DOCSLIB.ORG

Bradley's Arnold Latin Prose Composition

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Bradley's Arnold Latin Prose Composition Bradley’s ARNOLD LATIN PROSE COMPOSITION Edited by J. F. Mountford Bolchazy-Carducci Publishers, Inc. Wauconda, IL 60084 CCopyrightPg.011105.inddopyrightPg.011105.indd 1 55/13/2005/13/2005 111:07:521:07:52 AAMM BRADLEY’S ARNOLD LATIN PROSE COMPOSITION Edited and Revised with an Appendix on Continuous Prose Composition by SIR JAMES MOUNTFORD 1938 David McKay Company, Inc. & Longmans, Green and Co. 2005 Edition Foreword and Updates Donald Sprague Cover Design Adam Phillip Velez Typesetting Dominic Roberti Foreword, Revisions, Typography, Cover © 2005 Bolchazy-Carducci Publishers, Inc. All rights reserved. BOLCHAZY-CARDUCCI PUBLISHERS, INC. 1000 Brown Street Wauconda, IL 60084 USA www.bolchazy.com Printed in the United States of America 2005 by printer name here ISBN 0-86516-595-5 ———————————————————————————————————— Library of Congress Cataloging-in-Publication Data Arnold, Thomas Kerchever, 1800-1853. Bradley’s Arnold Latin prose composition / edited and revised with an appendix on continuous prose composition by Sir James Mountford.-- 1st ed. p. cm. Includes indexes. Rev. ed. of Bradley’s Arnold, 1938. ISBN 0-86516-595-5 (pbk. : alk. paper) 1. Latin language--Composition and exercises. 2. Latin language-- Grammar--Problems, exercises, etc. I. Mountford, J. F. (James Frederick), b. 1897. II. Bradley, George Granville, 1821-1903. III. Bradley’s Arnold. IV. Title. PA2313.A76 2005 808’.0471--dc22 2004029648 CCopyrightPg.011105.inddopyrightPg.011105.indd 2 55/13/2005/13/2005 111:08:281:08:28 AAMM vii Foreword Bring up the topic of Latin prose composition and Bradley’s Arnold is the textbook most often mentioned in response. It’s an almost guaranteed word association match! Indeed, for generations of Latin students, Bradley’s Arnold Latin Prose Composition served as the bible for rendering English into proper Latin. Surf the internet today, and you’ll find that this classic continues as a key- stone for scores of Latin programs in the United States and throughout the English-speaking world. Latin prose composition for the serious Latin student is a compelling undertaking, one that many consider the sine qua non for really mastering Latin. Some deem it the most effective means for internalizing Latin sen- tence structure and developing a sophisticated understanding of Latin gram- mar and syntax. The student who has personally tried to render English prose into Latin may bring to Latin literature a far greater sensitivity, a more profound appreciation, and a fuller depth of insight and understand- ing. Bradley’s Arnold is a comprehensive review of Latin grammar in the service of Latin prose composition. Its explanations are precise and thor- ough. Its lessons, complete with exercises for practice, lead the student to a gradual mastery of the intricacies of Latin language production, moving methodically from the fairly simple to the increasingly complex and lengthy. The text culminates in a series of continuous prose passages added when J. F. Mountford revised the text in 1938. To follow in the footsteps of Mountford and Bradley in revising the venerable Arnold was a singularly humbling experience. Thus, with due reverence, I undertook the daunting task of maintaining the integrity of Arnold’s text while updating it for the modern student. To that end, this new edition offers a redesigned format, one easier on the eye and more user- friendly. We have “opened up” the text through more generous spacing for a less dense and more accessible text. Nomenclature like “indirect dis- ix xÐÐForeward course” and “purpose clause,” more common to the American student, stands side-by-side with Arnold’s original terms. Most of the British spellings remain with a minimum of modernization, while the auxiliary verbs used in conditions have been changed to reflect standard American English usage. The text retains one remnant of a bygone era that, had it not been so extensively and intricately interwoven into the text, I would have purged: the patina of the English school boy. In the interest of time econo- my only, I resisted the inclination to render the text’s pronouns more inclu- sively. I am grateful to the Doctors Bolchazy, Lou and Marie, for the opportu- nity to join them in their vocation of making the classics more accessible and available; to Laurie Haight Keenan and Jody Cull for their patience in introducing me to publishing production; to Jennifer Mitten and Jennifer Hilliard, for their invaluable assistance with proofreading; to Dom Roberti for his patience with me and his painstaking-attention-to-detail typesetting; and to the late Rev. John Waterbury Kelley, SJ, whose Latin I and II class- es at Boston College High School first sparked in me a love of Latin and the classics. Donald E. Sprague November, 2004 CONTENTS INTRODUCTION The Parts of Speech . .1 Analysis of the Sentence . .10 Order of Words and Clauses . .15 EXERCISES I Elementary Rules . .21 II Meaning of Words and Phrases . .26 III Meaning and Use of Words: Verbs . .30 IV Agreement of Subject and Verb . .34 V Accusative with Infinitive, ør§ti« Obl¿qua (Indirect Discourse) . .36 VI Accusative with Infinitive . .40 VII Nominative with Infinitive . .43 VIII Adjectives—Agreement, Use as Nouns, etc. .47 IX Adjectives and Adverbs . .53 X The Relative . .57 XI The Relative . .61 XII Correlatives . .64 XIII The Infinitive as a Noun . .69 XIV Final Clauses (Purpose Clauses)—Sequence of Tenses . .72 XV Consecutive Clauses (Result Clauses) . .76 XVI Ut, N¡, Introducing a Noun Clause . .81 XVII Qu«minus, Qu¿n—Verbs of Fearing . .88 XVIII Commands and Prohibitions . .93 XIX Remarks on Moods—Subjunctive Used Independently . .96 XX Interrogative Sentences—Direct . .101 XXI Interrogative Sentences—Dependent or Indirect . .107 XXII Interrogative Sentences—Dependent or Indirect . .111 XXIII Tenses of the Indicative . .115 XXIV How to translate Can, Could, May, Might, Shall, Must, etc. .122 XXV Remarks on the Cases—the Nominative . .126 XXVI Apposition . .131 XXVII The Accusative . .134 XXVIII The Accusative II—Cognate and Predicative . .138 XXIX The Dative I—with Verbs . .141 XXX The Dative II—with Verbs . .146 XXXI The Dative III—with Adjectives and Adverbs . .149 XXXII The Dative IV—Further Uses of the Dative . .151 XXXIII The Ablative . .155 XXXIV The Ablative . .160 XXXV The Ablative . .164 XXXVI The Genitive—The Possessive Genitive . .167 xiiÐÐContents XXXVII The Genitive—The Partitive Genitive . .171 XXXVIII The Genitive—Subjective and Objective . .174 XXXIX The Genitive—Quality and Definition . .177 XL The Genitive—Genitive with Verbs . .180 XLI Place, Space . .184 XLII Expressions of Time . .188 XLIII Prepositions—General Remarks; Prepositions with Accusative . .193 XLIV Prepositions with Ablative . .198 XLV Pronouns—Personal and Demonstrative . .201 XLVI Pronouns—Reflexive and Emphatic . .207 XLVII Pronouns—Indefinite . .211 XLVIII A Pronouns—‡dem, Alius, etc. .215 XLVIII B Pronouns—Quisque, Uterque, etc. .219 XLIX Gerund and Gerundive . .223 XL Gerund and Gerundive—Oblique Cases . .227 LI The Supines . .231 LII Participles . .233 LIII The Ablative Absolute . .239 LIV Temporal Clauses—General Rules, Cum . .242 LV Temporal Clauses—Dum, D«nec, Priusquam, etc. .246 LVI ør§ti« Obl¿qua (Indirect Discourse) . .250 LVII Conditional Clauses . .254 LVIII Conditional Clauses . .260 LIX Conditional Clauses in ør§ti« Obl¿qua (Indirect Discourse) . .265 LX Concessive Clauses . .272 LXI Causal and Explanatory Clauses . .275 LXII Comparative Clauses . .278 LXIII Qu¿-Clauses—Final (Purpose) and Consecutive (Result) . .286 LXIV Qu¿-Clauses—Causal and Concessive . .290 LXV Reported Speeches in ør§ti« Obl¿qua (Indirect Discourse) . .293 LXVI Numerals . .299 LXVII The Roman Calendar . .305 APPENDIX: CONTINUOUS PROSE COMPOSITION Preliminary Hints . .309 Passages for Translation . .320 GENERAL VOCABULARY . .375 INDEX OF SUBJECTS . .433 LATIN INDEX . .439 Introduction WHAT, it may be asked, is the object of studying Latin Prose Composition? Until comparatively recent times Latin was an important means of com- munication between men of different nationalities. During the Middle Ages it was extensively used as the international language of Europe, both for speaking and writing; and within more modern times, until the end of the eighteenth century, theologians, philosophers, and men of science com- posed their chief works in Latin. Although Latin is not now used so widely for such practical purposes, Prose Composition is still studied because it is an invaluable means of acquiring a real mastery of the language. Sound progress is not achieved in any language until some successful effort is made to use the language as a medium of expression. Latin Prose Composition helps, firstly, to fix in the memory the various inflections of nouns and verbs and the rules of Latin syntax; it gives us a closer insight into the workings of the Roman mind; like composition in any foreign language, it trains the student to penetrate beneath the superficial appearances of words to the meanings they are intended to convey; and, finally, when a student has himself employed the language as a tool, he is better able to appreciate the achievements of the great Roman writers. In this Introduction will be found information about some grammatical terms and ideas of fundamental importance, about types of sentences, and about the order of words and clauses in Latin. To these sections the student should frequently refer. THE PARTS OF SPEECH 1. By Parts of Speech we mean the various classes, or headings, under which all words used in speaking or writing may be arranged. 1 2ÐÐIntroduction PARTS OF SPEECH 2. In Latin, as in English, the Parts of Speech are eight in number: (i) Noun (or Substantive) (v) Adverb (ii) Adjective (vi) Preposition (iii) Pronoun (vii) Conjunction (iv) Verb (viii) Interjection 3. English has a Definite Article, the, and an Indefinite Article, a, an; both of them are classed as Adjectives. Latin has no Article; thus l»x may mean either the light, a light, or.
Load more

Recommended publications
  • New Latin Grammar
    NEW LATIN GRAMMAR BY CHARLES E. BENNETT Goldwin Smith Professor of Latin in Cornell University Quicquid praecipies, esto brevis, ut cito dicta Percipiant animi dociles teneantque fideles: Omne supervacuum pleno de pectore manat. —HORACE, Ars Poetica. COPYRIGHT, 1895; 1908; 1918 BY CHARLES E. BENNETT PREFACE. The present work is a revision of that published in 1908. No radical alterations have been introduced, although a number of minor changes will be noted. I have added an Introduction on the origin and development of the Latin language, which it is hoped will prove interesting and instructive to the more ambitious pupil. At the end of the book will be found an Index to the Sources of the Illustrative Examples cited in the Syntax. C.E.B. ITHACA, NEW YORK, May 4, 1918 PREFACE TO THE SECOND EDITION. The present book is a revision of my Latin Grammar originally published in 1895. Wherever greater accuracy or precision of statement seemed possible, I have endeavored to secure this. The rules for syllable division have been changed and made to conform to the prevailing practice of the Romans themselves. In the Perfect Subjunctive Active, the endings -īs, -īmus, -ītis are now marked long. The theory of vowel length before the suffixes -gnus, -gna, -gnum, and also before j, has been discarded. In the Syntax I have recognized a special category of Ablative of Association, and have abandoned the original doctrine as to the force of tenses in the Prohibitive. Apart from the foregoing, only minor and unessential modifications have been introduced. In its main lines the work remains unchanged.
    [Show full text]
  • Latin Verb Tenses: Applying Second Language 1 Acquisition Research and Analyses of Verb Uses in Context Rebecca Harrison
    Teaching Classical Languages TCLAn Online Journal of the Classical Association of the Middle West and South Articles by: Rebecca Harrison, Stephen Kershner, Theodora B. Kopestonsky, and Christopher Trinacty Volume 10, Issue 2 (Spring 2019) ISSN 2160-2220 Ancient Languages, Contemporary Pedagogy Teaching Classical Languages Volume 10, Issue 2 Front Matter ii Table of Contents Letter from the Editor: Ave atque Vale iv John Gruber-Miller Referees for Teaching Classical Languages, Volumes 6-10 v Learning (and Teaching) Latin Verb Tenses: Applying Second Language 1 Acquisition Research and Analyses of Verb Uses in Context Rebecca Harrison Special Section: Latin Pedagogy and Pop Music What can Taylor Swift do for your Latin Prose Composition students? Using 48 popular music to teach Latin poetry analysis skills. Stephen Kershner Never Out of Style: Teaching Latin Love Poetry with Pop Music 71 Theodora B. Kopestonsky Music, Meaning, and the Muses: Teaching Latin Intertextuality with Wild 101 Nothing’s “Paradise” Christopher Trinacty Cover illustration by Keely Lake. The finished cover illustration is released for use under a CC BY-NC-SA 4.0 license. Editor John Gruber-Miller, Classical and Modern Languages, Cornell College 600 First St. SW, Mount Vernon, IA 52314 [email protected] Editorial Assistant Keely Lake, Hot Springs, SD [email protected] Teaching Classical Languages Volume 10, Issue 2 Front Matter iii TCL Editorial Board Peter Anderson, Grand Valley State University Rebecca Harrison, Truman State University Caroline Kelly, Mitchell Community College, North Carolina Amy Sommer Rosevear, Cherry Creek High School, Denver, Colorado Wilfred Major, Louisiana State University Bartolo Natoli, Randolph-Macon College Robert Patrick, Parkview High School, Gwinnett County, Georgia Cynthia White, University of Arizona Teaching Classical Languages Mission Statement Teaching Classical Languages (ISSN 2160-2220) is the only peer-re- viewed electronic journal dedicated to the teaching and learning of Latin and an- cient Greek.
    [Show full text]
  • Exercises on Latin Syntax;
    HM •# Qass. Ag.osi E X E It C I S E S LATIN SYNTAX; ADAPTED TO ZUMPT'S GRAMMAR. TO WHICH ARE ADDED EXTRACTS FROM THE WRITINGS OF MURETUS. The Rev. JOHN KENRICK, M.A. FOURTH EDITION. ^c^f ^fL LONDON: B. FELLOWES, LUDGATE STREET. MDCCCXXXVIII. * „ If *\<** PRINTED BY RICHARD KINDER. GREEN ARBOUR COURT. OLD BAILEY. PREFACE. I have adapted this book of Exercises to my Translation of Zumpt's Latin Grammar, in or- der to extend its utility, by enabling the teachers who use it to conduct their pupils through a regular course of Latin composition, in the or- der of that work. In Germany, where the ori- ginal Grammar has been very generally intro- duced into the Gymnasia, two Exercise Books have been published, which, from their titles, appear to be adapted to it. I have not, how- ever, seen either of them, and the passages which are here given have been, with few ex- ceptions, selected by myself from the original authors. Cicero has, of course, furnished the largest part ; the authors of the silver age, with the exception of Curtius, have been spa- ringly used. As there is comparatively little difference in the declensions and conjugations in different Grammars, I have confined myself VI PREFACE. to the illustration of the Syntax, and in this I have generally proportioned the number of ex- amples to the difficulty of the rule to be exem- plified. The important Chapter, of the Signi- fication and Government of Prepositions, would not have been passed over, had not the excel- lent Praxis of Dr.
    [Show full text]
  • Latin Verb Tenses: Applying Second Language Acquisition Research and Analyses of Verb Uses in Context1
    Teaching Classical Languages Volume 10, Issue 2 Harrison 1 Learning (and Teaching) Latin Verb Tenses: Applying Second Language Acquisition Research and Analyses of Verb Uses in Context1 Rebecca Harrison Truman State University ABSTRACT This article uses research from Second Language Acquisition and from analyses of tense and verb uses in Latin authors to shed light on how students acquire verb tenses, especially past tenses, and to show how to enhance student learning of Latin verb tenses. I argue that 1) only one tense and one translation/use of a tense should be taught at a time; 2) the simple past meaning of the perfect should be the first past tense taught, then the stative use of imperfect, followed by the past progressive use, the present perfect, and pluperfect; 3) it makes a difference what verbs are used in teaching a tense; there are different semantic categories of verbs, such as stative, based on their inherent meaning, and tenses are acquired best with the category of verb that best matches the tense aspect; the combination of category of verb and tense can also sometimes aid in distinguishing translations of tenses; and 4) tenses occur in typical semantic and syntactic contexts, and these contexts are important to enhance acquisition and to aid in distinguishing different tense uses/translations. Finally, I provide teaching suggestions, sample exercises, methods for adapting and supplementing textbooks, and a review of textbooks in relation to teaching verb tenses. KEY WORDS Verb tenses in Latin, perfect tense, imperfect tense, pluperfect tense, Caesar, Vergil, lexical aspect Many of today’s Latin textbooks present the imperfect as the first past tense, often at the same time as the future, and the perfect tense after the imperfect, some- times together with the pluperfect and future perfect.
    [Show full text]
  • New Latin Grammar 1 New Latin Grammar
    New Latin Grammar 1 New Latin Grammar The Project Gutenberg EBook of New Latin Grammar, by Charles E. Bennett This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re−use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: New Latin Grammar Author: Charles E. Bennett Release Date: April 20, 2005 [EBook #15665] Language: English Character set encoding: Unicode UTF−8 *** START OF THIS PROJECT GUTENBERG EBOOK NEW LATIN GRAMMAR *** Produced by Nathan Gibson, Keith Edkins and the Online Distributed Proofreading Team. NEW LATIN GRAMMAR BY CHARLES E. BENNETT Goldwin Smith Professor of Latin in Cornell University _Quicquid praecipies, esto brevis, ut cito dicta_ _Percipiant animi dociles teneantque fideles:_ _Omne supervacuum pleno de pectore manat._ −−HORACE, Ars Poetica. COPYRIGHT, 1895; 1908; 1918 BY CHARLES E. BENNETT * * * * * PREFACE. The present work is a revision of that published in 1908. No radical alterations have been introduced, although a number of minor changes will be noted. I have added an Introduction on the origin and development of the Latin language, which it is hoped will prove interesting and instructive to the more ambitious pupil. At the end of the book will be found an Index to the Sources of the Illustrative Examples cited in the Syntax. C.E.B. ITHACA, NEW YORK, May 4, 1918 * * * * * PREFACE TO THE SECOND EDITION. PART I. 2 The present book is a revision of my Latin Grammar originally published in 1895.
    [Show full text]
  • The Project Gutenberg Ebook of New Latin Grammar, by Charles E. Bennett This Ebook Is for the Use of Anyone Anywhere at No Cost
    The Project Gutenberg EBook of New Latin Grammar, by Charles E. Bennett This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: New Latin Grammar Author: Charles E. Bennett Release Date: April 20, 2005 [EBook #15665] Language: English Character set encoding: ASCII *** START OF THIS PROJECT GUTENBERG EBOOK NEW LATIN GRAMMAR *** Produced by Nathan Gibson, Keith Edkins and the Online Distributed Proofreading Team. NEW LATIN GRAMMAR BY CHARLES E. BENNETT Goldwin Smith Professor of Latin in Cornell University /Quicquid praecipies, esto brevis, ut cito dicta/ /Percipiant animi dociles teneantque fideles:/ /Omne supervacuum pleno de pectore manat./ ?HORACE, /Ars Poetica/. COPYRIGHT, 1895; 1908; 1918 BY CHARLES E. BENNETT ------------------------------------------------------------------------ PREFACE. The present work is a revision of that published in 1908. No radical alterations have been introduced, although a number of minor changes will be noted. I have added an Introduction on the origin and development of the Latin language, which it is hoped will prove interesting and instructive to the more ambitious pupil. At the end of the book will be found an Index to the Sources of the Illustrative Examples cited in the Syntax. C.E.B. ITHACA, NEW YORK, May 4, 1918 ------------------------------------------------------------------------ PREFACE TO THE SECOND EDITION. The present book is a revision of my /Latin Grammar/ originally published in 1895. Wherever greater accuracy or precision of statement seemed possible, I have endeavored to secure this.
    [Show full text]
  • By the Natural Method
    LATIN BY THE NATURAL METHOD FIRST YEAR ( Third Revised Edition) by WILLIAM G. MOST, PH.D. Professor of Latin Loras College Dubuque, Iowa Henry Regnery Company 114 West Illinois St. Chicago, Ill. 60610 Circuluslatinus.org Copyright 1957, 1960, 1964 by Wm. G. Most Printed in the United States of America Circuluslatinus.org FOREWORD On December 31, 1939, in the encyclical On Educa­ it might be used as a means of communicating thought, tion His Holiness Pope Pius XI wrote about the or, in other words, as an indispensable tool in all higher Christian teacher: studies and then in later life. They made extensive use of Latin conversation and of textbooks of easy Latin, such ... in accepting the new, he will not hastily abandon the old, which the experience of centuries has found as dialogues, or "colloquia" about everyday life, the expedient and profitable. This is particularly true in Pater, Ave, psalms, and Gospels. Thus by means of easy the teaching of Latin, which in our days is falling more materials the teachers gave their pupils the copious prac­ and more into disuse, because of the unreasonable re­ jection of methods so successfully used by that sane tice and repetition which alone develop a set of habits­ humanism, whose highest development was reached in and that is the essence of learning a language success­ the schools of the Church.1 fully. The pupils, in truth, felt a sense of achievement The thirteenth and sixteenth centuries were certainly in expressing their thought in a new language. Learning eras when Christian humanism flourished.
    [Show full text]
  • AP® Latin How Grammar Contributes to Literal Translation and Reading Comprehension
    PROFESSIONAL DEVELOPMENT AP® Latin How Grammar Contributes to Literal Translation and Reading Comprehension Special Focus The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,400 schools, colleges, universities, and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns. For further information, visit www.collegeboard.com. The College Board acknowledges all the third-party content that has been included in these materials and respects the intellectual property rights of others. If we have incorrectly attributed a source or overlooked a publisher, please contact us. © 2008 The College Board. All rights reserved. College Board, Advanced Placement Program, AP, connect to college success, SAT, and the acorn logo are registered trademarks of the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. Excel is a registered trademark of Microsoft Corporation. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.com.
    [Show full text]
  • New Latin Grammar
    CORNELL UNIVERSITY ... LIBRARY STEPHEN E. WHICHER MEMORIAL BOOK COLLECTION UNDERGRADUATE LIBRARY DATE DUE —BBS-Jpi^lll wrrrm ^tin999- M- ^ Cornell University Mi kj Library The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924014233864 : NEW LATIN GRAMMAR BY CHARLES E. BENNETT Late Goldwin Smith Professor of Latin in Cornell University Quicquid praecipies, esto brevis, ut cito dicta * Percipiant animi dociles teneantque fideles Omne supemacuum plena de pectore manat. — Horace, Ars Poetica. ALLYN AND BACON BOSTON NEW YORK CHICAG6 ATLANTA SAN FRANCISCO First edition printed February, 1895. Reprinted April and September, 1895 > April, 1896; Jnly, 1897; April, 1898; May and September, 1899; April and November, 1900; October, 1901; March, 1902; April and November, 1903; July, 1904; April, 1905; April and November, 1906. Revised edition printed March, 1908. Reprinted April and October, igog; May, 19 Oj March, 191 1 ; March, 1912; March, 1913; April, 1914; March, 1915; March, 1916; March, 1917. Third edition printed June, 1918. Reprinted March and December, 1919; September, 1920; June, 1921; June, 1922; March and July, 1923; October, 1923; January and July, 1924; April, August and October, 1925; October, 1926; March, 1927. ::OPYRIGHT, 1895; 1908; 1918. *BY CHARLKS E. BENNETT. PREFACE. The present work is a revision of that published in 1908. No radical alterations have been introduced, although a number of minor changes will be noted. I have added an Introduction on the origin and development of the Latin language, which it is hoped will prove interesting and in- structive to the more ambitious pupil.
    [Show full text]
  • Veni, Vide, Vince!
    VVVVVV Veni, Vide, Vince! A new Latin language course for the adult beginner Royal Holloway, University of London Latest revision 2016 All previous versions should be discarded This material is unpublished and the copyright belongs to the author, Professor J.G.F.Powell. Copies are distributed on the understanding that no reproduction or alteration will take place without the prior agreement of the author. 1 CCOONNTTEENNTTSS To the Teacher 3 To the Student 4 PART I Units 1-8 Unit 1 How to pronounce Latin. 7 Unit 2 Some examples of real Latin. Grammar of simple sentences: verbs, nouns, subjects and objects. Cases: nominative, genitive, dative. Classifying Latin nouns: the five declensions. 22 Unit 3 The verb ‘to be’ in Latin. Personal pronouns. The plural of nouns. Genitive and dative plural. ‘This’ and ‘that’; gender of nouns; neuter plural. 32 Unit 4 Commands: the Imperative. Objects of verbs: the Accusative case. Looking up nouns in the dictionary. Accusative plural. 41 Unit 5 How verbs work. Present tense. Looking up verbs in the dictionary. The four conjugations (‘colours’) of verbs. Stems and endings. Personal endings. Subject and verb; simple sentences; negatives; conjunctions. Questions. 49 Unit 6 Subject, verb, object: word order. Third-declension nouns. Apposition. 60 Unit 7 ‘Nuts and bolts’: pronouns; prepositions. The Ablative case. 68 Unit 8 Revision of noun endings. Solving ambiguities. First and second person of verbs. Declension of pronouns. Revision. Mock test on Units 1-8. 76 PART II Units 9-16 Unit 9 The Passive voice. Agents. Ablative of pronouns. Compound verbs. 88 Unit 10 Noun-phrases; agreement.
    [Show full text]
  • A Study of Purpose, Result, and Causal Hypotaxis in Early
    A STUDY OF PURPOSE, RESULT, AND CAUSAL HYPOTAXIS IN EARLY INDO-EUROPEAN GOSPEL VERSIONS by JOSEPH ALLEN PENNINGTON (Under the Direction of Jared S. Klein) ABSTRACT This study examines purpose, result, and causal hypotaxis in the gospel versions of selected early Indo-European dialects (Greek, Latin, Gothic, and Old English). The study describes the structure of each clausal type as to the conjunctions employed, variations in word order, the use of mood, and the nuances of aspect and Aktionsart, where these features are applicable. The hypotaxis of Latin, Gothic, and Old English is subsequently compared and contrasted to their respective Vorlage in order to determine the degree of native syntax and calquing. A conjunction in each language does not always correspond to a particular conjunction in the Vorlage. In addition, each language maintains its own syntactic constraints in regard to mood and aspect. Although the word order of the Vorlage is often imitated, especially in the case of the patterns exhibited in Latin and Gothic with the Greek, numerous discrepancies occur, which are particularly salient and prominent in the syncrisis of Latin and Old English. INDEX WORDS: Hypotaxis, Subordinate clauses, Purpose clause, Result clause, Causal clause, Indo-European, Early gospel versions, Comparative syntax, Gospels, New Testament Greek, Gothic, Latin, Old English, Vulgate, Aspect, Mood, Word order, Aktionsart, Conjunctions, Translation, Discourse A STUDY OF PURPOSE, RESULT, AND CAUSAL HYPOTAXIS IN EARLY INDO-EUROPEAN GOSPEL VERSIONS by JOSEPH ALLEN PENNINGTON B.A., Berea College, 1996 M.A., The University of Kentucky, 1998 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2010 © 2010 Joseph Allen Pennington All Rights Reserved A STUDY OF PURPOSE, RESULT, AND CAUSAL HYPOTAXIS IN EARLY INDO-EUROPEAN GOSPEL VERSIONS by JOSEPH ALLEN PENNINGTON Major Professor: Jared S.
    [Show full text]
  • The Grammar of Imitation
    The Grammar of Imitation A Corpus Linguistic Investigation of Morpho-Syntactic Phenomena in Fifteenth-Century Italian Neo-Latin PhD dissertation Camilla Plesner Hor er Supervisors: George Hinge Marianne Pade Aarhus University 2013 Frontpage illustration: Vincenzo Foppa, Il Fanciullo che legge Cicerone, 1464 The Grammar of Imitation: a Corpus Linguistic Investigation of Morpho-Syntactic Phenomena in Fifteenth-Century Italian Neo-Latin Imitation og grammatik: en korpuslingvistisk undersøgelse af morfosyntaktiske fænomener på italiensk nylatin fra 1400-tallet PhD dissertation by: Camilla Plesner Horster Principal supervisor: George Hinge Aarhus University Classical Studies Department of Culture and Society December 2013 Abbreviations AT Actualization Theory (see p. 41) C# Reference to search results, common (see Appendix F) H0 The null hypothesis (see p. 104) HA The alternative hypothesis (see p. 104) L1 First language (see p. 35) L2 Second language (see p. 35) (m) Marked (see p. 43) M1, M2 etc. The four measures of natural language use (see pp. 39–44) MOS Moment of speech (see p. 261) PMA Principle of Markedness Agreement (see p. 43) POS tag Part-of-Speech tag (see p. 96) R Relative time (see p. 262) SLA Second language acquisition (see p. 57) TL Target language (see p. 35) TSP The Transfer to Somewhere Principle (see p. 36) (u) Unmarked (see p. 43) V# Reference to search results, Valla (see Appendix F) χ2 Result of chi-squared test (see p. 105) iii Contents Abbreviations iii 1 Introduction: the Study of Neo-Latin 1 1.1 An Overview of the Neo-Latin Language . 4 1.2 A Modified View on the Neo-Latin Language .
    [Show full text]