JECILIECTIC ED UTCA TIOINTA IL SIERIIES. IN IEW IB O O R S. |ENGLISH GRAMMARS, Ey THIOS. W. HARVEY, A. M. Harvey?s Elementary Gramma^*. In this work great care. has been taken newer to define a term, or to enunciate a principle, | | without first preparing the mind of the pupil to grasp and comprehend their meaning and use. Notes, remarks, amd suggestions have been but sparingly introduced, as they serve only to corifuse the beginner. ; ——------ -----• — -**-----**-*- ^---^^^^^^~^^ . • ••.. ^mi non*lwr nro o£toal book Df the PRESENT ED TO ?? TEIIE LIBERA ERY d per- . OF THE ion of UNIVERSITY OF MICHIGAN 2%aa.2 :>ræ E C L Ae C 7' / C C L A S S 7 CA L S E R I E S. A. LATIN GRADUAL TO ACCOMPANY THE AUTHOR?S LATIN GRAMMAR By α} &* *•g §. ¥ ;^\\ e $ $• Gfk'bARTHOLOMEW. W IL S O N, H IN K L E & C O., I 37 W A L N U T S T R E E t , 28 B o N D S T R E E T , CINCINNATI. NEW VORK. Entered according to Act of Congress, in the year 1873, by WilsoN, HINKLE & Co., In the Office of the Librarian of Congress, at Washington. EILECTROTYPEO AT FRANKLIN TyPE FOUNDRY, CINCINNAT* I. PREFACE. THE followimg Lessoms are designed, as the name of the book indicates, to lead the beginner in the study Of Latin, by natural and easy steps, through the principles of Etymology and Syntax as presented in the author's Latin Grammar. The exercises of the First Part are intended to ground the learner thoroughly in the forms of words. They comprise a full year's work for pupils of the age at which the study of Latin is ordinarily commenced. The verb, as the basis of every expression of thought, is to be mastered first, in Order that the case-system of nouns and pronouns may be more clearly understood. The portions of grammar which should be committed to memory are indicated at the beginning of each lesson by references to sections and rules. The imtroduction of a comtinuous story in Latin, at the outset, serves a, threefold purpose: 1. It affords ample means for practice in pronouncing Latin, which cam best be acquired in reading connected sentences, as in a modern language. (iii) iV 1PREFACE. 2. It furnishes a vocabulary for the accompanying exercises, SO that the w9rds upom whose variations the attention is to be fixed are invested with a real meaning. - 3. It excites a lively interest in the young learmer, to whom the study of forms and facts alone Soon be- comes irksome. The assistance given in reading the Latin is at first necessarily very great; but this aid is gradually less- ened, in accordance with the general plan of the book, as the learner becomes able, from principles already mastered, to determine the meaming of words from their endings. A valuable exercise, too, is found in requiring the student from the start to render into good English what is first given literally and in the Latin Order. The Notes contain many umanswered questions relat- ing to the chief points of the accompamying or preceding lessons, and are designed to recall amd fix in the memory what, in the progress from ome subject to another, would be most likely to be forgottem. This kind of help is thought to be the best that cam be given, as it stimulates the pupil to investiga- tiom, and thus lays the foundation of sound Scholarship. In the text and notes the references are made directly to the sections and rules of the Grammar. The various exercises, both oral and Written, which are suggested, have been found valuable for class-drill. The methods of instruction indicated are mainly such FREFACE. v as the author has tested in his own classes, while he is indebted to many co-laborers for valuable suggestions. Acknowledgment is particularly due to Prof. E. W. CoY, of the Illinois State Normal University, whose accu- rate scholarship and long experience in teaching Latim are a sufficient guaranty for the practical value of the suggestions which he has kindly offered, duringthe prep- aration of both the Grammar and the present volume. The peculiar plan of the Second Part is indicated in a few practical directions to teachers, givem in the in- troduction to Lessom I. •- Constant and thorough reviews, both of grammar and reading lessons, should be required by teachers. If the first work be done well, the successive steps will be comparatively easy, because they will be natural. G. K. B. CINCINNATI, July 1, 1873. A LATIN GRATOUATI. INTRODUCTORY. The Latin language was spoken in Rome and its ad- joining district, the plaim of Latium, from which its name was derived. The Latim, together with the Greek, Sanskrit, Zend, (old Persiam) Teutonic, Celtie, and Sclavonic, are all sister languages, and together form the Indo-Europeam family. The original lamguage from which these sprang was spoken by a people that once lived in Central Asia, and by successive migrations peopled Southern Asia, (India) and Europe, whence the name Indo-Europeam. The mame Aryan is also given both to the parent tongue and to the whole group of its descendants. With the conquests of the Romans, the Latin lan- guage gradually spread Over Italy, Sicily, and the greater part of France and Spain. The earliest Latin writings that remain were com- posed about two hundred years before the birth of Christ, and the language ceased to be spoken in the sixth century of Our era. The best Writers flourished from about the time of Cæsar and Cicero, to the death of Augustus, A. D. 14. This period, of about a hundred years, is called the Golden Age of Latin literature. (vii) viii INTRODUCTORY. Many authors of later times, however, have written in Latin, and it is still used by the Church of Rome in her official documents and services. It was lomg the com- mon language of scholars, and even now forms the medium of communicatiom among learned Societies. It is, in fact, SO far the language of Science, that the mas- tery of it is essential to a clear understanding and correct use of the most common scientific terms. With the decay of Romam power, foreign people settled in the territories where the Latim had been spokem, and from the consequent intermixture of tongues, the various modern languages, Italiam, French, Spanish, and Portuguese were formed. The English language, too, though it is essentially a Teutonie tongue, as the successor of the Anglo-Saxon, has yet borrowed mearly half its words from the Latin and French. From the foregoing facts it may be seen how justly the Latin still maimtains its place as the foundation of a liberal education. NoTE.—With a large map of the ancient Romam Empire, the teacher eam easily illustrate the spread of Roman conquests, and thus still further excite in his pupils a lively interest in the study they are about to undertake. IPAIRT I.—FORMS OF WORDS. I, E S S O N I. Learn Grammar, §§ 4, 11, 12, 13, (or 377, IV, a, b)— VoWels. Promounce the following Latin words and read the sentence. δd, to, toward. ä, äb, from. ët, and. ë, ëx, out Qf. in, in, into. si, fif. öb, on account qf. . nös, QUe. tüm, them. tü, thou. Jacöbüs häbuît, duödécìm filiös, intér quös érât Jacob had twelve SO?S among avhom. ^21}C£S Josêphüs: hunc pätër ämäbät prae ceteris. Joseph, him, his father loved before the others NOTES.—What is a, verb ? What is the last, letter of each Latin verb above ? - • When a Latin verb ends in t, it is third persom, singular, active. In English, the pronoun is placed before the verb ; as, he was lov- ing: in Latin, the ending of the verb contains the pronoum; as, ámä-, loving, ba, wa8, t, he ; hence, ämäbat, he wa8 loving. (9) 10 LATIN GRADUAL. IL E S S O N II. Learn Gr., 5, 6, 14, and 15, (or 377, IV, c, d)—Diphthongs and Consonants. Pronounce the words, and give the rule for the sound of each consonant, and diphthong. prae, béfore. eum, with. laus, prai8e. - qui, who. coetüs, meetimg. jüs, ju8tice. Hei, ho ! heu, alas! Cicéro, Cicero. Scipio, Scipio. Réad the sentence and note sounds of vowels. Dédérat, illi tögäm textam ê filis värii cölöris. He had givem him coat ?{)O?}€2)?, threads different of color NOTES.—Which diphthongsare rarely used? 35 a, b, c, d. In how many words is ei found? eu? How were ae and oe originally writ- ten? Is oi ever used? Its sound? Is there any difference in the sound of cui and qui? When does m have the sound of ng? What cOnsonants have the same Sound as in English? Are any letters silent? What is the meaning of t in dederat? L Esso N III. Learn Gr., 16—21, (or 377, I-III)—Syllables. Pronounce, and explain the divisiom into syllables. di^ês, day. më/sei o, Ikmow mot. di ë^i, qf day. + dë/dë rat, he had givem. pä/ter, father. - ä mä^bät, he wa8 loving. pä/tris, father's. ce^të ris, the re$t. Divide into syllables, and give the rule for each syllable: illi, värii, cölöris, causam, portendëbätur, ödérant, eo, amice, loqui, meus, vestri, autem, ditiöni, noster, igmärus. EORMS OF WORDS. 11 REVIEW.—Jacobus habuit duodecim filios, inter quos erat Josephus: hunc pater amabat prae ceteris et dede- rat illi togam textam e filis varii coloris. NOTES.—How can the number of syllables in any Latin Word be found? What combinations of consonants are placed after the di- visions? Why does d belong to the first syllable in rédit ? L E S S O N I V. Learn Gr., 22—25.—Accent. Pronounce, and explain the accent. Josê^phus ë/rat; ma^^gnitü^do su/is praeser/tim porten^^debä^tur frä^trìbus raar^^rävis^set; futü^ra, invi^sus som/nium ë'jus Accent the following words: häbuit, duodécim, frätres, ëris, *«_* * * •_* s * *** •• : e märëque, unius, altërius. Quam ob causam Josephus erat invisus suis }Vhich, 0*€({S073 hated his frätrïbus praesertim postquam marrävisset eis dúplex brothers especially after he had told to them double sOmnium quö futüra, ejus magnitüdo portendebätur. dream bg which his greatmess wa8 show). NOTES.—When can a, short penult take the accent? How can the second and third accents be found? How can the quantity of the penult be known? Is it necessary to know the quantity of any other syllable than the penult to place the primary accent? How many accents has bénéficentissîmüs ? At the end of a verb, tur is 3 pers., sing., passive. What verb above has this ending? What is the subject? 3 203, c. Why do erat and narravisset end in t? What is their “subject”? 12 LATIN GRADUAL. IL E S S O N V. Learn Gr., 26—29.—Definitions. Pronounce, and tell to what part of speech each word belongs. égo, I. duplex, double. somnium, dream. ligäbämus, we were bimding. ERöma, Rome. haec, the8e. manipülus, 8heaf. inquit, 8aid he. agrö, in the field. rectus, vtpright. Haec porro erant Josephi somnia. “Ligäbamus,” ???0?*€Oιγ€7* 2{}67*e Jo8eph's inquit, “ sîmul manipulös in agrö: eccë manipulus together lo meus surgébat et stäbat rectus; vestri autem 'my Q?/?*OS€2 stood gyovtr but manipuli circumstantes veneräbantur meum.” stam ling a rov yvd were reverencing mime. NOTES.—The ending of the first person, plural, active, is mus ; as, ligabamus, we were binding ; the ending of the third person, plural is nt; as, erant, they were ; ntur, third, plural, passive. Point out the ending of each verb used in Lessons IV. and V. Venerabantur has the meaning of the active voice, % 46. *. L E S S O N V I. Learn Gr., 30—33.—Definitions. Pronounce, and clas- sify as im Lessom V. posteä, afterward. autem, but. eeee, lo ! in, in. et, amd. undécim, elevem. mè, 'm6. stelläs, Star8. praesertim, e8pecially. prae, before. EORMS OF WORDS. 13 Postea vidi in somnis sölem, lünam et undecim I saw - sleep S?£? 77?00??, stelläs adórantës me. worshiping NoTEs.—The Perfect Indicative, first person, singular ends in I; as, vidi, I 8aw. Which part of speech in Latin may alone consti- tute a sentence? Why not the same in English? Which part of speech is used tO name persons Or things? Which part to name qualities or limitations? Are both nouns? How distinguished? Define solar, lunar, 8tellar. Point out other derivatives from Latin words already used. IL E S S O N V II. Learn Gr., 34—38.—Inflectiom. Pronoumce, and note the inflected words. est, he (she, it) is. fräter, brother. cui, to whom. fratrës, brother8. tu, thou, y0w. ëris, thow, wilt be. tuae, thy, your. subjiciémür, we shall be 8ubject. eüm, eäm, id, him, her, it. rex, king. ei, to hám, her, it. nostër, nostrâ, nostrüm, Our. Cui fratres responderunt, “Num tu eris rex replied noster? Num subjiciemur ditiöni tuae?” Fratres 1'^tle igîtur invïdëbant ei; et pater rem tăcîtüs accordingly emvied the matter ' silent considérabat. vas thinking about. NoTEs.—Num asks the question, Wilt thou be king Over us? and expects the answer No. The second persom, singular, active ending is s; as, eris, thou wilt be. The first person, plural, passive ending is mür ; as, subjiciémür. What would subjicientur meam ? Subjici- ëmus ? subjiciet ? subjicient ? · 14 ILATIN GRADUAL. IL E S S O N V III. Learn Gr., 39, 40. Also the verb-stems already used, and tell the characteristic of each. amä-, love. venerä-, ^Uorship. ês-, be. ' stä-, Stand. surg-, ri8e. ligä-, bind. narrä-, tell. portend-, foretell. invidë-, envy. subjici-, put under, REVIEW. [IV., V., VI., VII.]—Quam ob causam Jose- phus erat invisus suis fratribus, praesertim postquam narravisset eis duplex somnium, quo futura, ejus magni- tudo portendebatur. Haec porro erant Josephi somnia. “Ligabamus,” inquit, “simul manipulos in agro: ecce manipulus meus surgebat et stabat rectus; vestri autem manipuli circumstantes venerabantur meum. Postea vidi in somnis solem, lunam et undecim stellas ador- antes me.” Cui fratres responderunt, “Num tu eris rex moster? Num subjiciemur ditioni tuae?” Fratres igitur invidebant ei; et pater rem tacitus éonsiderabat. INoTE.—Find the stems of the verbs in the above, and see how the meaning of each is determined by the ending. IL E S S O N IX. Learn Gr., 63, 64, a—Personal endings. Give the Eng- lish pronoum for each of the endings: mus, t, s, nt, r, mur, ntur, tis, m, o, tur, mini, i, nt, mus, ris, re, t, or, re. EORMS OF WORDS. 15 Give the endings—first active, then passive—for the pronouns: nös, we; vös, you; is, he; ëgo, I; tu, thou; ëa, She; ii, they ; id, it;. eae, they. Apply thesè endings to the verb-stem ama-, love; thus: amäs, thou, love$t; amämur, we a re loved; etc. Review the verbs already used and note their personal endings: portendebätür, it wa8 shown; habuit, he had; ligäbämus, we were binding; erat, he wa8; respondérunt, they replied; erant, they were; subjiciémur, we shall be put under. Quâdam dië quum fratres Josephi pascérent; One day when, were feeding grèges procùl, ipsë remansêrat dömi. flocks far away himself . had staid at home. IL E S S O N X. Learn Gr., 71—Present Indicative and Subjunctive of esse. Define indicative mode ; subjunctive ; 47—49. De- fine present tense; 56, 57, a. Translate: sum, estis, sümus, sunt, sint, sitis, sim, est, es, simus, sis. Write in Latin: we are, he is, they may be, thou art, you are, I may be, I am, you may be, thou mayst be, he is, they are, he may be, it may be, we may be. Jacóbus misit, eum ad fratres ut cognosceret sent him, that he máght learm quomodo sé habérent. how themselves vere having. NOTES.—The stem és appears in the second and third persons singular and second person plural: elsewhere in the present, ô is dropped. ü is the connecting vowel of the indicative. What is the sign of the subjunctive? se habërent, they fared. :