14 



THE POPULAR EDUCATOR. 



1. Thirty-four. 



2. Four hundred and seven. 



3* Two thousand one hundred 

 and nine. 



4. Twenty thousand and fifty- 



seven. 



5. Fifty-five thousand and three. 



6. One hundred and five thousand 



and ten. 



7. Seven hundred and ten thou- 



sand three hundred and 

 one. 



8. Two millions, sixty-three 



thousand and eight. 



9. Eleven thousand eleven hun- 

 dred and eleven. 



10. Fourteen millions and fifty- 



Biz. 



11. Four hundred and forty mil- 



lions and seventy- two. 



12. Six billions, six millions, six 



thousand and six. 



13. Ninety - six trillions, seven 

 hundred billions and one. 



EXERCISE 2. 



Read off into words the numbers which occur in the following 

 exercises : 



1. 3506 



2. 6034 



3. 90621 



4. 73010 



5. 450302 



6. 603260 



7. 130070 



LESSONS IN LATIN. I. 



INTRODUCTION. 



IN giving to the readers of the POPULAR EDUCATOR lessons 

 which may enable them to learn the Latin language, with no 

 other resources than such as may be supplied by their own care 

 and diligence, we take it for granted that they are desirous of 

 acquiring the necessary skill, and willing to bestow the necessary 

 labour. If the study were not recommended as a good mental 

 discipline ; if it were not recommended as giving a key to some 

 of the finest treasures of literature ; if it were not recommended 

 as a means of leading us into communion with such minds as 

 those of Cicero, Virgil, Horace, Livy, and Tacitus, it would have 

 a sufficient claim on our attention, as greatly conducing to a 

 full and accurate acquaintance with our mother-tongue the 

 English. The English language is, for the most part, made up 

 of two elements the Saxon element and the Latin element. 

 Without a knowledge of both these elements, we cannot be 

 said to know English. If we are familiar with both these 

 elements, we possess means of knowing and writing English, 

 superior to the means which are possessed by many who have 

 received what is called a classical education, and have spent 

 years in learned universities. In order to be in possession of 

 both these elements, we should, for the Saxon element, study 

 German; for the Latin element, the lessons which ensue will 

 suffice. 



In the instructions which we are to give, we shall suppose 

 ourselves addressing a reader who, besides some general ac- 

 quaintance with his mother tongue, has acquired from the 

 English lessons in the POPULAR EDUCATOR, or from some other 

 source, a knowledge of the ordinary terms of English grammar, 

 such as singular, plural, noun, adjective, verb, adverb, etc. The 

 meaning of such words we shall not explain. But everything 

 peculiar as between the English and the Latin shall be explained, 

 as well as any grammatical term which, though used sometimes 

 in English grammar, the reader possibly may not understand. 

 In these explanations we think it safer to err on the side of 

 superfluity rather than on the side of deficiency. We have said 

 that we shall suppose the reader to possess a general acquaint- 

 ance with the English language. But it is well to suspect 

 oneself as being probably acquainted with it but in an im- 

 perfect manner. And this advice is given in the hope that it 

 may lead to the constant use of a good English dictionary. In 

 every case in which there is the least doubt whether or not 

 the exact meaning of any word used is known, the word should 

 be looked out in a dictionary, and put down in a note-book to 

 be kept for the purpose, with the meaning added. When there 

 are, say, a score of words thus entered in the note-book, they 

 must be looked at again and again until their signification is 

 impressed on the memory. If the reader listens to this sugges- 

 tion, and continues to make progress, he will soon find nume- 

 rous exemplifications of the assertion above made namely, 

 that a large proportion of the words of the English language 

 are of Latin origin. Take, for instance, the last sentence. In 

 that sentence alone the following words are derived from the 



Latin namely, suggestion, continue, progress, numerous, exem- 

 plification, assertion, proportion, language, Latin, origin. Of 

 the thirty-nine words of which the sentence consists, ten are 

 from the Latin. Should the reader ever possess an acquaintance 

 with the science of philology, or the science of languages, he 

 will know that in the sentence there are other words which are 

 found in the Latin as well as in other ancient languages. Inde- 

 pendently of this, he now learns that about one-fourth of our 

 English words have come to us from the people who spoke 

 Latin that is, the Romans and other nations of Italy. In 

 reality, the proportion of Latin words in the English language 

 is very much greater. It should be observed, too, that these 

 Latin words in the sentence are the long and the hard words, 

 and what perhaps may be called " dictionary words." These 

 are the very words which give trouble in reading an English 

 classic, or first-rate author. But they give a person who knows 

 Latin no trouble. With him they are as easy to understand aa 

 any common Saxon term, such as father, house, tree. The reason 

 why they have long ceased to give him trouble is, that he is 

 familiar with their roots, or the elements of which they each 

 consist. Having this familiarity, he has no occasion to consult 

 the dictionary. There are thousands of English words of Latin 

 origin, the meaning of which he knows, though he has never 

 looked them out in a dictionary. These lessons will help to put 

 the reader into a similar position ; and although he may have 

 no aid but such as these pages afford him. we do not despair of 

 success in our attempt. 



PRONUNCIATION OP LATIN. 



We may practically regard the Latin alphabet as the same as 

 the English ; and in the pronunciation, too, wo may in the main 

 follow the best English usage, remembering always that every 

 vowel is pronounced in Latin, and that some words which in 

 English would be words of one syllable, are words of two sylla- 

 bles in Latin, owing to the distinct pronunciation of every 

 vowel. Thus the word mare in English, the feminine of horse, 

 is pronounced ma-re in Latin, just as we pronounce the English 

 name Mary, and means the sea. The Latin language, in short, 

 has no silent e as we have in English. 



Every modern nation pronounces the Latin as it pronounces 

 its own tongue. Thus there are divers methods of pronunciation. 

 This diversity would be inconvenient if the Latin were, like the 

 French, a general medium of verbal intercourse. At one time 

 it was so, and then there .prevailed one recognised manner of 

 pronunciation. Now, however, for the most part, Latin is read, 

 not spoken. Consequently the pronunciation is not a matter of 

 consequence. Even in our own country there are diversities, 

 but such diversities are secondary matters. To one or two 

 remarks, however, we should carefully attend. In Latin the 

 vowels are what is called long or short. In other words, on 

 some the accent or stress of the voice is thrown, on others it 

 is not thrown. The vowel a, for instance, is mostly long ; the 

 vowel i is mostly short. A long vowel is said to be equal to 

 two short vowels. We English people, however, have no other 

 way of marking a long vowel, except by throwing on it the 

 accent or stress of the voice. It is also a fact that in Latin the 

 same vowel is sometimes short and sometimes long in other 

 words, the same vowel sometimes has, and sometimes has not, 

 the accent on it : thus the i in dominus, a lord, is without the 

 accent, while the i in doctrina, learning, has the accent : the 

 former, therefore, is pronounced thus, dom-i-nus ; the latter thus, 

 doc-tri-na. Now observe that these words are trisyllables, or 

 words of three syllables. Of these three syllables the last 

 namely, us is called the ultimate ; the second, in, is called the 

 penult ; the first, or dom, is called the antepenult. And the 

 general rule for pronouncing Latin words is, that the accent ia 

 thrown on the penult, or if not on the penult, then on the ante- 

 penult. In doctrina the accent is on the penult, or last syllable 

 but one. In dominus, the accent is on the antepenult, or last 

 syllable but two. In order to indicate where to lay the stress 

 of the voice, we shall mark, as in dominus and doctrina, on 

 which syllable the accent lies. It will then be understood 

 that when we put a mark thus ' over a vowel, we mean thereby 

 that the voice should rest, as it were, on that vowel. For 

 example, in the word incur, the accent falls on the last syllable, 

 for the stress of the voice is thrown on the syllable cur. This 

 is indicated thus, incur. So in the Latin amicus, a friend, 

 the accent is on the i, and the word is to be pronounced 



