11'28~ JO A~lS~0Alllfi 430-1121-3-4-2~-2m University of Texas Bulletin No. 2208: February 22, 1922 tJni Ve rs.f. tT7' Of m J' ,-exas Publications Latin Leaflet No. 2: February, 1922 PUBLISHED BY THE UNIVERSITY FOUR TIMES A MONTH, AND ENTERED AS SECOND-CLASS MATTER AT THE POSTOFFICE AT AUSTIN. TEXAS, UNDER THE ACT OF AUGUST 24, 1912 The Latin Leaflet issued by the Department of Classical Languages in the inter€st of Latin teaching in the high schools of Texas. ROBERTA F. LAVENDER, Editor. SUMMER COURSES IN TEACHING We can have it, if we ask for it in sufficiently large numbers. Two-thirdsLATIN of Greek 21 the first term, and one­third the second term is the slogan. To the Latin Teachers of Texas: EMMA LEE SNUGGS. At the meeting of the Classical Senior, June, 1922. Section of the State Teachers' Asso­ ----0---­ ciation last November it was the con­S 0 PHOMORE LATIN COM­ sensus of opinion that the growing, POSITION enthusiasm for the study of Latin I and for progressive methods of teach­ I want Latin 104 the second term ing it could best be fostered by bring­ of summer school. If you readers ing together in the various summer are interested let us join our interests schools of the state as large numbers in requesting it. We can have it, if as possible of Latin teachers, thus enough of us want it. Write to Dr. arousing new inspiration and secur- Battle. ing greater unity of purpose. A com- EMMA LEE SNUGGS. mittee was appointed to make inves-o---­tigation and to help to disseminate ON TEACHING PRONUNCIATION information as to special method courses in the teaching of Latin of-Experience has fully convinced the fered in the summer session of 1922. writer of this item that the best and Accordingly, letters were sent out to quickest way to teach the accurate all the colleges of the state, and re-pronunciation of Latin words is by plies have so far been received from imitation. That is to say, the first­those listed below. The name of the year Latin pupil should hear each instructor for the special method new word, and each new form of an course is given in each case. old word, met with during the first Baylor College, Belton, by Kathryn month or six weeks, carefully and Bowen. distinctly pronounced, as to vowel Simmons College, Abilene, by Helen quantities and accent, by the teacher, Dow. before he himself attempts to pro-Southern Methodist University, nounce it. Then immediately, and Dallas, by J. S. Mcintosh. not at the next recitation, the class Southwestern University, George-should be called on to pronounce the town, (probably) by W. C. Vaden. word in concert, and next the indi­ 1 University of Texas, Austin, by vidual pupil, or several pupils in ro-Roberta F. Lavender. tation if the word is sufficiently diffi-North Texas State Normal College, cult, should be required to give the Denton, by Mignonette Spilman. pronunciation. East Texas State Normal College, This same procedure can be well Commerce, by Burney Flaniken and applied to the pronunciation of the Ruby Terrill. words in a paradigm. For e ample, Sam Houston Normal Institute, if the lesson for tomorrow includes Huntsville, by William Longino. the declension of vir or the conjuga-Southwest Texas State Normal tion of porto in the imperfect indica­College, San Marcos, by E. 0. Tan-tive, the teacher can insure success ner. and create confidence for her pupils In all of these institutions, other by devoting five minutes today to valuable courses in Latin are offered, (1) the pronunciation of the entire information concerning which may be paradigm by herself, the pupils look­secured by writing the registrar for ing at the printed words as she pro­a summer school bulletin. nounces them, followed by (2) the RUBY TERRILL, Chairman. , )Jronunciation of the same paradigm February 15, 1922. ' by the class in concert, and finally ----o tested by (3) having individual pu-BEGINNERS' GREEK pils give the pronunciation. In drill­ing on the paradigm next day, the I want to take a course in Begin-concert recitation is a refreshing va­ners' Greek (No. 21) this summer. , riation from the usual method. Are you interested? If so write to i A similar plan should be followed Dr. W. J. Battle, University of Texas, ' in the reading of Latin sentences pre­Austin. , paratory to translating them. It is idle to object that such methods take too much time, for the whole proce­dure, with its three stages, will con­sume considerably less time than does the halting, timid, error-forming mis­pronunciation given by the average pupil when unguided. Furthermore, the second step, viz., concert pronun­ciation, may soon be dispensed with in the reading of sentences. Besides leading quickly to an accu­rate and confident pronunciation of Latin by the beginner, the plan out­lined above keeps the class exercises from dragging. It develops the feel­ing that the recitation is, first, a co­operative enterprise between teacher and pupils, second, a group enter­prise, and third, an enterprise that generates speed and momentum. A class that has thus learned by imitation to pronounce correctly two or three hundred Latin words is then ready to learn inductively the rules for pronunciation. In fact the brighter pupils will have discovered for themselves many of the general principles involved, and the class as a whole will, under the teacher's guid­ance, now comprehend readily rules which six weeks before they had no basis for understanding or applying. After this the deductive method of teaching pronunciation will have at least a chance to succeed; whereas, if relied upon at the outset, it is almost doomed to fail. E. o. TANNER, Southwest Texas Normal. PRINCIPAL PARTS OF VERBS Almost every teacher fails in the first year to give enough time to the teaching of principal parts of verbs, vacare (vacant)-vacatus (vacation) persuadere (persuade)-persuasus (persuasion) respondere (respond)-responsus (response) ridere (deride)-risus (derision) videre (provide)-visus (provision) venire (convene)-ventus (conven­tion) ducere (introduce)-ductus (introduc­tion) struere (construe) -structus (con­struction) extinguere (extinguish)-extinctus (extinct, extinction) fundere (refund)-fusus (refuse) tangere (tangent)-tactus (tact) secare (secant)-sectus (sect) pell ere (expel)-pulsus (expulsion) scribere (inscribe)-scriptus (inscrip­tion) defendere (defend)-defensus (de­fense) mittere (commit)-missus (commis­sion) ferre (offer)-latus (oblation) volvere (revolve)-volutus (revolu­tion) petere (compete)-petitus ( competi­tion) vincere (convince) -victus ( convic­tion) ludere (elude)-lusus (elusive, allu­sion) stringere (stringent) -strictus (strict, district) !WHAT DOES IT MEAN TO CON­STRUE? I The word construe (from cum and struere) means to arrange together. To give a construction is exactly the same thing as to give the syntax. and teachers are rare who develop Syntax is from Greek, construe and verbs by systems. Hours given to Iconstruction from Latin. Therefore, these two points early enough will when a teacher says construe a word, save days later on, and much dis-1 she desires that the student give (1) couragement. Let the student know definitely the forms made on the con­temporaneous infinitive, and then let him practice on paper and on the board till he masters this group. Likewise for the group built on the perfect indicative and also on the fourth principal part, the antecedent participle. It is well to work back from the English. Therefore, in assigning the principal parts of verbs the teacher should help the student to get an Eng­lish word for the first and the fourth principal parts of the verb: Stagnare (stagnant)-stagnatus (stagnation) its form, (2) its relation in the sen­tence. A construction should be put in tabular form to cover usually onP line, never more than two lines. To illustrate, take this Latin: Argonautae hoc facto eis gratias libenter egerunt, quorum auxilio e tanto periculo erepti essent; bene I enim sciebant non sine auxilio deo­rum rem tam feliciter evenisse. Construe the words in italics. 1. Hoc facto-egerunt: antece­dent participle, ablative case; abla­tive absolute, antecedent time. 2. Erepti e periculo: noun, abla­tive; separation. 3. quorum (=cum eorum) auxilio erepti essent: pluperfect subjunctive; cause. 4. sciebant-rem evenisse: ante­cedent active infinitive; indirect state­ment, object. Note that only enough words are set down to give clearly the relation. The word to be construed is under­scored. The governing word is given. The form is stated, and then the rela­tion. No repetition is allowed. Stu­dents should be taught to e .press concisely what they mean. Teachers should give daily drill~ at the board to cover the key words in the passage assigned for reading. Ten words to be construed is a splen­did assignment for home work and a task easily read by the teacher. CONSONANT CHANGES Late in the third century A.D., there was an interchange between in­tervocalic v and b; e.g. taberna= taverna (English tavern). This will help the student to see how Danuvius becomes in English Danube. It will show how prove and probe have the same origin. RELATIVE CLAUSES The relative clause may be intro­duced by: 1. The relative pronoun (in all its genders and cases both singular and plural) . This relation (re+fero) refers to a preceding noun or pro­noun called its antecedent (ante+ cedere=to go before). 2. The three relative adjectives each with its own antecedent: tantus -quantus; talis-qualis; tot-quot. 3. The relative adverbs: ubi ( = locus in quo); unde (=locus ex quo); quo (=locus ad quern); cur ( =causa ex qua). When the relative clause employs the indicative mood (direct discourse), it is considered as adjectival and is made to modify a substantive with which it agrees in gender and number but not in case. This is by far the largest group of relatives and the one with which the students should become most familiar. There are four kinds of relative clauses that are adverbial. These take the subjunctive. Before at­tempting to construe or to diagram these relatives should be split as fol: lows: a. qui+subjunctive for cause= Early Latin loan words in. Teutonic Icum is+subjunctive. languages show w for Latin v. So I b. qui+subjunctive for concession we have wall from vallum; wine from vinum; wick (Cheswick, Brunswick, etc.) from views. There was early a tendency to drop an intervocalic v; e.g. bovum=boum; bovibus=bobus; sivis=sis. As early as the third century B.C. the common people had a habit of dropping initial h. Note this list: arena arundo Aedui erus umerus Cicer~ strove'to fix the h 'in polit~ speech. St. Augustine (Lindsay's The Latin Language, from which these notes are taken) playfully re­marks that the dropping of an h was generally regarded as a more hein­ous sin than an offense against the law of Christian charity. Likewise intervocalic h was often dropped. Quintilian says that de­prendere and not deprehendere was the form in his day. Gellius (second century A.D.) speaks of these forms as obsolete: sepulchrum, 1achruma, vehemens, incohare. Perhaps these explanations will serve to fasten in the mind of the student the origin and meaning of the verb debere (de+habere) and praebere (prae+habere). =cum is+subjunctive. c. qui+subjunctive for purpose= ut is+subjunctive. . d. q?i+s_ubjunctive for result=ut 1S+subJunct1ve. . The form of is (as to gender, number, and ~ase) is exa~tly wh~t the form of qui was, e.g., q~1=cu_m is, quae=;cum ea; quod=cum id, cums= cum ems; quorum=cum eorum, etc. Causal cla1:1se~ introduced by qui ~ave suc;h adJ_ectives as these preced­mg: fehx, m1~er. The ~um. clause, th~refore, modifies th~ adJec~1ve. The q1:11 clause of purpose 1s readliy recog­mzed and of frequer.t occurrence. 1:her~ are very few cl_auses of conces­s1on ~ntroduced by qui. It .seems best to give a longer explanat10n of the relative called characteristic. THE CHARACTERISTIC REL­ATIVE The clause called characteristic greatly disturbs children of this gen­eration. There are very few of these relatives and yet they seem to frighten and to stand out on every page-a veritable bugaboo. Pupils try to construe every plain innocent and pupil, and helps to clarify a relative clause as a characteristic. sentence which often seems a puzzle. Perhaps this scheme will help to The scheme used in Reed & Kellogg's make the matter clearer. Adverbial English Grammar can be adapted result clauses are introduced by ut readily to Latin. and by qui. Clauses that have ut Grammatical nomenclature is itself have in the preceding main clause an argument for diagramming; e.g., such words as these: ita, sic, adeo, preposition means a putting before, talis, tot, tantus, is (=eius modi) and a thing put before; apposition, a put­tam+positive adjectives (tam fortis, ting near, a thing put near; conjunc­tam dulcis, etc.), and tam+positive tion, a joining together; adjective, adverbs (tam fortiter, tam libenter, thrown to; adverb, next to the verb; etc.) . Such clauses as these seldom co-ordinate, arranged alongside; sub­give trouble. Adverbial result clauses ordinate, arranged under. that are introduced by qui have these Some who do not believe in diagram­same "sign words" (if not expressed, ming say it seems unnecessary. Why they are to be supplied), e.g., nemo then have figures for theorems in ge­est tam senex qui non putet ~e vie-ometry? Why have students work turum esse unum annum (C1c. De problems in arithmetic or algebra? Senectute). The clause of result that ISome also argue that a student may is introduced by qui is called charac-be able to diagram and yet not know teristic. the real meaning of the sentence. We These words that precede serve to could as well argue foat the child caution the student to look out for could work out his problem and yet adverbial result, for qui and the sub-not understand what he had done. junctive: . Those who advocate diagramming ~· ~~gative antecedent: nemo est do so because they believe it forces qm; mh1l e~t quod. . a student to exact thinking and be­ 2. Q,uestion antecedent: qms est cause they think it saves time in class. qui; qmd est. quod. . . 1 Every student in a large class may .3. . Inde~mte antecedent: abqu1s, have an opportunity to recite by this abqmd, q~udam, etc. method and the class is held to ex­ 4. Omitted antecedent: Sunt qui. cellent team work, and, best of all, 5. Number antecedent: Duo sunt students (old as well as young) like qui. to diagram. Texas teachers are urged 6. Special words antecedent: Dig-to try the method and to begin with nus, indignus, idoneus est qui. first-year students. The diagram The pr<>blem for the teacher is to scheme fits in well with the Question devise a scheme to cause the pupil to and Answer method (illustrated in detect the special antecedent that the lesson on the ablative of means in calls for qui and not for ut, and to Latin Leaflet No. 1. get him to supply the special words Take for example the ge if they are not in the text. After passa he has done this and has diagrammed quoted under What Does It Mean to the clause a dozen times he should understand. Try these English sentences as ii­lustrations: 1. Do you know any boy who would strike his mother? (so cruel that-tam crudelis). 2. There isn't a girl in this room that would cheat (tam improba). 3. I know three boys who promised to burn their neighbor's house (tam depravi). 4. These boys are worthy to be sent to prison (digni). 5. I know a man who can not count his money (tam dives). A PLEA FOR DIAGRAMMING A diagram is a graphic method for construing. Some simple scheme, agreed upon, saves time for teacher Construe. These questions and an­swers assist the student in deciding where a word, phrase, or clause be­longs: 1. Qui gratias dederunt? Argo­nautae ... dederunt. 2. Quando A. gratias dederunt? Hoc facto Argonautae . .. dederunt. 3. Quo modo A. gratias dederunt? Libenter Argonautae dederunt. 4. Qua re A. gratias dederunt? Cum erepti essent( =servati essent). 5. Unde A. servati erant? E periculo servati erant. 6. Quali e periculo servati erant? Tanto e periculo ... 7. Cur etiam gratias egerunt? Quod sciebant, etc. (sciebant enim= coordinate causal clause). 8. Quid sciebant? Rem auxilio deorum evenisse sciebant. Diagram A will explain the posi­ tions in the simple sentence: 1. sub­ject; 2. predicate; 3. direct object; 4. predicate nominative (attribute complement); 5. second accusative (factitive objective) ; 6. adjective or genitive; 7. participle; 8. preposition; 9. accusative phrase, ablative, or da­tive; 10. adverb. Diagram B will explain the seven subordinate adveroial clauses. These clauses are joined to the main clause by a dotted line, the conjunction ( 11) being placed about half-way the line. Note that this dotted line joins the two predicates for temporal, condi­tional, purpose, concessive, and most causal clauses. Note that clauses of result and comparison (comparison of equality and of inequality) are governed by an adjective or an ad­verb. Let the dotted line therefore, be drawn from the governing word (adjective or adverb) to the verb of the result clause and to the verb, ad­jective or adverb of the comparative clause. E.g. 1. Ut sensi-sic dixi. Sic modifies dixi, ut joins from sic to sensi (often written as one conjunc­tion sicut). 2. Quot homines, tot sententiae. The line is drawn from tot to quot. So also for talis-qualis; tantus-quan­tus. 3. Ille est tam fortis quam leo (est fortis). The line is drawn from fortis to fortis and on this line tam­quam (as) is placed. 4. Ille est fortior quam leo (est fortior). The line is drawn from fortior to fortior and on the line quam (than) is placed. There are five noun clauses: indi­ rect statement, indirect question, in­direct command, quod-the-fact-that clauses, and substantive result (Dia­gram C) . Each of these groups of clauses is governed by a special type of verb. If these verbs are active. the clauses are objects; if passive·, the clauses are subjects; if there is a demonstrative pronoun (usually hoc, illud or haec, illa) preceding, the clauses are in apposition. In every case the noun clause is diagrammed as a separate sentence on a line above and joined by an upright to the line of its governing verb. A noun clause may also be a predicate nominative or a second accusative ( =factitive objective). A participle or an in­ finitive of a verb may govern whatever the verb in its finite form calls for: for this reason, a noun clause may be the direct object of an active par­ticiple or infinitive, and the second accusative (of verbs that govern two accusatives, one of the person one of the thing). ' Diagram D explains the ablative absolute. The ablative absolute is not well named. No phrase can stand ~part. This phrase for the most part is an alternate construction for the adverbial clauses of time cause con­cession, condition, and should b~ dia­grammed in the same way· the sub­s~11:ntive is the q.uasi-subject'; the par­ticiple the quasi-predicate. The dot­ted line is drawn from the governing verb. to the participle, and a paren­thesis encloses the phrase. Diagram E explains the relative clause which takes the indicative mood. This relative is adjectival and goes below a substantive. The dotte::l line should be drawn after every word in the clause has been placed, for the relative may go in every place indi­cated by the figures in Diagram C (taking 6 as a genitive). Bear this in mind: 1. An infinitive is a noun (verbal noun) and may be diagrammed in the direct discourse like any other noun except that it should be set up abov~ the line (12) to allow for object or modifier. The cotemporaneous active infinitive is the form commonly found as a substantive. The accusative and infinitive are diagrammed as 1 and 2 in the noun clause group. 2. A gerund is a neuter verbal noun-the oblique cases of the cotem­poraneous active infinitive. There­fore a gerund is diagrammed as a noun for ablative, 9; for ad+accusa­tive, 8 and 9. 3. A gerundive is an adjective, a passive verbal adjective made from a transitive verb, and is diagrammed like any other adjective. The chief gerundive phrase is diagrammed like 9 and 6 in the diagram plate. 4. Phrases modify verbs. A few phrases modify nouns made from verbs: hoc sensi de senectute, or haec est mea sententia de senectute. The gerund and gerundive phrase (ad+ accusative) modify verbs for the most part, but also such adjectives as these: paratus, pronus, propensus, acer, alacer, satis. 5. A genitive usually modifies a substantive. A few genitives are governed by verbs. In such cases they are diagrammed under verbs. An ablative of description, as an alter­nate for the genitive of description, modifies a substantive. 6. All cases except genitives are governed by verbs or by adjectives. A B I ic I , ' a. An ablative of specification is diagrammed under an adjective usual­ly in the positive degree. b. An ablative of comparison is diagrammed under an adjective usual- short road, or as we say ie. short cut. Then the two words became a com­pound breviter, like the E·nglish straightway. Take this adverb as the bell sheep, so to say, and it becomes ly in the comparative degree. easy to have the pupils gather the en­ 7. A participle (pars and capio, Itire flock of adverbs of manner made partaking of the nature both of an on the third declension adjectives. adjective and a verb) as an adjective Spanish shows no traces of the iter takes the gender, number, and case of the noun it modifies; in its verbal force, it governs any construction that its finite verb governs. Therefore the participle is diagrammed on a curved line (7). When a participle cote!Yl­poraneous takes the place of an m­finitive dependent upon a verb of see­ ing. or. p~c~uring, it is. diag;ra~~e.d as an mfim1tive (accusative+mfim1tive). 8. Vocatives interjections and the introductory w~rds ne, ut, qJod=the­fact-that, num, utrum, q1;1in, for noun clauses go above: See D1~~ram C 11. 9. A word m apposition (ad+ ponere) stands. next and has around 1t a parenthe.s1s. For a clause, put t~e parenthesis at the base of the up­right. . 10.. Co-ordmat~ words go on paral­lel Imes; co-ordma~e phrases and clauses are arranged m parallel order. SOME INTERESTING DERIVA­TIONS 1. The adverb breviter seems to have been originally breve iiter, a suffix, but Spanish adverbs end in mente the ablative case of Latin mens. English adverbs of manner end in ly, which comes from like, e.g., womanly, ladylike. 2. The verb refert is made from re fert, which means it bears on the case or it has to do with the matter. Then the person whom it concerned . . was mtroduced, e.g., It has to do with the farmer's affair, agricolae re fert. The matter (under discussion) relates to children, liberorum re fert. Then eius re fert and eorum re fert. Nat­urally the forms meii, nostrii, tuii, vestrii arose, for these possessives modified re. Then meii re fert became meii refert; tuii re fert, became tuii refert, etc. And in indirect discourse we find suii referre representing meii and nostrii refert of the direct dis­ course. By and by, interest became a synonym for refert and likewise governs the genitive of the person interested with the forms meii, tuii, nostrii, ve:itrii (and in 0. 0. suii) as exceptions.