Monday, February 9, 2026

09.06.26: Level 2 (review); Carolus et Maria [28] [iv] grammar

Prīmā lūce Carolus excitātus est. Clāmōrēs nautārum quī multās rēs parābant Carolum excitābant. Puer nōn iam dormīre poterat. Ē fenestrā spectābat. Ibi portum magnum Americae vidēbat. Laetitiam novam sentiēbat quod iterum gentem suam vidēbat. Aedificia urbis nōn iam cēlābantur et Carolō splendida nunc vidēbantur. Etiam figūrae hominum in terrā vidēbantur. Puer nautās spectāre cōnstituit. Itaque sine morā mātrem patremque relīquit et ad locum in quō nautae labōrābant properāvit. Ubīque multa portābantur. Ūnus ex nautīs, quī aliīs imperābat et īnsignī splendidō ducis ōrnābātur, Carolum nōvit quod pater puerī erat nōtus eī. Ubi nauta puerum vīdit, “Hūc venī!” inquit. “Esne laetus quod Americae appropinquāmus?” rogāvit.

“Ita,” respondit puer. “Diū ab Americā āfuī et omnium terrārum America est mihi grātissima et cārissima. Gēns bona et magna est, et per omnēs terrās fāma eius est magna. Cīvis Americānus sum et gentem meam amō.”

“Cīvis Americānus nōn sum,” inquit nauta. “Britannus sum sed patriam tuam amō. Ōlim Britannī erant hostēs Americae et inter hās duās gentēs erat bellum longum. Sed hoc memoriā tenēre nōn bonum est.”

“Hoc sciō,” respondit Carolus. “Multī et fortēs mīlitēs multīs in proeliīs pugnābant et Britannī et Americānī. Pater mihi fābulās dē duce Americānō maximō nārrāvit. Hieme ubi mīlitēs perterritī erant et dēfessī quoque et hostēs multās rēs rapiēbant, hic dux mīlitēs parvīs nāvigiīs trāns flūmen portāvit. Illīs temporibus ducēs nōn erant ignāvī. Sīc semper magnās rēs faciēbant et sīc nōtī omnibus erant.”

Nunc nāvis magna in portū stābat. Prīmum eī quī in summā nāvī stābant amīcōs quī in terrā exspectābant salūtāvērunt. Signum dabātur. Deinde dē nāvī ad terram iērunt. Ubi per portās ambulāverant, tandem cum amīcīs omnēs laetē stābant.

[i] Give the nominative singular of the following nouns from the text:

duce

hieme

hominum

hostēs

lūce

nāvī

portū

proeliīs

temporibus

[ii] What case is used in all these words and phrases, and why is it being used?

hieme; illīs temporibus; prīmā lūce

[iii] What case is being used in both words in bold, and why is it being used?

aliīs imperābat; Americae appropinquāmus

[iv] Identify the cases of the words in bold and explain why those cases are being used:

(a) cum amīcīs omnēs laetē stābant

(b) omnium terrārum America est mihi grātissima

(c) nōtī omnibus erant

(d) per omnēs terrās

[v] What type of word is laetē?

[vi] Find from the text an example of:

(a) a perfect passive verb

(b) a pluperfect active verb

(c) an imperative verb

[vii] Label the clauses with their descriptions; 2 clauses are the same type

(a) ubi nauta puerum vīdit, …

(b) eī quī in summā nāvī stābant …

(c) … quod pater puerī erat nōtus eī

(d) … in quō nautae labōrābant

relative clause

subordinate clause of reason

subordinate clause of time

____________________

[i]

dux

hiems

homō

hostis

lūx

nāvis

portus

proelium

tempus

[ii] ablative; time when

[iii] both verbs are regularly followed by the dative case

https://adckl.blogspot.com/search/label/verbs%20with%20the%20dative%20case

[iv]

(a) nominative (plural): subject of the sentence

(b) genitive (plural): relative superlative i.e. omnium terrārum … grātissima │ the most pleasing of all lands

https://adckl.blogspot.com/2024/10/051224-level-2-degrees-of-comparison-17.html

(c) dative (plural) with the adjective nōtus, -a, -um i.e. nōtī omnibus │ well-known to everybody

(d) accusative (plural) with the preposition per

[v] adverb

[vi]

(a) excitātus est

(b) ambulāverant

(c) venī

[vii]

(a) subordinate clause of time

(b) relative clause

https://adckl.blogspot.com/search/label/relative%20clauses%3B%20qui%20quae%20quod

(c) subordinate clause of reason

(d) relative clause


08.06.26: Level 1 (review); asking for directions; places in a town [4] Traupman [i]

https://adckl.blogspot.com/2024/04/240324-traupman-1-irregular-verb-possum.html

https://www.facebook.com/groups/latinforstarters/posts/412421134702494/

It is ludicrous to assert that there is no purpose in speaking Latin because it fails to grasp how a language – any language – is acquired. While the ultimate aim may be to read the Roman authors, the route you follow to get there – and there are no shortcuts – requires familiarity with and confidence in the language. There is no unilateral approach to learning a language – no exclusively “right” way – because we all have different learning style: some of us are more at home with a visual method, others are content with hearing a language spoken – and others, like I am, are known as kinaesthetic learners i.e. they are more comfortable with active, “hands on” approaches i.e. I learn to use a computer by pressing the buttons to see what happens; I cannot follow instruction manuals and I loathe “techno-babble”. None of us belong to one “camp”: we can all learn by seeing, hearing and doing, but it is generally accepted that we all have a preferred learning style. Therefore, the manner in which a language is presented should address all those styles e.g. reading, visual stimuli, listening – and active speaking of the language. All such approaches are in the group.

When we speak a language, we want, at the outset at least, to relate that language to our own lives e.g. talking about ourselves and the things around us before widening the net to “transactional” language: shopping, asking for directions etc. While the chances of ever ordering a caramel latte in Starbucks in Latin are pretty slim, that is not the purpose. Speaking the language brings it to life and allows reinforcement of grammar and syntax i.e. you can move from the dry page of a textbook to reinforcing it in your head. The objective is not simulated Roman tourism.

In this group there are posts about, for example, cookery, gardening, ships, school, crime. And those were all written by Comenius in 1658 -  long after the Romans – because he wanted his pupils to be able to communicate and connect the language to the world around them. Teachers of French and German to non-native speakers would see nothing “revolutionary” in that: they do it every day and cover the four skills of listening, speaking, reading and writing. There is no reason why Latin cannot incoporate that multi-skill approach.

The video is based on one small section of Traupman’s “Conversational Latin for Oral Proficiency”. It is a lengthy work and contains a large amount of Neo-Latin i.e. vocabulary that developed or underwent shifts in meaning in the post-Classical period, and particularly during the Renaissance. That process has never stopped, and Neo-Latin words are still created in order for learners and writers to convey concepts that were unknown to the Romans but became necessary in the centuries that followed.

A: Potesne mē addūcere in oppidum? │ Can you take me into town?

B: Certē. Quid vīs facere in oppidō? │ Of course, what do you want to do in town?

A: Multa. Prīmum volō īre in tabernam sūtrīnam. │ A lot of things. First, I want to go to [into] the shoe shop.

B: Quid ibi emere vīs? │ What do you want to buy there?

A: Soleās emere volō. Ubi possum librōs emere? │ I want to buy sandals. Where can I buy books?

B: Multae tabernae lībrāriae in Argīlētō sunt. │ There are many book shops in the Argiletum*.

A: Ubi terrārum est Argīlētum? │ Where in the world is the Argiletum?

B: Argīlētum exadversum macellum est. │ The Argiletum is opposite the market.

*Argiletum: a street in Ancient Rome, famous for its booksellers and referred by several Roman authors.

07.06.26; Level 3+; Subjunctive [49] passive forms [ii] imperfect passive (3) anatomy of a sentence; Cicero’s rhetorical style

Cicero: The fourteen orations against Marcus Antonius (Philippics)

Apart from providing three good examples of the imperfect passive subjunctive being used in an original context, this passage is a good example of a Ciceronian rhetorical pattern that recurs throughout his speeches and has been employed by politicians ever since.

An mē cēnsētis, patrēs cōnscrīptī, quod vōs invītī secūtī estis, dēcrētūrum fuisse, (1) ut parentālia cum supplicātiōnibus miscērentur, (2) ut inexpiābilēs religiōnēs in rem pūblicam indūcerentur, (3) ut dēcernerentur supplicātiōnēs mortuō? (Cicero)

The translation I have given is as close as possible to the original:

“Do you really suppose, Senators, that I – when you yourselves followed it unwillingly – intended to decree that funerary rites should be mingled with public thanksgivings, that unexpiable religious practices be introduced into the state, that thanksgivings be decreed for a dead man?”

An mē cēnsētis… │ Do you really think / suppose that I …

patrēs cōnscrīptī, │ conscript fathers i.e. senators; the term of address used to members of the Roman Senate

quod vōs invītī secūtī estis, │ since you, unwillingly, followed (it) / went along with it

dēcrētūrum fuisse, │ had intended to decree

(1) ut parentālia cum supplicātiōnibus miscērentur, │ that funerary rites should be mingled with public thanksgivings,

(2) ut inexpiābilēs religiōnēs in rem pūblicam indūcerentur, │ that unexpiable religious practices should be introduced into the state,

(3) ut dēcernerentur supplicātiōnēs mortuō? │ that supplications (thanksgivings) should be decreed for a dead man?

Style

If you are reading the literature, it is useful to come to grips with the style of individual authors.

[i] Cicero vehemently and indignantly rejects the notion that he would have voted for these decrees. By casting the passage as a rhetorical question, he signals that no answer is required, as the audience is expected to supply the obvious negative response.

[ii]  … patrēs cōnscrīptī, - quod vōs invītī secūtī estis

This is a parenthetical statement addressed directly to the senators by name. It sharpens the irony by reminding them that they themselves accepted the measure only unwillingly, thereby making the alleged intention attributed to Cicero appear all the more implausible.

Compare a typical English ‘political’ response:

Why do you think – when you yourselves voted against it – that I would not?

[iii] A key stylistic feature of the passage is the tricolon, a sequence of three parallel words, phrases, or clauses with identical or near-identical structure.

https://adckl.blogspot.com/2024/05/290524-level-2-side-note.html

Here, Cicero employs three parallel ut-clauses, reinforced by the repetition of the imperfect passive subjunctive ending:

(1) ut … miscērentur
(2) ut … indūcerentur
(3) ut dēcernerentur

More specifically, this constitutes a tricolon crescēns (crescēns = “growing”), in which each successive clause increases in rhetorical force and seriousness.

Furthermore, the repetition of ut at the beginning of each clause is known as anaphora, a common feature in poetry.

The sequence moves from (1) the improper mixing of funerary rites with public thanksgivings, a breach of ritual decorum, to (2) the introduction of unexpiable, that is permanent and irreparable, religious pollution into the state, a more serious and lasting danger, and finally to (3) the shocking climax, the decreeing of thanksgivings for a dead man, with mortuō emphatically postponed to the end.

The rising intensity of the three ut-clauses reinforces Cicero’s indignation and leads the audience step by step to the conclusion that the alleged decree is not merely mistaken, but profoundly impious, absurd, and contrary to traditional values and customs.

Cicero’s technique is not antiquated but structural: the same rhetorical devices continue to be employed by modern politicians. The passage therefore illustrates not only Ciceronian style, but a timeless pattern of political argumentation.

A striking modern parallel can be seen in the House of Commons, for example in the 2025 Budget response by the Leader of the Opposition, Kemi Badenoch (see linked video). Her speech employs many of the same rhetorical techniques used by Cicero, demonstrating how enduring and effective these devices remain.

The Nightmare before Christmas:

https://www.youtube.com/watch?v=8ZYD4cD3yHw

[1] parenthetical statements

  • “Today she has announced a new tax raid of £26 billion — they’re all cheering — household income is down.”

The parenthetical aside contrasts the government’s self-congratulation with the alleged reality, sharpening the sense of irony in much the same way as Cicero’s quod vōs invītī secūtī estis.

[2] tricolons

Badenoch repeatedly uses tricolon and tricolon crescēns. Note, in the same way that Cicero repeats the endings of the imperfect passive subjunctive, she too repeats noun and adjective endings to reinforce rhythm and memorability.

  • “They are hiking taxes on (1) pensioners, (2) workers, and (3) savers.”
  • “(1) She blames Brexit, (2) she blames Donald Trump — (3) she needs to blame herself.”
  • “She is (1) spineless, (2) shameless, and (3) completely aimless.”

Some sequences extend beyond three items but still function as crescēns, with the most ludicrous or forceful point saved for last:

“She has chosen to put up tax after tax after tax, taxes on workers, taxes on savers, taxes on pensioners, taxes on investors, taxes on (1) homes, (2) holidays, (3) cars, I think even milkshakes, taxes on anyone

  • “Out of money, out of ideas, out of her depth, and out of road.”

[3] anaphora: the repetition of the same word at the beginning of successive phrases, here incorporated into tricolons.

  • “(1) She blames Brexit, (2) she blames Donald Trump — (3) she needs to blame herself.”
  • “The fact is the bad choices she is making today – (1) choices to break promises, (2) choices to put up taxes, (3) choices to spend more of other people’s money – are because of the bad choices she made at the last disastrous budget.”

The rapid-fire repetition “Up! … Up! … Up!” followed by “Down! … Down! … Down!” in the next two quotations function like anaphora, creating rhythm and emphasis, even though the repetition does not occur at the beginning of full clauses.

  • “Government spending? Up! Welfare spending. Up! Universal credit claimants. Up! Unemployment. Up! Debt interest. Up! Inflation. Up!”
  • “And what about the things you want to go up? What about the things you want to go up? Growth. Down! Investment. Down! Business confidence. Down! The credibility of the Chancellor. Down! And not just down – through the floor.”

As in Cicero, repetition and escalation amplify indignation and invite audience participation, which in the Commons becomes literal through collective chanting and interruption.

[4] rhetorical questions

  • “Under us we had an energy crisis sparked by a war in Ukraine, and a global pandemic. What is her excuse? What is her excuse?”
  • “It is the worst year for graduate recruitment on record. Are they proud of this?”

These questions, like Cicero’s An mē cēnsētis…?, do not seek answers; they assume them and force the audience into agreement.

Once introduced to Cicero, it becomes clear that Badenoch is employing the same rhetorical strategies Cicero used two thousand years ago — rhetorical questions, parenthetical irony, tricolon crescēns, and anaphora. The laughter, outrage, and disruption they provoke show that these techniques still work. Roman oratory and modern parliamentary debate are separated by centuries, but not by rhetoric.

The only difference is that, 2000 years ago, Kemi Badenoch would not have been allowed to speak in the Senate; I wonder if the current UK Chancellor wished that was still the case!

07.06.26; Level 3+; Subjunctive [48] passive forms [ii] imperfect passive (2) practice

[1] Complete the Latin translations with the imperfect passive subjunctive verbs listed below. All 3rd person singular and plural imperfect passive subjunctive forms.

[i] We were sending a fleet so that the barbarian might be captured. │ Classem mittēbāmus ut barbarus __________.

[ii] The Romans had built ships so that the port might be defended. │ Rōmānī nāvēs aedificāverant ut portus __________.

[iii] The slave behaved in such a way that he was praised by the master. │ Ita servus sē gerēbat ut ā dominō __________.

[iv] The seventh king was so cruel that he was called ‘the arrogant’ by the Romans. │ Septimus rēx erat tam crūdēlis ut superbus ā Rōmānīs __________.

[v] I was preparing a fleet so that they might be expelled. │ Classem parābam ut illī __________.

[vi] We were preparing an army so that the enemies might be destroyed. │  Exercitum parābāmus ut hostēs __________.

[vii] He wrote so many books that they were read by everybody. │ Tot librōs scrīpsit ut ab omnibus __________.

[viii] The soldiers were so brave that they were honored by us. │ Mīlitēs tam fortēs erant ut ā nōbīs __________.

vocārētur; legerentur; laudārētur; honōrārentur; expellerentur; dēlērentur; dēfenderētur; caperētur

[2] Other passive subjunctive forms (1)

The words are ‘shuffled’; rewrite them to create a Latin sentence with a standard word order

[i] I ran into the road so that I might not be harassed by my brother.

nē frātre cucurrī viam ā vexārer in

[ii] I wrote that letter so that you might be warned.

monērēris illam scrīpsī epistulam ut

[iii] We were fighting bravely so that we would not be defeated.

nē vincerēmur fortiter pugnābāmus

[iv] You all ran into the forest so that you might not be captured by the enemies.

cucurristis silvam hostibus nē caperēminī in omnēs ab vōs

[3] Other passive subjunctive forms (2); give the Latin translation using a clause from [A] and a clause from [B] listed below

[i] I was living with such great courage that I was approved of by you.

[ii] So many enemies were arriving that I was frightened greatly.

[iii] The noise of the crowd was so great that you were not heard.

[iv] You hid yourself in the forest so you would not be found by the master.

[v] The enemy commander was sending a fleet so that we might be hindered.

[vi] You were behaving with such great courage that you were praised by them.

[A]

Tū tē in silvā celāvistī

Tot inimīcī adveniēbant

Tantus erat clāmor turbae

Tantā virtūte vōs gerēbātis

Tantā virtūte vīvēbam

Dūx hostium classem mittēbāt

[B]

ut nōn audīrēris.

ut magnopere terrērer.

ut impedīrēmur.

ut ab eīs laudārēminī.

ut ā vōbīs probārer.

nē ā dominō invenīrēris.

____________________

[1]

[i] Classem mittēbāmus ut barbarus caperētur.

[ii] Rōmānī nāvēs aedificāverant ut portus dēfenderētur.

[iii] Ita servus sē gerēbat ut ā dominō laudārētur.

[iv] Septimus rēx erat tam crūdēlis ut superbus ā Rōmānīs vocārētur.

[v] Classem parābam ut illī expellerentur.

[vi] Exercitum parābāmus ut hostēs dēlērentur.

[vii] Tot librōs scrīpsit ut ab omnibus legerentur.

[viii] Mīlitēs tam fortēs erant ut ā nōbīs honōrārentur.

[2]

[i] In viam cucurrī nē ā frātre vexārer.

[ii] Illam epistulam scrīpsī ut monērēris.

[iii] Fortiter pugnābāmus nē vincerēmur.

[iv] Vōs omnēs in silvam cucurristis nē ab hostibus caperēminī.

[3]

[i] Tantā virtūte vīvēbam ut ā vōbīs probārer.

[ii] Tot inimīcī adveniēbant ut magnopere terrērer.

[iii] Tantus erat clāmor turbae ut nōn audīrēris.

[iv] Tū tē in silvā celāvistī ne ā dominō invenīrēris.

[v] Dūx hostium classem mittēbāt ut impedīrēmur.

[vi] Tantā virtūte vōs gerēbātis ut ab eīs laudārēminī.

07.06.26; Level 3+; Subjunctive [47] passive forms [ii] imperfect passive (1)

The imperfect passive subjunctive is formed in the same way as the imperfect active subjunctive:

[1] The infinitive forms of the verbs are used as the stems:

portāre-

monēre-

dūcere-

capere-

audīre-

[2] The passive personal endings are then added for all conjugations in exactly the same way as the imperfect active subjunctive:

Active > passive

-m > -r

-s > -ris (-re)

-et > -ētur (the short /e/ of the imperfect active subjunctive becomes long in the 3rd person singular passive subjunctive)

-mus > -mur

-tis > -minī

-nt > -ntur

[3] We will use the 1st conjugation as an example, but all the conjugations are shown in the table:

[active] portĀREm > [passive] portĀREr

portārēs > portārēris (-re)

portāret > portārētur

portārēmus > portārēmur

portārētis > portārēminī

portārent > portārentur

Again, bear in mind that, in narrative, you will come across the 3rd person singular and plural of the imperfect passive subjunctive far more frequently than other forms, and so focus initially on recognising them.

Servus dīligenter labōrāvit ut ā dominō laudārētur. │ The slave worked diligently so that he might be praised by his master.

Senex ita respondit ut ab omnibus intellegerētur. │ The old man replied in such a way that he was understood by everyone.

Rēgīna aurum in cistā cēlāvit invenīrētur. │ The queen hid the gold in the chest so that it would not be found.

Celeriter currēbat ā cūstōdibus caperētur. │ He was running quickly so that he would not be captured by the guards.

Castra mūnīvērunt ut cōpiae ab hostibus dēfenderentur. │ They fortified the camp so that the troops might be defended from the enemies.

Tantī erant cīvium clāmōrēs ut verba ōrātōris nōn audīrentur. │ The citizens’ shouts were so great that the words of the orator were not heard.

Barbarī tam saevī erant ut ab omnibus timērentur. │ The barbarians were so fierce that they were feared by everyone.

From the authors:

[1] Ūnam ratiōnem nōn reiciēbam, ut ager hāc adventīciā pecūniā ēmerētur (Cicero) │ The only clause I did not reject was that land should be purchased by this wind-fall [literally: extraordinary money]

[2] Cōnfīdēbam ac mihi persuāseram fore ut omnia plācārentur inter vōs (Cicero) │ I was confident and had persuaded myself that everything would be settled between you.

[3] Ergō ut audīrētur Vettī nōmen in causā, ut illa vetus aerāria fābula referrētur, idcircō Camurtī et Caesernī est causa renovāta? (Cicero) │ Therefore, so that the name of Vettius would be heard in the case, and that that old financial story would be recounted, has the case of Camurtus and Caesernus been renewed?

[4] Imperfect active and imperfect passive subjunctive in the same sentence.

Factum est senātūs cōnsultum in meam sententiam, ut cum Pompēiō agerētur, ut eam rem susciperet, lēxque ferrētur (Cicero)│ A decree of the Senate was passed in accordance with my opinion, that negotiations should be conducted with Pompey, that he should undertake that matter, and that a law should be passed.

[5] Strictly speaking the following quotation is neither a clause of purpose nor of result. However, it does give a very good example of the use of the imperfect passive subjunctive.

Signō datō ut omnēs pūberēs interficerentur (Livy) │ Orders had been given [literally: (ablative absolute) with the signal having been given] that all the adult males were to be killed.

06.06.26: Comenius (1658) XXXV; Sea-fish and Shell-fish … and fish that ‘flie’ (4) from the authors; Pliny the Elder’s Natural History [2]

[ii] Plānōrum piscium alterum est genus, quod prō spīnā cartilāginem habet, ut raiae, pastinācae, squātinae, … │ There is another kind of flat fish, which has cartilage instead of a spine, such as rays, stingrays, skates, …

pastināca, -ae [1/f]; raia, -ae [1/f] pastināca (in this topic) sting-ray

[iii] And Pliny distinguishes the stingray by highlighting its dangers. Here he is referring to poisonous creatures:

sed nūllum usque execrābilius quam radius super caudam ēminēns trȳgonis, quam nostrī pastinācam appellant, … arborēs īnfīxus rādīcī necat, arma ut tēlum perforat vī ferrī et venēnī mālō.

But nothing is more accursed than the spine projecting above the tail of the trygon (stingray), which our people call pastinaca; … when driven into the root of a tree, it kills it, and as a weapon it pierces armour with the force of both iron and evil poison.

cauda, -ae [1/f]: tail

radius, -ī [2/m]: various meanings including (here) the spine of the fish

trȳgōn, -is, [3/m]: alternative noun (from Gk.) referring to the stingray

06.06.26: Level 3 (review); a Second Latin Reader (Vincent) [11]: Dumnorix

Language focus: accusative and infinitive

NOTE: none of these review posts explore the accusative-infinitive construction in depth, but merely identify and highlight the usage; for every post there is [1] a link to all the previous posts on this topic, and [2] links to specific aspects of the topic that are shown in each passage.

Lēgātī igitur ab Helvētiīs ad Dumnorigem Aeduūm sunt missī. Dumnorix erat amīcus et Sēquanīs et Helvētiīs, quod ex eā cīvitāte Orgetorigis fīliam in mātrimōnium dūxerat: cupiditāte rēgnī adductus novīs rēbus* studēbat. Itaque rem suscēpit.

[1] Sēquanī sē Helvētiōs per suōs fīnēs īre sitūrōs esse dīxērunt. [2] Caesarī nūntiātur Helvētiōs in animō habēre per agrōs Sēquanōrum et Aeduōrum iter in Santonum fīnēs facere; hī nōn longē ā Tolōsātium fīnibus absunt, quae cīvitās est in prōvinciā. [3] Id Caesar putāvit futūrum esse magnō cum perīculō prōvinciae.

* novae rēs: rēs is not always straightforward to translate, and its basic meaning can appear vague (e.g. here, “new things / matters”). Since the passage refers to a desire for power, the phrase can be rendered as “political change” or “a new state of affairs.”

____________________

Therefore envoys were sent by the Helvetii to Dumnorix the Aeduan. Dumnorix was friendly both to the Sequani and to the Helvetii, because he had taken in marriage the daughter of Orgetorix from that state; driven by desire for royal power, he was striving for political change. And so he undertook the matter.

[1] The Sequani said that they would allow the Helvetii to go through their territory. [2] It is reported to Caesar that the Helvetii have it in mind to make a route through the lands of the Sequani and the Aedui into the territory of the Santones. These are not far from the borders of the Tolosates, which is a state in the province. [3] Caesar thought that this would be with great danger to the province.

____________________

[1]

Sēquanī ¦ (1) ¦ Helvētiōs per suōs fīnēs īre (2) sitūrōs esse ¦ dīxērunt.

The Sequani said ¦ [that] (1) they (2) would allow ¦ the Helvetii to go through their territory.

[2]

Caesarī nūntiātur ¦ (1) Helvētiōs in animō (2) habēre ¦ per agrōs Sēquanōrum et Aeduōrum iter in Santonum fīnēs facere.

It is reported to Caesar ¦ [that] (1) the Helvetii (2) have it in mind ¦ to make a route through the lands of the Sequani and the Aedui into the territory of the Santones.

[3]

(1) Id ¦ Caesar putāvit ¦ (2) futūrum esse ¦ magnō cum perīculō prōvinciae.

Caesar thought ¦ [that] (1) this (2) would be ¦ with great danger to the province.

____________________

LINKS

All posts: https://adckl.blogspot.com/search/label/indirect%20statement

[1] and [3]: future active infinitive

https://adckl.blogspot.com/2025/11/020226-level-3-indirect-statement.html

[2] present active infinitive:

https://adckl.blogspot.com/2025/10/311225-level-3-indirect-statement.html

05.06.26: Level 2 (review); Carolus et Maria [28] [iii] comprehension and translation; higher level

PART TWO

“Ita,” respondit puer. “Diū ab Americā āfuī et omnium terrārum America est mihi grātissima et cārissima. Gēns bona et magna est, et per omnēs terrās fāma eius est magna. Cīvis Americānus sum et gentem meam amō.”

“Cīvis Americānus nōn sum,” inquit nauta. “Britannus sum sed patriam tuam amō. Ōlim Britannī erant hostēs Americae et inter hās duās gentēs erat bellum longum. Sed hoc memoriā tenēre nōn bonum est.”

“Hoc sciō,” respondit Carolus. “Multī et fortēs mīlitēs multīs in proeliīs pugnābant et Britannī et Americānī. Pater mihi fābulās dē duce Americānō maximō nārrāvit. Hieme ubi mīlitēs perterritī erant et dēfessī quoque et hostēs multās rēs rapiēbant, hic dux mīlitēs parvīs nāvigiīs trāns flūmen portāvit. Illīs temporibus ducēs nōn erant ignāvī. Sīc semper magnās rēs faciēbant et sīc nōtī omnibus erant.”

Nunc nāvis magna in portū stābat. Prīmum eī quī in summā nāvī stābant amīcōs quī in terrā exspectābant salūtāvērunt. Signum dabātur. Deinde dē nāvī ad terram iērunt. Ubi per portās ambulāverant, tandem cum amīcīs omnēs laetē stābant.

Question [1]

Why is Carolus pleased to be back in America? (7)

Question [2]

“Sed hoc memoriā tenēre nōn bonum est.”

What is the sailor referring to? (2)

Question [3]

Translate: “Hoc sciō … omnibus erant.” (14)

Question [4]

Put the events in the final paragraph in the order they take place.

disembarking _____

ship at the dockside _____

ship’s signal _____

standing at the highest point of the ship _____

standing with friends _____

walking through the gates _____

waving to friends _____

____________________

Question [1]

away for a long time (1) │ diū ab Americā āfuī

loves America the most / most pleasing / dearest to him (1) │ America est mihi grātissima et cārissima

people good and great (1) │ gēns bona et magna est

great reputation (1) everywhere / throughout all countries (1) │ per omnēs terrās ¦ fāma eius est magna

American citizen (1) │ cīvis Americānus sum

loves his people (1) │ gentem meam amō

Question [2]

Britain and America were once enemies (1)

long war between them (1)

Question [3]

Hoc sciō, respondit Carolus. │ “I know this,” replied Carolus. (1)

Multī et fortēs mīlitēs │ many brave soldiers (1)

multīs in proeliīs pugnābant │ were fighting in many battles (1)

et Britannī et Americānī. │ both British and American (1)

Pater mihi fābulās nārrāvit │ my father told me stories (1)

dē duce Americānō maximō. │ about the greatest American general (1)

Hieme │ in winter (1)

ubi mīlitēs perterritī erant │ when the soldiers were terrified (1)

et dēfessī quoque │ and also exhausted (1)

et hostēs multās rēs rapiēbant, │ and the enemy were seizing many things (1)

hic dux mīlitēs trāns flūmen portāvit │ this general carried the soldiers across the river (2)

parvīs nāvigiīs. │ in small boats (1)

Illīs temporibus ducēs nōn erant ignāvī. │ in those times leaders were not cowardly (1)

Sīc semper magnās rēs faciēbant │ thus they always did great deeds (1)

et sīc nōtī omnibus erant. │ and thus they were well-known to everybody (1)

Question [4]

disembarking [5]

ship at the dockside [1]

ship’s signal [4]

standing at the highest point of the ship [2]

standing with friends [7]

walking through the gates [6]

waving to friends [3]

04.06.26: Level 1 (review); asking for directions; places in a town [3] vocabulary notes (ii)

One of the characters in this play by Plautus has been searching everywhere!

dī immortālēs, utinam conveniam domī Periphanem, per omnem urbem quem sum dēfessus quaerere: per medicīnās, per tōnstrīnās, in gymnasiō atque in forō, per myropōlia et laniēnās circumque argentāriās.

Good gods! If only I might meet Periphanes at home — I am worn out from searching for him through the whole city: through the doctors’ surgeries, through the barbers’ shops, in the gymnasium and in the forum, through the perfumers’ shops and the butchers’ stalls, and all around the banks.

gymnasium, -ī [2/n]: gymnasium

medicīna: [i] (the practice of) medicine, remedy, cure; [ii] doctor’s clinic, pharmacy

myropōlium, -ī [2/n]: a perfumer’s shop where ointments and balsams were sold

The little video that accompanies the quotation shows you that, despite a 2,000 year gap, things haven’t changed much.


03.06.26; Level 3+; Subjunctive [46] present subjunctive: all forms

Cicero kindly provides us with a laundry-list of present subjunctives: active, passive and deponent. The passive and deponent verbs are highlighted. All of the subjunctives have been introduced, but take note of ōdī (hate) which is formed differently from the others.

An overdose of present subjunctives; passive and deponent forms are highlighted

Sed est faciundum etiam, ut īrāscātur, iūdex mītigētur, invideat, faveat, contemnat, admīrētur, ōderit, dīligat, cupiat, taedeat, spēret, metuat, laetētur, doleat (Cicero)

But it must also be brought about that the judge may be angry, that he may be softened, that he may envy, that he may favour, that he may despise, that he may admire, that he may hate, that he may love, that he may desire, that he may be disgusted, that he may hope, that he may fear, that he may rejoice, and that he may grieve….

Sed est faciendum etiam, ut … │ But it must also be brought about that

īrāscātur │ he may be angry < īrāscor, -ī, irātus sum [3/deponent]

iūdex mītigētur │ (that) the judge may be softened; present passive subjunctive of mītigō [1]: make soft; pacify

invideat │ (that) he may envy [understand ‘that’ before each verb to retain the subjunctive idea of the entire statement]

faveat │ he may favour

contemnat │ he may despise

admīrētur │ he may admire < admīror, admīrārī, admīrātus sum [1/deponent]

ōderit │ he may hate* (see end note)

dīligat │ he may love

cupiat │ he may desire

taedeat │it may disgust (he may be disgusted); in Classical Latin, the verb is impersonal

spēret │ he may hope

metuat │ he may fear

laetētur │ he may rejoice < laetor, laetārī, laetātus sum [1/deponent]

doleat │ he may grieve

*ōderit: this is the only “curve ball” in the list which is why its form looks different from the rest. The verb ōdī (hate) has no present tense stem; it uses perfect tense forms to express present tense meaning:

ōdī: I hate

ōdistī: you (sg.) hate

ōdit: (s)he it hates

ōdimus: we hate

ōdistis: you (pl.) hate

ōdērunt: they hate

Therefore, since the verb in the quotation is subjunctive, ōdī takes subjunctive endings on its perfect-formed stem, but the verb still conveys present-time meaning.

ōderim, ōderīs, ōderit, ōderīmus, ōderītis, ōderint

03.06.26; Level 3+; Subjunctive [45] present subjunctive of deponent verbs

Deponent verbs are passive in form but active in meaning. They were first introduced here:

23.02.25: Level 3; deponent verbs (1)

https://adckl.blogspot.com/2024/12/230225-level-3-deponent-verbs-1.html

The present tense was specifically discussed here:

27.02.25: Level 3; deponent verbs (2)

https://adckl.blogspot.com/2024/12/270225-level-3-deponent-verbs-2.html

Image: Deponent verbs also have subjunctive forms, but the present subjunctive can be formed directly from the present indicative and by applying the vowel changes -e- / -ea- / -a- / -ia- (wE, fEAr, A, lIAR) i.e. the endings remain the same; it is only the stem vowels that change.

[i] conor, conārī, conātus sum [1/deponent]: attempt

Sīc vīta hominum est ut ad maleficium nēmō cōnētur sine spē (Cicero) │ Such is the life of men that no one may attempt wrongdoing without hope.

[ii] vereor, verērī, veritus sum [2/deponent]: fear

Tanta est tempestās ut nautae nūmen deōrum vereantur │ The storm is so great that  the sailors fear the power of the gods.

[iii] sequor, sequī, secūtus sum [3/deponent]: follow

Tanta auctōritās est ut omnēs eum sequantur │ His authority is so great that all follow him.

[iv] patior, patī, passus sum [3-iō/deponent]: suffer

Senex tam pauper est ut multum patiātur │ The old man is so poor that he suffers greatly.

[iv] mentior, mentīrī, mentītus sum [4/deponent]: lie

Nēmō sīc dēcipitur, ut dē inimīcō suō mentiātur (Quintillian) │ No one is deceived in such a way that he lies / would lie about his enemy.

[v] 2 subjunctives in the same sentence, one of which is deponent

loquor, loquī, locūtus sum [3/deponent]: speak

Frustō pānis condūcī potest, vel utī taceat vel utī loquātur (Cato) │ He can be bought / bribed with a piece of bread, so that he may either keep silent or speak.

02.06.26: Comenius (1658) XXXV; Sea-fish and Shell-fish … and fish that ‘flie’ (4) from the authors; Pliny the Elder’s Natural History [1]

Although references are made to types of sea creature by other Roman authors, it is from Pliny the Elder’s Natural History (Nātūrālis historia) where we have by far the greatest source of vocabulary.

[i] the most beautiful descriptions of a dolphin, behaving 2000 years ago in exactly the same way as they do now …

Vēlōcissimum omnium animālium, nōn sōlum marīnōrum, est delphīnus, ōcior volucre, ācrior tēlō

The swiftest of all animals, not only (of the) marine ones, is the dolphin, swifter than a bird, sharper than a weapon, …

Delphīnus nōn hominī tantum amīcum animal, vērum et mūsicae artī, mulcētur symphōniae cantū, set praecipuē hydraulī sonō. hominem nōn expavēscit ut aliēnum, obviam nāvigiīs venit, adlūdit exultāns, certat etiam et quamvīs plēna praeterit vēla.

The dolphin is not only a friendly animal to man, but also to the art of music, being soothed by the song of a symphony, but especially by the sound of water. It does not fear man as a stranger, it comes to meet ships, plays with them joyfully, even competes and passes by even though the sails are full.

02.06.26: Level 3 (review); a Second Latin Reader (Vincent) [10]: Attempt to Cross the Rhône

Language focus: passive and deponent forms

Anteā L. Cassius cōnsul necātus est atque exercitus Rōmānus ab Helvētiīs repulsus sub iugum est missus. Caesar eīs rēbus mōtus Helvētiōs iter per prōvinciam nostram facere prohibuit. Inde hostēs, eā spē dēiectī, trānsgredī cōnābantur; profectī igitur omnibus cum cōpiīs ad flūmen Rhodanum convēnērunt; ibi nāvēs ab Helvētiīs iunctae sunt ratēsque multae sunt factae. Sed hostēs, suās cōpiās trādūcere cōnātī, mūnītiōne et tēlīs mīlitum sunt repulsī. Itaque ūna per Sēquanōs via relinquēbātur.

____________________

Earlier, the consul Lucius Cassius was killed, and the Roman army, having been driven back by the Helvetii, was sent under the yoke. Caesar, moved by these events, forbade the Helvetii to make a route through our province. Then the enemy, having been cast down from that hope, were attempting to cross; having set out, therefore, they came with all their forces to the river Rhone; there ships were joined together by the Helvetii, and many rafts were made. But the enemy, having attempted to lead their forces across, were driven back by the fortification and the weapons of the soldiers. And so one route through the Sequani was left.

01.06.26: Level 2 (review); Carolus et Maria [28] [ii] language review; imperfect tense

PART ONE

Prīmā lūce Carolus excitātus est. Clāmōrēs nautārum quī multās rēs parābant Carolum excitābant. Puer nōn iam dormīre poterat. Ē fenestrā spectābat. Ibi portum magnum Americae vidēbat. Laetitiam novam sentiēbat quod iterum gentem suam vidēbat. Aedificia urbis nōn iam cēlābantur et Carolō splendida nunc vidēbantur. Etiam figūrae hominum in terrā vidēbantur. Puer nautās spectāre cōnstituit. Itaque sine morā mātrem patremque relīquit et ad locum in quō nautae labōrābant properāvit. Ubīque multa portābantur. Ūnus ex nautīs, quī aliīs imperābat et īnsignī splendidō ducis ōrnābātur, Carolum nōvit quod pater puerī erat nōtus eī. Ubi nauta puerum vīdit, “Hūc venī!” inquit. “Esne laetus quod Americae appropinquāmus?” rogāvit.

Find the Latin:Bottom of Form

[i] (he) was giving orders to others

[ii] (he) was no longer able to sleep

[iii] (they) were preparing many things

[iv] he was adorned / decorated with a badge

[v] he was feeling (could feel) … happiness

[vi] he was looking out of the window

[vii] he was seeing (could see) the large port

[viii] the boy’s father was known to him

[ix] the sailors were working

[x] the shouts … were making Carolus wake up

[xi] the buildings were no longer (being) hidden

[xii] they … seemed splendid

[xiii] figures … could be seen

[xiv] many things were being carried

____________________

[i] aliīs imperābat

[ii] nōn iam dormīre poterat

[iii] multās rēs parābant

[iv] īnsignī … ōrnābātur

[ix] nautae labōrābant

[v] laetitiam … sentiēbat

[vi] ē fenestrā spectābat

[vii] portum magnum … vidēbat

[viii] pater puerī erat nōtus eī

[x] Clāmōrēs … Carolum excitābant

[xi] aedificia … nōn iam cēlābantur

[xii] splendida … vidēbantur

[xiii] figūrae … vidēbantur

[xiv] multa portābantur

31.05.26: Level 1 (review); asking for directions; places in a town [2] vocabulary notes (i)

The previous post gave single meanings for each word in order to be able to practice speaking the language and to refer to a specific idea.

One of the challenges in conveying 21st century concepts using Classical Latin vocabulary is that words used by the Ancient Romans do not always precisely match what we would wish to describe, or meanings overlap.

[1]

amphitheātrum, -ī [2/n]: from Anc. Gk. ἀμφιθέᾱτρον [amphithéātron] < ἀμφί [amphí: on both sides) + θέᾱτρον [théātron: theatre]; traditional theatre design reflects the Classical origins i.e. a central performing area with upper seating surrounding the stage most frequently as an eliptical / horseshoe shape.

forum, -ī [2/n]: does not refer only to the impressive Forum in Rome, but also to a public place or market place

laniēna, -ae [1/f] and laniēnus, -ī [2/m]: a butcher’s; butcher’s stall

laniēnus, -a, -um: (adjective) referring to a butcher

piscīna, -ae [1/f]: [i] (fish) pond; [ii] swimming pool (Fr. piscine)

valētūdinārium, -ī [2/n]: hospital, sick-bay often in a military context

The English term ‘hospital’ is derived from the adjective hospitālis relating to a guest or host; hospitālia: guest rooms, i.e. there is no medical implication from the original words

[2]

taberna, -ae [1/f]

[i] shop, a place where goods were sold e.g. taberna librāria: book shop

[ii] tavern; sometimes a simple inn (see [3] below)

also: officīna, -ae [1/f]: a place where goods were , a workshop

[3]

The terms below all refer to accommodation, and eating and drinking places; I have given brief descriptors that differentiate them in Classical Latin although 21st century intepretations are more flexible:

caupōna, -ae [1/f]: commercial inn; tavern (food, drink, and often lodging)

gānea, -ae [1/f]: low-class, disreputable eating-house or tavern

popīna, -ae [1/f]: bar; eating-house (food and drink sold)

thermopōlium, -ī [2/n]: hot-food stall; snack bar

hospitium, -ī [2/n]: hospitality; guest lodging; place of entertainment for strangers

With reference to a journey:

dēversōrium, -ī [2/n]: travellers’ lodging; roadside inn

mansiō, -ōnis [3/f]: stopping-place on a road; public lodging station; night quarters

statiō, statiōnis [3/f] is a term used primarily in a military context i.e. the ‘post’ where soldiers were stationed or guard duty. It can also refer to, for example, “winter quarters”, but it is not a term that would apply to civilian accommodation.

30.05.26; Level 3+; Subjunctive [44] passive forms [i] present passive (2) practice

As mentioned in the previous post, focus on the 3rd singular and plural forms. However, all the forms of the present passive subjunctive are included in this exercise even if some of them are rare.

Complete the Latin sentences with the verbs listed below.

[i] They close the gate so that the city may be defended. │ Portam claudunt ut urbs __________.

[ii] They prepare ships so that the army may be transported. │ Nāvēs parant ut exercitus __________.

[iii] They place guards so that the prisoners may not be led away. │ Custōdēs pōnunt nē captīvī __________.

[iv] There is such a crowd that the road is blocked. │ Tanta est multitūdō ut via __________.

[v] The fear is so great that the words are scarcely understood. │ Tantus est timor ut verba vix __________.

[vi] The wrong is so serious that the enemies are punished. │ Tam gravis est iniūria ut hostēs __________.

[vii] You do this so that you may be praised by everyone. │ Hoc facis ut ab omnibus __________.

[viii] Take care that you are not punished by the teacher. │ Cūrā nē ā magistrō __________.

[ix] You keep quiet so that you may not be heard by the enemy. │ Tacētis nē ab hostibus __________.

[x] You all shout with such a loud voice that you are feared by everyone. │ Vōs omnēs tantā vōce clāmātis ut ab omnibus __________.

[xi] We do this so that we may be praised by everyone. │ Hoc facimus ut ab omnibus __________.

[xii] We shall keep silent so that we may not be heard by the enemy. │ Tacēbimus nē ab hostibus __________.

[xiii] We hurry so that we may not be punished by the master. │ Festīnāmus nē ā magistrō __________.

[xiv] We fight so bravely that we are feared by everyone. │ Tam fortiter pugnāmus ut ab omnibus __________.

[xv] I hide in the forest so that I am not found by the guards. │ In silvā mē cēlō nē ā custōdibus __________.

[xvi] I shall shout in such a loud voice that I am understood by everybody. │ Tanta vōce clāmābō ut ab omnibus __________.

audiāminī; audiāmur; claudātur; dēfendātur; dūcantur; intellegantur; intellegar; inveniar; laudēmur; laudēris; puniāmur; puniantur; puniāris; timeāminī; timeāmur; trānsportētur

____________________

[i] Portam claudunt ut urbs dēfendātur.

[ii] Nāvēs parant ut exercitus trānsportētur.

[iii] Custōdēs pōnunt nē captīvī dūcantur.

[iv] Tanta est multitūdō ut via claudātur.

[v] Tantus est timor ut verba vix intellegantur.

[vi] Tam gravis est iniūria ut hostēs puniantur.

[vii] Hoc facis ut ab omnibus laudēris.

[viii] Cūrā nē ā magistrō puniāris.

[ix] Tacētis nē ab hostibus audiāminī.

[x] Vōs omnēs tantā vōce clāmātis ut ab omnibus timeāminī.

[xi] Hoc facimus ut ab omnibus laudēmur.

[xii] Tacēbimus nē ab hostibus audiāmur.

[xiii] Festīnāmus nē ā magistrō puniāmur.

[xiv] Tam fortiter pugnāmus ut ab omnibus timeāmur.

[xv] In silvā mē cēlō nē ā custōdibus inveniar.

[xvi] Tanta vōce clāmābō ut ab omnibus intellegar.

30.05.26; Level 3+; Subjunctive [43] passive forms [i] present passive (1)

By this stage you should now be comfortable with the active forms of the subjunctive and you have seen them being used in several different ways. Before we continue with the dependent uses of the subjunctive, we will bring in passive forms of the subjunctive in contexts that you have already seen.

In this post we deal with the present passive subjunctive: remember wE fEAr A lIAr

Note the poetic alternative / archaic 2nd person singular forms ending in -re which look like infinitives.

1st conjugation

Active > Passive

portEm > portEr

portēs > portēris; or: portēre

portet > portētur

portēmus > portēmur

portētis > portēminī

portent > portentur

2nd conjugation

Active > Passive

monEAm > monEAr

moneās > moneāris; or moneāre

moneat > moneātur

moneāmus > moneāmur

moneātis > moneāminī

moneant > moneantur

3rd conjugation

Active > Passive

dūcAm > dūcAr

dūcās > dūcāris; or: dūcāre

dūcat > dūcātur

dūcāmus > dūcāmur

dūcātis > dūcāminī

dūcant > dūcantur

3rd-iō conjugation

Active > Passive

capIAm > capIAr

capiās > capiāris; or: capiāre

capiat > capiātur

capiāmus > capiāmur

capiātis > capiāminī

capiant > capiantur

4th conjugation

Active > Passive

audIAm > audIAr

audiās > audiāris; or: audiāre

audiat > audiātur

audiāmus > audiāmur

audiātis > audiāminī

audiant > audiantur

Notes

[i] I used a personal ‘short-hand’ way of remembering the changes. The passive personal endings for all conjugations are added to the stems i.e. it isn’t a question of learning all the conjugations separately

Active > passive

-m > -r

-s > -ris (-re)

-t > -tur (the short Vowel of the active becomes long in the 3rd person singular passive e.g. -Et > -Ētur; -eAt > eĀtur)

-mus > -mur

-tis > -minī

-nt > -ntur

[ii] Don’t try to amass all the information at one time; at this Level 4, the purpose is to recognise and understand usage of the subjunctive forms in the literature. Bear in mind that a considerable amount of literature is narrative about somebody else and, therefore, focus initially on 3rd person singular and plural forms.

Librum scrībit ¦ ut ab omnibus legātur. │ He is writing the book ¦ so that it may be read by everyone.

Tam dīligenter labōrat ¦ ut ab omnibus laudētur. │ He works so diligently ¦ that he is praised by everyone.

Omnēs mīlitēs fugiunt ¦ sagittīs vulnerentur. │ All the soldiers flee ¦ so that they may not be wounded by arrows.

Tantus est clāmor ¦ ut verba senātōris vix audiantur. │ The shouting is so great ¦ that the senator’s words are scarcely heard.

[iii] Examples of other forms are rarer, but here are a few from the authors:

(1) Nunc prius praecaveō sciēns sumque ōrnāta ita ut aegra videar, quasi puerperiō cubem (Plautus) │ Now, first, I take precautions deliberately, and I am made up in such a way that I may appear ill, as though I were lying in bed from childbirth.

(2) Numquid accidere tibi, damnāris, potest dūrius quam ut mittāris in exilium, ut dūcāris in carcerem? (Seneca) │ Can anything harsher happen to you, if you were to be condemned, than that you be sent into exile, than that you be led into prison?

(3) Finge aliquid saltem commodē ut plānē videāris id facere quod apertē facis (Cicero) │ At least invent something suitable so that you may not obviously be seen doing what you are openly doing.

(4) Quō mihi ācrius adnītundum est, utī neque vōs capiāminī et illī frūstrā sint (Sallust) │ For which reason I must strive the more vigorously, so that neither you may be deceived nor they may be disappointed.

(5) Further quotations from Cicero: note that Cicero, although talking about himself alone, frequently uses the 1st person plural. If you are moving into the literature, then it is useful – gradually – to become familiar with the styles of different authors.

Effice ¦ ut ab omnibus laudēmur et amēmur (Cicero) │ See to it ¦ that we are praised and loved by everyone. [ = that I am praised and loved]

Sed, ingrātī … videāmur, hoc omittō (Cicero) │ But about that I will say no more, so that we may not appear / be seen as ungrateful [= that I may not appear / be seen as]

Libente mē vērō, ut aliquid aliquandō dē doctrīnae studiīs admoneāmur (Cicero) │ Indeed, I gladly welcome being occasionally reminded about the studies of learning [literally: Indeed, gladly on my part, in order that we may at some point be reminded [= Cicero: I may …]