Seneca,dēbeneficiīs5.5:ThedebtweowetoourparentsIntroductionLuciusAnnaeusSeneca(c.4BC–AD65),knownasSenecatheYounger,wasaStoicphilosopherandthetutorandpoliticaladviseroftheEmperorNero.AfterbecomingimplicatedinaplotagainstNero,hewasforcedtocommitsuicide.Hewasaprolificauthor,andamonghismanyworkswereseveralphilosophicaltreatises,includingdebeneficiis(OnBenefits).Thesubjectofthisworkisthenatureofbenefit,gratitudeandingratitude,andvariousproblemsconcernedwiththegivingandreceivingofbenefits.TextThisisanextractfromamuchlongerwork.Afewsmallchangeshavebeenmadetothetext.SuggestionsforreadingandteachingThesentencestructureisquitestraightforward.However,vocabularyisapotentialcauseofdifficulty,becauseseveralwordswhichareprobablyknowntothestudentsrequireunfamiliartranslations.Thesearepointedoutinthenotes.Itwould,therefore,begoodtostartbyrunningthroughsomeofthevocabularyontheboard.Inthreecolumns,firstwritetheLatinword,askthestudentswhatitmeansandputthismeaninginthesecondcolumn,putthenewmeaninginthethirdcolumn.Forexample:

vincōconquer,win,surpassNotes1-2 ā…intellegimus:thesyntaxofthefirsttwosentencesisstraightforward.Difficultiesarise

fromthevocabulary,specificallysomefamiliarwordswithunfamiliarmeanings.Itwouldthereforebeagoodideatobeginbyrunningthroughthevocabulary.

1 ferē:here=‘generally,‘usually’.Studentsmayhavecomeacrossthemeaning‘almost’.vincimur:here=‘outdo’,‘surpass’.Studentswillknowthemeaning‘conquer,win’.tamdiū…quamdiū…quamdiū:‘foraslongas…forsolong’

2 gravēs:addillōsesse,iūdicāmus[illōsesse]gravēs,withillōsreferringto‘parents’.Studentswillbefamiliarwiththemeaning‘heavy’or‘serious’.Heregravis=‘harsh’,‘severe’.beneficia:translateas‘kindness’or‘support’.InthetitleofSeneca’streatisebeneficiumisconventionallytranslatedas‘benefit’.Thewordcoversawiderangeofmeaningsinvolvingreciprocalactsofgiving,favour,serviceandkindness.

3 iam:translatehereas‘atlast’.Studentswillknowthemeaning‘now,already’.aliquidprūdentiae:‘some[of]wisdom’.Partitivegenitive:thegenitivecaseindicatesthewholeofsomething,partofwhichhasbeenmentioned.SeeCambridgeLatinGrammar,page50,Section14.4b.collēgit:studentsmayhavemetcolligōwiththemeaning‘collect’.Translatehereas‘gain’or‘acquire’.appārēre:anotherwordwhichrequiresaslightlydifferenttranslationfromtheonewithwhichstudentswillbefamiliar.Translatehereas‘beevident,clear’ratherthan‘appear’.coepit:‘ithasbegun’.Theverbhasanimpersonalsubject.

3-4 eōs…dēbēre:studentsmaynotrecognisetheindirectstatement(accusativeandinfinitive).Helpbyasking:• Whichwordreferstoparents?• Whichwordreferstochildren?• Whenchildrengrowup,whatdotheyrealiseabouttheirparents,accordingtoSeneca?

Ifstudentsanswer,‘thatparentsarelovedbytheirchildren’,ask‘Howdoesdēbērefitin?’

4 illaipsa:accusativeneuterplural,‘thoseverythings’,‘thoseveryreasons’

quae:addpropter,‘onaccountofwhich’.‘forwhich’. amābantur:takecarewiththetense.Theimperfectsuggestshabitualbehaviour,‘usednotto

…’.6 nōbīs:thedativecaseisusedtoexpresstheidea‘from’withtheverbrapiō. nōbīsrapiuntur:ensurestudentsunderstandthatSenecaisreferringtothedeathofparents.

Checkbyaskingthemtoputthephrase‘theyaresnatchedfromus’intootherwords.6-7 paucōs…perdūxitaetās:theusualwordorderwouldbeaetāspaucōs…perdūxit.InLatin,

unusualwordordercanbeusedtohighlightaparticularwordorphrase,andawordcanbeemphasisedbybeingplacedeitherfirstorlastinthesentence.Here,paucōsisstressedbecauseofitspositionandbecauseoftheinversionofsubjectandobject(onlyafew).Thealliterationofp(paucōs…percipiendumperdūxit)intensifiesthestress.Thereissome,butlesser,emphasisonaetās.Aftertranslating,readaloudagainandask:• HowdoesSenecaemphasisethatonlyafewparentsderiveanybenefitfromtheir

children?(Hint:lookattheorderofthewords.) advērumfrūctum…percipiendum:‘togettingarealbenefit’.Translateas‘togetareal

reward’.percipiendumisagerundive.7 cēterī:noticethecontrastwithpaucōsinthefirstpartofthesentence. onerī:‘tobeaburden’.Literally,‘foraburden’.Thisisapredicativeuseofthedativecase.See

CambridgeLatinGrammar,page52,Section14.5c.Thereisasecondcontrastinthissentence,betweenfrūctumandonerī.Teacherscouldaskstudents:• Lookatthesentencepaucōs…sēnsērunt.HowdoesSeneca,byhischoiceandposition

ofwords,highlightthecontrastbetweenthetwogroupsofparents? fīliōs:Senecavarieshisvocabularybyusingaformoffīlius(‘son’)hereratherthanrepeating

līberī.Questions1.āparentibusferēvincimur.WhatdoyouthinkSenecameansbythis?2.Whatthreecomplaintsdochildrenhaveabouttheirparents,accordingtoSeneca?Wouldyou

agreewithanyofthem?What,ifanything,wouldyouadd?3.Senecasaysthatfewpeoplelivelongenoughtoreapanybenefitfromhavingchildren.Bearingin

mindthattheaveragelifeexpectancyforaRomanwasshorterthantoday,doyouagreewiththis?

4.CompareSeneca’sviewoftherelationshipbetweenparentsandchildreninRomansocietywithmodernattitudes.Towhatextentdoyouthinktheyaresimilar?Inwhatwaysaretheydifferent?

Pliny,Letters8.14:ThetraditionalRomaneducationIntroductionGaiusPliniusCaeciliusSecundus(c.AD61-c.112)hadasuccessfulcareerinRomeasalawyerandpolitician,culminatinginthegovernorshipoftheprovinceofBithynia.HeisknownasPlinytheYoungertodistinguishhimfromhisuncle,PlinytheElder,whoadoptedhimonhisfather’sdeath.Pliny’sletters,collectedintenbooks,giveavaluableinsightintothepeopleandeventsofhistimes,andthelifeofawealthymemberoftheRomanélite.Althoughmostarepersonalletterstofriendsandfamily,Plinywrotethemself-consciouslywithpublicationinmind,andhepublishedthemhimselfatregularintervals.Someoftheletterswererewrittenandeditedbeforepublication.Unlikenon-literaryletters,nearlyallofthemarerestrictedtoasinglesubject,sotheyresembleessays.SummaryPlinywritestohisfriend,theeminentlegalexpertTitiusAristo,askingforhisadviceaboutadetailofsenatorialprocedure.Inthisextracthesaysthathiscontemporarieshavenotbenefitedfrombeingabletoobservetheconductoftheireldersinthearmy,senateandlawcourts,aswasthepracticeinearliergenerations.Thereasonforthisisthat,underthetyrannicalregimeoftheEmperorDomitian,thearmywasundisciplinedandthesenatehadnofreedomtoact.TextThisisanexcerptfromalongerletter.ThetexthasbeenadaptedslightlytomakeitmoresuitableforstudentsatGCSElevel:thesyntaxhasbeensimplifiedinafewplacesandashortsectionhasbeenomitted.FurtherreadingCommentaryA.N.Sherwin-White,TheLettersofPliny:AHistoricalandSocialCommentary(OxfordUniversityPress,1966)TranslationsBettyRadice,TheLettersofPlinytheYounger(Penguin,1963;2ndedition1969)P.G.Walsh,PlinytheYounger:Completeletters(OxfordUniversityPress,2006)Notes1-3 erat…trāderēmus:thesyntaxofthefirstsentenceisquitecomplex.Teacherscanhelp

studentsbyfirstreadingthesentencealoudwithcarefulphrasing,thenbreakingthesentenceintopartsandusingcomprehensionandlinguisticquestions.Forexample:• erat…īnstitūtum:īnstitūtummeans‘custom’.Whichwordshowsthatthecustomwas

anancientone?(antīquitus)• ut…discerēmus:Accordingtothecustom,whatshouldtheRomansdo?Whenyou

answerthis,lookcarefullyattheendingsoftheverbs.(PlinyreferstotheRomansas‘we’).Whowouldtheylearnfrom?Inwhichtwowaysshouldtheylearn?

• quae…facerēmus:whatshouldtheRomanslearn?• ac…trāderēmus:oncetheyhadlearntwhattodowhatshouldtheRomansdowiththis

knowledge?Afterthewholesentencehasbeenreadandunderstood,studentscouldbeasked:• InyourownwordsexplainthedifferencebetweenthetwowaysoflearningPliny

mentions,auribusandoculīs.• Whichfourwordsemphasisethatbothkindsoflearningareimportant?

erat…īnstitūtumut…discerēmus…ac…trāderēmus:‘itwasthecustomthatweshouldlearn…andpasson’.Wheneratisthefirstwordinasentenceitisusuallytranslatedas‘Itwas’or‘Therewas’.ut+subjunctiveverb(discerēmus)=‘that…’.

1 maiōribusnātū:‘(our)elders’.Literally‘peoplegreaterinbirth’.(Butstudentsshouldusenaturaltranslationifaskedtotranslateinanexam.)

1-2 nōn…modovērumetiam:‘notonly…butalso’.Thephraseemphasisesthecontrastbetweenearsandeyes,auribusandoculīs.auribus…oculīs:‘with(our)ears…with(our)eyes’.Theablativecasewithoutaprepositionisusedtoexpressthemeansbywhichsomethingisdone.TheextensiveuseoftheablativeissomethingthatstudentswillgraduallybecomefamiliarwithastheyreadmoreLatinliterature.Atthisstageitisunnecessary,indeedcounterproductive,toburdenthemwithananalysisofthevarioususesoftheablative.Theycouldbegivenausefulruleofthumb:“theablativeisusedtotellyousomethingabouttheaction,i.e.whereorwhenorhowithappened,orthereason,oranyothercircumstance”or“oftenyoucantranslatetheablativeas‘in’,‘on’,‘by’,‘with’,‘from’or‘at’”.Aftertheinitialliteraltranslation,studentscouldbeaskedforanalternativetranslationsuchas‘byhearing…bywatching’.Askstudents:• HowdoesPlinyemphasisethecontrastheismakingbetweentwowaysoflearning?

2 quae:addea.[ea]quae=‘thethingswhich’,i.e.‘what’.ipsī:‘[we]ourselves’

2-3 pervicēsquāsdam:therearetwowaysofinterpretingthisphrase:(i)‘inturn’(ii)‘withsomechanges’

ThetranslationintheEduqasResources(‘aftercertainchanges’)follows(ii).Walshhas(i).3 minōribus:‘descendants’,‘theyoungergeneration’.Literally‘youngerpeople’.3-4 castrēnsibusstīpendiīs:upperclassyoungRomanmenwereexpectedtoserveinthearmyas

soonastheyreachedadulthood,beforeembarkingonapoliticalorlegalcareer.4-5 ut…adsuēscerent:agoodapproachherewouldbetoaskacomprehensionquestion:‘What

wasthepurposeofmilitaryservice?’Ifstudentsanswer‘sothattheywouldobey’,encouragethemtoreadtotheendofthesentence.Theymayneedthehintthatut,whenitindicatespurpose,hasasubjunctiveverb.Thenask:

• Whichtwothingsdidtheybecomeaccustomedtodo?’• Howdidtheylearntogiveorders?• Howdidtheylearntolead?

4 pārendō:‘byobeying’.Agerundintheablativecase.SeeCambridgeLatinGrammarpage82,Section26.1.

4-5 pārendō…dumsequuntur:thegerundandthetemporaldumclausebothexpressthemeansbywhichyoungmenaretrained(togiveordersandtolead).Infact,Plinycouldhavewrittendumpārent…dumsequunturorpārendō…sequendō.SyntacticalvariationisawayinwhichPlinygiveselegancetohisstyleofwriting:itisanexampleoftherhetoricalfigurevariātiō.

5 eīquīhonōrēspetitūrīerant:‘thosewhoweregoingtoseekpublicoffice’,i.e.theyoungmenwhoaimedtobecomecandidatesforofficeasmagistrates.petitūrīisafutureparticiple,‘goingtoseek’,‘intendingtoseek’.

6 adsistēbant:theimperfecttensehereconveystheideaofhabitualaction,‘usedtostandby’.cūriae:thecūriawasthebuildingwheretheRomansenatemet,thesenatehouse.Itwasintheforum.cōnsiliīpūblicī:‘publiccouncil’,i.e.meetingsofthesenate.

6-7 antequam:=antequam7-8 suus...parente:adifficultsentencetoconstrue.Comprehensionquestionswillhelpstudents

toelicitthemeaning.Forexample:• Whatwastherôleofthefather?• Whathappenedifayoungmannolongerhadafather?

7 suuscuiqueparēns:adderat,=[erat]cuiquesuusparēns,‘eachboyhadhisownfather’.erat+anouninthedativecaseisawayofexpressingtheideaofpossession.SeeCambridgeLatinGrammarpage52,Section5e.

prōmagistrō:‘actingasateacher’,i.e.‘ashisteacher’7-8 cuiparēnsnōnerat:addeī,=[eī]cuiparēnsnōnerat.Again,thedativecasewitherat

indicatespossession.Seethenoteonline7above.8 maximus...parente:adderateī,maximusquisqueetvetustissimus[erateī]prō

parente.maximusquisque:‘oneofthemostreveredmen’.Literally‘eachmanaccordingashewasmostrevered’.maximushere=‘mostrevered’or‘greatest’.prōparente:‘insteadofa/hisfather’

9-10 quae...docēbantur:onewayofhelpingstudentswiththissentenceistoexplainthatPlinyliststhethingsthatyoungmenlearnedbyexampleinaseriesofclausesdependentonexemplīsdocēbanturattheendofthesentence.quae/quod=‘what’.Usecomprehensionquestionstoelicitmeaning,suchas:• Howdidtheyoungmenlearn?• WhichfourthingsdoesPlinysaytheylearntspecifically?Startbypickingoutthefour

two-wordphrasesPlinyuses.Perhapsputthemontheboardbeforediscussinghowtotranslatethem.Supplyesset,e.g.potestas[esset]referentibus.

• PickoutthewordwhichshowsPlinyissumminguphislistofwhattheyoungmenlearn.• PickoutthethreewordphraseinwhichPlinysumsupwhatwaslearnt?Translateit.

9 potestāsreferentibus:‘theauthorityforproposingamotion’.Literally,‘theauthorityforthoseproposingamotion’.referentibusisapresentparticipleinthedativeplural.referōherehasthetechnicalsenseof‘proposingamotioninthesenate’.cēnsentibusiūs:‘therightsofvoters’.Literally‘therighttothosevoting’.vīsmagistrātibus:‘thepowerofthemagistrates’

10 dēnique:‘inshort’.ThiswordindicatesthatPlinyisnowsumminguphislistofsenatorialconventions.omnem...senātōriummōrem:‘allthecustomsofsenators’.mōremissingular,butcanbetranslatedhereasplural.Analternativetranslationwouldbe‘theentirepracticeofthesenate’,or‘everycustomofsenators’/‘everypracticeofsenators’.

11 quod...genus:addest,quod[est]fīdissimumpercipiendīgenus.quodrefersforwardtothewholeideaexpressedinexemplīsdocēbantur.percipiendīgenus:‘methodoflearning’.percipiendīisagerundinthegenitivecase.SeeCambridgeLatinGrammarpage82,Section26.1.

DiscussionPlinyiscontrastinghisownsocietywithearlierRomanpractices.Hesaysthatinthepastyoungmenlearntfromtheireldersbyexample.Intherestoftheletterheexplainswhythisisnolongerthecase.ThetyrannicalregimeoftheEmperorDomitian(AD81-96)restrictedthefreedomandactivitiesofthesenateandthelawcourts,andwascharacterisedbyindisciplineinthearmy.Duringhisreign,therefore,whenPlinyhimselfwasyoung,therewasnoopportunityforyoungmentolearnfromtheirfathersandeldersabouttheworkingsofthesenate,thelegalsystemandthearmy.AlthoughteachersmaywanttomentionthisbrieflytostudentsinordertoexplainPliny’sreferencetopasttradition,itshouldnotbethefocusofattention.ThemaininterestwilllieindiscussingwhatPlinysaysabouthowayoungRomanwaspreparedforacareerandcomparingthiswithwhathappensnowadays.Pliny’sfocusisnarrow.Heisconcernedonlywithhisownclassandgender.Thereisnothinghereabouthowyoungmenofthelowerclassesmightprepareforworkinglifeas,forexample,legionariesinthearmy,farmers,craftsmen,labourers,merchantsorshopkeepers,andnothingatallaboutwomenorslavesofeithergender.TheyoungmenPlinyhasinmindwillstarttheircareersasjuniorofficers(tribūnī)inthearmy,followedbystandingforofficeasjuniormagistrates,thenenteringthesenate.Plinyassumesthatboyswillfollowthesamecareerpathastheirfathers,andtheywillbehelpedtodothisbytheirfathers,or,insomecasesanotherseniorman(whowouldbeafriendoftheirfather).

ThepassagewillprovideplentyofmaterialforcomparingPliny’sviewswithmodernattitudesandpractices.Topicsfordiscussioncouldincludetherelativemeritsofgoingtouniversityversusapprenticeships;thebestwayoftrainingforvariouscareers,e.g.law,medicine,accountancyorengineering;thevalueofinternships;theroleofpatronageandnepotisminfindingajobandpursuingacareer.Questions1.WhatindicationsaretherethatPlinyisthinkingonlyabouttheélitemalemembersofRoman

society?Howdoyouthinktheeducationofothermembersofsocietymighthavebeendifferent?2.DoyouagreewithPlinythatlearning‘onthejob’isthebestwayofpreparingforajoborcareer?3.Howwouldayoungpersontodayprepareforacareerinpoliticsorlaw?

Martial,Epigrams11.39Thisisawholepoem.Themetreiselegiacs.1 cunarumfuerasmotor,Charideme,mearum:MartialaddressesCharidemusandstatesa

detailabouttheearliestpartoftherelationshipbetweenhimandCharidemus,whichhadstartedwhenMartialwasababyinhiscradle.ThepluperfectisfrequentinMartialfortheperfecttense.ThecradlefromHerculaneumwasahighlightoftherecentexhibitionattheBritishMuseum.

2 etpuericustosassiduusquecomes:MartialmovesontohisboyhoodwhenCharidemusbecamehispaedagogos.DoesthewordassiduushintthatCharidemuswasgoodathisjoboratsomeresentmentbyMartial?

3 iammihinigrescunttonsasudariabarba:sudariaarethebarber’stowels,usedeithertocatchtheshavingsortowipetherazor.Thereisalliterationof‘s’and‘r’.mihiisdative,butcanbeslippedintothetranslationas‘my’.IntheuseofthepresenttenseandinceptivenigrescuntMartialpresentshimselfasbeingattheagewhenaboybeginstovisitthebarber’sshopforashave.YoumayormaynotchoosetotellyourstudentsnowthatatthetimeofpublishingthepoemsMartialwasinfactover50.Aboy’sfirstshavewasconsideredanimportanteventandtheclippingsweresometimesdedicatedtothehouseholdgods.

4 etqueriturlabrispunctapuellameis:despiteonlyjuststartingabeard,Martialsaysthathisgirl-friendiscomplainingaboutit.Thealliterationof‘p’inpunctapuellaaddstothehumour.

5 sedtibinoncrevi:tibiisdativeofthepersonjudging–inyoureyes.Itfollowscloselyonmeisinthepreviousline.

5-6 tenostervilicushorret,tedispensator,tedomusipsapavet:MartialdeclaresthateveryoneisafraidofCharidemus.Martialusesanascendingtricolonofnounsinterspersedwithrepeated‘te’.Thevilicuswasthebailifforoverseeroftheslaves,althoughhewasausuallyslavehimself.Thedispensatorwasthehouseholdmanager,steward,accountant;hewasusuallyatrustworthyslavebutsometimeswasfree-born.Eveniftheywereslaves,thereisnoreasonwhythesepeopleshouldfearCharidemus–norshouldMartial!

7 luderenecnobisnectupermittisamare:adirectcriticismofCharidemus.AtfirstitlookslikeluderecouldreferbacktoachildhoodwhenCharidemuswouldn’tlettheboyMartialplay,butuseofthepresenttenseandtheadditionof‘amare’showsthatCharidemusistryingtopreventMartialindulginginadultformsofplay,suchasdrinking,gamblingorwritingpoetryorsexualencounters.

8 nilmihivisetviscunctaliceretibi:thehyperboleinnilmihivissoundslikethecaricatureofasulkyteenagerasdoestheaccusationthatCharidemusapparentlyhoweverwantsallpleasuresforhimself.

9 corripis,observas,quereris,suspiriaducis:thelistofsignsofdisapprovalfromCharidemusbeginsinquicksuccessionwiththesefourverbsinasyndetoninthe2ndperson.Charidemusisasassiduusinhiscriticismnowashehadbeenacompaniontotheboy.

10 etvixaferulistemperatiratua:MartialthentakesawholelinedescribinghowCharidemuscanscarcelyrefrainfromusingthecane.Martialmakesirathesubject,ratherthanCharidemus.ForferulaseenotesonMartialEpigram10.62.

11 siTyriossumpsicultus:Tyriandyewasmadefromshellfishandwasveryexpensive.Itgaveareddishorbrownishpurplecolour.Thewearingofpurpleclotheswouldbeconsideredextravagant.ItwouldbesuretodrawcommentfromoldCharidemus.Seethefollowingwebsitesformore:• ChrisCooksey• SaudiAramcoWorld• AncientHistoryEncyclopedia

unxivecapillos:Martialhasusedproductonhishair:thiswouldbeperfumedoil.Thisadvertisementportraysshockatahairstyle:

12 exclamas'numquamfeceratistapater':ThisistheonlytimethatCharidemusgetshisownsayinthepoem.CharidemusexpressesdisapprovalbyinvokingtheauthorityofMartial’sfather.Tennickwritesthatitisa‘remarkcarefullycalculated,giventheprominenceofthepaterfamilias,todeflatetheyoungmanabouttown’.Thepositionofpaterattheendofthelineandendofthesentencegiveitimpact.

13 etnumerasnostrosastrictafrontetrientes:theunitmeasurementwasacyathus(kyathos).Atrienswasacupwhichcontainedthreecyathii.e.aboutonefifthofalitre.Seeakyathos:• MetMuseum

Buyakyathos:• AlexanderAncientArt

Romancups• BritishMuseum• MetMuseum

14 tamquamdecellasitcadusilletua:sitissubjunctivebecausethisishypothetical–thejarandthecelladonotbelongtoCharidemus,althoughhecountsthecupsasiftheywere.Perhapsoncehewasorderedtokeepaneyeontheyoungmaster’sdrinking.IsMartial’sremarkaput-downtotheoldslavenottogetabovehisstation?Thefirsthalfofthelinecontainslongsyllablesgivingameasuredweighttoit.

15 desine:anabruptorder.nonpossumlibertumferreCatonem:MarcusPorciusCato(theonewhosaidCarthagodelendaest)andhisgrandsonMarcusPorciusCatoUticensiswereknownfortheiruncompromisingstrictjudgement.CiceropraisedtheyoungerCatoasbeinggravissimus.Thesecond,thirdandfourthfeetinthisline(nonpossumlibertum)arespondeesasMartialslowlydeclareshisview.

16 essevirumiammedicetamicatibi:MartialnowsaysthathisgirlfriendwilltellCharidemusthatMartialisaman.Virumcanmeanbothanadultandasexuallyactiveman.Aretheythesamething?Tennickwrites‘Nodoubtthegirlfriend,anoutsidertothefamily,willbebetterabletogethometoCharidemus’.Alternativelysomehumourliesintheclimb-downfromMartial’spomposityofthepreviousline-nowMartialseemstoneedcorroborationforhisadultstatus.

DiscussionInthepoemMartialpresentshimselfasayouthandgivesaone-sidedconversationwithhispaedagogos.WehearCharidemus’voiceonceindirectspeech‘numquamfeceratistapater’.YetitispossibletotellquitealotaboutCharidemusfromwhatissaidabouthim,evenifitisfromonepointofview.IfyoudidnottellyourstudentsearlierthatMartialwasoldwhenhepublishedthepoem,whenyourevealthisattheend,youcanaskifitmakesadifferenceifyouknowthatthispoemwasnotwrittenbyateenager.Thispoemisthemostobviouspassageintheselectiontoillustratetheuseofpersona.ThetonewithwhichMartialspeakschangesthroughthepoem;studentsshouldlookcloselyattheLatinforevidenceforthis.Issuesraisedinclude:• Whatitmeanstobeamanortobeanadult• Slavery

FurtherReadingThispoemisdiscussedintheLibellusHandbookpages103-105

Cicero,prōCaeliō43:BoyswillbeboysIntroductionMarcusTulliusCicero(106-43BC)wasaneminentlawyer,oratorandpolitician.HewasborninArpinum,aboutseventymilessouth-eastofRome,butlivedmostofhislifeinRome.Hewasaprolificauthorofpoliticalandforensicspeeches,letters,andtreatisesonphilosophyandoratory.ThispassageispartofaspeechhemadeindefenceofMarcusCaeliusRufus,ayoungmanwhowasontrialin56BConseveralcharges,includingmurderandtryingtopoisonhisformermistress,Clodia.Atthetimeofthisspeech,Caeliuswastwenty-five.Hewasalawyerandaspiringpolitician,who,accordingtotheprosecution,enjoyedacolourfulandextravagantlifestyle.AlthoughtheremayhavebeenmoresubstancetothechargesthanCiceroallowed,Caeliuswasacquitted.InaRomancourtthethreeprosecutorsmadetheirspeechesfirst,followedbythethreespeakersforthedefence.Forthedefence,Caeliushimselfspokefirst,thenCrassusandfinallyCicero.Cicero’sistheonlyoneofthesixspeechesthathassurvived.HedoesnotsaymuchabouttheactualchargesagainstCaelius.Instead,hefocusesoncounteringtheprosecution’sattackonCaelius’characterandlifestyle.RomancourtsallowedthespeakerstomakepersonalattackswhichinamodernUKcourtwouldbedisallowedasirrelevant.InthesectionofthespeechincludedhereCiceroisarguingthatallowancesshouldbemadeforyouthfulmisdemeanours.TextThispassageisanextractfromaspeech.Onlyveryminorchangeshavebeenmadetothetext;threewordshavebeenomittedfromthefirstsentence.SuggestionsforreadingandteachingInordertounderstandandappreciatethistextstudentsdonotneedtoknowanythingaboutCiceroorthebackgroundtothecaseagainstCaelius.Itwould,however,behelpfultotellthemthatthepassageispartofaspeechinalawcourtandCicero,speakingindefenceofhisclient,Caelius,isaddressingthejury.Agoodwaytostartwouldbetoaskstudentswhattheythinkthetitlemeansandwhattheyexpectthepassagetobeabout.Thefirstsentenceischallengingandstudentswillneedhelpwiththewordorder.Guidestudentsbybreakingitdownintoitsconstituentclausesandphrases,asdemonstratedintheNotes.FurtherreadingCommentaryR.G.AustinproCaelio(OxfordUniversityPress,3rdedition,1960)TranslationsD.H.Berry,Cicero:DefenceSpeeches(OxfordWorldClassics,OxfordUniversityPress,2000)MichaelGrant,Cicero:SelectedPoliticalSpeeches(Penguin,1969)Notes1-2 multīetnostrāetpatrummaiōrumquememoriā,summīhominēsetclārissimīcīvēsfuērunt:

addmemoriāandreadintheorderetnostrā[memoriā]etmemoriāpatrummaiōrumquefuēruntmultīsummīhominēsetclārissimīcīvēs.Studentsmayhavedifficultywiththewordorder.Ratherthanshowingarearrangedwordorder,teacherscouldusepunctuationandreadingaloudtoguidestudents.Itmaybehelpfultosuggestthattheyimagineacommaaftermultī:thiswillshowclearlythatthewordsetnostrāetpatrummaiōrumquememoriāareseparatefromtherestofthesentence.Then,readaloudwithastrongpausebeforeandafterthephraseetnostrāetpatrummaiōrumquememoriā.Carefulpronunciationofthelongfinal–ainnostrāandmemoriāwillhelpstudentsidentifytheablativecase–themacraarenotmarkedintheGCSEtext,sostudentsarelikelytointerpretthesewordsasnominativesingular.Followupwithlinguisticandcomprehensionquestions,forexample:

• multī:Translate,butwaituntillaterinthesentencetofindoutwhothewordrefersto.• et…memoriā:Whosememoryisbeingreferredto?(Hint:therearethreegroupsof

people.)• HowdoesthephraseaboutmemoryshowthatCiceroistalkingabouttherelatively

recentpast?• nostrāetpatrummaiōrumquememoriā:translate.• Nowgobacktomultī:whichtwogroupsofpeopledoesthisworddescribe?(Hint:look

carefullyattheendingsofthenounsandadjectivesbeforeanswering.)• Nowitshouldbeclearthatthefirstetcan’tmean‘and’.Howelsecanitbetranslated?

(Hint:thereisanotheretsoonafterwards.)1 multī…summīhominēs…clārissimīcīvēs:theadjectivemultīisseparatedfromthetwo

adjective+nounphraseswhichitqualifies.et…et:‘both…and’.Studentsmayhavedifficultywiththedoubleet.Seethenoteaboveonlines1-2forhowtoapproachthis.maiōrumque:maiōrēs=‘ancestors’or‘grandfathers’nostrā…memoriā:splitadjective+nounphrase.Itiscommonforanadjectivetobeseparatedfromthenounitdescribesbyoneormorewords.

1-2 summīhominēsetclārissimīcīvēs:thedistinctionbetween‘greatmen’and‘veryfamouscitizens’isinsignificant;thephrasesare,ineffect,synonymoushere.Usingapairofwordsorphraseswiththesameorsimilarmeaningisawayofaddingemphasisandtryingtoensurethattheaudience(herethejury)understandsthepoint.ThisisafavouriterhetoricaltechniqueofCicero.Theuseofthesuperlativeformoftheadjectivealsostressestheimportanceofthesemen.Alliterationofthelettercinclārissimīcīvēsaddsfurtheremphasisbydrawingattentiontothewordsbytheirsimilarityofsound.SeveraltimesinthispassageCiceroemphasisesthatheistalkingaboutimportantmen.

2 fuērunt:‘therehavebeen’2-3 quōrum…eximiaevirtūtēs:‘whoseoutstandingvirtues’.Thesubjectoftherelativeclauseis

postponed.Afterdeterminingthatquōrummeans‘whose’tellstudentstowaituntillaterinthesentencetofindouthowtherelativeclausecontinues.cumadulēscentiaecupiditātēsdēfervissent:thetemporalcumclauseisembeddedintherelativeclause.Askstudentswhattheythinkcummeanshere,‘with’or‘when’.Mostshouldspotthesubjunctiveverbdēfervissent.

3 dēfervissent:acolourfulchoiceofverb.dēfervēscōmeans‘tocooldownaftercomingtotheboil’.Hereitisusedmetaphoricallyforthewearingofforcoolingdownofdesire.Thewordsuggeststheintensityandstrengthofyouthfulpassions.firmātāiamaetāte:‘atasettledage’.Literally,‘withagesettled’.Readingthisphrasealoudwillhelpstudentsrecognisetheablativeabsolute.Afteraninitialliteraltranslation,seeksuggestionsforamorenaturalEnglishversion,e.g.‘whentheyreachmaturity’,‘atamatureage’.

2-3 quōrum…exstitērunt:followingtheorderoftheLatinclausesproducesveryawkwardEnglish,onthelinesof‘whose,whenthepassionsofyouthhavesubsided,outstandingvirtues,atanowsettledage,havestoodout’.EncouragestudentstorearrangetheorderintoamorenaturalEnglishversion,e.g.‘whoseoutstandingvirtueshavestoodoutafterthepassionsofyouthhavesubsided,nowtheyhavereachedamatureage’.

1-3 multī…exstitērunt:sincethisissuchalongandcomplexsentence,itwouldbeagoodideatofollowuptheinitialtranslationbyaskingstudentstoputtheideaintotheirownwords.

3-4 exquibus:=exeīs,‘[out]ofthese[men]’.Formsoftherelativepronounareoftenusedatthestartofasentencewiththemeaning‘he’,‘them’,etc.tomakeaconnectiontotheprevioussentence.Thisisknownastheconnectinguseoftherelativepronoun.SeeCambridgeLatinGrammar,page21,Section5.7.

4 mihilibet:‘itispleasingtome’.libetisanimpersonalverb.Translateas‘Idon’twish’.

vōsmet:emphaticformofvōs.StudentsmayneedremindingthatCiceroisspeakingtoajuryinacourtoflaw.vōbīscum:‘foryourselves’.Literally‘withyou’.Anotherwayofemphasising‘you’(themembersofthejury).vōsmetvōbīscum:byplacingthetwowordsnexttoeachotherCiceroaddstothestress,andfurtherhighlightsthecontrastheisdrawingbetweenhimself(mihi)andthejury(vōsmetvōbīscum).

5 recordāminī:thiscouldbeinterpretedaseither:(i)2ndpersonpluralpresentindicative,‘yourecall’(ii)pluralimperative,‘recall!’

TheExplorerintheEduqasonlinematerialsoptsfor(i).Ineithercase,thetranslationrequiredhereis‘Youcanrecall’.enim:thiswordshowsthatCiceroisexplainingwhathehassaidintheprevioussentence,hisdisinclinationtonameanyone.cuiusquamfortisatqueillūstrisvirī:somestudentsmaybetemptedtoignorethewordendingsandtrytotakethisphraseastheobjectofeithernōlōorconiungere.Toanticipatethis,askstudentstotranslatethephraseandidentifythecaseofthenounandadjectives.Then,tellthemthattheexplanationofthegenitivecasewillberevealedlaterinthesentence.fortisatqueillūstrisvirī:anotherexampleofapairofadjectivesusedforemphasis.

5-6 nē…quidem:‘noteven’6 laude:laushere=‘glory’,‘achievement’.

quodsī:‘butif’6-7 sīvellem:theimperfectsubjunctiveverbcouldbetranslatedas‘ifIweretowant’or‘ifI

shouldwant’,but‘ifIwanted’islessformal.summīatqueōrnātissimī:anotherpairingofsimilarwordsforemphasis.Seethenoteonsummīhominēsetclārissimīcīvēs(line2).Thesuperlativeformoftheadjectiveōrnātissimīaddsfurtheremphasis.Askstudents:• HowdoesCiceroemphasisehowdistinguishedthesemenwere?

praedicārentur:‘mightbementioned’,‘couldbementioned’.praedicāremeans‘tomakepublic’.quōrumpartim…partim:partim…partimmeans‘some…others’.Hereitisusedlooselywithquōrumtomean‘inconnectionwithsomeofwhom…inconnectionwithothers’.Whenwritingoutatranslationitwouldbeeasiertostartanewsentencehere:‘Forsomeofthemexcessivewildnesscouldbementioned,forothers…’.

9 aerisaliēnī:aesaliēnum=‘debt’.Theliteraltranslationis‘moneybelongingtosomeoneelse’.sūmptūs:‘lavishexpenditure’,‘extravagance’.Plural,buttranslateassingular.libīdinēs:‘lust’.Thepluralcouldbetranslatedas‘debauchery’.

10 quae:‘whichthings’,referringbacktothelistofyouthfulmisdemeanoursCicerohasjustlisted.Translateas‘andtheseactions’.Inawrittentranslationitwouldbegoodtostartanewsentence.multīs…virtūtibus:splitadjective+nounphrase

10-11quae…dēfenderet:beforeattemptingatranslationofthispartofthesentencewiththeclass,teacherscouldusethefamiliartripartiteapproach:breakdownintoparts,readaloud,andaskcomprehensionquestions.Suitablequestionsare:• PickoutthewordwhichshowsCiceroisreferringnowtoatimewhenthesemenwere

nolongeryoung.• WhatdoesCicerosayhappenedtotheyouthfulactionsofgreatmenoncetheywereno

longeryoung?• Onwhatgroundscouldsomeonedefendthisyouthfulbehaviour?• quīvellet:Whomightdefendthisbehaviour?

11 quīvellet:‘anyonewhowants’.Thesubjunctiveaddsasenseofpossibility,‘anyonewhomightwant’.

DiscussionThispassageprovidesamplematerialforcomparisonwithattitudestoday.Severalstrandscouldbepickedup.First,theideathatyoungpeopleareexpectedto‘sowtheirwildoats’.(Itwouldbeinterestingtoseeifstudentsarefamiliarwiththisphrase.)Studentsshouldbeabletocomeupwithplentyofexamples,e.g.thewayschoolanduniversitystudentsareportrayedontelevisionandinthenewspapers(e.g.TVcomediessuchasFreshMeatorTheInbetweeners.)Asecondtopicfordiscussioniswhetheryouthisanexcuseforpoorbehaviour.Ifso,whatkindsofbehaviour?Thirdly,isitofpublicinteresttopublicisetheyouthfulindiscretionsorbadbehaviourofpoliticiansandotherpublicfiguresordoyouagreewithCicerothatreputationsshouldnotbetarnishedinthisway?Cantheclassthinkofanyexamples,e.g.takingdrugs(BillClinton’sadmissionthathesmokedmarijuanabut‘didn’tinhale’),excessivedrinkingandvandalism(DavidCameronandBorisJohnson’smembershipoftheBullingdonClub)?IntheageofFacebookandYouTubedoyoungpeoplehavetotakecareincaseevidenceofpoorbehaviouraffectstheirjobprospectswithfutureemployers?Questions1. InyourownwordsexplainwhyCicerodoesnotwanttonameanyofthegreatmenwhoindulged

theirpassionswhentheywereyoung.2. Ciceroisheretalkingabout“greatmen”.FindthreeexamplesofwordsorphraseswhereCicero,

byhisstyleofwriting,emphasisesthistothejury.Ineachcase,explainhowthewordorphraseyouhavechoseniseffective.

3. DoyouagreewithCicerothatyouthisanexcuseforbadbehaviour?4. Doyouthinkthatyoungpeoplenowadaysareperceivedbytheireldersasbehavingbadly?Think

ofthewayyoungpeopleareportrayedinthemedia.FindsomeexamplesfromnewspapersormagazinesorTVanddiscusshowyoungpeopleareportrayed.

5. Shouldpoliticiansandotherpublicfigurestodaybeexcusedformistakestheymadewhentheywereyoung?

Apuleius,Thethreephasesofeducation(Florida20.4)IntroductionThisisanextractfromaspeech.LuciusApuleiusMadaurensiswasborninaboutAD125inMadaurus,inNorthAfrica.HewaseducatedatCarthage,AthensandRome.Hismostwell-knownworkisTheGoldenAss(alsoknownastheMetamorphoses),theonlyLatinnoveltosurvivecomplete.Duringthe160sApuleiuswasapublicspeakerandteacherofphilosophyinCarthage,inNorthAfrica.TheFloridaisacollectionofexcerptsfromthespeechesandlectureshegavethen.FurtherreadingCambridgeLatinCourse,Stage10,pages140-143,SchoolsNotes1 sapientisvirī:anunidentifiedwiseman;thesourceofthequotationisunknown.Takecare

thatstudentsrecognisethegenitivecaseandreadontotheendofthesentencetofindthesubject,dictum.supermēnsam:‘attable’,i.e.‘atdinner’or‘overdinner’crēterra:=cratēra,avesselinwhichwinewasmixedwithwater.TheRomansdranktheirwinedilutedwithwater.Hereitmustmean‘cup’or‘drinkingbowl’.

2 adsitimpertinet:pertineōad=‘takescareof’,‘leadsto’.Agoodtranslationherewouldbe‘satisfies’or‘quenches’.secundaadhilaritātem:=secunda[crēterra]adhilaritātem[pertinet].Understandcrēterraandpertinetinthenexttwoclausesaswell.Studentsshouldnotfindtheconciseexpressiondifficult,asitcanbereproducedinEnglish.

1-3 prīmacrēterraadsitimpertinet,secundaadhilaritātem,tertiaadvoluptātem,quārtaadīnsāniam:asexplainedinthepreviousnote,theverbpertinethastobeunderstoodinthesecond,thirdandfourthclausesofthissentence.ButdifferenttranslationsofpertinetarerequiredtoproducenaturalEnglish.Forexample,‘Thefirstcupquenchesthirst,thesecondproducesgoodhumour,thethirdbringsonpassionandthefourthmadness’.Encouragestudentstomaketheirownsuggestions.

3 Mūsārum:theMuseswerethegoddesseswhoinspiredpoetry,otherliterature,theartsandscience.TraditionallytherewerenineMuses,eachresponsibleforabranchoftheartsorscience:Calliope(epicpoetry),Clio(history),Euterpe(flute-playingandlyricpoetry),Thalia(comedyandpastoralpoetry),Melpomene(tragedy),Terpsichore(dance),Erato(lovepoetry),Polyhymnia(hymnsandsacredpoetry;oratory),Urania(astronomy).Here,theystandlooselyforliteratureingeneral,includingoratory.Mūsārumcrēterra:theMuseswereassociatedwiththespringsofHippocreneandPireneinGreece,andconsequentlydrinkingfromthewaterofthesespringsbecameacommonmetaphorforpoeticinspiration.Keats,inhisOdetoaNightingale,referstodrinkingacupofHippocrene(althoughheconceivesitaswineratherthanwater):

OforabeakerfullofthewarmSouthFullofthetrue,theblushfulHippocrene,Withbeadedbubbleswinkingatthebrim,Andpurple-stainedmouth;ThatImightdrink,andleavetheworldunseen,withtheefadeawayintotheforestdim:

3-4 versāvice:‘ontheotherhand’,literally‘withturnreversed’.ThisLatinphraseisstillusedinEnglish:viceversa.

4 quantōcrēbrior:addest.‘Themorefrequent[itis]’,i.e.‘themoreoftenitisdrunk’.Literally‘byhowmuchmorefrequentitis’.Theablativecaseisusedwiththecomparativetoexpressthedegreeofdifference.

4-5 quantōcrēbriorquantōquemerācior,tantōpropioradanimīsānitātem:quantum…tantum=‘asmuch…as’.Usedashereintheablativecasewithcomparativeadjectives=‘byasmuchas…bythesameamount’.Translateas:‘themoreoften[itisdrunk]andthestronger[itis],thecloser[itbringsyou,lit.itis]tosoundnessofmind’.

4 merācior:thissuggeststhatApuleiusisthinkingofthecupoftheMusesascontainingwine,notwater.Bacchus,thegodofwine,anddrinkingwinewerecommonlyassociatedwithpoeticinspiration.

4-5 animīsānitātem:theoppositeofīnsāniaminline3.5 litterātoris:thelitterātor(sometimescalledlūdīmagister,‘schoolmaster’)taughtreadingand

writing(LatinandGreek),andperhapssomesimplearithmetic,toboys(andsomegirls)fromtheageofaboutseven.Thiswasthefirststageofeducation.Thewordmeans‘teacherofthebasics’(litterae,‘elements’,‘basics’).Therewasnolegalobligationforparentstosendtheirchildrentoschool,andeducationwasnotfree.However,sincethefeesofthelitterātorwerenothighandliteracyconferredsuchgreatadvantages,manyordinarypeoplesenttheirsonstoschoolforthefirststage.rudīmentōeximit:‘takes[thepupil]beyondthebasics.Theobjectofeximithastobesuppliedbythereader.rudīmentōisablativebecausetheverbeximōtakesanablativenoun.secunda:addcrēterra.

6 grammaticī:boysfromwealthyfamilieswentontothesecondstageofeducation,theschoolofthegrammaticus,betweentheagesofaboutelevenandsixteen(dependingontheirability).ThewordisatransliterationoftheGreek=‘literate/educated’,‘literaryscholar’.doctrīnāīnstruit:‘equips[thepupil]withlearning’.ThegrammaticustaughtGreekandLatinliterature,especiallypoetry;themainauthorsstudiedwereHomer(inGreek)andVirgilandHorace(inLatin).Thestudentshadtoreadpassagesaloud,learnthembyheart,andanalysethegrammar.Thegrammaticuswouldgiveadetailedline-by-lineexplanationandanalysisofthepassage.tertia:addcrēterra.rhētoris:afewboys,fromwealthyfamilies,wentontostudyattheschooloftherhētor,wheretheyweretrainedinrhetoric(theartofpublicspeaking)andreceivedmoreadvancedlessonsinliterature.Therhētortaughttherulesformakingdifferentkindsofspeechesandmadehisstudentspractisebyarguingforandagainstapointofview.StudentswhohavestudiedtheCambridgeLatinCoursemayrememberthedebatebetweenQuintusandAlexanderonthesubject‘TheGreeksarebetterthantheRomans’(CambridgeLatinCourse,Stage10,contrōversia).Oratorywasanessentialskillforyoungmenwhoaimedtoparticipateinpubliclife.Theywouldneedtobeabletospeakatpublicmeetings,argueacaseinthelawcourts,andmakespeechesatelections.ēloquentiāarmat:‘arms[thestudent]witheloquence’

DiscussionTheinterestofthispassageliesintheaccountofthethreestagesofeducation:primary(thelitterātor),secondary(thegrammaticus)andtertiary(therhētor).IntheschoolofthelitterātorthepupillearnedhisABCandperhapssomebasicarithmetic,andbegantostudyliterature.Thegrammaticustaughtliterature,bothGreekandLatin.Finally,afewboyswentontostudyoratoryattheschooloftherhētor.ThemetaphorofdrinkingfromthecupoftheMusestodescribetheincreasingpowerofeducationisappropriatebecauseRomaneducationwasalmostexclusivelyliteraryandrhetorical.AccordingtoApuleius,educationproducessoundnessofmind(animīsānitātem),incontrasttodrinkingwine,whichleadstomadness.Itisn’tclearexactlywhatApuleiusmeansbyanimīsānitātem,butperhapsitisthecapacityforrationalthought.Inthefinalmilitarymetaphor(ēloquentiāarmat)thereisasuggestionthatthestudyofrhetoricisgoingtobeausefulweaponinthebattleoflife.

Horace,Satires1.6,lines71-88IntroductionThisisanextractfromapoem.Itisindactylichexameter.Thepoem1.6startssayingthatMaecenasdoesnotdespiseHoraceassomepeopledoforbeingafreedman’sson.Maecenashassaidthatparentageisirrelevanttogaininghonour,(honos/honor)bywhichheseemstomeangoingupthecursushonorum,gaininghighofficeinthestate.Horaceatfirstdealswiththewordinthismeaningwithexamplesofotherpeople,thentalksabouthimself:heexplainshowsomepeoplehaveshownresentmentagainsthimfortworeasons.ThefirstishisbeingatribunecommandingaRomanlegion:hesaysutforsithonoremiuremihiinvideat-thatsomeonemayperhapsrightlyresentthishonour.TheotheristhatheisafriendofMaecenas:hesaysthatpeopleshouldnotresentthathehasMaecenas’friendshipbecauseMaecenasonlychoosesworthypeople-vitaetpectorepuro.HoraceisthustreatingfriendshipwithMaecenasasakindofhonour,oneforwhichthequalificationisagoodcharacter.Horacedescribeshimselfasagenerous,clean-living,decentman.Itisjustafterthisthatourpassagecomes.Notes1 pater:Horace’sfatherwasafreedman.

causafuitpaterhis:thisreferstothefactthatHorace’snature,hesays,hasonlyafewslightblemishes(vitiis)andhecannotbeaccusedofavarice,meannessorsexualimmorality(malalustra2)andheispureandinnocentandthatheislovedbyhisfriends.

2 Forlustrum,seethenotesontheCiceropassageline15inthisdocument.macropauperagello:thefarmwasonMountVultur,Apulia.Horacestatesthatthefarmwassmallandhisfatherpoor;hedoesnotmeanthathewasdestitute–justthathewasnotwealthy.Hehadenoughmoneytosendhissontoschoolinthelocaltown.AsHoracedidnothavethisfarm,itmaybepresumedthatitwasconfiscatedtoprovidelandforveteransattheendofthecivilwar.

2 Flaviludum:atVenusia–Flaviuswasprobablyalitterator,ateacherofreading,writingandbasicarithmetic.ForinformationaboutRomanschools,seetheCSCPwebsite.

3 magni…puerimagnisecenturionibusorti:Venusiawasacolony,atownestablishedforex-soldiers.Ithadbeenfoundedin262BC.Thecenturionsandtheirsonscouldbemagnibecausetheyarephysicallylarge,ortheycouldbemagnibecausecenturions,evenretiredcenturions,wouldbeconsideredmoreimportantthanothersoldierswithinthatcommunity.Thesonsofthesecenturionsmighthavelookeddownonthelowlysonofafreedman.OntheotherhandHoracedescribeshimselfasslight(corporisexegui)inEpist.120.21,soperhapstheboyswerebiggerthanhim.InthegreaterschemeofRomanstatus,centurionwasnotahighrankinthearmy.Horacehimself,ashementionsinthissatire,hadobtainedthemuchhigherrankoftribune.

4 laevosuspensiloculostabulamquelacerto:theboysinVenusiacarriedtheirownsatchels.Therearepicturesofschoolboys,satchelsandwritingtabletshere.

5 octonosreferentesIdibusaeris:theboystooktheschoolfeesofeightassestotheteacherontheIdesofeachmonth.AnalternativereadingisoctonosIdibusaerawhichwouldmeanthattheboystookthefeeseighttimesi.e.ontheIdesofeightmonthsoftheyearwhichweretermtimeandnotonfourmonthswhichwereholidays.GowrejectsthisreadingonthegroundsthatHorace’spointisthattheschoolwascheap:theteacherchargedonlyeightassesamonth.

6 estausus:Horacesuggeststhatittookcouragetodowhathisfatherdid-movefromsettledlifeonafarminasmallprovincialtowntofosterhisaspirationsforhissoninRome.portare:somepeoplehavesuggestedthatthewordportaresuggeststhatHoracewasveryyoungatthetime,butthisshouldnotbetakenliterally.Horacehadprobablystartedschoolat

theusualtimeagedaboutseven.ItisnotclearwhenthemovetoRometookplace.ElsewhereHoracedescribeshisschoolinRomeasbeingthatofagrammaticus.

7 artesquasdoceatquivisequesatquesenator:anequesorsenatorwouldneedtoknowliteratureandpublicspeaking.doceat:genericsubjunctive.HoracewritesasifwithinthetraditionthatRomanfatherstaughttheirchildrenthemselves.

8 semetprognatos:semetisablativeofseparation–descendedfromthemselves.Thestartofthislineisheavilyspondaic.servosquesequentes:liketheotherschoolboysinRome,Horacenowhadslavesaccompanyinghim:usuallythisconsistedofacapsariustocarrythesatchelandapaedagogos,aguard.

9 inmagnoutpopulo:Gowtakesthesewordstomeanutfitinmagnopopulo–ashappensinalargepopulation-andmeaningthatpeoplewouldseehimwithoutknowingwhohewas.ButthewordsmayrefertothelargenumberofslavesaccompanyingHoracetoschool–slavesfollowingasinalargeretinue.Thereisanelisionmagn(o)ut.

11 ipsemihicustosincorruptissimus:Horace’sfatherwentwithhissonasapaedagogos,aguardtoprotecthisson.Iftakenwiththepluralinthewordsservosquesequentesinline8,doesthismeanthathisfatherwouldwalkbehindyoungHoracetoschoolandcouldthenbemistakenforaslave?Theusualpaedagogoswasaslavewhomightbeconsidereduntrustworthybecausehewouldbesusceptibletobriberyandmightabandonhischargeinexchangeforareward.

12 quidmulta:astandardexpressiontoputanendtodetailedexposition,lit:‘why(say)many(words)?

12-13pudicum…servavit:Horacemakesitclearwhathisfather,ashiscustos,wasprotecting–hewaskeepinghissonchaste,i.e.safefromsexualpredators.

13 quiprimusvirtutishonos:quiismasculineattractedbythegenderofhonosbutitreferstopudicumservavitandquodcouldhavebeenused.Studentsmayneedhelptounderstandtheconceptshere.TheidearefersbacktothebeginningofthepoemwhereHoracementionsMaecenas’remarkabouthonour.TheadditionofthewordvirtutisherewithhonosshowsthatHoraceisthinkinglessoftheideaofhonosaspoliticalofficeorrank,butassomethingmoreakintorespectforhispurecharacterandlife,whichisthereasonthatheisacceptabletoMaecenas.Horacesaysinlines62-64ofthisSatire:magnumhocegoduco,quodplacuitui,quiturpisecernishonestumnonpatrepraeclaro,sedvitaetpectorepuro.TheusualsluronaRomanmantodiscredithischaracterwastosuggesttherehadbeenanimproperrelationshipinhisearlyyears.ItisduetoHorace’sfatherthatthiswasprevented.Hencehisfather’sactofkeepinghimsafewasprimusvirtutishonos:itwasprimusinthesenseoffirstandessentialandmostimportant;itwasanhonourinthesenseofadutywhichhisfatherdidforhimbutalsothefirstrungontheladdertowardsvirtus–agoodcharacter-whichhasinturnledtohisriseinsocietyasafriendofMaecenas.

14 abomninonsolumfacto,verumopprobrioquoqueturpi:turpigoeswithfactoaswellasopprobrio.Horace’sfatherkepthimsafenotonlyfromanyaction,butalsofromtheshamefromrumourofanywrong.IntheProCaelioCicerosaysthatanygood-lookingyoungmanwaslikelytohaverumoursspreadabouthim.Thefinalsyllableofverumiselided.

15 nectimuitsibinevitioquisverteretolimsipraecoparvasaut,utfuitipse,coactormercedessequerer:Horacementionsthesetwooccupationsasbeingthoseforwhichsomeonemightreproachhisfather:parvas…mercedessuggeststhatthesewerelowlypaidoccupations,buttheywerealsodespisedasnotbeinghigh-statusprofessions.Asthepraecoandcoactorprobablyworkedoncommission,apercentageofthemoniescollected,theirincomewoulddependontheirskillandsuccess.

InSatirell.2Horacementionsapraeco;calledGalloniuswhohadbeencriticisedbyLuciliusforservingahugeexpensivefishtohisguests.PresumablyGalloniushadmadeenoughmoneyfrombeingapraecotoaffordthefish.AnotherfabledwealthypraecowasQGranius.AuctioneeringwasoneofthejobsofCaeciliusIucundus,whowaslikeHoracethesonoffreedman,andhehadbecomerelativelywealthyinPompeii.Apraecowasanannouncer–atgames,auctions,incourt,publicassemblies.Acoactorwasacollector–ofdebts,taxes,moneypaidatauctions–anagentbetweenthepayerandpayee.Modernequivalentsofthesejobscouldincludebankers,brokers,estateagents,announcers.

17 nequeegoessemquestus:althoughHoracesaysthathewouldnothavecomplained,clearlyhehadatsomepointdecidedthathedidnotwanttofollowthesecareersbutwantedtomakeitasapoetifhecould.Therearetwoelisionsherenequ(e)eg(o)essem.hoc:Gowtakesthiswithmaiorasanablativeofthemeasureofdifference=‘bythismuchallthemore’.Butitispossibletoseehocasanablativeofcausemeaning‘forthisreason’orasanaccusativeofrespect.nunc:now='asitis'.Horacemeansthathehadinfactdonewellforhimself,betterthanhewouldhavebeenasapraecoorcoactorandhewasreasonablywelloff.AfterstudyingatAthensforawhile,HoracehadjoinedBrutus’army.WhenthiswasdefeatedandAugustustookpower,heforgaveHorace.HoracereturnedtoRomeandfoundthathisfatherwasdeadandthefarmhadbeenconfiscated.Hefoundajobinthepublictreasury.Hewas,however,writingpoetryandbecomingfriendswithotherpoets.AsheexplainsinthisSatire,itwasVirgilandVarius,whointroducedhimtothegreatpatronMaecenas.In38BCHoracewaswellwithinMaecenas’circleoffriendsandprobablynolongerhadtoworryaboutmoneyorworkatanythingexceptpoetry:notlongafterthishewasgivenhisSabinefarm.Thecaesurainthefifthfootandthetwomonosyllablesgiveline17anunusualrhythm.

DiscussionThefirstbookoftheSatireswasprobablywrittenin35BCwhenHoracewasaged30.Horaceiswritingabouthimselfinthispassage.Thereisnoreasontodoubtthegeneraltruthofwhathesaysaboutevents:itisconsistentinmostofhisworksandplausible.Wemay,however,bescepticalaboutsomeofthespinwhichHoraceputsonhisaccount.Inthepartofthepoemwhichcomesafterthis,Horacearguesthatheenjoyshislifeasitisanddoesnotseektheburdensofwealthorinfluence.NiallRudddiscussesthispoemintheSatiresofHorace(BCP).HeseesitasanattemptbyHoracetoredefinetheconceptsofnobilitas,dignitasandlibertas.ThispassagerevealsalotaboutthecharacterofHoraceandofhisfather.Horace’sfatherhasconcernforhisson’sschoolingbutlowaspirationsforhisfuturecareerandinthisrespecthecanbecomparedwithEchioninPetroniusSatyricon46.Thepoemiswritteninaconversationalstyle,butisinastrictmetre.Abouthalfthelinesenjambandkeepthepacefast.PupilsmaywonderaboutHorace’smotiveinwritingthispoemandchoosingtoincludethisautobiographicalmaterial.Ithelpstoseethewholepoemforthisbutpupilscanbeencouragedtospeculatejustfromthepassage.Issuesarisinginclude:

• HowmuchdidparentingmatterinRomantimesandhowmuchdoesitmatternow?• Howimportantisagoodschool?• Howmuchdoparentalaspirationsandinfluencematter?• Whatissuccessandhonour?

Withregardstosuccess,someoftherecentdiscussionaroundtheWoman’sHourPowerListmaybehelpful.FurtherReadingJamesGow,HoraceSatiresLiberI,CUP(1901)SeealsoLibellusHandbookpages92-95foradiscussionofanearlierpassageinthepoem.

Petronius,Satyricon46IntroductionThisisanextractfromalongerwork.ItispartoftheCenaTrimalchionis,aworkoffiction.Somesentencesareomittedfromthepassage.Trimalchiohaslefttheroomandsomeguestshaveaconversation.Mostarefreedmenwhohavemadealotofmoney.Petroniushasshownallofthemasveryinterestedinmoneyandjudgingpeopleintermsoftheirwealth.TheydonotspeaktheLatinoftheeducatedupperclasses:theyuseGraecisms,slangandclichésandmakegrammaticalerrors.ItislikelythatthisisanattemptbyPetroniustoportraythelocaldialectofCampaniaasspokenbyfreedmenandthelowerclasses.Echion,thespeakerinourpassage,isdescribedasacentonarius.Thisusedtobethoughtofasaragmerchant(LewisandShort)butitisnowthoughtthathewasafiremanwhousedmatstoextinguishfires(OxfordLatinDictionary).Theconversationhasincludedarecentfuneral,thepriceofbread,thestateofthetown,andlocalpoliticians.Then,Echiontalksatlengthaboutaforthcominggladiatorialshowwhichisgoingtocostafortunetoputon.Henoticesthatanotherguest,ateacherofrhetoric,Agamemnon,looksbored.Heremarksthatheisnotofthesameclassasthemandislaughingatthewordsofpoorpeople.Thisiswhereourpassagebegins.Youmayneedtotellyourstudentsthatsomehumourisintendedinthispassage.Notes1 tu,Agamemnon:Agamemnonisateacherofrhetoric.Petroniushasshownhimasspeaking

conventionalLatinandbeingpedanticaboutlanguageuse.Heissittingatthetoptable.Echionandthepeopleheistalkingtoareonaseparatetable.praelitterisfatuuses:thesewordscanbeinterpretedinseveralwaysanditisnotclearwhetherEchionisbeingdeliberatelyinsulting,orisunawarethathiswordscouldbetakenasaninsult.Thereareseveralwaystounderstandthewords:madaboutbooks,crazyfromtoomuchliterature,afoolforlearning,dullwithbookishness,offyourheadwithallthatreading.AsEchionhimselfhassaid:thatAgamemnonhasnotactuallysaidanythingintheconversation;thatAgamemnonwasnotlikethemandwaslaughingatthewaythatpoorpeoplespeak;Echion’sassumptionpresumablyreflectshisownfeelingofinferiorityatnothavinghadaneducationinrhetoric.OfcoursethereasonmaybethatAgamemnonhasallthelearningbutcan’tjoininanordinarydinnerconversation.InthefirstfragmentoftheSatyricon,EncolpiustellsAgamemnon:etideoegoadulescentulosexistimoinscholisstultissimosfieri,quianihilexhis,quaeinusuhabemus,autaudiuntautvident.Ibelievethatcollegemakescompletefoolsofouryoungmen,becausetheyseeandhearnothingofordinarylifethere(Loebtranslation).Agamemnoninhisanswerdidnotdisagreewiththis,butsaidthatitwasnottheteachers’fault.Theprepositionpraeusuallytakestheaccusative,butEchionusestheablative–agrammaticalerror.

1-2 aliquodietepersuadeamutadvillamnostramvenias:thisappearstobeapoliteinvitationtoAgamemnontovisitEchion,butthewordingishesitant.Somesentencesaboutthefoodtobeenjoyedonthevisitareomittedfromthepassagehere.Echionmakesanothergrammaticalslipwiththeaccusativeteinsteadoftibi.

2 tibidiscipuluscrescitfiliusmeus:somepeopleseethisastheofferofajobfromtheculturallypoorEchiontothefinanciallypoorAgamemnon.

2-3 iamquattuorpartesdicit:oneclueabouttheageoftheboy?Ifhehasonlyjustlearnedthefour-timestable,itwouldbesometimebeforetheboyreachestherightageforthestudyofrhetoricwhichAgamemnonteaches.DoesEchionhaveamisguidedviewoftheboy’s

educationalprogressoralackofknowledgeaboutthestageatwhichboyslearnedrhetoric?InChapter4oftheSatyricon,Agamemnonlamentsthatparentssendtheirsonstolearnrhetorictooyoungandrushchildrenthroughtheirstudies.

3 sivixerit:thissoundpessimistic,butperhapsitwasjustrealisticinthedaysofhighinfantmortality.

3-4 habebisbonumdiscipulum…namquicquidillivacat,caputdetabulanontollit:Theboydoesnotlifthisheadfromthetablet.Echionregardsthisasdiligenceandanindicationofagoodpupil.Echion’ssonwasbeingeducatedbytutorsathomeanddidnotgotoschool.Echionisdissatisfiedwithacoupleoftheboy’spresenttutors.

4-5 ingeniosusest,etiamsiinavesmorbosusest:Echionfirstpraiseshissonandthenpointsoutafault.Isthistypicalofsomeparents?Echionseemstoregardhisson’spet-keepingorbird-watchingasunhealthy.

5-6 egoillitrescardelesoccidietdixi‘mustellaeoscomedit’:pupilswillformtheirownopinionofthisaction!GoldfincheswerekeptaspetsbytheRomansandalsobytheBritishevenuptoVictoriantimes.Theyhaveprettycolours,apleasantsongandtheyareeasytofeedonsmallseeds.Thechildmightwellbelievethataweaselhadeatenhispetasweaselswerekeptonfarmsandinhomestocontrolmice.

6 invenittamenaliasnenias:Echionagainadoptsadismissivetonewhendescribinghisson’sinterests:nenias–somenonsense.

6-7 etlibentissimepingit:paintingisnotmentionedasapastimeencouragedbyRomanparents.7 litterisGraeculis:agrammaticuswouldteachGreekaswellasLatinliterature.Thediminutive

hereistypicalofthelanguagewhichPetroniusgivestothefreedmen,butitmayalsoshowsomecontemptbyEchionofGreekliterature.calcemimpingit:somepeopletakethismetaphortomean‘tokickagainstsomething‘andthereforetogiveitup,butitseemsbetterheretotakeitas‘settingone’sheel’ontothetask,andhence‘getstuckinto’.

7-8 etLatinascoepitnonmaleappetere:thelitotesmakesthistrickytotranslate.8 emiergopueroaliquotlibrosrubricatos:Thecontextmakesitclearthatthebookswith

headingdrawninredareaboutlaw.Echionfocusesontheoutwardappearancetothebooks.Heisvagueaboutthequantity(aliquot)ofthebooksanddoesnotmentiontheauthororanydetail.Echiondoesnotmentionencouraginghisboytoreadthebooksnorhelpinghim:seemstothinkthatbuyingthebooksfortheboywillbeenough.

9 quiavoloillumaliquiddeiuregustare:gustaresuggeststhatEchionconsidersthatjustatasteofthelawwillbesufficient.

10 habethaecrespanem:Echionisconcernedonlywiththefinancialsideoflawasanoccupation.Again,inthewordpanemheusesametaphor.

9-10 sinoluerit:howmuchchoicewillEchiongivehisson?10-11destinaviillumartificiumdocere–auttonstrinumautpraeconem,autcertecausidicum–

quodilliauferrepossitnihilnisiOrcus:thereishumourinthearbitrarychoiceofoccupationsandtheorderinwhichEchionputsthem.Theadditionofthewordcerte,makesitlookasthoughcausidicusisanafterthought,thelastandleastoftheoccupationshehasdecidedforthisson.Thisisprobablythereverseorderofthesocialstatusaffordedbytheseoccupations,althoughcausidicusissometimesusedinacontemptuoussensecomparedwiththewordorator.Alltheoccupationsareoneswhichitwouldbepossibleforthesonofafreedmantotakeup,but,outofthese,acareerinlaw,evenasacausidicuswouldbethemostprestigious.ItwouldcertainlybetheonlyoneofthosementionedforwhichtheboywouldneedtobepupilwithAgamemnon.Martial2.64isaddressedtoamandecidingwhethertobecomeateacherofrhetoricoracausidicus:thetwooccupationswouldrequirethesamelevelofeducation.

Echionmaybelievethatworkasacausidicuswouldbelessprofitablethanasabarberorpraeco.Thereisnotenoughevidencetoknowwhetherheisrightorwrong.Horace,inthepassageinthisselection(qv),mentionssmallwagesinconnectionwithapraeco;ontheotherhand,inSatirell.2hementionsapraecoGalloniuswhohadbeencriticisedbyLuciliusforservingahugeexpensivefishtohisguests.PresumablyGalloniushadmadeenoughmoneyfrombeingapraecotoaffordthefish.Perhapstimeshadchanged.tonstrinus:GoingtothebarberwasanessentialactivityforaRomanman.Aswellashavinghishairtrimmed,hewouldhavehisfaceshavedandhisnailstrimmed,bothskilledtaskswiththetoolsavailableatthetimeandoneswhichweredifficulttodoforoneself.Thebarber’sshopwasalsovaluableasaplacetohearandpassonallthelatestnewsandgossip.

11-12quodilliauferrenihilnisiOrcus:anotherreferencetodeath.12 ideoillicotidieclamo:wemightspeculateastowhyEchionshoutsathissonratherthantalk

tohim!12-13'fili,credemihi,quicquiddiscis,tibidiscis:SenecaexpressesthesameideainLettersfroma

Stoic,Epistle7.13 litteraethesaurusest:actually,Echionsaysthesaurum,usingthewronggenderforthesaurus

–anothergrammaticalerror.ItissurprisingthatEchiontellshissontheliteratureisatreasuretrove,afterwhathesaidtoAgamemnonearlier.etartificiumnumquammoritur:atradeneverdies–atradeiswithyouforlife-anotherreferencetodeath,avariationonquodilliauferrenihilnisiOrcus.

DiscussionAlthoughEchionhassaidthatAgamemnonisnotofthesameclassashimandhisfriendsandislaughingatthewordsofpoorpeople,Echionisnotactuallypoor–allthefreedmenintheconversationarerich.Echionhasenoughmoneytohavetutorsforhisson,andhehasacountryestate.Agamemnon,ontheotherhand,isratherpoor–buthehashadaneducationandisateacherofrhetoric.Echion’s‘poverty’theniscultural,alackofeducation.HowseriouslythiscanbetakenasadescriptionofthethinkingandbehaviourofatypicalRomanfatherisquestionable.AswiththerestoftheCenaTrimalchionisthereisastrongelementoffantasyandexaggeration.Theremustbe,however,somegrainofrealityinit;otherwiseitwouldnothavebeenamusing.Echionisbeingmockedhere,butsoisAgamemnon.OneimportantthemeoftheSatyriconwasquestioningwhetherthesortoftraininginrhetoricwhichAgamemnontaughtwasvaluable.AtthestartoftheworkAgamemnonistold:pacevestraliceatdixisse,primiomniumeloquentiamperdidistis:WithyourpermissionImusttellyouthetruth,thatyouteachersmorethananyonehavebeentheruinoftrueeloquence.ThispassagecanbecomparedwiththepassageofHoraceinthisselectionforafather-sonrelationshipandforissuesofschoolingandparentalcareeraspirations.Horace’sfatherandEchionwerefreedmen.Whencomparingthetwopassages,doesitmakeadifferencethatonewasaboutrealpeopleandtheotherisfictional?Issuesraisedforcomparisonwithmoderntimes:

• Whichoccupationscanbeconsideredlowstatus?• Howimportantiseducation?• Doparentalaspirationsmatterincareerchoices?• Istraininginpublicspeaking(rhetoric)valuablenow?

FurtherReadingACompaniontoPetronius,byEdwardCourtneyTranslationsTherearetranslationsonthesesites:

• AncientHistory

• SacredTexts• NewsGenius• Picador

AbouttheAuthorSeetheCSCPwebsite.

Juvenal,Whowouldbeateacher?(Satire7,lines215-232withomissions)IntroductionTheselinesaretakenfromneartheendofalongpoem.Apartfromtheomissionof5lines(lines220-224),thetextisunadapted.Themetreisdactylichexameter.DecimusIuniusIuvenaliswrotesixteenSatires,publishedintheearlypartofthesecondcenturyAD.HelivedinRome,butvirtuallynothingisknownabouthislife.IntheSatiresJuvenalattacksandmocksthefaultsofRomansociety.TheSatiresarewritteninverse,ofteninahighlyrhetoricalstyleandwithabitterandpessimistictone.Satire7isacomplaintaboutthelackofpatronageforpoets,historiansandrhetoricians,andtheresultantpovertyofthosewhopractisetheseprofessions.Inthefinalsectionofthepoemthethemeisthepovertyandlowstatusofteachers,firstteachersofrhetoricand,then,inthispassage,schoolteachers.Immediatelybeforetheselines,Juvenalhascomplainedthatstudentsnolongerrespecttheirteachersastheyusedto.FurtherreadingCommentaryJohnFerguson,Juvenal:theSatires(Macmillan1979;repr.BristolClassicalPress1998;Bloomsbury2013)TranslationsPeterGreen,Juvenal:theSixteenSatires(Penguin,1967;repr.1998)NiallRudd(trans.)andWilliamBarr(ed.,intro.andnotes),Juvenal:theSatires(OxfordUniversityPress,2008)Notes1-2 quis…labor?:thefirstsentenceneedssomecontext.Beforeattemptinganexploration,

teacherswillneedtogooversomevocabulary(quis?,gremium,grammaticus…labor,mereō),checkthatstudentsknowwhatagrammaticuswas,andexplainthepropernames.Then,aftertheinitialreadingaloud,perhapsstartwithquestions,suchas:• WhatcomplaintdoesJuvenalhaveaboutthewayschoolteachersaretreated?• Whichtwo-wordphraseinline1means‘pays’?• PickoutandtranslatethewordwhichdescribesPalaemon.

1 gremiō:‘pocket’.Theusualmeaningofgremiumis‘lap’or‘bosom’.Itisalsousedforaplacewherethingsareputforsafe-keeping.HereitreferstothehangingfoldofatogaorothergarmentwhichRomansusedasapocket,especiallyformoney.Celadī:aswearetoldinthepoem,Celaduswasagrammaticus;heisnotknownfromelsewhere.Celadusisacommonfreedmanname.doctīque:asJuvenalmakesclearlater,thegrammaticuswasexpectedtohaveanextensiveknowledgeofgrammar,historyandliterature.Palaemonis:QuintusRemmiusPalaemonwasafamousgrammaticus,mentionedbyJuvenalagaininSatire6,line452.HewasactiveduringthereignsofTiberiusandClaudiusi.e.intheyearsbetweenAD14andAD54,sohewasnotacontemporaryofJuvenal.HewroteagrammaticalhandbookinLatin,butonlyafewfragmentshavesurvived.Likemostgrammaticī,Palaemonwasafreedman.PalaemonsubvertsJuvenal’sargument.Hebecamearichman,butsquanderdhiswealth.

2 quantum:‘asmuchas’grammaticus:boysfromwealthyfamiliesattendedtheschoolofthegrammaticusbetweentheagesofaboutelevenandsixteen(dependingontheirability).ThewordisatransliterationoftheGreek=‘literate/educated’,‘literaryscholar’.ThegrammaticustaughtGreekandLatinliterature,especiallypoetry;themainauthorsstudiedwereHomer(inGreek)andVirgilandHorace(inLatin).Thestudentshadtoreadpassagesaloud,learnthembyheart,andanalyse

thegrammar.Thegrammaticuswouldgiveadetailedline-by-lineexplanationandanalysisofthepassage.grammaticus…labor:‘theworkofaschoolteacher’.Theadjectiveisseparatedfromthenounitqualifies;suchsplitadjective+nounphrasesarecommoninpoetry.meruit:strictlyperfecttense(theworkhasbeencompletedbeforetheteacherispaid),butapresenttenseismorenaturalinEngish.et:‘even’hōc:‘this[amount]’

3 minusestautemquamrhētorisaera:therhētorwastheteacheratthethirdstageofeducation.Hetaughtrhetoric,theartofpublicspeaking.Studentslearnedtherulesformakingdifferentkindsofspeechesandpractisedarguingforandagainstacase.RhetoricwasaveryimportantskillformiddleandupperclassRomanswhointendedtotakepartinpubliclife,forexamplearguingacaseinthelawcourts,presentinganargumentinanassemblyoraddressingthepeopleatelectiontimes.Arhētorwasoftenahighly-educatedGreek.Thefeesoftherhētorwerehigherthanthoseofthegrammaticus.Diocletian’sPriceEdict(AD301,anattempttohaltinflation)setmaximumfeespayabletotheludīmagister(primaryschoolteacher),thegrammaticusandtherhētorintheproportion1:4:5.Thisgivessomeideaoftherelativeincomeofthegrammaticusandtherhētor;thegrammaticuswouldearnaboutfourfifthsoftherhētor’spay.Thefinallineofthepoemcomparestheearningsofthegrammaticuswiththatofagladiatororcharioteer:cumsēverteritannus,accipe,victōrīpopulusquodpostulat,aurum;‘attheendoftheschoolyearacceptthegoldwhichthepeopledemandsforthevictoriousgladiator/charioteer’,i.e.thegladiatororcharioteerearnsinasinglefightorracewhatthegrammaticusearnsinayear.aera:‘wages’.Romanschoolswereprivateandparentspaidfeesdirectlytotheteacher.TheextractfromHoraceinthisselection(Satire1.6,line5)tellsusthatboystookthefeetotheirteacherontheIdesofeachmonth.

4 discipulīcustōs:thepaedagogus,aslavewhoescortedaboytoschoolandwasresponsibleforhisbehaviourandprotection.praemordet:presumablythepaedagoguswasresponsibleforgivingthefeetothegrammaticus.Juvenalallegesthatthepaedagoguswouldskimoffalittleforhimself.acoenonoētus:aGreekwordwhichmeanseither‘lackingcommonknowledgeorsense’or‘lackingcommonfeeling’,i.e.egotistical.Theworddrawsattentiontoitselfbyitsforeignnessanditslength,buttheeffectisdifficulttoappreciate;itmaybecontemptuous.

5 quī:=[is]quī.Theantecendenthastobesupplied.quīdispēnsatfrangitsibi:‘[he]whopaysout[themoney]breaksoff[aportion]forhimself’.Studentswillneedhelpwiththeconciseexpressionhere.Thedispēnsātorwasthehouseholdmanageroraccountant,responsibleforpayingoutmoneyforhismaster.Usuallyhewasatrustedslave.Presumably,theallegationisthatthedispēnsātortookacutforhimselffromthemoneyheshouldhavepaidasafeetothegrammaticus.

5-7 cēde…puerī:Juvenalissayingthatthegrammaticusshouldbesatisfiedaslongashehasreceivedsomepayment,howeverlittle,foreachofhispupils.

5 cēde,Palaemōn:‘Givein,Palaemon’,i.e.acceptwhatyouaregivenanddon’tattempttogetmoremoney.JuvenaladdressesPalaemonasarepresentativeofallgrammaticī.Thissentencehasbeenabridged.FivelineshavebeenomittedbetweenPalaemōnanddummodo.Themissinglinesare:‘acceptsomereductioninyourwage,justlikethehawkerwhosellswinterblanketsandwhiterugs,aslongasitdoesnotcountfornothingthatyouhavesatforanhourinthemiddleofthenightinaplacenocraftsmanwouldsit,ornoonewhoteacheshowtocardwoolwithaslantingtool’

Juvenalissayingthatthegrammaticushadtobargainforhisfee,likesomeonesellingblanketsinthemarket.Healsocomparestheroomwherethegrammaticushadhisschoolunfavourablywiththeworkroomofacraftsman.

6 dummodonōnpereattotidemolfēcisselucernās:nōnpereatisfollowedbyanaccusativeandinfinitive(indirectstatement);theaccusative(tē)hastobesupplied(nōnpereat[tē]…olfēcisse).Romanschoolsbeganveryearly,beforedaylight,soeachboywouldbringalamptoschool.Theoliveoilusedasfuelproducedsmoke.

7 puerī:somegirlsattendedschoolforthefirststageofeducation,butonlyboyswenttotheschoolofthegrammaticus.

7-8 tōtusdēcoloressetFlaccusethaerēretnigrōfūlīgoMarōnī:thisprobablymeansthatPalaemon’scopiesofthetextsheisteachingareblackenedbythesootfromthesmokinglamps.Itispossible,however,thatthereferenceistobustsofthepoetsHoraceandVirgilratherthantocopiesoftheirpoems.Thetextswerewrittenincolumnsonpapyrusrolls;thereaderwouldgraduallyunrollthepapyrusfromlefttorightasheread.Picture2showstwostudentsholdingpapyrusrolls;thestudentontherightisunrollinghis.Pictures1and3alsoshowboysholdingpapyrusrolls.Picture5showsaletterwrittenonpapyrus.PapyruswasmadefromthefibresofthepapyrusreedwhichgrewonthebanksoftheRiverNileinEgypt.Itwasquitelikemodernpaper,buthadaroughertexture.

8 Flaccus:QuintusHoratiusFlaccus,knowninEnglishasHorace.Horace(65BC-8BC)wasaRomanpoet;hisworksincludeEpistles,Epodes,Satiresand,mostfamously,fourbooksofOdes.Someofhisworkswerestudiedintheschoolsofthegrammaticī.AnextractfromoneofHorace’sSatiresisincludedinthisselection.FormoreinformationonthestudyofLatinliteratureinschoolsseethenoteongrammaticusinline2above.nigrō…Marōnī:splitadjective+nounphrase.PubliusVergiliusMaro(70-19BC),knowninEnglishasVirgil,wasaRomanpoet,whoseepicpoemtheAeneidwastaughtintheschoolsofthegrammaticī.AnextractfromtheAeneidisincludedinthisselection.

9-10 rāratamenmercēsquaecognitiōnetribūnīnōnegeat:‘rare,however,isthepaywhichdoesnotrequireinvestigationbythetribune’.cognitiōisajudicialenquiry.Thegeneralmeaningisclear,althoughthedetailsarenot.Juvenalissayingthatusuallythegrammaticushadtoappealtothetribunetogettheparentsofhisstudentstopaythefees.ItisunclearwhatexactlyJuvenalmeansherebytheinterventionofthetribune.Usuallythepraetorwasthemagistrateresponsibleforlawsuits.

9 tribūnī:thetribūnusplēbis(tribuneofthepeople)wasaRomanmagistrate.Eachyeartenmenwerechosenastribūnī.Thetribuneshipwasoneofthestepsonthecursushonōrum(thesenatorialcareerladder).Amanwhohadservedasaquaestorcouldcontinuehispoliticalcareerbybecomingeitheratribuneoranaedīlis(aedile).Thenextsteponthecursushonōrumwaspraetor.Originallythetaskofthetribūnīplēbiswastoactashelpersandadviserstothecommonpeople(plēbs),butbyJuvenal’stimetheirresponsibilitieshadbeengreatlyreduced.

10 vōs:Juvenalnowaddressestheparentsofthestudents.saevās…lēgēs:‘strictstandards’;splitadjective+nounphraseinpōnite:theimperativechallengestheparentstoimposestrictstandardsonthegrammaticus,despitetheirlackofrespectforhim:‘Goonanyway,demandstrictstandards’.Thetoneisironic.

11,12ut,ut:introducinganindirectcommand:‘[tellthem]that/to…’.12 verbōrumrēgula:‘theruleofwords’,i.e.grammar.Grammaticalanalysisofliterarytextswas

astaplepartoftheeducationofferedbythegrammaticus.11 praeceptōrī…cōnstet:‘[therulesofgrammar]shouldbeknowntotheteacher’.i.e.‘the

teachershouldknowtherulesofgrammar’.cōnstatisanimpersonalverb,meaning‘itisknown’tosomeone(dative).Themoreusualmeaningis‘itisagreed’.

12 historiās:‘historybooks’or‘historicalworks’;butcouldbetranslatedwiththesingular‘history’.Thegrammaticuswasexpectedtohaveknowledgeofhistorysothathecouldexplainthehistoricalallusionsintheliterarytextshisstudentswerereading.omnēs:takewithbothhistoriāsandauctōrēs.auctōrēs:seethenoteonline2(grammaticus)fortheauthorsstudiedintheschoolofthegrammaticus.Thegrammaticuswouldgiveadetailedexplanationandanalysisofthepassagesreadinclass.InthelineswhichfollowthisextractJuvenalgivesextremeexamplesofthekindsofobscurequestionsaboutliteraturethatparentsexpectedthegrammaticustobeabletoanswer,alltakenfromVirgil’sAeneid:WhowasAnchises’nurse?HowoldwasAcesteswhenhedied?HowmanyjarsofwinedidhegivetheTrojansasapresent?

13 tamquam:addnōvit;‘justas[heknows]’,i.e.‘aswellas[heknows]’.DiscussionJuvenalcomplainsaboutthelowpayofschoolteachers.Theextractopenswithaquestion(Whopaysthegrammaticuswhathedeserves?)andthelineswhichfollowprovidetheanswer(Noone).Hisfeesarelowbuthedoesn’tevenreceivetheminfull-thepaedagogusandthehouseholdmanagertaketheircutfirst.Hehastohaggleforhisfeeandshouldbegratefulthatheispaidsomething,howeverlittle.Usuallyhewillhavetoappealtothetribunetogetpaidatall.Despitethis,parentsexpectthegrammaticustobewell-educated,withdetailedknowledgeofgrammar,historyandliterature.Asthisisasatire,someallowancehastobemadeforexaggeration.QuestionWhatdoesthisextractshowaboutthegrammaticusandthestatusofteachersinRomansociety?

Quintilian,Atrickypointoflaw(ĪnstitūtiōŌrātōria,7.1.42)IntroductionThisisanextractfromamuchlongerwork.MarcusFabiusQuintilianuswasborninaboutAD35inCalagurrisinSpain;thedateofhisdeathisnotknown.Hewasafamousteacherofrhetoricand,undertheemperorVespasian,hewasthefirstrhetoriciantoreceiveasalaryfromthestate.Hebecameverywealthy.HisĪnstitūtiōŌrātōria(EducationofanOrator),publishedinaboutAD95,coveredthetrainingofanoratorfrominfancytoadulthood.Afewboys,fromwealthyfamilies,attendedtheschooloftherhētorbetweentheagesofaboutsixteenandeighteen.Thiswasthethirdstageofeducation(aftertheschoolsofthelitterātorandthegrammaticus),whereboysweretrainedinrhetoric(theartofpublicspeaking)andreceivedmoreadvancedlessonsinliterature.Therhētortaughttherulesformakingdifferentkindsofspeechesandmadehisstudentspractisebyarguingforandagainstapointofview.StudentswhohavestudiedtheCambridgeLatinCoursemayrememberthedebatebetweenQuintusandAlexanderonthesubject‘TheGreeksarebetterthantheRomans’(CambridgeLatinCourse,Stage10,contrōversia).Oratorywasanessentialskillforyoungmenwhoaimedtoparticipateinpubliclife.Theywouldneedtobeabletospeakatpublicmeetings,presentacaseinthelawcourts,andmakespeechesatelections.Thisisanexampleofacontrōversia,atopicdebatedintheschoolofarhētor.Thisparticularexampleinvolvesaproblemarisingoutoftheinterpretationofthelaw.Notes1 isquīpatrī…nōnadfuerit:‘themanwhohasnot(literally,willnothave)appearedindefence

ofhisfather’,i.e.anyonewhohasnotspokenincourtindefenceofhisfather.adsum(‘appearindefenceofsomeone’)takesadativecase(patrī).Thefutureperfecttenseisusedbecausethereferenceistoasituationsometimeinahypotheticalfuture,butstillinthepastinrelationtothemainverb(sit).TranslatewithanEnglishpresenttense.exhērēssit:‘lethimbedisinherited’.Translate‘shouldbedisinherited’.sitisajussivesubjunctiveverb.SeeCambridgeLatinGrammarpage48,Section12.3.

1-2 isquīprōditiōnis…abeat:theconstructionisparalleltothatofthefirstsentence,sostudentsshouldfindthissentenceeasier.isquīpatrī…abeat:usequestionstoelicitmeaning.Forexample:

• isquī:askforatranslationofthisphrase.Studentswillprobablycomeupwith‘themanwho’.Suggestusing‘anyonewho’here,becauseitisn’treferringtoaparticularperson.

• isquīpatrīprōditiōnisaccūsātōnōnadfuerit:whathasthemanfailedtodo?Whydoesthefatherneeddefending?

• exhērēssit:ifamanfailstospeakinhisfather’sdefenceincourtwhatshouldhappentohim?

• isquīprōditiōnisdamnātuserit:‘Anyonewho…’.Completethetranslation.• cumadvocātōinexiliumabeat:whatisthepunishmentfortreason?Besidesthe

personwhohascommittedtreason,whoelseispunished?2 exilium:exilewassometimesthepunishmentfortreason.3 patrīprōditiōnisreō:=patrīprōditiōnisaccūsātōinline1.

disertus…rūsticus:thecontrastbetweenthetwosonsisthatonehasreceivedrhetoricaltrainingandtheotherhasnot.ThewordQuintilianusestodescribethesonwhohashadnorhetoricaltrainingisrūsticus,whichliterallymeans‘belongingtothecountryside’(rūs).Theschoolsoftherhētoriswerelocatedinthecities,sostayingathomeinthecountrysidewasequatedwithreceivingonlyabasiceducationintheschoolsofthegrammaticusand,perhaps,thelitterātor.SeetheextractfromHorace(Satires1.6)inthisselection,whereHoracesays

thathisfathertookhimtoRometobeeducated.Describingsomeoneasrūsticuswastheequivalentofsayinghewasunsophisticatedanduneducated.rūsticus:addfīlius.

4 damnātus:addpater.advocātō:i.e.theeloquentsonwhohaddefendedhisfatherincourt.rūsticus:addfīlius.

4-5 cumaliquidfortiterfēcisset:‘afterhehadperformedabravedeed’.Literally‘whenhehaddonesomethingbravely’.

5 praemiīnōmine:‘asareward’.Literally‘inthenameofareward’.6,7 petit,vindicat:theverbsareinthepresenttense,althoughapasteventisstillbeing

described.Thisiscalledthehistoricpresenttense.Usuallythehistoricpresenttenseisusedtomakeeventsmoredramaticandvivid.Heretheeffectisdifferent.Firstly,itdrawsattentiontothissentence.Secondly,thepresenttensemakesthissentenceastatementofthesubjectofthedebate,aswellasacontinuationofthenarrative.

6-7 petitrūsticus…ōrātor…vindicat:theusualorderofsubjectandobjectisreversedinthefirstclause(petitrūsticusratherthanthemoreusualrūsticuspetit);thisisanexampleofchiasmus(ABBA:verb,noun,noun,verb).Theeffectistoemphasisethecontrastbetweenthetwosons.Thecontrastisfurtherstressedbytheabsenceofaconjunctionsuchassedjoiningthetwoclauses(asyndeton).

7 bonōrum:bona=‘goodthings’,‘estate’,‘inheritance’;theneuterpluraladjectiveisusedasanoun.tōtum:‘thewhole[inheritance]’.Theadjectiveisusedasanoun.

DiscussionQuintilian’shandbookincludesexamplesofhypotheticalsituationsinvolvingtrickyinterpretationsofthelaworconflictsoflaw,whichteachersofrhetoricusedintheirclasses.Thefirsttwolinesstatethelaw(inquotationmarks).Theremainderofthepassagedescribesaparticular,far-fetchedsituationwherethelawisbeingchallenged.Thefinalsentencestatesthetwosidesofthecasethatwascontendedincourt.Intheclassroom,onestudentwouldspeakinsupportoftheuneducatedsonandanotherinsupportoftheeducatedson.Insupportoftheuneducatedson,itcouldbearguedthatthestrictapplicationofthelawwouldresultinunfairness,ashehas,intheend,donemoretohelphisfather.Ontheotherhand,acasecouldbemadethatthelawshouldbesupreme.Studentsmightenjoycomposingtheirownspeechesononesideortheother,adducingasmanyargumentsastheycan,thenholdingadebateinclass.Quintiliancontinuesafterthisextracttogothroughthepotentialargumentsonbothsidesatlength.Atranslationcanbefoundatperseus.uchicago.edu.Suchimaginarysituationswereoftenveryfar-fetchedanditcouldbearguedthattheresultingdebateswereartificialandfarremovedfromtherealityofargumentsincourt.Activitiesandquestions1. LookatPicture3.Whatdoyouthinktheboyisdoing?2. Composeaspeechononesideofthedebate,thinkingupasmanyargumentsasyoucanin

favourofthepersonyourepresent.Thenholdadebateinclass.3. Howvaluabledoyouthinkthiskindofexerciseis(a)foraRomanstudentand(b)forastudent

today?

Virgil,Marcellus(Aeneid6,lines860-886)IntroductionThisisanextractfromanepicpoem.Themetreisdactylichexameter.PubliusVergiliusMaro(70-19BC)wasborninMantuainCisalpineGaul.HischiefworkistheAeneid,anepicpoemofalmosttenthousandlinesintwelvebooks.TheAeneidtellsthestoryoftheTrojanheroAeneas,thelegendaryancestoroftheRomans.InBook6oftheAeneid,AeneasgoesdowntotheUnderworldtomeethisdeadfather,Anchises,andfindoutmoreabouthisowndestiny.AnchisesgivesAeneasatouroftheUnderworld.Finally,AeneasseesthesoulsoffutureRomansyettobeborn.AmongthemisMarcellus,thenephewandson-in-lawoftheEmperorAugustus.MarcelluswouldpossiblyhavebeenAugustus’heir,buthediedofillnessin23BCwhenhewasjustnineteenyearsold.MarcelluswasthesonofAugustus’sister,Octavia.HewasmarriedtoAugustus’daughter,Julia.Inthelinesimmediatelyprecedingthis,AeneashasseenthesoulofanancestorofMarcellus(alsocalledMarcellus),whofoughtagainstHannibalinthesecondPunicWarandwasconsulin222BC.TheyoungMarcellusisbyhisside.FurtherreadingCommentariesR.G.Austin,AeneidosLiberSextus(OxfordUniversityPress,1977;repr.1979)KeithMaclennan,VirgilAeneidVI(BristolClassicalPress,2003;repr.2006)R.D.Williams,TheAeneidofVirgil,Books1-6,editedwithintroductionandnotes(Macmillan,1972;repr.BristolClassicalPress,1996)TranslationsSeamusHeaney,AeneidBookVI(Faber&Faber,2016)C.DayLewis,TheEclogues,GeorgicsandAeneidofVirgil(OxfordUniversityPress,1966)W.F.JacksonKnight,Virgil,TheAeneid(Penguin,1956)DavidWest,Virgil,TheAeneid,anewprosetranslation(Penguin,1990)Notes1 hīc:‘here’.Nottobeconfusedwithhic=‘this’.Themetreshowsthattheiislong.

ūnā:‘togetherwith[him]’,i.e.theelderMarcellus1-2 ūnānamqueīrevidēbatiuvenem:theusualorderofwordsinprosewouldbenamque

vidēbatiuvenemūnāīre.namquewouldusuallybethefirstwordintheclause.īre…iuvenemisanindirectstatement(accusativeandinfinitive),dependingonvidēbat:‘hesawayoungman(was)walking’.

2 ēgregiumfōrmāiuvenemetfulgentibusarmīs:‘ayoungmanwhostoodoutforhisbeautyandhisshiningarmour’.Literally,‘ayoungmanexceptionalinhisbeautyandinhisshiningarmour’.ThisistheyoungMarcellus,Augustus’nephew.Seetheintroduction.TheablativecaseisusedtoexplaininwhatwayMarcellusisexceptional.

3 frōnslaetaparum:adderat.Formsoftheverbesseareoftenomittedinpoetry.frōns:here=‘expression’laetaparum:‘toolittlehappy’,i.e.‘nothappyatall’.Theunderstatement(litotes)drawsattentiontothephrasebecauseitisanunusualwayofexpressingtheidea.dēiectōlūminavultū:adderant.Literally,‘hiseyeswerewithadowncastexpression’,i.e.‘hiseyesweredowncast’.Thisrepeatstheideaoffrōnslaetaparum.ItisatypicalVirgilianmannerismtorepeatanideainotherwordsforemphasis,especiallywhentherepetitionfillsthewholeline;thisiscalledthemeandvariation.dēiectō…vultū:theparticiple(oradjective)isseparatedfromthenounitqualifies;thisisacommonarrangementofwordsinpoetry.

1-4 atquehīcAenēās…quis:understanddīxittointroducethedirectspeech.ThelongparenthesisbeforeAeneasspeaksbuildssuspenseasthereaderhastowaittofindoutwhatAeneasisgoingtodo;theabrupthīchasalreadycreatedanticipation.

4 quis…ille:addest.pater:Aeneasisspeakingtohisfather,Anchises.virumquīsīccomitātureuntem:readintheorderquīvirumeuntemsīccomitātur.Therelativepronounispostponed-usuallyitisthefirstwordintheclause.virum…euntem:‘themanashewalks’.Literally‘themangoing’.Thenounandparticiplearesplit.Seethenoteonline3,dēiectō…vultū.ThemanistheelderMarcellus,whomAeneashasjustseen.

5 fīlius:addestne.‘Ishe[his]son?’magnādēstirpe:theprepositionissandwichedbetweenadjectiveandnoun.Thisisacommonarrangementofwords.

6 quīstrepituscircācomitum!:addest.‘Whatanoiseof[his]companions[thereis]around[him]!’i.e.Marcellusissurroundedbychatteringattendants.Whenahigh-rankingRomanwentoutinapublicplacehewouldbeaccompaniedbyathrongofattendantsandclients-thesizeofthecrowdwasanindicationofhissocialstatus.quantumīnstarinipsō!:addest.‘Whatagreatappearance[thereis]inhim!’,i.e.‘Whatagreatappearancehehas!’Apossibletranslationis‘Howimpressiveheis!’or‘Whatanimpressivepresencehehas!’

7 noxātra:blacknightisametaphorfordeath,theeternaldarkness.trīstī…umbrā:splitadjective+nounphrase

8 lacrimīs…obortīs:ablativeabsolute.Perhapsstartwithaliteraltranslation(‘withtearshavingrisen’),thenencouragestudentstosuggestanother,morenaturalversion.TheideaisthatthetearsareblockingAnchises’speech(theob-prefixsuggests‘gettinginthewayof’).Asuitabletranslationwouldbe‘althoughtearswererisingup’.Westsuggests‘begantospeakthroughhistears’andHeaneyhas‘Chokingbackhistears’.ingressus:addest.Here=‘began[tospeak]’.

9 ingentemlūctumnēquaeretuōrum:theusualorderwouldbenēquaereingentemlūctumtuōrum.ThisisagoodexampleofhowwordorderinLatincanbeusedtoenhancemeaning.Unusualwordorderdrawsattentiontoawordorphrase,andthefirstwordinthesentenceisemphatic.Askstudents:• HowdoesVirgilemphasisetheextentofthegriefAeneas’descendantswillsuffer?

nēquaere:=nōlīquaerere!Negativecommand.‘Don’taskabout…!’tuōrum:tuī=‘yourpeople’,i.e.‘yourdescendants’.Thepossessiveadjectiveisusedasanoun.ōgnāte,ingentemlūctumnēquaeretuōrum:readthislinealoudagainsothatstudentscanappreciatethewaysoundechoessense.Thelinehasthemaximumnumberofspondees(five)andheavysyllables(eleven),whichgivesitamournfulsoundandperhapsindicatesAnchises’reluctancetotalkaboutMarcellus.TheexclamatoryōalsoexpressesAnchises’sorrow.

10 ostendentterrīshunctantumfāta:readintheorderfātahuncterrīstantumostendent.tantumgoescloselywithostendent:thefateswillgivetheworldonlyaglimpseofthisyoungman.Marcellusdiedyoungwhenhewasjustnineteen.terrīs:plural,buttranslateassingular;thisisknownasthepoeticpluralandisacommonfeatureofpoetry.hunc:=theyoungMarcellustantum:‘only’ultrā:‘anylonger’

11 esse:here=‘toexist’,i.e.‘tolive’11-12nimiumvōbīsRōmānapropāgōvīsapotēns:‘itseemedtoyou(i.e.youthought)thatthe

Romanracewouldhavebeentoopowerful’.TheusualwordorderinprosewouldbeRōmāna

propāgōnimiumpotēnsvōbīsvisa.nimiumgoeswithpotēns.Separatingthetwowordssothattheyframetheclauseproducesemphasis.

12 vīsa:addest.superī:vocative;Anchisesisnowspeakingtothegods.propriahaecsīdōnafuissent:‘ifthisgifthadbeenlasting’.Readintheordersīhaecdōnapropriafuissent.Theconjunctionsīispostponedandtheadjectivepropriaishighlightedbybeingplacedfirstintheclause.haec…dōna:poeticplural.ThegiftisametaphorforMarcellus,agifttotheRomanrace.Studentswillneedhelptounderstandtheideainthesetwolines.Thegodsarethoughtofasbeingjealousofhumanpowerandsuccess;theydidnotallowMarcellustolivelongbecausehewouldhavebroughttheRomanssuchsuccessthattheywouldhavebecomerivalstothegods.

13-14quantōsillevirummagnamMāvortisadurbemcampusagetgemitūs!:‘whatloudgroansofmenwillthatfieldbringtothegreatcityofMars!’ReadintheorderquantōsgemitūsvirumillecampusadmagnamurbemMāvortisaget!quantōs…gemitūs:splitadjective+nounphraseille…campus:theCampusMartius(fieldofMars),anareaofRomenexttotheRiverTiberusedforpublicassembliesandparadesandasanexerciseground.ItismentionedherebecauseitwaswhereMarcellus’funeraltookplaceanditwasalsothesiteofAugustus’Mausoleum,whereMarcelluswasburied.ARomanofthefirstcenturyBCwouldassumecampusreferredtotheCampusMartius.

13 virum:alternativeforvirōrum,thegenitivepluralmagnamMāvortisadurbem:theadjective(magnam)andthenounitqualifies(urbem)areseparatedbyagenitivenounandapreposition;sandwichingadependentgenitiveorapreposition(here,ofcourse,both)betweenanadjectiveanditsnounisacommonarrangementofwords.ThiswordorderisastrongargumentfortakingMāvortiswithurbemratherthanwithcampus.Marswasthegodofwar.RomewasMars’citybecauseitsfounder,Romulus,wasthesonofMars.ThereisalsoacloseassociationofMāvortiswithcampus,but,asstatedinthepreviousnote,thewordcampusbyitselfwouldindicatetheCampusMartius.

14 Tiberīne:Tiberinus,theRiverTiber,whichflowedthroughRomebythesideoftheCampusMartius.Anchisesnowaddressestheriver,whichwasregardedbyRomansasagod.Romansbelievedthatmanynaturalphenomenasuchasrivers,streams,treesandmountainsweregods,andwouldworshipthemwithprayersandsacrifices.

14-15quae…fūnera:splitadjective+nounphrase,‘whatfuneralrites’.Marcellus’funeraltookplaceontheCampusMartiusbesidetheTiber.

15 tumulum…recentem:splitnoun+adjectivephrase.Studentsshouldbebecomingfamiliarwiththisarrangementofwords.MarcelluswasburiedinthetombwhichatthetimeAugustuswashavingbuiltforhimself.praeterlābēre:alternativeforpraeterlābēris,2ndpersonsingularfuturetense.Englishusesapresenttensehere.

16-17necpuerĪliacāquisquamdēgenteLatīnōsintantumspētolletavōs:theinterlacedwordorderwillbedifficultforstudents,eventhoughtheyshouldbegrowingfamiliarwithsplitadjective+nounphrases.TheusualorderinprosewouldbenecpuerquisquamdēgenteĪliacāavōsLatīnōsintantumspētollet.

16 necpuer…quisquam:‘andnootheryoungman’(i.e.besidesMarcellus).Literally‘andnotanyyoungman’.Īliacā…dēgente:‘descendedfromtheTrojanrace’.TheRomanstracedtheirdescentbacktoAeneas,andthereforetotheTrojans.WhenTroy(Ilium)wasdestroyedbytheGreeks,AeneasescapedandeventuallyarrivedinItaly,wherehemarriedanItalian,Lavinia.TheirdescendantsbecametheRomans.

16-17Latīnōs…avōs:theLatinswerethenativeinhabitantsofLatium,theregionofItalywhereAeneaslanded.AeneasmarriedLavinia,thedaughterofLatinus,KingofLatium.TheRomanswerethusdescendedjointlyfromtheTrojansandtheLatins.

17 intantumspētolletavōs:therearetwowaysofinterpretingthis:(i)‘willraisehisancestorssohighbyhispromise’.spēsistakentorefertoMarcellus’promiseinthesenseof‘expectationofsuccess’.CompareEnglishphrasessuchas‘ayoungmanofpromise’,‘apromisingyoungwoman’,‘apromisingcareer’.Marcellusdiedtooyoungtohaveanysignificantachievements,butexpectationsofhimweregreat.Eventhepromiseofgreatachievementsreflectedwellonhisancestors.Theunderlyingideaisthatancestorssharedthegloryoftheirdescendants.Asuitabletranslationwouldbe:‘willexalthisancestorssomuchbyhispromise’.(ii)‘willraisehisancestorssohighinhope’.spēsreferstothehopeorexpectationtheancestorshaveforthesuccessoffuturegenerations.Asuitabletranslationwouldbe:‘willraisethehopesofhisancestorssohigh’.

Translatorsandcommentatorsaredivided.Austin,MaclennanandDayLewisoptfor(i);Williams,West,JacksonKnight,HeaneyandthetranslationintheEduqasResourcesoptfor(ii).TheexpressionisanexampleofVirgil’scharacteristicambiguity;asoftenbothmeaningscoexist.intantum:‘tosuchanextent’,’sohigh’

17-18Rōmula…tellūs:‘thelandofRomulus’.Romulus,adescendantofAeneas,wasthemythicalfounderofthecityofRome.Accordingtothemyth,RomulusandhistwinbrotherRemuswerethesonsofRheaSilviaandthegodMars.Theboys’great-unclehaddeposedthepreviousking,whowashisbrotherandthetwins’grandfather.Hewasafraidthatthetwinswouldseekvengeancefortheirgrandfatherwhentheygrewup,andso,assoonastheywereborn,heorderedthemtobethrownintotheRiverTiber.Buttheinfanttwinswerefoundbyashe-wolf,whosuckledthemasthoughtheywereherowncubs.Theywerelaterfoundbyaherdsman,whobroughtthemupashisownsons.Whentheygrewuptheboysfoundouttheirtrueancestry,killedtheirgreatuncleandreinstalledtheirgrandfatherasking.Later,theyfoundedacityoftheirownonthesiteofRome.TheyquarrelledandeitherRomulusoroneofhissupporterskilledRemus.RomulusthenreignedsuccessfullyforaboutfortyyearsasthefirstkingofRome.

17 quondam:‘oneday’-someindefinitetimeinthefuture,fromAnchises’perspective.18 ūllō…alumnō:‘becauseofany[other]offspring’.Theablativeexpressesthegroundsfor

boasting.sē…iactābit:takethesetwowordscloselytogether.sēiactāre=‘boastaboutoneself’.Itcanbetranslatedsimplyas‘boast’.tantum:‘somuch’.Takewithsē…iactābit.

16-17Īliacā…Latīnōs…Rōmula:VirgilcleverlyincludesthethreestagesoflegendaryRomanancestry(Trojan,ItalianandRoman)inasinglesentence.

19 heu:‘alasfor’.AnchisesthengoesontolistMarcellus’virtues,whichwillallbeoflittleusetoRomebecauseofhisearlydeath.

19-20pietās…fidēs…dextera:Marcellus’virtues.Thenominativecaseisusedherewithheuforanexclamation-theaccusativeismoreusual.

19 pietās:asenseofdutytoone’sfamily,one’scountryandtothegods.ThewordishardtotranslateasthereisnoEnglishequivalent.‘Piety’hastoonarrowameaningandisbestavoided.‘Duty’or‘dutifulness’ispreferable.pietāsisthequalitywhichdefinesAeneasinVirgil’spoem;heisoftencalledpiusAenēās.prīscafidēs:‘old-fashionedloyalty’.fidēsmeans‘keepingone’sword’.prīscaisareminderthatthisisatraditionalRomanvirtue.

19-20invictaquebellōdextera:dexterahere=‘strength’or‘courage’.bellō(‘inwar’)goescloselywithinvicta.MarcellustookpartinamilitarycampaigninSpainin25BC.YoungRomannoblemenwereexpectedtospendsometimedoingmilitaryservice.heupietās,heuprīscafidēsinvictaquebellōdextera:thesentenceiscomposedofthreeparts(cola),eachlongerthanthepreviousone.Thisisacommonrhetoricaltechniqueusedtoconveyemotion;itiscalledatricoloncrescendo.Therepetitionofthewordheuatthebeginningofsuccessivephrasesisalsoemotional:thiskindofrepetitioniscalledanaphora.

20-21nōnillīsēquisquamimpūnetulissetobviusarmātō:readintheordernōnquisquamobviusillīarmātōimpūnesētulisset.‘Noone(literally‘notanyone’)wouldhaveconfrontedhimwhenhewasarmedwithoutbeingharmed’.AnchisesisspeculatingaboutthemilitarysuccessMarcellusmighthaveachievedhadhelived.

20 illī:‘him’,i.e.Marcellus.Dativecasewithsē…tulissetobvius(seenextnote).20-21sē…tulissetobvius:sēobviusferre=‘toconfront’.Literally,‘tocarryoneselfagainst’.The

persononeconfrontsisexpressedbythedativecase.20-22tulisset…īret…foderet:subjunctiveverbsexpressthehypothetical(whatmighthave

happenedifMarcellushadlived).Contrastwithanepitaphwhereindicativeverbswouldbeusedtolistthedeadperson’sachievements.Theuseofthesubjunctivemoodherecreatespathos.

21-22seucum…seu:‘eitherwhen…orif’.seu…seuisgenerallytranslatedas‘whether…or’.21 pedes:‘asafoot-soldier’,‘onfoot’23 heu,miserandepuer:AnchisesnowaddressesMarcellushimself.Callinghim‘boy’stresseshis

youthandisareminderofhisearlydeath.fātaaspera:plural,butcanbetranslatedassingular

23-24heu,miserandepuer,sīquāfātaasperarumpās,tūMarcelluseris:therearetwowaysofinterpretingthis.

(i)Alas,poorboy(Ifonlyinsomewayyoucouldrupturecruelfate!),youwillbeMarcellus.sī+presentsubjunctive(rumpās)expressesawish.sīquāfātaasperarumpāsistreatedasaparenthesis.Someeditors,includingAustinandWilliams,makethistranslationclearbypunctuatingwithanexclamationmarkafterrumpās:Alas,poorboy,ifonlyinsomewayyoucouldrupturecruelfate!YouwillbeMarcellus.(ii)Alaspoorboy,ifinsomewayyoucouldrupturecruelfate,youwillbeMarcellus.sī…rumpāsisinterpretedasaconditionalclause.Butitisdifficulttomakesenseofthis.

ThetranslationintheEduqasResourceshas(i).24 tūMarcelluseris:atlastAnchisesnamesMarcellus.Theshortsimplestatementhasa

dramaticimpact.ARomanreaderwouldhaveguessedtheidentityoftheyouthbeforethisrevelation.

24-27manibus…mūnere:gifts,suchaswine,oil,cakesandincense,wereofferedtothedead,eitheraspartofthefuneralritesorwhenvisitingthetombofthedeceased.AnchisesisimagininghimselfbeingpresentatthefuneralofMarcellus.

24 manibus…plēnīs:‘inhandfuls’.Literally‘withhandsfull’.24-25datelīlia…purpureōsspargamflōrēs:spargamhastobepresentsubjunctivehere(not

futureindicative),asshownbytheparallelaccumuleminthenextline.Therearetwowaysofinterpretingtheconstructionhere:(i)=[mihi]datelīlia[ut]spargampurpureōsflōrēs:‘Give[me]lilies[sothat]Imayscatter[their]purpleflowers’.Anchisesisspeakingasiftherewereattendantspresenttogivehimtheflowers,anddateisanimperativeaddresseddirectlytothem.līliaistheobjectofdate.spargamissubjunctivebecauseitisinapurposeclause,withtheconjunctionutomitted.ThisistheinterpretationfollowedbyAustin,MaclennanandthetranslationintheEduqasResources.

(ii)‘Letmescatterlilies,purpleflowers’.Heredatemeans‘let’or‘allow’(=permitte)andspargamisadependentjussivesubjunctive.purpureōsflōrēsisinappositiontolīlia.ThisistheinterpretationfollowedbyWilliams.

25 purpureōs:either‘bright’or‘purple’.Liliesarenotallwhite,soeithertranslationispossible.25-6 animamquenepōtishīssaltemaccumulemdōnīs:‘and,atleast,heapthesegiftsonthespirit

ofmydescendant’.Literally‘and,atleast,heapthespiritofmydescendantwiththesegifts’.26 saltem:thiswordhastheeffectofcreatingpathos.

inānī:theideahereisprobablythatperformingthisdutyisfutilebecausethedeadcannotgivethanksfortheofferingsoftheliving.Theadjectivehastheeffectofintensifyingthepathos.

27 mūnere:thisfinalwordemphasisesthatAnchisesisperforminghisdutytohisfamily,i.e.heisdemonstratinghispietās.Thewordisemphasisedbyitsposition:finalwordinthesentenceandthespeech,andoverrunningtheline.tōtā…regiōne:=intōtā…regiōne‘inthewholeregion’,i.e.‘intheUnderworld’.Theablativecaseisusedwithoutaprepositiontoexpresstheideaof‘in’aplace;thisiscommoninLatinpoetry.vagantur:Latinwritersoftenuseapresenttensetorefertoeventswhichtookplaceinthepast;thisisknownasthehistoricpresenttense.Translateaseitherapresenttenseorapasttense.MarcellusisthelastintheprocessionofhisdescendantswhomAeneasseeswaitingtobeborn.HeandAnchisesthencontinuetheirtouroftheUnderworld.

DiscussionTherewasastorythatMarcellus’mother,Octavia,faintedwhensheheardVirgilreadtheselinesaloud.Studentscouldbeaskedtopickoutparticulardetailsofcontentoruseoflanguagewhichheightentheemotionandproduceasenseofpathos.Topicsfordiscussioncouldinclude:

• TheidealRomanyoungman.Whatwouldbetheidealqualitiesinayouthoftoday?• Theimportanceofthefamilylineandtheideaofchildrenasaninvestmentinthefuture.To

whatextentdopeopletodaysharetheseideasaboutfamily?Questions1. WhatqualitiesinMarcellusarepraisedinthispassage?2. Studylines19-24(heu…eris).Examinethelanguageandthestyleofwriting.HowdoesVirgil

arousepityforMarcellus.