LA TIN LEAFLET Number 18 THE LATIN TOURNAMENT FOR 1927 The editors of the Leaflet are glad to give up the first issue of the school year 1926-27 to the Latin Tournament. The increased interest in Latin aroused by the Tournament during the past three years certainly warrants its continuance. But if it continues, it ought also to grow better. Sundry changes in procedure have been adopted by the Tournament Committee to meet criticism. More effective than these will be better teaching-more care at points where weakness has been shown, more sympathetic interest in the pupil, more determination never to stop growing in knowledge and power. This issue of the Leaflet presents certain helps which ought to be prove useful. In addition to using the Leaflet, it is urged that every teacher join the Texas State Classical Association and the Classical Association of the Middle West and South. Membership in these associations brings a feeling of comradeship in our work, the consciousness both of receiving and of giving help. Mem­bership in the Classical Association of the Middle West and South also assures each month of the school year the receipt of the Classical Journal, an ably edited 80-page magazine now in the twenty-second year, at once scholarly and practical. For membership in both associations, application should be made to Professor J. N. Brown, Teachers' College, Denton, Texas. Membership in the Texas State Classical Association goes with membership in the State Teachers Association; the cost of membership in the Classical Association of the Middle West and South is $2 a year. STATE WINNERS IN THE LATIN TOURNAMENT OF 1926 On April 9, 1926, six Latin Tournaments were held at these centers: Abi­lene, Amarillo, Dallas, Galveston, San Antonio, and Waco. Seven hundred and thirty-eight children were in the written contest. One hundred and seventy essays had already been entered and ranked during March. Winning essays and winning papers in the written contest at each center were regraded for State honors. Those to receive first honor for the State are as follows: ESSAYS First Year-Nellie Harris, North Dallas High School, Dallas. Second Year-Mildred Chandler, Childress. Third Year-Elizabeth Darby, Central High School, Waco. Fourth Year-Claude Prudot, El Paso. INDIVIDUAL WINNERS IN WRITTEN CONTEST January Beginners-Elizabeth Dedmon, James S. Hogg Junior High School, Houston. First Year-Beryl Busby, Mart. Second Year-Louise McCoy, Sherman. Third Year-Beverly Holland, Senior High School, Denton. Fourth Year-Robert Lee Rhea, Main A venue High School, San Antonio. LATIN TOURNAMENT OFFICERS FOR 1927 TEXAS CLASSICAL ASSOCIATION President, Pearl West, San Antonio First Vice-President, S. E. Wronker, Terrell Second Vice-President, Myrtle Trantham, Abilene Secretary and Treasurer, Mrs. A. J. Clopton, 421 N. Ewing St., Dallas LATIN TOURNAMENT COMMITTEE Mrs. Marian C. Butler, Waco, Margaret Cotham, State Depart-Chairman ment of Education, Austin Lourania Miller, Dallas Anna Forsgard, Waco W. J. Battle, Austin W. W, Freeman, Commerce John A. Bishop, Fort Worth Roberta Lavender, Austin J. N. Brown, Denton Pearl West, San Antonio Mrs. A. J. Clopton, Dallas S. E. Wronker, Terrell Catherine Flynn, El Paso J. W. Downer, Waco TOURNAMENT DISTRICT CHAIRMEN Amarillo, Anna May Klapproth Denton, Mary Kathryn Tevis Abilene, Myrtle Trantham Commerce, Dora Flack Texas City, Supt. Levi Fry Brownsville, Belle McGlothlin Waco, Anna M. Forsgard Austin, Mary Fiegel LETTER TO LATIN TEACHERS Waco, Texas, October 1, 1926. DEAR Co-WORKER: At the May meeting of the State Latin Tournament Committee of repre­sentative high schools ·and university teachers and friends of the classics from all .sections of the State, it . was agreed that the tournament work must continue. Those present expressed themselves as unwilling to give up the benefits . resulting from three years of· unsurpassed cooperation: in­crea.sed interest .in the study and teaching of Latin; the setting up of a common goal U>ward which all Texas strives; the m'l:/.tual helpfulness and good comradeship which grows daily among the teachers of Latin; social recognition for academic excellence. Since Miss Miller is physically unable to assume the responsibility this year, the chairman of the Texas State Classical Association (the Classical Section of the Te'Xas State Teachers Association) has asked the Waco teachers to direct the 1926-27 campaign for "Better Latin in Texas." We· undertake this with fear and trembling, not fear of additional work but' fear that we shall lack the wisdom to do the best that could be done in a cause. dear to us. The greatest encouragement comes from the knowledge that success depends not on the efforts of this little group but on the sure cooper­ation of the many loyal teachers throughout the State of Texas. The progres11 of the last three years must continue. Let each teacher endeavor to make Latin better in his own col;'ner of this great State. Our aim this year is to carry.the benefits to every pupil and every teacher of Latin in Texas. Yours for better Latin, THE WACO TEACHERS OF LATIN, Mas. MARIAN C. BuTLER, Cha,irman. LATIN TOURNAMENT INFORMATION When?-April 1, 1927. Where?-Abilene, Ar.aarillo, Austin, Brownsville, Commerce, Denton, Texas City, Waco. Contestants?-Whosoever will. Slogan?-Every School Represented. The Latin Tournaments are held under the auspices of the Texas State Classical Association. An outline of the work covered is given below. These are the rules : 1. Each school is allowed two representatives for each year's work. These will be the two who mil,ke the highest grades in a preliminary contest. 2. Pupils will be classed as first year, second year, third year, and fourth year, according to enrollment in the fall term. The 1926 mid-term beginners may also seleet two representatives. Every one should adhere rigidly to this conditiQn in order that all pupils may have a fair chance. 3. Irregularly classified pupils may enter but their papers will be graded in a separate class, apart from those of the regular pupils. Ques­tions will be the same as for regularly classified pupils. 4. Essays.-Prizes wiU be awarded to pupils who submit the best essays. Three copies must be sent and they must reach Mrs. Marian C. Butler, 2316 Colcord Ave., Waco, not later than March 1, 1927. If possible, essays should be typewritten. A bibliQgraphy should be attached. Let an assumed name be written at the top of each page. Essays must not exceed 1,250 words. Only one side of the paper should be used. These points will be considered: Content, 70; spelling, 10; sentence structure, 10; form, 10. Teachers will send a key to the assumed names to Mrs. Butler. Each school may send two essays for each year. Any pupil may enter an essay whether he repre.sents his school on April 1 or not. 5. Appropriate p.rizes will be awarded to the school whose representa­tives make the highest score in any year's work . and to individual winners in each year's work and to essay winners. ·6. When. pupils are enrolled for the Tournament in April, $1 for each contestant is to be paid to the person in charge. This will very ma­terially help the local finance committee. 7. To defray publicity expenses, each school that plans to enter is asked to pay $2 and pay E-A-R-L-Y. IMPORTANT! Please send the registration fee and requests for further information to Mrs. Marian C. Butler, 2316 Colcord Ave., Waco, Texas. NO~ANDA l. A summary or a comprehension test may be submitted by the Com­mittee for the whole·or for a part of any translatiQn, 2. Elsewhere in this Leaflet will be found: Passages to be memorized: a. Word lists; outlines; explanations for vQcabularies, word-analysis, diagramming, and construing. b. A list of essay subjects. c. Passages for memorizing. OUTLINE FOR TOURNAMENT CONTESTS Following the six tournaments early in April, 1926, the teachers of Latin met in the several sections to discuss results, and to make suggestions for 1927. On May 8 in Dallas, the State Tournament Committee met with all members present except one. F'rom the reports of ·the various centers this committee laid general plans for the coming year. Several sub-committees were appointed to carry out the plans proposed by this general body. Below will be given the outline submitted by the Committee on Content and Questions. The members of this committee ate: Miss Cotham, Miss Terrill, Mrs. Leon, Miss McLeod, and Miss Lavender, Chair­man. There was a general belief that the contests for 1926 called for too much memory work. It is urged therefore for 1927 that students be drilled ori principles and that the questions call for more reasoning. The final questions will be made brief and comprehensive. WORK COVERED 1. Mid-Term Beginners: First nine lessons in Smith's Elementary Latin: forms, vocabulary, English derivatives, sentences to be translated from Latin to English and from English to Latin. 2. First Year: Smith: Lesson ten through the accusative and infinitive lesson: forms, vocabulary, derivatives, word analysis (simple prefixes and most frequent verb compounds), sentences for translation as above. 3. Second Year: Smith: The fero lesson through the cum lesson: forms, derivatives, word analysis, short diagrams of sentences, prose composition (Bennett's Les­sons 1-14). Caesar: Book I, Chapters 1-29, omitting 13 and 14; Book II~ 1-11. Caesar: Sight translation. 4. Third Year: a. Cicero's Catilin~s I and II. b. Sight translation. c. Bennett's Prose, Part II, Lessons 1-20. d. Knowledge of the Roman political situation as revealed in the two Catilines read. e. Word analysis. f. Diagramming and construing. 5. Fourth Year: a. Virgil's Aeneid, Books I and II. b. Virgil's Aeneid , sight translation. c. Knowledge of mythology as fouttd in the Aeneid read; a few facts about the life of Virgil and the structure of epic poetry. d. Scansion. e. Diagramming, mai!lly from the passages containing similes. f. Word analysis. g. Prose composition. WORD LISTS VERBS AND COMPOUNDS These lists are meant for vocabularies, word analysis, and sources for English derivatives. The words are chosen and rearranged from well-known high school lists. The following inexpensive books in addition would prove a good investment: P. R. Jenks, Latin Word Formation (Heath); G. H. Browne, Latin Word-Lists (Ginn). It is suggested t"hat the whole school devote itself whole-heartedly to verbs and verb-compounds for one month or longer, and that competitive matches be held. Nothing is of greater importance in learning to read Latin than an under­standing of the meaning and form of prepositions used as prefixes. Preposi­tions express local relations. Due to this fact, when used as prefixes, they (lmplify the meaning of root verbs in a local way. By arranging prepositions in relation to some figure on the board, a graphic presentation of their meaning may be made. Draw a circle; on a line leading up to this, place ad; on one leading away from the circle, place ab: into the circle, in; out of, ex, through, per, and trans; around, circum; down from, de. Place above the circle super; below, sub; in front of, ante, prae, pro; behind, post; put inter within the circle; run a line out from and back to the circle for re. Join two circles for cum,~ place two part for dis. By repeated reference to thi.g circle, the teacher will help the students fix these prepositions in their minds. Note and master the following changes in simple verbs and in prefixes: I. Changes in the simple verb when· compounded. 1. Short a in the simple verb changes to i; e.g., cadere, incidere; agere, exigere; capere, concipere; facere, deficere; iacere, reicere; rapere, corripere; tangere, attingere; frangere, infringere; statuere, constituere. 2. Short a in the simple verb often changes to short e; dare condere; carpere, ·excerpere; spargere, aspergere. 3. Short e often changes to short i; emere, eximere; premere, com­primere; tenere, retinere. 4. A diphthong of the simple verb often gives way to a long vowel: caedere incidere; claudere, excliidere, laedere, collidere. II. Changes in prefiix. 1. The final consonant of a prefix tends to become like the initial consonant of the word compounded; e.g., ad-simulo. From this comes our word assimilate; a statement of this principle is called the law of assimi­ lation. 2. The final consonant of some prefixes is dropped before certain initial consonants of the simple verb. In such cases the vowel of the prefix is hmgthened according to the law of compensation. See examples below. (1) ab. (a) ab loses b before m, p, v: iimu:JVeo, aperio, avoco. (b) ab becomes au before f: aufero. (c) ab becomes abs before c and t: absconda; abstineo. (d) ab remains ab before vowels and before other consonants than c, f. t. (2) ad. T~e final d is usually assimilated to c, f, g, l, n, p, r, 8, and t: acctpere, afftngere, aggredi, alludo, anna, appellO, arrideo, as8isto, attingo. (3) con, from cum, with or together, often carrying the idea of "com­pletely," is the most common prefix. (a) The form is com before b, m, and p. (b) The m is usually assimilated to l and r: colligo, corrigo. (c) The form is co before e, o, andh: co-orior, co-erceo, co-haereo. ( 4) De, down, often carrying the idea of cessation. (a) Its form never changes. (b) Its vowel is long. (5) Dis, insepa:t:"able prefix, apart. (a) The 8 is assimilated to f only. (b) The s is lost and the i is lengthened before the consonants d, g, l, m, n, r, v, and before words beginning with 8p (dispergo), and 8t (di-s to). (c) The form dis remains unchanged before other letters. (6) Ex, out, out of, out and out, thoroughly. (a) The final x is assimilated to f only: effero (b) The final x is lost and e lengthened before d, l, m, n, r, v: educere, evehere. ' (c) The form ex remains before other letters. (7) In. The prefix,in is the Latin preposition. This is the prefix for verbs. The prefix in for adjectives means not. See negative adjectives in the list. Appended to verbs of motion the prefix means into, as one would expect. (a) The final n is changed tom before b, m, p: imbuere, immittere, implicare. (b) Then is assimilated to l, r: illidere, irruere. (c) The vowel is lengthened when in is prefixed to verbs begin­ning with f or 8: infero, instare; this lengthening follows the well established rule that a vowel before nf and ns is length­ened. (8) Re, an inseparable prefix, back or again. (a) The vowel is short. (b) Re has the form red before words beginning with e, i, or d: redeo, redigo, reddO. Otherwise it does not change. (9) Sub, under, from under, to the aid of. (a) The final b is assimilated to c (succedo), f (sufficiO), p (suppona). (b) The final b becomes s before t ( sustineo), and sometimes be­fore c (8uscito). (c) Note that sumere is from sub-emere; surgere, from sub­regere; suspicere, from sub-spicere. (10) Pro, forth, for, in front of, forward. (a) The form pro usually remains the same. (b) Before e· or i pro takes the form prod: prodeo, prodigo. (c) Certain vagaries appear. (1) pro becomes pol before l: polluere. (2) pro becomes por before r: porrigere. LATIN LEAFLET (11) ob, toward or against; often used merely as an intensive. (a) The b is assimilated to c, f, p: occurri5, ofjeri5, oppi5ni5,. (b) The b is lost in ommito. (12) Miscellaneous: The prefixes ambi, ante, circum, inter, intri5, per, post, prae, praeter, trans are more rarely used. They undergo no change except that trans becomes tra befor~ d, n, and i consonant: traduci5, trani5, traicio. IMPORTANT VERBS COMPOUNDED WITH PREPOSITIONS .A, AB ABS Caesar Cicero Virgil abdo abdico abeo abstrahO abicio abrumpo absum abhorreo abscindo amitto abscondo abstriido aperio abiitor aufero averto avoco avella AD accedo adipiscor accendo acciiso adiungo accingo adaequo aqmoneo addo adeo adquiro advoco adhibeo adsum aggero adhortor afficio agglomero adigo assequor agnosc~ adorior asservo assurgo affero assido attollo appello attribuo attono CON .cogo coerceo coeo cohortor colligo colliistro colloco commemoro compello colloquor concido compono combiiro concit·o con cresco commiinio condo concutio concedo confiteor confundo concliimo contingo congemo confero corrigo convello consido . corrumpo corripio DE debeo decerno decerpo deced.o deliibor declino decipi sortior VERBS DERIVED FROM OTHER VERBS 1. Inceptives (incipere, to begin) of third conjugation in sc (found only in present system) . adhaeresco irascor evanesco nanciscor paciscor obstipesco niiscor pertimesco suesco proficiscor quiesco tremesco 2. Iteratives (iterum, again) of first conjugation (based largely on stem of past participle). ostento canto habitO spec to iacto pulso sustento salto prenso versor tracto vecto NOTES ON VERB LISTS The verb lists will serve a five-fold purpose: 1. Vocabulary. a. Meaning of the simple form. b. Meaning of the various compounds. 2. Word analysis as applied to verbs. 3. Principal parts. 4. Verb systems. 5. English derivatives from verbs. LATIN LEAFLET There is little that needs to be said about the first division. Most verbs express first a physical act, e.g., claudere means to close. The various pre­fixes amplify this act in a local way, e.g., exclildere, inclUdere. The verb may have also a derived meaning, expressing an intellectual concept, e.g., praecipere, which means literally to take beforehand, has, as the derived meaning, to advise, to warn; concedere (cum, with cedere, to move), means, literally, to move together (if one can imagine contestants on opposite sides of a line) and then, naturally, to yield, to grant, to concede. Excellent re­sults are obtained by having pupils learn the simple verbs by opposites, e.g., ambuliire, currere; sedere, stare; ridere, lacrimiire, etc. Another excellent practice comes from assigning a verb to each student and having him gather its various compounds with their respective meanings. The meaning of "analysis" is a loosening up, a resolving into parts. Therefore, the compound verbs may be analyzed in this way: Comprimere--cu.m (together), premere (to press), to press together,to check. · Dissilire-el (pellere;) expulsion, expulsive (pulsus) persuade (persuadere); persuation, persuasive (persuiisus) refund (fundere;) effusion, effusive, (filsus). A large group of English verbs, however, ending in "ate" are made on the form of the verb stem· seen in past participle of the first conjugation, e.g., agitate (agitiitus), aggregate (aggregiitus), arbitrate (arbitriitus). Learn the Latin verbs from this list and get their meanings: demonstrate, disseminate, dissimulate, dissipate, elaborate, enumerate, enuntiate, illustrate, implicate, in~ ::ulcate, indicate, inflate, inundate, investigate, irrigate, repudiate. VERB SYNOPSIS Principal Parts: Pres. A. lndic. frango; Pres. A. Infin. frangere; Perfect A. Indic., fregi; Perfect P. Participle fractus Present System A. an~. P. I Perfect System A. Perfect Ssystem P. (Made on Present Infimb ve) (M ade on Perfect Indicative) (Made on Past Participle) Indicative Indicative Indicative Present A. frang~t ----------------Perfect A. fregit_ ___________________ Perfect P.fractus est___________ Present P. frangttu! -----------Pluperfect A. fregerat______ _____Pluperfect P. fractus erat_____ [mperfect A. frangebat -------Future Perfect A. fregerit____ Future Perfect P. tractus erit ~H~ei~i!~£ir;~-~;~~~~-~~~~ =~==~~===~~~=~~~~~==~~==~~~~~~ ~~~~~~~~~~==~~~~~=~~~~~~=~=~===~=~=~ Subjunctive Subjunctive Subjunctive Present A. frangr:t ------------------Perfect A. frege_ri~-----------------Perfect P. tractus sit__________ Present P. frangatur ----------Pluperfect A. fregtSset___________Pluperfect P. fractus esseL__ Imperfect A.·frangeret _ ___ __ ---------------------------------------·---------·----·-----------------------------------------­Imperfect P. frangeretur ·-----------------------------------------------------------·----------------------------­ Imperative Present A. frange _ ------------------------------------------------------------------------------------­ Present P. frangere ---------------------------------------------------------------------------------------------­Future A. frangito _______________ --------------------------------------------·--------------------------------------­Future P. frangitor -------------------------------------------------------------·-----------------------------­ Infinitive Infinitive Infinitive Present A. frang~re --------------· Perfect A. fregisse_______________ Perfect P. fractus esse_ _ _____ Present P. frangt ------------------· *Future A. fracturus esse____ _ Future P. fractum iri____________ Participle Participles Present A. frangens -----------------------------------------------------· Perfect p. 1rae -tus--------------­Gerund *Future A. fracturus__ __ _ ___ F'rangendi (gen.) ----------------­ Gerundive Frangendus-a-urn__________ --------------------------------------·----·--------------------------------------­ NOTE: In the present sys-In the perfect system there *These two forms are tern there are 19 forms, for are 6 forms, and these. are all active, though in a passive a regular active transitive active. The forms in this system. They are also active verb. The intransitive verb >ystem are lacking in the in form for deponent verbs. lacks the passive forms. The leponent verb. There are 10 forms in the present participle is regu-The perfect indicative passive system. The forms larly active. There is no j'orms no basis for English of this system are used for passive present participle. derivatives. the perfect system of depo-The gerund is an active, ver-nent verbs, . hal, neuter noun, having the ~any Enghsh nouns (es­oblique cases, with the nom-p~1al~y abstract n~>Uns) and inative supplied by the pres-adJectives are. ~er1ved from ent infinitive. The gerundive the past participle. is a passive, verbal adjec­tive. Many English verbs are derived from the present in­finitive of Latin. Many Eng­lish adjectives are derived from present participles in Latin, ant, ent, ient. IMPORTANT NOUNS It is advised that students keep notebooks and add daily to the lists given. To each noun they should add the verb or adjective on vvhich it is based. They are expected for each word (1) to learn the meaning; (2) to analyze; (3) to find an English derivative, if possible. As an example, celeritas, swiftness, from celer, swift, plus the ending itas=ness; English derivative, celerity. 1. Agency nouns in tor, sor (added to form of verb stem seen in past participle). Caesar adiiitor auctor deprecator defensor explerator gubernator imperator orator Cicero cognitor contionator corruptor dictator director Iator largltor machinator quaesltor Vir,qil agitator domitor fabricator generator hortator pastor regnator sator ultor 2. Abstract nouns in ia (English ending y), based on adjectives. audacia amicitia avaritia constantia diligentiagratia inopia iniiiria memoria potentia sententia temperantia amentia concordia conscientia controversia frequentia ignavia invidia laetitia priidentia stultitia 3. Nouns in ium, based on verbs. auxilium beneficium consilium imperium initium maleficium praesidium supplicium studium subsidium convivium desiderium exitium exsilium flagitium incendium ingenium odium parricidium silentium 4. Nouns in ium, based on nouns. arbitrium hospitium 5. Nouns in or amor clamor dolor labor terror timor auspicium indicium discordia inclementia insiinia superbia conniibium co:niugium dispendium effugium excidium exordium gaudium obl'ivium periiirium remigium auguriumministerium (Engli-sh ending or), based on verb stems. ardor clangor furor fragor dolor horror maeror pallor pudor squalor splendor stridor 6. Abstract nouns in t;U.s (English ending ty), based on adjectives or nouns. affinitas cupiditii,s consangUinitas alacritas dignitas pietas celeritas egestascivitas felicitas -crudelitas humanitas difficultas lenitas facultas severitas gravitas utilitas levitas varietas libertas nobilitas 7. Nouns in tio, sio (English ending tion, sion), added to form of verb stem seen in past participle. cohortatio coniuratio prOditiocommutatio consensio e:ruptio conventi<> largitio delectatio miinitio dissensio navigatio irruptiooccasio moderatio oppugnatio petitio ;possessio supplicatio ratio vexatio 8. Nouns in tildo (English ending tude), based on adjectives. altitudo amplitudo com;uetudo fortitudo Iatitudo magnitiido 9. Nouns in men, based on verb stems. agmen discrimen carmen certamen semen crimen flu men flamen nomen fulmen lUmen numen 10. Abstract nouns of the fourth declension in tus,. sus, usually identical in form with past participle. aditus aspectus adventus coetus affatus ascensus conatus fletus conspectus iussus gemitus conventus motus gressus cursus ortus luctus discessus quaestus morsus eventus sensus sonitus fluctus versus sortitus fremitus vagitus LATIN LEAFLET STUDY OF NOUNS BY GROUPS Concrete nouns should be learned by some law of association. An English derivative should be found from every word in the list if possible. 1. The family: pater, mater, frater, soror, filius, filia, natus, nita, coniiinx, consors, vir, uxor, socer, gener. 2. The parts of the body: caput, corpus, pes, criis, genii, bracchium, collum, humerus, subitum, manus (dextra, sinistra), digitus, pugnus, palma, costa, os, vena, nervus, musculus, sanguis, oculus, frons, genae, nasus, auris, lingua, dens, animus, anima., mens, cor, piilmo, iecur, stomachus, capillus, crinis, cutis, unguis. 3. Food: caro, caseus, panis, lac, vinum, oleum, sal, ovum, mel. 4. Divisions of time: bora, vigilia, dies, biduum, triduum, nox, mensis, kalendae, idiis, nonae, annus, saeculum. 5. Elements: terra, aer, ignis, aqua. 6. Seasons: ver, aestas, autumnus, hiems. 7. Ages of man: puel'itia, adulescentia, iuventiis, media aetas, senectiis. 8. Metals: aurum, argentum, aes, ferrum, plumbum. 9. Animals: (a) wild: a:(:er, elephas, tigris, leo, ursus, ursa, lupus, vulpes, cervus. (b) Domesti-c: equus, taurus, bos, vacca, ovis, caper, siis, agnus, canis, felis. 10. Birds: avis, aquila, anser, columba, biibO. 11. (1). Trees: laurus, myrtus, quercus, robur, ulmus. (2). Parts of trees: truncus, radix, ramus, frons, flos, fructus. 12. Flowers: rosa, viola, lilium, papaver, narcissus. 13. Gods and goddesses: Juppiter, Jiino, Neptiinus, Pluto, Apollo, Diana, Venus, Minerva, Mercurius, Mars. (Greek equivalents should be given). 14. Winds: Aquila, Notus, Eurus, Zephyrus. 15. Weapons: (a) arma: galea, lorica. scutum, clipeus. (b) tela: basta, iaculum, pilum, gladius, sagitta. 16. The sea: mare, aequor, pelagus, oceanus, pontus, altum, salum, sal. 17. The parts of a house: atrium, tablinum, triclinium, cubiculum, culina, porta, fenestra, tectum, scalae. 18. Furniture: lectus, mensa, sella, tabula, simulacrum. 19. D1·ess: tunica, toga, sagum, saguhim, palla. 20. Names of people, adjectives used as nouns especially in the plural: .Africani, Britanni, Galli, Germani, Graeci, Helvetii, Hiberni, Hispani, !tali, Siculi. 21. Names of countries in ia: Britannia, Gallia, Germania, Graecia, Helvetia, Hibernia, Hispania, ltalia, Sicilia. 22. ( 1) These words should be differentiated: (a) equus, equi; eques, equites; equitatus. (b) pes, pedes; pedes, pedites; peditatus. Note that equitatus and peditiitus are collective nouns and have no plurals-a band of horsemen, a band of footmen. The English word horsemen, therefore, can be translated either by equites (pl.), or by equitiitus (sing.). (2) The word inimicus means personal enemy. Hostis means public foe. (3) From an understanding of their roots these words may be used with discrimination: (a) auxilium (augere, auxi, to increase,) in the singular means aid; in the plural, reinforcements. (b) praeBidium (prae-sedere, to sit before), a garrison. (c) subsidium (sub-sedere), a reserve. 23. The past participle may be used as a concrete noun, e.g., natus, nata, vulnerati, mortui, sata (n. pl.). LATIN LEAFLET ADJECTIVES NOTE Students should be required to learn: (1) the meaning of the adjective itself; (2) its analysis; (3) an English derivative, if possible. E.g., copiosus, plentiful; stem of copia+ending osus, full of; copious. Students will be expected to compare simple adjectives. COMMON ADJECTIVE ENDINGS I. Adjective endings added to noun stems. a. Meaning full of (1) osus (English ose, ous). (2) lentus (English lent). b. Meaning made of eus (English equivalent often y). c. Meaning pertaining to, or connected ·with (1) alis (English al). (2) anus (English an). (3) aris (English ar). ( 4) arius (English ary). (5) ensis (English equivalent often ian). (6) His (English ile). (7) icus (English ic). (8) inus (English ine). (9) ius {English y). 11. Adjective endings added to verb stems. a. Denoting a state or settled condition, idus (English id). b. Denoting a tendency, ax (English equivalent acious). c. Meaning able, capable of being, sometimes capable of doing. (1) ilis (English ile). (2) bilis (English ble). (3) tilis (English tile). IMPORTANT ADJECTIVES ARRANGED BY ENDINGS Caesar Cicero Virgil OSUB bellicosus exitiosus annosus copiosus furiosus aquosus friictuosus insidiosus harenosus periculosus invidiosus nimbOsus detrimentosus siimptuosus ventosus eus consanguineus argenteus arboreus ferreus aureus corneus floreus alis annalis miiralis capitalis fluvialis navalis fatalis iugalis pedalis regalis iuvenalis mortalis hiiminus meridian us oppidinus Romanus auxiliiris familiiris militaris singularis ilirius friimentirius legi<>niriusoneririus sagittarius (n) stipendiirius servilis domesticus Gallicus nauticus publicus nervicus divinus aridus cupidus frigidus languid us timidus LATIN LEAFLET anus Bosporanus Gallicinus Miniliinus Piiblicinus urbanus consularis salutiris tiliris arius agririus auctionii.rius naviculii.rius (n) pecuii.rius sicarius (n) en sis Atheniensis Cretensis forensis Massiliensis ilis civilis hostilis querilis icus Asiii.ticus inus Iibertinus lupinus Reginus sibyllinus vicinus idus avidus gelidus horridus nitidus Albanus montanus Spartanus Troiii.nus (Rare in Virgil) (Rare in Virgil) anilis virilis Doricus Alpinus ferinus Latinus calidus liquidus placidus rapidus turbidus valid us audix ferix rapix sagix edix fallix mendax sequix tenix ilis, bilis, tilis facilis horribilis affibilis incredibilis innumeribilis lamentibilis mobilis tolerabilis memoribilis nobilis m'iribilis iitilis mutibilis tractibilis IMPORTANT ADJECTIVES ARRANGED BY PREFIXES With PREFIX in (not) immortilis immitiirus immitis immunis imparitus improbus incolumis incredibilis inermis ineri;! 'infidelis immoderatus imper'itusimpotens impri:>vidus impudens impudicusimpiirus inauditus impirimpius impl'iidens inamibilis incautus inextricibilis infelix informis 'infirmus incestus infrenus ignotus inim'icus inopinitus'insciens 'inscius insolens incognitusindignus infinitus ingritus iniquus innocens inhiiminus innumerus insuetus insons insuperibilis inultus insuetus insinus irremeibilis integer invitus difficilis With prefix dis (apart) disi-iinctus dissimilis dispir dissoliitus discors ADJECTIVES IN PAmS Adjectives arranged in pairs are learned more readily than alone:. bonus, malus; facilis, difficilis; plenus, ininis; aciitus, obtiisus; similis, dissimilis; magnus, parvus; angustus, latus; iitilis, iniitilis; multus, paucus; acerbus, dulcis; clemens, criidelis; dives, pauper. ADVERBS 1. Adverbs of manner are formed from simple adjectives. Students will be expected to give also adverbs formed from the comparative and superlative degrees of the adjective. 2. . Adverbs of place formed on the stem of demonstrative pronouns. a~ Locative or still adverbs, hie, istic, illic. b. Adverbs expressing motion towards: hiic, istiic, illiic. c. Adverbs expressing motion from: hinc, istinc, illinc. 3. Adverbs of time: a. mine, meridie, vesperi, noctii. b. heri, hodie, eras. c. umquam, numquam, nonnunquam. LATIN LEAFLET 4. Interrogative and relative adverbs: ubi, where; quo, whither; unde, whence. cur, quare, quamobrem, qua de causa, why. quamdiu, how long; quotiens, how often. quomodo, how; quantum, how far. 5. Adverbs ending in im: fiirtim, generatim, nominatim, olim, paulatim, praesertim, separatim, statim. DIAGRAMMING Reprinted by request from Latin Leaflet No. 2. A diagram is a graphic method for construing. Some simple scheme, agreed upon, saves time for teacher and pupil, and helps to clarify a sentence which often seems a puzzle. The scheme used in Reed and Kellogg's English Grammar can be adapted readily to Latin. Grammatical nomenclature is itself an argument for diagramming; e.g., preposition means a putting before, a thing put before; apposition, a putting near, a thing put near; conjunction, a joining together; adjective, thrown to; adverb, next to the verb; coordinate, arranged alongside; s1tbordinate, ar­ranged under. Some who do not believe in diagramming say it seems unnecessary. Why then have figures for theorems in geometry? Why have students work problems in arithmetic or algebra? Some also argue that a student may be able to diagram and yet not know the real meaning of the sentence. We could as well argue that the child could work out his problem and yet not understand what he had done. Those who advocate diagramming do so because they believe it forces a student to exact thinking and because they think it saves time in class. Every student in a large class may have an opportunity to recite by this method and the class is held to excellent team work, and, best of all, students (old as well as young) like to diagram. Texas teachers are urged to try the method and to begin with first-year students. The diagram scheme fits in well with the Question and Answer method (illustrated in the lesson on the ablative of means in Latin Leafilet No. 1). Take, for example, the passage quoted under What Does It Mean to Ccm­strue. These questions and answers assist the student in deciding where a word, phrase, or clause belongs: 1. Qui gratias dederunt? Argonautre ... dederunt. 2. Quando A. gratiiis dederunt? Hoc facto Argonautre ... dederunt. 3. Quomodo A. graWis dederunt? Libenter Argonautre gratias dederunt. 4. Quare A. gratias dederunt? Cum ere.Pti essent ( = servati essent). 5. Unde A. servati erant? E periculo servati erant. 6. Quanta 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 positions 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 adverbial 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 modifiies 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 twm fortis quam leo (est f01'ti8). The line is drawn from fortis to fortis and on this line tromquam (as) is placed. 4. Ille est fortior quam leo (est fortior). The line is drawn from fortior to fortior and on the line quatm (than) is placed. There are five noun clauses: indirect statement, indirect question, indirect. command, quod-the-fact-that clauses, and substantive result (Diagram C). Each af 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 pront>un (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 infinitive 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 apart. This phrase for the most part is an alternate construction for the adverbial clauses of time, cause, concession, condition, and should be diagrammed in the same way; the substantive is the quasi-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 dotted line should be drawn after every word in the clause has been placed. 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 above the line (12) to allow for object or modifier. The present 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 present active infinitive. Therefore a gerund is dianammed 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. 4. Phrases modify verbs. A few phrases modify nouns made from verbs: hoc sensi de senectute, or haec est mea sententria de senectute. The gerundand gerundive phrases (ad+accusative) modify verbs for the most part, but also such adjectives as these: paratus, pranus, propensus, deer, alacer. 5. A genitive usually modifiies 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. An ablative of specification is diagrammed under an adjective.usually in the positive degree. b. An ablative of comparison is diagrammed under an adjective. usually in the comparative degree. 7. A participle (pars and capio, partaking of the nature both of an adjec­tive and a verb) as an adjective 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 and may modify any substantive (7). When a present participle takes the place of an infinitive dependent upon a verbof seeing or picturing, it is dia­grammed as an infinitive (accusative+infinitive). 8. Vocatives, interjections, and the introductory words ne, ut, quod=the­fact-that, num, utrum, quin, for noun clauses, go above. See Diagram C (11). 9. A word in apposition (ad+ponere) stands next and has around it a parenthesis. For a clause, put the parenthesis at the base of the upright. 10. Co-ordinate. words go on parallel lines; co-ordinate phrases and clauses are arranged in parallel order. Attention has been called to some errors on the diagram plate. Please note: 1. In diagrams C and E the vertical line dividing subject from predicate (1 and 2) should extend tkrougk the horizontal line. 2. Since the gerundive is considered by Professor Bennett and others as a future passive participle, the line for the gerundive should be curved to make it consistent with other participles. The curve is logical for all present parti­ciples, for past participles of deponent verbs, for the future active participle (though it is rarely used). These participles just mentioned may have direct objects and these objects may be noun clauses. The past participles of the type of verbs that govern two accusatives--