WJEC Level 2 Certificate in Latin Literature Unit 9541 Latin ...

WJECLevel 2 Certificate in Latin LiteratureUnit 9541Latin Literature: ThemesSection AotiumStudent Study Book (with notes)

Published By the Cambridge School Classics ProjectFaculty of Education, University of Cambridge11 West Road, Cambridge CB3 9DP, UKhttp://www.CambridgeSCP.com© University of Cambridge School Classics Project, 2010CopyrightIn the case of this publication, the CSCP is waiving normal copyright provisions in that copies of thismaterial may be made free of charge and without specific permission so long as they are for educationalor personal use within the school or institution which purchases the publication. All other forms of copying(for example, for inclusion in another publication) are subject to specific permission from the Project.First published 20102 WJEC Level 2 Latin Literature Unit 9541 otium

otiumhortatio*You may now be about to have your first encounter with a sizeable chunk of Latin written by Roman authors. It willat first seem noticeably more difficult than what you have read previously. There is a simple explanation for this.What you’ve read so far is mostly written by modern hacks (i.e. British schoolteachers), composing pieces of Latinwhose difficulty slowly but steadily increases to match your increasing grasp of the language. Roman authors,of course, did not do anything like this; they did not automatically begin a work with the easiest bits and put thehardest bits at the end. So you are likely to feel that the level of difficulty begins by rising sharply but then settlesdown; your increasing experience of the language should help to make you feel steadily more comfortable.*hortatio: speech of encouragement, e.g. delivered by general to his troops on eve of battle.IntroductionThe notes and questions in this study guide are composed particularly for students who have only alimited amount of time with a teacher. Follow your teacher’s guidance over which notes to use and whichquestions to answer. The more time you have with your teacher, the more questions can be ignored.Some questions are comprehension questions; others ask you to analyse the grammar of a particular word orphrase. Your teacher will tell you whether or not to use these questions. If you have access to the online version ofthe text, you can click to check that your analysis is correct. Aim to develop your ability to do the analysis yourself(e.g. in an exam!) by getting into the habit of asking yourself, before clicking, “What case is this noun?” or “Whattense is this verb?” etc. The exam will not contain grammar questions, but they are included here to help youtowards an accurate translation and a fuller understanding of the text. The Cambridge Latin Grammar can help youto investigate the grammar in more detail.Some questions, such as “Why do you think character so-and-so did such-and-such an action?” or “Do these linesseem serious or light-hearted?”, have more than one possible answer. When you answer such questions, studythe text carefully and come to your own conclusion. An examiner will always give credit for any sensible answer,particularly when you support your answer by quoting from the Latin text.WJEC Level 2 Latin Literature Unit 9541 otium 3

Martial, Epigrams V.20, The good life, lines 1-7si tecum mihi, care Martialis,securis liceat frui diebus,si disponere tempus otiosumet verae pariter vacare vitae,nec nos atria nec domos potentumnec lites tetricas forumque tristenossemus nec imagines superbas;51 si - iftu, tui - you (singular); tecum: with youego, mei - mecarus, cara, carum - dearMartialis, Martialis, m. - Iulius Martialis, closefriend of poet Martial2 securus, secura, securum - untroubled,carefreelicet, licere - be allowedfruor, frui, fructus sum + abl. - enjoydies, diei, c. - day3 si - ifdispono, disponere, disposui, dispositus -arrangetempus, temporis, n. - timeotiosus, otiosa, otiosum, n. - leisure, idle4 et - andverus, vera, verum - true, realpariter - together, in each other’s companyvaco, vacare, vacavi + dat. - have time forvita, vitae, f. - life5 nec ... nec - neither ... nornos - weatrium, atrii, n. - atriumnec ... nec - neither ... nordomus, domus, f. - housepotens, gen. potentis - powerful6 nec ... nec - neither ... norlis, litis, f. - law-suittetricus, tetrica, tetricum - grimforum, fori, n. - forum-que - andtristis, triste - sad7 nosco, noscere - be familiar with, knownec ... nec - neither ... norimago, imaginis, f. - statue, bustsuperbus, superba, superbum - proud4 WJEC Level 2 Latin Literature Unit 9541 otium

1. Think of examples from your own experience of one thing you do from choice and another thing you do becauseyou've got to. (The latter doesn't have to be connected with school: be original!) Martial's poem is partly about acontrast of this kind, and his two contrasting descriptions convey a thumbnail impression of life in Rome.2. Listen to the audio of lines 1-7 (up to superbas).3. Study the vocabulary for lines 1-4.4. Read lines 1-4 (aloud if possible) or listen again to the audio.5. Find the adjective in line 2 which describes diebus.6. Taking the words in the order si liceat mihi frui securis diebus tecum, care Martialis, translate lines 1-2.7. Notice that frui is an active infinitive (“to do something”) even though it doesn't look like one. It belongs to thegroup of verbs known as "deponent verbs". Simply translate it as to enjoy.8. Translate si disponere as if it were si liceat nobis disponere. (The reason for this is that liceat in line 2 iscontinuing to affect the sentence; the poet has talked about being allowed to enjoy carefree days and is nowtalking about being allowed to do something else; he includes his friend in this, so translate as if liceat wasfollowed by nobis (we/us).) Then go straight on and translate the rest of line 3, looking for the infinitive whichtells you what the friends might be allowed to do.9. Find the adjective describing vitae in line 4. (If stuck, use the ‘Explore the passage’ activity on thewww.CambridgeSCP.com website or see the vocabulary).10. Go straight on to translate line 4.11. Compare the three phrases in lines 2-4 which describe the same thing in three different ways:securis frui diebusdisponere tempus otiosumverae vacare vitaeDoes any of the phrases catch the reader's eye (or the listener's attention) more than the others? How? Mightthe poet be using words (or the letters of words) in this way because of the order of the three phrases?12. Check your translation of lines 1-4. So far, the poet is saying If I / we were allowed ... to do various things, and inthe next lines he will say what would happen, or not happen, if they were allowed.13. Study the vocabulary for lines 5-7.14. Read lines 5-7 (aloud if possible) or listen to the audio.15. Find a verb in lines 5-7. Then translate the three words nec nos ... nossemus.16. atria, domos, lites tetricas and imagines superbas are all in the same case; what is it? And are they singularor plural? What case is potentum in line 5? So what does domos potentum mean?17. The key words in the translation of the long sentence in lines 1-7 are If I / we were allowed to ..., we would notbe familiar with .... (Other possible translations of nec nos ... nossemus are We would know nothing of ... or Wewould have nothing to do with ....) Translate lines 5-7, then go back and check that you can translate the wholesentence so far, to the end of line 7.18. You may have read previously about patrons and clients, and the morning visits paid by clients to their patron.Consider the poet and his friend on the one hand, and on the other hand the potentes mentioned in line 5: whoseem to be the patrons and who seem to be the clients? Does the poet regard the atria and domos potentum(line 5) as pleasant places to visit, or as disagreeable ones?19. Which words in line 6 tell you whether the poet and his friend like or dislike the places listed there? The poet’sfeeling may be caused by the kind of thing that could happen to people who were unsuccessful in lawsuits (lites)taking place in the forum, or perhaps refer to a client’s tedious task of escorting his patron to these places.20. Romans of noble birth (the kind of people described here as potentes) usually took great pride in theirancestors, whose statues or busts (imagines) they placed in their atria. What word does the poet use todescribe these busts? What does the word suggest about the ancestor represented by the bust? Could the poetbe hinting that the same word might apply not only to the ancestor but to somebody else?WJEC Level 2 Latin Literature Unit 9541 otium 5

Martial, The good life, lines 8-14sed gestatio, fabulae, libelli,Campus, porticus, umbra, Virgo, thermae,haec essent loca semper, hi labores.nunc vivit necuter sibi, bonosquesoles effugere atque abire sentit,qui nobis pereunt et imputantur.quisquam, vivere cum sciat, moratur?108 sed - butgestatio, gestationis, f. - ridingfabula, fabulae, f. - conversationlibellus, libelli, m. - book9 Campus, Campi, m. - Campus Martius, arecreational open space west of the RiverTiberporticus, porticus, f. - colonnadeumbra, umbrae, f. - shadeVirgo, Virginis, f. - Aqua Virgo, an aqueductin Romethermae, thermarum, f. - baths10 hic, haec, hoc - thissum, esse, fui - beloca, locorum, n. - hauntssemper - alwayshic, haec, hoc - thislabor, laboris, m. - interest11 nunc - at the momentvivo, vivere, vixi - livenecuter, necutra, necutrum - neither (of us)se - himself, herself, itselfbonus, bona, bonum - good-que - and12 sol, solis, m. - dayeffugio, effugere, effugi - fly byatque - andabeo, abire, abii - leavesentio, sentire, sensi, sensus - notice13 qui, quae, quod - whichnos - uspereo, perire, perii - be goneet - andimputo, imputare, imputavi, imputatus -charge14 quisquam, quidquam - anyonevivo, vivere, vixi - livecum - whenscio, scire, scivi - know howmoror, morari, moratus sum - delay, hesitate6 WJEC Level 2 Latin Literature Unit 9541 otium

21. Read lines 8-10 (aloud if possible) or listen to the audio. Study the vocabulary from sed to labores. Is the poetdealing here with pleasant or unpleasant places and activities? Pick out two words for places or activities whichwould be particularly important on a hot summer day in Rome. Translate lines 8-9.22. Line 10 refers to loca and labores. In lines 8 and 9 find two examples of labores and three of loca.23. Translate line 10. Notice two points: (i) the words si ... liceat at the start of the poem are still affecting thesentence, and this affects the translation of essent: the poet is saying what would be the case if he and hisfriend were allowed; (ii) loca and labores both involve the two friends; English would normally make this clearby translating as if the line read nostra loca and nostri labores.24. So the key words in lines 1-10 are: "If we were allowed (lines 1-4), we would not be going to the placesmentioned in lines 5-7, but would be doing the activities and going to the places mentioned in lines 8-10." Doesthe sentence suggest that the poet and his friend are free to do these things, or are they not allowed to? In otherwords, are lines 1-10 wishful thinking, on the lines of "If only things were different"? Can you suggest a reasonwhy the poet might be unable to live in the way described in lines 8-10?25. Read (aloud if possible, or listen to the audio) lines 11-14. Study the vocabulary from nunc to moratur. Noticethe special meaning of nunc: the poet has been describing how he would like things to be, and now he switchesto how things really are.26. What case is sibi? Translate nunc vivit necuter sibi; the translation of necuter will help you to pick the bestway to translate sibi in this particular sentence. What does the poet mean by living for oneself? (Some possibleclues: frui in line 2, verae ... vitae in line 4, and the contrast between lines 5-7 and 8-10.)27. Find a verb (not in the infinitive form) in lines 11-12, and translate it, then translate the indirect statement(accusative and two infinitives) which follows it. If stuck, try the following arrangement of word order in thevocabulary: sentit bonos soles effugere atque abire.28. How does sol (sun) come to mean day in line 12?29. What does the poet mean by bonos soles effugere et abire?(a) Days of happiness never happen(b) Days of happiness last for ever(c) Days of happiness pass away30. What is the connection between vivit necuter sibi and the rest of lines 11-12?(a) The poet and his friend are aware that time passes so they are making the most of life while they can(b) The poet and his friend are aware that time passes but are unable to make the most of life while theycan(c) The poet and his friend are aware that time passes but are unwilling to make the most of life whilethey can31. You have learnt that -que at the end of a word means and. Sometimes a slightly different translation will makethe sense clearer. Could the -que at the end of line 11 be translated as and yet? Or would and so be better?Your answer to question 30 may help you here.32. What word in line 13 is close in meaning to effugere and abire in line 12?33. (This question may be more suitable for discussion than for individual study.) The verb imputantur in line 13originally referred to putting something down on somebody's account. For example:argentarius mercatori decem denarios imputat.The banker enters ten denarii on the merchant's account (i.e. he records that he has lent the merchantten denarii).So what does Martial mean when he says that the passing hours are put down on our account (nobis ...imputantur)? Who is keeping the account? Why are Martial's words pereunt et imputantur sometimes quotedon clocks and sundials?34. As the vocabulary indicates, sciat in line 14 has the meaning know how to... and so must be used with aninfinitive. Find the infinitive. What does the poet mean by know how to live? Does he mean know how to keepbreathing? Or do lines 4 and 11 suggest a different meaning?35. In line 14, the poet speaks of hesitating (moratur). Hesitating to do what?36. Line 14 asks a question. What answer does the poet seem to have in mind?37. Check your translation of lines 1-14.38. Listen to the audio of the whole poem.WJEC Level 2 Latin Literature Unit 9541 otium 7

Analysis of Nouns and AdjectivesSeveral questions are on the case and number (singular / plural) of nouns; they are designed to give you practicein identifying endings and using your identification to see how a noun or adjective fits into the sentence. If you areconfident you know how to do this, miss out the following examples and go straight to the questions. If you are notso confident, study these examples, taken from Martial’s poem The good life, pages 4-7:Example 1: to work out the case and number of vitae, line 4The vocabulary on-screen and accompanying the passage gives the nominative as vita and the genitive as vitae.Therefore vita is 1st declension like puella. puellae can be genitive singular, dative singular, nominative pluralor vocative plural, therefore vitae could likewise be genitive singular (of life), dative singular (to life or for life),nominative plural (lives doing something or being the “subject” of the sentence) or vocative plural if the speaker istalking to some lives. Of life doesn’t fit sensibly into the sentence so it isn’t genitive singular, nor would a nominativeplural fit (and anyway a nominative plural noun would have to be accompanied by a 3rd person plural verb, andthere’s no such verb in the sentence) and a vocative plural would be absurd; nobody in this sentence is talking to alot of lives. But a dative singular fits perfectly with vacare (have the time for life) and in fact the vocabulary helpfullyincludes the word for with the translation of vacare.This may sound like a very long procedure, but it takes longer to describe than to carry out, and the more youpractise, the quicker it will be. And very often the sense of the sentence is clear without the need for analysis. (Forexample, it’s usually obvious immediately whether a vocative is, or is not, being used.) But analysis is sometimesessential, especially when dealing with unfamiliar vocabulary. If you have access to the on-screen analysis, you canuse it as a check, but do the clicking after you’ve done your own analysis, not the other way round.Example 2: to work out the case and number of libelli, line 8The vocabulary on-screen and accompanying the passage gives the nominative as libellus and the genitive aslibelli. Therefore libellus is 2nd declension like servus.servi can be genitive singular, nominative plural or vocative plural, therefore libelli could likewise be genitivesingular (of a book), nominative plural (books doing something or being the “subject” of the sentence) or vocativeplural if the speaker is talking to books. Of a book doesn’t fit sensibly into the sentence so it isn’t genitive singular;the poet isn’t talking to books, he’s talking to his friend, so it isn’t vocative plural; but libelli fits neatly into thesentence as nominative plural, in a string of words all in the nominative case (Martial is making a list).Those who remember the endings of leo and mercator may wonder why libelli can’t be dative singular like leoni(to the lion) or mercatori (to the merchant). The answer is that leo and mercator are 3rd declension (with genitivesingular ending in -is), but libellus is 2nd declension (with genitive singular ending in -i). You can’t always tell whatdeclension a noun belongs to by looking at its nominative singular, but from the genitive singular you always can.This is why dictionaries and vocabularies normally list the genitive singular of a noun as well as the nominative.8 WJEC Level 2 Latin Literature Unit 9541 otium

NotesWJEC Level 2 Latin Literature Unit 9541 otium 9

Horace, Epodes II, The pleasures of country life, lines 1-4beatus ille qui procul negotiis,ut prisca gens mortalium,paterna rura bobus exercet suissolutus omni faenore,1 beatus, beata, beatum - happyille, illa, illud - he, she, itqui, quae, quod - who, whichprocul + abl. - far fromnegotium, negotii, n. - business2 ut - likepriscus, prisca, priscum - ancientgens, gentis, f. - racemortalis, mortale, m. - mortal3 paternus, paterna, paternum - ancestralrus, ruris, n. - estate, farmbos, bovis, c. - ox, cowexerceo, exercere, exercui, exercitus -cultivatesuus, sua, suum - his, her, its own4 solvo, solvere, solvi, solutus - freeomnis, omne - all, everyfaenus, faenoris, n. - commerce; interest (onmoney)10 WJEC Level 2 Latin Literature Unit 9541 otium

Horace, The pleasures of country life, lines 5-8neque excitatur classico miles truci,neque horret iratum mare,forumque vitat et superba civiumpotentiorum limina.55 neque ... neque - neither ... norexcito, excitare, excitavi, excitatus - rouseclassicum, classici, n. - war-trumpetmiles, militis, m. - soldiertrux, gen. trucis - grim6 neque ... neque - neither ... norhorreo, horrere, horrui - dreadiratus, irata, iratum - angrymare, maris, n. - sea7 forum, fori, n. - forumvito, vitare, vitavi, vitatus - avoidet - andsuperbus, superba, superbum - proudcivis, civis, m. - citizen8 potens, gen. potentis - powerfullimen, liminis, n. - doorway12 WJEC Level 2 Latin Literature Unit 9541 otium

17. Study the vocabulary for lines 5-8.18. According to line 5, whose life differs from the farmer's life? What happens to this person and does not happento the farmer?19. What case is classico? What noun is described by truci? (See question 15 if puzzled by the ending of truci.)Translate line 5, adding the word "as" when translating miles, (i.e. as a soldier).20. Translate line 6.21. Why does he not shudder at the sea?(a) Because he is not a sailor and so has nothing to do with the sea(b) Because he is extremely brave(c) Because he is used to the sight of the angry waves22. What case are forum and limina in lines 7-8 and civium in line 7? forum and limina could each be one oftwo cases, but it should not be difficult to decide whether the forum is doing something or somebody is doingsomething to the forum. Find two adjectives. What nouns are they describing? Translate lines 7-8.23. If you have read Martial's poem The good life, see if you can pick out, without looking back to Martial's poem,three words in lines 7-8 of Horace's poem which were used in three of Martial 's lines to convey a very similaridea to Horace's.24. (This question may be more suitable for discussion than for individual study.) Martial lived a century afterHorace, and it is extremely likely that he had read Horace's poem. Does Martial use superbas in his poem inthe same way that Horace used superba - describing things but suggesting something about people? If so, whoare the people being suggested by Horace and Martial? What adjective is used by both poets, in its ordinaryform in one poem and its comparative form in the other, to refer to these people?25. Into what room (via a short passage-way) would the limina (line 8) lead? Did Martial, in The good life, use theword for this room? What business or ceremony (which may have been in the minds of both Horace and Martial)often took place in this room?26. Check your translation of lines 1-8.WJEC Level 2 Latin Literature Unit 9541 otium 13

Horace, The pleasures of country life, lines 9-14libet iacere modo sub antiqua ilice,modo in tenaci gramine.labuntur altis interim ripis aquae,queruntur in silvis aves,fontesque lymphis obstrepunt manantibus,somnos quod invitet leves.109 libet, libere, libuit - be pleasantiaceo, iacere, iacui - liemodo ... modo - sometimes ... sometimessub - underantiquus, antiqua, antiquum - oldilex, ilicis, f. - holm-oak10 modo ... modo - sometimes ... sometimesin - ontenax, gen. tenacis - firmgramen, graminis, n. - grass11 labor, labi, lapsus sum - flowaltus, alta, altum - highinterim - meanwhileripa, ripae, f. - bankaqua, aquae, f. - river12 queror, queri, questus sum - singin - insilva, silvae, f. - woodavis, avis, f. - bird13 fons, fontis, m. - spring-que - andlympha, lymphae, f. - waterobstrepo, obstrepere, obstrepui - babblemano, manare, manavi - flow14 somnus, somni, m. - slumberqui, quae, quod - who, whichinvito, invitare, invitavi, invitatus - invitelevis, leve - gentle14 WJEC Level 2 Latin Literature Unit 9541 otium

27. Study the vocabulary for lines 9-14.28. Listen to the audio of lines 9-14.29. Work through the questions on lines 9-14 in the ‘Test your understanding’ activity in the online materials thataccompany this poem in the ‘Cambridge Latin Anthology’ section of the www.CambridgeSCP.com website.30. Translate lines 9-10. They come from a later point of Horace's poem; in what way has the country scenechanged from the busy activity in line 3?31. What case is aquae in line 11? What case is ripis? What does altis describe, the water or the banks? Does thishelp you to picture whether or not the water-level is low?32. What case is aves in line 12? What case and number is silvis? Translate lines 11-12.33. (This question may be more suitable for discussion than for individual study.) Notice the vocabulary translationof queruntur; suggest a reason why Horace describes the birdsong as complaint. Are the birds irritated bysomething? Does it refer to some aspect of the quality of the sound, and if so, what aspect?34. Study line 13 to settle the case of fontes. What part of the verb is manantibus? Which noun does it describe?Translate line 13.35. quod literally means which, referring back to the gently murmuring sounds described in line 13. But invitetis a subjunctive, so that quod invitet is a purpose clause, and Horace imagines the stream as murmuringdeliberately, in order to invite ... or in order to induce .... What, according to Horace, is the stream trying to get itslistener to do? Translate lines 13-14.36. Does somnos suggest a single occasion of sleep, or suggest it is something that happens regularly? How doesthe analysis of the word tell you this?37. Do you agree with Horace that the noises in line 13 (and perhaps the birdsong in line 12) would tend to send thelistener to sleep or would they be likely to do the opposite? (It may or may not be relevant that CDs which aredesigned to help people relax or fall asleep often include a recording of waves regularly beating on the shore.)38. Check your translation of lines 9-14.39. Listen to the audio of the whole poem.40. To what extent can you visualise the sights and imagine the sounds described by Horace? Some people arebetter at this than others. Some find they can visualise or imagine more easily with their eyes shut; this maybe better attempted on your own than in company. The audio may help you to do the visualising or imagining,especially in the last few lines where Horace uses the sound of the words to help him achieve his effect.WJEC Level 2 Latin Literature Unit 9541 otium 15

Catullus, Poem 13, Catullus invites a friend to dinner, lines 1-5cenabis bene, mi Fabulle, apud mepaucis, si tibi di favent, diebus,si tecum attuleris bonam atque magnamcenam, non sine candida puellaet vino et sale et omnibus cachinnis. 51 ceno, cenare, cenavi - dinebene - wellmeus, mea, meum - myFabullus, Fabulli, m. - Fabullusapud - withego, mei - I, me2 pauci, paucae, pauca - fewsi - iftu, tui - you (singular)deus, dei, m. - godfaveo, favere, favi + dat. - favourdies, diei, c. - day3 si - iftu, tui - you (singular); tecum: with youaffero, afferre, attuli, adlatus - bringbonus, bona, bonum - goodatque - andmagnus, magna, magnum - large4 cena, cenae, f. - dinnernon - notsine - withoutcandidus, candida, candidum - beautiful,attractivepuella, puellae, f. - girl5 et - andvinum, vini, n. - wineet - andsal, salis, m. - wit; saltet - andomnis, omne - allcachinnus, cachinni, m. - laugh16 WJEC Level 2 Latin Literature Unit 9541 otium

1. If you have access to the Cambridge School Classics Project website, work through the ‘Test yourunderstanding’ questions on this poem. Click on ‘Cambridge Latin Anthology’, then on ‘verse selections’, then on‘otium’.2. Study the vocabulary for lines 1-5.3. What tense is cenabis in line 1? Translate si tibi di favent in line 2: what do you think Catullus means by thisphrase? Is it a pious phrase like “provided it is the will of the gods”, or is it like “touch wood” and “all being well”?4. How soon, and where, will the event described in line 1 happen? How definite is Catullus in naming the date? Isthere anything odd about this?5. What must Fabullus bring with him, and what four items must it particularly include (lines 3-5)?6. How does the word for salt come to mean wit as well?7. What does Catullus mean by asking Fabullus to bring some cachinni with him?8. Translate lines 1-5.WJEC Level 2 Latin Literature Unit 9541 otium 17

Catullus, Catullus invites a friend to dinner, lines 6-10haec si, inquam, attuleris, venuste noster,cenabis bene; nam tui Catulliplenus sacculus est aranearum.sed contra accipies meros amores,seu quid suavius elegantiusve est: 106 hic, haec, hoc - thissi - ifinquam - I sayaffero, afferre, attuli, adlatus - bringvenustus, venusta, venustum - charmingnoster, nostra, nostrum - my friend7 ceno, cenare, cenavi - dinebene - wellnam - fortuus, tua, tuum - your (singular)Catullus, Catulli, m. - Catullus8 plenus, plena, plenum - fullsacculus, sacculi, m. - pursesum, esse, fui - bearanea, araneae, f. - cobweb9 sed - butcontra - in returnaccipio, accipere, accepi, acceptus - receivemerus, mera, merum - undilutedamor, amoris, m. - affection, friendship10 seu - orquid - something whichsuavis, suave - sweetelegans, gen. elegantis - exquisite, tastefulsum, esse, fui - be18 WJEC Level 2 Latin Literature Unit 9541 otium

9. Study the vocabulary for lines 6-10.10. What is the case, number and gender of haec in line 6? There are various possibilities, but only one whichfits here with si attuleris. Check your answer from the on-screen analysis if you have access to it, or from theCambridge Latin Grammar, which gives the complete table of endings of hic.11. What word, inserted in line 6, emphasises that in the rest of the line Catullus is repeating or summing up hisearlier words?12. (This question may be more suitable for discussion than for individual study.) The vocabulary translates thevocative venuste noster in line 6 as my charming friend. Can you suggest an alternative? Aim for a translationwhich sounds natural and gives the impression of a lively young man talking to his friend. It may be helpful if youimagine the tone of voice Catullus would use when reciting the poem. venustus seems to have been used asslang by Catullus and his friends; the word is connected with Venus the goddess of love, and in some sentenceslovely would be a good translation, but maybe not in this one. One writer translates venuste noster as goodman, which you may feel sounds stiff and old-fashioned, while another translates it as ol' pal ol' pal, which islively and suitably slangy but perhaps sounds as if Catullus has been getting at the wine before the party haseven started.13. What case is tui Catulli in line 7? Translate it. What word in line 8 does it link up with?14. What case and number is aranearum in line 8? Translate it. What word in line 8 does it link up with? If Catullusis telling the truth, how long ago did he last have any money?15. Translate lines 6-8.16. The vocabulary translates contra as in return. In return for what?17. What tense is accipies in line 9?18. What two-word phrase does Catullus use in line 9, apparently to describe his attitude to Fabullus?19. The adjective which Catullus uses in line 9 to describe his affection is often used more literally to describe anoun which occurs in line 5. What is the noun?20. If you are unsure about the endings of suavius and elegantius in line 10, study these two sentences about onething being bigger than another:elephantus est maior quam equus.templum est maius quam navis.What is it about elephantus and templum that causes the word for bigger to be different in the two sentences?If you are still unsure, click on suavius and elegantius in the ‘Explore the passage’ activity or study the wordendings on the ‘Comparison of Adjectives’ page in the Cambridge Latin Grammar.21. Translate lines 9-10.WJEC Level 2 Latin Literature Unit 9541 otium 19

Catullus, Catullus invites a friend to dinner, lines 11-14nam unguentum dabo, quod meae puellaedonarunt Veneres Cupidinesque,quod tu cum olfacies, deos rogabis,totum ut te faciant, Fabulle, nasum.11 nam - forunguentum, unguenti, n. - perfumedo, dare, dedi, datus - givequi, quae, quod - who, whichmeus, mea, meum - mypuella, puellae, f. - girl12 dono, donare, donavi, donatus - giveVenus, Veneris, f. - goddess of loveCupido, Cupidinis, m. - god of love-que - and13 qui, quae, quod - who, whichtu, tui - you (singular)cum - whenolfacio, olfacere, olfeci, olfactus - smelldeus, dei, m. - godrogo, rogare, rogavi, rogatus - ask14 totus, tota, totum - allut - totu, tui - you (singular)facio, facere, feci, factus - makeFabullus, Fabulli, m. - Fabullusnasus, nasi, m. - nose20 WJEC Level 2 Latin Literature Unit 9541 otium

22. Study the vocabulary for lines 11-14.23. In line 11, what (physical object) does the undiluted love promised by Catullus in line 9 turn out to be? Itmay be relevant that the item in question could be extremely expensive and could be worn (or rather rubbedon the body, since it came in the form of ointment) by either sex, particularly at parties, to enhance sexualattractiveness. According to lines 11-12, who is the actual owner of the unguentum and from whom did she getit? What does the reference in line 12 suggest about the puella mentioned in line 11?24. What noun does the relative pronoun quod (in both lines 11 and 13) refer back to?25. What tense is olfacies (line 13)?26. What prediction does Catullus make in lines 13-14 about the effect the smell of the unguentum will have onFabullus? Why will Fabullus want the gods to do this to him?27. cenabis (lines 1 and 7), accipies (line 9), dabo (line 11) and olfacies (line 13) are all in the same tense. Whatis the tense? Why do cenabis and dabo form this tense in a different way from accipies and olfacies? If youare unsure, study the page of the grammar book which sets out the word endings of the indicative active ofverbs.28. What tense (an unusual one) is attuleris (line 3?) Since it refers to the same time (past, present or future) ascenabis (lines 1 and 7), why are the two verbs in different tenses? (Hint: would both actions be performed at thesame moment, or would one come before the other?)29. Check your translation of the whole poem.30. Read through the poem again (aloud if possible) and / or listen to the audio.The next two questions may be more suitable for discussion than for individual study.31. The key phrase meros amores in line 9 does both of the two jobs Catullus wants it to do: it can describeCatullus’ warm affectionate feelings for his friend (which is how the reader or listener takes it at first) but canjust as easily be a description of the perfume (which is what it turns out to be in line 11, where the meaningis something like the essence of Love or Love in concentrated form). This makes the phrase a real challengeto translators. The translation undiluted love just about fits both meanings (and would be marked right in anyexam!) but is not very natural English; can you improve on it?32. Is the forthcoming party intended to be a foursome? Fabullus is told to bring a candida puella (and much else,if he's going to get a dinner at all): could Catullus’ puella be coming to the party as well? It might seem ratherunkind to borrow her unguentum without inviting her. On the other hand, it seems odd that Catullus doesn'tpositively state that she'll be present, and the first ten lines seem to concentrate not on Catullus’ girl but onFabullus and the great affection (meros amores, line 9) which Catullus has for him.WJEC Level 2 Latin Literature Unit 9541 otium 21

Ovid, Ars Amatoria I, A good place to find a girl, lines 1-4sed tu praecipue curvis venare theatris;haec loca sunt voto fertiliora tuo.illic invenies quod ames, quod ludere possis,quodque semel tangas, quodque tenere velis.1 sed - buttu, tui - you (singular)praecipue - especiallycurvus, curva, curvum - rounded, curvedvenor, venari, venatus sum - go hunting, hunttheatrum, theatri, n. - theatre2 hic, haec, hoc - thisloca, locorum, n. - placessum, esse, fui - bevotum, voti, n. - wish, prayerfertilis, fertile - productivetuus, tua, tuum - your (singular)3 illic - thereinvenio, invenire, inveni, inventus - findqui, quae, quod - who, whichamo, amare, amavi, amatus - lovequi, quae, quod - who, whichludo, ludere, lusi, lusus - string along, playwith, deceivepossum, posse, potui - be able, can4 qui, quae, quod - who, which-que - andsemel - oncetango, tangere, tetigi, tactus - touchqui, quae, quod - who, which-que - andteneo, tenere, tenui, tentus - keep hold ofvolo, velle, volui - wish, want22 WJEC Level 2 Latin Literature Unit 9541 otium

Follow your teacher's guidance in using the following notes, questions and suggestions.1. Study the vocabulary for lines 1-4.2. Which word in line 1 would more usually be associated with animals?3. Study the form of venare. It looks like an infinitive but is in fact the imperative of the deponent verb venari. (Aswith all deponent verbs, its endings are passive but its meanings are active, so venor means not I am huntedbut I hunt, and venabantur means not they were being hunted but they were hunting.)4. Since venare is imperative, there is a problem about translating tu. If you translate tu venare as you hunt it willsound as if Ovid is telling somebody what they are doing, whereas in fact he is ordering or advising them. Youcould simply omit tu from your translation (you will not lose marks for this!) or you could use a phrase like youshould hunt, you've got to hunt, etc.5. What is the adjective describing theatris? You have often met phrases containing in (meaning in) with theablative case. For example, what does in omnibus villis mean? In poetry, the word in is often omitted; theablative case on its own can be used to mean in .... The phrase curvis ... theatris is an example of this. Whatdoes it mean?6. What do the words haec loca in line 2 refer to?7. What is the wish (voto) referred to in line 2?8. What word describes voto in line 2? The case of this noun-and-adjective phrase, which leads on from fertiliora,is ablative singular, and is being used to make a comparison ([even] more productive than your wish [i.e. thanyou could wish]). What does Ovid mean by saying this about the theatres?Notice that it is quite common for the ablative to be used instead of quam to make a comparison. Translatethese two examples, which both have the same translation:Sextus est altior quam Marcus = Sextus est altior Marco.The second alternative literally means Sextus is taller from (i.e. measuring from) Marcus, Marcus being thestandard or baseline from which Sextus is measured.9. What place is Ovid referring to by illic in line 3?10. What tense is invenies?11. Are the verbs ames (line 3), possis (line 3), tangas (line 4) and velis (line 4) in the present indicative tense orin the present subjunctive? Check if necessary from the ‘Explore the passage’ activity on thewww.CambridgeSCP.com website or in the Cambridge Latin Grammar, noting that amo changes its endings likeporto, tango like duco, while possum and volo are irregular.12. The subjunctives in lines 3-4 are in a string of four purpose clauses, introduced not by ut but by the relativepronoun quod. What gender is quod? The answer may surprise you. You could either translate the four groupsof words as if the gender were feminine (a girl to love, a girl ... etc.) or translate quod literally (something to love,something ... etc.). The second version may sound rather unkind to women, but there is no unkindness in theoriginal Latin.13. Translate lines 1-4.WJEC Level 2 Latin Literature Unit 9541 otium 23

Ovid, A good place to find a girl, lines 5-10ut redit itque frequens longum formica per agmen,granifero solitum cum vehit ore cibum,aut ut apes saltusque suos et olentia nactaepascua per flores et thyma summa volant,sic ruit ad celebres cultissima femina ludos;copia iudicium saepe morata meum est.5105 ut - just asredeo, redire, redii - go backeo, ire, ii - go forth / forward-que - andfrequens, gen. frequentis - numerouslongus, longa, longum - longformica, formicae, f. - antper - in; throughagmen, agminis, n. - procession6 granifer, granifera, graniferum - grain-bearingsolitus, solita, solitum - usual, customarycum - whenveho, vehere, vexi, vectus - carryos, oris, n. - mouthcibus, cibi, m. - food7 aut - orut - just asapis, apis, f. - beesaltus, saltus, m. - glade-que ... et - both ... andsuus, sua, suum - his, her, its ownet - and; -que ... et = both ... andolens, gen. olentis - fragrantnanciscor, nancisci, nactus sum - find8 pascuum, pascui, n. - pastureper - amongflos, floris, m. - floweret - andthymum, thymi, n. - thymesummus, summa, summum - tipsvolo, volare, volavi - fly9 sic - soruo, ruere, rui - rushad - toceleber, celebris, celebre - crowdedcultus, culta, cultum - dolled up, smart, welldressedfemina, feminae, f. - lady, womanludi, ludorum, m. - games10 copia, copiae, f. - abundanceiudicium, iudicii, n. - choice, decisionsaepe - oftenmoror, morari, moratus sum - delaymeus, mea, meum - mysum, esse, fui - be24 WJEC Level 2 Latin Literature Unit 9541 otium

14. Study the vocabulary for lines 5-10.15. Lines 5-9 are a simile or comparison. Similes in everyday speech are often quite short (e.g. "she ran likelightning" or "he looked like something the cat had brought in"). In poetry they can be very short (e.g. "as greenas emerald") or so long that they almost turn into a mini-poem on their own. In this simile, Ovid compares peopleat the theatre to not one group of creatures but two. You may find it helpful to pick out and write down the Latinfor the first group of creatures (mentioned in line 5), then the second group of creatures, (line 7), then the peoplewho are being compared to the two groups (line 9). The whole sentence is signposted by ut in line 5 (meaningas or just as, introducing the first creatures), aut ut in line 7 (linking the first creatures to the second) and sic inline 10 (meaning so or in the same way) introducing the people who are being compared to the creatures. Sothe structure of the sentence is: "Just as formica does one thing, or apes do another thing, in the same wayfemina does a third thing."16. What is the first creature to whom comparison is made? What case and number is it? Find an adjectivedescribing it. Can you find another adjective-and-noun phrase entwined with the first?17. What have the ants gone to fetch (lines 5-6)? Where do you assume they take it when they've got it? Do theyrepeat the double journey over and over again? What two words in line 5 emphasise this by their sound andmeaning?18. per usually means through; but it sounds rather odd to say the ants move through their long line? After all, theythemselves are the long line. Do you prefer in their long line or along their long line or some other phrase? Itmay help you to find a satisfactory translation if you visualise the convoy of ants and their steady progress (insingle file?) along the route formed by the earlier ants.19. Translate lines 5-6.20. Who are the second group of creatures mentioned by Ovid (line 7)? Find a perfect active (deponent) participleagreeing with these creatures.21. What case and number are the two nouns saltus and pascua (lines 7-8)? The word-endings, without thesurrounding sentence, could indicate more than one possibility; use your translation of apes ... nactae to guideyou to the correct answer. What rather uncommon declension does saltus belong to? Check its endings ifnecessary in the Cambridge Latin Grammar. Find the adjectives that describe saltus and pascua.22. What is a glade?23. (This question may be more suitable for discussion than for individual study.) The literal translation of saltus ...suos is their glades. But why does Ovid include the word suos? (Latin uses suus less often than we use hisor hers: he caught sight of his father would usually be patrem conspexit without suum, as opposed to patremsuum interfecit, he killed his own father where the word suum emphasises the horror of the crime.) The literaltranslation (their glades) and such versions of suos as their very own glades (other bees, keep off!)? theirfavourite glades? their familiar glades? their well-loved glades? are all acceptable for exam purposes. Which doyou prefer?24. In line 8, where do the bees fly? (The translation of per may require some thought, like the translation of per inline 5, and again you may find it helpful to visualise the scene.)25. Check your translation of lines 5-8.26. In line 9, the final part of the simile begins. Find the noun that refers to the person who is compared to theprevious two groups of creatures, and find the adjective describing the noun. Translate the phrase. What doesthis person do in line 9? Does the phrase refer to one particular individual or to many (just as the sentence "Thepolite man always says thank you" would normally refer not to one particular man but to polite men generally)?Find a word in line 9 and another in line 10 which strongly suggest Ovid is speaking of "many". But in translatingruit femina, you can use either a singular or a plural translation.27. What case is copia in line 10? What noun is described by meum?28. Which colloquial expression best sums up the experience described in line 10?(a) "Not much talent on show"(b) "Spoilt for choice"(c) "There's only one worth looking at"29. Translate lines 9-10.30. Look again at the simile in lines 5-10. In what way or ways does the cultissima femina resemble the formicaand the apes? Find as many similarities as you can. Does the behaviour of the women give a clue to the pointof suos in line 7? Both bees and women are making a bee-line (!) to their regular territory. Your list could includesome similarities that exist but aren't mentioned by Ovid. Are there any important differences between thepurposes of the formica and the apes on the one hand and the purposes of the cultissima femina on the otherhand? Would the word otium be suitable in one description and negotium in the other?WJEC Level 2 Latin Literature Unit 9541 otium 25

Ovid, A good place to find a girl, lines 11-12spectatum veniunt, veniunt spectentur ut ipsae;ille locus casti damna pudoris habet.11 specto, spectare, spectavi, spectatus - watchvenio, venire, veni - comespecto, spectare, spectavi, spectatus - watchut - so thatipse, ipsa, ipsum - himself, herself, itself12 ille, illa, illud - thatlocus, loci, m. - placecastus, casta, castum - chastedamnum, damni, n. - loss, damagepudor, pudoris, m. - modesty, sense ofshamehabeo, habere, habui, habitus - involve, have26 WJEC Level 2 Latin Literature Unit 9541 otium

31. Study the vocabulary for lines 11-12.32. In line 11, who are intending to watch what? By whom do they hope to be watched themselves? The formspectatum is an unusual one; it looks like the neuter of a perfect participle but it is known as the "supine" and isused to indicate purpose, like a clause with ut and the subjunctive.33. What is Ovid referring to by ille locus in line 12? What case is pudoris?34. Translate lines 11-12.35. If you have access to the Cambridge School Classics Project website, work through the ‘Test yourunderstanding’ questions on this extract. Click on ‘Cambridge Latin Anthology’, then on ‘Verse Selections’, thenon ‘otium’.36. In which line does Ovid imply that he is speaking from first-hand experience of his subject matter?37. Read through the extract again (aloud if possible) and / or listen to the audio.38. (This question may be more suitable for discussion than for individual study.) Do you think young Roman maleswere in serious need of advice on this topic? Or is Ovid simply seeking to entertain his readers / listeners? Weknow that the Emperor Augustus, who passed a number of laws intended to improve the morals of the Romanpeople, sent Ovid into exile for the last years of his life, partly as punishment for the poem Ars Amatoria, fromwhich this is an extract; do you think this was because the emperor didn't want his laws to be made fun of, or doyou feel he saw the poem as a serious and corrupting influence on Roman behaviour? It may be relevant thatOvid's poem is a send-up of a particular type of Greek and Latin poetry (the technical term is "didactic" poetry)which gave information or instruction on subjects as various as hunting (of animals, not the sort of huntingdescribed in line 1), astronomy, agriculture, beekeeping (does this remind you of anything in the Ovid?), fishing,physics, volcanoes and medicine. They were in verse not prose, but in other ways were rather like modern daymanuals with titles like How to get through your driving test or How to cook or even How to pass your exam.One can make a guess at Augustus' reaction when Ovid produced a didactic poem on How to pull birds (not thatOvid would have put it so crudely).Those who feel that in dealing with the two sexes Ovid is irritatingly one-sided may like to know that ArsAmatoria Book III (which he claims he wrote in response to popular request) is addressed to girls and givesadvice on how to attract a man.WJEC Level 2 Latin Literature Unit 9541 otium 27

Additional note on adjective-and-noun phrases(The questions here may be more suitable for discussion than for individual study: follow the guidance of yourteacher, who may want you to tackle them at a later date or to ignore them. The examples from Latin poetry areall taken from the Ovid, Ars Amatoria extract, but of course adjective-and-noun phrases are very common in Latinliterature generally.)(i) From the Ars Amatoria extract, collect up to ten examples of adjective-and-noun phrases, bearing in mindthat the adjective will not necessarily have the same ending as the noun it describes (for they might belong todifferent declensions) but will always agree with it in case, gender and number. Some examples have alreadybeen mentioned in the notes on the extract. Write down each adjective-and-noun phrase, ignoring any wordsthat separate them. Usually the adjective comes before the noun, but there are four examples in the Ovid extractof noun before adjective.(ii) When using adjective-and-noun phrases, Roman poets could take advantage of the fact that Latin word order ismore flexible than English. In English, word order usually points to the meaning of a sentence: "Dog bites man"doesn't mean the same as "Man bites dog". In Latin, however, meaning is indicated less by word order and moreby word ending: canis mordet hominem and hominem mordet canis both indicate that the dog is doing thebiting. So a Roman could use word endings to establish the meaning of a sentence and use word order for otherpurposes. One way in which a Roman poet could make use of Latin's flexible word order was by his handling ofadjective-and-noun phrases; often the adjective and noun are separated by another word or words, or enclosedwithin or interlaced with another adjective-and-noun phrase. This was done not to baffle the poet's readersor listeners, but to achieve an effect. For example, if an adjective appears in a line of Latin verse, the listenerwill expect a noun in agreement with the adjective, and normally the listener's expectation is sooner or latersatisfied. Not that the listener is usually conscious of this. This is rather like the use of rhyme in English verse. Ifyou hear the first line of a couplet:And still they gazed, and still the wonder grew,you are subconsciously ready for a word which ends in "-ew" and are satisfied when the next line is:That one small head could carry all he knew.The listener can enjoy the rhyme without needing to watch out for it.In the same way, the Roman listener who heard Ovid say curvis in reciting line 1 of this extract would be ready(without being conscious of it) for a noun in the same case, number and gender, and at the end of the line it dulyarrives. Look back at the poem if you've forgotten it.It might be added that the flexibility of Latin word order had a further very practical advantage for a Roman poet:it made it somewhat easier for him to obey the strict rules of Latin metre.(iii) It was mentioned in (i) above that a noun and adjective in the same case, gender and number do notautomatically have identical endings. But quite often, of course, they do, especially if they both belong to the 1stand 2nd declension. The Ovid extract contains examples of an adjective and noun "rhyming" with each other inlines 2, 6 and 8 (also others); some of these may be on your list. The example in line 6 comes close to the effectof rhyme in English: an adjective half-way through the line has the same ending as the noun it agrees with,which comes at the line's end.(iv) If you are allowed to mark a copy of the text, you could underline the adjective and noun in each phrase; whereone phrase encloses or interlaces with another, use two different types of underlining (long or short? differentcolours?) to distinguish the two phrases. You could then listen to the audio of the extract with the marked textin front of you. It is possible (though some people find it easier than others) to let the eye notice the pattern ofnoun-and-adjective phrases while the ear concentrates on the meaning of the whole line or sentence.28 WJEC Level 2 Latin Literature Unit 9541 otium

NotesWJEC Level 2 Latin Literature Unit 9541 otium 29

Ovid, Fasti III, How ordinary people enjoy a festival, lines 1-4Idibus est Annae festum geniale Perennaenon procul a ripis, advena Thybri, tuis.plebs venit ac virides passim disiecta per herbaspotat et accumbit cum pare quisque sua;1 Idus, Iduum, f. - the Ides (of March)sum, esse, fui - beAnna, Annae, f. - Anna Perenna, a goddessof the yearfestum, festi, n. - festivalgenialis, geniale - merry, joyful, jollyPerenna, Perennae, f. - Anna Perenna, agoddess of the year2 non - notprocul - fara - fromripa, ripae, f. - bankadvena, advenae - foreignerThybris, Thybris, m. - River Tibertuus, tua, tuum, f. - your3 plebs, plebis, f. - peoplevenio, venire, veni - comeac - andviridis, viride - greenpassim - here and there, everywheredisicio, disicere, disieci, disiectus - scatterper - all overherba, herbae, f. - grass4 poto, potare, potavi, potus - drinket - andaccumbo, accumbere, accubui - lie downcum - withpar, paris, f. - partnerquisque, quidque - each one, every onesuus, sua, suum - his, her, its own30 WJEC Level 2 Latin Literature Unit 9541 otium

Follow your teacher’s guidance in using the following notes, questions and suggestions.1. Study the vocabulary for lines 1-4.2. Read lines 1-4 (aloud if possible).3. On what day of the month is this festival held (line 1)?4. The extract comes from Book III of Ovid's poem, the Fasti. Book III is about the month of March, so it is not toodifficult to guess correctly what Book II was about, and how many books of the Fasti Ovid planned to write.5. Who is the goddess honoured by this festival?6. Find and translate the word in line 1 which tells you whether or not the festival was a solemn one.7. Who does Ovid address, rather unexpectedly, in line 2, and how is that person or thing described? The sourceof the Tiber was on Mount Fumaiolo, near Arretium (modern Arrezzo) and Tifernum, and if you find this area on amap of Italy and note its distance from Rome, you may be able to explain Ovid's choice of the word advena.8. What are we told about the distance between the site of the festival and the river banks?9. What section of the Roman people attends the festival (line 3)?10. From line 3, find out:(a) whether the crowd was packed closely together(b) whether or not this is an open-air festival.11. In line 3, what noun is described by the participle disiecta? Find the adjective describing herbas.12. What two activities are mentioned in line 4? Translate the last five words of the line, using the following wordorder as a guide: quisque cum pare sua accumbit. Do these merrymakers arrange themselves:(a) in large groups?(b) in two rival teams?(c) in pairs?!13. Translate lines 1-4.WJEC Level 2 Latin Literature Unit 9541 otium 31

Ovid, How ordinary people enjoy a festival, lines 5-8sub Iove pars durat, pauci tentoria ponunt,sunt quibus e ramis frondea facta casa est;pars, ubi pro rigidis calamos statuere columnis,desuper extentas imposuere togas.55 sub - underIuppiter, Iovis, m. - Jupiterpars, partis, f. - some; partduro, durare, duravi - endure, brave it, rough itpauci, paucae, pauca - a fewtentorium, tentorii, n. - tentpono, ponere, posui, positus - put up6 sum, esse, fui - bequi, quae, quod - who, whiche - out oframus, rami, m. - branchfrondeus, frondea, frondeum - leafyfacio, facere, feci, factus - makecasa, casae, f. - house7 pars, partis, f. - some; partubi - whenpro - in place ofrigidus, rigida, rigidum - firm, sturdycalamus, calami, m. - reedstatuo, statuere, statui, statutus - put up, setupcolumna, columnae, f. - column8 desuper - overextendo, extendere, extendi, extentus -spread outimpono, imponere, imposui, impositus - put,placetoga, togae, f. - toga32 WJEC Level 2 Latin Literature Unit 9541 otium

14. Study the vocabulary for lines 5-6. It’s often helpful to take some care over vocabulary study, not just having aquick glance but thinking about each word and its meaning, especially when a piece of Latin (like lines 5-6 here)contains a large number of unfamiliar words, or words with unfamiliar meanings. Whenever you can, relate thewords in the vocabulary to other Latin or English words that you know. If you study the vocabulary actively inthis way, you will find that the meanings of some or most of the words are still fixed in your mind when you lookat the text, so there is less need to keep looking from the text to the vocabulary and back again. For example, inthe vocabulary for line 5:(i) sub Iove: the literal meaning is under Jupiter (sub is used with the ablative, and Iove is the ablative ofIuppiter). How can under Jupiter come to mean in the open air? (Hint: if you’re in the open air and look up,you will see one of the many things of which Jupiter was the god ....)(ii) pars: you’ve often met this word with the meaning part. Why is it used here to indicate some and thenothers of a crowd?(iii) durat: link this word to the adjective durus, which you have often met (meaning hard and so rough ortough, mentally or physically) and English words like “endurance” or “durable”.(iv) tentoria: it is not difficult to see the connection between this word and its translation. But it is worth noticingthe related verb tendere, to stretch (perfect passive participle tentus, having been stretched, which iswhat has been done to the tents’ canvas). Another word connected with tendere occurs in a few lines’ time.(v) ponunt: you’ve often met ponere, to place (perfect tense posui, I placed) and when the people placetheir tents, the natural English is they pitch them, or they put them up. There is another word connectedwith ponere in a few lines’ time.Obviously, you will not normally be able to study vocabulary in such a detailed way without guidance. But themore carefully you study it, the more it will help you to make sense of the text.15. Line 6 is difficult: a natural English translation is some build a leafy shelter from branches, while a literaltranslation, showing how the words fit together, is there are those by whom a leaf-covered shelter is made frombranches. The line includes the word casa, which you may have met before with the translation little house orcottage. Find two words, (one of them an adjective describing casa) which make it clear that the translationshelter, given in the vocabulary, is more suitable than little house.16. What word does Ovid use to suggest that the first of the three groups mentioned in lines 5-6 has anuncomfortable time? What arrangements do the other two groups make to protect themselves from the weatherand have a little privacy?17. (This question may be more suitable for discussion than for individual study.) Try to picture what the casa in line6 might have looked like. A screen made of branches? A semi-circle of thick stakes stuck in the ground, with a“roof” of branches laid over the top? A wigwam? (There is no “right answer” to this.)18. Study the vocabulary for lines 7-8. Notice extentas, the perfect passive participle of extendere; Latin usestendere and extendere just as English uses stretch and stretch out. The English words "extent" and "extend"may help you to remember the meaning.Notice also imposuere. The infinitive of the verb is made up of in (meaning into or onto) + ponere (meaning toplace or to put, though you met it with a slightly different meaning in line 5). in + ponere = inponere, but if yousay inponere and imponere aloud quickly, you will see why the Romans preferred imponere.imposuere is an alternative form of the 3rd person plural perfect, and means the same as imposuerunt:portavere = portaverunt= they have carried, they carriedaudivere = audiverunt = they have heard, they heardimposuere = imposuerunt = they have put (something) onto (something else)The -ere ending occurs in both prose and verse, but poets often found it more convenient than -erunt whenwriting in accordance with the strict rules of Latin metre.19. Read lines 7-8 (aloud if possible).20. What has been driven into the ground by a fourth group of merrymakers (line 7)? It may be helpful to notice inpassing that these things must be rather thicker and stronger than you might expect from the English translation.21. What are the calami compared to? In what way are they like the columnae of a house or temple? (Hint: whatjob is done both by the calami and by the columnae?) How does Ovid's choice of words reflect the similarity?(Hint: try saying both words aloud.)22. Find the participle which describes togas (line 8). When the people have set the calami up, what two thingsdo they do to the togas? (The participle refers to the first thing they do and the verb refers to the second.) Inquestion 18, imposuere was translated as they have put (something) onto (something else); what did thepeople put onto what? (Hint: the answer to the first “what ...?" is in line 8, but the answer to the second"what ...?" was in line 7. It may again be helpful if you picture the scene.23. Translate lines 5-8.WJEC Level 2 Latin Literature Unit 9541 otium 33

Ovid, How ordinary people enjoy a festival, lines 9-12sole tamen vinoque calent annosque precantur,quot sumant cyathos, ad numerumque bibunt;invenies illic qui Nestoris ebibat annos,quae sit per calices facta Sibylla suos.109 sol, solis, m. - suntamen - howevervinum, vini, n. - wine-que - andcaleo, calere, calui - be flushed, be warmannus, anni, m. - year-que - andprecor, precari, precatus sum - pray for10 quot - as many assumo, sumere, sumpsi, sumptus - takecyathus, cyathi, m. - serving of winead - tonumerus, numeri, m. - a great number;number-que - andbibo, bibere, bibi - drink11 invenio, invenire, inveni, inventus - findillic - therequi, quae, quod - who, whichNestor, Nestoris, m. - Nestor, a Homeric kingof great ageebibo, ebibere, ebibi - drinkannus, anni, m. - year12 qui, quae, quod - who, whichfacio, facere, feci, factus - makeper - throughcalix, calicis, m. - cupfacio, facere, feci, factus - makeSibylla, Sibyllae, f. - Sibyl, a prophetess ofgreat agesuus, sua, suum - his, her, its own34 WJEC Level 2 Latin Literature Unit 9541 otium

24. Study the vocabulary for lines 9-12.25. In line 9, what two things are the people warmed by? Might calent suggest anything else besides bodytemperature? The vocabulary translation flushed, as well as the word vino, may give you a clue to onepossibility, and phrases like "on fire for" or the slang "have the hots for", together with line 4, may give you a clueto another.26. What case and number is annos? What does the poet mean when he says that the merrymakers pray for this?What might be the connection between the goddess's names and the blessing that her worshippers pray for?(Hint: what does the English word "perennial" mean?)27. One translation of (tot) annos precantur, quot sumant cyathos (lines 9-10) is they pray for as many years asthey take cupfuls (i.e. of wine). These examples may help you to understand the meaning and remember thetranslation:ille miles tot praemia accepit quot hostes interfecit.That soldier received as many rewards as he killed enemies.(i.e. he received one reward for each killing)A further example for you to try for yourself:ille senex tot villas emit quot naves vendidit.28. The exact meaning of ad numerum in line 10 is unclear; it could mean up to a large number or aiming at a(large) number or keeping count of the number. The prayer in line 9 means that a man who drank 100 cyathi ofwine (1 cyathus = about 44 millilitres) would expect to live 100 years if Anna Perenna answered his prayer. Howmuch wine (in litres or pints) would he have drunk on this occasion?29. Test your memory: what is the tense and translation of invenies (line 11)? (You met it in the previous extractfrom Ovid.)30. What, according to Ovid, is the person described in line 11 capable of doing? Explain in your own words whatOvid means by this.31. (eum) qui can be translated as (somebody) to and (invenies eam) quae (lines 11-12) can be rendered (you willfind somebody) to. The following note may help you to understand the meaning and remember the translation:is qui (he who ...) can often be translated as the man who ...:(is) qui cantat molestus est. (is is in brackets as it is often missed out)The man who is singing is a pest.The other cases of is, such as eum, can also be used with qui, to mean the man who ...:(eum) qui cantat interficere volo. (eum is in brackets as it is often missed out)I want to kill the man who is singing.What would be the meaning of the feminine ea quae ..., eam quae ..., etc.?Now compare these two examples:(eum) facile invenies qui cantat. You will easily find the man who is singing.(a particular man is meant, so the verb (cantat) is indicative)(eum) facile invenies qui cantet. You will easily find the sort of man who sings.or, You will easily find somebody to sing.(no particular man is meant, so the verb (cantet) is subjunctive)A further pair of examples for you to try for yourself, using the difference between indicative and subjunctive tosort out a particular soldier from a type of soldier:militem quaero qui numquam fugit.militem quaero qui numquam fugiat.32. Decide whether facta sit (from fio, I am made, I become, used as passive of facio) is indicative or subjunctive,in order to select the correct translation of quae facta sit Sibylla (line 12) from the following pair:(a) Somebody who has become a Sibyl(b) Somebody to become a SibylIf you are stuck, another correct translation is: to be a Sibyl through her wine cups. Is it more like (a) or (b)?33. What is meant by the old woman “becoming a Sibyl”? How will the calices enable her to achieve this? (Lines9-10 may be helpful here.)34. Translate lines 9-12.WJEC Level 2 Latin Literature Unit 9541 otium 35

Ovid, How ordinary people enjoy a festival, lines 13-18illic et cantant quidquid didicere theatris,et iactant faciles ad sua verba manuset ducunt posito duras cratere choreas,cultaque diffusis saltat amica comis.cum redeunt, titubant et sunt spectacula vulgi,et fortunatos obvia turba vocat.1513 illic - thereet - andcanto, cantare, cantavi - sing, chantquidquid, n. - whateverdisco, discere, didici - learntheatrum, theatri, n. - theatre14 et - andiacto, iactare, iactavi, iactatus - wavefacilis, facile - uninhibitedad - tosuus, sua, suum - his, her, its ownverbum, verbi, n. - wordmanus, manus, f. - hand, arm15 et - andduco, ducere, duxi, ductus - leadpono, ponere, posui, positus, m. - put downdurus, dura, durum - clumsycrater, crateris, m. - mixing bowl for winechorea, choreae, f. - dance16 cultus, culta, cultum - elegant, smart, welldressed-que - anddiffusus, diffusa, diffusum - let down, streamingsalto, saltare, saltavi - danceamica, amicae, f. - girl, girl-friendcoma, comae, f. - hair17 cum - whenredeo, redire, redii - returntitubo, titubare, titubavi - staggeret - andsum, esse, fui - bespectaculum, spectaculi, n. - sight, spectaclevulgus, vulgi, n. - public18 et - andfortunatus, fortunata, fortunatum - lucky,blessedobvius, obvia, obvium - along the routeturba, turbae, f. - crowdvoco, vocare, vocavi, vocatus - call36 WJEC Level 2 Latin Literature Unit 9541 otium

35. You have just read the four hardest lines in this selection of verse (lines 9-12), so now may be a good momentto pause and consider your impressions so far of this lively festival. What details can you recall of sights, soundsand behaviour? After testing your memory, you may like to look again at the text and check your grasp of theLatin words that indicate (numbers refer to lines):the cheerful relaxed atmosphere (1);the river flowing nearby (2);the grass and the clusters of groups (3) or pairs (4) spread out on it;two sorts of shelter (5-6) and a group of tough folk who do without (5);a makeshift gazebo (7-8);the effects of sun and wine on the merrymakers (9);people praying (but not as we know it?) (9);drinking (4, 9-10) as much as possible, keeping the score (10).36. If you can use the internet to find out who, and roughly how old, Nestor and the Sibyls were (particularly theSibyl at Cumae, who is probably the one Ovid has in mind here), it will be clear to you whether Ovid’s commentson the capacity of the drinkers (11-12) are accurate or exaggerated. The links on Cambridge School ClassicsProject website in the ‘Cambridge Latin Anthology’ area, via ‘Verse Selections’ and ‘otium’, under ‘Notes andCultural Background’, will be helpful. While looking at the website, you may be incidentally amused by theirvisual comparison between Anna Perenna’s feast, (especially as described in 7-8) and ‘Tent city’.37. Study the vocabulary for lines 13-18.38. Read lines 13-18 (aloud if possible).39. What do the people do in line 13? Where have they learnt the songs? Find an example of the 3rd person pluralof a verb's perfect tense ending in -ere and not in -erunt.40. Is theatris dative plural or ablative plural, and how is it translated? (You met it with the same meaning in theprevious extract from Ovid; notice again that the ablative can be used, particularly in verse, with the meaning inas well as by, with and from.)41. Find the adjective describing manus in line 14. Both manus and the adjective have endings which could beeither nominative plural or accusative plural; use the rest of the sentence to decide which of the two cases theyare. What declension is manus?42. What do the merrymakers do in line 14? As they do so, whose words do they sing? Does this contradict whatwe were told in line 13? Is there any way in which both statements could be true? (There is no "right answer" tothis.)43. What two things do the people do in line 15? What noun does duras describe, and what case and number arethe noun and adjective? What case are the other noun and adjective in line 15, and why?44. (This question may be more suitable for discussion than for individual study.) Why is the mixing-bowl put down?Is it being used as a marker, around which the people dance in a circle? Does it simply mean that they areswitching from boozing to dancing? (There is no "right answer" to this.)45. What noun does culta (line 16) describe? What is she doing and what does Ovid say about her appearance?Does the smart girl mean one particular smart girl, or does it refer to various smart girls at the festival, just as thesentence "the clever student will see what I mean" isn't talking about just one student but about clever studentsgenerally? (Hint: look at the number of the verb ducunt in the previous line.)46. Where are the merry-makers going in line 17? What does Ovid say about their movement? Why do they move inthis way?47. Which of these translations gives the most accurate literal translation of sunt spectacula vulgi, and which onegives the clearest idea of what Ovid means?(a) they are in sight of the crowd(b) they make a public spectacle of themselves(c) they are a sight for the crowd(d) the crowd are a sight48. Who call out to the returning merrymakers? What do they call them, and why do they call them this?49. Translate lines 13-18.50. Read the whole extract (aloud if possible) or listen to the audio.51. The percentage of alcohol in ancient wine was never greater than 14% (because distillation had not beendiscovered), and was often less. It was sometimes drunk neat but was more normally diluted, sometimes in ashigh a proportion as 6 parts water to 1 part wine. However, spices may have increased its intoxicating effect.WJEC Level 2 Latin Literature Unit 9541 otium 37

Which word in line 15 indicates that the wine at Anna Perenna's festival was diluted, and which words in line 17and (maybe) 15 indicate that some of those who took part were definitely drunk?52. Read the whole extract (aloud if possible) or listen to the audio. If you can do both, i.e. read it yourself, then playthe audio, you may find this especially helpful in improving your grasp of the poem.53. (This question may be more suitable for discussion than for individual study.) Some people have compared thisfestival, as described by Ovid, to modern open-air rock festivals such as Glastonbury. What points of similaritydo you notice, and what differences?54. (Study of the following point is not necessary for the exam: it is more suitable for advanced students but isincluded because you may find it interesting.) A professional scholar has recently put forward a lively andcontroversial theory about the festival of Anna Perenna. He pointed out three puzzling things about Ovid'sdescription:(i) The toga (togas, line 8) was worn by the upper classes, but the festival is for the ordinary people (plebs,line 3).(ii) The most recent theatrical performances in Rome before Anna Perenna's festival were two months earlier,in January. So Ovid seems to be saying that the people deliberately learnt the words of songs while theywere at the theatre (didicere theatris, line 13) retaining them in their memory and singing them (cantant)two months later at the festival in March. But it does not sound a particularly likely or easy thing to do.(iii) The girlfriend (amica, line 16) is described as culta (smart, well-dressed, even glamorous), which is a littlestrange in a festival for ordinary folk, some of whom have been living rough (sub Iove pars durat, line 5).The scholar's theory is that the girls are mimae, actresses who performed in coarse and often obscene mimesin the theatres, and often led a double life as prostitutes. They have togas because that was their professional"uniform" (the only women to wear togas were prostitutes), they dress up (culta) to add to their attractions, andthey give an outdoor performance of a mime, singing the songs they learnt (didicere) for the theatres, and thenmake themselves available for sex. (The sex in line 4, accumbit cum pare quisque sua, could include bothregular and casual relationships.)It would obviously be appropriate for the girls to perform stories about Anna Perenna herself. Ovid relatestwo possible stories after the lines you have read. The first describes how, centuries before Ovid's lifetime, anold woman called Anna Perenna provided food for the poorer people of Rome when they had gone on strike,marched out of Rome and holed up on a hill in protest at their treatment by the rich (which is why her festivalwas especially celebrated by the plebs). In the other story, Anna Perenna has become a goddess (an unusuallyold one) and plays a trick on the god Mars, who is full of desire for the virgin goddess Minerva. Anna Perennatells Mars that she has fixed things with Minerva, who will come to meet him, veiled for secrecy, but when Marsundresses the female who comes to him, he finds not Minerva but Anna Perenna herself. Such a story couldvery easily be turned into a knockabout mime.38 WJEC Level 2 Latin Literature Unit 9541 otium

NotesWJEC Level 2 Latin Literature Unit 9541 otium 39

Pliny, Letters III.5, A day in the life of Pliny the Elder, lines 1-8ante lucem ibat ad Vespasianum imperatorem (nam illequoque noctibus utebatur), deinde ad officium sibidelegatum. reversus domum reliquum tempus studiisdabat. saepe post cibum (qui veterum more interdiu leviset facilis erat) aestate, si quid otii erat, iacebat in sole, liberlegebatur, adnotabat excerpebatque. nihil enim legit quodnon excerperet; dicere etiam solebat nullum librum essetam malum ut non aliqua parte prodesset.51 ante - beforelux, lucis, f. - dawneo, ire, ii - goad - toVespasianus, Vespasiani, m. - Vespasian,the emperorimperator, imperatoris, m. - Emperornam - forille, illa, illud, m. - he, she, it2 quoque - alsonox, noctis, f. - nightutor, uti, usus sum + abl. - make use ofdeinde - thenad - toofficium, officii, n. - dutyse - himself, herself, itself3 delego, delegare, delegavi, delegatus - assignrevertor, reverti, reversus sum - returndomus, domus, f. - homereliquus, reliqua, reliquum - remainingtempus, temporis, n. - timestudium, studii, n. - study4 do, dare, dedi, datus - devote, givesaepe - oftenpost - aftercibus, cibi, m. - breakfast; foodqui, quae, quod - who, whichveteres, veterum, m. - forefathersmos, moris, m. - manner, custominterdiu - during the daylevis, leve - light5 et - andfacilis, facile - easily digested; easysum, esse, fui - beaestas, aestatis, f. - summersi - ifquis, quid - any; anyone, anythingotium, otii, n. - leisure timesum, esse, fui - beiaceo, iacere, iacui - liein - insol, solis, m. - sunliber, libri, m. - book6 lego, legere, legi, lectus - readadnoto, adnotare, adnotavi, adnotatus -make notesexcerpo, excerpere, excerpsi, excerptus -take extracts-que - andnihil, n. - nothingenim - forlego, legere, legi, lectus - readqui, quae, quod - who, which7 non - notexcerpo, excerpere, excerpsi, excerptus -take extractsdico, dicere, dixi, dictus - sayetiam - indeedsoleo, solere, solitus sum - be used, beaccustomednullus, nulla, nullum - noliber, libri, m. - booksum, esse, fui - be8 tam - somalus, mala, malum - badut - thatnon - notaliqui, aliqua, aliquod - somepars, partis, f. - partprosum, prodesse, profui - be useful40 WJEC Level 2 Latin Literature Unit 9541 otium

1. Spend a minute or two thinking of times when something like a big sports event, exam or performance candominate your life for a time, so that your whole way of living is geared to preparing for it (practising for hours,missing meals, going without sleep, etc.). Then imagine the same thing on a bigger scale; think of the life-styleof some real or imaginary person whose need to achieve something, often by competing with others, completelytakes over his or her life. For example, an international sports player normally spends a vast number of hourstraining; a medical researcher might spend every possible moment in his laboratory if he's getting near to acure for a disease; a pianist, actor or singer might spend so much time practising that he or she stops leading anormal life, because of his or her determination to become a great and famous performer.2. Next think about people who lead a very busy life with work or family or both, but still throw themselves intosome "spare-time" activity as energetically as the people in question 1. The man described in the followingextract was that sort of person. He is known as Pliny the Elder, described here in a letter written by his nephewPliny the Younger. The elder Pliny served in the army, was governor of a number of provinces and was finallyin charge of a Roman fleet on the bay of Naples, but still had enough time and energy for a continual searchfor knowledge. He wrote the results of his search in numerous books, of which only his Natural History (in 37volumes!) exists today. It is a kind of one-man Encyclopaedia Britannica or Wikipedia. Although this extract fromthe younger Pliny's letter mostly describes the way his uncle learnt things out of books, Pliny the Elder also likedto investigate things for himself, and this eventually led to his death. If you do not already know what killed him,a translation of his nephew's famous account of his death can be found in the ‘Cambridge Latin Anthology’ area(but not the ‘Public Examinations’ area) of the CSCP website under ‘avunculus meus’.3. Page 124 of the Cambridge Latin Anthology shows a 15th-century artist's idea of the elder Pliny. His left hand isappropriately clutching a book, but you may be able to recall how very different a "book" would have looked inPliny the Elder's day.4. Study the vocabulary for lines 1-8 (up to prosum).5. Read lines 1-4, aloud if possible, up to dabat.6. In line 1, who did Pliny the Elder visit? How early? What name was given to a morning call of this kind, oftenmade by clients to patrons but not as early as this?7. What did the Emperor make use of for the purpose of work (line 2)?8. What is the point of quoque?(a) Vespasian used the night-time as well as the day-time(b) Vespasian was like the elder Pliny; they both worked at night9. Where did Pliny the Elder go next (lines 2-3)? Find the perfect passive participle; what noun is it describing? Hisresponsibility for organising the fleet, mentioned in question 2, was carried out partly on the spot, on the bay ofNaples, but partly at Rome; this may be the job referred to here.10. What case is reliquum tempus (line 3)? Why do the two words have different endings? (Hint: what declensiondoes tempus belong to? What is its gender?)11. Translate lines 1-4 (up to dabat).12. Read lines 4-8, aloud if possible (from saepe to prodesset).13. Find and translate the two words in lines 4-5 describing the food which the elder Pliny took during the day. Findand translate the phrase which indicates that he was following an example.14. What did Pliny the Elder generally like to do in summer after having a snack? (line 5)?15. What phrase in line 5 shows that the elder Pliny was not totally free to do what he liked? What is the Latin forbusiness? (Hint: the Romans regarded business as non-leisure.)16. What was done while Pliny the Elder was sunbathing (lines 5-6)? Who do you imagine was doing this? What didthe elder Pliny do while this was going on?17. The Romans wrote on scrolls (volumina, plural of volumen) or wax tablets (cerae or pugillares), amongstother things. What did cerae look like? Would the elder Pliny be more likely to use cerae, or a volumen, to jotdown his notes? Which of the two would the reader read from?18. According to lines 6-7, from which of the books that he read did the elder Pliny take notes?(a) None of them(b) Some of them(c) All of themWhat reason did he give (lines 7-8) for doing this?19. Translate lines 4-8 (from saepe to prodesset).WJEC Level 2 Latin Literature Unit 9541 otium 41

Pliny, A day in the life of Pliny the Elder, lines 8-12post solemplerumque aqua frigida lavabatur, deinde gustabatdormiebatque minimum; mox quasi alio die studebat incenae tempus. super cenam liber legebatur adnotabatur, etquidem cursim.108 post - aftersol, solis, m. - sun9 plerumque - usually, generallyaqua, aquae, f. - waterfrigidus, frigida, frigidum - coldlavo, lavare, lavi, lautus - washdeinde - thengusto, gustare, gustavi - have a snack10 dormio, dormire, dormivi - sleep-que - andminimum - a very littlemox - soonquasi - as thoughalius, alia, aliud - anotherdies, diei, m. - daystudeo, studere, studui - studyin - until11 cena, cenae, f. - dinnertempus, temporis, n. - timesuper - overcena, cenae, f. - dinnerliber, libri, m. - booklego, legere, legi, lectus - readadnoto, adnotare, adnotavi, adnotatus -make noteset - and12 quidem - indeedcursim - quickly42 WJEC Level 2 Latin Literature Unit 9541 otium

20. Study the vocabulary for lines 8-12 (from post to cursim).21. Read lines 8-12, aloud if possible (from post to cursim).22. What was the first thing Pliny the Elder usually did after sunbathing (line 9)?23. What were his next three activities, and when did the last activity stop (lines 9-11)?24. Find and translate the three words in line 10 in which the younger Pliny says that after his uncle had had a shortnap he seemed to start his day all over again.25. What was done during the meal (lines 11-12)? What aspect of this activity seems to have specially impressedthe younger Pliny? Find the word that tells you this.26. Translate lines 8-12 (from post solem to cursim).27. Re-arrange the following activities of Pliny the Elder into the correct order as given in lines 1-12:(i)(ii)(iii) Nap(Usually) Cold bath2nd study session(iv) Visit emperor(v)2nd light snack(vi) (Summer only) Work permitting, sunbathe, listen to reading, make notes(vii) 1st light snack(viii) Carry out duties(ix) Return home(x)Dinner (accompanied by reading and note-taking)(xi) 1st study sessionRather than writing everything out in full, jot down (in the correct order) the Roman numeral that belongs to eachactivity.28. Are any items in the elder Pliny's daily routine still a regular feature in the present day, not so much in Britain asin southern European countries? (Hint: see lines 5 and 10.)WJEC Level 2 Latin Literature Unit 9541 otium 43

Pliny, A day in the life of Pliny the Elder, lines 13-16haec inter medios labores urbisque fremitum. in secessusolum balinei tempus studiis eximebatur (cum dico ‘balinei’,de interioribus loquor; nam dum destringitur tergiturque,audiebat aliquid aut dictabat).1513 hic, haec, hoc - thisinter - in, among, betweenmedius, media, medium - middlelabor, laboris, m. - chore, toilurbs, urbis, f. - city-que - andfremitus, fremitus, m. - bustlein - onsecessus, secessus, m. - retreat14 solus, sola, solum - onlybalineum, balinei, n. - the bathstempus, temporis, n. - timestudium, studii, n. - studyeximo, eximere, exemi, exemptus - take awaycum - whendico, dicere, dixi, dictus - saybalineum, balinei, n. - the baths15 de - aboutinterior, interius - inner room; innerloquor, loqui, locutus sum - talknam - fordum - whiledestringo, destringere, destrinxi, destrictus -scrapetergo, tergere, tersi, tersus - dry-que - and16 audio, audire, audivi, auditus - listenaliquis, aliquid - someone, somethingaut - ordicto, dictare, dictavi, dictatus - dictate44 WJEC Level 2 Latin Literature Unit 9541 otium

29. Study the vocabulary for lines 13-16 (up to dicto).30. Read lines 13-16, aloud if possible (up to dictabat).31. What comment does Pliny the Younger make in line 13 about the conditions in which his uncle carried on hisstudies when he was in Rome?32. When the elder Pliny was away from Rome, he had more time for study. In fact, when he was in the country,what was the only time that his studies were interrupted, according to line 14?33. What had interrupted the elder Pliny’s studies in Rome but did not do so in the country? (Hint: look back at line13.)34. Is there a way of translating eximebatur (line 14) which improves on the vocabulary translation was taken awayfrom ...? Would was exempt from ... be better? Or was not spent on ...? Can you suggest a translation of yourown which would make clear exactly what the younger Pliny means?35. In what part of the baths was study impossible even for Pliny the Elder? Why do you suppose this was?36. In the other part of the baths, what was he able to do, and what two things were being done to him while thiswas going on? From your background knowledge, say how oleum and a strigil were used in this process.37. Translate lines 13-16 (up to dictabat).WJEC Level 2 Latin Literature Unit 9541 otium 45

Pliny, A day in the life of Pliny the Elder, lines 16-20in itinere quasi solutusceteris curis, huic uni vacabat: ad latus notarius cum libro etpugillaribus, cuius manus hieme manicis muniebantur, utne caeli quidem asperitas ullum studii tempus eriperet;qua ex causa Romae quoque sella vehebatur.2016 in - oniter, itineris, n. - journeyquasi - as thoughsolvo, solvere, solvi, solutus - free17 ceteri, ceterae, cetera, - othercura, curae - care, trouble, responsibilityhic, haec, hoc - thisunus, una, unum - onevaco, vacare, vacavi + dat. - be free forad - atlatus, lateris, n. - sidenotarius, notarii, m. - secretarycum - withliber, libri, m. - booket - and18 pugillares, pugillarium, m. - writing tabletsqui, quae, quod - who, whichmanus, manus, f. - handhiems, hiemis, f. - wintermanicae, manicarum, f. - glovesmunio, munire, munivi, munitus - protectut - so that19 ne ... quidem - not evencaelum, caeli, n. - weatherne ... quidem - not evenasperitas, asperitatis, f. - harshnessullus, ulla, ullum - anystudium, studii, n. - studytempus, temporis, n. - timeeripio, eripere, eripui, ereptus - take away,steal20 qui, quae, quod - that; who, whichex - forcausa, causae, f. - reasonRoma, Romae, f. - Romequoque - too, alsosella, sellae, f. - litterveho, vehere, vexi, vectum - carry46 WJEC Level 2 Latin Literature Unit 9541 otium

38. Study the vocabulary for lines 16-20 (from in to veho).39. Read lines 16-20, aloud if possible (from in to vehebatur).40. Should in itinere (line 16) be translated as on the journey or on a journey or even on any journey? (Hint: has ajourney been mentioned already in this paragraph? If so, the will be the right translation.)41. What did the elder Pliny seem free from, when travelling? Is this understandable? Why might a travellernowadays have a similar feeling, especially if he or she has switched off his or her mobile phone?42. What was the haec una (cura) (line 17) on which Pliny the Elder was able to concentrate when travelling?43. Who was at his side on journeys, and what did that person carry (lines 17-18)?44. How was the secretary able to carry out his task, even in winter (line 18)?45. What case is caeli (line 19)? What case and gender is tempus? (Hint: you met it in the same case in lines 3and11.)46. What was the purpose of the gloves, as stated in line 19?47. Notice that the relative pronoun qui is often used where English uses a pronoun like "he" or "she", or anadjective like "this" or "those":in agros fur fugit. cuius vestigia tamen celeriter conspexi.The thief fled into the fields. However, I soon spotted his footprints.(Literal translation of the second sentence: Whose footprints however I soon spotted.)in flumine crocodilus natabat. quem crocodilum servi statim petiverunt.In the river a crocodile was swimming. The slaves at once attacked this crocodile.(Literal translation of the second sentence: Which crocodile the slaves at once attacked.)Choose the most natural translation of qua ex causa (line 20):(a) which from reason(b) for this reason(c) out of which cause(d) from which cause48. What is the point of quoque (line 20)?(a) The elder Pliny travelled in a chair when he was in Rome as well as when he was on a journey(b) The elder Pliny, as well as his secretary, travelled in a chair(Compare this with the way quoque was used in line 2 and discussed in question 8.)49. Translate lines 16-20 (from in to vehebatur).WJEC Level 2 Latin Literature Unit 9541 otium 47

Pliny, A day in the life of Pliny the Elder, lines 20-23repetome correptum ab eo, quod ambularem: ‘poteras’ inquit‘has horas non perdere’; nam perire omne tempusarbitrabatur, quod studiis non impenderetur. vale.2020 repeto, repetere, repetivi, repetitus -remember21 ego, mei - I, mecorripio, corripere, corripui, correptus - scold,tell off (supply ‘esse’)ab - byis, ea, id, m. - he, she, itquod - becauseambulo, ambulare, ambulavi - walkpossum, posse, potui - be ableinquit - he said22 hic, haec, hoc - thishora, horae, f. - hournon - notperdo, perdere, perdidi, perditus - wastenam - forpereo, perire, perii - be wastedomnis, omne - alltempus, temporis, n. - time23 arbitror, arbitrari, arbitratus sum - believe,thinkqui, quae, quod - who, whichstudium, studii, n. - studynon - notimpendo, impendere, impendi, impensus -spend, devotevale - goodbye, farewell48 WJEC Level 2 Latin Literature Unit 9541 otium

50. Study the vocabulary for lines 20-23 (from repeto to the end).51. Read lines 20-23 (from repeto to the end).52. What does the younger Pliny remember (lines 20-21)?53. Why did his uncle scold him (line 21)?54. What did his uncle say he could have avoided or achieved by being carried instead of walking (lines 21-22)?55. What opinion did he have about spending time (lines 22-23), which caused him to use the word perdere (line22) in scolding his nephew?56. Translate lines 20-23 (from repeto to the end).57. Listen to the audio of the extract.58. (This question may be more suitable for discussion than for individual study.) Do you agree with the elder Pliny'sview (lines 7-8) that there is no such thing as a totally useless book?59. (This question is more suitable for discussion than for individual study.) What are your own views about Pliny theElder and his lifestyle? Here is a range of opinion to get you started:(a) He did his own thing: good luck to him(b) He needed to get a life(c) It wouldn't have suited me but I'm not him(d) He missed out on a lot(e) He can't possibly have enjoyed a life like that(a), (b), (c), (d) and (e) do not consist of one "right" answer and four "wrong" ones. The important thing is thatyou should work out your own opinion. Back up your opinion whenever possible by pointing to information in theLatin text.WJEC Level 2 Latin Literature Unit 9541 otium 49

Pliny, Letters III.24, Ummidia Quadratilla, lines 1-4Ummidia Quadratilla paulo minus octogensimo aetatisanno decessit; erat femina usque ad novissimum morbumviridis, cuius corpus compactum et robustum erat, ultramatronalem modum.1 Ummidia, Ummidiae, f. - UmmidiaQuadratilla, friend of Pliny the YoungerQuadratilla, Quadratillae, f. - UmmidiaQuadratilla, friend of Pliny the Youngerpaulo - a littleminus - lessoctogensimus, octogensima, octogensimum- eightiethaetas, aetatis, f. - life2 annus, anni, m. - yeardecedo, decedere, decessi - diesum, esse, fui - befemina, feminae, f. - womanusque - right upad - tonovissimus, novissima, novissimum - lastmorbus, morbi, m. - illness3 viridis, viride - vigorousqui, quae, quod - whocorpus, corporis, n. - bodycompactus, compacta, compactum - stronget - androbustus, robusta, robustum - sturdysum, esse, fui - beultra - beyond4 matronalis, matronale - female, of a womanmodus, modi, m. - measure50 WJEC Level 2 Latin Literature Unit 9541 otium

1. Study the vocabulary for lines 1-4 (up to modum).2. Read the heading and lines 1-4 (up to modum) (aloud if possible) or listen to the audio.3. How old was Ummidia Quadratilla when she died? (This is not quite such a straightforward question as it looks.)4. For how long did she remain generally vigorous and healthy?5. If you have read the extract from Ovid's How ordinary people enjoy a festival, what is the connection betweenthe meaning of viridis in line 3 of the Ovid extract and its meaning in line 3 here?6. From what you know of Roman life, suggest a reason why it would be very common for a married woman - evenan upper-class woman like Ummidia, let alone a poor one - to have stopped having a corpus compactum etrobustum (line 3) long before she had reached the age of Ummidia.7. Translate the heading and lines 1-4 (up to modum).WJEC Level 2 Latin Literature Unit 9541 otium 51

Pliny, Ummidia Quadratilla, lines 5-12testamentum eius erat optimum: reliquit heredes exbesse nepotem, ex tertia parte neptem. neptem vix novi,nepotem familiarissime diligo, iuvenem singularem quemetiam ei quos sanguine non attingit tamquam propinquumamant. nam primum, quamquam pulcherrimus erat, etpuer et iuvenis omnes sermones malignorum vitavit; deindeintra quartum et vicensimum annum maritus fuit et, si deusadnuisset, fuisset pater.5105 testamentum, testamenti, n. - willis, ea, id - he, she, itsum, esse, fui - beoptimus, optima, optimum - excellent, verygoodrelinquo, relinquere, reliqui, relictus - leaveheres, heredis, m. - heirex - inheriting; out of6 bes, bessis, m. - two-thirdsnepos, nepotis, m. - grandsonex - inheriting; out oftertius, tertia, tertium - thirdpars, partis, f. - partneptis, neptis, f. - granddaughterneptis, neptis, f. - granddaughtervix - scarcelynovi, novisse - know7 nepos, nepotis, m. - grandsonfamiliariter - closelydiligo, diligere, dilexi, dilectus - be fond of,loveiuvenis, iuvenis, m. - young mansingularis, singulare - remarkablequi, quae, quod - who8 etiam - evenis, ea, id - he, she, itqui, quae, quod - whosanguis, sanguinis, m. - bloodnon - notattingo, attingere, attigi - be related totamquam - aspropinquus, propinqui, m. - relation, relative9 amo, amare, amavi, amatus - lovenam - forprimum - firstlyquamquam - althoughpulcher, pulchra, pulchrum - handsomesum, esse, fui - beet ... et - both ... and10 puer, pueri, m. - boyet ... et - both ... andiuvenis, iuvenis, m. - young manomnis, omne - allsermo, sermonis, m. - gossipmalignus, maligna, malignum - spitefulvito, vitare, vitavi, vitatus - avoiddeinde - then11 intra - in, duringquartum et vicensimum - twenty-fourthannus, anni, m. - yearmaritus, mariti, m. - husbandsum, esse, fui - beet - andsi - ifdeus, dei, m. - god12 adnuo, adnuere, adnui, adnutus - assent,approve, grantsum, esse, fui - bepater, patris, m. - father52 WJEC Level 2 Latin Literature Unit 9541 otium

8. Study the vocabulary for lines 5-12.9. Read lines 5-12 (aloud if possible).10. What is the first thing Pliny says about Ummidia's will (line 5)? You may be able to think of possible reasonswhy he describes the will in this way. (He does not give the full explanation of his remark until much later in theletter.)11. How many heirs has she left behind her (lines 5-6)? Who are they, and what do they get in the will?12. What case is heredes (line 5)? (Bear in mind that if it is nominative plural, the verb will be plural too.) Noticethat this rules out the tempting translation She left something to her heirs - this would need the dative pluralheredibus. Pliny is saying something rather different: when she departed from life, she left the grandchildrenbehind her.13. How well does Pliny know Ummidia's (a) granddaughter (b) grandson (lines 6-7)?14. Translate the noun-and-adjective phrase which Pliny uses to describe the nepotem (line 7).15. Study these examples, which become gradually more complicated until they end with Pliny's words quem ...amant in lines 7-9:omnes cives eum amant.All the citizens love him.iuvenem, quem omnes cives amanta young man, whom all the citizens loveiuvenem, quem omnes cives tamquam propinquum amanta young man, whom all the citizens love as if he were a relationiuvenem, quem etiam alieni (strangers) tamquam propinquum amanta young man, whom even strangers love as if he were a relationiuvenem, quem etiam ei quos raro videt tamquam propinquum amanttranslated literally:a young man, whom even those whom he rarely sees love as if he were a relationor in slightly more natural English:a young man, who is loved as if he were a relation even by those whom he rarely seesNow translate Pliny's words:iuvenem, quem etiam ei quos sanguine non attingit tamquam propinquum amantIf you find sanguine difficult, check that you know its case.If you translate the sentence literally, you may feel you can make the meaning clearer by underlining oneparticular word in the following group: as if he were a relation.16. What does Pliny say (line 9) about the appearance of Quadratus (the grandson)?17. What case and number are sermones and malignorum (line 10)? What does Pliny say Quadratus avoided?What are the two stages of Quadratus' life during which he avoided this?18. What does Pliny mean by omnes sermones malignorum vitavit?(a) Quadratus did not take part in spiteful gossip(b) Quadratus was not the sort of person that people gossiped about19. Why is Pliny's comment quamquam pulcherrimus erat (line 9) relevant to his next comment (line 10) about thelack of scandal involving Quadratus?20. What is Pliny's next reason for praising Quadratus (line 11)? How old was Quadratus when this happened? Didhe become a father (lines 11-12)? What does Pliny say about the god?21. (This question may be more suitable for discussion than for individual study.) Pliny's use of the word nam (line9) shows he believes that the facts stated in lines 10-12 are reasons for Quadratus' popularity (lines 8-9). Whyshould he think this? (There is no "official right answer" to this.)22. Translate lines 5-12.WJEC Level 2 Latin Literature Unit 9541 otium 53

Pliny, Ummidia Quadratilla, lines 13-16vixit apud aviam delicatam severissime et tamenobsequentissime. habebat illa pantomimos fovebatque,effusius quam decorum erat feminae nobili. hos Quadratusnon in theatro, non domi spectabat, nec illa postulabat.1513 vivo, vivere, vixi - liveapud - with, at the house ofavia, aviae, f. - grandmotherdelicatus, delicata, delicatum - luxury-lovingsevere - austerelyet - andtamen - yet14 obsequenter - obedientlyhabeo, habere, habui, habitus - haveille, illa, illud - he, she, itpantomimus, pantomimi, m. - pantomimeactorfoveo, fovere, fovi, fotus - dote-que - and15 effuse - extravagantlyquam - thandecorus, decora, decorum - right, propersum, esse, fui - befemina, feminae, f. - womannobilis, nobile - noble, of noble birthhic, haec, hoc - thisQuadratus, Quadrati, m. - Quadratus,Quadratilla’s grandson16 non ... non - neither ... norin - intheatrum, theatri, n. - theatrenon ... non - neither ... nordomus, domi, f. - homespecto, spectare, spectavi, spectatus - watchnec - and notille, illa, illud - he, she, itpostulo, postulare, postulavi, postulatus -insist, demand54 WJEC Level 2 Latin Literature Unit 9541 otium

23. Study the vocabulary for lines 13-16.24. Read lines 13-16 up to postulabat (aloud if possible).25. Where did Quadratus live (line 13)? How does Pliny describe Ummidia? How does he describe Quadratus' lifestyle(lines 13-14)?26. Which two words are placed next to each other in line 13 and make it surprising at first sight that Quadratus' lifestyleshould be described as very obedient to his grandmother? Does this suggest that Ummidia insisted thather grandson should have the same lifestyle as herself?27. What group of people did Ummidia own (line 14)? What is Pliny's comment on the way she treated them?28. What are the case, number and gender of hos (line 15)? Who does hos refer to?29. Where did Quadratus watch these people (line 16)?(a) In the theatre(b) At his grandmother's house(c) At neither of these places(d) At both these places30. What was Ummidia's attitude to this, according to line 16?(a) She insisted that he watch the performance(b) She insisted that he did not watch the performance(c) She didn't insist either way31. Translate lines 13-16 (up to postulabat).WJEC Level 2 Latin Literature Unit 9541 otium 55

Pliny, Ummidia Quadratilla, lines 16-22cumstudia nepotis sui mihi mandaret, dixit se solere, ut feminamin illo otio sexus, laxare animum lusu calculorum, solerespectare pantomimos suos, sed cum factura esset alterutrum,semper se nepoti suo imperavisse ut abiret studeretque;quod mihi non solum amore facere sed etiam reverentiavidebatur.2016 cum - when17 studium, studii, n. - studynepos, nepotis, m. - grandsonsuus, sua, suum - his, her, its ownego, mei - memando, mandare, mandavi, mandatus -entrustdico, dicere, dixi, dictus - sayse - himself, herself, itselfsoleo, solere, solitus sum - be accustomedut - asfemina, feminae, f. - woman18 in - with, inille, illa, illud - thatotium, otii, n. - leisuresexus, sexus, m. - sexlaxo, laxare, laxavi, laxatus - relaxanimus, animi, m. - mindlusus, lusus, m. - gamecalculi, calculorum, m. - draughtssoleo, solere, solitus sum - be accustomed19 specto, spectare, spectavi, spectatus - watchpantomimus, pantomimi, m. - pantomimeactorsuus, sua, suum - his, her, its ownsed - butcum - whenfacio, facere, feci, factus - dosum, esse, fui - bealteruter, alterutra, alterutrum - either of thetwo20 semper - alwaysse - himself, herself, itselfnepos, nepotis, m. - grandsonsuus, sua, suum - his, her, its ownimpero, imperare, imperavi + dat. - orderut - toabeo, abire, abii - go awaystudeo, studere, studui - study-que - and21 qui, quae, quod - whichego, mei - Inon solum ... sed etiam - not only ... but alsoamor, amoris, m. - lovefacio, facere, feci, factus - donon solum ... sed etiam - not only ... but alsoreverentia, reverentiae, f. - respect22 videor, videri, visus sum - seem56 WJEC Level 2 Latin Literature Unit 9541 otium

32. Study the vocabulary for lines 16-22.33. Read lines 16-22 from cum to videbatur (aloud if possible).34. Explain in your own words what Ummidia was asking Pliny to do (lines 16-17), when she made the statementreported in lines 17-20. (studia in Quadratus' case involved not only study of Roman law but observation of theway it was practised in the courts, before he took his own first steps as a barrister - all this under the guidance ofPliny, who had a very distinguished career in the courts.)35. (This question may be more suitable for discussion than for individual study.) One translation of ut feminam inillo otio sexus (lines 17-18) is as was natural for a woman with typically nothing to do. A more literal translationis as a woman in that leisure of her sex. Another wordier translation might be as was natural for a woman duringthose hours of leisure which the female sex enjoys. You may be able to think of a better translation for yourself;aim at making Pliny's meaning as clear as possible.36. Do you think Pliny's comment about women's leisure-time in lines 17-18 was true of most Roman women?37. Can you suggest reasons why some Roman women, like Ummidia, did indeed have a lot of spare time?38. What two things did Ummidia say she was accustomed to do in order to pass the time (lines 18-19)?39. What tense is the participle factura (line 19), and what are the two activities referred to by alterutrum?40. What did Ummidia tell Pliny (line 20) she had always done to her grandson when she was about to watch herpantomime actors or play draughts?41. Check that you know the meaning of the verb videor (infinitive videri). It is the passive of video (I see) butusually means not I am seen but something else. What would the following two sentences mean?servus laborabat.servus laborare videbatur.42. If you have studied Pliny's letter about his uncle's daily life, you may remember the phrase qua ex causa,meaning literally for which reason but translated more naturally as for this reason. Look at the followingtranslations of quod mihi facere videbatur (part of lines 21-22). Which is the literal translation and which is themore natural one?(a) She seemed to me to be doing this ...(b) which she seemed to me to be doing ...43. Whether you translate quod in line 21 as this or which, what action of Ummidia (described in line 20) does quodrefer to?44. According to lines 21-22, what two feelings towards her grandson apparently caused Ummidia to treat him in theway described in line 21?45. Translate lines 16-22 (from cum to videbatur).46. (This question may be more suitable for discussion than for individual study.) It may seem puzzling that Plinyuses amor and reverentia to explain why Ummidia sent her grandson out of the room whenever entertainmentor games were going to take place. Grandmothers don’t often behave like that to their grandchildren. Canyou suggest a reason for Ummidia’s action? Quadratus’ future career? The Roman laws on gambling? Thedifference between upper-class social life in the reign of Nero (when Ummidia was young) and life at the time ofthis letter, under the Emperor Trajan? You may be able to find helpful links on one or more of these topics.47. Listen to the audio of lines 5-22.WJEC Level 2 Latin Literature Unit 9541 otium 57

Pliny, Ummidia Quadratilla, lines 23-26miraberis, et ego miratus sum: proximis sacerdotalibusludis, productis in commissione pantomimis, cum simulego et Quadratus theatro egrederemur, dixit mihi: ‘scisneme hodie primum vidisse saltantem aviae meae libertum?’2523 miror, mirari, miratus sum - be amazedet - andego, mei - Imiror, mirari, miratus sum - be amazedproximus, proxima, proximum - most recentsacerdotalis, sacerdotale - sacerdotal, givenby priests24 ludi, ludorum, m. - games, dramacompetitionsproduco, producere, produxi, productus -enter (for a contest)in - incommissio, commissionis, f. - opening eventpantomimus, pantomimi, m. - pantomimeactorcum - whensimul - together25 ego, mei - Iet - andQuadratus, Quadrati, m. - Quadratus,Quadratilla’s grandsontheatrum, theatri, n. - theatreegredior, egredi, egressus sum - leavedico, dicere, dixi, dictus - sayego, mei - Iscio, scire, scivi - know26 ego, mei - Ihodie - todayprimum - the first timevideo, videre, vidi, visus - seesalto, saltare, saltavi - danceavia, aviae, f. - grandmothermeus, mea, meum - mylibertus, liberti, m. - freedman58 WJEC Level 2 Latin Literature Unit 9541 otium

48. Study the vocabulary for lines 23-26.49. Read lines 23-26 (aloud if possible).50. How does Pliny think Geminus (to whom this letter is addressed) will react to the incident Pliny is about to relate(line 23)? What was Pliny's own reaction at the time?51. When did the incident take place (lines 23-24)?52. How were Ummidia's pantomime actors involved in this event (line 24)?53. What were Pliny and Quadratus doing when Quadratus made a comment to Pliny (lines 24-25)?54. Translate scisne (line 25). It leads into an indirect statement, for which an accusative (me, line 26) and aninfinitive are used. Find the infinitive; what tense is it?55. Translate scisne me vidisse.56. Who does Quadratus say that he has seen, and what had that person been doing?57. What is the point of hodie primum?(a) Quadratus says that today he was the first person to see a particular performance(b) Quadratus says that the first thing he did today was to see a particular performance(c) Quadratus says that today was the first time he has seen a particular performance58. Translate lines 23-26.WJEC Level 2 Latin Literature Unit 9541 otium 59

Pliny, Ummidia Quadratilla, lines 27-32hoc nepos. at hercle alienissimi homines in honoremQuadratillae (pudet me dixisse honorem) adulatione intheatrum cursitabant exsultabant plaudebant mirabantur:deinde singulos gestus dominae cum canticis reddebant;qui nunc minima legata pro praemio accipient ab herede,qui eos numquam spectabat. vale.3027 hic, haec, hoc - thisnepos, nepotis, m. - grandsonat - buthercle! - by Hercules!alienus, aliena, alienum - unknown, strange;alienissimi homines: complete strangershomo, hominis, m. - man; alienissimihomines: complete strangersin - inhonor, honoris, m. - honour28 Quadratilla, Quadratillae, f. - UmmidiaQuadratilla, friend of Pliny the Youngerpudet, pudere, puduit - shameego, mei - Idico, dicere, dixi, dictus - sayhonor, honoris, m. - honouradulatio, adulationis, f. - flatteryin - into29 theatrum, theatri, n. - theatrecursito, cursitare, cursitavi - streamexsulto, exsultare, exsultavi - prance aboutplaudo, plaudere, plausi, plausus - clap,applaudmiror, mirari, miratus sum - admire30 deinde - thensingulus, singula, singulum - allgestus, gestus, m. - gesturedomina, dominae, f. - mistresscum - withcanticum, cantici, n. - songreddo, reddere, reddidi, redditus - copy; giveback31 qui, quae, quod - whonunc - nowminimus, minima, minimum - very smalllegatum, legati, n. - legacy, bequestpro - aspraemium, praemii, n. - rewardaccipio, accipere, accepi, acceptus - receiveab - fromheres, heredis, m. - heir32 qui, quae, quod - whois, ea, id - he, she, itnumquam - neverspecto, spectare, spectavi, spectatus - watchvale - goodbye, farewell60 WJEC Level 2 Latin Literature Unit 9541 otium

59. Study the vocabulary for lines 27-32.60. Read lines 27-32 (aloud if possible).61. Which of these translations of hoc nepos (line 27) is literally correct, and which translation brings out Pliny'smeaning most clearly? (Bear in mind Quadratus' question to Pliny in lines 25-26 and that hoc nepos = hocnepos dixit.)(a) This grandson spoke.(b) It was her own grandson that said this.(c) The grandson said this.62. Study the vocabulary translation of alienissimi homines (line 27); who are they being contrasted with?63. Look ahead to the end of line 28 (in) and the whole of line 29. What does Pliny say the complete strangers wererepeatedly doing? To imagine the atmosphere you may find it helpful to think of a large football crowd whoseteam has just scored, or the fans' reaction when a star performer comes onstage at a concert.64. According to Pliny at the end of line 27 and the start of line 28, why were the fans behaving in this way whenUmmidia's pantomime actors performed? What comment does Pliny make about himself for giving thisdescription? What further comment does he make in line 28 on the fan-club's behaviour?65. (This question may be more suitable for discussion than for individual study.) Why does Pliny feel ashamed thathe has used the phrase in honorem? If he was ashamed of it, why did he not cross it out?66. What are the two further things that the fans did (line 30)?67. In view of line 30, what seems to have happened whenever Ummidia applauded and whenever the pantomimeactors sang?68. Which word in line 30 suggests that Pliny was not being completely accurate when he described the fan-club inline 27 as alienissimi homines (people who had no connection with Ummidia)?69. (This question may be more suitable for discussion than for individual study.) The fact that in line 27 Plinyswears (find the word) suggests that he feels strongly about what he is about to describe. What does his strongfeeling in lines 27-30 seem to be? Sadness? Amazement? Anger? None of these? A mixture of these? You mayfind it helpful to consider the tone in which he might have read these words aloud.70. What will the fans who flattered Ummidia receive in her will (line 31)? Who will be responsible for handing themoney over?71. (This question may be more suitable for discussion than for individual study.) There is an unsolved puzzleabout the praemium (line 31). Is the fan-club made up of Ummidia's clientes and / or liberti, since they wouldexpect a handout from their patrona? Does this fit well with the way Pliny describes them in line 27? Havethey come in hopes of a reward, such as a free meal (the name for people like that was laudiceni, people whocheer for their dinner)? Or do they hope for a legacy when Ummidia dies? (People who behaved like that werecalled captatores, legacy-chasers.) Might Ummidia have been less innocent than Pliny suggests, and has shepromised these people a reward for applauding her actors in the competition? (In the complete version of thisletter, Pliny actually refers to the reward as a theatralis operae corollarium, a tip for the hired gang at thetheatre, but it is not clear how literally he means this.) Which of all these explanations seems the likeliest to you?Bear in mind the possibility that Pliny may be exaggerating or inaccurate. (There is no "right answer" to this.)72. How do lines 31-32 (together with lines 5-6) explain why Pliny described Ummidia's will as optimum in line 5?73. Pick out two ways in which Pliny makes a contrast between those who flattered Ummidia and Quadratus (lines31-32).74. Translate lines 27-32 and listen to the audio of lines 23-32.WJEC Level 2 Latin Literature Unit 9541 otium 61