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to his Boy at School: II. Romulus and Remus: III. The Black Slave -11. Third Declension: Case-Endings-12. The Gender shown by Meaning-TRANSLATION IV. A Fable-13. The Stem-14, 15. Genitive Plural-TRANSLATION V. Coriolanus-16, 17, Endings of Neuter Nouns -TRANSLATION VI. Theseus and Ariadne-18. Gender of Nouns by Termination: The Masculine Rule-TRANSLATION VII. A Surprise19. The Feminine Rule-TRANSLATION VIII. The Roman Army fights a Serpent-20, 21. The Neuter Rule-TRANSLATION IX. A Battle-22. Exceptions to these Gender Rules-23, 24, 25. Adjectives of the Third Declension-TRANSLATION X. A Roman Account of Britain: Recapitulatory Exercises, A-D-26, 27, 28. Fourth Declension: Neuter Nouns : Domus-29. Fifth Declension: TRANSLATION XI. A Ghost-30, 31, 32. Comparison of Adjectives: Comparative: Superlative-TRANSLATION XII. Arminius-33. Irregular Comparison-TRANSLATION XIII. Ixion, Sisyphus, and Tantalus-34. Cardinal Numerals--35. Ordinal Numerals -TRANSLATION XIV. Dates in Early English History-36, 37, 38. The Verb: Esse-TRANSLATIONS XV., XVI. Bannockburn-39, 40, 41, 42, 43, 44, 45. Pronouns: Ego, Tu, Se, Hic, Ille, Is, Idem, Ipse, Iste, Totus, Alius, Uter, Alter, Qui-TRANSLATION XVII. Ulysses and Polyphemus: I.-Recapitulatory Exercises: E-I—46, 47, 48, 49. Verbs: Active, Indicative: First Conjugation (contd.)-TRANSLATION XVIII. Ulysses and Polyphemus: II.-50, 51. Second Conjugation-TRANSLATION XIX. Ulysses and Polyphemus: III.-52, 53. Third Conjugation— TRANSLATION XX. Ulysses and Polyphemus: IV.-54, 55. Fourth Conjugation-TRANSLATION XXI. Ulysses and Polyphemus: V.TRANSLATION XXII. Gaius Mucius Scaevola-Recapitulatory Exercises: J-M-56, 57. Passive Indicative: First Conjugation-TRANSLATION XXIII. A Cork Leg-58, 59. Second Conjugation-TRANSLATIONS XXIV., XXV. David and Goliath-60, 61. Third Conjugation-TRANSLATION XXVI. Nasica and Ennius-TRANSLATION XXVII. Literal Obedience-62, 63. Fourth Conjugation-TRANSLATION XXVIII. Bacchus and the Pirates-Recapitulatory Exercises: N-Q; Conjunction of the Verbs: Vocabularies to the First Four Pieces of Translation: Latin-English Dictionary: English-Latin Dictionary: Vocabularies to the Exercises.
Saturday Review-"The book is a good one. The exercises are plentiful, and the words which they contain are such as will be useful to learners when they pass on to higher work."
Literary World-"The young learner who cannot 'get on with his Latin under so simple and gently-progressive a course as Mr. Cook has here laid down had better be allowed to give it up altogether. The teacher's work has been greatly simplified and lessened by the omission of any advanced rules or complex examples. . The book seems to us admirably suited for girls' schools as well as for boys', and it is marvellously well printed and got up for the very low price charged."
Glasgow Herald-"This manual is admirably adapted to the Latin requirements of the Scotch Code for the first year. All the ground is covered, and the exercises for translation from and into Latin are numerous and judiciously arranged. The plan of the book is one by which the pupil is made to take stock of his knowledge at every step, and security is thus got for the foundation in Latin grammar being soundly laid. The book is likely to be come a favourite. The book is admirably simple and practical."
We say in English "I strike him," not "I strike he," and "He strikes me," not "He sirikes I;" for in these sentences the persons who strike are put in the nominative, and the persons whom they strike in the accusative. But very few words in English, as it is spoken and written nowadays,1 have an accusative case different from the nominative. We say, for instance, "The stone struck me and "I struck the stone," and the word
1 English used to be more like Latin in this respect; for instance, "tunge" (now "tongue") used to have an accusative "tungan."
queen. 2. The unhappy man loves the beautiful girl. 3. The good girl often gives books to the unhappy queen. 4. The queen praises the girl's beautiful books. 5. The slaves praise the beautiful table of their masters. 6. The unhappy girl loves the good queen. 7. The queen often gives beautiful roses to the unhappy girl. 8. The good girls love the unhappy queen. 9. The masters give many letters to their slaves. 10. The queen always praises the good girl's diligence.
Est, is sunt, are.
The Latin for "Julia is queen" is Julia est regina (not reginam). The rule that the accusative is to be put after the verb does not apply to the verb "to be."
It is not right to say in English, "It is me," and "It is him," but "It is I," and "it is he." So in Latin, est Julia (not Juliam) will stand for "It is Julia."
Be careful, too, to notice that the adjective has to agree with its noun none the less because est or sunt comes between them. So the Latin for "the rose is beautiful" is rosa est pulchra.
[22.] 1. Puer est miser. 2. Epistula est longa. 3. Puellae sunt pulchrae. 4. Arma pulchra sunt. 5. Vir bonus non est miser. 6. Libri amico meo grati sunt. 7. Mensa magistri plena librorum est. 8. Magister Juliam laudat, Corneliam culpat. 9. Horti pulchri pueris et puellis grati sunt. 10. Epistula reginae bonis puellis grata est. 11. Hortus reginae semper plenus rosarum est. 12. Magister pigros pueros culpat, impigros laudat. 13. Magister pueris praemium non dat;
non sunt boni.
14. Longa Marci epistula puellae
Cyclōpes eorum nomen erat.
Haec res Ulixi non nota Ulixes igitur et comites ejus ad specum Polyphēmi veniunt. Is ferocissimus omnium Cyclopum est, idemque ceteris corpore ingentior: unum modo oculum in media fronte habet. In specu, igitur, Graeci lac et caseos laeti inveniunt. in montibus pascit.
Ipse autem non adest, sed oves Brevi tempore ipse Polyphemus ad specum cum ovibus revertit. Primum maximo atque gravissimo saxo januam specus claudit. Deinde oves mulget, et lignis ignem facit. Tum demum Ulixem duodecimque ejus comites conspicit.
(Continued on p. 81.)
E. 1. Hic filium, ille servum, ad urbem mittit. Rex mercatorem laudat, eique magnam reginae imaginem dat. 3. Quintus tibi notus est: is omnium amicorum mihi longe carissimus est. 4. Ubi est illa domus, quam tuus pater in hac urbe aedificat? 5. Legati, quos hostes mittunt, jam in castris sunt. 6. Magister pueros laudat, eisque libros dat. 7. Regi et reginae eadem virtus eadem sapientia fuit. 8. Hi pueri se pessimis amicis semper circumdant. 9. Rex ad castra hostium copias ducit, agrosque eorum vastat. 10. Uter fratrum major est? Alexander non solum natu major, sed multo etiam sapientior, est.
F. 1. The king himself informs me of these matters. 2. This legion has three thousand soldiers. 3. The best part of us is not the body, but the mind. 4. The ambassadors were three miles from the camp. 5. The works of Cicero are neither very difficult nor very easy. 6. Girls and boys are often not pleased by the same things. 7. I am to-day twenty-one years old. 8. The courage of the seventh legion is often praised by Caesar.
[First Edition printed 1894. Reprinted 1896, 1898, 1900]
BEING AN ABRIDGMENT OF THE SECOND PART OF MACMILLAN'S LATIN COURSE
A. M. COOK, M.A., AND W. E. P. PANTIN, M.A.
ASSISTANT MASTERS IN ST. PAUL'S SCHOOL
EXTRACT FROM PREFACE
"It will be well with the issue of the Second Part of this series to state once again what our aims are, and by what method we hope to attain them.
We aim at making the first few steps of the student at once more easy to take and more productive of permanent result. It seems to us that it is possible, by following in some respects the method which a child pursues in learning its native language, to make the process of learning Latin easier. A child, for example, uses the little stock of words already acquired over and over again, and only adds a word or two each day. In the same way we endeavour to make the increase of the vocabulary steady but gradual, so that the student will know or half-know nine-tenths of the words in each exercise, and will have to do comparatively little dictionary work (which is dull), but will be occupied rather in manipulating familiar words (which is interesting). Again, just as a child picks up the various ways in which sentences are put together, not so much from explanation as from hearing numberless examples, so we try by constant iteration to accustom the student to the Latin constructions. Of course, when these differ from the English constructions a few words of explanation are necessary, but a few words will generally suffice; it is not desirable at this