14.03.27: Level 3; ACL/NJCL; 2016; Latin II (ii); Questions [1] – [19]; answers

1. Discipulī librum trīstissimum legēbant.

B) very sad

superlative adjective: trīstissimus, -a, -um

02.12.24: level 2; degrees of comparison [14]; the superlative (1); the biggest, the most beautiful, the best

https://adckl.blogspot.com/2024/09/021224-level-2-degrees-of-comparison-14.html

2. Cuius amīcus in ātriō est?

D) Whose

interrogative pronoun; genitive singular; literally: the friend of whom? = whose friend?

15.08.25: Level 3; review; direct questions [5]; interrogative pronouns

https://adckl.blogspot.com/2025/05/150825-level-3-review-direct-questions.html

3. Hostēs cōnsilia Rōmānōrum praedīcere poterant.

C) were able

imperfect tense of possum

05.04.24: working with different tenses

https://adckl.blogspot.com/2024/04/050424-working-with-different-tenses.html

4. Minerva erat prūdentior cēterīs deīs.

A) than the rest of the gods

ablative of comparison conveying that X is bigger / better etc. than Y

12.11.24: level 2; degrees of comparison [6]; object of comparison (1)

https://adckl.blogspot.com/2024/09/121124-level-2-degrees-of-comparison-6.html

5. Nymphae haec carmina canunt.

C) these

demonstrative adjective; neuter accusative plural

02.11.25: Level 3 (review); demonstratives [1]; 3rd person pronouns [i] hic / ille / iste

https://adckl.blogspot.com/2025/08/021125-level-3-review-demonstratives-1.html

6. Ūndēvīgintī equī in agrō stābant.

C) Nineteen

cardinal number; literally: one from twenty

28.02.24: numbers 11-20

https://adckl.blogspot.com/2024/04/lying-about-your-age-numbers-11-20-step.html

7. Dominus canem prope iānuam dormientem nōn videt.

A) sleeping [or: which is sleeping / while it is sleeping]

present active participle: dormiēns, -entis

Accusative singular: dormientem

17.08.24: Level 2; the present active participle [5]; declension [3]; accusative [1]

https://adckl.blogspot.com/2024/06/170824-present-active-participle-5.html

21.08.24: Level 2; the present active participle [6]; declension [4]; accusative [2]

https://adckl.blogspot.com/2024/07/210824-present-active-participle-6.html

23.08.24: Level 2; the present active participle [7]; declension [5]; accusative [3]

https://adckl.blogspot.com/2024/07/230824-present-active-participle-7.html

8. Parvī puerī celeriter arborem ascendērunt.

B) quickly

adverb

04.09.24: adverbs [2](1); -ē; -ter (1)

https://adckl.blogspot.com/2024/07/040924-adverbs-2-e-ter-1.html

9. Nōbīs placet īre ad amphitheātrum.

A) It pleases us.

impersonal verb; literally X pleases / is pleasing to us

03.10.26: Level 3+ (review); impersonal verbs [7] placet; displicet; iuvat; dēlectat; vidētur

https://adckl.blogspot.com/2026/04/031026-level-3-review-impersonal-verbs.html

10. Aut pugnāte aut discēdite ab urbe!

B) Either ... or

correlative

xx.yy.26: Level 3+ (review); correlatives [1] introduction;  et … et; aut … aut …; vel … vel; neque (nec) … neque (nec)

https://adckl.blogspot.com/2026/06/xxyy26-level-3-review-correlatives-1.html

11. Māter nostra, _____ dōnum dedimus, laetissima erat.

C) cui

relative pronoun; dative singular; to whom we gave the gift

11.08.24: Level 2; Practice in reading the perfect tense; A First Latin Reader (Vincent) [8](3): quī, quae, quod; all cases; genitive and dative cases

https://adckl.blogspot.com/2024/06/110824-level-2-practice-in-reading.html

12. Nōnne vīs īre ad lūdōs hodiē?

What is the expected answer to the question?

A) Ita vērō! Volō īre.

nōnne [adverb]: surely …? This expects a positive answer.

Nōnne intellegis? | Surely you understand? / You understand, don’t you?

Nōnne vīs īre ad lūdōs hodiē? | Surely you want to go to the games today? / You want to go …, don’t you?

A) Ita vērō! Volō īre. | Yes! I want to go.

25.02.24: negatives and interrogatives

https://adckl.blogspot.com/2024/04/negatives-and-interrogatives-1.html

13. Mōns, quī trēs diēs ērūperat, trēs urbēs dēvāstāvit.

D) for three days

accusative of duration of time i.e. for how long an action was carried out

20.03.24: more on ages; duration of time [1]

https://adckl.blogspot.com/2024/04/200324-more-on-ages-duration-of-time-1.html

14. Nōnnūllī ducēs Gallōrum erant _____ Rōmānōrum.

D) amīcī

predicate nominative i.e. X = Y; some leaders (X) were friends (Y) of the Romans

23.02.24: Declensions and cases [1] (nominative; vocative)

https://adckl.blogspot.com/2024/04/declensions-and-cases-1-nominative.html

15. Hannibal impetum exercituum nōn timuit.

A) of the armies

4^th declension noun; genitive plural

21.11.25: Level 1; Carolus et Maria [16][v] Grammar Notes (1): 4th declension nouns

https://adckl.blogspot.com/2025/08/211125-level-1-carolus-et-maria-16v.html

all posts:

https://adckl.blogspot.com/search/label/declensions%3A%204th

16. Ferte, ancillae, vīnum in triclīnium!

B) Carry!

imperative plural of ferō

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

https://adckl.blogspot.com/2025/07/191025-level-3-fero-and-its-compounds-1.html

17. Omnēs sociī regem vulnerātum salūtāvērunt.

D) (the) wounded (king) [or: the king who had been wounded]

perfect passive participle

13.01.25: Level 2; the passive voice [20]: the perfect passive [1]; three-in-one: the perfect, pluperfect and future perfect passive; the fourth principal part / the perfect passive participle

https://adckl.blogspot.com/2024/10/130125-level-2-passive-voice-20-perfect.html

18. Deinde Hippomenēs pōmum ā deā datum dēposuit.

C) by the goddess

ablative of agent

24.05.25: Level 3;  summary of the uses of the ablative case [8]: the ablative of agent

https://adckl.blogspot.com/2025/02/240525-level-3-summary-of-of-uses-of_26.html

20.12.24: Level 2; the passive voice [4]; present passive; passive agent

https://adckl.blogspot.com/2024/10/level-2-passive-voice-4-present-passive.html

19. Puerī, puellam territūrī, post arborem stābant.

C) (who were) intending to frighten [or: about to / going to frighten]

future active participle: terreō, -ēre, -uī, territus > territurus, -a, -um

25.09.25: Level 3; the grammar of things to come: diēs īrae (Requiem); the future active participle

https://adckl.blogspot.com/2025/06/250925-level-3-grammar-of-things-to.html

13.03.27: Level 1-2 (review): Julia (a Latin Reader) [10] (4)

ĪPHIGENĪA (4)

Itaque magnā spē Īphigenīa ad castrā Graecōrum vēnit. Simul ac rēgem vīdit, tum cito ad patrem cucurrit,et collō cārō bracchia candida dedit. Sed ubi maestum rēgis vultum vīdit, "Cūr," inquit, "mī pater, vultū maestō, capite dēmissō fīliam tuam salūtās? Nōnne libenter fīliam vidēs?"

Tum Agamemnōn tōtam rem nārrāvit. Ubi autem Īphigenīa dīrum ōrāculī respōnsum audīvit, tum vērō gelidus tremor per omnēs puellae artūs cucurrit. Humī sē prōstrāvit, et patris genua manūsque prehendit. Multīs lacrimīs veniam ōrāvit. "Numquamne," inquit, "chorus iuvenum domum ad marītum mē dūcent? Numquamne līberōs dulcēs vidēbō et parvulōs bracchiīs meīs tenēbō, sed innūpta ad Mānēs dēscendam?"

Sed ubi fātum fīxum immōtumque sēnsit, tum vērō animum ad mortem firmāvit et fortem nōbilemque puellam sē praebuit. "Nōn mortem," inquit, "sed ignāviam recūsō. Libenter ad Mānēs dēscendam; morte meā Graecōs mīlitēs et Graeciam patriam cōnservābō. Nōn innūpta, nōn sine līberīs dulcibus ad Īnferōs dēscendam. Hādēs mē in mātrimōnium dūcet; mīlitēs Graecī et Graecia patria mihi prō līberīs erunt. Ita et Īnferī et Superī mē in summō honōre habēbunt, quia libenter prō patriā ē vītā excesserō.”

Hādēs, -ae [1/m]: Hades, the god of the dead (The realm of the dead)

Mānēs, -ium [3/m pl]: departed spirits, gods of the dead

Superī, -ōrum [2/m pl]: the people above, i.e. the living or the gods

[i]

artūs, -uum [4/m pl]: limbs

bracchium, -ī [2/n]: arm

chorus, -ī [2/m]: band, group

collum, -ī [2/n]: neck

fātum, -ī [2/n]: fate

genu, -ūs [4/n]: knee

ignāvia, -ae [1/f]: cowardice

manus, -ūs [4/f]: hand

marītus, -ī [2/m]: husband

mors, mortis [3/f]: death

rēs, reī [5/f]: thing, affair

spēs, speī [5/f]: hope

tremor, -ōris [3/m]: trembling, tremor

venia, -ae [1/f]: favour, pardon

vultus, -ūs [4/m]: face, expression

[ii]

dēmissus, -a, -um: cast down

dulcis, -e: sweet

fixus, -a, -um: fixed

immōtus, -a, -um: motionless, immovable

innupta, -ae: unwedded

nōbilis, -e: noble, famous

[iii]

descendō, -ere [3]: go down

excēdō, -ere [3]: depart; ē vītā excēdō: die, depart out of life

praebeō, -ēre [2]: show, furnish, offer

prehendō, -ere [3]: seize

recūsō, -āre [1]: refuse

salūtō, -āre [1]: greet

sentiō, -īre [4]: feel, realize

[iv]

cūr: why

nōnne: an adverb, showing that the question expects the answer "yes"

simul: at the same time; simul āc: as soon as

____________________

Accordingly, Iphigenia came to the camp of the Greeks with great hope. As soon as she saw the king, she quickly ran to her father and threw her white arms around his dear neck. But when she saw the king's sorrowful expression, she said:

“Why, my father, do you greet your daughter with a sorrowful face and downcast head? Surely you are glad to see your daughter?”

Then Agamemnon told her the whole story. But when Iphigenia heard the dreadful answer of the oracle, a cold shudder ran through all the girl's limbs. She threw herself upon the ground and clasped her father's knees and hands. With many tears she begged for mercy.

“Will no band of young men ever lead me from home to a husband? Shall I never see sweet children and hold little ones in my arms, but instead descend unwedded to the spirits of the dead?”

But when she realized that her fate was fixed and unchangeable, she strengthened her mind for death and showed herself a brave and noble girl.

“It is not death that I refuse,” she said, “but cowardice. I shall gladly descend to the spirits of the dead; by my death I shall save the Greek soldiers and my fatherland, Greece. I shall not descend to the Underworld unwedded and without sweet children. Hades will take me in marriage; the Greek soldiers and my country Greece will be my children. Thus both those below and those above will hold me in the highest honour, because I shall willingly have given up my life for my country.”

12.03.27: Level 1; step-by-step; scaffolding [6] direct objects (2); nouns in -us

[2] Ending in -us:

[i] Singular: -um

Equum emō. | I (am) buy(ing) a/the horse.

Ūnum equum emō. | I (am) buy(ing) one horse.

[ii] Plural: -ōs

Equōs emō. | I (am) buy(ing) (the) horses.

Duōs equōs emō. | I (am) buy(ing) two horses.

Multōs equōs emō. | I (am) buy(ing) many horses.

Exercise

(1) I praise the pupil.

Discipul_____ laudō.

(2) I praise one pupil.

Ūn_____ discipul_____ laudō.

(3) I praise two pupils.

Du_____ discipul_____ laudō.

(4) I praise the pupils.

Discipul_____ laudō.

(5) I praise many pupils.

Mult_____ discipul_____ laudō.

(6) I cook food.

Cib_____ coquō.

(7) I’m building a wall.

Mūr_____ aedificō.

(8) I’m afraid of the elephant.*

Elephant_____ timeō.

(9) I see two friends.

Du_____ amīc_____ videō.

(10) I’m holding a sword.

Gladi_____ teneō.

(11) I watch many games.

Mult_____ lūd_____ spectō.

(12) I’m taking care of the crocodiles.*

Crocodīl_____ cūrō.

• amīcus: friend (male)
• cibus: food
• crocodīlus: crocodile
• discipulus: pupil (male)
• elephantus: elephant
• gladius: sword
• lūdus: game; sport
• mūrus: wall

*Why would I include such odd sentences?

John Cresswell and John Hartley first published Teach Yourself Esperanto in 1957. In the book they make the point that absurdity or incongruity is memorable, the example they use being:

La hundo sidas sur la fajro. | The dog is sitting on the fire.

I read a later edition of their book in the late 70s – and I still remember that sentence. It isn’t the overall meaning that matters. In one sentence there are three major rules of Esperanto – and Esperanto has no irregularities:

la: the (never changes)

hundo: all singular nouns end in -o

sidas: all present tense verbs end in -as

Given that there are only sixteen fundamental grammar rules in Esperanto, that dog sitting on a fire is putting you on the right track.

Likewise, if you can work out how you say “I’m afraid of the elephant” and “I take care of the crocodiles” then you have grasped two very important noun endings in Latin.

____________________

(1) Discipulum laudō.
(2) Ūnum discipulum laudō.
(3) Duōs discipulōs laudō.
(4) Discipulōs laudō.
(5) Multōs discipulōs laudō.
(6) Cibum coquō.
(7) Mūrum aedificō.
(8) Elephantum timeō.
(9) Duōs amīcōs videō.
(10) Gladium teneō.
(11) Multōs lūdōs spectō.
(12) Crocodīlōs cūrō.

11.03.27: Level 1; First Latin Lessons (8); adjectives with the dative case

I: Epistula mea agricolae⁠ grāta est. Agricola mihi pecūniam dat. Pecūniam nautae dō. Pecūnia nautae grāta est.

II: Fīlia tua parvae puellae benigna est. Parva puella fīliam tuam amat. Fīlia tua parvae puellae rosam dat. Rosa puellae grāta est.

III: Poētae Italiam saepe laudant. Italia poētīs cāra est. Sed patria mea mihi cāra est.

IV: Epistulam fīliae tuae nōn laudō. Epistula longa est, sed mihi nōn grāta est. Fīlia tua nōn bene scrībit. Sed epistula tibi grāta est.

V: Fenestram casae tuae videō. Fenestra parva est. Casa agricolae multās fenestrās habet.

VI: America multās silvās habet. Silvae Americae magnae sunt. Hibernia magnās silvās nōn habet.

VII: Pecūnia agricolae grāta est. Italia poētae cāra est. Soror mea fīliae tuae benigna est. Epistulae tuae mihi nōn grātae sunt. Rosae parvīs puellīs grātae  sunt. Rosam parvae puellae dō.

(1) vocabulary

• bene: well
• fenestra: window
• rosa: rose
• silva: forest
• tibi: to you

(2)

• benigna: kind (to …)
• cāra: dear (to …)
• grāta: pleasing (to …)

These adjectives are used with nouns and pronouns in the dative case:

Fīlia tua parvae puellae benigna est. | Your daughter is kind to the little girl.

Patria mea mihi cāra est. | My homeland is dear to me.

Italia poētīs cāra est. | Italy is dear to the poets.

Not all languages express an idea the same way. A literal translation is one which exactly conveys the original words:

Pecūnia agricolae grāta est.

[Literally: The money is pleasing to the farmer.]

That is not wrong. At the early stages, it is better to stay as close as possible to the original language in order to see how a construction works, i.e. step one.

As you gain in confidence, you can then move on to step two, i.e. a more fluent rendering, for example:

The farmer likes the money [or: The farmer is pleased with the money].

Epistula tibi grāta est.

[Literally: The letter is pleasing to you.]

• You like the letter [or: You are pleased / happy with the letter].

Similarly:

Italia poētīs cāra est.

[Literally: Italy is dear to the poets.]

• The poets are fond of Italy.

Note also that these adjectives normally follow the noun / pronoun to which they refer:

Fīlia tua [A] parvae puellae [B] benigna est. | Your daughter is [B] kind [A] to the little girl.

Patria mea [A] mihi [B] cāra est. | My homeland is [B] dear [A] to me.

____________________

I: My letter is pleasing to the farmer (The farmer likes my letter.) The farmer gives me money. I give the money to the sailor. The money is pleasing to the sailor (The sailor likes the money.)

II: Your daughter is kind to the little girl. The little girl loves your daughter. Your daughter gives a rose to the little girl. The rose is pleasing to the girl (The girl likes the rose.)

III: The poets often praise Italy. Italy is dear to the poets (The poets are fond of Italy.) But my country is dear to me (I am fond of my country.)

IV: I do not praise your daughter's letter. The letter is long, but it is not pleasing to me (I do not like it.) Your daughter does not write well. But the letter is pleasing to you (You like the letter.)

V: I see the window of your cottage. The window is small. The farmer's cottage has many windows.

VI: America has many forests. The forests of America are large. Ireland does not have large forests.

VII:  Money is pleasing to the farmer (The farmer likes money.) Italy is dear to the poet (The poet is fond of Italy.) My sister is kind to your daughter. Your letters are not pleasing to me (I do not like your letters.) Roses are pleasing to little girls (Little girls like roses.) I give a rose to the little girl.

10.03.27: Level 4; literature; the Pater Noster of Juvencus [2]; notes on Latin poetry [1] metre

Some basics of Latin poetry were first discussed here:

04.09.25: The best place to start Latin poetry is … in a cave! [2]; some basics concerning Classical Latin poetry

https://www.facebook.com/groups/latinforstarters/posts/774016828542921/

[i] In print, you will either come across completely unscanned versions of verse or, as I have written below, edited texts with naturally long vowels marked (see the next post: identifying long and short syllables)

Sīdereō genitor residēns in vertice caelī

Nōminis ōrāmus venerātiō sānctificētur

In nōbīs Pater alte tuī: tranquillaque mundō

Adveniat rēgnumque tuum lūx alma reclaudat

In caelō ut terrīs fīat tua clāra voluntās

Vītālisque hodiē sānctī substantia pānis

Prōveniat nōbīs; tua mox largītiō solvat

Innumera indulgēns errōris dēbita prāvī

Et nōs haut aliter concēdere foenora nostrīs

Tētrī saeva procul temptātiō daemonis absit

Aequē malīs tua nōs in lūcem dextera tollat

[ii] A fully scanned version would have this or a similar format:

l.1: Sī-dĕ-rĕ- ¦ ō gĕ-nĭ- ¦ tōr rĕ-sĭ- ¦ dēns īn ¦ vēr-tĭ-cĕ ¦ cāe-lī

l.2: Nō-mĭ-nĭs ¦ ōr-ā- ¦ mūs vĕ-nĕ- ¦ rā- tⁱō ¦ sānc- tĭ- fĭ- ¦ cē-tŭr

l.3: Īn nō- ¦ bīs pă- tĕr ¦ āl-tĕ tŭ- ¦ ī: trān- ¦ qu-īl-lă-quĕ ¦ mūn-dō

l.4: Ād-vĕ-nĭ- ¦ āt rēg- ¦ nūm-quĕ tŭ- ¦ ūm lūx ¦ āl-mă rĕ- ¦ clāu-dăt

l.5: Īn cāe- ¦ l(o) ͜   ūt tēr- ¦ rīs fī- ¦ āt tŭ-ă ¦ clāră vŏ- ¦ lūn-tās

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

l.7: Prō-vĕ-nĭ- ¦ āt nō- ¦ bīs; tŭ-ă ¦ mōx lār- ¦ gī-tⁱō ¦ sōl-văt

l.8: Īn-nŭ-mĕ- ¦ r(a) ͜   īn-dūl- ¦ gēns ēr- ¦ rō-rīs ¦ dē-bĭ-tă ¦ prāvī

l.9: Ēt nōs ¦ hāut ă-lĭ-¦ tēr cōn- ¦ cē-dĕ-rĕ ¦ fōe-nŏ-ră ¦ nōs-trīs

l.10: Tē-trī ¦ sāe-vă prŏ- ¦ cūl tēmp- ¦ tā-tⁱō ¦ dāe-mŏ-nĭs ¦ āb-sĭt

l.11: Āe-quĕ mă- ¦ līs tŭ-ă ¦ nōs īn ¦ lū-cēm ¦ dēx-tĕ-ră ¦ tōl-lăt

As an example. The links below are to a poem V by Catullus:

[i] The first link takes you to a completely unscanned version

http://rudy.negenborn.net/catullus/text2/l5.htm

[ii] The second takes you to a scanned version

http://rudy.negenborn.net/catullus/text2/sc5.htm

[1] Metre

References are made here to long and short syllables; that is discussed in the next post

Vincent describes the verse as dactylic hexameter:

(1) a dactyl is a long syllable followed by two short syllables: — UU

Line 1: SĪ-DĔ-RĔ- ¦ ō gĕ-nĭ- ¦ tōr rĕ-sĭ- ¦ dēns īn ¦ vēr-tĭ-cĕ ¦ cāe-lī

(2) Two short syllables can equal one long syllable i.e. — UU = — — ; a combination of two long syllables is known as a spondee

Sī-dĕ-rĕ- ¦ ō gĕ-nĭ- ¦ tōr rĕ-sĭ- ¦ (2) DĒNS ĪN ¦ vēr-tĭ-cĕ ¦ cāe-lī

Combinations, six feet of six dactyls or spondees, is known as hexameter.

[1] Sī-dĕ-rĕ- ¦ [2] ō gĕ-nĭ- ¦ [3] tōr rĕ-sĭ- ¦ [4] dēns īn ¦ [5] vēr-tĭ-cĕ ¦ [6] cāe-lī

(3) The last syllable of a line can be long or short; this is usually indicated by X i.e. — X; a syllable of this type is called an anceps

[i] In the first line, the final syllable is long:

Sī-dĕ-rĕ- ¦ ō gĕ-nĭ- ¦ tōr rĕ-sĭ- ¦ dēns īn ¦ vēr-tĭ-cĕ ¦ cāe-LĪ

[ii] In Line 2 the final syllable is short:

Nō-mĭ-nĭs ¦ ōr-ā- ¦ mūs vĕ-nĕ- ¦ rā- tⁱō ¦ sānc- tĭ- fĭ- ¦ cē-TŬR

When a poem is scanned, sometimes no mark is given above an anceps because it makes no difference.

[iii] Note that /i/ when it is with another vowel e.g. -iō- or -ia- can, depending on the rhythm, be [a] similar to English /y/ and not scanned separately,  or [b] a separate vowel sound

[a]

[l.2] vĕ-nĕ- ¦ rā- tⁱō [imagine ve-ne-¦ ra-tyo (or -tjo- as written in some scans)]

[l.7] lār- ¦ gī-tⁱō

[l.10] tēmp- ¦ tā-tⁱō

[b]

[l.4] the /i/ is scanned as an independent vowel: Ād-vĕ-nĭ- ¦ āt i.e. it is pronounced distinctly seperately from the following /a/

[l.6] sūb- ¦ stān-tĭ-ă

[l.7] Prō-vĕ-nĭ- ¦ āt

08.04.27: Level 1-2 (review): Julia (a Latin Reader) [11] (2)

CȲRUS (2)

Post paucōs annōs Cȳrus, Persārum prīnceps, cōpiās in Mēdōrum agrōs dūxit, et tōtam regiōnem celeriter vīcit. Itaque et Mēdiae et Persiae, ingentis rēgnī, rēx erat.

Croesus, ubi cīvēs Cȳrī facta nūntiāvērunt, "Sī Cȳrus," inquit, "adhūc adolēscēns, tam celeriter Mēdōs superāvit, sine dubiō ego, rēx maximus dīvitissimusque, Cȳrum superābō."

Cōpiās igitur cito collēgit et in fīnitimōs agrōs dūxit. Sed nōn bene rem gessit. Nōn diū rēgis exercitus hostium impetum sustinēbat. Persae Croesī mīlitēs fugāvērunt. In Lȳdiam contendērunt et omnia loca ferrō et ignī vastāvērunt; hominēs necāvērunt; vīcōs et frūmentum incendērunt. Rēx perterritus rēgiam petīvit. Eō intrāvit Cȳrus. Cȳrus, vehementer īrātus, "Cūr, Ō Croese," rogāvit, "sine causā bellum in agrōs meōs intulistī? Tū igitur stultitiae tuae poenās gravissimās mihi dabis. Servī meī rogum ingentem trabibus validīs aedificābunt; tē in rogum impōnent; tum tē rogumque incendent."

Media, -ae [1/f]: Media, a country south of the Caspian Sea

[i]

cōpiae, -ārum [1/f pl.]: forces

ferrum, -ī [2/n]: iron, sword

impetus, -ūs [4/m]: attack

Medī, -ōrum [2/m pl.]: Medes

Persae, -ārum [1/m pl.]: Persians

rogus, -ī [2/m]: funeral pile

trabs, trabis [3/f]: beam

[ii]

maximus, -a, -um: greatest, very great

[iii]

colligō, -ere [3]: collect

gerō, -ere [3]: carry on; rem bene gerō: succeed

inferō, inferre: bring into, inflict on

nūntiō, -āre [1]: announce

superō, -āre [1]: overcome

sustineō, -ēre [2]: hold up, sustain

vastō, -āre [1]: devastate, destroy

____________________

After a few years Cyrus, leader of the Persians, led an army into the territory of the Medes and quickly conquered the whole region. Therefore he became king of both Media and Persia, a vast kingdom.

When the subjects of Cyrus reported these deeds, Croesus said:

"If Cyrus, still a young man, has conquered the Medes so quickly, then surely I, the greatest and richest of kings, shall conquer Cyrus."

Accordingly, he quickly gathered his forces and led them into the neighbouring territory. But he was not successful. The king's army did not withstand the enemy's attack for long. The Persians put Croesus' soldiers to flight. They advanced into Lydia and laid waste all places with fire and sword; they killed people and burned villages and grain crops. Terrified, the king made for the royal palace.

Cyrus entered it. Greatly angered, Cyrus asked:

"Why, O Croesus, did you without cause bring war upon my lands? Therefore you shall pay me the severest penalty for your folly. My slaves will build a huge funeral pyre from sturdy beams; they will place you upon the pyre; then they will set fire to both you and the pyre."

09.03.27: Level 4; literature; the Pater Noster of Juvencus [1] text and translation

Vincent recites the Pater Noster of Juvencus (c. 330 AD)

[l.1] Sīdereō genitor residēns in vertice caelī │ Creator / Father sitting in the starry summit of heaven

• genitor, -tōris [3/m]: father; parent (m); creator
• sīdereus, -a, -um: starry; filled with stars < sīdus, -eris [3/n]: star
• vertex, verticis [3/m]: highest point; summit

[l.2] Nōminis ōrāmus venerātiō sānctificētur │ May the reverence of (your) name, we pray, be sanctified

A prayer by its nature is often expressing what someone wants to happen e.g. in English “May he rest in peace”. In Latin this is conveyed by the subjunctive, and the verse contains many examples of it: sānctificētur: May (the reverence of your name) be sanctified.

[l.3] In nōbīs ¦ Pater alte ¦  tuī: tranquillaque mundō │ Father on High, (bring) peaceful things of yours / your peace in us and in the world

pater alte: vocative case < altus, -a, -um: high

[l.4] Adveniat rēgnumque tuum lūx alma reclaudat │ May your kingdom come and the nourishing light disclose.

• almus, -a, -um: nourishing; kind
• reclaudō, -ere [3] = reclūdō, -ere [3]: reveal; disclose

Adveniat rēgnum … tuum: May your kingdom come; subjunctive

lūx alma reclaudat: may the nourishing light disclose

[l.5] In caelō ut terrīs fīat clāra voluntās │ In heaven as on earth (the lands) may your will be made / become clear

• voluntās, -tātis [3/f]: will; desire; free will; Eng. deriv. (via French) volunteer < La: voluntārius, -a, -um: willing

fīat clāra voluntās: May (your) will become clear; subjunctive

[l.6] Vītālisque hodiē sānctī substantia pānis │ And today the vital substance of the holy bread

• substantia, -ae [1/f]: material; contents; (here) substance

Note the word order:

(1) Vītālisque hodiē (2) sānctī (1) substantia (2) pānis

(1) (and) the vital substance (2) of the holy bread

Because of the case endings, Latin words – especially in verse – are often not written together; in poetry this is known as hyperbaton; a writer may do this to conform to the rhythm and / or to create a particular effect e.g. to emphasise certain words or ideas or, in this line (I suspect), to produce alliteration (the repetition of the same initial sound, usually a consonant) i.e. sānctī substantia (pānis)

[l.7] Prōveniat nōbīs; tua mox largītiō solvat │ May it come (forth) to us; may your generosity soon bestow it

• solvō, -ere [3]: (various meanings) loosen; release; pay; grant

[l.8] Innumera indulgēns errōris dēbita prāvī │ Indulging (i.e. being lenient towards / pardoning / forgiving) the countless debts of wicked error

• prāvus, -a, -um: wicked; crooked; depraved; improper etc.

Again, note the word order as an example of hyperbaton (see the note to l.6)

(1) Innumera ¦ indulgēns ¦  (2) errōris (1) dēbita prāvī

indulging ¦ the (1) countless debts (2) of wicked error

And again, you see the word order manipulated to create alliteration: Innumera ¦ indulgēns; the repetition of vowel and consonants extends throughout the line:

Innumera ¦ indulgēns ¦  (2) errōris (1) dēbita prāvī

For reference, there are three terms used to describe this poetic device:

1. Alliteration: repetition of initial sounds, usually consonants: silent seas swell slowly
2. Assonace: repetition of vowel sounds inside words: rise high in the bright sky
3. Consonance: repetition of consonants (not always initial): stroke of luck

However, they rarely appear in such strict divisions, but, like line 8 above, as a combination of devices. One example alone from our era shows how effective such poetic devices can be, an example of sheer genius:  excerpt from the “Witch’s Rap” in the Sondheim musical Into the Woods. The Baker’s father steals from the Witch’s garden; note how she growls, hisses, fumes and spits her words!

Greens greens and nothing but greens! / Parsley, peppers, cabbages, and celery, / Asparagus and  watercress / And fiddleferns and lettuce. / He said "Alright!" / But it wasn't quite. / Cause I caught him / In the autumn / In my garden one night!

You’re not often going to come across such relentless intensity, but it’s useful to know the terms when instances of such poetic devices occur.

[l.9] Et nōs haut aliter concēdere foenora nostrīs │ no differently than we grant debts to our own (people) [i.e. we do not treat others using different terms]; Compare ll8-9 with the standard version of the prayer (Church of Scotland): Forgive us our debts / as we forgive our debtors

The same lines from the Book of Cerne (9^th century): Forgive countless debts of our wicked errors, / no different than we pardon our debtors.

• aliter: otherwise; differently
• concēdō, -ere [3]: (here) allow; grant
• foenus = faenus, -oris [3/n]: (literally) interest on a loan
• haut = haud: not

[l.10] Tētrī saeva procul temptātiō daemonis absit │ May the savage temptation of the foul demon be far away

• tēter = taeter, -tra, -trum: foul; offensive; hideous

(1) Tētrī (2) saeva [procul] (2) temptātiō (1) daemonis

(2) the savage temptation (1) of the foul demon

[l.11] Aequē malīs tua nōs in lūcem dextera tollat │ Equally may your right hand raise us / lift us up from evils into the light

• dextera, -ae [1/f]: right hand
• tollō, -ere [3]: (here) raise; lift up

tua nōs in lūcem dextera: your right hand …

04.08.26: the £2000 question - ocular

[The original video posted elsewhere on FB was poor quality and difficult to read].

She thought she knew the answer, but went 50-50 – and got it right.

The host then followed up by stating that the word is derived from Latin, but they all are.

auris, -is [3/f]: ear > English derivative: aural test, i.e. a test of listening skills

nāsus, -ī [2/m]: nose > Engl. deriv: nasal spray

ōs, ōris [3/n]: mouth > Engl. deriv: oral hygiene

oculus, -ī [2/m]: eye

We’re more used to seeing words such as:

[i] ophthalmology; ophthalmolgist < Anc. Greek ὀφθαλμός [ophthalmós: eye]

[ii] optometry; optical < Anc. Greek ὀπτός [optós: sight, seen, visible]

However, the Latin root is found in words such as:

ocular: referring to the eye < La: oculāris < oculus

ocular side-effects

oculist: eye doctor

The noun oculus itself is a borrowing in English, and is an architectural term referring to any opening e.g. a window that is circular or oval. The Pantheon in Rome has a famous example.

08.03.27: Topic / Level 4; animals at work (3); Varro’s nine part matrix

[6] Two nouns that are very similar to one another:

[i] pecus, pecoris [3/n]: collective noun referring to large domestic animals e.g. livestock; a herd of cattle etc.

The meaning may be extended to refer to any group of animals, including a flock of birds:

volātile pecus (Columella) | ‘winged / flying livestock’, i.e. flock of birds

[ii] pecus, pecudis [3/f]: a single head of cattle

Varro (Dē Rē Rūsticā) divides animal husbandry into a nine part matrix under three headings, each category comprising three specific types:

[1] smaller livestock: sheep, goats, pigs

[2] larger livestock: cattle / oxen; donkeys; horses

[3] animals – and people – not kept for direct profit but rather on account of the livestock e.g. dogs / shepherds to protect them) or derived from the livestock e.g. mules

est scientia pecoris parandī ac pāscendī | there is a knowledge of tending and feeding livestock 

ut frūctūs quam possint maximī capiantur ex eō  | ... so that the greatest profits are obtained from it..

Ea partēs habet novem, | It has nine divisions,

discrētās ter ternās, | separated into three groups of three,

ut sit ūna dē minōribus pecudibus | so that one is concerned with smaller livestock,

cuius genera tria ovēs, capra, sūs, | whose three kinds are the sheep, goat, and pig, 

altera dē pecore maiōre, | the other with larger livestock

in quō sunt item ad trēs speciēs nātūrā discrētī: | in which there are likewise three species divided by their nature:

bovēs, asinī, equī. | cattle, donkeys, and horses.

Tertia pars est in pecuāriā quae nōn parantur | The third part consists of those animals in cattle-raising which are not kept

ut ex iīs capiātur frūctus, |  so that profit may be obtained from them,

sed propter eam aut ex eā. | but [are kept] on account of it or as a result of it.

Sunt mūlī, canēs, pāstōrēs. | They are mules, dogs, and shepherds.

• caper, caprī [2/m]: goat
• capra, -ae [1/f]: she-goat
• canis, -is [3 m/f]: dog
• sūs, suis [3 m/f]: pig, swine
• ovis, -is [3/f]: sheep
• genus, generis [3/n]: kind, race, type
• species, -ēī [5/f]: appearance, form, kind, species

07.03.27: Level 3; ACL/NJCL; 2016; Latin II (i); Questions [1] – [19]; questions

1. Discipulī librum trīstissimum legēbant.

A) sadly

B) very sad

C) rather sad

D) sad

2. Cuius amīcus in ātriō est?

A) Who

B) Whom

C) To whom

D) Whose

3. Hostēs cōnsilia Rōmānōrum praedīcere poterant.

A) will be able

B) are able

C) were able

D) have been able

4. Minerva erat prūdentior cēterīs deīs.

A) than the rest of the gods

B) of the rest of the gods

C) with the rest of the gods

D) by the rest of the gods

5. Nymphae haec carmina canunt.

A) those

B) some

C) these

D) the same

6. Ūndēvīgintī equī in agrō stābant.

A) Nine

B) Eleven

C) Nineteen

D) Twenty-one

7. Dominus canem prope iānuam dormientem nōn videt.

A) sleeping

B) about to fall asleep

C) to sleep

D) had been asleep

8. Parvī puerī celeriter arborem ascendērunt.

A) very quickly

B) quickly

C) rather quickly

D) as quickly as possible

9. Nōbīs placet īre ad amphitheātrum.

A) It pleases us.

B) We ought.

C) It is necessary for us.

D) We are forbidden.

10. Aut pugnāte aut discēdite ab urbe!

A) Neither ... nor

B) Either ... or

C) Both ... and

D) Although ... nevertheless

11. Māter nostra, _____ dōnum dedimus, laetissima erat.

A) quae

B) quōs

C) cui

D) quā

12. Nōnne vīs īre ad lūdōs hodiē?

What is the expected answer to the question?

A) Ita vērō! Volō īre.

B) Sōl lūcet hodiē.

C) Minimē! Nōn hodiē.

D) Est in amphitheātrō.

13. Mōns, quī trēs diēs ērūperat, trēs urbēs dēvāstāvit.

A) on the third day

B) within three days

C) after the third day

D) for three days

14. Nōnnūllī ducēs Gallōrum erant _____ Rōmānōrum.

A) amīcum

B) amīcōs

C) amīcōrum

D) amīcī

15. Hannibal impetum exercituum nōn timuit.

A) of the armies

B) armies

C) to the armies

D) by the armies

16. Ferte, ancillae, vīnum in triclīnium!

A) She is carrying.

B) Carry!

C) They did carry.

D) We will carry.

17. Omnēs sociī regem vulnerātum salūtāvērunt.

A) to wound

B) about to wound

C) wounding

D) wounded

18. Deinde Hippomenēs pōmum ā deā datum dēposuit.

A) to the goddess

B) of the goddess

C) by the goddess

D) with the goddess

19. Puerī, puellam territūrī, post arborem stābant.

A) to frighten

B) frightened

C) intending to frighten

D) had frightened