# Prīmus et Secundus Annus, Lēctiōnēs 23–29

Prīmus Annus I

Camera; Diēs Puerī Britannī; Diēs Puerī Rōmānī; Ōtium Puerī Britannī; Pūgna; Vīta Puerī Britannī; Britannia victa

Source: https://1732studios.com/courses/la/4. Data: https://1732studios.com/courses/la/4.json.

## 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** Puerī magistrō sententiās suās dant; magister sententiās corrigit et puerīs reddit; puerī eī grātiās agunt, omnēs praeter Brūtum; nam hic nūllās notās accipit et magistrō ita dīcit: 'Cūr nūllās notās mihi dās?  
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?

**2** Cūr nūllae notae mihi sunt?' Huīc magister ita respondet: 'Quia multa in sententiīs tuīs vitia sunt, tibi nūllās notās dō.  
Why have I no marks?' To him the master answers: 'Because there are many mistakes in your sentences, I give you no marks.

**3** Hīs autem puerīs multās dō, quia hōrum in sententiīs pauca vitia sunt.  
But to these boys I give many, because in their sentences there are few mistakes.

**4** Tū, Mārce, sententiās tuās nōbīs recitā!' Brūtus, 'Eheu,' sibi dīcit; Mārcus autem sententiās cēterīs puerīs recitat.  
You, Marcus, recite your sentences to us!' Brutus says to himself, 'Alas'; but Marcus recites his sentences to the other boys.

**5** Tum magister pulchrum librum ā mēnsā sūmit et puerīs mōnstrat et 'Vōbīs, ō puerī,' inquit, 'semper praemia dō, sī bene pēnsa facitis.  
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** Hodiē Marcō praemium dō.  
Today I give the prize to Marcus.

**7** Venī, Mārce, et hunc librum accipe!' Laetus Mārcus librum ā magistrō accipit et ita eī exclāmat: 'Māximās grātiās, ō magister, tibi agō!'  
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** Cuī sententiās dās?  
To whom do you give your sentences?

**9** Cuī sententiās tuās reddō?  
To whom do I give back your sentences?

**10** Quibus magister sententiās puerōrum reddit?  
To whom does the master give back the boys' sentences?

**11** Quibus sententiās vestrās reddō?  
To whom do I give back your sentences?

**12** Unde notās accipis?  
From where do you receive marks?

**13** Cuī grātiās agis?  
Whom do you thank?

**14** Sī tibi stilum dō, cuī nunc stilus est?  
If I give you a pen, whose is the pen now?

**15** Sī magister tibi praemium dat, quid dīcis?  
If the master gives you a prize, what do you say?

**16** Sī tē interrogō, cuī respondēs?  
If I ask you, whom do you answer?

**17** Quālī puerō magister praemium dat?  
To what sort of boy does the master give a prize?

**18** Quibus magister librum mōnstrat?  
To whom does the master show the book?

**19** Quibus magister notās dat?  
To whom does the master give marks?

**20** Cuī Brūtus, 'Eheu,' dīcit?  
To whom does Brutus say 'Alas'?

**21** Quibus Mārcus sententiās recitat?  
To whom does Marcus recite his sentences?

**22** Unde notās accipit?  
From where does he receive marks?

```
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.
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§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.
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§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.
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§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:
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§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.
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§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
```

| word | gloss |
|---|---|
| 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 |

## Give the forms: magister, lūdus

**23** magister  
teacher

**24** lūdus  
school

## Give the forms: lūdus, deus

**25** lūdus  
school

**26** deus  
god

## Give the forms: arma, praemium

**27** arma  
arms

**28** praemium  
reward, prize

## Give the forms: praemium

**29** praemium  
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** Puer Britannus prīmā hōrā ē lēctō surgit.  
A British boy gets out of bed at the first hour.

**31** Ex cubiculō ad prandium dēscendit.  
From his bedroom he goes down to breakfast.

**32** Tum domō ad lūdum it.  
Then he goes from home to school.

**33** Ibi trēs vel quattuor hōrās labōrat.  
There he works three or four hours.

**34** Prīmum linguam Gallicam discit, deinde Anglicam, postrēmō scientiam mathēmaticam.  
First he learns French, then English, lastly mathematics.

**35** Tandem ē lūdō exit et domum ad secundum prandium redit.  
At last he leaves school and returns home to lunch.

**36** Ūnam hōram domī manet.  
He stays at home one hour.

**37** Post prandium iterum ad lūdum venit.  
After lunch he comes to school again.

**38** Decimā hōrā in campum exit.  
At the tenth hour he goes out into the field.

**39** Vesperī domum ad cēnam redit.  
In the evening he returns home to dinner.

**40** Post cēnam pēnsum facit.  
After dinner he does his homework.

**41** Mox dormīre vult.  
Soon he wants to sleep.

**42** Prīmā igitur vigiliā sē in lēctum iacit.  
So at the first watch he throws himself into bed.

**43** Brevī sē somnō dat, et trēs vigiliās dormit.  
He soon gives himself to sleep, and sleeps three watches.

**44** Prīmā hōrā gallus cantat; cum gallus cantat, puer nōn iam dormit; sed ē lēctō statim surgit; saepe etiam ante hanc hōram surgit, nam in lēctō manēre nōnvult.  
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** Cottīdiē māne surgit, merīdiē prandet, vesperī cēnat, noctū dormit.  
Every day he gets up in the morning, has lunch at midday, dines in the evening, sleeps at night.

**46** Quandō ē lēctō surgis?  
When do you get out of bed?

**47** Quandō tē in lēctum iacis?  
When do you throw yourself into bed?

**48** Quandō tē somnō dās?  
When do you give yourself to sleep?

**49** Quandō prandēs?  
When do you have lunch?

**50** Quandō cēnās?  
When do you dine?

**51** Quandō linguam Latīnam discis?  
When do you learn Latin?

**52** Quid māne discis? (prīmō, deinde, postrēmō.)  
What do you learn in the morning? (first, then, lastly.)

**53** Quis prīmā hōrā cantat?  
Who crows at the first hour?

**54** Quandō tū cantās?  
When do you sing?

**55** Quid māne facis? Quid merīdiē? Quid noctū?  
What do you do in the morning? What at midday? What at night?

```
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.
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§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.
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§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.
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§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.
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§333. Learn the first twenty of the ordinal numerals (§478). The ordinals are all declined like bonus.
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§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
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§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
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§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.
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| word | gloss |
|---|---|
| lēctō | chosen, picked, from lectus |
| cubiculō | bedroom, from cubiculum |
| postrēmō | at last, finally |
| Decimā | tithe |
| Vesperī | evening, even-tide, from vesper |
| Mox | soon, presently |
| Brevī | short, brief, from brevis |
| somnō | sleep, from somnus |
| cantat | sing, from canto |
| Quandō | when, at what time |

## 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** Puer Rōmānus prīmā hōrā ē lēctō surgēbat; deinde in oppidum ad lūdum ībat, ubi magister eum Latīnam linguam et Graecam linguam et scientiam mathēmaticam docēbat.  
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** Nōnnunquam puer īgnāvus erat; tum magister eum feriēbat, sed puer Rōmānus nunquam lacrimābat.  
Sometimes the boy was idle; then the master beat him, but a Roman boy never cried.

**58** Post lūdum domum redībat; merīdiē prandēbat.  
After school he went back home; at midday he had lunch.

**59** Post prandium in Campō Mārtiō lūdēbat aut in silvīs agrīsque errābat.  
After lunch he played in the Campus Martius or wandered in the woods and fields.

**60** Silvae in summō clīvō erant, agrī in īmō.  
The woods were on the hilltop, the fields at the bottom.

**61** Prīmā vigiliā post cēnam in lēctum sē iaciēbat somnōque sē dabat.  
At the first watch, after dinner, he threw himself into bed and gave himself to sleep.

**62** Nōnnunquam etiam diē fēstō puer Rōmānus ōtium agēbat neque in lūdum ībat.  
Sometimes too, on a holiday, a Roman boy took his leisure and did not go to school.

**63** Tum tōtus populus ad templa deōrum conveniēbat, virī fēminaeque aderant, puerī puellaeque cantābant et deōs laudābant.  
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 templō dīs sacrificābant et multās victimās caedābant.  
In the temple they sacrificed to the gods and slaughtered many victims.

**65** Post sacrificium victimās sacrās edēbant.  
After the sacrifice they ate the sacred victims.

**66** Hodiē ad lūdum venīmus.  
Today we come to school.

**67** Hodiē in hāc sellā sedēs.  
Today you sit in this chair.

**68** Hodiē Mārcus prīmā hōrā surgit.  
Today Marcus gets up at the first hour.

**69** Hodiē domum redeō.  
Today I go back home.

**70** Hodiē ille in lēctō manet.  
Today he stays in bed.

**71** Hodiernum pēnsum longum est.  
Today's exercise is long.

**72** Hodiē tempus praesēns dēclīnātis.  
Today you decline the present tense.

**73** Quid facitis hodiē, Ō puerī?  
What are you doing today, boys?

**74** Hodiē nōs in silvīs errāmus.  
Today we wander in the woods.

**75** Hodiē puerī Latīnam discunt.  
Today the boys learn Latin.

**76** Quandō puerī Rōmām ōtium agēbant?  
When did Roman boys take their leisure?

**77** Quō tōtus populus conveniēbat?  
Where did the whole people gather?

**78** Quis aderat? Quis cantābat? Quem puellae laudābant?  
Who was there? Who sang? Whom did the girls praise?

**79** Quot victimās Rōmānī caedēbant?  
How many victims did the Romans slaughter?

**80** Quis eās edēbat? Quandō?  
Who ate them? When?

**81** Quem magister Rōmānus feriēbat?  
Whom did the Roman master beat?

```
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.
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§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.
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§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.
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§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.
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§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)
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§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.
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| word | gloss |
|---|---|
| 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 |
| Hodiernum | today's, of, from hodiernus |
| tempus | time |
| praesēns | present |
| dēclīnātis | deflect, from declino |
| 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** Crās ōtium agēmus.  
Tomorrow we shall take a holiday.

**83** Quō ībitis?  
Where will you go?

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

**85** In agrīs appārēbunt taurī, vaccae, āgnī, asinī, equī.  
In the fields bulls, cows, lambs, donkeys, horses will appear.

**86** Taurōs autem vītābit Mārcus, quia saevī sunt, sed vaccae appropinquābunt diūque eum spectābunt.  
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** Āgnī eum fugient, quia timidī erunt, et in extrēmō agrō salient.  
The lambs will run from him, because they will be timid, and will leap about at the far end of the field.

**88** Equī asinīque, sī Mārcus nōn clāmābit, appropinquābunt, quia cibum accipere volent.  
The horses and donkeys, if Marcus does not shout, will come near, because they will want to get food.

**89** Sī cibum Mārcus habēbit, illīs dare poterit.  
If Marcus has food, he will be able to give it to them.

**90** Tum caelum obscūrum erit; Mārcus silvam intrāre nōlet.  
Then the sky will be dark; Marcus will not want to go into the wood.

**91** Sī autem silvam intrābit, quid ibi audiet? quid vidēbit?  
But if he does go into the wood, what will he hear there? what will he see?

**92** Hoc, sī manēre volētis, posthāc aliquandō vōbīs dīcam, cum alteram fābulam nārrābō.  
This, if you will wait, I shall tell you some day later on, when I tell another story.

**93** Mārcus tamen silvam nōn intrābit, sed ex agrīs exībit domumque redībit.  
Marcus, however, will not go into the wood, but will go out of the fields and return home.

**94** Ibi cēnābit et in lēctum sē iaciet.  
There he will dine and throw himself into bed.

**95** Quis mox in Ōceanō pūgnābit? (Britannī.)  
Who will soon fight on the ocean? (the Britons.)

**96** Quid aliquandō vōbīs nārrābō?  
What shall I tell you some day?

**97** Quid crās in lūdō discētis?  
What will you learn in school tomorrow?

**98** Quis vōs in lūdō crās docēbit?  
Who will teach you in school tomorrow?

**99** Quandō tē in lēctum iaciēs?  
When will you throw yourself into bed?

**100** Quandō crās ad prandium dēscendēs? (Vii) Volēsne crās bene labōrāre?  
When will you go down to breakfast tomorrow? (vii) Will you want to work well tomorrow?

**101** Quid aperiēs, cum cameram intrāre volēs?  
What will you open when you want to come into the room?

**102** Quid sūmēs, cum scrībere volēs?  
What will you take up when you want to write?

**103** Ubi errābis, cum ōtium agēs?  
Where will you wander when you take a holiday?

**104** Quis trāns Ōceanum crās ībit? (multī nautae.)  
Who will go across the ocean tomorrow? (many sailors.)

**105** Quid aliquandō audiēs?  
What will you hear some day?

```
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.
```

| word | gloss |
|---|---|
| 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 |
| 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 |
| 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** Ōlim Rōmānus cum Hispānō Massiliam ībat: subitō ex silvā duo Gallī exsiliunt eōsque longīs hastīs oppūgnant.  
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** Rōmānus et Hispānus statim gladiōs stringunt et dēfendere sē incipiunt.  
The Roman and the Spaniard at once draw their swords and begin to defend themselves.

**108** Alter Gallōrum Hispānum in fluvium propinquum hastā trūdit; ille mortuus ad īmum fluvium cōnsīdit.  
One of the Gauls thrusts the Spaniard with his spear into the nearby river; he sinks dead to the bottom of the river.

**109** Rōmānus, quia nunc sine sociō pūgnābat, circum sē spectābat: haud procul aberat parvus mūrus: hūc currit, sē post murum pōnit, Gallōs exspectat.  
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** Tum prīmus appropinquat, et, cum hastam trūdit, Rōmānus eam vītat et Gallum gladiō ferit.  
Then the first comes near, and, as he thrusts his spear, the Roman avoids it and strikes the Gaul with his sword.

**111** Statim ille mortuus cadit.  
At once he falls dead.

**112** Deinde alter Gallus, cum socium mortuum videt, tergum vertit.  
Then the other Gaul, when he sees his companion dead, turns his back.

**113** Rōmānus clāmat et sine morā super mūrum salit.  
The Roman shouts and without delay leaps over the wall.

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

**115** Ita sōlus ambōs Gallōs occīdere poterat.  
So alone he was able to kill both Gauls.

**116** Rōmānus Massiliam abit; Gallī autem alter cum alterō humī iacēbant et, sī nēmō illōs inveniet, semper ibi iacēbunt.  
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** Quōcum ad lūdum venīs?  
With whom do you come to school?

**118** Quot cum amīcīs herī lūdēbās?  
With how many friends were you playing yesterday?

**119** Quot cum magistrīs crās labōrābis?  
With how many masters will you work tomorrow?

**120** Quot puerī tēcum in camerā adsunt?  
How many boys are in the room with you?

**121** Cum pilā lūdis, quōcum lūdis?  
When you play ball, with whom do you play?

**122** Uter sine sociō erat, Gallus an Rōmānus?  
Which was without a companion, the Gaul or the Roman?

**123** Quandō ad mēnsam sedēs?  
When do you sit at the table?

**124** Quandō ad tabulam stās? (scrībere.)  
When do you stand at the blackboard? (to write.)

**125** Quandō 'Salvē, magister!' dīcēs? (intrāre.)  
When will you say 'Good morning, master!'? (to come in.)

**126** Quandō silēbis? (respōnsum nescīre.)  
When will you be silent? (not to know the answer.)

**127** Quandō in silvīs errātis? (ōtium agere.)  
When do you wander in the woods? (to take a holiday.)

**128** Quandō dormīs? (in lēctō iacēre.)  
When do you sleep? (to lie in bed.)

```
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
```

| word | gloss |
|---|---|
| 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 |
| humī | ground, soil, from humus |
| inveniet | come upon, from invenio |
| herī | kind of cultivated vetch, from erus |
| 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** Gāius duodecim annōs nātus est.  
Gaius is twelve years old.

**130** Nōndum longam vītam vīxit, sed tamen multa vīdit et audīvit; multa cōgitāvit et didicit; multa bene et pauca, ut spērō, male fēcit.  
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** Multōs annōs lūsit, paucōs annōs labōrāvit.  
He has played for many years, worked for few.

**132** Magistrī eum legere et scrībere docuērunt.  
Masters have taught him to read and write.

**133** Multōs iam librōs lēgit, multās fābulās audīvit; nunc igitur linguam Anglicam bene recitat et bene dīcit.  
He has already read many books, heard many stories; so now he reads English well and speaks it well.

**134** Multa pēnsa scrīpsit et nōnnūllās epistulās; fābulamne etiam scrīpsit?  
He has written many exercises and some letters; has he written a story too?

**135** Iam Gallicam linguam discere incēpit; ad Galliam igitur mox īre et pulchra oppida Gallōrum spectāre poterit.  
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** Saepe cum amīcīs cucurrit, pilam iēcit, per silvās errāvit; nunc igitur validus est et rōbustus.  
He has often run with his friends, thrown a ball, wandered through the woods; so now he is strong and sturdy.

**137** Vōsne, O puerī, etiam haec fēcistis?  
Have you too, boys, done these things?

**138** Lēgistisne et scrīpsistis?  
Have you read and written?

**139** Vīdistisne multa et audīvistis?  
Have you seen and heard many things?

**140** Lūsistisne et labōrāvistis?  
Have you played and worked?

**141** 'Ita, nōs etiam haec omnia fēcimus; inter nōs cucurrimus, pilam iēcimus, per silvās errāvimus.' Tū, Quīnte, silēs; nōnne tū etiam haec fēcistī?  
'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** An semper tantum labōrāvistī?  
Or have you only ever worked?

**143** 'Ego etiam, magister, haec et alia fēcī; in fluviō enim saepe ante prandium natāvi; aliīne puerī in fluviō natāvērunt?  
'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** Ad lūdum etiam cottīdiē adfuī; multī autem puerī saepe āfuērunt.' Quīntus praemium accipiet.  
I have also been at school every day; but many boys have often been absent.' Quintus will get a prize.

**145** Īvistīne hōc annō ad theātrum?  
Have you been to the theatre this year?

**146** Trānsiistīne unquam Ōceanum?  
Have you ever crossed the ocean?

**147** Quotiēs hōc anno in lūdō nōn adfuistī?  
How many times this year have you been absent from school?

**148** Quīntamne et trīgēnsimam lēctiōnem iam lēgistis?  
Have you already read the thirty-fifth lesson?

**149** Quis agrum colere didicit? (agricolae.)  
Who has learned to till a field? (farmers.)

**150** Quis pēnsum fēcit? (nōs omnēs.)  
Who has done the exercise? (all of us.)

**151** Validus nunc es; quid anteā fēcistī?  
You are strong now; what did you do before?

**152** Sententia scrīpta est; quid fēcistī?  
The sentence is written; what have you done?

**153** Iānua clausa est, fenestra aperta; quid fēcit aliquis?  
The door is shut, the window open; what has someone done?

**154** Pensum recitāre bene scīs; quid fēcistī?  
You know how to recite the exercise well; what have you done?

**155** Stilum teneō; quid fēcī?  
I am holding the pen; what have I done?

**156** Stilus nunc in mēnsā iacet; quid fēcī?  
The pen now lies on the table; what have I done?

**157** Nunc humī iacet; quid fēcī?  
Now it lies on the ground; what have I done?

**158** Pēnsa vestra corrēcta sunt; quid magister fēcit?  
Your exercises are corrected; what has the master done?

```
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
```

| word | gloss |
|---|---|
| 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 |
| tantum | so great, from tantus |
| natāvi | swim, from nato |
| theātrum | theater |
| Quotiēs | how often, from quotiens |
| 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** Iūlius Caesar ad Britanniam vēnit, quod Britannōs vincere et nostram patriam imperiō Rōmānō addere volēbat.  
Julius Caesar came to Britain because he wanted to conquer the Britons and add our native land to the Roman empire.

**160** Britannī ad ōram dēscendērunt Rōmānōs spectātum.  
The Britons came down to the shore to look at the Romans.

**161** Capillī eīs longī erant et flāvī, bracchia caerulea; neque multa vestīmenta gerēbant.  
Their hair was long and fair, their arms blue; and they did not wear many clothes.

**162** Rōmānī autem contrā barbarōs inimīcē adīre incēpērunt; illī igitur domum fūgērunt, quia arma sēcum nōn habēbant.  
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** Iacula gladiōs clipeōs sūmpsērunt et ad pūgnam rediērunt.  
They took up javelins, swords, bucklers and returned to the fight.

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

**165** Rēgulus igitur Britannōrum ad Rōmanōs pācem petītum vēnit.  
So the chieftain of the Britons came to the Romans to ask for peace.

**166** Tum Iūlius Caesar ad Ītaliam rediit et victōriam populō Rōmānō ita nārrāvit: 'Ad novam īnsulam Ōceanum trānsiī; Britannia vocātur.  
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** Bona est terra Britannōrum; hanc terram cēpī.  
The land of the Britons is good; this land I have taken.

**168** Validī sunt barbarī et bene pūgnant; hōs vīcī.  
The barbarians are strong and fight well; these I have conquered.

**169** Spectāte, Ō Rōmānī, meōs captīvōs; hī erunt vestrī servī; vestra erit hōrum terra.  
Look, Romans, at my captives; these will be your slaves; their land will be yours.

**170** Vēnī, vīdī, vīcī.'  
I came, I saw, I conquered.'

**171** Quō cōnsiliō ad lēctum īs?  
With what purpose do you go to bed?

**172** Quō cōnsiliō ad mēnsam īs?  
With what purpose do you go to the table?

**173** Quō cōnsiliō in campum īs?  
With what purpose do you go into the field?

**174** Cūr Iūlius ad Britanniam vēnit?  
Why did Julius come to Britain?

**175** Quō cōnsiliō Britannī ad ōram dēscendērunt?  
With what purpose did the Britons come down to the shore?

**176** Dēscrībe antīquōs Britannōs.  
Describe the ancient Britons.

**177** Cūr Britannī domum fūgērunt?  
Why did the Britons flee home?

**178** Quid sūmpsērunt?  
What did they take up?

**179** Cūius erat victōria?  
Whose was the victory?

**180** Quō cōnsiliō rēgulus ad Iūlium īvit?  
With what purpose did the chieftain go to Julius?

**181** Cuī Iūlius victōriam nārrāvit?  
To whom did Julius tell of his victory?

**182** Quibus verbīs victōriam nārrāvit?  
In what words did he tell of the victory?

| word | gloss |
|---|---|
| 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 |
| captīvōs | captive, prisoner, from captivus |
| servī | slave, servant, from servus |
| cōnsiliō | plan, from consilium |
| verbīs | word, from verbum |