unit viii: adventures abroad and life at home · • to learn the ablative absolute construction...

Unit Objectives•

Unit Objectives• To learn the forms of third declension

masculine and feminine nouns

• To review principal parts of fourthconjugation verbs

• To learn the forms of possum

• To learn the use of participles asclauses

• To learn the ablative absoluteconstruction

• To read about the adventures ofUlysses

• To learn about Roman amusements

Homer’s Odyssey was popular among theRomans, either in the original Greek ortranslated into Latin as a school reader.This epic poem tells the story of Ulysses,king of Ithaca, and his many adventuresas he attempts to return to his homelandafter the Trojan War. In this painting byStradano, we see Ulysses descending intothe Lower World where he will learn newsof his wife, Penelope, and his homelandfrom his deceased mother. You may recalla similar episode from Vergil’s epic, theAeneid, in which Aeneas goes to the LowerWorld. Vergil echoed many other episodesfrom Homer’s Odyssey.Sc

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(Ulysses [or Odysseus] was a Greek who fought in the Trojan War. His manywanderings before he returned home to Ithaca, an island west of Greece, aredescribed by the Greek poet Homer in the Odyssey.)

Ulix±s, dux Graecus qu¬ in bellß Trßi¤nß pugn¤verat, post p¤cem adIthacam, in qu¤ ¬nsul¤ habit¤verat, proper¤vit. Sed multa mala miser sustinuitnec sal¥tem inv±nit. C¥r¬s d¥r¬s pressus, decem annßs in mult¬s terr¬s ±git.

278 U N I T V i i i a d v e n t u r e s a b r o a d a n d l i f e a t h o m e

L e s s o n x l

Ulix±s

Lesson

Objectives

• To learn about theadventures of Ulysses

• To learn the forms ofthe third declensionmasculine and femi-nine nouns

Ulysses and his companionsescape the blinded CyclopsPolyphemus. The sixteenth-century artist P. Tibaldi hasdiffered from Homer’s accountof the episode in one importantdetail. Read this lesson carefullyand discover what that detail is.(Hint: It is not just the panpipeon the bench beside the giant;Polyphemus was a shepherd andnaturally played tunes to hisflocks.) Sc

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Post p¤cem ¤ Trßi¤ cum mult¬s m¬litibus Ulix±s migr¤verat. Ad terramLßtophagßrum1 accessit. Pauc¬ m¬lit±s Graec¬ lßtum ±d±runt2 et am¤v±runt;nec ducem nec socißs memori¤ tenu±runt. Ulix±s m¬lit±s ad n¤v±s3 red¥xit,qu¤s und¬s comm¬sit.

Tum ad Siciliam vent¬s ¤ctus est. In Sicili¤ habit¤v±runt Cyclßp±s4, gigant±salt¬ et d¥r¬ qu¬ singulßs oculßs5 habu±runt. L±g±s neque deßrum neque hominumtimu±runt. Ulix±s cum pauc¬s m¬litibus in hßc6 locß fr¥mentum pet¬vit. Magnamspeluncam7 inv±n±runt, quae magnam cßpiam fr¥ment¬ continuit. Tum v±nitCyclßps appell¤tus Polyph±mus. Ov±s8 in sp±luncam ±git. Polyph±mus Graecßsv¬dit et cl¤m¤vit: “§ quß locß ven¬tis? Qu¬ homin±s estis? Quid petitis?” Ulix±srespondit: “Nßs Graec¬ sumus. Ego N±mß9 appellor. Auxilium tuum petimus.”

Polyph±mus dußs homin±s c±pit et ±dit10; tum somnum c±pit11. Reliqu¬Graec¬ sude12 oculum Polyph±m¬ press±runt, qu¬ cl¤m¤vit et socißs ±voc¤vit.“Quid est?” rogant. “Quis t± vulner¤vit?” Polyph±mus respondit, “N±mß9 m±vulner¤vit.” Itaque reliqu¬ Cyclßp±s discess±runt. Polyph±mus Graecßspet¬vit sed nßn inv±nit quod sub ovibus8 lig¤t¬13 ± sp±lunc¤ excesserant.L¬ber¤t¬ ad n¤v±s proper¤v±runt atque ibi sal¥tem inv±n±runt.

Questions1. How long did it take Ulysses to reach home?2. What happened to people who ate the lotus? 3. Who was Polyphemus? 4. Where did he live? 5. What did he do to two of the Greeks? 6. What did the Greeks do to him? 7. How did the Greeks escape from the cave?8. Why didn’t the other Cyclopes help Polyphemus?9. Why did Ulysses and his men go in the cave in the first place?

Nouns

dux, du´cis m. leader, general [d¥cß]ho´mß, ho´minis m. man, person, human being (homicide, hominid)l±x, l±´gis f. law (legal, legislature)m¬´les, m¬´litis m. soldier (militant, military)p¤x, p¤´cis f. peace (pacifist, pacify)sa´l¥s, sal¥´tis f. health, safety (salubrious, salutary)

L E S S O N x l u l i x ± s 279

1 Lotus-eaters2 ate the lotus3 ships (fem. pl.)4 Cyclßp±s, round-eyed ones

(nom. pl.)5 one eye apiece6 this7 cave8 sheep9 No-man, no-body

10 ate11 fell asleep12 with a stake13 tied (perf. passive part.)

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Verbs

cl¤´mß, cl¤m¤´re, cl¤m¤´v¬, (claim, clamor)cl¤m¤´tus shout, cry out

pre´mß, pre´mere, pres´s¬, (impression, pressure)pres´sus press, press hard

vul´nerß, vulner¤´re, vulner¤´v¬, (invulnerable, vulner¤´tus wound vulnerable)

The Third Declension: Masculine and Feminine Nouns

In nouns of the third declension, the genitive singular ends in -is. Aswith other nouns, you must find the base by dropping the genitive singularending.14

All three genders occur in nouns of the third declension; no general rulefor gender can be given. Therefore, the gender, as well as the nominativeand genitive singular, must be learned from the vocabulary. Masculine andfeminine nouns are declined with the same set of case endings.


Ano

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Ulix±s sub ove lig¤tus exsp±lunc¤ excessit. From aGreek vase dating from 475 B.C.This type of vase painting iscalled red-figured because thesubjects were left in the naturalred color of the clay, and a blackbackground was painted inaround them.

14The ending of the nominative singular varies but often is a vowel + s, e.g., m¬les; astem ending in c or g combines with s to make x, e.g., duc + s = dux.


The dative and ablative plural are alike, as is true in all declensions. Thenominative and accusative plural are also alike in the third declension. Thevocative, singular and plural, is like the nominative.

S. Vidler/SuperStock

Every year thousands of visitorsclimb up into this large woodenreplica of the Trojan Horse atTruva, Turkey, to pretend thatthey are the Greeks who oncehid inside, to look over the ruinsof ancient Troy nearby (notshown) and, of course, to havetheir pictures taken.

The spelling of any thirddeclension word does notchange the declension oralways match the spellingof adjectives that modifyit; a first and seconddeclension adjectiveshould agree in gender,number, and case with thethird declension noun,even though it will nothave the same ending:

duc±s ±gregi¬outstanding leaders

gr¤t¤ p¤ceby a welcome peace

ENDINGS EXAMPLES

m¬les soldier l±x law

SINGULAR PLURAL SINGULAR PLURAL SINGULAR PLURAL

Nominative — -±s m¬les m¬lit±s l±x l±g±s

Genitive -is -um m¬litis m¬litum l±gis l±gum

Dative -¬ -ibus m¬lit¬ m¬litibus l±g¬ l±gibus

Accusative -em -±s m¬litem m¬lit±s l±gem l±g±s

Ablative -e -ibus m¬lite m¬litibus l±ge l±gibus

No End to Endings?

With the addition of the third declension to your repertoire, the multi-plicity of word endings may now seem bewildering. Eventually dis-tinguishing among them should and will become automatic, but for now itmay help to make for yourself a table of all their various possibilities ofmeaning. For example, how many things (not counting verb endings) can aform ending in -¬s be? Answer: ablative or dative plural in the first and sec-ond declensions, but not the -is genitive singular in the third declension,because its -i has no long mark (called a macron).

Do the same thing for nouns or adjectives ending in -a, -¤, -am, -¤s, -e, -±,-em, -es, -±s, -ibus, -¬, -is, -ß, -um.

Paying careful attention to the long marks (macrons) will help, but the realsolution is to be thoroughly familiar with the vocabulary and the declensionalendings and finally to interpret the word’s function and meaning in its context.


Oral Practice

1. Decline homß magnus, p¤x aequa.2. Give the case and number of sal¥tem, ducum, l¥d¬s, m¬litibus, l±g¬,

modum, ducem, m¬lite.

ExercisesA. Translate the following sentences into English.

1. Sine p¤ce v¬ta d¥ra est.2. Dux m¬lit±s ad pugnam d¥xit.3. Valet populus ubi l±g±s valent.4. Sal¥tem patriae in arm¬s m¬litum nostrßrum pßnimus.5. Sine bellß p¤cem et ßtium et sal¥tem obtin±re cupimus.6. Magna est glßria m¬litum qu¬ bellß press¬ nßn cess±runt.

Did You Know?

Almost everything about Homer, whom we suppose to be the author

of both the Iliad and the Odyssey, is a mystery. Where was he born?

Seven Greek cities claimed to be his birthplace. When did he live?

Perhaps in the eighth century B.C. Was he really blind? Quite

possibly. Did he compose both poems? Most probably. Did he dictate

them orally or write them down? Perhaps he did both. It has even

been suggested that Homer was a woman. The answers to these

elements of what is known as “the Homeric Question” have been

debated for centuries.

B. Translate the following sentences into Latin.1. The prepared soldiers began battle.2. “Safety first!” is a good motto on the roads.3. The general ordered the soldiers to be called together.4. Many books sent by boys and girls were received by the soldiers.

C. Both Aeneas and Ulysses encountered good and bad experiences dur-ing the Trojan War and afterwards. Pretend you were a soldier (eitherGreek or Trojan) and write a journal entry in Latin (similar to the fol-lowing fictitious entry) about your experiences during this periodof history.

We fought for ten years. Our leaders were great men; they werestrong and they prepared many soldiers to withstand many injuries.The Trojans/Greeks pressed hard, but we took many victories. I willalways remember my friends. After many battles and many wounds,there was peace. Then we sailed from Troy. We saw many foreignpeople and they aroused our spirits and memories of our fatherland.To find my house soon will be pleasing.


• Explain illegal, impressive, depression, ducal, militant. Tosalute a person is to wish him or her health, as we say good

morning. To pay a person is to pacify him or her. What is apacifist?

• Four states have towns named Ithaca. Can you name thesestates? Four states have towns named Ulysses. Can you namethese states?

• Study the following English phrases borrowed from Latin.

lex scripta the written law

pax in bello peace in (the midst of) war

novus homo a new man (in politics); hence, an upstart

Dux femina facti. A woman (was) leader in (of) the deed.

D± colßn¬s qu¬ ± Britanni¤ ad Americam v±n±runt multa fortasse nßvist¬.Patriam rel¬qu±runt et terram novam pet¬v±runt. Mult¬ antecess±runt; reliqu¬poste¤1 ad terram pet¬tam tr¤nsport¤t¬ sunt. In loc¬s alt¬s stet±runt et terramnovam gr¤t± spect¤v±runt. Etiam puer¬ puellaeque Rßm¤nae d± colßn¬scognßv±runt.


L e s s o n X L I

Colßn¬

Lesson

Objectives

• To review theprincipal parts offourth conjugationverbs

• To learn numerals

In the foreground is the excavation of a 32-room Roman villa, complete with a full Romanbath, at Chedworth, England. It was occupiedca. A.D. 180–350, and its walls, now exposed,have been roofed over to protect them fromthe damage caused by sun, wind, and rain.

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1 afterwards

M¬lit±s ¤ Rßm¤n¬s in Britanniam tr¤nsport¤t¬ sunt et bella ibi gess±runt.V¤lla2 f±c±runt atque vi¤s m¥n¬v±runt. Tum colßnßs tr¤d¥x±runt et colßn¬sagrßs captßs et oppida occup¤ta ded±runt. Per colßnßs in Britanniam tr¤duc-tßs lingua Lat¬na et l±g±s Rßm¤nae Britanniae datae sunt. Semper m¬lit±santec±dunt, tum colßn¬ veniunt et in p¤ce sal¥teque v¬vunt.

Rßm¤n¬ oppida in Britanni¤ m¥n¬v±runt—Lond¬nium, Ebor¤cum,Lindum; nunc appellantur London, York, Lincoln. Multae ru¬nae Rßm¤naeetiam nunc in Britanni¤ stant. Quis nßn cupit ad Britanniam n¤vig¤re et ibiru¬n¤s rel¬ct¤s vid±re?

Questions1. The writer of this passage assumes the reader may already know many

things about what topic?2. What did the settlers do when they arrived?3. Roman colonization in Great Britain was preceded by what actions and

events?4. What long-term effects did Roman colonization have on Britain?5. What would be the Latin name for New York?6. Compare the Roman colonization of Britain with the British, French, and

Spanish colonization of the Americas.

Verbs

antec±´dß, antec±´dere, anteces´s¬, [c±dß]antecess¥´rus go before, go earlier

relin´quß, relin´quere, rel¬´qu¬, rel¬c´tus (relinquish, derelict)leave (behind), abandon

stß, st¤´re, ste´t¬,3 st¤t¥´rus stand (station)tr¤d¥´cß, tr¤d¥´cere, tr¤d¥´x¬,

tr¤duc´tus lead across [d¥cß]tr¤nspor´tß, tr¤nsport¤´re, tr¤nsport¤´v¬, [portß]

tr¤nsport¤´tus transport, carry across

v¬´vß, v¬´vere, v¬´x¬, v¬c´tus live (vivacious, victuals)

Adverb

fortas´se perhaps [fort¥na]

L E S S O N x l i c o l ß n ¬ 285

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2 walls

3 The perfect stem of stß, like that of dß, (ded-), is “irregular” if compared to that of theordinary verbs of the first conjugation.

Fourth Conjugation: Principal Parts

Review the principal parts of the following verbs, which were presentedin earlier lessons.

Numerals

£nus puer et ¥nus puer sunt duo puer¬; duo duc±s et ¥nus dux sunt tr±sduc±s; duo equ¬ et duo equ¬ sunt quattuor equ¬; tr±s carr¬ et duo carr¬ suntqu¬nque carr¬; quattuor oppida et duo oppida sunt sex oppida; sex m¬lit±set ¥nus m¬les sunt septem m¬lit±s; qu¬nque nautae et tr±s nautae sunt octßnautae; septem homin±s et duo homin±s sunt novem homin±s; sex puellaeet quattuor puellae sunt decem puellae.

Summary: ¥nus, duo, tr±s, quattuor, qu¬nque, sex, septem, octß,novem, decem.

Trick Question

Qu¬nque m¬lit±s et tr±s r±g¬nae sunt octß homin±s. Quot4 vir¬ sunt tr±sdomin¬ et quattuor dominae?


1. Ubi pec¥nia quam ¤m¬ser¤s inventa est?2. Ob qu¤s caus¤s homin±s agrßs rel¬qu±runt?3. Serv¬ tr¤ns agrßs equßs territßs tr¤d¥x±runt.4. Mult¬ m¬lit±s in §siam iam tr¤nsport¤t¬ sunt.5. N¥ntium m¬simus ad Marium, qu¬ sine mult¬s m¬litibus antecesserat.6. Cum c¥r¤ carrum age; tua fortasse erit v¬ta quam cßnserv¤bis.

B. Translate the following sentences into Latin.1. We ought to work with eagerness.2. How did you hear about your (sing.) friend’s health?3. Marius ordered our soldiers to be led across.4. Why do you stand in the middle (of the) street?


4 how many

audiß aud¬re aud¬v¬ aud¬tusveniß ven¬re v±n¬ vent¥rus

conveniß conven¬re conv±n¬ convent¥rusinveniß inven¬re inv±n¬ inventus

L E S S O N x l i c o l ß n ¬ 287

Derivatives Latin words have been adopted into Englishcontinuously from the beginning of our language to the presentmoment. Julius Caesar twice invaded Britain, and a century laterthe Romans conquered the island. For the next four hundred yearsthe Romans ruled Britain, and the language, at least in the towns,came to be Latin. When the Angles and Saxons invaded Britain inthe fifth century and gave their name (Angle-land, Eng-land) andlanguage to the island, they adopted a number of Latin words.Even before that they had come into contact with the Romans innorthern Germany and borrowed some Latin words. So you mightsay that Latin affected English even before English existed as aseparate language. Among such early borrowings probably arewine from v¬num, cheese from c¤seus, and pound from pondus.

As the Romans in Britain found it necessary to build manymilitary camps that developed into towns, the word castra can befound in a number of town names, many of which have been usedelsewhere also. So Chester (PA), Ro-chester (NY, MN, Australia),Man-chester (NH, IA, NC), Wor-cester (South Africa, MA, pro-nounced Wooster and so spelled in Ohio), Lan-caster (PA). Whatother names with these endings can you give?

We have seen a similar evolution in North America where fron-tier forts, erected originally as defenses against the AmericanIndians, became trading posts, out of which have grown suchcities as Fort Dodge (IA), Fort Scott (KS), Fort Worth (TX), andFort Frances (Canada).

Did You Know?

Roman soldiers were required to make a regular or fortified camp

every night while on the march. This was done to avoid the ever-

present possibility of a surprise attack by the enemy. The disciplined

Roman army rarely engaged in battle until they were fully entrenched.

Such practices made the Roman legion an extremely capable fighting

force in the ancient world.


L e s s o n X L I I

Pl¬nius et Puer

Lesson

Objectives

• To read how Plinyoffered a challengeto his hometown

• To learn the conjuga-tion and meanings ofirregular verb possum

• To learn how partici-ples can be used as simple adjectives or as nouns (substantiveadjectives)

1 Pliny2 once3 born (The town is Como in North

Italy.)4 at Milan (25 miles south of Como)5 here6 if

Part of the inscription that oncestood on the baths that Pliny theYounger (ca. A.D. 62–114) gaveto his hometown of Comum.The inscription listed the officesPliny held in his career of publicservice and his gifts to thepeople, including a publiclibrary. In the fourth line,IMP[ERATOR] CAESAR NERVAis the Emperor Trajan, whomade Pliny the governor of aRoman province. W

illia

m P

. Tha

yer

Pl¬nius,1 cuius facta bona vßb¬s fortasse nßn ante nßta fu±runt, mult¤s lit-ter¤s scr¬psit qu¤s etiam nunc legere possumus. Aud¬te factum pulchrumPl¬n¬. Quondam2 ad oppidum parvum in quß n¤tus3 erat v±nit. Ibi inter multßshomin±s st¤bat et d± sal¥te famili¤rum rog¤bat. Tum am¬cum nßtum cumf¬liß cernit. Pl¬nius puerum rog¤vit: “Discipulusne es?” Puer respondit:“Discipulus Medißl¤n¬4 sum.” Pl¬nius, commßtus quod puer patriamrel¬querat, rog¤vit: “C¥r nßn h¬c5? C¥r patriam rel¬quist¬?” Puer respondit:“Nßn possum h¬c man±re, nam magistrßs nßn hab±mus.” Tum Pl¬nius verbaf±cit: “Verb¬s puer¬ commßtus sum. Cert± l¥dum h¬c hab±re potestis atqued±b±tis. Cognßscite cßnsilium meum. Ego nßn l¬berßs habeß sed tertiampartem pec¥niae quam dabitis par¤tus sum dare. Vßsne parat¬ estis reliquampartem dare, s¬6 ego tertiam partem dabß?”

5

10

Questions1. The purpose of this story is to illustrate what character trait of Pliny?2. Where does the dialogue take place?3. Why did Pliny object to the boy’s choice of place to pursue his studies?4. What was the boy’s reply to the objection?5. What was Pliny’s reaction to this?6. What was Pliny’s offer to the town’s people?

Noun

fac´tum, fac´t¬ n. deed [faciß]

Adjectives

cer´tus, cer´ta, cer´tum fixed, sure [cernß]nß´tus, nß´ta, nß´tum known, familiar [nßscß]par¤´tus, par¤´ta, par¤´tum [parß]

prepared, ready

ter´tius, ter´tia, ter´tium third (tertiary)

Verbs

cer´nß, cer´nere, cr±´v¬, cr±´tus (discretion)(separate), discern, see

commo´veß, commov±´re, commß´v¬, [moveß]commß´tus disturb, alarm

pos´sum, pos´se, po´tu¬, — [sum]can, be able (with infinitive)

ro´gß, rog¤´re, rog¤´v¬, rog¤´tus ask (interrogate)

Participles Used as Adjectives and Nouns

Perfect participles of many verbs came to be used as simple adjectivesjust as in English: par¤tus, “prepared,” ready; nßtus, “known,” familiar.

A participle, like any adjective, may also be used as a noun: factum (n.), “athing (having been) done,” a deed; nßt¥s (m.), “a man (having been)known,” an acquaintance.

This is called the substantive use of an adjective. A substantive is a nounor any word that functions as a noun.

L E S S O N x l i i p l ¬ n i u s e t p u e r 289

NoteRemind students that can andcould are confined to the presentand imperfect (or perfect) tenses.They should use be able for allother tenses.

Conjugation of Possum

Possum is a compound of sum and is therefore irregular. It has no passivevoice. Review the conjugation of sum. Possum = pot(e) + sum. Pot- becomespos- before all forms of sum which begin with s-.

Complementary Infinitive

Possum is regularly used with an infinitive that completes its meaning:Paucßs homin±s in ¬nsul¤ cernere poteram. I was able to (could) discern few

people on the island. Cert± bellum ac per¬culum nßn possunt sustin±r¬.Surely war and danger cannot be endured. Infinitives that complete the mean-ing of another verb are often called complementary.

Oral Practice

1. Give the form and the meaning of potuer¤s, poter¤tis, potu±runt, possunt, poterit, posse.

2. Translate you could (sing.), they had been able, we shall be able, he can,

they could.


PRESENT

pos´sum I can, am able pos´sumus we can, are able

po´tes you can, are able potes´tis you can, are able

po´test he/she/it can, is able pos´sunt they can, are able

IMPERFECT

po´teram I could, was able poter¤´mus we could, were able

po´ter¤s you could, poter¤´tis you could,

were able were able

po´terat he/she/it could, po´terant they could,

was able were able

FUTURE

po´terß I shall be able pote´rimus we shall be able

po´teris you will be able pote´ritis you will be able

po´terit he/she/it will be able po´terunt they will be able

Potu¬ (perf.), potueram (plup.), and potuerß (fut. perf.) are con-jugated like other regular verbs.


1. Am¬cus certus in mal¤ fort¥n¤ cernitur.2. “Facta, nßn verba” sententia nostra esse d±bet.3. Linguam Lat¬nam et legere et scr¬bere possum.4. Per¬cula v¬tae bonum hominem commov±re nßn poterunt.5. Facta cl¤r¤rum semper nßta erunt et laud¤buntur.6. Ante bellum patria nostra nßn par¤ta erat, nam paucßs m¬lit±s

hab±b¤mus.

B. Translate the following sentences into Latin.1. Few (people) can neither read nor write.2. My motto is: “Always ready.” Is it yours (sing.)? I ask you.3. They had not been able to come on account of the bad streets.4. We came across the level fields, because the road was not familiar.

L E S S O N x l i i p l ¬ n i u s e t p u e r 291

• Explain commotion, certificate, notorious, tertiary.

• Study the following English words and phrases borrowed fromLatin.

datum (pl. data) a given point or fact

erratum (pl. errata) error

terra incognita an unknown land

Te Deum. Thee, God (we praise); the name of a hymn

Et tu, Brute. You too, Brutus. (said by Caesar on receiving the deathblow from hisfriend Brutus)

de facto from or according to fact, actual; as a de facto government, one which isactually in operation, even if notrecognized as legal

• Translate ante bellum.

[An answer to the letter in Lesson XXXIX]

Adducta litter¬s ¤ t±, P¥bl¬, in Galli¤ scr¬pt¬s, respond±bß, nam multarog¤vist¬. Multa nova sunt. Quid put¤s1? Qu¬ntus noster f¬liam tertiam R¥f¬in m¤trimßnium d¥xit! Ego hoc2 nßn prßv¬d¬; Qu¬ntus m± nßn cßnsuluit.T¥ne hoc prßv¬dist¬? Ten±sne memori¤ puellam, parvam ac timidam? Nßniam timida est; nunc pulchra est, ¤ mult¬s am¤ta.

D± Caesaris ducis ±gregi¬s victßri¬s scr¬psist¬. Magnß cum studiß litter¤stu¤s l±g¬, nam ultima Gallia semper fuit terra nova et nßn mihi nßta. D±Galli¤ pauc¬ n¥nti¬ v±n±runt, qu¬ fugam Gallßrum n¥nti¤v±runt. Caesarvictßri¬s su¬s3 glßriam et f¤mam m¬litum Rßm¤nßrum auxit et p¤cem eff±cit.Caesar¬ gr¤tiam hab±mus quod prß sal¥te nostr¤ pugn¤vit. Gallßs in fugamdatßs nßn iam tim±bimus. Alp±s, quae inter nßs et Gallßs stant, nunc Rßmam¤ per¬culß d±fendunt, nam Gall¬ timid¬ tr¤ns Alp±s m¬lit±s nßntr¤nsport¤bunt. Gall¬s m¬lit±s tr¤ductßs red¥cere d¥rum erit.

S¬ Caesar m± cßnsulit, librum “D± Bellß Gallicß” scr¬bere d±bet. S¬ liberab eß4 scr¬b±tur, ¤ mult¬s hominibus leg±tur; etiam post spatium multßrumannßrum, cum c¥r¤ et d¬ligenti¤ leg±tur.

Litterae tuae nßn longae erant. C¥r long¤s litter¤s nßn scr¬bis? Multanova in terr¬s ultim¬s v¬dist¬ atque vid±bis. Val±.

Questions1. What reasons does Publia give for replying to Publius’ letter?2. What girl does Quintus marry and what was she like?3. What has Caesar accomplished in Gaul?4. What does Publia think Caesar should do now and why?5. What geographical barrier serves to protect Rome from her northern

neighbors?6. What complaint does Publia have about Publius’ letters?


L e s s o n X L I I I

P¥blia P¥bliß Sal.

Lesson

Objectives

• To read a letter fromRome to a soldier inCaesar’s army

• To learn about participles used asclauses

1 think2 this3 his4 him

5

10

15

Nouns

fu´ga, -ae f. flight [fugiß]in fu´gam dß, put to flight,

cause to run away, make run

spa´tium, spa´t¬ n. space, time (spacious, spatial)

Adjectives

ti´midus, -a, -um shy (intimidate)ul´timus, -a, -um farthest, last (ultimate, ultimatum)

Verbs

add¥´cß, add¥´cere, add¥´x¬, [d¥cß]adduc´tus lead to, influence

cßn´sulß, cßnsu´lere, cßnsu´lu¬, (consultant, cßnsul´tus consult consultation)

prßvi´deß, prßvid±´re, prßv¬´d¬, prßv¬´sus foresee, see ahead [videß]

Adverb

nßn iam no longer

L E S S O N x l i i i P ¥ b l i a p ¥ b l i ß s a l . 293

An illustration from a fifteenth-century French manuscriptshows Julius Caesar’s expedi-tionary force landing on thecoast of Britain. The soldierscarry ladders with which to scalethe high cliffs of white chalkvisible in the background.Caesar’s two invasions in Britain,in 55 and 54 B.C., did not resultin permanent occupation butdid reduce the threat to Romefrom the Gauls, who had closealliances with the Britons.G

iann

i Dag

li O

rti/

Mus

ée C

ondé

Cha

ntill

y/T

he A

rt A

rchi

ve


Participles Used as Clauses

The participle, although not used much in English, is very common inLatin. Often it is best translated by a subordinate clause, introduced inEnglish by who or which, when or after, since or because, although or if.The sense of the Latin sentence as a whole must be considered in choosingwhich conjunction (when, since, after, etc.) or pronoun (who or which) tointroduce before the participle. Think of the participle’s literal meaningbefore trying to expand it into a clause. The translations in the followingsentences show various ways a Latin participle can be translated.

Relative Pec¥niam amissam He found the money

inv±nit. which had been lost.

(literally, the lost money)Temporal Convoc¤t¬ puer¬ After they have been

(time) verba magistr¬ called together, the boys

audient. will hear the words of the

teacher. (literally, having

been called together)Librum l±ctum Once it has been read, I

tibi dabß. shall give the book to you.

(literally, the book read )Causal Territ¬ nßn Because they were

process±runt. scared, they did not

advance. (literally, having

been scared )Adversative Territ¬ nßn f¥g±runt. Although they were scared,

they did not flee. (literally,having been scared)

Observe that the perfect participle denotes time before that of the mainverb. Like an adjective, it agrees with a noun or pronoun (sometimes notexpressed) in gender, number, and case.

Oral Practice

Give the Latin for the italicized words.1. N¥ntißs (who had been sent away) pet¬vist¬.2. Liber bonus (if read) semper am¬cus v±rus erit.3. Numerus librßrum (which I had consulted) magnus fuit.4. Multßs librßs l±g¬ (because I had been influenced) ¤ magistr¬s me¬s.5. Nßnne magnum est pretium ultimae casae (which was shown to me by you)?


1. Per¬culum prßv¬sum nßs nßn terruit.2. Rßm¤n¬ multa oppida occup¤ta rel¬qu±runt.3. Monit¬ vßs d± per¬culß cßnsulere nßn poter¤mus.4. Pec¥nia, ¤ m± in vi¤ ¤missa, ab am¬cß meß inventa est.5. Malus puer, ab am¬c¬s monitus, verb¬s add¥c¬ nßn potest.

B. Translate the following sentences into Latin.1. I have read the letter written by my son.2. I saw the girl who had been scared by you. (Express in two ways.)3. The boys read the book because they had been influenced by the

teacher’s words. (Express in two ways.)

L E S S O N x l i i i p ¥ b l i a p ¥ b l i ß s a l . 295

Did You Know?

Out of eighty high-quality wines known to the Romans, two-thirds of

them were produced in Italy. The best grapes were grown south of

Rome in Latium, Campania, and on the rich volcanic slopes of Mt.

Vesuvius. Much agricultural knowledge was devoted to winemaking

and viticulture, and by the first century A.D. Italian wines had become

famous as far away as India.


Roots In Lesson XLI we saw that a number of Latin words cameinto English as a result of the Roman occupation of Britain. Otherexamples are wall (from v¤llum), together with place names likeWalton (Walltown); port (from portus, harbor) together withplace names like Portsmouth; street (from str¤ta); Lincoln (fromcolßnia, colony); cf. Cologne, the name of a German city that wasan ancient Roman colony.

A century and a half after the Angles and Saxons settled inEngland, Pope Gregory sent missionaries to convert the island toChristianity. Since the missionaries spoke Latin, they introduced anumber of new Latin words into English, especially words dealingwith the Church, as temple (templum), disciple (discipulus),bishop (episcopus).

Explain cologne, Stratford, antecedent, relic, providence.

Ultima Thule was a phrase the Romans used for the “FarthestNorth.” This explains why a major United States base on Greenlandwas named Thule. Columbus was inspired by a prophecy of theRoman poet Seneca that new worlds (novßs orb±s) would be dis-covered and Thule would no longer be Ultima Thule.

L E S S O N x l i v c i r c ± 297

L e s s o n X L I V

Circ±

Lesson

Objectives

• To learn more aboutthe travels of Ulysses

• To learn the ablativeabsolute construction

1 days2 nothing3 participle of aperiß, open4 ship5 twenty6 Eurylochus (£r¬l’okus)7 them8 acc. pl. n.9 alone

10 everything11 him12 to him13 with this14 he said

[After Ulysses left the land of the Lotus-eaters and the Cyclopes, he encoun-tered the sorceress Circe (Sir´s±).]

Sicili¤ rel¬ct¤, Ulix±s ad r±gnum Aeol¬, r±gis ventßrum, n¤vig¤vit, qu¬Ulix¬ ventßs malßs in saccß lig¤tßs dedit et d¬xit: “Mal¬s vent¬s lig¤t¬s, nßniam impedi±ris et in patri¤ tu¤ sal¥tem inveni±s.”

Itaque multßs di±s1 Graec¬ sine imped¬mentß et sine c¥r¤ n¤vig¤v±runt.£nß ventß am¬cß ¤ct¬ sunt, reliqu¬s lig¤t¬s. Iam Ithacam cl¤r± cernunt. Sednautae d± saccß c¥r¤ affect¬ sunt quod d± vent¬s qu¬ in saccß erant nihil2

aud¬verant. “Praemia et pec¥nia in saccß sunt,” nauta d¬xit. “R±x Ulix±snaut¬s qu¬ mala sustinu±runt pec¥niam dare d±bet.” Itaque, saccß apertß3,vent¬ exped¬t¬ Graecßs ad r±gnum Aeol¬ red±g±runt. Sed nßn iam Aeolusauxilium dat. £nam n¤vem4 Graec¬ nunc habent, reliqu¬s ¤miss¬s.

Nunc, imped¬ment¬s rel¬ct¬s, ad ¬nsulam veniunt quam Circ± pulchrareg±bat. V¬gint¬5 homin±s, ab Ulixe ad r±g¬nam miss¬, p¤cem praesidiumquel±gum pet¬v±runt. Ab Eurylochß6 duce per silvam pedibus duct¬ sunt adr±g¬nam, quae eßs7 in anim¤lia8 vertit. Eurylochus sßlus9 in animal nßnversus ad n¤vem f¥git et Ulix¬ omnia10 d± soci¬s imped¬t¬s n¥nti¤vit. Ulix±scommßtus cum reliqu¬s auxilium soci¬s press¬s dare m¤t¥r¤vit. In vi¤Mercurium deum v¬sum cßnsuluit. Mercurius eum11 monuit et herbam e¬12

dedit. “H¤c13 herb¤,” inquit,14 “v¬tam tuam serv¤re et m¬lit±s tußs exped¬repoteris.” Ulix±s r±g¬nam iussit socißs in homin±s vertere. Circ±, Ulixisverb¬s et fact¬s territa, anim¤lia in homin±s vertit. R±g¬na, quae nßn iaminim¬ca fuit, magnam c±nam ac cibum bonum par¤vit; ita concordiamam¬citiamque red¥xit. Soci¬s exped¬t¬s, annum ibi Ulix±s m¤nsit et v¬tamgr¤tam ±git. Tum, ¤ soci¬s adductus, discessit.

5

10

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Questions1. What did Aeolus give Ulysses and why was it useful?2. Why was Ulysses prevented from reaching Ithaca? What or who was

responsible?3. How many ships survived the storm?4. How many people were sent to Circe and what was their mission?5. What happened to them?6. What was Eurylochus’ role in the story?7. How did Ulysses avoid being turned into an animal?8. Who instructed Ulysses about how to deal with Circe?9. What was Circe’s response to Ulysses’ request?

10. How long did Ulysses spend with Circe?


Circe turns some of Ulysses’ meninto pigs. T

he B

ettm

ann

Arc

hive

Nouns

imped¬men´tum, -¬ n. hindrance; [p±s]pl. baggage

p±s, pe´dis m. foot (pedal, pedestrian)r±g´num, -i n. kingdom, realm (interregnum)r±x, r±´gis m. king (regal, royal)

Verbs

expe´diß, exped¬´re, exped¬´v¬, [p±s]exped¬´tus set free

impe´diß, imped¬´re, imped¬´v¬, [p±s]imped¬´tus hinder, obstruct

li´gß, lig¤´re, lig¤´v¬, lig¤´tus bind, tie (ligament, ligature)ver´tß, ver´tere, ver´t¬, ver´sus turn (vertigo, versus)

Ablative Absolute

In English, we sometimes say, “This being the case, there is nothingI can do.” Since such phrases as “This being the case” are used looselyand have little direct connection with either the subject or the predicateof the sentence, they are said to be in the nominative absolute (from Latinabsol¥tus, untied, set free), i.e., they are free in a grammatical sense fromthe rest of the sentence. The nominative absolute, in other words, outlinesthe circumstances or background against which the main action of the sen-tence takes place, like an adverbial clause.

In Latin, this construction is very common, with this difference: theablative is used instead of the nominative. This loose use of the participialphrase in which its noun is not the same as the subject, object, or otherword dependent upon the main verb, is therefore known as the ablative

absolute. The perfect participle is most frequently used in this construc-tion. Occasionally a noun, adjective, or present participle is used (exam-ples follow).



The sorceress Circe tries to drugthe weary Ulysses, who looksfairly disoriented already.To the right is Circe’s loom,showing the shuttle and thevertical strands of the weave,weighted down with loomweights. A cartoon on a vaseof the fourth century B.C. D

epar

tmen

t of

Ant

iqui

ties,

Ash

mol

ean

Mus

eum

, Oxf

ord

Consider the participle’s literal meaning before attempting to expand itinto a clause beginning with when, once, since, after, because, if, although

(see page 294) or an active participle.

1. Officiß factß (lit., the duty After he did his duty, the master

having been done), departed.

dominus discessit.

2. Puer, litter¬s nßn miss¬s Because he did not send

(lit., the letter not the letter, the boy did not

having been sent), receive the money.

pec¥niam nßn acc±pit.

3. Dux, signß datß (lit., the Having given the signal, the

signal having been given), general advanced.

prßcessit.

4. Oppid¬s nostr¬s capt¬s (lit., If our towns are captured, we

our towns captured ), shall wage war.

bellum ger±mus.

In the first three sentences above, a natural English translation isachieved by converting from the Latin perfect passive participle to theEnglish perfect active participle (which Latin does not have).


With is another way tobegin your literal trans-lation of the ablativeabsolute, but do notconfuse this use withother uses of the ablativemeaning with.

Magistrß absente (pres.part. of absum), discipul¬nßn labßrant, (With)the teacher absent, thestudents do not work.

When forms other than the perfect passive participle are used in the ablativeabsolute, the conversion to English is even simpler. Often you must supply aform of the verb to be. Understand the literal translation before attempting toexpand the participial phrase into a clause.

Num¤ r±ge, p¤cem (When) Numa (was) king, we had

habuimus. peace. (noun + noun)Populß l¬berß, v¬ta (If) the people (are) free, life will be

gr¤ta erit. pleasant. (noun + adjective)

How the Ablative Absolute Construction Differs From Other Uses of thePerfect Participle

When the participle can agree with (modify) a noun or pronoun in themain sentence, it does so, and the ablative absolute is not used. Comparethe following sentences.

Servus monitus territus est. The slave, having been warned, was

terrified.

Dominus servum monitum The master terrified the slave he had

terruit. warned (lit., the having-been-

warned slave).

But with the ablative absolute:

Servß monitß et territß, Having warned and terrified the

dominus familiam slave (lit., the slave having

d¬m¬sit. been warned and terrified), the

master dismissed the household.

It is always better to begin by considering the literal meaning of thewords in their context. Often by inserting the words being or having

been, you can determine the general meaning of the sentence. The nextstep, if necessary, is to turn the idea into the English clause that makes thebest sense.

Oral Practice

Identify which of the following are ablative absolutes and which are not.Then translate the words in italics.1. This boy, sent to visit his aunt, lost his way.2. After the boy had been freed, everyone was happy.3. After the money was given, the boy was returned to his parents.4. The boys having been compelled to stop fighting, the principal went back

to her office.5. Having read the books, we returned them to the library.6. After putting the prisoner in jail, the policewoman went home.

ExercisesA. Translate the following sentences. Distinguish the ablative absolute

from other uses of the participle.1. Librß ¤missß, puella legere nßn potuit.2. Dux servßrum, signß datß, equßs ±d¥c¬ iussit.3. Exped¬t¬ ± per¬culß, de¬s gr¤ti¤s agere d±b±mus.4. Rßm¤n¬, castr¬s posit¬s, Gallßs ad fugam vert±runt.5. Capt¬v¬ miser¬, tr¤ct¬ ad ped±s r±gis, p¤cem timid± pet±bant.6. Imped¬ment¬s in oppidß rel¬ct¬s, m¬lit±s sal¥tem pet¬v±runt.7. Libr¬s l±ct¬s, discipul¬ magistrum aequß animß exspect¤v±runt.8. Homin±s, praed¤ arm¬sque imped¬t¬, proper¤re nßn poterant.

B. Translate the following sentences into Latin. Which of the four doesnot require the ablative absolute?1. Having written good letters, the boys will receive rewards.2. Hindered on account of bad roads, we did not wish to come on foot.3. Since the advice of the teacher has been heard, we shall read the

book.4. After sending a messenger to the gate, the king shouted: “My king-

dom for (prß + abl.) a horse!”


Did You Know?

The Romans enjoyed many of the herbs and spices that we enjoy

today. Poppy seeds were eaten with honey for dessert or sprinkled

over a mushroom-shaped bread before baking. Indian pepper and

cinnamon were also important to the Roman haute cuisine. A dish

from an existing Roman cookbook lists these herbs for a roast meat

sauce: pepper, lovage, parsley, celery seed, dill, asafoetida root,

hazelwort, turmeric, caraway, cumin, and ginger.


Derivatives Latin words should not always be studiedindividually but can often be grouped together by families, so tospeak. This is much easier, much more useful, and much moreinteresting. For example, there is the word p±s, the father of itsfamily. P±s has many derivatives in both English and Latin. Im-pediß means to entangle the feet. An impediment is a tangle,

something in the way. Transportation is still a big problem with anarmy; it is no wonder that the Romans, without railroads, aircraft,or trucks, called the baggage train of the army imped¬menta. Ex-pediß means to free the foot from a tangle; therefore in English anexpedient is a means of solving a difficulty. To expedite matters isto hurry them along by removing obstacles.

You have already become acquainted with several other “fami-lies” of words. Other words which should be studied in groups arer±g¬na, regß, r±gnum, and r±x; dß and dßnß; d¥cß and dux;ager and agricola; cßnsulß and cßnsilium. Show how the mem-bers of these families are related.

What is the meaning of ligature, ligament, obligation, pedes-

trian? Why was Aeolus chosen as the name of a company dealingin ventilators? What do you really mean when you say “I am muchobliged”?


Roman children enjoyed playing games just as chil-dren do today. Babies had their rattles; girls had theirdolls; and boys played various kinds of marble gameswith nuts. The phrase r±linquere nuc±s (to give up

nuts) meant to grow up, but adult men, even the Emperor Augustus, some-times played such games. Vacation was the time for marble games. The poet

Martial says: “Sadly the boy leaves his marbles and is called back toschool by the teacher—the Saturnalia (December) vacation is allover.”

Other amusements for children included spinning tops, walking onstilts, flying kites, rolling hoops, and playing with toy wagons andtoy soldiers. Among Roman children’s games were also blindman’sbuff, hide and seek, leapfrog, and jacks. Ball games, some liketoday’s tennis and handball, were favorites, especially for men whoplayed them at the large public baths.

For indoor amusement the Romans had a board game whichwas something like chess and checkers, and another like themany games we have in which the throwing of dice controlsthe number of moves made on a board. A game calledknucklebones, t¤l¬, was played with knucklebones and dice-like pieces, tesserae, that had numbers on each side.

Roman boys and men had their sports: swimming, fishing,hunting, as well as athletic contests—running, jumping,throwing the discus and javelin, boxing, wrestling, and

fencing. Most of these activities were useful training for a soldier.The chief amusements for the Roman people as a whole were the circus,

the gladiatorial shows, and the theater. The oldest and most popular wasthe circus with its races. Although the races were the main event, graduallyvarious side shows and acrobatic exhibitions were added to entertainbetween races. The modern circus is a revival of the ancient circus, but thechariot races no longer have the same prominence. Even the circus paradethat precedes the performance today is borrowed from the Romans, whocalled it a pompa.

The circus games were held at public expense on holidays. They tookplace in the valley between the Palatine and Aventine hills. Originally thepeople sat on the hillsides; later, magnificent stands seating as many as twohundred thousand people were built. Other circuses were built in Rome andelsewhere, but the original Circus Maximus remained the chief one.

AMUSEMENTSAND SPORTS

Ara

ldo

de L

uca/

CO

RB

IS

A toy horse and rider, designedto be pulled by a string. It hardlydiffers from a modern version,except in longevity.

The games created as much interest as our professional baseball, foot-ball, tennis, and hockey. There were various racing companies, distin-guished by their colors, like those in modern schools and colleges andprofessional teams. Successful drivers were slaves or freedmen whobecame popular heroes and often won their freedom and became rich.Their records and those of the horses were carefully kept. One man,Pompeius Muscosus, is said to have won 3559 races. This attention ismuch like that we give to the number of home runs made by famous majorleague baseball players today.

The theater was another important place for outdoor amusement.Adaptions of Greek custom, Roman theaters were semicircular. The actorsusually wore masks that indicated what part each actor was playing. Asin Shakespeare’s time, women’s parts were played by men. Comedies,tragedies, farces, and pantomimes were given. The most famous Romanwriters of comedies were Plautus and Terence, whose plays are not only stillbeing performed but also have been turned into Broadway hits—The Boysfrom Syracuse and A Funny Thing Happened on the Way to the Forum.

G l i m p s e s o f R o m a n L i f e a m u s e m e n t s a n d s p o r t s 305

The Roman amphitheater inFrance, at Arles, where themagistrates held athletic con-tests and games in its arenaestimated to have held abouttwenty thousand people. It isstill in use. Arles was one ofthe most important cities ofRoman Gaul.

Gir

audo

n/A

rt R

esou

rce,

NY


The gladiatorial contests were rather late importations from Etruria,the region to the north of Rome. At first, they consisted of sword fights atfunerals between two men who were often slaves. Later on they becamevery popular, and fights between men and animals (like Spanish bull-fights) were added, as well as fights between animals. Sometimes veryelaborate shows were staged in open-air amphitheaters. The most famousamphitheater was the Colosseum at Rome that had room for fifty thousandspectators. It was not built until A.D. 80 and was large enough and durableenough to eliminate the need for another amphitheater in the city.

1. What modern sports compare with the circus games of the Romans inpopular appeal?

2. In what ways did the Roman theater differ from ours?3. What were the good and bad features of the gladiatorial contests?

AMUSEMENTS ANDSPORTS (CONTINUED)

This stone relief shows Romanchildren playing a game. One game they liked to play was similar to bowling, but they rolled a walnut at walnut“castles” built up on the ground.

Erich Lessing/Art Resource, NY

R e v i e w l e s s o n s X l – x l i v 307

Lessons XL-XLIV

Nouns

Adjectives

Verbs

Adverbs

Third Declension: Masculine and Feminine NounsThird declension nouns that are masculine or femi-nine in gender are declined with the following caseendings:

(sing.) —, -is, -¬, -em, -e; (pl.) -±s, -um, -ibus, -±s, -ibus. These endings are added to the base of theword, obtained by taking the case ending -is off thegenitive singular. The nominative (often ending in -sor -x) must be learned separately, as must the genderof third declension words.

Sal¥tem m¬litum He increased the safety

nostrßrum auxit. of our soldiers.

Sal¥s r±gis timid¬ The safety of the timid

erat certa. king was assured.

Tertius homß ducem A third man went

meum antecessit. before my leader.

The Conjugation of PossumThe verb possum, a compound of sum, is some-what irregular in the present, where its stem (pot-)changes to pos- before a following s: possum, pos-sumus, possunt. The imperfect and future use thepot- stem plus forms of sum. The perfect tensesare regular.

Ad casam tuam I am not able to (cannot)

ven¬re nßn possum. come to your house.

R±x multa per¬cula The king was able to

prßvid±re poterat. (could) see many

dangers ahead.

Participles Used as ClausesThe perfect passive participle is often used toreplace a whole clause in Latin. The English equiv-alent uses a clause beginning with when, after,

because, since, if, although—whatever conjunctionmakes the best sense. The participle agrees with thenoun that it is describing in gender, number,and case.

fortasse nßn iam

add¥cßantec±dßcernßcl¤mßcommoveß

cßnsulßexpedißimpedißligßpossum

premßprßvideßrelinqußrogßstß

tr¤d¥cßtr¤nsportßvertßv¬vßvulnerß

certusnßtus

par¤tustertius

timidusultimus

duxfactumfugahomßimped¬mentum

l±xm¬lesp¤xp±sr±gnum

r±xsal¥sspatium

Lessons XL-XLIV

Lessons XL-XLIV

Vent¬s territ¬, (Since they were)

nautae relinqu¬ terrified by the

cup¬v±runt. winds, the sailors

wanted to be left

behind.

P¥blius rog¤vit Publius asked about the

d± capt¬v¬s captives (who had been)

exped¬t¬s. freed.

Ablative AbsoluteThe ablative absolute construction most often con-sists of two words: a noun and a noun, a noun andan adjective, or a noun and a participle (usually aperfect passive participle). These two words are inthe ablative case, set off from the rest of the sen-tence by commas, and only loosely connected to itgrammatically.

Port¤ claus¤, host±s After the gate was

fugere nßn closed, the enemies

potu±runt. were unable to flee.

N¤vibus ¤miss¬s, Since the ships had

Ulix±s miser been lost (The ships

erat. having been lost),

Ulysses was unhappy.

Absolute Construction

IN LATIN IN ENGLISH

1. Ablative 1. Nominative2. Perfect passive 2. Present or past

participle usually active or passiveparticiple

3. Construction very 3. Construction much common less common

A. Give the Latin for the italicized words.1. Per¬cula (if foreseen) m± nßn terrent.2. Librum (after I had read it) am¬cß dßn¤v¬.3. Puer¬ (although they were called) nßn

v±n±runt.4. Puellae (because they had been scared)

f¥g±runt.5. Auxilium (which had been furnished) ¤

soci¬s nostr¬s patriam cßnserv¤vit.

B. Translate the ablative absolute in each of thefollowing sentences into natural English.1. Litter¬s scr¬pt¬s, I took a walk.2. R±gnß ¤missß, he was still king.3. Auxiliß missß, they can still win.4. Agr¬s occup¤t¬s, the people were starving.

C. Do the following.1. Decline r±x magnus, l±x bona, spatium

l¤tum.2. What is the case of ducum, homin¬,

m¬litibus, discipl¬nae, p¤cem?3. Give in all tenses the third plural of possum,

translating each tense form.4. Give the principal parts of commoveß,

dß, expediß, submittß, absum, prßpßnß,premß.


Lessons XL-XLIV

Numerals Review1. The teacher assigns a number—£nus, Duo,

Tr±s, etc., to each of ten students. The followingquestions and others like them should beanswered by the student whose number fur-nishes the correct answer.

MAGISTER: Quot (how many?) sunt tr±s etquattuor?DISCIPULUS “SEPTEM”: Tr±s et quattuorsunt septem.M.: Quot sunt quattuor et qu¬nque?D. “NOVEM”: Quattuor et qu¬nque suntnovem.(A competitive game can be made by havingtwo sets of ten or less and scoring one for theside whose representative answers first.)

2. Give the Latin word for the missing numeralrepresented by the question mark.a. III + V = ?b. XII � III = ?c. IV + ? = Xd. II � V = ?e. X � ? = VIIIf. VI � I = ?

R e v i e w l e s s o n s X l – x l i v 309

1. Make a sketch map of England (notincluding Scotland) and indicate on itall the names you can of towns derivedfrom Latin castra. Then see how manyof these town names are found in theUnited States.

2. The first word in each of the followinggroups is a Latin word. From amongthe last five words pick the one whichis an English derivative of the firstword.

st¤re status stair starestar staff

homin¬ homely home hominyhomicide hum

m¬les mile militant millmillinery million

premß supreme premises premonitionexpress prime

cl¤mß clam clamp clammyinclement exclaim

p¤x pace packs Pacificimpact pass

Lessons XL-XLIV

Circle the word that best completes each sentence.1. Dux in vi¤ _____ et m¬lit±s spect¤re poterat.

a. lig¤reb. premere c. relinquere d. st¤re

2. Homß in parvß oppidß _____ erat, quod prßpopulß multa bona f±cerat.a. certus b. nßtus c. tertius d. ultimus

3. _____ vulner¤t¬s, serv¬ portam m¥n¬re et locumd±fendere m¤t¥r¤bant.a. R±gis b. R±g¬n¤ c. Dominß d. M¬litibus

4. Quid studium l¬berßrum _____?a. cl¤m¤bit b. cßnsulet c. impediet d. cernet

5. Populus _____ magn¤ cum d¬ligenti¤ c¥r¤quecßnserv¤re d±bet.a. fugam b. l±g±s c. p¤ce d. sal¥s

Complete each sentence with the correct endings.6. Adduct¬ f¤m___ loc¬, pauc___ nautae ad

ultim___ ¬nsul___ antecesserant, et ibi inanimß reman___ habu±runt.

7. Verb___ poetae aud¬t¬s, quae puellae lingu___pulchr¤ nßn commßt_____ _____?

8. Post spati___ quattuor ann___ dux octßm¬lit___ in castr___ rel¬quit et reliqußs ±prßvinci___ tr¤d¥xit.

9. Cert±, mea f¬li___, per¬cul___ prßvid±s et cr¤scum am¬c___ tu¬s sal¥t___ pet___.

10. Qu___ c¥rae nunc vßs prem___? Poteritisne adoppid___ ven___ et hßram p¤c___ nßb¬scuminven___?

Translate the following sentences.11. Cßnsili¬s par¤t¬s, per terram barbaram

imped¬menta tr¤nsport¤re nßn dubit¤mus.12. “Vulner¤vist¬ne pedem tuum in proeliß aut

fug¤?” m¬les timidum am¬cum rog¤bat.13. Fortasse puellam quae in terti¤ cas¤ habitat d±

offici¬s nov¬s cßnsulam.14. Exped¬ta ex offici¬s, tibi long¤s litter¤s scr¬bere

poterß; t± d± r±gnß et fact¬s r±gis doc±bß.15. Verb¬s deae commßt¬ erant et nßn iam in ¬nsul¤

man±re sed ad patriam novam migr¤recup¬v±runt.


NoteYou may wish to have students use the Assessmentworksheet to do this practice. This can be found inthe Transparency Binder along with the answers.

Lessons XL-XLIV

Find the answers to these questions from any lessonin Unit VIII.16. A long narrative poem, such as the Aeneid or

Odyssey, that tells the tale of a hero strugglingagainst odds is called an _____ poem.

17. City names such as Rochester, Lancaster,Worcester, and Chester are based on the Latinword _____ meaning _____ because theRomans established these places throughoutEngland.

18. Briefly identify these characters from theOdyssey.

a. Polyphemus b. Aeolus c. Circe

19. True or false? The ancient Romans enjoyedadding spices and herbs to their food.

20. Who were Plautus and Terence?

V±rum aut Falsum? Indicate whether each state-ment is true or false.21. Gladiatorial contests began as a part of funeral

ceremonies.22. Among the spectator entertainments of gladia-

torial games, chariot races, and theater, chariotracing was most popular.

23. Many personal Roman sports were introducedbecause they helped train men in militaryskills.

24. Most parts in the Roman theater were playedby women.

25. T¤l¬ was a Roman marble game.

Apply your knowledge of Latin roots to determinethe best meaning of the italicized words.26. Her committee tried to expedite the process.

a. hinder b. begin c. accelerate d. understand

27. We will relinquish our claim to that land.a. insist upon b. give up c. bargain for d. reestablish

28. After the accident he experienced severalperiods of vertigo.a. dizziness b. depression c. fear d. soreness

29. Cornelia wished to discern the importance ofthe letter.a. disregard b. argue about c. explain d. see clearly

30. Does the new exercise have any salutary

effect?a. healthful b. long-lasting c. harmful d. controversial

a s s e s s m e n t l e s s o n s X l – X l i v 311

unit viii: adventures abroad and life at home · • to learn the ablative absolute construction...

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