ra Iflaritima '^ tries

ORA MAF^ITIMA
A LATIN STORY FOR BEGINNERS
PROF E.A.SONNENSCHEIN,D.LITT.

ORA MARITIMA
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FROM THE
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THE GIFT OF

1891

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ORA MARITIMA
A LATIN STORY FOR BEGINNERS

WITH GRAMMAR AND EXERCISES

E. A. SONNENSCHEIN, D.Litt., Oxon.

Professor of Latin and Gkepk in the
University of Birmingiiah*'/
', It

Natura non facit saltum

SEVENTH EDITION

LONDON
KEGAN PAUL, TRENCH, TRUBNER & CO., LIM°-
BROADWAY HOUSE, CARTER LANE, E.C.
 — —

PREFACE
My apology for adding another to the formidable array of
elementary Latin manuals is that there no book in existence
is

which satisfies the requirements which I have in mind as of most

importance for the fruitful study of the language by beginners.
What I desiderate is :

1. A
continuous narrative from beginning to end, capable of
appealing in respect of its vocabulary and subject matter to the
minds and interests of young pupils, and free from all those
syntactical and styhstic difficulties which make even the easiest of
latin authors something of a problem.
2. A work which shall hold the true balance between too much
and too little in the matter of systematic grammar. In my
opinion, existing manuals are disfigured by a disproportionate
amount oi lifeless Accidence. The outcome of the traditional system
is that the pupil learns a multitude of forms (Cases, Tenses,
'Lz.'axi

Moods), but very little Latin. That

say, he acquires ais to
bowing acquaintance with all the forms of Nouns and Verbs
such as Ablatives in a, e, i, o, u, 3rd Persons in al, el, it, and so
forth —
before he gets a real hold of the meaning or use of any of
these forms. But, as Goethe said in a different connexion, "What
one cannot use is a heavy burden " ; and my experience leads me
to think that a multitude of forms acts as an encumbrance to the
pupil at an early stage by distracting his attention from the more
vital matters of vocabulary, sentence construction, and order of
words. The real meaning of the Ablative, for instance, can be
just as well learned from the ist Declension as from all the
declensions taken together. And further, to run over all the
declensions without proper understanding of their meanings and
vl. PREFACE
uses with and without Prepositions is a real danjer, as begetting
all sorts of misconception and error — so much so that the muddled
pupil too often never learns the syntax of the Cases at all. No
cloubt all the Declensions and Conjugations must be learned be-
fore a Latin author is attacked. But when a few of them have
been brought within the pupil's ken, he finds little difficulty in

mastering the others in a rapid and more mechanical fashion. In

the present book I have dealt directly with only three declensions
of Nouns and Adjectives and the Indicative Active of sum and of
the 1st Conjugation (incidentally introducing some of the forms of
Pronouns, and those forms of the Passive which are made up with
the Verb-adjectives, as in English); but in connexion with tiis
amount of Accidence I have treated very carefully the most
prominent uses of the Cases with and without Prepositions, and
the question of the order of words, which I have reduced to a few
simple rules. It is my hope that teachers who trust themselves to
my guidance in this book will agree with me in thinking that the

time spent on such fundamental matters as these is not thrown

away. The pupil who has mastered this book ought to be able to
read and write the easiest kind of Latin with some degree of
fluency and without serious mistakes : in a word, Latin ought to

have become in some degree a living language to him.

Above all it is my hope that my little story may be read with
pleasure by those for whom it is meant. The picture which it

gives of the early Britons is intended to be historically correct, so

far as it goes; and the talk about "anchors" and "boats" and
"holidays" will perhaps be acceptable as a substitute for "iustitia,"

" modestia," " temperantia," and the other abstract ideas which

hover like ghosts around the gate of Latin.^ I have kept my

Vocabulary strictly classical, in spite of the temptation to introduce

'
"The pupil ordinarily approaches Latin and Greek through a cloud t)

abstractions"— h. Sidgwick.
 PREFACE vii.

topics of purely modem interest, such as bicycles : in the later

sections of the- book it is Caesarian. The number of wordis in the
vocabulary is relatively large ; but words are necessary if anything
worth saying be said, and a large proportion of my words have
is to
a close resemblance to the English words derived from them. Apart
from this, the acquisition of a worlting vocabulary is an essential
part .of any real mastery of a language, and it is a task eniinently
within the powers of the youthful miind.
In regard to the quasi-inductive study of grammar I have
expressed myself in an article contributed to Mr. Sadler's Special
Reports, extracts from which are given below. But T wjsh it to be
understood that there is nothing in this book to prevent itsbeing
used by teachers who prefer the traditional method of teaching the
Grammar before the sections of the story and the Exercises in
which it is embodied. All the Grammar required is given in the
"Preparations" (e.g. pp. 65, 66, 67, 69, etc.) It will be clear
from these tables and from my " Drill Exercises " that I by no
means undervalue the importance of systematic training of the
memory in the early stages of learning.
In the present edition (1908) I have marked the naturally long
vowels in the text, as in the "Preparations" and the alphabetical
vocabulary. have deliberately abstained from burdening
But 1
the memory of pupils and teachers with subtleties of pronunciation,
such as are involved in the marking of " hidden quantities " (except
in such obvious cases as rex,- lux, nonduni) : e.g. rexi from re^o,
text from iego, constat but condit, Infert but mtulif, iiisanus but
inculius. needed against encumbering the teach-
If a warning is

it will be found
ing of Latin with difficult questions of this kind,
emphatically expressed in the recommendations of many of the
Lehrptdne issued by German educational authorities.
Most of the passages will be foun^ too long for one lesson,
unless with older pupils. They must be split up, according to
circumstances.
viii. PREFACE
It is possible that some teachers may prefer to use this book
not as a first book in the strict sense of the term, but rather after

say a year's work at some other book ; and I can well imagine
that it might be used to good purpose in this way, for instance as
a bridge to Caesar, whose invasions of Britain are narrated in out-
line in my Chapters VIII.- XIV., or for practice in rapid reading
side by side with an author.
My best thanks are due to Lord Avebury for permission to
reproduce the photographs of Roman and British coins which
appear in this volume, especially of the coin of Antoninus Pius
with the figure of Britannia upon it — the prototype of our modern
penny.
E. A. S.
Birmingham,
November, igo8.

The following passages have struck me since my Preface was

written as throwing light on the idea of this book.
" The real question is not whether we shall go on teaching Latin,
but what we can do to teach it so as to make learners understand that
it is not a dead language at all." —
Sir F. POLLOCK, in the Pilot,' '

Jan. I2th, 1901.

" We must convince our pupils of the reality of the study [Latin]
by introducing them at as early a period as possible to a real book" —
P. A. Barnett in " Common Sense in Education and Teaching,"
p. 2ZO.
"Assimilate the system of teaching the classical languages to that
which T have shadowed forth for modern language teaching.^ —
Professor Mahaffy, Address to Modem Language Association,
Dec, 1901.
 —
— 1

CONTENTS
Pagb
Newer Methods in the Teaching of Latin 1

TEXT.
I. OrA MARiriMA I St Declension, with the
Present Indicative of
sum and of the ist

Conjugation 23

II. Patruus meus 2nd Declension in -us 26

III. — MONUMENTA ANTIQUA 2nd Declension in um - 28

IV. Delectamenta puerorum 2,nd Declension; words

\i\iiepuer -
30

V. Magister noster 2nd Declension ; words

like magister 32

VI. Britannia antiqua - Mixed forms of ist and

2nd Declension, with
Past Imperfect Indic-
ative of sum and of
the ist Conjugation
(Active Voice) -
33
VII. Vestigia Romanorum - - The other Tenses of
the Indicative of
sum and of the
ist Conjugation

(Active Voice) 38
 — - J

CONTENTS
Pagi
VIII. EXPEDITIO PRIMA C. lULIl
Caesaris - .^rd Declension 43
IX. Pax violata 45
X. Certamina varia 46

XL Naves E.omai*ae 48
XII. Gentium Britannicarum
Societas 49
XIII. — ft(^RiA Britannica -
SI

XIV. — i^TANNIA PACATA Recapitulation of 31

Declension -

XVI. — ROBUH ET AES TRIPLEX Adjectives of 3rd

i- Declension -
55
{,'f(

PREPARAiriONS AND GR.\MMAR -

S9
DRILL. EX|;RCISES ON THE TEXT
Latin, Drill, Conversations, etc., with English
sentences for rc-translation - -

APPENDICES
I. How to translate the Latin Gerundive and Gerund 138
IL riSpw .to translate the principal English Prepositions 141

LA 1JJ\' ENGLISH VOCABULARV US

 "

NEWER METHODS IN THE

TEACHING OF LATIN

We are familiar with the watchwords of two opposed camps on

the subject of language-teaching. The old-fashioned view that
the " declining of nouns and verbs," to use Dr. Johnson's phrase,
is a necessary preliminary to the reading of any text is nowadays
met with the continental cry of " Fort mit der Grammatik !

But we are not really compelled to accept either of these harsh

alternatives, as the more moderate adherents of the new Germain
school are now fain to admit. Grammar has its proper place
in any systenTatised method of teaching a language ; but that
place is not at the beginning but rather at the end of each of the
steps into which a well-graduated course must be divided.
Speaking of the course as a whole, we may say that the learning
of grammar should proceed side by side with the reading of a
text. The old view, which is far from extinct at the present day,

though it is rarely carried out in all its rigour, was that the pupil
must learn the rules of the game before he attempts to play it.

The modern view is that just as in whist or hockey one learns

the rules by playing the game, so in the study of a language one
learns the grammar best by the reading of a simple text. But

* Extracted frnm an article contributed to Mr. Sadler's Special Reports.

 ) —

12 NEWER METHODS IN THE TEACHING OF LATIN

it is necessary at once to draw a distinction, which marks the

difference between the earlier and the more developed form of
the new method. The mistake made by the first zealots of the

new school was that they plunged the pupil without pre-
paration into the reading of what were called " easy passages,"
passages taken from any ordinary book, and easy perhaps as
compared with other passages which might have been selected,
but still bristling with a multitude of heterogeneous forms
and constructions. This was an "inductive method" with a
vengeance ; but it soon became evident that to expect a young
beginner to work his way through such a jungle to the light of
clear grammatical consciousness was to expect too much ; * and
even for the adult beginner the process is slow and laborious.
For what is the object of grammar unless to make the facts of a
language accessible and intelligible by presenting them in a
simple arrangement ? Here as elsewhere science ought surely to
step in as an aid, not an obstacle, to understanding. What
the advocates of the new school failed to see was that
" nature " cannot dispense with " art " ; in other words that the
text which is to serve as the basis of an inductive study of the
language must be specially constructed so as to exhibit those

features on which the teacher desires to lay stress at a particular

stage of learning.
What is the ordinary English practice at the present day?
On this point others are more competent to speak than I but ;

I imagine I am not wrong in saying that the first step in

far

learning Latin is to spend a month or two in learning declensions

—
and conjugations by rote not, let us hope, complete with
their irregularities and exceptions, but in outline. The pupil

* A distinguished representative of the Neuere Riclitung admitted in

conversation with the present writer some years ago that the teaching of
French out of his own book was " Hundesarbeit " (A<»««-work.
 3"

NEWER METHODS IN THE TEACHING OF LATIN 1

then proceeds to the reading and writing of easy sentences,

perhaps in such a book as " Gradatim " ; and after say a
year or more he
be reading easy selections from a Latin
will

author. All he recapitulates his grammar and ex-

the while
tends his grammatical horizon. This is, in any case, an
immense improvement on the older plan of learning the whole
of the old Eton Latin Grammar in its Latin dress without
understanding a word of what is meant by its " as in praesenti

and other mysteries. If wisely administered, this method may

also avoid the error of " Henry's First Latin Book," which
taught an intolerable deal of Accidence and Syntax to a half-
pennyworth of text ; though, on the other hand, Henry's First
Latin Book was an attempt to accompany the learning of
grammar with the reading of easy sentences from the very
beginning, and in so far was better than the method we are con-
sidering. For I must maintain, with all deference to the opinion
of others whose experience is wider than my own, that we are as
yet far from having drawn the full conclusions of the process of
reasoning on which we have entered. There should be no pre-
liminary study of grammar apart from the reading of a text. The
declensions and conjugations, learned by rote apart from their appli-
cations, cannot be properly assimilated or understood, and often
prove a source of error rather than enlightenment in subsequent
study. They have to be learned over and over again —always in
doses which are too large for digestion, and the pupil has mean-
while been encouraged to form a bad habit of mind. Half know-
ledge in this case too often leads to the unedifying spectacle of the
Sixth Form boy or the University undergraduate who is still so
shaky in his accidence that he cannot pass his " Smalls " without a
special effort, though in some respects he may be agood scholar.
But still more serious is the effect of the false conceptions which are
inevitably implanted in the mind by this method of grammar with-
out understanding. The pupil learns mensa, " by or with a table,"
 ;;

14 NEWER METHODS IN THE TEACHING OF LATIN

agricola, " by or with a farmer "

—both of them impossible Lai in for

the English in its natural sense; iiiensae meaning strictly "to a table;"

is almost impossible in any elementary context. Yet the pupil

necessarily supposes that in some context or other they must have
those meanings ; it is often years before he discovers that he has
been the victim of a practical joke. Some boys never see the fun
to the bitter end in other words, they never learn the syntax of
;

the Cases at all. And where are the counterbalancing advantages

of this method? The pupil is introduced at an early stage to the
reading of selections from Latin authors. But what if the interest
and stimulus of reading consecutive passages could be secured
without the sacrifice of clearness and grasp which is involved in
the method of preliminary grammar? The advantages would
seem in that case to be all on one side. Each new grammatical
feature of the language would be presented as it is wanted, in an
interesting context, and would be firmly grasped by the mind at ;

convenient points the knowledge acquired would be summed up

in a table (the declension of a noun or the forms of a tense).
The foundations of grammar would thus be securely laid
there would be no traps for the understanding, because each new
feature would be presented in concrete form, that is in a context
which explained it. For example, instead oimensa, "by or with a
table,'' etc., we should have in mensa,
" on a table," cum agricolA,
" with a farmer," ab agricola, " by a farmer " ; dd mensam, " to a
;
table " or sometimes " by {i.e. near) a table agricolae dat, but
''

not mensae dat. After one declension had been caught in this
way, the others would not need so elaborate a treatment. But still
the old rule of "festina lente" would warn the teacher not to im-
pose too great a burden on the young or even the adult beginner
it io no light task to learn simultaneously forms and their
meanings, vocabulary, and the fundamental facts of syntax. It

must be admitted that the method which I am advocating is a slow

one at first ; but it is sure, and binds fast. The method of pre-
 —

NEWER METHODS IN THE TEACHING OF LATIN 15

liminary grammar might be called the railroad method. The

travellerby rail travels fast, but he sees little of the country
through which he is whirled. The longest way round is often the
shortest way home; and my experience has been that the time
spent at the start without proceeding beyond the very elements of
grammar is time well spent. A fair vocabulary is acquired
without effort^n the course of reading; for the learning of new
wdrds, especially if they are chosen so as to present obvious
similarities to English words, is a task eminently -within the
powers of the youthful mind; and all words met with in an
interesting context arouse attention and impress themselves on the
mind of their own accord. All the while the pupil is forming his
feeling for the language and gradually becoming habituated
to ordinary ways of saying ordinary things. He gradually loses
that sense of strangeness which is the great barrier to anything like
mastery.* It is surprising how much can be said in Latin without
using more than a single declension of nouns and adjectives and
a single conjugation of verbs, f The habit of reading very easy
Latin, thus acquired at an early stage, will pro.ve of the utmost
value when the pupil approaches the study of a, Latin author.
Such a book as have in mind should therefore do something to
I

bridge over the formidable chasm which at; present separates the
reading of isolated sentences from the reading of an author.
All Latin authors as they stand, are far too. difficult to
serve as a basis of study for beginners : and they are also, I

may add, not well adapted in respect of subject matter and

*One great advantage of this method, especially fpr learners who are
able to cover. the' ground at a fair rate of progress, is that it lends itself to

acquiring the "art oi reading Latin" (as distinct from the art oi construingit),
to use Prof. W. G. Hale's phrase — the art of rapid reading.

( There are some 1,000 verbs of the first conjugation in Latin (including
compounds).
 a

l6 NEWER METHODS IN THE TEACHING OF LATIN

sentiment to appeal to the mind of the very young. Caesar may

no doubt be made interesting to a boy or girl of twelve by a skilful
teacher with the aid of maps and pictures. But, after all, the Gallic
War can never be what it was never meant to be, a child's book.
The ideal " Reader," which should be the centre of instruction
during the early stages of a young pupil's course, should be really
interesting ; simple and straightforward in regard to its subject
matter, modern in setting, and as classical as may be in form —
book which the pupil may regard with benevolent feelings, not
with mere "gloomy respect,"* as worth knowing for its own sake.
It should be well illustrated with pictures, diagrams, and maps,

provided always that the illustrations are to the point, and such as
are really felt to be needed to explain the text and make it live.
" Modern in setting," for otherwise the book will not appeal to the
young mind ; yet there is much justification for the demand made
by many adherents of the newer school that the subject matter
of any school book dealing with a foreign language should be
closely associated with the history and the manners and customs
of the people who spoke or speak the language. Possibly the two
demands are not irreconcilable ; the subject matter may be
historical and national, but the point of view from which it is

regarded may be modern. For English pupils learning Latin the

reconciliation ought to present little difficulty ; but nearly every
great nation of Europe has its points of contact with Rome, and
therefore its opportunities of constructing Latin Readers which are
national in more senses than one. On the modern side they may
be patriotic in tone, and inspired by that love of nature which
appeals so directly to the youthful mind j on the ancient side they
may be historical and instructive in the narrower sense of the
term. And the illustrations should also have this two-fold
character ; they should include subjects both ancient and modern,

* Lord Rosebery in his Rectorial Address at Glasgow, 1900,

 NEWER METHODS IN THE TEACHING OF LATIN 17

it being always remembered in regard to the former that their

object is not to make the boy or
an archaeologist, but simply
girl

to act asan aid to the imagination and enable it to realise what

ancient civilisation was like. A good modern fancy sketch may
often be more instructive from this point of view than a cut taken
from a dictionary of antiquities.
The method which I advocate is, therefore, on its linguistic
"
side, analogous in some respects to the so-called "natural method
or to the method by which an adult, left to his own resources,
usually attempts to master a foreign tongue. He begins by
attacking some easy book or newspaper, with the help of a
dictionary, and he picks up the grammar as he goes along. The
method is in both cases heuretic, in so far as the learner does
not try to reconstruct the language out of the grammar, as
a palaeontologist reconstructs an extinct animal from a study of a
few bones. But in the one case the learner works on a text which
presents all the variety and complexity of nature ; in the other, on
a text which has been simplified and systematised by art, so as to
lead directly to a clear view of certain fundamental grammatical
facts. Granted the premises, I conceive that there will be no great
difficulty in accepting the conclusion ; for there can hardly be a
better method of teaching a language than that which combines the
systematic order of the grammar with the interest and life of the
story-book. The crux of the situation is to write such a school book;
and though it may be long before an ideal book of the kind is pro-
duced, the problem ought not to be impossible of solution, if once
the necessity of a solution from the teaching point of view is realised.

On the one hand the ideal book ought to have a sustained interest,
and if possible to form a continuous narrative from beginning to
end J otherwise much of the effect is lost; this adds materially to
the difficulty of writing. On the other hand there are various
considerations which lighten the task. The writer has before him
an infinite variety of choice in regard to his subject matter ; and
I8 NEWER METHODS IN THE TEACHING OF LATIN

though his grammatical order must be systematic, he is under no

obligation to confine himself absolutely to the narrowest possible
grammatical field at each step. For example adjectives* may be,

as they should be on other grounds, treated side by side with the

substantives which they resemble in form, and the easy forms of
possum {e.g., pot-es, pot-est, pot-erani) side by side with the
corresponding forms of sum. Here we have material for the
building of sentences. We may even go further and admit a
certain number of forms- which anticipate future grammatical
lessons, provided they are not too numerous or of such a character
as to confuse the grammatical impression which it is the purpose
in hand to produce. For example, forms like tnguam, inqutt
might be introduced, if necessary, long before the learning of the
defective verbs was reached ; they WQuld, of course, be accom-
panied by their translations and treated as isolated words without
any grammatical explanation. Tact in introducing only such forms
as are not liable to lead to false inferences is necessary ; and, of
course, the fewer such anticipations there are the better. A
certain latitude must also be conceded in regard to idiom and
style. While it is of importance that the pupil should come across
nothing which might react disadvantageously on his future com-
position, it is mere pedantry to insist on any exalted standard of
literary excellence. The writer who works under the limitation
imposed by the conditions of the problem should not attempt any
high style of diction ; it is sufficient if his Latin is up to the
standard of such isolated sentences as usually form the mental
pabulum of the beginner, though it might well be somewhat
higher.
I would here anticipate a possible objection. Would not such
a book be too easy ? Would
provide a sufficient amount of
it

mental gymnastic to serve as a means of training the faculties of

•Including Possessive Adjectives and Participles (Verb-adjectives).

 NEWER METHODS IN THE TEACHING OF LATIN I9

reason and judgment ? That would depend altogether on the aim

which the writer set before himself. There is plenty of room
within the limits of the first declension and the first conjugation
for the training of the mind in habits of accurate thought and
expression ; for instance, the sentences may be made as difficult in
regard to order of words as you please. But I would urge that
they can hardly be made too easy at the beginning. It is some-

is not synonymous with the

times forgotten that mental training
mass of grammatical forms which only burden the
inculcation of a
memory, and that the habit of reading with care and fluency is it-
self a mental discipline of the highest value. What the teacher of
any language has to do is not to accustom his pupil to regard each
sentence as a nut to crack or a pitfall to beware of; but rather to
induce him by the art of "gentle persuasion" to look upon the
foreign tongue as a friend to be approached on terms of easy
familiarity. Difficulties will accumulate fast enough, and I submit
with all deference that it is a mistake to convert the learning of

any foreign language into an obstacle race, by deliberately throwing

difficulties into the path of the learner. Latin, at any rate, is hard

enough in itself. And a habit of thoughtlessness is surely the last

thing that will be encouraged by a method such as that sketched

above, by which learning is made a matter of observation from the

first, and not of unintelligent memorizing.
It goes without saying that the grammar to be taught in such
a book should be limited to the necessary and normal. All that
is in any way superfluous to the beginner should be rigofously
excluded. But so soon as a general view of the whole field of
regular accidence and the bare outlines of syntax has been attained
by way of the Reader, the time has arrived for taking the pupil
over the same ground again, as presented in the systematic form
of the grammar. He is now in a position to understand what a
grammar really is —not a collection of arbitrary rules, but a
catalogue raisonni of the usages of a language based upon
20 NEWER METHODS IN THE TEACHING OF LATIN

observation and simplified by science. Successive recapitulations

should take in more and more of what is abnormal, until a fairly

comprehensive view of the whole field is obtained. The suggestions

of whatever new texts are read should, of course, be utilised in
preparing the mind for irregularities and exceptions ; but it is no
longer perilous to study the grammar apart. Each course of
grammar deepens the impression made by those which precede it,
and at the same time extends the pupil's mental horizon, the
successive courses being superimposed on one another like a
number of concentric circles with ever widening diameters.
I have said nothing about the writing of Latin, because it is
obvious at the present day that reading should be accompanied by

writing from the first, and, what is even more important, that the
sentences to be translated into Latin should be based on the
subject matter and vocabulary of the Reader. Learning a
language is largely an imitative process,
and we must not expect
our beginners to make more than we
bricks without straw, any
expect pupils at a more advanced age to compose in the style of
Cicero or Livy without giving them plenty of models to
work upon. It is more important to insist here on the import-
ance of training the organs of speech and hearing even in
learning a "dead language" like Latin. For a dead language
is still a language, and cannot be properly grasped unless it has

some contact with living lip and living ear. Let the pupil
then become accustomed from the first to reading Latin aloud,
and to reading it with intelligence and expression. It is a
habit which does not come of itself; but to teach it goes
a long way towards making the language live again, and acts
as a most valuable support to the memory. Let anyone try
learning a little modern Greek, and he will appreciate the
difference between remembering the accents by ear and remem
bering them by the eye alone. So, too, in regard to forms
and vocabulary. What we have to familiarise our pupils with is
 "

NEWER METHODS IN THE TEACHING OF I-ATIN 21

not merely the look of the word and the phrase and the sentence
on paper, but still more, the shape of them to the ear.
From the point of view of the University a reform in school
procedure, both on the literary and on the grammatical side,
would confer great and lasting benefits. * There must be many
University teachers who, like the present writer, feel dissatisfied
with the scrappy and haphazard knowledge of the classics
commonly presented by students reading for Pass degrees. But
the foundations must be laid during the long school course, as the
developed flower must be present in the germ. By not hurrying
over the initial stages, and by a wise guidance of the later steps, the
consummation of a worthy classical culture may be reached in the
end.

Christmas, 1900. E. A. Sonnenschein.

* Professor Postgate (Classical Review, February, 1901) demands a

" thorough revision of the modes and materials of classical and especially
elementary classical teaching," adding, "Though we of the Universities have
a serious grievance against the schools in that they send us so many mistaught
on elementary points, and, what is worse, emptied of all desire to learn, we
must not forget our own deficiencies.
 NOTE TO THE SIXTH EDITION.
In ike present issue of this book I have, in deference to the

wishes of many teachers, returned to the principle of marking long

vowels in the text, which I adopted in my Parallel Grammar
Series. As to the method of carrying out the principle I have
stated my views in the Preface (p. vii).

/ have also corrected one or two oversights to which T had

called attention in previous issues {p. iig, I. i, 'sometimes not'

for 'not always' ; p. 123, II. 4 and 8 of% 2J, tenth for seventh'). '

On p. 4.8, I. S, I have substituted miilta ex navigiis 'for magnus

' '

nu7nerus navigiornm,' in order to avoid raising a difficulty of con-

struction. And there are a feiv other minor improvements of this

kind (p. 130, § 31 B ; p. 144 bottom). But in all essentials the

book is unchanged.
I hereivith express my cordial thanks to those teachers who have
pointed out to me misprints or omissions in the vocabularies — in
particular to Professor Postgate, Mr. F. E. A. Trayes, Mr. R. S.
Haydon, Miss A. F. E. Sanders. These oversights not very —
many in —
number have all been corrected in the present issue.
May I call the attention of teachers to the mistake, into which
pupils easily fall, of pronouncing the word '
Maritima ' like the

French ' maritime ' with the accent on the syllable ti-, instead of
Maritima ?
 ORA MARITIMA
VEL
COMMENTARII DE VITA MEA AD
DUBRAS ANNO MDCCCXCIX

Ora Maritima inter Dueras et Rutupias.

I. Ora maritima.
[First Declension of Nouns and Adjeclives, togelh;r with the Present
sum and of the First Conjugation.]
Indicative oi

1. Quam
bella est ora maritima Non procui !

ab ora maritima est villa. In villa amita mea

habitat et ego cum ainita mea nunc habito.
; Ante
ianuam viljae est area. In area est castanea, ubi
 !

24 ORA MARITIMA

luscinia intercluni cantat. Sub umbra castaneae ancilla

interdum cenam parat. Amo 5ram maritimam ; amo
villam bellam.

2. Feriae nunc sunt. Inttr lerias in villa

maritima habits. O beatas ferias In arena orae
!

maritimae sunt ancorae et catenae. Nam incolae

orae maritimae sunt nautae. Magna est audacia
nautarum procellas non formldant. Nautas amo, ut
:

nautae me amant. Cum nautis interdum in scaphls

navigo.

Ancora et Catena— Scapha.

3. Ex fenestrls villae undas spectas. Undas
caeruleas amo. Quam magnae sunt, quam perlucidae
 ORA MARITIMA 25

Post cenam lunam et stellas ex fenestra mea specto.

Prope villam est silva, ubi cum amita mea saepe
ambulo. Quantopere nos silva delectat O copiam!

plantarum et herbarum O copiam bacarum Non

! !

solum nautae sed etiam agricolae circum habitant.

Casae agricolarum parvae sunt. Nautae casas albas
habitant. Amita mea casas agricolarum et nautarum
saepe visitat.

4. Victoria est regina mea. Magna est gloria

Victoriae Reginae, non solum in insulis Britannicis
sed etiam in India, in Canada, in Australia, in Africa,
ubi coloniae Britannicae sunt. Regina est domina
multarum terrarum. Britannia est domina undarum.
In gloria reginae meae triumpho. Te, Britannia,
amo : vos, insulae Britannicae, am5. Sed Britannia
non est patria mea. Ex Africa Meridiana sum.

Lydia cjuoque, consobrlna mea, apud aniitam

5.

meam nunc habitat. Lydia columbas curat cura :~

columbarum Lydiae magnam laetitiam dat. Tu,

Lydia, cum apud magistram tuam es, linguae Franco-
gallicae et linguae Anglicae operam das sed ego ;

linguls antiquis Romae et Graeciae operam do. Saepe

cum Lydia ad silvam vel ad oram maritimam ambulo.
Interdum cum nauta in scapha navigamus. Quant-
opere nos undae caeruleae delectant Lydia casas
!

agricolarum cum amita mea interdum visitat. Vos,

filiae agricolarum, Lydiam amatis, ut Lydia vos amat.

Ubi inopia est, ibi amita mea inopiam levat.

 ;

26 ORA MARITIMA

II, Patruus meus.

[Second Declension : Nouns and Adjectives in us].

6. Patruus meus quondam praefectus erat in

Africa Merldiana. Nunc militia vacat, et agello suo
operam dat. Agellus patrul mei non magnus est.
Circum villam est hortus. Murus horti non altus est.
Rivus est prope hortum, unde aquam portamus, cum
hortum irrigamus. In horto magnus est numerus
rosarum et violarum. Rosae et violae tibi, ml patrue,
magnam laetitiam dant. Tu, Lydia, cum patruo meo
in horto saepe ambulas.

7. In angulo horti sunt ulmi. In ulmis corvi

nldificant. Corvos libenter spect5, cum circum nidos
su5s volitant. Magnus numerus corvorum in
est
horto patrul mei multi mergi super oceanum volitant.
;

Vos, mergi, libenter specto, cum super oceanum

volitatis et praedam captatis. Oceanus mergls cibjjm
dat. Patruum meum hortus et agellus suus delectant
in agello sunt equi et vaccae et porci et galll gallTnae-
que. Lydia gallos gallinasque cGrat. Non procul
ab agello est vicus, ubi rustici habitant. NonnullI ex
rusticis agellum cum equls et vaccis et porcis
curant.

8. Ex mei scopulos albos orae

horto patrul
maritimae spectamus. Et ora
Scopull
sunt alti.
Francogallica non procul abest. Noctu ex scopulls
pharos 5rae Francogallicae spectamus, velut Stellas
claras in oceano. Quam bellus es, oceane, cum luna
 !

ORA MARITIMA 27
undas tuas illustrat Quantopere me delectat vos,
!

undae caeruleae, spectare, cum tranquillae estis

'et
arenam orae maritimae lavatis Quantopere!
me
delectatis cum turbulentae estis et sub scopulis
spumatis et murmuratis

Villa Maritima.
Ulmi et Corvi. Murus. Ianua. Rivus, Castanea. Mergi,
2S ORA MARITIMA

III. Monumenta antiqua.

[Nouns and AdjecLives in Jini].

9. Agellus patruT mei in Cantio est, inter

Dubras et lvntu|")iris situs. Dubrae et Rutupiae
oppida antiqua sunt. Multa simt monumenta antiqua
in Britannia, multa vestigia Romanorum. Reliquiae
villarum, oppidorum, amphitheatronuii Romanorum
hodie exstant. Multae viae Romanae in Britannia
sunt. Ill Canti5 est via Roniilna inter Rutupias et
Londiiiiuni. Solum Britannieum multos nummos
aiireos, argenteus, aeneos et Britannorum et Roman-
5rum oceultat. Rusticis nummi saepe sunt causa lucri,

NUMMUS ROM.\NUS CUM FiGUKA BkITANNIAE.

nummus romanus.
(C.Idl.Caesar.) (Augustus.)
 ORA MARITIMA 29

NUMMUS Eritannicus.

NuMMUS Eritannicus.

cum arant vel fundamenta aeclificiorum antTquorum

excavant. Nam nummos antiques magno pretio
venumdant. Patruo meo magnus numcrus est nunim-
orum Romanorum.

10. ferias commentarios

Inter meos de vita
mea Dubras .saepe visitamus nam oppidum
scriptito. ;

non procul abest. Super oppidum est castellum mag-

num in castello est specula antlqua. Muri speculae
;

Quondam erat pharus Romanorum.

altl et lati sunt.

Prope speculam est aedificium consecratum. lam

secundo saeculo post Christum natum basilica Chris-
tiana erat.

11. Castellum in promunturio orae maritimae

Stat. Post castellum sunt clTvi graminel et lati. Ex
castello fretum Gallicum spectas. Ante oculos sunt
 ^o ORA MARITIMA

\-cla alba nniltoruin na\iL;i"rLim ; iifnigia sunt Brit-

aniiica, ]'raiicoL;"allica, ( icrmanica, llclyica. Nniinulla

ex nfiviyaTs Britannicls "castella" iioniinata sunt.
Littcra C in signo est. " Castella " in AtVieani Meiidi-
anam na\"iyan_t, iibi patria niea est.

•1'

U\S-i^fjli! H''lit::-~^M^, ,''^4.l.j:!wjjI i-iflitAf 'i-al' -i*S3v*ii4',.'a's

C.\STF.I,T.n.\t All DUBKAS SITUM.

IV. Delectamenta puerorum.

[Nouns and AdjecLive^ liku /v/ct],

12. In nuniero amTcorum mcurum sunt duo

i:)uerl. Marcus, puer quattuordecim annorum, milii
 ORA MARITIMA 31

praecipuus amicus Prope Dubras nunc habitant,

est.

sed ex Caledonia oriundl sunt. Nobis puerls feriae

nunc sunt nam condiscipuli sumus. Inter ferias
;

llberl sumus scholis. Amici mel me saepe visitant, et

ego amicos meos visits. Magna est inter nos amicitia.
Una anibulamus, una in undls spumiferls natamus,
cum non iiimis asperae sunt. Quantopere nos pueros
liidi pilarum in arena delectant Ut iuvat castella
!

contra undas spumiferas aedificare !

Nobis puerls feriae plenae sunt gaudiorum

13.
a mane usque ad vesperum. Nonnumquam in scapha
cum Petro navigamus. Petrus est adulescentulus
viginti annorum. Petri scapha non solum remis sed
etiam veils apta est. Plerumque remigamus, sed
nonnumquam vela damus, cum ventus non nimis
asper est. Petrus scapham gubernat et veils minis-
trat. Nos pueri scapham bellam laudamus et amamus.

14. Non procul a Dubris est scopulus altus,

unde oceanum oram maritimam spectas.

et navigia et
Locus in fabula commemoratus est, ubi Leir, regulus

Britannorum antiquorum, fortunam suam miseram

deplorat, stultitiam suam culpat, filias suas animi
ingrati accusat. O
fortunam asperam O filias !

impias ! O constantiam Cordeliae Scopulus ex

!

poeta nominatus est. Nam in fabula est locus ubi

vir generosus, amicus fidus reguli, de scopulo se
praecipitare parat sed filius suus virum ex periculo
;

servat. Fllium fidum laudo et amo. Nos pueri locum

-saepe visitamus.
32 ORA MARITIMA

)(K,"
If

--^^^:=—^a?^-_ >

ScoruLus Altus ad Dubras situs, ex Poeta Nominatus.

V. Magister noster.
[Nouns and Adjectives like magistei\

15. Magister noster vir doctus est, sad ludorum

peritus. Nobis puerls carus est. Inter ferias patruum
meum interdum visitat. Dextra magistrl nostri valida
est, et puerl pigri nee dextram nee magistrum amant.
" Non amo te, Sabidi, nee possum dicere quare.
Hoc tantum possum dicere non amo te." :

Magistrum non amant quia libros Graecos et

Latinos non amant. Nam discfpulT scholae nostrae
linguTs antlquis operam dant, atque scientils mathe-
 — —

ORA MARITIMA 33

maticls. Magistro nostro magna copia est librorum

pulchrorum. Schola nostra antiqua et clara est non :

solum librls sed etiam ludis operam damus. Schola

nostra non in Cantio est. In vico nostro est ludus
litterarius, crcber pueris et puellis, liberls agricolarum.
Sed ego cum Marco et Alexandro, amicis mels, ad
Ventam Belgarum discipulus sum.

VI. Britannia antiqua.

|Mixed forms of Nouns and Adjectives of the ist and 2nd Declensions,
together with the Past Imperfect Indicative of sunt and of the
1st Conjugation.]

IG. Magister noster librorum historicorum

studiosus est de patria nostra antiqua libenter narrat.
;

Proximo anno, dum apud nos erat,de vita Britannorum

antiqiiorum saepe narrabat. Patruus meus et amita
mea libenter auscultabant ego quoque nonnumquam;

aderam. Sic narrabat :

" Fere tota Britannia quondam silvls densis crebra

erat. Inter oram maritimam et fluvium Tamesam,
ubi nunc agri frugiferi sunt, silva erat Anderida, locus
vastus et incultus. Silvae plenae erant ferarum
luporum, ursorum, cervorum, aprorum. Multa et varia

materia erat in silvls Britannicis : sed fagus Britannis

antlquls non erat nota, si Gaius lulius vera afBrmat.
Et pinus Scotica deerat."

17. "Solum, ubi llberum erat silvls, frugiferum

erat. Metallls quoque multls abundabat ^plumbo albo —
Britanni Antiqui
 " :

ORA MARITIMA 35

et ferfo, atque, ut Tacitus affirmat, auro argentoque.

Margaritas et ostreas dabat oceanus: margaritae
parvae erant, sed ostreae magnae et praeclarae.
Caelum turn quoque crebris pluvils et nebulis atrls
foedum erat ; sed prulnae asperae aberant. Natura
oceani erat, si testimonium Taciti verum est
'
pigra '

nautae RomanI, inquit, in aqua pigra vix poterant

remigare. Sed verumne est testimonium ? An natura
nautarum Romanorum non satis impigra erat ?

18. " Incolae antlqui insulae nostrae ferl et

bellicosi erant. HastTs, sagittis, essedls inter se
pugnabant. Proelia Britannos antiquSs delectabant.
Multl et diversi erant popull Britannorum. Multl
ex populls erant Celtae. Celtis antiquls, sicut Ger-
manls, capilli flavi, ocull caerulei, membra magna
et robusta erant. Sic Tacitus de CaledoniTs narrat.
Incolae Cambriae meridianae '
colorati ' erant. Sed
Romanis statura parva, ocull et capilli nigri erant.
Universi Britanni, ut Gaius lulius affirmat, membra
vitro colorabant, sIcut nautae nostri hodierni. Vestl-
menta ex coriis ferarum constabant. In casTs parvis
circum silvas suas habitabant."
19.Hic amita mea " Nonne in oppidls habit-
abant " inquit. Et ille " Oppida aedificabant," inquit
.''

''sed, si Gaius lulius vera affirmat, oppida Britann-

orum antlquorum loca firmata erant, non loca ubi
habitabant. Sed Britannia meridiana crebra erat
incolls et aedificiis. Sic narrat Caesar in libr5 quinto
Belli Gallic!. Multiuna habitabant, ut puto." " Itaque
non plane barbarl erant," inquit amita mea. ;Et
 ;

36 OEA MAEITIMA

ille :
" Incolae Cantii agri culturae operam dabant,
atque etiam mercaturae. Nam Venetl ex Gallia in

Britanniam mercaturae causa navigabant. BritannI

frumentum, armenta, aurum, argentum, ferrum, coria,
catulos venaticos, servos et captlvos exportabant
frena, vitrea,gemmas, cetera importabant. Itaque
mediocriter humani erant,nec multum divers! a Gallis.'

Urnab et Catenas Britannicae.

Druidae Britannici.
 :

38 01!A MAKITIMA

20. " Multi mortuos cremabant, sicut Graeci et

RomanI : exstant in Cantio sepulchra cum urnis
pulchre ornatls. Exstant etiam nummi BritannicI,
aurei, argentel, aenel. Esseda quoque fabricabant
non plane inhuman! erant, si rotas ferratas essed-
orum et nummos aureos aeneosque fabricare poterant.
Britannis antlquls magnus numerus gallorum gallin-
arumque erat ; animi, non escae, causa curabant, ut
Gaius lulius affirmat.Sed incolae mediterraneorum
Mortuos humabant.
et Caledonii feri et barbarl erant.
AgrI culturae operam non dabant non frumento sed ;

ferina victitabant. Deorum fana in lucis sacrls et silvTs,

atris erant. Sacra curabant Druidae. Sacra erant'

saeva : viros, feminas, llberos pro victimis sacrificabant.
Inter se saepe pugnabant ; captivos miseros venum-'
dabant, vel cruciabant et trucidabant :. nonnumquam.'
simulacra magna, plena victimis humanis, cremabant.
Populorum inter se discordiae victoriam Romanorum
parabant."

VII. Vestigia Romanorum.

[Future Indicative and Imperative of sum and of the 1st Conjugation].

21. Nuper, dum Marcus et Alexander mecum

erant, patruo meo " me delectabit" inquam
Quantopere
"locum visitare ubi oppidum Romanum quondam
stabat." Et Alexander " Monstra nobis," inquifi
"amabo ruinas castelll Rutuplnl."
te, Turn patruus
meus " Longa est via," inquit " sed aliquand'6 mon-'

strab5. Cras, si vobl.s gratum erit, ad locum ubj

proelium erat BritannSrum cum RomanIs_ ambul-
 ""

ORa maritiMA 39

abimus. Ambulabitisne et Alex- nobiscum, Marce

ander ?
" "Ego Marcus " tecum libenter
vero " inquit
ambulabo " et Alexander " Mihi quoque pergratum
;

erit, SI nobis sepulchra Britannorum et Rorftanorum

monstrabis." Sed patruus meus " Festina lente

inquit ;
" nullae sunt ibi reliquiae sepulchrorum, et
viri docti de loco proelii disputant. Sed quota hora
parati eritis ?
" " Quinta hora " inquiunt.

22. Postridie caelum serenum erat. Inter ienta-

culum amita mea "Quota hora" "in viam inquit
vos dabitis .''
et quota hora cenare poteritis " Et .''

patruus meus " Quinta hora Marcus' et Alexander

Dubrls adventabunt intra duas horas ad locum;

proeliiambulare poterimus post una'm horam red- ;

ambulabimus itaque hora decima vel undecima domi

;

erimus, ut spero." Tum ego " Nonne ieiuni erimus,"

inquam "si nihil ante vesperum gustabimus .''

" Prandium voblscum portate" inquit amita mea;

" ego crustula et poma curabo."

[Perfect Indicative of sum and of the rst Conjugalion.]

23. Quinta hora appropinquabat, et amicos

meos cupide exspectabam. Ad sonum tintinnabull
ad fenestram properavl. Ecce, puerl ad ianuam
aderant. Cum intraverunt, universi exclamavimus
" Euge Opportune adventavistis "
! ! Tum Marcus
" Num sero adventavimus ? " inquit; " hora fere tertia

fuit cum in viam nos dedimus sed via longa est, ;

et Alexander celeriter ambulare non potest." Sed

Alexander " Non sum fatlgatus " inquit ;
" sed quota
40 OKA MARITIMA

liora est ?
" Turn patruus mens " Nonduni quinta
"
lidra est " iiiquit ;
" )iaratTnc c^tio ad anibulanduni ?

Et ^Alexander " Nd. \-C-rr> " ! inquit. Tuni aniita nica

ft Lydia " Bone ambulate !
" inquiiiiit, cl in viani
nos dcdiiniis.

C. lULU'S Carsar.

24. Inter \-iain [atnius mens multa nobis dc bcllo

Romanorum cum Britannls narra\'it. Prlmo sacculo
ante Christum natum Gfuus Ifiliu^ in Ciallifi l^ell.abat,

ct, ]"jostquam Ner\'irm ceteroujue |)n^)u!ui (iailiae

Belyicae dC'bjella\"it, bellum ccjutra incola^ in ailae

propinquae paravit. Itaque anno quintd et quinqiia-

gesimo copias suas in Britanniam transportavit.
 ORA MARITIMA 41,

De loco unde navigavit et de loco quo navigia

sua applicavit, virl docti diu disputaverunt. Sed
inter Dubras et Rutupias est locus ad navigia
applicanda idoneus. Dubras non poterat applicare ;

nam scopuli ibi alti erant, ut nunc sunt, et in scopulis

copiae armatae Britannorum stabant. Itaque ad
alium locum navigavit, ubi nulll scopuli fuerunt.
Sed Britanni quoque per oram maritimam ad
locum properaverunt, et ad pugnara se paraverunt.
Romanis necesse erat navigia sua magna ad ancoras
deligare. Britannis vada nota fuerunt ; itaque in
aquam equitaverunt et copiam. pugnae dederunt.

Britanni Romanos in scopulis exspectant.

42 ORA MARITIMA
[PlupciTect (i.e. Past Porfccl) Indicative of stun and of tfie 1st

Conjugation.]

25. Scd iam ad locum adventaveramus, et

patruus meus " Spectate puerl " inquit ;

" hic campus
apertus est; scopull desunt, et locus idoneus est ad
c5pias explicandas. Illlc fortasse, ubi scaphas pisca-
torias spectatis, Gaius lulius navigia R5mana ad
ancoras deligaverat. Hlc BritannI copias suas col-
locaverant, et equos in aquam incitaverant. Nonne
potestis t5tam pugnam animo spectare 1 Sed reliqua
narrabo. Dum Roman! undJs sc dare dubitant,
aquilifer '
Ad aquilam vos congregate,' inquit '
nisi

ignavl estis. Ego certe officium meum praestabo.'

AqL'ILIFEU SE UNDIS DAT.

 ORA MARITIMA 43

Et cum aquila undis se dedit. lam universi RomanI

ad aquiliferum se congregaverant, et cum Britannis
in undls impigre pugnabant. Confusa et aspera fuit
pugna. Primo laborabant Roman! sed tandem Brit- ;

annos propulsaverunt et terram occupaverunt. Ante

vesperum Britannl se fugae dederant. Numquam
antea copiae Romanae in solo Britannico steterant.
Audacia aquilifen laudanda erat."

[Future Perfect Indicative oi sum and of the ist Conjugation.]

Sed nos pueri prandium iam postulabamus

26. :

nam hora iam septima erat. Ouam bella crustula

et poma tu, amita, dederas Quantopere nos bacae !

rubrae et nigrae delectaverunt Tum patruus meus !

" Cum nos recreaverimus," inquit " domum proper-

abimus ; nam non ante undecimam horam advent-
averimus ;
interea amita tua, ml Antoni, nos exspect-
averit. Nonne prandio satiatlestis.'"' Tum ego " Nulla
in me mora fuerit." I£t Alexander Ego iam paratus "

sum " inquit ;

" sed quando tu, Marce, satiatus eris ? "
Tum Marcus " leiunus ful" inquit ;
" nam per quinque
horas nihil gustaveram. Sed cum me altero porno
recreavero, paratus ero. Tu, Alexander, inter viam
crustulis operam dedisti ; nam puer parvus es." Nos
cachinnamus, et mox in viam nos damus.

VIII. Expeditio prima C. lulii Caesaris.

[3rd Declension : nouns lil<e Caesar, iinperator, so!, cxpcdTtid.~\

27. Sed magnus erat calor soils et aeri.s, neque

poteramus celeriter ambulare. Paulo post nebulae
solem obscuraverunt, et imber magnus fuit. Mox
 ;

44 ORA MARITIMA

sol Oram maritimam splendore suo illustravit, et

iteium in viam nos dedimus. Imber calorem aeris
temperaverat et inter viam nos pueri patruum meum
;

multa de C. lulio Caesare, imperatore magno Roman-

orum, interrogavimus. " Cur expedltionem suam in
Britanniam paravit ? " inquimus " cur copias suas in
;

insulam nostram transportavit ? " Et patruus meus

" C. lulius Caesar " inquit " proconsul erat Galliae, et
per tres annos contra nationes bellicosas Gallorum
et Belgarum bellaverat nam anno duodesexagesimo
;

ante Christum natum Roman! Caesarem proconsulem

creaverant. Roman! autem Britannos in numero
Gallorum esse existimabant ; et revera nonnullae ex
nationibus Britanniae meridianae a Belg!s oriundae
erant. Atque Britann! Gall!s auxilia contra Romanos
interdum subministraverant; sed Trinobantes auxil-
ium Romanorum contra Cassivellaunum, regulum
Cassorum, imploraverant."

28. " Alia quoque causa bell! fuerat avaritia et

exspectatio praedae. Cupid! erant Roman! insulam
nostram ignptam et remotam vLsitandi et explorand!
nam, ut Tacitus affirrnat, ignotum pro magnifico est.
Itaque anno quinto et quinquagesimo ante Christum
natum C. lulius Caesar exped!ti6nem suam pr!mam
contra Britannos comparavit, et victoriam reportavit,
ut narrav! ; nam post unum proelium Britann! vcniam
a victoribus imploraverunt. Sed exped!tio non magna
fuerat neque Rornan! ullam praedam ex Britannia
;

reportaverant, nisi paucos servos et capt!v6s. Anno

igitur proximo imperator Romanus secundam et
 ORA MARITIMA 45

multo maiorem expedltionem in Britanniam paravit.

Nam sescenta navigia oneraria in Gallia aedificavit,
et quinque legiones^Romanas una cum magna multi-
tudine au^iligrum Gallicorum in oram Belgicam con-
greg^vit."

IX. Pax violata.

[3ru Declension continued : nouns like jjajs, aestas, miles. ]

29. " Britannl pacem non violaverant, sed 1\6-

mani pacis non cupidi erant Itaque aestate anni
quart! et quinquagesiml ante Christum natum dux
Romanus cum quinque legionibus militum Roman-
orum et magno numero equitum et auxiliorum Gallic-
orum iterum in Britanniam navigavit. Tempestas
erat idonea, sed in media navigatione venfus non
iajn flaisat ; itaque miHtibus necesse erat navigia
remls inci^are.Impjgre remigaverunt, et postridie
ad oram Britannicam prospers applicaverunt.
navig;ia
Labgr remigandl magnus erat, virtus militum magn-
opere laudanda. BritannT Romanes in scopulis orae
maritimae exspectabant sed postquam multitudinem
;

navigiorum et militum equitumque spectaverunt, in

fugam se dederunt. Caesar navigia sua inter Dubras
et Rutupias applicavit, ut puto, non procul a loco quo
priore anno applicaverat. Inde contra Britannos pro-
peravit. Interea unam legionem cum trecentis equit-

ibus ad castra in statione reservabat nam perlcul- :

osum erat navigia ad ancoras deligata defensoribus

nudar«."
46 ORA MARITIMA

Castra Romana.

X. Certamina varia.
[3rd Declension conlinued : nouns like ^wmcji, tempiis.]

30. " BritannI certamen vitaverunt, et in silvis

se occultaverunt, ubi locus erat prope fliimen, egregie
et natura et opera firmatus. Itaque '
oppidum ' Brit-
annicum erat. De nomine fluminis nihil constat.
Oppidum iam ante domestic! belli causa praepar-
averant, et crebrls arboribus vallTsque firmaverant.
Multa et varia certamina fuerunt : BritannI ex
silvis cum equitibus essedlsque suis contra Romanes
provolabant ; Romanis perlculosum erat intra munlt-
iones Britannorum intrare. Sed post aliquantum
 :

ORA MARITIMA 47

temporis mllites septimae legionis aggere et testudine

locum oppugnaverunt. Tandem Britannos ex silvls
propulsaverunt. Pauca erant vulnera Romanorum :

nam Roman! Britannos pondere armorum et scientia

pugnandl multum superabant ; magnitudine et robore
corporis BritannI Romanos superabant. Sed Roman!
quoque homines robusto corpore erant."

EssEDUM Britannicom.

31. " Victoria Caesar! non multum profuit : nam

Britann!s fugat!s instare non poterat, quia naturam loci
ignorabat. Praeterea praefectus castrorum, nSmine
Quintus Atrius, magnum incommodum nuntiaverat
tempestas navigia in l!tore afflictaverat. Tempus
perlculosum erat nam Caesar! necesse erat a fliimine
;
 " .

48 ORA MARITIMA

ad iTtus maritimum properare, et legiones suas

ab insectatione Britannorum revocare. Multa ex
navigiis in vadis afiflictata erant ; cetera novis
armls ornanda erant. Opus magnl laboris erat, et
aliquantum temporis postulabat. Sed nautarum atque
mllitum virtus magno opere laudanda erat. Non
solum per diurna sed etiam per nocturna tempora
laboraverunt. Interea Caesar nova navigia in Gallia
aedificat : sine navigiis non poterat copias suas in'

Galliam reportare uno tempore necesse erat

; et navigia

reparare et contra Britannos bellare."

XL Naves Romanae.
f3rd Declension continued : nouns like raawu.]

32. "Duo erant generanavium in classe Romana;

unum genus navium longarum, alterum navium
erat
onerariarum. Naves longae ad pugnam aptae erant,
naves onerariae ad onera atque multitudinem
hominum et equorum transportanda. Tota classis
Caesaris octingentarum erat navium nam sescentas ;

naves onerarias per hiemem in Gallia aedificaverat,

ut narravi. Inter ceteras, ducentas numero, nonnullae
naves longae erant. Sed navibus longis revera non
opus erat Caesarl nam Britannis antiquTs nulla erat
;

classis ; neque naves onerarias aedificabant." Turn

ego " Britannia nondum domina undarum erat
inquam ;
" sed quomodo frOmentum exportare
poterant, si nullas naves aedificabant .-'

" " Venet-

orum naves " inquit patruus meus " frumentum
Britannicum in Galliam portabant, et ex Gallia
 ;

ORA MARITIMA 49

gemmas, vitrea, cetera in Britanniam. Nam Venetl,

natio maiitima, in ora Gallica habitabant. Hostes
fuerant Romanorum, et magnam classem conn-
paraverant."

33. Turn Marcus " Num

nationes barbarae
"

inquit " naves longas ornare poterant ?" Et patruus

meus " Formam navium GalHcarum Caesar in tertio
commemorat. Puppes altae erant,
libro Belli Gallic!
ad magnitudinem tempestatum accommodatae
carlnae planae. Veneti naves totas ex robore
fabricabant ad ancoras catenis ferrels, non funibus,
;

deligabant. Pelles pro veils erant, sive propter llnl

inopiam, sive quia in pellibus plus firmitudinis quam
in veils llneTs erat. Naves longae Romanorum non
tarn altae erant quam Venetorum, sed rostrls ferreis
etinterdum turribus armatae erant itaque victoriam
;

a Venetis reportaverant." Tum Alexander " Num

naves Romanae laminls ferrels armatae erant ? " inquit.
Sed Marcus " Quid opus erat laminis
: ferrels, si

tormenta hodierna antlquis deerant?"

 :

50 ORA MARITIMA

XII. Gentium Britannicarum Societas.

[3rd Declension continued : nouns lilce gens, pars].

34. Turn patruus meus reliqua de expedltione

Caesaris narravit. " Dum milites nautaeque Roman!
classem novis armis ornant, Caesar ad reliquas copias
properat. Interea hostes summum imperium
Cassivellauno mandaverant. Cassivellaunus non erat
rex universarum gentium Britannicarum, sed dux
vel princeps gentis Cassorum. Anno tamen quarto
et quinquagesim5 ante Christum natum magna pars
gentium Britanniae meridianae se sub Cassivellauno
contra Romanes consociaverant. Flumen Tamesa
fines CassivellaunI a finibus gentium maritimarum
separabat ; ab oriente erant fines Trinobantium ; ab
occidente Britanni mediterranei. Superiore tempore
bella continua fuerant inter Cassivellaunum et reliquas

gentes ; atque Trinobantes auxilium Romanorum

contra Cassivellaunum imploraverant, quia regem
suum trucidaverat. Numerus hostium magnus erat
nam, ut Caesar affirmat, inflnita multitude hominum
erat in parte meridiana Britanniae."

35. " Caesar formam et incolas Britanniae in

capiteduodecimo et tertio decim5 librl quinti com-
memorat. Incolae partis interioris Celtae et barbari
erant incolae maritimae partis ex Belgio praedae
;

causa immigraverant, sTcut priore aetate trans flumen

Rhenum in Belgium migraverant. Et nonnulla
n5mina gentium maritimarum, unde nomina urbium
hodiernarum derivata sunt, Belgica vel Gallica sunt.
 1

ORA MARITIMA 5

Belgae autem a Germanis oriundi erant, ut Caesar in

capite quarto librl secundi demonstrat. Itaque pars
Britannorum antiquorum Germanica origine erant.
Formam insulae esse triquetram declarat. Sed
unum latus ad Galliam spectare existimat, alterum ad
Hispaniam atque occidentem, tertium ad septan triSnes.
Itaque de lateribus et angulis laterum errabat.
Hiberniam ab occidente parte Britanniae esse recte
iudicat, insulam Monam inter Britanniam et
Hiberniam esse."

XI I I. Maria Britannica.
[3id Declension continued : nouns like mare].
36. " Lateris prlmi longitudinem circiter quin-
genta milia esse iudicat, secundi septingenta, tertil
octingenta. Itaque de magnitudine insulae non
multum errabat. Flumen Tamesam a marl circiter
octoginta mIlia distare iudicat." Hlc nos puerl
" Errabat igitur" inquimus ;
" nam interLondinium et
mare non sunt octoginta milia." Sed patruus meus
"Recte iudicabat" inquit; "nam pars maris ubi Caesaris
castra erant circiter octoginta milia Romana a
Londinio distat. Tria maria insulam nostram
circumdant inter Britanniam et Galliam est mare
;

Britannicum vel fretum Gallicum ab occidente mare ;

Hibernicum ab oriente mare Germanicum. Nomina

;

marium temporibus antlquis non usitata erant sed ;

iam Graecl Britanniam esse insulam iudicabant."

XIV. Britannia pacata.
[Recapitulation of nouns of the 3rd Declension.]

37. " Inter Tamesam et mare Britannicum prlima

52 ORA MARITIMA

concursio erat Romanorum cum copils Cassivellaunl.

BritannT duas cohortes Romanas in itinere fortiter im-
pugnaverunt. Ex silvissuls provolaverunt Romanos ;

in fugam dederunt ;
multos Romanorum trucid-
averunt. Tum suos a pugna revocaverunt. Novum
genus pugnae Romanos perturbaverat. Nam BritannTs
non mos erat iusto proelio pugnare ; sed equitibus
essedlsque suis per omnes partes equitabant, et
ordiiies hostium perturbabant ; tum consulto copias
suas revocabant. Essedarii interdum pedibus pugna-
bant. Ita mobilitatem equitum, stabiiitatem peditum
in proelils praestabant. Pedites Roman! propter
pondus armorum non aptl eraiit ad huiusmodi hostem.

IJUITANNI CUM ROMANIS IX ITINKRE PUGNANT.

 ORA MARITIMA 53

Et equitibus Romanis periculosum erat st3 longo

intervallo a peditibus separare : neque- pedibus
pugnare poterant."

38. " Itaque Roman! ordines suos contra equites

Britannonim in primo certamine non servaverant.
Sed postrldie Roman! victoriam reportaverunt.
Britann! in collibus prccul a castris R6man!s stabant.
Caesar magnum numerum cohortium et universos
equites legato suo Trebonio mandaverat. Hostes
subito provolaverunt, et ordines Romanes impugn-
averunt. Sed Roman! superiores fuerunt. Copias
Britannicas fugam dederunt.
propulsaverunt, et in
Magnum numerum hostium trucldaverunt. Tum dux
continuis itineribus ad flumen Tamesam et in fines
Cassivellaun! properavit. Cassivellaunus autem cum
quattuor milibus essedariorum itinera Romanorum
servabat, et paulum de via decl!nabat seque in ailv!s
occultabat. Interdum ex silvis provolabat et cum
militibus R5man!s pugnabat Roman! autem agros
;

Britannorum vastabant."

39. " In parte fluminis Tamesae ubi fines Cassi-

vellaun! erant unum tantum vadum erat. Quo cum
Caesar adventayt, copias hostium ad alteram ripam
fluminis collocatas spectavit. Rlpa autem sudibus
acutis firmata erat; et Britann! multas sudes subaqua
quoque occultaverant. Sed Caesar hostibus instare
non dubitavit. Aqua fluminis profunda erat, et mllites
capite solum ex aqua exstabant sed Roman! se aquae
;
54 ORA MARITIMA

fortiter mandaverunt, et Britannos in fugam dederunt.

'
Oppidum ' CassivellaunI non longe aberat, inter silvas
paludesque situm, quo Britanni magnum numerum
hominum, equorum, ovium, boum, congregaverant.
Locum egregie et natura et opere firmatum Caesar
ex duabus partibus oppugnare properavit oppidum :

expugnavit et defensores fugavit."

Britanni Castka Romana Oppugnant.

40. " Sed in Cantio, ubi quattuor reges Britannls

praeerant, nondum finis erat pugnandl. Britanni
castra Romana ad mare sita fortiter oppugnant sed ;

frustra. RomanI victores. Interea multae ex clvitat-

ibus Britannicis pacem orant Trinobantibus Caesar
 ORA MARITIMA SS

novum regem dat, et pacem confirmat. Ltaque propter

'tot clades, propter fines suos bello vastatos, maxime
autem propter defectionem tot civitatum, Cassivel-
launus de condicionibus pacis deliberat. "Caesar pacem
dat; Cassivellaunum vetat Trinobantes bello vex are,
et tributum Britannis imperat. Turn copias suas cum
magno numero obsidum et captTvorum in Galliam
reportat. BritannI fortiter sed frustra pro arls et
focls suis pugnaverant."

Tropabum Britannicum.
56 ORA MARITIMA

XV. Robur et aes triplex.

[Adjectives of the 3rcl Declension.]

41. Turn Marcus "ogentem fortem et admiiabil-

em Britannorum !" inquit. " Nam insigne erat facinus
quod contra Roinaaos, victores orbis terrarum, tarn
nonnumquam prospers pugnaverunt. Non
fortiter et
mirum est, si RomanT vict5riam reportaverunt." Nos
sententiam Marci comprobavimus. Sed iam nona hora
erat, cum Alexander, digits ad orientem monstrans,
"Nonne naves procul a lltore spectatis ? " inquit. Et
patruus meus " Ita est " inquit " nam illlc est static
;

tuta navibus. Sed illae naves, ut puto, naves longae

sunt ex classe Britannica ; nam pars classis nostrae

Navis Longa Britannica.

 ;;

ORA MARITIMA . 57

nunc in freto Gallico est. Turn ego "euge, optime!"

inquam " navem longam adhuc non spectavi.
; Sed
non tam grandes sunt quam putavl." "Pergrandes
sunt,'' inquit patruus meus " sed procul a litore sunt

omnes laminis ferreis, nonnullae arietibus vel turribus

armatae sunt."

42. Turn nautam veteranum de nominibus navi-

um longarum interrogavimus. In classe Britannica
militaverat, sed turn militia vacabat, et custos erat orae
maritimae. Nomina navium, ut affirmabat, erant
Gra?tdts, Regdlis, Magnifica, Tonans, Arrogans, Ferox
omnibus tegimen erat laminis ferreis fabricatum. In
Grajidi praefectus classis navigabat. Omnes ad
ancoram deligatae Alexander " Cur non "
erant. Tum
inquit " ad naves in scapha navigamus ? " Mihi et
Marco propositum pergratum erat et nauta ad ;

navigandum paratus erat. Itaque patruus meus " Sero

domum adventabimus " inquit; "sed si vos pueri
cupidi estis navem longam spectandl, ego non deneg-
abo." Tum nauta " Exspectate" inquit " dum omnia
paro" et vela remosque in scapham portavit. Quam
;

dulce erat in marl tranquillo navigare! Ventus lenis

flabat, et brevi tempore ad Regdlem appropinquavimus.
Tum classiaril nobis navem ingentem monstraverunt
cum machinis, tormentis, rostiis, ceteris.

43. Hora iam decima erat cum a Regdli nos in

scapham dedimus. Tum ad lltus remigare necesse
erat ;nam ventus adversus erat. Ego et Marcus una
cum patruo meo et nauta veterano remis laboravimus.
58 , ORA MARITIMA

Sed non ante undecimam horam in lltore stetimus.

Dum domum properamus, imber fuit, et necesse erat
in tabcrna aliquantum temporis exspectare intrav-
:

imus et nos recreavimus nam fatigati eramus. Sed

;

'
post tenebras lux.' Cum domum adventavimus, amita
mea et Ubi tam diu fuistis ? " inquiunt " nos
Lydia " ;

anxiae fuimuS sed cena iam parata est."

; Tum nos
" Multa spectavimus " inquimus " ambulatio longa
;

sed pergrata et utilis fuit." Post cenam Marcus et

Alexander Dabras in vehiculo properaverunt. Ego
per noctem de Britannis antlquis et de classe Britan-
nicahodierna somniavl. Ante oculos erant viri fortes
membris robustis, flavis capiUls, oculis caerulels cum
Romanis terra marlque pugnantes.

DuLCE Domum.

Deus Salvam Fac Reginam,

Matrem Patriae.
 PREPARATIONS
Note to the Teacher on the Pronunciation of Words. If the
last syllable but one of a word of more than two syllables is long;, it is also
accented : it-short, the accent is thrown back on to the last syllable but two.
But words of only two syllables are always accented on the first of the two.

Syllables closed by two or more consonants are mostly long, as in viLLa,

luSCinia, iNTeRDiim, paRTem, uMBRa, feneSTRa ; so too are syUibles
containing a double vowel, as in uAUtAE. But many syllables ending in a
single consonant and containing a single vowel are also long, because the vowel
is itself a long vowel these vowels are marked in the text and vocabularies
:

of this book. Thus beata and antiqua have the middle syllable long, and are
therefore marked beata, antiqua and it is because the middle syllable in each
:

of these words has a long vowel in it that it is accented [beata, antiqua).

Vowels which do not bear any mark may be regarded as short, as in domina,
amita, casa, quoque, mea, tua (accented domina, dinita, cdsa, qii6qice, mia,
tua).

In the Drill Exercises and Appendices (pp. 101-144) the quantities of the
long vowels- are not marked, except for some special reason (e.g. in order to
distinguish the ablative singular of the ist declension from the nominative
singular). These pages will provide an opportunity of testing how far the ear

of the pupil has been trained by the study of the text.

6o PREPARATIONS

I. The Sea Coast.

[Englisli wurds connected with the Latin by origin, but not intended as

translations of them, are given in square brackets and Roman type.]

quam bella
 PREPARATIONS 6i

§2.
 '

62 PREPARATIONS
§3-
ex fenestris out of {orfrom) nos delectat delights us
the windows copiam oh the abund-
undas spectas thou seest (you ance
see) the waves plantarum ofplants
caeruleas blue herbarum of grasses, of
quam magnae sunt how big they herbs
are (i.e. the bacarum of berries
waves, und-
non solum notonly [solely]
ae)
sed etiam but also
per-lucidae transparent
[lucid]
agricolae farmers

cenam after supper

circum around
post
habitant dwell
lunam specto J see the moon
casae the cottages
Stellas the stars

ex fenestra mea from my win- agricolarum of the farmers

dow parvae small
prope villam near the coun- casas albas
try-house habitant inhabit white
silva a wood cottages

saepe often casas visitat visits the

I walk cottages
ambulo
quantopere how much
Compare the Singular and Plural forms of the word '
amita
in the following sentences :

Amita mea casas visitat. My aunt visits cottages.

Amitae meae casas visitant. My aunts visit cottages.

Amitam meam amo. I love my aunt.

Amitas meas amo. I love my aunts.

Amitae meae villa est bella. My aunfs country-house is pretty.

Amitarum mearum villae sunt bellae. My aunts'

country-houses are pretty.

Cum amita mea ambulo. T walk with my aunt.

Cum amitis meis arabulo. T walk with my aunts.
 — ;

PREPARATIONS 63

Notice that the forms in -am (Singular) and -as (Plural) occur
(i) after certain Prepositions :

ante ianuara, before the door ; post cenam, after supper

prope villam, near the house ; inter ferias, during the holidays.
(2) without any Preposition, to complete the sense with certain
Verbs. The form in -am or -as is then called the Object of the
Verb. In the following sentences it will be seen that the forms
in -am and -as differ in meaning from those in -a and -ae just
as me differs from / (or '
him^ '
them,' '
whom,' from '
he,'
'
they,' '
who ') in English :

I
64
 PREPARATIONS 65

First Declension.
Name of Case.
1st Case. Lydia Lydia Nominative.
2nd Case. Lydia o Lydia- • Vocative.
3rd Case. Lydiam Lydia Accusative.
4th Case. Lydiae Lydia' s, of Lydia Genitive.
5th Case. Lydiae to Lydia Dative.
6th Case. cum Lydia with Lydia Ablative.

SINGULAR.
66 PREPARATIONS

11. My Uncle.
§ 6. iS" In this and the following Preparations the nouns of the 1st Decl.
will be given in the Norn. Sing., except when a whole phrase is quoted.

patruus meus
 PREPARATIONS (>!

§7.

angulus
68 PREPARATIONS

§ 8. IS" In this and the following Preparations the nouns of the 2ncl Decl.
-us will be given in the Norn. Sing., except when a whole phrase is quoted.
scopulus albus a white cliff spectare to see
ab-est is distant (undae) tran- calm, tranquil
noctu by night, in the quillae (waves)
night-time lavaris you wash [lave]
pharus light-house delectatis you delight
velut as, even as (undae) tuibu-
Stella clara a bright star lentae rough, turbu-
in oceano on the ocean lent {waves)
illustrat lights up spumatis you foam
[illustrates] murniuratis you murmur

III. Ancient Monuments.

§ 9- ^^ In this and the following Preparations the verbs of the 1st
Conjugation, Present Ten=e, will be gi\'en in the ist Person Sing., except
where a whole phrase is quoted.
in Cantio in Kent multos r.unimos many coins
inter between (numnios) aureos^o/iiff^ (coins)
Dubrae Dover (nummos) argen- (coins) made of
Rutupiae Richborough teos silver
situs situated (nummos) aeneos made of copper
oppida antlqua ancient towns et . et
. both and
multa monumenta many monu- Britannus a Briton
ments occulto I hide
vestigia vestiges, traces causa a cause, source
Romanus a Roman lucrl of gain [lucre]
reliquiae relics aro I plough
oppidorum of towns ftindaraenta the foundations
ampliitliealrorum of amphi- aedificiorum of buildings
theatres [edifices]
hodie to-day, at the excavo I excavate
present day magno pretio* at a great price
ex-slo I exist, remain venum-do I offer for sale
via a road patruo meo est my uncle has;
Londinium London literally to my uncle
solum soil there is
*Note the Ablative without a Preposition, here meaning 'at,'
(an expression of price or value ')•
' ' '
 PREPARATIONS 69

Note the words Dubrae, Dover ; Rutupiae, Richborough ;

reliquiae, relics.These words are Plural in form and have no
Singular. The first two are Singular in meaning, like the English
'
Athene (Lalin
'
'
Axhenae ') ; the third is Plural in meaning.

Second Declension —continued.

Nouns and Adjectives in -um.

SINGULAR.
70 PREPARATIONS
§11.
72 PREPARATIONS

§ 14. «ar In this and the following Preparations the nouns of the 2nd
Declension like pusr will be given in the Norn. Sing., except when a whole
phrase is quoted.

locus place constantia constancy

fabula plcy\ drama, ex poeta named after
[fable] nominatus (from) the
conimemoratus mentioned poet;
[commemorated] e. Shakspere's clijff

Lair Lear vir generosus a man of noble

regulus ruler, petty birth, a nol>le?nan
king [generous]
fortuna misera unhappy fate amicus fidus a faithful
[miserable fortune] friend
deploro / deplore, de scopulo do7vnfrom the
lament cliff
stultitia folly se praecipitare to hurl hunselj
culpo I blame [precipitate]
animus ingratus ingratitude paro Iprepare
(lit. an ungrateful filius suus his own son
mind) virum servat saves the man
accQso / accuse [preserves]
fortuna aspera hhrshfate periculum peril, danger
filiae impiae unnatural
[impious] daughters

Vir.

SINGULAR.
 ;

PREPARATIONS 73

«I5- V. Our Schoolmaster.

magister nostei our school- magistro noslro to our master
master, teacher librorum pulchr-
vir doctus a learned man orum offine books
peritus ludorum skilled in (lit. schola nostra our scfiool
of) games (schola) clara {a) famous
carus (with Dat.) dear {to) {school)
dextra right-hand librls to books
magistri nostri our school- in vico nostro in our village
master's ludus litterarius an elementary
(dextra) valida {a) strong school (litterarius = where
{right hand) pupils are tauglit '
lit-

pueiT pigri lazy boys terae,'cf. §11). 'Schola'

nee . nee
. neither
. nor . . means a more advanced
magistrum amant love tJie master kind of school
SabidI Sabidius creber puerls* crowded {filled)
(see note below) et puellis with boys and
possum I can, I am girls
able (creber) llberls with children
dicere (3rd Conj.) {to) say (Plural of the adjective
quare why liber,free : literally free
hoc tantum this only ones, i.e. children of
quia because free-born parents)
libros amant they love hooks cum Alexandre withAlexander
(libros) Craecos Greek {books) (cum) amicls
(libros) Latinos Latin {books) mels {ivith) my
discipulus /z^/zV [disciple] friends
scholae nostrae of our school ad Ventam Belg- at (or near)
atque and also arum Winchester
scientiae mathe- (Venta of the Belgae
maticae mathematical iu Hampshire)
sciences

The lines quoted above (from the poet Martial, about a Roman
called Sabidius) are the original of the following English verses :

I do not like you, Dr. Fell

The reason why I cannot tell.

But this one thing I know full well,

I do not like you, Dr. Fell.

*Note the Ablative without a Preposition, here meaning '

with.'
74 PREPARATIONS

Second DeGlension— continued.

Nouns and Adjectives like 'magister.*

SINGULAR.
 :

PREPARATIONS 75

adjective than of the noun; for each of the above adjectives has
three forms Qi the Nominative Case r
-

(omitted in some ad-

jectives hke 'asper')

Similarly we may arrange nouns in three classes

Nouns which take

76 PREPARATIONS

Table of the Forms of Adjectives.

SINGULAH
 '

PREPARATIONS 77

VI. Ancient Britain.

§i6.
t^ In this and the following Preparations all nouns and adjectives of
the 1st and 2nd Declensions will be given in the Norn. Sing., except when a
whole phrase is quoted.

historicus, a, um historical silva Anderida the A?idreds-

studiosus, a, um fond, studious weald
narro Itell, I narrate (weald = forest)
proximus, a, um nearest vastus, a, um wild, waste
proximo anno* last year [vast]
dum while incultus, a, um uncultivated
erat was (he was) fera wild beast
nanabat he used to tell lupus ivolf
or narrate ursus bear
auscultabant (they) used to cervus sta^
listen aper| wild boar
ad-eram I used to be multus, a, um much
present varius, a, um varied
SIC so, thus, as materia timber
follows [material]
fere almost fagus (fern.) beech
totus, a, um whole [total] Most nouns denoting
tola Britannia the ivhole of trees are feminine
Britain notus, a, um known
The adj. totus,a, um SI
V
is irregular in the Gaius lulius i.e. Caesar
Gen. and Dat. Sing, verus, a, um true
densus, a, um de?ise, thick vera (neut. pi.) true things, the
fiuvius river truth
Tamesa t Thames affirm o I affirm, I state
agerj feld pinus (fem.) pine
frugifer, frugifera fruitful Scoticus, a, um Scottish
frugiferum [fruit-bearing] de-erat was wanting

*Note the Ablative without a Preposition, here meaning in '

(time when), cf. '§io secundo saeculo. t Tacitus calls the river
'Tamesa;' Caesar calls it 'Tamesis' (3rd Decl.).
X Declined like magister.
78 PREPARATIONS

§17.

liber, libera,
 PREPARATIONS
il8.
incola antlquus see p. 7 5 (Rule flavus, a, um yellow
of Genders) merabrum limb [member]
ferus, a, um savage robustus, a, um sturdy, robust
bellicosus, a, um warlike Caledonius Caledonian
erant
8o PREPARATIONS

§19.

43" In this and the following Preparations the verbs of the 1st Con-
jugation Present or Past Imperfect Tense will be given in the ist Person Sing,

of the Present.

hic
 PREPARATIONS
§20
mortul
S2 PREPARATIONS

VII. Footprints of the Romans.

§21. ^" From this point onwards the a of the Ablative Singular, ist
Declension, is not distinguished by the long mark in the text.

nuper
84 PREPARATIONS

§23.
43" In this and the following Preparations new verbs of the Is! Conjugation,
Tuture or Imperalive, will be given in the 1st Peis. Sing, of the Present.
appropinquo I approach adventavimus we have
cupide eagerly arrived
exspecto I expect fere * almost
ad sonum at the soutid tertius, a, um third
tintinnSbuiU;Ti bell fuit itwas
properavl I hastened nos dedimus* we gave our-
ecce behold selves
ad ianuam at the door celeriter quickly
intraverunt they entered non pot-est is tiot able, can
exclanjavimus we exclaimed not
euge bravo ! fatrgatus, a, um tired [fatigued]
opportune in the nick of quota hora est ? what dclock is

time [opportunely] it?

adventavistis you haiie noiidum not yet
arrived ad ambulandum for walking
marks a ques- nos vero that we are I
tion, like (parati sumus) (cf §21)
whether bene ambulate lit. walk well,
sero late i.e. goodbye

*It well for the pupil to realize from the firbt that there is no Conjugation
is

in which all the verbs form their Perfect Stems in the same way. Such
formations as ' dedi' are irregular only so far as the Siem is concerned.

§24.
 PREPARATIONS 8S

ad navigia for vessels to be paraveru nt (they) prepared

applicaiida brought to land se themselves
idoneus, a, um fitted, suitable necesse necessary
Dubras* toDover Romanls (Dat.) for the Ro-
armatus, a, um armed mans
alius (irregular in ad ancoras de- to fasten to
declension) another ligare anchors,
fuerunt were anchor to
per (with Ace.) along vadum shallow place
properaverunt hastened equitaverunt they rode
pugna fight, battle copiam dederunt they gave an
ad pugnam for battle opportit7iity

*The Accusative of of a Town

sometimes means 'to — the name
Rule, §22.
'; cf.
without a Prepositon

Perfect Tense of 'sum' and 1st Conjugation.

SINGULAR. PLURAL.
Person
1st fui, I ivas fiimius, we were
2nd Person fnisti, thou wast fuistia, you were
{you were)
3rd Person fuit, he {she, it) was fuerunt, they were

1st Person spectavi, I saw spectaviinus, we saw

2nd Person spectavisti, thou sawest speotavistis, you saw
{yoii saw)
3rd Person speotavit, he {she, it) saw spectaverunt, they saw

Notes, i. —The Perfect may often be translated I liave been,

I have seen, etc. ; virl docti disputaverunt, learned men have

disputed.

2. —The verbs '

do,' / give, and '
sto,' / stand, unlike other
verbs of the ist Conjugation, make the Perfects '
ded-I,' I gave,
'stet-i,' 1 stood; but the endings (-1, -isti, -it, -imus, -istis, -erunt)
are the same as in other Perfects ; thus '
ded-erunt,' they gave.
86 PREPARATIONS

§2S
tS" In this and the following Preparations new verbs of the 1st Conj.,
Perfect Tense, will be given in the 1st Person Singular of the Present.

adventaveramus
 PREPARATIONS 87

§26.

^ After this Preparation new verbs of the ist Conjugation, Plujjerfect

Tense, will be given in the ist Person Singular of the Present.

postulo
88 PREPARATIONS

VIII. First expedition of C. Julius Ga^sar.

8 27- ^TFiom this point onwards all new verbs of the ist Conjugation
will be given in the 1st Person Singular of the Present.

expedltio expeditioji inquinius ive say

Caesaris* of Caesar proconsul proconsul
calor lieat ties three
solis of the sun nationes tribes [nations]
aeris of the air dMoA&%itf.2i.gti\vc\- fifty eighth, lit.
neque nor {and not)
. .us, a, um 2 from 6oth
paulo post a little after Caesarem pro- had created
solem obscutav- consulem ere- Caesar pro-
erunt obscured the sun averant consul
imber a shower autem hoivever
sol the sun esse to be
splendore t ivith splendour ex-istimo I consider
iterum a second time [estimate]
calorem tempcr- had tempei-ed revera really
averat the heat ex nationibus of the tribes
*
de Caesare about Caesar auxilium help, aid
imperatoie general auxilia (plur.) auxiliaries
[emperor] subministro / supply
interrogo / ask, enc/uire Trinobantes a British tribe
cur luhy in Essex
expeditionem he prepared his CassI, 2 a tribe in Herts
suam paravit expedition imploro I implore
* The letter C before Julius Caesar stands for Gains (Gaiuiii, Gai, Gaio).
tNote the Ablative without a Preposition, here meaning '
with' \ cf. %it,, 1"] , 20.

Third Declension.
Nouns like '
Caesar,' '
Expeditio,' etc.

SINGULAR.
 —

PREPARATIONS 89

So are declined words like 'aer,' air, 'sol,' sun, and many
words ending in or, such as 'calor,' heat, 'splendor,' splendour,
'imperator,' commander-in-chief. So too are declined words like
'
expeditio,' expedition, except that they have dropped an n in '
'

the Nom'inative Singular : thus we have

SINGULAR. PLURAL,
1,2 expeditio expedition es
3 expedition-em expedition es
4 expedition-is expedition-um
5 expedition-i expedition-ibus
6 in expedition-e in expedition-ibus

(Many words ending in 0, especially those ending in do and go,

have also a change of vowel in the stem : see next section, note).

Nouns of the 3rd Declension in id, do, or go are nearly all

feminine, except when they denote male persons. The other

nouns declined like Caesar are mostly masculine, especially those
ending in or.

§28.
avaritia avarice venia pardon
exspectatio expectation a victor-ibus from the victors
praeda booty ; cf. § 7 uUus, a, um any
cupidus, a, um desirous (irregular in Gen.
visitandl of visiting and Dat. Sing.)
explorandi of exploring nisi except ; cf. § 25
ignotus, a, um unknown pauci, ae, a a few
remotus, a, um remote proximus, a um next ; cf. § 16
ignotum an unknown multo maior-em much greater,
thing lit. greater
pro (with Abl.) for, instead of by much
pro magnifico est is regarded as a sescenti, ae, a six hundred
magnificent onerarius, a, um of burden
thing legion-es legions
com-para I get together cum multi- with a multi-
I carry tiidin-e
* tude
re-porto off

*
Note that the stem of this word differs from the Nominative Singular not
only in havii^ an n, but also in the change of vowel Nominative Singular :

viulliludo, stem multitudin-.

 —

go PREPARATIONS

IX. Peace violated.

§ 29. tS" In llie following Preparation each new noun of the 3rcl declension
Hill be given only once (in the Nominative Singular, with the stem added in
brackets whenever it differs from the Nominative Singular).

pax (pac-), 3 peace rcmigandi of roibing

violatus, a, uni violated virtus (viitut-), 3 pluck [virtue]
violo I violate magnopere greatly
aestas (aestat-), 3 summer (cf. quantopere hoiv much)
qu.irtus, a, um fourth prior (prior-), 3 former
dux (due-), 3 leader [duke] inde tJietice

miles (milit-), 3 soldier \ym\\\-M'j'\ trecenti, ae, a three hundred

eques (equit-), 3 horse-soldier castra t, 2 catnp
tempestas weather statio(station-),3 station
(tempestat-), 3 [teiiipest] in statione on guard
medius, a, um mid * reservo / reserve
navigatio (naviga- voyage [naviga periculosus, a, um dangerous
tion-), 3 lion] defensor (defen- defender
non iam flabat no longer blew sor-), 3 I
prospere successfully, nudare to strip (cf.
prosperously incitare, to iiri;e on ;

labor (labor-), 3 labour, toil spectare, § 8; § 12)

* In media navigatione, literally in mid voyage but we should generally say
in English iji the vdddte of the voyage.
t A neuler flufai noun of the 2nd declension, with singular meaning.
JNote the Ablative without a Preposition, properly meaning ' from,' but
here to be translated by of '; so in § 12 and § 6 we might translate llher scholis
'

'
free o/lessons,' and vnlilid vacal he is free «/ service.'
'

Third Declension—continued.
Nouns like 'Pax,' 'Aestas,' etc.
A great many nouns of the 3rd Declension differ from
those
already learned by adding an s to the Nominative Singular; thus
from the stem 'pac-' we get the Nominative Singular 'pac-s'
(written with the letter x for cs) ; but the other cases are formed
from the stem pac-.' When the stem ends in a / (or d), this letter
'

disappears in the Nominative Singular when the s is added, but

not in the other cases. Thus we decline
1, 2 pax aestas miles virtus
3 pac-cm aestat-em niilit-em virtut-em
4 pac-is aestat-is niilit-is virtut-is
etc. etc. etc. etc.
 PREPARATIONS 91

Nouns of the 3rd Declension that form the Nominative

Singular by adding s to the stem are mostly feminine, except
those which denote male persons, like 'miles,' soldier, and a few
others.

§30.
93 PREPARATIONS

Note have the Accusative the same as the

that the Neuters
Nominative, both the Singular and in the Plural Number
in
(as in 2nd Declension), and that their Nominative and Accusative
Plural end in a (also as in the 2nd Declension).

SING. PLUR. PLUR.

1, 2, 3 flumeiv fluiuin-a opus opera

4 flumin-ia flumin-um oper-ia oper-iira
5 flumin-I flilinin-ibus oper-i oper-ibus
6 in llumin e in ilnmin-ibus in oper-e in oper-ibus

§31-
pro-sum I am helpful, insectatio pursuit
do good (-ion-), 3
fugo Iput to flight revocare to recall
fugatus, a, um roicied novus, a, u-ii new
in-sto Ipursue (lit. arma (Neut. here fittings
(with Dat.) step upoii) PI., 2)
ignoro I do not know ornandus, a, um to be equipped
[ignore] (from orno I equip, adorn)
praeterea besides magno opera = magnopere,
incommodum, 2 disaster (Abl. of opus) § 29
nuntio I announce diurnus, a, um of the day
tem pastas ( tat-), 3 tempest nocturnus, a, um of the night
litus (lltor-), 3 coast sine (with Abl.) without
afflicto wreck [afflict] reparare to refit, repair

§32- XI. Romanships.

genus (gener-;, 3 kind [gener-al] octinganti, ae, a eight hundred
navis (Gen. PI. ship [nav-y] hiems (hiani-), 3 winter
navium), 3 inter here among
navis longa ship 'of ivar ducenti, ae, a two hundred
classis (Gen. PL fleet opus (with need (of) ,

classium), 3 Abl.)
onus (oner-), 3 burden [oner-ous] quomodo how
transportandus, a, to be trans- hostis (Gen. PI. enemy
um ported hostium), 3 [host-ile]
ad onera trans- for burdens to
portanda be transported
 PREPARATIONS 93

Third Declension— Conftnued.

Most nouns of two syllables belonging to ihe 3rd Decl. and
ending in is have the same form for the Genitive as for the
Nominative Singular, and form the Genitive Plural in turn : thus
'navis,' s/itp, '
cla.ssis,' J?eef, 'hostis,' enemy. These nouns are
mostly feminine, except those denoting male persons, like 'hostis.'

SINGULAR.
 —

94 PREPARATIONS

§34- XII. Alliance of the British tribes.

societas alliance finis, 3
* end
(societal-), 3 [society] fines, Plur., m. boundaries
sunimus, a, um chief separO I separate
imperium, 2 command oriens (orient-), 3 the East]
niando I entrust [orient-al]
rex iieg-), 3 king occidens the West
gens (gent-), 3 r-ace [gentik] (Occident-), 3 [occident-alj
Gen. PI. gentium superior previous, past
princeps (-cip- 3 prince
,
(sui)erior-), 3
tamen nevertheless contiuuus, a, um continued, un-
pars (part), 3 part interrupted
consocio Tally inftnltus, a, um infinite
*Declined like navis,' § 32.
'

t'aboriente' is literally /row; the East; hence o« the East side, on the
East. Similarly, ab occidente,' on the West.
'

Third Declension Continued.

Words whose stem ends in two consonants form the Genitive
Plural in iuni (two syllables more than the Nom. Sing.) thus :

'gens' (stem 'gent-') race, 'pars' (' part- '), /arA

Notice that if the stem ends in a t, it is dropped before the .f

which is added to form the Nominative Singular, as in § 29 ;

thus 'gens' stands for 'gent-s'j 'pars' for 'part-s.'

The Nouns whose stem ends in two consonants are mostly
feminine, like other Nouns that form the Nominative Singular by
adding .r to the stem (§ 29).

SINGULAR.
 PREPARATIONS 95
§35-
96 PREPARATIONS

§37- XIV. Britain subdued.

pacatus, a, um
98
 PKEPARATIONS 99

Some adjectives of the 3rd Declension which do not end in

is have no separate form for the Nominative Singular of the
Neuter; in the Masculine and Feminine they are declined like
'
gens '

(§ 34) : thus—

S/JfGULAJC.
 '

DRILL EXERCISES.
[The sections of these drill exercises are numbered to correspond with the
sections of the text on which they give practice. All the words occurring in them
will be found in the corresponding sections of the " Preparations" (pp. 59 ff.)
The Latin sentences may be used for viva voce practice, and may be varied at
the discretion of the teacher by substituting other words that have been used in
the text of the story. They will also serve as inodels for translating the English
sentences that follow them into Latin. The numbers in brackets in thi
Exercises refer of the " Preparations" not to sections ofthe Ex-ercises
to sections

t/iemselves ; and they serve the purpose of an English-Latin Vocabulary. Thus

in Ex. 4 {p. 107) the reference to %2 after the word 'for' means that the
Latin word wanted will be found in §2 of the Preparations (p. 6i),'\

§1. {Nominative and Ablative Singular.)

Villa est bella.
Castanea est bella.

Ancilla in villa habitat.

Ora maritima non procul a^ villa est.

Noil procul ab era maritima habito.

Sub castauea interdum canto.

How pretty is the chestnut-tree !

Not far from the chestnut-tree a nightingale sings.

Not far from the country-house is the sea-shore.^

Not far from the sea-shore is the chestnut-tree.
In the country-house I now live.

' a is used for ab before a consonant.

'Order of Words, Rule i. —Put the Adjective immediately AFTEH

its Noun. The English order is just the opposite ; thus where English says
•a pretty house,' Latin says 'a house pretty' ; where English says 'the sea-
shore ' or '
the maritime shore' Latin says 'the shore maritime.' This rule
applies also to Possessive Adjectives, like 'my,' 'your,' 'his,' 'our,'
'their': thus where English says 'my aunt' Latin siys 'aunt mine.' But
the rule does not apply to Adjectives used with the verb '
to be,' as in '
the
country-ho'jse is pretty ' or ' how pretty the country-house is I
I02 DRILL EXERCISES

§1 continued. {Genitive Singular.)

Amita mea sub umbra castaneae interdum cantat.

Cum amita mea sub umbra castaneae interdum canto.

Ancilla amitae meae in villa habitat.
Ancilla in villa amitae meae habitat
lanua non procul ab ora maritima est.

My aunt's country house is pretty.

The door of the country-house is not far from the sea-

1
shore.
Where is the nightingale ?
The nightingale sometimes sings under the shade of the

chestnut-tree.
The nightingale does not live (say not lives) in the chestnut
tree.

After §T. Conversation.

Q. Ubi est villa ?

A. Villa non procul ab ora maritima est

Q. Ubi est castanea ?

A. Castanea in area est.

•Order of Words, Rule 2.— Put the Adverb BEFORE the Verb or
other word v/hioh it qualifies. The English order is often different thus ;

where English says 'sings well' Latin says 'well sings.' English may say
'
sings sometimes or sometimes sings,' but Latin always says sometimes
'
' '

Dings.' This rule applies to the Adverb non, which must always come
immedialily before the word which it negatives ; and it also applies to
Adverbial phrases formed with Prepositions, such as ' far from the sea-shore ',

' under the shade of the chestnut-tree ' ; thus for ' the nightingale sings under
the shade of the chestnut-tree' say ' the nightingale under the sliade of the
'.
chestnut-tree sings
 DRILL EXERCISES IO3

Q. Ubi ancilla cenam parat ?

A. Ancilla sub umbra castaneae cenam interdum paraL
*
Q. Ancilla in villa habitat ?

A. Ancilla in villa habitat.

§ 2. [Nominative Plural.)
Scaphae non procul a villa sunt.

Feriae sunt beatae.

Beatae sunt feriae.

Magnae sunt procellae in ora maritima,

Nautae procul ab ora maritima sunt
Nautae in scapha sunt.
Scapha non magna est.

Where are the boats ?

The boats are on the sand.
Sailors live not far from the sand of the sea-shore.
I sometimes sail in a boat with a sailor.

Chains are in the boat.

Anchors and chains are on the sea-shore.

§2 conlinued. {Genitive Plural.)

Scaphae nautarum interdum magnae sunt.

Ancorae scapharum magnarum magnae sunt.
Ancorae scapharum non magnarum non magnae sunt.

' Questions may be asked by

in conversational Latin, as in English, simply
and without any interrogative particle ; e.g.
changine; the tone of the voice,
•vis pugnare?' yau want to fight? (Plautus, Rudens ion). This is very
common in Plautus and Terence. But it is easy to introduce the particle
'
-ne ' to the pupil from the first, if the teacher prefers ; e.g. Habitatne
ancilla in villa ?
104 DRILL EXERCISES

The boats of the sailors are not far from the door of the country
house.
The anchors of the boats are on the sand.
The ancliors and the chains of the anchors are on the sand.
The inhabitants of country-houses are not sailors.
The courage of the inhabitants of the sea-shore is great.

§ 3. (Ablative Plural.)
Scaphae in undis sunt.
Undae sub scaphis sunt
In scaphis sunt nautae.
Procella est : undae non caeruleae sunt.

Nautae in undis non caeruleis navigant.

Nautae in casis albis habitant.

Sailors often sail in boats.

I often sail with the sailors.
Not far from the windows of the cottages are the waves of the
sea-sliore.

My aunt is often* in the cottages of the farmers.

There-is^ a wood not far from the cottages of the farmers.

§ 3 continued. {Accusative Singular and Plural after a Pre-

position )

Ante villam est arena.

Ante casas nautarum est ora mariiima.
Ora maritima prope villam amitae meae est.
Prope casas agricolarum est silva.
Post cenam in scapha non navigo.
Post ferias procul ab ora maritima habito.

• Sec Rule 2 (Order of Words).

"There-is' and 'there-are' muit be translated simply by the verb: say
Kot far from the cottages is a wood.
 DRILL EXERCISES I05

Before the door of the country-house is the sand of the sea-shore.

Near the wood are the cottages of the farmers.
During the holidays I sometimes sail in boats.

After the holidays I do not stay^ in the country-house of my aunt.

Before the holidays I do not sail in boats.

§ 3 continued. (Accusative Singular and Plural depending on a

Verb.)

Villam ex ora maritima specto.

Fenestras villae ex ora maritima specto.
In arena scapham et ancoras et catenas specto.
In silva plantas et herbas specto.
Plantas et herbas amo : bacas amo.
Nautae casas albas amant.
Casae albae nautas delectant.

I love the sand.^

I love the sand of the sea-shore.
I love boats and anchors and chains
Waves delight sailors.
Plants delight my aunt.
My aunt loves and farmers.
sailors

From the windows of the cottages the sailors see the waves.

Boats delight sailors : sailors love boats.

Before the holidays I do not see boats and the sea-shore.

^'1 do not stay' is an English way of saying '

I stay not' ; in Latin there

will be only one word for '

I do stay, ' and the word for '
not ' must come before
it, (For ' stay say live. )
' Similarly in the next sentence '
I do not sail.'

' Order of Words, Rule 3. —Put the Accusative before the Verb on
which it depends.
I05 DRILL EXERCISES

Complete the following sentences by inserting a l^erb.

Oram maritimam .

Ora maritima nos .

Scaphas albas .

Scaphae interdum caeruleae .

Ora maritima bella.

Complete the following sentences by inserting a Preposition in tJu

first place and a Verb in the second,

arena scaphae.
.
Oram maritimam nautas
Agricolae silvam .

nautis interdum .

agricolis interdum

After § 3. Conversation. (Quid = what.)

Q. Quid ex fenestra spectas ?

A. Ex fenestra undas et cram maritimam specto.
Q. Oram maritimam amas ?
A. Oram maritimam amo. Undae me delectant.

Q. Silvam non amas ?

A. Silvam amo. Silva me delectat.

Q. In silva interdum ambulas ?

A. In silva saepe ambulo.
Q. Ubi est silva ?

A. Silva non procul a villa est.

Q. Quid est in silva ?

A. In silva est copia plantarum et herbarum

Q. Bacas non amas f

A. Quantopere me bacae delectant 1

 )

DRILL EXERCISES I07

§4. {Vocative Singular and Plural^

Inter ferias te, ora maritima, et vos, undae caeruleae, saepe
specto.
Vos, undae caeruleae, Britannia amat.
Te, regina mea, amo ; te, patria mea, amo.
Vos, incolae Africae Meridianae, regina insularum Britannic-
arum amat.

I love thee, [o] Queen Victoria.

Victoria queen not only of the British islands, but also of
is

Canada, of Australia, of South Africa.

I love thee, [o] South Africa ; for (§ 2) South Africa is my
native-land.
I love you, [o] inhabitants of Britain; for South Africa is a
British colony.
Great is the glory of the British colonies.

§ 5. (Dative Singular^
Silva Lydiae laetitiam dat
Columbae Lydiae laetitiam dant.
Lingua Francogallica Lydiae laetitiam non dat.

Tu, Lydia, inter operam non

ferias magistrae tuae das.
Ego inter ferias linguae Latinae operam non do.

India gives delight to the Queen ^ of the British isles.

But India is not a British colony.

The British colonies also give delight to the British Queen.
Canada gives delight to Britain.
For Canada is a great British colony.

' Order of Words, Role 4. —Put the Dative before the Accusative.
(Note that the gift stands in the Accusative, and the person to whom the gift is

made in the Dative.

I08 DRILL EXERCISES

§ s continued. {Dative Plural.)

Undae caeruleae nautis laetitiam dant.

Procellae nautis laetitiam non dant.
Plantae et herbae agricolis laetitiam dant.
Agricolae scaphis operam non dant.
Inter ferias linguis antiquis operam non saepe do.

The Queen of Britain gives attention to the British colonies.

The British colonies give delight to the inhabitants of the
British isles.
Sailors give attention to boats and anchors and chains.
My aunt gives attention to the cottages of the farmers and sailors.

Lydia gives attention to doves.

After § 5. {Practice in translation of English Prepositions.)

Make Latin sentences containing translations of the following

phrases, and then say which of these English Prepositions are not
translated by Prepositions in Latin.

in a country-house. in country-houses,
out-of a country-house, out-of country-houses,
not far from a country-house. not far from country-houses
to a country-house to country-houses
(^ith a Verb of 'going.') {with a Verb of 'going.'')

of a country-house. of country-houses,
with my aunt. with ray aunts,
to my aunt to my aunts
{with a Verb of giving.")
'
{with a Verb of ' giving.')
under a boat. under boats,
before supper. during the holidays,
after supper.
 DRILL EXERCISES io9

After § 5. Translate and learn the following tables containing

forms of Pronouns hitherto found.
no DRILL EXERCISES

Q. Ubi es inter ferias ?

A. Apud amitam meam inter ferias sum.

Q. Quid te inter ferias delectat ?

A. Arena, ora maritima, scaphae me infer ferias delectant.

Q. In scaphis interdum navigas ?

A. In scaphis saepe navigo.
Q. Procellas non formidas ?
A. Cum nauta navigo.
Q. Tu et Lydia in silva interdum anibulatis ?

A. In silva interdum ambulamus.

'
After § 5. [Present Indicative of sum.') '

I am an inliabitant of Britain.
Thou, [o] Canada, art a British colony.
Canada is an ancient (antiqud) colony of Britain.

We are inhabitants of the British isles.

You, [o] British colonies, are far from the British isles.

There-are British colonies in Australia.

After § 5. [Present Indicative of the ist Conjugation^

I now live in my aunt's country-house not far from the sea

shore.
You, Lydia, now live with my aunt.
Your schoolmistress lives far from the sea-shore.
During the holidays we often sail in boats : and we do not give
attention to the languages of Rome and Greece.
You, [o] blue waves, now delight us.
During the holidays the languages of Rome and Greece do not
delight us.

^Agreement of the Verb with the Subject. — The Verb must be

of thesame Person and Number as its Subject (that is, the person or
thing that ' does ' or '
is ').
 \

DRILL EXERCISES III

§6. {2nJ Declension in -us. Singular Number.

Hortus bellus est.

Tu, horte, non magnus es.

riortum bellum inter ferias saepe visito.

Violae horti belli caeruleae sunt.

Patruus mens horto bello aquam dat.

In horto bello sunt rosae.

My^ uncle lives in a country-house near the sea-shore. 1 love

my uncle. I often visit my uncle's garden. I sometimes water

the roses and violets of the garden. I often walk in the garden
with Lydia. Sometimes I walk round the wall of the garden with
my uncle. There is a stream not far from the garden. In the
stream, is an abundance of water. The garden gives delight to
my uncle.

§ 7. {Second Declension in -us, Plural Number^

Mergi in ora maritima nidificant.
Vos, mergi, in era maritima nidificatis.

Mergos in ora maritima non capto.

Cibus mergorum in oceano est.
Mergis inter ferias operam do.
Corvi cum mergis non nidificant, non volitant.

There-is a great number of elms in my uncle's garden

Many^ crows live in the elms. Sea-gulls do not make-nests in

^Note that the adjectives in these early exercises (§§ i-il) have always the

same endings as their Nouns.

"The Latin Adjectives meaning 'many', 'some', 'all', 'few', generally
stand before their Nouns (hot after them, like most Adjectives ; see Rule I of
Order, p. loi).
[12 DRILL EXERCISES

elms. I like to watch (say gladly watch) the sea-gulls, when

I am on the sea-shore. During the holidays I sometimes give
food to the horses of my uncle's farm. Lydia gives food to the
cocks and hens. INIy uncle gives attention to his farm and his
horses and cows and pigs. The crows give delight to my
uncle.

After § 7. Conversation.

Q. Agellus patrui tui tibi et Lydiae laetitiam dat ?

A. Agellus patrui mei nos delectat.

Q. Quid in agello est ?

A. In agello sunt equi et vaccae et porci et galli galHnae-

que.
Q. Quis equos et vaccas et porcos curat?
A. Ego equis interdum cibum do ; sed rustici vaccas et porcos
curant.
Q. Quis gallis gallinisque cibum dat ?
A. Lydia gallis gallinisque cibum saepe dat,

Q. Ubi habitant rustici ?

A. Rustici in vico habitant, non procul ab agello

§ 8. {2nd Declension continued.)

The blue waves foam and murmur round my uncle's garden.

I like to watch (say gladly watch) the blue waves of the
ocean. I like to walk to the high cliffs of the sea-shore.
The lighthouses of the French- coast (say shore) are not far
distant. The moon and stars often light-up the ocean. It
delights me to see the white cliffs and the waves. Boats
carry sailors on the ocean ; sailors carry boats on the sand.
 DRILL EXERCISES II3

After § 8. Conversation.
Q. Quid tu et Lydia in horto patrui tui spectatis ?

A. Non solum rosas et violas sed etiam corvos spectamus.

Q. Quid ex horto spectatis ?
A. Mergos interdum ex horto spectamus.
Q. Ubi sunt nidi mergorum ?
A. Nidi mergorum in scopulis orae maritimae sunt ; sed non
nulli ex mergis in insulis prope oram raaiitimam nidificant.
Q. Ubi praedam suam captant ?

A. Praedam suam in oceano captant.

Q. Mergi interdum super agellum volitant?
A. Super agellum volitant; nam ibi quoque cibum suum captant.
Q. Quid ex scopulis orae maritimae spectatis?
A. Ex scopulis pharos orae Francogallicae spectamus.

§ 9. {2nd Declension in -urn.)

Oppidum antiquum in Cantio est

Te, oppidum antiquum, amo.
Oppidum antiquum inter ferias interdum visito.

Fundamenta oppidi antiqui magna sed non alta sunt.

Oppido antiquo inter ferias operam do.

In oppido antiquo nummi Romani sunt.

Oppida antiqua me delectant.

Vos, oppida antiquEi, amo.

Oppida antiqua libenter visito.
Aedificia oppidorum antiquorum interdum Roniana sunt.

Oppidis antiquis libenter operam do.

In oppidis antiquis nummi Britannici interdum sunt.

Where is Kent? Kent is in South Britain. The coast (say

ihfre) of Kent is not far from the French coast. My uncle's farm
is in Kent. Dover and Richborough are not far from my uncle's
114 DRILL EXERCISES

farm. There-are traces of a Roman amphitheatre near Rich-

borough. London also is an ancient town. London is not far
distant from Kent. There-are many ancient towns on British
soil. In Britain we often see the foundations of Roman buildings.

After §9. Conversation.

Q. Ubi habitant patruus tuus et amita tua ?

A. In Cantio habitant, inter Dubras et Rutupias.

Q. Quid in Cantio spectas ?

A. {Here may be introduced all the Nouns hithe7-to learned.

Singular or Plural Number^

§ 10. (snd Declension in -um continued.)

I often see the ancient castle, when I visit Dover. The castle
is on the cliffs, near the sea-shore. The walls of the castle are not
ancient ; but there are relics of ancient buildings in the castle.
At-the-present-day there-is a church near the relics of the ancient
buildings. The church also is ancient ; for it was a consecrated
building in the second century after the birth of Christ (say after
Christ born.)

§11. {2nd Declension in -um continued.)

From the windows of the castle we see many vessels. There-
are many vessels in the English Channel. Many vessels sail
round Britain. I see the flags of British and French vessels.

But where are the German and Belgian vessels ? I do not now
oee German and Belgian vessels in the English Channel. But
many German and Belgian vessels sail to Britain.^

' Imitate in Africam Meridianam, So, too, in future exercises when going
or sailing to a Country is spoken of^
 !

DRILL EXERCISES IIS

After § 1 1. Conversation.
Q, Dubras et Rutupias interdum visitas f

A. Dubras saepe visito.

Q. Quid ibi spectas ?

A. Castellum antiquum ibi specto.

Q. Quid in castello spectas ?

A. In castello speculam antiquam specto.
Q. Quid ex castello spectas ?

A. Ex castello fretum Gallicum et clivos gramineos specto.

Q. Quid in freto Gallico spectas ?
A. in freto Gallico navigia specto.

Q. Navigia libenter spectas ?

A. Nonnulla ex navigiis in patriam meam navigant.

§ 12. {2nd Declension in -er.)

Puer Marcus condiscipulus meus est.

Tu, puer Marce, mihi praecipuus amicus es.

Puerum Marcum saepe visito.

Pueri Marci patria est Caledonia.

Puero Marco feriae magnam laetitiam dant.
Cum puero Marco saepe nato.
Duo pueri prope Dubras habitant.'
Vos, pueri, condiscipuli mei estis.

Pueros, condiscipulos meos, pilae delectant.

Patria puerorum procul a Cantio est.

Pueris ludi in arena laetitiam dant.

Cum pueris interdum in scapha navigo.

Two boys are my friends. They live in Kent, but Scotland is

the native-land of the boys. The boys are my schoolfellows. I

often visit the boys during the holidays. Sometimes I swim with
the boys in the blue waves. How much it delights us boys to see
the great waves
 Il6 DRILL EXERCISES

§ 13. [2nd Declension in -er continued^

During the holidays a boy does not pay attention to lessons.
The ancient languages of Greece and Rome do not delight a boy
during the holidays. There-are many amusements of a boy when
he is free ^ from lessons. Games of ball give great delight to a
boy, not only during the holidays but also when he is not ^ free
from lessons.
Peter is a sailor. I like Peter. Peter's boat is a source (§9)'
not only of amusement but also of gain to Peter.

.4^1?'' §13. Conversation. {Quot. = how many.)

Q. Quot tibi amici sunt ?

A. Duo mihi sunt amici.

Ubi habitant amici tui ?
Q.
A. Prope Dubras nunc habitant amici mei.
Q. Pueros interdum visitas ?

A. Pueros saepe visito.

Q. Quid vos pueros inter ferias delectat ?

A. Ludi pilarum, castella in arena aedificare, in undis natare,

in scaphis navigare nos delectant.
Q.Undas spumiferas non formidatis ?
A. Undas non formidamus.
Q. Vos pueri interdum remigatis ?
A. Interdum remigamus, cum undae non nimis asperae sunt.
Q. Quis remigat cum undae asperae sunt ?
A. Cum undae nimis asperae sunt, Petrus remigat vel veils
rninistrat.

'The Adjective used with the Verb ' to be must be in the same Case and
'

Number as the Subject of which it is said thus here 'free' must be Nominative
;

Singular, because he is Nominative Singular.

' '

''See Order of Words, Rule 2. Here 'not' negatives 'free' and must
therefore stand immediately before it.

' Where a number is quoted like this in brackets, it means that the word
required can be found in a certain section of the Preparations.
 ;

DRILL EXERCISES I17

S 14. {2nd Declension continued: 'vir'.)

There is a nobleman^ mentioned in a play^. The nobleman's
life is unhappy. The man has' two sons. The son Edgar*
is faithful. But the son Edmund * does not love the nobleman.
The nobleman prepares to hurl himself down-from a cliff.

The cliff is near Dover. But the faithful son walks to the cliff

with the nobleman, and saves the life of the unhappy man.

After § 14.
1. Write t7Vo sentences about the things seen in Kent during the
holidays. In the first sentence say 'During the holidays I see
. . . .' ; in the second sentence say ' How much it delights me to
see . . . .
'
{and here put in the things that you like best to see).
2. Repeat the table of Pronouns given after § 5, and add the
Dative Cases, Singular a?id Plural (mihi, tibi, nobis, vobis).
Make up sentences containing these Datives.

§ 15. (2nd Declension in -er continued.)

Magister noster vir doctus est.

Tu, magister, mihi carus es.

Magistrum nostrum amo.

Libri magistri nostri pulchri sunt.
Libri magistro nostro magnam laetitiam dant.
Cum magistro nostro saepe arabulamus.

Magistri nostri viri docti sunt.

Vos, magistri, pueris pigris non cari estis.

Magistros multi pueri formidant.

' Note that the Adjective in this case has not the same ending as the Noun
so, tuo, often in the following exercises.

' Say in a pJay mentioned; see Order of Word?, Rule 2.

' Say to the man there-are ; see Preparatiotis, § 9, end (patruo meo est).

' These English names may be latinized as Edgarut, Edmundus.

 8

I 1 DRILL EXERCISES

Libri rnagistrorum nostrorum docti sunt.

Magistris nostris copia librorum est.

Cum magistris nostris ludis saepe operam damus.

I often see our schoolmaster during the holidays. Our school-

master has^ many books about (§ lo) Britain. We boys like to
see^ the books of our schoolmaster. The schoolmaster's books
are filled^ with Roman and Greek coins. I am a schoolfellow of
Mark and Alexander in a famous and ancient school. Not only
the boys but also the masters of our school pay attention to games.

§ i6. (Agreement of Adjectives^

nummus Romanus villa Romana oppidum Romanum
vir doctus fagus Britannica
liber Latinus

nauta Romanus
Rule. — Make the Adjective agree with its Noun in Gender'
as well as in Number and Case.
This rule applies not only to examples like those above, in
which the Adjective is called an Attribute of the Noun, but also
to examples like the following, in which the Adjective is used with

the Verb '

to be ' and is called a Predicate Adjective :

nummus est Romanus. villa est Romana. oppidum est

vir est doctus. fagus est Britannica. Romanum.

^ Say to our schoolmaster there-are ; see Preparations § 9, end. Similarly

in all future sentences where the verb to have occurs in
'
' this book.
* Here and in all future sentences where '
like to '
occurs say '
gladly

' Use creber, rule for the Case and Number of Adjectives
and remember the
used with the verb given on § 13 (' he is free ').
'
to be '

* For Rules of Gender see Preparations § 15 (p. 75). Note that the ending —
of the Adjective is not always the same as that of the Noun (as it was in the
exercises on §g l-ll).
 DRILL EXERCISES 119

A learned teacher is sometimes not dear to boys. Our teacher

is learned. Boys are not learned. My aunt is not learned. But
we boys love our teacher. And my aunt likes to listen when a
learned man tells about the ancient Britons. There-were^ great
forests in ancient Britain. . But there-were not many beeches in

the British forests. So Gaius Julius affirms. There-were many

wolves and bears in the great forests of ancient Britain.

§ 17. [Agreement of Adjectives continued^

Were the Roman sailors lazy ? Gaius Julius does not blame
(§14) the Roman sailors. He praises^ the courage of his sailors.
Roman farmers were active, as a Roman poet affirms. There were
many Roman sailors (say many sailors Rotnari) on the vessels of
Gaius^ Julius. Roman vessels were-able to sail to Britain and
round the British coast. The rains of Britain were hideous then,*
as they are now.* The small pearls of the British ocean were
mostly (§ 13) dark or blue.

§ 18. (Past Imperfect Indicative of sum' and the ist Conjuga- '

tion.)

Proximo anno in Cantio eram.

Proximo anno in Cantio eras.

Proximo anno in Cantio erat.

Proximo anno in Cantio eramus.

Proximo anno in Cantio eratis.

Proximo anno in Cantio erant.

' The only forms of the Past Imperfect needed for this and the following

exercise ar« those which have actually occurred in the text of the story.
^ Use the verb laudo, '
I piaise ' {Preparations §13).
' Gaius forms Gen, Gai, Dat. Gaio.
* Remember that ' then ' and ' now ' are Adverbs.
120 DRILL EXERCISES

Multa aedificia antiqua spectabam.

Multa aedifieia antiqua speciabas.

Multa aedificia antiqua spectabat.

Multa aedificia antiqua speciabamus.
Multa aedificia antiqua spectabatis. .

Multa aedificia aniiqua spectabant

The large vessels of British sailors are mostly (§ 13) black ; but
the little boats are sometimfes white, sometimes blue, sometimes
yellow. Last year, while (§ 16) I was in Kent, I used-to-see many
British sailors. They were all sun-burnt. Some^ of the sailors

used-to-tattoo (say colour) their limbs. The clothes of British

and French sailors are blue. British sailors mostly have sturdy
limbs and a great stature. Cur sailors sail round the coasts of all

lands, as the Roman sailors used-to-sail round the coasts of the

Mediterranean.* A British sailor does not fear storms.

§ 19. (^Adjectives and Past Imperfect Indicative continued^

Were all the inhabitants of ancient Britain Celts? I think not'
Some of the ancient inhabitants of our island were not barbarous.
The inhabitants of Kent were mostly farmers, as they are now.^
Many of the inhabitants of Kent were Belgians (§ 15). Were not
the Belgians a German tribe (§ 18) ? Does not Gaius Julius so
affirm in his book about the Gallic war ? The German tribes were
moderately civilized, but the ancient Celts of Britain were not
civilized.

^The word for 'some' must stand in the Nominative Case and lie Masculine
Plural, because '
some of the sailors means some sailors of the sailors' ; see
'
'

the example in § II of the story,

'Say 'the Mediterraneaa ocean.' Mediterranean' is an AJjective, mean-
'

ing Mid-land,' and is in Latin Mtditerratieus {a,um).

'

'A very common way of saying I think nut,' I hope not,' and so forth in
' '

Latin is I do not think,' I do not hope,' etc

' '

Remember that '

now '
is an Adverb.
 DRILL EXERCISES 121

§ 20. [Some uses of the Ablative without a Preposition : see

summary of these uses at the end of Preparations § 20.) 1

{A.) In the second century before the birtli of Christ^ Britain

was free. The boys and girls (§ 15) of the uncivilized Britons
were free from lessons. The savage (§ 18) Britons together with
their sons used-to-kili stags and wild-boars in the woods with
spears and arrows. Tliey used-to-catch (§ 7) wild-beasts with
hunting dogs (§ 19) for the sake of food.

(B^ The civilized Britons -used-to-adorn' their limbs with

golden chains and with precious-stones (§ 19). By means of the
vessels of the Veneti they used-to-export corn to Gaul. The
Druids were the teachers of the children of the civilized Britons.
The Romans used not to fight with chariots. They used-to-fight
with barbarous tribes for the sake of victory and gain (§ 9). They
used often to kill their captives ; but sometimes they used to sell

the captives at a great price (§ 9).

'Note on the Ablative without a Prbposition. The following

English Prepositions are to be translated by the Ablative without a Preposition
in certain cases.
'From,' when comes after 'free' (liber, §12) and 'I am free' {vaco, §6).
it

'In' or 'At,' it comes befere a Noun denoting time, as 'in the second
when
century,' secundo saeculo (§10), 'at what o'clock?' quota hora'i (§21). Also
before a Noun denoting price or value, as at a ' great price,' viagno pretio (§9).
'With,' when it means 'by means of,' or forms a phrase answering the
question 'how?'; as 'they used to iight with spears and arrows,' hastis el

sagittis pugnabant (§18), 'they used to fight with great courage,' magna
audacii pugnabant ; 'hideous with r&vas,' pluviis foedum (§17); 'filled with
victims,' mctimis -plena (§ 20) ;
'
crowded with children,' liberis creber (§ 15).
'
By means of is generally to be translated by the Ablative alone.
[A fuller account of how to translate English Prepositions is given at the
end of this book.]
" Here and in future exercises where the phrase ' before the biith of Christ'
occurs, say before Christ born.
' Use the verb omo, I adorn, I ornament.
 ! '

122 DRILL EXERCISES

§ 21. {Some forms of the Future Indicative.y-

How I shall like^ to walk to the place where the battle was \

Where will the place be ? The place will be on the coast of Kent,
between Dover and Richborough. The road will be long, but it

will be very-pleasing to us to see the place. You, Mark and

Alexander, will walk with me and with my uncle to the place.

§22. {Future Indicative and Imperative of 'sum' and isi

Cfliijitgation.)

Locum eras spectabo, si caelum serenum erit.

Tu, Marce, locum spectabis, si caelum serenum erit.

Alexander locum spectabit, caelum serenum erit. si

Universi locum spectabimus, si caelum serenum erit.

Vos, amita mea et Lydia, locum non spectabitis.
Amita mea et Lydia locum non spectabunt.

Specta, Marce!
Spectate, pueri

If the sky is' clear, we shall-be-able to see the place where the
Roman vessels were. My uncle show us* the place. At what
will

o'clock shall we arrive ? You, Mark and Alexander, will dine with
us when it is' evening. We shall carry our lunch with us. The
cakes and apples will give us* great delight. "Show me* the
tombs," says Alexander. Alexander is a little boy. " Not too

'The only forms needed for this exercwe are those which have actually
occuried in |2i of the story.
^See note 2 on p. Ii8.
' Say shall be. The Future Tense often means '
shall ' as well as '
will

in and and 3rd Persons, especially in subordinate clauses. Sometimes

ihe
it means will' in the ist Person.
'

*What Preposition might be used before the Pronoun in English? Think

of the meaning. This Preposition after a verb of showing is translated in '
'

the same way as after a verb of ' giving.'

 DRILL EXERCISES 1
23

fast ! (say hurry slowly)," says my uncle. " Give attentioH, boys,"
says my aunt, " we shall dine at the eleventh hour. I shall praise

(§ 1 3) you, if you arrive^ before the eleventh hour. You will not
arrive after the eleventh hour, as I hope." "I hope not,"^ says
my uncle.

§ 23. (Future Indicative and Imperative continued^

We shall start (say give ourselves to the road) at the fifth hour.
We shall not walk quickly. For Alexander will be tired if we
walk 2 too (§12) quickly. What o'clock will it be when we
arrive?' Will you be tired, Alexander, if we arrive' at the tenth
hour? "I shall not be tired " says Alexander. "You will not
walk too quickly, as I hope," says my aunt, "for Alexander is a
little boy." "Not too fast! (say hurry slowly)" says Lydia;
"Alexander will be hungry before the tenth hour. Carry an
apple with you, Alexander " "I shall not be hungry," says
!

Alexander. "Give me the cakes," says my uncle. "Good-bye"

says my aunt; "arrive 'in-good-time (say opportunely)."

§ 24. {Perfect Indicative of ' sum '

and ist Conjugation^

Practice in all persons of the Singular and Plural the sentence:

Locum spectavi quo Gaius lulius navigia sua applicavit.

The sky was clear when we walked to the place where Gaius
Julius fought with the Britons. In the year 55 B.C.* he built
vessels in Gaul and sailed from the Gallic coast to the coast of
Kent. He brought his vessels to land between Dover and Rich-

' Say shall arrive.

' See note 3 on p. 12a
» Use the Future Tense, as in Ex. § 22, p. 122.

* Say in the fifty -fifth year before Christ born ; and similarly in all future
sentences when the phrase ' B.C.' or '
A.D.' (Anno Domini) occurs, say before
Christ bern or after Christ born.
 124 DRILL EXERCISES

borough, as learned men have generally {mostly, §13) affirmed. The

Britons were prepared (§21), and they hastened to the place. My
uncle has often seen the place, but we boys have never been there.

§ 25. [Pluperfect Indicative of '

sum and ist Conjugaiio?i).
'

Practice in all persons of the Singular and Plural the sentence :

Ad locum adventaveram quo Gaius lulius navigia sua applicavit.

When Gaius Julius anchored^ his vessels near the British

coast, the Britons had already gathered themselves together on the
cliffs. "We Britons will never be slaves (§19)" they say (§21).
They had hastened along the sea-shore and had prepared them-
selves for battle (§24). Roman forces had never before sailed to
our island. But Gallic vessels had often sailed to Britain for the
sake of commerce. Gaius Julius had never before been in Britain.
But he had waged-war (§ 24) against the inhabitants of the neigh-
bouring coast. The Gauls (§ 19) had told Gaius Julius' many-
things about Britain.

§ 26. {Future Present Indicative of sum and ist Conjugation.) '

'

Practice in all persons of the Singular and Plural the sentence :

Cum alterum pomum gustavero, in viam me dabo.

"When' shall we- have arrived home*? " says Alexander. " My
aunt will not praise (§13) us" say I (§21) "if we arrive* late
(§23)." "We shall have arrived before the eleventh hour," says

'Where the phrase 'to anchor' oecurs, say 'to fasten to anchors,' as in the
story.

^What Preposition might be put in before 'Gaius Julius' in English?

Compare Ex. 22, note 4 (p. 122).
' What is the word for ' when ' in a question ?

*Use the word that properly means homewards ' '

: for the Romans always
spoke of arriving to a place (not ' at a place.')
'
'

' Use the Future Perfect Ten-:e (shall have ).

 DRILL EXERCISES I 25

my uncle, "unless (§25) there-isi rain (§17). If the sky is' clear,
we shall not arrive late, as I hope." "Unless you, Alexander,
walk' says Mark, "there will be delay."
quickly," "When
shall we Richborough ? " say I. " If you visit 1 me next year
visit

{proximo anno)," says ray uncle " I will walk with you to Rich-
borough,2 and I will show vou .the ruins of the castle belonging-
to-Richborough (§21)."

After § 26. (<?« Adjectives in -atus, a, um).

A. Translate and compare the following examples of Ad'-ectives tn

-atus, -a, -um, which have occurred in the story.

Aedificiutn consecratum (§10).

Nonnulla navigia Castella r\ominata sunt (§11).
Locus in fabula commemoratus est (§ 1 4^.
Urnae pulchre ornatae (§20).
Quota hora parati eritis ? (§21).
Non fatigatus sum (§23).
Copiae armatae (§ 24).

Quando satiatus eris? (§26).

All these Adjectives are formed from Verbs, like the English
Adjectives in -ed or -n formed from Verbs. Adjectives formedfrom
Verbs are generally called ^
Farticiples,' and they may be used, like
other Adjectives, either to qualify Nouns or with the Verb to be' '

(see examples above). When they are used with the Verb ^
to be' they

form certain tenses of the 'Passive Voice,' as in English.

'
Use the Future Perfect Tense {ihall have —— ).

'
Imitate the way of saying '
to Dover ' given in § 24 of the story, and see
also the rule given in Preparations §22. The case used to express 'to' and
'from' with the name of a Town is the same as if the Prepositions at) and ab
were used.
126 DRILL EXERCISES

B. Translate into Latin.

I am not satisfied.

Are you fatigued, Alexander ?

The um is beautifully adorned.

I have seen an urn beautifully adorned.

The Britons were armed with spears and arrows.
The Britons were prepared for (cf. § 24) battle.

We wern prepared for lunch.

The building was already consecrated in the second century.
The Roman vessels were already fastened to anchors (§ 24)
The Britons were gathered-together on the sea-shore (§ 25)

After §26. {On Adjectives in -andus, a, um, and Nouns in

-anduni)}

Translate in the way indicated in the Preparations (§§25, 24, 23)

the folloimng sentences containing Adjectives in -a?idus, a, um : —
Audacia aquiliferi erat laudanda (laud-able or praise-worthy,
§25).
Audacia laudanda aquiliferi Romanes servavit.

Magister noster est am andus {ami-able or lov-able or worthy-to-he-

loved).

Amita mea est amanda.

Amita mea amanda in Cantio habitat.

Scopuli Cantii sunt spectandi {Tiuorthy-to-be-secn or simply to-be-

seen).

Scopulos spectandos Cantii saepe visitavi.

Navigia ad scopulos non sunt applicanda {to-be-brought-to-

land).

• The uses of the Adjectives in -andus, a, um, and Nouns in -andum will
be more fully explained hereafter (at the end of the Exercises).
 DRILL EXERCISES I27

Locus non idoneus est ad navigia applicanda {for vessels to-be-

brought-to-land, § 24).!
Locus idoneus erat ad copias explicandas [for forces to-be-

deployed, §25).

Translate the following sentences containing Nouns in -andum: —

Paratus sum ad ambulandum {for walking, §23).
Paratisumus ad remigandum {cf. remigo, / row).
Cupidi {desirous) sumus remigaiidi (Gen. Case of 'remigandum.')
Cupidi eramus visitandi locum ubi proelium erat.
Cupidus sum ambulandi ad locum.
Ad locum ambulandi cupidus sum.

§ 27. {jrd Declension. —Masculines and Feminines thatform the

Nominative Singular without adding -s).

{A). C. Julius Caesar was a famous {clarus, § 15) general of the

Romans in the first century B.C. Great was the glory (§4) of C.
Julius Caesar. The Gauls feared (§ 2 ; say used-io-fear) Caesar.
For within (§ 22) three years he had defeated (§ 24) the Helvetii^
in South Gaul and the Veneli on the Gallic coast and the tribes
of Belgic Gaul. There-were many Caesars before and after C.
Julius Caesar. The Romans used-to-name^ the Caesars '
Generals.'
The forces of the Caesars were great. My uncle has told me
many-things about the Caesars.

' Compare in English such sentences as '

It is time for the dinner to be got
ready,' '
I am eager for the dinner to be got ready,' ' Ring the bell for the

dinner to be cleared away,' etc

' HelvetU, the plural of Helvttius, is a noun of the 2nd Declension. The
Helvetii lived in Helvetia (Switzerland).
' Use nomino '
I name,' from which comes the Adjective nominatus, a, um
'named' (§11).
126 DRILL EXERCISES

{£). Wh)- did Caesar wage-war against Britain? The cause (§9)
of the expedition against Britain is known (§16). During the
war with the Veneti some of the tribes ^ of Britain had supplied
auxiliaries to^ the Veneti. For the Veneti had been friends of the
tribes of South Britain during many years. There had also been
war between the tribes of South Britain. And the Trinobantes
were friends of the Romans. Accordingly (§ 19) Caesar prepared
to supply aid to the Trinobantes against the Cassi.

§ 28. (Same Nouns continued.')

Caesar's first expedition was not great ; but in the second

expedition of the next year a great multitude of vessels and five
legions sailed with Caesar to Britain. How-many' men were-there
in a Roman legion ? How-many men were-there in five Roman
legions? The number was different (§19) in different centuries.
Among* Caesar's forces were also many Gallic auxiliaries. For
the Belgae and other Gallic tribes had supplied forces to Caesar.
Many Caesars were warlike. In the first century A.D. one (§22)
of the Caesars named Claudius was the second conqueror [victor)
of Britain. I do not love the Caesars ; but C. Julius Caesar was
a great man and a great general.

§ 29. {3rd Declension. — Masculines and Femiitines that form

the Nominative Singular by adding s.)

A. There had been peace between the Romans and the Britons
after the first expedition of Caesar. It was not necessary for

Caesar (§ 24) to wage- war a- second-time against the free tribes of

'Translate 'tribe' hy natio (instead oi populus) in this and all following

exercises.
'The verb to supply'
' is a verb of 'giving.' How, then, is to the Venen
to be translated ?
'
' How-many' is quot (indeclinable ; see Latin Drill § 13).
* Say in tfu number of.
 — — ;

DRILL EXERCISES 1
29

Britain. But he was desirous of glory and booty. Accordingly

in the year 54 B.C. he transported five legions of Roman soldiers
and a great multitude of Gallic horse-soldiers to our island. The
soldiers of the Roman legions were foot-soldiers.^ Caesar did not
feai the tempests^ of the English channel j he did not fear the
arrows and chariots of the British tribes. From (ex) tlie pluck
of his soldiers and sailors he expected (§ 26) victory.

§ 3°- (j'''^ Declension. —Neuters in -men, -us or -ur.y

Among Caesar's legions was the tenth (§22) legion. The name
of the tenth legion was '
Alauda.' * The name of the tenth legion
was famous, and dear to the soldiers. What* was the name of the

'The word for 'foot-soldier' is pedes (sXexa fedit-), declined like miles and
eques, \J>ed-it- means properly 'foot -goer,' as egu-it- means 'horse-goer.']

' Use tempestas, which also means ' weather ' (Preparations § 29).
' These Neuters, Masculines and Feniinines of §§ 27 and 28, form
like the

the Nominative Singular without adding an s. The s of words like tempus

(with an ? before the ending of the Gen. Sing.) is not an addition to the stem
but part of it : between two vowels, however, the s changes to r.

The Rule of Gender in the 3rd Decl. is therefore :

1. Nouns denoting PERSONS are Masculine if they denote MALE

PERSONS, Feminine if they denote FEMALE PERSONS. (This
rule is the same for all declensions).

2. Nouns not denoting persons and forming the Nominative Singular

by adding an s are mostly Feminine.
S. Nouns not denoting persons and forming the Nominative Singular
without adding an s are mostly
Feminine If the Nom. Sing, ends in 10, SO or 60
Neuter if the Nom. Sing, ends in MEN, US, UB, or E;
Masculine in other cases (for instance when the
Nom. Sing, ends in OR).

* A Noun of the 1st Declension, meaning 'the Lark.'

'Use quid (sec Drill Ex. § 3, p. 106). In asking 'what is the name?' the
Romans regularly used the Pronoun quid (not the adjectival form of it).

9
I JO DRILL EXERCISES

riverwhere there -was a great contest of the Britons against the

Romans ? There-are many rivers in South Britain. Caesar does
not mention! the name of the river. A Roman had three^ names.
The first names of Caesar were Gaius and Juhus. The chief (§ 1 2)

name of a Roman was the second name.

§3 1. {Same Nouns continued.)

{A.) There were many contests of the Britons with the Romans.
In some of the contests the Britons carried-off the victory. But
they were not able to stand (§11) against the weight and strength
of the Roman legions. The bodies of the Britons were big and
strong, and the Romans were men of small bodies.' But Caesar's
legions were skilled (§15) in* war. Accordingly they mostly (§13)

carried off the victory without many wounds.

{B.) Before the time of C. Julius Caesar Roman vessels had

never (§25) sailed to our island, unless (§25) for the sake of
commerce (§19). After the time of C. Julius Caesar another (§24)
Caesar, by name Claudius, got-logether (§ 28) an expedition against
Britain. In the times ° of Nero" Agricola defeated (§ 24) the
Britons and Caledonians. C. Julius Caesar was the first but not
the chief (§ 12) conqueror of the Britons.

' Use commemoro, '

I mention,' from which comes the Adjective commemor-
atiis, a, urn '
mentioned' {§ 14).

2 The Neuter of ires (§ 27) is iria.

' For '

men ' use Aomo ; and for '
of small bodies ' say ' with small bodies,'
as in the last line of § 30 of the story.

*What Case does the Adjective meaning 'skilled' take in Latin? See
Preparations § 15 (p. 73).

'No Preposition in Latin; for 'in the times' denotes time when; cf. p. 69.
* Nero (stem Neron-) was one of the early Caesars or Emperors of Rome,
belonging to the Julian family.
 DRILL EXERCISES 131

§32. {3rd Declension. —Feminines and Masculines in -is, like

' navis ').

{A.) Caesar's fleet was large. For there-were not only ships of-
burden but also ships of-war in the fleet. How-manyi ships sailed
with Caesar on the second expedition ? The whole (§ 6) number 1

of the ships was eight-hundred. Six-hundred of (use ex) the ships

were ships of-burden. The Romans sometimes used-to-name^ ships
of-burden '
vessels.' '
Vessel ' is a noun (say name) of the second
declension (use declinatio), but ' ship ' is a noun of the third (§ 23)
declension.

When the enemy' saw Caesar's great fleet, they feared

{B.)
But the size of Caesar's ships was small. In the ships of-
(§ 2).

burden were the soldiers and the horses and the arms. Why did
Caesar sail with ships of-war against the British enemy ?^ The
Britons had built no ships. But Caesar perhaps (§ 25) did-not-
know (§31) this.'* He had prepared his second expedition in^ the
winter of the year 55 B.C. He sailed in^ the summer (§29) of the
next (§28) year. In ancient times Rome ruled ^ the waves.

§ 33. [Same Nouns continued.)

In a Roman ship of-burden not more^ than two-hundred (§32)

men -were-able to sail. A
ship of-burden was not so large as a
ship of-war. How-many men were-able to sail in Caesar's fleet ?

^See Ex. §28, Note 3 (p. 128), and Latin Drill, § 13.

" See Ex. § 27 A, Note 3 (p. 127).

' Use the Plural (enemies).

*Use hoc ; see Preparations § 15 (p. 73;.

°No Preposition in Latin ; for 'in the winter' and 'in the summer' denote
time when, like ' in the second century ' (Prep. % 10), '
last year ' (§ 16), etc.

' Say was mistress of.

' The Singular Number of the word meaning '

more ' {Prep. § 33) is good
Latin here ; but the Verb '
were-able ' must be Plural, as in the English.
132 DRILL EXERCISES

On a Roman ship of-war there-were sometimes high turrets, as

(§ 1
8) on ships of-the-present-day (§i8). From the high turrets
the soldiers used to drive-off (§25) the enemy with spears (§ 18).

An ancient ship of-war had sails and oars. An ancient sliip of-war
was not armed with iron plates. An ancient ship of-war was not
so large as a ship of-war of-the-present-day.

§ 34- {3'"'^ Declension. — Feminines and Masculines whose stems

end in two consonants^
(A.) Cassivellaunus was king of a small part of South Britain
What^ was the name of the race? In ancient times^ there-were
many races Many' of the races were
and many kings in Britain.
barbarous. But the races of the Southern (use meridianus, a, um)
parts were not barbarous. Before the times of Caesar Cassi-
vellaunus had fought against the-other (§ 19) races of South
Britain. The name' of the king of the Trinobantes was
Imanuentius.
(B.) The boundaries of many British races are not known (§ i6)
to us. The names of the British kings are mostly (§13) not
mentioned (§14) in the book of Caesar. Britain was not a part
of the Roman empire* after the victory of Caesar. After the
time of Claudius, the fourth (§29) Caesar,^ Britain was under the
command* of the Caesars. The name of the family {nse gens) of
C. Julius Caesar was the Julian family. The Romans used-to-
name the Caesars " Princes " and " Generals."

'See Ex. §30, note 5 (p. 129).

2 See Ex. §31, note 5 (p. 130).

'What Gender? 'Many of the races' means 'many races of the races.'
For 'of use ex.

* Use vnperium.
° In what case must ' the fourth Caesar ' be ? Think of the meaning
{after the tixti ^ the fourth Caesar).
 DRILL EXERCISES 1 33

§ 35- {Same Nouns continued.)

{A.) Some^ of the Southern or maritime races> Df Britain were

Belgians (§ 15). But the Belgae were of German origin, as Caesar
tells us in the 'Gallic War.' The chapter is the fourth of the second
book. Therefore there-were people^ of German origin in Britain
in the first and second century B.C. The inhabitants of modern
Britain (say of Britain of-the-present-day) are mostly of German
origin. But tliey migrated across the German ocean into Britain
in the fourth and the fifth century after the birth of Christ.

(^.) Many modern named from (use ex) the Belgian

cities are

(§ 11) races of Kent. The names of the cities are Belgian. But
the Belgians of Britain used not to build cities, if the testimony
(§17) of Caesar is true. Winchester (§ 1 5) is the name of an ancient
city of South Britain. The inhabitants of cities are not barbarous.
Caesar tells us about British '
towns.' The British '
towns ' were
different from (§ 19) cities.

§36. {3rd Declension. —Neuters in -e, like 'mare')

The British sea separates (§ 34) Britain from Gaul. A part of

the British sea is named the 'Gallic channel.' Some of the
Gauls used-to-sail across the British sea to Britain for the sake of
commerce. London is not many miles distant from the sea. The
Biitons did not fight against Caesar on the sea, because they had
never (§25) built ships. British sailors now sail across many seas.

On many seas and in many lands (§4) you seethe British flag (§ 1 1).

' What Gender ? '

Some of the races ' means ' some races of the races.'
For 'of use ex.
^ Say men, and use homo {Prep. § 30). Homo means human '
being ' and
includes women ; vir does not include women. The Plural of homo is the only
word that can be used for ' people in the sense of ' persons ; for populus
'
'

means 'a people' in the sense of 'a nation' or 'a tribe,' and the Plural
populi means 'nations' or 'tribes.'
134 DRILL EXERCISES

§37. [Recapitulatian of Nouns 0/ 3rd Declension.)

The British soldiers used-to-fight from (put-of) chariots. Caesar

had not only foot-soldiers but also horse-soldiers (§ 29). But the
mobility of the Roman soldiers was not great. Accordingly the
enemy often used-to-throw-into-confusion the ranks of the Romans.
In modern times ^ horse-soldiers sometimes carry (§ 6) the arms

(§ 30) of foot-soldiers. Thus they are able to leap ^ down-from

(§ 14) their horses and to fight on-foot. The Boers ^ of South
Africa have horse-soldiers of-this-kind.

§ 38. [Recapitulation of Nouns of3rd Declension continued^

The boundaries (§34) of the Cassi were across (§35) the river
Thames. The British leader (§29) used not to fight against the
Romans in proper (§37) battles. He used to dash suddenly out-
of the woods and attack the Roman legions. Then he used to
recall (§31) his horse-soldiers and his chariots. The British leader
had many thousands (§ 36) of charioteers. Accordingly he some-
times used-to-carry-off the victory. There-were ten cohorts in a
Roman legion, and about (§36) five-hundred (§36) men in a

cohort. Accordingly there- were about five (§26) thousand men

{%&-j five thousands of men) in a legion.

§ 39. {Recapitulation of Nouns of 3rd Declension continued.)

Caesar hastened to the banks of the river Thames. * Where

was the 'town' of Cassivellaunus ? Caesar does not name the
town. The town was not a city. It was not strengthened {§30)

with walls. It was not London. But it was not far from London.

' See Ex. § 31, Note 5 (p. 130).

°
Say give themselves, as in § 25 of the story.

•5a«z'f( = Dutch).
* In what Case must ' Thames be ?
' Think of the meaning.
 DRILL EXERCISES 135

Perhaps^ it was St. Albans, * as some learned men have affirmed.

Caesar tells about the town of Cassivellaunus in the fifth book of
the Gallic War.

§40. {Recapitulation of Nouns of 3rd Declension continued!)

Caesar's camp was^ in Kent. There-is also a place in South

Africa named* Caesar's Camp. The tribes of Kent fought bravely
for {pn-behalf-ef) their native-land (§4), but the Trinobantes were
friends of the Romans and enemies of the Cassi. Accordingly the
unhappy Britons fought in-vain. At-length (§25) many states
begged peace from (a) Caesar. The conditions of peace were
hard (say rough, §13). After the peace Caesar sold* a great
multitude of British captives (§19). Thus many British men and
women (§20) and children were slaves (§19) of the Romans in the
first century before the birth of Christ.

(Nouns of 3rd Declension continued^ *

§ 41.

Thus (§16) Caesar carried-off the victory and imposed a tribute

upon'^ the inhabitants of South Britain. The Romans carried-off

the victory because (§1 5) they were skilled (§15) in war. The tenth
legion was with Caesar in Britain. Caesar loved the tenth legion.
In the first expedition, while the Romans hesitated (§25) to fight,

1 For '
perhaps ' see Preparations § 25.
^ Veruldmium,
' Remember that the Verb must agree with its Subject {castra).

Remember that the Adjective must agree with

* its Noun. Which is the

Noun to which the Adjective 'named' belongs?

' Venum-do, ' I sell,' is a compound of ab, 'I give,' meaning literally ' I

ofiFer and forms

for sale,' its Perfect like do.

'The Adjectives of the 3rd Declension are deferred till §42.

' Imitate the construction given in § 40 of the story.
 136 DRILL EXERCISES

the eagle-bearer of the tenth legion leaped * into the waves and
carried (§6) the Roman eagle (§ 25) to the land (§4). Accordingly
the Romans defeated (§24) the Britons on-account-of (§33) the
pluck of the eagle-bearer. The Roman eagles were made-of-silver

(§9) and served as ^ flags.

§ 42. [Adjectives of the 3rd Declension!)

{A.) The ancient Biitons were brave men. They fought with'
admirable pluck. The bodies of the ancient Britons were big and
strong. The Romans were not so (§33) big as the Britons ; but
by means of the science of war they were able to carry-off

the victory from the Britons. Caesar was a distinguished general.

He had defeated the brave tribes of Belgic Gaul in a short time.
Victory was sweet to Caesar.

{B.) Not all* the British states (§40) had fought against Caesar.
There had never (§25) been an alliance (§34) of all the tribes of
Britain against an enemy. It* is wonderful that (§41) the Britons
were-able to fight so (§41) successfully against the conquerors of
so-many (§40) seas and lands. The name of Caesar was dis-

tinguished through (§26) the whole (§16) world (§41). The soldiers
of the tenth legion were veterans. It * is sweet to fight and, if it is

necessary (§24), to die* for (§40) one's'' native-land.

'See Ex. §37, note 2 (p. 134).

'Say were instead-of; cf. § 33 of the story {" the skins served as sails.")
'See Ex. §20, note i (p. 121, on the Ablative without a Preposition).
•Adjectives meaning 'all/ unlike other Adjectives, generally come before
their Nouns in Latin : cf. note 2, p. iii, and Rule i of Order, p. loi.
' No
separate word for 'it'; but the Adjective after 'is' must
be in the
Neuter Gender, as in §41 of the stoiy.
• Say ' to expire,' exspirare.

' Omit the word '

one's ' in translatii^
 DRILL EXERCISES 1 37

§43. {Adjectives of jrd Declension continued.)

The tribes of Belgic Gaul also were warlike.^ Caesar had

slaughtered (§20) a huge number of the brave Nervii, fighting^
against the Romans. The British auxiliaries had been useful to'
the Veneti. Accordingly Caesar waged-war against the " arrogant
Britons.'' And he carriedoff a huge number of British slaves and
captives.
"The time is short," says my uncle; "it is necessary (§24) to
hasten homewards. It* has been pleasant to you, as I hope, to
see a British ship of-war and to walk to the place where Caesar
fought with the Britons." We all' approved-of (§41) the opinion
of my uncle.

GOD SAVE THE KINtt

' Use ferox, which as thp name of a ship in the Channel squadron is trans-
lated the Furious ' in § 42 of the story.
' All the names of ships given there
can be used as Adjectives, but must then not be spelled with capital letters.
^ an Adjective describing the Nervii. In what Case must
' Fighting' is it,

then, be?
• ' Useful to' is like '
dear to ' [^Preparations § 15),

*See Ex. §42, note 5 (p. 136).

' Say ' all we-approved.'

 — — »

APPENDICES.
I. On Adjectives in -NDUS, A, UM and Nouns
IN -NDUM.

The Adjectives in -ndiis, a, um differ from other Adjectives

only in the following respects :

(i) They are all formed from the stems of Verbs. In English,
too, we have many Adjectives formed from Verbs, and some of
them are similar in meaning to the Latin Adjectives in -ndus,
a, um; for instance 'laud-able' (from 'I laud,' Lat. laudo),

' lov-able ' (in the sense 'worthy to be loved,') 'eat-able' (in the
sense '
fit to be eaten.')

(2) They cannot always be translated by Adjectives in English,

because English generally has no Adjective with exactly the same

meaning ; so they have often to be translated by a phrase like
'to-be-loved,' 'to-be-read,' 'to-be-eaten.' Sometimes it is con-
venient to translate them in other ways.

The following sentences, taken from the story, should be care-

fully examined.

Audacia aquiliferi erat laudanda, '

the courage of the eagle-bearer

^ These Appendices are not intended to be used by the pupil except as a

summary and fuller explanation of some of the constructions which have been
met with But they are written with a view to the needs of
in the text.
beginners, and are thrown into a form which the writer has found to be
capable of appealing to the minds even of young pupils, if brought before them
gradually and on seasonable occasions.
 — ' '

APPENDICES 139

was laud-able or praise-worthy' (§25). Here the Adjective

laudanda (feminine of laudandus, to agree with audacia) is
formed from the Verb laudo, I praise,' and it has the same '

meaning as the English Adjective formed with -able or '

'

;
'
-worthy ' but we may also translate it by '
worthy-to-be
praised,' or simply 'to-be-praised.' This Adjective, like

other Adjectives, may be used without the Verb '

to be,'
and inany Case thus we get ;

NoM. audacia laudanda, laudable courage '

Ace. audadam laudandam, laudable courage '

Gen. audaciae laudandae, '

of laudable courage,' et&

Hence such a phrase may be mad# to depend on a

Preposition, as shown in the next sentence.

Zoius erat idoneus ad navigia applicanda, 'there was a place suitable

for vessels to-be-brought-to-land ' (24). Here the phrase
navigia apflicanda, '
vessels to-be-brought-to-land ' depends
on ad in the sense of '
for.' Compare in English such
common sentences as '
Ring the bell for the dinner to be
got ready.' (Latin ad cenam parandam^
The Nouns in -ndum differ from other Nouns only in the
following respects :

(i) They are all formed from the stems of Verbs, just as in
English we may form a Noun out of any Verb by adding '-ing.'
Thus where in English we speak of row-ing,' walk-ing,' ' *

'
visit-ing,' etc., the Romans used the Nouns remigandum, ambul-

andum, visitandum, etc.

(2) They same con-

are like Verbs in so far as they take the
structions as the Verbs from which they are formed. So, too, do

the English Nouns formed from Verbs thus we speak of rowing ;

'

quickly,' walking
' slowly (with Adverbs, though
' sometimes also

with Adjectives), and 'visiting a friend,' exploring a country' '

(with Objects depending on the Nouns in -ing ').

'
I40 APPENDICES

Labor remigandi magnus erat, the labour of rowing was great'

'

(§29). Here remigandi is the Genitive Case of the Noun

remigandum formed from remigo, I row.' '

Paratine ad atnbulandutn
estis ? 'are you ready for walking ? ' (§23).
Here ambulandum is the Accusative Case of the Noun
formed from ambulo, '
I walk,' and depends on a^ meaning
'for.'

Cupidiis erat visitandi ei explorandi insulam nostram, '

he was
desirous of visiting and exploring our Here
island' (§28).
the Genitives of the Nouns visitandwn and explorandum
take an Ofcject in the Accusative.

The following sentences, taken from the story, contain further

examples of the above constructions (Adjectives and Nouns).

Virtus militum erat magnopere laudanda (§29). Here the

Adjective is qualified by an Adverb (as other Adjectives

may be).

Navigia novis armis ornanda erant (§31).

Locus idoneus est ad copias explicandas (§25),

Naves onerariae aptae erant ad onera transportanda (§32).

*

Romani Britannos scientia pugnandi superabant (§30).

[No example occurs in the story of the Noun in -ndum with est

denoting 'must' or 'ought.' This is a special use and sense,

which is best deferred for subsequent study.]

* Such sentences may also be translated by an entirely different form of

speech in English ('for deploying forces.') Here 'deploying' is a Notm
formed fiom the Verb But this translation leads to confusion with the
'
deploy.'
use of the Latin Noun in -ndum, and should therefore be avoided so far as
possible by beginners.
 APPENDICES 141

II.— HOW TO TRANSLATE ENGLISH PREPOSITIONS

INTO LATIN/
Where English has a Preposition Latin generally has one also.
Most of these Latin Prepositions take the Accusative Case, but
some of them (especially ab or a, cum, de, ex, in when it means
'in' or 'on,' pro, sub when it means 'under,' and sine) take the
Ablative : it should be noted that no Latin Prepositions take the
Dative or the Genitive. But it has been seen that 'of is generally
expressed by the Genitive alone, and '
to ' very often by the Dative
alone; also that 'from,' 'at,' 'in,' 'with,' 'by,' and 'by means of
are sometimes expressed by the Ablative alone. The following
rules, based upon examples which have occurred in this book,
will give some guidance as to when the above Prepositions are to
be translated by Prepositions in Latin and when by a Case without
any Preposition; but the rules are only an outline, to be filled up by
future reading, and they deal only with the most important usages.

OF is generally translated by the Genitive, as in '

the door of

the country-house,' ianua villae (§1), 'the courage of sailors,'

audacia nautarum (§2), 'traces of the Romans,' vestigia Roman-
orum (§9), 'a task of great \zbo\ix,^ opus magni laboris ( = 'very
laborious,' §31), 'an abundance of plants,' copia plantarum (§ 3), 'a
great number of coins,' inagnus numerus nummorum (§9).^

But (i.) in such phrases as '

some of,' '
many of,' the '
of ' may be
translated by ex with the Ablative; thus 'some of the
vessels ' may be translated nonnulla ex navigiis (§ 1
1),

'many of the tribes,' multi ex populis (§18).

(ii.) when the phrase of describes a quality of the
' '

person or thing spoken of, it is sometimes translated by the

Ablative without a Preposition ; thus 'men of robust body'
is homines robusto corpore (§30) : cf. §43, note on p. 99.

'
It may be noted that the ' of in many of these examples does not denote

possession.
 — : — ;

142 APPENDICES

TO is generally translated by ad with the Accusative (or some-

times by in with the Accusative, §ii) when it comes after a verb
of '
going ' or any verb that denotes motion, such as '
bring ' or
' carry ' or '
send :
' thus '
I walk to the wood ' is ad silvam ambido
(§5). But it is sometimes translated by the Accusative w.Jiout a
Preposition, sometimes by the Dative ; viz. :

By the Accusative without a Preposition when

comes before it

the name of a Town : thus '

he brought Dover is
his vessels to '

navigia Dubras applicavit (§24), 'I walked to London' is

Londiniunt amhulavi.

By the Dative in the following cases

(i) when it comes after a verb of 'giving'; thus 'it gives

delight to Lydia,' is Lydiae laetitiam dat (§5), 'they had
supplied auxiliaries to the Gauls' is Gallis auxilia sub-
ministraverant (§27).

(ii) when it comes after the verb 'to be' in the phrase 'there
isto someone = 'someone has ; thus my uncle has
'
'
'
coins'
is patruo meo nummi stmt (§ 9).

(iii) when it comes after Adjectives which can take 'to' in

English, like 'dear,' 'pleasant,' 'useful'; thus 'he is dear
to us ' is nobis cams est (§15).

FROM is generally translated by ab or ex with the Ablative

but by the Ablative alone

(i) when it comes after certain Verbs and Adjectives with the
sense of ' free ' ; thus '
he isfree from military service is '

militia vacat (§ 6), '

free from lessons is liber scholis (§ 1 2).
'

(ii) when it comes before the name of a Town and after a

Verb of 'going' or any Verb that denotes motion; thus
'they will arrive from Dover' is Dubris adventabuni
 —— ' :

APPENDICES 143

IN or AT^'is generally translated by in with the Ablative; but

by the Ablative alone
(i) when it conies before a Noun denoting time, such as '
day,'
'month,' 'year,' 'century,' 'hour'; thus 'in the second
century' is secundo saeculo (§10), 'in the next year' is

proximo anno (§2'8), 'at what o'clock?' is quota horal (§21).

(ii) when it comes before a Noun denoting price or value '

thus ' at a great price ' is tnagno fretio (§ 9).

WITH is translated by cum with the Ablative when it means

' together with ' or 'in company with (as in I walk with my ' '

aunt,' cum amita mea ambulo, § 3, or '

fighting with the Romans,'
cum Romams pugnantes, §43) ^ ; but by the Ablative alone in
other senses ; viz :

(i) when means 'by means of;' thus 'they used lo

'with'
fight .and arrows is hastis ei sagittis
with spears '

pugnabant (§18): here 'spears and arrows' are the

instruments with which they fought. Similarly when
'with' comes after Adjectives meaning 'filled'; thus
'filled with victims' is plenus victimis (^20)^, 'crowded
with children' is creber pueris et puellis (§15).

Cii) when the phrase with answers the question '

'

'
how ? ; thus they used to fight with great courage is
'
' '

magna audacia pugnabant. Here with great courage '

describes the manner in which they fought.

^ When '
at ' comes before the name of a Town, it is translated by the
Locative without a Preposition ; but no example of this Case occurs in this
book. The Locative, however, is the same in form as the Ablative, except in
the 1st and 2nd Declension, Singular Number.
^ Sometimes una ' together ' is added, as in '
together with a multitude of
Gallic auxiliaries, una cum multitudine auxiliorum Gallicorum (§ 28).

'But just as in English we may say not only 'filled with' but also 'full of'

so in Latin planus may take the Genitive ; thus ' full of joys ' is fUnus
gaudiorum (S13).
 :

144 APPENDICES

(iii) when the phrase with answers the question

' '

'
why ? thus the climate was hideous with rains is
'
' '

caelum pluv lis foedum erat (§17). Here 'with rains'

means because of rains.'
'

(iv) when the phrase 'with '

describes a quality oi\!ciQ
person or thing spoken of; thus 'a man with a robust
body' homo tobusto corpore
is (§30), 'a boy with blue
eyes is puer oculis caeruleis.
'

B Y MEANS OF is sometimes translated h^ per ('through') with

the Accusative, but generally by the Ablative without a Preposition
thus '
they used to fasten their ships by means of iron chains ' is

naves cateiiis ferreis deligabant (§ 33),

'
he hastened to the Thames
by means of uninterrupted marches ' is continuis itineribus ad
Tamesam prope7-avit (§ 38).

^F is sometimes translated by ab or a with the Ablative, but

generally by the Ablative without a Preposition : thus '
by reason
( = for the sake) of commerce ' is mercaturae causa (§ i 9), cf. animi
causa (§20); 'by land and by sea' is terra marique (§43).

III.— GENERAL RULES OF ORDER.

Rule i.— Anything that goes with a Noun (excepting a Pre-
position)is generally put after that Noun in Latin; thus 'villa
bella' 'villa amitae /iieae.' Except Numeral Adjectives and
Adjectives meaning 'all,' 'some,' 'many,' 'few.'*
Rule 2.— Anything that goes with a Verb or an Adjective or
an Adverb generally put before that Verb, Adjective or Adverb
is

in Latin; thus saepe specto,' '7wn specto,' scapham specto,'

'
'in '

scapha navigo '

; ' non magnus '
; '
non saepe.'
* Demonstrative Adjectives (meaning 'this' or 'that')
and Interrogative
Adjectives (meaning 'which?' or 'what?') also precede their Nouns
in Latin,
as in English ; but the Demonstratives do not occur in this book.
An Inter-
rogative occurs in qitota hora ?
 ALPHABETICAL VOCABULARY.
The words printed in black type are essential words which need to be learned
by hearts as occuring most often in the text and for the sake of their im-
portance.
Words of the third declension have the stem inserted in brackets, except
where it is the same as the Nom. Sing. (e.^. arbor). To words like navis the
Gen. Plur. is given. Genders are given where irregular according to the rules
on p. 75 *"d p. 129 (m.= masculine, f. =feminine, n. = neutet).
The figures l, 2, 3 denote the declension or conjugation.

ab or a (with Abl. ), from ; ab Alexander, Alexandr-um, -I, -0, 2,

occidente parte (§ 35), off the Alexander
West side, on the West aliquando, some day
ab-sum, ab-esse, a-fiii, lam distant, aliquantum, a considerable amount
I am
absent alius, alia, aliud, other (Gen. and
abundS, i, I abo7ind (Ah\.= in) Dat. Sing, irregular)
accommodatus, a, um, suited [ac- alter, altera, allerum, another, a
comodated] second (Gen. and Dat. Sing.
accuso, I, I accuse irregular)
acutus, a, um, sharp [acute] altus, a, um, high, lofty [alti-tude]
ad (with Ace), to; sometimes ^^ amabo te, please
or at or near (see §§ 15, 23, 24) ambulalio (-ion-), 3, walk
adhuc, hitherto ambulo, i, I walk
admirabilis, 3, adj. , admirable amicilia, I ,
friendship
ad-sum, ad-esse, ad-fui, / am amicus, friend
2,
present amita, i, aunt
adulescentulus, 2, youn/^ man am5, I, I love, like
advents, i, I arrive amphitheatrum, 2, amphitheatre
adversus, a, um, adverse an, or (in a question)
aedificium, 2, building [edifice} ancilla, I, viaid-servant
aedifico, i, I build ancoia, i, anchor
aer (aSr-), 3, m., air Anderida silva, the Andredsweald
aeneus, a, um, made of copper Anglicus, a, um, English
aes (aer-), 3, n., copper or brass angulus, 2, angle, corner
aestas (atstat-), 3, summer animus, 2, mind animus
: ingratus,
aetas (-tat-), 3, age ingratitude
affirmo, i, I affirm, state annug, 2, year [annual]
afflicto, I, I wreck [afflict] ante (with Ace), before
agellus, 2, farm, estate antea (Adverb), before
agar, agr-um, -i, -6, 2, field antiqnns, a, um, ancient
agger, 3, mound Antonius, 2, Antony
agricola, \,farmer anxius, a, um, anxious
albiis, a, um, white aper, apr-um, -i, -o, 2, wild boat
146 ALPHABETICAL VOCABULARY

apertus, a, um, open arma, neut. plur., 2, arms, fittings

applico, I, J bring to land [apply] armatus, a, um, armed
appropinquO, i, I approach armentum, 2, herd
aptuB, a, um,yf««(/[apt] aro, I, I plough
apud (with Ace. ) >" the house of, arrogans (arrogant-), 3, adj., arro-
French che% gant
aqua, water, I [aquarium] asper, aspera, asperum, rough
aquila, eagle
I, ater, atra, atrum, dark
aquilifer, 2, eagle-bearer atque, and also, aye and
ara, I, altar audacia, 1, courane, audacity
arbor, 3, f. , tree aureus, a, um, golden
area, i, open space [area] ausculto, I, I listen
arena, i, sand autem, however
argenteus, a, um, made of silver anxilium, 2, help, aid
argentum, 2, jzVz'^;' [French 'argent'] auxilia (plur.), auxiliaries
aries (ariet-), 3, m., ram avaritia, I, avarice
arithmetica, i, arithmetic

B.
baca, I, berry bellO, I, I wage war
barbarus, a, um, barbarous belluin, 2, war
basilica, I, basilica, church bellus, a, um, beautiful, jolly, pretty
beatus, a, um, happy [French bel, belle]
Belgae, i, pi., Belgians, a tribe in bene, well ; bene ambula, § 23
the North of Gaul and also in bos (bov-), 3, m. or f. ox ,

South Britain (Hampshire) brevis, 3, adj., brief, short

Belgicus, a, urn, Belgian Britannia, 1, Britain
Belgium, 2, Belgium Britannicus, a, um, British
bellic5sus, a, um, warlike Britannus, 2, Briton

0.
C. = Gaius (Gaium, Gai, Gaio) caput (capit-), 3, n., head, chapter
cachinno, i, 1 laugh carina, i, keel
caelum, 2, sky, climate caruB, a, um, dear
caeruleus, a, um, blue casa, I, cottage
Caesar, 3, Ctusar Cassi, 2, a tribe in Hertfordshire
Caledonia, i, Scotland Cassivellaunus, 2, King of the Cassi
Caledonius, 2, Caledonian in Hertfordshire
calor (cal5r-), 3, heat castanea, i, chestnut-tree
Cambria, i, Wales castellum, 2,, fort [castle]
campus, ^, plain castra, neut. pi., 2, camp
Cantium, 2, Kent catena, l, chain
canto, I, I sing catulus, 2, dog
capillus, 2, hair causa, cause, reason: causa, by
I,
caplivus, 2, captive reason, for the sake
captS, I, I catch celeriter, quickly
 '

ALPHABETICAL VOCABULARY 147

Celta, I, Celt confusus, a, um, confused

cena, i, supper, late dinner congregS, i, / gather togethet
ceno, I, I sup, dine [congregation]
certamen (-min-), 3, contest consecratus, a, um, consecrated
certe, at any rate consobrlna, i, cousin (§ 5)
cervus, 2, stag consocio, I, I ally
ceteri, ae, a, the others, the rest constantia, i, constancy, firmness
cetera (n. ) =
Eng. 'etcetera con-st5, -stare, -stiti, / consist [con,
Christus, 2, Christ together, sto, / stand] : constat
Christianus, a, um, Christian (3rd person) =
« known
cibus, 2, food consulto, on purpose [by consulta-
circiter, about tion]
circum (Preposition with Ace. ; or continuus, a, um, continued, un-
Adverb), around interrupted
circum-do, -dare, -dedl, I surround contra (with Ace), against
elvitas (-tat-), 3, state [city] copia, I, abundance
clades, 3, disaster copiam do, I give opportunity
clams, a, um, bright ox famous copiae [plur.), forces
classiaril, ;:, seamen, men of the fleet corium, 2, shin
classis (Gen. Pi. clasBiiun), t,, fleet corpus (corpor-), 3, body [corpor-al]
cllvus, 2, hill, down corvus, 2, crow
cohors (cohort-), 3, cohort creber, crebra, crebrum, crowded
coIlis(Gen. PI. collium), 3, m., hill (Abl. —with"), frequent
coUoco, I, Iplace [locate] cremo, I, I burn [cremation]
colonia, l, colony creo, I, I create
coloratus, a, um, sun-burnt crucio, I, / ^or/«« [ex-cruciating]
[coloured] crustulum, 2, cake
coloro, I, I colour culpo, I, I blatne
columba, i dove, pigeon
, cultiira, i, tillage, cultivation, cul
commemoro, i, / mention [com- ture
memorate] cum (with Abl.), together with
commentarii, 2 pi., notes, commen- with
taries cum, %uhen
compare, i, I get together, prepare cupide, eagerly
comprobo, i, I approve cupidxis, a, nm, desirous, eager
concursio (-ion-), 3, engagement CHr, why
[ex-cursion] cui-a, I, care
condicio (-ion-), 3, condition euro, I, / care for, attend to, pro-
condiscipulus, 2, schoolfellow vide (§ 22)
confirmo, 1, I establish [confirm] custos (cuslod-), 3, guard, guardian

de (with Abl.), about, down from defeclio (-ion-), 3, defection

debello, I defeat
I, defensor (defensor-), 3, defender
decimuB, a, um, tenth deleclamentum, 2, delight
declaro, I, I declare delects, I, I delight
declino, I turn aside [decline] delibero, l, I deliberate
148 ALPHABETICAL VOCABULARY

deligO, I, I fasten do, dare, dedi, / give, set, put (in

ad ancoram deligS, I anchor fugam, to flight)
demonstro, i, I point out doctuB, a, um, learned [doctor]
denego, I, I say no [deny] domesticus, a, um, internal [dom-
densiis, a, nm, dense, thick estic]
deploro, i, I deplore, lament domina, I , mistress [dame]
derivatus, a, um, derived domus (irregular, f), house, home
dg-Bum, de-esse, de-ful, / am domi, at home
wanting domum, homewards (home)
deuB, 2, god Druidae, I, pi., Druids
dexter, dextra, dextrum, right dubito, I, I hesitate, doubt
dextra, I, right hand Dubrae, I, pi., Dover
dico, dicere, dixi, 3, I say ducenti, ae, a, two hundred
digitus, 2,yf;/f«r [digit] dulciB, 3, adj., sweet, pleasant
discipulus, 2, pupil [disciple] dum, while
discordia, quarrel, discord
i, duo, duae, duo, two
dispute, I, I dispute duodecimus, a, um, twelfth
di-sto, I / am distant
, duodesexagesimus, a, um, jSlh-
diu, long, for a long time dux (due-), 3, leader, general
diumus, a, um, of the day
diversus, a, um, diverse, different (a,
from)

ecce, behold ex (with Abl. ), out of, from

ego,/ excavo, i , / excavate
egregie, excellently exclamo, i, I exclaim
eqnes (equit-), 3, horse-soldier existimo, i, I consider \fs!uxca.'i&\
equito, i, I ride expeditio (-ion-), 3, expedition
eqnus, 2, horse explico, I, / deploy, arrange
erro, i, 1 err explore, I, I explore
esca, \,food, eating exports, I, I export, carry out
esse, to be expngnS, i , / storm, take by storm

essedarius, 2, charioteer exspectatio (-ion-), 3, expectation

essedum, 2, chariot exspecto, i, I expect, await
et, and: ex-Bto, -stare, -stiti, / exist, re-
et . . . et, both . . . and main, am extant (§39=rfa«rf
etiam, also, even out)
euge, bravo I {e in Pla.utus)

F.

fabrics, I, I
manufacture [fabricate] fanum, 2, shrine
fibula, I, play, drama [fable] fatlgatus, a, um, /zVei^ [fatigued]
facinus (facinor-), 3, deed, achieve- femina, I, woman [hence 'femin-
ment ine']
figus, 2, f., beech
 ALPHABETICAL VOCABULARY 149

fenestra, i, window focus, ^, hearth

fera, i, wild beast foedus, a, um, hideous
fere, almost, about forma, i,form, shape
feriae, I pi., holidays formido, i, Ifear
farina, I , flesh of wild animals, game fortasse, perhaps
ferox (feroc-), 3, adj., warlike fortis, 3, adj., brave, strong
ferratus, a, um, fitted with iron fortiter, bravely
ferreus, a, nm, made of iron fortuna, i, fortune, fate
ferus, a, xim, savage Francogallicus, a, um, French
fefltine, I, I hurry frenum, 2, bridle
fidus, a, -am, faithful fretum, 2, channel, arm of the sea
fijjura, figure
I, frugifer, ftugifera, frugiferuni, fruit-
^ilia, I, diUtghter ful [fruit-bearing]
fHiUB, 2 (Voc. fill), son fnimentum, 2, corn
finis, 3, end ; Plur. fines, m., frustra, in vain
{Gen, finium), boundaries fuga, 1, flight
firmitudo (tudin-), 1, firmness fugo, I, 1 put to flight, rout
firmo, I, / strengthen [make firm] fugatus, a, um, routed
flavus, a, um, yellow fundamentum, 2, foundation
9o, I, I blow (said of the wind) funis (Gen. Flur. funium), 3, m.,
fliimen (-min-), 3, river rope
fluvius, 2, river
G.
Gallia, i, Caul genus (gener-), 3, kind [gener-al]
Gallicus, a, um, Gallic : fretum Germanicus, a, um, German (adj.)
Gallicum, the English channel Germanus, 2, German (noun)
galllna, i, hen gloria, I, glory, fame
Gallus, 2, « Gaul, an inhabitant of Graeoia, i, Greece
Gaul Graecns, um, Greek
a,
gallus, 2, cock gramineus, a, um, grassy
gandium, 2, joy, delight grandis, 3, adj., big \gx2a\S\
gemma, I, gejn, precious stone gratns, a, um, pleasing
generosus, a, um, nobly born guberno, i , / steer, guide [govern]
gens (gent-), 3, race [gentile] gusto, I, I taste

H.
habito, I, / dwell', with Ace, / hodiernus, a, um, of the present day
inhabit homo (homin-), 3, vian
liasta, I, spear hora, I, hour
herba, i, grass, herb hortus, 2, garden
fjibernia, I, Ireland hostis (Gen. Plur. hosiiiim), 3,
liiljernicus, a, um, Irish enemy
hio, here, at this point huiusmodi, of this kind
hiems (Mem-), 3, winter humanus, a, um, human, e',vilized
Hispania, i, Spain humo, I, I bury
historicus, a, um, historical
hodie, today, at the present day,
nowadays
ISO ALPHABETICAL VOCABULARY

iam, already^ iioiu, even inde, thenct

ianua, I, door^ gate
um, infinite
infinitus, a,

ibi, there
ingeus (ingent-), 3, adj., huge
idoneus, a, um,_^ttedf suitable ingratus, a, um, unpleasing, un-
ieiunus, u, um, hungry grateful
ientaculum, 2, breakfast inhumanus, a, um, uncivilized
igitur, therefore, then inopia, I, want, poverty
ignavus, a, um, coit'ardly inquam, say I, I say inquit, says ;

ignoro, \, I do not know [ignore] he, he says; inquimus, we say ;

ignotus, a, um, unknown inquiunt, they say
ille, ilia, illud, yon, that one
jnsectatio (-ion-), 3, pursuit
yonder
illic, inaignis, 3, adj., distinguished
/ light up [illustrate]
illustro, I, in-sto, -stSre, -stiti (with Dat.), 7
imber (imbr-), 3, shower of rain pursue
immigro, I, I immigrate insula, i, island
imperStor (imperator-), 3, general inter (with Ace), between or during
[emperor] or among
imperium, 2, «OT?«a«rf [empire] interdum, sometimes
impero (with Dat. ), I impose [upon) interea, meanwhile
impiger, impigra, impigrum, interior (interior-), 3, interior, inner
active (not sluggish) interrogo, i, I
ask, enquire
impigre, actively, bravely intervallum, 2, interval
impius, a, um, unnatural [impious] intra (with Ace), within
implore, I / implore ,
intro, I, I enter
importo, i / import, carry in
,
irrigo, I, / jfa^ijr [irrigate], §6
impugno, i, I attack ita,thus
in (with Abl. ), in or on itaque, accordingly, therefore
iter (itiner-), 3, n., march
(with Ace), into or onto
incito, I, I urge, urge on, incite iterum, a second time
inoola, l, inhabitant iudico, I, I judge
incomaiodum, 2, disaster iustus, a, um, just, proper
incultus, a, um, uncultivated iuvat (3rd pers. sing.) it delights

labor (labor-), 3, labour, toil lenis, 3, adj .,

gentle [lenient]
laboro, 1, 1 labour, am in difficulties lente, slowly
laeiitia, i, delight , pleasure levo, I, / lighten, relieve (§ S)
lamino, I, plate libenter, gladly, willingly
Latiuus, a, nm, Latin liber, libr-um, -i, -o, 2, book
latus, a, um, wide, broad liber, libera, liberum,/«« (some-
latus (later-), 3, side [later-al] times with Abl. =from)
laudandus, a, um, laudable liberi, 2 pi., children (properly an
laudO, I, I praise adjective meaning " free ones,"
lavO, I, Perf. irregular, I wash i.e., children of free-born
legatus, 2, lieutenant-general parents)
Icgie (-ion-), 3, legion Uneus, a, um, made offlax
 )

ALPHABETICAL VOCABULARY «Si

lingua, I, tongue, language longitudo (-tudin-), 3, length [longi-

linuiJi, 2, flax tude]
littera, i, Utter (of the alphabet) longua, a, iim, long
litterarius, a, um, connected with lucrum, 2, gain, profit
letters (litterae), literary lucus, 2, grove
litus (lilor-), 3, coast ludus,-2, game or elementary school
locus, 2, place (pi. loca, «.), or luua, I, moon
passage of a book (pi. loci, m, lupus, 2, wolf
Londinium, 2, London luscinia, l, nightingale
longe, far lux (luG-), 3, light

M.

machina, i, machine metallum, 2, metal

magister, 2, schoolmaster, teacher meus (Voc. mi), mea, meum, my
magistra, I, school-mistress, teacher migro, I, I migrate
magnificus, a, um, magnificent mihi, to me^
magnitudo (-tudin-), 3, size, magni- miles (milit-), 3, soldier
tude milia, 3, miles, lit. thousands {oj
magnopere ( = magno opere), greatly paces)
maguus, a, um, great, large militia, i, military service
maior (maior-), 3, larger, greater milito, I, I serve
mando, I, I commit, entrust ministro, i, /a^/«Krf [minister]
mane (indeclinable), morning, pro- mirus, a, um, wonderful
perly in the morning miser, misera, miserum, unhappy,
mare (declined § 36), 3, sea ?>nserable
margarita, /ear/ [Margaret]
i, mobilitas (-tat-), 3, mobility
maritimus, a, um, of the sea, mari- Mona, I, Isle of Anglesey
time monstrans (monstrant-), 3, adj.,
materia, i, timber [material] pointing
mathematicus, a, um, mathematical moHstro, I, I show, point
maxirae, chiefly monumentum, 2, monument
me, me mora, I, delay
mecum, with me mortuus, a, um, dead
mediocriter, moderately, tolerably mos(mor-), 3, custom
mediterraneus, a, um, midland, in- mox> in due course {soon)
land: mediterranea, pi., n., mullitudo (-tudin-), 3, multitude
the midlands multus, a, um, much: multi, ae, a,

medius, a, um, mid, middle many; multum (adv.), much,

membrum, 2, limb [member] very very ; multo, by
tnuch,
meicatiira, I, commerce [merchan- much (multo maior, much
dise] greater, lit. greater by much)
mergus, 2, sea-guh munilio, 3, bulwark
meridianus, a., um, southern [from murmuro, I, I murmur
meridies, mid-day'] murus, 2, wall
 52 ALPHABETICAL VOCABULARY

N.
nam, for noctii,by night, in the night-time
narro, i, I tell, narrate nocturnus, a, um, of the night
natiO (-ion-), 3, tribe [nation] nSmen (-miu-), 3, name [nominal]
nato, I, I swim, bathe nominatus, a, um, named
natura, i, nature nOmino, i, I name, call
natua, a, um, bom non, not
ante Christum natum =B. C. nondum, not yet
post Christum natum = A.D. nOn iam, no longer, not any longer
nanta, i, sailor nonne = non ( ne), not ? -I-

navigatiO (-ion-), 3, voyage nonnulli, ae, a, some [non, not,

nSvigium, ship
2, vessel, nulii, none"]
navigo, i, / iazV [navigate] nSnuumquam, sometimes (lit. not
navis (Gen. Plur. nSvium), 3, ship; never)
navis longa, ship of war nonus, a, um, ninth
-ne marks a question nos, we or us, ourselves
nebula, i, cloitd noster, nostra, nostrum, our
neo (or neque) nor, and not notus, a, um, knoivn
nee . neo, neither
. . nor . . novus, a, um, new
necesse, necessary (Dat. =for'\ nox (noct-), 3, night
Nervii, a tribe in Belgium nudo, I, I strip, deprive (Abl. =of)
nidifico, I, I build a nest nullus, a, um, not any
nidus, 2, nest nnm, whether, marking a question
niger, nigra, nigrum, black [nigger] numerus, 2, number
nihil, fwthing nummus, 2, coin
nimis, too numquam, never
nisi, unless, if . . . not, except nunc, now
nobis, to us nuntio, i, I announce
nobiscum, with us nuper, recently, lately, not long ago

o.
obscurS, I, I obscure onus (oner-), 3, burden [ex-oner-ate]
obses (obsid-), 3, hostage opera, i, attention, study
occidens (Occident-), 3, the West oppidum, 2, town
occults, I, I hide opportune, in the nick of time
occupo, I, I seize [occupy] oppugno, I, I attack
oceanus, 2, ocean optime, excellently, hurrah t
octingenti, ae, a, eight hundred opus (oper-), 3, work [oper-ation]
octoginta, eighty opus (with Abl.), need
oculns, 2, eye quid opus, what need
officium, 2, duty ora, I, shore
omnia, Neut. Plur. of omnes, all orbis, m., circle [orb] ; orbis
3,
things, everything terrarum = the world
omnlno, altogether ordo (-din-), 3, m., r<j;«,J [ordin-ary]
omnia, 3, adj., every; Plur. omnes, oriens (orient-), 3, the East [pn&alaX]
m. and f., omnia, n., all origs (origin-), 3, origin
onerarius, a, um, of burden oriundus, a, um, sprung
 ALPHABETICAL VOCABULARY «53

ornandus, a, Mm, Jit to be equipped- or5, I, I ask, entreat

ornatus, a, um,- omamented ostrea, I, oyster
orno, I, I equip, ad-orn ovis (Gen. Plur. ovium), 3, sheep

pacatus, a, um, subdued, pacified pomum, 2, apple

palus (palud-), 3, marsh pondus (ponder-), 3, weight
paratus, a, \xm, prepared, ready popuhis, 2, tribe [a people]
paro, I, I prepare, prepare the way porous, 2, pig [yoik']
/<"•(§ 20) porto, I, I carry
pars (part), 3, part possum ( = pot-sum), posse ( = pot
parvus, a, um, small, little esse), potui, I am able
patria, i, country, fatherland post (with Ace), after, behind
patruus, 2, uncle postquam, after ( = when)
pauci. ae, a, few, a few postridle, on the next day
pauIuiT), a little postnliS, I, I demand
pax (pac-), 3, peace praecipito, I, / /4«<?-/ [precipitate]
pecunia, i, money praecipuus, a, um, especial, par-
pedes (pedit-), t„ foot-soldier ticular
pellis (Gen. Plur. pellium), 3, skin, praeclarus, a, vm, famous
hide praeda, i,prey, booty
per (with Ace), through, or during praefectus, 2, officer [prefect]
pergrandis, 3, adj., very big praefectus classis, admiral
pergratus, a, Mxa, very pleasing praeparo, I, /prepare .

perlculosus, a, um, perilous, danger- prae-sto, -stare, -stiti, / perform,

* exhibit
ous
periculum, danger
2, peril, prae-sum, -esse, -fui (with Dat.),
perltus, a, um, skilled (Gs\i.=in) I am in command of
perlucidus, a, um, transparent praeterea, besides
[pellucid]' prandium, 2, lumh
perturbs, /
perturb, disturb,
I, pretium, 2, price
throw into confusion prim5, at first
pes (ped-), 3, m.,fopt; pedibus, on primus, a, wca, first

foot princeps (princip-), 3, ptince

pharus, 2, f., light-house prior (prior-), i,, former [prior]
piger, pigra, pigrum, lazy, sluggish pro (with Abl.), instead of for ,

pila, I, ^a//[pill] procella, I, storm

pinus, 2 (partly 4), f. , pine proconsul, 3, proconsul, governor
piscatorius, a, \xxa, fishing procul, far
plane, utterly, quite proelium, 2, battle

planta, 1, plant profundus, a, um, deep [profound]

planus, a, \XTa,fiat [plane] promunturium, 2, promontory

plenuB, a, um, with Gen. full, prope (with Ace), near
with Abl. filled proper5, i, I hasten
plerumque, mostly, generally propinquus, a, um, neighbouring
plumbum, 2, lead propior, propius, nearer
plus (plur-), more [hence ' Plural '] propositum, 2, proposal
pluvia, I, rain propter (with Ace), on account of
poStn, I, poet propiilso, I, I drive back
154 ALPHABETICAL VOCABULARY

prospere, successfully pugnans (pugnant-), 3, zX]., fighting

pro sum, -esse, -fui (with Dat.), pueno, I, Ifight
/ am kelpful^ do good piuchcr, pnlohra, pulohruiii,^K«,
provolo, I, I dash forth beautiful, handsome
proximus, a, um, nearest, next, last pulchre, beautifully
pruina, 1, frost puppis (Gen. Plur. puppiutn), 3,
puella, I, girl stem, poop
puer, 2, boy puts, I, I fancy, think, suppose
pngna, i, fight, batllt

qnam, how, as, than qoinqae, five

quando, when quintus, a, um, fifth
quantopere, how much quo, whither, to which
quare (=qua re, by what thing), why quod, that
quartus, a, um, fourth quomodo, how
quattuor, four quondam, once on a time, formerly
quattuordecim, fourteen quoque, too, also, even
quia, because turn quoque, then too, even then
quingenli, ae, a., five hun red quota hora est ? what oarlock is it ?
quinquagesimus, a, um, fijtieth quota hora, at what o'clock t

R.
recreo, i, /refresh (me, myself) rex (reg-), 3, king
recte, rightly Rhenus, 2, the Rhine
redambulo, I, I walk back ripa, I, bank
regalis, 3, adj., royal rjvus, 2, stream [river]
regina, i, gueen robur (robor-), 3, oak, strength
regulus, 2, ruler, petty king robustus, a, um, robust, sturdy
reliquiae, I, pi., relics Eoma, I, Rome
reliquus, a, um, the rest, the re- ESmanuB, a, um, Roman
7naining rosa, r, rose, rose-tree
remigo, i, I row rostrum, 2, beak, ram
remotus, a, um, remote rola, I,wheel
remug, 2, oar ruber, rubra, rubrum, red
reparo, I, I refit, repair ruinae, i, pi., ruins
reports, i, I carry eff{,ot back) rusticus, a, um, rustic
reserve, I, I reserve Rutupiae, i, pi., Richhorough
revera, really Rutupinus, a, um, belonging to
revoco, i, I recall Richborough

8-
Bacer, sacra, sacrum, sacred saeculum, 2, century
sacra, pi. n., sacred rites saepe, often
sacrificS, i, I sacrifice iaevua, a, um, savage, cruel
 ;

ALPHABETICAL VOCABUt-ASY ISS

sagitfa, !, arrow B5l, 3, the sun

aalutO, I, I salute, greet solum, 2, soil
satiatus, a, um, satisfied solum, only
eatig, sufficiently, enough somniS, i, /dream
scapha, i, boat [skiff] sonus, 2, sound
schola, ij school ; pi. lessons specto, I, I see, watch, gaze at
scientia, i, science, hiowledge specula, I, watch-tower
scopuluB, 2, cliff, rock spSro, I, I hope
Scolicus, a, Scottish um, splendor (splendor-), 3, splendour
scriptilo, I, scribble I write, spumifer, spiimifera, spumiferum,
oe, hiviself, themselves : inter se, foamy [spuma, foam, -fer,
among themselves, with one anot/ier
secundus, a, vim, second spurao, I, I foam
sed, but slabililas (-lat-) 3, stability
sententia, i, opinion Btatio (-ion-) 3, station, roadstead
separo, i, I separate slatura, I, height, stature
septentriones, the North Stella, I, star
Septimus, a, um, seventh Bto, stare, steti, i, I stand
septingenti, ae, a, seven hundred studiosus, a, um, fotid, studious
sepulchrum, 2, tomb, sepulchre stultitia, I, folly
serenus, a, um, clear [serene] sub (with Abl.), under, down in
sero, late (with Ace), down into, down
servo, 1, I save, preserve, watch to, up to
servus, 2, slave subito, suddenly
sescenti, ae, a, six hundred subministro, i, I supply
si, if sudis (Gen. Plur. sudium), 3, stake
Bio, so, thus, as follows sum, esse, fui, I am
siout, as so as, just as)
(lit. summus, a, um, chief
signum, si^n,flag 2, super (with Ace. ), over, above
silva, I, wood, forest superior (superior-), 3, previous,
simulacrum, 2, image past ; superior, victorious
sine (with Abl.), without supers, I, I surpass, overcome
situs, a, um, situated Buus, a, um, his (or his own], their
sive . . . sive, whether , , » or (or their own) ; sui, his (or
societas (-tat-), 3. alliance-\sode\.y'\ their) own men

taberna, I, inn [tavern] tempestas (-tat-), 3, tempest, weather

tam, so : tam quam,
. . so , . a; tempus (tempor-), 3, time [tempor-
tamen, nevertheless, however ary] ,

Tamesa, I, m., Ihames tenebrae, I, Plur., darkness

tandem, at length terra, i, land
tantum, so much, or only um, third
tertius, a,

te, thee, you ; tecum, with thee, decimus, thirteenth

tertius
with you testimonium, 2, testimony, evidence
tegimen (-min-), 3, covering testudo (-tudin-), 3, tortoise-shell,

tempers, i, I cool, temper shelter

 '56 ALPHABETICAL VOCABULARY

Untinnabulum, 2, bell triplex (triplic-), 3, adj., triple

touans (tonant-), 3, adj., thundering um, triangular
triquetrus, a,
tormentum, 2, hurling machine triumpho, \, I triumph, exult
tot (indeclinable adj.), so many tropaeum, 2, trophy
tCtuB, a, um
(Gen. and Dat. Sing. truoidO, I, I slaughter, murder
whole
irregular), tu, thou, you
tranquillus, a, uin, cahn, tranquil turn, then ( = at that time or there-
trans (with Ace), across upon)
traneporto, 1, I transport tumulus, 2, mound
trecenti, ae, a, three hundred turbulentus, a, um, rough, turbulent
tr6s (ra., f.), tria (n.), three turris (Gen. Plur. turrium), 3, turret
tributum, 2, tribute tutus, a, um, safe
Trinobantes, 3, plur., a tribe in tuus, a, um, thy, your
Essex

u.
ubi, where unuB, a, um (Gen. and Dat. Sing.
ullus, a, um, any (Gen. and Dat. irregular), one
Sing, irregular) urbs (urb-), 3, city [urban]
ulmus, 2, f., elm-tree urna, i, urn
umbra, l, shade, shadow ursus, 2, bear
una, together; una cum, together with usilatus, a, um, used, usual, common
unda, I, wave usque ad, right on till
nnde, whe>ue ut, how or as
undecimus, a, um, eleventh fltilis, 3, adj., useful
nnivergus, a, um, all together
[universal]

vacca, I, cow venia, X, pardon

vaco, I, lamjree [vacant] Venta Belgaium, i, Winchester
vadum, 2, shallow place, shoal, ford veutus, 2, wind
validus, a, um, strong venum-d5, -dare, -dedl, / sell
vallum, J., rampart [vennm, for sale do, I qfer] ;

varius, a, um, varied verus, a, um, t)-ue; vera, the truth

vaato, I, I lay waste [de- vast-ate] (lit. true things) ; vero, in
vastus, a, um, wild, waste [vast] truth, indeed
vehiculum, 2, carriage [vehicle] vesper, 2, evening or evening star
vel, or [vespers]
velum, 2, sail; vela dare, to set sail vester, vestra, vestrum, your (of
velut, as, even as [vel, even ; ut, aj] several persons)
venaticus, a, um, connected with vestigium, 2, vestige, trace
hunting vestimentum, 2,gar>nent [vestment]
Veneti, 2, pi., a tribe on the West veteranus, a, um, veteran, old
Coast of Gaul veto, I, Iforbid
 ALPHABETICAL VOCABULARY '57

vex3, I, I annoy, vex vir, 2, man

via, I, road, way; de via, from the virtus (virtut-), pluck, couragt
3,
road; in viam me do, I give [virtue]
myself to the road, I start; visits, I, I visit
inter viam, on the way vita, I, life
victito, I, I live vlt5, I, I avoid
victor (victor-), 3, victor vitrea, 2, pi. n., glass vessels
vlctBria, victory
1, vitrum, 2, wood
vicus, 2, village vix, scarcely, hardly
"
viginti (indeclinable), twenty vobis, to you ; vobiscum, with you
villa, I, country-house, villa volito, I, I
fly
viola, I, violet vos, you (plural)
violo, I, I violate vulniis (viilner), ^, wound [vulner-
able]

W. Jolly ^ •S'"'*' Printers. 38 Bridge Street. Aierdein.

 — —

ORA MARITIMA SERIES

EDITED BY

Professor E. A. SONNENSCHEIN, D.Litt.

Published by Messrs. Swan Sonnenschein & Co., Ltd., London, and
The Macmii-LAN Co., New York.
Each of the Readers in this series consists of a continuous
story written in the language to be studied, and so constructed as
to form the basis of a systematic study of Grammar. They thus
combine the interest and vitality of a real story with a thorough
training in the fundamentals of the language concerned.
The series at present contains the following volumes :

ORA MARITIMA: a Latin Story for Be-

ginners, with Grammar and Exercises. By Professor Son-
nenschein. (Thirtieth Thousand, crown %vo, price is., subject

to discount.)

The scene of the story is laid on the South Coast of England,

and includes a sketch of the ancient Britorfs and of Caesar's
invasions of Britain.
OPINIONS
"The book is Ai, clearly right in conception and admirably
just
executed." — P. A. Barnett, M.A., H.M. Chief Inspector for the Training
of Teachers.
" Wehave adopted both Ora Maritima and Pro Patria in our Latin
classes Manchester Grammar School, and have never had reason to
at
regret their adoption. Both books have interest and continuity, and both
lend themselves excellently to oral practice."— J. L. Paton, M.A., High
Master of the Manchester Grammar School.
"The most attractive introduction to Latin that has come under my
notice, and
I have seen most of them in the secondary schools which I
inspect."—John Kerk, LL.D., late H.M. Chief Inspector of Schools and
Training Colleges in Scotland.
" It makes a new departure in the teaching of I^atin that ought to be
productive of great good. I am in entire sympathy with its method."
A. E. ScouGAL, H.M. Senior Chief Inspector of Schools 'n Scotland.
" I have used Ora Maritima in actual teaching, and have found it both
interesting —
and instructive to the pupil." Professor J- P. POjTGATE, Lilt.D.
" Ora Maritima proves an ideal book for a first reader." W. H. D. —
Rouse, Litt.D., Head Master of the Perse School, Cambridge.
 — — —— —— —

" Exactly what is needed to strike a mean between the wholly conversa-
tional method, which means no grammar, and the solely grammatical
method, which means no speech or life." Sybil F. Partridge, Principal
of St. Mary's Hall, Liverpool.
"This is a charming book. We
know no better epithet by which to
describe such an introduction to the Latin tongue. ... It is giving a
strong recommendation to say, as we gladly do, that our author has given
us the ideal book which he formerly described. " Secondary Education
"We can conceive no more delightful book for the induction of youth
into the paths of Latin." The Monthly Register.
" An interesting experiment, ably carried omU." ^Journal of Education.
"It aims at teaching a little thoroughly, and it succeeds." School
World.
" An extremely simple and interesting book." Literary World.
"The drill exercises are specially to be commended. In the presence
of the impending campaign against classical education, it behoves its de-
fenders to furbish up their weapons." Saturday Review.
" Ora Maritima does for Latin what the modern oral methods do for
French and German, i.e., it makes the beginner reaUse that the language
is really a vehicle of expression, whereby common-sense notions can be
conveyed. From personal experience I can testify how a few weeks are
sufficient to gain this all-important idea and it is worth adding that in a
;

school which I have recently inspecte'd a small boy of eleven employed his
leisure time in working through Ora Maritima to the end, and then came
to his master for the sequel Pro Patria. There was no need to tell that
boy that Latin is something more than a phalanx of declinable nouns and
verbs." Alfred Hughes, M.A., Professorof Education in the University
of Birmingham.

PRO PATRIA
Maritima,
a Latin Story, being a sequel
:

Grammar and Exercises to the end

to Ora with
of the Regular Accidence. By Professor Sonnenschein.
{Tenth Thousand, crown ?>vo, price 2S. 6d., subject to discount.)

The story includes a sketch of the history of Britain under the

Romans and Saxons, down to the introduction of Christianity.
The latter part of the story recounts the history of the Boer War
down to June, igoo.
OPINIONS
" The books are admirable, and under the guidance of a skilful teacher
their use in class is followed by excellent results.— Professor Michael
E. Sadler, LL.D., Manchester.
" I have had both books prescribed for use in our earliest standards.
They were acknowledged by the Committee which passed them to be
unequalled for the interesting way in which they presented the subject.
I think no praise is too high for them."—W. G.
Wedderspoon, M.A.,
H.M. Inspector of European Schools and Training Colleges, Burma.
 ——

" I have slartetl my own small boys in Latin with Oiit Marilima and
Pro Patria, and am delighted with both books they ii dicate a method
:

which is attractive to the' child without being superficial." Sir Arthur —

IIORT, M.A., Harrow School.

" In a long experience I have found Pro Patria quite the liest book
which I have ever come across for arousing and sustaining the interest
of small boys in their elementary stage of Latin Translation." The Rev. —
PiiiLir Crick, M.A., St. Ronan's, Worthing.

THE GREEK WAR OF INDEPEND-

ENCE. The Story of the War of Independence (1821-
1827) is told in classical Greek for the use of beginners, with
Notes and Exercises. By C. D CHAMBERS, M.A. {Crown
8710, price y- subject to discount,')

OPINIONS
" Felicitous in design and able in execution. There is, in our opinion,
a future for books of this type —books classical in language and m
dern
in subject-matter. As a specimen of Mr. Chambers' skill in reproducing
the grave Thucydidean style, the acco.unt (;f Byron's arrival in Greece and
of his too early death is z\Zft\\tx\\..'''' ^Journal of Edttcation.
" Most ably planned and most successfully executed. It gives reality
and Greek." Educational Times.
interest to the early study of

" A nio-t valuable schoolbook. The narrative i< bright and interest-
ing, and well illustraled with maps and pliniogrjphs. We strongly
recommend the book to all sclioolmasters."— 1 he Oxford Magazine.
" The text makes a capital reader." Guardian.

JUST PUBLISRED
AlVI RHEIN a German Story
: for Beginners,
with Grammar and Exercises in Conversation, Free Com-
position, and Translation. By Professor Karl Wichmann,
Ph.D. {Crown ivo, p'ice 2J,, subject to discount^
The scene of the story is laid in a country parsonage on the
Rhine in the latter part of the book the story of Siegfried and
;

the Nibelungen is recounted.

prefaeatiok IjY
A FRENCH STORY FOR BEGINNERS, on
siinilar lines to the above.
 Ora Maritima Series
Edited by Professor E. A. Sonnenschein, D.Litt. (Oxon).
Published by Kegan.Paul, French, Trubner & Co., Ltd.

A great deal of thought has been devoted of recent years to

the improvement of the methods of teaching languages, and in this
movement Prof Sonnenschein has played a leading part. Ora
Maritima achieved an immediate and remarkable success and,
indeed, created an epoch in the history of elementary Latin books,
having been taken as a model by many other writers of books for
beginners. Of the 6th Edition twenty thousand copies were struck
off, and it will soon be exhausted. The book has been adopted by
the Syndicate for the local Examinations of the University of Cam-
bridge as a prescribed subject for the Preliminary Local Examination
of 191 2 ; and the publishers have received a large number of letters
expressing approval of the principles and execution of this book
from teachers who have had personal experience of its use, and from
no one have they heard anything but good of it. Apart from the
fact that it provides an interesting story as a basis for the study of
the elements of grammar, attention is called to the fact that the
amount of grammatical matter introduced is strictly limited. Sir
A. F. Hort of Harrow, lays great stress upon this. The story is
told without going beyond verbs of the ist Conjugation and nouns
of the ist, 2nd, and 3rd Declensions; and all the grammar that is
needed for the use of the book is given in the volume, all further
grammar being left for subsequent courses. The drill exercises
provide material for viva voce practice on the oral method, and
also practice in writing simple Latin.
In view of the fact that some teachers found that the exercises
in Ora Maritima did not give them all the straightforward practice
that they desired, a volume of Supplementary Exercises has been
produced by Miss M. L. Stafford Smith, M.A., containing not only
a large number of simple sentences for translation into Latin, based
on the elementary rules of syntax which are illustrated in Ora
Maritima, but also useful vocabularies of the commonest classical
words ; and these Exercises have been found very useful, especially
for slower children.
The other volumes of the Series are based on corresponding
principles. Mr. Chambers' Greek War of Independence is the work
of a scholar who has paid special attention to the style and grammar
of Thucydides, and his text is scrupulously modelled on the grammar
and diction of the great Attic historian. The narrative introduces
the pupil to an important episode of modern history (1821-1827).
Prof. Wichmann's Am Rhein provides an excellent introduction
not only to the German language, but also to everyday life in
modern Germany. It contains a useful vocabulary and abundant
material for oral work, as well as for written exercises.
A French " Ora Maritima " has long been a desideratum. In
the preparation of En Vacances a great deal of labour has been
devoted during the past three years, and it is hoped that the book
will prove worthy of a place in the Series.

The Publishers, Messrs. Kegan Paul, Trench, Trubner & Co.,

Broadway House, Carter Lane, London, E.C., will be happy to
send a free copy of any of the volumes in this series to teachers who
make application for them with a view to their introduction.
Each of the Readers in the Series consists of a continuous story
written in the language to be studied, and so constructed as to form
the basis of a systematic study of Grammar. They thus combine
the interest and vitality of a real story with a thorough training in
the fundamentals of the language concerned.

1. ORA MARITIMA, an illustrated Latin Story for Beginners,

with Grammar and Exercises on the elements of the regular
Accidence, by the Editor of the Series.
Sixth Edition, 1909. Cloth 8vo, price 2/- (subject to discount).

The scene of the story is laid on the South Coast of England

and includes a sketch of the ancient Britons and of Csesar's in-
vasions of Britain.

2. SUPPLEMENTARY EXERCISES TO ORA MARITIMA,

by Miss M. L. Stafford Smith, M.A., Head Mistress of
theDurham High School for Girls.
Limp Covers, price .i/- (subject to discount).

3. PRO PATRIA, a Sequel to "Ora Maritima," with Grammar

and Exercises to the end of the regular Accidence, illustrated
with pictures and maps, by the Editor of the Series.
Cloth 8vo, price 2/- (subject to discount).
The story includes a sketch of the history of Britain under the
Romans and Saxons, down to the introduction of Christianity.
The latter part of the story recounts the history of the Boer War
down to June, 1900.
 —
4 THE GREEK WAR OF INDEPENDENCE, an illustrated
Greek Story for Beginners on the same lines as " Ora Maritima"
and " Pro Patria " with Grammar and Exercises to the end
of the regular Accidence, illustrated with pictures and maps,
by C. D. Chambers, M.A.
A new Edition will be issued immediately. Cloth 8vo, price
3/- (subject to discount).

5. AM RHEIN, an illustrated German Story for Beginners,

by Professor K. Wichmann, Ph.D.
Second Edition, 1909. Cloth 8vo, price 2/- (subject to discount).

6. EN VACANCES, an illustrated French Story for Beginners,

with Grammar and Exercises on the elements of the regular
Accidence, by M. I. Ebbutt, M.A., Headmistress of Tangle-
wood School, Barnt Green, and Anatole Le Du, Professeur
Agr^ge de 1' Universite.
Cloth 8vo, price 2/- (subject to discount).

opinions|on;.ora maritima and pro patria.

" Ora Maritima is just Ai, clearly right in conceotion and admirably
executed."— P. A. Barnett, H.M. Chief Inspector for the Training of Teachers.
In his " conimonsense in Education and Teaching," p. 210, Mr. Barnett wrote :

We must convince our pupils of the reality of the study of Latin by introducing
thetn cct as early a period as possible to a real book,
"Wehave adopted both Ora Maritima and Pro Patria in our Latin classes
at Manchester Grammar School and have never had reason to regret their
adoption. Both books have interest and continuity, and both lend themselves
—
to oral practice." ^J. L. Paton, High Master of the Manchester Grammar
School.
"Ora Maritima —
proves an ideal book for a first Reader." ^W. H. D. RousB,
Litt.D., Headmaster bf the Perse School, Cambridge.
" The most attractive introduction to Latin (hat has come under my notice,
and I have seen most of them in the secondary schools which I inspect." John
Kerr, LL.D., Late H.M. Chief Inspector of Schools and Training Colleges in
ScotUnd.
" It makes a new departure in the teachinj; of Litin which ou^ht to be pro-
—
ductive of great good." A. E. ScoUGAL, H.M. Senior Chief Inspector of
Schools in Scotland. •

" I have had both books prescribed for use in our earliest standards. They
were acknowledged by the committee which passed them to be unequalled for
the interesting way in which they present the subject. I think no praise is too
high for them."— W. G. Wkdderspoo.m, M.A., H.M. Inspector of European
Schools and Training Colleges, Burma.
"These books are admirable, and under the guidance of a skilful teacher
theiruseinschoolsisfoUowedby excellent results."— Prof. M. E. Sadler, LL.D.,
Manchester.
 — —— — —— —
"I have used Ora Alaritima in actual teaching, and have found it both
interesting and instructive to the pupil."— Prof. J. P. PosTGATE, Litt.D.,
Liverpool.
" I have started my own small boys in Latin with Ora Maritima ani Pra
Patria and am delighted with both books. They indicate a method which is
attractive to the child without being superficial." —
Sir Arthur Hort, M.A.,
Harrow.
" In a long experience I have found Pro Patria quite the best book which I
have ever come across for arousing and sustaining the interest of small boys in
their elementary stage of Latin translation."— The Rev. Philp Crick, M.A.,
St. Ronan's, Worthing.

" Ora Maritima does for Latin what the modern oral methods do for French
and German, i.e., it makes the beginner realize that the language is really a
vehicle of expression, whereby commonsense notions can be conveyed. From
personal experience I can testify how a few weeks are sufficient to gain this all-
important idea and it is worth adding that in a school which I have recently
;

inspected a small boy of eleven employed his leisure time in working through
Ora Maritima to the end and then came to his master for the sequel, Pro Patria.
There was no need to tell that boy that Latin is something more than a phalanx
of declinable nouns and verbs." Alfred Hughes, M.A., Organizing Professor
of Education in the University of Birmingham.

" Ora Maritima is a charming book. We

know no better epithet by which
to describe such an introduction to the Latin tongue. ... It is giving a strong
recommendation to say, as we gladly do, that our author has given us the ideal
book which he formerly described." Secondary Education.

OPINIONS ON THE GREEK WAR OF INDEPENDENCE.

" Felicitous in design and able in execution. There is, in our opinion, a
future for books of this type —
books classical in language and modern in subject-
matter. As a specimen of Mr. Chambers' skill in reproducing the grave
Thucydidean style, the account of Byron's arrival in Greece and of his too early
death is excellent." Journal of Education.
"Most ably planned and most successfully executed. It gives reality and
interest to the early study of Greek." Educational Times.

"A most valuable schoolbook. The narrative is bright and interesting, and
well illustrated with maps and photographs. We
strongly recommend the book
to all schoolmasters." The Oxford Magazine.
" The text makes a capital reader." Guardian.

OPINIONS ON AM RHEIN.
" Professor Wichmann has conceived and written a pleasant text, fresh with
interest and free from stodginess. ... A large part of the book ts taken up with
an account of the adventures of Siegfried, related by Professor Wichmann in
that simple and graceful narrative style to which both the story and the German
language lend themselves so well. We think we know the schoolboy's heart, and
' -The
gleams and glooms that dart
Across the schoolboy's brain ;'

and we believe that the adventures of Siegfried will commend themselves to

him." Modern Language Teaching.