26.11.25: Level 3; Theodorus [2]; notes [ii] imperative of passive and deponent verbs

[i] The imperative (command form) of the verb tells somebody actively to do something, for example: “Finish your homework”, “Give me the money”, “Go away”.

https://adckl.blogspot.com/2024/04/220324-imperatives-1-telling-people-to.html

portō, -āre [1] > portā! (sg.) / portāte! (pl.) │ carry!

maneō, -ēre [2] > manē! (sg.) / manēte! (pl.) │ carry!

scrībō, -ere [3] > scrībe! (sg.) / scrībite! (pl.) │ write!

capiō, -ere [3-iō] > cape! (sg.) / capite! (pl.) │ take!

audiō, -īre [4] > audī! (sg.) / audīte (pl.) │ listen!

[ii] The imperative passive is when somebody is commanded to do an action to him/herself. It is a rare construction, but it does exist:

“Please be advised that there will be a meeting at 15.00.”

“Please be assured that we will do everything to help.”

“I’ve already told you twice. Be warned, I won’t tell you again.”

Likewise, the imperative passive in Latin is uncommon. It is formed as follows:

Present active infinitive: laudāre │ to love > active imperative: laudā! (sg.) / laudāte! (pl.) │ praise!

Present passive infinitive: laudārī │ to be loved > passive imperative: laudāre! (sg.) / laudāminī (pl.) │ be praised!

i.e. the 2^nd person singular of the passive imperative is the same as the present active infintive. Therefore, in context, laudāre could mean either (1) to praise or (2) be praised! In practice, it is (1) that will by far most commonly occur

The 2^nd person plural of the passive imperative is the same as the 2^nd person plural of the passive verb. Therefore, in context, laudāminī could mean either (1) you (pl.) are praised or (2) be praised! (pl.)

moneō, -ēre [2]: warn > monēre! (sg.) / monēminī! (pl.) │ be warned!

doceō, -ēre [2]: teach > docēre! (sg.) / docēminī! (pl.) │ be taught!

regō, -ere [3]: rule > regere! (sg.) / regiminī! (pl.) │ be ruled!

capiō, -ere [3-iō]: capture > capere! (sg.) / capiminī (pl.) │ be captured!

audiō, -īre [4]: hear > audīre! (sg.) / audīminī (pl.) │ be heard!

puniō, -īre [4]: punish > punīre! (sg.) / punīminī! (pl.) │ be punished!

Video link: present passive infinitive

The uploaded video has been edited to include only the topic discussed here. The full video is at:

https://www.youtube.com/watch?v=_qzhpm1hoo4&t=4s

[iii] The imperative of deponent verbs

“istīs,” inquit “ista crūdelia mināre prīmōribus tuīs” │ Threaten these cruelties to those nobles of yours.

As has already been covered, deponent verbs are passive in form but active in meaning. Therefore, the imperative forms are active i.e. telling somebody actively to do something

minārī │ to threaten > imperative: mināre! (sg.) │ threaten! (not *be threatened*)

[i] In the 1st, 2nd and 4th conjugation of the deponents, the 2nd singular and plural imperative is formed with the stem vowel of the infinitive + -re / -minī

minor, minārī [1/deponent] > mināre! / mināminī! │ threaten!

polliceor, pollicērī [2/deponent] > pollicēre! / pollicēminī! │ promise!

potior, potīrī [4/deponent] > potīre! / potīminī! │ take possession!

[ii] In the 3rd / 3-iō conjugations, the formation is a little different:

Remove the -ī from the infinitive

sequor, sequī (to follow) > sequ-

For 2nd singular add -e+re > sequere! │ follow! (sg.)

For 2nd plural add -i+minī > sequiminī! │ follow! (pl.)

Below are further examples of the imperative of deponent verbs:

hortor,  hortārī [1/dep] > hortāre! (sg.) / hortāminī! (pl.) │ encourage!

misereor, miserērī [2/dep] > miserēre! (sg.) /miserēminī! (pl.) │ take pity!

____________________

loquor, loquī [3/dep] > loquere! (sg.) / loquiminī! (pl.) │ speak!

proficīscor, proficīscī [3/dep] > proficīscere! (sg.) / proficīsciminī! (pl.) │ set out!

ingredior, ingredī [3-iō/dep] > ingredere! (sg.) / ingrediminī! (pl.) │ go in!

____________________

orior, orīrī [4/dep] > orīre! (sg.) / orīminī! (pl.) │ arise!

mentior, mentīrī [4/dep] > mentīre! (sg.) / mentīminī! (pl.) │ lie!

26.11.25: Level 3; Theodorus [1]; text; notes [i] inchoative verbs (review)

Cȳrēnaeum Theodōrum philosophum praeclārissimum nōnne mīrāmur? Lȳsimachō rēgī crucem minantī, "Istīs," inquit, "ista crūdēlia mināre prīmōribus tuīs: haec ad Theodōrum nihil attinent: humī putrēscere aut in aere, idem est."

[1] note the use of ‘istīs’ and ‘ista’ which had a derogatory sense in Classical Latin.

[2] crūx, crūcis [3/f]: a wooden frame on which criminals were crucified which usually, but not always, was in the shape of a cross; it can refer to a gallows or execution in general

[3] putrēscō, -ere[3]: rot; decay

This is an example of an inchoative verb (also known as an inceptive verb) with the distinctive -sc- in the stem. They were discussed at:

20.04.24: inchoative verbs

https://adckl.blogspot.com/2024/05/200424-inchoative-verbs.html

20.04.24: inchoative verbs [2]

https://adckl.blogspot.com/2024/05/200424-inchoative-verbs-2.html

puter, putris: rotten

putreō, -ēre [2]: be rotten

putrescō, -ere [3]: rot; become rotten; the inchoative verb expresses the beginning of the action and / or a change of state i.e. something is becoming something else e.g.  frīget: it’s cold > frīgēSCit: it’s getting cold

[4] Lȳsimachō rēgī [dative] ¦ crucem minantī, [dative]…  inquit │ He said to King Lysimachos ¦ who was threating him with the gallows

[5] "Istīs," inquit, "ista crūdēlia mināre prīmōribus tuīs”

minor, -ārī, -ātus sum [1/deponent]: threaten (1) somebody [dative] (2) with something [accusative]:

(1) istīs … (2) ista crūdelia mināre (1) prīmōribus tuīs │ threaten (2) these cruelties (1) to those nobles of yours = Threaten (1) those nobles of yours (2) with these cruelties

In the sentence ‘mināre’ looks like an infinitive but it is an imperative i.e. he is telling the king to make threats: “istīs,” inquit “ista crūdelia mināre prīmōribus tuīs” │ Threaten these cruelties to those nobles of yours.

This brings us to a feature of Latin that is not commonly found, but needs to be recognised; the next post explains it.

____________________

Surely we admire Theodorus of Cyrene, the celebrated philosopher? [ = We admire …., don’t we?]. He said to King Lysimachos who was threating him with the gallows: “Threaten these cruelties to those nobles of yours; these things do not concern Theodorus: to rot on the ground or in the air is the same thing.”

25.11.25: the Domesday Book; reading the manuscript [ii] types of abbreviation [i] introduction

In the 21^st century we use abbreviations to save time

[i] symbols that represent an entire word e.g. £, $, %, &, @

[ii] letters missing from the middle or ends of words usually indicated by a full stop: etc. approx. dept. Mr. Mrs.

[iii] common in text messaging are entire phrases where only the initial letters are used or a single letter or number is the sound of an entire word: asap, brb, lol, c u 2moro

[iv] while [i] – [iii] above are more or less ‘universal’ in that most people would understand them, abbreviation can occur with words generally not abbreviated but are comprehensible to the target readersip. Grammatical abbreviations such as imperf(ect), adj(ective) and prep(osition) – full forms often listed at the beginning of the book – are used in language teaching texts worldwide on the assumption that the reader will understand them in context. Similarly, Mathematics is packed with symbols that refer to specific functions i.e. the symbols represent words.

The thinking that underpins our use of abbreviations is not dissimilar to that of the 11^th century Domesday book. Not only did it save time, but also – in terms of paper and ink – it saved money.

Mediaeval scribes used a staggering range of abbreviations with a variety of functions e.g. to indicate that an ending had been omitted, or there were letters missing from the middle of the word., and certain symbols could have specific meanings: we still use one i.e. & (ampersand) to indicate ‘and’.

Some points to note:

[i] Usage varied across Europe

[ii] The scribe’s handwriting may not match what is listed as exemplars of specific forms of abbreviation in printed reference works and in standardised type settings.

[iii] Writers are not always consistent in terms of how abbreviations are used, nor do they always adhere to the “rules” i.e. a manuscript has a “style”. Once you identify a specific word and / or method of abbreviation, you’ll see that the writer tends to repeat it with, at times, some variation, but the same word remains identifiable.

[iv] The posts here only focus on the context of the example, but it does contain many common abbreviated forms.

[v] If you’re reading a manuscript, try to find as high a resolution as possible because you very often need to magnify the text to get up close and personal with the scribe, examine his handwriting and look for patterns in both the way he forms his letters and the style / types of abbreviations he uses.

[vi] Ideally, you should work with the original and both a reliable transcript and translation so that you can “reverse engineer” it to identify exactly what’s going on and become familiar with words commonly abbreviated.

Image #1: manuscript

Image #2: transcription

Image #2: translation

https://dn790000.ca.archive.org/0/items/domesdaybookorgr00jame/domesdaybookorgr00jame.pdf

25.11.25: the Domesday Book; reading the manuscript [i]

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

If you conquer a country, it might be a good plan to find out about the country you’ve conquered. The Domesday book was commissioned in 1086 by William the Conquerer (1028 – 1087) in order to assess taxes and landholdings in England and Wales. It’s a massive ‘inventory’ which included details of landowners’ names, resources, land value and estimates of population in specific locations.

It’s fascinating from several points of view:

[1] The Domesday book records over 13,400 places, and is not a beautifully written and illuminated manuscript, but an example of a “working document” with the key information that William required.

[2] That “working document” is written in Latin and, once you’ve “cracked the code” of the abbreviations (which is our next topic), it is reasonably easy to interpret because it is quite repetitive.

[3] It gives considerable historical insight into different parts of England and Wales; in particular, what became major urban centres were little more than a handful of households.

Image: the village where I used to live (Carlby; Domesday: Carlebi) is listed: “It had a recorded population of 40 households in 1086, putting it in the largest 20% of settlements recorded in Domesday, and is listed under 3 owners in Domesday Book.”

https://opendomesday.org/place/TF0513/carlby/

However, Carlby has remained a village whereas other locations with far smaller numbers of households in 1086 have hugely increased in population size. Despite the obvious locations of Roman settlement nearby e.g. Little Casterton, the -by ending in Carlby is Old Norse for ‘farm’ or ‘village’, which Carlby still is.

[3] You can get as close as you possibly can to the people who wrote it over 900 years ago. Of course, there is something more “human” in reading handwriting than something beautifully “illuminated” in Word.

[4] Cracking that code can be challenging and time-consuming because the scribes don’t always do what you want them to, but it also rewarding when you finally work out what somebody is saying in 1086. And we will begin looking at that in the next post.

24.11.25: Level 1; Carolus et Maria [17][ii] listening

Listen to the text and complete each section with the missing words or endings.

[1] Herī Carolus in carrō per silvam ībat. Ubi domum cum __________ et sagittīs vēnit, laetus erat quod __________ Italus erat in casā. Multōs __________  ibi mīles manēbat. Multās __________  de Rōmānīs antīquīs et dē __________ nārrābat. Pictūrās __________  et __________  ostendit quoque. __________  erant fīnitimī __________. In __________  prope __________  habitābant. Germānī erant fīnitimī __________  , sed Gallī et __________  nōn semper erant amīcī. Semper Germānī bellum cupiēbant. Sī  Gallī satis magnās __________  nōn habēbant, saepe in perīculō erant.

arcū; cōpiās; diēs; Gallī; Galliā; Gallīs; Gallōrum; Germānī; Germānōrum; Germānōs; mīles; puellae; puerō; rēs

[2] Rōmānī sociōs __________ . Sociī __________  amīcī Rōmānōrum. Sī Rōmānī auxilium __________  __________ , sociī auxilium __________  semper parātī erant. Sī sociī in perīculō erant, auxilium Romānōs __________ . Tum dux “Nunc, incolae Rōmae,” __________ , “hī __________  sociī nostrī. Auxilium sociīs dare __________ .” Tum iterum cōpiae Rōmānae ad sociōs trāns agrōs __________ .

dare; dēbēbant; dēbēmus; erant; habēbant; habēre; inquit; properābant; rogābant; sunt

[3] __________ fābulae grātae erant puerō __________ vītam mīlitis semper laudābat. “Mīles __________,” inquit, “esse cupiō. __________ vir __________, mīles erō, et __________ tēla, __________ __________ perīcula __________ duce __________ properābō. Equum habēbō, Parātum __________. __________ perīculum __________ magnum sociōs __________ auxilium rogābō. Sociōs __________ perīculō nostrō monēbō. Ego et Parātus __________ oppidum sociōrum __________ et epistulam in __________ __________ portābō.”

ad; cum; dē; erit; erō; fortis; hae; ībimus; manibus; meīs; meō; multa; nōmine; nostrōs; per (x2); quī; sī; ubi

[4] “Ante soci_____ stābō et cōpi_____ frūment_____ rogābō. Sī fort_____  erimus, ego et Parātus, dux nō_____  praemium dabit. Equ_____ bon_____  habēre dēbeō. Equ_____ bon_____ in bell_____ fortiter curret et tūt_____ erō. Incol_____  nostr_____ post bellum mē laudābunt et fām_____ me_____ mult_____ in terr_____ erit magn_____. Aliquis mē duc_____  magn_____  vocābit.”

-a; -a; -a; -ae; -am; -bis; -em; -ēs; -ī; -ī; -īs; -īs; -ō; -ōs; -um; -um; -um; -us; -us; -us

[5] Subitō post hās fābulās Carolus “Cup_____ crās hās fābulās Cassiō, amīcō meō, nārr_____?” rogā_____.

“Ita,” inqu_____ mīles. “Sī ita cupi_____, māne posterō diē ad scholam ī_____ et omnibus discipulīs fābulās dē patriā meā, dē aedificiīs oppidī meī, dē bellīs antīquīs nārr_____.”

Nunc est nox. Diēs in terrā nōn man_____. Puer, amīcus noster, est laetus quod māne posterō diē mīles ad scholām ven_____  invītā_____. Fābulae omnibus discipulīs er_____ grātae.

-ābō; -āre; -bat; -bō; -ēs; -et; -īre; -isne; -it; -tur; -unt

24.11.25: Level 1; Carolus et Maria [17][i] text, vocabulary, reading comprehension

Vocabulary

[1]

cōpia, -ae [1/f] [i] singular: supply; abundance [ii] plural (as in the text): forces; troops

socius, -ī [2/m]: ally

auxilium, -ī [2/n]: help

diēs, diēī [5 m/f]: day

[2]

fīnitimus, -a, -um: neighbouring > fīnitimī: neighbours

posterus, -a, -um: following; next

fortis, -e: brave; strong

[3]

rogō, -āre [1]: ask (for)

dēbeō, debēre [2]: owe; have to (do something)

moneō, -ēre [2]: advise; warn

[4]

crās: tomorrow

iterum: again

satis: enough

sī: if

[1] Herī Carolus in carrō per silvam ībat. Ubi domum cum arcū et sagittīs vēnit, laetus erat quod mīles Italus erat in casā. Multōs diēs ibi mīles manēbat. Multās rēs dē Rōmānīs antīquīs et dē Gallīs nārrābat. Pictūrās puerō et puellae ostendit quoque. Gallī erant fīnitimī Germānōrum. In Galliā prope Germānōs habitābant. Germānī erant fīnitimī Gallōrum, sed Gallī et Germānī nōn semper erant amīcī. Semper Germānī bellum cupiēbant. Sī Gallī satis magnās cōpiās nōn habēbant, saepe in perīculō erant.

[1] Comprehension

(1) In what order are the following first referred to?

walking through the forest _____

coming home _____

bow and arrows _____

soldier _____

staying for many days _____

talking about the Ancient Romans _____

showing pictures _____

(2) Which of the following statements are true (T) and which are false (F)?

[i] The Gauls and Germans ..

(a) … were always friends _____

(b) … were neighbours _____

(c) … were sometimes friends _____

(d) … lived far from each other _____

[ii] The Germans …

(a) … always wanted war _____

(b) … often wanted war _____

(c) … rarely wanted war _____

The Gauls …

(a) … never had enough troops _____

(b) … were often in danger _____

(c) … were always in danger _____

[2] Rōmānī sociōs habēbant. Sociī erant amīcī Rōmānōrum. Sī Rōmānī auxilium habēre dēbēbant, sociī auxilium dare semper parātī erant. Sī sociī in perīculō erant, auxilium Romānōs rogābant. Tum dux “Nunc, incolae Rōmae,” inquit, “hī sunt sociī nostrī. Auxilium sociīs dare dēbēmus.” Tum iterum cōpiae Rōmānae ad sociōs trāns agrōs properābant.

[2] Comprehension

Who …

(a) … had allies? _____

(b) … hurried across the fields? _____

(c) … said “we must give help”? _____

(d) … was told that they had to give help? _____

(d) … were always prepared to give help? _____

(e) … were friends of the Romans? _____

[3] Hae fābulae grātae erant puerō quī vītam mīlitis semper laudābat. “Mīles fortis,” inquit, “esse cupiō. Ubi vir erō, mīles erō, et per tēla, per multa perīcula cum duce meō properābō. Equum habēbō, Parātum nōmine. Sī perīculum erit magnum sociōs nostrōs auxilium rogābō. Sociōs dē perīculō nostrō monēbō. Ego et Parātus ad oppidum sociōrum ībimus et epistulam in manibus meīs portābō.”

[3] Comprehension

Complete the translation with the missing words below:

(a) Hae fābulae grātae erant puerō quī vītam mīlitis semper laudābat.

_____ stories were pleasing _____ the boy _____ _____ praised the life of a soldier.

(b) “Mīles fortis,” inquit, “esse cupiō. Ubi vir erō, mīles erō, et per tēla, per multa perīcula cum duce meō properābō.

I want _____ a _____ soldier,” he _____. _____ I am a man, I _____ a soldier, and I shall rush _____ weapons, and _____ _____ dangers _____ my commander.

(c) Equum habēbō, Parātum nōmine. Sī perīculum erit magnum, sociōs nostrōs auxilium rogābō.

I _____ a horse, _____ Paratus. _____ there is great danger I _____ _____ allies for help.

(d) Sociōs dē perīculō nostrō monēbō. Ego et Parātus ad oppidum sociōrum ībimus et epistulam in manibus meīs portābō.”

I _____ the allies _____ our danger. Paratus and _____ _____ to the town of the allies and I _____ a letter in _____ _____.

about; always; brave; called; hands; I; if; many; my; our; said; shall ask; shall be; shall carry; shall have; shall warn; these; through (x2); to; to be; when; who; will go; with

[4] “Ante sociōs stābō et cōpiam frūmentī rogābō. Sī fortēs erimus, ego et Parātus, dux nōbis praemium dabit. Equum bonum habēre dēbeō. Equus bonus in bellō fortiter curret et tūtus erō. Incolae nostrī post bellum mē laudābunt et fāma mea multīs in terrīs erit magna. Aliquis mē ducem magnum vocābit.”

[4] Comprehension

(a) Where will he stand? (1)

(b) What will he ask for? (1)

(c) What might the commander give him and Paratus, and why? (2)

(d) Why must he have a good horse? (2)

(e) Who will praise him and when? (2)

(f) Where will his fame be great? (1)

(g) What will somebody call him? (1)

[5] Subitō post hās fābulās Carolus “Cupisne crās hās fābulās Cassiō, amīcō meō, nārrāre?” rogābat.

“Ita,” inquit mīles. “Sī ita cupiēs, māne posterō diē ad scholam ībō et omnibus discipulīs fābulās dē patriā meā, dē aedificiīs oppidī meī, dē bellīs antīquīs nārrābō.”

Nunc est nox. Diēs in terrā nōn manet. Puer, amīcus noster, est laetus quod māne posterō diē mīles ad scholām venīre invītātur. Fābulae omnibus discipulīs erunt grātae.

The following statements are all false; correct them:

(a) Cassius wants the soldier to tell the stories to Carolus.

(b) The soldier will tell the stories to the friend today.

(c) The soldier offers to go to the school tomorrow afternoon.

(d) The soldier will talk to some pupils.

(e) It’s still daytime.

(f) The boy is tired.

(a) The soldier isn’t invited to the school.

23.11.25: Level 3; indefinites [8] ali- [v] practice

Complete the Latin with the appropriate form of aliquis etc. All of the quotations are from the Vulgate which is a very good source of specific word types.

[i] And Jesus says: somebody touched me │ Et dīcit Jēsus: Tetigit mē __________

[ii] Did I take advantage of you by / through any one of them I sent you? │ numquid per __________ eōrum quōs mīsī ad vōs circumvēnī vōs?

[iii] If he has retreated to some city … │ sī urbem __________ fuerit ingressus

[iv] For you were once / at one time darkness │ Erātis enim __________ tenebrae   

[v] But after some time │ post __________ autem temporis

[vi] But after a few days, Paul said to Barnabas │ post __________ autem diēs dīxit ad Barnaban Paulus 

[vii] If any man's brother [ = the brother of anyone] has died, having a wife, … │ sī frāter __________ mortuus fuerit habēns uxōrem

[viii] That person should not expect to receive anything from the Lord. │ nōn ergō aestimet homō ille quod accipiat __________ ā Dominō

[ix] And there is no salvation in anyone else │ et nōn est in aliō __________ salūs

[x] If there is a dispute between some men │ sī fuerit causa inter __________

alicuius; aliquam; aliquandō; aliquantum; aliquem; aliquid; aliquis; aliquō; aliquōs; aliquot

[i] Et dīcit Jēsus: Tetigit mē aliquis

[ii] numquid per aliquem eōrum quōs mīsī ad vōs circumvēnī vōs?

[iii] sī urbem aliquam fuerit ingressus

[iv] Erātis enim aliquandō tenebrae

[v] post aliquantum autem temporis

[vi] post aliquot autem diēs dīxit ad Barnaban Paulus

[vii] sī frāter alicuius mortuus fuerit habēns uxōrem

[viii] nōn ergō aestimet homō ille quod accipiat aliquid ā Dominō

[ix] et nōn est in aliō aliquō salūs

[x] sī fuerit causa inter aliquōs

23.11.25: Level 3; indefinites [7] ali- [iv] an overdose of indefinites from Plautus

Plautus: Epiducus III.i

Sī hercle habeam, pollicear lubēns, vērum (1) aliquid (2) aliquā (3) aliquō modō (4) alicunde (5) ab aliquī (6) aliqua tibi spēs est fore meliōrem fortūnam.

By Hercules, if I had it, I would willingly offer it; but (1) something (2) somehow (3) in some way (4) from some direction (from somewhere) (5) from some person (6) there is some hope for you, that there'll be better fortune

Quippe tū mī (1) aliquid (2) aliquō modō (3) alicunde (4) ab aliquibus blatīs quod nusquamst neque ego id inmittō in aurēs meās

Why, because you’re babbling on to me about (1) something (2) in some manner (3) from somewhere or other (4) from some persons, that nowhere exists, and I won't admit it to my ears

23.11.25: Level 3; indefinites [6] ali- [iii] examples from the authors

Examples from the authors showing:

[ii] quandō│when > aliquandō: sometime(s); at sometime; now and then

[iii] quot│ how much / many > aliquot: a few; some; several

[iv] quotiē(n)s │ how many times > aliquotiē(n)s: several times

[v] quantus, -a, -um │ how much / many / great

aliquantus, -a, -um: somewhat; considerable (amount)

aliquantum (adverb): to some extent

aliquantō (adverb): somewhat; a little; with the comparative: aliquantō longior │ a little longer

[vi] ubi│ where > alicubi: somewhere

[vii] unde│ from where > alicunde: from somewhere; from any place

revīse nōs* aliquandō │ come and see me again sometime

*a reminder: Cicero’s habit of using ‘we’ and ‘us’ when referring to himself

accēpī aliquot epistulās tuās (Cicero)│ I’ve received several letters of yours

id aliquotiēns in diē cotīdiē facitō (Cato) │ do this daily several times a day

Labōriōsa, adulēscēns, vīta est rūstica. / Urbāna egestās edepol aliquantō magis. (Plautus)│ It’s arduous, young man, the country life. / My goodness! The city poverty [ = living on nothing in a city] is rather more so.

subrūfus aliquantum, crīspus, cincinnātus (Plautus) │ hair a little reddish, waving, and curled

nam alicubi abstrūdam forīs (Plautus) │ for I’ll conceal it somewhere outside

ego in hōc trīduō aut terrā aut marī alicunde ēvolvam id argentum tibi (Plautus) │ Within the next three days, from land or sea or (from) somewhere, I'll raise this money for you.