Lat4) With Links

Latina
Ursorum
aguideto
Latin
at
Baylor University
Version2.4
2014JuliaD.Hejduk
page3
page2
Why Latina Ursorum?

InFall2004,IfoundmyselfinfrontofanassortmentofthirdsemesterLatinstudentsat
BaylorUniversity,noneofwhomIhadlaideyesonbefore.Althoughthosewhohadtakenthe
firsttwosemestersatBaylorhadallusedWheelocksLatin,ourintroductoryclassescomprise
hundredsofstudentsandaboutadozenfaculty,withdisparateteachingstyles.Someofthe
studentswerefreshoutofhighschool.AllhadverydifferentideasaboutwhatreadingLatin
actuallyinvolved.
IbelievedIhadaprettyclearideaofwhatreadingLatininvolved:totranslatewith
completeaccuracyandunderstanding,whichmeansbeingabletoidentifytheformandsyntaxof
everywordineverysentence.Thekeytoaccomplishingthisfeatliesinclarityofexpectation
andendlessrepetition(i.e.,makingthemdoitfromweekoneandneverlettingup).Buthow
couldIconveyexactlywhatIexpected?AndmorechallengingstillhowcouldImakeit
easierandeven,occasionally,alittlebitfun?
ThuswasbornLatinaUrsorum:AGuidetoLatinatBaylorUniversity.
Actually,thatsnotentirelytrue.DuringmythreelustraofteachingatHarvard,the
UniversityofTexasatArlington,andBaylor,likemostLatinteachers,Ihadamassedagreat
quantityofquizzes,tests,explanatoryhandouts,worksheets,mnemonicjingles,andother
goodies.ButIhadneverattemptedtopullthemtogetherintoasystematicoverviewofthe
wholelanguage.Partofmymotivation,Iconfess,wastogivelegitimacytosomeofthesyntax
Wheelockneglects;Igettiredoftryingtoconvincemyupperlevelstudentsthatpotential
subjunctivesandsubjectnounclausesarenotfigmentsofmyimagination.Themaingoal,
however,wastogivemotivatedstudentsacomprehensiveoutlineofthegrammarthattextbooks
necessarilydoleoutpiecemeal.
Tomakemorepalatablethebitterdraughtofsyntacticalrigor,asLucretiusandJulie
Andrewshaveremindedus,aspoonfulofsugarisamust.Ihadoftencounseledmystudentsto
makeupsillysongsorrhymestohelpthemmemorizethingsbehonest,dontyouhearthe
AlphabetSongsometimeswhenyouopenadictionary?butIhadnevergoneoutofmywayto
dothecomposingforthem.YetoncetheideaofrenderingLatinmorphologyandsyntaxinsong
washatched,itbecameaQuest.Insomniaisanamazingthing.Myfeveredbraincouldnotrest
untilithadfittedthirddeclensionendingstoRow,Row,RowYourBoat,pastcontrafactual
conditionalstoOnTopofOldSmokey(=OnTopofSpaghetti).IfIleavebehindnoother
monument,IcanhopethatchorusesofHicHaecHoctothetuneofJingleBellswillbesung
throughouttheagesinbarbarianlands.
Sodiditwork?Theansweris,Ithink,aresoundingsortof.Studentswhoarenotused
tohavingtoidentifyformsbristlewhenexpectedtodoso.Sometimesthehardestpartissimply
gettingthemtousethething.(Thisisaproblem,alas,withtextbooks,too;despiterepeated
prompting,manywillneverevenfind,letaloneuse,theOptionalExerciseswithAnswersin
Wheelock.)Somejustdontliketosing(thoughmostwillsmile,ifonlyinderision,whenIdo).
Butallofthem,ifnothingelse,nowknowwhatidentifymeans,whattherangeofpossibilities
is,andwheretoturnforaquickfixonamystifyingconcept.Perhapsthestudentsofthefuture
willputthatknowledgetoevenbetteruse.Oneofthenicestthingsaboutteachingisthatevery
yearbringsnewhope.
page3
OVERVIEW
of Latina Ursorum: A Guide to Latin at Baylor University
Version 2.4 (8/14)
DONTPANIC!
LUwasdevelopedasasupplementtoLatincoursesatBaylorUniversitybasedon
WheelocksLatin,butitcanservetheneedsofstudentsatalllevels,includingthosewhoare
usingadifferenttextbookorreadingunabridgedLatin.Differentpartswillbemorerelevantat
differentstages.Forinstance,someoftheMnemonics,especiallyDeclensionDittiesand
AnthologyofJingles,willbeusefulasearlyasthefirstweek.LatinSyntax,whichgivesan
outlineofperhaps95%ofLatingrammar(includingsomenotfoundinWheelock),willbemore
usefultothosewhoaremarchingthroughthelatterchaptersoftheirtextbookortacklingreal
Cicero.TheSampleQuizzesandTests(withanswers)shouldbehelpfultoall.Supporting
Materials,suchasTheSubjunctiveTranslatedandSynopses,giveasyntheticoverviewof
verbformsandgrammar,aswellassomehandylistsandExamplesandExercisesforkey
grammaticalconcepts.
Onecaveat:despiteitshandsomeandauthoritativeappearance,LUisnotatextbook.
TheLatinSyntaxsectionisintendedasareviewandquickreference,givingafewexamplesof
eachgrammaticalconstructionandfleshingoutsomethatstudentswillencounterwhentheyread
unabridgedLatin(e.g.,IndependentSubjunctives,NounClauses,RelativeClauseswiththe
Subjunctive).Theoccasionalnotesaremeantmerelyasasupplementtotheexplanationsin
Wheelock.
LearningLatinis,fundamentally,simple.EverywordinaLatinsentencehastwobasic
characteristics:a)form(whatthewordis)andb)syntax(howitfunctionsinthesentence).The
firststepistolearnHOWTOIDENTIFYFORMS,whichisthusthefirstpageofLU(and
containstheabbreviationsusedthroughout).Thenextstepistoacquire,gradually,ever
increasingknowledgeofspecificformsandsyntax.Wheelockisstructuredsothatonelearns
about80%oftheformsand10%ofthesyntaxinthefirsthalfofthecourse(atBaylor,this
meanschapters122;seeWheelock122:SyntaxList),withtheremaining20%oftheforms
and90%ofthesyntaxinthesecondhalf.
Simple,alas,doesnotequaleasy.LearningLatininvolvesagreatdealof
memorizationandthekindofintellectualprecisiononemightexpectfromamathcourse:just
abouteveryletterinaLatinwordcounts.IfyoucanmasterthematerialoutlinedinLU,
however,youshouldbequalifiedtoreadanyLatintext(withadictionary),teachLatinatany
precollegiatelevel,andenteranyLatingraduateprogram.
Otherthanafewminorcorrections,Version2.4differsfromVersion2.3throughthe
additionofhyperlinkstothesongs.
page4
Asever,LatinaUrsorumremainsaworkinprogress.Iwouldbeextremelygratefulif
youwouldemailmeanytypos,errors,orsuggestionsforimprovement,nomatterhowtrivial.
Tomyownstudents,Igiveanextracreditpointforeachtypotheyfind:letothersnegotiate
theirownterms!
JuliaD.Hejduk
ProfessorofClassics
Director,BaylorUniversityLatinProgram
Julia_Hejduk@baylor.edu
page5
CONTENTS
I.
Latin:HowtoIdentifyForms
II.
LatinSyntax
UsesofNounCases
Ablative
ofmeans
oftimewithinwhich
oftimewhen
ofpersonalagent
ofmanner
ofseparation
ofdegreeofdifference
ofcomparison
ofplacefromwhich
ofaccompaniment
ofprice
ofcause
ofspecification
ofdescription
objectofpreposition
ofplacewhere
withspecialadjective
withPPUFFVverb
Genitive
ofpossession
ofthewhole(=partitive)
ofvalue
predicate
withverbofaccusing/condemning
objective
objectivewithimpersonalverb
Dative
2
3
3
3
3
3
3
4
4
4
4
4
4
4
5
5
5
5
5
6
6
6
6
7
7
7
7
7
8
8
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indirectobject
ofreference
ofpurpose
withChapter35verb
ofpossession
ofseparation
ofdisadvantage
ofagent
withcompoundverb
Accusative
directobject
objectofpreposition
subjectinindirectstatement
subjectinnounclause
objectivecomplement
ofduration
ofexclamation
ofplacetowhich
adverbial
ofrespectfulGreekbodyparts
Nominative
subject
predicate
Vocative
Locative
PronounsandAdjectives
AttributiveAdjectives
PredicateAdjectives
SubstantiveAdjectives
PersonalPronouns
DemonstrativePronounsandDemonstrativeAdjectives
ReflexivePronounsandReflexiveAdjectives
IntensiveProunounsandIntensiveAdjectives
RelativePronouns
8
8
8
9
9
9
9
9
10
10
10
10
10
10
11
11
11
11
11
12
12
12
12
12
13
14
14
14
15
15
16
16
17
17
page7
RelativeAdjectives
InterrogativePronounsandInterrogativeAdjectives
Verbs
Clauses
SequenceofTenses
TypesofSubordinateClause
NounClauses
FearClauses
Conditionals
CumClauses
IndirectQuestions
ResultClauses
PurposeClauses
ConcessiveUtClauses
IndirectStatements
RelativeClauseswiththeSubjunctive
IndependentSubjunctives
Jussive
Dubitative
Potential
VerbalNounsandAdjectives
Participles
Supines
GerundsandGerundives
Infinitives
III.
SampleExaminations
SampleQuizzes(allchapters)
SampleTests
(ch.4,6,8,10,11,12,17,18,22,30,31,34,36,38,40)
SampleQuizzes:ANSWERS
SampleTests:ANSWERS
IV. SupportingMaterials
18
18
19
19
19
21
21
23
24
26
28
30
32
34
34
35
39
39
39
40
42
42
44
45
47
50
51
91
122
162
176
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The Subjunctive Translated

The Present Subjunctive Translated
The Imperfect Subjunctive Translated
The Perfect Subjunctive Translated
The Pluperfect Subjunctive Translated
LatinVerbSynopsis(Blank)
Synopsisoflaud(1sgf)
Synopsisofmone(3plf)
Synopsisofag(2pln)
Synopsisofaudi(1plm)
Synopsisofcapi(3sgn)
Synopsisofscrb(2sgm)
IndirectStatements:ExamplesandExercises
IndirectQuestions:ExamplesandExercises
UsesoftheAblative:ExamplesandExercises
Wheelock 1-22: Syntax List
Verbs:Wheelock112(otherthanregular1stconjugation)
Verbs:Wheelock1322(otherthanregular1stconjugation)
Great Words to Introduce an Indirect Statement
QWords
V.
Mnemonics
DeclensionDitties
AnAnthologyofJingles
ConjugationChoruses
SyntaxSongs
177
177
178
179
180
181
182
183
184
185
186
187
188
190
192
194
195
196
197
198
200
201
203
204
206
page1
LATIN: HOW TO IDENTIFY FORMS

FINITE VERB: PaiNT MoVe1
Person Number
1
sg (singular)
2
pl (plural)
3
Tense
pres (present)
fut (future)
impf (imperfect)
pf (perfect)
plupf (pluperfect)
futpf (future perfect)
Mood
Voice
ind (indicative)
act (active)
of [principal parts]
ipv (imperative) pass (passive)
subj (subjunctive)
[inf (infinitive)]2
example: mone: 1 sg pres ind act of mone, monre, monu, monitum
NOUN: CaN
Case
nom (nominative)
gen (genitive)
dat (dative)
acc (accusative)
abl (ablative)
voc (vocative)
Number
sg (singular)
pl (plural)
Gender
of [nom sg, gen sg] m (masculine)
f (feminine)
n (neuter)
example: puer: abl sg of puer, puer, m
ADJECTIVE (ADJ) or PRONOUN (PRON): KiNG

Case
Number
Gender
of [nom sg m, f, n]
example: mal: gen sg m of malus, -a, -um
PARTICIPLE (PPL): KiNG TV

Case
Number
Gender
Tense
Voice
ppl of [principal parts]
example: capt: abl sg m pf pass ppl of capi, capere, cp, captum

Principal parts: [1 sg pres ind act] [pres inf act] [1 sg pf ind act] [nom sg n pf pass ppl]
1Wordsinquotationmarksaremnemonicsforthefirstletterofthetermsthatfollow(e.g.,PNTMV).
2Theinfinitiveisnotreallyamood,butforconvenienceitwillbetreatedassuchandidentifiedlikea
finiteverbwithoutpersonandnumber.
example:monre:presinfactofmone,monre,monu,monitum
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II.
Latin
Syntax
page3
USES of NOUN CASES

ABLATIVE
NOTE: See Uses of the Ablative: Examples and Exercises for additional
illustrations. The Ablative Absolute is treated under Participles. Of all cases,
the ablative is the greatest grab-bag (it picked up the functions of three IndoEuropean cases, the Ablative, the Instrumental, and the Locative).
1. Urbs dlta est flamms.
n hr.
ill tempore.
ab hostibus.
magn (cum) crdlitte.
The city was destroyed by flames.
in one hour.
at that time.
by the enemy.
with great cruelty.
(ablatives appearing with a preposition are in [ ])
flamms:
a) abl pl of flamma, ae, f.
b) abl of means
hr:
a) abl sg of hra, -ae, f.
b) abl of time within which
tempore:
a) abl sg of tempus, temporis, n.
b) abl of time when
[hostibus]:
a) abl pl of hostis, hostis, m.
b) abl of personal agent
page4
crdlitte:
a) abl sg of crdlits, crdlittis, f.
b) abl of manner
2. Cicer nn carbat librs.
erat parv altior Caesare.
cucurrit ab urbe ad mare cum amcs.
Cicero did not use to lack books.
was a little taller than Caesar.
ran from the city to the sea with his friends.
librs:
a) abl pl of liber, libr, m.
b) abl of separation with carbat
parv:
a) abl sg n of parvus, -a, -um
b) substantive adj; abl of degree of difference
Caesare:
a) abl sg of Caesar, Caesaris, m.
b) abl of comparison
[urbe]:
a) abl sg of urbs, urbis, f.
b) abl of place from which
[amcs]:
a) abl pl of amcus, -, m.
b) abl of accompaniment
3. mimus librum magn.
We bought the book for a great price.
magn:
a) abl sg of magnus, -a, -um
page5
b) Substantive adj; abl of price

4. Flamms cucurrimus.
We ran because of the flames.
Flamms:
a) abl pl of flamma, -ae, f.
b) abl of cause
5. Est facile fact.
It is easy to do.
fact:
a) abl supine of faci, facere, fc, factum
b) abl of specification
6. Erat puella magns manibus.
She was a girl with large hands.
manibus:
a) abl pl of manus, -s, f.
b) abl of description
7. Cgitat d pecni.
He is thinking about money.
pecni:
a) abl sg of pecnia, -ae, f.
b) Object of preposition d
8. Erant mult puer ill terr.
There were many boys in that land.
terr:
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a) abl sg of terr, -ae, f.

b) abl of place where
9. Dign sunt amre.
They are worthy of love.
amre:
a) abl sg of amor, amris, m.
b) abl with special adj
10. titur pecni.
He uses money.
pecni:
a) abl sg of pecnia, -ae, f.
b) abl with PPUFFV* verb
*(potior, pascor, tor, fruor, fungor, vescor, deponent verbs that take the abl)
NOTES:
1) Remember that ab <person> = by (abl of agent), but ab <place> = from
(abl of place from which).
2) With the ablative of manner, cum can be omitted only if the noun is modified by
an adjective.
GENITIVE
NOTE: A noun in the genitive is like a barnacle, sticking to (depending on)
another noun. The glue that holds it is the word OF. Most of the time (perhaps
90%), simply translating a genitive as of and saying what noun it depends on
will do the trick. The examples below (with the exception of the gen of
possession, which can be rendered just fine with of) illustrate some usages
where of is NOT the best translation or the genitive does NOT depend on
another noun.
page7
1. Mter potae bella est.

The poets mother is pretty.
potae:
a) gen sg of pota, -ae, m.
b) gen of possession depending on Mter
2. Nihil pecniae habmus.
We have no money.
pecniae:
a) gen sg of pecnia, -ae, f.
b) Partitive gen (or: gen of the whole) depending on Nihil
3. mimus librum, sed nn erat tant.
We bought the book, but it was not worth it. (literally, of so great value)
tant:
a) gen sg n of tantus, -a, -um
b) Substantive adj; gen of value
4. Pnre nn est nostrae aettis.
To punish is not a mark of/characteristic of our age.
aettis:
a) gen sg of aets, aettis, f.
b) Predicate gen
5. Es damnmus nsidirum.
We condemn them for treachery.
nsidirum:
a) gen pl of nsidiae, -rum, f.
b) gen with verb of accusing/condemning
page8
6. Cupidits pecniae eum dlet.

Desire for money is destroying him.
pecniae:
a) gen sg of pecnia, -ae, f.
b) Objective gen; depends on Cupidits
7. M invidiae paenitet.
I regret (my) envy.
invidiae:
a) gen sg of invidia, -ae, f.
b) Objective gen with impersonal verb
DATIVE
NOTE: The dative is referential, that is, it indicates whom or what something
refers to or concerns. When in doubt, translate with TO, and if that doesnt cut
it, FOR. The examples below illustrate some usages in which to and for are
not the best choices.
1. D mihi librum.
Give me the book. (or: Give the book to me)
mihi:
a) dat sg m/f 1st person personal pron
b) i.o. (indirect object) of D
2. Puella est tibi auxili.
The girl is a help to you.
tibi:
a) dat sg m/f 2nd person personal pron
page9
b) dat of reference
auxili:
a) dat sg of auxilium, -i, n.
b) dat of purpose
3. Nn nocent puells.
They do not harm the girls.
puells:
a) dat pl of puella, -ae, f.
b) dat with Chapter 35 verb (see Wheelock Ch. 35)
4. Est es liber.
They have a book.
es:
a) dat pl of is, ea, id (demonstrative pron)
b) dat of possession
5. Eripuit es librum.
He snatched the book away from them.
es:
a) dat pl of is, ea, id (demonstrative pron)
b) dat of separation
6. Necvit rgem cvibus.
He killed the king, to the disadvantage of the citizens.
cvibus:
a) dat pl of cvis, cvis, m/f
b) dat of disadvantage
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NOTE: This sentence (#6) could equally well be translated He killed the king for
the citizens; only context will tell whether something is advantageous or
disadvantageous.
7. Laudandus est omnibus.
He ought to be praised by all.
omnibus:
a) dat pl m of omnis, omne
b) Substantive adj; dat of agent with passive periphrastic
8. Omnibus praestat.
He surpasses all (people).
Omnibus:
a) dat pl m of omnis, omne
b) Substantive adj; dat with compound verb
ACCUSATIVE
1. Laudat puellam.
He praises the girl.
puellam:
a) acc sg of puella, -ae, f.
b) d.o. (direct object) of Laudat
2. bat ad montem.
He was going to the mountain.
montem:
a) acc sg of mns, montis, m.
b) Object of preposition ad
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3. Dcit es bells esse.

He says that they are handsome.
es:
a) acc pl of is, ea, id (demonstrative pron)
b) Subject of esse in indirect statement
4. Oportet nautam re.
It is appropriate for the sailor to go/that the sailor go.
nautam:
a) acc sg of nauta, -ae, m.
b) Subject of re in noun clause (the clause is the subject of Oportet)
5. Appellat puerum potam.
He calls the boy a poet.
potam:
a) acc sg of pota, ae, m.
b) Objective complement
6. Manbimus dus hors.
We shall stay for two hours.
hors:
a) acc pl of hora, -ae, f.
b) acc of duration
7. Patriam miseram!
Oh miserable fatherland!
Patriam:
a) acc sg of patria, -ae, f.
b) acc of exclamation
page12
8. bimus Rmam.
We shall go to Rome.
Rmam:
a) acc sg of Rma, -ae, f.
b) acc of place to which
9. Nihil m crant.
They dont care for me at all.
Nihil:
a) acc sg of nihil (indeclinable)
b) Adverbial acc
10. Tecta caput per vis ambulvit.
Covered with respect to her head she walked through the streets.
caput:
a) acc sg of caput, capitis, n.
b) acc of respect or Greek acc or acc of body parts or acc of respectful
Greek body parts
NOMINATIVE
1. Pecnia est cra.
Money is care.
Pecnia:
a) nom sg of pecnia, -ae, f.
b) Subject of est
cra:
a) nom sg of cra, -ae, f.
b) Predicate nom
page13
VOCATIVE
1) Et t, Brte?
You too, Brutus?
Brute:
a) voc sg of Brtus, -, m.
b) [Direct address; vocatives stand outside the syntax of a sentence]
LOCATIVE
1) Est dom, non Athns.
He is at home, not in Athens.
dom:
a) loc sg of domus, -, f.
b) [Shows place where; locatives dont participate in syntax much either]
page14
PRONOUNS and ADJECTIVES

NOTES:
1) Adjectives modify nouns (= agree in case, number, and gender), unless the
adjective is substantive (see below). When identifying non-substantive
adjectives, say what noun they modify and then give the syntax of that noun; when
identifying substantive adjectives, give their syntax as you would for a noun.
2) The categories below are not all mutually exclusive, but some of them are. For
instance, an adjective could be both reflexive and attributive, but it could NOT
be both attributive and predicative.
ABBREVIATIONS (for others, see Latin: How to Identify Forms):
d.o. = direct object
i.o. = indirect object
ATTRIBUTIVE ADJECTIVES give additional information about nouns. In
English, they always come before the noun and after the definite or indefinite
article (if there is one). In Latin, they can be placed anywhere in the sentence,
although their most common position is after the noun they modify.
1. Vide portam magnam.
I see the big gate.
magnam:
a) acc sg f of magnus, -a, -um
b) Attributive adj; modifies portam, the d.o. of Vide
PREDICATE ADJECTIVES usually modify the subject of a sentence with a
linking verb such as sum. In English, they appear after the noun they modify,
though not necessarily in Latin. The noun can be in a case other than the
nominative, as in #3 below.
2. Puer est bellus, sed nn bonus est.
page15
The boy is handsome, but he is not good.

bonus: a) nom sg m of bonus, -a, -um
b) Predicate adj; modifies puer, the subject of est
3. Habe puerum bonum.
I consider the boy good.
bonum:
a) acc sg m of bonus, -a, -um
b) Predicate adj; modifies puerum, the d.o. of Habe
NOTE: This sentence (#3) could equally well be translated I have a good boy
(i.e., with bonum an attributive adjective). Often only context and probable
sense determine whether a given adjective is attributive (I make a big cake) or
predicative (I make the cake big); sometimes the Latin is truly ambiguous and
the distinction subtle.
SUBSTANTIVE ADJECTIVES function as nouns (by definition, they do not
modify specific nouns). Their number and gender determine whether they refer to
man, men, woman, women, thing, things. Identify their syntax as you would that
of a noun.
4. Bonae pulchra amant.
Good women love beautiful things.
Bonae: a) nom pl f of bonus, -a, -um
b) Substantive adj; subject of amant
pulchra: a) acc pl n of pulcher, pulchra, pulchrum
b) Substantive adj; d.o. of amant
PERSONAL PRONOUNS refer to folks in the first person (I/we) or the second
person (you/yall).
page16
NOTE: Demonstrative pronouns are used for 3rd person personal pronouns.
5. T laud.
Ipraiseyou.
T:
a)accsgm/fof2ndpersonpersonalpron
b) d.o. of laud
DEMONSTRATIVE PRONOUNS and DEMONSTRATIVE ADJECTIVES
point out particular people or things. (A demonstrative pronoun = a demonstrative
substantive adjective.)
NOTE: Demonstrative pronouns are used to show possession in the 3rd person by
someone OTHER THAN the subject, but they are translated like English
possessive adjectives (his, her, their).
All of the following are pronouns if they stand alone, adjectives if they modify
nouns:
hic, haec, hoc; ille, -a, -ud; is, ea, id; dem, eadem, idem; iste, -a, -ud
6. Hic pota eam et erum mtrem amat.
This poet loves her (= this/that woman) and their mother.
Hic: a) nom sg m of hic, haec, hoc (demonstrative adj)
b) Modifies pota, the subject of amat
eam: a) acc sg f of is, ea, id (demonstrative pron)
b) d.o. of amat
erum: a) gen pl m of is, ea, id (demonstrative pron)
b) Depends on mtrem
REFLEXIVE PRONOUNS (su, sibi, s, s) and REFLEXIVE ADJECTIVES
page17
(suus, -a, -um) refer back to the subject of the clause. In the 3rd person, singular and
plural have the same form. They appear in all cases other than the nominative and
vocative.
NOTE: If the subject is 1st or 2nd person, the personal pronouns (m, t, ns, vs,
etc.) and possessive adjectives (meus, tuus, vester, noster, etc.) can function as
reflexives.
7. Laudant fliam suam propter amrem su.
They praise their own daughter because of love of themselves.
suam: a) acc sg f of suus, -a, -um (3rd person reflexive adj)
b) Modifies fliam, the d.o. of Laudant
su: a) gen pl m of 3rd person reflexive pron
b) Depends on amrem; refers to subject of laudant
INTENSIVE PRONOUNS and INTENSIVE ADJECTIVES (ipse, -a, -um)
emphasize particular people or things. They are pronouns if they stand alone,
adjectives if they modify nouns.
8. Ipse laudat urbem ipsam.
He himself praises the city itself.
Ipse: a) nom sg m of ipse, -a, -um (intensive pron)
b) Subject of laudat
ipsam: a) acc sg f of ipse, -a, -um (intensive adj)
b) Modifies urbem, the d.o. of laudat
RELATIVE PRONOUNS (qu, quae, quod) introduce relative clauses and refer
to a stated or (sometimes) unstated antecedent. They take their number and
gender from their antecedent, their case from their function within their own
clause.
page18
9. (Vir) quem am bellus est.

The man whom I love is handsome.
quem: a) acc sg m of qu, quae, quod (relative pron)
b) Refers to Vir; d.o. of am
RELATIVE ADJECTIVES (not discussed in Wheelock, but slipped in on p. 120,
SA #6) behave like relative pronouns except that they modify a noun within their
own clause that restates an antecedent.
10. Laud Rmam, in qu urbe vvbam.
I praise Rome, in which city I used to live.
qu: a) abl sg f of qu, quae, quod (relative adj)
b) Modifies urbe, the object of the preposition in; qu urbe refers back
to Rmam
INTERROGATIVE PRONOUNS (quis, quid) and INTERROGATIVE
ADJECTIVES (qu, quae, quod) introduce questions.
11. Quis m laudat, et quem librum laudb?
Who praises me, and what book shall I praise?
Quis: a) nom sg m/f of quis, quid (interrogative pron)
b) Subject of laudat
quem: a) acc sg m of qu, quae, quod (interrogative adj)
b) Modifies librum, the d.o. of laudb
page19
VERBS
CLAUSES
A clause is defined as a part of a sentence containing a subject and verb.
Every sentence must contain a main clause; a simple sentence consists only of this
main clause. A complex sentence consists of a main clause and one or more
subordinate clauses. A subordinate clause cannot stand alone. For instance, consider
the sentence,
When I learn Latin, I shall be happy.
I shall be happy is the main clause, and there is nothing to say about the syntax of
the verb except that it is the main verb. When I learn Latin is the subordinate
clause; it could not stand alone as a complete sentence. About the syntax of verbs in
the various kinds of subordinate clauses there is a great deal to say. For convenience,
I have included in my discussion any construction that contains a subject and a verb,
whether or not that verb is finite; in Latin, the sentences I believe that he is happy
and I believe him to be happy are identical (Crd eum esse flcem), and it makes
sense to treat all such constructions together.
After an overview of the basic principle of Sequence of Tenses, there follows a
catalogue of the kinds of subordinate clauses.
SEQUENCE OF TENSES
NOTE: For convenience, the appropriate form of English praise or Latin laudre
will be inserted in < > for illustration purposes.
Main Clause
pres ind
fut ind
futpf ind
pf ind = have <praised> (present perfect)
secondary pf ind = <praised> (simple past)
impf ind
primary
Subordinate Clause
pres subj
pf subj
fut subj = <laudt>rus sit
impf subj
plupf subj
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plupf ind
fut subj = <laudt>rus esset
The translation of participles and subordinate clauses depends on whether the

introductory verb is one of the primary or secondary tenses. The tense of the
indicative in the main clause determines the range of possibilities for the subjunctive
in the subordinate clause, as indicated by the table above. For example, if the main
clause has a present indicative, the subordinate clause will usually (say, 95% of the
time) have one of the three tenses of subjunctive for primary sequence (the pres, pf,
or -rus sit subj), but NOT one of those for secondary sequence (impf, plupf, or rus esset subj).
Which indicative tense is in the main clause within the given category does not
(in general) affect the translation of the subordinate clause. For instance, the indirect
question below has the same translation no matter which primary sequence verb
introduces it:
Rogat/Rogbit/Rogverit/Rogvit quid faciam.
He asks/will ask/will have asked/has asked what I am doing.
Similarly, in secondary sequence:
Rogvit/Rogbat/Rogverat quid facerem.
He asked/was asking/had asked what I was doing.
This basic principle applies to most of the constructions discussed below.
page21
TYPES OF SUBORDINATE CLAUSE

NOUN CLAUSES
NOTE: This section is an expansion of Wheelock Chapter 36 on Jussive Noun
Clauses.
Sometimes an entire clause (= sentence piece containing a subject and a verb) can
function as a noun, that is, as the subject or the direct object of a verb. For instance,
consider the English sentence,
It is necessary that we be there.
It is merely a placeholder for the real subject, which in this case happens to be a
clause:
That we be there is necessary.
For us to be there is necessary.
The clause functions as the subject of is, just as Money does in the sentence
Money is necessary.
Similarly, consider the statement,
I say that you are happy.
In this sentence, that you are happy functions as the direct object of say, just as a
word does in the sentence I say a word.
There are two main ways of creating such clauses in Latin:
1) accusative + infinitive (e.g., indirect statements [discussed separately below])
2) ut (or n) + subjunctive (e.g., jussive noun clauses), though ut (or n) is
sometimes omitted
Some of these clauses have separate names (e.g., jussive noun clauses), but for
some you should simply recognize that they are noun clauses functioning as the
page22
subject or object of a verb. These can be translated in a variety of ways. Some

examples:
1. Efficit ut hoc faciant.
He brings it about that they do this.
faciant:
a) 3 pl pres subj act of faci, facere, fc, factum
b) Verb in substantive clause of result in primary sequence
2. Permsit ut hoc facerent.
He allowed them to do this.
facerent:
a) 3 pl impf subj act of faci, facere, fc, factum
b) Verb in noun clause that is the direct object of Permsit in secondary
sequence
3. Necesse erat (ut) hoc facerent.
It was necessary for them to do this.
facerent:
a) 3 pl impf subj act of faci, facere, fc, factum
b) Verb in noun clause that is the subject of erat in secondary sequence
4. Crte ut hoc facitis.
Take care to do this.
facitis:
a) 2 pl pres subj act of faci, facere, fc, factum
b) Verb in noun clause that is the object of Crte in primary sequence
5. Oportet es hoc facere.
It is proper for them to do this.
page23
facere:
a) pres inf act of faci, facere, fc, factum
b) Verb in noun clause that is the subject of Oportet in primary sequence
6. Mone eum ut hoc faciat.
I advise him to do this.
faciat:
a) 3 sg pres subj act of faci, facere, fc, factum
b) In jussive noun clause in primary sequence
NOTES:
1) All accusative + infinitive clauses function as nouns; some ut/n + subjunctive
clauses function as nouns, while some function as adverbs (e.g., purpose clauses,
result clauses).
2) The jussive noun clause is generally best translated with an English infinitive, as
in #6 above, whether it is in primary sequence (pres subj) or secondary sequence
(impf subj); it involves asking, urging, or ordering someone to do something (see
Wheelock chapter 36 for a list of verbs that commonly introduce these).
FEAR CLAUSES
1. Time n hoc faciat.
I am afraid that he may do this.
faciat:
b) In fear clause in primary sequence
2. Timbam ut hoc faceret.
I was afraid that he might not do this.
page24
faceret:
a) 3 sg impf subj act of faci, facere, fc, factum
b) In fear clause in secondary sequence
NOTES:
1) Fear clauses are a type of noun clause. The tricky thing about them is that ut +
subjunctive, which we might expect to mean that <he may praise>, in a fear clause
means that <he may NOT praise.> Similarly, n + subjunctive indicates fear that
<he may praise.>
2) Fear clauses can best be translated with will or may in primary sequence,
would or might in secondary sequence.
CONDITIONALS (see Syntax Songs)

1. S hoc faciat, laudent eum.
If he should do this, they would praise him.
laudent:
a) 3 pl pres subj act of laud (1)
b) In apodosis of future less vivid conditional
2. S hoc fcerit, laudent eum.
If he should have done this, they would praise him.
fcerit:
a) 3 sg pf subj act of faci, facere, fc, factum
b) In protasis of future less vivid conditional
3. S hoc faciet, laudbunt eum.
If he does this, they will praise him.
faciet:
a) 3 sg fut ind act of faci, facere, fc, factum
page25
b) In protasis of future more vivid conditional

4. S hoc fcerit, laudbunt eum.
If he does (or: will have done) this, they will praise him.
fcerit:
a) 3 sg futpf ind act of faci, facere, fc, factum
b) In protasis of future more vivid conditional
5. S hoc faceret, eum laudrent.
If he were doing this, they would be praising him.
faceret:
b) In protasis of present contrafactual conditional
6. Nisi hoc fcisset, eum laudvissent.
If he had not done this, they would have praised him.
laudvissent:
a) 3 pl plupf subj act of laud (1)
b) In apodosis of past contrafactual conditional
7. S hoc fcisset, eum laudrent.
If he had done this, they would be praising him.
laudrent:
a) 3 pl impf subj act of laud (1)
b) In apodosis of mixed conditional (past contrafactual/present contrafactual)
NOTES:
1) A conditional sentence takes the form if...then; the if-clause is called the
protasis, and the then-clause is called the apodosis. (Often the word then is
omitted in both English and Latin.)
page26
2) The four main types of special conditional are illustrated above. For a simple fact
conditional, which contains indicatives (other than the future and future perfect), just
translate the indicatives as usual.
3) The future less vivid usually has a present subjunctive in the protasis, but
occasionally it has a perfect subjunctive (which emphasizes completion of the action).
Similarly, the future more vivid usually has a future indicative in the protasis, but
occasionally it has a future perfect indicative (which can be translated either as a
present or as a future perfect: see #4). Although the forms of the perfect subjunctive
and the future perfect indicative are identical in the 3rd person, the tense of the verb in
the apodosis will tell you whether the sentence is less vivid or more vivid (compare #2
and #4).
CUM CLAUSES
1. Cum hoc facit, flx est.
When he does this, he is happy.
facit:
a) 3 sg pres ind act of faci, facere, fc, factum
b) In temporal cum clause in primary sequence; shows same time as est
2. Cum hoc faciat, flx est.
When/since/although he does this, he is happy.
faciat:
b) In circumstantial/causal/concessive cum clause in primary sequence;
shows same time as est
3. Cum hoc fcerit, flx est.
When/since/although he did/has done this, he is happy.
page27
fcerit:
b) In circumstantial/causal/concessive cum clause in primary sequence;
shows time before est
4. Cum hoc facibat, flx erat.
When he was doing this, he was happy.
facibat:
a) 3 sg impf ind act of faci, facere, fc, factum
b) In temporal cum clause in secondary sequence; shows same time as erat
5. Cum hoc faceret, flx erat.
When/since/although he was doing this, he was happy.
faceret:
b) In circumstantial/causal/concessive cum clause in secondary sequence;
shows same time as erat
6. Cum hoc fcisset, flx erat.
When/since/although he had done this, he was happy.
fcisset:
a) 3 sg plupf subj act of faci,facere,fc,factum
b) In circumstantial/causal/concessive cum clause in secondary sequence;
shows time before erat
NOTES:
1) With the indicative, a cum clause is temporal, which means it indicates at the
page28
time when; it is translated simply when. The indicatives can be in any tense; just
translate them as you normally do.
2) With the subjunctive, a cum clause can be circumstantial (= when), causal (=
since), or concessive (= although; Wheelock calls this adversative). Context
alone determines which of these is the best translation; if tamen (nevertheless) is in
the main clause, the cum clause is almost certainly concessive (= although), but that
is the only sure rule. For any given sentence, choose the translation that seems to
make the most sense.
3) In theory, temporal cum clauses indicate at the time when [he does this],
whereas circumstantial cum clauses indicate under the circumstances of [his doing
this]; in practice, both are best translated simply when.
INDIRECT QUESTIONS
1. Rogant quid faciat.
fcerit.
factrus sit.
They ask what he is doing/does.
did/has done.
will do.
faciat:
b) In indirect question in primary sequence; shows same time as or time after
rogant
fcerit:
b) In indirect question in primary sequence; shows time before rogant
factrus sit:
a) 3 sg fut subj act of faci, facere, fc, factum
b) In indirect question in primary sequence; shows time after rogant
2. Rogvrunt quid faceret.
page29
fcisset.
factrus esset.
They asked what he was doing/did.
had done.
would do.
faceret:
b) In indirect question in secondary sequence; shows same time as or time
after Rogvrunt
fcisset:
a) 3 sg plupf subj act of faci, facere, fc, factum
b) In indirect question in secondary sequence; shows time before
Rogvrunt
factrus esset:
a) 3 sg fut subj act of faci, facere, fc, factum
b) In indirect question in secondary sequence; shows time after Rogvrunt
3. Rogant quid agtur.
ctum sit.
They ask what is done/is being done.
was done/has been done.
agtur:
a) 3 sg pres subj pass of ag, agere, g, ctum
b) In indirect question in primary sequence; shows same time as or time after
Rogant
ctum sit:
a) 3 sg pf subj pass of ag, agere, g, ctum
b) In indirect question in primary sequence; shows time before Rogant
4. Scvimus quid agertur.
ctum esset.
page30
We knew what was done/was being done.

had been done.
agertur:
a) 3 sg impf subj pass of ag, agere, g, ctum
b) In indirect question in secondary sequence; shows same time as or time
after scvimus
ctum esset:
a) 3 sg plupf subj pass of ag, agere, g, ctum
b) In indirect question in secondary sequence; shows time before scvimus
NOTES:
1) Both factrus sit and factrus esset are called the future subjunctive; these
funny forms rarely occur except in indirect questions.
2) The rules for sequence of tenses are essential in indirect questions.
3) The present subjunctive (in primary sequence) and the imperfect subjunctive (in
secondary sequence) can refer to actions either at the same time as or after the main
verb. English is similar: the question What are you doing? can mean What are
you doing now? or What are you doing tonight? (Assume same time unless
context shows otherwise.) Since the future passive is rare and requires a special
construction (not shown), most future passives are expressed this way.
4) Sometimes indirect questions contain a dubitative subjunctive; see example #4
under Independent Subjunctives.
RESULT CLAUSES
1. Tanta facit ut urbem servet.
urbs servtur.
urbs nn deletur.
He does/is doing such great things that he saves/is saving the city.
the city is saved/is being saved.
the city is not destroyed/is not being destroyed.
page31
servet:
a) 3 sg pres subj act of serv (1) [= servre, servv, servtum]
b) In result clause in primary sequence
2. Tanta fcit ut urbem servret.
urbs servrtur.
urbs nn dlrtur.
He did such great things that he saved the city.
the city was saved.
the city was not destroyed.
servrtur:
a) 3 sg impf subj pass of serv (1)
b) In result clause in secondary sequence
3. Tanta fcit ut urbem servverit.
urbs servta sit.
He has done such great things that he has saved the city.
the city has been saved.
servta sit:
a) 3 sg pf subj pass of serv (1)
4. Tanta fcit ut omns eum ament.
He has done such great things that all love him.
ament:
a) 3 pl pres subj act of am (1)
5. Hoc facit ut omns eum nn ament.
He does this, so that all do not love him.
page32
ament:
[Purpose clause] 6. Hoc facit n omns eum ament.
He does this so that all may not love him.
ament:
b) In negative purpose clause in primary sequence
NOTES:
1) Result clauses are always translated with an English INDICATIVE even though
they have a subjunctive in Latin. So that <he praises/praised> should be reserved
for result clauses, so that <he may/might praise> for purpose clauses.
2) Remember that ut nn occurs in result clauses, n in purpose clauses. Compare #5
and #6 above.
3) The tense of the subjunctive in the subordinate clause tells you whether the
sentence is in primary or secondary sequence, which shows whether a perfect
indicative should be translated have <praised> or <praised>, i.e., as a present
perfect or as a simple past. Compare #2 and #3.
PURPOSE CLAUSES
1. Hoc facit ut es iuvet.
ut e iuventur.
n capitur.
n e capiantur.
He does this (in order) to help them.
so that/in order that they may be helped.
in order not to be captured.
page33
so that/in order that they may not be captured.

iuvet:
a) 3 sg pres subj act of iuv, iuvre, iv, itum
b) In purpose clause in primary sequence
capiantur:
a) 3 pl pres subj pass of capi, capere, cp, captum
b) In negative purpose clause in primary sequence
2. Hoc fcit ut ills iuvret.
ut illae iuvrentur.
n capertur.
n illae caperentur.
He did this (in order) to help those women.
so that/in order that those women might be helped.
in order not to be captured.
so that/in order that those women might not be captured.
iuvret:
a) 3 sg impf subj act of iuv, iuvre, iv, itum
b) In purpose clause in secondary sequence
caperentur:
a) 3 pl impf subj pass of capi, capere, cp, captum
b) In negative purpose clause in secondary sequence
3. Hoc fcit ut bonus videtur.
He has done this in order to appear good.
videtur:
a) 3 sg pres subj pass of vide, vidre, vd, vsum
b) In purpose clause in primary sequence
4. Hoc fcit qu melior videtur.
He has done this in order to appear better.
page34
videtur:
a) 3 sg pres subj pass of vide, vidre, vd, vsum
b) In purpose clause with comparative in primary sequence
NOTES:
1) PURPOSE CLAUSES IN PRIMARY SEQUENCE USE MAY; PURPOSE
CLAUSES IN SECONDARY SEQUENCE USE MIGHT. I say this so that you
may understand and I said this so that you might understand are correct; I say this
so that you might understand and I said this so that you may understand are not.
2) If the subject of the main clause and the purpose clause are the same, use in order
to <praise> or simply to <praise>; if the subjects of the two clauses are different,
use so that/in order that X may/might...
3) If the purpose clause contains a comparative adjective or adverb, then qu will
normally be used instead of ut; see #4.
CONCESSIVE UT-CLAUSES
1. Ut potns sit, (tamen) nn flx est.
Although he is powerful, (nevertheless) he is not happy.
sit:
a) 3 sg pres subj act of sum, esse, fu, futrum
b) In concessive ut-clause in primary sequence
2. Ut potns fuisset, nn hanc urbem vcisset.
Even if he had been powerful, he would not have conquered this city.
fuisset:
a) 3 sg plupf subj act of sum, esse, fu, futrum
b) In concessive ut-clause in secondary sequence
NOTES:
page35
1) The concessive ut-clause generally appears at the beginning of a sentence. Context

and (sometimes) markers like tamen will indicate that although is the best
translation.
2) If the ut-clause has a pluperfect subjunctive, the best translation is even if (not
although), and the main clause will also have a subjunctive (see #2); this is similar
to a past contrafactual conditional.
INDIRECT STATEMENTS
1. Dcit s di vvere.
vxisse.
vctram esse.
She says that she lives/is living a long time.
lived/has lived a long time.
will live a long time.
s:
a) acc sg f reflexive 3rd person pron
b) acc subject in indirect statement
vctram esse:
a) fut inf act of vv, vvere, vx, vctum
b) In indirect statement in primary sequence; shows time after dcit
2. Dxist es cap.
capts esse.
captum r.
You said that they were being captured.
had been captured.
would be captured.
es:
a) acc pl m of is, ea, id (demonstrative pron)
b) acc subject in indirect statement
page36
cap:
a) pres inf pass of capi, capere, cp, captum
b) In indirect statement in secondary sequence; shows same time as dxist
capts esse:
a) pf inf pass of capi, capere, cp, captum
b) In indirect statement in secondary sequence; shows time before dxist
captum r:
a) fut inf pass of capi, capere, cp, captum
b) In indirect statement in secondary sequence; shows time after dxist
RELATIVE CLAUSES with the SUBJUNCTIVE

NOTE: This section is an expansion of Wheelock Chapter 38 on Relative Clauses of
Characteristic.
1. Pota est is qu hoc faciat.
The poet is the sort of man who would do this.
faciat:
b) In relative clause of characteristic in primary sequence
2. Nm est qu hoc faciat.
There is no one who does this/would do this.
faciat:
b) In relative clause of characteristic in primary sequence
3. Nm est tam stultus qu hoc faciat.
No one is so foolish as to do this.
page37
faciat:
b) In relative clause of result in primary sequence
4. Tam stultus est qu hoc fcerit.
He is so foolish as to have done this.
fcerit:
b) In relative clause of result in primary sequence
5. Mittunt mlitem qu hoc faciat.
They are sending a soldier to do this.
faciat:
b) In relative clause of purpose in primary sequence
6. Dcit virum qu hoc faciat esse Rmnum.
He says that the man who is doing this is a Roman.
faciat:
b) In relative clause within an indirect statement in primary sequence
7. Hic rx flx est qu sapins sit.
This king is happy because he is wise.
sit:
a) 3 sg pres subj act of sum, esse, fu, futrum
b) In relative clause of cause in primary sequence
NOTES:
1) The relative clause of characteristic (the primary category of relative clauses with
page38
the subjunctive) indicates the kind of person (or thing) who would do something; such
clauses can usually be translated with would.
2) Any relative clause introduced by There is no one who... or the equivalent will
contain a subjunctive in Latin. Since the main clause already indicates that the
person/thing does not exist, the relative clause is best translated with an English
indicative (There is no one who <praises>).
3) The relative clause of purpose is often best translated with an English infinitive
of purpose: e.g., They send the soldier to <praise> (= so that he may <praise>).
4) The relative clause of result, like an ordinary result clause with ut, is generally
introduced by a marker meaning so in the main clause. Whereas an ut result clause
usually is best translated so...that <he praises>, a relative clause of result is often
best translated so...as to <praise>, as in #3 and #4 above.
5) All relative clauses within an indirect statement become subjunctive, even if the
relative clause in the direct statement originally contained an indicative (though see
next point). For instance, the direct statement in #6 above was Vir qu hoc facit est
Rmnus, The man who is doing this is a Roman; when this statement is reported
indirectly, qu hoc facit becomes qu hoc faciat.
EXCEPTION: If a relative clause within an indirect statement contains an
indicative, it means that the author of the sentence is asserting something
independently of the speaker whose speech is being reported. For instance, if the
sentence above were changed to Dcit virum, qu hoc facit, esse Rmnum, it would
mean that the direct statement was Vir est Rmnus; the qu hoc facit would be
additional information added by the author of the sentence, not the speaker.
6) A relative clause of cause is best translated by substituting because for the
relative pronoun, as in #7. In certain contexts, this is the only translation that makes
sense.
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INDEPENDENT SUBJUNCTIVES
NOTE:Asubjunctiveiscalledindependentifitisinthemainclause,nota
subordinateclause.
JUSSIVE
1.Nhostiscapiaturbem.
Lettheenemynotcapturethecity.
capiat:
a)3sgpressubjactofcapi,capere,cp,captum
b)Negativejussivesubj
2. Rx cperit urbem.
Let the king capture (or: have captured) the city.
cperit:
a) 3 sg pf subj act of capi, capere, cp, captum
b) Jussive subj
NOTES:
1)Thejussivesubjunctivegivesanorderorexpressesawish(thelatterissometimes
calledthevolitive);itisbesttranslatedwithLet<himpraise>.Thenegative(n)
isLet<himnotpraise>.
2)Usuallyitis1stor3rdperson,singularorplural,butoccasionallyitcanbeusedin
the2ndpersonasapoliteimperative:Mayyou<praise>.Thejussiveissometimes
calledthehortatorysubjunctive,especiallyinthe1stperson.Itisusuallyinthe
presenttense,butcanalsobeintheperfect,especiallywhenemphasizingthe
completionofanaction.
page40
DUBITATIVE
1.Conmurlibrumdifficilemlegere?
Shouldwetrytoreadthedifficultbook?
Conmur:
a)1plpressubjactofconor,conr,contussum
b)Dubitativesubj
2.Incertaestquidagat.[agathereisnottechnicallyanindependentsubjunctive]
Sheisuncertain(about)whatsheshoulddo.(or:whatsheisdoing.)
agat:
a)3sgpressubjactofag,agere,g,ctum
b)Dubitativesubjinanindirectquestioninprimarysequence
NOTES:
1)Thedubitativesubjunctiveexpressesadoubt(Latindubitre=todoubt,
hesitate)aboutwhethersomeone(usuallythespeaker)shoulddosomething.It
appearsinquestions(directorindirect)andistranslatedwiththewordshould.
2)Ifitisinanindirectquestion,asin#2,onlycontextandprobablesensewill
determinewhetheritisbesttranslatedasdubitative(should)orsimplyasan
indicative(sinceeveryindirectquestionwillhaveasubjunctiveanyway).
POTENTIAL
1. Crds eum esse potam.
Youwouldbelievethatheisapoet.
Crds:
a)2sgpressubjactofcrd,crdere,crdid,crditum
page41
b)Potentialsubj
2. Dxerim eum esse potam.
Imightsaythatheisapoet.
Dxerim:
a)1sgpfsubjactofdc,dcere,dx,dictum
b)Potentialsubj
3. Crders eum esse potam.
Youwouldhavebelievedthathewasapoet.
Crders:
a)2sgimpfsubjactofcrd,crdere,crdid,crditum
b)Potentialsubj
NOTES:
1)Thepotentialsubjunctiveexpressessomethingthatispossible;itisbesttranslated
withwould,orsometimeswithmay,might,orcould.Thetensecanbe
present,perfect,orimperfect.(Thepluperfectisrare.)
2)Thepresentandperfectsubjunctivesindicateacautiousassertioninpresenttime
(Youwould<praise>,Imight<praise>,etc.);theimperfectisbesttranslated
wouldhave<praised>.
page42
VERBAL NOUNS AND ADJECTIVES

NOTE: Verbal here means derived from a verb; verbal nouns and adjectives
share some characteristics of finite verbs (e.g., they may have tense and voice, and
some can take direct objects), but they lack other characteristics (e.g., they do not
have person).
PARTICIPLES
1. Caesar iectus est hs audts.
mtre su vvente.
patriam nn amns.
ab cvibus vsus.
patriam servtrus.
cvibus patriam servtrs.
Caesar was thrown out when these things had been heard.
while his mother was alive.
since he did not love the country.
after he had been seen by the citizens.
although he was fixin to save the country.
when the citizens were fixin to save the country.
audts:
a) abl pl n pf pass ppl of audi, audre, audv, audtum
b) In abl absolute; modifies hs; shows time before iectus est
vvente:
a) abl sg f pres act ppl of vv, vvere, vx, vctum
b) In abl absolute; modifies mtre; shows same time as iectus est
amns:
a) nom sg m pres act ppl of am (1)
b) Modifies Caesar; shows same time as iectus est
vsus:
a) nom sg m pf pass ppl of vide, vidre, vd, vsum
b) Modifies Caesar; shows time before iectus est
page43
servtrus:
a) nom sg m fut act ppl of serv (1)
b) Modifies Caesar; shows time after iectus est
servtrs:
a) abl pl m fut act ppl of serv (1)
b) In abl absolute; modifies cvibus; shows time after iectus est
2. Caesar icitur hs audts.
mtre su vvente.
patriam nn amns.
ab cvibus vsus.
patriam servtrus.
cvibus patriam servtrs.
Caesar is being thrown out since these things have been heard.
while his mother is alive.
since he does not love the country.
since he has been seen by the citizens.
although he is fixin to save the country.
since the citizens are fixin to save the country.
3. H libr legend sunt mihi.
erant mihi.
These books ought to be read by me.
had to be read by me.
legend:
a) nom pl m gerundive of leg, legere, lg, lctum
b) Modifies libr; in passive periphrastic
mihi:
a) dat sg m/f of 1st person personal pron
b) dat of agent with passive periphrastic
4. Es librs fli su legends esse dcit.
dxit.
He says that those books ought to be read by his son.
page44
He said that those books had to be read by his son.

legends:
a) acc pl m gerundive of leg, legere, lg, lctum
b) In passive periphrastic in indirect statement
NOTES:
1) The syntax answers in #2 are identical to those in #1 except that the main verb in
each b) becomes icitur.
2) Use your sense of English and of context to determine which of when, while,
since, although, after, as, etc., or just a simple participle, is best.
3) In passive periphrastic constructions, use had to be <praised> with secondary
tenses, since ought and must do not have nice past tenses.
4) For ablatives absolute, a failsafe translation is with <noun> <participle>. For
instance,
hs audtis = with these things having been heard
mtre su vvente = with his mother living
cvibus patriam servtrs = with the citizens fixin to save the country
5) If you cant stand fixin to for future participles, use about to or going to.
SUPINES
1. Est facile dict.
It is easy to say.
dict:
a) abl supine of dc, dcere, dx, dictum
b) abl of specification with facile
2. Msit eam cvs monitum.
page45
He sent her to warn the citizens.

monitum:
a) acc supine of mone, monre, monu, monitum
b) Indicates purpose with verb of motion Msit
NOTES:
1) The supine is a neuter verbal noun whose form is identical to the fourth principal
part (the nom sg n pf pass ppl), but its meaning is best expressed with an English
infinitive.
2) The supine appears only in the ablative and the accusative singular, in the two
constructions illustrated above: as an ablative of specification (further qualifying
some adjective), or to indicate purpose with a verb of motion.
GERUNDS and GERUNDIVES

1.Discimuslibrslegends.
Welearnbyreadingbooks.
legends:
a)ablplmgerundiveofleg,legere,lg,lctum
b)Modifieslibrs;ablofmeans
2.Discimuslegendlibrs.
Welearnbyreadingbooks.
legend:
a) abl gerund of leg,legere,lg,lctum
b)ablofmeans
3.Msitdiscipulumadlibrslegends.
Hesentthestudenttoreadbooks.
page46
legends:
a)accplmgerundiveofleg,legere,lg,lctum
b)Modifieslibrs,theobjectoftheprepositionad;showspurpose
4.Msitdiscipulumadlegendum.
Hesentthestudenttoread.
legendum:
a)accgerundofleg,legere,lg,lctum
b)Objectoftheprepositionad;showspurpose
5.Msitdiscipulumlibrrumlegendrumcaus.
Hesentthestudenttoreadbooks.(Literally,forthesakeofbookstoberead)
legendrum:
a)genplmgerundiveofleg,legere,lg,lctum
b)Modifieslibrrum,whichdependsoncaus;showspurpose
6.Msitdiscipulumlegendlibrscaus.
Hesentthestudenttoreadbooks.(Literally,forthesakeofreadingbooks)
legend:
a)gengerundofleg,legere,lg,lctum
b)Dependsoncaus;showspurpose
7.Flxestpropteramremvvend.
Heishappybecauseof(his)loveofliving.
vvend:
a)gengerundofvv,vvere,vx,vctum
b)Dependsonamrem
page47
NOTES:
1)ThegerundisaverbalnoundesignatedbytheendinginginEnglish,asin
Runningisfun.(DoNOTconfuseitwiththeparticiple,averbaladjective,asin
Weseerunningwater.)Itcandomostofthethingsnounsdo,butlikeaverb,itcan
alsotakeobjects.
2)Gerundsarealwayssingularandneuter;theircasecanbegenitive,dative,
accusativeorablative.(Thenominativeisexpressedbyaninfinitive,asinErrare
humanumest,Toerrishuman;LatincannotsayErringishuman.)
3)ThegerundIVEisaverbaladjectIVE;itsbasicmeaningistobeedorthat
oughttobeed(e.g.,Laudandusest,Heoughttobepraised).Likeanyadjective,
itagreeswiththenounitmodifiesincase,number,andgender(unlessitisa
substantive;seePronounsandAdjectives).
4)WhereasLatingerundscanusuallybetranslatedasEnglishgerunds,gerundivesare
trickier.TheyareoftenbesttranslatedasEnglishgerunds;e.g.,#1above,literally,
Welearnby(meansof)bookstoberead,isbettertranslatedlike#2,Welearnby
(meansof)readingbooks.
5)Themajorityofthetime(butnotalargemajoritythisisonlyaroughruleof
thumb),gerundiveswillfollowthenounstheymodifyandgerundswillprecedethe
nounsthataretheirobjects,asintheexamplesabove.
6)Thegerundiveissometimescalledthefuturepassiveparticiple,whichisuseful
forputtingitonsynopsischarts.Butunlikethefutureactiveparticiple,whichmeans
fixinto<praise>,thegerundivedoesNOTmeanfixintobe<praised>:it
expressessomethingthatOUGHTtohappen,notsomethingthatWILLhappen.
7)Bothgerundsandgerundivesarecommonlyusedtoexpresspurposewithad(a
prepositionthatcanmeanforthepurposeof)andcaus(theablofcausa,ae,f,
cause;gen+caus[thegenalwayscomesfirst]isanidiommeaningforthesake
of<thegenitivething>).Noticethat#3,#5,and#6aboveallmeanessentiallythe
samething.InclassicalLatin,however,thegerundafteraddoesnottakean
accusativeobject(contrarytowhatWheelockteaches!);see#4.
page48
INFINITIVES
NOTE: The main uses of the infinitive with a subject accusative have already been
discussed under Indirect Statements and Noun Clauses. The following are uses
of the infinitive without a subject accusative.
1. Possum t laudre.
I am able to praise you.
laudre:
a) pres inf act of laud (1)
b) Complementary inf with Possum
2. Necesse est mihi vdisse puells.
It is necessary for me to have seen the girls.
vdisse:
a) pf inf act of vide, vidre, vd, vsum
b) Subject of est
3. Vvere est errre.
To live is to make mistakes.
errre:
a) pres inf act of err (1)
b) Predicate inf
4. Caesar castra mnre, mlitem monre.
Caesar was fortifying the camp, warning the soldiery.
monre:
a) pres inf act of mone, monre, monu, monitum
b) Historical inf
page49
5. Est dignus laudr.

He is worthy to be praised.
laudr:
a) pres inf pass of laud (1)
b) inf with adjective
6. Vnimus urbem oppugnre.
We came (in order) to attack the city.
oppugnre:
a) pres inf act of oppugn (1)
b) inf of purpose
NOTES:
1) The COMPLEmentary infinitive COMPLEtes the sense of some other verb, such
as I am able <to praise>, I want <to praise>, etc. It is generally translated as an
English infinitive. It can be in the present (e.g., I want to praise) or, less commonly,
the perfect (e.g., I want to have praised).
2) The subject infinitive functions as the subject of an impersonal verb, such as It is
necessary to praise, It is permitted to praise, etc. In the preceding two sentences,
It is just a placeholder for the real subject: To praise is necessary.
3) Note that in #2 above the infinitive is the subject of est, with mihi a dative of
reference: literally, To praise is necessary for me. In the sentence Necesse est m
laudre, the entire clause (m laudre) is the subject of est: For me to praise is
necessary, That I praise is necessary. (See Noun Clauses.)
4) The historical infinitive frequently appears in historical prose, substituting for an
imperfect indicative in fast-paced narrative.
5) The infinitive with adjective appears mainly in poetry.
6) The infinitive of purpose is rare, appearing mainly in poetry and early prose.
page50
III.
Sample
Examinations
page51
Quiz on Wheelock 1
I. Vocabulary (give English or Latin, as appropriate) and Principal Parts.
a) often
b) nothing
c) d __________ ____________ ___________ = ___________

II. Identify AND translate the following forms:
he loves:
vident:
servtis:
monte:
III. Translate into stirring English.
1) Quid dbmus cgitre?
2) S m ams, m saepe laud!
IV. Translate into pleasing Latin.

They should warn me if I make a mistake.
V. Extra Credit. On the back of this sheet, write the active endings song from
Latina Ursorum.
page52
Quiz on Wheelock 1-2

a) penalty
b) patria
c) ___________ monre ____________ ___________ = ___________

we see:
vocte:
III. Produce the following forms:
gen pl of rosa, -ae, f.:
abl sg of nauta, -ae, m.:
IV. Translate into sterling English, and for the underlined word, give a) form; b)
syntax:
1) Puellrum rosam pots nauta dat.
rosam: a)
b)
2) M philosophiae d.
V. Translate into pretty Latin.

The sailors great fame preserves the gate.
page53

a) always
b) today
c) habe ___________ ____________ ___________ = ___________

vocmus:
d:
III. Translate into succulent English, and for the underlined word, give a) form; b)
syntax:
1) Sapientiam amcrum, flia mea, semper laudat.
amcrum: a)
b)
2) Avr vir puells bells in agrs vident.
IV. Translate into pure Latin.

The good poets ought to save many farmers.
V. Extra Credit. On the back of this sheet, write the first declension and
second declension songs from Latina Ursorum.
page54

a) leisure
b) delay
c) ____________ iuvre ____________ ___________ = ___________

habtis:
we are:
III. Change the following phrases as requested:
1) magnus nauta -> gen sg
2) vrus pota -> acc pl
IV. Translate into scintillating English, and for the underlined word, give a) form;
b) syntax:
1) Mal, m amce, d exiti bonrum cgitant.
bonrum:
a)
b)
2) Sapientiam puellrum, flia mea, semper laudat.
V. Translate into exquisite Latin.

The poets sons are giving the good teachers many gifts.
page55

a) tomorrow
b) yesterday
c) remane ___________ ____________ ___________ = __________

we shall have:
iuvbs:
III. Translate into soaring English, and for the underlined word, give a) form; b)
syntax:
1) Propter adulscentiam, fli me, mala vtae nn vidbtis.
mala: a)
b)
2) Superbitisne mals s bons culpbitis?
IV. Translate into purling Latin.

He did not use to love the words of beautiful women.
page56

a) full
b) vta
c) remane ___________ ____________ ___________ = ___________

we are able
ers
errtis
III. Translate into inspiring English, and for the underlined words, give a) form; b)
syntax:
1) Discipulaene vitia avrrum vidre poterant?
avrrum:
a)
b)
2) Nn poterant, igitur, t d poen amcrum turum her monre.
monre:
a)
b)
IV. Translate into splendid Latin.

Free men will be able to see our beautiful book tomorrow.
page57

a) after
c)
b) under
___________ ____________ _________________ = to dare
II. Translate into stringent English, and for the underlined word, give a) form; b)
syntax:
1) Rx et rgna igitur crs nn audbunt ibi remanre.
remanre: a)
b)
2) Mrs bons hominum semper ambat cvits.
III. Translate into precise Latin.

He will give a new name to his wife on account of (his) great love.
IV. Extra Credit. On the back of this sheet, write the third declension song
from Latina Ursorum.
page58

a) name
b) new
c) vinc ___________ ____________ ___________ = ___________

we shall draw
agam
discitis
III. Translate into rousing English, and for the underlined words, give a) form; b)
syntax:
1) Qur soror mea uxr tuae litters scrbit?
uxr:
a)
b)
2) Potae nov carmina d cvittis virtte nn scrbent.
virtte:
a)
b)
IV. Translate into rhapsodic Latin.

The good women were thanking (their) brothers.
page59

a) any
b) too much
c) trah ___________ __________ __________ = ___________

II. Translate into strenuous English, and for the underlined word, give a) form; b)
syntax:
1) Illud d vitis istus rgnae nunc scrbam, et ista poens dabit.
Illud: a)
b)
2) Ill enim hs alters litters dmnstrant.
III. Translate into pulchritudinous Latin.

Neither woman was able to learn either mans whole name.
IV. Extra Credit. On the back of this sheet, write the hic haec hoc song AND
the genitives in us song from Latina Ursorum.
page60

a) since
b) way
c) faci ___________ __________ __________ = ___________

we were fleeing:
audtis:
III. Translate into serendipitous English, and for the underlined word, give a)
form; b) syntax:
1) Ille magnam virttem labris et studi docre saepe audet.
studi: a)
b)
2) Amcitia sine timre vrittis semper vivet.
IV. Translate into magnanimous Latin.

Those women are fleeing, but these men will find others.
page61

a) well
b) however
c) senti ___________ __________ __________ = ___________

II. Translate into sparkling English, and for the underlined words, give a) form; b)
syntax:
1 Dc m ad eius discipulam, amb t.
eius: a)
b)
2) Propter amrem me mittet litters ad eum cnsulem.
eum: a)
b)
III. Translate into prancing Latin.
They are saying the same thing about you and his girlfriend.
page62

a)beginning
b)di
c)______________________cecid___________=___________
II.Changethefollowingphraseasrequested.
eavritsbona>datsg
III.IdentifyANDtranslate:
yallhaveseized
wehadlived
fueris
IV.TranslateintocoruscatingEnglish,andfortheunderlinedword,givea)form;
b)syntax.
Dcmadeamdiscipulam,ambt.
eam:a)
b)
V.TranslateintomagisterialLatin.
Thesamemansenttheirletter.
page63

a) through
b) before
c) st ___________ __________ __________ = ___________

II. Translate into serried English, and for the underlined words, give a) form; b)
syntax:
1 Ips nihil per s sine e facere poturunt.
Ips: a)
b)
2) Puellae ipsae s cum e inxerant, nn mcum.
s: a)
b)
III. Translate into edifying Latin.
Each learned man nourishes his own wisdom and theirs.
page64

a)across
b)cloud
c)______________________cucurr___________=___________
istecvispulcher>genpl
III.TranslateintoharmoniousEnglish,andfortheunderlinedwords,givea)form;
b)syntax.
Ipsperssineenihilfacerepoturunt.
Ips:a)
b)
s:a)
b)
IV.TranslateintouncompromisingLatin.
Theyhadheldthecitybyforce,buttheseaswerefree.
page65

a) twenty-one
b) fifth
c) iaci ___________ __________ __________ = ___________

II. Translate into serviceable English, and for the underlined words, give a) form;
b) syntax:
1 Septem hrs ad eam urbem vnimus.
hrs: a)
b)
2) Multum mal nnus cvis timuit.
mal: a)
b)
III. Translate into liberating Latin.
He will send five thousand men across Italy in the eighth year.
page66

a) five
b) nine
c) ___________ iacere ____________ ____________ = ___________

mser:
poter:
III. Translate into good English, and for the underlined word, give a) form; b)
syntax:
1) Studium omnium flium meum cnservverat.
omnium: a)
b)
2) Potns rgna, quoniam s dlxit, ists trs vtvit et s cum es numquam
inxit.
IV. Translate into nice Latin.

The sixth king sent seven of the old men across fourteen difficult seas.
page67

a) quickly
b) also
c) dle ___________ __________ __________ = ___________

II. Translate into stupendous English, and for the underlined word, give a) form; b)
syntax:
1) Nn slum fortna ipsa est caeca sed etiam es caecs facit qus semper
adiuvat.
qus: a)
b)
2) Discipul enim d qurum magistr bona dxist sunt bet.
III. Translate into precious Latin.

The seventeen soldiers to whom you are giving money will conquer the city.
IV. Extra Credit. On the back of this sheet, write the qu quae quod song from
Latina Ursorum.
page68

a) why
b) quickly
c) __________ incipere ____________ ___________ = ___________

aluermus:
dligent:
III. Translate into melodious English, and for the underlined word, give a) form; b)
syntax:
Nn slum fortna ipsa est caeca sed etiam es caecs facit qus semper adiuvat.
qus: a)
b)
IV. Translate the following into perspicacious Latin:
He praises the book.
V. CHANGE the sentence above to the PASSIVE VOICE
1) In English:
2) In Latin:
VI. Extra credit. On the back of this sheet, write the songs for the relative
pronoun and the passive endings from LU.
page69

I. Identify AND translate the following forms:
mtus erit:
it has been read:
we had been warned:
II. Translate into diaphanous English, and for the underlined word, give a) form;
b) syntax:
1) Quae studia gravia t semper dlectant, aut quae nunc dsders?
Quae: a)
b)
III. Translate into stunning Latin:
The swift boy was seen by the powerful king.
IV. Change the above sentence to the active voice

1) In English:
2) In Latin:
page70

a) left-hand
b) knee
c) ___________ discdere ____________ ____________ = ___________

dfnsa erat:
they were freed:
III. Translate into shimmering English, and for the underlined word, give a) form;
b) syntax:
1) qu fmin verss gravs lct erunt?
qu: a)
b)
2) Vrits ns met grav lberbit qu di territ sumus.
IV. Translate into perspicuous Latin.

Whose small hands lacked feeling?
V. Extra Credit. On the back of this sheet, write the fourth declension song
from LU.
page71

she was ordered:
they are touched:
you will be left behind:
II. Translate into frugiferous English, and for the underlined word, give a) form; b)
syntax:
1) Quis tum iussus erat Graeciam met lberre, familis dfendere, atque hosts
patri prohibre?
met: a)
b)
III. Translate into pungent Latin:
That hand will seize the senate.
IV. Change the above sentence to the passive voice

1) In English:
2) In Latin:
page72

a) fire
b) prtinus
c) ___________ tollere ____________ ____________ = ___________

they will be touched:
you (sg.) are seized:
III. Translate into iridescent English, and for the underlined words, give a) form;
b) syntax:
1) Qunque dibus in suam urbem magn laude Caesare dcentur.
laude: a)
b)
2) Quis iussit illam rem pblicam servitte lberr?
IV. Translate into precocious Latin.

By whom have their hopes of safety been raised?
V. Extra Credit. On the back of this sheet, write the fifth declension song from
LU.
page73

we feel:
committris:
regimin:
II. Translate into resplendent English, and for the underlined words, give a) form;
b) syntax:
1) Illam gentem Latnam oppressr et dvitis raptr, omns virs magnae
probittis premere ac dlre prtinus coeprunt.
oppressr: a)
b)
2) Mans pecniam habentium saepe habent quoque aliquid viti.
habentium: a)
b)
III. Translate into fashionable Latin:
We gave the captured city a good leader.
page74

a) comfort
b) shore
c) prem ____________ ___________ ____________ = ____________

II. Translate into strong English, and for the underlined words, give a) form; b)
syntax:
1) Popul met oppress, iste impertor nbs ex urbe pellendus est.
oppress: a)
b)
2) rtor anims audientium tangit.
audientium: a)
b)
III. Translate the following sentence into pleasant Latin USING AN ABLATIVE
ABSOLUTE AND A PASSIVE PERIPHRASTIC:
Since the slaves are fixin to capture the city, the citizens must seek a general.
page75

I. Identify AND translate the following:
quaestae sunt:
they will laugh:
II. Translate into super English, and for the underlined words, give a) form; b)
syntax:
1) rtor, sign sacerdte dat, e di revnit et nunc ttus populus Latnus
gaudet.
dat: a)
b)
2) Negvrunt puells eam doctrs esse.
doctrs esse: a)
b)
III. Translate into perfect Latin, USING A PASSIVE PERIPHRASTIC AND AN
ABLATIVE ABSOLUTE:
This letter must be written by the queen, since the king has been expelled by the
citizens.
page76

a) ugly
b) table
c) ___________ ___________ ____________ ___________ = to undertake

II. Produce the following forms:
comparative of trstis in abl sg f:
superlative of sapins in nom pl m:
III. Translate into striking English, and for the underlined word, give a) form; b)
syntax:
1) Qudam negant istum librum pudcissims legendum esse.
pudcissims: a)
b)
2) Adulscns sprat s di vctrum esse; senex potest dcere s di vxisse.
IV. Translate into impeccable Latin.

We saw that the rather proud girl had not helped the very sad one.
page77

I. Give the Latin for the following, in the case, #, and gender indicated:
better (dat sg f): ______________
smallest (gen pl n): ______________
easiest (acc pl f): ______________
happier (acc sg n): _______________
II. Translate into radiant English, and for the underlined words, give a) form; b)
syntax:
1) Nam ills hoc intellegendum est: prmum omnium m ipsum vigilre, adesse,
prvidre re pblicae; deinde magns anims esse in bons virs....; des dnique
immortls huic invict popul, clr imperi, pulchrae urb contr tantam vim
sceleris auxilium esse datrs.
(vigil (1): to be watchful; adsum, -esse, -fu, -futrum: to be present; dnique:
finally; invictus, -a, -um: invincible; tantus, -a, -um: so great; auxilium, -i, n: aid)
ills: a)
b)
esse datrs: a)
b)
III. Translate into plenipotentiary Latin:
He said that he had sent the letter to his sister.
page78

a) grandson
b) useful
c) pn __________ ___________ __________ = __________

II. Translate into unquenchable English, and for the underlined words, give a)
form; b) syntax:
1) Neps tuus mnsa discdat n ista verba acerba audiat.
discdat:
a)
b)
2) Mihi litterae scrbendae sunt ut pecnia parentibus mitttur.
mitttur:
a)
b)
III. Translate into exquisite Latin.

They are reading this in order to understand.
page79

I. Translate into solar English, and for the underlined words, give a) form; b)
syntax:
1) Nm quidem tam ferx est ut nn mollr possit, cultr dat.
(cultra, ae, f: culture)
mollr: a)
b)
possit: a)
b)
dat: a)
b)
2) Surrxit mns n verbum turpius audret.
audret: a)
b)
II. Translate into sensible Latin:
The wiser author was so diligent that he recommended the best women.
page80

a) vitium
b) vta
c) ___________ ___________ ___________ mintum = ____________

II. Identify (DO NOT TRANSLATE) the following:
monit essent:
laudta ss:
cpistis:
III. Translate into supererogatory English, and for the underlined word, give a)
form; b) syntax:
1) Pota carmina scrbat ut scimus quid d puell snserit.
snserit:
a)
b)
2) Cter quidem nescibant quam cris esset mns ntae erum.
IV. Translate into punctilious Latin.

She was so wise that she was able to explain why they had done it.
page81

I. Vocabulary and Principal Parts.
a) finger
b) moenia
c) ___________ ___________ ___________ occsum = ____________

II. Identify the following forms of fer, ferre, tul, ltum:
ferrent
fertur
fers
fermus
III. Translate into understated English, and for the underlined word, give a) form;
b) syntax:
1) Nesci utrum trs conirt maneant an in exsilium contenderint.
contenderint: a)
b)
2) Cum magistra discessisset, discipul omns dolre coeprunt.
IV. Translate into soothing Latin.

Although he praised me, nevertheless I never liked him.
page82

I. Vocabulary.
a) most wisely
b) more happily
c) greatly
d) bravely
II. Identify the following forms:

nlint
ferrs
ferris
nlent
III. Translate into lovely English, and for the underlined word, give a) form; b)
syntax:
1) At volumus cognscere cr sc invderit et cr verba eius tam dura fuerint.
fuerint:
a)
b)
2) Nlte rogre cr id ferr nn possit.
IV. Translate into elegant Latin.

He prefers to leave, provided that we not stay.
page83

I. Transform the following sentence as requested: S magistram audiunt, discunt
(If they listen to the teacher, they learn).
1) Future less vivid
Latin:
English:
2) Present contrafactual
Latin:
English:
II. IDENTIFY the following forms:
mvs:
nollet:
volet:
III. TRANSLATE the following:
At volumus cognscere cr sc invderit et cr verba eius tam dra fuerint.
IV. Extra Credit. On the back of this sheet, write down the pluperfect
subjunctive song.
page84

I. Transform the following sentence as indicated.
S virttem sequuntur, laudantur (If they follow virtue, they are praised).
1) future more vivid
English:
Latin:
2) future less vivid
English:
Latin:
3) present contrafactual:
English:
Latin:
4) past contrafactual:
English:
Latin:
II. Translate the following.
Sed s bell ns ditius premere in anim habs, cgit d antqu fm nostr.
page85

morere:
s estis:
II. Translate into stratospheric English, and for the underlined words, give a) form;
b) syntax:
1) Custdiae s cum duce nostr lber loquantur et huic tyrannum trdere
cnentur, sine percul ex moenis urbis prtinus gred possint.
loquantur: a)
b)
2) Magistra discipuls placitra es sibi sc anteponbat ut es servre vidertur.
vidertur: a)
b)
III. Translate into pearly Latin:
Although they obeyed their king, they did not forgive him.
page86

a) perhaps
b) daily
c) cg ____________ _____________ ____________ = ____________

fiers:
secta essent:
III. Translate into sonorous English, and for the underlined words, give a) form; b)
syntax:
1) Petbant nbs ut etiam in adverss rbus huic duc prrmus et servrmus.
prrmus: a)
b)
2) S eum rogs quid tibi faciendum sit, t moneat ut linguae Latnae dligentius
studes ut sapientior fs.
moneat:
a)
b)
IV. Translate into pristine Latin.

He begged him not to harm the slaves.
page87

a) at home
b) on the ground
c) pere ____________ _____________ ____________ = ____________

exes:
aditrs:
III. Translate into charming English, and for the underlined word, give a) form; b)
syntax:
1) At ns, ips multa mala pass, cnt sumus es rts persudre ut servs
vinculs lberrent et n cui nocrent.
2) Haec loct, hortentur eum n dom abeat.
loct: a)
b)
IV. Translate into classic Latin.
Provided that this be done, he will beg them to remain at Rome for three hours.
page88

a) toward
b) foot
c) suspend ____________ _____________ ____________ = ____________

peream:
obitrus:
III. Translate into endearing English, and for the underlined words, give a) form;
b) syntax:
lberrent: a)
b)
2) Quis est tibi qu eam rogre nlit quid tam bella rr tants anns gerit?
nlit: a)
b)
IV. Translate into companionable Latin USING TWO SUPINES.
There were peopleamazing to see!who would go to Rome to hear those women.
page89

I. TRANSLATE the following and perform the indicated operations.
Propter amrem legend librs, exiit dom ad es parands.
1) Is legend a gerund or a gerundive? _______________

2) Is parands a gerund or a gerundive? _______________
3) REWRITE the sentence changing gerund constructions to gerundive
constructions and vice versa.
4) REWRITE the sentence using a supine.
II. Translate into catchy English, and for the underlined word, give a) form; b)
syntax:
Sunt autem qu dolrum vtandrum caus, ut aiunt, semper levia opera faciant,
labrem contemnant, et d officis querantur.
querantur: a)
page90
b)
page91

Urbis servandae caus, librum scrpsit d gerend rem pblicam.
1) Is servandae a gerund or a gerundive? _______________

2) Is gerend a gerund or a gerundive? _______________
II. Translate into superabundant English, and for the underlined word, give a)
form; b) syntax:
1) Num vetera mala patiend nova vtantur?
2) At postrmum vereor, heu, ut virs parvae sapientiae hoc studium vetus

intelleg possit.
possit: a)
b)
page92
Test on Wheelock 1-4

a) today
b) always
c) __________ iuvre ____________ ___________ = ___________

he frightens:
datis:
vid:
we are:
habent:
bellus nauta -> gen sg
magnus pota -> abl sg
IV. Translate into English, and for the underlined words, give a) form; b) syntax:
1) Dbtis, amc, d popul Rmn cgitre.
popul: a)
b)
page93
2) S multam pecniam habs, saepe nn estis sine crs.
multam: a)
b)
3) Dna bonrum iuvant magns.
bonrum: a)
b)
4) Magnus nauta, amcus meus, puer perculum nn videt.
amcus: a)
b)
V. Translate into Latin (USING SUBSTANTIVE ADJECTIVES).
The destruction of a bad woman warns good women.
page94
VI. Translate.
O stulte puer! Malum est tuum cnsilium. Nn dbs officia derum dsderre.
Phoebus flium monet, sed puer magna percula nn videt. Equ valent; nn valet
Phaethon. Currus sine ver magistr errat in cael.
Phoebus, -, m.: Phoebus (the sun god)
Phaethon, Phaethontis, m.: Phaethon (sun gods son)
dsder (1): to desire
caelum, cael, n.: sky
equus, -, m.: horse
currus, currs, m.: chariot
VII. Extra Credit. On the back of this sheet, write the active endings song, the
first declension song, and the second declension song from LU.
page95

a) tomorrow
b) often
c) __________ terrre ____________ ___________ = ___________

remanbunt:
erat:
errat:
potes:
we used to call:
bellus nauta -> gen sg
magnus pota -> acc pl
mala: a)
b)
page96
monre: a)
b)
3) Semper poterimus bonrum sapientiam et vitia malrum vidre.
bonrum: a)
b)
4) Dbmusne culpre agricols nautsque, s patria nostra plna nsidirum est?
agricols: a)
b)
V. Translate into Latin (USING A SUBSTANTIVE ADJECTIVE).
The words of great books will be able to save free men.
VI. Extra Credit. On the back of this sheet, write the active endings song, the
first declension song, and the second declension song from LU.
page97

I.Vocabularyand(giveEnglishorLatin,asappropriate)andprincipalparts.
a)true
b)way
c)___________capere_______________________=___________
II.Changethefollowingformsasrequested.
illepuerslus>gensg:
haecvritsmagna>accpl:
istudtempusttum>datsg:
III.IdentifyANDtranslatethefollowingforms:
weshallhear:
theywereseizing:
theyfind:
dcs:
IV.TranslateintoLatin.
Manymeninthisstatewilldaretodogoodthings.
page98
V.TranslateintoEnglish,andfortheunderlinedwords,givea)form;b)syntax:
1.Vrittemdcerepoteritneutrasineamcitiillusbon.
neutra:a)
b)
2.Fortnamultsdatnimis,satisnll.
nll:a)
b)
3.Propterhuiusnsidismagnintimrevvetttacvits.
huius:a)
b)
4)Nnslumventushocdocetisteestmagisterstultrum!sedetiamrati.
(ventus(nomsgm),outcome)
hoc:a)
page99
b)
page100

a) however
b) also
c) __________ sentre ____________ ___________ = ___________

he will flee:
vens:
yall used to hear:
they will live:
they make:
haec vrits magna -> gen sg
is amor slus -> dat sg
1) Nn omns eadem amant aut esdem cupiditts studiaque habent.
(omns (nom pl m), all people)
eadem: a)
b)
page101
2) Nbscum remanre nn potes; nn t, nn ists, nn cnsilia vestra tolerb!
ists: a)
b)
3) Tne ists litters ad huius sorrs mittis?
huius: a)
b)
4) Ill dcent t et tus ad eum amcum, nn eius.
eum: a)
b)
V. Translate into Latin.
Many people understand this, but few will write it well.
page102
VI. Translate.
Dum somnus Polyphmum superat, Graec nsidis faciunt. Tignum in flamm
acuunt et in oculum istus mittunt. miser Polyphme! Tibi nn bene est. Ali
Cyclps veniunt, sed vrum perculum nn sentiunt: Nm m necat!
Polyphemus exclamat. Bene! i dcunt.
somnus, , m.: sleep
Polyphmus, , m.: Polyphemus, name of a Cyclops
tignum, -, n.: log, stick, trunk of a tree
flamma, -ae, f.: flame
acu, acuere, acu, actus: to sharpen
miser, misera, miserum: unfortunate, wretched
bene est: it goes well, things go well (for someone)
VII. Extra Credit. On the back of this sheet, write the genitives in us song
from LU.
page103

I. Vocabulary (give English or Latin, as appropriate) and principal parts.
a) recently
b) too much
c) __________ cadere ____________ ___________ = ___________

I was warning:
gerit:
cpertis:
fuist:
he will live:
hic timor slus -> gen sg
ea virts magna -> dat sg
illud corpus ttum -> abl pl
IV. Translate into English, and for the underlined word, give a) form; b) syntax:
1) Post labrem eius grtis magns e agmus.
eius: a)
b)
page104
2) Eundem timrem in ist cnsule snsimus.
ist: a)
b)
3) Vdistisne eius virttem in e cvitte pr es?
es: a)
b)
4) Ambmus nn slum sapientiam illrum sed etiam patientiam.
illrum: a)
b)
He had sent this man to that woman without their books.
VI. Extra Credit. On the back of this sheet, write the first two lines of the
synopsis songs for ag (3 sg) and mone (1 sg).
page105

intellegs:
terruerat:
vcerit:
cucurrist:
trahitis:
mittam:
II. Change the following phrases as requested:
id tempus bonum -> dat sg
qu vir slus -> gen sg
III. Translate into English, and for the underlined word, give a) form; b) syntax:
1) Salv, bone amce, cui flium meum her comms.
cui: a)
b)
page106
2) Adulscents nimis dsderant; sens satis amris saepe habent et multum

sapientiae.
amris: a)
b)
3) Cvs eum nn dlxrunt qu cvittem edem ann v dlre coepit.
ann: a)
b)
4) Nn hr tria mlia fminrum, qus ipse vidbis, s ad terram iacient.
s: a)
b)
IV. Translate into Latin.
We shall praise the boys whose fathers are giving us five of the books.
V. Extra Credit. On the back of this sheet, write the qu quae quod song from
LU.
page107

I.IdentifyANDtranslatethefollowing.(GIVEPRINCIPALPARTS!)
theyaretaught
theyhaveread
cupis
scrpserit
msers
vocberis
yallusedtobemoved
Ishalllearn
wearehelped
II.TranslateintoLatin.
Thekingisbeingwarnedbythebravecitizens.
III.Changetheabovesentencetotheactivevoice
inEnglish:
inLatin:
page108
IV.TranslatethefollowingintoEnglish,andfortheunderlinedwords,givea)
form;b)syntax.
1.Fortnaeumstultumfacitquemnimiumamat.
quem:a)
b)
2.Mentsnostraememoripotentillrumdurumfactrumcitomoventur.
3.Ipslitterssusadeamsorremtribushrsmittent.
eam:a)
b)
4.Hctemporepotanihilsibidsderat,sedmultumpecniaedarecupitequ
amtur.
page109
V.TranslateintoEnglish.
Dbtis autem d hs perculs monr: I. Quoniam Pleus mortlis est, animus eius
terrbitur s nimis potents vidbimur. II. Qu audet sine dn venre, m
castgbitur. Legite genera dnrum quae laudbuntur ab omnibus qu ea vidbunt.
Pleus, e, m.: Peleus, legendary king of Thessaly
castg(1):topunish,chastise
page110

committris:
continris:
discdam:
iac:
fluunt:
incpistis:
dlta sum:
is frctus bonus -> gen sg
haec rs magna -> abl pl
illud corpus forte -> abl sg
III. Translate into English, and for the underlined words, give a) form; b) syntax:
1) At rs gravs neque v neque sp geruntur sed cnsili.
sp: a)
b)
page111
2) Qu fnis mets atque servittis in e cvitte nunc potest vidr?
vidr: a)
b)
3) Coeperant rgem, qu nll cve dlctus erat, ex urbe icere.
qu: a)
b)
4) Nunc aleris frct dulc, sed dubus anns reptus eris manibus bonrum.
anns: a)
b)
We are defending him.
V. Change the following to the passive voice
In English:
In Latin:
page112

I. Identify (DO NOT TRANSLATE) the following:
monit essent:
comprehnsa ss:
audrentur:
II. Translate into English, and for the underlined words, give a) form; b) syntax:
1) Ita drus erat ut beneficia uxris comprehendere nn posset.
posset: a)
b)
2) Ill adulscents sapientiae dnique cdant ut flcirs hs sint.
cdant: a)
b)
page113
vctrum esse: a)
b)
4) Dcit epistulam scrbendam esse, pecni cvibus dat.
dat: a)
b)
IV. Translate the following into Latin:
1) They thought that the girl had warned him.
2) He said why the letter was being written.
page114

I. Translate into English, and for the underlined words, give a) form; b) syntax:
1) Nunc vidtis quantum scelus contr rem pblicam et lgs nostrs vbs
prnntitum sit.
prnntitum sit: a)
b)
2) Cum h decem vir ex moenibus semel discessissent, alia occsi pcis
numquam oblta est.
discessissent: a)
b)
3) Ist autem rogant tantum quid habes, nn cr et unde.
habes: a)
b)
page115
II. Translate the following into Latin:

The students were reading the book so that the teacher might be happy.
III. Change the sentence above to PRIMARY sequence

In English:
In Latin:

The women are so strong that the city is not being conquered.
V. Change the sentence above to SECONDARY sequence

In English:
In Latin:
page116

1. S mcum ditius loctus esss, t in perculum stult proficsc nn passa
essem.
passa essem: a)
b)
2. S quis rogbit quid nunc discs, refer t artem nn mediocrem sed tilissimam
ac difficillimam discere.
discs:
a)
b)
3. Cum pauper sit, tamen tam betus sibi vidtur ut s vtam quam optimam agere
arbitrtur.
arbitrtur: a)
b)
page117
II. Translate into Latin:

If rich men were always happier than poor men, no one would be teaching the
Latin language.
III. Translate into English.

Omns homins qu cupiunt praestre cters animlibus summ ope nt dbent, n
vtam silenti trnseant velut pecora, quae ntra fnxit prna atque ventr
oboedientia. Sed nostra omnis vs in anim et corpore sita est; anim imperi,
corporis serviti timur.
praest: takes dative object here
ops, opis, f.: power, might
ntor, nt, nsus sum: to strive, make an effort
trnse, -re, i, -itus: to pass through
velut (adverb): just as, just like
pecus, -oris, n.: cattle, herd
fing, -ere, fnx, fictus: to form, fashion, make
prnus, -a, -um: bent forward (i.e. not erect)
venter, -tris, m.: stomach, belly
oboedins, entis: obedient (+ dative)
situs, -a, -um: situated, placed, located
servitium, i, n: service, servitude
page118

1) Rogmus t ut honre et opibus sapientius tris et hs qunque amcs semper
foves.
tris: a)
b)
2) Dc nunc cr vels t ad istam dvitem et candidam cnferre. Vr ac lber
loquere; nl recsre!
vels: a)
b)
II. For the following sentences, translate AND perform the requested
operations.
1) S cum amcs loqutur, es ignscat.
page119
change this sentence to past contrafactual

in Latin:
in English:
2) Hortbar eum n tyrann servret.
Change the main verb to future and modify the subordinate clause accordingly:
in Latin:
in English:
3) Tam stult sunt ut pecniam amcs antepnant.
Change the main verb to imperfect and modify the subordinate clause
accordingly:
in Latin:
in English:
page120

1) Nn est passus Agamemnn m ditius rre: Ego magistrs fateor in hs
exerctinibus peccre, sed dbmus es ignscere. Nam nisi dxerint ea quae
adulscentibus placent, ut ait Cicer, sl in schols relinquentur.
dxerint: a)
b)
2) Dcit patrem ab urbe absse sed frtrem esse dom.
absse: a)
b)
3) Alicui rogant melius quam iubent prmus.
iubent: a)
b)
page121

He is urging me not to read the book.
III. Change the sentence above to SECONDARY sequence

In English:
In Latin:

There used to be people who would give everything for their country.
V. Change the sentence above to PRIMARY sequence

In English:
In Latin:
page122

intelleg possit.
intelleg: a)
b)
2) Qur, quid est quod tibi iam in hc urbe placre possit, in qu nm est qu t
nn metuat?
metuat: a)
b)
3) Quattuor causs reperi cr senects misera videtur. Videmus quam ista
quaeque erum sit.
videtur: a)
b)
page123
operations.
1) S d glri cgitrent, cupid bellrum gerendrum essent.
Is gerendrum a gerund or a gerundive? __________________

IN LATIN, change the phrase cupid bellrum gerendrum to the other kind (i.e.,
gerund -> gerundive OR gerundive -> gerund):
What kind of conditional is the sentence above? ______________________

Change the sentence to a future more vivid
in English:
in Latin:
2) Translate the sentence They went to see friends into Latin using
a supine:
a gerund:
a gerundive:
an ut clause:
page124
Quiz on Wheelock 1: Answers

a) often [saepe]
b) nothing [nihil]
c) d [dare ded datum = to give]

he loves: [3 sg pres ind act of am, amre, amv, amtum; amat]
vident: [3 pl pres ind act of vide, vidre, vd, vsum; they see]
servtis: [2 pl pres ind act of serv, servre, servv, servtum; yall save]
monte: [2 pl pres ipv act of mone, monre, monu, monitum; warn!]
III. Translate into stirring English.
1) Quid dbmus cgitre?
[What should we think?]
2) S m ams, m saepe laud!
[If you love me, praise me often!]
IV. Translate into pleasing Latin.
They should warn me if I make a mistake.
[Dbent m monre s err.]
V. Extra Credit. On the back of this sheet, write the active endings song from
Latina Ursorum.
page125
Quiz on Wheelock 1-2: Answers

a) penalty [poena, -ae, f.]
b) patria [fatherland]
c) [mone] monre [monu monitum] = [to warn]

we see: [1 pl pres ind act of vide, vidre, vd, vsum; vidmus]
vocte: [2 pl pres ipv act of voc, vocre, vocv, voctum; call!]
III. Produce the following forms:
gen pl of rosa, -ae, f.: [rosrum]
abl sg of nauta, -ae, m.: [naut]
IV. Translate into sterling English, and for the underlined word, give a) form; b)
syntax:
1) Puellrum rosam pots nauta dat.
[The sailor gives the rose of the girls (or: the girls rose) to the poets.]
rosam: a) [acc sg of rosa, -ae, f.]
b) [d.o. of dat]
2) M philosophiae d.
[I give myself to philosophy.]
V. Translate into pretty Latin.
The sailors great fame preserves the gate.
[Nautae fma magna portam (cn)servat.]
page126

a) always [semper]
b) today [hodi]
c) habe [habre habu habitum] = [to have]

vocmus: [1 pl pres ind act of voc (1); we call]
d: [2 sg pres ipv act of d, dare, ded, datum; give!]
III. Translate into succulent English, and for the underlined word, give a) form; b)
syntax:
1) Sapientiam amcrum, flia mea, semper laudat.
[He always praises the wisdom of girlfriends, O my daughter.]
amcrum: a) [gen pl of amca, ae, f.]
b) [depends on Sapientiam]
2) Avr vir puells bells in agrs vident.
[Greedy men see the beautiful girls in the fields.]
IV. Translate into pure Latin.
The good poets ought to save many farmers.
[Bon potae mults agricols (cn)servre dbent.]
V. Extra Credit. On the back of this sheet, write the first declension and
second declension songs from Latina Ursorum.
page127

a) leisure [tium, -i, n.]
b) delay [mora,-ae, f.]
c) [iuv] iuvre [iv itum] = [to help]

habtis: [2 pl pres ind act of habe, habre, habu, habitum; yall have]
we are: [1 pl pres ind (act) of sum, esse, fu, futrum; sumus]
1) magnus nauta -> gen sg [magn nautae]
2) vrus pota -> acc pl [vrs pots]
IV. Translate into scintillating English, and for the underlined word, give a) form;
b) syntax:
1) Mal, m amce, d exiti bonrum cgitant.
[Evil men, my friend, are thinking about the destruction of good women.]
bonrum:
a) [gen pl f of bonus, -a, -um]

b) [substantive adj, depends on exiti]
2) Sapientiam puellrum, flia mea, semper laudat.

[He always praises the wisdom of girls, my daughter.]
V. Translate into exquisite Latin.
The poets sons are giving the good teachers many gifts.
[Fli potae bons magistrs multa dna dant.]
page128

a) tomorrow [crs]
b) yesterday [her]
c) remane [remanre remns remnsum = to remain]

we shall have: [1 pl fut ind act of habe, habre, habu, habitum; habbimus]
iuvbs: [2 sg impf ind act of iuv, iuvre, iv, itum; you were helping/used to
help]
III. Translate into soaring English, and for the underlined word, give a) form; b)
syntax:
[Because of youth, my sons, yall did not use to see the evils of life.]
mala: a) [acc pl n of malus, -a, -um]
b) [substantive adj; d.o. of vidbtis]
2) Superbitisne mals s bons culpbitis?
[Will yall overcome evil men if yall will blame good men?]
IV. Translate into purling Latin.
He did not use to love the words of beautiful women.
[Verba pulchrrum nn ambat.]
page129

a) full [plnus, -a, -um]
b) vta [life]
c) remane [remanre remns remnsum = to remain]

we are able [1 pl pres ind (act) of possum, posse, potu; possumus]
ers [2 sg impf ind act of sum, esse, fu, futrum; you were]
errtis [2 pl pres ind act of err (1); yall are wrong]
III. Translate into inspiring English, and for the underlined words, give a) form; b)
syntax:
1) Discipulaene vitia avrrum vidre poterant?
[Were the (female) students able to see the vices of greedy men?]
avrrum:
a) [gen pl m of avrus, -a, -um]

b) [substantive adj, depends on vitia]

[Therefore, they were not able to warn you about the punishment of your friends
yesterday.]
monre:
a) [pres inf act of mone, monre, monu, monitum]

b) [complementary inf with poterant]
IV. Translate into splendid Latin.

Free men will be able to see our beautiful book tomorrow.
[Lber nostrum pulchrum librum crs vidre poterunt.]
page130

a) after [post]
c)
b) under [sub]
[aude audre ausus sum] = to dare
II. Translate into stringent English, and for the underlined word, give a) form; b)
syntax:
1) Rx et rgna igitur crs nn audbunt ibi remanre.
[Therefore, tomorrow the king and queen will not dare to remain there.]
remanre: a) [pres inf act of remane, remanre, remns, remnsum]
b) [complementary inf with audbunt]
2) Mrs bons hominum semper ambat cvits.
[The state always used to love the good character of men/people.]
III. Translate into precise Latin.
He will give a new name to his wife on account of (his) great love.
[Nmen novum uxr propter magnum amrem dabit.]
IV. Extra Credit. On the back of this sheet, write the third declension song
from Latina Ursorum.
page131

a) name [nmen, nminis, n.]
b) new [novus, -a, -um]
c) vinc [vincere vc victum = to conquer]

we shall draw [1 pl fut ind act of trah, trahere, trx, tractum; trahmus]
agam [1 sg fut ind act of ag, agere, g, ctum; I shall do]
discitis [2 pl pres ind act of disc, discere, didic; y'all learn]
III. Translate into rousing English, and for the underlined words, give a) form; b)
syntax:
1) Qur soror mea uxr tuae litters scrbit?
[Why is my sister writing a letter to your wife?]
uxr:
a) [dat sg of uxor, uxris, f.]

b) [i.o. of scrbit]
2) Potae nov carmina d cvittis virtte nn scrbent.

[The new poets will not write poems about the virtue of the state.]
virtte:
a) [abl sg of virts, virttis, f.]

b) [obj of preposition d]
IV. Translate into rhapsodic Latin.

The good women were thanking (their) brothers.
[Bonae grtis frtribus agbant.]
page132

a) any [llus, -a, -um]
b) too much [nimis/nimium]
c) trah [trahere trx tractum = to draw]

II. Translate into strenuous English, and for the underlined word, give a) form; b)
syntax:
1) Illud d vitis istus rgnae nunc scrbam, et ista poens dabit.
[I shall now write that about the vices of THAT queen, and THAT woman (= SHE)
will pay the penalty.]
Illud: a) [acc sg n of ille, -a, -ud (demonstrative pron)]
b) [d.o. of scrbam]
2) Ill enim hs alters litters dmnstrant.
[For those men are showing these men the other letter.]
III. Translate into pulchritudinous Latin.
Neither woman was able to learn either mans whole name.
[Neutra ttum nmen utrus discere poterat.]
IV. Extra Credit. On the back of this sheet, write the hic haec hoc song AND
the genitives in us song from Latina Ursorum.
page133

a) since [quoniam]
b) way [via, ae, f.]
c) faci [facere fc factum = to do]

we were fleeing: [1 pl impf ind act of fugi, fugere, fg, fugitrum; fugibmus]
audtis: [2 pl pres ind act of audi, audre, audv, audtum; yall hear]
III. Translate into serendipitous English, and for the underlined word, give a)
form; b) syntax:
1) Ille magnam virttem labris et studi docre saepe audet.
[That man often dares to teach the great virtue of labor and study.]
studi: a) [gen sg of studium, studi, n.]
b) [depends of virttem]
2) Amcitia sine timre vrittis semper vivet.
[Friendship without fear of the truth will always live.]
IV. Translate into magnanimous Latin.
Those women are fleeing, but these men will find others.
[Illae fugiunt, sed h alis invenient.]
page134

a) well [bene]
b) however [autem]
c) senti [sentre sns snsum = to feel]

II. Translate into sparkling English, and for the underlined words, give a) form; b)
syntax:
1 Dc m ad eius discipulam, amb t.
[Lead me to his/her student, please.]
eius: a) [gen sg m/f of is, ea, id (demonstrative pron)]
b) [depends on discipulam]
2) Propter amrem me mittet litters ad eum cnsulem.
[On account of love for me he will send the letter to this/that consul.]
eum: a) [acc sg m of is, ea, id (demonstrative adj)]
b) [modifies cnsulem, the object of the preposition ad]
III. Translate into prancing Latin.
They are saying the same thing about you and his girlfriend.
[Idem dcunt d t et eius amc.]
page135

I.Vocabulary(giveEnglishorLatin,asappropriate)andPrincipalParts.
a)beginning[prncipium,i,n.]
b)di[foralongtime]
c)[cadcadere]cecid[csrum=tofall]
eavritsbona>datsg[evrittbonae]
III.IdentifyANDtranslate:
yallhaveseized[2plpfindactofcapi,capere,cp,captum;cpistis]
wehadlived[1plplupfindactofvv,vvere,vx,vctum;vxermus]
fueris[2sgfutpfindactofsum,esse,fu,futrum;youwillhavebeen]
IV.TranslateintocoruscatingLatin,andfortheunderlinedword,givea)form;b)
syntax.
Dcmadeamdiscipulam,ambt.
[Leadmetothisstudent,please(OR:Ishallloveyou).]
eam:a)[accsgfofis,ea,id(demonstrativeadj)]
b)[modifiesdiscipulam,thed.o.ofDc]
V.TranslateintomagisterialLatin.
Thesamemansenttheirletter.
[demerumlittersmsit.]
page136

a) through [per]
b) before [ante]
c) st [stre stet statum = to stand]

II. Translate into serried English, and for the underlined words, give a) form; b)
syntax:
1) Ips nihil per s sine e facere poturunt.
[They themselves were able to do nothing by/through themselves without him.]
Ips: a) [nom pl m of ipse, -a, -um (intensive pron)]
b) [subject of poturunt]
2) Puellae ipsae s cum e inxerant, nn mcum.
[The girls themselves had joined themselves with her, not with me.]
s: a) [acc pl f of 3rd person reflexive pron]
b) [d.o. of inxerant]
III. Translate into edifying Latin.
Each learned man nourishes his own wisdom and theirs.
[Quisque doctus suam sapientiam et erum alit.]
page137

a)across[trns]
b)cloud[nbs,nbis,f.]
c)[currcurrere]cucurr[cursum=torun]
istecvispulcher>genpl[istrumcviumpuchrrum]
III.TranslateintoharmoniousEnglish,andfortheunderlinedwords,givea)form;
b)syntax.
Ipsperssineenihilfacerepoturunt.
[Theythemselveswereabletodonothingbythemselves(i.e.,throughtheirown
efforts)withouthim.]
Ips:a)[nomplmofipse,ipsa,ipsum(intensivepron)]
b)[subjectofpoturunt]
s:a)[accplmreflexivepron]
b)[objoftheprepositionper]
IV.TranslateintouncompromisingLatin.
Theyhadheldthecitybyforce,buttheseaswerefree.
[Urbemvtenuerant,sedmariaerantlbera.]
page138

a) twenty-one [vginti nus/nus et vgint]
b) fifth [quintus, -a, -um]
c) iaci [iacere ic iactum = to throw]

II. Translate into serviceable English, and for the underlined words, give a) form;
b) syntax:
1 Septem hrs ad eam urbem vnimus.
[In seven hours we came to this/that city.]
hrs: a) [abl pl of hra, -ae, f.]
b) [abl of time within which]
2) Multum mal nnus cvis timuit.
[The ninth citizen feared much evil.]
mal: a) [gen sg n of malus, -a, -um]
b) [substantive adj; gen of the whole with Multum]
III. Translate into liberating Latin.
He will send five thousand men across Italy in the eighth year.
[Qunque mlia virrum trns taliam octv ann mittet.]
page139

a) five [qunque]
b) nine [novem]
c) [iaci] iacere [ic iactum] = [to throw]

mser: [1 sg futpf ind act of mitt, mittere, ms, missum; I shall have sent]
poter: [1 sg fut ind act of possum, posse, potu; I shall be able]
III. Translate into good English, and for the underlined word, give a) form; b)
syntax:
1) Studium omnium flium meum cnservverat.
[The zeal of all (men) had saved my son.]
omnium: a) [gen pl m/f of omnis, omne]
b) [substantive adj, depends on Studium]
2) Potns rgna, quoniam s dlxit, ists trs vtvit et s cum es numquam
inxit.
[The powerful queen, since she loved herself, avoided those three men and never
joined herself with them.]
IV. Translate into nice Latin.
The sixth king sent seven of the old men across fourteen difficult seas.
[Sextus rx septem ex senibus trns quattuordecim maria difficilia msit.]
page140

a) quickly [cito]
b) also [quoque]
c) dle [dlre dlv dltum = to destroy]

II. Translate into stupendous English, and for the underlined word, give a) form; b)
syntax:
1) Nn slum fortna ipsa est caeca sed etiam es caecs facit qus semper
adiuvat.
[Not only is Fortune herself blind, but she also makes those blind whom she
always helps.]
qus: a) [acc pl m of qu, quae, quod (relative pron)]
b) [refers to es; d.o. of adiuvat]
2) Discipul enim d qurum magistr bona dxist sunt bet.
[For the students about whose teacher you said good things are blessed.]
III. Translate into precious Latin.

The seventeen soldiers to whom you are giving money will conquer the city.
[Septendecim mlits quibus pecniam ds urbem vincent.]
IV. Extra Credit. On the back of this sheet, write the qu quae quod song from
Latina Ursorum.
page141

a) why (cr)
b) quickly (cito)
c) [incipi] incipere [incp inceptum = to begin]

aluermus: [1 pl plupf ind act of al, alere, alu, altum; we had nourished]
dligent: [3 pl fut (NOT PR!) ind act of dlig, dligere, dlx, dlctum; they will
love]
III. Translate into melodious English, and for the underlined word, give a) form; b)
syntax:
Nn slum fortna ipsa est caeca sed etiam es caecs facit qus semper adiuvat.
[Not only is fortune herself blind, but she also makes blind those whom she always
helps.]
qus: a) [acc pl m of qu, quae, quod (relative pron)]
b) [refers to es; d.o. of adiuvat]
IV. Translate the following into perspicacious Latin:
He praises the book. [Laudat librum.]
V. CHANGE the sentence above to the PASSIVE VOICE
1) In English: [The book is praised by him.]
2) In Latin: [Liber laudtur ab e.]
VII. Extra credit. On the back of this sheet, write the songs for the relative
pronoun and the passive endings from LU.
page142

mtus erit: [3 sg futpf ind pass of move, movre, mv, mtum; he will have been
moved]
it has been read: [3 sg pf ind pass of leg, legere, lg, lctum; lctum est]
we had been warned: [1 pl plupf ind pass of mone, monre, monu, monitum;
monit ermus]
II. Translate into diaphanous English, and for the underlined word, give a) form;
b) syntax:
1) Quae studia gravia t semper dlectant, aut quae nunc dsders?
[What serious pursuits always delight you, or what (pursuits) do you now desire?]
Quae: a) [nom pl n of qu, quae, quod (interrog. adj)]
b) [modifies studia, the subject of dlectant]
III. Translate into stunning Latin:
The swift boy was seen by the powerful king.
[Puer celer potent rge vsus est.]
IV. Change the above sentence to the active voice
1) In English: [The powerful king saw the swift boy.]
2) In Latin: [Potns rx puerum celerem vdit.]
page143

a) left-hand [sinister, sinistra, sinistrum]
b) knee [gen, gens, n.]
c) [discd] discdere [discess discessum = to depart]

dfnsa erat: [3 sg plupf ind pass of dfend, dfendere, dfend, dfnsum; she
had been defended]
they were freed: [3 pl pf ind pass of lber (1); lbert sunt]
III. Translate into shimmering English, and for the underlined word, give a) form;
b) syntax:
1) qu fmin verss gravs lct erunt?
[By what woman will the serious verses have been read?]
qu: a) [abl sg f of qu, quae, quod (interrogative adj)]
b) [modifies fmin, an ablative of personal agent]
2) Vrits ns met grav lberbit qu di territ sumus.
[The truth will free us from the serious dread by which we have long been
terrified.]
IV. Translate into perspicuous Latin.
Whose small hands lacked feeling?
[Cuius mans parvae sns carurunt?]
page144

she was ordered: [3 sg pf ind pass of iube, iubre, iuss, iussum; iussa est]
they are touched: [3 pl pres ind pass of tang, tangere, tetig, tctum; tanguntur]
you will be left behind: [2 sg fut ind pass of relinqu, relinquere, relqu, relictum;
relinquris]
II. Translate into frugiferous English, and for the underlined word, give a) form; b)
syntax:
1) Quis tum iussus erat Graeciam met lberre, familis dfendere, atque hosts
patri prohibre?
[Who had then been ordered to free Greece from fear, defend families, and keep
the enemy from the fatherland?]
met: a) [abl sg of metus, -s, m.]
b) [abl of separation]
III. Translate into pungent Latin:
That hand will seize the senate.
[Illa manus rapiet sentum.]
IV. Change the above sentence to the passive voice
1) In English: [The senate will be seized by that hand.]
2) In Latin: [Sentus ill man rapitur.]
page145

a) fire [ignis, ignis, m.]
b) prtinus [immediately]
c) [toll] tollere [sustul subltum = to raise]

they will be touched: [3 pl fut ind pass of tang, tangere, tetig, tctum; tangentur]
you (sg.) are seized: [2 sg pres ind pass of capi, capere, cp, captum; caperis]
III. Translate into iridescent English, and for the underlined word, give a) form; b)
syntax:
1) Qunque dibus in suam urbem magn laude Caesare dcentur.
[In five days they will be led into their own city with great praise by Caesar.]
laude: a) [abl sg of laus, laudis, f.]
b) [abl of manner]
2) Quis iussit illam rem pblicam servitte lberr?
[Who ordered that republic to be freed from slavery?]
IV. Translate into precocious Latin.
By whom have their hopes of safety been raised?
[ qu erum sps saltis subltae sunt?]
page146

we feel: [1 pl pres ind act of senti, sentre, sns, snsum; sentmus]
committris: [2 sg fut ind pass of committ, committere, comms, commissum;
you will be entrusted]
regimin: [2 pl pres ind pass of reg, regere, rx, rctum; yall are ruled]
II. Translate into resplendent English, and for the underlined words, give a) form;
b) syntax:
1) Illam gentem Latnam oppressr et dvitis raptr, omns virs magnae
probittis premere ac dlre prtinus coeprunt.
[(Since they were) fixin to oppress that Latin nation and seize their wealth, they
immediately began to pursue and destroy all men of great honesty.]
oppressr: a) [nom pl m fut act ppl of opprim, opprimere, oppress, oppressum]
b) [modifes implied subject of coeprunt; shows time after coeprunt]
2) Mans pecniam habentium saepe habent quoque aliquid viti.
[The hands of those who have money often also have some(thing of) vice.]
habentium: a) [gen pl m pres act ppl of habe, habre, habu, habitum]
b) [substantive adj; depends on mans; shows same time as habent]
III. Translate into fashionable Latin:
We gave the captured city a good leader.
[Dedimusbonumducemurbcaptae.]
page147

a) comfort [slcium, i, n.]
b) shore [ltus, ltoris, n.]
c) prem [premere press pressum] = [to press]

II. Translate into strong English, and for the underlined words, give a) form; b)
syntax:
2) Popul met oppress, iste impertor nbs ex urbe pellendus est.
[Since the people have been oppressed by dread, that general ought to be expelled
from the city by us.]
oppress: a) [abl sg m pf pass ppl of opprim, opprimere, oppress, oppressum]
b) [in abl abs, modifies Popul, shows time before pellendus est]
2) rtor anims audientium tangit.
[The speaker touches the minds of the ones listening.]
audientium: a) [gen pl m pres act ppl of audi, audre, audv, audtum]
b) [substantive adj, depends on anims, shows same time as tangit]
III. Translate the following sentence into pleasant Latin USING AN ABLATIVE
ABSOLUTE AND A PASSIVE PERIPHRASTIC:
Since the slaves are fixin to capture the city, the citizens must seek a general.
[Servs urbem captrs, impertor cvibus petendus est.]
page148

quaestae sunt: [3 pl pf ind pass of quaer, quaerere, quaesv, quaestum; they
have been sought/were sought]
they will laugh: [3 pl fut ind act of rde, rdre, rs, rsum; rdbunt]
II. Translate into super English, and for the underlined words, give a) form; b)
syntax:
1) rtor, sign sacerdte dat, e di revnit et nunc ttus populus Latnus
gaudet.
[With the sign having been given by the priest (= since the sign had been given by
the priest), the orator returned on that day and now the whole Latin people
rejoices.]
dat: a) [abl sg n pf pass ppl of d, dare, ded, datum]
b) [in abl abs; modifies sign; shows time before revnit]
2) Negvrunt puells eam doctrs esse.
[They said that the girls would not teach her. (OR: They have said that the girls
will not teach her.)]
doctrs esse: a) [fut inf act of doce, docre, docu, doctum]
b) [in indirect statement, secondary sequence (OR: primary sequence);
shows time after Negvrunt]
III. Translate into perfect Latin, USING A PASSIVE PERIPHRASTIC AND AN
ABLATIVE ABSOLUTE:
This letter must be written by the queen, since the king has been expelled by the
citizens.
page149
[Haecepistulargnaescrbendaest,rgecvibusexpuls.]
page150

a) ugly [turpis, turpe]
b) table [mnsa, -ae, f.]
c) [suscipi suscipere suscp susceptum] = to undertake

II. Produce the following forms:
comparative of trstis in abl sg f: [trstire]
superlative of sapins in nom pl m: [sapientissim]
III. Translate into striking English, and for the underlined word, give a) form; b)
syntax:
1) Qudam negant istum librum pudcissims legendum esse.
[Certain people say that that book should not be read by very chaste people.]
pudcissims: a) [dat pl m/f superlative of pudcus, -a, um]
b) [substantive adj, dat of agent with pass periphrastic]
[The youth hopes that he will live a long time; the old man can say that he has
lived a long time.]
IV. Translate into impeccable Latin.
We saw that the rather proud girl had not helped the very sad one.
[Vdimus puellam superbirem nn ivisse trstissimam.]
page151

I. Give the Latin for the following, in the case, #, and gender indicated:
better (dat sg f): __[melir]___
smallest (gen pl n): _[minimrum]__
easiest (acc pl f): __[facillims]___
happier (acc sg n): __[betius]____
II. Translate into radiant English, and for the underlined words, give a) form; b)
syntax:
1) Nam ills hoc intellegendum est: prmum omnium m ipsum vigilre, adesse,
prvidre re pblicae; deinde magns anims esse in bons virs....; des dnique
immortls huic invict popul, clr imperi, pulchrae urb contr tantam vim
sceleris auxilium esse datrs.
(vigil (1): to be watchful; adsum, -esse, -fu, -futrum: to be present; dnique:
finally; invictus, -a, -um: invincible; tantus, -a, -um: so great; auxilium, -i, n: aid)
[For this ought to be understood by those men: first of all that I myself am
watchful, am present, am providing for the republic; next, that great courage is in
good men...; finally, that the immortal gods will give aid to this invincible people,
brilliant empire, (and) beautiful city against so great a force of crime.]
ills: a) [dat pl m of ille, illa, illud (demonstrative pron)]
b) [dat of agent with passive periphrastic]
esse datrs: a) [fut inf act of d, dare, ded, datum]
b) [in indirect statement, primary sequence; shows time after intellegendum
est]
III. Translate into plenipotentiary Latin:
He said that he had sent the letter to his sister.
[Dxit s litters ad suam sorrem msisse.]
page152

a) grandson [neps, neptis, m.]
b) useful [tilis, -e]
c) pn [pnere posu positum = to place]

II. Translate into unquenchable English, and for the underlined words, give a)
form; b) syntax:
1) Neps tuus mnsa discdat n ista verba acerba audiat.
[Let your grandson depart from the table in order not to hear bitter words.]
discdat:
a) [3 sg pres subj act of discd, discdere, discess, discessum]

b) [jussive]
2) Mihi litterae scrbendae sunt ut pecnia parentibus mitttur.

[The letter must be written by me so that money may be sent by my parents.]
mitttur:
a) [3 sg pres subj pass of mitt, mittere, ms, missum]

b) [in purpose clause in primary sequence]
III. Translate into exquisite Latin.

They are reading this in order to understand.
[Hoc legunt ut intellegant.]
page153

I. Translate into solar English, and for the underlined words, give a) form; b)
syntax:
1) Nm quidem tam ferx est ut nn mollr possit, cultr dat.
(cultra, ae, f: culture)
[No one, indeed, is so fierce that he is not able to be softened, with culture having
been given.]
mollr: a) [pres inf pass of molli, mollre, mollv, molltum]
b) [complementary inf with possit]
possit: a) [3 sg pres subj act of possum, posse, potu]
b) [in result clause, primary sequence]
dat: a) [abl sg f pf pass ppl of d, dare, ded, datum]
b) [in abl absolute; modifies cultr; shows time before est]
2) Surrxit mns n verbum turpius audret.
[He rose from the table in order not to hear the too (or rather or more) disgraceful
word.]
audret: a) [3 sg impf subj act of audi, audre, audv, audtum]
b) [in purpose clause, secondary sequence]
II. Translate into sensible Latin:
The wiser author was so diligent that he recommended the best women.
[Auctor sapientior tam dligns erat ut optims probret.]
page154

a) vitium [vice]
b) vta [life]
c) [minu minuere minu] mintum = [to diminish]

II. Identify (DO NOT TRANSLATE) the following:
monit essent: [3 pl plupf subj pass of mone, monre, monu, monitum]
laudta ss: [2 sg pf subj pass of laud (1)]
cpistis: [2 pl pf ind act of capi, capere, cp, captum]
III. Translate into supererogatory English, and for the underlined word, give a)
form; b) syntax:
1) Pota carmina scrbat ut scimus quid d puell snserit.
[Let the poet write poems so that we may know what he (has) felt about the girl.]
snserit:
a) [3 sg pf subj act of senti, sentre, sns, snsum]

b) [in indirect question in primary sequence; shows time before
scimus]
2) Cter quidem nescibant quam cris esset mns ntae erum.
[The rest, indeed, did not know how keen the mind of their (other peoples)
daughter was.]
IV. Translate into punctilious Latin.
She was so wise that she was able to explain why they had done it.
[Tam sapins erat ut expnere posset cr id fcissent.]
page155

a) finger [digitus, -, m.]
b) moenia [walls]
c) [occid occidere occid] occsum = [to fall down]

II. Identify the following forms of fer, ferre, tul, ltum:
ferrent [3 pl impf subj act]
fertur [3 sg pres ind ps]
fers [2 sg fut ind act]
fermus [1 pl pres subj act]
III. Translate into understated English, and for the underlined word, give a) form;
b) syntax:
1) Nesci utrum trs conirt maneant an in exsilium contenderint.
[I dont know whether the three conspirators are remaining or have headed for
exile.]
contenderint: a) [3 pl pf subj act of contend, contendere, contend, contentum]
b) [in indirect question, primary sequence; shows time before Nesci]
2) Cum magistra discessisset, discipul omns dolre coeprunt.
[When/since the teacher had left, all the students began to grieve.]
IV. Translate into soothing Latin.
Although he praised me, nevertheless I never liked him.
[Cum m laudret, tamen numquam eum ambam.]
page156

I. Vocabulary.
a) most wisely [sapientissim]
b) more happily [flcius]
c) greatly [magnopere]
d) bravely [fortiter]

nlint [3 pl pres subj act of nl, nlle, nlu]
ferrs [2 sg impf subj act of fer, ferre, tul, ltum]
ferris [2 sg pres ind pass of fer, ferr, tul, ltum]
nlent [3 pl fut ind act of nl, nlle, nolu]
III. Translate into lovely English, and for the underlined words, give a) form; b)
syntax:
1) At volumus cognscere cr sc invderit et cr verba eius tam dura fuerint.
[But we want to find out why he was so envious and why his words were so harsh.]
fuerint:
a) [3 pl pf subj act of sum, esse, fu, futrum]

b) [in indirect question in primary sequence, shows time before
volumus]
2) Nlte rogre cr id ferr nn possit.
[Dont ask why this cannot be endured.]
IV. Translate into elegant Latin.
He prefers to leave, provided that we not stay.
[Mavult discdere, dummodo n manemus.]
page157

I. Transform the following sentence as requested: S magistram audiunt, discunt
(If they listen to the teacher, they learn).
1) Future less vivid
Latin: [S magistram audiant, discant.]
English: [If they should listen to the teacher, they would learn.]
2) Present contrafactual
Latin: [S magistram audrent, discerent.]
English: [If they were listening to the teacher, they would be learning.]
II. IDENTIFY the following forms:
mvs: [2 sg pres ind act of ml, mlle, mlu]
nollet: [3 sg impf subj act of nl, nlle, nlu]
volet: [3 sg fut ind act of vol, velle, volu]
III. TRANSLATE the following:
At volumus cognscere cr sc invderit et cr verba eius tam dra fuerint.
[BUT we want to learn why he was so envious and why his words were so harsh.]
IV. Extra Credit. On the back of this sheet, write down the pluperfect
subjunctive song.
page158

I. Transform the following sentence as indicated.
S virttem sequuntur, laudantur (If they follow virtue, they are praised).
1) future more vivid
English: [If they follow virtue, they will be praised.]
Latin: [S virttem sequentur, laudbuntur.]
2) future less vivid
English: [If they should follow virtue, they would be praised.]
Latin: [S virttem sequantur, laudentur.]
3) present contrafactual:
English: [If they were following virtue, they would be (being) praised.]
Latin: [S virttem sequerentur, laudrentur.]
4) past contrafactual:
English: [If they had followed virtue, they would have been praised.]
Latin: [S virttem sect essent, laudt essent.]
II. Translate the following.
Sed s bell ns ditius premere in anim habs, cgit d antqu fm nostr.
[If you have in mind to press us longer in war, think about our ancient reputation.]
page159

morere: [2 sg pres ipv act of morior, mor, mortuus sum; die!]
s estis: [2 pl pf ind act of tor, t, sus sum; yall used/have used]
II. Translate into stratospheric English, and for the underlined words, give a) form;
b) syntax:
1) Custdiae s cum duce nostr lber loquantur et huic tyrannum trdere
cnentur, sine percul ex moenis urbis prtinus gred possint.
[If the guards should speak freely with our leader and should try to hand over the
tyrant to him, they would be able to depart from the walls of the city at once
without danger.]
loquantur: a) [3 pl pres subj act of loquor, loqu, loctus sum]
b) [in protasis of future less vivid]
2) Magistra discipuls placitra es sibi sc anteponbat ut es servre vidertur.
[(Since she was) fixin to please her students, the teacher used to put them before
herself (prefer them to herself) in such a way that she seemed to be a slave to
them.]
vidertur: a) [3 sg impf subj pass of vide, vidre, vd, vsum]
b) [in result clause in secondary sequence]
III. Translate into pearly Latin:
Although they obeyed their king, they did not forgive him.
[Cum rg pruerint (prrent), tamen e nn ignvrunt (ignscerent).]
page160

a) perhaps [fortasse]
b) daily [ctdi]
c) cg [cgere cog coctum = to compel]

fiers: [2 sg impf subj act of f, fier, factus sum]
secta essent: [3 pl plupf subj act of sequor, sequ, sectus sum]
III. Translate into sonorous English, and for the underlined words, give a) form; b)
syntax:
1) Petbant nbs ut etiam in adverss rbus huic duc prrmus et servrmus.
[They begged us to obey and serve this leader even in adverse circumstances.]
prrmus: a) [1 pl impf subj act of pre, -re, pru]
b) [in jussive noun clause in secondary sequence]
2) S eum rogs quid tibi faciendum sit, t moneat ut linguae Latnae dligentius
studes ut sapientior fs.
[If you should ask him what ought to be done by you, he would advise you to study
the Latin language more diligently in order to become wiser.]
moneat:
a) [3 sg pres subj act of mone, monre, monu, monitum]

b) [in apodosis of future less vivid conditional]
IV. Translate into pristine Latin.

He begged him not to harm the slaves.
[rvit eum [or: petvit ab e] n servs nocret.]
page161

a) at home [dom]
b) on the ground [hum]
c) pere [perre peri peritum = to perish]

exes: [2 sg pres subj act of exe, exre, exi, exitum]
aditrs: [acc pl f fut act ppl of ade, adre, adi, aditum]
III. Translate into charming English, and for the underlined word, give a) form; b)
syntax:
[But we, ourselves having suffered many bad things, tried to persuade those angry
men to free the slaves from chains and not to harm anyone.]
2) Haec loct, hortentur eum n dom abeat.
[Having spoken these things, let them urge him not to depart from home.]
loct: a) [nom pl m pf act ppl of loquor, loqu, loctus sum]
b) [modifies subject of hortentur, shows time before hortentur]
IV. Translate into classic Latin.
Provided that this be done, he will beg them to remain at Rome for three hours.
[Dummodo hoc fat, petet ab es ut Rmae maneant trs hrs.]
page162

a) toward [erg]
b) foot [ps, pedis, m.]
c) suspend [suspendere suspend suspnsum = to hang up]

peream: [1 sg pres subj act of pere, perre, peri, peritum]
obitrus: [nom sg m fut act ppl of obe, obre, obi, obitum]
III. Translate into endearing English, and for the underlined words, give a) form;
b) syntax:
[But we, ourselves having suffered many evils, tried to persuade those angry men
to free the slaves from bonds and not to harm anyone.]
lberrent: a) [3 pl impf subj act of lber (1)]
b) [in jussive noun clause in secondary sequence]
2) Quis est tibi qu eam rogre nlit quid tam bella rr tants anns gerit?
[Who is there, in your opinion, who would not want to ask her what such a pretty
woman was doing in the country for so many years?]
nlit: a) [3 sg pres subj act of nl, nlle, nlu]
b) [in relative clause of characteristic in primary sequence]
IV. Translate into companionable Latin USING
TWO SUPINES.
There were peopleamazing to see!who would go to Rome to hear those women.

[Erantmrbile vs!qu Rmam rent ills audtum.]
page163

Propter amrem legend librs, exiit dom ad es parands.
[Because of (his) love of reading books, he went out of (his) home to obtain them.]
1) Is legend a gerund or a gerundive? [gerund]
2) Is parands a gerund or a gerundive? [gerundive]
[Propter amrem librrum legendrum, exiit dom ad parandum es.]
4) REWRITE the sentence using a supine.
[Propter amrem legend librs, exiit dom es partum.]
II. Translate into catchy English, and for the underlined word, give a) form; b)
syntax:
Sunt autem qu dolrum vtandrum caus, ut aiunt, semper levia opera faciant,
labrem contemnant, et d officis querantur.
[Moreover, there are those who, for the sake of avoiding pain(s), as they say, would
always do trivial works, despise labor, and complain about duties.]
querantur: a) [3 pl pres subj act of queror, quer, questus sum]
b) [in relative clause of characteristic, primary sequence]
page164

Urbis servandae caus, librum scrpsit d gerend rem pblicam.
[To save the city (For the sake of saving the city), he wrote a book about
managing the republic.]
1) Is servandae a gerund or a gerundive? [gerundive]
2) Is gerend a gerund or a gerundive? [gerund]
[Urbem servand caus, librum scrpsit d r pblic gerend.]
II. Translate into superabundant English, and for the underlined word, give a)
form; b) syntax:
1) Num vetera mala patiend nova vtantur?
[New evils are not avoided by allowing old evils, are they?]
intelleg possit.
[But finally I fear, alas, that this ancient study may not be able to be understood by
men of little wisdom.]
possit: a) [3 sg pres subj act of possum, posse, potu]
b) [in fear clause in primary sequence]
page165
Test on Wheelock 1-4: Answers
a) today [hodi]
b) always [semper]
c) [iuv] iuvre [iv itum = to help]
he frightens: [3 sg pres ind act of terre, terrre, terru, territum; terret]
datis: [2 pl pres ind act of d, dare, ded, datum; yall give]
vid: [2 sg pres ipv act of vide, vidre, vd, vsum; see!]
we are: [1 pl pres ind act of sum, esse, fu, futrum; sumus
habent: [3 pl pres ind act of habe, habre, habu, habitum; they have]
bellus nauta -> gen sg [bell nautae] magnus pota -> abl sg [magn pot]
1) Dbtis, amc, d popul Rmn cgitre.
[Friends, yall ought to think about the Roman people.]
popul: a) [abl sg of populus, -, m.]
b) [obj of preposition d]
2) S multam pecniam habs, saepe nn estis sine crs.
[If you have much money, often you are not without cares.]
multam: a) [acc sg f of multus, -a, -um]
b) [modifies pecniam, the d.o. of habs]
3) Dna bonrum iuvant magns.
[The gifts of good women help great men.]
bonrum: a) [gen pl f of bonus, -a, -um]
b) [substantive adj; depends on Dna]
4) Magnus nauta, amcus meus, puer perculum nn videt.
[The great sailor, (who is) my friend, does not see the boys danger.]
amcus: a) [nom sg of amcus, -, m.]
b) [in apposition with nauta, the subject of videt]
V. Translate into Latin (USING SUBSTANTIVE ADJECTIVES).
The destruction of a bad woman warns good women.
[Exitium malae bons monet.]
VI. Translate.
O stulte puer! Malum est tuum cnsilium. Nn dbs officia derum dsderre. Phoebus
flium monet, sed puer magna percula nn videt. Equ valent; nn valet Phaethon. Currus sine
ver magistr errat in cael.
[O foolish boy! Bad is your plan. You should not desire the duties of the gods. Phoebus warns
his son, but the boy does not see the great dangers. The horses are strong; Phaethon is not
strong. The chariot without its true master goes astray in the sky.]
page166
a) tomorrow [crs]
b) often [saepe]
c) [terre] terrre [terru territum = to frighten]
remanbunt: [3 pl fut ind act of remane, remanre, remns, remnsum; they will remain]
erat: [3 sg impf ind act of sum, esse, fu, futrum; he was]
errat: [3 sg pres ind act of err (1); he errs]
potes: [2 sg pres ind act of possum, posse, potu; you are able]
we used to call: [1 pl impf ind act of voc (1); vocbmus]
bellus nauta -> gen sg [bell nautae] magnus pota -> acc pl [magns pots]
[Because of youth, my sons, yall did not use to see the evil things of life.]
mala: a) [acc pl n of malus, -a, -um]
b) [substantive adj; direct object of vidbtis]
[Therefore, they were not able to warn you yesterday about the punishment of your friends.]
monre: a) [pres inf act of mone, monre, monu, monitum]
b) [complementary inf with poterant]
3) Semper poterimus bonrum sapientiam et vitia malrum vidre.
[We shall always be able to see the wisdom of good women and the vices of bad men.]
bonrum: a) [gen pl f of bonus, -a, -um]
b) [substantive adj; depends on sapientiam]
4) Dbmusne culpre agricols nautsque, s patria nostra plna nsidirum est?
[Should we blame the farmers and sailors, if our fatherland is full of treachery?]
agricols: a) [acc pl of agricola, -ae, m.]
b) [direct object of culpre]
V. Translate into Latin (USING A SUBSTANTIVE ADJECTIVE).
The words of great books will be able to save free men.
[Verba librrum magnrum lbers servre poterunt.]
page167

I.Vocabulary(giveEnglishorLatin,asappropriate)andPrincipalParts.
a)true[vrus,a,um]
b)way[via,ae,f.]
c)[capi]capere[cpcaptum]=[toseize]
II.Changethefollowingformsasrequested.
illepuerslus>gensg:[illuspuerslus]
haecvritsmagna>accpl:[hsvrittsmagns]
istudtempusttum>datsg:[isttemportt]
III.IdentifyANDtranslatethefollowingforms:
weshallhear:[1plfutindactofaudi,audre,audv,audtum;audimus]
theywereseizing:[3plimpfindactofcapi,capere,cp,captum;capibant]
theyfind:[3plpresindactofinveni,invenre,invn,inventum;inveniunt]
dcs:[2sgfutindactofdc,dcere,dx,ductum;youwilllead]
IV.TranslateintoLatin.
Manymeninthisstatewilldaretodogoodthings.
[Multinhccvittebonafacereaudbunt.]
V.TranslateintoEnglish,andfortheunderlinedwords,givea)form;b)syntax:
1.Vrittemdcerepoteritneutrasineamcitiillusbon.
[Neitherwomanwillbeabletospeakthetruthwithoutthefriendshipofthatgood
man.]
neutra:a)[nomsgfofneuter,neutra,neutrum]
b)[substantiveadj,subjectofpoterit]
2.Fortnamultsdatnimis,satisnll.
[Fortunegivestoomuchtomany(men),enoughtonone.]
nll:a)[datsgm/fofnllus,a,um]
b)[i.o.ofdat]
3.Propterhuiusnsidismagnintimrevvetttacvits.
[Becauseofthismans(or:thiswomans)treachery,thewholestatewilllivein
greatfear.]
huius:a)[gensgm/fofhic,haec,hoc(demonstrativepron)]
b)[dependsonnsidis]
4)Nnslumventushocdocetisteestmagisterstultrum!sedetiamrati.
(ventus(nomsgm),outcome)
[Notonlyoutcometeachesthisthatistheteacheroffools!butalsoreason.]
hoc:a)[accsgnofhic,haec,hoc(demonstrativepron)]
page168
b)[d.o.ofdocet]
page169
a) however [autem]
b) also [etiam]
c) [senti] sentre [sns snsum = to sense]
he will flee: [3 sg fut ind act of fugi, fugere, fg, fgitrum; fugiet]
vens: [2 sg pres ind act of veni, venre, vn, ventum; you come]
yall used to hear: [2 pl impf ind act of audi, audre, audv, audtum; audibtis]
they will live: [3 pl fut ind act of vv, vvere, vx, vctum; vvent]
they make: [3 pl pres ind act of faci, facere, fc, factum; faciunt]
haec vrits magna -> gen sg
is amor slus -> dat sg
[huius vrittis magnae]
[e amr sl]
1) Nn omns eadem amant aut esdem cupiditts studiaque habent.
(omns (nom pl m), all people)
[Not all people love the same things or have the same desires and pursuits.]
eadem: a) [acc pl n of dem, eadem, idem (demonstrative pron)]
b) [d.o. of amant]
2) Nbscum remanre nn potes; nn t, nn ists, nn cnsilia vestra tolerb!
[You cannot remain with us; I shall not tolerate you, not those men of yours, not your plans!]
ists: a) [acc pl m of iste, ista, istud (demonstrative pron)]
b) [d.o. of tolerb]
3) Tne ists litters ad huius sorrs mittis?
[Are YOU sending that letter of yours to this mans sisters?]
huius: a) [gen sg of hic, haec, hoc (demonstrative pron)]
b) [depends on sorrs]
4) Ill dcent t et tus ad eum amcum, nn eius.
[Those men will lead you and your (people) to this friend, not his.]
eum: a) [acc sg m of is, ea, id (demonstrative adj)]
b) [modifies amcum, the object of preposition ad]
Many people understand this, but few will write it well.
[Mult hoc (or: id) intellegunt, sed pauc bene scrbent.
VI. Translate.
Dum somnus Polyphmum superat, Graec nsidis faciunt. Tignum in flamm acuunt et in
oculum istus mittunt. miser Polyphme! Tibi nn bene est. Ali Cyclps veniunt, sed vrum
perculum nn sentiunt: Nm m necat! Polyphemus exclamat. Bene! i dcunt.
[While sleep overcomes Polyphemus, the Greeks make an ambush. They sharpen a log in the
flame and send it into the eye of THAT guy. O wretched Polyphemus! Its not going well for
you. Other Cyclopes come, but they do not perceive the true danger. No one is killing me!
Polyphemus exclaims. Fine! they say.]
page170

a) recently [nper]
b) too much [nimium/nimis]
c) _[cad]__ cadere __[cecid]____ __[csrum]____ = __[to fall]___
I was warning: [1 sg impf ind act of mone, monre, monu, monitum; monbam]
gerit: [3 sg futpf ind act of ag, agere, g, ctum; he will have led]
cpertis: [2 pl plupf ind act of capi, capere, cp, captum; yall had seized]
fuist: [2 sg pf ind act of sum, esse, fu, futrum; you were/have been]
he will live: [3 sg fut ind act of vv, vvere, vx, vctum; vvet]
hic timor slus -> gen sg [huius timris slus]
ea virts magna -> dat sg [e virtt magnae]
illud corpus ttum -> abl pl [ills corporibus tts]
1) Post labrem eius grtis magns e agmus.
[After his labor we will give great thanks to him.]
eius: a) [gen sg m of is, ea, id (demonstrative pron)]
b) [depends on labrem]
2) Eundem timrem in ist cnsule snsimus.
[We sensed the same fear in that consul.]
ist: a) [abl sg m of iste, ista, istud (demonstrative adj)]
b) [modifies cnsule, the object of the preposition in]
3) Vdistisne eius virttem in e cvitte pr es?
[Did yall see his virtue in this/that state for (= on behalf of) them?]
es: a) [abl pl m of is, ea, id (demonstrative pron)]
b) [object of preposition pr]
4) Ambmus nn slum sapientiam illrum sed etiam patientiam.
[We used to love not only the wisdom but also the patience of those men.]
illrum: a) [gen pl m of ille, illa, illud (demonstrative pron)]
b) [depends on sapientiam (and patientiam)]
He had sent this man to that woman without their books.
[Mserat hunc ad illam sine erum librs.]
page171

intellegs: [2 sg fut ind act of intelleg, intellegere, intellx, intellctum; you will
understand]
terruerat: [3 sg plupf ind act of terre, terrre, terru, territum; he had frightened] [NOTE:
he had scared/frightened, NOT he had been scared or he had feared!]
vcerit: [3 sg futpf ind act of vinc, vincere, vc, victum; he will have conquered]
cucurrist: [2 sg pf ind act of curr, currere, cucurr, cursum; you ran/have run]
trahitis: [2 pl pres ind act of trah, trahere, trx, tractum; yall draw]
mittam: [1 sg fut ind act of mitt, mittere, ms, missum; I shall send]
id tempus bonum -> dat sg
qu vir slus -> gen sg
[e tempor bon]
[cuius vir slus]
1) Salv, bone amce, cui flium meum her comms.
[Hello, good friend, to whom I entrusted my son yesterday.]
cui: a) [dat sg m of qu, quae, quod (relative pron)]
b) [refers to amce; i.o. of comms]
2) Adulscents nimis dsderant; sens satis amris saepe habent et multum sapientiae.
[Young men desire excessively; old men often have enough love and much wisdom.]
amris: a) [gen sg of amor, amris, m.]
b) [gen of the whole with satis]
3) Cvs eum nn dlxrunt qu cvittem edem ann v dlre coepit.
[The citizens did not esteem him who in the same year began to destroy the state by
force.]
ann: a) [abl sg of annus, -, m.]
b) [abl of time when]
4) Nn hr tria mlia fminrum, qus ipse vidbis, s ad terram iacient.
[At the ninth hour, three thousand women, whom you yourself will see, will throw
themselves to the ground.]
s: a) [acc pl f of reflexive pron]
b) [d.o. of iacient]
We shall praise the boys whose fathers are giving us five of the books.
[Puers qurum patrs nbs qunque ex librs dant laudbimus.]
page172
I.IdentifyANDtranslatethefollowing.(GIVEPRINCIPALPARTS!)
theyaretaught[3plpresindpassofdoce,docre,docu,doctum;docentur]
theyhaveread[3plpfindactofleg,legere,lg,lctum;lgrunt]
cupis[2sgfutindactofcupi,cupere,cupv,cuptum;youwilldesire]
scrpserit[3sgfutpfindactofscrb,scrbere,scrps,scrptum;hewillhavewritten]
msers[2sgplupfindactofmitt,mittere,ms,missum;youhadsent]
vocberis[2sgfutindpassofvoc(1);youwillbecalled]
yallusedtobemoved[2plimpfindpassofmove,movre,mv,mtum;movbmin]
Ishalllearn[1sgfutindactofdisc,discere,didic;discam]
wearehelped[1plpresindpassofiuv,iuvre,iv,itum;iuvmur]
II.TranslateintoLatin.
Thekingisbeingwarnedbythebravecitizens.
[Rxcvibusfortibusmontur.]
III.Changetheabovesentencetotheactivevoice
inEnglish:Thebravecitizensarewarningtheking.
inLatin:Fortscvsrgemmonent.
IV.TranslatethefollowingintoEnglish,andfortheunderlinedwords,givea)form;b)syntax.
1.Fortnaeumstultumfacitquemnimiumamat.
Fortunemakeshimfoolishwhomshelovestoomuch.
quem:a)[accsgmofqu,quae,quod(relpron)]
b)[referstoeum;d.o.ofamat]
2.Mentsnostraememoripotentillrumdurumfactrumcitomoventur.
[Ourmindsarequicklymovedbythepowerfulmemoryofthosetwodeeds.]
3.Ipslitterssusadeamsorremtribushrsmittent.
[Theythemselveswillsendtheirlettertothissisterinthreehours.]
eam:a)[accsgfofis,ea,id(demonstrativeadj)]
b)[modifiessorrem,theobjofprepositionad]
4.Hctemporepotanihilsibidsderat,sedmultumpecniaedarecupitequamtur.
[Atthistimethepoetdesiresnothingforhimself,buthewishestogivemuchmoneytoherby
whomheisloved.]
V.TranslateintoEnglish.
Dbtis autem d hs perculs monr: I. Quoniam Pleus mortlis est, animus eius terrbitur s
nimis potents vidbimur. II. Qu audet sine dn venre, m castgbitur. Legite genera dnrum
quae laudbuntur ab omnibus qu ea vidbunt.
[However,yalloughttobewarnedaboutthesedangers.I.SincePeleusismortal,his
spiritwillbefrightenedifwe(shall)appeartoopowerful.II.Hewhodarestocome
withoutagiftwillbepunishedbyme.Choosekindsofgiftsthatwillbepraisedbyall
whowillseethem.]
page173

committris: [2 sg fut ind pass of committ, committere, comms, commissum; you will
be committed]
continris: [2 sg pres ind pass of contine, continre, continu, contentum; you are
contained]
discdam: [1 sg fut ind act of discd, discdere, discess, discessum; I shall leave]
iac: [pres inf pass of iaci, iacere, ic, iactum; to be thrown]
fluunt: [3 pl pres ind act of flu, fluere, flx, flxum; they flow]
incpistis: [2 pl pf ind act of incipi, incipere, incp, inceptum; yall began]
dlta sum: [1 sg pf ind pass of dle, dlre, dlv, dltum; I was destroyed]
is frctus bonus -> gen sg [eius frcts bon]
haec rs magna -> abl pl [hs rbus magns]
illud corpus forte -> abl sg [ill corpore fort]
1) At rs gravs neque v neque sp geruntur sed cnsili.
[But serious things are done neither by force nor by hope but by wisdom.]
sp: a) [abl sg of sps, spe, f.]
b) [abl of means]
2) Qu fnis mets atque servittis in e cvitte nunc potest vidr?
[What end of dread and slavery in that state is now able to be seen?]
vidr: a) [pres inf pass of vide, vidre, vd, vsum]
b) [complementary inf with potest]
3) Coeperant rgem, qu nll cve dlctus erat, ex urbe icere.
[They had begun to throw the king, who had been loved by no citizen, out of the city.]
qu: a) [nom sg m of qu, quae, quod (relative pron)]
b) [refers to rgem; subject of dlctus erat]
4) Nunc aleris frct dulc, sed dubus anns reptus eris manibus bonrum.
[Now you are nourished by sweet fruit, but in two years you will have been snatched out
of the hands of good men.]
anns: a) [abl pl of annus, ann, m.]
b) [abl of time within which]
We are defending him. [Dfendimus eum.]
V. Change the above sentence to the passive voice
In English: [He is being defended by us.]
In Latin: [Dfenditur nbs.]
page174

I. Identify (DO NOT TRANSLATE) the following:
monit essent: [3 pl plupf subj pass of mone, monre, monu, monitum]
comprehnsa ss: [2 sg pf subj pass of comprehend, comprehendere,
comprehend, comprehnsum]
audrentur: [3 pl impf subj pass of audi, audre, audv, audtum]
II. Translate into English, and for the underlined words, give a) form; b) syntax:
1) Ita drus erat ut beneficia uxris comprehendere nn posset.
[He was so harsh that he was not able to understand the kindness of his wife.]
posset: a) [3 sg impf subj act of possum, posse, potu]
b) [In result clause in secondary sequence]
2) Ill adulscents sapientiae dnique cdant ut flcirs hs sint.
[Let those youths yield to wisdom at last so that they may be happier than these.]
cdant: a) [3 pl pres subj act of cd, cdere, cess, cessum]
b) [jussive]
[The young man hopes that he will live a long time; the old man is able to say that
he has lived a long time.]
vctrum esse: a) [fut inf act of vv, vvere, vx, vctum]
b) [in indirect statement in primary sequence; shows time after
sprat]
4) Dcit epistulam scrbendam esse, pecni cvibus dat.
[He says that the letter ought to be written, with the monehy having been given by
the citizens (= since the money has been given by the citizens).]
dat: a) [abl sg f pf pass ppl of d, dare, ded, datum]
b) [in abl absolute; modifies pecni; shows time before Dcit]
1) They thought that the girl had warned him.
[Putvrunt puellam eum monuisse.]
2) He said why the letter was being written.
[Dxit cr epistula scrbertur.]
page175

1) Nunc vidtis quantum scelus contr rem pblicam et lgs nostrs vbs
prnntitum sit.
[Now yall see how great a crime against the republic and our laws has been
announced to yall.]
prnntitum sit: a) [3 sg pf subj pass of prnnti (1)]
b) [in indirect question in primary sequence; shows time before vidtis]
2) Cum h decem vir ex moenibus semel discessissent, alia occsi pcis
numquam oblta est.
[When these ten men had once departed out of the city walls, another opportunity
for peace was never offered.]
discessissent: a) [3 pl plupf subj act of discd, discdere, discess, discessum]
b) [in cum clause in secondary sequence; shows time before oblta est]
3) Ist autem rogant tantum quid habes, nn cr et unde.
[THOSE men, however, ask only what you have, not why and whence.]
habes: a) [2 sg pres subj act of habe, habre, habu, habitum]
b) [in indirect question in primary sequence; shows same time as rogant]
The students were reading the book so that the teacher might be happy.
[Discipul librum legbant ut magistra flx esset.]
III. Change the sentence above to PRIMARY sequence
In English: [The students are reading the book so that the teacher may be happy.]
In Latin: [Discipul librum legunt ut magistra flx sit.]
IV. Translate the following into strapping Latin:
The women are so strong that the city is not being conquered.
[Fminae tam forts sunt ut urbs nn vinctur.]
V. Change the sentence above to SECONDARY sequence
In English: [The women were so strong that the city was not being conquered.]
In Latin: [Fminae tam forts erant ut urbs nn vincertur.]
page176

I.TranslateintoEnglish,andfortheunderlinedwords,givea)form;b)syntax:
1.Smcumditiusloctusesss,tinperculumstultproficscnnpassa
essem.
[Ifyouhadspokenwithmelonger,Iwouldnothaveallowedyoutosetout
foolishlyintodanger.]
passaessem:a)[1sgplupfsubjactofpatior,pat,passussum]
b)[inapodosisofpastcontrafactual]
2.Squisrogbitquidnuncdiscs,refertartemnnmediocremsedtilissimam
acdifficillimamdiscere.
[Ifanyoneaskswhatyouarenowlearning,answerthatyouarelearninganartnot
mediocrebutveryusefulandverydifficult.]
discs:
a)[2sgpressubjactofdisc,discere,didic]
b)[inindirectquestioninprimarysequence;showssametimeas
rogbit]
3.Cumpaupersit,tamentambetussibividturutsvtamquamoptimamagere
arbitrtur.
[Althoughheisapauper,neverthelessheseemstohimselfsohappythathethinks
thatheisleadingthebestlifepossible.]
arbitrtur:a)[3sgpressubjactofarbitror,arbitrr,arbitrtussum]
b)[inresultclauseinprimarysequence]
II.TranslateintoLatin:
Ifrichmenwerealwayshappierthanpoormen,noonewouldbeteachingthe
Latinlanguage.
[Sdvitssemperflcirspauperibusessent,nmlinguamLatnamdocret.]
III.TranslateintoEnglish.
Omns homins qu cupiunt praestre cters animlibus summ ope nt dbent, n
vtam silenti trnseant velut pecora, quae ntra fnxit prna atque ventr
oboedientia. Sed nostra omnis vs in anim et corpore sita est; anim imperi,
corporis serviti timur.
[Allmenwhodesiretobeabovetheotheranimalsoughttostrivewiththe
highestmight,inordernottopassthroughlifeinsilencelikecattle,which
naturemadebentforwardandobedienttothestomach.Butourwhole
page177
powerissituatedinthemindandthebody;weemploythecommandofthe
mind,theservitudeofthebody.]
page178

1) Rogmus t ut honre et opibus sapientius tris et hs qunque amcs semper
foves.
[We ask you to use honor/political office and wealth more wisely and always to
support these five friends.]
tris: a) [2 sg pres subj act (dep) of tor, t, sus sum]
b) [in jussive noun clause, primary sequence]
2) Dc nunc cr vels t ad istam dvitem et candidam cnferre. Vr ac lber
loquere; nl recsre!
[Say now why you want to betake yourself (= go) to that wealthy and radiant
woman. Speak truly and freely; do not refuse!]
vels: a) [2 sg pres subj act of vol, velle, volu]
b) [in indirect question, primary sequence; shows same time as Dc]
operations.
1) S cum amcs loqutur, es ignscat.
[If he should speak with (his) friends, he would forgive them.]
change this sentence to past contrafactual
in Latin: [S cum amcs loctus esset, es ignvisset.]
in English: [If he had spoken with (his) friends, he would have forgiven them.]
2) Hortbar eum n tyrann servret.
[I was urging him not to serve the tyrant.]
Change the main verb to future and modify the subordinate clause accordingly:
in Latin: [Hortbor eum n tyrann serviat.]
in English: [I shall urge him not to serve the tyrant.]
3) Tam stult sunt ut pecniam amcs antepnant.
[They are so foolish that they put money before friends.]
Change the main verb to imperfect and modify the subordinate clause
accordingly:
in Latin: [Tam stult erant ut pecniam amcs antepnerent.]
in English: [They were so foolish that they put money before friends.]
page179

1) Nn est passus Agamemnn m ditius rre: Ego magistrs fateor in hs
exerctinibus peccre, sed dbmus es ignscere. Nam nisi dxerint ea quae
adulscentibus placent, ut ait Cicer, sl in schols relinquentur.
[Agamemnon did not allow me to plead further: I confess that the teachers err in
these exercises, but we ought to forgive them. For if they do not say those things
which are pleasing to youths, as Cicero says, They will be left alone in the
schools.]
dxerint: a) [3 pl futpf ind act of dc, dcere, dx, dictum]
b) [in protasis of future more vivid conditional]
2) Dcit patrem ab urbe absse sed frtrem esse dom.
[He says that his father has gone out of the city but his brother is at home.]
absse: a) [pf inf act of abe, abre, abi, abitum]
b) [in indirect statement, primary sequence; shows time before Dcit]
3) Alicui rogant melius quam iubent prmus.
[We obey someone (who is) asking better than (someone) ordering.]
iubent: a) [dat sg m pres act ppl of iube, iubre, iuss, iussum]
b) [modifies Alicui, a dat with Ch 35 verb prmus; shows same time as
prmus]
He is urging me not to read the book.
[Horttur m n librum legam.]
III. Change the sentence above to SECONDARY sequence
In English: [He was urging me not to read the book.]
In Latin: [Hortbar m n librum legerem.]
IV. Translate the following into scrumptious Latin:
There used to be people who would give everything for their country.
[Erant qu omnia pr patri darent.]
V. Change the sentence above to PRIMARY sequence
In English: [There are people who would give everything for their country.]
In Latin: [Sunt qu omnia pr patri dent.]
page180

intelleg possit.
[But finally Im afraid, alas, that this ancient study may not be able to be
understood by men of little wisdom.
intelleg: a) [pres inf pass of intelleg, intellegere, intellx, intellctum]
b) [complementary inf with possit]
2) Qur, quid est quod tibi iam in hc urbe placre possit, in qu nm est qu t
nn metuat?
[Therefore, what is there that now would be able to please you in this city, in which
there is no one who does not fear you?]
metuat: a) [3 sg pres subj act of metu, metuere, metu]
b) [in relative clause of characteristic, primary sequence]
3) Quattuor causs reperi cr senects misera videtur. Videmus quam ista
quaeque erum sit.
[I find four reasons why old age appears miserable. Let us see how just each one
of them is.]
videtur: a) [3 sg pres subj pass of vide, vidre, vd, vsum]
b) [in indirect question, primary sequence; shows same time as reperi]
operations.
1) S d glri cgitrent, cupid bellrum gerendrum essent.
[If they were thinking about glory, they would be desirous of waging war.]
Is gerendrum a gerund or a gerundive? ____gerundive______________
IN LATIN, change the phrase cupid bellrum gerendrum to the other kind (i.e.,
gerund -> gerundive OR gerundive -> gerund):
[cupid gerend bella]
What kind of conditional is the sentence above? [present contrafactual]
Change the sentence to a future more vivid
in English: [If they think about glory, they will be desirous of waging war.]
in Latin: [S d glri cgitbunt, cupid bellrum gerendrum erunt.]
2) Translate the sentence They went to see friends into Latin using
a supine: [Irunt amcs vsum.]
a gerund: [Irunt ad videndum amcs.]
a gerundive: [Irunt ad amcs vidends.]
an ut clause: [Irunt ut amcs vidrent.]
page181
IV.
Supporting
Materials
page182
THE SUBJUNCTIVE TRANSLATED

NOTE:Thefollowingtablesdonotincludesubjunctivesthatarenormally
introducedbysubordinatingconjunctionsotherthancum(e.g.,qun,dum,
dummodo,antequam,quamvs)orparticles(e.g.,utinam).
The Present Subjunctive Translated

I.SUBORDINATE
Nounclause
Necesseest(ut)laudet.
Jussivenounclause
Fearclause
Moneeumutlaudet.
Timeutlaudet.
Timenlaudet.
Estqulaudet.
Relativeclauseof
characteristic
Relativeclauseof
result
Relativeclauseof
purpose
Relativeclausein
indirectstatement
Relativeclauseof
cause
Futurelessvivid:
protasis
Futurelessvivid:
apodosis
Cumclause
Indirectquestion
Resultclause
Purposeclause
Purposeclausewith
comparative
Concessiveutclause
Nmesttamstultusqu
eamlaudet.
Mittvirumqueam
laudet.
Dcitpuellamquaees
laudetbellamesse.
Hicinflxestquemnn
laudent.
Smlaudet,flxsit.
Slibrumlegat,eum
laudet.
Cumeslaudet,flxest.
Rogatquiseslaudet.
Tamstultusestutes
laudet.
Legitlibrumuteumlaudet.
Hocfcitqusaepiuseum
laudent.
Uteumlaudent,(tamen)
nnflxest.
Itisnecessaryforhimtopraise/thathe
praise.
Iamadvisinghimtopraise.
Iamafraidthathemaynotpraise.
Iamafraidthathemaypraise.
Heisthesortofmanwhowouldpraise.
Thereisnoonesofoolishastopraise
her.
Iamsendingamantopraiseher.
Hesaysthatthegirlwhopraises/is
praisingthemispretty.
Thismanisunhappybecausetheyare
notpraising/donotpraisehim.
Ifheshouldpraiseme,hewouldbe
happy.
Ifheshouldreadthebook,hewould
praiseit.
When/since/althoughhepraises/is
praisingthem,heishappy.
Heaskswhopraises/ispraisingthem.
Heissofoolishthathepraises/is
praisingthem.
Heisreadingthebooksothathemay
praise/inordertopraiseit.
Hehasdonethissothattheymaypraise
himmoreoften.
Althoughtheypraise/arepraisinghim,
(nevertheless)heisnothappy.
page183
II.INDEPENDENT
Laudet!
Laudet?
Laudet.
Jussive
Dubitative
Potential
Lethimpraise!
Shouldhepraise?
Hewouldpraise.
The Imperfect Subjunctive Translated

I.SUBORDINATE
Nounclause
Necesseerat(ut)laudret.
Jussivenounclause
Fearclause
Monbameumutlaudret.
Timbamutlaudret.
Relativeclauseof
characteristic
Relativeclauseof
result
Relativeclauseof
purpose
Relativeclausein
indirectstatement
Relativeclauseof
cause
Presentcontrafactual:
protasis
Presentcontrafactual:
apodosis
Cumclause
Indirectquestion
Resultclause
Purposeclause
Purposeclausewith
comparative
Concessiveutclause
Timbamnlaudret.
Eratqulaudret.
Nmerattamstultusqu
eamlaudret.
Msvirumqueam
laudret.
Dxitpuellamquaees
laudretbellamesse.
Hicinflxeratquemnn
laudrent.
Smlaudret,flxesset.
Sflxesset,mlaudret.
Cumeslaudret,flx
erat.
Rogvitquiseslaudret.
Tamstultuseratutes
laudret.
Legbatlibrumuteum
laudret.
Hocfcitqusaepiuseum
laudrent.
Uteumlaudrent,(tamen)
nnflxerat.
Itwasnecessaryforhimtopraise/that
hepraise.
Iwasadvisinghimtopraise.
Iwasafraidthathemight/wouldnot
praise.
Iwasafraidthathemight/wouldpraise.
Hewasthesortofmanwhowould
praise.
Therewasnoonesofoolishasto
praiseher.
Isentamantopraiseher.
Hesaidthatthegirlwhopraised/was
praisingthemwaspretty.
Thismanwasunhappybecausethey
didnotpraisehim.
Ifhewerepraisingme,hewouldbe
happy.
Ifhewerehappy,hewouldbepraising
me.
When/since/althoughhepraised/was
praisingthem,hewashappy.
Heaskedwhopraised/waspraising
them.
Hewassofoolishthathepraisedthem.
Hewasreadingthebooksothathe
mightpraise/inordertopraiseit.
Hedidthissothattheymightpraise
himmoreoften.
Althoughtheypraisedhim,
(nevertheless)hewasnothappy.
page184
II.INDEPENDENT
Potential
Laudrs.
Youmighthave/wouldhave/couldhavepraised.
page185
The Perfect Subjunctive Translated

I.SUBORDINATE
Fearclause
Timeutlaudverit.
Relativeclauseof
characteristic
Timenlaudverit.
Stultusestqulaudveriteam.
Slusestqueamlaudverit.
Relativeclauseof
result
Relativeclausein
indirectstatement
Relativeclauseof
cause
Futurelessvivid:
protasis
Cumclause
Tamstultusestqueam
laudverit.
Dcitpuellamquaees
laudveritbellamesse.
Hicinflxfuitquemnn
laudverint.
Smlaudverit,flxsit.
Indirectquestion
Rogatquiseslaudverit.
Resultclause
Tamstultusestutes
laudverit.
Tamstultuseratutes
laudverit.
Uteumlaudverint,(tamen)
nnflxfuit.
Concessiveut
clause
Cumeslaudverit,flxest.
Ifearthathehasnotpraised/didnot
praise.
Ifearthathepraised/haspraised.
Heisafoolinasmuchashe
praised/haspraisedher.
Heistheonlyonewhopraised/has
praisedher.
Heissofoolishastohavepraisedher.
Hesaysthatthegirlwhopraised/has
praised/waspraisingthemispretty.
didnotpraisehim.
Ifheshouldhavepraisedme,hewould
behappy.
When/since/althoughhepraised/has
praisedthem,heishappy.
Heaskswhopraised/haspraised/was
praisingthem.
Heissofoolishthathehaspraised
them.
Hewassofoolishthathepraisedthem.
Althoughtheypraisedhim,
(nevertheless)hewasnothappy.
II.INDEPENDENT
Jussive
Potential
Nlaudverit.
Laudverit.
Lethimnotpraise.
Hemightpraise.
page186
The Pluperfect Subjunctive Translated

I.SUBORDINATE
Fearclause
Timbamutlaudvisset.
Relativeclauseof
characteristic
Timbamnlaudvisset.
Stultuseratqulaudvisset
eam.
Sluseratqueamlaudvisset.
Relativeclauseof
result
Relativeclausein
indirectstatement
Relativeclauseof
cause
Pastcontrafactual:
protasis
Pastcontrafactual:
apodosis
Cumclause
Indirectquestion
Resultclause
Concessiveut
clause
Iwasafraidthathehadnotpraised.
Iwasafraidthathehadpraised.
Hewasafoolinasmuchashehad
praisedher.
Hewastheonlyonewhohadpraised
her.
Tamstultuseratqueam
Hewassofoolishthathehadpraised
laudvisset.
her.
Dxitpuellamquaees
Hesaidthatthegirlwhohadpraised
laudvissetbellamesse.
themwaspretty.
Hicinflxeratquemnn
laudvissent.
hadnotpraisedhim.
Smlaudvisset,flxfuisset. Ifhehadpraisedme,hewouldhave
beenhappy.
Sflxfuisset,mlaudvisset. Ifhehadbeenhappy,hewouldhave
praisedme.
Cumeslaudvisset,flxerat. When/since/althoughhehadpraised
them,hewashappy.
Rogvitquiseslaudvisset.
Heaskedwhohadpraisedthem.
Tamstultuseratutes
Hewassofoolishthathehadpraised
laudvisset.
them.
Uteumlaudvissent,(tamen) Eveniftheyhadpraisedhim,
nnflxfuisset.
(nevertheless)hewouldnothavebeen
happy.
II.INDEPENDENT
Potential
Laudvisset.
Hemighthavepraised.
page187
Latin Verb Synopsis

PrincipalParts:________________________________________=__________
person,number,gender:____________
ACT
presind
futind
impfind
pfind
plupfind
futpfind
pressubj
impfsubj
pfsubj
plupfsubj
presinf
pfinf
futinf
presppl
pfppl
futppl
presipv:2sg
presipv:2pl
PASS
page188
Latin Verb Synopsis: laud, 1 sg f

PrincipalParts:laud,laudre,laudv,laudtum=topraise
ACT
laud
Ipraise/ampraising
laudb
Ishallpraise
laudbam
Iwaspraising/usedtopraise
laudv
Ipraised/havepraised
laudveram
Ihadpraised
laudver
Ishallhavepraised
PASS
laudor
Iampraised/ambeingpraised
laudbor
Ishallbepraised
laudbar
Iwasbeingpraised/usedtobepraised
laudtasum
Iwaspraised/havebeenpraised
laudtaeram
Ihadbeenpraised
laudtaer
Ishallhavebeenpraised
pressubj
impfsubj
pfsubj
plupfsubj
laudem
laudrem
laudverim
laudvissem
lauder
laudrer
laudtasim
laudtaessem
presinf
pfinf
futinf
laudre
laudvisse
laudtramesse
laudr
laudtamesse
laudtumr
presppl
pfppl
futppl
laudns
X
laudtra
X
laudta
laudanda
presipv:2sg
presipv:2pl
laud!
laudte!
presind
futind
impfind
pfind
plupfind
futpfind
page189
Latin Verb Synopsis: mone, 3 pl f

PrincipalParts:mone,monre,monu,monitum=towarn
monurunt
theywarned/havewarned
monuerant
theyhadwarned
monuerint
theywillhavewarned
PASS
monentur
theyarewarned/arebeingwarned
monbuntur
theywillbewarned
monbantur
theywerebeingwarned/usedtobe
warned
monitaesunt
theywerewarned/havebeenwarned
monitaeerant
theyhadbeenwarned
monitaeerunt
theywillhavebeenwarned
pressubj
impfsubj
pfsubj
plupfsubj
moneant
monrent
monuerint
monuissent
moneantur
monrentur
monitaesint
monitaeessent
presinf
pfinf
futinf
monre
monuisse
monitrsesse
monr
monitsesse
monitumr
presppl
pfppl
futppl
monents
X
monitrae
X
monitae
monendae
presipv:2sg
presipv:2pl
mon!
monte!
presind
futind
impfind
pfind
plupfind
futpfind
ACT
monent
theywarn/arewarning
monbunt
theywillwarn
monbant
theywerewarning/usedtowarn
page190
Latin Verb Synopsis: ag, 2 pl n

PrincipalParts:ag,agere,g,ctum=tolead
ACT
agitis
yalllead/areleading
agtis
yallwilllead
agbtis
yallwereleading/usedtolead
PASS
agimin
yallareled/arebeingled
agmin
yallwillbeled
agbmin
yallwerebeingled/usedtobeled
gistis
yallled/haveled
gertis
yallhadled
geritis
yallwillhaveled
ctaestis
yallwereled/havebeenled
ctaertis
yallhadbeenled
ctaeritis
yallwillhavebeenled
pressubj
impfsubj
pfsubj
plupfsubj
agtis
agertis
gertis
gisstis
agmin
agermin
ctastis
ctaesstis
presinf
pfinf
futinf
agere
gisse
ctraesse
ag
ctaesse
ctumr
presppl
pfppl
futppl
agentia
X
ctra
X
cta
agenda
presipv:2sg
presipv:2pl
age!
agite!
presind
futind
impfind
pfind
plupfind
futpfind
page191
Latin Verb Synopsis: audi, 1 pl m

PrincipalParts:audi,audre,audv,audtum=tohear
ACT
audmus
wehear/arehearing
audimus
weshallhear
audibmus
wewerehearing/usedtohear
PASS
audmur
weareheard/arebeingheard
audimur
weshallbeheard
audibmur
wewerebeingheard/usedtobeheard
audvimus
weheard/haveheard
audvermus
wehadheard
audverimus
weshallhaveheard
audtsumus
wewereheard/havebeenheard
audtermus
wehadbeenheard
audterimus
weshallhavebeenheard
pressubj
impfsubj
pfsubj
plupfsubj
audimus
audrmus
audvermus
audvissmus
audimur
audrmur
audtsmus
audtessmus
presinf
pfinf
futinf
audre
audvisse
audtrsesse
audr
audtsesse
audtumr
presppl
pfppl
futppl
audients
X
audtr
X
audt
audiend
presipv:2sg
presipv:2pl
aud!
audte!
presind
futind
impfind
pfind
plupfind
futpfind
page192
Latin Verb Synopsis: capi, 3 sg n

PrincipalParts:capi,capere,cp,captum=toseize
ACT
capit
itseizes/isseizing
capiet
itwillseize
capibat
itwasseizing/usedtoseize
cpit
itseized/hasseized
cperat
ithadseized
cperit
itwillhaveseized
PASS
capitur
itisseized/isbeingseized
capitur
itwillbeseized
capibtur
itwasbeingseized/usedtobeseized
captumest
itwasseized/hasbeenseized
captumerat
ithadbeenseized
captumerit
itwillhavebeenseized
pressubj
impfsubj
pfsubj
plupfsubj
capiat
caperet
cperit
cpisset
capitur
capertur
captumsit
captumesset
presinf
pfinf
futinf
capere
cpisse
captrumesse
cap
captumesse
captumr
presppl
pfppl
futppl
capins
X
captrum
X
captum
capiendum
presind
futind
impfind
pfind
plupfind
futpfind
cape!
presipv:2
sg
presipv:2pl capite!
page193
Latin Verb Synopsis: scrb, 2 sg m

PrincipalParts:scrb,scrbere,scrps,scrptum=towrite
scrpsist
youwrote/havewritten
scrpsers
youhadwritten
scrpseris
youwillhavewritten
PASS
scrberis
youarewritten/arebeingwritten
scrbris
youwillbewritten
scrbbris
youwerebeingwritten/usedtobe
written
scrptuses
youwerewritten/havebeenwritten
scrptusers
youhadbeenwritten
scrptuseris
youwillhavebeenwritten
pressubj
impfsubj
pfsubj
plupfsubj
scrbs
scrbers
scrpsers
scrpsisss
scrbris
scrberris
scrptusss
scrptusesss
presinf
pfinf
futinf
scrbere
scrpsisse
scrptrusesse
scrb
scrptusesse
scrptumr
presppl
pfppl
futppl
scrbns
X
scrptrus
X
scrptus
scrbendus
presind
futind
impfind
pfind
plupfind
futpfind
ACT
scrbis
youwrite/arewriting
scrbs
youwillwrite
scrbbs
youwerewriting/usedtowrite
presipv:2sg scrbe!
presipv:2pl scrbite!
page194
Indirect Statements: Examples and Exercises

1) Putantpuellameummonre.
Theythinkthatthegirliswarninghim.
a)presinfactofmone,monre,
monu,monitum
b)Inindirectstatementinprimary
sequence;showssametimeasmain
verbPutant
Theythinkthatthegirlhaswarned
him.
a)
b)
2)
3) Putvruntpuellameummonitram
esse.
a)
4)
b)
Theythinkthatthegirlwillwarnhim.
a)
b)
5) Putbantpuellameummonuisse.
a)
6)
b)
Theyhadthoughtthatthegirlwas
warninghim.
a)
b)
page195
page196
7)
Dcisepistulammscrptam
esse.
Yousaythattheletterhasbeen
written/waswrittenbyme.
a) pf inf pass of scrb, scrbere,

scrps, scrptum
b)Inindirectstatementinprimary
sequence;showstimebeforemain
verbDcis
8)
Yousaythattheletterisbeingwritten
byme.
a)
9)
Dxistepistulammscrb.
a)
10)
b)
Yousaidthattheletterhadbeen
writtenbyme.
a)
11)
b)
b)
Dxistepistulammscrptum
r.
a)
12)
b)
Youwillsaythattheletterhasbeen
writtenbyme.
a)
b)
page197
page198
Indirect Questions: Examples and Exercises

1) Rogantquidscrbat.
Theyaskwhatheiswriting.
a)3sgpressubjactofscrb,
scrbere,scrps,scrptum
b)Inindirectquestioninprimary
sequence;showssametimeas
Rogant
Theyaskwhathewrote.
a)
b)
2)
3) Rogvruntquidscrberet.
a)
4)
b)
Theyhaveaskedwhatheiswriting.
a)
b)
5) Rogbantquidscrpsisset.
a)
6)
b)
Theyaskwhathewillwrite.
a)
b)
page199
7)
Dcitcrepistulascrptasit.
Hesayswhytheletterwaswritten.
a) 3 sg pf subj pass of scrb, scrbere,b)Inindirectquestioninprimary

sequence;showstimebeforeDcit
scrps, scrptum
8)
Hesaidwhytheletterhadbeen
written.
a)
9)
Dxitcrepistulascrbertur.
a)
10)
b)
Hesaidwhyhewouldwritetheletter.
a)
11)
b)
b)
Dcitcrepistulamscrptrussit.
a)
12)
b)
Hewillsaywhytheletterisbeing
written.
a)
b)
page200
page201
Uses of the Ablative: Examples and Exercises

1)objectof Scrbitdrrumntr.
preposition
Heiswritingaboutthenatureof
things.
Dulceestprpatrimor.
2)ablof
cause
Frmlaudbantur.
Theyusedtobepraisedbecause
of(their)beauty.
Igncucurrit.
3)ablof
comparison
Haecfortiorestill.
Thiswomanisbraverthanthat
one.
Thatwomanisbraverthanthis
one.
4)ablof
degreeof
difference
Illemultfortiorestquamhic.
Thatmanismuchbraver(braver
bymuch)thanthisone.
Puellatantpulchriorestquam b)
mter.
5)ablof
description
6)ablof
manner
(withadj)
Salv,puellaminimns!
Hello,girlwiththeverysmall
nose!
Val,puerpedemaxim!
b)
Scrpsitlittersmagncr.
Hewrotetheletterwithgreat
care.
Lgitlibrummagntimre.
page202
7)ablof
means
Videtoculme.
Iseeyouwithmyeye.
Thegateisbeingdestroyedby
flame.
8)ablof
price
Venditlibrummagn.
Heissellingthebookfora
greatprice.
mitlibrumparv.
9)ablof
separation
Caretpecni.
Helacksmoney.
Lberatesservitte.
10)ablof
specification
Estmrbiledict.
Itsamazingtosay.
Itwaseasytosee.
11)ablof
timewhen
IllaesttebantRmam.
Thatsummertheyusedtogoto
Rome.
Atthattimetheywerepraising
Rome.
12)ablwith
adj
Dignusestbons.
Vvitfrtustufid.
Heisworthyofgoodthings.
page203
page204
Wheelock 1-22: Syntax List

NOTE:PagenumbersrefertoLatinaUrsorum.
UsesofNounCases:
Ablative
ofmeans(p.3)
oftimewithinwhich(p.3)
oftimewhen(p.3)
ofpersonalagent(p.3)
ofmanner(p.4)
ofseparation(p.4)
ofaccompaniment(p.4)
ofplacefromwhich(p.4)
objectofpreposition(p.5)
Genitive
[dependson<noun>](p.6)
ofpossession(p.6)
ofthewhole(=partitive)(p.7)
Dative
indirectobject(p.8)
Accusative
directobject(p.10)
objectofpreposition(p.10)
Nominative
subject(p.12)
predicate(p.12)
PronounsandAdjectives:ALL(pp.1418)
NOTE:WheelockdoesnotdistinguishverywellbetweenDemonstrative
AdjectivesandDemonstrativePronounsanddoesnottreatRelative
Adjectivesatall,sopleasereadthosesectionsinLUcarefully!
Verbs:
mainverb(p.19)
complementaryinfinitive(p.47)
page205
Verbs: Wheelock 1-12

Otherthanregular1stconjugation.NumbersindicateWheelockchapter.
(ad)iuv,(ad)iuvre,(ad)iv,(ad)itum:help,aid,assist;please(4)
ag,agere,g,ctum:drive,lead,do,act;oftimeorlife,pass,spend;grtisagere+
dat.,thank(8)
mitt,mittere,ms,missum:lose,letgo(12)
aude,audre,ausussum:dare(7)
audi,audre,audv,audtum:hear,listento(10)
cad,cadere,cecid,csrum:fall(12)
capi,capere,cp,captum:take,capture,seize,get(10)
dbe,dbre,dbu,dbitum:owe,ought,must(1)
dc,dcere,dx,dictum:say,tell,speak;call,name(10)
disc,discere,didic:learn(8)
d,dare,ded,datum:give,offer(1)
doce,docre,docu,doctum:teach(8)
dc,dcere,dux,ductum:lead;consider,regard;prolong(8)
faci,facere,fc,factum:make,do,accomplish(10)
fugi,fugere,fg,fugitrum:flee,hurryaway;escape;gointoexile;avoid,shun(10)
ger,gerere,gess,gestum:carry;carryon,manage,conduct,wage,accomplish,perform
(8)
habe,habre,habu,habitum:have,hold,possess;consider,regard(3)
intelleg,intellegere,intellx,intellctum:understand(11)
inveni,invenre,invn,inventum:comeupon,find(10)
mitt,mittere,ms,missum:send,letgo(11)
mone,monre,monu,monitum:remind,warn,advise(1)
possum,posse,potu:beable,can,havepower(6)
remane,remanre,remns,remnsum:remain,staybehind,abide,continue(5)
salve,salvre:bewell,beingoodhealth;salv(salvte),hello(1)
scrb,scrbere,scrps,scrptum:write,compose(8)
senti,sentre,sns,snsum:feel,perceive,think,experience(11)
sum,esse,fu,futrum:be,exist(4)
terre,terrre,terru,territum:frighten,terrify(1)
trah,trahere,trx,tractum:draw,drag;derive,acquire(8)
vale,valre,valu,valitrum:bestrong,havepower;bewell,farewell;val(valte),
goodbye(1)
veni,venre,vn,ventum:come(10)
vide,vidre,vd,vsum:see,observe,understand(1)
vinc,vincere,vc,victum:conquer,overcome(8)
page206
vv,vvere,vx,vctum:live(10)
page207
Verbs: Wheelock 13-22

Otherthanregular1stconjugation.NumbersindicateWheelockchapter.
admitt,admittere,adms,admissum:admit,receive,letin(17)
al,alere,alu,altum:nourish,support,sustain,increase;cherish(13)
care,carre,caru,caritrum:+abl.ofseparation,bewithout,bedeprivedof,want,lack,be
freefrom(20)
cern,cernere,crv,crtum:distinguish,discern,perceive(22)
_____,_____,coep,coeptum:began(17)[NOTE:Thisishowtheprincipalpartsofthis
defectiveverbshouldhavebeengiven!coepisseisnotaprincipalpart,justaregular
perfectinfinitive.Presentsystemissuppliedbyincipi.]
committ,committere,comms,commissum:entrust,commit(15)
contine,continre,continu,contentum:holdtogether,keep,enclose,restrain,contain(21)
cupi,cupere,cupv,cuptum:desire,wish,longfor(17)
curr,currere,cucurr,cursum:run,rush,movequickly(14)
dfend,dfendere,dfend,dfnsum:wardoff,defend,protect(20)
dle,dlre,dlv,dltum:destroy,wipeout,erase(17)
dlig,dligere,dlx,dlctum:esteem,love(13)
discd,discdere,discess,discessum:goaway,depart(20)
ripi,ripere,ripu,reptum:snatchaway,takeaway,rescue(22)
flu,fluere,flx,flxum:flow(18)
iaci,iacere,ic,iactum:throw,hurl(15)
incipi,incipere,incp,inceptum:begin,commence(17)
iube,iubre,iuss,iussum:bid,order,command(21)
iung,iungere,inx,inctum:join(13)[NOTE:Thisisatransitiveverbmeaningyoke,put
(thingsorpeople)together,asinHelljoinhimselfwithusNOTasinHelljoinus
later.]
leg,legere,lg,lctum:pickout,choose;read(18)
misce,miscre,miscu,mixtum:mix,stirup,disturb(18)
move,movre,mv,mtum:move;arouse,affect(18)
negleg,neglegere,neglx,neglctum:neglect,disregard(17)
_____,_____,d,srum:hate(20)[NOTE:Thisdefectiveverbhasperfectforms,but
presentmeaning;theperfectinfinitivedissemeanstohate,NOTtohavehated
(unlikecoep,whoseperfectinfinitivecoepissemeanstohavebegun)]
prohibe,prohibre,prohibu,prohibitum:prevent,hinder,restrain,prohibit(20)
rapi,rapere,rapu,raptum:seize,snatch,carryaway(21)
reg,regere,rx,rctum:rule,guide,direct(16)
relinqu,relinquere,relqu,relictum:leavebehind,leave,abandon(21)
sci,scre,scv,sctum:know(21)
st,stre,stet,statum:stand,standstillorfirm(13)
tang,tangere,tetig,tctum:touch(21)
tene,tenre,tenu,tentum:hold,keep,possess,restrain(14)
page208
time,timre,timu:fear,beafraidof,beafraid(15)
toll,tollere,sustul,subltum:raise,liftup;takeaway,remove,destroy(22)
Great Words to Introduce an Indirect Statement
ithespake(epiccontexts!)
AudiIhear
CernIperceive
CgitIthink
CrdIbelieve
DmnstrIpointout
Dc I say
Disc I learn
DoceIteach
GaudeIrejoice,amglad!
HabeIhave,yes,butalsoIconsider
IntellegIunderstand
MemoriteneIremember(holdinmymemory)
MoneIwarn,advise
Narr I relate
NegIdeny,saythat...not
NesciIdontknow
NntiIannounce
OstendIshow
PetIbeg
PrnntiIproclaim
PutIthink,guess,reckon(ratheracasualword)
SciIknow
ScrbIwrite
SentiIfeel(perceivebymysenses)
SprIhope(theinfinitiveafterthistendstobeafutureinfinitive)
VideIsee
page209
Q-Words
qu:bywhatway,how
qucumque:bywhateverway
qulis:ofwhatsort,kind,nature
quam:howmuch,howgreatly,how
withsuperlativeadjectivesandadverbs:as...aspossible
quamcelerrim:asquicklyaspossible
quammaximus:asbigaspossible
withcomparatives:than
quamdi:howlong?aslongas
quamobrem:onwhataccount,wherefore,therefore
quamquam:though,although,however,yet
qunam:bywhatway
quand:when,since
quandcumque:whenever,asoftenas
quantopere:howgreatly,howmuch,towhatextent
quantus:howmuch,howgreat
qupropter:wherefore?therefore
qur:how,why,wherefore?therefore
quasi:asthough,asitwere
qutenustowhatpoint?since,insofaras
quemadmodum:inwhatmanner,justas
qu,quae,quod:who,which,what,that(relativepronoun)
page210
qu?quae?quod?:what?which?whatkindof?(interrogativepronoun)
quia:because
qucumque:whoever
quid:what
qudam:acertainone,somebody
quidem:assuredly,certainly
qun:whynot?Qunetiam:nay,rather!Indeed!
quinque:five
quippe:ofcourse,tobesure
quis?:who?
quisnam:who,then?quidnam:what,then?
quispiam,quaepiam,quodpiam:anyone,anybody,any
qu:whither,towhatplace,forwhatpurpose
quoad:howlong,aslongas
quod:because
quminus:thatnot;(afterverbsofhindering)from
qumodo:how?justas
qunam:whereto,towhatpurpose
quondam:once,formerly,someday
quniam:since,seeingthat
quoque:also,too
ququ:towhateverplace,wherever
quot:howmany?asmanyas
quotcumque:howevermany
page211
quotins:asoftenas
quotquot:howevermanysoever
quusqueorquusque:howfar?uptowhatpoint?
quvs:whitheryouwill
page212
V.
Mnemonics
page213
Declension Ditties
Noun Declensions (regular m and f nouns)
aaeaeam,
aerumsss,
thatsthefirstdeclension,
easyasyouplease....
Dashingthroughthesnow
onaonehorseopensleigh,
oerthefieldswego,
laughingalltheway....
Decliningwewillgo,
withusum,
e!
rumsss
itsseconddeclensionho!
Thefarmerinthedell,
[or:Ahuntingwewillgo,]
thefarmerinthedell,
hey!
Hihothederryo
thefarmerinthedell!
Blankiseme
wonderifyouveheard
sumibussandibus
thisdeclension
s
third!
Row,row,rowyourboat
gentlydownthestream;
merrily,merrily,merrily,merrily,
lifeisbutadream!
ussuum,
suumibussibus,
fourthdeclensionhasau
butalsoanitotripus!*
bellsonbobtailring,
makingspiritsbright,
whatfunitistorideandsing
asleighingsongtonight!
seeemand,
thatsthefifthdeclensionsway,
srumbussandbus;
soonitwillbefamous!
OnelittletwolittlethreelittleIndians,
fourlittlefivelittlesixlittleIndians,
sevenlittleeightlittleninelittleIndians,
tenlittleIndianboys!
hic, haec, hoc

Oh,hichaechoc,huiushuiushuius,
thenitshuichuichuic;
hunchanchoc,andhchchc
Oh,jinglebells,jinglebells,
jinglealltheway;
ohwhatfunitistoride
page214
learnTHISdemonstrativequick...
inaonehorseopensleigh...
page215
qu, quae, quod

ququaequod,cuiuscuiuscuius,
anditscuicuicui;
quemquamquod,andquququ
itseasy,relatively!
jinglebells,jinglebells,
jinglealltheway;
ohwhatfunitistoride
inaonehorseopensleigh!
is, ea, id
This and that is is ea id
eius e times three-oh!
eum eam and then back to id
e e e
All around the mulberry bush

the monkey chased the weasel;
the monkey thought twas all in fun.
Pop goes the weasel!
Genitives in -us
ipseillehicandis
aliusdemquandquis
nusslusttusllus
alteruterneuternllus**
istetoo;andnowyouseeus:
wevegotgenitivesinus!
Twinkle,twinkle,littlestar;
howIwonderwhatyouare!
Upabovetheworldsohigh,
likeadiamondinthesky,
twinkle,twinkle,littlestar;
howIwonderwhatyouare!
*srhymeswithgoose,andusrhymeswithbus;
thatswhythemacronsareworthallthefuss!
**withthankstoDr.ElaineFantham
page216
An Anthology of Jingles
Afters,nisi,num,andn,allthealistakeahike.(oraholiday,orfallaway....)
Dc,dc,fac,andfer:shouldbeanebuttheeaintthere!
Bbibuin1and2;aandein4and3.
(formationoffutureindicativefor1st,2nd,4th,and3rdconjugations,respectively)
Cumin,ab!Exd,prsinesub?Super!
(prepositionswiththeabl;underlined=acctoo)
NevilleGetsDreadfullyACtiveABoutViolets.
(NominativeGenitiveDativeACcusativeABlativeVocative)
Oh,foureyes,you!(insulttothemyopic)
(oiiiiu:vowelchangesin3rdconjugationpresentand1stor2ndconjugation
future)
aeeeee!(Fonzieonarollercoaster)
(vowelchangesinthe3rdor4thconjugationfuture)
Wehearaliar.
Weeatapiano.
(stemvowelsforthepressubj:laudem,moneam,dcam,audiam,capiam)
PeanutButterCookiesFrequentlyTasteDarnGood.
(stopconsonants:beforealiquid[LorR],thesesometimesmakeasyllable
long(orheavy),sometimesnot.Forinstance,impetratcouldbeaccented
eithermpetratorimptrat,becausetrisastop+liquid.)
page217
Conjugation Choruses
Synopsis of ag, 3 sg m (passive)
Theresagitur,agtur,
andtheresagbtur,
andctusest,ctuserat,ctuserit;
ctus,agendus,
ag,ctumr:
agturagertur
agturagertur
andctussit,yesthatsit,and
ctusesset.
Ocomeallyefaithful,
joyfulandtriumphant,
ocomeye,ocomeyetoBethlehem;
comeandbeholdHim,
bornthekingofangels:
ocomeletusadoreHim,
ocomeletusadoreHim,
ocomeletusadoreHim,
ChristtheLord.
Synopsis of ag, 3 sg m (active)

agit,aget,agbat,
git,gerat,gerit!
agat,ageret,gerit,
agns,ctrus,gisset
OTannenbaum,oTannenbaum,
howfaithfularethybranches!
Theyreevergreen,whensummershere,
andalsogreeninwintersdrear...
Synopsis of mone, 1 sg m (active)

mone,monb,monbamletsgo!
[WilliamTellOverture]
monu,monueram,monuer,
moneam,monrem,andmonuerim,
monuissemandnowIvewarnedhim!
Active Endings
/mstmustisnt
activeendingsthese!
Oh,MICKEY
MOUSE!
Passive Endings
rristurmurminntur
WewishyouamerryChristmas
page218
[3times]
andahappyNewYear!
theyrethepassiveendings!
Present Indicative and Principal Parts of sum

sum es est sumus estis sunt
sum esse fu futrum
O Tannenbaum, O Tannenbaum,
how faithful are thy branches!
Forms of sum
[INDICATIVE]
sum es est
sumus estis sunt is present tense
er eris erit future next
eram ers is imperfect
Yesterday,
all my troubles seemed so far away
now it looks as though theyre here to stay
oh, I believe in yesterday
fu fuist fuit
fuimus fuistis furunt, perfect fit,
fueram fuers fuerat pluperfect
f.p., fuer fueris fuerit
(oh) suddenly
Im not half the man I used to be
theres a shadow hanging over me
oh, yesterday came suddenly
[SUBJUNCTIVE]
present sim ss sit
impf. essem esss esset
fuerim fuers fuerit
fuissem fuisss fuisset
perfect and pluperfect
Why she had to go

I dont know, she wouldnt say
I said something wrong, now
I long for yesterday
-ay-ay-ay, yesterday
page219
Syntax Songs
Conditionals
Thepresentsubjunctive
infuturelessvivid
(says)ifyouSHOULDlearnthissong
youWOULDmakeitthrough.
Forsimplefact,just
translatetheindicatives;
andIFyoucanspellPROTASIS
THENyoucanspellAPODOSIS
correctly,fortheTASkisnot
sohardtoDO!
Ohcome,allyefaithful,
joyfulandtriumphant,
ohcomeye,ohcomeye
toBethlehem!
ComeandbeholdHim,
bornthekingofangels!
Ohcome,letusadoreHim,
ohcome,letusadoreHim,
ohcome,letusadoreHim,
ChristtheLord.
Future indicative
ifyousing,youwilllive:
futuremorevivid.
Thefutureperfecttoo,
intheifclause,willdo
nothingtothetranslationyou
vividlywillgiveit.
Mycountry,tisofthee,
sweetlandofliberty,
oftheeIsing!
Landwheremyfathersdied,
landofthepilgrimspride,
fromeverymountainside
letfreedomring!
Theimperfectsubjunctive
saysifthesunwereshining,
bypresentcontrafactual,
thespiderwouldbeclimbing....
Theitsybitsyspider
crawledupthewaterspout.
Downcametherainand
washedthespiderout....
Pluperfect subjunctive
saysifhehadknown
thepastcontrafactual,
shewouldnthaveflown.
OntopofoldSmokey,
allcoveredwithsnow,
Ilostmytruelover
comecourtintooslow.
page220
Independent Subjunctives
Therespotential,
andtheresjussive,
andtheresdubitativetoo.
YouWOULDsingit!LEThimsingit!
SHOULDIsingitherewithyou?
Ohmydarlin,
ohmydarlin,
ohmydarlinClementine,
thouartlostandgoneforever:
dreadfulsorry,Clementine!
Passive Periphrastic
Future PASSIVE PERIPHRASTIC expialadocious
[guess]
SUM plus the GERUNDIVE sounds like something quite atrocious
if your AGENTs DATIVE then you MUST BE BLANKED precocious
future PASSIVE PERIPRHASTIC expialadocious!

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Latina

Why Latina Ursorum?

The Subjunctive Translated

LATIN: HOW TO IDENTIFY FORMS

example: mone: 1 sg pres ind act of mone, monre, monu, monitum

example: puer: abl sg of puer, puer, m

ADJECTIVE (ADJ) or PRONOUN (PRON): KiNG

example: mal: gen sg m of malus, -a, -um

PARTICIPLE (PPL): KiNG TV

ppl of [principal parts]

example: capt: abl sg m pf pass ppl of capi, capere, cp, captum

USES of NOUN CASES

b) Substantive adj; abl of price

a) abl sg of terr, -ae, f.

1. Mter potae bella est.

6. Cupidits pecniae eum dlet.

3. Dcit es bells esse.

PRONOUNS and ADJECTIVES

The boy is handsome, but he is not good.

9. (Vir) quem am bellus est.

fut subj = <laudt>rus esset

The translation of participles and subordinate clauses depends on whether the

TYPES OF SUBORDINATE CLAUSE

subject or object of a verb. These can be translated in a variety of ways. Some

CONDITIONALS (see Syntax Songs)

b) In protasis of future more vivid conditional

We knew what was done/was being done.

so that/in order that they may not be captured.

1) The concessive ut-clause generally appears at the beginning of a sentence. Context

RELATIVE CLAUSES with the SUBJUNCTIVE

VERBAL NOUNS AND ADJECTIVES

He said that those books had to be read by his son.

He sent her to warn the citizens.

GERUNDS and GERUNDIVES

5. Est dignus laudr.

c) d __________ ____________ ___________ = ___________

2) S m ams, m saepe laud!

IV. Translate into pleasing Latin.

Quiz on Wheelock 1-2

c) ___________ monre ____________ ___________ = ___________

abl sg of nauta, -ae, m.:

V. Translate into pretty Latin.

Quiz on Wheelock 1-3

c) habe ___________ ____________ ___________ = ___________

IV. Translate into pure Latin.

Quiz on Wheelock 1-4

c) ____________ iuvre ____________ ___________ = ___________

2) Sapientiam puellrum, flia mea, semper laudat.

V. Translate into exquisite Latin.

Quiz on Wheelock 1-5

c) remane ___________ ____________ ___________ = __________

IV. Translate into purling Latin.

Quiz on Wheelock 1-6

c) remane ___________ ____________ ___________ = ___________

2) Nn poterant, igitur, t d poen amcrum turum her monre.

IV. Translate into splendid Latin.

Quiz on Wheelock 1-7

___________ ____________ _________________ = to dare

III. Translate into precise Latin.

Quiz on Wheelock 1-8

c) vinc ___________ ____________ ___________ = ___________

2) Potae nov carmina d cvittis virtte nn scrbent.

IV. Translate into rhapsodic Latin.

Quiz on Wheelock 1-9

c) d ____ _ = _______

c) _____ monre _ = _______

c) habe _____ _ = _______

c) ______ iuvre _ = _______

c) remane _____ _ = ______

c) remane _____ _ = _______

_ _______ = to dare

c) vinc _____ _ = _______

c) trah _ = _

c) faci _ = _

c) senti _ = _

c) st _ = _

c) iaci _ = _

c) _ iacere = _

c) dle _ = _

c) ____ incipere _ = _______

c) _ discdere = _

c) _ tollere = _

c) prem ______ _ = ____

c) _____ _ ___ = to undertake

c) pn ____ _ = ____

c) _____ _ _ mintum = ______

c) _____ _ _ occsum = ______

c) cg ______ _ = ______

c) pere ______ _ = ______

c) suspend ______ _ = ______