Please see the print version

of this page to view missing

text or images.
Please see the print version
of this page to view missing
text or images.
Unit Objectives
• To learn the present and future active
tenses and present imperatives of the
second conjugation
• To learn the present tense of the
linking verb sum
• To learn the perfect active tense of
the first and second conjugations
• To learn second declension nouns
and adjectives ending in -r, neuter
nouns and adjectives ending in -um;
the use of the vocative case, ablative
of place from which construction,
and the accusative of place to which
construction
• To learn about daily life and class
society in ancient Rome

Street musicians in actors’ masks play their

instruments: double flute, finger cymbals,
and tambourine. The smaller person at the
Araldo de Luca/CORBIS

left may be playing a stringed instrument.

Notice how tiles of a darker color have
been used to create shadows. This mosaic
from the Villa of Cicero in Pompeii is now
in the National Museum in Naples.

83
 Lesson X
Lesson
Objectives
• To learn the present
and future tenses of the
second conjugation
• To learn the Latin
Lingua Lat¬na
origins of English
derivatives

L ingua Rßm¤nßrum Lat¬na erat. Lingua patriae nostrae1 nßn Lat¬na est,
sed Anglica2. Lingu¤ Lat¬n¤ scientiam3 linguae nostrae aug±mus. Lingua
1
our
2
English Lat¬na pr¬mß4 nßb¬s5 nova erat, sed nunc nßn terret. Discipl¬na nßs6 nßn
3
knowledge terret, quod magistrum7 bonum hab±mus. Linguam Lat¬nam semper in
4
at first 5 memori¤ hab±bimus.
5
to us (dat.)
6
In Britanni¤, in Itali¤, in Galli¤, in Americ¬s, in mult¬s terr¬s et prßvinci¬s
us (acc.)
7
teacher (If the teacher is a woman,
mult¬ magistr¬ linguam Lat¬nam nunc docent et semper doc±bunt. In patri¤
read magistram bonam instead.) nostr¤ lingua Lat¬na f¤mam magnam habet. Magistr¬ magnum numerum
8
pupils (The form discipul¤rum discipulßrum8 docent. Discipl¬na semper scientiam nostram aug±bit. Magistr¬
may also be needed if the class is
all or mostly girls.) 10 nßs prob¤bunt, s¬9 c¥ram hab±bimus. Patria nßs prob¤bit et laud¤bit, s¬
9
if scientiam et f¤mam bonam par¤bimus.

Please see the print version

Part of a handsome inscription of this page to view missing
of A.D. 17, in the market of text or images.
Lepcis Magna, Libya, on an
arch dedicated by the governor,
Gaius Vibius Marsus, to the
Roman empress as Augusta
Roger Wood/CORBIS

Health-Giver. AVGVSTA
[SALVTARIS] [C. VI] BIVS MARSVS
P[RO CONSVL (governor)...]
AFRICAE DEDICAVIT.

84 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
Questions
1. By what means (how) can we increase our knowledge of English?
2. How did Latin appear to us at first?
3. Where is Latin taught?
4. Do many students study Latin?
5. Do you agree that the study of Latin helps your knowledge of English
and the Romance languages? Count the number of different Latin words
in this passage from which an English word is derived.
6. When will our teachers approve of us?
7. When will our country praise our accomplishments? Now that you are more
familiar with nouns, the
second entry will be the
genitive ending only, not
the full form, whenever
Nouns possible. To get the stem
discipl¬´na, -ae f. training, instruction (discipline) of a noun, simply drop the
lin´gua, -ae f. tongue, language (bilingual, linguistic) genitive ending.
pa´tria, -ae f. fatherland, country (expatriate, patriotic)

Verbs
au´geß, aug±´re, [au´x¬, auc´tus] increase (auction, augment)
do´ceß, doc±´re, [do´cu¬, doc´tus] teach (document, indoctrinate)
ha´beß, hab±´re, [ha´bu¬, ha´bitus] (habit, inhabitant)
have, hold
ter´reß, terr±´re, [ter´ru¬, ter´ritus] (terrific, terrify)
scare, frighten Note that the last two
principal parts of second
conjugation verbs are not
quite so regular as those of
the first conjugation.
The Second Conjugation: Present and Future Tenses;
Present Imperative
The verbs you studied in previous lessons all contain the stem vowel -¤-
and belong to the first conjugation. Verbs that have the stem vowel -±- in the
present and future tenses belong to the second conjugation. The only differ-
ence from the present and future tenses of the first conjugation is in the stem
vowel (± or ĕ for ¤ or ă). Note that in the present tense of the second conju-
gation the stem vowel is shortened in three places and is kept in the first per-
son singular (doceß).

Anna puerßs terret. Anna frightens the boys.

Discipl¬nam naut¤rum You will increase the training of
aug±bis. the sailors.

L E S S O N x l i n g u a l a t ¬ n a 85
 PRESENT TENSE
SINGULAR PLURAL
do´ceß I teach, doc±´mus we teach,
am teaching, are teaching,
do teach do teach
do´c±s you teach, etc. doc±´tis you teach, etc.
do´cet he/she/it do´cent they teach, etc.
teaches, etc.

FUTURE TENSE
SINGULAR PLURAL
doc±´bß I shall teach, doc±´bimus we shall teach,
The present imperative of shall be teaching etc.
second conjugation verbs
is formed according to the doc±´bis you will teach, doc±´bitis you will teach,
same rules as the first etc. etc.
conjugation. Aug± doc±´bit he/she/it doc±´bunt they will teach,
fort¥nam tuae familiae! will teach, etc. etc.
Increase your family’s
fortune!

IMPERATIVE
do´c±! teach! doc±´te! teach!

Oral Practice
1. Conjugate habeß (have, hold) in the present tense and augeß (increase)
in the future tense and then translate.
2. Give the singular imperative of have, increase, teach; give the plural
imperative of hold, scare.
3. Translate: they will have, he increases, we show, he will teach,
you (pl.) scare, fight! (sing.), fight! (pl.).

Did You Know?

Besides the l¥d¬ or scholae where basic instruction was given to both
male and female Roman students, there were special schools for music,
cooking, and barbering. However, no provision was made for formal
training in certain subjects like law, administration, diplomacy, and
military tactics. For practical on-the-job training, a young man would
apprentice himself to an older man distinguished in one of these areas.

86 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
 Please see the print version
of this page to view missing
text or images.

Mag¬ster d¬scipulum tardum

terret. While one boy begins to
read from his roll, the teacher
rebukes a latecomer (far right).
From a relief now in Trier,
Germany.
Ronald Sheridan/Ancient Art & Architecture Collection

Exercises
A. Translate the following sentences. Pay particular attention to the endings.
1. Doc± lingu¤s, Anna.
2. Mult¤s lingu¤s nßn doc±bß.
3. Magnae undae servßs terr±bunt.
4. Magnae undae c¥r¤s naut¤rum augent.
5. Victßria numerum servßrum nßn semper aug±bit.
6. Pec¥niam serv¤re est semper fort¥nam aug±re.
7. Prßvinci¬s victßriam magnam patriae n¥nti¤bimus.
8. Am¬cus meus magnam pec¥niam et parvam discipl¬nam habet.

B. Identify the person, number, and tense required. Then give the Latin
for the italicized words.
1. F¬lia lingu¤s (will teach).
2. Nautae Annam (are scaring).
3. (Love) linguam patriae tuae.
4. Cibum multum nßn (we do have).
5. (Increase) fort¥nam tuam discipl¬n¤.
6. Memoriam Rßmae lingu¤ Lat¬n¤ (we shall preserve).
7. Patriam (to seize) et familiam meam (to scare) par¤bunt.

C. Say what the following people are doing today (hodi±); then say that
they will do it again tomorrow (cr¤s); finally, say what they do or will
do always (semper). Follow the model.
f¬lia / am¤re / familia
Hodi± f¬lia familiam amat.
Cr¤s f¬lia familiam am¤bit.
Semper f¬lia familiam amat (am¤bit).
1. nauta / n¤vig¤re
2. agricola / aug±re / fort¥na
3. magister / doc±re / discipul¬
4. domin¬ / spect¤re / equ¬
5. serv¬ / port¤re / cibus
6. r±g¬na / hab±re / magna pec¥nia

L E S S O N x l i n g u a l a t ¬ n a 87
 Derivatives

• From what Latin words are accurate, doctrine, document

derived? When is the word doctor used to mean one who
teaches? What is a linguist? What does the word discipline
usually mean? What was its original meaning?

• Which one of these words does not belong with the others?
Why?
terrible subterranean deter terrified

• A number of Latin verb forms are preserved as loan words. First

conjugation: vetß, habitat, ignor¤mus, mand¤mus. Second
conjugation: tenet. Look these words up in a dictionary to see if
their English meanings are the same as they used to be in Latin.

• The Latin ablative of the first declension is preserved in English

in the word via: “I am going to Toronto via (by way of) New
York.” The ablative plural is found in gratis, a shortened form
of gr¤ti¬s: “He is doing this gratis” (for thanks, for nothing).

The U.S. Capitol reflects the Please see the print version
classical influence of Rome on of this page to view missing
those who, in the eighteenth text or images.
century, imagined a Roman
temple, with its high podium
and massive dome, as the central
symbol of American govern-
ment. Although it has taken
almost two hundred years to
complete the design, the Capitol
remains true to its original
conception and has become the
CORBIS

model for most state capitols

and many other public buildings.

88 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
 Lesson XI
Lesson
Objectives
• To learn prepositions
of place
Caesar in Britanni§ • To learn how to
analyze sentences

M agna ¬nsula Britannia in am¬citi¤ Galliae manet. Caesar in Galli¤

pugnat et am¬citiam Britanniae et Galliae videt. Ibi m¤teriam et cibum parat
et ad Britanniam n¤vigat. In Britanni¤ am¬cßs Gallßrum pugn¬s terret, sed in
Britanni¤ nßn manet.
ænsulam videt, nßn occupat, sed glßriam suam1 auget. Semper prß2 patri¤ et 5 1
his own
2
prß glßri¤ su¤1 labßrat. Caesar gr¤tiam et am¬citiam Rßm¤nßrum meret3 quod for, on behalf of
3
earns
magnae sunt victßriae. Mult¬s litter¬s Rßmae victßri¤s n¥ntiat. In Rßm¤
magnam pec¥niam am¬c¬s dßnat. Magna est gr¤tia patriae quod Caesar
patriam auget. Multam praedam carr¬s et equ¬s ad patriam portat. Nunc Caesar
glßriam magnam habet et semper hab±bit. 10

A portrait bust, now in the

Louvre, of C. Julius Caesar, the
man whose name is always
associated with Roman authority,
wearing the laurel wreath of a
conquering general. The period
from 133 to 31 B.C. was one of
great civil turmoil, during which
one strong man after another
sought power by either attacking
Please see the print version or defending the conservative
of this page to view missing policies of the Senate. Caesar,
text or images. although he was an aristocrat,
adopted measures favored by
the common people. His
campaigns in Gaul (and briefly
Britain) were not only for terri-
torial conquest and propaganda
purposes, but also to acquire
the resources and followers
necessary for his political
ambitions. He succeeded in
making himself the sole master
of Rome in 46 B.C. but was
Photo Bulloz/Louvre, Paris assassinated in 44 B.C.

L E S S O N x I c a e s a r i n b r i t a n n i § 89
 Questions
1. What relationship do Great Britain and Gaul have before Caesar’s
arrival?
2. In which country does Caesar fight first?
3. What does Caesar do in Gaul?
4. What does Caesar do to Britain?
5. Whose friendship and gratitude does Caesar earn?
6. By what means does Caesar announce his victories?
7. Why do Caesar’s victories win his country’s gratitude?
8. How are the war spoils transported back to Rome?

Nouns
am¬ci´tia, -ae f. friendship [amß]
glß´ria, -ae f. glory (glorify, glorious)
gr¤´tia, -ae f. gratitude, influence [gr¤tus]
m¤te´ria, -ae f. matter, timber (material, materialism)
Verbs
ma´neß, man±´re, [m¤n´s¬, m¤ns¥´rus4 ] remain (manor, mansion)
vi´deß, vid±´re, [v¬´d¬, v¬´sus] see (provide, visual)
Preposition
in with abl. in, on
Adverb
i´bi there

Prepositions of Place: In
In the preceding lessons, the various uses of the prepositions with, of, to,
for, by with nouns have been expressed in Latin by case endings without
prepositions. But some English expressions require the use of prepositions
in Latin.
In with the ablative (ablative of place where – in, on)

in silv¤ in a forest
in vi¬s on the streets

4
This form in -¥rus instead of -us will be explained at a later time.

90 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
 Hadrian’s Wall, an ancient
fortified wall, crosses northern
England at its narrowest point.
After the Romans abandoned
their attempt to conquer
Please see the print version Scotland, the wall became the
of this page to view missing permanent northern boundary
text or images. of the Roman empire as a barrier
against the Scottish barbarians.
Begun in A.D. 121, it stretched
National Trust/Art Resource, NY

73.5 miles. The wall varied from

6.5 to 11.5 feet thick and was
23 feet tall in places. It was
protected on both sides by a
ditch. Large portions of the wall
are still standing.

Sentence Analysis
Before writing the Latin translation of an English sentence, you may
find it helpful to write the case and number required for each noun and the
person, number, and tense for each verb in the Latin sentence. Study the
following.

NOM. SING. 3RD SING., PRES. ACC. SING. DAT. SING.

The man gives a book to the boy.

3RD SING.,
GEN. SING. NOM. SING. FUT. ACC. SING. ABL. SING.
My friend’s son will save his life by flight.

Oral Practice
1. Decline am¬cus tuus, v¬ta longa, and agricola cl¤rus.
2. Give in Latin: good friendship in the accusative singular and plural;
good food in the genitive singular and plural; a small number in the
ablative singular and plural; a famous language in the dative singular
and plural.
3. Analyze the following English sentence by labeling each noun’s case and
number: On many islands the sailors carry the queen’s timber.
4. Analyze the following Latin sentence: In Gallßrum terr¤ multßs equßs
spectß.

L E S S O N x I c a e s a r i n b r i t a n n i ¤ 91
 Did You Know?
Each year it took fourteen million bushels of wheat, representing the
produce of millions of acres of wheat fields, to feed the people of
Rome in Augustus’ time. Most of this grain was imported specifically
for the city of Rome. One third of it came from Egypt; most of the rest
came from Sicily and North Africa and was unloaded at Ostia, the
coastal city that served as the seaport for Rome.

Exercises
A. Analyze the nouns and verbs and translate.
1. Laud¤te am¬citiam.
2. Magna est gr¤tia puell¤rum.
3. In silv¬s m¤teriam vid±bis.
4. Nautae in terr¤ nßn man±bunt.
5. In vi¬s multßs servßs nßn videß.
6. Mult¤s hßr¤s nßn hab±tis. Labßr¤te!
7. Discipl¬n¤ glßriam patriae aug±bimus.
8. In patri¤ magnam pec¥niam nunc hab±mus.

B. Give the Latin for the italicized words. Then translate the sentences.
1. (On the streets) carrßs vid±mus.
2. Multa m¤teria (in the forest) est.
3. Equ¬ (on the island) nßn man±bunt.
4. (In the provinces) multßs servßs vid±bimus.
5. (In my country) magnum numerum am¬cßrum habeß.

C. Translate into Latin.

1. Remain and see my friends.
2. They will remain on the islands.
3. I shall see your daughter on the street.
4. By friendship you will increase your influence.
5. Through (by) injustice they will seize the land of the provinces.

92 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
Latin Forms of English Names

• Many English names of boys and girls are taken from Latin
words, such as Alma, kindly; Clara, clear, bright; Leo, lion;
Stella, star; Sylvester, belonging to the woods. Some have been
changed slightly: Mabel, from am¤bilis, lovable; Belle, from
bella, beautiful; Florence, from flßrentia, flourishing; Grace,
from gr¤tia, grace; Margaret, from margar¬ta, pearl; Rose,
from rosa, rose.

• Commonly used by the Romans were the names August,

Augustus, venerable; Rufus, red-haired; Victor, conqueror;
Vincent (vinc±ns), conquering.

• Other Roman names still used in English include: Emil and

Emily (Aemilius, Aemilia), Cecilia (Caecilia); Claudia;
Cornelius, Cornelia; Horace (Hor¤tius); Julius, Julia; Lavinia;
Mark and Marcia (M¤rcus); Paul and Paula (Paulus).

• How many older brothers and sisters do you think a boy named
Quintus has?

• Do any members of your class have Latin names not

included here?

L E S S O N x I C a e s a r i n b r i t a n n i § 93
 Lesson XII
Lesson
Objectives
• To learn the perfect
tense of the first and
second conjugations
• To learn the English
Puer¬ Rßm¤n¬
derivatives from some
Latin roots

L¥cius, puer1 Rßm¤nus, in Vi¤ Alt¤ am¬cum M¤rcum videt.

L¥cius: Ubi est socius tuus Qu¬ntus?
M¤rcus: Ad ¬nsulam n¤vig¤vit.
L¥cius: C¥r2 ad ¬nsulam n¤vig¤vit?
5 M¤rcus: ænsulam amat. Ibi in aqu¤ di¥3 manet; in silv¤ alt¤ ambulat4. In
¬nsul¤ multßs am¬cßs habet.
L¥cius: C¥r nßn cum 5 sociß tuß ad ¬nsulam n¤vig¤vist¬? C¥r h¬c 6
1
m¤nsist¬?
boy
2
why M¤rcus: In cas¤ labßr¤re d±beß7 quod servßs l¬ber¤vimus.
3
a long time 10 L¥cius: Magnum numerum servßrum hab±mus et semper habuimus. In
4
walks cas¤, in vi¤, in silv¤ labßrant. M¤teriam portant. Agricolae sunt.
5
with
6
Serv¬ gr¤tiam nostram meru±runt, sed eßs8 ten±bimus.
here
7
M¤rcus: Quod serv¬ nostr¬ agricolae bon¬ erant et semper labßr¤v±runt, eßs
I have to (ought)
8
them nßn tenuimus sed l¬ber¤vimus. Nunc am¬c¬ et soci¬ sunt et
9
their 15 am¬citiam eßrum9 semper memori¤ ten±bß.

Roman slaves, like these

who are threshing or
sifting grain, worked for
their Roman masters and
lived with them as part of
the familia. Slaves did Please see the print version
not only do manual of this page to view missing
labor, but some also text or images.
taught the master’s
children or served as a
personal secretary to
their master. Some were
allowed to conduct their
own businesses and
eventually bought their
freedom.
Ronald Sheridan/Ancient Art & Architecture Collection

94 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
Questions
1. Where does Lucius see Marcus?
2. Where did Marcus’ friend go?
3. What is Quintus doing on the island?
4. Why didn’t Marcus go to the island?
5. Why must he work?
6. What sorts of work do Lucius’ slaves do?
7. Why did Marcus’ family free his slaves?
8. What relationship do the slaves have to Marcus’ family now that they
are free?

S econd declension nouns

(not adjectives) that end in
-ius usually shorten the -i¬
Nouns of the genitive singular to
ca´sa, -ae f. house -¬. So´ci¬ becomes so´c¬
so´cius, so´c¬ m. ally, comrade (associate, social) and the accent is not
changed. The stem is soci-
Adjective and the nominative plural
al´tus, al´ta, [al´tum] high, tall, deep (altimeter, altitude) always ends in -i¬.

Verbs
l¬´berß, l¬ber¤´re, l¬ber¤´v¬, [l¬ber¤´tus] free (liberal, liberator)
me´reß, mer±´re, me´ru¬, [me´ritus] (merit, meritorious)
deserve, earn
te´neß, ten±´re, te´nu¬, [ten´tus] hold, keep (retain, retentive)
Remember that each verb
has four principal parts.
The third principal part,
which shows you the
The Perfect Tense perfect stem, is introduced
in this lesson.
In English, the past tense refers to an action that is completed: He went
yesterday. The present perfect refers to an action that is completed, but from
the point of view of the present: He has just gone. One does not say He has
gone yesterday.
In Latin, the perfect tense is used like both the past and the present perfect
of English, though it more often corresponds to the past.

Gr¤tiam meruimus. We deserved (have deserved) gratitude.

Magister puell¤s docuit. The teacher taught (has taught) the girls.
Viam spect¤vimus. We looked (have looked) at the road.

L E S S O N x i i p u e r ¬ r ß m ¤ n ¬ 95
This wall painting (first century
B.C.) appears to be Nausicaa,
princess on the island of
Phaeacia, with her laundry
on her head, welcoming a
bedraggled Ulysses, who was
shipwrecked there while return-
ing from Troy. (See Lesson XLV.) Please see the print version
This picture does not quite match of this page to view missing
all the details of the story as told text or images.
by Homer.

C. M. Dixon/ Photo Resources

Perfect Tense and Perfect Stem
Verbs of the first conjugation studied so far form the perfect stem by adding
-v- to the present stem: l¬ber¤-, l¬ber¤v-. To find the perfect stem of verbs of
the second conjugation, drop the -¬ of the perfect first person singular, which
is the third principal part of the verb (as listed in your lesson vocabulary list),
doceß, doc±re, docu¬, doctus: docu-. Add the perfect tense endings to the per-
fect stem to form the perfect tense. Learn the following forms.

ENDINGS FIRST CONJUGATION SECOND CONJUGATION

-¬ port¤´v¬ I carried, do´cu¬ I taught, have
have carried, taught, did teach
did carry
-ist¬ port¤vis´t¬ you carried, etc. docuis´t¬ you taught, etc.
-it port¤´vit he/she/it carried, etc. do´cuit he/she/it taught, etc.
-imus port¤´vimus we carried, etc. docu´imus we taught, etc.
-istis port¤vis´tis you carried, etc. docuis´tis you taught, etc.
-±runt port¤v±´runt they carried, etc. docu±´runt they taught, etc.

The perfect tense endings are not used in any other tense.

Oral Practice
1. Conjugate the following in the perfect tense: labßrß (labßr¤v-), teneß
(tenu-), mereß (meru-), maneß (m¤ns-), mßnstrß (mßnstr¤v-), augeß
(aux-), habeß (habu-), videß (v¬d-).
2. Translate: he has praised, we entrusted, they scared, we did teach, I saw.
96 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
 Exercises
A. Translate the following sentences.
1. Servß litter¤s mand¤v¬.
2. Multßs socißs habuistis.
3. Agricola in terr¤ labßr¤bit.
4. Undae altae puell¤s terru±runt.
5. Cßpiam aquae cl¤rae par¤vist¬.
6. Multßs servßs in cas¤ v¬dimus.
7. Agricolae, gr¤tiam patriae meruistis.
8. Am¬cus meus in prßvinci¤ nßn m¤nsit.

B. Translate the following sentences into Latin.

1. The slave held the horses.
2. We saw a large number of horses.
3. The farmers have got the food ready.
4. The girls will carry the food to my house.
5. My comrade has deserved your friendship.

Gianni Dagli Orti/Museo Palazzo dei Conservatori Rome/The Art Archive

Please see the print version

of this page to view missing
text or images.

Magister discipulßs docet. In this relief the master, seated and holding a roll,
reads to four bearded disciples. The beards, dress, and crude portrayal of hair all
suggest a late date, probably the fourth century A.D.

L E S S O N x i i p u e r ¬ r ß m ¤ n ¬ 97
 Did You Know?
The Romans saw their Greek subjects as rebellious and untrustworthy,
yet they were keenly aware that the Greeks were their cultural
superiors. This love-hate relationship was central to Roman social life
and history. The Greeks provided a great deal of the art, architecture,
medicine, and teaching to the Roman world, and Greek culture was
fashionable among the educated Romans.

Derivatives

• Using their meanings as a guide, tell which of the following

words come from serv¤re and which from servus: serf,
conserve, serve, servant, reserve.

• What does the derivation tell us about the meaning of social,

social service, social security, socialism? What is an
equestrian? A copious amount? A nautical mile?

• The Latin perfect tense of the first conjugation is preserved in

English affidavit.

98 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
 Lesson XIII
Lesson
Objectives
• To learn the forms
and use of the vocative
Serv¬ case
• To learn the ablative of
place from which

s erv¬ Rßm¤n¬ erant capt¬v¬. Rßm¤n¬ mult¬s pugn¬s singul¤s terr¤s

occup¤v±runt, et magnus erat numerus capt¬vßrum. Capt¬vßs ± Graeci¤, ±
Galli¤, ex Asi¤, ex §fric¤ in Italiam mßv±runt. In famili¤ Rßm¤n¤ erant mult¬
serv¬, bon¬ et mal¬.
Serv¬ aquam in1 cas¤s port¤v±runt; medic¬2 et agricolae erant; d± v¬t¤, d± 5
glßri¤, d± am¬citi¤ docu±runt. Mult¬ Graec¬ cl¤r¬ erant serv¬ et am¬c¬ 1
into
Rßm¤nßrum. Litterae3 Rßm¤nßrum memoriam servßrum serv¤v±runt. Poena 2
doctors
serv¬ mal¬ magna erat. Servßs bonßs mult¬ Rßm¤n¬ l¬ber¤v±runt. 3
literature

Please see the print version

of this page to view missing
text or images.
The Metropolitan Museum of Art, Fletcher Fund, 1925. (25.78.29).
All rights reserved, The Metropolitan Museum of Art

This costly and elaborate

tombstone of Q. Fabius
Diogenes and Fabia Primigenia,
who shared forty-seven years
together, was set up by their
freedmen, freedwomen, and
slaves (familia). Obviously,
these freedmen and slaves
thought highly of their former
master and mistress.

L E S S O N x i i i S e r v ¬ 99
4
a certain In qu¤dam4 cas¤ Rßm¤n¤ Maximus servßs voc¤vit: “M¤rce et St¤t¬5, hßra
5
Statius (St¤’shius) 10 qu¬nta est; port¤te singul¬ m¤teriam d± silv¤; Corn±l¬, voc¤ socium tuum et
6
table
7
mov±te carrum ¤ vi¤ et equßs ab aqu¤. Tum par¤te c±nam; am¬cßs meßs in
after (with acc.)
8
in the meantime
Alt¤ Vi¤ v¬d¬ et ad c±nam voc¤v¬.”
9
kitchen Serv¬ m¤teriam port¤v±runt, carrum et equßs mßv±runt. Tum cibum
10
to them par¤v±runt et ad m±nsam6 port¤v±runt. Post7 c±nam am¬c¬ m¤ns±runt, et
11
said “farewell” 15 Maximus am¬c¬s pict¥r¤s mßnstr¤vit. Interim8 serv¬ in cul¬n¤9 labßr¤v±runt.
Tum am¬c¬ Maxim¬ servßs laud¤v±runt et e¬s 10 pec¥niam dßn¤v±runt.
Maximß singul¬ “val±” d¬x±runt11.

Questions
1. How and from what places did the Romans get their slaves?
2. Name four things that slaves did.
3. What did they teach?
4. How do we know about the lives of slaves?
5. What reward was given to slaves for good service?
6. What were the names of Maximus’ slaves?
7. What tasks did he assign them?
8. What did Maximus show his friends after dinner?
9. What did the slaves do in the meantime?
10. What reward did they get? From whom?

Nouns
capt¬´vus, -¬ m. prisoner (captivate, captivity)
c±´na, -ae f. dinner

Adjective
sin´gul¬, sin´gulae, [sin´gula] one at a time, (single, singular)
one by one (always plural)

Verbs
mo´veß, mov±´re, mß´v¬, [mß´tus] move (movement, motive)
vo´cß, voc¤´re, voc¤´v¬, [voc¤´tus] call (evocative, vocal)

Prepositions
¤, ab with abl., away from, from (abduct, abjure)
d± with abl., down from, from, about, (destroy, derive)
concerning
±, ex with abl., out from, from, out of (exit, export)

100 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
The Vocative Case
In Latin, the vocative case is used to address people directly or to get a Please see the print version
person’s attention. It has the same form as the nominative in all declensions, of this page to view missing
except that the vocative singular of -us nouns and adjectives of the second text or images.

C. M. Dixon/Photo Resources
declension ends in -e; in -ius nouns (but not adjectives) -ie becomes -¬.

L¬ber¤ capt¬vßs, am¬ce Free the captives, friend

M¤rce. Marcus.
Spect¤te und¤s, f¬li¬ me¬ et Look at the waves, my sons
f¬liae meae. and my daughters.
Upon their return from market,
the slaves took food purchases
Unless used for special emphasis, the vocative does not stand first in a to the kitchen for preparation or
sentence. It is regularly separated from the rest of the sentence by commas, storage. Fruits and fish were an
important part of the Romans’
as in the preceding sentences.
diet. This boy named Junius
Oral Practice appears in a mosaic from
Pompeii.
1. Give the vocative forms of the following: L¥cius, agricolae, Corn±lia,
Qu¬ntus, Tullius, Anna, varius (adj.).
2. Translate the following into Latin using the vocative case: Slave!
Maximus! Clara! Romulus and Remus! Publius!

Ablative Expressing Place From Which

The ablative of place from which uses one of three prepositions, together
with the ablative, to express the concept from.

¤, ab away from (the outside)

d± down from, from
±, ex out from (the inside), out of

Although all three prepositions mean from, ab means away from the
outside, ex means out from the inside, and d± means from, when it is not
important to distinguish where from. Sometimes d± means down from, some-
times it means about.

Cicerß d± am¬citi¤ Cicero wrote about (concerning)

scr¬psit. friendship.

L E S S O N x i i i S e r v ¬ 101
 ¤ vi¤ d± silv¤ ex aqu¤

The shorter forms ¤ and ± are used only before words beginning with a
consonant (except h); ab and ex are used before words beginning with vow-
els and sometimes before consonants.

§ vi¤ ambulant. They are walking away from

the road.
Equ¬ d± Galli¤ The horses walked (down) from
ambul¤v±runt . Gaul.
Æ silv¤ ambul¤vit. He walked out of (from) the forest.

Oral Practice
Give the Latin for the following phrases: out of the water, away from
the house, from Italy, down from the horse, from the islands, about glory.

Exercises
A. Translate the following sentences.
1. Voc¤, M¤rce, servßs ± cas¤.
2. Soci¬ equßs ± Vi¤ Qu¬nt¤ mov±bunt.
3. In fort¥n¤ mal¤ am¬cßs bonßs habuimus.
4. Mov±, Corn±l¬, carrßs singulßs d± silv¤ alt¤.
5. Port¤te, capt¬v¬, m¤teriam d± silv¬s ad aquam.
6. Serv¬ mal¬ multam praedam ab ¬nsul¬s port¤v±runt.

B. Translate the following sentences into Latin.

1. We have called the girls to dinner.
2. My daughter had a large number of friends.
3. Brutus, move the prisoners one at a time from the island.
4. One at a time they sailed from the island to the new land.

102 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
C. Tell the following people to move something from somewhere. Follow
the model.
Anna / r¤na / aqua
Mov±, Anna, r¤nam ex aqu¤.
1. M¤rcus / carrus / via
2. Cl¤ra / M¤rcus / Gallia
3. Serv¬ / familia / casa
4. Qu¬ntus / capt¬v¬ / undae
5. F¬lius bonus / m¤teria / silvae

Did You Know?

Roman medicine was largely imported from Greece, taught and
practiced by Greek physicians. It included many of the features we
have adapted into modern medicine: careful observation of the patient,
diagnosis and prognosis, and clinical treatment. Cures through diet,
the use of herbal drugs, and surgery were important features. Surgical
procedures were quite sophisticated for those times, but other areas of
ancient medicine we would put in the realm of magic and superstition,
and there was little of what we would call research and experimentation.

Word Formation Many Latin words are formed by joining

prefixes (prae in front; f¬xus attached) to root words. These same
prefixes, most of which are prepositions, are those chiefly used in
English. With these prefixes we are continually forming new
words.

• Examples of the prefixes ab-, d±- and ex- are:

ab- (abs-, ¤-): a-vocation, ab-undance, abs-tain
d±-: de-fame, de-form, de-ter, de-viate, de-portation
ex- (±-, ef-): ex-alt, ex-patriation, ex-pect (from spectß),
e-voke, ex-president.

• Define the words above according to prefix and root. For root
words, see previous lesson vocabularies.

• Look up the difference between vocation and avocation.

• Other examples of English words having the prefix ex- are:

ex-cuse, e-dict, ex-empt, ef-fect, ef-fervescent, e-gress, ex-tend.
Look up their meanings in a dictionary.

L E S S O N x i i i S e r v ¬ 103
 Lesson XIV
Lesson
Objective
• To learn the second
declension nouns and
adjectives ending in -r
Aristotel±s et
Alexander

2
Aristotle (nom.)
king of Macedonia
A ristotel±s1 magister bonus multßrum virßrum erat. Philosophiam et
scientiam n¤t¥r¤lem docuit. Quod Aristotel±s erat cl¤rus et magister bonus,
3
Aristotle (acc.)
4
Philippus, r±x Macedoniae,2 Aristotelem3 prob¤vit.
Aristotle (dat.)
5
Homer
Philippus f¬lium habuit, Alexandrum, puerum bonum et am¬cum.
6
I am 5 Philippus cl¤rß magistrß Aristotel¬4 puerum Alexandrum mand¤vit:
7
of Achilles (gen.) hero “Doc± f¬lium meum, philosophe.”
of Homer’s Iliad
8
Aristotel±s semper am¬cus Alexandrß erat, et Alexandrum nßn terruit.
anger
9
reverence, respect
Aristotel±s Alexandrum d± philosophi¤ et d± Hom±rß5, po±t¤ cl¤rß, docuit.
10
we owe Alexander Hom±rum am¤vit et laud¤vit, sed philosophia erat discipl¬na d¥ra
11
he will be 10 et longa.
In agrß Alexander equum novum habuit. Alexander agrum et equum
spect¤vit, et Aristotel¬ 4 n¥nti¤vit:
“Vid±, magister, agrum gr¤tum. Casam tuam nßn amß. Doc± m± in agrß.
Puer sum 6, nßn vir. Puer l¬ber sum, f¬lius Philipp¬, nßn capt¬vus tuus. In agrß
15 Hom±rum et glßriam vir¬ magn¬ Achillis7 memoriae mand¤bß.”
Aristotel±s in agrß Alexandrum doc±re parat. Sed ubi est puer Alexander?
Alexander ad silvam equum incitat. L¬ber est!
Magna erat ¬ra8 Philipp¬, sed in philosophß am¬cß nßn erat ¬ra. Philippß
Aristotel±s n¥ntiat:
20 “Puer nßn malus est. Puer¬ nostr¬ sacr¬ sunt; puellae nostrae sacrae sunt.
Puer¬s nostr¬s reverentiam9 magnam d±b±mus10. Alexander bonus est et
magnus erit11.”
Et erat Alexander magnus. Mult¤s terr¤s occup¤vit. Semper f¤mam
Achillis7 memori¤ tenuit.

Questions
1. What did Aristotle teach?
2. Why did Philip put Aristotle in charge of teaching his son?
3. What was Philip’s son’s name and what kind of boy was he?
4. What did Aristotle teach him about?
5. What subject(s) did the boy prefer?
6. What did Alexander watch while studying?

104 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
 7. What reasons did he give for wanting to study outside?
8. Where did Alexander go?
9. What was his father’s reaction?
10. How did Aristotle try to persuade Philip not to punish his son?
11. What promise did Alexander make to Aristotle? Did Alexander keep it? Please see the print version
of this page to view missing
text or images.

Nouns
a´ger, a´gr¬ m. field [agricola]
f¬´lius, f¬´l¬ m. son [f¬lia]

Erich Lessing/Art Resource, NY

magis´ter, magis´tr¬ m. teacher (Mr., master)
pu´er, pu´er¬ m. boy (puerile)
vir, vi´r¬ m. man, hero (virile, triumvirate)

Adjectives
am¬´cus, am¬´ca, [am¬´cum] friendly [amß]
l¬´ber, l¬´bera, [l¬´berum] free [l¬berß] Alexander the Great (356–323 B.C.)
was the son of Philip II of
nos´ter, nos´tra, [nos´trum] our (nostrum)
Macedon. Even as a young boy,
sa´cer, sa´cra, [sa´crum] sacred (consecrate, sacrifice)
Alexander was a skilled horseman,
a talented musician, and an avid
reader. He was taught by the
Greek philosopher Aristotle until
called to duty at his father’s side at
age sixteen. When his father was
The Second Declension: Nouns and Adjectives in -r murdered, Alexander became
Nouns and adjectives of the second declension whose stem ends in -r omit king. One of his most famous
victories was the Battle of Issus in
the ending -us in the nominative singular. Therefore, such words end in -er
Asia Minor (333 B.C.), in which
or -r in the nominative. The genitive singular of nouns and the feminine King Darius of Persia was put to
nominative singular of adjectives both show whether -e- is retained before flight. Later, Alexander succeeded
-r- in the other case forms. in conquering Egypt and Persia.

STEM AGR- NOSTR-

SINGULAR PLURAL
Nominative a´ger nos´ter a´gr¬ nos´tr¬
Genitive a´gr¬ nos´tr¬ agrß´rum nostrß´rum
Dative a´grß nos´trß a´gr¬s nos´tr¬s
Accusative a´grum nos´trum a´grßs nos´trßs
Ablative a´grß nos´trß a´gr¬s nos´tr¬s
Vocative a´ger nos´ter a´gr¬ nos´tr¬

L E S S O N x i v a r i s t o t e l ± s e t a l e x a n d e r 105
 STEM VIR- LæBER-
SINGULAR PLURAL
Nominative vir l¬´ber vi´r¬ l¬´ber¬
Genitive vi´r¬ l¬´ber¬ virß´rum l¬berß´rum
Dative vi´rß l¬´berß vi´r¬s l¬´ber¬s
Accusative vi´rum l¬´berum vi´rßs l¬´berßs
Ablative vi´rß l¬´berß vi´r¬s l¬´ber¬s
Vocative vir l¬´ber vi´r¬ l¬´ber¬

In memorizing vocabularies, always note carefully the nominative, the gen-

itive, and the gender of every noun.
• Nouns and adjectives like puer and l¬ber have the -e- throughout; those
like ager and noster have it only in the nominative singular, while vir
has no -e- at all. Most -er words are like ager; no others are like vir.
Several Latin nouns and • The English derivative will usually show whether -e- is retained or not; for
adjectives of the -er type
are used in English: example, pu-e-rile, lib-e-ral, mis-e-rable; but agriculture, sacred, magistrate.
arbiter, cancer, minister, • Adjectives agree with their nouns in gender, number, and case but not
vesper, integer, miser, always in ending: puer bonus, nauta l¬ber.
neuter, sinister.
Oral Practice
1. Decline magister novus, f¬lius sacer.
2. Tell the form or forms of equ¬s, agrum, virß, nostr¬, l¬berßs, sacr¤,
pl¤nßrum, singul¬, cas¤rum.

Did You Know?

Giving a slave his freedom could mean that he could become a Roman
citizen. In other words, he was entitled to inherit part or all his former
master’s estate, and his sons were even eligible for the senate,
knighthood, or high rank in the army. The manumission of slaves
made upward social mobility possible within the rigid Roman
hierarchical society.

Exercises
A. Translate the following sentences.
1. Incit¤, M¤rce, equum am¬cum ex agr¬s.
2. Magister noster linguam cl¤ram docet.
3. Memoria cl¤rßrum virßrum nostrßrum sacra est.
4. Magister tuus puerß malß pec¥niam nßn dßn¤vit.
5. In Americ¤ magnßs agrßs et virßs l¬berßs vid±bitis.
6. Vir¬ nostr¬ agrßs socißrum am¬cßrum nßn occup¤v±runt.
106 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
B. Translate the following sentences into Latin.
1. Give Anna the boy’s money.
2. Our country is free and sacred.
3. A friend of my son teaches boys.
4. I saw many horses in the fields of our friends.
5. The men moved the timber out of the forest with horses.
6. He is our little boy.

C. Answer each question using the word in parentheses. Make all

necessary changes. Follow the model.
M¤rcus f¬lius tuus est? (s¬c)
S¬c, M¤rcus meus f¬lius est.
1. Ubi undae sunt? (aqua)
2. Casa in aqu¤ est? (ager)
3. Equum meum v¬dist¬? (silva)
4. Sunt vir¬ l¬ber¬? (capt¬v¬)
5. Est casa tua in terr¤ pl¤n¤? (alta)

Assimilation Some prefixes change their final consonants to

make them like the initial consonants of the words to which they
are attached. This is called assimilation (ad to; similis like).
The prefix ad- is generally assimilated. Identify the roots and
define the following words—all of them formed from Latin words
in the earlier vocabularies: ac-curate, af-filiate, al-literation,
an-nounce, ap-paratus, a-spect, as-sociate, ad-vocate.
Additional examples are: ab-breviate, af-fect, ag-gressive,
ac-quire, ar-rogant, at-tend, and the word as-similation itself.

L E S S O N x i v a r i s t o t e l ± s e t a l e x a n d e r 107
 Lesson XV
Lesson
ObjectiveS
• To learn the present
tense of sum
• To learn the accusative
of place to which
Colßnæ Rßm¤næ

P uella Rßm¤na sum. F¬lia sum agricolae. Colßn¬ sumus et in prßvinci¤

Galli¤ habit¤mus. Ex Itali¤ in prßvinciam migr¤vimus. In prßvinci¤ sunt
agr¬ nov¬ et magn¬. Agr¬ nostr¬ sunt bon¬, sed casa nostra parva est. In agr¬s
mult¤s hßr¤s labßr¤mus. L¬ber¬ sumus, sed labßr¤mus; multßs servßs nßn
5 ten±mus. Pec¥niam nßn hab±mus. V¬ta agricol¤rum d¥ra est, sed agricolae et
colßn¬ magnum animum habent.
1
city Mult¬ agricolae ad urbem1 Rßmam migr¤v±runt, sed familia mea ad urbem
2
grain nßn migr¤bit. Rßmam v¬d¬, sed ibi nßn m¤ns¬. Agricolae in urbem equ¬s et
3
you
carr¬s m¤teriam et fr¥mentum2 portant, sed ibi nßn manent. Mult¬ vir¬ in vi¬s
10 Rßmae sunt: agricolae, colßn¬, nautae, magistr¬, capt¬v¬, serv¬.
Estis colßn¬, puer¬ et puellae? Ubi habit¤tis? Ad urbem migr¤vistis? V¬ta
d¥ra in agr¬s vßs3 terruit? Animßs agricol¤rum nßn hab±tis.

Questions
1. Who is the narrator of the story?
Gianni Dagli Orti/Museo Concordiese Portogruaro/The Art Archive

Please see the print

version 2. From where did she move?
of this page to view 3. Why do the settlers move to the province?
missing 4. Describe the life of colonists based on the first paragraph.
text or images. 5. Has the narrator been to Rome?
6. What types of people can you find in Rome?
7. What do the farmers go to Rome for?
8. In Latin, answer the questions found at the end of the story.

A bronze statuette (first century

A.D.) of a farmer sowing grain.
Although the life of farm families
was often hard, Roman writers
and politicians were fond of
praising its virtues.

108 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
Nouns
a´nimus, -¬ m. mind, courage, spirit (unanimous)
colß´nus, -¬ m. settler, colonist (colonize)

Verbs
ha´bitß, habit¤´re, habit¤´v¬, (habitation)
[habit¤´tus] live, dwell
mi´grß, migr¤´re, migr¤´v¬, (migration)
[migr¤t¥´rus] depart, migrate
sum, es´se, fu´¬, [fut¥´rus] be (essence, future)

Preposition
in with acc., into, onto, to, against;
with abl., in, on

Present of sum
The verb to be is irregularly formed in English and Latin as well as in
other languages; thus, it does not belong to one of the “regular” conjuga-
tions. The present indicative of sum is conjugated as follows.

sum I am su´mus we are

es you are es´tis you are
est he/she/it is sunt they are

Note that it is the stem, not the personal endings, that are irregular.

Sum is a linking verb and cannot have a direct object. It links adjectives or
nouns in the predicate with the subject of the sentence. If an English (pro-
gressive) verb form showing -ing (e.g., I am working) is called for, do not
use a form of sum. Remember that labßrß by itself can mean I work, I do
work, and I am working.

L E S S O N X V c o l ß n æ r ß m ¤ n æ 109
 Oral Practice
Give the Latin for the italicized words. Tell which are predicate nominatives
and which are direct objects.
1. They are sailors.
2. We are settlers.
3. They are moving the prisoners.
4. He is a slave.
5. I like my friend.
6. You are boys.

Accusative of Place To Which: Ad, In + Accusative

All prepositions in Latin are followed by either the accusative or ablative
case. When used with verbs of motion, ad means to, toward and in means
into, onto, and they are followed by the accusative case. Note the difference
in meaning as captured in the following sentences.

Carrßs ad aquam movent. They move the carts to the water.

Carrßs in aquam movent. They move the carts into the water.
In a way, ad is the
opposite of ab, and in is However, when the preposition in is followed by the ablative case, it
the opposite of ex. means in or on. Note the difference in meaning as captured in the illustra-
tions below.
The preposition ad without a verb of motion can mean near or at.
Ad aquam sedet. She is sitting near (at) the water.

ad aquam in aquam

in aqu¤

110 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
 Exercises
A. Translate the following sentences into English.
1. Animus virßrum est magnus.
2. Serv¬ estis et in agr¬s labßr¤tis.
3. Colßn¬ ex Eurßp¤ migr¤v±runt.
4. Ad l¬beram Americam n¤vig¤v±runt.
5. Mult¬ l¬ber¬ vir¬ in ¬nsul¤ magn¤ habitant.
6. Soci¬ nostr¬ in ¬nsulam capt¬vßs mßv±runt.
7. Carr¬s d± silv¬s ad aquam m¤teriam port¤bitis.

B. Translate the following sentences into Latin.

1. Give the loot to the settlers.
2. Are you the sons of settlers?
3. The teacher’s horse is in our field.
4. The prisoners will carry the timber into the fields.
5. The settlers will depart from the island and live in the province.

Derivatives and Assimilation The preposition in, used as a

prefix, is common in English derivatives. Define the following,
formed from words found in recent vocabularies: in-gratiate,
in-habitant, in-spect, in-undate, in-voke, in-form.
The prefix in- is often assimilated (see Word Study, page 107).
Define the following words: im-migrant, im-port. Other examples
of assimilation are il-lusion, ir-rigate. Words that have come into
English through French often have en- or em- for in- or im-:
enchant, inquire, or enquire. Our word envy comes from Latin in-
vidia (from in-videß, look into or against, look askance at).
What is meant by the colonial period of a nation’s history?
What is a magnanimous person? What is the difference between
immigration and emigration?

L E S S O N X V c o l ß n æ r ß m ¤ n æ 111
 Lesson XVI
Lesson
ObjectiveS
• To learn the forms of
second declension
neuter words
• To learn English deriv-
TrØia
atives of neuter nouns

1
the Trojans
G raec¬ et Trßi¤n¬1 ad Trßiam2 pugn¤v±runt. Trßi¤n¬ barbar¬ erant, qu¬3 in
Asi¤4 habit¤v±runt. Trßi¤n¬ et Graec¬ annßs IX pugn¤v±runt. Decimß5 annß
2
near Troy
3
Ulix±s6, cl¤rus Graecus, cßnsilium novum in animß habuit. Graecßs singulßs
who
4
Asia (modern Turkey) signß voc¤vit et e¬s7 cßnsilium mand¤vit: “Multam m¤teriam ex silv¤ ad
5
tenth 5 castra port¤te. Ex m¤teri¤ equum altum par¤te. Barbar¬s praemium novum
6
Ulys’s±s dßn¤bimus.”
7
to them Graec¬ equum par¤v±runt et in equum vir¬ singul¬ ascend±runt8. In equß
8
climbed
9
scr¬ps±runt 9: “Graec¬ Minervae 10 praemium dßnant.” Tum ad Trßi¤nßs
wrote
10
Minerva, a goddess who favored equum mßv±runt. Ad ¬nsulam parvam n¤vig¤v±runt et fr¥mentum
the Greeks 10 par¤v±runt. Barbar¬ equum et castra d±serta11 Graecßrum v¬d±runt. Equum
11
deserted voc¤v±runt signum sacrum et in oppidum12 mßv±runt. Nocte13 Graec¬ ab
12
town
13
¬nsul¤ revert±runt14 et ¥nus ex Graec¬s15 signß ex equß virßs ±voc¤vit. In
at night
14
returned oppidum socißs voc¤v±runt. Graec¬ Trßiam occup¤v±runt. Fort¥na
15
one of the Greeks Trßi¤nßrum mala erat.

The legend of the Trojan Horse

and the capture of Troy have
inspired artists and storytellers
from Homer (ca. 750 B.C.) down
to the present day. In this 1994
painting by Tomas Galamoros,
the fall of Troy is told as much by
color symbolism as by narrative Please see the print version Private Collection/The Bridgeman Art Library

detail. The gold, silver, and of this page to view missing

elaborate design suggest the text or images.
wealth of Troy; the red and
black, the fire and ashes of its
destruction. In the center, most
of the Trojans gladly welcome
the horse, ignoring the ghoulish
figure in the lower right who
urges them not to trust the
Greeks, even when they bear
gifts.

112 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
Questions
1. Where did the Greeks fight and with whom?
2. Name the modern country where the Trojans once lived.
3. How long did the Greeks fight?
4. Who masterminded the plot to take Troy?
5. What plan did he formulate?
6. What did the Greeks put inside the horse?
7. What did they write on the outside and why?
8. Where did the Greeks go after that?
9. What did the Trojans do with the horse? Why?
10. When did the Greeks return to Troy and what did they do then?
11. From what material did the Greeks build the horse?
12. Can you give an example of a modern “Trojan Horse” trick?

Latin adjectives such as

barbarus can regularly be
used as nouns. You have
Nouns already seen am¬cus used
an´nus, -¬ m. year (annual, biennial) as a noun to mean (a male)
friend and am¬cus, -a, -um
bar´barus, -¬ m. foreigner, barbarian
to mean friendly. Am¬ca,
cas´tra, -ß´rum n. (pl. in form; (Lancaster)
the feminine form of the
sing. in meaning), camp
adjective, is used as a noun
cßnsi´lium, cßnsi´l¬ n. plan, advice (counsel)
to mean girlfriend.
fr¥men´tum, -¬ n. grain (fruit)
prae´mium, prae´m¬ n. reward (premium)
sig´num, -¬ n. sign, standard, signal (sign, significant)

Adjective
bar´barus, -a, -um foreign (barbaric)

Verb
±´vocß, ±voc¤´re, ±voc¤´v¬, [vocß]
[±voc¤´tus] call out, summon

Neuters of the Second Declension Nouns (not adjectives)

that end in -ium usually
The second declension contains, in addition to masculine nouns ending in shorten -i¬ to -¬ in the
-us (-ius), -er, and -r, neuter nouns ending in -um (-ium). The difference genitive singular: cßnsi´li¬
between the neuter and the masculine nouns of the second declension is that becomes cßnsi´l¬, but the
the neuter noun in the nominative and accusative plural ends in short -a accent is not changed.
rather than in -¬ and -ßs.

L E S S O N x v i t r Ø i a 113
The column of Trajan (A.D. 113)
in Rome records the military
campaigns of the emperor in
Dacia (modern Romania) in
A.D. 100–102 and 105–106 and
provides a unique illustration of
the organization and activities of
the Roman army. The marble
column, standing in the Forum Please see the print version
of Trajan, rises to exactly 100 of this page to view missing
Roman feet and can be ascended text or images.
by an internal spiral staircase.
On their death, Trajan and his
wife Plotina were buried
beneath the column in a golden
casket.

Scala/Art Resource

Adjectives also have neuter forms. Thus, the full nominative form of an
Neuter nouns and adjective like barbarus is barbarus (masculine), barbara (feminine),
adjectives are presented in barbarum (neuter) and is listed in your lesson vocabulary as barbarus,
this lesson. Remember that -a, -um. From now on, adjectives will appear in the vocabularies in this
neuter nouns are listed abbreviated form.
with an n. and the neuter
adjective form is listed
third.
NEUTER: SECOND DECLENSION
STEM SIGN- PARV-
SINGULAR PLURAL
Nominative sig´num par´vum sig´na par´va
Genitive sig´n¬ par´v¬ sig´nßrum parvß´rum
Dative sig´nß par´vß sig´n¬s par´v¬s
All neuters have the same Accusative sig´num par´vum sig´na par´va
ending in the accusative as Ablative sig´nß par´vß sig´n¬s par´v¬s
they have in the
nominative.

Oral Practice
1. Decline fr¥mentum bonum and praemium gr¤tum.
2. Give in Latin: a new standard in the accusative singular and plural; a
famous reward in the ablative singular and plural; a great plan in the
genitive singular and plural; a small camp in the dative plural.

114 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
 Exercises
A. Translate the following sentences into English.
1. Am¬cus meus multa praemia mer±bit.
2. N¥nti¤, Fab¬, signß victßriam am¬c¬s tu¬s.
3. Litter¬s ad castra virßs barbarßs ±voc¤vit.
4. Cßnsiliß bonß v¬tam am¬c¬ nostr¬ serv¤bimus.
5. Castra socißrum nostrßrum in magn¤ ¬nsul¤ sunt.
6. Agricolae ex agr¬s in castra fr¥mentum port¤v±runt.
7. Capt¬v¬ singul¬ vir¬s nostr¬s cßnsilium n¥nti¤v±runt.

B. Translate the following sentences into Latin.

1. We shall give our friends great rewards.
2. The colonists will sail from Europe to America.
3. The new year will increase the supply of grain.
4. The settlers then moved the grain with horse and wagon.
5. The strange shape of the horse did not scare the prisoners.

• The following are Latin words of the -um and -ium type
preserved in their original form in English.
SINGULAR PLURAL SINGULAR PLURAL

addendum addenda delirium deliria (or -ums)

agenda dictum dicta (or -ums)
bacterium bacteria maximum maxima (or -ums)
candelabrum candelabra memorandum memoranda (or -ums)
curriculum curricula minimum minima (or -ums)
datum data stratum strata (or -ums)

There is a common tendency among people unfamiliar

with Latin to turn neuter plurals into singulars. You, know-
ing the correct forms from your Latin, should remember to
say these data, those agenda, many strata, etc.

• What is a signatory to a treaty? How did barbarus, meaning

foreigner, come to mean barbarian?

• More than twenty-five states have towns named Troy; South

Dakota has both a Troy and a Trojan. There is a town called
Roma in Texas and ten towns named Rome in other states.
Gallia is in Ohio.

L E S S O N x v i t r Ø i a 115
 In the earliest days the Romans had few slaves, but
SLAVERY as prosperity and colonization spread the Romans
increasingly depended on them. Slaves did much
of the work on the farms and in the trades and in
the growing number of businesses. Slaves worked as unskilled laborers,
mechanics, artisans, carpenters, bricklayers, seamen, and assistants to mer-
chants and to shopkeepers. Most slaves were prisoners of war who were
Gift of Dr. Lloyd E. Hawes, Courtesy, Museum of Fine Arts, Boston

Please see the print

version won in battles with foreign nations. Some of those who came from less
of this page to view developed countries may actually have profited from their exposure to
missing Roman culture. Many from Greece and the Near East, however, were more
text or images. knowledgeable than their masters because of their backgrounds and early
education. They became the teachers, doctors, musicians, actors, and
bookkeepers in Roman society. Although the educated and skilled slaves
were given much personal freedom, they were still the master’s property
and could be bought and sold at will. A highly educated slave might cost
as much as one hundred twenty thousand dollars at today’s prices, a
trained farm worker slightly more than ten thousand dollars, a common
laborer, still less. Desired attributes of a slave included physical strength,
beauty, education, and special skills.
A Greek red-figured vase shows
two women, matron and maid, Wealthy Romans kept large numbers of slaves, many of whom had
as they begin the work of specialized tasks in the household (familia urb¤na). One slave might be
weaving with the spinning of in charge of polishing the silver; another, of writing letters; and another, of
thread. The spindle, loaded with announcing the guests or the hour of the day. Great landholders sometimes
wool, can be seen above and had hundreds of slaves on their estates where they tended the herds and did
between them. the work of growing grapes, olives, or wheat.

Slaves and Their Masters

The lot of the slave was not always as hard as we might imagine.
Businesslike Romans realized that a slave was valuable property, although
he was often mistreated by a cruel master or by a foreman who might
himself be a slave. Disobedient slaves were punished in various ways.
The master had the legal right to kill a slave, but naturally he was rarely
inclined to do so, because he would be destroying his own property.
Flogging with a whip was a common punishment for minor offenses.
Another more feared punishment was to send a city slave to the farm or
to the mines where the work was harder. Runaway slaves were branded
on the forehead with the letter F, for fugit¬vus, when they were caught.
Sometimes a former runaway slave wore a metal collar around the neck
on which was inscribed the name of his owner. Between 73 and 71 B.C., a

116 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
 slave named Spartacus led a mass revolt that seriously disturbed the peace
of southern Italy until it was ruthlessly suppressed.
On the other hand, some slaves and their masters became close friends.
A fine example of the close relationship between master and slave is that
of Cicero and his secretary Tiro, a brilliant man who invented a system of
shorthand. Many of Cicero’s letters show the great affection and esteem he
had for Tiro.
Most slaves were given allowances, and the thrifty slave could hope to
save enough over the course of several years to buy his own freedom.
Masters often granted freedom or released their slaves out of gratitude for
services rendered, many from a genuine feeling that slavery was evil.
Others freed their slaves in their wills and left them sums of money so that
they might begin new lives.
A few of these freedmen became rich and influential. From the time of
the Emperor Augustus in the first century A.D. until the rule of Hadrian,
some freedmen took over highly important secretaryships in the imperial
administration. Narcissus, the freedman secretary of the Emperor
Claudius, made a tremendous fortune. He was even sent to hasten the
Roman invasion of Britain in A.D. 48.

1. What differences are there between Roman slavery and the slavery that
existed in the Americas?
2. Does slavery still exist today? Where?

Please see the print version

of this page to view missing
text or images.
North Wind Picture Archives

Educated slaves were often an

important part of their Roman
master’s entourage. In this
illustration a slave is bringing
a document to his master.

g l i m p s e s o f r o m a n l i f e s l a v e r y 117
 Lessons X-XVI

Nouns
Nouns The Genitive Always Shows the Declension
ager castra glßria puer
am¬citia c±na gr¤tia signum
FIRST DECLENSION SECOND DECLENSION
animus colßnus* lingua socius*
Nominative -a -us
annus cßnsilium magister* vir
-er masculine
barbarus* discipl¬na m¤teria
-r
capt¬vus* f¬lius* patria
-um neuter
casa fr¥mentum praemium
Genitive -ae -¬

Adjectives
Second Declension Neuter Neuter nouns of the
altus barbarus noster singul¬ second declension end in -um in the nominative
am¬cus l¬ber sacer and accusative singular. Otherwise they share the
same second declension endings as the masculine
Verbs nouns, except that the nominative and accusative
plural end in -a.
augeß habitß migrß terreß
doceß l¬berß moveß videß Nautae multa praemia dßn¤vit.
±vocß maneß sum vocß He gave the sailor many rewards.
habeß mereß teneß
The Ablative of Place From Which The ablative
is used with certain prepositions (ab, ex, d±) to
Adverb express movement from a place. Ab is shortened to
ibi ¤ and ex to ± before a consonant.

Equum ¤ vi¤ movet.

Prepositions She moves the horse away from the road.

¤, ab ±, ex
d± in

*Like f¬lius, son, and f¬lia, daughter, these masculine nouns can be
changed into feminines of the first declension when they are applied
to females: capt¬va, -ae; colßna, -ae; magistra, -ae; socia, -ae, etc.

118 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
 Lessons X-XVI

The Accusative of Place To Which The accusative Adjectives Ending in -er

is used after certain prepositions (in into, ad Adjectives of the first and second declensions end-
toward ) to indicate the endpoint or target of a verb ing in -er have the same case endings as nouns of
of motion. That endpoint of motion can be a person the first and second declensions (except in the nom-
but is usually a place. inative and vocative singular). It is important to
learn all three nominative forms in order to know
Colßnae migr¤v±runt in Italiam.
whether the vowel e is lost or retained in the stem:
The colonists migrated into Italy.
sacer, sacra, sacrum, but l¬ber, l¬bera, l¬berum. A
Ad magistrum litter¤s port¤v¬. knowledge of English derivatives (sacred, liberty)
I carried the letter to the teacher. and their spellings is helpful here.
The Vocative Case The vocative case is used to F¬lia nostra in cas¤ est.
address people directly. It has the same endings as Our daughter is in the house.
the nominative except for second declension mascu-
Nautae sunt l¬ber¬.
line nouns ending in -us and -ius. In these nouns, the
The sailors are free.
-us changes to -e and the -ius changes to -¬. The
vocative is regularly separated from the rest of the
sentences by commas and rarely appears first. Verbs
Present and Future Tenses, Second Conjugation
N¤vig¤ ad ¬nsulam, M¤rce. Verbs that belong to the second conjugation have
Sail to the island, Marcus. an -e in their present stem. The first principal part
Serv¤ pec¥niam tuam, f¬l¬. always ends in -eß and the infinitive always ends
Save your money, son. in -±re.

Agreement of Adjectives and Nouns An adjective Magister scientiam docet.

in Latin must agree with its noun in gender, number, The teacher teaches science.
and case. Therefore, in order to modify nouns of dif- In cas¤ man±bimus.
ferent genders, every adjective studied so far has a We shall remain in the house.
threefold declension; for example: magnus, magna,
magnum. (For full declension, see the Grammar
Appendix.)
Caution: Since nauta and agricola are mascu-
line—although they belong to the first declension—
to agree with them, an adjective must have the
second declension forms, such as nauta bonus,
nautae bon¬.

R e v i e w l e s s o n s x – x v i 119
 Lessons X-XVI

The Perfect Tense The perfect tense is formed

by adding the perfect endings (-¬, -ist¬, -it, -imus,
-istis, -±runt) to the perfect stem. To find the per-
Oral Practice
fect stem, drop the -¬ from the third principal part.
1. Decline socius noster, agricola novus, signum
To translate it, use the past tense of the verb or the
nostrum.
helping verbs has, have, or did. Do not use do or
2. Conjugate in full and translate: migrß in the pre-
does, which are used for the present.
sent, maneß in the perfect, doceß in the future.
The Verb To Be The principal parts of the verb 3. What forms are tenent, soc¬, tenuistis, f¬li¬,
to be are sum, esse, fu¬, fut¥rus. It is irregular in doc±bitis, lingu¬s, f¬l¬, hab±bis, habit¤re, am¬ce?
the present tense (sum, es, est, sumus, estis, sunt). 4. Translate into Latin: he increases, they have, we
It is also a linking verb, which means it never takes have lived, he taught, I shall remain, they are
a direct object. Remember that nouns or adjectives calling, you (sing.) deserve, we work, you (pl.)
that are part of the predicate of a linking verb are will see, call out (sing.).
put in the nominative.
Exercises
Medicus vir bonus est. A. Choose the right words in parentheses to com-
The doctor is a good man. plete the sentences. Identify the construction
Sentence Analysis and translate each sentence.
It is a good idea to identify mentally the attributes 1. Agr¬ sunt (magn¬, magnßs).
of each word or phrase before translating. This 2. Agricola (agrßs, agr¬) habet.
means that for nouns and adjectives, the gender, 3. Agricolae (in agrßs, in agr¬s) labßrant.
number, and case are important; for verbs, the per- 4. In ¬nsul¤ (mult¬ colßn¬, multßs colßnßs)
son, number, and tense are important. With prac- vid±bß.
tice, the process will become automatic. 5. In patri¤ nostr¤ (mult¤s, multßs) agricol¤s
hab±mus.
B. Complete the sentences with the correct endings.
Then translate the sentences.
1. Agricola est bon__.
2. Port¤ aquam, serv__.
3. Colßn¬ multßs servßs habu__.
4. Am¬c¬ me¬ sunt mult__ et bon__.

120 U N I T I i i R O M A N s a t h o m e a n d a b r o a d
 Lessons X-XVI

1. Give prefix and Latin root word from

which the following words are derived
and define: defame, approve, advocate,
invocation, immigrant, emigrant,
avocation, vocation, deter.
2. Choose the word in parentheses that
most nearly gives the meaning of the
italicized word. Tell why you selected it.
a. amicable relations (friendly, social,
free, hostile)
b. a puerile act (poor, childish, manly,
effeminate)
c. a docile creature (wild, giant,
stubborn, easily taught)
d. an animal’s habitat (habit,
appearance, living place, color)
e. a migratory bird (singing,
wandering, tame, nocturnal)

R e v i e w l e s s o n s x – x v i 121
 Lessons x-xvi

Circle the word that best completes each sentence. Complete each sentence with the correct endings.
1. Glßriam patriae nostrae _____ aug±bimus. 6. Mov±, Luc___, m¤teri___ ± silv___ ad cas___.
a. c±n¬s 7. Cr¤s colßn¬ magnßs agr___ in patri___
b. agrß barbar___ vid±___.
c. ann¬s 8. Doc±___, vir___, servßs nostr___ d± lingu___
d. discipl¬n¤ nostr___.
9. Castra socißrum tu___ vi¤s pl¤n___ hab___.
2. Magister multßs puerßs ± vi¬s _____. 10. Cßpiam frument___ in prßvinci___ me___
a. terruit aug±bß.
b. habit¤vit
c. m¤nsit
d. ±voc¤vit
Translate the following sentences.
3. Memoria parvae puellae in _____ meß manet. 11. Lingua barbara naut¤rum multßs colßnßs nßn
a. animß terruit.
b. signß 12. Puer¬ praemium tuum in cas¤ me¤ vid±bunt.
c. annß 13. Mßnstr¤, M¤rce, cßnsilium tuß am¬cß bonß in
d. praemiß castr¬s.
14. In Vi¤ Sacr¤ mult¬ carr¬ r±g¬nam et capt¬vßs ±
4. Singul¬ _____ ad terram barbaram migr¤bunt. pugn¤ magn¤ port¤v±runt.
a. capt¬vus 15. Familia nostra amic¬tiam servßrum nostrßrum
b. puellae c¥r¤ et gr¤ti¤ semper aug±bit et serv¤bit.
c. agricolae
d. f¬lißs

5. Colßn¬ l¬ber¬ in Americ¤ _____. Ibi Find the answers to these questions from any lesson
man±bimus. in Unit III.
a. sum 16. What is the meaning of the English word
b. sumus ignoramus, and what Latin verb form is it?
c. es 17. Julius Caesar and other famous Romans who
d. estis celebrated a triumph sometimes are shown
wearing a wreath made from what plant?

122 U N I T I i i R o m a n s a t h o m e a n d a b r o a d
 Lessons x-xvi

18. The name of the Emperor who built a great

defensive wall in Britain was _____.
19. True or false? Most of the grain consumed by
Apply your knowledge of Latin roots to determine
the ancient Romans was imported from Gaul.
the best meaning of the italicized words.
20. The Trojan Horse was said to be a gift for the
26. Roman culture put great emphasis on filial
goddess _____.
obedience.
a. Venus
a. of officials
b. Minerva
b. of children
c. Vesta
c. of visitors
d. of citizens
27. At the party he acted in a puerile way.
a. cheerful
V±rum aut Falsum? Indicate whether each state-
b. strange
ment is true or false.
c. quiet
21. A Roman master had the legal right to kill his
d. childish
slave if he chose to do so.
28. She wanted to augment her income from that
22. Some Roman slaves were able to save money
job.
to buy their freedom.
a. save
23. The term familia urbana referred to a land-
b. record
holder’s team of slaves on his agricultural
c. increase
estate.
d. spend
24. Most Roman slaves were prisoners of war.
29. They did not approve of his counsel.
25. Roman slaves often were better educated than
a. assembly
their masters.
b. reason
c. request
d. advice
30. We all thought the man merited the trophy.
a. stole
b. deserved
c. disliked
d. desired

a s s e s s m e n t l e s s o n s x – x v i 123