LESSON XXXIX
Up to this point, in discussing declensions we have worked from the base, as this is of more practical value to the student in learning the forms. In the third declension, however, the starting point must be the stem, because third-declension nouns are classified according to their stem ending. Take time to make clear to the pupils the difference between the base and the stem.
Vocabulary, p. 291. Call attention to the difference in quantity between pedes, a foot soldier, and pedēs, feet, the plural of pēs.
§ 234.II.1. The word to be used for ship is nāvigium. 4. Translate from by dē (see § 179.a).
LESSON XL
§ 235. It is important to emphasize the point that nouns of Class II are exactly like those of Class I except for the absence of -s in the nominative singular. The multiplicity of paradigms is apt to confuse the beginner unless their practical identity is made very clear.
Vocabulary, p. 291. Point out that the declension of homō, hominis is exactly like that of ōrdō, ōrdinis.
§ 237.II.2. To your dwelling, why not render by the dative? 3. From wrong, what use of the ablative? 6. The baggage, etc., see § 213.
LESSON XLI
§ 238. Note that these neuter nouns also belong to Class II of consonant stems.
There is more difference here between the base and the nominative. This increases the importance of always learning the genitive with the nominative.
§ 238.1. The most important of these rules as applied to this declension is § 74.b.
§ 239.I.9. Bracchiīs suīs, in his arms, in Latin by his arms, abl. of means. 10. Virtūte, abl. of cause.
