Wheelock's Latin Frederic

562 Pages·2008·19.93 MB·English

Wheelock's Latin
The WHEELOCK'S LATIN Series
WHEELOCK'S LATlN
Frederic M. \iVheelock, revised by Richard A. LaFleur
WORKBOOK FOR WHEELOCK'S LATIN
Paul Comeau, revised by Richard A. Lafleur
WHEELOCK'S LATIN READER:
SELECTIONS FROM LATIN LITERATURE
Frederic M. Vlheelock, revised by Richard A. LaFleur
Wheelock's Latin
Frederic M. Wheelock
Revised by
Richard A. Lafleur
6th Edition, Revised
=
HarperR esource
An Imprint of HarperCollins Publishers
ACKNOWLEDGMENTS
Maps
pages xlvi-xlviii: All maps copyright by Richard A. LaFleur and Thomas R. Elliott
with materials courtesy of the Ancient World Mapping Center (http://www.unc.edu/
awmc)
Photographs
cove, (detail) and page 289: Virgil between two Muses, mosaic, early 3rd century
A.D., Musee National du Bardo, Tunis, Tunisia-Giraudon/Art Resource, NY; page
xxxiv: Giraudon/Art Resource, NY; pages xl, 7, 8, 23, 30, 73, 88, 102, 108, 120,
127,139,154,176,177,201,208,209,216,227,282: Scala/Art Resource, NY;
pages 42, 47, 87, 153, 160, 217, 241: Erich Lessing/Art Resource, NY; pages 53,
169,170: Nimatallah/Art Resource, NY; pages 60, 244: SEF/Art Resource, NY;
p. 80: The Pierpont Morgan Library/Art Resource, NY; page 96: Fine Art Photo
graphic Library, London/Art Resource, NY; page 114: Philadelphia Museum of Art:
The George W. Elkins Collection; pages 133, 199: AlinariiArt Resource, NY; page
192: Tate Gallery, London/Art Resource, NY; page 265: James C. Anderson, jr.
Editorial consultant: Prof. Ward Briggs, University of South Carolina
WHEELOCK'S'M is a trademark of Martha Wheelock and Deborah Wheelock Taylor.
WHEELOCK'S LATIN (SIXTH EDITION, REVISED). Copyright © 2005 by Frederic M.
Wheelock, Martha Wheelock, and Deborah Wheelock Taylor. Revision text
copyright © 2005 by Richard A. LaFleur. All rights reserved. Printed in the United
States of America. No part of this book may be used or reproduced in any manner
whatsoever without written permission except in the case of brief quotations
embodied in critical articles and reviews. For information, address HarperCollins
Publishers, '10 East 53rd Street, New York, NY 10022.
HarperCollins books may be purchased for educational, business, or sales
promotional use. For information, please write: Special Markets Department,
HarperCollins Publishers, 10 East 53rd Street, New York, NY 10022.
SIXTH EDITION, REVISED
ISBN 0-06-078371-0 (pbk.) 06 07 08 09 Gc/RRD 10 9 8 7 6 5 4
ISBN 0-06-078423-7 05 06 07 08 09 GClRRD 10 9 8 7 6 5
Contents
Foreword ..................................................................................................... ix
Preface ....................................................................................................... xiii
The Revised Edition ................................................................................... xxi
Introduction ..................................................................................... , ...... , xxvii
The Position of the Latin Language in Linguistic History ................... xxvii
A Brief Survey of Latin Literature ....................................................... xxxii
The Alphabet and Pronunciation ,',,,',,,,',"""'''''''''', ... ,,.,, ... ,,.,,'''''',,.,, xxxix
M~..............x~
Verbs; First and Second Conjugations:
Present Infinitive, Indicative, and Imperative Active; Translating .............. 1
2 Nouns and Cases; First Declension;
Agreement of Adjectives; Syntax ... " .. "".""""".""" ... """,,.,,",,.,,.,,""""" 9
3 Second Declension: Masculine Nouns and Adjectives;
Apposition; Word Order .......................................................................... 17
4 Second Declension Neuters; Adjectives; Present Indicative
of Sum; Predicate Nouns and Adjectives; Substantive Adjectives .. """",,24
5 First and Second Conjugations:
Future and Imperfect; Adjectives in -er "" .................. " ....... " ...... ,,,,, .. ,,,,.31
6 Sum: Future and Imperfect Indicative; Possum: Present,
Future, and Imperfect Indicative; Complementary Infinitive"" .... " ...... ". 37
7 Third Declension Nouns .............................................................................. 43
8 Third Conjugation: Present Infinitive, Present, Future,
and Imperfect Indicative, Imperative .................. ,", ...... , ......... , ....... , ....... ,49
9 Demonstratives Hie, I1/e, Isle; Special -ius Adjectives ................................ " 55
10 Fourth Conjugation and -ill Verbs of the Third ........................................... 62
11 Personal Pronouns Ego, Ta, and Is; Demonstratives Is and Idem ................ 67
v
vi Wheelock's Latin
12 Perfect Active System of All Verbs ............................................................ 75
13 Reflexive Pronouns and Possessives; Intensive Pronoun ............. 82
14 I-Stem Nouns of the Third Declension;
Ablatives of Means, Accompaniment, and Manner...... . ...... 89
15 Numerals; Genitivc of the Whole; Genitive and Ablative
with Cardinal Numerals; Ablative of Time .............................................. 97
16 Third Declension Adjectives ................................................ . 104
17 The Relative Pronoun., ........................................................ . .. ....... 110
18 First and Second Conjugations: Passive Voice
of the Present System; Ablative of Agent ........................ .. ........... 116
19 Perfect Passive Systcm of All Verbs;
Interrogative Pronouns and Adjectives ................................ . ...... 122
20 Fourth Declension; Ablatives of Place from Which and Separation ......... 129
21 Third and Fourth Conjugations: Passive Voice of the Present System ....... 135
22 Fifth Declension; Ablative of Place Where;
Summary of Ablative Uses .. , ................................................................ 141
23 Participles .............. .. .. .. 147
24 Ablative Absolute; Passive Periphrastic; Dative of Agent .. .. .. 155
25 Infinitives; Indirect Statement ........................................ . .162
26 Comparison of Adjectives; Declension of Comparatives;
Ablative of Comparison .................................. . . 171
27 Special and Irregular Comparison of Adjectives. 179
28 Subjunctive Mood; Present Subjunctive;
Jussive and Purpose Clauses ...... ...... .......... ....... ..... .... .... . .. 186
29 Imperfect Subjunctive; Present and Imperfect
Subjunctive of Sum and Possum; Result Clauses ................................... 194
30 Perfect and Pluperfect Subjnnctive;
Indirect Questions; Sequence of Tenses ................................................. 202
31 Cum Clauses; Fm} ................................................................................... 211
32 Formation and Comparison of Adverbs;
VO/i), All71iJ, N{j/iJ; Proviso Clauses ........................................................ 219
33 Conditions .......... . .. ........................................................................... 228
34 Deponent Verbs; Ablative with Special Deponents .. .. .................... 234
35 Dative with Adjectives; Dative with Special Verbs;
Dative with Compounds ........................................... .. 245
36 Jussive Noun Clauses; FTi5 ........................................... .. .253
37 Conjugation of Eo; Constructions of Place and Time .. . .. ........ 260
38 Relative Clauses of Characteristic; Dative of Refercnce; Supines ............. 269
39 Gerund and Gerundive ......................... , ............. , .................................... 276
40 -Ne, NWl1, and NiJnne in Direct Questions; Fear Clauses;
Genitive and Ablative of Description ........................ , ..... ,., ........ , ..... ", .. 284
Contents vii
Loci AntiquI .. . .............................................................................. 292
LocI Inl1niiUitI ........................................................................................... 304
Optional Self-Tutorial Exercises ............... .. . ................................. 356
Key to Exercises .............. . .................................. 396
Appendix ...... . . .................................. 435
Some Etymological Aids .................................. 435
Supplementary Syntax ................................... . . ............... 442
Summary of Forms ...................................... . . .. 446
English-Latin Vocabulary ............ . ............... .461
Latin-English Vocabulary .......... . . ...................... 470
Abbreviations ................ , ., ...... , .... . ........................ 491
Index ........... " ...... , ................. , .. . . .......................................... ~5
Location of the Sententiae Antfquae ......................................................... 508
About the Authors ..................................................................................... 511

Foreword
The genesis of, and inspiration for, Wheelock:,' Latin was the 1946 G.I.
Education bill which granted World War II Veterans a college education
upon their return from service. "Why would a vet, schooled on the battle
fields of Europe and Asia, want to study Latin?" asked our fathel; then a
Professor of Classics at Brooklyn College. What could this language say to
those who had already seen so much reality? How could a teacher make a
dead language become alive, pertinent, and viable? How could one teach
Latin, not as an extinct vehicle, but as the reflection of a lively culture and
philosophy? This was the challenge our father undertook.
Frederic Wheelock set about to create a Latin text that would give stu
dents something to think about, a humanistic diet to nurture them both
linguistically and philosophically. The book began with lessons he designed
especially for his Brooklyn College students. As children we smelled regu
larly the pungent hectograph ink which allowed him to painstakingly repro
duce the chapters of a book he was designing, page by page on a gelatin
pad, for one student at a time. In 1950, on Frederic's six-month sabbatical
leave, the Wheelock family travelled to the remote village of San Miguel De
Allende in Mexico, where Frederic conscientiously wrote his text, and our
diligent mother, Dorothy, meticulously typed the manuscript on an old por
table typewriter. We young children scampered irreverently underfoot or
played with native children and burros.
Twelve years of refinement, revision, and actual usage in our father's
classrooms resulted in the book's first edition. When students needed to
learn gramll1ar, they read lessons and literature from the great ancient writ
ers who used the grammar in a meaningful context. Our father sought to
graft the vilal flesh and blood of Roman experience and thinking onto the
basic bones of forms, syntax, and vocabulary; he wanted students to tran-
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