20.10.25: Level 1; Carolus et Maria: Review Units [6] – [10][ii] verbs

The early sections of Carolus et Maria focus on the first and second conjugation verbs. They do, however, gently introduce the other conjugations i.e. the 3rd, 3rd-iō and 4th conjugations. Many examples of the 3rd conjugation are given since it is the most commonly found of these three conjugations, and far more information is given in the links. As with the noun declensions, don’t try to learn everything at once. First of all note:

(1) The personal endings i.e. who is performing the action is always clear, and applies to all conjugations of the verbs.

-ō: I

-s: you (singular)

-t: he / she / it

-mus: we

-tis: you (plural)

-nt: they

(2) the verbs are classified into different conjugations based upon their stem i.e. the vowel to which the ending is added

[1] 3^rd conjugation

Fābulās tuās in epistulīs tuīs semper legō │ I always read your stories in your letters

Bene scrībis │ You write well

Helena iānuam claudit │ Helena closes the door

Magistra hās epistulās in scholā legit │ The teacher reads these letters in school

Pater intellegit │ The father understands

Iūliae dōnum ostendit │ He shows the gift to Julia

Nōn legit │ He does not read  / He isn’t reading

Fābulās legimus │We read stories

Intellegitisne, discipulī? │ Do you understand, pupils?

Discipulī linguam Latīnam discunt │ The pupils are learning Latin

Magistrae dōnum et epistulam puer et puella ostendunt │ The boy and the girl show the letter and the gift to the teacher

LINKS: 3^rd conjugation

11.03.24: introduction to 3rd conjugation verbs ... and how to be a worthless dice player!

https://adckl.blogspot.com/2024/04/110324-introduction-to-3rd-conjugation.html

11.03.24: 3rd conjugation verbs: ways of learning [1]

https://adckl.blogspot.com/2024/04/110324-3rd-conjugation-verbs-ways-of.html

11.03.24: simple practice for the 3rd conjugation

https://adckl.blogspot.com/2024/04/110324-simple-practice-for-3rd.html

11.03.24: ways of learning [2]

https://adckl.blogspot.com/2024/04/110324-ways-of-learning.html

24.10.24: Level 1; review; practice in the verbs [8]; 3rd conjugation

https://adckl.blogspot.com/2024/09/241024-level-1-review-practice-in-verbs.html

[2] 3^rd-iō conjugation

Pater cēnam bonam cupit │ The father desires (wants) a good dinner

Maria et Carolus in scholā esse nōn cupiunt │ Maria and Carolus do not want to be in school

LINKS: 3^rd-iō conjugation

18.03.24: 3rd-iō conjugation

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

18.03.24: practice in the 3-iō conjugation

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

28.08.25: Level 1: 3rd-iō conjugation verbs

https://adckl.blogspot.com/2025/05/280825-level-1-3rd-io-conjugation-verbs.html

[3] 4^th conjugation

Nunc Maria fenestram aperit │ Now Maria is opening the window

LINKS: 4^th conjugation

17.03.24: 4th conjugation; reading

https://adckl.blogspot.com/2024/04/170324-4th-conjugation-reading.html

17.03.24: examples of fourth conjugation verbs

https://adckl.blogspot.com/2024/04/170324-examples-of-fourth-conjugation.html

26.10.24: Level 1; review; practice in the verbs [9]; 4th conjugation

https://adckl.blogspot.com/2024/09/261024-level-1-review-practice-in-verbs.html

25.08.25: 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

25.08.25: 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

20.10.25: Level 1; Carolus et Maria: Review Units [6] – [10][i] nouns and adjectives

[a] 2^nd declension nouns in –(e)r

puer: boy

vir: man

ager: field

[b] 1^st / 2^nd declension adjectives in -er

(1) miser, -a, -um: sad

(2)

aeger, aegra, aegrum: ill

impiger, impigra, impigrum: energetic

pulcher, pulchra, pulchrum: beautiful; handsome

25.05.25: Level 1; readings [12] - [15]: review (2a); 2nd declension nouns in –(e)r; 1st / 2nd declension adjectives in -er

https://adckl.blogspot.com/2025/03/250525-level-1-readings-12-15-review-2a.html

25.05.25: Level 1; readings [12] - [15]: review (2b); 2nd declension nouns in –(e)r; 1st / 2nd declension adjectives in -er; reading

https://adckl.blogspot.com/2025/03/250525-level-1-readings-12-15-review-2b.html

13.07.25: the Bayeux tapestry [2]

[11] HIC VVILLELM[US] DEDIT HAROLDO ARMA

Hīc ¦ Willelmus ¦ dedit ¦ Haroldō arma

Here ¦ William ¦ gave ¦ arms to Harold

[12] / [13] HIE* VVILLELM[US] VENIT BAGIAS / VBI HAROLD SACRAMENTVM FECIT VVILLELMO DUCI

*Hie: an odd mistake given that it had been sewn so many times before! The tapestry was certainly created by a group of needleworkers. It should be hīc (here).

Hīc ¦ Willelmus ¦ vēnit ¦ Bagias / Ubi ¦ Harold sacrāmentum fēcit ¦ Willelmō dūcī

Here ¦ William ¦ came ¦ to Bayeux / Where Harold made an oath ¦ to Duke William

There is some discussion as to the use of Bagias for Bayeux; that the text is saying ‘to Bayeux’ would suggest it is an accusative (used without prepositions to indicate ‘to’ a named town / city e.g. Rōmam │ to Rome). That would make the name Bagiae ( > Bagiās: to Bayeux). Some notes on it here (p126, p135), a lengthy book but very detailed:

https://ia801609.us.archive.org/7/items/bayeuxtapestry00fowk/bayeuxtapestry00fowk.pdf

Also:

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

Both links discuss the origin of the name.

[14] They know their deponent verbs …

HIC HAROLD DVX REVERSVS EST AD ANGLICAM TERRAM

Hīc Harold dux reversus est ad Anglicam terram

Here Duke Harold has returned to English territory

revertor, revertī, reversus sum: return

[15] … and the passive verbs …

HIC PORTATUR CORPVS EADWARDI REGIS AD ECCLESIAM S[AN]C[T]I PETRI AP[OSTO]LI

Hīc portātur corpus Eadwardī rēgis ad ecclēsiam Sānctī Petrī Apostolī

Here the body of King Edward is being carried to the church of St. Peter the Apostle

[16] / [17] HIC EADVVARDVS REX IN LECTO ALLOQVIT[UR] FIDELES / ET HIC DEFVNCTVS EST

Hīc Eadwardus rēx in lectō alloquitur fidēlēs / Et hīc dēfūnctus est

Here Edward in bed speaks to / addresses his faithful (followers) / And here he has died

alloquor (adloquor), alloquī, allocutus sum [3/deponent]: address

dēfungor, dēfungī, dēfunctus sum [3/deponent]: (here) die

Interesting to note the different ways in which the name Edward is sewn, suggesting different needleworkers: [15] CORPVS EADWARDI (Vs intertwined) [16] HIC EDVVARDVS (VV); the early beginnings of the separate W

[18] ISTI MIRANT[UR] STELLA[M]

Istī ¦ mīrantur ¦ stēllam

These (people / men)¦ marvel at ¦ the star

In Classical Latin iste, ista, istud (that [one / man / woman]; pl: those [people]) was often used negatively. However, that pejorative sense was gradually lost and it was used no differently from the other demonstratives ille and hic. Latin iste = Spanish este (this).

mīror, mīrārī, mīrātus sum [1/deponent]: wonder / marvel at; admire

The ‘star’ being referred to is generally identified as Halley’s Comet:

https://www.nasa.gov/history/955-years-ago-halleys-comet-and-the-battle-of-hastings/

[19] HIC WILLELM[US] DVX IVSSIT NAVES [A]EDIFICARE

Hīc ¦ Willelmus dux ¦ iussit ¦ nāvēs aedificāre

Here ¦ Duke William ¦ has given the order ¦ to build ships

iubeō, -ēre, iussī [2]: order; command

Note the writing of the Latin diphthong /ae/ as /e/ i.e. aedificare > edificare; this is reflecting a pronunciation change evident in the Mediaeval manuscripts where /ae/ is commonly written as /e/

12.07.25: the Bayeux tapestry [1]

https://www.theguardian.com/culture/2025/jul/08/bayeux-tapestry-to-return-to-britain-for-first-time-in-900-years

It’s taken 900 years because the French are far too smart to lend anything to the British Museum! It’s yet another Starmer-Macron deal (probably more successful than any other deal they’ll do). Given the British habit of “borrowing” things e.g. parts of the Parthenon, mummies, Graeco-Roman statues and, well, sort of keeping them, the French are holding the British to ransom by taking the Sutton Hoo Treasure in return: a sensible move.

70 metres in length, the tapestry depicts the Norman invasion of 1066 and the Battle of Hastings. The language of the tapestry is Latin. I’ve picked out some of the titles which illustrate a number of points in the language; it is not the entire text. All of the features highlighted have been covered in the group and so this is a useful way of reading some Latin in context.

Note abbreviated forms marked in [brackets], especially noun endings; this is a common feature of written Latin at this period and continues through Mediaeval Latin writing; it is particularly noticeable with endings in -m e.g. -a(m) and -u(m) since, by this point, either the /m/ was nasalised or simply not pronounced; V = u; VV = w; the colon : is marking a space between words or phrases (shown only in the first extract)

[1] VBI : HAROLD DVX : ANGLORUM : ET SVI MILITES : EQVITANT : AD BOSHAM : ECCLESIA[M]

Ubi Harold ¦ dux Anglōrum ¦ et suī mīlitēs ¦ equitant ¦ ad Bosham ecclēsiam

Where Harold ¦ a leader of the English ¦ and his (own) soldiers ¦ ride ¦ to Bosham church

mīles, mīlitis [3/m]

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

[2] HIC HAROLD MARE NAVIGAVIT

Hīc ¦ Harold ¦ mare nāvigāvit

Here ¦ Harold ¦ sailed the sea

[3] ET VELIS VENTO PLENIS VENIT IN TERRĀ(M) VVIDONIS COMITIS

Et [(1) vēlīs ¦ (2) ventō ¦ (1) plēnīs] ¦ vēnit ¦ in terram ¦ Widōnis comitis

And (1) with sails (1) filled ¦ (2) with wind ¦ he came ¦ into the land ¦ of Count Wido*

comes, comitis [3/m]: (here) count; earl

* Guy I of Ponthieu

https://en.wikipedia.org/wiki/Guy_I,_Count_of_Ponthieu

[4] / [5] HIC APPREHENDIT VVIDO HAROLDV[M] / ET DVXIT EVM AD BELREM ET IBI EVM TENVIT

In the image note the horizontal stroke through V; that marks an abbreviation, in this case Haroldu(m)

Hīc ¦ apprehendit Wido Haroldum / et dūxit eum ¦ ad Belrem ¦ et ibi eum tenuit

Here ¦ Wido (Guy) seized Harold / and led him ¦ to Beaurain ¦ and held him there

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

[6] VBI NVNTII VVILLELMI DUCIS VENERVNT AD VVIDONĒ[M]

Again, note the line above the /e/ to indicate the absence of the ending: AD VVIDONĒ; it is not a macron indicating a long vowel but a common means of abbreviation. Depending upon individual writing style, it can look like a straight line or the equivalent of the Spanish tilde (˜)

Ubi ¦ nūntiī Willelmī ducis ¦ vēnērunt ¦ ad Widōnem.

Where ¦ the messengers of Duke William ¦ came ¦ to Wido (Guy)

dux, ducis [3/m]

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

[7] HIC DVX VVILGELM[US] CVM HAROLDO VENIT AD PALATIṼ[M] SVṼ[M]

Hīc ¦ Dux Wilgelmus ¦ cum Haroldō ¦ vēnit ¦ ad palātium suum

Here ¦ Duke William ¦ has come ¦ with Harold ¦ to his (own) palace

[8] – [10]

HIC VVILLEM[US] DVX ET EXERCITVS EIVS VENERVNT AD MONTE[M] MICHAELIS

Hīc Willēmus Dux ¦ et exercitus eius ¦ vēnērunt ¦ ad montem Michaēlis

Here Duke William ¦ and his army ¦ have come ¦ to Mont [the mountain] Saint Michel

mōns, montis [3/m]

ET HIC TRANSIERVNT FLVMEN COSNONIS

Et hīc ¦ trānsiērunt ¦ flūmen Cosnōnis

and here ¦ they have crossed ¦ the river Couesnon

trānseō, -īre, -iī

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

ET HIC HAROLD DVX TRAHEBAT EOS DE ARENA

Et hīc ¦ Harold dux ¦ trahēbat* ¦ eōs ¦ dē arēnā

And here ¦ Duke Harold ¦ dragged (was dragging / started dragging) ¦ them ¦ from the sand

* a good example of the use of the imperfect tense; all the other past tense verbs are in the perfect to denote single ‘one-off’ actions which is the most common tense in any account of past events:

apprehendit Wido Haroldum │ Guy seized Harold

et dūxit eum ad Belrem │ and led him to Beaurain

mare nāvigāvit │ he (has) sailed the sea

et ibi eum tenuit │ and held him there

cum Haroldō vēnit│ (he) came / has come with Harold

trānsiērunt flūmen │ they crossed the river

vēnērunt ad montem Michaēlis │ they came to Mont Saint Michel

The imperfect tense, on the other hand, implies, for example, an action that continued over a period of time, or was repeated, usually with no sense of beginning or end:

Harold … trahēbat … eōs dē arēnā │ Harold was dragging them from the sand i.e. he didn’t drag them all at once!