praised the girl's brother. 8. The name of my son was blotted out from the book. 9. Thou wast praised by the boy's parents. 10. I sent my son into the meadow. Exercise 60. [In the following exercise each verb denotes a continued act or state.] 167. 1. The Romans had many slaves. 2. Death was-longed-for by the wretched prisoner. 3. We always loved our parents. 4. Ye dwelt in yonder beautiful city. 5. Ye were the friends of my father. 6. We feared the danger of the long journey. 7. The fierce king held a sharp sword in his hand. 8. Ye longed-for peace. 9. Many soldiers were with us in the ship. 10. The town had many gates. 11. The casks were full. Exercise 61. [Make two lists of the verbs in the following exercise, putting in one list all the verbs which denote a single act, or an action viewed as one whole, and in the other list those which imply a continued-action or state. Read again § 165.] 168. 1. A large temple was built by the rich citizens. 2. The foolish boy feared the shouts of the slave. 3. The slaves filled the pitcher with water. 4. The diligent boys were praised by the teacher. 5. My father had a large field. 6. The soldiers fortified the town with a wall and a ditch. 7. My father's friends were in the town. 8. The soldiers had long javelins and short swords. 9. Ye heard the shouts of the boys and girls. 10. The boys filled the cask with stones. 11. They feared death. 12. The songs of the happy girls assuaged my grief. 13. This useful work was finished yesterday. 14. These useful works delighted the wise citizens. 15. The sweet wine already filled the pitcher. 16. Those daring sailors did not fear the winds and waves. 17. I killed the fierce boar with a javelin. 18. [There] were many birds in the woods. 19. Those boys [that you speak of] were taught by a wise master. 20. The soldier held a heavy javelin in his hand. 21. The soldier threw a javelin across the ditch. 22. I finished my letter yesterday. LESSON XXII. Imperative Mood. 169. Learn the imperative mood of each of the four conjugations, active and passive. Key 556, 570; Smith 91, 98; Sch. 138; Primer 51-58. Is the second person singular of the imperative passive like any part of the active verb? Is the second person plural of the imperative passive like any other part of the passive verb? Demonstrative Pronouns. 170. Learn the declension of the demonstrative adjective (or adjective pronoun) is. Key 288; Smith 78; Sch. 115; Primer 38, 4. 171. Of the demonstrative adjectives hic, iste and ille, hic marks what is near me, iste marks what is near you, ille marks what is yonder or near him. (See § 148.) These are actual demonstratives; they point to the things themselves. Is can only be used to refer to a person or thing already spoken of. It is pretty nearly equivalent to the aforesaid. It is a verbal demonstrative, not a real or actual demonstrative. In this respect it is like the English pronoun of the third person, he, she, it, &c. When this pronoun has to be expressed in Latin, is, ea, id, is generally the proper pronoun to employ. Key 286, 301; Smith 78, 79. Examples. 172. 1. Da mihi istum librum. 2. Mores istos mutabis. 3. Mores isti turpes sunt: non eos laudabo. 4. O magistri, hos pueros ignavos ne docete. 5. Cras ad me scribite. 6. Discite, O puellae, hoc pulcrum carmen. 7. Hoc onus parvum, istud magnum est. 8. Hi pueri laudem meruerunt, praemia eis cras dabo. 9. Pueri in illo prato ludebant; timor poenae eos non deterruerat. 10. Is civis mendax magnam mihi debet pecuniam. 11. Parentes illi moesti sunt; liberi eorum in proelio occisi sunt. 12. Puer iste ignavus est, duc* eum ad me. 13. Puer iste moestus est; da ei hunc pulcrum librum. 14. Puer ille malus est: ne ludite cum eo. Exercise 62. 173. 1. Be warned by me. 2. This happy boy has earned a reward; his father will praise him. 3. This little girl is happy; her father has given her a great number of nuts. 4. Your brother owes me a large sum of money; he will never give it to me. 5. Send those boys [that you speak of] to me. 6. Such crimes are disgraceful; a wise king will chastise them. 7. You perceive yonder city; the citizens are building a large temple in it. 8. Those lying boys [that you speak of] deserve punishment; chastise them. 9. My mother taught that little girl [by your side]. 10. Boys, read these books; your parents have sent them to you. 11. We have already learnt that poem [that you speak of]. 12. Lead yonder horse into the city and sell him. Exercise 63. 174. 1. Hae mulieres infelices sunt; liberi earum mendaces ignavique sunt. 2. Librum istum mihi redde. 3. Haec opera non sunt utilia; cives ea non conficient. 4. Pueri isti ignavi sunt; magister praemium eis numquam dabit; patres eorum magnopere eos culpabunt. 5. Isto periculo ne + deterremini. 6. Hoc periculo non deterremini. 7. Ille homo magnam pecuniam patri meo debet; numquam eam pendet. 8. Tales mores ne laudate. 9. Ne flete, O cives, propter talis viri mortem. 10. Homo ille caecus est; puer parvus eum manu ducit. 11. Nomina istarum mulierum deleta erant. 12. Mores istos mutate. Exercise 64. 175. 1. Come to me, Lucius. 2. Sell all those books [that you have]. 3. Pay that man‡ the money. 4. For-the-sake (causâ) of your father I will send you the money. 5. This money was sent to me for-the-sake of my mother. 6. Send that lying slave [of yours] to me. 7. The money will be paid to you to-morrow; I have already sent it to your father. 8. Yonder blind old man is being led by a little boy; give him this money. 9. Learn these beautiful songs, boys. 10. Lead these little children to their mother. *Notice this form. The verbs dico, 'I say,' duco, 'I lead,' and facio, 'I make,' drop the final e in the imperative singular. + Notice the negative that is used with the imperative mood + Attend carefully to the case. Exercise 65. 176. 1. Mulieres liberique in oppidum mittuntor. 2. Captivus infelix cras liberator. 3. Captivi occiduntor. 4. A me docemini. 5. Pende mihi istam pecuniam. 6. Fures in carcerem mittuntor. 7. Senex miser e carcere liberator. 8. Difficultatibus ne deterremini. 9. Periculis ne deterrere. 10. Hi servi mendaces puniuntor. LESSON XXIII. Subjunctive Mood. 177. Learn the subjunctive mood, active and passive, of all the four conjugations. Key 556, 561, 570, 574; Smith 91-98; Sch. 138; Primer 51-58. Take the verb rego (C. F. reg.) and mark off the terminations of the present subjunctive in the active voice. Write down side by side the present subjunctive in the active voice of all four conjugations. In which of them are the same terminations added as in rego? Which conjugation has different terminations? In the present subjunctive active of rego, mark off those letters which are found in every person of both numbers. These letters constitute the tense-form. What is added to the crude form of the verb to make the tense-form of this tense? In which of the conjugations is the tense-form made from the crude form or stem of the verb by adding the same letter? Write down separately the personal terminations that are added to this tense-form. If these personal terminations are struck off from the present subjunctive active of the first conjuga. tion, what is left as the tense-form? In what way is this tense-form made from the crude form of the verb? Write down side by side the present subjunctive passive of the four conjugations. When the letters that make up the tense form are struck out from each of these, what have you left for the personal terminations? Write side by side the personal terminations of the active voice, and those of the passive voice in this tense, and see what the active terminations must be changed into, in order to get the passive forms. Compare the active and passive forms in the indicative mood, and see if the same changes are made in the personal terminations. In the third and fourth conjugations compare carefully the present subjunctive, active and passive, with the future indicative. Which of the forms are exactly alike? What is the difference in the other forms? Is this difference in the personal endings, or in the tense-forms? Compare the present subjunctive of the first conjugation with the future indicative of the third and fourth. Are the forms ames, amet, &c., made from the crude form ama- in exactly the same way as the forms reges, reget, &c., are made from the crude form reg.? Go through the past imperfect tenses of the subjunctive mood, active and passive, in a similar manner. See how the tense-form in this tense differs from that of the present subjunctive, and compare the personal terminations, to see if they are alike or different. Look at the infinitive mood in each conjugation, and find out what part of it is exactly like the tense-form of the past imperfect subjunctive. 178. Learn the subjunctive mood of the verb esse, 'to be.' Key 722-726; Smith 90; Sch. 137; Primer 50. Find out the tense-form and the personal terminations by marking off those letters which run through every person both singular and plural. Compare the tense-form of sim, sis, &c., with the crude form es, and find out what letter has been struck off from the crude form, and what letter added to the crude form, in order to make the tenseform of this tense. Compare the personal terminations with those of the corresponding tense in the ordinary conjugations, and see if they are the same or different. Analyse the forms of the past imperfect subjunctive (essem, &c.) in a similar manner. If the past imperfect subjunctive of this verb were formed from the stem fu- in the same way as in the ordinary third conjugation, what would the forms be? Compare them with the forms forem, &c., and see what change is made in the former to get the latter. Take the present and past perfect tenses of the subjunctive mood, active voice, in the four conjugations, and analyse them in the same way as the present and past imperfect tenses. After doing this, compare the tense-forms in the subjunctive with those of the corresponding tenses in the indicative mood. Compare the personal terminations with those of the present and past imperfect tenses. Take the terminations of the future perfect indicative, and those of the present perfect subjunctive in the active voice, and see what difference there is between them. Which persons do not admit of being distinguished by their form? Take the perfect stem which runs through all the perfect tenses of the active voice, indicative and subjunctive (such as scrips- in the verb scribo, amav- in the verb amo), and see what resemblances you can find between the terminations added to this perfect stem and various parts of the verb sum. 179. Go through the subjunctive mood, active and passive, of each of the following verbs :-tango, scribo, punio, numero, terreo, video, vasto, acuo, teneo, duco, capio, jacio. 180. The use of the subjunctive mood is too difficult to be discussed at present. It will be explained in the Second Part of these Exercises. Meantime, take the following forms and state the voice, mood, tense, number and person of each. Some forms are ambiguous; in these cases state particularly the two parts of the verb which would have the form in question. These words are in italics. Attend to the crude form and perfect tense of each verb. Ducaris, laederes, moneas, tenearis, teneris, vinceris, vincaris, vinceremini, gesserim, scripsisses, proditus essem, puniremini, mittantur, scribentur, posueritis, ducam, scripserim, viceris, numeremus, veniam, suaderetis, gesseris, nuntietis, cernamus, vastamus, poscemur, posceremus, crediderimus, misissem, posuerim, positi essemus, ponamur, ponemus, monemus, servemus, cadatis, erratis, metuatis, ducetis, suadetis, capiamus, foderemus, servemur, prodamini, dentur, reddantur, mitteris, geratur, caedatur, caederis, voreris, des, prodes, suades, reddidissemus, monuerimus, vicerint. LESSON XXIV. The Reflective Pronoun. Some irregular Nouns. Numerals. 181. Learn the declension and use of the reflective pronoun. (Key 280, 278, 279; Smith 76, 360, 362; Sch. 113, note 1; Primer 38.) 182. Learn the cardinal numerals up to ten, and the corresponding ordinal numerals. Learn the declension of unus, duo, and tres. (Key 254, 255, 256, 263; Smith 73, 68 ; Sch. 101-103; Primer 34.) 183. Learn the declension of bos 'ox' or 'cow;' senex 'old-man;' and vis 'force.' (Key 157, 164, 165; Smith 30.) Examples. 184. 1. Hic stultus senex gladio se heri occidit; cives eum nondum sepeliverunt. 2. Soror tua pulcra acu se laesit. 3. Comes tuus tristis est; frater ejus se occidit. 4. Frater amici mei laetus est ; pater ejus eum laudavit. 5. Miser agricola boves suas omnes amiserat. 6. Publii soror tristis est; librum ejus pulcrum amisit. 7. Publii soror librum suum parvum amisit. 8. Amor sui saepe a sapientibus culpatur. 9. Testis mendax donum magnum sibi poposcit. 10. Virgo pulcra flebat; matrem suam amiserat. 11. Agricola dives boves tres ad* fratrem suum misit. 12. Pater ejus nobilis duos equos pulcros ei dederat. 13. Pater ejus duas domos pulcras sibi aedificaverat. 14. Uxor ejus matrem suam amat. 15. Publii uxor matrem ejus amat. 16. Publii uxor matrem suam non amat. Note carefully in the above sentences that se, sui, sibi always stands for the same person as the subject of the sentence, and that suus always marks what belongs to the person denoted by the subject. Exercise 66. 185. 1. The boy's father has hurt himself with a javelin. 2. The boy's father will hurt him with a javelin. 3. My wife has bought [for] herself two beautiful horses. 4. A lying witness often deceives himself. 5. The old man will buy [for] himself four cows. 6. The old man's friend had bought [for] him three oxen. 7. The maiden's mother will hurt herself with that needle. 8. My little brother was weeping, I had hurt him § with a stone. 9. The lying witnesses had deceived both [et] the old men and [et] themselves. 10. The soldiers of the eighth legion will earn [for] themselves a large sum of money. 11. The soldier's bravery had earned for him || both honours and rewards. 12. The old men used to narrate many stories about [de] themselves. 13. The old man's wife has carried all the money with T her. 14. The man's friend will sell him ** seven horses. 15. The boy's father will take [duc-] him with him. 16. I will take him with me. 17. He took me with him. 18. The sailors have taken four little boys with them. 19. I will sell you eight oxen. 20. He has sold me two old houses. Exercise 67. 186. 1. Fratris mei amicus gladio se laeserat. 2. Fratris mei amicus pilo eum + occiderat. 3. Victoria diu dubia erat; hostes in densa silva sese ++ locaverant. 4. Civis improbus virginem infelicem secum duxerat. 5. Testis * Remember that to after verbs implying movement is expressed by ad with the accusative case. ↑ Him does not stand for the same person as the subject of the sentence, which is father. Therefore se must not be used. * Him does not stand for the same person as the subject of the sentence, therefore sibi must not be used. ? Explain why se must not be used here. The subject of this sentence is bravery, not soldier, therefore sibi cannot be used for him. Place the preposition cum after the reflective pronoun governed by it. **Him does not stand for the subject of the sentence, therefore do not use sibi. tt Who is meant by eum? # Notice that se (acc.) is often repeated. |