"... not to know Latin is to have missed an admirable training in precise and logical thought" (Simmons, xii).
"... the knowledge of Latin was the only light of learning that burned steadily through the dark ages that followed the downfall of the Roman Empire. Latin was the common language of scholars and remained so even down to the days of Shakespeare. Even yet [today] it is more nearly than any other tongue the universal language of the learned" (D'ooge, pp. 2-3).
"You live a new life for every new language you speak. If you know only one language, you live only once." (Czech proverb)
"The limits of my language are the limits of my universe." (Ludwig Wittgenstein)
"It seems to be impossible to live in constant communion with the first minds of antiquity and not imbibe something of the spirit of moderation, of self-control, of cautious wisdom, that breathes through their counsels" (Gildersleeve, 22).
"... it was the Romans, not the Greeks, who ensured the survival of that intellectual heritage underlying liberal learning and classical education. The Romans created much of the intellectual tradition we appeal to today" (Simmons, 61).
"Latin, as the language of law and imperium, made for cultural unity, its lapidary grandeur raising it far above the regional tongues evolving throughout the Dark and Middle Ages. Latin acted as a pan-European language" (Simmons, 83).
"Leonardo Bruni D'Arezzo, in his De Studiis et Literis,] claimed a "sound and thorough knowledge of Latin" to be "the foundation of all true learning," along with its being a "study marked by a broad spirit, accurate scholarship, and careful attention to details." The language must be learned completely. And, in doing so, educated men and women would also drink in "fine taste"... Reading was not to be broad or "inclusive," but good: it should consist of the best. For the best authors, Bruni wrote, supply students with "tests of correctness." They show us what is rightly admired and wisely emulated" (Simmons, 95).
"Within the two literatures of Greece and Rome are contained all the knowledge that we recognize as vital to mankind" (Desiderius Erasmus, late 15th century)."
"I've found Latin fluency more valuable myself than any other subject I ever studied: vocabulary, logic, world-building, history, culture, reasoning and general knowledge. I can read scientific texts in subjects I never studied...because to me the scientific jargon makes perfect sense" (C.J. Cherryh, 1999...http://www.cherryh.com/www/latin1.htm).
"Today when few can read the ancient languages, we neglect the surviving texts, that even now could astonish and instruct" (Why Study Classics article by Karl Maurer).
"In learning a language, the chief difficulty consists in making acquaintance with every idea which it expresses, even though it should use words for which there in no exact equivalent in the mother tongue; and this often happens. In learning a new language a man has, as it were, to mark out in his mind the boundaries of quite new spheres of ideas, with the result that spheres of ideas arise where none were before. Thus he not only learns words, he gets ideas too.
"This is nowhere so much the case as in learning ancient languages, for the differences they present in their mode of expression as compared with modern languages is greater than can be found amongst modern languages as compared with one another. This is shown by the fact that in translating into Latin, recourse must be had to quite other turns of phrase than are used in the original. The thought that is to be translated has to be melted down and recast; in other words, it must be analyzed and then recomposed. It is just this process which makes the study of the ancient languages contribute so much to the education of the mind.
"It follows from this that a man's thought varies according to the language in which he speaks. His ideas undergo a fresh modification, a different shading, as it were, in the study of every new language. Hence an acquaintance with many languages is not only of much indirect advantage, but it is also a direct means of mental culture, in that it corrects and matures ideas by giving prominence to their many-sided nature and their different varieties of meaning, as also that it increases dexterity of thought; for in the process of learning many languages, ideas become more and more independent of words. The ancient languages effect this to a greater degree than the modern, in virtue of the difference to which I have alluded" (from Arthur Schopenhauer, "On the Study of Latin" at http://www.udallasclassics.org/whyClassics.html#a).
"Even as mere languages, no modern European language is so valuable a discipline to the intellect as those of Greece and Rome, on account of their regular and complicated structure. Consider for a moment what grammar is. It is the most elementary part of logic. It is the beginning of the analysis of the thinking process...
"But the superiority of the literature itself, for purposes of education, is still more marked and decisive. Even in the substantial value of the matter of which it is the vehicle, it is very far from having been superseded... the treasure which they accumulated of what may be called the wisdom of life: the rich store of experience of human nature and conduct, which the acute and observing minds of those ages, aided in their observations by the greater simplicity of manners and life, consigned to their writings, and most of which retains all its value The speeches in Thucydides: the Rhetoric, Ethics, and Politics of Aristotle, the Dialogues of Plato: the Orations of Demosthenes: the Satires, and especially the Epistles of Horace, all the wntings of Tacitus: the great work of Quintilian, a repertory of the best thoughts of the ancient world on all subjects connected with education: and, in a less formal manner, all that is left to us of the ancient historians, orators, philosophers, and even dramatists, are replete with remarks and maxims of singular good sense and penetration, applicable both to political and to private life. and the actual truths we find in them are even surpassed in value by the encouragement and help they give us in the pursuit of truth" (from James Stuart Mill, "On the Study of Classics" at http://www.udallasclassics.org/whyClassics.html#c).
"Latin is now no longer a universal language; and the direct influence of ancient Rome, which once seemed like an immortal energy, is at last, like all energies, becoming slowly absorbed in its own results. Yet the Latin language is still the necessary foundation of one half of human knowledge, and the forms created by Roman genius underlie the whole of our civilisation... In Greece men first learned to be human: under Rome mankind first learned to be civilised. Law, government, citizenship, are all the creations of the Latin race. ( from J. W. Mackail, Professor of Poetry at Oxford (1906-11), official at the Ministry of Education (1884-1919), President of the British Academy (1932-6), translator, author of many works on ancient literature, especially Vergil. at http://www.udallasclassics.org/whyClassics.html#f).
"The elements of Latin exhibit a peculiarly plain concrete case of language as a structure. Provided that your mind has grown to the level of that idea, the fact stares you in the face" (from Alfred North Whitehead, a great British mathematician and philosopher. This passage is from Ch. V. "The Place of Classics in Education", in The Aims of Education and Other Essays. New York: The Free Press, 1929. Found at http://www.udallasclassics.org/whyClassics.html#g).
"Of its very nature Latin is most suitable for promoting every form of culture among peoples. It gives rise to no jealousies. It does not favour any one nation, but presents itself with equal impartiality to all, and is equally acceptable to all. Nor must we overlook the characteristic nobility of Latin's formal structure. Its 'concise, varied, and harmonious style, full of majesty and dignity', it makes for singular clarity and impressiveness of expression.
"There can be no doubt as to the formative and educational value of the language of the Romans and of great literature generally. It is a most effective training for the pliant minds of youth. It exercises, matures and perfects the principal faculties of mind and spirit. It sharpens the wits and gives keenness of judgment. It helps the young mind to grasp things accurately, and develop a true sense of values. It is also a means for teaching highly intelligent thought and speech.
"'It is a matter of regret', We said, 'that so many people, unaccountably dazzled by the marvellous progress of science, are taking it upon themselves to oust or restrict the study of Latin and other kindred subjects ... Yet in spite of the urgent need for science, Our own view is that the very contrary policy should be followed. The greatest impression is made on the mind by those things which correspond more closely to man's nature and dignity, and therefore the greater zeal should be shown in the acquisition of whatever educates and enobles the mind" (from Pope John XXIII, "APOSTOLIC CONSTITUTION ON PROMOTING THE STUDY OF LATIN. At http://www.udallasclassics.org/whyClassics.html#j).
"...if I were asked what, of all the things I was ever taught, has been of the greatest practical use to me, I should have to answer: the Latin Grammar.
"An early grounding in the Latin Grammar has these advantages:
"1. It is the quickest and easiest way to gain mastery over one's own language, because it supplies the structure upon which all language is built.
"2. Latin is the key to fifty per cent. of our vocabulary—either directly, or through French and other Romance languages.
"3. Latin is the key to all the Romance languages directly, and indirectly to all inflected languages. The sort of argument which continually crops up in correspondence upon the teaching of Latin is: "Why should children waste time learning a dead language when Spanish or what-have-you would be much more useful to him in business?" The proper answer, which is practically never given, is the counter-question: "Why should a child waste time learning half a dozen languages from scratch, when Latin would enable him to learn them all in a fraction of the time?"
"4. The literature of our own country and of Europe is so studded and punctuated with Latin phrases and classical allusions that without some knowledge of Latin it must be very difficult to make anything of it.
"5. There is also the matter of derivation, as distinct from vocabulary. I cannot help feeling that it is wholesome, for example, to know that "civility" has some connection with the civitas; that "justice" is more closely akin to righteousness than to equality; and that there was once some dim and forgotten connection between reality and thought" (from Dorothy Sayers. "Latin grammar: the most practical subject" --Dorothy Sayers was an English writer of detective novels and a superb translator of, and good commentator on, Dante. Her father, who taught her Latin, was the dean of Christ's Church, Oxford. Found at http://www.udallasclassics.org/whyClassics.html#h).
“Until the twentieth century, anyone in England who had any kind of education at all had an education in the classics,” [Jasper] said. “Until the university reforms of the eighteen-seventies, all education at Oxford and Cambridge was in that tradition. And, yes, it is true that a lot of English literature is influenced by the classics. Dr. Johnson wrote poems in Latin. Marlowe translated big chunks of the Aeneid, and his ‘Dido, Queen of Carthage’ contains bits out of its fourth book. Milton wrote a lot of poems in Latin, and the whole style of ‘Paradise Lost’ is really unintelligible unless one knows Latin and is familiar with Latin epics. Dryden and Pope were the greatest of translators from the Latin and Greek. Pope made his name and fortune translating Homer, and his best poems are explicit imitations of classical poets. He wrote these marvellous poems called ‘Imitations of Horace.’ People like Wordsworth, Coleridge, and Shelley were all very keen on Greek. Keats was perhaps an exception. He wasn’t a gent—he was mostly self-educated—but he picked up as much Greek as he could. In fact, it may have meant more to him because he learned it himself. Tennyson was tremendously keen on Virgil and wrote a very fine poem on him. Arthur Hugh Clough wrote English poems in hexameters. Matthew Arnold was a considerable scholar of the classics, and Gerard Manley Hopkins wrote poems in Latin, which you have no doubt seen in the back of the collected poems. Eliot knew the classics pretty well, too. He was very much interested in Heraclitus and Virgil. There’s not much Greek and Latin in his poems, though—there’s more French. Louis MacNeice read Greats at Merton. The truth is that if you want to study English literature at all, even that of the twentieth century, you have to know some of the classics...
"...a good classical education will produce a mind that is capable of stretching itself. A less rigorous education will produce a less elastic mind...
"Studying that world [Greece and Rome] is bound to be educational, because most people are imprisoned in the tyranny of the present; they imagine that things must always have been the way they are now" (From Jasper Griffin, "On a Classical Education." Found at http://www.udallasclassics.org/whyClassics.html#n --- Jasper Griffin is an Oxford classicist, educated at Christ's Hospital and Balliol College, Oxford [founded by one of my ancestors-Colby] and the author of (among other things) a splendid book called Homer on Life and Death).
"You asked me what is the good of reading the Gospels in Greek.
(from Czeslaw Milosz (1911-2004) found at http://www.udallasclassics.org/whyClassics.html).
"But I have never gone away from them. How can an educated person stay away from the Greeks? I have always been far more interested in them than in science." —Albert Einstein
"All the more strange, then, is it that we should wish to know Greek, try to know Greek, feel for ever drawn back to Greek, and be forever making up some notion of the meaning of Greek, though from what incongruous odds and ends, with what slight resemblance to the real meaning of Greek, who shall say?" — Virginia Woolf
"I would make them all learn English: and then I would let the clever ones learn Latin as an honor, and Greek as a Treat." — Sir Winston Churchill
"I would make them all learn English: and then I would let the clever ones learn Latin as an honor, and Greek as a Treat." — Sir Winston Churchill
"It took Latin to thrust me into bona fide alliance with words in their true meaning. Learning Latin...fed my love for words upon words, words in continuation and modification, and the beautiful accretion of a sentence...." — Eudora Welty
"It allows you to adore words, take them apart and find out where they came from." — Theodore Geisel (Dr. Seuss)
"I continue to keep myself busy with Greek and Latin, and perhaps I'll always keep myself busy with them. I love the perfume of those beautiful languages; Tacitus is for me like bronze bas-reliefs, and Homer is beautiful like the Mediterranean: both have the same pure blue waves, the same sun, and the same horizon." — Gustave Flaubert
"We are all Greeks! Our laws, our literature, our art, have their roots in Greece." — Percy Bysshe Shelley
"One of the regrets of my life is that I did not study Latin. I'm absolutely convinced, the more I understand these eighteenth-century people, that it was that grounding in Greek and Latin that gave them their sense of the classic virtues: the classic ideals of honor, virtue, the good society and their historic examples of what they could try to live up to." — David McCullough, Historian and author
"To read the Latin and Greek authors in their original is a sublime luxury...I thank on my knees him who directed my early education for having in my possession this rich source of delight." —Thomas Jefferson to Dr. Joseph Priestly January 27, 1800.
"I think myself more indebted to my father for this than for all the other luxuries his cares and affections placed within my reach." — Thomas Jefferson, on his classical education.
"The Romans were a notoriously practical culture. In comparison the Greeks were highly inquisitive of the world about them almost to the point of being interested in the mathematical method of this or that problem rather than its actual result. Great deals of knowledge were also amassed in Egypt which with its thousands of years of investigation had gathered a considerable body of knowledge in a number of scientific areas, including the heavens. The greatest library of the age was at the famous city of Alexandria in Egypt (see image) (from Maria Milani, at http://www.mariamilani.com/ancient_rome/ancient_roman_libraries.htm).
The Saturnalia was by far the most popular holiday in ancient Rome. The poet Catullus (Poems, 14.15) called it the optimus dierum (the best of days). It lasted from three to seven days (it kept getting longer as the years went by). In the end, the celebration occurred during the period December 17-25. Climaxing on December 25, the Dies Natalis Solis Invicti (the Birthday of the Unconquered Sun), the festival, in honor of the god Saturn, included customs that should be familiar to us all: intoxication (egg nog), going from house to house singing (caroling), sexual license (Christmas office parties), eating human-shaped cookies (gingerbread men), and exchanging inexpensive gifts (secret Santa gift exchanges). Children received toys as gifts.(by John Knighton. http://newstoa.info/spip.php?page=article&id_article=146).
No other language has managed to interwoven itself in the lives and cultures of Western Europe as the Latin language. Its vocabulary, spelling and sounds are still very much alive in the Literature and tongues of various peoples in Europe (Free Latin Dictionary).
D'ooge, Benjamin L. Latin for Beginners. Boston, Ginn & Co., 1909.
Gildersleeve, Basil Lanneau. Essays and Studies. Baltimore: N. Murray, 1890.
Simmons, Tracy Lee. Climbing Parnassus: A New Apologia for Greek and Latin. Wilmington, Delaware, ISI Books, 2012.
Advice for Learning Foreign-Language Vocabulary This is for learning Latin, but it has a lot of great tips.
Learning Greek/Latin public domain textbooks, dictionaries, blog for the autodidact
Latin I: The Easy Way by C.J. Cherryh
Loeb Classical Library all the classics in English and Latin/Greek
DOML Medieval texts in Latin and English
I Tatti Renaissance texts in Latin and English
Lingua Latina a series of exceptional textbooks by Hans Orberg. He uses a very unique method of teaching Latin. If you want to try this method, be sure to purchase Lingua Latina Per Se Illustrata, Pars I: Familia Romana, A College Companion: Based on Hans Oerberg's Latine Disco, with Vocabulary and Grammar (Lingua Latina) by Jeanne Marie Neumann, plus a good paperback Latin dictionary to get you started. You should be able to build up enough vocabulary to proceed to reading Latin authors.
Aristarchus.it a set of working tools for research and teaching in the subject area of Greek and Latin ancient world. Available in English
Vis-Ed Review These are vocabulary study cards for French, German, Spanish (generally, choose the bilingual Spanish-English edition rather than the classical Spanish edition), Greek (both classical and biblical), Hebrew (biblical), Italian, Latin, and Russian. Each, very inexpensive set includes about 1,000 flash cards (1 1/2"x 3 1/2" each) and a study guide containing simple instructions and a mini-dictionary, all packaged in a sturdy box. Extra helps, such as the principal parts of irregular verbs, are shown on the cards. Many words (in the Spanish set reviewed) have related forms that appear as nouns, verbs, and adjectives, so all are shown on the cards. For instance, the noun "el calor" (heat) has an adjectival form—"caluroso/a" which is also on the card. The foreign language is printed in black on one side, and the English equivalent is printed on the reverse in green. Use these cards to review and expand vocabulary for any of the above languages.
After you have learned 3,000 to 4,000 Latin words and gained a familiarity with the grammar, you should be able to proceed to reading Latin authors. I find this a much better way to continue (rather than going through many textbooks). Seneca and Vergil are good ones to start with. And I recommend the Loeb editions at first.
Hacking Latin memrise course for those who want familiarise themselves with the basics of spoken Latin.
Latin words list - Ovid and Caesar memrise course
Common Latin Phrases memrise course
Latin Grammar memrise course
Diederich's Latin Vocabulary memrise course
Livy Vocabulary memrise course
200 Latin Phrases memrise course
Level 2 Vocabulary memrise course
Complete Ovid Metamorphoses Vocabulary memrise course - This is the complete Ovid Met vocab. New levels for each book will be released shortly. There are 15 books in the entire Metamorphoses, each with about 700 lines of Latin. This is very useful for all A2 level students.
Lingua Latina Pars I Familia Romana memrise course
Aeneid memrise course - Virgil : Aeneid XII (lines 697-765, 887-952) GCSE Latin Set Text, Verse Note: The translations are of what the word means in context. e.g. 'cognosco' means 'get to know', but I have put the translation as 'have a sense of, become aware of', as this is what the word means in the context of the story.
Intermediate Latin memrise course
Sententiae Antiquae memrise course - For practicing your Latin skills
Reading Latin Vocabulary memrise course - The learning vocabulary of Jones and Sidwell's 'Reading Latin', grouped by section.
Latin and Greek Roots memrise course
Aeneid memrise course - This course will test you on all of the vocabulary in the passage assigned to the OCR Latin GCSE course 2012-14 (Literature, Poetry, Vigil's Aeneid Lines 607-765 & 887-952). The vocab is split into 20 sections and in the order of the english translation.
Virgil's Aeneid memrise course - vocabulary in alphabetical order
Vergil Aeneid memrise course - Vocabulary for Vergil's Aeneid, starting with book One
Hard Little Words memrise course
Cicero: Verres et Cleomenes memrise course
50 Essential Verbs memrise course
Prefixes and Suffixes memrise course
G.LA.DI.VS blog in Latin
Arepo Books offers books in Latin and other foreign languages such as German, French and Italian. We bring rare and out of print books back at reasonable prices.
Advanced Papyrological Information System Greek and Roman documents
American Classical League founded in 1919 for the purpose of fostering the study of classical languages in the United States and Canada
The Ancient Etruscans, Their Origins, Culture and Downfall "The historical role of Etruria and its people, the Etruscans, was one of alphabet, manufacture, art and religion rather than of politics. Their younger neighbours, the Romans, assimilated much of the Etruscans, including their territories, but certainly not their socio-political structure."
Aquae Urbis Romae, The Waters of the City of Rome
Attalus - Over 25,000 links to Greek & Latin authors on the web Greek and Roman history 322 - 36 B.C. - site contains detailed lists of events and sources for the history of the Hellenistic world and the Roman republic. It includes links to online translations of many of the sources, as well as new translations of some works which have not previously been easily available in English... detailed information about the written sources for Greek and Roman history in the period between the conquests of Alexander the Great and the start of the Roman Empire. Its geographical scope is Europe, North Africa, and the Middle East
Centre for the Study of Ancient Documents
Classical Language Instruction Program audio clip of scholars reading classical works in Latin and Greek; excellent way to learn about hexameter
CLASSICS page of links
Classics, a definnition Wikipedia
Classics Unveiled Roman mythology, culture, history, and Latin language
The Confessions of St. Augustine an electronic edition, some in Latin, much in English
Corpus Scriptorum Latinorum Latin texts in typing font, no aids; translations sometimes available separately. Medieval and Renaissance texts included.
Diotima women and gender in the ancient world
Educational Resources: Classics
Electronic Resources for Classicists
Evolution of Alphabets shows the evolution of Cuneiform, Phoenician, Greek, Arabic, Aramaic, Hebrew, Cyrillic and Latin alphabets into their modern versions
Forma Urbis Romae Project enormous marble map of Rome carved between 203-211 CE and covered an entire wall inside the Templum Pacis in Rome
Forum Romanum Includes Corpus Scriptorum Latinorum, Private Life of the Romans, Surgical Instruments in Greek and Roman Times, and Outlines of Roman History.
Greco-Roman Authors, Classics Archive "Select an author from the list below to see a list of works by that author. Then, select one of the titles to view the work or follow the "Read discussion" link to participate in a discussion about the work" -- large selection of authors available, including Aeschylus, Aesop, Homer, Horace, Josephus, Livy, Aristotle, Ovid, Julius Caesar, Cicero, Plutarch, Tacitus, many more
Hadrian's Wall "the most important monument built by the Romans in Britain. It is the best known frontier in the entire Roman Empire and stands as a reminder of past glories of one of the world's greatest civilisations. Designated a World Heritage Site in 1987, Hadrian's Wall ranks alongside the Taj Mahal and other treasures of the great wonders of the world"
Internet Medieval Sourcebook history and full texts
Internet Renaissance Sourcebook includes history and full texts
IntraText Digital Library: Lingua Latina free Latin texts for reading online or downloading
Latin Literature links to full text works
Latin the Way Romans Learned it
Latina litteratura free online texts for reading or downloading in Latin
Maria Milani we try to cover as many aspects as possible of all that is Rome or Roman
Notes on Roman Politics pages on different historical and cultural topics, including Roman slavery; the rebellion of Spartacus; Julius Caesar, Antony, Octavian, and Cleopatra; Augustus and Tiberius; Caligula; Roman Republican government; Roman social classes; the Roman army; chariot racing; gladitorial games; theatrical entertainment; and more
Okeanos ancient near eastern studies [okeanos means primeval ocean in ancient Greek)
*Perseus Digital Library, Primary Texts in original languages. Texts come with many aids, including vocabulary, in the right column. Clicking on any word in the text brings up all kinds of information.
Perseus Latin and Greek Vocabulary Tool "Did you ever wonder how many words Virgil uses in the Aeneid? Ever think about whether Aeschylus or Sophocles has a bigger vocabulary? How about what words someone needs to know to read Caesar or Xenophon?"
Reading Classics Gateway
Resources for Language Students dictionaries and web resources
Retiarius: Commentarii Periodici Latini Latin only online journal
The Roman Empire in the First Century a PBS special report -- the empire, the people, the social order, life in those times
Roman Imperial Forums about the forums built by Rome's Emperors with special focus on their restoration; includes 3D movie tour of two forums; available in Italian and English
Rome, Ancient - Military Equipment
Rome, Ancient - The Romans BBC
Seven Wonders of the Ancient World
*Textkit resources for studying Latin and Greek... aimed at autodidacts... the books cannot be browsed online, only downloaded... see Perseus Digital Library for many of the same titles.
The Latin Library Latin texts, most public domain, available for reading online or downloading. Large font.
Trajan's Column an in-depth study of the column and the practices of Roman stone carvers; includes huge database of images, cartoons of the carvings and much more
Vindolanda Tablets records of life in Roman Britain in the area of northern England around Hadrian's Wall during the first and second centuries AD
VRoma "a virtual community for teaching and learning classics" - includes a MOO called "Eamus VRomam!"
A Survey of the Manuscripts of some Ancient Authors Greek and Latin
The Tertullian Project by Roger Pearse. Tertullian was the first Christian writer to write in Latin... His writing is aggressive, sarcastic and brilliant, and at points very funny even after 2000 years... His erudition was immense. Much of what he read is lost, but what remains gives a picture of wide reading, which was celebrated even in antiquity.
"He who lives only to benefit himself confers on the world a benefit when he dies." -Tertullian, quoted by Jung.
Nec ratio enim sine bonitate ratio est, nec bonitas sine ratione bonitas ... -Tertullian
Reason without goodness is not reason, and goodness without reason is not goodness.
Nihil enim mali necessarium. Nothing that is evil is necessary. Est sapor et in paucis. There is power also in brevity. The Internet Classics Archive
Palaeography learning materials (free course) U. of London.
Links to Palaeography
A Loeb Classical Library Reader by Judith Moore. Jump in. Feel the shift in energy and tone from Aristophanes on sex to Xenophon on stranded mercenaries in Babylon.
"Every society has its rules and norms, and they just happen to be different in various societies. The Greeks were actually pretty prudish, except in some contexts, they did allow open expression of sexuality in some religious context and in comedies. They didn't have a sexualized culture in the same way that we do.
"It's always in service of larger themes. But it must have been all the funnier because the outlets were so restricted. I think that modern western culture is overloaded with erotic imagery in advertising and sexual situations in literature and television and films. It's just not special. Among the Greeks, twice a year, you could see comedies that had a pretty open expression of sexual situations and language, but only then."
The Georgics of Virgil: Bilingual Edition John Dryden called Virgil's Georgics, written between 37 and 30 BCE, "the best poem by the best poet." The poem, newly translated by the poet and translator David Ferry, is one of the great songs, maybe the greatest we have, of human accomplishment in difficult -- and beautiful -- circumstances, and in the context of all we share in nature. The Georgics celebrates the crops, trees, and animals, and, above all, the human beings who care for them. It takes the form of teaching about this care: the tilling of fields, the tending of vines, the raising of the cattle and the bees. There's joy in the detail of Virgil's descriptions of work well done, and ecstatic joy in his praise of the very life of things, and passionate commiseration too, because of the vulnerability of men and all other creatures, with all they have to contend with: storms, and plagues, and wars, and all mischance.
B.G. Teubner Publishers
Bibliotheca Scriptorum Graecorum et Romanorum Teubneriana the most thorough modern collection ever published of ancient (and some medieval) Greco-Roman literature... consists of critical editions by leading scholars (now always with a full critical apparatus on each page
Free Latin Course
Unit 1 1. Hic est Sorex. Hic est Gaius. 2. Sorex: “Ego sum Sorex. Non sum Gaius.” 3. Ita est. 4. Gaius: “Tu es Sorex. Gaius non es.” 5. Ubi estis? Hic sumus. Ibi sunt Gaius et Sorex. Sorex: Ubi sumus? Quid hoc est? Gaius: Quid est? He peers through the doorway of a seemingly abandoned house. Flamma! Sorex: Optime, haec est flamma. Et hoc, quid est? Gaius: Mensa est. Sorex: Ita est. Haec mensa est. Ibi sunt flamma et mensa. Singular Plural Person Person Person sum – I am es – you are est – he, she, it is sumus – we are estis – you are sunt – they are Vocabulary flamma flame, fire hic m, haec f, hoc n this mensa table ego I (emphasizing) ubi where tu you ibi there optime adv. very good, excellent quid? what? et and, also hic here ita est so it is (meaning YES) Unit 2 Gaius: Sed quid hoc est, Sorex? Est-ne mensa? Sorex: Haec non est mensa. Gaius: Est-ne flamma? Sorex: Haec flamma non est. Gaius: Littera-ne est? Sorex: Ita est. Haec non est flamma, non est mensa, sed est littera. Gaius:Huc ades, Sorex! Haec est A littera. Quid est A? Sorex: A est Aulus. Rapax: Suddenly standing behind them: Ita! Nam Aulus ad-est. Sorex: Quis es? Non-ne ab-est Aulus? Rapax: Ego Aulus sum. Non absum. Huc adeste! Sorex runs away. Gaius: Quid est, Sorex? Sorex: Apage! Praestat abesse. Rapax looks threateningly so Gaius also runs away. Vocabulary ad-esse to be present, help, aid Huc ades! Come here! ab-esse to be absent sed but littera letter (of the alphabet) nam for, because quis? who? Apage! Run away! huc to here, hither praestat It’s better Unit 3 Slaves Mordax and Staphyla are sent to find Gaius the missing son of their master. Quid hic videtis? Hic est Mordax. Nonne hoc videtis? Video. Et haec est Staphyla. Ibi Sorex apparet, ut videmus. Mordax: Quid est hoc? Quid video? Huc ades, Staphyla! Staphyla: Quid vides, Mordax? Mordax: Ibi est Sorex. Yelling: Sorex, appare! Mordax et Staphyla adsumus. Te videmus. Staphyla: Salve, Sorex. Hic apparet. Gaius: Ubi est Gaius? Apparet. Mordax et Staphyla eum vident. Staphyla: Salve multum! Ut vales? Gaius: Non bene valeo, quod te video. Sorex monet: Tacere debemus, quod Aulus Rapax prope est. Staphyla: Quis? Gaius: Hahae, Rapax adest. Mordax: Tacete! Sorex et Staphyla parent; sed Gaius: Quid? Tu me admones? Tu me admonere non debes; vale, Mordax! Valete, Sorex et Staphyla! He runs away feeling insulted. Vocabulary (ad)monere remind, admonish apparere appear videre see me me valere be healthy, be able to te you (object) debere have to, owe, thanks to bene adv. good tacere be silent multum adv. much, a lot parere obey quod because ut as, how Singular Plural 1. Person 2. Person 3. Person moneo mones monet monemus monetis monent Imperative mone! monete! Infinitive monere Unit 4 Quid est hoc? Haec est puella. Haec est Staphyla. Quid Aulus Rapax videt? Puellam videt. Staphylam videt. Licinia: “Ibine est villa?” – “Ita,” ait Gaius; “videsne villam, Staphyla?” Staphyla respondet: “Video. Sed ubi est Aulus Rapax?” Gaius: “Abest. Huc adeste!” He points to letters on the wall of the building. “Quid hic videtis?” Staphyla respondet: “Te.” Licinia ridet. Sed Gaius: “Quid tu hic vides, Licinia?” Puella respondet: “Video, video… littera.” Tum Gaius ridet: “Hahae! Quid ais? ‘Video littera’.” Licinia non iam ridet: “Tace, praeceptor! Litteram video.” Ita est: Licinia videt, littera non videt. Rapax tacet quod sportulam videt. Ecce, ridet; iam sportulam habet. Vocabulary praeceptor school teacher ridere laugh sportula picnic basket Ecce! See!, Look! puella girl ais you say villa country house ait he, she, it says habere have, hold iam already, at once respondere respond, answer Non iam not anymore tum then Case question examples Nominative Who? What? littera Licinia Accusative Whom? What? litteram Liciniam Puella litteram videt. [Puella is the subject; litteram is the object] Unit 5 Video cibum et vinum. Hic est cibus. Haec est aqua. Hoc est vinum. Quid vides? Video cibum. Video aquam. Video vinum. ,,Cibus” est ,,Aqua” est ,,Vinum” est masculinum. femininum. neutrum. Rapax: Quis tu es? Esne tu Lucius Lupus? Mordax: Ego non sum Lupus dominus, sed Mordax servus. Rapax: Non servum, sed dominum videre volo. Mordax: Frustra ades, quod dominus domi non est. Rapax: Et domina Albia? Ubi est haec? Mordax: Dominus et domina absunt. Rapax: Quid ais? Quis domi est? Mordax: Ego et Staphyla domi sumus, ut vides. Domi esse debemus. Sed otium habemus. Rapax: Ubi est Staphyla? Staphylam non video. Mordax: Num tu es dominus? Nonne ego satis sum tibi? Apage! Vocabulary cibus food, meal frustra adv. in vain vinum wine domi adv. at home aqua water cur why dominus master satis enough domina mistress tibi for you servus slave otium free time num an interrog. particle, usually implying that a negative answer is expected Unit 6 Laudo te, domine. Cur non taces? Tacere debes. Te moneo: Tace! Cur non cantas? Cur cantare recusas? Te obsecro: Canta! Cur non cantatis? Cantate! Rapax: Heus tu, Lupe! Lucius: Tibi ego non sum Lupus, quod tibi sum dominus. Quid est? Rapax: Me specta, amice! Lucius: Obsecro, quid est hoc? Rapax: St, tace! Nam haec est sica. Ubi sunt servus et serva? Lucius: Mordax et Staphyla! Lucius: …. domi non sunt. Circumspectant. Rapax: Optime. Etiamne Albia domina abest? Lucius: Ita. Rapax: Laudo. Quid ergo cessamus? Da! Lucius: Quid? Rapax: Etiam rogas? Da mihi argentum, Lupe; argentum, inquam, desidero. Lucius Lupus non cessat argentum dare. Vocabulary sica dagger rogare ask, ask for laudare laud, praise dare give obsecro I plead, I beseech inquam I say desiderare desire, miss inquit he says cantare sing amicus friend, chum recusare reject, refuse argentum money, silver spectare watch etiam also, even cessare dither, wait ergo so, therefore mihi for me Singular Plural 1. Person laudo laudamus 2. Person laudas laudatis 3. Person laudat laudant Imperative lauda! laudate! Infinitive laudare – laud, praise Unit 7 Possum te videre, Gai. A L. Lupus: Argentum dare debeo; cessare non possum. Lucius argentum dat; cessare non potest. B L. Lupus is shown how well his son Gaius is doing at school by teacher Corvus. Corvus: Vide, Gai, hodie pater adest. Salve, Luci! Lucius: Salve, Corve! Corvus: Potesne, Gai, inclinare verbum "posse"? Gaius: Non possum. Corvus: Quare non potes? Gaius: Non possum, quia hic adest. Lucius: Quid ait? Corvus: Non potest, quia tu ades. Lucius: Non potest an recusat? — Gaius tacet. Corvus: Si taces, te laudare non possumus. Ergo responde, si te rogamus! Gaius: Satis possum hoc verbum inclinare: Valeo, vides, cantat, rogamus, estis, possunt… Nonne nunc me laudare potestis? — Lucius et Corvus Gaium laudare non possunt. Non respondent, sed tacent. Vocabulary possum can, be able to an or (in questions) verbum word si if hodie today nunc now quare why pater father quia because inclinare conjugate Singular Plural Person Person Person possum potes potest possumus potestis possunt Infinitive posse can, be able to Unit 8 hic poeta A 1. Cogito, ergo sum. 2. Lucius et Albia convivium habere cogitant. Etiam Corvum invitant. Sed Gaius cogitat: "Hic conviva mihi non placet." Num Corvum timet? B Martial and Sabidius Martialis poeta est. Hic poeta Sabidium quendam non amat. Cum convivium habet, Sabidium non invitat. Rogas, quare? Martialis tibi respondat: "Non amo te, Sabidi, nec possum dicere, quare. Hoc tantum possum dicere: non amo te." Vocabulary poeta m poet placere to please conviva m guest, eating companion cum (conjunction) when convivium feast, meal nec, neque and not invitare invite tantum adv. only amare love quendam a certain vexare vex, annoy dicere say, tell cogitare think, intend inclinare conjugate timere to fear Nouns that describe people, take their gender from the person irrespective of their ending: Men are masculin (m), women are feminin (f); [natural gender] Hic poeta - this poet Haec puella - this girl Unit 9 bonus bona bonum cibus bonus aqua bona vinum bonum Cibus est bonus. Aqua bona est. Vinum malum non est. Da mihi Bonam aquam Sed desidero cibum bonum! video. vinum bonum. B Aulus Rapax goes to his girlfriend Cleobula with his loot. Mordax is following him. Rapax: Argentum habemus. Sed periculum est magnum. Lucium non timeo, nam est timidus; sed servum firmum timeo. Ades mihi! Cleob.: Non possum. Nam ego meam vitam ita amo ut tu tuam, amice care. Rapax: Si me amas, ades mihi! Obsecro. Cleob.: Non possum, inquam, quia infirma sum et vita mea mihi cara est. Apage! Rapax: Vide, Cleobula! Adest servus. Potesne mihi consilium bonum dare? Cleob.: Da mihi argentum tuum et occulta te hic! Aulum occultat. Iam Mordax adest, sed Aulum non videt. Vocabulary bonus, a, um good meus, a, um my malus, a, um bad, evil mi amice (vocative) my friend carus, a, um dear, expensive tuus, a, um your, thy magnus, a, um big vita life parvus, a, um small periculum danger, peril firmus, a, um strong, firm consilium advice, plan, decision infirmus, a, um weak occultare to hide timidus, a, um timid, fearful Apage! Get lost! In Latin adjectives follow the noun they describe in gender, case and number: Amicus carus tibi adest. A dear (male) friend helps you. Amica cara tibi adest. A dear (female) friend helps you. Amicum carum invitamus. We invite a dear (male) friend. Vinum bonum desidero. I want a good wine. Amicus mihi carus est. The (male) friend is dear to me. Amica mihi cara est. The (female) friend is dear to me. Vinum est bonum. The wine is good. Unit 10 Littera una: Haec est littera. Litterae multae: Hae sunt litterae Oculus unus: Hic est oculus. Oculi multi: Hi sunt oculi. Verbum unum: Hoc est verbum. Verba multa: Haec sunt verba. The search for the robber Rapax. Ubi est argentum? Ubi est Rapax? Frustra Mordax servum investigat. Etiam multi servi frustra laborant. L. Lupus contentus non est: “Servi stulti sunt; sed servae meae callidae sunt.” Ergo servae callidae investigare debent. Albia Lucium laudat: “Quam bona semper sunt consilia tua!” Staphyla serva Cantharam amicam habet. Etiam haec serva est neque Cleobulam ignorat. – Ita servae callidae Aulum investigant. Sed quis Aulum superare potest? Servae infirmae, servi timidi sunt. Vocabulary oculus eye laborare work, suffer multus, a, um many, much investigare seek, look for contentus, a, um content, satisfied superare vanquish stultus, a, um stupid, daft semper always callidus, a, um clever plus (comparative form of multum) more ignorare not know quam as, how non ignorare know well Singular Plural m f n Hic servus bonus This good slave Haec mensa parva This small table Hoc consilium malum. This bad plan Hi servi boni These good slaves Hae mensae parvae These small tables Haec consilia mala These bad plans -i -ae = f Singular
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