30.04.26: Level 2 (review); Carolus et Maria [26] [iii]: language focus and translation

Prīma lūx est. Nōn iam est nox, sed lūx nōn est clāra. Avēs nōn iam quiētem capiunt. Omnēs excitantur. Iam arborēs ubi per tōtam noctem dormiēbant relinquunt. Nōn iam avēs silent. Undique audīrī possunt. Ad agrōs properant. Ibi est cōpia frūmentī et avēs cibum dēsīderant. Prīmā lūce collēs Rōmae sunt obscūrī. Nunc Carolus et Maria et pater et māter in summō colle Rōmae stant. Undique circumspectant. Urbs semper nātūrā pulchra nunc etiam pulchrior est. Flūmen nōn longē abest. Ibi paucae nāvēs nāviculaeque vidērī possunt. Caelum nunc clārius vidētur. Ibi nūllae nūbēs sunt et diēs erit pulcher. Diū Americānī silent ubi urbem spectant. Maestī sunt quod hōra appropinquat ubi necesse est Rōmam relinquere. Ubi antīquās ruīnās vident, dē temporibus antīquīs putant: ōlim Rōmānī antīquī in illō flūmine natābant et corpora valida habēbant. In illō locō rēgēs tēcta sua aedificābant. Ibi mīlitēs Rōmānī bellum parābant.

“Ubi est urbs tam pulchra quam Rōma?” rogat Iūlia. “Nūlla pulchrior est in tōtā Eurōpā.”

Subitō vir huic locō appropinquat. Quis est? Poēta amīcōs suōs salūtat. Iam lūx est clārior et urbs clārē vidētur. Omnēs in saxō sedent. Colloquium nōn est longum quod paene est tempus Rōmam relinquere. Mox poēta cum suīs amīcīs viā angustā dē summō colle properat. Prope rīpam Tiberis omnēs “Valēte” inquiunt. Posteā poēta sōlus domum it.

Nunc Americānī ab urbe properant. “Nūlla urbs erit grātior aut pulchrior quam Rōma,” inquit Maria. “Alia exempla urbium antīquārum vidēre cupiō.”

Aedificia urbis nōn iam vidērī possunt. Collēs urbis parvī videntur. Ā sinistrā et ā dextrā sunt agrī et silvae.

“Omnium terrārum,” inquit Iūlia, “Italia est mihi grātissima.”

Language focus:

[1] Passive forms

vidētur │ it is seen / it seems

videntur │ they are seen / they seem

excitantur │ they are awakened

audīrī possunt │ they can be heard

vidērī possunt │ they can be seen

[2] Comparative and superlative forms

[i] comparatives

grātior │ more pleasing / dearer

clārior │ brighter / clearer

clārius │ more clearly / brighter (neuter comparative)

pulchrior │ more beautiful

pulchrior quam Rōma │ more beautiful than Rome; grammar term: quam introduces the object of comparison i.e. X is (bigger) ¦ than Y

tam pulchra quam Rōma │ as beautiful as Rome

[ii] superlatives

grātissima │ most pleasing (or, depending on context, very pleasing) / dearest

grātissima + omnium terrārum │ the most pleasing + of all lands; grammar: relative superlative; genitive plural used when the superlative relates to something  / someone else e.g. the bravest of (all) the soldiers

summō │ highest

____________________

It is dawn / first light. Night is no longer here, but the light is not bright. The birds no longer take rest. Everyone is awakened. Now the trees in which they had slept through the whole night they leave. The birds are no longer silent. From every direction they can be heard. They hurry to the fields. There is an abundance of grain there, and the birds desire food. At first light the hills of Rome are dark. Now Carolus and Maria and their father and mother are standing on the highest hill of Rome. They look around in every direction. The city, always beautiful by nature, is now even more beautiful. The river is not far away. There a few ships and little boats can be seen. The sky now seems clearer. There are no clouds there, and the day will be beautiful. For a long time the Americans are silent while they look at the city. They are sad because the hour is approaching when it is necessary to leave Rome. When they see the ancient ruins, they think about ancient times: long ago the ancient Romans used to swim in that river and had strong bodies. In that place kings were building their houses. There Roman soldiers were preparing for war.

“Where is there a city as beautiful as Rome?” Julia asks. “None is more beautiful in all of Europe.”

Suddenly a man approaches this place. Who is he? A poet greets his friends. Now the light is brighter and the city is seen clearly. Everyone sits on the rock. The conversation is not long, because it is almost time to leave Rome. Soon the poet, with his friends, hurries down from the highest hill by a narrow road. Near the bank of the Tiber everyone says farewell. Afterwards the poet goes home alone.

Now the Americans hurry away from the city. “No city will be more pleasing or more beautiful than Rome,” says Maria. “I desire to see other examples of ancient cities.”

The buildings of the city can no longer be seen. The hills of the city seem small. On the left and on the right are fields and forests.

“Of all lands,” Julia says, “Italy is the most pleasing to me.”

29.04.26: Level 1 (review); verbs; third conjugation present tense

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

https://www.facebook.com/groups/latinforstarters/posts/405326338745307/

21.07.24: level 1; 3rd conjugation verbs

https://www.facebook.com/groups/latinforstarters/posts/476640698280537/

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

https://www.facebook.com/groups/latinforstarters/posts/560489039895702/

https://adckl.blogspot.com/search/label/conjugations%3A%203rd%20%26%203-io

28.04.26; Level 3+; Subjunctive [29] tenses; spot the difference; the sounds of the subjunctive present, imperfect and pluperfect

Image #1: You have now seen all the active forms of the subjunctive: present, perfect, imperfect and pluperfect. There are also passive forms, but we will look at those separately. Always remember with the subjunctive: keep it slow and steady!

Becoming familiar with the uses takes time – and practice, especially reading in context. However, recognising the subjunctive is fairly straightforward because there are distinct ‘markers’ that tell you what tense is involved.

Images #2 and #3: Here, we will look at how to recognise the present, imperfect and pluperfect subjunctive. We’ll look at the perfect subjunctive separately.

Think of the sounds of the subjunctives:

[i] Pluperfect subjunctives hISS …

amāvISSem

habuissēs

vīxisset

audīvisset

[ii] Imperfect subjunctives gRowl …

amāRēmus

habērētis

vīverent

audīrent

[iii] … and wE present subjunctives fEAr A lIAr

amEm

habEĀs

vīvAt

audIAt

Are there a few exceptions? Yes, there are, and those were shown when the individual tenses were discussed in earlier posts - but there are so few that it’s worth remembering:

“Pluperfect subjunctives hISS, imperfect subjunctives gRowl, and wE present subjunctives fEAr A lIAr.” Try saying that on the bus going home from work, and see what happens!

Image #4: all the verbs are subjunctives. Complete the table by [1] ticking the tense, and indicating [2] the person and [3] the number:

28.04.26; Level 3+; Subjunctive [28] independent uses; subjunctives working together

[1] The words are a Christian formula closely associated with St. Benedict and the Benedictine order. It is meant to fend off the devil and his temptations.

Note: Satanās, -ae [1/m]: Satan; the Devil; a Greek type noun with a separate vocative form: Satanā

Crux sacra sit mihi lūx │ May the holy cross be my light

Nōn dracō sit mihi dux │ May not the serpent be my guide

Vade retrō Satanā, │ Move back, Satan,

Numquam suādē mihi vāna │ Never promote your vanities to me

Sunt mala quae lībās, │ What [the things] you pour out is [are] evil,

Ipse venēna bibās │ May you drink / you should drink / drink the poison(s) yourself.

[2] The student song: Gaudeāmus igitur

We’ve looked at separate verses; now we put it together

V1

Gaudeāmus igitur, │ Let us, therefore, rejoice

Iuvenēs dum sumus,

Gaudeāmus igitur,

Iuvenēs dum sumus!

Post iūcundam iuventūtem,

Post molestam senectūtem,

Nōs habēbit humus,

Nōs habēbit humus.

V2

Ubi sunt quī ante nōs

In mundō fuēre

Ubī sunt quī ante nōs

In mundō fuēre

V3

Abeās ad īnferōs, │ May you go away to the underworld,

Trānseās ad superōs │ May you cross over to the heavens

Quōs sī vīs vidēre

Quōs sī vīs vidēre

Vīvat Acadēmia, │ May the Academy live [= long live the Academy]

Vīvant professōrēs, │ May the professors live [= long live the professors]

Vīvat Acadēmia,

Vīvant professōrēs,

Vīvat membrum quodlibet, │ May each member live

Vīvant membra quaelibet, │ May all members live

Semper sint in flōre! │ May they always be in bloom!

Semper sint in flōre!

28.04.26: Level 3 (review); a Second Latin Reader (Vincent) [1]: Description of Gaul (i)

Language focus: passive

Gallia omnis est dīvīsa in partēs trēs, quārum ūna incolitur ā Belgīs, alia ab Aquītānīs, tertia ab eīs quī ā nōbīs Gallī appellantur. Gallī ab Aquītānīs Garumnā flūmine, ā Belgīs Matronā et Sēquanā dīviduntur. Hōrum omnium fortissimī sunt Belgae, quod proximī sunt Germānīs, quī trāns Rhēnum incolunt, quibuscum bellum semper geritur.

____________________

All Gaul has been divided (or: is divided*) into three parts, one of which is inhabited by the Belgae, another by the Aquitani, and the third by those who are called Gauls by us. The Gauls are separated from the Aquitani by the river Garonne, and from the Belgae by the Marne and the Seine. Of all these, the Belgae are the bravest, because they are nearest to the Germans, who live across the Rhine, and with whom war is continually waged.

*more appropriate in this context

27.04.26: Level 2 (review); Carolus et Maria [26] [ii]: reading and comprehension (2) higher level

Below are extracts from the same text, but now the questions are different, and are targeted at examination level.

Section B: Close reading and inference

Inference is often associated with “open-ended” questions i.e. ones that are not simply a one word or one phrase answer but which require more detail, analysis and reference to the text. Suggested answers and answering techniques are given at the end of the post

Question [1]

Prīma lūx est. Nōn iam est nox, sed lūx nōn est clāra. Avēs nōn iam quiētem capiunt. Omnēs excitantur. Iam arborēs ubi per tōtam noctem dormiēbant relinquunt. Nōn iam avēs silent. Undique audīrī possunt.

How does the writer convey the change from night to morning?

Question [2]

Prīmā lūce collēs Rōmae sunt obscūrī. Nunc Carolus et Maria et pater et māter in summō colle Rōmae stant. Undique circumspectant. Urbs semper nātūrā pulchra nunc etiam pulchrior est. Flūmen nōn longē abest. Ibi paucae nāvēs nāviculaeque vidērī possunt. Caelum nunc clārius vidētur.

What details suggest that Rome is especially impressive from a high place?

Question [3]

Ubi antīquās ruīnās vident, dē temporibus antīquīs putant: ōlim Rōmānī antīquī in illō flūmine natābant et corpora valida habēbant. In illō locō rēgēs tēcta sua aedificābant. Ibi mīlitēs Rōmānī bellum parābant.

What impression does the writer give of ancient Rome?

Question [4]

Diū Americānī silent ubi urbem spectant. Maestī sunt quod hōra appropinquat ubi necesse est Rōmam relinquere.

[a] What mood is created here and why?

[b] Based on your reading of the entire text, why do the Americans feel this way? What impression do they have of present-day Rome?

____________________

Section B: Close reading and inference; suggested answers; required skills

Question [1]

How does the writer convey the change from night to morning?

It’s a simple question but the way in which it is answered is more detailed and does not merely involve translation, but [i] ordering ideas [ii] Latin reference [iii] translation, and [iv] explanation; it isn’t for the reader to “second guess” your opinion.

Such an answer often begins with an overall comment, for example:

Together, repetition, contrast, and tense changes vividly convey the transition from quiet night to active morning.

Then move on to specifics and references:

[1] Repetition of nōn iam to emphasise what is no longer happening during the night time:

Nōn iam est nox │ It is no longer night.

Avēs nōn iam quiētem capiunt. │The birds are no longer resting [literally: … take rest]

Nōn iam avēs silent. │ The birds are no longer silent.

[2] The gradual change between night and morning:

Nōn iam est nox, sed lūx nōn est clāra. │ It’s no longer night, but the light is not bright.

[3] The change of activities and the beginning of morning routines; shift from imperfect tense to present tense

Iam arborēs ¦ ubi per tōtam noctem dormiēbant ¦ relinquunt. │ They (the birds) now leave the trees ¦ where they were sleeping through the whole night

Omnēs excitantur. │ Everybody is being woken up.

Undique audīrī possunt. │ They (the birds) can be heard everywhere.

[4] Contrast between sound imagery and verb usage i.e. from the absence to the presence of sound.

From (1) Nōn iam avēs silent, to (2) Undique audīrī possunt, undique emphasising the spread of sound.

Bear key words in mind if you are answering this type of question:

• How does the writer convey …?
• choice / use (of vocabulary, verbs etc.)
• contrast
• repetition
• shift (in tenses)
• text reference

Question [2]

What details suggest that Rome is especially impressive from a high place?

Note suggest i.e.it is not explicitly stated, but implied by text references:

(1) Prīmā lūce collēs Rōmae sunt obscūrī. (2) Nunc Carolus et Maria et pater et māter in summō colle Rōmae stant. Undique circumspectant.

• the darkness of the hills at dawn compared to (2) being able to look around and see everywhere / in all direction (3) from the highest / very high high hill, or: on the top of the hill

This is paraphrasing – not a translation – of the original text, but still shows understanding of meaning and highlights points to justify your answer.

(4) Urbs semper nātūrā pulchra nunc etiam pulchrior est.

• (4) An already naturally beautiful city now looks even more beautiful from this position.

(5) Flūmen nōn longē abest. Ibi paucae nāvēs nāviculaeque vidērī possunt. Caelum nunc clārius vidētur.  

• Visibility is improved: sights, such as the river and the boats – including small boats (nāviculae) – are closer and clearly seen, and the sky seems clearer.
• Use of vidērī possunt and clārius vidētur i.e. emphasis of visibility

Key words:

• What details suggest that …?
• comparison
• highlighting points
• justify
• paraphrasing

Question [3]

Ubi antīquās ruīnās vident, dē temporibus antīquīs putant: ōlim Rōmānī antīquī in illō flūmine natābant et corpora valida habēbant. In illō locō rēgēs tēcta sua aedificābant. Ibi mīlitēs Rōmānī bellum parābant.

What impression does the writer give of ancient Rome?

[1] Look for phrases that lead you to the answer:

What impression does the writer give of ancient Rome

Ubi antīquās ruīnās vident, dē temporibus antīquīs putant: ōlim Rōmānī antīquī …

[2] What impression does the writer give of ancient Rome?

Again, the text does not tell you what impression you should have. It is for you to infer.

Begin with overall comments:

The writer presents ancient Rome as a powerful, impressive, and physically strong civilisation.

Justify your answer with references to the text and either translation or, better, paraphrasing. Make sure that each point is distinct and explained. Translation and / or paraphrasing alone is not sufficient.

References are made to strength, authority, and military power.

When the characters see the ancient ruins, they think about the past (dē temporibus antīquīs putant), which immediately links Rome’s present remains with its former greatness.

The statement that ancient Romans swam in the river and had strong bodies (corpora valida habēbant) suggests physical fitness and vitality.

The mention of kings building their houses (rēgēs tēcta sua aedificābant) implies wealth, status, and political power.

That Roman soldiers prepared for war (mīlitēs Rōmānī bellum parābant) highlights Rome’s military strength and organisation.

Question [4]

Most questions of this type lead you to a specific part of the text:

Diū Americānī silent ubi urbem spectant. Maestī sunt quod hōra appropinquat ubi necesse est Rōmam relinquere.

[a] What mood is created here and why?

It is a simple example but it shows that answers may not be based solely on actions or what physically exists, but on emotions communicated through vocabulary choice and explanation of motive. If you are moving into Classical Latin literature, you will be reading not simply about what people did, but their motives and states of mind.

(1) A sad and reflective mood is created, suggested by …

(2) the Americans’ long silence (diū Americānī silent),

(3) That sadness is made explicit by maestī sunt.

(4) The departure is inevitable and fast approaching: hōra appropinquat ubi necesse est Rōmam relinquere.

[b] Based on your reading of the entire text, why do the Americans feel this way? What impression do they have of present-day Rome?

This second question, however, is more challenging:

• It is not tied to a single passage.
• It requires you to select relevant evidence from across the whole text.
• You must construct and justify an argument, not identify a single detail.

This mirrors GCSE and AS/A2 level inference questions, where success depends on overview, selection, and justification, rather than close translation alone.

Frequent references are made to the beauty of Rome.

(1) the constant and natural beauty: urbs semper nātūrā pulchra

(2) emphasis that Rome is unmatched in beauty: 

• Ubi est urbs tam pulchra quam Rōma?
• Nūlla pulchrior est in tōtā Eurōpā
• Nūlla urbs erit grātior aut pulchrior quam Rōma.

Key words:

• What mood is created here?
• emotion
• explicit
• motive
• overview

In the end, this text is not Cicero or Tacitus or Catullus; it is from a school book. However, the focus is on the way in which a text may have simple comprehension questions as in the previous post as opposed to questions at a far higher level and which require specific skills in order to be able to answer them. It is the latter question type that provides the transition from understanding Latin at a beginner / lower- intermediate level to the upper-intermediate and advanced stages. 

26.04.26: Level 1 (review); verbs; second conjugation present tense

https://www.facebook.com/groups/latinforstarters/posts/399789079299033/