Saturday, May 17, 2025

29.08.25: topic; Dialogī puerīlēs (Simon Roeth: 1556) [1] dē tempore (ii) vocabulary, notes, exercises

[1] Vocabulary: nouns

[a] clock time

hōra, -ae [1/f]: hour

sēmihōra, -ae [1/f]: half an hour

sēsquihōra, -ae [1/f]: hour and a half

[b] day; parts of the day

aurōra, -ae [1/f]: dawn; sunrise

dīlūculum, -ī [2/n]: dawn; daybreak

merīdiēs, -ēī [5/m]: midday

vesper, -ī [2/m], or vesper, -is [3/m]: evening

nox, noctis [3/f]: night

diēs, -ēī [5 m/f]: day

hebdomas, hebdomadis [3/f]: week; the most common word in Latin for ‘seven’ is septem although this word could have that meaning, but it generally refers to a period of seven days i.e. a week (Late Latin: septimāna, -ae [1/f]). We can ‘dig’ a little because the word is originally from Anc. Gk. ἑβδομάς [hebdomás] ‘a group of seven’ (including days) < ἕβδομος [hébdomos] ‘seventh’ and ultimately from ἑπτά [heptá] ‘seven’ as in the Engl. deriv. heptagon

[c] seasons

vēr, -is [3/n]: spring

aetās, aetātis [3/f]: summer

autumnus, -ī [2/m]: autumn

hiems, -is [3/f]: winter

[d] months

[i] mēnsis, -is [3/m]: month

[i] -ius e.g. Iānuārius, -ī [2/m]

[ii] -er e.g. September, Septembris [3/m]

[iii] Aprīlis, -is [3/m]

[e] years

annus, -ī [2/m]: year

saeculum, -ī [2/n]: century

decennium, -ī [2/n]: decade (similarly quīnquennium, triennium, biennium)

Notes:

nudius tertius │ the day before yesterday; note the use of the ordinal number tertius (third)

The literal meaning of nudius is: ‘It is now the Xth day since ….’  i.e. Latin includes today in the calculation:

[1] today │ hodiē > [2] yesterday │ heri > [3] day before yesterday │ nudius tertius [it is now the third day]

This concept can be extended:

Hēia, nūdius quīntus nātus ille quidem est (Plautus) │ Why, indeed it is now the fifth day since he was born.

nam [i] heri et [ii] nudius tertius, ¦ quārtus, quīntus, sextus … (Plautus) │ for [i] yesterday and [ii] the day before yesterday, ¦ (and) the day before that, and the day before that, and the day before that

[2] Vocabulary: match the English words and expressions with the Latin in the word cloud

  • autumn
  • century
  • dawn
  • day
  • day after tomorrow
  • day before yesterday
  • daybreak
  • evening
  • every day
  • half an hour
  • hour
  • hour and a half
  • midday
  • month
  • night
  • only just
  • recently
  • spring
  • summer
  • today
  • tomorrow
  • week
  • winter
  • year
  • yesterday

aetās; annus; aurōra; autumnus; cotīdiē; crās; diēs; dīlūculum; hebdomas; heri; hiems; hodiē; hōra; iam prīmum; mēnsis; merīdiēs; nox; nudius tertius; nūper; perendiē; saeculum; sēmihōra; sēsquihōra; vēr; vesper

[2] Phrases

Loquāmur dē [+ ablative] │ Let’s talk about …

Quid est …? │ What is …?

Quot sunt annī partēs? │ How many (parts of the year) are there?

Quandō fuistī in scholā? │ When were you in school?

Tempus quōmodo dīviditur? │ How is time divided?

Ēnumerā (mihi) … │ Count (for me) …

Recēnsē (mihi) … │ Go over / review / revise (for me) …

Recēnsē ōrdine. │ Go over (them) in order.

Fac igitur. │ Do it, then / Therefore, do (it)

Dīc minōrēs annī partēs. │ Say (the smaller parts of the year)

Perge dīcere. │ Continue / carry on saying (them).

Quattuor sciō. │ I know four.

[3] Questions: can you answer the questions of a 16th century school teacher? You can see that the author designed them to provide one word or short phrase answers.

[i] Recēnsē mihi quāsdam speciēs temporis.

[ii] Quot sunt annī partēs? Ēnumerā mihi.

[iii] Annus quot mēnsēs habet? Recēnsē ōrdine.

[iv] Dīc minōrēs annī partēs.

[v] Quandō fuistī in scholā? │ When were you in school? > Fuī … │ I was …

[vi] Quandō [i] mē [ii] tēcum dūcēs? │ When will you take [i] me [ii] with you? > [i] Tē [ii] mēcum dūcam … │ I will take [i] you [ii] with me …

29.08.25: topic; Dialogī puerīlēs (Simon Roeth: 1556) [1] dē tempore (i) text and translation

If, for example, we were learning French, it’s highly unlikely we would use a book written in the 16th century. Even in Latin we may be wary of considering anything written in the style that the images show. However, the Latin used in these dialogues contains a wide range of vocabulary and phrases, and when we see them presented in a more contemporary way, it becomes obvious that the 16th century kids are learning to speak Latin. The dialogues are topic based, Roeth providing specific questions and options in terms of answers. 

The original text is in Latin and German, and so the image is only for quick reference. The English translations and macrons are mine. Features of spelling influenced by, for example, the (Late) Middle Ages e.g. seculum rather than saeculum, hyems instead of hiems, preciosissimus instead of pretiosissimus I have changed.

The book itself (the only online copy I could find) is available at:

https://books.google.co.th/books?id=6Bp63CiwqSEC&pg=PP5&hl=th&source=gbs_toc_r&cad=2#v=onepage&q&f=false

DIALOGUS QUĀRTUS dē tempore │ FOURTH DIALOGUE concerning the time

A: Loquāmur dē tempore. │Let’s talk about time.

B: Lubēns hoc faciō. │ I like doing that. [ = literally:  I do that willingly]

A: Quid est tempus? │ What is time?

B: Pretiōsissimus thēsaurus. │ A very precious treasure.

A: Tempus quōmodo dīviditur?  │ How is time divided?

B: In variās speciēs. │ Into various kinds.

A: Recēnsē mihi quāsdam. │ Go over some for me.

B: Saeculum, decennium, quīnquennium, triennium, biennium, annus │ century, decade, a period of five years, a period of three years (triennium), a period of two years, year

A: Quot sunt annī partēs? │ How many parts of the year are there?

B: Quattuor sciō. │ I know four.

A: Ēnumerā mihi. │ Count (them) for me.

B: Vēr, aetās, autumnus, hiems │ Spring, summer, autumn, winter

A: Annus quot mēnsēs habet? │ How many months does a year have?

B: Duodecim. │ Twelve.

A: Recēnsē ōrdine. │ Review (them) in order.

B: Faciam perīculum. │ I’ll try. [ = literally: I’ll make an attempt / I’ll take a risk]

A: Fac igitur. │ Do it then / so, do it [= literally:  therefore do (it)]

B: Iānuārius, Februārius, Mārtius, Aprīlis, Maius, Iūnius, Iūlius, Augustus, September, Octōber, November, December │ January, February, March, April, May, June, July, August, September, October, November, December

A: Dīc minōrēs annī partēs. │ Say the smaller parts of the year.

B: Hebdomas, diēs, nox, aurōra │ Week, day, night, dawn

A: Haec apta studiīs. Perge dīcere. │These (are) suitable for study. Carry on saying (them).

B: Hōra, sēmihōra, sēsquihōra, dīlūculum, merīdiēs, vesper, nudius tertius │hour, half an hour, hour and a half, daybreak, midday, evening, day before yesterday

A: Quandō fuistī in scholā? │ When were you in school?

B: Heri, hodiē, nūper, iam prīmum │ Yesterday, today, recently, just now

A: Quandō mē tēcum dūcēs? │When will you take me with you?

B: Crās, perendiē, cotīdiē, aut quandō lubet. │ Tomorrow, the day after tomorrow, every day, or when you want [= literally:  when it pleases].

A: Grātum mihi erit. │I’ll like that [= literally:  it will be pleasing to me]


28.08.25: Level 1: 3rd-iō conjugation verbs

This post follows on from the previous posts on 3rd and 4th conjugation verbs.

Links:

Level 1; Road to Latin [33]; [i] In peristȳlō [ii] Dē equō ligneō; (2) grammar: 3rd conjugation verbs

https://adckl.blogspot.com/2025/05/220825-level-1-road-to-latin-33-i-in.html

Level 1; Road to Latin [34]; [i] In peristȳlō [ii] Dē equō ligneō; (3) grammar: 3rd conjugation verbs; links

https://adckl.blogspot.com/2025/05/220825-level-1-road-to-latin-34-i-in.html

Level 1; Road to Latin [35]; [i] In peristȳlō [ii] Dē equō ligneō; (4) grammar: 4th conjugation verbs

https://adckl.blogspot.com/2025/05/250825-level-1-road-to-latin-35-i-in.html

Level 1; Road to Latin [36]; [i] In peristȳlō [ii] Dē equō ligneō; (5) grammar: 4th conjugation verbs; links

https://adckl.blogspot.com/2025/05/250825-level-1-road-to-latin-36-i-in.html

I leave this conjugation until last because it is formed partly from the 3rd conjugation and partly from the 4th i.e. it is better to be familiar with the 3rd and 4th before looking at what is happening in the 3rd-iō. The information below has been posted before:

https://adckl.blogspot.com/2024/04/180304-3rd-io-conjugation.html

https://www.facebook.com/groups/latinforstarters/posts/409226905021917/

However, a summary is posted here again since it naturally follows on from what has already been discussed.

If you look at the first image posted, you see two verbs side by side; in grammar books they are generally presented this way because both of them are classified as 3rd conjugation, the infinitive in short /e/. However, the verb on the right can be noted as [3-iō] although wiktionary (rather threateningly) lists this verb type as “third conjugation iō-variant”. 


Why is it called this?

[i] Here’s a 3rd conjugation: bibō, bibere [3]: drink

bibō      

>> bibis <<        

>> bibit <<

>> bibimus <<

>> bibitis <<

bibunt

[ii] Here’s a 4th conjugation: audiō, audīre [4]: hear

>> audiō <<      

audīs    

audit    

audīmus

audītis

>> audiunt <<

[iii] Now, the final ‘tick box’ of the conjugations:

faciō, facere [3-iō]: do; make

Take a second look; the first person singular looks like audiō [4th conjugation] but the infinitive is short /e/ -ere, like bibere [3rd conjugation], and what emerges is a combination of the two:

[1] fáciō [like 4th conjugation; compare audiō]: I do

Now it has the endings of the 3rd conjugation:

[2] fácĭs [compare: bíbĭs]: you (sg.) do

[3] fácĭt [compare: bíbĭt]: he / she / it does

[4] fácĭmus [compare: bíbĭmus]: we do

[5] fácĭtis [compare: bíbĭtis]: you (pl.) do

Then …

[6] fáciunt [like 4th conjugation: audiunt]: they do

The table below shows the three conjugations – 3rd, 3-iō and 4th – side-by-side. The accent marks [ʹ] and [˘] are only used here to show the differences in stresses. Note the way in which the 3-iō conjugation is formed partly from the third conjugation and partly from the fourth.

Compare the way in which 3rd, 3-iō and 4th conjugations are listed:

dūcō, -ere [3]; -ō / -ere

capiō, -ere [3-iō]; -iō / -ere

audiō, -īre [4]; -iō / -īre

Some frequently occurring verbs are of the 3-iō type:

accipiō, accipere [3-iō]: receive

capiō, capere [3-iō]: take; capture

cupiō, cupere [3-iō]: desire

effugiō, effugere [3-iō]: flee / escape from

fugiō, fugere [3-iō]: flee

iaciō, iacere [3-iō] throw

interficiō, interficere [3-iō]: kill

rapiō, rapere [3-iō]: seize; of course, the highly unpleasant word ‘rape’ is derived from this, but the original word, which, yes, could mean ‘rape’ also had a far wider meaning of ‘snatch; carry off; abduct’

Links

[1] further posts on the 3-iō conjugation

18.03.24: 3rd-iō conjugation

https://adckl.blogspot.com/2024/04/180304-3rd-io-conjugation.html

https://www.facebook.com/groups/latinforstarters/posts/409226905021917/

18.03.24: practice in the 3-iō conjugation

https://adckl.blogspot.com/2024/04/180324-practice-in-3-io-conjugation.html

https://www.facebook.com/groups/latinforstarters/posts/409455001665774/

[2] 3rd, 3-iō and 4th conjugations: all posts

[i] 3rd and 3-iō conjugation

https://mega.nz/file/GB9HXJyQ#rAlmUqjUcF0fjIlKKbqo0F0MWGj0FQB5zIvwHM2EpVo

[ii] 4th conjugation

https://mega.nz/file/aVUnDRwD#HnIrEIqAdtRrB4xOxakJ0v80ekm6Y60xt6xXhp0q5pA

27.08.25: Level 3; Sonnenschein; Prō Patriā [8]; Castellum Rutupīnum [6]

Temporibus antīquīs portus celeber hīc erat, cui nōmen erat Portuī Rutupīnō; nāvēs ex Galliā in Britanniam nāvigantēs ad hunc portum plērumque applicābantur. Nam omnium portuum Britannicōrum hic optimus erat. Castellum in lītore portūs stābat. Intrā mūrōs castellī est ārea lāta. In mediā āreā fundāmentum aedificiī antīquī vidēs, quod fōrmam crucis habet. Hodiē "Crux Sānctī Augustīnī" vocātur, sed temporibus Rōmānīs fundāmentum phārī erat, ut cūstōs castellī affirmāvit. Sub hāc cruce est aedificium subterrāneum, quattuor et quadrāgintā passūs longum; quod intrāvimus. Cēreōs in manū tenēbāmus, quōs cūstōs dederat; nam locus obscūrus erat. Ab hōc aedificiō cunīculus, in fōrmam quadrātam excavātus, sub magnam partem āreae pertinet.

Dum per cunīculum ambulāmus, amita mea "Cui erat ūsuī hic cunīculus?" inquit.

Et cūstōs sīc respondet: "Piget mē quod dē ūsū cunīculī nihil affirmāre possum. Ūsuī fortasse erat, sī castellum obsīdēbātur: ecce puteus altus, ex quō aqua praebērī poterat."

Postquam haec spectāvimus, iterum circum mūrōs ambulāvimus. Dum ad dextrum cornū castellī stāmus, patruus meus nōbīs reliquiās amphitheātrī Rōmānī mōnstrāvit, quod nōn procul aberat. Magna multitūdō nummōrum Rōmānōrum in castellō servantur; ex quibus ūnum mihi cūstōs vēnumdedit. Tum cūstōdem valēre iubēmus, et ad cēnam properāmus.

Notes:

[1] Difference in the meaning of quod between the first two extracts, and the third:

[i] In mediā āreā fundāmentum aedificiī antīquī vidēs, quod fōrmam crucis habet │ In the middle of the open area you see the foundation of a building which has the form of a cross.

[ii] Patruus meus nōbīs reliquiās amphitheātrī Rōmānī mōnstrāvit, quod nōn procul aberat. │ My uncle showed us the remains of the Roman amphitheatre which was not far away.

[iii] Piget mē quod dē ūsū cunīculī nihil affirmāre possum. │ It annoys me ¦ that I can state nothing about the use of the tunne; see previous post

[2] Examples of the dative of the relative pronoun:

[i] portus celeber hīc erat, cui nōmen erat Portuī Rutupīnō │ There was a famous port here [literally: to which was the name] > which had the name Portus Rutupinus; note that the name of the port is in the dative case, and that will be explained in the next post with further examples

[ii] Cui erat ūsuī hic cunīculus? │ To whom was this tunnel of use?

[3] Connecting relatives

When we see forms of quīquae and quod, the immediate translation which comes to mind is ‘who’ or ‘which’; in grammar this is known as a relative pronoun as it is referring back to a person / thing in the same sentence (the antecedent) i.e. they introduce a relative clause.

Tum in [i] silvās [antecedent] ¦ [ii] in quibus leō habitabat [relative clause] ¦ statim iter fēcit. │ Then he immediately travelled into the [i] forests ¦ [ii] in which the lion lived.

[i] Omnēs [antecedent] ¦ [ii] quī eam regiōnem incolēbant [relative clause] ¦ erant laetissimī │[i] Everyone ¦ [ii] who inhabited that region ¦ was very happy.

However, the relative pronouns quī etc. can also start a sentence referring to [a] a specific person or thing in the previous sentence or [b] the entire idea of the previous sentence.

The relative pronoun, therefore, is making a connection with the preceding sentence which is why, in grammar, it is known as a connecting relative.

In this position it is not translated as “who” or “which” but by a pronoun or demonstrative that refers to the antecedent.

(a)

[i] Caesar Rubicōnem trānsiit. [ii] Quī posterā diē adversus Rōmam profectus est. │ [i] Caesar crossed the Rubicon. On the next day [ii] he set out towards Rome.

It is common in translation to connect the two sentences with ‘and’:

Caesar crossed the Rubicon, and he set out towards Rome on the next day.

[i] Ancilla tandem advēnit. [ii] Quam ubi vīdī, laetissimus eram │ [i] The slave girl arrived. When I saw [ii] her, I was very happy, or The slave girl arrived, and when I saw her, I was very happy.

[i] Ille servus effugit. [ii] Quem posteā captum graviter pūnīvī. │ [i] That slave escaped, and afterwards, when he had been caught [ii] I punished him severely.

(b)

In the following examples, the connecting relative does not refer to a specific noun, but to the entire statement made in the preceding sentence:

[i] Canis equum adiūvit. [ii] Quod ubi vīdimus, mīrātī sumus │ The dog helped the horse. When we saw that, we were amazed, i.e. the connecting relative is not referring to the dog or to the horse, but to the whole event.

Similarly:

[i] Mīlitēs nostrī omnēs effūgērunt. [ii] Quod ubi vīdimus, laetissimī erāmus. │ [i] All our soldiers escaped. [ii] When we saw that, we were very happy.

Note in the next example the inclusion of verbīs to indicate that the connecting relative is referring to something that was heard.

[i] Victōria tandem Rōmae relāta est. [ii] Quibus verbīs audītīs omnēs gāvīsī sumus. │ [i] The victory was finally reported in Rome, [ii] and with these words having been heard [= and when these words had been heard, we all rejoiced.

[i] Pȳthia iussit eum ad urbem Tiryntha discēdere et ibi rēgī Eurystheō sēsē committere. │ Pythia commanded him to depart to the city of Tiryns and there commit / entrust himself to Eurystheus.

[ii] Quae ubi audīvit, Herculēs ad illam urbem statim contendit │ and when he heard these things Hercules immediately hurried to that city.

In the Sonnenschein text, there are examples of this. Most of them could be translated as a relative clause like all the others, but the inclusion of the semi-colon in the text also invites the translation of a connecting relative.

[1] Sub hāc cruce est aedificium subterrāneum, quattuor et quadrāgintā passūs longum; quod intrāvimus.

Beneath this cross is an underground building, 44 yards long, …

The translation could continue as either [i] … which we entered, or [ii] … and we entered it

[2] Magna multitūdō nummōrum Rōmānōrum in castellō servantur; ex quibus ūnum mihi cūstōs vēnumdedit.

A very large number of Roman coins are kept in the castle …

The translation could continue as either [i] … one of which the guard sold to me, or [ii] … and the guard sold one of them to me

From earlier parts of this text:

[a]

… posteā autem ipse aegrōtāvit et Eburācī exspīrāvit. Quō annō quīnquāgintā mīlia Rōmānōrum ā Calēdonibus trucīdāta fuisse narrantur. │ … but afterwards he himself also died in York. And in that year  50,000 Romans are said to have been slaughtered by the Caledonians.

[b]

[1] Et Antōnīnus Pius … alterum vallum in ipsā Calēdoniā … aedificāvit: [2] cui nōmen hodiernum est Graham's Dyke.

[1] And Antoninus Pius built a second rampart in Caledonia itself …

[2] [i] literally: to which the name today is … > … which today has the name …; [ii] … and its name today is … / … and today it has the name …

[c]

[1] Itaque necesse fuit Hadriānō … magnum illud vallum … aedificāre; [2] cuius reliquiae hodiē spectantur.

[1] Therefore, it was necessary for Hadrian to build that large rampart

[2] [i] … the remains of which are seen today; [ii] and its remains are seen today

The key point is to translate the relative pronoun into a grammatically correct English structure i.e. Latin can begin a sentence with the equivalent of ‘which’, whereas English cannot.

He told me he was leaving. *Which* wasn’t true. Latin can express it that way, but it is incorrect in English.

> He told me he was leaving, and it wasn’t true. / He told me he was leaving, which wasn’t true.

26.08.25: H & B; level 2; reading; An Ancient Sorceress

Ulixēs cum comitibus ōlim ad īnsulam Aeaeam nāvigāvit: habitābat in eā īnsulā Circē, dea propter artem magicam nōtissima. Ulixēs prīmō in ōra manēbat, comitum nōnnūllōs in interiōrem partem īnsulae mīsit. Ex hīs Euryldechus sōlus ad ducem revertit. ‘Magnum nōs perīculum manet in hāc īnsulā,’ inquit; ‘vix ā tē discesserāmus ubi magnam domum in mediā silvā vīdimus: prope portās errābant multa animālia, neque tamen nōs oppugnābant. Tum domō excessit fēmina, vel dea, pulcherrima: verbīs nōs dulcibus compellāvit et cibum dedit: tum comitēs meōs repente virgā ferit et in suēs vertit. Ego sōlus domum nōn intrāveram, sōlus ad tē revertī.” Tum Ulixēs ad locum statim prōperāvit: occurrit in itinere Mercurius. ‘Frūstrā tū,’ inquit, ‘homō contrā deam pugnābis: meō tamen auxiliō incolumis eris. Tum herbam magicam dedit et multa monēbat. Itaque nōn sōlum sibi sed comitibus salūtem comparāvit: nam Circē frūstrā contrā Ulixem artēs exercuit et comitibus fōrmam hūmānam reddidit.

[1] Lines 1 – 4; translate into English (15)*:

Ulixēs cum comitibus ōlim ad īnsulam Aeaeam nāvigāvit: habitābat in eā īnsulā Circē, dea propter artem magicam nōtissima. Ulixēs prīmō in ōra manēbat, comitum nōnnūllōs in interiōrem partem īnsulae mīsit. Ex hīs Euryldechus sōlus ad ducem revertit.

[2] Lines 4 – 8 [Magnum … revertī] Complete this summary of the main points with a single word for each blank (14):

[i] There was a great __________ on this island.

[ii] There was a large house in the __________ of the __________.

[iii] Many __________ were __________ near the house but they did not __________.

[iv] A very __________ woman or __________ came out of the house.

[v] She addressed the men with __________ words and gave them __________.

[vi] Circe turned the men into __________ with a __________.

[vii] Euryldechus did not __________ the house and only Euryldechus _________.

[3] Lines 8 – end [Tum Ulixēs … reddidit]

[i] What did Ulysses immediately do? (1)

[ii] Who did he meet on the way? (1)

[iii] What is the meaning of frūstrā and why is it appropriate in the context of lines 9 - 10? (2)

[iv] meō tamen auxiliō incolumis eris

How was Ulysses helped? (2)

[v] How does the story end? Give details (5) [Itaque [i] nōn sōlum sibi ¦ [ii] sed comitibus [iii] salūtem comparāvit: nam [iv] Circē frūstrā contrā Ulixem artēs exercuit et [v] comitibus fōrmam hūmānam reddidit.]

[4] Identify the case of the words in bold and explain why it is being used:

[i] domō excessit fēmina

[ii] verbīs nōs dulcibus compellāvit

[iii] nōn sōlum sibi sed comitibus salūtem comparāvit

[4] Identify the tenses of the verbs in bold and explain why it is being used:

vix ā tē [i] discesserāmus ubi magnam domum in mediā silvā [ii] vīdimus: prope portās [iii] errābant multa animālia



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

Map of Italy with Aeaea marked south of Rome (Abraham Ortelius, 1624): Aeaea insula, quae Circes domicilium

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

"Circea" in Boccaccio's c.1365 De Claris Mulieribus, a catalogue of famous women, from a 1474 edition

A 19th century painting by John William Waterhouse depicting the sorceress Circe of Homer's Odyssey

____________________

*[i] At one time [ii] Ulysses sailed [iii] with his companions [iv] to the island of Aeaea: [v] on that island [vi] lived Circe, [vii] a goddess very well-known [viii] on account of (her) skill in magic. [ix] At first [x] Ulysses remained on the shore [xi] (and) sent some / several of (his) companions [xii] into the inner part of the island. [xiii] Of these [xiv] only Euryldechus / Euryldechus alone returned [xv] to the commander.

Friday, May 16, 2025

25.08.25: Level 1; Road to Latin [36]; [i] In peristȳlō [ii] Dē equō ligneō; (5) grammar: 4th conjugation verbs; links

25.08.25: Level 1; Road to Latin [36]; [i] In peristȳlō [ii] Dē equō ligneō; (5) grammar: 4th conjugation verbs; links

https://mega.nz/file/aVUnDRwD#HnIrEIqAdtRrB4xOxakJ0v80ekm6Y60xt6xXhp0q5pA

17.03.24: 4th conjugation; reading

https://adckl.blogspot.com/2024/04/170324-4th-conjugation-reading.html

https://www.facebook.com/groups/latinforstarters/permalink/408420498435891/

17.03.24: examples of fourth conjugation verbs

https://adckl.blogspot.com/2024/04/170324-examples-of-fourth-conjugation.html

https://www.facebook.com/groups/latinforstarters/posts/408443115100296/

17.03.24: practice in the 4th conjugation

https://adckl.blogspot.com/2024/04/170324-practice-in-4th-conjugation.html

https://www.facebook.com/groups/latinforstarters/posts/408480011763273/

26.10.24: Level 1; review; practice in the verbs [9]; 4th conjugation

https://adckl.blogspot.com/2024/09/261024-level-1-review-practice-in-verbs.html

https://www.facebook.com/groups/latinforstarters/posts/568783269066279/

24.07.24: level 1; 4th conjugation verbs

https://adckl.blogspot.com/2024/06/240724-level-1-4th-conjugation-verbs.html

https://www.facebook.com/groups/latinforstarters/posts/476642254947048/

25.08.25: Level 1; Road to Latin [35]; [i] In peristȳlō [ii] Dē equō ligneō; (4) grammar: 4th conjugation verbs

We take a further look at this text, this time focussing on 4th conjugation verbs (indicated in bold):

In peristȳlō

Peristȳlum līberōs Tulliae dēlectat. Puellae statuās saepe ōrnant. Aulus et Lūcius ibi student. Puerī parvī in peristȳlō libenter lūdunt quod in peristȳlō est aqua. Puerī parvī nāviculās ligneās habent. Tullia in peristȳlō saepe sedet et lūdōs līberōrum spectat. Interdum Tullia cum līberīs lūdit. Hodiē Publius et Servius domī sunt sed Lūcius et Aulus in lūdō sunt. Ā domiciliō Tullia clāmat, “ubi es, Pūblī? Quid agis?” Pūblius respondet, “lūdō in peristȳlō, Tullia.” Tum Tullia clāmat, “ubi tū lūdis, Servī?” “ego quoque in peristȳlō lūdō,” respondet Servius. “num in aquā lūditis?” Rogat Tullia. “in aquā nōn lūdimus sed nāviculae nostrae sunt in aquā. Nāviculās ad Graeciam et ad Crētam mittimus,” respondent puerī parvī. “Quid audīs, Pūblī? Quis venit?” Subitō rogat Servius. “Lūcius et Aulus in domicilium veniunt,” respondet Pūblius. “venitne paedagōgus cum puerīs, Pūblī?” “puerī cum paedagōgō veniunt.” “cūr, Lūcī, ā lūdō mātūrē venis?” Clāmat Pūblius. “veniō quod magister est aeger,” respondet Lūcius. “nōnne tū et Aulus in peristȳlum venītis?” Clāmat Servius. “in peristȳlum nōn venīmus. Ad Tulliam venīmus,” puerī respondent.

Dē equō ligneō

Multī dominī Rōmānī servōs Graecōs habent. Servī Graecī saepe sunt paedagōgī puerōrum Rōmānōrum. Dominī paedagōgōs cum fīliīs ad lūdum mittunt. Paedagōgus Lūcī et Aulī est Graecus. Puerīs fābulās dē Graeciā saepe nārrat. Fābula dē equō ligneō Lūcium et Aulum dēlectat.

"Graecī sunt īrātī quod Troiānī pulchram fēminam Graecam Troiae tenent. Itaque multī armātī ōrās Graeciae relinquunt et Troiam nāvigant. Interim Troiānī arma et frūmentum cōgunt et mūrōs Troiae dīligenter mūniunt. Posteā Graecī mūrōs oppugnant et longum bellum cum Troiānīs gerunt. Sunt multa proelia in ōrīs Troiae sed deī neque Graecīs neque Troiānīs victōriam dant.

"Tandem Graecī magnum equum ligneum aedificant. Noctū multī armātī in equum ascendunt. Tum reliquī Graecī ad īnsulam parvam nāvigant sed equum extrā mūrōs Troiae relinquunt. Māne Troiānī ā Troiae mūrīs equum magnum vident. Portās celeriter aperiunt et ad equum properant. Multī clāmant, 'Est certē dōnum deōrum! Troiānī equum nōn timent sed dēsīderant; itaque equum intrā mūrōs trahunt. Noctū armātī ex equō veniunt. Troiānī Graecōs nōn impediunt quod armātōs nōn audiunt. Ab īnsulā parvā ad Troiae portās reliquī Graecī properant. Tum armātī ad portās veniunt et sociōs intrā mūrōs dūcunt. Sīc Graecī Troiānōs vincunt et Troiam incendunt."

We can use the verb veniō, venīre as an example of a fourth conjugation verb:

veni¦ō, venīre [4]: come; note [i] the stem vowel in -i- / -ī- and [ii] the infinitive in -īre

veniō: I come, am coming

venīs: you (sg.) come

venit: he / she / it comes

venīmus: we come

venītis: you (pl.) come

veniunt: they come

Examples from the texts:

[1] veniō, venīre [4]: to come

Veniō quod magister est aeger. │ I’m coming because the teacher is ill.

Cūr, lūcī, ā lūdō mātūrē venis? │ Why, Lucius, are you coming early from school?

Quis venit? │ Who is coming?

In peristȳlum nōn venīmus. │We’re not coming into the peristyle garden.

Nōnne tū et Aulus in peristȳlum venītis? │Surely, you and Lucius are coming into the peristyle garden?

Lūcius et Aulus in domicilium veniunt. │ Lucius and Aulius come into the dwelling.

Noctū armātī ex equō veniunt. │ At night the armed men come out of the horse.

[2]

aperiō, aperīre [4]:  to open

Portās celeriter aperiunt. │ They quickly open the gates.

audiō, audīre [4]: to hear, listen to

Quid audīs, Pūblī? │ What do you hear, Publius?

Armātōs nōn audiunt. │ They do not hear the armed men.

impediō, impedīre [4]:  to hinder, impede

Troiānī Graecōs nōn impediunt. │ The Trojans do not hinder the Greeks.

mūniō, mūnīre [4]:  to fortify, defend

Mūrōs Troiae … mūniunt. │ They fortify the walls of Troy.

24.08.25: Level 3; Sonnenschein; Prō Patriā [8]; Castellum Rutupīnum [5]

Sed iam prope fīnem ambulātiōnis nostrae erāmus, cum Alexander "Ecce, Rutupiās videō!" inquit. Et castellum nōn procul aberat.

Amita mea et Lȳdia, quae ante nōs adventāverant, cum nōs vident, "Salvēte!" inquiunt; "gaudēmus quod* ad tempus adestis. Sed nōnne fatīgātī estis?" [*see note]

Et patruus meus sīc respondet: "Bene nōs habēmus. Sed nōs nōn pigēbit hīc paulum sedēre et prandiō nōs recreāre. Hinc castellum in oculīs habēbimus. Vidētisne ruīnās? Ut aetās omnia dēlet!" Illae rīdent; nam rēvērā fatīgātī erāmus.

Castellum Rutupīnum, tertiō saeculō ā Rōmānīs aedificātum, in prōmunturiō lītoris situm est. Hodiē procul ā marī iacet; sed temporibus Rōmānōrum tōtus campus, quī nunc inter castellum et ōram maritimam iacet, pars maris erat.

Post prandium ad castellum ipsum ambulāvimus. Ruīnae praeclārae sunt. Pars mūrōrum lateribus Rōmānīs aedificāta est; sed multīs locīs dēlētī sunt. Mūrus quī ad septentriōnēs spectat quadringentōs quadrāgintā pedēs longus est, vīgintī vel trīgintā pedēs altus. Sed quondam maiōrem altitūdinem habēbat; nam fundāmenta mūrōrum altē sub terrā iacent. In angulīs mūrōrum fundāmenta turrium vidēs.

Notes:

gaudēmus ¦ quod ad tempus adestis │ We rejoice (we’re very happy) ¦ that you are here on time

Be careful with this! The English translation – we rejoice ¦ that you are here – is not an adjectival clause; in this English sentence ‘that’ is not referring to a noun antecedent, but is used to introduce an indirect statement in the same way as it is used in, for example:

He said ¦ that he lived in Rome.

This is touching on a different and extensive topic which was briefly referred to in an earlier post on this text.

Sonnenschein does not explain this, and it could be misleading because, in almost expressions of indirect statement, Latin does not use quod.

Here is the example from earlier parts of the text:

Ex Hiberniā [i] eōs in Calēdoniam [ii] migrāvisse scrīptōrēs historicī affirmant.

> Literally: The historical writers claim [i] them [ii] to have migrated from Ireland to Scotland.

> The historical writers claim ¦ that [i] they [ii] migrated …

i.e. Classical Latin uses an entirely different construction known as the accusative-infinitive which will soon be discussed in detail in later posts.

In Mediaeval Latin quod is used to introduce indirect statements, and in Classical Latin it can be used (as it is here) in very limited circumstances including after expressions of feeling:

Quod scrībis . . . gaudeō. │ I am glad that you write.

Faciō libenter quod eam nōn possum praeterīre. │ I am glad that I cannot pass it by.

It may not be ‘official’, but I differentiate this usage by interpreting quod as meaning ‘because’ e.g. I am glad because you’re writing. [expression of feeling > why do I have that feeling? > because …]

23.08.25: topic: the elements [4]; Comenius (1658); the Water

The water springeth out of a fountain, │ Aqua scatet ē fonte,

floweth downwards in a brook (rushing stream),  │ dēfluit in torrente,

runneth in a beck (small stream), │ mānat in rīvō,

standeth in a pond, │ stat in stāgnō,

glideth in a stream (river), │ fluit in flūmine,

is whirled about in a whirl-pit │ gȳrātur in vortice,

and causeth fens (marshland). │ & facit palūdēs.

The river hath banks. │ Flūmen habet rīpās.  

Note: in the second part, all the nouns listed are accusative plural i.e. they are all the direct objects of mare facit │ the sea makes …, and, the final one, (mare) habet │ (the sea) has

The sea maketh shores, │ Mare facit lit(t)ora,

bays, capes, │ sinūs, prōmontōria,

islands, “almost islands”, │ īnsulās, penīnsulās,

necks of land, straights (straits), │ isthmōs, frēta,

and hath (in it) rocks. │ & habet scopulōs.

fluō, -ere, flūxī [3]: flow > fluctus, -ūs [4/m]: wave; also unda, -ae [1/f]: wave

fluō, -ere, dēflūxī [3]: flow down

flūmen, flūminis [3/n]: river; also: fluvius, [2/m]

fōns, fōntis [3/m]: [i] water issuing from the ground; spring [ii] artificial fountain; well

frētum, -ī [2/n]: strait; channel; the satellite image is of the Strait of Messina between Sicily and Italy which, in Roman history, is of major significance; this was the location of the first military clash between the Romans and the Carthaginians i.e. the beginning of the First Punic War.

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

gȳrātur │ is turned around, rotated < gȳrō, -āre, -āvī, -ātus [1]: revolve; turn in a circle

īnsula, -ae [1/f]: island; Engl. deriv. insular, insulate

isthmus, -ī [2/m]: isthmus; strip of land between two seas

litus, litoris [3/n]: shore; also: ōra, -ae [1/f] maritima

mānō, -āre, -āvī [1]: flow; run; trickle

paenīnsula, -ae [1/f] < paene: almost + īnsula: island; also: pēnīnsula, -ae [1/f]: the word ‘peninsula’ entered English in the 16th century although Hoole, the translator, still refers to it as an “almost island”; the Latin term was coined by Livy to describe New Carthage

palūs, palūdis [3/f]: marsh; swamp; fen

https://en.wikipedia.org/wiki/The_Fens [See: “Roman farming and engineering”]

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

prōmontōrium (or: prōmunturium), -ī [2/n]: (Mediaeval) promontory; cape; headland. The image is of the Capo Miseno, the promontory and town in Campania (La: Mīsēnum).  This was the location of the Roman fleet, of which Pliny the Elder was the commander, and it was from here he sailed in the direction of the erupting Mount Vesuvius in AD79 - unwisely in retrospect since everybody else was trying to sail away from it.

rīpa, -ae [1/f]: bank of a river

rīvus, -ī [2/m]: small stream of water, brook

scateō, -ēre, -uī [2]: spring; gush; bubble

scopulus, -ī [2/m]: crag; cliff; rock, specifically a rock in or under the sea, hence Hoole’s translation:

… and hath in it rocks. │ … & habet scopulōs.

sinus, -ūs [4/m]: gulf; bay

stāgnum, -ī [2/n]: pond; swamp; any form of standing water

torrēns, torrentis [3/m]: (rushing) stream

vortex, vorticis [3/m], older form of vertex, verticis [3/m]: (here) whirlpool










22.08.25: Level 1; Road to Latin [34]; [i] In peristȳlō [ii] Dē equō ligneō; (3) grammar: 3rd conjugation verbs; links

11.03.24: introduction to 3rd conjugation verbs ... and how to be a worthless dice player!

https://adckl.blogspot.com/2024/04/110324-introduction-to-3rd-conjugation.html

https://www.facebook.com/groups/latinforstarters/posts/405326338745307/

11.03.24: 3rd conjugation verbs: ways of learning [1]

https://adckl.blogspot.com/2024/04/110324-3rd-conjugation-verbs-ways-of.html

https://www.facebook.com/groups/latinforstarters/posts/405433262067948/

11.03.24: simple practice for the 3rd conjugation

https://adckl.blogspot.com/2024/04/110324-simple-practice-for-3rd.html

https://www.facebook.com/groups/latinforstarters/posts/405447698733171/

11.03.24: 3rd conjugation verbs: ways of learning [2]

https://adckl.blogspot.com/2024/04/110324-ways-of-learning.html

https://www.facebook.com/groups/latinforstarters/posts/405500248727916/

24.10.24: Level 1; review; practice in the verbs [8]; 3rd conjugation

https://adckl.blogspot.com/2024/09/241024-level-1-review-practice-in-verbs.html

https://www.facebook.com/groups/latinforstarters/posts/560489039895702/

22.08.25: Level 1; Road to Latin [33]; [i] In peristȳlō [ii] Dē equō ligneō; (2) grammar: 3rd conjugation verbs

We first focus on 3rd conjugation verbs (indicated in bold):

In peristȳlō

Peristȳlum līberōs Tulliae dēlectat. Puellae statuās saepe ōrnant. Aulus et Lūcius ibi student. Puerī parvī in peristȳlō libenter lūdunt quod in peristȳlō est aqua. Puerī parvī nāviculās ligneās habent. Tullia in peristȳlō saepe sedet et lūdōs līberōrum spectat. Interdum Tullia cum līberīs lūdit. Hodiē Publius et Servius domī sunt sed Lūcius et Aulus in lūdō sunt. Ā domiciliō Tullia clāmat, “ubi es, Pūblī? Quid agis?” Pūblius respondet, “lūdō in peristȳlō, Tullia.” Tum Tullia clāmat, “ubi tū lūdis, Servī?” “ego quoque in peristȳlō lūdō,” respondet Servius. “num in aquā lūditis?” Rogat Tullia. “in aquā nōn lūdimus sed nāviculae nostrae sunt in aquā. Nāviculās ad Graeciam et ad Crētam mittimus,” respondent puerī parvī. “Quid audīs, Pūblī? Quis venit?” Subitō rogat Servius. “Lūcius et Aulus in domicilium veniunt,” respondet Pūblius. “venitne paedagōgus cum puerīs, Pūblī?” “puerī cum paedagōgō veniunt.” “cūr, Lūcī, ā lūdō mātūrē venis?” Clāmat Pūblius. “veniō quod magister est aeger,” respondet Lūcius. “nōnne tū et Aulus in peristȳlum venītis?” Clāmat Servius. “in peristȳlum nōn venīmus. Ad Tulliam venīmus,” puerī respondent.

We can use the verb lūdō, lūdere as an example of a third conjugation verb:

lūdō, -ere [3]: to play; note the difference between 2nd and 3rd conjugation infinitives:

respondeō, respondēre [2]: reply; the infinitive ending has a long and stressed ē [re-spon-dḗ-re]

lūdō, lūdere [3]: play; the infinitive ending has a short and unstressed e [lū-d-re]

the 3rd conjugation is formed by removing the infinitive ending i.e. lūd¦ere > lūd- to which the following endings are added:

lūdō: I play, am playing [the personal ending is added directly to the stem]

lūdis: you (sg.) play [personal ending + stem vowel -i-]

lūdit: he / she / it plays

lūdimus: we play

lūditis: you (pl.) play

lūdunt: they play [personal ending + stem vowel -u-]

Dē equō ligneō

Multī dominī Rōmānī servōs Graecōs habent. Servī Graecī saepe sunt paedagōgī puerōrum Rōmānōrum. Dominī paedagōgōs cum fīliīs ad lūdum mittunt. Paedagōgus Lūcī et Aulī est Graecus. Puerīs fābulās dē Graeciā saepe nārrat. Fābula dē equō ligneō Lūcium et Aulum dēlectat.

"Graecī sunt īrātī quod Troiānī pulchram fēminam Graecam Troiae tenent. Itaque multī armātī ōrās Graeciae relinquunt et Troiam nāvigant. Interim Troiānī arma et frūmentum cōgunt et mūrōs Troiae dīligenter mūniunt. Posteā Graecī mūrōs oppugnant et longum bellum cum Troiānīs gerunt. Sunt multa proelia in ōrīs Troiae sed deī neque Graecīs neque Troiānīs victōriam dant.

"Tandem Graecī magnum equum ligneum aedificant. Noctū multī armātī in equum ascendunt. Tum reliquī Graecī ad īnsulam parvam nāvigant sed equum extrā mūrōs Troiae relinquunt. Māne Troiānī ā Troiae mūrīs equum magnum vident. Portās celeriter aperiunt et ad equum properant. Multī clāmant, 'Est certē dōnum deōrum! Troiānī equum nōn timent sed dēsīderant; itaque equum intrā mūrōs trahunt. Noctū armātī ex equō veniunt. Troiānī Graecōs nōn impediunt quod armātōs nōn audiunt. Ab īnsulā parvā ad Troiae portās reliquī Graecī properant. Tum armātī ad portās veniunt et sociōs intrā mūrōs dūcunt. Sīc Graecī Troiānōs vincunt et Troiam incendunt."

Examples from the texts:

[1] lūdō, -ere [3]: play

Ego quoque in peristȳlō lūdō. │ I’m also playing in the peristyle garden.

Ubi tū lūdis? │ Where are you playing?

Tullia cum līberīs lūdit. │ Tullia is playing with the children.

In aquā nōn lūdimus. │ We’re not playing in the water.

Num in aquā lūditis? │ You’re (pl.) not playing in the water, are you?

Puerī parvī in peristȳlō lūdunt. │ The little boys are playing in the peristyle garden.

[2]

ascendō, ascendere [3]:  to climb

Multī armātī in equum ascendunt. │ Many armed men climb into the horse.

cōgō, cōgere [3]:  to collect; compel, force

Troiānī arma et frūmentum cōgunt. │ The Trojans collect arms and grain.

dūcō, dūcere [3]:  to lead, guide

Armātī … sociōs intrā mūrōs dūcunt. │ The armed men lead (their) comrades inside the walls.

gerō, gerere [3]:  to carry on; wear; bellum gerere [3]:  to wage war

Graecī … longum bellum cum Troiānīs gerunt. │ The Greeks wage a long war with the Trojans.

incendō, incendere [3]:  to burn, set fire to

Graecī … Troiam incendunt. │ The Greeks set fire to Troy.

mittō, mittere [3]:  to send

Nāviculās ad Graeciam et ad Crētam mittimus. │ We are sending the little ships to Greece and Crete.

Dominī paedagōgōs cum fīliīs ad lūdum mittunt. │ The masters send the tutors with (their) sons to school.

relinquō, relinquere [3]:  to leave, abandon

Multī armātī ōrās Graeciae relinquunt. │ Many armed men leave the shores of Greece.

trahō, trahere [3]:  to drag, draw

Equum intrā mūrōs trahunt. │ They drag the horse inside the walls.

vincō, vincere [3]:  to conquer, subdue, overcome

Graecī Troiānōs vincunt. │ The Greeks conquer the Trojans.