Latin II students:
If you have begun your homework, you know by now that you have taken a step up in terms of translation. Look at ex. 268, sentence 5. Omnia, the first word, refers to everything or all things; it is in the neuter plural because the Romans used this word to refer to "All things," with things understood. The second word, quae, refers to omnia; it is neuter plural because of omnia and is nominative because it is the subject of its clause. The main verb is in present passive.
ALWAYS read the complete sentence before beginning your translation. If the translation is not apparent to you, read it several times.

Latin II students:
If you have started the homework assignment, then you know by now that you are reaching a new level of translation. It is more difficult, yes, but it should also be more interesting. Look, for example, at sentence 3 in exercise 268. The subject omnia can mean everything or all things. The second word, quae, is the subject of the subordinate clause--the quae clause--and is the neuter pl. form of qui, referring back to omnia. The verb is in the present passive 3rd person plural. When translating sentences like these, particularly if you're having difficulty, read the sentence over and over again. Make a real effort to put the subject with the verb and to identify the tense and mood of the verb.

Latin II students:
If you have started the homework assignment, then you know by now that you are reaching a new level of translation. It is more difficult, yes, but it should also be more interesting. Look, for example, at sentence 3 in exercise 268. The subject omnia can mean everything or all things. The second word, quae, is the subject of the subordinate clause--the quae clause--and is the neuter pl. form of qui, referring back to omnia. The verb is in the present passive 3rd person plural. When translating sentences like these, particularly if you're having difficulty, read the sentence over and over again. Make a real effort to put the subject with the verb and to identify the tense and mood of the verb.

English History and Literature students:

The essay question this week asks you to analyze one of Chaucer's Tales. You should pick three of the qualities listed at the end of the questions (keep in mind that we added a couple and took a couple away). In each paragraph of the body of the paper you will analyze one of these qualities in its relationship to Chaucer's work. How effectively, for example, does Chaucer employ diction? Does the plot of the story move along at a nice pace or does it stumble? Are his characters fully developed? Do they come alive for you? On all these questions, you should bear in mind that we are examing a work hundreds of years old. Each paragraph of the body should contain a topic sentence followed by evidence from the text. Don't pad you essay with lengthy quotations here; but do feel free to use quotations. Some other goals to strive for include strong, vibrant sentences; support for whatever statements you make; an introduction that makes the reader want to pick up your essay and a conclusion that leaves that reader feeling both satisfied and provoked to thought by your words.
One practical point: don't start your paragraphs with "One reason that Chaucer makes "The Pardoner's Tale" so interesting is the way he uses words. Instead write something like this: "Chaucer's diction in "The Pardoner's Tale" also delights his readers. In other words, cut out excessive words. Bring in some interesting verbs. Try not to make the essay formulaic.

3Rs students: In Antigone the chorus acts the way a narrator might in a movie or a book. The chorus also serves to set the tone--the moral tone--of the action. After the death of her father, Antigone (pronounced An Tee Go Knee) returns to Thebes, and in defiance of King Creon (Cree On), she buries her brother, Polyneices (Polly Ni Cees; rhymes with icees). She is entombed alive in the family vault. Her betrothed Haemon (Hey Mon), the son of Creon, kills himself beside her corpse. The debate: do we obey the dictates of the state (Creon) or the dictates of the private conscience (Antigone)? Come prepared to read and debate.

3Rs students: I've just finished reading the journals. Here was grand stuff indeed, a collage of activities, opinions, and styles in living. Keep up the good work when your journals are returned this week. One tip: if at all possible, write your journals in pen. Ink lasts longer than pencil lead and is easier to read.

Latin II: Keep learning the principal parts to verbs. Several of you need to work hard on these forms. Don't put it off. Just learn them and get the task out of the way. After last week's lesson, you should see why these are vital to your progress in Latin.

English Lit. & Hist.: As we move into Chaucer's Prologue and Tales, pay attention to the people we meet--how they're dressed, what they do for a living, how they regard life. More than most documents we'll read this year, The Canterbury Tales are wonderful resources for history and literature combined.

Students: embrace your education. Throw yourselves into your learning, even when the subject seems uninteresting to you. Recently I spoke with a man in his forties, a musician, who had never heard of Solomon or of The Song of Songs. Here was a human being well-read in contemporary literature, but who has no knowledge of the Bible (which, whether one is a Christian or not, is the basis, along with Homer, for much of Western thought and literature). Push yourselves. Latin conjugations, close-reading a difficult poem, the division of polynomials: all require thought, time, sweat, and in some cases, suffering. Enter into the struggle. "Try again," Samuel Beckett once wrote. "Fail again. Fail better."

Character is fate. --Heracleitus