Level 3 / 3+: GCSE 2021 [i]; Section A

Notes:

[i] in the actual examination, candidates were to answer questions 1 – 9, and either question 10 or question 11

[ii] the examination texts are not macronised

[iii] the passages are given only in image format in order to retain the line numbers referred to in the questions

Section A

Metabus and Camilla find themselves in danger, but Metabus thinks of an unusual way to save her.

Names

Metabus, Metabi (m): Metabus

Volsci, Volscorum (m pl): the Volscians (a tribe in Italy)

Camilla, Camillae (f): Camilla

Diana, Dianae (f): Diana (a goddess)

Words

salus, salutis (f): safety

hasta, hastae (f): spear

adfigo, adfigere, adfixi, adfixus: I fasten, attach

trano, tranare, tranavi, tranatus: I swim across

(1) Metabus, rex Volscorum, erat pater Camillae (line 1): what two things are we told about Metabus? [2]

(2) Metabus tamen ... expellere constituerunt (lines 1–2): what did the citizens decide to do as a result of Metabus’ cruelty? [1]

(3) ‘Camillam ... mecum ducam.’ (lines 3–4)

(a) what did Metabus say he was unable to do? [1]

(b) what did he say he would do instead? [2]

(4) eadem nocte ... profecti sunt (line 5): when did Metabus and Camilla set out? [1]

(5) ad flumen ... subito advenerunt (line 6)

(a) what obstacle blocked Metabus’ path? [1]

(b) what are we told about this obstacle? [1]

(6) Metabus ... non posse (line 7): what did Metabus realise? [2]

(7) deam Dianam oravit ut Camillam servaret (line 8): what did Metabus do to make sure that his very daring plan would be successful? [2]

(8)  filiam ad hastam adfixam ... aquam tranavit (lines 8–9): what did Metabus do before swimming to safety himself? [3]

(9)

For each of the Latin words below, give one English word which has been derived from the Latin word and give the meaning of the English word.

One has been done for you.

Latin Word: nocte
English Word: nocturnal
Meaning of English Word: relating to the night. [2]

Latin Word: loco
English Word: __________
Meaning of English Word: __________ [2]

Latin Word: aquam
English Word: __________
Meaning of English Word: __________ [2]

(10)  Answer the following questions based on part of the story you have already read.

Names

Metabus, Metabi (m): Metabus
Diana, Dianae (f): Diana (a goddess)
Camilla, Camillae (f): Camilla
Volsci, Volscorum (m pl): the Volscians (a tribe in Italy)

Words

hasta, hastae (f): spear
adfigo, adfigere, adfixi, adfixus: I fasten, attach
trano, tranare, tranavi, tranatus: I swim across

(a) erat (line 1): identify the tense of this verb. [1]

(b) Identify an example of the accusative case in line 2. [1]

(c) deam Dianam oravit ut Camillam servaret (line 3): explain why servaret is in the subjunctive mood. [1]

(d) Identify an example of the perfect tense in line 4. [1]

(e) Pick out a pronoun in line 4. [1]

(f) pater et filia … effugere poterant (lines 4–5): identify the form of effugere and explain why it is used here. [2]

(g) e manibus (line 5): identify the case of manibus and explain why this case is used here. [2]

(h) e manibus Volscorum (line 5): identify the case of Volscorum. [1]

(11) Translate the following English sentences into Latin.

(a) The freedmen found the wine. [3]

(b) The queen was fearing danger. [3]

(c) Why do you prepare dinner, slave? [3]

____________________

Mark Scheme; 2021: Section A; Questions [1] – [9]

Question 1: He was the king of the Volscians (1). He was the father of Camilla (1).

• pater Camillae: accept “father to Camilla”

Question 2: To drive him/Metabus out (of the kingdom) (1).

• expellere: accept “to expel” / “banish” / “exile”

Question 3(a): Leave Camilla (in this place) (1).

• relinquere: accept “abandon” / “leave behind”; accept direct speech.

Question 3(b): Take her (1) to another land (1).

• aliam: accept “different”; do not accept “the other”
• terram: accept “country”; do not accept “ground”
• ducere: accept “lead”

Question 4: The same night (1)

• eadem nocte: accept “that same night” / “that night”; do not accept “at night”

Question 5(a): A river (1)

Question 5(b): It was very deep (1)

• altissimum; accept “very high”; the adjective must refer to the river

Question 6: That he could not (1) carry his daughter across (1).

• transportare: accept “transport”

Question 7: Metabus begged the goddess / Diana (1) to save Camilla (1)

• oravit.: accept “prayed to”; do not accept “asked”
• servaret: accept “protect” / “keep safe”

Question 8: He attached his daughter to a spear (1). He threw her (1) across the river (1).

• adfixam.: accept “having been tied.
• filiam … iecit: accept “He threw it (i.e. the spear with his daughter fastened to it)”

Question 9: location (1) – a place or position (1); aquatic (1) – relating to water (1)

• one mark for the derivative and one for its meaning
• accept other valid derivatives accept incorrect but recognisable spelling
• incorrect derivation cannot score a mark for a correct meaning of the English word; correct derivation can score a mark even if the meaning expressed is incorrect
• if a second, incorrect meaning is given, no mark can be awarded
• one exception: do not accept the Latin word “aqua” as a derivative (unless it is clear from the meaning that it refers to the colour), though “water” can be accepted for the meaning

Mark Scheme; 2021: Section A; Questions [10] – [11]

Question 10(a): Imperfect (1)

• do not accept “past”
• additional incorrect detail is H(armful) A(addition) (eg “imperfect subjunctive”)

Question 10(b): se or filiam or consilium (1)

• insist on correct spelling

Question 10(c): Indirect command (1)

• do not accept reference to “ut” alone

Question 10(d): iecit or tranavit (1)

• insist on correct spelling

Question 10(e): ipse (1)

Question 10(f): Infinitive (1); follows poterant (1)

• for the first mark: additional incorrect detail is ha (eg “perfect active infinitive”)
• for the second mark: accept “they were able to escape”
• for the second mark: accept “they were able to do an action”
• do not accept “it is the second / secondary verb”
• do not accept “it follows another verb”

Question 10(g): Ablative (1); follows the preposition e (1)

• for the first mark: do not accept “ablative singular”
• for the second mark: accept “it follows a preposition”
• for the second mark: accept “They were able to escape from the hands of the Volscians”
• do not accept another use of ablative (eg ablative absolute)

Question 10(h): Genitive (1)

• do not accept “genitive singular”

Question 11(a): liberti (1) vinum (1) invenerunt (1)

• word order is flexible
• accept any translation using correct Latin even if vocabulary is outside of Restricted Vocabulary

Question 11(b): regina (1) periculum (1) timebat (1)

• word order is flexible
• accept any translation using correct Latin even if vocabulary is outside of Restricted Vocabulary List

Question 11(c): cur (1) cenam (1) paras (1), serve (1)? (4)

• word order is flexible
• accept any translation using correct Latin even if vocabulary is outside of Restricted Vocabulary

10.05.27: Level 1-2 (review); Julia (a Latin Reader) [13] (3)

Amūliō, ubi in rēgiā sedēbat, cīvēs hanc rem nūntiāvērunt. Tum vērō rēx īrā et timōre vehementer commōtus est. Itaque servīs perterritīs, "Hanc fēminam," inquit, "ad Tiberis rīpās dūcite et in undās iacite; perfida mulier perfidiae poenās dabit. Geminōs quoque ad flūminis rīpās apportāte, sed puerōs nōn ego necābō. Puerōs in rīpā relinquite; lupīs fortasse cibum praebēbunt."

Servī igitur Rhēam Silviam ad flūmen dūxērunt et in undās iēcērunt. Sed Tiberīnus pater misericordiā et amōre commōtus est. "Mea uxor," inquit, "haec puella erit; semper inter undās meās tūta et laeta mēcum habitābit." Itaque Rhēa Silvia nōn necāta sed cōnservāta est.

Post multōs annōs ubi flūminis undae per agrōs effundēbantur, et frūmentum vīneāsque prōsternēbant, tum Rōmānī, "Ecce!" inquiunt, "etiam nunc īrātus est Tiberīnus pater, quod nōs tam crūdēliter Rhēam Silviam, flūminis uxōrem, ex urbe expulimus."

commoveō, -ēre [2]: move

____________________

To Amulius, when he was sitting in the palace, the citizens announced this matter. Then indeed the king was moved very greatly by anger and fear. Therefore to his terrified slaves he said, "Lead this woman to the banks of the Tiber and throw her into the waves; the treacherous woman shall pay the penalties for her treachery. Bring the twins also to the banks of the river, but I shall not kill the boys. Leave the boys on the bank; perhaps they will provide food for the wolves."

Therefore the slaves led Rhea Silvia to the river and threw her into the waves. But Father Tiberinus was moved by pity and love. "This girl shall be my wife," he said; "she will always live with me, safe and happy, among my waters." And so Rhea Silvia was not killed but saved.

After many years, when the waters of the river were pouring themselves over the fields and were laying low the cornfields and the vineyards, then the Romans said, "Look! Even now Father Tiberinus is angry, because we drove Rhea Silvia, the wife of the river, out of the city so cruelly."

09.05.27: Level 1; First Latin Lessons (17); 2nd declension; review [2]

(1) vocabulary

• frūmentum, -ī [2/n]: grain
• hortus, -ī [2/m]: garden
• edunt: (they) eat
• hodiē: today
• sōlus: alone
• validus: strong; well

multī: many; note:

multum frūmentum | much / a lot of grain

multī equī | many horses

> multōs equōs [accusative] habet | he has many horses

(2) Listen to the recording and complete the text with the missing endings.

I: Mārc_____, amīc_____ me_____, agricola est, et mult_____ equ_____ habet. Mārc_____ equ_____ hieme mult_____ frūment_____ dat. Equ_____ magn_____ et valid_____ sunt. Aestāte equ_____ interdum in agr_____ sunt, et tum frūment_____ nōn edunt. Sed frūment_____ equ_____ damus cum⁠ labōrant.

-ī; -īs; -ōs; -um; -us

II: Puer_____ in agr_____ cum agricolā vidēmus. Pu_____ fīli_____ agricolae est. Agricola fīliam quoque habet. Fīlia hodiē in hort_____ labōrat. Sed fīlia nōn est sōla in hort_____. Māter puellae quoque in hort_____ est.

-er; -ō; -um; -us

III:

Cūr, Sext_____, sōl_____ in viā ambulās?

Sōl_____ in viā ambulō quod amīc_____ me_____ hodiē in agr_____ labōrant.

Cūr in agr_____ cum amīc_____ tu_____ nōn labōrās?

In agr_____ nōn labōrō quod nōn valid_____ sum.

-us; -īs; -ī; -e

(3) Choose the correct translation:

[i] The boy is the son of my friend.

• [A] Puer est fīliae meae amīcus.
• [B] Puer est amīcī meī fīlius.
• [C] Puer est amīcus fīliī meī.

[ii] I often praise the boy but I don’t praise the boy’s friend.

• [A] Puerum interdum laudō sed puer amīcum nōn laudat.
• [B] Puerōs saepe laudō sed amīcōs puerōrum nōn laudō
• [C] Puerum saepe laudō sed amīcum puerī nōn laudō.

[iii] We see the farmer’s fields from the window of the cottage.

• [A] Agrōs agricolae ex fenestrā casae vidēmus.
• [B] Agrōs agricolae ex fenestrā casae videt.
• [C] Agrum agricolae ex fenestrā casae vidēmus.

[iv] The boys are now in the garden with your daughter.

• [A] Fīliī tuī nunc in hortō cum fīliā tuā sunt.
• [B] Puerī nunc in hortō cum fīliā meā sunt.
• [C] Puerī nunc in hortō cum fīliā tuā sunt.

[v] My friend’s horse is standing on the road.

• [A] Cum equō amīcī meī in viā stō.
• [B] Equus amīcī meī in viā stat.
• [C] Equī amīcī meī in viā stant.

____________________

(2)

I: Mārcus, amīcus meus, agricola est, et multōs equōs habet. Mārcus equīs hieme multum frūmentum dat. Equī magnī et validī sunt. Aestāte equī interdum in agrīs sunt, et tum frūmentum nōn edunt. Sed frūmentum equīs damus cum⁠ labōrant.

II: Puerum in agrō cum agricolā vidēmus. Puer fīlius agricolae est. Agricola fīliam quoque habet. Fīlia hodiē in hortō labōrat. Sed fīlia nōn est sōla in hortō. Māter puellae quoque in hortō est.

III:

Cūr, Sexte, sōlus in viā ambulās?

Sōlus in viā ambulō quod amīcī meī hodiē in agrīs labōrant.

Cūr in agrīs cum amīcīs tuīs nōn labōrās?

In agrīs nōn labōrō quod nōn validus sum.

____________________

I: Marcus, my friend, is a farmer, and he has many horses. Marcus gives the horses a great deal of grain in the winter. The horses are big and strong. In the summer the horses are sometimes in the fields, and then they do not eat grain. But we give grain to the horses when they work.

II: We see a boy in the field with the farmer. The boy is the farmer's son. The farmer also has a daughter. Today the daughter is working in the garden. But the daughter is not alone in the garden. The girl's mother is also in the garden.

III:

“Why, Sextus, are you walking alone on the road?”

“I am walking alone on the road because my friends are working in the fields today.”

“Why are you not working in the fields with your friends?”

“I am not working in the fields because I am not well.”

08.05.27: Topic / Level 4; transport [13]; on water [iii] the ferryman’s boat

The little cumba, however, is elevated into a dark, supernatural vessel in Virgil’s Aeneid (Book 6, Lines 298–304) being used to refer to the boat of Charon that transported the dead. The excerpt shows a range of poetic devices.

[298] portitor hās horrendus aquās et flūmina servat

[299] terribilī squālōre Charōn, cui plūrima mentō 

[300] cānitiēs inculta iacet, stant lūmina flammā,   

[301] sordidus ex umerīs nōdō dēpendet amictus.   

[302] ipse ratem contō subigit vēlīsque ministrat    

[303] et ferrūgineā subvectat corpora cumbā,         

[304] iam senior, sed crūda deō viridisque senectūs.

[i]

amictus, -ūs [4/m]: cloak, mantle

cānitiēs, -ēī [5/f]: greyness, grey hair

contus, -ī [2/m]: pole, barge-pole; punt-pole

cumba, -ae [1/f]: skiff, small boat

mentum, -ī [2/n]: chin

portitor, -ōris [3/m]: ferryman; boatman

ratis, -is [3/f]: raft; (poetic) boat, ship, vessel

squālor, -ōris [3/m]: dirtiness, foulness, filth

[ii]

subigō, subigere, subēgī, subāctus [3]: push, force, propel from beneath

subvectō, -āre [1]: to carry across

[iii]

crūdus, -a, -um: raw, fresh, unripened

incultus, -a, -um: unkempt, uncultivated, wild

ferrūgineus, -a, -um: rust-colored, dusky, iron-grey

[298] portitor hās horrendus aquās et flūmina servat

• a dreadful ferryman guards these waters and rivers

[299] terribilī squālōre Charōn, cui plūrima mentō / [300] cānitiēs inculta iacet, stant lūmina flammā

• Charon, in terrifying filth, and on his chin lies a mass of unkempt grey hair, his eyes stare fixed in flame [literally: his eyes stand in flame]

[301] sordidus ex umerīs nōdō dēpendet amictus.   

• a dirty cloak hangs down from his shoulders by a knot.

[302] ipse ratem contō subigit vēlīsque ministrat

• He himself pushes the raft with a pole, tends to the sails,    

[303] et ferrūgineā subvectat corpora cumbā,

• and carries bodies across in his rust-colored skiff    

[304] iam senior, sed crūda deō viridisque senectūs.

• now rather old, but old age for a god is fresh and green.

Notes:

Metre: dactylic hexameter

Pōr-tĭ-tŭr | hās hōr-| rēn-dŭs ă- | quās ēt | flū-mĭ-nă | sēr-văt [- x]

Tēr-rĭ-bĭ- | lī squā- | lō-rĕ Chă- | rōn, cūi | plū-rĭ-mă | mēn-tō [- x]

• The final syllable of the final foot may be short or long; this is known as an anceps:
• /ui/ in cui is a diphthong and scanned as a single long syllable

[298] portitor hās horrendus aquās et flūmina servat / [299] terribilī squālōre Charōn, …

• Virgil delays naming Charon until the subsquent line by first referring to his maritime role and his fearful appearance.

[A] portitor [B] hās [A] horrendus [B] aquās et flūmina servat

• The terrifying guard and his dark environment are visually inseparable. Virgil achieves this by the use of hyperbaton, the separation of two grammatically connected words. Here, we specifically have two interlocking phrases A-B-A-B which, under the general heading of hyperbaton is known as synchysis.
• Owing to the flexibility of Latin word order, hyperbaton is common in poetry and, in this excerpt, there are further examples discussed below.

[299] terribilī squālōre Charōn, cui plūrima mentō / [300] cānitiēs inculta iacet, stant lūmina flammā

• squālor: dirtiness; foulness
• plūrima … cānitiēs inculta iacet: grey hair is, of course, symbolic of old age, but the hair is neglected and sprawls over his chin i.e. this is not the image of a ‘respectable’ grey-haired old man, but of one who simply does not care.
• Although the literal translation of plūrimus is very many, it can – as it does here – describe a singular noun (cānitiēs) and so is best rendered as a mass of grey hair
• hyperbaton: plūrima mentō / cānitiēs inculta; the two adjectives ‘surround’ the noun phrase
• lūmina: literally ‘lights’ (lūmen, -inis [3/n]) but here used poetically to refer to eyes
• stant: Charon’s eyes are not flashing with fire as you might expect but ‘standing’ in a fixed stare

[301] sordidus ex umerīs nōdō dēpendet amictus

• hyperbaton: the adjective sordidus sits at the beginning of the line, its matching noun amictus placed at the end. The grammatical structure physically wraps around the line, imitating the knotted, filthy cloak wrapped around the old god's body.

[302] ipse ratem contō subigit vēlīsque ministrat

• ipse: the intensive pronoun creates a striking narrative contrast. Despite being old, filthy, and entirely neglected, Charon manages the operation of the Underworld ferry completely alone.
• contō: contus, -ī [2/m]: long pole; here it refers to a type of barge pole or punt pole
• subigit: subigō, -ere [3]: the verb has multiple meanings including ‘turn up from beneath’ e.g. when ploughing; it can also refer to kneading (dough) i.e. the pushing of the boat involves considerable physical effort.

[303] et ferrūgineā subvectat corpora cumbā

• hyperbaton: here, the bodies of the dead are ‘enclosed’ within the boat.
• Although the adjective ferrūgineus, -a, -um refers to the colour of rust, the image presented is not of orange or dark red but rather of a somber metallic grey heralding the murky underworld. The image below of an actual rusted hull suggests a ‘dead’ ship.

[304] iam senior, sed crūda deō viridisque senectūs.

• The concept of old age (senior; senectūs) surrounds two adjectives that are associated with youth (crūda; viridis). This creates an oxymoron that refers to the juxtaposition of two opposing ideas e.g. ‘bitter sweet’. While Charon may physically appear old, he is immortal.

Gustave Doré; Dante 

Charon, illustration by Gustave Doré for an 1861 edition of Dante's Inferno (The Divine Comedy).

07.05.27: Level 3+ (review); a Second Latin Reader (Vincent) [22]: Ariovistus declines battle

Caesar C. Procillum et M. Mettium mittit quī dē hīs rēbus cum Ariovistō agant; hīs imperat ut omnēs rēs cognoscant; sed Ariovistus cōnantēs dīcere prohibuit et in catēnās coniēcit.

Eōdem diē castrīs mōtīs Ariovistus sex mīlibus passuum ā Caesaris castrīs sub monte consēdit. Posteā praeter castra Caesaris suās cōpiās dūxit et castra fēcit, ut frūmentō commeātūque Caesarem interclūderet; illō tempore Sēquanī et Aeduī frūmentum Rōmānīs dabant.

Ex eō diē diēs continuōs quīnque Caesar prō castrīs suās cōpiās dūxit et aciem instruxit, ut contrā hostēs proeliō contenderet. Ariovistus autem hīs omnibus diēbus exercitum continuit, equestrī proeliō cotīdiē contendit.

Subjunctive usage

(1) purpose:

[a] ut + subjunctive

castra fēcit, ut frūmentō commeātūque Caesarem interclūderet

(he) established a camp, in order to cut Caesar off from grain and supplies [literally: in order that he might  / would cut Caesar off …]

aciem instruxit, ut contrā hostēs proeliō contenderet.

(he) drew up his battle line, in order to engage the enemy in battle [literally: in order that he might / would engage …]

https://adckl.blogspot.com/2026/02/050526-level-3-subjunctive-32-dependent.html

[b] quī + subjunctive; when the focus is on a person who is to perform the action

Caesar C. Procillum et M. Mettium mittit quī dē hīs rēbus cum Ariovistō agant

Caesar sends Gaius Procillus and Marcus Mettius to discuss these matters with Ariovistus [literally: who may discuss …]

https://adckl.blogspot.com/2026/02/180526-level-3-subjunctive-38-dependent.html

(2) indirect command

hīs imperat ut omnēs rēs cognoscant

he orders them to learn all the facts [literally: he commands that they should learn …]

https://adckl.blogspot.com/2026/02/190626-level-3-subjunctive-53-dependent.html

____________________

Caesar sends Gaius Procillus and Marcus Mettius to discuss these matters with Ariovistus; he orders them to learn all the facts; but Ariovistus forbade them to speak and threw them into chains.

On the same day, after breaking camp, Ariovistus took up a position under a mountain six miles from Caesar's camp. Afterwards he led his forces past Caesar's camp and established a camp, in order to cut Caesar off from grain and supplies; at that time the Sequani and the Aedui were supplying grain to the Romans.

From that day for five consecutive days Caesar led his forces out in front of the camp and drew up his battle line, in order to engage the enemy in battle. Ariovistus, however, kept his army within the camp throughout all these days and fought cavalry skirmishes every day.

06.05.27: Level 1-2 (review); Julia (a Latin Reader) [13] (2)

Amūlius igitur urbem iam regēbat. Sed Albae Longae puella erat, Rhēa Silvia nōmine, Numitōris fīlia. Hanc puellam timēbat Amūlius, quod iūstī rēgis fīlia erat, et omnēs cīvēs virginem amābant. "Sī huic puellae," inquit, "fīlius erit, omnēs cīvēs nōn mē sed puerum iūstum rēgem putābunt. Nēmō igitur virginem in mātrimōnium dūcet, sed ignem sacrum cum virginibus sacrīs per tōtam vītam cūrābit."

Mārs autem rēgis verba audīvit et rīsit. "Nōn ita," inquit, "rēx scelerātus fātum vītābit. Ego Rhēae Silviae marītus erō; mox puellae īnfantēs erunt, fīliī meī; ubi hī puerī adolēscentēs erunt, tum vērō Amūlius fātum suum sentiet." Nec falsa deus praedīxit. Mox Rhēa Silvia geminōs, Mārtis fīliōs, in gremiō tenēbat.

geminī, -ōrum 2/n/pl]: twins

iustus, -a, -um: just; rightful

praedīcō, -ere [3]: foretell

rideō, -ere [2]: laugh

vītō, -āre [1]: avoid

____________________

Amulius therefore was now ruling the city. But at Alba Longa there was a girl, Rhea Silvia by name, the daughter of Numitor. This girl Amulius feared, because she was the daughter of the rightful king, and all the citizens loved the maiden. "If this girl has a son," he said, "all the citizens will think not me but the boy the rightful king. Therefore no one will lead the maiden into marriage, but throughout her whole life she will look after the sacred fire with the sacred virgins."

Mars, however, heard the king's words and laughed. "Not thus," he said, "will the wicked king escape fate. I shall be the husband of Rhea Silvia; soon the girl will have infants, my sons; when these boys are grown up, then indeed Amulius will feel his fate." Nor did the god foretell falsely. Soon Rhea Silvia was holding twin sons, the sons of Mars, in her lap.

05.05.27: Level 1; First Latin Lessons (16); 2nd declension; review [1]; question words

Quid? | What?

Quis? | Who?

Cūr? | Why?

[A] Complete the Latin sentences by using the words listed below. Some words are used more than once.

[1] What is the boy reading? The boy is reading a book.

__________ __________ puer? Puer __________ __________.

[2] Who is the boy? The boy is the poet’s son.

__________ est puer? Puer est __________ poētae.

[3] What does the boy learn in school? The boy learns the Latin language in school.

__________ __________ puer in scholā? Puer in scholā __________ Latīnam __________.

[4] What does the boy do when he is not in school. The boy works in the fields when he is not in school.

__________ __________ puer __________ ⁠ in scholā nōn est? Puer __________ in __________ __________⁠ in scholā nōn est.

[5] Why does Sextus not have money? He does not have money because he does not work.

__________ Sextus nōn __________ __________? Sextus nōn __________ __________ __________ nōn __________.

cum; cūr; discit; facit; fīlius; habet; labōrat; legit; librum; linguam; pecūniam; quid; quis; quod

[B] Complete these sentences by choosing the correct word in brackets.

[6] What is the girl doing? She is writing a letter.

[quis / cūr / quid] facit [puella / puellae / puellam]? [Epistulās / epistulam / epistulā] scrībit.

[7] Why do you not praise the girl? I do not praise the girl because she is not hard-working.

[quis / cūr / quid] puellam nōn [laudō / laudās / laudat]? Puellam nōn [laudō / laudās / laudat] quod nōn est impigra.

[8] What is your sister carrying? My sister is carrying roses.

Quid portat soror [tuus / tua / tuum]? Soror [meum / meam / mea] [rosās / rosam / rosae] portat.

[9] What does the lady give to the boy? The lady gives a book to the boy.

Quid fēmina [puerum / puerō / puer] dat? Fēmina  [puerum / puer / puerō] [librī / librōs / librum] dat.

[10] What does the girl see in the farmer’s field [ = the field of the farmer]? She sees a horse.

Quid puella in [ager / agrum / agrō] [agricola / agricolam / agricolae] videt? [Equōs / equum / equīs] videt.

[C] Translate the following sentences into Latin. Note: Latin word order usually puts the verb at the end of the sentence. This is not a ‘hard-and-fast’ rule – and Latin word order is flexible – but, at the early stages, it is best to adhere to it.

[i] The boy is reading a book.

[ii] Sextus is working in the field with the farmer.

[iii] Why do you not praise the boys?

[iv] I do not praise the boys because they are not working.

[v] I do not give a reward to the boys.

____________________

[A]

[1] Quid legit puer? Puer librum legit.

[2] Quis est puer? Puer est fīlius poētae.

[3] Quid discit puer in scholā? Puer in scholā linguam Latīnam discit.

[4] Quid facit puer cum⁠ in scholā nōn est? Puer labōrat in agrīs cum⁠ in scholā nōn est.

[5] Cūr Sextus nōn habet pecūniam? Sextus nōn habet pecūniam quod nōn labōrat.

[B]

[6] Quid facit puella? Epistulam scrībit.

[7] Cūr puellam nōn laudās? Puellam nōn laudō quod nōn est impigra.

[8] Quid portat soror tua? Soror mea rosās portat.

[9] Quid fēmina puerō dat? Fēmina puerō librum dat.

[10] Quid puella in agrō agricolae videt? Equum videt.

[C]

[i] Puer librum legit.

[ii] Sextus in agrō cum agricolā labōrat.

[iii] Cūr puerōs nōn laudās?

[iv] Puerōs nōn laudō quod nōn labōrant.

[v] Puerīs praemium nōn dō.

04.05.27: Level 4; literature; Vulgate: The Parable of the Good Samaritan [Luke 10:25–37] (3); narrative structure; the rule of three; the tricolon

[25] Et ecce quīdam lēgisperītus surrēxit tentāns illum, et dīcēns: Magister, quid faciendō vītam aeternam possidēbō?

[26] At ille dīxit ad eum: In lēge quid scrīptum est? quōmodo legis?

[27] Ille respondēns dīxit: Dīligēs Dominum Deum tuum ex tōtō corde tuō, et ex tōtā animā tuā, et ex omnibus virtūtibus tuīs, et ex omnī mente tuā: et proximum tuum sīcut tēipsum.

[28] Dīxitque illī: Rēctē respondistī: hoc fac, et vīvēs.

[29] Ille autem volēns iūstificāre sēipsum, dīxit ad Iēsum: Et quis est meus proximus?

[30] Suscipiēns autem Iēsūs, dīxit: Homō quīdam dēscendēbat ab Ierusālem in Ierīchō, et incīdit in latrōnēs, quī etiam dēspoliāvērunt eum: et plāgīs impositīs abiērunt sēmivīvō relictō.

[31] Accidit autem ut sacerdōs quīdam dēscenderet eādem viā: et vīsō illō praeterīvit.

[32] Similiter et Lēvīta, cum esset secus locum, et vidēret eum, pertrānsiit.

[33] Samarītānus autem quīdam iter faciēns, vēnit secus eum: et vidēns eum, misericordiā mōtus est.

[34]  Et (1) appropiāns alligāvit vulnera eius, (2) īnfundēns oleum et vīnum: et (3) impōnēns illum in iūmentum suum, dūxit in stabulum, et cūram eius ēgit.

[35] Et alterā diē prōtulit duōs dēnāriōs, et dedit stabulāriō, et ait: Cūram illīus habē: et quodcumque superērogāverīs, ego cum redierō reddam tibi.

[36] Quis hōrum trium vidētur tibi proximus fuisse illī, quī incīdit in latrōnēs?

[37] At ille dīxit: Quī fēcit misericordiam in illum. Et ait illī Iēsūs: Vāde, et tū fac similiter.

[1] The purpose of a Parable is to convey a moral or spiritual concept in short and simple terms. It is also generalised, hence the use of:

quīdam lēgisperītus: a certain lawyer / expert in the law

homō quīdam: a certain man

sacerdōs quīdam: a certain priest

Samarītānus … quīdam: a certain Samaritan

i.e. the parable applies to everybody and is not narrowed by references to specific individuals or periods of time.

[2] Note the means by which statements can be succinctly expressed:

[i] present active participle, for example:

l25: tentāns illum, et dīcēns |  testing him, and saying

[ii] ablative absolute constructions comprising two words:

l30: plāgīs impositīs |  with blows having been inflicted

l30: sēmivīvō relictō | with him having been left half alive

l31: visō illō:  with him having been seen

Such literal translations – although the first step in comprehending meaning – need to be reworked depending upon context, for example:

l31: visō illō praeterīvit

There are various possibilities including:

[i] When he saw him, he passed by.

[ii] After / once he had seen him, he passed by.

[iii] Having seen him / (upon) seeing him, he passed by.

[3] An interesting feature is the structure of lines 31-33. It is neither being flippant, nor undermining the moral value of the lines to observe that, given that the parable is compressed storytelling, it parallels the structure of a three part joke.

Exposition (setting the scene and circumstances): Three men are stranded on a desert island and find a magic lantern. A genie pops out and grants each of them one single wish.

(1) Setup: The first man says, "I wish I was back home with my family." Flash! He vanishes.

(2) Reinforcement: The second man says, "I wish I was back home in my warm bed." Flash! He vanishes. This establishes the pattern with the same or similar language and recounting of events.

(3) Subversion (the ‘punchline’): The third man looks around at the empty beach and says, "Wow, I feel so lonely now. I wish my two friends were back here with me!"

Line 3 undermines the expectation established in lines 1 and 2.

Compare that structure with lines 30-33:

Line 30: exposition

Homō quīdam dēscendēbat ab Ierusālem in Ierīchō, et incīdit in latrōnēs, quī etiam dēspoliāvērunt eum: et plāgīs impositīs abiērunt sēmivīvō relictō. 

• "A certain man was going down from Jerusalem to Jericho, and fell among robbers, who also stripped him: after they had beaten him, they departed, having abandoned him half alive.”

(1) Line 31: set up

Accidit autem ut sacerdōs quīdam dēscenderet eādem viā: et vīsō illō praeterīvit. 

• “It happened that a certain priest was going down the same road, and when he saw him, he passed by.”

(2) Line 32: reinforcement

Similiter et Lēvīta, cum esset secus locum, et vidēret eum, pertrānsiit. 

• “And similarly, a Levite, when he was beside the place and saw him, passed by.” 

(3) Line 33: subversion i.e. what is expected based upon the content of lines 31-32 is reversed:

Samarītānus autem quīdam iter faciēns, vēnit secus eum: et vidēns eum, misericordiā mōtus est. 

• “But a certain Samaritan, while travelling, came beside him: and seeing him, was moved by pity.” 

While this parable is, of course, in no way light-hearted, it is –  like the account of the Trial of Jesus – a striking example of highly focused narrative technique, in which moral teaching is delivered in a form that is concise, memorable, and free of superfluous detail. Noticeable also is the implication of hypocrisy on the part of the priest and the Levite without this being specifically expressed.

[4] The “rule of three” is a common feature of, for example, our contemporary advertising and political slogans:

NIKE: (1) JUST (2) DO (3) IT

McDONALD’S: I’M LOVIN’ IT

PEACE! LAND! BREAD!

Ideas are conveyed in groups of three because our minds absorb that information quickly:

LOOK RIGHT, LOOK LEFT, LOOK RIGHT AGAIN

Such a structure is not new. In this triumphant line, we see it:

VENI, VIDI, VICI: three ‘messages’, poetically bound by three identical perfect tense forms and the alliteration of V.

[i] The parable divides the key events into three but with similar lexis that combines them.

[ii] Note also line 34:

(1) appropiāns alligāvit vulnera eius, (2) īnfundēns oleum et vīnum: (3) et impōnēns illum …

The term when dealing with Latin Literature is the tricolon. Below are links which discuss the tricolon and, in particular, Cicero’s frequent use of the device.

29.04.24: the tomb of Scipio Barbatus; I’m lovin’ it

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

29.05.24: level 2; a side note

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

07.04.25: Level 3; deponent verbs (9); perfect, pluperfect and future perfect tenses

https://adckl.blogspot.com/2025/01/070425-level-3-deponent-verbs-9-perfect.html

30.01.26: Level 3; indirect statement; the accusative-infinitive [16]; the perfect passive infinitive [iv]; reading

https://adckl.blogspot.com/2025/11/300126-level-3-indirect-statement.html

24.04.26: Describing objects [17]; Cicero against Verres, ‘the art thief’

https://adckl.blogspot.com/2026/01/240426-describing-objects-17-cicero.html

07.06.26; Level 3+; Subjunctive [49] passive forms [ii] imperfect passive (3) anatomy of a sentence; Cicero’s rhetorical style

https://adckl.blogspot.com/2026/02/070626-level-3-subjunctive-49-passive.html

19.02.27: Level 3+ (review); correlatives [6] making comparisons (3); totiēns … quotiēns …

https://adckl.blogspot.com/2026/07/190227-level-3-review-correlatives-6.html

23.01.27: Level 3+ (review); correlatives [2]

https://adckl.blogspot.com/2026/07/230127-level-3-review-correlatives-2.html

15.04.27: Topic / Level 4; transport [6]: wheeled vehicles (6) raeda; Cicero and the defence of Milo [i]

https://adckl.blogspot.com/2026/09/150427-topic-level-4-transport-6.html

16.04.27: Topic / Level 4; transport [7]: wheeled vehicles (7) raeda; Cicero and the defence of Milo [ii]

https://adckl.blogspot.com/2026/09/160427-topic-level-4-transport-7.html

03.05.27: Topic / Level 4; transport [12]; on water [ii]

[1] scapha, -ae [1/f]: skiff; light boat

(1) In translation, scapha may simply be rendered as ‘boat’ – but not ship, since the term does not convey a large vessel:

potuimus vix obtinēre scapham (Vulgate)

• we were able, with difficulty, to secure the boat

(2) Comenius (1685) uses scapha to describe a way in which sailors might escape from a ship-wreck i.e. in the equivalent of a lifeboat (illustrated below):

Quīdam ēvādunt, vel tabulā (7), ac ēnatandō, vel scaphā (8)

• Some escape, either on a plank, 7. and by swimming, or in the boat, 8.

This reflects the description given in Harper’s Dictionary of Classical Antiquities:

“A skiff or cutter carried on large vessels to be lowered for use as required” (Thurston Peck)

(3) Similarly, Caesar uses the term to refer to ‘skiffs’, small boats that are attached to larger vessels:

quod cum animadvertisset Caesar, scaphās longārum nāvium, item speculātōria nāvigia mīlitibus complērī iussit

• When Caesar had noticed this, he ordered the skiffs of the long ships, and likewise the reconnaissance vessels, to be filled with soldiers.

nāvigium speculātōrium: reconnaissance vessel

(4) This line from Plautus clearly indicates the difference in size:

Illa autem virgō atque altera itidem ancillula dē nāvī timidae dēsuluērunt* in scapham

* = desiluerunt

• The young girl, however, and another little maid likewise, both afraid, have leapt down from the ship into a little boat.

(5)

Intereā ex secundō commeātū quem ā Siciliā mīserat Aliēnus, nāvis ūna in quā fuerat Q. Cominius et L. Ticida equitēs Rōmānī, ab residuā classe cum errāvisset dēlātaque esset ventō ad Thapsōn, ā Vergiliō scaphīs nāviculīsque āctuāriīs excepta est et ad Scīpiōnem adducta. (Dē Bellō Āfricō)

• Meanwhile, from the second supply convoy which Alienus had sent from Sicily, one ship—in which the Roman knights, Quintus Cominius and Lucius Ticida, had been, since they had strayed from the rest of the fleet and had been carried by the wind toward Thapsus, was intercepted by Vergilius with skiffs and fast light-vessels, and brought before Scipio.

classis, -is [3/f]: fleet

commeātus, -ūs [4/m]: (supply) convoy

[2] cymba, -ae [1/f] / cumba, -ae [1/f]: small boat; dinghy

< Anc. Gk. κύμβη [kúmbē]: [i] hollow of a vessel: drinking cup, bowl; [ii] (Phoenician) boat.

Abī tū: appellant hūc ad mōlem nostram nāviculam . . . Tum interibi locī cōnscendō cumbam piscātōriam, . . . veniō, iacitur anchora, inhibent lēniter. (Afranius)

• Go on, you: they are bringing a small boat right here to our pier ... Then, meanwhile at that place, I board a fishing skiff ... I arrive; the anchor is cast; they gently row backwards."

mōlēs, -is [3/f]: (here) pier; jetty

[3] ratis, -is [3/f]: raft

hic subsecūtus quō modō trānsierit, utrum ratī an piscātōriō nāvigiō, nēmō sciēbat (Rufus)

• How this man, having followed closely, crossed over – whether by raft or by a fishing boat – no one knew

[4] lembus, -ī [2/m]: small fast boat; cutter

Note that, in all three quotations below, general reference is made to ships, but lembus is identified as a specific type. Some translations may not specifically convey this. However, I have consistently used ‘cutter’ to distinguish it from other ships.

(1) The size of the lembus in comparison with other large warships which could have up to four banks of oars is shown by Livy’s reference to this vessel’s limited number of oars:

nāvēs quās cīvitātibus maritimīs adēmisset redderet nēve ipse nāvem ūllam praeter duōs lembōs, quī nōn plūs quam sēdecim rēmīs agerentur, habēret (Livy)

He was to return the ships which he had taken away from the maritime states, and he himself was not to have any ship except two cutters, which were to be propelled by not more than sixteen oars.

(2) C. Popilius, …, postquam dēbellātum in Macedoniā et statiōne summōtōs hostium lembōs audīvit, dīmissīs et ipse Attalī nāvibus … nāvigāre Aegyptum pergit, … (Livy)

Gaius Popilius, … after he heard that the war in Macedonia had been brought to an end and the cutters of the enemy had been removed from their station, and once the ships of Attalus had been dismissed he himself proceeded to sail toward Egypt, …

maritimus, -a, -um: maritime; pertaining to the sea

rēmus, -ī [2/m]: oar

(3) The noun can be associated with pirate ships, fast and able to inflict damage:

From Plautus:

Nicobulus: Periī hercle, lembus ille mihi laedit latus.

• By Hercules, I’m ruined, that cutter is crashing into my side.          

Chrysalus: Is erat commūnis cum hospite et praedōnibus. …

• It was jointly owned by your friend and pirates. …

Chrysalus: Is lembus nostrae nāvī īnsidiās dabat.

• This cutter was lying in wait for our ship.