Monday, May 11, 2026

18.11.26: Level 4; subjunctive (review) [2] Road to Latin (Chesnutt) 47

Tam bene dīcit Orgetorīx ut iuvenēs nōbilēs coniūrātiōnem faciant et rēgna in cīvitātibus suīs occupāre cōnstituant. Inter sē fīdem et iūs iūrandum dant. Tam audācēs sunt ut perīcula nōn timeant. Etiam spērant sē tōtīus Galliae imperiō potīrī posse. Tanta est Orgeorīgis cupiditās rēgnī ut patriam trādere velit.

Ea rēs, paulō, post, Helvētiīs ēnūntiāta est. Helvētiī Orgetorīgem hostem esse sēnsērunt et ita incitātī sunt ut eum ex vinculīs causam dīcere cōgerent. Orgetorīx amīcōrum magnum numerum habēbat et eius audācia erat tanta ut ad iūdicium omnem suam familiam, ad hominum mīlia decem, undique convocāret; per eōs sē ēripere posse spērāvit. Sed cīvitās, ob eam rem incītāta, armīs iūs suum exsecūta est multitūdinemque hominum ex agrīs magistrātūs ad iūdicium coēgērunt. Orgetorīx perterritus dē vītā decessit.

Post eius mortem nihilō minus Helvētiī patriam relinquere cupīvērunt. Quārē accidit ut cōnsilia exsequerentur. Magnae sēmentēs factae erant; carrī et iūmenta ēmpta erant; fēminae līberīque conlātī erant. Sed spem domum reditiōnis tollere necesse erat. Fiēbat ut oppida sua omnia, vīcōs omnēs, reliqua prīvāta aedificia incenderent. etiam frūmentum omne praeter id quod sēcum portāre necesse erat incendērunt. Hōc modō effēcērunt ut omnis spēs domum reditiōnis tollerētur. Effēcērunt praetereā ut fīnitimī eōdem cōnsiliō ūsī ūnā cum eīs proficīscerentur.

Complete the translations of the Latin sentences with one clause from Column A and one clause from Column B

[1] Tam bene dīcit Orgetorīx ut iuvenēs nōbilēs coniūrātiōnem faciant.

[2] Tam audācēs sunt ut perīcula nōn timeant.

[3] Tanta est Orgeorīgis cupiditās rēgnī ut patriam trādere velit.

[4] Helvetiī … ita incitātī sunt ut eum ex vinculīs causam dīcere cōgerent.

[5] Eius audācia erat tanta ut ad iūdicium omnem suam familiam … convocāret.

[6] Quārē accidit ut cōnsilia exsequerentur.

[7] Fiēbat ut oppida sua omnia … incenderent.

[8] Hōc modō effēcērunt ut omnis spēs domum reditiōnis tollerētur.

[9] Effēcērunt praetereā ut fīnitimī … ūnā cum eīs proficīscerentur.

____________________

[1] Orgetorix speaks so well that the noble youths make a conspiracy.

[2] They are so bold that they do not fear dangers.

[3] So great is Orgetorix’s desire for kingship that he wishes to betray his country.

[4] The Helvetii were so stirred up that they forced him to plead his case in chains.

[5] His boldness was so great that he summoned his entire household to the trial.

[6] Therefore it happened that they carried out their plans.

[7] It came about that they burned all their towns.

[8] So great is Orgetorix’s desire for kingship that all hope of returning home was removed.

[9] They also brought it about that the neighbouring peoples set out together with them.

17.11.26: Level 3+ (Review); P. Cornelius Lentulus: The Story Of A Roman Boy [10]

LXIX. PUBLIUS JOINS CAESAR'S ARMY IN GAUL

[A] __________

[B] __________

Pūblius iam adulēscēns, postquam togam virīlem sūmpsit, aliīs rēbus studēre incēpit et praesertim ūsū armōrum sē dīligenter exercuit. Magis magisque amāvit illās artēs quae mīlitārem animum dēlectant. Iamque erant quī eī cursum mīlitārem praedīcerent. Nec sine causā, quod certē patris īnsigne exemplum ita multum trahēbat.

[C] __________

[D] __________

Paucīs ante annīs C. Iūlius Caesar, ducum Rōmānōrum maximus, cōnsul creātus erat et hōc tempore in Galliā bellum grave gerēbat. Atque in exercitū eius plūrēs adulēscentēs mīlitābant, apud quōs erat amīcus quīdam Pūblī. Ille Pūblium crēbrīs litterīs vehementer hortābātur ut iter in Galliam faceret. Neque Pūblius rēcūsāvit, et, multīs amīcīs ad portam urbis prōsequentibus, ad Caesaris castra profectus est.

[E] __________

[F] __________

Quārtō diē postquam iter ingressus est, ad Alpēs, montēs altissimōs, pervēnit. Hīs summā difficultāte superātīs, tandem Gallōrum in fīnibus erat. Prīmō autem veritus est ut castrīs Rōmānīs adpropinquāre posset, quod Gallī, maximīs cōpiīs coāctīs, Rōmānōs obsidēbant et viās omnēs iam clauserant. Quamvīs per hostium cōpiās iter faceret, Pūblius vestem Gallicam induit nē ā Gallīs caperētur; ita incolumis ad castra pervenīre potuit. Intrā mūnītiōnēs acceptus, ā Caesare benignē exceptus est. Imperātor fortem adulēscentem amplissimīs verbīs laudāvit et eum tribūnum mīlitum creāvit.

Question [1] comprehension

Which of the following titles are appropriate for each paragraph? There are two titles for each of them.

dangerous journey through enemy territory

early training and growing interest in military life

invitation to join Caesar’s campaign in Gaul

successful arrival and reward in the Roman camp

the rise of Julius Caesar as Rome’s greatest general

young man influenced by his father’s reputation

Question [2] language; clause types and descriptors

Look at the following clauses from the text. At this higher level, you may well be using grammar books that identify these clauses by name. Match the clauses with their names and descriptors [A] – [H] below:

[i] plūrēs adulēscentēs mīlitābant ¦ apud quōs erat amīcus quīdam Pūblī _____

[ii] erant ¦ quī eī cursum mīlitārem praedīcerent _____

[iii] postquam togam virīlem sūmpsit _____

[iv] quod certē patris īnsigne exemplum ita multum trahēbat _____

[v] vestem Gallicam induit ¦ ā Gallīs caperētur _____

[vi] hortābātur ¦ ut iter in Galliam faceret _____

[vii] veritus est ¦ ut castrīs Rōmānīs adpropinquāre posset _____

[viii] Quamvīs per hostium cōpiās iter faceret, … _____

[A] subordinate clause of fear (+ subjunctive)

  • Used after verbs of fearing; expresses fear that something may happen, ut expresses fear that something may not happen.

[B] indirect command (+ subjunctive)

  • Reports an order, request, encouragement, or instruction indirectly.

[C] concessive clause (+ subjunctive)

  • Expresses a contrast, usually translated as “although …”; the main action happens despite this fact.

[D] subordinate clause of cause / reason

  • Explains why the action in the main clause happens.

[E] relative / adjectival clause

  • Refers to / describes a specific, identifiable person or thing mentioned in the main clause.

[F] relative clause of characteristic (+ subjunctive)

  • Describes the type or kind of person or thing, not a specific individual; often a general or non-specific group.

[G] subordinate clause of negative purpose (+ nē + subjunctive)

  • Explains the aim or intention behind the action in the main clause; here, the purpose is negative i.e. the goal it is intended not to bring about.

[H] subordinate clause of time (temporal clause)

  • States when the action of the main clause takes place.

____________________

Notes on the subjunctive

[1] Subjunctive: characteristic; does not describe a specific person but makes a generalised comment on the ‘type of person’

https://adckl.blogspot.com/search/label/subjunctive%3A%20characteristic

Iamque erant quī eī cursum mīlitārem praedīcerent

  • And there were already people who predicted a military career for him

[2] Subjunctive: indirect command

https://adckl.blogspot.com/search/label/subjunctive%3A%20indirect%20commands

Ille Pūblium … vehementer hortābātur ut iter in Galliam faceret

  • He was strongly urging Publius … to make a journey into Gaul

[3] Subjunctive: purpose (negative)

https://adckl.blogspot.com/search/label/subjunctive%3A%20purpose

Pūblius vestem Gallicam induit ā Gallīs caperētur

  • Publius put on Gallic clothing so that he would not be captured by the Gauls

[4] Subjunctive: fear

https://adckl.blogspot.com/search/label/subjunctive%3A%20verbs%20of%20fearing

Prīmō autem veritus est ut castrīs Rōmānīs adpropinquāre posset

  • At first, however, he feared that he might not be able to approach the Roman camp

[5] Subjunctive: concessive; ‘although’

https://adckl.blogspot.com/search/label/subjunctive%3A%20concessive%20clauses

Quamvīs per hostium cōpiās iter faceret, …

  • Although he was making his way through the enemy forces, …

____________________

Question [1] comprehension

[A] Early training and growing interest in military life

[B] A young man influenced by his father’s reputation

[C] An invitation to join Caesar’s campaign in Gaul

[D] The rise of Julius Caesar as Rome’s greatest general

[E] A dangerous journey through enemy territory

[F] Successful arrival and reward in the Roman camp

Question [2] language

[i] E; [ii] F; [iii] H; [iv] D; [v] G; [vi] B; [vii] A; [viii] C


16.11.26: Level 2 (review); Carolus et Maria [34] (2)

[3] Translate:

Latrōnēs quoque tēla habent. Sī latrōnēs sē capī putant, cīvēs interdum interficiunt. Nocte ubi cīvēs somnō sē dant, latrōnēs per viās celeriter ambulant. Tēcta non semper mūnīta sunt. Fenestrae sunt apertae. Quod cīvēs sonitum pedum latrōnum nōn semper audiunt, nēmō latrōnēs, quī multās rēs ē tēctīs portant, videt. Latrōnēs igitur discēdunt. Māne posterō diē avunculus et comitēs eius vocantur et diū per viās errant. Sī latrōnēs capiuntur, hī virī malī diū in vinculīs tenentur aut interficiuntur.

Note: Sī latrōnēs sē capī putant,…

Literally: If the robbers think themselves to be captured

> If the robbers think that they are captured

[4]

Nunc Maria quae in grāmine sub umbrā arboris et ante pedēs avunculī iacet fābulās tantōrum perīculōrum audit. “Nōn tanta perīcula sunt, ut putō, in nostrīs urbibus,” inquit puella. Avunculus “Maiōra perīcula,” respondet, “in urbibus vestrīs quam trāns mare reperiuntur. In urbe meā paucī cīvēs ā latrōnibus interficiuntur.”

[i] Where exactly is Maria sitting?

[ii] Which of the following statements is true?

[A] Maria thinks that the dangers are only fairy tales.

[B] Maria thinks there are not such dangers in the cities of her country.

[C] Her uncle thinks there are greater dangers in the cities of Maria’s country.

[D] Her uncle thinks there are greater dangers overseas.

[E] Many citizens are killed in her uncle’s city.

[F] A few citizens are killed in her uncle’s city.

[G] The citizens kill robbers.

[H] The robbers kill citizens.

____________________

[3] The robbers also have weapons. If the robbers think that they are captured, they sometimes kill the citizens. At night when the citizens go to sleep (literally: give themselves to sleep), the robbers walk quickly through the streets. The houses are not always fortified. The windows are open. Because the citizens do not always hear the sound of the robbers' feet, nobody sees the robbers who are carrying many things out of the houses. Therefore, the robbers depart. In the morning on the following day the uncle and his companions are called, and wander through the streets for a long time. If the robbers are captured, these evil men are held in chains or killed.

[4]

[i] in grāmine (1) sub umbrā arboris (1) et ante pedēs avunculī (1) | on the grass (1); under the shade of a tree (1); at (in front of) her uncle’s feet (1)

[ii]

[B] Maria thinks there are not such great dangers in the cities of her country.

Nōn tanta perīcula sunt … in nostrīs urbibus

[C] Her uncle thinks there are greater dangers in the cities of Maria’s country.

Maiōra perīcula … in urbibus vestrīs

[F] A few citizens are killed in her uncle’s city.

paucī cīvēs … interficiuntur.

[H] The robbers kill citizens.

… cīvēs ā latrōnibus interficiuntur.

15.11.26: Level 1-2 (review): Julia (a Latin Reader) [4] (5)

CERĒS ET PERSEPHONĒ (5)

Tum Cerēs ex agricolae casā ambulāvit. Sed flēvērunt familia et flēvit Triptolemus, quod nōn iam in Deae gremiō dormītābat. Māne agricola virōs et fēminās locī convocāvit, et Deae dicta et facta nārrāvit. Deinde virī et fēminae saxa multa apportāvērunt et templum magnum aedificāvērunt. In templī ārīs victimās mactāvērunt, et Deam adōrāvērunt. Grāta erant Deae dōna populī, et Cerēs templum diū habitābat.

Intereā in ārīs aliōrum deōrum neque pōma neque ūvae neque rosae iacēbant. Nōn iam herba in prātīs, nōn iam pōma in agrīs flōrēbant, quod adhūc Cerēs propter fīliam flēbat. Itaque Iuppiter Deae, “Plūtō,” inquit, “fīliam tuam habet. Persephonē rēgīna Īnferōrum est. Sed Mercurius ad rēgnum Īnferōrum properābit, et puellam ad templum tuum celeriter apportābit.”

Deinde Mercurius ad Īnferōs properāvit. Persephonē cum virō suō in lectō sedēbat. Misera erat puella, quod adhūc Deam cāram dēsīderābat. Sed Mercurium vidēbat et laeta fuit. “Iterum,” inquit, “Deam cāram vidēbō, iterum Cerēs fīliam suam habēbit.”

Tum Plūtō verbīs benignīs puellam ōrāvit, “Ō Persephonē, memoriae tuae grātus semper erit Plūtō; iterum rēgīna Īnferōrum eris. Nunc caeruleum est caelum, iūcunda sunt prāta, sed mox gelidum erit caelum, gelidī erunt et ventī et agrī. Tum iterum virum tuum et rēgnum Īnferōrum dēsīderābis. Valē, Ō cāra rēgīna.”

 

[1]

familia, -ae [1/f]: family

populus, -ī [2/m]: people

Iuppiter, Iovis [3/m]: Jupiter

Mercurius, -ī [2/m]: Mercury

rēgnum, -ī [2/n]: kingdom

rēgīna, -ae [1/f]: queen

lectus, -ī [2/m]: bed

ventus, -ī [2/m]: wind

memoria, -ae [1/f]: memory

[2]

celer, celeris, celere: swift

[3]

flēō, flēre [2]: weep

convocō, convocāre [1]: call together

apportō, apportāre [1]: bring

sedeō, sedēre [2]: sit

videō, vidēre [2]: see

ōrō, ōrāre [1]: beg, plead

[4]

māne: in the morning

intereā: meanwhile

mox: soon

semper: always

valē: farewell

___________________

Then Ceres walked out of the farmer’s house. But the family wept, and Triptolemus wept because he was no longer sleeping in the lap of the goddess. In the morning the farmer called together the men and women of the place and told the deeds and words of the goddess. Then the men and women brought many stones and built a great temple. On the altars of the temple they sacrificed victims and worshipped the goddess. The gifts of the people were pleasing to the goddess, and Ceres lived in the temple for a long time.

Meanwhile on the altars of the other gods neither fruit nor grapes nor roses were lying. No longer did grass in the meadows or fruit in the fields bloom, because Ceres was still weeping for her daughter. And so Jupiter said to the goddess, “Pluto has your daughter. Persephone is the queen of the Underworld. But Mercury will hurry to the kingdom of the Underworld and will quickly bring the girl to your temple.”

Then Mercury hurried to the Underworld. Persephone was sitting with her husband on a couch. The girl was unhappy because she still longed for her dear mother. But she saw Mercury and was happy. “Again,” she said, “I shall see my dear mother; again Ceres will have her daughter.”

Then Pluto pleaded with the girl in kind words, “O Persephone, Pluto will always be grateful to your memory; again you will be queen of the Underworld. Now the sky is blue, the meadows are pleasant, but soon the sky will be cold, and the winds and fields will be cold. Then again you will long for your husband and the kingdom of the Underworld. Farewell, dear queen.”


14.11.26: Level 4; subjunctive (review) [1] Road to Latin (Chesnutt) 46

Helvetiī multa dīligenter comparant quod ē patriā exīre cōnstituērunt. Sēmentēs quam maximās faciunt inopia frūmentī in itinere sit. Iūmentōrum et carrōrum maximum numerum emunt ut omnia sēcum facile portent. Nūntiōs ad cīvitātēs proximās mittunt ut eae gentēs quoque cōnsilia audiant et auxilium mittant. Fortasse cīvitātēs sē sociōs iungent et ē fīnibus ībunt. Helvētiī patriam relinquunt ut novōs agrōs videant et fīnēs multitūdinī hominum idōneōs capiant. Magna est eōrum spēs.

Orgetorīx, nōbilissimus Helvētiōrum, erat cīvitātibus proximīs amīcus. Dux igitur dēlēctus est ut fīnitimī cōnsilia Helvētiōrum benignē audīrent et auxilium mitterent. Ad cīvitātēs iit ut prīncipēs vidēret et cum eīs cōnsilia caperet. Helvētiī cum fīnitimīs pācem et amīcitiam cōnfirmāre voluērunt ut omnia per eōrum fīnēs sine difficultāte portārentur. Erat mōs gentēs obsidēs inter sē dare iniūria esset.

Helvētiī cum cīvitātibus proximīs pācem et amīcitiam cōnfirmāre cōnstituerant quō facilius per eōrum fīnēs iter facere possent. Itaque Orgetorīgem mīserant quī eās rēs cōnficeret. Sed Orgetorīx rēgnī cupiditāte adductus alia cōnsilia cēpit.

Match the Latin and English phrases.

____________________

1:B | so that there is not a shortage of grain on the journey

2:F | so that they may carry everything easily with them

3:G | so that those peoples may also hear the plans and send help

4:H | so that they may see new lands

5:I | and may take territories suitable for a large number of people

6:J | so that the neighbours would hear the Helvetii’s plans favorably

7:K | and would send help

8:L | so that he could see the chiefs

9:M | and (could) make plans with them

10:A | so that everything might be carried through their territories without difficulty

11:C | so that there would be no wrongdoing

12:D | so that they could more easily make the journey through their territories

13:E | who was to accomplish these things


13.11.26: Level 4; introduction

Learning a language is a journey. The images that have accompanied the introduction to each level have conveyed that. The Latin journey is a long one: it requires considerable reading, practice, thought and review. Above all, however, it requires patience – and utter determination.

Learning a language – even our native one – never ends, but targets can be set so that, should you wish to progress to higher education, you are equipped with everything you need to face that confidently. In ‘Latin for Learners’ that is our summit.

This is the final level of both the Facebook group and the blog site.

Level 4 is targeted at those who already have a sound command of Latin at intermediate / upper-intermediate level.  

Grammar

The grammar and syntax needed to reach this stage have been covered in depth and repeatedly at Levels 1 – 3+. Therefore, only more advanced aspects of the language will be reviewed and / or referred to, for example:

  • the subjunctive
  • gerunds; gerundives
  • participial usage e.g. ablative absolute
  • indirect statement

Where necessary, links to earlier posts on these and similar topics will be given.

Less common features which occur from time to time in literature will be mentioned in notes; these do not require in-depth study.

Levels 1 – 3+ will continue although less detail will be given, but, again, links will be posted to the topics in the ‘labels’ section of the blog.

If you reach the summit, then you have every right to feel proud.

Overview of Level 4

Literature

[i] texts that could be considered “ bridges” to Classical Latin, for example extracts from the Vulgate and from the Mediaeval texts entitled Gesta Rōmānōrum

[ii] GCSE Literature topics; these approach Classical Latin literature from a thematic perspective with excerpts from different authors and all deal with specific aspects of the Roman world

[iii] Mediaeval Literature; a number of earlier posts will reappear – including song lyrics – and, again, we will look at the differences between Classical and Mediaeval Latin as well as authentic manuscripts, and scribal abbreviations

[iv] Classical Latin literature showing a range of authors, themes and styles e.g. Catullus, Caesar, Tacitus and Pliny; I will mainly, but not exclusively, follow the prescribed works for the UK AS / A2 examinations.

[v] Classical Latin poetry with a step-by-step guide to the analysis of poetic devices and metre: only those features found at the UK AS / A2 level will be considered

Self-Assessment

  • Questions from UK GCSE and, later, AS and A2 examinations
  • Highest levels of the US National Latin Examination

Sunday, May 10, 2026

02.11.26: topic; architecture [15]; describing a modern house (Traupman); dialogue (2) [ii] an interesting discussion

The odd omission from the Traupman dialogue is how Latin would express ‘living room’ because the Romans did not have a single room in the way we understand its modern function. However, given that one of the aims of this topic is to facilitate spoken Latin in a contemporary way, it needs to be included.

To begin, I shall quote some extracts from a discussion a decade ago:

https://latin.stackexchange.com/questions/2272/what-is-living-room-in-latin

“I would like to find a good Latin word for "living room". I know some options, but my list might not be complete and I am not sure what is the best choice. It may well be that different words are needed for different kinds of living rooms.”

This is certainly true in the ancient world although we will not find the “answer” from the poorer classes of Rome since most of them lived in single rooms in large, cramped and poorly constructed apartment blocks called insulae. They had neither washing nor cooking facilities, hence the proliferation of thermae (public bath houses), street fountains, and “fast food” outlets known as thermopolia.

In the large, wealthy Roman town houses and in the sprawling country villas, there were different rooms where the type of activity took place that we would associate with our living rooms – but none of them encompass a unified concept.

One response to the initial question was:

Have you tried looking at modern Latin dictionaries already?”

That the original writer had provided a list of possibilities suggests this process had already been done, but it had not resolved the issue. The link below gives eight different Neo-Latin definitions for the same word:

https://neolatinlexicon.org/latin/living_room/

The problem is compounded by different writers inconsistently employing vocabulary.

[1] Traupman (Conversational Latin for Oral Proficiency) lists two – but does not use them in his text :

[i] sessōrium, -ī [2/n]; Amery (First Thousand Words in Latin) also chooses this noun.

[ii] synoecium, -ī [2/n]

[2] Wilkes (Latin for Beginners) lists mediānum, -ī [2/n]

[3] ātrium, -ī [2/n] is listed at:

https://en.wikiversity.org/wiki/Latin_II/Household_Lesson_1#

This is also given as “lounge” at:

https://neolatinlexicon.org/latin/lounge/

Question: does it matter? Not really, if you are only focussing on the Classical world because the language has a wide range of vocabulary to denote the rooms in Roman houses, the functions generally well defined. In a contemporary sense, however, it is an interesting task to question and / or challenge what is presented as being “correct”.

This can be done in a number of ways, one of which is to check the frequency with which a word was used in Classical Latin and whether it at least partially conveyed the meaning.

[1] https://logeion.uchicago.edu/sessorium

Lewis & Short: [i] stool, chair; [ii] a place of residence, dwelling, habitation

The noun occurs once. In the Satyricon (Petronius), Trimalchio describes his vast property:

Habet quattuor cēnātiōnēs, | It has 4 dining rooms,

cubicula vīgintī, | 20 bedrooms,

porticūs marmorātōs duōs | two marble halls,

sū(r)sum cellātiōnem, | a series of storerooms upstairs

cubiculum in quō ipse dormiō, | a bedroom in which I myself sleep,

** vīperae huius sessōrium.... | a chamber for this viper, ** [i.e. a place where the viper ‘lives’ / ‘sits’ / ‘resides’]

ōstiāriī cellam perbonam; | the porter’s excellent room;

hospitium hospitēs capit. | the guest room receives guests.

[2] https://logeion.uchicago.edu/synoecium

Lewis & Short: a room where several persons dwell together

From a German definition: das gemeinsame Wohnzimmer | the shared / common living room

The noun occurs only once, and also from the Satyricon:

Nam sī aliquis ex īs, quī in eōdem synoeciō pōtant, ... | For if any one of those who drink in the same tenement / lodging

I suspect that Traupman has tried to find an all-embracing noun, but neither of these were in common use, nor does he consider other nouns that are functionally closer.

[3] Wilkes’ suggestion of mediānum, -ī [2/n] is distinctly odd since, in Classical Latin, it had no suggestion of any form of living space; as a noun, it referred to the middle part.

https://logeion.uchicago.edu/medianus

[4] There are, however, potential “candidates”.

[i] exedra, -ae [1/f] “In private houses the exedra was a room intended for conversation” (Thurston Peck)

[ii] ex(h)edrium, -ī [2/n]: Lewis & Short define this word as a “sitting room, parlour” and is referred to by Cicero:

Exhedria quaedam mihi nova sunt īnstitūta in porticulā Tusculānī.

“Certain new sitting-rooms have been set up for me in the little portico of the Tusculan villa.”

In architectural terms, they may have been little more than ‘side rooms’ or a semi-circular seating area opening out to, for example, the peristylium (garden with colonnades). While neither of them would precisely render the concept of a living room, both refer to areas of a Roman house where people would withdraw for conversation and social interaction. To that extent, the rather formal English term “drawing room”, a shortened version of “withdrawing room”, reflects a similar concept.

[iii] ātrium, -ī [2/n]

05.10.26: topic: architecture [6]; The Roman House [1]

https://adckl.blogspot.com/2026/04/051026-topic-architecture-6-roman-house.htmll

However, since it was a location for receiving visitors – the term “reception rooms” is used today by, for example, estate agents – then it is a reasonable rendering of “living room”. Moreover, in social terms, the ātrium was the largest – and most impressive – area of a Roman house, designed to convey the wealth and influence of the owner. In many houses in England built in the Victorian and Edwardian eras, the “living room” was often described as the “best room” i.e. the one that was the most elaborately furnished and conventionally used for visitors.

The writer of the original post makes the following observation:

“Atrium: Has the meaning of "main room", but also the tone of "entrance". If many other rooms are accessed through the living room, I would be tempted to use this word.”

And so would I.

Saturday, May 9, 2026

10.05.26: Vincent and the snakes in the grass

Referring to:

https://www.facebook.com/reel/1557269026025911

Salvēte sodālēs. | Greetings, companions / friends.

Ut valētis? | How are you (all)?

Vidēsne hanc bēstiam? | Do you see this beast / creature?

Anguis venēnātus est. | It is a venomous snake.

Anglicē ‘copperhead’ appellātur. | In English, it is called a “copperhead.”

Eius modī anguēs saepe videō in silvā natiōnālī Sam Houston … | I often see snakes of this kind in the Sam Houston National Forest …

… quae ad septentriōnēs Hustōniae sita est. | … which is located to the north of Houston.

Itaque, noctū, semper mihi cavendum est … | Therefore, at night, I must always be careful …

… et lūmine ūtendum … | … and use a light / flashlight …

… nōn quod tenebrās timeam … | … not because I fear the darkness …

… sed quia eōs calcāre nōlim. | … but because I do not want / I would not wish to step on them.

____________________

[1] anguis, -is [3 m/f]: snake; serpent

latet anguis in herbā (Virgil) | a snake is hiding in the grass, from which is derived the phrase we use to describe a large number of politicians - and Virgil knew about them in 37 BC

also: serpēns, serpentis [3 m/f]: snake; serpent

[2] venēnum, -ī [2/n]: poison

venēnō, -āre [1]: to poison

venēnātus, -a, -um: poisoned i.e. if it has happened to you; poisonous i.e. if it contains poison

These are handy words to know since it was a Roman method of getting rid of ‘snakes in the grass’.

[3] tenebrae, -ārum [1/f/pl]: darkness; in Latin, the noun is plural

There are a few more advanced points of language in Vincent’s video.

[4] mihi … cavendum est … ūtendum …; this seems an odd construction to us since there is no exact equivalent; we’ll use a more straightforward example:

legō, -ere [3]: read > legendus, -a, -um: it literally means ‘which is to be read’. In grammar it is known as a gerundive of obligation i.e. it expresses what needs to be / has to be / ought to be etc. done.

hic liber legendus est: this book is to be / needs to be / ought to be read

If who needs to do it is referred to, that is in the dative:

Hic liber (1) tibi (2) legendus est | literally: this book is (1) for you (2) to be read = you need to read this book

In the expressions used by Vincent, they are impersonal i.e. they do not agree with any noun and use the neuter form

Mihi cavendum est … et … ūtendum | literally: it is for me to be guarded against … and to be used = I need to be careful … and (to) use

[5]

(1) … nōn quod tenebrās timeam … | … not because I fear the darkness …

(2) … sed quia eōs calcāre nōlim. | … but because I do not want to step on them.

In both of these expressions, Vincent uses the subjunctive forms of the verb.

(1) quod: because – is not usually followed by the subjunctive, but can be when a reason is reported i.e. what somebody else said:

[a] Dormīre nōn poterat quod ānxius erat (indicative)

[b] Dormīre nōn poterat quod ānxius esset (subjunctive)

Both mean: He could not sleep because he was worried.

However, [a] presents it as factual whereas [b] implies that, for example, this was something the writer was told. One way English could convey [b] would be: He couldn’t sleep because, he said, he was worried.

… nōn quod tenebrās timeam … | … not because I (might) fear the darkness … (i.e. in case you’re thinking that)

23.08.26; Level 3+; Subjunctive [90] dependent uses [15] reported / indirect reason: quod and quia

https://adckl.blogspot.com/2026/03/230826-level-3-subjunctive-90-dependent.html

(2) Nōlim expresses a negative wish i.e. I would not want; just because you would not want something to happen does not mean that it won’t, which is an underlying meaning of the subjunctive.

However, for Vincent’s sake, let’s hope he doesn’t stand on them!

The other subjunctive verb that commonly illustrates this idea is velim = I would like. Maybe you would like to become a millionaire but there's no guarantee that you will!

German ich möchte and Spanish quisiera mean ‘I would like’ – and both are subjunctive.

23.06.26; Level 3+; Subjunctive [58] dependent uses [4] verbs of wishing (2)

https://adckl.blogspot.com/2026/02/230626-level-3-subjunctive-58-dependent.html

[6] One final point …

Listen carefully to Vincent’s pronunciation of: mihi cavendum est; he doesn’t talk like Cicero, but like a character in a Plautus play which, at ‘street level’, was more akin to how your average Roman spoke. Moreover, in the plays, such pronunciation is actually conveyed in writing.

What you hear is mī [ = mihi] cavendumst i.e. the /m/ (most likely nasalised) of -um + the /e/ of est are combined into one sound.

12.11.26: Level 3+ (Review); P. Cornelius Lentulus: The Story Of A Roman Boy [9] (adapted)

LXVIII. PUBLIUS PUTS ON THE TOGA VIRILIS

Part One

Pūblius iam tōtum annum Rōmae morābātur multaque urbis omnia spectācula vīderat et multōs sibi amīcōs parāverat. Eī omnēs favēbant; dē eō omnēs bene spērāre poterant. Cotīdiē Pūblius scholās philosophōrum et grammaticōrum tantō studiō frequentābat ut aliīs clārum exemplum praebēret. Saepe erat cum patre in cūriā; quae rēs effēcit ut summōs reī pūblicae virōs et audīret et vidēret.

Comprehension

How did Publius’ life change when he went to Rome? Put the statements in the order in which they are referred to:

attending school _____

gaining favour _____

going to the senate _____

hearing and seeing the most important men _____

inspiring confidence _____

making many friends _____

seeing shows _____

setting an example _____

Part Two

Ubi sēdecim annōs nātus est, bullam auream et togam praetextam mōre Rōmānō dēposuit atque virīlem togam sūmpsit. Virīlis autem toga erat omninō alba, sed praetexta clāvum purpureum in margine habēbat. Dēpōnere praetextam togam et sūmere virīlem togam erat rēs grātissima puerō Rōmānō, quod posteā vir et cīvis Rōmānus habēbātur.

Comprehension

[i] What cultural changes took place when a Roman boy was sixteen? (3 marks)

[ii] What were the differences between the two types of garment? (3 marks)

[iii] What did the change signify? (2 marks)

Part Three

Hīs rēbus gestīs Lentulus ad uxōrem suam hās litterās scrīpsit:

“Mārcus Iūliae suae salūtem dīcit. Sī valēs, bene est; ego valeō. Accēpī tuās litterās. Hās nunc Rōmā per servum fidēlissimum mittō ut dē Pūbliō nostrō quam celerrimē sciās. Nam hodiē eī togam virīlem dedī. Ante lūcem surrēxī et prīmum bullam auream dē collō eius remōvī. Hāc Laribus cōnsecrātā et sacrīs factīs, eum togā virīlī vestīvī. Interim plūrēs amīcī cum multitūdine optimōrum cīvium et honestōrum clientium pervēnerant quī Pūblium domō in forum dēdūcerent. Ibi in civitātem receptus est et nōmen, Pūblius Cornēlius Lentulus, apud cīvīs Rōmānōs ascrīptum est. Omnēs eī amīcissimī fuērunt et magna dē eō praedīcunt. Sapientior enim aequālibus est et magnum īngenium habet. Cūrā ut valeās.”

Question [1] comprehension

“Marcus Iūlius …vestīvī.” Match the phrases with the images

accēpī tuās litterās

bullam auream dē collō eius remōvī

eum togā virīlī vestīvī

hāc Laribus cōnsecrātā et sacrīs factīs

hās nunc Rōmā per servum fidēlissimum mittō

nam hodiē eī togam virīlem dedī

Question [2]

Translate: “Interim plūrēs … īngenium habet.” (13 marks)

Question [3]

Letter writing in Ancient Rome often has conventional opening and closing statements. What are [a] the two opening statements, and [b] the closing statement in this letter and how are they translated? (3 marks)

____________________

Entire text: notes on the subjunctive

[i] Subjunctive: result; look out for ‘signal words’ that indicate the extent to which an action is performed

https://adckl.blogspot.com/search/label/subjunctive%3A%20result

Tantō studiō frequentābat ut aliīs clārum exemplum praebēret

  • He attended the schools with such enthusiasm that he set a clear example for others.

Quae rēs effēcit ut summōs reī pūblicae virōs et audīret et vidēret

  • (Literally) This brought it about that [ = and, as a result, …] he both heard and saw the leading men of the state.

[ii] Subjunctive: purpose

https://adckl.blogspot.com/search/label/subjunctive%3A%20purpose

Hās nunc Rōmā per servum fidēlissimum mittō ut dē Pūbliō nostrō quam celerrimē sciās

  • I am now sending these from Rome by a most faithful slave so that you may learn about our Publius as quickly as possible.

Plūrēs amīcī … pervēnerant quī Pūblium domō in forum dēdūcerent

  • Several friends had arrived who were to escort Publius from the house to the forum.

[iii] Subjunctive: indirect command

https://adckl.blogspot.com/search/label/subjunctive%3A%20indirect%20commands

Cūrā ut valeās

  • Take care that you keep well.

____________________

Part One

attending school [5]

gaining favour [3]

going to the senate [7]

hearing and seeing the most important men [8]

inspiring confidence [4]

making many friends [2]

seeing shows [1]

setting an example [6]

Part Two

[i]

put aside the golden bulla and the toga praetexta (1) according to Roman custom (1) │ bullam auream  et togam praetextam ¦ mōre Rōmānō ¦ dēposuit

put on the toga virilis (1)│ virīlem togam sūmpsit

[ii]

toga virilis: completely white (1) │ omninō alba

toga praetexta: purple stripe (1) ¦ on the border (1) │ clāvum purpureum ¦ in margine

[iii] regarded as a man (1) and Roman citizen (1) │ vir ¦ et cīvis Rōmānus ¦ habēbātur

Part Three

Question [1]

accēpī tuās litterās [1]

bullam auream dē collō eius remōvī [4]

eum togā virīlī vestīvī [6]

hāc Laribus cōnsecrātā et sacrīs factīs [5]

hās nunc Rōmā per servum fidēlissimum mittō [2]

nam hodiē eī togam virīlem dedī [3]

Question [2]

Interim plūrēs amīcī │ Meanwhile several friends (1)

cum multitūdine optimōrum cīvium ¦ et honestōrum clientium │ together with a crowd of the best citizens (1) and honourable clients (1)

pervēnerant │ had arrived (1)

quī Pūblium … dēdūcerent │ who were to lead Publius (1)

domō in forum │ from the house into the forum (1)

Ibi in civitātem receptus est │ There he was received into the citizen body (1)

et nōmen, Pūblius Cornēlius Lentulus, apud cīvēs Rōmānōs ascrīptum est │ and his name, Publius Cornelius Lentulus, was entered (1) ¦ on the register of Roman citizens (1)

Omnēs eī amīcissimī fuērunt │ Everyone was very friendly towards him (1)

et magna dē eō praedīcunt │ and they proclaim great things about him (1)

Sapientior enim aequālibus est │ For he is wiser than his equals (1)

et magnum īngenium habet │ and has great talent / ability (1)

Question [3]

[a]

Mārcus Iūliae suae [dative] salūtem dīcit. │ Marcus sends greetings to his Julia. (1)

Sī valēs, bene est; ego valeō. │ If you are well, that is good; I am well. (1)

[b]

Cūrā ut valeās. │ Literally: Take care that you keep well [ = Take care and stay well.] (1)

11.11.26: Level 2 (review); Carolus et Maria [34] (1)

Herī vir ad casam nautae vēnit. Ubi sonitus pedum eius audītus est, Maria ad iānuam cucurrit quod fīnitimum exspectābat. Ibi avunculus quī in Britanniā habitat stābat. Nēmō eum exspectābat quod nūllam epistulam mīserat. Omnēs, tamen, erant laetī. Trāns mare in magnā urbe in quā sunt multa perīcula avunculus habitat.

[1]

[i] How did Maria know that somebody was coming to the house? (1)

[ii] Why did she run to the door? (1)

[iii] Who arrived and why was this unexpected? (3)

[iv] Where exactly does the person live? (3)

[2] Complete the Latin text with the verb forms listed below; note the differences in the Latin and English word order:

The uncle, a brave man, defends the city (1) for many robbers come (2) here. (3) Then there is (4) no peace, and it is necessary for the citizens to defend (5) themselves and fortify the city. The citizens (6) very much want to drive out the robbers. This is (7) often difficult, and the citizens (8) alone (9) can not do this. (10) They want to have help. The uncle and (11) his companions (12) bring (13) this help. (14) Sometimes battles are fought (15) with the robbers. (16) Thus it is necessary to make peace. The uncle’s weapons are good, (17) although they are not heavy spears (18) and swords.

Avunculus, vir fortis, urbem dēfendit. Multī latrōnēs (1) __________ (2) __________ veniunt. (3) __________ est (4) __________ pāx et cīvēs (5) __________ dēfendere et urbem mūnīre necesse est. Cīvēs latrōnēs expellere (6) __________ volunt. Hoc (7) __________ difficile est et cīvēs (8) __________ hoc facere nōn (9) __________. Auxilium habēre (10) __________. Avunculus et comitēs (11) __________ (13) __________ auxilium (12) __________. (14) __________ proelia (15) __________ latrōnibus geruntur. (16) __________ enim necesse est pācem facere. Tēla avunculī sunt bona (17) __________ hastae gravēs (18) __________ gladiī nōn sunt.

atque; cum; eius; enim; ferunt; hoc; hūc; interdum; maximē; nūlla; possunt; quamquam; saepe; sē; sīc; sōlī; tum; volunt

____________________

[1]

[i] heard the sound of feet (footsteps)

[ii] was waiting for a neighbour

[iii] an uncle (1) who lives in Britain (1); he had not sent a letter (1)

[iv] across the sea (1) in a large city (1) with many dangers (1)

[2]

[2] Avunculus, vir fortis, urbem dēfendit. Multī latrōnēs (1) enim (2) hūc veniunt. (3) Tum est (4) nūlla pāx et cīvēs (5)  dēfendere et urbem mūnīre necesse est. Cīvēs latrōnēs expellere (6) maximē volunt. Hoc (7) saepe difficile est et cīvēs (8) sōlī hoc facere nōn (9) possunt. Auxilium habēre (10) volunt. Avunculus et comitēs (11) eius (13) hoc auxilium (12) ferunt. (14) Interdum proelia (15) cum latrōnibus geruntur. (16) Sīc enim necesse est pācem facere. Tēla avunculī sunt bona (17) quamquam hastae graves (18) atque gladiī nōn sunt.

10.11.26: Level 1-2 (review): Julia (a Latin Reader) [4] (4)

CERĒS ET PERSEPHONĒ (4)

Iam lūna et stēllae in caelō fulgēbant. Umbrae terrās et pontum profundum cēlābant. Per terrās virī et fēminae animōs somnō laxābant. Sed somnus Metanīram nōn tenēbat; fūrtim Deam cum puerō spectābat.

Cerēs prope puerī cūnās stābat. Verba mīra et dīvīna cantābat. Tum puerum in gremiō tenuit, et ad focum ambulāvit. Ecce! Triptolemus in focō inter flammās iacēbat; sed laetus erat puer neque focum neque flammās timuit. Sed Metanīra perterrita, “Ō fīlī mī,” exclāmāvit, et ad focum properāvit.

Tum Dea īrāta puerum ē flammīs raptāvit et humī iactāvit, et Metanīrae, “Ō fēmina,” inquit, “stulta et scelerāta fuistī. Nōn deus erit Triptolemus, quod stultae fēminae est fīlius. Sed in deae gremiō iacuit; itaque vir magnus erit. Et ego et Persephonē, fīlia mea, Triptolemum docēbimus et cūrābimus. Agricolārum magister erit, nam frūmentum et vīnum agricolīs mōnstrābit.”

[1]

focus, -ī [2/m]: hearth

flamma, -ae [1/f]: flame

umbra, -ae [1/f]: shadow

pontus, -ī [2/m]: sea

[2]

profundus, -a, -um: deep

stultus, -a, -um: foolish

scelerātus, -a, -um: wicked

[3]

fulgeō, fulgēre [2]: shine

cēlō, cēlāre [1]: hide

laxō, laxāre [1]: relax

timeō, timēre [2]: fear

doceō, docēre [2]: teach

[4]

fūrtim: secretly

humī: on the ground

___________________

Now the moon and stars were shining in the sky. Shadows were hiding the lands and the deep sea. Through the lands men and women were relaxing their minds in sleep. But sleep did not hold Metanira; secretly she watched the goddess with the boy.

Ceres stood near the boy’s cradle. She was singing wondrous and divine words. Then she held the boy in her lap and walked to the hearth. Look! Triptolemus lay in the fire among the flames; but the boy was happy and did not fear the fire or the flames. But Metanira, terrified, cried out, “O my son!” and rushed to the hearth.

Then the angry goddess snatched the boy from the flames and threw him to the ground, and said to Metanira, “O woman, you have been foolish and wicked. Triptolemus will not be a god, because he is the son of a foolish woman. But he has lain in the lap of a goddess; therefore he will be a great man. Persephone and I will teach and care for him. He will be a teacher of farmers, for he will show grain and wine to farmers.”