The Cambridge Latin Course (CLC) Book 1 introduces students to the language and daily life of the Roman Empire through the eyes of a household living in Pompeii. In Stage 10, the narrative shifts focus to the cultural and social aspects of Roman entertainment, education, and art. The story titled (Statues) is a pivotal reading selection in this stage. It develops the student's reading comprehension while introducing new grammatical concepts and expanding vocabulary.
Quintus caught sight of many young men, who were praising the athletes. Many spectators were standing in the courtyard. Milo athleta in media area stabat.
(We/Us): Used by Quintus' son to represent the collective identity of Pompeians ( "nōs Pompēiānī sumus fortēs" ).
(birthday). In the street, they encounter a vendor shouting about his optimae statuae (best statues). Alexander buys three small statuettes: an pretty girl The Birthday Dispute When they arrive at the house, the brothers are busy: is painting a picture. Thrasymachus is reading a Greek book. cambridge latin course book 1 stage 10 statuae translation
The sentences are long enough to be challenging but short enough that you won’t get lost if you’re using the "look for the verb first" method. Pro-Tip for Students: Pay close attention to the word endings here (
"Look!" said Quintus. "That is Clara. She is a Greek painter. She is not lazy. She works very hard. She is painting a beautiful picture in the house of Caecilius."
Despite their admiration, many Romans harbored a cultural inferiority complex combined with political superiority. They viewed the Greeks as intellectually superior but physically or militarily soft. Conversely, highly educated Greeks sometimes viewed Romans as uncultured conquerors—"barbarians" with heavy pockets but little refined taste. The argument in "statuae" perfectly encapsulates this playful yet sharp societal rivalry. The Cambridge Latin Course (CLC) Book 1 introduces
postquam Theodorus nuntium audivit, ad statuam rediit. Alexander et Quintus cum Theodoro ibant. in via canem conspexerunt. canis latrabat. Alexander canem pulsavit, quod canis iratus erat. canis fūgit.
duo Pompēiānī in forō rīdēbant et clāmābant. ūnus Pompēiānus erat fīlius Quīntī. alter erat amīcus.
The is renowned for its immersive, story-based approach to learning Latin. In Book 1, Stage 10, students are immersed in the bustling life of Pompeii, specifically focusing on the artistic and cultural aspects of the city, culminating in the story statuae . This particular story is a pivotal moment for understanding nominative and accusative cases, as well as diving into Roman art and the character of Lucius Caecilius Iucundus. Milo athleta in media area stabat
Here is the translation, broken down by sentence to aid understanding. Translation: Caecilius walks to the house (villa). Notes: Simple nominative subject + verb structure. 2. ad villam est parvus hortus. Translation: At the house is a small garden. 3. in horto caecilius statuam videt. Translation: In the garden, Caecilius sees a statue. Key Focus: statuam is accusative (direct object of videt ). 4. statue est puella.
Quintus et Gaius philosophum audiunt. Line 8: “cūr servus clāmat?” rogat Gaius. Translation: Quintus and Gaius listen to the philosopher. “Why is the slave shouting?” asks Gaius.