Ecce 38 – Content Outline

I. Translation
a.Consolidate Tenses & Cases

II. Vocabulary

 Grammar – Cardinal & Ordinal Numbers

III. Culture – Education II

a.(Questions in packet + TRSFT pages
41-49, all questions)

IV. Myth – Pygmalion

content outline
 Ecce 38 – Pre-Reading Activities

I. Picture Time

1. What is Marcus doing?

2. Who is the man in blue & what do you think he will say
next?

3. What are the other students doing?

II. New Vocabulary – Forging Links

Use your packet’s Vocabulary List to find the Latin originals. Don’t fill
in the meanings.
Latin Word What I Think the Latin Means

1. annual _________________ _____________________________

2. marine _________________ _____________________________

3. navigate _________________ _____________________________

4. tempest _________________ _____________________________

5. terrain _________________ _____________________________

III. Story Telling – Now look at page 109. The words are listed in the
order they occur in the story. Write a 5 sentence summary of what you
think happens in the story, using and underlining English meanings
from 10 new vocab words.

translation
 Ecce 38 – The Magic List
omnis, is, e – all, every
puer, i – boy
in + acc – into
ludus, i – school
vix – barely, scarcely
ingredior, ingredi,
ingressus sum –
enter, go in
cum – when
grammaticus, i –
teacher
ita – in this way
coepit – began
abhinc – ago
tres – three
mensis, mensis –
month
primus, a, um – first
liber, libri – book
Aeneis, Aeneidis – the
Aeneid (poem by
Vergil)
a – by
vobis – you (pl)
lego, legere, legi, lectus
– read
quis – who
e – out of, from
vobis – you (pl)
de – about
Aeneas, Aeneae –
Aeneas (pronounced:
Ah-Nee-Is)
mihi – to/for me
narro (1) – tell
possum, posse, potui –
be able, can
qui, quae, quod – who,
which
unus, a, um – one
e – out of, from
discipulus, i – student,
pupil
respondeo, respondêre,
respondi, responsus –
reply
urbs, urbis – city
a – by
Graecus, a, um – Greek
decem – 10
annus, i – year
obsideo, obsidêre, maximus, a, um –
obsedi, obsessus – greatest
besiege tempestas, tempestatis
sed – but – storm
tandem – finally navis, navis – ship
capio, capere, cepi, complures, -ium -
captus – capture, several
seize deleo, delêre, delevi,
incendo, incendere, deletus – destroy
incendi, incensus – ipse – himself
burn, set on fire ad – to
effugio, effugere, effugi tempestas, tempestatis
- escape – storm
e – from ago, agere, egi, actus –
ruina, ae – collapse, drive, do
ruin cum – when
ille, illa, illud – that, septem – 7
those modo – only
urbs, urbis – city navis, navis – ship
una – together ad – to
cum – with urbs, urbis – city
pater, patris – father quidam, quaedam,
filius, i – son quoddam – a certain
-que – and advenio, advenire,
suus, a, um – his (own) adveni, adventus –
complures, -ium – arrive at
several ubi – where, when
amicus, i – friend a – by
ex – from, out of regina, ae – queen
navigo (1) – sail Dido, Didonis – Dido
nam - for (queen)
terra, ae – land, earth comiter – kindly
peto, petere, petivi, accipio, accipere,
petitus – seek accepi, acceptus –
qui, quae, quod – who, receive, welcome
which ad – to
voco (1) – call convivium, i – feast
postquam – after invito (1) – invite
multi, ae, a – many
terra, ae - land, earth tum – then
mare, maris – sea grammaticus, i –
patior, pati, passus est teacher
– endure, suffer res, rei – thing, matter
ad – to optime – best, in the
vix – barely best way
venio, venire, veni, narro (1) – tell
ventus – come sed – but
atque – and quid – what
ubi – when, where convivium, i – feast
e – out of, from fio, fieri, factus sum –
proficiscor, proficisci, happen, become
profectus sum – set
out
qui, quae, quod – who, secundus, a, um –
what second
alter, altera, alterum – liber, libri – book
another, a second Aeneis, Aeneidis – the
discipulus, i – student, Aeneid
pupil age – come on
regina, ae – queen mihi – to/for me
plurima – many things recito (1) – recite
rogo (1) – ask ille, illa, illud – that,
de – about those
urbs, urbis – city versus, us – verse, line
de – about of poetry
res, rei – thing, affair
de – about igitur – therefore
periculum, i - danger ita – in this way
iter, itineris – journey recito (1) – recite
tandem – finally coepit - began
omnis, is, e – all
conviva, ae – guest
taceo, tacêre, tacui,
tacitus – become
silent, fall silent
multi, ae, a – many
mirus, a, um –
wonderful, amazing
narro (1) – tell
coepit – began

hic, haec, hoc – this,

these
responsum, i – reply,
answer
grammaticus, i –
teacher
maxime – greatly, very
much
placuit – (it) pleased
nunc – now
inquit – he said
nos – we
ipsi – ourselves
audio (4) – hear
ea – neuter plural –
those things
qui, quae, quod – who,
which
ab – by
narro (1) – tell
nunc – now
lego, legere, legi, lectus
– read
aliqui, ae, a – some
versus, us – verse, line
of poetry
e – from
 Chapter 38 – the lessons begin

Omnes pueri in ludum vix ingressi errant cum grammaticus

ita coepit: “Abhinc tres menses primus liber Aeneidis a vobis

lectus est. Quis e vobis de Aenea mihi narrare potest?”

Cui unus e discipulis respondit: “Urbs Troia a Graecis decem

annos obsidebatur, sed tandem capta et incensa est. Effugit e

ruinis illius urbis Aeneas, et una cum patre filioque suo et

compluribus amicis ex Asia navigavit, nam terram petebat quae

Hesperia vocata est. Postquam multa terra marique passus est,

ad Siciliam vix venit. Atque ubi e Sicilia profectus est, maxima

tempestas naves complures delevit. Aeneas ipse, ad Africam

tempestate actus, cum septem modo navibus ad urbem quondam

advenit ubi a regina Didone comiter acceptus ad convivium

invitatus est.”

Tum grammaticus, “Res optime narrata est. Sed quid in

convivio factum est?”

Cui alter discipulus, “Regina plurima rogabat de urbe Troia,

de rebus Troianis, de periculis itineris. Tandem omnes convivae

tacuerunt et Aeneas multa et mira narrare coepit.”

 Hoc responsum grammatico maxime placuit; qui “Nunc,”

inquit, “nos ipsi audiemus ea quae ab Aenea narrate sunt. Nunc

legemus aliquos versus e secundo libro Aeneidis. Age, Marce!

Mihi recita illos versus!”

Marcus ita recitare coepit:

Conticuere omnes intentique ora tenebant

Inde toro pater Aeneas sic orsus ab alto:

“Infandum, regina, iubes renovare dolorem.”

 Ecce 37 – Drill Sentences

1. Pueri diutius dormire conabantur, sed Eucleides eos excitavit.

2. Pueri in lectis morari volebant, sed ad ludum ire necesse erat.

3. Sextus ad ludum ire verebatur quod grammaticus saepe iratus erat.

4. Quod pueri ante ludum nihil devorabant, collapsi sunt.

5. Grammaticus saepe experitur pueros et quosdam versus recitare eos

rogant.

6. Post ludum pueri domum regredientur.

7. Eucleides mox pueros consecutus est quod celeriter ambulabat.

8. Ubi ad ludum advenerunt, pueri ingressi sunt sed Eucleides extra ludum
manebat.

9. Canis parvus pueros sequebatur quod esurit et pueri scriblita ei dederunt.

10.Quamquam non lucebat, pueri e domo profecti sunt.

Ecce 37 – Translation Review

Answer the following True/False questions about your story.

_____1. Mane Sextus et Marcus diu in lectis morati sunt.

_____2. Quamquam nondum lucebat, Sextus ad ludum ire valde volebat.

_____3. Grammaticus Sextum castigabat quod hos versus memoria non

tenebat.

_____4. In urbe Eucleides est puerorum paedagogus.

_____5. Ubi domo egressus sunt, pueri praecurrebant et Marcus

lanternam ferebat.

_____6. Eucleides tabernam quondam conspexit et aliquid cibi pueris

emit.

_____7. Quod non sero erat, pueri et Eucleides ientaculum edebant

antequam ad ludum pervenerunt.

_____8. Eucleides panem et paulum vini habebat; pueri porcum et frusta

pullorum.
_____9. Dum cibum devorant, pueri inter se loquuntur.

_____10. Tandem profecti sunt et mox ludo appropinquabant.

Ecce 38

aliqui mensis

annus navigo

coepit navis

deleo obsideo

discipulus patior

incendo regina

mare ruina

tempestas

terra
 Ecce 38 – Vocabulary Practice
I. Pictures – draw what these words mean:

mensis discipulus navigo

terra mare tempestas

navis regina obsideo

deleo incendo patior

II. Fill In the sentence with the best choice to complete the
meaning:
 Etymology
Using the Latin words in the word bank given here, derive English
words that complete the sentences below. There may be repeats or
combinations:

praefero experior utilis

castigo loquor eruditus
vereor paedagogus
grammaticus egredior

1. There were several points of ___________________ from which the

detectives surmised the villain might have escaped.

2. The attitudes of the nuns in church was ___________________.

3. ___________________ is the way in which material is taught to students.

4. Sometimes the ___________________ in Latin is difficult because there is

no parallel in the English language.

5. The room was designed to be ___________________; its function was

much more important than its aesthetic beauty.

6. The panel of ___________________ was unable to solve the problem,

despite their advanced degrees and many years of experience in the
field.

7. The scholar’s ___________________ language emphasized the obscurity of

his research topic.

8. The children were ___________________ for their bad behavior.

9. She had a vivacious and ___________________ personality – her social

skills were excellent, although her focus on academics was sometimes
not very sharp.

10.We ___________________ the red to the blue, although the blue is quite
nice also.
 Ecce 38 – GRAMMAR PRACTICE

I. What is a deponent verb?

II. How many principal parts does a deponent verb have?

Why?

III. How do you tell what conjugation a deponent verb is?

Explain for each conjugation.

IV. How do you translate a deponent verb?

V. What case of noun might you see with a deponent verb

that you would never have with a true passive?
 3rd Singular conor vereor sequor
Present
Imperfect
Future
Perfect
Pluperfect
Future Perfect

3rd Singular egredior moror experior

Present
Imperfect
Future
Perfect
Pluperfect
Future Perfect

3rd Plural conor loquor morior,

moriri,
moritus sum
Present
Imperfect
Future
Perfect
Pluperfect
Future Perfect

3rd Plural for, fari, fatus mereor, nascor, nasci,

sum mereri, natus sum
meritus sum
Present
Imperfect
Future
Perfect
Pluperfect
Future Perfect

grammar
grammar
I. From your vocabulary list, locate:

1. THREE 2nd declension nouns 3. THREE 1st conjugation verbs

4. TWO adjectives
2. THREE neuter nouns
5. THREE 3rd conjugation verbs

II. Verb Scavenger Hunt – Find the following VERBS in your story.
Line numbers are provided.

1. perfect tense (1) 6. future tense (7)

2. imperfect active (2) 7. perfect tense (8)

3. infinitive (3) 8. future tense (10)

4. present tense (4) 9. perfect tense (12)

5. infinitive (5) 10.imperfect tense (13)

grammar
 Ecce 37 Culture – education I

Working with primary sources

typed – 50 points

Read pages 102-104 and answer the questions below.

1. How do the Romans envision the role of parents in the early

education of children?

2. Why do you think that Pliny frowns upon the idea of sending
children away to school? What seems to be his primary concern?
What disadvantages are there for children in sending them away?
What disadvantages for parents?

3. Compare and contrast Plutarch’s descriptions of Cato and Aemilius

Paulus. What do they have in common? What is the fundamental
difference in their approaches? Why do you think each man chose
to educate his child as he did?

4. What would be advantages would Cato’s son have over Aemilius

Paulus’ son based on the way he was educated? What advantages
would Aemilius Paulus’ son have?

5. Why would it be acceptable in Roman society for schoolteachers to

use corporal punishment? Why would Martial dedicate an epigram
to this topic?

6. How does Libanius describe the role of the paedagogus? How does
this compare to what we have seen Eucleides doing so far in our
story?

culture
 Ecce 37 Mythology

Griffin
50 points – must be typed

http://www.thanasis.com/griffin.htm

1. How does the griffin combine positive qualities of both the lion &
the eagle?

2. Why might some people interpret the fusion of these two animals in
the griffin as a disadvantage, or as something with negative
connotations?

3. Read the Milton simile about the Griffin. Is this a positive or

negative comparison? To what is Milton comparing the griffin? (Use
your imagination.)

4. Why would the image of the griffin be appealing as a symbol for a

particular group, political cause or social issue? Give 3 examples each
in which the griffin might be adopted as a symbol & explain why.

5. Why would the ancients associate the griffin with Alexander the
Great? Why would it be important to mythologize a significant
historical figure?

culture