18.04.25: Level 2; review; Hillard and Botting (H & B); review sentences [B]

Complete the Latin translations with the words in the wordcloud.

1. He wanders far and wide through Greece. │ __________ __________ Graeciam __________.
2. He gains fame among the inhabitants. │ __________ incolās fāmam __________.
3. He will prepare the troops. │ Cōpiās __________.
4. He will sail to Asia. │ __________ Asiam __________.
5. He will attack the inhabitants. │Incolās __________.
6. Finally he will conquer the inhabitants. │__________ incolās __________.
7. He will storm Troy.│Troiam __________
8. He will gain fame. │ Fāmam __________.
9. Today he reigns. │__________ __________.
10. For a long time he will reign. │ __________ __________.

ad; comparābit; comparat; diū; errat; expugnābit; hodiē; inter; lātē; nāvigābit; oppugnābit; parābit; per; rēgnābit; rēgnat; superābit; tandem

Image #2: None of us get everything right the first time! Although I have a hard copy of this book, the only online copy I could find often has pencil annotations and so I spend quite a lot of time on my old paint.net programme! Whoever wrote the answers a century ago was way off, especially in the first sentence: “He was happy for Greece”, but why does the student think [i] the word late is ‘happy’ and [ii] errat is 'was'?

17.04.25: Level 1; readings [6] - [11]: review (5); 2nd declension nouns [ii]

https://en.wikisource.org/wiki/Latin_for_beginners_(1911)/Part_II/Lesson_IX

17.04.25: Level 1; readings [6] - [11]: review (4); 2nd declension nouns [i]; vocative case

[i] 2nd declension nouns in -um are neuter. The others in -us are mostly masculine.

[ii] The declension to which a noun belongs is shown by the ending of the genitive singular. This should always be learned along with the nominative and the gender.

puella, puellae [1/f]: girl; the genitive case (puellae) indicates that the noun belongs to the first declension; this listing is often abbreviated to puella, -ae

servus, servī [2/m]: slave

templum,templī [2/n]: temple

the -ī of the genitive case (servī; templī) indicates that the nouns belong to the second declension; again, these are often abbreviated to servus, -ī; templum, -ī

G. Quis, Mārce, est lēgātus gerēns (bearing) pīlum et tubam?

M. Lēgātus, Galba, est Sextus.

G. Ubi Sextus habitat?

M. In oppidō Sextus cum fīliābus habitat.

G. Amantne oppidānī Sextum?

M. Amant oppidānī Sextum et laudant, quod magnā cum cōnstantiā pugnat.

G. Ubi, Mārce, est ancilla tua? Cūr nōn cēnam parat?

M. Ancilla mea, Galba, equō lēgātī aquam et frūmentum dat.

G. Cūr nōn servus Sextī equum dominī cūrat?

M. Sextus et servus ad mūrum oppidī properant. Oppidānī bellum parant.

Vocabulary

[i] Nouns

bellum, -ī, n., war (re-bel)

cōnstantia, -ae, f., firmness, constancy, steadiness

dominus, -ī, m., master, lord (dominate)

equus, -ī, m., horse (equine)

frūmentum, -ī, n., grain

lēgātus, -ī, m., lieutenant, ambassador (legate)

Mārcus, -ī, m., Marcus, Mark

mūrus, -ī, m., wall (mural)

oppidānus, -ī, m., townsman

oppidum, -ī, n., town

pīlum, -ī, n., spear (pile driver)

servus, -ī, m., slave, servant

Sextus, -ī, m., Sextus

[ii] Verbs

cūrat, he (she, it) cares for, with acc.

properat, he (she, it) hastens

[ii] Ubi, Mārce, est ancilla tua? This is an example of the vocative case which is used when addressing people (or things) directly i.e. the equivalent of “Tell me, John” or “Hello, Sarah” The only time this ending appears in nouns is with 2nd declension singular nouns ending in –(i)us: Mārcus > Mārce. For all other nouns – both singular and plural – the vocative is the same as the nominative.

Proper names ending in -ius form a vocative in -ī: Iūlī

Note also: fīlius (son) > mī fīlī (my son)

[A]* Find the Latin:

1. Where does Sextus live?
2. Who is the ambassador?
3. Who is the ambassador bearing a spear?
4. Where, Marcus, is your maidservant?
5. Do the people in the town love Sextus?
6. The people in the town are preparing (for) war.
7. My maidservant is giving grain …
8. My maidservant is giving grain  to the horse.
9. My maidservant is giving grain to the horse of the ambassador. [= the ambassador’s horse]
10. Sextus and the slave are hurrying towards the wall.
11. Sextus and the slave are hurrying towards the wall of the town.
12. Sextus lives in a town. 
13. 4 cases in one sentence:

• Why isn’t Sextus’ slave looking after / caring for the master’s horse?
• Why isn’t Sextus’ slave looking after the master’s horse?
• Why isn’t Sextus’ slave looking after the master’s horse?
• Why isn’t Sextus’ slave looking after the master’s horse?

[B]** Questions

Translate the questions and answer them in Latin.

1. Ubi fīliae Sextī habitant?
2. Quem oppidānī amant et laudant?
3. Quid ancilla equō lēgātī dat?
4. Cuius equum ancilla cūrat?
5. Quis ad mūrum cum Sextō properat?
6. Quid oppidānī parant?

____________________

*[A]

1. Where does Sextus live? │ Ubi Sextus habitat?
2. Who is the ambassador? │ Quis … est lēgātus?
3. Who is the ambassador bearing a spear? │ Quis … est lēgātus gerēns pīlum?
4. Where, Marcus, is your maidservant? │ Ubi, Mārce [vocative case: Marcus is being addressed directly], est ancilla tua?
5. Do the people in the town love ¦ Sextus? │ Amantne oppidānī ¦ Sextum (accusative case: direct object i.e. Sextus is “receiving” the action / the people love him)?
6. The people in the town are preparing (for) ¦ war. │ Oppidānī ¦ bellum (accusative case: direct object) parant.
7. My maidservant is giving ¦ grain … │ Ancilla mea … ¦ frūmentum (accusative case: direct object) dat.
8. My maidservant is giving ¦ [i] grain ¦ [ii] to the horse. │ Ancilla mea … ¦ [ii] equō (dative: the horse is the indirect object i.e. the grain is being given to it)  … ¦ [i] frūmentum dat.
9. My maidservant is giving grain ¦ [i] to the horse ¦ [ii] of the ambassador. [= the ambassador’s horse] │ Ancilla mea …¦ [i] equō (dative: the horse is the indirect object i.e. the grain is being given to it) ¦ [ii] lēgātī (genitive = possession: the ambassador owns the horse)… frūmentum dat.
10. Sextus and the slave are hurrying ¦ towards the wall. │ Sextus et servus ¦ ad (preposition followed by the accusative case) mūrum … properant.
11. Sextus and the slave are hurrying ¦ [i] towards the wall ¦ [ii] of the town. │ Sextus et servus ¦ [ii] ad (preposition followed by the accusative case) mūrum ¦ [ii] oppidī (genitive: of the town; this still refers to “ownership” even if the noun is an inanimate object) properant.
12. Sextus lives ¦ in a town. │ In (preposition followed by the ablative case) oppidō ¦ Sextus … habitat.
13. Why isn’t [i] Sextus’ slave [= the slave of Sextus] looking after / caring for ¦ [ii] the master’s horse [= the horse of the master]? │ Cūr nōn [i] servus (nominative: the slave is performing the action) Sextī (genitive: Sextus is the “owner” of the slave) ¦ [ii] equum (accusative: the action is being done to the horse) dominī (genitive: it is the master’s horse) cūrat?

**[B]

1. Ubi fīliae Sextī habitant? [Where do the daughters of Sextus live?] >  Fīliae in oppidō habitant. Cum Sextō in oppidō habitant.
2. Quem oppidānī amant et laudant? [Whom do the townspeople love and praise?] > Oppidānī Sextum amant et laudant.
3. Quid ancilla equō lēgātī dat? [What does the maidservant give to the horse of the lieutenant / ambassador?] > Ancilla equō aquam et frūmentum dat.
4. Cuius equum ancilla cūrat? [Whose horse does the maidservant care for?] > Ancilla equum Sextī cūrat. / Ancilla cūrat equum lēgātī.
5. Quis ad mūrum cum Sextō properat? [Who is hurrying to the wall with Sextus?] > Servus cum Sextō ad mūrum properat.
6. Quid oppidānī parant? [What are the townspeople preparing for?] > Oppidānī bellum parant.

16.04.25: Level 3; the story of Arion [4]

Arīōn autem ā delphīne exceptus dorsō Taenarum dēlātus est. Ēgressus in terram, Corinthum cum eōdem habitū contendit. Ibi nautārum facta nārrāvit. Periander autem eī crēdere nōluit. Arīōn igitur in cūstōdiā ab eō retentus est.

vocabulary

contendō, -ere, contendī, contentus [3]: hurry; journey quickly (to a place)

excipiō, -ere, excēpī, exceptus [3-iō]: (here) receive; ā delphīne exceptus dorsō │ having been received by a dolphin on its back = having been taken onto the back of a dolphin

habitus, -ūs [4/m]: dress; attire

retineō, -ēre, retinuī, retentus [2]: detain; restrain; confine

Taenarus, -ī [2/m]: Taenarus, a promontary and town in Laconia, a region in the southern Peloponnese, Greece

https://en.wikipedia.org/wiki/Taenarus_(mythology)

questions

1. How was Arion helped? (3)
2. What did Arion do when he reached land? (1)
3. How was he dressed? (1); note: cum eōdem habitū
4. What did Arion recount and how did Periander react? (3)

notes

[1] dē¦ferō, dēferre, dētūlī, dēlātus [3]: carry away

Taenarum dēlātus est │ he was carried away to Taenarus

[2] deponent verbs

ēgredior, ēgredī, ēgressus sum [3-iō/dep]: go out; come out; disembark

An important point always to bear in mind when dealing with the deponent verbs; they look passive in form but they are active in meaning and that also applies to this participle:

Compare:

[i] Passive verbs

Nautae vērō precibus virī nōn commōtī, … │ But the sailors, not moved [passive] by the man’s entreaties …

Nautae suāvī carmine captī … │ The sailors, captivated [passive] by the sweet song …

… omnī ōrnātū suō indūtus … │ … dressed [passive] in all his fine clothing …

Arīōn autem ā delphīne exceptus dorsō │ Arion, however, having been received [passive] by a dolphin onto its back = having been taken onto the back of a dolphin i.e. he was given a ride on the back of a dolphin

Arīōn autem … Taenarum dēlātus est. │ Arion, however, … was carried away [passive] to Taenarus

Arīōn igitur in cūstōdiā ab eō retentus est. │ Arion, therefore, was held [passive] in custody by him

However …

[ii] deponent verbs

Ēgressus in terram … │ Having disembarked [active] (onto the land) …

Is diū … versātus erat │ He had lived [active] for a long time …

…Tarentō … profectus est; │He set out [active] from Tarentum

vītam dēprecātus est │ he begged for [active] (his) life

mortem eī statim minātī sunt │ they immediately threatened [active] him with death

____________________

Arion, however, having been taken onto the back of a dolphin, was carried away to Taenarus. Having disembarked onto the Land, with the same clothing, he hurried to Corinth. There he recounted the deeds of the sailors, but Periander did not want to believe him. Therefore, Arion was held in custody by him.

15.04.25: H & B; level 2; reading; the judgement of Paris

Deī ōlim, quod Peleus Thetin deam in mātrimōnium dūcēbat, magnum convīvium celebrābant. Dī deaeque omnēs ad cēnam vocantur, praeter Discordiam: itaque īrāta dea pōmum in mediam turbam iactāvit; in pōmō īnscrīpta erant verba ‘Pulcherrimae deae mūnus pōmum mittitur.’ Statim maxima fuit inter Iūnōnem, Minervam, Venerem rixa: rēs Paridis arbitriō mandāta est. Paris, rēgis Troiānī Priamī fīlius, ovēs tum in monte Īdaeō pāscēbat. Ad montem veniunt deae: puerī animum prōmissīs conciliant. Iūnō magnās dīvitiās, Minerva bellī fāmam, Venus pulcherrimam omnium uxōrem prōmittit. Venerī dat Paris pōmum: Veneris auxiliō ad Graeciam nāvigāvit, mox cum Helenā, rēgis Menelāī uxōre, omnium tum fēminārum pulcherrima, ad patriam revertit. Tum Menelāus cum Agamemnone frātre plūrimās nāvēs parāvit, ad Asiam nāvigāvit, urbem Trōiam obsīdēbat decemque post annōs expugnāvit.

[1] Lines 1 – 4 (Deō … rixa)

[i] Why had the gods organised a party? (2)

[ii] Who was [a] invited and [b] not invited to the party? (2)

[iii] What did Discordia do and why? (3)

[iv] What was written on the apple? (3)

[v] What happened as a result of this? (2)

[2] Lines 5 – 6 (rēs … pāscēbat)

[i] What was the role of Paris in this event? (1)

[ii] Who was Paris? (2)

[iii] What was Paris doing at this point? (2)

[3] Lines 6 – 8 (Ad montem … pōmum)

[i] What promises were made to Paris by [a] Juno [b] Minerva, and [c] Venus? (3)

[ii] To whom did Paris give the apple? (1)

[4] Lines 8 – end; translate into English (14)*:

Veneris auxiliō ad Graeciam nāvigāvit, mox cum Helenā, rēgis Menelāī uxōre, omnium tum fēminārum pulcherrima, ad patriam revertit. Tum Menelāus cum Agamemnone frātre plūrimās nāvēs parāvit, ad Asiam nāvigāvit, urbem Trōiam obsīdēbat decemque post annōs expugnāvit.

[5] Identify the case of the nouns in bold and explain why that case is being used**.

[i] pōmum in mediam turbam iactāvit (2)

[ii] pulcherrimae deae mūnus pōmum mittitur (2)

[iii] rēs Paridis arbitriō mandāta est (2)

[iv] puerī animum prōmissīs conciliant (2)

[v] omnium tum fēminārum pulcherrima (2)

[vi] cum Agamemnone frātre (2)

The beginning of Rome is lost in the mists of time, but that has not prevented the creation of a narrative rooted in Greek mythology which provides a sequence of events that eventually lead to the foundation of Rome.

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

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

Judgement of Paris, fresco from Pompeii

Golden Apple of Discord by Jacob Jordaens (1636)

____________________

* [i] With the help of Venus ¦ [ii] he sailed to Greece ¦ [iii] (and) soon returned ¦ [iv] to the fatherland with Helen ¦ [vi] the wife of King Menelaus ¦ [vii] the most beautiful ¦ [viii] of all women at that time. ¦ [ix] Then with (his) brother Agamemnon ¦ [x] he prepared very many / a great number of ships, ¦ [xi] sailed to Asia ¦ [xii] besieged the city of Troy ¦ [xiii] and after ten years ¦ [xiv] took (it) by storm / captured (it).

** [5]

[i] pōmum in mediam turbam iactāvit │ [i] accusative; [ii] with preposition in + accusative = movement into a place

[ii] pulcherrimae deae mūnus pōmum mittitur │ [i] dative; [ii] indirect object or the person for whose benefit the action is done

[iii] rēs Paridis arbitriō mandāta est │ [i] genitive; [ii] referring to the possessor i.e. the judgement of Paris

[iv] puerī animum prōmissīs conciliant │[i] ablative; [ii] here: the ablative of means by which the goddesses win over the boy’s mind

[v] omnium tum fēminārum pulcherrima │[i] genitive; [ii] expressing the object of the superlative i.e. the most beautiful of all women

[vi] cum Agamemnone frātre │[i] ablative; [ii] with preposition cum + ablative; the ablative of accompaniment i.e. with whom is an action performed

15.04.25: Level 2; review; Hillard and Botting (H & B); review sentences [A]

Complete the Latin translations with the verbs in the wordcloud.

1. They are preparing the troops│ Cōpiās __________
2. They are sailing to Asia │Ad Asiam __________
3. They fight for a long time │ Diū __________
4. They gain fame [= they get famous] │ Fāmam __________
5. They storm Troy / take Troy by assault │ Troiam __________
6. They will prepare the troops │ Cōpiās  __________
7. They will sail to Asia │ Ad Asiam __________
8. The will fight for a long time │ Diū __________
9. They will gain fame │ Fāmam __________
10. They will take Troy by assault │ Troiam __________

comparābunt; comparant; expugnābunt; expugnant; nāvigābunt; nāvigant; parābunt; parant; pugnābunt; pugnant

07.02.25: Speaking Latin on Campus (University of Dallas) [7]: notes [iv]; introduction to the accusative-infinitive

https://www.youtube.com/watch?v=zMhOlxDaFCo

This, like the subjunctive, is a lengthy topic; all we will do here is give an overview.

Sciō aliquō locō esse sēminārium │ I know that there is a seminary (in / at) some place.

What Vincent uses here is an indirect statement.

There is a good example of this from the National Latin examination:

Marcus … dīcit ¦ duōs fūrēs esse in apodytēriō │Marcus says that two thieves are in the changing room.

“Two thieves are in the changing room.” │ direct statement; the actual word used by Marcus

Marcus says that two thieves are in the changing room. │ indirect statement also known in English as reported speech

In English and other languages, an indirect statement is introduced by a conjunction:

Engl: he says that …; Fr: il dit que ….; Gmn: er sagt, dass …; Russ: on govorit, chto ….

Late / Mediaeval Latin can introduce indirect statements in the same way with the use of quod – but Classical Latin cannot do this; CL uses a completely different, and – at first sight – odd construction known as the accusative-infinitive. In English, it is not entirely alien; there are examples, but the usage is very restricted mainly to expressions of opinion / belief but there may well be other examples found in older English literature:

I consider ¦ (i) him [direct object] (ii) to be [infinitive] a good man = I think ¦ that he is a good man.

I believe ¦ (i) her  [direct object] (ii) to be [infinitive] wealthy = I believe ¦ that she is wealthy.

We hold ¦ (i) these truths [direct object] ¦ (ii) to be [infinitive] self-evident = We believe ¦ that these truths are self-evident.

These constructions can sound rather old-fashioned, but they do exist and, in Latin, the use extends to all expressions of indirect statement and thought:

[1] Marcus … dīcit ¦ (i) duōs fūrēs [direct object: accusative] (ii) esse [infinitive] in apodytēriō

> (very) literally: Marcus says ¦ (i) two thieves (ii) to be in the changing room

> Marcus says ¦ that two thieves are in the changing room.

Further examples:

[2] Sciō ¦ (i) eum [accusative] (ii) venīre [infinitive]

> literally: I know ¦ him to be coming

> I know ¦ that he is coming.

[3] Credō ¦ (i) tē [accusative] sapientem (ii) esse [infinitive]

> literally: I believe ¦ you to be wise

> I believe ¦ that you are wise.

[4] Magister dīcit ¦ (i) discipulōs [accusative] (ii) studēre [infinitive]

> literally: The teacher says ¦ (i) the pupils (ii) to be studying

> The teacher says ¦ that the pupils are studying.

Therefore, let’s go back to what Vincent said:

Sciō aliquō locō esse [infinitive] sēminārium [accusative]

> literally: I know ¦ a seminary to be in some place.

> I know ¦ that there is a seminary in some place.

At this stage simply be aware of this construction since there is much more involved in it.

07.02.25: Speaking Latin on Campus (University of Dallas) [6]; notes [iii]; introduction to the subjunctive (2)

https://www.youtube.com/watch?v=zMhOlxDaFCo

[1] Hodiē velim ostendere vōbīs ūnversitātem. │Today I would like to show you the university.

The subjunctive mood has different tenses; this is an example of the present subjunctive of the irregular verb volō:

velim

velīs

velit

velīmus

velītis

velint

velim (subjunctive) │ I would like to; Fr: je voudrais (conditional tense); German: ich möchte (subjunctive)

The subjunctive is used in Latin to express wish i.e. something that you would like to do. Now, of course, Vincent does show you the university, but the grammar of the verb indicates something that, at that point, is desired but has not yet happened i.e. the grammar gods would say: Maybe you would like to do it but that doesn’t guarantee that you will!

[2] Volō deambulāre hīc ut omnia videam. │I want to take a walk here to see everything.

This is the regular present subjunctive of a 2^nd conjugation verb:

videam

videās

videat

videāmus

videātis

videant

The sentence would translate as “I want to take a walk here to see everything” but that’s not how the Latin is actually working:

Volō deambulāre hīc ¦ ut omnia videam │ Literally: I want to take a walk ¦ so that I may see everything.

Again, although Vincent does see everything, at the moment he says it, it hasn’t in grammatical terms happened yet; he tells you what the purpose is of him walking. Compare the translation from the Vulgate:

People were bringing little children to him in order that / so that he might touch them.

The same idea is conveyed in:

Cūrāte ut valeātis │literally: take care / see to it that you are well / healthy i.e. the purpose of taking care is so that you may be well

[3]

nesciō ubi sit. │ I don’t know where it is.

nesciō utrum sit in mediō campī │I don’t know whether (or not) it is in the middle of the campus.

This is the present subjunctive of esse and appears very often in the literature:

sim

sīs

sit

sīmus

sītis

sint

Compare:

Where is it? │ direct question > I don’t know where it is │indirect question

Is it here or not? │direct question > I don’t know whether it’s here or not │indirect question

An example in English can convey the same idea as the Latin subjunctive: I’ve no idea where he might be.

There is far more involved in the subjunctive than what has been referred to here, but this at least gives you an idea as to why it is being used in the contexts above.

07.02.25: Speaking Latin on Campus (University of Dallas) [5]; notes [ii]; introduction to the subjunctive (1)

https://www.youtube.com/watch?v=zMhOlxDaFCo

In his video Vincent uses a number of examples of the subjunctive:

• velim ostendere vōbīs ūnversitātem │I would like to show you the university
• Nesciō utrum sit in mediō campī │I don’t know whether it’s in the middle of the campus
• Ergō nesciō ubi sit. │ Therefore, I don’t know where it is. [I don’t know where it could / might be.]
• Volō deambulāre hīc ut omnia videam. │ I want to take a walk here to see everything [literally: so that I may see everything]
• Cūrāte ut valeātis │ Take care; literally: See to it that you may be well.

The term subjunctive has been mentioned from time to time in the group with little – if any – comment, and I wanted to give, from my own experience, my reasons for avoiding it until now.

The subjunctive:

[1] is a lengthy topic; of all the features of Latin that I studied, this one took the longest;

[2] is a bit like an algebraic equation; you can’t do algebra until you can add, subtract etc. i.e. knowing how to form the subjunctive relies on previous knowledge of other verb forms which is why it is frequently last in a Latin grammar book or textbook that is dealing with the language in depth;

[3] has multiple uses in different contexts and those uses are not always immediately obvious, especially in translation

What is the subjunctive?

Speakers of, for example, French and German will not be unfamiliar with this; in German it is known as the Konjunktiv, and in French, as conjonctif or subjonctif. That familiarity will be based on the fact that both of those languages have subjunctive forms of the verbs even if the usage does not always match the Latin.

English, on the other hand, does not have separate subjunctive forms i.e. you’re not going to find tables of English verbs with subjunctives in the same way as you find past tense forms. However, English has auxiliary verbs which it uses to convey some of the ideas of the Latin subjunctive, and so we’ll start there. Have a look at a few examples with the verbs in italics:

[i] Are you going tonight? > Yes, I’m going │I may go or I might go; ‘may’ / ‘might’ express possibility but uncertainty

• We could rearrange the time if you like.
• Were you there? │I may have been / might have been there.
• What should I do  / ought I to do? I could phone him or I might just send him an email; the speaker is deliberating but shows uncertainty.

[ii] You might have told me that you hadn’t sent the email! Here, ‘might have’ expresses an unreal situation.

• I could have helped you yesterday (but I can’t now).
• I would have preferred a different colour in the kitchen (but they painted it red).
• You should have stayed at home (but you didn’t).
• If only he were with me now (but he isn’t).

If I were rich, … (but I’m not, often with the unsaid inference that the situation will remain unreal: “I’m not rich ¦ and I’m not going to be.”)

[iii] I would love to buy that Mercedes; expressions of desire, but desiring something does not mean your ‘wish’ will be granted!

• I would like him to tell me the truth.

[iv] You must / have to / need to stay at home. │You should / ought to stay at home; suggestions, recommendations are not the same as commands i.e. you may make a suggestion but that does not imply the suggestion will be carried out.

• I recommend that he stay at home.
• I suggest that you be careful.

[v] John went to the store and bought a cake [action concluded]. │ John went to the store to buy a cake [action unconcluded]; the second sentence indicates purpose but it does not indicate that the action was fulfilled. Maybe in the end he did buy a cake but, at the moment the sentence is stated, the action remained unfulfilled.

In ‘older’ English: John went to the store so that / in order that he might buy a cake. English speakers would rarely use that now, but it does exist:

• People were bringing little children to him in order that / so that he might touch them (Vulgate transl.)

There are other examples but I think that’s enough to give you the idea of the thinking that underpins the subjunctive. The term subjunctive does not refer to a tense (the subjunctive has several tenses) but to a grammatical mood that conveys doubt / uncertainty, desire, unfulfilled / unreal / hypothetical situations, purpose.

When dealing with the subjunctive in Latin, those senses don’t necessarily jump off the page at you, but Latin is far more rigid in using the subjunctive – and in many more specific contexts – than any “equivalents” in English. Moreover, while the English examples are deliberately chosen to reflect some of the ideas of the Latin subjunctive, words such as “may”, “might”, “could” – when translating from Latin into English – may not be appropriate.

In the next post I’m going to focus only on the subjunctives which Vincent uses in the video.

07.02.25: Speaking Latin on Campus (University of Dallas) [4]; notes [i]

https://www.youtube.com/watch?v=zMhOlxDaFCo

[1] studeō litterīs classicīs │ I study Classics

There are a number of verbs in Latin which are followed by the dative case; this topic will be covered in depth when the third level is introduced in the group. However, I’ve listed two links to the Latin Tutorial videos which will give an explanation at this stage:

https://www.youtube.com/watch?v=AW4sAIcZBFU

https://www.youtube.com/watch?v=_fi30NwfGaA&t=130s

The original Classical Latin meaning of studeō, -ēre, -uī [2] is much broader than merely ‘study’; it has the idea of ‘dedicating oneself / being devoted to something’, hence the dative case; the meaning of ‘study’ i.e. to apply oneself to learning emerges in Late / Mediaeval Latin.

[2] Examples of the passive voice with the distinctive -ur ending:

invenit │(s)he / it finds > invenītur │(s)he / it is found

appellat │ (s)he addresses / calls somebody by name > hoc aedificium quod appellātur … │this building which is called …

[3] loquor │ I (am) speak(ing); loquimur │ we (are) speak(ing) are examples of deponent verbs; these are verbs which look passive but are active. Compare:

[i] invenītur │it is found (passive)

[ii] loquitur │he speaks / is speaking (active)

Again, there are some very detailed posts coming up on this topic when Level 3 is introduced in the group, but the link below will give you information now:

https://www.thelatinlibrary.com/101/Deponent.pdf

07.02.25: Speaking Latin on Campus (University of Dallas) [3]; vocabulary

https://www.youtube.com/watch?v=zMhOlxDaFCo

Estisne discipulī rērum classicārum? Ego quoque (sum). Salvēte sodāles. Vincentius loquor. Hodiē velim ostendere vōbīs ūnversitātem ubi nunc studeō litterīs classicīs: Universitās Dāllāsēnsis. Ecce turris. Nesciō utrum sit in mediō campī; fortasse nōn quia hinc possum vidēre viam. Novus discipulus sum; ergō nōndum vīdī neque intrāvī in omnia aedificia. Sed hodiē tempus mihi est. Volō deambulāre hīc ut omnia videam. [background dialogue: Anglicē, id est, barbaricē loquimur; ignoscite]. Sciō aliquō locō esse sēminārium, sed nōn habeō tabulam geōgraphicam. Ergō nesciō ubi sit. Ut credō ibi invenītur; veritās -  virtūs - sapientia. Frequentō tantum hoc aedificium quod appellātur ‘Anselm’ (ex nōmine Sānctī Anselmī Cantuariēnsis) in quō sunt conclāvia mea. Nunc bibliothēcam petō. Cuius est hic lectus suspensus? Tempus est prandium sūmere. Grātiās vōbīs agō quod spectāvistis. Cūrāte ut valeātis; in proximum.

Find the Latin:

also

as

because

but

from here

here

in which

nor; and … not …

not yet

now

only

perhaps

there

therefore

this (building)

this (hammock)

today

where

which

whose?

What’s the difference between hīc (with long /ī/) and hic (with short /i/)? They don’t have the same meaning.

cuius; ergō; fortasse; hic; hīc; hinc; hoc; hodiē; ibi; in quō; neque; nōndum; nunc; quia; quod; quoque; sed; tantum; ubi; ut

07.02.25: Speaking Latin on Campus (University of Dallas) [2]; comprehension

https://www.youtube.com/watch?v=zMhOlxDaFCo

Either listen to the video alone or follow the text below and answer the questions.

[1] Estisne discipulī rērum classicārum? Ego quoque (sum). Salvēte sodālēs. Vincentius loquor. Hodiē velim ostendere vōbīs ūnversitātem ubi nunc studeō litterīs classicīs: Universitās Dāllāsēnsis.

[i] What question does Vincent ask you? (1)

[ii] What does he want to do today and why? (2)

[2] Ecce turris. Nesciō utrum sit in mediō campī; fortasse nōn quia hinc possum vidēre viam. Novus discipulus sum; ergō nōndum vīdī neque intrāvī in omnia aedificia. Sed hodiē tempus mihi est. Volō deambulāre hīc ut omnia videam.

[iii] What tall building does he point out? (1)

[iv] What is he not sure of? (1)

[v] What can he see? (1)

[vi] True / false? Vincent’s been at the university for several years. (1)

[vii] True / false? He’s been in all the buildings. (1)

[viii] Why does he want to take a walk? (1)

[3] [background dialogue: Anglicē, id est, barbaricē loquimur; ignoscite]. Sciō aliquō locō esse sēminārium, sed nōn habeō tabulam geōgraphicam. Ergō nesciō ubi sit. Ut credō ibi invenītur; veritās -  virtūs – sapientia.

[ix] Why does Vincent apologise? (1)

[x] What building is he looking for? (1)

[xi] Why does he not know where it is? (1)

[xii] Which three very “Roman” characteristics does he refer to? (3)

[4] Frequentō tantum hoc aedificium quod appellātur ‘Anselm’ (ex nōmine Sānctī Anselmī Cantuariēnsis) in quō sunt conclāvia mea.

[xiii] True / false: Vincent uses several buildings when he studies. (1)

[xiv] Why does the building have the name ‘Anselm’ (2); note: he doesn’t say this but writes it in the subtitles.

[xv] What is in the building? (1)

[5] Nunc bibliothēcam petō. Cuius est hic lectus suspensus? Tempus est prandium sūmere. Grātiās vōbīs agō quod spectāvistis. Cūrāte ut valeātis; in proximum.

[xvi] Where is he heading to? (1)

[xvii] What question does he ask? (1)

[xviii] What time of the day is it? (1)

____________________

[i] Are you students?

[ii] Show you the university; he’s studying Classics there 

[iii] tower

[iv] whether it’s in the middle of the campus

[v] a road

[vi] false: he’s a new student

[vii] false: he’s not yet been in all the buildings

[viii] to see everything

[ix] they’re speaking in English

[x] seminary

[xi] doesn’t have a map

[xii] truth; virtue; wisdom

[xiii] false: he only goes to one building

[xiv] named after Saint Anselm of Canterbury

[xv] his classrooms

[xvi] the library

[xvii] Whose hammock is this?

[xviii] lunch time

07.02.25: Speaking Latin on Campus (University of Dallas) [1]; video / transcript / translation

https://www.youtube.com/watch?v=zMhOlxDaFCo

Post #1: video / transcript / translation (literal and reworked); points to be covered later are indicated in bold and italics.

[1] Estisne discipulī rērum classicārum? Ego quoque (sum). Salvēte sodālēs. Vincentius loquor. Hodiē velim ostendere vōbīs ūnversitātem ubi nunc studeō litterīs classicīs: Universitās Dāllāsēnsis.

Are you students of Classics? Me, too [literally: I also (am) / I am, too]. Hello, friends. It’s me, Vincent, speaking [literally: I, Vincent, am speaking]. Today I would like to show you the university where I’m now studying Classics: the University of Dallas.

[2] Ecce turris*. Nesciō utrum sit in mediō campī; fortasse nōn quia hinc possum vidēre viam. Novus discipulus sum; ergō nōndum vīdī neque intrāvī in omnia aedificia. Sed hodiē tempus mihi est. Volō deambulāre hīc ut omnia videam.

*turris, -is [3/f]: tower; this 3^rd declension noun has two alternative accusatives: turrem and turrim

Here’s a tower. I don’t know whether it’s in the middle of the campus; perhaps not because I can see a road from here. I’m a new student; therefore, I have not yet seen nor gone into all the buildings. But today I have time. I want to take a walk here to see everything [literally: (in order / so) that I may see].

[3] [background dialogue: Anglicē, id est, barbaricē loquimur; ignoscite] Sciō aliquō locō esse sēminārium, sed nōn habeō tabulam geōgraphicam. Ergō nesciō ubi sit. Ut credō ibi invenītur; veritās -  virtūs – sapientia.

[“We speak in English, that is / i.e. in Babarian. Forgive (us).] I know ¦ that there is a seminary in some place [literally: I know ¦ a seminary to be in some place], but I don’t have a map. Therefore, I don’t know where it is [literally: where it may / might be]. I think [literally: as I believe], it can be found there / you can find it there [literally: it is found there]; truth – virtue – wisdom.

[4] Frequentō tantum hoc aedificium quod appellātur ‘Anselm’ (ex nōmine Sānctī Anselmī Cantuariēnsis) in quō sunt conclāvia mea.

I only ‘frequent’ i.e. regularly visit / go to this building which is called ‘Anselm’ (from the name of Saint Anselm of Canterbury) where [literally: in which] my classrooms are.

[5] Nunc bibliothēcam petō. Cuius est hic lectus suspensus*? Tempus est prandium sūmere. Grātiās vōbīs agō quod spectāvistis. Cūrāte ut valeātis; in proximum.

*lectus, -ī suspensus: (New Latin) hammock; also lectulus (literally: a little bed) suspensus; the Neo-Latin Lexicon gives nine possibilities for ‘hammock’

https://neolatinlexicon.org/latin/hammock/

I think one is enough.

Now I’m heading to / making for the library. Whose hammock is this? It’s time to take lunch. Thank you (all) for watching [literally: thank you because you have watched]. Take care [literally: see to it that you may be well]; until the next time.

07.02.25: follow-up and introduction: Speaking Latin on Campus

Referring to:

https://www.facebook.com/share/p/1664G7koga/

or

https://www.youtube.com/watch?v=zMhOlxDaFCo

When this group began, its original name was Latin for Starters, but soon after it changed its name to Latin for Learners because it was clear that the members had different levels of knowledge. This is the reason why most of the posts are labelled Level 1 and Level 2; a Level 3 will be introduced soon.

Vincent’s video is a very good example of how one passage of Latin can operate at different levels and so there will be a series of posts relating to it to try to cater for different members who are at different stages of the language:

[1] transcript / translation (including literal translation) i.e. you can simply follow the Latin and the translation without thinking too much about the way in which Latin expresses certain ideas

[2] focus on listening / comprehension with questions on the content

[3] vocabulary; identifying key words that occur again and again in Latin

__________

Want to go further?

[4] – [7] These posts are not for beginners; they introduce more advanced concepts in the language. Everything in [4] – [7] gives introductions to the ideas and will be looked at again when Level 3 is introduced. Therefore, they are not essential at this stage but, as I mentioned earlier, there are members who are already at this point in their study of Latin and so they may want to explore the language in greater depth.

I have also included links to Latin Tutorial videos and files that will give more information.

14.04.25: Level 1; readings [6] - [11]: review (3); 1st declension nouns [ii]

https://en.wikisource.org/wiki/Latin_for_beginners_(1911)/Part_II/Lesson_VII