctum est, permiss¥rus.

R e v i e w l e s s o n s l X v I I – l x x 485

1. Give the Latin words and prefixessuggested by the following Englishderivatives: ascendancy, casualty,

circumnavigate, demonstration,

familiarity, indivisible, innocuous,

intellectual, lucid, opponent, preview,

subjunctive, superscription, transcend,

virtue.

2. Write sentences using as many Englishderivatives as you can find from theLatin pßnß, veniß, and pellß.

Lessons LXVII-LXX

Choose the word that best completes each sentence.1. Postquam l¬ber¬ in _____ proper¤verant, sibi

c±nam par¤tam inv±n±runt.a. impetum b. exercitum c. domum d. c¤sum

2. Rßm¤n¬ illam regißnem in tr±s part±s _____ etimperium suum sustin±re nßn potu±runt.a. d±mßnstr¤re b. d±serere c. d±spicere d. d¬videre

3. Dominus servum doctissimum huic negßtißtßtum m±nsem _____.a. praef±cit b. superfuit c. praefuit d. praem¬sit

4. Pater d¬xit s± _____ nßn ¤m¬sisse, nam cr±diditf¬liam suam v¬vere.a. diem b. speciem c. rem d. spem

5. “_____ librum meum quem auctor cl¤rus ipsemihi dßn¤vit,” po±ta ¬nst¤ns iussit.a. Exerc± b. Redde c. Noc± d. Intercl¥de

Complete each sentence with the correct endings.6. Qu¬nque di___ circum mont___ altum tard___

prßcesserant; loca praecipit___ autem inquibus per¬cul___ maximum erat, explßr¤___nßn potu±runt.

7. Puella ¥nam vest___ pulchr___ man¥ su___di___ qu¬nt___ cßnf±cit, et eam m¤tr___ su___dedit.

8. Vir, qu___ in front___ vulner¤t___ ___, apudali___ m¬lit___ prae duc___nßbil¬ stetit.

9. Puer carmen scr¬psit d± quattuor equ___speci___ ±gregi___ qu¬ ¤ s± et am¬cß su___exercit¬ erant et decem ann___ superfu___.

10. Sen¤t___ convoc¤t___, patr___ intell±x±runtexercit___ Rßm¤nßs bellum difficillim___tempus longissim___ suscept¥r___ esse.

Translate the following sentences.11. Caesar m¬litem optimum castr¬s praef±cit;

reliqußs praem¬sit ad fl¥men centum ped±sl¤tum tr¤ns quod pontem faci±bant.

12. Servus timidus p¥t¤vit s± f¬liß su¬ domin¬ c¤s¥nocuisse, itaque in silv¬s extr±m¬s tr±s di±s m¤nsit.

13. “Ratißnem meam r±rum omnium sen¤tu¬narr¤v¬,” pr¬nceps superb± n¥nti¤vit, “etnumquam pl¥s pec¥niae solvam aut reddam.”

14. Homin±s super oppidum agrßsque qußsd±seruerant st¤bant, et, iter incertum timent±s,c¤sum pessimum d±sp±x±runt.

15. Aest¤te, l¥dß et omnibus c¥r¬s rel¬ct¬s, mareexplßr¤re, ventum und¤sque aud¬re, et tempusbonum cum am¬c¬s nostr¬s paucßs di±s agerecup¬mus.


Lessons LXVII-LXX

Track down the answers to these questions fromany lesson in Unit XIII.16. To an ancient Roman, what were the Twelve

Tables?17. Cicero wrote a famous essay entitled D±

Senect¥te, in which Cato was one of thespeakers. In English, what was the subject ofthis work?

18. What is the number of the declension whichcontains the greatest number of Latin nouns?The smallest number?

19. Give the correct Latin words and theirtranslation for these common abbreviations.A.M. P.M. P.S.

20. According to the traditional rules, what wouldhave been the Latin name of the daughter ofGaius J¥lius Caesar? Of L¥cius Corn±liusSulla?

V±rum aut Falsum? Indicate whether eachstatement is true or false.21. A solemn ceremony was held when a man

became a Roman citizen.22. The aristocratic, noble families of Rome were

known as the plebeians.23. The traditional founding date of Rome is in

March, the month sacred to Mars.24. In the Roman government a tribune was an

official elected to represent the rights of thecommon people.

25. Roman legal and governmental ideas have beenimitated in many present-day countries.

Apply your knowledge of Latin roots to determinethe best meaning of the italicized words.26. The executives were meeting to discuss their

company’s ascendancy in the field.a. reputation b. dominance c. collapse d. workforce

27. My cousin displayed his impetuous

temperament in many situations.a. cautious b. generous c. rash d. evil

28. The biologist was studying the diurnal habitsof a certain rare bird.a. eating b. daytime c. nesting d. nighttime

29. She offered a very lucid argument for herdecision.a. weak b. forceful c. familiar d. clear

30. We thought the tone of the editorial was quiteinnocuous.a. unfriendly b. strong c. unexpected d. harmless

a s s e s s m e n t l e s s o n s l X v I I – l x x 487

unit objectives to learn how to express extent of time...alius, alter, altus ibi, ubi pßnß...

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