The aim of this free course is to enable you to get started on learning Latin in a fairly leisurely but well-focused way. It has been developed in response to requests from students who had had no contact with Latin before and who felt they would like to spend a little time preparing for the kind of learning that studying a classical language involves. This course will give you a taster of what is involved in the very early stages of learning Latin. Along the way, you will learn some Latin words, master the pronunciation of Latin and explore the links between Latin and English. Importantly, too, you will gain a basic understanding of how Latin ‘works’ – its grammar and sentence structure – and gain a useful impression of what learning Latin actually involves. The material which follows is designed to be studied in small sections. In all, it will probably take about 8–10 hours to work through. But even if you have only a small amount of time available, you will find it useful to work through the early sections and familiarise yourself with some basic grammatical terms.
This OpenLearn course is an adapted extract from the Open University course A276 Classical Latin: the language of ancient Rome .
After studying this course, you should be able to:
understand some of the main links between English and Latin
pronounce Latin words confidently
have an understanding of basic English grammar in order to recognise and describe the way languages work
unravel basic Latin sentences.
If you have studied classical literature in translation, at the OU or elsewhere, you will be used to the demands of extensive reading of set books, note-taking and preparing essays. However, the ‘tools of the trade’ for learning a classical language are somewhat different, and you will need to develop new skills, of which the most basic are actually the most important, since they underpin everything else that you do as you progress your studies in the area.
To study Latin successfully, students typically find they need to develop a study pattern suited to their lifestyle and to the demands of this type of language learning. ‘Little and often’ is best; however, you may not be able to set aside an hour or so each day. This course will give you the opportunity to try out various study patterns and find out which suits you best.
You will also be able to find out which aspects of language learning come easily to you, and which seem more difficult or more time-consuming. For example, some people find dealing with grammar difficult. Others may worry about memorising words, although with practice many people find that they can develop techniques to help with this. As you work through this material, you might like to experiment with different ways of learning vocabulary – for example, writing out the Latin words and/or saying them aloud; thinking of English words which are derived from, and therefore similar to, the Latin words you have learnt; using flash cards; getting a friend to test you; recording vocabulary items and listening back to them; or a combination of these strategies. If you can set up the habit of learning just a few words each day, you will benefit enormously.
Although Latin is not the direct ancestor of the English language, as it is of languages such as Italian, French and Spanish (the so-called ‘Romance’ languages), it has nevertheless given us an enormous number of English words. According to some estimates, around half of all English words come from Latin.
You may be familiar with the idea that words such as science, transport and solution are derived from Latin, but did you know that street and kipper come from Latin words which entered ordinary speech during the period from the first to the early fifth centuries AD, when Celtic Britain was part of the Roman empire?
There are other homely words in this category. Try matching the following English words with their Latin origins below.
beer
bibere (= to drink)
box
buxus (= boxwood)
candle
candela
wine
vinum
cheese
caseus
peas
pisum
sack
saccus (= large bag)
sock
soccus (= slipper)
street
strata (via) (= paved way)
wall
vallum (= palisaded earthwork)
caster/cester/chester (as in Lancaster, Gloucester, Chester)
castra (= camp, fort)
Using the following two lists, match each numbered item with the correct letter.
beer
box
candle
wine
cheese
peas
sack
sock
street
wall
caster/cester/chester (as in Lancaster, Gloucester, Chester)
a.vallum (= palisaded earthwork)
b.buxus (= boxwood)
c.caseus
d.candela
e.vinum
f.saccus (= large bag)
g.pisum
h.soccus (= slipper)
i.strata (via) (= paved way)
j.bibere (= to drink)
k.castra (= camp, fort)
In the sixth century, the Latin of the Christian church added such words as monastery and minster, pope and noon (from nona hora = ninth hour = 3pm) to the language, which was then essentially Anglo-Saxon. When William the Conqueror and his Normans came to Britain in the eleventh century, a vast number of words, derived both from Norman French and from written Latin, entered English. Among these are duke, general, soldier, army, palace, law, chivalry, merchant, mutton, beef and pork. In some instances, English was further enriched by having two versions of what was originally a single Latin word.
Words from Latin through French | Words from Latin |
---|---|
treason | tradition |
rage | rabies |
ray | radius |
poor | pauper |
reason | ration, ratio |
firm | secure |
abridge | abbreviate |
The Renaissance in Europe, the Enlightenment in Britain, and the growth of science and technology in the nineteenth and twentieth centuries, produced thousands more words derived from Latin, such as administration, computer, decimal, horticulture, interface, molecule, missile, satellite and superhuman.
This is a huge and fascinating topic. If you would like to think about it in greater depth, you could read Latin in our Language by Peter Barker − see the ‘ Further reading ’ section for full publication details. This book contains many vocabulary exercises.
In English there are often two words expressing the same idea, one of Anglo-Saxon origin, the other of Latin origin. Anglo-Saxon words can often seem more simple and straightforward in style, while Latinate words can seem more scientific and academic. So simple words and phrases such as go down, high, sad, speed up, watch, hate, do well and hide, for example, can be contrasted with words of Latin origin like descend, elevated, miserable, accelerate, observe, detest, succeed and conceal. But do bear in mind that not all words derived from Latin sound elevated: remember the homely words of Latin origin you met in Section 2, like cheese, peas and sock !
In addition to the words which have derived from Latin or from Latin through French, English also uses a number of words taken straight from Latin without any change. See if you can match the following Latin/English words with the meanings of the original Latin words below.
agenda
things to be discussed
data
things given
exit
he/she goes out
formula
rule/method
fungus
mushroom
innuendo
by hinting
lens
lentil
media
things in the middle
plus
more
referendum
thing to be referred
vacuum
empty thing
Using the following two lists, match each numbered item with the correct letter.
agenda
data
exit
formula
fungus
innuendo
lens
media
plus
referendum
vacuum
a.things to be discussed
b.more
c.he/she goes out
d.rule/method
e.lentil
f.empty thing
g.by hinting
h.things in the middle
i.things given
j.thing to be referred
k.mushroom
The links between Latin and English vocabulary are good news for students of Latin. Because of the presence of so many words of Latin origin in English, many Latin words are relatively easy for English speakers to absorb. Indeed, some Latin words are almost identical to their English equivalents, as shown in Table 2.
Latin word | English meaning |
---|---|
adulescens | young man, youth, adolescent |
affirmo | I affirm |
desidero | I desire |
finis | finish, end |
pars | part |
persuadeo | I persuade |
rapidus | rapid, swift |
respondeo | I reply, respond |
similis | similar, like |
templum | temple |
The fact that Latin words often have English derivatives can also make them relatively straightforward to learn.
Latin word | English derivations |
---|---|
familia, household | family |
filius, son | filial |
habito, I live, dwell | habitat |
celo, I hide | conceal |
clamo, I shout | exclaim |
intro, I enter | enter |
porto, I carry | porter |
timeo, I fear | timid |
voco, I call | vocation (i.e. a 'calling') |
amo, I love | amiable |
curo, I look after | curator |
Now it’s time to do a little vocabulary building. How many of the following common Latin words can you guess the meaning of? Type your answers next to the Latin words in the box provided.
Latin word | English meaning |
---|---|
arma | arms, weapons |
causa | cause, reason |
custos | guard (custodian) |
defendo | I defend |
diffiicilis | difficult |
elephantus | elephant |
femina | woman (feminine) |
frater | brother (fraternal) |
nomen | name (nominal) |
optimus | very good, excellent (optimal) |
pater | father (paternal) |
servus | slave (servant) |
Contrary to what many people think, we do know how classical Latin (the Latin spoken in the first century bcE and the first century CE) was pronounced. One of the main clues is provided by the spelling of Latin names in Greek: thus, since the Latin name Valeria, for instance, was spelled Oualeria in Greek, we can tell that Latin ‘v’ was pronounced as a ‘w’ sound. Alternative spellings and misspellings on inscriptions also help to show common pronunciations, as do the regular metres of Latin poetry; the remarks of ancient grammarians and other writers; and comparison of Latin with other languages.
The Roman alphabet is still very much in use today: it is the alphabet used for English and many other languages throughout the world, and it owed its original spread to the use of Latin in the western Roman empire. In classical times, the alphabet consisted of 23 letters, not our 26, as it lacked j, v and w.
Most students find that they master the principles of pronouncing Latin easily enough, though it can take a little patience and practice. Unlike with modern languages, there is no pressure to develop an ‘authentic’ Latin accent. However, being able to pronounce Latin consistently will ultimately allow you to absorb Latin vocabulary more quickly, read more fluently and appreciate the rhythms and sounds of Latin poetry and prose that much better.
To learn how Latin is pronounced, visit the ‘Sounds’ section of the Introducing Classical Latin website, produced by The Open University. You should set aside around an hour to work through this section of the site. (If you have studied some Latin before, you may find browsing this section of the website a useful way of refreshing your memory.)
To begin to acquire some basic Latin vocabulary, you may also like to look at the ‘Words’ section of the Introducing Classical Latin site. (But note that you will be prompted to revisit the site later, both to look at the ‘Words’ section again – and also to work through the ‘Sentences’ section, which you should leave to one side for now.)
In line with the ‘little and often’ approach that you are advised to adopt for learning Latin, you may wish to break down your time working on the ‘Sounds’ and ‘Words’ sections into small chunks of 10–20 minutes. You will no doubt also find it useful to revisit the Introducing Classical Latin website again after a few days, too, to review what you have learnt: consolidation and practice are key when it comes to making languages stick!
You will notice that, some letters on the Introducing Classical Latin site are marked with short lines over the top; these are called ‘macra’ (singular: macron) and they mark the difference between ‘short’ and ‘long’ vowels. (You can hear the difference between the length of vowels when you work through the section on the ‘Sounds’ of the Latin alphabet.) Macra can be useful when learning how to pronounce Latin words, but since most printed versions of Latin texts do not use them, we’ve chosen not to include them in this OpenLearn course.
The grammar of a language is simply a way of describing the rules its native speakers intuitively use when they speak or write. In this section, you will explore some aspects of English grammar that it will be useful for you to be aware of when studying Latin. As someone who has already mastered one complex language that is related to Latin – namely English – you may be pleasantly surprised at how familiar some of the principles of Latin grammar turn out to be.
The underlying grammatical rules of Indo-European languages (for example, English, Gaelic, French, German, Russian, Latin, Greek, Punjabi) are similar, but it is not always easy to appreciate this when you are beginning to learn a new language. A common feature of all these languages is the ‘inflection’ of nouns, adjectives and verbs, whereby the end of the word is changed according to its function in the sentence. For example, woman, woman’s, women and women’s are all inflections of a noun. This and these are inflections of an adjective, and teach, teaches, teaching and taught are inflections of a verb.
Modern English uses inflected forms in a fairly limited way. But many languages use them much more than English does – including Latin which is a heavily inflected language. In English, we have, on the whole, exchanged the inflections for a very strict system of word order. For example, ‘Those girls are feeding the horses’ means one thing and ‘The horses are feeding those girls’ means something rather different. Similarly, ‘You are going to Spain tomorrow’ is different from ‘Are you going to Spain tomorrow?’ We can tell who is doing what to whom, in the first example, and whether something is a statement or a question, in the second example, from the order of the words.
This is much less true of Latin. The endings of words (the inflections) are vital to understanding how words relate to each other and enable us to work out the meaning of a sentence. When learning Latin (or Greek, German or Russian), we have to change our reading habits. We need to look even more carefully at the ends of words than at the beginnings, and only if we do this will the meaning of a sentence become clear and unambiguous. In learning Latin, vocabulary is important, but just as important is the system of word endings.
In describing the grammar of written Latin, the best method is to use the traditional classical grammar, as worked out by the Greeks and Romans themselves. As a preliminary exercise, it may be useful to be familiar with the ‘parts of speech’ in English.
Table 4 below gives a very brief explanation of the eight parts of speech which are found in both Latin and English. A fuller discussion of the most important terms follows.
Part of speech | Explanation | Latin derivation of the term |
---|---|---|
noun | a naming word | nomen, a name |
pronoun | a word used in place of a noun | pro, instead of; nomen, a name |
adjective | a 'describing' word | adiectum, thrown at, added |
verb | a 'doing' or 'being' word | verbum, a word |
adverb | a word added to a verb, adjective or another adverb | ad, to; verbum, a word |
preposition | a word placed before a noun or pronoun | prae, in front of; positum, placed |
conjunction | a joining word | coniunctum, joined |
interjection | an exclamation | interiectum, thrown between, insert |
Nouns are used to name people, places, things or concepts; for example Cicero, Italy, field, happiness. Most nouns can be singular or plural; for example field, fields.
In Latin, nouns are usually subject to inflections: their endings change. This is sometimes so in English, too, as you saw in Section 4.1 with woman, women, woman’s, and women’s.
Identify the nouns in this passage from Beatrix Potter’s The Tale of Peter Rabbit.
Once upon a time there were four little Rabbits, and their names were – Flopsy, Mopsy, Cotton-tail, and Peter. They lived with their Mother in a sand-bank, underneath the root of a very big fir-tree.
‘Now, my dears,’ said old Mrs. Rabbit one morning, ‘you may go into the fields or down the lane, but don’t go into Mr. McGregor’s garden: your Father had an accident there; he was put in a pie by Mrs. McGregor.
Potter, 1902, pp. 7–11
time, Rabbits, names, Flopsy, Mopsy, Cotton-tail, Peter, Mother, sand-bank, root, fir-tree, dears, Rabbit, morning, fields, lane, McGregor’s, garden, Father, accident, pie, McGregor
In English, we tend to classify nouns according to their sex, ‘masculine’ being used of males, ‘feminine’ of females and ‘neuter’ of everything else. Observe the following examples:
‘He’ tends to be used for male humans and animals; ‘she’ tends to be used for female humans and animals; and ‘it’ is used for inanimate objects and animals of indeterminate gender.
In Latin, however, nouns are classified according to their gender, and the terms ‘masculine’ and ‘feminine’ are not restricted to male and female people and animals.
So, some masculine nouns identify people or animals that you might intuitively class as ‘masculine’, such as:
But a number of inanimate objects or concepts are also masculine in Latin:
Similarly, some feminine nouns identify people or animals that you might intuitively class as ‘feminine’, such as:
But many inanimate objects or concepts are also feminine in Latin:
In addition to masculine and feminine, Latin also has a third gender: neuter. Neuter nouns include:
If you are new to language learning (and even if you are not!), the idea of gender may be challenging to grasp. There is, after all, nothing intrinsically masculine about a ‘year’ or feminine about a ‘flame’. Rest assured that gender is something that you will get used to over time, however.
Pronouns are used to avoid repeating nouns and to supply the subjects for verbs. I, me, we and us are known as the first person pronouns; you is the second person pronoun; and he, him, she, her, it, they and them are third person pronouns in English. In Latin, pronouns are used only when really necessary for the sense of a sentence, or sometimes for emphasis. Often, a pronoun subject, such as I, you or she, can be understood from the ending of the verb. This and that can also be used as pronouns, both in English and in Latin.
Adjectives are words which describe nouns, for example big city, these chairs, good people, my chocolate or swift horse. In Latin they ‘agree’ with the noun they describe: that is to say, they match with regard to gender (masculine, feminine or neuter) and number (singular or plural), for example. This is occasionally so in English, too. For example, we say that house but those houses.
A preposition is a word which accompanies a noun (or a pronoun) to provide information such as the location of the action of a sentence in space or time, e.g. in, towards, against, with, among, from, after, about.
Prepositions are always used with a noun or pronoun in what is called a ‘prepositional phrase’, for example: towards the woman, near the cinema, behind the clouds, after breakfast, with her.
Notice how English says: ‘This is for him’ (not ‘for he’); ‘He went with me ’ (not ‘with I’) and ‘Give the sweets to us ’ (not ‘to we’). That is to say, English tends to use a particular form of a pronoun when it is used in a prepositional phrase. In Latin, it is not just the forms of pronouns that change when they are used with prepositions: the forms of nouns change, too. The Latin for ‘slave’, for example, is servus ; but ‘with the slave’ in Latin is cum servo (i.e. the final – us of servus has changed to – o).
Verbs are the most important words of all, as is suggested by the fact that the verb in both English and Latin is named after the Latin word verbum, word! Without a verb, a sentence cannot be a proper sentence, or a clause a proper clause. A one-word sentence consists of a verb only, for example, ‘Run!’
The ending of a Latin verb shows who is carrying out the action of the verb (which is why there is usually no need for a pronoun to show this). Table 5 below shows the present tense person endings of almost every Latin verb.
Person | Singular | Plural |
---|---|---|
1st | o (= I) | mus (= we) |
2nd | s (= you) | tis (= you) |
3rd | t (= he/she/it) | nt (= they) |
The part of the verb to which the person ending is added is called the stem. Thus, the stem ama plus the person ending – t produces amat, ‘he/she/it loves’. Alternatively, ama plus nt produces amant, meaning ‘they love.’ |
Identify the person (1st, 2nd, 3rd) and number (singular or plural) of the following English verbs. Type your answers in the box below.
Example | person and number |
---|---|
He loves | 3rd singular |
They capture | 3rd plural |
She carries | 3rd singular |
You desire | 2nd singular or plural (depending on whether ‘you’ refers to one person or more than one people) |
I fear | 1st singular |
We see | 1st plural |
They are | 3rd plural |
I carry | 1st singular |
As well as indicating an action, and who is carrying it out, a verb usually tells us when the action happens: I’m eating, for example, tells us of something happening at the present moment, whereas I ate indicates something that happened in the past. This kind of difference is known as the ‘tense’ of the verb. In English, this is often indicated by using another verb to help out the meaning, for example I will eat . This extra verb is sometimes referred to as an ‘auxiliary verb’, from the Latin word auxilium, meaning ‘help’. In Latin, on the other hand, a change of person ending, and sometimes a change of stem, indicates a change in the tense.
The main tenses in Latin are given in Table 6 below.
Tense | Latin | English translations |
---|---|---|
Present | porto | I carry (simple present) I am carrying (present continuous) I do carry (emphatic) |
Future | portabo | I shall/will carry I am going to carry |
Imperfect | portabam | I was carrying (continuous action in the past) I used to carry (repeated action) I carried (repeated action) |
Perfect | portavi | I have carried (present perfect) I carried (past simple: a completed action) |
Pluperfect | portaveram | I had carried (further back in the past than the perfect) |
Future perfect | portavero | I will/shall have carried |
You will note that ‘I carried’ is a possible English translation of both the imperfect and the perfect. | ||
Latin would use the imperfect (portabam), from Latin imperfectum, ‘incomplete’, when the action was continuing or repeated: e.g. ‘I carried my books to school every day’. | ||
Latin would use the perfect (portavi), from Latin perfectum, ‘complete’, for a one-off action: e.g. ‘I carried my books to school on Tuesday’. | ||
Latin has only the above six tenses. As you can see from the translations provided, there are not as many different ways of describing actions in Latin as there are in English! |
Identify the Latin tense – present, imperfect, perfect or pluperfect – that would be used to translate the following English verbs. Then identify the person and number of each (e.g. first person singular; third person plural). Type your answers in the box provided.
Example | Person and tense |
---|---|
You speak | present tense, 2nd person |
They have arrived | perfect tense, 3rd person plural |
We used to know | imperfect tense, 1st person plural |
We went | perfect tense or imperfect tense (depending whether it is a completed or repeated action), 1st person plural |
You are flying | present tense, 2nd person |
I was trying | imperfect tense, 1st person singular |
He had jumped | pluperfect tense, 3rd person singular |
She fell | perfect tense (depending whether it is a completed or repeated action), 3rd person singular |
The following extract from the Parable of the Prodigal Son in the New Testament contains several verbs. Identify each of the verbs and say which tense would be used to translate them into Latin (present, future, imperfect, perfect or pluperfect). Type your answers in the box provided.
‘And when he had spent everything, a great famine arose in that country, and he began to be in want. So he went and joined himself to one of the citizens of that country... no one gave him anything. But when he came to himself he said, ‘How many of my father’s hired servants have bread enough and to spare, but I perish here with hunger! I will arise and go to my father, and I will say to him, ‘Father, I have sinned against heaven and before you …’
(Luke 15: 14–18)
Verbs | Tense |
---|---|
had spent | pluperfect tense |
arose | perfect tense |
began | perfect tense |
[‘to be’ is also a form of verb: an ‘infinitive’] | |
went | perfect tense |
joined | perfect tense |
gave | imperfect tense (since the action was habitual: he kept not being given anything) |
came | perfect tense |
said | perfect tense |
have | present tense |
[‘to spare’ is also a form of verb: an ‘infinitive’] | |
perish | present tense |
will arise | future tense |
(will) go | future tense |
will say | future tense |
have sinned | perfect tense |
Nouns, adjectives, verbs, pronouns and prepositions are the most important parts of speech to get to grips with as you start to learn Latin.
If you would like to know more about the other parts of speech – adverbs, conjunctions and interjections – you can look these up in the glossary , which you will find towards the end of this unit.
In this section, you will take a closer look at sentences, in particular the concepts of ‘subject’ and ‘object’ which are so vital for understanding Latin.
A sentence consists of a number of words which, to make sense, must include a verb. Unless this is the only word in the sentence (as in ‘Run!’), there will normally be a word telling us who or what is doing the action. This person or thing carrying out the action of the verb – which is denoted by a noun or a pronoun – is called the subject of the verb.
Consider these sentences:
The players ran onto the pitch. The referee blew his whistle, and the centre-forward kicked off.
This short passage has three separate statements (in the two sentences), each determined by a different action expressed by a verb – ran, blew and kicked. There are also three separate ‘doers’ or subjects of the actions: the players, the referee and the centre-forward.
Identify the subjects and verbs in the following sentences. Type your answers in the boxes provided. The first one has been done for you.
Subject | Verb | |
---|---|---|
1. | I | like |
2. |
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3. |
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4. |
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5. |
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Subject | Verb | |
---|---|---|
1. | I | like |
2. | The boys / they | ran / could |
3. | My friend and I | are going |
4. | She / they | was sitting / were talking |
5. | Chris and Robbie | climbed |
Sometimes a sentence also contains a noun (or pronoun), indicating to whom or what the action is being done. In the sentence, ‘ The referee blew his whistle’, the subject is ‘ the referee’, the verb is ‘ blew’, and ‘ his whistle’ is the thing to which the action is done. This ‘receiver’ of the action is called the ‘object’ of the verb. Another way to think of this is to ask a question of the subject and verb; for example, ‘The referee blew – what?’ The answer to the question, ‘his whistle’, is the object.
Two of the sentences in Activity 9 above also have objects: ‘I like chocolate ’ and ‘Chris and Robbie climbed the tree ’.
Identify the subject, verb and object in the following sentences. Type your answers in the box provided.
Subject | Verb | Object |
---|---|---|
The dog | fetched | the ball |
The girls | were reading | their books |
We | do + like | hard work |
Boudicca | destroyed | Colchester, London, St Albans |
The Romans | could + forgive | her |
People | will be watching | you |
As you can see from the examples in Activity 10, in English the subject usually comes before the verb and the object after it, so the order of components is subject–verb–object (sometimes shortened to SVO). This is not always so, however: the object may come first in English, perhaps for the sake of emphasis. And so it is possible to say:
Hard work we don’t like.
Similarly, the verb can sometimes come before the subject in English:
‘Get lost!’ shouted the man angrily.
As the subject–verb–object order is normal in English, the difference between a word as subject and the same word as object is not shown by inflection; this is unnecessary. Some English pronouns form an exception, nevertheless:
Subject (in the subjective case) | Object (in the objective case) |
---|---|
I | me |
he | him |
she | her |
we | us |
they | them |
This change of form is a vital point to bear in mind when learning Latin, because Latin nouns and pronouns (and adjectives) change their form according to whether they are the subject or object in their sentence: it is the form of the word, or ‘case’ as it is usually known, that determines whether it is the subject or the object.
This is a particularly important point, as English usually relies on word order to distinguish between subject and object, as we have already noted: ‘The dog bit the postman’ is in the conventional order of subject–verb–object, but changing the order of words to ‘The postman bit the dog’ substantially alters the meaning of the sentence.
This would not be so in Latin, because the different case-endings on the nouns (etc.) indicate which word is the subject and which the object, even if the order of the words is unexpected: object–subject–verb, for example. All the same, there is a word order in Latin which is more usual than others, and this is subject–object–verb. Because of this, the Latin reader has to wait until the end of the sentence with great anticipation to find out what the action (the verb) is!
In this section you get to practise your skills of analysing English sentences, first by looking at a passage of prose then at poetry.
In order to consolidate your knowledge so far, you will first practise identifying subjects and objects in the context of a passage of English text.
The following passage is about the Roman emperor Gaius, better known as Caligula.
Read through it and identify as many subjects, verbs and objects as you can. You will note that not all of the verbs in the passage have an object. Type your answers in the box provided.
Gaius deprived the noblest men at Rome of their ancient family emblems – Torquatus lost his golden collar, Cincinnatus lost his lock of hair, and Gnaeus Pompeius lost the surname ‘Great’. He invited King Ptolemy to Rome, welcomed him with appropriate honours, and then suddenly ordered his execution, because, at Ptolemy’s entrance into the amphitheatre during a gladiatorial show, his fine purple cloak had attracted universal admiration. And if Gaius encountered a good-looking man with a fine head of hair – he himself was bald – the back of his scalp was brutally shaved.
(Suetonius, The Twelve Caesars, Caligula 35; adapted from the translation by R. Graves)
Subject | Verb | Object |
---|---|---|
Gaius | deprived | the [noblest] men |
Torquatus | lost | his [golden] collar |
Cincinnatus | lost | his lock [of hair] |
Gnaeus Pompeius | lost | the surname |
He | invited | King Ptolemy |
(He) | welcomed | him |
(He) | ordered | his execution |
his [fine purple] cloak | had attracted | [universal] admiration |
Gaius | encountered | a [good-looking] man |
(He himself) | was | |
the back [of his scalp] | was shaved |
In English prose – as in spoken English – you can normally rely on sentences conforming to the standard word order of subject–object–verb (or simply subject–verb where the sentence doesn’t contain an object). Neither Latin nor English is always so straightforward, however. In English poetry, in particular, it is not uncommon to find language used in experimental or unconventional ways, word order included. Consider the following, for example:
The dark and vicious place where thee he got
Cost him his eyes.(Shakespeare, King Lear, 5.3.171–2)
In the three words formatted in bold above, Shakespeare varies the word order from a standard English word order. Thee is the old English objective form of thou, and the normal order would be ‘he got [= begot] thee’. Poets, for special effect or to improve the metrical rhythm, often do vary the order. Consider this example from Shakespeare’s Sonnet no. 133:
Me from myself thy cruel eye hath taken
(Shakespeare, Sonnet no. 133, line 5)
Here we can analyse the sentence to find out the structure:
Similarly:
What is the grammatical structure in ‘when first your eye I eyed’?
This sort of analysis will be important in your study of Latin. But, as it is the case-ending on the Latin noun which indicates whether it is subject or object, it will be easier to sort out which is which in a Latin sentence than it is in some passages of English text.
To make sure you have understood the principles established so far, see if you can pick out the subject, verb and object in the following seven examples. Record your answers in the box provided.
Our hearts you see not;
(Shakespeare, Julius Caesar, 3.1.170)
For that security craves great Lucifer
(Marlowe, Doctor Faustus, 2.1.36)
This casket India's glowing gems unlocks
(Pope, The Rape of the Lock, 1.133)
Wit, brav’ry, worth, his lavish tongue bestows
(Johnson, London, 126)
Much he the place admired, the person more.
(Milton, Paradise Lost, 9.444)
Two massy [massive] keys he bore, of metals twain
(Milton, Lycidas, 110)
In Peace the thoughts of War he could remove
(Dryden, Absalom and Achitophel, 25)
Subject | Verb | Object |
---|---|---|
You | see | Our hearts |
great Lucifer | craves (for) | that security |
This casket | unlocks | (India's) glowing gems |
his lavish tongue | bestows | wit, brav'ry, worth |
he | admired | the place, the person |
he | bore | two massy [massive] keys |
he | could remove | the thoughts (of War) |
To round off your work on sentences, you should now revisit The Open University’s Introducing Classical Latin website. In Section 3.2, you were asked to work through the ‘Sounds’ section and, if you had time, to begin looking through the ‘Words’ section.
Now finish working through the ‘ Words ’ section of the Introducing Classical Latin site. Once you are confident that you have a reasonable grasp of the 24 Latin words you are asked to learn, work through the ‘ Sentences ’ section, looking at ‘Using Nouns 1', ‘Using Nouns 2’ and ‘Using Adjectives’ . The activities on this website will give you the opportunity to translate some basic Latin sentences. As you work through the exercises, you will also begin to see how the learning you have done in this course relates to the practicalities of reading and understanding Latin.
Aim to set aside around 2 hours to work through the ‘Words’ and ‘Sentences’ sections. Once more, in line with the ‘little and often’ approach you are advised to adopt for learning Latin, you may wish to break down your time working on these sections into small chunks of 10−20 minutes.
To finish off your study of ‘Getting Started on Classical Latin’, let’s take a brief look at a key feature of Latin grammar: ‘cases’.
‘Cases’ indicate the various functions that nouns, pronouns and adjectives can have in a sentence. The case is shown by the word ending in Latin.
During your work on the Introducing Classical Latin website, you met the two most important cases in Latin. These are the nominative case (i.e. the subject forms, like servus and femina) and the accusative case (i.e. the object forms, like serv um and femin am).
The nominative is the form of the noun you will find in a dictionary. This is the form of the noun that is used for the subject of the sentence.
The nominative is also used for what is known as the complement, usually a word linked to the subject of a sentence by the verb ‘to be’.
(Note that in this sentence, woman – femina – is also in the nominative since it is the subject of the sentence. One way to think of the verb ‘to be’ is as an equals sign, linking the two nouns: femina = regina.)
The accusative case is the form of the noun used for the object of the sentence.
The accusative is also used after certain prepositions in Latin (such as ad, ‘towards’).
Table 8 below summarises the uses of the nominative, accusative and the other four cases in Latin. There is no need to commit this to memory now: this is simply here to provide an overview of how Latin nouns work.
Note how the ending of a Latin noun like servus, ‘slave’, changes in the various cases (serv us, serv um, serv i, etc.). Importantly, whereas English speakers rely on word order to tell them what grammatical role a word is playing in the sentence, readers of Latin principally rely on word shape.
case | use | English translation ('slave') |
---|---|---|
nominative (servus) | used for the subject of a sentence or clause used for the complement of the verb ‘to be’ (i.e. after the verb ‘to be’) | a slave …, the slave … |
vocative (serve) | used when addressing someone | slave!, … O slave, |
accusative (servum) | used for the object of a verb used after certain prepositions | … a slave, … the slave (meaning of preposition) + the slave/a slave |
genitive (servi) | used to indicate possession: of, ______’s | of the slave, of a slave; the slave’s, a slave’s |
dative (servo) | used with verbs of giving, saying, showing or telling: to, for | to the slave, to a slave; for the slave, for a slave |
ablative (servo) | when used by itself (usually with things rather than people): by, with, from used after certain prepositions | by, with, from (whichever seems to fit) + the thing (meaning of preposition) + the slave/a slave |
Note that Latin has no word for ‘a’ or ‘the’. This means that you can choose to translate the different forms of servus as ‘slave’, ‘a slave’ or ‘the slave’, whichever seems to make best sense in context.
We hope that you have enjoyed ‘Getting started on classical Latin’.
Simply by working through this free course, you have already begun to familiarise yourself with some of the key terms that you will meet again if you choose to learn Latin in earnest, such as ‘noun’, ‘verb’, ‘subject’ and ‘object’. Do bear in mind that you have been presented with a lot of information in a very short time and you are certainly not expected to retain everything that you have read. Getting to grips with the basic principles of grammar – which you have already done – is always going to be more important than memorising the precise terms used to describe grammatical concepts. And the good news is that when you meet these grammatical concepts again when you are studying Latin, your understanding will give you an important head start. Remember, too, that this course has a Glossary if you need to refresh your memory of what certain grammatical terms mean.
Focusing on grammar is one aspect of language learning, but learning vocabulary is equally important; something else that we hope you have taken away from this course is just how strong the links between Latin and English are and, as a consequence, how similar many Latin words are to English words. You might like to take a moment to reflect on how many Latin words you are familiar with now that you’ve worked through this course.
If you enjoyed ‘Getting Started on classical Latin’, why not take your learning further?
If you would like to continue your learning of classical languages, you can try:
Discovering Ancient Greek and Latin
Here are some other options for exploring the classical world further:
This free course was written by Inga Mantle, James Robson and Jeremy Taylor.
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Course image: The Roman poet Virgil depicted in a fifth century CE manuscript (the Vergilius Romanus) of his poetical works, the Eclogues. Biblioteca Apostolica, Vatican City. Photo: © The Art Archive/Alamy.
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