homework on latin

Does 'Homework' Spelled Backwards Mean 'Child Abuse' in Latin?

Thousands of languages have existed throughout the history of humanity. there is no evidence the word "krowemoh" ever belonged to any of them., alex kasprak, published jan. 31, 2021.

About this rating

The claim that the word "homework" spelled backwards translates to "child abuse" in Latin has been a feature of the internet since at least March 2013 . In January 2021, a Reddit thread brought the assertion renewed interest .

The claim is false. The word "krowemoh" does not exist in the Latin language. In fact, not even the character "W" existed in Latin, whose alphabet contained 23 characters . Latin, the language of the Roman Empire and the Catholic Church, had largely died out by the 6th century AD — replaced by regional dialects that would ultimately become the Romance languages of Europe.

A form of the character W was first used around the 7th century AD, because the Latin alphabet did not have a character to represent the sound /w/ spoken in Germanic and old English languages. As a solution, writers began using "uu" (or "vv" as u and v referred to the same character in the classical Latin alphabet) to represent the sound /w/. The character we now know as "W" did not see widespread use until the 1500s , well after Latin-speaking humans were creating new words in that language.

All of this is to say that "krowemoh" is not a word and it certainly does not mean "child abuse" in Latin or any other language we are aware of.

By Alex Kasprak

Alex Kasprak is an investigative journalist and science writer reporting on scientific misinformation, online fraud, and financial crime.

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Does homework spelled backward translate to ‘child abuse’ in Latin?

Scrolling through social media recently, you may have come across the viral claim that the word “homework” spelled backward translates to “child abuse” in Latin. This claim has been everywhere lately, racking up thousands of views across Instagram , Twitter , Reddit and YouTube .

But is “krowemoh” really a Latin word, or just a random jumble of letters? Here’s how we fact-checked it.

Practice click restraint

Taking a closer look at the claim on YouTube. The video is a screen recording of the YouTuber doing a keyword search and clicking on the very first result from Urban Dictionary. Automatically clicking on the first result is not really a great technique for vetting information. Instead, practice a media literacy skill from the Stanford History Education Group called click restraint. This is a web-browsing tactic that involves scanning search results for better sources before deciding which website to visit. Spending a couple of extra seconds looking for credible sources is always worth it in the end.

Head directly to the source of information

Heading over to Urban Dictionary, there are several definitions for “ krowemoh .” The top definition was written by someone with the username Sherli Damelio and was posted on Jan. 6. And here lies the issue with Urban Dictionary as a source — anyone on the internet can submit a definition.

For those who aren’t familiar with Urban Dictionary, it’s a sort of rebellious younger sibling to the Merriam-Webster dictionary. It’s key differences? Instead of professional editors defining the words, Urban Dictionary is fully crowdsourced. The website is also mostly for defining slang words and phrases. So is it a credible source when it comes to Latin? No.

See what other sources are saying

Doing a keyword search on Google brought up several articles debunking this claim, including a fact-check from Snopes . According to Snopes, “krowemoh” is definitely not a Latin word, since the letter W doesn’t exist in the Latin language.

Other ways to fact-check this claim would be to simply find an online Latin dictionary or use the Google Translate tool . The Latin dictionary brought up no results for “krowemoh.” And when consulting Google Translate, the Latin phrase for child abuse is completely different.

Not Legit. There is no truth to the claim that homework spelled backwards translates to “child abuse” in Latin.

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FACT CHECK: No, ‘Homework’ Spelled Backwards Is Not Latin For ‘Child Abuse’

A post shared on Facebook claims the word “homework” spelled backwards translates to “child abuse” in Latin.

Verdict: False

The word “krowemoh” does not have meaning in Latin.

Fact Check:

Latin, the language of Ancient Rome, spread with the Roman Empire’s expansion, survived its collapse and remained in learned use throughout the Middle Ages, according to The British Library . Modern “Romance” languages, including Spanish, French and Italian, originated from Latin, Illinois Wesleyan University’s Greek and Roman Studies Department’s website states.

In recent weeks, multiple Facebook users have attempted to suggest in posts that the Latin term for “child abuse” is “krowemoh,” the word “homework” spelled backwards. There is, however, no evidence that is the case. (RELATED: Did Cicero Say This Quote About Ancient Rome?)

Several Latin-to-English online dictionaries show that there is no translation for the word “krowemoh.” The Latin phrase for “child abuse” is “puer abusus,” according to Google Translate . The application’s Latin translation for “homework” is “duis congue sem.”

The classical Latin alphabet had 23 letters, not including the letter “W,” further adding to the claim’s dubiousness. In the Latin language, the letter “W” developed out of the letter “V” in the Middle Ages, the Encyclopaedia Britannica states . The letter “U” originated from “V” in a similar way, according to the encyclopedia.

It’s possible the inaccurate notion that “krowemoh” is the Latin word for “child abuse” may stem from a March 2013 tweet sent by the Twitter handle @mallorymac97. An image of Google search results featuring the tweet appeared on TikTok in January 2021 with the hashtag “#krowemoh.”

Trevor Schakohl

Legal reporter.

Fact check: 'Homework' spelled backwards does not translate to 'child abuse' in Latin

The claim: 'Homework' spelled backward means 'child abuse' in Latin

Many words and phrases are known to have different meanings in other languages, and much of the English vocabulary is derived from Latin roots.

Some social media users are claiming that the word "homework" spelled backward has a meaning in the Latin language.

A  Feb. 27 Instagram post  with almost 18,000 likes features a screenshot of the Google search, "what is homework backwards." The result purportedly reads, "So basically 'Homework' spelled backwards is 'krowemoh' which in Latin translates to child abuse."

The same screenshot included in the Instagram meme also appears in several viral TikToks, and the hashtag #Krowemoh has more than  246,000 views on the platform . 

The Google search screenshot that users have used to make the claim is taken from a March 7, 2013, viral post  that has recently resurfaced on Twitter, where many users have  shared similar versions of the claim. 

 "I knew that this homework was just a way to abuse children," one Twitter user wrote along with the claim on Jan. 24. 

USA TODAY reached out to the Instagram user for comment.

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'Krowemoh' is not a Latin word

The word "krowemoh" does not exist in Latin. According to Google translate , child abuse in Latin is actually "puer abusus."

A search of "krowemoh" on online Latin - to-English dictionaries results in no matches.

The classical Latin alphabet consists of 23 characters, and the letter W is not one of them. In Latin, the letter U represented a W sound which could only occur only before a vowel, according to Dictionary.com . 

European languages that use the Latin alphabet do not use the letters K and W, and they add letters with diacritical marks or pairs of letters that read as one sound, according to Britannica . 

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The claim that "krowemoh" translates to "child abuse" in Latin was added in January to  Urbandictionary.com , a crowdsourced online dictionary of slang words and phrases. 

The Urban Dictionary definition of "krowemoh" makes a joke of the word and children having loads of homework assignments. 

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Our rating: False

The claim that "homework" spelled backward translates to "child abuse" in Latin is FALSE, based on our research. "Krowemoh" does not exist in the Latin language and the letter W is not part of the Latin alphabet. 

Our fact-check sources:

• Google Translate, accessed March 3,  English to Latin, 'puer abusus'
• Latin Dictionary, accessed March 3,  'Krowemoh' search
• Latin-Dictionary.net, accessed March 3, 'Krowemoh' search Latin to English
• Latin-English Dictionary, accessed March 3,  'Krowemoh' search Latin to English
• Dictionary.com, accessed March 3,  'What Does the Letter 'U' Have to do with 'W'?'
• Britannica, accessed March 3,  Latin alphabet
• Urban Dictionary, Jan. 6, 'Krowemoh'

Thank you for supporting our journalism. You can  subscribe to our print edition, ad-free app or electronic newspaper replica here.

Our fact check work is supported in part by a grant from Facebook.

These are the homework assignments for LATN 1111 (Basic Latin) in Spring 2024 at Fairfield University. Many of these assignments will likely require consultation of the Complete Vocabulary or the Paradigms , and you can find all answers to the homework at the Answer Key .

Table of contents

Practice homework 1 (due r 1/18), practice homework 2 (due m 1/22), homework 1 (due w 1/24), homework 2 (due r 1/25), homework 3 (due m 1/29), homework 4 (due w 1/31), homework 5 (due r 2/1), homework 6 (due m 2/5), homework 7 (due w 2/7), homework 8 (due r 2/8), homework 9 (due m 2/12), homework 10 (due w 2/14), homework 11 (due r 2/15), homework 12 (due t 2/20), homework 13 (due w 2/21), homework 14 (due r 2/22), homework 15 (due m 2/26), homework 16 (due w 2/28), homework 17 (due r 2/29), homework 18 (due m 3/11), homework 19 (due w 3/13), homework 20 (due r 3/14), homework 21 (due m 3/18), homework 22 (due w 3/20), homework 23 (due r 3/21), homework 24 (due m 3/25), homework 25 (due w 3/27), homework 26 (due w 4/3), homework 27 (due r 4/4), homework 28 (due m 4/8), homework 29 (due w 4/10), homework 30 (due r 4/11), homework 31 (due m 4/15), homework 32 (due w 4/17), homework 33 (due r 4/18), homework 34 (due m 4/22), homework 35 (due w 4/24), homework 36 (due r 4/25).

Use this website (especially the Course Info , Policies , and Grading pages, or you can use the website’s search function at the top) to answer the following questions:

• When are my (Prof. Libatique’s) student hours, and where are they held? (See the Course Info and Policies pages).
• What defines an “unexcused absence”? (See Policies.)
• How many semester points do you have to accumulate to earn an A for the semester? (See Grading.)
• True or false: you are allowed to use Google Translate to complete your assignments. (See Grading.)
• True or false: you can find the answers to all homework assignments on this website. (Hint: see Answer Key ).

Answer key here .

Answer the following questions:

• What is the definition of a diphthong?
• Which of these is not a part of speech: verb, adjective, subjunctive, preposition?
• What is the term for the act of changing the endings of verbs to reflect different verb aspects like its person, number, tense, voice, and mood?
• What is the term for the act of changing the endings of nouns to reflect a noun’s different cases and numbers?
• True or false: we use word order in Latin to determine the functions of words.

Each of the following exercises gives the first and second principal parts of a Latin verb’s dictionary entry. Indicate the conjugation to which each of the following verbs belongs. For example:

• teneō, tenēre 2nd conjugation

Note: If a verb is 3rd -iō, you must include the “-iō” in your answer to be correct.

• puniō, punīre
• faciō, facere
• cadō, cadere
• terreō, terrēre
• fugiō, fugere
• audiō, audīre
• regō, regere
• videō, vidēre
• ambulō, ambulāre

Conjugate the following verbs into the 3rd person singular and the 3rd person plural of the perfect tense and active voice. Then, give one sample translation for each form. For example:

• amō, amāre, amāvī, amātus - to love amāvit - ‘she loved’ amāvērunt - ‘they have loved’
• videō, vidēre, vīdī, vīsus - to see; (passive) to seem
• regō, regere, rexī, rectus - to rule
• cadō, cadere, cecidī, casus - to fall
• interficiō, interficere, interfēcī, interfectus - to kill
• audiō, audīre, audīvī / audiī, audītus - to hear

Indicate to which declension (1st, 2nd, or 3rd) each of the following nouns belongs.

• arbūtus, arbūtī, f. - strawberry bush
• caput, capitis, n. - head
• umbra, umbrae, f. - shadow
• vir, virī, m. - man
• tempus, temporis, n. - time
• hortus, hortī, m. - garden
• corpus, corporis, n. - body
• gratia, gratiae, f. - favor, thanks
• via, viae, f. - road
• aurum, aurī, n. - gold

Each of the following prompts gives you the nominative singular of a noun in the Week 3 Vocabulary . Use the Week 3 Vocabulary and the Week 3 Paradigms to decline the noun into the requested case and number. Remember to pay attention to the noun’s gender . For example:

puer, genitive plural puerōrum

• caput, accusative plural
• nauta, dative singular
• taurus, nominative plural
• rex, genitive plural
• via, ablative plural

Use the Week 3 Vocabulary and the Week 3 Paradigms again to indicate the gender, case, and number of the given noun form. In cases of ambiguity, give just one possible answer (you do not need to state them all). For example:

puellās feminine accusative plural

• agricolārum

Use the Week 3 Vocabulary and the Week 3 paradigms to identify the case and use of the bolded noun in each of the following sentences. You can assume that each bolded noun is either nominative or genitive case. Then translate each sentence . For example:

puer stetit.

• puer = nominative, subject. “The boy stood.”
• puella dormīvit.
• dux nautārum cucurrit.
• puerī vēnērunt.
• arbōrēs agricolae stetērunt.
• fīlius virī fūgit.

Use the Week 3 Vocabulary and the Week 3 paradigms to identify the case and use of the bolded noun in each of the following sentences. Then translate the sentence (for which you will likely also need the Week 2 Vocabulary ).

• nautae aquam cēpērunt.
• mater et pater cībum fīliīs dedit.
• puer templum deōrum vīdit.
• vir aurum mīsit.
• puellae equōs agricolārum dūxērunt.

Each of the following gives an adjective’s dictionary entry, followed by a declined noun. Make the adjective match the given noun in gender, case, and number. If there is more than one option, you need only give one. (For this, you may need the Week 3 Vocabulary [nouns] and Week 3 Paradigms [nouns] in addition to the Week 4 Vocabulary and Week 4 Paradigms [adjectives].)

For example: bonus, bona, bonum - good -> ducibus bonīs

• malus, mala, malum - bad, evil -> agricolārum
• pulcher, pulchra, pulchrum - beautiful, pretty, handsome -> oppida
• frigidus, frigida, frigidum - cold, cool -> aquam
• prīmus, prīma, prīmum - first -> filiās
• multus, multa, multum - (singular) much; (plural) many -> patrēs
• parvus, parva, parvum - small -> arbōre
• ultimus, ultima, ultimum - last, final -> taurōs
• magnus, magna, magnum - great, large, big -> corpus
• tōtus, tōta, tōtum - whole, entire -> oppidī (NOTE: tōtus is an -īus adjective!)
• bonus, bona, bonum - good -> liber

Each of the following sentences contains a 2-1-2 adjective. Indicate the adjective; then indicate which noun the adjective modifies; and finally, translate the sentence. For example:

puella puerum bonum vīdit. bonum modifies puerum ; “The girl saw the good boy.”

You will likely need the resources linked in Part 1 above.

• agricola bonus equum duxit.
• fīlia matrī calidam aquam dedit.
• fīlia matrī bonae aquam dedit.
• dux aurum laetōrum nautārum cēpit.
• puerī pulchrum corpus aquae vīdērunt.
• sapiens, sapientis - wise -> agricolā
• fēlix, fēlicis - lucky, fortunate -> nōmen
• velox, velōcis - swift, fast, quick -> aquam
• tristis, triste - sad -> filiae
• celer, celeris, celere - swift, fast, quick -> patrum
• similis, simile - similar -> arbōre
• ācer, ācris, ācre - sharp, keen, fierce -> taurīs
• omnis, omne - (singular) each, every; (plural) all -> corpus
• fortis, forte - brave, strong -> oppidī
• gravis, grave - heavy, serious -> librōrum

Each of the following sentences contains a 3rd declension adjective. Indicate the adjective; then indicate which noun the adjective modifies; and finally, translate the sentence. For example:

puella puerum fēlicem vīdit. fēlicem modifies puerum ; “The girl saw the lucky boy.”

• agricola tristem equum duxit.
• fīlia matrī gravem aquam dedit.
• fīlia matrī gravī aquam dedit.
• dux aurum fēlicium nautārum cēpit.
• puerī velox corpus aquae vīdērunt.

Translate each of the following sentences into Latin.

• The horses were fast.
• The sailor was a leader.
• The war was fierce.
• The girls were brave.
• The towns were lucky.

Use the Week 5 Vocabulary and Week 5 Paradigms to replace the bolded noun with an appropriate form of is, ea, id . For example:

puella taurōs duxit. eōs

• dux nautārum dormīvit.
• puer parvus arbōrem vīdit.
• pater omnia matrī dedit.
• agricolae multa fēcērunt.
• agricolae oppidum relīquērunt.

Each sentence contains a form of is, ea, id ; suī, sibi, sē, sē ; or the reflexive adjective suus, sua, suum . Identify the form, indicate whether it is personal or reflexive, and then translate the sentence. For example:

puer sē vīdit. sē - reflexive - “The boy saw himself.”

• fīliae dōna eī dedērunt.
• fīliae dōna sibi dedērunt.
• fīlius dōna sibi dedit.
• vir uxōrem suam amāvit.
• vir uxōrem eius amāvit.

Each of the following sentences uses a demonstrative pronoun or adjective . Indicate the demonstrative; give its gender, case, and number; and translate the sentence. For example:

agricola hoc oppidum vīdit. hoc - neuter accusative singular - “The farmer saw this town.”

• pater verba huius fīliī audīvit.
• mater omnia fīliae illī dedit.
• puella hunc taurum amāvit.
• dux illōs mīsit.
• nauta hoc nōmen nōn audīvit.

Translate each of the following sentences from English into Latin, making sure to use the correct version of the pronoun/adjective.

• The farmers saw themselves.
• The farmers saw the horses themselves.
• The girl led that bull.
• The girl led this bull.
• The woman did good things, but the man did bad things. The former slept, and the latter left the town.

Translate each of the following sentences using the Week 5 Vocabulary . Keep in mind that there will be expressions of space and expressions of time amongst the following.

• equī ex agrīs cucurrērunt.
• equī ūnām hōram cucurrērunt.
• equī ad agrōs cucurrērunt.
• vir malum ducem hāc nocte interfēcit.
• vir malum ducem prō templō interfēcit.
• vir malum ducem ultimā hōrā interfēcit.

Each of the following prompts gives you a first principal part of a verb followed by a nominative noun . Conjugate the verb into the perfect passive in an appropriate gender and number for the subject, and then translate the sentence . For example:

amō -> puerī __ __ . puerī amātī sunt . “The boys were loved” or “The boys have been loved”

You will likely need the Complete Vocabulary to help.

• capiō -> taurus __ __ .
• videō -> corpus __ __ .
• audiō -> verba __ __ .
• relinquō -> via __ __ .
• interficere -> ducēs __ __ .

In each of the following sentences, identify the subject and the verb and then translate the sentence . Be aware that each sentence contains substantives in non-nominative cases and uses, including ablatives of agent.

• dōna fīliīs ā patre data sunt.
• fīlius ob cībum laetus factus est.
• equī ex agrīs ab agricolā ductī sunt.
• dux nautārum fortis vīsus est.
• monstrum ultimā hōrā captum est.

Each of the following gives you the first principal part of a verb. Conjugate the verb into the requested parse , and then give a sample translation of the form that you just created . Keep in mind that not all prompts will ask you to conjugate in the imperfect tense. Make sure to use the Complete Vocabulary to check your verb’s conjugation, 2nd principal part spelling, and meaning. For example:

relinquō -> 3rd singular imperfect active indicative relinquēbat - “she was leaving”

• amō -> 3rd singular imperfect passive indicative
• moveō -> 3rd plural imperfect passive indicative
• capiō -> 3rd singular perfect active indicative
• capiō -> 3rd singular imperfect active indicative
• sum -> 3rd plural imperfect active indicative
• regō -> 3rd plural perfect passive indicative (masculine)
• faciō -> 3rd singular imperfect active indicative
• currō -> 3rd plural perfect active indicative
• stō -> 3rd plural imperfect active indicative
• veniō -> 3rd singular perfect active indicative

For each of the following conjugated verb forms, identify the verb’s tense and voice and indicate what clues you used to determine them . Optionally, give a sample translation for each form. For example:

amābant imperfect active: stem from 2nd principal part, -bā- tense marker, -nt personal ending “They were loving”

• positum est

Each of the following prompts gives you the first principal part of an adjective followed by a declined noun. Using the Week 6 Vocabulary , Complete Vocabulary , and the Week 6 Paradigms , make the adjective match the noun. If more than one possibility exists, you need only give one. For example:

magnus -> lacibus magnīs

• ācer -> animālī
• brevis -> diērum
• nullus -> noctium
• sapiens -> cīvium
• magnus -> maria
• hic -> faciēbus
• longus -> diēs
• parvus -> lacuum
• ille -> animālia
• celer -> motūs

Use the Complete Vocabulary and Week 7 Paradigms to conjugate each of the following verbs, of which you’re given just the first principal part, into the requested person, number, tense, and mood . Then, give a sample translation of the verb you just created . For example:

amō -> 3rd sg. present active amat – “she loves”

• canō -> 3rd sg. present active
• dormiō -> 3rd pl. present active
• habeō -> 3rd sg. present passive
• audiō -> 3rd pl. present passive
• demonstrō -> 3rd sg. present active
• regō -> 3rd pl. present active
• ducō -> 3rd sg. present passive
• moveō -> 3rd pl. present passive
• scrībō -> 3rd sg. present active
• teneō -> 3rd pl. present active

Translate each of the following sentences.

• puerī carmina cum matribus suīs canunt.
• equī ab agricolā ducuntur.
• periculum ab omnibus nautīs vidētur.
• hostēs in domūs cīvium currunt.
• monstrum ē marī venit.

Use the Complete Vocabulary and Week 7 Paradigms to conjugate each of the following verbs, of which you’re given just the first principal part, into the requested person, number, tense, and mood . Read carefully, as not all prompts will ask you to conjugate in the future tense.

Then, give a sample translation of the form that you’ve created.

• habeō -> 3rd sg. future active
• habeō -> 3rd sg. imperfect active
• demonstrō -> 3rd pl. future passive
• demonstrō -> 3rd pl. imperfect passive
• moveō -> 3rd sg. future passive
• moveō -> 3rd sg. imperfect passive
• teneō -> 3rd pl. future active
• teneō -> 3rd pl. imperfect active
• amō -> 3rd sg. future active
• amō -> 3rd sg. future passive

Use the Complete Vocabulary and Week 7 Paradigms to conjugate each of the following verbs, of which you’re given just the first principal part, into the requested person, number, tense, and mood . Read each parse carefully.

Then, give a sample translation of the verb you just created . For example:

amō -> 3rd sg. future active amābit – “she will love”

• canō -> 3rd sg. future active
• moveō -> 3rd sg. present active
• dormiō -> 3rd pl. future active
• moneō -> 3rd sg. future passive
• moneō -> 3rd sg. imperfect passive
• scrībō -> 3rd pl. future passive
• scrībō -> 3rd pl. present passive
• scrībō -> 3rd pl. imperfect passive
• audiō -> 3rd pl. present active
• audiō -> 3rd pl. future active
• faciō -> 3rd sg. imperfect active
• faciō -> 3rd sg. future active
• faciō -> 3rd sg. present active
• faciō -> 3rd sg. future passive

Complete a synopsis in the 3rd person singular across all the verb tenses (present, imperfect, future, perfect) and voice (active, passive) that you know of the verb cupiō .

Each of the following gives you the first principal part of a verb that can be found in our Complete Vocabulary . Give the requested form of the infinitive of that verb. If asked for the perfect passive infinitive , use the neuter singular participle. Then, translate the infinitive . For example:

amō -> perfect active amāvisse, “to have loved”

amō -> perfect passive amātum esse, “to have been loved”

• canō -> present passive
• moveō -> present passive
• interficiō -> present active
• stō -> perfect active
• videō -> perfect passive
• sciō -> present passive
• sum -> present active
• sum -> perfect active
• rogō -> perfect passive
• relinquō -> perfect passive

Each of the following sentences contains either a subjective infinitive or complementary infinitive . Indicate the infinitive , whether it’s subjective or copmlementary , and then translate the sentence . For example:

puer potest in domum currere. currere - complementary The boy is able to run into the home. or The boy can run into the home.

• est bonum illō aurum dare.
• nautae ē nāvibus venīre debent.
• carmina illa ab omnibus audīrī poterunt.
• licet cībum capere.
• fīlia dormīre tōtam noctem poterat.

Each of the following sentences presents a direct statement. Turn it into an indirect statement following the main verb dīcit (“she says”), and then translate the indirect statement . For example:

fīlius ā matre amātur. dīcit fīlium ā matre amārī. She says that the son is (being loved) by his mother.

• agricola equōs ā viā duxit.
• pater prīmā hōrā in domum venit. (present tense)
• vocēs ā liberīs audītae sunt.

Each of the following sentences presents an indirect statement introduced by the main verb dīcit (“she says”). Turn the indirect statement into a direct statement , and translate the direct statement . For example:

dīcit arbōrem magnam esse. arbor magna est. The tree is large.

• dīcit cīvēs laetōs factōs esse.
• dīcit carmen ā virō canī.
• dīcit puellās in agrōs cucurrisse.

Translate each of the following sentences into Latin. Be aware of the tenses of your main verb and your infinitive in terms of relativity of time.

• The leader recognized that the sailor had given the gold to the farmers.
• The boy saw that the horses were in the fields.
• The father believes that the sons were able to see the trees.
• The girls are learning that their father wrote many things.
• The soldier said that the enemies had taken the city.

Identify the dependent clause in each of the following sentences, and then translate the sentence . For example:

quia in domō erat, agricola equōs nōn vīdit.

• dependent clause: quia in domō erat
• translation: “Because he was in the house, the farmer did not see the horse.”
• līberī dormiunt dum mater et pater laborant.
• cum mīles nāvēs vīdit, dixit hostēs venīre.
• puerī ubi arborēs magnae erant sēdērunt.
• pater laetus erat quia fīlium cum sorōre vīdit.
• dum puer cum matre carmina canēbat, puella cum patre in templum veniēbat.

For each of the following sentences, fill in the blank with an appropriate form of the relative pronoun , based on an antecedent that immediately precedes the blank and the clue following the sentence, and then translate the whole sentence . For example:

puer __ _____ carmina cecinit in domō erat. [Make the relative pronoun a subject .]

• quī [masc. nominative sg.]
• The boy who sang the songs was in the house.
• mater __ fīliae amāvērunt patrī lībrōs dedit. [Make the relative pronoun a direct object .]
• oppidum __ ā cīvibus vīsum est pulchrum erat. [Make the relative pronoun a subject .]
• ducēs __ mīlitēs fortēs erant ā nāvibus vēnērunt. [Make the relative pronoun a possessor .]
• pater dīxit nōmina __ puella cognōvit. [Make the relative pronoun a direct object .]
• rex __ _ cīvēs aurum dant malus est. [Make the relativfe pronoun an indirect object .]

Identify the person, number, tense, and voice of each of the following irregular verbs and give a sample translation .

Each of the following sentences contains a blank. Fill it in with an appropriate form of the requested verb in the requested tense, and then translate the whole sentence. For example:

puer __ ___ matrem vidēre. [volō -> present]

• vult - “The boy wants to see his mother.”
• mīles __ ___ ē nāve venīre. [nōlō -> future]
• equī __ ___ currere in agrīs quam in urbe. [mālō -> present]
• dux __ ___ cum mīlitibus ad hostēs īre. [vōlō -> imperfect]
• puella __ ___ urbem relinquere. [nōlō -> present]
• sorōrēs __ ___ dōna frātribus dare. [mālō -> future]

Conjugate the verb into the given PNTVM and give a sample translation of the form that you just created. For example:

amō - 3rd sg. future perfect active indicative

• amāverit - she will have loved
• videō - 3rd pl. pluperfect passive indicative (masculine)
• regō - 3rd sg. pluperfect active indicative
• relinquō - 3rd pl. future perfect passive indicative (feminine)
• audiō - 3rd sg. future perfect active indicative
• demonstrō - 3rd sg. pluperfect passive indicative (neuter)

Translate the following sentences.

• urbem rege!
• aspicite hanc domum.
• vocem magistrī audī!
• dūc equōs in agrōs.

Generate the requested form of the given verb. Read each parse carefully, especially the mood .

• regō -> 3rd sg. present active subjunctive
• regō -> 3rd sg. future active indicative
• regō -> 3rd sg. present active indicative
• capiō -> 3rd pl. future passive indicative
• capiō -> 3rd pl. present passive indicative
• capiō -> 3rd pl. present passive subjunctive
• dēmonstrō -> 3rd sg. imperfect active subjunctive
• dēmonstrō -> 3rd sg. imperfect active indicative
• dēmonstrō -> 3rd sg. future active indicative
• moveō -> 3rd pl. imperfect passive indicative
• moveō -> 3rd pl. future passive indicative
• moveō -> 3rd pl. imperfect passive subjunctive
• ferō -> 3rd sg. imperfect passive subjunctive
• ferō -> 3rd sg. future passive indicative
• ferō -> 3rd sg. present passive subjunctive
• eō -> 3rd pl. present active subjunctive
• eō -> 3rd pl. present active indicative
• eō -> 3rd pl. imperfect active subjunctive
• sum -> 3rd pl. present active subjunctive
• sum -> 3rd pl. present active indicative
• regō -> 3rd sg. perfect active subjunctive
• regō -> 3rd sg. future perfect active indicative
• regō -> 3rd sg. pluperfect active indicative
• capiō -> 3rd pl. perfect passive indicative (masculine)
• capiō -> 3rd pl. pluperfect passive subjunctive (masculine)
• capiō -> 3rd pl. perfect passive subjunctive (masculine)
• dēmonstrō -> 3rd sg. pluperfect active subjunctive
• dēmonstrō -> 3rd sg. perfect active indicative
• dēmonstrō -> 3rd sg. pluperfect passive subjunctive (neuter)
• moveō -> 3rd pl. perfect passive indicative (feminine)
• moveō -> 3rd pl. future perfect active indicative
• moveō -> 3rd pl. perfect active subjunctive
• ferō -> 3rd sg. pluperfect passive subjunctive (neuter)
• ferō -> 3rd sg. pluperfect active subjunctive
• ferō -> 3rd sg. pluperfect active indicative

Each of the following sentences contains an independent use of the subjunctive. Identify whether the sentence contains a deliberative, potential, or optative subjunctive, and then translate the sentence.

• utinam nē monstrum in domum eat!
• forsitan equī ex agrīs veniant.
• nauta pecūniam caperet?
• utinam periculum vīdisset.
• magister hanc epistulam scrībat?

Each of the following sentences contains a blank for the dependent verb, followed by the first principal part of a verb and relationship between the dependent verb and main verb (e.g., “in progress/incomplete” or “completed”). Use the sequence of tenses and the context of the full sentence to conjugate the verb into the subjunctive mood in an appropriate person, number, tense, and voice, and then translate the whole sentence. For example:

puella laeta est quia mater epistulam __ __. (scrībō, completed)

• scrīpserit , “The girl is happy because her mother wrote the letter.”
• cum pecūniam __ __ , dux in templō sedēbat. (dō, completed)
• sorōrēs ē domō currunt quod pater __ __ . (canō, in progress)
• nautae in templum iērunt cum periculum __ __ . (cognoscō, completed)
• cum ex agrīs __ __ , agricola dormit. (veniō, completed)
• quia mīles haec verba __ __ , puer territus est. (dīcō, completed)

Each of the following sentences is followed by a specific type of dependent clause (relative, temporal, circumstantial, causal, or concessive). Translate the sentence according to the dependent clause type.

• puerī dormiēbant cum nox vēnisset. (causal)
• puerī dormiēbant cum nox vēnisset. (circumstantial)
• cum nox vēnisset, puerī tamen nōn dormiēbant. (concessive)
• cīves oppidum rēliquērunt quod hostēs cēperant. (relative)
• cīves oppidum rēliquērunt quod hostēs id cēpissent. (causal)

Render the following English sentences into Latin.

• He went into the house in order to write a letter.
• Although she was willing to hear the song, nevertheless her son did not sing it.
• The leader does not see the gold because the sailor placed it in the temple.
• The daughter was happy after she (had) received her father’s letter.

Determine whether each of the following sentences contains a purpose clause or a result clause – then, translate the sentence.

• equī ita magnī erant ut puer terrērētur.
• puer in domum cucurrit nē ab equīs vidērētur.
• discipulī sīc rīsērunt ut magister flēret.
• magister docet ut discipulī discant.
• magister sīc docet ut discipulī discant.

Identify which type of indicative condition each sentence contains, and then render each indicative condition into Latin.

• If the book was not in the home, the daughter took it.
• The sailor will go into the temple if the road is short.
• The father is happy if his son has a wife.

Identify which type of subjunctive condition each sentence contains, and then render each subjunctive condition into Latin.

• The enemy would have taken the city if the soldiers had not been in the road.
• If the man should sing that song, the daughter would run away from the house.
• If the man were singing that song, the daughter would run away from the house.

Department of Classics and Ancient Mediterranean Studies

Latin 101: introduction to latin.

The aim of LATIN 101 is to introduce students to the fundamentals of classical Latin (forms, syntax, and vocabulary) as soon as possible. Classical Latin is the literary dialect spoken and written by Romans from the first century BCE to the second century CE. This is the language that the classical Roman authors wrote, poets such as Catullus, Virgil, Horace, Ovid, Lucan, and Seneca and prose writers such as Caesar, Sallust, Cicero, Livy, Petronius, Tacitus, and Suetonius. The purpose of the course is to teach students the morphology, syntax, and vocabulary of classical Latin and train them to read and translate simple and complex sentences. The course consists of short weekly presentations of new grammatical and lexical content, vocabulary to be memorized, drills to practice forms and concepts, exercises in reading sentences, homework assignments translating sentences from Latin into English and English into Latin, and regular quizzes and tests to ensure retention and comprehension of material. The goal of the course in the first semester is for students to be able to read short passages of continuous prose based on classical Latin models. The course focuses on reading, translating, and writing rather than speaking, although students will be expected to be able to read Latin aloud with correct pronunciation. LATIN 101 prepares students for Latin 102, the second semester of Introductory Latin, which in turn prepares students to take a 400-level course in Latin.

Instructor:

Erin M. Hanses

• 108 Weaver Building, University Park, PA
• [email protected]
• 814-865-8851

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LATIN HANDOUTS

Grammar Handouts:

Parts of Speech I Parts of Speech II Use of Cases I Use of Cases II Declension of Nouns 1st Declension Nouns 2nd Declension Nouns 1st & 2nd Declension Nouns 3rd Declension Nouns 1st, 2nd & 3rd Declension Nouns 4th Declension Nouns 5th Declension Nouns Ablative Uses Ablative Uses II Ablative Absolute Full Ablative Uses Pronouns Personal Pronouns Demonstrative Pronouns Relative Pronouns Conjugation of Verbs Personal Endings of Verbs Personal Endings and Tense Indicators of Verbs Present Tense - All Conjugations 1st & 2nd Conjugations 3rd Conjugation 4th Conjugation The Passive Voice The Future Tense The Imperfect Tense The Perfect Tenses Irregular Verbs Infinitives Deponent Verbs Impersonal Verbs Independent Uses of the Subjunctive Conjugation of the Subjunctive Third Declension Adjectives Comparison of Adjectives Participles Indirect Speech & Infinitives The Gerund and Gerundive The Periphrastics The Supine Ut Clauses Cum Clauses Common Contractions Correlatives Numbers Full Grammar Forms Bennett's New Latin Grammar

Vocabulary Handouts:

Lingua Latina:

Lingua Latina Vocabulary I (Chapters 1-4) Lingua Latina Vocabulary II (Chapters 5-7) Lingua Latina Vocabulary III (Chapters 8-10) Lingua Latina Vocabulary IV (Chapters 11-13) Lingua Latina Vocabulary V (Chapters 14-16) Lingua Latina Vocabulary VI (Chapters 17-19) Lingua Latina Vocabulary VII (Chapters 20-22) Lingua Latina Vocabulary VIII (Chapters 23-25)

Latin Via Ovid:

Latin Via Ovid Vocabulary I (Chapters 1-4) Latin Via Ovid Vocabulary II (Chapters 5-8) Latin Via Ovid Vocabulary III (Chapters 9-12) Latin Via Ovid Vocabulary IV (Chapters 13-16) Latin Via Ovid Vocabulary V (Chapters 17-20) Latin Via Ovid Vocabulary VI (Chapters 21-23)

           Latin via Ovid Grammar Review:

Jenney Vocabulary I (Chapters 1-6) Jenney Vocabulary II (Chapters 7-12) Jenney Vocabulary III (Chapters 13-18)

Fabulae Graecae:

Fabulae Graecae I (Chapters 1-24) Fabulae Graecae II (Chapters 25-51) Fabulae Graecae (Jason & Medea) (Chapters 54-64) Fabulae Graecae (Jason & Medea) (Chapters 65-71) Fabulae Graecae (Jason & Medea) (Chapters 72-80)

Cupid & Psyche:

Cupid & Psyche Vocabulary I (Chapters 1-3) Cupid & Psyche Vocabulary II (Chapters 4-6) Cupid & Psyche Vocabulary III (Chapters 7-9) Cupid & Psyche Vocabulary IV (Chapters 10-12)

Caesar Book IV (Invasion of Britain) (Chapters 20-22) Caesar Book IV (Invasion of Britain) (Chapters 23-25) Caesar Book IV (Invasion of Britain) (Chapters 26-28) Caesar Book IV (Invasion of Britain) (Chapters 29-31) Caesar Book IV (Invasion of Britain) (Chapters 32-34) Caesar Book IV (Invasion of Britain) (Chapters 35-38)

Somnium Scipionis (Chapters 9-13) Somnium Scipionis (Chapters 14-17) Pro Archia Poeta (Chapters 1-7) Pro Archia Poeta (Chapters 8-14) Pro Archia Poeta (Chapters 15-21)

Miscellaneous Vocabulary Handouts:

Basic Verbs Verba Parva et Difficilia (The little words which drive us crazy) Prepositions The "Q" Words

Latin via Ovid Exercises:

Exercise I (Chapters 1 & 2) Exercise II (Chapters 3 & 4) Exercise III (Chapters 5 & 6) Exercise V (Chapters 9 & 10)

General Exercises:

Accusative & Genitive Case Accusative (Nouns and Pronouns) and Verbs Relative Pronouns I Relative Pronouns II Personal Pronouns Ablative Exercise Present Active Participles (Lingua Latina Chap. XIV) Future Passive Periphrastic

Latin Readings:

Caesar The Death of Pompey (from the Bellum Civile)      Introduction      Text      Notes

Cicero's First Catilinarian Oration (Selections)      Introduction      Text      Notes      Vocabulary I      Vocabulary II      Vocabulary III      Vocabulary IV

Sallust's Bellum Catilinae      Text      Notes

Virgil's Aeneid (Selections)      Introduction      Death of Dido (IV.663-705)      Dido in the Underworld (VI.450-476)      Notes

Ovid's Orpheus and Eurydice (Met. 10.1-77)      Introduction      Text      Notes

Augustus: Res Gestae (Selections)      Introduction      Text      Notes

Petronius: The Werewolf Story      Introduction      Text      Notes

Christian Creeds      Introduction      Text      Notes

Lactantius      de Mortibus Persecutorum (Selections)      Notes

Johannes de Alta Silva - de Thesauro et Fure Astuto      Text      Notes      Vocabulary

Stories from the Gesta Romanorum      Introduction      Text      Notes

Gospel of Mark (Vulgate)      Introduction, Text & Notes

Courses on Specific Authors:

Vergil Sallust Livy Caesar Suetonius, Vita Gai Satire Roman Historians Apuleius

Miscellaneous:

Chronology of Cicero's Life Rhetorical Devices

Administrative:

Master Syllabus Syllabus Latin 101 Syllabus Latin 102 Syllabus Latin 201 Syllabus Latin 202 Syllabus Latin 351/451 Roman Law & Society Syllabus Imperialisms - Ancient and Modern

On-Line Declension Exerciser (highly recommended!) On-Line Vocabulary Exerciser (Level II/III) The Classics Page Bibliography of Roman History (pdf) The Latin Library

Please submit corrections, comments, or suggestions to: wcarey@gmu.edu

Homework spelled backwards does not mean child abuse in Latin

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Translation of "homework" into Latin

pensum is the translation of "homework" into Latin. Sample translated sentence: I am tired; nevertheless, I must finish my homework. ↔ Fessus sum; tamen debeo conficere pensum scholare.

Work that is done at home, especially school exercises set by a teacher. [..]

English-Latin dictionary

preliminary or preparatory work [..]

I am tired; nevertheless, I must finish my homework .

Fessus sum; tamen debeo conficere pensum scholare.

Show algorithmically generated translations

Automatic translations of " homework " into Latin

Translations with alternative spelling

Homework (film)

"Homework" in English - Latin dictionary

Currently we have no translations for Homework in the dictionary, maybe you can add one? Make sure to check automatic translation, translation memory or indirect translations.

Images with "homework"

Translations of "homework" into latin in sentences, translation memory.

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Forget What You Heard About What the Word "Krowemoh" Means in Latin

May 2 2022, Published 6:26 p.m. ET

If you're getting your information from memes, you might want to check your sources. For years, there has been a meme going around saying that "krowemoh," which is "homework" spelled backward, translates to a type of abuse in Latin. Recently, the meme has started making the rounds on TikTok , which means it's time for us to step in and set the record straight.

What does "krowemoh" really mean? Does it actually have its roots in Latin? Keep reading to find out.

What does "krowemoh" mean in Latin? Don't believe the TikTok videos.

According to USA Today , "krowemoh" isn't a real word — in Latin or in any other language. It's just the word "homework" spelled backward. Unfortunately for some conspiracy theorists, there's no fancy backstory to the word "homework." It's a compound word that speaks for itself: It's work students are meant to do at home, or at least outside of school.

@xananditax THIS IS VERY SKETCHY. I’m getting out if teachers college. #krowemoh #fyp #MoneyTok #InLove ♬ original sound - Furry Destroyer

Although some sources say that the idea of homework goes as far back as ancient Rome, in America, it was actually banned for some time in California. According to History , there was an anti-homework movement going on in the late 1800s to the early 1900s. This is when the Golden State banned homework for students who weren't in high school.

Until the Cold War, homework was seen as an unpopular education tool in America. The Cold War is when the Space Race was underway and scientists from the Soviet Union were outshining the U.S. Then, Sputnik, the first Earth satellite, was launched by the Soviets in 1957. It made Americans feel as though Soviet schools were better than the ones here and homework became more popular.

Does "krowemoh" mean "child abuse" in Latin?

Despite what you may have heard, "krowemoh" does not mean "child abuse" in Latin. In February 2021, an Instagram account called Chillstonks Memes reposted a screenshot by Spicy Memer . The image was a Google search result that asked "what is homework backwards."

The top result read, "So, basically, 'homework' spelled backwards is 'krowemoh' which in Latin, translates to 'child abuse.'" Now, when you open that Instagram post, you will be met with a warning. The social media platform has flagged the post as "false information," with the image blurred in the back.

Not only did commenters on the original Instagram post call the meme out, one of them went one step further to explain why "krowemoh" wouldn't even be a word in Latin. "'Oh' isn't even a Latin suffix," one person pointed out, while another said that homework itself is the real child abuse. Now, that 's a claim that's hard to deny.

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Homework and Academic Achievement in Latin America: A Multilevel Approach

Affiliations.

• 1 Department of Education and Culture, Government of the Principality of Asturias, Oviedo, Spain.
• 2 Department of Education Sciences, University of Oviedo, Oviedo, Spain.
• 3 Department of Educational and Counselling Psychology, and Special Education, Faculty of Education, University of British Columbia, Vancouver, BC, Canada.
• 4 Department of Psychology, University of Oviedo, Oviedo, Spain.
• 5 Center for Biomedical Research in Mental Health Network (CIBERSAM), Oviedo, Spain.
• PMID: 30774612
• PMCID: PMC6367234
• DOI: 10.3389/fpsyg.2019.00095

The relationship between homework and academic results has been widely researched. Most of that research has used English-speaking, European or Asian samples, and to date there have been no detailed studies into that relationship in Latin America and the Caribbean. The aim of this study is to examine the effect of quantitative homework characteristics on achievement in science. The sample comprised 61,938 students at 2,955 schools in the 15 Latin American countries (plus the Mexican state of New Leon) which participated in the Third Regional Comparative and Explanatory Study (TERCE), carried out by the Latin American Laboratory for Educational Quality (LLECE) in 2013. The mean age was 12.42 years old (±0.94). Within each country, three hierarchical-linear models were applied at two levels: student and school. The individual level considered time spent doing homework and the school level considered the amount and frequency of homework assignment. In addition, ten control variables were included in order to control the net effect of the characteristics of the homework on the result. The results confirmed that homework is widely assigned in the Latin American region. At the individual level, time spent on homework had little effect on academic performance, while in the quantitative homework characteristics it was the frequency of homework assignment which demonstrated a clearer effect rather than the amount of homework assigned.

Keywords: Latin America; academic performance; homework time; multilevel models; science.