Saturday, May 17, 2025

30.08.25: Level 3; Sonnenschein; Prō Patriā [8]; Castellum Rutupīnum [7]; conversations

Note [i] the words in bold all of which have now been discussed in depth, and [ii] the points with asterisks in the second conversation.

[1] Match the questions in [A] with the answers in [B]

[A]

[i] Quid vōs puerōs inter fēriās maximē dēlectat ?

[ii] Quid, cum Ventae Belgārum eritis, vōs maximē dēlectābit?

[iii] Nōnne scholīs at studiīs dēlectābiminī?

[iv] Num multī?

[v] Magistrīne lūdīs pilārum dēlectantur?

[vi] Num sine scientiā follis volāns geminātur et revocātur?

[B]

  • Cum Ventae Belgārum erimus, per hiemem folle, per aestātem pilā dēlectābimur.
  • Fortasse nōn multī.
  • Inter fēriās lūdō trigōnālī maxima dēlectāmur.
  • Magna est scientia follem volantem gemināre et revocāre.
  • Nōnnūllī ex magistrīs lūdīs operam dant: nōn sine scientiā pila dextrā laevāque captātur.
  • Nōnnūllī ex puerīs scholīs et lībrīs dēlectābuntur, sed nōn omnēs.

[2] Match the answers in [A] with the questions in [B]

[A]

[i] Nōmen eī fuit Antōnīnō Piō.*

[ii] Eī quī illud vāllum aedificāvit nōmen fuit Hadriānō.*

[iii] Hominēs contrā quōs Agricola in Calēdoniā bellāvit Pictī fortasse fuērunt.

[iv] Collibus in quibus victōriam magnam reportāvit nōmen fuit Montī Graupīō.*

[v] Vēra est; nam haec est fōrma nōminis quae in librō Tacitī dē vītā Agricolae stat.

[vi] Nōmen quod nōs hodiernī illīs collibus damus falsum est.

[B]

  • Cūr, igitur, nōs hodiernī collēs Grampīōs vocāmus?
  • Quī hominēs fuērunt contrā quōs Agricola in Calēdoniā bellāvit ?
  • Quid fuit nōmen collibus in quibus victōriam magnam reportāvit?
  • Quid fuit nōmen eī quī vallum inter Clōtam et Bodotriam situm aedificāvit ?
  • Quis vallum illud magnum aedificāvit, quod inter Luguvallium et Segedūnum situm erat?
  • Vērane est haec fōrma nōminis?

*nōmen + the dative case of a specific name

You already know that [i] the dative case + [ii] esse can be used to express possession, and whatever is possessed is in the nominative case:

[i] Mihi [ii] est liber [nominative]│ literally: [i] to me [ii] (there) is a book > I have a book

[ii] Est [i] mihi domī pater │ I have a father at home

[i] Hominī cum deō similitūdō [ii] est. Literally: [i] To Man [ii] (there) is a similarity with God > Man has a likeness to God.

And that structure can be used when giving people’s names:

Nōmen [i] mihi [ii] est Mārcus [nominative] │ [i] To me [ii] (there) is the name Marcus > I have the name Marcus / My name is Marcus

Puerō nōmen est Mārcus [nominative]│ The boy’s name is Marcus

The name of the person is in the nominative case just like any other noun that is ‘owned’. However, in the Sonnenschein text, a feature is used whereby the actual name of the person / thing itself is also in the dative case. Both the nominative and the dative of the name are possible.

Note how the dative case is being used to express the specific name in these examples from the entire text:

(1) [i] Eī … nōmen [ii] fuit Hadriānō [dative]. │ Literally: [i] To him [ii] was the name ¦ Hadrianius > He had the name / his name was Hadrian.

(2) Nōmen [i] eī [ii] fuit ¦ Antōnīnō Piō [dative] │ Literally: [i] To him [ii] was the name ¦ Antoninus Pius > He had the name / his name was Antoninus Pius.

(3) Nōnne [i] tōtī īnsulae nostrae nōmen [ii] est ¦ Britanniae ? │ Literally: Surely [i] to our whole island [ii] there is the name Britannia? > Surely our whole island has the name / is called Britannia?

(4) Portus celeber hīc erat, [i] cui nōmen [ii] erat ¦ Port Rutupīnō [dative] │ Literally: There was a famous port here [i] to which [ii] was the name Portus Rutupinus > There was a famous port here which had the name / was called Portus Rutupinus.

(5) [i] Collibus in quibus victōriam magnam reportāvit nōmen [ii] fuit ¦ Montī Graupīō [dative] │ Literally: [i] To the hills … [ii] was the name Mons Graupius > The hills in which he brought back a great victory are called / have the name ¦ Mons Graupius.

From Livy:

(1) Per idem ferē tempus aedēs Matris Magnae Īdaeae dēdicāta est quam deam is P. Cornēlius advectam ex Asiā P. Cornēliō Scīpiōne, ¦ cui posteā Āfricānō [dative] fuit cognōmen, ¦ P. Liciniō cōnsulibus in Palātium ā marī dētulerat.

About the same time a temple was dedicated to the Great Idaean Mother, a goddess whom this same Publius Cornelius, when she came from Asia in the consulship of Publius Cornelius Scipio, ¦ [literally: to whom later was the surname Africanus] > who later had the surname Africanus, ¦ and Publius Licinius, had escorted to the Palatine from the harbour.

(2) [i] Puerō ab inopiā ¦ Egeriō [dative] ¦ [ii] inditum nōmen │ Literally: [i] To the boy [ii] was given the name Egerius from his poverty. > The name Egerius was given the boy from his poverty.

29.08.25: topic; Dialogī puerīlēs (Simon Roeth: 1556) [1] dē tempore (ii) vocabulary, notes, exercises

[1] Vocabulary: nouns

[a] clock time

hōra, -ae [1/f]: hour

sēmihōra, -ae [1/f]: half an hour

sēsquihōra, -ae [1/f]: hour and a half

[b] day; parts of the day

aurōra, -ae [1/f]: dawn; sunrise

dīlūculum, -ī [2/n]: dawn; daybreak

merīdiēs, -ēī [5/m]: midday

vesper, -ī [2/m], or vesper, -is [3/m]: evening

nox, noctis [3/f]: night

diēs, -ēī [5 m/f]: day

hebdomas, hebdomadis [3/f]: week; the most common word in Latin for ‘seven’ is septem although this word could have that meaning, but it generally refers to a period of seven days i.e. a week (Late Latin: septimāna, -ae [1/f]). We can ‘dig’ a little because the word is originally from Anc. Gk. ἑβδομάς [hebdomás] ‘a group of seven’ (including days) < ἕβδομος [hébdomos] ‘seventh’ and ultimately from ἑπτά [heptá] ‘seven’ as in the Engl. deriv. heptagon

[c] seasons

vēr, -is [3/n]: spring

aetās, aetātis [3/f]: summer

autumnus, -ī [2/m]: autumn

hiems, -is [3/f]: winter

[d] months

[i] mēnsis, -is [3/m]: month

[i] -ius e.g. Iānuārius, -ī [2/m]

[ii] -er e.g. September, Septembris [3/m]

[iii] Aprīlis, -is [3/m]

[e] years

annus, -ī [2/m]: year

saeculum, -ī [2/n]: century

decennium, -ī [2/n]: decade (similarly quīnquennium, triennium, biennium)

Notes:

nudius tertius │ the day before yesterday; note the use of the ordinal number tertius (third)

The literal meaning of nudius is: ‘It is now the Xth day since ….’  i.e. Latin includes today in the calculation:

[1] today │ hodiē > [2] yesterday │ heri > [3] day before yesterday │ nudius tertius [it is now the third day]

This concept can be extended:

Hēia, nūdius quīntus nātus ille quidem est (Plautus) │ Why, indeed it is now the fifth day since he was born.

nam [i] heri et [ii] nudius tertius, ¦ quārtus, quīntus, sextus … (Plautus) │ for [i] yesterday and [ii] the day before yesterday, ¦ (and) the day before that, and the day before that, and the day before that

[2] Vocabulary: match the English words and expressions with the Latin in the word cloud

  • autumn
  • century
  • dawn
  • day
  • day after tomorrow
  • day before yesterday
  • daybreak
  • evening
  • every day
  • half an hour
  • hour
  • hour and a half
  • midday
  • month
  • night
  • only just
  • recently
  • spring
  • summer
  • today
  • tomorrow
  • week
  • winter
  • year
  • yesterday

aetās; annus; aurōra; autumnus; cotīdiē; crās; diēs; dīlūculum; hebdomas; heri; hiems; hodiē; hōra; iam prīmum; mēnsis; merīdiēs; nox; nudius tertius; nūper; perendiē; saeculum; sēmihōra; sēsquihōra; vēr; vesper

[2] Phrases

Loquāmur dē [+ ablative] │ Let’s talk about …

Quid est …? │ What is …?

Quot sunt annī partēs? │ How many (parts of the year) are there?

Quandō fuistī in scholā? │ When were you in school?

Tempus quōmodo dīviditur? │ How is time divided?

Ēnumerā (mihi) … │ Count (for me) …

Recēnsē (mihi) … │ Go over / review / revise (for me) …

Recēnsē ōrdine. │ Go over (them) in order.

Fac igitur. │ Do it, then / Therefore, do (it)

Dīc minōrēs annī partēs. │ Say (the smaller parts of the year)

Perge dīcere. │ Continue / carry on saying (them).

Quattuor sciō. │ I know four.

[3] Questions: can you answer the questions of a 16th century school teacher? You can see that the author designed them to provide one word or short phrase answers.

[i] Recēnsē mihi quāsdam speciēs temporis.

[ii] Quot sunt annī partēs? Ēnumerā mihi.

[iii] Annus quot mēnsēs habet? Recēnsē ōrdine.

[iv] Dīc minōrēs annī partēs.

[v] Quandō fuistī in scholā? │ When were you in school? > Fuī … │ I was …

[vi] Quandō [i] mē [ii] tēcum dūcēs? │ When will you take [i] me [ii] with you? > [i] Tē [ii] mēcum dūcam … │ I will take [i] you [ii] with me …

29.08.25: topic; Dialogī puerīlēs (Simon Roeth: 1556) [1] dē tempore (i) text and translation

If, for example, we were learning French, it’s highly unlikely we would use a book written in the 16th century. Even in Latin we may be wary of considering anything written in the style that the images show. However, the Latin used in these dialogues contains a wide range of vocabulary and phrases, and when we see them presented in a more contemporary way, it becomes obvious that the 16th century kids are learning to speak Latin. The dialogues are topic based, Roeth providing specific questions and options in terms of answers. 

The original text is in Latin and German, and so the image is only for quick reference. The English translations and macrons are mine. Features of spelling influenced by, for example, the (Late) Middle Ages e.g. seculum rather than saeculum, hyems instead of hiems, preciosissimus instead of pretiosissimus I have changed.

The book itself (the only online copy I could find) is available at:

https://books.google.co.th/books?id=6Bp63CiwqSEC&pg=PP5&hl=th&source=gbs_toc_r&cad=2#v=onepage&q&f=false

DIALOGUS QUĀRTUS dē tempore │ FOURTH DIALOGUE concerning the time

A: Loquāmur dē tempore. │Let’s talk about time.

B: Lubēns hoc faciō. │ I like doing that. [ = literally:  I do that willingly]

A: Quid est tempus? │ What is time?

B: Pretiōsissimus thēsaurus. │ A very precious treasure.

A: Tempus quōmodo dīviditur?  │ How is time divided?

B: In variās speciēs. │ Into various kinds.

A: Recēnsē mihi quāsdam. │ Go over some for me.

B: Saeculum, decennium, quīnquennium, triennium, biennium, annus │ century, decade, a period of five years, a period of three years (triennium), a period of two years, year

A: Quot sunt annī partēs? │ How many parts of the year are there?

B: Quattuor sciō. │ I know four.

A: Ēnumerā mihi. │ Count (them) for me.

B: Vēr, aetās, autumnus, hiems │ Spring, summer, autumn, winter

A: Annus quot mēnsēs habet? │ How many months does a year have?

B: Duodecim. │ Twelve.

A: Recēnsē ōrdine. │ Review (them) in order.

B: Faciam perīculum. │ I’ll try. [ = literally: I’ll make an attempt / I’ll take a risk]

A: Fac igitur. │ Do it then / so, do it [= literally:  therefore do (it)]

B: Iānuārius, Februārius, Mārtius, Aprīlis, Maius, Iūnius, Iūlius, Augustus, September, Octōber, November, December │ January, February, March, April, May, June, July, August, September, October, November, December

A: Dīc minōrēs annī partēs. │ Say the smaller parts of the year.

B: Hebdomas, diēs, nox, aurōra │ Week, day, night, dawn

A: Haec apta studiīs. Perge dīcere. │These (are) suitable for study. Carry on saying (them).

B: Hōra, sēmihōra, sēsquihōra, dīlūculum, merīdiēs, vesper, nudius tertius │hour, half an hour, hour and a half, daybreak, midday, evening, day before yesterday

A: Quandō fuistī in scholā? │ When were you in school?

B: Heri, hodiē, nūper, iam prīmum │ Yesterday, today, recently, just now

A: Quandō mē tēcum dūcēs? │When will you take me with you?

B: Crās, perendiē, cotīdiē, aut quandō lubet. │ Tomorrow, the day after tomorrow, every day, or when you want [= literally:  when it pleases].

A: Grātum mihi erit. │I’ll like that [= literally:  it will be pleasing to me]


28.08.25: Level 1: 3rd-iō conjugation verbs

This post follows on from the previous posts on 3rd and 4th conjugation verbs.

Links:

Level 1; Road to Latin [33]; [i] In peristȳlō [ii] Dē equō ligneō; (2) grammar: 3rd conjugation verbs

https://adckl.blogspot.com/2025/05/220825-level-1-road-to-latin-33-i-in.html

Level 1; Road to Latin [34]; [i] In peristȳlō [ii] Dē equō ligneō; (3) grammar: 3rd conjugation verbs; links

https://adckl.blogspot.com/2025/05/220825-level-1-road-to-latin-34-i-in.html

Level 1; Road to Latin [35]; [i] In peristȳlō [ii] Dē equō ligneō; (4) grammar: 4th conjugation verbs

https://adckl.blogspot.com/2025/05/250825-level-1-road-to-latin-35-i-in.html

Level 1; Road to Latin [36]; [i] In peristȳlō [ii] Dē equō ligneō; (5) grammar: 4th conjugation verbs; links

https://adckl.blogspot.com/2025/05/250825-level-1-road-to-latin-36-i-in.html

I leave this conjugation until last because it is formed partly from the 3rd conjugation and partly from the 4th i.e. it is better to be familiar with the 3rd and 4th before looking at what is happening in the 3rd-iō. The information below has been posted before:

https://adckl.blogspot.com/2024/04/180304-3rd-io-conjugation.html

https://www.facebook.com/groups/latinforstarters/posts/409226905021917/

However, a summary is posted here again since it naturally follows on from what has already been discussed.

If you look at the first image posted, you see two verbs side by side; in grammar books they are generally presented this way because both of them are classified as 3rd conjugation, the infinitive in short /e/. However, the verb on the right can be noted as [3-iō] although wiktionary (rather threateningly) lists this verb type as “third conjugation iō-variant”. 


Why is it called this?

[i] Here’s a 3rd conjugation: bibō, bibere [3]: drink

bibō      

>> bibis <<        

>> bibit <<

>> bibimus <<

>> bibitis <<

bibunt

[ii] Here’s a 4th conjugation: audiō, audīre [4]: hear

>> audiō <<      

audīs    

audit    

audīmus

audītis

>> audiunt <<

[iii] Now, the final ‘tick box’ of the conjugations:

faciō, facere [3-iō]: do; make

Take a second look; the first person singular looks like audiō [4th conjugation] but the infinitive is short /e/ -ere, like bibere [3rd conjugation], and what emerges is a combination of the two:

[1] fáciō [like 4th conjugation; compare audiō]: I do

Now it has the endings of the 3rd conjugation:

[2] fácĭs [compare: bíbĭs]: you (sg.) do

[3] fácĭt [compare: bíbĭt]: he / she / it does

[4] fácĭmus [compare: bíbĭmus]: we do

[5] fácĭtis [compare: bíbĭtis]: you (pl.) do

Then …

[6] fáciunt [like 4th conjugation: audiunt]: they do

The table below shows the three conjugations – 3rd, 3-iō and 4th – side-by-side. The accent marks [ʹ] and [˘] are only used here to show the differences in stresses. Note the way in which the 3-iō conjugation is formed partly from the third conjugation and partly from the fourth.

Compare the way in which 3rd, 3-iō and 4th conjugations are listed:

dūcō, -ere [3]; -ō / -ere

capiō, -ere [3-iō]; -iō / -ere

audiō, -īre [4]; -iō / -īre

Some frequently occurring verbs are of the 3-iō type:

accipiō, accipere [3-iō]: receive

capiō, capere [3-iō]: take; capture

cupiō, cupere [3-iō]: desire

effugiō, effugere [3-iō]: flee / escape from

fugiō, fugere [3-iō]: flee

iaciō, iacere [3-iō] throw

interficiō, interficere [3-iō]: kill

rapiō, rapere [3-iō]: seize; of course, the highly unpleasant word ‘rape’ is derived from this, but the original word, which, yes, could mean ‘rape’ also had a far wider meaning of ‘snatch; carry off; abduct’

Links

[1] further posts on the 3-iō conjugation

18.03.24: 3rd-iō conjugation

https://adckl.blogspot.com/2024/04/180304-3rd-io-conjugation.html

https://www.facebook.com/groups/latinforstarters/posts/409226905021917/

18.03.24: practice in the 3-iō conjugation

https://adckl.blogspot.com/2024/04/180324-practice-in-3-io-conjugation.html

https://www.facebook.com/groups/latinforstarters/posts/409455001665774/

[2] 3rd, 3-iō and 4th conjugations: all posts

[i] 3rd and 3-iō conjugation

https://mega.nz/file/GB9HXJyQ#rAlmUqjUcF0fjIlKKbqo0F0MWGj0FQB5zIvwHM2EpVo

[ii] 4th conjugation

https://mega.nz/file/aVUnDRwD#HnIrEIqAdtRrB4xOxakJ0v80ekm6Y60xt6xXhp0q5pA

27.08.25: Level 3; Sonnenschein; Prō Patriā [8]; Castellum Rutupīnum [6]

Temporibus antīquīs portus celeber hīc erat, cui nōmen erat Portuī Rutupīnō; nāvēs ex Galliā in Britanniam nāvigantēs ad hunc portum plērumque applicābantur. Nam omnium portuum Britannicōrum hic optimus erat. Castellum in lītore portūs stābat. Intrā mūrōs castellī est ārea lāta. In mediā āreā fundāmentum aedificiī antīquī vidēs, quod fōrmam crucis habet. Hodiē "Crux Sānctī Augustīnī" vocātur, sed temporibus Rōmānīs fundāmentum phārī erat, ut cūstōs castellī affirmāvit. Sub hāc cruce est aedificium subterrāneum, quattuor et quadrāgintā passūs longum; quod intrāvimus. Cēreōs in manū tenēbāmus, quōs cūstōs dederat; nam locus obscūrus erat. Ab hōc aedificiō cunīculus, in fōrmam quadrātam excavātus, sub magnam partem āreae pertinet.

Dum per cunīculum ambulāmus, amita mea "Cui erat ūsuī hic cunīculus?" inquit.

Et cūstōs sīc respondet: "Piget mē quod dē ūsū cunīculī nihil affirmāre possum. Ūsuī fortasse erat, sī castellum obsīdēbātur: ecce puteus altus, ex quō aqua praebērī poterat."

Postquam haec spectāvimus, iterum circum mūrōs ambulāvimus. Dum ad dextrum cornū castellī stāmus, patruus meus nōbīs reliquiās amphitheātrī Rōmānī mōnstrāvit, quod nōn procul aberat. Magna multitūdō nummōrum Rōmānōrum in castellō servantur; ex quibus ūnum mihi cūstōs vēnumdedit. Tum cūstōdem valēre iubēmus, et ad cēnam properāmus.

Notes:

[1] Difference in the meaning of quod between the first two extracts, and the third:

[i] In mediā āreā fundāmentum aedificiī antīquī vidēs, quod fōrmam crucis habet │ In the middle of the open area you see the foundation of a building which has the form of a cross.

[ii] Patruus meus nōbīs reliquiās amphitheātrī Rōmānī mōnstrāvit, quod nōn procul aberat. │ My uncle showed us the remains of the Roman amphitheatre which was not far away.

[iii] Piget mē quod dē ūsū cunīculī nihil affirmāre possum. │ It annoys me ¦ that I can state nothing about the use of the tunne; see previous post

[2] Examples of the dative of the relative pronoun:

[i] portus celeber hīc erat, cui nōmen erat Portuī Rutupīnō │ There was a famous port here [literally: to which was the name] > which had the name Portus Rutupinus; note that the name of the port is in the dative case, and that will be explained in the next post with further examples

[ii] Cui erat ūsuī hic cunīculus? │ To whom was this tunnel of use?

[3] Connecting relatives

When we see forms of quīquae and quod, the immediate translation which comes to mind is ‘who’ or ‘which’; in grammar this is known as a relative pronoun as it is referring back to a person / thing in the same sentence (the antecedent) i.e. they introduce a relative clause.

Tum in [i] silvās [antecedent] ¦ [ii] in quibus leō habitabat [relative clause] ¦ statim iter fēcit. │ Then he immediately travelled into the [i] forests ¦ [ii] in which the lion lived.

[i] Omnēs [antecedent] ¦ [ii] quī eam regiōnem incolēbant [relative clause] ¦ erant laetissimī │[i] Everyone ¦ [ii] who inhabited that region ¦ was very happy.

However, the relative pronouns quī etc. can also start a sentence referring to [a] a specific person or thing in the previous sentence or [b] the entire idea of the previous sentence.

The relative pronoun, therefore, is making a connection with the preceding sentence which is why, in grammar, it is known as a connecting relative.

In this position it is not translated as “who” or “which” but by a pronoun or demonstrative that refers to the antecedent.

(a)

[i] Caesar Rubicōnem trānsiit. [ii] Quī posterā diē adversus Rōmam profectus est. │ [i] Caesar crossed the Rubicon. On the next day [ii] he set out towards Rome.

It is common in translation to connect the two sentences with ‘and’:

Caesar crossed the Rubicon, and he set out towards Rome on the next day.

[i] Ancilla tandem advēnit. [ii] Quam ubi vīdī, laetissimus eram │ [i] The slave girl arrived. When I saw [ii] her, I was very happy, or The slave girl arrived, and when I saw her, I was very happy.

[i] Ille servus effugit. [ii] Quem posteā captum graviter pūnīvī. │ [i] That slave escaped, and afterwards, when he had been caught [ii] I punished him severely.

(b)

In the following examples, the connecting relative does not refer to a specific noun, but to the entire statement made in the preceding sentence:

[i] Canis equum adiūvit. [ii] Quod ubi vīdimus, mīrātī sumus │ The dog helped the horse. When we saw that, we were amazed, i.e. the connecting relative is not referring to the dog or to the horse, but to the whole event.

Similarly:

[i] Mīlitēs nostrī omnēs effūgērunt. [ii] Quod ubi vīdimus, laetissimī erāmus. │ [i] All our soldiers escaped. [ii] When we saw that, we were very happy.

Note in the next example the inclusion of verbīs to indicate that the connecting relative is referring to something that was heard.

[i] Victōria tandem Rōmae relāta est. [ii] Quibus verbīs audītīs omnēs gāvīsī sumus. │ [i] The victory was finally reported in Rome, [ii] and with these words having been heard [= and when these words had been heard, we all rejoiced.

[i] Pȳthia iussit eum ad urbem Tiryntha discēdere et ibi rēgī Eurystheō sēsē committere. │ Pythia commanded him to depart to the city of Tiryns and there commit / entrust himself to Eurystheus.

[ii] Quae ubi audīvit, Herculēs ad illam urbem statim contendit │ and when he heard these things Hercules immediately hurried to that city.

In the Sonnenschein text, there are examples of this. Most of them could be translated as a relative clause like all the others, but the inclusion of the semi-colon in the text also invites the translation of a connecting relative.

[1] Sub hāc cruce est aedificium subterrāneum, quattuor et quadrāgintā passūs longum; quod intrāvimus.

Beneath this cross is an underground building, 44 yards long, …

The translation could continue as either [i] … which we entered, or [ii] … and we entered it

[2] Magna multitūdō nummōrum Rōmānōrum in castellō servantur; ex quibus ūnum mihi cūstōs vēnumdedit.

A very large number of Roman coins are kept in the castle …

The translation could continue as either [i] … one of which the guard sold to me, or [ii] … and the guard sold one of them to me

From earlier parts of this text:

[a]

… posteā autem ipse aegrōtāvit et Eburācī exspīrāvit. Quō annō quīnquāgintā mīlia Rōmānōrum ā Calēdonibus trucīdāta fuisse narrantur. │ … but afterwards he himself also died in York. And in that year  50,000 Romans are said to have been slaughtered by the Caledonians.

[b]

[1] Et Antōnīnus Pius … alterum vallum in ipsā Calēdoniā … aedificāvit: [2] cui nōmen hodiernum est Graham's Dyke.

[1] And Antoninus Pius built a second rampart in Caledonia itself …

[2] [i] literally: to which the name today is … > … which today has the name …; [ii] … and its name today is … / … and today it has the name …

[c]

[1] Itaque necesse fuit Hadriānō … magnum illud vallum … aedificāre; [2] cuius reliquiae hodiē spectantur.

[1] Therefore, it was necessary for Hadrian to build that large rampart

[2] [i] … the remains of which are seen today; [ii] and its remains are seen today

The key point is to translate the relative pronoun into a grammatically correct English structure i.e. Latin can begin a sentence with the equivalent of ‘which’, whereas English cannot.

He told me he was leaving. *Which* wasn’t true. Latin can express it that way, but it is incorrect in English.

> He told me he was leaving, and it wasn’t true. / He told me he was leaving, which wasn’t true.

26.08.25: H & B; level 2; reading; An Ancient Sorceress

Ulixēs cum comitibus ōlim ad īnsulam Aeaeam nāvigāvit: habitābat in eā īnsulā Circē, dea propter artem magicam nōtissima. Ulixēs prīmō in ōra manēbat, comitum nōnnūllōs in interiōrem partem īnsulae mīsit. Ex hīs Euryldechus sōlus ad ducem revertit. ‘Magnum nōs perīculum manet in hāc īnsulā,’ inquit; ‘vix ā tē discesserāmus ubi magnam domum in mediā silvā vīdimus: prope portās errābant multa animālia, neque tamen nōs oppugnābant. Tum domō excessit fēmina, vel dea, pulcherrima: verbīs nōs dulcibus compellāvit et cibum dedit: tum comitēs meōs repente virgā ferit et in suēs vertit. Ego sōlus domum nōn intrāveram, sōlus ad tē revertī.” Tum Ulixēs ad locum statim prōperāvit: occurrit in itinere Mercurius. ‘Frūstrā tū,’ inquit, ‘homō contrā deam pugnābis: meō tamen auxiliō incolumis eris. Tum herbam magicam dedit et multa monēbat. Itaque nōn sōlum sibi sed comitibus salūtem comparāvit: nam Circē frūstrā contrā Ulixem artēs exercuit et comitibus fōrmam hūmānam reddidit.

[1] Lines 1 – 4; translate into English (15)*:

Ulixēs cum comitibus ōlim ad īnsulam Aeaeam nāvigāvit: habitābat in eā īnsulā Circē, dea propter artem magicam nōtissima. Ulixēs prīmō in ōra manēbat, comitum nōnnūllōs in interiōrem partem īnsulae mīsit. Ex hīs Euryldechus sōlus ad ducem revertit.

[2] Lines 4 – 8 [Magnum … revertī] Complete this summary of the main points with a single word for each blank (14):

[i] There was a great __________ on this island.

[ii] There was a large house in the __________ of the __________.

[iii] Many __________ were __________ near the house but they did not __________.

[iv] A very __________ woman or __________ came out of the house.

[v] She addressed the men with __________ words and gave them __________.

[vi] Circe turned the men into __________ with a __________.

[vii] Euryldechus did not __________ the house and only Euryldechus _________.

[3] Lines 8 – end [Tum Ulixēs … reddidit]

[i] What did Ulysses immediately do? (1)

[ii] Who did he meet on the way? (1)

[iii] What is the meaning of frūstrā and why is it appropriate in the context of lines 9 - 10? (2)

[iv] meō tamen auxiliō incolumis eris

How was Ulysses helped? (2)

[v] How does the story end? Give details (5) [Itaque [i] nōn sōlum sibi ¦ [ii] sed comitibus [iii] salūtem comparāvit: nam [iv] Circē frūstrā contrā Ulixem artēs exercuit et [v] comitibus fōrmam hūmānam reddidit.]

[4] Identify the case of the words in bold and explain why it is being used:

[i] domō excessit fēmina

[ii] verbīs nōs dulcibus compellāvit

[iii] nōn sōlum sibi sed comitibus salūtem comparāvit

[4] Identify the tenses of the verbs in bold and explain why it is being used:

vix ā tē [i] discesserāmus ubi magnam domum in mediā silvā [ii] vīdimus: prope portās [iii] errābant multa animālia



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

Map of Italy with Aeaea marked south of Rome (Abraham Ortelius, 1624): Aeaea insula, quae Circes domicilium

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

"Circea" in Boccaccio's c.1365 De Claris Mulieribus, a catalogue of famous women, from a 1474 edition

A 19th century painting by John William Waterhouse depicting the sorceress Circe of Homer's Odyssey

____________________

*[i] At one time [ii] Ulysses sailed [iii] with his companions [iv] to the island of Aeaea: [v] on that island [vi] lived Circe, [vii] a goddess very well-known [viii] on account of (her) skill in magic. [ix] At first [x] Ulysses remained on the shore [xi] (and) sent some / several of (his) companions [xii] into the inner part of the island. [xiii] Of these [xiv] only Euryldechus / Euryldechus alone returned [xv] to the commander.