Other Publications by the Author
The New College Latin & English Dictionary, Second Edition,
1994. Amsco School Publications, Inc., 315 Hudson Street,
New York, NY 10013-1085. ISBN 0-87720-561-2. Second
Edition, 1995.
Simultaneously published by Bantam Books, Inc., 1540
Broadway, New York, NY 10036. ISBN 0-553-57301-2.
Latin is Fun: Book I: Lively Lessons for Beginners. Amsco, 1989.
ISBN 0-87720-550-7. Teacher’s Manual and Key. Amsco,
1989. ISBN 0-87720-554-X.
Latin is Fun: Book II: Lively Lessons for Beginners. Amsco,
1995. ISBN 0-87720-565-5. Teacher’s Manual with Answers.
Amsco, 1995. ISBN 0-87720-567-1.
The New College German & English Dictionary. Amsco, 1981.
ISBN 0-87720-584-1. Bantam, 1981. ISBN 0-533-14155-4.
German Fundamentals: Basic Grammar and Vocabulary. 1992.
Barron’s Educational Series, Inc., Hauppauge, NY 11788.
Lingua Latina: Book I Latin First Year. Amsco, 1999,
ISBN 1-56765-426-6 (Hardbound); ISBN 1-56765-425-8
(Softbound).
Teacher’s Manual and Key, 1999, ISBN 1-56765-428-2.
Lingua Latina: Book II: Latin Second Year. Amsco, 2001,
ISBN 1-56765-429-0 (Softbound);
Teacher’s Manual and Key, Amsco, 2001, ISBN 1-56765-431-2
Contents
Acknowledgements ...........................................................8
How to Use This Book......................................................9
Pronunciation...................................................................10
Abbreviations ..................................................................14
Chapter I: Greetings ........................................................15
Boy meets girl.
Mario runs into his friend Julia.
Tullia introduces her friend to Luke.
Chapter II: Family ...........................................................20
The censor asks the father some questions.
A son learns about his family tree from his
father.
Two friends discuss their family circumstances.
Chapter III: School ..........................................................25
Checking on homework.
Getting the lesson straight.
A teacher conducts her class efficiently.
The Pledge of Allegiance
Chapter IV: Daily Activities ...........................................35
Mother calls from downstairs to wake her
daughters.
Two sisters bicker as they get ready for the day.
Mother and daughters do the daily chores.
3
4 Conversational Latin
Chapter V: Sports and Other Leisure Activities ............40
Her teacher asks Dorothy how she spends her
free time.
His teacher asks Theodore how he spends his
free time.
Paula and Robert discuss sports.
Chapter VI: The Human Body ........................................55
The teacher notices that Linda looks sick. She
asks Linda what is wrong with her.
A doctor is called in for the sick little girl,
Scintilla.
A doctor arrives at the scene of a fire to treat
one of the victims, a young man.
Chapter VII: Health and Physical Fitness .......................60
A trainer interviews a young athlete.
The trainer attends to an injured athlete.
A mother checks her daughter’s health.
Chapter VIII: Food and Drink.........................................67
A waitress waits on a senator.
A waiter serves dinner.
Planning a shopping trip.
Chapter IX: Days, Weeks, Months, Years ......................74
Two friends discuss their birthdays.
Two friends discuss their favorite seasons.
A father gives his son some family history.
Chapter X: Expressions of Time .....................................82
Marie asks her friend how he spends his days.
A coach interviews a new athlete.
A traveler is about to take a bus trip to Florida.
Chapter XI: Useful Colloquial Expressions....................90
Brian finds Jeffrey to be in a hurry.
Phyllis wants to discuss a problem with Marie.
Annette turns to her sister for advice.
Contents 5
Chapter XII: Clothing and Jewelry ...............................113
Priscilla buys clothes.
Peter buys some winter clothes.
Two daughters get dressed for a party.
Chapter XIII: House and Furniture ...............................119
Cynthia tries to persuade her friend Gloria to
come to her house to play.
A potential buyer wants to purchase a home
through a real estate agent.
Sabina tries to impress her friend Silvia with the
big home her parents own.
Chapter XIV: Buying and Selling .................................127
Lydia explains to Diane why she bought new
clothes.
Sulpicia explains why she is going shopping.
A storekeeper makes a sale.
Chapter XV: The Weather ............................................132
A boy and a girl in Rome contrast the weather
of Rome with that of Switzerland.
Martha explains to her teacher how the weather
kept her from going to school.
The weather of Rome and Switzerland is again
debated.
Chapter XVI: Animals ..................................................138
A visit to the zoo.
A visit to a pet shop.
Young Mark visits old Cato’s farm.
Chapter XVII: Emotions and Qualities .........................146
Diane and Debbie discuss the new teacher.
A new girlfriend is the subject of discussion.
Sizing up a political candidate.
6 Conversational Latin
Chapter XVIII: Trades and Professions ........................160
Donna gets a new hairdo.
Choosing a career.
A man plans to build a home.
Chapter XIX: The City and Public Buildings ...............171
Discussing the merits of city life.
Jennifer wants to go to town.
Asking for directions in the city.
Chapter XX: Government .............................................175
A father explains to his son his involvement in
politics.
A senator explains how government works.
How the senate conducts business.
Chapter XXI: War and Peace........................................182
Jenna finds that Dennis joined the army.
A grandson asks his grandfather about his
military service.
Discussing the merits of alliances.
Chapter XXII: Law and Criminal Justice .....................190
News of an important trial.
The arrest of two hoodlums draws a crowd.
A client gets himself a lawyer.
Chapter XXIII: Geography and Topography ................198
Colin wants to migrate to the U.S.
Rene wants to learn about the Tiber.
Traveling from Rome to Greece.
Chapter XXIV: Travel...................................................211
At the New York train station.
At the airport.
Getting ready to go by car.
Contents 7
Chapter XXV: Teaching Grammar in Latin .................220
The Parts of Speech................................................220
The Noun................................................................220
The Pronoun ...........................................................223
The Verb.................................................................225
The Adverb.............................................................231
The Adjective .........................................................232
The Participle .........................................................233
The Gerund.............................................................234
The Gerundive........................................................235
The Conjunction.....................................................235
The Preposition ......................................................236
The Interjection ......................................................237
The Accent .............................................................237
The Parsing of Words ............................................238
Appendix I: Yes and No in Latin..................................250
Appendix II: Colors.......................................................251
Appendix III: Numbers .................................................253
Appendix IV: Proverbs and Sayings .............................254
Appendix V: Computer Terms......................................260
Appendix VI: Cant»s Lat¿n¿ (Latin Songs) ...................263
General Vocabulary.......................................................267
Selected Bibliography ...................................................411
Acknowledgements
A debt of gratitude is due to Professor Terence O. Tunberg, of the
University of Kentucky, to Professor Jeffrey Wills of the Ukrainian
Catholic University, to Professor David W. Morgan of Furman
University, SC, and to Professor Christopher Gerald Brown of
Ohio State University, for their many suggestions for improvement
in both form and substance and for sharing their resources with me.
Dr. Domenic M. Roberti, chemistry professor turned desktop
publisher, gave much helpful advice; he is responsible for the page
design and typesetting of this book. I am also grateful to Thomas
Reed, Sterling, VA, and to Mark Miner, Scottsdale, GA, for
proofreading the text. The author gratefully acknowledges the kind
support of Dr. Ladislaus J. Bolchazy and the staff of Bolchazy-
Carducci Publishers, Inc.
8
How to Use This Book
Unlike your usual textbook, this book The topical vocabulary of each chapter
allows you to start at any chapter that contains not only the words that have
interests you. Why? Because the chapters occurred in the model conversations but
are not arranged in the order of difficulty. also additional words on that topic that
On the other hand, the model conver- will make it possible for you to have new
sations in each chapter are arranged in conversations. The general vocabulary
order of difficulty. That is, the grammatical that occurred in the conversations of each
structures of the conversations at Level 1 chapter is assembled at the end of the
are simpler than those at Levels 2 and 3. book, together with additional useful
Therefore it is quite possible to go through words. But that general vocabulary will
the entire book using only the conver- not meet all your needs. You will then
sations at Level 1 and then go through the have to consult a Latin-English dic-
book again, using Levels 2 and 3. tionary. Be sure to make full use of the
In the conversations you may run topical vocabulary of the various
across grammatical forms that you have chapters, no matter what topic you are
not covered in class as yet. For instance, dealing with. For instance, Chapter XI
you may come across the subjunctive form contains hundreds of everyday expres-
e§mus (let’s go). It happened to be called sions that will come in handy in any
for in that conversation. So what if you conversation. Furthermore, whenever you
haven’t learned the entire subjunctive need some expression of time, you will
system as yet? You now know what it probably find the expression you want in
means, and so you can use it. Chapters IX and X. You should use both
You may be used to working your way the topical and general vocabularies to
through a Latin sentence in order to come look for the words you need.
up with a translation. In this book you are To make it easier for you to find what
provided with an English translation of all you are looking for, the phrases are
the Latin. (And you’ll notice that the arranged alphabetically according to the
translations are not the stiff, literal versions key word in each phrase. For example, you
that are sometimes found in textbooks.) So want to say that someone is “feeding a
the idea is to practice the model conver- person a line.” In Chapter XI you will find
sations until you have pretty well mastered it under the word “line”, like this: line:
them. One way to do this is for you to that fellow is feeding you a line iste tibi
switch roles with your partner and repeat verba dat. Sometimes there could be two
the dialogue again. Then you can proceed possible key words in a phrase. If you do
to the next stage. This is most easily done not find the phrase under the one key word,
by drawing on the topical vocabulary in the check under the other. For instance, in the
chapter to form new Latin conversations of phrase quoted above, either “feed” or
your own choosing on the topic at hand. “line” can be considered key words. In this
Because the book is arranged with its case, the phrase is listed under “line;” it
facing Latin and English texts, it lends could have been listed under “feed” as
itself to your covering one side, whether well. Such double entries would have
the Latin or the English, and then speaking made the book too bulky.
the part in the language that is covered; In conversational Latin, meaningful
you could then uncover the concealed text and realistic communication is the aim and
to see how you have done. goal. Accuracy comes with practice.
9
Pronunciation
VOWELS _________________________________________
CLASSICAL METHOD LATE LATIN METHOD
¥ a in ago: comp¥r«
§ a in father: im§g« Generally the same as in the
e e in pet: proper« Classical Method. However, in
¡ a in late: l¡nis practice the different values of the
® i in hit: qu®d vowels are frequently not rigidly
¿ ee in keen: am¿cus adhered to.
‹ o in often: m‹dus
« o in hope: n«men
› u in put: ›t
» u in rude: »tor
™ ü in German Hütte: m™rta
£ ü in German über: T£deus
Note—The length of a long vowel is about one and one half that of a short vowel.
DIPHTHONGS ______________________________________
CLASSICAL METHOD LATE LATIN METHOD
ae a in late: caecus
ae y in by: caecus au as in Classical Method
ei as in Classical Method
au ow in now: nauta eu as in Classical Method
ei„ ey in they: he„i oe a in late: coepit
ui same as in Classical Method
eu} eu in hey you (without the h and y):
Orpheu} s
oe{ oi in oil: co{epit
ui„ uey in gluey: cu„i;
after q, wee in week: qui
10
Pronunciation 11
CONSONANTS______________________________________
CLASSICAL METHOD LATE LATIN METHOD
b English b b English b
c always c in can: c¿vis, cant« c before e, i, ae, or oe = ch in cherry:
celsus, c¿vis, caelum, coepit, but
before other letters, c in can: cant«,
actus
d English d d English d
f English f
g always g in go: gall¿na, genus f English f
g before e or i = g in gentle: genus,
reg¿na, but before other letters
except g and n (see under
Consonant Groups) = g in go:
gall¿na, gr§tus, gula, rog«
h English h h English h
i y in yes: iam, iung«
i as in Classical Method, sometimes
written j
k English k, but unaspirated k English k
l English l
l English l m English m
m English m, but in verse final m n English n
before an initial vowel or h in the p English p
following word was presumably not q English q
pronounced r as in Classical Method
n English n s s in sing: sal»s,
but when standing between two
p English p, but unaspirated vowels or when final and preceded
by a voiced consonant = z in dozen:
q English q miser, mors
r trilled r as in the Romance
languages
s always s in sing: miser, mors
t English t, but unaspirated, as t in t as in Classical Method
water
u w in wine, when unaccented, preceded u as in Classical Method
by q, sometimes by s, and sometimes
by g, and followed by a vowel: qui·a,
su§·vis (but su·«·rum), dis·tin·gu«
(but ex·i·g›·us)
12 Conversational Latin
CONSONANTS______________________________________
v w in wine: v¿v« v English v
x x in six: extr§
x x (as ks) in six: p§x;
z dz in adze: z«na but in words beginning with ex and
followed by a vowel, h, or s, = x (as
gz) in exhaust: exaud¿, exh§l«,
exsolv«
z as in Classical Method
CONSONANT GROUPS _______________________________
CLASSICAL METHOD LATE LATIN METHOD
bs ps in apse: obs¿d«, urbs
bs bs in obsession: obs¿d«,
bt pt in captain: obtin¡re but in the final position = bs (as bz)
cc kk in bookkeeper: ecce, occ¿d«, in observe: urbs
occ§sum, occl»d« bt bt in obtain: obtin¡re
ch ch in chaotic: pulcher cc before e or i = tch in catch: ecce,
gg gg in leg guard: agger occ¿d«; but before other letters = kk
in bookkeeper; occ§sum, occl»d«
gn ngn in hangnail: dignus
gu see consonant u ch as in Classical Method
ph p-h in top-heavy: ph«ca
qu see consonant u gg before e or i = dj in adjourn: agger;
sc sc in scope: sci«, sc»tum but before other letters = gg in leg
guard: aggreg«
su see consonant u
gn ny in canyon: dignus
gu as in Classical Method
ph ph in phoenix: ph«ca
qu as in Classical Method
sc before e or i = sh in shin: ascend«,
sci«; but before other letters = sc in
scope: scand«, sc»tum
su as in Classical Method
Note—Double consonants are to be pronounced in such a way that each consonant
is heard. For example, in the word agger (embankment), each g should be
heard, in contrast to ager (field) with only one g.
Pronunciation 13
th t in take: the§trum th as in Classical Method
ti ti in English patio: n§t®«
ti when preceded by s, t, or x, or when
followed by a consonant = ti in
English patio: host®a, adm¿xt®«,
fort®ter; but when unaccented,
followed by a vowel, and preceded
by any letter except s, t, or x = tzy
in ritzy: n§t®«, pret®um
Abbreviations
abbr abbreviation med medical
abl ablative mf masculine or feminine
acc accusative
adj adjective mil noun
adjs adjectives mpl military
adv adverb mus masculine plural noun
advs adverbs n music
anat anatomy neut neuter noun
biol biology nom neuter
cf compare npl nominative
coll colloquial opp neuter plural noun
comp comparative part opposite
comput computer pass participle
conj conjunction pej passive
dat dative perf pejorative
defect defective pl perfect
dim diminutive poet plural
eccl ecclesiastical pol poetry
esp especially pp politics
f feminine noun pref past participle
fem feminine prep prefix
fig figurative pres preposition
fin finance print present
fpl feminine plural noun pron printing
fut future refl pronoun
gen fenitive rel reflexive
imperf imperfect relig relative
impers impersonal verb rhet religion
indecl indeclinable s rhetoric
indef indefinite singl substantive
indic indicative s.o. singular
inf infinitive spl someone
interj interjection s.th. substantive plural
interrog interrogative subj something
intr intransitive suf subjunctive
leg legal superl suffix
ling linguistics topog superlative
lit literal tr topography
loc locative usu transitive
masculine noun v usually
m masculine vulg verb
masc mathematics w vulgar
math mechanics with
mech 14
Chapter I: Greetings
CONVERSATIONS ___________________________________
Paulus LEVEL I Boy meets girl. Paul: Hello! What is your name?
Gl«ria Gloria: Hello yourself! My name
Salv¡! Quid est n«men tibi?
Paulus Salv¡ et t»! Mihi n«men est is Gloria. What’s your name?
Gl«ria
Gl«ria. Quid est n«men tibi?
Paulus
N«men mihi est Paulus. Quid My name is Paul. How are you
Gl«ria agis? doing?
Paulus
Gl«ria Vale«, gr§ti§s. Quid agis t»? I’m fine, thanks. How are you
Paulus doing?
Vale«. Hui, ego t¡ n«v¿! N«nne in I’m fine. Hey, I know you. You
proxim« v¿c« habit§s? live in the next block, don’t
you?
Etiam, habit«.
Yes, I do.
Quid nov¿ ibi? What’s new there?
Nihil nov¿. Val¡, Paule. Nothing new. Goodbye, Paul.
Val¡, Gl«ria. Goodbye, Gloria.
LEVEL II Mario runs into his friend Julia.
Marius Salv¡, I»lia! Ut val¡s? Mario: Hello! How are you?
I»lia N«n male. Et t», Mar¿? Julia: Not bad. And you, Mario?
Marius Egone? Bene mihi est. Ut fr§ter I? I’m doing fine. How’s your
tuus valet? Salvus est? brother doing? How is he?
I»lia
S¿c valet ut numquam melius. He’s doing as well as ever.
Marius
I»lia Ut valet familia tua? How is your family doing?
Omn¡s dom¿ bene s¡ habent. All are doing fine.
15
16 Conversational Latin
Marius Et am¿cus tuus, quid agit? And your friend, how is he doing?
I»lia R¡ct¡ valet. He’s doing right well.
Marius Unde ven¿s? Where are you coming from?
I»lia D¡ biblioth¡c§. From the library.
Marius Qu« t¡ agis? Where are you going?
I»lia Domum. Home.
Marius Qu¿n nunc abeundum mihi est. Well, I must go now. Goodbye.
Val¡. Goodbye. Take care of yourself.
I»lia
Bene val¡. C»r§ ut vale§s.
LEVEL III Tullia introduces her friend to Luke.
L»cius Salva s¿s, Tullia. Quid agis? Luke: Hello, Tullia. How are you
Tullia Salv¡, L»c¿. Quid agis t»? doing?
L»cius
Tullia: Hello, Luke. How are you
Tullia doing?
L»cius
N«st¿ m¡. M¡ semper bell¡ habe«. You know me. I’m always fine.
Pr¿scilla Quis est haec puella quae t¡cum Who is this girl that you have
L»cius est? with you?
Pr¿scilla
L»cius L»c¿, velim tr§dere tibi Luke, I’d like to introduce you to
Pr¿scilla c«ns«br¿nam meam, Pr¿scillam. my cousin Priscilla.
Pr¿scilla, mihi pergr§tum est t¡ Priscilla, I’m glad to meet you.
conven¿re. Habit§sne in h§c Do you live in this
v¿c¿ni§? Ego ipse habit« du«s neighborhood? I live only two
s«lum v¿c«s hinc. blocks from here.
Minim¡ v¡r«. Habit« in oppidul« No. I live in the little town of
Arde§. Ardea.
Ardea? Estne in Camp§ni§ an in Ardea? Is Ardea in Campania or
Lati«? in Latium?
In Lati«, n«n procul ab urbe. In Latium, not far from the city.
D¿c mihi, quoti¡s R«mam ven¿s? Tell me, how often do you come to
Quoti¡scumque c«ns«br¿na mea Rome?
m¡ inv¿tat. As often as my cousin invites me.
Chapter I: Greetings 17
Tullia Haec h§ctenus! M¡ paenitet, L»c¿, Enough of this. I’m sorry, Luke,
sed n«b¿s nunc eundum est. but we have to go now. My
L»cius Fr§ter meus n«s in gymnasi« brother has been waiting a long
iamd»dum exspectat. time for us in the gym.
Tullia
Pr¿scilla Tullia, am§b« t¡, iub¡ fr§trem Tullia, please say hello to your
tuum Tullium salv¡re. Pr¿scilla, brother Tullius. Priscilla, take
c»r§ ut vale§s. Mox, ut sp¡r«, t¡ care of yourself. I hope to see
iterum vid¡b«. you again soon.
Val¡. C»r§ ut vale§s. Goodbye. Take care of yourself.
Bene val¡, L»c¿. Bye-bye, Luke.
TOPICAL VOCABULARY______________________________
be fine bene s¡ hab¡re; val·e« |¡re |u¿ meet tr & intr con·ven¿o |ven¿re |v¡n¿
to be very well r¡ct¡ val¡re |ventus
goodbye val¡ (pl: val¡te); bene val¡ (pl:
name n«m·en |inis n
bene val¡te) not bad n«n male
hello! salv¡ (pl: salv¡te); salvus (-a) s¿s pleased to meet you! mihi pergr§tum
how are you? (how are you doing?)
est t¡ conven¿re
quid agis? (pl: quid agitis?); ut say hello to s.o. iub¡ (pl: iub¡te)
val¡s? (pl: ut val¡tis?)
I am fine bene mihi est aliquem salv¡re
introduce (to) tr§·d« |dere |did¿ |ditus thanks! gr§ti§s!
(+ dat) thanks a lot! gr§ti§s maxim§s!
know defective v n«v¿ n«visse (you thanks a million! s¡scent§s gr§ti§s!
know n«vist¿ or n«st¿)
ADDITIONAL GREETINGS AND RESPONSES _______________
Where are you from? Unde es?
Where are you coming from? Unde ven¿s?
How are you? Qu¿ val¡s?
Fine. R¡ct¡.
— Bell¡.
Very well. Perbell¡.
— Bellissim¡.
18 Conversational Latin
I’m fine. M¡ bene habe«.
I’m doing quite well. Haud male quidem vale«.
How are you? Ut t¡ hab¡s?
So-so. Vari¡.
Fairly well. Mediocriter quidem vale«.
Not bad. Haud male.
Not too well. N«n optim¡ s§n¡.
As usual. Ut sole«.
Lousy. Pl§n¡ ¿nf¡l¿citer.
Everything O.K.? Sat¿n’ salv¡?
Everything is O.K. Omnia sunt pulchr¡.
— Omnia sunt f¡l¿citer.
— Omnia sunt f¡st¿viter.
Hello. How’ve you been? Salv¡. Valuist¿ne?
Fine! Great! Prob¡! Euge!
Well, I’m still alive. Em, v¿v«.
Hello. Salv¡.
Same to you. Salv¡ et t».
Hello. Pleasure to meet you. Salv¡. T¡ conv¡nisse volup est.
Hello. The pleasure is mine. Salv¡. Mihi quidem volup est.
How are things with you? Everything all right? Qu« pact« r¡s s¡ tibi habent?
In fair shape. R¡ct¡ne sunt omnia?
In great shape. In mediocr¿ stat».
Glad to hear that. In optim« stat».
Glad to hear that. Laetus (-a) istud audi«.
I’m delighted to hear that. Haud inv¿tus (-a) audi«.
Est mihi istud aud¿t» perquam
i»cundum.
I’m glad for you. Gaude« tu§ caus§.
I’m sincerely glad to hear that. Aud¿re istud ex anim« gaude«.
Thank heavens. Laus super¿s.
Chapter I: Greetings 19
Goodbye for now. Nunc val¡.
God bless you. D¿ t¡ ament.
Take care (of yourself). T¡ c»r§.
Take it easy. øti«sus (-a) est«.
Goodbye and good luck. Vale§s beneque tibi sit.
SUGGESTED CLASSROOM ACTIVITY ____________________
First, let pairs of students repeat the can easily be gleaned from the dialogues,
conversation of each level. After you Topical Vocabulary, and Additional
have greeted several individual students Greetings and Responses.
with a question or two, pair off the
students and have them ask each other It is important to repeat this activity
similar questions. Questions and answers from time to time so that the questions
and answers become spontaneous.
Chapter II: Family
CONVERSATIONS ___________________________________
LEVEL I The censor asks the father some questions.
C¡nsor Quid est n«men tibi? Censor: What is your name?
Aulus N«men mihi est Aulus Gab¿nius Aulus: My name is Aulus
C¡nsor Macer. Gabinius Macer.
Aulus
Esne t» mar¿tus an caelebs? Are you married or single?
C¡nsor Mar¿tus sum. Habe« ux«rem. I am married. I have a wife.
Aulus
Esne t» paterfamili§s? Are you the head of a family?
C¡nsor Ita. Yes.
Aulus
Quid est n«men ux«r¿? What’s your wife’s name?
C¡nsor N«men ux«r¿ est Sulpicia. Her name is Sulpicia.
Aulus
Hab¡sne l¿ber«s? Do you have (any) children?
C¡nsor Habe«. I do.
Aulus
Quot l¿ber«s hab¡s? How many children do you have?
C¡nsor Du«s f¿li«s et »nam f¿liam. I have two sons and one daughter.
Aulus Hab¡sne fr§tr¡s sor«r¡sve? Do you have (any) brothers or
Ûnum fr§trem et »nam sor«rem sisters?
C¡nsor
Aulus habe«. I have one brother and one sister.
C¡nsor Hab¡sne ali«s cogn§t«s? Do you have other relatives?
Aulus Du«s patru«s et tr¡s amit§s. Two uncles and three aunts.
C¡nsor V¿vuntne adh»c parent¡s tu¿? Are your parents still alive?
Aulus S§n¡. Yes.
Quis dom¿ tuae habitat? Who lives at your home?
Uxor et l¿ber¿ et e«rum avus My wife, my children, and their
aviaque. grandfather and grandmother.
20
Chapter II: Family 21
C¡nsor Me§ sententi§, hab¡s familiam In my opinion, you have a
Aulus adm¿r§bilem. wonderful family.
S¿c ego quoque put«. I think so too.
LEVEL II A son learns about his family tree from his
father.
F¿lius Pater, velim cogn«scere pl»ra d¡ Son: Father, I’d like to know
Pater famili§ nostr§. more about our family.
F¿lius Bene, m¿ f¿l¿. Quid vel¿s Father: Fine, my boy. What
Pater cogn«scere d¡ stirpe nostr§? would you like to know about
F¿lius our family tree?
Pater
F¿lius Quand« t» Mammam in When did you marry Mom?
Pater m§trim«nium d»xist¿? Twenty years ago.
F¿lius
Pater Abhinc v¿gint¿ ann«s.
F¿lius
Pater Quot ann«s n§tus es t»? How old are you?
F¿lius Quadr§gint§ ann«s n§tus sum. I am forty years old.
Pater
Quot ann«s n§ta est Mamma? How old is Mom?
F¿lius
Pater Duod¡quadr§gint§ ann«s n§ta est. She is thirty-eight years old.
F¿lius Quot sor«r¡s hab¡s? How many sisters do you have?
Pater Tr¡s habe«. I have three.
Quae est maxima n§t»? Which one is the oldest?
Paul¿na est maxima n§t». Pauline is the oldest.
Quot fr§tr¡s hab¡s? How many brothers do you have?
Du«s habe«, Stephanum et I have two, your uncles Stephen
Micha¡lem, patru«s tu«s. and Michael.
Quis est m§ior n§t», t» an Who is older, you or uncle
Stephanus patruus? Stephen?
Ego sum du«bus ann¿s m§ior n§t» I am two years older than uncle
quam Stephanus patruus sed Stephen, but two years younger
du«bus ann¿s minor quam than uncle Michael.
Micha¡lis patruus.
Habit§v¡runtne avus et avia Did grandfather and grandmother
semper in h§c urbe? always live in this city?
Ita. Etiam e«rum atav¿. Yes, and also their forefathers.
22 Conversational Latin
F¿lius
Pater D¿c mihi, am§b« t¡, paterne tuus Tell me please, were your father
F¿lius et avus tuus in r¡ p»blic§ vers§t¿ and grandfather involved in
Pater sunt? politics?
F¿lius Imm« proavus tuus «lim erat Well, your great-grandfather was
praefectus urb¿. once mayor of the city.
Quid d¡ av« me«? What about my grandfather?
Avus tuus v¡r« erat mult«s ann«s In fact, your grandfather was a
socius c«nsili¿. T»ne v¿s vers§r¿ cabinet member for many years.
aliquand« in r¡ p»blic§? Do you wish someday to be
involved in politics?
Minim¡ v¡r« hercle! Sp¡r« m¡ Heck no! I hope to be a famous
aliquand« fut»rum esse athlete someday.
§thl¡tam praecl§rum!
LEVEL III Two friends discuss their family circumstances.
M§rcella Anna, fort»n§ta es. Hab¡s Marcella: Anna, you are
Anna parent¡s bon«s, mar¿tum fortunate. You have good
amantem, socrum benignam. parents, a loving husband, and
Tibi quidem invide«. a kind mother-in-law. I really
envy you.
Ita. Ego habe« etiam adm¿r§bilem
mar¿tum sor«ris et ux«rem Anna: Yes. I also have a
fr§tris. Sed c»r t» mihi invid¡s? wonderful brother-in-law and
sister-in-law. But why do you
envy me?
M§rcella Abhinc du«s ann«s m§trem meam I lost my mother two years ago,
Anna §m¿s¿, et nunc novercam habe«. and now I have a stepmother.
M¡ paenitet haec cogn«scere. I’m sorry to hear that. Is your
Estne noverca cr»d¡lis? stepmother cruel?
M§rcella Noverca quidem neque cr»d¡lis Well, my stepmother is neither
Anna neque am§bilis est, sed locum cruel nor lovable. But she can
m§tris meae numquam »surp§re never take the place of my
potest. mother.
Suntne fr§ter et soror tua aequ¡ Are your brother and sister
¿nf¡l¿c¡s? equally unhappy?
M§rcella Videntur ¿nf¡l¿c¡s, sed pauca d¡ They seem unhappy, but they say
Anna h¿s r¡bus d¿cunt. little about these matters.
Tempt§sne anim«s e«rum ¡rigere? Do you try to cheer them up?
Chapter II: Family 23
M§rcella Anim«s e«rum ¡rigere tempt«, I try to cheer them up, but it does
Anna sed nihil pr«dest. no good.
Miseram M§rcellam! Quid d¿cit Poor Marcella! What does your
pater tuus? father say?
M§rcella Est admodum sollicitus. D¿cit: He is quite concerned. He says:
“Patientia, patientia. Tempus “Patience, patience. Time heals
omnia s§nat.” everything.”
SUGGESTED CLASSROOM ACTIVITY ____________________
Ask a few students: How old are you?
Quot ann«s n§tus (or n§ta) es t»? How old is your father?
Quot ann«s n§tus est pater? How old is your mother?
Quot ann«s n§ta est m§ter? How may brothers do you have?
Quot fr§tr¡s hab¡s? How many sisters do you have?
Quot sor«r¡s hab¡s? Which brother is the oldest?
Qu¿s fr§ter est maximus n§t»? Which brother is the youngest?
Qu¿s fr§ter est minimus n§t»? Which sister is the oldest?
Quae soror est maxima n§t»? Which sister is the youngest?
Quae soror est minima n§t»? What is your brother’s name?
Quid n«men est fr§tr¿? What is your sister’s name?
Quid n«men est sor«r¿?
Then pair off the students and have them ask each other these questions. From the
dialogues of the chapter, many other such simple questions can be generated. Or
have the students bring family photographs into the classroom and explain who the
members of the family (or extended family) are, e.g.:
Hic est pater meus.
Haec est m§ter mea.
Hic est avus meus.
Haec est avia mea.
Hic est fr§ter meus.
Haec est soror mea.
24 Conversational Latin
TOPICAL VOCABULARY______________________________
adoptive daughter f¿li·a |ae f adopt¿va great-uncle (on the father’s side)
adoptive son f¿li·us |¿ m adopt¿vus patru·us |¿ m magnus; (on the
aunt (mother’s side) m§terter·a |ae f mother’s side) avuncul·us |¿ m
aunt (father’s side) amit·a |ae f
baby ¿nf·§ns |antis mf husband mar¿t·us |¿ m
brother fr§·ter |tris m in-law aff¿n·is |is mf
brother-in-law l¡·vir |vir¿ m little brother fr§tercul·us |¿ m
children l¿ber·¿ |«rum mpl little sister sor«rcul·a |ae f
cousin (sister’s daughter) c«ns«br¿n·a Mom Mamm·a |ae f
mother m§·ter |tris f
|ae f mother-in-law socr·us |»s f
cousin (brother’s child) patru¡l·is |is mf nephew f¿li·us |¿ m sor«ris; f¿li·us |¿ m
cousin (sister’s son) c«ns«br¿n·us |¿ m
dad, daddy tat·a |ae m fr§tris
daughter f¿li·a |ae f niece f¿li·a |ae f sor«ris; f¿li·a |ae f
daughter-in-law nur·us |»s f
family famili·a |ae f fr§tris
family tree stirp·s |is f parent par¡ns |entis mf
father pa·ter |tris m relative cogn§t·us |¿ m, cogn§t·a |ae f
father-in-law soc·er |er¿ m sister-in-law (sister of husband) gl«s
father of the family paterfamili§s (gen:
gl«ris f
patrisfamili§s) m sister-in-law (wife of brother) ux·or
forefathers atav·¿ |«rum mpl
granddaughter nept·is |is f |«ris f fr§tris
granddad tat·a |ae m son f¿li·us |¿ m
grandfather av·us |¿ m son-in-law gener, gener¿ m
grandma mamm·a |ae f spouse con·i»nx |iugis mf
grandmother avi·a |ae f stepdaughter pr¿vign·a |ae f
grandson nep·«s |«tis m stepfather v¿tric·us |¿ m
great-aunt (on father’s side) amit·a |ae stepmother noverc·a |ae f
stepson pr¿vign·us |¿ m
f magna; (on the mother’s side) uncle (mother’s brother) avuncul·us |¿
materter·a |ae f magna
great-grandfather proav·us |¿ m m
great-grandmother proavi·a |ae f uncle (father’s brother) patru·us |¿ m
wife ux·or |«ris f
young daughter f¿liol·a |ae f
young son f¿liol·us |¿ m
Chapter III: School
CONVERSATIONS ___________________________________
LEVEL I Checking on homework.
Magistra Silentium, quaes«! Andr¡a! Teacher: Silence, please! Andrea!
Andr¡a Adsum. Andrea: Present.
Magistra C«nf¡cist¿ne tuum praescr¿ptum Did you finish your homework?
Andr¡a domesticum? I have.
C«nf¡c¿.
Magistra Quid f¡cist¿? What did you do?
Andr¡a Voc§bula Lat¿na ¡didic¿. I memorized the Latin vocabulary.
Magistra Quid amplius? What else?
Andr¡a Scr¿pt»ram composu¿. I wrote a composition.
Magistra D¡ qu«? About what?
Andr¡a D¡ monument¿s in for«. About the monuments in the
forum.
Magistra Quae monumenta d¡scr¿psist¿? Which monuments did you
Andr¡a Basilic§s et c»riam et varia templa describe?
et c¡tera. The courthouses and the senate
building and the various
temples, and so forth.
Magistra Tr§de mihi. Hand it in.
Andr¡a Ecce. Here it is.
Magistra Christ¿na! Christine!
Christ¿na Adsum. Present.
Magistra D¡ qu« in compositi«ne scr¿psist¿? What did you write about in your
Christ¿na composition?
D¡ st§t» mulierum. About the status of women.
25
26 Conversational Latin
Magistra Bene. Tr§de mihi. Fine. Hand it in.
Christ¿na Ecce. Here it is.
LEVEL II Getting the lesson straight.
C§rolus Magister, quid d¿c§s ego n«n Carl: Teacher, I don’t understand
Magister intelleg«. what you are saying
Compar« rem p»blicam R«m§nam Teacher: I am comparing the
cum r¡ p»blic§ nostr§. Roman government with our
government.
C§rolus At ego sci« nihil fer¡ d¡ r¡ But I know practically nothing
Magister p»blic§ R«m§n§. about the Roman government.
L¡gist¿ne caput qu§rtum tuae Have you read the fourth chapter
Historia R«m§na? of your Roman History?
C§rolus Adh»c ego l¡g¿ s«lum »sque ad So far I have read only up to
Magister caput tertium. chapter three.
At ego caput qu§rtum assign§v¿ in But I assigned chapter four for
diem hodiernum. today.
C§rolus Explic§, quaes«, quid in capite Please explain what is in the
Magister qu§rt« sit. fourth chapter.
Em, aper¿ librum tuum ad Well, open your book to page
p§ginam sex§g¡simam sixty-seven.
septimam.
C§rolus Aperu¿ eum. I’ve opened it.
Magister Quid est scr¿ptum in summ§ What is written at the top of the
p§gin§? page?
C§rolus “D¡ R¡ P»blic§ R«m§n§.” “The Roman Government.”
Magister Lege ide« illud caput in diem
Then read that chapter for
cr§stinum. Disput§bimus d¡ ill§ tomorrow. We’ll discuss that
r¡ cr§s. topic tomorrow.
C§rolus Cert¡ illud legam. Sure, I’ll read it.
Magister Nisi illud l¡geris, cad¡s pr« cert«
If you don’t read it, you’ll flunk
in proxim§ prob§ti«ne. the next test for sure.
Chapter III: School 27
LEVEL III A teacher conducts her class efficiently.
Magistra In man»s capite libell«s vestr«s. Teacher: Get out your notebooks.
I§s«n Corrig¡mus exercitium quod We’re going to correct the
modo c«nf¡cistis. exercise that you just
completed.
Ign«sce mihi, magistra; n«n habe«
calamum. Jason: Excuse me, teacher; I
don’t have a pen.
Magistra Ubi est calamus tuus, I§s«n? Where is your pen, Jason?
I§s«n Dom¿ rel¿qu¿, ut vid¡tur. Quid I left it at home, it seems. What
faciam? should I do?
Magistra Fortasse potes m»tu§r¿ calamum § Perhaps you can borrow a pen
I§s«n proxim« tu«. from your neighbor.
Estne haec prob§ti«? Is this a test?
Magistra N«l¿ sollicit§r¿. Ut prius d¿x¿, Don’t worry. As I said earlier,
I§s«n corrig¡mus tantummodo we’re only going to correct
exercitia vestra. your exercises.
‡nsunt multa menda me« There are lots of mistakes in my
exerciti«. exercise.
Magistra Per ign«r§ti«nem an inc»riam? Through lack of knowledge or
through carelessness?
I§s«n Per utramque, ut vid¡tur.
Through both, it seems.
Magistra Recit§ cl§r¡ exercitium tuum et Read your exercise aloud and I
I§s«n ego menda indic§b«. will point out the mistakes.
Legamne statim cunctum Should I read the whole exercise
exercitium an per singul§s at one time or sentence by
sententi§s? sentence?
Magistra Per singul§s sententi§s. E« mod« Sentence by sentence. In that way
ego quodque mendum indic§b« I can point out and correct each
corrigamque et t» poteris mistake, and you can jot down
annot§re fig»ram corr¡ctam. the correct form.
THE PLEDGE OF ALLEGIANCE
Fidem meam oblig« vexill« C¿vit§tum Foeder§t§rum Americae
et Re¿ P»blicae, c»ius vicem gerit, »n¿ n§ti«n¿, sub De«,
ind¿viduae, praebent¿ l¿bert§tem i»stitiamque omnibus.
28 Conversational Latin
TOPICAL VOCABULARY______________________________
NOTA BENE! For additional words assistant principal see principal
dealing with grammar, see the topical audiovisual aid aud¿v¿sificum
vocabulary of Chapter XXV.
subsidi·um |§ |um
abbreviate imminu·« |ere |u¿ ballpoint pen stil·us |¿ m sphaer§tus
immin»tus basics element·a |«rum npl
bathroom (toilet) latr¿n·a |ae f; may I
abbreviation not·a |ae f compendi§ria
go to the bathroom? licetne mihi in
ability facult·§s |§tis f; ability to read latr¿nam ¿re? yes, OK licet
and write legend¿ scr¿bend¿que blackboard tabul·a |ae f §tra
facult§s; natural ability ingeni·um book li·ber |br¿ m
|¿ n book bag capsul·a |ae f schol§ris
bright (smart) l»culent·us |a |um
absent abs·¡ns |entis; to be absent buzzer bombil§tr·um |¿ n; when the
absum abesse §fu¿ §fut»rus buzzer sounds (or goes) cum
bombil§trum strepit
absentee abs¡ns, absentis mf cafeteria refect«ri·um |¿ n
calculator m§chinul·a |ae f calcul§t«ria
academy acad¡mi·a |ae f call roll n«mina cit§re
capital letter litter·a |ae f m§iuscula
add adic·i« |ere adi¡c¿ adiectus carbon copy exempl·um |¿ n
tr§nsc»sum, antigraph·um |¿ n
aloud cl§r¡ chalk cr¡t·a |ae f
chapter cap·ut |itis n
answer s resp«ns·um |¿ n; to give an chemistry chemic·¡ |¡s f
answer to s.o. alicui resp«nsum class classis |is f; to be at the head of
red·d« |dere |did¿ |ditus the class classem d»c·« |ere d»x¿
classroom concl§v·e |is n schol§re
answer tr (in both speaking and college coll¡gi·um |¿ n
writing: with dat of person and ad + composition scr¿pt»r·a |ae f,
acc of the thing) respon·de« |d¡re |d¿ compositi·« |«nis f
|sum; to answer a question ad copy s exempl·um |¿ n
interrog§tum respond¡re; answer in copy tr exscr¿b·« |ere exscr¿ps¿ (from
complete sentences t«t¿s sententi¿s ex + abl) (by cheating cland¡st¿n«)
respond¡re correct adj r¡ct·us |a |um (opp:
pr§vus), ¡mend§t·us |a |um (free
ask rog§re; (for information) quaer« from faults), corr¡ct·us |a |um (in the
quaerere quaes¿v¿ quaes¿tus; to ask sense of “corrected”)
about (someone, something) d¡
(aliqu«) rog§re; to ask a few
questions pauca quaerere; to ask s.o.
s.th. aliquem aliquid rog§re; to ask
s.o. for s.th. ab aliqu« aliquid rog§re;
to ask the teacher (student) a
question docentem (discentem)
interrog§re; to ask this question hoc
quaerere
assign assign§re
assignment p¡ns·um |¿ n; (written)
praescr¿pt·um |¿ n
Chapter III: School 29
correct tr (esp. mistakes in writing) examine ex§min§re
¡mend§re; (a person or mistake)
corrig·« |ere corr¡x¿ corr¡ctus exercise (written) exerciti·um |¿ n;
(practice) exercit§ti·« |«nis f
correction corr¡cti·« |«nis f, ¡mend§ti·«
|«nis f explain expl§n§re, explic§re
correctly r¡ct¡ (opp: pr§v¡), ¡mend§t¡; explanation expl§n§ti·« |«nis f,
to speak (spell) correctly r¡ct¡ loqu¿ explic§ti·« |«nis f
(scr¿bere)
express exprim·« |ere express¿
corridor ambul§cr·um |¿ n, andr·«n expressus
|«nis m
faculty magisteri·um |¿ n
day off (from school) (ab schol§)
f¡ri§tus di·¡s |¡¿ m; have a day off flunk: to flunk a test cad·« |ere cecid¿
f¡ri§tum diem hab¡re c§s»rus in prob§ti«ne
deal with (topic, person) tract§re form (grammatical) fig»r·a |ae f
dean dec§n·us |¿ m; dec§n·a |ae f freshman t¿r·« |«nis mf
desk m¡ns·a |ae f scr¿pt«ria front of the room prior par·s |tis f
scholae
dictionary dicti«n§r·ium |¿ n, lexic·on
|¿ n get (to understand) ten·e« |¡re |u¿
tentus; I get it tene«; now I get it
discuss disput§re d¡ (+ abl) iam tene«
discussion disput§ti·« |«nis f globe glob·us |¿ m terr§rum
door i§nu·a |ae f grade s grad·us |»s m; (for
performance) not·a |ae f
drive, enthusiasm studi·um |¿ n, v¿s
(acc: vim) f grade tr (papers) not§re; (to evaluate)
aestim§re
educate ¿nstit·u« |uere |u¿ |»tus
graduate grad»s suscip·i« |ere susc¡p¿
education ¿nstit»ti·« |«nis f (Note that
¡duc§ti« refers to “raising, bringing guidance counselor c«nsili§·tor |t«ris m
up” and can apply to the raising of scholasticus; c«nsili§·tr¿x |¿cis f
children as well as livestock, the scholastica
training of the body, etc.)
hallway ambul§cr·um |¿ n, andr·«n
elementary school litter§rius l»d·us |¿ |«nis m
m
hand in tr tr§·d« |dere |did¿ |ditus
erase ¡r§d·« |ere ¡r§s¿ ¡r§sus
handwriting ch¿rograph·um |¿ n
eraser (for a blackboard) d¡ters«ri·um
|¿ n; (on a pencil) gumm·is |is f heading cap·ut |itis n, ind·ex |icis m
capitis
erasure lit»r·a |ae f
high school schol·a |ae f superior
error (in writing) mend·um |¿ n,
mend·a |ae f, viti·um |¿ n; to history histori·a |ae f
commit (make) an error mendum
admitt·« |ere adm¿s¿ admissus home room concl§ve |is n schol§re
proprium
essay libell·us |¿ m
homework p¡ns·um |¿ n domesticum;
examination ex§min§ti·« |«nis f (written) praescr¿pt·um |¿ n
domesticum
30 Conversational Latin
hooky: to play hooky ¿nsci¿s parentibus lectern l¡ct«ri·um |¿ n
§ schol§ abesse
line vers·us |»s m (of prose or poetry)
illiterate analphab¡t·us |a |um
map tabul·a |ae f geographica
improve (to get better in study)
pr«fic·i« |ere pr«f¡c¿ pr«fectum manuscript manuscr¿pt·um |¿ n
improvement pr«fect·us |»s m mean signific·« |§re
ink §tr§ment·um |¿ n meaning signific§ti·« |«nis f; basic
(figurative, litteral) meaning
instruct s.o. in s.th. ¿nstru·« |ere pr¿nceps (tr§nsl§t¿va, propria)
¿nstrux¿ ¿nstructus aliquem aliqu« signific§ti«
instruction (teaching) ¿nstit»ti·« |«nis f; memorize ¡disc·« |ere ¡didic¿
instructions praecept·a |«rum npl
meter numer·us |¿ m
instructor praecept·or |«ris m (·r¿x
|r¿cis f), doc·¡ns |entis mf mistake mend·um |¿ n, viti·um |¿ n
jot down annot§re note not·a |ae f; to take notes
comment§ri«s c«nfic·i« |ere c«nf¡c¿
junior i»ni·or |«ris mf c«nfectus
key cl§v·is |is m note pad pugill§r·¡s |um mpl
know sci« sc¿re sc¿v¿ sc¿tus; know how notebook libell·us |¿ m
to sc¿re (+ inf); not know nesc·i«
|¿re |¿v¿ or |i¿ page p§gin·a |ae f; at the bottom (top)
of the page in ¿m§ (summ§) p§gin§
Latin (to know, read, teach, speak,
understand, write) Lat¿n¡; Are you paper chart·a |ae f
learning Latin? Discisne Lat¿n¡?;
Did you forget Latin? Esne obl¿tus paper clip f¿bicul·a |ae f chart§rum
(-a) L§t¿n¡?; Do you know Latin?
N«st¿ne Lat¿n¡?; Do you know how paragraph paragraph·us |¿ f, cap·ut |itis
to speak Latin? Sc¿sne Lat¿n¡ n
loqu¿?; Do you read Latin easily?
Legisne Lat¿n¡ facile?; Do you pass: to pass a test prob§ti«nem
speak Latin (fluently)? Loquerisne sustin·e« |¡re |u¿
Lat¿n¡ (pr«fluenter)?; Do you teach
Latin? Doc¡sne Lat¿n¡?; Do you passage (in a text) loc·us |¿ (pl: loc¿) m
understand Latin? Intellegisne
Lat¿n¡?; Since when have you been pen penn·a |ae f, calam·us |¿ m
learning Latin? Ex qu« tempore scr¿pt«rius
Lat¿n¡ didicist¿?; Where did you
study Latin? Ubi Lat¿n¡ studuist¿?; pencil graphi·um |¿ n
Who is able to write Latin? Quis
Lat¿n¡ scr¿bere potest? period: (class period) spati·um |¿ n; in
the third period terti« spati«
Latin teacher Lat¿nit§tis magis·ter |tr¿
m (·tra |trae f) podium podi·um |¿ n, pulpit·um |¿ n
learn disc·« |ere didic¿; to learn by poem po¡m·a |atis n
heart ¡discere
point out indic§re
learner disc·¡ns |entis mf
poster foli·um |¿ n m»r§le
practice s exercit§ti·« |«nis f; extensive
and continous practice multa et
continua exercit§ti«
practice tr exerc·e« |¡re |u¿ |itus
Chapter III: School 31
prepare par§re; (in advance) praepar§re roll call n«minum recit§ti·« |«nis f; to
take roll call n«mina recit§re
present: to be present adsum adesse
adfu¿ adfut»rus rule s (for measuring) r¡gul·a |ae f
principal (l»d¿ or scholae) r¡c·tor |t«ris scan (poetry) tr scand·« |ere |¿ sc§nsus
m, r¡c·tr¿x |tr¿cis f); assistant (or
vice) principal r¡ctor vic§rius, school building aed·¡s |is f schol§ris
r¡ctr¿x vic§ria; principal’s office
r¡ct«ris (r¡ctr¿cis) offic¿n·a |ae f school l»d·us |¿ m; (advanced) schol·a
|ae f; to attend school scholam
progress pr«fect·us |»s m; to make frequent§re; to go to school scholam
progress pr«fic·i« |ere pr«f¡c¿ obe« ob¿re obi¿ or ob¿v¿; to skip
pr«fectum school ¿nsci¿s parentibus § schol§
absum abesse
promote ad superi«rem classem
pr«mov·e« |¡re pr«m«v¿ pr«m«tus school supplies ¿nstr»ment·um |¿ n
schol§re
pronounce pr«n»nti§re
scribble exar§re, c«nscr¿bill§re
prose pr«s·a |ae f
seat subselli·um |¿ n (schol§re)
pupil discipul·us |¿ m, discipul·a |ae f
senior seni·or |«ris mf
question rog§t·um |¿ n; interrog§t·um |¿
n; quaesti·« |«nis f; to raise a sheet schid·a |ae f
question quaesti«nem p«n·« |ere
posu¿ silence silenti·um |¿ n
question mark sign·um |¿ n slide im§g·« |inis f ph«tographica
interrog§ti«nis tr§nsl»cida; to show slides im§gin¡s
ph«tographic§s exhib·e« |¡re |u¿
quiz quaestiuncul·a |ae f |itus
read leg·« legere l¡g¿ l¡ctus slow to learn s¡gn·is |is |e
reading paus·a |ae f; l¡cti·« |«nis f small letter litter·a |ae f minuscula
recess paus·a |ae f; during (after, sophomore sophom«r·us |¿ m,
before) recess inter (post, ante) sophom«r·a |ae f
pausam
spell scr¿b·« |ere scr¿ps¿ scr¿ptus
recitation recit§ti·« |«nis f
spelling orthographi·a |ae f
recite recit§re
staple s unc¿nul·us |¿ m (metallicus)
repeat repet·« |ere |¿v¿ |¿tus
staple tr c«nsu·« |ere |¿ |»tus
repetition repet¿ti·« |«nis f
stapler unc¿n§t«ri·um |¿ n, c«ns»t«ri·um
research s invest¿g§ti·« |«nis f |¿ n (chart§rum)
research tr invest¿g§re student stud·¡ns |entis mf, discipul·us |¿
m, discipul·a |ae f
restroom loc·us |¿ m s¡cr¡tus; (public)
foric·a |ae f; may I go to the studies studi·a |«rum npl; (studium in
restroom licetne mihi in locum the singular means “drive,
s¡cr¡tum in¿re? Yes, OK licet enthusiasm”)
review s retract§ti·« |«nis f study period spati·um |¿ n studi«sum
review tr retract§re stumble over new words nova verba
offend·« |ere |¿
32 Conversational Latin
subject discipl¿n·a |ae f; (topic) English ex Lat¿n« in Anglicum
arg»ment·um |¿ n (con)vertere
translation tr§nsl§t·a |«rum npl; (act of
subject matter m§teri·a |ae f translating) conversi·« |«nis f,
subtract d¡trah·« |ere d¡trax¿ d¡tractus tr§nsl§ti·« |«nis f; (of a sentence)
table of contents in·dex |dicis m sententia tr§nsl§ta; (of a book) liber
tr§nsl§tus
capitum transparency p§gin·a |ae f pell»cida
take down (notes, lecture) excip·i« |ere tutor domesticus (|a) praecept·or |«ris
m (·r¿x |r¿cis f)
exc¡p¿ exceptus type m§chinul§ scr¿pt«ri§ scr¿b·« |ere
talent ingeni·um |¿ n scr¿ps¿ scr¿ptus, dactylograph§re
talented ingeni«s·us |a |um typewriter m§chinul·a |ae f scr¿pt«ria,
teach (w. double acc) doc·e« |¡re |u¿ dactylograph·um |¿ n
typewriter key pl¡ctr·um |¿ n
|tus (dactylographicum) malleol·us |i m
teacher magis·ter |tr¿ m, magistr·a |ae f; typewriter ribbon taeni·a |ae f
dactylographica
(in elementary school) litter§t·or understand intelleg·« |ere intell¡x¿
|«ris m, litter§tr·¿x |¿cis f intell¡ctus
teaching assistant magistrae (or vacation: be on vacation f¡ri§t·us |a
magistr¿) adi»t·or |«ris m (adi»tr·¿x |um esse
|¿cis f) verse vers·us |»s m
teaching method docend¿ rati·« |«nis f vice principal see principal
test prob§ti·« |«nis f vocabulary voc§bul·a |«rum npl
textbook lib·er |r¿ m schol§ris, ars, artis white board tabul·a |ae f alba
f window fenestr·a |ae f
theme (topic) m§teri·a |ae f, workboook libell·us |¿ m exerciti«rum
arg»ment·um |¿ n; (essay) tract§t·us write scr¿b·« |ere scr¿ps¿ scr¿ptus
|»s m writing scr¿pt»r·a |ae f; writings
toilet l§tr¿n·a |ae f; may I go to the scr¿pt·a |«rum npl
toilet licetne mihi in l§tr¿nam ¿re?
Yes, OK licet
topic m§teri·a |ae f, r¡s, re¿ f
translate (con)vert·« |ere |¿
(con)versus; ; tr§ns·fer« |ferre |tul¿
|l§tus; to translate from Latin to
Chapter III: School 33
COMMANDS FOR THE CLASSROOM _____________________
N.B. For all commands dealing with don’t tease him (her) n«l¿ (n«l¿te) eum
Latin grammar see Chapter 25. (eam) tax§re
answer me respond¡ mihi; answer my explain this construction explic§
question respond¡ (respond¡te) ad (explic§te) hanc c«nstructi«nem
meum interrog§tum
form a single (double) line fac (facite)
be on time, please ven¿ (ven¿te) temper¿ agmen »nicum (duplex)
(or ad tempus), quaes«
get out your book(s) librum in manum
be quiet (silent) tac¡ (tac¡te); silentium cape, libr«s in man»s capite; librum
ten¡ (ten¡te) pr«me, libr«s pr«mite
close the door claude (claudite) i§nuam go on (continue) perge (pergite)
collect the papers collige (pl colligite) go to the blackboard acc¡de (acc¡dite)
chart§s ad tabulam §tram
come here ven¿ (pl: ven¿te) h»c hand me the book librum cedo (cette)
[an old imperative]
come in intr§ (pl: intr§te)
hand in the papers chart§s redde
come on, try to remember agedum, (reddite), chart§s tr§de (tr§dite)
tempt§ (tempt§te) meminisse
hand out the papers distribue
continue (reading, writing, speaking, (distribuite) chart§s or pr«mpt§
translating) perge (pergite) (legere, (pr«mpt§te) chart§s
scr¿bere, d¿cere, vertere)
hurry up m§t»r§ (m§t»r§te)
cut it out d¡sine (d¡sinite); d¡siste
(d¡sistite) I want a word with you after class
pauc¿s t¡ vol« post classem
cut out the chatter, please «mitte
(«mittite) garrulit§tem, quaes« knock it off, please parce (parcite),
quaes«
cut out the noise, please omitte
(omittite) strepitum, quaes« listen carefully aud¿ (aud¿te) d¿ligenter
cut out the nonsense omitte (omittite) listen to me m¡ auscult§ (auscult§te)
n»g§s
look at me converte (convertite) ocul«s
don’t cheat n«l¿ (n«l¿te) exscr¿bere ex in m¡
proxim«
look it up in the dictionary id inqu¿re
don’t forget to do your homework (inqu¿rite) in dicti«n§ri«
n«l¿te obl¿v¿sc¿ perficere p¡nsum
vestrum lower your voice remitte (remittite)
v«cem
don’t interrupt, please n«l¿ (n«l¿te)
interpell§re, quaes« make it brief in pauca c«nfer (c«nferte)
don’t laugh at him (her) n«l¿ (n«l¿te) never mind sine (sinite)
r¿d¡re eum (eam)
open your book(s) to page … aper¿
don’t speak English n«l¿ (n«l¿te) loqu¿ librum (aper¿te libr«s) ad
Anglic¡ p§ginam …
34 Conversational Latin
outline the story (the essay) d¡l¿ne§ sit down, please c«ns¿de (c«ns¿dite),
(d¡l¿ne§te) f§bulam (tract§tum) quaes«
pass around circumfer (pl circumferte) sit up straight r¡ct¡ sed¡ (sed¡te)
pass out the papers see hand out the
speak slowly (louder), please loquere
papers (loquimin¿) lent¡ (cl§rius), quaes«
pass the papers to the front chart§s
speak up ¡loquere (¡loquimin¿)
tr§de (tr§dite) ad frontem
pay attention attende (attendite); pay stop arguing d¡sine (d¡sinite)
arg»ment§r¿ (squabbling) r¿x§r¿
attention to what I am saying
attende (attendite) dicta mea stop talking d¡sine (d¡sinite) loqu¿
put your book(s) away s¡p«ne librum
(s¡p«nite libr«s) stand up surge (c«nsurgite); (esp. as a
raise your hand(s) attolle manum mark of respect) assurge (assurgite)
(attollite man»s)
read the next sentence lege (legite) stop writing d¡sine (d¡sinite) scr¿bere
sententiam proximam; (read aloud)
recit§ (recit§te) sententiam proximam take notes ¡not§ (¡not§te)
read aloud (slower, faster, louder,
with inflection of the voice) lege take up (for reading, studying) in
(legite) cl§r¡ (lentius, celerius, man»s s»me (pl: s»mite)
cl§rius, flex§ v«ce)
repeat after me e¿sdem verb¿s mihi take your seats revertite ad subsellia
redde (reddite)
repeat the passage repete (repetite) translate this sentence from English to
locum Latin converte hanc sententiam ex
repeat what you just said repete Anglic« in Lat¿num
(repetite) quid modo d¿xer¿s
(d¿xer¿tis) translate this sentence from Latin to
review: let’s review the pronouns English converte (convertite) hanc
pr«n«mina retract¡mus sententiam ex Lat¿n« in Anglicum
show me your homework ostende
(ostendite) mihi p¡nsum (or turn around t¡ verte (pl: v«s vertite)
praescr¿ptum)
silence, please! silentium, quaes«! turn to page ¡volve librum
(¡volvite libr«s) ad p§ginam
use your dictionary »tere (»timin¿)
dicti«n§ri«
whoa! not so fast! eho, n«n tam cito!
write out the sentences sententi§s
perscr¿be (perscr¿bite)
write that on the board scr¿be
(scr¿bite) id in tabul§ §tr§ (or alb§)
Chapter IV: Daily Activities
CONVERSATIONS ___________________________________
LEVEL I Mother calls from downstairs to wake her daughters.
[NOTE—Time of day can be computed according to the Roman
system, beginning at 6:00 A.M., or according to the modern system,
beginning the day at midnight. See page 80 on the Roman hours.]
M§ter Vict«ria, surge. Tempus est Mother: Victoria, get up. It’s time
Vict«ria surgere. to get up.
M§ter O m§ter, ego tam fessa sum. Victoria: Oh mother, I’m so tired.
Vict«ria Librum meum ad multam I read my book till late at night.
M§ter noctem l¡g¿. Quota h«ra est? What time is it?
Vict«ria Iam h«ra oct§va est. Vigil§sne? It’s already eight o’clock. Are you
Vigil«. Ubi sunt calce¿ me¿? awake?
M§ter
Vict«ria Yes, I am. Where are my shoes?
M§ter Qu«modo sciam? Ubi, ut op¿nor, How should I know? I suppose,
Vict«ria t» e«s d¡tr§xist¿ her¿ vesper¿. where you took them off last
Vict«ria, excit§ ¡ somn« tuam night. Wake up your little sister
sororculam Ol¿viam. Olivia.
M§ter, Ol¿via n«n vult surgere. Mother, Olivia doesn’t want to
Sub str§gul¿s adh»c iacet et s¡ wake up. She’s still lying under
n«n movet. the covers and doesn’t move.
Vigilatne nunc Ol¿via? Is Olivia awake now?
Minim¡ edepol! Ista pigra n¡ Heck no! That lazy thing doesn’t
ocul«s quidem aperit. Quid even open her eyes. I don’t
faciam nesci«. know what to do.
Excit§ eam iterum. Wake her again.
Excit§v¿. N«n pr«dest. Dictitat: I have. It doesn’t do any good.
“Omn¿n« «d¿ surgere tam bene She keeps on saying: “I
m§ne.” absolutely hate to get up so
early in the morning.”
35
36 Conversational Latin
M§ter
Extrahe eam ¡ lectul«. Ali«qu¿n Drag her out of bed. Otherwise
Vict«ria ego ipsa s»rsum veniam et eam I’ll come upstairs myself and
excit§b«. wake her up.
Bene est, Mamma; Ol¿via tandem It’s O.K., Mom. Olivia has finally
¡ lectul« r¡psit. crawled out of bed.
LEVEL II Two sisters bicker as they get ready for the day.
Vict«ria Ol¿via, agedum, t¡ lav§ et dent¡s Victoria: Olivia, come on, wash
Ol¿via p»rg§. yourself and brush your teeth.
[lit: “clean” your teeth]
Vict«ria C»r omn¡s in h§c famili§ m¡
Ol¿via carpunt? Qu«modo possum m¡ Olivia: Why does everyone in this
Vict«ria lav§re s¿ aqu§lem n«n habe«? family pick on me? How can I
Ol¿via wash myself if I don’t have a
basin?
Vict«ria
Ol¿via Postquam t» t¡ l§vist¿, mement« After you have washed, remember
purg§re dent¡s. Et mement« to brush your teeth. And
Vict«ria sternere lectulum tuum. remember to make your bed.
M§ter
Qu«modo dent¡s purg§re possum, How can I brush my teeth if you
s¿ t» pastam dent§riam hab¡s? have the toothpaste?
Et mement« pectere capill«s, s¿ And remember to comb your hair
n«n v¿s vid¡r¿ similis Med»sae. if you don’t want to look like
Medusa.
Qu«modo capill«s pectere
possum, s¿ quis pectinem meum How can I comb my hair if
sustulit? someone swiped my comb?
Et mement«, mea c§ra sororcula, And remember, my dear little
cr¿sp§re capill«s. sister, to curl your hair.
Qu«modo capill«s cr¿sp§re How can I curl my hair if I can’t
possum, s¿ neque calamistrum find the curler or the mirror?
neque speculum inven¿re
possum?
Misera Ol¿via, t«tus mundus tibi Poor Olivia, the whole world is
advers§tur! against you!
Puellae, d¡sinite r¿x§r¿. Ven¿te Girls, stop bickering. Come
deorsum. Ient§culum est downstairs. Breakfast is ready.
par§tum.
Chapter IV: Daily Activities 37
Mother and daughters do the daily chores.
LEVEL III
M§ter Vict«ria et Ol¿via, d¡s¿der« Victoria and Olivia, I need your
auxilium vestrum hod¿¡. Ego help today. I have already made
Vict«ria iam lect«s omn¡s str§v¿ et all the beds and have washed
M§ter pav¿mentum l§v¿. the floor.
Vict«ria Promptae sumus. D¿c quid vel¿s ut We are ready. Tell us what you
M§ter n«s faci§mus. want us to do.
Ol¿via
M§ter Vict«ria, pr¿mum omnium, lav§ Victoria, first of all, wash the
patin§s et v§sa quibus in dishes and the pots and pans
Ol¿via prandi« »s¿ sumus. which we used at lunch.
M§ter
Ol¿via V¿sne etiam m¡ m¡nsam p«nere Do you also want me to set the
M§ter ad c¡nam? table for dinner?
Ol¿via
Ita. Deinde pr«me aliquid v¿n¿ ¡ Yes. Then get out some wine from
Mater cell§ v¿n§ri§. the wine cellar.
Quid ego faciam? What should I do?
Fortasse t» potes haur¿re aquam ¡ Perhaps you can draw some
cistern§. Ecce situlam. water from the cistern. Here’s
the bucket.
Quid aqu§ faciam?
What should I do with the water?
Impl¡ solium in balneol«. Fill the bathtub in the bathroom.
Quicquam aliud? Anything else?
Impl¡ aqu§l¡s in omnibus Fill the wash basins in all the
cubicul¿s. bedrooms.
Postquam ego omnia f¡cer«, After I have done everything, may
lic¡bitne for§s exeam l»sum? I go outside to play? My friends
Am¿cae meae m¡ exspectant. are waiting for me.
Cert¡, ex¿ for§s et l»de cum Certainly, go outside and play
am¿c¿s tu¿s usque ad h«ram with your friends until dinner
c¡nand¿. time.
38 Conversational Latin
TOPICAL VOCABULARY______________________________
answering machine resp«nsr·um |¿ n layer the hair comam in grad»s frang·«
|ere fr¡g¿ fr§ctus
awake: to be awake vigil§re
make the bed lectum (or lectulum)
basin aqu§l·is |is m (f) stern·« |ere str§v¿ str§tus
breakfast ient§cul·um |¿ n; to eat mirror specul·um |¿ n
breakfast ient§re; ient§culum s»m·«
|ere s»mps¿ s»mptus mow the lawn gr§m·en |inis n resec«
|§re |u¿ |tus
brush the teeth dent¡s purg§re [lit: to
clean the teeth] nap brevis somn·us ¿ m; to take a nap
brevem somnum cap·i« |ere c¡p¿
cell phone t¡leph«nul·um |¿ n port§bile captus
clean purg§re, mund§re; to clean out polish shoes calce«s pol·i« |¿re |¿v¿ |¿tus
the kitchen cul¿nam mundandam
c»r§re pots and pans v§s·a |«rum npl
comb tr pect·« |ere pex¿ pectus; to put on (clothes) indu·« |ere |¿ |»tus
comb the hair capillum (or capill«s (opp: exuere)
or cr¿n¡s or comam) pectere; to
comb out expectere; to comb back set the table cib§ria (v§scula) in
repectere m¡nsam app«n·« |ere apposu¿
appositus
comb s pect·en |inis m
snack merend·a |ae f; to have a snack
curl cr¿sp§re merendam cap·i« |ere c¡p¿ captus
curler calamistr·um |¿ n soap sap·« |«nis m; bar of soap sap«nis
quadrul·a |ae f
dine c¡n§re
sweep the floor pav¿mentum verr·« |ere
dish patin·a |ae f; to wash the dishes |¿ versus
patin§s lav§re
take off (clothes) d¡trah·« |ere d¡tr§x¿
draw water aquam haur·i« |¿re haus¿ d¡tractus; exu·« |ere |¿ |»tus
haustus
telephone s t¡leph«n·um |¿ n; by
dust the furniture supellectilem telephone t¡leph«nic¡; to call s.o.
d¡ter·ge« |g¡re |s¿ |sus on the telephone aliquem
t¡leph«nic¡ compell§re; to dial a
eat ed« ¡sse ¡d¿ ¡sus; (breakfast, lunch, (telephone) (area code) number
dinner) s»m·« |ere s»mps¿ s»mptus numerum (t¡leph«nicum) (numerum
praes¡l¡ct«rium) s¡lig·« |ere s¡l¡g¿
fill impl·e« |¡re |¡v¿ |¡tus; to fill the s¡l¡ctus; to speak with s.o. on the
water basins aqu§l¡s |ium impl¡re telephone cum aliqu« t¡leph«nic¡
colloquor colloqu¿ colloc»tus sum; to
floor pav¿ment·um |¿ n use a pay phone t¡leph«n« mon¡t§l¿
»tor »t¿ »sus sum
get up surg·« |ere surr¡x¿ surr¡ctum
telephone adj t¡leph«nic·us |a |um;
go to bed dorm¿tum (or cubitum) telephone call (local, long-distance)
[supine] e« ¿re i¿ or ¿v¿ itum t¡leph«nicum colloqui·um |¿ n
(loc§le, longinquum)
go shopping obs«n§re
iron clothes vest¿menta prem·« |ere
press¿ pressus
Chapter IV: Daily Activities 39
telephone tr per t¡leph«num voc§re toothbrush p¡nicul·us |¿ m dent§rius
telephone book catalog·us |¿ m toothpaste past·a |ae f dent§ria
vacuum tr pulveris haur¿t«ri« purg§re
t¡leph«nicus vacuum cleaner pulveris haur¿t«ri·um
telephone booth cell·a |ae f t¡leph«nica
telephone number numer·us |¿ m |¿ n
wake up tr (¡ somn«) excit§re ¶ intr
t¡leph«nicus
television s t¡lev¿s«ri·um |¿ n; (see experg¿sc·or |¿ experrectus sum
wash tr lav·« |§re l§v¿ lautus ¶ intr
television, ChapterIV) to watch
television t¡lev¿s«ri·um spect§re lav§r¿, s¡ lav§re
tidy up «rdin§re water the flowers fl«r¡s adaqu§re
tired fess·us |a |um
40 Conversational Latin
Chapter V: Sports and Other Leisure Activities
CONVERSATIONS ___________________________________
LEVEL I Her teacher asks Dorothy how she spends her
free time.
Magistra Qu«modo c«ns»mis «tium di¡bus Teacher: How do you spend your
Doroth¡a pr«f¡st¿s? leisure time on weekdays?
Postquam studia c«nf¡c¿, cum Dorothy: After I have finished my
am¿c¿s me¿s l»d«. studies, I play with my friends.
Magistra Quid facis f¿ne hebdomadis? What do you do on the weekend?
Doroth¡a Pr¿mum, dormi« quam di» mihi First, I sleep as long as I please.
libet.
Magistra Quid facis poste§? What do you do after that?
Doroth¡a Deinde ego et am¿cae Then I and my friends go for a
d¡ambul§mus. walk.
Magistra Quid facis di¡ S§turn¿ vesper¿? What do you do on Saturday
Doroth¡a Interdum e« in c¿n¡mat¡um. evening?
Sometimes I go to the movie
theater.
Magistra Quid amplius facis? What else do you do?
Doroth¡a Interdum am§ns meus m¡ ad Sometimes my boyfriend takes me
salt§ti«nem d»cit. to a dance.
Magistra Quid aliud facis? What else do you do?
Doroth¡a Saepe t¡lev¿s«rium spect«. I often watch television.
Magistra Qu«modo vac§ti«nem aest¿vam How do you spend your summer
Doroth¡a c«ns»mis? vacation?
Sc¿licet aliquot p¡nsa dom¿ faci«; Of course I do some chores at
multum autem tempus l¿berum home; still, I have a lot of free
habe«. time.
40
Chapter V: Sports and Other Leisure Activities 41
Magistra Quid erg« facis? So, what do you do?
Doroth¡a Multa quidem. Interdum v¿sit« A lot of things, really. At times I
cogn§t«s me«s. Interdum «ram visit my relatives. Sometimes I
maritimam pet«. head for the shore.
Magistra Quibuscum? With whom?
Doroth¡a Aut cum famili§ aut cum amante Either with my family or with my
me«. boyfriend.
Magistra Quid aliud facis? What else do you do?
Doroth¡a Per occ§si«nem ad concentum e«. Occasionally I go to a concert.
LEVEL II His teacher asks Theodore how he spends his
free time.
Magister Qu«modo tempus l¿berum tuum Teacher: How do you spend your
c«ns»mis? free time?
Theod«rus Di¡bus pr«f¡st¿s pl¡rumque in Theodore: On weekdays I am
§thl¡tic§ versor. generally involved in sports.
Magister Quid facis f¿ne hebdomadis? What do you do on the weekend?
Theod«rus Multa. Pil§ l»d«. Latruncul¿s l»d«. A lot of things. I play ball. I play
Atque m»sicam am«. checkers. And I also love music.
Magister Potesne canere ¿nstr»ment« Can you play a musical
m»sic«? instrument?
Theod«rus Possum puls§re tympanum atque Yes, I can play the drum as well
canere tub§. play the trumpet.
Magister Potesne l»dere cithar§ Hisp§nic§? Can you play the guitar?
Theod«rus N«n. No.
Magister Quid facis f¿ne hebdomadis? What do you do on the weekend?
Theod«rus Di¡ S§turn¿ ego et am¿c¿ me¿ ad On Saturday I and my friends go
forum ¿mus et ¿nspicimus to the mall and look at many
mult§s tabern§s. shops.
Magister V«sne umquam in biblioth¡cam Do you ever go to the library?
¿tis? Rarely. But we often go to the
Theod«rus R§r«. Sed saepe ¿mus ad §ream playground outside the library.
l»s«riam extr§ biblioth¡cam. We skate there or play
Patin§mus aut corbipil§ ibi basketball.
l»dimus.
42 Conversational Latin
Magister Quid facis inter f¡ri§s aest¿v§s? What do you do during the
Theod«rus Saepe pisc§tum e« cum patre summer holidays?
me«. I often go fishing with my father.
Magister Hab¡sne ¿nstr»mentum Do you have fishing tackle?
pisc§t«rium? Recently my father bought me
Theod«rus N»per pater ¿nstr»mentum fishing tackle: a rod, line, and a
pisc§t«rium mihi ¡mit: net.
calamum, l¿neam, r¡te.
Magister Sc¿sne pisc§r¿? Do you know how to fish?
Theod«rus Ut tibi v¡rum d¿cam, pater p«nit
To tell you the truth, my father
¡scam in h§m« pr« m¡. puts the bait on the hook for
me.
LEVEL III Paula and Robert discuss sports.
Paula Quibus, Roberte, §thl¡tic¿s l»dis? Paula: Robert, what sports do you
Robertus Vern« tempore pl¡rumque play?
pilamalle« l»d«, sed interdum Robert:In the springtime I usually
etiam tenisi§ l»d«. play golf, but at times I also
play tennis.
Paula Euge! Quibus §thl¡tic¿s aest§te Great! What sports do you play in
Robertus l»dis? summer?
Ut v¡rum d¿cam, aest§te in To tell you the truth, in summer I
pilamalle¿ camp« saepe sum; am often on the golf course; I
eg« pr«rsus am« pilamalle« just love to play golf. After that
l»dere. Postill§c in nostr§ I swim in our new pool for a
pisc¿n§ nov§ aliquamdi» nat«. while. But I also like to play
Sed etiam m¡ d¡lectat basipil§ baseball.
l»dere.
Paula Qu« loc« l»dis? What position do you play?
Robertus Ad pr¿mam basim l»d«, sed Mostly I play first base, but at
interdum intermedius basi§rius times I play shortstop.
l»d«. Nempe aud¿re cl§m«r¡s Naturally, I like to hear the
faut«rum mihi placet, cheers of the fans in the stands
quand«cumque pilam extr§ whenever I hit the ball out of
campum l»s«rium puls«. the ball park.
Chapter V: Sports and Other Leisure Activities 43
Paula Macte virt»te est«, Roberte! Et Good for you! And what about the
Robertus quid d¡ autumn«? fall?
Au! N«l¿ d¡ autumn« menti«nem Ouch! Don’t mention fall to me.
mihi facere, quia e« tempore in That’s when I have to go back
scholam iterum mihi to school.
redeundum est.
Paula At n«n semper in schol§ es. But you are not always in school.
Robertus Agedum, aliquid temporis You certainly have some spare
subsic¿vi §thl¡tic¿s hab¡s time for sports.
Paula
Robertus R¡ct¡ d¿cis. Ineunte autumn« You’re right. At the beginning of
adh»c basipil§ l»d«. Sed deinde fall I still play baseball. But
Paula cum for¿s fr¿g¡scit, corbifolle when it gets cold, I prefer to
Robertus intus l»dere praefer«. play basketball inside.
Qu« loc« in turm§ l»dis? What position do you play on the
Quod ego stat»r§ pr«c¡r§ sum, team?
ego centr§lis sum. Ann« Because I am tall, I am the center.
superi«re turma nostra invicta Last year our team was
erat. undefeated.
Quibus §thl¡tic¿s hieme l»dis? What sports do you play in
Hieme am« per glaciem patin§re winter?
in stagn« n«n procul § m¡. Well, in winter I love to skate on
Postquam nivis c§sum, saepe the pond not far from my home.
nart« in collibus in proxim«. After a snowfall, I often ski on
the hills nearby.
Paula Edepol, t» quidem magnus §thl¡ta Gee, you are a great athlete. Now
Robertus es. V¿sne nunc aud¿re quibus do you want to hear what sports
§thl¡tic¿s ego studeam? Ego . . . I go in for? I . . .
Benign¡, Paula. Enimv¡r« No, thank you, Paula. You see,
occup§tissimus sum. I’m really very busy. I am
Gymnasium pet«. Am¿c¿ me¿ heading for the gym. My friends
m¡ iam dudum exspectant. have been waiting there for me
Nunc bene val¡. for a long time. Bye for now.
44 Conversational Latin
TOPICAL VOCABULARY______________________________
Sports foul off¡ns·a |ae f; commit a foul
off¡nsam committ·« |ere comm¿s¿
GENERAL TERMS The following terms commissus, poen§liter ag« agere ¡g¿
can be applied to several sports: §ctus
athlete §thl¡t·a |ae m, §thl¡tri·a |ae f game l»d·us |¿ m, l»s·us |»s m;
(contest) cert§m·en |inis n
athletic §thl¡tic·us |a |um
half: first half prior pars f cert§minis;
athletics §thl¡tic·a |ae f second half altera pars cert§minis
ball pil·a |ae f; (inflated) fol·lis |is m; half-time d¿midium temp·us |oris n
catch the ball pilam or follem
excip·i« |ere exc¡p¿ exceptus; kick lose tr lose a game l»d« super§r¿, l»dum
the ball follem pede puls§re or ¿c« per·d« |dere |did¿ |ditus ¶ intr
¿cere ¿c¿ ictus; play ball pil§ or folle vinc·or |¿ victus sum
l»dere; throw the ball pilam or
follem conic·i« |ere coni¡c¿ losing team turm·a |ae f victa
coniectus
match cert§m·en |inis n
ball field camp·us |¿ m l»s«rius
net r¡t·e |is n
ball game l»s·us |»s m pilae (or follis)
offside: be offside seorsum esse or st§re
ball park camp·us |¿ m l»s«rius
opponent advers§ri·us |¿ m (·a |ae f)
bench s (wooden seat) scamn·um |¿ n;
(ballplayers) c«pi·ae |§rum fpl overtime additicium temp·us |oris n
subsidi§riae
place: be in first place pr¿m§ri·us |a
bench tr ad scamnum releg§re |um esse; be in second place
secund§ri·us |a |um esse; be in third
bleachers for·¿ |«rum mpl place terti·us |a |um esse; hold first
(second, third) place statum
block ob·st« |st§re |stit¿ (+ dat), pr¿m§rium (secund§rium, tertium)
obsist·« |ere obstit¿ (+ dat), obstru·« hab¡re
|ere obstrux¿ obstructus
play l»d·« |ere l»s¿ l»sum; play a game
coach s exercit§·tor |t«ris m (·tr¿x |tr¿cis l»sum l»dere; play ball pil§ l»dere
f)
player l»s·or |«ris m, l»str·¿x |¿cis f
coach tr & intr exercit§re
playing field camp·us |¿ m l»s«rius
compete against contend·« |ere |¿
contr§ (+ acc) position loc·us |¿ m; what position do
you play? qu« loc« l»dis?
competition contenti·« |«nis f; (event)
cert§m·en |inis n referee arbi·ter |tr¿ m (·tra |trae f)
competitor compet¿·tor |t«ris m (·tr¿x point p»nct·um |¿ n; score a point
|tr¿cis f) p»nctum fer« ferre tul¿ l§tus
equipment appar§t·us |»s m, score summ·a |ae f p»nct«rum, status
¿nstr»ment·um |¿ n |»s m; (in golf) summa ictuum; final
score status f¿n§lis; keep score
fan fau·tor |t«ris m (·tr¿x |tr¿cis f) rati«nem p»nct«rum not§re; the
Chapter V: Sports and Other Leisure Activities 45
score is tied summae p»nct«rum bull’s eye medius scop·us |¿ m
sunt par¡s
target scop·us |¿ m
scoreboard tabul·a |ae f p»nct«rum
badminton l»d·us |¿ m pilae pinn§tae;
sport d¿sport·us |»s m, §thl¡tic·a |ae f; play badminton pil§ pinn§t§ l»dere
go in for sports d¿sportibus (or
§thl¡ticae) stud·e« |¡re |u¿; play net r¡t·e |is n
sports in d¿sportibus (or §thl¡tic§)
vers·or |§r¿ |§tus sum, d¿sportibus net ball pil·a |ae f r¡te perstring¡ns
(or §thl¡tic§) l»dere
racket r¡ticul·um |¿ n (manubri§tum)
sport shirt camisi·a |ae f campestris
baseball (the ball itself) basipil·a |ae f;
sportswear vest·is |is f campestris (the sport) l»d·us |¿ m basipilae; play
baseball basipil§ l»dere
squad turm·a |ae f
base (first, second, third, home)
stadium stadi·um |¿ n bas·is |is (acc: |im) (pr¿ma, secunda,
tertia, summa or domestica)
stands (for seating) for·¿ |«rum mpl
baseball game basipilae l»s·us |»s
sub, substitute succ¡d§ne·us |¿ m (·a m, basipilae cert§men |inis n
|ae f), suppositici·us |¿ m (-a |ae f)
baseman (first, second, third)
team turm·a |ae f (pr¿mus, secundus, tertius) basi§ri·us
|¿ m (·a |ae f)
throw s.o. out of the game aliquem §
camp« (l»s«ri«) releg§re bat cl§v·a |ae f (l»s«ria)
umpire arbit·er |r¿ m (·tra |trae f) batter cl§v§·tor |t«ris m (·tr¿x |tr¿cis
f), puls§·tor |t«ris m (·tr¿x |tr¿cis f
warm-up exercit§ti·« |«nis f
catch excip·i« |ere exc¡p¿ exceptus
whistle sibil·us |¿ m; blow the whistle
sibilum ¡mitt·« |ere ¡m¿s¿ ¡missus; catcher except·or |«ris m, exceptr·¿x
final whistle sibilus f¿n§lis; starting |¿cis f
whistle sibilus initi§lis
fly pil·a |ae f vol§ns
win victori·a |ae f
glove digit§bul·um |¿ n
win a game l»d« vinc·« |ere v¿c¿
hit s puls·us |»s m
winning team turm·a |ae f victr¿x
hit tr puls§re; hit the ball out of the
win on points praevalenti·a |ae f park pilam extr§ campum l»s«rium
p»nct«rum puls§re
win on points praeval·e« |¡re |u¿ per home plate bas·is |is f summa, basis
p»ncta domestica
SPECIFIC SPORTS home run circuit·us |»s m basium;
hit a home run circuitum basium
archery sagitt§ti·« |«nis f facere
arrow sagitt·a |ae f inning miss·us |»s m
bow arc·us |»s m outfielder externus (-a) cust·«s
|«dis mf
hit fer·i« |¿re
46 Conversational Latin
pitcher coniect·or |«ris m, boxing glove caest·us |»s m
coniectr·¿x |¿cis f
boxing match cert§m·en |inis n
pitcher’s mound coniect«ris pugil§t«rium
(coniectr¿cis) gr»m·us |¿ m
knock down stern·« |ere str§v¿
shortstop intermedius (-a) basi§ri·us str§tus
|¿ m (·a |ae f)
knock out s.o. cerebrum alicui
basketball (ball) corbifoll·is |is m; d¿minu·« |ere |¿
(game) corbifollis l»d·us |¿ m; play
basketball corbifolle l»dere punch s pugn·us |¿ m; land a punch
on s.o. pugnum alicui d»cere
basket corb·is |is m; make a basket
corbifollem per corbem inici« inicere punch tr pugn« (or pugn¿s) caed·«
ini¡c¿ iniectus |ere cec¿d¿
center centr§l·is |is mf punching bag coryc·us |¿ m, foll·is
|is m pugil§t«rius
court aul·a |ae f l»s«ria
ring suggest·us |»s m pugil§t«rius
dribble tr & intr repercutit§re
round congress·us |»s m; lose a
dribbling repercuti·« |«nis f round congress» vinc·«r |¿ victus
sum; win a round congress» vinc·«
forward oppugn§·tor |t«ris m (·tr¿x |ere v¿c¿
|tr¿cis f)
bowling c«n«rum l»d·us |¿ m,
foul off¡ns·a |ae f; commit a foul c«nil»di·um |¿ n
off¡nsam committ·« |ere comm¿s¿
commissus, poen§liter ag« agere ¡g¿ bowl intr globum volut§re, c«n¿s
l»dere
foul line l¿ne·a |ae f poen§lis
bowling alley (single lane) c«n«rum
foul shot iact·us |»s m § l¿ne§ §reol·a |ae f; (building of bowling
poen§l¿ alleys) aed·¡s |is f ad c«nil»dium
guard cust·«s |«dis mf bowling ball glob·us |¿ m l»s«rius,
glob·us |¿ m c«n«rum
pass (the act) corbifollis tr§nsiecti·«
|«nis f; (the passed ball) corbifollis bowling lane c«n«rum §reol·a |ae f
m tr§nsiectus
bowling pin c«n·us |¿ m l»s«rius
pass the ball corbifollem tr§ns·ici«
|icere |i¡c¿ |iectus make a strike omn¡s c«n«s
(l»s«ri«s) simul d¡cut·i« |ere d¡cuss¿
slam dunk tuxtax (per corbem) d¡cussus
iniect·us |»s m
discus throwing disc¿ iact·us |»s m
boxing pugil§t·us |»s m, pugil§ti·«
|«nis f fishing pisc§t·us |»s m
box intr pugi(l)l§re bait ¡sc·a |ae f
boxer pugil |is mf catch, haul pisc§t·us |»s m
boxing champion pugilum r¡x, r¡gis catch fish pisc¡s capt§re
m; heavy-weight champion pugilum
r¡x maxim¿ ponderis
Chapter V: Sports and Other Leisure Activities 47
fish intr (ham«) pisc·or |§r¿ |§tus kick pede puls§re, pede ¿c·« ¿cere ¿c¿
sum; go fishing pisc§tum e« ¿re ¿v¿ ictus
or |i¿
kickoff pede puls·us |»s m initi§lis
fish s pisc·is |is m
linesman i»d·ex |icis m l¿ne§rius
fisherman pisc§t·or |«ris m
pass pedifollis tr§iect·us |»s m
fish hook h§m·us |¿ m; put the bait
on the hook ¡scam h§m« im·p«n« pass the ball to pedifollem tr§·ici«
|p«nere |posu¿ |positus |icere |i¡c¿ |iectus ad (+ acc)
fishing line l¿ne·a |ae f (pisc§t«ria) play in the first (second) half in
parte pri«re (alter§) cert§minis l»dere
fishing net r¡t·e |is n (pisc§t«rium)
quarterback cardin§l·is |is m
fishing rod calam·us |¿ m
pisc§t«rius, harund·« |inis f punt pedifollem pede puls§re
fishing tackle ¿nstr»ment·um |¿ n sideline l¿ne·a |ae f later§lis
pisc§t«rium
tackle s assult§t·or |«ris m
net r¡t·e |is n
tackle tr stern·« |ere str§v¿ str§tus
football (game) pedifolli·um |¿ n,
pedil»di·um |¿ n (m«re Americ§n«) touchdown: make or score a
(ball) pedifoll·is |is m; play football touchdown calcem (or cr¡tam)
pedifolle l»dere atting« |ere attig¿ att§ctus
center centr§l·is |is m golf pilamalle·us |¿ m; play golf
pilamalle« l»dere
end (left, right) (sinister, dexter)
§l§ri·us |¿ m or ext·er |er¿ m bunker obstr§cul·um |¿ n
extra point p»nct·um |¿ n caddy cl§vig·er |er¿ m
addit¿cium; kick an extra point pr«
p»nct« addit¿ci« pede puls§re fairway pr§t·um |¿ n perlongum
football player pedil»s·or |«ris m golf club cl§v·a |ae f; (driver) cl§va
agit§t«ria; (iron) cl§va ferrea
football shoes calce§ment·a |«rum
npl pedifoli¿ golf course pilamalle¿ camp·us |¿ m
fullback poster·us |¿ m golfer pilamalle¿ l»s·or |«ris m
(l»str·¿x |¿cis f)
goal line calx, calcis f, cr¡t·a |ae f
green §re·a |ae f viridis
goal post p§l·us |¿ m portae
hit ¿c« ¿cere ¿c¿ ictus
guard s cust«s, cust«dis m
hole foveol·a |ae f
halfback s¡miposter·us |¿ m
miniature golf course loc·us |¿ m
intercept inter·cipi« |cipere |c¡p¿ pilamalle¿ min»t¿
|ceptus
sand trap har¡n§ri·a |ae f
interception intercepti·« |«nis f
score summ·a |ae f ictuum
interceptor intercept·or |«ris m
stroke ict·us |»s m
tee gr»mul·us |¿ m
tee off pr¿mum ¿c·« |ere ¿c¿
48 Conversational Latin
gymnastics gymnastic·a |ae f hunting dog can·is |is m v¡n§ticus
balance beam t¿gn·um |¿ n hunting gear ¿nstr»ment·um |¿ n
aequil¿bri¿ v¡n§t«rium
gym, gymnasium gymnasi·um |¿ n hunting gun sclop¡tum |¿ n
v¡n§t«rium
gym shoes calce·¿ |«rum mpl
gymnic¿ game (prey) v¡n§ti·« |«nis f
horizontal bar ferr·um |¿ n shotgun foc¿l·e |is n bifistul§tum
tr§nsversum
ice-skating (per glaciem) patin§ti·«
horse ecule·us |¿ m |«nis f
high jump salt·us |»s m in altum figure skating patin§ti·« |«nis f
artifici«sa
hockey l»d·us |¿ m hocc¡ius, als»legi·a
|ae f; play hockey hocc¡i« l»dere ice-skate s patin·us |¿ m
blue line l¿ne·a |e f caerulea ice-skate intr (per glaciem) patin§re
center centr§l·is |is mf speed skating patin§ti·« |«nis f
v¡l«x
defenseman d¡f¡ns·or |«ris m
judo luct§ti·« |«nis f I»d«ica (or
field hockey l»dus hocc¡ius m Iap«nica)
goal port·a |ae f; score a goal karate luct§ti·« |«nis f car§tica
disculum in portam immitt·« |ere
imm¿s¿ lacrosse l»d·us |¿ m lacross¡nsis
goalie port§ri·us |¿ m crosse or lacrosse stick croci·a |ae
f; cradle the crosse crociam agit§re
hockey stick ped·um |¿ n, ferul·a |ae
f repanda long jump salt·us |»s m in longum
left defenseman d¡f¡ns·or |«ris m mountain climbing asc¡nsi·« |«nis f
sinister montium
left wing §l§ri·us |¿ m sinister climb ascend·« |ere |¿ asc¡nsus
puck discul·us |¿ m; pass the puck mountain climber asc¡ns·or |«ris m
to disculum tr§·ici« |icere |i¡ci (asc¡nstr·¿x |¿cis f) montium
|iectus ad (+ acc)
repel f»ne d¡scend·« |ere |¿
red line l¿ne·a |ae f rubra
rope f»n·is |is m sc¡ns«rius
right defenseman d¡f¡ns·or |«ris m
dexter pentathlon pent§thl·um |¿ n; win the
pentathlon pent§thl« vinc·« |ere v¿c¿
right wing §l§ri·us |¿ m dexter
Ping-Pong m¡ns§lis pilae l»d·us |¿ m;
rink stadi·um |¿ n glaci§le play Ping-Pong m¡ns§l¿ pil§ l»dere
wing §l·a |ae f net r¡t·e |is n
hunting v¡n§ti·« |«nis f; (the practice net ball pil·a |ae f r¡te perstring¡ns
of hunting) v¡n§t»r·a |ae f
paddle p§lul·a |ae f
hunt s v¡n§t·us |»s m
pole vaulting salt·us |»s m pertic§rius
hunt tr & intr v¡n·or |§r¿ |§tus sum
Chapter V: Sports and Other Leisure Activities 49
pole-vault intr pertic§ sal·i« |¿re |u¿ ski s nart·a |ae f; put on skis nart§s
bar rep§gul·um |¿ n; to clear the pedibus apt§re, nart§s adstrin·g«
bar rep§gulum tr§sil·i« |¿re |u¿ |gere |x¿; take off the skis nart§s
pole pertic·a |ae f d¡stringere; wax the skis nart§s
polo als»legi·a |ae f equestris inc¡r§re
rollerskating patin§ti·« |«nis f rot§lis
rollerblade pedirot¿s l§bor l§b¿ ski intr nart§re
l§psus sum
rollerblades pedirot·ae |§rum fpl ski boot calig·a |ae f nart§t«ria
rollerskate rotell¿s patin§re
rollerskates patin·¿ |«rum mpl skier nart§t·or |«ris m, nart§tr·¿x
rot§l¡s |¿cis f
skating s patin§ti·« |«nis f
skate patin§re ski instructor nartand¿ magis·ter |tr¿
skate board tabul·a |ae f subrot§ta m (·tra |trae f)
skater patin§·tor |t«ris m (·tr¿x
|tr¿cis f) ski jump suggest·us |»s m
rowing r¡mig§ti·« |«nis f d¡sult«rius
crew r¡migi·um-¿ n
oar r¡m·us |¿ m ski jump(ing) d¡sult»r·a |ae f
regatta cert§m·en |inis f r¡migi¿ nart§t«ria
row r¡mig§re
rowboat cumb·a |ae f or scaph·a |ae ski lift anabathr·um |¿ n nart§t«rium
f r¡migera
rower r¡m·ex |igis m ski lodge cas·a |ae f nart§t«rum
rugby harpast·um |¿ n; play rugby
harpast« l»dere ski pole bacul·um |¿ n nart§t«rium
sailing v¡lific§ti·« |«nis f
mast m§l·us |¿ m ski run curricul·um |¿ n niv§le
sail v¡l·um |¿ n
sail v¡lific§re ski slope cl¿v·us |¿ m nart§t«rius
sailboat scaph·a |ae f v¡lifica
tack intr scapham flect·« |ere flex¿ slalom (slope) d¡cursi·« |«nis f
topsail suppar·um |¿ n flexu«sa; (contest) cert§m·en |inis n
skiing s nart§ti·« |«nis f d¡cursi«nis flexu«sae
snow nix, nivis f; powdery snow nix
pulverea
soccer pedifolli·um |¿ n, pedil»di·um |¿
n; play soccer pedifolle l»dere
card: show the red (yellow) card
chartulam rubram (fl§vam)
m«nstr§re
corner kick pede puls·us |»s m
angul§ris
fullback (left, right) (sinister,
dexter) d¡f¡ns·or |«ris m, (sinistra,
dextra) d¡f¡nstr·¿x |¿cis f
get possession of the ball pedifolle
pot·ior |¿r¿ |¿tus sum
goal port·a |ae f; score a goal follem
per portam pede puls§re
goal! Hei, follis per portam!
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