Chapter 12 Vocabulary
adultus, adulta, grown up, full-grown
armātus, armāta, armed clāmō, clāmāre, to shout, call out, exclaim discipulus, student, pupil dominus, master equus, horse ferē, almost fīlius, son Gallia, -ae, f., Gaul gladius, sword hortus, garden lēgātus, lieutenant; envoy liber, book nōndum, not yet |
nūntiō, nūntiāre, to announce, report
nūntius, messenger; message puer, boy pugna, -ae, f., fight, battle pugnō, pugnāre, to fight, contend respondeō, respondēre, to reply, respond, answer rogō, rogāre, to ask, question Rōmānus, Rōmāna, Roman Rōmānus (as a noun), Roman man servus, slave tabella, -ae, f., writing tablet teneō, tenēre, to hold, grasp vir, man |
Nõtā bene:
- Observe that a number of nouns in this vocabulary are the same as nouns which you have had in earlier lessons, except for the ending: dominus, master, and domina, mistress; filius, son, and filia, daughter; servus, manservant, and serva, maidservant. In English there is often no very satisfactory way of distinguishing the sex of a person or animal referred to: discipulus and discipula could both be translated pupil, and the hearer would have to tell from the context whether the pupil was a boy or a girl.
- Sometimes a masculine word in Latin does not have the ending -us as poēta, agricola, nauta.
Chapter 12 Derivatives
adultus, adulta: adult
armātus, armāta: armadillo, army clāmāre: declamation, declaration, clamor, acclaim, proclaim, exclaim, claim discipulus: disciple, discipline dominus: dominate, dominance, Dominic, dominant, dominion, domain equus: equestrian, equine fīlius: filial, affiliation, affiliate hortus: horticulture, horticulturalist liber: library |
nūntiāre: announce, enunciate, announcer, pronounce, denounce, renounce
puer: puerile, puerility pugna: pugnacity, pugnacious, pugilist, repugnant respondēre: respond, response, responsive, correspond, responsible rogāre: interrogate, surrogate, prerogative servus: serf, servitude, servile, service, serve tenēre: tenable, tenacity, tenants, contents, tenure, contain, detain, continent vir: virile, virility, virtuous, virtue |
A reconstruction of a peristyle garden from Pompeii (Wikipedia)
CORNĒLIUS, DOMINUS
Try hitting the "Highlighted Story" tab. This will highlight the noun cases we've learned in different colors. Use this key to help you translate the chapter story!
Nominative Case (Subjects)
Genitive Case (Possession)
Dative Case (Indirect Objects)
Accusative Case (Direct Objects/Prepositional Phrases)
Ablative Case (Prepositional Phrases)
Vocative Case (Directly Addressing Someone
Genitive Case (Possession)
Dative Case (Indirect Objects)
Accusative Case (Direct Objects/Prepositional Phrases)
Ablative Case (Prepositional Phrases)
Vocative Case (Directly Addressing Someone
Latin Text
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Cornēlius est dominus vīllae; dominus Cornēlius est vir bonus. Dominus bonus servum habet. Puer laetus dominum bonum amat. Dominus magnum hortum habet; dominus et domina in hortō ambulant. Hortus est longus et lātus. Servus in hortum properat. Ferē cotīdiē in hortō labōrat. Esne dēfessus, serve? Esne tū dēfessus, puer? Cornēlius multōs fīliōs habet. Fīliī sunt bonī. Fīliī sunt Mārcus, Lūcius, Aulus, Pūblius, Servius. Fīliī parvī sunt Pūblius et Servius. Fīlius adultus est Mārcus. Estisne discipulī bonī, puerī? Lūcius est discipulus bonus et dīligenter labōrat. Aulus quoque est bonus discipulus. Fīliī parvī nōndum sunt discipulī. Cornēlius fīliōs bonōs amat et saepe laudat. Nōnne Cornēlium amātīs, fīliī? Cornēlius est dominus vīllae; dominus Cornēlius est vir bonus. Dominus bonus servum habet. Puer laetus dominum bonum amat. Dominus magnum hortum habet; dominus et domina in hortō ambulant. Hortus est longus et lātus. Servus in hortum properat. Ferē cotīdiē in hortō labōrat. Esne dēfessus, serve? Esne tū dēfessus, puer? Cornēlius multōs fīliōs habet. Fīliī sunt bonī. Fīliī sunt Mārcus, Lūcius, Aulus, Pūblius, Servius. Fīliī parvī sunt Pūblius et Servius. Fīlius adultus est Mārcus. Estisne discipulī bonī, puerī? Lūcius est discipulus bonus et dīligenter labōrat. Aulus quoque est bonus discipulus. Fīliī parvī nōndum sunt discipulī. Cornēlius fīliōs bonōs amat et saepe laudat. Nōnne Cornēlium amātīs, fīliī? |
Translation Video |
CORNĒLIUS, DOMINUS: Responde Latine
1. Quis est Cornēlius?
2. Quālis dominus est Cornēlius? 3. Quālem servum bonus dominus habet? 4. Quem puer laetus amat? 5. Quid habet Cornēlius? 6. Quī ambulant in hortō? *Qui = who? 7. Estne hortus longus et lātus? 8. Quō servus laetus properat? |
9. Esne dēfessus, serve bone?
10. Quālēs sunt fīliī? 11. Quālēs sunt Pūblius et Servius? 12. Quis est discipulus bonus? 13. Suntne fīliī parvī discipulī? 14. Quōs Cornēlius laudat? 15. Amātīsne Cornēlium, fīliī? |
Nötā bene:
Qui, who? (nominative plural masculine); Quōs, whom? (accusative plural masculine)
Qui, who? (nominative plural masculine); Quōs, whom? (accusative plural masculine)
CORNĒLIUS, DOMINUS: Discussion
- Make a list of the nouns in the first paragraph that are used in the nominative. What endings do these words appear to have? Are they singular or plural?
- The nouns which we have studied in the preceding lessons end in "-a" and are in the first declension. The nouns used in this paragraph end in "-us" or "-r" and are in the second declension. The nouns in "-r" formerly had the same ending as nouns in "-us" but the ending has been dropped in the nominative
- Note that the ending "-us" should not be pronounced so as to rime with loose but with puss.
- Make a list of the nouns used in the first paragraph in the accusative. What ending do these words have? The accusative singular in the second declension ends in "-um".
- What nouns in the first paragraph are in the vocative? What endings do they have? Nouns of the second declension ending in "-us" have the vocative singular in "-e"; nouns in "-r" have the vocative like the nominative.
- In the second paragraph find nouns in the nominative plural, accusative plural, and vocative plural. What is the ending for each case?
- The endings for these cases are seen in the following forms of servus:
- Nouns in "-r," as vir and puer, do not have a case ending in the nominative and vocative singular:
Reading Lesson: CORNĒLIUS ET FĪLIĪ
Nominative Case (Subjects)
Genitive Case (Possession)
Dative Case (Indirect Objects)
Accusative Case (Direct Objects/Prepositional Phrases)
Ablative Case (Prepositional Phrases)
Vocative Case (Directly Addressing Someone
Genitive Case (Possession)
Dative Case (Indirect Objects)
Accusative Case (Direct Objects/Prepositional Phrases)
Ablative Case (Prepositional Phrases)
Vocative Case (Directly Addressing Someone
Latin Text
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Cornēlius et fīliī in Via Appiā sunt. Virum armātum vident. Vir armātus est nūntius Rōmānus et equum album habet. Et nūntius et equus sunt dēfessī quod Rōmam properant. Nūntius magnam pugnam Rōmānam nūntiat. "Ubi, mī amīce, Rōmānī pugnant?" clāmat Cornēlius. "Rōmānī in Galliā pugnant, Cornēlī," respondet nūntius. "Quis est lēgātus?" rogat Cornēlius. "Rōmānī Labiēnum lēgātum habent," respondet nūntius. "Labiēnus gladium tenet et virōs armātōs vocat. Tum virī armātī pugnant." Nūntius Rōmam properat sed Cornēlius et fīliī domum ambulant. Lūcius nūntium et equum album laudat. Tum parvus Pūblius clāmat, "Ego gladium magnum dēsīderō! Parvī puerī semper gladiōs dēsīderant." "Lēgātī, mī fīlī, nōn parvī puerī, gladiōs habent," respondet Cornēlius. "Gladium nōn dēsīderās, parve Pūblī," clāmat Lūcius. "Tū es parvus puer. Ego sum paene adultus et gladium dēsīderō." "Mārcus, meus fīlius adultus, gladium habet," respondet Cornēlius, "sed vōs, fīliī meī, nōn estis adultī et nunc librōs tabellāsque nōn gladiōs dēsīderātis." Cornēlius et fīliī in Via Appiā sunt. Virum armātum vident. Vir armātus est nūntius Rōmānus et equum album habet. Et nūntius et equus sunt dēfessī quod Rōmam properant. Nūntius magnam pugnam Rōmānam nūntiat. "Ubi, mī amīce, Rōmānī pugnant?" clāmat Cornēlius. "Rōmānī in Galliā pugnant, Cornēlī," respondet nūntius. "Quis est lēgātus?" rogat Cornēlius. "Rōmānī Labiēnum lēgātum habent," respondet nūntius. "Labiēnus gladium tenet et virōs armātōs vocat. Tum virī armātī pugnant." Nūntius Rōmam properat sed Cornēlius et fīliī domum ambulant. Lūcius nūntium et equum album laudat. Tum parvus Pūblius clāmat, "Ego gladium magnum dēsīderō! Parvī puerī semper gladiōs dēsīderant." "Lēgātī, mī fīlī, nōn parvī puerī, gladiōs habent," respondet Cornēlius. "Gladium nōn dēsīderās, parve Pūblī," clāmat Lūcius. "Tū es parvus puer. Ego sum paene adultus et gladium dēsīderō." "Mārcus, meus fīlius adultus, gladium habet," respondet Cornēlius, "sed vōs, fīliī meī, nōn estis adultī et nunc librōs tabellāsque nōn gladiōs dēsīderātis." |
Translation Video |
Nõtā bene:
- The word -que, and, is used as an enclitic like, -ne. It is not placed between the two words which it connects, like et and English "and", but is always attached to the second of two connected words; as, puerī puellaeque, boys and girls
- Proper nouns in "-ius," and the common noun filius, have the ending "-ī" in the vocative, the accent being retained on the syllable which is accented in the nominative; as, filī, O son, or more simply, son; Cornēlī, Cornelius. Meus, meaning my, also has the vocative singular masculine in "-ī," as in mi fīlī, my son.
- In the plural of all nouns, the vocative case has the same form as the nominative.
- Many adjectives have the same endings as nouns of the first and second declensions. Such adjectives when used with feminine nouns have the endings of the first declension; when used with masculine nouns, they have the endings of the second declension; as, filia bona, a good daughter; fīlius bonus, a good son. When listing adjectives in a vocabulary, it is customary to give the forms of the nominative for the different genders; as, bonus, bona, good.
- Most nouns of the second declension ending in -us or -r in the nominative singular are masculine.
Grammar Notes
2nd Declension Nouns
In this chapter, you were introduced to nouns ending in "-us" instead of "-a." This new group of nouns are called "2nd Declension" nouns, since they belong to a different group ("declension") than those that end in "-a." These nouns function the same way as all the nouns we have seen so far. The only difference is in their endings and the fact that they are Masculine and not Feminine. Take a look below to see an updated Noun Ending chart!
Nouns and Adjectives: Gender
In this chapter, you may have noticed that adjectives don't seem to follow a set pattern in how they are spelled. For example, take a look at these two sentences:
1) Marcus est puer Romanus
2) Cornelia est puella Romana
In both sentences, we are using the adjective "Roman" to describe the words "boy (puer)" and "girl (puella)." So why is the word "Roman" spelled differently in both sentences? The answer has to do with a grammatical concept known as "gender."
So what exactly is "gender?" In English, you might make a very common mistake of confusing Gender (how you identify yourself) with Sex (being biologically male/female). When it comes to Gender, though, the key thing to remember is that it's how you identify yourself-- that's a key issue! It means that there is some interpretation involved, since not everyone identifies themselves the same way. Grammatical gender is related to this concept.
Again, English grammar doesn't really worry about Gender, but there are a few instances when we use it. For example, when we use the pronouns "he," "she," or "it" we are indicated that the person/thing we are referring to is a male, female, or an object. Other than this, though, we really don't use it so this might be a novel concept to you! If you've taken any of the Romance languages before, though, this will sound familiar.
"Grammatical Gender" is a concept that breaks all the words in Latin apart into 3 categories: Masculine (things usually associated with men or being male), Feminine (things usually associated with women or being female) and Neuter (things usually associated with objects-- "Neuter" means "neither" in Latin). Who decides how to create these categories, though? That's the hardest thing for new Latin students to grasp about Gender -- our perspective on what should be "Masculine" or "Feminine" is NOT the same as how the Romans viewed the world -- every culture sees things slightly differently (and that's perfectly OK)!
1) Marcus est puer Romanus
2) Cornelia est puella Romana
In both sentences, we are using the adjective "Roman" to describe the words "boy (puer)" and "girl (puella)." So why is the word "Roman" spelled differently in both sentences? The answer has to do with a grammatical concept known as "gender."
So what exactly is "gender?" In English, you might make a very common mistake of confusing Gender (how you identify yourself) with Sex (being biologically male/female). When it comes to Gender, though, the key thing to remember is that it's how you identify yourself-- that's a key issue! It means that there is some interpretation involved, since not everyone identifies themselves the same way. Grammatical gender is related to this concept.
Again, English grammar doesn't really worry about Gender, but there are a few instances when we use it. For example, when we use the pronouns "he," "she," or "it" we are indicated that the person/thing we are referring to is a male, female, or an object. Other than this, though, we really don't use it so this might be a novel concept to you! If you've taken any of the Romance languages before, though, this will sound familiar.
"Grammatical Gender" is a concept that breaks all the words in Latin apart into 3 categories: Masculine (things usually associated with men or being male), Feminine (things usually associated with women or being female) and Neuter (things usually associated with objects-- "Neuter" means "neither" in Latin). Who decides how to create these categories, though? That's the hardest thing for new Latin students to grasp about Gender -- our perspective on what should be "Masculine" or "Feminine" is NOT the same as how the Romans viewed the world -- every culture sees things slightly differently (and that's perfectly OK)!
Gender Stereotypes
Have you ever wondered why baby boys' rooms are colored blue while baby girls' rooms are colored pink? Who decided boys like blue and girls like pink? Or why is it that boys play with trucks while girls play with dolls? Our society is filled with gender stereotypes and in order to understand Latin Gender we need to break our own stereotypes! Take a look at some old Dr. Pepper 10 commercials below...
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In Latin, grammatical gender does not quite match up with our preconceived notions of what things are "male" or "female." It has to do with how the Romans viewed the world around them. For example, the word "villa" ("house") is Feminine-- why? What makes houses feminine? It probably has to do with the fact that women tended to run Roman households while fathers went out to conduct business. It makes sense once you understand the cultural context behind it! |
Grammatical Gender in Latin
In Latin, there are 3 genders: we call words "Masculine" that are usually associated with men or being male. We call words "Feminine" that are usually associated with women or being female. We call words "Neuter" that are associated with objects. For this chapter, we will focus specifically on Masculine and Feminine words. Here is the basic rule:
Masculine words typically belong to our 2nd group of nouns (2nd Declension), the ones that end in "-us" as singular subjects. For example, "servus," "Marcus," "amicus," or "ramus."
Feminine words typically belong to our 1st group of nouns (1st Declension), the ones that end in "-a" as singular subjects. For example, "amica," "villa," "palla," or "piscina."
Masculine words typically belong to our 2nd group of nouns (2nd Declension), the ones that end in "-us" as singular subjects. For example, "servus," "Marcus," "amicus," or "ramus."
Feminine words typically belong to our 1st group of nouns (1st Declension), the ones that end in "-a" as singular subjects. For example, "amica," "villa," "palla," or "piscina."
Whenever we put an ADJECTIVE with a NOUN, the adjective will match the noun's gender. One way to think about it is like this: nouns have one specific gender, but adjectives do not -- they will use the same gender as the noun they are modifying. This is why we spell the word "Roman" two different ways in the example at the start of these notes. When describing a masculine noun, like "servus," it would be spelled "Romanus." When describing a feminine noun, like "puella," it would be spelled "Romana." The key is to recognize what gender your noun is-- and don't fall for the gender stereotypes of our culture! Just because we think of something as being "masculine" or "feminine" doesn't mean the Romans shared our same viewpoint!
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Noun-Adjective Agreement
Now that we've learned about GENDER, we can continue working on an idea that we've been hitting on since Chapter 1-- how do we match Adjectives with Nouns? We call this "Noun-Adjective Agreement" and it's a pretty straightforward concept. If you've studied one of the Romance languages before, it should look very familiar!
On way to think about Adjectives is that they are like chameleons -- they change themselves to match whatever is around them (in this case, the noun they are describing). In short, whenever you match an adjective with a noun in Latin they need to match in 3 specific ways:
As you move through Latin, you will start to catch on to this pattern and certain pairs of words will sound incorrect. For instance, "puella laeta" sounds correct, since both words have the same ending. At the same time "puella laetus" should sound off when you say it -- the endings are wrong! Again, we've seen this all year, but now that we understand Gender, we have all three pieces for matching Noun and Adjectives.
As a side note, whenever you look an adjective up in the dictionary you will see it written out with its MASCULINE, FEMININE, and NEUTER forms (for instance the adjective "happy" looks like this -- "laetus, -a, -um"). When you want to use the adjective in a sentence, just pick the correct gender for your endings.
On way to think about Adjectives is that they are like chameleons -- they change themselves to match whatever is around them (in this case, the noun they are describing). In short, whenever you match an adjective with a noun in Latin they need to match in 3 specific ways:
- CASE -- Whatever case the noun is in, the adjective must have the exact same case. For instance, If the noun is Nominative, the adjective must also be Nominative.
- NUMBER -- If the noun is singular, the adjective must also be singular. Same goes for plural!
- GENDER -- Whatever gender the noun is, the adjective must also be in the same gender!
As you move through Latin, you will start to catch on to this pattern and certain pairs of words will sound incorrect. For instance, "puella laeta" sounds correct, since both words have the same ending. At the same time "puella laetus" should sound off when you say it -- the endings are wrong! Again, we've seen this all year, but now that we understand Gender, we have all three pieces for matching Noun and Adjectives.
As a side note, whenever you look an adjective up in the dictionary you will see it written out with its MASCULINE, FEMININE, and NEUTER forms (for instance the adjective "happy" looks like this -- "laetus, -a, -um"). When you want to use the adjective in a sentence, just pick the correct gender for your endings.
Chapter 12 Grammar Exercises
Grammar Exercise 1:
Supply the proper case endings. Check the Answer Key when you are done!
Supply the proper case endings. Check the Answer Key when you are done!
1. Dominus bōn___ serv___ bōn___ habet.
2. Serv___ bōn___ domīn___ amat. 3. Cornēlī___ magn___ hort___ habet. 4. Hort___ est long___. 5. Quō serv___ defess___ properās? 6. Fīlī___ sunt puer___ bōn___. 7. Lēgat___ est armat___. 8. Pūblius parv___ puer, gladī___ dēsīderat. 9. Cornēlī___ puer___ bōn___ amat. 10. Amātīsne Cornēlī___, puer___? |
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Grammar Exercise 2
Write the following sentences in Latin. Check the Answer Key when you are done!
Write the following sentences in Latin. Check the Answer Key when you are done!
1. The little boys and the servants like the big garden.
2. Tullia's little sons do not yet have swords.
3. Marcus, the lieutenant, is grown up and has both a horse and a sword.
4. Lucius and Aulus are pupils and have tablets and books.
5. "Have you your books, Lucius and Aulus?" calls out the master.
6. The boys see a messenger in the street.
7. "Are the Romans fighting in Gaul, my friend?" asks Lucius.
8. "I am announcing a great battle, boys," replies the messenger.
9. Perhaps Marcus grasps (his) sword and calls (his) armed men into battle.
10. Messengers hurry to Rome almost every day because the Romans are always fighting.
2. Tullia's little sons do not yet have swords.
3. Marcus, the lieutenant, is grown up and has both a horse and a sword.
4. Lucius and Aulus are pupils and have tablets and books.
5. "Have you your books, Lucius and Aulus?" calls out the master.
6. The boys see a messenger in the street.
7. "Are the Romans fighting in Gaul, my friend?" asks Lucius.
8. "I am announcing a great battle, boys," replies the messenger.
9. Perhaps Marcus grasps (his) sword and calls (his) armed men into battle.
10. Messengers hurry to Rome almost every day because the Romans are always fighting.
Magistrula Practice
Click the link below to open a Magistrula practice set for this chapter. Just hit "BEGIN" and you're all set!
Chapter 12 Sentence Translation
Chapter 12 Present Tense Verb Conjugation Practice
Chapter 12 Noun Ending Chart Practice
Chapter 12 Sentence Translation
Chapter 12 Present Tense Verb Conjugation Practice
Chapter 12 Noun Ending Chart Practice