A SHORT.
iATIN GEAMMAE.
PARTS FIRST-AND SECOND:
VBE DE€LEmiOm, THE 'CASES,
THE ADJECTIVES, THE
PRONOUNS
BY
EDWARD ROTH, AM.
PHILADELPHIA:
OLAXTON, REMSEN & HAFFELPINGER,
6M, m A 628 Uakket Street.
1877.
"Wortbwestern mnlrcrsit^ Xibrari?
#
Evanston, Illinois
THE GIFT OF
A SHORT
LATIN OOTJESE.
IN TWO DIVISIONS;
I. THE GRAMMAR,
With very full and complete illustrative Exercises.
II. THE READER,
With Passages of graduated diflScuIty, beginning with the simplest
Sentences, and including Selections from some of
the most eminent Classical Authors.
WRITTEN Fon THE USE OF SCHOOLS, BUT PARTICULABLY FOR SUCH ENGLISH
TEACHERS AS ARE DESIROUS TO OBTAIN A SOUND PRACTI¬
CAL KNOWLEDGE OF THE LATIN ELEMENTS.
by
EDWARD ROTH, A.M.
PHILADELPHIA:
CLAXTON, REMSEN & HAFFELFINGER,
62-1, 626 & 628 Market Street.
1876.
Entered, according to Act of Congress, in the year 1876, by
EDWARD ROTH,
in the OfTice of the Librarian of Congress at Washington.
1
J. PAGAN it BON,
04^^ STEREOTVPF. FOUM)£Be.
FHILADEU'HIA.
A SHOKT
LATIN GEAMMAE
PART FIRST:
THE DECLENSIONS.
BY
EDWARD ROTH, A.M.
PHILADELPHIA:
CLAXTON, REMSEN & HAFFELFINGER,
621, 626 & 628 MARKET SXBEET.
1876.
^7^
Entered, according to Act of Congress, in the year 1876, by
EDWARD ROTH,
in the Office of the Librarian of Congress at Washington.
J FAGAN & SOH.
I 6IEB£0TYF£ FOUNDZBS.
FHIUPEU'HU.
^
PEEFACE.
Perhaps even the least practical of the numerous
Latin Grammars already before the Public is elB-
cient enough when the Pupil is unusually apt and indus¬
trious. But when he is slow, indolent, easily discouraged,
or pressed for time, I do not know a single one that can
be confidently recommended. That most of them are
learned works, systematic, well written, clear, and com¬
prehensive, there is no denying. But that the ordinary
beginner can study them with a profit proportioned to
the necessary labor, or that the ordinary teacher can
teach out of them without an unreasonable share of trou¬
ble, are propositions that few will undertake to maintain.
Most Latin Grammars are too difficult for the school¬
boy of the present day. They fail because they attempt
too much. Written by elegant scholars, rather than by
drudging, hard-worked schoolmasters, they are modelled
on the grammars in use hundreds' of years ago, when
the growing generation could devote seven-eighths of
their protracted school-life to the study of Latin exclu¬
sively. In those days they had plenty of time to attack
the most abstract of Rules and triumphantly encounter
the most anomalous of Exceptions. Even the longest
list of Irregular Verbs was approached desperately at
the command of the ever-present terrible monster. King
,Birch.
_ But now things are changed. School time is short¬
ened ; school studies — not to mention Base Ball, Crick-
V
PREFACE.
eting, Rowing, etc. — are indefinitely multiplied, and
King Birch is dethroned forever.
Yet our Latin Grammars, with all their undeniable
improvements, are mostly only new editions of the gram¬
mar studied by William Penn.
Is it any wonder that College Professors complain of
eternal Shallowness and Cram, varied only by eternal
Cram and Shallowness ? Or that the pupil who has gone
through Csesar and Virgil often fails to translate a strange
Latin sentence even with the aid of a dictionary ?
Our " Short Latin Grammar," though still far from
what it ought to be, is at least a step in the right direction
Being the study of an Abstraction, it makes much of Mem
ory but far more of Reason. It teaches Principles rather
than Rules, because a proper knowledge of the one can
always readily furnish the other. It takes only one thing at
a time, illustrating it fully by means of Exercises, never
leaving off until it is well understood; and even then, to
prevent it from being forgotten, the new Exercises refer
to it constantly on every favorable occasion.
This may be sfow,'but it ought to be sure — real prog¬
ress, however slight, being always real.
Besides, the Lessons are so simple that the pupil of
more than ordinary brightness can run through the work
almost as fast as ever he pleases.
A new Part is to appear at intervals of about two
months.
Meantime, every suggestion from working Teachers
will be gladly welcomed, and, as far as possible, carefully
complied with.
^ E. R.
Philadelphia, Sept. 1, 1876.
CONTENTS.
PAGE
Lesson First. Latin Letters and their Pronunciation . 9
Lesson Second. The Declension 13
Lesson Third. The First Declension . . . , .16
Lesson Fourth. A Sentence and its Chief Parts . . 19
Lesson Fifth. The Accusative.— The Singular and the
Plural 23
Lesson Sixth. The Second Declension .... 25
Lesson Seventh. Second Declension, continued; Neuter
Nouns 28
Lesson Eighth. Second Declension, continued; Nouns in
er and ir 30
Lekon Ninth. The Third Declension . . . .32
Lpsson Tenth. Third Declension, continued ... 35
Lesson Eleventh. Third Declension, continued . . 37
Lesson Twelfth. Third Declension, continued; Neuter
Nouns 39
Lesson Thirteenth. (Exercise on the last Lesson.) . . 42
Lesson Fourteenth. (Neuter Nouns, continued) . . 42
Lesson Fifteenth. The Fourth Declension . . 44
Lesson Sixteenth. The Fifth Declension . 47
Lesson Seventeenth. The Genitive . . . .51
Lesson Eighteenth. The Genitive, continued . . 54
Lesson Nineteenth. The Dative 56
Lesson Twentieth. Exercises on the Dative Case . 60
Lesson Twenty-first. The Ablative 62
Lesson Twenty-second. The Ablative, continued . 64
Lesson Twenty-third. Adjectives 67
Lesson Twenty-fourth. Adjectives, continued . . 69
Lesson Twenty-fifth. Adjectives, continued. Exercises
on last Lesson 73
vii
viii
CONTENTS.
PAGE.
Lesson Twenty-sixth. Adjectives, continued . . 74
Lesson Twenty-seventh. Adjectives, continued . . 77
Lesson Twenty-eighth. Additional Exercises on Adjec¬
tives 79
Lesson Twenty-ninth. Adjectives, continued . . 81
Lesson Thirtieth. Adjectives, continued. The Three
Degrees of Comparison 84
Lesson Thirty-first. Adjectives: their Comparison, con¬
tinued 88
Lesson Thirty-second. Adjectives, continued. Exercises
on their Comparisons. 92
Lesson Thirty-third. General Review ... 96
Lesson Thirty-fourth. The Pronouns .... 100
Lesson Thirty-fifth. Pronouns, continued. The Posses-
sives 105
Lesson Thirty-sixth. Pronouns, continued. The Demon¬
stratives ... . . 109
A
SHORT LATIN GRAMMAR.
PART I.-THE DECLENSIONS.
Iiesson First. LaXin Letten and their Pronuneiation.
1. How many letters are contained in the Latin
alphabet ?
The Latin alphabet consists of the same letters as the
English, except one, the W, which is not found in Latin.
2. How are these letters sounded ?
The Comonants have the same sound as in English, but
the Vowels are sounded somewhat differently.
3. Name the Vowels and give their sounds.
The Vowels are A, E, I, 0, U, and Y. A is sounded
ah; .E is sounded eh ; J is sounded ee; 0 is sounded as in
English; and U is sounded like oo in poor. Y is always
sounded like the Latin I.
4. Are there any diphthongs in Latin ?
Yes; there are six diphthongs in Latin,— three of fre¬
quent occurrence, and three that are seldom used.
9
10
A SHORT LATIN GRAMMAR.
5. Which are the first three diphthongs, and how are
they sounded ?
The three of frequent occurrence are: ^ and (E, both
sounded like the long Latin e; and A U, sounded like ou in
house.
6. Which are the other three diphthongs ?
The diphthongs of unfreq%ient occurrence are: EI, ETJ,
and VI. The first is sounded like the English i; the
second like the English u; and the third somewhat like the
English combination we.
7. The pronunciation of Latin, then, cannot be very
difficult.
In one sense His by no means difficult, as each consonant
and each vmoel has its own peculiar sound. But in another
sense it is somewhat difficult, as it is not easy to tell whether
the vowel sound is long or short.
8. In order to read Latin, what is necessary to be
known ?
To read Latin well, a good knowledge of Latin Prosody
is absolutely necessary. But in the beginning much can
be learned by practice and attention to a few simple rules.
9. In cases where rules are inconvenient or useless,
what is done in books to teach us the quantity of Latin
vowels ?
In such cases grammarians mark the vowels by certain
signs. A bar (-) over a vowel shows it to be long; a curve
(") over a vowel shows it to be short, as ali, in which the
first syllable is long, and the second short. A diphthong,
being always long, is never marked.
THE DECLENSIONS.
11
10. Eead the following twenty words, paying strict
attention to the signs:
LSvis, Uvis, ISgd, Ugd, rSglnS., hiimanilB, cftrfllts, videO, vSnl,
vldl, vlcl, dquila, cSldnid, insilld, fdmlnd, c6rdn&, h&b$r$, fdcSrd,
cansi, legimiig.
11. Now read the following:
D6minS, ddminl, ddminds, gUdidriim, virl, regn&, amicds, ripd,
rlpse, cflglum, taurfis, agSr, oppidum, praemidm, aegSr, mards,
rdrndntts, disoipdlils, dodtds, nrbds.
The Teacher cannot be too particular in making his pupils prac¬
tise the foregoing until they are able to pronounce every word cor¬
rectly and without difficulty. He will moreover clearly explain to
them that the Latin a, having only one sound, is a very different
letter in many respects from the English a, which has in reality four
or five different sounds. The sound of the Latin a is always ah,
whether it is long or short. In the words vigilat and vigilamfis the
sound of a is radically the same, though in one case it is long and in
the other short.
It is so with the other vowels. In habSt and hdbdmds the e's are
sounded alike, except that one has the short and the other the long
sound. These are points which the pupil should be made to know
in the beginning, and which he should never be allowed to forget.
For want of close attention to correct pronunciation, founded on
strict adherence to the great principles of Prosody (which, in general,
are not hard either to understand or to remember), very few boys,
even of those who translate with tolerable accuracy, can read a Latin
sentence in a way to give pleasure to a cultivated ear. This, cer¬
tainly in many cases, is due to want of sufficient care on the Teacher's
part. In his extenuation, it is, no doubt, often said that, what the
correct pronunciation of Latin may be, it is impossible to ascertain,
since every nation pronounces it in its own way. This, however, is
not quite correct. Every nation, indeed, has its own peculiarity,
which, of course, cannot be helped. But no nation insists on pro¬
nouncing Latin altogether in its own way except the English. Con-
12
A SHORT LATIN GRAMMAR.
tinental scholars generally have very little difficulty in understand¬
ing each other; whereas they find the English scholar, from his pecu¬
liar pronunciation of the vowels, almost completely uuintelligil»le.
Americans, transplanted English as they are called, labor under the
same disadvantage. To an American boy, on taking up his Latin
grammar, it is the most natural thing in the world to pronounce every
word he meets almost exactly as if it were an English word. A little
extra care, however, on the part of the judicious Teacher, would, in
course of time, remedy this state of things, and produce tolerable uni¬
formity in our pronunciation of Latin, not only from the Atlantic to
the Pacific, and from the Lakes to the Gulf, but also from the Colo¬
rado to the Volga, and from Alaska to Ceylon. To eflect this desirable
consummation, the first thing necessary is to insist that the Pupil pro¬
nounce the Latin A always ah, the Latin E always eh, the Latin I
always ee, the Latin 0 always oh, and the Latin TJ always oo.
12. Eead the following sentences, having first atten¬
tively listened to your Teacher:
OmnIS deflclant, dnlmiis t&mSn omnli vinclt.
Intend&s dnimiim studils St reblls hdnestis.
SSdfiliis ants dlSm Ubriim ciim IftmlnS poscas.
NSscia mens hbminiim fati sortlsque ftttfirae.
Conscia mens recti famse mendacia rldSt-
Dimldiiim facti, qui ocepit, habSt; sdpSrS audS.
OdSrunt hiiarem tristSs, tristemque jScOsi.
Coend brSvis jfivat, et prSpS rivum somniis in herba.
Incidit in Scyllam, qui vult vltarS Chdrybdim.
Cantabit vdoiiiis cdram latrOnS viator.
Ch in Latin words is always sounded like k.
Remember that the diphthongs se and oe are always sounded like
the long Latin e. In some books these diphthongs are printed with
the vowels separated; as, ae, oe.
A vowel is unmarked when it is sounded as in English.
THE DECLENSIONS.
13
Lesson Second. The Declension.
13. How many parts of speech are there in Latin ?
The same number as in English, eight, namely: the
Noun, the Adjective, the Pronouf§, and the Verb, all of
which are declinable; the Adverb, the Preposition, the
Conjunction, and the Interjection, all of which are inde¬
clinable.
14. What do you mean by declinable and indeclinable f
Words that undergo certain changes according to their
Case, Number, Gender, Person, Mood, or Tense, are called
Declinable; words that undergo no such change are called
Indeclinable.
15. What do you mean by Casef
The change which a Noun has to undergo, according to
the purpose which it serves in the sentence, is called Case.
16. What do you mean by Number f
The change that a Noun undergoes, according as it
means one or more than one, is called Number.
17. What do you mean by Gender?
The change that a Noun undergoes, according as it has a
Masculine, Feminine, or Neuter meaning, is called Gender.
18. What is the meaning of Person, Mood, and Tense f
The meaning of these three words may be left uncon-
■idered for the present. They properly belong to Verbs,
the full study of which we shall not take up for some time.
19. How many Cases has a Latin Noun ?
Six, namely; the Nominative, the Genitive, the Dativei
the Accusative, the Vocative, and the Ablative.
2
14 A SHORT LATIN GRAMMAR.
20. "Why are there so many Cases in Latin ?
There are really no more Cases in Latin than in English,
or in any other well developed language. The same necessi¬
ties of speech require (^responding changes in the Nouns;
hut, in effecting these changes, the Latin differs from the
English and most other modern languages.
21. What is the radical difference between the English
and the Latin in the management of Nouns ?
The English language generally modifies the meaning of
its Nouns by placing Prepositions before them; the Latin
does the same thing by appending certain suffixes, called
Terminations, after them.
22. Give me a general idea of your meaning by a
short illustration.
The English modifications of the Noun horse; for inr
stance, of the horse, to the horse, are evidently formed by
the assistance of the Prepositions of and to. The corres¬
ponding modifications in Latin of the Noun ei^uus (horse)
are equi and equo, in which the Terminations i and o effect
the same purpose as the Prepositions in English.
23. Are all Latin Nouns modified as to their Cases in
exactly the same manner ?
No; Latin Nouns are modified in five different ways,
which are called the Five Declensions.
24. What do you mean by a Declension f
By Declension is meant a peendiar mode of forming the
Case termination.
25. Do Cases change in termination when they change
their Number?
THE DECLENSIONS.
15
Yes; Cases vary in termination according as they are in
the Singular or in the Plural Number.
26. Has the Gender of a Noun any effect on the
termination of its Case ?
Yes; the Gender of the Noun has considerable effect on
the termination of its Case.
27. In English the meaning of the Noun enables us to
tell whether it is of the Masculine, Feminine, or Neuter
Gender. Is it so in Latin ?
No; in Latin it is often very difficult to tell the Gender
of a Noun; with some practice, however, and a little atten¬
tion, it soon becomes much easier to do so than at first seems
possible.
28. In English most Nouns are Neuter, being the
names of things. Is it so in Latin ?
No; in Latin, Neuter Nouns are comparatively few, the
names of things being mostly Masculine or Feminine.
29. Is the termination of the Nominative Case enough
to determine the Declension of a Latin Noun ?
No; the termination of the Nominative Case is of very
little use in telling us to what Declension a Laiin Noun
belongs.
30. Does the termination of any Case enable us to tell
to what Declension a Latin Noun belongs?
Yes; if we know the Genitive Case of any Noun, we can
easily tell to whai Declension that Noun belongs.
31. What are the Genitive terminations of each De¬
clension ?
16
A SHORT LATIN GRAMMAR.
The Genitive of the First ends in ts; of the Second, in
i; of the Third, in is; of the Fourth, in us; and of the
Fifth, in el.
(Be careful regarding the correct pronunciation of these endings.
They somewhat resemble the following sounds in English; ay (in
play); ee (in ylee); is (in this); oose (in goose), only a little shorter;
and ay-ey (in clayey).)
32. Once more repeat the Cases, Genders, and the
numbers of Latin nouns.
The Cases are six; Nominative, Genitive, Dative, Accu¬
sative, Vocative, and Ablative. The Genders are three;
Masculine, Feminine, and Neuter. The Numbers are two ;
Singular and Plural.
Itesson Third. The First Declension.
33. Decline a Latin Noun of the First Declension.
Singular. Plural.
Nom. A1&. &ls.
Gen. i.lse. ' iUrilm.
Dat. Aim. ills.
Acc. Alim. Al&s.
Voc. A1&. ilm.
Abl. Ala. Ills.
34. Have all these modifications different shades of
meaning ?
Yes; they have all different shades of meaning, and there¬
fore serve different purposes in the sentence; but these
THE DECLENSIONS.
17
various meanings and purposes we shall study only by degrees,
and taking no more than one at a time.
35. Repeat the corresponding English meaning of these
modifications, in strict order.
Singular,
Nom. A wing.
Of a wing.
To or for a wing.
A wing.
O wing I
With, from, or by a wing.
Gen.
Dat.
Aec.
Voc.
Abl.
Plural.
Wings.
Of wings.
To or for wings.
Wings.
O wings !
With, from, or by wings.
86. Does Aid, mean wing, or a wing, or the wing f
Aid means indifferently wing, or a wing, or the wing,
according to the meaning of the sentence. In Latin, there
are no corresponding expressions for what are called the
English Articles, a, an, or the.
87. Now unite both forms, Latin and English, together.
Singular.
Norn. Ala, a wing.
Gen. Alae, of a wing.
Dat. Alae, to or for a wing,
Aec. Alam, a wing.
Voc. Ala, O wing !
Abl. Ala, with, from, or by
a wing.
J. Plural.
Nom. Alae, wings.
Gen. Alarnm, of wings.
Dat. Alls, to or for wings.
Ace. Alas, wings.
Voc. Alae, O wings !
Abl. Alls, with, from, or by
wings.
(This the Pupil should study until he can recite it perfectly. It
is the first real lesson in Latin, and he should completely master it
before he is allowed to proceed further.)
2» B
13
A SHORT LATXX GRAMMAR.
38. Get by heart the following six nouns of the First
Declension:
Vocabulary First.
1. A table. Mens&, se, /.
2. A crown. C6r9n&, s,/.
3. A woman. F9miu&, ee, /.
4. A daiighter. FllU, ae, /.
5. A gate. Forta, ae, /.
6. A queen. K9glna, ae, /.
39. Why do you give the Genitive termination and
the Gender after each noun ?
In learning Latin Nouns, it is most important to know
their Declension and their Gender, as we shall find out in
course of time.
40. Decline insHld., an island, exactly as you have de¬
clined ala, a wing.
Singular. PluraZ.
Nom. Insill9, an island. Nom. Insiilae, islands.
Oen. Insiilae, of an island. Gen. Insillarftm, of islands.
Dat, Insiilae, to or for an isl- Dot. lusftlis, to or for islands,
and.
Ace. Ins&Um, an island. Ace. Insiilas, islands.
Voc. Insfili, 0 island ! Voc. Insiilae, O islands!
Abl. Insfila, from, or by Abl. Insillis, with, from, or by
an island. islands.
41. Now decline, in precisely the same manner, the
Latin for queen, woman, table, daughter, crown, gate.
(The Pupil should he required to decline these words readily and
fluently; until he can do so, further progress is impossible.)
42. Why do you get these Cases hy heart ?
So thai I may he able to distinguish them from each other
without much difficulty.
THE DECLENSIONS. 19
43. Why must we be able to distinguish the Cases of a
Noun?
.4s a Noun's utility in the sentence is denoted by its Case,
we cannot tell its exact meaning without knowing the Case
in which it.stands.
44. What is the most important of all the Cases ?
The Nominative is by far the most important of all the
Cases.
45. Why do you say so ?
To answer that question properly, we must first under¬
stand what is meant by a Sentence.
Xiesson Fourth. A Sentence and its Chief Parts.
46. What is a sentence ?
A sentence is the enunciation of a Thought; that is,
when you speak, something must be spoken of, and some¬
thing must be said about it.
47. What is the smallest number of words, therefore,
that can form a sentence ?
A sentence must contain at least two words: first, the
Subject; secondly, the Predicate; as. Leaves fall. Here
Leaves is the Subject, because it is spoken of; and Fall is
the Predicate, because it is what is said of the Subject.
48. Are these two words of the same nature ?
No; they are of natures as different as possible, one being
the name of an object of thought, and the other the name
of its action.
20
A SHORT LATIN GRAMMAR.
49. Give a few more examples of these two different
classes of words.
Flowers blown. Birds fly. Boys slip. Horses run.
50. By what names are these two great classes of words
distinguished from each other ?
The first, the Subject, is called a Boun; the second, the
Predicate, is called a Verb.
51. What general remark have you to make regard¬
ing the Noun and the Verb f
The Noun and the Verb are the principal parts of speech,
all the others being merely subsidiary to them; thai is, the
Noum and the Verbs serve the same purpose in a sentence
as bricks in a wall. They form the solid portion—the other
parts of speech, like the mortar, merely holding them together.
52. Any two words, therefore, put together at random,
will not form a sentence ?
Even twenty words may be put together so as to make some
sense, and yet without forming a sentence. To form a sen¬
tence, you must have a Noun for the Subject and a Verb for
the Predicate.
53. Will a Nouii and a suitable Verb always form a
sentence ?
Not always; the Verb very often is an incomplete Predi¬
cate. For instance. Soldiers kill, is not exactly a senlence.
The soldiers cannot kill without killing something; this
something must be mentioned before the sentence can be
considered complete.
54. Explain your meaning by a further example?
The ships sail, is a perfect sentence, the Verb in the Pre-
THE DECIiENSIONS.
21
dicate requiring no additional word to complete its mean¬
ing. But if I say. The ships contain, though I use a Noun
and a Verb, there is no sentence, as the Verb requires some
Noun, like freight, or corn, to complete the meaning of the
Predicate.
55. Two words, therefore, a Noun and a Verb, are not
always enough to form a sentence ?
No; three words, namely, a Noun, a Verb, and another
Noun, are often necessary to render the seme of the sentence
perfect.
56. When are two words enough, and when must we
employ three f
When the Verb is complete, that is, when it requires no
other Noun to bring out its meaning, two words are enough
to form a sentence; but when the Verb is incomplete, that
is, when it does require another Noun to bring out its mean¬
ing, three wwds are necessary.
57. By what means do Grammarians distinguish what
you call cmnplete and incomplete Verbs?
They call the complete, intransitive Verbs, and they call
the incomplete, transitive Verbs.
58. How do Grammarians mark the distinction be¬
tween the two Nouns of a sentence containing an incom¬
plete Verb?
They call one the Noun in the Subject, and the other the
Noun in the Predicate.
59. Is there not some danger of confounding these two
Nouns with each other?
In an English sentence there is very little danger of con-
22 A SHORT LATIK GRAMMAR.
founding one of these Nouns with the other, for the simple
reason that the Subject-Noun is always at the beginning,
and the Predieate-Noun at the end, of the sentence. For
example: God rules man. Children love toys.
60. Is not the same simple arrangement found in a
Latin sentence ?
No; a particular arrangement of the words is not at all
necessary to form a Latin sentence.
61. Since the Subject-Noun, then, has no particular
place in a Latin sentence, how are we to distinguish it
from the other ?
Always by Us Case. The rule is simple, and should
never be forgotten: The Subject-Noun is always in they
Nominative Case, and the Nominative Case always de¬
notes the Subject.
62. Is this the reason why you said, in the last lesson,
that the Nominative was by far the most important of all
the Cases ?
Yes; as no thought can exist without a Subject, no sen¬
tence can exist without a Nominative.
63. In a Latin sentence, therefore, how are we always
able to find the subject of the thought?
By simply finding the Nominative Case. The Subject is
always in the Nominative, and the Nominative always de-
nates the Subject. Whoever endeavors to translate a Latin
sentence without first hunting up the Nominative, acts very
foolishly.
THE DECLENSIONS.
23
Xiesson Fifth. The Accusative. The Singular and the PluraL
64. Kepeat the rule regarding the Subject-Noun.
65. Is the rule regarding the Predicate-Noun quite so
simple ?
Pretty nearly. It may he announced as follows; The Pre¬
dicate-Noun of an Incomplete or Transitive Fei'6 is al¬
ways in the Accusative Case; as, The queen has a table:
Regina mensam habet. Here regina is in the Nomina¬
tive Case, because it is the Subject or thing spoken of; it is
in the Singular Number, because only one queen is meant;
mensam is Singular for the same reason; but it is in the
Accusative^ Case, because it is the Predicate-Noun of an In¬
complete or Transitive Verb; habet is an Incomplete Verb,
because it requires an additional Noun to bring out its
sense, and it is in the Singular form, because its Subject
regina is Singular.
66. What is the general position of a Verb in a Latin
sentence?
In a Latin sentence the Verb generally goes last.
67. You should now be able to translate the following
Latin sentences:
1. Hensam porta habet. 2. Beginam filia habet. 3. Eilia portam
habet. 4. Coronam femina habet. 5. Porta coronam habet. 6.
Hensam fliia habet. 7. Porta reginam habet. 8. Habet mensam
regina. 9. Insulam ala habet. 10. Alam porta habet.
• If he has understood what he has learned, the average Pupil can¬
not only translate these sentences readily, but also give good reasons
for his replies. He will not be led astray by the position of a Noun
in a sentence, always remembering that the Nominative Case alone
denotes the Subject. Nor will he be silly enough to guess at the
meaning. Keal learning admits oS no guess-work.
24 A SirOKT LATIN GKAMMAR.
68. How do you say The queens have tables, in Latin ?
Seginse mensas habent. Reginse is in the Nominative
Case, because it is the Subject; it is in the Plural Number,
because more than one queen is meant. Mensas is in the
Plural for the same reason; but it is in the Accusative Case,
because it is the Predicate-Noun of an Incomplete Verb.
Habent is the Plural form o/habet, because, when the Sub¬
ject changes its Number, the Verb must change likewise.
69. Is the rule regarding such a change of Number a
strict one ?
Yes; when the Subject-Noun is Singular, the Verb must be
Singular; when it is Plural, the Verb must also be Plural.
To make this rule easy to remember. Grammarians express
it briefly, as follows: The Verb agrees with its Nominative
Case in Number.
70. Translate the following:
1. Mensas colonise habent. 2. Coronas reg^nse habent. 3. Re-
ginse coronas habent. 4. Feminas colonia habet. 5. Filise regi-
nas habent. 6. Mensas portse habet. 7. Coronam reginse habent.
8. Fortas colonia habet. 9. Coronas regina habet. 10. Habet col¬
onia reginas. (Cotony = C61oaia, se./em.)
71. Translate the following into Latin, remembering
to place the Verb last:
1. The colony has a gate. 2. The colony has gates, Z. The
colonies have gates. 4. The gates have colonies. 5. The
gaie has colonies. 6. The queen has crowns. 7. The queens
have a crown. 8. The daughters have a queen. 9. The
daughters have queens. 10. The women have daughters.
11. The tables have gates. 12. The daughter has a table.
THE DECEENSIOXS.
25
13. The colony has a queen. 14. The women have queens.
15. The island has wings. 16. The islands have a wing.
17. The queen has a crown. 18. The crowns have a queen.
19. The woman has an island. 20. The women have an
island.
72. Decline regina exactly as you have done ala.
Unless the Pupil can do this very readily, he is hardly prepared
for a ne«r lesson.
73. Repeat the first three rules:
Rule \st. The Subject-Noun of a sentence is always in
the Nominative Case.
Rule 2d. The Predicate-Noun of an Incomplete' or
Transitive Verb is always in the Accusative.
Rule 3d. A Verb is always in the same Number as its
Subject.
Lesson Sixth. The Second Becleneion.
74. How do you know when a Noun is of the First
Declension ?
A Latin Noun is of the First Peclension when its Geni¬
tive Singular ends in se diphthong.
75. How do you know when it is of the Second De¬
clension ?
A Latin Noun is of the Second Declension when its
Genitive Singular ends in i (^pron. ee).
3
26
A SHORT LATIN GRAMMAR.
76. Repeat Vocabulary Second containing six Nouns
of the Second Declension.
Vocabulary Second.
7. A lord. BSminiis, 1, m.
8. A sword. Gladiils, 1, m.
9. A slave. Servds, 1, m.
10. A horse. Eqiiils, 1, m.
11. A wall. Hftrfis, 1, m.
12. A son. Flli&s, i, m.
77. Decline a Latin Noun of the Second Declension.
Singular. Plural.
Nom. Dfimlnfis. Nom. DSmini,
Gen. D&minl. Gen. DSmindriiiii.
Dal. Ddmind. Dat. OSminls.
Ace. D5miniiin. Ace. D&minds.
Vac. SdminS. Voc. D&mlnl,
Abl. I)5minO. Abl. Ddminis.
78. Now decline dominus, a lord, with the English of
each Case, just as you declined ala, a wing.
(The Pupil should be able to do this without much aid.)
79. Are all the Nouns of Vocabulary Second declined
like dominus ?
Yes; all except fllius, which is declined as follows:
Singular. Plural.
Nom. Flliiis, a son. Nom. Filii, sons.
Gen. Filll, of a son. Gen. FlUdrhm, of sons.
Dat. FiliO, to or for a son. Dat. Flliis, to or for sons.
Aec. Fllitim, a son. Acc. Flli6s, sons.
Voc. Fill, 0 son I Voc. Filii, O sons !
Abl. VlWb, with, from, or by a Abl. Filiis, with, from, or by
son. sons.
THE DECLENSIONS. 27
80. In what respect does the Declension of filius differ
from that of dominus ?
In the Vocative only; which is fili instead of filie. In
Nouns of the Second Declension, the regular termination of
the Vocative is e when the Nominative ends in us.
81. Are many Nouns of the Second Declension de¬
clined like filius ?
Not many; of the common Nouns, only one other, ggnifis,
a genius, makes gSnl in the Vocative; but all Proper
Nouns in ius make the Vocative in 1; as. Nominative
Georgius, George; Vocative GeorgI, O George!
82. Which are Common Nouns, and which are Proper f
A Common Noun is the general name of a kind; as,
boy, country, river, street. A Proper Noun is the name
by which one individual of a kind is distinguished from an-
other of the same kind; as, James, France, Broad Street.
(Proper Nouns are always spelled with a capital letter.)
83. Translate the following:
1. Dominus fllinm habet. 2. Oladius servum habet. 3. Equum
filius habet. 4. Murum dominus habet. 5. Uurum domini babent.
6. Dominum menses babent. 7. Equum filia babet. 8. Coronam
servi babent. 9. Uuros filiae babent. 10. Oeorgi, reginam servi
babent.
84. Now take the following:
' 1. Fili, servus mensam babet. 2. Domine, filii equum babent.
3. Eque, reginee muros babent. 4. Serve, babet filius equum. 6.
Dominos babent filii. 6. Insulee babent muros. 7. Equos regina
habet. 8. Reginam gladius babet. 9. Gladium domini babent.
10. Oladios filii babent.
28 A SHOET LATIN GRAMMAR.
85. Translate into Latin:
1. The lords have swords. 2. The women have swords.
3. The slaves have horses. 4. The lords have islands. 5. 0
son, the slave has a horse. 6. 0 slave, the queen has colo¬
nies. 7. 0 queens, the colony has slaves. 8. The lord has
crowns. 9. O George, the horse has wings. 10. 0 women,
the colonies have a lord.
86. You have told me the use of the Nominative and
Accusative Cases in a sentence; now tell me the use of
the Vocative.
The Vocative is used to tell the name of the person or
thing spoken to. It is always separated by a comma from
the other words of the senietxee.
Lesson Seventh. Second DedensUm, continued; Neuter Nouns.
87. The words so far given in your vocabularies are all
either Masculine or Feminine, though, to judge from their
meaning, some of them should be Neuter. Give me one
or two of the rules you have alluded to as useful towards
enabling us to remember the Gender of Latin Nouns.
One rule regarding the Gender of Latin Nouns, easy to
remember, is: All the Nouns of the First Declension, unless
names of males, are Feminine. Another is: Nearly aU
Nouns of the Second Declension are Masculine when ending
in hs, but ail Nouns ending in um are Neuter.
88. Kecite Vocabulary Third, containing six Nouns
in hm.
THE DECLENSIONS.
29
Vocabulary Third.
13. A kingdom.
Begnfim, i, n.
Oppldiim, i, n.
Argeutfim, i, n.
Anriim, i, n.
14. A town.
15. Silver.
16. Gold.
17. A rock.
18. A metal.
Saxiim, i, n.
Hitalltlm, i, n.
89. Decline a Neuter Noun.
Singular.
Nom. Begnftm.
Gen. Begni.
Dat. Bega9.
Ace. BegnAm.
Voc. Begniim.
Abl. Begnd.
Plural.
Begua.
BegnSrAm.
Begnls.
Begni.
Begua.
Begnis.
90. What peculiarity is to be observed in the Declen¬
sion of a Neuter Noun?
All Neuter Nouns, of whatsoever Declension they may be,
have the Nominative, the Accusative, and the Vocative alike
in each Number, and in the Plural these Cases all end in a.
91. Decline, like regnum, the Latin Noun for rock,
gold, town, etc.
(In declining these Nouns, the Pupils should be able to give the
proper English for each Case.) '
92. Translate the following:
1. Domini aurum habent. 2. Begna domini habent. 3. Begna
dominum habent. 4. Beg^a argentnm habent. 5. Metallnm
filius habet. 6. Metallnm servnm habet. 7. Muri reginam
habent. 8. Insnlas metalla habent. 9. Metalla insnlee habent.
10. Oladie, servos equi habent.
3*
30 A SHORT LATIN GRAMMAR.
93. When a Verb has two Subjects, each in the Singu¬
lar, in what Number must the Verb appear?
If the two Subjects are connected by the Conjunction et
(and), the Verb must be Plural.
94. Translate into Latin:
1. The slaves have gold and silver. 2. Oold and silver
have slaves. 3. The lords have horses and toums. 4. The
horses and towns have a lord. 5. The queen has a erown
and a sword. 6. The crown and the sword have a queen.
7. The colony has walls, gates, and rocks. 8. Walls, gates,
and rocks have a colony. 9. The queen has sons and
daughters. 10. The kingdoms have colonies and the colo¬
nies have kingdoms.
Lesson ISightll. Second Declension, continued; Nouns in er
and ir,
95. Do all the Nouns of the Second Declension end in
us or um ?
No; a great many Nouns of the Second Declension end
in er, and one ends in ir. All such are Masculine.
96. Kecite Vocabulary Fourth, containing five Nouns
in er and one in ir.
Vocabulary Fourth,
19. A boy.
20. A man.
PilSr, i, m.
Vir, I, m.
21. A son-in-law.
G6n8r, I, m.
Aggr, grl, TO.
LlbSr, bri, to.
22. A field.
23. A book.
24. A tedcher.
MSgistgr, trl, to.
THE DECLENSIONS.
31
97. Decline puer, a boy.
Singular. Plural.
Nom. PtSgr. Ptl6rt.
Gen. Pil8rl. PtlJrOrilni.
Bat. P&SrO. PiiSrIs.
Ace. PfiSrilm. PilSrOg.
Foe. Pfigr. Pfien.
Abl. FnSrd. Pilgrls.
98. Now decline vir; and gener.
(They are declined exactly like puer.)
99. Decline §.ger, afield.
Singular. Plural.
Nom. igSr. Agrl.
Gen. Agn. Agrarttm.
Bat. Agra. Agrls.
Aee. Agriim. Agras.
Foe. AgSr. Agrl.
Abl. Agra. Agris.
100. Now decline liber; and magister.
(They are declined exactly like ager, that is, the e is omitted in
all the Oblique Cases except the Vocative.)
101. What do you mean by the Oblique Cases ?
Every Case except the Nominative Singular, is called an
Oblique Case.
102. Now translate the following:
1. Pueros agrl hahent. 2. Agros regiuse hahent. 3. Oppida viri
habent. 4. Hagistros libri habeut. 5. Magistrum pneri habeut.
6. Pueros magister habet. 7. Agros gener habet. 8. Somiuus
genefos habet. 9. Libros puer habet. 10. Agrum generi habeat.
32
A SHORT LATIN GRAMMAR.
103. Now take the following:
(Hdn is Latin for not.)
1. Kensae magistrnm habent. 2. Portas pneri non habent. 3.
Begina colonias et agros habet. 4. Non habent dominos servi.
5. Habent dominos regna. 6. Pneros muri habent. 7. Argentnm
et anrum dominns non habet. 8. Argentnm generum habet. 9.
Oppida et agros viri et pneri habent. 10. Vires ager non habet.
104. Translate into Latin :
1. Tlte queen has colonies, towns, and men. 2. The
teachers have hooks and hoys. 3. The sons-in-law have
fields and horses. 4. The slaves have swords and not
teachers. 5. The colonies have islands, horses, towns, and
fields. 6. The queen has not tables and swords. 7. The
hoys have not a teacher. 8. The teacher has not hoys. 9.
The fields have gold and silver. 10. The men have crowns,
walls, rocks, and hooks.
Lesson Ninth. The Third Declensioih
105. By way of testing your prog^•ess, and before at¬
tempting anything new, decline a Noun of the First De¬
clension. One of the Second, ending in us. One ending
in um. One ending in er. One ending in ir.
106. Is it easy, generally, to distinguish a Noun of the
First from one of the Second Declension ?
Yes; to distinguish such Nouns is in general very easy,
since even the Nominatives of these Declensions have different
terminations.
107. Is it equally easy to distinguish a Noun of the
Third Declension from one of the First or Second ?
THE DECLENSIONS.
33
It i$ not. The Nominative termination of the Third
Declension often tells us little or nothing; we must hiow
the Genitive before we can he sure to what Declension a
Noun belongs.
108. Repeat the Genitive terminations of the Five
Declensions.
Ae, i, is, us, eL
109. Decline a Noun of the Third Declension.
Singular. Plural.
Horn. SermS, t/te discourse. SermSnSs, the discourses.
Oen. SoTmCols, of the discourse. SeTmCniim, of the discourses.
Dot. Sermitil, to or for the dis- SermSnibtts, to or for the dis¬
course. courses.
Ace. SermSnSm, the discourse. SermOnSs, the discourses.
Voe. SermO, 0 discourse ! SermSnSs, O discourses I
AbL SemSnS, with, from, or Sermdnibiis, with, from, or by the
by the discourse. discourses.
110. Are all the Nouns of the Third Declension to be
declined like sermo ?
No; far from it. The Third is the most difficult of all
the Declensions, on account of its very great variety. The
Oblique Case terminations must be of course alike, but most
of the Genitive formations can be learned by practice alone.
111. By way of another example, decline ordo, rank
or order.
Singular. Plural.
Nom. Ordo. OrdineB.
Gen,. Ordinis. Ordindm.
Dal. Ordlnl. Orditnlbiis.
Acc. OrdinSm. OrdinSs.
Voe. Ordo. OrdinSs.
AM. Ordind. Ordinlbds.
C
34 A SHORT LATIN GRAMMAR.
112. Recite Vocabulary Fifth, containing six nouns
113. Which of these Nouns is declined like sermol
which like ordo? Decline the Latin for butterfly, for
virgin, for nation, etc.
(All this should be well done by the Pupil, before he is allowed to
proceed any further.)
114. Translate the following:
1. Papilionem virgo habet. 2. Originem natio habet. 3. Ceutn-
rionesreginsehabent. 4. Imaginem papiliones habent. 5. Ordines
natio habet. 6. Nationes domini habent. 7. Sermonem magister
non habet. 8. Eqnos et agros nationes habent. 9. Anrnm et
argentum natio non habet. 10. Oppida et saxa natio habet.
115. What peculiarity of the Third Declension deserves
particular notice ?
Its chief peculiarity is, that the Nominative, Accusative,
and Vocative Plural are always alike. The same may be
said of its Nominative and Vocative Singular.
116. Now translate the following:
1. Centuriones domini habent. 2. Centuriones dominos habent.
3. Centurionem dominus habet. 4. Centuriones dominum habent.
5. Sermonem magistri habent. 6. Uensas virgines habent. 7.
Coronee origines habent. 8. Nationes et regna insulse habent.
9. libri centuriones habent. 10. Fapilio puerum habet.
ending in o.
Vocabulary Fifth.
25. A centurion.
Centfirio, 6uis, m.
26. A nation.
27. A butterfly.
28. An image.
29. A virgin.
30. Origin.
N&tio, bnls, /.
Papilio, Snis, m.
Im&go, inis, /.
Virgo, inis, /.
Origo, inis, /.
THE PECLENSIONS.
35
117. Turn into Latin, not forgetting to put the Verb
last:
1. The virgins have crowns. 2. Lords have nations and
kingdoms. 3. The hoys have horses and butterjlies. 4.
Teachers have metals and slaves. 5. The virgin has silver
and gold. 6. Silver and gold have the slave. 7. The
nations have islands, kingdoms, and rocks. 8. The toivns
have walls, horses, and men. 9. The men have crowns,
stvords, and metals.
Xiesson Tenth. Third Declension, continued.
118. Recite Vocabulary Sixth, containing Six model
Nouns of the Third Declension.
Vocabulary Sixth.
31. Labor. Lab-or, 5rls, m-.
32. A tree. Arb-6r, 6rls, to.
33. A soldier. Mll-es, itis, m.
34. A foot. P-6s, 8dis, to.
35. The cross. Cr-nx, iicis, /.
36. A king. B-ex, 6gis, to.
119. Decline labSr and arbdr.
Singular. Plural. Singular. Plural.
jYoto. Ldb5r. Lilbdtgs. Norn. ArbSr. Arbdres.
Gen. Labdris. Laboriiin. Gen. Arb5rls. Arboriim.
Dal. LdbOrl. LSbSribtts. Dat. Arb6ri. ArbSribiis.
Acc. LdbOrSm. L&bdrSs. Acc. ArborSm. ArbbrSs.
Voc. LabSr. Ldbdres. Voc. Arbbr. Arbbres.
Abl, Lftborb. Labbribbs. Abl. Arbbrb. Arbbribbs.
120. What diffei-ence can you notice in the Declension
of these two Nouns ?
36
A SHORT LATIN GRAMMAR.
No difference whatever, except that in one the 0 is long,
while in the other it is short.
121. Decline mllSs and pes.
Singular.
Plural.
Singular.
Plural.
Nom.
MlHs.
MiUt6s.
Nom.
Fes.
Pedes.
Gen.
MiUtis.
Hllitiim.
Gen.
pedis.
Peddm.
Dal.
Mlliti.
Hllitibfis.
Dat.
pedi.
Pedibds.
Acc.
MilitSm.
MllitSs.
Acc.
pedem.
pedes.
Voc.
HilSs.
Milites.
Voc.
Pes.
pedes.
AM.
Militibtts.
AM.
pede.
pedibds.
122. What is the differonce in the Declension of thest
two Nouns?
In the one, t is the Consonant appearing in the Oblique
Cases; but in the other, it is d. Also, in the one, e be¬
comes i in the Oblique Cases; but in the other, the e is re¬
tained throughout.
123. Decline crux and rex.
Singular.
Plural.
Singular.
Plural.
Nom.
Crux.
Crdces.
Nom. Rex.
Reges.
Gen.
Crdois.
Crdcdm.
Gen. Regis.
Regum.
Dat.
Crdei.
Crdcibds.
Dat. Regi.
Regibds.
Acc.
Crdoem.
Crdces.
Acc. Regem.
Reges.
Voc.
Crux.
Crdces.
Voc. Rex.
Reges.
AM.
Ordce.
Crdcibds.
AM. Rege.
Regibds.
124. What is the difference in the Declension of these
Nouns?
In the one, the new Consonant is c; in the other it is g.
125. Translate the following:
1. Milites ordinem habent. 2. Segem crax habet. 3. Labores
THE DECLENSIONS.
37
viri habent. 4. Arbores colonise habent. 5. Arbores magietrl et
pueri habent. 6. Pedes papilio habet. 7. Pedes mensse habent.
8. Begna regina habet. 9. Eqnos et agros reges habent. 10.
Libros reges et reginse habent.
126. Now take the following:
1. Beges, mllites equos habent. 2. Beginse, cmces serri habent.
3. Pueri, oppida sazum habet. 4. Centuriones, servos filii habent.
5. Pill, habent muros reges. 6. Miles, sermones reginse habent.
7. Serve, ordinem nationes habent. 8. Oladium, geni, miles non
habet. 9. Pneri, magister, gladios et non libros habent. 10. In-
solas et colonias, feminse, natio habet.
127. Turn into Latin (remembering the place of the
Verb):
1. The king has soldiers, slaves, horses, and towns. 2.
0 son, the master (magister) has a discourse. 3. 0 nations,
the kingdom has not a king. 4. 0 George, the queen has
crosses. 5. 0 king, the horses have not feet. 6. Master,
the centurions have swords. 7. 0 queens, the hoys have
gold and silver. 8. Daughters, the islands have trees. 9.
0 man, the cross has labors. 10. 0 lord, the island has
trees, towns, rocks, and walls.
Iiesson Eleventh. Third Declension, continued.
128. I notice that in all the Nouns of the Third De¬
clension so far given, the Genitive has one syllable more
than the Nominative. Is this always so ?
No; many Nouns of the Third Declension do not increase
in the Genitive.
4
38
A SHOET LATIN GEAMMAK.
129. Recite Vocabulary Seventh, containing six such
nouns.
Vocabulary Seventh.
37. A citizen.
38. A cloud.
39. A bird.
40. A ship.
41. A tfcat.
42. A sanctuary.
Civ-is, is, m.
Nab-es, is, /.
&v-is, is, m.
Nav-is, is,/.
S6d-bs, is,/.
Aed-6s, is, /.
130. Decline civis and ntlbSs, by way of example.
Singular.
Plural.
Singular,
Plural.
Nom.
Clvis.
Gives.
Nom.
Ndbes.
Nubes.
Gen.
Civis.
Cividm
Oen.
Nubis.
Nflbiiim.
Dat.
Clvi.
Civibiis.
Dat.
Nttbi.
Ndbibiis.
Acc.
CivSm.
Gives.
Acc.
NUbSm.
Nilbes
Vac.
Clvis.
Gives.
Voc.
Nabes.
Ndbes.
Ahl.
Clv6.
Givibds.
Ahl.
Nabe.
Nubibfis.
181. What peculiarity is to be observed in the Declen¬
sion of such Nouns?
I remark that the Genitive Plural ends in ium instead
of um. This is generally the case when the Genitive Singu¬
lar does not increase in the number of the syllables.
132. Decline Avis, navis, sedes, and sedSs.
(The Pupil should be able to do this without aid.)
133. Translate into English:
1. Gives regent habent. 2. Aves navis habet. 3. Nnbes alas
habent. 4. Fueros aves babent. 5. Libros et non papiliones miles
habet. 6. Sedes et mensas regina habet. 7. Argentum et anrnm
sedes habet. 8. Dominos cives habent. 9. Equos et papiliones
pueri habent. 10. Oppidum mures et naves habet.
THE DECLENSIONS.
39
134. Now take the following: (laudat is the Latin for
the Verb 'praises, and laudant is its Plural form praise.)
1. Milites regina laudat. 2. Naves et equos natio habet. 3.
dedem et agrum magistri habent. 4. Servos, cives et milites rex
laudat. S. Aedem sedes babet. 6. Reges, All, servl laudant. 7.
Fuerum gladius laudat. 8. Hetalla et saxa magistri non laudant.
9. Aves sedes babet. 10. Equos, servos et milites reginae lau¬
dant.
135. Translate into Latin :
1. The Icings praise the lords. 2. The lords praise the
soldiers. 3. The soldiers praise the queen. 4. The queen
has towns, gates, slaves, and horses. 5. The horses have
feet. 6. The teachers praise the boys and the boys praise
the horses. 7. Citizens have slaves and the clouds have
wings. 8. 0 slaves, soldiers have swords. 9. 0 master, the
boys have not books. 10. The colony has ships and not
towns.
Lesson Twelfth. Third Declension, continued: Neuter Nouns.
136. To be done with this part of our work, give me
in Vocabulary Eighth a few more Masculine or Feminine
Nouns whose Genitive Case has some peculiarities.
Vocabulary Eighth.
43. A judge.
44. Summer.
45. A father.
46. A mother.
47. A flower.
48. A goose.
Jud-ex, Icis, m.
Aest-as, dtls, m.
Pa-t8r, trls, m.
Ma-tSr, tris, /.
Flo s, ris, m.
AnsSr, IS, m.
40 A SHORT LATIN GRAMMAR.
137. Does the Genitive Plural of these Nouns end in
urn or inm?
The Genitive Plural of these and other Nouns declined
like them, ends in um.
138. Decline each of these Nouns, paying particular
attention to the pronunciation.
(The Pupil should also give the English of each Case.)
139. Do Neuter Nouns of the Third Declension present
much di£Sculty?
Yes ; considerable difficulty, unless we study them system¬
atically and carefully.
140. How shall we commence ?
By first taking such Neuters as are least irregular.
141. GiveYocabulary Ninth, containing six such nouns.
Vocabulary Ninth.
49. A name.
50. A leg.
51. A star.
52. A shore.
53. A head.
54. A poem.
142. Decline n5mSn and cms.
N4in.<n, Inis, n.
Cnx-s, ris, n.
Sld'iSs, Srls, n.
Llt-iis, Siis, n.
C&p.iit, Itis, n.
P04in&, tis, n.
SUngnlar.
Plural.
Singular.
Plural.
Norn.
NdmSn,
N4min&.
Nom.
Cras.
Crari.
Gen.
Ndminls.
N6minilm.
Gen.
Craris.
Craram.
Dot.
NSmlnl.
Nfiminlbiis.
Dot.
Cran.
Crarlbfis.
Acc.
NSmSn.
NSmina.
Ace.
Crtls.
CrarA
Voe.
KCmSn.
NSmind.
Voc.
Cras.
Crari.
Abl.
NdminS.
Ndminihils.
Abl.
Crare.
Craribtts.
THE DECEESrSIOXS.
41
143. Decline
sIdus and lltHs.
Singular.
Plural.
Singular.
Plural.
Norn. Sidfts.
SldSrd.
Nom.
Litds.
Litdrd.
Gen. SidSrIs.
Siddrdm.
Gen.
Lltdris.
Litdrdm.
Dot. SidSrl.
SidSribds.
Dat.
Lltdri,
Litdribds.
Acc. Sidds.
Siderd.
Ace.
Litds.
Litdrd.
Voc. Sldfts.
Siddrd.
Voc.
Litds.
Litdrd.
Abl. Siddrd.
Slddribds.
AU.
Litdrd.
Litdribds.
144. Decline
c9.put and
poems..
Singular.
Plural.
Singular.
Plural.
Nom. Cdpdt.
Cdpitd.
Nom.
Pddmd.
Pddmdtd.
Gen. Cdpitis.
Cdpitdm.
Gen.
Fddmdtis.
Pddmdtdm.
Dat. Cipitl.
Cdpitibds.
Dat.
FOdmdti.'
Pddmatibds.
Acc. Cdpdt.
Cdpitd.
Acc.
Pddmd.
Pddmdtd.
Voc. Capftt.
Cdpitd.
Voc.
Pddmd.
Pddmdtd.
Abl. CdpitS.
Cdpitibds.
Abl.
Pdemate.
Pddmatibds.
145. "What is the difference between the declensions of
n5mgn and crtls ?
1)1 the one, the Nominative termination en is changed into
the Genitive termination inis; in the other, the Nominative
termination s is changed mto ris.
146. Tell tiie difference between the declensions of
sidus and llths.
The us of one is changed into eris, of the other into oris.
147. How do c9.pat and p5Sma differ in declension ?
Li the one, ht becomes itis; m the other, to form the
Genitive, tis is simply affixed to the Nominative.
4*
42 A SHORT LATIN GRAMMAR.
Lesson Thirteenth. {EzereUe on the last lesson.)
148. Translate the following:
1. Indices pneros landant. 2. Habent feminas floras. 3. Lltora
insula habet. 4. Domini poemata landant. 6. Gladios matres non
landant. 6. Aves pneri, at libros mag^stri habant. 7. Equos crura
habant. 8. Caput ansar non habat. 9. Nomen avas non habant.
10. Nomina sarvi habant.
149. Now take the following:
1. Anmm at argantum navis habat. 2. Matalla civis landat. 3.
Viri isdam non habant. 4. Sadas pnaros non habant. 5. Hagistros
floras landant. 6. Aastatam cantnrio landat. 7. Fapilionas jndaz
non habat. 8. Originam sidara habant. 9. Militam arboras lan¬
dant. 10. Crncas rax at ragina non habant.
150. Turn the following into Latin :
1. Horses have legs, and tables have feet. 2. Islands
have shores, and kings have towns. 3. Boys have birds, and
teachers have books. 4. The men have discourses and
poems. 5. The virgin has butterflies. 6. Judges have
heads, and summer has clouds. 7. The nation has ships,
soldiers, towns, and islands. 8. The soldiers praise the
geese, and the kings praise the poems. 9. The teadiers
praise the discourses, and the boys praise the ships. 10. The
mother praises the summer, and the daughter praises the
flower.
Lesson Fourteenth. {Neuter Nouns continued.)
151. In what respect do the more irregular Neuter
Nouns of the Third Declension differ from those already
given ?
THE DECLENSIONS.
43
In hiving their Ablative Singular terminating in I and
their Nominative Plural in
152. Give me Vocabulary Tenth, containing six such
Nouns.
Vocabulary Tenth.
55. The sea.
56. The tax.
57. The spur.
58. The net.
59. An animal.
60. A necklace.
153. Decline m&rS and calc&r.
lf&r-5, is, n.
Vestig-&1, alis, n.
Cale-Sr, axis, n.
B6t-S, is, n.
Anim-ai, &lis, n.
HOnil-S, is, n.
Sinffular.
Nam. H&r«.
Gen. Maris.
Dot. M&rl.
Acc. M&r$.
Voe. H&rS.
Abl. H&rl.
Plural.
Marii.
M&ri&m.
Maribils.
M&ria.
M&ria.
Maribils.
Sinffular.
Norn. Caloar.
Gen. Calc&ris.
Dat. Calc&rl.
Acc. Calcar.
Voc. Calcir.
Ahl. Calc&rl.
Plural.
Calo&rii.
Calcariam.
Calc&ribiis.
CalcftriS.
Calcarii.
Calciribfts.
154. Decline vectlg&I, a tax. (Remark that the I is
long. It is therefore pronounced vectee'gal.)
Singular
Norn-. VectlgSl.
Vectigalis.
Vectigali.
Yectlgal.
Vectigai.
Vectig&li.
Gen.
Dat.
Acc.
Voc.
Abl.
Plural.
Yectigaiia.
Yectigaliam.
Yectlgalibas.
Yectigalia.
Yectlgalia.
Yectigalib&s.
155. Decline rStd, &nimdl, and m9nilS.
(Beta and m6nil5 are declined like iP&rS, and animSl like vectlgil.)
44 A SHORT LATIN GRAMMAR.
156. Translate the following:
1. Mare naves habent. 2. Milites caloar habet. 8. Fneri retia
babent. 4. Insalam animalia habent. 5. Beginae monilia habent.
6. Domini vectigalia non habent. 7. Calcaria eqnl non landant.
8. Servi retia landant. 9. Papiliones agri habent. 10. Generl
calcaria et monilia habent.
157. Turn into Latin:
1. The seas have islands and coasts. 2. The mothers
have not necklaces. 3. Boys do not praise books, and ani¬
mals do not praise nets. 4. The town praises the centurion
and not the taxes. 5. The ships have nets, and the citizens
have flowers. 6. The animals have a rank. 7. The seas
have islands, and the men have crosses. 8. The butterflies
praise the flowers. 9. The flelds have animals. 10. The
men have nets, horses, trees, and tables.
Iiesson Fifteenth. The Fourth Declension.
158, Before entering on the Fourth Declension, let us
make a short review of the model Nouns of the Third
Declension. Decline a Noun in Vocabulary Fifth. In
Vocabulary Sixth. In Vocabulary Seventh. In Vo¬
cabulary Eighth. In Vocabulary Ninth. In Vocabu¬
lary Tenth.
(All this should be done readily before proceeding a step further.)
159. What is the peculiarity of the Fourth Declension ?
Its Genitive Singular ends in Bs, which is also (except
in Neuter Nouns) the termination of the Nom., the Acc.,
and of the Voc. Plural.
THE DECLENSIONS.
45
160. How many terminations have Nouns of. the
Fourth Declension ?
Two only: Us for Masculine and Feminine, and Vl for
Neuter Nouns.
161. Recite Vocabulary Eleventh, containing six
Nouns of the Fourth Declension.
Vocabulary Eleventh.
61. A step.
62. A needle.
63. A fruit.
Giid-iis, As, m.
Ac-fis, as, /.
Fruct-as, as, m.
162. Decline a Noun of the Masculine Gender.
Singular.
N<m. Oradtts, a step.
Gen. Gr&das, of a step.
Dot. Gr&dai, to or for a step.
Ace. Grddam, a step.
Voc. GrOdds, O step I
Abl. Gr&da, by, with, or from a
step.
Plural.
Grddas, steps.
Grddaam, of steps.
Gradibds, to or for steps.
Gradtts, steps.
GrOdas, Osteps!
Grddibiis, by, with, or from
steps.
163. Decline a Noun of the Feminine Gender.
Singulai
Nom. Hinds, a hand.
Gen. Manas, of a hand.
Dat. Hinul, to or for a hand.
Ace. Mindm, a hand.
Voc. Ainds, Ohand!
Abl. Hand, with, from or by a
hand.
Plural.
Hinds, hands.
Hinddm, of hands,
Manibds, to or for hands.
Hinds, hands.
Hinds, O hands !
Minibus, with, from or by
hands.
46 A SHORT LATIN GRAMMAR.
164. Decline a Noun of the Neuter Gender.
Singular.
Norn. Coma, a horn.
Gen. Cornas, of a horn.
Dat. Coma, to or for a horn.
Acc. Corna, a horn.
Voc. Corna, Ohorn!
Abl. Corna, with, from, or by a
horn.
Plural.
Cornua, horns.
Cornaam, of horns.
Cornibas, to or for horns.
Cornaa, horns.
Coraaa, 0 horns !
Cornibas, with, from, or by
horns.
165. What peculiarity have Neuter Nouns of the
Fourth Declension?
In the Singular Number the Genitive alone undergoes <t
change.
166. Translate:
1. Virum fructus habet. 2. Acus femina babet. 3. Viros man-
us laudant. 4. Hanus et caput miles habet. 5. Gradnm oives
non laudant. 6. Acus et fiores filise habent. 7. Nomina animal
habet. 8. Sidera et aves magistri laudant. 9. Cornua pueri non
laudant. 10. libros generi habent.
167. Now take the following:
1. Anser genua non habet. 2. Gradum reges non laudant. 3.
Florem cornu habet. 4. Animalia filii habent. 5. Feminas acus
non laudant. 6. Coronas manus non habent. 7. Crura et genua
equi habent. 8. Fructus oppidum habet. 9. Fructum oppidum
habet. 10. Insulse fructus habent.
168. Turn into Latin :
1. The boys have the horns. 2. Animals have knees and
heads. 3. Summer has clouds. 4. The queens praise the
step. 5. 0 lords, the soldiers have the jruit. 6. Son, the
horse has knees. 7. Daughter, the women have needces.
THE DECLENSIONS.
47
8. Judges, the soldiers have spurs. 9. Father, the king
has nets. 10. Virgin, the hoy has necklaces.
Lesson Sixteenth. The Fifth Declension.
169. What is the peculiarity of Nouns of the Fifth
Declension ?
The Nominative always ends in es, and the Genitive in ei.
I
170. Is the e of the Genitive long or short?
It is long when preeeded by a Vowel, hut short when
, preceded hy a Consonant. For example: in diei the e is
long, in rSl it is short.
171. What is the Gender of Nouns of the Fifth
Declension ?
They are all Feminine, except dies, ivhich is sometimes
Masculine in the Singular and always Masculine in the
Plural.
172. Repeat Vocabulary Twelfth, containing six
Nouns of the Fifth Declension.
Vocabulary Twelfth.
67. A thing.
68. Hope.
69. Faith.
70. A day.
71. A plain.
72. An edge.
R-es, 61, /.
Sp-es, 61,/.
Fid-es, 61, /.
Si-Ss, 61, m. or/.
Flaniti-6s, 61, /.
ILox-ia, 61, /.
48 A SHORT LATIN GRAMMAR.
173 Decline rSs and dISs.
Singular.
Plural.
Singular.
Ptural.
Nom.
Res.
Res.
Norn.
Dies.
Dies.
Gen.
RM.
Rerftm.
Gen.
Diet.
Dierilm
Dat.
RM.
Rebfis.
Dat.
Diet.
Diebiis.
Ace.
RSm.
Res.
Aec.
Diem.
Dies.
Vac.
Res.
Res.
Voc.
Dies.
Dies.
Ahl.
Re.
Rebils.
Ahl.
Die.
Diebiis.
174. Translate:
1. Nationem Bpes habet. 2. Reges fldem non habent. 3. Spem
miles habet. 4. Aciem comu non habet. 6. Dies pater non Ian-
dat. 6. Diem matres non landant. 7. Flanitiem aestas habet.
8. Flores et frnotus fides habet. 9. Litora planitiem non habent.
10. Aves nomen habent.
175. Translate:
1. Virum spes, et spem vir laudat. 2. Fidem feminse landant.
4. Gradus aciem non habent. 4. Cornna magistri non landant.
5. Indices aedem habent. 6. Spem et fidem virgines habent.
7. Manns, pedes et capnt miles habet. 8. Nnbem civis, fiorem ser-
vus laudat. 9. Flanitiem, oppida et mnros insnlae habent. 10.
Oladios et ncn regna servi habent.
176. Turn into Latin :
1. Tlie soldiers have the plain. 2. The plain has fruit.
3. The queen has necklaces and things. 4. The citizens
have not hope. 5. The boys do not praise the plain. 6.
The men praise the days, and the hoys praise the stars. 7.
The things have an origin. 8. The mothers have faith and
the fathers have hope. 9. The island has walls, towns and
shores. 10. The daughters have a crown, a slave, afield, a
tree, a net, a needle, a horn, and a plain.
THE DECLENSIONS.
49
177. What remark have you to make on Nouns of the
Fifth Declension ?
Tkey are very few, and are mostly all used only in the
Singular.
178. Of how many Cases have you now learned the
use ?
179. What purpose does the Nominative serve in a
sentence ? The Accusative ? The Vocative ?
180. Of what other Cases have you still to learn the
use?
Of the Genitive, the Dative, and the Ablative.
These Cases we shall study in FABT SECOND, which
will also treat of Adjectives. It will be more interest¬
ing than FABT FIRST, which, being limited to two
Verbs, three Cases, and Nouns exclusively, could hardly
avoid containing rather dry and monotonous Exercises.
The sentences, however, thus simplified and often pur¬
posely made dull and nonsensical in meaning, should
have rendered attention to the construction absolutely
necessary. Guessing being useless, the knowledge of a
few principles and their strict application could easily
overcome every difficulty. Even the slowest pupil must
have perceived this, and, of course, taken such advantage
of it that he is now, most probably, well qualified to enter
on the study of FART SECOND.
All Exceptions and Irregularities have been also pur¬
posely omitted for the present, as too puzzling and dis¬
tracting to the young pupil who ventures for the first
time on the study of the famous Latin Tongue — the
language at one time spoken for more than a thousand
6 D
50 a short latin grammar.
years by the great Rulers of the Ancient World, and
to-day the master-key to the speech of the principal na¬
tions of Modern Europe. Before his timid, faltering,
often careless and even unwilling footsteps in this field
so broad and strange, no unnecessary obstruction should
be thrown; on the contrary, every clog should be care¬
fully removed, and only such diflBculties (and they are
numerous enough) presented for encounter, as his own
courage, intelligence and perseverance, under proper
guidance, would be fully suflicient to overcome.
This is the idea that, through the whole course of our
" Short Latin Grammar," we constantly try to keep
in view.
End of Part First.
PART SECOND.
THE REMAINING THREE CASES. THE
ADJECTIVES. THE PRONOUNS.
Iiesson Seventeenth. The Gmitive,
181. Of the three remaiuiug Cases, which is the most
important ?
The Genitive.
182. Why so?
Because in Latin, when one Noun is used to describe or
qualify another, the describing or qualifying Noun is always
put in the Genitive Case.
183. Explain your meaning by a familiar example:
A simple Noun, such, for instance, as book, crown, shore,
gives us the idea only in a vague and general sense. If we
are to qualify or particularize its meaning, we must employ
the help of some other Noun: for example, the boy's book;
the queen's crown ; the shore of the island. In these expres¬
sions, the boy's, the queen's, and of the island are the
qualifiers or limiters, because by their aid we learn what
particular book, crown, or shore is meant. To make a
Noun a qualifier in Latin, its Genitive Case is always used.
51
62 A SHOBT liATIN OBAMMAB.
Thtia, to qualify the Nouns liber, corona, and litns, we say
liber pneri, corona reginse, and litns insulse.
184. Is it always easy to distinguish the qualifying
Noun from the Noun qualified ?
It is always easy to do so, unless we are negligent or
thoughtless.
185. Tell the qualifying Nouns in the following ex¬
pressions: The boy's head, the animaVs head, the head of
the image.
The boy's, the animal's, and of the image are the quali¬
fying phrases, because they tell what particular head is
meant each time.
186. In the following expressions tell the Qualifiers,
that is, the Nouns which give us an additional idea
regarding other Nouns:
The boy's father. A leg of the table. A man's face. A
flower of the field. The soldier's spur. The name of the
town. The sea-shore or the shore of the sea. The king's
poem. The slave's sword. The foot of the tree, etc.
(The Teacher should continue giving such examples, until he
is satisfied that the Pupil fully understands what is meant by a
qualifying Noun. It is astonishing how boys can blunder at such
simple things for want of a little reflection.)
187. How is a qualifying Noun used in English ?
Chiefly in three ways: first, it is set unchanged before the
other Noun; as, garden gate, sea bird, town hall; secondly,
its Possessive Case is set before the other Noun; as, the boy's
book, the queen's head, virtue's reward; thirdly, it is set
after the other Noun and connected with it by the Preposition
THE CASES.
53
of; as, the name of the poem, the leg of the table, the
shore of the island.
The Pupil has probably studied a little English Grammar, and
therefore knows something of what is called the Possessive Case.
If not, the Teacher should explain to him the nature of the latter,
particularly with regard to the use of the Apostrophe. To test
his knowledge, he might ask such questions as the following:
Where is the Apostrophe always to be placed t Answer: Always after
the form of the Nominative, whether singular or plural. Whai is the
Possessive Sinrpilar q/" fly ? Answer: Fly's. The Possessive Plural f
Answer: Flies'. When is the s omitted in the Possessive Pluralt
Answer: When the Nominative Plural ends in s ; too many s sounds
are disagreeable. When is the s not omitted in the Possessive Plundf
Answer: When the Nominative Plural does not end in s; as, men,
men's; children, children's. Is ladle's correct f Answer: No;
there is no such word as ladie. Is mans' correct f No; there is no
such word as mans. Is not mens' right f No; there is no such word
as mens. The Apostrophe should appear after the form of the Nomina¬
tive only.
188. How is a qualifying Noun used in Latin?
In one way, and only in one way; by employing its
Genitive Case.
189. Say in Latin: The teacher's discourse, the lord's
sword, the flower of the nation.
Sermo magistri, gladius domini, flos nationis.
190. Now: the masters' discourse, the lords' sword, the
flower of the nations.
Sermo magistrorum, gladius dominornm, flos nationum.
191. Does the English Possessive correspond exactly
with the Latin Genitive ?
No; the English Possessive is far more limited in its
• 5*
54 A SHORT LATIN GRAMMAR.
application, heing seldom used unless when the idea of life
is denoted. For instance, we can say the horse's leg; but
such an expression as the table's leg is not allowed — we
must say the leg of the table.
192. Is this distinction to be observed in Latin ?
No; the Latin Genitive, whether denoting life or not, is
the Case always used to qualify or particularize the meaning
of the accompanying Noun.
193. Turn into Latin:
A bird of the islands, poems of summer, a slave of the
sword, the boys' teacher.
Avis insnlarum, poemata sestatis, servus gladii, magister
pueroram.
194. What is the difference between bofs, boys', and
boys f Give the corresponding words in Latin.
(The Pupil should be now able to do this readily without assist¬
ance.)
195. Is the Genitive set before or after the qualifietl
Noun?
The Genitive nearly always follows immediately the Noun
that it qualifies; for example, domlnus insulse argentom
habet, the lord of the island has silver; dominns argen-
tum insulae hahet, the lord has the silver of the island.
Ijesson Eighteenth. The Genitive, continued.
196. Kepeat Kule First, regarding the Nominative.
The Subject-noun is always in the Nominative Case.
THE CASES.
55
197. Repeat Rule Second, regarding the Accusative.
The Predicate-noun of an Incmnplete or Transitive Verb
is always in the Accusative Case.
198. Repeat Rule Third, regarding Number.
A Verb is always in the same Number as its Subject.
199. Repeat Rule Fourth, regarding the Vocative.
The Vocative Case always tells the name of the person or
thing that is spoken to.
200. Repeat Rule Fifth, regarding the Genitive.
In Latin, the Noun qualifying another Noun is ahvays
put in the Genitive Case.
201. When several Nouns come together in Latin, one
of them being in the Genitive Case, how cau you tell
which is the qualified Nouu?
The Genitive usually stands immediately after the Noun
that it qualifies.
202. Translate the following:
1. Pilia feminee florem habet. 2. Filia, mater, florem feminae
habet. 3. Dominus equum servi laudat. 4. Sominus servum equi
landat. 5. Dominum servus equi babet. 6. Oominum equns servi
babet. 7. Bez gladios militnm landat. 8. Beges gladium militis
laudant. 9. Avis florem sestatis babet. 10. Auimalia fructum
maris babent.
203. Now this:
1. Calcaria regis miles laudat. 2. Gradnm pnerornm magistri
landant. 3. Honilia matris virgo babet. 4. Betia planitiei mare
non babet. 6. Sedem sedis judex nou laudat. 6. Litns insulae
mater reginse laudat. 7. Domini gladios servorum non laudant.
56 A SHORT LATIN GRAMMAR.
8. Ordinem centurionnm viri habent. 9. Hater judicis sidera et
flores laudat. 10. Mnri oppidi gradns non habent.
204. Turn into Latin:
1. The queen's mother praises the gales of the town. 2.
The lords have the slaves' swords. 3. The king praises the
ishnds and the metals of the nation. 4. The boys praise
the master's discourse. 5. The islands of the nation have
not a plain. 6. Mothers do not praise the sons' swords.
7. Mothers praise the daughters' needles. 8. The nations
have faith and hope. 9. The animals have horns and legs.
10. Judges do not praise the taxes of the nation.
205. Bring to class to-morrow ten English sentences
composed by yourself, written out neatly on a slip of
paper.
206. Write them out carefully into Latin; then study
them, so that your ready answers in class may show your
Teacher that you know the use of the Genitive Case.
(The Pupil should ask no help whatever, and of course he
should not copy any sentences out of the book. An Exercise of
this kind is very useful, and should be often repeated.)
Lesson Nineteenth. The Dative.
207. Bead out your English sentences, and translate
them orally one by one into Latin.
(If the Pupil does this correctly and without much trouble, he
is quite ready for his lesson on the use of the Dative Case.)
208. Is the use of the Dative in a sentence very difler-
ent from that of the Genitive ?
THE CASES.
57
Sometimes both Cases seem to approach each other very
dosely in meaning; for example, nomen viri, the man's
name, does not differ very much in meaning from nomen
viro, the name for the man. StiU, the Oenitive and the
Dative Cases serve purpo:es in the Sentence which are
radically distinct.
209. What is the radical distinction between these
two Cases ?
The Genitive is used to qualify Nouns; whereas the Da'
tive qualifies Verbs.
210. But is not the Accusative also used to qualify
Verbs ?
2%e Accusative qualifies only Transitive or Incomplete
Verbs, whereas a Dative may qualify any Verb.
211. Give an illustration of your meaning.
The Accusative and the Dative both qualify Verbs, but
each in quite a different way. Without the Dative, the Verb
might make pretty good sense; but without the Accusative,
very little. In other words, the Accusative is closely con-
nected with the meaning of the Verb, the Dative only re¬
motely. Therefore, the Accusative gives m what Gram-
marians call the Direct Object immediately affected by the
Verb; as, the boy has the book. The book is expressed in
Latin by the Accusative, librum. But the Dative gives us only
the Indirect Object, or what is more distantly affected by the
Verb; as, the boy has a book for the teacher. For the
teacher is expressed in Latin by the Dative Case, magistro.
212. What kind of a Transitive or Incomplete Verb
requires qualification by the Dative Case ?
58 A SHOUT LATIN GEAMMAE.
Such verbs as to give, to lend, to promise, to tell, etc.,
because, in order to complete their meaning, some other noun
is required besides the Direct Object. For example, the
teacher has a book, makes complete sense. But such a sen¬
tence as, the teacher gives a book, does not make complete
sense until we are told to whom he gives it. The Noun thai
helps the Direct Object to give us the additional idea regard¬
ing the Verb is called the Indirect Object, and it is always
put in the Dative Case.
213. Repeat the Rule that we must always observe in
this matter. ^
Rule Sixth. The Accusative shows the Direct Object of
the Verb; the Dative, its Indirect Object.
\
214. Is this Rule of any use to us, unless in a sentence
we can readily distinguish one of these Objects from the
other ?
It is of no use whatever. When we translate a sentence
correctly, without understanding this distinction, we are
right only by accident. Whereas if we understand it fully,
we cannot be wrong.
215. Can you give me a short rule whereby, without
any thinking, I may be always able to tell the Direct
Object from the Indirect?
You may as well ask for a rule whereby you may be
always able to distinguish a house from a tree. As in the
one case you must make use of the eye of your body, in the
other you must make use of the eye of your soul—that is,
your understanding. With some care, some practice, and
no guessing, you can soon, however, distinguish the Direct
THE CASES.
59
from the Indirect Object. This is the only rule that can
he given.
216. For the sake of a little practice, point out the
Direct and the Indirect Objects in each of the following
sentences;
The father gives gold to the son. The mother tells a tale
to the child. The king leaves the crown to the soldier. The
queen lends money to the citizens. The general surrenders
the army to the enemy.
{The Teacher should give all necessary aid towards making a
matter clear which, to some pupils at least, is rather difficult to
understand.)
"217. From their simplicity, the above sentences admit
answers which, though quite correct, may be after all mere
guesswork. The following, in some of which the Prepo¬
sitions are omitted, will be a better test of your knowl¬
edge regarding the Direct and the Indirect Objects.
1. The mother gives the boy a book. 2. Hie boy told the
father the story. 3. The citizen lent the soldier a spur.
4. The king granted the robber pardon. 5. The teacher
gave the boy a lesson. 6. The slave sold the judge a fruit.
7. The father promises the son a book. 8. The soldier
pledged the king his word. 9. The soldier pledged his
sword to the citizen. 10. The daughter wrote the mother
a letter.
218. Must a Verb be Incomplete (Transitive) to require
a Dative Case ?
No; on the contrary, almost any Verb, of no matter what
meaning, may be attended by the Dative.
60
A SHORT HATIK GRAMMAR.
219. Give some instances where Complete or Intran*
sitive Verbs are qualified by the Dative.
The soldier rises to the Icing. The tree bends to the
blast. The girl dances to the tune. In such examples as
these, the Complete or Intransitive Verbs would be qualified
by the Dative in Latin.
220. When we meet a Dative in Latin, must we always
translate it into English with the help of the Prepositions
to or for?
The Prepositions to or for are generally the signs of the
English Dative. '
(But they are not bo exclusively, — the English Dative being
sometimes expressed by the Preposition from, and even occasion¬
ally hy the Preposition of. All such niceties, however, must be '
omitted for the present.
We have now learned the broad characteristic features of the
Dative Case, and we should find very little difficulty in translat¬
ing it when we meet it in a simple sentence. Much that is still
to be known regarding the Dative will he given hereafter in the
proper place.)
221. To find if you have really learned anything from
this lesson, turn the following into Latin :
The mother gives the boy a book. The queen gives the
crown to the king. Teachers give books to boys. Men give
gold to soldiers. Slaves give horses to the centurion.
Iiesson Twentieth. Exercises on the Dative Case.
222. What is the general position of the Dative Case
in a sentence ?
THE CASES.
61
The Dative generally precedes the Verb that it qualifies.
223. Decline a Noun of the First Declension. One
Noun Masculine and one Noun Neuter of the Second
Declension. The same of the Third Declension. The
same of the Fourth Declension. A Noun Feminine of
the Fifth Declension. (No English.)
(Tliis little feat of memory, if well done, might be timed. A
pupil of unusual quickness gets through it in about thirty seconds.
Even a slow one should accomplish it within a minute.)
224. Now translate the following:
1. Filiam fios matri dat. 2. Matrem fllia flori dat. 3. Domini
equos servo dant. 4. Domini equos servornm militibus dant. 5.
Dominus eqnnm servi militi dat. 6. Aumm pater Alio babet. 7.
Seges coronas militibus habent. 8. Begina argentum oivibns dat.
9. Gives vectigalia regi habent. 10. Uonilia militum mater filise
dat.
225. Most of the following contain five Cases; trans¬
late them carefully:
1. Oppida insularnm, pater, vectigalia regi dant. 2. Beges
planitiei argentum civium militibus dant. 3. Fatres, 0 pneri.
Alios magistris non laudant. 4. Domini maris, rex, equos servis
habent. 6. Virgines, mater, poemata eestatis reginis habent. 6.
Labor, 0 puer, Acres et fructus litoribus insularum dat. 7. £stas,
judices, papiliones pueris habet. 8. Vir insulse nomina sidemm
magistro laudat. 9. Filiis civinm, rex, gladios et libros magistri
dant. 10. Mater, virgines, aoum, non gladium, Alise dat
226. Translate into Latin:
1. The maidens (virgines) give gold, silver, and fiowers
to the soldiers. 2. The citizens of the islands praise the
tributes to the Icing. 8. The mother gives a needle to the
6
62 A SHORT LATIN GRAMMAR.
daughter and a sword to the son. 4. The clouds of sum¬
mer give flowers and fruits to men. 5. The teacher has
books for the boys. 6. The father gives the king's necklace
to the daughter. 7. The sea, 0 sons, has not nets for the
animals of the plain. 8. The citizens have a discourse for
the soldiers' king. 9. The hands of labor, boy, give hope
and faith to men. 10. Master, the judges give names to the
animals of the sea and the birds of the field.
Lesson Twenty-first. The Ablative.
227. What purpose does the last Case, the Ablative,
serve in a sentence ?
The last Case, the Ablative, completes the Dative and Ac¬
cusative, by giving us such other information as is necessary
to bring out the full meaning of the Verb.
This, however, cannot always be done by the Pure
Ablative, that is, the Ablative unaided by Prepositions.
Still, it is to the use of the Pure Ablative that we must
confine our remarks for the present. The other will come
in due time.
228. What is the chief information furnished by the-
Ablative ?
The Ablative Case serves principally to tell the Instru¬
ment with which, the Time at which, the Cause through
which, and the Manner in which, the action of the Verb is
accomplished.
229. Give an instance of what you mean by the Abla¬
tive of the Instrument.
THE CASES.
63
In the sentence A boy writes with a pen — with a pen
is said in Latin by putting the noun for pen in the Abla¬
tive Case. This is called the Ablative of the Instrument.
230. Give an example of the Ablative of Time.
The sun shines by day; in this sentence, the words by
day, telling us the Time when the sun shines, are expressed
in Latin by the Ablative Case of dies, a day.
231. Give an example of the Ablative of the Cause.
The man died of poverty — of poverty, telling us the
Cause of his death, should be in the Ablative.
232. Give some examples of the Ablative of the
Manner.
The boy answered with spirit. The enemy attacked
the place with fury. The king rules with justice and
moderation. Here with spirit, with fury, and with justice
and moderation, are all Ablatives of the Manner, as they
tell us how the action was done.
233. For the sake of practice, point out in the follow¬
ing sentences such expressions regarding the Instrument,
Time, Cause, or Manner of an action as you think should
be expressed in Latin by the Ablative Case :
1. In Slimmer the flowers bloom. 2. The slave kills the
soldier with his spear. 3. The woman fainted at the report.
4. The general won the victory with ease. 5. The city sur¬
rendered during the night. 6. The father arms his son with a
sword. 7. The soldier burned with ambition. 8. The king
heard the news with pleasure. 9. Men see with their eyes,
and think with their minds. 10. The soldiers suffer from
hunger and thirst.
64 A SHORT LATIN GRAMMAR.
This Exercise might be gone over several time in class,
or at least often enough to enable the Pupil to form a
pretty correct general idea of the purposes served by the
Ablative in a sentence. The general idea indeed will
be quite enough. Fine distinctions, for instance, between
the Came and the Instrument, should not be insisted on
in the beginning. He will have profited sufficiently by
the lesson, if he is now able to see without much trouble
the very decided difference existing between the Ablative
and all the other Cases.
Lesson Twenty-second. The Ablaiive, eoniinmed.
234. Recite Rule regarding the use of the Ablative.
Rule Seventh. The Ablative is employed for several
purposes in the sentence, hut more partimdarly to tell the
Instrument, Time, Cause, or Manner of the action.
235. Recite Vocabulary Thirteenth, containing some
words whereby to illustrate the Ablative Case.
Vocabulary Thirteenth.
73. Kills, kill. Occldit, occidnnt, a verb.
74. A spear. Hast-a, », /.
75. Night. NO'X, ctis,/.
76. Winter. Hlem-s, Is, /.
77. An enemy (public). Host-is, is, m. or/.
78. A stone. Lap-is, idis, m.
236. Decline Hasta, Nox, Hiems, Lapis.
(This should be done readily by the Pupil before he is allowed
to proceed any further.)
THE CASES.
65
237. Translate:
1. Gives generi lapidibns occidnnt. 2. Civis servam hastft occidit.
3. Dominos servi gladiis occidnnt. 4. Hostes rex nocte occidit.
5. JEstate filise flores agprorum landant. 6. Hieme viri insnlae
maria non landant. 7. Die matres eqnos servornm filiis dant. 8.
Hostes rex insularnm occidit. 9. .Sstate vectigal regi cives dant.
10. Pedes animalinm pner nocte non landat.
2.38. Now these:
1. Yiris anrnm nocte milites dant. 2. Ag^ri flores hieme non
hahent. 3. Hetallnm magistri pneris sestate dant. 4. Yiros mare
hieme occidit. 5. Servi eqnos dominornm calcarihns occidnnt.
6. Begi viri insnlarnm hieme vectigalia non dant. 7. Hocte flores
et aves sideribns pner landat. 8. .Sstate virginibns regina flores
et frnctns dat. 9. Capnt pneri magister sestate patri non landat.
10. £state mare nnbes viris dat.
239. Translate into Latin :
1. The queen's daughter gives the soldier's horse to the
centurion's slave. 2. In winter the men of the islands
praise the days of summer. 3. The citizen Icills the soldier
with the slave's sword. 4. The slaves by night give spears
to the (public) enemies. 5. The boys hill the animals of
the plain with stones. 6. The mother gives spurs, swords,
and horns to the sons in-law. 7. 0 master, the slaves are
giving (dant) the horns of the animals to the boys. 8. In
summer the maidens praise to the teachers the flowers of the
field and the fruits of the trees. 9. In the night-time (nocte)
the sea animals hold possession of (habent) the island
shores. 10. In summer days the sea gives images of clouds,
stars, rocks, and trees to the slave's daughter.
240. Having now taken a short, but somewhat com-
6* E
66
A SHOKT LATIX GRAMMAR.
prehensive and searching glance at the different Cases,
you should be able to answer the following questions, in
your own words, without trying to recall the Rules:
What business has the Nominative in a sentence f What
good is done by the Oenitive f What purpose is served by
the Dative f When is the Accusative employed ? When is
the Vocative introduced f What service is performed by the
Ablative f What Case qualifies Nouns only f What three
Cases qualify Verbs? Which of them is indispensable to
an Incomplete or Transitive Verb ? Which Case gives us
the Indirect Object? What Case is used to tell a great
many different things ?
241. What Cases in English and Latin exactly corre¬
spond ?
The Nominative Cases in all languages exactly correspond
with each other. They must do so, as they always give the
name of the Subject of the Sentence. The English Possessive
only seldom corresponds exactly with the Latin Genitive.
The English Objective being employed to do the duty of the
Accusative, the Dative, and the Ablative, of course it cannot
correspond exactly with either.
Case meaning change, there can be, properly speaking,
no such thing as a Nominative Case at all, as it is only
the other Cases that are changes or variations from the
Nominative. But the Grammarian employs the term on
account of its great convenience. In English, likewise,
we speak of the Objective Case of Nouns, though in reality
the form of the Objective differs in no respect from that
of the Nominative. It is only English Pronouns that
have a genuine Objective Case.
ADJECTIVES.
67
Lesson Twenty-third. Adjectives.
242. What are the two principal Parts of Speech ?
Can Nouns alone make a sentence? Can Verbs? Why
not? When one Latin Noun qualifies another, what
Case of the qualifier is used ?
243. Is a Noun in the Genitive Case always sufficient
to qualify another Noun ?
No; many qualities are of such a nature that they can¬
not possibly be expressed by Nouns. For instance, I can
^ say the boy's book to distinguish it from the man's book;
. bui as the boy may have several books, it is clear that, in
order to distinguish one from the other, I must use a set of
words differing considerably in their nature both from
Ncmns and Verbs.
244. What words, for example ?
I must say, the boy's little book, or big book, or thin
book, or thick book, or Latin book, or French book, or
blue book, or red book, etc., as the case may be.
245. What are such qualifying words called ?
Little, big, thin, thick, Latin, French, blue, red, etc., in
short, all such words as, when joined to a Noun, distinguish
it from another of the same kind, are called Adjectives.
246. Why are they so called ?
Adjective means that which is added, or intended to be
added. Grammarians give this name to that part of speech
which, though it makes no sense by itself, is very useful in
qualifying the Noun to which it is added or joined.
247. How is an Adjective so very useful ?
68
A SHORT LATIN GRAMMAR.
Without the Adjective, a language would be endless; no
dictionary could contain all its words, because every new
thing would require a new name. To leam such a lan¬
guage would be an impossible task.
248. How so ?
Every house in the city, for instance, should have a name
of its own, like the great Hotels. Every tree in the forest,
every desk in the school-room, every book in each desk,
should have a name of its own, as distinct as those of the
Letters of the Alphabet. We should know every man's
name before we coidd make even the slightest observation
that referred to him particularly. And so it would be with
everything else. Human life would be'ended before we
could learn the names of the thousandth part of the objects
surrounding us.
249. How do Adjectives prevent such a trpublesome
state of things ?
If we see a group of men, for instance, talking together
tvhose names we do not know, we are at no loss to distinguish
one from the other by employing the proper Adjective, as the
stout man, the tall man, the old man, the young man, etc.,
as the case may be. This familiar example is enough to
show how Adjectives, by simplifying and shortening a Ian-
gunge, render it infinitely easier to the tongue and clearer
to the understanding. Therefore the use of Adjectives
should be carefidly and thoughtfully studied.
Remarks of this kind are made merely to call the
attention of the Pupil to the wonderful beauty and per¬
fection of the language that he uses heedlessly every day,
ai.d wliich he even applies so well without ever bestowing
ADJECTIVES.
69
a thought on its profoundly interesting and probably
superhuman nature.
250. To finish this lesson, tell me why is a Noun so
called ?
Noun means name, being simply the corruption of the
Latin word nomen, a name. Noun, therefore, is merely
the grammatical form of another word.
251. Why is the Verb so called?
Verb,/rom the Latin Terbum, means the word. It is so
called because, though net the name of the Subject of a sen¬
tence, it is, properly speaking, the sentence's chief word, as
there is nothing really said until it makes its appearance.
(As in English, it is only Verbs that are called vxrrds of com¬
mand, as Mabcb ! Halt I Fire ! Go!)
Lesson Twenty-fourth. Adjectives, continued.
252. Kecite Vocabulary Fourteenth, containing six
Latin Adjectives.
Vocabulary Fourteenth.
79. Good.
80. Bad.
81. Tender.
Bdniis, bSni., l>6n&m.
Kaias, miU, m&lfim.
TSnSr, tSnSri, tSnertim.
82. Wretched.
Hiser, misSri, misSram.
83. Black.
84. Sick.
N!g£r, nigri, nigram.
.SgSr, eegra, aegram.
253. Why do you give three terminations for each word?
These terminations are the Masculine, Feminine, and
Neuter forms of the Nominative Singular of each Adjective.
70
A SHORT LATIN GRAMMAR.
The Latin Adjective, though corresponding in meaning with
the English, and therefore serving exactly the same purpose
in the sentence, is still employed somewhat differently from
the English, and its correct use requires much greater care.
254. Explain what you mean by a familiar example.
In English we can say, the good man, the good woman,
the good head, the good kings, etc., with perfect pro¬
priety; that is, the Adjective good is never changed, no
matter what may be the Gender, or the Number, or the
Case of the Noun that it qualifies. This is not the way in
Latin. We can say bonus vir for the good man, but we
cannot say bonus femina, bonus caput, or bonus reges.
255. Why not?
The different Case-endings of the Nouns possess such
power and meaning in themselves that the Latin ear insists
on employing them even with the Adjectives. Therefore,
every change of the Noun according to its Gender, Number,
or Case must be followed by a corresponding change on the
part of the Adjective. This, of course, makes it necessary
thai each Adjective should have not only the two Numbers
and the six Cases, but also the three Genders, so as to be able
to suit every Noun whether it may be Masculine, Feminine,
or Neuter.
256. Decline the Adjective Bonus.
Sinffular.
Plural.
Mas.
Fcm.
Xeut.
Mas.
Fein.
Neut.
Norn.
Bdnus,
b6n&,
bontim.
Bbnl,
bSnae,
b&ni.
Gen.
Bdnl,
bfinae,
bSnl.
Bdndrfim, bdn&rtlm, bbnbriim
Dat.
Bdn6,
bfinse,
bdnO.
B5nl8,
bonis,
bbnls.
Acc.
Bdnfim,
bbnim,
bonitm.
Biiiids,
bbnas,
bSiUl.
Voc.
B6ng,
b6n&.
bbniiin.
B&nl,
bdnse,
bdnA
Abl.
BinO,
b5na,
bSnO.
Bdnis,
bbnis,
b&nis.
ADJECTIVES.
71
257. What remark can you make regarding the
declension of Bonus?
I remark tJud its Masculine form is declined exactly like
Dominus, its Feminine form like Ala, and its Neuter like
Begnum.
258. Now say in Latin, a good man, a good woman, a
good head, good kings.
Bonus vir, bona femina, bonnm caput, boni reges.
259. Why are the Adjectives thus changed?
Bonus is the Nominative Case, Singular Number, and
' Masculine Gender, because its Noun vir is Nominative,
Singular, and Masculine; bona is Nominative, Singular,
and Feminine, because its Noun femina is so; bonum is
' Neuter, and boni Plural, in order to agree completely with
their respective Nouns.
260. Decline Mains.
(It is declined exactly like Bonus, and therefore the Pupil
should do this with little or no assistance.)
261. Say in Latin, a bad man, a bad woman, a bad
head, bad kings, a tender man, a tender woman, etc. A
wretched man, a wretched woman, etc. A black man, a
black woman, etc.
(The Pupil should find little diflSeulty in answering this.)
262. Why must you know the declension of Bonus
well by heart?
Because nearly all Latin Adjectives in us, a, um are
declined exactly like Bonus.
263. Decline another model Adjective.
72
A SHOET LATIN GRAMMAR.
Sinffuiar.
Nom. TSttSr, tSnSri, tSnirttm.
Gen. TSnSrl, tSuSrse, tSnSrl.
Dat. TSnSro, tSnSrae, tSnSrd.
Acc. TSnSrftm, tSnSr&m, tSnS'
T&m.
Voc. TSnSr, tSnSrs, tSngrftm.
Ahl. TSnSrd, t2nSr&, tSuSrO.
264. Decline MIsSr.
(It is declined exactly like Tener.)
265. Decline Aeger.
Singular.
Nom. Aeger, segra, eegrilm.
Gen. Aegrl, aegrse, segri.
Dat. Aegrd, aegrse, aagrd.
Acc. Aegr&m, aegr&m, aegriini
Voc. AegSr, aegri, aegriim.
Abl. Aegrd, aagr&, aegrd.
Plural.
TSnSri, tSnSrae, tSnSri.
ISnSrdrtiin, tSnSr&riim, tSnSrO*
rilm.
TSnSrls, tSnSrls, tSnSris.
TSnSrds, tSn£ras, tSnSri.
TSnSri, tSnSrae, tenSrS.
TSnSris, t£n$rls, tSnSrIs.
Plural.
Aegrl, aegrae, aegrii.
Aegrarfim, aegrarfim, aegr6rftm.
Aegris, aegrls, aagrls.
Aegras, aegras, aegrA.
Aegrl, aegrae, aegrA.
Aegris, aegris, aegrls.
266. How does the declension of Aeger differ from
that of Tener ?
Aeger drops the e in the Oblique Cases, whereas Tener
retains it.
267. Decline Niger.
(It is declined exactly like Aeger, and therefore the Pupil
should do it without further aid.)
268. Say in Latin, A sick man, sick men; a tender wo¬
man, tender women; a wretched head, wretched heads; a
black king, black kings.
(By answering this readily and correctly, the Pupil shows that
he is fully prepared for the next lesson. If he cannot do so, he
should study this Twenty-fourth Lesson over again.)
ADJECTIVES.
73
liesson Twenty-flfth. Adjectives, continued. Exercises on
last lesson.
269. Decline Bonus, Malus, Tener, Miser, Aeger, and
Niger.
270. Repeat the Rule regarding Adjectives.
Rule Eighth. Adjectives must agree with their Nouns
in Oender, Number, and Case.
271. Translate the following:
1. Begina bona regnum malum habet. 2. Domini mgri servos
miseros habent. 3. Serve bone, equum nigrum puer babet. 4.
Aegros equos servi miseri habent. 5. Virgines eegree libros
bonos non habent. 6. Natio misera regem bonum non habet. 7.
Pedes nigros papilio non habet. 8. Pili bone, gladios miiites
nigri non habent. 9. Begina segta. manum teneram habet. 10.
Judices boni males miiites non laudant.
272. Now translate this:
1. Georgi, regina misera naves malas habet. 2. Bigros equos
et papiliones teneros pueri segri habent. 3. Fili tener, reges
miseros servi boni laudant. 4. Metalla mala et saxa misera
reginae nigrae non laudant. 5. Servi miseri, gladios bonos miiites
habent. 6. Magistri poemata mala puerorum non laudant. 7.
Pueri aegri papiliones nigros magistrorum non laudant. 8. Uala
crura equi boni habent. 9. Aestatem bonam oenturio eager laudat.
10. Magistri boni poemata puerorum aegrorum laudant.
27o. Translate into Latin :
1. The black sea has bad coasts and wretched islands.
2. Oood trees have good fruits. 3. Oood bogs do not praise
bad books. 4. Sick boys have tender hands. 5. The tender
maiden has the black necklace of the good mother. 6. The
7
74 A SHORT LATIN GRAMMAR.
siek soldiers of the black king have hope. T. The sick
mother does not praise the wretched horns of the bad boys.
8. The horses of the black king have black legs and black
feet. 9. The good judges praise the tender mother of the
sick girl (virgo). 10. The good king's wretched islands
have black trees, sick birds, and bad fruit.
Lesson Twenty-sixth. Adjectives, cmtinued.
274. Decline Mains, Miser, Aeger.
275. Are ail Latin Adjectives declined like Mains,
Miser, or Aeger.
Not at all: many Adjectives are dedined like Nouns of
the Third Declension.
276. Recite Vocabulary Fifteenth, containing six such
Adjectives.
Vocabulary Fifteenth.
85. Bold. Aadaz, gen. andacis.
86. Prudent. FrUdeiis, gen. prfldentlg.
87. Fortunate or happy. Fdlix, gen. fgllcis.
88. Sweet. Dulcis, dnlcS, gen. dulcis.
89. Short. BrSvis, brSv6, gen. brSvis.
90. Light. LSvis, Idve, gen. I£vi8.
277. Why do you give two terminations to some of
those Adjectives, whereas to others you give only one?
Because some Adjectives of the Third Declension have
only one Nominative form for the three Genders, whilst
others have two, and a few have even three.
278. Decline an Adjective of One Termination.
ADJECTIVES.
75
Singular.
M.
F.
N.
Nom. Audax,
audaz,
audaz.
Gen.
Aud&cis,
auddeis,
auddeis.
Dat.
Aud&ci,
auddcl,
auddcl.
Acc.
Aud&o£m,
auddcbm.
audaz.
Vac.
Audaz,
audaz.
audaz.
Abl.
Aud&cd or audaci,
audacS or audaci,
audacd or audaci,
Plural.
M.
F.
N.
iVom. And&ods,
auddeds.
auddcid.
Gen. Audaciiim,
auddcidm.
auddcidm.
Dat. Audacibds,
auddcibfis,
auddcibds.
Ace. Auddcis,
auddcds.
auddcid.
Vac. Auddobs,
auddods,
auddcid.
Abl. Auddcib&s,
auddcibds.
anddcibds.
279. What remark have you to make regarding the
declension of this Adjective ?
I remark, that the Masculine and Foninine forms all
through are exactly 'ilikc.
280. Decline an Adjective of this kind accompanied by
the Noun which it qualifies: for example, The prudent
man. The prudent wmnan. The prudent kingdom.
Singular.
Nmn. Vir prudens.
Gen. Viri prudentis.
Dat. Viro prudenti.
Ace. Virum pradentem.
Vac. Vir prudens.
Abl. Viro prudeute or prudenti.
Plural.
The prudent man.
Viri prudentes.
Virorum prudentium.
Viris prndentibns.
Viros prudentes.
Viri prudentes.
Viris prudentibus.
A SHORT LATIN GRAMMAR.
Singular.
The prudent woman.
Plural.
Nom. Femina prndens.
Gen. Feminse prudentis.
Dot. Feminse prudenti.
Acc. Feminam prudentem.
Voe. Femina prudene. [denti.
Abl. Femina prndente or pru-
Singular.
Feminse prndentes.
Feminarum prudentinm.
Feminis prndentibns.
Feminae prndentes.
Feminse prndentes.
Feminis prndentibns.
Plural.
The prudent kingdom.
Nom. Regnnm prndens.
Gen. Begni prudentis.
Be§^no prudenti.
Begnum prndens.
Begnnm prndens.
Dat.
Ace.
Voe.
Abl.
Begna prndentia.
Begnorum prudentinm.
Begnis prndentibns.
Begna prndentia.
Begna prndentia.
Begnis prndentibns.
[denti.
Begno prndente or prn-
281. Decline in the same way Filius felix, afortum
son. Filia felix, a fortunate daughter. Litus felix,
fortunate shore.
(Remember that the Genitive Case of Felix is fellcis, (pi
nounced fayleesis.) )
282, Decline an Adjective of Two Terminations.
Singular.
M. F. N.
Nom. Dnlcls,. dnlcls, dnlcS.
Gen. Bulcis, dulcis, dulcis.
Dnlci, dnlct, dnlcl.
BulcSm, dnIcSm, dnlcS.
Dulcis, dnlcls, dulcS.
Dnlcl, dnlcl, dnlcl.
Dat.
Acc.
Voc.
Abl.
283. Decline Brevls. L6vis.
(They are declined exactly like Dulcis.)
Plural.
M. F. N.
Dnlces, dulces, dnlcid.
Dulcidm, dnlciilm, dnlcidn
Dnlcibds, dnlcibds, dnlcibiU
Dnlces, dnlces, dnlcii.
Dnlces, dulcis, dnlcii.
Dnlcibns, dulcibns, dnlclb8|.i
ADJECTIVES.
77
284. Decline Flos dalcis, a meet flower. Senno brevis,
short discourse. Caput leve, a light head. Miles audax,
e hold soldier. Rex SBger, the sick king. Cornu malum,
e bad horn.
(All this should be done by the Pupil, with very little aid. It
a capital review.)
Iiesson Twenty-seventh. Adjectives, continued.
285. Are there many Adjectives of the Third Declen-
on with Three Terminations ?
Only aboid a dozen altogether; hut they are very impor-
nt, most of them being frequently used.
286. Recite Vocabulary Sixteenth, containing six such
idjectives.
; Vocabulary Sixteenth.
Jtl. Sharp. ieir nnd acris, aoris, Sere.
92. Famous. CJlJber and Celebris, Celebris, cSlebrS.
93. Swift. CJlJr and cel6ris, celSris, cSlSrS.
94. Wholesome. SilflbJr and salubris, saltlbrU, salnbrS.
95. Equestrian. Squestfer and Jquestris, fequestris, eqneatrS.
96. Lively. AlacSr and ilacris, alacris, alScrg.
287. Decline one of these Adjectives.
Plural.
M. F. N.
Acres, acres, acriS.
AcriUin, acrlUm, acriiim.
Singular.
M. F. N.
Ac6r or acrls, acris, acrfe.
Acris, acris, acris.
Acrl, acrl, acri.
Acr^m, acrSm, acr8.
AcSi or acris, acris, acr8.
Acrl, acrl, acri.
7 *
AcribUs, acribUs, acribfis.
Acres, acres, acrii.
Acres, acres, acria.
AcribUs, acribils, acribus.
78
A SHORT LATIN GRAMMAR.
288. Decline CSlgbgr, C6l6r, Salnbdr, Equesttr, and
AlacSr.
(They are declined exactly like Acer.)
289. There appears to be two forms for the Nomina¬
tive Singular Masculine — er and ris. Are they used
indifferently?
No; the form ris is very seldom used for the Masculine
Nominative Singular.
290. Translate the following;
1. Maria celebria insulas felloes habent. 2. Paeri alacres libros
breves laudant. 3. Naves celeies civium audacium servos pm-
deutes habent. 4. Feminae felloes aous aores laudant. 5. Hostes
audaoes vlros prudentes non oooldunt. 6. Spem duloem natlo
mlsera non habet. 7. Cornua alaorla mllltes bonl laudant. 8.
Romlnorum bonorum servl felloes dies oeleres habent. 9. Caloarla
aorla mllltls alaorls equus miser non landat. 10. Sermonen.
brevem maglstrl prudentls olves segprl laudant.
291. Now take this:
1. Betla mala planltlel mare duloe non habet 2. Gladlos oeleres
servorum nlgrorum domlnl mall non laudant. 3. Reginae mater
prudens hastas aores laudat. 4. Fldem salubrem et spem duloem
natlones felloes habent. 6. Puero bono mater tenera llbrum bonum
dat. 6. Hilltlbus audaolbus vlrl mlseri aurum et argentum dant.
7. Mater tenera, vlrglnes poema oelebre aestatls dulols regl habent
8. Matres prudentes puerls gladlos acres non dant 9. Nubes
salubres aestatls spem duloem vlrls mlserls dant. 10. Noote brevl
servl audaoes domlnos hastls aoribus oooldunt.
292. Translate into Latin :
1. The tender maidens give sweet fruits to the sick soldiers
ADJECTIVES.
79
2. The citizens of the fortunate islands praise the good
king. 3. The mother gives a needle to the prudent daugh¬
ter and a sword to the bold son. 4. The wholesome clouds
of summer give sweet flowers to men. 5. Prudent teachers
have good books for lively boys. 6. I7ie father gives the
famous king's necklace to the fortunate daughter. 7. The
bold citizens have a sharp discourse for the light king. 8.
The lively hands of prudent labor give hope and faith to
wretched men. 9. 0 good master, the judges are giving
(dant) famous names to the swift animals of the plain. 10.
The wicked (malus) soldiers kill the black slaves with short
spears.
(This is ratlier a diflScult lesson, and should be gone over eare-
t'ully several times. Very few boys can master it perfeetly in the
first ofier.)
Lesson Twenty-eighth. Additional exercises on Adjectives.
293. Decline M&lus, JEgSr, MisSr, Felix, Brevis,
Cel6r.
(This should be done without any hesitation or guessing.)
294. Decline Miles malus. Hasta acris. Caput
bonum. Caput leve. Dies brevis. Fructus dulcis.
(The Pupil who finds some difficulty in accomplishing this
task must not be discouraged. He should rather work at it
patiently until he is its complete master. It will save him im¬
mense trouble hereafter)
295. Repeat Rule Seventh. Rule Eighth.
296. Translate the following:
1. Nocte brevi hostes audaces rez occidit. 2. Fills militis
felicis flores dulces sestate laudant. 3. Hieme acri maria hostea
80
A SHORT LATIN GRAMMAR.
miseri non landant. 4. Bex audax insnlarum felicinm hostea
gladiis acribus occidit. 5. Aestate viri insnlarum vectigalia levia
regi nigro dant. 6. Matres teneree equos alacres servis prndenti-
bus dant. 7. Levia cornna animalium milites eeg^i non landant.
8. Acres hastas nocte servis domiui prndentes non dant. 9. Agri
felices flores dnlces bieme habent. 10. Sermones breves pneris
levibns magistri prndentes dant.
297. Now take the following:
1. Maria nigra viros felices bieme acri non occidunt. 2. Eqnos
miseros domini servns calcari acri occidit. 3. Begi male viri
insnlarum salnbrinm vectigal sestate non dant. 4. Nocte dulci
flores et fructus sestatis brevis landat pner. 5. Hieme reginse
celebri fllia militis nigri flores dnlces dat. 6. Capita levia pner-
ornm magister patri prndenti non landat. 7. JEstate felici mare
dulce nnbes nigras insnlis dat. 8. Filia misera reginse miseree
eqnnm misernm militis miseri servo misero centnrionis dat. 9.
Hieme acri viri insnlarum dies felices sstatis brevis landant.
10. Militem malum civis gladio acri servi occidit.
298. Translate into Latin:
1. By flight, the black slaves give sharp spears to the hold
enemies. 2. The wicked soldiers kill the wretched citizens
with short swords. 3. The hoys kill the wretched animals
of the famous plain with stones. 4. Tlie mother gives sharp
spurs and short swords to the slaves. 5. 0 famous lords,
the soldier's hoys are giving sweet flowers and swift birds
to the king's son. 6. In sweet summer the happy maidens
praise the flowers and the fruits of the trees. 7. The king
praises the swift steps of the hold soldiers. 8. In the short
nights of summer the black slave's sick daughter praises the
sweet stars. 9. In winter the hold hands of prudeiit labor
give faith and hope to prudent men. 10. The tender hands
ADJECTIVES
81
of the mothers give horns and swo^-ds and sharp spears to the
bold sons of the islands.
Lesson Twenty-ninth. Adjeetiveg, eoniinued.
299. Is every Latin Adjective declined like some one
of the models just given ?
Pretty nearly, the principal exceptions being only nine in
number.
300. Recite Vocabulary Seventeenth, containing these
nine irregular Adjectives.
301. As these are important Adjectives, very necessary
to he well known and remembered, recite them rapidly,
and in strict order (alphabetical), without the English.
Alius, alter, neuter, nuUus, solus, totus, uUus, unus,
uter.
302. In what respect are these nine Adjectives irregu-
Their chief irregularity consists in making the Genitive
Singular end in lus, and the Dative Singular end in I.
F
Vocabulary Seventeenth.
97. One {of any number).
98. One (of two only).
99. Neither (of two).
100. No or none.
101. Alone or only.
102. Whole or entire.
103. Any.
104. One (in number).
105. Which of the two t
ili&s, ilia, Uifld.
Alter, altSra, altSrnm.
NeatSr, neutri, nentrilm.
Nulltts, nalli, nnlliim.
Sdlils, b6I&, sOlftm.
Tot&s, tOtd, tdtfiin.
Vlliis, ulla, ttUtliu.
Untis, und, anfim.
Utdr, atra, atrttm.
lar ?
82 A SHOKT LATIN GKAMMAB.
303. Decline Solus and Totus.
Singular. Singular.
2i'om. Sil&s, sdl&, sSltim.
Gen. Sillils, sSlifis, sSliiis.
Dat. sell, SOU, soil, etc
JVbwi. TOtfis, tots, tOtttm.
Gen. TOtlfts, tOtifts, tOtifis.
Dat. Toti, tOtl, tOtl, etc.
The rest is regular, and exactly like Bonus.
(Don't mispronounce the Genitive: remember the i is long—
toleem, toteius, etc.)
304. Decline Unus, Ullus, Nullus.
(They are declined exactly like Solns.)
305. Is Alius declined like Solus ?
No; it is a little more irregular. Sing. Nam. AUils,
&M, Sliud. Gen. Allfis, Silhs, dllils. Dot. Alii, alii,
alii. Ace. Alium, iiIiS.in, dlihd. The rest is regular.
306. Decline Alter.
Sing. Nam. Alt§r, altSrS., altSrtim. Gen. AltSrifis,
altSrius, altSrius. Dat. Altfirl, altSrI, altSrI, etc. A
peculiarity of Alter is that its Genitive Singular, AltSritls,
has the i short, whereas in all the others it is long.
307. Decline Uter and Neuter, (pron. ooter and newter.)
Singular. Singular.
NeutOr, nentrS, nentriim.
Neutrlfts, neutrlSs, nentrllis.
Nentri, neutri, neutrl, etc.
ilToni. TTtOr, fitri, Strtlm.
Gen. UtriSs, Strlils, fitrliis.
Bat. Utrl, fttri, iltrl, etc.
The rest is regular, and declined like .£ger.
(The most of these nine Adjectives, from their peculiar mean
ig, do not admit of a Vocative Case.)
308. Decline the Adjectives Dtio, two, and Tr6s, three
ADJECTIVES.
83
Plural.
I^om. Dfio, dilse, ddo.
Gen, Odiriim, ddftrdm, dftSriim
Dat. DiiObtts, d&ftbiis, dttdbds.
Ace, Dftbs, dtids, ddo.
Voe. D&o, diiae, ddo.
Abl, Dtldb&s, d&&bil8, d&dbils.
Plural.
Norn. TrSs, trts, triS.
Gen. Triilm, tridm, tridm.
Dat. Tribds, tribds, tribds.
Acc. Trds, trds, trid.
Voe. Trds, trds, trid.
Abl, Iribds, tribds, tribds.
309. Translate:
Alius pnerornm. Alter puerorum. Neuter puerorum. Nullus
puerorum. Ullus puerorum. Vnus puerorum. Nter puerorum 1
Duo puerorum.
Any one of the boys. One of the (two) boys. Neither of
the (two) boys. Not one of the boys. Any of the boys.
One of the boys. Which of the (two) boys f Two of the
boys,
310. Translate:
1. Bex solus regnl totius ooronam babet. 2. Fuer unus libros
tres babet. 3. Oppidum totum equum nullum babet. 4. Dter
puer equum alacrem non laudat 1 5. TTtrum puerum sestas misera
non oociditl 6. Dter equus crura nigra babet? 7. Viri aegri soli
biemem non laudant. 8. Servi soli milites bastis oooidunt. 9.
Animal nullum oapita duo et pedes tres babet. 10. Gives oppidi
prudentis solius regi nigro vectigalia non dant.
311. Translate into Latin:
1. Only the king of the whole kingdom has the crown,
2. One boy has three books. 3. The whole town has no horse,
4. Which boy (of the two) does not praise the sprightly horse f
5. Which boy (of the tivo) does not the voretched summer
kill? 6. Which horse (of the two) has black legs f 7. Sick
men alone do not praise winter, 8. Only slaves kill soldiers
84
A SHORT LATIN GRAMMAR.
wiih spears. 9. No animal lias two heads and three feet.
10. Citizens of a prvde^it town only do not give taxes to the
black king.
(These translations should be done orally. So far, nothing
should be written by the Pupil except what he composes himself.
In fact, unless for the purpose of learning how to spell, the stu¬
dent of languages should hardly ever write an exercise. He
should master them all with his brains and his tongue, rather
than with his eye and his hand. Written exercises, in general,
are a woeful waste of time. They are always mechanical rather
than thoughtful in their execution, and even the best of them are
hardly worth the toil of correcting. The student of languages
should defer writing until such time as he can compose sentences
for himself, and translate them readily, skilfully, and correctly.)
312. By way of review, decline Gl^dius S,c6r, a sharp
sword. Digs fglix, a happy day. 6r&das prUdens, a
prudent step. Metallum Igve, a light metal. Rggln&
cglgbris, a celebrated queen.
(This should be all done with perfect ease and readiness; no
pupil should allow himself to blunder, or guess, or keep the class
waiting while he drawls out his imperfectly prepared answers.)
Ijessoil Thirtietll. Adjectives, continued. The three Degrees of
Comparison.
313. What is meant by the Comparison of Adjectives?
Such Adjectives as denote qualities capable of being in¬
creased or diminished, admit new forms denoting such in¬
crease or diminution. For example, we can say, sweet
flowers, sweeter flowers, and sweetest flowers, because the
Adjective sweet, denoting a quality, sweetness, capable of
ADJECTIVES.
85
being increased or diminished, admits of the new forms
sweeter and sweetest wherewith to ecpress an increase of
this quality.
(In English, however, and in most languages, the Comparative
and Superlative which denote a diminution of the quality, instead
of assuming new forms, are made altogether by the aid of other
words; as, sweet, less nweel, least sweet. This, for the present, is
enough to say regarding Comparison in Diminution.)
314. Have these three forms of the Adjective received
different names ?
Yes; these three forms being quite different. Grammari¬
ans have given them quite different names. They are called
the Positive, the Comparative, and the Superlative Degrees.
8I5. Must not what you call the Positive Degree be
the simple Adjective itself?
Yes; the Positive, though called a Degree, is in reality
no degree ai all, being notlvng more or less than the Adjec¬
tive itself in its simplest form; as, swift, short, prudent.
It is, however, when compared with the others, considered a
Degree, for the sake of convenient expression.
316. When is the Comparative Degree used ?
The Comparative is the form used when we compare two
objects together that possess the same quality, but not to the
same extent; as. The lion is stronger than the horse.
The judge is more prudent than the lord. Summer is
warmer than spring.
317. When is the Superlative used ?
The Superlative is used when we wish to say that one
object, as compared with several others of the same kind,
, 8
86
A SHORT LATIN GRAMMAR.
possesses the quality in a more marked and decided degree;
as, The lion is the strongest of animals. The judge is
the most prudent of the citizens. Summer is the warm¬
est of the seasons.
318. How are the English Comparative and Superla¬
tive formed ?
In two ways: First, by adding to the Positive the sounds
er and est; as, short, shorter, shortest; happy, happier,
happiest. Secondly, by prefixing the words more and most
(or less and least) to the Positive; as, earnest, more earn¬
est, most earnest; famous, more famous, most famous.
319. When is one of these ways to be preferred to the
other ?
When our organs of speech find little or no difficulty in
adding the er and the est sounds to the Positive, the first
way is to be preferred, on account of its simplicity and
greater strength. But when we find it rather troublesome or
awkward to make this addition, we should always follow the
second method of forming the Comparative and Superlative.
320. Illustrate what you mean by an example.
For instance; we say wise, wiser, wisest; happy, hap¬
pier, happiest; polite, politer, politest — the er and est
sounds being here easily united to the Positive. But we must
say, fortunate, more fortunate, most fortunate, because
fortunater and fortunatest, from their length and difficulty,
would sound strange and harsh to the English ear.
321. Compare the following English Adjectives:
Desirous, high, dear, clear, renowned, discreet, comical,
stontiy.
ADJECTIVES.
87
(From these examples it is seen that some Adjectives admit of
hoth methods of forming the Comparative and Superlative —
discreet, discreeter, disereetest, being quite as correct as discreet, more
discreet, most discreet. In spite of these ex(!eptions,' the following
general Eule is always safe to follow : Adjectives of one syllohle are
compared according to the first method, but the second is belter for Ad¬
jectives of more than one syllable.)
322. What is the general Rule for forming the Com¬
parative and Superlative Degrees in Latin ?
By adding ior and issimus to the stem of the Positive.
823. What do you mean by the stem of the Positive,
and how is it found ?
The stem is the solid unchanging part of the word, and
it is found by dropping the termination of the Genitive
Case. For instance, the Genitive of altus, high, being
altl, by dropping the termination i we have the stem alt.
In the same way, by dropping the is of prudentis, we have
the stem prudent.
\
324. Recite Vocabulary Eighteenth, containing some
Adjectives whose comparison will illustrate your rule.
Vocabulary Eighteenth.
109. Desirous.
110. Faithful.
111. Discreet.
106. High.
107. Dear.
108. Clear, renowned.
Altlis, &, flm.
CarHs, a, Um.
Clariis, a, fim.
C&pidils, a, dm.
Fidilis, is, S, gen. is.
Cantfis, &, dm.
325. Compare some of these Adjectives.
Pes.
Altlis,
C&r&s,
Fid»is,
Alt,
C&r,
Fidel,
Stem.
Compar.
AltiSr,
Cdrior,
Fidelidr,
Super.
Altlssimds.
Cdrissimiis.
Fidelissimlis.
88
A SHORT LATIN GRAMMAR.
326. Compare Felix.
Pos. stem. Compar. Super.
FMiz, FMic, F«llei6r, Fillclssimtts.
(Pronounced fayleeaior, fayleesmimw.)
327. Compare Frudens, Cautus, Brevis, Levis, Audaz.
(The Pupil should be now able to do this without further aid;
he should also be able to give the English of each form with little
hesitation. If not very successful, however, he must not be dis¬
couraged. A few more lessons will clear off most of the difficul¬
ties in the C!omparison of Latin Adjectives.)
Iiesson Thirty-first. Adjectives: their Comparison, eontinited.
328. Compare six of the Adjectives learned in the last
lesson.
(The Pupil should be prepared with a ready and correct reply.)
329. Are all Latin Adjectives compared in this
manner ?
This is the regular Comparative Formation, but there are
some exceptions to this general rule.
330. What is the first exception ?
Most Adjectives ending in er form the Comparative in
the regular way, but they form the Superlative by adding
rimus to the Positive; as, Tener, tSnSrior, tenerrlmus.
Aeger, segrior, segerrimus.
381. Compare Miser, Niger, AcSr.
Miser, miserior, miserrimus. Niger, nigrior, nigerrimns.
Acer, acrior, acerrimus.
ADJECTIVES
89
332. Compare in like manner C5l5bdr, CSl5r, S&lfibSr,
Al&cgr.
(The Pupil should readily do this.)
333. What is the next exception in the Comparison
of Adjectives ?
There are six Adjectives ending in lis which form, their
Superlatives in illimus.
334. Kecite Vocabulary Nineteenth, containing these
six Adjectives.
335. Like what model Adjective are all these de¬
clined ?
Like Bulcis.
336. Recite them rapidly, without the English, the
better to be able to recall them to mind hereafter.
Facilis, difficilis, similis, dissimiUs, gracilis, hnmilis.
337. Compare Facilis.
Fdcnis, facilior, facilUmns.
338. Compare the others.
(They are compared exactly like Facilis.)
339. Compare TTtilis, useful.
(Not being one of the six, Utilis follows the general rule,
Ctilis, fltiUiir, atilissimfis.)
Vocabulary Nineteenth.
112. Easy,
Facilis, is, d.
Difficilis, is, 6.
Similis, is, d.
Dissimilis, is,- 6.
Or&cilis, is, S.
Hdmilis, is,
113. Difficult.
114. Like.
115. Unlike.
116. Slender,
117. Low,
8*
90
A SHORT LATIN GRAMMAR.
340. Are there any other important exceptions ?
There are "many other exceptions, hut all of them may he
parsed hy for the present, except jive of very frequent occur¬
rence and exceedingly irregular in their Comparison.
341. Recite Vocabulary Twentieth, containing these
irregular Adjectives.
342. Compare them.
BSnils, mSliSr, optimiis. Maliis, pejSr, pessimiis. Uagnfis,
m&j&r, mazimtis. Parvus, min&r, minimiis. Multng, —, plUri-
mfts. Malta, —, plftrima. Hulttim, plas, plfkrimiim. -
(Multus has no Comparative in the Masculine and Feminine
Singular.)
343. Recite the corresponding English.
Good, better, hest. Bad or evil, worse, worst. Little,
less, least. Great, greater, greatest. Much or many, more,
most.
344. What is the English of Melior 1 Major? Plus?
Maximus? Fessimus ? Flurimus ? Magnus ? Multus ? etc.
(The Pupil should require no aid to answer this.)
345. In what Degree of Comparison is Acerrimus?
Facilior? Bonus? Bulcissimus? Siniillimus? Utilior?
Plus ? Malus ? Optimus ? Altissimus ? Humilior ? Carus ?
etc.
Vocabulary Twentieth.
118. Good.
119. Bad.
120. Great.
121. Little.
BSniis.
Hiltig.
122. Much or many.
Magnfis.
Barvfts.
MaltUs.
ADJECTIVES.
91
346. Give the Snglish of each word.
(This also the Pupil should be able to answer readily. In fact,
until he can do so he should advance no further.)
347. Hdw are Comparatives and Superlatives de¬
clined ?
The Comparatives have a declension somewhat peculiar,
but the Superlatives are declined exactly like Bonus.
■ 348. Decline an Adjective in the Comparative Degree.
Singular.
M.
F.
N.
Nom.
Altiir,
altibr,
altiiis.
Gen.
AltiOris,
altibris,
altiOrU.
Dat.
Altidrl,
alttOrl,
altidrl.
Ace.
AltidrSm,
altifirim.
altiiis,
Voc.
Alttdr,
altiir,
altiUs.
Abl.
AltiOrS or altidrl, etc.
Plural.
M.
F.
N.
Nom.
AltldrSs,
altldrSs,
altibri.
Gen.
AltiOrtim,
altiAriim,
altidrttm.
Dat.
Altidribiis,
altibrlbtis.
altibribiis.
Ace.
AltiorSs,
altibrSs,
altiorti,
Voc.
AltidrSs,
altidrbs.
altiOri,
AM.
AltiSribils,
altidribiis,
altiOribfis.
349. What is the chief peculiarity of this declension ?
■ The Ma.scaline and Feminine Singular end in or, and
the Neuter ends in &s.
350. Kecite Vocabulary Twenty-first, containing a few
additional words by the help of which Comparatives and
Superlatives may be introduced into a sentence.
92 A SHOET LATIN GKAMMAR.
Vocabulary Twenty-first.
123. Is, are.
124. BtU.
125. Than.
126. And.
Est, sunt (a Verb).
Sed (a Conjunction).
Qu&m (a Conjunction).
ftu8 (o Conjunction).
351. What is the difference between the Conjunctions
£t and Que ?
Et is found between the words which it connects; as,
Pater et filius, the father and the son; but que is always
appended to the second word and forms a part of it; as,
Pater filiusque, father and son. It is pronounced very
quickly, and causes the word to which it is joined to be oc-
cented on the last syllable; as, fi'lius, filius'que.
Lesson Thirty-second. Adjectives, continued. Exercises on
352. Compare Bonus, Malus, Tener, Eiger, Felix,
Levis, Acer, Facilis, Utilis, Parvus.
(The Pupil should have no difficulty in doing all this.)
353. Compare the Adjectives TJnus, Solus, Totus, etc.
These Adjectives cannot be compared.
354. Why?
Because the qualities which they denote do not admit of
any increase or diminution. For instance, if a thing is just
one, it cannot be more or less than one; therefore we cannot
say one, oner, onest; nor alone, more alone, most alone;
nor neither, more neither, most neither. Before under¬
taking to compare an Adjective, therefore, we must first be
their Comparisons.
ADJECTIVES.
93
sure that the quality which it denotes admits, by its nature,
of some increase or diminution.
355. Compare in English: Green, chief, free, almighty,
red, three, wide, cold, fathomless, barbarous, etc.
(In answering some of these questions, the Pupil might say:
Swsh an Adjective cannot be compared, because its quality admits of
no increase or diminution. He should not, however, be allowed to
waste time in refining on nice points. It will be quite enough for
the present, if he can clearly see that, from the very nature of
things, there are many Adjectives that do not allow comparison.)
356. Translate Servi sunt miserlores quam milites.
The slaves are more wretched than the soldiers.
357. In what Case is milites, and why ?
It is in the Nominative Case, because the sentence really
has two Sulgects, servi and milites, the same verb (sunt) be¬
longing to one just as mush as to the other. This is easily
seen as soon as we complete the sentence by supplying the Pre¬
dicate Verb of the second Subject: thus, Servi sunt mise<
riores quam milites (sunt).
358. Translate Fueri quam viri caput melius est.
The boy's head is better than the man's. Viri and
pueri are in the same Case, the same Noun (caput) being
qualified by both. Take another example. In such a sen¬
tence as this: Militi quam civi equum meliorem rex dat,
civi must be in the same (Dative) Case as militi, because
the same Verb (dat) has each of them for its Indirect Ob¬
ject.
359. What Rule do you draw from examples of this
nature ?
94 A SHORT LATIN GRAMMAR.
A most important Bule, which may he expressed as fol-
lotos: When several Nouns stand in the same relation to
any one word in a sentence, these Nouns must be always
in the same Case.
(Although this obvious principle, starting from the very essence
of language, appears to be nothing better than the tritest truism,
it is often forgotten by careless writers, espeeially when the sen¬
tence is a little complicated. It will be fully illustrated here¬
after.)
360. Translate:
1. Reglua segrior est quam rez. 2. Pater equam nigmm,
filins equam nigriorem, sed servus equum nigerrimnm babet.
3. Sermo magistri quam jndicis brevier est. ( Jf^t/ is judicis in
the Genitive f It must be in the same case as magistri because
they botli qualify the same word, sermo.) 4. Gladii civium me-
liores quam militum sunt. {A sentence of this kind may be thus
translated: The swords of the citizens are better than those of the
soldiers.) 5. Gladii civium meliores quam milites sunt. (Observe
the difference between this sentence and the preceding. Also notice
that milites must be in the same Case as gladii, since they both have
the same Verb for a Predicate.) 6. Foemata centurionis clariora
sunt quam regis. (Why is regis in the Genitive f) 7. lusulse
maris feliois dulcissimse bieme sunt. (Case of bieme? Whyf)
8. Matri monilia cariora quam filiae pater prudens dat. ( Why is
fili« in the Dative Casef) 9. Gladii servorum celeberrimi sunt.
( Why not celebrissimi 1) 10. Servi judicis feliciores sunt quam
regis. (Why is regis in the Genitive t)
361. How is the Latin Superlative sometimes to be
translated into English ?
The Latin Superlative is often translated by the help of
such words as extremely, remarkably, very, uncommonly.
ADJECTIVES.
95
eUs.; as, Pueri insulamm alacerrimi sunt, the boys of
the islands are uncommonly lively.
362. Translate:
1. Milites regni cantiores qnaiii servi, sed jndices cautissimi,
sunt. 2. Hieme quam eestate fructus arboris dulciores sunt. 3.
Veotigal maximum regi magno oives miseri dant. 4. Hubes
eestate saluberrimm sunt. 5. Crura equus gracillima habet. 6.
Milites regis mali pejores quam hostes sunt. 7. Una noote
brevissima testates plurimas nubes mare bonum insulis dat.
8. Pater caput leve, magistro caput levius, sed puer caput levis-
simum habet. 9. Fructus dulces insularum felicium nomen
olarissimum habent. 10. Magistro quam puero librum meliorem
dat rex. (Why is puero in the Dative f Because puero docs the
same duty in the sentence as magistro, hath being the Indirect Objects
of the same Verb, dat.)
868. Translate into Latin :
1. The soldiers of the kingdom are more discreet than the
slaves, but the judges are the discreetest. 2. The fruits of
the tree are sweeter in winter than in summer. 8. The
wretched citizens give a very great tax to the king. 4. In
summer the clouds are exceedingly healthy. 5. The horse
has remarkably slender legs. 6. A wicked king's soldiers
are worse than the public enemies. 7. During one ex¬
ceedingly short summer night the good sea gives a great-
many clouds to the islands. 8. The father has a light head,
the teacher a lighter, but the boy has the lightest. 9. The
sweet fruits of the fortunate islands have an extremely re-
nowned name. 10. The king gives the master a book better
than {the one he gives) the boy. (The words in the paren¬
thesis should not be translated.)
96
A SHOKT LATIX GRAMMAR.
Lesson Thirty-third. Oeneral Review.
364. Name the Latin Vowels, calling them according
to sound.
A, E, I, 0, U, Y. {Pron. ah, eh, ee, o, oo, ee.)
865. Name the Diphthongs, and give their sounds.
Name the Consonants, and give their sounds.
366. With regard to the pronunciation of some of the
Consonants, what innovation is advocated by certain
American scholars of the present day ?
Within the past few years, instead of giving C and G a
soft sound before E and I, as in Cicero {Sissero) and Ger-
manicus (Jermanicus), some American scholars prefer to
give these letters the old Roman sound invariably on all occa¬
sions; that is, pronouncing C in Cicero (JKikero)just as it
is pronounced in Cato, and giving the G in Germauicus
{Gherma7iicus) the same hard sound that is heard in
Gallicus.
1. What do you think of this idea?
(The next five answers being nothing more than the enuncia¬
tion of a mere personal opinion, the Teacher may omit them from
the regular lesson or not, just as he pleases.)
I simply think that if C is to be always sounded like K,
for the sake of uniformity it shoidd also be always written
like K. This certainly would render Latm a trifle easier
to read; but such an advantage wmdd hardly be important
enough to counterbalance the undeniable disadvantages sure
to be the result of such an innovation.
2. One, for instance ?
All the Latin books in which a K never appears would
GEXERAI. REVIEW.
97
lose much of their value, the Cs causing endless trouble and
confusion to the eye and the tongue of the ordinary reader.
S. Another disadvantage resulting from the change?
We should experience much awkwardness, and even diffi¬
culty, in readily tracing many English words hack to their
Latin originals. For instance. Cell and Censor sound very
different from Kella and Kensor, though in reality they are
the same words. In Proper Nouns, this awkwardness would
he still more apparent, for in Kinkinnatus, Einna, and
Essar we coidd not always recognize our old friends Cin-
cinnatus, Cinna, and Ccesar.
4- But if the Romans — the polishers, refiners, and
masters of this splendid language — had come down to
the present day, would they not have preserved the old
sounds of C and 6 ?
Even that is hy no means likely. In all countries where
the Latin language was habitually spoken, the soft sounds
of C and G before the vowels E and I have been prevalent
for more than a thousand years. The probability, there¬
fore, is that, long before the present day, these vowels in cer¬
tain situations would have lost their peculiar pronunciation
even in the mouths of the Romans themselves.
5. Is there any real advantage, in your opinion, to be
gained by the proposed change?
None whatever, except perhaps uniformity, lohich, after
all, is of too doubtful a nature to ever pay for the immense
labor to be expended before the change becomes general.
For, in the end,, even if we did succeed in pronouncing the
Latin as the old Romans pronounced it, we should hardly
gain any real profit from our trouble. It would be no
9 G
98 A SHORT LATIN GRAMMAR.
advantage to the English of the days of Victoria to have it
pronounced exactly as it was in the days of Chaucer.
(What is said here of C, is almost eqxuiUy applicable to G.
These remarks being, as said before, merely the expression of a
personal opinion, they should have little or no weight in influ¬
encing the Pupil. By careful study, be will be able in course of
time to form an opinion of bis own. At present, it is quite enough
for bim to know that the disputed pronunciation of one or more
letters is not of sufficient importance to delay bim a moment in
the successful study of the great language that once ruled the
civilized world, and which, in all probability, is destined to last
to the end of time.)
367. Kead carefully the Latin lines on page 12.
368. What is Case? Name the Cases. Why are there
more Cases in Latin than in English ? What is the radi¬
cal difference between the English and the Latin modifi¬
cation of Nouns ?
369. What is the difference between a Noun and a
Verb? A Sentence and a Thought? The Subject and
the Predicate? A Common and a Proper Noun? The
Nominative and the Accusative? A Complete or In¬
transitive Verb and an Incomplete or Transitive Verb?
370. Why»)ms< a Sentence always have a Nominative,
and why need it not always have an Accusative ? What
is Gender? Number? Repeat the first three Rules.
371. Answer Question 223, on page 61.
(Time yourself.)
372. What Nouns of the Second Declension make the
Vocative in i? Rule for the Geuder of Nouns of the
First Declension? Of the Second? Of the Third? (TAere
i t
GE:yEEAIi ,REVIEW. 99
is no good general rule for Gender in the Third Declen¬
sion. It can be learned only by practice.) Rule for
the Gender of Nouns of the Fourth Declension? Of
the Fifth?
373. What Nouns of the Third make the Ablative in
i? How is the English Possessive formed ? {By placing
the Apostrophe and the letters after the Nominative form ; but
the Apostrophe alone is added whenever the s sound becomes
disagreeable.) Where alone should the Apostrophe al¬
ways appear ? When is the English Possessive inadmis¬
sible ? What is the general position of the Latin Geni¬
tive ?
374. Repeat Rules Fourth, Fifth, Sixth. Tell the dif¬
ference between the use of the Accusative, the Genitive,
and the Dative. What is a Pure Ablative ? What is
its use ? Repeat Rule Seventh.
375. Why are Adjectives necessary? Why are they
declined with three forms for each Case? The diifer-
ence between the declensions of iBger and Miser ? De¬
cline Miles malus. Vir prudens. Femina prudens.
Regnum prudens. Puer alacer. Caput leva.
376. Name the nine Adjectives that form the Genitive
in ius and the Dative in i. Decline Duo. What is
meant by the Comparison of Adjectives ?
377. What is the difference between the Comparative
and the Superlative Degrees ? The Comparative serves to
compare one with one; the Superlative to compare one
with two or more. AVbat is the Stem of the Positive,
and how is it found ? Give the general rule for compar-
100 A SHORT LATIN GRAMMAR.
ing a Latin Adjective. Name six Adjectives that form
the Superlative in illimus. How is an Adjective ending
in er compared? Compare the very irregular Adjec¬
tives. Why can we not say Unas, unior, nnissimus?
Why can you not compare endless? How must the Latin
Superlative be sometimes translated? How is it de¬
clined? How is a Comparative declined?
378. Decline BrSvidr. Are all Comparatives declined
like this?
Yes; all except Pitts, more, which is declined as follows:
M.
Singular.
P.
Plural.
N.
M,
F.
N.
Plfls.
Flares,
piares.
piara.
Flflris.
Fiaram,
plaram.
plaram.
Flaribas,
plaribas.
plaribas.
FlOs.
Flares,
piares.
piarft.
Flares,
piares.
piara.
FlaribSs,
plaribas.
plaribas.
Norn,. —
Gen, —
Dat. —
Ace. —
Voc. —
Ahl. —
(In the Singular, it has no Masculine or Feminine, and only
three Cases in the Neuter; but in tlie Plural it is Regular.)
(It is only the Pupil that can answer all the questions in this
Review with tolerable ease, rapidity, and correctness, who is pre¬
pared to enter on the study of Pronouns. If it is considered too
long, it may be divided ; but no one desirous of becoming a real
Latin scholar will skip it.)
Lesson Thirty-fou-rth. The Pronouns.
379. What is a Pronoun?
It is a part of speech that is used instead of a Noun.
380. Why not always use the Noun itself?
THE PRONOUNS. 101
The frequent me of the same Noun would render a sen-
tenCe too long and tiresome.
381. Explain what you mean by a sentence, in illus
tration.
Let us suppose that a boy named John, unacquainted
with the me of Pronouns, was trying to explain to his teacher
why he was late for school. He would express himself
somewhat as follows: " John left the house this morning in
such a kurry that John forgot John's Teacher's book, and
John was halfway to school before John discovered John's
mistake. John ran back immediately for John's Teacher's
book, but, in spite of all John could do, John lost nearly half
an hour's time. John's father was too busy to write John's
Teacher a note, but John's father hopes that John's Teacher
will please excuse John's forgetfulness." Such language as
this would be very tiresome.
382. No doubt. Now show how John could improve
it by the employment of a few Pronouns.
By the aid of I, me, you, he, him, and it, he makes his
story much shorter and eren clearer, though he does not evett
once use either the word John or Teacher. " I left the
house this morning in such a hurry that I forgot your book,
and was halfway to school before I discovered my mistake.
I ran back immediately for it, but, in spite of all I could do,
I lost nearly half an hour's time. My father was too busy
to urite you a note, but he hopes that you will please excuse
my forgetfulness."
383. Your example certainly shows the utility of the
Pronouns and their claim to our respect and attention.
9*
102
A SHORT LATIN GRAMMAR.
Are the English Pronouns very different from the
Latin ?
The English and the Latin Pronouns, in general, differ
very little from each other in meaning. Your attention will
he called here and there to the instances in which they do
not quite correspond.
384. Are the Latin Pronouns numerous ?
No; they are in all only about thirty in number, and
even of these nearly the half are called Indefinite Pronouns,
because they partake veiy strongly of the nature of Ad¬
jectives.
385. How are the Pronouns divided ?
Generally into seven Classes; namely. Personal, Pos¬
sessive, Detnonstrative, Determinative, Relative, Interroga¬
tive, and Indefinite Pronouns.
386. Name the Personal Pronouns, and tell their na¬
ture.
The Personal Pronouns are only three in number, name¬
ly, Ego, tu, and sui. Ego denotes the Speaker, or what is
called in Grammar the First Person; Ttl, the person or
thing spoken to, or the Second Person ; and Sul, the person
or thing spoken of, or the Third Person.
387. Decline Ego.
Singular.
Norn. Ego, I.
Gen. MSl, of me.
Bat. Mihi, to or for me.
Ace. M6, me.
Voc. (wanting.)
AbL Me, with, from, or hy me.
Plural.
Kom. Nas, we.
Gen. Nostrum or nostri, of us.
Bat. Nobis, to or for us.
Ace. NOs, us.
Foe. (wanting.)
AM. Nabis, with, from,or hy Uf.
THE PRONOUK8..
103
388. Decline Tu.
riiirai.
Nom. VSs, ye or you.
Gen. Vestrilm or vestri, of you.
Dat. Vsbls, to you.
Ace. Vss, you.
Voe. V68, Oyeor you.
Ahl. Vi\As,wUh, from, or by you.
Singular.
Nom. Ttt, than.
Gen. Tut, of thee.
Dat. nbl, to thee.
Ace. Ti, thee.
Voc. Til, O thou.
Ahl. Tb, with, from, or by thee.
889. Decline SuI.
Singular.
Nom. (wanting.)
Gen. SnI, of himself, herself, or itself.
Dat. Sibi, to or for himself, herself, or itself.
Ace. S6, himself, herself, or itself.
Voc. (wanting.)
Abl. S6, by, with, or from himself, herself, or itself.
Plural.
Nom. (wanting.)
Gen. Sal, of themselves.
Dat. SIbi, to or for themselves.
Acc. S6, themselves.
Voe. (wanting.)
Abl. S6, by, with, or from themselves.
890. How is Ego used ?
By Ego and iU Cases, the Speaker denominates himself.
As said before. Grammarians call it the First Person.
891. How is Tu used?
By Tu and its Cases, the Speaker denominates the person
or thing spoken to. It is the Second Person.
892. How is Sui used ?
]Vhen the subject of a sentence is neither the Speaker nor
104 A SHORT LATIN GRAMMAR.
the person spoken to, it is said to be in the Third Person,
To this Third Person Sui refers, and it has the same forms
for the Plural as for the Singidar.
393. It does not therefore correspond exactly with the
English Pronouns of the Third Person, He, She, It?
No; for several reasons, to be hereafter given, these Eng¬
lish Pronouns have no forms exactly corresponding to them
in the Latin language.
394. Translate:
1. Imago tui nobis carissima est. 2. Pater militis librnm
atilissimum mlhl dat. 3. Reges magni me et te laudant. 4.
Oulces flores hieme regina nobis dat. 5. Nomen mei qnam tui
mihi carius est. 6. Vos, reges mali, laudat natio nulla. 7.
Viri prudentes se non laudaut. 8. Servi miseri soli eestate se
occidunt. 9. Titer servorum sibi spem dat? 10. Nobis, non
hostibus, cives cauti gladios utilissimos dant.
395. Translate into Latin:
1. Thy name {the name of thee) is very dear to the citi¬
zens. 2. The queen's mother gives thee a necklace extremely
light and black. 3. Great men do not praise the)nselves.
4. The soldier's daughter gives us very sweet flowers in the
uHuter. 5. The king's name is dearer to me than the sol¬
dier's. 6. Thee, 0 good boy, no teachers praise. 7. The
ivretched citizens of the islands kill themiselves with spears.
8. To thee alone the lord gives hope. 9. To us, not to you,
0 citizens, the discreet king gives svm-ds. 10. The faithful
slave gives thee, 0 great lord, swords, horns, horses, and
spurs.
THE PRONOUNS.
105
Lesson Thirty-filth. Pronouns, continued. The Possessives.
396. Of what use are Pronouns in a sentence? Name
the different kinds of Latin Pronouns. Name the Per¬
sonal Pronouns. Tell the difference between what Gram¬
marians call the Three Persons. Why cannot there be
four Persons?
(The Pupil should prepare himself with ready answers to these
and similar questions.)
397. Name the Latin Possessive Pronouns.
Hi&s, Tflfts, S&tU, NostSr, and VestSr.
398. How are they used ?
Meus, to denote the property of the First Person Singur
lar; Tnus, that of the Second Person Singular; Suns, that
of the Third Person Singular; Noster, that of the First
Person Plural; Vester, that of the Second Person Plural,
atid Suus, that of the Third Person Plural.
399. Recite the corresponding English Possessive Pro¬
nouns.
My or mine, mens ; thy or thine, tuns; his, her or hers,
its, suns; our or ours, noster; your or yours, vester;
their or theirs, suns.
400. With which of the two forms, my or mine, does
mens correspond ?
Mens can always be translated either by my or mine,
according to the form required in the sentence.
401. Why so? These two English words cannot be
used indiscriminately.
No; but they are identical in meaning, though their ap-
plication is quite different.
106
A SHORT RATIN GRAMMAR.
402. Tell, without entering deeply into the subject, in
what respect the application of these two words, and of
the others like them, is different.
In Latin, one set of Possessive Pronouns has been found
sufficient for general purposes; but in English, two different
sets are employed, according as the Pronoun is or is not
immediately followed by the Noun which it serves to qualify.
403. Serves to qualify! Are these words Adjectives,
then, as well as Pronouns ?
Yes; all Pronouns, except the Personal, partake more or
less strongly of the nature of Adjectives. For instance, in
the sentence. The slave has your sword, your is a Pro¬
noun, because it is used instead of the Noun, your name; but
it is also an Adjective, because it serves to qualify or desig¬
nate the Noun sword.
404. I see now how a word may be at the same time
an Adjective and a Pronoun, according to the nature of
the service it renders in the sentence. But continue your
remarks on the two sets of English Possessive Pronouns.
One set is to be used when the Pronoun is immediately
followed by the Noun qualified; as. The master has your
book and the boy has my book. Here the forms your and
my are employed because they are immediately follotved each
by its qualified Noun, book. But if this qualified Noun be
removed to another part of the sentence, or omitted alto¬
gether, forms of the second set must be used; as. The master
has yours and the slave has mine. Here yours and mine
are employed because they are not immediately followed by
the Noun book, which they qualify.
405. Have these two sets of words received different
names ?
THE PROXOXJITS.
107
These two sets have received two different names, the first
being called the Conjunctive, and the second the Disjunctive
Possessive Pronouns.
406. Recite them in English.
The Conjunctive are My, thy, his, her, its, our, your,
and their. The Diyunctive are Mine, thine, his, hers, its,
ours, yours, and theirs.
(Note that his and its are alike in both sets. Also note care¬
fully that the Apostrophe ' is used only with a Noun, never with a
Pronoun. An Apostrophe has no more business in the word yours
than it has in the word yives.
The forms ours, theirs, etc., have sprung from our desire to soften
off the harshness of such a sentence as This book is your. The
obsolete lorms our'n, his'n, etc., still occasionally heard, probably
had the same origin. In the same w.ay, tlie Latin Possessives are
really Adjectives formed from the Genitives of tiie Personal Pro¬
nouns.)
407. Am I to conclude, from these remarks, that the
distinction between Conjunctive and Disjunctive Posses¬
sives does not exist in Latin ?
Yes; mens means my or van\e, just as the English idiom
demands the use of either word. For instance; in the sen¬
tence, Magister meum librum habet, meum means my.
But in the sentence. Rex tuum librum habet, regina
meum, it means mine. Similar remarks are applicable to
the remaining Possessive Pronouns.
408. How are these Pronouns declined ?
Exactly like Adjectives of the First and Second Declen¬
sion. Mens, tuus, and suus are declined like bonus;
noster and vester, like seger. The only irregularity de¬
serving notice is that meus makes its vocative Masculine mi
or mSbs, instead of the regular form m66.
108 A SHORT LATIN GRAMMAR.
409. Decline Mens, Tuns, Srrs, Noster, Vester.
(Tuns, sans, and vester, from their nature, do not admit a Voc¬
ative.)
410. Translate:
1. Avis mea caput nigrnm, tna pedes nigros habet. 2. Foe-
ma matris meae mlhi carius quam anrnm est. 3. Agri insulae
nostrae nobis aastate plarimos flores dant. 4. Pater noster arbores
tuos, vester meos landat. 5. JEdes tna bieme flores dnlcissimas
babet. 6. Tibi pneri mei anseres bonos snos dant. 7. Milites
regis mali cives nostras bastis occidnnt. 8. Gladii oentnrionnm
vestroriim aciem nnllam babent. 9. Fili mi, caput tnum levis-
simum est. 10. Tibi pater tuns, mibi mens carissimns est.
411. Turn into Latin:
1. Our bold soldiers hill the very wretched enemies with
■very sharp swords. 2. My crown is good, thine is better,
the king's is the best. 3. My lord gives me my cross. 4.
Our citizens are more faithful than yours. 5. Our stvords
are sharper than (those of) our slaves. 6. The legs of thy
horses are exceedingly slender. 7. Your spurs are dearer
than mine; mine are more useful than yours. 8. Thy sol¬
diers are praising (laudant) the celebrated horns of our
sprightly enemies. 9. Our boys are very dear to us and to
you. 10. Your slaves are disereeter than ours; (sed)
the Icing's are the discreetest. (Note this compound sen¬
tence and others like it. It has really several Subjects;
the Subject of the latter part is so evident that it is not
expressed either in English or Latin.)
oXHo
THE PRONOUNS.
109
Lesson Thirty-sixth. Pronmrns, continued. The Demon-
slratives.
412. Name the Latin Possessive Pronouns. Are there
two sets of them, like the English ? In what respect is
the Declension of mens a little irregular?
413. Name the third class of Pronouns, the Demon¬
strative.
The Demonstrative Pronouns are Hie, Iste, and Ille.
414. Why are they so called, and for what are they
used?
They are so called because they serve to point out or de¬
monstrate objects supposed to be in sight of the speaker and
of the person addressed. Hie, meaning this, or what is near
the speaker, is called the Demonstrative of the First Person;
Iste, meaning that, or what is near the person spoken to, is
called the Demonstrative of the Second Person; and Ille,
meaning that yonder, or what is not near either, is called
the Demonstrative of the Third Person.
415. Decline Hie.
Singular,
Plural.
M. F. N.
M.
F.
N.
Norn.
Hio, hsec, hoc.
Nom.
HI,
has,
hsec.
Gen.
Hajhs, hujhs, hajiis.
Gen.
HOrhm, harhm,
horiim
Dot.
Htilc, hhlc, halo.
Dat.
His,
bis,
his.
Ace.
Hunc, hanc, hoc.
Acc.
Hhs,
hOs,
base.
Voc.
(wanting.)
Voc.
(wanting.)
Abl.
Hoc, hoc, hoc.
Abl.
His,
his.
his.
(Hnio is pronounced somewhat like wheek.)
416. Decline Iste.
10
110 A SHORT LATIN GRAMMAR.
M.
Nom. Isti,
Gen. Istiiis,
Dat.
Ace.
Voc.
Abl.
Istl,
Istfim,
Singular.
F.
i«t&,
istiiis,
isti,
ist&m,
(wanting.)
IstS, ist&,
N.
Istiid.
istiiis.
isti.
istiid.
isto.
Plural.
M. F. N.
Nom. Isti, istae, istd.
Gen. Istdrilm, ist&rilm, istdriim.
Dat. Istis, istis, istis.
Aec. Istds, istds, - istd.
Voc. (wanting.)
Abl. Istis, istis, istis.
417. Decline Die.
(Hie being declined like Iste, the Pupil should be able to do
this without aid.)
418. Name the fourth class of Pronouns, the Determi¬
native.
27te Determinatives are Is, Idem, and Ipse.
419. Of what use are they?
Without being so emphatic as the Demonstratives, they
still tell quite clearly what particular Noun is referred to.
Is means the person or thing already sjioJcen of. Idem cor¬
responds pretty well with the Ifnglish word same. Ipse has
no corresponding form in English. Its use is generally to
emphasize the other Pronouns, by rendering them equiva¬
lent to myself, thyself, himself, etc., according to the mean¬
ing of the particular Pronoun to which it refers, or xvith
which it is joined.
420. Decline Is.
Singular.
M. F. N.
Nom. Is, dd, Id.
Gen. Ejiis, ejds, djds.
Dat. Ei, di, di.
Acc. Eiini, edm, id.
Voc. (wanting.)
Abl. Ed, dd, dd.
Plural.
M. F. N.
Nom. li, dae, da.
Gen. Edr&m, ddrilm, ddrdm.
Dat. lis or dis, etc.
Acc. Eds, dds, dd.
Voc. (wanting.)
Abl. lis or dis. etc.
THE PRONOUNS.
Ill
421. Decline Idem.
Singular.
M.
F.
N.
Norn.
Idem,
eddSm,
Idem.
Gen.
EjusdSm,
ejosdSm,
ejusdem.
Dal.
EidSm,
MdSm,
eidem.
Ace.
EundSm,
eanddm.
idem.
Voc.
(wanting.)
Abl.
Eddem,
Saddm,
eddem.
Plural.
M.
F.
N.
Norn.
lidem.
emdSm,
eedem.
Gen.
Edrnndem,
e&rundem,
eerundem.
Dal.
IlsdSm or SlsdSm, etc.
Ace.
EdsdSm,
easdem.
eedem.
Voc.
(wanting.)
Abl.
IlsdSm or Sisdem, etc.
(In id$m, Masculine, the i is long; in idSm, Keuter, it is short.
• Note also that m before d becomes n, for facility of pronunciation,
eudnem, etc.)
422. Decline Ipse.
It is declined like Ille, except in the Nominative and
Accusative Singular Neuter, where the form is ipsum.
(Decline it.)
423. Name the fourth Class of Pronouns, the Relative.
There is only one Relative Pronoun in Latin, Oui; but it
serves every purpose in the sentence that is effected by the
English Relatives who, which, and that.
424. State, in a few words, the difference between these
three English Relatives.
The difference is most readily seen by means of a few
short sentences. The Mayor, who is a most honorable
man, will not allow it. This was the battle in which he
112 A SHOET LATIN GEAMMAK.
lost his life. The Mayor that allows such things is not
worthy of his olBce. The battle that then took place
ended most disastrously. From these examples, it is seen
that who generally stands for persons, which for things, and
that, under certain circumstances, either for persons or things.
(This Is all that need be said for the present regarding the use
of these English Eelatives.)
425. Why are these Pronouns, in particular, called
Relative f Do not all Pronouns relate to some Noun?
Yes; all Pronouns, from their nature, must relate to some
Noun, expressed or understood. But the Relatives are espe¬
cially so called because they make no sense at all unless imme¬
diately referred back by the mind to their own particular Noun,
which, therefore, plays such an important part in the sentence
as to get a particular name, being called the Antecedent.
(Point out the Antecedents in the answer to last question.)
426. Decline ftui, with the proper English :
Singular.
M. F. N.
Norn. Qui, qua, qu5d, Who, which, o-Cthat.
Gen. CfijUs, cftj&s. cfljiis. Whose, or of whom or which.
Dat. Cfll, oil, cul. To, or for whom at which.
Acc. Quern, quam, quod, Whom, which, or that.
Voc. (wanting.)
Abl. Qud, qua, qu9. By, with, or from whom or which.
Plural.
M. F. N.
Nom. Qui, quae, quae. Who, which, or that.
Gen. Qudrttm, quarilm, quOrtlm, Whose, or of whom or which.
Bat. Quibtts, quibfts, quibtis. To, or for whom or which.
Acc. Quds, quae, quae. Whom, which, or that.
Voc. (wanting.)
Abl. Quibis, quibQs, quibtts. By, with, or from whom or which.
THE PRONOUNS.
113
(The Dative Singular is pronounced sometimes cwee and some¬
times eu-ee.)
427. Name the fifth class of Pronouns, the Interroga¬
tive.
Tlie Interrogative Pronouns are Qnis and ftnl, with their
compounds; also, otitis and ciy'Ss.
428. Of what use are they ?
As their name denotes, they ask questions— quis and qui
meaning who ? which ? or what ? cujus meaning whose ?
and cujas meaning of what country?
429. How are they declined ?
Cl\j9.s, ct^&tis, like andax, an Adjective of one termina¬
tion ; cl\jUs, like bonus; and quis and qui like the Rela¬
tive qui, except thai the Neuter of quis is quid.
430. What do you say of the sixth class of Pronouns,
the Indefinite?
That their declension can be learned from the examples
already given, but that their me in a sentence cannot be well
understood until we have studied the Verbs.
431. Give me a Latin sentence showing the use of the
Demonstratives.
Multas res habent tres serri mei; hie libros, iste
acus, et gladios ille. My three slaves have many things;
this one, books; that one, needles; and the one yonder,
sivords.
432. Sentences showing the use of the Determinatives.
1. Filius tuus puer bonus est; eum pater meus amat.
Thy son is a good boy; my father loves him. 2. Librum
mihi miles dat; tibi idem dat argentum. To me the
soldier gives a book; to thee the same person gives money.
10* H
114
A SHORT LATIN GRAMMAR.
3. Servum rex non occidit; se ipsnm occidit. It is not
the slave that the king is killing; he is killing himself.
433. Sentences showing the use of the Relative.
Felix est puer qui pattern amat. Happy is the hoy
who loves his father. Felix est animal quod dominus
amat. Happy is the animal which its master hves. Fe¬
lices sunt viri quos Dens amat. Happy are the men
whom God loves.
(Point out the Antecedents.)
434. Sentences showing the use of the Interrogatives.
Quis optimus est 1 Who is best f Cujus liber ? Whose
hookf Cujates sunt hi? What countrymen are these?
435. How can I always tell a Pronoun from an Adjec¬
tive ?
Examine these two sentences: Hie vir me laudat, this
man praises me, and Hie me laudat, this one praises me.
In the first, Hie is an Adjective, because it qualifies the
Noun Vir, with which it is joined. In the second senteme.
Hie is a Pronoun, because it is joined with no Noun, but
stands in place of some one already mentioned.
Here ends PART SECONB of our little work. If
you have studied it faithfully, though you may not have
learned much by heart, you can hardly help knowing a
little about Latin by this time. The' latter lessons, treat¬
ing of the Pronouns, have been given, as you must have
remarked, with few or no illustrative Exercises. But
this could not be avoided. Intelligible, and therefore
satisfactory. Exercises on the Pronouns cannot be given
until you have cultivated a careful acquaintance with
VEKBS, to the study of which our PART THIRD will
have the pleasure of introducing you.
475 R84
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