Chapter 43 Vocabulary
afficiō, -ere, afficī, affectus, to afflict, trouble, weaken
bellicōsus, -a, -um, warlike commentāriī, -ōrum, m. pl., records, commentaries dēpōnō, -ere, dēposuī, dēpositus, to put aside, lay down eō, īre, iī/īvī, itūrus, to go adeō, adīre, adiī, aditūrus, to come near, approach; visit exeō, -īre, exiī, exitūrus, to go out, withdraw, depart subeō, -īre, subiī, subitūrus, to go under, undergo, suffer facilis, facile, easy ferō, ferre, tulī, lātus, to bear, bring, carry āferrō, -ferre, attulī, allātus, to bring to, convey cōnfere, -ferre, contulī, conlātus, to collect, gather differō, -ferre, distulī, dīlātus, to carry away; differ īnferō, -ferre, intulī, inlātus, to bring in |
fiō, fierī, ---, ---, to be made, be done, happen
Gallicus, -a, -um, Gallic, of Gaul īdem, eadem, idem, the same incipiō, -ere, incēpī, inceptus, to begin, undertake incolō, -ere, incoluī, ---, to inhabit, dwell institūtum, ī, n., practice, custom intellegō, -ere, intellēxī, intellectūrus, to understand iubeō, -ēre, iussī, to order, bid lacus, lacūs, m., lake necesse, (only in n. nom/acc. sg.), necessary Orgetorix, Orgetoriīgis, m., Orgetorix, a Helvetian chief reddō, -ere, reddidī, redditus, to give again, give back, return silentium, silentī, n., silence |
Idioms:
afficī māgnī dolōre, to be greatly annoyed īsdem verbīs reddere, to repeat bellum inferre, to make war upon (generally used with the dative) |
inter sē differre, to differ from one another operam dare, to pay attention, take pains prō multitūdine hominum, in proportion to the population ūnā ex parte, on one side |
Chapter 43 Derivatives
afficere: affect, affection
bellicōsus: bellicose dēpōnere: depository, deposit, deponent, deposition, depot exīre: exit |
facilis: facile, facilitate, difficult, facility
incipere: inception, incipient institūtum: institute, institution intellegere: intelligent, intelligible |
DĒ GALLIĀ OMNĪ I
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, How?, Agent)
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, How?, Agent)
Vocative Case (Directly Addressing Someone)
Locative Case (Location)
Latin Text
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Lūcius et Aulus hodiē ad lūdum libenter eunt quod magister fābulam dē Caesare nārrābit. Paedagōgus libenter it, nam fābulae magistrī eum quoque dēlectant. Tēla quae frāter Mārcus ā Galliā attulit puerī ad lūdum ferunt; Lūcius scūtum Gallicum fert et Aulus galeam Gallicam fert. In lūdō discipulī sunt dīligentēs et omnia magnā cum celeritāte fīunt. Mox stilī tabellaeque dēpōnuntur et silentium fit. Tum magister incipit: “Ad multās terrās Caesar iit et multōs annōs cum incolīs eārum terrārum bellum gessit. A Galliā Rōmam multa spolia tulit et propter magnās victōriās imperātor factus est. Fortasse vōs quoque, meī discipulī, fīētis magnī ducēs. Tum ad terrās extrēmās ībitis et cum hostibus bellum gerētis. Multa spolia et clārōs obsidēs Rōmam ferētis.” Iam diū mōs est discipulōs multārum terrārum commentāriōs bellī Gallicī ā Caesare ipsō scrīptōs legere; semper eōs iuvat Caesaris verba legere. Iam difficile est eius sententiās intellegere; iam facile est. Hodiē est magnum gaudium in lūdō Americānō, nam magister fābulam ā Caesare scrīptam leget. Magister iubet discipulōs stilōs tabellāsque dēpōnere. “Erit necesse,” inquit magister, “operam dare, quod multae sententiae sunt difficiliōrēs. In lūdō Rōmānō magister fābulās nārrābit; tum discipulī eās verbīs īsdem reddēbant. nōn necesse erit vōbīs eadem agere.” Deinde iubet omnēs maximā cum dīligentiā verba accipere et incipit: “Gallia est omnis dīvīsa in partēs trēs; quārum ūnam incolunt Belgae, aliam Aquītānī, tertiam Gallī. Hī omnēs linguā, īnstitūtīs, lēgibus inter sē differunt. Gallōs ab Aquītānīs Garumna flūmen dīvidit; eōs ā Belgīs flūmina Matrona et Sēquana dīvidunt.” Nötā bene: Eos iuvat Caesaris verba legere, it pleases them to read Caesar's words; that is, they like to read Caesar's words Lūcius et Aulus hodiē ad lūdum libenter eunt quod magister fābulam dē Caesare nārrābit. Paedagōgus libenter it, nam fābulae magistrī eum quoque dēlectant. Tēla quae frāter Mārcus ā Galliā attulit puerī ad lūdum ferunt; Lūcius scūtum Gallicum fert et Aulus galeam Gallicam fert. In lūdō discipulī sunt dīligentēs et omnia magnā cum celeritāte fīunt. Mox stilī tabellaeque dēpōnuntur et silentium fit. Tum magister incipit: “Ad multās terrās Caesar iit et multōs annōs cum incolīs eārum terrārum bellum gessit. A Galliā Rōmam multa spolia tulit et propter magnās victōriās imperātor factus est. Fortasse vōs quoque, meī discipulī, fīētis magnī ducēs. Tum ad terrās extrēmās ībitis et cum hostibus bellum gerētis. Multa spolia et clārōs obsidēs Rōmam ferētis.” Iam diū mōs est discipulōs multārum terrārum commentāriōs bellī Gallicī ā Caesare ipsō scrīptōs legere; semper eōs iuvat Caesaris verba legere. Iam difficile est eius sententiās intellegere; iam facile est. Hodiē est magnum gaudium in lūdō Americānō, nam magister fābulam ā Caesare scrīptam leget. Magister iubet discipulōs stilōs tabellāsque dēpōnere. “Erit necesse,” inquit magister, “operam dare, quod multae sententiae sunt difficiliōrēs. In lūdō Rōmānō magister fābulās nārrābit; tum discipulī eās verbīs īsdem reddēbant. Nōn necesse erit vōbīs eadem agere.” Deinde iubet omnēs maximā cum dīligentiā verba accipere et incipit: “Gallia est omnis dīvīsa in partēs trēs; quārum ūnam incolunt Belgae, aliam Aquītānī, tertiam Gallī. Hī omnēs linguā, īnstitūtīs, lēgibus inter sē differunt. Gallōs ab Aquītānīs Garumna flūmen dīvidit; eōs ā Belgīs flūmina Matrona et Sēquana dīvidunt.” Nötā bene: Eos iuvat Caesaris verba legere, it pleases them to read Caesar's words; that is, they like to read Caesar's words |
Translation Video |
DĒ GALLIĀ OMNĪ I: Responde Latine
1. Quid agunt Lūcius et Aulus?
2. Cūr paedagōgus ad lūdum libenter it? 3. Quid puerī ad lūdum ferunt? 4. Quis tēla ā Galliā attulit? 5. Quōmodo omnia fīunt? 6. Quid fit? 7. Quid Caesar ēgit? 8. Cūr imperātor factus est? 9. Nõnne discipulī magnī ducēs fīent? |
10. Nõnne discipulī multa spolia Rōmam ferent?
11. Quid iam diū mēs est? 12. Estne difficile sententiās Caesaris intellegere? 13. Quid magister hodiē iubet? 14. Quid erit necesse? 15. Quid magister Rōmānus agēbat? 16. Quid discipulī agēbant? 17. Quid magister nunc iubet? |
DĒ GALLIĀ OMNĪ I: Discussion
- In the first paragraph of the story Dē Gallia Omni I what is the person and number of the verb eunt? of the verb it? Do these forms show that they are the third singular and plural of the same verb? What tense and voice are they? Do these forms have a regular stem vowel before the personal endings?
- What is the tense, voice, person, and number of the verb forms fert and ferunt? Do they have a regular stem vowel before the personal endings?
- What is the tense, voice, person, and number of the verb forms fit and fiunt? The verb fio means properly grow, become, and its endings are like those of any other active verb. The infinitive fierī is the only passive form. The meaning of fio, however, fits the translation of the passive of facio; and so fio, though it is an active verb, is used instead of the passive forms of facio throughout the present system. Fio is not used except in the present system.
- What other tenses of these verbs are shown in the second paragraph of the story? The three verbs just mentioned are irregular, and all the tenses built on the present stem must be carefully memorized. The tenses of the perfect system (except of fio) are regular.
- In the sentence Iam difficile est eius sententiās intellegere iam facile est, what is difficult? What is easy? What is the subject of the verb est? What part of speech is difficile? facile? Of what gender are these words? How are they used? What then is the gender of the infinitive intellegere? The infinitive may serve as the subject of the verbs est, iuvat, and various impersonal verbs; when so used, the infinitive is considered to be a noun of the neuter gender.
- In the sentence Iam diū mēs est discipulos multārum terrārum commentārios belli Gallici legere; semper eos iuvat Caesaris verba legere, what has long been the custom? What relation has the clause discipulos... legere to the verb est? What relation has mos to the verb est? What part of speech is legere? What case is discipulos? A word used as the subject of an infinitive in a construction of this kind is in the accusative case.
- How is the infinitive clause discipulos... legere used? How is the infinitive clause Caesaris verba legere used? An infinitive with or without a subject accusative may be used as the subject of another verb; when so used, it is called a subjective infinitive. Such an infinitive is often used as the subject of est, with mos or a neuter adjective in the predicate. The corresponding English construction uses "it" as apparent subject, the real subject following the verb; as, "It is easy to read Caesar's Commentaries."
- In the sentence Magister iubet discipulos stilos tabellāsque dēponere, what does the schoolmaster order? What relation does the phrase discipulos... dēponere bear to the main verb? What part of speech is dēponere? What is the subject of dēponere? How is the infinitive clause used? An infinitive may be used as the object of a verb; when so used it is called an objective infinitive.
- Learn the paradigms of the following irregular verbs:
- The perfect of eo is regular, except that in the second singular and second plural the two i's usually contract to ī; iī, īsti (or iisti), iit, iimus, istis (or iistis), iērunt. A "v" is occasionally found in some forms, as "īvi". The pluperfect and future perfect are regular ieram, etc., and iero etc.
- There are no forms of fio in the perfect tenses. The regular passive forms of facio are used instead: factus sum, factus eram, factus ero.
- The perfect tenses of fero are regular (see its principal parts): tulī, tuleram, tulero, in the active lātus sum, lātus eram, lātus ero, in the passive.
- The demonstrative idem, eadem, idem, same, was used in the story Dē Galliā Omni I. This word is both adjective and pronoun. It is an adjective when used to modify a noun: discipuli eās verbīs īsdem reddēbant. It is a pronoun when used instead of a noun: Non necesse erit võbis eadem agere.
- Learn the following forms:
Reading Lesson: DĒ GALLIĀ OMNĪ II
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, How?, Agent)
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, How?, Agent)
Vocative Case (Directly Addressing Someone)
Locative Case (Location)
Latin Text
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Multae gentēs Galliam incolunt. Helvētiī, Sēquanī, Haeduī sunt potentēs gentēs Gallicae. Hōrum omnium fortissimī sunt Helvetiī. Fīnēs eōrum autem angustī sunt et undique continentur: ūnā ex parte, flūmine Rhēnō, quī agrōs Helvētiōrum ā Germānīs dīvidit; alterā ex parte, monte Iurā quī est inter Sēquanōs et Helvētiōs; tertiā ex parte, lacū Lemannō et flūmine Rhodanō quī prōvinciam Rōmānam ab Helvētiīs dīvidit. Isdem causīs mercātōrēs eōs facile adīre nōn possunt neque Helvētiī dē fīnibus facile exīre possunt. Sunt bellicōsissimī et perīcula libenter subeunt. Cum Germānīs bellum saepe gerunt; nam aut in Germānōrum fīnēs eunt et proeliō contendunt aut ipsī ā fīnibus Germānōs prohibent. Est difficile autem propter angustōs fīnēs multīs fīnitimīs bellum īnferre; quā dē causā magnō dolōre afficiuntur. Prō multitūdine hominum et prō glōriā bellī fīnēs sunt minōrēs et prīncipēs eōs iubent lātiōrēs agrōs petere. Orgetorīx potēns prīnceps est rēgnī cupidus. Ab eō multī nōbilēs cōnferentur. Multae gentēs Galliam incolunt. Helvētiī, Sēquanī, Haeduī sunt potentēs gentēs Gallicae. Hōrum omnium fortissimī sunt Helvetiī. Fīnēs eōrum autem angustī sunt et undique continentur: ūnā ex parte, flūmine Rhēnō, quī agrōs Helvētiōrum ā Germānīs dīvidit; alterā ex parte, monte Iurā quī est inter Sēquanōs et Helvētiōs; tertiā ex parte, lacū Lemannō et flūmine Rhodanō quī prōvinciam Rōmānam ab Helvētiīs dīvidit. Isdem causīs mercātōrēs eōs facile adīre nōn possunt neque Helvētiī dē fīnibus facile exīre possunt. Sunt bellicōsissimī et perīcula libenter subeunt. Cum Germānīs bellum saepe gerunt; nam aut in Germānōrum fīnēs eunt et proeliō contendunt aut ipsī ā fīnibus Germānōs prohibent. Est difficile autem propter angustōs fīnēs multīs fīnitimīs bellum īnferre; quā dē causā magnō dolōre afficiuntur. Prō multitūdine hominum et prō glōriā bellī fīnēs sunt minōrēs et prīncipēs eōs iubent lātiōrēs agrōs petere. Orgetorīx potēns prīnceps est rēgnī cupidus. Ab eō multī nōbilēs cōnferentur. |
Translation Video |
Chapter 43 Grammar Notes
The Irregular Verbs "Eo, Fero, Fio"
In this chapter, we were introduced to a few more "irregular" verbs. Remember, these are called "irregular" because they do not follow the same pattern as our "regular" verbs. Makes sense, right? Think about the verb 'to be," which is irregular in almost every language (including English). We learned about this verb back in Chapter 11 and learned that In English, we say "I am," "you are," "he/she/it is." Notice how we have three different spellings of the verb? That's why it is an irregular verb!
In this chapter, we are just adding a few more into the mix; namely, "to go (eō, īre)," "to bring (ferō, ferre)," and "to become (fīō, fierī)." There is no great trick to these verbs other than to practice with them and memorize their forms. One note, though, is that "fio" serves as the passive voice form of "facio, facere" (to make/do).
In this chapter, we are just adding a few more into the mix; namely, "to go (eō, īre)," "to bring (ferō, ferre)," and "to become (fīō, fierī)." There is no great trick to these verbs other than to practice with them and memorize their forms. One note, though, is that "fio" serves as the passive voice form of "facio, facere" (to make/do).
Subjective and Objective Infinitives
Subjective Infinitive
Back in Chapter 39, we learned about a use of the Infinitive known as the "Complementary Infinitive." A Complementary Infinitive is when we use the Infinitive to complete the meaning of a verb (ex. "I want to sleep.") But there are two other uses of the Infinitive, too, that we are seeing in this chapter.
One of these uses is the "Subjective Infinitive," which is when we use the Infinitive form of a verb as the Subject of a sentence. It sounds more complicated than it actually is. Think about this famous Latin proverb, "errare est humanum" (to err is human). What is the subject of that sentence? Do you see how it is the Infinitive "errare"? In this usage, the Infinitive is functioning as a neuter subject of the sentence. That is called the Subjective Infinitive and it most often is used with the verb "to be" (esse). Not too bad, right? Tale a look at the Latin Tutorial video below to learn more:
One of these uses is the "Subjective Infinitive," which is when we use the Infinitive form of a verb as the Subject of a sentence. It sounds more complicated than it actually is. Think about this famous Latin proverb, "errare est humanum" (to err is human). What is the subject of that sentence? Do you see how it is the Infinitive "errare"? In this usage, the Infinitive is functioning as a neuter subject of the sentence. That is called the Subjective Infinitive and it most often is used with the verb "to be" (esse). Not too bad, right? Tale a look at the Latin Tutorial video below to learn more:
Objective Infinitive
Another use of the Infinitive that we saw in this chapter is when it functions as the direct object of a verb. For example, "I order you to leave." Notice how "to leave" is what you were ordered. Take a look at the Latin Tutorial video below to learn more:
The Demonstrative "Idem"
Back in Ch. 32 we learned about "Demonstratives." These words point something out (from the Latin "demonstrare," to show). For example, you learned "hic" and "ille," meaning "this" and "that" respectively. Now, we are going to learn about another demonstrative, "īdem, eadam, idem."
We translate the demonstrative “īdem, eadem, idem” with the words “the same” in English. Again, this word points something out (ex. it wasn’t just any dog, but “the same” dog). This demonstrative was very common in Latin and is formed by adding “-dem” to the pronoun “is, ea, id” – the one exception is “idem” (neuter) instead of “iddem.” Note, there are a few exceptions that use the “n” instead of “m” in front of the “-dem.” Again, since these words are adjectives they need to match the noun they describe in CASE, NUMBER, and GENDER! Here's an example in Latin:
We translate the demonstrative “īdem, eadem, idem” with the words “the same” in English. Again, this word points something out (ex. it wasn’t just any dog, but “the same” dog). This demonstrative was very common in Latin and is formed by adding “-dem” to the pronoun “is, ea, id” – the one exception is “idem” (neuter) instead of “iddem.” Note, there are a few exceptions that use the “n” instead of “m” in front of the “-dem.” Again, since these words are adjectives they need to match the noun they describe in CASE, NUMBER, and GENDER! Here's an example in Latin:
Isdem causīs mercātōrēs...
For the same reasons, the merchants...
For the same reasons, the merchants...
Chapter 43 Grammar Exercises
Grammar Exercise 1:
Follow the instructions for each activity below. Check the Answer Key when you are done!
Follow the instructions for each activity below. Check the Answer Key when you are done!
I. Give the present active and passive infinitives of the Latin verbs for the following: begin, give, collect, afflict, fortify, give back, prohibit, see.
II. Give a synopsis of each of the following Latin verbs in the person, number, and voice indicated:
subeō, third plural active
īnferō, third singular active and passive
fiō, third plural
afficiō, first singular active and passive
iubeō, second singular active and passive
petō, first singular active and passive
impediō, second singular active and passive
vocō, first plural active and passive
volō, wish third plural possum third singular
III. Give five Latin expressions which are often used with a subjective infinitive. Give five verbs which are used with a complementary infinitive. Name one verb that is used with an objective infinitive. In what case is the subject of an infinitive?
IV. Supply the Latin for the italicized words and state what kind of infinitive is used in each case:
1 Est necesse discipulōs dīligenter to work.
2 Magister iussit tabellās to be put aside.
3 Verba magistrī to understand poterāmus.
4 Paedagōgus quoque eāsdem fābulās to hear voluit.
5 Erat difficile Gallōs to conquer.
6 Magister fābulam nārrat dēbēmus to pay attention.
V. Decline the Latin phrases for the following: the same language, that custom, this lake, the same day.
II. Give a synopsis of each of the following Latin verbs in the person, number, and voice indicated:
subeō, third plural active
īnferō, third singular active and passive
fiō, third plural
afficiō, first singular active and passive
iubeō, second singular active and passive
petō, first singular active and passive
impediō, second singular active and passive
vocō, first plural active and passive
volō, wish third plural possum third singular
III. Give five Latin expressions which are often used with a subjective infinitive. Give five verbs which are used with a complementary infinitive. Name one verb that is used with an objective infinitive. In what case is the subject of an infinitive?
IV. Supply the Latin for the italicized words and state what kind of infinitive is used in each case:
1 Est necesse discipulōs dīligenter to work.
2 Magister iussit tabellās to be put aside.
3 Verba magistrī to understand poterāmus.
4 Paedagōgus quoque eāsdem fābulās to hear voluit.
5 Erat difficile Gallōs to conquer.
6 Magister fābulam nārrat dēbēmus to pay attention.
V. Decline the Latin phrases for the following: the same language, that custom, this lake, the same day.
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 pupils put aside their writing tablets because the teacher has ordered them to pay attention.
2. The pupils like to hear (it pleases the pupils to hear) the story; silence falls, for the teacher is beginning to speak.
3. Caesar collected many legions and went to Gaul.
4. He visited the territory of the Gauls and brought many spoils to Rome.
5. In his commentaries Caesar wrote many things about the tribes who lived in Gaul.
6. All these differed in language and customs; for all Gaul was divided into three parts three parts.
7. The Helvetians territory was hemmed in by rivers, mountains, and a lake.
8. They were greatly annoyed because they could not make war upon many neighbors.
9. Although it was necessary to undergo great dangers, they decided to go out from home.
10. The pupils understand the story and repeat it.
2. The pupils like to hear (it pleases the pupils to hear) the story; silence falls, for the teacher is beginning to speak.
3. Caesar collected many legions and went to Gaul.
4. He visited the territory of the Gauls and brought many spoils to Rome.
5. In his commentaries Caesar wrote many things about the tribes who lived in Gaul.
6. All these differed in language and customs; for all Gaul was divided into three parts three parts.
7. The Helvetians territory was hemmed in by rivers, mountains, and a lake.
8. They were greatly annoyed because they could not make war upon many neighbors.
9. Although it was necessary to undergo great dangers, they decided to go out from home.
10. The pupils understand the story and repeat it.
Magistrula Practice
Click the link below to open a Magistrula practice set for this chapter. Just hit "BEGIN" and you're all set!
Chapter 43 Eo, Fero, Fio, Conjugation Practice
Chapter 43 Infinitive Translation Practice
Chapter 43 Sentence Translation (Everything So Far)
Chapter 43 Verb Conjugation Practice (All Tenses -- Active and Passive Voice)
Chapter 43 Noun Ending Chart (All)
Chapter 43 Eo, Fero, Fio, Conjugation Practice
Chapter 43 Infinitive Translation Practice
Chapter 43 Sentence Translation (Everything So Far)
Chapter 43 Verb Conjugation Practice (All Tenses -- Active and Passive Voice)
Chapter 43 Noun Ending Chart (All)