20.10.25: Level 1; Carolus et Maria: Review Units [6] – [10][ii] verbs

The early sections of Carolus et Maria focus on the first and second conjugation verbs. They do, however, gently introduce the other conjugations i.e. the 3rd, 3rd-iō and 4th conjugations. Many examples of the 3rd conjugation are given since it is the most commonly found of these three conjugations, and far more information is given in the links. As with the noun declensions, don’t try to learn everything at once. First of all note:

(1) The personal endings i.e. who is performing the action is always clear, and applies to all conjugations of the verbs.

-ō: I

-s: you (singular)

-t: he / she / it

-mus: we

-tis: you (plural)

-nt: they

(2) the verbs are classified into different conjugations based upon their stem i.e. the vowel to which the ending is added

[1] 3^rd conjugation

Fābulās tuās in epistulīs tuīs semper legō │ I always read your stories in your letters

Bene scrībis │ You write well

Helena iānuam claudit │ Helena closes the door

Magistra hās epistulās in scholā legit │ The teacher reads these letters in school

Pater intellegit │ The father understands

Iūliae dōnum ostendit │ He shows the gift to Julia

Nōn legit │ He does not read  / He isn’t reading

Fābulās legimus │We read stories

Intellegitisne, discipulī? │ Do you understand, pupils?

Discipulī linguam Latīnam discunt │ The pupils are learning Latin

Magistrae dōnum et epistulam puer et puella ostendunt │ The boy and the girl show the letter and the gift to the teacher

LINKS: 3^rd conjugation

11.03.24: introduction to 3rd conjugation verbs ... and how to be a worthless dice player!

https://adckl.blogspot.com/2024/04/110324-introduction-to-3rd-conjugation.html

11.03.24: 3rd conjugation verbs: ways of learning [1]

https://adckl.blogspot.com/2024/04/110324-3rd-conjugation-verbs-ways-of.html

11.03.24: simple practice for the 3rd conjugation

https://adckl.blogspot.com/2024/04/110324-simple-practice-for-3rd.html

11.03.24: ways of learning [2]

https://adckl.blogspot.com/2024/04/110324-ways-of-learning.html

24.10.24: Level 1; review; practice in the verbs [8]; 3rd conjugation

https://adckl.blogspot.com/2024/09/241024-level-1-review-practice-in-verbs.html

[2] 3^rd-iō conjugation

Pater cēnam bonam cupit │ The father desires (wants) a good dinner

Maria et Carolus in scholā esse nōn cupiunt │ Maria and Carolus do not want to be in school

LINKS: 3^rd-iō conjugation

18.03.24: 3rd-iō conjugation

https://adckl.blogspot.com/2024/04/180304-3rd-io-conjugation.html

18.03.24: practice in the 3-iō conjugation

https://adckl.blogspot.com/2024/04/180324-practice-in-3-io-conjugation.html

28.08.25: Level 1: 3rd-iō conjugation verbs

https://adckl.blogspot.com/2025/05/280825-level-1-3rd-io-conjugation-verbs.html

[3] 4^th conjugation

Nunc Maria fenestram aperit │ Now Maria is opening the window

LINKS: 4^th conjugation

17.03.24: 4th conjugation; reading

https://adckl.blogspot.com/2024/04/170324-4th-conjugation-reading.html

17.03.24: examples of fourth conjugation verbs

https://adckl.blogspot.com/2024/04/170324-examples-of-fourth-conjugation.html

26.10.24: Level 1; review; practice in the verbs [9]; 4th conjugation

https://adckl.blogspot.com/2024/09/261024-level-1-review-practice-in-verbs.html

25.08.25: Level 1; Road to Latin [35]; [i] In peristȳlō [ii] Dē equō ligneō; (4) grammar: 4th conjugation verbs

https://adckl.blogspot.com/2025/05/250825-level-1-road-to-latin-35-i-in.html

25.08.25: Level 1; Road to Latin [36]; [i] In peristȳlō [ii] Dē equō ligneō; (5) grammar: 4th conjugation verbs; links

https://adckl.blogspot.com/2025/05/250825-level-1-road-to-latin-36-i-in.html

20.10.25: Level 1; Carolus et Maria: Review Units [6] – [10][i] nouns and adjectives

[a] 2^nd declension nouns in –(e)r

puer: boy

vir: man

ager: field

[b] 1^st / 2^nd declension adjectives in -er

(1) miser, -a, -um: sad

(2)

aeger, aegra, aegrum: ill

impiger, impigra, impigrum: energetic

pulcher, pulchra, pulchrum: beautiful; handsome

25.05.25: Level 1; readings [12] - [15]: review (2a); 2nd declension nouns in –(e)r; 1st / 2nd declension adjectives in -er

https://adckl.blogspot.com/2025/03/250525-level-1-readings-12-15-review-2a.html

25.05.25: Level 1; readings [12] - [15]: review (2b); 2nd declension nouns in –(e)r; 1st / 2nd declension adjectives in -er; reading

https://adckl.blogspot.com/2025/03/250525-level-1-readings-12-15-review-2b.html

13.07.25: the Bayeux tapestry [2]

[11] HIC VVILLELM[US] DEDIT HAROLDO ARMA

Hīc ¦ Willelmus ¦ dedit ¦ Haroldō arma

Here ¦ William ¦ gave ¦ arms to Harold

[12] / [13] HIE* VVILLELM[US] VENIT BAGIAS / VBI HAROLD SACRAMENTVM FECIT VVILLELMO DUCI

*Hie: an odd mistake given that it had been sewn so many times before! The tapestry was certainly created by a group of needleworkers. It should be hīc (here).

Hīc ¦ Willelmus ¦ vēnit ¦ Bagias / Ubi ¦ Harold sacrāmentum fēcit ¦ Willelmō dūcī

Here ¦ William ¦ came ¦ to Bayeux / Where Harold made an oath ¦ to Duke William

There is some discussion as to the use of Bagias for Bayeux; that the text is saying ‘to Bayeux’ would suggest it is an accusative (used without prepositions to indicate ‘to’ a named town / city e.g. Rōmam │ to Rome). That would make the name Bagiae ( > Bagiās: to Bayeux). Some notes on it here (p126, p135), a lengthy book but very detailed:

https://ia801609.us.archive.org/7/items/bayeuxtapestry00fowk/bayeuxtapestry00fowk.pdf

Also:

https://en.wikipedia.org/wiki/Bayeux

Both links discuss the origin of the name.

[14] They know their deponent verbs …

HIC HAROLD DVX REVERSVS EST AD ANGLICAM TERRAM

Hīc Harold dux reversus est ad Anglicam terram

Here Duke Harold has returned to English territory

revertor, revertī, reversus sum: return

[15] … and the passive verbs …

HIC PORTATUR CORPVS EADWARDI REGIS AD ECCLESIAM S[AN]C[T]I PETRI AP[OSTO]LI

Hīc portātur corpus Eadwardī rēgis ad ecclēsiam Sānctī Petrī Apostolī

Here the body of King Edward is being carried to the church of St. Peter the Apostle

[16] / [17] HIC EADVVARDVS REX IN LECTO ALLOQVIT[UR] FIDELES / ET HIC DEFVNCTVS EST

Hīc Eadwardus rēx in lectō alloquitur fidēlēs / Et hīc dēfūnctus est

Here Edward in bed speaks to / addresses his faithful (followers) / And here he has died

alloquor (adloquor), alloquī, allocutus sum [3/deponent]: address

dēfungor, dēfungī, dēfunctus sum [3/deponent]: (here) die

Interesting to note the different ways in which the name Edward is sewn, suggesting different needleworkers: [15] CORPVS EADWARDI (Vs intertwined) [16] HIC EDVVARDVS (VV); the early beginnings of the separate W

[18] ISTI MIRANT[UR] STELLA[M]

Istī ¦ mīrantur ¦ stēllam

These (people / men)¦ marvel at ¦ the star

In Classical Latin iste, ista, istud (that [one / man / woman]; pl: those [people]) was often used negatively. However, that pejorative sense was gradually lost and it was used no differently from the other demonstratives ille and hic. Latin iste = Spanish este (this).

mīror, mīrārī, mīrātus sum [1/deponent]: wonder / marvel at; admire

The ‘star’ being referred to is generally identified as Halley’s Comet:

https://www.nasa.gov/history/955-years-ago-halleys-comet-and-the-battle-of-hastings/

[19] HIC WILLELM[US] DVX IVSSIT NAVES [A]EDIFICARE

Hīc ¦ Willelmus dux ¦ iussit ¦ nāvēs aedificāre

Here ¦ Duke William ¦ has given the order ¦ to build ships

iubeō, -ēre, iussī [2]: order; command

Note the writing of the Latin diphthong /ae/ as /e/ i.e. aedificare > edificare; this is reflecting a pronunciation change evident in the Mediaeval manuscripts where /ae/ is commonly written as /e/

12.07.25: the Bayeux tapestry [1]

https://www.theguardian.com/culture/2025/jul/08/bayeux-tapestry-to-return-to-britain-for-first-time-in-900-years

It’s taken 900 years because the French are far too smart to lend anything to the British Museum! It’s yet another Starmer-Macron deal (probably more successful than any other deal they’ll do). Given the British habit of “borrowing” things e.g. parts of the Parthenon, mummies, Graeco-Roman statues and, well, sort of keeping them, the French are holding the British to ransom by taking the Sutton Hoo Treasure in return: a sensible move.

70 metres in length, the tapestry depicts the Norman invasion of 1066 and the Battle of Hastings. The language of the tapestry is Latin. I’ve picked out some of the titles which illustrate a number of points in the language; it is not the entire text. All of the features highlighted have been covered in the group and so this is a useful way of reading some Latin in context.

Note abbreviated forms marked in [brackets], especially noun endings; this is a common feature of written Latin at this period and continues through Mediaeval Latin writing; it is particularly noticeable with endings in -m e.g. -a(m) and -u(m) since, by this point, either the /m/ was nasalised or simply not pronounced; V = u; VV = w; the colon : is marking a space between words or phrases (shown only in the first extract)

[1] VBI : HAROLD DVX : ANGLORUM : ET SVI MILITES : EQVITANT : AD BOSHAM : ECCLESIA[M]

Ubi Harold ¦ dux Anglōrum ¦ et suī mīlitēs ¦ equitant ¦ ad Bosham ecclēsiam

Where Harold ¦ a leader of the English ¦ and his (own) soldiers ¦ ride ¦ to Bosham church

mīles, mīlitis [3/m]

https://en.wikipedia.org/wiki/Harold_Godwinson

[2] HIC HAROLD MARE NAVIGAVIT

Hīc ¦ Harold ¦ mare nāvigāvit

Here ¦ Harold ¦ sailed the sea

[3] ET VELIS VENTO PLENIS VENIT IN TERRĀ(M) VVIDONIS COMITIS

Et [(1) vēlīs ¦ (2) ventō ¦ (1) plēnīs] ¦ vēnit ¦ in terram ¦ Widōnis comitis

And (1) with sails (1) filled ¦ (2) with wind ¦ he came ¦ into the land ¦ of Count Wido*

comes, comitis [3/m]: (here) count; earl

* Guy I of Ponthieu

https://en.wikipedia.org/wiki/Guy_I,_Count_of_Ponthieu

[4] / [5] HIC APPREHENDIT VVIDO HAROLDV[M] / ET DVXIT EVM AD BELREM ET IBI EVM TENVIT

In the image note the horizontal stroke through V; that marks an abbreviation, in this case Haroldu(m)

Hīc ¦ apprehendit Wido Haroldum / et dūxit eum ¦ ad Belrem ¦ et ibi eum tenuit

Here ¦ Wido (Guy) seized Harold / and led him ¦ to Beaurain ¦ and held him there

https://en.wikipedia.org/wiki/Beaurainville

[6] VBI NVNTII VVILLELMI DUCIS VENERVNT AD VVIDONĒ[M]

Again, note the line above the /e/ to indicate the absence of the ending: AD VVIDONĒ; it is not a macron indicating a long vowel but a common means of abbreviation. Depending upon individual writing style, it can look like a straight line or the equivalent of the Spanish tilde (˜)

Ubi ¦ nūntiī Willelmī ducis ¦ vēnērunt ¦ ad Widōnem.

Where ¦ the messengers of Duke William ¦ came ¦ to Wido (Guy)

dux, ducis [3/m]

https://en.wikipedia.org/wiki/William_the_Conqueror

[7] HIC DVX VVILGELM[US] CVM HAROLDO VENIT AD PALATIṼ[M] SVṼ[M]

Hīc ¦ Dux Wilgelmus ¦ cum Haroldō ¦ vēnit ¦ ad palātium suum

Here ¦ Duke William ¦ has come ¦ with Harold ¦ to his (own) palace

[8] – [10]

HIC VVILLEM[US] DVX ET EXERCITVS EIVS VENERVNT AD MONTE[M] MICHAELIS

Hīc Willēmus Dux ¦ et exercitus eius ¦ vēnērunt ¦ ad montem Michaēlis

Here Duke William ¦ and his army ¦ have come ¦ to Mont [the mountain] Saint Michel

mōns, montis [3/m]

ET HIC TRANSIERVNT FLVMEN COSNONIS

Et hīc ¦ trānsiērunt ¦ flūmen Cosnōnis

and here ¦ they have crossed ¦ the river Couesnon

trānseō, -īre, -iī

https://en.wikipedia.org/wiki/Couesnon

ET HIC HAROLD DVX TRAHEBAT EOS DE ARENA

Et hīc ¦ Harold dux ¦ trahēbat* ¦ eōs ¦ dē arēnā

And here ¦ Duke Harold ¦ dragged (was dragging / started dragging) ¦ them ¦ from the sand

* a good example of the use of the imperfect tense; all the other past tense verbs are in the perfect to denote single ‘one-off’ actions which is the most common tense in any account of past events:

apprehendit Wido Haroldum │ Guy seized Harold

et dūxit eum ad Belrem │ and led him to Beaurain

mare nāvigāvit │ he (has) sailed the sea

et ibi eum tenuit │ and held him there

cum Haroldō vēnit│ (he) came / has come with Harold

trānsiērunt flūmen │ they crossed the river

vēnērunt ad montem Michaēlis │ they came to Mont Saint Michel

The imperfect tense, on the other hand, implies, for example, an action that continued over a period of time, or was repeated, usually with no sense of beginning or end:

Harold … trahēbat … eōs dē arēnā │ Harold was dragging them from the sand i.e. he didn’t drag them all at once!

19.10.25: Level 3; ferō and its compounds [2]

Compounds of ferō can convey specific forms of physical action. Below are some examples; note the changes in the spelling of the prefix in the principal parts: 

ab [away] + ferō > auferō, auferre, abstuli, ablātus: take away; remove

ad [towards] + ferō > afferō (or adferō), afferre, attulī, allātus: bring / carry something to a place

circum [around] + ferō > circumferō, circumferre, circumtulī, circumlātus: bring / carry around

con- [together] (from cum) + ferō > cōnferō, cōnferre, contulī, collātus: bring / collect together; gather

ex [out of] + ferō > efferō, efferre, extulī, ēlātus: bring / carry out

in [into] + ferō > īnferō, īnferre, intulī, illātus: bring / carry in

ob [towards] + ferō > offerō, offerre, obtulī, oblātus: bring before; present

prae [in front] + ferō > praeferō, praeferre, praetulī, praelātus: bring / carry in front

trāns [across] + ferō > trānsferō, trānsferre, trānstulī, trānslātus: bring / carry across

From the authors:

[1]

Et tunicam parvam faciēbat eī māter sua quam adferēbat statūtīs diēbus (Vulgate) │ And his would make him a little robe which she used to bring to him every year [i.e. on the appointed days]

multa palam domum suam auferēbat (Cicero) │ he carried many things openly off to his own house.

noctū ligna contulērunt circā casam eam (Nepos) │  at night they gathered logs together around his house

dextrā laevāque ad circumstantia agmina oculōs manūsque circumferēns (Quintus Curtius) │ and turning his eyes [i.e. he is “carrying” his eyes around] and stretching out his hands right and left to the troops who stood about him

satiātīs vīnō cibōque pōculum idem quod mihi datum fuerit circumferētur (Livy) │ When you have taken your fill of food and wine, the same goblet that is handed to me will be passed round to you.

ibi iterum Scīpiō lectīculā in aciem illātus cōnflīxit (Caesar) │ There Scipio again engaged (in combat), (having been) carried into the battle-line in a litter

Cum mihi sē … obtulit (Virgil) │ When she presented herself to me …

incitātō equō sē hostibus obtulit atque interfectus est (Caesar) │ after he had spurred on his horse, he threw himself upon the enemy, and was killed

sinistrā manū retinēbat arcum, dextrā ārdentem facem praeferēbat (Cicero) │ in her left hand she carried her bow, her right hand held a burning torch; the verb conveys the idea of holding the torch out in front of the body

relictō praetōre signa ad Curium trānsferunt atque ad eum trānseunt (Caesar) │ the praetor having been deserted, they carry (carried) their colours (across) to Curius and go over (went over) to him

[2] Examples with the passive infinitive ferrī:

impedīmenta sarcināsque in ūnum locum cōnferrī … iussit (Caesar) │ he ordered that the baggage should be brought together [ = the baggage to be brought together; passive infintive] into one place

Clāvem mī harunc aedium Lacōnicam iam iubē efferrī intus (Plautus) │ Order the master-key of the house to be brought me at once from within

[3] This example from Virgil shows that compounds of ferō do not necessarily convey something physical, but figurative:

“Ille meōs, prīmus quī mē sibi iūnxit, amōrēs abstulit │ “That man, who first joined himself to me, he has taken away all my love

Compare:

Abī atque obsōnium adfer (Plautus) │ Go and bring some provisions (here).

Thespriō, exī istāc per hortum, adfer domum auxilium mihi (Plautus) │ Thesprio, come this way through the garden. Come to my rescue at home! [literally: bring help home to me]

The next posts will look at the figurative uses of these, and other compounds of ferō.

19.10.25: Level 3; ferō and its compounds [1]

[i] The most common meaning of ferō is ‘carry’ or ‘bear’ something.

[ii] It is a 3^rd conjugation verb, the only ‘irregularity’ in the present tense being the omission of -i- in the 2^nd and 3^rd person singular, and the 2^nd person plural:

ferō

fers

fert

ferimus

fertis

ferunt

[iii]

infinitive: ferre (i.e. the -e- of the 3^rd conjugation infinitive is omitted)

imperative: fer (singular); ferte (plural)

[iv] The imperfect and future tenses are completely regular:

Imperfect

ferēbam, ferēbās, ferēbat, ferēbāmus, ferēbātis, ferēbant

Future

feram, ferēs, feret, ferēmus, ferētis, ferent

[v] However, going beyond this, we find that ferō, ferre is a rare example of a suppletive verb. This refers here to a verb, certain forms of which are from a completely different verb. The most notable example of this in English is the verb ‘go’:

I go / am going / have (had) gone / will go: all of these are from Old English gān (go)

But: I went; even though Old English had a past tense for the verb gān i.e. iċ ēode, this was replaced by the past tense of a completely different verb: OE wendan (to depart; go; change) i.e. iċ wende > Modern English: I went.

The verb ferō has undergone a similar change taking its perfect stem and its perfect passive participle from the verb tollō, tollere, sustulī, sublātus [3]: remove; take away

Perfect stem: tulī

Pefect passive participle: lātus

Therefore, the four principal parts are: ferō, ferre, tulī, lātus

Perfect: tulī, tulistī, tulit, tulimus, tulistis, tulērunt

Pluperfect: tuleram, tulerās, tulerat, tulerāmus, tulerātis, tulerant

Future perfect: tulerō, tuleris, tulerit, tulerimus, tuleritis, tulerint

Exercise

As way of introduction to this verb, complete the Latin sentences with the appropriate present tense of ferō. However, look at the English translations and note the different meanings that this verb can have.

1. The slave is carrying food. │ Servus cibum __________
2. The slaves carry an amphora. │ Servī amphoram __________
3. The road leads to the estate. │ Via ad vīllam __________
4. I bring help to you. │ Ego tibi auxilium __________
5. The Roman troops bear arms. │ Cōpiae Rōmānae arma __________    
6. We gain a victory; win a battle. │ Victōriam __________
7. You (pl) endure / suffer many wrongdoings. │ Multās iniūriās __________     
8. What are you (sg) carrying in the cart? │ Quid in plaustrō __________?

19.10.25: Level 3; Spartan boys: the contempt of pain

Puerī Spartānī nōn gemunt flagellīs lacerātī. Adolēscentēs Spartae dēcertant manibus, pedibus, unguibus, dentibus, dēnique, māluntque interficī quam vincī. Puer etiam Spartānus dīcitur in sinū vestis vulpem cēlāsse, et bēstiae dentibus necātus esse, nec gemitum ēdidisse: praeclārum enim apud Spartānōs habēbātur aliquid clam abstrahere; dēprehendī vērō, turpissimum.

abstrahō, -ere, abstrāxī, abstractus [3]: drag / draw / pull away; carry off; (here) steal

clam: secretly

dēcertō, -āre, -āvī, -ātus [1]: fight (to the finish); contend; dispute

ēdō, ēdere, ēdidī, ēditus [3]: bring forth; produce; not edō [with short /e/], edere (or ēsse), ēdī, ēsus [3]: eat 

flagellum, -ī [2/n]: whip

gemitus, -ūs [4]: groan; sigh; sorrow

gemō, -ere, -uī [3]: groan

lacerō, -āre, -āvī, -ātus [2]: tear to pieces

sinus, -ūs [4/m]: fold; bosom

Notes:

[i]

The verb mālō, mālle (prefer) is often used in comparison between two verbs expressed as infinitives i.e. I prefer to do / doing X (rather) than to do / doing (Y):

māluntque (1) interficī quam (2) vincī │and they prefer (1) to be killed (rather) than (2) to be conquered

[ii]

Puer etiam Spartānus dīcitur … (i) cēlāsse, et … (ii) necātus esse, nec … (iii) ēdidisse

A Spartan boy is even said … (i) to have hidden, and (ii) to have been killed … and not (iii) to have uttered…

Two types of infinitive being used here:

[1] necātus esse; perfect passive infinitive [perfect passive participle + esse] =  to have been killed

[2] cēlasse; ēdidisse: perfect active infinitive = to have done something; look out for –(i)sse

3^rd principal part: ēdid¦ī > ēdid¦isse; perfect active infinitive: to have uttered

3^rd principal part: cēlāv¦ī > cēlāv¦isse; perfect active infinitive: to have hidden

In the text cēlāsse is an example of a syncopated verb form i.e. where certain sounds are omitted (which is common in the literature) and this often applies to past tense forms with -vi-; therefore: cēlā(vi)sse

In paenīnsulā Cimbricā rēvērā habitāvisse (or habitāsse) affirmantur │ They are claimed in fact to have lived on the Cimbrian peninsula.

The link gives further information on point [2] here:

https://adckl.blogspot.com/2025/05/020925-level-3-sonnenschein-pro-patria.html

____________________

Spartan boys do not groan when / having been torn with whips. At Sparta youths fight with their fists, feet, nails, even with their teeth, and prefer being killed to being conquered. A Spartan boy is even said to have hidden a fox in the fold / bosom of his garment, and to have been killed by the teeth of the beast, without uttering [literally: and not to have uttered] a murmur: for to steal anything without being caught [literally: carry off secretly] was held / considered to be glorious among the Spartans; but to be caught (was considered) most disgraceful.

18.10.25: Level 2; Reading (review): [24] [i] Some hope remained [ii] accusation of imperialism [2] links: passive voice; imperfect and future tenses

LINKS

[i] the passive voice; imperfect tense

28.12.24: Level 2; the passive voice [12]; imperfect tense passive [1]; 3rd person singular and plural

https://adckl.blogspot.com/2024/10/261224-level-2-passive-voice-10.html

30.12.24: Level 2; the passive voice [13]; imperfect tense passive [2]; all forms [1]

https://adckl.blogspot.com/2024/10/301224-level-2-passive-voice-12.html

01.01.25: Level 2; the passive voice [14]; imperfect tense passive [3]; all forms [2]; translation practice

https://adckl.blogspot.com/2024/10/010125-level-2-passive-voice-13.html

[ii] the passive voice; future tense

03.01.25: Level 2; the passive voice [15]; future passive [1]; 1st and 2nd conjugation [1]; forms

https://adckl.blogspot.com/2024/10/030125-level-2-passive-voice-15-future.html

05.01.25: Level 2; the passive voice [16]; future passive [2]; 1st and 2nd conjugation [2]; translation practice

https://adckl.blogspot.com/2024/10/050125-level-2-passive-voice-16-future.html

Level 2; the passive voice [17]; future passive [3]; 3rd, 3-iō, 4th conjugation [1]; forms

https://adckl.blogspot.com/2024/10/level-2-passive-voice-17-future-passive.html

09.01.25: Level 2; the passive voice [18]; future passive [4]; 3rd, 3-iō, 4th conjugation [2]; translation practice

https://adckl.blogspot.com/2024/10/090125-level-2-passive-voice-18-future.html

18.10.25: Level 2; Reading (review): [24] [i] Some hope remained [ii] accusation of imperialism [1]

These two texts review the imperfect and future passive

[i] Ac profectō nōn cūnctī Rōmānī dūrī et asperī erant, nōn cūnctī servī ā dominīs caedēbantur, torquēbantur, contumēliīs violābantur. Multīs servīs ā dominīs hūmānīs pecūnia dabātur, interdum etiam sīc monēbantur: “Labōrāte magnā cum dīligentiā, servī; nam servī dominōrum contentōrum aliquandō servitiō līberābuntur. Tū, Āfer, officia semper bene explēvistī. Itaque prīmus ā mē mittēris. Vōs quoque, Lȳdē et Dāce, testāmentō meō mittēminī. Semper enim fīdī et impigrī fuistis.”

Tum Āfer et Lydus et Dācus laetī clāmāvērunt:

“Aliquandō fortūna nostra mūtābitur, aliquandō negōtiīs molestīs solvēmur et līberābimur!”

“Tum ego”, inquit Āfer, “lībertus dīcar; tū quoque, Lȳdē, lībertus dīcēris, et tū, Dāce! Fortasse in patriam redībimus – aut hīc manēbimus et inter Rōmānōs līberōs līberī vīvēmus!”

[ii] Romans accuse the Greeks of imperialism and provide this example of the violence against the inhabitants of the island Melos in the year 415BC

Etiam ā Graecīs antīquīs fēminae et līberī in servitium dabantur, etiam ab eīs imperium* gladiō et iniūriā obtinēbātur. Nam Mēliī ab Athēniēnsibus monēbantur: “Pārēte imperiō nostrō! Aliōquīn fortūna vestra mūtābitur; aut caedēminī aut in servitium dūcēminī.”

Ac profectō Mēliī, quod pārēre dubitant, iniūriīs violantur et caeduntur, fēminae eōrum cum līberīs in servitium mittuntur.

*imperium, -ī [2/n]: most often not ‘empire’ although it can have that meaning; imperium is a more general word referring to, for example, power, authority, (absolute) command, control; imperium Rōmānum i.e. those territories which collectively were subject to the absolute political authority of Rome.

Note

[i] ablative with ā / ab: used to express the passive agent i.e. the person by whom something is done

ā dominīs … pecūnia dabātur │ money was given by the masters

ā mē mittēris │ you will be let go / freed by me

ab eīs imperium … obtinēbātur │ authority was obtained by them

From reading [23]:

Num saepe ā dominā caediminī? │ Surely you (pl.) are not often beaten by the mistress?

ab eā torquēmur │ We are tortured by her

[ii] ablative alone (i.e. no preposition) used to express the instrument or means by which something is done

ab eīs imperium ¦ gladiō et iniūriā ¦ obtinēbātur │ (political) power used to be obtained by them ¦ by the sword and (by) injustice

Vōs quoque… testāmentō meō mittēminī │ You too will be set free by my will / testament

Mēliī… iniūriīs violantur │ the Meli are maltreated by injustice / wrongdoings

contumēliīs violābantur │ they were maltreated by acts of abuse

[iii] ablative alone when referring to being “freed” from something; the grammatical term is the ablative of separation

servī … servitiō līberābuntur │ the slaves will be freed from servitude

negōtiīs molestīs solvēmur et līberābimur │ we will be released and freed from these troublesome matters

17.06.25: Level 3; summary of of the uses of the ablative case [15]: the ablative of separation

https://adckl.blogspot.com/2025/03/170625-level-3-summary-of-of-uses-of.html

17.10.25: Level 1; Carolus et Maria [10][ii] vocabulary check

Here is the same text with words missing. Without referring back, fill in the blanks with the appropriate words. Use the translation as a guide.

[1]

It isn’t night. The moon and the stars are not seen (cannot be seen). They are dark. It is evening. When it’s evening the farmers hurry out of the fields to(wards) the cottages. The women prepare dinner in the cottages. The pupils hurry in the streets to the cottages when it’s evening.

__________ nōn est. __________ et __________ nōn videntur. __________ sunt. Vesper est. __________ vesper est, __________ __________agrīs __________  __________ properant. Fēminae in __________ __________ parant. Discipulī in __________ ad casās properant cum est vesper.

ad; agricolae; casās; casīs; cēnam; cum; ex; lūna; nox; obscūrae; stellae; viīs

[2]

Carolus can be seen in Julia’s cottage because the door is open. Carolus is standing there and waiting for the pupils. He isn’t sad today. He’s happy. He’s in the cottage today but he’s not ill. Yesterday the doctor was in the cottage and gave medicine to the boy. Yesterday the boy was ill. When boys are ill, they are not energetic.

In __________ Iūliae Carolus vidētur quod __________ est __________. __________ Carolus stat et __________ exspectat. Hodiē __________ nōn est. __________ est. Hodiē in casā est sed nōn est __________. Herī __________ erat in casā et __________ medicīnam dabat. Herī __________ erat aeger. Cum __________ sunt __________, nōn sunt impigrī.

aeger; aegrī; aperta; casā; discipulōs; iānua; ibi; laetus; medicus; miser; puer; puerī; puerō

[3]

Today Carolus isn’t ill and sad. He’s energetic. He wants to read and to write but he isn’t walking to school because the way is long. Today he’s not alone. He’s taking care of the roses with (his) mother. Now it’s evening. The boy is standing in the cottage and waiting for (his) sister and the pupils. Maria is late because she is walking to the water with a friend, Helena. Maria is carrying the teacher’s letter and Carolus is waiting for this letter.

__________ Carolus nōn est aeger et miser. __________ est. __________ et __________ cupit, sed ad scholam __________  quod __________ est __________. Hodiē nōn est __________. Carolus __________ mātre rosās __________. __________ est vesper. Puer in casā __________  et sorōrem et discipulōs exspectat. Maria est __________ quod cum __________, Helenā, ad __________ ambulat. Maria epistulam __________ portat et Carolus __________ epistulam exspectat.

amīcā; aquam; cum; cūrat; hanc; hodiē; impiger; legere; longa; magistrae; nōn ambulat; nunc; scrībere; sōlus; stat; tarda; via

[4]

Yesterday the doctor gave money to the boy. Now the boy has money. Why has the doctor given money? This is the reason: the boy did not like the medicine [literally: the medicine was not pleasing to the boy], and he didn’t want to have the medicine. The doctor saw / could see that the boy was ill and he wanted the boy to have the medicine. He gave money to the boy and the boy was good. The money wasn’t big. The boy thanked the doctor [gave thanks to the doctor]. Now Carolus is standing in the cottage. He’s waiting for the pupils and he’s happy.

__________ medicus puerō __________ dedit. Nunc puer pecūniam __________. __________ medicus pecūniam dedit? __________ est causa: __________ puerō nōn erat __________, et __________ habēre nōn cupiēbat. Medicus puerum esse aegrum vidēbat et __________ medicīnam __________ cupiēbat. Puerō pecūniam dedit et puer erat __________. Pecūnia nōn erat __________. Puer __________ grātiās agēbat. Nunc Carolus in casā stat. Discipulōs exspectat et laetus est.

bonus; cūr; grāta; habēre; habet; haec; herī; magna; medicīna; medicīnam; medicō; pecūniam; puerum

____________________

[1] Nox nōn est. Lūna et stellae nōn videntur. Obscūrae sunt. Vesper est. Cum vesper est, agricolae ex agrīs ad casās properant. Fēminae in casīs cēnam parant. Discipulī in viīs ad casās properant cum est vesper.

[2] In casā Iūliae Carolus vidētur quod iānua est aperta. Ibi Carolus stat et discipulōs exspectat. Hodiē miser nōn est. Laetus est. Hodiē in casā est sed nōn est aeger. Herī medicus erat in casā et puerō medicīnam dabat. Herī puer erat aeger. Cum puerī sunt aegrī, nōn sunt impigrī.

[3] Hodiē Carolus nōn est aeger et miser. Impiger est. Legere et scrībere cupit, sed ad scholam nōn ambulat quod via est longa. Hodiē nōn est sōlus. Carolus cum mātre rosās cūrat. Nunc est vesper. Puer in casā stat et sorōrem et discipulōs exspectat. Maria est tarda quod cum amīcā, Helenā, ad aquam ambulat. Maria epistulam magistrae portat et Carolus hanc epistulam exspectat.

[4] Herī medicus puerō pecūniam dedit. Nunc puer pecūniam habet. Cūr medicus pecūniam dedit? Haec est causa: medicīna puerō nōn erat grāta, et medicīnam habēre nōn cupiēbat. Medicus puerum esse aegrum vidēbat et puerum medicīnam habēre cupiēbat. Puerō pecūniam dedit et puer erat bonus. Pecūnia nōn erat magna. Puer medicō grātiās agēbat. Nunc Carolus in casā stat. Discipulōs exspectat et laetus est.

17.10.25: Level 1; Carolus et Maria [10][i]

Carolus et Maria X

Nox nōn est. Lūna et stellae nōn videntur. Obscūrae sunt. Vesper est. Cum vesper est, agricolae ex agrīs ad casās properant. Fēminae in casīs cēnam parant. Discipulī in viīs ad casās properant cum est vesper.

In casā Iūliae Carolus vidētur quod iānua est aperta. Ibi Carolus stat et discipulōs exspectat. Hodiē miser nōn est. Laetus est. Hodiē in casā est sed nōn est aeger. Herī medicus erat in casā et puerō medicīnam dabat. Herī puer erat aeger. Cum puerī sunt aegrī, nōn sunt impigrī. Hodiē Carolus nōn est aeger et miser. Impiger est. Legere et scrībere cupit, sed ad scholam nōn ambulat quod via est longa. Hodiē nōn est sōlus. Carolus cum mātre rosās cūrat. Nunc est vesper. Puer in casā stat et sorōrem et discipulōs exspectat. Maria est tarda quod cum amīcā, Helenā, ad aquam ambulat. Maria epistulam magistrae portat et Carolus hanc epistulam exspectat.

Herī medicus puerō pecūniam dedit. Nunc puer pecūniam habet. Cūr medicus pecūniam dedit? Haec est causa: medicīna puerō nōn erat grāta, et medicīnam habēre nōn cupiēbat. Medicus puerum esse aegrum vidēbat et puerum medicīnam habēre cupiēbat. Puerō pecūniam dedit et puer erat bonus. Pecūnia nōn erat magna. Puer medicō grātiās agēbat.

Nunc Carolus in casā stat. Discipulōs exspectat et laetus est.

Vocabulary

[1]

medicīna: medicine

impiger, impigra, impigrum: active; energetic

hodiē: today

vesper: evening

herī: yesterday

[2]

cum

[i] preposition + ablative case: (togther) with

Cum amīcā … ambulat │ She’s walking with a friend

[ii] conjunction: when(ever)

Cum vesper est, agricolae ex agrīs … properant. │ When(ever) it is evening, the farmers hurry from the fields

[3]

stō: I stand

Puer in casā stat │ The boy is standing in the cottage

Note: this text introduces some verb forms which are discussed in far greater depth in other posts; if you are at the beginners’ stage, then simply be aware of them. We’ll look at them again in the review sections.

(1) Passive forms:

videt: he / she sees

In casā … Carolus vidētur │ Carolus is seen in the cottage [= Carolus can be seen]

vident: they see

Lūna et stellae nōn videntur │ the moon and the stars are not seen [ = cannot be seen]

(2) Past tense forms:

[i] imperfect tense

Hodiē in casā est │ He is in the cottage today

Herī medicus erat in casā │ Yesterday the doctor was in the cottage

Puerō medicīnam dabat │ He gave (was giving) medicine to the boy

Medicīnam habēre nōn cupiēbat │ He didn’t want to have the medicine

Medicus puerum esse aegrum vidēbat │ Literally: The doctor was seeing the boy to be ill = The doctor saw / could see that the boy was ill

Puer medicō grātiās agēbat │ Literally: The boy was thanking the doctor = The boy was thankful to the doctor

[ii] perfect tense

Puerō pecūniam dedit │ He gave money to the boy

Cūr medicus pecūniam dedit? │ Why did the doctor give money / Why has the doctor given money?

Notes

The images show the endings of 2^nd declension masculine nouns in the singular and plural

[1] Singular

most 2^nd declension nouns end in -us, but a few end in –(e)r

Nominative

amīcus noster nōn labōrat │ our friend is not working

fīlius est aeger │ the son is ill

puer medicum exspectat │ the boy is waiting for the doctor

Medicus est vir benignus │ the doctor is a kind man

Vocative: the vocative case only has its own ending with 2^nd declension masculine nouns; with all other noun types (both singular and plural) the vocative is the same as the nominative

miser sum, amīce  │ I’m sad, friend

Valē, Carole  │ Bye, Carolus

Genitive

Haec fēmina est māter puerī │ this lady is the boy’s mother [ = the mother of the boy]

Dative

Iūlia puerō aquam dat │ Julia gives water to the boy

puer medicō grātiās agēbat │ the boy thanked the teacher [ = gave thanks to the doctor]

Accusative

puer medicum exspectat │ the boy is waiting for the doctor

medicus puerum spectat │ the doctor is looking at the boy

Ablative

cum amīcō ambulat │ (s)he is walking with a friend

[2] Plural

Nominative

discipulī ad casās properant │ the pupils are hurrying to the cottages

puerī linguam Latīnam discunt │ the boys are learning Latin

Genitive

amīcus puerōrum est │ he is the boys’ friend [ = a friend of the boys]

Dative

epistulās discipulīs ostendit  │ (s)he shows letters to the pupils

benignus puerīs est │ he is kind to the boys

rosae nōn puerīs grātae sunt │ the roses are not pleasing to the boys

Accusative

discipulōs exspectat │ he is waiting for the pupils

amīcōs nostrōs exspectat │ he is waiting for our friends

Ablative

Carolus cum discipulīs nōn labōrat │ Carolus is not working with the pupils

agricolae ex agrīs properant │ the farmers are hurrying out of the fields