Corrigenda/Addenda for Reading Latin: Grammar, Vocabulary and Exercises

Since he belonged, even at the age of six, to that great clan which cannot keep this feeling separate from that, but must let future prospects, with their joys and sorrows, cloud what is actually at hand, since to such people even in earliest childhood any turn in the wheel of sensation has the power to crystallize and transfix the moment upon which its gloom or radiance rests, James Ramsay, sitting on the floor cutting out pictures from the illustrated catalogue of the Army and Navy Stores, endowed the picture of a refrigerator, as his mother spoke, with heavenly bliss. Virginia Woolf, To the Lighthouse, chapter one

General note on vocabulary (important!) you will be expected to develop an active knowledge of the items introduced in the Learning Vocabularies for each unit, as well as any vocabulary items that are employed as paradigms in the Grammar. The Running Vocabularies are intended solely to help you work through the readings in each unit: while you should know the readings well, and be able to recognize general vocabulary in the context of a specific reading (if, for example, I were to give you a passage to translate based on one of the assigned readings), you will not be examined specifically on vocabulary that appears only in the Running Vocabularies. General note on verbs (important!) the typical Latin verb has four principal parts (fundamental forms from which various other forms of the verb are built) that must eventually be mastered. These are: the present active indicative the present active infinitive the perfect active indicative the perfect passive participle or the supine

Thus, when you look a verb up in a typical dictionary you will find something like the following: am, amre, amu, amtus or am (1) amu, amtus We will begin with the first of these forms and will add the others later, but fairly early on you will find our book beginning to list the other elements of the verb without telling you what they are (e.g., dc 3 dx- duct- in 1D). You should ignore this additional information until the forms have been properly introduced: there is no

point in worrying about these forms until we begin to use them. (The complete list of forms will be listed in my flashcards, however, since the assumption is that you will be using these flashcards throughout the year, as the various forms are introduced.) p. xiv: ph was actually pronounced like the ph of top-hat p. 4: Reading (c) enim is an explanatory word meaning for, because p. 7: in the Learning Vocabulary Verbs: habe can also mean I consider (as in we hold these truths to be self-evident) p. 17: in the paragraph for translation ueniunt in line 1 = they are coming (3rd pl. pres. ind. act.); seru at the very end of the passage = keep safe! (2nd sing. pres. imperative act. of seru) p. 19: in the Learning Vocabulary Nouns, add exitium, ingenium, periculum, and somnium; under Adjectives note that multus in the singular can also mean many a ; nllus is not a regular 1st-2nd declension adjective it has a peculiar gen. and dat. sg. [62] p. 25: on deus (section 16) see Classical Philology 92.2 (1997) 138ff.; in section 17A, note that it is the vocative masculine s. of meus that is m (but meus is also occasionally used for the vocative) [also in vocabulary on p. 36, and on p. 38 section 20] p. 36: in the the Learning Vocabulary Others: add the preposition , ab ([away] from) p. 37: in section 18, note should be taken of the present imperatives for the verb sum: es / este p. 38: in Exercise 2 go back! (pl.) is ambiguous: you can use either abeo or redeo p. 40: in Exercise 2C, patrs = fathers (masc. nom. pl.) [see Learning Vocabulary for 1D] p. 40: in section 23, add sub + abl. (1B) p. 45: in the Running Vocabulary, note that nomen is 3n. p. 46: in the Learning Vocabulary Nouns, note that dues, when used as an adjective, means rich; when used as noun it = a rich person (cf., e.g., Engl. The rich like their pleasures.) p. 46: in the Learning Vocabulary Nouns, add the word mter, mtris (3f.) a curiously sexist omission from our learning vocabulary, that says something about the focus of the texts that are being employed for our readings!

p. 47: in section 24 pay particular attention to note 4. The normal 2nd person sg. pres. act. imperative employs an e. As so often, the book presents an irregular form as a model. p. 50: the chart in section 29 is confusing and misleading see Resource Sheets p. 57: in the Running Vocabulary the definition of subitus a um should read sudden p. 58: in the Learning Vocabulary New forms: verbs, add capi p. 58: in the Learning Vocabulary New forms: verbs: fer is not simply a third conjugation verb; it is irregular. See Grammar, section 35. (Fer probably began as a third conjugation verb, but the loss of the thematic vowel in many of its forms makes it essentially athematic.) p. 61: in Exercise 2 (with pulchrum) opus is a 3rd decl. neut. noun like onus [2B] p. 62: in section 40, note that the word negotium (2n.) means business, work, occupation but also trouble or matter; quid negoti est? can therefore be translated as either, whats the problem? or whats the matter? or simply whats up? depending on the context. p. 62: in Exercise 2.c, the form us (you acc. pl.) is not introduced until section 43 [corrected to t in revised edition] p. 68: in the Learning Vocabulary Nouns, under nihil, add nihilum (2n.), which does decline and gives, e.g., nihil (of no worth) p. 68: in the Learning Vocabulary Verbs: aufer is not simply a third conjugation verb; it is a compound of fer and conjugates like it p. 69: in section 43 it is a good idea to have a quick look at the plural forms of the 1stand 2nd-person possessive adjectives (introduced in section 53 [Unit 2A]). Note how similar these forms can be to some forms of the personal pronoun. p. 78: under nouns, the second entry in the second column should read iuuen-is is p. 83: English-Latin (a) read uirtte; for the expression extremely beautiful, see line 410 of the reading p. 86: the Running Vocabulary should note that facile (the neuter acc. sg. of facilis) can be used as an adverb meaning easily, with ease p. 87: in the Learning Vocabulary New forms: adjectives, add cer p. 89: in Exercise 2, saltat (he/she/it greets) has not yet been introduced

p. 92: in section 54, the presentation of the m./f. accusative of trs/tria is potentially confusing. Trs/tria is a regular third declension adjective: prior to the age of Christ (give or take), the m./f. acc. is regularly trs; in later times the form trs is employed. p. 93: Exercise 2 sl is from the noun (sl, slis sun) p. 105: in section 60, the quantities in the gen. and dat. sg. of rs are incorrect: these forms should be re. (See the Resource Sheets for 2B on the fifth declension.) p. 106: other adjectives similar to those in section 62 include alius, neuter, solus, totus, ullus, unus, uter p. 113: Learning Vocabulary New Forms and Grammar Section 63: in the masc. nom. sg., both hic and hc are found; the neut. nom./acc. sg. form is hc p. 115: in the Optional revision, 1 we have not had salt (to greet 1st conjugation) p. 116: in Exercise 3b, read uidtur. p. 117: in the third sentence (line 2) of the translation passage, read Ncobl for Chrysal p. 121: in the Learning Vocabulary Nouns, forum is 2n. [corrected in revised edition] p. 126: add possum to the list of irregular verbs: pfct. potu p. 127: in Exercise 1.c the expression magn post tempore involves a use of the ablative that we have not yet seen (the so-called ablative of degree of difference: see grammar section 100B.5). Literally, the expression means, afterward by a long time. This is not an example of the ablative of time. p. 128: in the Reading Exercise the expression long post tempore involves a use of the ablative that we have not yet seen (the so-called ablative of degree of difference: see grammar section 100B.5). Literally, the expression means, afterward by a long time. This is not an example of the ablative of time. p. 128: in Exercise 1.f you need the future of prgredior (to advance), a deponent verb this is not introduced until section 68; use prgredientur p. 133: in the Running Vocabulary for 2E add a new meaning for the noun consilium (introduced in 1E): deliberation, consultation, a considering together p. 134: in the Learning Vocabulary for 2E Adjectives, similis can take either a dative or a genitive p. 134: in the Learning Vocabulary for 2E Adjectives, the entry for amb should read amb, ambae, amb

p. 134: in the Learning Vocabulary for 2E Verbs, audeo should be printed with an asterix: its perfect is irregular p. 136: in Exercise 5, morbor (I shall linger/delay) is not in the Learning Vocabulary p. 136: in Exercise 1.e amplexar is a hybrid form it should be amplexbor (from amplexor [1]) or amplectar (from amplector [3]) pp. 147-48: the comparative forms are: melior, melius; peior, peius; pls (an adverb, actually, like satis and nimis); maior, maius; minor, minus p. 150: the line numbers given in the margin of the reading passage make no sense [corrected in revised edition]; in line 9 of the passage, read fcit; uald (very much, strongly) in line 13 is not introduced until 6B p. 151: in the English-Latin exercise 1.e, the phrase than me is potentially ambiguous, if you consider the scenario being presented here. The most logical way to take this is, My brother is more like my father than I (am). p. 160: in Exercise 3, cpis (richly, copiously) is not in the vocabulary p. 163: in Reading 1.d, read uir rather than uir p. 172: Exercise 2 the verb moror (1) appeared in 2E but is not part of the Learning Vocabulary p. 173: in Exercise 1.f, the ablatives are best explained as ablatives of respect (not introduced until section 147) p. 175: in Exercise 3, uirtte should have a short -e. [corrected in revised edition] (You should also be aware that a number of these ablatives are not in fact ablatives of instrument or means, as the exercise would have you think.) p. 175: the line numbers in the Reading Exercise are off by 1; in line four, delete the second seru [corrected in revised edition]; in line 12, read dcpit [corrected in revised edition] p. 180: the Running Vocabulary should note that throughout this reading the indefinite pronoun aliquis/aliquid (someone/something: see grammar section 102) appears as quis/quid (as routinely happens after s, num, nis, and n). Instead, the vocabulary merely gives a particular gloss for, e.g., s quid and s quis, which can easily be missed and is in any case confusing. p. 180: in the Running Vocabulary for 3D, obst is 1, not 3 [corrected in revised edition] p. 181: the Learning Vocabulary does not provide the principal parts for pre (pru pritum regular) and tene (tenu, tentus). Obsto does have a fourth principal part (obsttum) but it is rarely found.

p. 186: in line 3 of the passage, read pugns for pugns p. 193: in the Running Vocabulary for 4Aiv, add: crere to create (as t.t. elect); extr (+ acc.) beyond, outside of, without ; fs divine will or law (often predicated of something to indicate that it is permitted in accordance with divine law); sollicitre to disturb, agitate, rouse, disquiet, instigate, tamper with; sorti / sortior to draw lots; tunc (adv.) then, at that time p. 193: in the Learning Vocabulary for 4Aiv, the verb conici should be listed as 3/4 p. 198: in the paradigm for qudam, quaedam, quoddam, the fem. and neut. nom. pl. should read quaedam (no macron). p. 203: in Exercise 1d, the placement of Agrigentns creates a certain ambiguity it would be better positioned before nntiuisse. p. 203: in Exercise 1f, note the slippage involved between the expected force of the comparative adjective peira (referring to scelera) and the actual point of the comparison, which lies in a contrast between the two agents (nminem vs. istum). p. 212: in the Learning Vocabulary, effugi is 3/4; intelleg does not have a long -e- in the present tense. p. 220: in the Reading Exercise, pculs (line 17) comes from pculum (2n.: cup). p. 225: under Verbs, the word cnstittus should be indented (it continues the entry from the previous column) p. 232: in Exercise 2g, read cupere. p. 250: in Exercise 2 (last line), amplexus est comes from amplector (3). p. 292: in section 139, n. 3: while the imperfect subjunctive can be used in conditions to indicate an unreal situation in the past, this is relatively rare and exceptional (as in reading 4Gii). Past unreal conditions usually employ the pluperfect subjunctive: see section 173. p. 308: in section 146, the text should note that it is only the present (progressive) infinitive that is used in this construction. (As a result, it usually has the force of an imperfect indicative.) The infinitive is also usually active rather than passive. p. 310: under ut + indicative, there should be three entries (cf. N.B. near the bottom of the page): (a) how (b) as (c) when

pp. 310-11: the following references should be included with the lists of constructions to be reviewed: ut + indicative (a) exlamatory adverb (1C) (b) comparative adverb (1D) (c) temporal conjunction (= ubi) (1D: cf. T(a)) ut + subjunctive (a) indirect command/jussive noun clause (134) [in main clause: look for verb of commanding, urging, persuading, pleading, etc.] (b) result/consecutive clause (144) [in main clause: look for word such as tantus, tam, adeo. Also introduced by various expressions such as accidit, perficio (latter in past tense only) cf. 135; 144 n. 3.] (c) purpose/final clause (145) [This is the one type of subordinate clause involving the subjunctive that routinely is not signalled in the main clause. Note that purpose clauses are also unique in that they routinely can begin a sentence. In the present and future tenses, perficio introduces a purpose clause (135).] (d) accidit / perficio (see above and cf. 135; 144 n. 3) qui + indicative see Q1; cf. 106, 107, 126, 137 qui + subjunctive see Q2 [in practice, a subordinate clause introduced by qui and employing the subjunctive will often have a force similar to that of clauses introduced by cum, ut, or quamvis] (a) purpose (particularly following verbs that imply motion) (145 n. 3) (b) consecutive / generic (the relative clause of characteristic) (140.1) (c) causal (often signalled by quippe) (140.2) (d) as part of reported utterance in indirect discourse (= subordinate clause in indirect discourse) (142) (e) concessive (cf. 141.2; often flagged by tamen or the like in the main clause) p. 338: in section 152 and nn. 1 and 2 treating the deliberative subjunctive as merely an interrogative form of the jussive subjunctive is unfortunate, in that the deliberative subjunctive regularly takes the negative nn (as opposed to the jussive, which takes n). The book confuses this by introducing the deliberative subjunctive in n. 1, in the midst of the discussion of the jussive, only then to return to constructions involving the jussive in n. 2. p. 340: section 153.1 the use of nn in the final example (from Cicero) is exceptional. Utinam was likely understood to have an interrogative force originally: cf. the deliberative subjunctive (152 n. 1).

p. 340: section 153.2 the negative with the potential subjunctive is nn p. 356: Learning Vocabulary: Verbs add metu (3) metu p. 365: Exercise 1d an idiomatic translation of this sentence entails the use of qun (174.2) p. 374: section 165.3 what is wrong with the translation of the passage from Ovid cited in the NB? (Hint: notice the quantities in the verb uen.) p. 388: section 174.1 n can also be used (in place of quminus) to introduce this construction p. 395: Running Vocabulary for 5Gii incurr is 3rd conjugation p. 401: in the paradigm presented in section 177, the dat. sg. of uterque (all genders) is utrque

TOTAL LEARNING VOCABULARY (pp. 557ff.): atrx: add the definition terrible corna ae (1f.) garland [omitted from the vocabulary: 1A] inut (1) to invite [omitted from the vocabulary: 4Biii] placet: place is also used with a personal subject (I please, win approval) pculum, - (2n.) cup [omitted from the vocabulary: 4ci] tene is 2 not 3

Corrigenda/Addenda for Reading Latin: Text, Units 1-3 p. 14, line 298: the possessive adjective uester, uestra, uestrum (your [pl.]) is not introduced until unit 2A; uestrum = your (nom. neut. sg.) and modifies opus p. 17, line 361: read omns p. 27, line 10: the authors retain the reference in the original text to Nicobulus being clever (doctum), but then immediately contradict this by inserting the ablatives of description (lines 11-12) that portray him as being a fool (their own innovation). The best way to deal with this is to take doctum as now that he is in the know, now that he has been instructed/informed (of our scheme), which could in fact be what

Plautus intends (since his Nicobulus is indeed portrayed as foolish in the course of the play). p. 27, line 20: given the scenario that informs this scene, the notion of Chrysalus possibly returning money to Nicobulus makes no sense the authors would appear to have nodded here p. 38, line 311: the expression mult tempore post involves a use of the ablative that we have not yet seen (the so-called ablative of degree of difference: see grammar section 100B.5). Literally, the expression means, afterward by a long time (i.e., long afterward). This is not an example of the ablative of time. p. 50, line 60: place a comma after us Corrigenda/Addenda for Reading Latin: Text, Units 4-5 p. 86: the use of imperfect subjunctives here, dealing with an unreal situation in the past, is exceptional: cognsceret (330), remitters (330), igrret (331), uidrtur (331), cnstituers (331), tollers (333). Normally, one would expect the pluperfect subjunctive to be used in setting out a past unreal condition (section 173), but the context here is somewhat more involved, since it deals prospectively with a hypothetical situation in the past in which Verres would have considered the possible choices that would have confronted him, at some future time, had he decided to seek the testimony of Lucius Raecius. [Note 3 in section 139 is somewhat misleading.] p. 98, line 10: delete the comma after ut at the end of this line. p. 100, line 41: read repulsam attulit, with dis as subject of both unit and attulit. (With tulit alone, the meaning would be, and he [Catiline] endured a defeat, which involves an awkward change of subject: cf. Cic. Pro Sestio 114 and 8th Philippic 27; Livy epit. 105 and 108.) p. 109, lines 168ff.: there is an ambiguity in the tense of attribuit in 168 and 169 (perfect or vivid present?) that is not resolved until the next sentence, which offers arcessit, concitat, vocat (all vivid presents). This type of ambiguity can arise in actual Latin, but it is potentially confusing, since the default assumption would be that attribuit is perfect. The potential confusion is not present in the original text.