Tuesday, July 7, 2026

22.01.27: Comenius XIX; Living-Creatures: and First, Birds. | Animālia: & prīmum, Avēs (2)

[2]

a bird, | avis,

(here the King's Fisher, 1.* | (hīc Halcyōn, 1.

making her nest in the sea.) | in marī nīdulāns.)

is covered with feathers, 2. | tegitur plūmīs, 2.

flyeth with wings, 3. | volat pennīs, 3.

hath two pinions, 4. | habet duās ālās, 4.

as many feet, 5. | totidem pedēs, 5.

a tail, 6. | caudam, 6.

and a bill, 7. | et rōstrum, 7.

____________________

vocabulary

(1) halcyōn, halcyonis [3/f]: kingfisher; see note (1)

also: alcyōn, -onis; alcēdō, -inis [3/f]

Both alcedo and halcyon are used in the zoological descriptors of the species

(2) plūma, -ae [1/f]: small, soft feather; plumage that covers the entire body of the bird

(3) penna, -ae [1/f]: larger flight feather; (pl.) wing

The English noun ‘pen’ (the writing instrument) is derived, via Old French, from Latin.

(4) āla, -ae [1/f]: wing

The noun is also used in transferred senses:

[i] as a military term, it refers to the wing of an army “(thus conceived of as a bird of prey), commonly composed of the Roman cavalry and the troops of the allies, esp. their horsemen (Lewis & Short)”

dextra āla — in ālās dīvīsum sociālem exercitum habēbat — in prīmā aciē locāta est (Livy)

  • The right brigade (for he had the troops of the allies divided into brigades) was placed in the first line.

Asinius Polliō, ālae praefectus (Tacitus)

  • Asinius Pollio, prefect of a cavalry squadron

[ii] usually in the plural (ālae, -ārum), it can refer to the wings of a house, two small quadrangular apartments or recesses on the left and right sides of the ātrium [image #8; figure 5] 

While pennae and ālae are often used interchangeably as synonyms for ‘wings’ in everyday Classical Latin, technical and textbook contexts distinguish them. Here, pennīs refers to the flight feathers that make aviation possible, while ālās denotes the two structural limbs of the bird's body. Charles Hoole mirrors this pedagogical distinction by translating pennīs as ‘wings’ and utilizing the archaic English term ‘pinions’ for ālās to avoid repetitive phrasing.

(5) pēs, pedis [3/m]: foot

(6) cauda, -ae [1/f]: tail

(7) rōstrum, -ī [2/n]: beak; bill

[i] Resembling a bird’s beak, the term rōstrum also refers to the protruding battering ram at the bow of a Roman ship [image #9: rōstrum of a Roman warship].

[ii] The English term rostrum (pl. rostra), a raised platform, originates in the decoration in Ancient Rome of the public speaking platform with the rōstra of captured enemy ships.

[images #10 and #11]: artist’s reconstruction of the Ancient Roman rōstra; reproduction of the Rostral Column of Gaius Duilius (c. 260 BC)

notes

* (1) Comenius made no contribution to natural science, and he was profoundly alienated from the developments in science that occurred during his lifetime.

https://www.encyclopedia.com/people/social-sciences-and-law/education-biographies/john-amos-comenius

Whether that is an accurate assessment of Comenius is beyond the scope of the work here. It was certainly not the author’s aim to tutor his pupils in scientific and natural discoveries, but to make the Latin language accessible, interesting, and relevant. In reality, kingfishers burrow into the earth along rivers, streams, or ponds to create their nests. Comenius' statement that the kingfisher makes its nest in the sea is based entirely on classical mythology. He is referencing the ancient Greek and Roman myth of the Halcyōn, where the gods transformed the grieving Alcyone into a bird that nested upon the ocean waves during a period of supernatural calm:

perque dies placidos hiberno tempore septem / incubat Alcyone pendentibus aequore nidis (Ovid)

  • and in wintertime for seven peaceful days Alcyone sits on her nest floating on the sea.  

(2) hīc Halcyōn in marī nīdulāns | Here (is) the kingfisher (who is) making her nest in the sea.

Present active participle:

https://adckl.blogspot.com/search/label/present%20active%20participle

(3) tegitur plūmīs | is covered with / by feathers;

Ablative of means / instrument:

https://adckl.blogspot.com/2025/02/240525-level-3-summary-of-of-uses-of.html







21.01.27: Level 2 (review); Carolus et Maria [39] (1)

[1]

Paucīs ante diēbus discipulī castellum aedificāre cōnstituērunt. Altera pars māteriam parābat, altera castellum aedificāre coepit. Quīdam puerī in silvam prōcēdēbant. Secūrēs sūmēbant quod cōpiam māteriae habēre necesse erat. Secūribus paucās arborēs parvās caedēbant.

[i] What did the pupils decide to do? (1)

[ii] How were the tasks divided? (3)

[iii] What was the purpose of the axes? (2)

[2] Translate, paying particular attention to the different tenses and voices used:

Cum arboribus ad scholam redībant. Hīc altera pars discipulōrum omnia dispōnēbat. Quandō omnia disposita erant et castellum factum erat, septem discipulī in castellum convēnērunt. Dē impetū barbarōrum monitī erant et omnēs agricolae domōs suās relīquerant et hīc salūtem petēbant. (10)

[3]

Duo ē discipulīs, virī nōbilēs magnā vī, ducēs factī sunt. Necesse erat ducēs huius generis habēre. Trāns flūmen ē castellō tabernācula barbarōrum facile vidēbantur. (Ibi erant nūllī barbarī, sed cēterī discipulī.) Herī agricolae pontem frēgērunt. Ita enim barbarōs flūmen trānsīre nōn posse putābant. Sed barbarī nāviculās habēbant. Agricolae castellum relinquere nōlēbant neque audēbant nam barbarī ad impetum faciendum parātī erant.

In which order are the following referred to?

a broken bridge _____

characteristics of leaders _____

enemy tents _____

inability to cross a river _____

need to have leaders _____

preparations for an attack _____

refusal to leave the castle _____

small boats _____

____________________

[1]

[i] build a fort

[ii] one group prepared the timber (1); the other began building the fort (1); some boys went ahead into the forest (1)

[iii] a quantity of timber was needed (1); cut down a few small trees (1)

[2]

They were returning to the school (1) with trees (wood / timber) (1). Here another group of the students (1) was arranging everything (1). When everything had been arranged (1) and the fort had been built (1), seven students gathered in the fort (1). They had been warned about the attack of the barbarians (1), and all the farmers had left their homes (1) and were seeking safety here. (1)”

[3]

a broken bridge [4]

characteristics of leaders [1]

enemy tents [3]

inability to cross a river [5]

need to have leaders [2]

preparations for an attack [8]

refusal to leave the castle [7]

small boats [6]

20.01.27: Level 1-2 (review): Julia (a Latin Reader) [9] (4)

 HORĀTIUS COCLES (4)

Trēs igitur Rōmānī in angustō locō stetērunt. Nec Etrūscī pugnam dētrectāvērunt. Trēs prīncipēs contrā Rōmānōs prōcēdunt. Superbī et splendidī sunt prīncipēs; gladiīs coruscīs in Horātium et comitēs prōcēdunt. Horātius autem in hostem fulminis modō ruit, et prīnceps Etrūscus magnō fragōre ad terram cecidit. Lartius quoque et Herminius hostēs validīs hastīs vulnerāvērunt et humī prōstrāvērunt. Iterum Etrūscī mīlitēs fortēs ferōcēsque in Rōmānōs mīsērunt; iterum Rōmānī Etrūscōs necāvērunt.

Diū et ācriter pugnābant. Iam multa hostium corpora humī iacēbant. Etrūscī timēbant, et Sextum, Tarquiniī fīlium, incitāvērunt. Sed Sextus quoque Horātium timēbat et pugnam dētrectāvit, nec in Rōmānōs, tam dīrōs hostēs, prōcessit.

[i]

comes, comitis [3 m/f]: companion

humus, -ī [2/f]: ground; humī: on the ground

prīnceps, principis [3 m/f]: chief, prince

[ii]

cadō, -ere [3]: fall

dētrectō, -āre [1]: shirk, refuse

mittō, -ere [3]: send

procēdō, -ere [3]: advance; go forward

vulnerō, -āre [1]: wound

[iii]

dīrus, -a, -um: dreadful

[iv]

ācriter: keenly

modō: after the manner of; abl. of modus, -ī [2/m]: manner; way

____________________

So the three Romans stood in a narrow place. And the Etruscans did not avoid the battle. Three leaders advance against the Romans. The leaders are proud and splendid; they advance against Horatius and his companions with flashing swords. But Horatius rushed at the enemy like a thunderbolt, and the Etruscan leader fell to the ground with a great crash. Lartius and also Herminius wounded the enemy with strong spears and threw them to the ground. Again the Etruscan soldiers sent brave and fierce men against the Romans; again the Romans killed the Etruscans.

For a long time they fought fiercely. Now many bodies of the enemy were lying on the ground. The Etruscans were afraid, and they urged on Sextus, the son of Tarquin. But Sextus too was afraid of Horatius and avoided the battle, and did not advance against the Romans, such terrible enemies.

19.01.27: Vincent and the Headache (5); step-by-step; stepping up

https://adckl.blogspot.com/2026/06/210626-vincent-and-headache-1-step-by.html

So far, we’ve looked at some important points:

(1) A large amount of information does not have to be learned at the same time.

(2) There is a need to identify what are the fundamental words and ideas for the early stages.

(3) Some learners are content with a random list of words on a page, but it does not have to be exclusively that way. It can be:

illustrated

heard

classified either grammatically (nouns, verbs etc.), or by theme (parts of the body);

practised verbally and expanded by active usage in simple contexts where there are patterns e.g. X mihi dolet / dolent;

explored e.g. by looking at derivatives

Now step up (if you choose to):

In Vincent’s video there are a few points that would normally follow on from the most basic stages. However, even here, we can highlight those features which take considerable time and study as opposed to those which can be quickly grasped. Whatever you’re learning in Latin, you cannot do it all at once. I’ve included some notes and links to features that you may feel ready to ‘explore’.

The first one below forms one of the backbones of Latin:

[1] Apart from the present tense (ambulō, faciō, sciō), Vincent uses three other verb tenses:

[i] Solēbam legere | I was in the habit of reading

Of the three tenses referred to, this one is the easiest to spot because it has a distinctive ‘marker’: -ba- / -bā-

imperfect tense: what was happening / used to happen

https://www.facebook.com/groups/latinforstarters/permalink/469186202359320/

https://adckl.blogspot.com/search/label/tenses%3A%20imperfect

[ii] Et hoc satis erit. | And this will be enough.

future tense: what will happen

https://www.facebook.com/groups/latinforstarters/permalink/469186389025968/

https://adckl.blogspot.com/search/label/tenses%3A%20future

[iii] ut dīxī | as I (have) said

perfect tense: what (has) happened

https://www.facebook.com/groups/latinforstarters/permalink/469186502359290/

https://adckl.blogspot.com/search/label/tenses%3A%20perfect

[2] difficilius est animum intendere | it is more difficult to concentrate

difficilis, -e: difficult > difficilior [masc. / fem.] difficilius [neuter]: more difficult; this is the comparative form of the adjective which can also translate as ‘rather difficult’ but stick with ‘more’ at the beginning.

https://www.facebook.com/groups/latinforstarters/permalink/809090198368917/

https://adckl.blogspot.com/search/label/degrees%20of%20comparison

[3]

hoc prōdest et mihi et | this benefits both me and him [ = this is of benefit both to me and to him]

quia sciō ambulātiōnem mihi prōdesse | because I know walking is good for me / is of benefit to me.

the verb prōsum, prōdesse (to benefit) is followed by the dative case i.e. this benefits me = this is of benefit to me

https://www.facebook.com/groups/latinforstarters/posts/730075776270360

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

[4] How English translates a phrase may not match what the Latin actually says:

oportet mē … ambulāre | I have to … walk

oportet fruī serēnitāte | I have to enjoy the peacefulness

However, oportet is an impersonal verb, i.e. it does not have a subject. There are impersonal verbs in English, French and German, good examples of which are weather phrases:

It is raining / Il pleut / Es regnet

That ‘it’ is not referring to anything. In fact, the Latin equivalent uses no pronoun at all:

pluit: it’s raining; ningit: it’s snowing

https://www.facebook.com/groups/latinforstarters/posts/427927846485156

Another impersonal construction is in the video:

Difficilius est … | It is more difficult …

What ‘oportet literally means is: It is necessary / right / proper (to do something) but English would rework that into a less clumsy expression:

oportet mē … ambulāre | It is necessary for me to walk = I have to / ought to / should … walk

https://adckl.blogspot.com/search/label/impersonal%20verbs

A light-hearted PS: if you want oportet mē to stick in your head forever, then remember one of the bizarre translations that dictionaries give: ‘it behooves me’, and that’s fine – if you want to pretend you’re living in the 17th century.

Anyway, it behooves me to stop writing about Vincent’s headache.

Are there other features that I haven’t talked about?

Yes.

Will I talk about them?

Eventually.


18.01.27: Level 4; literature; Mediaeval; Gesta Rōmānōrum; Filia Piratae [3]

Puella audiēns istās ratiōnēs ait: “Ad prīmam respondeō, quandō dīcis, quod ego dēcēpī patrem meum proprium, quod nōn est vērum. Ille dēcīpitur, quī in aliquō bonō dīminuitur. Sed pater meus tam locuplēs est, quod alicuius auxiliō nōn indiget. Cum hoc perpendī, iuvenem istum ā carcere līberāvī, et sī pater meus prō eō redemptiōnem accēpisset, nōn multum propter hoc dītior fuisset, et tū per redemptiōnem dēpauperātus essēs. Ergō in istō actū tē salvāvī, quod redemptiōnem nōn dēdistī, et patrī meō nūllam iniūriam fēcī.

Ad aliam ratiōnem, quandō dīcis, quod ego ex libīdine hoc fēcī, respondeō: hoc nūllō modō potest fierī, quia libīdō aut est propter pulchritūdinem aut propter dīvitiās aut propter fortitūdinem. Sed fīlius tuus nūllum istōrum habuit, quia pulchritūdō eius per carcerem erat annihilāta; nec dīves fuit, quia nōn habuit, unde sē ipsum redimeret; nec fortis, quia fortitūdinem perdidit per carceris macerātiōnem. Ergō sōla pietās mē movēbat, quod ipsum līberāvī.

Pater hoc audiēns nōn potuit fīlium arguere ulterius. Fīlius ergō cum magnā solennitāte eam in uxōrem dūxit et in pāce vītam fīnīvit.

Vocabulary

[i]

[1] Look out for variant spellings:

sollemnitās, -tātis [3/f]: solemnity; formality

here: solennitāte; the consonant cluster of -mn- often occurs in Mediaeval writing as -mpn- / -mnn- / -nn-, for example:

sollemnis, -e > sollempnis

[ii]

arguō, -ere, -uī, argūtus [3]: (here) blame

dēpauperō, -āre, -āvī, -ātus [1] (Mediaeval) impoverish

indigeō, -ēre, -uī [2]: need, want, require, lack

+ ablative: alicuius auxiliō nōn indiget | he does not need the help of anybody

perpendō, -ere, -pendī, -pensus [3]: consider, examine (carefully), ponder

[iii]

dītior: wealthier; comparative of dīves, divitis

locuplēs, -ētis: wealthy

Notes

Mediaeval features

[i] quod introducing indirect statement:

quandō dīcis, quod ego dēcēpī patrem meum proprium

when you say that I deceived my own father

quandō dīcis, quod ego ex libīdine hoc fēcī

when you say that I did this out of desire

[ii] quod introducing clause of result:

pater meus tam locuplēs est, quod alicuius auxiliō nōn indiget

my father is so wealthy that he has no need of anyone’s help

Subjunctive usage

[i] pater meus prō eō redemptiōnem accepisset, nōn multum propter hoc dītior fuisset et tū per redemptiōnem dēpauperātus essēs.

if my father had received a ransom for him, he would not have been much richer because of it, and you would have been impoverished through the ransom

conditional clause: past contrary-to-fact

https://adckl.blogspot.com/2026/04/140926-level-3-conditional-clauses-9.html

[ii] quia nōn habuit, unde sē ipsum redimeret

… because he had nothing with which he could ransom himself

characteristic

https://adckl.blogspot.com/search/label/subjunctive%3A%20characteristic

____________________

The girl, hearing these arguments, said: “To the first I reply: when you say that I deceived my own father, that is not true. He is deceived who is diminished in some good. But my father is so wealthy that he has no need of anyone’s help. When I considered this, I freed that young man from prison, since if my father had received a ransom for him, he would not have been much richer because of it, and you would have been impoverished through the ransom. Therefore in that action I saved you by not giving the ransom, and I did no injury to my father.

To the second argument, when you say that I did this out of desire, I reply that this can in no way be the case, because desire exists either on account of beauty, or wealth, or strength. But your son had none of these, since his beauty had been destroyed by imprisonment; nor was he rich, because he had nothing with which to ransom himself; nor was he strong, because he had lost his strength through the weakening of prison. Therefore only compassion moved me, when I freed him.”

The father, hearing this, was no longer able to accuse his son further. Therefore the son, with great solemnity, took her as his wife, and ended his life in peace.

17.01.27: Level 4; listening; Nūntiī Latīnī [3]

Manifēstātiōnēs tumultuōsae Parīsiīs et in aliīs Franciae regiōnibus diē Sabbatī continuābantur. Autoraedae cremābantur et fenestrae tabernārum frangēbantur. Damna Parīsiīs maiōra erant quam ante septimānam. Bruno Le Maire, minister ab aerāriō pūblicō, violentiam tumultuantium oeconomiae catastrophicam appellāvit. Praesertim mercātōrēs, caupōnāriī et gestōrēs dēversōriōrum damna cēpērunt.

[i] True or false?

[a] Demonstrations began on Saturday.

[b] The demonstrations were only in Paris.

[ii] What was burned?

[iii] What was smashed?

[iv] The damage in Paris was worse compared to ….

[v] Who is Bruno Le Maire?

[vi] How did he describe the damage?

[vii] Which three groups of people particularly suffered losses?

____________________

[i]

[a] false; they continued on Saturday

[b] false; in Paris and in other regions of France

[ii] cars

[iii] shop windows

[iv] a week ago / the previous week

[v] Minister of Public Finance

[vi] catastrophic for the economy

[vii] shopkeepers; café and restaurant owners; hoteliers

____________________

Violent demonstrations continued in Paris and in other regions of France on Saturday. Cars were burned and shop windows were smashed. The damage in Paris was greater than a week earlier. Bruno Le Maire, the minister of public finance, described the violence of the rioters as catastrophic for the economy. Merchants, café and restaurant owners, and hotel operators in particular suffered losses.