Chapter 1 Scintilla in casa laborat Ifyou do not understand any of the grammatical terms, they are explained in the glossary on pages 284-90. ‘Grammar: verbs: transitive & intransitive; Ist conjugation, 3rd singular est-+ ‘complement nouns & adjectives: Ise declension sing. nominative &e accusative COMMENTARY Scintilla in casa laborat 1.2: Scinilla Hortiam woeat: the names so far have been inthe nominative asi shown by the face chat they end in-a;chey have been the subjects ofthe verbs. Now Horatiam is in the accusative, ending in-am, an is therefore che objec of wea: Seinsilla calls Horatia [BW Argus: this famous mosaic of a dog is from the floor of a doorway in Pompeil. (National Archaeological Museum, Naples). See page 3 in Oxford Latin Course, College Edition: Readings and Vocabulary. Word-building ‘A very large number of English words are derived from Latin. Whac is (a) a labori- ‘ous task (b) puerile behavior () feminine intuition? From which Latin words is ‘each ofthe English words in italics derived?2. OXFORD LATIN COURSE, COLLEGE EDTION: GRAMMAR, EXERCISES, CONTEXT Chopin cas birt 3 TES Thea le cP le a te hg Case st Declension Endings Usage nominative | 1. Note that Latin has no definite article (che), nor indefinite article (a); so, subject of sentence | Quintus est puer Romanus. = Quintus isa Roman boy: Seinella in casa ‘genitive coal of abOrat.~ Scincilla is working in the house. | dative ae ike 2. Note that verbs usually come at the end of their clauses, hough est often | | aM ih faa 3, Fag theeadier laps of tay cours cnly the presenttzoes of verhe ruse, scensative “am object of sentence Latin as only one form for the presene tense, English has two, eg. Seinella laborat = either “Scintlla works” or "Scinila is working.” 4. Latin does not express the subject of dhe verb if che context makes it cleat, eg, Seintilla in casi labora fessa est. = Scinil is working in the house; she is tired. In Engl the meaning ofa sentence is determined largely by word order in Latin i is determined by infexion, i.e. by changes in the endings of nouns “At present the ablative case is used only after certain prepositions, eg. in casi = in the house; note that in easam (accusative) ~ into the house; in casa (ablative) the house, and adjectives, and word order is exible, e.g | Translate she following Mosatia Sein Tova hes Seis 1. mina fesmae. Horatiam Scintilla iuuat = Scitila helps Horata | 2. puellacénat. Ending -a indicates che subject ofthe verb; ending -am indicaces the objet. 3. Scintillainerat. Is therefore always vital o pay close attention co word endings. 4, Horitia ni labsrat 6, This chapter intoducer the chee type of sentence which form the skeletons of all Latin sentences (a) subjects intansisie verb (an imansve verb is a verb which does not rire an object) eg, Simla labora. = Scinilais working Tansee follwing (b) subject + transitive verb + object (a transitive verb is verb which requires 1. Scinilla fessa est. an objec), ef: Horta Sintillam iuwat. = Horati is helping Semla, pucla er est. (© subject | 6 Horita ext puella Romana. Noe that the complement isin the | tame case ashe subjec. This structure almost vay cats withthe vib “wo be" (eg, is "a | 7. Cases: the inflexions of nouns and adjectives (changes in their endings) are | 2 ning word + complement (complement = completing word) 3. Gna nd pari ex. 4, Scinuilla est mina Ea 5) called cass: In each ofthe fllowing ive the corece Latin frm forthe word in parentheses and tans a nominative case (indicating the subjece oF verb or the complement of the late the whole sentence, eg. Saar ‘Scintlla ad casam (walls): ambulat Scincila walks tothe house am accusative case (indicating the object of a transitive verb). The accusative 1. puella easam (enters). case is also used after many prepositions eg. in easam = into the house. Femina (is working) it 3. céna nm paria (is) 4, Scinila (is hussying)4 0\OR0 LATN COURSE, COLLEGE EDMON: GRAMMAR, EXERESES, CONTEXT 5. mox (dinnet) patita es G. Hloritia (glad) est, EXERCISE 4.4 Copy ous the following sentences in Latin, Fill in she blanks with the correct endings and 1. Horati~ in cas labora. 2. puella Scintill~ uocar. 3. Scinell— cas— incrat 4, fia Scintil- saaat puella n~ parat Scintillafli-laudae. Argus casam inteat et o&n deuorat Scintilla rarest; cénam iterum (again) par~ ry In each of the following give the correce Latin farm forthe word in parentheses; then trans late the whole sentence Scintilafliam (cll). Horitia casam (enters) et (Scintil) saat. Horatia Scinaillam (helps). Scintilla Horitiam (looks 2), Horatia (happy) est. EXERCISE 1.6 ‘Translate into Latin L. Horatia is carrying water into the house She is tied but she hurries, 2 3. She enters the house and call 4, Scintlla praises (her) daughter. Chapter Semttin case abet CLINT) (Out story traces the life of Quintus Horatius Flaccus, who rose from humble begin- rings to become the friend of the great and one of che most fimous of the Roman poets. He relly us a significant amount about his lif ix his writing buc what he sys should probably be approached with caution. He ezeates a poetic persona for himself which is cleanly stylized in some ways, but he would have made himself ridiculous i his portait of himself had not had some foundation in reality. And so, while we have filled in the picture with many details of our own, we have basically taken him at his word Tha mountines resco cheat southeast te He was botn on December 8, 65 BC in Venusia, a large town in the wild area of Apulia in southeast Ieay. His father, whom he loved and admired, was an ex-slave, a freedman who was an auctioneers agent and a provider of banking services as well as runninga small farm (Horace, Saves 1.6.6, 71, 86). We know nothing at all about any | other relatives. We have invented the name Scintilla for his mother and given him a siscer called Horati, His father did noc send him to the local schoo!—though in our story we pretend that he did go therefor a while—bur “dared co take me ta Rome asa boy to be taught the arts which any father from the top levels of sociery would have his sons taught (Satives1.6.76-8). In Rome, Flaccus sent him to what was perhaps the best school, rhat of Orbiltus. Afer this, he may have studied thetoric, the at of public speaking, which15 CAFORD UMN COURSE, COLLEGE EDTION: GRAVAMAR, EXERCISES, CONTEXT was the usual form of tertiary education, Finally, when he was about 20, he went ro the ‘Academy in Athens, che most famous univesiy inthe ancient world, where he studied philosophy (Episer2.2.43-5) Av the age of 21, he ended his student carecr and joined the army of Marcus Br tus, the leading assassin of Julius Caesar; Thus when he was 22 he fought as a military tribune, a surptisingly high rank, and even commanded a legion on the losing side in ‘one ofthe bloodiest batles ofthe ancient world, a Philipp in northeast Greece in the autumn of 42 BC (Satires 1.6.48, Epistles 2.2.47-9). Aer this humiliation, he ecurned to Rome, became a clerk in che Treasury and started t0 waite poetry (Suetonius, Vite Hone Epistles 2.2.51-2). This led him to move ia literary circles where he met Virgil, usually regarded as the greatest of the Ro~ ‘man poets. Virgil introduced him co Maecenas, ane of the most powerful men of the ‘ime and a great patron of the arts. Maecenas became a close friend and presented him with a farm in the Sabine hills near Rome, and his support allowed Horace co devote himself to writing poetry (Satres 1.6.54-62, 2.6.1-5). Through his patron, he became a friend of Augustus, che frst Roman emperor, who admired his poetry and may even. have asked him to become his private secretary (Suetonius, Vita Horas). If he dl Horace refuced the postion but remained on good terms with Augustus, ‘ise maybe te singe possi erie ancien! porta of Horace. The wine mu sets 9 lease lower and the receirg hatin cuggets Hora! usaum of Fine ts, Boston Chapter 2 Sein cass tat 7 Horace lid not write a vast number of poems: in fact they fit into one slim volume: Bur they are highly original—they include four books of Odes, which he modeled on Greck lyric poetry, two books of Satis, in which he laughs cither at himself or at the follies of his fellow men, and two books of Episls, letters to friends in poetic forms. At the end ofthe frst set of Odes, he proudly claims: T have raised a monument more lasting than bronze and higher than the «ins of che royal pyramids. Neicher biting rain nor the wild north wind nor the innumerable procession of the years nor the light of time can destroy ic... Novall of me shall die. humble beginnings ‘man who became powerfil from (Odes 3.30.1-6, 12) He died not long after Maecenas on November 27, 8 BC, at the age of 56. Further Reading ‘An important ancient source for Horace’ life is Suetonius’ De Viris Mustribus. For a Fall modern account of Horace’ lif, see Robin Nisbet, “lorace: Life anel Chronology,” pp. 7-21 of The Cambridge Companion to Horace, ed, Stephen Harrison (Cambridge, 2007). An excellent, attractively presented selection from his work (in English) is Keith Maclennan, Horace: A Poet fora New Age (Cambridge, 2010)« nouns & adjs 2nd declension: nominative &¢ accusative sing, & plural CARTOONS AND PATTERN SENTENCES These introduce the concept ofthe plural and the masculine gendet, You will be exercisn these in the three passages in this chapter. Full explanations are given below, but sce hor COMMENTARY (a) Quintus Flaccum iuua’ Vocabulary 2a: the prepositions a and & change form to ab and ex if they are followed b a vowel eg. & casa (out of the house) but ex aged (out of the fk EM Gathering olives: this illustration from a sixth century Attic va (British Museum) shows two men beating the branches of an Olive tree to shake down the fruit; a boy has climbed the tree to Pick the olives while another gathers up the fallen fruit. Olives, jarvested in October and November, formed a vital part of the ural economy; olive oil was used for cooking, lampHighting, washing (Soap) and scent. See page 6 in Oxford Latin Course, College Edition: Readings and Vo (b) Flaccus ad tabernam exi fey A tavern at Pompeii modern Italy, so in ancient, tt f numerous drinking shops scattered round the town, llustration on page 7 shows one in Pompeii on the Via dell’Abbondanza. (For full comment, see p. 70.) Hot and cold drinks were served from the counter. See page 7 in Oxford Latin Course, College Edition: Readings and Vocabulary, The names of Flaccus’ friends and the tenor of their conversation are taken from Petro The Sayrica is an immensely long novel, much of it lost, centri round the escapades of ewo disreputable undergraduate preserved section cells of a dinner party given by the millionaire Trimalchio; at one point the guests ae discussing the price of com: “No one cares how the price of corn hurts. My god, I've not heen able (o find a mouthful of bread today, And how the drought goes on and on! Thete’s been @ famine now for a year. Curse the aediles, who are in league with the bakers.” (The aediles were officials in charge ofthe supply and price of grain.) 17 domum redit: “he returns home"; note that the preposition ad is omitted before An election poster: this poster is inviting support for Cnaeus Holuius Sabinus. (Vis a capital u.) What case is his name in? See page 8 In Oxford Latin Course, College Edition: Readings and Vocabulary. (c) Scintilla et Horatia ad fontem festinant The wealthier houses in Pompeii ha er supply but most had none. And so the town to collece wate. The sime was true of ancient Greece, a scene often represented [Rv] Women filling urns at the spring: this blaclcfigure vase from lulci dates from about 530 BC. It shows some women toa spring with a lion-head spout to fill their vases. The central figure is leaving after filing hers. There is an element of humor since the jar on which the scene is painted is itself a water jar (Villa Giulia, Rome) See page 9 in Oxford Latin Course, College Edition: Readings and Vocabulary, [EW A scene from twentieth-century Italy: it was also true of modem italy until quite recently. See page 9 in Oxford Latin Course, College Edition: Readings and Vocabulary, 1.6 eam ic (feminine because it refers to wma) 19 surge..porté "get upl..catty!" These are imperative forms of the verb, used in giving orders (see Chapeet 4),410. OXFORD LATN COURSE, COLLEGE EDITON: GRAMMAR, EXEROSES, CONTEXT Word-building Ieis ofien possible to guess the meaning of Latin words from the English words ‘which come fiom them. What do the following Latin words mean? verss NOUNS ADJECTIVES defendi familia Anxius descendit famma désertus repel memoria timidus Since many words can easily be guessed from their similarity to English words consiimit = helshe consumes, eats; and déuorat = he/she devours, we do not always loss them in the passages. Bur all such words are included in the General Vocabulary. GRAMMAR Nouns 1 Cases All nouns consist of a stem, which shows the meaning of the word, and an ending, ‘which shows ts case. The cases indicate he relation ofthe nouns to the rest ofthe sen tence, There are five cases, the uses of which may be summarized as follows "Nominative: subject of caus and complement after the verb “tobe puell-a,eolon-us, Genitive: = “of” puell-ae, col Dative - “to” ot “for” puelh-ae, colbn-& Accusative: object ofa transitive verb and afer certain prepositions: puellam, cols Ablaive by” “with,” or “From” puell-a, colon-6 ‘There isa sixth case—the Vocative—used in calling co or addressing someone; this, is the same in form as the nominative for all nouns except for 2nd declension nowns (Gee below) ending -us in the nominative; the vocative of these nouns ends -e; thus “quid facis, Flace-e?” = "Whar are you doing, Flaccus?” “The uses of these cases will be introduced and more filly explained in successive chapters 2 Declensions | Nouns fll nto groups called declensions: Chapter 1 introduced only nouns of the fast, declension characterised by che case ending -a, e.g. nominative Horati-a, accusative Horati-am, ablative Hordti-a (N.B. in che nominative the -a sounds short, in the abla- Chast 2 Quine acum aust 4 ‘This chapter introduces nouns of the second declension, which have nominative cus or -er, accusative -um, ablative 8, eg colon-us, coléa-um, coln-3, puer, puer-um, puer- agen age-um, agr-8 2nd declension masculine plurals end in in the nominative and ~s in the accusative First and second declensions, nor and accusative singular and plural ame pel voninaiie [sede fen) | puella | pelae 2nd decl, (mase.) | colon-us colén-i ioe oer cecuatie ede fem) pula 2nd dec. (mas) |ealéncum | eons pera t pears 3 Gender All nouns ate either masculine or feminine or neuter (i, nether masculine nor fem ‘Neatly all nouns of the Ist declension are feminine (afew are masculine because of theie meaning, eg. nauta = a silo). ‘Most nouns of the 2nd declension are masculine: some are neuter (neuter nouns of 2nd declension have nominative and accusative -um), e.g. colonus and puet are masculine; bellum (wat) is neuter Adjectives Adjectives agree with their nouns, ie. they have the same case and gender, eg, puella bona; puellam bonam. multi colons; multss colonds. They are given in che vocabulary with all three genders, eg. | mase. fem. neuter [magn-as magne imgeon [big These are abbreviated to magn-us, a, -um.EXERCISE 2.4 In Chapter 1 all verbs belong to che fist conjugation, the ending -a (inteA-T, wocA-T et). In Chapter 2 all four conjugations are used (see vocabulary) the naminatve case) Conjugation | _ 3rd person singular 3d person plu rder (masculine or feminine or neuter) ofthe following words (which are all in 5 err, pct wi saxuim, fibula, coldnus, bellum, paract | he/she prepares | pararne they prepare mone-t_| he/she yarns they warn EXEROISE 2.2 a regit | he/she rk they rule 4h ‘audit [holsheheas | audi-une they heat Note 1: Note the change inthe vowel in the 3rd person plural of the 3 4th conjugations fils Laeeae sunt. ext | helsheis sunt pueririta ex Note 2: Note irregular forms above for the verb “to be! SERRE ch their stem puella puerum uocat { conjugation: stem ending 3nd conjugation: stem ending in consonant eg, eaD-it Pick out from the English translations below the ones that fit each of the following {ch conjugation: stem ending eg: audl-t swords What conjugation does each one of them belong to festinane audi adsune (This verb isa special case, Why?) paranethey are preparing, he i sitting, chey run, they hear, he is approaching, he hears, they climb, they are present, they praise, they stay they are hurtyin The anxious girs are now looking at the be Hocatia goes into the house and calls Scinil The) angry Flaceus warns (his) daughter The boy and the girl are running co che house Scintilla and (her) daughter are at last preparing dinner Ancient Rome was very much a man's world, and the most important function of women was to produce children and bring up a new generation of Romans. The main ‘emphasis was on the boys, but gies could go to school atleast in ies early stages (Plats, The Pesian 171-5; Livy 3444-7; Martial, Epignzms 9.68, CIL 10,3969, CIL 5.5262: M. Joyal, I. MeDougall & J.C. Yardley, Giveee and Roman Education: A Sourcebook (Routledge, 2009) pp.152-3, 176-7, 185). After that, they might be taught at home by their mother or gifted slave, Ifchere was a private tucor in a household, ics likely thac daughters could have joined the sons in their studies in grammar, literature and possibly Greek as well as music and philosophy, Marriages were arranged by the parents of the bride and bridegroom and some k place atan eaely age. Tuli, the daughter of the famous lawyer and politician ‘was betrothed ar nine and when she die atthe age of 30, she had been martied times, Cicere’s friend Aticus scarted looking for a husband for his daughter At- rica by the time she was six (Cicero, ad Atticum 13.21a.4); and she martied a man old {enough to be her father atthe age of about 14, Though the average female was married Within che socal elite the expected age for marriage was 15, The ideal wife, we discover from epitaphs, was beautiful, chaste, devored to her husband, a good mother, pious, modest, stay-at-home, accomplished at wool-work: ing and economical, But if her life sounds dull and restricted, she was not necessarily downgraded as a human being or without influence. For one thing, she managed the house, And couples expected to live in harmony with each other, and many did. An inscription on one gravestone reads To Urbana, the sweetest, chastest and rarest of wives, who cercainly h never been surpassed, and deserves to be honoured for living with me to her lase day in the greatest friendliness and simplicity. Her affection was matched by her industry. I added these words so that readers should understand how much we loved each othe (cL62 Another, set up by a freedman in Rome on the tomb of his wife, reads This woman, who died before me, was my only wife; of chaste body, she loved me and vias mistress of my heart she lived faithful co her husband Jno was faithful 1 her, and never failed in her dury ac any time of couble (Cl. Exe. 2.959) Ifa marriage broke down, divorce was easy, and the fact chat the husband had to gi back hee dowry with the divorced wife puta wealthy woman in a strong position, Funeral monuments often show family groups in which husband and wife are rep- sented with theie children: che nucleat family was the norm, and most women appeat 0 have found fulfillment in caring for their husband and children. Nor was their work all dull. Weaving i a skilful and creative craf, and managing a household a responsible and often challenging job. The talking that women do together during these and other activities has often been dismissed as gossip; but women are also exchanging informa- tion, some of it very useful, and giving mutual support and practical help. Es45 OXFORD LAIN COURSE, COLLEGE EDMION: GRAM, EXERCISES, CONTEXT ‘And women could by and large go where they wanted, Provided that they were escorted by men (a slave would do}, they could go to shops and temples and to the festivals and public entertainments which were such afeacure of Roman life. They were present ac dinner paties with their husbands, In Fact, despite the laws which restricted certain areas oftheir lives and which were gradually lied in Horace’ time, they did not live all thac differently from other women in the Western world up to the women's liberation movemene in the twentieth century. Thi bess scene of hares fom a wale paint b7a Campanian pater fhe rt cen tury BC howe agi eng propaed fo intiton Pomel Further Reading Women’ Life in Grece and Rome: A Source Book in Tranelation, by Mary R. Lefkowitz and Maureen B. Fant (Duckworth, 2005). This is an update of the classi source book. which appeared in 1982s aso The Roman Howshold: A Source Book, by J. F. Gardner and 7. Wiedemann (Routledge, 1991). Also valuable are che relevant passages from Growing Up and Growing Old in Ancient Rome, by Mary Hatlow and Ray Laurence (Routledge, 2002), A good, wel illustrated introduction to the topic is Roman Women, by Eve D’Ambra (Cambridge, 2007). Chapter 3 Nundinae ad, dab tes) Grammar: vers: all persons; prepositions with accusative and ablative CARTOONS ‘The cartoons introduce us to the 1s¢and 2nd persons (F, we, you) in thesingular and plural COMMENTARY Nandinae “Markets were held every eighth day and were public holidays. (For Further details se p.23.) In country tows they would be held in the forum, the town center 11 miindinae sunt: nindinae is plural in form but singula pulae = a feast, and a number of place names, e.g. Atha 16 rabernae = stalls; chese would be Rirnsy constuctions erected for the day. 18 meres: wares (accusative feminine plural 3d declension) 1.9 quanti?“for how much,” genitive, expressing valu; ablative expressing price. (The prices demanded by Flaccus andl family are unrealistically highs there were 18 ase to the denarius and a basket of fgs would scatcely cost one as— Martial says, no doube with exaggeration, that one could buy a chick-pea dinner and a ‘woman for an as each (Epigrams 1,103.10), but we wished to avoid 3rd declension form) For Roman money, see J. Morwood, A Latin Gnommar (Oxford, 1999), p. 147. ILL1-12 ils fics: hough fcws (ig) has masculine endings, iti usually feminine. Al- though it refers co the fruit here, ics worth remarking hae in Latin all tees are feminine. IL14-15 néndidinns “we have sold”; the sense demands perfect form. cenabimus. we shall dine”; the sense demands a future form. This tense will not be leaned until Chapters 10 and 15, bue note thatthe person endings are the same as fr the present tense. n meaning, compare, eg shens, onari: “for one denatius,” Fabella ‘This word means a story of, as here, a play. You are encouraged 1o read out as much Latin epctinnsd tell teen sel one,{18 OXFORD LAIN COURSE, COLLEGE EDIMON: GRAMMAR, XERGSES, CONTENT 1.15 cenabius: we shall dine the sense demands a future form. This tense will nt be learned until Chapter 15; but note that the person endings are the sume a for the present tense (& Fish mosaic: in this mosaic from Pompeii there can be seen pattern consisting of more than 20 species of fish, crustacea and other marine creatures including an extremely realistic octopus. (National Archaeological Museum, Naples) See page 13 in Oxford Latin Course, College Edition: Readings and Vocabulary, Verbs: Present Tense, All Persons Latin changes the verb endings to shows which person (I, you, helsheit, we, you, chey) is performing the action of the verb (Old English did the same, eg. I come, chow comest, he cometh.) “The person endings are the same forall rypes of wer person Singular plural Ist 6 I -mus ve 2nd E you tis you 3rd “ he/she “nt they “These endings are atached co che verb stem. ‘st conjugation (stem ends -a) singular plural pars 1 prepare pari-mus | we prepare paris you prepare a you prepare parat | Telshe prepares | paraone | they prepare 2nd conjugation (sem ends -c) mone Tarn moné-mus | _wewarn mone-s you warn moné-tis you warn monet | he/she wars | monemt they warn 3rd conjugation (stem ends in consonant) reg Tle reg-imus werule regis you rule regis youre regi helshe rules regent they rule crept 3 Mondnae 19 4th conjugation (stem ends“) audi-6 hear audi-mus ove hear au you bear audiis you hear audit hefsbe hears | _audi-une they hear [Note I. In the 3d conjugation (where the stem ends in a consonant) vowels iw are inserted before the person ending. 2. Inthe 3rd and 4th conjugations the 3d person plural ends -unt (not -int). sum (Iam) ‘Present tense of sum (stems su-/e- es) sam Tam [sumus [weare | infinitive [esse es youare [esis | youare oe eis [sunt | theyre subjece pronoun; thus, pard Since the verb endings indicate the petson, there ix no need to give a separate prepare, moné-mus =e warn, aul "Note that sun docs not take an object. We call the word that follows i (in English) 4 complement: “I am bad” = malus sum, The complement is in the same ease and ‘number as che subject of sum. Translate laccum iusimus ad casam festin. Quint sider. Jn casi sedent puert ad agrum cur. puellis monémus cir pullam ad agram mites? Jaed sums you hear.120. OFFORO LAT COURSE. COLLEGE EDITION: GRANAAR, EXERCISES, CONTEXT Pick ows from the English translations below the ones that fit each of the following Latin verb forms spectimus adit regimus limits ccurrimus respondent dlicimus fescino audi pénis wwe tun, he hands over, Iam hastening, you are, we are watching, Iam staying, you heat, we cule, they reply, you place, we say, you are shouting ‘In each of be flowing give the correct Latin forthe words in parentheses, then translate the whole sentence quid (are you doing), pull? cénam (we are preparing). cir aon (are you hurrying) Quinte? nn seb (Tam coming) clr in ui (re you sitting), arn? in uid (we ae siting), quod fess we ao) ‘Agus malus (i); cum (Tal) sed ille nbn (come bck). ‘ar nd (are you working) nén labor quod i «quid col (re saying)? nn (they ate ae. Jn the following sentences make the complement agre withthe subject and ransate L cr (miser) ests, puer? puella (laetus) sun, ‘Scinilla (iru) est; nam pues nn (paritus) sunt (fessus) sumus, quod ditt Iborimus. cr (Anxius) es, Scintilla? (anxius) sum quod Horicia (mises) est | | The Ablative Case GRAMMAR Cases “This case expresses the meanings “by,” “with,” “from,” “a,” “on.” ‘At present it is used only alter certain prepositions, e.g im age- = in the field, in ‘eas-d = in the house, ex agris = from the Fields abl. singular abl. plural Ist declension (puella) puella pull 2nd declension (colénus) colon colbncis (ager) ages age ‘Note that 1st declension nouns end in a short -a in the nominative but a long ~& in the ablative ms Give the ablative of the following nounladjectve phrases 1 pee fessus magna casa smultae feminae pella eta colon miser Sa Fill nthe blanks and translate Flacous et fii in age—laboranc. 2. puellae in ui~ Indu; Scilla eds in cas~ woes, Flaccus puerds ad agr— dict smultae puellae cum femin~ad fontem ambulaat. pcr cam amic—a lad festnatPrepositions Prepositions govern nouns, forming a prepositional phrase which expands the action of the vet: in casam festinat She hurties into the house, in aged labdrat He is working in the fed. ‘Vocabulary ists ell you which case (accusative or ablative) each preposition takes, eg, per (+ acc.) = through, eum (+ abl.) = with "Note that prepositions expressing mation cowards ate followed by the accusative, eg: im agrum = inco the field, ad casam = co the house. Prepositions expressing place where and motion fiom are followed by the ablative, cg im agra = in the field, ex agro ~ from the Feld. Translate into Latin 1. The farmer cals the boys into the field. “They stayin the field and work for along time. “The boy is tired and soon returns from the field. “The women are walking co the house. “The girls are hureying wich their fiends ‘You (sing) are siting in the house; am working in the forum. ‘We ate looking atthe gia but they do nor answer. hoger: Windrae 25, DINAE AND FARMING ery eighth day there were market days. These were called nitndinae (ninth-day af- fairs) because of che Romans’ inclusive way of counting (1+74+1). After seven days of hard work, people smartened themselves up and hurried to the market with their Fami- lies. Nandinae were regular school holidays, eagerly looked forward co by the children. “The farmers would bring theie produce to town to sell i wo the townspeople and go home with money and tools for their farms, while chee wives might buy pots and pans, ‘etc, Most farmers would have lived in outlying villages and farms. Virgil describes such «farmer, a peasant called Simylus who grew cabbages, beet, sorrel, mallow and radishes, for sale: “Every marker day he catied on his shoulder bundles of produce forsale co the city; and returned home from there, his neck relieved of ies burden, but his pockec Ihcavy with money.” (Moretum 78-81) Market day was also a good chance to visit lawyer and do some business. And the rownsmen might entercain some oftheir friends fiom the country ata celebratory hunch. “Ths sno of ro satrs-rote the als-veading seve probly dts om he second century AD. (ese! Maun, Vere)24 OXFORD LATIN COURSE, COLLEGE EDITION: GRAMAR, EXEROSES, CONTENT Ac the time when our story is see, aly contained! many vast country estates. On these, large-scale agricultural enterprises such as caele ranching and the cultivation of vines and olives would be carried out. A fabulously wealthy freedman called Caccilus had 4,116 slaves on his estate. Many slaves who worked on such eseates had a grim lie. “When not engaged in backbreaking work in chain gangs, they were housed in dread fal barracks. The vital aim was to bring in as much money as possible for the usually absentee owners. Varo talks about thee types of farm equipment: “the kind cha speaks, (Ge slaves), the kind chat cannot speak (i. catde) and che voiceless (i.e. agricultural tools)" (De re rustica 1.17.1,5-7) These huge estates, which used slaves as machines, hhad originally caused massive unemployment among the peasant farmers. But by Hor- ace’ day slave lnbor had become more expensive and the colinushad madea comeback. ‘Alongside the vas estates there were smallholdings of jus afew acres, and it was one of these chat we have represented Horace’ father as working. ‘nthe farmin ths sons from a moea of forming atts, tema tothe lef sloughing wh the man ‘ote pti soving (Cherchs,igr) Further Reading For more deailed discussion of these topics, see “Production and consumption” by ‘Andrew Wallace-Hadril in The World of Rome, ed. Peter Jones and Keith Sidwell (Cam- bridge, 1997), pp. 185-93. Chapter 4 Lidus Flaui (Grammar: infinitives and imperatives; vocative; postin, ef; compound verbs (add, ined, abe, ext, reed); adverbs; questions Liidus Flava: Flautis the genitive case—of Flavius” The genitive of names ending in ius was regularly -i (not) until the end of the fist century BC. (The same ap- plies to words such as fils and ingenium, but since the i ending is allowable, we hhave thought it rnare helpful keep i) CARTOONS “These demonstrate the imperative (giving commands) and illustrate uses of the infinitive. COMMENTARY (a) Quintus et Gaius ad ltidum séro adueniunt [2] magister clamat: “cdr s816 uenis? malus puer es!”: in this marble relief from Gaul dating from about 200 AD two boys sit on either side of the teacher with papyrus scrolls partly unrolled; a third arrives late, carrying his satchel. (Rheinisches Landesmuseum, Trier) See page 16 in Oxford Latin Course, College Edition: Readings and Vocabulary. (b) Flauius litteras docet Horace says (Satires 1.6.72-5): "My father refused «0 send me to the school of Flavius, ‘where the big boys, sons of big centurions, went with their satchels and tablets slang over ‘hei lefe shoulders, raking ther eight ases on the Ides ofeach month.” We ake the libercy Package Hisezes send Utes’ eo Basta’ sched foc Ids emery edscaticn bet kes