Professional Documents
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GALORE PARK
Published by Galore Park Publishing Ltd., PO Box 96, Cranbrook, Kent TN17 4WS.
www.galorepark.co.uk
Text copyright © NRR Oulton 1999
Illustrations copyright © Ian Douglass 1999
Typography and layout by S&B Associates, Nymet Rowland, Crediton, Devon EX17 6AN
Printed by Hedgerow Print, Crediton, Devon EX17 1ES
ISBN 1 902984 04 8
All rights reserved: no part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, without either the prior written permission of the copyright owner or a licence permitting
restricted copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London
WIP OLP.
To Branny, Cotta, Labienus and the pin cushions, with grateful thanks.
sales@galorepark.co.uk
Tel. 01580 241025
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a gc uence
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Na a ec ceseccccp ni rcaceieancacnecaoceacntvecvdoveeorseds 2
Ia A Med PE NOYURM 9 apnea coricoose nega sonseeeencatvieveruteeressarenevcieooeees 2
oe vasccniucasneeparnninstis+vnctaneannmmannceneeseddeaseaks 2
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a on coksecu suntsiadieissaanvvscin
c nnitinasenadayeins inicawnivie ovale 5
Ac Ss nan in cv smdeave sn vrdssannaddncorensdigsc densennacaivonevts 6
213
See acsoncecesigen dcaenon
s nnonsen canuiivdduasiendnisiconiaencedesaells 6
SS gio ceo avnn scondexnn coeashnsiannnn ckidamsdcuses ae oxslhceoastth 6
a ST a ca labled dey cMnicnenmesininnddtc sas 6
aN NN ENA ee 9 ch goes fedsn ca aicdinaiow anvndrinnds vchivinlonnadansbcavastaveotelhe 8
(0 ESR a ee ee ee enn ee ae 8
IM es ead cn cteesvvain extn osiennid ons nieopmcanboms et vas eie 8
I tN Al hs boa ac wicca shicasn ending veccumanrscns mn eae 8
UE ESSE Sn ee co ok ak re ee 10
Ie RMACNEN remero odsai aas a aves n coapnaesegatac tot12
POLS IAD aees tt AS ee en eae, mae ee an ae en eee. 12
ETE a hed ae OL at Ae ee ce Rey ne IE AEE 12
ice MCAS. COSEMI NGO, PROMI
Perm Ma tc clorcdcs spear Momence vnpwamndmiienaeoaaK 14
Oe PM See gees einsaces Sanches ti eka cdaroiisnnaiaaninnana co Tchatoiedatadananariadhilviol 16
TEES USS SB i ae Re AI Se TR ET ae ae ee REE, RPE 16
oT ER TEs ae aS ETE gs SE ay oes eR ae 16
a ST SO Ma Ee Cotes ae ug ee te ne ee OE Ra eam aly uae 18
Ng etesARNCYORNS CLSU ITE CEU inn astncm sensed ccs tigate cine waved daa anpnesicnlaamenane tied 18
PRUE mM NINES NNN cerns hp rac a se gn dniasion soca aiden aan inate won 18
Pea IEE ME CCNY ha Shag ie orn cc ua edie ass ra ka ant eek anriarct cans Sima 20
EST MIVs IE ALN AELNEAEY 5 alos stadica cordecninanavesee van nct canis cbress'eanpaanse dapieaenenek 20
NYSED ST) SIR 7a 2 a ee ee ee ee Pan nee ee oe er nn oe ere 20
TREADS IMIG) ATOR: COICOIYRUNCS cre os orecencan cenntnvsinttiancuini eautadncacaqacederins 22
ee aia aio cs sca deensigsncnnas ons etben tna bantmanbangarscsaxtuadenhab acs’a2
BeRET EATACES OENLS Sect shscdsio nzaan enact 24
cn ane emcinlipenigndoasan
Aa SP ra acd ees a cia enh da vada Peconcemmaadamaiadeci aot 26
HESSEN A OS ig ob chars hems ceed nae a omdiainianianaidainanlenneiesnen 26
Ben mRANU cd Oarpeer 8 wed aaa ean ep Me erpcarinh teens phn wngenne chains digs 26
a asa A a val dys hn paella perce uae den cnca erdscrsve REECE 26
PORE SINS Se Se ee ee ee ee ee ee ee ee et te 26
ake aN Sc Eis Sgn an nanan sidan saan = donb scenenendiga shaownaee ayo 26
cae aT Re I itachi da sass exe en ccna vodantnsyann ands a sipatonsoailgns ave 26
eC ee hk ER Nd ann eraiiaws bce <n icnnsanandadthnGencks tous smabawnenenaainaan tes 26
PM Sires ON ON NIN ke secs n secmancarreersnsarsn erincdbastnknianiaensmma
svusedaede mtnnerpeee28
Coping with all the Cases: from Latin .........cceeeeseseeteeeeeeeteetetsetseeeseeedeeeeeees 28
eubaiy 29
simeea==ianies
NEW VOCADUIALY ......c0ccssccsscsencteenttnensisessesdaceuscieseenteannsdhdeunncnhuaens
PrepoSitiONs ........cssscascsseccosessonecevaanannnsencev ssesovenesnayou
otesiiende -eermeet 30
eine satan eeeiheith
VOCADUIALY 3. vuvcccscsenconseianeenansnsencaaethe ndpoy ea eet
otesnoautias eR ciengs
eee taeea 30
CIAUSES jeccesccsscvsesovsnevs ocdaun te suseas saute vos slpelanl dha sn speinuign taaiee
ate fel este Seen aaa 32
English derivations: prefixes and SUPFIXES ...........:ccccceeeeeeeeeeeteeteneetenseeeeseeeees a2
The Foundation of ROME ........0..cccsscesess usnencessec
ciacousaen OSE esedve 34
GHAPTER 4 cite liccccsdk Licicacss ntsasette th#0000cuneteate
tts ahaa tet ees eee ensettese te aaa s 36
Verbs of the 2nd ConjugatiOn: MONEO ...........ccseseseessssnceeceeseeereeeesersntenccenereans 36
Principal parts: 2nd COnjUGatION s..:.....:2-cn-ccesecnes:snnacnanc@nsuy me 36
=eeeeesaaaane teeeEans
Nouns of the 2nd declenSion: @NNUS....25....0.c0cc0ee0: occceseeseasunwontaen <p dgeeeeeeneeeeas 38
Stems ANd’ CNINGS sisc..ctscssestessuces cede cane ree Beenere aceieedece ese ail lag ee = eae tae 38
A WOrd Of CAUTION “secieccccsisciescaseckp ese teen ll Uaceneede gat cent le ceeee newark ee ene 38
Nouns like@: DOMUIN o.i. ifciecwcellbcs teeeeTei0tk oes ces Ss een teed cota eee ee eee een 40
Working witht n@uters 2..00..Siccctetectsssavesscersnneensteeest cunapanad teteesctueases
ete eee etaan 40
Dealing with the SIMPIG DaSl) coc ccipecc ecccere
onwscesestes ccces auseneteaceret
csete eee 42
VOCADUIAY 4 eiiireecnaetncce tevececn
vasedontecoeennenre nesta corse nettnestcteraneseeaetna 42
THE SADING WOMEN soo acecek secs ona cas ara nee eda ae an meta en ee oe ee 44
FeSUivalls eer aces erat ate auc coe cere cette ae eae ea 45
FRE VESTON oer Saas ae ce 45
ag eeSg iefecha tse nen te ee Rau Mr Arete ected vinien ee SEsrins oc 46
PACICCIINGS Reece eter cece tes scl catrmatu tarde Crane ube enue ride ree ci aktcnet ee eee nee ee ean 46
AGTESITICNE Ol ACIOCIIVES Soci ccrerivseeeas ew or ceeee awk ee ae care eee 46
FUGI ANI ITIAQISTON. 5 Orgeass oase chums sae wecreosens hadecet ox thain ac etaas oor seedde eee ee 48
PACHECUIVOS WAH O0 9 ooh cs kvascatece cence vedesgat teva enerdzacee tae eo ee Reker oe eee 50
NMOGADUTANY 25. Goikecceceocenvecevneawtne cacevscestonucsceucaueceenie: Sea eane ne tne te ae eee ee 52
PAPAL OUIS 222 cot setocneciice skascnasteoeeutecer eens Cecec tenner ec tee ected naan eee eee Lay2
Othermodem languages 2i5.0fcs es ievt seek etnies eee 52
The first Roman, tralitreSs scsia05 ashes setae saccctanatneeesc eects eee ee eeeeer eee 54
ILA PERG viaccess cs csaeeonccivx suneskip vayase oo eti cost la enero 56
Verse TOGO 235.0 oe ivese oka sepa vuleeiaese ese theres ees eee ee 56
Propiems WHI TeGO sorcc.ciccitiveaa ste tewennetaevns beaten ates e eee eee 56
CGuestors in, Lertiey sii ioe Sphere ace eee eee 58
=O TONNE? NUM DONS TO TOUS Face cauercniaes Soe Vermenecret chee cere eee eae 58
VSries IRC een cos nessa eae ieee acces taocctag laepetcree cee ee ee 60
POS AO role WIE GENO S saicce otic GcncuSnencekct e-seee
clinceeesteee teen ne ee 60
TT HIStOMG PHSSOIE eer erica vei eel a teeteees eae ee ect e eeeeeeeeeee 60
Aforet 018)[1a"glos inaehiae remreiee tera Seer a Mchenry oaiot tad Rieti retiree fk oat Es 62
Verbs with yukky principal parts w.kic cc.cn
cece eee ice 62
THeKiIngs Of OMG Part-1) <eckcr crc, ststrvcs manvatee ecanaee eee ee 64
og
Ya)get GF cara ge ei pr oa Re SON MRE RTM RE UR ronan te ces idea a ey 66
WETS: HKG CARI Sos dassacravsunth wongalvessedouee reece ae ene ee ee eee 66
Breaking up inverted commas: inquit/INQUIUNE ...........00ccccccecsccesssceceeeseceeeeses 66
PRORVASAET IT WET RES olen cee noes vasa sacivonnada deennsgbee Gece te neta eee oe ec te ane 68
Neirmerals A= 1O00 Heretic tescsitewvancbbanwhe unseen Siete Gee ene A ee ee 68
PIS IOUS VIF Sees he) scree. seegslslovncntel ot eeecephccessee ee 70
VOCADULALY® 1 cconacaces sx: ccvaneacsaclsbs aviv scteateesanaeseeetheeren tette neat eae te 70
ee eth iminececveccsseeseccsceeceocsececeoeessse, 70
SS t2
ede ccscticneiesntnessdbecsvaiecis acscssesescsvesoecee 74
Be AE ceva nsccannes <aversscsnencecesesncasenveceavevacessonsces 74
EMRE PECLFIGOHEMISION MOUMS <.accpccicscencccvecercneuscseeaseessencotsnenavenseceieesvoes 74
cans carcoracvnasensvniecsinnesscsassanrecscoensees 74
Agreement of adjectives with 3rd declension NOUNS ............cc:c:cecesseseceeceseeees 76
a eR eNO ACTEM NOIR a8 occa conc sncen na csuecossecaeeeesusencsarszeancocsivessacaseseaee 76
ae cece nnnsinnnncvernneceeses canesserotanecoveaccesvaseuasss 76
orc hosanencaaeconsnngasecenevu
a nineaceanesnsonecenctesease: 76
STR sian vac woicnnp vnc ignndanignv sn vung onxscnteen at vnioene 76
Non-increasing Srd declension NOUNS. ...................scscscsesssssssssssenesesensereeres 78
OE ES er ne ov coca nese cesscsghashaseucecactencsecaacecertors ine:e 78
MR REP LANE Ne ear coerce ant cae ms ries coe vss aen bor cnddenasets deveaspesere 80
Nag ee Sa oh croc es ev cnovnsecnnipvoNvh avd zanchen genet oalcasiedeealies 82
RUMEN tds HUNT CHESS foo Po cc cece ce crs ce cna cscs cicevsecsecrsossenesatesdhenscathess 82
SN Pee nn nce ta ak eaeaes evoartaoceiscydereves nies severe t¥Rotteee 84
1 NTE) coset ne nts eantap er ellen tt tae daha eerie i A a a EE - Ob 84
TES os 88 eA 2) ts a 8 eee aed ee ae Rp iene a eee ee Perot ere 84
COREE aie DS are a nen I EER ee ey Me Pro 84
NOM NaN EAE AM ee ecco e casneda ds meer oo nan naminsireen tgueds caren Bane 86
PO EER ac ac eek Rk Re eRe eR PM EC 87
a i Ce ag tee owas Sata ong 02 -ucaw veal vse kdecae kev esecweesvesnk 88
BTR CRICD NR ee oh ena a ce Rae ec ata ost da cad acne 88
SeRNI A UM AUC NETEM MMA Seat essen oe csc sede e snes ccmervgtessceeunacoidaes 88
GUPTA 2 aOR ean eC 88
SE Rea MR TENG PRM© GM ee et ce hints scant see ene et on PEN Cascaisnshinsondo sed 90
aEPN REA SSUES EAS i SO he facets icin hacid eng ae SRS aan aaa dosieulh abnndivedn sai 90
ee ee We sos on ssarncnsre Te <x HAAN ocaevener eI tase Oigeas Tsk 90
INNA Gp ere rota tad Went ats Pos nah ashe ean ign edna sadvx ing cevnsowapwad tapenne on base suas 90
leg Se Ge Rs I A ce) ee Se peer eto Ore es OR rh Pee Oe 90
NEMS EE ENTRTCADIGN PIGUIBES cos ods ln op con -0e comin tar nnn e ni seFtdipeand anda anata nates 92
NUS ANE AIT CN eae acters cat aw enaxcc vn ae oe sw egesdeh one oni aeliacusnhnapedoamenantan naiiisiceed 92
STC AEN Coes UG BS ie rca tks erases tancceretens adh anilsnt epnnan clin rannstes coowume ce 94
EIA Pelee ahPei ACS ATER i osha clr Pasion inmates go ca deo cng Seta abcancgeesagacuamhatenn 96
AMER Icey
I cre rnc eae Mien cttcesce ssrampnginigeiis vet CNRS CA Maguh imeemai obaads vss 96
A Fae ee aan Sh ne ae ct PIE cap nanad TOTES caitangsedinnansaibereavannii 98
eer Naa AS ee ceca teres es ne ange SROs es yer ndnfinvenlfenatinanes 99
retires I ae ew cides snc decat ty Mins bc dhaeerasa onsen snlte eprancagenticmpiersuneet 99
PIV agate ce ae semen inset etnenenectinee basen ds odansnnnnantendientediany design jennnes 100
Pee tag ee nar gone esaienaie Se on og cwrnaaeccapeniemed texvants 101
KAO Oy VOWEL CUNY 5.2 acess te nds c ansnecavny end bacdecaath des vonediesaradasdieoneeteresee 101
Nae VOCABULARY, noc needes cxseas enon cnssclvccacsa ncsot@eaihian e 102
taptinre heonnrtebes
ENGLISH — LATIN VOCABULARY «.....:-c.cssccesssssecs ecseressecaseacsensenses eanssanennaennieie 107
Acknowledgements
The author would like to thank the following who have all contributed to the production
of this book:
Theo Zinn, who taught me Latin and showed me, above all, that if you really want to
learn something, you have to learn it properly and whose advice, particularly on vowel
quantities, has been invaluable; Stephen Anderson, who read the proofs of the book and
pointed out its numerous faults and errors with great tact and infinite patience — the errors
that remain are, of course, entirely my own; the girls of Tormead School, who put up
with the various revisions of the book and pointed out its faults and misprints on a daily
basis; in particular I should like to thank Nikki Lake, who shot through the original
version of the whole course in two terms flat and pointed out several glaring errors with
an ever cheerful “It’s probably me, but shouldn’t there be a verb in this sentence...”;
Roland Smith, for coping with the endless stream of “last minute changes”; Honor Alleyne,
for inspiring me to write the book in the first place, and for allowing me to inflict it on the
girls of Tormead without so much as a government health warning; and the countless
colleagues who have commented on this and earlier versions of the book and given me
their support. I shall not give the traditional acknowledgement to my wife, Claire, because
she said she would kill me if I did.
Page |
PREFACE
This is a no nonsense Latin text book. No frills, not many pictures, and definitely no
word searches. Learning Latin is not the easiest thing you could choose to do. In fact,
some of you will find it devilishly difficult. But it can be done and you will just have to
accept the fact that it involves a good memory and loads of discipline.
In this book, things that have to be learnt are on the left-hand pages; things that have
to be done are on the right. As you learn something on the left, you practise it on the
right. Simple, isn’t it? If you can cope with this lot, Books II and III will take you all the
way up to GCSE level. ;
It has to be said that you won’t be able to tell the time in Latin, or sing a comic song.
But you will have bashed up a couple of hundred thousand Gauls with arrows, and prepared
a good many tables for the master. What’s more, your brain will have done so many
mental somersaults and press-ups that you will find anything else you turn to laughably
easy by comparison.
N.R.R.O.
April 1999
Page 2 |
GUIDE TO PRONUNCIATION
Vowels
The main problem with learning to pronounce Latin correctly is the vowels. The Romans,
as Asterix is always telling us, were crazy and they pronounced their vowels as follows:
a (short) as in cup a (long) as in calf
6 (short) as in set é (long) as in stair
I (short) as in bit T (long) as in bee
6 (short) as in lot O (long) as in the French beau
U (short) as in put dG (long) as in route
In this book, Jong vowels are marked with a macron (a, 6, /, 0, U). If they are not
marked, they are short. Occasionally a short vowel is marked as short (&, 6, J, 6, U) if
there is an incorrect tendency to pronounce the vowel long. For example the o in the
Latin word eg6 is marked as short because so many people pronounce the word as if it
were long.
Just occasionally a vowel may be marked as being both long and short. This is
where a vowel is known to have been pronounced long in some places but short in others.
In this book, for example, you will come across the words quando and hom6, the final
‘o’s of which are sometimes pronounced long, sometimes short. You will also find ub
and ib/, the final ‘is of which may be either long or short.
A vowel is regularly pronounced long when followed by ns or nf. This rule even
applies to the word in when this is followed by a word starting with s or f.
E.g. in agro but In silva.
Diphthongs
Where two vowels are pronounced as one sound (as in the English boil, or wait), this is
called a diphthong and the resulting syllable will always be long. For example the —ae
of the word ménsae is a diphthong. Diphthongs, because they are always long, are not
marked with a macron.
The most common diphthongs are:
ae —_ as in eye aus aS in now
but you may also find:
ej as in reign oe as in boil
ui as in French oui eu —_— as in @ and U said in one breath!
Consonants
C is always ‘hard’ as in cot, never ‘soft’ as in century.
R is always rolled.
S is always ‘s’ as in bus, never ‘z’ as in busy.
V is pronounced as a W.
GN is pronounced NGN, as in hangnail.
Latin has no letter J. The Romans used / as a consonant instead (thus /G/ius Caesar,
pronounced Yulius).
e Mz, at the end of a word, was nasalised and reduced (i.e. only partially pronounced).
Stress
Just as in English we have a particular way of stressing words, so they did in Latin. We,
for example, say potato (with the stress on the a). When we learn English words, we
automatically learn how to stress them. This would have been the same for the Romans,
learning Latin words.
The Romans worked out how to stress a word by looking at its penultimate syllable.
Syllables, as we have seen, are either long or short. They are long if they contain a long
vowel, or if they contain a short vowel followed by two consonants. They are short if
they contain a short vowel which is not followed by two consonants. Using this
information, a Latin word should be stressed as follows:
The final syllable of a word should never be stressed (e.g. 2M0, amas, amat, etc.)
e Inaword of more than two syllables, if the penultimate syllable is long, stress it (e.g.
amatis is stressed amatis; amavistis* is stressed amavistis).
e If the penultimate syllable is short, stress the the one before it (e.g. regitis is stressed
régitis).
* — Note how the penultimate syllable of amavistis is long because the /, although short,
is followed by two consonants (sf).
Page 4
INTRODUCTION
Latin was the language spoken by the ancient Romans. Because the Romans conquered
so much of the world, Latin was spoken in several countries and for hundreds of years
continued to be spoken and written, even after the Romans had gone. Gradually changes
developed in the way Latin was used in each of these countries. In Italy, Latin became
Italian; in France it became French; in Spain it became Spanish.
In Britain, Latin did not become the basis of the English language as it did for many
of the other European languages. But with the arrival of the Normans in 1066, much of
the old Anglo-Saxon language and customs was augmented by Norman (i.e. French)
language and customs. The educated classes, the clergy and the new Norman officials
who had come to rule Britain, used Latin, as they did on the continent, as the official
written language of government. As a result a huge number of words of Latin origin
passed into the English language.
The Romans ruled an empire which extended to most of modern Europe and beyond
to Palestine, Egypt and north Africa. Their skill at engineering and construction was
unmatched until this century, and their form of administration, considering the size of
their empire, was remarkable. But they could also be a cruel, bloodthirsty lot, who enjoyed
watching animals being torn to bits in the arena, or gladiators fighting to the death with
tridents.
We study Latin today for a number of reasons. It provides an excellent basis for
learning language, both our own language and modern languages which are formed from
Latin. It provides an excellent form of mental gymnastics, exercising our brains and
training them to memorise, analyse and deduce. And of course it allows us to learn more
about this remarkable people, to read their literature, enjoy their stories and thus come to
appreciate the Romans who ruled the world for so many hundreds of years.
CHAPTER |
Verbs: the 1st conjugation
Verbs
Before we can begin in Latin, we need to understand how verbs work. The verb in a
sentence tells us what is happening, and who is doing it. In Latin, verbs have a stem,
which tells us what is happening, and an ending, which tells us who is doing it.
Verbs have three persons: Ist, 2nd and 3rd; and two numbers: singular and plural.
The ending of the verb alters depending on the person and number of the verb. The
person and number show us who is doing the verb.
*The present stem of amo is ama-. The present tense endings are —0, -S, -t, -mus, -tis,
and —nt. In the first person singular the stem of verbs like am6 contracts from ama- to
am-, but it quickly recovers the missing 4 and is rarely to be seen without it again.
Exercise 1. 2
Make a note of the seven Latin verbs you have met so far, with their meanings (e.g.
aedifico = I build, etc.). Note how the present tense of am6 can mean J love, am loving
or do love. Then translate into Latin:
1. Iam loving 6. You (pl.) like
2. You (sing.) are sailing 7. We sing
3. They are hurrying 8. It sails
4. He does sail 9. You (pl.) build
5. She is calling 10. He is singing
Exercise 1. 3
Translate into English. Each Latin word has three possible English translations (e.g. I
love, am loving or do love). Use whichever one you wish.
1. cantat 6. festinatis
2. amas 7. festinas
3. navigas 8. aedifico
4. vocatis 9. cantas
5. aedificant 10. vocat
Exercise 1. 4
Translate into Latin:
N.B.
The letters N.B. stand for nota bene = note well!
Page 8
The future tense
So far we have only used the present tense, telling us what is happening now. But if we
want to know what will or shall happen in the future, we need to use the future tense,
sometimes called the future simple tense. The future tense of am6 is set out below. Note
how the endings are added to the present stem (ama-) which you met earlier.
Vocabulary 1
Verbs Adverb
aedificO [build oppugno [attack (a city) non not
amo I love, like paro I prepare Conjunctions
canto I sing pugno I fight et and
exspecto I wait rogo I ask sed but
festino I hurry specto I watch
laboro I work supero I overcome
navigo [sail voco I call
Exercise 1.6
Translate into English. N.B. not all of these verbs are in the future tense.
1. festinabunt 6. /labodrant
2. laboratis 7. navigabis
3. aedificatis 8. cantabunt
4. amabitis 9. cantas
5. vocabit 10. aedificabitis
Exercise 1. 7
Study the information on the left-hand page about the imperfect tense. Note the two
ways of expressing this tense in English. Then translate into Latin:
1. Iwas building 6. You (pl.) were hurrying
2. They were working 7. Weused to hurry
3. You (sing.) were sailing 8. We were calling
4. He used to build 9. You (pl.) used to call
5. She was singing 10. They were singing
Exercise 1. 8
Study the information on the left-hand page about and, but and not. Then translate the
following. Some new verbs are used (from the vocabulary on the left-hand page).
1. rogabant 6. pugnabant et superabant
2. non superabat 7. pugnat sed laboramus
3. spectabis 8. vocabat et festinabat
4. festinabatis et parabam 9. pugnabas sed superabam
5. non vocabatis 10. n6én pugnabimus
Le.
The letters i.e. stand for jd est = that is.
Page 10
Principal parts
Before moving on to the other tenses in Latin we need to explain how principal parts
work. All Latin verbs have strange things called principal parts. These are the four
main parts of the verb, from which all other parts can be formed. The principal parts of
amo are as follows:
1 2 3 4
am-oO ama-re amav-i amat-um
I love To love I have loved In order to love
e = The first principal part is the first person singular of the present tense and gives us
the basic meaning of the verb.
e The second principal part is the present infinitive, and is used to find the present
stem of the verb (by chopping off the —re).
e = The third principal part is the 1st person singular of the perfect tense, and is used to
find the perfect stem of the verb (by chopping off the —/).
e The fourth principal part is the supine. This is a very rare part of the verb, but is
useful as it gives us (by chopping off the -um) the supine stem, used for forming
some of the passive tenses of the verb (described later in the course).
N.B. All the verbs which you have met so far go like amo and form their principal parts
in exactly the same way as amo does (i.e. —O, -are, -avi, -a€tum). Thus navigo = I sail
has the following principal parts:
Exercise 1. 10
Read the information on the left-hand page about the perfect tense. Then translate into
Latin:
1. Ihave sailed 6. Ihave built
2. You (sing.) have called 7. We have not waited
3. You (sing.) have built 8. He has sailed
4. They have worked 9. You (pl.) have worked
5. She has hurried 10. We have asked
? Exercise 1. 11
Translate into English. Remember that the 2nd principal part of a verb ends in —re and is
its present infinitive (“to love”, “to sing”, etc.):
39 66.
1. navigavimus 6. navigaverunt
2. amare 7. labodravi et aedificavi
3. vocavit 8. non vocavir
4. labdravérunt 9. non aedificavisti
5. festinavistis 10. festinare
Exercise 1. 12
You have now learnt how to use four tenses plus the present infinitive in Latin. Taking
care over which endings to use, translate the following into Latin:
1. We build 6. You (pl.) will like
2. To work 7. To fight
3. You (sing.) will hurry 8. You (sing.) have called”
4. We were sailing 9. Ishall not build
5. They were calling 10. She does not work
Ed:
E.g. stands for exempli gratia
= for the sake of example.
Page 12
English derivations
Many English words are derived from Latin ones. It is often possible to work out the
meaning of an English word if you recognise the Latin root from which it is derived.
E.g. the English adjective pugnacious comes from the Latin verb pugno = I fight
and describes someone who likes fighting.
In years to come you will probably find yourself droning on about the importance of
Latin, how it helps with the meaning and spelling of words, how it ought to be
compulsory...
Revision
Well done! You have got through the first chapter and are almost ready for nouns. So
this is a good time to revise carefully everything you have learnt about Ist conjugation
verbs. Make sure you learn this information by heart. Life will be trickier than a great
big tricky thing if you find that you need to keep flicking back to chapter one every time
you meet a verb.
Points to remember
Make sure that you have learnt by heart:
1. amo in the four tenses you have met so far
2. The principal parts of amd
3. The various ways of translating the four tenses you have learnt
4. The meanings of the words in Vocabulary 1
5. non= “not” and comes before the verb, not after (e.g. n6n amat)
Exercise 1. 14
Read through the revision section on the left-hand page and then translate into Latin:
1. He builds 6. He does not fight
2. They were fighting 7. You (sing.) used to like
3. Wewill sing 8. We shall not watch
4. You (pl.) have sailed 9. She has sailed
5. They were not watching 10. I was waiting
Exercise 1. 15
Translate into English:
1. aedificant 6. navigabatis
2. festinare 7. pugnavit et superavit
3. non pugnabamus 8. spectatis
4. navigabitis 9. aedificabis
5. cantabam sed laborabas 10. navigavistis
Exercise 1. 16
Give the principal parts and meanings of:
1. laboro 3. canto
2. paro 4. aedifico
Exercise 1. 17
Translate into English, being careful to use the correct tense:
1. amavérunt 5. amabimus
2. amabit 6. amavit
3. amatis 7. amabas
4. amabat 8. amavistis
Circa
C. or circa (= around) is often used with dates to show
that they are approximate. E.g. he died c. 1815.
Page 14
Aeneas and the origins of Rome
So who were these Romans, anyway? by the hand. After many adventures and
According to legend Rome was founded a long, dangerous journey, Aeneas
by Romulus in 753 B.C. However the story eventually arrived in Italy where he fought
starts long before that, dating back to the with a local prince, Turnus, for the hand of
time of the Trojan War. The ancient city Lavinia, daughter of King Latinus. After
of Troy was captured and destroyed in defeating Turnus, Aeneas married the girl
around 1250 B.C. by a Greek army led and built a new city which he named
by Agamemnon, king of Mycenae. All of Lavinium. These stories are told in Virgil’s
its inhabitants were either killed or led into great epic poem the Aeneid.
slavery; all, that is, except for a brave band Aeneas’s son, Ascanius, soon left
of men led by the Trojan prince, Aeneas. Lavinium and went off to found his own
This man, the son of the goddess Venus, city. It was in this city, Alba Longa, many
was ordered to set out from the burning generations later, that the true founder of
city, carrying the household gods, with his Rome, Romulus, was born.
aged father Anchises on his back and
holding his young son Ascanius (or Iulus)
Page 15
Exercise 1. 18
Read the story of Aeneas and the origins of Rome on the left-hand page. Write the
heading Aeneas and the origins of Rome. Then answer the following questions in complete
sentences.
1. According to legend, who founded Rome, and in which year?
2. The story of Rome’s foundation dates back to the time of which legendary war?
3. Who was the leader of the Greek army and in which year, approximately, did he
capture Troy?
4 What happened to most of the inhabitants of Troy?
5 Who was Aeneas?
6. Why did Aeneas leave Troy after it had been captured?
7. Which objects was he ordered to take with him?
8. Which people did he take with him?
9. After his long, dangerous journey, in which country did Aeneas eventually arrive?
10. With whom did he fight when he got there?
11. Over which girl did Aeneas fight, and whose daughter was she?
12. What was the name of the city Aeneas built?
13. What did Ascanius do once his father had built the new city?
14. Who was born many generations later in Ascanius’s new city?
RO eAlba Longa
tf = eLavinium
Versus
Versus = turned against. If Chelsea play versus
Liverpool, they play against them.
Page 16
CHAPTER 2
Nouns of the 1st declension; subjects and objects
Singular
Nominative méns-a Table (subject)
Vocative méns-a O table! (addressing)
Accusative méns-am Table (object)
Genitive méns-ae Of a table
Dative méns-ae To or for a table
Ablative méns-a By, with or from a table
Plural
Nominative méns-ae Tables (subject)
Vocative méns-ae O tables! (addressing)
Accusative méns-as Tables (object)
Genitive méns-arum Of the tables
Dative mé€ns-is To or for the tables
Ablative méns-is By, with or from the tables
This is called writing out a noun in full. Write out the following nouns in full:
1. incola = inhabitant 3. nauta = sailor
2. fabula = story 4. régina = queen
Exercise 2. 2
Study the information on the left-hand page about the different meanings for each of the
six cases. Then give the Latin for:
1. Of the farmer 6. The farmers (subject)
2. To the sailor 7. The farmer (object)
3. Ofa story 8. For the sailors
4. By astory 9. Osailor!
5. O farmers! 10. Of the farmers
E.R
The letters E.R. stand for Elizabetha Régina =
Queen Elizabeth.
Page 18
Subjects and objects
The most important distinction which you must learn to make when dealing with nouns 1s
that between subject and object.
1. The subject of a sentence is the person or thing doing the verb.
E.g. The girl loves the farmer.
In this romantic example, the girl is the subject because she is doing the loving.
2. The object (or direct object, as it should really be called), is the person or thing
having the verb done to him (or her or it). Thus in our example above, the farmer is
the object because he is the one getting loved!
We can thus analyse a simple English sentence using the initial S for subject, V for verb
and O for object as follows:
S V O
The girl loves the farmer.
Exercise 2. 4
Read the information on the left-hand page about subjects and objects in Latin and verbs
in the sentence. Then look carefully at your analysis of the sentences above. Now translate
them into Latin. Remember the following rules:
e The subject must be in the nominative case: -a (singular) or —ae (plural)
e The object must be in the accusative case: -am (singular) or —s (plural)
e The verb should normally be at the end, with the correct ending
e Nouns use noun endings (like ménsa)
e Verbs use verb endings (like am0)
Exercise 2. 5
Here are some more nouns of the Ist declension:
Using these and the nouns you have already met, translate the following into Latin. N.B.
a sentence need not necessarily have a direct object. E.g. ‘The girl was working’ has a
subject (the girl) and a verb (was working) but no object.
1. The sailors love the fatherland. 6. The woman will not hurry.
2. The farmer was not working. 7. The sailors love water.
3. The women prepare the tables. 8. The girl was singing.
4. The sailors were not fighting. 9. The woman was calling the girls.
5. The farmers have prepared a way. 10. The women were singing.
Via
Via = by way. Going to Scotland via Carlisle means by
way of Carlisle.
Page 20
Subject “in the verb”
The subject of a sentence is sometimes a noun (e.g. the sailors) and sometimes a pronoun
(e.g. we). When the subject is a noun, we put that noun into the nominative case in Latin.
When it is a pronoun, we say that the subject is “in the verb”, because the pronoun does
not normally appear as a separate word (as it does in English), but simply appears as the
ending on the verb.
If we wish to analyse the Latin for a sentence in which the subject is “in the verb”,
there will be no noun to write S over, so we write V+S over the verb to show that that is
where the subject is hiding.
S Vv O S O Vv
The girl loves thefarmer = puella agricolam amat
S Vv O O V+S
She loves thefarmer = agricolam amat
N.B. When a sentence has its subject “in the verb”, the first word we write in Latin will
be the object, which we must remember to put in the accusative case.
Vocabulary 2
agricola, -ae, m. = farmer patria, -ae, f. = country, fatherland
aqua, -ae, f. . = water puella, -ae,f. = girl
fabula, -ae, f. = story pugna, -ae,f. = battle
fama, -ae, f. = fame, glory Roma, -ae, f. =Rome
fémina, -ae, f. = woman Sagitta, -ae,f. = arrow
Graecia, -ae, f. |= Greece sapientia, -ae, f. = wisdom
incola, -ae, c. = inhabitant terra, -ae, f. = land, ground
insula, -ae, f. = island Troia, -ae, f. = Troy
ménsa, -ae, f. = table via, -ae, f. = road, street, way
nauta, -ae, m. = sailor victoria, -ae, f. = victory
Exercise 2. 7
Study the information on the left-hand page about nouns in the vocabulary. Note down
and learn all the words in Vocabulary 2. Then, to revise the meanings of all the cases,
give the Latin for:
1. Of the sailor © 6. Wisdom (object)
2. The inhabitants (object) 7. Of the way
3. The islands (subject) 8. Of the battles
4. Owoman! 9. The story (subject)
5. O girls! 10. Of fame
Exercise 2. 8
Translate into Latin. Note that proper names (such as Greece, Rome and Troy) are nouns
and must be put into the correct case.
The women love wisdom.
The inhabitants have overcome the sailors.
The sailors will not attack Rome.
The girls are working.
ae
a
ee
ie The farmers have prepared the arrows.
Exercise 2. 9
From which Latin words are the following English ones derived? Translate the Latin
word and explain the meaning of the English one. E.g. nautical describes matters to do
with sailing; from nauta = sailor
1. feminine
2. aquatic
3. fable
4. laborious
5 navigate
Terra firma
“Tt’s nice to be back on terra firma” —
terra firma = firm ground.
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Hier, une dizaine de soldats allemands s’amusaient devant
l’éléphant. La bête jetait tout le temps sa trompe en avant, mais
aucun des soldats ne savait ce que cela voulait dire. Je fis un clin
d’œil au gardien, pris une pièce de deux centimes dans mon porte-
monnaie et la jetai à l’éléphant. Il la ramassa et frappa violemment
contre les barreaux. Le gardien approcha ; il lui donna la pièce et
reçut en échange un morceau de pain dans sa gueule ouverte. La
joie des soldats ! Maintenant tous cherchaient des piécettes et les lui
jetaient. Le gardien eut une bonne récolte. Quand je partis, il me
salua gentiment. Nous étions de connivence, et je me promets de lui
servir encore souvent d’amorce.
La seule otarie qui reste crie affreusement toute la journée, en
s’étalant devant les deux cormorans, ses camarades, mais, quand
elle en approche trop près, ils lui donnent des coups de bec, et alors
l’otarie de crier. Le gardien me dit qu’elle se lamente ainsi parce
qu’elle est seule et que les cormorans ne veulent pas jouer avec
elle.
Quelle adorable créature d’avoir ainsi besoin d’affection !
8 avril 1915.
28 avril 1915.
4 mai 1915.
Les trams circulent presque vides ; les rues sont de plus en plus
désertes. Avec cela, un printemps adorable. Sur les branches des
arbres fruitiers, les fleurs grimpent les unes sur les autres ; les
branches ont de grosses touffes d’un blanc exquis et parfumé, et il y
a tant, tant d’oiseaux qui chantent sur les arbres des avenues et
dans les jardins, derrière les maisons brûlées et abandonnées !
Comme leurs propriétaires, à l’étranger, doivent y penser
maintenant ! Je crois qu’on entend mieux les oiseaux parce que les
rues sont plus silencieuses, et peut-être aussi parce que nous
n’avons pas encore entendu une note de musique depuis l’invasion
et que le moindre son harmonieux, après les discussions sur la
guerre par ces voix rudes et âpres des Flamands, caresse notre
oreille charmée et surprise.
Derrière chez nous, il y a un merle qui a le langage le plus
spirituel, le plus expressif, en même temps que le plus
délicieusement modulé. Ah ! la chère créature ! si je pouvais la
prendre dans le creux de la main et lui gratter doucement la tête, en
signe de reconnaissance ! Toutes les bêtes aiment qu’on leur gratte
la tête : si le merle se laissait faire une fois, il y reviendrait, et pour
moi ce serait une grande joie.
5 mai 1915.
22 mai 1915.
30 mai 1915.
30 mai 1915.
Le dindon domestique, tout blanc, se pavane, la queue en
éventail, les plumes ébouriffées, tout son être hérissé, devant le
treillage derrière lequel se trouve, le cou tendu, la femelle de son
congénère, autre dindon domestique. Il a les yeux entourés de bleu ;
le cou, la tête et le chiffon qui lui pend par-dessus le bec,
sanguinolents. Le chiffon est fripé comme un lambeau d’entrailles ; à
volonté, il injecte de sang, ou fait bleuir en bleu de ciel, ou laisse
pâlir en un blanc violacé cette masse amorphe qui pendille de droite
et de gauche. Il va et vient, apoplectique ou anémique, dément de
désir. Il est magnifique, antipathique, plein de morgue et
d’acariâtreté. Il tend le cou et fait kloukoulou ! kloukoulou ! Kwole,
kwole, kwole !
8 juin 1915.
13 juin 1915.
25 août 1915.
9 novembre 1915.
12 novembre 1915.
5 avril 1916.
7 avril 1916.
30 novembre 1916.
Je crois que l’œil le plus beau au monde est l’œil du hibou grand-
duc : une grande boule noire comme liquéfiée, bordée d’une bande
de feu liquide, mais adoucie par la myopie et la souffrance de la
captivité. Je me trouve devant la cage. Il fait un Chchinit effarouché
et suit peureusement les mouvements de mes yeux, seule chose
qu’il semble voir dans ma figure. Oh ! qu’il est beau, qu’il est beau, et
que je l’aime, surtout maintenant que nous sommes nous-mêmes
pris dans une trappe d’où nous ne pouvons bouger.
Par le froid qui commence, les bonnes avec les enfants se
réfugient dans le palais des éléphants, où il n’y a plus que des
zèbres, des chameaux, des girafes et le rhinocéros. Il y fait chaud et
les enfants que les mamans envoient, bien emmitouflés, prendre de
l’air frais et pur, ne respirent pendant des heures que l’odeur du
fumier de ces animaux.
Le jardin zoologique est lamentablement triste : la moitié des
bêtes ont disparu, elles sont mortes et on ne peut les remplacer ;
d’autres ont été envoyées en Hollande parce qu’on ne pouvait plus
les nourrir ; celles qui restent ont l’air lonely. Moi, je me promène
dans ce jardin, bien désemparée aussi.
Les grues font un tour de valse quand elles voient arriver leur
gardien ; nous, quand nous voyons arriver un de nos gardes-
chiourmes, nous avons envie de nous fourrer dans un petit trou, tant
ils nous épouvantent.
5 juin 1917.
21 août 1917.
29 novembre 1917.
1917.
La grue du Sénégal claironne sa musique à soufflet, puis fait
quelques tours sur le gravier humide de sa cage. Elle se picote, et,
lasse du froid et d’être seule, elle tourne son cou en forme de S sur
le dos, fourre sa tête sous ses ailes, puis replie une patte sous son
ventre et reste, tremblotante de froid, en équilibre sur l’autre pied.
Elle me fait pitié, l’adorable grue couronnée du Sénégal.
6 février 1918.
16 avril 1918.