10.10.25: Level 3; DĒ GALLIĀ OMNĪ I; irregular verbs [14]: [ii] eō, īre; ferō, ferre; fiō, fierī; answers

[A]

[i] (1) They are happy to go / willingly go │ libenter eunt; (2) the teacher will tell a story (3) about Caesar │ (2) magister fābulam ¦ (3) dē Caesare (2) nārrābit

[ii] their tutor │ paedagōgus

[iii] (a) F; (b) T; (c) F; (d) F; (e) T; (f) F

[iv] the pupils are (1) attentive / diligent; (2) everything is done / happens very quickly / with great speed; (3) styluses and tablets are soon put down (3) it becomes silent │ In lūdō discipulī sunt (1) dīligentēs et (2) omnia magnā cum celeritāte fīunt. (3) Mox stilī tabellaeque dēpōnuntur et (4) silentium fit.

[B] “Ad multās terrās Caesar iit et multōs annōs cum incolīs eārum terrārum bellum gessit. Ā Galliā Rōmam multa spolia tulit et propter magnās victōriās imperātor factus est. Fortasse vōs quoque, meī discipulī, fīētis magnī ducēs. Tum ad terrās extrēmās ībitis et cum hostibus bellum gerētis. Multa spolia et clārōs obsidēs Rōmam ferētis.”

[C]

[i] (1) For a long time it has already been the custom (2) for (of) pupils of many countries (3) to read the commentaries (4) of the Gallic War (5) written by Caesar himself; (6) they always like [literally: it always pleases them] (7) to read the words of Caesar.

[ii] no: at times difficult, at times easy │ Iam difficile est …; iam facile est

[iii] (1) very happy │ magnum gaudium; (2) the teacher will read a story (3) written by Caesar │ (1) magister fābulam (3) ā Caesare scrīptam (2) leget

[iv] (1) put down their (2) pencils and boards │ (2) stilōs tabellāsque (1) dēpōnere

[v] Many are rather difficult │ multae sententiae sunt difficiliōrēs

[vi] (a) repeat them │ īsdem verbīs reddere [literally: to give back with the same words] (b) don’t need [lierally: will not be necessary] to do the same thing │ Nōn necesse erit vōbīs eadem agere.

[vii] with the greatest / very great attention │ maximā cum dīligentiā

[D]

[i] three parts │ partēs trēs

[ii] inhabitants of Gaul  │  quārum ūnam incolunt …

[iii] language, customs, laws │ Hī omnēs linguā, īnstitūtīs, lēgibus inter sē differunt

[iv] rivers │ Garumna flūmen; flūmina Mātrona et Sēquana

[v] (1) The Garumna (Garonne) divides / separates the Gauls (2) from the Aquitanians; (3) the Matrona (Marne) and Sequana (Seine) divide them (4) from the Belgae │ (1) Gallōs ¦ (2) ab Aquītānīs ¦ (1) Garumna flūmen dīvidit; (3) eōs ¦ (4) ā Belgīs ¦ (3) flūmina Mātrona et Sēquana dīvidunt.

[E]

[i]

(he) willingly goes │ libenter it

(they) willingly go │ libenter eunt

Caesar went │ Caesar iit

you (pl.) will go │ ībitis

[ii]

Aulus … brings a helmet │ Aulus galeam … fert

Lucius … brings a shield │ Lūcius scūtum … fert

you (pl.) will bring │ ferētis

The boys … bring │ puerī … ferunt

(he) brought many spoils from Gaul ¦ to Rome │ Ā Galliā Rōmam multa spolia tulit

the weapons which … Marcus brought ¦ from Gaul │ Tēla quae … Mārcus ¦ ā Galliā attulit

they differ from each other │ inter sē differunt

[iii]

It becomes silent │ silentium fit

you (pl.) will become great leaders │ vōs … fīētis magnī ducēs

Everything happens [ = all things are done] with great speed │ omnia magnā cum celeritāte fīunt

(he) became / was made commander │ imperātor factus est

[F]

1. The teacher’s stories also delight him │ Fābulae magistrī eum quoque dēlectant
2. They always like [literally: it always pleases them …] to read Caesar’s words │ Semper eōs iuvat Caesaris verba legere
3. It will be necessary … to pay attention │ Erit necesse … operam dare
4. It will not be necessary for you ¦ to do the same things. │ Nōn necesse erit vōbīs eadem agere
5. It is difficult to understand │ Difficile est … intellegere
6. For a long time it has been [ = it is] the custom for pupils … to read the commentaries … │ Iam diū mōs est discipulōs … commentāriōs … legere
7. The teacher tells [orders / commands] the pupils ¦ to put down the pencils. │ Magister iubet discipulōs stilōs tabellāsque dēpōnere
8. He tells (them) all ¦ to listen to / “take in” the words │ Deinde iubet omnēs … verba accipere

10.10.25: Level 3 DĒ GALLIĀ OMNĪ I; irregular verbs [13]: [ii] eō, īre; ferō, ferre; fīō, fierī; vocabulary; text; questions

Vocabulary

[1]

commentāriī, -ōrum, [2/m/pl]: records, commentaries

institūtum, -ī [2/n]: practice, custom

operam dare: to pay attention; take pains

silentium, silentiī [2/n]:  silence

[2] People and places:

Aquītānī, -ōrum [2/m]: the Aquitanians, inhabited that part of France now called Gascony, in the extreme southwestern corner

Belgae, -ārum [2/m/pl]: the Belgians, occupied a territory much larger than modern Belgium, extending roughly from the Seine to the Rhine and from the English Channel and the North Sea to Rheims and Trier

Gallicus, -a, -um: Gallic, of Gaul

Garumna, -ae [1/m]: the river Garonne

Matrona, -ae [1/f or m]: the river Marne

Sēquana, -ae [1/f or m]: the river Seine

[3]

dēpōnō, -ere, dēposuī, dēpositus: to put aside, lay down

incipiō, -ere, incēpī, inceptus: to begin, undertake

intellegō, -ere, intellēxī, intellectus: to understand

iubeō, -ēre, iussī, iussus: to order, bid

reddō, -ere, reddidī, redditus: to give again, give back, return

[4] īdem, eadem, idem: the same

• eadem agere: to do the same things
• īsdem verbīs reddere: to repeat [literally: to give back with the same words]

link:

https://adckl.blogspot.com/2025/04/100725-level-3-labours-of-hercules-vii.html

[5] Note: all of these will be discussed after the second section of this text has been completed)

eō, īre, iī/īvī, itūrus: to go

ferō, ferre, tulī, lātus: to bear, bring, carry

afferrō, afferre, at¦tulī, al¦lātus: to bring to, convey

differō, differre, distulī, dīlātus: to carry away; (here): differ

• inter sē differre: to differ from one another

fiō, fierī, factus sum: to be made, be done, happen​

Text and Questions (answers are in the next post)

[A] Lūcius et Aulus hodiē ad lūdum libenter eunt quod magister fābulam dē Caesare nārrābit. Paedagōgus libenter it, nam fābulae magistrī eum quoque dēlectant. Tēla quae frāter Mārcus ā Galliā attulit puerī ad lūdum ferunt; Lūcius scūtum Gallicum fert et Aulus galeam Gallicam fert. In lūdō discipulī sunt dīligentēs et omnia magnā cum celeritāte fīunt. Mox stilī tabellaeque dēpōnuntur et silentium fit. Tum magister incipit:

[i] How do Lucius and Aulus feel about going to school? Why? (3)

[ii] Who is going with them? (1)

[iii] True or False?

(a) Marcus is bringing weapons to the school.

(b) Marcus brought weapons from Gaul.

(c) Marcus brought weapons to Gaul.

(d) Marcus is the boys’ tutor.

(e) Lucius is bringing a shield.

(f) Aulus is bringing a sword.

[iv] “In lūdō discipulī sunt dīligentēs et omnia magnā cum celeritāte fīunt. Mox stilī tabellaeque dēpōnuntur et silentium fit.” How do we know that the pupils are very enthusiastic about what is going to happen? (4)

[B] Complete this section of the text with the verbs listed below. Use the English translation as a guide.

“Caesar went to many lands and waged many wars with the inhabitants of those lands. He brought many spoils from Gaul to Rome and he became [was made] commander on account of the great victories. Perhaps you also, my pupils, will become great leaders. Then you will go to the most distant lands and will wage war with the enemies. You will bring many spoils and famous hostages to Rome.”

 “Ad multās terrās Caesar __________ et multōs annōs cum incolīs eārum terrārum bellum __________. Ā Galliā Rōmam multa spolia __________ et propter magnās victōriās imperātor __________. Fortasse vōs quoque, meī discipulī, __________ magnī ducēs. Tum ad terrās extrēmās __________ et cum hostibus bellum __________. Multa spolia et clārōs obsidēs Rōmam __________.”

factus est; ferētis; fiētis; gerētis; gessit; ībitis; iit; tulit

[C] Iam diū mōs est discipulōs multārum terrārum commentāriōs bellī Gallicī ā Caesare ipsō scrīptōs legere; semper eōs iuvat Caesaris verba legere. Iam difficile est eius sententiās intellegere; iam facile est. Hodiē est magnum gaudium in lūdō Americānō, nam magister fābulam ā Caesare scrīptam leget. Magister iubet discipulōs stilōs tabellāsque dēpōnere. “Erit necesse,” inquit magister, “operam dare, quod multae sententiae sunt difficiliōrēs. In lūdō Rōmānō magister fābulās nārrābit; tum discipulī eās verbīs īsdem reddēbant. Nōn necesse erit vōbīs eadem agere.” Deinde iubet omnēs maximā cum dīligentiā verba accipere et incipit:

[i] Transate: Iam diū mōs est discipulōs multārum terrārum commentāriōs bellī Gallicī ā Caesare ipsō scrīptōs legere; semper eōs iuvat Caesaris verba legere. (8)

[ii] Is it always difficult to read what Caesar writes? (2)

[iii] What is the mood in the American school? Why? (3)

[iv] What does the teacher tell the pupils to do? (2)

[v] What does the teacher say about the sentences? (1)

[vi] (a) What were Roman pupils expected to do when they heard stories, and (b) how is it different for the American pupils? (2)

[vii] How should the pupils listen to what is said? (1)

[D] “Gallia est omnis dīvīsa in partēs trēs; quārum ūnam incolunt Belgae, aliam Aquītānī, tertiam Gallī. Hī omnēs linguā, īnstitūtīs, lēgibus inter sē differunt. Gallōs ab Aquītānīs Garumna flūmen dīvidit; eōs ā Belgīs flūmina Mātrona et Sēquana dīvidunt.”

[i] How is Gaul divided? (1)

[ii] Who are the Belgae, Aquitanī and Gallī? (1)

[iii] In what ways are they different from each other? (3)

[iv] What are the Garumna, Mātrona and Sēquana? (1)

[v] How do they affect the divisions of Gaul? (4)

[E] The text focuses on three irregular verbs: [i] eō, īre (go) [ii] ferō, ferre (bring), fiō, fīerī (become); find the Latin:

[i]

(he) willingly goes

(they) willingly go

Caesar went

you (pl.) will go

[ii]

(he) brought many spoils from Gaul ¦ to Rome

Aulus … brings a helmet

Lucius … brings a shield

The boys … bring

the weapons which … Marcus brought ¦ from Gaul

they differ from each other

you (pl.) will bring

[iii]

(he) became / was made commander

Everything happens [ = all things are done] with great speed

It becomes silent [ = silence is made]

you (pl.) will become great leaders

[F] In this exercise, find the Latin in the text.  Although this is part of a much broader topic, also, for the moment, note how the phrases and how the infinitives are used.

1. The teacher’s stories also delight him
2. They always like [literally: it always pleases them …] to read Caesar’s words
3. It will be necessary … to pay attention
4. It will not be necessary for you ¦ to do the same things.
5. It is difficult to understand
6. For a long time it has been [ = it is] the custom for pupils … to read the commentaries …
7. The teacher tells [orders / commands] the pupils ¦ to put down the pencils.
8. He tells (them) all ¦ to listen to / “take in” the words

10.10.25: Level 3; Artayctēs [2]

The answers are at the end of the post.

A STRANGE STORY

[C] Complete the Latin text with the phrases listed below. Use English translation as a guide and note the differences in the numbered word order. The answer is at the end of the post.

Such a / the following miracle [i] is said [ii] to have happened [iii] to one [iv] of the guards, [v] while cooking fish [vi] pickled in salt. The fish, [vii] while lying in the fire, [viii] began to jump [viii] as if [ix] (they had been / having been) caught very recently.

[i] __________ tāle prōdigium [ii] __________ [iii] __________ [iv] __________, piscēs sale [vi] __________ [v] __________. Piscēs in igne [vii] __________ īnsilīre [viii] __________ [ix] __________ nūperrimē [x] __________.

accidisse; captī; conditōs; coquentī; dīcitur; ē cūstōdibus; iactentēs; incēpērunt; quasi; ūnī

[D] Complete the English translation with the phrases listed below. The answer is at the end of the post.

[i] Obstupuērunt omnēs: sed Artayctēs, [ii] vīsō prōdigiō, hominī dīxit: "Hospes Athēniēnsis, [iii] nē hoc prōdigium veritus sīs, [iv] nōn enim tibi oblātum est. Hoc ad mē [v] pertinet. Prōtesilāus ipse in hīs piscibus est: mihi etiam dīxit: “Tē, ō Artaycta, pūnīre [vi] possum [vii] ob [viii] ablātās dīvitiās.” Nunc igitur eī dīvitiās restituere [ix] volō: [x] prō pecūniīs ē templō Prōtesilāī [xi] sublātīs, centum talenta dabō: prō mē et fīliīs meīs ducenta talenta Athēniēnsibus [xii] solvam."

Everybody [i] __________, but Artayctes, [ii] __________, said to the man: “Athenian stranger, [iii] __________ this miracle, for [iv] __________ for you. This [v] __________ to me. Protesilaus himself is in these fish: he has also said to me, “[vi] __________ to punish you, O Artayctes, [vii] __________ the riches that [viii] __________.” Now therefore [ix] __________ to restore his wealth to him. [x] __________ the money [xi] __________ from the temple of Protesilaus I shall give a hundred talents; for myself and my sons [xii] __________ two hundred talents to the Athenians.’

do not be afraid of

having seen the miracle

I am able

I am willing

I shall pay

in return for

it has not been shown

on account of

refers / has reference

stolen

that have been taken away

was astonished

Notes:

[i] veritus: scared; from vereor, verērī, veritus sum [2/deponent]

[ii] nē … sīs: this is a subjunctive, a topic soon to be covered in detail in the group. Here it is being used as a type of command i.e. literally: may you not be …; nē hoc prōdigium veritus sīs │ may you not be scared of this miracle = do not be afraid of this miracle

____________________

[C]

[i] Dīcitur tāle prōdigium [ii] accidisse [iii] ūnī [iv] ē cūstōdibus, piscēs sale [vi] conditōs [v] coquentī. Piscēs in igne [vii] iacentēs īnsilīre [viii] incēpērunt [ix] quasi nūperrimē [x] captī.

[D] Everybody [i] was astonished, but Artayctes, [ii] having seen the miracle, said to the man: “Athenian stranger, [iii] do not be afraid of / fear this miracle, for [iv] it has not been shown / exhibited for you. This [v] refers to me. Protesilaus himself is in these fish: he has also said to me, “[vi] I am able to punish you, O Artayctes, [vii] on account of the riches that [viii] have been taken away.” Now therefore [ix] I am willing to restore his wealth to him. [x] In return for the money [xi] stolen from the temple of Protesilaus I shall give a hundred talents; for myself and my sons [xii] I shall pay two hundred talents to the Athenians.’

09.10.25: Level 2; Reading (review): [21] Tyrants, enemies, foreign rulers

Note: these readings marked as 'review' highlight aspects of the language that have been covered in depth in previous posts. Some brief explanation will be given together with links to all the main posts that dealt with the topic.

“Tandem Syrācūsānī fīlium Dionȳsiī tyrannī fugāvērunt, et Athēnīs virī intrepidī fīliīs Pīsistratī īnsidiās parāvērunt. Hipparchum necāvērunt, Hippiās fugam capessīvit. Mox autem patria mea in summō perīculō fuit; iam Persae cum magnīs cōpiīs adībant, oppida et templa dēlēbant. Sed nōs ē patriā exiimus, fēminās līberōsque in īnsulam propinquam trānsportāvimus. Tum ā deīs auxilium petīvimus, arma capessīvimus Persāsque superāvimus, quamquam cōpiae nostrae parvae, Persārum cōpiae magnae fuērunt.”

Tum Mārcus: “Vōbīs summam glōriam parāvistis, quod tot adversāriōs tantā victōriā superāvistis.”

Et Dēmarātus: “Tum concordia Graecōrum magna erat, neque Graecī cum Graecīs pugnābant. Mox autem aliī aliōs lacessīvērunt, multīs bellīs dēbilitāvērunt, postrēma praeda Philippī, Alexandrī, Rōmānōrum fuērunt. Fuimus virī līberī!”

Mārcus autem: “Multa nārrāvistī, amīce, ego quoque iam multa nārrāvī. Iuvat nārrāre, sed etiam ambulāre iuvat. Itaque nunc ambulābimus.”

Image #1: the text reviews the formation of the perfect tense with the perfect tense endings added to the stem of the 3^rd principal part of the verb:

laudō, laudāre, laudāv¦ī

laudāv¦ī: I (have) praised

laudāvistī: you (sg.) (have) praised

laudāvit: he / she / it (has) praised

laudāvimus: we (have) praised

laudāvistis: you (pl.) (have) praised

laudāvērunt: they (have) praised

Image #2: the text focuses on those verbs which have -v- as the perfect tense stem. However, the image is simply a reminder that perfect tense stems can often not be predicted and have to be learned from the third principal part of the verb, but whatever that stem is, the same perfect tenses endings are always added.

Image #3: perfect tense of sum, esse

The following link contains all the main posts on the topic of the perfect tense:

https://mega.nz/file/WQtmyLQL#pRb1pfjewQtMCIAyiApva9LHKPTakittNaCdQ1RC7po

08.10.25: Level 1; Carolus et Maria [7][ii] vocabulary check

Match the English word with the Latin in the wordcloud

dear

door

famous

kind

pleasing

rose

there

window

with

Look in the wordcloud for the words below in bold:

[i]

you are my friend │ __________ es amīca mea

I like / love you │ __________ amō

I am giving roses to you │ __________ dōnum dō

[ii]

I take care of the roses │ __________ rosās cūrō

You are kind to me │ Tū es __________ benigna

[iii]

The forest is large │__________ est magna

I love the forest │__________ amō

I am walking in the forest │in __________ ambulō

[iv]

The girl is happy │__________ est laeta

I see the girl │__________ videō

The roses are pleasing to the girl │ Rosae __________ sunt grātae

I am walking with the girl │ Cum __________ ambulō

benignus, -a, -um; cārus, -a, -um; clārus, -a, -um; cum; ego; fenestra; grātus, -a, -um; iānua; ibi; mihi; puella; puellā; puellae; puellam; rosa; silva; silvā; silvam; tē; tibi; tū

08.10.25: Level 1; Carolus et Maria [7][i]

Carolus et Maria VII

In silvā est casa parva et pulchra. Ibi habitat Helena, amīca Mariae. Helena est fīlia pulchra agricolae bonī. Frātrēs et sorōrēs habet. Agricola est pater benignus. Clārus nōn est quod fāma est parva, sed Helenae est benignus. Hic vir magnam pecūniam nōn habet. Helena saepe cum Mariā in silvā ambulat. Silva est alta et magna. Puellae silvam laudant quod puellīs silva est grāta. Maria Helenam amat. Maria Helenae fābulās de Italiā nārrat et amīcae pictūrās Italiae mōnstrat. Ex fenestrā Maria silvam videt, et saepe casam Helenae spectāre cupit, sed silva est magna.

Nunc Maria fenestram aperit. Laeta est quod ibi rosās videt. Helena rosās habēre cupit. Maria in viā ambulat et rosās portat. Maria Helenae rosās ostendere cupit et Helena est laeta. Hae puellae sunt amīcae cārae. Helenae rosae sunt grātae quod rosās in casā nōn habet. Iānua Helenae est aperta. Nunc ibi est Helena. 

Maria: Salvē, Helena.

Helena: Salvē, Maria.

Maria: Hoc est dōnum. Tibi rosās dō.

Helena: Tibi grātiās agō. Semper rosās cupiō. Tū es mihi benigna.

Maria: Tē amō, quod tū es amīca mea cāra.

Helena: Habēsne multās rosās? Cūrāsne tū rosās?

Maria: Ita, multās habeō. Ego rosās cūrō. Interdum rosās Carolus cūrat. Rosae sunt mihi grātae et hās cūrāre cupiō.

Helena: Cūr Carolus rosās cūrāre nōn cupit?

Maria: Carolus est puer et rosae nōn semper puerīs grātae sunt. Frāter meus fābulās legere cupit et in silvā cum virīs labōrat. Interdum cum amīcō, Cassiō, ambulat. Cassius Carolō est cārus quod hī sunt amīcī. Tū es mihi cāra quod tū es amīca mea. Valē, Helena.

Helena: Valē, Maria.

Helena iānuam claudit.

Vocabulary

[1]

fenestra: window

iānua: door

rosa: rose

silva: forest; wood

[2]

tū es amīca mea │ you are my friend

tē amō │ I like / love you

tibi rosās dō │ I am giving roses to you

[3]

benignus, -a, -um: kind

• Helena > Helenae est benignus │ he is kind to Helena
• ego > Tū es mihi benigna │ You are kind to me

cārus, -a, -um: dear

• Carolus > Cassius Carolō est cārus │ Cassius is dear to Carolus
• ego > Tū es mihi cāra │ You are dear to me

clārus, -a, -um: famous

grātus, -a, -um: pleasing

• Helena > Helenae rosae sunt grātae │ The roses are pleasing to Helena = Helena likes the roses
• Puerī > rosae nōn puerīs grātae sunt │ The roses are not pleasing to the boys = the boys don’t like the roses
• puellae > puellīs silva est grāta │ The forest is pleasing to the girls = the girls like the forest
• ego > Rosae sunt mihi grātae │ The roses are pleasing to me = I like the roses

[4]

cum (+ ablative case): (together) with

• Maria > cum Mariā … ambulat │ he is walking with Maria
• amīcus > cum amīcō … ambulat │ he is walking with a friend
• virī > cum virīs labōrat │ he is working with the men

ibi: there

[5]

[i]

ambulō: I walk / am walking

Maria in viā ambulat │ Maria is walking in the street

[ii]

Ego rosās cūrō │ I take care of the roses

Cūrāsne tū rosās? │ Do you take care of the roses?

Rosās Carolus cūrat │ Carolus takes care of the roses

Hās cūrāre cupiō. │ I want to take care of them

[iii]

claudō: I close

Helena iānuam claudit │ Helena closes the door

[iv]

aperiō: I open

Maria fenestram aperit │ Maria opens the window

Notes

One of the important aspects of this entire book is its conscious repetition of the case endings and the way in which it manipulates the language to show certain very common features.  

[1] Do not try to learn all the case endings at once.

[2] Begin to identify the main uses of these case.

The image shows [1] the case endings for the 1^st declension of nouns and [2] the main uses of the cases for all nouns. You can see that this is can be summarised even with one example sentence although two are listed for each one. The two examples for the ablative case show three of the most common prepositions used.

Nominative     

silva est magna │ the forest is large

Maria fābulās nārrat│ Maria tells stories

Genitive            

Helena est fīlia agricolae │ Helena is a farmer’s daughter / the daughter of a farmer

pictūrās Italiae mōnstrat │ she shows pictures of  Italy

Dative

Maria Helenae fābulās nārrat │ Maria tells stories to Helena

Helenae rosae sunt grātae│ the roses are pleasing to Helena

Accusative

puellae silvam laudant│ the girls praise the forest

Maria fenestram aperit│ Maria opens the window

Ablative

Helena cum Mariā in silvā ambulat │ Helena is walking with Maria in the forest

ex fenestrā Maria silvam videt│ out of the window Maria sees the forest