Tuesday 20 December 2011

Shifting Sands Online

Please go to the Latinum Website, at

  Latinum.org.uk


2011 has really been a year of shifting sands in the online world. The biggest impact on my online presence, was the folding of the mypodcast server farm, and with it, the disappearance of Latinum from iTunes and the internet.
I had assumed this would eventually happen, and had started to produce DVDs with the podcast material, and to develop a presence on YouTube.

I still don't find YouTube is the best medium for what I am trying to achieve, however, I will keep working with it, as long as it continues to exist. I assume YouTube has a long term future,and so is worth making the investment of time.

Google's KNOL system is also shutting down in mid 2012, so I copied all my articles from there across to this blog. Blogger, I assume, has a future, at least in the medium term.

Schola still exists,as Ning took the brave move to start to charge for its hosting service, to protect itself from the fate of companies such as mypodcast. I assume that Ning is financially stable, at least in the medium term. I pay around $250 a year to keep Schola up and running -  which is one reason why I ask for donations - and the few pennies I make from the DVD sales also go toward supporting Schola.


Tables of comparison for Latin Cases


Please go to the Latinum Website, at

  Latinum.org.uk

Latin Grammar

Over the course of putting my Latinum course together, I noted a few things about textbooks that teach grammar - the material is not usually structured for optimal memorisation. Material is presented in grammatical categories that have been chosen for good philological reasons, not for ease of learning.

For example, playing around with the ordering of the declensions makes for a system that can be learned very quickly indeed: Additional learning tables can be found here: Cases compared to the nominative singular.

The following tables are of the case endings for the five Latin declensions.


SINGULARS

CASEIIIIIIIIIIV
NOMINATIVEAUSCLONES TRAXUSES
VOCATIVEAECLONES TRAXUSES
ACCUSATIVEAMUMEMUMEM
ABLATIVEAOEUE
DATIVEAEOIUIEI
GENITIVEAEIISUSEI


MEMORISE these endings:
AH-AH-UM-A-AE-AE;                ( AH AH UM A AE)
US-E-UM-OO-I                          ( MUSEUM OOEE)
CLONE'S TRAX EM-E-I-IS       ( CLONE'S TRAX AMAZE)
US-UM- U- UI- US                    (USE 'EM YOU USE)
ES-ES-EM-E-EI-E                     (S & M E HEY!)
Some notes: Just say these one after the other, and then write them down. The words in brackets are rough equivalents that help with memorisation.



PLURALS

CASEIIIIIIIIIIV
NOMINATIVEAEIESUSES
VOCATIVEAEIESUSES
ACCUSATIVEASOSESUSES
ABLATIVEISISIBUSIBUSEBUS
DATIVEISISIBUSIBUSEBUS
GENITIVEARUMORUMUMUUMERUM

MEMORISE:
AE-AE-AS-IS-ARUM ( I 'AS 'IS ARM             I.E. "I HAVE HIS ARM")
I-I-OS-IS-ORUM      ( EE -OS-'IS-ORM        I.E. "HE HAS HIS ARM")
ES-IBUS-UM          (EASY BOSOM)
US -IBUS -UUM     ( USE 'E  BOSOM             I.E. "USE YE BOSOM")
ES - EBUS -ERUM  (EASY BOSERUM)

Note the 'rule of two' the first two declensions have the first two cases the same.
The 'rule of three' - the next three have the first three cases the same.
Neuters always follow the 'rule of three'



ADJECTIVES:

Learn your adjectives in the order Feminine, Masculine, Neuter, NOT masc, fem,neuter, as in all grammar books.

Then, the adjective will follow the order of the declensions, and will give clearer patterns for memorising. Here are the endings for adjectives that are declined like BONUS.

CASEFEMININE
 (follows 1st declension form)
MASCULINE
(follows 2nd declension form)
NEUTER
(follows masculine)
NOMINATIVEAUSUM
VOCATIVEAEUM
ACCUSATIVEAMUMUM
ABLATIVEAOO
DATIVEAEOO
GENITIVEAEII


Note the neuter of the adjective is a neutered masculine. Thus, it follows the form of the masculine, except if has the 'rule of three' for the first three cases. Putting it next to the masculine makes it easier to memorise.

CASEFEMININE plural
(follows 1st declension form)
MASCULINE plural
(follows 2nd declension form)
NEUTER plural
(follows masculine)
NOMINATIVEAEIA
VOCATIVEAEIA
ACCUSATIVEASOSA
ABLATIVEISISIS
DATIVEISISIS
GENITIVEARUMORUMORUM



A COMPARATIVE TABLE SHOWING FORMS COMPARED TO FIRST DECLENSION FEMININE SINGULAR.  THERE IS SOME IRREGULARITY, BUT EVEN HERE THERE ARE PATTERNS.


CASEFEMININE SING








NOMINATIVEHAECMUSABONAMEAILLAIPSAISTAEA

VOCATIVEOMUSABONAMEA





ACCUSATIVEHANCMUSAMBONAMMEAMILLAMIPSAMISTAMEAM

ABLATIVEHACMUSABONAMEAILLAIPSAISTAEA

DATIVEHUICMUSAEBONAEMEAEILLIIPSIISTIEI

GENITIVEHUJUSMUSAEBONAEMEAEILLIUSIPSIUSISTIUSEJUS




A COMPARATIVE TABLE SHOWING FORMS COMPARED TO FIRST DECLENSION FEMININE PLURAL. NOTE THE REGULARILY OF THE FORMS. MASCULINE PLURAL FORMS ALSO SHOW REGULARITY.


CASEFEM.
PLURAL









NOMINATIVEHAEMUSAEBONAEMEAEILLAEIPSAEISTAEEAEQUAENOSTRAE
VOCATIVE
MUSAEBONAEMEAE




NOSTRAE
ACCUSATIVEHASMUSASBONASMEASILLASIPSASISTASEASQUASNOSTRAS
ABLATIVEHISMUSISBONISMEISILLISIPSISISTISEISQUEISNOSTRIS
DATIVEHISMUSISBONISMEISILLISIPSISISTISEISQUEISNOSTRIS
GENITIVEHARUMMUSARUMBONARUMMEARUMILLARUMIPSARUMISTARUMEARUMQUARUMNOSTRARUM


A COMPARATIVE TABLE SHOWING FORMS COMPARED TO SECOND DECLENSION MASCULINE SINGULAR.  THERE IS SOME IRREGULARITY, BUT EVEN HERE THERE ARE PATTERNS.


CASEMASC
SING.








NOMINATIVEHICDOMINUSBONUSMEUSILLEIPSEISQUIS
VOCATIVEODOMINEBONEMI




ACCUSATIVEHUNCDOMINUMBONUMMEUMILLUMIPSUMEUMQUEM
ABLATIVEHOCDOMINOBONOMEOILLOIPSOEOQUO
DATIVEHUICDOMINOBONOMEOILLIIPSIEICUI
GENITIVEHUJUSDOMINIBONIMEIILLIUSIPSIUSEJUSCUJUS



A COMPARATIVE TABLE SHOWING FORMS COMPARED TO SECOND DECLENSION MASCULINE PLURAL. NOTE THE REGULARILY OF THE FORMS. FEMININE PLURAL FORMS ALSO SHOW REGULARITY.


CASEMASC
PLURAL








NOMINATIVEHIDOMINIBONIMEIILLIIPSIISTIIIQUI
VOCATIVEODOMINIBONIMEI




ACCUSATIVEHOSDOMINOSBONOSMEOSILLOSIPSOSISTOSEOSQUOS
ABLATIVEHISDOMINISBONISMEISILLISIPSISISTISEISQUEIS [quibus]
DATIVEHISDOMINISBONISMEISILLISIPSISISTISEISQUEIS [quibus]
GENITIVEHORUMDOMINORUMBONORUMMEORUMILLORUMIPSORUMISTORUMEORUMQUORUM





MORE PATTERNS IN ADJECTIVES (in the singular)

OBSERVE: ADJECTIVES THAT ARE LIKE BONUS, USE THE ACCUSATIVE ENDING FOR THE FIRST THREE CASES OF THE NEUTER IN THE SINGULAR.


CASEFEMININE
 (follows 1st declension form)
MASCULINE
(follows 2nd declension form)
NEUTER
(follows masculine)
NOMINATIVEAUSUM
VOCATIVEAEUM
ACCUSATIVEAMUMUM
ABLATIVEAOO
DATIVEAEOO
GENITIVEAEII



OBSERVE: ADJECTIVES THAT ARE LIKE PULCHER FORM THEIR SINGULARS AS FOLLOWS: NEUTER ENDING IS THE SAME AS THE MASC. ACCUSATIVE ENDING.  Note - the exception (marked in red) is in the name of the adjective, so is easy to remember.


CASEFEMININE
 (roughly follows 1st declension form)
MASCULINE
(roughly follows 2nd declension form)
NEUTER
(follows masculine)
NOMINATIVERAERUM
VOCATIVERAERUM
ACCUSATIVEAMUMUM
ABLATIVEAOO
DATIVEAEOO
GENITIVEAEII



OBSERVE: ADJECTIVES THAT ARE LIKE TURPIS  FORM THEIR SINGULARS AS FOLLOWS: FEMININE AND MASCULINE ARE THE SAME, THE NEUTER REMAINS AS A NEUTER OF THE MASCULINE (& FEM. ). NOTE THE SIMILARITY OF THE NEUTER ENDINGS TO THE ACCUSATIVE ENDING.


CASEFEMININE
 (roughly follows 3ND declension form)
MASCULINE
(roughly follows 3ND declension form)
NEUTER
(follows masculine)
NOMINATIVEISISE
VOCATIVEISISE
ACCUSATIVEEMEME
ABLATIVEIII
DATIVEIII
GENITIVEISISIS




OBSERVE:  ADJECTIVES THAT ARE LIKE ACER ( SIMILAR TO TURPIS ABOVE) FORM THEIR SINGULARS AS FOLLOWS: NOTE THE SIMILARITY OF THE NEUTER ENDING TO THE ACCUSATIVE ENDINGS. Note, the exception (marked in red)  is in the name of the adjective, making it easier to recall.


CASEFEMININE
 (roughly follows 3RD declension form)
MASCULINE
(roughly follows 3RD declension form)
NEUTER
(follows masculine)
NOMINATIVEISER   [IS]E
VOCATIVEISER   [IS]E
ACCUSATIVEEMEME
ABLATIVEIII
DATIVEIII
GENITIVEISISIS


Declensions arranged by case in Latin


DECLENSIONS ARRANGED BY CASE

When the declensions are arranged in this fashion, clear patterns emerge. Learning the singular next to the plural, and comparing forms for each declension reduces the amount of memorisation required.
First Declension (green)
Second 
Declension(blue)
Third
 Declension( two shades of purple)
Fourth 
Declension(pinkish)
Fifth 
Declension (yellow)


NOMINATIVE CASE
SINGULARPLURAL
haec MUSAhae MUSAE
hic DOMINUShi DOMINI
hic DEUShi DII
 hoc REGNUM haec REGNA
hic HONORhi HONORES
hic SERMOhi SERMONES
hic MILEShi MILITES
haec TURRIShae TURRES
hic LAPIShi LAPIDES
hic PATERhi PATRES
hoc ANIMALhaec ANIMALIA
hoc CARMENhaec CARMINA
hoc ITERhaec ITINERA
hoc OPUShaec OPERA
hoc CAPUThaec CAPITA
hoc POEMAhaec POEMATA
hoc SEDILEhaec SEDILIA
hic FRUCTUShi FRUCTUS
hoc CORNUhaec CORNUA
haec DOMUShae DOMUS
haec RES hae RES
hic /haec DIEShi DIES



ACCUSATIVE CASE
SINGULARPLURAL
MUSAMMUSAS
DOMINUMDOMINOS
DEUMDEOS
REGNUMREGNA
HONOREMHONORES
SERMONEMSERMONES
MILITEMMILITES
TURREMTURRES
LAPIDEMLAPIDES
PATREMPATRES
CARMENCARMINA
ANIMALANIMALIA
ITERITINERA
OPUSOPERA
CAPUTCAPITA
POEMAPOEMATA
SEDILESEDILIA
FRUCTUMFRUCTUS
CORNUCORNUA
DOMUMDOMOS/US
REMRES
DIEMDIES



ABLATIVE CASE
SINGULARPLURAL
MUSAMUSIS
DOMINODOMINIS
MAGISTROMAGISTRIS
GENEROGENERIS
DEODIS
REGNOREGNIS
HONEHONORIBUS
SERMONESERMONIBUS
NUBENUBIBUS
MILITEMILITIBUS
TURRETURRIBUS
LAPIDELAPIDIBUS
PATREPATRIBUS
ANIMALANIMALIBUS
CARMINECARMINIBUS
ITINEREITINERIBUS
OPEREOPERIBUS
CAPITECAPITIBUS
POEMATEPOEMATIBUS
SEDILISEDILIBUS
FRUCTUFRUCTIBUS
CORNUCORNIBUS
DOMODOMIBUS
REREBUS
DIEDIEBUS


DATIVE CASE
SINGULARPLURAL
MUSAEMUSIS
DOMINODOMINIS
MAGISTROMAGISTRIS
GENEROGENERIS
DEODIS
REGNOREGNIS
HONORIHONORIBUS
SERMONISERMONIBUS
NUBINUBIBUS
MILITIMILITIBUS
TURRITURRIBUS
LAPIDILAPIDIBUS
PATRIPATRIBUS
ANIMALIANIMALIBUS
CARMINICARMINIBUS
ITINERIITINERIBUS
OPERIOPERIBUS
CAPITICAPITIBUS
POEMATIPOEMATIBUS
SEDILISEDILIBUS
FRUCTUIFRUCTIBUS
CORNUCORNIBUS
DOMUIDOMIBUS
REIREBUS
DIEIDIEBUS




GENITIVE CASE

SINGULARPLURAL
MUSAEMUSARUM
DOMINIDOMINORUM
MAGISTRIMAGISTRORUM
GENERIGENERORUM
DEIDEORUM
REIREGNORUM
HONORISHONORUM
SERMONISSERMONUM
NUBISNUBIUM
MILITISMILITUM
TURRISTURRIUM
LAPIDISLAPIDUM
PATRISPATRUM
ANIMALISANIMALIUM
CARMINISCARMINUM
ITINERISITINERUM
OPERISOPERUM
CAPITISCAPITUM
POEMATISPOEMATUM
SEDILISSEDILIUM
FRUCTUSFRUCTUUM
CORNUCORNUUM
DOMUSDOMUUM /DOMORUM
REIRERUM
DIEIDIERUM

The Syllable in Latin Poetry and Prose


Please go to the Latinum Website, at

  Latinum.org.uk



A PRACTICAL APPROACH TO THE READING OF LATIN PROSE AND POETRY.
Evan Millner, London, August 2007.

On Syllables:
Poetry in Latin is quantitative.  This means that it depends for its effect on the length of syllables relative to one another, and only secondarily, if at all, on actual word stress. By contrast, English poetry depends for its effect almost exclusively on word stress.

There are two types of syllables in Latin, those that end in a vowel, and those that do not. A “third group” may be one or the other, depending on the need of the poet, and these either-or syllables are called ‘common’.

Those that end in a vowel are called open syllables.
Those that end in a consonant are called closed syllables.

How are such syllables formed?
 The Romans, when speaking, ‘opened’ a syllable if the vowel was followed by only one consonant. This consonant was allowed to detach itself from the vowel, and join the following syllable. The result was an open syllable:

i.e. t-er  →   -ter

This also could also occur if a vowel were followed by a mute in combination with l or r (l and r belong to a class of consonants called liquids).

The mutes
V, B, P, F (labials)
G, C, K, Qu (gutturals)
D, T (linguals)

A syllable that ends in a vowel, and that has a short vowel in it, is going to be shorter than an otherwise identical  syllable that ends in a consonant, by the simple virtue that it has fewer letters.

  is shorter than păt

It is then important to pronounce the syllable with the correct vowel length. If the vowel length is wrong, then the syllable is mangled from a long to a short, and vice versa.

This would be sufficient to destroy a poetical reading, or indeed the intended sound of a passage in prose that relies for its effect on the syllabic structure of the sentence or turn of phrase.

So much for open syllables.

As mentioned above, two syllables with short vowels that differ only in that one has a consonant at the end, and the other does not, share a fundamental, and blindingly evident difference: one is physically short, and the other is, by comparison, physically long. (i.e. it has more letters, so as an object, it is longer than if it had two letters.). As a consequence, the syllable also sounds longer.
  versus păr


It is vital that the entirety of the syllable is fully pronounced. If the r on par were not pronounced distinctly, the long syllable could easily come to sound like a short one. This is a reason why readers of Restored Classical pronunciation take care to trill their r’s.

When does a syllable become long when reading Latin?
An open  syllable automatically becomes long when followed by two consonants. (Except a mute + liquid, in which case this is optional.)

How does it get longer?

The first of the following consonants sticks to it. The open syllable then becomes long, simply because it now has more letters in it – it is physically longer, and it must be pronounced fully.

tem/pe/stā/ti/bus  this gives us:  tem/pes/tā/ti/bus

note: pe is short, and open, pes is  physically longer, and closed. Because it has more letters in it, it takes longer to say.
 a/spér/sus     a/spérsus   as/pér/sus

This syllable is now called ‘long by position’. One way to understand this is that you have positioned an extra consonant against it, and so it has become longer.
Here are some more examples:

Before (short)
After (long by position)
s t i /r p ĭ s  
s t i rp ĭ s
d i s/ c é /s s ĭ t  
d i s/ c é s /s ĭ t
m ŏ/ d é /s t ŭ s           
m ŏ/ d é st ŭ s
ē /d u/c t ŭ s            
ē /d ú ct ŭ s



Double consonants – double trouble

It is not a mere fancy when we are told that the Romans pronounced their double consonants as two distinct sounds. They did, but they did so because each letter of the double consonant ended up in its own syllable, according to the rule we have just discussed.

a/ppa/rā/bat is how we would pronounce it if we did not know any better. However, this is what happens to the double consonant pp:
a/ppa/rā/bat    which becomes ap/pa/rā/bat

When reading Latin, getting the syllabic structure correct is therefore vitally important, otherwise it is impossible to read Latin verse with any degree of authenticity. You need to nurse these habits when reading prose as well, otherwise the transition to reading verse will be a hard and arduous one.




The Third syllable type – Common Syllables.

What is a common syllable?

Common syllables only occur when a short vowel is followed by a mute + a liquid (l or r).

In the ordinary course of things, a mute+liquid behaves like two Siamese twins joined together, and functions as though it were a unit “joined at the hip”.

The  poet has the option of performing an operation, and separating the two. Once they are separated, they behave like any two consonants. One of them moves, in the same way we saw above, and closes (and thereby physically lengthens) the syllable immediately in front of the two consonants. The first consonant from the separated mute-liquid moves to the syllable in front of it.

pătrem   pă/trem 
If tr were a NORMAL consonant cluster, we would expect the t to move to the first syllable, like this:
/trem     resulting in păt/rem

This rule would be the same rule as that we saw above, for a short vowel followed by two consonants, and a poet can chose to apply it to a mute + liquid combination if he wishes to.

 However, because the consonant cluster is a mute-liquid combination, if he does not perform the operation on the twinned mute-liquid cluster, then things stay as they are, and this results in
/trem 



How do we know which of the two the poet has chosen?
We need to read the verse aloud that contains a word with a common syllable. It should be apparent which way the poet has divided the word, depending on whether he needs the common syllable to be physically long or short to complete the rhythmic patterning of long and short syllables.  Only one reading should sound right. This is a matter of developing your ear. It never will develop if you are not always careful about quantity when reading both prose and poetry.

    SYLLABLE QUANTITY


A source of much confusion is the use of the macron and breve to mark out syllable quantity. This may be fine for a speaker with native level fluency, (and to be frank, who speaks Latin with that level of fluency?) who has an instinctive knowledge of the true lengths of the vowels the words would have in ordinary conversation. For a modern second language Latin speaker, this system of marking the syllable long by position with a macron above its vowel spells disaster, and adds unnecessary complications.

While it is true that Latin versification depends on syllable quantity, the underlying vowel quantities of the words remain unchanged.

Syllables with short vowels are either physically long, or physically short. 

Syllables with long vowels, are needless to say, always long, as their vowels are long, even if the syllable is physically a short one:  pā  is long, and so is pāb

Such a vowel that is naturally long, is called ‘long by nature’. Even in a physically short syllable, (one that that has fewer letters) it is still long.

However, with syllables that have short vowels,
 is ‘physically’ short, and păd is ‘physically’ long. Placing a macron above the a, pād to show it is physically long, invites the reader to mispronounce the syllable and lengthen the vowel, when it is the syllable, not the vowel, that is long. Even worse, it leads people to think that ‘long by position’ means that the vowel is lengthened. This is a not uncommon error, but it is a very serious one.

The use of the macron above the vowel of a syllable that is long by position, gives rise to much confusion, as the same notation is also used for vowel length.

It is not the case that a syllable that is long by position, i.e. one containing a short vowel that is followed by two consonants, has its vowel lengthened. Marking it with a macron only gives rise to confusion, especially in a student reader who does not have an instinctive appreciation for vowel length, but who rather relies on the macrons. Macrons should be used to mark long vowels, and long vowels only, and not be used to serve another purpose.

To avoid this difficulty, some educators have proposed a super- macron, which would be extended over the entire syllable. The vowel length notations would remaining in place below it – however, standard computer word processing software does not allow for this, and nor does html coding.



PROPOSAL:

In order to keep the actual vowel quantities marked, another method needs to be found to show syllable quality that does not interfere with the true vowel markings. This method needs to make use of standard word processing tools that are also available on standard web editing packages. It also needs to be easy to apply when marking up a printed text for reading aloud, or, for that matter, for writing out with pen and ink.

A simple and elegant solution is proposed – that the macron for a long syllable should be placedunderneath the entire lengthened syllable cluster, as an underline. The original vowel quantities can still remain marked in their places above the line, as per usual.

m a v i  


Marking short or light syllables might also need an intervention that will not interfere with the usual markings; However, it it not really necessary to mark the short syllables, if the long ones are marked. Should, for educational reasons, or otherwise for reasons of clarity be necessary to distinguish them in a positive manner, it is proposed that short syllables be italicised, rendering them visually light, with all the letters in the cluster being italicised. legĕrĕ

The advantages:

This system has the advantage that a syllable that is long by position will not lose its actual vowel length markings, which would be retained in the superscript:

b ô  b ŭ s
c ŏ n  c ĭ d o

Another advantage, is the ease with which a printed text can be marked up for recital. This system is also easy to apply using handwriting.
         

It could be argued that  italicising the light syllables might be excessive – and indeed, is largely unnecessary if the subscript macron is used, as the correct vowel quantities are then clearly visible in their correct locations above.



In monosyllables, vowels that are long take the circumflex, and vowels that are short take the acute.

árs

flôs
fáx
spês

párs

môns



Polysyllables take the circumflex accent when the penult is long by nature (This simply means that it has a long vowel, see above), and the final vowel is short. A circumflex can only appear over a syllable with a long vowel.

rĭs   spî


The circumflex accent is thought to have has a slight up-down tone, the acute a straightforward upwards tone. Final unaccented syllables had a slight falling tone. (This is called the grave accent, but this is not written, it is simply understood to be there.)
These accents were applied by the Romans in imitation of the Greeks, and may have been used when reciting poetry and during orations.



Evan Millner
London
August 22 2007 





       The resulting ‘ter’syllable on the end is closed. You’ve heard it said that the Romans trilled their r’s. They certainly sounded them one way or another, otherwise,’ter’, if pronounced with an English ‘r’, would be an open syllable as well.
          Advice: Trill those r’s.
While counting letters is a simple and efficient way to get the point across, it may be misleading if you look into the matter more carefully, for it begs the question: ‘Is “sti” longer than “i”, since it has more letters?’ In fact,  only the vowel and what follows it is relevant. Technically speaking, the beginning part of any syllable is irrelevant for Latin syllable quantity.

       If we take the word, say, carmen, the proper syllabification is car-men. Then it is not the case that the first syllable is “followed by two consonants”, as it is not an open syllable.  The vowel of the first syllable, for the syllable “car” is followed by only one consonant.