LATIN FOR BEGINNERS
BY
BENJAMIN L. D’OOGE, Ph.D.
Professor in the Michigan State Normal College
Ginn and Company
Boston · New York · Chicago · London
Copyright, 1909, 1911 by Benjamin L. D’Ooge
Entered at Stationers’ Hall
All Rights Reserved
013.4
The Athenæum Press
Ginn and Company · Proprietors · Boston · U.S.A.
* * * * *
CONTENTS
Lesson Page
Preface
TO THE STUDENT--By way of Introduction 1-4
PART I. THE PRONUNCIATION OF LATIN
ALPHABET, SOUNDS OF THE LETTERS, SYLLABLES, QUANTITY, ACCENT,
HOW TO READ LATIN 5-11
PART II. WORDS AND FORMS
I-VI. FIRST PRINCIPLES--_Subject and Predicate,
Inflection, Number, Nominative Subject, Possessive
Genitive, Agreement of Verb, Direct Object,
Indirect Object, etc._--DIALOGUE 12-24
VII-VIII. FIRST OR _Ā_-DECLENSION--_Gender, Agreement of
Adjectives, Word Order_ 25-30
IX-X. SECOND OR _O_-DECLENSION--GENERAL RULES FOR
DECLENSION--_Predicate Noun, Apposition_--DIALOGUE 31-35
XI. ADJECTIVES OF THE FIRST AND SECOND DECLENSIONS 36-37
XII. NOUNS IN «-ius» AND «-ium»--GERMĀNIA 38-39
XIII. SECOND DECLENSION (_Continued_)--Nouns in «-er» and
«-ir»--ITALIA--DIALOGUE 39-41
XIV. POSSESSIVE ADJECTIVE PRONOUNS 42-43
XV. ABLATIVE DENOTING WITH--_Cause, Means, Accompaniment,
Manner_--THE ROMANS PREPARE FOR WAR 44-46
XVI. THE NINE IRREGULAR ADJECTIVES 46-47
XVII. THE DEMONSTRATIVE «is, ea, id»--DIALOGUE 48-50
XVIII. CONJUGATION--Present, Imperfect, and Future of «sum»--
DIALOGUE 51-53
XIX. PRESENT ACTIVE INDICATIVE OF «amō» AND «moneō» 54-56
XX. IMPERFECT ACTIVE INDICATIVE OF «amō» AND «moneō»--
_Meaning of the Imperfect_--NIOBE AND HER CHILDREN 56-57
XXI. FUTURE ACTIVE INDICATIVE OF «amō» AND «moneō»--
NIOBE AND HER CHILDREN (_Concluded_) 58-59
XXII. REVIEW OF VERBS--_The Dative with Adjectives_--
CORNELIA AND HER JEWELS 59-61
XXIII. PRESENT ACTIVE INDICATIVE OF «regō» AND «audiō»--
CORNELIA AND HER JEWELS (_Concluded_) 61-63
XXIV. IMPERFECT ACTIVE INDICATIVE OF «regō» AND «audiō»--
_The Dative with Special Intransitive Verbs_ 63-65
XXV. FUTURE ACTIVE INDICATIVE OF «regō» AND «audiō» 65-66
XXVI. VERBS IN «-iō»--Present, Imperfect, and Future Active
Indicative of «capiō»--_The Imperative_ 66-68
XXVII. PASSIVE VOICE--Present, Imperfect, and Future
Indicative of «amō» and «moneō»--PERSEUS AND
ANDROMEDA 68-71
XXVIII. PRESENT, IMPERFECT, AND FUTURE INDICATIVE PASSIVE
OF «regō» AND «audiō»--PERSEUS AND ANDROMEDA
(_Continued_) 72-73
XXIX. PRESENT, IMPERFECT, AND FUTURE INDICATIVE PASSIVE
OF «-iō» VERBS--PRESENT PASSIVE INFINITIVE AND
IMPERATIVE 73-75
XXX. SYNOPSES IN THE FOUR CONJUGATIONS--THE ABLATIVE
DENOTING FROM--_Place from Which, Separation,
Personal Agent_ 75-78
XXXI. PERFECT, PLUPERFECT, AND FUTURE PERFECT OF «sum»--
DIALOGUE 79-81
XXXII. PERFECT ACTIVE INDICATIVE OF THE FOUR REGULAR
CONJUGATIONS--_Meanings of the Perfect_--PERSEUS
AND ANDROMEDA (_Continued_) 81-83
XXXIII. PLUPERFECT AND FUTURE PERFECT ACTIVE INDICATIVE--
PERFECT ACTIVE INFINITIVE 84-85
XXXIV. REVIEW OF THE ACTIVE VOICE--PERSEUS AND ANDROMEDA
(_Concluded_) 86-87
XXXV. PASSIVE PERFECTS OF THE INDICATIVE--PERFECT PASSIVE
AND FUTURE ACTIVE INFINITIVE 88-90
XXXVI. REVIEW OF PRINCIPAL PARTS--_Prepositions, Yes-or-No
Questions_ 90-93
XXXVII. CONJUGATION OF «possum»--_The Infinitive used as in
English_--_Accusative Subject of an Infinitive_--
THE FAITHLESS TARPEIA 93-96
XXXVIII. THE RELATIVE PRONOUN AND THE INTERROGATIVE PRONOUN--
_Agreement of the Relative_--THE FAITHLESS TARPEIA
(_Concluded_) 97-101
XXXIX-XLI. THE THIRD DECLENSION--Consonant Stems 101-106
XLII. REVIEW LESSON--TERROR CIMBRICUS 107
XLIII. THIRD DECLENSION--_I_-Stems 108-110
XLIV. IRREGULAR NOUNS OF THE THIRD DECLENSION--
GENDER IN THE THIRD DECLENSION--THE FIRST BRIDGE
OVER THE RHINE 111-112
XLV. ADJECTIVES OF THE THIRD DECLENSION--THE ROMANS
INVADE THE ENEMY’S COUNTRY 113-115
XLVI. THE FOURTH OR _U_-DECLENSION 116-117
XLVII. EXPRESSIONS OF PLACE--_Place to Which, Place from
Which, Place at or in Which, the Locative_--
Declension of «domus»--DÆDALUS AND ICARUS 117-121
XLVIII. THE FIFTH OR _Ē_-DECLENSION--_Ablative of Time_
--DÆDALUS AND ICARUS (_Continued_) 121-123
XLIX. PRONOUNS--Personal and Reflexive Pronouns--DÆDALUS
AND ICARUS (_Concluded_) 123-126
L. THE INTENSIVE PRONOUN «ipse» AND THE DEMONSTRATIVE
«īdem»--HOW HORATIUS HELD THE BRIDGE 126-127
LI. THE DEMONSTRATIVES «hic», «iste», «ille»--A GERMAN
CHIEFTAIN ADDRESSES HIS FOLLOWERS--HOW HORATIUS
HELD THE BRIDGE (_Continued_) 128-130
LII. THE INDEFINITE PRONOUNS--HOW HORATIUS HELD THE
BRIDGE (_Concluded_) 130-132
LIII. REGULAR COMPARISON OF ADJECTIVES 133-135
LIV. IRREGULAR COMPARISON OF ADJECTIVES--_Ablative with
Comparatives_ 135-136
LV. IRREGULAR COMPARISON OF ADJECTIVES (_Continued_)--
Declension of «plūs» 137-138
LVI. IRREGULAR COMPARISON OF ADJECTIVES (_Concluded_)--
_Ablative of the Measure of Difference_ 138-139
LVII. FORMATION AND COMPARISON OF ADVERBS 140-142
LVIII. NUMERALS--_Partitive Genitive_ 142-144
LIX. NUMERALS (_Continued_)--_Accusative of Extent_--
CÆSAR IN GAUL 144-146
LX. DEPONENT VERBS--_Prepositions with the Accusative_ 146-147
PART III. CONSTRUCTIONS
LXI. THE SUBJUNCTIVE MOOD--Inflection of the Present--
_Indicative and Subjunctive Compared_ 148-152
LXII. THE SUBJUNCTIVE OF PURPOSE 152-153
LXIII. INFLECTION OF THE IMPERFECT SUBJUNCTIVE--_Sequence
of Tenses_ 153-155
LXIV. INFLECTION OF THE PERFECT AND PLUPERFECT
SUBJUNCTIVE--_Substantive Clauses of Purpose_ 156-159
LXV. SUBJUNCTIVE OF «possum»--_Verbs of Fearing_ 160-161
LXVI. THE PARTICIPLES--Tenses and Declension 161-164
LXVII. THE IRREGULAR VERBS «volō», «nōlō», «mālō»--
_Ablative Absolute_ 164-166
LXVIII. THE IRREGULAR VERB «fīō»--_Subjunctive of Result_ 167-168
LXIX. SUBJUNCTIVE OF CHARACTERISTIC--_Predicate
Accusative_ 169-171
LXX. CONSTRUCTIONS WITH «cum»--_Ablative of
Specification_ 171-173
LXXI. VOCABULARY REVIEW--_Gerund and Gerundive_--
_Predicate Genitive_ 173-177
LXXII. THE IRREGULAR VERB «eō»--_Indirect Statements_ 177-180
LXXIII. VOCABULARY REVIEW--THE IRREGULAR VERB «ferō»--
_Dative with Compounds_ 181-183
LXXIV. VOCABULARY REVIEW--_Subjunctive in Indirect
Questions_ 183-185
LXXV. VOCABULARY REVIEW--_Dative of Purpose or End for
Which_ 185-186
LXXVI. VOCABULARY REVIEW--_Genitive and Ablative of
Quality or Description_ 186-188
LXXVII. REVIEW OF AGREEMENT--_Review of the Genitive,
Dative, and Accusative_ 189-190
LXXVIII. REVIEW OF THE ABLATIVE 191-192
LXXIX. REVIEW OF THE SYNTAX OF VERBS 192-193
READING MATTER
INTRODUCTORY SUGGESTIONS 194-195
THE LABORS OF HERCULES 196-203
P. CORNELIUS LENTULUS: THE STORY OF A ROMAN BOY 204-215
APPENDIXES AND VOCABULARIES
APPENDIX I. TABLES OF DECLENSIONS, CONJUGATIONS, NUMERALS,
ETC. 226-260
APPENDIX II. RULES OF SYNTAX 261-264
APPENDIX III. REVIEWS 265-282
SPECIAL VOCABULARIES 283-298
LATIN-ENGLISH VOCABULARY 299-331
ENGLISH-LATIN VOCABULARY 332-343
INDEX 344-348
Display Problems
PREFACE
To make the course preparatory to Cæsar at the same time systematic,
thorough, clear, and interesting is the purpose of this series of
lessons.
The first pages are devoted to a brief discussion of the Latin language,
its history, and its educational value. The body of the book, consisting
of seventy-nine lessons, is divided into three parts.
Part I is devoted to pronunciation, quantity, accent, and kindred
introductory essentials.
Part II carries the work through the first sixty lessons, and is devoted
to the study of forms and vocabulary, together with some elementary
constructions, a knowledge of which is necessary for the translation of
the exercises and reading matter. The first few lessons have been made
unusually simple, to meet the wants of pupils not well grounded in
English grammar.
Part III contains nineteen lessons, and is concerned primarily with the
study of syntax and of subjunctive and irregular verb forms. The last
three of these lessons constitute a review of all the constructions
presented in the book. There is abundant easy reading matter; and, in
order to secure proper concentration of effort upon syntax and
translation, no new vocabularies are introduced, but the vocabularies in
Part II are reviewed.
It is hoped that the following features will commend themselves to
teachers:
The forms are presented in their natural sequence, and are given, for
the most part, in the body of the book as well as in a grammatical
appendix. The work on the verb is intensive in character, work in other
directions being reduced to a minimum while this is going on. The forms
of the subjunctive are studied in correlation with the subjunctive
constructions.
The vocabulary has been selected with the greatest care, using Lodge’s
“Dictionary of Secondary Latin” and Browne’s “Latin Word List” as a
basis. There are about six hundred words, exclusive of proper names, in
the special vocabularies, and these are among the simplest and commonest
words in the language. More than ninety-five per cent of those chosen
are Cæsarian, and of these more than ninety per cent are used in Cæsar
five or more times. The few words not Cæsarian are of such frequent
occurrence in Cicero, Vergil, and other authors as to justify their
appearance here. But teachers desiring to confine word study to Cæsar
can easily do so, as the Cæsarian words are printed in the vocabularies
in distinctive type. Concrete nouns have been preferred to abstract,
root words to compounds and derivatives, even when the latter were of
more frequent occurrence in Cæsar. To assist the memory, related English
words are added in each special vocabulary. To insure more careful
preparation, the special vocabularies have been removed from their
respective lessons and placed by themselves. The general vocabulary
contains about twelve hundred words, and of these above eighty-five per
cent are found in Cæsar.
The syntax has been limited to those essentials which recent
investigations, such as those of Dr. Lee Byrne and his collaborators,
have shown to belong properly to the work of the first year. The
constructions are presented, as far as possible, from the standpoint of
English, the English usage being given first and the Latin compared or
contrasted with it. Special attention has been given to the
constructions of participles, the gerund and gerundive, and the
infinitive in indirect statements. Constructions having a logical
connection are not separated but are treated together.
Exercises for translation occur throughout, those for translation into
Latin being, as a rule, only half as long as those for translation into
English. In Part III a few of the commoner idioms in Cæsar are
introduced and the sentences are drawn mainly from that author. From
first to last a consistent effort is made to instill a proper regard for
Latin word order, the first principles of which are laid down early in
the course.
Selections for reading are unusually abundant and are introduced from
the earliest possible moment. These increase in number and length as the
book progresses, and, for the most part, are made an integral part of
the lessons instead of being massed at the end of the book. This
arrangement insures a more constant and thorough drill in forms and
vocabulary, promotes reading power, and affords a breathing spell
between succeeding subjects. The material is drawn from historical and
mythological sources, and the vocabulary employed includes but few words
not already learned. The book closes with a continued story which
recounts the chief incidents in the life of a Roman boy. The last
chapters record his experiences in Cæsar’s army, and contain much
information that will facilitate the interpretation of the Commentaries.
The early emphasis placed on word order and sentence structure, the
simplicity of the syntax, and the familiarity of the vocabulary, make
the reading selections especially useful for work in sight translation.
Reviews are called for at frequent intervals, and to facilitate this
branch of the work an Appendix of Reviews has been prepared, covering
both the vocabulary and the grammar.
The illustrations are numerous, and will, it is hoped, do much to
stimulate interest in the ancient world and to create true and lasting
impressions of Roman life and times.
A consistent effort has been made to use simple language and clear
explanation throughout.
As an aid to teachers using this book a “Teacher’s Manual” has been
prepared, which contains, in addition to general suggestions, notes on
each lesson.
The author wishes to express his gratitude to the numerous teachers who
tested the advance pages in their classes, and, as a result of their
experience, have given much valuable aid by criticism and suggestion.
Particular acknowledgments are due to Miss A. Susan Jones of the Central
High School, Grand Rapids, Michigan; to Miss Clara Allison of the High
School at Hastings, Michigan; and to Miss Helen B. Muir and Mr. Orland
O. Norris, teachers of Latin in this institution.
BENJAMIN L. D’OOGE
MICHIGAN STATE NORMAL COLLEGE
LATIN FOR BEGINNERS
TO THE STUDENT--BY WAY OF INTRODUCTION
«What is Latin?» If you will look at the map of Italy on the opposite
page, you will find near the middle of the peninsula and facing the west
coast a district called Latium,[1] and Rome its capital. The Latin
language, meaning the language of Latium, was spoken by the ancient
Romans and other inhabitants of Latium, and Latin was the name applied
to it after the armies of Rome had carried the knowledge of her language
far beyond its original boundaries. As the English of to-day is not
quite the same as that spoken two or three hundred years ago, so Latin
was not always the same at all times, but changed more or less in the
course of centuries. The sort of Latin you are going to learn was in use
about two thousand years ago. And that period has been selected because
the language was then at its best and the greatest works of Roman
literature were being produced. This period, because of its supreme
excellence, is called the Golden Age of Roman letters.
[Footnote 1: Pronounce _Lā´shĭ-ŭm_.]
«The Spread of Latin.» For some centuries after Rome was founded, the
Romans were a feeble and insignificant people, their territory was
limited to Latium, and their existence constantly threatened by warlike
neighbors. But after the third century before Christ, Rome’s power grew
rapidly. She conquered all Italy, then reached out for the lands across
the sea and beyond the Alps, and finally ruled over the whole ancient
world. The empire thus established lasted for more than four hundred
years. The importance of Latin increased with the growth of Roman
power, and what had been a dialect spoken by a single tribe became the
universal language. Gradually the language changed somewhat, developing
differently in different countries. In Italy it has become Italian, in
Spain Spanish, and in France French. All these nations, therefore, are
speaking a modernized form of Latin.
«The Romans and the Greeks.» In their career of conquest the Romans came
into conflict with the Greeks. The Greeks were inferior to the Romans in
military power, but far superior to them in culture. They excelled in
art, literature, music, science, and philosophy. Of all these pursuits
the Romans were ignorant until contact with Greece revealed to them the
value of education and filled them with the thirst for knowledge. And so
it came about that while Rome conquered Greece by force of arms, Greece
conquered Rome by force of her intellectual superiority and became her
schoolmaster. It was soon the established custom for young Romans to
go to Athens and to other centers of Greek learning to finish their
training, and the knowledge of the Greek language among the educated
classes became universal. At the same time many cultured Greeks--poets,
artists, orators, and philosophers--flocked to Rome, opened schools, and
taught their arts. Indeed, the preëminence of Greek culture became so
great that Rome almost lost her ambition to be original, and her writers
vied with each other in their efforts to reproduce in Latin what was
choicest in Greek literature. As a consequence of all this, the
civilization and national life of Rome became largely Grecian, and to
Greece she owed her literature and her art.
«Rome and the Modern World.» After conquering the world, Rome impressed
her language, laws, customs of living, and modes of thinking upon the
subject nations, and they became Roman; and the world has remained
largely Roman ever since. Latin continued to live, and the knowledge of
Latin was the only light of learning that burned steadily through the
dark ages that followed the downfall of the Roman Empire. Latin was the
common language of scholars and remained so even down to the days of
Shakespeare. Even yet it is more nearly than any other tongue the
universal language of the learned. The life of to-day is much nearer
the life of ancient Rome than the lapse of centuries would lead one to
suppose. You and I are Romans still in many ways, and if Cæsar and
Cicero should appear among us, we should not find them, except for dress
and language, much unlike men of to-day.
«Latin and English.» Do you know that more than half of the words in the
English dictionary are Latin, and that you are speaking more or less
Latin every day? How has this come about? In the year 1066 William the
Conqueror invaded England with an army of Normans. The Normans spoke
French--which, you remember, is descended from Latin--and spread their
language to a considerable extent over England, and so Norman-French
played an important part in the formation of English and forms a large
proportion of our vocabulary. Furthermore, great numbers of almost pure
Latin words have been brought into English through the writings of
scholars, and every new scientific discovery is marked by the addition
of new terms of Latin derivation. Hence, while the simpler and commoner
words of our mother tongue are Anglo-Saxon, and Anglo-Saxon forms the
staple of our colloquial language, yet in the realms of literature, and
especially in poetry, words of Latin derivation are very abundant. Also
in the learned professions, as in law, medicine, and engineering, a
knowledge of Latin is necessary for the successful interpretation of
technical and scientific terms.
«Why study Latin?» The foregoing paragraphs make it clear why Latin
forms so important a part of modern education. We have seen that our
civilization rests upon that of Greece and Rome, and that we must look
to the past if we would understand the present. It is obvious, too, that
the knowledge of Latin not only leads to a more exact and effective use
of our own language, but that it is of vital importance and of great
practical value to any one preparing for a literary or professional
career. To this it may be added that the study of Latin throws a flood
of light upon the structure of language in general and lays an excellent
foundation for all grammatical study. Finally, it has been abundantly
proved that there is no more effective means of strengthening the mind
than by the earnest pursuit of this branch of learning.
«Review Questions.» Whence does Latin get its name? Where is Latium?
Where is Rome? Was Latin always the same? What sort of Latin are we to
study? Describe the growth of Rome’s power and the spread of Latin. What
can you say of the origin of Italian, French, and Spanish? How did the
ancient Greeks and Romans compare? How did Greece influence Rome? How
did Rome influence the world? In what sense are we Romans still? What
did Latin have to do with the formation of English? What proportion of
English words are of Latin origin, and what kind of words are they? Why
should we study Latin?
PART I
THE PRONUNCIATION OF LATIN
THE ALPHABET
«1.» The Latin alphabet contains the same letters as the English except
that it has no _w_ and no _j_.
«2.» The vowels, as in English, are _a, e, i, o, u, y_. The other
letters are consonants.
«3.» _I_ is used both as a vowel and as a consonant. Before a vowel in
the same syllable it has the value of a consonant and is called _I
consonant_.
Thus in Iū-li-us the first _i_ is a consonant, the second a vowel.
SOUNDS OF THE LETTERS[1]
[Footnote 1: N.B. The sounds of the letters are best learned by
hearing them correctly pronounced. The matter in this section is,
therefore, intended for reference rather than for assignment as a
lesson. As a first step it is suggested that the teacher pronounce
the examples in class, the pupils following.]
«4.» Latin was not pronounced like English. The Romans at the beginning
of the Christian era pronounced their language substantially as
described below.
«5.» The vowels have the following sounds:
VOWELS[2] LATIN EXAMPLES
ā as in _father_ hāc, stās
ă like the first _a_ in _aha´_,
never as in _hat_ ă´-măt, că-nās
ē as in _they_ tē´-lă, mē´-tă
ĕ as in _met_ tĕ´-nĕt, mĕr´-cēs
ī as in _machine_ sĕr´-tī, prā´-tī
ĭ as in _bit_ sĭ´-tĭs, bĭ´-bī
ō as in _holy_ Rō´-mă, ō´-rĭs
ŏ as in _wholly_, never as in
_hot_ mŏ´-dŏ, bŏ´-nōs
ū as in _rude_, or as _oo_ in
_boot_ ū´-mŏr, tū´-bĕr
ŭ as in _full_, or as _oo_ in
_foot_ ŭt, tū´-tŭs
NOTE. It is to be observed that there is a decided difference in sound,
except in the case of _a_, between the long and the short vowels. It is
not merely a matter of _quantity_ but also of _quality_.
[Footnote 2: Long vowels are marked ¯, short ones ˘.]
«6.» In «diphthongs» (two-vowel sounds) both vowels are heard in a
single syllable.
DIPHTHONGS LATIN EXAMPLES
«ae» as _ai_ in _aisle_ tae´-dae
«au» as _ou_ in _out_ gau´-dĕt
«ei» as _ei_ in _eight_ dein´-dĕ
«eu» as _ĕ´o͝o_ (a short _e_
followed by a short _u_ in
one syllable) seu
«oe» like _oi_ in _toil_ foe´-dŭs
«ui» like _o͝o´ĭ_ (a short _u_
followed by a short _i_ in one
syllable. Cf. English _we_) cui, huic
NOTE. Give all the vowels and diphthongs their proper sounds and do not
slur over them in unaccented syllables, as is done in English.
«7.» «Consonants» are pronounced as in English, except that
CONSONANTS LATIN EXAMPLES
«c» is always like _c_ in _cat_,
never as in _cent_ că´-dō, cĭ´-bŭs, cē´-nă
«g» is always like _g_ in _get_,
never as in _gem_ gĕ´-mō, gĭg´-nō
«i consonant» is always like
_y_ in _yes_ iăm, iŏ´-cŭs
«n» before _c, qu_, or _g_ is
like _ng_ in _sing_ (compare
the sound of _n_ in _anchor_) ăn´-cŏ-ră (ang´-ko-ra)
«qu», «gu», and sometimes «su»
before a vowel have the sound
of _qw, gw_, and _sw_. Here
_u_ has the value of consonant
_v_ and is not counted a vowel ĭn´-quĭt, quī, lĭn´-guă,
săn´-guĭs, suā´-dĕ-ō
«s» is like _s_ in _sea_, never
as in _ease_ rŏ´-să, ĭs
«t» is always like _t_ in
_native_, never as in _nation_ ră´-tĭ-ō, nā´-tĭ-ō
«v» is like _w_ in _wine_, never
as in _vine_ «vī´-nŭm», «vĭr»
«x» has the value of two
consonants (_cs_ or _gs_) and
is like _x_ in _extract_, not
as in _exact_ «ĕx´-trā», «ĕx-āc´-tŭs»
«bs» is like _ps_ and «bt» like
_pt_ «ŭrbs», «ŏb-tĭ´-nĕ-ō»
«ch», «ph», and «th» are like
_c_, _p_, _t_ «pŭl´-chĕr», «Phoe´-bē»,
«thĕ-ā´-trŭm»
_a._ In combinations of consonants give each its distinct sound.
Doubled consonants should be pronounced with a slight pause between
the two sounds. Thus pronounce _tt_ as in _rat-trap_, not as in
_rattle_; _pp_ as in _hop-pole_, not as in _upper_. Examples,
«mĭt´-tō», «Ăp´pĭ-ŭs», «bĕl´-lŭm.»
SYLLABLES
«8.» A Latin word has as many syllables as it has vowels and diphthongs.
Thus «aes-tā´-tĕ» has three syllables, «au-dĭ-ĕn´-dŭs» has four.
_a._ Two vowels with a consonant between them never make one
syllable, as is so often the case in English. Compare English
_inside_ with Latin īn-sī´-dĕ.
«9.» Words are divided into syllables as follows:
1. A single consonant between two vowels goes with the second. Thus
«ă-mā´-bĭ-lĭs», «mĕ-mŏ´-rĭ-ă», «ĭn-tĕ´-rĕ-ā», «ă´-bĕst»,
«pĕ-rē´-gĭt».[3]
[Footnote 3: In writing and printing it is customary to divide
the parts of a compound, as «inter-eā», «ab-est», «sub-āctus»,
«per-ēgit», contrary to the correct phonetic rule.]
2. Combinations of two or more consonants:
_a._ A consonant followed by _l_ or _r_ goes with the _l_ or _r_.
Thus «pū´-blĭ-cŭs», «ă´-grī».
EXCEPTION. Prepositional compounds of this nature, as also _ll_ and
_rr_, follow rule _b_. Thus «ăb´-lŭ-ō», «ăb-rŭm´-pō», «ĭl´-lĕ»,
«fĕr´-rŭm».
_b._ In all other combinations of consonants the first consonant
goes with the preceding vowel.[4] Thus «măg´-nŭs», «ĕ-gĕs´-tās»,
«vĭc-tō´-rĭ-ă», «hŏs´-pĕs», «ăn´-nŭs», «sŭ-bāc´-tŭs».
[Footnote 4: The combination nct is divided nc-t, as fūnc-tŭs,
sānc-tŭs.]
3. The last syllable of a word is called the _ul´-ti-ma_; the one
next to the last, the _pe-nult´_; the one before the penult, the
_an´-te-pe-nult´_.
«10.» EXERCISE
Divide the words in the following passage into syllables and pronounce
them, placing the accent as indicated:
Vā́dĕ ăd fŏrmī́căm, Ō pĭ́gĕr, ĕt cōnsī́dĕrā vĭ́ās ĕ́iŭs ĕt dĭ́scĕ săpĭĕ́ntĭăm:
quae cŭm nōn hắbĕăt dŭ́cĕm nĕc praecĕptṓrĕm nĕc prī́ncĭpĕm, pắrăt ĭn
aestā́tĕ cĭ́bŭm sĭ́bĭ ĕt cŏ́ngrĕgăt ĭn mĕ́ssĕ quŏd cŏ́mĕdăt.
[[Go to the ant, thou sluggard; consider her ways, and be wise: which,
having no guide, overseer, or ruler, provideth her meat in the summer
and gathereth her food in the harvest.]]
QUANTITY
«11.» The quantity of a vowel or a syllable is the time it takes to
pronounce it. Correct pronunciation and accent depend upon the proper
observance of quantity.
«12.» «Quantity of Vowels.» Vowels are either long (¯) or short (˘). In
this book the long vowels are marked. Unmarked vowels are to be
considered short.
1. A vowel is short before another vowel or _h_; as «pŏ-ē´-ta»,
«tră´-hō».
2. A vowel is short before _nt_ and _nd_, before final _m_ or _t_,
and, except in words of one syllable, before final _l_ or _r_. Thus
«a´-mănt», «a-măn´-dus», «a-mā´-băm», «a-mā´-băt», «a´-ni-măl»,
«a´-mŏr».
3. A vowel is long before _nf_, _ns_, _nx_, and _nct_. Thus
«īn´-fe-rō», «re´-gēns», «sān´-xī», «sānc´-tus».
4. Diphthongs are always long, and are not marked.
«13.» «Quantity of Syllables.» Syllables are either long or short, and
their quantity must be carefully distinguished from that of vowels.
1. «A syllable is short»,
_a._ If it ends in a short vowel; as «ă´-mō», «pĭ´-grĭ».
NOTE. In final syllables the short vowel may be followed by a final
consonant. Thus the word «mĕ-mŏ´-rĭ-ăm» contains four short syllables.
In the first three a short vowel ends the syllable, in the last the
short vowel is followed by a final consonant.
2. «A syllable is long»,
_a._ If it contains a long vowel or a diphthong, as «cū´-rō»,
«poe´-nae», «aes-tā´-te».
_b._ If it ends in a consonant which is followed by another
consonant, as «cor´-pus», «mag´-nus».
NOTE. The vowel in a long syllable may be either long or short, and
should be pronounced accordingly. Thus in «ter´-ra», «in´-ter», the
first syllable is long, but the vowel in each case is short and should
be given the short sound. In words like «saxum» the first syllable is
long because _x_ has the value of two consonants (_cs_ or _gs_).
3. In determining quantity _h_ is not counted a consonant.
NOTE. Give about twice as much time to the long syllables as to the
short ones. It takes about as long to pronounce a short vowel plus a
consonant as it does to pronounce a long vowel or a diphthong, and so
these quantities are considered equally long. For example, it takes
about as long to say «cŭr´-rō» as it does «cū´-rō», and so each of these
first syllables is long. Compare «mŏl´-lis» and «mō´-lis», «ā-mĭs´-sī»
and «ā-mi´-sī».
ACCENT
«14.» Words of two syllables are accented on the first, as «mēn´-sa»,
«Cae´-sar».
«15.» Words of more than two syllables are accented on the penult if the
penult is long. If the penult is short, accent the antepenult. Thus
«mo-nē´-mus», «re´-gi-tur», «a-gri´-co-la», «a-man´-dus».
NOTE. Observe that the position of the accent is determined by the
length of the _syllable_ and not by the length of the vowel in the
syllable. (Cf. §13.2, Note.)
«16.» Certain little words called _enclit´ics_[5] which have no separate
existence, are added to and pronounced with a preceding word. The most
common are «-que», _and_; «-ve», _or_; and «-ne», the question sign.
The syllable before an enclitic takes the accent, regardless of its
quantity. Thus «populus´que», «dea´que», «rēgna´ve», «audit´ne».
[Footnote 5: Enclitic means _leaning back_, and that is, as you see,
just what these little words do. They cannot stand alone and so they
lean back for support upon the preceding word.]
HOW TO READ LATIN
«17.» To read Latin well is not so difficult, if you begin right.
Correct habits of reading should be formed now. Notice the quantities
carefully, especially the quantity of the penult, to insure your getting
the accent on the right syllable. (Cf. §15.) Give every vowel its
proper sound and every syllable its proper length. Then bear in mind
that we should read Latin as we read English, in phrases rather than in
separate words. Group together words that are closely connected in
thought. No good reader halts at the end of each word.
«18.» Read the stanzas of the following poem by Longfellow, one at a
time, first the English and then the Latin version. The syllables
inclosed in parentheses are to be slurred or omitted to secure
smoothness of meter.
EXCELSIOR [[HIGHER]]! [6]
The shades of night were falling fast,
As through an Alpine village passed
A youth, who bore, ’mid snow and ice,
A banner with the strange device,
Excelsior!
Cadēbant noctis umbrae, dum
Ibat per vīcum Alpicum
Gelū nivequ(e) adolēscēns,
Vēxillum cum signō ferēns,
Excelsior!
His brow was sad; his eye beneath,
Flashed like a falchion from its sheath,
And like a silver clarion rung
The accents of that unknown tongue,
Excelsior!
Frōns trīstis, micat oculus
Velut ē vāgīnā gladius;
Sonantque similēs tubae
Accentūs lingu(ae) incognitae,
Excelsior!
In happy homes he saw the light
Of household fires gleam warm and bright;
Above, the spectral glaciers shone,
And from his lips escaped a groan,
Excelsior!
In domibus videt clārās
Focōrum lūcēs calidās;
Relucet glaciēs ācris,
Et rumpit gemitūs labrīs,
Excelsior!
“Try not the Pass!” the old man said;
“Dark lowers the tempest overhead,
The roaring torrent is deep and wide!”
And loud that clarion voice replied,
Excelsior!
Dīcit senex, “Nē trānseās!
Suprā nigrēscit tempestās;
Lātus et altus est torrēns.”
Clāra vēnit vōx respondēns,
Excelsior!
At break of day, as heavenward
The pious monks of Saint Bernard
Uttered the oft-repeated prayer,
A voice cried through the startled air,
Excelsior!
Iam lūcēscēbat, et frātrēs
Sānctī Bernardī vigilēs
Ōrābant precēs solitās,
Cum vōx clāmāvit per aurās,
Excelsior!
A traveler, by the faithful hound,
Half-buried in the snow was found,
Still grasping in his hand of ice
That banner with the strange device,
Excelsior!
Sēmi-sepultus viātor
Can(e) ā fīdō reperītur,
Comprēndēns pugnō gelidō
Illud vēxillum cum signō,
Excelsior!
There in the twilight cold and gray,
Lifeless, but beautiful, he lay,
And from the sky, serene and far,
A voice fell, like a falling star,
Excelsior!
Iacet corpus exanimum
Sed lūce frīgidā pulchrum;
Et caelō procul exiēns
Cadit vōx, ut Stella cadēns,
Excelsior!
[Footnote 6: Translation by C. W. Goodchild in _Praeco Latinus_,
October, 1898.]