Chapter 17 Vocabulary
aeger, aegra, aegrum, sick, ill
agō, agere, to do, drive audiō, audīre, to hear, listen to ibi, there, in that place ligneus, -a, -um, wooden aedificō, aedificāre, to build aperiō, aperīre, to open ascendō, ascendere, to climb cōgō, cōgere, to collect; compel, force dōnum, -ī, n., gift, offering dūcō, dūcere, to lead, guide gerō, gerere, to carry on; wear bellum gerere, to wage war Graecus, -a, -um, Greek Graecus, -ī, m., a Greek impediō, impedīre, to hinder, impede incendō, incendere, to burn, set fire to iterim, meanwhile, in the meantime |
lūdō, lūdere, to play, frolic
mātūrē, early mittō, mittere, to send subitō, suddenly veniō, venīre, to come mūniō, mūnīre, to fortify, defend oppugnō, oppugnāre, to assault, besiege, storm porta, -ae, f., gate relinquō, relinquere, to leave, abandon reliquus, -a, -um, remaining, rest of socius, socī, m., companion, comrade, ally trahō, trahere, to drag, draw Troia, -ae, f., Troy Troiānus, -a, -um, Trojan Troiānus, -ī, m., a Trojan victōria, -ae. f., victory vincō, vincere, to conquer, subdue, overcome |
Chapter 17 Derivatives
agere: litigate, agility, agent, transaction, exact, agenda, agitate, retroactive, ambiguous, navigate, actor, mitigate, action
audīre: audio, auditory, auditorium, audition, audit, audible, audience aedificāre: edifice, edify, edification aperīre: aperture ascendere: ascend, ascent, ascension cōgere: cogent dōnum: donation, donate, donor, pardon dūcere: abduct, abduction, abductor, aqueduct, transducer, conduct, seduce, deduce, deductive, introduce, induce, educate, reduce, duct gerere: ingest, digest, congestion, belligerent, gestation, suggestion impedīre: impediment, impede |
incendere: incendiary, incense
lūdere: prelude, interlude, ludicrous mittere: emit, manumit, transmit, submit, admissible, omit, permit, dismiss, intermission, commit venīre: intervention, intervene, advent, circumvent, event, convene, prevent, invent, convention mūnīre: munition, ammunition porta: port, portal, portico, porch relinquere: relinquish, derelict, relic socius: sociable, social, associate, society trahere: extract, contract, detract, tractor, attract, subtract victōria: victory, victor, victorious vincere: invincible, vanquish, evict, convict, conviction, convince, province |
IN PERISTȲLŌ
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
Locative Case (Location)
Genitive Case (Possession)
Dative Case (Indirect Objects)
Accusative Case (Direct Objects/Prepositional Phrases)
Ablative Case (Prepositional Phrases)
Vocative Case (Directly Addressing Someone
Locative Case (Location)
Latin Text
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Peristylum līberōs Tulliae dēlectat. Puellae statuās saepe ōrnant. Aulus et Lūcius ibi student. Puerī parvī in peristȳlō libenter lūdunt quod in peristȳlō est aqua. Puerī parvī nāviculās ligneās habent. Tullia in peristȳlō saepe sedet et lūdōs līberōrum spectat. Interdum Tullia cum līberīs lūdit. Hodiē Pūblius et Servius domī sunt sed Lūcius et Aulus in lūdō sunt. Ā domiciliō Tullia clāmat, "Ubi es, Pūblī? Quid agis?" Pūblius respondet, "Lūdō in peristȳlō, Tullia." Tum Tullia clāmat, "Ubi tū lūdis, Servī?" "Ego quoque in peristȳlō lūdō," respondet Servius. "Num in aquā lūditis?" rogat Tullia. "In aquā nōn lūdimus sed nāviculae nostrae sunt in aquā. Nāviculās ad Graeciam et ad Crētam mittimus," respondent puerī parvī. "Quid audīs, Pūblī? Quis venit?" subitō rogat Servius. "Lūcius et Aulus in domicilium veniunt," respondet Pūblius. "Venitne paedagōgus cum puerīs, Pūblī?" "Puerī cum paedagōgō veniunt." "Cūr, Lūcī, ā lūdō mātūrē venīs?" clāmat Pūblius. "Veniō quod magister est aeger," respondet Lūcius. "Nōnne tū et Aulus in peristȳlum venītis?" clāmat Servius. "In peristȳlum nōn vēnimus. Ad Tulliam vēnimus," puerī respondent. Peristylum līberōs Tulliae dēlectat. Puellae statuās saepe ōrnant. Aulus et Lūcius ibi student. Puerī parvī in peristȳlō libenter lūdunt quod in peristȳlō est aqua. Puerī parvī nāviculās ligneās habent. Tullia in peristȳlō saepe sedet et lūdōs līberōrum spectat. Interdum Tullia cum līberīs lūdit. Hodiē Pūblius et Servius domī sunt sed Lūcius et Aulus in lūdō sunt. Ā domiciliō Tullia clāmat, "Ubi es, Pūblī? Quid agis?" Pūblius respondet, "Lūdō in peristȳlō, Tullia." Tum Tullia clāmat, "Ubi tū lūdis, Servī?" "Ego quoque in peristȳlō lūdō," respondet Servius. "Num in aquā lūditis?" rogat Tullia. "In aquā nōn lūdimus sed nāviculae nostrae sunt in aquā. Nāviculās ad Graeciam et ad Crētam mittimus," respondent puerī parvī. "Quid audīs, Pūblī? Quis venit?" subitō rogat Servius. "Lūcius et Aulus in domicilium veniunt," respondet Pūblius. "Venitne paedagōgus cum puerīs, Pūblī?" "Puerī cum paedagōgō veniunt." "Cūr, Lūcī, ā lūdō mātūrē venīs?" clāmat Pūblius. "Veniō quod magister est aeger," respondet Lūcius. "Nōnne tū et Aulus in peristȳlum venītis?" clāmat Servius. "In peristȳlum nōn vēnimus. Ad Tulliam vēnimus," puerī respondent. |
Translation Video |
IN PERISTȲLŌ: Responde Latine
1. Quid puellae agunt? *What do the girls do?
2. Quid Aulus et Lūcius agunt? 3. Quid puerī parvī libenter agunt? 4. Quid Tullia interdum agit? 5. Quid Tullia clāmat? 6. Quid Pūblius respondet? 7. Quid Tullia rogat? 8. Quid puerī parvī respondent? |
9. Quid Servius rogat?
10. Quid Lūcius et Aulus agunt? 11. Venitne paedagōgus? 12. Quid clāmat Pūblius? 13. Quid Lūcius respondet? 14. Quid clāmat Servius? 15. Quid puerī respondent? |
IN PERISTȲLŌ: Discussion
- State the conjugation of the following verb forms: õrnant, student, sedet, spectat. What is the stem vowel of the first conjugation? of the second conjugation?
- In the first paragraph of the story, observe the verb forms lūdunt and lūdit. Do they belong to either of these conjugations? Find the other persons of this verb in the second paragraph. What is the vowel used before most of the personal endings? What is the ending of the third person plural?
- Verbs which are conjugated like lūdõ belong to the third conjugation; the infinitive ending is "-ere" and the present stem ends in "-e"; as, lūdõ, lūdere present stem "lūde-". In the present tense, the stem vowel "e" is changed to "i". Observe that in two places, however, the stem vowel does not appear: the first singular ends in "-ō" and the vowel before "-nt" of the third plural is "u".
- In the third paragraph of the story find all the persons of the verb venit. What vowel is used before the personal endings? What seems peculiar in the third person plural? Verbs conjugated like veniō in the present tense belong to the fourth conjugation. The infinitive ending is "-īre" and the present stem of a verb of the fourth conjugation ends in "-ī"; as, veniō, venīre, present stem "venī-" Observe that this "ī" is shortened in the forms veniō, venit, veniunt, in accordance with the general rule that a vowel before another vowel is short, and in verb forms a vowel is short before final "-m," "-t," or "-nt."
- Learn the following paradigms:
- You have now studied verbs belonging to all four conjugations. The forms studied belong for the most part to what is called the indicative mood; that is, they are the forms used in making ordinary statements and in asking direct questions, and also in many kinds of subordinate clauses. There are other moods (the imperative and the subjunctive) but in the beginning the indicative is the most important.
- The imperative is the mood which is used to express commands. The present imperative singular is the same as the present stem of the verb: portā, vidē, mitte, audī; the plural is formed by adding "-te" to the singular, except that in the third conjugation the stem vowel "-e-" changes to "-ī-": portāte, vidēte, mittite, audīte.
- The subjunctive has special uses; it will be studied in Lessons XLVI-XLIX.
- The verb forms which we have studied have all been in the active voice. Passive forms will be studied in Lesson XVIII.
- In listing verbs, the vocabularies will give the form of the first person present indicative active, and the infinitive, the latter indicating to which conjugation the verb belongs; as, portõ, portāre; videõ, vidēre; lūdõ, lūdere; veniõ venīre.
Reading Lesson: DĒ EQUŌ LIGNEŌ
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
Locative Case (Location)
Genitive Case (Possession)
Dative Case (Indirect Objects)
Accusative Case (Direct Objects/Prepositional Phrases)
Ablative Case (Prepositional Phrases)
Vocative Case (Directly Addressing Someone
Locative Case (Location)
Latin Text
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Multī dominī Rōmānī servōs Graecōs habent. Servī Graecī saepe sunt paedagōgī puerōrum Rōmānōrum. Dominī paedagōgōs cum fīliīs ad lūdum mittunt. Paedagōgus Lūcī et Aulī est Graecus. Puerīs fābulās dē Graeciā saepe nārrat. Fābula dē equō ligneō Lūcium et Aulum dēlectat. "Graecī sunt īrātī quod Troiānī pulchram fēminam Graecam Troiae tenent. Itaque multī armātī ōrās Graeciae relinquunt et Troiam nāvigant. Interim Troiānī arma et frūmentum cōgunt et mūrōs Troiae dīligenter mūniunt. Posteā Graecī mūrōs oppugnant et longum bellum cum Troiānīs gerunt. Sunt multa proelia in ōrīs Troiae sed deī neque Graecīs neque Troiānīs victōriam dant. "Tandem Graecī magnum equum ligneum aedificant. Noctū multī armātī in equum ascendunt. Tum reliquī Graecī ad īnsulam parvam nāvigant sed equum extrā mūrōs Troiae relinquunt. Māne Troiānī ā Troiae mūrīs equum magnum vident. Portās celeriter aperiunt et ad equum properant. Multī clāmant, 'Est certē dōnum deōrum! Troiānī equum nōn timent sed dēsīderant; itaque equum intrā mūrōs trahunt. Noctū armātī ex equō veniunt. Troiānī Graecōs nōn impediunt quod armātōs nōn audiunt. Ab īnsulā parvā ad Troiae portās reliquī Graecī properant. Tum armātī ad portās veniunt et sociōs intrā mūrōs dūcunt. Sīc Graecī Troiānōs vincunt et Troiam incendunt." Multī dominī Rōmānī servōs Graecōs habent. Servī Graecī saepe sunt paedagōgī puerōrum Rōmānōrum. Dominī paedagōgōs cum fīliīs ad lūdum mittunt. Paedagōgus Lūcī et Aulī est Graecus. Puerīs fābulās dē Graeciā saepe nārrat. Fābula dē equō ligneō Lūcium et Aulum dēlectat. "Graecī sunt īrātī quod Troiānī pulchram fēminam Graecam Troiae tenent. Itaque multī armātī ōrās Graeciae relinquunt et Troiam nāvigant. Interim Troiānī arma et frūmentum cōgunt et mūrōs Troiae dīligenter mūniunt. Posteā Graecī mūrōs oppugnant et longum bellum cum Troiānīs gerunt. Sunt multa proelia in ōrīs Troiae sed deī neque Graecīs neque Troiānīs victōriam dant. "Tandem Graecī magnum equum ligneum aedificant. Noctū multī armātī in equum ascendunt. Tum reliquī Graecī ad īnsulam parvam nāvigant sed equum extrā mūrōs Troiae relinquunt. Māne Troiānī ā Troiae mūrīs equum magnum vident. Portās celeriter aperiunt et ad equum properant. Multī clāmant, 'Est certē dōnum deōrum! Troiānī equum nōn timent sed dēsīderant; itaque equum intrā mūrōs trahunt. Noctū armātī ex equō veniunt. Troiānī Graecōs nōn impediunt quod armātōs nōn audiunt. Ab īnsulā parvā ad Troiae portās reliquī Graecī properant. Tum armātī ad portās veniunt et sociōs intrā mūrōs dūcunt. Sīc Graecī Troiānōs vincunt et Troiam incendunt." |
Translation Video |
Grammar Notes
Conjugations (Review)
Back in Chapter 11, we learned about the idea of "Conjugations" and how they are essentially groups of Latin verbs that use the same endings (very much like "Declensions" with nouns/adjectives!). We learned that there are 4 Conjugations and that we can identify the "conjugation," or group, of a Latin verb by looking at its "2nd Principal Part" -- the Infinitive. We learned the following:
Now, though, it's time to look at the other two conjugations -- the 3rd and 4th. Here's how they work:
That's it! All you need to do to determine the group, or conjugation, of a verb is to look at the vowel in front of the "-re" in its Infinitive form -- easy!
- Verbs with Infinitives ending in "-āre" are called "1st Conjugation" (ex. ambulō, ambulāre)
- Verbs with Infinitives ending in "-ēre" are called "2nd Conjugation" (ex. sedeō, sedēre)
Now, though, it's time to look at the other two conjugations -- the 3rd and 4th. Here's how they work:
- Verbs with Infinitives ending in "-ere" are called "3rdConjugation" (ex. mittō, mittere)
- Verbs with Infinitives ending in "-īre" are called "4thConjugation" (ex. sedeō, sedēre)
That's it! All you need to do to determine the group, or conjugation, of a verb is to look at the vowel in front of the "-re" in its Infinitive form -- easy!
How to "Conjugate" Latin Verbs (1st, 2nd, 3rd, and 4th Conjugation)
Now that we have established the four Conjugations for Latin verbs, what do we use them for? The whole concept of knowing the conjugation is centered on being able to spell a verb in all its different forms (1st person, 2nd person, 3rd person, singular and plural). We have some basic rules for each conjugation. Here are the steps:
For ALL Conjugations:
Bring down the first principal part as your first answer
For ALL Conjugations:
- Find out what Conjugation the verb belongs to
- Go to the Infinitive and drop the "-re" to get the "Present Stem"
- Bring down the first principal part as your first answer
- Add the personal verb endings (-s, -t, -mus, -tis, -nt) to the present stem
- Example: "ambulō, ambulāre" -- 1st Conjugation
- ambulō, I walk
- ambulās, you walk
- ambulat, he/she/it walks
- ambulāmus, we walk
- ambulātis, y'all walk
- ambulant, they walk
- Example: "sedeō, sedēre" -- 2nd Conjugation
- sedeō, I sit
- sedēs, you sit
- sedet, he/she/it sits
- sedēmus, we sit
- sedētis, y'all sit
- sedent, they sit
- Bring down the first principal part as your first answer
- Go to the Infinitive and drop the "-re"
- Change the last vowel ("e") to an "i" for 2nd person singular/plural, 1st person plural, and 3rd person singular
- Change the last vowel from "i" to "u" for the 3rd person plural
- Add your personal endings (-s, -t, -mus, -tis, -nt)
- Example: "mittō, mittere"
- mittō, I send
- mittis, you send
- mittit, he/she/it sends
- mittimus, we send
- mittitis, y'all send
- mittunt, they send
Bring down the first principal part as your first answer
- Go to the Infinitive and drop the "-re"
- Change the last vowel from "i" to "iu" for the 3rd person plural
- Add your personal endings (-s, -t, -mus, -tis, -nt)
- Example: "audiō, audīre"
- audiō, I hear
- audīs, you hear
- audit, he/she/it hears
- audīmus, we hear
- audītis, y'all hear
- audiunt, they hear
The Imperative Mood
What does it mean if something is "imperative" in English? For instance, if your teacher were to say "It's imperative that you do your homework!" How is this different from a normal verb? The answer is that they are ordering you to do something. In English (and Latin) this form of a verb is known as an "Imperative" (from the Latin verb "imperāre", to command).
Although the Imperative seems simple enough, there are a few twists to it. For starters, you can order one person to do something, or more than one. When you are ordering one person, we call it the "Singular Imperative." Likewise, when you order more than one person, we call it the "Plural Imperative." But you don't have to just order someone to do something, you can also order someone to NOT do something. When you order someone TO do something, call it the "Positive Imperative." When you order someone to NOT do something, we call it the "Negative Imperative." Let's look at how we create them in Latin...
ambulō, ambulāre, to walk
Singular Positive: Ambulā! (walk!)
Plural Positive: Ambulāte! (walk!)
Singular Negative: Nōlī ambulāre! (don't walk!)
Plural Positive: Nōlīte ambulāre! (don't walk!)
Although the Imperative seems simple enough, there are a few twists to it. For starters, you can order one person to do something, or more than one. When you are ordering one person, we call it the "Singular Imperative." Likewise, when you order more than one person, we call it the "Plural Imperative." But you don't have to just order someone to do something, you can also order someone to NOT do something. When you order someone TO do something, call it the "Positive Imperative." When you order someone to NOT do something, we call it the "Negative Imperative." Let's look at how we create them in Latin...
- To form the Singular Positive Imperative (ordering one person to do something), we go to the Infinitive and drop the "-re." That's it! If it sounds familiar, that's because the Singular Positive Imperative and the Present Stem from verb conjugation are the exact same thing.
- To form the Plural Positive Imperative (ordering more than one person to do something), we go to the Infinitive, drop the "-re" and add the ending "-te."
- To form the Singular Negative Imperative (ordering one person to not do something), we use the word "Nōlī" and put the Infinitive form of the verb right after it
- To form the Plural Negative Imperative (ordering more than one person to not do something), we use the word "Nōlīte" and put the Infinitive form of the verb right after it -- notice how we add the same "-te" ending that we used for Plural Positive Imperatives.
ambulō, ambulāre, to walk
Singular Positive: Ambulā! (walk!)
Plural Positive: Ambulāte! (walk!)
Singular Negative: Nōlī ambulāre! (don't walk!)
Plural Positive: Nōlīte ambulāre! (don't walk!)
3rd Conjugation Imperatives
There is one twist to the Imperative and it happens with the 3rd Conjugation. Just like with conjugating verbs, the 3rd Conjugation is always a little different. The basic rules are exactly the same, except for one rule -- for the Plural Positive Imperative, when we drop the "-re" off the Infinitive, we flip the final vowel from "e" to "i" before we add the "-te" ending. This happens for 3rd/3rd-io verbs and it looks like this:
mitto, mittere, to send Singular Positive: Mitte! (send!) Plural Positive: Mittite! (send) Singular Negative: Nōlī mittere! (don't send!) Plural Negative: Nōlīte mittere! (don't send!) |
Fun side note:
You've actually seen Imperatives before-- the first 2 words you learned in Latin "salve!" and "vale!" are Singular Positive Imperatives! When you use these words, you are commanding someone to be well! We usually translate them "hello" and "goodbye." |
Chapter 17 Grammar Exercises
Grammar Exercise 1:
Complete each task outlined below. Check the Answer Key when you are done!
Complete each task outlined below. Check the Answer Key when you are done!
1. Give the first two principal parts and the stem vowel of the Latin verbs with the following meanings: shout, teach, do, come, ask, send, reply, play, hear
2. Give the rule for forming the present stem of each conjugation 3. Conjugate the present tense of each verb mentioned in part I above 4. Give the Latin for the following English phrases; notice that each of these phrases can be expressed by one Latin word: They show, they do, they see, they play, they come; I call, I hear, I do, I teach; you (sg.) are standing, you (sg.) have, you (sg.) are coming, you (sg.) do play; we prepare, we send, we are studying, we hear; he gives, he sits, he is coming, he is sending, he does; you (pl.) are watching, you (pl.) hear, you (pl.) are sending, you (pl.) do see 5. Give the present tense of each verb in the story Dē Equo Ligneo 6. Give in Latin the first two principal parts of the following verbs and state to which conjugation each belongs: give, hear, see, leave, fear, call, drag, fortify, wage, burn, hinder, conquer, do, hold, open, assault, collect, lead, come, send, prepare, play, climb, hasten. |
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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. We play in the peristyle.
2. Where are you sending your boats, little boys?
3. They are playing in the water.
4. The boys suddenly come into the peristyle.
5. Aren't you (pl.) coming home early from school?
6. The teacher isn't sick, is he?
7. What are you (sg.) doing there?
8. Servius and Publius hear the boys and come out of the peristyle.
9. We are Trojans; we fortify the walls of Troy because the Greeks are coming.
10. Meanwhile the Greeks are sending many armed men to the shores of Troy.
11. We also collect armed men afterwards we wage a long war with the Greeks.
12. The Greeks build a wooden horse and leave the horse outside the gates.
13. Many armed Greeks climb into the horse.
14. We do not hear the Greeks; and so we open the walls and drag the gift of the Greeks within the gates.
15. The Greeks come out of the horse and hasten to the gates.
16. The Greeks open the gates and lead their allies into Troy.
17. The Greeks assault Troy and finally have the victory.
18. Thus the Greeks conquer the Trojans and burn Troy.
2. Where are you sending your boats, little boys?
3. They are playing in the water.
4. The boys suddenly come into the peristyle.
5. Aren't you (pl.) coming home early from school?
6. The teacher isn't sick, is he?
7. What are you (sg.) doing there?
8. Servius and Publius hear the boys and come out of the peristyle.
9. We are Trojans; we fortify the walls of Troy because the Greeks are coming.
10. Meanwhile the Greeks are sending many armed men to the shores of Troy.
11. We also collect armed men afterwards we wage a long war with the Greeks.
12. The Greeks build a wooden horse and leave the horse outside the gates.
13. Many armed Greeks climb into the horse.
14. We do not hear the Greeks; and so we open the walls and drag the gift of the Greeks within the gates.
15. The Greeks come out of the horse and hasten to the gates.
16. The Greeks open the gates and lead their allies into Troy.
17. The Greeks assault Troy and finally have the victory.
18. Thus the Greeks conquer the Trojans and burn Troy.
Magistrula Practice
Click the link below to open a Magistrula practice set for this chapter. Just hit "BEGIN" and you're all set!
Chapter 17 Sentence Translation Practice
Chapter 17 Present Tense Verb Conjugation Practice
Chapter 17 Imperative Mood Practice
Chapter 17 Noun Ending Chart Practice
Chapter 17 Sentence Translation Practice
Chapter 17 Present Tense Verb Conjugation Practice
Chapter 17 Imperative Mood Practice
Chapter 17 Noun Ending Chart Practice