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Grammatica Latina 333 Vocabulary by Chapter 369 Latin–English Vocabulary 383 Grammatical Terms 398 Index 400 Preface

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Grammatica Latina 333 Vocabulary by Chapter 369 Latin–English Vocabulary 383 Grammatical Terms 398 Index 400 Preface LINGVA LATINA A Companion to Familia Romana SECOND EDITION Based on Hans Ørberg’s Latine Disco, with Vocabulary and Grammar Jeanne Marie Neumann LINGVA LATINA A Companion to Familia Romana Second Edition Based on Hans Ørberg’s Latine Disco, with Vocabulary and Grammar LINGVA LATINA A Companion to Familia Romana Second Edition based on Hans Ørberg’s Latine Disco, with Vocabulary and Grammar Jeanne Marie Neumann Davidson College an imprint of Hackett Publishing Company, Inc. Indianapolis/Cambridge Focus Dedication Jon et Conor, filiis iucundissimis medullitusque amatis. A Focus book an imprint of Hackett Publishing Company Copyright © 2016 by Hackett Publishing Company, Inc. Focus All rights reserved Printed in the United States of America 19 18 17 16 1 2 3 4 5 6 7 For further information, please address Hackett Publishing Company, Inc. P.O. Box 44937 Indianapolis, Indiana 46244-0937 www.hackettpublishing.com Cover design by Brian Rak Interior design by Elizabeth L. Wilson Composition by Integrated Composition Systems, Inc. Library of Congress Cataloging-in-Publication Data Names: Neumann, Jeanne Marie, author. | Oerberg, Hans H. (Hans Henning), 1920–2010. Latine disco. | Oerberg, Hans H. (Hans Henning), 1920–2010. Lingua Latina per se illustrata. Pars I, Familia Romana. Title: Lingua latina : a companion to Familia romana : based on Hans Oerberg’s Latine disco, with vocabulary and grammar / Jeanne Marie Neumann. Description: Second edition. | Indianapolis ; Cambridge : Hackett Publishing Company, Inc., 2016. | “A Focus book.” Identifiers: LCCN 2016002499 | ISBN 9781585108091 (pbk.) Subjects: LCSH: Latin language—Grammar. | Latin language—Textbooks. Classification: LCC PA2087.5 .N48 2016 | DDC 478.2421—dc23 LC record available at http://lccn.loc.gov/2016002499 Adobe PDF ebook ISBN: 978-1-58510-832-9 Contents Preface vii For the Instructor xi Familia Romana: Suggestions for the Classroom xi Lingua Latina as a Two-Semester Course xi To the Student xv I. Imperium Rōmānum 1 II. Familia Rōmāna 9 III. Puer Improbus 18 IV. Dominus et Servī 27 V. Vīlla et Hortus 35 VI. Via Latīna 42 VII. Puella et Rosa 50 VIII. Taberna Rōmāna 58 IX. Pāstor et Ovēs 69 X. Bēstiae et Hominēs 78 XI. Corpus Hūmānum 89 XII. Mīles Rōmānus 96 XIII. Annus et Mēnsēs 108 XIV. Novus Diēs 120 XV. Magister et Discipulī 128 XVI. Tempestās 138 XVII. Numerī Difficiles 147 XVIII. Litterae Latīnae 155 XIX. Marītus et Uxor 165 v vi Lingva Latina: A Companion to Familia Romana XX. Parentēs 175 XXI. Pugna Discipulōrum 183 XXII. Cave Canem 195 XXIII. Epistula Magistrī 206 XXIV. Puer Aegrōtus 217 XXV. Thēseus et Mīnōtaurus 227 XXVI. Daedalus et Icarus 237 XXVII. Rēs Rūsticae 246 XXVIII. Pericula Maris 258 XXIX. Nāvigāre Necesse Est 268 XXX. Convīvium 279 XXXI. Inter Pōcula 288 XXXII. Classis Rōmāna 296 XXXIII. Exercitus Rōmānus 307 XXXIV. De Arte Poēticā 320 XXXV. Ars Grammatica 330 Grammatica Latina 333 Vocabulary by Chapter 369 Latin–English Vocabulary 383 Grammatical Terms 398 Index 400 Preface Ørberg’s Lingua Latina Per Se Illustrata series, conceived as a completely acquisition-based approach to learning Latin, offers an unparalleled resource for Latin learning, enabling the motivated student to acquire skill in reading Latin by reading Latin. Lingua Latina guides readers through an expanding world of Latin syntax while they enjoy a delightful story of a Roman family of the early imperial period. The reading mirrors “real” Latin in the way it unfolds the periodic structure and idiomatic features of the language, intro- ducing early critical features: students meet the relative pronoun in Cap. 3, the passive voice in Cap. 6; by the time they get the full verbal paradigm of the present tense in Caps. 15–17, they have mastered the concept and workings of active and passive voice. Length of readings, number of vocabulary words and complexity of sentence structure increase as the chapters build on each other, all in support of a narrative that engages students from middle school through college (and beyond). Lingua Latina Per Se Illustrata offers a smooth and efficient path to acquisition of the language and immerses the student from the first in a true experience of Latin. Instead of reading discrete, even random, sentences chosen to illustrate the grammatical principles under consideration, Lingua Latina offers considerable practice in both grammar and a rich vocabulary in an engaging context of well-written Latin. The impetus of this book, there- fore, arose not from any flaw in Ørberg’s method, but rather from the differing needs of students and classrooms. Different students learn differently; learning environments also differ:Alii aliis viis Romam perveniunt. At my own institution, students signing up for Latin commit to a two-term introductory experience, followed by a term of reading ancient texts. Reading Familia Romana in a two-semester course in introductory Latin, meeting three times a week for two 13- or 14-week se- mesters, becomes a Herculean task. Lingua Latina, however, and its results proved too good to abandon. There seems to me no better guide thanLingua Latina for students who want to learn Latin through Latin. Students clamored for us to keep the text, but make it suit their needs. We use the Companion to strike a balance between a purely inductive method and the study of gram- vii viii Lingva Latina: A Companion to Familia Romana matical rules and paradigms. But it can also serve as an ancillary guide for the natural (inductive) method of language acquisition. Lingua Latina can be used to teach students Latin as early as age eight, yet the story engages adult readers as well. Although introductory language courses at the college level do not always have the same luxury of gradual acquisition, the Ørberg text can be highly effective for university students. This book, therefore, is designed for different audiences: university students, instructors of home-scholars, and independent learners whose learning style appreciates such a guide: it is for all students of Ørberg’s Lingua Latina Per Se Illustrata (LLPSI) who want a touchstone to assess their understanding of the text and the language. Home-schooling parents and instructors of students learning outside of the traditional classroom, especially those with little or no Latin training, can use this book as a companion to Lingua Latina for their own preparation. The instructor will be the best judge of where and when it is a useful guide. For the most part, students should gradually learn the whole of Latin grammar by working out grammatical rules from their own observation as they begin to read actual Latin in the text, while their instructors can feel more confident in their grasp of the material and can use the added examples from Familia Romana to review and reinforce concepts or answer questions their charges present. The goal is to confirm the Latin and the structures that are learned in the inductive method, facilitating the process of language acquisition. As is clear from the very useful listserve for LLPSI (https://groups.google .com/forum/#!forum/llpsi), instructors at elementary and high schools lead their charges through the text at the pace appropriate to their students and the learning environment. Explanations of morphology and syntax appear ac- cording to their introduction in the course of the chapter: Section I, II, or III, making the Companion practical regardless of the pace of an individual course. How does this book fit into the Lingua Latīna series? What does it re- place? This book replaces the Latine Disco, the Grammatica Latina, and the Latin–English Vocabulary. It does not replace the Exercitia. What are the primary features of this book? The book provides a running grammatical commentary on the narrative of Lingua Latina. It differs from the Latine Disco in scope and aim. Latine Disco provides clear and concise information that students need in order to acquire an understanding of Latin at their own pace. This book builds from Ørberg’s originalLatine Disco; the presentation and formatting have been altered and more explication and ex- amples are offered. To the degree possible, the commentary corresponds to the reading sections within each chapter, enabling students to view just the grammar for each section. Important and challenging structures are illustrated with several examples from the story. As the grammatical concepts build, they are collected and reviewed in periodic recensiones, facilitating an overview of the language and enabling students to know where to look for the places in Preface ix the story where, e.g., they learned about accusative and infinitive construction. Beginning with Res Grammaticae Novae, a synopsis, in categories, of the ma- terial covered in the chapter, further facilitates an overview. The end of each chapter presents vocabulary divided by parts of speech; a full vocabulary can be found at the back of the book. In addition, vocabulary review is enhanced by an appendix listing the vocabulary according to chapter but without meanings; students can quiz themselves on their grasp of vocabulary outside the context of the story. Since Ørberg’s own mastery of the language shows through in his ability to write lucid, idiomatic Latin, student attention, where appropriate, is directed to points of style that highlight the way the language works syntacti- cally or idiomatically. Finally, this edition includes a grammatical index. Changes to the Second Edition In addition to some revisions to the text, this edition includes a section on cultural context tied to the narrative content of the chapter. Jeanne M. Neumann Davidson College Acknowledgments Editio Princeps: Amicis qui me librum hunc scribentem adiuverunt maximas gratias et ago et habeo, praecipue Jarrett Welsh, Keyne Cheshire, Megan Drinkwater, Michael Johnson, Kevin Muse, Gina Soter. Discipulis apud Collegium Davidsoniense linguam Latinam discentibus gratias quoque ago, praecipue William E. Begley et India Watkins.
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