Henle Latin III

Kolbe Academy
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HIGH SCHOOL
LATIN III
Henle Third Year Latin
TABLE OF CONTENTS
I. Syllabus 2
A. Course Texts 2
B. Diploma Requirements 3
C. Semester Reporting Requirements 3
D. Course Plan Methodology 3
E. Church Latin Pronunciation 4
F. Classical Latin Pronunciation 5
G. Grammar Overview 6
II. Course Plan

A. Semester 1 9
B. Semester 2 17
III. Exams
A. Midterm 1 25
B. Semester 1 29
C. Midterm 2 34
D. Semester 2 38
IV. Exam Answer Keys

A. Midterm 1 42
B. Semester 1 47
C. Midterm 2 51
D. Semester 2 54
Resale & Copying Policy: This course plan and all accompanying materials are not intended for resale or
copying. Copying represents copyright infringement, which is illegal. Regarding reselling the materials, Kolbe
Academy relies upon the continued purchase of our course plans for financial stability. As a Catholic
Apostolate, we ask you to refrain from reselling Kolbe's course plans. While we cannot stop you from copying
or reselling this course plan, we do strongly implore you not to do so.
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Kolbe Academy Latin III

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 SYLLABUS High School
COURSE TITLE: Latin III
COURSE TEXTS:
HENLE  Henle, Robert J., S.J. Henle Third Year Latin. Loyola Press: Chicago, 1959. (T6063)
GRAMMAR  Henle, Robert J., S.J. Henle Latin Grammar. Loyola Press: Chicago, 1958. (T6060)
 Answer Key to Henle Third Year Latin, Optional (T6063A)
COURSE DESRIPTION:
Latin is the language of the Church; as such it is an integral part of every Catholic's heritage. This course in Latin
will give an introduction to translation of source texts will reinforcing knowledge of Latin grammar.
COURSE OBJECTIVES:
By diligent work in this course, the student will obtain:
 A sound foundation of Latin vocabulary (5 words memorized per day is ideal)
 An in-depth grasp of Latin grammar and syntax
 Facility in Latin pronunciation
 An expanded English vocabulary, by understanding etymology of Latin Related English and Latin
words
 An acquaintance with Roman oratory through the study of Cicero
SCOPE AND SEQUENCE:

1. Review of nouns: Forms of first, second, third, fourth and fifth declension nouns; Noun cases:
nominative, genitive, dative, accusative, ablative, and vocative
2. Review of adjective forms, and the comparison of adjectives
3. Review of verbs: Forms of first, second, third, fourth, and –io verbs in all tenses and voices
4. Review of demonstratives, personal pronouns, reflexive pronouns; relative pronouns
5. Review of Latin clauses and syntax, including review of direct and indirect questions, purpose,
result, and characteristic clauses; review of conditional sentences
6. Review of specific case uses and constructions (like the Ablative of Separation)
7. Review of the gerund and gerundive
8. Daily vocabulary work throughout the year
9. Composition work
10. Reading & Speaking exercises
11. Study of Roman oratory with political and rhetorical context
12. Reading and translation of Cicero
13. Reading and translation of excerpts of ecclesiastical Latin
14. Three-Part Exams
ADDITIONAL RESOURCES:
 101 LATIN VERBS
 LATIN GRAMMAR CARD (T6042)
 LATIN DICTIONARY
 ENGLISH GRAMMAR FOR LATIN STUDENTS
Copyright Kolbe Academy 2014 All Rights Reserved
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DIPLOMA REQUIREMENTS:
Summa Cum Laude diploma candidates are required to follow the Kolbe Core course (K) as outlined in this
Latin course plan. Magna Cum Laude and Standard diploma candidates may choose to follow the Kolbe
Core course (K), but are not required to do so, in which case parents may alter the course plan if they choose.
Summa students must complete 4 years of foreign language during their high school course of study including
Latin I and II, and either Latin III and IV or two years of an alternate foreign language. Magna students must
complete 3 years of any foreign language during their high school course of study including two years in the
same language. Standard diploma students may complete either 1 year of foreign language or 2 years of
visual/performing arts. Please see below for specific course titles, semester reporting requirements and
transcript designations for Latin II.
Semester Reporting Requirements:

Designation* K
Course Title Latin I Latin I
Any TWO samples of written 1. Completed Midterm Exam
Semester 1 and graded work from 2. Completed Semester Exam
Semester 1.
Any TWO samples of written 1. Completed Midterm Exam
Semester 2 and graded work from 2. Completed Semester Exam
Semester 2.
*Designation refers to designation type on transcript. K designates a Kolbe Academy Core course.
If the student wishes to have the course distinguished on the transcript with a (K) as a Kolbe Academy Core
course please be sure to send the correct exams and components each semester for verification as specified
above. If no designation on the transcript is desired, parents may alter the lesson plan and any written sample
work is acceptable to receive credit for the course each semester. If you have any questions regarding what is
required for the (K) designation or diploma type status, please contact the academic advisory department at
707-255-6499 ext. 5 or by email at advisors@kolbe.org.
COURSE PLAN NOTES:

 The course plan assignments include all Lessons and assigned translations in Henle III with additional
translation assignments from Part III of the text. There are intentionally more translation passages included
in Henle III than many students can complete in the course of a year. Parents and teachers are free to
supplement the translation assignments given or to reduce the translation assignments from Part III, bearing
in mind that the Exams will only include material covered in the course plan.
 There are intentionally more exercises on each concept in the Henle text than many students will need.
Because of this, a list of exercises that may be omitted or shortened is given in the course plans for each
Lesson. How many of these exercises are completed is left to the discretion of the teacher. Because the
focus and main task of this year of Latin is the ability to translate source texts, fewer exercises are given
than in previous years. If possible it would be good practice to give weekly, closed book, quizzes or tests,
using questions from the exercise sections in the Lessons of the student book.
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 The course plan starts out with much extra information in the Key points in order to help you learn the
language of Latin grammar and guide you through the Henle text. Each Lesson should be read in full and
each new concept studied carefully through out the week.
 Kolbe’s exams will cover those Lessons laid out in the course plan, if you deviate from the course plan alter
your test to reflect the Lessons your student covered.
 Pronunciation is not of paramount importance as it would be in a modern language. Sound out words
carefully, consulting the pronunciation guide. Note that the pronunciation guide provided in this course
plan differs a little from the one Fr. Henle provides. Choose one method of pronunciation and consistently
use it. One need not, however, be overly concerned about pronunciation.
 Memorization is key to learning any language. A diligent student should keep flash cards and devote
fifteen to twenty minutes daily simply to memorization. Emphasis should be placed on repetition and
memorization, as these are the primary ways to learn a language. Repetition does not equal drudgery. In
the book, and in individual classes, repetition can take the form of games, contests, etc. This is especially
helpful for younger students.
 Many memorization assignments listed in the Henle III text will not be included in these course plans.
Because very little new grammar and no new forms are introduced in this year of Latin, this course plan
does not consider the memorization of portions of text to be necessary in every Lesson. Students should
re-memorize any paradigms given in the grammar reviews that they may find themselves unfamiliar with.
 English grammar sources should be used when necessary to clarify grammatical points.
 ASSIGNMENTS
1) Each week the lesson should be read and studied carefully.
2) Finally do the exercises and translation from the weekly lesson.
NOTES ON GRADING:
 As in any language there are multiple areas that need to be taken in to consideration: Grammar,
Vocabulary, Speaking, Writing, and Listening. It would be good to have a separate weekly grade for
each of these. At the end of the semester these should be averaged for the final grade.
CHURCH LATIN PRONUNCIATION RULES

Pronounce all words as in English except for the rules specified below.
1. Vowels. Above all, sound all vowels. Vowels are pronounced as follows:
Vowel Pronunciation Example
a as in Juan (ah) ad, mater

e as in they (ay) me, video
i as in Lisa (ee) video, qui
o as in Mona (oh) porta, omnis
u as in Lulu (oo) cum, sumus
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2. Diphthongs Diphthongs are two vowels together that are pronounced as one sound.
Diphthong Pronunciation Example
ae like e in they (ay) saepe, praemium

oe like e in they (ay) proelium
au like ou in out (ow) laudo, nauta
3. Consonants Most of the consonants are pronounced as in English, with the following exceptions.
Consonant Pronunciation Examples
c before e, i, ae, oe like ch in charity decem, cibus, caelum

c before other letters hard c as in cut clamo, culpa
gn like gn in lasagne pugno, regnum
j like y in yet Jesus, judico
S like s in sing (never like z) tres, mensa
t when followed by i and a vowel, like “tsee” gratia, tertius, nuntius
CLASSICAL LATIN PRONUNCIATION GUIDE

1. The Alphabet. The Latin alphabet contains the same letters as English with the exclusion of “j”; “y” and “z”
were introduced late into Latin for the spelling words of Greek origin.
2. Vowels. Short and long vowels in Latin do not vary in their quality but rather in duration. Rather than
thinking of them as similar to English vowels, think of the difference between a short and long vowel as one
beat or two in length. Learning to spell words correctly signifying long and short vowel is more important
for meaning and writing poetry, rather than for speaking. Latin vowels are pronounced as follows:
Short Pronunciation Example Long Pronunciation Example

ā as a in water sāl A as a in tuna amor
ē as e in whey spēs E as e in met ex
ī as i in machine dīves I as i in kin fidēs
ō as o in no pīpiō O as o in loft opis
ū as u in crude lūna U as u in put lupus
y as ü in the German übernacht (form your lips as if to say “e” but then say “u” without moving your lips)
3. Diphthongs Diphthongs are two vowels together that are pronounced as one sound.
Diphthong Pronunciation Example
ae like ey in they saepe, praemium

oe like oi in oil proelium
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au like ou in house laudo, nauta

ui like ooey in the phooey
tui, fui
ei like ei in reign deinde (phonogram of Greek origin)
eu Latin e + u “aayoo”Phonogram of Greek origin, rare in Latin and non-existent in
English
4. Consonants Most of the consonants are pronounced as in English, with the following exceptions.
Consonant Pronunciation Examples

c “k” always hard as the c as in cot calculus
g “g” always hard as the g in goat gaudeō
ch “k” always as ch in school (Greek origin rare in Latin) pulchrē
v soft w as in vērus
j “ē” long e sound combined tends to make y
GRAMMAR OVERVIEW
THE DECLENSIONS of NOUNS and ADJECTIVES
Example Case 1st 2nd 3rd 4th 5th
John gave flowers to her. Nomitative -a/-ae -us/-i none/-es -us/-us -es/-es
John gave his flowers to her. Genetive -ae/- -i/-orum -is/-um -us/-uum -ei/-erum
arum
John gave flowers to her. Dative -ae/-is -o/-is -i/-ibus -ui/-ibus -ei/-ebus
John gave flowers to her. Accusative -am/-as -um/-os -em/-es -um/-us -em/-es
John gave them to her with joy. Ablative -a/-is -o/-is -e(-i)/-ibus -u/-ibus -e/-ebus
John, give her flowers. Vocative -a/-ae -e/-i none/-es -us/-us -es/-es
CONJUGATION of VERBS
There are a number of things to take into consideration when conjugating a verb.
1) Mood (Is it: Indicative, Subjective, or Imperative?)
2) Voice (Is it: Active or Passive?)
3) System: Perfect or Imperfect (Is the verb complete or is its something that could be on going?)
4) Conjugation (1st, 2nd, 3rd, or 4th?)
5) Tense (What is its time? Present, Past or Future)
6) Person (Is it the 1st person, 2nd or 3rd?)
7) Number (Singular or plural?)
Moods:
Indicative tells the state of affairs. – That is how it is folks. (This is the most common.)
Subjunctive expresses some conditionality, possibility or uncertainty – If it were sunny I would go…
Imperative expresses some type of command – George, please bring my coat when you come.
Voice:
Active the subject of the sentence is the doer of the action. – Ted went to bed.
Passive the subject of the sentence receives the action. – Ted was overcome by longing for his bed.
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Tense System:
Present - Action (or being) that is not expressing a specific completion. Joseph is kind. He works hard.
Perfect – Action (or being) that expresses a specific completion. She was timid before acting in the play.
Conjugation:
What set of endings does it use to conjugate? This depends on the infinitive ending of the verb used.
Tense:
Present – I am typing.
Imperfect– I typed all day. (past tense not necessarily completed)
Future – I will type all night.
Present Perfect– I ate breakfast three hours ago.

Past tense that shows completion at present.
Pluperfect –- By the time I ate breakfast I had typed for two hours already.
Past tense that shows completion in the past.
Future Perfect–By the time you read this, I will have finished typing it.
Future tense that shows completion in the future.
Person & Number (Singular or plural):
1st Person - I am speaking (sing.) or we are speaking (plural).
2nd Person – You are speaking (singular) or you all are speaking (plural).
3rd Person – He, she or it is speaking (singular) or perhaps they all are speaking (plural).
There are 4 principle parts listed for each verb. The principle parts are 1) Present Tense 1st Person Singular, 2)
the infinitive, 3) Perfect Tense 1st Person Singular, and 4) the Perfect Passive Participle. The various
conjugations of the verb are built on the stem of one of these parts. Use the diagrams below can help you
determine which stem to use. (The stem is found by dropping the ending from the infinitive (listed), or the
personal ending from the principle part.)
Indicative Mood
Active Voice Passive Voice
Stem Conj Ending Present Past Future Present Past Future
Present Imperfect Future Present Imperfect Future
Present
1 st
-āre
2nd -ēre
Present Stem Present Stem
3rd -ere
4th -īre
(Past) Perfect Pluperfect Future Perfect (Past) Perfect Pluperfect Future Perfect
Perfect
1 st
-āre
2nd -ēre
Perfect Stem Perfect Passive Stem
3rd -ere
4th -īre
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Subjunctive Mood
Active Voice Passive Voice
Stem Conj Ending Present Past Future Present Past Future
Present Imperfect Future Present Imperfect Future
Present
1 st
-āre
2nd -ēre
Present Stem n/a Present Stem n/a
3rd -ere
4th -īre
(Past) Perfect Pluperfect Future Perfect (Past) Perfect Pluperfect Future Perfect
Perfect
1 st
-āre
2nd -ēre
Perfect Stem n/a Perfect Passive Stem n/a
3rd -ere
4th -īre
Imperative Mood
Active Voice
Stem Conj Ending Present Past Future
Present Imperfect Future
Present
1 st
-āre
Perfect
2nd -ēre Present
Passive n/a
3rd -ere Stem
Stem
4th -īre
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 COURSE PLAN  High School
 FIRST SEMESTER 

PAGES OF HENLE THIRD YEAR LATIN
WEEK 1
xxxix - xli Introduction To the Student
209 –
215 Lesson 1 Direct Questions; Quis, Quid
ix - xii
Roman Oratory History of Roman Oratory, Oratorical Styles in the Ciceronian Period,
Types of Orations, Outline of an Oration
Assign HENLE EXS. 1 (EVENS), 2, 3 (ODDS), GRAMMAR pgs. 3-13 (review)
“Preces Christianae pgs. 39, 94 - 95
Cotidianae Faciendae”
 Note: Although little new grammar is introduced in Henle III, grammatical exercises continue to be
assigned to reinforce the student’s skills and as an aid to the translation of Cicero which will be the main focus
of this third year of Latin.
The material to be studied for each week will be broken into separate blocks for study as below. Each block
is one step in mastering the material for the week and is not necessarily only one day’s work; it may be
completed over more than one day.
1) Read the Introduction to the Student to gain an overview of the works studied this year. Review the
assigned Grammar passages on Latin nouns. Re-memorize forms as necessary. Read and memorize the
declension of quis, quid. Read through and memorize the vocabulary for Lesson 1. Study the Related English
and Latin words.
2) Study the Grammar passages on direct questions. Complete Exercise 1. Read and translate “Preces
Cotidianae.” Optional assignment: Memorize “Preces Cotidianae.” Subsequent text memorization
assignments listed in the Lessons will be omitted by this course plan to permit students to focus their attention
on translation assignments. However, students are expected to master/memorize the idioms and rhetorical
figures of speech assigned in this course plan.
3) Read pg. 212 on how to convey “yes” and “no” in Latin. Translate the questions in Exercise 2. Complete
Exercise 3.
4) Read pgs. ix - xii on Roman Oratory. These pages give an explanation of the history and structure of
Roman oratory and Cicero’s place in it.
Notes
WEEK 2
xiii Digest of the First Oration against Catiline Propositio
3 – 11 Roman Constitutional Government Versus Anarchy
Stylistic Devices
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xxxi – xxxvi First Oration Against Catiline Introduction, anaphora, irony

11 – 13 Lines 1 – 31
Assign HENLE EXS. GRAMMAR
 1) Read the English introduction to Cicero’s First Oration Against Catiline pgs. 3 – 10 and the Propositio
section of the Digest of the First Oration Against Catiline to give context for the speech you are about to
translate.
2) Throughout the year as you translate Cicero refer back to the Word-Groups and Idioms list that begins on
page 345. While translating the student should keep track of and memorize the idioms listed for the First and
Third Orations Against Catiline and the first 26 idioms given for The Impeachment of Gaius Verres. Idioms
from this list will appear on exams.
3) Read the short introduction in the section on Stylistic Devices. All the passages of Cicero that you will be
translating this year are public speeches. The ancients (Greek and Roman) used specific kinds of expressions,
or figures of speech, to embellish their speeches and persuade or move their audiences; some of these kinds
of expressions will be introduced to you in this section. Glance through the section and note that these figures
of speech include changes in word order, use of words and expression of ideas. Some of these figures of
speech, such as irony and metaphor, may already be familiar. Carefully read and study the descriptions of
anaphora (p. xxxii) and irony (p. xxxvi.) Do not be intimidated by the technical Greek names of these
rhetorical techniques; because these devices are not frequently used in English they will often stand out to you
as you translate. Notice the examples of each of these devices as you translate the assignment for this week.
4) Translate lines 1 – 31 of the First Oration Against Catiline.
Notes
WEEK 3
216 - 221 Lesson 2 Indirect Questions
xxxii – xxxiii Stylistic Devices assonance, chiasmus
14 - 16 First Oration Against Catiline Lines 32 – 63
Assign HENLE EXS. 4 (ODDS), 5 GRAMMAR pgs. 48-50, 68, 77,
(ODDS), 6, 101-106 (review)
“De Populi pgs. 142-143
Romani
Principibus”
1) Review the subjunctive of Latin verbs (the assigned Grammar review items.) Re-memorize forms as
necessary. The student should also review the sequence of tenses (Grammar items 524 – 541.) Study
Grammar items 660 – 662 on indirect questions.
2) Read and memorize the vocabulary for Lesson 2. Study the Related English and Latin words. Complete
Exercises 4, 5, and 6.
3) Continue to review the subjunctive of Latin verbs and sequence of tenses. Translate “De Populi Romani
Principibus” orally and answer the questions aloud.
4) Study the descriptions of assonance and chiasmus. Notice the example of each in the translation
assignment for this week. Translate lines 32 – 63 of the First Oration Against Catiline.
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Notes
WEEK 4
222 – 227 Lesson 3 Wishes
xxxii, xxxviii Stylistic Devices anaphora, simile
16 - 20 First Oration
31-36 Against Catiline Lines 64 – 98
Assign HENLE EXS. 7 (EVENS), 8 GRAMMAR pgs. 96-97
(EVENS), 9, 10
1) Memorize the vocabulary for Lesson 3. Study the Related English and Latin words and the Latin idiom.
2) Study constructions expressing wishes (Grammar items 511-513.) Complete exercises 7-10.
3) Study the descriptions of anaphora and simile. Notice the example of each in the translation assignment
for this week. Locate the examples of chiasmus and irony also found in this week’s translation assignment.
Translate Lines 64-98 of the First Oration Against Catiline.
WEEK 5
228 – Lesson 4 Tense Usage
234 Digest of the First Oration Against Narratio
xiii Catiline rhetorical questions, repetition
xxxviii Stylistic Devices Lines 99 – 135
20 - 24 First Oration Against Catiline
Assign HENLE EXS. 11 (#1-18), 12 (#1- GRAMMAR pgs. 14-19
15), 13, “Ex Missali (review)
Romano” pgs. 82, 89-92
1) Memorize the vocabulary for Lesson 4. Study the Related English and Latin words and the Latin idiom.
Review Latin adjectives of all declensions (Grammar items 72-88.) Re-memorize forms as necessary.
2) Study the conjugation of memini (Grammar items 436-442; note that the indicative active includes the
perfect system only) and Grammar items 480-497 on tenses of Latin verbs. Complete exercises 11-13.
Complete the reading lesson “Ex Missali Romano” orally.
3) Preview the next few translation passages by reading through the Narratio in the Digest of the First Oration
Against Catiline.
4) Study the descriptions of rhetorical questions and repetition. These devices are very frequently used by
Cicero. Notice the example of each in the translation assignment for this week; notice too that you have
already encountered an example of repetition in the translation assignment for Lesson 2. Locate the examples
of simile and chiasmus also found in this week’s translation assignment. Translate lines 99-135 of the First
Oration Against Catiline.
Notes
WEEK 6
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235 – Lesson 5 Use of Demonstrative, Reflexive, and Intensive Pronouns

239
climax
xxxv Stylistic Devices Lines 136 – 170
24 - 28 First Oration Against Catiline
Assign HENLE EXS. 14 (#1–20), 15 GRAMMAR pgs. 135, 32-
(#1–15), 16 39 (review)
1) Memorize the vocabulary for Lesson 5. Study Related English and Latin words and the idiom.
Carefully review characteristic clauses (introduced by qui) (Grammar items 633-636.)
2) Review the declensions of reflexive and intensive pronouns and demonstrative adjectives (Grammar items
123-141.) Re-memorize forms as necessary. Complete exercises 14-16.
3) Study the descriptions of climax. Notice how the ideas in each example get stronger and stronger as the
sentence progress. (E.g., in the example from Verres II, the ideas build from “crime” to “outrage” to “high
treason.”) Notice the example of climax in the translation assignment for this week. Test yourself: see how
many examples of rhetorical questions you can find in this week’s translation assignment. Check your count
with the examples given under the description of rhetorical questions (pg. xxxviii.) Also notice the example of
anaphora in this week’s translation assignment. Translate lines 136-170 of the First Oration Against Catiline.
Notes
WEEK 7
240 - 245 Lesson 6 Conditional Sentences
xiv Digest of the First Oration Against Catiline Hortatio
Stylistic Devices asyndeton, pleonasm
xxxii, xxxvii First Oration Against Catiline Lines 171 – 207
28 - 31
Assign HENLE EXS. 17–20, 22, GRAMMAR pgs. 55-63
23 (review)
pgs. 120-122
1) Memorize the vocabulary for Lesson 6. Study the Related English and Latin words. Review the passive
of Latin verbs (Grammar items 240-282.) Re-memorize forms as necessary.
2) Carefully study Grammar items 581-588 on conditional sentences. Complete the exercises which follow.
Exercise 21 may be omitted.
3) Read through the Hortatio in the Digest of the First Oration Against Catiline.
4) Study the descriptions of asyndeton and pleonasm. Notice the example of each in the translation
assignment for this week. Translate lines 171-207 of the First Oration Against Catiline.
Notes
WEEK 8
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REVIEW WEEK. NOTE TO PARENTS: Since the student is introduced to limited new grammar in Henle Book
III, and since the focus of the text is upon translation, the Exams for this year will primarily contain translation
of passages. The student will also be tested on grammar and vocabulary but these elements will not form the
bulk of the exam. Therefore, students should review vocabulary and translation notes that they have made for
the Cicero passages that they have translated this semester. In addition to translation, students will then parse
or explain grammar, syntax, and idioms that occur in the Cicero passages. Students should use the “Words
Groups and Idioms” list, pg. 345 and following, to review idioms learned this semester. Students may also
find the Review Word List (beginning on pg. 359) and Classified Word List (beginning on pg. 377) helpful.
WEEK 9
LATIN III HIGH SCHOOL MITDERM I EXAM

WEEK 10
247 – 252 Lesson 7 The Vocative, Commands
xxxvi, xxxii Stylistic Devices metaphor, asyndeton (review)
31 - 35 First Oration Against Catiline Lines 208 - 257
Assign HENLE EXS. 24 (#1 -15), GRAMMAR pgs. 4, 52, 53, 65, 68,
25 (EVENS), 69, 77, 79, 81, 82,
26 (#1-10), 243 (review)
“De Roma pg. 84, 98-99, 148
Urbe Aeterna”
1) Review the vocative case (Grammar items 28); in addition, make sure that you know the vocative form
of both names, Cicero and Catiline, and review the imperative of Latin verbs (the remainder of the assigned
Grammar review items.) Pay special attention to the imperative forms of the irregular verbs, sum, eo, fero,
fio, nolo and memini and to the verbs with irregular imperative forms in the second person singular (pg.
243.) Re-memorize forms as necessary.
2) Study the use of the vocative (Grammar items 462-463, and 678) and Grammar items 514-518 on other
forms of command. Complete exercises 24-26 (Exercise 27 may be omitted.) Complete the reading lesson
“De Roman Urbe Aeterna.”
3) Study the description of metaphor. This figure of speech is often used in literature and poetry in many
languages (including English) and should be studied carefully. Notice the example of metaphor in the
translation assignment for this week. Review the description of asyndeton; notice the example of asyndeton
also found in this week’s translation assignment. Translate lines 208-257 of the First Oration Against Catiline.
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Notes
WEEK 11
253 – 257 Lesson 8 Time; Numerals
xxxvi, xxxviii Stylistic Devices litotes, preterition
89 – 93 First Oration Against Catiline Lines 258 - 289
Assign HENLE EXS. 28 (EVENS), 29 GRAMMAR pgs. 28-30,
(EVENS), 30 223-224
“An Angry
Father to His
Wayward Son”
1) Memorize the vocabulary for Lesson 8. Study the Related English and Latin words.
2) Study the cardinal and ordinal numerals (Grammar items 112-118) and the rules for time (Grammar items
919-924.) Complete the exercises 28-30. Pay special attention to the “Note on Translation” on pgs. 256-
257.
3) Study the descriptions of litotes and preterition. Notice the example of each in the translation assignment
for this week. Notice that you have already encountered an example of preterition in the translation
assignment for Lesson 2. Translate lines 258-289 of the First Oration Against Catiline.
Notes
WEEK 12
263 – 268 Lesson 9 Accusative with the Infinitive
xxxiii-xxxv Stylistic Devices zeugma, ellipsis
38 - 42 First Oration Against Catiline Lines 290 – 337
Assign HENLE EXS. 36 (EVENS), 37 GRAMMAR pgs. 52, 53, 64, 65,
(EVENS), 38, 39 68, 69, 72, 210
(ODDS), “Ex (review)
Missali Romano”
1) Memorize the vocabulary for Lesson 9. Study the Related English and Latin words. Review the
infinitives of Latin verbs (Grammar items 209-211, 219-227, 284-286, 292-300, 318, 328 and 336-338.)
Re-memorize forms as necessary. Review the use of the infinitive in noun construction (Grammar item 889.)
2) Memorize the conjugation of malo (Grammar items 408-410 and 425-429.) Note that malo is conjugated
somewhat like volo. Study the use of the accusative with the infinitive after verbs of saying, thinking, etc.
(Grammar items 897-903.)
3) Complete exercises 36-39 and the reading lesson “Ex Missali Romano.”
4) Although you will not encounter an example in this week’s translation assignment, study the description of
zeugma; also study the description of ellipsis. Ellipsis is very frequently used by many classical authors.
Locate the example of ellipsis in this week’s translation assignment. There are examples of 3 previously
learned figures of speech in this week’s translation assignment; try to locate them all. (Examples are of
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hendiadys, litotes, and preterition and can be found under the descriptions of each.) Translate lines 290-337
of the First Oration Against Catiline.
Notes
WEEK 13
269 – 273 Lesson 10 Place; Ablative Absolute
xxxi, xxxvii Stylistic Devices alliteration, personification
42 – 45 First Oration
31-36Against Catiline Lines 338 – 386
Assign HENLE EXS. 40 (ODDS), 41, “De GRAMMAR pgs. 219-220,
Gracchorum Matre” 221
2) Carefully study Grammar items 912-914 on the Ablative Absolute and the rules for place (Grammar 915-
917.)
3) Complete the exercises which follow and the reading lesson “De Gracchorum Matre.”
4) Study the descriptions of alliteration and personification. Note that alliteration is a technique frequently
used in English poetry. Notice the example(s) of each in the translation assignment for this week. Translate
lines 338-386 of the First Oration Against Catiline.
Notes
WEEK 14
274 – 279 Lesson 11 The Gerund and the Gerundive
xxxiii, xxxvii Stylistic Devices antithesis, oxymoron
Assign HENLE EXS. 42 (EVENS), 43 GRAMMAR pgs. 52, 53, 68,
(EVENS), 44 69, 74, 79, 81
(ODDS), 45, 46 (review)
(ODDS), “Ex pgs. 199-206
Missali Romano”
 1) Memorize the vocabulary for Lesson 11. Study the Related English and Latin words. Carefully and
thoroughly review the gerunds and gerundives of Latin verbs (the assigned Grammar review items.) Re-
memorize forms as necessary.
2) Study the uses of the gerund and gerundive (Grammar items 864-884) paying careful attention to the
constructions in which the gerundive is substituted for the gerund. Complete the exercises which follow.
Exercise 47 may be omitted. Complete the reading lesson “Ex Missali Romano.”
3) Study the descriptions of antithesis and oxymoron. Note that although both deal in opposing ideas,
oxymoron includes an impossible contradiction (e.g. “silence shouting”) while antithesis contrasts two
opposing ideas (in the example, authority is dear, while lives are worthless.) Notice the example(s) of each in
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the translation assignment for this week. Locate the example of hendiadys also found in this week’s
translation assignment. Translate lines 387-449 of the First Oration Against Catiline.
Notes
WEEK 15
280 – 285 Lesson 12 Review
Assign HENLE EXS. 48, 50 “De GRAMMAR
Gracchorum Matre
[Pars Secunda]”
1) Memorize the vocabulary for Lesson 12. Study the Related English and Latin words and the Latin
idiom given. Complete the exercises and reading lesson “De Gracchorum Matre [Pars Secunda].” Exercise
49 may be omitted.
2) Note that there is no new or review grammar assigned for this Lesson. Students should consequently focus
most of their attention on the more substantial translation assignment for this Lesson. Translate lines 450-507
of the First Oration Against Catiline.
Notes
WEEK 16
286 – 291 Lesson 13 The Genitive as an Adjective Equivalent; the Dative
xv-xvi of Possession
Digest of the First Oration Against Peroratio
xxxv Catiline
53 - 58 Stylistic Devices anacoluthon
First Oration Against Catiline Lines 508 - 569
HENLE EXS. 51 (ODDS), 52 GRAMMAR pgs. 149-154,
(ODDS), 53, 162
Assign
“Ex Missali
Romano”
2) Study the use of the genitive as an adjective equivalent (Grammar items 680-699) and the dative of
possession (Grammar item 725.) Complete the exercises which follow and the reading lesson “Ex Missali
Romano.”
3) Read through the Peroratio in the Digest of the First Oration Against Catiline.
4) Study the description of anacoluthon. Notice the example of anacoluthon and locate an example of ellipsis
in the translation assignment for this week. Translate lines 508-569 of the First Oration Against Catiline.
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Notes
WEEK 17
III, and since the focus of the text is upon translation, the exams for this year will primarily contain translation
of passages. The student will also be tested on grammar and vocabulary, but these elements will not form the
WEEK 18
LATIN III HIGH SEMESTER 1 EXAM
 SECOND SEMESTER 

WEEK 1
292 – 295 Lesson 14 General Grammar Review
xxxiv, xxxvii Stylistic Devices Synecdoche, metonymy
Assign HENLE EXS. 54 (ODDS), 55, “Ex GRAMMAR
Missali Romano”
1) Memorize the vocabulary for Lesson 14. Study the Related English and Latin words. Complete the
exercises which follow and the reading lesson “Ex Missali Romano.”
2) Study the descriptions of synecdoche and metonymy. Notice the examples of each in the translation
assignment for this week. Also locate the example(s) of climax and metaphor in this week’s assignment.
3) Note that there is no new or review grammar given for this Lesson. Students should focus on the more
substantial translation passage assigned. Translate lines 570-645 of the First Oration Against Catiline.
Notes
WEEK 2
296 – 300 Lesson 15 Common Expressions of Purpose
xvii Digest of the Third Oration Against Exordium and Narratio
Catiline
xxxiii Stylistic Devices Polysyndeton
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64 - 65 Catiline In Open Rebellion, The Trap Is

Sprung
65 - 69 Third Oration Against Catiline Lines 1-38
Assign HENLE EXS. 56 (ODDS), 57 GRAMMAR pgs. 199,
(ODDS), 58, pgs. 109-
59 110, 163-
164
1) Memorize the vocabulary for Lesson 15. Study the Related English and Latin words. Review the uses
of the gerund (Grammar item 864) and the gerundive as substitute for the gerund (Grammar items 870-877.)
2) Carefully and thoroughly study Latin purposes clauses (Grammar items 546-549) and the dative of
purpose (Grammar items 729-731.) Complete the exercises which follow.
3) Read the Exordium and Narratio in the Digest of the Third Oration Against Catiline.
4) Study the description of polysyndeton. Notice the example of polysyndeton in the translation assignment
for this week.
5) Read the introduction “Catiline in Open Rebellion” and “The Trap is Sprung.” Translate lines 1-38 of the
Third Oration Against Catiline.
Notes
WEEK 3
301 - 305 Lesson 16 Deliberative Questions; Concessive Subjunctive
69 – 75 Third Oration Against Catiline Lines 39 - 86
Assign HENLE EXS. 60 (ODDS), 61 GRAMMAR pgs. 96, 99
(EVENS), 62, 63
(ODDS)
2) Study deliberative questions (Grammar items 509, 510) and the concessive subjunctive (Grammar item
519.) Complete the exercises which follow.
3) Translate lines 39-86 of the Third Oration Against Catiline.
Notes
WEEK 4
306 – 312 Lesson 17 Review of the Ablative
75 – 80 Third Oration Against Catiline Lines 87 - 165
Assign HENLE EXS. 64 (ODDS), 65 GRAMMAR pgs. 173-
(EVENS), 66 178
(ODDS), 67 (#1-
15), 68, “Cicero’s
Sense of Humor”
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2) Study the various uses of the ablative case (Grammar items 762-780.) Be sure that you can distinguish
between and correctly translate each use of the ablative. Complete the exercises 64-66.
3) Translate lines 87-165 of the Third Oration Against Catiline.
4) Complete exercise 67 (pay attention to the note at the bottom of pg. 309) and the reading lesson, exercise
68, “Cicero’s Sense of Humor.”
Notes
WEEK 5
313 – 315 Lesson 18 Result Clauses; Noun Clauses Introduced By
Quominus and Quod
xxv Stylistic Devices apostrophe
81-88 Third Oration Against Catiline Lines 166-236
Assign HENLE EXS. 69 (EVENS), 70 GRAMMAR pgs. 110-
(ODDS), 72, 74 111, 139,
(EVENS), “Ex Missali 141
Romano”
2) Study Grammar items 550-555 on result clauses and items 646-649 and 657-659 on noun clauses
introduced by quod and quominus. Complete the exercises which follow. Exercises 71 & 73 may be omitted.
Complete the reading lesson “Ex Missali Romano.”
3) Study the description of apostrophe. Notice the example of apostrophe in the translation assignment for
this week. If there is time, go back and find other examples of apostrophe in previous translation
assignments. Locate the example of chiasmus in this week’s translation assignment. Translate lines 166-236
of the Third Oration Against Catiline.
Notes
WEEK 6
319-321 Lesson 19 Comparative Clauses; Ablative of Comparison
xxxvi Stylistic Devices hyperbole
88-99 Third Oration Against Catiline Lines 237 – 358
Assign HENLE EXS. 75 (EVENS), 76 GRAMMAR pgs. 20-27
(EVENS) (review)
pgs. 125-127
1) Memorize the vocabulary for Lesson 19. Study the Related English and Latin words and Latin idiom.
Review the comparison of Latin adjectives and the formation and comparison of Latin adverbs (Grammar
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items 89-111.)
2) Study Grammar items 599-610 on clauses of comparison. Complete exercises 75 & 76. Exercise 77 may
be omitted.
3) Study the description of hyperbole. Notice the example of hyperbole in the translation assignment for this
week and next week. This rhetorical technique is frequently used in public speaking even today. Locate the
examples of litotes and metaphor in the translation assignment for this week and next week. Begin translating
lines 237-358 of the Third Oration Against Catiline.
Notes
WEEK 7
322-324 Lesson 19 Comparative Clauses; Ablative of Comparison
88-99 Third Oration Against Catiline Lines 237 - 358
Assign HENLE EXS. 78, 80 GRAMMAR
1) Continue to study clauses of comparison. Complete exercises 78-80. Exercise 79 may be omitted.
2) Finish translating lines 237-358 of the Third Oration Against Catiline.
Notes
WEEK 8
WEEK 9
LATIN III HIGH SCHOOL SEMESTER 2 EXAM

WEEK 10
325-327 Lesson 20 Adversative Clauses; Genitive of the Charge
103-115 Selections from The Lines 1-86
Impeachment of Gaius Verres
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Assign HENLE EXS. 81 (ODDS), 82 GRAMMAR pgs. 124-125, 133,

(EVENS) 159
2) Study Grammar items 595-598 and 628 on adversative and concessive clauses. Study Grammar items
717-718 on the genitive of the charge (accusation.) Complete exercises 81 and 82.
3) Read the introductory material on pgs. 103-104 and then begin translating the excerpted passages from
The Impeachment of Gaius Verres. Translate lines 1-86. Students may also refer to the Digest of the
Impeachment of Verres, First Hearing, pgs. xxi-xxiv.
Notes
WEEK 11
327-331 Lesson 20 Adversative Clauses; Genitive of the Charge
115-126 Selections from The Lines 87-165
Assign HENLE EXS. 83 (ODDS), GRAMMAR
“Cicero’s Letters”
1) Continue to study adversative clauses. Complete exercise 83 and the reading lesson, “Cicero’s
Letters.”
2) Translate the excerpts of The Impeachment of Gaius Verres lines 87-165. Read the English continuation on
pgs. 125-126
Notes
WEEK 12
332-334 Lesson 21 Causal Clauses; Ablative of Cause, Price; Genitive of Indefinite
Value
127-139 Selections from The Lines 166- 306
Assign HENLE EXS. 84 (#1-15), 85 GRAMMAR pgs. 117-119, 155-
(#1-15) 156
2) Study Grammar items 572-576 and 578-580 on causal clauses. Study Grammar items 700-705 on the
genitive of indefinite value; items 781-784 and 788-789 on the ablatives of cause and price. Complete
exercises 84-85.
3) Translate lines 166-306 of the excerpts of The Impeachment of Gaius Verres. Locate the example of
pleonasm in the translation assignment for this week.
Notes
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WEEK 13
336-339 Lesson 21 Causal Clauses; Ablative of Cause, Price; Genitive of Indefinite
Value
140-142 Selections from The First Hearing, lines 307-336
Impeachment of Gaius Verres Second Hearing, lines 1-117
Assign HENLE EXS. 87, “Cicero’s GRAMMAR
Training in Oratory”
1) Continue to study the Grammar items introduced last week. Complete Exercise 87 and the reading
lesson “Cicero’s Training in Oratory.”
2) Read the introductory material on pg. 140 and translate lines 307-336 of the excerpts from The
Impeachment of Gaius Verres. The translation selections that follow are from the Second Hearing in The
Impeachment of Gaius Verres; students may find the Digest of this Second Hearing (beginning on pg. xxv)
helpful.
3) Read the introductory material and translate lines 1-117 of the excerpts from The Impeachment of Gaius
Verres which follow. Locate the example of hyperbole in this translation assignment.
Notes
WEEK 14
258, 341 General Review Exercises
177-185 Rome Versus Christianity: Christ Pilate the Roman Governor Condemns Christ the Son of
Conquers the Empire God to the Cross, Pope Peter Defies the Authority of the
Jews, Paul Appeals to His Rights as a Roman Citizen, Paul
Appeals to Caesar, Peter and Paul Martyred at Rome
Assign HENLE EXS. 31 (#1-20), 88, 89 GRAMMAR
Note to Parents: At this point in the course plan, the translation of Latin passages relating to Rome’s role
in the history of Christianity are assigned in favor of translating more Cicero so as to give students a broader
context for the Roman politics and history they have already encountered this year and to give them a further
taste of ecclesiastical Latin. The further translation of Impeachment of Gaius Verres and/or the Third Oration
Against Catiline can be substituted for the translation passages assigned over the next three weeks. All of the
following translation assignments through the end of the semester may be completed orally, if the student is
pressed for time.
1) In order to re-enforce your grasp of the grammar and syntax you have learned thus far complete the
General Review Exercises assigned above.
2) Read the Prologue (pg. 177) and translate the excerpts of the Latin Vulgate given above. These excerpts
may be translated aloud.
3) Review as necessary any grammatical concepts from the previous semesters you have not fully mastered.
Notes
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WEEK 15
259-261, 342 General Review Exercises
186-195 Rome Versus Christianity: Martyrdom Under the Emperors, Cyprian the Bishop Bears
Christ Conquers the Empire Witness Unto Blood, “Licet Christianos Esse”-Constantine,
Rome-The Capital of Christendom
Assign HENLE EXS. 32 (EVENS), 33 (#1-10), GRAMMAR
90, 91
1) Complete the General Review Exercises assigned above.
2) Read the introduction (pg. 186) and translate the stories of early Christian martyrs and the beginnings of
Christendom assigned above. These passages may be translated aloud.
3) Review as necessary any vocabulary from the previous semester you may not have fully mastered.
Notes
WEEK 16
261-262, General Review Exercises
343 Rome Versus Christianity: Christ St. Ambrose Defies the Emperor, The Popes Today-World
196-206 Conquers the Empire Leaders, The Two Standards (Optional)
Assign HENLE EXS. 34 (EVENS), 35 GRAMMAR

(ODDS), 92, 93
1) Complete the General Review Exercises assigned above.
2) Translate the passage assigned that tell the continuing story of Christianity and Rome extending into the
modern era. The passage “The Two Standards” may be omitted. These passages may be translated aloud.
Notes
WEEK 17
the Cicero and ecclesiastical Latin passages that they have translated this semester. In addition to translation,
students will then parse or explain grammar, syntax, and idioms that occur in the given translation passages.
Students should use the “Words Groups and Idioms” list, pg. 345 and following, to review idioms learned this
semester. Students may also find the Review Word List (beginning on pg. 359) and Classified Word List
(beginning on pg. 377) helpful.
WEEK 18
LATIN III HIGH SCHOOL SEMESTER 2 EXAM
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 MIDTERM 1 EXAM  High School
Name __________________________________________ Date___________________
Grade_________/184
Part One. Grammar
1. Conjugate memini in the perfect, pluperfect and future perfect active indicative, singular and plural
(18 pts.)
Perfect Pluperfect Future Perfect
2. Conjugate vito in the present and imperfect passive subjunctive, singular and plural (12 pts.)
Present Imperfect
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3. Decline quis, quid in the masculine, feminine and neuter; singular and plural (30 pts.)
Masculine Feminine Neuter
Part Two. Translation
I. Idioms: Translate each word or phrase into English. (10 pts.)
1. Jam dudum mortem consulis cupiebat.
2. Sunt qui hanc calamitatem metuant.
3. Vero nos vicesimum jam diem patimur
4. Dixi ego idem in concilio
5. Fuisne in Roma illa nocte? Nullo modo.
II. Translate the following sentences. Circle and identify any Conditions that
you find (20 points).
1. Ignoravit quot perniciosi viri in urbe essent.

Conditions:
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2. Utinam jura civium a senatu custodirentur.

Conditions:
3. Quodsi cives timerent eum, ex urbe egrederet.

Conditions:
4. Cicero urbem ab hostibus defendit.

Conditions:
5. Si pater viveret, eum non desideraremus.

Conditions:
III. Translate the following passage from Cicero (28 points; 1 pt. per word).
(Vocabulary: amplus, large, splendid; pontifex maximus, high priest; mediocriter, slightly; labefacto (1
tr.) disturb, undermine; status, us, condition, position; prefero, -erre, pertuli, perlatus (tr.) endure, bear
with)
An vero vir amplissimus, Publius Scipio, pontifex maximus, Tiberium Gracchum, mediocriter
labefactantem statem rei publicae, privatus interfecit: Catilinam orbem terrae caede atque incendiis
vastare cupientem, nos consules perferemus?
Translation:
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IV. Translate the following passage from Cicero (56 points; 1 pt. per word).
(Vocabulary: ubinam, where; interitus, us, death, destruction; sententia, opinion, vote; ferrum, sword;
trucido (1 tr) slaughter, kill fiercely)
Ubinam gentium sumus? In quae urbe vivimus? Hic, hic sunt in nostro numero , patres conscripti, in
hoc orbis terrae sanctissimo gravissimoque consilio, qui de nostro omnium interitus, qui de hujus urbis
atque adeo de orbis terrarum exitio cogitent. Hos ego video consul et de republica sententiam rogo,
et, quos ferro trucidari oportebat, eos nondum voce vulnero.
Translation:
V. Refer to the underlined words in the Cicero passage above for the following questions (6 pts.)
1. Give the part of speech, person, number, tense, mood and voice of “oportebat.”
2. Give the part of speech, number, gender, and case of “hos.”
VI. Stylistic Devices (4 pts.)
1. (Refer to the underlined words in the Cicero passage above.) What figure of speech are the
sentences that begin with “Ubinam” and “In quae?”
2. What figure of speech is the repeated use of the same word at the beginning of successive phrases
(e.g. Nihil agis, nihil moliris, nihil cogitas)?
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 SEMESTER 1 EXAM  High School
Name __________________________________________ Date___________________
Grade_________\184
Part One. Grammar
I. Give the present active forms for the Imperative mood for the following verbs, in singular and plural
(14 pts).
1. valeo:
2. sum (2nd person forms only):
3. dico:
4. praemitto:
5. servio:
6. memini:
7. eo:
II. Give the Vocative singular and plural for the following nouns (8 pts.)
patria:
adulescens:
inimicus:
Cicero (singular only):
III. Conjugate malo in the present, imperfect and future active indicative, singular and plural (18 pts.)
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IV. Fill in the blanks. (16 pts.)
1. The Gerund is a verbal ______________________.

2. How many cases does the Gerund have? ______________________.
3. Which case does the Gerund not take? ______________________
4. The Gerund is ______________________ both in form in meaning.
5. The Gerundive is a verbal ______________________.
6. How many cases does the Gerundive have? ______________________
7. Does the Gerundive have both the singular and plural cases?
8. The Gerundive is ______________________ both in form and meaning.
V. Decline the Gerund for malo in all possible cases (8 pts).
I. Translate each phrase or idiom. (10 pts.)
1. superiore nocte 4. id temporis
2. paulum morae 5. paulo ante lucem
3. gratiam habere
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II. Translate the following sentences. Circle and identify any Ablative Absolutes, Gerunds, Gerundives
or Imperatives that you find (36 pts).
1. Ne cogitemus bona de infestis viris.

Imperatives:
Gerunds:
Gerundives:
Ablative Absolutes:
2. Christus dicitur a frequentiis elapsus esse.

Imperatives:
Gerunds:
Gerundives:
Ablative Absolutes:
3. Cicerone consule, Roma a hostibus rei publicae erepta est.

Imperatives:
Gerunds:
Gerundives:
Ablative Absolutes:
4. Hoc est bonum tempus senatores convocandi.

Imperatives:
Gerunds:
Gerundives:
Ablative Absolutes:
5. Quam diu Romam civesque oderis?

Imperatives:
Gerunds:
Gerundives:
Ablative Absolutes:
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6. Exspectate me extra carceris moenia.

Imperatives:
Gerunds:
Gerundives:
Ablative Absolutes:
(Vocabulary: interrogo (1 tr.) ask, question; consulo (3 tr/itr.) consult, ask one’s advice; suadeo (2 tr.)
advise,urge; delecto (1 tr.) delight, charm)
Quid est, Catalina? Num dubitas id, me imperante, facere qod jam tua sponte faciebas? Exire ex
urbe jubet consul hostem. Interrogas, me num in exilium? Non jubeo, sed, si me consulis, suadeo.
Quid est enim, Catalina, quod te jam in hac urbe delectare possit? In qua nemo est extra istam
conjurationem perditorum hominum qui te non metuat, nemo qui non oderit.
Translation:
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IV. Refer to the underlined words in the Cicero passage above for the following questions (9 pts.)
1. What kind of construction is “qui te non metuat”?
2. Give the part of speech, number, gender, case, tense and voice of “imperante.”
3. What kind of construction is “me imperante”?
V. Stylistic Devices Fill in the blanks. (4 pts.)
1. In the following excerpt from the First Oration against Catiline: “jam mihi consuli hoc ipso in templo
senatus jure optimo vim et manus intulisset” the use of two nouns and a conjunction (“vim et manus”:
lit. force and hands ) instead of a noun and an adjective is a figure of speech called
__________________________.
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Name __________________________________________ Date___________________
Grade_________\200
Part One. Grammar
I. Decline the gerundive of lego in all possible forms. (30 pts.)
Masc. Fem. Neut.
II. Fill in the blanks. (2 pts.) The gerundive is substituted for the gerund, when the gerund would
have an ___________________ ______________________.
1. Urbs ab hostibus inflammata erat.
2. Vir amore dignus
3. Vinculis liber erit.
4. Alios studio superant.
5. Patria mihi omniis carior est.
6. Dixi ego idem

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II. Translate the following sentences. Circle and identify any Gerundives, Purpose Clauses, or Result
Clauses that you find (24 pts).
1. Sunt qui videantur mentes inimicorum intellegere.

Gerundives:
Purpose Clauses:
Result Clauses:
2. Majores nostri qui patriam suam reliquerunt rei publicae nostrae condendae causa homines magni
fortitudini erant.
Gerundives:
Purpose Clauses:
Result Clauses:
3. Scelera ejus tanta erant ut nemo eum defenderet.

Gerundives:
Purpose Clauses:
Result Clauses:
4. Exercitus externus tam atrox erat quam fortis.

Gerundives:
Purpose Clauses:
Result Clauses:
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(Vocabulary: aggrego (1 tr.), gather together; exstinguo (3 tr.), put out, quench, destroy; deleo (2 tr.),
destroy; adultus, fully grown; semen, -inis, seed; naufragus, castaway; stirps,-is, root)
Hoc autem uno interfecto, intellego hanc rei publicae pestem paulisper reprimi, non in perpetuum
comprimi posse. Quodsi sese ejecerit, secumque suos eduxerit, et eodem ceteros undique collectos
naufragos aggregarit, exstinguetur atque delebitur non modo haec tam adulta rei publicae pestis
verum etiam stirps ac semen malorum omnium.
Translation:
(Vocabulary: norat, he knew; sitim, thirst)
Ille erat unus timendus ex istis omnibus, sed tam diu dum urbis moenibus continebatur. Omnia norat,
omnium aditus tenebat; appellare, temptare, sollicitare poterat, audebat. Erat ei consilium ad facinus
aptum, consilio autem neque manus neque lingua deerat. Jam ad certas res conficiendas certos
homines delectos ac descriptos habebat. Neque vero, cum aliquid mandarat, confectum putabat; nihil
erat quod non ipse obiret, occurreret, vigilaret, laboraret; frigus, sitim, famem ferre poterat.
Translation:
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1. Give the part of speech, number, gender, and case of “timendus.”
2. What form of the Latin verb are “appellare, temptare, sollicitare”?
3. Give the part of speech, number, gender, and case of “conficiendas.”
4. Why is “conficiendas” accusative?
1. This figure of speech, _____________________, is another name for understatement.
2. What figure of speech is Cicero’s famous saying “O tempora, O mores!”
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Name __________________________________________ Date___________________
Score_________\__184____
Part One. Grammar
I. Conjugate accuso in the present, imperfect and future passive indicative, singular and plural. (18
pts.)
II. Conjugate vendo in the perfect active subjunctive, singular and plural. (6 pts.)
III. Decline gaudeo in the present active participle, masculine and neuter, singular and plural (20 pts.).
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1. Aversus a vero
2. Victoria gaudes.
3. Honor auro vendidit.
4. Uno tempore
5. Moleste ferre
II. Translate the following sentences. Circle and identify any Causal Clauses, Purpose Clauses or Result
Clauses that you find (36 pts.)
1. Jusserat eos comprehendere ullos cives qui eis restiterunt.

Causal Clauses:
Purpose Clauses:
Result Clauses:
2. Ut crimem verum fuisset, reus ab judice non condemnandus erat.

Causal Clauses:
Purpose Clauses:
Result Clauses:
3. Breviter exposuit se ad domicilium nostrorum venisse ut a metu latrocini liberi essemus.

Causal Clauses:
Purpose Clauses:
Result Clauses:
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4. Dolor per totam urbem erat quod consul vulneratus erat.

Causal Clauses:
Purpose Clauses:
Result Clauses:
5. Haec dico ne quis arbitretur verum nescire.

Causal Clauses:
Purpose Clauses:
Result Clauses:
6. Omnes interitu servati eratis maximo auxilo Deorum omnipotentium.

Causal Clauses:
Purpose Clauses:
Result Clauses:
(Vocabulary: tenuis, thin, slender; specula, watchtower; observo (1 tr.), watch, observe; vel, the very,
even; reprehendo, (3 tr.) blame, admonish; integer –gra, -grum, honest)
Nunc autem homines in speculis sunt: observant quemadmodum sese unusquisque vestrum gerat in
retinenda religione conservandisque legibus. Vident adhuc post legem tribuniciam, unum senatorem
hominem vel tenuissimum esse damnatum: quod tametsi non reprehendunt tamen magnopere quod
laudent non habent. Nulla est enim laus, ibi esse integrum, ubi nemo est qui aut possit aut conetur
corrumpere. Hoc est judicium in quo vos de reo, populus Romanus de vobis judicabit. In hoc homine
statuetur, possitne, senatoribus judicantibus, homo nocentissimus pecuniosissimusque damnare.
Translation:
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1. Give part of speech, number, gender, case, and comparison of “tenuissimum”.
2. What part of speech is “retinenda”? Why is it in the ablative case?
3. What kind of construction is “tametsi non reprehendunt tamen magnopere quod laudent non
habent”?
V. Stylistic Devices: (6 pts.)
1. (Refer to the underlined words in the Cicero passage above.) What figure of speech is “homines in
speculis sunt”?
2. “Civem perniciosum quam acerbissimus hostem” is an example of which figure of speech?
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 MIDTERM 1 ANSWER KEY  High School
Part One. Grammar
1. Conjugate memini in the perfect active indicative, singular and plural (18 pts.)
Perfect Pluperfect Future Perfect

memini memineram meminero
meministi memineras memineris
meminit meminerat meminerit
meminimus memineramus meminerimus

meministis memineratis memineritis
meminerunt meminerant meminerint
2. Conjugate vito in the present and imperfect passive subjunctive, singular and plural (12 pts.)
Present Imperfect
viter vitarer
viteris vitareris
vitetur vitaretur
vitemur vitaremur
vitemini vitaremini
vitentur vitarentur
3 Decline quis, quid in the masculine, feminine and neuter; singular and plural (30 pts.)
Masculine Feminine Neuter

quis quis quid
cujus cujus cujus
cui cui cui
quem quem quid
quo quo quo
qui quae quae

quorum quarum quorum
quibus quibus quibus
quos quas quae
quibus quibus quibus
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Part Two. Translation.
I. Idioms: Translate each phrase into English. (25 points)

1. Jam dudum mortem consulis cupiebat.
He had long since been desiring the death of the consul.
2. Sunt qui hanc calamitatem metuant.

There are some (those) who fear this disaster.
3. Vero nos vicesimum jam diem patimur

In truth for twenty days now we permitted
4. Dixi ego idem in concilio

I said likewise in the council
5. Fuisne in Roma illa nocte? Nullo modo.

Were you in Rome that night? No.
II. Translate the following sentences. Circle and identify any Conditions that you find (20 points).
1. Ignoravit quot perniciosi viri in urbe essent.

Conditions: none
He did not know how many dangerous men were in the city.
2. Utinam jura civium a senatu custodirentur.

Conditions: none
Would that the rights of the citizens were guarded by the senate.
3. Quodsi cives timerent eum, ex urbe egrederet.

Conditions: Students should circle and identify “Quodsi cives timerent eum”
But if the citizens fear him, he should leave the city.
4. Cicero urbem ab hostibus defendit.

Conditions: none
Cicero defended the city against its enemies.
5. Si pater viveret, eum non desideraremus.

Conditions: Students should circle and identify “Si pater viveret”
If (our) father were living, we would not miss him.
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(Vocabulary: amplus, large, splendid; pontifex maximus, high priest; mediocriter, slightly; labefacto (1 tr.)
disturb, undermine; status, us, condition, position; prefero, -erre, pertuli, perlatus (tr.) endure, bear with)
An vero vir amplissimus, Publius Scipio, pontifex maximus, Tiberium Gracchum, mediocriter labefactantem
statem rei publicae, privatus interfecit: Catilinam orbem terrae caede atque incendiis vastare cupientem, nos
consules perferemus?
Publius Scipio, a man in truth most magnificent, while high priest, in the capacity of a private citizen, put to
death Tiberius Gracchus who slightly undermined the constitution of the state: will we consuls endure Catiline
who desires to ravage with flames and murder the whole world?
(Vocabulary: ubinam, where; interitus, us, death, destruction; sententia, opinion, vote; ferrum, sword; trucido (1
tr) slaughter, kill fiercely)
Ubinam gentium sumus? In quae urbe vivimus? Hic, hic sunt in nostro numero , patres conscripti, in hoc orbis
terrae sanctissimo gravissimoque consilio, qui de nostro omnium interitus, qui de hujus urbis atque adeo de
orbis terrarum exitio cogitent. Hos ego video consul et de republica sententiam rogo, et, quos ferro trucidari
oportebat, eos nondum voce vulnero.
Where in the world are we? What sort of city (state) do we inhabit? Here, here in our midst, revered Senators,
in this the most hallowed and respected council of the world are men who are considering our demise and the
demise of all men, men who are considering the demise of this city, (literally: men who are considering this city-
“how to destroy it” is understood) even the destruction of the world. I, a consul, see these men and I ask their
opinion concerning the state and I do not even wound with my voice (word) those who ought to be butchered
with a sword.
V. Refer to the underlined words in the Cicero passage for the following questions (6 pts.)
1. Give the part of speech, person, number, tense, mood and voice of “oportebat.”
Part of speech: verb, person: third, number: singular, tense: imperfect, mood: indicative, voice: active
2. Give the part of speech, number, gender, and case of “hos.”

Part of speech: demonstrative adjective and pronoun (in the example above “hos” acts as a pronoun), number:
plural, gender: masculine, case: accusative
1. (Refer to the underlined words in the Cicero passage above.) What figure of speech are the sentences that
begin with “Ubinam” and “In quae?”
They are both rhetorical questions (neither expects an answer.)
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2. What figure of speech is the repeated use of the same word at the beginning of successive phrases (e.g. Nihil
agis, nihil moliris, nihil cogitas)? Anaphora
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 SEMESTER 1 ANSWER KEY  High School
Part One. Grammar
I. Give the present active forms for the Imperative mood for the following verbs, in singular and plural (14 pts).
valeo: vale, valete

sum (2nd person forms only): esto, estote
dico: dic, dicite
praemitto: praemitte, praemittite
servio: servi, servite
memini: memento, mementote
eo: i, ite
II. Give the Vocative singular and plural for the following nouns (8 pts.)
patria: patria, patriae

adulescens: adulscens, adulscentes
inimicus: inimice, inimici
Cicero (singular only): Cicero
III. Conjugate malo in the present, imperfect and future active indicative, singular and plural (18 pts.)
malo malebam malam

mavis malebas males
mavult malebat malet
malamus malebamus malemus

mavultis malebatis maletis
malunt malebant malent
IV. Fill in the blanks. (16 pts.)
1. The Gerund is a verbal noun.

2. How many cases does the Gerund have? Four
3. Which case does the Gerund not take? Nominative
4. The Gerund is active both in form in meaning.
5. The Gerundive is a verbal adjective.
6. How many cases does the Gerundive have? Five
7. Does the Gerundive have both the singular and plural cases? Yes
8. The Gerundive is passive both in form and meaning.
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V. Decline the Gerund for malo in all possible cases (8 pts).

malendi
malendo
malendum
malendo

1. superiore nocte 4. id temporis
The night before last just at that moment
2. paulum morae 5. paulo ante lucem

A little delay a little before dawn
3. gratiam habere
To be thankful for
II. Translate the following sentences. Circle and identify any Ablative Absolutes, Gerunds, Gerundives or
Imperatives that you find (36 pts).
1. Ne cogitemus bona de infestis viris.

Imperatives: none
Gerunds: none
Gerundives: none
Ablative Absolutes: none
Let us not think good thoughts about (those) threatening men.
2. Christus dicitur a frequentiis elapsus esse.

Imperatives: none
Gerunds: none
Gerundives: none
Christ is said to have slipped away from the crowds.
3. Cicerone consule, Roma a hostibus rei publicae erepta est.

Imperatives: none
Gerunds: none
Gerundives: none
Ablative Absolutes: “Cicerone consule” should be circled.
During Cicero’s consulship, Rome was preserved from the enemies of the state.
4. Hoc est bonum tempus senatores convocandi.

Imperatives: none
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Gerunds: none
Gerundives: “convocandi” should be circled.
This is a good time for calling the senators together.
5. Quam diu Romam civesque oderis?

Imperatives: none
Gerunds: none
Gerundives: none
How long will you (continue) to hate Rome and (its) citizens?
6. Exspectate me extra carceris moenia.

Imperatives: “exspectate” should be circled.
Gerunds: none
Gerundives: none
Wait for me outside the prison walls.
(Vocabulary: interrogo (1 tr.) ask, question; consulo (3 tr/itr.) consult, ask one’s advice; suadeo (2 tr.)
advise,urge; delecto (1 tr.) delight, charm)
Quid est, Catalina? Num dubitas id, me imperante, facere quod jam tua sponte faciebas? Exire ex urbe jubet
consul hostem. Interrogas, me num in exilium? Non jubeo, sed, si me consulis, suadeo. Quid est enim,
Catalina, quod te jam in hac urbe delectare possit? In qua nemo est extra istam conjurationem perditorum
hominum qui te non metuat, nemo qui non oderit.
What (can you be waiting for) now, Catiline? Do you hesitate to do what you were just now accomplishing by
your own will, while I command it? The consul commands that an enemy leave the city. “You don’t expect me
(to go) into exile do you?” you ask. I do not command it, but if you consult me, I urge it. What is there now,
Catiline, in this city that you can take delight in? – a city in which there is no one, beyond your alliance of
degenerate men who does not fear you, no one who does not hate you?
What kind of construction is “qui te non metuat”? It is a characteristic clause.
Give the part of speech, number, gender, case, tense and voice of “imperante.”
Part of speech: participle; number: singular; gender: masculine; case: ablative; tense: present; voice: active
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What kind of construction is “me imperante”? It is an ablative absolute.
V. Stylistic Devices Fill in the blanks. (4 pts.)

1. In the following excerpt from the First Oration against Catiline: “jam mihi consuli hoc ipso in templo senatus
jure optimo vim et manus intulisset” the use of two nouns and a conjunction (“vim et manus”: lit. force and
hands) instead of a noun and an adjective is a figure of speech called hendiadys.
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Part One. Grammar

I. Decline the gerundive of lego (30 pts.)
Masc. Fem. Neut.
legendus legenda legendum
legendi legendae legendi
legendo legendae legendo
legendum legendam legendum
legendo legenda legendo
legendi legendae legenda

legendorum legendarum legendorum
legendis legendis legendis
legendos legendas legenda
legendis legendis legendis
II. Fill in the blanks. (2 pts.) The gerundive is substituted for the gerund, when the gerund would have an
accusative object.

1. Urbs ab hostibus inflammata erat.

The city had been set on fire by enemies.
2. Vir amore dignus

A man worthy of love
3. Vinculis liber erit.

He will be free from chains.
4. Alios studio superant.

They surpass the others in zeal.
5. Patria mihi omniis carior est.

(My) country is dearer to me than all things.
6. Dixi ego idem

I said likewise
II. Translate the following sentences. Circle and identify any Gerundives, Purpose Clauses, or Result Clauses that
you find (24 pts).
1. Sunt qui videantur mentes inimicorum intellegere.

Gerundives: none
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Purpose Clauses: none

Result Clauses: none
There are some who seem to understand the minds of (our) enemies.
2. Majores nostri qui patriam suam reliquerunt rei publicae nostrae condendae causa homines magni fortitudini
erant.
Gerundives: “condendae” should be circled
Our forefathers who left their father land to found our country were men of great courage.
3. Scelera ejus tanta erant ut nemo eum defenderet.

Gerundives: none
Result Clauses: “ut nemo eum defenderet” should be circled.
His crimes were so terrible that no one defended him.
4. Exercitus externus tam atrox erat quam fortis.

Gerundives: none
The foreign army was as savage as it was brave.
(Vocabulary: aggrego (1 tr.), gather together; exstinguo (3 tr.), put out, quench, destroy; deleo (2 tr.), destroy;
adultus, fully grown; semen, -inis, seed; naufragus, castaway; stirps,-is, root)
Hoc autem uno interfecto, intellego hanc rei publicae pestem paulisper reprimi, non in perpetuum comprimi
posse. Quodsi sese ejecerit, secumque suos eduxerit, et eodem ceteros undique collectos naufragos aggregarit,
exstinguetur atque delebitur non modo haec tam adulta rei publicae pestis verum etiam stirps ac semen
malorum omnium.
However, I understand that if this man (Catiline) alone is killed the plague of the state will only be held back for
a little while, and cannot be checked forever. But if he (Catiline) leaves the city taking with him all his followers
and with them all the other castaways he has picked up from everywhere, then not only will this full grown
plague of the state be trampled down and destroyed but even the root and seed of all evil.
(Vocabulary: norat, he knew; sitim, thirst)
Ille erat unus timendus ex istis omnibus, sed tam diu dum urbis moenibus continebatur. Omnia norat, omnium
aditus tenebat; appellare, temptare, sollicitare poterat, audebat. Erat ei consilium ad facinus aptum, consilio
autem neque manus neque lingua deerat. Jam ad certas res conficiendas certos homines delectos ac descriptos
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habebat. Neque vero, cum aliquid mandarat, confectum putabat; nihil erat quod non ipse obiret, occurreret,
vigilaret, laboraret; frigus, sitim, famem ferre poterat.
That man alone out of all those men had to be feared, but only so long as he was kept within the city walls. He
knew everything, he had access to everyone; he had the power and was bold enough to summon, to tempt, and
to solicit. There was a shrewdness fitted to crime in him, moreover neither was his shrewdness lacking in word
or deed. He already had certain men chosen and delegated for the completion of certain jobs. Nor indeed,
when he had given any command did he take for granted that it had been accomplished; there was nothing that
he himself would not undertake, go to meet, watch over and toil at; he was able to bear cold, thirst and hunger.
1. Give the part of speech, number, gender, and case of “timendus.”

Part of speech: gerundive; number: singular; gender: masculine; case: nominative
2. What form of the Latin verb are “appellare, temptare, sollicitare”?

They are present infinitives.
3. Give the part of speech, number, gender, and case of “conficiendas.”

Part of speech: gerundive; number: plural; gender: feminine; case: accusative
4. Why is “conficiendas” accusative?

Because it is part of a construction with ad expressing purpose (“He had certain men chosen and delegated for
the completion of certain jobs.”)
1. This figure of speech, litotes, is another name for understatement.
2. What figure of speech is Cicero’s famous saying “O tempora, O mores!”

Apostrophe.
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Part One. Grammar
I. Conjugate accuso in the present, imperfect and future passive indicative, singular and plural. (18 pts.)

accusor accusabar accusabor
accusaris accusabaris accusaberis
accusatur accusabatur accusabitur
accusamur accusabamur accusabimur

accusamini accusabamini accusabimini
accusantur accusabantur accusabuntur
II. Conjugate vendo in the perfect active subjunctive, singular and plural. (6 pts.)
vendiderim
vendideris
vendiderit
vendiderimus
vendideritis
vendiderint
III. Decline gaudeo in the present active participle, masculine and neuter, singular and plural (20 pts.).
Masc. Neuter
gaudens gaudens
gaudentis gaudentis
gaudenti gaudenti
gaudentem gaudens
gaudente gaudente
gaudentes gaudentia
gaudentium gaudentium
gaudentibus gaudentibus
gaudentes gaudentia
gaudentibus gaudentibus
I. Translate each phrase or idiom (auro=gold). (10 pts.)
1. Aversus a vero
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Hostile to the truth

2. Victoria gaudes.
You rejoice in (your) victory.
3. Honor auro vendidit.

He sold his honor for gold.
4. Uno tempore
At one and the same time
5. Moleste ferre
To be annoyed
II. Translate the following sentences. Circle and identify any Causal Clauses, Purpose Clauses or Result Clauses
that you find (36 pts.)
1. Jusserat eos comprehendere ullos cives qui eis restiterunt.

Causal Clauses: none
He had ordered them to arrest any citizens who resisted them.
2. Ut crimem verum fuisset, reus ab judice non condemnandus erat.

Granted that the accusation was true, the defendant ought not to have been condemned by the judge.
3. Breviter exposuit se ad domicilium nostrorum venisse ut a metu latrocini liberi essemus.

Purpose Clauses: “ut a metu latrocini liberi essemus” should be circled
He briefly explained that he had come to our abode so that we might be free of the fear of robbery.
4. Dolor per totam urbem erat quod consul vulneratus erat.

Causal Clauses: “quod consul vulneratus erat” should be circled
There was sorrow throughout the city because the consul had been wounded.
5. Haec dico ne quis arbitretur me verum nescire.

Purpose Clauses: “ne quis arbtretur me verum nescire” should be circled
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I say this so that no one may think me to be ignorant of the truth.
6. Omnes interitu servati eratis maximo auxilo Deorum omnipotentium.
You all had been saved from death by the extraordinary help of almighty God.
(Vocabulary: tenuis, thin, slender; specula, watchtower; observo (1 tr.), watch, observe; vel, the very, even;
reprehendo, (3 tr.) blame, admonish; integer –gra, -grum, honest)
Nunc autem homines in speculis sunt: observant quemadmodum sese unusquisque vestrum gerat in retinenda
religione conservandisque legibus. Vident adhuc post legem tribuniciam, unum senatorem hominem vel
tenuissimum esse damnatum: quod tametsi non reprehendunt tamen magnopere quod laudent non habent.
Nulla est enim laus, ibi esse integrum, ubi nemo est qui aut possit aut conetur corrumpere. Hoc est judicium in
quo vos de reo, populus Romanus de vobis judicabit. In hoc homine statuetur, possitne, senatoribus
judicantibus, homo nocentissimus pecuniosissimusque damnare.
Now all are watching us (lit. men are on the watchtowers): waiting to see how each one among you carries
himself in obeying his conscience and preserving the law. They see that since the passage of the tribunician
law, only one senator, a man of very slender means has been condemned; although they do not censure this,
they cannot praise it very much. There is not much praise for integrity in a case where no one has the power or
the will to corrupt it. In this is a trial as you will give a verdict on the defendant, the Roman people will give a
verdict on you. It is this man’s case that will show whether when Senators pass verdict, a very guilty and very
wealthy man can be condemned.
1. Give part of speech, number, gender, case, and comparison of “tenuissimum”.

Part of speech: adjective; number: singular; gender: masculine; case: accusative; comparison: superlative.
2. What part of speech is “retinenda”? Why is it in the ablative case? A gerundive. It is modifying “religione”
which is the object of “in”.
3. What kind of construction is “tametsi non reprehendunt tamen magnopere quod laudent non habent”? It is
an adversative and concessive clause.
V. Stylistic Devices: (6 pts.)
1. (Refer to the underlined words in the Cicero passage above.) What figure of speech is “homines in speculis
sunt”? It is a metaphor. (We don’t suppose that there are literally citizens stationed on watchtowers because of
Verres’ trial.)
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2. “Civem perniciosum quam acerbissimus hostem” is an example of which figure of speech? Chiasmus. (It is
an example of the noun adjective, adjective noun word pattern.)
Henle Latin III 57

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II. Course Plan

IV. Exam Answer Keys

Kolbe Academy Latin III

COURSE TITLE: Latin III

SCOPE AND SEQUENCE:

Henle Latin III 2

Kolbe Academy Latin III

Semester Reporting Requirements:

COURSE PLAN NOTES:

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Henle Latin III 3

Kolbe Academy Latin III

CHURCH LATIN PRONUNCIATION RULES

Vowel Pronunciation Example

a as in Juan (ah) ad, mater

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Henle Latin III 4

Kolbe Academy Latin III

Diphthong Pronunciation Example

ae like e in they (ay) saepe, praemium

Consonant Pronunciation Examples

c before e, i, ae, oe like ch in charity decem, cibus, caelum

CLASSICAL LATIN PRONUNCIATION GUIDE

Short Pronunciation Example Long Pronunciation Example

Diphthong Pronunciation Example

ae like ey in they saepe, praemium

Henle Latin III 5

Kolbe Academy Latin III

au like ou in house laudo, nauta

Consonant Pronunciation Examples

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Henle Latin III 6

Kolbe Academy Latin III

Present Perfect– I ate breakfast three hours ago.

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Henle Latin III 8

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 FIRST SEMESTER 

Henle Latin III 9

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xxxi – xxxvi First Oration Against Catiline Introduction, anaphora, irony

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Kolbe Academy Latin III

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Kolbe Academy Latin III

235 – Lesson 5 Use of Demonstrative, Reflexive, and Intensive Pronouns

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Kolbe Academy Latin III

PAGES OF HENLE THIRD YEAR LATIN

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Kolbe Academy Latin III

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Name ________________________ Date_

Name ________________________ Date_