latn 112 pec 2012

EDUCATIONAL MANAGEMENT TASKS

LATIN

STUDY GUIDE FOR

LATN 112 PEC*LATN112PEC*

FACULTY OF THEOLOGY

Study guide compiled by:

Prof MR Dircksen

Edited nn.=Page layout by Heinrich Botha, graphikos.

Printing arrangements and distribution by Department Logistics (Distribution Centre).Printed by The Platinum Press 018 299 4226.

Copyright ( 2012 edition. Date of revision 2012.

North-West University, Potchefstroom Campus.

No part of this book may be reproduced in any form or by any means without written permission from the publisher.MODULE CONTENTS

vRationale

LecturervYour prescribed textbookvModule outcomesvHow to studyviThe structure of this moduleviStudy iconsviiAction verbsviiiCATviiiFacilitationixAssessmentxIntroductionxiWarning against plagiarismxviiStudy unit 1Chapters 1-6 (Oxford Latin Course)1Study section 1.1Chapter 1: (Oxford Latin Course)3Study section 1.2Chapter 2: (Oxford Latin Course)6Study section 1.3Chapter 3: (Oxford Latin Course)10Study section 1.4Chapter 4: (Oxford Latin Course)14Study section 1.5Chapter 5: (Oxford Latin Course)18Study section 1.6Chapter 6: (Oxford Latin Course)23Study unit 2Chapters 7-12 (Oxford Latin Course)29Study section 2.1Chapter 7: (Oxford Latin Course)31Study section 2.2Chapter 8: (Oxford Latin Course)35Study section 2.3Chapter 9: (Oxford Latin Course)40Study section 2.4Chapter 10: (Oxford Latin Course)44Study section 2.5Chapter 11: (Oxford Latin Course)49Study section 2.6Chapter 12: (Oxford Latin Course)53Study unit 3Chapter 13-18 (Oxford Latin Course)57Study section 3.1Chapter 13: (Oxford Latin Course)59Study section 3.2Chapter 14: (Oxford Latin Course)63Study section 3.3Chapter 15: (Oxford Latin Course)68Study section 3.4Chapter 16: (Oxford Latin Course)73Study section 3.5Chapter 17: (Oxford Latin Course)76Study section 3.6Chapter 18: (Oxford Latin Course)82Study unit 4CHAPTERS 19-24 (OXFORD LATIN COURSE)87Study section 4.1Chapter 19: (oxford latin course)89Study section 4.2Chapter 20: (Oxford Latin Course)94Study section 4.3Chapter 21: (Oxford Latin Course)99Study section 4.4Chapter 22: (Oxford Latin Course)103Study section 4.5Chapter 23: (Oxford Latin Course)107Study section 4.6Chapter 24: (Oxford Latin Course)111Assignments 2012

115

Rationale

Why is a basic knowledge of Latin still essential?

Knowledge of Latin is an advantage to the South African law student, since our common law is largely based on the Roman Dutch law and many Latin legal maxims are used in legal documents and in the courts.

The theological student will benefit from knowledge of Latin, since Latin phrases and quotes often occur in theological articles and books. Most of these authors still assume that the reader has a working knowledge of the Latin language and vocabulary.

Knowledge of Latin will also improve your understanding of English. More than 50% of English words are derived from Latin. Your knowledge of Latin will enable you to recognise the meaning of difficult English words.

Latin is also a help in learning foreign languages, since Italian, Portuguese, Spanish and French are descended from Latin.

Above all Latin teaches one to think logically and clearly, a skill which is essential in all academic subjects.In your daily reading you will come across many references to commonly known facts about the Romans. A basic knowledge of Roman culture and politics should therefore form part of an educated persons frame of reference. To inform you about the subject, this course includes background study (in broad outlines) on some aspects of the Roman state and society.

The successful completion of this module is a prerequisite for the module, LATN 121.

Lecturer

Prof MR Dircksen

Room 125 Theology

Telephone(w) 018 299 1839

(h) 018 297 1075

[email protected] prescribed textbook

Balme M. & Morwood J. 1996. Oxford Latin Course. Second Edition. Oxford: Oxford University Press (Part I and Part II). All references to chapters, excercises and pages pertain to this book unless otherwise stipulated.

Module outcomes

After you have completed this module successfully:

You will be able to apply your knowledge of Latin to the translation of relevant passages. You will also be able to give an overview of certain Roman cultural topics and history.

How to study

Read the captions to the cartoons. Their meaning is intended to be self-evident and you should be able to read and understand them straight away with the help of the pictures.

You should now be able to tackle the narrative.

If you are uncertain of the correct translation, refer to the translation given in the study guide.

Study the vocabulary and grammar of each lesson thoroughly. Grammatical explanations are found in the back of the prescribed book (Balme & Morwood, 1996:108ff).

Test your knowledge of the grammar and vocabulary by doing the exercises on the relevant chapter. These exercises can be found at the back of your prescribed book (Balme & Morwood, 1996:108).

Check your answers by referring to the answers given in this study guide at the end of each study unit.

Once you have worked through a whole study unit, test your knowledge by doing the assignment which you will find at the end of the study unit.

Hand in the assignment by the time stipulated in the time schedule provided. The assignments are printed at the back of the study guide.

The structure of this module

This module is divided into four study units. Each study unit consists of six chapters of your prescribed book. The study units are divided into six study sections each corresponding with a chapter from Oxford Latin course.Study icons

Approximate study time.Individual exercise.

Important information.Prepare yourself for participation in the group meeting / contact session on this issue. It is a good example of an examination question.

Take your answers with you to the contact session / group meeting for discussion.List of concepts with or without explanation.

Additional reading.Practical example.

Introductory statements.General overview.

Study the following section / explanation / discussion attentively.Outcomes.

Study the indicated material(s) in the textbook / article, etc.Assignment.

Answers/solutions.

Action verbs

Apply

Make use of/practise. Conjugate

Supply all the Latin forms of a verb to show which person (I, you, he, we, you(plural) or they) is performing the action. Decline

Supply the Latin form for each case (nominative, vocative, etc.) of a noun. Memorise

Learn so well that you are able to recite. Translate

Give an adequate English equivalent of a Latin form. Understand

Perceive the meaning of/able to explain.

CAT

You are expected to spend at least one hour per week in the language laboratory doing computer-aided learning. You will receive marks for this work which will form 15% of your participation mark. The times when the language laboratory (FdT 203) will be available to you, will be arranged with you during the first contact session.

Facilitation

A senior undergraduate student will present the facilitation classes. The time and place will be communicated during contact sessions.

Time schedule

DateHomeworkClass WorkTest + Assignment

Week 1Introduction

Week 2Study section 1.1Study section 1.2Class Test 1Class test 2

Week 3Study section 1.3Class test 3

Week 4

Study section 1.4Class test 4Test 1 study section1.1-1.4 (Ch. 1-4)

Week 5Study section1.5Study section1.6Class test 5Class test 6

Week 6Study section 2.1Class test 7Assignment 1

Week 7Study section 2.2Study section 2.3Class test 8Class test 9

Week 8Study section 2.4Class test 10Test 2study section 2.2-2.4 (Ch 8-10)


Week 10Study section 3.1Class test 13Assignment 2 Test 3 study section 2.5-3.1 (Ch 11-13)

Week 12Study section 3.2; 3.3Study section3.4; 3.5Class test 14+15Class test 16+17

Week 13Study section 3.6Class test

18Test 4 study section 3.2-3.6 (Ch 14-18) Assignment 3

Week 14Study section 4.1; 4.2Study section 4.3Class test 20Class test 21


Week 16Study section 4.6Class test 24

JUNE EXAMINATION

WINTER RECESS

AssessmentIn order to qualify to write the examination you have to obtain a participation mark of 35% (1st year students) or 40% (senior students) during the semester.

How the participation mark is compiled

ASSESSMENT TESTS(30)

CLASS TESTS(40)

ASSIGNMENTS(15)

CAT (15)

TOTAL(100)IntroductionIn this introduction you are provided with a summary of the linguistic terms which you will encounter in the study of ancient languages (Greek, Hebrew and Latin). In order to understand the language system of ancient languages the student has to know what is meant by parts of speech or word classes, the function of words in a specific sentence, syntax and the linguistic concept of inflection. 1.Parts of speech or word classesThe word classes or parts of speech are nouns, verbs, adjectives, adverbs, articles, pronouns, prepositions, conjunctions, particles and participles.

In the sentence:

The little man and his wife suddenly see a big jumping dog in the garden

the parts of speech are as follows:

the

definite article

little

adjective

man

noun

and

conjunction

his

pronoun

wife

noun

suddenly

adverb

see

verb

a

indefinite article

big

adjective

jumping

participle

dog

noun

in

preposition

the

definite article

garden

noun

A brief description of each of these parts of speech with additional examples are given here as illustration.

1.1 The verb

A verb describes or names an action, a state/condition or a development; in other words, it states what someone or something does, is or undergoes. For example:

John examines the horse.

Are you not sick?The attention abates.

1.1.1 The form of the verb

Verbs have active and passive forms. The active indicates that the subject of a sentence is carrying out the action himself. For example:

The man calls the boy.

The passive indicates that the subject of a sentence is undergoing the action. For example:

The boy is called by the man.

1.1.2 The mood of the verb

The mood indicates in what manner an author or speaker portrays the action. If he portrays the action as a reality, in other words that a person carries out or undergoes an action at a specific moment, he uses the indicative. For example:

The man works.

We are being educated.

If a speaker or author portrays the action indefinitely, namely without specifying who carries out the action, he uses the infinitive. For example:

To work

If he states an action as a wish, possibility, request, encouragement or consideration, he uses the conjunctive or subjunctive. For example:

May he die!

Let us attack!

What am I still to do?

If the action is stated as an order to another person, the imperative is used. For example:

Work!

1.1.3The tense of the verb

A verb form also indicates that an action, condition or development takes place within a certain time. For example: in the present, the future or the past.

We worked hard yesterday.

We will work hard tomorrow.

1.1.4The person of the verbWe distinguish between three persons of the subject in the singular and in the plural:

SingularPlural

1st person = I1st person = we

2nd person = you2nd person = you

3rd person = he/she/it3rd person = they

1.2The noun

Nouns are the names we give to persons, objects, matters, abstract ideas or characteristics. For example Romulus, Rome, Athens, person, dog, salt, iron, swarm, team, courage

1.2.1The gender of the noun

Nouns may belong to three genders: masculine, feminine and neuter. The gender is not always determined in a biological sense. The Latin word for wall is masculine, while the word for table is feminine.

1.2.2The number of the noun

Number implies the singular or plural form of the noun. The number of soldier is singular and that of soldiers plural.

1.3The adjective

An adjective is added to a noun to qualify traits thereof.

a pretty horse// The tree is tall.1.4The adverb

An adverb is used to qualify a verb or adjective or another adverb.

She works hard (hard qualifies the verb works)

The tree is very tall (very qualifies the adjective tall)

He works extremely zealously (extremely qualifies the adverb zealously)

1.5The conjunction

Conjunction sometimes links words but normally it links sentences with each other:

I see the goat and the sheep.

He may do that, but he does not want to.

Because he is afraid, he is running away.

1.6The preposition

Prepositions tell us what the relationship is between one noun or pronoun and the other, or what the link is between a verb and a noun or pronoun.

a ring on a finger

He climbs onto the table.

He stands at my door.

1.7The pronoun

Pronouns take the place of nouns.

Where is John? I do not see him anywhere.

Is this the ship which you have bought?

1.8The participle

A participle is an adjective which is formed by changing the verb. The most important participles are the present and past participles. A participle may be used as an adjective or an adverb.

Present participles or Praesens participia

jumping, walking, chewing, threatening

The singing boy runs down the mountain. (used as adjective)

The boy runs down the mountain singing. (used as adverb)

Past participles or Perfectum participia

Bought, booked, appreciated

2.Function of words in a specific sentence

Parts of speech are arranged in series with other words to form sentences. The main clause in any language normally consists of three ingredients, namely the doer or agent (S = subject) who carries out the action; the action or events (P = predicate) and the object who/which undergoes or suffers the action (O = object).

The traditional names for these ingredients of the main clause are the subject (S) (for the doer), predicate (P) (for the events) and object (O) (for the suffering object). However, not all verbs have an object. Such verbs are called intransitive verbs, for example I sit).

Extensions may be added to each of the three elements (S, P, O). These may be only one word, a phrase, or a whole sentence with its own main clause components. In the first example sentence the adjectives little and big are extensions to the nouns man and dog respectively, and therefore they form part of the subject. The adverb suddenly is an extension of the verb see. The article is also a type of extension.

3. Syntax

When the extension of the noun is almost a sentence in its own right (with its own S, P and O elements), it is called a relative clause. A similar clause which qualifies a verb is called an adverbial clause. Then the whole sentence consists of a main clause and its clause(s), and it forms a complex sentence.

The example sentence could be expanded in the following way:

MAIN CLAUSESUBORDINATE CLAUSE

The man

who (S) is driving (P) the car (O) (relative clause)sees

after he (S) has turned (P) the corner (O) (adverbial clause)a dog

which (S) is walking (P) in the street (relative clause)

There is a whole series of adjectival (or relative) and adverbial clauses, each starting with a specific conjunction:

RELATIVE CLAUSESADVERBIAL CLAUSES

which/thattime (when, after, while, until)

whose/of whichplace/locality (where)

with whom/with whatcause (because, as, since)

by whom/trough whichcondition (if, unless)

to whom/to whichpurpose (so that, to)

result (consequently, that)

manner (in which way, how)

concession (although)

condition (if)

4.Inflection Like most modern languages English is analytical in nature; in other words, it forms its sentences by means of word order without changing much to the form of the words. For example, the example sentence

The little man sees a big dog

means something totally different if the word order is changed to

The small dog sees a big man.

The meaning of the sentence changes without the form of the words changing. The function of the words in the sentence is determined by their position in the series.

Ancient languages like Greek, Latin and the Semitic languages are inflected. In other words, the function of words in the sentence are not determined by the word order, but by the form of the words. The words undergo a multitude of changes.

This is not a totally unknown phenomenon in English.The noun has subject and object forms (he, him), singular and plural forms (house, houses), as well as gender forms (man, woman).

In a synthetic language the extent is just that much greater. In English a verb undergoes a maximum of three transformations: sing, sang, sung. A Greek verb undergoes 400 changes!

This phenomenon where the form of the word is changed is called inflection.

The ending of a noun indicates what the function of the word in the sentence is (for example, subject or object); it indicates number (singular or plural) and it indicates the gender of a noun (masculine, fiminine or neuter). When different endings are added to the root of the noun or adjective to indicate the function, number or gender, we say that the word is declined.In the case of verbs there are other forms for each of the following:

(a) Person (lst, 2nd, 3rd) and number singular (I, you, he/she/it) and plural (we, you, they)

(b) Tense: past, present, future

(c) Mood (manner): indicative, subjunctive, infinitive

(d)Form: active or passive

(e)Participles, verbal nouns/adjectives

When the form of the verb changes to indicate another person, tense, mood or form we say the verb is conjugated.

Revision exercise

Label all of the underlined parts of speech (word classes). Write down the word and next to it whether it is a noun, adjective, adverb, etc.

1. A true gentleman will not leave his beloved out in the cold.

2. In this case bravery will not help at all.

3. Let us treat the wise women in our community with the necessary respect.

4. The church with the high tower on the street corner is burning!5. Nobody is fond of a crying child.

6. Here are the tickets for the booked seats in the auditorium.

Indicate the subject (S), object (O) and predicate (P) in each of the following sentences. All three elements are not necessarily present in each sentence.

1. The first year students of my residence show the best spirit.

2. The lecturer and I share a love for classical music.

3. The food in the residence lounge is devoured.

4. Students miss their parents.

5. Parents are being missed.

Name the underlined types of sentences:

1. If the senior student shouts at you, you should simply ignore him.

2. The singing church member does not want to sing too loudly so that her pretty voice does not overpower the voices of the old men.

3. While you are making the coffee I will pack out my books.

4. The girl who looks so pretty in this photograph is my high school sweetheart.Warning against plagiarism

ASSIGNMENTS ARE INDIVIDUAL TASKS AND NOT GROUP ACTIVITIES. (UNLESS EXPLICITLY INDICATED AS GROUP ACTIVITIES)

Copying of text from other learners or from other sources (for instance the study guide, prescribed material or directly from the internet) is not allowed only brief quotations are allowed and then only if indicated as such.

You should reformulate existing text and use your own words to explain what you have read. It is not acceptable to retype existing text and just acknowledge the source in a footnote you should be able to relate the idea or concept, without repeating the original author to the letter.

The aim of the assignments is not the reproduction of existing material, but to ascertain whether you have the ability to integrate existing texts, add your own interpretation and/or critique of the texts and offer a creative solution to existing problems.

Be warned: students who submit copied text will obtain a mark of zero for the assignment and disciplinary steps may be taken by the Faculty and/or University. It is also unacceptable to do somebody elses work, to lend your work to them or to make your work available to them to copy be careful and do not make your work available to anyone!

1 Chapters 1-6 (Oxford Latin Course)

Time schedule for this Study Unit is approximately 20 hours

Study unit contents

Study section 1.1Chapter 1: (Oxford Latin Course)3Study section 1.2Chapter 2: (Oxford Latin Course)6Study section 1.3Chapter 3: (Oxford Latin Course)10Study section 1.4Chapter 4: (Oxford Latin Course)14Study section 1.5Chapter 5: (Oxford Latin Course)18Study section 1.6Chapter 6: (Oxford Latin Course)23

After completing this study unit you should be able to

conjugate all regular Latin verbs in the present tense, (active voice) and translate these forms into English

conjugate the verb sum in the present tense and translate the forms into English

form and translate the infinitive of all regular Latin verbs

form the nominative, vocative, accusative and ablative cases of all Latin nouns belonging to the 1st declension and all masculine nouns of the 2nd declension, and translate these noun forms according to their function in a sentence

translate the Latin prepositions in and ad in context

understand the concept of agreement of adjectives and to apply this knowledge in the translation of adjectives of the first group (magnus magna magnum) when they appear in a sentence

give the meaning of all Latin words indicated in the List of contents of Study Sections 1.1 to 1.6

translate Latin passages in which the vocabulary and grammatical forms mentioned above, appear

give a cursory survey of the aspects of Roman culture and history indicated in the List of contents of Study Sections 1.1 to 1.6

1.1 Chapter 1: (Oxford Latin Course)

List of contents

Translation: Scintilla and Horatia at home

Grammar:Verbs:1st conjugation, 3rd person singular.

Nouns and adjectives: nominative singular, 1st declension.

Syntax: subject-verb; subject- est -

Cultural topic:The life career and works of Quintus Horatius Flaccus

(Chapter 1: Oxford Latin Course

After completing this Study Section you should be able to

translate simple Latin sentences consisting of a subject and a verb of the first conjugation in the third person singular, present tense active

translate simple Latin sentences consisting of a subject, the verb est and a complement give the meaning of all Latin words used in chapter 1 of your prescribed book

give a cursory survey of the life, career and works of Quintus Horatius Flaccus

1.Translate the cartoon captions on p.9 (Balme & Morwood, 1996).

2.Translate the passage on p.10 (Balme & Morwood, 1996): Scintilla and Horatia at home.

Compare your answers with the answers given at the end of this Study Section.

(1)Latin has no word for a/an or the. The appropriate article must be supplied from the context.

(2)Personal pronouns are omitted (laborat=she works; cenat=she dines).

(3)Your reading will be more fluent if you have first glanced through the list of new words. Unknown words that do not appear in the vocabularies are glossed in the margin of the narrative passage. Once a word has been glossed three times, we cease to gloss it. The meaning of certain words is clear from the context and thus their English derivatives are intentionally omitted; their meaning must be guessed.

Balme & Morwood, 1996: 9, 108, and the vocabulary on p.10.

Do Exercise 1.1, 1.2 and 1.3 on p.108 and p.109 (Balme & Morwood, 1996).

Check your answers against the answers given below.Cartoon Captions:

1.Quintus is a Roman boy.

2.Quintus lives in Apulia. Apulia is in Italy.

3.Scintilla is a Roman woman; she is working in the house.

4Horatia is a Roman girl; she is dining in the house.

Scintilla and Horatia at home

Scintilla works/is working in the house. She is tired. Horatia comes into the house; she is hungry. But dinner is not ready. Scintilla hurries and soon dinner is ready.

Look! she says, dinner is ready. The girl is glad; she hurries to the table and eats greedily.

The next day Scintilla walks to the shops. Horatia works in the house. Soon Scintilla returns and comes into the house. Look, dinner is ready. Scintilla is glad.

Exercise 1.1

1.The woman hurries/is hurrying.

2. The girl dines/is dining.

3.Scintilla enters/is entering.

4.Horatia does not work/is not working.

Exercise 1.2

1.Scintilla is tired.

2.The girl is happy.

3.Dinner is not ready.

4.Scintilla is a woman.

Exercise 1.3

1.intrat The girl enters the house.2.laborat The woman is working.

3.est Dinner is not ready.

4.festinat Scintilla is hurrying.

5.cena Soon dinner is ready.

6.laeta Horatia is glad.

The life, career and works of Quintus Horatius Flaccus (Balme & Morwood 1996:11-12)1.2 Chapter 2:(Oxford Latin Course)

List of contents

Translation:Argus steals the dinner

Grammar:Nouns and adjectives: accusative singular, 1st declension

Syntax: subject - object - verb

Cultural topic:Women

(Chapter 2: Oxford Latin Course)


translate simple Latin sentences consisting of a subject, verb and object translate sentences in which the noun is qualified by an adjective

give the meaning of all Latin words used in chapter 2 of your prescribed book

give a cursory survey of the role women played in Roman society

1.Translate the cartoon captions on p. 13 (Balme & Morwood, 1996).

2.Translate the passage on p14 (Balme & Morwood, 1996): Argus steals the dinner.

Compare your answers with the answers given at the end of this Study Section.

(1) Latin does not express his, her, etc. if the reference is obvious (Scintilla filiam laudat = Scintilla praises her daughter.)

(2) Latin uses the adjective laeta, where English idiom often demands the adverb (Horatia fabulam laeta audit = Horatia listens to the story happily.)

Balme & Morwood, 1996: 13, 109 and the vocabulary on p. 14

Do Exercise 2.1 on p.109, 2.2 and 2.3 on p.110 (Balme & Morwood, 1996)

Check your answers against the answers given below.

Cartoon Captions:

Scintilla is working in the house; she is preparing dinner.

Horatia enters the house; she greets Scintilla.

Horatia is helping Scintilla; she is carrying water into the house.

Argus enters the house and greets Horatia.Argus steals the dinner

Scintilla is working in the house; she is preparing dinner; she is tired. Horatia is idling in the street. Scintilla calls her daughter. The girl enters the house and helps Scintilla; she carries water into the house. Scintilla praises her daughter.

Dinner is ready. Scintilla calls her daughter and tells a story. Horatia listens to the story happily. Soon Argus enters the house. He looks at the dinner; suddenly he snatches it and swallows it down. Scintilla is angry; Argus flees into the street. Scintilla prepares another dinner.

Exercise 2.1

1.Horatia Horatia is working in the house.

2.Scintillam The girl calls Scintilla.

3.Scintilla; casam. Scintilla enters the house.

4.Scintillam Her daughter greets Scintilla.

5.cenam The girl prepares dinner.

6.filiam Scintilla praises her daughter.

7.cenam Argus enters the house and devours the dinner.

8.irata; parat.Scintilla is angry; she again prepares dinner.

Exercise 2.2

1.vocat Scintilla calls her daughter.

2. intrat Scintillam.Horatia enters the house and greets Scintilla.

3. iuvat. Horatia helps Scintilla.

4. narrat. Scintilla praises Horatia and tells a story.

5.laeta. Horatia is happy.

Exercise 2.3

1.Horatia aquam in casam portat.

2.fessa est, sed festinat.

3.(in) casam intrat et Scintillam vocat.

4.Scintilla filiam laudat.

The role of women in the Roman home and society (Balme & Morwood, 1996:15-17)

1.3 Chapter 3:(Oxford Latin Course)

List of contents

Translation:Quintus helps his father

Grammar:Verbs: 3rd person singular, all conjugations

Nouns and adjectives: nominative and accusative

singular, 2nd declension.

Syntax: gender; agreement of adjectives

Cultural topic:Slaves and freedmen



translate the third person singular of Latin verbs of all conjugations in the present tense, active

translate simple Latin sentences in which second declension nouns are used

give the meaning of all Latin words used in chapter 3

give a cursory survey of the role slaves and freedmen played in Roman society

1.Translate the captions to the pictures on p.8 (Balme & Morwood, 1996).

2.Translate the passage on p. 19 (Balme & Morwood, 1996): Quintus helps his father.

(1)olivas: Latin uses the same word for both the tree and the fruit

Balme & Morwood, 1996:18, 110, 111, 112 and the vocabulary on p. 19.

Do exercise 3.1, 3.2, 3.3, 3.4 and 3.5 (Balme & Morwood, 1996).


Cartoon Captions:

1. Flaccus is a Roman farmer; he works in the field.

2. Flaccus brings Argus into the field.

3. Argus does not help Flaccus but sleeps.

4. Quintus enters the field. The boy calls Argus but Argus does not hear; for he is sleeping.

Quintus helps his father

The next day Scintilla calls Quintus; she sends him to the field. Quintus is carrying food to Flaccus; for Flaccus is working in the field for a long time and he is tired. The boy hurries to the field; he takes Argus with him. Soon Quintus enters the field; he sees Flaccus and calls him. Flaccus hears his son and walks to him; he sits on the ground and eats the food.

Quintus does not return home but stays in the field and helps Flaccus. He climbs an olive tree and shakes down the olives. Flaccus collects the olives. Suddenly Quintus slips and falls to the ground. Flaccus is anxious and runs to him, but Quintus is not hurt; he gets up and returns home.Exercise 3.1

1.Quintus enters the field and calls Flaccus.

2.The boy helps the farmer.

3.The farmer praises his son.

4.Horatia enters the house and calls Scintilla.

5.The girl helps the woman.

6.Scintilla praises her daughter.

Exercise 3.2

1.he hears

2.he is coming

3.she sees

4.he is preparing

5.she calls

6.he is sitting

7.she is returning

8.he climbs

9.she is working

10.she praises

11.he runs

12. she greets

Exercise 3.3

terra = feminine

puer = masculine

via = feminine

saxum = neuter

fabula = feminine

colonus = masculine

bellum = neuter

Exercise 3.4

1.filia fessa est.

2.filius laetus est.

3.cena non parata est.

4.puer iratus est.

5.fabula non longa est.

Exercise 3.5

1.fabulam; laeta. Scintilla tells a story; her daughter is happy.

2.laudat; laetus. Flaccus praises his son; Quintus is happy.

3.colonum; puerum The boy calls the farmer; the farmer does not hear the boy.

4.videt; irata. The girl sees Scintilla; Scintilla is angry.

5.laborat; fessus .Quintus is working for a long time; the boy is tired.

The role of slaves and freedmen in Roman society (Balme & Morwood, 1996: 20-23).


List of contentsTranslation:At the fountain

Grammar:Verbs: 3rd person plural, all conjugations

Nouns and adjectives: nominative and accusative

plural, 1st and 2nd declensions

Cultural topic:The country town Venusia


After you have completed this Study Section you should be able to

translate Latin sentences which include verbs of all conjugations in the third person plural, active translate Latin sentences in which adjectives agree with either the subject or the object of the sentence give the meaning of all Latin words used in chapter 4

give a cursory survey of life in the ancient town of Venusia

1.Translate the captions to the pictures on p. 24 (Balme & Morwood, 1996).

2.Translate the passage on p.25 (Balme & Morwood, 1996): Scintilla and Horatia at the fountain.

(1) The duoviri were the two magistrates elected each year in all colonies.

Balme & Morwood, 1996:112, 113, 114 (the note at the top of the page) and the vocabulary on p. 25.

Do Exercise 4.1, 4.2, 4.3, 4.4, 4.5 (Balme & Morwood, 1996).


Cartoon Captions:

1.The boy sees the girl; he calls her.

2.The boys see the girls; they call them.

3.The girl hears the boy and answers.

4.The girls hear the boys and answer.

5.Argus is good.

6.Argus and Fidus are bad.

Scintilla and Horatia at the fountain

Every day when Flaccus goes to the field, Scintilla and Horatia hurry to the spring. They carry big water pots. When they come to the spring, many women are already there. Some are drawing water, others are carrying the full water pots. Scintilla greets them and chats with her friends for a long time. Horatia plays with the girls. At length Scintilla draws water and returns home. Horatia also draws water and hurries after Scintilla.

The urn is big; Horatia carries it with difficulty. Suddenly she slips; the urn falls to the ground; the water flows out onto the ground. Horatia sits on the ground; Alas, alas, she says, the urn is broken. She calls Scintilla; she (Scintilla) returns to her and says, Oh daughter, why are you sitting on the ground? Get up and bring another water pot from the house. Horatia gets up; she returns to the house and carries another water pot to the spring. She draws water and hurries home.

When Horatia returns home, Quintus is already on his way to school. He is walking slowly and often stops. Horatia hurries and soon sees him. Wait, Quintus, she says. Quintus waits; Horatia runs to him. They go on to school together.

Exercise 4.1

narrant, mittunt, sedent, dormiunt, vident, intrant.

Exercise 4.2

feminae laetae, colonos iratos, pueri fessi, puellas miseras, agros magnos.

Exercise 4.3

1.puellae pueros vident. The girls see the boys.

2.pueri feminas audiunt.The boys hear the women.

3.feminae filios laudant.The women praise their sons.

4.puellae fessae sunt. The girls are tired.

5.pueri laborant. The boys are working.

6.coloni filios ducunt.The farmers lead their sons.

7.illae feminae eos iuvant. Those women are helping them.

8.puellae urnas magnas portant.The girls are carrying big urns.

9.pueri puellas vident.The boys see the girls.

10.puellae pueros vocant.The girls call the boys.

Exercise 4.4

1.they are hurrying

2.he hears

3.they stay

4.they hear

5.they are present

6.they are preparing

7.she is calling

8.they climb

9.they run

10.he sees

11.he is approaching

12.they praise

Exercise 4.5

1.Quintus calls Flaccus; he (Flaccus) does not hear his son.

2.Scintilla praises her daughter; she (Horatia) is happy.

3. The women lead their daughters to the spring; they (the daughters) carry big urns.

4.The boys see the farmers; they (the farmers) are working on the field.

Roman colonies in Italy - their origin and government (Balme & Morwood, 1996:27-29).


List of contents

Translation:Market day

Grammar:Verbs: all persons of present tense, all four conjugations

Nouns and adjectives: ablative case

PrepositionsCultural topic:The Roman farmer - and market day



translate Latin verbs of all conjugations in all persons, present tense active

translate sentences in which nouns and adjectives are in the Ablative or Accusative case after prepositions


give a cursory survey of the life on a Roman farm and the activities at a Roman market


2.Translate the passage on p.31 (Balme & Morwood, 1996): Market day.

(1)nundinae is plural in form but singular in meaning.

Balme & Morwood, 1996:114, 115, 116 and the vocabulary on p. 31.

Do exercises 5.1, 5.2, 5.3, 5.4, 5.5, 5.6 and 5.7 on pp115-117 (Balme & Morwood, 1996).

Check your answers against the answers given below.Cartoon Captions:

1.Quintus asks his friend: Why are you working in the field? The friend replies: I am helping the farmer.

2.Quintus asks his friends: Why are you working in the field? The friends reply: We are helping the farmers.

3.Scintilla asks Quintus: Why are you lying on the ground, Quintus? Quintus replies, I am lying on the ground because I am tired.

4.Quintus asks the girls: Why are you sitting in the garden, girls? The girls reply: We are sitting in the garden, because we are tired.

5.Quintus asks Scintilla, What are you doing? Scintilla replies, I am preparing dinner.

6.Horatia asks the boys, What are you doing, boys? The boys reply, We are hurrying to school.

Market day

The next day Flaccus and Scintilla get up early; for it is market day. Flaccus carries a big sack of wool; Scintilla puts olives and figs into baskets. Horatia is sitting in the garden. Soon Scintilla calls Horatia; What are you doing, Horatia? she says; Are you ready? We are going to market. Horatia replies: I am ready; I am coming at once. Flaccus carries the wool, Scintilla the olives and Horatia the figs; they hurry to the forum.

When they arrive at the forum, many men and women are already there; throughout the whole forum there are stalls. The farmers are shouting and praising their wares. Some are selling grapes, some wool, others figs. Flaccus leads Scintilla and his daughter to an empty place; they put up their stall and put out their wares.

Soon a friend approaches the stall and greets Flaccus; he looks at the wool. Flaccus says: The wool is good and not expensive. I sell the whole sack for three denarii. The friend says: You are asking too much, Flaccus, I give two denarii. Flaccus agrees and hands over the sack.

Meanwhile a woman goes up to Scintilla and asks: How much are the olives? She answers: I am selling those olives for one denarius. The woman buys the olives. Another woman comes up and looks at the figs for a long time; Horatia asks: Why are you looking at the figs like that? She says: I am looking at those figs like that because they are bad. Horatia is angry and answers: What are you saying? We do not sell bad figs. The figs are good. But the woman does not buy the figs.

Soon they sell all their wares. Scintilla is delighted and says: We have sold all our wares, now I am going to the fish stall.

Exercise 5.1

1.We are helping Flaccus.

2.I am hurrying to school.

3.He/she sees Quintus.

4.They are staying in the road.

5.They are sleeping in the house.

6.I am running to the field.

7.We warn the boys.

8.Why do you(s) send the girl to the field?

9. We are happy.

10.You (pl) are miserable.

Exercise 5.2

1. we are watching

2. he hands over

3. we buy

4. you(pl) are shouting

5. we run

6. I am staying

7. they reply

8. we say

9. you(pl) are

10. I am hastening

11. you(s) hear

12. you(s) place

Exercise 5.3

1.faciunt; paramus What are you doing, girls? We are preparing dinner.

2.festinas; venio Why arent you hurrying, Quintus? I am not coming late.

3.sedetis; sedemus; sumus Why are you sitting in the road, friends? We are sitting in the road, because we are tired.

4.est; voco; redit Argus is naughty; I am calling him but he does not come back.

5.arras; sum Why arent you telling a story? I am not telling a story because I am unhappy.

Exercise 5.4

1.miseri; laetae Why are you miserable, boys? The girls are happy.

2.irata; parati Scintilla is angry; for the boys are not ready.

3.fessi We are tired, because we are working for a long time.

4.anxia Why are you anxious, Scintilla?

5.anxia; misera I am anxious, because Horatia is unhappy.

Exercise 5.5

1.puero fesso

2.magna casa

3.multis feminis

4.puella laeta

5.colonis miseris

Exercise 5.6

1.in agro Flaccus and his son are working in the field.

2.in via; in casam The girls are playing in the road; Scintilla calls them into the house.

3.ad agrum Flaccus leads the boys to the field.

4.cum feminis Many girls are walking to the spring with the woman.

5.cum amicis/cum amico; ad ludum The boy is hurrying to school with his friend(s).

Exercise 5.7

1.colonus pueros in agrum vocat.

2.in agro manent et laborant.

3.puer fessus est et mox ab agro redit.

4.feminae ad casam ambulant.

5.puellae cum feminis ambulant.

Roman farming and market days (Balme & Morwood, 1996:34-36).


List of contents

Translation:The school of Flavius

Grammar:Verbs:present infinitive, all conjugations; the mixed conjugation.

Nouns: vocative case

Questions.

Cultural topic:Education



translate Latin sentences in which the present infinitive of verbs of all conjugations are used

translate Latin verbs of the mixed conjugation in the present tense active

translate Latin sentences in which nouns in the vocative case occur

translate Latin sentences which are questions introduced by interrogative words or interrogative particles


give a short summary of the education of Roman children in the 1st century B.C


2.Translate the passage on p.38 (Balme & Morwood, 1996): The school of Flavius.

3.Compare your answers with the answers given at the end of this Study Section.

(1)pueri can mean children as well as boys.

Balme & Morwood, 1996: 37 (at the bottom), 117, 118, 119.

Do Exercise 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 and 6.7 (Balme & Morwood, 1996).

Check your answers against the answers given below.Cartoon captions:

1.The boys and girls wait near the door; the master tells them to come in and sit down. 2.The boys want to play. The master says: You must work.

3.Decimus writes his letters badly; the master tells him to write the letters again.

4.At last the children are working hard; the master decides to tell a story.The school of Flavius

Quintus is walking to school slowly and often stops, but Horatia goes on quickly; she arrives at school first and greets the girls who are waiting near the door; she has a long talk with Julia, a very pretty girl. Quintus sees a friend, called Gaius on the way; he calls him. Gaius is hurrying to school but when he hears Quintus, he stops and says: What are you doing, Quintus? You must hurry. You are coming to school late. I am hurrying. Quintus replies: We are not coming late, Gaius. He tells Gaius to wait. He(Gaius) is anxious but waits. And so Quintus and Gaius go on slowly to school.

The other children are already there. The master comes out the door and tells them to come in and sit down; The boys want to play, the girls to work. When the master sees neither Quintus norGaius, he is angry and shouts: Why are Quintus and Gaius not present? Why are they coming late? At last in come Quintus and Gaius and greet the master. But he shouts: Why are you coming late? You are bad boys. He tells them to sit down quickly.

For a long time the children sit and listen to the master; for a long time the master shouts and teaches letters. The children write the letters on their tablets; the master looks at the tablets and corrects the letters.

Decimus, a big and stupid boy, learns the letters with difficulty. The master tells him to bring his tablet to him; he looks at the tablet. Decimus,he says, you are an ass; you do not write the letters correctly. Decimus says: You are wrong, master, I am not an ass. I do write the letters correctly. Look! He writes the letters again. But Flavius says: You are impudent, Decimus, and an ass; you do not write the letters correctly.

For a long time the children work. At last Julia says: We are working hard, master, we are writing the letters well; we are tired. And so you should send us off home.

Flavius looks at her kindly. Yes, he says you are working hard, children. And so I order you to go off home. The rest hurry home happily, but Flavius tells Decimus to stay in school. You, Decimus, must write the letters again. And so Decimus sits miserably in school while the rest are playing in the road.

Exercise 6.1

1.We want to play in the road.

2.You(pl) must hurry to school.

3.The teacher tells the children to come in quickly.

4.The children do not want to work.

5.The master decides to send the children away.

Exercise 6.2

1.iuvare The boys want to help the girls.

2.procedere But the girls tell the boys to go on to school.

3.facere What do you want to do, girls?

4.manere; ludere We want to stay in the road and play.

5.sedere audire We must sit in school and listen to the masterExercise 6.3.

1.Cur fessa es, Horatia?

2.Cur Flaccum non iuvas, Quinte?

3.Ad ludum festinamus, Flacce.

4.Cur lente ambulatis, pueri?

5.Anxius sum, fili.

6.Cur iratae estis, puellae?

Exercise 6.4

1.Why arent you hurrying, Quintus?

2.Who is helping Scintilla?

3.What are you doing, son?

4.How big is the field?

5.Are you taking me home?

6.You are taking me home, arent you?/Arent you taking me home?

Exercise 6.5

1.educate

2.school

3.knowledge

4.letters/literature

5.history

6.grammar.

Exercise 6.6

1.The friends are walking to school slowly. They arrive late.

2. When they enter the school, the master is angry.

3. Why are you arriving late? he says; You are bad boys/children.

4. The boys/children sit and listen to the master; he teaches letters.

5.At last he decides to dismiss the boys/children; he tells them to run home.

6.The girls are going to the fountain with Scintilla.

7.Horatia is carrying a big water pot and walks slowly.

8.Scintilla tells Horatia to hurry. Why are you walking slowly? she says; You must hurry.

9.When they arrive at the fountain, they draw water.

10. Horatia is tired; Arent we going back home now? she says.Exercise 6.7

1.quid facis, Quinte? Cur colonum non iuvas?

2.diligenter laboro; fessus sum.

3.quid facis, Horatia? Ad forum procedimus. Nonne parata es?

4.parata sum. Celeriter venio.

5.Flaccus filium secum ad agrum venire iubet.

6.Quinte inquit in agro laborare debes.

7.nonne me adiuvare cupis?

8.sed puer fessus est; laborare non cupit.

9.tandem Flaccus filium domum mittere constituit.

10.Quintus domum festinat et Horatiam vocat.

The education of Roman children (Balme & Morwood, 1996: 40-42).

2 Chapters 7-12 (Oxford Latin Course)

You will need approximately 20 hours to complete this Study Unit successfully.

Study Unit Contents



form the nominative, vocative, accusative and ablative cases of all Latin nouns belonging to the 3rd declension and translate these noun forms according to their function in a sentence

form the genitive case of all nouns belonging to the 1st, 2nd and 3rd declensions, and translate these noun forms according to their function in the sentence

understand the concept of neuter nouns and translate neuter nouns of the 2nd and 3rd declension in context

form the dative case of all nouns belonging to the 1st, 2nd and 3rd declensions and translate these noun forms according to their function in a sentence

recognise adjectives of the third declension when used in a Latin sentence and translate them in context

recognise and translate neuter adjectives

conjugate the irregular verbs possum and eo in the present tense and translate the forms into English

form and translate the imperative of all regular Latin verbs and the irregular verb est understand the concept of compound verbs and deduce the meaning of such verbs

recognise all verbs which are followed by the dative case

give all possible translations of the verb est when used in a sentence

translate the most frequently used Latin prepositions and know by which case they are followed

to recognise and translate the conjunction -que

deduce the meaning of adverbs formed from adjectives, and translate the other most frequently used Latin adverbs in context

give the meaning of all Latin verbs indicated in the List of contents of Study Sections 1.7 to 1.12


give a cursory survey of the aspects of classical culture and history indicated in the List of contents of Study Sections 1.7 to 1.12.


List of contents

Translation:Flavius story: The siege of Troy

Grammar:Nouns: third declension

Adjectives: third declension

Verbs: irregular verbs (possum, eoCultural topic:Homer and the Iliad



translate Latin sentences which contain third declension nouns and adjectives

translate Latin sentences containing the irregular verbs possum and eo


know the basic facts about Homer and the Iliad


2.Translate the passage on p. 44 (Balme & Morwood, 1996): Flavius story: The siege of Troy

3.Compare your answers with the answers given at the end of this Study Section

(1) The nominative and accusative plural of the third declension are identical. You will have to play around with the different possibilities and the context will eventually determine the correct translation.

(2) Turn to the reference grammar on p. 145. Here you will see that some nouns of the third declension have their ablative in -i.(3) In the case of adjectives, the nominative singular form of the three genders are given in the vocabulary list.

(4) You can no longer expect that noun and adjective have the same ending e.g. magnam urbem, since adjective and noun belong to different declensions

Balme & Morwood, 1996:120, 121, 122 and the vocabulary on p. 44.

Do exercises 7.1, 7.2, 7.3 and 7.4 on p. 121 and 122 (Balme & Morwood, 1996).


1.Quintus leads his dog into the field and greets his father.

2.Father and son are returning home from the field with the dog.

3.On the way Quintus sees many comrades; they all greet him.

4.Father takes the dog home, but Quintus plays with his comrades.Flavius story: The siege of Troy

Agamemnon, king of Mycenae, calls together all the princes of the Greeks; he orders them to prepare war against the Trojans. His brother Menelaus is there; Achilles, the bravest of the heroes, comesfrom Thessaly; Odysseus is there from Ithaca with his comrades, and many others. They prepare a great army and many ships. They sail to the city (of) Troy and attack the Trojans.

But the Trojans defend their city bravely. For ten years the Greeks besiege the city but cannot take it. At last Agamemnon and Achilles fall into a quarrel. Achilles is angry; he no longer fights but stays near the ships, idle. Now the Trojans conquer the Greeks and drive them to their ships.

Agamemnon sends friends to Achilles who tell him to return to the fight. They say, Achilles, the Trojans are conquering us and driving us to the ships. We are in great danger. You must return to battle and defend your comrades. But he does not listen to his friends nor does he cease from his anger.

Soon the Trojans are attacking the ships and setting fire to them. Patroclus, a dear friend, goes to Achilles and says, Now the Trojans are burning our ships; you must cease from your anger and help your friends. If you refuse to fight, you must send me into battle with your comrades. And so Achilles unwillingly sends Patroclus into battle. He (Patroclus) puts on the arms of Achilles and leads his comrades into battle. When the Trojans see the arms of Achilles, they are terrified and flee to the city. Patroclus runs at them and kills many. But Hector, the bravest of the Trojans, stands firm and calls Patroclus into battle. He hurls his spear and kills Patroclus.

Exercise 7.1

1. magnam urbem

1. bono rege

2. regem fortem

2. puero forti

3. navem longam

3. omnibus comitibus

4. matres laetas

4. principe tristi

5. omnes puellas

5. urbibus multis

Exercise 7.2

1.patrem. Quintus calls his father.

2.filium fortem. The father praises his brave son.

3.matre. Horatia returns home with her mother.

4.fessam. The mother helps her tired daughter.

5.urbem. The Trojans defend the city bravely.

6.naves. The Greeks cannot defend their ships.

7.omnibus comitibus. Patroclus runs into battle with all his comrades.

8.omnes; urbem. All the Trojans flee into the city.

urbem; Patroclum. Hector does not flee into the city but attacks Patroclus.

hastam; Patroclum. He throws his spear and kills Patroclus.Exercise 7.3

1. I enter

2. we enter

3. to enter

4. you (s.) enter

5. they enter

6. you (s.) sit

7. you (pl.) sit

8. we sit

9. to sit

10. I sit

11. I go

12. we return

13. to go away

14. they go in

15. you (s.) approach

16. we can

17. he/she can

18. I can

19. to be able

20. they can

Exercise 7.4

1.naves paratae sunt. Agamemnon navigare iam cupit.

2.cur manes (manetis)? ad navem celeriter (ad)ire debemus.

3.non possum navem videre. cur non adest?

4.ecce! navis iam a terra abit; in illa nave navigare non potes (potestis).

5.principes te iubent domum redire.

6.cras in alia nave navigare possums.

Homer and the Iliad - 1 (B alme & Morwood, 1996: 47-48)


List of contents

Translation:The death of

Grammar:Verbs: imperative, compound verbs

Prepositions

Conjunctions: queCultural topic:The Iliad - 2



translate Latin sentences which contain imperatives, compound verbs, prepositions and the conjunction que.


give more information regarding the Iliad


2.Translate the passage on p. 50 (Balme & Morwood, 1996): The death of Hector

3.Compare your answers with the answers given at the end of this Study Section.

(1)A negative direct command is given by using either noli (when the command is directed at one person) or nolite (when the command is directed at more than one person) followed by the infinitive e.g. noli monere = dont warn!

(2)Note the infinitive (posse) of the irregular verb, possum.

(3)The verb verto is transitive and so requires the reflexive pronoun se as object. Literally translated se vertit = he turns himself. Translate: he turns.

Balme & Morwood, 1996:123, 124, 125 and vocabulary on p. 50.

Do Exercises 8.1, 8.2, 8.3, 8.4, 8.5 and 8.6 on pp. 123 - 125 (Balme & Morwood, 1996)


Cartoon captions:

1.The children are waiting near the door of the school; the master says: Come in, children, and sit down.

2.Quintus arrives late; the master says: Why are you arriving late, Quintus? Come in quickly and sit down.

3.The children are sitting but not working. The master says: Dont play, children, but listen.

4.The master comes to Horatia and says: Horatia, dont draw pictures on your tablet.The death of Hector

When Patroclus is dead, Achilles mourns for him for a long time; he wants to take vengeance on Hector. He returns to battle and leads his comrades against the Trojans. When they see Achilles, they are terrified; they flee into the city. Hector alone stays outside the walls.

His father Priam, king of Troy, and his mother Hecuba see him from the walls; they call their son. Priam shouts: Hector, dont challenge (call) Achilles to battle; you cannot conquer him. Come into the city. Be quick.. His mother shouts: Dear son, dont stay outside the walls; dont go to meet your death; your poor mother begs you..

But Hector does not listen to them; he refuses to enter the city. Hecalls the Trojans and says, Shut the gates, Trojans; hurry. I am staying alone outside the walls and challenging Achilles to battle.

The Trojans unwillingly shut the gates. Hector waits for Achilles alone. He comes nearer. Then Hector is suddenly afraid. He turns his back and flees.

Achilles runs quickly but cannot catch him .Three times round the walls flees Hector, but at last he stands firm; he turns round and calls Achilles to battle. Achilles advances and hurls his spear at Hector. But Hector avoids the spear. Then Hector hurls his spear and strikes Achilles shield. But Achilles is unharmed; his shield saves him.

Then Achilles hurls his spear with all his might. The spear flies through the air and pierces Hector. He falls to the ground dead.

Achilles runs up and does a terrible deed. He ties the dead Hector to his chariot and drags him round the walls. His father and mother watch from the walls Hecuba shouts: O Achilles, she says, at last cease from your anger. Give us back our son. But Achilles does not listen to her; he drags Hector to the ships and leaves him lying on the ground.

Exercise 8.1

1.Come to the field, boys; dont stay in the house

2.Go back home, Horatia, and help Scintilla

3.Hurry to school, Quintus; dont play in the road.

4.Listen to the master, children; dont shout.

5.Sit in the house, Horatia, and listen to the story.

6.Hurry, Horatia; we are going to the spring late.

7.Come here, girls, and draw water.

8.Prepare the ships, princes, and sail to the city of Troy.

9.Attack the city bravely and conquer the Trojans.

10.Dont sit near the ships, Achilles, but defend your comrades.

Exercise 8.2

1.intrate celeriter, pueri, et sedete.

2.veni huc, Decime; tabulam tuam videre cupio.

3.diligenter labora, Iulia; noli ludere

4.diligenter laboramus, magister; itaque fabulam nobis narra.

5.fabulam audite, pueri; nolite clamare.

Exercise 8.3

1. she prepares

2. take!

3. we are going

4. prepare!

5. we are

6. you (pl.) order

7. to go

8. to flee

9. go away!

10. we can

11. attack!

12. to be able

13. you (pl.) are

14. come!

15. they are going

Exercise 8.4

1.ludum; amicis. Quintus approaches the school with his friends.

2.ianuam. The master is waiting for the children near the door of the school.

3.ludum. When he sees the children, he calls them into the school.

4.ludo. At last he dismisses the children; they happily hurry home from school.

5.agrum. Quintus and Horatia are hurrying to the field.

6.agro. When they approach, Argus sees them and runs out of the field.

7.patrem. The children are carrying food to their father.

8.terra. He sits on the ground and eats the food.

9.agro; Argo. Quintus stays in the field; Horatia returns home with Argus.

10.casa. When Scintilla sees her daughter, she comes out of the house and greets her.

Exercise 8.5

1.Quintus and Gaius enter the school.

2.The other children are already there and are listening to the master.

3.He is angry and says, Why are you arriving late? Come in quickly and sit down.

4.Horatia goes into the garden; Scintilla calls her back.

5.Come back, daughter, she says, and come with me to the field.

6.Horatia leads Argus out of the garden and runs back to her mother.

7.Mother and daughter hurry to the field with Argus.

8.When they arrive. Scintilla calls Flaccus. Come here, Flaccus, she says. We are bringing your dinner to you.

9.Flaccus approaches and receives his dinner.

10.Flaccus sends Horatia back home; but Scintilla stays and helps Flaccus.

Exercise 8.6

1.in agro mane, Scintilla, meque iuva, sed Horatiam domum remitte.

2.noli me domum remittere; cupio manere et cum matre laborare.

3.itaque omnes manent laborantque in agro.

4.Quintus, ubi a ludo redit, in agrum festinat.

5.ad patrem accurrit et te iuvare cupio, inquit; quid facere debeo?

The Iliad - 2 (Balme & Morwood, 1996: 52-53)


List of contentsTranslation:The fall of Troy

Grammar:Nouns: genitive case

Adverbs

Cultural topic:Virgil and the Aeneid



translate the genitive of the 1st, 2nd and 3rd declension when it occurs in a Latin sentence

translate an adverb when it occurs in a Latin sentence


give the most important facts concerning Virgil and the Aeneid

1.Translate the captions to the pictures on p. 54 (Balme & Morwood, 1996).

2.Translate the passage on pp. 55 - 56: The fall of Troy.

3.Compare your translation with the translation given at the end of this Study Section.

(1)Similar forms such as pueri (genitive singular and nominative plural) may be ambiguous in isolation, but the context will make the meaning clear.

(2)Be careful of punctuation when you translate the genitive: boys = of the boy; boys = of the boys.

(3)Adverbs usually modify verbs, e.g. celeriter ambulamus, = we are walking quickly; celeriter tells you how we are walking. But some adverbs may also modify adjectives, e.g. valde fessus est = he is extremely tired.

(4)English sometimes uses adverbs where an adjective is more logically correct, e.g. Horatia returns home happily, but Latin says: Horatia laeta domum rediit, since laeta describes Horatia, not the way in which she returns.

Balme & Morwood, 1996:126, and 127, and the vocabulary on p. 55.

Do Exercises 9.1, 9.2, 9.3 and 9.4 (Balme & Morwood, 1996).

Check your answers against those given below.

Cartoon captions:

1. The boy snatches the girls dinner.

2. The girl snatches the boys satchel.

3. The mother looks at the girls pictures.

4. The mother looks at the boys tablets.

5. The son goes into his fathers field.

6. The boy is carrying the dogs dinners.

The fall of Troy

For ten years the Greeks besiege Troy but cannot capture the city. At last Agamemnon, king of the Greeks, despairs. He orders all the princes to assemble and says, For ten years now we have been besieging Troy; we often conquer the Trojans in battle but we cannottake the city. I despair. What should we do? Should we return home? What do you advise?

The other princes are silent but Odysseus says, I dont despair. I have a new plan. Listen to me.

All the princes listen intently to Odysseus plan; they accept his plan joyfully. They make a wooden horse, huge; they send many brave men into it. These climb into the horse and hide themselves in the belly of the horse. The rest board their ships and sail to a neighbouring island.

At first light the Trojans see the ships of the Greeks going away; they rejoice because the Greeks are not there, they rejoice because fighting is at last finished. They run from the gates of the city to the deserted shore; they look at the huge horse standing on the shore. Some say, We must lead the horse into the city. Others say, Dont trust the horse. We fear the gifts of the Greeks. Perhaps some Greeks are hidden in it. At last they decide to lead the horse into the city. All joyfully drag it through the gates and place it in the citadel. Then they hold a feast and drink much wine.

Night is come. The Trojans are sleeping. The Greeks who are on the island board their ships and quickly return to the city of Troy. Those who are hidden in the horse silently go out (of it) and hurry to the gates.

The watchmen of the Trojans are sleeping; they are drunk. The Greeks kill them; they quickly open the gates and receive their comrades. They all run into the streets of the city. Few of the Trojans resist. Soon the Greeks capture the whole city. At last they attack the palace of Priam; they kill Priam and his sons. Few escape. So at last the Greeks take Troy and destroy the city.

Exercise 9.1

1.matris. The girl listens happily to her mothers story.

2. puerorum The master looks at the boys tablets (the tablets of the boys)

3. patris Quintus runs quickly to his fathers field (the field of his father)

4. feminarum The farmer cannot hear the shouts of the women (the womens shouts)

5. principum Many of. the princes want to flee into the city.

6. Troianorum Few of the Trojans are fighting bravely.

7. urbis Hector flees three times round the walls of the city.

8. Hectoris All the Trojans mourn Hectors death (the death of Hector)

Exercise 9.2

1. fortiter Fight bravely, friends, and take the city.

2. huc; diu Come here, Quintus; your father has been (is) waiting for you for a long time.

3. diligenter Work hard, boys; the master is watching us.

4. male Decimus writes his letters badly, he is an ass.

5. lente; cur Why are you walking slowly, Quintus? Why dont you hurry?

Exercise 9.3

1.to take

2.we take

3.take! (s.)

4.you take (s.)

5.I take

6.go away! (pl.)

7.they go away

8.to go away

9.you (pl.) go away

10.go away! (s.)

11.conquer! (pl.)

12.I conquer

13.to conquer

14.you (s.) conquer

15.they conquer

Exercise 9.4

1. femina prope portas urbis manet.

2. filius patris equum ad agrum ducit.

3. pueri magistri iram timent.

4. proras navium non possumus videre.

5. fabulam feminae audire cupimus.

6. potesne videre puellae matrem?

Virgil and the Aeneid (Balme & Morwood, 1996: 58-59)


List of contents

Translations:Polyphemus

Grammar:Nouns: neuter

Adjectives: neuter forms

Cultural topic:The Aeneid 2



translate neuter nouns and neuter adjective forms when they occur in a sentence


recount the most important facts about Odysseus and the Cyclops


2.Translate the passage on pp. 61- 62 (Balme & Morwood, 1996): Polyphemus


(1) Neuter nom., voc., and acc. have the same form and in the plural these cases end in -a in all declensions.

(2) Almost all 3rd declension adjectives have their ablative singular in -i.

Balme & Morwood, 1996:128 and 129 and the vocabulary on p.61.

Do Exercises 10.1, 10.2, 10.3 and 10.4 on p. 129 and p.130 (Balme & Morwood, 1996).


Cartoon captions:

1. The Trojans sail to the shore of Sicily

2. Mount Etna is throwing smoke and rocks into the sky; the Trojans are in great danger.

3. While they are resting on the shore, they see Polyphemus; he is descending slowly down the mountain

4. Polyphemus advances into the sea and hurls rocks at the ships.Polyphemus

Aeneas and the Trojans board the ships; they sail from the city of Troy to unknown lands. For a long time they search for a land where they can found a new Troy; they undergo many sufferings, many dangers; often Aeneas despairs. At last they decide to sail to Italy.

But when they approach Sicily, they scarcely avoid a great danger; for they see the rocks where Scylla lives, a horrible monster, and they hear the tremendous sound of the whirlpool where Charybdis spews up the waves. Father Anchises shouts in a loud voice:

Flee; rescue the ships from danger; for in those rocks lives Scylla.

Aeneas hears his fathers words and avoids the rocks. So they scarcely escape from the danger unharmed.

When they come to Sicily, they see Mount Etna; they steer their ships towards the land and towards nightfall they reach the shore of the island. They rest on the shore beneath the mountain. Mount Etna thunders throughout the night; it hurls flames and rocks into the sky. The Trojans are terrified and anxiously wait for day.

They are hurrying to board their ships when they see a man who is running to the shore. He calls the Trojans; he runs up to them and says Save me, I beseech you. I am a Greek, a comrade of Odysseus. The rest have fled. I alone remain. Flee, unhappy men, flee. The Cyclopes live here, vast giants, which eat men. Dont hand me over to the Cyclopes. Save me. Receive me into your ship.

Suddenly the Trojans see Polyphemus, a vast giant. He is leading his sheep down the mountain. He is blind; he descends slowly; on the way he often slips. Aeneas is terrified. Run to the ships, he says; hurry! The Trojans take the comrade of Odysseus and flee to the ships.

Polyphemus is now reaching the shore and advancing into the sea. He cannot see the Trojans but he hears them rowing. He raises a huge shout. The other Cyclopes hear the shout and run down from the mountains to the shore. They hurl huge rocks at the ships; but the Trojans are already rowing from the shore. The Cyclopes cannot reach them.

Exercise 10.1

accusative

1. puerum fortem

2. multa saxa

3. puellas tristes

4. magnum periculum

5. silvas ingentes

6. navem celerem

7. altum montem

8. omnia verba

ablative

1. puero forti

2. multis saxis

3. puellis tristibus

4. magno periculo

5. silvis ingentibus

6. nave celeri

7. alto monte

8. omnibus verbisgenitive

1. pueri fortis

2. multorum saxorum

3. puellarum tristium

4. magni periculi

5. silvarum ingentium

6. navis celeris

7. alti montis

8. omnium verborum

Exercise 10.2

1. Flee, comrades; giants are throwing huge rocks against us.

2. Dont stay on the shore but run to the sea and board the ships.

3. It is time to row fast; now we are escaping unharmed from the danger.

4. But look at the sky, comrades; we are falling into a new danger.

5. A great storm is coming; we are always undergoing new dangers.

Exercise 10.3

1.he/she sends

2.send! (pl)

3.to send

4.I send

5.they send

6.to do/make

7.they do

8.do! (pl.)

9.you do (pl)

10.I do

11.they return

12.he/she returns

13.return! (s.)

14.we return

15.to return

Exercise 10.4

1. tandem Troiani ad Siciliam adveniunt et in litore quiescunt.

2. sed in magno periculo sunt; mons Aetna saxa ingentia in caelum proicit/conicit.

3. subito Aeneas Polyphemum videt. comites, inquit, ad mare currite navesque (et naves) conscendite.

4. Troiani verba Aeneae audiunt curruntque (et currunt) ad naves.

5. Polyphemus eos audit sed videre non potest.

6. Troiani incolumes sunt; nam in aperto mari iam navigant.

Oddysseus and the Cyclops (Balme & Morwood, 1996:65-66).

Study Section 1.11


List of contents

Translations:The meeting of Dido and Aeneas

Grammar:Nouns: dative case

Verbs: verbs followed by dative

Cultural topic:Dido, queen of Carthage



translate Latin nouns of the 1st, 2nd and 3rd conjugation in the genitive case when used in a sentence

recognise Latin verbs followed by the dative and translate these in context


give the most important facts about Dido, the queen of Carthage

1.Translate the cartoon captions of p. 67 (Balme & Morwood, 1996).

2.Translate the passage on p. 69 (Balme & Morwood, 1996): The meeting of Dido and Aeneas


(1) The dative singular of the 1st declension is the same in form as that of the genitive singular and nominative plural. This may result in ambiguity of meaning but usually the context will make the meaning clear. Play around with different possible translations until you find the one which fits in with the rest of the sentence, and gives the best sense.

(2) Note that in the English sentence: Scintilla tells her daughter a story, her daughter looks superficially like the direct object. It should, however, be translated by using the dative case, since a story is the direct object, and her daughter, the indirect object.

Balme & Morwood, 1996: 130, 131 and 132 and the vocabulary on p. 68.

Do Exercise 11.1, 11.2, 11.3, 11.4 and 11.5 on p. 131 to 132 (Balme & Morwood, 1996).


1. Mother gives a new tunic to Horatia.

2. Father gives Quintus a dog.

3. The master gives their tablets to the children.

4. The children show the tablets to their parents.

5. Quintus gives the girls flowers.

6. They (the girls) give the flowers back to him.The meeting of Dido and Aeneas

While the Trojans are sailing from Sicily to Italy, a great storm comes; Aeolus, king of the winds, sends out all the winds. The Trojans are in great danger and cannot hold their course. At length the winds drive them to an unknown land. The Trojans get out of their ships and rest on the shore.

The next day Aeneas decides to explore the land. He says to his comrades: You stay near the ships; it is my intention (it is the intention for me) to go forward into the land. With one companion he c1imbs a hill and looks out. He sees many men, who are building a city near the shore. Aeneas watches them for a long time.O lucky men! he says, you are now building your city; we are always wandering on the waves. At last he descends the hill; he enters the city and approaches a great temple.

On the walls of the temple are many pictures; when Aeneas looksat the pictures, he is astonished; for the pictures depict the Trojan war. He calls his friend and says, Look, friend, in this picture you can see Priam and Achilles. Here is Agamemnon. Look, here Achilles is dragging the dead Hector round the walls of the city. Do not be afraid. The sufferings of the Trojans are known to all.

While he is looking at the temple, behold. the queen, called Dido, approaches with many princes. Aeneas runs to her and says, O queen, help us. We are Trojans who are sailing to Italy. A storm has driven us to your land.

Dido looks at Aeneas, filled with wonder; then The fame of the Trojans she says is known to all. Do not fear. I gladly help you. So she receives them kindly and leads them to her palace. Then she calls all the princes of Carthage and all the Trojans to a feast.

When dinner is finished, Dido says, Come, Aeneas, tell us of the fall of Troy and all the sufferings of the Trojans. All sit silent and look at Aeneas. He answers: Queen. you bid me renew unspeakable grief. But if you want to learn, hear the last sufferings of Troy.

Exercise 11.1

1. bonae puellae

2. filio caro

3. regi forti

4. matribus laetis

5. omnibus litoribus

6. parvo puero

Exercise 11.2

1.Give me dinner. Give dinner to me.

2.I show you my fathers horse. I show my fathers horse to you.

3.I tell you all. I tell all to you.

4.The prince gives arms to the king. The prince gives the king arms.

5.The king gives him back the arms. The king gives back the arms to him.

6.Tell us a happy story. Tell a happy story to us.

7. Im telling you a sad story. Im telling a sad story to you.

8. The father gives his son a dog. The father gives a dog to his son.

9. The son shows the dog to his friend. The son shows his friend the dog.

10. The friend says, The dog is thirsty; you ought to give it some water / you ought to give some water to it.

Exercise 11.3

1. femina aquam equis dat.

2. pater filio cibum dat.

3. puer cibum patri reddit.

4. mater puellis fabulam narrat.

5. rex principibus naves ostendit.

6. colonus canem mihi tradit.

Exercise 11.4

1. The Trojans resist the Greeks bravely; the Greeks cannot take the city.

2. Odysseus shows the princes a new plan; he orders them to make a wooden horse.

3. Agamemnon says to the princes: Odysseus is showing us a good plan; it is my intention to carry out his plan.

4. The Greeks make a horse, just as Odysseus orders them; so the Greeks at last capture Troy.

5. The children are working hard; the master gives them a reward.

6. Quintus runs home and tells his mother everything.

7. Horatia runs to her brother and gives him a kiss.

8. Scintilla says to them: Hurry up, children; Im preparing supper for you.Exercise 11.5

1. Horatia matri in via occurrit.

2. illa filiae veni ad fontem inquit et me iuva/mihi succurre.

3. ubi domum redeunt, Quinto occurrunt.

4.Scintilla cenam pueris parat; deinde fabulam eis narrat.

5. Dido magnam cenam dat Troianis principibusque Carthaginis.

6. ubi confecta est cena, Aeneae narra nobis inquit omnes labores Troianorum.

Dido, queen of Carthage (Balme & Morwood, 1996: 71-72)


List of contents

Translations:Infelix Dido

Grammar:Nouns: review

Adjectives: review

Verbs: est (other translations), imperativeCultural topic:From Aeneas to Romulus



give more than one translation for the Latin verb sum

translate the imperative form of the Latin verb sum


tell the story of the founding of Rome as represented by Virgil and Livy

1.Translate the caption to the picture on p.73 (Balme & Morwood, 1996).

2.Translate the passage on p.74: Infelix Dido

3.Compare your translation with the translation given at the end of this Study Section

(1) eis placet: it pleases them i.e. they decide.

(2) No new grammar is introduced in this chapter. Use this opportunity to consolidate thoroughly your knowledge of nouns and adjectives of the first three declensions. Use the reference grammar on pp. 145-6.

Balme & Morwood, 1996: 132-133 and the vocabulary on p. 74.

Do exercises 12.1, 12.2 and 12.4 on pp. 133-134 (Balme & Morwood, 1996).

Check your answers against the answers given belowCaption to the picture:

Dido takes a sword and pierces her breast.

Ill-starred Dido

When Aeneas makes an end of speaking, all sit silent. At last Dido sends away her guests. Soon all are asleep. But Dido cannot sleep Through the whole night she turns over in her mind Aeneas and the sufferings of the Trojans.

Aeneas and the Trojans after such great sufferings are very tired. They decide to stay in Libya and rest. Meanwhile Dido begins to fall in love with Aeneas; she always watches Aeneas; she hears and sees Aeneas even when he is not there. Nor does Aeneas spurn the love of Dido. Through the whole winter he stays in Libya and helps Dido, while she builds her new city.

But the king of the gods, Jupiter, from heaven watches Aeneas tarrying in Libya. He is angry because Aeneas, forgetful of his destiny, is staying there. He calls Mercury, the messenger of the gods, and says, Go now, Mercury; fly to Libya. Bid Aeneas sail to Italy at once.

Mercury prepares to carry out his fathers orders; he puts on his winged sandals and flies down from heaven to Libya. He finds Aeneas building the citadel. He approaches him and says: Hear me, Aeneas. I am Mercury, the messenger of the gods; Jupiter, kingof men and father of the gods, sends me to you; he bids me say this to you: Do not stay in Libya any longer, forgetting your destiny. Sail at once to Italy and found a new Troy there.

When Aeneas sees Mercury before his eyes and hears the warning of Jupiter, he is terrified. He cannot neglect the orders of the gods. He returns to his comrades and tells them to prepare the ships.

But Dido has learnt all; she summons Aeneas and Traitor she says, are you preparing to leave my land without a word (silent)? Do you so spurn my love? Do you leave me like this to die? He, deeply moved, says, I do not spurn your love, nor am I preparing to go away without a word. But Jupiter himself orders me to make for Italy and found there a new Troy. I am not making for Italy of my own will. Then indeed Didos anger flares up: I dont keep you back. Go now. Make for Italy. But I warn you: a terrible punishment awaits you. Sooner or later either I or my descendants will exact vengeance from you. So she speaks and falls to the ground, in a faint (senseless}.

Exercise l2.1

1. There are many temples in the city.

2. There is a huge rock on that shore.

3. Be diligent, children, and write your letters well.

4. There are many dogs in that wood.

5. Be quiet, Quintus; the master is looking at you.

Exercise 12.2

1. ad Siciliam; e navibus; in litore When the Trojans reach Sicily, they go out of their ships and rest on the shore.

2. de monte alto The next day they see Polyphemus; he is descending from a high mountain.

3. ad naves The Trojans cannot resist him. Aeneas orders his comrades to flee to the ships.

4. ad litus; a terra When they reach the shore, they board their ships and row away from land.

5. ad mare; per undas Polyphemus arrives at the sea and walks through the waves.

6. de montibus Suddenly he hears the Trojans and shouts to the Cyclopes: Come down from the mountains; help me.

7. e litore; in naves They quickly gather and hurl huge rocks from the shore at the ships.

8. e periculo But the Trojans row bravely and so escape unharmed from the danger.

Exercise 12.4

1. Aeneas, ubi Didonem videt, ad eam accurrit et regina, inquit, succurre nobis.

2. Dido eum benigne accipit; nam fama Troianorum omnibus nota est.

3. ducit eum ad regiam et magnam cenam omnibus Troianis dat.

4. post cenam Aeneas, inquit, narra nobis omnes labores Troianorum.

5. omnes taciti eum audiunt, dum ille fabulam eis narrat.

3 Chapter 13-18(Oxford Latin Course)

You will need approximately 20 hours to complete this Study Unit successfully.

Study Unit Contents



identify subordinate clauses, introduced by conjunctions or relative pronouns, in complex Latin sentences

translate all Latin relative pronouns when used in sentences

translate all Latin demonstrative, personal and reflective pronouns and personal adjectives when used in a sentence

conjugate the irregular verbs nolo and volo in the present tense and translate these forms when used in a Latin sentence

conjugate all normal Latin verbs in the imperfect and the verbs which occur in chapters 17 and 18 in the perfect tense and translate these forms when used in a Latin sentence

translate all Latin numerals

recognise and translate expressions of time in a Latin sentence

give the meaning of all Latin words indicated in the List of contents of Study Section 1.12 to 1.17


give a cursory survey of the aspects of Roman culture and history indicated in the List of contents of Study Sections 1.12 to 1.17


List of contents

Translations:Fabula tristis

Grammar:Syntax: subordinate clauses

Pronoun: relative pronoun

Cultural topic:The Olympian gods



identify subordinate clauses, introduced by conjunctions or relative pronouns, in complex Latin sentences

translate all Latin relative pronouns when used in sentences


give a cursory survey of Roman religion, name the twelve most important Roman gods and discuss their most important functions and attributes

1.Translate the cartoon captions on p. 80 (Balme and Morwood, 1996).

2.Translate the passage on p. 81 (Balme and Morwood, 1996): Fabula tristis.

3.Compare your translations with those given at the end of this Study Section.

(1) The story of Cupid and Psyche comes from the only Latin novel surviving complete. It is concerned with the adventures of one Lucius, who dabbled in black magic and turned himself into an ass by mistake (hence the title The Golden Ass). In his metamorphosed form Lucius was captured by thieves and endured many sufferings. At one stage the robbers captured a beautiful girl whom they held to ransom. When they went off to carry on their business, they left the girl in charge of the old woman who cooked for them. To comfort her the old woman told the story of Cupid and Psyche. Our narrative is b

latn 112 pec 2012

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