In this little text you will see the three verb conjugations
already discussed, plus a new conjugation: the fourth. The fourth is indicated
in bold, and will be introduced in the notes.
[The Road to Latin (Chesnutt) 1932]
Peristȳlum līberōs Tulliae dēlectat. Puellae statuās saepe
ōrnant. Aulus et Lūcius ibi student. Puerī parvī in peristȳlō libenter lūdunt
quod in peristȳlō est aqua. Puerī parvī nāviculās ligneās habent. Tullia in
peristȳlō saepe sedet et lūdōs līberōrum spectat. Interdum Tullia cum līberīs
lūdit. Hodiē Publius et Servius domī sunt sed Lūcius et Aulus in lūdō sunt. Ā
domiciliō Tullia clāmat, “ubi es, Pūblī? Quid agis?” Pūblius respondet,
“lūdō in peristȳlō, Tullia.” Tum Tullia clāmat, “ubi tū lūdis, Servī?” “ego
quoque in peristȳlō lūdō,” respondet Servius. “num in aquā lūditis?” Rogat
Tullia. “in aquā nōn lūdimus sed nāviculae nostrae sunt in aquā. Nāviculās ad
Graeciam et ad Crētam mittimus,” respondent puerī parvī. “Quid audīs,
Pūblī? Quis venit?” Subitō rogat Servius. “Lūcius et Aulus in domicilium veniunt,”
respondet Pūblius. “venitne paedagōgus cum puerīs, Pūblī?”
“puerī cum paedagōgō veniunt.” “cūr, Lūcī, ā lūdō mātūrē venis?”
Clāmat Pūblius. “veniō quod magister est aeger,” respondet Lūcius.
“nōnne tū et Aulus in peristȳlum venītis?” Clāmat Servius. “in
peristȳlum nōn venīmus. Ad Tulliam venīmus,” puerī
respondent.
Vocabulary
ibi there: in that place
mātūrē: early
subitō: suddenly
paedagōgus: Generally of Greek origin, a paedagōgus was
an educated slave or freedman who educated Roman children; a ‘governor’
1st conjugation verbs
Many of the verbs listed here you have already seen, but the
list is here to show how verb forms, at this stage, should be noted. After
this, only new verbs will be included in the vocabulary.
clāmō, clāmāre [1]: shout (If you’re already confident with
the principal parts, you can shorten them to clāmō, -āre [1], or even simply
clāmō [1])
dēlectō, dēlectāre [1]: delight
ornō, ornāre [1]: decorate
rogō, rogāre [1]: ask
spectō, spectāre [1]: look at
2nd conjugation verbs
habeō, habēre [2]: have (habeō, -ēre [2] or habeō [2])
respondeō, respondēre [2]: reply
sedeō, sedēre [2]: sit
studeō, studēre [2]: ‘study’ (see notes)
3rd conjugation verbs
agō, agere [3]: do, drive (agō, -ere [3])
lūdō, lūdere [3]: play
mittō, mittere [3]: send
irregular
sum, esse [irr.]: to be
And the new conjugation: take a close look at the stem vowel
of the first person singular and the ending of the infinitive; these are the
two markers of the 4th conjugation
audiō, audīre [4]: hear, listen to
veniō, venīre [4]: come
Notes:
[1] peristȳlum (or peristȳlium):
inner courtyard surrounded by columns
[2] studeō, -ēre [2]: although used to
convey ‘study’ in the text, the verb has a much wider meaning, for example, to
dedicate oneself to something, busy oneself with something,
show zeal or enthusiasm for something, and is followed by the
dative case; by Mediaeval times, the verb certainly has the distinct meaning of
‘study’: agricultūra > agricultūrae studeō: I devote
myself to agriculture; Discipulī litterīs Graecīs student:
The students apply themselves to Greek literature, but,
depending upon context, ‘study’ will work.
[3] Ā domiciliō Tullia clāmat: Tullia
shouts from the dwelling (house)
[4] "Ubi es, Pūblī?"; "Ubi tū lūdis,
Servī?” “Where are you, Publius?”; “Where are you playing, Servius?”
Note the vocative case of nouns in -ius: Publius > Publī;
Servius > Servī
[5] Quid agis? You already know this phrase from
a very early post meaning “How are you?” but you see that it can have a more
general meaning of “What are you doing?”
[6] A reminder:
[i] Nōnne tū et Aulus in peristȳlum
venītis?” You are Aulus are coming into the courtyard, aren’t you?
[ii] Num in aquā lūditis? You’re not playing
in the water, are you?
Nōnne introduces a question that expects a
positive answer, whereas num introduces a question that
expects a negative answer – even if the answers are not what you expected.
The fourth conjugation
The text introduces one fourth conjugation verb in full:
Veniō quod magister est aeger. I’m coming
because the teacher is ill.
Cūr, Lūcī, ā lūdō mātūrē venīs? Why are you
coming early from school, Lucius?
Venitne paedagōgus cum puerīs, Pūblī?” Is
the governor coming with the boys, Publius?
In peristȳlum nōn venīmus. We’re not coming into
the courtyard.
“Nōnne tū et Aulus [plural] in
peristȳlum venītis? You and Aulus are coming into courtyard, aren’t
you?
Puerī cum paedagōgō veniunt. The boys are coming
with the governor.
So, here is the verb:
veni¦ō, venīre [4]: come; note [i] the stem
vowel in -i- and [ii] the infinitive in -īre
In all parts of the 4th conjugation the personal endings are
added, just like in the other conjugations, but there is a stem vowel in -i- or
-ī- [again, the accent mark (ʹ) is only showing you where the stress is on the
verb when you pronounce it]
vén-i-ō: I come
vén-ī-s: you (sg.) come
vén-i-t: he / she / it comes
ven-ī́-mus: we come
ven-ī́-tis: you (pl.) come
vén-iu-nt : they come
One of the images shows the same endings for the verb audiō,
audīre [4]: hear; listen to
The next post gives further examples of 4th conjugation
verbs.
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