unit x: myths, legends, and history of early greece and romeunit objectives • unit objectives •...

Unit Objectives•

Unit Objectives• To learn the forms and use of the

demonstratives hic, ille, is, ¬dem, andthe intensive ipse

• To learn the ablative of time when

• To learn more about Greek and Romanreligion, legends, and history

A dramatic event from early Greekmythology. Zeus, astride his eagle andwith fiery thunderbolts in hand, banishesthe Giants to Tartarus, while his fellowOlympians watch the victory. The Romans,giving Latin names to the Greek deities,adapted this story to their own mythology.Notice the circle of the zodiac encirclingZeus. At the left, notice Juno’s peacock,Venus’ son Cupid, and Mars. At the rightare the Muses and other Olympians. Atthe bottom, the artist Pierino del Vaga(sixteenth century), in his vision of Hell,has included not just humans but also aview of Rome and even his own self-portrait (bottom right).Sc

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1 lightning bolt2 genitive singular of Iuppiter3 armies4 this5 wisdom6 Terminus, the minor god who,

represented by a boundary stone,protected property limits

Rßm¤n¬ multßs deßs qußrum officia erant varia habu±runt. Deßs inomnibus loc¬s v¬d±runt—in terr¤, in agr¬s, in fr¥mentß, in montibus, in silv¬s,in und¬s maris, in aqu¤ fl¥minum, in omn¬ n¤t¥r¤. Nßn omn±s par±sauctßrit¤te erant, nam magn¬ de¬ erant et parv¬ de¬, de¬ deaeque. Inter magnßsdeßs pr¬mus auctßrit¤te erat Iuppiter, r±x atque pater deßrum hominumque,qu¬ in caelß habit¤bat et fulmine1 malßs terr±bat. I¥nß erat uxor Iovis2 etr±g¬na deßrum. Venus erat pulchra dea amßris. M¤rs, deus bell¬, arma etpugn¤s et exercit¥s3 am¤bat. Auctor popul¬ Rßm¤n¬ voc¤b¤tur, et fortasse obhanc4 causam Rßm¤n¬ semper bella ger±bant. Mercurius, celer n¥ntiusdeßrum, omn±s celerit¤te super¤bat. Nept¥nus erat deus maris, qu¬ equßs inund¬s reg±bat. Reliqu¬ magn¬ de¬ erant Cer±s, dea fr¥ment¬, Minerva, deasapientiae5, Di¤na, dea silv¤rum, Vulc¤nus, deus ignis, Apollß, qu¬ omniaprßvid±bat et quem homin±s cßnsul±bant, Bacchus, deus v¬n¬. Rßm¤n¬nßmina omnium magnßrum deßrum et multßrum parvßrum cognßverant—quod nßn facile erat, nam magnus erat numerus deßrum de¤rumque. Etiam“terminus6 agrßrum” deus erat.

346 U N I T X m y t h s , l e g e n d s , a n d h i s t o r y o f e a r l y G r e e c e a n d R o m e

R e v i e w r e a d i n g

De¬ deaeque

RØm§nØrum

Objective

• To survey the maindeities in Romanreligion

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This frieze in Rome shows a ritual sacrifice, called a lustrum, which wasperformed after the c±nsus was taken (every five years). The lustrum wasintended to purify the citizens of their sins, ward off evil, and protect the good.To the left the c±nsor enrolls a line of citizens; in the center stands the pontifexat the altar, and to the right the sacrificial animals, a bull, a sheep, and a pig. Thecensor’s main function was to count the people and divide them into classes, butthe fact that he could deny citizenship or even expel a senator from the Senatefor immoral conduct is an indication of just how closely tied together werereligion and politics in ancient Rome.

Giraudon/Art Resource, NY

Questions1. In what places did the Romans observe divine powers?2. Describe the Roman goddesses and their powers.3. Describe the Roman gods and their powers.4. Why was Mercury the messenger of the gods?5. Which god, in your view, would be most important for the Romans

and why?6. Which god was called the founder of the Roman people and how did this

affect them?

d e æ d e a e q u e r Ø m § n Ø r u m 347

A lar¤rium, or private chapel forthe L¤r±s, in the House of theVettii in Pompeii. Between theL¤r±s is the Genius, or guardianspirit of the family (the g±ns),with his head covered in prayer.This genius resides in thepaterfamili¤s, the head ofthe family, during his lifetime.The snake, a symbol of renewaland longevity, represents theguardian spirit as well.

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Auctor et pr¬mus r±x deßrum £ranus erat. Hunc f¬lius S¤turnus ex r±gnßexpulit. £ranus h¬s verb¬s S¤turnum monuit: “Tempus auctßrit¤tis tuae nßnlongum erit; nam t¥ ¤ f¬liß tuß expell±ris.” H¬s verb¬s territus S¤turnus omn±sf¬lißs in ßrdine d±vor¤bat. Sed m¤ter illum quem ante1 reliqußs am¤batserv¤vit. Hic fuit Iuppiter, ad ¬nsulam Cr±tam ¤ m¤tre missus. Post paucßsannßs hic patrem expulit et r±gnum ill¬us occup¤vit. S¤turnus reliqußs f¬lißsreddere co¤ctus est. R±giam2 in monte Olympß Iuppiter posuit, ex quß inomn±s part±s spect¤re poterat. Fr¤tr±s convoc¤vit. Nept¥nß maris r±gnum,Pl¥tßn¬ r±gnum ¬nferßrum3 perm¬sit.

Sed poste¤ Gigant±s4, f¬li¬ Terrae, cum de¬s bellum gess±runt. Ill¬ adOlympum praecipit±s cucurr±runt sed, ¤ de¬s proeliß super¤t¬, poen¬s d¥r¬saffect¬ sunt. Poste¤ multa templa in terr¤ de¬s ab hominibus posita sunt.


L e s s o n L

S¤turnus et

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Lesson

Objectives

• To learn more aboutthe twelve Olympiangods and goddesses

• To learn the demon-stratives hic and ille

1 more than (lit. before)2 palace3 of those below, i.e., the dead4 the Giants

Iuppiter pater deßrumhominumque. Under Jupiter,the Olympian sky-gods, afterfierce battles, defeated themonstrous earthborn Giantsand introduced greater orderinto a violent universe. All thenames of this supreme sky-god,Zeus, Iuppiter (Diespiter theDay Father in archaic Latin),and Jupiter in English, have theword “day” hidden in their base. A

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Questions1. Who was the first king of the gods?2. How was Saturn related to him?3. What was the warning Uranus gave?4. What did Saturn then do? 5. How was Jupiter saved? 6. What did Jupiter do to establish his rule?7. Who were Jupiter’s brothers and what area did each control?8. Who were the Giants and what became of them?

Noun

m¤´ter, m¤´tris f. mother (matron, maternal)

Demonstratives

hic, haec, hoc this; (pl.) these

(as pronoun: he, she, it, they, this man, etc.)il´le, il´la, il´lud that; (pl.) those

(as pronoun: he, she, it, they, that man, etc.)

Adjective

prae´ceps, (gen.) praeci´pitis (precipice, precipitate)headfirst, steep, straight (down)

Verbs

cur´rß, cur´rere, cucur´r¬, curs¥´rus run (cursive, precursor)expel´lß, expel´lere, ex´pul¬, [pellß]

expul´sus drive out

The Demonstratives Hic and Ille

In English, this (plural, these) and that (plural, those) are calleddemonstratives because they “point out” persons or objects. They may beused as either adjectives or pronouns. This (adjective) man certainly did

not write that (pronoun). That (pronoun) could not have been done by

these (adjective) boys.

Hic vir illud nßn scr¬psit. This man did not write that.

Illud ab h¬s puer¬s nßn That was not done by these boys.

factum est.

L E S S O N l s ¤ t u r n u s e t i u p p i t e r 349

In Latin, hic means this (near the speaker in place or thought), while illemeans that (more distant from the speaker).


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Pluto, god of theunderworld, restson the river Styx.Under his left armis Cerberus, thewatchdog of Hell.

THIS THESE

SINGULAR PLURAL

M. F. N. M. F. N.Nominative hic haec hoc h¬ hae haecGenitive huíus huíus huíus hß´rum h¤´rum hß´rumDative huic huic huic h¬s h¬s h¬sAccusative hunc hanc hoc hßs h¤s haecAblative hßc h¤c hßc h¬s h¬s h¬s

THAT THOSE

SINGULAR PLURAL

M. F. N. M. F. N.Nominative il´le il´la il´lud il´l¬ il´lae il´laGenitive ill¬ús ill¬ús ill¬ús illß´rum ill¤´rum illß´rumDative il´l¬ il´l¬ il´l¬ il´l¬s il´l¬s il´l¬sAccusative il´lum il´lam il´lud il´lßs il´l¤s il´laAblative il´lß il´l¤ il´lß il´l¬s il´l¬s il´l¬s

Ille is declined regularly, like bonus, in the plural (ill¬, ¬llae, illa); like-wise hic (h¬, hae, haec) except for its nominative and accusative pluralneuter. The -c which appears in many forms of hic in the singular is theremnant of an intensive suffix -ce which makes this emphatic: this one

here! The form illud of the nominative and accusative neuter of ille is alsoirregular.

From such expressions as this man, that woman, the demonstrativeadjectives hic and ille came to be used as a third person pronoun he, she,

it. These personal pronouns, however, are usually not required in Latin,except for emphasis or contrast.

Position of Demonstratives

Demonstrative adjectives regularly precede their nouns in English andLatin: these boys, h¬ puer¬; that girl, illa puella. In English, when that pre-cedes its noun, it is the demonstrative adjective (ille); when it follows, it isthe relative pronoun (qu¬), equivalent to who or which. The man that I saw

was famous. Vir quem (not illum) v¬d¬ cl¤rus erat.

Oral Practice

Supply the correct forms of hic and ille.1. (This) fl¥men altum est, (that) nßn altum est.2. (These) homin±s laudß, (those) numquam prob¤bß.3. (This) puer¬ patrem et (that) puellae m¤trem v¬d¬.4. Studia ab (this) puerß intermissa sunt, nßn ab (that).

ExercisesA. Translate the following sentences into English.

1. Ille erat dux ducum.2. Hunc cognßv¬ sed illum ante hoc tempus nßn v¬d¬.3. H¬ homin±s sunt patris me¬ am¬c¬; ill¬ sunt inim¬c¬.4. Haec est mea patria; nam ego c¬vis in hßc locß sum.5. Praeceps in illud flumen cucurr¬ quod illßs nßn v¬d¬.6. M¤ter mea huic homin¬ gr¤tiam habet, quod hic patrem meum

serv¤vit.

B. Translate the following sentences into Latin.1. This is my money; that is yours.2. This girl excels that (one) in discipline.3. What names did the mother give to the children?4. When this prisoner has been bound5, I shall bind that (one).5. The enemy of this man is strong; the enemy of that one (is) equal in

speed.

L E S S O N l s ¤ t u r n u s e t i u p p i t e r 351

5 Use the ablative absolute.


Derivatives More English words are derived from nouns andadjectives of the third declension than from any other. The Englishword is usually derived from the stem, not from the nominative. Itis therefore doubly important to memorize the genitive, from whichthe stem is obtained. It would be difficult to see that itinerary isderived from iter if you did not know that the genitive is itineris.See how many of the third declension words you have studied havederivatives from the base. Note the help given for English spelling:temporal, corporal, military, nominal, etc.

On the other hand, the English derivative will help you remem-ber the genitive. In the following list of words, a derivative isplaced after each. Give the genitive: religiß (religion), sermß(sermon), latus (lateral), r¤d¬x (radical), or¬gß (original), ±rup-tiß (eruption), custßs (custody), d±ns (dental), mßs (moral).

Many towns are named after the Roman gods: Jupiter, Juno,

Mars, Mercury, Minerva, Bacchus, Ceres. Many firms or theirproducts are also named after them.

The major planets too are named after Roman gods: Mercury,

Venus, Mars, Jupiter, Saturn, Neptune, Pluto. Uranus is from theGreek.

Here are two more state mottoes.

Nil sine numine Nothing without the divine will

(Colorado)

Qui transtulit sustinet. He who transplanted (still) sustains.

(Connecticut)

Did You Know?

There was a building in ancient Rome called the R±gia (palace) near the

§trium Vestae (precinct of Vesta). It was located on the Via Sacra near

the Temple of Vesta. A sacred grove separated the R±gia from the

building which housed the Vestal Virgins. The R±gia was the office of

the Pontifex Maximus (chief priest) and also the assembly area where

the pontific±s (priests) gathered.

1 tribune, a junior officer2 whose (lit., to whom)3 Caedicius (S±dish´us)4 a certain (abl.)5 while

L E S S O N l I c a e d i c i u s f o r t i s 353

Pr¬mß bellß P¥nicß host±s locum n¤t¥r¤ m¥n¬tum occup¤verant, etper¬culum m¬litum Rßm¤nßrum magnum erat. Aest¤s erat, nam Rßm¤n¬semper aest¤te, nßn hieme, bella ger±bant. Dux nihil facere poterat. Rog¤vit:“Quod cßnsilium capere d±beß?” Trib¥nus1 m¬litum Rßm¤nus cui2 nßmenCaedicius3 erat, ad ducem hßc tempore v±nit et sententiam prßposuit, locßqußdam4 mßnstr¤to:

“Virßs tußs serv¤re poteris s¬ ad illum locum CCCC m¬lit±s currereiub±bis. Host±s, ubi hßs m¬lit±s v¬derint, proelium committent et hßs omn±sinterficient. Dum5 haec faciunt, facile erit reliqußs m¬lit±s ex hßc locß±d¥cere. Haec est sßla via sal¥tis.”

“Bonum tuum cßnsilium probß,” inquit dux, “sed tamen quis illßspraecipit±s in mortem certam d¥cet?”

“C¥r m± nßn mittis? Mors m± nßn terret,” respondit trib¥nus. Itaque duxtrib¥nß magn¤s gr¤ti¤s ±git et hunc cum CCCC m¬litibus contr¤ host±s m¬sit.Fort±s ill¬ Rßm¤n¬ nihil timu±runt. Neque cess±runt neque f¥g±runt sedmagnß numerß hostium super¤t¬ sunt. Omn±s aut v¬tam ¤m¬s±runt autvulnera acc±p±runt. Interim reliqu¬ m¬lit±s Rßm¤n¬ integr¬ sal¥tempet¬v±runt.

De¬ praemium trib¥nß Caediciß ob ±gregium exemplum dßn¤v±runt; namv¬tam nßn ¤m¬sit. Vulnera multa acc±pit sed neque in capite neque in corde.Ill¤ aest¤te host±s expuls¬ sunt, et hieme Rßm¤n¬ host±s nßn iam timu±runt.

Questions1. In what war did the battle take place?2. What danger did the Romans face?3. At what time of year did the battle take place and why?4. What was Caedicius’ suggestion?5. How many Roman soldiers were wounded or died in the battle?6. What happened to Caedicius?7. What reward did he receive and from whom?8. Which part of this story is hardest to believe and why?

Lesson

Objectives

• To learn the story ofCaedicius

• To learn how Latinexpresses time when

L e s s o n L I

Caedicius Fortis

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Nouns

aes´t¤s, aest¤´tis f. summer (estivate)cor, cor´dis n. heart (cordial, record)hi´ems, hi´emis f. winter (hibernate)

*mors, mor´tis, mor´tium f. death (mortal)ni´hil, nothing (indeclinable) (annihilate, nil)

Verb

ti´meß, -±´re, ti´mu¬, —, fear, be afraid (of) (timid)

Ablative of Time When

In English, time is expressed with or without the prepositions in, on,

etc.; for example, last summer, in winter, on Friday, at one o’clock. InLatin, the time when something happens is regularly expressed by the abla-tive but without a preposition.

Illß annß in oppidß m¤nsimus. (In) that year we remained in town.

Aest¤te agr¬ sunt pulchr¬. In summer the fields are beautiful.

Illß tempßre nihil timuimus. At that time we feared nothing.

Compare with the ablative of place where: when at, in, or on denotestime instead of place, no preposition is used.


A highly imaginativeseventeenth-century renditionof Scipio Africanus’ triumph atthe end of the First Punic War(241 B.C.). In the background,the mountainous seaport townon a river is meant to be Rome. G

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1. Hic puer et aest¤te et hieme in agr¬s labßrat.2. M¬lit±s nostr¬, pauc¬ numerß sed corde fort±s, prßvinciam illß tem-

pore occup¤v±runt.3. Ill¤ hieme decem librßs l±g¬ sed h¤c aest¤te nihil f±c¬.4. Qu¬nt¤ hßr¤ omn±s serv¬ cum magn¤ celerit¤te f¥g±runt.5. Hßc annß nihil tim±mus, quod cßpiam fr¥ment¬ hab±mus.6. Prß Deß et patri¤! Haec cl¤ra verba corda hominum semper

incit¤v±runt.

B. Translate the following sentences into Latin.1. In summer the rivers are not deep.2. In that year we had many ships on every sea.3. Good citizens love their country and do not fear an enemy.4. Our country contains brave sons and beautiful daughters.5. If 6 Marcus is our leader, nothing will scare us this winter.

L E S S O N l i c a e d i c i u s f o r t i s 355

6 Use ablative absolute, omitting is.

• An excursion is a little run out of town. What is a current ofwater? Cursive writing? A recurrent illness? Concurrent powersof the federal government and the states? Discord is hearts

apart; concord, hearts together. What is a cordial welcome? Anapple core?

• Study the following English phrases borrowed from Latin.

primus inter pares first among (his) equals

A.D. (anno Domini) in the year of the Lord

aut Caesar aut nihil either Caesar or nothing

Alma Mater nurturing mother (applied to a school or college)

• Here are more state mottoes.

Dirigo. I direct. (Maine)Iustitia omnibus Justice for all (District of Columbia)

D uae part±s c¬vit¤tis Rßm¤nae, Trßi¤n¬ et Lat¬n¬, contr¤ per¬culacomm¥nia pugn¤v±runt. Ubi c¬vit¤s nova concordi¤ aucta est, r±g±spopul¬que f¬nitim¬, cupidit¤te praedae adduct¬, partem agrßrum Rßm¤nßrumoccup¤bant. Pauc¬ ex soci¬s auxilium Rßm¤n¬s submitt±bant quod per¬cul¬sterrit¬ sunt. Sed Rßm¤n¬ proper¤bant, par¤bant, cum hostibus proeliacommitt±bant, l¬bert¤tem patriamque comm¥nem arm¬s d±fend±bant,mortem nßn tim±bant. Dum p¤x incerta est1, dum e¬ n± sp¬r¤re quidem2 sineper¬culß possunt1, c¥ram perpetuam nßn remitt±bant.

Dum haec geruntur1, e¬ Rßm¤n¬ qußrum corpora ob annßs nßn iam firmaerant sed qu¬ bonß cßnsiliß val±bant d± r± p¥blica3 cßnsul±bantur; obaet¤tem4 patr±s aut sen¤tßr±s appell¤bantur. In sen¤t¥ conv±n±runt.

Pr¬mß r±g±s erant, qu¬ l¬bert¤tem cßnserv¤bant et rem p¥blicam3 aug±bant,sed poste¤, quod eßrum r±gum duo ex Etr¥ri¤ superb¬ fu±runt, Rßm¤n¬ r±g±spepul±runt et f±c±runt dußs cßnsul±s5. E¬ cßnsul±s appell¤bantur quodsen¤tßr±s d± r± p¥blic¤3 cßnsul±bant.


L e s s o n L I I

C¬vit¤s Rßm¤na

Lesson

Objectives

• To learn about theearly days of Romeand how it expandedinto an empire

• To learn the formsand uses of thedemonstrative is

1 use the past tense2 n±... quidem not even3 republic4 age5 consuls, the two officials jointly

holding the supreme power inRome

Once little more than marshypastureland for shepherds, theRoman Forum slowly evolvedinto the chief civic and religiouscenter of the city. It reached itsgreatest glory in the first andsecond centuries A.D., but, withRome’s gradual decline, itsuffered so from fire, invasion,pilfering, and neglect that by theseventeenth century it was onceagain a Campo Vaccino, a cowpasture. Archaeological investi-gation and reconstruction underthe supervision of experts frommany nations began in theeighteenth century and con-tinues to this day. St

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Eß tempore corda omnium Rßm¤nßrum glßriam sp±r¤v±runt. Vir¬ fort±sbella am¤bant, in castr¬s aest¤te atque hieme labßr¤bant, nihil tim±bant:virt¥s v±ra eßrum omnia super¤verat. Itaque populus Rßm¤nus magnumnumerum hostium pauc¬s m¬litibus in fugam dabat, oppida n¤t¥r¤ m¥n¬tapugn¬s capi±bat. Hostibus super¤t¬s et per¬culß remßtß, Rßm¤n¬ aequ±reg±bant. I¥ra bell¬ p¤cisque cßnserv¤bant; hßc modß auctßrit¤s eßrumcßnfirm¤ta est. In ultim¤s part±s m¬lit±s colßn¬que eßrum miss¬ sunt. LinguaLat¬na in omnibus terr¬s doc±b¤tur. Post tertium P¥nicum bellum Rßm¤n¬fu±runt domin¬ omnium terr¤rum mariumque. Nunc sine c¥r¤ sp¬r¤re etanimßs remittere potu±runt.

Sed tum fort¥na, semper incerta, eßs super¤vit. Rßm¤n¬ pec¥niamimperiumque6, nßn iam glßriam, sp±r¤v±runt. Superb¬, nßn iam aequ¬fu±runt; i¥ra l±g±sque nßn iam cßnserv¤v±runt. S±nsim7 virt¥temauctßrit¤tem f¬n±s prßvinci¤s ¤m¬s±runt et post longum tempus ¤ barbar¬ss¥per¤t¬ sunt.

Questions1. What caused the Roman state to grow?2. What two peoples originally were parts of the Roman state? 3. Were their neighbors friendly?4. What motivated neighboring kings to occupy Roman territory?5. What character traits enabled the early Romans to survive?6. How did the old men serve the state?7. Why did the Romans expel their kings for good?8. After the expulsion of the kings, how was the power shared?9. What developments occurred as Roman dominion was extended?

10. When did they begin to relax and not feel anxiety?

Noun

*pars, par´tis, par´tium f. part, (partition, party)direction, side

Demonstrative

is, e´a, id, (adj.) this, that; (pron.) he, she, it;

(pl.) they

Adjectives

comm¥´nis, -e common (commune, communism)incer´tus, -a, -um uncertain [certus]

L E S S O N l i i C ¬ v i t ¤ s R ß m ¤ n a 357

6 empire, power7 gradually

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Verbs

remit´tß, remit´tere, rem¬´s¬, remis´sus [mittß]relax, send back, (lit., let back)

sp±´rß, sp±r¤´re, sp±r¤´v¬, sp±r¤´tus (despair)hope (for), hope (that)

sp¬´rß, sp¬r¤´re, sp¬r¤´v¬, sp¬r¤´tus breathe (inspiration, spirit)

Conjunction

dum while

The Demonstrative Is


SINGULAR

M. F. N.Nominative is he, it eá she,it id it

Genitive eíus his, its; eíus her, its; eíus its;

of him of her of it

Dative e´¬ (to/for) him e´¬ (to/for) her e´¬ (to/for) it

Accusative eúm him, it eám her, it id it

Ablative e´ß (by/with) e´¤ (by/with) e´ß (by/with)

him, it her, it it

PLURAL

M. F. N.Nominative e´¬ (i´¬) they eáe they eá they

Genitive eß´rum their, e¤´rum their, eß´rum their,

of them of them of them

Dative e´¬s (i´¬s) e´¬s (i´¬s) e´¬s (i´¬s) (to/for) them (to/for) them (to/for) them

Accusative e´ßs them e´¤s them eá them

Ablative e´¬s (i´¬s) e´¬s (i´¬s) e´¬s (i´¬s) (by/with) (by/with) (by/with)

them them them

Oral Practice

Decline ea pars; id iter; is vir.

When the verb in a dumclause (while) is in thepresent tense and the mainverb is in a past tense,translate the verb in thedum clause as if it werepast.

Dum haec geruntur,Caesar discessit. Whilethese things were goingon, Caesar left.


Is as a Demonstrative Pronoun

Instead of pointing out a particular person or thing near or far awayfrom the speaker, as hic and ille do, the demonstrative pronoun is usuallyrefers less emphatically to someone or something just mentioned. Thething or person just referred to by the pronoun is is called its antecedent.When the antecedent of a form of is is a thing, that form is translated as itor (genitive) as its. On the other hand, when the form of is refers to a per-son, it is translated as he, she (nominative), his, her (genitive), or him orher (dative, accusative, ablative) depending on the case and gender (mas-culine or feminine) of the pronoun.

M¤tremne tuam vid±re Did you wish to see your mother?

cup¬vist¬?S¬c, eam vid±re cup¬v¬. Yes, I wished to see her.

(Antecedent of eam is a person.)

And:

L¥dumne M¤rciae vid±re Did you wish to see Marcia’s

cup¬vist¬? school?

S¬c, l¥dum eius vid±re cup¬v¬. Yes, I wished to see her school

(the school of her).

But:

Casamne vid±re Did you wish to see the house?

cup¬vist¬?S¬c, eam vid±re cup¬v¬. Yes, I wished to see it.

(Antecedent is a thing; eam is therefore translated as it.)

Is as a Demonstrative Adjective

Like hic and ille, is, although less emphatic, can also be used to modifynouns, agreeing with the noun it modifies in case, number, and gender andregularly standing before it.

Eam n¤vem v¬d¬. I saw this (or that) ship

E¤rum partium nßmina I learned the names of those

cognßv¬. (or these) parts.

Forms of is often serve as antecedents of the relative pronoun qu¬,quae, quod (pages 251 ff.).

Is qu¬ videt probat. He who sees approves.

Id quod d¬cit probß. I approve that which she says.

(I approve what she says.)


1. Dum sp¬rß sp±rß. (the state motto of South Carolina)2. Is cui librßs ded¬ eßs nßn rem¬sit.3. Certa ¤mittimus dum incerta petimus.4. Puell¤s et m¤trem e¤rum in l¥dß v¬d¬.5. Comm¥ne per¬culum concordiam facit.6. E¬ puer¬ qußs aest¤te v¬dimus erant eius f¬li¬.7. Hostibus puls¬s, tamen discipl¬nam nostram nßn remitt±mus.

B. Translate the following sentences into Latin.1. Her father and mine are away.2. Give him a part of the money.3. We shall see him and his mother this summer.4. This man is my teacher; that man is her father.


The Roman ruins at Dougga, Tunisia, are among the best-preserved in all RomanAfrica. The Temple of Jupiter shown here dates from the second century A.D. Thehigh platform is characteristic of Roman temples.

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Did You Know?

In order to finance wars in an emergency, Rome often needed to

borrow money from both landowners and wealthy businessmen.

Sometimes, when the lenders’ patriotism wore thin and they

demanded repayment, the government, i.e, the Senate, was obliged

to mortgage public lands to them.

• The Names of the Months In early Roman times the yearbegan on March 1, and February was the last month. We stilluse the ancient Roman names of the months. March was namedafter Mars. April was the opening month (aperiß), when theearth seems to open up with new growth. May is the monthwhen things become bigger (maior), June is Juno’s month,July was originally called Qu¬nct¬lis, the fifth month, but wasrenamed in honor of Julius Caesar after he had the calendarchanged to our present system. Similarly, August was originallySext¬lis, the sixth month, but was renamed after the EmperorAugustus. September was originally the seventh month and keptits name even after it later became the ninth; similarly, October,

November, December. January was named after Janus, the godof beginnings. February was the month of purification (f±brua),a religious period vaguely similar to Christian Lent, MuslimRamadan, and Jewish Yom Kippur.


Joannes est nomen eius. John is his name. (honoring St. John the Baptist, patron saint of Puerto Rico)

Esto perpetua. May she live forever. (Idaho)

1 In Latin, pronounce ph as p (p.489); in English, pronounce thename of this region in Asia Minoras Fríj±a.

2 gold3 eat4 finally5 Pactß´lus6 himself7 sand

Mid¤s, nßbilis genere, r±x Phrygiae1, mult¬s oppid¬s expugn¤t¬s,magnam auctßrit¤tem habuit. Quondam S¬l±nus, magister de¬ Bacch¬, inagr¬s Phrygiae interceptus, ad eum r±gem ductus est. Quod S¬l±nus ab eßdemr±ge multa beneficia acc±pit, Bacchus par¤tus fuit r±g¬ dare id quod sp±r¤vit.Mid¤s d¬xit: “S¬ omnia quae parte corporis me¬ tetigerß in aurum2 vertentur,mihi gr¤tum erit.”

Hßc praemiß datß, omnia comm¥nia quae r±x tang±bat in aurumvert±bantur. Terram tangit: nßn iam terra est sed aurum. Aquam tangit:eßdem modß in aurum vertitur. Tum gr¤ti¤s Bacchß prß magnß praemiß ±git.

Tum r±x magnam c±nam par¤r¬ iussit et omnia genera cibßrum in m±ns¤pßn¬. Haec m±nsa ab eßdem t¤cta in aurum versa est. Dum magn¤ celerit¤teserv¬ c±nam parant, Mid¤s famili¤r±s nßbil±s convoc¤vit. Gr¤tß animß c±nambonam quae par¤ta erat spect¤vit. Dum cibum capit, cibus in aurum versusest. V¬num in m±ns¤ pßn¬ iubet. Hoc tangit et nßn iam idem est sed in aurumvertitur. Omnibus am¬c¬s ±gregia c±na gr¤ta fuit sed nßn r±g¬. Inter multßscibßs Mid¤s tamen nihil edere3 potuit.

Tandem4 ad Bacchum, auctßrem malßrum, r±x miser prßc±dere m¤t¥r¤vitet f¬nem supplic¬ pet¬vit—nam supplicium et imped¬mentum, nßn iampraemium, erat id quod ¤ deß acc±perat. Bacchus iussit eum in medißfl¥mine Pactßlß5 s±6 lav¤re. Praeceps r±x ad fl¥men cucurrit, ubi s± l¤vit, s±rem¬sit, sine c¥r¤ sp¬r¤vit, nam aurum remßtum erat. Ar±na7 fl¥minis inaurum versa est, et etiam nunc in hßc eßdem fl¥mine aurum est.

Questions1. Who was Midas and why did he have great authority?2. Who was caught and brought to the king?3. Who was ready to give Midas exactly what he wished for and why?4. What gift did Midas request?5. Describe the “golden” feast and what happened.6. What is meant by the expression “the Midas touch”?7. Why was the gift given to Midas eventually a punishment?8. What did Midas beg Bacchus for? What were the god’s instructions to him?9. According to the story, why is there gold in the river Pactolus today?


Lesson

Objectives

• To learn the story ofKing Midas

• To learn the demon-strative ¬dem

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Nounsgeńus, geńeris n. birth, kind (generation, genus)supplićium, supplić¬ n. punishment (supplication)

Demonstrative¬´dem, eádem, ı´dem (adj.) the same; (identify, identity)

(pron.) the same man, woman, thing

Adjectivenß´bilis, -e noble (nobility, noblewoman)

Verbsexpugńß, expugn¤´re, expugn¤´v¬, [pugnß]

expugn¤´tus capture by assaultinterci´piß, interci´pere, interc±´p¬, [capiß]

intercep´tus intercept, cut off, catchtan´gß, tan´gere, te´tig¬, t¤c´tus touch (tactile, tangent)

Adverbquon´dam once (upon a time)

Did You Know?

The Romans valued gold so highly that they banned the burial of any

gold with the corpse, except for gold cavity fillings. Cavities were also

filled with silver by barbers who often practiced as dentists. Gold wire

was used to attach wooden false teeth to the jaws of wealthy Romans.

Some well-to-do Romans even had a decayed tooth replaced by a

healthy tooth from a slave’s mouth, which was then hammered into

the jaw and kept in place by a gold wire.

An illustration by Walter Crane testifies tothe vitality of ancient legend. King Midashad no daughter in the original version ofthe story, so in 1852 Nathaniel Hawthorne,the famous American novelist, invented onefor him, named her Marygold, and turnedher to gold at her father’s affectionate kiss.(But, of course, Hawthorne also broughther back to life.) Now Marygold too hasbecome part of the legend.

L E S S O N l i i I m i d § s 363

Bettmann/CORBIS

Oral Practice

Give the Latin in the singular and plural for the same body in theaccusative, the same summer in the ablative, the same year in the genitive,the same punishment in the nominative, the same part in the dative.


The Demonstrative ædem

The demonstrative ¬dem, meaning (the) same, is a compound of is and -dem, with slight changes in spelling for ease of pronunciation.

SINGULAR

M F N

Nominative ¬´dem e´adem ı´demGenitive eius´dem eius´dem eius´demDative e¬´dem e¬´dem e¬´demAccusative eun´dem ean´dem ı´demAblative eß´dem e¤´dem eß´dem

PLURAL

M F N

Nominative e¬´dem eae´dem e´ ademGenitive eßrun´dem e¤run´dem eßrun´demDative e¬s´dem e¬s´dem e¬s´demAccusative eßs´dem e¤s´dem e´ademAblative e¬s´dem e¬s´dem e¬s´dem

L E S S O N l i i I m i d § s 365

ExercisesA. Translate the following sentences.

1. Eßdem annß l¬bert¤s capt¬v¬s data est.2. Dux eum ad idem supplicium trah¬ iussit.3. Dum omnia tim±mus, glßriam sp±r¤re nßn possumus.4. Oppidß expugn¤tß, Caesar imped¬menta hostium interc±pit.5. Hic homß nßbil¬ genere sed nßn magn¬s fact¬s illum superat.6. Homin±s l¬ber¬ par±sque esse d±bent, quod eadem i¥ra habent.

B. Translate the following sentences into Latin.1. His punishment scared the rest.2. He will not send back the same book.3. When I saw the same boy8, I was no longer afraid.4. Their towns were captured one at a time the same year.

C. Imagine the conversation the god Bacchus may have had with KingMidas. Work with a partner to create a scene wherein Bacchus offersMidas the golden touch because he had done many kind things for peo-ple. King Midas then goes about touching and naming objects and ren-dering them useless even if they are gold.

8 Change to passive in English; then use ablative absolute.

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This armband and ring from Pompeii are fineexamples of Roman workmanship in gold.


• Explain the meaning and etymology of the word community.

Supplicium literally means folding (or bending) down for

punishment (sub + plicß). Explain supplication.

• Study the following English phrases borrowed from Latin.

ibid. (ibidem) in the same place

id. (idem) the same (i.e., as mentioned above)quid pro quo something for something

Homo proponit, sed Man proposes, but God disposes.

Deus disponit.Genus homo, semper idem. The human race, always the same.


Scuto bonae voluntatis You have encircled us with the

tuae coronasti nos. shield of your goodwill. (seal ofMaryland)

Si quaeris peninsulam If you seek a lovely peninsula, look

amoenam, circumspice. about you. (Michigan)

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Ubi sumus?

Nunc in loc¬s commod¬s sed±bimus et leg±mus d± Hor¤tiß1, virß fort¬nßbil¬que genere. S¬ haec f¤bula, nßn tibi nßta, t± d±lect¤bit2, t¥ ipse legeeandem sorßribus fr¤tribusque tu¬s parv¬s (s¬ fr¤tr±s sorßr±sque hab±s), qu¬circum t± sed±bunt et magnß cum studiß audient.

Tarquini¬3, ¤ Rßm¤n¬s puls¬, auxilium pet¬v±runt ¤ Porsen¤4, r±geEtr¥scßrum. Itaque Porsena ipse cum mult¬s m¬litibus Rßmam5 v±nit.Rßm¤n¬, d± sal¥te comm¥n¬ incert¬, territ¬ sunt, quod magna erat potest¤sEtr¥scßrum magnumque Porsenae nßmen. Rßm¤n¬ qu¬ agrßs col±bant inoppidum migr¤v±runt; port¤s claus±runt et oppidum ipsum praesidi¬sd±fend±runt. Pars urbis Tiber¬6 fl¥mine m¥n¬ta est. Pßns sublicius7 iterhostibus dabat, sed ±gregius vir prohibuit, Hor¤tius Cocl±s8, illß cognßmineappell¤tus quod in proeliß oculum ¤m¬serat. Is, extr±m¤ pontis parteoccup¤t¤, sßlus sine auxiliß m¬lit±s hostium interc±pit et sustinuit etRßm¤nßs qu¬ fugi±bant pontem frangere iussit. Ipsa aud¤cia9 host±s terruit.Ponte fr¤ctß, Hor¤tius nßn dubit¤vit sed arm¬s imped¬tus praeceps in Tiberimd±siluit10 et per multa t±la11 integer ad Rßm¤nßs tr¤n¤vit12. Eius virt¥teoppidum nßn expugn¤tum est et potest¤s Porsenae fr¤cta est. Gr¤ta obfactum cl¤rum eius c¬vit¤s fuit. Mult¬ agr¬ e¬ p¥blic± dat¬ sunt, qußs adterminum v¬tae coluit. Exemplum virt¥tis ab eß prßpositum Rßm¤n¬ sempermemori¤ retinu±runt.

Questions1. What does the narrator of this passage want his audience to do?2. If the reader enjoys the story, what is he or she asked to do then?3. Why did Porsena go to Rome?4. Why were the Romans frightened?5. How was Porsena prevented from entering the city?6. What natural barrier prevented the Etruscans from attacking Rome?7. Who saved Rome? How? 8. How did the hero escape? 9. What was his reward?

10. How did Cocles get his name?

L E S S O N L I V H o r § t i u s 367

Lesson

Objectives

• To learn about Romancommitment to thecommunity

• To learn the intensivepronoun/adjective ipse

• To learn about wordsoften confused

1 Horatius (Hor¤´shus)2 translate by the present: pleases3 the Tar´quins, Etruscan rulers of

Rome in the sixth century B.C.4 Por´sena5 to Rome6 Tiber River (Tiberis, -is m. is a

“pure” i-stem; its acc. sing. endsin -im [see line 15].)

7 bridge made of wooden pilings8 Cß´cl±s (“One-Eye”). Many

Romans acquired a nickname(cognßmen) from some exploitor physical characteristic (seepage 467).

9 boldness10 jumped down11 spears12 swam across

L e s s o n L I V

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The single arch (left center) isall that remains of the PßnsAemilius (second century B.C.),the first stone bridge builtwithin the city of Rome. Manythink that the wooden PßnsSublicius (Horatius’ Bridge)stood nearby. This ancientbridge stood almost intact untilthe sixteenth century, whenfloods destroyed most of it.

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Did You Know?

The Latin word pontific±s (priests) comes from the two Latin words

pßns (bridge) and faciß (make). As bridgemakers, priests had the

magical powers needed to cross the boundary a river formed. The first

wooden bridge across the Tiber River dated from the seventh century

B.C. This and other early bridges served as models for the later stone

structures. Julius Caesar had two bridges erected across the Rhine, and

the Emperor Trajan built a five-thousand-foot-long bridge across the

Danube.


Nouns

fr¤´ter, fr¤´tris m. brother (fraternal, fraternity)*pßns, pon´tis, pon´tium m. bridge (pontoon, pontificate)

potes´t¤s, potest¤´tis f. power [possum]so´ror, sorß´ris f. sister (sorority)

Intensive Pronoun

ip´se, ip´sa, ip´sum (pron. and adj.) -self, the very

Verbs

co´lß, co´lere, co´lu¬, cul´tus (cult, cultivate)till, cultivate, worship, inhabit

fran´gß, fran´gere, fr±´g¬, fr¤c´tus break (fracture, fraction)se´deß, sed±´re, s±´d¬, sess¥´rus sit (preside, session)

The Intensive in English and Latin

In English, compound pronouns are formed by joining -self to my, your,

him, her, it and the plural -selves to our, your, them. These compounds maybe used in an intensive or emphatic sense, such as, I saw the man myself.

In Latin, the pronoun ipse is a compound of is and the intensive ending-pse and therefore has purely intensive force; its meaning depends on theperson, number, and gender of the word modified.

Ipse hominem v¬d¬. I saw the man myself.

Hominem ipsum v¬d¬. I saw the man himself.

Puellae ipsae ad oppidum The girls themselves ran to the

cucurr±runt. town.

Note that ipse may also be used alone in the nominative to emphasize anomitted subject. It is declined like ille, except in the neuter nominative andaccusative singular, where it has the regular -um ending. The plural is reg-ular: ips¬, -ae, -a. Plural meanings: ourselves, yourselves, themselves.

Oral Practice

Translate fr¤tris ips¬us, suppliciß ipsß, part±s ipsae, hic c¬vis ipse,ill¤rum n¤vium ips¤rum, meae sorßr¬ ips¬, eiusdem generis, eßrundemauctßrum.



1. Nßnne idem ips¬ cernitis, puer¬?2. Quae officia soror vestra ipsa suscipiet?3. De¬ qußs Rßm¤n¬ col±bant mult¬ erant.4. Quis est ille puer qu¬ cum sorßre me¤ sedet?5. Ille homß agricola appell¤tur quod agrßs colit.6. Fr¤tr±s et sorßr±s eiusdem familiae i¥ra paria hab±re d±bent.

B. Translate the following sentences into Latin.1. These (men) are standing; those are sitting.2. These letters were written by the king himself.3. We ourselves shall get much money in a few years.4. The same winter they saw and heard him themselves.

The English wordshimself, herself,themselves, etc., are usedin a variety of ways. Totest whether these wouldbe translated as a form ofLatin ipse, ask yourself:Can the word -self beomitted from the sentenceand still make sense? Does-self mean on (his, her, its,their) own? If the answerto either of these twoquestions is yes, the form -self is probably intensive,requiring a form of ipse.

SINGULAR

M. F. N.Nominative ip´se myself, ip´sa myself, ip´sum itself

yourself, yourself,

himself, itself herself, itself

Genitive ips¬ús of myself, ips¬ús of myself, ips¬ús of itself

yourself, himself, yourself, herself,

itself, etc. itself, etc.Dative ip´s¬ ip´s¬ ip´s¬Accusative ip´sum ip´sam ip´sumAblative ip´sß ip´s¤ ip´sß

PLURAL

ip´s¬ ip´sae ip´sa, etc.


The Norman–French Influence in English In previous lessons,we saw how Latin words were introduced into the Englishlanguage at its very beginning. A very important later period ofinfluence followed the Norman invasion of England (1066). Thelanguage of the Norman conquerors was an old form of French,and thus itself descended from Latin. In a few centuries, it hadintroduced many new words that often show great variation fromthe original Latin spellings. Especially common is the changefrom one vowel to two. Look up the Latin originals of captain,

courage, duke, homage, peer, prey, reign, treason, villain, visor.

The opening pages of Sir Walter Scott’s Ivanhoe reveal in lan-guage the changed cultural situation that followed the Normanconquest. The animals that the defeated and oppressed Saxonsmust tend are referred to by the Anglo-Saxon names swine andkine. But when these animals are served on the tables of theNorman masters, they are referred to by their Latin-derivednames, pork and beef.


The earliest Romans believed that for almost everyobject and activity—the sky, the flow of rivers, theripening of crops, even the hinges of a door—therewas a mysterious and protective spirit or power

(anima). This is the animism common in primitive agricul-tural societies, filled with what we would call superstitions,magic, and taboos. Gradually these spirits began to take onclearer forms and personalities as Roman gods and god-desses. Worship was centered in the family around varioushousehold gods: the L¤r Famili¤ris (plural, Lar±sFamili¤r±s), originally a field spirit who had been domes-ticated to protect the entire homestead; Vesta, goddess ofthe hearth; the Pen¤t±s, gods of the food supply; and theGenius, the guardian spirit of the head of the household. Thefamily’s simple offerings and prayers to these deities longremained the most vital part of Roman religion. Offeringswere most often made to the household deities at dinner,although devout Romans prayed every morning.

As Rome grew as a political community, public religiousactivity became an integral part of state affairs and rapidlyassimilated other gods, goddesses, and forms of worshipfrom people throughout the Empire. From the Etruscans theRomans learned a style of building temples and foretellingthe future. The first temple in Rome was built by theEtruscans and was dedicated to Jupiter, Juno, and Minerva.

When Greek influence on Rome increased, the Romans identified theirnative gods with the chief Greek deities: the sky god Jupiter with Zeus, thewar god Mars with Ares, the love goddess Venus with Aphrodite, the graingoddess Ceres with Demeter, and so on. Still later, as much of the worldflocked to Rome, new religions were introduced from Egypt, Asia Minor,and Persia, while the official state cult turned more toward emperor wor-ship. Mystery religions, such as the worship of the Egyptian goddess Isisand the Babylonian cult of Zoroaster, became popular among the commonpeople. Worship of Mithras, an Eastern god representing the beneficentpower of light over darkness, gained great influence in the Roman army.Judaism had been known to the Romans since their conquest of Palestinein the first century B.C.

The generally tolerant and polytheistic (believing in many gods)Romans found monotheism (belief in a single god) strange. For nearly

RELIGION

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Cer±s, dea fr¥ment¬.

three centuries they persecuted the Christians because they scorned thepagan gods of the state and would not admit the divinity of the emperor.Christianity itself was officially recognized by Emperor Constantine inA.D. 313. As Christianity grew in strength, the great pagan gods and god-desses faded from the ceremonies of the state, and the simple family ritu-als retreated to the peasant folk from whom they had originally sprung.

Just as remarkable as the variety and ability of the Roman religion toborrow other forms of worship was the closeness of its tie with politics.Originally the chief priest (pontifex maximus) had been the king himself;later the chief priest was elected, and he and all other priests or pontific±swere government officials. The duties of the pontifex maximus includedinaugurating the pontific±s, caring for public records, and overseeing thesacred rites of Vesta. The state had charge of the building and restorationof temples, which, in addition to being centers of worship, were publictreasuries, record offices, museums, and meeting places.

Another political feature of the ancient religion was the attempt todetermine the will of the gods in various ways. The duty of priests whowere called augur±s (augurs) was to determine whether a certain impor-tant act (such as a military expedition) would be successful. They did thisby observing the behavior and flight of birds. Certain movements weresupposed to indicate success; others, failure. Another practice, borrowedfrom the Etruscans, was to determine the will of the gods by inspecting theentrails of sacrificial animals. These methods were considered official andwere used before important public matters were undertaken. Such acts ofinterpretation were called the “taking of the auspices.” Eventually, manyeducated Romans lost faith in these types of practices, but they continuedthem in order to influence the more ignorant classes. Private persons alsoresorted to numerous unofficial fortune-tellers, such as astrologers, assome people do today.

With so many gods to worship, the Romans naturally had many holi-days. Some of these were celebrated with amusements as well as with reli-gious observances, as is true of our holidays today. For example, thefestival called Consualia was celebrated on August 18 and was given inhonor of Consus who presided over the storage of the harvest. In theSaturnalian revels of late December, masters and slaves exchanged roles.The Palilia festival in honor of Pales, the goddess of flocks, occurred onApril 21. This was also the official day honoring the founding of Rome.

1. What part did family worship play in Roman life?2. In what countries today is religion directly connected with the state?

g l i m p s e s o f r o m a n l i f e r e l i g i o n 373


Lessons L-LIV

Nouns

Demonstrative Pronouns/Adjectives

Adjectives

Verbs

Conjunction

Adverb

The Demonstratives Hic, Ille, Is, ædemDemonstratives are used to point out things. Asadjectives they are translated by this or that in thesingular, these or those in the plural. As pronouns,they are translated by he, she, it, his, her, its, him,

her, it, they, their, or them, according to case, num-ber, and gender. ædem means the same. When usedas adjectives, demonstratives agree with the nounthey modify—even if it is not expressed—in gen-der, number, and case. As pronouns, forms of is, ea,id agree in gender and number, but not necessarilyin case, with their antecedent, just as relative pro-nouns do.

Haec f±mina in agrß This woman is working

labßrat. in the field. (adjective)Illa aquam portat. That (woman) is

carrying water.

(pronoun)Eum et eam in Forß We saw him and her in

v¬dimus. the Forum. (pronoun)Eundem equum I saw the same horse.

v¬d¬. (adjective)

The Intensive IpseThe intensive is used to emphasize any noun or pro-noun in the sentence. It is translated as -self or -selves added to my, your, him, her, it, our, your, orthem.

Ips¬ eßs v¬dimus. We saw them ourselves.

Rßm¤n¬ r±gem ipsum The Romans desired to

ex oppidß expellere drive the king himself

cup¬v±runt. out of the town.

Ablative of Time When The time when an action takes place is expressed bythe ablative without a preposition. In English, thepreposition in or on is often used.

C±nam decim¤ hor¤ We ate dinner at the

±dimus. tenth hour.

Aest¤te nat¤re amß. In the summer I like

to swim.

quondam

dum

colßcurrßexpellßexpugnß

frangßintercipißremittßsedeß

sp±rßsp¬rßtangßtimeß

comm¥nisincertus

nßbilispraeceps

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illeipse

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hiemsm¤termorsnihil

parspßnspotest¤ssoror

supplicium

SUMMARY OF CASE USES

THE ABLATIVE THE OBJECTIVE

WITH LATIN WITH ENGLISH

Place 1. Preposition in 1. Preposition inMeans 2. No preposition 2. Preposition with

or by

Accom- 3. Preposition 3. Prepositionpaniment cum with

Agent 4. Prep. a/ab 4. Preposition by

Manner 5. No preposition 5. Preposition with

or prepositioncum

Respect 6. No preposition 6. Preposition inTime 7. No preposition 7. No preposition or

preposition at, in,

or on

A. Make hic, ille, and ¬dem agree as demonstrativeadjectives with the following nouns in the caserequired.

Example:m¤teriae (genitive): huius, ill¬us, eiusdem m¤teriae

aest¤te part¬capita (nominative) patriscor (accusative) pretium (accusative)fr¤tr±s (nominative) sorßremmortium

B. Give the correct form of is. Then translate thesentences.1. (Him, her, it) v¬d¬.2. (By him, by her) ±voc¤tus sum.3. F¬lium (his, her) doc±bß.4. Nßvist¬ne (their) patrem?5. Hunc librum (to him, to her, to them)

mand¤bß.

Lessons XLIX-LIV

R e v i e w l e s s o n s L – l i v 375

1. Give the Latin words suggested by thederivatives: cordial, partial, sedentary,

fraternity, inspiration, cult, generation,

sorority, cursive, remiss, maternal,

intercept, infinite, sediment.

2. Write sentences using as many Englishderivatives as you can find from theLatin trahß, audiß, and premß.

Intercept

Lessons L-LIV

Choose the word that best completes each sentence.1. Illß annß fr¤ter meus agrßs patris nostr¬ sub

monte _____.a. remitt±bat b. sed±bat c. intercipi±bat d. col±bat

2. “Vi¤ numquam mßnstr¤t¤, d± itinere _____sum,” n¥ntius d¬xit.a. comm¥nis b. incertus c. nßbilis d. praeceps

3. Magnae undae n¤v±s Ulixis _____, et nautaemiser¬ v¬tam ¤m¬s±runt.a. sp±r¤verant b. sp¬r¤verant c. fr±gerant d. timuerant

4. Fort±s puellae praecipit±s in per¬culumm¤t¥r¤v±runt; nihil _____.a. timu±runt b. sp¬r¤v±runt c. s±d±runt d. cucurr±runt

5. Puellae quae in e¤dem famili¤ sunt _____semper appellantur.a. fr¤tr±s b. m¤tr±s c. patr±s d. sorßr±s

Complete each sentence with the correct endings.6. Ill¤ aest¤t___ m¬lit±s ad fl¥men alt___

labßr¤ba___, nam inter oppid___ pßnsm¥ni±b¤___.

7. In cord___ r±x n¤t¥r___ v±ram capt¬v___ ill¬uscr±v___, itaque illum l¬ber¤v___.

8. Ill___ qu¬ in ultimam part___ prßvinci___ abh___ duce nunc tr¤nsportantur c¥r¤s remitt___hiem___ d¥r¤ nßn poterunt.

9. “Mort___ ips___ nßn timeß,” nßbilisn¥nti¤ba___. “Etiam supplici___ huiusgener___ sustin±bß.”

10. Host___ expuls¬s, omn±s magn¤ cumcelerit¤t___ ad templ___ c¬vit¤t___ curr±ba___et nßmin___ deßrum ipsßrum laud¤bant.

Translate the following sentences.11. Caesare duce, Rßm¤n¬ Gallßs expugn¤v±runt,

et ill¬s barbar¬s popul¬s l±g±s linguamqueded±runt.

12. “Quondam potest¤tem glßriamque sp±r¤vimus;hßc tempore, p¤ce cßnfirm¤t¤, omnia quaecup¬veramus obtinuimus,” Rßm¤nus d¬xit.

13. Hic, adductus exemplß ±gregiß magistr¬ cl¤r¬,omnia verba pulchra carminum illßrumcognßvit et ea nßb¬s docet.

14. Dum ipsae ad mare sedent et magnß studißlibrßs legunt, ille ¤ fr¤tre e¤rum ad portaminterceptus est.

15. E¤dem hßr¤ c¬v±s ad medium oppidumproper¤v±runt et patr±s d± sal¥te comm¥n¬cßnsulu±runt.


Lessons L-LIV

Track down the answers to these questions fromany lesson in Unit X.16. Explain the difference between monotheism

and polytheism.17. Tell the main area of influence for the follow-

ing Roman deities.Venus CeresMars MinervaMercury DianaNeptune Vulcan

18. True or false? According to the original Romancalendar, the first month of the year wasFebruary.

19. In ancient Rome, what was the R±gia, andwhere was it located?

20. In the government of the Roman republic, whowere the cßnsul±s?

V±rum aut Falsum? Indicate whether each state-ment is true or false.21. From the Greeks the Romans learned to inspect

animal entrails to determine the will of thegods.

22. The word anima refers to the protecting spiritof an object or activity.

23. One of the important household deities wasVesta, goddess of the hearth.

24. The Romans believed in the complete separa-tion of religion and government.

25. Religions from Persia, Asia Minor, and Egyptwere all practiced in Rome.

Apply your knowledge of Latin roots to determinethe best meaning of the italicized words.26. The tribe had annihilated that species of bird

on the island.a. protected b. destroyed c. worshipped d. introduced

27. That general was the precursor of several finegovernors in our province.a. descendant b. teacher c. forerunner d. enemy

28. Some animals have a highly developed tactile

sense.a. of sight b. of hearing c. of taste d. of touch

29. Writing the letter was an act of supplication.a. begging b. forgiving c. refusing d. explaining

30. A mortiferous chemical had been spilled intothe river.a. harmless b. deadly c. discarded d. liquid

a s s e s s m e n t l e s s o n s L – l i v 377

unit x: myths, legends, and history of early greece and romeunit objectives • unit objectives •...

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