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 eī | 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 17^th 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.

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

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]

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

28.05.26: Level 2 (review); Carolus et Maria [28] [i] comprehension; lower level

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.

[i] When was Carolus woken up? (1)

[ii] What woke Carolus up? (2)

[iii] What were the sailors doing? (1)

[iv] What could Carolus see from the window? Give two details. (2)

[v] Why did Carolus feel a new happiness? (2)

[vi] How did the city buildings now appear to Carolus? (1)

[vii] What could be seen on the land? (2)

[viii] What did Carolus decide to do? (1)

[ix] What phrase tells you that Carolus left his parents quickly? Give the Latin and English translation. (2)

[x] Where did he hurry to? (2)

[xi] What was happening everywhere in the harbour? (1)

[xii] How do we know the one sailor was more important than the others? (3)

[xiii] Why did the sailor recognise Carolus? (1)

[xiv] What question did the sailor ask at the end of the passage? (2)

____________________

[i] at first light / early in the morning (1)

[ii] shouts (1) of the sailors (1)

[iii] preparing many things (1)

[iv] the large harbour (1) of America (1)

[v] He would see his own people (1) again (1)

[vi] splendid / shining (1)

[vii] figures (1) of people (1)

[viii] watch the sailors (1)

[ix] sine morā (1); without delay (1)

[x] the place (1) where the sailors were working (1)

[xi] many things were being carried (1)

[xii] was giving orders to others (1); decorated with the shining badge(1) of a leader (1)

[xiii] Carolus’ father was known to him (1)

[xiv] “Are you happy (1) that we are approaching America? (1)”

24.05.26: Level 2 (review); Carolus et Maria [27] [v]: grammar

 Carolus et Maria in Hispāniā sunt. Ibi nūllōs amīcōs habent neque linguam Hispāniae intellegunt. Multa et nōta loca huius terrae tamen vidēre cupiunt. Iam laetitiam magnam sentiunt quod terra est tam pulchra. Ubīque in arboribus sunt avēs. Caelum est semper clārum. Multa oppida parva inter collēs cēlantur. In hīs oppidīs Americānī manēre cupiunt quod ibi quiētem capere possunt. In oppidīs magnīs hominēs semper properant. Semper excitātī sunt.

Ōlim Hispānia rēgēs habēbat. Interdum rēgēs in urbe nōn manēbant, sed rūrī habitābant. Saepe tēctum quod rūrī erat magnum erat. Circum tēctum erat mūrus altus. Hodiē Carolus et eius pater in viā prope mūrum ambulant. Portae sunt apertae, per quās pater fīliusque hortum et tēctum inter arborēs vident.

“Antīquīs temporibus,” inquit pater, “mīlitēs circum iānuam stābant.”

“Cūr hoc fēcērunt?” rogat Carolus.

“Sīc eī rēgēs ā perīculō rapiēbant,” respondet pater. “Saepe rēgēs inimīcōs quī eōs etiam necāre audēbant habēbant. Saepe pictūrās in quibus erant pīla quae paucī ex mīlitibus portābant vīdī. Galeās et gladiōs quoque portābant. Haec erant arma splendida. Signa in quibus erant figūrae avium aut animālium portābantur. Tū exempla bona hōrum signōrum antīquōrum Rōmae vīdistī. Mīlitēs Rōmānī quoque signa in proeliīs portābant. Sīc in mediō proeliō mīlitēs loca sua nōscēbant.”

Nox iam appropinquat et lūx diēī post collēs cēlātur. Ex summō colle nauta et fīlius eius nūbēs spectant. Omnēs rēs nātūrā silent, quod tempus paene est hominēs animāliaque dormīre. Hispānia est terra grāta. Collēs sunt pulchrī. Populus Hispānus est amīcus. Cibus est bonus. Ubīque laetitia incolārum vidētur. Quamquam Hispānia est terra bona et nōta, Carolus et Maria laetitiam nunc sentiunt quod crās domum ībunt. Prīmā lūce Hispāniam relinquent.

Remember: all questions relate to the word / phrase as it appears in the text

[1] Changing verb tenses

Give the first person singular present tense of:

[a] ībunt

[b] possunt

[c] vīdistī

[2] Changing case endings (especially 3^rd declension nouns since the nominative form often differs from its form in other cases)

Give the nominative singular of:

[a] lūce

[b] quiētem

[c] rēgēs

[3] Identifying case and usage

Identify the case and number of the nouns in bold, and explain why those cases are being used:

[a] inter collēs

[b] antīquīs temporibus

[c] figūrae avium

[4] Giving examples; recognising grammar ters

From the text, find one example of each of the following:

[a] a present passive verb

[b] an imperfect active verb

[c] an imperfect passive verb

[5] Identify the clause type (in italics)

[a] Portae sunt apertae, per quās pater fīliusque hortum et tēctum inter arborēs vident.

[b] Omnēs rēs nātūrā silent, quod tempus paene est hominēs animāliaque dormīre.

[6] From the text: what is the case of both of these nouns? Why is this case different from other Latin cases?

rūrī; Rōmae

[1]

[a] eō

[b] possum

[c] videō

[2]

[a] lūx

[b] quiēs

[c] rēx

[3]

[a] accusative plural; governed by the preposition inter (“among / between”)

[b] ablative plural; time when (“in ancient times”)

[c] genitive plural; shows “of” birds

[4] Any one of:

[a] vidētur; cēlantur

[b] stābant; rapiēbant; habēbant; audēbant; portābant; nōscēbant; erat; erant

[c] portābantur

[5]

[a] relative: … per quās pater fīliusque … vident │ …through which the father and son see …

[b] causal: … quod tempus paene est … │ … because it is almost time …

[6] locative; used with names of cities, towns, small islands, and a few common nouns to show place where, without a preposition i.e. it is not used with other nouns:

rūrī: in the countryside

Rōmae: at / in Rome

20.05.26: Level 2 (review); Carolus et Maria [27] [iv]: language focus and translation

“Antīquīs temporibus,” inquit pater, “mīlitēs circum iānuam stābant.”

“Cūr hoc fēcērunt?” rogat Carolus.

“Sīc eī rēgēs ā perīculō rapiēbant,” respondet pater. “Saepe rēgēs inimīcōs quī eōs etiam necāre audēbant habēbant. Saepe pictūrās in quibus erant pīla quae paucī ex mīlitibus portābant vīdī. Galeās et gladiōs quoque portābant. Haec erant arma splendida. Signa in quibus erant figūrae avium aut animālium portābantur. Tū exempla bona hōrum signōrum antīquōrum Rōmae vīdistī. Mīlitēs Rōmānī quoque signa in proeliīs portābant. Sīc in mediō proeliō mīlitēs loca sua nōscēbant.”Bottom of Form

Language focus: imperfect tense

audēbant

erant

habēbant

nōscēbant

portābant

portābantur

rapiēbant

stābant

Remember that the imperfect tense can convey:

[i] was / were doing something i.e. referring to a single action that was incomplete

[ii] a repeated action, often expressed in English with ‘used to (do)’ or ‘would (do)’; English may use a simple past tense in translation if the meaning is clear either from context or with the use of, for example, an adverb that indicates that the action was frequentative

[iii] a general situation at the time; background description

Note the following:

[i] Translation can vary, but be careful. The Latin imperfect can be used in situations where English makes a distinction that Latin does not, for example:

[1] John was walking down our street.

[2] John used to walk down our street.

Both of these would normally be expressed by the imperfect tense in Latin, but they do not mean the same thing in English.

The first suggests an action in progress at a particular moment, while the second suggests a habitual action over time.

When translating, you must decide which English form best fits the context, rather than assuming there is only one correct equivalent for the imperfect.

[ii] Saepe pictūrās in quibus erant pīla quae paucī ex mīlitibus portābant vīdī.

This would seem to contradict the previous information in that a repeated action is referred to, indicated by the adverb saepe (often). You would expect an imperfect tense, but Latin uses a perfect. However, compare the following two English sentences:

[1] I often used to go to my grandmother’s house.

[2] I have often bought bread from that shop.

[1] has no sense of ‘beginning or end’; it merely refers to an action that happened frequently

[2] does indicate repeated actions, but ones that were clearly completed

Saepe pictūrās … vīdī. │ I have often seen pictures.

In other words, a Roman writer distinguished between whether an action was ongoing / habitual, or as repeated but complete.

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

____________________

“In ancient times,” says the father, “soldiers used to / would stand around the gate.”

“Why did they do this?” asks Carolus.

“In this way they were protecting the kings from danger,” replies the father. “Often kings had / used to have enemies who even dared / would even dare to kill them. I have often seen pictures in which there were javelins which a few of the soldiers were carrying. They were also carrying helmets and swords. These were splendid weapons. Standards on which were figures of birds or animals were carried. You’ve seen good examples of these ancient standards in Rome. Roman soldiers also carried / would carry / used to carry standards in battles. In this way, in the middle of a battle, soldiers knew their positions.”

16.05.26: Level 2 (review); Carolus et Maria [27] [iii]: reading and comprehension (3) higher level (2)

Part 3

Nox iam appropinquat et lūx diēī post collēs cēlātur. Ex summō colle nauta et fīlius eius nūbēs spectant. Omnēs rēs nātūrā silent, quod tempus paene est hominēs animāliaque dormīre. Hispānia est terra grāta. Collēs sunt pulchrī. Populus Hispānus est amīcus. Cibus est bonus. Ubīque laetitia incolārum vidētur. Quamquam Hispānia est terra bona et nōta, Carolus et Maria laetitiam nunc sentiunt quod crās domum ībunt. Prīmā lūce Hispāniam relinquent.

What image of modern Spain is given in the text? (12)

To answer a question such as this, bear in mind the term “marshalling”: selecting, organising, and presenting information from the text in a clear and purposeful way.

Statement + evidence from the text

The text presents Spain as:

(1) beautiful and peaceful

[i] naturally calm and silent (omnēs rēs nātūrā silent)

[ii] hills described as beautiful (collēs sunt pulchrī)

(2) pleasant and welcoming

[i] described as a pleasant land (terra grāta)

[ii] friendly people (populus Hispānus est amīcus)

(3) enjoyable to live in or visit

[i] good food (cibus est bonus)

[ii] happiness seen everywhere among the inhabitants (ubīque laetitia incolārum vidētur)

(4) attractive, but not home for the visitors

Quamquam Hispānia est terra bona et nōta, Carolus et Maria laetitiam nunc sentiunt quod crās domum ībunt.

[i] Although Spain is described as good and well known …

[ii] Carolus and Maria are happy to be returning home

11.05.26: Level 2 (review); Carolus et Maria [27] [ii]: reading and comprehension (2) higher level (1)

Part 2

Ōlim Hispānia rēgēs habēbat. Interdum rēgēs in urbe nōn manēbant, sed rūrī habitābant. Saepe tēctum quod rūrī erat magnum erat. Circum tēctum erat mūrus altus. Hodiē Carolus et eius pater in viā prope mūrum ambulant. Portae sunt apertae, per quās pater fīliusque hortum et tēctum inter arborēs vident.

“Antīquīs temporibus,” inquit pater, “mīlitēs circum iānuam stābant.”

“Cūr hoc fēcērunt?” rogat Carolus.

“Sīc eī rēgēs ā perīculō rapiēbant,” respondet pater. “Saepe rēgēs inimīcōs quī eōs etiam necāre audēbant habēbant. Saepe pictūrās in quibus erant pīla quae paucī ex mīlitibus portābant vīdī. Galeās et gladiōs quoque portābant. Haec erant arma splendida. Signa in quibus erant figūrae avium aut animālium portābantur. Tū exempla bona hōrum signōrum antīquōrum Rōmae vīdistī. Mīlitēs Rōmānī quoque signa in proeliīs portābant. Sīc in mediō proeliō mīlitēs loca sua nōscēbant.”

Question [1]

What information is given in the text about where Spanish kings lived? (8)

Question [2]

What information is given in the text about [a] the role of the soldiers in the past (5), and [b] soldiers’ armour and equipment? (8)

Question [1]

Look at the phrase that leads you to the answer, and the marks allocated:

What information is given in the text about where Spanish kings lived. (8)

That the question awards eight marks will tell you that either there are many separate points or, in this case, precise details are needed. Marks reflect distinct pieces of information, not necessarily single words.

(1) Sometimes (2) did not stay in the city

(3) but lived in the countryside

(4) Often (5) the house in the countryside was large

(6) Around (7/8) the house was a ¦ high ¦ wall.

An answer such as “They did not stay in the city. They lived in the countryside. The house was large. The house had a wall” will not gain maximum marks since it is too generalised and misleading.

Question [2]

What information is given in the text about [a] the role of the soldiers in the past (5), and [b] soldiers’ armour and equipment? (8)

Many references are made to soldiers in the text, and so there is a need to answer [a] and [b] according to the topics that are given:

[a] the role of the soldiers in the past (5)

(1) stand around the gate; (2) carry the kings away (3) from danger; (4) kings often had enemies; (5) enemies tried to murder them

[b] soldiers’ armour and equipment (8)

(1) some / a few soldiers carried javelins: it is not enough to say merely “javelins”

(2) they had helmets and swords

(3) splendid / shining weapons

(4) standards were carried

(5) on the standards were images of birds and animals

(6) standards were carried in battles

(7) the standards showed soldiers where they were / their position (8) in the middle of a battle

Key points for higher-level answers:

To gain higher marks, you must give expanded answers that include all the relevant information from the Latin. Do not summarise or generalise.

You need to be precise and pay close attention to detail. This means:

• noticing adverbs (for example sometimes, often),
• noticing adjectives (for example high, splendid, a few),
• and including these details clearly in your answer.

Small words matter: if the Latin includes a word such as sometimes or often, you must reflect this meaning in your answer, by using the same word or an equivalent phrase.

Leaving out these details can lose marks, even if the main idea is correct.

Remember: marks are awarded for distinct pieces of information, so the more accurately you reflect the Latin, the higher your mark will be.

07.05.26: Level 2 (review); Carolus et Maria [27] [i]: reading and comprehension (1) lower level

Part 1

Carolus et Maria in Hispāniā sunt. Ibi nūllōs amīcōs habent neque linguam Hispāniae intellegunt. Multa et nōta loca huius terrae tamen vidēre cupiunt. Iam laetitiam magnam sentiunt quod terra est tam pulchra. Ubīque in arboribus sunt avēs. Caelum est semper clārum. Multa oppida parva inter collēs cēlantur. In hīs oppidīs Americānī manēre cupiunt quod ibi quiētem capere possunt. In oppidīs magnīs hominēs semper properant. Semper excitātī sunt.

These questions focus on basic understanding, concrete facts, and simple recall.

Read the wording of the question carefully, and look for any words or phrases in the question that are translations from the text itself and which ‘point’ to where the answer is. Questions asking ‘why’ will often be after a conjunction such as quod or quia (because).Bottom of Form

If marks are given in brackets that gives you an idea of how many separate points of information are needed.

[i] At the beginning of the text, what two facts are given about Carolus and Maria in Spain? (2)

no friends (1); do not understand the language (1)

[ii] What places do they want to see while traveling in Spain? (2)

[iii] How do Carolus and Maria feel about Spain as a land, and why? (2)

[iv] What animals are found in the trees in Spain? (1)

[v] What is the sky like in Spain? (2)

[vi] Where are many small towns in Spain located? (2)

(1) between / among (2) the hills

[vii] Why do Americans like to stay in small towns in Spain?

[viii] What are people in large towns in Spain always doing? (2)

____________________

[i] no friends (1); do not understand the language (1)

[ii] (1) Many (2) well-known places

[iii] Look out for the “little words” that add meaning: (1) very happy / great happiness (magnam laetitiam); (1) so beautiful (tam pulchra) (1)

[iv] birds

[v] (1) always (2) clear

[vi] (1) between / among (2) the hills

[vii] they can rest / find peace and quiet

[viii] (1) hurrying; (2) getting excited

03.05.26: Level 2 (review); Carolus et Maria [26] [iv]: grammar

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.”

Section C: Language and grammar

Answering grammar questions should not be long-winded, and are usually structured in such a way that one or two key points are expected. Do not give more than is required. It is important to remember that, unless stated otherwise, a question relates to the use of a word or phrase in context i.e. you need to refer to the text. Notes and answers are given at the end of the post.

[i] Give the first person singular present tense of abest.

[ii] Give the nominative singular of urbium.

[iii] What type of word is diū?

[iv] (1) What case is temporibus and (2) why is it being used?

[v] (1) What tense is dormiēbant and (2) why is it being used?

[vi] Give one example from the text of a comparative adjective.

[vii] Give one example from the text of a present passive verb.

The next questions are at a higher level:

[viii] Give one example from the text of a present passive infinitive.

[ix] Omnium terrārum …Italia est mihi grātissima.

(1) What case and number are the words in bold, and (2) why is it being used?

[x] What two clause types are used here?

Maestī sunt (1) quod hōra appropinquat (2) ubi necesse est Rōmam relinquere.

[xi] Subitō vir huic locō appropinquat.

(1) What case are the words in bold, and (2) why is that case being used?

____________________

[i] Give the first person singular present tense of abest.

absum

[ii] Give the nominative singular of urbium.

urbs

[iii] What type of word is diū?

adverb

Grammatical terms do not normally need to be explained. We assume that, for example, a teacher or examiner knows what an adverb is! It merely asks you to identify the word type.

[iv] (1) What case is temporibus and (2) why is it being used?

(1) ablative; (2) with the preposition dē (about)

[v] (1) What tense is dormiēbant and (2) why is it being used?

(1) imperfect; (2) an action that was incomplete / was happening / used to happen; you should include a translation to specify what is meant in context: … ubi per tōtam noctem dormiēbant … │ … where they were sleeping throughout the whole night …

[vi] Give one example from the text of a comparative adjective.

The question is simply testing you on your understanding of terms commonly used in grammar:

any one of: clārior; grātior; pulchrior

[vii] Give one example from the text of a present passive verb.

Any one of: vidētur; videntur; excitantur

The next questions are at a higher level:

[viii] Give one example from the text of a present passive infinitive.

any one of: audīrī; vidērī

[ix] “Omnium terrārum …Italia est mihi grātissima.”

(1) What case and number are the words in bold, and (2) why is it being used?

(1) genitive plural; (2) used when the superlative relates to something  / someone else e.g. the bravest of (all) the soldiers: Omnium terrārum … grātissima │ the most pleasing … of all lands

[x] What two clause types are used here?

Maestī sunt (1) quod hōra appropinquat (2) ubi necesse est Rōmam relinquere.

(1) subordinate clause of reason with quod (because)

(2) subordinate clause of time with ubi (when)

[xi] Subitō vir huic locō appropinquat

(1) What case are the words in bold, and (2) why is that case being used?

(1) dative; (2) the verb appropinquāre (approach) is followed by a noun in the dative case and not, as might be expected, by the accusative

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.”

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.