^fc ^^
H98T4KX
A LATIN PRIMER
BY
He^Co^NUTTING, Pn.D.
ASSISTANT PROFESSOR OF LATIN IN THE UNIVERSITY
OF CALIFORNIA
NEW YORK : CINCINNATI : CHICAGO
AMERICAN BOOK COMPANY
COPYRIGHT, 1911, BY
H. C. NUTTING.
ENTERED AT STATIONERS' HAI.L, LONDON.
NUTTING. LATIN PRIMER.
\V. P. I
MY LITTLE DAUGHTER
ELIZABETH
WHOSE EAGER INTEREST AND GLAD COOPERATION
HAVE BEEN THE INSPIRATION OF
THIS SMALL VOLUME
PREFACE
FROM some points of view it is a misfortune that in
American schools the study of Latin is usually undertaken
so late that every detail of the work of the first terms must
be planned with a view to reaching Caesar in a year. En-
couraging signs, however, are appearing here and there,
and in two or three states a movement is already on foot
to carry the beginning of Latin back into the upper grades
of the grammar school.
For the prosecution of this work in the grades there
seems to be an almost total lack of satisfactory manuals,
and it thus happened that some time ago, wishing to take
up the study of Latin with one of my own children, I was
led to work out for myself a plan of instruction suited to
the years of my pupil. Out of that experience the present
volume has grown.
In the formulation and development of the plan of the
book, I have aimed particularly at four things :
1 i ) To lay a broad and sure foundation of forms.
(2) To impress through constant use a limited
number of the most fundamental construc-
tions.
(3) To make thoroughly familiar, by continued
repetition, a working vocabulary of some-
thing less than four hundred words.
(4) To infuse a large degree of human interest into
the work.
In pursuance of the last mentioned of these aims, I have
admitted into the earlier Exercises several Latin words
5
6 LATIN PRIMER
selected rather for the interest they might excite than
because of frequency of use in Caesar's Commentaries or
Cicero's Orations, and, in the treatment of forms and
syntax, the order of topics has been determined very
largely with a view to the early development of interesting
dialogue and narrative. In general method, however, the
book follows thoroughly well-tried and conservative lines ;
and I hardly need add that, in making the above-named
innovations, it is far from my purpose to render the work
easy or attractive at the expense of real and substantial
attainment on the part of the pupil.
The lack of general vocabularies at the end of the
volume is by no means due to oversight ; for it is an inte-
gral part of my plan that the student should fully master
and make his own the vocabulary of each Exercise as it
comes. Indeed, the number of new words in a day's
lesson is so small and the amount of repetition so great
that general vocabularies at the end of the book would be
nothing but a hindrance to the proper use of the manual.
In place of these, therefore, I substitute simply a Latin
Word List. By means of this list, in case of dire need,
a pupil could run down the meaning of a word ; but as a
matter of practice such need will seldom be found to arise.
The habit of thorough acquisition of each day's vocabu-
lary results quickly and naturally in ability to read at sight.
To foster on the part of the pupil the development of this
very desirable power, there has been introduced into each
Exercise, beginning with Number XXXV, one of a series
of little stories told in Latin. The series is developed
strictly on the gradatim plan, each successive anecdote
being constructed so completely of familiar materials that
footnotes are nowhere necessary. Such a programme of
course subjected the writer to a very trying restraint; but
LATIN PRIMER 7
it was in this way possible to develop a body of material
which provides practically ideal conditions for the prac-
tice of sight reading.
This Primer is shortly to be followed by a First Latin
Reader, the two books together covering the field com-
monly referred to as " First Year Latin." The stories of
the Reader are drawn in large part from early American
history, a subject that lends itself very happily to the
purpose in hand ; for the tales of those stirring days of
war and adventure are replete with human interest, while
at the same time they afford the most admirable oppor-
tunity for the introduction of the vocabulary and syntax
of Latin historical narrative. The Reader continues with
somewhat greater freedom the gradatim plan begun in the
Primer, and the pupil who first went over the ground
covered by the two books was able to complete even
the simplified Caesar contained in the Reader without
knowing what it is to " prepare " an English translation ;
for from the very start translation " at sight " had estab-
lished itself as the norm in the most delightful and natural
manner possible. On account of the narrow limitations
of syntax and vocabulary, the anecdotes of the Primer are
largely fanciful ; but in the Reader it is my aim to make
the narrative historical.
In putting the material of this volume into final form,
I have been much helped by the suggestions of Dr. R.
Arrowsmith. I would also here express my thanks for
similar assistance received from Miss Margaret Webb and
Miss Clara L. Smith, both of whom have used my manu-
script as a basis for the work of the newly organized
seventh grade Latin classes in the Berkeley schools.
H. C. N.
BERKELEY, CALIFORNIA.
TO THE TEACHER
IN work of the grade for which this Primer is designed
much must be left to the discretion of the instructor. I
venture, however, to add a word of suggestion or advice
on several topics :
1. Oral Work. In connection with the earlier Exercises
particularly, it is eminently desirable that much time be
spent in oral work. The printed sentences of the Exer-
cises are practically forced into the form which they have
taken by the fact that, in addition to illustrating as fully
as possible the new points of the lesson of the day, they
must also include adequate review material. Supplemen-
tary work, oral or otherwise, would naturally follow freer
lines. One teacher succeeded in stirring the interest of an
immature class by putting together, almost from the very
start, short connected sentences, e.g. Agricola in area est.
Corbulam tenet. In corbula uvas et rosas Jiabet ; and my
own experience has shown that, as soon as the limitations
of vocabulary and syntax will permit, it is both profitable
and popular to construct out of familiar materials short
stories to be translated at hearing. As a help to those
who may wish to do somewhat extensive work along viva
voce lines, a short list of colloquial phrases has been added
in Appendix II. All such work, of course, must be strictly
supplementary. Nothing can with safety be substituted
for the comprehensive test of the printed sentences.
2. Pronunciation. In the belief that pronunciation is
best learned by youthful beginners directly from the
teacher, general treatment of this subject has been rele-
LATIN PRIMER 9
gated to Appendix I. Teachers will use their own discre-
tion as to the use of the material there provided.
3. Paradigms. It has seemed best to prefix to the
paradigms all of the customary headings, although it is
not expected or desired that equal attention be given
at the outset to all such introductory phrases ; for example,
of the various headings of the paradigm of Exercise II,
the phrase " Present Tense " is clearly of greatest impor-
tance for the work of that particular lesson. As different
paradigms are taken up, the teacher should emphasize the
heading or headings to which he feels that his class can
with profit give attention.
In constructing the paradigms I have purposely refrained
from attempting to define the different cases, moods, etc.,
of the words used as models. As regards the verb, it
is really impossible to frame brief and adequate definitions
for the forms as they stand in the paradigm ; and with
respect to the noun, too, the question of definition is not
without complications. For example, in this manual the
ablative is first put to actual use in connection with the
prepositions in and sub to express " place where," and it
would therefore seem wholly illogical to inform the stu-
dent in the paradigm of Exercise I that the ablative case
signifies "with," "by," etc. Personally, I find that it
works well to postpone definition until forms are put to
actual use ; but any teacher who prefers the other plan
can of course supply at once for the use of the class
those definitions which seem to him best to cover the
ground.
4. The Verb. The great wealth of Latin verb forms
makes it ultimately impossible to maintain an adequate
review through the medium of the sentences of the Exer-
cises merely. As a supplementary measure it has been
10 LATIN PRIMER
found helpful to write out the forms on small cards, one
on each card. These drawn out at random furnish an
excellent memory test, the pupil's interest being held
meanwhile by the likeness to a game.
5. Assignment of Work. The rate of progress through
the book must of course be determined by the aptitude
of the class. In many cases it will be found necessary
to spend at least two periods upon single Exercises, and
that too with frequently interspersed reviews.
In conclusion, to those who now for the first time are
about to join in the pleasant work of introducing young
beginners to the study of Latin, let me say by way of
reminder that it is very easy for an adult to underestimate
the difficulties under which a seventh or eighth grade
pupil is laboring. If such a student at the outset is a
little bewildered by his new environment and makes a
number of very crude mistakes, this fact should not be
counted either surprising or discouraging. Three things
only are necessary : Have patience ; Keep good models
before the pupil's eye and ear ; Repeat often.
TABLE OF CONTENTS
PAGE
Introductory Notes and Definitions . . . . . .15
EXERCISE
I. First or A-Declension 17
II. Second or E-Conjugation, Present Indicative Active.
Subject and Direct Object. Agreement of the Verb 19
III. Irregular Verb : Sum, Present Indicative ... 22
IV. Vocabulary. Reading Lesson 24
V. Vocabulary. Reading Lesson 26
VI. Second or E-Conjugation, Perfect Indicative Active . 27
VII. Vocabulary. Reading Lesson 30
VIII. Vocabulary. Reading Lesson ; . . . . 31
IX. Second or O-Declension, Masculine. Possessive Geni-
tive -32
X. Second or O-Declension, Masculine (continued). Place
into Which 34
XI. Second or O-Declension, Neuter 36
XII. Vocabulary. Reading Lesson. Place to Which . . 39
XIII. Vocative Case 41
XIV. Adjectives of the First and Second Declensions. Agree-
ment of Adjectives. Predicate Adjectives and
Nouns 44
XV. Second or E-Conjugation, Future Indicative Active . 46
XVI. Irregular Verb : Sum, Future Indicative ... 48
XVII. Adjectives of the First and Second Declensions (con-
tinued) 50
XVIII. Second or E-Conjugation, Present Subjunctive Active.
Dative of the Indirect Object . ., 53
ii
12
LATIN PRIMER
EXERCISE PAGE
XIX. Second or ErConjugation, Imperfect Subjunctive
Active. ^//-Clauses of Purpose. Sequence in
Purpose Clauses 55
XX. Personal Pronouns : Ego, Til . . . . .58
XXI. , Personal Pronouns (continued). Possessive Adjec-
tives 60
XXII. Second or E-Conjugation, Pluperfect Subjunctive
Active. C#w-Circumstantial .... 62
XXIII. Vocabulary. Reading Lesson .... 65
XXIV. Irregular Verb: Sum, Imperfect and Pluperfect Sub-
junctive ........ 66
XXV. Second or E-Conjugation, Pluperfect Indicative
Active 68
XXVI. Vocabulary. Reading Lesson .... 70
XXVII. Ablative of Means 72
XXVIII. Personal Pronoun : Is, ea, id 74
XXIX. Second or E-Conjugation, Imperfect Indicative
Active . 77
XXX. Irregular Verb : Sum, Imperfect Indicative. Domum 79
XXXI. Second or E-Conjugation, Present Infinitive Active.
Complementary Infinitive . . . . .81
XXXII. Irregular Verb : Sum, Present Subjunctive . . 83
XXXIII. Second or E-Conjugation, Future Perfect Indicative
and Perfect Subjunctive, Active ... 85
XXXIV. Synopsis of the Verb 87
XXXV. Principal Parts of the Verb. Use of -ne ... 89
XXXVI. First or A-Conjugation, Active Voice ... 92
XXXVII. Third Declension, Consonant Stems ... 94
XXXVIII. Cardinal Numerals : Duo, Tres .... 96
XXXIX. Irregular Verb : Ed. Hortatory Subjunctive . . 98
XL. Irregular Verb : Possum 101
XLI. Vocabulary. Reading Lesson . . . .103
XLII. Third Declension, I-Stems 105
XLIII. Third or E-Conjugation, Active Voice . . . 107
LATIN PRIMER
EXERCISE
XLIV.
XLV.
XLVI.
XLVII.
XLVIII.
XLIX.
L.
LI.
. LII.
LIII.
LIV.
LV.
LVI.
LVII.
LVIII.
LIX.
LX.
LXI.
LXII.
LXIII.
LXIV.
LXV.
PAGE
Irregular Verb : Fero, Active Voice . . . .no
Accusative of Extent I I2
Irregular Verb : Void. Accusative of Extent (continued) 1 1 5
Irregular Verbs : Maid, Ndld. Cardinal Numerals
(continued) . . . .
Third or E-Conjugation (verbs in -id), Active Voice
Relative Pronoun. Agreement of Relative
Fourth or 1-Conjugation, Active Voice
117
119
122
124
Imperative (all conjugations), Present Active. Prohi-
bition . . . . . . . . .126
Adjectives of the Third Declension, I-Stems . .129
Fourth or U-Declension. Imperfect of Customary
Past Action 131
Perfect Tenses (all conjugations), Passive Voice . 134
Idem, ipse. Use of Neuter Pronouns . . . 137
First or A-Conjugation, Passive Voice. Ablative of
Agency 140
Quidam 144
Second or E-Conjugation, Passive Voice. Complemen-
tary Infinitive (continued) 146
Fifth or E-Declension. Cardinal Numerals (contin-
ued). Declension of Unns. Is, ea, id (as adjec-
tive) H9
Third or E-Conjugation, Passive Voice. Quis . .152
Reflexive Pronoun ; sut. Vis. Indirect Discourse . 155
Irregular Verb : Fero, Passive Voice. Use of the Rel-
ative Pronoun in place of a Demonstrative . .158
Third or E-Conjugation (verbs in -id}, Passive Voice.
Partial I -Stems 162
Irregular Verb : Fid. Perfect Passive Participle (all
conjugations). Ablative Absolute . . 164
Comparison of Adjectives. Irregular Comparison.
Declension of the Comparative . . . .169
LATIN PRIMER
EXERCISE
LXVI.
Fourth or 1 -Conjugation, Passive Voice. Comparison
PAGE
of Adverbs ........
172
LXVII.
Present Participle (all conjugations). Declension of
the Present Participle
I 7 6
LXVIII.
Deus, Domus. Ordinal Numerals. A^-Clauses of
Purpose
I 79
LXIX.
Deponent Verbs
181
LXX.
Hic.Ille
183
LXXI.
Aliqul (Aligtiis), fste
186
LXXII.
The Gerundive (all conjugations). Ordinal Numerals
(continued)
188
Summary
of Forms .........
192
Word Lis
t ...........
22^
Appendix
I. The Pronunciation of Latin ....
**"***)
22 9
Appendix
II. Colloquial Phrases
232
Index
214.
INTRODUCTORY NOTES AND
DEFINITIONS
INFLECTION
LATIN nouns, pronouns, adjectives, and verbs are in-
flected, i.e. undergo changes of form which show their
relation to other words in a sentence. The inflection of
nouns, pronouns, and adjectives is called Declension, and
the inflection of verbs is known as Conjugation.
DECLENSION
In speaking of the different forms which nouns, pro-
nouns, and adjectives may take, the terms Case, Gender,
and Number are used.
Case. The three cases of English can be seen to best
advantage in the pronoun ; for example, " he " (Nomina-
tive Case), "his" (Possessive Case), and "him" (Objective
Case). Latin has several additional cases, which corre-
spond in meaning to the English objective case with a
preposition; thus, "to a sailor," "for a sailor," "with a
sword," etc., could all be translated into Latin without the
help of prepositions.
Gender. In English we have the very simple gender
rule that the names of males are Masculine, the names of
females are Feminine, and the names of things are Neuter.
In Latin, too, these three genders are found, but the rule
is more complicated; for in Latin the names of things
may be either masculine, feminine, or neuter.
'5
16 LATIN PRIMER
Number. In the English phrases "the ship" and "the
ships" the difference between the nouns is one of number;
that is, "ship" refers to a single vessel, and "ships" to
more than one vessel. To mark this difference we use the
terms Singular Number ("ship") and Plural Number
("ships"). These terms are used in just the same way
of Latin words.
CONJUGATION
In connection with the inflection of the verb, the fol-
lowing terms are used : Mood, Number (already defined),
Person, Tense, and Voice.
Mood. The moods of a verb are its ways of expressing
action. Both English and Latin verbs have three moods ;
namely, Indicative, Subjunctive, and Imperative. A verb
in the Indicative Mood generally states that a thing is so ;
for example, "The boys are running." In the Imperative
Mood a verb commands something to be done, as " Run,
boys." The uses of the Subjunctive Mood are various.
Person. In English and Latin there are three persons.
The First Person refers to the speaker ("I," "we"), the
Second Person refers to the person spoken to ("you"),
and the Third Person refers to the person or thing spoken
of ("he," "she," "it," "they").
Tense. An English or Latin verb by its tense indicates
the time of an action; as, "I see" (Present Tense), "I
shall see" (Future Tense), etc.
Voice. In the sentence "John ran," the verb tells what
John did; but in "John was caught," the verb tells
what was done to John. To mark this difference the terms
Active Voice ("ran") and Passive Voice (" was caught")
are used of both English and Latin verbs.
EXERCISE I
THE FIRST OR A-DECLENSION l
mlnsa, table
CASE SINGULAR NUMBER PLURAL NUMBER
Nominative mensa mensae
Genitive mensae mensarum
Dative mensae mensls
Accusative mensam mensas
Ablative mensa mensls
Listen carefully while the teacher pronounces these
Latin words. Note especially that the accent nowhere
falls upon the last syllable.
Commit to memory the singular and plural of mensa,
connecting each form with the name of its case. The
meaning and uses of these cases will be taken up later.
Gender. All nouns of the First Declension are femi-
nine, excepting the few names of males.
VOCABULARY
corbula, -ae, F., basket. pila, -ae, F., ball.
naiita, -ae, M., sailor. rosa, -ae, F., rose.
REMARK i. In the above vocabulary the -ae following each
noun is the ending of the genitive singular ; and F. and M. are
abbreviations for " Feminine " and " Masculine." Each noun
should be memorized in the following way : " C6rbula, c6rbulae,
Feminine, basket."
1 For the meaning of " Declension " and other grammatical terms here used, see
Introductory Notes and Definitions, pages 15 and 16.
LATIN PRIMER 2 17
i8
LATIN PRIMER
PlLAE
Among the Greeks and Romans ball playing, except for small
children, was for the most part a means of exercise rather than a
mere game. The balls used were of various sizes, some being
as large as a football or " medicine " ball. Bats and racquets
were not then in use. The players either threw the ball or struck
it about with the hand or arm.
CORBULA
The Romans used baskets of many shapes and sizes. Some
were very stout and strong ; for example, those in which soldiers
carried away on their shoulders the earth dug out in making
fortifications. The particular kind of basket shown in the picture
was used on the farm for fruit picking and other purposes.
LATIN PRIMER ig
REMARK 2. In headings and vocabularies it is convenient to
render mensa by " table," corbula by " basket," etc. But, when
actually used in a sentence, mensa, for example, would be apt to
mean " the table," or " a table." In Latin there is nothing corre-
sponding to the English articles " a," " an," and " the."
I. Name the case and number of the following forms:
pilae, corbula, rosis, nautarum, mensas, pilam, corbula.
II. Give:
The genitive plural of rosa ; the ablative singular of pila ;
the dative plural of mensa ; the accusative singular of nauta;
the nominative plural of corbula ; the accusative plural of
rosa.
EXERCISE II
THE SECOND OR E-CONJUGATION *
habeo, / have
INDICATIVE MOOD ACTIVE VOICE
PRESENT TENSE
PERSON SINGULAR NUMBER PLURAL NUMBER
1st person habeo habemus
2d person habes habetis
3d person habet habent
REMARK. In English we say " / have," "you have," " he (she,
if] has," "we have," etc., depending largely on the pronouns to
show the person and number of the verb ; but in Latin a verb has
special endings which render unnecessary the use of pronouns
for this purpose. Note above how the endings of habeo change
for each person and number.
1 For the meaning of the grammatical terms here used, see Introductory Notes
and Definitions, pages 15 and 16.
20 LATIN PRIMER
With habeo as a model, give the corresponding forms of
teneo, / hold, I am holding.
VOCABULARY
herba, -ae, F., grass. et, conjunction, and.
puella, -ae, Y.,girl. in, preposition, used with
pupa, -ae, F., doll. the ablative case, in, on,
via, -ae, F., street, road. at.
est, is, there is.
REMARK. Note particularly the second meaning of est. In
Latin there is nothing corresponding to " there " in such phrases
as " there is," " there are," etc.
MODEL SENTENCES
Nauta corbulam tenet, A sailor is holding the basket.
Nautae corbulam habent, The sailors have a basket.
RULE I. With an active verb, the nominative is the
case of the doer, and the accusative is the case of the thing
directly affected by the verb action.
Thus, in the first of the model sentences above, Nauta
(nominative) is the doer, and corbulam (accusative) is the
thing directly affected by the verb action ; in other words,
Nauta is the Subject of the verb, and corbulam is its Direct
Object. .
RULE II. When the Stibject of the verb is plural (as in
the second of the model sentences), the verb likewise must
be plural.
READING LESSON
I. Translate into English :
I. Puella pupam et rosas tenet. 2. In corbula pilas
habetis. 3. Pupae mensas habent. 4. Corbulas tenemus.
5. In mensa est pila.
LATIN PRIMER
21
VIA
The road here shown is the famous Appian Way ( Via Appia},
built more than two thousand years ago, and still lined with the
ruins of ancient monuments. It was along this road that St. Paul
journeyed to Rome.
22 LATIN PRIMER
II. Translate into Latin :
i. The sailor has a doll. 2. The girls are-holding
roses. 3. We have a doll in the basket. 4. There is
grass in the street. 5. On the table you have roses.
EXERCISE III
IRREGULAR VERB
sum, / am
PRESENT TENSE INDICATIVE MOOD
PERSON SINGULAR NUMBER PLURAL NUMBER
ist person sum stimus
2d person es estis
3d person est sunt
VOCABULARY
area, -ae, F., yard. lateo, / hide, I am Jiiding.
scalae, -arum, F., stairs. timed, I am af raid (of) J fear.
slmia, -ae, F., monkey. sub, preposition, used with
the ablative case, under.
READING LESSON
I. Translate into English :
I. Puellae slmiam timent. 2. Pila in area sub mensa
est. 3. Nautam slmia tenet. 4. Nautae et simiae in
via sunt. 5. Pupae rosas in corbulis habent. 6. Simiae
sub mensa latent; nautam timent.
II. Translate into Latin:
I. Sailors are in the yard. 2. The girl is under the
stairs ; she is-afraid-of the sailors. 3. The monkeys have
LATIN PRIMER
PUPA
This little doll is made of
ivory, and its arms and legs
are movable. Roman girls
had also dolls made of rags,
wood, wax, or terra cotta.
Some dolls were much more
elaborate than the one in
the picture.
SIMLA.
Above is shown a strolling street
artist, with his monkey and a dog
that has been taught to climb a
ladder. Such artists traveled around
from place to place, picking up a
living in much the same manner as
the hand-organ man of to-day.
24 LATIN PRIMER
baskets. 4. You are-hiding under the table. 5. A
monkey is-holding the doll. 6. The dolls are-hiding in
the grass.
EXERCISE IV
VOCABULARY
aqua, -ae, F., water. video, / see.
baca, -ae, F., berry. libi ? adverb, where?
sella, -ae, F., chair. % pila ludamus, let's play ball.
solea, -ae, F., sandal. inquit, he (she) said, replied,
asked, etc.
NOTF. The names of persons are declined just as any other
nouns ; for example, Ifllia (whence our "Julia") follows the declen-
sion of mensa. Marcus (the nominative of a boy's name) is
declined in a way soon to be described.
READING LESSON
I. Translate into English :
A. i. Marcus et lulia slmiarn vident. 2. Corbulam
et bacas habetis. 3. In area bacas video. 4. Nauta
soleas in corbula habet.
B. i. " Ubi sunt pupae?" inquit lulia. "Pupae in
herba latent," inquit Marcus. 2. " Pila ludamus," inquit
Marcus. "Ubi est pila?" inquit lulia. "Pila sub mensa
est," inquit Marcus.
II. Translate into Latin :
A. i. The monkey is-afraid-of the water. 2. The
sandals are on the chair. 3. The doll has sandals and a
chair and a table. 4. The monkeys are-holding grass.
B. i. "Where are the berries?" said Julia. "The
berries are in a basket under the stairs," replied Marcus.
LATIN PRIMER
SELLA
The chairs of the Romans for
the most part lacked both back
and arms. Seats of honor, as
in the picture above, were some-
times provided with a foot-rest.
High officials commonly occu-
pied a sort of camp-chair, the
legs of which were made of
ivory.
SOLEAE
As Italy is a warm country,
the Romans often went bare-
footed when in their own homes.
For outdoor wear they preferred
sandals of which the " upper "
consisted merely of a strap or
two. The soleae above shown
were of the kind used in the
army.
26 LATIN PRIMER
2. " Where are the sailor and the monkey hiding?"
asked Marcus. "I see the sailor in the yard," said Julia.
" The monkey is under the chair."
EXERCISE V
VOCABULARY
doceo, / teach, I am teaching, umbra, -ae, F., shade.
iaceo, I lie, I am lying. cum, preposition, used with
sedeo, I sit, I am sitting. the ablative case, (in com-
pany} with.
READING LESSON
I. Translate into English :
A. i. Puella in sella cum pupa sedet. 2. In corbulls
sunt rosae et bacae. 3. Herbam et aquam videmus.
4. Ubi sedet nauta ? Nauta sub scalis in mensa sedet.
B. " Pila ludamus cum nauta et slmia," inquit Marcus.
"Ubi sunt nauta et slmia?" inquit lulia. "In umbra
iacent," inquit Marcus; "nauta simiam docet."
II. Translate into Latin :
A. i. The sailor is-lying under the table; I see (his)
sandals. 2. We are-sitting in the shade with the girls.
3. The chairs are in the yard with the tables. 4. Let's
play ball in the yard ; on the street I am-afraid-of the
sailors.
B. i. "Where are you?" asked Julia. "We are in
the water," replied Marcus. 2. "Where are the girls
hiding?" said Marcus. "They are-sitting under the table
with the dolls," answered Julia.
LATIN PRIMER 27
EXERCISE VI
THE SECOND OR E-CONJUGATION
habeo
INDICATIVE MOOD ACTIVE VOICE
PERFECT TENSE
PERSON SINGULAR NUMBER PLURAL NUMBER
ist person habul habuimus
2d person habuisti habuistis
3d person habuit habuerunt
Inflect in the same way the perfect tense of doceo (docul),
iaceo (iacui), lateo (latui), sedeo (sedl), teneo (tenul), timeo
(timul), video (vldl); so also of sum (ful). Note that in
sedl and vldi there is no u before the final 1. Consequently
the perfect of sedeo, for example, proceeds : sedl, sedistl,
sedit, etc.
NOTE. The perfect is the past tense of the indicative mood
most used in Latin. It has two distinct meanings. For example,
vldl means either " I saw " or " I have seen " ; ful, " I was " or
" I have been " ; etc.
REMARK. Special attention must be given verbs like sedl ; for,
since the present sedeo means " I am sitting " as well as " I sit,"
it is very easy to make the mistake of translating sedl by " I was
sitting." The correct renderings of sedl are indicated above,
namely, " I sat " and " I have sat " (" I have been sitting "). Give
also the proper translations of docul, iacui, latui, and tenui. By
an apparent exception to the rule, timul may be correctly rendered
by " I was afraid (of)."
28 LATIN PRIMER
VOCABULARY
agricola, -ae, M., farmer. nunc, adverb, now.
Claudia, -ae, F., a girl's name, quid ? what ?
cymba, -ae, F., boat, skiff.
READING LESSON
I. Translate into English :
A. i. Ubi latuistis ? Ubi nunc Marcus latet? 2. Agri-
colae in cymba cum nautls fuerunt. 3. In umbra sedimus
et puellas docuimus.
B. i. " Quid in area vidisti ? " inquit Marcus. " Bacas
et rosas in area vidi," inquit Claudia. 2. " Ubi sunt
simiae ? " inquit agricola. " Sub sellis latuerunt," inquit
Marcus; " nautam timent." 3. "Quid in corbula habuit
nauta ? " inquit Claudia. " Nauta pupas in corbula ha-
buit," inquit lulia.
II. Translate into Latin :
A. i. We have been sitting in the yard. 2. There were
roses and berries in the baskets. 3. What were-you-afraid-
of ? 4. I saw farmers and sailors in the boat. 5. The doll
lay under the table.
B. i. " Where ana I now?" asked Marcus. "You are
under the stairs," said Julia. "You are-sitting on a chair
and holding a doll." 2. " Where were you?" asked the
sailor. " I was in the yard with Claudia," replied Marcus.
3. " Let's play ball," said Julia. "The ball is-lying under
the chair in the grass."
LATIN PRIMER
2 9
CYMBAE
In the illustrations are shown two cymbae as represented by
ancient artists. In the first picture a passenger is stepping on
board to be ferried over a river, and in the other some soldiers
are loading casks into a boat.
30 LATIN PRIMER
EXERCISE VII
VOCABULARY
concha, -ae, F., shell. cur? adverb, why?
harena, -ae, F., sand, beach. inquiunt, they said, replied,
quia, conjunction, because. asked, etc.
READING LESSON
I. Translate into English :
A. i. Quid in harena est ? 2. Nautas nunc agricolae
timent. 3. Ubi fuerunt conchae ? 4. Puella slmiam do-
cuit. 5. Cur sub mensa latuistl ?
B. i. "Cur in umbra iaces ? " inquit Marcus. " Pila
ludamus." 2. " Quid in harena viderunt puellae? " inquit
lulia. " Puellae in harena conchas viderunt," inquit Marcus.
3. "Ubi latuistis ? " inquit Claudia. "Sub mensa latui-
mus," inquiunt puellae, "quia agricolas et nautas time-
mus."
II. Translate into Latin :
A. i. What do the girls see in the water? 2. The
sailors have been lying in the boat, and Marcus has been
on the beach with the monkey. 3. Why do we sit in the
sand? In the yard there are shade and water. 4. What
did the sailors have in the boat ?
B. i. "Where did you see the ball?" asked Marcus.
" We saw the ball on the beach," replied the girls.
2. "Why have you been sitting in the yard?" said the
farmer. " I sat in the yard, because in the shade there are
chairs," answered Marcus. 3. " What are the dolls now
holding ? " asked Claudia. " They have berries and shells,"
said Julia.
LATIN PRIMER 31
EXERCISE VIII
VOCABULARY
cavea, -ae, F., cage. itaque, conjunction, and so.
ctinae, -arum, F., cradle. sed, conjunction, but.
Marcella, -ae, F., a girl's name, terreo, I frighten, I am fright-
ening, etc.
READING LESSON
I. Translate into English :
A. i. In area bacas vidimus; sed nunc in harena
conchas videmus. 2. Cur nautam terruistis ? 3. Itaque in
cunis pupae iacent. 4. Quid in cymba habent agricolae ?
B. I. " Cur slmiam tenetis ?" inquit Marcus. " Slmiam
tenemus," inquiunt puellae, " quia pupas terret." 2. " Ubi
est cavea?" inquit lulia. "Cavea in harena fuit," inquit
Claudia; "sed nunc in area est." 3. " Quid videt lulia?"
inquit Marcella. " lulia nautas et agricolas videt," inquit
Marcus. " Caveam habent. Simla caveam timet."
II. Translate into Latin:
A. i. What do you see in the shade? 2. But the doll
now has sandals and a cradle. 3. Where are the baskets ?
4. The monkeys are in the cage, because they frightened
the girls.
B. i. "Where have the sailors been sitting?" asked
Marcus. " They saw berries in the yard," replied the
girls, " and so they have been sitting in the grass with the
farmer." 2. "Why is the monkey hiding in the water?"
said Marcella. "The monkey was in the dolls' cradle,"
replied Marcus ; " and so he is now in the water, because
he is-afraid-of Julia."
32 LATIN PRIMER
EXERCISE IX
THE SECOND OR O-DECLENSION
hortus, M., garden
CASE SINGULAR PLURAL
Nominative hortus horti
Genitive horti hortOrum
Dative horto hortis
Accusative hortum hortos
Ablative horto hortis
VOCABULARY
equus, -1, M., horse. Quintus, -1, M., a boy's name.
Marcus, -I, M., a boy's name, cauda, -ae, F., tail.
RULE. TJie genitive is tJie case of tJie person or thing to
which something belongs ; for example, Marci cymba, Marcus'
boat; puellae equus, the girl's horse ; etc.
In this use the genitive corresponds to the Possessive
Case in English.
REMARK. In a Latin sentence it is not always possible instantly
to recognize a genitive, since sometimes other cases are like it in
form. Thus equi (so far as form is concerned) might be either
genitive singular or nominative plural ; and nautae might be either
genitive or dative singular or nominative plural. When such
forms are used, we have to depend on the other words of the
Latin sentence to make clear which case is meant.
READING LESSON
I. Translate into English :
A. i. Marci slmia mine in cavea est. 2. Sed in pu-
parum cunis sunt conchae et harena. 3. Cur equi in horto
iacent ? 4. Itaque equi caudam slmia tenuit.
LATIN PRIMER
33
HORTUS
Rich Romans took much pride in well-kept pleasure gardens.
In these there were level walks with fountains here and there,
flowers were carefully cultivated, and the trees and shrubs were
often cut into ornamental shapes. The picture above shown was
found painted on a wall in the ruins of Pompeii. There were, of
course, plenty of vegetable gardens also in Italy, but painters seem
to have taken little interest in them. The lower picture is from
Herculaneum.
HORTUS
LATIN PRIMER 3
34 LATIN PRIMER
B. i. "Quid videt QirintI equus?" inquit Marcus.
"Equus herbam et aquam videt, " inqwit Marcella. 2. "Cur
agricolae equos tenent ? " inquiunt puellae. " Equos te-
nent, " inquit Quintus, "quia in via nautae cum simiisfue-
runt. Equi nautarum simias timuerunt. " 3. " Ubi
sedistis?" inquit Marcus. "In puparum sellls sedimus, "
inquiunt puellae.
II. Translate into Latin:
A. i. And so the doll's table and chairs were under
the stairs. 2. There is now a basket in the doll's cradle.
3. Why did they frighten the farmer's horses? 4. What
did the sailor's monkey see ? 5. The girls hid in the yard
and garden.
B. i. "Let's play ball with Marcus' monkey," said
Marcella. "Where is the ball?" "Marcus' ball was on
the doll's chair," answered Claudia; "now it is under the
table." 2. "Why did Quintus sit in the sailors' boat?"
asked Julia. "Quintus sat in the boat, because there have
been horses on the beach," said Claudia ; " but Marcus and
the girls sat in the garden in the shade."
EXERCISE X
THE SECOND OR O-DECLENSION (continued)
piier, M., boy ager, Afield
CASE SINGULAR PLURAL SINGULAR PLURAL
Nominative puer puerl ager agrl
Genitive puerl puerOrum agrl agrOrum
Dative puero pueris agro agrls
Accusative puerum puerOs agrum agros
Ablative puero pueris agro agris
LATIN PRIMER 35
VOCABULARY
cuciirri, 7 ran, I have run. veni, I came, I have come.
e, ex, preposition, used with in, preposition, used with
the ablative case, (out) the accusative case, into.
from, out of.
REMARK i. The verbs from which come the perfects cucurri
and veni do not belong to the second conjugation ; but the in-
flection of the perfect tense of all conjugations is identical. With
habui, therefore, as a model, inflect the perfects cucurri and veni.
REMARK 2. Both forms of the preposition e, ex have the same
meaning. The second form is to be used when the following
ablative begins with a vowel or h.
REMARK 3. Contrast the meaning of in and the ablative with
that of in and the accusative. The former indicates Place Where,
the latter Place into Which. Translate the following phrases : in
cymba, sub cymba, e cymba, in cymbam.
READING LESSON
I. Translate into English :
A. i. Ex area cucurrimus. 2. Puer in agricolae hor-
tum venit. 3. Cur cucurristi e via inaream? 4. Itaque
simia cum luliae pupa in caveam cucurrit.
B. i. " Puellae in nautarum cymbis sedent," inquit
Marcus; "cum puerls pila ludamus." "Ubi sunt pueri?"
inquit Quintus. "Pueri ex horto in aream cucurrerunt,"
inquit Marcus; "mine in umbra latent." 2. " Cur nautae
equus ex agr5 in hortum cucurrit?" inquiunt puellae.
" Simia equum terruit," inquit Marcus ; " sed nauta e cymba
venit, et equus mine in area, simia in cavea est."
II. Translate into Latin :
A, i. And so you ran from the water into the yard
and hid under the dolls' table. 2. Why did they come
36 LATIN PRIMER
from the yard into the farmer's fields ? 3. What is
Claudia's doll holding ? 4. Where is Marcus' ball ? Why
was it under the chair ?
B. i. " Where did you see the farmers' horses ? " asked
Quintus. "They were in the garden," replied the girls,
"but now they have run into the water." 2. "Why did
the girl's monkey run from the boat? " said Marcella. "It
has run from the boat," replied Marcus, "because the
farmers came and sat in the sand."
EXERCISE XI
THE SECOND OR O-DECLENSION (continued)
malum, N., apple
SINGULAR PLURAL
Nominative malum mala
Genitive mall malorum
Dative malo malls
Accusative malum mala
Ablative malo malls
REMARK. The accusative of neuter words is always the same as
the nominative. Note how this fact is illustrated by the singular
and plural of malum.
Gender. The second declension is made up almost wholly of
masculine and neuter nouns. Regular masculines end in -us or
-er, and the neuters end in -um. The few feminines belonging to
this declension have the termination -us.
VOCABULARY
tabernaculum, -I, N., tent. ii, I went, I have gone.
taberna, -ae, F., store, shop. misi, I sent, I have sent.
LATIN PRIMER
37
TABERNA
Roman shops were often hardly more than booths. But many
dwelling houses were so built that the ground floor on the street
side could be let out to tradesmen. Each such store consisted
usually of a single room shut off completely from the rest of the
building, the merchant doing his business there during the day,
but having his residence elsewhere. At night the shops were
closed by putting up wooden shutters in front.
38 LATIN PRIMER
REMARK. The perfect il is a shorter form for ivi. Generally
the singular and plural of the second person are further shortened
to Isti and istis.
READING LESSON
I. Translate into English :
A. i. Itaque agricola pueros cum equls in agros
mlsit. 2. Cur in tabernam Istis? Cur in sellls sedetis?
3. Puellas ex horto in aream mlsistl. 4. Cur puer pupas
tenuit ?
B. i. "Quid in tabernaculo vidistis ?" inquit Quintus.
" Puparum cunas et simiae caveam in tabernaculo vidimus,"
inquiunt pueri. 2. " Cur pueri e cymba in hortum ierunt ? "
inquit Marcus. " Pueros in hortum mlsl," inquit nauta ;
"nunc mala in corbula habent." 3. " Ubi latuit lulia?"
inquit Marcus. " lulia in tabernaculum cucurrit," inquiunt
puellae ; " sed nunc in pupae cunls latet."
II. Translate into Latin :
A. i. The farmer went from the tent, and sent the boys
into the sailors' boat. 2. In the farmer's garden are
berries and roses ; on the beach there are shells. 3. And
so the farmers' horses came from the field and ran into the
garden.
B. i. "Where are the monkeys?" asked Julia. "The
monkeys went with the boys into the tent," replied Marcus;
"but now they are on the street." 2. "Why did you come
from the shade into the road?" said Claudia. "I came
into the road because I am afraid of the farmer's horse,"
answered Marcella. "But," said Quintus, "the farmer has
come from the store with the boys and sent the horse into
the fields."
LATIN PRIMER 39
EXERCISE XII
VOCABULARY
ludus, -I, M., school. ad, preposition, used with
liber, -bri, M., book. the accusative case, to.
magister, -trl, M., teacher. dux!, / brought, I have
subsellium, -1, N., bench. brought; I led, I have led.
turn, adverb, then. poenas dedi, / was punished^
I have been punished.
REMARK i. Contrast the meaning of in and the accusative
with that of ad and the accusative, the former indicating Place
into Which, the latter Place to Which.
REMARK 2. The phrase poenas dedi means literally " I paid
the penalty," hence ." I was punished." The perfect dedi is to
be conjugated as any other perfect, poenas remaining unchanged ;
e.g. poenas dedi, poenas dedisti, poenas dedit, etc.
READING LESSON
I. Translate into English :
A. i. Pueri et puellae ex agris in ludum ierunt.
2. Itaque nunc in subselliis sedent. 3. Magister e ta-
berna venit ; bacas et mala in corbulis habet. 4. luliae
libri in tabernaculo sunt.
B. i. "Ubi est Marcus ?" inquit Claudia. " Agricola
Marcurn in tabernam mlsit," inquit lulia. 2. *' Quid in
ludo vidisti ? " inquit Marcella. " Marcus et Qulntus sl-
miam in ludum duxerunt," inquit lulia. " Simia sub subsel-
liis latuit et magistrum terruit. Turn pueri poenas dederunt."
3. "Cur in tabernaculum cucurristis ? cur sub mensa late-
tis ? " inquit QuTntus. ''Latemus," inquiunt puellae, "quia
in area equum vidimus."
LATIN PRIMER
PUER POENAS DEBIT
In this illustration school seems to be in session in an open
colonnade, as was the custom among the Greeks. Three boys
may be seen sitting on sellae, holding spread out upon their laps
rolls of manuscript from which they are studying. Their less
fortunate companion in front is being severely whipped.
SUBSELLIUM
Any bench upon legs and without a back was called subsellium.
The particular bench shown above was found in the public baths
of Pompeii. Note the ornamental carvings upon the legs.
LATIN PRIMER 41
II. Translate into Latin :
A. i. Marcus' books lie on the bench. 2. And so
the teacher then brought the boys and girls from the
garden into the street. 3. You were punished at school.
4. What did you have in the basket ?
B. i. "The sailor's monkey hid in the grass and fright-
ened the teacher's horse," said the girls. " Then he was
punished." 2. " Let's play ball in the school," said
Marcus. "Where is the teacher?" asked Quintus. "The
teacher is in the yard," answered Marcus. "He led the
horse to water," said Claudia; "then he came into the
yard with (his) books, and is now lying on the bench."
EXERCISE XIII
THE VOCATIVE CASE
In addition to the five cases already treated, words of
the second declension ending in -us have also a special
vocative singular, e.g. Marce, Qulnte, etc. Everywhere
else, in all declensions, the nominative is made to do serv-
ice as a vocative.
MODEL SENTENCES
Ubi sunt libri, Marce ? Where are the books, Marcus ?
Quid habes, lulia ? What have you, Julia ?
Cur e cymba, puellae, cucurristis ? Why did you run
from the boat, girls ?
RULE. The vocative case is tised in addressing a person
by name or title.
REMARK. In an English sentence the vocative often stands
first, but in Latin it seldom has this position. In a short sentence
it is apt to stand last.
42 LATIN PRIMER
VOCABULARY
stilus, -I, M., pen. capsa, -ae, F., school bag.
tergum, -1, N., back. tabula, -ae, F., tablet.
umerus, -1, M., shoulder. vexl, I carried, I have carried.
REMARK. The verb of which vexi is the perfect is seldom
applied to men. It is commonly used of carrying by horses,
ships, etc.
READING LESSON
I. Translate into English :
A. i. Quid in capsa habes, Qumte? 2. In capsa
libros et tabulas habeo. 3. Ubi est simia, Claudia ?
4. Simia in nautae urnero sedet ; malum habet. 5. Quid
in harena vldistis, puellae ? 6. Corbulas et conchas vidi-
mus.
B. I. " Cur in aquam cucurrit equus ?" inquiunt puellae.
" In aquam equus cucurrit," inquit Marcus, " quia simia in
tergo est." 2. " Ubi fuit Quint! equus, Claudia?" inquit
Marcella. "Equus magistrum ad ludum vexit," inquit
Claudia. "Turn venit agricola, et equum in agros duxit."
3. "Cur cum tabula et stilo, Qumte, sub mensa sedisti?"
inquit Marcus. " Marcellam et Claudiam terrul," inquit
Quintus ; *' itaque poenas dedl."
II. Translate into Latin :
A. i. What is under the bench, Marcus ? 2. Where
are the boys, Quintus ? Let's play ball in the shade.
3. What do you see in the grass now, boys ? 4. We
brought a doll to school ; and so we have been punished.
5. Why did you run out of school, Quintus ?
B. i. "The school bag is in the tent," said Julia. "It
lies with the books in the doll's cradle." 2. " What do
.you see, Claudia?" asked Marcella. "I see the boys in
LATIN PRIMER
43
STILUS ET TABULAE
Tablets were commonly made by
putting a layer of wax upon strips
of wood. Upon such tablets school
children traced letters with a stilus,
which was a piece of metal shaped
somewhat like a pencil. The writ-
ing end of the stilus was very sharp,
while the other was often flattened
so that it could be used to erase
marks made in the wax.
The capsa was, strictly,
a box rather than a bag.
It was circular in form, and
had a cover. Rolls of
manuscript (libri} standing
on end fitted very nicely
into such a box. Some-
times a slave was sent along
to carry a boy's capsa to
school for him. The above
illustration is somewhat stiff
and formal in its style.
44
LATIN PRIMER
the fields," replied Claudia. " They have come from
school, and are now on the horse's back." 3. " I sent
Quintus to the store," said the farmer. "We saw Marcus
in the store," said the boys ; "but Quintus has gone into
the sailors' boat."
EXERCISE XIV
ADJECTIVES OF THE FIRST AND SECOND DECLENSIONS
bonus, -a, -um, good
SINGULAR
Nom,
Masc.
bonus
Fern.
bona
Neut.
bonum
Masc.
boni
Gen.
boni
bonae
boni
bonorum
Dat.
bond
bonae
bono
boms
Ace.
bonum
bonam
bonum
bonos
PLURAL
Fern. Neut.
bonae bona
bonarum bonorum
boms boms
bonas bona
Abl. bono bona bono
boms
bonis
boms
REMARK. Note that the masculine of this adjective is declined
like hortus, the feminine like mensa, and the neuter like malum.
The forms should now be memorized from left to right, thus :
(Norn.) bonus, bona, bonum ; (Gen.) boni, bonae, boni, etc.
VOCABULARY
albus, -a, -um, white. magnus, -a, -um, big, large,
defessus, -a, -um, tired, weary. etc.
longus, -a, -um, long. parvus, -a, -um, small, little.
etc.
RULE. An adjective Jias tJie same gender, case, and
number as the noun to which it belongs ; e.g., puellae par-
vae, puellas bonas, etc.
REMARK. It should be remembered that a few nouns of the
first declension are masculine. With these, of course, the mascu-
line forms of the adjective must be used ; e.g., nautae magnl, nau-
tas bonos, etc.
LATIN PRIMER 45
MODEL SENTENCES
Marcus est parvus, Marcus is small.
Qulntus est agricola, Quintus is a farmer.
RULE. With forms of the verb sum, an adjective referring
to the sitbject of the verb is called a Predicate Adjective,
and a noun referring to the same thing as the subject is
called a Predicate Noun. Predicate Adjectives and Nouns
stand in the same case as the subject of the verb.
READING LESSON
I. Translate into English :
A. i. MarcT equus albus est; caudam longam habet.
2. Cur ad tabernam ierunt agricolae defessl? 3. In agri-
colarum defessorum corbulis fuerunt mala magna et bacae
albae. 4. Quid in capsa habent puellae parvae, Claudia ?
B. i. "Cur nautae simiam magnam in caveam misistl,
lulia?" inquit Marcus. "Simla pupas parvas in aquam
vexit," inquit lulia; "turn poenas dedit." 2. " Ubi est
Claudiae capsa, Marce ? " inquit Marcella. " Capsam
Qulntus in area vldit," inquit Marcus ; " sed tabulae et sti-
lus in subsellio iacent." 3. " Ubi nunc est Claudia,
Quinte ? " inquit lulia. " Magister bonus Claudiam e ludo
in hortum duxit," inquit Quintus.
II. Translate into Latin :
A. i. What is on the white monkey's shoulder, Julia?
2. Why do the girls teach the dolls ? 3. What did the
big sailor's horse carry on (his) back, Marcus ? 4. And
so we sent Quintus to school with a book and a small tablet.
B. i. "The girls have gone to school, Quintus," said
Marcus ; " let's play ball in the dolls' garden." 2. " Why
did you bring the farmer's horses from the fields into the
46 LATIN PRIMER
street, Quintus ? " asked Julia; " they are now frightening
the little boys and girls." " Quintus is a good boy," replied
Claudia. " He ran and brought the horses into the street,
because we saw big monkeys in the fields. Horses are
afraid of monkeys."
EXERCISE XV
THE SECOND OR E-CONJUGATION
habeo
INDICATIVE MOOD ACTIVE VOICE
FUTURE TENSE
SINGULAR PLURAL
ist person habebo habebimus
2d person habebis habebitis
3d person habebit habebunt
Conjugate in the same way the future tense of doceo,
iaceo, lateo, sedeo, teneo, terreo, timeo, video.
VOCABULARY
malus, -a, -um, bad, etc. ieci, / threw, I have thrown.
filia, -ae, F., daughter. eras, adverb, to-morrow.
filius, fill, M., son, boy. nam, con j unction, for.
f regi, / broke, I have broken.
REMARK. Note the slight irregularity in the genitive singular
of filius. The other cases of this noun proceed regularly (filio,
filium, etc.), excepting the vocative singular, which also has
fill. The vocative fill commonly appears in the combination
ml fill, " my son," " my boy."
LATIN PRIMER 47
READING LESSON
I. Translate into English :
A. i. Itaque nauta malus Marcellae capsam in aquam
iecit. 2. Quid turn in area vidistis ? Quid nunc in horto
videtis? 3. Ubi, ml fill, eras sedebis? 4. In equi tergo
sedebo. 5. Cur agricolae filil magni, Qulnte, nautam
bonum e cymba in harenam iecerunt ?
B. i. "Quid in via eras videbimus, Marce ? " inquiunt
puellae. " Equos albos et slmias parvas eras in via vide-
bitis," inquit Marcus. 2. " Claudia e tabernaculo in hor-
tum cum Quinto cucurrit," inquit lulia ; "ubi'hunc est?"
"In herba turn latuit," inquit Marcella. " Sed nunc in
puparum cianls defessa iacet ; nam Claudia parva est
puella.." 3. " Ubi est pila? " inquit Marcus. "Agricolae
fllius puer est malus," inquit Quintus ; " pilam in taber-
naculum iecit et pupam fregit. Sed turn venit agricola,
et fllius malus poenas dedit."
II. Translate into Latin :
A. i. The farmer's daughter sent Marcus to the store;
and so we have apples and berries. 2. Claudia and Mar-
cella are good daughters ; for they have come into the yard
with tablets and pens. 3. Why does the monkey sit on
the shoulder of the little boy, my son ? 4. Claudia has
thrown Marcus' pen into the sailor's basket.
B. i. "The teacher will have long benches in the
school," remarked Quintus. " We shall hide under the
benches and frighten the girls," said Marcus. 2. "The
sailor's bad boy broke a bench at school," said Claudia.
"To-morrow he will hide; for the teacher will then see
the bench." 3. " Why do you frighten the tired monkeys,
Quintus?" asked Marcus. "I am frightening the monkeys,"
replied Quintus, "because they broke Claudia's shells."
48 LATIN PRIMER
EXERCISE XVI
IRREGULAR VERB
sum
FUTURE TENSE INDICATIVE MOOD
SINGULAR PLURAL
1st person ero erimus
2d person eris eritis
3d person erit erunt
VOCABULARY
lupus, -I, M., wolf. hodie, adverb, to-day.
silva, -ae, F., forest, woods. ibi, adverb, there, in that
validus, -a, -um, strong, place.
sturdy, powerful. non, adverb, not.
occidi, / killed, I have killed.
REMARK. Distinguish carefully between the use of the word
" there " in the sentences : " There are roses in the garden," and
"We ran into the garden; there we saw a wolf." When, as in
the second sentence, "there" means "in that place/' it is to be
rendered by ibi.
READING LESSON
I. Translate into English :
A. i. Itaque eras in silva cum Quinto erimus, Marcella.
Ibi lupos magnos videbimus. 2. Turn Claudia puella
bona erit ; sed nunc in area pueros parvos terret. 3. Pila
ludamus. Simiam hodie docebimus. 4. Lupus malus e
silva venit et Marci sTmiam occldit. Sed turn lupum defes-
sum occidit agricola validus.
LATIN PRIMER 49
B. i. "Quid in ludo fregit Marcus?" inquit Claudia.
" Marcus stilum longum fregit," inquit lulia; "turn e ludo
ad cymbam cucurrit. Ibi nautae mall puerum in aquam
iecerunt." 2. "Cur es puermalus, mi fill? " inquit agricola.
" Puer malus non sum," inquit filius, " sed quia magistrum
timeo, e ludo cucurrl." 3. " Ubi eritis?" inquit Marcus.
" In tergo albi equi sedebimus," inquiunt puellae. "Pupa
in simiae umero sedebit." 4. " Cur Claudiae pupam occi-
distis, pueri?" inquit lulia. "Pupam occldimus," inquit
Marcus, " quia Claudia simiae caveam fregit."
II. Translate into Latin:
A. i. In the school there will be good books and tab-
lets, but the sailor will be the teacher. 2. Why did the
farmer's horse carry the girls into the forest to-day ?
3. What shall we see in the woods, my boy? 4. There
will be a wolf there. 5. The sailor's daughter will not
teach the little boys.
B. i. " Why was Marcus punished to-day, Quintus ? "
asked Julia. " He threw the sailor's little monkey into the
store," answered Quintus, "and so he was punished. But
to-morrow he will be a good boy." 2. "What do you see
now, girls ? " said the farmer's tired daughter. "We see a
strong wolf in the field," replied Claudia. " He has run out
of the woods and killed the big horse. But he does not
see the boys; for they have hidden in the grass." 3. "To-
morrow," said Marcus, " the boys and girls will be in the
forest. There the girls will be afraid of wolves and mon-
keys ; but the boys will not be afraid."
LATIN PRIMER 4
LATIN PRIMER
EXERCISE XVII
ADJECTIVES OF THE FIRST AND SECOND DECLENSIONS
(continued)
miser, -era, -erum, wretched, poor
piger, -gra, -grum, lazy
SINGULAR
Fem. Neut.
pigra pigrum
pigrae pign
pigrae pigro
pigrum pigram pigrum
pigra pigro
NOTE. The plural of these adjectives is declined in the same
way as the plural of bonus. Note that the singular, too, is like
bonus, excepting that miser has the peculiarities of puer, while
piger follows ager, losing its e throughout.
Masc.
Fem.
Neut.
Masc.
Nom.
miser
misera
miserum
piger
Gen.
miserl
miserae
miserl
pigrl
Dat.
misero
miserae
misero
pigro
Ace.
miserum
miseram
miserum
pigrui
Abl.
misero
misera
misero
pigro
porta, -ae, F., gate.
oppidum, -1, N., town.
saxum, -1, N., rock, stone.
cecidl, / fell, I have fallen.
VOCABULARY
herl, adverb, yesterday.
in, preposition, used with
the accusative case, at,
against, upon, to.
REMARK. The preposition in with the accusative normally
means " into," as already stated. But with verbs of throwing,
falling, and the like, the meanings given in this vocabulary are
sometimes called for.
READING LESSON
I. Translate into English :
A. i. Itaque agricolae bom et nautae valid! e porta
oppidl herl ierunt, et cucurrerunt in silvam. 2. Hodie
LATIN PRIMER
PORTA
From Gusman's Pompeii, by permission of Messrs. Dodd, Mead and Company.
This illustration shows one of the gates in the ruined wall of
Pompeii. Note the strength of the wall and the substantial way
in which the street is paved.
52 LATIN PRIMER
agricolarum equi miserl in aquam ceciderunt ; eras in agrls
erunt. 3. Marcus nauta erit ; sed agricola erit Qulntus.
4. Nam puerl pigri saxa in aquam iecerunt.
B. I. " Ubi est Marcus ?" inquit Marcella. "Marcus
in oppidum hodie iit," inquit Qulntus. " Via est longa, et
eras puerum defessum videbimus." 2. " In harena con-
chas albas herl vldl," inquit Claudia ; " turn cum corbulis
iimus, et boni agricolae equus conchas in aream vexit."
3. "Slmia e corbula in puparum cunas cecidit," inquit
Marcus; " cunas et pupas fregit miseras. Turn lulia
cucurrit e tafoernaculo et saxum in simiam iecit ; sed saxum
in caudam simiae cecidit, et Claudiae pupae sellam fregit."
II. Translate into Latin :
A. i. What is on the lazy horse's back, Quintus?
2. The gate of the town is large, but the streets are not
long. 3. The boys killed a small wolf there yesterday.
You shall see (its) tail to-morrow, Marcus. 4. And so
you will not be teacher to-day. 5. The bad boys will sit
on the long bench. 6. What did the sailor fear ?
B. i. "Where will you hide, girls?" asked Marcus.
"We shall hide under the stairs," replied the girls. "I
am tired," said Marcus ; " I shall hide with lazy Quintus
under the bench." 2. " The farmer sent (his) strong son
from the forest to the town," remarked Claudia. " But
the boy saw the sailors' big monkey in the road; and so he
ran into a garden."
LATIN PRIMER 53
EXERCISE XVIII
THE SECOND OR E-CONJUGATION
habeo
SUBJUNCTIVE MOOD ACTIVE VOICE
PRESENT TENSE
SINGULAR PLURAL
1st person habeam habeamus
2d person habeas habeatis
3d person habeat habeant
RFMARK. Memorize the above forms. The next Exercise will
show one of the ways in which they are to be used.
VOCABULARY
lutum, -I, N., mud. columba, -ae, F., dove.
terra, -ae, F., ground, floor. dedl, I gave, I have given.
DATIVE CASE. MODEL SENTENCES
Turn Quintus Claudiae "Ubi est capsa?" inquit, Then
said Quintus to Claudia, " Where is the school bag ? "
lulia Marco malum dedit, Julia gave an apple to Marcus.
RULE. The dative case is used of the person to whom
something is said or given. TJius used, the dative is called
the Indirect Object of the verb.
REMARK. The dative of the Indirect Object must be carefully
distinguished from the accusative of the Direct Object. Thus, in
the second of the model sentences above, malum is the thing
directly affected by the verb action (direct object), while Marco
(indirect object) is merely the person to whom is given the
thing thus directly affected.
54 LATIN PRIMER
READING LESSON
I. Translate into English :
A. i. Cur equi validl, Quinte, saxa in oppidum hodie
vexerunt ? 2. Qulntus et Marcus puerl bom sunt ; nam e
porta oppidi venerunt, et mala et bacas agricolae misero
dederunt. 3. Ubi eras erunt fllil nautarum pigrorum ?
Her! sederunt in cymba, et Quintl equum album terrue-
runt. 4. Quid agricolae f Ilia nautae mall filio dedit ?
B. i. " Quid in silva videbitis ? " pueris inquit Marcella.
" Lupos parvos videbimus," inquit Marcus ; " nam agri-
colae herl ierunt in silvam, et magnos lupos occlderunt."
2. Turn lulia Marco, " Cur capsam," inquit, " Quinto non
dedistl?" "Capsam non dedi," inquit Marcus, "quia
Qulntus herl fregit Claudiae tabulas, et stilum in lutum
iecit." 3. "Quid in ludo hodie vidisti?" luliae defessae
inquit Marcella. " Simia in ludum venit," inquit lulia,
" et in Claudiae umero sedit. Turn ad puellam magister
cucurrit. Simia misera timuit et in terram cecidit ; nunc
in cavea iacet."
II. Translate into Latin :
A. i. Why did the boys break the poor dolls' table,
Marcus ? 2. What did you give to the lazy sailor, my boy ?
3. Why did the tired teacher send Marcus from school
to-day ? 4. And so the bad boys brought the little wolf
into the tent ; there they sat on the doll's chairs and broke
the cradle.
B. i. "The dove will sit on the monkey's back, Clau-
dia," said Julia. 2. " Yesterday Quintus threw apples at
the dove," remarked Claudia; "then he was punished."
3. " Why did you not go to school to-day ? " said Marcella
to Quintus. "I fell into the mud," replied Quintus; "but
LATIN PRIMER 55
strong horses carried Marcus to school. He is now sitting
there with the boys on the long benches." 4. "Are you
going to be lazy to-morrow ? " said Julia to Claudia. " I
will be a good girl to-morrow," replied Claudia ; " where
are the books, Julia ? "
EXERCISE XIX
THE SECOND OR E-CONJUGATION
habeo
SUBJUNCTIVE MOOD ACTIVE VOICE
IMPERFECT TENSE
SINGULAR PLURAL
ist person haberem haberemus
2d person haberes haberetis
3d person haberet haberent
VOCABULARY
ancilla, -ae, F., maidservant, compleo, I fill, I am filling
maid. perfect tense, complevl.
spelunca, -ae, F., cave, den. olim, adverb, once (upon a
ursa, -ae, F., bear. time}.
ut, conjunction, (so as) to,
(so) that.
MODEL SENTENCES
lulia latet, ut Marcum terreat, Julia is hiding to frighten
Marcus.
lulia latuit, ut Marcum terreret, Julia hid to frighten
Marcus.
RULE. TJie purpose for which a thing is done may be
expressed by ut and tJie subjunctive.
56 LATIN PRIMER
NOTE. In this construction the tense of the subjunctive is de-
termined by the tense of the main verb of the sentence. If the
main verb is a present or future, the present subjunctive is used in
the purpose clause ; if the main verb is a past, the imperfect sub-
junctive is used. These points are illustrated in the model sen-
tences above.
REMARK i. In writing Latin purpose clauses, careful attention
must be given to the person and number of the verb. In English
we may say " I came to see," " you came to see," "he came to see"
" they came to see" etc., making no change whatever in the form
of the purpose clause ; but if these four sentences should be trans-
lated into Latin, each purpose clause of course would be different,
namely, veni ut viderem, venisti ut videres, venit ut videret, vene-
runt ut viderent. In case of doubt, the proper Latin form can
always be found by expanding the English purpose clause : for
example, " I came to see" = " I came that / might see " ; " you
came to see " = " you came that jy^z/ might see " ; etc.
REMARK 2. The subject of the main verb of the sentence and
the subject of the verb of the purpose clause of course need not be
identical ; e.g. Agricola ex agro venit, ut Claudia equum videret,
the farmer came from the field, so that Claudia might see the horse.
READING LESSON
I. Translate into English :
A. I. Puerl bacas magnas vident. Itaque in herba
iacent, ut corbulas compleant. 2. In silvam hodie iimus,
ut ursarum albarum speluncam videremus. 3. Cur in
agros, puer piger, cum miser! agricolae filiis defessls non
venisti ? 4. Sub mensa sedebo, ut simiam doceam.
5. Marcus ad oppidum cucurrit, ut lulia capsam haberet;
Quinto stilum dedit.
B. i. " Cur ursas miseras, agricolae mall, occldistis ? '/
inquit lulia. Turn agricolae luliae " Ursas occldimus,"
LATIN PRIMER 57
inquiunt, "quia puerl et puellae speluncam timent; nam
olim ursae ibi puerum parvum occlderunt." 2. "Cras,"
inquit Marcus, "sub scalls latebimus, ut puellas terreamus."
"Ibi her! latui," inquit Qulntus, " ut Claudiam et luliam
terrerem. Sed cum puellls fuit ancilla ; itaque hodie
poenas dedl." 3. " Columbam albam Marcellae dedisti,
Marce," inquit lulia; "cur non slmiam Claudiae dedit
Qulntus ? " " Nauta malus hen venit in hortum," inquit
Marcus, " et slmiam miseram occldit."
II. Translate into Latin:
A. i . The good sailor to-day came from the town to teach
the boys and girls. 2. Why did you throw the books
of the farmer's daughters into the bears' cage, Quintus?
3. Why did they not fill the large baskets and give the
berries to the poor girls ? 4. Where will you hide to-
morrow to see the bears?
B. i. "Once upon a time," said Marcus, "I gave
Quintus a dove and a cage. He killed the dove, and the
maid threw the cage into the water." 2. " We ran from
the yard to see the strong sailors," said Julia. " Yester-
day they brought bears and wolves from the woods
into the town." 3. " The girls have come to sit on the
stairs, Quintus," said Marcus. " Let's play ball in the
fields with the boys." 4. " Where are Quintus and
Claudia, Marcus ? " asked Julia. " They have gone into
the field to hide in the grass," answered Marcus.
58 LATIN PRIMER
EXERCISE XX
PERSONAL PRONOUNS
FIRST PERSON
SECOND PERSON
ego,
I
tu,
you
SINGULAR
PLURAL
SINGULAR
PLURAL
Nominative
ego
nos
tu
vos
Genitive
mel
nostrum
tul
vestrum
nostrl
vestrl
Dative
mihi
nobis
tibi
vobis
Accusative
me
nos
te-
vos
Ablative
me
nobis
le
vobis
REMARK. When used with the ablative forms of these pro-
nouns, the preposition cum follows, and is written as a part of the
word ; i.e., mecum, tecum, nobiscum, vobiscum. Note how the
addition of -cum affects the accent of nobis and vobis.
VOCABULARY
gremium, -I, N., bosom, lap. multi, -ae, a, many.
lectus, -I, M., bed, coucJi. moneo, / warn, I advise ;
pecunia, -ae, F., money. perfect tense, monul.
READING LESSON
I. Translate into English :
A. i. Quid hodie tibi dedit agricola, Qumte ? Quid
vobis dedit nauta, puellae ? 2. Agricolae mihi pecuniam
dedenmt, ut filios docerem. 3. Ancilla ursas magnas
in agro vidit ; itaque in aream cucurrit, ut in tabernaculo
lateret. 4. Puella in lecto sedet, ut slmiam defessam in
gremio teneat.
B. i. "Pecuniam tibi dedi, Qulnte," inquit Marcus,
" ut slmiam doceres. Cur in ludum slmiam tecum non
duxistl ? " 2. Turn agricolis bonis lulia " Heri," inquit,
LATIN PRIMER
59
LECTUS
The illustration shows the bronze frame of a bed found at
Pompeii. Often a lectus was provided with a footboard and
back, and thus looked very much like an old-fashioned sofa with
a pillow at one end.
60 LATIN PRIMER
" bacas multas nobis dedistis ; corbulas complevimus. Cras
mala habebitis ? " 3. " Cur in ursae speluncam cucur-
ristl, Marce ? " inquit nauta. " In speluncam cucurri,"
inquit Marcus, " ut Claudiam monerem." 4. " Olim e
saxls magnls in lutum cecidit lupus," inquit lulia. " Turn
e spelunca venit ursa valida, et lupum miserum occldit."
II. Translate into Latin :
A. i. Then we gave the farmer's daughter sandals and
a doll, Julia. What did the farmer give you ? 2. Claudia
has come with me to warn the sailors. 3. Why did they
not give you a strong boat, boys ? 4. The doll is sitting
on the bench, so that the monkey may lie on the bed.
For Mareella is holding the white dove in (her) lap.
B. i. "Why did the teacher give me the apples,
Claudia ? " asked Quintus. " He gave you the apples,"
replied Claudia, " so that we should sit with you in the
shade ; for he has sent Julia and Marcus into the fields.
Where are the apples?" 2. "What did you give the
farmer's lazy son yesterday ? " said Claudia to Quintus.
" We gave the boy money," replied Quintus. " And so
he went with us into the yard to fill the baskets; for there
are many berries in the shade." 3. "I will sit with you,
girls," said Marcus ; " but I do not see the books and
tablets."
EXERCISE XXI
MODEL SENTENCE
Marcus in hortum lit, ego in tabernaculum cucurri,
Marcus went into the garden, / ran into the tent.
RULE. As subject of a verb, tJie personal pronouns ego
(nos) and tu (vos) are in general written only for emphasis
or to mark a contrast.
LATIN PRIMER 6l
VOCABULARY
POSSESSIVE ADJECTIVES
meus, -a, -um, my, mine. noster, -tra, -trum, our, ours.
tuus, -a, -um, your, yours (in vester, -tra, -trum, your,
speaking to one person). yours (in speaking to more
than one person).
REMARK. The vocative of the masculine singular of meus is
mi, a form already familiar in the phrase mi fill.
NOTE. The genitive of the personal pronouns ego and tu is not
used to tell to whom something belongs, such use of the genitive
being rendered unnecessary by the above Possessive Adjectives ;
e.g., liber meus, stilus tuus, etc. (To use the genitive of ego and
tu in such phrases would be as bad as to say in English "the
book of me " instead of " my book," etc.)
READING LESSON
I. Translate into English:
A. i. Ubi sunt, puellae, columbae vestrae ? 2. Ego
tibi librum dedi ; tu stilum meum in lutum iecistl. 3. Tu
equos et slmias timuisti ; nos multas ursas validas et lupos
magnos vidimus. 4. Itaque pupa tua in gremio simiae
nostrae iacet
B. i. "Ancilla defessa noblscum in agros iit," inquiunt
puellae. " Ibi equo tuo, Quinte, mala dedimus." 2. Turn
Marco "Ubi est," inquit nauta, "pecunia nostra?"
" Pecunia in spelunca her! fuit," inquit Marcus, "nunc sub
lecto meo iacet ; nam capsam complevi." 3. " Cur non
cucurristl, Quinte," inquit Claudia, " ut agricolas miseros
moneres?" "Non cucurri," inquit Qumtus, "quia agri-
colae pign sunt." 4. " Cur, mi fill, pueros non mlsistl,"
inquit agricola, " ut cymbam meam viderent?" " MisI
pueros," inquit fllius; " sed nautae mall Marcum in aquam
iecerunt, et Qumtus in tabernaculo nostro latuit."
62 LATIN PRIMER
II. Translate into Latin :
A. i. You will sit on the beach to-morrow, girls ; /shall
lie in the shade. 2. I gave my tablet and your pen to
Marcus' teacher. 3. And so the tired sailors ran to the
white boat ; we went to school. 4. Why did the farmer
go with you into the big store, boys ?
B. i. "What did you see in the towns?" said Marcus to
Quintus. " I saw strong gates and long streets/' replied
Quintus. 2. "Claudia is hiding in your tent, Quintus,"
said Julia; "we will sit in the yard to warn the boys."
3. " You ran into our tent to-day and threw big stones upon
the dolls' bed," said Marcella to Marcus and Quintus.
" Yesterday you gave me the dolls, and now you have
broken the bed." 4. " We saw the teacher to-day," said
Quintus to the girls. " / ran to hide in the grass ; Marcus
fell into the water."
EXERCISE XXII
THE SECOND OR E-CONJUGATION
habeo
SUBJUNCTIVE MOOD ACTIVE VOICE
PLUPERFECT TENSE
SINGULAR PLURAL
ist person habuissem habuissemus
2d person habuisses habuissetis
3d person habuisset habuissent
REMARK. The pluperfect subjunctive active of verbs or all con-
jugations is inflected in the same way as habuissem. To find the
first person singular of the pluperfect subjunctive active of any
verb, simply change the -I of the perfect indicative to -issem ;
e.g., cucurri, cucurrissem ; ii, (iissem) issem ; veni, venissem : etc.
LATIN PRIMER 63
VOCABULARY
avia, -ae, F., grandmother. cum, conjunction, when,
avus, -1, M., grandfather. while, as, since, etc.
llberl, -orum, M., children. mox, adverb, soon.
MODEL SENTENCES
Cum Marcus lupum terreret, puellae in cymbam cucur-
rerunt, While Marcus frightened the wolf, the girls ran
into the boat.
Agricolae, cum in silvam venissent, ursam occiderunt,
When the farmers had come into the woods, they killed
a bear.
RULE. The circumstances under which a thing took
place may be described by the use of the imperfect or plu-
perfect subjunctive, introduced by the conjunction cum.
NOTE. The imperfect subjunctive in this construction describes
action going on at the same time as the action of the main verb
of the sentence, whereas the pluperfect refers to an antecedent
action. See the model sentences above.
REMARK. In the second of the models, note that Agricolae, the
logical subject of both clauses, is given first position in the sen-
tence. This is the normal Latin arrangement, but it should not be
copied in the English translation.
READING LESSON
I. Translate into English :
A. i. Cum puerl e ludo venissent, Claudia ex area
cucurrit, ut mecum sub scalls lateret. 2. Marcl avia
pecuniam mini et Quinto dedit ; itaque puerl bonl erimus.
3. Llberl, cum in oppidum Issent, Claudiae avum et aviam
in via vlderunt. 4. Marcella in aviae gremio est, Quinte.
Cur non in cums iacet puella ?
64 LATIN PRIMER
B. i. "Cum in Iud5 sederem," inquit lulia, "librl e
capsa mea in terram ceciderunt." " Poenas turn dedisti? "
inquit Claudia. 2. " Ubi est nauta malus ? " inquit Quin-
tus. " Nauta herl agricolam miserum occidit," inquit Mar-
cus. "Turn in silvam cucurrit, et nunc in spelunca latet."
3. "Cur flliae agricolarum Marcum defessum in silvam
miserunt? " inquit lulia. " Marcum miserunt," inquit Quln-
tus, " ut nautam moneret ; nam ursae multae in speluncis
sunt." 4. Quintus, cum in hortum ex agris venisset,
Marco " Ubi sunt corbulae nostrae ? " inquit. " Meas
corbulas agricolis boms dedi," inquit Marcus; " sed tuae
in area sunt."
II. Translate into Latin :
A. i. When Marcus came from the store, he went into
the fields. Soon he will be upon the back of your strong
horse, Quintus. 2. / threw a stone ; but you broke the
bench. 3. While Julia was teaching the girls, the boys
went to see the horses. 4. I will frighten the monkfey,
so that the boys may fill the cage ; for there are many
stones in the sand.
B. i. "Why did the maid come with you from the
boat, Claudia?" asked Julia. "My grandmother sent the
maicf with us," replied Claudia, "because there are many
wolves in the woods. While we were sitting there in the
shade, I saw a white bear." 2. "What did you see in
the forest to-day, my daughter? " said the farmer. "When
we came out of the town," replied the girl, "we saw a little
wolf. Marcus threw a stone at the wolf, Quintus ran into
a cave, and I hid in the grass." 3 "Where are your
school bags, girls ? " asked Marcella. " Our school bags
are (out) in the field," answered the tired girls; "but we
have your books."
LATIN PRIMER 65
EXERCISE XXIII
VOCABULARY
uva, -ae, F., grape. vulpecula, -ae, F., little
per, preposition, used with the fox.
accusative case, through, inveni, I found, I have found ;
by way of, etc. / discovered, I have dis-
covered.
\
READING LESSON
I. Translate into English :
A. i. In area vestra vulpeculas multas her! invenimus.
2. Marcus vulpeculam defessam in caveam duxit ; nos in
agrum cucurrimus. 3. Llberl, cum per silvam venissent,
in oppidum nobiscum ierunt, ut ludum nostrum viderent.
4. In via sedeo, ut agricolas moneam ; nam lupus validus
in horto latet. 5. Avus et avia mea cum ancillls ex op-
pido hen venerunt. Mox in horto erunt, ut bacas et uvas
et mala magna videant.
B. i. "Cur per silvam Tsti, filia mea?'" inquit agricola.
" Per silvam ii," inquit filia, " quia puella magna sum ; vul-
peculas non timeo." 2. " Quid in capsa tua invenit Mar-
cus ? " inquit lOlia. " Libros et stilum invenit," inquit
Claudia ; " nam tabulae meae in tabernacul5 sunt."
3. " Lectus puerl pigri sub scalis est," inquit Marcus.
" Magister me misit, ut lectum viderem." 4. "Cur tibi,
Marce, pecuniam dederunt agricolae ? " inquit Quintus'.
" Pecuniam mihi dederunt," inquit Marcus, " quia piger
non sum. Heri te in agros mlserunt, sed tu equos ad
aquam non duxlsti."
II. Translate into Latin:
A. i. Once a little fox came into our garden to see the
grapes. 2. As Marcus was lying in the grass, he threw
LATIN PRIMER 5
66 LATIN PRIMER
a stone at a little girl. 3. The stones fell upon my
grandfather's basket, and broke the white doves' cage.
4. When you had come into the woods, what did you
find, my son ? 5. I saw a powerful wolf, and Quintus
found a tired sailor in the shade.
B. i. "The teacher has sent us from school," said
Claudia to Marcella. " The boys will soon be in the
fields," replied Marcella ; " then we will sit in the boat
and see the shells in the water." 2. " The little fox was
afraid of the wolf," said Julia. " But the bear frightened
the wolf ; and so the little fox has now gone into the cave
to lie in the shade." 3. " I warned you to-day, boys,"
said the teacher, " but you have not given me the apples
and berries." "We threw the berries into the mud,"
replied Marcus, " and the apples are in the water."
4. "Where are the doves?" asked Marcel]^. "My dove
is on the shoulder of the farmer's daughter," replied Julia;
" the sailor's bad son has killed yours."
EXERCISE XXIV
IRREGULAR VERB
sum
IMPERFECT TENSE SUBJUNCTIVE MOOD
SINGULAR PLURAL
ist person essem essemus
2d person esses essetis
3d person esset essent
NOTE. The pluperfect subjunctive of this verb is fuissem. See
the Remark on habuissem in Exercise XXII.
LATIN PRIMER 67
VOCABULARY
luna, -ae, F., moon. caelum, -i, N., sky.
Stella, -ae, F., star. -que, conjunction, and.
REMARK. The conjunction -que follows the word to which it
belongs, and is written as part of that same word ; e.g., puer puel-
laque, " the boy and girl." Note how the addition of -que influ-
ences the accent of the word to which it is joined, and compare
the effect of -cum in the combinations nobiscum and voblscum
(Exercise XX).
READING LESSON
I. Translate into English :
A. i. Quid in caelo, Marce, tu vides ? Ego lunam
stellasque video. 2. Qulntus, cum in cymba mea esset,
saxa in aquam iecit. 3. Agricolae vobls, puerl, pecuniam
dederunt, ut equos in via teneretis. 4. Vulpecula tua,
lulia, herl in area uvas multas invenit. Hodie bacas habe-
bit ; nam corbulam complevl.
B. i. Turn Marco " Nauta validus," inquit Qulntus,
" me in cymbam mlsit simiamque meam in harena terruit."
2. " Claudia, cum ex horto mecum venisset," inquit lulia,
" bacas malaque Marci simiae dedit." 3. " Ubi est pupa-
rum lectus, puellae ? " inquit Marcella. " Lectus in taber-
naculo est," inquiunt puellae ; " itaque ibi cum pupls sede-
bimus." 4. " Olim," inquit nauta piger, " cum luna in
caelo esset, ursa e spelunca venit et vulpeculam miseram
occldit."
II. Translate into Latin :
A. i. When your grandfather, boys, had given us books
and school bags, he sent us to school. 2. The gate of
the town is small, Quintus. 3. What did the powerful
horses carry through the fields into the town? 4. My
68 LATIN PRIMER
grandmother and the maid will sit with you, Julia. / shall
be in the boat ; for I am tired.
B. i. " When Julia was holding the dove in (her) lap,"
said Claudia, " a big wolf came into the yard." 2. Then
said the farmer's daughter to Marcella, " Why did Marcus
break my chair and bench ? " " He broke the bench," re-
plied Marcella, " because you killed our dove yesterday.
But he is not a bad boy ; he did not break your chair."
3. " Why are you sitting in the yard, Marcus ? " said Quin-
tus ; "to see little foxes? The little foxes are now in the
woods ; but soon many will be in the fields."
'EXERCISE xxv
THE SECOND OR E-CONJUGATION
habeo
INDICATIVE MOOD ACTIVE VOICE
PLUPERFECT TENSE
SINGULAR PLURAL
ist person habueram habueramus
2d person habueras habueratis
3d person habuerat habuerant
REMARK. The pluperfect indicative active of verbs of all con-
jugations is inflected in the same way as habueram. To find the
first person singular of the pluperfect indicative active of any
verb, simply change the -I of the perfect indicative to -eram; e.g.,
cucurri, cucurreram ; ii, ieram ; veni, veneram ; etc.
NOTE. The pluperfect tense is used in referring to a past event
which preceded another past event ; e.g., Marcus mox in hortum
venit ; sed Quintus in agros ierat, Marcus soon came into the
garden; but Quintus had gone into the fields.
LATIN PRIMER 69
VOCABULARY
latebrae, -arum, F., hiding celeriter, adverb, s^v^ftly,
place. quickly.
erupl, / rushed (out), I burst diu, adverb, for a long time,
forth, etc. long, etc.
READING LESSON
I. Translate into English :
A. i. Cum puellae defessae diu in tabernaculo fuissent,
Marcus in aream venit pupasque in aquam iecit. 2. Agri-
cola in oppidum mecum ierat; itaque Quintus n5s in agris
non invenit. 3. In ludd poenas dedl, quia magistri stilum
fregeram. 4. Turn e latebrls erupit Quintus ; sed ego diu
in herba latul.
B. i. " Diu ursas non invenimus," inquit agricola.
"Turn multae eruperunt e spelunca magna, nautasque
validos terruerunt ; et equus meus, cum ursas vidisset, e
silva cucurrit meque per agros celeriter vexit." 2. "Quid
Marco dedisti, ml fill?" inquit nauta piger. "Marco vul-
peculam malatn dedl," inquit fllius ; " sed mihi Marcus
pecuniam dederat." 3. " Luna est stella magna," inquit
Claudia. " In caelo luna est," inquit Quintus ; " sed non
est stella." 4. " Marcus, cum per aream in hortum cucur-
risset," inquit Marcella, " nos in cymbam cum Claudia
mlsit, quia in agro lupum magnum viderat."
II. Translate into Latin:
A. i. Your grandmother gave grapes to the children,
Quintus. Why did she not give me berries ? The farmer
had filled the baskets. 2. The tired monkey is hiding in
the dolls' bed; he is afraid of the wolf and bear. 3. Then
the maid brought us into the fields. There the bears had
killed your little fox, boys ; for we found the tail. 4. You
70 LATIN PRIMER
have frightened the teacher, Marcus ; and so I will teach
the children to-day.
B. i. " My apples fell out of the basket into the mud,"
said Julia. "Then, when the bad boys had come from
school, they threw the apples at our poor doves." 2. "To-
day, when I was sitting in the woods," said Quintus
to Julia, " I saw a bear. And so I ran quickly to warn
Marcus; but he had rushed out of the cave and gone into
the sailors' boat." 3. Then said Claudia, "When the sail-
ors had sat for a long time in the sand, they came into the
field and sent us into the yard." 4. "When the monkey
fell to the ground," said Quintus, " he ran quickly into the
cage, and sat there a long time. Now he is afraid of your
little foxes, boys."
EXERCISE XXVI
VOCABULARY
sagitta, -ae, F., arrow. interim, adverb, meanwhile,
in tJie meantime.
READING LESSON
I. Translate into English :
A. i. In mensa sedebit Quintus, ut in subsellio lulia
sedeat. 2. Marcus, cum in silva esset, lunam stellasque
multas in caelo vidit. 3. Mox lupl e speluncis eruperunt ;
sed interim agricolae valid! in silvam cum sagittls ierant.
4. Nauta cum puellis fllium ad ludum miserat, ut films
puer bonus esset.
B. i. Turn Marco " Tibi tabulam meam dedi," in-
quit Claudia; "cur tu Marcellae capsam non dedisti?"
2. " Pueri mall saxa hen in caveam iecerunt," inquit
Claudia ; " sed simia nostra in tabernaculum cucurrerat
LATIN PRIMER j\
Ibi diu sub lecto latuit." 3. " Hodie agricolae, cum in
silvam celeriter venissent," inquit Marcus, " ursam albam
lupumque magnum occlderunt." 4. " Quid in silva vidi-
stis, Marce?" inquiunt puellae. "Cum ex agris in silvam
venissemus," inquit Marcus, " Qulntus ursas timuit, sed
ego ad speluncam ii. Ibi simiae vestrae caudam vidi,
puellae." 5. " Cum Qulntus corbulam agricolae dedisset,"
inquit lulia, "celeriter in hortum cucurrimus."
II. Translate into Latin:
A. i. I shall sit in the shade with you, my boy. 2. They
have sent you, Quintus, to hold my monkey in your lap.
3. When the farmers were in the fields, a bad wolf went
into the garden ; but he did not find the little fox. 4. The
wolf killed a monkey, but the little fox had hidden in the
grass. 5. And so the farmer's sons threw the apples into
the large baskets.
B. i. " You will soon see the girls, Claudia," said Quin-
tus ; " in the meantime they will be in the boat with me."
2. " When the boys had thrown stones for a long time
into the garden," said Julia, "they ran swiftly into the
woods to hide in the cave." 3. "Once," said Marcus,
" Julia had brought your little fox to school, Quintus. But
the sailor's lazy son threw books and tablets at the girl
and little fox." 4. "Meanwhile the bears had killed a
farmer's horse," remarked the girl. "I saw the poor
horse," said the sturdy sailor. " To-day I shall sit in the
woods to frighten the bears ; for I have arrows." 5. "Where
were you, boys ? " asked Marcella. " Had you gone to the
cage to see the white doves ? "
72 LATIN PRIMER
EXERCISE XXVII
MODEL SENTENCE
Marcus sagitta columbam occidit, Marcus killed the dove
with an arrow.
RULE. The ablative without a preposition is tised to tell
the means by which anything is done. This use is known
as the Ablative of Means.
REMARK. Quite frequently, as in the above example, the Abla-
tive of Means is conveniently rendered by " with." This " with "
must not be confused with the " with " meaning " in company with,"
which, as previously shown, is represented in Latin by cum (and
the ablative case). This latter construction is called the Ablative
of Accompaniment.
VOCABULARY
pulcher, -chra, -chrum, beau- emi, / bought, I have bought,
tif itl> pretty, etc.
READING LESSON
I. Translate into English :
A. i. Itaque tuarum puparum cunas harena puerl parvl
compleverunt, lulia. 2. Agricola, cum in oppidum cum
filia pulchra venisset, ibi bacas malaque multa emit.
3. Nam agricolae defessl interim in silvam mecum ierant,
ut in umbra iacerent. 4. .Cur, Quinte, slmiam meam
saxo occidistl ?
B. i. "Cur in tabernam iit Quintus, Claudia?" inquit
lulia. " Quintus herl capsam pulchram in taberna vidit,"
inquit Claudia ; " hodie pecuniam habet." 2. "Corbulas
LATIN PRIMER 73
malls complevimus," inquiunt puellae, "quia agricolarum
flliae nobis bacas dederant." 3. "Cur sub scalls latet
Marcus piger?" inquit Marcella. " Quia puer est malus,"
inquit, Claudia ; " nam cum equos in agros duxisset, cele-
riter in hortum cucurrit, ut uvas videret, ibique columbarum
caveam luto complevit." 4. " Avus meus," inquit lulia,
" cum in silvam venisset, luporum speluncam invenit,
lupumque validum sagittls occidit."
II. Translate into Latin :
A. i. Meanwhile we had gone into the fields with the
farmers to frighten the horses with stones. 2. And so,
when the pretty maid had sat for a long time in the shade
with the sturdy sailor, she ran through the yard to fill the
children's school bags with tablets and books. 3. For
your grandmother has sent the farmer's big daughter, so
that you would be good boys.
B. i. " Soon many boys came with stones," said Julia,
"and broke the dolls' pretty table." "Why did you not
send me into the yard to frighten the bad children ? " asked
Quintus. 2. " Where did you find your sandals, girls ? "
said Claudia. "When we came into the yard and were
sitting in the tent," replied Julia, " we saw Marcella's san-
dals in the grass; Marcus had thrown mine into the
water." 3. "Quintus will hold the dove," said Marcus;
" meanwhile we will warn the farmer, and scare the little
foxes." 4. "The monkey's hiding place is under the
stairs," said Marcus. " Yesterday he lay there a long time.
But to-morrow the bad boys will be at school, and the
monkey will then sit in the cage."
74 LATIN PRIMER
EXERCISE XXVIII
PERSONAL PRONOUN
THIRD PERSON
is, ea, id ; he, she, it
SINGULAR PLURAL
Masc. Fern. Neut. Masc. Fern. Neut.
Norn, is ea id el, ii, 1 eae ea
Gen. eius eius eius eorum earum eorum
Dat. el el el els, iis, is els, iis, is els, iis, is
Ace. eum earn id eos eas ea
Abl. eo ea eo els, iis, is els, iis, is els, iis, is
REMARK. It must be remembered that the names of things
in Latin may be either masculine, feminine, or neuter. Hence
English " it " is variously represented in Latin. For example, in
referring to a book (liber), "it" must be rendered by is ; but
in speaking of a table (mensa), ea should be used ; and id would
be the proper form when speaking of an apple (malum).
NOTE. Like the other personal pronouns (ego and tu), the
pronoun of the third_ person is in general written as subject of a
verb only for clearness or emphasis, or to mark a contrast ; e.g.,
Ego et Marcus pigri sumus ; ego in tabernaculo iaceo, is in herba
sedet, Marcus and I are lazy ; I am lying in the tent, he is sitting
in the grass.
VOCABULARY
cena, -ae, F., dinner. coquus, -1, M., cook.
culina, -ae, F., kitcJicn. obesus, -a, -um, stout, fat.
patera, -ae, F., dish, plate. edi, / ate, I have eaten.
READING LESSON
I. Translate into English :
A. i. Ubi est coquus? Cur el pateras non dedistis ?
2. Cum in cymba cum puellls essemus, lupum validum
LATIN PRIMER
75
AN OUTDOOR DINING ROOM
This corner of the courtyard of a house in Pompeii is restored
in the illustration to something like its appearance before the
eruption of Vesuvius in 79 B.C. In the center is a round stone
table (mensa), on three sides of which are sloping couches of
masonry. On occasion these couches were covered with cushions,
and here guests would recline to partake of a feast (cena), each
man helping himself to the good things which the slaves placed
on the table in the center. The pillars supporting the roof of
the arbor were built of brick.
76 LATIN PRIMER
in harena vidimus. Itaque eum sagitta nauta occldit.
3. Ego et Marcus in silvam veneramus ; turn, cum diu in
umbra sedissemus, ego in hortum il, is ad tabernam.
4. Coquus obesus per cullnam cucurrit, pateramque
magnam in simiatn malam iecit, quia ea liberorum cenam
ederat.
B. i. Turn Quintd " Ubi est patera mea?" inquit
Marcus. " Earn sub mensa video," inquit Quintus.
2. "Cur sub puparum lectd latet vulpecula, QuTnte?"
inquit Claudia. " Vulpecula, cum in aream venisset,"
inquit Quintus, "luliae columbas pulchras vidit, casque
terruit; itaque mine luliam timet." 3. " Avi equis defes-
sis, cum ex agrls her! issent," inquit Marcus, " mala multa
dedi ; eras herba corbulam meam complebo." 4. u Coquus
bacas uvasque emerat," inquit Marcella; "sed, cum is
in culina sederet, puerl mall bacas uvasque iecerunt in
aquam, corbulasque luto compleverunt."
II. Translate into Latin :
A. i. The farmers' dinner is on the horse's back;
their plates are in the basket. 2. While the tired cook
was lying on the sailor's bed, a little white fox came into
his kitchen and ate the grapes. 3. Marcus went into
the yard to see the beautiful moon and stars in the sky.
He did not see them, for he fell into the mud. 4. Why
did your grandmother and the stout maid go to town,
Julia? 5. Why did the sailor come quickly from the
gate of the town ?
B. i. "A poor boy came from the woods yesterday,"
said Julia, " to fill (his) baskets with berries. We gave him
apples and grapes." 2. "What did the sailor give you,
Marcus?" asked Julia. "When the wolves rushed forth
from (their) hiding place," said Marcus, "the sailor gave
LATIN PRIMER 77
me arrows, and with them I killed a bear and a wolf."
3. " While I was hiding in the shade to frighten a little
fox," said Claudia, "my school bag fell to the ground.
Now I do not see it." 4. " The teacher sent the lazy
cook to the store," said Marcella ; "and while he was
sitting there on a bench, Marcus ran into the kitchen with
Quintus. There the bad boys ate the teacher's dinner
and broke his plates."
EXERCISE XXIX
THE SECOND OR E-CONJUGATION
habeo
INDICATIVE MOOD ACTIVE VOICE
IMPERFECT TENSE
SINGULAR PLURAL
i st person habebam habebamua
2d person habebas habebatis
3d person habebat habebant
Conjugate in the same way the imperfect indicative
active of compleo, doceo, iaceo, lateo, moneo, etc.
NOTE. The imperfect tense is used to describe something as
going on at a definite point or period in past time ; e.g., Marcus in
aream venit ; ego turn in tabernaculo sedebam, Marcus came into
the yard ; I then WAS SITTING in the tent.
REMARK. In the above example, note carefully how the use of
venit differs from that of sedebam. Thus the perfect venit simply
states that something happened, whereas the imperfect sedebam
tells what was happening at that very same time (compare the use
of the imperfect subjunctive in clauses introduced by cum, Exer-
cise XXII). This peculiar force of the imperfect tense cannot be
too firmly fixed in the mind.
78 LATIN PRIMER
Compare the meanings of the following tenses :
Present sedeo / sit, I am sitting.
Imperfect sedebam / was sitting.
Perfect sedl / sat, (/ have sat) I have been sitting.
In the same way, give the meaning of each of these
tenses of compleo, doceo, iaceo, lateo, moneo, teneo, terreo,
timed, video.
REMARK. For the imperfect of habeo, the exact translation "I
was having" is often hardly good English. But though we are
generally thus forced to render habebam by " I had," we may still
feel the difference of meaning between it and the perfect habui.
VOCABULARY
poculum, -1, N., cup. ebrius, -a, -um, intoxicateU,
vlnum, -1, N., wine. drunken.
READING LESSON
I. Translate into English :
A. I. Itaque her! nauta in culma cum agricola defesso
sedebat. 2. Coquus, cum in cullnam venisset poculaque
magistri aqua complevisset, nautae obeso et agricolae
pigro vlnum dedit. Hodie in via ebril iacebunt nauta et
agricola. Ibi eos pueri puellaeque videbunt.
B. i. Turn Claudiae "Cur simia tua in caveam cucur-
rit ? " inquit lulia. "Nauta ebrius per aream iit," inquit
Claudia, " eamque terruit ; nam in taberna vlnum emerat."
2. "Cum in cullna essemus," inquit coquus, " vulpeculam
pulchram in area vidimus." "Cur earn non occldistis ? "
inquit nauta. " Cucurrimus in aream," inquit coquus ;
" sed interim ex agris agricola cum validis flliis venerat.
Is sagitta vulpeculam occldit." 3. " In herba coqui pa-
LATIN PRIMER 79
teras multas invenimus," inquit Marcus ; " slmia eas saxo
fregerat."
II. Translate into Latin :
A. i. I was hiding under the table. There my grand-
mother found me; for she had filled my school bag with
many grapes. 2. And so, when the intoxicated farmer
came out of the store, he ran swiftly into the fields.
3. Meanwhile the sailor's strong monkey had broken
the farmer's cups and thrown his wine into the water.
4. What did the girls see in the street, my son ?
B. i. " When Marcus and I came to the gate," said
Julia, " we sent Quintus into the town to warn the good
farmer ; for a wolf had come from the woods and was
frightening the horses." 2. "Quintus and Claudia were
teaching the monkeys," said Marcus ; " she was sitting on
the doll's table, he was lying in the grass." 3. " The
boys have filled the cups with water," said the fat cook to
the girls ; " soon the dinner will be on the table."
EXERCISE XXX
IRREGULAR VERB
sum
IMPERFECT TENSE INDICATIVE MOOD
SINGULAR PLURAL
ist person eram eramus
2d person eras eratis
3d person erat erant
REMARK. English quite lacks a special and exact rendering
for the imperfect of this verb, both fui and eram being translated
bv " I was."
80 LATIN PRIMER
VOCABULARY
corvus, -1, M., raven. rlpa, -ae, F., bank (of a
domum cucurri, / ran home, stream).
I have run home. rivus, -1, M., stream.
REMARK. The form domum may thus be used with any verb
of going or sending : e.g., domum venit, he came home ; domum
Quintum misi, / sent Quintus home ; etc.
READING LESSON
I. Translate into English :
A. I. Cum ad rivum venissemus, llberl saxa multa in
aquam iecerunt; sed mox in herba cum ancilla sedebant.
2. E ludo domum celeriter cucurrimus ; nam Marcus et
Quintus turn in cymba erant. 3. lulia columbas in gre-
mio dm tenuit ; corvus interim in umero nautae valid! se-
debat. 4. Pueri puellaeque per oppidi portam cucurre-
rant, ut agricolarum obesorum pocula vino complerent.
B. I. "Interim ego et Claudia," inquit lulia, " coqui
soleas inveneramus in cullna eique dederamus." " Ubi
est eius pecunia ? " inquit Marcella. 2. " Lupus," inquit
agricola, u cum e spelunca erupisset, ad rlpam celeriter
cucurrit. Ibi latebat ursa magna. Ea, cum lupum vldis-
set, e latebrls erupit, eumque occidit." 3. " EquI nostrl
Hberos ex oppido in silvam vexerant," inquit Claudia.
" Turn per agros venit Quintus. Mox ancilla eum Mar-
cumque ad rivum mlsit, quia pocula habebant. Nos inte-
rim in herba iacebamus."
II. Translate into Latin :
A. i. And so we had gone into the garden and
were filling your baskets, Claudia, with beautiful flowers.
2. When the tired farmer had sent (his) sons into the
LATIN PRIMER 8 1
town, he sat long on the bank of a small stream. There
he saw a raven and killed it with a stone. 3. We are
hiding with a fat boy to frighten the teacher. Why is
Marcus hiding with you/girls ?
B. i. "Once we found a little fox on the bank of the
stream and threw it into the water," said the sailors to
Marcus. " Why did you not give it to me ? " asked Quin-
tus. 2. " We saw a drunken sailor in the shade," said
Julia ; " I ran home, but the boys brought little wolves
from the woods so as to frighten him." 3. " When the
cook had gone to the stream," said Quintus, " I came into
the kitchen. A raven was hiding there under the table,
and I threw a plate at him." 4. " Marcella was a good
girl to-day," said Claudia ; " for she gave the little boys
pens because they had found her school bag."
EXERCISE XXXI
THE SECOND OR E-CONJUGATION
habeo
PRESENT INFINITIVE ACTIVE VOICE
habere, to have
NOTE. All verbs of the second conjugation form the present
infinitive active in this same way.
VOCABULARY
coepi, I began, I have begun, potui, / could ; I was able,
malui, / preferred, I have I have been able.
preferred. volul, / wanted, I have
nolul, / refused ; I did not wanted ; I was willing,
want ; I was unwilling, I have been willing.
I have been unwilling.
LATIN PRIMER 6
82 LATIN PRIMER
NOTE. Each of the above verbs may govern the present infini-
tive ; e.g., timere coepi, / began to be afraid ; maluisti sedere, you
preferred to sit; Marcus voluit equos videre, Marcus wanted to see
the horses.
READING LESSON
I. Translate into English :
A. i. In silva lupus validus nos terruit; itaque ego
domum cucurrl, sed Marcus defessus in agris latere ma-
luit. 2. Claudia corvum miserum in gremid tenere nolue-
rat, et cum pupis in umbra iacebat. 3. In agro erat rivus
pulcher ; nam in ripa erant bacae et rosae multae. 4. Ubi
fuit hen poculum nostrum, Qumte ? Nam puellae, cum in
aream venissent, id voluerunt aqua complere, sed non inve-
nerunt.
B. i. "Ubi est Qumtus, puellae?" inquit Marcella ;
" nam nautae pigri equus albus in hort5 nostro est. Ego
eum terrere non potui." 2. " Coquus ebrius, cum in
oppido vinum emisset," inquit Marcus, "nautae defessi
poculum complere noluit. Itaque is poculum iecit in corbu-
lam coqui miseri, eiusque pateras fregit." 3. Turn Quinto
"Cum in cullna essemus," inquit puer parvus, "vulpecula
ex agris in aream venit, et luliae columbas terrere coepit.
Nos e cullna erupimus ; sed vulpecula celeriter in hortum
cucurrit, ut in herba lateret. Interim avus meus cum sagit-
tis in hortum venerat ; itaque ibi vulpecula mala poenas
dedit."
II. Translate into Latin :
A. i. Julia's grandmother sent Marcus to see the
teacher's boat. We preferred to fill our baskets with
apples in the garden. 2. You refused to sit with me
on the bench. 3. When your monkeys had thrown many
grapes and berries into the water, boys, they ran home and
LATIN PRIMER 83
hid in the tent. 4. Then the farmer began to warn the
sailor's pretty daughter ; for she had refused to teach the
poor children.
B. i. "What did you want to see in the woods yester-
day ? " said Julia to Marcella. " I wanted to see a bear,"
replied Marcella. " And so the boys hid in a cave ; but
they could not frighten me." 2. " Where were the cups
and plates?" asked the girls. "The cups were on the
bank of the stream," replied Quintus, " and the plates
were in the grass with your baskets." 3. " When we had
come home through the fields," said Marcus, "Quintus be-
gan to fill the girls' school bags with water, and I threw
mud into the dolls' cradle. Then my grandfather sent the
stout maid to warn us ; and so we ran quickly into the
woods."
EXERCISE XXXII
IRREGULAR VERB
sum
PRESENT TENSE SUBJUNCTIVE MOOD
SINGULAR PLURAL
1st person sim simus
2d person sis sitis
3d person sit sint
VOCABULARY
laetus, -a, -um, pleased, happy, rapui, / seized, I have seized;
tutus, -a, -um, safe. I stole, I have stolen, etc.
READING LESSON
I. Translate into English:
A. i. Magister capsas malls magnis complet, ut puellae
bonae laetae sint 2. Agricolae fllii valid! ad ludum cum
84 LATIN PRIMER
Qumto venerant ; sed eos docere magister noluit. 3. Mar-
cus, cum nautae obes! cymbam pulchram vidisset, celeriter
domum cucurrit ; ego in harena sedere malui, ut corbulam
meam conchis complerem. 4. lulia slmiam tenet, ut
columba tuta sit. Ea nunc in Claudiae gremio latet
B. i. "Coquus, cum in rlpa corvum parvum invenisset,"
inquit Claudia, " per agros domum iit, corvumque mihi
dedit." 2. "Her! cum puerls per silvam ad rlvum il,"
inquit Marcus. "Ibi cum in aqua essemus, vulpecula mala
e spelunca venit cenamque edit nostram." 3. " Ubi sunt
pocula?" coquo inquit agricola. "Nautae simia hodie po-
cula multa et vmum rapuit," inquit coquus ; "itaque nautam
ebrium mox videbimus."
II. Translate into Latin:
A. i. The horses ran through the garden, and are now
in the yard. 2. The girls are sitting with us in the tent,
so that the dolls may be safe. 3. Your grandmother,
Julia, sent the fat boy to the store; meanwhile I began to
fill his school bag with sand. 4. And so when we had
killed the wolf, we went into the cave. There we found a
bear, but could not frighten her with our arrows.
B. i. "Yesterday, boys, while your tired grandfather
was lying in the garden in the shade," said Julia, " he saw
a wolf and wanted to kill it, because his horses were not
safe. But the wolf ran quickly through the fields, and
to-day is hiding in the woods." 2. " I am sitting in the
yard, my son," said the sailor, "so that you will be a good
boy. Yesterday you were lazy ; you did not lead the
horse to the stream." 3. " The grapes fell from the
poor boys' baskets into the water," said Marcella, "and
now they are afraid of the farmer. We will fill their bas-
kets with many apples and berries." 4. "The sailor's
LATIN PRIMER 85
son was happy to-day," said Quintus ; "for Marcus had
given him an arrow. But to-morrow I shall hide in the
woods and frighten him."
EXERCISE XXXIII
THE SECOND OR E-CONJUGATION
habeo
ACTIVE VOICE
INDICATIVE MOOD SUBJUNCTIVE MOOD
FUTURE PERFECT TENSE PERFECT TENSE
SINGULAR PLURAL SINGULAR PLURAL
ist person habuero habuerimus habuerim habuerimus
2d person habueris habueritis habueris habuerltis
3d person habuerit habuerint habuerit habuerint
REMARK i. As an aid to the memory, note that the last sylla-
bles of the future perfect indicative forms spell out the future of
the verb sum, excepting in the third person plural ; and that the
perfect subjunctive is the same as the future perfect indicative,
with the exception of the first person singular and the fact that
the i is long in three forms.
REMARK 2. The future perfect indicative and the perfect sub-
junctive of verbs of all conjugations are inflected in the same way
as habuero and habuerim. To find the first person singular for
any verb, change the -I of the perfect indicative to -ero and
-erim; e.g., cucurri, cucurrero, cucurrerim; ii, iero, ierim; veni,
venero, venerim; ful, fuero, fuerim; etc.
REMARK 3. The future perfect tense refers to a future event
completed before another future event; e.g., Marcus mox incymba
erit; ego interim ex agris venero, Marcus will soon be in the
boat ; meanwhile I shall have come from the fields. The perfect
subjunctive is used mostly in dependent clauses, in ways to be
explained elsewhere.
86 LATIN PRIMER
VOCABULARY
galllna, -ae, F., hen, chicken. ovum, -1, N., egg.
nidus, -1, M., nest. furtim, adverb, stealthily.
READING LESSON
I. Translate into English :
A. i. Marci simia hodie columbarum nldum invenit,
ovaque multa fregit. 2. Vulpecula, cum furtim in aream
Tsset, Quintl gallinas rapuit ; interim Marci gallma alba in
cavea tuta erat. 3. Lunam stellasque videre volul, sed
Marcus mecum in horto sedere noluit. 4. Ex agrls
venl, ut coquum ebrium viderem. Eum non vidi, sed in
area agricolae filios obesos inveni ; coqui pateras e culina
rapuerant.
B. i. "Ursam video," inquit Quintus. " Ubi latebis,
Claudia, ut tuta sis ? " u Hen in tabernaculo latui," inquit
Claudia. " Ibi lupus me videre non potuit." 2. " Cras
laeta ero," inquit Marcella; "in silva turn sedebimus, et in
corbulls erit cena pulchra." 3. " In silvam ad rivum
iimus," inquit Marcus ; " cumque ibi in rlpa sederemus,
nautae valid! celeriter venerunt ex oppido cymbamque
nostram rapuerunt. Quintus domum celeriter cucurrit,
ut avum nostrum moneret; ego interim in herba latui."
II. Translate into Latin:
A. i. We have come to see the doves' eggs, Quintus.
Where is the nest ? 2. Why did you bring your little fox
into the yard, boys? My pretty hens are afraid of it.
3. We began to be afraid of the drunken sailor; but Mar-
cus gave him money and sent him home. 4. Meanwhile
the bear had gone stealthily from the cave ; and so the
tired boys did not discover its hiding place.
LATIN PRIMER 87
B. I. " The farmer came to-day," said Julia, "to fill the
stream with stones. Quintus was happy ; for he had long
wanted to see the farmer's white horses." 2. " When the
boys were hiding in the grass to frighten the girls," said
Claudia, " the sailor's lazy son came into the tent and stole
your raven's cage, Julia." 3. " Once upon a time," said
Quintus, " a little fox came through the forest to see the
farmer's chickens. But the farmer's sons were sitting in
the garden ; and so they killed the poor little fox."
EXERCISE XXXIV
SYNOPSIS OF THE VERB
In summarizing the forms of a verb it is necessary to
recognize a standard order of tenses. Thus, the synopsis
of habeo and sum would be arranged as follows :
ACTIVE VOICE
INDICATIVE MOOD SUBJUNCTIVE MOOD
Pres. Tense habeo sum habeam sim
Imperf. Tense habebam eram haberem essem
Put. Tense habebo ero
Perf. Tense habul ful habuerim fuerim
Pluperf. Tense habueram fueram habuissem fuissem
Put. Perf. Tense habuero fuero
It is of the greatest importance that this order of tenses
be firmly fixed in the mind, (i) because forms are most
readily recalled when they are arranged in a definite order,
and (2) because, in taking up a new conjugation, the fixed
place for each tense helps to bring out clearly the points
of similarity and difference between the new forms and
those of the same tenses of conjugations already learned.
88 LATIN PRIMER
The above synopsis gives the first person singular of
each tense. Following the same order of tenses, give a
synopsis of habeo and sum in the second person singular,
the third person singular, the first person plural, etc. This
exercise should be repeated until a synopsis in any person
and number can be given without hesitation or mistake.
VOCABULARY
folium, -1, N., leaf. iratus, -a, -um, angry, en-
ramus, -1, M., branch. raged, etc.
READING LESSON
I. Translate into English :
A. i. Itaque puellae bonae columbarum nidos foliis
compleverunt. 2. Hen, cum galllnae in ramo sederent,
pueri mall iecerunt saxa, easque terruerunt 3. Cras in
rivo cymbam pulchram habebo, vosque mecum in ea sede-
bitis. 4. E corbula coqui, cum is vulpeculam terreret, ova
in saxa ceciderunt.
B. i. " Hodie nautae f Ilium domum mlsl," inquit Marcus.
" Turn nauta iratus, cum in hortum nostrum venisset, ramos
fregit galllnasque tuas, lulia, occidit." 2. '' Cur in foliis
defessi iacetis, pueri?" inquit agricola. "Avia vestra in
tabernaculo est; coquum ebrium timet." 3. "Puer piger
ex horto furtim in agros ierat," inquit Claudia. "Ibi bacas
magnas invenit; sed mox ursae multae venerunt e silva,
puerumque miserum rapuerunt." 4. " Per vias longas
equi agricolam ad oppidum vexerunt," inquit Mar eel la ; " in-
terim eius filii pigri nautarum cymbam aqua complebant."
II. Translate into Latin:
A. i. The enraged cook threw eggs at the fat sailor.
2. / am safe ; but Quintus has gone into the woods to fill
LATIN PRIMER 89
the baskets with leaves, and there are bears in the caves.
3. When the boys saw the nest of the doves they broke
the branch and stole the eggs. 4. Why did you begin to
frighten my monkey, Marcus?
B. i. "Then your grandmother's strong maid came
quickly through the gate of the town, boys," said Julia,
"and found the chickens on the bank of a stream."
2. " Marcus went stealthily into the kitchen," said Quintus,
"and took a cup. And so we filled it with sand and gave
it to the sailor's monkey. The monkey broke the cup, and
now the cook is angry." 3. " What did you find under the
cook's table, Quintus ?" asked Julia. " I did not find my
ball," replied Quintus; "but I saw there your school bag
and Claudia's pen."
EXERCISE XXXV
THE PRINCIPAL PARTS OF THE VERB
To conjugate a regular verb, it is necessary to know, in
addition to the first person singular of the present indica-
tive, the three following forms: (i)the present infinitive
active, (2) the first person singular of the perfect indicative
active, and (3) the perfect passive participle; e.g., video,
videre, vldi, vlsus. These four forms are known as the
Principal Parts of the verb.
REMARK i. When once the principal parts are known, all the
other forms of a regular verb can easily be found. For example,
the present infinitive videre shows that video is of the second con-
jugation (hence videbam, videbo; videam, viderem), and from the
perfect indicative vidi we find videram, videro ; viderim, vidissem.
The perfect passive participle gives the key to certain passive
forms, as will be shown later.
90 LATIN PRIMER
REMARK 2. Many verbs, otherwise regular, lack certain forms
and, therefore, show less than four principal parts. So, for ex-
ample, verbs which because of their meaning are not used in the
passive.
Learn the principal parts of the following verbs of the
second conjugation :
habeo, habere, habui, habitus. compleo, complete, corn-
So moneo and terreo. plevl, completus.
iaceo, iacere, iacul. doceo, docere, docul, doctus.
So lateo, teneo, and timeo. sedeo, sedere, sedl, sessum.
video, videre, vldl, visus.
VOCABULARY
locus, -I, M. (plural, loca, idoneus, -a, -um, suitable.
-orum, N.), place, spot. iam, adverb, now.
REMARK. The use of iam ("now") is not altogether the same
as that of nunc. The latter word refers to the present of the
speaker, e.g., Marcus nunc in cymba est, Marcus is now in the
boat; but iam can equally well be used in speaking of an event
that is past, as, In silvam iam veneramus, We had now come into
the forest.
RULE. To mark a question, -ne may be cAded to the first
word of a sentence; e.g., Librumne vldisti ? Did yon see
the book? Estisne in horto, puellae? Are yon in the
garden, girls ?
REMARK i. Note how the addition of -ne causes the accent of
the word to which it is joined to shift to the last syllable. Com-
pare the influence of -cum and -que upon the accent of the words
to which they are joined.
REMARK 2. In sentences introduced by cur, quid, ubi, or any
other interrogative word, -ne must not be used.
LATIN PRIMER 91
READING LESSON
I. Translate into English :
A. i. Meamne capsam vidistis, pueri ? Herl in taber-
naculum earn ieci. 2. Puerine in silvam ierunt, Qumte ?
Locumne idoneum invenerunt? 3. Agricolae bonl equus
liberos in loca tuta vexit. Interim nautae filius in oppidum
ierat, ut corbulam sagittis compleret. 4. Voluistine, ml
fill, eo lumbar um ova nidumque videre ?
B. A Marauder Punished
Turn pueris " Olim," inquit lulia, " lupus malus, cum e
spelunca furtim venisset, per silvam iit in agros agricola-
rum miserorum, eorumque equos occidit. Itaque agricolae
irati ursam albam e cavea duxerunt in agros, et cum ea in
herba latuerunt. Sed lupus iam domum cucurrerat, et in
spelunca tutus iacebat. Itaque agricolae, cum diu in herba
latuissent, cum ursa celeriter ierunt in silvam, ibique lupi
latebras invenerunt. Turn laeti ursam mlserunt in spelun-
cam, lupusque malus poenas dedit."
II. Translate into Latin:
A. I. Did my little fox frighten your chickens, Mar-
cus ? 2. Why did the angry sailor fill our tent with
stones ? 3. Are you in the yard, Quintus ? We are in
the kitchen. 4. What did your grandfather's cook buy
in the town, girls ? We wanted to see his basket, but he
was unwilling.
B. i. "On the bank of a small stream we found an
arrow and a basket," said Marcus. "Quintus broke the
arrow with a stone, and I threw the basket into the water.
Meanwhile the farmer was filling (his) cup with wine; and
so he did not see us." 2. " When I went into the garden
yesterday," said Claudia, " I found a suitable place, and
LATIN PRIMER
sat for a long time in the shade. Then the boys came
home from school, and began to frighten your raven, Julia.
And so I ran into the yard to warn your grandfather."
EXERCISE XXXVI
THE FIRST OR A-CONJUGATION
voco, vocare, vocavi, vocatus, call, summon
ACTIVE VOICE
INDICATIVE MOOD SUBJUNCTIVE MOOD
PRESENT TENSE
SINGULAR PLURAL SINGULAR PLURAL*
ist person voco vocamus vocem vocemus
2d person vocas vocatis voces vocetis
3d person vocat vocant vocet vocent
IMPERFECT TENSE
SINGULAR
PLURAL
SINGULAR
PLURAL
ist person
vocabam
vocabamus
vocarem
vocaremus
2d person
vocabas
vocabatis
vocares
vocaretis
3d person
vocabat
vocabant
vocaret
vocarent
FUTURE TENSE
SINGULAR
PLURAL
ist person
vocabo
vocabimus
2d person
vocabis
vocabitis
3d person
vocabit
vocabunt
REMARK. The above forms can easily be memorized by com-
paring them with the corresponding forms of habeo. Thus, in the
imperfect indicative and subjunctive, and in the future indicative,
the formation of the two conjugations is very similar, the only
difference being that habeo has e and voco has a in the second
syllable of each form. . For purposes of comparison, it may be
LATIN PRIMER 93
found convenient here and elsewhere to consult the Summary of
Forms, page 204 ff.
NOTE. The perfect indicative vocavi is given above among the
principal parts of the verb. With this as a base, give a synopsis
of voco in the first person singular of the perfect, pluperfect, and
future perfect tenses.
VOCABULARY
do, dare, dedl, datus, give (see propero, properare, properavl,
Summary of Forms, p. 2 1 8). properatum, hurry, hasten.
REMARK. Wherever the principal parts of a verb are given in
full, it is customary (as in this Exercise) to state the meaning of
the verb in the most general terms, without attempting to trans-
late exactly any one of the principal parts. From the general
definition the meaning of any particular form can easily be derived.
READING LESSON
I. Translate into English :
A. i. Pueros- vocabimus, lit corvum meimi videant.
2. Mlsistisne Marcum defessum, cum e ludo venisset, ut
agricolam vocaret? 3. Cur ad cymbam Istl? ut nautae
obeso librum dares ? 4. Estne Marcus in agrls ? Qumtus
in area est ; nam nautae f Ilio gallmam dat.
B. The Fox and the Chickens
"Heri," inquit Marcus, "avus meus cum agricolis validis
in silvam lit, ut speluncas latebrasque ursarum videret.
Ibi cum sederet in folhs, vulpecula furtim e silva in agros
venit, et celeriter'cucurrit in hortum nostrum galllnasque
multas rapuit. Interim agricolae ursarum speluncas in-
venerant ; itaque avum meum vocabant. Sed iam in sil-
vam venerat Qumtus, ut avum agricolasque vocaret, quia
vulpecula gallmas rapuerat. Itaque avus iratus domum
properavit ; sed nautae filius iam vulpeculam occiderat."
94 LATIN PRIMER
II. Translate into Latin:
A. i. Did the boys hurry to a suitable place? Did they
eat berries in the woods? 2. What are you giving to the
raven, Quintus? /gave him an apple to-day. 3. Are
the girls calling me to see the doll's chair ? I saw it yester-
day. 4. Is Marcus glad because the farmer's lazy son
did not break the doves' eggs ?
B. i. " To-morrow," said Julia, "we will hurry from
school and fill our baskets with berries." 2. "Why are
you in the yard, girls?" asked Claudia. "We are calling
the boys," replied the girls. "But they are in the fields;
and so they do not see us." 3. "The farmer gave me a
basket," said Marcus, "and went with me to the boat. The
sailor's sons could not give us his beautiful shells, but I
found many in the sand."
EXERCISE XXXVII
THE THIRD DECLENSION
CONSONANT STEMS
flos, M., flower arbor, p., tree litus, N., sliore
SINGULAR PLURAL SINGULAR PLURAL SINGULAR PLURAL
Nom. flos flores arbor arbores litus litora
Gen. floris floruit! arboris arborum litoris litorum.
Dat. flon flonbus arborl arboribus litorl lltoribus
Ace. florem flores arborem arbores litus litora
Abl. flore floribus arbore arboribus lltore lltoribus
REMARK i. Nouns of this declension vary widely in the form
of the nominative singular, but the genitive always ends in -is, as
in the above examples.
LATIN PRIMER 95
REMARK 2. Note that here (as in all other declensions) the
accusative case of a neuter noun is the same as the nominative,
both in the singular and in the plural.
Gender. There is no simple rule for the gender of nouns
of the third declension, and it is therefore necessary to
learn the gender of each word as it is taken up.
When the above forms have been memorized, test your
recollection of them by declining together flos pulcher,
arbor magna, lltus tutum, etc.
VOCABULARY
habito, habitare, habitavl, perterritus, -a, -um, much
habitatum, live, dwell. frightened, thoroughly
escendi, / climbed (tip), I alarmed, etc.
have climbed (?//). subito, adverb, suddenly,
without warning, etc.
READING LESSON
I. Translate into English :
A. i. litne Qulntus in agros ut puellas vocaret, ut
flores pulchros viderent? 2. Nauta ebrius, cum e taberna
venisset, poctila paterasque fregit. 3. Agricolae multl in
agris habitant, multl in litore. 4. Equos iam videramus,
et ego ad tabernam properabam.
B. The Picnic
"Ad locum idoneum cum venissemus," inquit lulia,
" puellae defessae in herba sederunt, sed Marcus et
Qulntus ad rivum parvum properaverunt. Nam in rlpa erat
arbor magna, et nidus in ramo. Marcus celeriter in arborem
escendit, ut ova videret; sed cum in ramo laetus sederet,
subito e spelunca erupit simia obesa et ad arborem cucur-
rit. Itaque Qulntus perterritus e rlpa cecidit in aquam :
96 LATIN PRIMER
et Marcus, cum slmia in arborem escendisset, in folils
latere coepit; sed puer miser mox ramum fregit, et ad
terram in saxa cecidit."
II. Translate into Latin :
A. i. Are there apples on the tree? Do you see
berries in the garden ? 2. Why were the sailors living
with you, boys ? 3. When the farmer had come to the
shore to call the sailors, he saw a wolf in the boat.
4. Suddenly the little fox ran from the tent into the
garden ; there Marcus' doves, much alarmed, began to
hide in the branches of the trees.
B. i. "We did not want to give money to many
children," said Julia; "I preferred to fill their baskets
with apples and grapes." 2. "And so," said Marcus,
" we had now frightened the bear. But soon many wolves
came from the forest ; and so we hurried home to call the
farmer's strong sons. Then, when the farmer had come
with arrows, we killed the wolves and bear." 3. " Quintus
will live in the town," said Claudia ; " we shall live in the
fields."
EXERCISE XXXVIII
CARDINAL NUMERALS
duo, duae, duo, two tres, tres, tria, three
Masc. Fern. Neut. Masc. Fern. Neut.
Nom. duo duae duo tres tres tria
Gen. duorum duarum duorum trium trium trium
Dat. duobus duabus duobus tribus tribus tribus
Ace. duo duas duo tres tres tria
duos tris tris
Abl. duobus duabus duobus tribus tribus tribus
LATIN PRIMER 97
VOCABULARY
adiuvo, adiuvare, adiuvl, ceterl, -ae, -a, the other.
adiutus, help. i ugi, / ran away, I have rtm
colloco, collocare, collocavi, away; I fled, I have fled.
collocatus, place, put.
REMARK. The verb colloco is used with in and the ablative case.
This fact must be kept carefully in mind, because the not uncom-
mon translation " put (into)" suggests a different construction.
READING LESSON
I. Translate into English :
A. i. Cum agricolarum equ! valid! corbulas ad Htus
vexissent, nautae duas in cymba collocaverunt. 2. Quin-
tus me adiuvit ; nam pueri ceterl iam in silvam f ugerant.
3. Vobiscum ad Htus properabo, ut nautas defessos
adiuvemus. 4. In arboribus erant corvl multl; itaque
puellas ceteras vocavimus, ut nidos viderent
B. Playing on the Shore
" Itaque," inquit Marcus, " ex agris veneramus, et iam
sedebamus in harena. Turn subito cymbam parvam in
lltore vidimus. In ea puellas tres collocavi, sed ceterl
llberi cucurrerunt ad oppidum, ut nautam vocarent. In-
terim ego cum puellfs in cymba sedi; cumque diu conchas
in aquam iecissemus, cymbam Into complevi. Sed iam ex
oppido nauta iratus properabat. Ego eum non timebam,
sed puellae perterritae erant. Itaque celeriter mecum
fugerunt in hortum, ibique sub arboribus parvis latuimus."
II. Translate into Latin :
A. i. I am "putting flowers in suitable places. Soon I
shall call the girls to help me. 2. We lived in the town
LATIN PRIMER 7
9 8
LATIN PRIMER
for a long time ; but my grandfather preferred to live in
the fields. Do you see the beautiful trees in our garden ?
3. Three boys came to school to-day. To-morrow the
others will be punished ; for the teacher was angry because
they had run away to the shore.
B. i. "The raven was now much frightened," said
Julia; "and so Quintus climbed up into the tree to help
him. But in the meantime Marcus threw two stones at
the bad monkey and killed it." 2. "Are you hurrying
to school, girls ? " asked Claudia. " I will give you beauti-
ful f 
