25.03.27: Level 1: First Latin Lessons (10); 1st declension; review

Listen to the recording:

(1) I – IV: complete the transcript with the appropriate forms of the nouns listed below.

I: Casa nostra magnās __________ habet. __________ sunt apertae. Ex __________ __________ vidēmus. Fīliae agricolae in __________ ambulant.

fenestrae; fenestrās; fenestrīs; viīs; viās

II: Māter tua __________ exspectat. __________ ex scholā properant. Soror tua cum __________ est. __________  laetae sunt. Māter tua nunc __________  videt.

puellae; puellae; puellās; puellās; puellīs

III: __________ nostra est magna. __________ nostram laudāmus. In __________ nostrā linguam Latīnam discimus. Fāma __________ nostrae bona est.

schola; scholā; scholae; scholam

IV: Scholae Americae sunt __________ et bonae. In __________ terrīs __________ quoque sunt scholae bonae. __________ __________scholās habet. Incolae __________ scholās Americae saepe laudant.

Eurōpa; Eurōpae; Eurōpae; multae; multās; multīs

(2) V: Choose the correct form:

(Via / Viam / Viae / Viā) ex apertīs (fenestrae / fenestram/ fenestrās / fenestrīs) videō.

Soror (mea / meae / meam) ex (scholam / scholā / scholae) properat.

Soror (tuam / tuae / tua) nōn est cum (parvam / parvā / parvae) (puellae / puellās / puellā).

Sunt (multae / multās / multīs) scholae in Americā.

Cornēlia (fīliam / fīliae / fīlia) (poētae / poetās / poētam) exspectat.

Agricola (Cornēlia / Cornēliae / Cornēliam) exspectat.

(3) VI: Listen carefully and supply the missing endings:

Māter fīli_____ dōnum dat quia fīli_____ bon_____ est. Māter agricol_____pecūni_____ dat quia dīligenter labōrant. Cas_____ agricol_____ parv_____ sunt. Māter puell_____ parv_____ benigna est. Magistra parv_____ puell_____ mult_____ fābul_____ narrat.

(1) vocabulary

exspectat: awaits, waits for

discimus: we learn

vidēmus: we see

labōrant: (they) work

properant: (they) hasten, hurry

fāma: reputation

Latīna: Latin

lingua: language

magistra: teacher (female)

schola: school

aperta: open

nostra: our

quia: because

dīligenter: diligently; carefully

(2) The 1^st declension nouns and 1^st / 2^nd declension adjectives below in bold show the cases in context.

[1] Nominative Singular and Plural: -a; -ae

Agricola Cornēliam exspectat. | The farmer is waiting for Cornelia.

Schola nostra est magna. | Our school is large.

Fenestrae sunt apertae. | The windows are open.

Scholae Americae sunt multae et bonae. | The schools of America are many and good [very literal; this could be rephrased e.g. There are many good schools in America]

There are many good schools in America.

[2] Genitive Singular and Plural: -ae; -ārum

Fīliae agricolae in viīs ambulant. | The farmer's daughters are walking in the streets.

In multīs terrīs Eurōpae quoque sunt scholae bonae. | There are also good schools in many countries of Europe.

Fāma scholae nostrae bona est. | The reputation of our school is good.

Scholae Americae sunt multae et bonae. | The schools of America are many and good [= There are many good schools in America]

Incolae Eurōpae scholās Americae saepe laudant. | The inhabitants of Europe often praise the schools of America.

Cornēlia fīliam poētae exspectat. | Cornelia is waiting for the poet's daughter.

Casae agricolārum parvae sunt. | The farmers' houses are small.

[3] Dative Singular and Plural: -ae; -īs

Māter fīliae dōnum dat. | The mother gives a present to the daughter.

Māter puellae parvae benigna est. | The mother is kind to the little girl.

Māter agricolīs pecūniam dat. | The mother gives money to the farmers.

Magistra parvīs puellīs multās fābulās narrat. | The teacher tells many stories to the little girls.

[4] (i) Accusative Singular: -am

Agricola Cornēliam exspectat. | The farmer is waiting for Cornelia.

Cornēlia fīliam poētae exspectat. | Cornelia is waiting for the poet's daughter.

Māter agricolīs pecūniam dat. | The mother gives money to the farmers.

Viam ex apertīs fenestrīs videō. | I see the road from the open windows.

Scholam nostram laudāmus. | We praise our school.

In scholā nostrā linguam Latīnam discimus. | We learn the Latin language in our school.

[4] (ii) Accusative Plural: -ās

Māter tua puellās exspectat. | Your mother is waiting for the girls.

Māter tua nunc puellās videt. | Your mother now sees the girls.

Ex fenestrīs viās vidēmus. | We see the roads from the windows.

Incolae Eurōpae scholās Americae saepe laudant. | The inhabitants of Europe often praise the schools of America.

Casa nostra magnās fenestrās habet. | Our house has large windows.

Eurōpa multās scholās habet. | Europe has many schools.

Magistra puellīs multās fābulās narrat. | The teacher tells the girls many stories.

[5] (i) Ablative Singular: -ā

Sunt multae scholae in Americā. | There are many schools in America.

Soror mea ex scholā properat. | My sister hurries from school.

Puellae ex scholā properant. | The girls hurry from school.

Soror tua nōn est cum parvā puellā. | Your sister is not with the little girl.

In scholā nostrā linguam Latīnam discimus. | We learn the Latin language in our school.

(ii) Ablative Plural: -īs

Soror tua cum puellīs est. | Your sister is with the girls.

Ex fenestrīs viās vidēmus. | We see the roads from the windows.

In multīs terrīs Eurōpae quoque sunt scholae bonae. | There are also good schools in many countries of Europe.

Viam ex apertīs fenestrīs videō. | I see the road from the open windows.

____________________

I: Casa nostra magnās fenestrās habet. Fenestrae sunt apertae. Ex fenestrīs viās vidēmus. Fīliae agricolae in viīs ambulant.

II: Māter tua puellās exspectat. Puellae ex scholā properant. Soror tua cum puellīs est. Puellae laetae sunt. Māter tua nunc puellās videt.

III: Schola nostra est magna. Scholam nostram laudāmus. In scholā nostrā linguam Latīnam discimus. Fāma scholae nostrae bona est.

IV: Scholae Americae sunt multae et bonae. In multīs terrīs Eurōpae quoque sunt scholae bonae. Eurōpa multās scholās habet. Incolae Eurōpae scholās Americae saepe laudant.

V: Viam ex apertīs fenestrīs videō. Soror mea ex scholā properat. Soror tua nōn est cum parvā puellā. Sunt multae scholae in Americā. Cornēlia fīliam poētae exspectat. Agricola Cornēliam exspectat.

VI: Māter fīliae dōnum dat quia fīlia bona est. Māter agricolīs pecūniam dat quia dīligenter labōrant. Casae agricolārum parvae sunt. Māter puellae parvae benigna est. Magistra parvīs puellīs multās fābulās narrat.

____________________

I: Our house has large windows. The windows are open. We see the roads from the windows. The farmer’s daughters are walking in the streets.

II: Your mother is waiting for the girls. The girls hurry from school. Your sister is with the girls. The girls are happy. Your mother now sees the girls.

III: Our school is large. We praise our school. In our school we learn the Latin language. The reputation of our school is good.

IV: There are many good schools in America. There are also good schools in many countries of Europe. Europe has many schools. The inhabitants of Europe often praise the schools of America.

V: I see the road from the open windows. My sister hurries from school. Your sister is not with the little girl. There are many schools in America. Cornelia is waiting for the poet’s daughter. The farmer is waiting for Cornelia.

VI: The mother gives a gift to the daughter because the daughter is good. The mother gives money to the farmers because they work diligently. The farmers’ houses are small. The mother is kind to the little girl. The teacher tells many stories to the little girls.

24.03.27: Level 4; literature; Cicero against Verres, ‘the art thief’

Gaius Verres was a Roman senator and former governor of Sicily who was accused of abuse of power. Cicero, serving as prosecutor on behalf of the Sicilians, took the case against Verres. In this extract, Cicero accuses Verres of relentless and widespread theft:

negō in Siciliā tōtā, tam locuplētī, tam vetere prōvinciā, tot oppidīs, tot familiīs tam cōpiōsīs, ūllum argenteum vās, ūllum Corinthium aut Dēliacum fuisse, ūllam gemmam aut margarītam, quicquam ex aurō aut ebore factum, signum ūllum aēneum, marmoreum, eburneum, negō ūllam pictūram neque in tabulā neque in textilī quīn conquīsierit, īnspexerit, quod placitum sit abstulerit.

Below is the translation by Peterson (1917)

I say that in all Sicily, in all that wealthy and ancient province, that in that number of towns and families of such exceeding riches, there was no silver vessel, no Corinthian or Delian plate, no jewel or pearl, nothing made of gold or ivory, no statue of marble or brass or ivory, no picture whether painted or embroidered, that he did not seek out, that he did not inspect, that, if he liked it, he did not take away.

• gemma, -ae [1/f]: jewel; gem
• margarita, -ae [1/f]: pearl
• pictūra, -ae [1/f] (1) in tabulā / (2) in textilī: a picture (1) on a panel i.e. painted (2) on cloth (the translator gives this as ‘embroidered’)
• textile, -is [3/n]: cloth; canvas; fabric

However, we can take a second look at a slightly more precise translation because this well-known extract is a typical example of Cicero’s oratory style. There are three features discussed: [a] rhetorical anaphora [b] alliteration [c] tricolon

[1] negō in Siciliā tōtā, tam locuplētī, tam vetere prōvinciā, tot oppidīs, tot familiīs tam cōpiōsīs, (1) ūllum argenteum vās, (2) ūllum Corinthium aut Dēliacum fuisse, (3) ūllam gemmam aut margarītam, quicquam ex aurō aut ebore factum, signum ūllum (1) aēneum, (2) marmoreum, (3) eburneum, [2] negō ūllam pictūram neque in tabulā neque in textilī quīn (1) conquīsierit, (2) īnspexerit, quod placitum sit (3) abstulerit.

[1] I say that in all Sicily — so rich, so ancient a province, with so many towns and so many wealthy households — there was not any / not a single silver vessel, not one piece of Corinthian or Delian ware, not one gem or pearl, not anything made of gold or ivory, not any (1) bronze, (2) marble, or (3) ivory statue;

[2] I say there was no painting, neither on panel nor on fabric / cloth, that he did not (1) search out, (2) examine, and, if it pleased him, (3) carry off.”

[a] He repeats the opening verb (negō: I say … not), a technique known as rhetorical anaphora, the same word or phrase repeated at the beginning of successive clauses or phrases.

[b] alliteration, the repetition of initial consonants:

• in Siciliā tōtā, tam locuplētī, tam vetere prōvinciā, tot oppidīs, tot familiīs tam cōpiōsīs
• neque in tabulā neque in textilī

[c] The tricolon: this is a common rhetorical device in Cicero’s speeches, and has been used by politicians and advertisers ever since -  three parallel words, phrases, or clauses that are roughly equal in length and structure. If you’ve ever been to a London market, the stallholders will loudly attract you with their wares using the same technique that Cicero uses!

“(1) I’m not asking for £20, (2) I’m not asking for £15, (3) I’m not even asking for £8 …D’you know what I’m asking for? £6, you can’t say fairer than that!”

When the three parts increase in length or intensity, it’s called a tricolon crescēns (ascending tricolon or climax).

Cicero repeats words and grammatical endings (ūllum / ūllam; -um; -am; -eum; -erit):

• (1) ūllum argenteum vās, (2) ūllum Corinthium aut Dēliacum … (3) ūllam gemmam aut margarītam
• signum ūllum (1) aēneum, (2) marmoreum, (3) eburneum

This last one is a good example of a tricolon crescēns

• conquīsierit, (2) īnspexerit, … (3) abstulerit i.e. (1) he looked for it (2) he inspected it and, the last word in the entire statement – the climax of the denunciation –  (3) he stole it

https://adckl.blogspot.com/2024/05/290524-level-2-side-note.html

https://adckl.blogspot.com/2024/05/290424-tomb-of-scipio-barbatus-im-lovin.html

The entire statement is ‘encircled’ by his opening and closing remarks which essentially summarise his argument:

in Siciliā tōtā │ in all of Sicily … absulerit │ he stole

We’re overwhelmed by the list of precious metals and objects: silver, jewels, pearls, gold, ivory, marble, brass, painted and embroidered pictures. In other words, if Verres saw it, he took it. Not unlike that the old London market stall holder wanting you to buy what’s on offer, Cicero wants to ‘sell’ his argument.

Do you think Cicero won the case?

23.03.27: Level 3; ACL/NJCL; 2016; Latin II (iii); Questions [20] – [29]; questions

20. Which number on the map indicates a Roman province acquired as a result of the First Punic War?

A) 1

B) 2

C) 3

D) 4

21. What is the Latin word for the universal color of a stop sign?

A) āter

B) caeruleus

C) ruber

D) viridis

22. In classical mythology, which hero and monster do not encounter each other?

A) Hercules and Cerberus

B) Theseus and the Chimaera

C) Perseus and Medusa

D) Odysseus and Polyphemus

23. Take your time and think about the irrevocable decision you are about to make!

A) unjustified

B) unwise

C) unfortunate

D) unalterable

24. With too much work for one person to do, each committee member took a task. This is an example of

A) caveat emptor

B) status quo

C) alea iacta est

D) divide et impera

25. If your teacher says, “Ī, discipule, ad tabulam et scrībe nōmen tuum,” what should you do?

A) Go to the board and write your name.

B) Go to the library and sign in.

C) Go to the shop and write your name on the wall.

D) Go to the town record office and inscribe your name in the records.

26. With what common Roman activity are strigilēs, unguentum, and tepidārium associated?

A) gladiatorial fights

B) public bathing

C) chariot racing

D) stage productions

27. “Diēs est calidus” is an appropriate response to

A) Quis abest hodiē?

B) Quot oculōs habēs?

C) Quaenam tempestās est?

D) Quota hōra est?

28. Who is the hero associated with the Golden Fleece and Medea?

A) Hercules

B) Daedalus

C) Jason

D) Bellerophon

29. What Roman leader invaded Britain and Germany in 55 B.C. and spent a number of years in Gaul?

A) Marcus Antonius

B) Gaius Julius Caesar

C) Publius Cornelius Scipio

D) Marcus Licinius Crassus

22.03.27: Topic / Level 4; transport [1]: wheeled vehicles (1) vehiculum; cisium; essedum

NOTE: the topic can be used simply to make a list of vocabulary and the basic translations. However, to illustrate the vocabulary a large number of excerpts from original literature are used.

[1] vehiculum, -ī [2/n] a general term for any form of vehicle / conveyance / means of transport i.e. with no direct indication as to its physical appearance or function.

Vehiculum ascendō. Ibi quoque īdem quod ambulāns aut iacēns (Pliny the Younger)

• I get into my vehicle. There too I do the same as when walking or lying down...

i.e. his focus is on what he does in the means of transport rather than giving any detail as to its type.

Similarly, the following two quotations do not attach any relevance to the type:

Cum paucissimīs servīs, quōs ūnum capere vehiculum potuit (Seneca the Younger)

• With the very few slaves whom a single vehicle could hold...

...mulīs ē proximō pistrīnō ad vehiculum iūnctīs... (Suentonius)

• after mules from a nearby mill had been yoked to the vehicle.

We can regard vehiculum as a generic term since, in the Roman world, the specific terms for wheeled vehicles were most often distinguished by purpose (e.g. freight vs. passengers), distance, and the number of wheels.

[2] cisium, -ī [2/n]: a light, open, two-wheeled carriage constructed for speed. Available for hire and driven by a cisiārius, -ī [2/m], they were used by travellers between towns and by couriers with urgent mail.

(1) decem hōrīs nocturnīs sex et quīnquāgintā mīlia passuum cisiīs pervolāvit (Cicero)

• Within 10 hours of darkness, he flew 56 miles in light carriages.

The first quotation from Cicero emphasises both the speed of the vehicles and the distance they managed to cover, i.e. over five miles per hour which, during the night on Roman roads, was exceptional. The noun is plural which would indicate that not one, but a series of carriages in relay were used, hired at different posting-houses (statiōnēs) along the route since such a long distance would have exhausted a single team of horses.

(2) inde cisiō celeriter ad urbem advectus domum vēnit capite involūtō (Cicero)

• From there, carried quickly to the city in a light carriage, he came home with his head wrapped.

Image #1: Illustrated Companion to the Latin Dictionary and Greek Lexicon (Rich, 1849)

Image #2: two-wheeled cisium from the floor mosaic at the Baths of the Cisiarii (Terme dei Cisiarii) in Ostia Antica

[3] essedum, -ī [2/n]: a two-wheeled war chariot of Celtic origin, particularly associated with the Britons [image #3]

essedārius, -ī [2/m]: a fighter in a (British / Gallic) war-chariot

The first attested references to this type of chariot are by Caesar:

(1) Genus hoc est ex essedīs pugnae. Primō per omnēs partēs perequitant et tēla coniciunt atque ipsō terrōre equōrum et strepitū rotārum ordinēs plerumque perturbant (Caesar)

• This is the nature of fighting from chariots. First, they drive around through all areas and hurl spears, and generally disturb the ranks by the very fear of the horses and the noise of the wheels.

(2) The Celtic war chariots became a symbol of prestige in Rome. In the following quotation, Cicero mocks Mark Antony as he flamboyantly parades through the streets:

Vehebātur in essedō tribūnus plēbis; lictōres laureātī antecēdēbant, inter quōs apertā lectīcā mīma portābātur...

• The tribune of the people was being carried along in a war-chariot; lictors crowned with laurel preceded him, among whom an actress was being carried in an open litter...

(3) These lines from Martial would suggest that the essedum, like the cisium, was also available for hire. Here he personifies his work, describing it undertaking a lengthy journey to reach his reader, first by sea and then overland.

Ī nostrō comes, ī, libelle, Flāvō | Go as a companion to our friend Flavus, go, little book,

longum per mare, sed faventis undae, | across the long sea, but with a favouring wave,

et cursū facilī tuīsque ventīs | and with an easy course and your own winds,

Hispānae pete Tarracōnis arcēs: | seek the citadels of Spanish Tarraco [i]:

Illinc tē rota tollet et citātus | from there a wheel [ii] will lift you up and swiftly sped

altam Bilbilin [iii] et tuum Salōnem [iv] /  quīntō forsitan essedō vidēbis. |  you will see high Bilbilis and your Salo, perhaps on a fifth chariot.

[i] Tarragona

[ii] tē rota tollet | a ‘wheel’ will lift you up: an example of metonymy, i.e. part of an object being used to refer to something larger, in this case a carriage or overland travel

[iii] high Bilbilis: Martial’s home town, located in the mountains

[iv] the Salo – now the Jalón: the river flowing at the base of the mountain where Bilbilis was located

Note that Martial refers to a fifth vehicle; again, the journey would have comprised – like by cisium – a relay of carriages.

21.03.27: Level 1-2 (review): Julia (a Latin Reader) [10] (5)

ĪPHIGENĪA (5)

Dīxit, et vultū serēnō ad āram prōcessit, et vītam cum sanguine fūdit. Ubi Graecī, misericordiae et amōris plēnī, virginem fortem vīdērunt, ex omnibus mīlitibus nēmō ferē lacrimās retinuit, sed omnēs gemitum profundum dedērunt.

Graecī igitur, simul ac Diānae nūmen virginis sanguine plācāvērunt, vēla candida ventō secundō dedērunt, et ad Asiae ōram nāvigāvērunt. Ibi multōs annōs Troiam vī et armīs frūstrā oppugnābant. Tandem, deōrum immortālium auxiliō, urbem incendērunt et praedam ingentem domum reportāvērunt. Helenam quoque Menelāus Spartam ad rēgiam redūxit.

Nōnne nōbilem praeclāramque virginem Īphigenīam putātis? Īphigenīam memoriā semper tenēte, nam prō patriā libenter ē vītā excessit. Nōnne aliī multī prō patriā ē vītā excessērunt? Multī et Graecī et Rōmānī et Britannī vītam prō patriā libenter dēdidērunt.

Sparta, -ae [1/f]: Sparta, a town in Greece

[i]

amor, -ōris [3/m]: love

auxilium, -ī [2/n]: help

gemitus, -ūs [4/m]: groan

[ii]

ingēns, -gentis: huge

[iii]

dēdō, -ere [3]: give up

fundō, -ere [3]: pour

putō, -āre [1]: think

[iv]

ferē: about, almost

nēmō, -inis: no one

 

____________________

She spoke, and with a calm expression went forward to the altar and poured out her life together with her blood. When the Greeks, full of pity and love, saw the brave maiden, almost no one among all the soldiers could hold back his tears, but all uttered a deep groan.

Accordingly, as soon as they had appeased Diana's divine power with the maiden's blood, the Greeks set their white sails before a favourable wind and sailed to the coast of Asia. There for many years they attacked Troy by force and arms, but in vain. At last, with the help of the immortal gods, they burned the city and carried a huge amount of booty home. Menelaus also brought Helen back to Sparta, to his palace.

Do you not think Iphigenia was a noble and illustrious maiden? Always keep Iphigenia in your memory, for she willingly gave up her life for her country. Have not many others also given up their lives for their country? Many Greeks, Romans, and Britons have willingly given their lives for their country.

20.03.27: Level 1; step-by-step; scaffolding [7] direct objects (3); nouns in -um

[3] Ending in -um:

No changes in either the singular or the plural i.e. -um (singular), -a (plural)

[i] Singular: -um

Ōvum edō. | I (am) eat(ing) an egg.

Ūnum ōvum edō. | I (am) eat(ing) one egg.

[ii] Plural: -a

Ōva edō. | I (am) eat(ing) (the) eggs.

Duo ōva edō. | I (am) eat(ing) two eggs. [Note: duo, not *dua*]

Multa ōva edō. | I (am) eat(ing) many eggs.

Exercise

(1) I’m eating an apple.

Māl_____ edō.

(2) I’m eating one apple.

Ūn_____ māl_____ edō.

(3) I buy apples.

Māl_____ emō.

(4) I buy two apples.

Du_____ māl_____ emō.

(5) I buy many apples.

Mult_____ māl_____ emō.

(6) I’m buying grain.

Frūment_____ emō.

(7) I’m cooking breakfast.

Ientācul_____ coquō.

(8) I’m holding two goblets.

Du_____ pōcul_____ teneō.

(9) I drink wine.

Vīn_____ bibō.

(10) I attack many towns.

Mult_____ oppid_____ oppugnō.

• frūmentum: grain
• ientāculum: breakfast
• mālum: apple
• oppidum: town
• pōculum: goblet
• vīnum: wine

____________________

(1) Mālum edō.
(2) Ūnum mālum edō.
(3) Māla emō.
(4) Duo māla emō.
(5) Multa māla emō.
(6) Frūmentum emō.
(7) Ientāculum coquō.
(8) Duo pōcula teneō.
(9) Vīnum bibō.
(10) Multa oppida oppugnō.

19.03.27: Level 1; First Latin Lessons (9); ablative case: 1st declension; singular and plural; ablative case with prepositions (in; ē / ex; cum)

I: Poēta casam in īnsulā habet. Casa mea quoque ibi est, et saepe poētam videō. Ex fenestrīs casae meae silvam videō. Silva pulchra est, et saepe ibi ambulō. Saepe cum poētā in silvīs ambulō. Poēta silvam amat.

II: Soror mea et soror tua nunc in viīs ambulant. Māter tua et māter mea interdum cum puellīs ambulant. Sed nunc māter tua in casā est. Mea māter in Americā nōn est.

III: Māter mea nunc in Hispāniā est. Soror poētae in Britanniā est cum fīliā Cornēliae. Cornēlia in Hiberniā quoque fīliam habet. Māter mea epistulās ex Hispāniā scrībit.

IV: Casae in īnsulīs sunt. Parvae puellae in viīs ambulant. Soror mea cum parvīs puellīs ambulat. Īnsulās ex meīs fenestrīs videō. Cornēlia nōn est in Hispāniā cum fīliā poētae.

(1) vocabulary

• ambulō: I walk
• ambulant: (they) walk
• via: street; road; way
• cum: with
• ex / ē: from; out of
• in: in; on
• ibi: there; in that place*
• nunc: now

*The word ‘there’ is used in English to refer to:

[i] the existence of something e.g. ‘There is a bookshop in that street. There are also two restaurants.’

[ii] the location of something / somebody e.g. ‘I live there.’

In Latin, [i] is expressed simply by the verbs est or sunt, i.e. the verbs themselves can convey the sense of ‘there’.

In culīnā est mēnsa. | In the kitchen is a table / a table is in the kitchen, or: There is a table in the kitchen.

In viā sunt multae tabernae. | In the street are many shops / many shops are in the street, or: There are many shops in the street.

[ii] is expressed by ibi e.g. Casa mea quoque ibi est. | My cottage is also there / at that place.

(2) This passage focusses on the ablative case. It has a wide range of functions which need to be discussed step-by-step. Here, we are looking at the use of the ablative with prepositions, i.e. words such as ‘in’, ‘on’, ‘with’ etc.

The three prepositions in the passage are:

in: in / on

cum: (together) with

ē / ex: out of; from

(3) The endings for the ablative case of 1^st declension nouns are:

[i] singular: -ā [pronounced as a long /a/ sound]

[ii] plural: -īs

[i] -ā: This ending looks like the nominative singular -a. In written Latin they do look exactly the same because original Classical Latin writing did not include the macron sign above the long vowels (ā).

The macron is used in school textbooks, grammars and some edited texts. However, in the early stages of learning Latin, it is better to retain them because they not only indicate the differing pronunciations of vowel sounds but can also, as it does here, show grammatical differences.

Nominative: Britannia est īnsula. | Britain is an island.

Ablative: In Britanniā habitō. | I live in Britain.

in

Poēta casam in īnsulā habet. | The poet has a cottage on the island.

Māter mea nunc in Hispāniā est. | My mother is now in Spain.

ex / ē

ex can be used with any noun which begins with a vowel or consonant

ē is used as an alternative to ex, but only with nouns that begin with a consonant

Māter mea epistulās ex Hispāniā scrībit. | My mother writes letters from [literally: out of] Spain

cum

This preposition does not convey every sense of ‘with’; it cannot, for example, be used in a sentence such as ‘I write with a pen.’ It refers to ‘(together) with’ somebody, but it has other senses too.

Cum poētā … ambulō. | I walk with the poet.

[ii] -īs: this is the same ending as the dative plural. Therefore, as with the -ae ending, reading in context will determine which case is being used.

In silvīs ambulō. | I walk in the forests.

Ex fenestrīs casae meae silvam videō. | Ou

t of the windows of my cottage I see the forest.

(4) 1^st / 2^nd declension adjectives have the same endings:

Soror mea cum parvā puellā ambulat. | My sister walks with the little girl.

Ex fenestrā meā silvam videō. | From my window I see the forest.

Soror mea cum parvīs puellīs ambulat. | My sister walks with the little girls.

Ex fenestrīs meīs silvam videō. | From my windows I see the forest.

LINKS

24.02.24: saying where you live / you were born; saying where you are; cases [2] ablative singular with the preposition in; Roman provinces

https://adckl.blogspot.com/2024/04/24.html

24.02.24: saying where you're from; ē / ex with the ablative case

https://adckl.blogspot.com/2024/04/24_4.html

03.03.24: ablative plural of first and second declension nouns

https://adckl.blogspot.com/2024/04/030324-ablative-plural-of-first-and.html

____________________

I: The poet has a house on an island. My house is there too, and I often see the poet. From the windows of my house I see a forest. The forest is beautiful, and I often walk there. I often walk in the forests with the poet. The poet loves the forest.

II: My sister and your sister are now walking in the streets. Your mother and my mother sometimes walk with the girls. But now your mother is in the house. My mother is not in America.

III: My mother is now in Spain. The poet's sister is in Britain with Cornelia's daughter. Cornelia also has a daughter in Ireland. My mother writes letters from Spain.

IV: There are houses on the islands. Little girls are walking in the streets. My sister walks with the little girls. I see the islands from my windows. Cornelia is not in Spain with the poet's daughter.

18.03.27: Level 4; literature; the Pater Noster of Juvencus [5]; notes on Latin poetry [4] video

[5] video: Vincent’s complete recitation with lines scanned and key points noted.

Take away:

dactyl(ic)

spondee

anceps

hexameter

/i/ + V: either ⁱa / ⁱo or i-a / i-o

diphthong

long by nature i.e. always long in any form of written or spoken Latin

long by position: [i] VCC; [ii] V+X[ks] i.e. becomes long in verse

elision: -(V) ͜ V- / -(V) + (h)V

17.03.27: Level 4; literature; the Pater Noster of Juvencus [4]; notes on Latin poetry [3] elision; reciting the verse

[3] Elision

[l.5] Īn cāe-¦ l(o) ͜   ūt tēr- ¦ rīs fī- ¦ āt tŭ-ă ¦ clā-ră vŏ- ¦ lūn-tās [īn cāe-l^oūt]

[i] -V ͜ V- i.e. a vowel at the end of a word and a vowel at the beginning of the next word are usually elided; the term is elision, and you can see that the end vowel is not scanned as it is either generally omitted when speaking or spoken rapidly together with the next vowel so that it forms one syllable:

[l.8]  Īn-nŭ-mĕ- ¦ r(a) ͜  īn-dūl- ¦ gēns ēr- ¦ rō- rīs ¦ dē-bĭ-tă ¦ prā-vī [-mĕ-¦ r’īn-dūl-]

[ii] Elision also occurs when the following letter is /h/ [V + hV]; /h/ is considered silent

[l.6] Vī-tā- ¦ līsqu(e) ͜ (h)ŏ- dĭ- ¦ ē sānc- ¦ tī sūb- ¦ stān-tĭ-ă ¦ pā-nĭs [līs qu’ŏ-dĭ-]

[4] Reciting the verse

It’s all very well talking about long and short syllables – but how are they actually said? Any poem in whatever language is open to interpretation, including the mood in which it is spoken, its pace and what the speaker wishes to emphasise. But you need to start somewhere to get the basic rhythms. The opening lyrics of “Paperback Writer” by the Beatles is comprised almost completely of crotchets (a single beat) and quavers (half a beat). Imagine you’re back in Primary Music class! Clap your hands, kids …

one ¦ and a ¦ two  ¦ and a ¦ three  ¦ and a  ¦ four 

Omit the first and last words:

(Dear) ¦ Sir or Ma-dame will-you read my book-it took-me  years to write, will-you take-a (look)?

Image #2: The notation is from the sheet music; the Beatles ‘play around’ a little with some of the rhythms when they sing it, but you can hear the long and short beats in the same way that you can hear the long and short syllables of the Latin work. Don’t sing it – say it, while tapping a pencil on the table. Then keep tapping that pencil and say the Latin line, and you’ll be getting pretty close to a Roman.

16.03.27: Level 4; literature; the Pater Noster of Juvencus [3] notes on Latin poetry [2] long and short syllables

[2] Identifying long and short vowels

A syllable is defined as long or short dependent upon the length of the vowel sound. How do you know if a syllable is long or short? There are two important terms to note:

[i] long by nature i.e. the vowel is always long – not only in poetry – for example:

[l.2] NŌ-mĭ-nĭs ¦ Ō-rĀ- ¦ mūs vĕ-nĕ- ¦ rĀ- tⁱŌ ¦ sĀnc- tĭ- fĭ- ¦ cĒ-tŭr

Diphthongs are always long, for example:

[l.1] cĀE-lī

[l.4] rĕ-¦ clĀU-dăt

[l.9] Ēt nōs ¦ hĀUt ă-lĭ-¦ tēr cōn- ¦ cē-dĕ-rĕ ¦ fŌE-nŏ-ră ¦ nōs-trīs

[l.10] Tē-trī ¦ sĀE-vă prŏ- ¦ cūl tēmp- ¦ tā-tⁱō ¦ dĀE-mŏ-nĭs ¦ āb-sĭt

[l.11] ĀE-quĕ mă- ¦

[ii] long by position; this is a crucial feature of Latin poetry:

Where a vowel is followed by two consonants [VCC] – even if those consonants are split between words –the vowel becomes long; there are exceptions but it is important to become familiar with this idea since it is an integral part of the rhythm.

[l.2] The verb ŌrĀmus has two vowels that are long by nature – they are always long. However, -mus is usually short, but in the verse, because it is followed by two consonants, it becomes long: ō-rā- ¦ mŪS ͜ Vĕ-nĕ- [VCC]

All the capitalised vowels in bold are normally short, but here they are long [VCC]:

[l.1] genitor (/o/ usually short) > gĕ-nĭ- ¦ tŌR ͜ Rĕ- [VCC]; in (/i/ usually short) > ĪN ¦ Vēr [VCC]

[l.3] ĪN ͜ Nō- ¦ bīs Pă- tĕr ¦ ĀL-Tĕ tŭ- ¦ ī: trĀN- ¦ QU-ĪL-Lă-quĕ ¦ mŪN-Dō

[l.5] fīat (/a/normally short) > fī- ¦ ĀT ͜ Tŭ-ă

[l.11] tol-lat (/o/ normally short) > tŌL-Lat

[iii] V + X: a vowel followed by /x/ becomes long since /x/ is composed of two consonant sounds /ks/:

[l.7] mox (normally short) > tŭ-ă ¦ mŌX [V + /ks/]

15.03.27: Topic / Level 4; animals at work (4) elephants in war; how to train an elephant

Even today horses used by, for example, the police are trained to stay calm when experiencing noise and / or violent behaviour. Similarly, the unknown author of Dē Bellō Āfricō describes the training of elephants for warfare. Elephants are easily startled and, like any other wild animal, may act unpredictably. Therefore, what we read here is a training scenario emulating an attack by projectiles fired by slings.

The elephants are lined up facing soldiers who act as the enemy. Behind the elephants are ‘friendly’ soldiers. The aim is to ensure that, even if the animals, frightened by the enemy action, turn tail and head for ‘their side’, they will be forced by a second volley of stones to turn around again and continue to advance towards the enemy. As the author implies, it’s a high risk tactic since elephants do not know whose side they are on!

The adjective rudis has multiple meanings including: untrained, coarse, awkward or wild. In other words, elephants are not quick on the uptake, and considerable patience is required.

Scīpiō interim elephantōs hōc modō condocefacere īnstituit. 

• Scipio meanwhile began training elephants in the following way.

Duās īnstrūxit aciēs, 

• He drew up two (battle-) lines,

ūnam funditōrum contrā elephantōs,

• one (line) of slingers facing the elephants

quae quasi adversāriōrum locum obtinēret 

• which, as it were, would take the place of the enemy

et contrā eōrum frontem adversam lapillōs minūtōs mitteret; 

• and hurl small stones against their / the elephants’ opposing front

deinde in ōrdinem elephantōs cōnstituit, 

• next he arranged the elephants in line

post illōs autem suam aciem īnstrūxit ut, 

• and behind them drew up his own line so that,

cum ab adversāriīs lapidēs mittī coepissent 

• when the stones had started to be thrown by the enemy

et elephantī perterritī sē ad suōs convertissent, 

• and the terrified elephants had turned back upon their own side

rūrsus ab suā aciē lapidibus missīs eōs converterent adversus hostem. 

• they would again turn them against the enemy by stones thrown from his own line.

Quod aegrē tardēque fīēbat; 

• This was done with difficulty and slowly;

rudēs enim elephantī multōrum annōrum doctrīnā ūsūque vetustō vix ēdoctī 

• for raw elephants, scarcely trained even by many years of instruction and long experience

tamen commūnī perīculō in aciem prōdūcuntur. 

• are nevertheless brought into the battle-line, and equally dangerous to both sides.