Sunday, July 19, 2026

12.02.27: Comenius XXI; singing birds [4]

the party colour’d (5) parret, | discolor (5) psittacus

the (6) black-bird, | (6) merula

the (7) stare, | (7) sturnus

with the mag-pie | cum pīcā,

and the jay, learn | et monedula, discunt

to frame men’s words. |  hūmānās vōcēs fōrmāre.  

A great many are wont to be shut in (8) cages. | Plēræque solent inclūdī (8) caveīs.

____________________

vocabulary

psittacus, -ī [2/m]: parrot

merula, -ae [1/f]: blackbird

sturnus, -ī [2/m]: the ‘stare’ (archaic); starling

pīca, -ae [1/f]: magpie

monēdula, -ae [1/f]: jackdaw (Hoole translates the noun as ‘jay’)

cavea, -ae [1/f]: cage

notes

(1) discolor, -ōris: [i] having a different colour; [ii] (here) variegated / of different colours

(2) plērusque, plēraque, plērumque: most (of); very many; a great number of

mostly occurs in plural forms:

plēraeque [feminine plural] | a great many (birds) …

(3) plēraeque solent inclūdī caveīs | a great many are accustomed to being shut in cages [ = the birds are usually shut in cages]

inclūdō, -ere [3]: shut in; confine; enclose

inclūdere: (present active infinitive) to confine

inclūdī: (present passive infinitive) to be confined

The birds may be accustomed to being shut in cages, but it is doubtful whether they wanted to be:

"A robin redbreast in a cage / Puts all Heaven in a rage." (Blake)



12.02.27: Comenius XXI; singing birds [3] the ‘Classical’ canary

When I’ve been working with Comenius’ book, 99% of it has been trouble free, but then there is the 1%! Sometimes, it is deciphering the 17th century translation where we can discover a treasure trove of English words that we never knew existed! However, the task can also be working out why Comenius chose a particular Latin word or phrase, especially when there was no original Classical Latin term. We must remember that this is during the Renaissance period, a time of new discoveries – with the need to find new terms to describe them.  

Therefore, today’s “task” was: Why does Comenius in 1658 use the term lūteola peregrīna to refer to a canary?

Both parts are CL words:

[i] lūteus, -a, -um: yellow; bright yellow;  saffron coloured

> lūteolus, -a, -um: (diminutive form) yellowish

The term is used as a descriptor for a number of species, for example:

vigna luteola, a type of vine with yellow flowers

sicalis luteola: grassland yellow finch

[ii] peregrīnus, -a, -um: strange; foreign exotic; the noun peregrīna, -ae [1/f] meaning ‘a foreign woman’ is attested in the work of Terence

We see the derivative in peregrine falcon (falcō, -nis [3/m] peregrīnus) i.e. a ‘wandering’ / migratory falcon.

Therefore, lūteola peregrīna literally means ‘the yellowish foreigner’ or ‘a foreign yellowish (bird)’.

The bird had been introduced to Europe by Spanish sailors from the Canary Islands in the 15th century. By the time Comenius’ work was published, the canary was bred locally, but still had a ‘foreign’ or ‘exotic’ association.

Image #1: The German edition of Orbis Pictus refers to the bird as ‘der fremde Canarienvogel’ (the foreign canary bird).

However, even in the 17th century, lūteola peregrīna does not appear to be the standard term for it. Online search does not find this attested in any other work apart from this one.

Image #2: Between 1551 and 1558 Conrad Gessner published the Historia Animalium, the first modern attempt to create a complete inventory of every known animal on earth. In Book 3 he describes birds, specifically referring to the canary as (avis) canaria.

canārius, -a, -um: (adjective) pertaining to dogs; Pliny the Elder uses the term Canāria to refer to one of what are now known as the Canary Islands owing to the presence of large dogs.

Images #3 and #4:

It was not until the mid 18th century that Carl Linnaeus created the modern system for naming and grouping plants and animals by giving every living thing a two-part Latin name based on its physical traits. Linnaeus coined the term fringilla canaria in 1758; the same expression is also listed at:

https://neolatinlexicon.org/latin/canary/

https://www.biodiversitylibrary.org/page/727088#page/200/mode/1up


Image #5: passer, -is [3/m] canārius (used in a later edition of Comenius’ own work)

Image #6: avis, -is [3/f] canariēnsis (complete English To Latin Dictionary Of 1838); note Linn. in the second definition i.e. referring to the classification by Linnaeus.

Over time, we can see that the original term used in Comenius’ work – which may have been either an independent attempt to describe the bird, or a light-hearted way of describing it to appeal to 17th century school pupils – became far more specific. 

11.02.27: Level 2 (review); Carolus et Maria [40] (2)

[3]

“Multī barbarī, autem, erant benignī et aliōs incolās occīdere nōlēbant, sed saepe iniūriae hostium eōrum erant magnae. Posteā ubi barbarī ē rēgnō suō ab hostibus pellēbantur ipsī saevī et dūrī fīēbant. Semper paucī ex barbarīs cum hostibus pācem restituere volēbant. Tum hostēs eōrum ad ignem magnum invītābantur et erat pāx. At intereā hostēs erant perfidī. Tum barbarī impetūs magnōs facere cōnstituēbant. Usque ad castella hostium succēdēbant et castella circumveniēbant. Hostēs ē castellīs exīre nōn poterant quod undique castella circumventa sunt.

“Barbarī nōn semper pugnābant. Saepe cantābant et saltābant. Interdum animālia capiēbant. Equōs validōs habēbant et bonī equitēs in summō honōre habēbantur. Nōnne vōs etiam nunc in animīs vestrīs sonitum pedum equōrum paene audītis?”

[i] “Posteā ubi barbarī ē rēgnō suō ab hostibus pellēbantur ipsī saevī et dūrī fīēbant.” What caused the local inhabitants to react in this way?

[ii] What would provoke the local inhabitants to attack?

[iii] What were their tactics?

[iv] Name any four positive characteristics of the local inhabitants (4):

[4] Complete the Latin text with the words listed below:

(1) For a long time (2) everyone was silent. (3) At last Maria asked, “Were women held in the (4) highest honour?”

(5) “Not at all,” replied the teacher. “(6) However, women were not (7) always miserable, (8) although (9) their duties were great (10) and difficult.”

(11) After the end of the story Maria asked, “(12) Which life is more pleasant, ours (13) or the life of the barbarians?”

“Ours,” shouted the girls. (14) But the boys did not think (15) so.

(1) __________ (2) __________ siluērunt. (3) __________  “Habēbanturne fēminae in (4) __________ honōre?” rogāvit Maria.

(5) “__________,” respondit magistra. “Fēminae, (6) __________, nōn erant (7) __________ miserae (8) __________ officia (9) __________ erant magna (10) difficilia_____.”

(11) __________ fīnem fābulae Maria “(12) __________ est grātior vīta,” rogāvit, “nostra (13) __________ vīta barbarōrum?”

“Nostra,” clāmāvērunt puellae. (14) __________ puerī (15) __________ nōn putāvērunt.

an; at; autem; diū; eārum; ita; minimē; omnēs; post; postrēmō; quamquam; que; semper; summō; utra

____________________

[3]

[i] being driven out of their own kingdom by enemies

[ii] the treachery / deceit of their enemies

[iii] advanced right up to the enemies’ forts (1); surrounded the forts (1); trapped enemies inside the forts / enemies could not go out of the forts (1)

[iv] any four:

kind / generous | benignī

did not want to kill other inhabitants | aliōs incolās occīdere nōlēbant

some … wanted to restore peace with their enemies | …  paucī ex barbarīs cum hostibus pācem restituere volēbant

invited their enemies to a great fire | hostēs eōrum ad ignem magnum invītābantur

good horsemen were held in high honour | bonī equitēs in summō honōre habēbantur

they would sing and dance | cantābant et saltābant

[4]

(1) Diū (2) omnēs siluērunt. (3) Postrēmō “Habēbanturne fēminae in (4) summō honōre?” rogāvit Maria.

(5) “Minimē,” respondit magistra. “Fēminae, (6) autem, nōn erant (7) semper miserae (8) quamquam officia (9) eārum erant magna (10) difficiliaque.”

(11) Post fīnem fābulae Maria “(12) Utra est grātior vīta,” rogāvit, “nostra (13) an vīta barbarōrum?”

“Nostra,” clāmāvērunt puellae. (14) At puerī (15) ita nōn putāvērunt.

10.02.27: Level 1; step-by-step; scaffolding [1] introduction; transcript; translation

A language such as Latin most often contains multiple features in a single sentence. Therefore, an important term to remember is cognitive load i.e. the amount of new information that you are dealing with at any one time.

In this video, you will see how one Latin word – ūva (grape) – changes forms depending on how it is used in a sentence.

However, what we have here is an example of scaffolding. Scaffolding ensures that new information is introduced gradually at each stage — explained, modelled, developed, and reinforced through simple exercises with considerable support.

Most importantly, any form of scaffolding has to reflect the level of the learner. In other words, it serves no purpose to include highly complex concepts within a framework for those who are still at the elementary stages.

It isn’t a question of merely learning a single noun; the Latin word for ‘grape’ is easy enough.

The video shows patterns. When you become familiar with those patterns then they can be used with other nouns in order to build and expand on similar phrases or sentences.

We will do this – slowly – over a number of posts.

First of all, here is the transcript and translation.

[A]

[1] ūva | (a) grape

[2]

Quid est hoc? | What is this?

Ūva est. | It’s a grape.

[3]

Estne mālum? | Is it an apple?

Nōn est mālum. | It’s not an apple.

Ūva est. | It’s a grape.

__________

[B]

[4]

ūna ūva | one grape

duae ūvae | two grapes

multae ūvae | many grapes

__________

[C]

[5]

Mihi est ūna ūva. | I have one grape.

Mihi sunt duae ūvae. | I have two grapes.

Mihi sunt multae ūvae. | I have many grapes.

[6]

Ūva dēlectat. | I like the grape.

Ūvae dēlectant. | I like the grapes.

Ūvae mē valdē dēlectant. | I really like the grapes.

__________

[D]

[7]

Ūvam edō. | I’m eating a grape.

Ūnam ūvam edō. | I’m eating one grape.

Duās ūvās edō. | I’m eating two grapes.

Multās ūvās edō. | I’m eating many grapes.

[8]

Ūvās emō. | I’m buying grapes.

Ūvās in macellō emō. | I buy grapes in the market.

09.02.27: Level 1; First Latin Lessons (3); nominative and accusative cases; 1st declension; plural

I: Soror tua nōn multam pecūniam habet. Sed soror mea multam pecūniam habet. Soror tua pecūniam amat.

II: Agricola parvās fīliās habet. Parvae fīliae agricolam amant. Agricola parvās fīliās amat. Soror mea quoque parvās puellās amat.

III: Epistulae  meae  nōn longae sunt. Sed soror mea epistulās longās scrībit. Soror tua quoque epistulās longās scrībit. Soror mea et soror tua epistulās longās amant.

IV: Britannia et Hibernia magnae īnsulae sunt. Italia et Hispānia terrae  pulchrae  sunt. Hispānia et Italia nōn sunt īnsulae .

V: Eurōpa multās īnsulās habet. Eurōpa terrās pulchrās habet. Eurōpam saepe laudāmus, sed Americam amāmus.

VI: Parva puella epistulās meās habet. Casae  sunt parvae  sed pulchrae . America īnsulās pulchrās habet. Soror mea et soror tua sunt puellae  pulchrae . Patriam meam amō. Patriam tuam amās.

(1) vocabulary

  • amāmus: we love
  • amant: (they) love
  • laudāmus: we praise
  • scrībit: (he / she / it) writes
  • sunt: (they) are
  • Hispania: Spain
  • pecūnia: money
  • longa: long
  • multa: much; multae: many
  • saepe: often

(2) The passage focusses on two endings:

[i] -ae

īnsulae | (the) islands

casae | (the) cottages

  • Hispānia et Italia nōn sunt īnsulae. | Ireland and Italy are not islands.
  • Casae sunt parvae sed pulchrae. | The cottages are small but beautiful.
  • Epistulae meae nōn longae sunt. | My letters are not long.

[ii] -ās

  • America īnsulās pulchrās habet. | America has beautiful islands.
  • Parva puella epistulās meās habet. | The little girl has my letters.

(3) -ae and -ās indicate plural nouns

[i]

Nominative singular: īnsula

  • Britannia īnsula est. | Britain is an island.

Nominative plural: īnsulae

  • Britannia et Hibernia īnsulae sunt. | Britain and Ireland are islands.

[ii]

Accusative singular: epistulam

  • Soror mea epistulam scrībit. | My sister is writing a letter.

Accusative plural: epistulās.

  • Soror mea epistulās scrībit. | My sister is writing letters.

(4) 1st / 2nd declension adjectives have the same endings:

[i] Nominative plural:

  • Parvae fīliae agricolam amant. | The little girls love the farmer.
  • Italia et Hispānia terrae pulchrae sunt. | Italy and Spain are beautiful countries.

[ii] Accusative plural:

  • Soror mea epistulās longās scrībit. | My sister writes long letters.
  • Eurōpa multās īnsulās habet. | Europe has many islands.
  • Parva puella epistulās meās habet. | The little girl has my letters.

LINKS

28.02.24: the accusative case (singular and plural) of first declension nouns

https://adckl.blogspot.com/2024/04/28_7.html

29.02.24: accusative case plural of first declension nouns

https://adckl.blogspot.com/2024/04/29_7.html

all posts:

https://adckl.blogspot.com/search/label/accusative%20case



____________________

I: Your sister does not have much / a lot of money. But my sister has much / a lot of money. Your sister loves money.

II: The farmer has small daughters. The small daughters love the farmer. The farmer loves the small daughters. My sister also loves small girls.

III: My letters are not long. But my sister writes long letters. Your sister also writes long letters. My sister and your sister love long letters.

IV: Britain and Ireland are large islands. Italy and Spain are beautiful lands. Spain and Italy are not islands.

V: Europe has many islands. Europe has beautiful lands. We often praise Europe, but we love America.

VI: The small girl has my letters. The houses are small but beautiful. America has beautiful islands. My sister and your sister are beautiful girls. I love my country. You love your country.

08.02.27: Level 4; literature; Mediaeval; Tacuinum Sānitātis (3): reading Mediaeval Manuscripts [1]: introduction; terminology; the combining overline

“Take a foreign language, write it in an unfamiliar script, abbreviating every third word, and you have the compound puzzle that is the medieval Latin manuscript.” (Adriano Cappelli)

Medieval manuscripts were heavily abbreviated to save parchment and ink. At first sight, they seem to be a real uphill climb because it does involve a lot of study, individual handwriting – both then and now – differs, and there are thousands of abbreviated forms. Despite that, there is, I feel, a fascination in deciphering the handwritten work of an author or scribe from the Middle Ages; it’s the closest you’ll get to that person actually being with you.

Commenting on Capelli’s work, Heiman and Kay, the translators, state: “in nine cases out of ten he (the reader) could ascertain the meaning by applying a few simple rules” i.e. there are common features in the manuscripts.

Points to note:

[i] The rules governing abbreviations were flexible; scribes did not adhere to them exactly. However, there are general patterns and context usually allows the reader to identify which letters are to be supplied for the abbreviation.

[ii] The patterns discussed here refer only to the text we’re dealing with. While these are common patterns, it does not follow that what they represent in this text consistently applies to others, but they are a good start to “cracking the codes”.

[iii] If you’re reading a manuscript, try to find as high a resolution as possible because you very often need to magnify the text to get up close and personal with the scribe, examine his handwriting and look for patterns in both the way he forms his letters and the style / types of abbreviations he uses.

[iv] A single document can be difficult to decipher since you have nothing to compare it with. The Tacuinum Sanitatis is a large work, and so, when uncertain, I was able to cross-reference to establish the pattern of his handwriting style and the way in which he uses abbreviations elsewhere.

[v] In the case of this text, I was lucky to find a complete transcription from a reliable source but no transcription using the original symbols and abbreviations. Nevertheless, by using the transcription you can “reverse engineer” it by comparing the full Latin words with the original manuscript to identify exactly what’s going on.

Terminology

Let’s first consider some English abbreviations – because the scribes are doing something similar:

[1]  etc. = [i] et ¦ [ii] c(etera); [ii] is abbreviated by truncation, only the first letter is written, the abbreviation usually indicated by a full stop [.]

e.g. │ e(xempli) g(ratia): for example

Fri(day), Oct(ober)

Nowadays, truncation is used all the time in text messages:

brb │ be right back i.e. an assumption is made that the reader is familiar with the abbreviation or can work it out from context

[2] hr │ hour; abbreviation by contraction, the middle letters omitted

asst │ ass[i]st[ant]: contraction and truncation

English contracts all the time by combining two words – sometimes more than two - into one, not always standard but done to reflect speech:

I’ve │ I have; he’s │ he is; I’d’ve │ I would have

[3] siglum: letters or symbols used to represent words

From the Romans: C │ 100

One symbol we use every day: @ = at

Mathematical symbols represent words; one of them (+) appears in this text to represent ‘and’

It doesn’t appear in this text but we still use one from the Middle Ages: & ‘ampersand’ │ and

[4] superscript: letters which mark the ending of a word e.g. 1st, 2nd

All I’ll do here is pick out the common features of this particular text.

Image Set #1

As in English there can be:

[i] abbreviation by truncation; only the first part of the word is written out:

ca │ calida

[ii] abbreviation by contraction; one or more of the middle letters are missing:

gnant │ generant

Image Set #2

A line, horizontal (e.g. ū) or wavy (resembling the Spanish tilde e.g. ũ) written over a letter indicates that some letters have been omitted. Usually these letters are m or n, but this is not always the case.

combining overline [ ¯ ]

aperiūt │ aperiunt

comedātur │  comedantur

cōuēiūt │ conueniunt

cū │ cum

declināt ad terrā │ declinant ad terram

nutrimentū bonū │ nutrimentum bonum

nocēt │ nocent

The final image of Set #2 (opilationes) shows that the line, despite it indicating the absence of /n/, is written above the final letters

Some writers describe the mark as a macron, but, in Latin, we use that term now to refer to the indication of long vowels e.g. puellā, fēmina, vīnum, ōra, ūrit. However, in a Mediaeval manuscript, a line is not indicating a vowel length.

Image Set #3

The line does not always indicate the omission of /m/ or /n/ but simply acts as an indicator of abbreviation:

frīs │ frigidis [a good example where you need to look at his handwriting style, in this case the formation of /s/ at the end of a word]

remō │remotio

The first title – complectio – is interesting in that, in other parts of the manuscript (which we are not looking at here), he abbreviates it in different ways: compl’ / compł / compło / complō

In this text he uses c̄ [complc̄] and also in the second title: elc̄ [electio]; at first sight, it may look like an /e/ but, examining his handwriting in other parts of the manuscript, he forms /c/ in the same way; you can see that formation (looking more like /r/ than /c/) in, for example: ca(lidus) / coitu / cū (cum)

Compare the letter formations in Image Set #3 (ii)

Horizontal lines through letters: q, p, b, l, h, t with a horizontal or diagonal line through them, indicate that some letters were omitted which needed to be supplied by the reader. 

The most common letters with a horizontal line were p and q, and they are both in the manuscript:

[1] reiūtur │ reperiuntur: it’s difficult to see because it is partially masked by a red line, but there is a stroke through the letter p: ꝑ

When this happens it can assume different meanings; in this case per (but in other manuscripts it can be, for example, par or por or pre)

[2] poſt¦̃posquam i.e. the sign represents an entire word


The letter which looks like a 9 indicates /us/ (but can also indicate -os, -is or just -s); it has a distinctive position always written above the line and at the end of a word. It can appear in other positions with a different meaning, but it is the meaning here in the text that concerns us.

cui │ cuius


08.02.27: Level 4; literature; Mediaeval; Tacuinum Sānitātis (2): enhancing your love-life

Whatever was wrong with you, the Tacuinum Sānitātis seems to have a cure for it including enhancing your love-life and treating scorpion bites – not at the same time, of course. We’ll start with asparagus.

Full marks to whoever battled through the Mediaeval manuscript; I have added notes and vocabulary along with the translations together with comments in italics along the way.

Texts like this, apart from giving you an insight into the importance attached to the healing properties of plants of the Middle Ages, have some very useful vocabulary – not all of it, but you can identify words that are common.

Sparagus │ Asparagus

Complectiō [ = complexiō] calida et hūmida in prīmō │Nature: hot and wet in the first degree*.

  • calidus, -a, -um: hot
  • complexiō, complexiōnis [3/f]: (Mediaeval) constitution; nature
  • hūmidus, -a, -um: wet; humid; moist

* hot and wet in the first degree:

“Common to all traditional medical systems is the concept of the temperature of a medicine. This is related to both its nature, and medicinal effect. Whereas usually a medicine is classed as 'hot', 'warm', 'cool' or 'cold', the Western tradition … elaborated by giving degrees of heat and cold, 1st degree being mild, while a 4th degree denotes extreme. In addition, they add the secondary qualities of dryness and moisture. Therefore a medicine may be Hot in the 2nd degree and dry in the first degree.”

https://www.medicinetraditions.com/temperatures-of-medicines.html

Ēlēctiō recentēs cuius summitātēs dēclīnant ad terram │ Optimum [refers to the best or most favorable condition]: fresh and ¦ with the tip ¦ towards the earth [the tips of which bend]

  • ēlēctiō, ēlēctiōnis [3/f]: choice; selection
  • recēns, recentis: fresh; recent
  • summitās, summitātis [3/f]: the highest point (of something)

Iuuāmentum [ = in the manuscript /u/ and /v/ are not distinguished which is a standard practice] addunt in coitū et aperiunt op(p)ilatiōnēs │ Benefit: they promote intercourse and open up obstructions

  • addō, -ere, addidī, additus [3]: add to; augment
  • coitus, -ūs [4/m]: meeting; joining; (here) (sexual) intercourse
  • iuvāmentum, -ī  [2/n]: (Late Latin) aid; assistance; help
  • oppīlātiō, oppīlātiōnis [3/f]: (Late Latin) blockage; obstruction 

Nocumentum nocent uillīs stomachī  │ Harm: they damage / do harm to the fibrous tissues of the stomach.

  • nocumentum, -ī [2/n]: (Mediaeval) harm; nuisance
  • noceō, -ēre, -uī, nocitus [3]: injure; harm; do harm to; the verb is followed by the dative case
  • stomachus, -ī [2/m]: stomach
  • villus, -ī [2/m]: literally refers to shaggy hair; the term is still used in Biology and Botany

Remōtiō nocumentī ¦ postquam elisātī* sunt ¦ comedantur ¦ cum muri(ā)** aut acētō │ Remedy for harm: cooked and seasoned afterwards [after they have been salted ¦ they should be / are to be eaten] with brine or vinegar.

Scribes sometimes made mistakes, but, when dealing with anything of this age, you cannot make assumptions; you can only check references as much as you can and, if there is no listing anywhere, then you can conclude that it might be a mistake

*elisātī: I cannot find this listed anywhere although the manuscript is clear in using the word; given that the text is referring to seasoning, I suspect it’s from:

saliō, -īre, -iī [4]: to salt; (perfect passive participle) salītus, -a, -um: salted 

**cum muri; the ending in the text does not apply to either of the two possibilities: muria, -ae [1/f] or muriēs, -ēī [5/f]: brine; pickle

Does the scribe omit the final /a/ of muriā because the next word begins with /a/ (aut), or is it just a slip of the quill?

  • acētum, -ī  [2/n]: vinegar
  • comedō, -ere, comēdī, comēsus [3] eat; consume
  • remōtiō, remōtiōnis [3/f]: removal > remōtiō nocumentī: removal of harm = remedy

Quid generant nūtrīmentum bonum │ Effects [literally: what they produce] good nutrition.

  • generō, -āre, -āvī, -ātus [1]: produce
  • nūtrīmentum, -ī [2/n]: nourishment; sustenance

Conueniunt frīgidīs et siccīs* senibus et dēcrepitīs in vēre et in regiōnibus in quibus reperiuntur. │ Advisable for the cold and dry [temperaments], the elderly and decrepit, in spring and in the regions where found.

*The text says literally “They are suitable for the cold and dry (something in the plural)”; the translation refers to temperaments, a rather archaic term for conditions

  • conveniō, -īre, -vēnī, conventus [4]: (here) be suitable for
  • dēcrepitus, -a, -um: very old; decrepit
  • frīgidus, -a, -um: cold
  • reperiō, -īre, repperī, repertus [4]: find; discover; in regiōnibus ¦ in quibus reperiuntur │ in the regions ¦ in which they are found (passive)
  • senex, senis [3 m/f]: old person
  • siccus, -a, -um: dry
  • vēr, -is [3/n]: spring 

08.02.27: Level 4; literature; Mediaeval; Tacuinum Sānitātis (1)

First published in Baghdad in the 11th century The Taqwīm aiḥḥa is an Arabic medical work of which there are Latin versions entitled Tacuinum Sānitātis from the 14th and 15th centuries. It is primarily a health handbook, is stunningly illustrated and includes most of the vocabulary presented in the previous post:

https://adckl.blogspot.com/2025/04/150725-topic-fruits-of-earth-1-comenius.html

I have added a few which are appropriate to the topic:

apium, -ī [2/n]: celery; can refer to several species including types of parsley

asparagus, -ī [2/m]: asparagus; also found in the Mediaeval texts as sparagus

bēta, -ae [1/f]: beet

mēlongēna, -ae [1/f] (Mediaeval): aubergine; variants: melongiana, molongenia

porrus, -ī [2/m], porrum, -ī [2/n]: leek

spinachia, -ae [1/f]: spinach (rare, and with variant spelling)

tūber, -is [3/n]: truffle

  • bōlētus, -ī [2/m]: type of edible mushroom; bōlētus edūlis: edible mushroom
  • fungus, -ī [2/m]: mushroom

Note: some of the images have their original titles which show the Mediaeval spelling shift from /ae/ > /e/; all the Latin nouns have plural forms although a couple of English versions are uncountable:

cēpe = cēpae = onions; lactūce = lactūcae = lettuce(s); pastināce = pastinācae = carrots, parsnips; rāpe = rāpae = turnips; spinachie = spinachiae = spinach(es) 







07.02.27: Level 4; listening; Nūntiī Latīnī [6]

Ōrdō Global Forest Watch annuam dē statū silvārum tropicālium relātiōnem nūper dīvulgāvit. Annō proximō ārea silvārum maior quam Belgium dispāruit. Silvae maximam partem dēlentur, ut alimenta, sīcut carō bovīna, oleum palmārum, socolāta prōdūcantur. Investīgātōrēs praecipuē propter silvās pluviālēs sollicitī sunt. Plūrimae silvae nātūrālēs caesae sunt in Brasīliā. In ultimīs silvīs Brasiliēnsibus vīvunt aborīginēs, quī numquam cum hominibus occidentālibus cōnsuētūdinēs habuērunt et silvīs dēlētīs habitātiōnēs perdunt. Magnus est interitus silvārum etiam in Columbiā, Boliviā, Āfricā occidentālī. In Ghanā et Lītore Eburneō etiam propter aurifodīnās et cultūram cacaōnis silvae caeduntur.

[i] What annual report did the organisation recently publish?

[ii] How is the previous year’s disappearance of forest emphasised?

[iii] What three specific foodstuffs are being produced? (3)

[iv] What specific type of forest worries researchers?

[v] Where are most forests being cut down?

[vi]

[a] Who lives in these forests?

[b] With whom have they never had contact?

[c] What are they losing?

[vii] Which region of Africa is affected?

[viii]

[a] Apart from Ghana, which other African country is mentioned?

[b] What two reasons are causing the loss of forest in these countries? (2)

____________________

[i] the state of tropical forests

[ii] an area larger than Belgium

[iii] beef (1); palm oil (1); chocolate

[iv] rainforests

[v] Brazil

[vi]

[a] aborigines (indigenous peoples)

[b] Westerners

[c] their homes

[vii] West Africa

[viii]

[a] Ivory Coast

[b] gold mining (1); cocoa cultivation (1)

The organisation Global Forest Watch recently published its annual report on the state of tropical forests. In the previous year (2018), an area of forest larger than Belgium disappeared. Forests are largely being destroyed so that food products such as beef, palm oil, and chocolate can be produced.

Researchers are especially concerned about the rainforests. The greatest number of natural forests have been cut down in Brazil. In the remaining forests of Brazil live indigenous peoples who have never had contact with Westerners, and, as the forests are destroyed, they lose their homes.

There is also extensive destruction of forests in Colombia, Bolivia, and West Africa. In Ghana and the Ivory Coast, forests are also being cut down because of gold mining and the cultivation of cocoa.

Friday, July 17, 2026

06.02.27: Level 3+ (review); correlatives [4] making comparisons (1) tam … quam; tot … quot …

Many correlatives make some form of comparison; note the use of ‘as’ in the second part of the correlative in all the basic translations.

[viii] (nōn) tam … quam … | (not) as / so … as …

Tam saepe orābat quam poterat.

  • He spoke as often as he could.

Sīmia nōn est tam perīculōsa quam serpēns.

  • A monkey is not as dangerous as a snake.

Sed omnia praeclāra tam difficilia, quam rāra sunt (Spinoza)

  • But all things excellent are as difficult as they are rare.

quid est orātōrī tam necessārium quam vox? (Cicero)

  • What is so necessary for a public speaker as his voice?

nec tamen tam laeta erant in iīs litterīs, quam ad mē Philotimus scrīpserat (Cicero)

  • but in this letter things were not as grand as Philotimus had written to me.

… sed nōn tam magnō, quam tibi fortasse videor (Cicero)

  • … but not so much as I perhaps seem to you.

A Mediaeval toast from around 1250:

Tam prō pāpā quam prō rēge / Bibunt omnēs sine lēge

  • To the Pope as to the King / they all drink without restraint

[ix] tot … quot … | as many … as …

< tot (so many) + quot (how many)

quot:  how many?

quot librī? | how many books?

tot: so many

Quid faciant paucī contrā tot mīlia fortēs? (Ovid) | What can a few brave men do against so many thousands (of soldiers)?

From Adler’s Practical Grammar of the Latin Language:

tot hominēs quot līberī | as many men as children

A: Suntne tibi tot scyphī quot pocula? | Have you as many (wine-) glasses as goblets?

B: Habeō tot ex ūnīs quot ex alterīs. | I have as many of one as (I have) of the other.

A: Habēsne tot pileōs quot togās? | Have you as many hats as coats?

B: Tot illōrum habeō quot hārum. | I have as many of those as of these.

Note: totidem … quot … | just as many … as …

Sunt mihi totidem hōrum quot illōrum. | I have just as many of these as of those.

From the authors:

vidē, quot cyathōs bibimus. / tot quot digitī tibi sunt in manū (Plautus)

  • Look how many cups we have drunk. / As many as the fingers you have on your hand.

quid enim hoc miserius, quam eum, quī tot annōs, quot habet, dēsignātus cōnsul fuerit, fieri consulem non posse (Cicero)

  • For what could be more miserable than for someone, who has been a consul-designate for as many years as he has lived, not to be able to become a consul?

The construction may be reversed:

quot hominēs tot sententiae (Terence)

  • There are as many opinions as there are people.