Latin for Beginners -232 str.pdf

Latin for Beginners

Project Gutenberg's Latin for Beginners, by Benjamin Leonard D'Ooge This eBook is for the use of anyone

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Title: Latin for Beginners

Author: Benjamin Leonard D'Ooge

Release Date: April 25, 2006 [EBook #18251]

Language: English

Character set encoding: ISO-8859-1

*** START OF THIS PROJECT GUTENBERG EBOOK LATIN FOR BEGINNERS ***

Produced by Louise Hope, Dave Maddock and the Online Distributed Proofreading Team at

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[Transcriber's Notes:

This text file is intended for users whose computers or text readers cannot display either of the utf-8 versions

(plain text or html). A few necessary changes have been made.

The macron (straight line, representing long vowels) has been replaced everywhere by a circumflex accent: â

ê î ô û Â Ê Î Ô Û The "y" in "Pythia", "Lydia" and "peristylum" is also long, and is marked "y:" in vocabulary

Part I is devoted to pronunciation, quantity, accent, and kindred

lists.

The breve symbol, representing a short vowel, has been omitted. This symbol was used only in the

introductory section on pronunciation (§1-18), and in one or two vocabulary entries. The notation [oo]

represents short "oo". Letters shown with combined breve and macron have been expanded as "-ei or -êi",

"-ius or -îus".

To make this unpaginated e-text easier to use, each chapter's Special Vocabulary has been included with its

chapter in addition to its original location near the end of the book. The same was done with the irregular

verbs. The vocabulary lists are at the beginning of each chapter, as far as possible from the Exercises.

Boldface is shown by «guillemets», italics by lines .

The variation between "æ" (English text) and "ae" (Latin text) is as in the original. Bracketed passages in the

original are shown in [[double brackets]].]

* * * * * * * * * * * * * *

LATIN FOR BEGINNERS

BENJAMIN L. D'OOGE, Ph.D.

Professor in the Michigan State Normal College

Ginn and Company Boston · New York · Chicago · London

The Athenæum Press Ginn and Company · Proprietors · Boston · U.S.A.

* * * * *

PREFACE

To make the course preparatory to Cæsar at the same time systematic, thorough, clear, and interesting is the

purpose of this series of lessons.

The first pages are devoted to a brief discussion of the Latin language, its history, and its educational value.

The body of the book, consisting of seventy-nine lessons, is divided into three parts.

Part I is devoted to pronunciation, quantity, accent, and

kindred

introductory essentials.

Part II carries the work through the first sixty lessons, and is devoted

Part II carries the work through the first sixty lessons, and

is devoted

to the study of forms and vocabulary, together with some elementary constructions, a knowledge of which is

necessary for the translation of the exercises and reading matter. The first few lessons have been made

unusually simple, to meet the wants of pupils not well grounded in English grammar.

Part III contains nineteen lessons, and is concerned

primarily with the

study of syntax and of subjunctive and irregular verb forms. The last three of these lessons constitute a review

of all the constructions presented in the book. There is abundant easy reading matter; and, in order to secure

proper concentration of effort upon syntax and translation, no new vocabularies are introduced, but the

vocabularies in

Part II are reviewed.

It is hoped that the following features will commend themselves to teachers:

The forms are presented in their natural sequence, and are given, for the most part, in the body of the book as

well as in a grammatical appendix. The work on the verb is intensive in character, work in other directions

being reduced to a minimum while this is going on. The forms of the subjunctive are studied in correlation

with the subjunctive constructions.

The vocabulary has been selected with the greatest care, using Lodge's "Dictionary of Secondary Latin" and

Browne's "Latin Word List" as a basis. There are about six hundred words, exclusive of proper names, in the

special vocabularies, and these are among the simplest and commonest words in the language. More than

ninety-five per cent of those chosen are Cæsarian, and of these more than ninety per cent are used in Cæsar

five or more times. The few words not Cæsarian are of such frequent occurrence in Cicero, Vergil, and other

authors as to justify their appearance here. But teachers desiring to confine word study to Cæsar can easily do

so, as the Cæsarian words are printed in the vocabularies in distinctive type. Concrete nouns have been

preferred to abstract, root words to compounds and derivatives, even when the latter were of more frequent

occurrence in Cæsar. To assist the memory, related English words are added in each special vocabulary. To

insure more careful preparation, the special vocabularies have been removed from their respective lessons and

placed by themselves. The general vocabulary contains about twelve hundred words, and of these above

eighty-five per cent are found in Cæsar.

The syntax has been limited to those essentials which recent investigations, such as those of Dr. Lee Byrne

and his collaborators, have shown to belong properly to the work of the first year. The constructions are

presented, as far as possible, from the standpoint of English, the English usage being given first and the Latin

compared or contrasted with it. Special attention has been given to the constructions of participles, the gerund

and gerundive, and the infinitive in indirect statements. Constructions having a logical connection are not

separated but are treated together.

Exercises for translation occur throughout, those for translation into Latin being, as a rule, only half as long as

those for translation into English. In

Part III a few of the commoner idioms in Cæsar are

introduced and the sentences are drawn mainly from that author. From first to last a consistent effort is made

to instill a proper regard for Latin word order, the first principles of which are laid down early in the course.

Selections for reading are unusually abundant and are introduced from the earliest possible moment. These

increase in number and length as the book progresses, and, for the most part, are made an integral part of the

lessons instead of being massed at the end of the book. This arrangement insures a more constant and

thorough drill in forms and vocabulary, promotes reading power, and affords a breathing spell between

succeeding subjects. The material is drawn from historical and mythological sources, and the vocabulary

employed includes but few words not already learned. The book closes with a continued story which recounts

the chief incidents in the life of a Roman boy. The last chapters record his experiences in Cæsar's army, and

contain much information that will facilitate the interpretation of the Commentaries. The early emphasis

placed on word order and sentence structure, the simplicity of the syntax, and the familiarity of the

vocabulary, make the reading selections especially useful for work in sight translation.

Reviews are called for at frequent intervals, and to facilitate this branch of the work an Appendix of Reviews

has been prepared, covering both the vocabulary and the grammar.

The illustrations are numerous, and will, it is hoped, do much to stimulate interest in the ancient world and to

create true and lasting impressions of Roman life and times.

A consistent effort has been made to use simple language and clear explanation throughout.

As an aid to teachers using this book a "Teacher's Manual" has been prepared, which contains, in addition to

general suggestions, notes on each lesson.

The author wishes to express his gratitude to the numerous teachers who tested the advance pages in their

classes, and, as a result of their experience, have given much valuable aid by criticism and suggestion.

Particular acknowledgments are due to Miss A. Susan Jones of the Central High School, Grand Rapids,

Michigan; to Miss Clara Allison of the High School at Hastings, Michigan; and to Miss Helen B. Muir and

Mr. Orland O. Norris, teachers of Latin in this institution.

BENJAMIN L. D'OOGE

MICHIGAN STATE NORMAL COLLEGE

CONTENTS

Lesson Page

TO THE STUDENT--By way of Introduction 1-4

PART I. THE PRONUNCIATION OF LATIN

ALPHABET, SOUNDS OF THE LETTERS, SYLLABLES, QUANTITY, ACCENT, HOW TO READ

LATIN 5-11

PART II. WORDS AND FORMS

I-VI. FIRST PRINCIPLES--_Subject and Predicate, Inflection, Number, Nominative Subject, Possessive

Genitive, Agreement of Verb, Direct Object, Indirect Object, etc._--DIALOGUE 12-24

VII-VIII. FIRST OR Â -DECLENSION--_Gender, Agreement of Adjectives, Word Order_ 25-30

IX-X. SECOND OR O -DECLENSION--GENERAL RULES FOR DECLENSION-- Predicate Noun,

Apposition --DIALOGUE 31-35

XI. ADJECTIVES OF THE FIRST AND SECOND DECLENSIONS 36-37

XII. NOUNS IN «-ius» AND «-ium»--GERMÂNIA 38-39

XIII. SECOND DECLENSION ( Continued )--Nouns in «-er» and «-ir»--ITALIA--DIALOGUE 39-41

XIV. POSSESSIVE ADJECTIVE PRONOUNS 42-43

XV. ABLATIVE DENOTING WITH--_Cause, Means, Accompaniment, Manner_--THE ROMANS

PREPARE FOR WAR 44-46

XVI. THE NINE IRREGULAR ADJECTIVES 46-47

XVII. THE DEMONSTRATIVE «is, ea, id»--DIALOGUE 48-50

XVIII. CONJUGATION--Present, Imperfect, and Future of «sum»-- DIALOGUE 51-53

XIX. PRESENT ACTIVE INDICATIVE OF «amô» AND «moneô» 54-56

XX. IMPERFECT ACTIVE INDICATIVE OF «amô» AND «moneô»-- Meaning of the Imperfect --NIOBE

AND HER CHILDREN 56-57

XXI. FUTURE ACTIVE INDICATIVE OF «amô» AND «moneô»-- NIOBE AND HER CHILDREN

( Concluded ) 58-59

XXII. REVIEW OF VERBS-- The Dative with Adjectives -- CORNELIA AND HER JEWELS 59-61

XXIII. PRESENT ACTIVE INDICATIVE OF «regô» AND «audiô»-- CORNELIA AND HER JEWELS

( Concluded ) 61-63

XXIV. IMPERFECT ACTIVE INDICATIVE OF «regô» AND «audiô»-- The Dative with Special Intransitive

Verbs 63-65

XXV. FUTURE ACTIVE INDICATIVE OF «regô» AND «audiô» 65-66

XXVI. VERBS IN «-iô»--Present, Imperfect, and Future Active Indicative of «capiô»-- The Imperative 66-68

XXVII. PASSIVE VOICE--Present, Imperfect, and Future Indicative of «amô» and «moneô»--PERSEUS

AND ANDROMEDA 68-71

XXVIII. PRESENT, IMPERFECT, AND FUTURE INDICATIVE PASSIVE OF «regô» AND

«audiô»--PERSEUS AND ANDROMEDA ( Continued ) 72-73

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