GCSE Latin Verse Literature: Family Life and Relationships

GCSE Latin (2011) Verse Literature: Family Life Revision Material

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GCSE Latin Verse Literature: Family Life and Relationships

What this booklet contains

• • • • • • • • • • •

Overview of the text text (p.3) Revision copy of the text (p. 4-7) Advice on approaching the exam and the different types of question (p.8) 8-mark essay topics and questions (p.9) 10 mark essay self analyis sheet (p10) 10 mark commentary asmple questions (p.11-13) Line by line translation and notes (p.14-56) Translation (p.57-9) Practice paper (p.60-68) Large print copy of the text for annotation (p.69-78) List of literary features for reference (p.79)

This booklet should be used in conjunction with your class notes. Reember that it is essential that you hjave a thoriguh and detailed appreciation of the Latin – what each individual word menas, and how they fit together into a translation. Use your textbook to look up words if you are in doubt. If you have any questions about the verse set text or the materials contained in this booklet, ask your teacher or email Dr Cotton on [email protected].

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GCSE Latin Verse Literature: Family Life and Relationships

GCSE Latin: Verse Literature (Unit A404): Overview •

The exam

This paper counts for 25% of the total GCSE marks. The exam lasts 1 hour. The exam tests understanding and appreciation of the set texts that you have studied. You will be asked both short-answer questions, and questions requiring a more extended response. •

The Set Texts

All the texts are selected from the OCR Latin Anthology for GCSE, Section 2 ‘Family Life and Relationships’.


Ovid Tristia 1.III. 1-34, 41-47, 55-60, 73-84
Catullus Poem 8
Catullus Poem 51
Catullus Poem 70
Catullus Poem 85
Catullus Poem 101
Sulpicia Poem 1
Horace Odes 1.8 *******************************

Ovid (43BC-AD17) led a colourful life. He was educated in Rome and lived there until about 8 AD when he was banished to Tomis on the Black Sea for ‘carmen et error’, thought to be a reference to the Ars Amatoria (“The Art of Loving”) and some connection with a scandal involving Augustus’ granddaughter, Julia. Ovid died in exile at Tomis. Sulpicia is the only known woman from Ancient Rome whose poetry survives in any quantity. She lived in the reign of Augustus, and was probably the daughter of Servius Sulpicius Rufus (consul in 51 BC) and a niece of Messalla, a politician and patron of literature. Her poems were preserved with those of Tibullus and for a long time attributed to him. They are elegiac poems addressed to a lover called Cerinthus. Horace (65-8BC). Born the son of a freedman in Venusia in Apulia, south Italy, he later became part of the circle of Maecenas, Augustus’ patron of the arts. As such, he rubbed shoulders with the most powerful politicians and the leading poets of his day. Catullus (c.84-54BC) was born in Verona and wrote poetry on a number of themes. He is most famous for his love poems addressed to ‘Lesbia’, who may have been a historical person, probably the notorious aristocrat Clodia.

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GCSE Latin Verse Literature: Family Life and Relationships

Revision Text Catullus 8 miser Catulle, desinas ineptire, et quod vides perisse perditum ducas. fulsere quondam candidi tibi soles, cum ventitabas quo puella ducebat amata nobis quantum amabitur nulla. ibi illa multa cum iocosa fiebant, quae tu volebas nec puella nolebat, fulsere vere candidi tibi soles. nunc iam illa non vult: tu quoque impotens noli, nec quae fugit sectare, nec miser vive, sed obstinata mente perfer, obdura. vale, puella. iam Catullus obdurat, nec te requiret nec rogabit invitam. at tu dolebis, cum rogaberis nulla. scelesta, vae te, quae tibi manet vita? quis nunc te adibit? cui videberis bella? quem nunc amabis? cuius esse diceris? quem basiabis? cui labella mordebis? at tu, Catulle, destinatus obdura.

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Catullus 51 ille mi par esse deo videtur, ille, si fas est, superare divos, qui sedens adversus identidem te spectat et audit dulce ridentem, misero quod omnes eripit sensus mihi: nam simul te, Lesbia, aspexi, nihil est super mi vocis in ore lingua sed torpet, tenuis sub artus flamma demanat, sonitu suopte tintinant aures, gemina teguntur lumina nocte.

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otium, Catulle, tibi molestum est: otio exsultas nimiumque gestis: otium et reges prius et beatas perdidit urbes.

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Catullus 70 nulli se dicit mulier mea nubere malle quam mihi, non si se Iuppiter ipse petat. dicit: sed mulier cupido quod dicit amanti, in vento et rapida scribere oportet aqua. -4-

GCSE Latin Verse Literature: Family Life and Relationships

Catullus 85 odi et amo. quare id faciam, fortasse requires? nescio, sed fieri sentio et excrucior. Catullus 101 multas per gentes et multa per aequora vectus advenio has miseras, frater, ad inferias, ut te postremo donarem munere mortis et mutam nequiquam alloquerer cinerem. quandoquidem fortuna mihi tete abstulit ipsum, heu miser indigne frater adempte mihi, nunc tamen interea haec, prisco quae more parentum tradita sunt tristi munere ad inferias, accipe fraterno multum manantia fletu, atque in perpetuum, frater, ave atque vale.

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Horace, Odes 1.8 Lydia, dic, per omnes hoc deos vere, Sybarin cur properes amando perdere, cur apricum oderit Campum, patiens pulveris atque solis, cur neque militaris inter aequales equitet, Gallica nec lupatis temperet ora frenis? cur timet flavum Tiberim tangere? cur olivum sanguine viperino cautius vitat neque iam livida gestat armis bracchia, saepe disco, saepe trans finem iaculo nobilis expedito? quid latet, ut marinae filium dicunt Thetidis sub lacrimosa Troia funera, ne virilis cultus in caedem et Lycias proriperet catervas?

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Sulpicia 1 tandem venit amor, qualem texisse pudori quam nudasse alicui sit mihi fama magis. exorata meis illum Cytherea Camenis adtulit in nostrum deposuitque sinum. exsolvit promissa Venus: mea gaudia narret, dicetur siquis non habuisse sua. non ego signatis quicquam mandare tabellis, ne legat ut nemo quam meus ante, velim, sed peccasse iuvat, vultus conponere famae taedet: cum digno digna fuisse ferar.

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GCSE Latin Verse Literature: Family Life and Relationships

Ovid, Tristia 1.3 cum subit illius tristissima noctis imago, qua mihi supremum tempus in urbe fuit, cum repeto noctem, qua tot mihi cara reliqui, labitur ex oculis nunc quoque gutta meis. iam prope lux aderat, qua me discedere Caesar finibus extremae iusserat Ausoniae. nec spatium nec mens fuerat satis apta parandi: torpuerant longa pectora nostra mora. non mihi servorum, comites non cura legendi, non aptae profugo vestis opisve fuit. non aliter stupui, quam qui Iovis ignibus ictus vivit et est vitae nescius ipse suae. ut tamen hanc animi nubem dolor ipse removit, et tandem sensus convaluere mei, alloquor extremum maestos abiturus amicos, qui modo de multis unus et alter erat. uxor amans flentem flens acrius ipsa tenebat, imbre per indignas usque cadente genas. nata procul Libycis aberat diversa sub oris, nec poterat fati certior esse mei. quocumque aspiceres, luctus gemitusque sonabant, formaque non taciti funeris intus erat. femina virque meo, pueri quoque funere maerent, inque domo lacrimas angulus omnis habet. si licet exemplis in parvis grandibus uti, haec facies Troiae, cum caperetur, erat. iamque quiescebant voces hominumque canumque Lunaque nocturnos alta regebat equos. hanc ego suspiciens et ad hanc Capitolia cernens, quae nostro frustra iuncta fuere Lari, 'numina vicinis habitantia sedibus,’ inquam, 'iamque oculis numquam templa videnda meis, dique relinquendi, quos urbs habet alta Quirini, este salutati tempus in omne mihi. ……….

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GCSE Latin Verse Literature: Family Life and Relationships

hac prece adoravi superos ego: pluribus uxor, singultu medios impediente sonos. illa etiam ante Lares passis adstrata capillis contigit extinctos ore tremente focos, multaque in adversos effudit verba Penates pro deplorato non valitura viro. iamque morae spatium nox praecipitata negabat. ………. ter limen tetigi, ter sum revocatus, et ipse indulgens animo pes mihi tardus erat. saepe 'vale' dicto rursus sum multa locutus, et quasi discedens oscula summa dedi. saepe eadem mandata dedi meque ipse fefelli, respiciens oculis pignora cara meis. ………… dividor haud aliter, quam si mea membra relinquam, et pars abrumpi corpore visa suo est. sic doluit Mettus tum cum in contraria versos ultores habuit proditionis equos. tum vero exoritur clamor gemitusque meorum, et feriunt maestae pectora nuda manus. tum vero coniunx umeris abeuntis inhaerens miscuit haec lacrimis tristia uerba meis: 'non potes avelli: simul hinc, simul ibimus:’ inquit, 'te sequar et coniunx exulis exul ero. et mihi facta via est, et me capit ultima tellus: accedam profugae sarcina parva rati.

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GCSE Latin Verse Literature: Family Life and Relationships

Question Types Short Answer Questions • • • • • • •

You should expect the ‘short questions’ on the paper to be worth 22 marks (out of a total of 50), including a 5-mark translation question. The exam lasts 1 hour. You need to be able to do these very quickly, so that you have sufficient time for the other questions They expect you to know the meaning of, and to be able to comment on, individual Latin words You need to be able to recognise a short chunk of Latin (work out which poem it comes from) very quickly Make sure you know the meaning of individual Latin words You should expect the short questions to cover at least 2 poems Types of short question o Translation (5 marks) o Comprehension (1-3 mark questions)  What question does Lesbia ask?  What problems does Catullus describe? o Understanding/evaluation (1-2 mark questions)  Why do you think Catullus describes himself in this way? o ‘Working with Latin’ questions (1-2 marks)  Which is the best translation of [Latin word]? o Pick out the Latin word used to describe Catullus?

10 mark literary analysis questions • • • • •

These will ask you to comment on a passage of Latin, printed in the paper, around 8 lines long e.g. how does Catullus convey his feelings in these lines? There will be 3 bullet points specifying issues to cover in your answer– you MUST talk about these Talk about literary features e.g. word order, sound, imagery Quote and translate Latin in support of every point Make your points relevant to the question asked

8 mark general appreciation questions • • • •

These ask you to talk about several of the poems you have read e.g. what impression of Lesbia do you get from the poems you have read? No specific Latin text is given to you You don’t need to quote Latin Refer to a selection of the poems, not just 1 or 2

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GCSE Latin Verse Literature: Family Life and Relationships

8-Mark Essay Question Topics Following is a list of possible focuses for the extended response general questions (8 mark): •

How do the poems present love? Positive aspects of love? Negative aspects?

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The role of hatred and jealousy in love.

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The role of adoration in love / love poetry

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Do all the poems present love in a similar way? Does the presentation of love in Sulpicia and Horace fit in with Catullus?

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What are the effects of love on life?

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Is love compatible with traditional Roman values?

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How are the women presented? What is their experience of love? What role do they play in the relationships?

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The relationships – how successful are they? Do they present married or unmarried love?

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Catullus: what impression do the poems give us of his relationship? Can we trace his relationship through the poems?

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What picture of family love do the poems present?

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Family o Family relationships o Household gods o Duties o Is love compatible wit Roman family life and duties? Separation o Parting from loves ones o sadness (Is Ovid’s sadness genuine? Is it described in hyperbolic terms?) o exile (feeling associated with exile, what one misses when away from home – Ovid talks of the buildings, family members, gods, his house/hearth o Contrast between Ovid and his wife in how they respond to exile.

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Sample questions:

‘In the eyes of Roman poets, the positive and negative aspects of love are inseparable’. From the poems you have read, do you agree with this assessment? You should support your answer with reference to at least four of the prescribed poems. [8] ‘The portrayal of women in Latin poetry reflects their inferior role in Roman society’. From the poems you have read, do you agree with this assessment? You should support your answer with examples from at least three poems. [8] What picture does the Tristia convey of family life and family relationships? You should support your answer with reference to the whole of the set text (Ovid: Tristia) [8] How similar is the picture of love presented in Ovid’s Tristia and the other poems that make up the verse set text? [8]

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GCSE Latin Verse Literature: Family Life and Relationships

GCSE Latin 10-mark Literary Analysis Questions: Self Assessment Success Criteria

Your comments

Have you quoted Latin for every point?

Have you translated the Latin for every point?

Have you explained every point?

Does each explanation link clearly to the question?

How many points have you made in total?

Have you covered each bullet point in detail? If not, which ones are covered in less detail (any why)?

Have you talked about style? How many style points?

Are your points clearly separated or have you told the story?

Any other comments?

What mark would you give yourself out of 10? Why?

Key target to work on for next time

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Teacher’s comments

GCSE Latin Verse Literature: Family Life and Relationships

Sample 10-Mark Commentary Questions Sulpicia Sample Question 1

tandem venit amor, qualem texisse pudori quam nudasse alicui sit mihi fama magis. exorata meis illum Cytherea Camenis adtulit in nostrum deposuitque sinum. exsolvit promissa Venus: mea gaudia narret, dicetur siquis non habuisse sua. non ego signatis quicquam mandare tabellis, ne legat ut nemo quam meus ante, velim, sed peccasse iuvat, vultus conponere famae taedet: cum digno digna fuisse ferar.

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How does Sulpicia convey the strength of her passion in this poem?

In you answer you must refer to the Latin and discuss Sulpicia’s choice and position of words and any other stylistic features. Your answer should cover the following points: o Sulpicia’s emotions o Sulpicia’s desire to tell of her love o Sulpicia’s references to Venus Marks are awarded for the quality of written communication of your answer. [10] -----------------------------------Sulpicia Sample Question 2 tandem venit amor, qualem texisse pudori quam nudasse alicui sit mihi fama magis. exorata meis illum Cytherea Camenis adtulit in nostrum deposuitque sinum. exsolvit promissa Venus: mea gaudia narret, dicetur siquis non habuisse sua. non ego signatis quicquam mandare tabellis, ne legat ut nemo quam meus ante, velim, sed peccasse iuvat, vultus conponere famae taedet: cum digno digna fuisse ferar.

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How does Sulpicia convey her joy at being in love in this poem?

In you answer you must refer to the Latin and discuss Sulpicia’s choice and position of words and any other stylistic features. Your answer should cover the following points: o Sulpicia’s personification of love o Sulpicia’s attitude towards social convention o Sulpicia’s emotions Marks are awarded for the quality of written communication of your answer. [10]

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GCSE Latin Verse Literature: Family Life and Relationships

Ovid Tristia Commentary Question: Lines 5-12 iam prope lux aderat, qua me discedere Caesar finibus extremae iusserat Ausoniae. nec spatium nec mens fuerat satis apta parandi: torpuerant longa pectora nostra mora. non mihi servorum, comites non cura legendi, non aptae profugo vestis opisve fuit. non aliter stupui, quam qui Iovis ignibus ictus vivit et est vitae nescius ipse suae.

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Ovid Tristia 1.3, 5-12

In this passage, how does Ovid express his shock and sadness at leaving Rome? Consider: • The portrayal of Caesar • Ovid’s lack of preparation • Ovid’s feelings and state of mind In you answer you must refer to the Latin and discuss Ovid's choice and position of words and any other stylistic features. Marks are awarded for the quality of written communication of your answer [10]

Ovid Tristia Sample Question 17-26

uxor amans flentem flens acrius ipsa tenebat, imbre per indignas usque cadente genas. nata procul Libycis aberat diversa sub oris, nec poterat fati certior esse mei. 20 quocumque aspiceres, luctus gemitusque sonabant, formaque non taciti funeris intus erat. femina virque meo, pueri quoque funere maerent, inque domo lacrimas angulus omnis habet. si licet exemplis in parvis grandibus uti, 25 haec facies Troiae, cum caperetur, erat. Ovid Tristia 1.3, 17-26 How does Ovid convey the sadness of the scene as he prepares to leave Rome? In you answer you must refer to the Latin and discuss Ovid's choice and position of words and any other stylistic features. Your answer should cover the following points: o the use of imagery o the emotions of Ovid's wife o the scene Ovid describes Marks are awarded for the quality of written communication of your answer. [10]

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GCSE Latin Verse Literature: Family Life and Relationships

Ovid Tristia Sample Question 42-47

ter limen tetigi, ter sum revocatus, et ipse indulgens animo pes mihi tardus erat. saepe 'vale' dicto rursus sum multa locutus, et quasi discedens oscula summa dedi. saepe eadem mandata dedi meque ipse fefelli, respiciens oculis pignora cara meis.

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. Ovid Tristia 1.3, 42-47 How does Ovid convey his reluctance to leave Rome? In you answer you must refer to the Latin and discuss Ovid's choice and position of words and any other stylistic features. Your answer should cover the following points: o his reference to his body o his actions and failed attempts to leave o his reference to what he says Marks are awarded for the quality of written communication of your answer. [10]

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GCSE Latin Verse Literature: Family Life and Relationships

Latin Text with Translation and Notes

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GCSE Latin Verse Literature: Family Life and Relationships

Love and Loss: Catullus 101: Farewell to a brother After a long journey, Catullus visits his brother’s grave. multas per gentes et multa per aequora vectus Having travelled though many peoples and across many seas

advenio has miseras, frater, ad inferias, I arrive at these wretched offerings to the dead, brother,

ut te postremo donarem munere mortis in order that I might finally present you with the gift of (due to) death

et mutam nequiquam alloquerer cinerem. and so that I might address your silent ash in vain.

quandoquidem fortuna mihi tete abstulit ipsum,

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Since indeed fate has stolen you yourself from me,

heu miser indigne frater adempte mihi, alas, wretched brother, unworthily taken away from me,

nunc tamen interea haec, prisco quae more parentum now however meanwhile accept these things, which in the ancient custom of our ancestors

tradita sunt tristi munere ad inferias, have been handed down as a sad gift at the offerings to the dead,

accipe fraterno multum manantia fletu, greatly dripping with a brother’s tears,

atque in perpetuum, frater, ave atque vale. and so forever, brother, hail and farewell. - 15 -

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GCSE Latin Verse Literature: Family Life and Relationships

Questions 1. Lines 1-2: How does Catullus express the intensity of his feelings? 2. What is the effect of telling us about his long journey? 3. Lines 3-4: what is the purpose of Catullus’ journey? What exactly does this involve? 4. How does his choice of words convey the sadness and poignancy of his mission? 5. Line 4: why is the ash ‘mutam’? 6. Line 4: why is he addressing it in vain? What is the effect of including this word? 7. How do the sounds of the Latin convey Catullus’ grief? 8. Line 5: How does Catullus create a sense of anger in this line? 9. How do the sound effects mirror the angry emotion? 10. Line 6: What is Catullus tone here? 11. How does his language help convey this? 12. line 6: indigne: what do you think Catullus means by this? 13. Lines 7-10, how does Catullus’ choice of words reflect his sadness? 14. How does the sound of the Latin convey Catullus’ grief? 15. How does Catullus use alliteration of ‘f’ to bring out key themes in the poem? 16. While this poem is very personal, it also conveys a sense of ritual. Which words/phrases help convey this? 17. Which words do you think might have been part of the ancient ritual itself? 18. How does Catullus create the impression that he is addressing his brother personally & directly in this poem? 19. How does he last line create a sense of finality – his final address to his brother? General

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• Metre: Elegaics • Catullus’ brother died and was buried in the Troad (NW Asia Minor). Catullus probably visited the grave on his way to Bithynia, and in this poem he presents himself as performing the obligatory funeral offerings at his brother’s grave. • The sepulchral epigram (verses written for inscription on a tomb) was a common Hellenistic form. But Catullus develops this and makes it more personal. • Formulaic language (e.g. ave atque vale, ad inferias) contains yet conveys grief • Key words connected with grief are linked through alliteration: frater x3, fraterno…fletu, fortuna, inferias: The repeated ‘f’ sound connects the brother, fate and weeping. • Note the accumulation of words connected with grief throughout the poem • The emotional level intensifies in second half of the poem. Multas per…multa per: the repetition expresses the intensity of his grief whilst containing it. The motif of the journey expresses guilt: Catullus wasn’t there at the death, and his brother died far away from home and alone Advenio – present tense: this is dramatic, as though the action is happening now. First person singular verbs: the fact that Caullus is alone makes it more poignant. Inferias – rites for the dead, including offerings of wine, milk, honey and flowers. Such offerings to the dis manibus (spirits of the dead) were a family duty. Miseras inferias – a transferred epithet. Catullus is miserable – the funeral rites aren’t. The words enclose ‘frater’ just as Catullus wants to enclose his brother in his arms. Short clauses: these convey anguish Alliteration of ‘m’ conveys grief: this is a sad, sobbing sound (13 words begin with m in this poem) Nequiquam – in vain: Catullus can address the ashes, but they won’t answer. Mutam cinerem – effective imagery: the ash is mutam (silent) because it cannot hear him or reply. Lots of t/c/s sounds express Catullus’ anger – harsh, abrupt sounds Lots of personal pronouns add to the sense of personal emotion (especially the intensified tete, rather than the normal te, also mihi, ipsum) Miser frater – literal and transferred epithet: the brother is wretched, and so is Catullus Vocative appeal to brother (‘frater’) is effective in conveying Catullus’ emotion and desire to communicate with his brother Indigne, unworthily – because the brother died young. The word expresses Catullus’ anger Nunc, interea: Time phrases focus on Catullus’ present pain and convey the immediacy of Catullus’ grief Fraterno (A)…….fleto (A) (brother’s tears) surround multum (B) manantia (B) (greatly dripping): the ABBA pattern (chiasmus) is emphasised by the fmmf alliteration, and reflects how the tears are - 16 -

GCSE Latin Verse Literature: Family Life and Relationships

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drenching the gifts Catullus is offering Ave atque vale – these may be words of the funeral ritual itself; there is poignancy in their formulaic quality. In perpetuum (forever) conveys the finality of the separation of death

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GCSE Latin Verse Literature: Family Life and Relationships

Love and Loss: Catullus 70: Ever-changing love This poem illustrates the shifting dynamics of Catullus’ relationship with Lesbia. It represents an attempt to analyse what exactly went wrong in the relationship, by picking up on a fragment of a conversation and analysing it. nulli se dicit mulier mea nubere malle My woman says that she’d prefer to marry no one

quam mihi, non si se Iuppiter ipse petat. than me, not if Jupiter himself were to ask her.

dicit: sed mulier cupido quod dicit amanti, She says: but what a woman says to an eager lover / some one who eagerly loves her,

in vento et rapida scribere oportet aqua. one should write on the wind and on swirling water.

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GCSE Latin Verse Literature: Family Life and Relationships

Questions 20. Line 1-2: What has mulier mea said? 21. How does Catullus’ choice and arrangement of words emphasise what Lesbia has said? 22. Line 2: what compliment has she offered Catullus? 23. Line 3: how does Catullus signal that the poem is changing direction? 24. Line 3 dicit: What do you think is the most effective translation for this word? 25. Line 3: how does Catullus describe himself in this line? 26. Lines 3-4: what point is Catullus making in these lines? 27. dicit: this word is crucial to the theme of this poem. How does Catullus emphasise its importance within the poem as a whole? 28. What does this poem suggest about Catullus’ expectations of his relationship with Lesbia? What does he want the relationship to be like? 29. On the basis of this poem, how committed do you think Lesbia was to the relationship? General • • •

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Metre: elegiacs After Clodia’s husband Metellus died in 59BC, she would have been free to marry again. The poem represents an attempt to analyse what exactly went wrong in the relationship, by picking up on a fragment of a conversation and analysing it. In lines 1-2 Catullus tells us what was said; in lines 3-4 he offers his analysis. The poem is very serious and emotionally intense. mulier mea – ‘mulier’ can be translated ‘woman’ or ‘wife’ and the use of this phrase rather than puella (which we find in many of Catullus’ poems) may suggest that Catullus had been hoping to marry Lesbia. Nulli (no-one): placed first in the line, this word emphasises Lesbia’s claim that there is no-one she would prefer to marry than Catullus Nubere (marry): another hint that catullus would like to marry Lesbia Iuppiter: Jupiter, king of the gods, who was notorious for his liaisons with mortal women. That Lesbia would prefer Catullus to Jupiter is evidently a serious compliment. Non si – emphatic: not even if. Repetition of dicit is crucial for the theme of this poem – Lesbia is constantly saying she loves Catullus, but does she actually mean it? The repetition of dicit, together with the break (sed….but…) after the second occurrence, allows us to hear Catullus’ doubts about the reliability of what Lesbia says. Cupido…..amanti: to one eagerly loving her: Catullus is more committed than Lesbia to the relationship. The separation of noun and adjective (hyperbaton) emphasises Catullus’ love Wind and water were proverbial symbols of impermanence i.e. words written on wind or water will not stay put but will blow or wash away. The reference to a proverbial saying adds dignity and an elevated tone. The water is rapida (swirling: flowing, quickly moving and changing) – like Lesbia’s feelings perhaps

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GCSE Latin Verse Literature: Family Life and Relationships

Love and Loss: Catullus 85: Ever-changing love This poem illustrates the shifting dynamics of Catullus’ relationship with Lesbia, and in particular the contradictions within Catullus’ feelings. odi et amo. quare id faciam, fortasse requiris? I hate and I love. Why I do that, perhaps you ask.

nescio, sed fieri sentio et excrucior. I do not know, but I feel it happening and I am in torment.

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GCSE Latin Verse Literature: Family Life and Relationships

Notes • Metre: elegiacs • The poem is written as though Catullus is having an imaginary conversation with someone. Each line opens with a statement followed by a comment: this dialogue helps draw us in. • Lesbia is not mentioned in the poem, but it is usually assumed to be about her. Questions 1. How would you explain the contrast in the first three words? 2. Who do you think is the subject of requiris? Lesbia? A friend? You? Anyone who’ll listen? 3. How does Catullus make use of contrast in this poem? Consider emotions, reason vs. emotion, person (I, you, etc.) and voice (active/passive) in your response. 4. How does Catullus convey the intensity of his feelings in this poem? 5. How does Catullus’ language convey the sincerity of his feelings? 6. What does this poem tell us about the character of Catullus? 7. What does this poem tell us about Lesbia? How does the poem convey powerful emotion? • 8 verbs, no adjectives • conversational tone (Catullus is asking himself questions and replying: fortasse requiris/ nescio) and this suggests sincerity of emotion • lots of emotion words: odi, amo, excrucior, sentio • Elisions (one word ends with a vowel and the next starts with a vowel): odi-et, sentio-et. The words flow into each other, reflecting Catullus’ strong and quickly following emotions • Each line opens with a statement followed by a comment: this dialogue helps draw us in. The contrast between long and short clauses helps draw the reader in. The poem is about a conflict of emotion The contrasts pull Catullus in opposing directions; he does not know what he feels for Lesbia. Contrasts: • active /passive verbs: faciam/fieri • doing/suffering – faciam, fieri/excrucior • emotion – odi/amo • person – faciam (I), requiris (you) • rational versus emotion – nescio, sentio vs. odi, amo • conversational tone (quare id faciam = sincerity) vs. intense pain (excrucior) The word arrangements highlight the contrasts: The poem can be broken down into four sections (as suggested by the punctuation), between which there exists a chiastic relationship. In other words, the terms of the second half are a reflection of those in the first: odi et amo. quare id faciam, fortasse requiris. nescio, sed fieri sentio et excrucior.

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GCSE Latin Verse Literature: Family Life and Relationships

Love and Loss: Catullus 51: Jealousy takes over This poem is a rough translation of a poem by the Greek poetess Sappho (7th Century BC), who lived on Lesbos. It is directed at Catullus’ girlfriend, who was probably the notorious aristocrat Clodia, and who is referred to in the poems as ‘Lesbia’. The name ‘Lesbia’ is a reference to the cultured poetry of Sappho and the famed beauty of the women of Lesbos, and as such pays a learned compliment to Catullus’ girlfriend.

ille mi par esse deo videtur, He seems to me to be equal to a god,

ille, si fas est, superare divos, he (seems) if it is right, to surpass the gods,

qui sedens adversus identidem te who sitting opposite you repeatedly

spectat et audit looks at you and hears

dulce ridentem, misero quod omnes you sweetly laughing,

eripit sensus mihi: nam simul te, which tears away all my senses from me in my misery: for as soon as

Lesbia, aspexi, nihil est super mi I looked at you, Lesbia, nothing remains to me

vocis in ore of my voice in my mouth

lingua sed torpet, tenuis sub artus but my tongue is numb, through my limbs a slender

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5

GCSE Latin Verse Literature: Family Life and Relationships

flamma demanat, sonitu suopte

10

flame spreads down, with their own sound,

tintinant aures, gemina teguntur my ears ring, my eyes are covered

lumina nocte. with a double night.

otium, Catulle, tibi molestum est: Leisure, Catullus, is troublesome to you.

otio exsultas nimiumque gestis: You rejoice in leisure and you desire it (gestis) too much:

otium et reges prius et beatas

15

leisure has destroyed both kings and wealthy cities in the past

perdidit urbes.

.

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GCSE Latin Verse Literature: Family Life and Relationships

Questions 1. What is the situation that Catullus is describing? 2. Who is ille? 3. What does Catullus compare ille to? Why do you think he chooses this comparison? 4. What is Catullus’ attitude towards ille? Why? 5. How does Catullus put emphasis on the man? Why do you think he does this? 6. Line 2: si fas est: What do you think Catullus means by this? 7. Lines 3-4: Which word stresses Catullus’ jealousy? 8. Line 5: What is Lesbia doing? 9. Lines 5-6: How does watching Lesbia and ille make Catullus feel? Which Latin words suggest this? 10. From line 6 onwards, Catullus starts to describe love’s physical effects on him. What is the first symptom? 11. Line 6-7, nam…aspexi: how does Catullus’ use of language stress the immediate impact seeing Lesbia has on him? 12. Lines 9-12: What other physical effects of love does Catullus describe? 13. How does he make his description of the symptoms vivid? 14. How do sound effects reflect and reinforce the meaning of the words? 15. Line 10: Why is flame a particularly appropriate image for Catullus to use? 16. Who has Catullus been addressing in the poem up till now? Who does he start addressing in line 13? Why? 17. What is Catullus’ point in the final stanza, lines 13-16? What is causing his problems? 18. What do you think Catullus means by otium? 19. Why do you think he refers to the reges et beatas urbes? 20. How does Catullus’ use of language add impact and power to what he says in the last stanza? 21. What is the tone of the final stanza? What is effect of including it? 22. Some people have thought that it was not part of the original poem. Do you agree? The poem moves from envy (stanza 1), to Catullus’ own symptoms (stanza 2/3), to self rebuke and mockery (stanza 4). General • This poem is based on a Greek poem by the female poet Sappho • Metre: the poem is in the same Sapphic metre as Sappho’s original. 1 Ille mi – effective antithesis between Catullus and the person he envies 2 Repetition of ille throws the emphasis onto the man with Lesbia. Catullus wants to supplant him: this is the situation in which he would like to be Lots of religious language – fas, par deo, deos – Catullus portrays it as almost a religious experience to sit with her, something that only the gods could expect to do. Again, this stresses his jealousy of the man with Lesbia Sedens adversus (sitting opposite); this stresses the closeness between Lesbia and Catullus’ rival Identidem (repeatedly): Catullus is jealous of their ongoing conversation Fas – adds an element of caution: it was not fitting to be superior to the gods. The reference to ‘right’ also emphasises Catullus’ intensity of feeling. 5 Misero – common description of the unhappy lover; note word placing at the start of the clause for emphasis, to stress how unhappy Catullus is 6 Eripit – violent verb conveys Catullus’ raw emotion; note word placing at start of line for emphasis Omnes sensus: Catullus’ symptoms affect all his senses – voice, hearing, eyes, movement – conveying the strength of the impact of love on him. omnes and sensus are split up (hyperbaton) to stress the fact that ALL Catullus’ sense are affected Lines 6-7: short clauses increase the pace of the poem and reflect how seeing Lesbia had an immediate affect on Catullus (also ‘simul’) 7 Nihil vocis – he has no voice at all. Note emphatic placing of nihil at the start of the clause. 9 Sub artus – flame starts in head or heart and runs down limbs Torpet: very vivid word: Catullus’ tongue is ‘paralysed’ 10 Vivid flame imagery conveys Catullus’ feelings and also perhaps the burnng of jealousy – fire of love Sonitu suopte – sibilance reflects the sound. Suopte = emphatic form of suo - 24 -

GCSE Latin Verse Literature: Family Life and Relationships

11 11-12 13

13-15

Tintinant – onomatopoeia: the ‘t’ sounds reflecting the ringing in Catullus’ ears Gemina nocte – as though each eye is shrouded in separate darkness; or the darkness is ‘double’ i.e. particularly black. Or possibly gemina refers to the two eyes = ‘both my eyes’ Final stanza is deliberately different in tone from the rest of the poem. Catullus rebukes himself for his feelings. He is warning himself of the danger of leisure, which has in the past destroyed kings and cities. Otium (repeated) – this is Catullus’ Roman conscience speaking. Catullus adds impact by: • address to self (Catulle) • tricolon of references to otium, each at the start of a line

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GCSE Latin Verse Literature: Family Life and Relationships

Love and Loss: Catullus 8: Rejection in love Catullus talks to himself and tries to reassure himself. miser Catulle, desinas ineptire,

1

Wretched Catullus, cease being silly,

et quod vides perisse perditum ducas. and consider as ruined what you see has perished.

fulsere quondam candidi tibi soles, Once, suns shone bright for you,

cum ventitabas quo puella ducebat when you used to keep going where (your) girl was leading,

amata nobis quantum amabitur nulla.

5

loved by us as much as no girl will (ever) be loved.

ibi illa multa cum iocosa fiebant, There when those many pleasant things used to happen,

quae tu volebas nec puella nolebat, which you wanted and the girl didn’t not want,

fulsere vere candidi tibi soles. the suns truly shone bright for you,

nunc iam illa non vult: tu quoque impotens noli, but now, she does not want (it): you also, powerless, do not want (it),

nec quae fugit sectare, nec miser vive, - 26 -

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GCSE Latin Verse Literature: Family Life and Relationships

nor chase what flees, nor live in misery,

sed obstinata mente perfer, obdura. but, with determined mind, endure, persist.

vale, puella. iam Catullus obdurat, Goodbye, girl. Now Catullus is standing firm,

nec te requiret nec rogabit invitam. nor will he look for you, nor will he ask for you (who are/since you are) unwilling.

at tu dolebis, cum rogaberis nulla. But you will grieve, when you are not asked for.

scelesta, vae te, quae tibi manet vita? Wicked woman, alas for you, what life remains for you?

quis nunc te adibit? cui videberis bella? Who will approach you now? To whom will you seem beautiful?

quem nunc amabis? cuius esse diceris? Whom will you love now? Whose will you be said to be?

quem basiabis? cui labella mordebis? Whom will you kiss? Whose lips will you bite?

at tu, Catulle, destinatus obdura. But you, Catullus, determined, stand firm.

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GCSE Latin Verse Literature: Family Life and Relationships

Questions 1. Who is Catullus talking to in this poem? 2. Lines 1-2, what is Catullus telling himself to do? Why? 3. What do you think he means by ‘ineptire’? 4. Lines 1-2, how does give what he says a sense of definiteness? 5. Lines 1-2, how do you think Catullus is feeling? Which words suggest this? 6. Lines 3-5, what is Catullus describing? 7. Lines 3-5, how does he create a sense of idyllic happiness? 8. What do the candidi soles symbolise? Does Catullus simply mean that the weather was fine? 9. Line 5, how does he add force to his claim that he loved Lesbia more than any girl will ever be loved? 10. Line 7: nec…nolebat: which literary feature is this an example of? It creates an emphatic positive statement. 11. Is there anything about line 7 which suggests that Catullus may have been more keen than Lesbia? 12. What do you notice about the tenses of many of the verbs in lines 4-7? Why do you think Catullus might have chosen this tense? Note the shift to the perfect tense with fulsere (8): this emphasises the fact that the affair has now ended. 13. What do you notice about line 8? What effect does this create? Is there any change to the line? 14. So far, Catullus has been thinking back over the happy times in the relationship. In line 9, what does he turn his attention to? How does the tone change? 15. Line 9, how does Catullus emphasise the fact that it is now all over? (Any links with line 7?) 16. nunc, iam: what do these two words mean? Why do you think Catullus includes them both? 17. impotens, literally ‘powerless’. What do you think Catullus means by this? Lacking power over what? 18. What else does Catullus suggest about his feelings in lines 9-11? 19. Lines 9-11, how does Catullus’ use of language reflect his decision that he must pull himself together? 20. Lines 12-13: So far Catullus has been addressing himself. Who does he address now, and what does he say? 21. This line is an example of false closure in that it creates the feeling that the poem could have stopped here (even though it doesn’t). How does Catullus achieve this impression? What is the effect of the poem continuing after this point? 22.Lines 14-15: What future does Catullus foresee for Lesbia now? 23. Lines 14-15, how does he create a sense of outrage / defiance? 24.Lines 15-18, what do you notice about the form of the sentences? What effect does this create? 25.What answer do you think Catullus wants or expects? 26.What is the tone of the questions? Threatening? Remembering? Vulnerable? Uncertain? Obsessive? 27.In the final line of the poem, Catullus turns back to himself. How does his use of language reflect his instruction to himself to be firm? 28.Each of these words is repeated, exactly or closely: puella, obdura, at tu, miser. Find the repetitions. What effect do they create? - On the basis of what Catullus says in this poem, how do you think he might have seemed to Lesbia? - How does Catullus’ attitude to Lesbia change during the course of the poem? - Do you think Catullus is actually ready to leave the relationship behind? Why? - How does Catullus’ use of ;language in this poem reflect the intensity of his feelings and his pain at the end of the relationship? - What is the mood of the poem? Sad, angry, bitter, determined, reigned, pathetic? Does it change during the course of the poem? General

• Metre: scazons/limping imabics – the heavy spondee (- -) or trochee ( - u) at the end of each line (instead of the lighter iambus, u -) indicate the heaviness of his despair, as well as his awkwardness. Often used by Catullus for abusive or satirical poems – qualities perhaps present in his attitude to himself here? • Context: It seems that Lesbia has broken off her affair with Catullus (possibly in favour of Caelius). This poem gives dramatic form to a struggle of the poet with himself – intellectually he recognises that the relationship cannot continue, but he is emotionally reluctant to let go of the relationship. The tough tone Catullus adopts contrasts with the mood of humiliation and pathos. • The poem contains some language familiar from prose; this conveys an impression of - 28 -

GCSE Latin Verse Literature: Family Life and Relationships

immediacy and sincerity, as well as adding a conversational quality – the poet is in dialogue with himself. . • Endstopping of lines (sense breaks at end of line) – reflects the poet’s wavering determination and halting tone. • Lots of repetitions reflect the weaving backwards and forwards of the poet’s thoughts. • Miser, 1, 10 • Puella 4, 7, 12 – he is obsessed with her • Volebas, nolebas, non vult, noli • Obstinate/destinatus • Obdura 11, 12, 19 • At tu, 14, 19 • Lines 3/8 • Look out for shifts, which reflect his changing feelings about the relationship: • Want/ not want • Questions or uncertain statement / definite statements • Talking to himself/about himself • Nice to Lesbia/nasty about her 1

1-2 2 3

4

5

6

7

9

9 f.

The self-address (Catulle) gives the poem a very dramatic quality, suggesting that Catullus is in conflict with himself. For most of the poem Catullus addresses himself, though 12-17 are addressed to Lesbia. Miser – very intense despair, traditional description of the unhappy lover, placed first for emphasis Ineptire – be silly – Catullus takes a harsh approach to his behaviour and his wish for the relationship to continue Desinas/ducas – jussive subjunctive, you must stop/consider. These are commands to himself, creating a harsh tone, and the ‘d’ alliteration emphasises this Periise perditum – two words for ‘destroyed’ , linked by alliteration, emphasises that the relationship is definitively over In these lines, Catullus wistfully conjures up an image of the relationship in happier times Fulsere – perfect tense = the suns used to shine but this is in the past Candidi – bright and shining, strong imagery of happiness Repetition of this idea in 8 brings home the fact that the affair is now over Ventitabas – iterative form of the verb to emphasise the frequency with which Lesbia led Catullus around Ducebat – she was leading, suggests that she used to be positive abut the relationship Amata / ambitur – use of 2 words for love conveys the strength of Catullus’ feeings Nulla – at end of the line for emphasis: no girl will ever be loved as much as Lesbia was by Catullus iocosa: suggests that the relationship was happy Fiebant/ducebat/ventitabas: imperfect tense used for continuous action, conjures up an image of a happy relationship that was ongoing in the past Nec puella nolebat – litotes (double negative): here, perhaps creates a gruding tone (she didn’t want the relationshop, she just didn’t not want it) and suggests that Catullus was more involved? Nunc intensified by iam (both meaning now): the use of two words for the same thing adds a sense of finality: Lesbia doesn’t want the relationship now. The several monosyllables and short clause add power to the statement, and suggest the finality of the fact that the relationship is over noli (don’t want)– this refers back to Lesbia’s non vult (she doesn’t want) – the positive 2 wanting verbs of line 7 (volebas, nec nolebat) have changed to two negatives now that Lesbia has ended the relationship. The contrast between illa and tu in the two clauses in line 7 conveys how Catullus’ response is dictated by Lesbia’s Impotens – powerless: Catullus has no power to win Lesbia back, or no power over himself, lacking in self control. Imperatives add a forceful tone. List of imperatives (noli, sectare, vive, perfer, obdura) - 29 -

GCSE Latin Verse Literature: Family Life and Relationships

10

11 12

13

14

15 15-17

16 19 19

conveys how harsh he is being on himself. Nec sectare- he needs to regain his self respect and not follow her around. The repetition of nec adds force to his commands to himself Short clauses in lines 10-11 convey Catullus’ harshness to himself There is asyndeton (no ‘and’) between perfer/ obdura: this adds intensity and power to Catullus’ commands to himself More short clauses; create an air of finality about the end of the relationship Defiant apostrophe (direct address) to Lesbia – he tries to persuade himself that her loss will be greater than his own. False closure, as Catullus says goodbye (vale) to Lesbia: we have a sense that the poem could end here. When it doesn’t, this conveys his vacillating emotions, and the fact he can’t let go of the relationship Catullus states that he will no longer seek or ask for Lesbia. His determination is conveyed by the repetition of ‘nec’ and the alliteration of the two verbs. Lesbia is now unwilling (invitam) for the relationship. Tu is emphatic – ‘you’ll be the one to regret it’ At tu – marks break and shift in focus, as Catullus now starts questioning Lesbia. Nulla – strong negative, and placed at the end of the line for emphasis: she will not at all be asked for. Scelesta – poor thing, you wretch. Mixture of scorn and pity. Note the repeated questions in short clauses. This is a very striking literary technique, made the more so by the repeated parts of ‘qui’ at the start of the questions. Are the questions meant to receive an answer? Or are they designed to reassure Catullus? Threatening or recalling? Also create a sense of uncertainty and vulnerability. The repetition of quis…cui (who, to whom) etc. is obsessive, as Catullus imagines Lesbia with someone else Catullus harshly addresses himself in the vocative Destinatus – with imperative sense – be stubborn and endure. Obdura – ends with a blunt imperative, harsher than the jussive subjunctives with which he began.

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GCSE Latin Verse Literature: Family Life and Relationships

Love for a young man: Horace Odes 1.8 Horace complains that Lydia is ruining Sybaris through love. Please note: Horace departs considerably from the word order you might expect, so it is not always possible for the translation to match the Latin line by line – the Latin word may be on a different line from the English one Lydia, dic, per omnes Lydia, tell me this truly, by all

hoc deos vere, Sybarin cur properes amando the gods, why you are hurrying to destroy Sybaris by loving (him),

perdere, cur apricum why he hates the sunny

oderit Campum, patiens pulveris atque solis, Campus Martius, (previously) enduring/inured to the dust and sun

cur neque militaris

5

why he does not ride on horseback as a solider

inter aequales equitet, Gallica nec lupatis among his contemporaries, nor control Gallic

temperet ora frenis? mouths using bits with jagged teeth?

cur timet flavum Tiberim tangere? cur olivum Why is he afraid to touch the yellow Tiber?

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GCSE Latin Verse Literature: Family Life and Relationships

sanguine viperino Why does he avoid olive-oil with

cautius vitat neque iam livida gestat armis

10

more caution than vipers’ blood, nor now display arms bruised by armour,

bracchia, saepe disco, often famous with the discus,

saepe trans finem iaculo nobilis expedito? often with the javelin knurled across/over the boundary?

quid latet, ut marinae Why does he hide, as

filium dicunt Thetidis sub lacrimosa Troia they say the son of Thetis did before the grieving deaths at Troy,

funera, ne virilis

15

in case his manly

cultus in caedem et Lycias proriperet catervas? dress might snatch him away to slaughter and Lycian troops?

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GCSE Latin Verse Literature: Family Life and Relationships

Questions 1. Lines 1-3: what does Horace want Lydia to tell him? 2. amando perdere: Why might the situation between Lydia and Sybaris be seen as comical or absurd? 3. Horace’s tone in lines 1-3 is scandalised and reproachful. How does his choice and placing of words help create this effect? 4. Lines 3-4: why is Horace concerned about Sybaris? Why are Sybaris’ actions surprising? 5. Line 4: what sound effects might suggest the knocks of physical exercise? 6. In lines 5-7, what else do we learn about Sybaris’ previous lifestyle? 7. Lines 1-7 consist of a series of 3 questions. How does Horace add impact to the pattern of three? 8. What do you notice about the length of the three questions? What effect does this create? What do you imagine Horace’s tone to be? 9. Lines 8-11: Which activities is Sybaris avoiding here? 10. Line 8-11: How does Horace’s use of language emphasise Sybaris’ fear? 11. Lnes 11-12: Why is Sybaris’ avoidance of weapons surprising? 12. Lines 11-12: How does Horace’s language emphasise Sybaris’ previous achievements? 13. Looking back over the whole poem, what can we tell about Sybaris’ life and personality before he met Lydia? 14. Pick out two words/phrases which suggest that Sybaris’ life was better/closer to Roman ideals then. Horace is focusing our attention on the potentially negative aspects of love. 15. Line 13: quid latet: what is Horace’s final accusation? What does Horace mean by this? 16. Lines 13-16: What is Sybaris’ behaviour being compared to? 17. Line 13: why is Thetis described as ‘marinae’? 18. Line 14: lacrimosa: whose tears? 19. Line 16: How do sound effects add impact to Horace’s point? 20. What is the relevance of the myth to the rest of the poem? Why do you think Horace uses it? What is its tone? 21. Is Sybaris going to turn out okay in the end?? 22. What do you think Horace’s attitude towards L& S is – condemning, indulgent, teasing, jealous? Why? 23. Is Horace more interested in Lydia or Sybaris? 24. In this poem, Horace paints a comical and light-hearted picture of Sybaris in love. How does he achieve this? How does his use of language (e.g. imagery, choice of words, use of questions) contribute? This poem is a study in unequal partners. The boy is young and easily corrupted, the girl experienced. The corruption follows lines familiar from Roman comedy: loving Lydia has caused the boy to lose interest in manly pursuits expected of a young Roman man of good family. Love and athletics were commonly regarded as incompatible pursuits. Augustus reinstituted the traditional practice of the exercitatio ludusque campestris, which a young man would engage in for one or two years after assuming the toga virilis (at around age 15). The training took place in the Campus Martius, and Augustus saw it as preparation for the military service. It was an important part of public Augustan policy. This is a lighthearted poem. The details of the training are not meant to shock us, but to amuse us by contrast with life with Lydia. Sybaris is obviously actually quite tough- he’s renowned for his success in such exercises (nobilis) and described as ‘patiens’. Horace is teasing him – as he is with the joke name/pseudonym. The comparison with Achilles is absurd, as is the situation of Sybaris. The absurdity of the comparison is funny. Everyone knows that Achilles trained very hard with Chiron, fighting with lions and bears from the age of 6. But the Achilles parallel suggests all will turn out okay: he is just going through a phase and can be relied upon to turn out as a traditional Roman type in the end. • •

Lydia - the girl to whom Horace addresses the poem. The exotic name suggests luxury. Sybaris – the boy in love with Lydia. He is presented as a Roman young man, so Sybaris is - 33 -

GCSE Latin Verse Literature: Family Life and Relationships

•

•

1

2-3

3-4

6 8

9 8-11

13

14 16

probably a Greek pseudonym, chosen to suggest that he has ‘gone soft’. Sybaris was a Greek colony in southern Italy that became a byword for luxurious living. This poem is a study in unequal partners: the boy is young and easily corrupted, the girl experienced. The corruption follows lines similar to Roman comedy: loving Lydia has caused the boy to lose interest in the ‘manly’ pursuits expected of a young Roman man of good family. Love and athletics were commonly regarded as incompatible pursuits Metre: greater Sapphic, a ‘lively and catchy metre’ which seems to mimic the galloping hooves and the speeding javelins, and creates a light-hearted feel.

Dic – imperative, in a single word clause, creates a direct tone and a tone of scandalised reproach. So do: the direct address to Lydia by name, the appeal by the gods (deos), the request that Lysia speak truly (vere), the repeition of cur three times (tricolon). The repeititon of cur three times is a tricolon crescendo, as each question gets longer. The increasing length of the questions creates a sense of urgency, and conveys Horace’s agitation about hearing the answer. 3rd question gives us a clearer picture of Sybaris before Lydia corrupted him. Amando…perdere – something of an oxymoron, since one does not notmally dectroy something by loving it; the words are next to each other (juxtaposition) for emphasis. Also an ironic reversal of roles – Sybaris should be doing the destroying (as a soldier). P – alliteration: evokes the tough knocks of exercise Campum = Campus Martius – an open area in Rome used as an exercise and training ground. Augustus reinstituted the traditional practice of the exercitatio ludusque campestris, which a young man would engage in for one or two years after assuming the toga virilis (at around age 15). The training took place in the Campus Martius, and Augustus saw it as preparation for the military service. It was an important part of Augustan public policy. Gallicus – Gallic (Gaul was renowned for its horses) • the shift to direct questions sets up a more urgent tempo. • Tiber: the river flowing through Rome. Swimming in Tiber seems to have been a favourite occupation for young Romans. • flavum: a traditional sounding epithet, but possibly signals that the river was muddy/dirty. • olivum: Roman wrestlers rubbed themselves with olive oil, so that they would more easily slip out of their opponent’s grip. sanguine viperino: the Romans regarded blood of a viper as deadly poison Horace’s language evokes a (comical and over the top) picture of Sybaris’ fear - timet at start of sentence for emphasis - T alliteration evokes the sound of teeth chattering in fear - comparison with viper’s blood, which was thoiught to be poisonous (but ridiculous to fear olive oil more than poison, stressed by having sanguine viperino in its own line) - livida (bruised) evokes a horrifying image of arms hurt by weapons - idea of fearing even to touch (tangere) the Tiber is ridiculous marinae filium Thetidis – son of the sea-nymph Thetis, i.e. Achilles. Because of the prophecy that Achilles would be killed at Troy, Thetis concealed him at the court of King Lycomedes of Scyros. He was said to have dressed in women’s clothing to avoid detection. There he fell in love with the daughter of the king, Deidamia. Then in stanza 4 we move to a comical mythological exemplum, which unexpectedly puts matters in a new light. Tears - these include those of Thetis when Achilles dies. Alliteration of ‘c’ adds emphasis to the key things - slaughter (caedem) and troops (catervas) to be avoided. Lycias – Lycia was an area of south western Turkey in what was then known as Asia Minor. The Lycians fought under Sarpedon on the Trojan side in the Trojan war. Words that convey approval of Sybaris’ previous, military, lifestyle: - militaris - patiens - nobilis - 34 -

GCSE Latin Verse Literature: Family Life and Relationships

-

saepe (reperated) when decribing the actions he used to take part in perdere – implies that something good is being destroyed

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GCSE Latin Verse Literature: Family Life and Relationships

Sulpicia discovers love: Sulpicia 1 Sulpicia is one of the few female poets whose work survives from the ancient world. Here she expresses how she feels now that she has found love. tandem venit amor, qualem texisse pudori Love has come at last, of such a kind, that the rumour that I had covered it up

quam nudasse alicui sit mihi fama magis. would be more of a source of shame to me than to have revealed it to someone.

exorata meis illum Cytherea Camenis Won over by my Muses, the Cytherean one has brought him

adtulit in nostrum deposuitque sinum. and placed him in our lap.

exsolvit promissa Venus: mea gaudia narret,

5

Venus has fulfilled what she promised: let him tell of my happiness,

dicetur siquis non habuisse sua. if anyone is said not to have had their own.

non ego signatis quicquam mandare tabellis, I would not want to entrust anything to sealed letters,

ne legat ut nemo quam meus ante, velim, in case someone should read (it) as no-one should before my man,

sed peccasse iuvat, vultus conponere famae but it pleases (me) to have done wrong, to arrange my face for rumour/public opinion:

taedet: cum digno digna fuisse ferar. tires (me): let me be said to be a worthy woman with a worthy man. - 36 -

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GCSE Latin Verse Literature: Family Life and Relationships

Questions 1. Lines 1-2: what does Sulpicia say about her love? What does this suggest about her feelings? 2. Line 1: texisse: why might Sulpicia have thought she should hide her love? 3. Lines 2-3, What image does Sulpicia use to describe how love came to her? 4. Line 3: How has Sulpicia won Venus’ favour? How does Sulpicia’s use of language emphasise this? 5. Line 3: What do you notice about the placing of illum? What is the effect of placing the word here? 6. Line 4: some more word play. What do you notice about the placing of ‘deposuit’ in relation to ‘in nostrum sinum’? How does this mirror or reflect what Sulpicia is saying? 7. Line 5: how does Sulpicia give impact to her claim that Venus has fulfilled her promise? 8. Lines 5-6: What does she then go on to say? What does this suggest about her feelings? 9. Lines 7-8: Why is Sulpicia reluctant to write letters? 10. Why is writing letters something we might expect her to do? 11. In the poem as a whole, where do you think Sulpicia’s behaviour might have been at odds with social convention? 12. In lines 9-10, she gives her reasons for this: What are they? 13. How does her choice and placing of words emphasise what she says? 14. A key theme in this poem is Sulpicia’s desire to tell everyone about her love. Looking back over the poem, how is this given emphasis? 15. What does the poem suggest might be the consequences of Sulpicia’s behaviour? Sulpicia is the only known woman from Ancient Rome whose poetry survives in any quantity. She lived in the reign of Augustus, and was probably the daughter of Servius Sulpicius Rufus (consul in 51 BC) and a niece of Messalla, a politician and patron of literature. Her poems were preserved with those of Tibullus and for a long time attributed to him. They are elegiac poems addressed to a lover called Cerinthus. General 1

3 3

4 5

7 8 8 9-10

10

Metre: Elegiacs Tandem venit amor: Suplicia’s delight at the arrival of love is conveyed by the word tandem (at last) suggesting she has been waiting a long time; the delay of amor till the end of the clause - the thing she has been waiting for; and the use of a short clause for impact. illum: an emphatic way of referring to the man she loves. We learn in another poem that his name is Cerinthus. Cytherea = Venus. Cytherea is an island to the South of the Peloponnese in Greece. It was thought to be the birthplace of Venus, so she is referred to here as Cytherean. Camenae – originally rustic goddesses of springs and fountains, the Camenae become identified with the Muses. The Muses, the goddesses of poetry, can also refer to poetry itself. So, ‘exorata meis…Camenis’ = ‘won over by my Muses’ / ‘won over by my poems’ Sulpicia stresses how Venus has been won over by her poetry by placing meis….Camenis on either side of ‘Cytherea’ to reflect how the poems ‘implored’ Venus Illum / meis are juxtaposed to stress Sulpicia’s love for illum nostrum sinum: Note how deposuit is placed in the middle of “nostrum sinum” just like Cerinthus in is placed in the middle of Sulpicia's lap. Venus – goddess of love. Sulpicia stresses how Venus has fulfilled her promise by using a short clause and placing the verb at the start of the clause (exsolvit) rather than at the end. signatis tabellis: a letter, written on wooden tablets, and sealed with sealing-wax meus: ‘my lover’ or ‘my man’ (Cerinthus again). A male poet can write ‘mea puella’ but ‘meus puer’ would mean ‘meus servus’, which is not what Sulpicia wants to say. quam…ante = antequam Sulpicia’s language stresses that she is tired of conforming to public opinion: -taedet is at the start of the line (it tires me) - famae (public opinion) is at the end of the line for emphasis cum digno digna: the repeated word, referring to Sulpicia and her lover, reflects their mutual love. Words that suggest Sulpicia’s behaviour may be at odds with social convention: Peccasse, Taedet ,Famae, Componere vultus , pudori

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GCSE Latin Verse Literature: Family Life and Relationships

Grief at Parting: Ovid Tristia 1.3 In AD8, Ovid was sent into exile for ‘carmen et error’, thought to be a reference to Ovid’s poem the Ars Amatoria, and some connection with a scandal involving Augustus’ granddaughter Julia. In this passage, Ovid recalls the night on which he had to leave Rome.

cum subit illius tristissima noctis imago, When the saddest image comes to mind of that night,

qua mihi supremum tempus in urbe fuit, in which I had my final time in the city (lit. there was tome my final time in the city),

cum repeto noctem, qua tot mihi cara reliqui, when I recall the night, on which I left so many things dear to me,

labitur ex oculis nunc quoque gutta meis. even now a tear falls from my eyes.

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GCSE Latin Verse Literature: Family Life and Relationships

Ovid expresses his grief on recollecting the day he had to leave Rome. Notes • Line 1: illius …noctis: the night on which Ovid had to leave Rome in AD8. • Line 2: in urbe: Rome • Line 3: repeto (I recall): Ovid may be referring to the gap between reality and memory: he stresses that this is a recollection of the moment of loss. • Line 2: supremum: his last moment in Rome before being exiled, and also his last moment in Rome ever, as he died in exile. Questions 1. What is special about illius…noctis? 2. How does Ovid convey his sadness? 3. How does Ovid lay emphasis on the activity of recalling, his present recollection of past sorrows? 4. How does he stress his own personal loss?

Key theme = recollection of the night Ovid left Rome, grief  Ovid is conjuring up the very moment of loss, and as he does so, he is creating a heightened sense of presence, as he remembers the last time he saw all these places.  The poem aware of the gap between reality and memory. Ovid remembers his own last night as a repetition of the last night of Troy.  Ovid rewrites as reality the games and fictions of his love poetry. The obdurate emperor takes the place of the hardhearted puella. Tears are now for real 1. This night is special because it is the night he must leave Rome. Illius ‘that night’ singles it out

2. How does Ovid convey his sadness? • tristissma: superlative adjective, thereby intensifying the sense of sadness • Placing of verbs at start of lines to give them added impact (these verbs all have meanings that stress his sadness), subit, repeto, labitur • word patterning draws attention to what iot is that he is remembering (A, B, A, B,): illius tristissima noctis imago • supremum (final) night : poignant, because he actually dies in exile. • illius: marks out that night as special, because it is the night he had to leave Rome • sad words: tristissima, cara, gutta • vivid visual picture of weeping: tear sliding down his cheek 3. How does Ovid lay emphasis on the activity of recalling, his present recollection of past sorrows? • cum (when) is repeated: emphasizes the moment of remembering • nunc quoque (even now) • subit, repeto – recalling words • imago – personification of the memory or ‘image’ of the night 4. How does he stress his own personal loss? • Mihi x 2 • meis: emphatic word placing because separated from noun (oculis: eyes) - hyperbaton • mihi cara reliqui – he left behind things dear to him. Juxtaposition of cara / mihi emphasizes this.

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GCSE Latin Verse Literature: Family Life and Relationships

iam prope lux aderat, qua me discedere Caesar

5

Now the light (day) was near, on which Caesar

finibus extremae iusserat Ausoniae. had ordered me to depart to the borders of furthest Ausonia.

nec spatium nec mens fuerat satis apta parandi: There was not enough time or mind for preparing suitable things:

torpuerant longa pectora nostra mora. My heart had grown numb from the long delay.

non mihi servorum, comites non cura legendi, I did not have (any) concern for slaves, or for gathering companions,

non aptae profugo vestis opisve fuit.

10

nor for the clothing or help suitable for an exile.

non aliter stupui, quam qui Iovis ignibus ictus I was stunned, not otherwise than a man who, after having been struck by the lightning of Jove,

vivit et est vitae nescius ipse suae. lives and is unaware of his own life.

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GCSE Latin Verse Literature: Family Life and Relationships

Ovid’s mind has become numb and he has not made the proper preparations for exile. Notes • Caesar: the Emperor Augustus • Discedere: to depart: in 8 AD, Ovid was banished for ‘carmen et error’, thought to involve Ovid’s poem the Ars Amatoria (“The Art of Loving”) and some connection with a scandal involving Augustus’ granddaughter Julia. • Ausonia = Italy. Ovid was banished to Tomis on the Black Sea. • Iovis: Jove or Jupiter: the king of the gods • Iovis ignibus = lightning Questions 1. Line 5: which time of day is Ovid describing? 2. Line 7: why has Ovid not made suitable preparations? 3. Lines 7-10: how does Ovid’s use of language emphasise his lack of preparation? 4. Lines 11-12: Which literary feature are these lines an example of? 5. Lines 11-12: How is Ovid’s situation similar to that of the man struck by lightning? 6. What image of Ovid’s mental state do these lines create? 7. Why do you think Ovid describes his lack of preparation in so much detail?

Key theme = Ovid’s numbness and lack of preparation 1. Line 5: which time of day is Ovid describing: during the night, before dawn (light was near) 2. Line 7: why has Ovid not made suitable preparations: there was neither spatium nor mens 3. Lines 7-10: how does Ovid’s use of language emphasise his lack of preparation? • 7: Repetition of nec to create emphasis • 9-10: Repetition of non to create emphasis • Gerunds parandi and legendi – emphasise the actions of preparing and collecting that he should have undertaken • Torpuerunt: choice of word is vivid: his chest was paralysed • Line 8: vowel sounds are long: reflect how he has been numbed by delay • List of things he has not prepared (including basic things like clothes) • Apta…aptae: repetition: he hasn’t got what is suitable 5. This is a SIMILE. A man struck by lightening is unaware of his surroundings, unconscious; Ovid is the same because of the grief and delay. Jove = Augustus (both are unpredictable and powerful). Surprising that Ovis and the man struck by lightning have survived. The comparison of Augutsu to Jove is a kind of compliment. ‘i’ alliteration stresses Jove’s strength 6. What image of Ovid’s mental state do these lines create? • Stupui – I was stunned • Vivit…vitae: almost suggests that life isn’t worth living under these conditions. Suggests he is lucky to have survived (NB word placing of vivit at start of clause) • ‘Nescius ipse’ at heart of ‘vitae suae’ (his life) (word placing: chiasmus): even he isn’t aware of what’s going on in HIS life 7. Why do you think Ovid describes his lack of preparation in so much detail? - emphasise grief stricken state - pity – going into exile without preparation

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GCSE Latin Verse Literature: Family Life and Relationships

ut tamen hanc animi nubem dolor ipse removit, However when grief itself removed this cloud of/over my mind,

et tandem sensus convaluere mei, And at last my senses grew strong,

alloquor extremum maestos abiturus amicos,

15

I addressed (historic present) my sad friends for the last time as I was about to depart,

qui modo de multis unus et alter erat. Who were now one and another out of many.

uxor amans flentem flens acrius ipsa tenebat, My loving wife was holding me as I wept, herself weeping more passionately,

imbre per indignas usque cadente genas. With a downpour of tears falling continuously over her undeserving cheeks.

nata procul Libycis aberat diversa sub oris, My daughter was absent, far apart on Libyan shores,

nec poterat fati certior esse mei. And was not able to be informed of my fate.

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GCSE Latin Verse Literature: Family Life and Relationships

Ovid says goodbye to his family and friends. Notes • Line 15: Ovid’s faithful friends were probably Brutus, Atticus, Celsus and Carus, of whom little is known. • Line 17: Ovid’s third wife. • Line 19: Ovid’s daughter was his only child. She was married to the senator Cornelius Fidus and went to Africa with him. It would have been particularly upsetting that she was absent at the time of Ovid’s departure. • Line 15: alloquor: historic present: adds immediacy and vividness to the passage Questions 1. Lines 13-14: how does Ovid’s use of language reinforce the picture of his misery? 2. Line 13: What caused Ovid’s mind to clear? 3. Lines 15-16: how does Ovid make his description of his parting from his friends sad? Why do you think he mentions them at all? 4. Lines 17-18: What impression do you get of Ovid’s wife? 5. How does Ovid’s use of language suggest that he and his wife had a mutually loving relationship? 6. Pick out two words in this passage which have a natural / meteorological sound? Why do you think Ovid includes them? Which image a few lines back might they refer to? 7. Lines 19-20: Why do you think Ovid mentions the nata? 8. How does he add pathos to the reference to her?

Key theme = parting and separation 1. Lines 13-14: how does Ovid’s use of language reinforce the picture of his misery? nubem (cloud) – implication that he was oppressed, almost suffocated, by feelings of being stunned dolor (grief) is what clears his mind tandem (at last) his senses grew strong: suggests that his grief lasted for a long time. Convaluere (got strong) – suggests he was weak before 2. Line 13: What caused Ovid’s mind to clear? grief - dolor 3. Mentioning his friends adds to poignancy of parting and sense of loss. Also shows he has been deserted in his disgrace.

Lines 15-16: how does Ovid make his description of his parting from his friends sad: Extremum – for the last time Alloquor – hist pres – adds immediacy – as if happening now Abiturus – on point of leaving Maestos – they are sad- mirrors his sadness Maestos abiturus amicos – his departing splits up the friends. Amicos - last for emphasis Unus et alter –only a few friends stand by him. Sense of betrayal. Contrast with multis before. 4. What impression do you get of Ovid’s wife? flentem flens – lots of weeping, they are both sad – reciprocity tenebat – tenderness of her holding him and comforting him acrius – comparative adjective: more bitterly weeping – her pain at his departing uxor amans – she loves him and wants to be with him imbre – tears like a shower of rain – lots of them usque – continual grief indignas – she doesn’t deserve it ABAB patterning of imbre indignas cadente genas: reflects how the tears are flowing down her cheeks 5. How does Ovid’s use of language suggest that he and his wife had a mutually loving relationship? flentem flens: repetition of the word for weeping to describe each of them suggests their shared love uxor amans – she loves him and wants to be with him

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GCSE Latin Verse Literature: Family Life and Relationships

6. Pick out two words in this passage which have a natural / meteorological sound? nubem, imbre These words add a sense of natural order and the inevitability of natural events: Ovid’s exile cannot be avoided. They may pick up idea of Jove’s thunderbolts – forces outside Ovid’s control. 7. Lines 19-20: Why do you think Ovid mentions the nata? Very poignant that she’s not there, can’t say goodbye 8. How does he add pathos to the reference to her? Three absence words – aberat, procul, diversa nata…mei – the words referring to his daughter and himself are separated, t either ends of the sentence

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GCSE Latin Verse Literature: Family Life and Relationships

quocumque aspiceres, luctus gemitusque sonabant, Wherever you were to look, sounds of grief and mourning were resounding,

formaque non taciti funeris intus erat. And inside was the appearance of a noisy (not silent) funeral.

femina virque meo, pueri quoque funere maerent, A woman and a man, boys too were (are) lamenting at my funeral,

inque domo lacrimas angulus omnis habet. And in the house every corner contains tears.

si licet exemplis in parvis grandibus uti, If it is possible to use grand examples for small things,

haec facies Troiae, cum caperetur, erat. This was the appearance of Troy when it was captured.

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GCSE Latin Verse Literature: Family Life and Relationships

The lamentation at Ovid’s departure is like that at a funeral. Notes • Line 26: Troiae: Troy was captured by the Greeks following a 10 year siege. After gaining entry to Troy using the stratagem of the wooden horse the Greeks ransacked the city, burning the town and killing the inhabitants. Questions 1. Lines 21-24: What does Ovid compare the scene of his departure to here? Why? What would he himself be doing? 2. Which words evoke the sound of the scene? 3. Which words focus our attention on the way the scene would have looked? 4. How does Ovid emphasise grief and lamentation in these lines? 5. Line 24: in his reference to the ‘corner’ which literary technique is Ovid using? What effect does it create? 6. Lines 25-26: to what does Ovid compare the scene of his departure now? 7. Do you feel this is an appropriate comparison? Why do you think Ovid uses it? 8. Which phrase in line 25 draws attention to the fact that the comparison might be seen as inappropriate?

Key theme = lamentation, like death Ovid is conjuring up the very moment of loss, and as he does so, he is creating a heightened sense of presence, as he remembers the last time he saw all these places.

The poem evokes the gap between reality and memory. Ovid remembers his own last night as a repetition of the last night of Troy. 1. Ovid compares the scene of his departure to a funeral – note the repetition: funeris, funere. This suggests that his life is a living death. 2. Which words evoke the sound of the scene? luctus, gemitus, sonabant, non taciti, lacrimas 3. Which words focus our attention on the way the scene would have looked? aspiceres, forma, facies 4. How does Ovid emphasise grief and lamentation in these lines? quocumque, omnis angulus – lamentation is everywhere repetition of funeral words: funeris, funere sad words: maerent, lacrimas, luctus, gemitus luctus, gemitus, sonabant – assonance and sibilance- wailing and sound of grieving in domo – inside the house: private place, should be a place of comfort not grief non taciti – litotes: the funeral was ‘not silent’ i.e. it was very loud because there was a lot of grieving aspiceres – second person – trying to draw us in; get us involved 5. in his reference to the ‘corner’, Ovid is employing personification Even the house is mourning him . Visual picture of lonely weeping occurring in a corner apart from everyone else. Emphasis on places in the house conveys the separation from home - a key focus of emotion in Rome – which will be grought about by his exile 6. Lines 25-26: to what does Ovid compare the scene of his departure now? defeated Troy. NB caperetur: focus on being captured suggests that Ovid is a victim, just as the people of Troy were victims of the Greeks 7. Why use this comparison: convey just how important the exile is in his life: for him, it is like death, because it represents the destruction of his home and all that he holds dear about his country and fatherland Bit over the top: one exile is not comparable to the destruction of a whole city 8. Which phrase in line 25 draws attention to the fact that the comparison might be seen as inappropriate? parvis/grandibus juxtaposition

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GCSE Latin Verse Literature: Family Life and Relationships

iamque quiescebant voces hominumque canumque And now, the voices/cries of men and dogs were growing quiet,

Lunaque nocturnos alta regebat equos. And the high moon was driving her night time horses.

hanc ego suspiciens et ad hanc Capitolia cernens, Looking up at her and making out by her (light) the Capitol,

quae nostro frustra iuncta fuere Lari, which was joined to our household god, in vain,

'numina vicinis habitantia sedibus,’ inquam, I said: deities living in neighbouring homes,

'iamque oculis numquam templa videnda meis, And temples never now to be seen by my eyes,

dique relinquendi, quos urbs habet alta Quirini, And gods who must be left, whom the high city of Quirinus holds,

este salutati tempus in omne mihi. Farewell from me for all time.

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GCSE Latin Verse Literature: Family Life and Relationships

By the light of the moon, Ovid bids goodbye to the buildings of Rome. Notes • Line 28: Luna: the Roman moon goddess • Line 29: Capitolia: The Capitoline hill and its buildings. Ovid tells us that it was near to his house. • Line 30: Lar: A spirit watching over the household. Each house had a Lararium where the image of the Lar was kept. Here, the Lar symbolises the house. • Line 33: Quirinus: An ancient god of Rome who came to be identified with Romulus, the founder of Rome. Questions 1. How does the scene evoked now contrast with the noisy funeral scene of the last few lines? 2. Lines 29: What is the focus of Ovid’s attention now? Why do you think this is? 3. Lines 30-31: Which words stress the closeness of Ovid’s house to the Capitoline? Why might he emphasise this? 4. Line 30: frustra: what does Ovid mean by this? 5. Lines 31-34: Who does Ovid address here? 6. How does he express his sadness at leaving these physical landmarks of Rome? 7. How does Ovid create a sense of dignified calm in these lines?

Key themes – the physical landscape of Rome, dignity and piety 1. How does the scene evoked now contrast with the noisy funeral scene of the last few lines? quiet – quiescebant, nocturnos outside scene – light of moon (Luna) 2. Lines 29: What is the focus of Ovid’s attention now? The Capitoline hill and its buildings. He is focusing on the physical landmarks of Rome that he will leave behind, especially the setting of his home. The reference to Capitoline gods: perhaps Ovid is hoping that they might intercede with the God of the Palatine (Augusus). 3. Lines 30-31: Which words stress the closeness of Ovid’s house to the Capitoline? iuncta, vicinis: stresses his closeness to the gods of the Capitoline, which gives his home an importance and sanctity. 4. Line 30: frustra: what does Ovid mean by this? ‘in vain’: his closeness to the gods has not helped him 5. Lines 31-34: Who does Ovid address here? deities living in neighbouring homes, temples, gods of the city 6. How does he express his sadness at leaving these physical landmarks of Rome? numquam – he will never see them again, this is his final sight of them tempus in omne – he is leaving them forever relinquendi – gerundive expresses the necessity of leaving the gods behind numquam templa videnda: The use of the gerundive stresses that he is not allowed to see the temples again este salutati – bids them goodbye iamque – now: expresses contrast with the past 7. How does Ovid create a sense of dignified calm in these lines? Image of luna and horses driving through the night sky Voices are quiet (voces quiescebant) Proper names (e.g. quirini, Luna, Capitola, Lari)– convey a sense of sanctity Direct speech – These are Ovid’s final words as he bids goodbye in an orderly way - 48 -

GCSE Latin Verse Literature: Family Life and Relationships

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hac prece adoravi superos ego: pluribus uxor,

35

With this prayer I worshipped the gods: with more (prayers) (did) my wife,

singultu medios impediente sonos. With sobbing hindering her sounds in the middle (i.e. while she was speaking).

illa etiam ante Lares passis adstrata capillis She having even prostrated herself before the Lares with hair untied

contigit extinctos ore tremente focos, Touched the extinguished ashes with her trembling mouth,

multaque in adversos effudit verba Penates And poured out many words to the unfavourable Penates

pro deplorato non valitura viro.

40

(words) that were not destined to have power for the husband she had mourned.

iamque morae spatium nox praecipitata negabat. And now hurtling night was denying time for delay.

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GCSE Latin Verse Literature: Family Life and Relationships

Ovid and his wife pray to the gods. Notes • Line 37: illa: this word refers to Ovid’s wife, and its emphatic placing at the start of the line focuses our attention on her. • Line 37: Lares: Spirits watching over the household. Each house had a Lararium where the image of the Lares was kept. • Line 39: Penates: The Roman household gods. They were closely linked to the family and shared its joys and sorrows. Their altar was the hearth. The Penates moved with a family and became extinct if the family did Questions 1. What comparison is drawn between Ovid and his wife in line 35? How does word choice and placing add emphasis to it? 2. Line 36: How do word placing and sound effects reflect what Ovid says in this line? 3. Lines 37-40: how does Ovid convey his wife’s distress? 4. Line 40: how does Ovid create pathos in this line? 5. Explain what Ovid means by line 41. Why does this intensify the sadness? 6. Lines 39-41: Which words hint that all the wife’s efforts to save Ovid are in vain? 7. Pick out all the words referring to the household/home? Why do you think Ovid includes these?

Key themes = intense grief, contrast between wife and Ovid 1. Attention is drawn to the fact that the wife’s response is more extreme than Ovid’s: ego/uxor in emphatic positions in their two consecutive clauses to draw attention to the contrast; hac prece (with this prayer – Ovid) /pluribus (with more – wife). Emphasises his wife’s extreme distress. 2. Line 36: How do word placing and sound effects reflect what Ovid says in this line? sibilance – reflects sound of sobbing ABAB singultu medios impediente sonos – sobbing interrupts sounds 3. Lines 37-40: how does Ovid convey his wife’s distress? capillis passis – dishevelled hair adstrata – physical prostration tremente – emphasises her ears, and onomatopoeic with the ‘m’ which echoes her tremlbling lip multa…verba – lots to say, and split up for emphasis (hyperbaton). Multa at start for emphasis. effudit – pouring out her prayers deplorato – she has mourned for him 4. Line 40: how does Ovid create pathos in this line? non valitura – we are told (even though she may not know), that her prayers are going to be no good 5. Explain what Ovid means by line 41. Why does this intensify the sadness? night is passing fast. This means that Ovid won’t have time to comfort his wife. 6. Lines 39-41: Which words hint that all the wife’s efforts to save Ovid are in vain? non valitura, adversos (unfavourable household gods), effudit (poured away) 7. Pick out all the words referring to the household/home Lares, Penates, focos Suggests the family is pious and god-fearing Emphasises the home that they are to leave behind, and separation from the hearth

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GCSE Latin Verse Literature: Family Life and Relationships

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ter limen tetigi, ter sum revocatus, et ipse Three times I touched the threshold, three times I was called back,

indulgens animo pes mihi tardus erat. And my foot itself kind to my mind was slow.

saepe 'vale' dicto rursus sum multa locutus, Often, having said ‘farewell’, I again spoke many things,

et quasi discedens oscula summa dedi. And as if departing I gave the last kisses.

saepe eadem mandata dedi meque ipse fefelli, Often I gave the same orders and I myself deceived myself,

respiciens oculis pignora cara meis. looking back at the children dear to my eyes.

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GCSE Latin Verse Literature: Family Life and Relationships

Ovid attempts to say his final farewells. Questions 1. What is Ovid describing in lines 42-43? 2. How does his language add drama to what he says in these lines? 3. How does he continue to add drama and impact to the farewell scene in lines 44-47? 4. How does Ovid add personal emotion to what he says in this section? 5. How does he create a sense of a struggle or conflict within himself as he keeps going back on what he has decided?

Key themes = difficulty leaving, conflict with self, personal emotions 1. What is Ovid describing in lines 42-43? he is trying to leave, but keeps turning back 2. How does his language add drama to what he says in these lines? repetition of ter (three times) short clauses – reflects how he is changing his mind personification of foot, and conflict between it and the mind (next to each other) 3. How does he continue to add drama and impact to the farewell scene in lines 44-47? repetition of saepe direct speech vale repetition of dedi summa oscula – last kisses - poignant 4. How does Ovid add personal emotion to what he says in this section? first person verbs pronouns/ adjectives – ipse x 2, mihi, meis, me, 5. How does he create a sense of a struggle or conflict within himself as he keeps going back on what he has decided? quasi – as if leaving three times leaves, three times comes back deceived self (46) foot/mind conflict rursus – back again respiciens - looking back vale/multa contrast: after saying goodbye (usually the last thing said) he says many things (multa)

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GCSE Latin Verse Literature: Family Life and Relationships

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dividor haud aliter, quam si mea membra relinquam, I was divided, not otherwise than if I were leaving my limbs,

et pars abrumpi corpore visa suo est. And a part seemed to be torn from its body.

sic doluit Mettus tum cum in contraria versos

50

In this way Mettus suffered, then when he held horses, avengers of his treachery,

ultores habuit proditionis equos. driven in opposing directions.

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GCSE Latin Verse Literature: Family Life and Relationships

Ovid likens leaving to being torn limb from limb, comparing himself to Mettus Notes • Line 50: Mettus: dictator of Alba, who broke his treaty with King Tullus of Rome, by supporting Rome’s enemies, the people of Fidenae. For his treachery, he was torn apart by two chariots, each drawn by four horses. Questions 1. Lines 48-49, in these lines, what is Ovid comparing his situation to? 2. How does his choice and arrangement of words add impact to what he says? 3. Lines 50-1, how similar is the case of Mettus to Ovid’s own? Why do you think Ovid chooses this comparison? 4. How does Ovid’s choice and arrangement of words reflect Mettus’ fate?

Key theme = leaving compared to being torn limb from limb. 1. Lines 48-49, in these lines, what is Ovid comparing his situation to? Leaving is like being torn limb from limb. 2. How does his choice and arrangement of words add impact to what he says? pars corpore visa suo est – interweaving reflects parts being torn from each other. Abrumpi – violent verb Dividor – ‘thematically’ key verb, at start for emphasis Relinquam also in key position Harsh sound effects? (p, b ) 3. Lines 50-1, how similar is the case of Mettus to Ovid’s own? Why do you think Ovid chooses this comparison?

physical tearing of Mettus = Ovid’s feeling of being torn away from his family Mettus was a traitor who was punished – this is how Augustus sees Ovid Mettus’ grief – doluit – like Ovid’s 4. How does Ovid’s choice and arrangement of words reflect Mettus’ fate? equos…versos – separated (hyperbaton) and in emphatic places to emphasise tearing apart ultores (avengers) also emphatic placing in contraria (in opposite directions) emphasises tearing apart

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GCSE Latin Verse Literature: Family Life and Relationships

tum vero exoritur clamor gemitusque meorum, Then indeed a clamour and wailing from my people arose,

et feriunt maestae pectora nuda manus. And mournful hands beat on bare chests.

tum vero coniunx umeris abeuntis inhaerens Then indeed my wife, clinging onto my departing shoulders

miscuit haec lacrimis tristia uerba meis:

55

Mixed these sad words with my laments:

'non potes avelli: simul hinc, simul ibimus:’ inquit, ‘you are not able to be torn from (me). Together we’ll go from here, together’, she said.

‘te sequar et coniunx exulis exul ero. ‘I will follow you and an exile (myself) I’ll be the wife of an exile.

et mihi facta via est, et me capit ultima tellus: There is a path for me also, and the furthest land receives me:

accedam profugae sarcina parva rati.’ I will be added as a small burden to the refugee ship.

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GCSE Latin Verse Literature: Family Life and Relationships

Uproar at Ovid’s departure; his wife declares that she will go with him. Questions 1. Lines 52-53: Who is being described here, and what are they doing? 2. How does Ovid add impact to the description? 3. Line 54: Ovid here switches the focus onto his wife. Rhetorically, how does he draw our attention to this shift? 4. Lines 54-5: How does Ovid convey his wife’s distress? 5. Lines 56-59: What is the key point of Ovid’s wife’s speech? 6. Lines 56-9: How does Ovid stress the theme of togetherness? 7. Lines 56-59: How does Ovid convey his wife’s determination and desperation to be with him? 8. In this passage, how does Ovid create a sense of sadness and pathos?

Key themes = togetherness, desperation 1. Lines 52-53: Who is being described here, and what are they doing? ‘meorum’ = my people/my family and friends. They are shouting and wailing, and beating bare breasts 2. How does Ovid add impact to the description? historic presents: make the scene vivid and immediate, as though it is happening now words order maestae pectora nuda manus- chiasmus, reflects beating of the hands on the chests placing of verbs at start of clauses – gives them more emphasis sound effects – clamor, gemitus 3. Line 54: Ovid here switches the focus onto his wife. Rhetorically, how does he draw our attention to this shift? repetition of tum vero 4. Lines 54-5: How does Ovid convey his wife’s distress? inhaerens – clings to him – and the clinging words do actually surround him (coniunx umeris abeutis inhaerens) interweaving of sad words and tears – chiasmus (lacrimis tristia verba meis) sad words: lacrimis, tristia, inhaerens embrace – in literary terms, they often fail to bring comfort 5. Lines 56-59: What is the key point of Ovid’s wife’s speech? let me go with you 6. Lines 56-9: How does Ovid stress the theme of togetherness? simuls x 2 1st person plural – ibimus exulis exul – the word ‘exile’ is used to describe them both, plus next to each other: Ovid’s wife wants them to have a parallel fate and go into exile side by side juxtaposition of I/you words – te sequar direct statement – you cannot be torn away 7. Lines 56-59: How does Ovid convey his wife’s determination and desperation to be with him? short clauses - desperation repetition (exulis exul, simul x2)– desperation avelli – be torn away – vivid form of words future tenses (ero, accedma, sequar) – determination and vividness lots of references to self – first person verbs, mihi, me – her determination verbs in emphatic places, and lots of verbs – action packed short and emphatic statement of her intention – te sequar 8. In this passage, how does Ovid create a sense of sadness and pathos? ultima tellus – furthest land – going far away via – path, long journey parva sarcina – small burden – belittles herself, pathetic image exile words – exulis, exul, profugae avelli, inhaerens – an embrace that is going to be broken apart lacrimis, tristia, gemitus, maestae – sad words violence – reflects their violent feelings =- feriunt, avelli, inhaerens - 56 -

GCSE Latin Verse Literature: Family Life and Relationships

Family Life and Relationships: Translations 1. Grief at Parting, Ovid, Tristia, 1.3.1-34, 41-47, 55-60, 73-84 When the saddest image comes to mind of that night, in which I had my final time in the city (lit. there was tome my final time in the city), when I recall the night, on which I left so many things dear to me, even now a tear falls from my eyes. Now the light (day) was near, on which Caesar had ordered me to depart to the borders of furthest Ausonia. There was not enough time or mind for preparing suitable things: My heart had grown numb from the long delay. I did not have (any) concern for slaves, or for gathering companions, nor for the clothing or help suitable for an exile. I was stunned, not otherwise than (I was stunned just like) a man who lives, after having been struck by the lightning of Jove, And is unaware of his own life. However when grief itself removed this cloud of/over my mind, And at last my senses grew strong, I addressed (hist pres) my sad friends for the last time as I was about to depart, Who were now one and another out of many. My loving wife was holding me as I wept, herself weeping more passionately, With a downpour of tears falling continuously over her undeserving cheeks. My daughter was absent, far apart on Libyan shores, And was not able to be informed of my fate. Wherever you were to look, sounds of grief and mourning were resounding, And inside was the appearance of a noisy (not silent) funeral. A woman and a man, boys too were (are) lamenting at my funeral, And in the house every corner has (contains) tears. If it is possible to use grand examples for small things, This was the appearance of Troy when it was captured. And now, the voices/cries of men and dogs were growing quiet, And the high moon was driving her night time horses. Looking up at her and making out by her (light) the Capitol, which was joined to our house(hold god), in vain, I said: deities living in neighbouring homes, And temples never now to be seen by my eyes, And gods who must be left, whom the high city of Quirinus holds, Farewell from me for all time. ……………. With this prayer I worshipped the gods: with more (prayers) (did) my wife, With sobbing hindering her sounds in the middle (i.e. while she was speaking). She having even prostrated herself before the Lares with hair untied Touched the extinguished ashes with her trembling mouth, And poured out many words to the unfavourable Penates (words) that were not destined to have power for the husband she had mourned. And now hurtling night was denying time for delay. …………. Three times I touched the threshold, three times I was called back, And my foot itself kind to my mind was slow. Often, having said ‘farewell’, I again spoke many things, And as if departing I gave the last kisses. Often I gave the same orders and I myself deceived myself, - 57 -

GCSE Latin Verse Literature: Family Life and Relationships

looking back at the children dear to my eyes (or with my eyes?).

…………………….. I was divided, not otherwise than if I were leaving my limbs, And a part seemed to be torn from its body. In this way Mettus suffered, then when he held horses, avengers of his treachery, driven in opposing directions. Then indeed a clamour and wailing from my people arose, And mournful hands beat on bare chests. Then indeed my wife, clinging onto my departing shoulders Mixed these sad words with my laments: ‘you are not able to be torn from (me). Together we’ll go from here, together’, she said. ‘I will follow you and an exile (myself) I’ll be the wife of an exile. There is a path for me also, and the furthest land receives me: I will be added as a small burden to the refugee ship.

2. Love and Loss a) Farewell to a brother, Catullus 101, ad inferias (at the offerings for the dead) Having travelled though many peoples and across many seas I arrive at these wretched offerings to the dead, brother, in order that I might finally present you with the gift of (due to) death and so that I might address your silent ash in vain. Since indeed fate has stolen you yourself from me, alas, wretched brother, unworthily taken away from me, now however meanwhile accept these things, which have been handed down in the ancient custom of our ancestors as a sad gift at the offerings to the dead, greatly dripping with a brother’s tears, and so forever, brother, hail and farewell. b) Rejection in love, Catullus 8, ad se ipsum (to himself) Wretched Catullus, cease being silly, and consider as ruined what you see has perished. Once, suns shone bright for you, when you used to keep going where (your) girl was leading, loved by us as much as no girl will (ever) be loved. There when those many pleasant things used to happen, which you wanted and the girl didn’t not want, the suns truly shone bright for you, but now, she is not willing/no longer wants/ does not want: you also, powerless, do not want (it), nor chase what flees, nor live in misery, but, with determined mind, endure, persist. Goodbye, girl. Now Catullus is standing firm, nor will he look for you, nor will he ask for you (who are/since you are) unwilling. But you will grieve, when you are not asked for. Wicked woman, alas for you, what life remains for you? Who will approach you now? To whom will you seem beautiful? Whom will you love now? Whose will you be said to be? Whom will you kiss? Whose lips will you bite? But you, Catullus, determined, stand firm. c) Jealousy takes over, Catullus 51, ad Lesbiam (to Lesbia) He seems to me to be equal to a god, he (seems) if it is right, to surpass the gods, who sitting opposite you repeatedly looks at you and hears you sweetly laughing, which tears away all my senses from me in my misery: for as soon as I looked at you, Lesbia, nothing remains to me of my voice in my mouth, but my tongue is numb, a slender flame spreads down through my limbs, my ears ring with their own sound, my eyes are covered with a double night. Leisure, Catullus, is troublesome to you. You rejoice in leisure and you desire it (gestis) too much: leisure has destroyed both kings and wealthy cities in the past. d) Ever-changing love - 58 -

GCSE Latin Verse Literature: Family Life and Relationships

Catullus 70 My woman says that she’d prefer to marry no one than me, not if Jupiter himself were to ask her. She says: but what a woman says to an eager lover / some one who eagerly loves her, one should write on the wind and on swirling water. Catullus 85 I hate and I love. Why I do that, perhaps you ask. I do not know, but I feel it happening and I am in torment.

3. Sulpicia discovers love, Sulpicia 1

Love has come at last, of such a kind that the rumour that I had covered it up would be more of a source of shame to me than to have revealed it to someone. Won over my my Muses, the Cytherean one has brought him and placed him in our lap. Venus has fulfilled what she promised: if anyone is said/should be said not to have had their own, let them tell of my happiness. (or, let her tell of my happiness, if anyone is said/should be said not to have had their own) I would not want to entrust anything to sealed letters, in case someone should read (it) as no-one should before my man, but it pleases (me) to have done wrong, it tires (me) to arrange my face for rumour/public opinion: let me be said to be a worthy woman/lover with a worthy man/love.

4. Love for a young man, Horace, Odes 1.8 Lydia, tell me this truly, by all the gods, why you are hurrying to destroy Sybaris by loving (him), why, (previously) enduring/inured to the dust and sun, he hates the sunny Campus Martius, why he does not ride on horseback as a solider among his contemporaries, nor control Gallic mouths using bits with jagged teeth? Why is he afraid to touch the yellow Tiber? Why does he avoid olive-oil with more caution than vipers’ blood, nor now display arms bruised by armour, often famous with the discus, often with the javelin knurled across/over the boundary? Why does he hide, as they say the son of Thetis did before the grieving deaths of Troy, in case his manly dress might snatch him away to slaughter and Lycian troops?

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GCSE Latin Verse Literature: Family Life and Relationships

Sample Verse Literature Paper Passage 1 non aliter stupui, quam qui Iovis ignibus ictus vivit et est vitae nescius ipse suae. Ovid Tristia 1.3 lines 11-12

1. To what does Ovid compare himself in these lines? …………………………………………………………………………………………………. …………………………………………………………………………………………………. [2] 2. Why do you think he describes himself in this way? …………………………………………………………………………………………………. …………………………………………………………………………………………………. [1] Passage 2 ut tamen hanc animi nubem dolor ipse removit, et tandem sensus convaluere mei, alloquor extremum maestos abiturus amicos, qui modo de multis unus et alter erat. Ovid Tristia 1.3 lines 13-16

3. Translate these lines. …………………………………………………………………………………………………. …………………………………………………………………………………………………. …………………………………………………………………………………………………. …………………………………………………………………………………………………. …………………………………………………………………………………………………. [5] Passage 3 uxor amans flentem flens acrius ipsa tenebat, imbre per indignas usque cadente genas. Ovid Tristia 1.3 lines 17-18

4. In the second line, write down and translate the Latin noun Ovid uses for his wife’s tears. …………………………………………………………………………………………………. [2] 5. Why do you think he refers to the tears in this way? …………………………………………………………………………………………………. …………………………………………………………………………………………………. [1] - 60 -

GCSE Latin Verse Literature: Family Life and Relationships

Passage 4 si licet exemplis in parvis grandibus uti, haec facies Troiae, cum caperetur, erat Ovid Tristia 1.3 lines 25-26

6. What does Ovid seek permission for in these lines? …………………………………………………………………………………………………. …………………………………………………………………………………………………. [2] 7. Why do you think he feels it necessary to do so? …………………………………………………………………………………………………. …………………………………………………………………………………………………. [1] .

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GCSE Latin Verse Literature: Family Life and Relationships

Passage 5 dividor haud aliter, quam si mea membra relinquam, et pars abrumpi corpore visa suo est. sic doluit Mettus tum cum in contraria versos ultores habuit proditionis equos. tum vero exoritur clamor gemitusque meorum, et feriunt maestae pectora nuda manus.

1

5

Ovid Tristia 1.3 lines 48-53

8. In these lines, how does Ovid convey the distress and upheaval caused by his departure from Rome? In you answer you must refer to the Latin and discuss Ovid’s choice and position of words and any other stylistic features. You answer should cover the following points: o The use of the simile o The reaction of Ovid’s household o Ovid’s feelings Marks are awarded for the quality of written communication of your answer. ……………………………………………………………………………………………………………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ……………………………………………………………………………………………………………. ………………………………………………………………………………………………….………… ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. …………………………………………………………………………………………………………….

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GCSE Latin Verse Literature: Family Life and Relationships

………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ……………………………………………………………………………………………………………. ………………………………………………………………………………………………….………… ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ……………………………………………………………………………………………………………. ………………………………………………………………………………………………….………… ……………………………………………………………………………………………………………. …………………………………………………………………………………………………………[10] - 63 -

GCSE Latin Verse Literature: Family Life and Relationships

Passage 6 exsolvit promissa Venus: mea gaudia narret, dicetur siquis non habuisse sua. non ego signatis quicquam mandare tabellis, ne legat ut nemo quam meus ante, velim, sed peccasse iuvat, vultus conponere famae taedet: cum digno digna fuisse ferar. Sulpicia 1 lines 6-10

9. In what way did Venus fulfil her promise? ………………………………………………………………………………………………………….[1] 10.Write down and translate the Latin noun that indicates that Sulpicia is pleased to be in love. ………………………………………………………………………………………………………….[2] 11.Which of the following best captures the mood of the phrase ‘peccasse iuvat’? Put a tick () in the correct box. A

Whatever I’ve done wrong

B

I dislike doing wrong

C

I like doing wrong

D

I’m pleased [1]

12. Why is Sulpicia unwilling to use signatis….tabellis? …………………………………………………………………………………………………………. ………………………………………………………………………………………………………….[2] 13. What do you think Sulpicia means by the phrase ‘vultus conponere famae’? …………………………………………………………………………………………………………. ………………………………………………………………………………………………………….[1] 14. Why might Sulpicia feel the need to do this? …………………………………………………………………………………………………………. ………………………………………………………………………………………………………….[1]

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GCSE Latin Verse Literature: Family Life and Relationships

Passage 7

Lydia, dic, per omnes hoc deos vere, Sybarin cur properes amando perdere, cur apricum oderit Campum, patiens pulveris atque solis, cur neque militaris inter aequales equitet, Gallica nec lupatis temperet ora frenis? cur timet flavum Tiberim tangere? cur olivum sanguine viperino cautius vitat neque iam livida gestat armis bracchia

1

5

10 Horace Odes 1.8, lines 1-11

15. In these lines, how does Horace show his shock and surprise at Sybaris’ actions? In you answer you must refer to the Latin and discuss Horace’s choice and position of words and any other stylistic features. You answer should cover the following points: o Sybaris’ behaviour o Horace’s address to Lydia o Horace’s use of language to create a vivid images Marks are awarded for the quality of written communication of your answer. ……………………………………………………………………………………………………………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ……………………………………………………………………………………………………………. ………………………………………………………………………………………………….………… ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. - 65 -

GCSE Latin Verse Literature: Family Life and Relationships

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GCSE Latin Verse Literature: Family Life and Relationships

16. From the poems you have read, what impression do you have of the part played by women in relationships between men and women in Roman times? You should support your answer with examples from at least three poems from the prescribed verse texts. Marks are awarded for the quality of written communication of your answer. ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ……………………………………………………………………………………………………………. ………………………………………………………………………………………………….………… ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ………………………………………………………………………………………………….………… ……………………………………………………………………………………………………………. - 67 -

GCSE Latin Verse Literature: Family Life and Relationships

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[Marks for Section A: 50] - 68 -

GCSE Latin Verse Literature: Family Life and Relationships

Catullus 8 miser Catulle, desinas ineptire, et quod vides perisse perditum ducas. fulsere quondam candidi tibi soles, cum ventitabas quo puella ducebat amata nobis quantum amabitur nulla.

5

ibi illa multa cum iocosa fiebant, quae tu volebas nec puella nolebat, fulsere vere candidi tibi soles. nunc iam illa non vult: tu quoque impotens noli, nec quae fugit sectare, nec miser vive,

10

sed obstinata mente perfer, obdura. vale, puella. iam Catullus obdurat, nec te requiret nec rogabit invitam. at tu dolebis, cum rogaberis nulla. scelesta, vae te, quae tibi manet vita? quis nunc te adibit? cui videberis bella? quem nunc amabis? cuius esse diceris? quem basiabis? cui labella mordebis? at tu, Catulle, destinatus obdura.

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GCSE Latin Verse Literature: Family Life and Relationships

Catullus 70

nulli se dicit mulier mea nubere malle quam mihi, non si se Iuppiter ipse petat. dicit: sed mulier cupido quod dicit amanti, in vento et rapida scribere oportet aqua.

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GCSE Latin Verse Literature: Family Life and Relationships

Catullus 51

ille mi par esse deo videtur, ille, si fas est, superare divos, qui sedens adversus identidem te spectat et audit dulce ridentem, misero quod omnes

5

eripit sensus mihi: nam simul te, Lesbia, aspexi, nihil est super mi vocis in ore lingua sed torpet, tenuis sub artus flamma demanat, sonitu suopte

10

tintinant aures, gemina teguntur lumina nocte. otium, Catulle, tibi molestum est: otio exsultas nimiumque gestis: otium et reges prius et beatas perdidit urbes. - 71 -

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GCSE Latin Verse Literature: Family Life and Relationships

Catullus 85

odi et amo. quare id faciam, fortasse requiris? nescio, sed fieri sentio et excrucior.

Catullus 101 multas per gentes et multa per aequora vectus advenio has miseras, frater, ad inferias, ut te postremo donarem munere mortis et mutam nequiquam alloquerer cinerem. quandoquidem fortuna mihi tete abstulit ipsum, heu miser indigne frater adempte mihi, nunc tamen interea haec, prisco quae more parentum tradita sunt tristi munere ad inferias, accipe fraterno multum manantia fletu, atque in perpetuum, frater, ave atque vale.

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5

GCSE Latin Verse Literature: Family Life and Relationships

Horace, Odes 1.8 Lydia, dic, per omnes hoc deos vere, Sybarin cur properes amando perdere, cur apricum oderit Campum, patiens pulveris atque solis, cur neque militaris

5

inter aequales equitet, Gallica nec lupatis temperet ora frenis? cur timet flavum Tiberim tangere? cur olivum sanguine viperino cautius vitat neque iam livida gestat armis

10

bracchia, saepe disco, saepe trans finem iaculo nobilis expedito? quid latet, ut marinae filium dicunt Thetidis sub lacrimosa Troia funera, ne virilis

15

cultus in caedem et Lycias proriperet catervas?

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GCSE Latin Verse Literature: Family Life and Relationships

Sulpicia 1

tandem venit amor, qualem texisse pudori quam nudasse alicui sit mihi fama magis. exorata meis illum Cytherea Camenis adtulit in nostrum deposuitque sinum. exsolvit promissa Venus: mea gaudia narret,

5

dicetur siquis non habuisse sua. non ego signatis quicquam mandare tabellis, ne legat ut nemo quam meus ante, velim, sed peccasse iuvat, vultus conponere famae taedet: cum digno digna fuisse ferar.

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GCSE Latin Verse Literature: Family Life and Relationships

Ovid, Tristia 1.3

cum subit illius tristissima noctis imago, qua mihi supremum tempus in urbe fuit, cum repeto noctem, qua tot mihi cara reliqui, labitur ex oculis nunc quoque gutta meis. iam prope lux aderat, qua me discedere Caesar

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finibus extremae iusserat Ausoniae. nec spatium nec mens fuerat satis apta parandi: torpuerant longa pectora nostra mora. non mihi servorum, comites non cura legendi, non aptae profugo vestis opisve fuit.

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non aliter stupui, quam qui Iovis ignibus ictus vivit et est vitae nescius ipse suae. ut tamen hanc animi nubem dolor ipse removit, et tandem sensus convaluere mei, alloquor extremum maestos abiturus amicos, qui modo de multis unus et alter erat. uxor amans flentem flens acrius ipsa tenebat, imbre per indignas usque cadente genas. - 75 -

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GCSE Latin Verse Literature: Family Life and Relationships

nata procul Libycis aberat diversa sub oris, nec poterat fati certior esse mei.

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quocumque aspiceres, luctus gemitusque sonabant, formaque non taciti funeris intus erat. femina virque meo, pueri quoque funere maerent, inque domo lacrimas angulus omnis habet. si licet exemplis in parvis grandibus uti,

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haec facies Troiae, cum caperetur, erat. iamque quiescebant voces hominumque canumque Lunaque nocturnos alta regebat equos. hanc ego suspiciens et ad hanc Capitolia cernens, quae nostro frustra iuncta fuere Lari, 'numina vicinis habitantia sedibus,’ inquam, 'iamque oculis numquam templa videnda meis, dique relinquendi, quos urbs habet alta Quirini, este salutati tempus in omne mihi. ……….

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GCSE Latin Verse Literature: Family Life and Relationships

hac prece adoravi superos ego: pluribus uxor,

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singultu medios impediente sonos. illa etiam ante Lares passis adstrata capillis contigit extinctos ore tremente focos, multaque in adversos effudit verba Penates pro deplorato non valitura viro.

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iamque morae spatium nox praecipitata negabat. ………. ter limen tetigi, ter sum revocatus, et ipse indulgens animo pes mihi tardus erat. saepe 'vale' dicto rursus sum multa locutus, et quasi discedens oscula summa dedi.

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saepe eadem mandata dedi meque ipse fefelli, respiciens oculis pignora cara meis. ………… dividor haud aliter, quam si mea membra relinquam, et pars abrumpi corpore visa suo est. sic doluit Mettus tum cum in contraria versos ultores habuit proditionis equos. tum vero exoritur clamor gemitusque meorum, - 77 -

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GCSE Latin Verse Literature: Family Life and Relationships

et feriunt maestae pectora nuda manus. tum vero coniunx umeris abeuntis inhaerens miscuit haec lacrimis tristia uerba meis: 'non potes avelli: simul hinc, simul ibimus:’ inquit, 'te sequar et coniunx exulis exul ero. et mihi facta via est, et me capit ultima tellus: accedam profugae sarcina parva rati.

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GCSE Latin Verse Literature: Family Life and Relationships

Stylistic Features Checklist Here are some common literary techniques to look out for in the prose and verse set texts. These are the sorts of things that exam questions may pick up on. Remember to quote the relevant Latin phrase and to say what the author is trying to achieve by using this effect. Link the stylistic effect to the meaning of the Latin and also to the question being asked. Remember that all Latin literature was intended to be read aloud – so think about the sound of the Latin (e.g. alliteration, assonance, rhythm). You don’t need to give the technical term for the stylistic effect you are talking about – you will get just as many marks if you simply refer to the relevant features of the Latin, so don’t worry if you don’t know/forget the terms. Choice of words. Comment on unusual or striking words, such as vivid or emotive adjectives, adverbs and verbs. What does a particular word add to the passage? Does it give is a vivid picture of the scene? Convey a sound? Suggest approval or disapproval of a character? Take the English verb "to kill". Latin may simply use neco or interficio - straightforward verbs with no particular nuance. It may use, however, verbs like trucido (implies butchery) obtrunco (implies dismemberment), caedo (implies slaughter - root meaning is "to cut") and so on. Alliteration. Where the consonants in a passage sound similar. Always give the letters (e.g. s, t) and say what the sound effect adds (e.g. sound of water, sand…). Repeated ‘s’ sounds = sibilance. Assonance. Where the vowels in a passage sound similar. Often creates a soft, gentle tone. Tricolon. Three phrases or clauses, often increasing in length. Creates a build up of emphasis, often adding drama and impact. Historic present. Where a present tense verb is used in describing past events. Makes actions vivid and immediate, as though they are happening now. Historic infinitive = use of an infinitive in place of a normal verb. This speeds the pace up and again adds to the impact and dramatic quality of the narrative. Repetition of a word or phrase (anaphora). Creates emphasis. Position of word. In Latin poetry, words at the start and end of a line have more emphasis, as do words at the start or end of a sentence/clause (especially if they have been moved from their normal position in the sentence). Note that you must look in context to see if the word order is relevant – often the word order will reflect the meaning of the words. Sometimes a significant word may be delayed till the end of the sentence to create extra suspense and impact, or surprise. Look out for places where, in poetry, a sentence runs over one line onto the next (this is called enjambement) – this may leave the last word of the sentence at the start of the line, a very emphatic placing. The opposite of enjambement is the end-stopping of lines (lines end with a comma or full-stop). Length of sentences/phrases. Are sentences short and dramatic or do they carry on for many lines? What effect does this create? Use of direct speech. This creates dramatic impact and emphasis. It is often also used to give insight into a character’s feelings and thoughts, thus creating sympathy and heightened emotional impact. Ellipsis. Omission of a word, often part of esse (to be). This compresses the language, and makes the writing more vivid, since more action is packed into a short space. Metaphor and Simile. Always comment on these - examiners love them! A simile is where one thing is illustrated by comparison with another (e.g. "Just as when a wolf ... in the same - 79 -

GCSE Latin Verse Literature: Family Life and Relationships

way Turnus ...."). Think about how appropriate the simile is. Is the comparison between Turnus (trying to break into the Trojan camp, fired up and desperate to kill) and the wolf (trying to break into a sheep fold and satisfy his hunger on the lambs inside) good? Does it help to make the scene more vivid? What does it tell us about Turnus? What does it tell us about the Trojans? A metaphor is less direct than a simile. You may say to intimidate someone, "You're dog meat!" The person to whom you make the threat is not actually dog meat, but the threat is made more graphic by the suggestion that he/she will become food for the dogs. Again, consider what the metaphor does in context. Apostrophe. An appeal to a person or thing e.g. ‘o coniunx!’ (O wife!) Chiasmus. When a set of words (or other elements of a poem) is arranged in the following pattern: A B B A. The outer elements frame the inner ones. Personification. Where an inanimate entity (thing) is treated as though it were a person. Antithesis. A striking contrast e.g. ‘odi et amo’ (I hate and I love). Asyndeton: the omission of conjunctions (e.g. ‘and’, ‘also’) where they would normally be used. This is usually done to convey a sense of excitement or urgency. Conversely, the over-use of conjunctions (polysyndeton) can help emphasise a large number of things being listed. Litotes. This is the expression of an idea by the negative of its opposite or a significant understatement. This normally serves to emphasise or reinforce the idea which the author is attempting to convey. Visual/aural imagery – e.g. when poet evokes a sound or paints a very vivid picture of a scene. Look out for words implying smell and sensation as well! Surprise. Have we been expecting what is coming??

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