PETER V. JONES KEITH C. SIDWELL 3( Reading Latin TEXT .1I.IIIII[D.r TIll 'RfH WND1C"T( Of TIn: UNlVrRSlTY 01 The Pin 8ulkbnll:.Trumrlngton Sl1l'el.C~mbndge. United Kmgdom CONTENTS (:A"lIRIDCI IINJI'[R RUlZ de Al.m:6n 11. ~So,~ .\Udnd,SpWt Dock Houoe.The\\~lerftonl.C~pcTCMTI 800',$oulh Afi'iu http wwwc:unbndgtorg This book D In ~~¢ll SuhJttl 10!.Ufmor)" cxccpoon and 10 the pn;n'U.lOlUof~1C'\'WtcoDC'ctI>... hccmmg :ag:rumenrs. ffCJ.mb~Urn'...mty Ptns. Acknowledgements '"II NotC1 LISt of m~ps and pbns Introduction Pnnted In the UllJ.lro iUnpJom u the Unr.>:Tagrn<~ogt;eunl numboM' ~~-t7887 ., Bn!llII u.-, c.u!'t""~I~ /'10""",...... ttu Section 2.: PUlltus' &uhidil }onc<,-~\, SeCtion 1: PUlltuS' A"'phitnlii Re.dmg 1.IWL .... T= PJ.n Two The demist ofthe Roman Rrpllbli( , IT. "~n.KcnhC Secuon ~ Prov1I1ciai corrupClon the Venn KJ.Jldd 73-"" 470 '" :!Oj7 Scalon s: The comp,r~,,·ofDullne 111 Rome 6.4-1'i2. 8, Secnon 6: POCI~' and politics: Dnar to Aultu tin '" Notn on Illustrations '" .. PRELIMINARY REMARKS The course: time to be taken and principles of construction Rtlldrn.~ Ullin (Text and Grammar, III)(iJbulary and txtTtiSl's) :lImed at lJ maturt: ~gmners the §ixth form (IUh-12th grade). Unlvcmucs and In ldult due.mon who w,tnt to learn cwsical or mWl.1cnl bun. Tn..ls werc earned between 1981 and 1984 at a number ofschoob. OUt summer school\. universities (.at home and the: Umted States. In Canlda. ew Zealand 2nd Denmark) and adult cduc.nion centres. and the £1021 vemon gl\'cn to the Press In September 19!14. Our cx~rlcncc mongl~' suggests that it lakes longer 10 develop a reading ahlln,- In latin than docs Greek. Consequently. in schools and aduh It In educallon......here time IS restricted. R(.ulrn.~ Ulfln should be !tc:ltcd u a IWG-,vcar cour~. and In umvermics. on a ttmcuble of j- 4 hours a week. the tlm yar's urget should be somewhere S«uon Vcrl In j. good group~ could, ofcour~. go f.aster. The prln(;lpl~ on which we constructed the cour~ ~re br01dly thOil: of R~aJrnR Gr«k. WIth three lIl\ponant exceptlons. FIrSt. It benme clear carlyon that Latm needs more exercise work than Greek don. and that English mto latin restricted to the level of the phra~ or smgle verb has an important pan to play (there are also Enghdl mto Laun sentences and SImple prose work for those who want them). Secondly. we became con...mced that If~tudenh arc tVcr to l'C'~d L~nn with ~ny tonfidence they must be encouraged from the ...cry begmnmg to understand It. word by word ~nd phr.sc by phraS(, m the ume order ~s It was wrmen. A large number ofexerCIses 1fe devoted to thiS end. In pattlcular, we encourage students analpe QUI loud 10 melT undemandmg of a sentence as the}' h'ans1~le and to mdlGaK' what II Ihey antlClp:Ue next. Thirdly, the rolc of Ihe utm language m the v, PttlimilllffJ rtfffllrks Prtlim,nary rtmarks vn ish particular and Western civilisation and &eve1opm,c_nt 0( E.g,l. geInneralis mcradi~blr. If we Ignored that Slip four: usc th J.t daoow WMt '0 Jo. _ WMIMr III or ONt ofclass, Som~ of the Simpler home and overseas, In p.rticular. we should 1Ike to thank I .\1.. le M, DuQuC'>nay (thcn of the Um\'colty of Blrmmgham. now ofJrsus cxercucs we have alrcady split into necessary and opnonal secnons. but J. this pnnaple should be applied to all of memo Most of these should be College. Cambndge) and Profeuor A. Banby (Um\C'rslt) 01 Ougo done abd graded 011' ofclass (this saves much rime)!. but the Reading at Dunedin. New Zealand) who both gave up ....holh dl proportionate rurcWs should all be done oca1Iy and the students encouraged to amounts of their lime to the early drafh of thc course. Janet Cann .anlC time, they shared the Romans now fclt theIr culture could stand compartson WIth the very reverence of contemporary Greek~ for the great cultural achicvemcllls best of the Greeks', ThIS veneranon of the Greeks contram strongly ofe,nlu:r Greeb - Homer, Herodotus, Thucydides, the tragedians, with, for example, the Roman satirist Juvenal's constant atucks on the comic poe'lS and orators. The r~ult of thIS ambIvalent atmude was a contemporary Grarculus fsuriills ('starving little Greek '), whICh more or less consciom dcri~lon creale for themselves a culture 10 reflected amtocratic contempt for' modern' Greeks as the decadent worthy of theIr pomlOll as the new dOlnmant power. This culture wa~ descendants of a once great people, Yet at all periods IIldivldual Greeks modcll~ on and emulated that ofGreecc m ItS hevdav. Yet the (e.g, Polybius, Posidomus, Parthemus, Phllodemus) werc held m hIgh cult~re ~vas It~ Romans' prtde In them\Ches ensured that the utln and esteem at Rome. And by the end of the first century Rome had literatUre was wmten lwn, not Grcck. Horacc's famous words In become the cultural centre of the world. in the eyes not only of tllu~trate Rome's debt to Grcek culture: Romans but also of Greeks whose poets, scholan and philo!>Ophers now C./lti!J ((Sptllfm.'" ..,1I·,ntO tip", tt 3ftiJ Rocked there. It is part of the greatness of Rome that. when 'N/"/'/ IIvrJ/; Lmp confronted with Greek culture, she neither ytelded completely nor trampled under foot, but accepted the challenge. took o\'er, 'upturn;! Grtt

Reading Latin: Text

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