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)  sē 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.”

09.11.26: Level 3+ (Review); P. Cornelius Lentulus: The Story Of A Roman Boy [8] (adapted)

LXVII. PUBLIUS GOES TO ROME TO FINISH HIS EDUCATION

[A] __________

[B] __________

Iamque Pūblius, quīndecim annōs nātus, prīmīs litterārum elementīs cōnfectīs, Rōmam petere voluit ut scholās grammaticōrum et philosophōrum frequentāret. Et facillimē patrī suō, quī ipse philosophiae studiō tenēbātur, persuāsit. Itaque omnibus rēbus ad profectiōnem comparātīs, pater fīliusque equīs animōsīs vectī ad magnam urbem profectī sunt. Eōs proficiscentēs Iūlia tōtaque familia vōtīs precibusque prōsecūtae sunt.

[C] __________

[D] __________

Tum per loca plāna et collēs silvīs vestītōs viam ingressī sunt ad Nōlam, quod oppidum eōs hospitiō modicō excēpit. Nōlae duās horās morātī sunt, cum sōl merīdiānus ārdēret. Tum rēctā viā circiter vīgintī mīlia passuum Capuam, ad īnsignem Campāniae urbem, contendērunt. Veritī nē dēfessī essent Capuae pernoctāvērunt, ut postrīdiē, somnō et cibō recreātī, ab urbe discēderent.

[E] __________

[F] __________

Cum manē ientāculum sūmpsissent, viam Appiam ingressī sunt, quae Capuam tangit et usque ad urbem Rōmam dūcit. Ante merīdiem Sinuessam pervēnērunt, quod oppidum tangit mare. Inde prīmā lūce proficīscentēs Formiās properāvērunt, ubi Cicerō, ōrātor clārissimus, quī forte apud vīllam suam erat, eōs benignē excēpit rogāvitque quō iter facerent.

[G] __________

[H] __________

Hinc itinere vīgintī quīnque mīlium passuum factō, Tarracīnam, oppidum in saxīs altissimis situm, vīdērunt. Iamque nōn longē aberant palūdēs magnae, quae multa mīlia passuum undique patent. Per eās pedestris via est gravis, et in nāve viātōrēs vehuntur. Itaque equīs relictīs Lentulus et Pūblius nāvem cōnscendērunt, et, ūnā nocte in trānsitū cōnsūmptā, Forum Appī vēnērunt.

[I] __________

[J] __________

Tum brevī tempore Arīcia eōs excēpit. Hoc oppidum, in colle situm, ab urbe Rōmā sēdecim mīlia passuum abest. Inde dēclīvis via ūsque ad lātum campum dūcit ubi Rōma stat. Quem ad locum ubi Pūblius vēnit et Rōmam adhūc remōtam, maximam tōtius orbis terrārum urbem, cōnspēxit, summā admīrātiōne et gaudiō adfectus est.

[K] __________

Sine morā dēscendērunt et, mediō intervāllō quam celerrimē superātō, urbem portā Capēnā ingressī sunt.

Question [1] comprehension: Which of the following titles are appropriate for each paragraph? There are two titles for all of them except the final line of the passage.

A coastal route and a famous Roman host

Along the Appian Way and an unexpected meeting

Awe and anticipation near the journey’s end

Careful progress and an overnight stop at Capua

Entering the city

Father and son prepare for a journey to the capital

Publius decides to pursue higher studies in Rome

The first sight of Rome from afar

The first stages of the journey through Campania

The marshes and a night spent in transit

Through difficult terrain by land and water

Question [2] language; ablative absolute constructions

Literally: with X ¦ having been Y-ed

Example: urbe ¦ captā │ with the city ¦ having been captured

However, in translation, the construction is most often rephrased using a conjunction introducing time or reason:

after the city had been captured …

when the city had been captured …

since the city had been captured …

Translate the following ablative absolute constructions that occur in the passage:

[i] prīmīs litterārum elementīs cōnfectīs

[ii] omnibus rēbus ad profectiōnem comparātīs

[iii] itinere vīgintī quīnque mīlium passuum factō

[iv] equīs relictīs

[v] ūnā nocte in trānsitū cōnsūmptā

[vi] mediō intervāllō quam celerrimē superātō

____________________

Notes on the subjunctive

[i] Subjunctive: purpose

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

Rōmam petere voluit ut scholās grammaticōrum et philosophōrum frequentāret

• He wanted to make for Rome in order that he might attend the schools of grammarians and philosophers

Capuae pernoctāvērunt ut postrīdiē, somnō et cibō recreātī, ab urbe discēderent

• They stayed the night in Capua so that on the next day, refreshed by sleep and food, they might depart from the city.

[ii] Subjunctive: fear

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

Veritī nē dēfessī essent, …

• fearing that they would / might be exhausted

Note: veritus, -a, -um often appears as a participle ‘fearing’

[iii] Subjunctive: circumstance; cum does not primarily indicate time, but introduces a clause that provides background information against which the main action is to be understood

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

cum sōl merīdiānus ārdēret

• while / when / since the midday sun was blazing

cum manē ientāculum sūmpsissent

• after they had taken breakfast in the morning

[iv] Subjunctive: indirect question; subordinate clauses introduced by an interrogative word have a verb in the subjunctive

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

rogāvitque quō iter facerent

• and asked where they were going (to)

____________________

[1]

[A] Publius decides to pursue higher studies in Rome

[B] Father and son prepare for a journey to the capital

[C] The first stages of the journey through Campania

[D] Careful progress and an overnight stop at Capua

[E] Along the Appian Way and an unexpected meeting

[F] A coastal route and a famous Roman host

[G] Through difficult terrain by land and water

[H] The marshes and a night spent in transit

[I] The first sight of Rome from afar

[J] Awe and anticipation near the journey’s end

[K] Entering the city

[2]

[i] After the first elements of learning had been completed [i.e. after the rudiments of letters had been mastered]

[ii] When all preparations for the journey had been made

[iii] After a journey of twenty-five miles had been completed

[iv] When the horses had been left behind

[v] After one night had been spent on the crossing

[vi] When half the distance had been covered (as swiftly as possible)

08.11.26: topic; architecture [17]; describing a house; conversation questions

[1] Match the questions with the answers.

[2] Give your own answers.

[i] Habitāsne in aedibus an in insulā?

[ii] Habitāsne in urbe an rūrī?

[iii] Estne tibi domus magna?

[iv] Quot conclāvia domus habet?

[v] Habetne domus multa cubicula?

[vi] Suntne omnia cubicula in summō tabulātō?

[vii] Quālis supellex est in cubiculō?

[viii] Ubi tē lavās?

[ix] Ubi vestēs induis?

[x] Quid facis in culīnā?

[xi] Quālia ūtēnsilia sunt in culīnā?

[xii] Estne tablinum in aedibus tuīs?

[xiii] Quid facis in tablinō?

[xiv] Quid facis in hortō?

[A] Domus mea quinque conclāvia habet.

[B] In aedibus habitō.

[C] In balneō mē lavō.

[D] In cubiculō est lectus et mēnsa et sella.

[E] In cubiculō vestēs induō.

[F] In culīnā cibum parō et edō.

[G] In culīnā sunt olla, cultrī et cochleāria.

[H] In hortō ambulō et lūdō.

[I] In tablinō labōrō et scrībō.

[J] In urbe habitō.

[K] Ita, domus mea magna est.

[L] Ita, omnia cubicula in summō tabulātō sunt.

[M] Ita, tria cubicula habet.

[N] Minime, tablinum nōn est in aedibus meīs.

[i] B; [ii] J; [iii] K; [iv] A; [v] M; [vi] L; [vii] D; [viii] C; [ix] E; [x] F; [xi] G; [xii] N; [xiii] I; [xiv] H

Artist’s impression of a city insula:

https://www.thecollector.com/what-were-homes-like-in-ancient-rome/

07.11.26: Level 1-2 (review): Julia (a Latin Reader) [4] (3)

CERĒS ET PERSEPHONĒ (3)

Tandem Cerēs prope parvam agricolae casam in saxō gelidō sedēbat. Dea maesta diū lacrimābat. Tum ē casā puella parva ad Deam vēnit. Puellae oculī plēnī erant lacrimārum. “Puerum parvum,” inquit, “habēmus. In cūnīs aeger iacet. Lacrimāmus, quod aeger est puer.”

Tum Cerēs lacrimās suās tenuit, et cum puellā ad casam properāvit. Ibi Metanīra fīlium aegrum in gremiō tenēbat. Fīlius Metanīrae Triptolemus erat. Lacrimābant et agricola et Metanīra et puella parva, quod nōn valēbat puer. Tum Cerēs puerō ōsculum dedit, et ecce! statim valuit puer. Mīrum et dīvīnum est ōsculum Deae.

Laetī erant et agricola et Metanīra et puella. Iam laetus et validus puer in cūnīs dormītābat. Tum Cerēs Triptolemum in gremiō suō tenuit. Dea cum tōtā familiā cēnam habuit; in mēnsā erant ūvae purpureae et pōma iūcunda. Adhūc ignōta erant Italīs Graecīsque et vīnum et frūmentum. Deae tamen flāvae grāta erat rūstica cēna. Post cēnam in agricolae casā Dea manēbat et cottīdiē Triptolemum cūrābat.

[1]

Metanīra, -ae [1/f]: Metanira

Triptolemus, -ī [2/m]: Triptolemus

cūnae, -ārum [1/f]: cradle

gremium, -ī [2/n]: lap

saxum, -ī [2/n]: rock

[2]

aeger, aegra, aegrum: sick

gelidus, -a, -um: cold

maestus, -a, -um: sad

ignōtus, -a, -um: unknown

rūsticus, -a, -um: rustic

[3]

teneō, tenēre [2]: hold

valeō, valēre [2]: be strong, be well

dormiō, dormīre [4]: sleep

[4]

tandem: at last

diū: for a long time

ecce: look!

___________________

At last Ceres sat on a cold rock near a small farmer’s cottage. The sad goddess wept for a long time. Then from the house a little girl came to the goddess. The girl’s eyes were full of tears. “We have a little boy,” she said. “He lies sick in the cradle. We weep because the boy is sick.”

Then Ceres held back her tears and hurried with the girl to the house. There Metanira held her sick son in her lap. The son of Metanira was Triptolemus. The farmer, Metanira, and the little girl were weeping because the boy was not well. Then Ceres gave the boy a kiss, and look! immediately the boy became well. The kiss of the goddess is wondrous and divine.

The farmer, Metanira, and the girl were happy. Now the boy, happy and strong, was sleeping in the cradle. Then Ceres held Triptolemus in her lap. The goddess had dinner with the whole family; on the table were purple grapes and pleasant fruits. Wine and grain were still unknown to Italians and Greeks. Nevertheless the rustic meal was pleasing to the golden goddess. After dinner the goddess stayed in the farmer’s house and cared for Triptolemus daily.

06.11.26: Level 3+ (Review); P. Cornelius Lentulus: The Story Of A Roman Boy [7] (adapted)

SCĒNA IN LŪDŌ; EXERCITĀTIŌ IN COMPOSITIŌNE

Complete the Latin text with the words listed below; note that several verbs are subjunctive:

[i] Students: Hello, teacher.

Teacher: Hello to all of you as well. (1) Have you brought tablets and styluses?

Students: (2) We’ve brought (them).

Discipulī: Salvē, magister.

Magister: Vōs quoque omnēs, salvēte. Tabulāsne (1) __________ et stilōs?

Discipulī: (2) __________.

[ii] Teacher: Now (3) let us learn Aesop’s fable. And you, Publius, (4) give me from the box Aesop’s book, so that (5) I may read that fable. (6) I would like all of you (7) to listen carefully: The Fox and the Grapes.

Magister: Iam fābulam Aesōpī (3) __________. Et tū, Pūblī, (4) __________ mihi ē capsā Aesōpī volūmen, ut eam fābulam (5) __________. (6) __________ ut vōs omnēs dīligenter (7) __________: Vulpēs et Ūva.

[iii] Once upon a time a fox, (8) forced by hunger, saw a (9) hanging grape. (1o) It was jumping at the grape, (11) trying to take it. (12) Having tried for a long time in vain, and finally (13) it was inflamed with such great anger that it completely (14) stopped jumping and (15) said: “That grape is sour; I do not care at all for a sour grape.”

Vulpēs ōlim famē (8) __________ ūvam (9) __________ vīdit. Ad ūvam (10) __________, sūmere (11) __________. Frūstrā diū (12) __________, tandem tantāque īrā (13) __________ ut salīre omnīnō (14) __________ atque (15) __________: “Illa ūva est acerba; acerbam ūvam nihil moror*.”

*nihil moror: I do not care at all

[iv]

Teacher: (16) Have you written everything, boys?

Students: Everything, teacher.

Teacher: Good. (17) I remind you (18) to write the same story in Latin tomorrow.

Magister: Omniane (16) __________, puerī?

Discipulī: Omnia, magister.

Magister: Bene est. Vōs (17) __________ ut crās eandem fābulam Latīnē (18) __________.

accēnsa est; dā; moneō; portāvimus; portāvistis; saliēbat; scrīpsistis

audiātis; dēsisteret; dīceret; discāmus; legam; scrībātis; velim

coācta; cōnāns; cōnāta; dēpendentem

___________________

Notes on the subjunctive

[i] Subjunctive: hortatory

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

Iam fābulam Aesōpī discāmus.

• Let us now learn Aesop’s fable.

[ii] Subjunctive: purpose

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

Dā mihi volūmen … ut eam fābulam legam.

• Give me the scroll … so that I may read that fable.

[iii] Subjunctive: result

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

tantāque īrā accēnsa est ut salīre omnīnō dēsisteret atque dīceret …

• and it was inflamed with such great anger ¦ that it completely stopped jumping and said …

[iv] Subjunctive: indirect command

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

Vōs moneō ut crās eandem fābulam Latīnē scrībātis.

• I remind you to write the same fable in Latin tomorrow.

[v] Subjunctive: potential

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

Velim …

• I would like … i.e. used instead of volō to sound less direct

+ indirect command = a polite wish

Velim ¦ ut vōs omnēs dīligenter audiātis.

• I would like ¦ you all to listen carefully [literally: … that you would all listen]

Compare:

Volō ut vōs omnēs audiātis │ I want you all to listen

Velim ut vōs omnēs audiātis │ I would like you all to listen

____________________

(1) portāvistis

(2) portāvimus

(3) discāmus

(4) dā

(5) legam

(6) velim

(7) audiātis

(8) coācta

(9) dēpendentem

(10) saliēbat

(11) cōnāns

(12) cōnāta

(13) accēnsa est

(14) dēsisteret

(15) dīceret

(16) scrīpsistis

(17) moneō

(18) scrībātis

05.11.26: topic; architecture [16]; describing a Roman house (Traupman); dialogue (3)

Read the dialogue and match the words and phrases in bold with the images. The images are not in the same order as the text references.

A: Habitāsne in aedibus an in īnsulā?

B: In aedibus habitō. Magnam vērō domum habeō.

A: Itane? Quot conclāvia domus habet?

B: Atrium, tablīnum, trīclīnium, culīnam, balneum, sex cubicula, peristȳlium cum bellō hortō.

A: Suntne cubicula omnia in pedeplānīs?

B: Quattuor cubicula in pedeplānīs sunt; cētera in tabulātō secundō sunt. Servī et ancillae in tabulātō secundō dormiunt.

A: Siquidem marītus tuus cōnsul est, conveniuntne multī clientēs domī tuae ad officium?

B: Ita, nam sīc est mōs. Bene manē clientēs frequentant nōn sōlum vestibulum sed etiam ātrium. Deinde clientēs marītum meum in forum dēdūcunt.

A: Mānēsne in ātriō inter officium?

B: Minimē vērō, eō tempore ego satagō* in culīnā aut in peristȳliō.

A: Quid facis in peristȳliō?

B: Ego cūrō rosās et aliās plantās in hortō.

A: Quid facis in culīnā?

B: Cēnam coquō, quia marītus meus saepe vocat clientēs ad cēnam. Ego ipsa cibum adpōnō in trīclīniō.

A: Sit dīs grātia, ego in vīllulā rūrī habitō! Vīta est tam simplex ibi!

*satagō, -ere [3]: [i] fuss, busy about; [ii] have one’s hands full; can also be written as two separate words i.e. satis agō, literally to be doing enough.

[1]

pedeplāna, -ōrum [2/n/pl]: (post-Classical) ground floor; rooms on the ground floor

tabulātum, -ī [2/n]: storey

in summō tabulātō: on the upper floor

in tabulātō secundō: on the second floor

[2] Not included in the dialogue, but appropriate to the topic of describing a modern house:

(1) attic

[i] the term cēnaculum, -ī [2/n] which can describe an upstairs dining room, has an extended meaning of ‘garret’ or ‘attic’ and is associated with poorer living quarters

[ii] cella, -ae [1/f] subtegulānea: a Neo-Latin construction that literally describes a small room or storeroom (cella) situated under the roof (subtegulānea)

(2) cellar; basement

The phrase subterrāneum ergastulum, referred to by Columella, describes the physical structure of a slave prison, in this case located underground (subterrāneus, -a, -um). By extension, the Neo-Latin coinage of cella subterrānea i.e. an underground storeroom would convey the same contemporary idea of a cellar.

____________________

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

CERĒS ET PERSEPHONĒ (2)

Cerēs nōn in Siciliā erat, sed iam ad īnsulam properāvit. Nusquam erat Persephonē. Tum Dea, īrāta et perterrita, passīs capillīs per terrās errābat. Per clīvōs altōs, per campōs lātōs, per silvās et agrōs, per terrās et caelum fīliam vocābat.

Frūstrā agricolās, frūstrā lūnam et stēllās rogābat, “Ubi est fīlia mea?” Sed neque agricolae neque lūna neque stēllae puellam Deae mōnstrāvērunt.

Nōn iam Deae miserae grātum erat frūmentum; nōn iam herba erat in prātīs, neque ūvae purpureae in vīneīs, neque pōma in agrīs, quod Dea īrāta neque herbam neque vīneās neque pōma cūrābat. Frūstrā iuvencī albī agrōs arābant. Nōn iam cibum in plaustrīs magnīs ad oppida portābant.

[1]

lūna, -ae [1/f]: moon

silva, -ae [1/f]: forest

stēlla, -ae [1/f]: star

cibus, -ī [2/m]: food

[2]

miser, misera, miserum: wretched

purpureus, -a, -um: purple

[3]

rogō, rogāre [1]: ask

mōnstrō, mōnstrāre [1]: show

[4]

nusquam: nowhere

neque…neque: neither…nor

___________________

Ceres was not in Sicily, but now she hurried to the island. Persephone was nowhere. Then the goddess, angry and terrified, with hair unbound, wandered through the lands. Through high hills, through wide fields, through forests and lands, through earth and sky she called for her daughter.

In vain she asked the farmers, in vain the moon and the stars, “Where is my daughter?” But neither the farmers nor the moon nor the stars showed the girl to the goddess.

No longer was grain pleasing to the wretched goddess; no longer was there grass in the meadows, nor purple grapes in the vineyards, nor fruit in the fields, because the angry goddess cared for neither grass nor vineyards nor fruit. In vain the white oxen ploughed the fields. No longer did they carry food in great carts to the towns.

03.11.26: Level 3+ (Review); P. Cornelius Lentulus: The Story Of A Roman Boy [6]

LXVI. LENTULUS ENGAGES A TUTOR FOR HIS SON

Ā prīmīs annīs quidem Iūlia ipsa fīlium suum docuerat, et Pūblius nōn sōlum pūrē et Latīnē loquī poterat sed etiam commodē legēbat et scrībēbat. Iam Ennium aliōsque poētās lēgerat. Nunc vērō Pūblius duodecim annōs habēbat; itaque eī pater bonum magistrum, virum omnī doctrīnā et virtūte ōrnātissimum, parāvit, quī Graeca*, mūsicam, aliāsque artēs docēret. Namque illīs temporibus omnēs ferē gentēs Graecē loquēbantur. Cum Pūbliō aliī puerī, Lentulī amīcōrum fīliī, discēbant. Nam saepe apud Rōmānōs mōs erat nōn in lūdum fīliōs mittere sed domī per magistrum docēre. Cotīdiē discipulī cum magistrō in peristȳlō Marcī domūs sedēbant. Omnēs puerī bullam auream, orīginis honestae signum, in collō gerēbant, et omnēs togā praetextā amictī erant, quod nōndum sēdecim annōs nātī sunt.

*Graeca, -ōrum [2/n/pl]: Greek writings / literature

Comprehension

[1] “Ā prīmīs annīs …. lēgerat.” What details are given about Publius’ early education? (4 marks)

[2] “Nunc vērō … loquēbantur.” What changes were made to his education when he was older? (6 marks)

[3] “Cum Pūbliō … nātī sunt.” What do we learn about in this section of the passage regarding:

[a] Roman boys? (5 marks)

[b] the education of Publius and his friends? (6 marks)

____________________

Notes on the subjunctive: purpose

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

Eī pater bonum magistrum … parāvit, quī Graeca, mūsicam, aliāsque artēs docēret.

• The father provided a good teacher for him who was to teach Greek, music, and other arts.

____________________

[1] Julia / Publius’ mother had taught him (1) │ Iūlia ipsa fīlium suum docuerat

spoke and wrote Latin (1) ¦ fluently and with ease (1)│ nōn sōlum pūrē et Latīnē loquī poterat sed etiam commodē legēbat et scrībēbat

had read Ennius and other poets (1) │ Ennium aliōsque poētās lēgerat

[2] Father arranged a good tutor for him (1) │ pater bonum magistrum … parāvit

highly accomplished (1) in every branch of learning and virtue (1) │ virum omnī doctrīnā et virtūte ōrnātissimum

to teach him (1) Greek writings, music and other arts (1) │ quī Graeca, mūsicam, aliāsque artēs ¦ docēret

almost everybody spoke Greek (1) │ omnēs ferē gentēs Graecē loquēbantur

[3] [a] Wore a gold bulla (1) around their neck (1); mark of respectable birth (1) │ bullam auream, ¦ orīginis honestae signum, ¦ in collō gerēbant, et omnēs togā praetextā amictī erant, quod nōndum sēdecim annōs nātī sunt.

Wore the toga praetexta (1) because they were not yet 16 (1)  │ togā praetextā amictī erant, ¦ quod nōndum sēdecim annōs nātī sunt

[b] Publius and his friends learned together (1); sons of Lentulus’ friends (1) │ Cum Pūbliō aliī puerī, ¦ Lentulī amīcōrum fīliī, ¦ discēbant.

often did not go to a school (1) │ nōn in lūdum fīliōs mittere

educated at home by a teacher (1) │ domī per magistrum docēre

studied daily (1) in the peristyle garden (of Marcus’ house) (1) │ Cotīdiē ¦ discipulī cum magistrō in peristȳlō Marcī domūs ¦ sedēbant.

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

The odd omission from the Traupman dialogue [LINK] 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]

The original function of the ātrium was discussed here: xx.yy.26: topic; architecture [6]; The Roman House [1] [LINK]

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.