Prīmus et Secundus Annus, Lēctiōnēs 23–29

Cāsus Datīvus, the dative case

Latin uses the dative for to

Hodiē Marcō praemium dō means "Today I give the prize to Marcus."

Marcō stands in the dative. Latin expresses "to Marcus" through Marcō without a separate word for "to."

The recipient stands in the dative

Marcō is the indirect object of dō and stands in the dative. Praemium is the direct object and stays in the accusative.

In Cuī sententiās dās, Cuī asks for the person in the dative. Sententiās stays in the accusative.

Magistrō in magistrō ita dīcit marks the person addressed. Puerīs in puerīs mōnstrat marks the people shown an object.

The person something is given, said, or shown to stands in the dative. The thing given stays in the accusative.

1
The boys give the master their sentences; the master corrects the sentences and gives them back to the boys; the boys thank him, all except Brutus; for he receives no marks and says to the master: 'Why do you give me no marks?
Puerīpuer: boy
magistrōmagister: master, commander; teacher
sententiāssententia: opinion, feeling, way of thinking
suāssuus: his, her, hers, its, their, theirs
dant;do: give
magistermaster, commander; teacher
sententiāssententia: opinion, feeling, way of thinking
corrigitcorrigo: correct, set right
etand
puerīspuer: boy
reddit;reddo: return
puerīpuer: boy
eīis: this, that; he, she, it
grātiāsgratia: thanks, gratitude
agunt,ago: drive, lead; do, perform
omnēsomnis: every, all
praeterbeyond, contrary to
Brūtum;Brutus: Brutus
namfor
hicthis
nūllāsnullus: not any, none, no
notāsnota: mark, sign, letter, word, writing, spot brand, tattoo-mark
accipitaccipio: take, grasp, receive, accept, undertake
etand
magistrōmagister: master, commander; teacher
itathus, in this way, as follows
dīcit:dico2: say, speak, tell
'Cūrcur: why
nūllāsnullus: not any, none, no
notāsnota: mark, sign, letter, word, writing, spot brand, tattoo-mark
mihiego: I
dās?do: give
2
Why have I no marks?' To him the master answers: 'Because there are many mistakes in your sentences, I give you no marks.
3
But to these boys I give many, because in their sentences there are few mistakes.
4
You, Marcus, recite your sentences to us!' Brutus says to himself, 'Alas'; but Marcus recites his sentences to the other boys.
5
Then the master takes a beautiful book from the table and shows it to the boys and says, 'To you, boys, I always give prizes if you do your exercises well.
6
Today I give the prize to Marcus.
7
Come, Marcus, and take this book!' Happy Marcus takes the book from the master and calls out to him: 'Thank you very much, master!'
8
To whom do you give your sentences?
9
To whom do I give back your sentences?
10
To whom does the master give back the boys' sentences?

D'Ooge, Latin for Beginners (1911), Lesson V, §§41-46

§41. The Dative Case. In addition to the relationships between words expressed by the nominative, genitive (possessive), and accusative (objective) cases, there are other relationships, to express which in English we use such words as from, with, by, to, for, in, at.[1]
[1] Words like to, for, by, from, in, etc., which define the relationship between words, are called prepositions.

Latin, too, makes frequent use of such prepositions; but often it expresses these relations without them by means of case forms which English does not possess. One of the cases found in the Latin declension and lacking in English is called the dative.

§42. When the nominative singular ends in -a, the dative singular ends in -ae and the dative plural in -īs.

NOTE. Observe that the genitive singular, the dative singular, and the nominative plural all have the same ending, -ae; but the uses of the three cases are entirely different. The general meaning of the sentence usually makes clear which case is intended.

a. Form the dative singular and plural of the following nouns: fuga, causa, fortūna, terra, aqua, puella, agricola, nauta, domina.

§43. The Dative Relation. The dative case is used to express the relations conveyed in English by the prepositions to, towards, for.

These prepositions are often used in English in expressions of motion, such as She went to town, He ran towards the horse, Columbus sailed for America. In such cases the dative is not used in Latin, as motion through space is foreign to the dative relation. But the dative is used to denote that to or towards which a benefit, injury, purpose, feeling, or quality is directed, or that for which something serves or exists.

a. What dative relations do you discover in the following?

The teacher gave a prize to John because he replied so promptly to all her questions--a good example for the rest of us. It is a pleasure to us to hear him recite. Latin is easy for him, but it is very hard for me. Some are fitted for one thing and others for another.

§44. The Indirect Object. Examine the sentence

Nauta fugam nūntiat,
  the sailor announces the flight

Here the verb, nūntiat, governs the direct object, fugam, in the accusative case. If, however, we wish to mention the persons to whom the sailor announces the flight, as, The sailor announces the flight to the farmers, the verb will have two objects:

1. Its direct object, flight (fugam)
2. Its indirect object, farmers

According to the preceding section, to the farmers is a relation covered by the dative case, and we are prepared for the following rule:

§45. RULE. Dative Indirect Object. The indirect object of a verb is in the Dative.

a. The indirect object usually stands before the direct object.

§46. We may now complete the translation of the sentence The sailor announces the flight to the farmers, and we have

Nauta agricolīs fugam nūntiat

dant: give, from do
reddit: return, from reddo
grātiās: thanks, gratitude, from gratia
agunt: drive, lead, from ago
notās: mark, sign, from nota
accipit: receive, accept, from accipio
Cūr: why
vitia: fault, vice, from vitium
Eheu: alas!
pulchrum: pretty, beautiful, from pulcher
praemia: reward, prize, from praemium
pēnsa: allotment for weaving, wool given

11
To whom do I give back your sentences?
12
From where do you receive marks?
13
Whom do you thank?
14
If I give you a pen, whose is the pen now?
15
If the master gives you a prize, what do you say?
16
If I ask you, whom do you answer?
17
To what sort of boy does the master give a prize?
18
To whom does the master show the book?
19
To whom does the master give marks?
20
To whom does Brutus say 'Alas'?
21
To whom does Marcus recite his sentences?
22
From where does he receive marks?

Give the forms: magister, lūdus

23
teacher
24
school

Give the forms: lūdus, deus

25
school
26
god

Give the forms: arma, praemium

27
arms
28
reward, prize

Give the forms: praemium

29
reward, prize

Cāsus Ablātīvus (Quandō?), the ablative of when

The time when

Puer Britannus prīmā hōrā ē lēctō surgit means a British boy gets out of bed at the first hour.

Prīmā hōrā is ablative. Latin puts the time when an action happens in the ablative without a preposition.

How long it lasts

Ibi trēs vel quattuor hōrās labōrat means there he works three or four hours.

Trēs vel quattuor hōrās is accusative because it gives the duration, not the time when the work begins.

Latin puts duration in the accusative.

30
A British boy gets out of bed at the first hour.
31
From his bedroom he goes down to breakfast.
32
Then he goes from home to school.
33
There he works three or four hours.
34
First he learns French, then English, lastly mathematics.
35
At last he leaves school and returns home to lunch.
36
He stays at home one hour.
37
After lunch he comes to school again.
38
At the tenth hour he goes out into the field.
39
In the evening he returns home to dinner.

D'Ooge, Latin for Beginners (1911), Lesson XLVIII, §§272-275

§272. Gender. Nouns of the fifth declension are feminine except diēs, day, and merīdiēs, midday, which are usually masculine.

§273. PARADIGMS

        diēs,     rēs, f.,
        m., day     thing
STEMS   diē-        rē-
BASES   di-         r-

        SINGULAR          TERMINATIONS
Nom.    diēs        rēs      -ēs
Gen.    diēī        reī      -ē̆ī
Dat.    diēī        reī      -ē̆ī
Acc.    diem        rem      -em
Abl.    diē         rē       -ē

        PLURAL
Nom.    diēs        rēs      -ēs
Gen.    diērum      rērum    -ērum
Dat.    diēbus      rēbus    -ēbus
Acc.    diēs        rēs      -ēs
Abl.    diēbus      rēbus    -ēbus

1. The vowel e which appears in every form is regularly long. It is shortened in the ending -eī after a consonant, as in r-ĕī; and before -m in the accusative singular, as in di-em. (Cf. §12.2.)

2. Only diēs and rēs are complete in the plural. Most other nouns of this declension lack the plural. Aciēs, line of battle, and spēs, hope, have the nominative and accusative plural.

§274. The ablative relation (§50) which is expressed by the prepositions at, in, or on may refer not only to place, but also to time, as at noon, in summer, on the first day. The ablative which is used to express this relation is called the ablative of time.

§275. RULE. The Ablative of Time. The time when or within which anything happens is expressed by the ablative without a preposition.

a. Occasionally the preposition in is found. Compare the English Next day we started and On the next day we started.

§333. Learn the first twenty of the ordinal numerals (§478). The ordinals are all declined like bonus.

§334. The distributive numerals are declined like the plural of bonus. The first three are

singulī, -ae, -a, one each, one by one
bīnī, -ae, -a, two each, two by two
ternī, -ae, -a, three each, three by three

§335. We have learned that, besides its use as object, the accusative is used to express space relations not covered by the ablative. We have had such expressions as per plūrimōs annōs, for a great many years; per tōtum diem, for a whole day. Here the space relation is one of extent of time. We could also say per decem pedēs, for ten feet, where the space relation is one of extent of space. While this is correct Latin, the usual form is to use the accusative with no preposition, as,

Vir tōtum diem cucurrit, the man ran for a whole day Caesar mūrum decem pedēs mōvit, Cæsar moved the wall ten feet

§336. RULE. Accusative of Extent. Duration of time and extent of space are expressed by the accusative.

a. This accusative answers the questions how long? how far?

b. Distinguish carefully between the accusative of time how long and the ablative of time when, or within which.

Select the accusatives of time and space and the ablatives of time in the following:

When did the general arrive? He arrived at two o’clock. How long had he been marching? For four days. How far did he march? He marched sixty-five miles. Where has he pitched his camp? Three miles from the river, and he will remain there several days. The wall around the camp is ten feet high. When did the war begin? In the first year after the king’s death.

lēctō: chosen, picked, from lectus
cubiculō: bedroom, from cubiculum
postrēmō: at last, finally
Decimā: tithe
Vesperī: evening, even-tide, from vesper

40
After dinner he does his homework.
41
Soon he wants to sleep.
42
So at the first watch he throws himself into bed.
43
He soon gives himself to sleep, and sleeps three watches.
44
At the first hour the cock crows; when the cock crows, the boy no longer sleeps, but gets out of bed at once; often he even gets up before this hour, for he does not want to stay in bed.
45
Every day he gets up in the morning, has lunch at midday, dines in the evening, sleeps at night.
46
When do you get out of bed?
47
When do you throw yourself into bed?
48
When do you give yourself to sleep?
49
When do you have lunch?

Mox: soon, presently
Brevī: short, brief, from brevis
somnō: sleep, from somnus
cantat: sing, from canto
Quandō: when, at what time

50
When do you dine?
51
When do you learn Latin?
52
What do you learn in the morning? (first, then, lastly.)
53
Who crows at the first hour?
54
When do you sing?
55
What do you do in the morning? What at midday? What at night?

Tempus Praeteritum Imperfectum, the imperfect tense

Past action in progress

Puer Rōmānus prīmā hōrā ē lēctō surgēbat means "A Roman boy used to get out of bed at the first hour."

The imperfect describes an act in progress or a continuing situation in past time.

Surgēbat presents getting out of bed as part of the boy's past routine.

The same past sign

Lacrimābat and docēbat place the imperfect sign -ba- before the familiar -t ending.

The sign is -bā-, but its ā is short before final -m or -t.

The forms of amābam and monēbam show -bā- with every singular and plural ending.

The sign after ē

Surgēbat and feriēbat place -ē- before the same imperfect sign -ba-.

The forms of regēbam and audiēbam show this pattern with every singular and plural ending.

Conjugation III

Conjugation IV

56
A Roman boy used to get out of bed at the first hour; then he went into town to school, where the master taught him Latin and Greek and mathematics.
57
Sometimes the boy was idle; then the master beat him, but a Roman boy never cried.
58
After school he went back home; at midday he had lunch.
59
After lunch he played in the Campus Martius or wandered in the woods and fields.
60
The woods were on the hilltop, the fields at the bottom.
61
At the first watch, after dinner, he threw himself into bed and gave himself to sleep.
62
Sometimes too, on a holiday, a Roman boy took his leisure and did not go to school.
63
Then the whole people gathered at the temples of the gods; men and women were there, boys and girls sang and praised the gods.
64
In the temple they sacrificed to the gods and slaughtered many victims.
65
After the sacrifice they ate the sacred victims.

D'Ooge, Latin for Beginners (1911), Lesson XX, §§132-134

§132. Tense Signs. Instead of using auxiliary verbs to express differences in tense, like was, shall, will, etc., Latin adds to the verb stem certain elements that have the force of auxiliary verbs. These are called tense signs.

§133. Formation and Inflection of the Imperfect. The tense sign of the imperfect is -bā-, which is added to the present stem. The imperfect consists, therefore, of three parts:

PRESENT STEM  TENSE SIGN  PERSONAL ENDING
amā-          ba-         m
loving        was         I

The inflection is as follows:

CONJUGATION I                    CONJUGATION II
                                                              PERSONAL
   SINGULAR                                                    ENDINGS
1. amā´bam, I was loving         monē´bam, I was advising           -m
2. amā´bās, you were loving      monē´bās, you were advising        -s
3. amā´bat, he was loving        monē´bat, he was advising          -t

   PLURAL
1. amābā´mus, we were loving     monēbā´mus, we were advising     -mus
2. amābā´tis, you were loving    monēbā´tis, you were advising    -tis
3. amā´bant, they were loving    monē´bant, they wereadvising      -nt

a. Note that the ā of the tense sign -bā- is shortened before -nt, and before m and t when final. (Cf. §12.2.)

In a similar manner inflect the verbs given in §129.

§134. Meaning of the Imperfect. The Latin imperfect describes an act as going on or progressing in past time, like the English past-progressive tense (as, I was walking). It is the regular tense used to describe a past situation or condition of affairs.

§151. PARADIGMS

   CONJUGATION III              CONJUGATION IV
   SINGULAR
1. regē´bam, I was ruling         audiē´bam, I was hearing
2. regē´bās, you were riding      audiē´bās, you were hearing
3. regē´bat, he was ruling        audiē´bat, he was hearing

   PLURAL
1. regēbā´mus, we were ruling     audiēbā´mus, we were hearing
2. regēbā´tis, you were ruling    audiēbā´tis, you were hearing
3. regē´bant, they were ruling    audiē´bant, they were hearing

1. The tense sign is -bā-, as in the first two conjugations.

2. Observe that the final -ĕ- of the stem is lengthened before the tense sign -bā-. This makes the imperfect of the third conjugation just like the imperfect of the second (cf. monēbam and regēbam).

3. In the fourth conjugation -ē- is inserted between the stem and the tense sign -bā- (audi-ē-ba-m).

4. In a similar manner inflect the verbs given in §148.

§153. The Dative with Special Intransitive Verbs. We learned above (§20.a) that a verb which does not admit of a direct object is called an intransitive verb. Many such verbs, however, are of such meaning that they can govern an indirect object, which will, of course, be in the dative case (§45). Learn the following list of intransitive verbs with their meanings. In each case the dative indirect object is the person or thing to which a benefit, injury, or feeling is directed. (Cf. §43.)

crēdō, crēdere, believe (give belief to)
faveō, favēre, favor (show favor to)
noceō, nocēre, injure (do harm to)
pāreō, pārēre, obey (give obedience to)
persuādeō, persuādēre, persuade (offer persuasion to)
resistō, resistere, resist (offer resistance to)
studeō, studēre, be eager for (give attention to)

§154. RULE. Dative with Intransitive Verbs. The dative of the indirect object is used with the intransitive verbs crēdō, faveō, noceō, pāreō, persuādeō, resistō, studeō, and others of like meaning.

feriēbat: hit, strike, from ferio
lacrimābat: shed tears, weep, from lacrimo
errābat: wander, go astray, from erro
diē: day, from dies
fēstō: holiday, from festum
ōtium: leisure
populus: people
conveniēbat: be appropriate to, fit, from convenio
aderant: take, adopt, from adsum
puellaeque: girl, from puella
laudābant: praise, from laudo
sacrificābant: sacrifice, from sacrifico
victimās: victim, from victima
sacrificium: sacrifice, offering to a deity
sacrās: sacred, holy, from sacer
edēbant: eat, from edo

66
Today we come to school.
67
Today you sit in this chair.
68
Today Marcus gets up at the first hour.
69
Today I go back home.
70
Today he stays in bed.
71
Today's exercise is long.
72
Today you decline the present tense.
73
What are you doing today, boys?
74
Today we wander in the woods.
75
Today the boys learn Latin.

Hodiernum: today's, of, from hodiernus
tempus: time
praesēns: present
dēclīnātis: deflect, from declino

76
When did Roman boys take their leisure?
77
Where did the whole people gather?
78
Who was there? Who sang? Whom did the girls praise?
79
How many victims did the Romans slaughter?
80
Who ate them? When?
81
Whom did the Roman master beat?

caedēbant: chop, hew, from caedo

Tempus Futūrum, the future tense

The future sign -bi-

Mārcus per agrōs silvāsque errābit, ibique multa vidēbit. Marcus will wander through the fields and woods, and there he will see many things.

In errābit and vidēbit, -bi- stands between the present stem and personal ending. It marks the future in the first two conjugations.

Amābis separates the pattern into amā-, -bi-, and -s.

From the book

The forms of -bi-

The personal endings remain as in the present. The first person singular contracts -bi-ō to -bō.

Before -nt, -bi- becomes -bu-, as in appārēbunt, appropinquābunt, and spectābunt.

The forms of amābō and monēbō give the complete future pattern for both conjugations.

Conjugation I

Conjugation II

The other future sign

In Crās ōtium agēmus, the third conjugation form agēmus uses -ē- instead of -bi-.

Āgnī eum fugient means The lambs will run from him. The fourth conjugation form fugient also uses -ē-.

Fugient retains the final -ī- of its present stem before the future sign.

82
Tomorrow we shall take a holiday.
83
Where will you go?
84
Marcus will wander through the fields and woods, and there he will see many things.
85
In the fields bulls, cows, lambs, donkeys, horses will appear.
86
But Marcus will avoid the bulls, because they are fierce; the cows, though, will come near and look at him for a long time.
87
The lambs will run from him, because they will be timid, and will leap about at the far end of the field.
88
The horses and donkeys, if Marcus does not shout, will come near, because they will want to get food.
89
If Marcus has food, he will be able to give it to them.
90
Then the sky will be dark; Marcus will not want to go into the wood.
91
But if he does go into the wood, what will he hear there? what will he see?

D'Ooge, Latin for Beginners (1911), Lesson XXI, §§137-138

§137. The tense sign of the Future Indicative in the first and second conjugations is -bi-. This is joined to the present stem of the verb and followed by the personal ending, as follows:

PRESENT STEM  TENSE SIGN  PERSONAL ENDING
amā-          bi-         s
love          will        you

§138. The Future Active Indicative is inflected as follows.

   CONJUGATION I              CONJUGATION II
   SINGULAR
1. amā´bō, I shall love        monē´bō, I shall advise
2. amā´bis, you will love      monē´bis, you will advise
3. amā´bit, he will love       monē´bit, he will advise

   PLURAL
1. amā´bimus, we shall love    monē´bimus, we shall advise
2. amā´bitis you will love     monē´bitis, you will advise
3. amā´bunt, they will love    monē´bunt, they will advise

a. The personal endings are as in the present. The ending -bō in the first person singular is contracted from -bi-ō. The -bi- appears as -bu- in the third person plural. Note that the inflection is like that of erō, the future of sum. Pay especial attention to the accent.

In a similar manner inflect the verbs given in §129.

§156. In the future tense of the third and fourth conjugations we meet with a new tense sign. Instead of using -bi-, as in the first and second conjugations, we use -ā-[1] in the first person singular and -ē- in the rest of the tense. In the third conjugation the final -ĕ- of the stem is dropped before this tense sign; in the fourth conjugation the final -ī- of the stem is retained.[2]
[1] The -ā- is shortened before -m final, and -ē- before -t final and before -nt. (Cf. §12.2.)
[2] The -ī- is, of course, shortened, being before another vowel. (Cf. §12.1.)

§157. PARADIGMS

   CONJUGATION III            CONJUGATION IV
   SINGULAR
1. re´gam, I shall rule       au´diam, I shall hear
2. re´gēs, you will rule      au´diēs, you will hear
3. re´get, he will rule       au´diet, he will hear

   PLURAL
1. regē´mus, we shall rule    audiē´mus, we shall hear
2. regē´tis, you will rule    audiē´tis, you will hear
3. re´gent, they will rule    au´dient, they will hear

1. Observe that the future of the third conjugation is like the present of the second, excepting in the first person singular.

2. In the same manner inflect the verbs given in §148.

Crās: tomorrow
taurī: bull, from taurus
vaccae: cow, from vacca
āgnī: square actus, a measure of, from agnus
asinī: she-ass, from asinus
Taurōs: bull, from Tauri
vītābit: avoid, shun, from vito
saevī: fierce, savage, from saevus
diūque: for a long time, long, from diū
fugient: flee, run, from fugio
timidī: timid, from timidus
extrēmō: outer, from extremus
cibum: food, from cibus
caelum: sky, heavens
obscūrum: dim, dark, from obscurus

92
This, if you will wait, I shall tell you some day later on, when I tell another story.
93
Marcus, however, will not go into the wood, but will go out of the fields and return home.
94
There he will dine and throw himself into bed.
95
Who will soon fight on the ocean? (the Britons.)
96
What shall I tell you some day?
97
What will you learn in school tomorrow?
98
Who will teach you in school tomorrow?
99
When will you throw yourself into bed?
100
When will you go down to breakfast tomorrow? (vii) Will you want to work well tomorrow?
101
What will you open when you want to come into the room?

posthāc: after this, in the future
aliquandō: sometime, at any time
fābulam: story, tale, from fabula
nārrābō: tell, tell about, from narro
tamen: yet, nevertheless
redībit: return, go back

102
What will you take up when you want to write?
103
Where will you wander when you take a holiday?
104
Who will go across the ocean tomorrow? (many sailors.)
105
What will you hear some day?

trāns: across

Cum–praepositiō. Cum–coniūnctiō, cum as preposition and as conjunction

Two kinds of with

Rōmānus cum Hispānō Massiliam ībat means "A Roman was going to Marseilles with a Spaniard."

Cum Hispānō names the Roman's companion.

Mox Gallum sinistrā capit et gladiō caedit means "Soon he seizes the Gaul with his left hand and cuts him down with his sword."

Sinistrā and gladiō name the means. Neither takes cum.

Company takes cum

Company takes cum with the ablative. Means takes the ablative without cum.

Cum Hispānō answers with whom. Sinistrā and gladiō answer with what.

106
Once a Roman was going to Marseilles with a Spaniard: suddenly two Gauls leap out of a wood and attack them with long spears.
107
The Roman and the Spaniard at once draw their swords and begin to defend themselves.
108
One of the Gauls thrusts the Spaniard with his spear into the nearby river; he sinks dead to the bottom of the river.
109
The Roman, because he was now fighting without a companion, looked around him: not far off was a low wall: he runs there, puts himself behind the wall, waits for the Gauls.
110
Then the first comes near, and, as he thrusts his spear, the Roman avoids it and strikes the Gaul with his sword.
111
At once he falls dead.
112
Then the other Gaul, when he sees his companion dead, turns his back.
113
The Roman shouts and without delay leaps over the wall.
114
Soon he seizes the Gaul with his left hand and cuts him down with his sword.
115
So alone he was able to kill both Gauls.

D'Ooge, Latin for Beginners (1911), Lesson XV, §§100-106

§100. Of the various relations denoted by the ablative case (§50) there is none more important than that expressed in English by the preposition with. This little word is not so simple as it looks. It does not always convey the same meaning, nor is it always to be translated by cum. This will become clear from the following sentences:

a. Mark is feeble with (for or because of) want of food
b. Diana kills the beasts with (or by) her arrows
c. Julia is with Sextus
d. The men fight with great steadiness

a. In sentence a, with want (of food) gives the cause of Mark’s feebleness. This idea is expressed in Latin by the ablative without a preposition, and the construction is called the ablative of cause:

Mārcus est īnfīrmus inopiā cibī

b. In sentence b, with (or by) her arrows tells by means of what Diana kills the beasts. This idea is expressed in Latin by the ablative without a preposition, and the construction is called the ablative of means:

Diāna sagittīs suīs ferās necat

c. In sentence c we are told that Julia is not alone, but in company with Sextus. This idea is expressed in Latin by the ablative with the preposition cum, and the construction is called the ablative of accompaniment:

Iūlia est cum Sextō

d. In sentence d we are told how the men fight. The idea is one of manner. This is expressed in Latin by the ablative with cum, unless there is a modifying adjective present, in which case cum may be omitted. This construction is called the ablative of manner:

Virī (cum) cōnstantiā magnā pugnant

§101. You are now able to form four important rules for the ablative denoting with:

§102. RULE. Ablative of Cause. Cause is denoted by the ablative without a preposition. This answers the question Because of what?

§103. RULE. Ablative of Means. Means is denoted by the ablative without a preposition. This answers the question By means of what? With what?

N.B. Cum must never be used with the ablative expressing cause or means.

§104. RULE. Ablative of Accompaniment. Accompaniment is denoted by the ablative with cum. This answers the question With whom?

§105. RULE. Ablative of Manner. The ablative with cum is used to denote the manner of an action. Cum may be omitted, if an adjective is used with the ablative. This answers the question How? In what manner?

§106. What uses of the ablative do you discover in the following passage, and what question does each answer?

The soldiers marched to the fort with great speed and broke down the gate with blows of their muskets. The inhabitants, terrified by the din, attempted to cross the river with their wives and children, but the stream was swollen with (or by) the rain. Because of this many were swept away by the waters and only a few, almost overcome with fatigue, with great difficulty succeeded in gaining the farther shore.

§395. The conjunction cum has the following meanings and constructions:

cum TEMPORAL = when, followed by the indicative or the subjunctive cum CAUSAL = since, followed by the subjunctive cum CONCESSIVE = although, followed by the subjunctive

As you observe, the mood after cum is sometimes indicative and sometimes subjunctive. The reason for this will be made clear by a study of the following sentences:

1. Caesarem vīdī tum cum in Galliā eram,
I saw Cæsar at the time when I was in Gaul.

2. Caesar in eōs impetum fēcit cum pācem peterent, Cæsar made an attack upon them when they were seeking peace.

3. Hoc erat difficile cum paucī sine vulneribus essent, this was difficult, since only a few were without wounds.

4. Cum prīmī ōrdinēs fūgissent, tamen reliquī fortiter cōnsistēbant, though the front ranks had fled, yet the rest bravely stood their ground.

a. The underlying principle is one already familiar to you (cf. §389.a). When the cum clause states a fact and simply fixes the time at which the main action took place, the indicative mood is used. So, in the first example, cum in Galliā eram fixes the time when I saw Cæsar.

b. On the other hand, when the cum clause describes the circumstances under which the main act took place, the subjunctive mood is used. So, in the second example, the principal clause states that Cæsar made an attack, and the cum clause describes the circumstances under which this act occurred. The idea of time is also present, but it is subordinate to the idea of description. Sometimes the descriptive clause is one of cause and we translate cum by since; sometimes it denotes concession and cum is translated although.

§396. RULE. Constructions with Cum. The conjunction cum means when, since, or although. It is followed by the subjunctive unless it means when and its clause fixes the time at which the main action took place.

NOTE. Cum in clauses of description with the subjunctive is much more common than its use with the indicative.

§397. Note the following sentences:

1. Oppidum erat parvum magnitūdine sed magnum multitūdine hominum, the town was small in size but great in population.

2. Homō erat corpore īnfīrmus sed validus animō, the man was weak in body but strong in courage.

a. Observe that magnitūdine, multitūdine, corpore, and animō tell in what respect something is true. The relation is one covered by the ablative case, and the construction is called the ablative of specification.

§398. RULE. Ablative of Specification. The ablative is used to denote in what respect something is true.

§399. IDIOMS

aliquem certiōrem facere, to inform some one (lit. to make some one more certain) certior fierī, to be informed (lit. to be made more certain) iter dare, to give a right of way, allow to pass obsidēs inter sē dare, to give hostages to each other

Ōlim: formerly, once upon a time
Massiliam: mace, from Massilia
exsiliunt: spring, leap up, from exsilio
mortuus: dead, deceased
sine: without
sociō: companion, ally, from socius
haud: not, not at all
exspectat: lookout for, await, from exspecto
Gallum: Gaul, from Galli
cadit: fall, from cado
morā: delay
super: over, above
salit: salt, salt down, from salio
sōlus: alone, only
ambōs: both, from ambo
occīdere: cut down, kill, from occido

116
The Roman goes off to Marseilles; but the Gauls lay on the ground one beside the other, and, if no one finds them, they will lie there for ever.
117
With whom do you come to school?
118
With how many friends were you playing yesterday?
119
With how many masters will you work tomorrow?
120
How many boys are in the room with you?
121
When you play ball, with whom do you play?
122
Which was without a companion, the Gaul or the Roman?
123
When do you sit at the table?
124
When do you stand at the blackboard? (to write.)
125
When will you say 'Good morning, master!'? (to come in.)

humī: ground, soil, from humus
inveniet: come upon, from invenio
herī: kind of cultivated vetch, from erus

126
When will you be silent? (not to know the answer.)
127
When do you wander in the woods? (to take a holiday.)
128
When do you sleep? (to lie in bed.)

respōnsum: answer, response
nescīre: not know, from nescio

Tempus Perfectum, the perfect tense

What he has done by now

Multa vīdit et audīvit means he has seen and heard many things.

Vīdit and audīvit are perfect forms. Their actions are complete at the time of speaking.

The third form gives the stem

Principal parts are the listed forms that supply a Latin verb's stems.

The third principal part is the first person singular perfect. From audīvī comes the perfect stem audīv-.

The perfect has its own endings

The forms Lēgistisne and scrīpsistis have the same perfect ending for a plural subject.

Every perfect form adds its own ending to the perfect stem.

The inflection of the perfect shows these endings with singular and plural subjects.

Inflection of the Perfect

129
Gaius is twelve years old.
130
He has not yet lived a long life, but still he has seen and heard many things; he has thought and learned many things; he has done many things well and, I hope, few badly.
131
He has played for many years, worked for few.
132
Masters have taught him to read and write.
133
He has already read many books, heard many stories; so now he reads English well and speaks it well.
134
He has written many exercises and some letters; has he written a story too?
135
He has already begun to learn French; so soon he will be able to go to France and look at the beautiful towns of the French.
136
He has often run with his friends, thrown a ball, wandered through the woods; so now he is strong and sturdy.
137
Have you too, boys, done these things?
138
Have you read and written?

D'Ooge, Latin for Beginners (1911), Lesson XXXII, §§190-192

§190. Meanings of the Perfect. The perfect tense has two distinct meanings. The first of these is equivalent to the English present perfect, or perfect with have, and denotes that the action of the verb is complete at the time of speaking; as, I have finished my work. As this denotes completed action at a definite time, it is called the perfect definite.

The perfect is also used to denote an action that happened sometime in the past; as, I finished my work. As no definite time is specified, this is called the perfect indefinite. It corresponds to the ordinary use of the English past tense.

a. Note carefully the difference between the following tenses:

I {was finishing } my work (imperfect, §134)
   {used to finish}
I finished my work           (perfect indefinite)
I have finished my work      (perfect definite)

When telling a story the Latin uses the perfect indefinite to mark the different forward steps of the narrative, and the imperfect to describe situations and circumstances that attend these steps. If the following sentences were Latin, what tenses would be used?

“Last week I went to Boston. I was trying to find an old friend of mine, but he was out of the city. Yesterday I returned home.”

§191. Inflection of the Perfect. We learned in §186 that any perfect is inflected by adding the endings of the perfect to the perfect stem. The inflection in the four regular conjugations is then as follows:

CONJ. I   amāvī    I have loved, I loved or did love
CONJ. II  monuī    I have advised, I advised or did advise
CONJ. III rēxī     I have ruled, I ruled or did rule
          cēpī     I have taken, I took or did take
CONJ. IV  audīvī I have heard, I heard or did hear

PERFECT STEMS
amāv-       monu-          rēx-          cēp-          audīv-

   SINGULAR
1. amā´vī      mo´nuī         rē´xī          cē´pī         audī´vī
2. amāvis´tī   monuis´tī      rēxis´tī       cēpis´tī      audīvis´tī
3. amā´vit     mo´nuit        rē´xit         cē´pit        audī´vit

   PLURAL
1. amā´vimus   monu´imus      rē´ximus       cē´pimus     audī´vimus
2. amāvis´tis  monuis´tis     rēxis´tis      cēpis´tis    audīvis´tis
3. amāvē´runt  monuē´runt     rēxē´runt      cēpē´runt    audīvē´runt
     or          or             or             or           or
     amāvē´re    monuē´re       rēxē´re        cēpē´re      audīvē´re

1. The first person of the perfect is always given as the third of the principal parts. From this we get the perfect stem. This shows the absolute necessity of learning the principal parts thoroughly.

2. Nearly all perfects of the first conjugation are formed by adding -vī to the present stem. Like amāvī inflect parāvī, vocāvī, cūrāvī, laudāvī.

3. Note carefully the changing accent in the perfect. Drill on it.

§192. Learn the principal parts and inflect the perfects:

PRES. INDIC.  PRES. INFIN.  PERF. INDIC.
dō            dăre          dedī          give
dēleō         dēlēre        dēlēvī        destroy
habeō         habēre        habuī         have
moveō         movēre        mōvī          move
pāreō         pārēre        pāruī         obey
prohibeō      prohibēre     prohibuī      restrain, keep from
videō         vidēre        vīdī          see
dīcō          dīcere        dīxī          say
discēdō       discēdere     discessī      depart
dūcō          dūcere        dūxī          lead
faciō         facere        fēcī          make, do
mittō         mittere       mīsī          send
mūniō         mūnīre        mūnīvī        fortify
veniō         venīre        vēnī          come

Nōndum: not yet
vītam: life, from vita
vīxit: come to life, from vivesco
cōgitāvit: think, from cogito
ut: that, in order that
spērō: hope for
paucōs: few, only a few, from pauci
legere: read, from lego
nōnnūllās: number of, some, from nonnullus
epistulās: letter, from epistula
rōbustus: of oak

139
Have you seen and heard many things?
140
Have you played and worked?
141
'Yes, we too have done all these things; we have run races with one another, thrown a ball, wandered through the woods.' You, Quintus, are silent; haven't you done these things too?
142
Or have you only ever worked?
143
'I too, master, have done these and other things; for I have often swum in the river before breakfast; have the other boys swum in the river?
144
I have also been at school every day; but many boys have often been absent.' Quintus will get a prize.
145
Have you been to the theatre this year?
146
Have you ever crossed the ocean?
147
How many times this year have you been absent from school?
148
Have you already read the thirty-fifth lesson?

tantum: so great, from tantus
natāvi: swim, from nato
theātrum: theater
Quotiēs: how often, from quotiens

149
Who has learned to till a field? (farmers.)
150
Who has done the exercise? (all of us.)
151
You are strong now; what did you do before?
152
The sentence is written; what have you done?
153
The door is shut, the window open; what has someone done?
154
You know how to recite the exercise well; what have you done?
155
I am holding the pen; what have I done?
156
The pen now lies on the table; what have I done?
157
Now it lies on the ground; what have I done?
158
Your exercises are corrected; what has the master done?

anteā: before, previously
scrīpta: something written, from scriptum
aliquis: anyone, from aliqui

Tempus Praeteritum et Supīnum, the past tense and the supine

An event and its background

Iūlius Caesar ad Britanniam vēnit means "Julius Caesar came to Britain." The perfect vēnit marks what happened.

The imperfect volēbat states the continuing situation when Caesar came: he wanted to conquer the Britons and add their land to the Roman empire.

A long action can be complete

Diū patriam dēfendērunt, sed Caesar eōs tandem vīcit means "For a long time they defended their native land, but Caesar at last conquered them."

Diū does not make dēfendērunt imperfect. The defense lasted a long time, but the perfect presents it as complete.

The perfect vīcit marks the next completed event: Caesar conquered them at last.

159
Julius Caesar came to Britain because he wanted to conquer the Britons and add our native land to the Roman empire.
160
The Britons came down to the shore to look at the Romans.
161
Their hair was long and fair, their arms blue; and they did not wear many clothes.
162
But the Romans began to advance against the barbarians in a hostile way; so they fled home, because they did not have their weapons with them.
163
They took up javelins, swords, bucklers and returned to the fight.
164
For a long time they defended their native land, but Caesar at last conquered them.
165
So the chieftain of the Britons came to the Romans to ask for peace.
166
Then Julius Caesar went back to Italy and told the Roman people of his victory thus: 'I crossed the ocean to a new island; it is called Britain.
167
The land of the Britons is good; this land I have taken.
168
The barbarians are strong and fight well; these I have conquered.

vincere: conquer, from vinco
imperiō: command, chief power, from imperium
addere: add, insert, from addo
ōram: shore, coast, from ora
Capillī: hair, from capillum
flāvī: yellow, golden, from flavus
vestīmenta: garment, from vestimentum
barbarōs: strange, foreign, from barbarus
adīre: approach, from adeo
Rēgulus: ruler, straight edge
pācem: peace, from pax
victōriam: victory, from victoria
novam: new, from novus

169
Look, Romans, at my captives; these will be your slaves; their land will be yours.
170
I came, I saw, I conquered.'
171
With what purpose do you go to bed?
172
With what purpose do you go to the table?
173
With what purpose do you go into the field?
174
Why did Julius come to Britain?
175
With what purpose did the Britons come down to the shore?
176
Describe the ancient Britons.
177
Why did the Britons flee home?
178
What did they take up?

captīvōs: captive, prisoner, from captivus
servī: slave, servant, from servus
cōnsiliō: plan, from consilium

179
Whose was the victory?
180
With what purpose did the chieftain go to Julius?
181
To whom did Julius tell of his victory?
182
In what words did he tell of the victory?

verbīs: word, from verbum