Wednesday, October 30, 2024

31.01.25: level 2; reading; a schoolmaster’s treachery; Livy’s account [1] text and translation

The following is an extract from Livy’s account of the incident in the previous post i.e. we’ve reached the point where we can begin to look at some authentic literature; virtually everything that is in this extract has been covered in the group; what is new I’ll refer to.

We can look at it from two points of view: [1] the language and [2] the content; it is [2] that takes you slowly up to interpreting the authors and to getting into the minds of the Romans and their self-image. However, we’ll begin only with the text and translation moving on to other points in later posts.

Livy: the History of Rome 5.7

[5] quae ubi Camillus audivit, 'non ad similem' inquit 'tui nec populum nec imperatorem scelestus ipse cum scelesto munere venisti. │ [5] And when Camillus heard this, he said “You, wicked man with your wicked gift have come neither to a people nor a commander similar to yourself.

[6] … sunt et belli sicut pacis iura, iusteque ea non minus quam fortiter didicimus gerere. │ [6] …there are rights of war just as there are rights of peace, and we have learnt to wage our wars justly (with justice) no less than courageously.

[7] arma habemus non adversus eam aetatem, cui etiam captis urbibus parcitur, sed adversus armatos et ipsos, qui nec laesi nec lacessiti a nobis castra Romana ad Veios oppugnarunt. │ [7] We do not use our weapons against those of an age which is spared even when cities have been captured, but against those who are also armed themselves, and who, neither injured nor provoked by us, attacked the Roman camp at Veii.

[8] eos tu, quantum in te fuit, novo scelere vicisti; ego Romanis artibus, virtute, opere, armis, sicut Veios, vincam'. │ [8] As far as you could, you have vanquished these men by a new act of villainy; I shall vanquish them as I vanquished Veii, by Roman arts, by courage and strategy and weapons.’

[9] denudatum deinde eum manibus post tergum inligatis reducendum Falerios pueris tradidit virgasque eis, quibus proditorem agerent in urbem verberantes, dedit… │ [9] The man, stripped and with his hands tied behind his back, he then handed over to the boys to be taken back to Falerii, and he gave them rods with which, while beating him, they might drive the traitor into the city …

aetās, aetātis [3/f]: age

dēnūdō, -āre, -āvī, -ātus [1]: strip; make naked

Faleriī, -ōrum (2/m/pl): Falerii, a city in Etruria, home of the Falisci

inligātus (bound; tied): alternative form of illigātus from illigō, -āre, -āvī, -ātus [1]: bind; tie together

iūs, iūris [3/n]: law; right

lacessō, -ere, lacessīvī, lacessītus [3]: provoke

laedō, -ere, laesī, laesus [3]: offend; hurt

mūnus, mūneris [3/n]: gift

opus, operis [3/n]: various meanings including ‘work’ but also ‘art’ or ‘skill’; the translation as ‘strategy’ works well in the military context of the passage i.e. the ‘art’ of warfare

parcō, parcere, pepercī, parsus [3]: spare; forgive; have mercy for; the verb is followed by the dative case

prōditor, -tōris [3/m]: traitor

31.01.25; level 2; crime and punishment [10]; reading [3]

[1] homō enim vidēlicet timidus aut etiam permodestus vōcem cōnsulis ferre nōn potuit; simul atque īre in exsilium iussus est, pāruit (Cicero)

for that evidently timid, or even excessively bashful man could not bear the voice of the consul; as soon as he was ordered to go into banishment, he obeyed

īre in exsilium ¦ iussus est │ he was commanded ¦ to go into exile

in exsilium missus est │ he was sent into exile

[2] Again, different uses of the passive all appear in the same extract:

… [i] obvolūtum caput est ōciusque [ii] rapī extrā portam iussus.  ita in castra [iii] perdūcitur extemplōque [iv] impositus in nāvem et Carthāginem [iv] missus (Livy) │ … his head was muffled up and orders were given for him to be carried off more quickly outside the city gate. In this way he was brought into the camp and then at once put on board a ship and sent to Carthage.

[i] obvolvō, -ere, obvolvī, obvolūtus [2]: wrap; cover all over; smother

[ii] rapiō, -ere, rapuī, raptus [3-iō]: carry off; snatch; grab

rapere │ to carry off > present passive infinitive: rapī │ to be carried off

[iii] and [iv] two features to note here when you start to read original Latin prose:

[iii] the use of the present tense to give a greater sense of immediacy to past events:

in castra perducitur │ he was brought into the camp [literally: he is brought …]

[iv] the omission of the verb esse in perfect passive constructions

… extemplōque ¦ impositus [est] ¦ in nāvem et Carthāginem ¦ missus [est] │and was immediately put on board a ship and sent to Carthage

31.01.25: Level 2; the passive voice [29]: the perfect passive [10]; the fourth principal part / perfect passive participle: ways of learning [3]

What do you think the fourth principal part / perfect passive participles of these verbs are? They will all end in –tus or –sus, but the question is what is the form of the verb they are added to?

accept: accipiō, accipere, accēpī, …

close: claudō claudere clausī …

believe: crēdō, crēdere, crēdidī …

owe: dēbeō, dēbēre, dēbuī …

deceive:  fallō, fallere, fefellī …

lead: dūco, dūcere, dūxī, …

find:  inveniō, invenīre, invēnī …

push: premō, premere, pressī …

answer: respondeō, respondēre, respōndī …

mistrust: suspiciō, suspicere, suspexī …

Do you want to know the answers? Well, if you pay me, I’ll tell you. I accept two financial products: credit cards and debit cards. There’s no need to suspect that I won’t give you a response and I won’t invent some excuse for not telling you and there’s no hidden clause. Don’t think I’m giving you false hopes. Look, I really don’t want to press you on this.






30.01.25: Level 1; oral proficiency in Latin [3](3)

Complete the Latin questions with the appropriate question word listed below.

  1. How do the two gladiators fight? │ __________ duo gladiātōrēs pugnant?
  2. To where have the Romans taken him? [= where have the Romans taken him to] │ __________ Rōmānī eum dūxērunt?
  3. What does Spartacus want? │ __________ Spartacus vult?
  4. Where is Spartacus fighting? │ __________ Spartacus pugnat?
  5. Who (plural) were the winners? │ __________ victōrēs erant?
  6. Who (singular) is the winner? │ __________ est victor?
  7. Whom does Spartacus see in the arena? │ __________ Spartacus in arēnā videt?
  8. Why is Spartacus now very miserable? │ __________ nunc Spartacus miserrimus est?
  9. With whom were the Romans fighting [= who were the Romans fighting with] │ __________ Rōmānī pugnābant?

cūr; quem; quī; quid; quis; quō; quōcum; quōmodo; ubi

30.01.25: level 1; topic; school [31]; classroom instructions [4]

For [A], [B] and [C]: In which order were these instructions given?

[A]

scrībe trānslātiōnem in tabulā ātrā

posteā accēde ad tabulam ātram

lege sententiam

converte hanc sententiam ex Latīnō in Anglicum

aperī librum

[B]

audīte dīligenter verba nova

convertite oculōs in mē

dēsinite loquī et …

eīsdem verbīs mihi reddite

[C]

claudite iānuam

cōnsīdite

intrāte

[D] Match the commands with the images

accēde ad tabulam ātram

recitā versum flexā vōce

scrībe versum in tabulā ātrā

surge

verte tē


29.01.25: H & B; level 2; reading; a schoolmaster’s treachery

Rōmānī, ubi cum Etrūscīs bellum gerēbant, urbem in Etrūriā Faleriōs obsēdērunt. Faliscōrum fīliōs omnēs ūnus magister docēbat, vir sapiēns sed improbus. Cotīdiē puerōs lūdī causā ex urbe dūcēbat, tandem ad castra Rōmāna dūxit. Tum ad Camillum, imperātōrem Rōmānum, vēnit: ‘Urbem,’ inquit, ‘Rōmānīs trādō, nam prīncipum fīliōs trādō: sī puerōs obsidēs habēbitis, Faliscī statim urbem trādent.’ Respondit Camillus, ‘Nōn ita bellum gerimus Rōmānī, nec contrā puerōs arma sūmpsimus: sunt et bellī, sīcut pācis, iūra.’ Tum magistrum nūdāvit et puerīs trādidit : puerī prōditōrem verberāvērunt et in urbem ēgērunt.’ Mōvit animōs Faliscōrum Camillī līberālitās: lēgātōs statim ad castra Rōmāna, inde ad Curiam mīsērunt. ‘Beneficiō,’ clāmāvērunt, ‘sī nōn armīs, nōs superāvistis: ultrō urbem trādimus: populī tam iūstī imperiō libenter pārēbimus.’

līberālitās, -tātis [3/f]: the virtue of giving freely; generosity; a noble disposition

obses, obsidis [3 m/f]: hostage

[A]

[1] Lines 1 - 3 (Rōmānī … dūxit)

  1. Who were the Romans fighting? (1)
  2. What was happening to the city of Falerii? (1)
  3. Who taught all the sons of the Faliscans and what sort of man was he? (3)
  4. What did the man [i] normally do and [ii] finally do when he was with the pupils? (3)

[2] Lines 3 – 5 (Tum … trādent)

Who was Camillus and what ‘deal’ did the teacher try to strike with him? (5); Tum ad Camillum, ¦ [i] imperātōrem Rōmānum, ¦ vēnit: [ii] ‘Urbem,’ inquit, ‘Rōmānīs trādō, ¦ [iii] nam prīncipum fīliōs trādō: ¦ [iv] sī puerōs obsidēs habēbitis, ¦ [v] Faliscī statim urbem trādent.’

[3] Lines 5 -7

Translate:  Respondit Camillus, ‘Nōn ita bellum gerimus Rōmānī, nec contrā puerōs arma sūmpsimus: sunt et bellī, sīcut pācis, iūra.’ (7)*

[4] Lines 7 – 8 (Tum … ēgērunt)

How was the schoolteacher punished? (4)

[5] Lines 8 – 9 (Mōvit … mīsērunt)

How did the Faliscans react when they saw what had happened? (5); [i] Mōvit animōs Faliscōrum ¦ [ii] Camillī līberālitās: ¦ [iii] lēgātōs statim ¦ [iv] ad castra Rōmāna, ¦ [v] inde ad Curiam mīsērunt.

[6] Lines 9 – end (Beneficiō … pārēbimus)

All the following statements are incorrect; give the correct account

The Faliscans …

… surrendered after further fighting.

… had been defeated by weapons.

… thought that the Romans were unjust.

… refused to obey the Romans.

[B] Give the first person singular present tense of the following verbs from the text:

  • obsēdērunt [line 1]
  • dūxit [line 3]
  • sūmpsimus [line 6]
  • ēgērunt [line 8]
  • mōvit [line 8]
  • mīsērunt [line 9]

[C] Identify the case of each noun in bold and explain why that case is being used in context:

  • Faliscōrum fīliōs omnēs ūnus magister docēbat [line 2]
  • puerōs lūdī causā ex urbe dūcēbat [line 3]
  • ad Camillum, imperātōrem Rōmānum, vēnit [lines 3 – 4]
  • Urbem,’ inquit, ‘Rōmānīs trādō [line 4]
  • puerī prōditōrem … in urbem ēgērunt. [lines 7 – 8]
  • Beneficiō … nōs superāvistis [lines 9 – 10]
  • populī tam iūstī imperiō libenter pārēbimus [line 10]


Camillus and the Schoolmaster of Falerii, attributed to Domenico Corvi (c. 1721–1803)

Useful information here:

https://thehistorianshut.com/2020/07/30/camillus-and-the-schoolmaster-of-falerii-attributed-to-domenico-corvi-c-1721-1803/

____________________

*[i] Camillus replied: ¦ [ii] “We Romans do not wage war ¦ [iii] in that way, ¦ [iv] nor have we taken up arms ¦ [v] against boys: [vi] there are also / even laws of war [vii] just like (there are of) peace.”


29.01.25: level 2; crime and punishment [9]; the tormenting of malefactors

Comenius’ book has a novel way of teaching the passive to the kids. At the same time it is a fascinating but disturbing insight into the rough justice of the 17th century.

Many common verbs are used here and all of them in the present passive voice describing what is done to criminals (or people they thought were criminals); below are some of the main verbs both in the present and the perfect passive.

[1] damnō, -āre, -āvī, -ātus [1]: condemn; convict; find guilty

  • damnātur │ (s)he is found guilty
  • damnantur │ they are convicted
  • damnātus, -a est │ (s)he was condemned
  • damnātī, -ae sunt │ they were sentenced (to a punishment)

[2] suspendō, -ere, suspendī, suspēnsus [3] hang; suspend; Engl. deriv. suspense

  • fūrēs suspenduntur │ thieves are hanged
  • fūr suspēnsus est │ the thief was hanged
  • fūrēs ¦ ā carnifice ¦ in patibulō ¦ suspēnsī sunt │ the thieves were hanged ¦ by the executioner ¦ on the gallows

[3] cremō, cremāre, cremāvī, cremātus [1]: burn; Engl. deriv. cremate

  • strigēs super rogum cremantur │ witches are burned upon a great fire
  • strīx super rogum cremāta est │ the witch was burned upon a great fire
  • strigēs super rogum cremātae sunt │ the witches were burned upon a great fire

strīx, strīgis [3/f]: witch; Latin has several words for witches, the original meaning of this word referring to a type of owl considered to be a bad omen. By extension the word also referred to a vampire or, in the text, a witch; also: striga, -ae [1/f] vampire; witch, and, from the text, lamia, -ae [1/f]: vampire; witch; sorceress

[4] dēcollō, -āre, -āvī, -ātus [1]: behead

  • Medūsa ā Perseō dēcollāta est │ Medusa was beheaded by Perseus

[5] torqueō, torquēre, torsī, tortus [2]: torture; torment; also: twist

Note the use of the present passive infinitive

torquēre │ to torture > present passive infinitive: torquērī │ to be tortured

  • Maleficī torquērī solent │ Wrongdoers are wont to be tortured

[6] Note in general the two different ways in which the ablative expresses [i] by whom something is done, and [ii] the means by which something

[i] if an object, an “instrument”, is used then the ablative alone expresses that idea:

caedō, caedere, cecidī, caesus [3] [i] fell (a tree) [ii] kill [iii] defeat (resulting in heavy losses of an enemy) [ii] (here) strike; beat

  • virgīs ¦ caeduntur │ they are beaten ¦ with rods

stigma, stigmatis [3/n]: brand mark < Anc. Gk. στίγμα (stígma)

  • stigmate ¦ notantur │ they are marked ¦ with a brandmark

forceps, forcipis [3/m]: pincers

  • forcipibus uruntur │ they are burned ¦ with pincers

Equō raptantur │ they are dragged ¦ by a horse

Perduellēs ¦ quadrīgīs ¦ discerpuntur │ traitors are pulled to pieces by four horses

quadrīga, -ae [1/f]: originally refers to a chariot pulled by four horses

[ii] if the action is performed by a human being the preposition ā / ab + the ablative case is used:

  • Fūrēs suspenduntur ¦ ā carnifice │ thieves are hanged ¦ by the executioner

[7] The perfect passive participle can stand alone and function as a noun

dōnō, -āre, -āvī, -ātus [1]: give (as a gift)

  • vitā ¦ donātī │ [those (who have been) gifted] ¦ with life = those whose lives have been spared



29.01.25: Level 2; the passive voice [28]: the perfect passive [9]; the fourth principal part / perfect passive participle: ways of learning [2]

With the first conjugation most of the verbs follow a pattern in forming the perfect passive participle, but as you move on, the participles appear to be swimming in a sea of randomness. However, we can do a bit of “surgery” on these Latin participles because almost every one them is hiding in plain sight in English derivatives. The number of these that are in English is astonishing. I learned them as I encountered them and by making connections with derivatives:

dēleō, dēlēre, dēlēvī, dēlētus [2]: destroy > English derivative: delete

compleō, complēre, complēvī, complētus [2]: finish > English derivative: complete

We’ll dissect three examples and show their “journeys” through history; don’t be concerned by their conjugation but by their perfect passive participles, how they are formed and how they ended up in English; the English derivative is telling you the formation of the participle.

[1] tangō, tangere, tetigī, tāctus [3]: touch

> Latin noun: tāctus, -ūs [4/m]: touch; the sense of touch i.e. a noun created from the participle

> French: tact [i.e. ending removed]

> English: tact

[2] sentiō, sentīre, sensī, sēnsus [4]: feel

> Latin noun: sēnsus, -ūs [4/m]: feeling; sensation i.e. a noun created from the participle

> Old Fr. sens

> Engl. sense

[3] prōmittō, prōmittere, prōmīsī, prōmissus [3]

> Latin noun: prōmissum, -ī [2/n] i.e. a noun created from the participle

> Old French: promesse

> Middle English: promis, promisse

> Modern English: promise

You can cut out the “middle men” of Latin nouns created from them and Old French and Middle English and go straight to Modern English derivatives. Sure, the meaning of the English derivative may have changed but the original spelling of the perfect passive participle is still there.

28.01.25: Level 1; oral proficiency in Latin [3](2)

[IV] In arēnā Spartacus videt alterum gladiātōrem. Alter gladiātor videt Spartacum. Ambulant in mediam arēnam et tum pugnant. Diū et ferōciter duo gladiātōrēs pugnant. Alter gladiātor cadit ad terram. Spartacus venit ad hunc gladiātōrem. Spartacus eum necat! Tandem Spartacus est victor. Spartacus nunc est laetissimus quod est victor in arēnā. Multī spectātōrēs congrātulātī sunt Spartacum.

[V] Mortuus gladiātor portātur ex arēnā. Et subitō galea cadit. Spartacus spectat faciem alterīus gladiātōris. Ecce! Spartacus dīcit, “Est amīcus meus! Ō mē miserum! Ego necāvī meum amīcum! Ego sum miserrimus! Nōlō esse gladiātor nunc. Volō esse līber!”

cadō, cadere [3]: fall

congrātulātī sunt: (they) congratulated

faciēs, -ēī [5/f]: face

necō, necāre [1]: kill

medius, -a, -um: middle; the middle of i.e. Latin uses an adjective whereas English uses a noun

  • ambulant ¦ in mediam arēnam │ they walk ¦ into the middle of ¦ the arena

laetissimus, -a, -um: very happy

miserrimus, -a, -um: very miserable

Match the questions with the answers below

  1. Quem Spartacus in arēnā videt? ____________________
  2. Quōmodo duo gladiātōrēs pugnant? [ī] ____________________ [iī] ____________________
  3. Quis cadit ad terram? ____________________
  4. Quis est victor? ____________________
  5. Quid accidit dum mortuus gladiātor ex arēnā portātur? ____________________
  6. Cūr nunc Spartacus miserrimus est? ____________________
  7. Quid Spartacus vult? ____________________

alter gladiātor; alterum gladiātōrem; diū et …; esse liber; ferōciter; galea cadit; quod amīcum necāvit; Spartacus


28.01.25: level 1; topic; school [30]; classroom instructions [3]

3rd conjugation verbs: -e / -ite

cōnsīdō, -ere [3]: sit down > cōnside! cōnsidite!

  • Cōnsīde ¦ quaesō; the inclusion of quaesō (literally: I beg) after the command simply means please; the phrase amābo tē (literally: I shall love you) also has the same meaning

surgō, -ere [3]: rise; stand up

ostendō, -ere [3]: show > ostende! ostendite!

trādō, -ere [3]: hand over) > trāde! trādite!

  • ostende / trāde mihi pēnsum │ Show / hand me [= to me] the homework

distribuō, -ere [3]: hand out > distribue! distribuite!

scrībō, -ere [3]: write > scrībe! scrībite!

The prefix per- can be used to intensify a verb:

perscrībō, -ere [3]: write out (in full) > perscrībe! perscrībite!

legō, -ere [3]: read > lege! legite!

perlegō, -ere [3]: read (through); read thoroughly > perlege! perlegite!

inquīrō, -ere [3]: search for; look up (e.g. in a dictionary) > inquīre! inquīrite!

attendō, -ere [3]: pay attention to > attende! attendite!;  in Modern English the derived verb ‘attend’ means ‘to care for’, ‘be present at’ or ‘deal with’ but, in older English including the Victorian period, it had the sense of ‘pay attention to’ or ‘listen to’: “Attend to me and shed a tear or two” (W.S. Gilbert)

  • attende dicta mea! │ listen to my words [= to what I’m saying]

vertō, -ere [3]: turn > verte! vertite!; it can be used with a reflexive pronoun: verte tē: turn (yourself) i.e. turn round or turn e.g. in a particular direction; vertite vōs!

convertō, -ere [3] > converte! convertite!; the verb can refer to turning something upside down or inverting something but it also can mean ‘translate’ i.e. ‘convert’ a word in one language into another

  • converte hanc sententiam ex Latīnō in Anglicum │ translate this sentence from Latin into English

accēdō, -ere [3]: approach > accēde! accēdite!

attollō, -ere [3]: raise; lift up > attolle manum! │ raise (your) hand; attollite manūs! │ raise (your) hands

claudō, -ere [3]: close > claude! claudite!

repetō, -ere [3]: repeat > repete! repetite!

reddō, -ere [3]: [i] give back and, by extension [ii] repeat i.e. give back words (that have been said)

  • eīsdem verbīs mihi redde │ literally: give back to me with the same words i.e. repeat the words

dēsinō, -ere [3]: stop > dēsine! dēsinite! (and what you need to stop doing is expressed by the infinitive):

  • dēsine / dēsinite scrībere! │ stop writing
  • dēsine mē vexāre! │ stop annoying me

Note:

The only verb that behaves differently from all the verbs covered in this and the previous post is:

loquī (to speak) which, of course, is an important verb in a classroom context

loquī is a deponent verb, a group of verbs that conjugate differently from all other verbs and will be discussed in a later post

  • loquere! (talking to one person); loquiminī! (talking to more than one person) │ speak!
  • Nōlī(te) loquī! │ Don’t speak!









27.01.25: H & B; level 2; reading; the capture of Veii

Etrūscī ōlim terrā marīque magnam potentiam habuerant: tum ā Graecīs nāvēs dēlētae, ā Samnītibus agrī vastātī erant: posteā simul ā Gallīs et ā Rōmānīs bellō vexābantur. Urbs Veiī diū ā Rōmānīs obsīdēbātur: prīmō Etrūscī nōn sōlum urbem dēfendēbant sed etiam ingentem timōrem inter Rōmānōs mōvērunt. Itaque M. Fūrius Camillus dictātor creātus est: Camillī cōnsiliō mīlitēs cunīculum sub terrā ad arcem urbis ēgerunt. Intereā rēx Veientium dīs immortālibus immolābat. ‘Sī dīs, Ō rēx,’ inquit sacerdōs, ‘ hostiam immolābis, dī victōriam in bellō dabunt.’ Sacerdōtis verba Rōmānī audīvērunt: aliquot mīlitēs ē cunīculō veniunt, hostiam ad dictātōrem portant: Camillus dīs immolāvit. Simul ex omnī parte urbis mūrī ā Rōmānīs oppugnābantur: aliī arcem per cunīculum intrāvērunt.

Camillus propter victōriam triumphum ēgit: posteā tamen, quod plēbēiōrum īram mōverat, falsō crīmine ā tribūnīs accūsātus est. ‘Nōn mē iūdicēs damnābunt,’ inquit; ‘ultrō in exsilium discēdam; sī innocēns accūsor, cīvitās ingrāta mox dēsīderābit.’

arx, arcis [3/f]: citadel

cunīculus, -ī [2/m]: (underground) tunnel; mine

dēsiderō, -āre, -āvī, -ātus [1]: (here) miss; feel the need of

hostia, -ae [1/f]: sacrifice

ultrō: (here) of one’s accord; voluntarily

Vēiī, -ōrum [1/m/pl]: Veii, an Etruscan city

[A]

[1] Lines 1 – 2 (Etrūscī … vexābantur )

  1. Which Latin phrase tells you that the Etruscans’ power and influence was wide-ranging? (1)
  2. Which four nations caused the Etruscans to lose power? (4)

[2] Lines 3 – 4 (Urbs … movērunt)

  1. How do we know that the capture of the city of Veii was not achieved quickly? (4)
  2. What did Camillus advise the soldiers to do? (3)

[3] Lines 5 – 7 (Intereā … dabunt)

What was the king of Veii doing? Who advised him to do this and why? (4)

[4] Lines 7 – 8 (Sacerdōtis … immolāvit)

Which four of the following statements are true? (4)

  1. A sacrifice was brought to Camillus.
  2. An enemy was taken to the dictator.
  3. Camillus made a sacrifice.
  4. The gods sacrificed Camillus.
  5. The priests heard the Romans.
  6. The Romans came out of the tunnel.
  7. The Romans heard the priests.
  8. The Romans went into the tunnel.

[5] Lines 9 – 10 (Simul … intrāvērunt)

Give details about the attack (6); [i] Simul ¦ [ii] ex omnī parte ¦ [iii] urbis mūrī [iv] ā Rōmānīs oppugnābantur: ¦ [v] aliī arcem ¦ [vi] per cunīculum intrāvērunt.

[6] Lines 11 – end (Camillus … dēsīderābit)

  1. What did Camillus do after the city had been captured? (1)
  2. How did Camillus’ fortunes change afterwards? (2)
  3. True or false: Camillus was sent into exile by the judges (1)
  4. sī innocēns accūsor, cīvitās ingrāta mox dēsīderābit: What did Camillus think would soon happen? (2)

[B] Find the Latin for the passive verbs

  • I am accused
  • (He) was falsely accused
  • (He) was elected / made
  • (the city) was being besieged
  • (They) were being attacked
  • (They) were being harassed / troubled
  • The ships had been destroyed … the fields (had been) laid waste

[C] Identify the tense of the following verbs from the text

  • dabunt
  • dēfendēbant
  • discēdam
  • ēgit
  • habuerant
  • immolābat
  • mōverat
  • mōvērunt
  • portant
  • veniunt

[D] Why might the city of Veii have been a target for Roman attack? Consider, for example, geographical location, resources, trade, military strategy and expansionism because motives such as these are by no means confined to the attack on Veii.

https://www.historyskills.com/classroom/ancient-history/war-with-veii/



27.01.25: level 2; Crime and punishment [8]; people, things and places

poenās dō, dāre [1]: pay the penalty

supplicium, -ī [2/n]: punishment

captīvus, -ī [2/m]: prisoner; captive

custōs, custōdis [3/m]: guard

carcer, -is [3/m]: prison; image: Mamertine prison in Rome

carnifex, carnificis [3/m]: [i] butcher [ii] executioner

secūris, -is [3/f]: axe

vinculum, -ī [2/n]: chain; anything by which somebody can be bound

numella, -ae [1/f]: in Ancient Rome, a type of shackle for slaves or cattle; here it is referring to a pillory

crux, crucis [3/f]: a wooden frame on which criminals were crucified, often a cross; can also refer to torture

https://www.albionarchaeology.co.uk/news/2021/12/8/roman-crucifixion-burial-at-fenstanton-cambridgeshire

pālus, -ī [2/m] post; stake

patibulum, -ī [2/n]: gallows

rogus, -ī [2/m]: funeral pyre

rota, -ae [1/f]: wheel

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






27.01.25: Level 2; the passive voice [27]: the perfect passive [8]; the fourth principal part / perfect passive participle: ways of learning [1]; Dr Lecter’s method!

The perfect passive occurs all the time in Classical Latin literature, far more than the other passive forms which is why more time has been spent on it.

In a previous post I mentioned that most of the time they are easy to identify since they end in -tus, -ta, -tum or -sus, -sa, -sum and bear a resemblance to other forms of the verb. If your focus is primarily to recognise them when reading then they rarely pose a challenge. However, if you want to get them into your head, spell them and be able to reproduce them in speaking or writing then we can dig a little deeper. In doing so, we’ll see that a huge number of them appear in English derivatives i.e. we reverse engineer the English derivative which will show that it is telling you what the perfect passive participle is.

When you look at all the participle forms they seem random and difficult to work out, yet you see them all the time not only in Latin, but also in English! Follow Dr. Hannibal Lecter’s comment from the movie Red Dragon: “The answer was right in front of you. You looked, but didn’t see.”

First conjugation

laudō, laudāre, laudāvī, ¦ laudātus, -a, -um

Stem: laudā- + -tus, -ta, -tum > laudātus, -a,-um │ (having been) praised

The English suffix -ate is derived from the perfect passive participle -ātus, -āta, -ātum of 1st conjugation verbs:

advocō, advocāre, advocāvī, advocātus: call for > Engl. advocate

aliēnō, aliēnāre, aliēnāvī, aliēnātus: estrange > Engl. alienate

captīvō, captivāre, captīvāvī, captīvātus: take captive > Engl. captivate

creō, creāre, creāvī, creātus: create > Engl. create

cūrō, cūrāre, cūrāvī, cūrātus: take care of > Engl. curate

dōnō, dōnāre, dōnāvī, dōnātus: gīve; present > Engl. donate

negō, negāre, negāvī, negātus: deny > Engl. negate

ōrnō, ōrnāre, ōrnāvī, ōrnātus: adorn > Engl. ornate

sēdō, sēdāre, sēdāvī, sēdātus: settle > Engl. sedate

dō, dare, dedī, datum: give > Engl. data


26.01.25: Level 1; oral proficiency in Latin [3](1)

[I] Hodiē nārrō fābulam vēram, discipulī. Ōlim erat vir, nōmine Spartacus. Habitābat in Graeciā. Rōmānī cum Graecīs pugnābant. Rōmānī victōrēs erant. Spartacus, vir Graecus, ā Rōmānīs captus est. Spartacus captīvus erat, et ad Ītaliam ductus est. Tum erat servus in Ītaliā.

[II] Nunc, discipulī, Spartacus est gladiātor. Gladiātōrēs in arēnā pugnant. Ergō, ūnō diē, Spartacus in arēnā pugnābat.

[III] Haec pictūra, discipulī, mōnstrat duōs gladiātōrēs, Spartacus et alter gladiātor. Multī spectātōrēs ad arēnam veniunt. Volunt vidēre gladiātōrēs pugnantēs. Sunt multī clāmōrēs et multī spectātōrēs. Spectātōrēs sunt laetī. Sed gladiātōrēs sunt miserī. Nōlunt pugnāre. Nōlunt esse mortuī. Necesse est gladiātōribus pugnāre ante spectātōrēs.

captus est: was captured

ductus est: was led

pugnantēs: fighting

vōlō, velle [irreg.]: want (to do something)

nōlō, nōlle [irreg.]: not want (to do something)

dum: while

mortuus, -a, -um: dead

Match the questions with the answers below

  1. Ubi Spartacus habitābat? ____________________
  2. Quōcum Rōmānī pugnābant? ____________________
  3. Quī victōrēs erant? ____________________
  4. Quis captus est ā Rōmānīs? ____________________
  5. Quō Rōmānī eum dūxērunt? ____________________
  6. Nunc quid est Spartacus? ____________________
  7. Ubi Spartacus pugnat? ____________________
  8. Quī volunt vidēre gladiātōrēs pugnantēs? ____________________
  9. Estne arēna quiēta? ____________________
  10. Cūr gladiātōrēs nōlunt pugnāre? ____________________

ad Ītaliam; cum Graecīs; gladiātor; in arēnā; in Graeciā; minimē, sunt multī clāmōrēs; multī spectātōrēs; nōlunt esse mortuī; Rōmānī; Spartacus


26.01.25: level 1; topic; school [29]; classroom instructions [2]

What is the Latin for each of these instructions?

26.01.25: level 1; topic; school [28]; classroom instructions [1]

When giving instructions, you use the imperative (command) form of the verb; the use of the exclamation mark – which did not exist in Classical Latin – is simply a marker for a command; it does not imply a raised voice

first conjugation verbs: -ā / -āte

auscultō, auscultāre [1]: listen > auscultā! (talking to one person) auscultāte! (talking to more than one person)

indicō, indicāre [1]: point out > indicā! indicāte!

intrō, intrāre [1]: enter > intrā! intrāte!

recitō, recitāre [1]: recite > recitā! recitāte!

  • recitā(te) carmen / versūs! │ recite the song (poem) / verses

second conjugation verbs: -ē / -ēte

respondeō, respondēre [2]: answer > respondē! respondēte!

  • respondē(te) mihi / … ad meum interrogātum │ answer me (reply to me) / … to my question

sedeō, sedēre [2]: sit > sedē! sedēte!

taceō, tacēre [2]: be quiet > tacē! tacēte!

fourth conjugation verbs: -ī / -īte  (we’ll do the third conjugation in the next post because there are a lot of 3rd conjugation verbs that apply to classroom instructions)

aperiō, aperīre [4]: open > aperī! aperīte!

audiō, audīre [4]: listen > audī! audīte!

  • audī(te) dīligenter │ listen carefully

veniō, venīre [4]: come > venī! venīte!

____________________

Nōlī (to one person) / nōlīte (to more than one person) + the infintive: don’t (do something)

rogō, rogāre [1]: ask > rogā! rogāte! (ask!) > nōlī(te) (mē) rogāre! │ don’t ask (me)

aperīte librōs vestrōs │ open your books

nōlīte aperīre librōs vestrōs │ don’t open your books