Wednesday, July 9, 2025

16.10.25: Level 3; Crocodile hunting

Vēnātiō crocodīlōrum multīs atque variīs modīs īnstituitur. Suis tergus, prō ēscā hāmō īnsertum, in medium flūmen dēmittit vēnātor. Ipse in rīpā flūminis vīvum porcellum ferit. Crocodīlus, audītā vōce, ad sonum accurrit. In tergus vērō suis incīdēns, illud dēglūtit, moxque in terram attrahitur. In terrā extractī crocodīlī oculōs lutō oblinit vēnātor. Tum facillimē interficitur.

dēglūtiō, -īre [4]: (rare) swallow

esca, -ae [1/f]: [i] food; [ii] (here) bait

feriō, -īre, -iī [4]: strike

hamus, -ī [2/m]: hook

incidō, -ere, incidī [3] [i] fall (into / upon something) [ii] attack

īnserō, -ere, īnseruī, īnsertus [3]: (here) fasten

īnstituō, -ere, īnstituī, īnstitūtus [3]: (here) practise i.e. referring to what is customarily done

lutum, -ī [2/n]: mud; dirt

oblinō, -ere, oblēvī, oblitus [3]: smear; daub; plaster

sūs, -is [3m/f]: pig

tergus, tergoris [3/n]: skin; hide

Notes:

[i] Crocodīlus, audītā vōce, ad sonum accurrit; ablative absolute i.e. literally: The crocodile, with the voice having been heard, runs towards the sound.

Although an ablative absolute is not connected to the subject of the sentence, nor should it be interpreted as such, it can – if the context is clear – be reworked in English: “Having heard the voice, the crocodile runs towards the sound,” or “The crocodile, after it has heard the voice …” i.e. it is obvious from the context that it is the crocodile that is hearing the sound.

[ii] look out for agreements of perfect passive participles:

Suis tergus … hāmō īnsertum │ the skin of a pig [having been / which has been] fastened onto a hook

In terrā extractī crocodīlī oculōs … │ … the eyes of the crocodile [having been / which has been] drawn onto the land

____________________

Crocodile hunting is practised in many (and) different ways. Into the middle of the river the huntsman lowers a pigskin, fastened on a hook for a bait. He himself strikes a young pig on the river bank. The crocodile, once the voice has been heard [ = after it hears the voice], runs towards the noise. But falling onto / attacking the pigskin, he swallows it, and is soon hauled to land. With mud  The huntsman plasters the eyes of the crocodile [having been] drawn on land / once it has been drawn onto land. It is then very easily killed.

15.10.25: Level 2; Reading (review): [23] How to become a slave [2] links: passive voice; present tense; present passive infinitive

Latin, like any other language, has features which are more “important” and occur far more frequently than others. The passive voice was covered at this level and in great depth in earlier posts. Below are links to the topic being reviewed here i.e. the present passive and the present passive infinitive.

LINKS: present passive and present passive infinitive

17.12.24: Level 2; the passive voice [1]; the present passive; 3rd person singular and plural; reading

https://adckl.blogspot.com/2024/10/171224-level-2-passive-voice-1-present_8.html

17.12.24: Level 2; the passive voice [2]; the present passive; 3rd person singular and plural [2]; use and endings

https://adckl.blogspot.com/2024/10/171224-level-2-passive-voice-1-present.html

19.12.24: Level 2; the passive voice [3]; the present passive; 3rd person singular and plural; pronunciation and stress

https://adckl.blogspot.com/2024/10/191224-level-2-passive-voice-3-present.html

20.12.24: Level 2; the passive voice [4]; present passive; passive agent

https://adckl.blogspot.com/2024/10/level-2-passive-voice-4-present-passive.html

21.12.24: Level 2; the passive voice [5]; present tense passive; all forms [1]; torture yourself with the present passive; first person singular and plural

https://adckl.blogspot.com/2024/10/211224-level-2-passive-voice-5-present.html

21.12.24: Level 2; the passive voice [6]; present tense passive; all forms [2]; reading

https://adckl.blogspot.com/2024/10/211224-level-2-passive-voice-6-present.html

23.12.24: Level 2; the passive voice [7]; present tense passive; all forms [3]; second person singular and plural

https://adckl.blogspot.com/2024/10/231224-level-2-passive-voice-7-present.html

23.12.24: Level 2; the passive voice [8]; present tense passive; all forms [4]; translation practice

https://adckl.blogspot.com/2024/10/231224-level-2-passive-voice-8-present.html

24.12.24: Level 2; the passive voice [9]; present tense passive; all forms [5]; translation practice [2]

https://adckl.blogspot.com/2024/10/241224-level-2-passive-voice-9-present.html

26.12.24: Level 2; the passive voice [10]; present tense passive; vidētur

https://adckl.blogspot.com/2024/10/251224-level-2-passive-voice-10-present.html

26.12.24: Level 2; the passive voice [11]; present tense passive; Comenius; musical instruments

https://adckl.blogspot.com/2024/10/261224-level-2-passive-voice-11-present.html

11.01.25: Level 2: the passive voice [19]; present passive infinitive

https://adckl.blogspot.com/2024/10/110125-level-2-passive-voice-19-present.html

Et cūr vōs coercērī et caedī iubet? │ And why does she order you to be confined and (to be) beaten?

Gaudent (1) ā servīs (2) timērī

Literally: they rejoice (1) themselves (2) to be feared by the slaves = They rejoice / are very happy that they are feared by the slaves


15.10.25: Level 2; Reading (review): [23] How to become a slave [1]

Later Cornelia has the opportunity to ask Delia something; however the girl can’t speak much Latin yet:

C: Cūr tam maesta es, Dēlia?

D: Dēlia nōn vocor.

C: Quōmodo nōmināris?

D: Melissa dīcor; in parvō oppidō Asiae habitāvī: Assus vocātur. Inde cum necessāriīs Pyrrham nāvigābam – sed subitō pīrātae videntur; temptāmur, captāmur, in servitium acerbum dūcimur … (Melissa tacet et Cornēlia lacrimās in oculīs eius videt.)

C: Certē pīrātae vōs Dēlum trānsportāvērunt, ubi multī servī vēneunt. Itaque hīc Dēlia dīceris.

D: Sīc est; nunc serva Atiae sum. Ea domina dūra est, servās servōsque urgēre et coercēre et caedere solet.

C: Num saepe ā dominā caediminī?

D: Saepe caedimur, saepe ab eā torquēmur.

C: Et cūr vōs coercērī et caedī iubet?

D: Quod cūnctī Rōmānī dūrī sunt. Gaudent sē ā servīs timērī

C: Errās, Melissa; nōn cūnctī dūrī sunt. Fortasse mox bonam dominam habēbis!


Tuesday, July 8, 2025

14.10.25: Level 1; Carolus et Maria [9][ii] vocabulary check

[i] the moon is dark │ __________ est __________

[ii] I look at the moon __________ spectō

[iii] The stars are dark __________ sunt __________

[iv] I look at the stars __________ spectō

[v] The boy is sad __________ est __________

[vi] Carolus is sick Carolus est __________

[vii] The doctor looks at the (1) sick (2) boy medicus (2) __________ (1) __________ spectat

[viii] Julia gives water to the boy Iūlia __________ aquam dat

[ix] The boys are sad │ __________ sunt __________

[x] He is the teacher of the boys │ magister __________ est

[xi] He is kind to the boys benignus __________ est

[xii] Our friend is not working │ __________ noster nōn labōrat

[xiii] I’m not working, (1) dear (2) friend │ Ego nōn labōrō, (2) __________ (1) __________

aeger; aegrum; amīce; amīcus; cāre; lūna; lūnam; miser; miserī; obscūra; obscūrae; puer; puerī; puerīs; puerō; puerōrum; puerum; stellae; stellās

14.10.25: Level 1; Carolus et Maria [9][i]

Carolus et Maria IX

Carolus noster nōn est laetus. Ad scholam nōn properat. In casā sōlus est. Amīcus noster nōn labōrat. Nōn legit. Nōn scrībit. Miser est. Haec est causa: aeger est. Māter quoque est misera quod fīlius est aeger. Iūlia puerō aquam dat et Carolus mātrī grātiās agit. Carolus est sōlus in casā quod māter ē casā ambulat et rosās cūrat. Maria est in scholā et rosās nōn cūrat. Puerī magnī nunc linguam Latīnam in scholā discunt, sed Carolus cum discipulīs nōn labōrat.

Noctū puer aeger ex fenestrā spectat. Lūna est clāra et magna. Stellae quoque sunt pulchrae. Puer lūnam et stellās spectat. Interdum est lūna obscūra, et stellae quoque sunt obscūrae. Nunc medicus ad casam ambulat. Puer medicum exspectat, sed medicus est tardus. Tardus nōn saepe est. Ubi in silvā magnā ambulat, lūna est obscūra et viam nōn videt. Ubi ex silvā properat, stellae et lūna sunt clārae et bene est quod medicus properat. Medicus est vir benignus. Amīcus puerōrum est, et benignus puerīs. Nunc iānua casae nautae est aperta et medicus puerum aegrum spectat.

Interdum Maria epistulās ad frātrem portat. Hae epistulae sunt grātae. Cassius hanc epistulam scrībit. In epistulā sunt haec:

Miser sum, amīce cāre, quod tū nōn es in scholā. Esne aeger? Estne medicus in casā tuā? In scholā discipulī sunt miserī quod tū es aeger. Fābulās legimus et nārrāmus. Puerī magnī linguam Latīnam bene discunt. Nunc ego epistulam scrībō. Valē, Carole.

Vocabulary

[1]

medicus: doctor

lūna: moon

nox: night; noctū: at night

stella: star

obscūrus, -a, -um: dark

sōlus, -a, -um: alone; lonely

tardus, -a, -um: late

miser, -a, -um: unhappy; wretched

aeger, aegra, aegrum: ill

In epistulā sunt haec: haec, neuter plural, meaning ‘these things’ is often used to introduce what somebody says or writes (haec verba: these words); here, the best translation would be “in this letter are these words” or “in this letter is the following: …”

[2]

fīlius est aeger │ the (her) son is ill

Carolus noster nōn est laetus │ our Carolus is not happy

valē, Carole! │ Bye, Carolus!

amīcus noster nōn labōrat │ Our friend is not working

miser sum, amīce cāre, … │ I’m unhappy, dear friend …

medicus ad casam ambulat │ the doctor is walking towards the cottage

puer medicum exspectat │ the boy is waiting for the doctor

puer medicum exspectat │ the boy is waiting for the doctor

puer aeger ex fenestrā spectat │ the sick boy is looking out of the window

medicus puerum aegrum spectat │ the doctor looks at the sick boy

Iūlia puerō aquam dat │ Julia gives water to the boy

puerī magnī nunc linguam Latīnam … discunt │ the big boys are learning Latin

amīcus puerōrum est │ he is a friend of the boys

benignus puerīs est │ he is kind to the boys

discipulī sunt miserī │ the pupils are unhappy

Carolus cum discipulīs nōn labōrat │ Carolus is not working with the pupils

[3]

Fābulās nārrāmus We tell stories

Fābulās legimus  We read stories






Sunday, July 6, 2025

13.10.5: Level 3; DĒ GALLIĀ OMNĪ I and I​I; irregular verbs [16]: [ii] eō, īre; ferō, ferre; fīō, fierī; notes

[1] Chesnutt’s vocabulary lists the fourth principal part as the perfect passive participle:

afficiō, -ere, afficī, affectus: to afflict, trouble, weaken

dēpōnō, -ere, dēposuī, dēpositus: to put aside, lay down

incipiō, -ere, incēpī, inceptus: to begin, undertake

intellegō, -ere, intellēxī, intellectus: to understand

iubeō, -ēre, iussī, iussus: to order, bid

reddō, -ere, reddidī, redditus: to give again, give back, return

[2] However, not all verbs in Latin have a perfect passive participle in which case (and mostly) the fourth principal part is listed either as the supine:

https://adckl2.blogspot.com/2025/06/level-3-supine-1.html

or, as in this text, the future active participle:

https://adckl2.blogspot.com/2025/06/level-3-grammar-of-things-to-come-dies.html

eō, īre, iī/īvī, itūrus: to go

adeō, adīre, adiī, aditūrus: to come near, approach; visit

exeō, -īre, exiī, exitūrus: to go out, withdraw, depart

subeō, -īre, subiī, subitūrus: to go under, undergo, suffer

The conjugation of , īre and its compounds has been discussed several times before; the link to all the main posts is here:

https://mega.nz/file/SZ0HHKqS#xRaNKtCcyzJqX-Jm332y_PxMtYcJng2Z5ubNrOo_xCQ

Some verbs, comparatively very few, are without certain principal parts, for example:

incolō, -ere, incoluī, ---, to inhabit, dwell

[3] Take careful note of the forms, (fussy) spelling and varied meanings of ferō, ferre and its compounds since a series of posts will be looking at these in detail.

ferō, ferre, tulī, lātus: to bear, bring, carry

afferrō, afferre, at¦tulī, al¦lātus: to bring to, convey

cōnfere, cōnferre, contulī, collātus: to collect, gather

A point to note is that the verbs can refer to a literal / physical action or to an abtract / figurative idea, for example:

differō, differre, distulī, lātus: [i] to carry away; [ii] differ

inter sē differre: to differ from one another

īnferō, īnferre, intulī, illātus: to bring in

bellum īnferre:  to make war

This is particularly the case with ferō, ferre, and a series of posts will examine the differences in greater detail.

13.10.25: Level 3; DĒ GALLIĀ OMNĪ II; irregular verbs [15]: [ii] eō, īre; ferō, ferre; fīō, fierī; vocabulary; text; questions; answers

Vocabulary

[1]

angustus, -a, -um: narrow; constricted

bellicōsus, -a, -um: warlike

lacus, -ūs [4/m]: lake

afficiō, -ere, afficī, affectus: to afflict, trouble, weaken

  • afficī māgnī dolōre: to be greatly annoyed

[2] people and places

Haeduī, -ōrum, [2/m/pl]: the Haeduans, a tribe who lived in central France, west of Sequanians

Sēquanī, -ōrum [2/m/pl]: the Sequanians, a tribe living to the north and east of the Helvetians

Orgetorix, Orgetorīgis [3/m]:  Orgetorix, a Helvetian chief

Lemannus, -ī, [2/m]: Lake Geneva, still called Lake Leman

Rhodanus, -ī [2/m]: the river Rhone

Iūra, -ae [1/m]: the Jura or Jura Mountains a range extending from the Rhine to the Rhone, along the northwestern boundary of Switzerland

[3] compounds of , īre (the words in bold will be discussed in the next post)

adeō, adīre, adiī, aditūrus: to come near, approach; visit

exeō, -īre, exiī, exitūrus: to go out, withdraw, depart

subeō, -īre, subiī, subitūrus: to go under, undergo, suffer

[4] compounds of ferō, ferre (the words in bold will be discussed in the next post)

cōnfere, cōnferre, contulī, collātus: to collect, gather

īnferō, īnferre, intulī, illātus: to bring in

  • bellum īnferre:  to make war upon; generally used with the dative; fīnitimīs bellum īnferre │ to make war on neighbours 

[5]

prō multitūdine hominum: in proportion to the population

ūnā ex parte … alterā ex parte … tertiā ex parte: on one side … on the other (second) side … on the third side

Multae gentēs Galliam incolunt. Helvētiī, Sēquanī, Haeduī sunt potentēs gentēs Gallicae. Hōrum omnium fortissimī sunt Helvetiī. Fīnēs eōrum autem angustī sunt et undique continentur: ūnā ex parte, flūmine Rhēnō, quī agrōs Helvētiōrum ā Germānīs dīvidit; alterā ex parte, monte Iurā quī est inter Sēquanōs et Helvētiōs; tertiā ex parte, lacū Lemānō et flūmine Rhodanō quī prōvinciam Rōmānam ab Helvētiīs dīvidit. Īsdem causīs mercātōrēs eōs facile adīre nōn possunt neque Helvētiī dē fīnibus facile exīre possunt. Sunt bellicōsissimī et perīcula libenter subeunt. Cum Germānīs bellum saepe gerunt; nam aut in Germānōrum fīnēs eunt et proeliō contendunt aut ipsī ā fīnibus Germānōs prohibent. Est difficile autem propter angustōs fīnēs multīs fīnitimīs bellum īnferre; quā dē causā magnō dolōre afficiuntur. Prō multitūdine hominum et prō glōriā bellī fīnēs sunt minōrēs et prīncipēs eōs iubent lātiōrēs agrōs petere. Orgetorīx potēns prīnceps est rēgnī cupidus. Ab eō multī nōbilēs cōnferentur. 

Exercises (answers are at the end of the post)

[i] Match the first part and second part of each statement

  1. The Helvetians are …
  2. The Rhine …
  3. Between the Sequani and the Helvetians is …
  4. Lemānō refers to …
  5. The Roman province is separated from the Helvetians by …
  6. The territory (borders) of the Helvetians is …

(a) …the river Rhone.

(b) …the Jura Mountain.

(c) … the bravest of them all.

(d) … enclosed on all sides.

(e) … a lake.

(f) … separates the Helvetians from the Germans.

[ii] “Īsdem causīs mercātōrēs eōs facile adīre nōn possunt neque Helvētiī dē fīnibus facile exīre possunt.” What difficulties are faced because of the geography of the area? (2)

[iii] Translate:

Sunt bellicōsissimī et perīcula libenter subeunt. Cum Germānīs bellum saepe gerunt; nam aut in Germānōrum fīnēs eunt et proeliō contendunt aut ipsī ā fīnibus Germānōs prohibent. (7)

[iv] Est difficile autem propter angustōs fīnēs multīs fīnitimīs bellum īnferre; quā dē causā magnō dolōre afficiuntur.

What is a source of great annoyance? (3)

[v] (a) How does the territory compare with the size of the population? (b) How do the chiefs respond to this? (3)

[vi] Give three pieces of information about Orgetorix (3)

[vii] Find the Latin:

  1. They go to / into the territory
  2. they undergo / suffer dangers
  3. (they) cannot easily approach / reach
  4. and (they) cannot go out easily
  5. it’s difficult to make war
  6. Many nobles are gathered together 

____________________

[i]

  1. (c) … Hōrum omnium fortissimī
  2. (f) … flūmine Rhēnō, quī agrōs Helvētiōrum ā Germānīs dīvidit
  3. (b) … monte Iurā quī est inter Sēquanōs et Helvētiōs
  4. (e) lacū Lemānō
  5. (a) … flūmine Rhodanō quī prōvinciam Rōmānam ab Helvētiīs dīvidit
  6. (d) Fīnēs eōrum autem … undique continentur

[ii]

(1) Merchants cannot visit them easily; │ mercātōrēs eōs facile adīre nōn possunt (2) the Helvetians cannot easily leave │ neque Helvētiī … facile exīre possunt

[iii]

(1) They are very war-like (2) and willingly undergo / suffer dangers. (3) They often wage war with the Germans, (4) for either they go to the territory of the Germans (5) and fight in a battle (6) or they themselves keep the Germans (7) from their territory / boundaries.

[iv]

(1) The difficulty of making war (2) upon their many neighbours (3) because of their constricted territory │ (1) Est difficile autem (3)propter angustōs fīnēs (2) multīs fīnitimīs (1) bellum īnferre

[v] (a) (1) rather / too small │ fīnēs sunt minōrēs; (b) … (2) command them (3) to look for wider territories │ … eōs iubent lātiōrēs agrōs petere. 

[vi]

(1) powerful chief │ potēns prīnceps; (2) eager for power; (3) gathers many nobles together │ Ab eō multī nōbilēs cōnferentur

[vii]

  1. in … fīnēs eunt
  2. perīcula … subeunt.
  3. facile adīre nōn possunt
  4. neque … facile exīre possunt
  5. est difficile … bellum īnferre
  6. … multī nōbilēs cōnferentur

13.10.25: Level 3; Artayctēs [3]; [i] syncopated verbs forms; [ii] the future active imperative

[E] THE FATE OF ARTAYCTES

This is a short extract (the translation is at the end of the post), but it contains three features to note at this level of reading:

[1] the use of syncopated verb forms: extulēre; pūnrunt

[2] the way in which a single perfect passive participle can be used in Latin whereas a translation may need to expand on the idea; alligātum

[3] the future active imperative: interfici

Nē hōc quidem modō Xanthippō, Athēniēnsium dūcī, suādēre potuit: īnstābant enim Elaeuntīnī dīcentēs: "Interficitō Artaycten;" et interficere eum volēbat ipse Xanthippus. Itaque crucī alligātum sublīmem extulēre; et fīlius eius ante oculōs lapidibus oppressus periit. Tālī modō Prōtesilāī dīrae ultrīcēs Artaycten pūniērunt.

Vocabulary and notes

īnstō, -āre, īnstitī [1]: (here) urge, insist; the imperfect tense could translate here as “they kept on [doing]”

Elaeuntīnī: the men of Elaeus

opprimō, -ere, oppressī, oppressus [3]: press down; (here) overwhelm

sublīmis, -e: (here) raised, lifted up

dīrus, -a, -um: fearful; ominous; dire

> dīrae, -ārum [1/f/pl]: fearful things; portents; unlucky signs

ultrīx, ultrīcis: avenging; the word can also be a noun i.e. ultrīx, ultrīcis [3/f]: avenger; punisher (female), the male equivalent being ultor, ultōris [3/m]  

[1] Itaque crucī alligātum sublīmem extulēre │ And so they lashed him to a cross ¦ and raised him up on high

efferō (ecferō), effere, extulī, ēlātus: (here) lift up

extulēre = extulērunt; this is a feature with which you need to become familiar when reading the authors. It is known as a syncopated verb form which means that one or more sounds are omitted from a verb; the term ‘contraction’ is also used. It is often seen (as in this extract) in the 3rd person plural of perfect tense verbs where -ērunt is written as -ēre:

laudāvērunt > laudāvēre

mansērunt > mansēre

dūxērunt > dūxēre

fēcērunt > fēcēre

The final verb of the extract is also syncopated:

pūnrunt = pūnivērunt i.e. loss of -v- in perfect tense forms

More information on syncopated verb forms is given here:

https://adckl.blogspot.com/2025/04/130725-level-3-labours-of-hercules-viii.html

[2] Note the single perfect passive participle alligātum:

Itaque crucī alligātum sublīmem extulēre

Lierally: and so they raised ¦ [him] (who had been / having been) lashed to a cross ¦ up high

i.e. the participle neatly conveys the entire idea but, in translation, two clauses would render the sentence more fluently, still showing that one action happened before the other: And so they lashed him to a cross ¦ and raised him up on high.

[3] interficitō: an example of the future active imperative

In a sense, the term ‘future active imperative’ is a misnomer since, by its very nature, a command has not yet happened and, therefore, must happen in the future. However, the idea behind this imperative is reference to an action to be done distinctly in the future as opposed to, for example,  mihi pecūniam │ give me the money, where the command is referring to now. Equally, the future active imperative can refer to something in general that should always be done. The key point is that neither action is immediately fulfilled. English has no equivalent of these imperatives, but it can convey a difference: “Send him that message” (now), as opposed to “Make sure you get that message sent” (at some point).

Although ‘interficitō Artaycten’ literally says ‘kill Artayctes”, Artayctes is not physically present i.e. the instruction is not to kill him immediately. Therefore, a translation such as “You must / you’ll have to kill Artayctes” would convey the idea more precisely.

The distinctive endings to look out for are:

[i] 2nd / 3rd person singular: -tō

[ii] 2nd person plural: -tōte

[iii] 3rd person plural: -ntō

dō, dāre [1]: give; sum, esse: be

[i] da; es

[ii] datōte; estōte

[iii] dantō; suntō

Examples from the authors:

[i]

At ob eam rem līber es (Plautus) │ But by way of return for this matter, be a free man.

Crās petī; dabitur. (Plautus) │ Ask tomorrow; it shall be given.

Lībum hōc modō faci. (Cato) │ Make the pancake in this way

The example above well illustrates the future imperative referring to a generalised statement with no suggestion that somebody is being commanded to do it now, not unlike a modern recipe book where instructions are given as to how you will always prepare that food. Cato’s work Dē agrī cultūrā shows many examples of the future active imperative which convey that sense. Here are a few from one small section:

Vīcīnī quō pactō niteant, id animum adverti │ Notice how the neighbours keep up their places

Frondem īligneam legitō │ Gather oak leaves

Circum oleās autumnitāte ablaqueātō et stercus addi. │ During the autumn dig trenches around the olive trees and add manure

Frondem pōpulneam, ulmeam, querneam caedi per tempus │ Cut poplar, elm, and oak leaves at times

Post imbrem autumnum rapīnam, pābulum lupīnumque seri. │ Sow turnips … after the autumn rains.

Hominī mortuō  ossa legitō quō post fūnus faciat (Cicero) │ The bones of the deceased shall not be collected for the purpose of giving him a subsequent funeral

The verbs scīre (know), habēre (have, and in the sense of ‘consider’) and meminī (remember) regularly use the future active imperative:

Sed ūnum hoc scī (Plautus) │ But know / understand this one thing

Fīliolō mē auctum scī (Cicero) │ Learn that I am blessed with a little boy.

Sīc in animō habē (Cato) │ Keep (have) in mind these points

Bovēs maximā dīligentiā cūrātōs habē (Cato) │ Keep / have the oxen looked after [ = See that the oxen are looked after] with the greatest care

Sīc habē, mī Tirō (Cicero) │ Understand (consider) it in this way, my Tiro

Memen ergō dīmidium istinc mihi dē praedā dare (Plautus) │ Therefore, remember to give me one half of that plunder.

Dē pallā memen, amābō (Plautus) │ Remember about the gown, there’s a dear!

[ii] Addressing more than one person; note the way in which the characters are referring to future events:

Bonam dedistis, advocātī, operam mihi. crās manē, quaesō, in comitiō estōte obviam (Plautus) │ Assistants, you have lent me your good services. To-morrow morning I beg you'll meet me at the court of justice [ = literally: be in the way].

Cēterum quantum lubet mē poscitōte aurum: ego dabō. (Plautus) │ As for the rest, ask of me as much gold as you please; I'll find it for you.

Invadam … oppidum anticum et vetus: … geritōte amīcīs vostrīs aurum corbibus (Plautus) │ I’ll attack the old town and the new one: … then carry to your friends the gold in baskets (note the translator’s use of the little word ‘then’ to refer to action that will happen after something else is done i.e. no suggestion of the present)

Mementōte illud, advocātī (Plautus) │ Remember that, assistants

[iii] One extensive extract from Cicero’s Dē lēgibus shows many examples of the 3rd person plural of the future imperative. Although English uses a future tense in the translations, Cicero is giving general instructions as to what must be done – and always done:

The roles of the Censors

urbis templa … tuentō │ They shall have charge of the temples … within the city

populīque partīs in tribūs dīscrībuntō │ They shall make a division of the citizens into tribes

equitum peditumque prōlem dēscrībuntō │ They shall enrol the recruits for the cavalry and infantry

caelibēs esse prohibentō │ They shall prohibit celibacy

mōrēs populī reguntō │ They shall regulate the morals of the people

probrum in senātū  relinquontō │ They shall allow no one guilty of dishonourable conduct to remain in the Senate [ = they shall not leave a disgraceful person in the Senate]

bīnī suntō │ They shall be two in number

magistrātum quīnquennium habentō │ They shall hold office for five years

____________________

[E] Not even in this way was he able to persuade Xanthippus, the general of the Athenians; for the men of Elaeus kept urging him, saying, ‘You must slay Artayctes’; and Xanthippus himself desired to kill him. And so they lashed him to a cross and raised him up on high; and his son perished before his eyes, overwhelmed with stones. In such a manner as this the avenging curses [dīrae ultrīcēs]of Protesilaus punished Artayctes.

12.10.25: Level 2; Reading (review): [22] Poor Delia

Since Marcus has left with his friends, Cornelia visits her rich friend Atia, who proudly shows her her numerous slaves:

A: Ecce lectīcāriī meī! Firmī sunt, nam eōs servōs imprīmīs cūrō. Interdum eīs etiam vīnum dō! Ibi Diodotus stat, magister līberōrum meōrum. Is eōs linguam Graecam bene docet, quamquam Syrus est. Puerī autem clāmant eum sevērum esse. Itaque eum nōn amant semperque mala dē nārrant. Servās multās habeō eāsque laudō, sī bene labōrāvērunt. Neque tamen industria eārum magna est frūstrāque eās moneō. Ecce Dēlia! Serva nova est et semper maesta. Eam servam numquam laetam vidēbis.

C: Lacrimās in oculīs eius esse appāret. Fortasse dolet ā patriā suā abesse?

A: Ego eam superbam esse crēdō: Dīcit ingenuam esse! Ego autem superbiam eius brevī frangam! Modo eam verberāvī!

C: Id nōn laudō…

A: Quid nocēbit? Serva est!

C: Immō vērō fēmina est ut !

Notes

[i] All of the following are indirect statements i.e. the equivalent of, for example, “He said that he was rich”, “I don’t think that you’re telling the truth”; the English construction with the conjunction ‘that’ is not used in Classical Latin. The first example, however, does show a “match” in English:

[1] Ego ¦ (1) eam [accusative] superbam (2) esse [infinitive] ¦ crēdō

(1) The subject of the indirect statement is in the accusative case; in grammar this is known as the accusative subject

(2) The verb of the indirect statement is the infinitive.

= Literally: I believe ¦ (1) her (2) to be arrogant

= I believe that she is arrogant.

That “match”, however, is limited in English whereas, in Latin, it is used all the time:

[2] Puerī autem clāmant ¦ (1) eum sevērum (2) esse.

Literally: But the boys shout (1) him (2) to be harsh

= But the boys shout that he is harsh

[3] Dīcit ¦ (1) ingenuam (2) esse

Literally: She says (1) herself (2) to be noble

= She says that she is noble

[4] Fortasse dolet ¦ (1) ā patriā suā (2) abesse

Literally: Perhaps she is lamenting (is sad) (1) herself (2) to be away from her (own) country; the reflexive possesssive adjective suus is used because it also needs to refer back to the subject

= Perhaps she is sad that she is away from her (own) country

Compare [1] and [2] with [3] and [4]: When the speaker is talking about somebody else then the personal pronouns are used:

[1] Ego eam superbam esse crēdō │ I believe that she is arrogant

[2] Puerī autem clāmant eum sevērum esse│ But the boys shout that he is harsh

But:

[3] Dīcit ingenuam esse │ She says that she [i.e. herself, not somebody else] is noble

[4] Fortasse dolet ā patriā suā abesse │ Perhaps she is sad that she is away from her (own) country

[5] Indirect statements may not involve a pronoun, but a noun

(1) Lacrimās [accusative] in oculīs eius (2) esse [infinitive] ¦ appāret

Literally: It is evident (1) tears (2) to be in her eyes = It is evident that tears are in her eyes

The literal translations can sound very clumsy. However, it is better first to analyse the structure in that way to become familiar with it, and then render it into fluent English. 

Three examples from earlier readings:

From [21](a) Marcus tells Cornelia a story

[i] Certē nōn ignōrās ¦ (1) [accusative] doctum (2) esse [infinitive]

Literally: … you’re not unaware ¦ me [accusative] to be [infinitive] educated = Of course you’re not unaware that I am educated

From [21](b) Mucius Scaevola, a hero I / II

[ii] appāretque ¦ (1) eum [accusative] (2) nōn dolēre [infinitive]

And it is evident (1) him (2) not to be in pain = And it is evident that he is not in pain

[iii] videt sibi (1) magnum periculum [accusative] (2) imminēre [infinitive]

He sees (1) a great danger (2) to be threatening himself = He sees a great danger threatening him / he sees that a great danger is threatening him

This is an extensive topic to be covered in depth at Level 3.

[ii] is, ea and id (and their plural forms) can be translated in different ways:

[a] They can stand alone as the equivalent of English he, him, her, they etc.

[b] With nouns they act as demonstrative adjectives i.e. this, these, that, those. However, they are sometimes known as ‘weak’ in that, unlike other words such as hic (this) and ille (that), they are not used to point out something / someone but to refer to something / someone mentioned previously. Therefore, in some translations, you will come across ‘the’ i.e. the equivalent of the English definite article, but don’t be misled into thinking that’s what they are, for example:

A: Librum heri ēmī.│ I bought a book yesterday.

B: Ubi eum librum ēmistī? │ Where did you buy the book? [There is no suggestion that they’re looking at the book, or it’s being pointed out.]

Ecce lectīcāriī meī! │ Look at my litter-bearers!

Eōs servōs … cūrō │ [i] I look after these / those slaves, or [ii] I look after the slaves. The speaker has already referred to them.




lectīcāriī

12.10.25: Level 2; Reading (review): reviews of personal pronouns; links

LINKS

Reviews of personal pronouns in earlier posts:

22.05.25: Level 1; readings [12] - [15]: review (1a); personal pronouns (1)

https://adckl.blogspot.com/2025/02/220525-level-1-readings-12-15-review-1a.html

22.05.25: Level 1; readings [12] - [15]: review (1b); the demonstrative is, ea, id

https://adckl.blogspot.com/2025/02/220525-level-1-readings-12-15-review-1b.html

16.07.25: Level 3; review: the reflexive pronoun sē

https://adckl.blogspot.com/2025/04/160725-level-3-review-reflexive-pronoun.html





12.10.25: Level 2; Reading (review): [21](b) Mucius Scaevola, a hero I / II

Mucius Scaevola, a hero I

Porsinna cum cōpiīs Etrūscōrum Rōmam diū obsīdēbat. Perīculum magnum erat; itaque cūnctī Rōmānī arma capessīvērunt, cūnctī magnā cum concordiā adiērunt. Neque tamen cōpiās Etrūscōrum fugāvērunt.Tum Mūcius Scaevola summam sibi glōriam parāvit. Nam sine auxiliō solūs ad propinqua castra Etrūscōrum exiit et Porsinnam gladiō petīvit. Armātī autem Porsinnae Mūcium capessīvērunt. Porsinna “Quid”, inquit, “in castrīs meīs quaesīvistī; cūr mihi īnsidiās parāvistī?” Mūcius autem clāmāvit: “Adversārius adversārium petīvit; nam necāre studeō. quidem capessīvistī, sed aliī Rōmānī armīs adībunt.”

Vocabulary

obsideō, -ēre [2]: to besiege

castra, -ōrum [2/n/pl]: encampment

armātus, -a, -um: armed; (as a noun) armed person 

Mucius Scaevola, a hero II

Iam Porsinna, dominus sevērus et superbus, videt sibi magnum perīculum imminēre, iam īra eum incitat, iam servīs imperat: “Trahite Mūcium ad foculum!” Sed is: “Id quidem”, inquit, “tibi dīcō, autem crēde mihi: Eae flammae nōn terrent. Fortasse amīcī tuī eās timent; autem iīs nōn frangēs.” Iam Porsinna, iam amīcī eius horrent: Quamquam enim Mūcius dexteram in foculum porrigit, neque lacrimās in oculīs eius vident appāretque eum nōn dolēre. Postrēmō Porsinna “Bene!” inquit. “Līberāte Mūcium, amīcī! Date gladium! autem, Rōmāne, abī!” Iam Porsinna Rōmānōs superāre nōn potuit, et statim Rōmā abiit. Rōmānī autem Mūcium ‘Scaevolam’ vocābant, quod scaeva tantum erat.

Vocabulary

dextera, -ae [1/f]: the right (hand)

flamma, -ae [1/f]: flame

foculus, -ī [2/m]: brazier; basin of fire

frangō, -ere [3]: break; weaken; subdue

inmineō /immineō, -ēre: hang over; (here) threaten; followed by the dative case

porrigō, -ere [3]: to put in

scaevus, -a, -um: left; (here) a left hand

Notes

[i] videt sibi [dative] magnum periculum imminēre │ he sees a great danger threatening him (literally: himself); the pronoun is reflexive i.e. it refers back to the subject; the danger is threatening him as opposed to somebody else

[ii] appāretque ¦ eum [accusative] nōn dolēre [infinitive]│ and it is evident ¦ (that) he is not in pain; literally: it is evident ¦ him [accusative] not to be in pain [infinitive]

[iii] Romā: from Rome; the ablative without a preposition is used with the names of towns / cities when going from the place

12.10.25: Level 2; Reading (review): [21](a) Marcus tells Cornelia a story

Note: this passage and the next two ([21](b) and [22]) focus on the use of pronouns

Ībam forte in Viā Appiā; quaerēbam Titum amīcum. Subitō adit garrulus Licinius. quaerit: “Quō vadīs, Mārce? Iam diū quaerēbam; cōgitō enim nōnnūlla tēcum disputāre. Certē nōn ignōrās doctum esse neque scientiā vacāre.” Īnsidiās garrulī ēvādere nōn possum; itaque “Quid”, inquam, “petis? Officia tenent. Nunc ā cēdam, sed mox vidēbō!”

Vocabulary

cedō, -ere [3]: (here) go away

forte: by chance, accidentally

garrulus, -a, -um: talkative; used here both as an adjective (garrulus Licinius) and as a noun: chatterbox (īnsidiās garrulī ēvādere nōn possum)

quaerō, -ere [3]: look for

scientiā vacāre: (literally) to be empty of knowledge = to be lacking in knowledge

Note

Certē nōn ignōrās ¦ [accusative] doctum esse [infinitive] │ Of course you’re not unaware ¦ that I am educated; literally: … you’re not unaware ¦ me [accusative] to be [infinitive] educated

11.10.25: Level 1; Carolus et Maria [8][ii] vocabulary check

[i] (1) The boy is hurrying (2) to school │ (1) __________ (2) __________ scholam properat

[ii] (1) The boys are hurrying (2) from / out of school │ (1) __________ (2) __________ scholā properat

[iii] (1) Our (2) friend is hurrying in the forest. │ (2) __________ (1) __________ in silvā properat

[iv] We see (1) our (2) friends │ (2) __________ (1) __________ vidēmus

[v] We see (1) our (2) friend│ (2) __________ (1) __________ vidēmus

[vi] I’m walking (1) with (2) a friend (1) __________ (2) __________ ambulō

[vi] (1) Carolus is a good (2) pupil │ (1) __________ est (2) __________ bonus

[vii] This is pleasing to Carolus │ __________ hoc est grātum

[viii] I am learning the Latin language │ linguam Latīnam __________

[ix] (1) The pupils (2) are learning the Latin language │ (1) __________ linguam Latīnam (2) __________

ad; amīcō; amīcōs; amīcum; amīcus; Carolō; Carolus; cum; discipulī; discipulus; discō; discunt; ē; noster; nostrōs; nostrum; puer; puerī