Thursday, April 4, 2024

27.02.24: topical vocabulary [1]

Learning a language can (honestly) be fun! The Orbis Pictus by Comenius is regarded as the first textbook for children. The book taught Latin on the basis of topical vocabulary i.e. vocabulary that was organised according to specific subjects e.g. animals, furniture, occupations etc. The image is from that book and focuses on animal noises as children imagined them, and Comenius used these to teach the alphabet. We can pick out some of these to revise the 3rd person singular of the first conjugation and also learn to make some 17th century animal noises!

agnus balat "bé bé bé" the lamb bleats

infans eiulat "é é é" the infant cries

ventus fiat "fi fi" the wind blows

os halat "háh háh" the mouth breathes out

lupus ululat "lu ulu" the wolf howls

ursus murumurat "mum mum" the bear grumbles

felis clamat "nau nau" the cat cries

auriga clamat "ó ó" the carter cries

cuculus cuculat "kuk ku" the cuckoo 'sings', makes a 'cuckoo' sound

serpens sibilat "si" the serpent hisses

graculus clamat "tac tac" the jay crieth

bubo ululat "ú ú" the owl hoots

rana coaxat coax the frog croaks

Ancient Roman frogs made the same sound as Ancient Greek ones! In the work by the Greek playwright Aristophanes, the frogs speak: brekekekex koax koax








26.02.24: nominative plural of meus, mea, meum and tuus, tua, tuum

26.02.24: nominative plural of meus, mea, meum and tuus, tua, tuum

The possessive adjectives meus, mea, meum and tuus, tua, tuum have endings that look the same as first and second declension nouns:

Masculine: amīcus meus / tuus

Feminine: amīca mea / tua

Neuter: vīnum meum / tuum

Meus, tuus etc. have their own set of endings that happen to be the same as the 1st / 2nd declension nouns and will be used regardless of whether or not the noun is 1st / 2nd declension; an example you saw was nōmen meum / tuum; nōmen (neuter) belongs to a different declension of noun but the possessive adjectives retain the same endings: they do not copy the noun. Similarly [i] liber meus: my book and [ii] you saw the plurals of frāter and soror in the previous post; they are not second declension nouns but the possessive adjectives still retain the same endings.

frāter meus / tuus: my / your brother

frātrēs meī / tuī: my / your brothers

soror mea / tua: my / your sister

sorōrēs meae / tuae: my / your sisters

That the endings are identical applies to all forms of these words i.e. the same as the 1st / 2nd declension nouns:

Nominative Singular

Masculine: amīcus meus; stilus tuus

Feminine: amīca mea; tabula tua

Neuter: pōculum meum; scūtum tuum

Nominative Plural

Masculine: amīcī meī; stilī tuī

Feminine: amīcae meae; tabulae tuae

Neuter: pōcula mea; scūta tua

Spend some time looking at the example structures in the image posted.









26.02.24: talking about friends and family members; mihi est / mihi sunt; conjunctions et, sed, vel

26.02.24: talking about friends and family members; mihi est / mihi sunt; conjunctions et, sed, vel

Estne tibi fīlius? Do you have a son?

Estne tibi fīlia? Do you have a daughter?

Suntne tibi līberī? [literally: Are there children to you?] = Do you have children? Careful! Don't confuse līberī (children) with librī (books)!

Mihi est ūnus fīlius. [literally: To me there IS one son.] = I have one son.

Mihi sunt duo fīliī. [literally: To me there ARE two sons.] = I have two sons.

Mihi est ūnus amīcus.

Mihi sunt duo amīcī.

Mihi sunt MULTĪ amīcī! I have many friends. [multī: many; when referring to males]

Mihi est ūna fīlia.

Mihi sunt duae fīliae.

Mihi est ūna amīca.

Mihi sunt duae amīcae.

Mihi sunt MULTAE amīcae! I have many friends. [multae: many; when referring to females]

And, for the sake of completeness, two more, but these two are not first or second declension nouns and form their plural in a different way which we will deal with later. However, since talking about friends and family very often includes brothers and sisters:

Suntne tibi frātrēs VEL sorōrēs? Do you have brothers OR sisters?

Mihi est ūnus frāter: I have one brother

Mihi sunt duo frātrēs: I have two brothers

Mihi est ūna soror: I have one sister

Mihi sunt duae sorōrēs: I have two sisters

Mihi sunt unus frāter ET duae sorōrēs: I have one brother AND two sisters.

Mihi sunt duo frātrēs SED mihi nōn est soror: I have two brothers BUT I don't have a sister.

Note: conjunctions (words used to join words or phrases in a sentence)

et: and

sed: but

vel: or

And if you have no brothers and sisters:

Fīlius ūnicus sum: I'm an only son.

Fīlia ūnica sum: I'm an only daughter

26.02.24: talking about the number of things / people

26.02.24: talking about the number of things / people

Quot puellae sunt in pictūrā? How many girls are in the picture?

> In pictūrā est ūna puella. In the picture there is one girl.

> In pictūrā sunt duae / trēs / quattuor puellae. In the picture there are two / three / four girls.

Quot puerī sunt in pictūrā?

> In pictūrā est ūnus puer.

> In pictūrā sunt duo / trēs / quattuor pueri.

Quot templa sunt in pictūrā?

> In pictūrā est ūnum templum.

> In pictūrā sunt duo / tria / quattuor templa.

Now look at the image posted and fill in the blanks with the words and phrases below

1. amīcī

2. casae

3. duae

4. duo

5. duo

6. est

7. fluviī

8. fluvius

9. in

10. oculī

11. pictūrā

12. plaustra

13. pōcula

14. puellae

15. quot

16. sunt

17. templa

18. templum

19. trēs

20. tria

21. ūna

22. ūnum

23. ūnus

24. via

25. viae




26.02.24: ways of remembering numbers

26.02.24: ways of remembering numbers

The numbering system in English is not from Latin, but is of Germanic origin. However, the Latin numbers are evident in derivatives; they may not have come directly, but the origins in Latin are clear.

[1] ūnus: unity (being one undivided unit)

[2] duo: dual citizenship (being a citizen of two countries)

[3] trēs: triennial (happening every three years); trident, a three-pronged spear

[4] quattuor: quarter (not direct, but from La. quārtus 'fourth'); similarly 'quartet' (a musical item performed by four people)

[5] quīnque: quintet (again, not direct, but from La. quīntus 'fifth'), a musical item performed by five people; similarly, quintuplets, a group of five children from the same birth

[6] sex: if a mother gives birth to six children at the same time, those children are sextuplets!

The original Roman calendar comprised ten months. Therefore,

[7] September was the seventh month (La. septem)

[8] October was the eighth month (La. octō)

[9] November was the ninth month (La. novem)

[10] December was the tenth month (La. decem)







26.02.24: numbers 1 - 10

26.02.24: numbers 1 - 10

We will look at numbers in more detail in later posts. Here, we will begin to use them to practise the singular and plural of nouns. Like English, the number 1 is followed by a singular noun, and, from two onwards, a plural noun. There are also a few small points to note with regard to gender agreement. If you have studied any of the languages derived from Latin, for example, French, Italian or Spanish, then you should be able to recognise the numbers immediately. Even in English, however, there are words derived from Latin numbers which will help you remember them.

Look at the first image posted

1,2,3

one: ūnus [masc.] ūna [fem.] ūnum [neut.]

two: duo [masc.] duae [fem.] duo [neut.] i.e. the masculine and neuter are the same

three trēs [masc.] trēs [fem.] tria [neut.] i.e. the masculine and feminine are the same

Look at the second image posted

4-10

After 1, 2 and 3 the numbers do not have separate genders

four: quattuor

five: quīnque

six: sex

seven: septem

eight: octō

nine: novem

ten: decem

[1] ūnus, ūna, ūnum agree with the gender of the noun, in the same way as meus, mea, meum:

masculine: ūnus fluvius

feminine: ūna fēmina

neuter: ūnum templum

Unlike French, Spanish or Italian, ūnus, ūna and ūnum are not used as an indefinite article to express ‘a(n)’; in Latin, it was only used as a number. As mentioned in a previous post, Latin has no indefinite or definite article i.e. no words for ‘a’ or ‘the’.

[2] duo is used with masculine and neuter nouns, and duae is used with feminine nouns; from now on, you will need the plural forms of nouns

masculine: duo fluviī

feminine: duae fēminae

neuter: duo templa

[3] trēs is used with masculine and feminine nouns, and tria is used with neuter nouns:

masculine: trēs fluviī

feminine: trēs feminae

neuter: tria templa

[4] From quattuor (4) to decem (10) the numbers do not agree with the gender of the noun. The number has one only one form.

The only short-hand method for numbers used by the Romans was through a combination of letters from the alphabet; the Roman system was only gradually replaced by the Arabic numerals in the thirteenth century.

I, II, III, IV (or IIII), V, VI, VII, VIII, IX (or VIIII), X

Some more information on Roman numerals is posted below.









 

26.02.24: practise recognising and forming the nominative plural

26.02.24: practise recognising and forming the nominative plural

[1] Here is a random list of nouns, some of which you know and some of which you don't; change them into the nominative plural:

ager; aper; bellum; caper; culter; digitus; fenestra; iānua; lūdus; macellum; mēnsa; mūrus; oculus; sella; taberna; tēctum

[2] Here is a second random list of words, all of which are in the nominative plural; change them into the nominative singular:

agricolae: amphitheātra; caprī; casae; discipulī; fēminae; fīliae; fluviī; nautae; oppida; puellae; servī; signiferī; viae

[3] Identify whether the noun is singular [sg] or plural [pl]. Then give the corresponding singular or plural form:

amīcae; amīcus; ancilla; fabrī; fīliī; gladius; hortī; librī; magistrī; medicus; plaustra; pōcula; vīnum

26.02.24: nominative plural of first and second declension nouns [2]; quot?

26.02.24: nominative plural of first and second declension nouns [2]; quot?

Quot puellae in silvā ambulant? How many girls are walking in the forest?

Quot agricolae in agrō labōrant? How many farmers are working in the field?

***

Quot discipulī sunt in scholā? How many pupils are in the school?

Quot puerī in fluviō natant? How many boys are swimming in the rīver?

Quot librī sunt in mēnsā? How many books are (there) on the table?

***

Quot pōcula sunt in culīnā? How many wine-cups are in the kitchen?

quot: how many?

To form the nominative plural, you make the following changes:

First declension

-a > -ae

Singular: puell¦a (girl)

> Plural: puellae (girls)

Singular: naut¦a (sailor)

> Plural: naut¦ae (sailors)

Second declension

[1] -us > -ī

Singular: equ¦us (horse)

> Plural: equ¦ī (horses)

Singular: sagittari¦us (archer)

> Plural: sagittari¦ī (archers)

Most nouns ending in -er lose the final /e/ before adding -ī

Singular: ag¦er (field)

> Plural: agrī (fields)

Singular: magist¦er (teacher)

> Plural: magistrī (teachers)

Note:

[i] Singular: puer (boy)

> Plural: puer¦ī (boys)

[ii] Singular: vir (man)

> Plural: vir¦ī (men)

[2] -um > -a

Singular: templ¦um (temple)

> Plural: templ¦a (temples)





 

26.02.24: nominative plural of first and second declension nouns [1]; hī / hae

26.02.24: nominative plural of first and second declension nouns [1]; hī / hae

[refer to image: A New Latin Primer (Mima Maxey (1933)]

Look at the underlined words:

Salvē, discipula. Salvē, magistra. Salvē, discipule. Salvē, magister. Salvēte, discipulī. Valē, discipula. Valē, magistra. Valēte, discipulī.

Hic est discipulus. Haec est discipula.

Hic est puer. Haec est puella.

Hae sunt puellae. Hī sunt puerī.

[1] plurals of nouns

nominative singular > nominative plural

first declension

-a > -ae

puella (girl) > puellae (girls)

second declension

-us > -ī

discipulus (pupil) > discipulī (pupils)

-er > -ī

puer (boy) > puerī.

[2] plurals of hic and haec

nominative singular

hic est discipulus: this / he is a pupil

> nominative plural

hī sunt discipulī: these / they are pupils

nominative singular

hic est puer: this / he is a boy

> nominative plural: hī sunt puerī: these / they are boys

nominative singular

haec est puella: this / she is a girl

> nominative plural: hae sunt puellae: these / they are girls

Note: In the text, the teacher says "Salvē, discipule" because one male pupil is being addressed i.e. the vocative case is used with nouns ending in -us. However, where all the pupils are addressed the teacher says "Salvēte, discipulī" because the vocative plural forms of nouns are the same as nominative plural.




25.02.24: Where do these people work?

25.02.24: Where do these people work? Match the jobs with the places.

bibliopōla: bookseller

coquus: cook

sacerdōs: priest(ess)

Ubi labōrat āctor?

Ubi labōrat agricola?

Ubi labōrat bibliopōla?

Ubi labōrat cōnsul?

Ubi labōrat coquus?

Ubi labōrat iūdex?

Ubi labōrat lanista?

Ubi labōrat magister?

Ubi labōrat medicus?

Ubi labōrat sacerdōs?

Ubi labōrat servus?

Ubi labōrat vēnditor?

in agrō

in basilicā

in amphitheatrō

in culīnā

in cūriā

in hortō

in scholā

in tabernā

in tabernā librāriā

in templō

in theātrō

in valētūdināriō








25.02.24: subject pronouns

25.02.24: subject pronouns

It has already been explained in earlier posts that Latin verbs do not need subject pronouns because the verb ending already makes it clear who / what is performing the action = the subject of the sentence. However, the pronouns do exist:

SINGULAR

[1] ego (or egō) (first person singular): I

[2] tū (second person singular): you

[3] is / ea / id* (third person singular): he / she / it

*Latin does not have words which exclusively mean ‘he’ ‘she’ and ‘it’: you have already seen hic, haec and hoc which can be used when referring to people / things close to the speaker e.g. Quis est hic? (Who is this?) but other pronouns: [1] is, ea, id [2] ille, illa, illud and [3] iste, ista, istud also perform a similar function, and these will be discussed as we continue.

PLURAL

[1] nōs (first person plural) we

[2] vōs (second person plural) you

[3] eī [m] / eae [f] / ea [n]* (third person plural) they

*As with is / ea / id, there are alternative plural forms of hic / haec / hoc, ille, illa, illud and iste, ista, istud referred to above which perform a similar function. We will soon begin looking at plurals in more detail.

The pronouns are rarely used apart from [i] to emphasise, [ii] where there could be uncertainty, [iii] to contrast or [iv] where they stand alone, for example:

Ego in Britanniā habitō, sed tū in Ītalia habitās. I live in Britain, but you live in Italy.

Quid agis? Bene, grātiās agō. Et tū? How are you? I’m fine, thanks. And you?

Vōs in agrō laborātis, sed nōs in templō ōrāmus. You (all) work in the field, but we pray in the temple.

tū and vōs

Whether a Roman was talking to the emperor or talking to a slave, if it was one emperor or one slave, the speaker used tū. Similarly, when talking to more than one person – a group of senators or a band of pirates – the speaker used vōs. Spanish, incidentally, has four words for ‘you’, but there’s far less to think about in Latin!




25.02.24: negatives and interrogatives

25.02.24: negatives and interrogatives

[1] negatives

You already know that to say you are not doing something is to place the word nōn before the verb.

In silvā ambulō. I’m walking in the forest.

> In silvā nōn ambulō. I’m not walking in the forest.

Agricola in agrō labōrat. The farmer works in the field.

> Agricola in agrō nōn labōrat. The farmer does not work in the field.

[2] interrogatives

Latin has more than one way of asking a question.

[i] interrogative words:

UBI labōrās? WHERE do you work?

QUID spectātis? WHAT are you (pl.) looking at?

QUIS in vīllā habitat? WHO lives on the country estate?

QUANTĪ cōnstat hic liber? HOW MUCH does this book cost?

CUIUS est hic liber? WHOSE is this book?

UNDE oriundus es? WHERE are you FROM?

[ii] -ne added to the first word of the sentence:

In templō orat. He prays in the temple.

> Ōratne in templō? Does he pray in the temple?

In Caledoniā habitās? You (sg.) live in Scotland.

> Habitāsne in Caledoniā? Do you live in Scotland?

You cannot combine [i] and [ii] If you use an interrogative word, that is enough to indicate a question.

[iii] The two above you have already seen. However, two common ways of asking questions which invite yes / no answers are:

[a] nōnne: surely? The speaker expects a positive answer.

Nōnne in Caledoniā habitās? Surely you live in Scotland = You live in Scotland, don’t you?

> Ita vērō, in Caledoniā habitō. Yes, I live in Scotland.

[b] num: surely ... not? The speaker expects a negative answer.

Num habitās in Caledoniā? Surely you don’t live in Scotland = You don’t live in Scotland, do you?

> In Caledoniā nōn habitō. I don’t live in Scotland.

Whether the person gives you the answer you want is not relevant. You use [a] nōnne and [b] num based on what you expect the answer to be.

25.02.24: verb translation [2]

 25.02.24: Look at the images and translate the phrases into Latin

  1. we plough
  2. you (pl.) are shouting
  3. they do argue
  4. we are riding on horseback
  5. you (pl.) tell a story
  6. they kill
  7. we are counting
  8. you (pl.) attack
  9. they do pray
  10. we go and see
  11. you (pl.) plough
  12. they shout
  13. we are arguing
  14. you (pl.) ride on horseback
  15. they are telling a story
  16. we kill
  17. you (pl.) count
  18. they attack
  19. we are praying
  20. they go and see


25.02.04: verb translation [1]

25.02.04: look at the images and translate these phrases into Latin

  1. I am helping
  2. you (sg.) give
  3. he does think
  4. you (sg.) are watching
  5. you do help
  6. he is standing
  7. he does watch
  8. I do prepare
  9. I do stand
  10. it is flying
  11. I think
  12. she helps
  13. you (sg.) prepare
  14. I watch
  15. she is preparing
  16. you (sg.) are thinking
  17. I am giving






25.02.24: ways of learning; derivatives and detective work!

25.02.24: ways of learning; derivatives and detective work!

Some people say that English comes from Latin, but it doesn’t. The original English language, known as Anglo-Saxon evolved from the languages of the Germanic tribes that settled in what we now call England after the departure of the Romans in the late 5th century. English is a Germanic language with grammar and syntax and vocabulary of Germanic origin. However, after the Norman Conquest in 1066, the English language became enriched with thousands of words from French which, in itself, developed from Latin. It is not accurate to say that Latin words were imported into English but, in most cases, came indirectly into the language from French. Those words had undergone spelling and pronunciation changes in French, and underwent subsequent changes in English, but they are still there, and they can be of great use when learning Latin.

Many Latin words can be recognised when reading because they exist in English as derivatives; that does not suggest that the words in English mean exactly the same as they did in Latin – most often they don’t – but they are related to them, and can help you get to the meaning of an unknown word.

amāre: to love. If you describe somebody as amorous, what kind of person is (s)he?

ambulō: to walk. What are you doing if you are ambling through the woods?

cantāre: to sing. What role does a cantor perform in a ceremony e.g. religious?

clāmāre: to shout. If you describe people or their voices as clamorous, what are they doing?

errāre: to wander; to make a mistake: “To err is human.” (La. Errāre hūmānum est.)

habitāre: to live. To what are we referring when we talk about an animal’s habitat?

labōrāre: to work. What kind of task is laborious?

laudāre: to praise. Why would somebody make a laudatory speech for somebody else?

parāre: to prepare. We make preparations for a party.

portāre: to carry. What does a porter do?

pugnāre: to fight. If you describe somebody as pugnacious, what kind of person is (s)he?

spectāre: to watch. Who are spectators?

lavāre: to wash. We associate the word lavatory with a room containing a toilet, but the original English meaning refers to any fixture used for washing e.g. a washbasin.

An interesting example is nāvigāre (to sail); the English language already had a Germanic word i.e. ‘sail’ from Old English seġl but still adopted the word navigate. What does it mean?

Less obvious at this stage is data which is a form of the verb dare (to give) referring to given information.

Sometimes a derivative is rather archaic. Nonetheless, it exists, for example English natation meaning ‘swimming’ is derived from Latin natātiō (swimming) c.f. natāre (to swim).

Equally less obvious at the moment, but nonetheless ‘hiding’ in English, is the word state i.e. the situation as it currently stands (La. stāre: to stand).

Therefore, all the verbs introduced in the previous post are, in some shape or form, evident in English derivatives.

There are simply too many derivatives to deal with individually, but, when they are of particular use, they will be referred to. Derivatives will be particularly helpful when we look at third declension nouns.




25.02.24: verbs; first conjugation present tense

25.02.24: verbs; first conjugation present tense

When studying verbs, there are certain key grammatical terms with which you need to be familiar:

[1] infinitive: this is the form of the verb before any changes are made to it; this is not obvious in English which is why the infinitive is often given with the word ‘to’ e.g. to eat

[ii] a verb has [a] person [b] number [c] tense and [d] conjugation; there are other concepts that apply to verbs but, for the moment, we only need these four:

[a] person: who / what is performing the action

[b] number: how many people / things are performing the action

I work: first person singular [abbreviated to 1 sg.]

You work: second person singular [2 sg.]

He / she / it / my father works: third person singular [3 sg.]

We work: first person plural [1 pl.]

You (people) work: second person plural [2 pl.] (This is included because, while English does not distinguish in grammar between talking to one person or more than one person, Latin, as for example in French, German, and Spanish, does distinguish them.

They work: third person plural [3 pl.]

[c] tense: this refers to when the action is / was / will be performed e.g. I am going (present) / I went (past) / I shall go (future)

[d] conjugation: in the same way that Latin nouns belong to different declensions according to the endings that the noun takes, so too do verbs belong to different groups depending on how the verb endings are formed, and those groups are known as conjugations.

If you are unfamiliar with grammatical terms, take some time to become familiar with those given above.

Here, we will look at the first conjugation:

labōrāre: infinitive = to work

To form the present tense of the verb, you remove the -re of the infinitive; this leaves you with the stem of the verb.

labōrā¦

To the stem you add the following endings, but note that in the first person singular, the -ā- of the stem is also removed to avoid a vowel clash.

labṓr¦Ō [I work; I do work; I am working]

labṓrā¦S [You (sg.) work]

labṓra¦T [He / she / it works]

labōrā́¦MUS [We work]

labōrā́¦TIS [You (pl.) work]

labṓra¦NT [They work]

Notes:

[i] The stem is sometimes long /ā/ and sometimes short /a/ but remember that, in written Latin, the macron was not used.

[ii] The accent mark [ʹ] is only there to indicate the syllable which is stressed. You should not use it when regularly writing in Latin. It will not be used in any other examples.

[iii] In English, there are three ways the present tense is expressed: I work (present simple), I do work (when being emphatic), I am working (present continuous); that is not the case in Latin because the one present tense can express all three ideas.

[iv] The endings on the verb are known as the personal endings i.e. Latin verbs do not need pronouns to indicate who / what is performing the action.

-ō: I

-s: you (sg.)

-t: he / she / it

-mus: we

-tis: you (pl.)

-nt: they

There are thousands of verbs that are formed in the same way, and you have already seen another:

habitāre: to live

Ubi habitĀS? Where do you live?

In Ītaliā habitŌ. I live in Italy.

Here are some other verbs to get you started:

amāre: to love

ambulāre: to walk

cantāre: to sing

clāmāre: to shout

dare: to give (no long /ā/ in the infinitive)

errāre: to wander; to make a mistake

laudāre: to praise

lavāre: to wash

natāre: to swim

navigāre: to sail

parāre: to prepare

portāre: to carry

pugnāre: to fight

spectāre: to watch; look at

stāre: to stand

The normal word order in a Latin sentence is to place the verb at the end.

Pater meus in Hispaniā labōrat. My father works in Spain.

Servus vīnum portat. The slave is carrying the wine.

However, that is by no means a hard and fast rule but, at this early stage, it is best to stick to it since it is the word order most commonly found.






25.02.24: plan of a Roman house

 

Plan of a Roman House




24.02.24: cases [3] second declension nouns in the ablative case

Ubi es? Where are you?

[hortus] > In hortō sum.

Ubi nātus es? Where were you born?

[Aegyptus] > In Aegyptō nātus sum. I was born in Egypt.

Ubi est frāter tuus? Where’s your brother?

[cubiculum] > In cubiculō est. He’s in the bedroom.

Second declension nouns in -us and -um form the ablative singular by removing the ending and adding -ō

Nominative hort¦us (garden)

Ablative hort¦ō

Nominative cubicul¦um (bedroom)

Ablative cubicul¦ō

Second declension nouns in -er also form the ablative singular with -ō, but, with most of these nouns, the /e/ is lost, the ending then added to the remaining /r/:

Nominative ager (field)

Ablative agrō: Agricola in agrō labōrat. The farmer is working in the field.

Nominative magister (teacher)

Ablative magistrō

However:

Nominative puer (boy) > Ablative puerō

Nominative vir (man) > Ablative virō

We can practise the ablative in -ō by looking at the rooms in a Roman house:

Domus Romana: the Roman house

Many Romans lived in cramped and often poorly constructed apartment blocks (insulae) with few facilities. Wealthier Romans lived in a domus in the city or in a villa, a house in the countryside or just outside the city where they could escape from the noise and bustle.

The houses in the city were inward-looking, keeping the noisy, dirty and stifling city outside. They had only a few small windows so that heat could be minimised, but their interiors were often very lavish and spacious with breath-taking wall paintings and internal gardens.

From the entrance, frequently narrow and unassuming, visitors would be brought into the atrium, the main room of the house where the paterfamilias (head of the family) would greet them. In one of the images posted you will see shafts of light from the ceiling: this is the compluvium, an open space in the atrium which not only allowed light into the house but collected rainwater in the small pool (impluvium) directly below.

The triclinium was a three-sided dining area where guests, in Roman style, lay down to eat. Research, however, suggests that the triclinium was not in everyday use, but only for dinner parties. Roman houses did have a culina (kitchen), but they were generally small and unsuitable for large-scale food preparation.

House plans from Pompeii show that the bedrooms (cubiculum) also tended to be small and separated from the rest of the house by curtains rather than doors. The Romans worshipped many different gods, and houses had a shrine (lararium) to the household gods (penates). The owners of these large and obviously wealthy houses were usually men of some status within their city, senators, lawyers, government officials, and their houses also had a tablinum, a room where they would conduct their business.

Some Roman houses had an interior garden, known as a peristylium, open to the elements but surrounded by a covered, colonnaded walkway. Excavations in Pompeii and Herculaneum have revealed that many properties were two-storey. Some properties had a maenianum, a balcony, the same word used to refer to galleries for spectators at public shows such as in the Colosseum.

More information on Roman houses can be found at:

https://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.04.0062:id=domus-harpers

[1] Apart from culīna (kitchen) all the main rooms of a Roman house are 2nd declension neuter nouns.

Nominative cubiculum bedroom

Ablative in cubiculō in the bedroom

How would you say where you are?

cubiculum: In cubiculō sum.

ātrium: in …

peristȳlium

tablīnum

trīclīnium

vestibulum (entrance area to the house)

culīna (How would you answer? What declension is culīna? What is its ablative ending?)

[2] Here is a mixture of first and second declension nouns. How would you say where you are?

ager

caupōna

fluvius

hortus

macellum

silva

taberna

templum

thermopōlium

via









24.02.24: saying where you're from; ē / ex with the ablative case

24.02.24: saying where you're from; ē / ex with the ablative case

Apart from 'in' (in / on) other prepositions are followed by the ablative case:

ē / ex: out of; from (you see this in the English word exit)

ē is used when the noun begins with a consonant: ē Britanniā; ē Germaniā

ex is used when the noun begins with a vowel or /h/: ex Africā; ex Hispaniā

However, this is not a consistent rule and you will find ex used with nouns beginning with a consonant.

The adjective oriundus (m) / oriunda (f) means 'descended from':

Unde oriundus / oriunda es? Where are you from? (Literally: From where are you descended?)

Note: unde literally translates as 'from where' as opposed to ubi which means 'where' in the sense of where something / someone is located.

Ē Britanniā oriundus / oriunda sum. I'm from Britain.

Unde oriundus / oriunda est? Where is he / she from?

Ex Africā oriundus / oriunda est. He / she is from Africa.

Practise saying where you're from using these places:

Cappadocia; Iūdaea; Armenia 

24.02.24: saying where you live / you were born; saying where you are; cases [2] ablative singular with the preposition in; Roman provinces

24.02.24: saying where you live / you were born; saying where you are; cases [2] ablative singular with the preposition in; Roman provinces

Finding your way around the Roman Empire: Imperium Rōmānum

Saying where you live

Ubi: where?

Ubi habitās? Where do you live?

In Britanniā habitō. I live in Britannia.

The Romans called their world the orbis terrārum, ‘the circle of lands’ and you can see from the map below that they were concerned primarily with those territories which surrounded them on the Mediterranean (mare internum).

The first prōvincia Rōmāna (Roman province) outside Italy was Sicily after the Roman victory against the Carthaginians in the first Punic War. Romans occupied lands for different reasons: they wished to take the produce and natural resources, they could impose taxes, and acquire considerable manpower in terms of slaves or auxiliary soldiers. They sometimes felt threatened by neighbouring nations and created ‘buffer states’ (not unlike the old Soviet bloc), countries which surrounded them and would stand between them and potential invasion from more distant nations. Bithynia was bequeathed to the Romans, and Egypt fell to Rome after defeat in war.

By conquering another territory generals and emperors could gain political kudos; Caesar’s campaigns in Gaul afforded him considerable wealth and influence. Although Caesar sent expeditionary forces to Britain in 55 and 54 BCE, it was not until 43 CE that the actual occupation of Britannia took place – and that was on the part of Emperor Claudius whose own political position was insecure: by occupying Britain, he would win the support of the Roman people. Gnaeus Agricola, who was the commander of the occupying forces in Britain from 78-84 CE, had pushed into Caledonia (Scotland) and was also considering the occupation of Ireland (Hibernia) but he was recalled to Rome by the Emperor Domitian for fear that he was acquiring too much authority.

The Romans were very aware of other lands well beyond their own sphere of command. Objects excavated in the ruins of Pompeii were imported from regions, for example India and the Baltic, which were never under Roman authority.

What emerged was an empire of 60,000,000 people who, provided they did not challenge the dominance of Rome, lived comparatively uneventful lives. Some Roman provinces, however, were more challenging to manage than others, notably Judaea where rebellion against Roman rule led in 70 CE to the siege of Jerusalem, widespread massacre, and major destruction of the city. While it is true that Rome was often at war with somebody, and the military could be extremely brutal, such conflicts were localised. To focus exclusively on Rome’s military campaigns gives a highly skewed impression that Rome was a warmongering state when most of the inhabitants of its empire benefitted from common standards, roads, trade, water management systems, employment and, to a large extent, non-interference in local affairs.

Ablative singular of first declension nouns

A reminder: The word ‘case’ describes what function the noun is performing in the sentence, for example the subject or the object. ‘Declension’ describes the group to which a noun belongs depending on the endings the noun has. You can see from the map that almost all the territories in the empire end in -a: Britannia, Hispania, Germania, Africa. . They are all first declension nouns. When used with the preposition in (a preposition is a word which describes where something or someone is) these nouns change to the ablative case:

Nominative: Britannia

Ablative: in Britanniā habitō

Nominative: Ītalia

Ablative: in Ītaliā habitō

At first sight there seems to be no change: both end in -a. In written Classical Latin there is no obvious difference because the macron was not used, but the macron (ā) shows that they were pronounced differently, the ablative ending being a long /ā/. Remember that, if you are writing in Latin, you do not need to use the macron and so, from the point of view of this case ending, there is - on paper - no difference.

[1] Practise saying where you live using these places:

Ubi habitās? > In Macedoniā habitō.

Belgica; Britannia; Gallia; Germānia; Hibernia; Hispānia; Ītalia

[2] You can now also say where you were born:

In Macedoniā nātus (m) / nāta (f) sum. I was born in Macedonia.

Note [i] the change: nātus, if a male is speaking, and nāta if a female is speaking, and [ii] that, in this construction, although you are using the verb ‘sum’, the entire phrase translates as I was born in …

Similarly, if you want to say where somebody else was born, change sum to est:

Amīcus meus in Caledoniā nātus est. My friend was born in Scotland.

Iūlia in Ītaliā nāta est. Julia was born in Italy.

Practise saying where you were born using these places:

Arabia; Asia; Calēdonia; Dācia; Libya; Maurētānia; Thrācia

Note! You might be tempted to say which town or city you live in or were born in. Avoid the temptation because in + ablative is not used with the names of towns and cities; another construction known as the locative is required to be able to express that and so, for the moment, stick to countries!

Saying where you are

Ubi es? Where are you?

In viā sum. I’m in the street.

Esne in viā? Minimē, in culīnā sum. Are you in the street? No, I'm in the kitchen.

Ubi est liber meus? In mēnsā est. Where's my book? It's on the table.

Estne fīlius meus in scholā? Minimē, in caupōnā est. Is my son in school? No, he's in the pub.

‘in’ can mean ‘in’ or ‘on’; here are some other places where you might be:

basilica [nominative] law court > in basilicā sum: I’m in the law court.

culīna (kitchen) > In culīnā sum: I’m in the kitchen.

īnsula (island) > In īnsulā sum: I’m on an island.

Now do the same with these nouns:

curia (senate house) > In …. sum.

silva (forest) > In ….

taberna (shop) > …

vīlla (country estate) > …

And then try using the same expressions with the images posted.