[Decoration]
To read Latin quickly and intelligently, and to enjoy the reading
properly, we must possess (1) a vocabulary, _i.e._ a collection of Latin
words with whose meanings, whether used singly or in combination, we are
thoroughly familiar; (2) a knowledge of the inflectional system of the
language, _i.e._ its declensions and conjugations; (3) a knowledge of
its syntax; and (4) a knowledge of the plan upon which the Latin
sentence is constructed, or, in other words, we must be able to overcome
the difficulties arising out of the peculiar order of the words and
clauses that form a Latin sentence.
#Vocabulary.#--Words are the material out of which sentences are
constructed. Hence it is of prime importance to know their meanings. The
best way, in fact the only way, to acquire a vocabulary, is by constant
reading, and by noting carefully the force of individual words as they
occur. It soon becomes evident that certain words are very frequently
used, especially verbs which denote actions that have to do with
everyday life, such as _dîcô_, _eô_, _faciô_, _habeô_, _veniô_, _sum_,
and their compounds. These at least must be mastered at the very outset.
It is worth while to notice what prefixes are used in forming compound
verbs, and the modifications of meaning which they produce. If the force
of the simple verb is mastered, a little practice will enable the
student to detect at sight the meaning of any of its compounds without
reference to any dictionary.
It is useful also to group together in memory words derived from the
same stem, _e.g._ _canô_, _cantus_; _certô_, _certâmen_; _dûcô_, _dux_;
_regô_, _rêx_, _rêgius_; _caedô_, _caedês_. A specially interesting
study consists in noting the English words which go back to Latin
originals. From various causes a large part of our English vocabulary is
borrowed from Latin. Cf. _donate_ with _dônô_ and _dônum_, _lucid_ with
_lûx_, _regent_ with _rêx_ and _regô_.
Finally, it will be found very helpful constantly to read Latin aloud,
for thus the _ear_ will help the _eye_ and words will have meaning when
_heard_ as well as when _seen_. Indeed, we ought to use our ears far
more than our eyes in acquiring a Latin vocabulary, in order that Latin
words, when heard, shall suggest at once to our minds the same pictures
which they suggested to the minds of Roman boys.
#Inflections and Syntax.#--It is not enough, however, to be familiar
with the meanings of individual words, however many we may succeed in
mastering. We must possess a knowledge also of _inflections_, _i.e._ of
the declensions and conjugations, which tell us how individual words may
be altered in form in order to express different relations to other
words, and of _syntax_, which tells us how words are combined together
into sentences. A knowledge of inflections and an understanding of
syntax are the tools by which we arrive at the meaning of sentences as a
whole. As the wise workman uses the best and most efficient tools, so
one who undertakes to read Latin with speed and pleasure must make his
mastery of inflections and syntax as complete as possible. It is assumed
that students of this book have already had some drill in the commoner
inflections. The principles of syntax can best be studied as they occur
in actual reading. The commonest, and therefore most important, are
discussed in the notes and illustrated by appropriate references to the
grammars in common use and by the tables of constructions on pages xvi
to xxvi. A very practical way of fixing the principles of syntax firmly
in mind is by frequent translation from English into Latin. It should be
remembered, however, that we study syntax simply because such study
enables us to read and enjoy the great works of Latin literature.
#The Order of Words.#--The greatest difficulty that confronts the
student of Latin literature is the fact that the order of the words in a
Latin sentence is widely different from that which he ordinarily finds
in an English sentence. This difference is due mainly to two causes.
(1) Every Latin sentence is a kind of word picture, in which the meaning
is developed stroke by stroke, _the separate parts being introduced in
the order of their importance_. (2) It is a principle of Latin to keep
the meaning in suspense until the very end, so that the last word
completes not only the form, but also the meaning of the sentence. Both
these principles may be seen at work in lines 1 to 5 of selection I,
page 1. _Proca_ naturally stands first, partly because the whole work is
a story of the deeds of men, partly because at this point he is
especially important, as being the reigning king, with power to choose
his own successor. The phrase _rêx Albânôrum_ very properly follows, as
defining the scene of the action. _Numitor_ and _Amûlius_ are next
mentioned because the Latin loves to emphasize contrasts of persons. The
sense of the whole is not complete till we reach the very last word,
_habuit_. In the next sentence _Numitôrî_ is first, because now Numitor
is more important, as being Proca's successor. The relative clause _quî
. . . erat_ not only states a fact, but also gives the reason why Proca
bequeathed his kingdom (_rêgnum relîquit_) to Numitor. So in the words
_ut . . . fêcit_, the _ut_-clause tells why Amulius performed the act
indicated by the words _Rhêam Silviam . . . fêcit_, so that by the time
we know _what_ the act was we know also exactly _why_ it was performed.
The Latin thus pictures the parts of the scene in their true order, for
the motive in every case precedes the act. We see therefore that,
however strange at times the Latin order may seem to be, there is always
good reason for it. It is our task at the outset, as it soon will be our
pleasure, to determine just what this reason is.
Now this freer order of words in the Latin sentence is rendered possible
by the fact that Latin possesses an elaborate inflectional system,
whereas English does not. Note, however, that one familiar with Latin
declensions would know at once that in the first sentence discussed
above Proca was actor (_i.e._ subject), and Numitor and Amulius acted
upon (_i.e._ object). So in the sentence _ut . . . fêcit_ it is clear
that Amulius is the actor and that Rhea Silvia is acted upon. Thus the
inflectional system serves to relieve, in part at least, the very
difficulty which it creates.
#How to Read.#--By far the best way for the beginner to make himself
familiar with the Latin order and its meaning is to _make a practice
from the very outset of reading the sentence aloud from beginning to end
before attempting to translate at all_. If the meaning is not clear at
once, a repetition of such reading will often serve to make it clear,
provided the student knows the force of the individual words and
constructions. If he does not, he must seek the aid of the vocabulary or
the notes. Then let him read the sentence once more aloud, slowly and
carefully. He should not, however, look into either vocabulary or notes
until he has read the Latin through at least once. Progress at first
will necessarily be slow, but it will be sure. By every page read in the
manner indicated above the pupil is preparing himself to read with more
and more intelligence and pleasure the pages that remain. Besides, in
this way he reads his Latin precisely as he reads English, word after
word, in the order in which it is written, and precisely as a Roman boy
1800 years ago read his Latin story or poem. He will gain further the
advantage of training his ear as well as his eye and of making it do its
fair share of the work. In translating, too, it will be wise to follow
as closely as possible the Latin order. Often it will be found that the
resulting English order, even if not very common, is none the less
intelligible. So the sentence _ut . . . fêcit_ discussed above may be
translated almost exactly in the Latin order.