Wednesday, May 29, 2024

19.06.24: Ask the audience? Phone a friend? 50-50?

Here are some quiz questions either based on earlier posts or easy to find out:

1.      Caesar was assassinated on the Ides of March, but what is the date in our calendar?

[A] March 7th  [B] March 1st [C] March 15th [D] March 31st

2.      Which Roman author wrote about his on-off relationship with Lesbia?

[A] Catullus [B] Cicero [C] Caesar [D] Vergil

3.      What was the first capital of the Roman province of Britain?

[A] Eboracum [B] Londinium [C] Camulodunum [D] Verulamium

4.      What snack did Romans keep in a “glīrārium”?

[A] figs [B] dormice [C] sparrows [D] chickens

5.      Who witnessed and wrote about the eruption of Mount Vesuvius in AD79?

[A] Pliny the Younger [B] Pliny the Elder [C] Tacitus [D] Ovid

6.      Apart from Pompeii, which of these population centres was destroyed by Vesuvius?

[A] Brundisium [B] Misenum [C] Herculaneum [D] Arpinum

7.      The Appian Way connected Rome to which port?

[A] Brundisium [B] Misenum [C] Herculaneum [D] Arpinum

8.      In which of these rooms would formal dinner be eaten?

[A] ātrium [B] peristȳlium [C] tablīnum [D] trīclīnium

9.      Mark Antony was defeated at the Battle of Actium in 31BC. Who was with him?

[A] Brutus [B] Cleopatra [C] Ptolemy [D] Cassius

10.  What was the “cloaca maxima” in Rome?

[A] an indoor market [B] a sewage system [C] an assembly room [D] a bridge








18.06.24: 3rd conjugation verbs

Match the Latin and English verbs. It’s easy to misread these because many of them have similar endings. Although the 3rd conjugation has been covered in detail in earlier posts, there is also a summary of the present, imperfect and future tense endings together with the word cloud.

The perfect tense of Latin verbs very often cannot be predicted. The principal parts of this verb that have been looked at so far are:

scribō, scrībere, scrīps¦ī; it is the third part that gives you the stem of the perfect tense.

1.      I write / am writing

2.      He used to write

3.      You (pl.) did write

4.      Write! (sg.)

5.      He wrote / has written

6.      You (pl.) were writing

7.      I shall write

8.      I was writing

9.      You (sg.) will write

10.  They do write

11.  To write

12.  Write! (pl.)

13.  They will write

14.  You (pl.) are writing

15.  You (sg.) wrote / have written






17.06.24: Mottos [5]

Perfect tense:

certō, certāre, certāvī [1]: fight

videō, vidēre, vīdī [2]: see

dīcō, dīcere, dīxī [3]: say

spargō, spargere, sparsī [3]: scatter; (here) hurl

vincō, vincere, vīcī [3]: conquer

veniō, venīre, vēnī [4]: come






16.06.24: 2nd conjugation verbs

Match the verbs below with the verbs in the image:

  1. I reply
  2. You (sg.) reply
  3. I shall reply
  4. He / she replies
  5. To reply
  6. We reply
  7. You (pl.) reply
  8. Answer! (sg.)
  9. They reply
  10. I was replying
  11. Answer! (pl.)
  12. I (have) replied

 


15.06.24: Mottos [4]

The two types of future tense ending

1st / 2nd

honōrābō

honōrābis

honōrābit

honōrābimus

honōrābitis

honōrābunt

3rd / 3-iō / 4th

faciam

faciēs

faciet

faciēmus

faciētis

facient







14.06.24: Level 1; Maxey (5)

 Go for the verbs first and then build from there.

____________________

Fīlius nautae est saepe laetus quod pater dōna dat. Saepe fīliō dōna dat. Puer patrī grātiās agit. Pater puerō fābulās dē dōnīs nārrat. Hae fābulae vītam nautārum mōnstrant. Interdum pater pecūniam ē multīs terrīs portat. Puer est laetus quod pecūniam Italiae et Hispāniae et Hiberniae cupit. Puer dōnum spectat et patrī grātiās agit.

____________________

  1. The son is … happy │ The son of the sailor is happy … │The sailor’s son is often happy.
  2. (His) father gives … │ His father gives gifts.
  3. He gives … │ He gives gifts … │ He gives gifts to (his) son
  4. The boy thanks [is grateful] │ The boy thanks i.e. is grateful to (his) father.
  5. The father tells … │The father tells stories │The father tells stories to (his) son │The father tells stories to his son about the gifts.
  6. These stories show… │These stories show the life … │These stories show the life of the sailors.
  7. (His) father brings … │ His father brings money … │His father brings money from many countries.
  8. The boy is … │ The boy is happy … │ The boy is happy because …
  9. He desires … │ He desires the money … │ He desires the money of Italy and (of) Spain and (of) Ireland.
  10. The boy looks at … │The boy looks at the gift
  11. He thanks [is grateful] │ He thanks i.e. is grateful to (his) father.



13.06.24: Mottos [3]

present tense:

triumphō, triumphāre [1]: triumph

timeō, timēre [2]: fear

lacessō, lacessere [3]: provoke

spernō, spernere [3]: despise

vincō, vincere [3]: conquer

veniō, venīre [4]: come







12.06.24: Who's your favourite?

Who’s your favourite author in Latin?

Cicero, Caesar, Catullus?

Just a personal opinion: you can’t say who your favourite author is in Latin until you say who your favourite author was who showed you how to do it.

Catullus is my second favourite.

My favourites are:

Helen Chesnutt: the Road to Latin

https://www.facebook.com/groups/latinforstarters/permalink/398898346054773/

Reed: Julia

https://www.fabulaefaciles.com/library/books/reed/julia

Appleton: Initium

https://www.fabulaefaciles.com/library/books/appleton/initium

Sonnenschein: Ora Maritima

https://en.m.wikisource.org/wiki/Ora_Maritima/Text

Mima Maxey: Cornelia

https://la.wikisource.org/wiki/Cornelia_Puella_Americana

What a wonderful world we live in, a zappy internet world with its flashy images, where everything has to be instant, an internet world where people argue endlessly, distract and make false claims, where people pretend it’s always easy – just click on the link – no effort required – all your Latin needs at the touch of a button: like, subscribe … pay. Are there tremendous sources online? Yes, there are. Before you reach the handsome prince, do you have to kiss a lot of frogs? Yes, you do – but you can avoid them.

My learning world was quieter. There was only one touch of a button required, because I had to start somewhere.

Mima Maxey: a New Latin Primer

https://la.wikisource.org/wiki/A_New_Latin_Primer

To put it another way, long before you meet Catullus, it might be a plan to meet Mima Maxey. She’s long gone, but, for me at least, not forgotten. She left a Latin legacy and I benefitted from it. I can read Catullus now, but I read Mima Maxey first.

Grātiās tibi agō.

Like the quotations chosen for the group: keep it short, keep it simple and keep it to the point.



 

11.06.24: ten at a time - body [2]

 


10.06.24: Mottos [2]

Imperative / command forms:

ōrō, ōrāre [1] > ōrā; ōrāte!

spērō, spērāre [1] > spērā; spērāte!

vigilō, vigilāre [1] > vigilā; vigilāte!

audeō, audēre [2] > audē; audēte!

discō, discere [3] > disce; discite!

lēgō, legere [3] >lege; legite!

sciō, scīre [4] > scī; scīte!

irregular

faciō, facere [3-iō] > fac; facite!

negatīve

nōlī; nōlīte + infinitive: don't ...








09.06.24: Level 1; Maxey (4)

Step-by-step: every sentence in Maxey’s work is carefully constructed to practise key concepts in the language. Go for the verbs first and then build from there.

____________________

Ego sum magistra. Tū es discipulus. Ego in Americā habitō. Habitāsne tū in Americā? Haec est pictūra scholae meae. In pictūrā est puer, discipulus bonus. Pater huius puerī est nauta. Incola Americae est. Vir bonus et magnus est. Nauta epistulās scrībit et puer saepe mihi epistulās ostendit. Interdum nauta est in scholā. Discipulīs fābulās dē multīs terrīs nārrat et pictūrās ostendit. Nauta multās terrās videt et virōs et fēminās videt. Discipulī pictūrās nautae spectant et fābulās laudant. Interdum ego epistulās nautae legō. Discipulī nautae grātiās agunt quod pictūrās ostendit et fābulās nārrat et epistulās bene scrībit.

____________________

  1. am … │ I am a teacher.
  2. You are … │ You are a pupil.
  3. live … │ I live in America.
  4. Do you live …? │ Do you live in America?
  5. This is … │ This is a picture │ This is a picture of my school.
  6. (There) is .. │There is a boy … │In the picture (there) is a boy. │In the picture there is a boy, a good pupil.
  7. The father is … │ The father … is a sailor│The father ¦ of this boy ¦ is a sailor.
  8. He is … │ He is a good man
  9. The sailor writes … │ The sailor writes letters …
  10. The boy shows … │ The boy shows the letters … │ The boy shows the letters to me …
  11. He tells … │He tells stories … │He tells stories to the pupils … │ He tells stories ¦ to the pupils ¦ about many countries.
  12. The sailor sees … │ The sailor sees many lands … │ The sailor sees many lands and men and women
  13. The pupils look at … │ The pupils look at the pictures … │The pupils look at the sailor’s pictures
  14. … and they praise … │ and they praise the stories
  15. read … │ I read the letters … │ I read ¦ the sailor’s ¦ letters.
  16. The pupils thank [are grateful] … │ The pupils thank i.e. are grateful to the sailor.
  17. He shows … │He shows the pictures.
  18. He tells … │He tells the stories.
  19. He writes … │ He writes the letters … │ He writes the letters well.

 




 

08.06.24: level 2: three in one

Three tenses – imperfect, future, perfect – match them up.

Look for the “signs”:

[i] perfect tense: -v-

[ii] imperfect tense: -ba- / -bā-

[iii] future tense: -bō / -bi- / -bu-

 


07.06.24: ten at a time - body [1]

 


06.06.24: Mottos [1]

Mottos and quotations aren’t posted in the group unless they’re of particular use in studying specific aspect of Latin. Over the next few days there will be some mottos posted; each of the groups of mottos shows a particular feature of Latin verbs, and those features have been covered in earlier posts. 

Infinitives:

mūtō, mūtāre [1]: change

rēgnō, rēgnāre [1]: rule

timeō, timēre [2]: fear

habeō, habēre [2]: have

succurrō, succurrere [3]: help

dispertiō, dispertīre [4]: distribute

serviō, servīre [4]: serve



 

05.06.24: Level 1; Maxey (3)

[1] Find the nominative cases:

  1. The water is dangerous.
  2. The man is tall.
  3. The sailor is kind.
  4. The sailor works.
  5. The son and daughter want …

[2] Find the accusative cases:

  1. The sailor likes the farmer
  2. The farmer likes the sailor
  3. He often praises the sailor
  4. He sees Italy
  5. He often sees the water
  6. The sailor doesn’t want to see the water
  7. The farmer likes this friend
  8. They want to see the sailor
  9. This sailor sees many lands

[3] Find the ablative cases:

  1. in America
  2. in the cottage
  3. in the field
  4. on the land
  5. in this land

[4] Find the genitive cases:

  1. a friend │ of  the farmer
  2. an inhabitant │ of America
  3. in the cottage │ of the farmer
  4. the life │ of a sailer
  5. the son and daugher │ of the farmer

[5] What’s the meaning of intellegisne and what’s the function of -ne at the end?



 

04.06.24: Level 2; practice in the perfect tense [3]

gave; held back; saw; shed; spoke; went forward

Dīxit, et vultū serēnō ad āram prōcessit, et vītam cum sanguine fūdit. Ubi Graecī, misericordiae et amōris plēnī, virginem fortem vīdērunt, ex omnibus mīlitibus nēmō ferē lacrimās retinuit, sed omnēs gemitum profundum dedērunt.

She __________ and with a calm face __________ to the altar and __________ her life along with her blood. When the Greeks, full of pity and love __________ the brave girl, of all the soldiers almost none __________ their tears but all __________ a deep sigh.

 

03.06.24: match the phrases

 


02.06.24: Level 2: practice in the perfect tense [2]

2 excerpts from Ora Maritima (slightly adapted)

[1] Find the Latin verbs and note some other key words in the text.

  1. After he defeated
  2. Educated people have argued for a long timeabout the place │from where he sailed
  3. Gaius Julius waged war in Gaul
  4. He brought his ships to land
  5. He prepared for war against
  6. He transported (his troops)
  7. My uncle told usabout …

Inter viam patruus meus multa nōbīs bellō Rōmānōrum cum Britannīs narrāvit. Prīmō saeculo ante Christum nātum Gāius Iūlius in Galliā bellum gessit, et, postquam Nerviōs cēterōsque populōs Galliae Belgicae dēbellāvit, bellum contrā incolās insulae propinquae parāvit. Itaque annō quintō et quinquāgēsimō cōpiās suās in Britanniam transportāvit locō unde nāvigāvit et dē locō quō nāvigia sua applicāvit, virī doctī diū disputāvērunt

[2] Find the Latin verbs and note some other key words in the text.

cōpiam dō, dare, dedī [1]: (here) give an opportunity

nāvigium, -ī [2/n] vessel; ship

vadum, -ī [2/n]: shallow body of water

  1. There were no cliffs.
  2. He sailed to …
  3. The shallow areas were known (to the Britons).
  4. They gave an opportunity …
  5. They prepared themselves
  6. They rode into the water.
  7. The Britons hurried along the coast

Itaque ad alium locum nāvigāvit, ubi nullī scopulī fuērunt. Sed Britannī quoque per ōram maritimam ad locum properāvērunt, et ad pugnam parāvērunt. Rōmānīs necesse erat nāvigia sua magna ad ancorās dēligāre. Britannīs vada nōta fuērunt; itaque in aquam equitāvērunt et cōpiam pugnae dedērunt.



 

01.06.24: Level 1; Maxey (2)

Note: hīc (with long /ī/); here

[1] Find the Latin (in red)

  1. I like the teacher
  2. This boy loves the girl
  3. This girl likes the teacher
  4. I love my mother
  5. I like the small girl
  6. I love the son
  7. The teacher likes the boy

[2] What’s the difference between:

  1. fīlius and fīlia?
  2. fīlium and fīliam?
  3. puella and puellam?
  4. puer and puerum?
  5. magistra and magistram?
  6. fēmina and fēminam?
  7. soror and sorōrem?
  8. māter and mātrem?
  9. frāter and frātrem?

[3] Find the Latin (in blue)

  1. My brother
  2. My mother
  3. Your brother
  4. Your mother
  5. The boy’s mother [= the mother of the boy]
  6. The boy’s sister
  7. The girl’s brother
  8. The woman’s son

[4] Find the Latin (in purple)

  1. (he / she) is
  2. (he / she) isn’t
  3. Is (he / she)?
  4. (They) are
  5. I love / like
  6. Do you love / like?
  7. (he / she) likes
  8. (he / she) doesn’t like

[5] In the previous post you saw:

Haec puella est alta; magistra quoque est magna;  haec puella est parva; puella est pulchra quoque; haec puella nōn est bona

Here you see: Frāter meus est bonus et magnus et altus, sed nōn est pulcher.

What’s the difference?

Now look again at this extract: fīlius et fīlia sunt parvī. Why is it ‘parvī’?

[6] Fīlium et fīliam │ fēminae amō. Two cases are being used here. What are the two cases and how is the sentence translated into English?



31.05.24: 10 at a time; military

 


30.05.24; Level 1; Maxey (1)

[1] What’s the difference between …

  1. magister and magistra?
  2. discipulus and discipulī?
  3. puer and puerī?
  4. puella and puellae?
  5. salvē and salvēte?
  6. valē and valēte?
  7. hic puer and haec puella?

[2] How do you say:

  1. He is … / This (masc.) is …
  2. She is … / This (fem.) is …
  3. They are / these are … (when talking only about males)
  4. They are / these are … (when talking only about females)

[3] Why does discipulus change “Salvē, discipule.”

[4] Find the Latin for:

big; small; tall; beautiful; good

  • All of them end in -a; why?

 



30.05.24: Level 2: practice in the perfect tense [1]

[1] 3rd conjugation

The boy said

They made (plans)

They said

They threw

Why has he not yet got up?

You haven’t solved

____________________

  1.  Aenigma nōn solvistī.
  2. Cūr nōndum surrēxit?
  3. Omnēs sagittās iēcērunt.
  4. Multa dīxērunt et cōnsilia cēpērunt.
  5. Tum puer altior hoc dīxit.

[2] mixture

(they) had (political) power

Cornelia asked

Cornelia wanted

Did you have …?

She proceeded

They placed

They ruled

You’ve seen

____________________

"Habuistisne cōnsulēs et quaestōrēs et aliōs magistrātūs reī pūblicae quī imperium habuērunt et aliōs rēxērunt?" rogāvit Cornēlia.

Multa vīdistī, mī avuncule.

Cornēlia hoc facere voluit. Cum discipulīs igitur ad rīpam flūminis prōcessit et ibi castra posuērunt.

 

30.05.24: level 2; perfect tense [12]: 3rd conjugation

Vēnī: I came

Vīdī: I saw

Vīcī: I conquered

https://en.wikipedia.org/wiki/Veni,_vidi,_vici

This quotation attributed to Caesar shows a crucial point about the perfect tense in Latin:

The previous posts on the perfect tenses have shown that certain conjugations have a very frequent or more common occurrence of a certain type of perfect tense:

  • laudō, laudāre, laudāvī [1]: praise
  • habeō, habēre, habuī [2]: have
  • audiō, audīre, audīvī [4]: hear 

However, those endings cannot be assumed; there are verbs that do not use those stems:

  • dō, dare, dedī [1]

And, both from the Caesar quotation:

  • videō, vidēre, vīdī [2]: see
  • veniō, venīre, vēnī [4]: come

In previous posts, ways of learning have been discussed. When it comes to 3rd conjugation verbs, while there are patterns that, in time, you begin to spot, it is not easy to predict what the perfect tense will be. I’ve made a  list here of some of the most common ones according to “patterns” i.e. in the way that I remembered them, but, from my own experience, I wouldn’t go into that too deeply at this stage otherwise you end up in linguistic discussions which, to be honest, are unnecessary otherwise you’ll be hit by expressions such as “reduplication” and “nasal infixes”. I’d leave that well alone.  Rather like irregular verbs in French, the best way is to learn them as they come up in reading.

Once again, the key point is that they will always have the same endings. Therefore, you only need to learn one perfect tense form:

dīcō, dīcere, dīxī [3]: say

surgō, surgere, surrēxī [3]: get up

trahō, trahere, trāxī [3]: pull; drag

vīvō, vīvere, vīxī [3]: live

lūdō, lūdere, lūsī [3]: play

mittō, mittere, mīsī [3]: send

discēdō, discēdere, discēssī [3]: leave

gerō, gerere, gessī [3]: many meanings including ‘bear’ ‘wear’ but very commonly found with bellum meaning ‘wage war’

pōnō, pōnere, posuī [3]: put

scrībō, scrībere, scrīpsī [3]: write


cadō, cadere, cecidī [3]: fall

currō, currere, cucurrī [3]: run

 

faciō, facere, fēcī [3-iō]: do; make

iaciō, iacere, iēcī [3-iō]: throw

 

bibō, bibere, bibī [3]: drink

edō, edere, edī [3]: eat

vincō, vincere, vīcī [3]: conquer

 

scrīpsī: I wrote / have written

ēdistī: you (sg.) ate / have eaten

cucurrit: he / she ran

mīsimus: we sent

fēcistis: you (pl.) did

discessērunt: they left

The only way that these eventually “stuck” in my head was through reading and not to think about what conjugation they belong to (although it helps) or why they are formed in that way.



30.05.24: Level 1; Ora Maritima [2](11); verb endings

Lȳdia quoque, cōnsōbrīna mea, apud amitam meam nunc habitat. Lȳdia columbās cūrat: cūra columbārum Lȳdiae magnam laetitiam dat. Tū, Lȳdia, cum apud magistram tuam es, linguae Francogallicae et linguae Anglicae operam dās; sed ego linguīs antīquīs Rōmae et Graeciae operam . Saepe cum Lȳdiā ad silvam vel ad ōram maritimam ambulō. Interdum cum nautā in scaphā nāvigāmus. Quantopere nōs undae caeruleae dēlectant! Lȳdia casās agricolārum cum amitā meā interdum vīsitat. Vōs, fīliae agricolārum, Lȳdiam amātis, ut Lȳdia vōs amat. Ubi inopia est, ibi amita mea inopiam levat.

[1] All the first conjugation present tense verb endings are in there:

  • Ego dō
  • ambulō
  • Tū dās
  • Lȳdia habitat
  • Lȳdia vōs amat
  • in scaphā nāvigāmus
  • Vōs amātis
  • nōs undae caeruleae dēlectant

[2] Another point is shown here:

Latin verbs most often don’t appear with pronouns because the ending of the verb tells you who is performing the action:

ambulō │I walk / am walking

navigāmus  │we sail / are sailing

However, when a writer wants to emphasise, and, in particular, contrast between two people, the pronouns are often used:

… linguae Francogallicae… operam dās; sed ego linguīs antīquīs Rōmae et Graeciae operam dō. 

You pay attention to [focus on] the French language, but I pay attention to the ancient languages of Rome and Greece.

Ego in Ītaliā nātus sum sed ex Hispāniā oriundus es. │I was born in Italy, but you are originally from Spain.