Iam Barbātus Syrum temptat. Gladiī crepant, populus adversāriōs incitat, nam pugnae turbam valdē dēlectant. Etiam Mārcus gaudet et clāmat, nam lūdōs et pugnās libenter spectat; Cornēliam autem lūdī nōn dēlectant: itaque sedet et tacet. Mārcus amīcam rogat: “Cūr pugna tē nōn dēlectat?” Cornēlia nōn respondet. Subitō Syrus adversārium temptat, vulnerat. Turba clāmat, sed Cornēlia lacrimās nōn iam tenet. Neque Mārcum nunc lūdus dēlectat.
Dē vēre
Vēre sōl in caelō scandit. Singulī diēs longiōrēs
fīunt. Singulae noctēs breviōrēs fīunt. Sōl vēris calēscit. Nix hiemis
liquēscit. Auster pluviam fert. Herba ē terrā nāscitur. Nūdī agrī iterum
viridēs fīunt. Arborēs folia prōdūcunt. Avēs ex austrō revertuntur. Silvae
cantū sonant. Flōrēs aperiuntur.
Iuvat in agrōs silvāsque exīre. Bovēs iterum per
collēs et vallēs herbā pāscuntur. Virī et puerī cum equīs exeunt. In agrīs
labōrant. Agrōs arant. Sēmina et arborēs serunt. Arborēs serit dīligēns
agricola, quārum adspiciet frūctum ipse numquam. Serit arborēs, quae alterī
saeculō prōsint.
Vocabulary: note in particular the words in bold
scandō, -ere; scandī [3]: ascend
singulus, -a, -um: (here) one by one; one at a time
auster, -trī [2/m]: the south wind
nāscitur: is born
prōdūcō,-ere; prōdūxī [3]: produce
revertuntur: (they) return
sonō, -āre; sonuī [1]: resound
aperiuntur: (they) are being opened
iuvat [+ īnfīnītīve]: it is pleasing [to ...]
pāscuntur [+ abl.]: (they) feed [on ...]
sēmen, seminis [3/n]: seed
sērō, -ere; sēvī [3]: sow; plant
ipse: himself
alter, -a, -um: (here) the next
saeculum, -ī [2/n]: generation; century
prōsum, prōdesse; prōfuī [+ dat.]: be of benefit
[to...]
[A]
[B] Review the grammar terms; the following are examples of which grammatical features listed below?
adspiciet
aperiuntur
calēscit; liquēscit
cantū; fructum
cum equīs; ē terrā; ex austrō; dē
vēre
in agrōs; in agrīs
longiōrēs; breviōrēs
per collēs / per vallēs
quae; quārum
viridēs; diligēns
The previous text contained three verbs that were highlighted in the vocabulary list:
Avēs ex austrō revertuntur. │ The birds return
from the south.
Bovēs iterum … herbā pāscuntur. │ The cattle
again … graze on the grass.
Herba ē terrā nāscitur. │ Grass springs
forth (is born) from the ground.
There is a group of verbs in Latin known as deponent
that have passive forms but active meanings. At this stage it is
best to remember two terms:
[i] An active verb is one where the subject
performs the action.
The farmers harvest grain = active sentence
Agricolae frūmentum metunt.
The soldier killed the king = active sentence
Mīles rēgem interfēcit.
[ii] A passive verb is one where the subject
experiences the action.
The grain is harvested by the farmers = passive
sentence
Frūmentum ab agricolīs metitur.
The king was killed by the soldier = passive
sentence
Rēx ā mīlite interfectus est.
With deponent verbs, however, the opposite is taking
place; that’s not the be-all and end-all explanation, but it is enough for
now. Deponent verbs look like passive verbs but they are active, the subject performing
the action and not experiencing it.
Examples:
sequor = I follow, not I am followed!
ūtor = I use, not I am being used!
The deponent verbs only have three principal parts:
sequor, sequī, secūtus sum [3/dep]: follow
[1] sequor; first person singular present tense; I
follow, not *I am followed*
[2] sequī; infintive; to follow, not *to be
followed*
The third principal part is not passive in
meaning but rather the meaning of a perfect tense of an active verb; it
will still agree in gender and number with the subject of the verb like the
perfect passive participle, but what looks like a passive is, in fact,
active.
[3] secūtus, -a sum; perfect active; I
(have) followed, not *I have been / was followed*
secūtus, -a est │ he / she followed
secūtī, -ae sumus │ we (m/f) followed
[1] revertor; first person singular; I return
[2] revertī; infinitive; to return
[3] reversus, -a (sum); perfect active
participle; I (have) returned
The next three readings on the seasons will give
further examples of deponent verbs at which point we will look at them in more
detail. There is a high risk of becoming tied in knots with long-winded
explanations as to why such verbs exist, some writers on Latin grammar trying
to analyse each deponent verb to work out why a passive form is being used when
an active sense is meant. Given that there are over 500 deponent verbs in
Latin, it seems to me to be a time-consuming wild goose chase. The best
approach is to note deponent verbs when they occur and, for the moment, simply
note that deponent verbs are passive in form but active in meaning.
The Latin Tutorial video will give you an overview of the deponent verbs:
https://www.facebook.com/groups/latinforstarters/posts/690389376905667
We
all approach learning in a different way. In terms of the Latin language, I
deliberately structured the posts in three levels, discussing points in, as
best as possible, an order according to relative importance, difficulty and a
logical progression. The last one, for me, matters because one point of
language may well be dependent upon another, in other words you can’t do [B] quadratic
equations if you can’t [A] add, subtract etc.
Vincent’s videos are a case in point: he produces short, focussed work
which contains a range of language at different levels. When he has posted
them, I’ve written detailed notes on them but, at times, I have deliberately
said “Just note that for the moment” because, to deal with that feature
in depth requires knowledge of something that has gone before.
Vincent
has used many deponent verbs in his work. Deponent verbs are structured
in exactly the same way as passive verbs. Therefore, all the posts on the
passive were done first, but now we can look at deponent verbs in detail. Note
the verbs in bold.
Mihi
valdē placent calidissimī diēs │ I really like very hot days [ = very hot days
are very pleasing to me]
nam
possum sōlus vel ūnā cum cane meō ut soleō deambulāre in silvā. │ for I
can – alone or together with my dog, as
I usually do – go for a walk in the forest. [soleō, -ēre (2): be accustomed
(to doing something)]
Aliī
enim domī manent aut natātōrium petunt │ Because others stay at home or
head for the swimming pool [natātorium, -ī (2/n) Neo-Latin: swimming
pool < natātōrius, -a, -um (Late Latin) adj: swimming, swimmer]
[ii]
vītandī calōris [i] causā. │ to avoid the heat [literally: [i]
for the sake of ¦ [ii] avoiding the heat]*
*This
is a gerundive: coming soon at Level 3!
Ego
autem aequō animō patior. │ I, however, bear (it) with an even
mind.
Immō saepe fruor calōre. │ What’s
more (on the contrary), I often enjoy the heat.
Fruor ārdōribus sōlis. │ I enjoy the
burning heat (Latin can use a plural) of the sun.
Libentissimē
in sōle deambulō, versor. │ With great pleasure [libentissimē:
(literally) very eagerly / willingly] I go for a walk in the sun (and) stay
around here. [versor: tricky verb, at times, to translate neatly; the idea
is to be somewhere, move around in a particular place]
Ergō
nunc laetus sum. │ Therefore, I’m happy.
Focus
on these three verbs as a way into deponent verbs:
fruor:
I enjoy
patior:
I bear; endure
versor:
I move around
Those
three verbs have what looks like passive endings e.g. laudor: I am
praised. However, they do not refer to something being done
to Vincent i.e. they are not passive. This type of verb is known as a
deponent verb – it looks passive but is active in meaning – and
will be the first language topic of Level 3.
Fill in the genitive singular with the stem ending and its English meaning
dux, du __ is [3/m]: __________
mīles, mil __ is [3/m]: __________
rēx, rē __ is [3/m]: __________
tōnsor, tōns __ ris [3/m]: __________
legiō, legiō __ is [3/f]: __________
nox, no __ is [3/f]: __________
tempestās, tempestā__ is [3/f]: __________
cor, cor __ is [3/n]: __________
nōmen, nōm __ is [3/n]: __________
vulnus, vuln __ is [3/n]: __________
-c-; -ct-; -d-; -er-; -g-; -in-; -it-; -n-; -ō-; -t-
barber; commander; heart; king; legion; name; night;
soldier; storm; wound
Ad Gallōs, quod in Etrūriam cōpiās dūxerant, lēgātī ā Rōmānīs missī sunt: tum contrā iūs gentium lēgātī arma sūmpsērunt et cum Etrūscīs contrā Gallōs pugnāvērunt. Itaque Gallī ab Etrūriā in agrōs Rōmānōs vēnērunt. Statim ab urbe exercitus contrā novum hostem missus est. Prope Alliam fluvium pugnābant. Terrēbant Rōmānōs saeva ōra, magnī clāmōrēs, ingentia corpora barbarōrum: nostrī vix prīmum impetum sustinuērunt sed urbem fugā petīvērunt. Omnium animī ingentī timōre movēbantur. Iuvenēs statim Capitōlium occupāvērunt, reliquī, praeter senātōrēs, in Etrūriam discēdēbant. Gallī urbem intrant, ad forum veniunt: mīrum ibi spectāculum oculīs ostenditur: nam senātōrēs animīs ad mortem parātīs adventum hostium expectābant: magistrātūs in eburneīs sellīs sēdērunt honōrumque īnsignia gerēbant. Diū barbarī senēs immōtōs, velut deum imāginēs, spectābant. Tum ūnus ē Gallīs M. Papiriī barbam manū permulsit: senex īrātus caput scīpiōne eburneō ferit statimque ā barbarō necātur. Tum omnēs īrā moventur reliquōsque senēs in sellīs trucīdant.
[A]
[1]
Line 1 (Ad Gallōs … missī sunt)
Why
did the Romans send envoys to the Gauls? (1)
[2]
Lines 1 - 2 (tum … pugnāvērunt)
What
is the meaning of contrā iūs gentium and why is it referred to here? (4)
[3]
Lines 2 – 5 (Itaque … missus est)
How
did the Gauls and the Romans react to this? (4)
[4]
Lines 4 – 6 (Prope … movēbantur)
Give details about the battle (8); [i] Prope Alliam fluvium pugnābant. [ii] Terrēbant Rōmānōs [iii] saeva ōra, [iv] magnī clāmōrēs, ingentia corpora [v] barbarōrum: [vi] nostrī vix prīmum impetum sustinuērunt [vii] sed urbem fugā petīvērunt. [viii] Omnium animī ingentī timōre movēbantur.
[5]
Lines 7 – 8 (Iuvenēs … discēdēbant.
)
Who
occupied the Capitol? (1)
Who
went to Etruria? (1)
Who
stayed behind? (1)
[6]
Lines 8 – 11 (Gallī … spectabant)
Describe what the Gauls saw when they entered the forum. (6); Gallī urbem intrant, ad forum veniunt: [i] mīrum ibi spectāculum oculīs ostenditur: [ii] nam senātōrēs animīs ad mortem parātīs* ¦ [iii] adventum hostium expectābant: [iv] magistrātūs in eburneīs sellīs sēdērunt [v] honōrumque īnsignia gerēbant. Diū barbarī [v] senēs immōtōs**, [vi] velut deum imāginēs, spectābant.
[7]
Lines 11 – end (Tum … trucīdant.)
What provoked the first elderly man? How did he react and what happened afterwards? (7); Tum ūnus ē Gallīs M. Papiriī [i] barbam manū permulsit: senex [ii] īrātus [iii] caput scīpiōne eburneō ferit [iv] statimque ā barbarō necātur. Tum [v] omnēs īrā moventur [vi] reliquōsque senēs [vii] in sellīs trucīdant.
*animīs
parātīs: ablative absolute:
https://adckl.blogspot.com/2024/10/060225-level-2-reading-schoolmasters.html
animus (mind) + parātus (perfect passive
participle)
>
both in the ablative: animīs [ad mortem] parātīs
>
literally: with their minds having been prepared [for death]
>
their minds having been prepared / when (after) their minds had been prepared /
mentally prepared for death
Remember
the “two stages” of translation: [i] go for the literal to be sure you grasp
the construction, and [ii] rework it to convey the same meaning but in a more
fluent manner.
**mōtus:
having been moved; perfect passive participle from moveō, -ēre, mōvī, mōtus
[2]: move
in
+ mōtus > immōtus: unmoved
[B]
Complete the table which parses verbs from the text:
[C]
[i]
Which five of the following nouns from the text are 4th
declension? The other nouns are either 2nd or 3rd
declension:
adventus;
barbarus; corpus; exercitus; fluvius; impetus; iūs; lēgātus; magistrātus; manus
[ii]
A dictionary or vocabulary list would distinguish between these nouns by the
inclusion of the genitive singular: -ī [2nd declension]; -is [3rd
declension + stem change (if any)]; -ūs [4th declension]
What
would the genitive singular be of the nouns listed above?
adventus,
advent __
barbarus,
barbar __
corpus,
corp __
exercitus,
exercit __
fluvius,
fluvi __
impetus,
impet __
iūs,
iū __
lēgātus,
lēgāt __
magistrātus,
magistrāt __
manus,
man __
____________________
Mārcus nōn rīdet, sed murmurat: “Elephantus! Sīmia! Ubi sunt Syrus et Barbātus? Cūr tuba nōn sonat?” Tum amīca: “Fortasse adversāriī hodiē nōn pugnant.” Etiam populus murmurat, quod Syrus et Barbātus nōndum adsunt; subitō autem tubae sonant, populus tacet, adversāriī intrant, stant, salūtant. Nunc populus gaudet et clāmat, et Mārcus vocat: “Mē neque elephantī neque sīmiae, sed lūdī et gladiī et tubae dēlectant.” Amīcī et amīcae rīdent.
[1] This FB group was never designed to be a random series of posts. It began on 19.02.24 at level 1 i.e. your cat knew more Latin than you did. Level 1 covered what I felt were the building bricks of the language.
19.05.24: a second level was introduced which simply
continued from Level 1. The second level assumed that members were already
confident in the features of level 1 either by using the posts here or on the
other site, or through their own private study. Level 1 has continued and
reviews points covered earlier.
Image #1: “Crossing the line”
https://www.facebook.com/groups/latinforstarters/permalink/445843464693594/
[2] I am now introducing a third level to the group which, in terms of the language covered, will go on from Level 2 to “the end”; Latin never really ends, but the grammar does reach a conclusion. Some of the texts remain quite simple but are chosen because they clearly show a specific point. However, they will increase in difficulty.
[3] Levels 1 and 2 will carry on reviewing the earlier
topics; certain topics take a long time to explain, sometimes requiring
many posts, and so there will be less repetition of the same point, but there
will be:
Links to previous FB posts
Files stored in the group
Specific links to cloud storage and other external online
sources which are both accurate and well-produced
[4] Everything that I post here – all three levels – is available on the alternative site [see image #2] that has been online almost since the group started.
I have mentioned before that, for some reason, FB does not allow a direct link to those sites and so simply note the addresses in the images.
Most of the sentences in this exercise contain two perfect passive participles, for example:
[1] Oppidum [i] captum ¦ [ii] dēlētum est.
The sentence shows [i] a perfect passive participle
describing the noun and [ii] a passive verb with ‘esse’
[i] The ‘having been captured’ ¦ town ¦ [ii] was destroyed.
Very often that literal translation needs to be reworked.
There are various possibilities, but the examples below maintain the concept
that something had happened to the town before the next action.
[2] Oppidum ¦ [i] ab hostibus captum ¦ [ii] dēlētum est.
Look out for tense sequences when translating
Dux barbarus ā Caesare captus Rōmam missus est.
The barbarian commander, captured by Caesar, was sent
to Rome.
= The barbarian commander, who had been / was captured by
Caesar, was sent to Rome.
Barbarī ā Rōmānīs captī Rōmam semper mittuntur.
Barbarians, captured by the Romans, are always sent
to Rome.
= Barbarians who are / have been captured by the
Romans, are always sent to Rome.
One area that will be discussed at Level 3 is the style of
the Roman authors, and there are certain features to look out for. As a
“taster” here is an extract from the Jugurthine War by Sallust.
Cēterum oppidum incēnsum, Numidae pūberēs interfectī, aliī
omnēs vēnumdatī, praeda mīlitibus dīvīsa.
Firstly, the statements are given in groups of three words
(the “rule of three”) and note also the repetition of certain sounds
[i] Cēterum [ii] oppidum [iii] incēnsum
[i] Numidae [ii] pūberēs [iii] interfectī
[i] aliī [ii] omnēs [iii] vēnumdatī
[i] praeda [ii] mīlitibus [iii] dīvīsa
Moreover, the author omits the use of “esse” to form these passive
constructions, thus allowing a greater and almost poetic momentum with emphasis
on the final participle of each statement:
Cēterum oppidum incēnsum, │ Moreover, the town was burned
Numidae pūberēs interfectī, │ the adult Numidians (were)
killed
aliī omnēs vēnumdatī, │ all the others (were) sold
praeda mīlitibus dīvīsa. │ (and) the spoil (was) divided
among the soldiers
Nunc Mārcus et Cornēlia, Aemilia et Titus sedent et gaudent, nam Lūcius et Gāius appropinquant; rīdent et salūtant. Cornēlia nārrat: “Hodiē etiam Tullia et Claudia adsunt. Ecce! Ibi sedent.” Gāius rogat: “Cūr Quīntus nōn adest?” Tum Mārcus: “Quīntus aegrōtat, sed ibi sunt Titus et Aemilia! Lūdus nōn sōlum mē dēlectat, sed etiam…” Subitō Aemilia vocat: “Ecce elephantus, ecce sīmia!” Claudia et Cornēlia et Aemilia gaudent et rīdent.
Hic est Mārcus, ibi est Titus. Titus in Colossēō sedet et
gaudet, nam Aemilia iam adest. Mārcus dolet, nam Cornēlia cessat.* Iam Aemilia
rogat: "Ubi est Cornēlia?" Subitō Mārcus vocat: "Ibi Cornēlia
est, ibi stat!" Rīdet et gaudet.
*has people waiting for her
In this exercise the participle is in different cases; again, compare the word order in the English and Latin sentences.
[1] Have you read the story about the teacher ¦ [i] beaten ¦
[ii] by his own pupils? │ Lēgistīne fābulam dē magistrō [ii] __________ [i]
__________?
[2] He had eighty cohorts ¦ [i] stationed ¦ [ii] in line of
battle. │ Cohortēs ¦ [ii] __________ LXXX [i] __________ habēbat. (Caesar)
[3] The king easily deceived the messengers ¦ [i] sent ¦ [ii] by
(his) enemy. │ Rēx nūntiōs ¦ [ii] __________ [i] __________ facile fefellit.
[4] The commander sent the boy home ¦ [who had been] [i] praised
¦ [ii] by everybody. │ Imperātor puerum ¦ [ii] __________ ¦ [i] __________ ¦
domum mīsit.
[5] For (Reginus) as tribune of the Plebs freed Caepio ¦ [i]
[who had been] thrown ¦ [ii] in jail. │ (Rēgīnus) … tribūnus enim plēbis Caepiōnem
¦ [ii] __________ ¦ [i] __________ … līberāvit. (Valerius Maximus)
[6] They caught sight of the girl [i] [who had been] left behind
/ abandoned ¦ [ii] by (her) friends. │ Puellam ¦ [ii] __________ ¦ [i]
__________ ¦ cōnspexērunt.
[7] The master punished all the slaves ¦ [i] caught ¦ [ii] by
the soldiers. │ Dominus omnēs servōs ¦ [ii] __________ ¦ [i] __________ pūnīvit.
[8] The Trojans saw a huge horse ¦ [i] left behind ¦ [ii] near
the city. │ Troiānī equum ingentem ¦ [ii] __________ ¦ [i] __________ ¦
vīdērunt.
[9] The master praised the dinner ¦ [i] [which had been] well
prepared ¦ [2] by the maidservant. │ Dominus
cēnam ¦ [ii] __________ ¦ [i] bene __________ ¦ laudāvit.
[10] I will make her ¦ [i] enraged ¦ [ii] with you. │ Illam ¦ [ii] __________ ¦ [i] __________
dabō. (Terence)
The
full story is given here:
Whether
the story of Camillus and the Schoolmaster has any basis in truth is, I think,
irrelevant; early Roman history is, to an extent, catch as catch can. What
matters is the mindset that underpins the story, a mindset that
reinforces Rome’s image of itself.
[1]
There is a real sense of honourable behaviour in this extract and that Roman
concept of virtūs, a noun used in the text, which can variously
translate as “courage” or “manliness”, but equally as “merit” or “character”;
it’s about doing the right thing - even when dealing with an enemy – about
fighting fairly and never being a traitor (proditor) to one’s own
people. The idea that underage boys would be used as a bargaining tool to
achieve victory utterly revolts Camillus as he lists the “weaponry” that, in
time of war, would be considered virtuous:
ego
Romanis artibus, virtute, opere, armis, sicut
Veios, vincam │ I shall vanquish them, as I vanquished Veii, by Roman arts,
by courage and strategy and weapons
[2]
Camillus speaks not only on behalf of himself but also the entire Roman people:
'non
ad similem … tui nec populum nec imperatorem … venisti. │ “You … have
come neither to a people nor a commander similar to yourself.
[3]
Note how Camillus by the use of the personal pronouns emphasises the difference
between their strategies:
eos
tu … vicisti; ego … vincam i.e. you did it in a villainous
way but I will do it the right way
[4]
eos tu … novo scelere vicisti │ you have conquered them … with a new
act of villainy
The
use of novus here can imply that this criminal behaviour is strange or
unusual, something that had never been done before (and, certainly from
the perspective of Camillus, not going to be done again).
[5]
sunt et belli sicut pacis iura │ there are rights of war just as there are
rights of peace; this underlines a consistent ethical code applicable to
both peaceful and hostile situations.
That
contrast in approaches is continued in:
iusteque
ea non minus quam fortiter didicimus gerere │ and we have learned to fight
justly no less than bravely
i.e.
we have learned to do this (even if others have not)
[6]
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. │ 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.
i.e.
we don’t take children hostage to win our battles and, incidentally, we didn’t
start this
[7]
The relationship between schoolmaster and school pupil is reversed, the boys
now given authority to beat the man, bound and humiliated, and return him to
the city not only to face the wraith of the population but also, we can argue,
as a signal to the enemy that the Romans would never stoop so low.
A
painting is by its very nature a personal representation in the mind of an
artist. Nevertheless, the depiction in the work of Poussin (1594 – 1665)
absolutely reinforces the overall “message” which the event in the story itself
conveys; had the Ancient Romans seen this painting no doubt they would have
loved it.
https://www.nortonsimon.org/art/detail/F.1970.14.P/
The incident depicted here is from Livy’s account of the life of Republican leader and general Furius Camillus. While the general was besieging the town of Falerii, a local schoolmaster lured his pupils to the Roman camp, hoping to offer them as hostages. Finding the schoolmaster guilty of treason, Camillus offered him up to his students for punishment. The schoolmaster’s twisted and distorted figure becomes a symbol of immorality and evil. The ethical Camillus, by contrast, is erect and well proportioned. Whatever the political overtones, Poussin’s composition encourages us to contemplate the difference between shapeless ugliness and harmonious form. (Norton Simon Museum)
The first image shows the title page of “Latin made simple” by Rhoda Hendricks.
The title neatly shows a participial phrase i.e. a
participle + additional word(s)
faciō, facere, fēcī, factus [3-iō]: make
Here the participle still describes the vodka martini but
has been extended to include by whom that action was performed; we call that a participial
phrase = the vodka martini ¦ which had been shaken by the waiter …
The participles as adjectives or as part of a participial
phrase refer to something that already had or was / has already been done to
the subject; bear in mind the term ‘perfect’ i.e. completed
The soldiers rebuilt the town, ¦ destroyed by the enemy.
This is a participial phrase comprising the
participle (destroyed) + additional information which, in Latin, is usually ‘by
whom / what’ the action was done:
Mīlitēs oppidum ¦ ab hostibus dēlētum ¦
restituērunt.
The soldier, ¦ injured by a sword, ¦ was lying
beneath a tree.
Both Latin and English could have expressed these by using
clauses and a full passive verb:
In practice, however, it is the participial
construction which is most common in Latin:
Translations, as always, can vary and depend on style and
context:
Vir ¦ ab uxōre suā venēnātus ¦ mox recuperāvit.
Exercise
Complete each phrase or sentence with both the participle
and additional word(s) that form the participial phrase; note that, in Latin,
the participle will normally come last; compare the numbering of the English
and the Latin.
In this exercise, the participle is in the nominative case
Below is a text describing a classroom. The sentences, or parts of sentences are in the wrong order. Match the sentences with the images. The correct text is at the end.
… atque attentās aurēs eī praebent.
… atque eō scrībit in libellō suō.
… et ad cathedram venī.
… et subsellia discipulōrum.
Ātrāmentum est eōdem colōre ac tabula, id est nigrum.
Discipulī et discipulae in subselliīs sedent.
Discipulī, ex subselliīs, oculīs magistrum spectant, …
Ex cathedrā spectat discipulōs et discipulās omnēs et cum iīs
loquitur.
In conclāvī scholārī sunt cathedra magistrī (vel magistrae)
…
In mediō conclāvī scholārī sunt subsellia;
Magister (vel magistra) sedet in cathedrā, quae est alta.
Magister calamum ātrāmentō intingit, …
Optimē; nunc redī ad subsellium.
Puer, exī ē tuō subselliō, …
Sub cathedrā est gradus quī eam sustinet.
Super cathedram est ātrāmentārium, in quō ātrāmentum est, et calamus.
[1] In conclāvī scholārī sunt cathedra magistrī (vel
magistrae) [2] et subsellia discipulōrum.
[3] Magister (vel magistra) sedet in cathedrā, quae est alta; [4] ex
cathedrā spectat discipulōs et discipulās omnēs et cum iīs loquitur. [5] Super
cathedram est ātrāmentārium, in quō ātrāmentum est, et calamus. [6] Magister
calamum ātrāmentō intingit, [7] atque eō scrībit in libellō suō. [8] Ātrāmentum
est eōdem colōre ac tabula, id est nigrum. [9] Sub cathedrā est gradus quī eam
sustinet. [10] In mediō conclāvī scholārī sunt subsellia; [11] discipulī et
discipulae in subselliīs sedent. [12] Discipulī, ex subselliīs, oculīs
magistrum spectant, [13] atque attentās aurēs eī praebent. [14] Puer, exī ē tuō
subselliō, [15] et ad cathedram venī. [16] Optimē; nunc redī ad subsellium.