Sandbox Latin Edition Summer 2021

The SANDBOX
Summer Latin Edition

Eat like an
Ancient Roman
page 8

Worship in the
Round
page 27

Basketball,
Spaghetti
Sauce, and
Latin
page 40

CONTENTS

3 Suggested Weekly Schedule

A possible schedule for using the
contents of this e-zine in June to play
with Latin

4 Why Latin?

Contemplate the benefits of studying
this rich language. Article by Jennifer
Courtney

6 Word Play

Discover the Latin all around you, and
begin to incorporate Latin words in
your everyday conversation.

8 Eat
Recipes to help you get a taste of

ancient Rome

10 Week 1
Discover all of the pages that
SINE DOCTRINA
VITA QUASI accompany the activities for Week 1.
MORTIS IMAGO.
22 Week 2
Without learning, life is as
but the image of death. Discover all of the pages that
accompany the activities for Week 2.
—Dionysius Cato, third century AD
28 Week 3

Discover all of the pages that
accompany the activities for Week 3.

34 Week 4

Discover all of the pages that
accompany the activities for Week 4.

38 Create

Ideas for activities, poetry, and crafts
to help your family explore through
both verbal and kinestetic learning
experiences

40 Basketball, Spaghetti Sauce, and

Latin
Article by Marc Hayes

44 NAMES

Reflect on how the Five Core Habits
have been used this month.

46 Flash Cards and Printables
More at-home activities to reinforce

learning

Contributors: Amy Jones,
Sarah Pederson, Lin Tomkinson,
Melisa Weaver, Kelli Wilt

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IUNIUS (JUNE) S Ueptimāna na (Week One)
SPECIAL EDITION
1. Start by reading the contents of this e-zine and gathering supplies you may need.
Fun with Latin (Some activities are specifically aimed at the youngest learners, while others may
be better suited for those in high school.)
Don’t let Latin intimidate you! Latin
makes up the majority of English words 2. Day 1 – Read over the vocabulary words for this week with your family. Then
we use, and you know more than you read aloud the story, “Willie Mouse Goes on a Journey to Find the Moon.”
think you do! Each week we will have
a focus piece and related vocabulary 3. Day 2 – Read over the grammar lesson and look again at this week’s flash cards.
words, followed by three days to explore Then read the story again together to see what you can now understand.
connected topics.
4. Choose an activity to do from the activities list.
Week 1 – “Willie Mouse Goes on a 5. Day 3 – Listen to “O Fortuna” here and find the word “luna” in the lyrics.
Journey to Find the Moon” by Alta
Tabor Read the accompanying material if it is age appropriate for your children.
6. Day 4 – Read and discuss the article on the moon in Scripture, and consider a
Week 2 – “Dona Nobis”
Week 3 – John Rutter’s “Gloria” moon-gazing party!
Week 4 – Review/Extras
S Deptimāna uae (Week Two)
You can look forward to:
• incorporating words into our everyday 1. Choose an activity to do together or a Roman food to try.
language 2. Day 1 – Read over Week Two’s vocabulary cards, then sing “Dona Nobis.” If you
• attending to the details of simple song
lyrics in Latin and then listening and want to first listen to it, click here (singing begins at 2:55).
singing 3. Day 2 – Read through the grammar lesson and sing “Dona Nobis” again, paying
• reading poetry and a story with Latin
words woven in attention to the meaning of the words.
• learning some history about ancient 4. Day 3 – Look at the Vocabulary of Music infographic with your children and
Roman art
• reading verses from the Bible in Latin discuss the different parts of the written music look like. Now that everyone has
• exploring the ancient Roman world practiced together for two days, try singing “Dona Nobis” in a round!
through crafts, games and food 5. Day 4 – Explore the musical form of the round by writting your own round in
• learning some simple concepts of Latin!
Latin grammar
S Teptimāna res (Week Three)
See the suggested schedule on the right
to help you incorporate some Latin fun 1. Choose another activity to do together or Roman food to try.
into your summer! 2. Day 1 – Read over week three’s vocabulary cards and listen to John Rutter’s

“Gloria,” following along with the listening guide. You can find the recording by
clicking here.
3. Day 2 – Read through the grammar lesson and then listen again to John Rutter’s
“Gloria,” paying special attention to the verbs and their endings.
4. Day 3 – Listen again to the first movement of “Gloria” while you make a fresco
together. Consider listening to the whole piece of music while you work.
5. Day 4 – The focus piece of this week was inspired by Luke’s retelling of the an-
nunciation to the shepherds. Consider your own artistic expression to celebrate
the story.

S Qeptimāna uattuor (Week Four)

1. Choose another activity to do together, or a Roman food to try.
2. Day 1 – Read over this week’s vocabulary cards. This week is all about reviewing

what you have learned so far!
3. Day 2 – Read the poem about bees together and consider a bee-themed snack

with honey.
3. Day 3 – Practice the Five Core Habits while you learn the days of the week, the

months of the year, and counting to ten in Latin.
4. Day 4 – Celebrate all you have accomplished this month!

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WHY LATIN? BY JENNIFER COURTNEY

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Why study Latin? Are we attempting to resurrect a “dead lan- comprehensive course in English grammar as they learn
guage”? Among many reasons, learning Latin is foundational to to consider how the eight parts of speech function in both
giving your child a classical education. Studying Latin improves languages. Latin students also receive an excellent education in
mental discipline, indirectly improves English vocabulary and style. Latin is a more precise and concise language than English.
usage, and opens the doors to reading classical and technical After deliberate studies of Latin, students become better writers
literature. in English. Writers throughout history—including notables
One benefit of studying Latin is that it develops mental disci- such as Shakespeare—have credited their Latin studies for their
pline. Studying any foreign language involves memorization English language facility.
and application. In Latin, students develop mental discipline If these were not enough intellectual riches, students of Latin
by memorizing verb endings (conjugations), noun endings have an advantage when they proceed to study other languages.
(declensions), and vocabulary words. After children have devel- In his book, The Latin-Centered Curriculum, Andrew Campbell
oped the discipline of memorizing the fundamentals of Latin, notes that, “the major Romance languages—Spanish, French,
they begin to apply what they have learned by conjugating verbs Italian, Portuguese—derive 90 percent or more of their vocab-
in different tenses, declining nouns, and translating. Translation ulary from Latin” (p. 44). Students of Latin apprehend other
is the final skill learned as students assimilate their knowledge languages much more quickly, not just because of their training
of Latin vocabulary and grammar. The process of memorizing in grammar and translation, but because they have a head start
and translating Latin develops excellent study habits as students in remembering the meanings of new words which have Latin
learn to memorize, to apply, to thoroughly observe details, to roots.
work carefully, and to persevere. Latin provides a daily exercise One final consideration is the way in which Latin opens doors
regimen for the brain “muscle.” to classic and technical literature. When we teach our children
In addition to developing mental discipline, students who study Latin, we open doors for them—doors to reading history, liter-
Latin improve their understanding of their mother tongue— ature, science, medicine, and Scripture. Imagine your children
English. It has been estimated that 50 percent of English words automatically translating the scientific names of animals and
have Latin roots. The number increases to roughly 80 percent of insects, gaining a fresh perspective on democracy, and reading
words that are two or more syllables. This means that Latin stu- John 1 in Latin. Latin students reconnect not just with the
dents have much higher scores on standardized vocabulary tests roots of our language, but with the roots of our culture and our
such as the SAT. More importantly, Latin students have a larger Christian faith. To connect with our Christian culture, we must
vocabulary at their command when they are reading and writing. go back to the beginning which includes a look at Latin—the
I will never forget my son’s excitement at the age of nine when written and spoken language during the early church.
he encountered the Latin verb porto. He came running from the By studying Latin, our students will be rewarded with superb
schoolroom shouting, “Mom! I get it! Porto means, ‘I carry.’ You study skills for tackling all difficult subjects, a rich vocabu-
know, like ‘portable!’” lary, and a deep connection to our classical, Christian culture.
Vocabulary is not the only English language skill that is Although Latin can be challenging, the benefits are well worth
enhanced by Latin studies. When students translate sentences the time and the occasional struggle. Ad augusta per angusta!
and larger passages from Latin to English, they also get a

5

V Lerbum udus
Word Play

Latin is all around us! It is part of our everyday conversation through phrases
like Carpe diem (“Seize the day”) or on our money: E pluribus unum (“Out of
many, one”). It is found in the motto of the Marine Corps: Semper fidelis (“Al-
ways faithful”) and in words we abreviate, such as et cetera (“and so on”). You
know more Latin than you realize!
In English, approximately 60 percent of mono-syllabic words are Latin deriva-
tives, and approximately 80 percent of polysyllabic words are Latin derivatives.
Here are some examples:

Latin Definition English Derivatives

ager field agrarian, agriculture, pilgrim, pilgrimage
alter other alternate, adultery, alteration
anima breath, life, soul animal, animate, animation
bassus low base, basement, bassoon, debase
bestia animal beast
brevis brief, short abbreviate, brevity, debrief
capsa box, case case, encapsulate, encasement
carrus wheeled vehicle car, career, cargo, carriage
celeber famous celebrant, celebration, celebrity
deus god decide, deity
discipulus student disciple, discipliine, interdisciplinary
femina woman feminine, femininity
gravis heavy grave, gravity, grievous
magnus big, great magnanimity, major, maximum
mollis soft emollient, mollusk
mors death immortal, mortal, mortician
opus work operator, operand, opera
pater father patron, paternal, patriarch
sincerus sincere sincere, sincerity, insincerity
solus alone, only desolate, sole, soliloquy, solitairy
trini three each Trinity, Trinidad
urbs city suburb, urban, urbane
ventus wind ventilation, ventilator

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This month, eight vocabulary words per week have been
curated for you. They are taken from the weekly focus
piece in order to help you have fun incorporating these
words into your everyday conversation. Enjoy your new
understanding about Latin in story, song, and history!

Here are some easy steps to follow:
1. Print the vocabulary cards as single-sided pages and

cut them apart. There are two pages per week.
2. Each week, read through the eight words with your

family. Try making up simple sentences and replac-
ing the English word for the Latin word.
3. Hang the words of the week up in a prominant
location in your home so that all family members see
the words regularly and are reminded to use them.
4. Once you have looked over the vocabulary for the
week, look for your vocabulary words in the rest of
the week’s daily activities.
5. It’s that simple! Soon you will be enjoying your
newfound linguistic skills as you explore the Latin
language.

“Vincit qui se vincit.”

He conquers who conquers himself.

7

Ova Spongia ex Lacte (Roman-Style Eggs) Vitellina Fricta
(Fried Veal)
How about starting the day with cook on the other side. Fold in half
Roman-style eggs! and turn out onto a plate. INGREDIENTS
1 1/2–2 lbs. veal
INGREDIENTS 5. Warm the honey and pour over the 1 1/4 c. dried raisins
3 T. honey omelette. 1 T. honey
4 eggs 2 T. vinegar
10 oz. milk 6. Fold this over once more and cut 3/4 c. wine
1 T. butter into thick slices. 1/2 c. oil
1 T. olive oil 1/2 c. thick fruit syrup or jelly
Good pinch of nutmeg or allspice 7. Sprinkle with nutmeg or allspice 100 mL liquamen (or 100 mL
and serve.
STEPS white wine + 1 tsp. salt)
1. Beat together the eggs, milk, and pepper, celery seeds, liebstoeckl,

oil. cumin, oregano, dried onion to
taste
2. Pour a little olive oil into a frying
pan and heat. When this is sizzling, STEPS
add the omelette mixture. 1. Cook the veal for about 1 1/2 hours

3. Whisk with a fork until the mix until well done.
starts to solidify (this will make for
a lighter omelette). 2. Mix together honey, vinegar, oil,
liquamen, and spices in an extra
4. When thoroughly cooked on one pan. Boil the sauce only shortly,
side, turn the omelette over and and thicken it with cornstarch.

3. Pour sauce over the veal and let
boil on low heat for another ten
minutes. Serve.

From Marcus Gavius Apicius, De
re coquinaria, fourth century AD.

AT.

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Isicia Omentata (Hamburgers) Libum (Cheese Cake)

More like a meatball than a hamburger, this Roman dish will make an interesting INGREDIENTS
culinary adventure for the whole family. 1/2 c. plain, all-purpose flour
1 c. ricotta cheese
INGREDIENTS 1 egg, beaten
1 1/2 lbs. ground beef bay leaves
1 French roll, soaked in white wine (you can use non-alcoholic cider or 1/2 c. clear honey

water if serving to kids) STEPS
1/2 tsp. freshly ground pepper 1. Sift the flour in a mixing bowl.
1 tsp. liquamen (can use a little white wine with a pinch of salt, or orange
2. Beat the cheese until soft, stir into
juice for kids) the flour.
some pine nuts and green peppercorns (go easy if serving to kids)
“a little” caroenum (use Marsala wine, sweet sherry wine, or add honey to 3. Add the beaten egg to the flour/
cheese mixture, forming a soft
grape juice) dough.
(You might consider adding aromatics to your brine, such as peppercorns,
4. Divide the dough into four and
rosemary, bay leaves, and thyme to suit your taste.) shape each piece into a bun.

STEPS 5. Place on a greased baking tray
1. Mix minced meat with the soaked French roll. Grind up the pine nuts and with a fresh bay leaf underneath.

peppercorns; mix into the meat. 6. Heat the oven to 375 degrees
F/190 degrees C. Bake for 35–40
2. Form small balls with your hands. Put them in a little packet of foil and add minutes until golden brown.
a splash of caroenum. Close the packet.
7. Warm the honey, pour into a flat
3. Bake for 10–15 minutes. plate, and place the buns on it to
rest until the honey is absorbed.

Foods Found in Ancient Rome

olives, polenta, celery, garlic, cabbages, kale and broccoli, lettuce, endives, onions, leeks, asparagus, radishes,
turnips, parsnips, carrots, beets, green peas, chard, cucumbers, wheat flour, eggs, cheese, milk, apples, pears, figs,
grapes, quinces, citron, strawberries, blackberries, elderberries, currants, damson plums, dates, oysters, snails, fish

9

DIES UNUS

by Alta TaborSeptimāna Una
Project Guttenberg

Willie Mouse Goes on a Journey to Find the Lunam

Start by reviewing this week’s flash cards. The words from your weekly “Word Play” are
highlighted in red. Day One: Simply read the story. Day Two: Read through the Latin
lesson first, and then read the story again.

Willie Mouse had
often heard his Matre
and Patre say that
luna was made of
green cheese, and
one evening he
thought he would
see if he could find it.

He packed up a
piece of cheese and
a crust of bread, and,
taking his lantern, set
out on his travels.

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He had not gone far when he
met his friend, Mr. Woodmouse,
who asked him where he was
going.

“Oh!” said Willie, “I’m going to
find lunam; it’s made of green
cheese, you know.”

“I don’t believe it’s made of
green cheese at all,” said
Mr. Woodmouse, but Willie
wouldn’t listen to him and went
on his way.

Coming round by Clover Green
whom should he meet but Miss
Jenny Wren, looking very gay in
her yellow bonnet.

“Where are you off to?” she
asked.

“I’m on my way to find lunam.”

“Luna!” cried Miss Wren, “You’ll
never reach it.”

11

“I flew ever so high one evening
and I didn’t seem to get any
nearer.”

“Well,” said Willie, “why should
it be made of green cheese if
you can’t reach it?” And on he
went.

Presently he came up to a
wood, and, looking up, he
saw Mr. Squirrel jumping from
branch to branch.

“Salve,” he said.

“You do seem high up. Surely
you can tell me the way to lunā.
It’s made of green cheese, you
know.”

“I don’t think it’s made of green
cheese; why shouldn’t it be
made of nuts?”

“How ignorant everybody is,”
said Willie Mouse to himself.

So on he went once more until
he came to a little hole in the
ground, and being very curious
he peeped inside. There sat

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Mrs. Mole, who came out when
she saw him.

“Do you live down there?”
asked Willie politely.

“Yes,” replied Mrs. Mole.

“Then I’m afraid you can’t tell
me how to get to lunā. It’s made
of green cheese, you know;
Mater says so.”

“Nonsense, my child. Don’t
waste your time looking for the
moon; keep your eyes open for
worms.”

Willie said, “Vale” to Mrs. Mole.

Then he sat down and opened

his parcel because it was get- “I may not reach lunam yet
ting late and he thought he had awhile,” he thought, “so I had
better have some dinner. better save a little piece of

cheese for supper.”

After dinner he fell asleep, and
on waking he found that it was
quite dark. He looked up and
there was luna right high up in
the sky.

13

“Oh, Mr. Luna!” he cried, “You do
seem a long way away. I think it
would be much easier for you
to come down here than for me
to get up there.” But Mr. Luna
stayed where he was.

Looking up Willie Mouse saw
two big eyes gleaming in the
dark. They belonged to Mrs.
Owl, and as Willie was only a
little mouse he didn’t know that
Mrs. Owl had a special liking for
little mice.

“Amabo te, Mrs. Owl,” said he,
“how can I get to lunā?”

Down flew Mrs. Owl. “This is
the way to lunā,” she said, and
she caught him up in her beak
and carried him back to the owl
house where she lived.

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When Willie Mouse saw all the
owlets with their beaks gaping
open he began to be fright-
ened, for he feared that Mrs.
Owl was going to eat him all up.
But he didn’t know that a good
green elf, who lived in the trunk
of the tree, was near at hand,
and just as Mrs. Owl opened
her beak the leaves rustled and
there stood Mr. Elf, who jumped
to the ground with Willie on his
back.

When the good green elf had

luna were really made of green shown him the way home he
cheese, but all of a sudden thought he would ask him if

Mr. Elf disappeared, and Willie

Mouse still thinks that one day

he will find lunam and have

enough cheese to last him all

his life.

But he will wait until he is a little
older and bigger before he tries
to jump to lunā. And perhaps by
that time he may be wiser, too.

15

DIES DUAE Week One Understanding the Latin word
for moon: luna, lunae

This week, we will focus on nouns. English nouns can do lots of jobs! They can be the subjects of
sentences, possessive noun adjectives, indirect objects, direct objects, objects of a preposition, and
predicate nominatives, as well as other jobs. Here is an example of the noun “candy” used in the
various roles we will pay attention to today:

The candy tempts. (In this sentence, candy is what the sentence is about. It is the subject.)
The candy’s flavor wins awards. (In this sentence, candy’s is modifying the noun “flavor” and is

being used to tell whose/what’s flavor. It is a possessive noun adjective.)
The sugar gave the candy sweetness. (In this sentence, candy is receiving the sweetness, the direct

object. It is an indirect object. Indirect objects can be found by asking “to whom/what” or “for
whom/what” after the direct object.)
The child ate the candy. (In this sentence, candy is receiving the action of the verb “ate.” It is a direct
object.)
The child dreamed of candy. (In this sentence, candy is preceeded by the preposition “of.” It is the
object of the preposition.

Septimāna Una In Latin, nouns do the same roles. Here is what they are called:
subjects------------------------------nominative case
predicate nominatives-------------nominative case
possessives----------------------------genitive case
indirect objects-----------------------dative case
direct objects------------------------accusative case
objects of prepositions--------------ablative case
(We memorize this in Cycle 1.)

Nouns in Latin are different from English in that they receive a different ending based on what role
the noun plays in the sentence and whether it is a singular noun or plural. For example, the word
luna (moon) has two parts: the base of the word, lun and the ending, a.

LUNA
(base) (ending)

When we write out all of the different ending options a noun can take, we say we are declining the
noun. Here is what the word for “moon” looks like declined:

Singular Plural English Meaning

nominative/subject luna lunae the/a moon

genitive/possessive lunae lunārum moon’s/of the moon

dative/indirect object lunae lunīs to/for the moon

accusative/direct object lunam lunās the/a moon

ablative/object of the preposition lunā lunīs by/with/from the moon

(We memorize these endings in Cycle 1.)

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There two more things to know for this WHAT ARE THE
week’s lesson. PHASES OF THE MOON?
1. Not all Latin nouns use the same end-
ENGLISH LATIN
ings. Latin nouns are grouped into five New Moon: Novilunium
families called declensions. The forms Crescent: Cornicularis
luna and lunae are in the first declen- Quarter: Dimidiata
sion. (There are other declensions in Gibbous: In orbem insinuata
your vocabulary list, but we will think Full: Plenilunium
about those on a different week.) For
now, as you read through the story of
Willie Mouse, look for all of the differ-
ent ways you see the word luna written.
Each time it is written with a different
ending, that indicates that the role luna
has in the sentence has changed.
2. When you see a noun listed as the
bolded words above or as on your flash
cards, you will see it listed in two ways.
First, with the nominative ending
(luna) and then with the genitive end-
ing (lunae). The genitive ending helps
us to identify which declension it is in.
First declension nouns of the genitive
case always end with -ae.
OK! Enjoy attending to the details of the
word luna as you read the story of Willie
Mouse and His Journey to Find the Moon!

17

DIES TRES LATIN ENGLISH

Septimāna Una O Fortuna,  O Fortune,
Velut luna statu variabilis, Like the moon of every changing state,
Semper crescis aut decrescis; You are always waxing or waning;
Vita detestabilis nunc obdurat Hateful life now is brutal,
Et tunc curat Now pampers
Ludo mentis aciem; Our feelings with its game;
Egestatem, potestatem, Poverty, power,
Dissolvit ut glaciem. It melts them like ice.
Sors immanis et inanis, Fate—monstrous, and empty
Rota tu volubilis, You whirling wheel
Status malus, You are malevolent
Vana salus Well-being is vain
Semper dissolubilis; And always fades to nothing
Obumbrata; et velata Shadowed and veiled
Mihi quoque niteris; You plague me too;
Nunc per ludum Now through the game
Dorsum nudum I bring my bare back
Fero tui sceleris. To your villainy.
Sors salutis et virtutis Fate, health and virtue
Mihi nunc contraria; Now give me the opposite.
Est affectus et defectus Driven on and weighted down
Semper in angaria. Always enslaved
Hac in hora sine mora So at this hour without delay
Cordae pulsum tangite! Pluck the vibrating strings
Quod per sortem Since Fate
Sternit fortem, Strikes down the strong
Mecum omnes plangite! Everyone weep with me!

Lower portion of “The Forestw” from the
Carmina Burana (AD 1230)

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“O Fortuna” is a medieval poem written by a group of
young clergy in Europe called the goliards. They wrote
satirical Latin poetry. Carmina Burana is Latin for
“Songs from Benediktbeuern,” and is a collection of 254
poems and dramatic texts. The texts can be arranged into
several categories:

• 55 songs of morals and mockery (AD 1–55)
• 131 love songs (AD 56–186)
• 40 drinking and gaming songs (AD 187–226)
• 2 longer spiritual theater pieces (AD 227 and 228)

“O Fortuna” is a complaint about fortuna (fortune), the
unstoppable fate that rules both gods and mortals in
Roman and Greek mythology.

The arbitrary nature of fate was a common theme
throughout medieval philosophy and writings. This
influence is seen in the song, “O Fortuna,” as well as the
illuminations in the Carmina Burana. The Wheel of For-
tune (pictured to the right) is a symbol of the random
nature of fate. The wheel belongs to the goddess Fortuna
who spins it to determine the fate of humans.

In 1936, German composer, Carl Orff, wrote music “The Wheel of Fortune” from Carmina Burana
for twenty-four of the poems and also called his work (AD 1230)
Carmina Burana. As you listen to “O Fortuna,” which is
the opening to his work, you may notice that the music words are Latin derivatives? What Latin words do you
has a heavy and percussive feeling. This is partially due already know the meanings of? Once you have attend-
to the fact that it is written with the time signature of
“three whole notes/bar.” This is a very unusual time sig- ed to the details of the lyrics, click here to view a
nature. It is not written on the staff, but instead above
the line. performance of “O Fortuna.” Try to follow along with
the lyrics and their translation. Then consider discussing
the following questions:

The tempo is marked that a half note equals sixty beats 1. What emotions do the lyrics express?
per minute and pesante, which means “in a heavy and 2. How did the composer choose express the emotions
ponderous fashion.”
Start by reading the English translation of the lyrics, and of the lyrics with music?
then compare the English to the Latin. Which English 3. Does the music reflect the meaning of the lyrics? If

so, in what way?
4. The performance closed with fireworks. What emo-

tion do you associate with a fireworks display? Why
do you think the producers of the performance chose
to end the piece this way?

19

L Suna in cripturaDIES QUATTUOR
Written by: Kristi Jalmasco
Dixit autem Deus: Fiant luminaria in firmamento caeli, etSeptimāna Una
dividant diem ac noctem, et sint in signa et tempora, et dies
et annos:
And God said, “Let there be lights in the firmament of the heaven to divide
the day from the night; and let them be for signs, and for seasons, and for
days, and years:”
Genesis 1:14

Do you enjoy moon-gazing? Interestingly, the ancient Hebrews watched
the moon to determine many important times in their culture. They un-
derstood that one of the reasons God created the moon was to help mark
significant times. The lunar cycle became their basis of timekeeping.
Today, we use the Gregorian calendar based on the solar1 year, but the an-
cient Hebrew calendar began on the new crescent moon and ended when
the moon was dark. Many special holidays correlated to the moon phases,
such as the new moon festival called “Rosh Chodesh­.”2 The ancient He-
brews had an official process by which they declared a new moon, because
it meant a new month in their calendar began. Two witnesses would go be-
fore the Sanhedrin3 to confirm the first sighting of the new crescent moon,
and the Sanhedrin, in turn, would send a message throughout the land
of the new month beginning by lighting a fire on the top of the Mount
of Olives. That fire started a chain reaction of people seeing it and setting
their own fires to help spread the word.
The lunar calendar is too short for an actual year, so to solve the problem
of seasons landing in the wrong places, a leap month was added at the
end of seven of the years in every nineteen-year cycle! The middle of the
Hebrew month was the full moon, and many festivals corresponded to
that time, including: Sukkot, commemorating God’s protection during the
Hebrews’ years in the wilderness after leaving Egypt; Purim, celebrating the
defeat of Haman’s plot to massacre the Jews;4 and Passover, remembering

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God’s sparing of the Hebrew children in the final plague The sun shall be no
on Egypt. God promised, through his prophet Isaiah, more thy light by day;
that in the future, His glory would replace the light
of the sun and the moon. The next time you gaze at neither for bright-
the moon, you can remember God’s promise and look ness shall the moon
forward to its fulfillment in the future. give light unto thee:
but the LORD shall be
Laudate eum, sol et luna; laudate eum, unto thee an everlast-
omnes stellae et lumen. ing light, and thy God

Praise ye him, sun and moon: praise him, all ye stars thy glory.
of light. Thy sun shall no more
go down; neither shall
Psalm 148:3 thy moon withdraw it-
self: for the LORD shall
1 from the Latin word sol meaning “sun” be thine everlasting
2 Rosh Chodesh literally means “Head of the Month” and light, and the days of

is most often translated “New Moon” thy mourning shall
3 the ruling body of the religious government be ended.
4 as recorded in the Old Testament book of Esther
Isaiah 60:19–20 NKJV

21

DIES UNUS Week Two Understanding the Latin word
for peace: pax, pacis

Septimāna Duae Did you know that Classical Conversations has a theme song? This week, we are attending to “our
song,” Dona Nobis Pacem. Those three words make up the entire song and mean, “Grant us peace.”

Dona nobis pacem
Grant us peace
Consider asking your child/children the following questions:
Who Grant us peace? Implied (You).
What is being said about (You)? (You) Grant. (“Grant” is a verb.)
(You) Grant whom or what? peace.
Does peace receive action from Grant? Yes. (The noun “peace” is a direct object, and “Grant” is a
transitive verb.)
(You) Grant peace to or for whom? us. (The pronoun “us” is an indirect object.)
What is the purpose of this sentence? imperative.
What is the sentence pattern of this sentence (in English)?* S-Vt-IO-DO.

“Wait a minute!” you may be saying. “If this is an imperative sentence, does that mean we are giving
God a command?” The answer is no. At times, we may use an imperative sentence when we are
pleading or begging. Consider the following familiar hymn: “I need Thee every hour, most gracious
Lord; no tender voice like Thine can peace afford. I need Thee O, I need Thee, every hour I need
Thee. O bless me now my Savior. I come to Thee.”

So our song is a prayer, a pleading with the Lord for peace. The word for peace is a third declension
noun. Do you remember from last week how many noun declensions Latin has? If you answered
five, you are correct! The third declension nouns have three different sets of endings. One for nouns
that are feminine, one for nouns that are masculine, and one for nouns that are neuter. Pax/pacis is
feminine, so that is what we will focus on this week. Pax is declined like this:

PAX
(base) (ending)

Singular Plural English Meaning

nominative/subject pax pacēs the/a peace

genitive/possessive pacis pacum peace’s/of the peace

dative/indirect object paci pacibis to/for the peace

accusative/direct object pacem paces the/a peace

ablative/object of the preposition pace pacibis by/with/from peace

(We memorize these endings in Cycle 1.)



* In Latin, this sentence can also be translated “Grant peace to us,” which has the sentence pattern of
S-Vt-DO.

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You may be wondering how to know The Capitoline Doves
whether a third declension noun is
masculine, feminine, or neuter. Two main (Micromosaic pictured above)
guidelines help us to determine the gender A mosaic is an art form that is created by the strategic place-
of many words. ment of tiny pieces of tile or glass in order to form a picture.
1. Is the person a male or female? If so, the Within this art form, a micromosaic is a mosaic made of the
tiniest pieces of glass. Some contain more than five thousand
noun will match. For example, matre pieces per square inch, giving the picture a realistic look with
does not follow rule two, but “mother” dimension and depth. The subjects of this micromosaic, The
is a woman; therefore, the noun is Capitoline Doves, are four doves drinking and sunning by a
feminine. gilded bowl.
2. There is a helpful set of acronyms to This piece was discovered in 1737 during excavations at
help. Hadrian’s Villa in Rome, Italy. Hadrian (AD 76–138) was a
If a third declension noun in nominative Roman emperor who was best known for completing large
case ends with the letters S,O, or X, it is building projects throughout the Roman Empire during his
feminine (SOX). reign, including a large wall to protect the empire. Some believe
If a third declension noun in nominative this piece to be the famous Dove Mosaics which were created by
case ends with the letters ER or OR, it is Sosus of Pergamon, a well-known mosaic artist who was active
masculine (ERROR). during the second century BC. It is possible that it could also
If a third declension noun in nominative be a copy of the original work. Copies have been found in the
case ends with the letters L, A, N, C, E, T, cities of Delos, Pompeii, Capua, Morocco, and Tunisa, among
it is neuter (LANCET). others; however, the finest copy was the one discovered at
Now that you have another layer of knowl- Hadrian’s Villa in Rome.
edge, it may be fun to revisit your “Word Today, the mosaic is preserved in the Musei Capitolini in
Play” words from both last week and this Rome, giving it its namesake: the Capitoline Doves.
week. What do you see now that you
didn’t see before? Compare the endings of 23
the various nouns. How are they the same
and how are they different?
Try writing notes to one another this week
and substitute the Latin words you know
for their English counterparts. Can you
determine which ending to use?

DIES DUAE/TRES The History
of “Dona Nobis Pacem”

Septimāna Duae “Dona nobis pacem” is a simple three-part round often also connected with the Lord’s Supper.)
with lyrics from a short Latin text. Some specu- “Dona nobis pacem,” in lyric or in melody, has
late that its roots may stem from an old Christ- been utilized by many composers in their musi-
mas song written in the sixteenth or seventeenth cal works throughout history. Some of the more
century by an unknown composer in Germany, notable appearances include the following:
and some have also attributed it to Mozart.
Typically, however, it is attributed in hymnbooks Schubert’s Mass No. 6 in E-Flat
as a “traditional hymn,” meaning it is most often Major: Called the triumph and swan song of
recognized as a “folk tune.” Although the round
typically appears in many hymnals and song- Schubert’s career
books, it has been sung in secular settings as well.
Often, it is sung during quests for peace, such as Franz Joseph Haydn’s Nelson Mass:
the reunification of East and West Germany in
1990. One of fourteen masses written by Haydn
While the melody of the “Dona nobis pacem”
round is believed to date to the sixteenth or Peteris Vasks’s Dona Nobis Pacem:
seventeenth century, the words “Dona nobis
pacem” (or “Grant us peace”) are from a Latin Composed by the Latvian composer for choir
mass that dates back to the 600s in the Roman and orchestra
Catholic Church. It comes from a larger section Although it contains simple lyrics set to a simple
of the mass called the “Agnus Dei,” which is melody, this beautiful composition lives on in
traditionally sung between the Lord’s Prayer and modern popular culture as well.
Communion (or Eucharist) in the service.

In Latin, that section of the mass looks like
this:
“Agnus Dei, qui trollis peccatta mundi,
miserere nobis.
Agnus Dei, qui trollis peccatta mundi,
miserere nobis.
Agnus Dei, qui trollis peccatta mundi,
dona nobis pacem.”

In English, that means: Byzantine monumental church mosaics are one of the great
“Lamb of God, who takes away the sins of the achievements of medieval art. These are from Monreale in
Sicily from the late twelfth century.
world, have mercy upon us.
Lamb of God, who takes away the sins of the

world, have mercy upon us.
Lamb of God, who takes away the sins of the

world, have mercy upon us.
Lamb of God, who takes away the sins of the

world, grant us peace.”
(Versions of the Agnus Dei are also used in the
Anglican and the Lutheran traditions and are

24 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.

The Vocabulary of Music
Understanding what you see when you look at written music

Time Treble Clef: (Also Quarter Note = 1 beat Measure Line: Denotes a Staff: Five lines start
called G clef.) The section in the staff that is equal with a clef marking on
Signature: treble clef is usually Half Note = 2 beats to the number of beats desig- which are placed musical
Indicates with the used to notate notes nated by the top number of the notes.
bottom number for higher voices and . Dot = half of the preceeding note’s value time signature. (In this song, Each line and space
which kind of instruments. . Dotted Half = 3 beats (half note + dot) that is three beats.) identifies a specific note
note gets one Key Signature: Measure Number: A to be played. An easy
beat, and with the Indicates what scale Eighth Note = half a beat reference number that helps you way to remember the
top number how a song is built upon. to know what measure you are note names of the spaces
many beats are in This song is in the Round: This song can be sung as a round. reading from the beginning of for treble clef is (starting
a measure. In this key of F. That melody A round is a song in which multiple voices the song. at the bottom space)
song the quarter (1/4) of the song is built sing the same melody but start at staggered FACE.
note gets one beat, around an F major times. It is called a “round” because you go F
and there are three scale. In an F major around to the beginning as soon as you reach E D
beats in a measure. scale, there is one the end, repeating the melody as many times C B
flatted note which is as you wish. Voice one starts on measure one. A G
B flat. When voice one reaches measure nine, voice F E
two begins to sing measure one. A third voice
can begin singing at measure one when voice The lines can be remem-
one begins measure seventeen. bered by memorizing
this fun sentence (start-
ing with the bottom
line): “Every Good Boy
Deserves Fudge.”

25

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WORSHIP IN THE ROUND DIES Quattuor

“Dona nobis pacem” is occasionally sung These would include: Septimāna Duae
by choirs in a round. According to Ency- Laudamus te: We praise you
clopedia Brittanica, a round is, in music, Benedictumus te: We bless you
“a polyphonic vocal composition in which Adoramus te: We worship you
three or four voices follow each other Glorificamus te: We glorify you
around in a perpetual canon at the unison Amabo te: We love you
or octave.” In other words, a round is a Tibi gratias ago: We give thanks
song that is usually sung in three or four
parts. Each part follows the previous one, You may also use the lyrics to “Dona Nobis
creating a harmony by overlapping the Pacem” with a different tune in rounds. For
same melodies at staggered points in the example: Try singing these lyrics to the tune
song. of “Frere Jacques.” (See one example in the
musical score below.)
Try singing your own round in Latin by
using a familiar melody. Some tunes you Have fun experimenting with new vocabulary
may be familiar with are “Row, Row, Row set to familiar music. After you practice, try
Your Boat,” “Frere Jacques,” or “Three singing your composition with your family!
Blind Mice.” You can use some of the
phrases learned as memory work during
your Latin exploration.

Lau - da - mus te Lau - da - mus te

Lau - da - mus Lau - da - mus

Ben - ne - di - ci - mus te Ben - ne - di - ci - mus te

Lau - da - mus Lau - da - mus

27

DIES UNO GLORIA by John Rutter

This week’s focus is a jubulant piece of choir music written in 1974, by the English composer,
John Rutter, entitled “Gloria.” Rutter wrote this music around an ancient text that was popular
in the second and third centuries. Though originally written in Greek, the Latin translation is
traditionally attributed to Saint Hilary of Poitiers (c. 300–368).

Start your week by simply listening to the first movement of Rutter’s piece (Click here) and
following along with the listening guide and translation below.

Septimāna Tres Latin English
Glória in excélsis Deo Glory to God in the highest
Et in terra pax homínibus bonae voluntátis. And on earth peace and good will to men
Laudámus te, We praise You,
Benedícimus te, We bless You,
Adorámus te, We adore You,
Glorificámus te, We glorify You
Grátias ágimus tibi We give You thanks
Propter magnam glóriam tuam Acording to Your great glory

0:00–0:45 Are the timpani and brass playing loudly or quietly? Are the notes going up tonally
or down? Are they playing smooth or marcatto (with punchy emphasis)? What emotions do these
instruments evoke as you listen?
0:47–1:20 Try saying the word “gloria.” What natural rhythm does the word have? Is choir
singing the word with the same rhythm? The choir matches the jubilance of the brass at the
beginning, but quickly their singing becomes softer, gentler, and more legato (smooth).
1:21–1:31 Why do you think the composer changed the mood of the music? What is the choir
singing?
1:31–2:28 Again the brass begins to build the music and we hear the first section repeated.
2:29–3:38 What is the choir singing about in this section? What do you think the relationship
is between the runs of the trumpets and fast moving notes of the organ and the lyrics the choir is
singing?
3:39–4:02 How did the composer express the great glory of God in this line?
4:03–5:21 Enjoy the swelling celebration of praise to God to the end! Does it sound like the
choir is singing/shouting “Glory to God in the highest!” at the end?

28 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.

“Make a joyful Lamb of God mosaic c. 547, Basilica of San Vitale, Ravenna, Italy
shout to God,
all the earth!
Sing out the
honor of His
name; make

His praise
glorious.”

Psalm 66.1–2 NKJV

A Blessing Child mosaic c. 1000, Hagia Sophia, Istanbul, Turkey

29

DIES DUAE/TRES Week Three Understanding verbs of the
first conjugation

In Week 1, we learned that Latin noun endings change and that change tells us information about
what job the noun is doing in the sentence. This week, we will learn that Latin verb endings change
to tell us who is doing the action and when. There are four different groupings of verbs called “conju-
gations.” This week, we will specifically focus on verbs in the first conjugation.

You may remember the song for the first conjugation present tense verb endings from Cycle 2
memory work. If you know that song, try singing it now as you look at this chart. If you don’t know
the song, that’s OK! Just read through the chart below together.

-o -mus
-s -tis
-t -nt

The endings listed above are called “personal endings,” and they tell us what person is doing the
action.

Septimāna Tres I -o we -mus
you -s you (plural) -tis
he/she/it -t they -nt

In John Rutter’s “Gloria,” the choir sings several verbs that all come from the first conjugation verbs.

laudāmus
adorāmus
glorificāmus

What is the same about all of these verbs? If you said they all end in -mus, you are correct! They all
indicate that “we” are doing the action in the present. There is another thing that is the same in all
three verbs, and that is the letter right before the personal ending. The “a.” We call this letter the
signature vowel. All first conjugation verbs in the present tense, except first person singular, have an
“a” before their personal ending. So verbs have three basic parts: the stem, the signature vowel, and
the personal ending.

Laudāmus We praise you/We are praising you
Adorāmus We adore you/We are adoring you
Glorificāmus We glorify you/We are glorifying you

LAUDO – TO PRAISE

Laudo I praise Laudāmus We praise
Laudās You all praise
Laudat You praise Laudātis They praise

He/she/it praises Laudant



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Each verb has listed four principal parts. Early Christian Art
When we conjugate a first conjugation
verb for present tense, we work from The most common form of the earliest of Christian art is the
the second principal part which is the fresco, which can be found in Roman catacombs. The fresco above
infinitive form of the verb. The second includes: “Jonah and the Whale,” “Moses Striking the Rock”
principal part is seen in bolded text below. (left), “Noah Praying in the Ark,” and “Adoration of the Magi”
Here are the steps: (200–250).
1. Identify the second principal part. Try making a fresco at home!
2. Drop -āre to find the stem. Here is what you will need:
3. Add -o for first person singular (no paintbrushes
tempera paint
signature vowel). plaster of Paris, 4 lbs.
4. Add the signature vowel to the stem for jumbo craft sticks
water
all other persons. small foam plate or tray
5. Add the personal ending. Steps
To see examples of verbs of the first conju- 1. Gather your supplies, and plan what you want to paint. Once
gation being conjugated, see the example
to the left and on your vocabulary cards. you pour the plaster, you will have a short time to finish your
Here are some more first conjugation verbs picture before the plaster hardens.
that you might like to play with this week. 2. Mix and pour the plaster according to the directions and pour
lavō, lavāre, lāvī, lautum – to wash into a small foam tray such as a meat tray that you can get from
amō, amāre, amāvī, amātum – to love the dollar store or your local butcher. Smooth it out with your
cantō, cantāre, cantāvī, cantātum – to sing craft stick.
clāmō, clāmāre, clāmāvī, clāmātum – to 3. Pour a small amount of paint onto your pallet while the plaster
is beginning to set. You want to paint it while it is still wet but
shout firming up. Start to apply paint to the plaster. Once you have
cōgitō, cōgitāre, cōgitāvī, cōgitātum – to finished your painting, let it set up overnight, and then gently
remove the plaster from the tray.
think
labōrō, labōrāre, labōrāvī, labōrātum – to 31

work

Try these sentences with your family:
“Filius, will you lavās the dishes?”
“Yes, Mater, I will joyfully lavō the dishes.”
“Amo te!”
“We must laborāmus hard to get ready to

go camping!”

The

Just like our composer this week, art-
ists, writers, and composers have been
inspired by the words of the Gospel
of Luke. Consider reading the story
of the annunciation to the shepherds
with your children, and find a way to
creatively express the story. Here are
some ideas:
1. Have one person read the story

while others in the family silently
act it out.
2. Write a the story from the shep-
herds’ point of view.
3. Compose your own piece of music
to the words of verse 14.
4. Do a drawing or painting of the
story.
5. Memorize the story and recite it as a
dramatic storytelling monologue to
your family.
6. Create a clay, salt dough, or play-
dough sculpture of one of the scenes
of the story.
7. Make a stop motion LEGO® movie
of the story.

Left: Nativity and Annunciation
to the Shepherds, Bernardino Luini
1480–1532
Right: The Annunciation to the
Shepherds, Limbourg brothers
1385–1416

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Annunciation Septimāna Tres

1And it came to pass in those days, that there went out a de- 20And the shepherds returned, glorifying
cree from Caesar Augustus, that all the world should be taxed. and praising God for all the things that
2(And this taxing was first made when Cyrenius was governor they had heard and seen, as it was told
of Syria.) 3And all went to be taxed, every one into his own unto them.
city. 4And Joseph also went up from Galilee, out of the city
of Nazareth, into Judaea, unto the city of David, which is Luke 2:1–20
called Bethlehem; (because he was of the house and lineage
of David:) 5To be taxed with Mary his espoused wife, being
great with child. 6And so it was, that, while they were there,
the days were accomplished that she should be delivered.
7And she brought forth her firstborn son, and wrapped him
in swaddling clothes, and laid him in a manger; because there
was no room for them in the inn.

8And there were in the same country shepherds abiding in the
field, keeping watch over their flock by night. 9And, lo, the
angel of the Lord came upon them, and the glory of the Lord
shone round about them: and they were sore afraid. 10And the
angel said unto them, Fear not: for, behold, I bring you good
tidings of great joy, which shall be to all people. 11For unto
you is born this day in the city of David a Saviour, which is
Christ the Lord. 12And this shall be a sign unto you; Ye shall
find the babe wrapped in swaddling clothes, lying in a man-
ger. 13And suddenly there was with the angel a multitude of
the heavenly host praising God, and saying,

14Glory to God in the highest, and on earth peace, good will
toward men.

15And it came to pass, as the angels were gone away from DIES QUATTUOR
them into heaven, the shepherds said one to another, Let
us now go even unto Bethlehem, and see this thing which
is come to pass, which the Lord hath made known unto us.
16And they came with haste, and found Mary, and Joseph,
and the babe lying in a manger. 17And when they had seen
it, they made known abroad the saying which was told them
concerning this child. 18And all they that heard it wondered
at those things which were told them by the shepherds. 19But
Mary kept all these things, and pondered them in her heart.

33

It is an old Rabbinic tradition to give children aS e p t i m ā n a Q u a t t u o r DIES DUAE
drop of honey on their tongue before they read
and study Torah. This trigger of the taste buds
helps them remember the truth found in King

David's words, “How sweet are Thy words
unto my taste! Yea, sweeter than honey to
my mouth!”

Psalm 119:103

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In Latin, cera means wax, Fun Facts about Bees
And alvear the hive,
• The honeybee is the only insect that produces
In which the Bees their food prepare, food eaten by man.
In which they live and thrive.
• The practice of beekeeping dates back at least
And flores are the fragrant flowers 4,500 years.
They skillfully select;
• All worker bees are female.
And pollen is the yellow dust • Worker honeybees live for about four weeks
Which they from them collect.
in the spring or summer but up to six months
And femur is the tiny thigh, during the winter.
Well fringed with useful hair; • Each worker bee produces 1/2 teaspoon of honey
And tilia is the linden-tree, in its lifetime.
• Honey is 80 percent sugar and 20 percent water.
To which the bees repair. • Male bees are called drones.
• The honeybee’s wings stroke 11,400 times per
And melio's the honey-gnat, minute, thus making their distinctive buzz.
And fucus is a drone; • A queen bee can produce two thousand eggs a
day. Fertilized eggs become females, and un-
And spiculum's the fearful sting, fertilized eggs become males, with the help of
Which causes many a groan. pheromones.
• Bees love the color blue and love cluster plants
Examen is the busy swarm, like lavender and rosemary.
And gluten is the glue • A honey bee visits fifty to one hundred flowers
during a collection trip.
With which they stop the crevices, • Bees don’t want to sting you because when they
When they their work review. do, they die.
• There are over twenty thousand different
And chrysalis the curious case, species of bees, found on every continent except
The cradle of the Bee; Antarctica.
• Honey bees produce beeswax from eight paired
And propolis the sticky stuff glands on the underside of their abdomen.
Which on their doors you see. • Bees maintain a temperature of 92–93 degrees F
in their central brood nest, regardless of whether
Pretty Lessons in Verse for Good Children; With Some the outside temperature is 110 or -40 degrees.
Lessons in Latin in Easy Rhyme by Sara Coleridge • Honeybees fly at up to fifteen miles per hour.
• Honey bees don’t sleep. Instead, they spend
their nights motionless, conserving energy for
the next day’s activities.
• In ancient Egypt, people paid their taxes with
honey.

35

ūnus S e p t i m ā n a Q u a t t u o r DIES TRES
duo
trēs
quattuor
quīnque
sex
septem
octō
novem

decem

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Days of the Week

Dies Solis Dies Lunae Dies Martis Dies Mercurii Dies Iovis Dies Veneris Dies Saturni
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Months of the Year

Ianuarius Februarius Martius Aprilis Maius Iunius
January February March April May June
Iulius Augustus September October November December
July August September October November December

PRACTICING THE FIVE CORE HABITS

Naming: Can you name the months of the year? Can you name the days of the week? What day do you go to
church? What days do you do school? On what day of the week is your next birthday?
Attending: How are the Latin names the same as the English names for the months of the year? Are there any where
the Latin and English spelling are exactly the same? Do they sound different even if they are spelled the same?
Memorizing: Can you say the days of the week or the months of the year in Latin without looking? What tools do
you remember from Foundations that could help you? (hand motions, songs, erasing from a white board etc.)
Expressing: You could create a calendar for your summer that is completely in Latin! Do you bullet journal? Try
writing out the names of the week in Latin. Song School Latin has files with the days of the week you can access.
Storytelling: Try making up a story that incorporates all of the numbers through ten, and say them in your story in
Latin.

37

Roman Numerals Roman Coins Roman Game

Using craft sticks, create a set of Roman coins: Use salt dough and silver A common game Roman children
Roman numerals by gluing them spray paint to create Roman coins with played was a simple game of tic-
together. Consider creating a Roman Caesar’s image inscribed. An easy salt tac-toe. Create a game using two
numeral representing each of your dough recipe is: different colored stones, stones with
family members’ ages, including • Mix 4 c. of plain flour, 1 c. of salt, and x’s and o’s, or wooden blocks. Draw
grandparents. the “board” in the sand with a stick
1 ½ c. of water together to form a or on a piece of paper and use the
Roman Arches dough. stones/blocks to play!
• Roll between two sheets of waxed
One of the architectural inventions paper, and cut out coin shapes with a
of the Romans was the arch. Roman lid or plastic top from a milk jug.
arches were used extensively through- • Use a bamboo skewer or toothpick to
out the Roman world from aqueducts make impressions for your coins.
to colosseums. Consider creating your • Bake the coins on the lowest tempera-
own arch with the simple materials of ture in the oven for two hours, or air
an ice cube tray (that forms rectangu- dry overnight.
lar cubes), food coloring, and water. • Spray paint your coins with silver.
Color the water and freeze the ice To expand this activity, consider reading
overnight. On a paper towel surface the passage from Matthew 22:20–22:
begin stacking four ice cubes for each “And he saith unto them, Whose is this
side of the arch. You may need an image and superscription? They say unto
extra pair of hands. As the two sides him, Caesar’s. Then saith he unto them,
come closer, place the central cube, or Render therefore unto Caesar the things
keystone, at the top of the arch. which are Caesar’s; and unto God the
For source with pictures, click things that are God’s. When they had
heard these words, they marveled, and
here. left him, and went their way.”

38 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.

REATE.

Roman Villa Model Roman Clothes

Romans created very comfortable Cover the base with green paper Make a simple toga for younger
homes called villas. They consisted and create a foil pond for the children by using a white pillow-
of a courtyard with a small courtyard. Create red or orange case and cord (for the belt). Cut
pond, a dining room, kitchen, tile roofs with paper. Using red, a slit in the top of the pillowcase
living quarters, porched veranda, orange, and foil, create a fire and and two holes for the arms. Be
bedroom, and servant’s quarters. place under the floor by elevating sure to mark the places for the
They were often decorated with the base onto a stack of books. head and arms before you cut the
mosaics on the walls and floor. Consider creating a small mural or slits. Make two side cuts for the
For heating, the Romans designed mosaic for decoration. belt.
an under-floor heating system Another simple idea is to use a
and, for cooling, a breezeway to Roman Mosaic large adult white t-shirt. Slip it
move air through the home or by over your child’s head and slip
pumping cool water through the Romans perfected the art of one arm through a sleeve. Pull
walls. mosaics. They used beautiful the other sleeve down under their
Consider creating a Roman villa. colored glass and stones to cre- arm. Tie with a cord.
You’ll need: scissors, glue, tape, ate detailed war scenes, animal For older children, use an old
cardboard, three large cereal boxes hunts, and mythological crea- sheet or one bought from a thrift
and one smaller box like a tissue tures. Think about creating a store. Cut out a large rectangle
box, large flat cardboard as a base, mosaic. Cut colored paper into of cloth that will be the proper
several sheets of colored paper squares and glue them onto a length and width for your child.
including red or orange for the tile black piece of paper which you Mark a place for their head. Cut a
roof, paper rolls for columns, and can use as a background and place for the head. Slip it over and
foil for the pond. white squares of paper. Draw use a cord for a belt.
Cover the three large boxes and a simple object to fill in like
small box with cream or white a Roman style vase or Roman 39
paper. Draw arched windows and ship!
doors. Arrange the boxes with an
open square area for the courtyard.

40 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.

Basketball, Spaghetti Sauce, and Latin

by Marc Hayes

Do you know what basketball, spaghetti, and Mount Everest have in common? Will you believe
they are all related to a Latin lesson I had with my son?
Last year, I was blessed with being my son’s Latin teacher. My son Calvin is thirteen years old
and a Challenge A student. For a bit of history, Calvin completed both Foundations and Essen-
tials, beginning Foundations when he was six years old. He was a Memory Master once, almost
twice. Almost.
In the Hays Haus, we set up three principles for Challenge A Latin instruction:
1. Complete Latin lessons for one hour per day, and only one hour per day.
2. Focus on vocabulary memorization above everything else.
3. Thinking and talking about Latin is the student’s job; writing it down is Dad’s job
The following is the story of our Latin adventure attempting to apply these principles through
the first semester of Challenge A.
Very soon after beginning Latin this year with Mr. Henle’s purple and blue books and the newly
minted Latin A Workspace, I saw that we could not accomplish everything on the list of things
to do in an hour, so we played it by ear. I have made it my family’s goal to do no more than one
hour of any course in a given day. Sometimes this is not possible, but it is our goal.
We would begin each day with a vocabulary review using the flash cards he had created. Once
he had collected a fair number of flash cards, there was no way to review all of them in a single
sitting, so we would move through different parts of speech on different days. Using the parts
of speech as categories allowed him to relax a bit in those early days, knowing that the answers
would follow a pattern. We mixed it up a bit as he committed more of them to memory.
After our vocabulary review, we would create new vocab cards and read the new lesson together.
I would read aloud, and Calvin would listen. At least, he listened most of the time. We would
also look up new grammar in Henle’s Blue Book. At this point, I read everything aloud, asking
questions periodically, or asking him to show me things on the page, just to make sure he was
on his toes.
When it came time for exercises, he would read the instructions aloud to me and we would take
note of how many steps the exercise contained. Calvin noticed that the instructions sometimes
seemed a little tricky, so the two of us had to make sure we understood them before jumping in.
Once again, we have made it our goal to do no more than one hour of any course in a given
day. It may seem like after vocabulary review, creation of new vocabulary cards, the reading
of the lesson, and the reading of the instructions, there is not much time left for the exercises
themselves, which is sometimes the case. We regularly curtail the number of repetitions within
a particular exercise in order to make sure we touch on most, if not all, of the Latin to English
exercises in a given lesson. We will attack the English to Latin translations more as he progresses
in his skills and understanding.
One way I tried to help him attend to the Latin concepts more closely during those first few
weeks was that I did all of the writing. All of it. He basically completed his Latin exercises orally
and I was simply his secretary, recording his work in the Latin A Workspace.
What I have just described was our pattern for the first eleven or twelve weeks. Then, one eve-
ning, something really cool happened.

41

At the end of a very busy day for me, a day in which I had not sat down
with him for Latin, Calvin came to me and said that he was not allowed
to go play basketball with his friends until his lessons were complete, and
that he was not yet done with Latin. Since my wife had left the house for
a while, I was on supper duty—sautéing veggies for spaghetti sauce, if I
remember correctly.
I told Calvin I could help him, but that I could not leave the food on the
stove unattended, so he would have to read it all, and afterward come
to me with questions. He sat down across from me at the kitchen island
and read quietly to himself. Every couple sentences, he would ask me a
question or two to confirm or clarify his understanding.
Once the lesson was read and the instructions understood, the questions
became fewer and further between. He sat and did the work, writing in
his Latin A Workspace all by himself.
After completing an exercise, he asked me to check his answers. He read
the instructions aloud, read the exercise aloud, and read his answers
aloud. I am no Latin expert, but I can generally maneuver the first ten
lessons of Henle without referencing the answer key, a fact that helped
immensely in this scenario.
This may seem like a little thing: Calvin doing his Latin with me only as-
sisting from the side, but let me tell you—I was thrilled. I tried to not get
too excited as I watched what he was doing from my side of the kitchen
island. You know, I don’t want to be “nerd dad” or anything—getting all
excited about Latin—but on the inside, I was turning backflips.
The theme of Challenge A is ownership, and as I made spaghetti sauce
that night, Calvin owned his Latin lesson. He was a boy whose only real
goal that evening was to play basketball, but Latin was a wall he needed
to scale—an Everest he needed to climb—and climb it he did.
Thank God for the spaghetti sauce that preoccupied me that evening.
Thank God for the basketball game that preoccupied him. Thank God
for the chance we had had that semester to establish some patterns and
rhythms for Latin study, and thank God for that particular Latin lesson
where my son took another small step toward owning his education.

42 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.

The Classical Conversations
Latin Journey
“A healthy
society begins In Foundations, families begin their Latin studies by memorizing
with healthy Latin noun declensions in Cycle 1, first conjugation verb endings in
Cycle 2, and John 1:1–7 (as well as vocabulary) in Cycle 3.
souls. And In Essentials, families continue to secure a strong language founda-
the healthiest tion by learning the eight parts of speech, their definitions, roles, and
how to identify them within a sentence.
souls are In Challenge A, families step gently into Latin grammar. They take
not formed what they have learned about the roles words have in a sentence and
apply that knowledge to Latin. They memorize vocabulary, conjugate
without verbs, learn the relationships of adjectives to the nouns they modify,
intellectual and decline nouns.
and, most of In Challenge B, students continue to build the skills necessary to
all, spiritual learn a foreign language. Students also observe the influence of Latin
in astronomy, in logical terms and fallacies.
labor.” In Challenge I, there is a focus on the dialectic skills of translation,
and gain Latin proficiency with vocabulary. They also take a deeper
― Tracy Lee Simmons, dive into the world of verbs.
In Challenge II, students learn advanced Latin grammar and sen-
Climbing Parnassus: A tence structure, more complex translation skills, and Latin vocabulary
New Apologia for Greek within the context of Caesar’s narrative of the Gallic Wars. Classical
Conversations Plus offers a class in Latin, which offers students the
and Latin opportunity to earn college credit while doing their Challenge II
work.
In Challenge III, a look into Caesar’s writings continue as well as
discussions of Cicero’s orations and a review of rhetorical devices from
earlier studies in the Lost Tools of Writing.
In Challenge IV, students reap the rewards of their dilligence by
enjoying scripture, music, poetry in Latin. They also continue to look
at Roman History and translate the writing of Rome’s greatest poet,
Virgil.
Taking one step at a time on the journey of grammar builds strength
of character and discipline along the path, for both student and fami-
ly. Per angusta ad augusta (from difficulties to honors)!

43

NA

Cultivating NAMING ATTENDING

the CORE WORD PLAY GRAMMAR
HABITS
Learn the vocabulary words Attend to the details of each
While and their definitions each week. grammar lesson and look for
They will add fun color to your noun roles and verb endings in
EXPLORING conversations. your songs and stories.

LATIN THE VOCABULARY OF WORD PLAY
MUSIC
Attend to the Latin that is all
Using the infographic learn the around you! On your money, on
different parts of written music. signs, and in the words you use
each day.
ART
BASKETBALL,
There are many different styles SPAGHETTI, AND
of art throughout this e-zine. See LATIN
if you can make a list with your
child. Attend to your child and
the cues they give you in the
learning journey. Discern where
to step in and support until they
are ready to fly on their own.

To learn more about
the Five Core Habits,

refer to your Foun-
dations Curriculum,

pages 18–20.

44 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.

ME S

MEMORIZING STORYTELLING

DAILY MEMORY WORK EXPRESSING RECITE

Take time each morning to work COOKING Recite vocabulary words, and
on the vocabulary words. sing the songs from memory.
Try a few of the recipes or food
WORD PLAY ideas as a way to incorporate WRITE THE STORY
the senses of taste and smell
Practice using the Latin words in into your Roman inspired Write the story of the annunci-
your everyday life. month. ation from the shepherds’ point
of view.
SING CREATE
CONVERSE
Memorize the songs and sing There are a number of ideas in
them. the “create” section to help your Say “Good morning,” “Good-
family get expressive! Kinesthetic bye,” “I love you,” and other
REVIEW learning is a powerful way to ce- small phrases to one another in
ment ideas in the mind through Latin.
Each week, review what you the “doing” of the body.
learned the previous week and RETELLING
see if you have gained new LISTEN
understanding. Can you retell the story of Willie
Listen to the various recordings the Mouse and use the Latin
of “Dona Nobis,” “O Fortuna,” words?
and “Gloria” together.
4151
WORSHIP IN THE
ROUND

Use your new Latin and musical
skills to create your own worship
song!

pater, patris Vale 46 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.
father Goodbye

3rd declension, masculine Septimāna Una

Septimāna Una Amo te.
I love you.
amabo te
please Septimāna Una

Septimāna Una

47

luna, lunae tibi gratias ago
moon thank you

1st declension, feminine Septimāna Una

Singular Plural Salve
Hello
nominative/subject - lūna lūnae
Septimāna Una
genitive/possessive - lūnae lūnārum

dative/indirect object - lūnae lūnīs

accusative/direct object - lūnam lūnās

ablative/object of the prep. - lūnā lūnīs

Septimāna Una

mater, matris
mother

3rd declension, feminine

Septimāna Una

soror, soris Hodie est... 48 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.
sister Today is...

3rd Declension, feminine Septimāna Duae

Septimāna Duae Qui menis est?
What month is it?
Quid agis?
How are you? Septimāna Duae

Septimāna Duae

49

pax, pacis bene
peace well, fine

3rd declension, feminine Septimāna Duae

Singular Plural Qui dies est?
pācēs What day is it?
nominative/subject - pāx pācum
pācibus Septimāna Duae
genitive/possessive - pācīs pācēs
pācibus
dative/indirect object - pācī

accusative/direct object - pācem

ablative/obj. of the prep. - pāce

Septimāna Duae

frater, fratris
brother

3rd declension, masculine

Septimāna Duae

adōrō, adōrāre,
adorāvī, adorātum

To worship Quid est tuum
praenomen?
1st conjugation What is your name?

Adorō. I worship. Adōrāmus. We worship. Septimāna Tres

Adōrās. You worship. Adōrātis. You all worship. Meum praenomen
est...
Adōrat. He/she/it worships. Adōrant. They worship.
My name is...
Septimāna Tres 50 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.
Septimāna Tres
Quid agis?
How are you?

Septimāna Tres