Saturday, October 19, 2024

09.01.25: Level 2; the passive voice [18]; future passive [4]; 3rd, 3-iō, 4th conjugation [2]; translation practice

Complete the Latin sentences with the appropriate future passive verb from the wordcloud. The answers are at the end but try the exercise first.

[a] I shall be heard by all the citizens │Ab omnibus cīvibus [1] __________

[b] From then on whatever I will be, always will I be called your image (Propertius) │ Illīc quidquid erō, semper tua [2] __________ imāgō

[c] You will be found │ [3] __________

[d] You will be sent │ [4] __________

[e] Whose will you be said to be? (Catullus) │ Cuius esse [5] __________?

[f] What! You very bad boy! You’ll be punished by the teacher, won’t you? │ Quid, pessimē puer! Nōnne ā magistrō [6] __________?

[g] You will all be punished │ Vōs omnēs [7] __________

[h] A beautiful brooch will be sent to Tullia │ Ad Tulliam fibula pulchra [8] __________.

[i] A lot of business will be conducted │ Multum negōtium [9] __________

[j] The town will be captured │ Oppidum [10] __________

[k] Cornelius will be heard by many people │Cornēlius ā multīs [11] __________

[l] Never again will all life be destroyed by the waters of a flood (Vulgate) │ Nēquāquam ultrā [12] __________ omnis carō aquīs dīluviī

[m] The enemy’s spies will be guarded in prison │ Speculātōrēs hostium in carcere [13] __________.

[n] Many words will be said and (will be) heard about the fatherland │ Multa verba dē patriā [14] __________ et [15] __________.

agētur;audiar; audientur; audiētur; capiētur; cūstōdientur; dīcar; dīcentur; dīcēris; interficiētur; inveniēris; mittēris; mittētur; pūniēminī; pūniērīs

____________________

[a] Ab omnibus cīvibus audiar

[b] Illīc quidquid erō, semper tua dīcar imāgō

[c] inveniēris

[d] mittēris

[e] Cuius esse dīcēris?

[f] Quid, pessimē puer! Nōnne ā magistrō pūniērīs?

[g] Vōs omnēs pūniēminī

[h] Ad Tulliam fibula pulchra mittētur.

[i] Multum negōtium agētur

[j] Oppidum capiētur

[k] Cornēlius ā multīs audiētur

[l] Nēquāquam ultrā interficiētur omnis carō aquīs dīluviī

[m] Speculātōrēs hostium in carcere cūstōdientur

[n] Multa verba dē patriā dīcentur et audientur.

08.01.25: Level 1; Julia, a Latin Reader (Reed) [3](1)

Agricola ad casam venit. Fīlia parva nōn est in casā. Tum agricola, "Iūlia," exclāmat, "fīlia mea, ubi es?"

Iterum Iūliam vocat, sed frūstrā – nūlla est puella. Cēna nōn est in mēnsā parāta, nec rosae in mēnsā sunt. Tum ad ōram maritimam properat et procul nāviculam albam spectat. Ad nautārum casās properat.

Nautārum fīliae perterritae, "Cum pīrātīs," inquiunt, "est Iūlia tua."

Magna est īra agricolae. Galeam et hastam raptat. Nautae nāviculam suam agricolae dant. Nautae quoque galeās et hastās raptant, et cum agricolā ad pīrātārum nāviculam properant.

Tum agricola pīrātās vocat. "Ubi," inquit, "est fīlia mea?"

Pīrātae, "Fīlia tua," inquiunt, "in nāviculā nostrā est."

Tum agricola pecūniam multam pīrātīs dat. Pīrātae Iūliam ad agricolae nāviculam portant.

____________________

Put these statements in the order in which they are first made

angry farmer

dinner not ready

getting a boat from the sailors

girl returned

grabbing a helmet

grabbing spears

hurrying to the sailors’ cottages.

no flowers on the table

ransom payment

rushing to the seashore

seeing a ship far away

terrified daughters

The daughters tell the farmer where Julia is.

The farmer asks his daughter where she is.

The farmer asks the pirates where his daughter is.

The pirates tells the farmer where his daughter is.


08.01.25; level 1; topic; school [18]; sports and exercise [6]; Comenius; games

“What you lose on the Merry-Totters, you gain on the roundabouts”

I like using extracts from Comenius’ work; apart from the vast range of Latin vocabulary the book provides, the illustrations give you an insight into a child's perspective. They would have known all these games, and I can imagine them pointing to them in the picture and probably wishing they were playing them rather than sitting in a classroom! I’m not too sure about a blowpipe and bow in a playground.

A single page of Comenius’ work is packed with information and, despite some of the obvious 17th century references (which are explained in the notes), the vocabulary is very useful in talking about games, and much of it goes way back to the Mediaeval and Classical periods.

Puerī solent lūdere │ Boys are accustomed to playing [= usually play]

vel Globīs fictilibus, 1. │ either with bowling-stones

vel iactantēs Globum, 2. │ or throwing a bowl

ad Conās, 3. │ at nine-pins

vel mittentēs Sphærulam │ or striking a ball

per Annulum, 5. │ through a ring

Clāvā, 4. │ with a bandy (club)

versantēs Turbinem, 6. │ scourging [= whipping] i.e. spinning a top

Flagellō, 7. │ with a whip

vel iaculantēs Sclopō, 8. │ or shooting with a trunk [= blow-pipe; ‘pea-shooter’]

& Arcū, 9. vel incīdentēs │ and a bow, or going

Grallīs, 10. vel │ upon stilts, or

super Petaurum, 11. / sē agitantēs & oscillantēs. │ getting excited and swinging themselves on a merry-totter [= swing]

[i]

lūdī puerīlēs: boys’ games (or children’s games); although the noun puer and the adjective puerīlis are most often translated as boy and boyish (which the title states), the term can refer to both a male and female child and the adjective puerīlis can also translate as ‘youthful’

soleō, -ēre [2]: be accustomed [+ infinitive: to doing something]

  • Puerī solent lūdere … │ Boys (children) are accustomed to playing = usually play

fictilis, -e: made of clay, ceramic, earthenware

globus, -ī [2/m] any round object

  • Puerī globīs fictilibus [ablative] lūdunt │ The boys (children) play with bowling stones

iactō, -āre, -āvī [1]: throw

  • Globum ad *conās* iactant. │ They throw a ball at the nine-pins (bowling pins).

https://en.wikipedia.org/wiki/Nine-pin_bowling

*I’m unsure why Comenius used a feminine form to refer to the bowling pins; it isn’t listed anywhere. The term referring to any form of ‘cone’ shape is:

cōnus, -ī [2/n]: cone; cōnīs lūdō [3]: (New Latin) I go bowling

images: [i] Roman boys and girls playing some form of ball game (possibly harpastum; see previous post [ii] Mediaeval bowling (1468)

[ii]

ān(n)ulus, -ī [2/m]: ring

clāva, -ae [1/f]: (CL); club; (New Latin) club bent at the bottom for hitting a ball; it is used to refer to a type of hockey stick but is listed in the New Latin lexicon as golf club

sphaerula, -ae [1/f]: small ball

  • Puer sphaerulam ¦ per annulum ¦ clāvā ¦ mittit. │ The boy sends the small ball ¦ through the ring ¦ with a club.

[iii]

flagellum, -ī [2/n]: whip

turbō, turbinis [3/m] spinning top

versō, -āre, -āvī [1]: keep turning

  • Puer turbinem flagellō versat. │ The boy keeps the top spinning with a whip.

Images: [i] Extract from ‘Children’s Games’ (1559) by Pieter Brueghel the Elder; [ii] Ancient Roman spinning top (Egypt; 1st – 3rd century AD); by G.dallorto - Own work, Attribution, https://commons.wikimedia.org/w/index.php?curid=31342380

[iv]

arcus, -ūs [4/m]: bow

iaculor, iaculārī: (deponent verb) throw; hurl; used here to mean ‘shoot’

  • Sclopō* vel arcū iaculantur │ They shoot with a “trunk” or a bow

*The image shows the boy using some form of blow-pipe / pea-shooter, translated as “trunk” presumably since it’s wooden and cylindrical. The origin of the word is unclear but appears to be related to: stloppus, -ī [2/m], a slap (the sound produced by striking upon the inflated cheek) [Lewis & Short]; also listed as scloppus in Gaffiot); variant forms appear in manuscripts including sclop- and scoph-, an onomatopoetic word conveying the sound; it is found in Italian [i] schioppo (gun) and [ii] scoppio (explosion) 

There is a contemporary reference to it as meaning 'gun' by Diego Collado, a Spanish Christian missionary (1587 – 1638):

illīs etiam ministrāvī quaerendō vīctū alia, sclopōs, et glandēs ... │ For obtaining my livelihood, I also procured other stuff for them: guns and bullets ...

sclopētum, -ī [2/n] (New Latin) rifle; gun; firearm

[v]

incīdō, -ere [3]: fall / drop upon something i.e. picture the boy getting on to the stilts! He would probably use some form of ladder in order unsteadily to “drop down” upon them.

grallae, -ārum [1/f/pl]: (CL) stilts; used by actors, but, as one image shows – not only by actors

Images: [i] stilt walkers (Greece; 6th century BC); [ii] extract from the Magerius mosaic (Roman; 3rd century AD; discovered in Tunisia) depicting venatores, professional wild animal hunters performing at the Games; this one makes life difficult for himself by fighting on stilts; [iii] they did like to exaggerate in the Middle Ages!

[vi]

agitō, -āre, -āvī [1]: excite

oscillō, -āre, -āvī [1]: swing

You learn something new every day, and sometimes it’s an English word!

petaurum, -ī [2/n]: (CL) stage or springboard used by tumblers and ropedancers; (here) a swing or, far more nicely expressed in the 17th century, a Merry-Totter

Puerī sē agitant vel sē oscillant super petaurum │ The boys excite themselves [= get excited] and swing themselves on the swing.

Image: Mediaeval “merry-totters” (early 14th century);  judging by the images, the boys in the 14th and 17th century don’t look that merry.


Level 2; the passive voice [17]; future passive [3]; 3rd, 3-iō, 4th conjugation [1]; forms

Image #1: The challenge here is not so much recognising the passive forms, because the same endings are used, but recognising the stem vowels; there is no -bō / -bi- / -bu- to help you. Therefore, it’s worth looking again at the stem vowels which mark the future tense active before dealing with the passive.

Image #1: The future tense of 3rd, 3-iō and 4th conjugation active verbs were discussed here:

https://www.facebook.com/share/p/BG5W2SgnvyKNUcpc/

https://adckl.blogspot.com/2024/05/120524-review-future-tense-4-future.html

Focus on the stem vowels before the future tense endings are added.

Images #2 - 4: the future passive is then formed by using the same endings as for all other tenses and conjugations discussed so far:





Latin tutorial video on all forms of the future passive: