Monday, November 11, 2024

12.11.24: Level 1; Quid audiō in mediō campō?

Vincent’s videos are excellent for reviewing key points of the language; they’re short, to the point, spoken at a reasonable pace and pronounced accurately and naturally. Moreover, the Latin is in an everyday context i.e. he uses Latin to refer to his own experiences.

I’ve made an audio version of the video which is played twice:

[1] 1st reading: fill in the blanks with the Latin words below

adsunt; audīre; audīte; calidus; campō; loquor; mediō; placet; possum; salvēte!; scītis; splendet; sum; videō

[2] 2nd reading: complete the English subtitles with the words below

am I; are here; field (x 2); hear; hello; hot; I can; is shining; know; like; listen!; middle; see; speaking

____________________

Transcript, translation and notes

Salvēte! │ Hello

Vincentius loquor │ This is Vincent speaking (Literally: I Vincent am speaking)

Ubi sum? │ Where am I?

in campō │ in a field

in mediō campō sum │ I’m in the middle of a field.

sōl splendet │ The sun is shining.

est diēs calidus │ It’s a hot day

et mihi placet │ and I like (it). (Literally: it is pleasing to me)

iam scītis │ You already know (that).

audīte │ Listen!

adsunt multae bēstiolae │ Many little creatures are here.

eās nōn videō │ I don’t see them

sed audīre possum │ but I can hear (them).

Notes:

[i] in mediō campō sum │ I’m in the middle of a field; English uses a noun ‘middle’ whereas Latin uses an adjective: medius, -a, -um

[ii] adsunt multae bēstiolae │ There are many little creatures here (literally: … are present)

[iii] (eās) audīre possum │ I can hear (them) i.e. I am able to hear (them); possum + the infinitive of the verb


Saturday, November 2, 2024

02.02.25: level 2; reading; a schoolmaster’s treachery; Livy’s account [2] language notes [1]

The words and phrases in bold will be discussed in this post and subsequent ones

[5] quae ubi Camillus audivit, 'non ad similem' inquit 'tui nec populum nec imperatorem scelestus ipse cum scelesto munere venisti. │[5] (and) when Camillus heard this, he said “You, wicked man with your wicked gift have come neither to a people nor a commander similar to yourself.  

[6] … sunt et belli sicut pacis iura, iusteque ea non minus quam fortiter didicimus gerere. [7] arma habemus non adversus eam aetatem, cui etiam captis urbibus parcitur, sed adversus armatos et ipsos, qui nec laesi nec lacessiti ¦ a nobis ¦ castra Romana ad Veios oppugnarunt. │ [6] …there are rights of war just as there are rights of peace, and we have learnt to wage our wars justly (with justice) no less than courageously.

[7] arma habemus non adversus eam aetatem, cui etiam captis urbibus parcitur, sed adversus armatos et ipsos, qui nec laesi nec lacessiti ¦ a nobis ¦ castra Romana ad Veios oppugnarunt. │ [7] We do not use our weapons against those of an age which is spared even when cities have been captured, but against those who are also armed themselves, and who, neither injured nor provoked ¦ by us, ¦ attacked the Roman camp at Veii.

[8] eos tu, quantum in te fuit, novo scelere vicisti; ego Romanis artibus, virtute, opere, armis, sicut Veios, vincam' │ [8] As far as you could, you have vanquished these men by a new act of villainy; I shall vanquish them as I vanquished Veii, by Roman arts, by courage and strategy and weapons.’

[9] denudatum deinde eum manibus post tergum inligatis ¦ reducendum ¦ Falerios ¦ pueris tradidit virgasque eis, quibus proditorem agerent in urbem verberantes, dedit… │ [9] The man, stripped and with his hands tied behind his back, he then handed over to the boys ¦ to be taken back ¦ to Falerii, and he gave them rods with which, while beating him, they might drive the traitor into the city …

Notes:

[i] quae ubi Camillus audivit │ (and) when Camillus heard this

‘quae’ is a relative pronoun (who; which) but it is used very often to refer back to a noun or a statement in the preceding sentence; this is known in grammar as a connecting relative which, in translation, frequently includes ‘and’ in order to make an immediate connection between the current sentence and the previous one

‘quae’ specifically here is neuter accusative plural referring to verba (words); verba isn’t stated but implied since it is linking this sentence back to something that was said i.e. And when Camillus heard these (words) = and when Camillus heard this

[ii] quantum in te fuit │ as much as was in you = as much/ far as you could / were able

[iii] ablative of means / instrument

ego Romanis artibus, virtute, opere, armis, sicut Veios, vincam │ I shall vanquish them as I vanquished Veii, by Roman arts, by (means of) / with courage and strategy and weapons.’

[iv] non minus quam: comparative adverb

iusteque ea non minus quam fortiter didicimus gerere │ and we have learned to wage wars justly no less than courageously

[v] Faleriōs; the accusative of the plural proper noun Faleriī (2/m/pl)

deinde eum … redūcendum Faleriōs puerīs trādidit │ then he handed him to the boys to be taken back to Falerii; the accusative without a preposition is used with named towns and cities when referring to going to that place

[vi] oppugnarunt: an example of a contracted / syncopated form of the verb; -vi- and -ve- (in the perfect tenses) is often dropped.

oppugnārunt = oppugnāvērunt │ they attacked

Further examples:

audiērunt = audīvērunt │ they heard

mūniērunt = mūnīvērunt │ they fortified

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

02.02.25; level 2; crime and punishment [11]; “passive” deaths

Match the “passive” crime, death or punishment with the image

  • cruciō, -āre, -āvī, -ātus [1]: crucify; Engl. deriv. excruciating
  • flagellō, -āre, -āvī, -ātus [1]: whip; Engl. deriv. flagellate
  • fodiō, -ere, fōdī, fossus [3-iō]: stab
  • percutiō, -ere, percussī, percussus [3-iō]: strike; kill; Engl. deriv. percussion (instrument)
  • strangulō, -ārē, -āvī, -ātus [1]: throttle; strangle
  • trānsfīgō, -ere, trānsfīxī, trānsfīxum [3]: thrust through; Engl. deriv. transfix(ed)
  • vinciō, -īre, vinxī, vīnctus [4]: bind; fetter; tie up
  • pūgiō, pūgiōnis [3/m]: dagger

____________________

ā discipulīs suīs flagellātus est

captīvus vīnctus est

cruciātus est

Cicerō dēcollātus est

gladiō suō trānsfīxus est

mīles vulnerātus est; ā medicō cūrātur

puella suspēnsa est

pūgiōne fossus est

secūrī percussus est

strangulātus est

strigēs cremātae sunt

venēnātus est

virgā caesus est






02.02.25: Level 2; the passive voice [30]: the perfect passive [11]; the fourth principal part / perfect passive participle: ways of learning [4]

How these perfect passive participles ended up in English i.e. the “journey” they had and the “middle men” involved doesn’t matter; the technical term for that is etymology and Wiktionary is very good at telling you all that. I find it fascinating but it isn’t essential because the key point is that the spelling of the participle is still retained in the derivative. This helped me hugely when I was learning them. Every one I saw I tried to make a connection with a derivative so I would remember how the participle was written.

Here's another “journey”: -tion, and it’s a journey with a pattern:

The Latin suffix -tiō creates nouns from verbs, that suffix merging with the fourth principal part. We’ll take one example after which we’ll cut out the middle stages

[i] solvō, solvere, solvī, ¦ solūtus [3]: untie

[ii] > Latin noun: solūtiō, solūtiōnis [3/f]: the act of loosening / untying

[iii] The French language evolved from Latin, and the distinct pattern of these derivatives is the removal of the accusative case ending of the Latin noun:

La. solūtiōn¦em > Old French: solucion

That ends up in Middle English as solucion, solucioun, solutyon; English spelling during this period is unstable but by the Modern English period -tion, most likely influenced by Latin itself but also possibly from the later French spelling standardises this.

What that means is that there is a large number of English derivatives in -tion that retain the spelling of the Latin participle from which they are ultimately derived:

cāveō, cavēre, cāvī, cautus [2]: beware > caution

moveō, movēre, mōvī, mōtus [2]: move > motion

agō, agere, ēgī, āctus [3]: behave; do > action

dīcō, dīcere, dīxī, dictus [3]: say > diction

pōnō, pōnere, posuī, positus [3]: put > position

solvō, solvere, solvī, solūtus [3]: untie > solution

capiō, capere, cēpī, captus [3-iō]: capture > caption

audiō, audīre, audīvī, audītus [4]: hear > audition

Perfect passive participles that had a stem in -s also undergo a similar change

videō, vidēre, vīdī, vīsus [3]: see

> Latin noun: visiō, visiōnis [3/f]: sight; seeing

> Old French: vision [i.e. visiōn¦em with the accusative ending removed]

> English: vision

Again, cut out the middle stages and see the relationship between the English noun and the Latin participle:

mittō, mittere, mīsī, missus [3]: send > mission

dīvidō, dīvidere, dīvīsī, dīvīsus [3]: divide > division







01.02.25: Level 1; oral proficiency in Latin [3](4)

[I] Hodiē nārrō fābulam vēram, discipulī. Ōlim erat vir, nōmine Spartacus. Habitābat in Graeciā. Rōmānī cum Graecīs pugnābant. Rōmānī victōrēs erant. Spartacus, vir Graecus, ā Rōmānīs captus est. Spartacus captīvus erat, et ad Ītaliam ductus est. Tum erat servus in Ītaliā.

[II] Nunc, discipulī, Spartacus est gladiātor. Gladiātōrēs in arēnā pugnant. Ergō, ūnō diē, Spartacus in arēnā pugnābat.

[III] Haec pictūra, discipulī, mōnstrat duōs gladiātōrēs, Spartacus et alter gladiātor. Multī spectātōrēs ad arēnam veniunt. Volunt vidēre gladiātōrēs pugnantēs. Sunt multī clāmōrēs et multī spectātōrēs. Spectātōrēs sunt laetī. Sed gladiātōrēs sunt miserī. Nōlunt pugnāre. Nōlunt esse mortuī. Necesse est gladiātōribus pugnāre ante spectātōrēs.

[IV] In arēnā Spartacus videt alterum gladiātōrem. Alter gladiātor videt Spartacum. Ambulant in mediam arēnam et tum pugnant. Diū et ferōciter duo gladiātōrēs pugnant. Alter gladiātor cadit ad terram. Spartacus venit ad hunc gladiātōrem. Spartacus eum necat! Tandem Spartacus est victor. Spartacus nunc est laetissimus quod est victor in arēnā. Multī spectātōrēs congrātulātī sunt Spartacum.

[V] Mortuus gladiātor portātur ex arēnā. Et subitō galea cadit. Spartacus spectat faciem alterīus gladiātōris. Ecce! Spartacus dīcit, “Est amīcus meus! Ō mē miserum! Ego necāvī meum amīcum! Ego sum miserrimus! Nōlō esse gladiātor nunc. Volō esse līber!”

Two word searches:

[1] Present, imperfect and perfect tense verbs

I am telling [a story]

(he) looks at

(he) says

(he) falls

(he) kills

(it) shows

(he) comes

(they) come

(they) fight

(they) walk

__________

(he) was

(He) used to live

(they) were

(They) used to fight / were fighting

__________

I have killed

ambulant; cadit; dīcit; erant; erat; habitābat; mōnstrat; narrō; necat; necāvī; pugnābant; pugnant; spectat; venit; veniunt

[2] verbs and other constructions that take an infinitive; examples of passive verbs

I want to be

I don’t want to be

they want to see

they do not want to fight

they do not want to be

It is necessary to fight

__________

(he) is (being) carried

(he) was captured

(he) was led

captus est; ductus est; necesse est pugnāre; nōlō esse; nōlunt esse; nōlunt pugnāre; portātur; volō esse; volunt vidēre

Wednesday, October 30, 2024

31.01.25: level 2; reading; a schoolmaster’s treachery; Livy’s account [1] text and translation

The following is an extract from Livy’s account of the incident in the previous post i.e. we’ve reached the point where we can begin to look at some authentic literature; virtually everything that is in this extract has been covered in the group; what is new I’ll refer to.

We can look at it from two points of view: [1] the language and [2] the content; it is [2] that takes you slowly up to interpreting the authors and to getting into the minds of the Romans and their self-image. However, we’ll begin only with the text and translation moving on to other points in later posts.

Livy: the History of Rome 5.7

[5] quae ubi Camillus audivit, 'non ad similem' inquit 'tui nec populum nec imperatorem scelestus ipse cum scelesto munere venisti. │ [5] And when Camillus heard this, he said “You, wicked man with your wicked gift have come neither to a people nor a commander similar to yourself.

[6] … sunt et belli sicut pacis iura, iusteque ea non minus quam fortiter didicimus gerere. │ [6] …there are rights of war just as there are rights of peace, and we have learnt to wage our wars justly (with justice) no less than courageously.

[7] arma habemus non adversus eam aetatem, cui etiam captis urbibus parcitur, sed adversus armatos et ipsos, qui nec laesi nec lacessiti a nobis castra Romana ad Veios oppugnarunt. │ [7] We do not use our weapons against those of an age which is spared even when cities have been captured, but against those who are also armed themselves, and who, neither injured nor provoked by us, attacked the Roman camp at Veii.

[8] eos tu, quantum in te fuit, novo scelere vicisti; ego Romanis artibus, virtute, opere, armis, sicut Veios, vincam'. │ [8] As far as you could, you have vanquished these men by a new act of villainy; I shall vanquish them as I vanquished Veii, by Roman arts, by courage and strategy and weapons.’

[9] denudatum deinde eum manibus post tergum inligatis reducendum Falerios pueris tradidit virgasque eis, quibus proditorem agerent in urbem verberantes, dedit… │ [9] The man, stripped and with his hands tied behind his back, he then handed over to the boys to be taken back to Falerii, and he gave them rods with which, while beating him, they might drive the traitor into the city …

aetās, aetātis [3/f]: age

dēnūdō, -āre, -āvī, -ātus [1]: strip; make naked

Faleriī, -ōrum (2/m/pl): Falerii, a city in Etruria, home of the Falisci

inligātus (bound; tied): alternative form of illigātus from illigō, -āre, -āvī, -ātus [1]: bind; tie together

iūs, iūris [3/n]: law; right

lacessō, -ere, lacessīvī, lacessītus [3]: provoke

laedō, -ere, laesī, laesus [3]: offend; hurt

mūnus, mūneris [3/n]: gift

opus, operis [3/n]: various meanings including ‘work’ but also ‘art’ or ‘skill’; the translation as ‘strategy’ works well in the military context of the passage i.e. the ‘art’ of warfare

parcō, parcere, pepercī, parsus [3]: spare; forgive; have mercy for; the verb is followed by the dative case

prōditor, -tōris [3/m]: traitor

31.01.25; level 2; crime and punishment [10]; reading [3]

[1] homō enim vidēlicet timidus aut etiam permodestus vōcem cōnsulis ferre nōn potuit; simul atque īre in exsilium iussus est, pāruit (Cicero)

for that evidently timid, or even excessively bashful man could not bear the voice of the consul; as soon as he was ordered to go into banishment, he obeyed

īre in exsilium ¦ iussus est │ he was commanded ¦ to go into exile

in exsilium missus est │ he was sent into exile

[2] Again, different uses of the passive all appear in the same extract:

… [i] obvolūtum caput est ōciusque [ii] rapī extrā portam iussus.  ita in castra [iii] perdūcitur extemplōque [iv] impositus in nāvem et Carthāginem [iv] missus (Livy) │ … his head was muffled up and orders were given for him to be carried off more quickly outside the city gate. In this way he was brought into the camp and then at once put on board a ship and sent to Carthage.

[i] obvolvō, -ere, obvolvī, obvolūtus [3]: wrap; cover all over; smother

[ii] rapiō, -ere, rapuī, raptus [3-iō]: carry off; snatch; grab

rapere │ to carry off > present passive infinitive: rapī │ to be carried off

[iii] and [iv] two features to note here when you start to read original Latin prose:

[iii] the use of the present tense to give a greater sense of immediacy to past events:

in castra perducitur │ he was brought into the camp [literally: he is brought …]

[iv] the omission of the verb esse in perfect passive constructions

… extemplōque ¦ impositus [est] ¦ in nāvem et Carthāginem ¦ missus [est] │and was immediately put on board a ship and sent to Carthage

31.01.25: Level 2; the passive voice [29]: the perfect passive [10]; the fourth principal part / perfect passive participle: ways of learning [3]

What do you think the fourth principal part / perfect passive participles of these verbs are? They will all end in –tus or –sus.

accept: accipiō, accipere, accēpī, …

close: claudō claudere clausī …

believe: crēdō, crēdere, crēdidī …

owe: dēbeō, dēbēre, dēbuī …

deceive:  fallō, fallere, fefellī …

lead: dūco, dūcere, dūxī, …

find:  inveniō, invenīre, invēnī …

push: premō, premere, pressī …

answer: respondeō, respondēre, respōndī …

mistrust: suspiciō, suspicere, suspexī …

Do you want to know the answers? Well, if you pay me, I’ll tell you. I accept two financial products: credit cards and debit cards. There’s no need to suspect that I won’t give you a response and I won’t invent some excuse for not telling you and there’s no hidden clause. Don’t think I’m giving you false hopes. Look, I really don’t want to press you on this.






30.01.25: Level 1; oral proficiency in Latin [3](3)

Complete the Latin questions with the appropriate question word listed below.

  1. How do the two gladiators fight? │ __________ duo gladiātōrēs pugnant?
  2. To where have the Romans taken him? [= where have the Romans taken him to] │ __________ Rōmānī eum dūxērunt?
  3. What does Spartacus want? │ __________ Spartacus vult?
  4. Where is Spartacus fighting? │ __________ Spartacus pugnat?
  5. Who (plural) were the winners? │ __________ victōrēs erant?
  6. Who (singular) is the winner? │ __________ est victor?
  7. Whom does Spartacus see in the arena? │ __________ Spartacus in arēnā videt?
  8. Why is Spartacus now very miserable? │ __________ nunc Spartacus miserrimus est?
  9. With whom were the Romans fighting [= who were the Romans fighting with] │ __________ Rōmānī pugnābant?

cūr; quem; quī; quid; quis; quō; quōcum; quōmodo; ubi

30.01.25: level 1; topic; school [31]; classroom instructions [4]

For [A], [B] and [C]: In which order were these instructions given?

[A]

scrībe trānslātiōnem in tabulā ātrā

posteā accēde ad tabulam ātram

lege sententiam

converte hanc sententiam ex Latīnō in Anglicum

aperī librum

[B]

audīte dīligenter verba nova

convertite oculōs in mē

dēsinite loquī et …

eīsdem verbīs mihi reddite

[C]

claudite iānuam

cōnsīdite

intrāte

[D] Match the commands with the images

accēde ad tabulam ātram

recitā versum flexā vōce

scrībe versum in tabulā ātrā

surge

verte tē


29.01.25: H & B; level 2; reading; a schoolmaster’s treachery

Rōmānī, ubi cum Etrūscīs bellum gerēbant, urbem in Etrūriā Faleriōs obsēdērunt. Faliscōrum fīliōs omnēs ūnus magister docēbat, vir sapiēns sed improbus. Cotīdiē puerōs lūdī causā ex urbe dūcēbat, tandem ad castra Rōmāna dūxit. Tum ad Camillum, imperātōrem Rōmānum, vēnit: ‘Urbem,’ inquit, ‘Rōmānīs trādō, nam prīncipum fīliōs trādō: sī puerōs obsidēs habēbitis, Faliscī statim urbem trādent.’ Respondit Camillus, ‘Nōn ita bellum gerimus Rōmānī, nec contrā puerōs arma sūmpsimus: sunt et bellī, sīcut pācis, iūra.’ Tum magistrum nūdāvit et puerīs trādidit : puerī prōditōrem verberāvērunt et in urbem ēgērunt.’ Mōvit animōs Faliscōrum Camillī līberālitās: lēgātōs statim ad castra Rōmāna, inde ad Curiam mīsērunt. ‘Beneficiō,’ clāmāvērunt, ‘sī nōn armīs, nōs superāvistis: ultrō urbem trādimus: populī tam iūstī imperiō libenter pārēbimus.’

līberālitās, -tātis [3/f]: the virtue of giving freely; generosity; a noble disposition

obses, obsidis [3 m/f]: hostage

[A]

[1] Lines 1 - 3 (Rōmānī … dūxit)

  1. Who were the Romans fighting? (1)
  2. What was happening to the city of Falerii? (1)
  3. Who taught all the sons of the Faliscans and what sort of man was he? (3)
  4. What did the man [i] normally do and [ii] finally do when he was with the pupils? (3)

[2] Lines 3 – 5 (Tum … trādent)

Who was Camillus and what ‘deal’ did the teacher try to strike with him? (5); Tum ad Camillum, ¦ [i] imperātōrem Rōmānum, ¦ vēnit: [ii] ‘Urbem,’ inquit, ‘Rōmānīs trādō, ¦ [iii] nam prīncipum fīliōs trādō: ¦ [iv] sī puerōs obsidēs habēbitis, ¦ [v] Faliscī statim urbem trādent.’

[3] Lines 5 -7

Translate:  Respondit Camillus, ‘Nōn ita bellum gerimus Rōmānī, nec contrā puerōs arma sūmpsimus: sunt et bellī, sīcut pācis, iūra.’ (7)*

[4] Lines 7 – 8 (Tum … ēgērunt)

How was the schoolteacher punished? (4)

[5] Lines 8 – 9 (Mōvit … mīsērunt)

How did the Faliscans react when they saw what had happened? (5); [i] Mōvit animōs Faliscōrum ¦ [ii] Camillī līberālitās: ¦ [iii] lēgātōs statim ¦ [iv] ad castra Rōmāna, ¦ [v] inde ad Curiam mīsērunt.

[6] Lines 9 – end (Beneficiō … pārēbimus)

All the following statements are incorrect; give the correct account

The Faliscans …

… surrendered after further fighting.

… had been defeated by weapons.

… thought that the Romans were unjust.

… refused to obey the Romans.

[B] Give the first person singular present tense of the following verbs from the text:

  • obsēdērunt [line 1]
  • dūxit [line 3]
  • sūmpsimus [line 6]
  • ēgērunt [line 8]
  • mōvit [line 8]
  • mīsērunt [line 9]

[C] Identify the case of each noun in bold and explain why that case is being used in context:

  • Faliscōrum fīliōs omnēs ūnus magister docēbat [line 2]
  • puerōs lūdī causā ex urbe dūcēbat [line 3]
  • ad Camillum, imperātōrem Rōmānum, vēnit [lines 3 – 4]
  • Urbem,’ inquit, ‘Rōmānīs trādō [line 4]
  • puerī prōditōrem … in urbem ēgērunt. [lines 7 – 8]
  • Beneficiō … nōs superāvistis [lines 9 – 10]
  • populī tam iūstī imperiō libenter pārēbimus [line 10]


Camillus and the Schoolmaster of Falerii, attributed to Domenico Corvi (c. 1721–1803)

Useful information here:

https://thehistorianshut.com/2020/07/30/camillus-and-the-schoolmaster-of-falerii-attributed-to-domenico-corvi-c-1721-1803/

____________________

*[i] Camillus replied: ¦ [ii] “We Romans do not wage war ¦ [iii] in that way, ¦ [iv] nor have we taken up arms ¦ [v] against boys: [vi] there are also / even laws of war [vii] just like (there are of) peace.”


29.01.25: level 2; crime and punishment [9]; the tormenting of malefactors

Comenius’ book has a novel way of teaching the passive to the kids. At the same time it is a fascinating but disturbing insight into the rough justice of the 17th century.

Many common verbs are used here and all of them in the present passive voice describing what is done to criminals (or people they thought were criminals); below are some of the main verbs both in the present and the perfect passive.

[1] damnō, -āre, -āvī, -ātus [1]: condemn; convict; find guilty

  • damnātur │ (s)he is found guilty
  • damnantur │ they are convicted
  • damnātus, -a est │ (s)he was condemned
  • damnātī, -ae sunt │ they were sentenced (to a punishment)

[2] suspendō, -ere, suspendī, suspēnsus [3] hang; suspend; Engl. deriv. suspense

  • fūrēs suspenduntur │ thieves are hanged
  • fūr suspēnsus est │ the thief was hanged
  • fūrēs ¦ ā carnifice ¦ in patibulō ¦ suspēnsī sunt │ the thieves were hanged ¦ by the executioner ¦ on the gallows

[3] cremō, cremāre, cremāvī, cremātus [1]: burn; Engl. deriv. cremate

  • strigēs super rogum cremantur │ witches are burned upon a great fire
  • strīx super rogum cremāta est │ the witch was burned upon a great fire
  • strigēs super rogum cremātae sunt │ the witches were burned upon a great fire

strīx, strīgis [3/f]: witch; Latin has several words for witches, the original meaning of this word referring to a type of owl considered to be a bad omen. By extension the word also referred to a vampire or, in the text, a witch; also: striga, -ae [1/f] vampire; witch, and, from the text, lamia, -ae [1/f]: vampire; witch; sorceress

[4] dēcollō, -āre, -āvī, -ātus [1]: behead

  • Medūsa ā Perseō dēcollāta est │ Medusa was beheaded by Perseus

[5] torqueō, torquēre, torsī, tortus [2]: torture; torment; also: twist

Note the use of the present passive infinitive

torquēre │ to torture > present passive infinitive: torquērī │ to be tortured

  • Maleficī torquērī solent │ Wrongdoers are wont to be tortured

[6] Note in general the two different ways in which the ablative expresses [i] by whom something is done, and [ii] the means by which something

[i] if an object, an “instrument”, is used then the ablative alone expresses that idea:

caedō, caedere, cecidī, caesus [3] [i] fell (a tree) [ii] kill [iii] defeat (resulting in heavy losses of an enemy) [ii] (here) strike; beat

  • virgīs ¦ caeduntur │ they are beaten ¦ with rods

stigma, stigmatis [3/n]: brand mark < Anc. Gk. στίγμα (stígma)

  • stigmate ¦ notantur │ they are marked ¦ with a brandmark

forceps, forcipis [3/m]: pincers

  • forcipibus uruntur │ they are burned ¦ with pincers

Equō raptantur │ they are dragged ¦ by a horse

Perduellēs ¦ quadrīgīs ¦ discerpuntur │ traitors are pulled to pieces by four horses

quadrīga, -ae [1/f]: originally refers to a chariot pulled by four horses

[ii] if the action is performed by a human being the preposition ā / ab + the ablative case is used:

  • Fūrēs suspenduntur ¦ ā carnifice │ thieves are hanged ¦ by the executioner

[7] The perfect passive participle can stand alone and function as a noun

dōnō, -āre, -āvī, -ātus [1]: give (as a gift)

  • vitā ¦ donātī │ [those (who have been) gifted] ¦ with life = those whose lives have been spared



29.01.25: Level 2; the passive voice [28]: the perfect passive [9]; the fourth principal part / perfect passive participle: ways of learning [2]

With the first conjugation most of the verbs follow a pattern in forming the perfect passive participle, but as you move on, the participles appear to be swimming in a sea of randomness. However, we can do a bit of “surgery” on these Latin participles because almost every one them is hiding in plain sight in English derivatives. The number of these that are in English is astonishing. I learned them as I encountered them and by making connections with derivatives:

dēleō, dēlēre, dēlēvī, dēlētus [2]: destroy > English derivative: delete

compleō, complēre, complēvī, complētus [2]: finish > English derivative: complete

We’ll dissect three examples and show their “journeys” through history; don’t be concerned by their conjugation but by their perfect passive participles, how they are formed and how they ended up in English; the English derivative is telling you the formation of the participle.

[1] tangō, tangere, tetigī, tāctus [3]: touch

> Latin noun: tāctus, -ūs [4/m]: touch; the sense of touch i.e. a noun created from the participle

> French: tact [i.e. ending removed]

> English: tact

[2] sentiō, sentīre, sensī, sēnsus [4]: feel

> Latin noun: sēnsus, -ūs [4/m]: feeling; sensation i.e. a noun created from the participle

> Old Fr. sens

> Engl. sense

[3] prōmittō, prōmittere, prōmīsī, prōmissus [3]

> Latin noun: prōmissum, -ī [2/n] i.e. a noun created from the participle

> Old French: promesse

> Middle English: promis, promisse

> Modern English: promise

You can cut out the “middle men” of Latin nouns created from them and Old French and Middle English and go straight to Modern English derivatives. Sure, the meaning of the English derivative may have changed but the original spelling of the perfect passive participle is still there.

28.01.25: Level 1; oral proficiency in Latin [3](2)

[IV] In arēnā Spartacus videt alterum gladiātōrem. Alter gladiātor videt Spartacum. Ambulant in mediam arēnam et tum pugnant. Diū et ferōciter duo gladiātōrēs pugnant. Alter gladiātor cadit ad terram. Spartacus venit ad hunc gladiātōrem. Spartacus eum necat! Tandem Spartacus est victor. Spartacus nunc est laetissimus quod est victor in arēnā. Multī spectātōrēs congrātulātī sunt Spartacum.

[V] Mortuus gladiātor portātur ex arēnā. Et subitō galea cadit. Spartacus spectat faciem alterīus gladiātōris. Ecce! Spartacus dīcit, “Est amīcus meus! Ō mē miserum! Ego necāvī meum amīcum! Ego sum miserrimus! Nōlō esse gladiātor nunc. Volō esse līber!”

cadō, cadere [3]: fall

congrātulātī sunt: (they) congratulated

faciēs, -ēī [5/f]: face

necō, necāre [1]: kill

medius, -a, -um: middle; the middle of i.e. Latin uses an adjective whereas English uses a noun

  • ambulant ¦ in mediam arēnam │ they walk ¦ into the middle of ¦ the arena

laetissimus, -a, -um: very happy

miserrimus, -a, -um: very miserable

Match the questions with the answers below

  1. Quem Spartacus in arēnā videt? ____________________
  2. Quōmodo duo gladiātōrēs pugnant? [ī] ____________________ [iī] ____________________
  3. Quis cadit ad terram? ____________________
  4. Quis est victor? ____________________
  5. Quid accidit dum mortuus gladiātor ex arēnā portātur? ____________________
  6. Cūr nunc Spartacus miserrimus est? ____________________
  7. Quid Spartacus vult? ____________________

alter gladiātor; alterum gladiātōrem; diū et …; esse liber; ferōciter; galea cadit; quod amīcum necāvit; Spartacus

28.01.25: level 1; topic; school [30]; classroom instructions [3]

3rd conjugation verbs: -e / -ite

cōnsīdō, -ere [3]: sit down > cōnside! cōnsidite!

  • Cōnsīde ¦ quaesō; the inclusion of quaesō (literally: I beg) after the command simply means please; the phrase amābo tē (literally: I shall love you) also has the same meaning

surgō, -ere [3]: rise; stand up

ostendō, -ere [3]: show > ostende! ostendite!

trādō, -ere [3]: hand over) > trāde! trādite!

  • ostende / trāde mihi pēnsum │ Show / hand me [= to me] the homework

distribuō, -ere [3]: hand out > distribue! distribuite!

scrībō, -ere [3]: write > scrībe! scrībite!

The prefix per- can be used to intensify a verb:

perscrībō, -ere [3]: write out (in full) > perscrībe! perscrībite!

legō, -ere [3]: read > lege! legite!

perlegō, -ere [3]: read (through); read thoroughly > perlege! perlegite!

inquīrō, -ere [3]: search for; look up (e.g. in a dictionary) > inquīre! inquīrite!

attendō, -ere [3]: pay attention to > attende! attendite!;  in Modern English the derived verb ‘attend’ means ‘to care for’, ‘be present at’ or ‘deal with’ but, in older English including the Victorian period, it had the sense of ‘pay attention to’ or ‘listen to’: “Attend to me and shed a tear or two” (W.S. Gilbert)

  • attende dicta mea! │ listen to my words [= to what I’m saying]

vertō, -ere [3]: turn > verte! vertite!; it can be used with a reflexive pronoun: verte tē: turn (yourself) i.e. turn round or turn e.g. in a particular direction; vertite vōs!

convertō, -ere [3] > converte! convertite!; the verb can refer to turning something upside down or inverting something but it also can mean ‘translate’ i.e. ‘convert’ a word in one language into another

  • converte hanc sententiam ex Latīnō in Anglicum │ translate this sentence from Latin into English

accēdō, -ere [3]: approach > accēde! accēdite!

attollō, -ere [3]: raise; lift up > attolle manum! │ raise (your) hand; attollite manūs! │ raise (your) hands

claudō, -ere [3]: close > claude! claudite!

repetō, -ere [3]: repeat > repete! repetite!

reddō, -ere [3]: [i] give back and, by extension [ii] repeat i.e. give back words (that have been said)

  • eīsdem verbīs mihi redde │ literally: give back to me with the same words i.e. repeat the words

dēsinō, -ere [3]: stop > dēsine! dēsinite! (and what you need to stop doing is expressed by the infinitive):

  • dēsine / dēsinite scrībere! │ stop writing
  • dēsine mē vexāre! │ stop annoying me

Note:

The only verb that behaves differently from all the verbs covered in this and the previous post is:

loquī (to speak) which, of course, is an important verb in a classroom context

loquī is a deponent verb, a group of verbs that conjugate differently from all other verbs and will be discussed in a later post

  • loquere! (talking to one person); loquiminī! (talking to more than one person) │ speak!
  • Nōlī(te) loquī! │ Don’t speak!