In my last post, I exposed the very basics of the french conjugation, but today, I'll write about something more specific and problematic: how french conjugation really works?

In my last post, I already said that french conjugation is simply made like that: subject + verb + termination, so if you want to say "I'll eat", you take "Je" + mange" (radical of "manger") + rai (termination for "Je" in the "futur de l'indicatif" tense) which makes "je mangerai".
I also explained that verbs are divided in 3 groups (1er groupe -> -er group + 2ème groupe -> -ir group + 3° groupe -> irregular group) and each group can be divided in many sub groups (the group of the verbs that are conjugated like "manger", the group of verb that are conjugated like "venir",...)
A comment in my previous post also mentionned the Bescherelle which is a book for french conjugation. You should definitively check it (online version of it) as it will help you find how to conjugate a verb properly.

So with that in mind, you should be able to conjugate the regular verbs in french with the simple tenses. But, if there are "regular" verbs, there are also irregular verbs. Here is a good list of the irregular verbs for you all. Also, if there are "simple" tenses, there are tenses that are not simple. But dont worry, they are easy if you master the conjugation of "être" and "avoir". Let me explain:

Composed tense are tenses where the verbal group is like that: "subject + auxiliary + verb (in its participe passé form)". You are probably familiar with that syntax as it is also how the english verbs are conjugated in their composed tenses, and the similarities don't stop there. In french, the auxiliaries are "être" (to be) and "avoir" (to have). The verbs are always in their participe passé form which is made of the radical of the verb and with the termination "é" (-er verbs, not only of the 1rst group), "u" (-ir and -ire verbs) or are irregular (like "être" which becomes "été" or "avoir" which becomes "eu").
In the composed tenses, the auxiliary is the only verb that is conjugated, and in order to master the composed tenses, you will need to master the conjugations of "être" and "avoir" in the following tenses: présent, imparfait, passé simple and futur simple of the indicatif mode; présent and imparfait of the subjonctif mode and présent of the conditionel mode.
There are no thumb rule to know if a verb have "avoir" or "être" as an auxiliary, except for that one "it's almost always "avoir" except for some verbs (that you should know by heart) and even then, it's "avoir" if the verb is followed by a complément d'objet direct".
finaly, the verb in its participe passé form is accorded in gender and in number of the subject if the auxiliary is "être" but not if it's "avoir". For example: "Elles ont mangé du pain" (mangé is still "mangé" even though the subject is feminine and plural) and "Elles étaient parties au restaurant" ("parti" have an "être" auxiliary, so it take the "e" because the subject is feminine and an "s" because the subject is plural)

And while we're at it, let's talk a bit about when to use the composed tenses, because if you remember from my last post, I said that french aimed for precision when it comes to conjugation, hence the numerous tenses and the importance of knowing when to use them. So here we go:

Passé composé (auxiliary in its present conjugation) is the most commonly used composed tense in french. It is used as a way to talk about a past action that has ended. ex: j'ai été malade toute la semaine. tu as vu le dernier Avenger? Nous sommes allés ("allé" takes the "s" because the auxiliary is "être" and the subject is plural) en Norvège cet été.
The conditionnel passé (auxiliary in its conditionel présent conjugation) is also oftenly used, so you should know it aswell. It is used to talk about an action that would have happened if a condition was checked (usually a regret or a charge). ex: si j'avais eu un peu plus de jugeotte, je n'aurais pas fait ça. Elle était abrutie ("abruti" takes an "e" because the auxiliary is "être" and the subject is feminine) par le vin hier soir!
The plus que parfait (auxiliary in its imparfait conjugation) is to refer to an action that happen before the narrative time if the narrative tense is already in the past (it's the past of the past). ex: J'étais aux courses et je ne me suis pas rendu compte que j'avais oublié ma liste! Tu avais perdu ton portable.
The futur antérieur (auxiliary in its futur simple conjugation) is as used as the plus que parfait. It is used for an action that happened before the narative time if the narative time is in the future. For example: Tu seras déjà couchée quand je sortirai du travail. (the narrative time is given by "when I'll be out of work").
The futur antérieur can also be used to talk about an action that will happen at a given time (so the time must be given). ex: les travaux seront finis en Janvier.
The subjonctif passé (auxiliary in its subjonctif présent conjugation) is used to talk about an action that might (or might not) have happened. ex: Il faut que tu aies passé ton bac pour aller à l'université.

And now, we get on the rarely used tenses of french.

The passé antérieur (auxiliary in its passé simple conjugation) is like the plus que parfait, but only used when you use the "passé simple" tense (which is not commonly used). example: "Quand il eut fini, elle hurla"
The subjonctif plus que parfait (auxiliary in its subjonctif imparfait conjugation) is to talk about an action that might (or might not) have happened in the time of the naration if the time is the past. It is almost only used in litterature. example: Quand je les ai lu, je doutais qu'il eût écris ces lettres.

And here you have it! One of the most boring part of french conjugation, but a part that you should know. Don't hesitate to share your thoughts or ask for a question :)

EDIT: L'ironie de faire un post sur la conjugaison sans penser à la vérifier. J'ai corrigé ça grâce aux commentaires de lackaisicalquokka et de Deathletterblues et un peu de relecture.

First of all, that makes more sense to have french as a "lingua franca" because "Franca" reminds you of "France" and "French".
Secondly, it just sounds muffled, can't english be clear from the begining? While with french, it's easier, the "R" for example really sounds like a purr in french, while in english it's a quirky "W" where you put your tongue on your palate! The same goes for all of the words that looks like "though", because not only they all look the same once written, but they are a pain in the ass to pronounce. While pronounciation in french is easier (except for the nasal sounds), sounds are clearly defined, and you don't have to make an air-cunilingus to pronouce those words!
thirdly, conjugation. English barely have the means to express when an action happened, while englighted french have tenses for present, past, future, close past, past in the past (we actually have 2 of them), close future and past in the future. Not to mention that French also have modes that allows the speakers to talk about something that might happens or one to talk about things that we're not sure. Honestly, I just wish we could have all of this precision in english.
fourthly, if it pisses english people, I'm all for it.

But one thing I can't really cricticise about english is their spelling, because of how many silent letters there are in french.

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Premièrement, c'est plus logique d'avoir le français comme "lingua franca", car quand on dis "franca", ça nous rappelle immédiatement "France" et "français".
deuxièmement, comme le disent les profs d'anglais en France, "pour bien parler anglais, faites comme si vous aviez une patate chaude dans la bouche." Et c'est le meilleur conseil qu'on m'ait jamais donné vu comment l'anglais est une langue qui sonne étouffée. Genre le "R" en Français, ça sonne comme un ronronnement, ou un grognement si on est Alsacien. Mais en anglais, c'est juste un "w" un peu con où on doit coller la langue sur le palais. où tous les mots genre "though" pour lesquels on doit faire un cunnilingus à un fantôme pour les prononcer correctement. Au moins en Français, les sons sont bien clairs et les mots nécessitent pas de bouger la langue dans quatre dimensions différentes.
Troisièmement, la conjugaison. En anglais, c'est trop simple, t'a zéro contexte donné par la conjugaison, genre vite fais t'as le moment où ça se passe, et vite fais si l'action est encore/déjà en cours. Comment fais-je pour exprimer les conditions et les situations fictives si j'ai pas le conditionnel et le subjonctif? Comment Alphonse Allais aurait pu écrire cette magnifique oeuvre qu'est la complainte amoureuse? Fallait-il que vous assassinassiez mes rêves de précision grammaticale?!
quatrièmement, si ça fait chier les rosbifs, ça ne peut être que bien.

Mais bon, après je peut pas critiquer l'orthographe anglaise vu le nombre de lettres muettes en Français.

French regular -RE verbs are a small group of French verbs which share a conjugation pattern. Here are the most common regular -RE verbs:
attendre to wait (for)
défendre to defend
descendre to descend
entendre to to hear
étendre to stretch
fondre to melt
pendre to hang, suspend
perdre to lose
prétendre to claim
rendre to give back, return
répandre to spread, scatter
répondre to answer
vendre to sell
Irregular verbs are so named because they do not follow any of the regular conjugation patterns. But that doesn't mean that every irregular French verb is unique; many of them share a conjugation pattern with at least one other verb. By learning how to conjugate one verb in a group and memorizing the list of similar verbs, you'll be able to conjugate all the verbs in that group.
French has five irregular -RE verb patterns - see examples at the bottom of the page:
1.The first group includes prendre and all of its derivations (comprendre, etc). These verbsdrop the din all three plural forms and alsodouble the nin the third person plural.
2.The second group includes battre and all of its derivations (débattre, etc). These verbsdrop the stem's final tin the singular forms.
3.The third group includes mettre and all of its derivations (promettre, etc). These verbs are conjugated just like battre verbs in the present tense, but I consider them a separate group because they are conjugated differently in the passé simple, imperfect subjunctive, and past participle.
(As you can see in the table below, the first three groups take the same present tense verb endings.)
4.The fourth group of irregular -RE verbs includes rompre and its derivations (corrompre, etc). These verbs are conjugated exactly like regular -RE verbs with the single exception of the third person singular present tense, which adds atafter the stem.
5.The fifth group of irregular -RE verbs includes all verbs that end in -aindre (e.g., craindre), -eindre(like peindre), and -oindre (such as joindre). These verbsdrop the din the root in all forms, andadd a g in front of the nin the plural forms.
The rest of the irregular -RE verbs have unique or unwieldy conjugations, so you have to memorize each one separately. Try working on one verb a day until you've mastered them all: absoudre, boire, clore, conclure, conduire, confire, connaître, coudre, croire, dire, écrire, faire,inscrire, lire, moudre, naître, plaire, rire, suivre, vivre.
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French imperfect conjugations are very easy, as the imperfect of virtually all verbs—regular and irregular—is formed the same way: drop the -ons ending from the present indicative nous form of the verb and adding the imperfect endings.
Être is the only irregular verb in the imperfect, because the present tense nous sommeshas no -ons to drop. So it has the irregular stem ét- and uses the same endings as all other verbs.
As in many other tenses, spelling change verbs, that is, verb which end in -cer and -ger, have minor spelling changes in the imperfect.
Verbs that end in -ier have an imperfect root that ends in i, so end with double i in thenous and vous form of the imperfect. This isn't irregular, but it looks kind of weird.
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There are five main kinds of verbs in French: regular -ER, -IR, -RE; stem-changing; and irregular. Once you've learned the rules of conjugation for each of the first three kinds of verbs, you should have no problem conjugating regular verbs in each of those categories. The majority of French verbs are regular -ER verbs - see the next page for a list of some common -ER verbs.
The verb form that ends in -ER is called the infinitive (in English, the infinitive is the verb preceded by the word "to"), and -ER is the infinitive ending. The verb with the infinitive ending removed is called the stem or radical. To conjugate -ER verbs, remove the infinitive ending to find the stem and add the endings in the table below.
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French regular -ER verbs, by far the largest group of French verbs, share a conjugation pattern. Here are just a few of the most common regular -ER verbs:
aimer to like, to love
arriver to arrive, to happen
chanter to sing
chercher to look for
commencer* to begin
danser to dance
demander to ask for
dépenser to spend (money)
détester to hate
donner to give
écouter to listen to
étudier** to study
fermer to close
goûter to taste
jouer to play
laver to wash
manger* to eat
nager* to swim
parler to talk, to speak
passer to pass, spend (time)
penser to think
porter to wear, to carry
regarder to watch, to look at
rêver to dream
sembler to seem
skier* to ski
travailler to work
trouver to find
visiter to visit (a place)
voler to fly, to steal
There are a lot of French verbs that end in -ER and there are a lot of irregular French verbs, but there is only one irregular -ER verb. However, there are three groups of -ER verbs that have some irregularities.
Aller Aller (to go) is the only truly irregular -er verb in French - its conjugations are unique and, according to some, very odd.
Spelling change verbs Spelling change verbs are verbs that end in -cer or -ger. Their stem formation and verb endings are the same as for regular -er verbs, but there is a slight spelling change for pronunciation purposes in certain conjugations.
Stem-changing verbs Stem-changing verbs are -er verbs that take the regular endings but have two different radicals. There are five categories of French stem-changing verbs: -yer, -eler, -eter, -e_er, and -é_er.
-IER verbs There is nothing actually irregular about the conjugation of -ier verbs - they are conjugated like regular -er verbs, but some of their forms look strange.

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French regular -IR verbs, the second largest group of French verbs, share a conjugation pattern. Here are just a few of the most common regular -IR verbs:
abolir to abolish
agir to act
avertir to warn
bâtir to build
bénir to bless
choisir to choose
établir to establish
étourdir to stun, deafen, make dizzy
finir to finish
grossir to gain weight, get fat
guérir to cure, heal, recover
maigrir to lose weight, get thin
nourrir to feed, nourish
obéir to obey
punir to punish
réfléchir to reflect, think
remplir to to fill
réussir to succeed
rougir to blush, turn red
vieillir to grow old
Irregular verbs are the bane of every French student's existence, but there is some good news. There are some patterns in the irregularities - once you learn the conjugations for one verb in a group, you shouldn't have any trouble with the other verbs in that group.
There are two groups of irregular -IR verbs:
1.The first group of irregular verbs includes dormir, mentir, partir, sentir, servir, sortir, and all of their derivatives (repartir, etc). These verbs drop the last letter of the radical in the singular conjugations - see example in table below.
2.The second group of verbs includes couvrir, cueillir, découvrir, offrir, ouvrir, souffrir, and their derivatives (recouvrir, etc). These verbs are conjugated like regular -ER verbs - see example in table below.
The rest of the irregular -IR verbs don't follow a pattern - you have to memorize the conjugations for each one separately: asseoir, courir, devoir, falloir, mourir, pleuvoir, pouvoir, recevoir, savoir,tenir, valoir, venir, voir, vouloir
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The passé composé is the most common French past tense, often used in conjunction with the imperfect. The passé composé can express any of the following:
I. An action completed in the past
As-tu étudié ce weekend ? Did you study this weekend?
Ils ont déjà mangé. They have already eaten.
II. An action repeated a number of times in the past
Oui, j'ai mangé cinq fois hier. Yes, I did eat five times yesterday.
Nous avons visité Paris plusieurs fois. We've visited Paris several times.
III. A series of actions completed in the past
Quand je suis arrivé, j'ai vu les fleurs. When I arrived, I saw the flowers.
Samedi, il a vu sa mère, a parlé au médicin et a trouvé un chat. Saturday he saw his mother, talked to the doctor, and found a cat.
The passé composé is a compound conjugation, which means it has two parts:

present tense of the auxiliary verb (either avoir or être)
past participle of the main verb

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Imperfect
Quand j'avais 15 ans, je voulais être psychiatre. Je m'intéressais à la psychologie parce que je connaissais beaucoup de gens très bizarres. Le week-end, j'allais à la bibliothèque et j'étudiais pendant toute la journée.
When I was 15, I wanted to be a psychiatrist. I was interested in psychology because I knew a lot of really weird people. On the weekends, I used to go to the library and study all day.
Passé composé
Un jour, je suis tombé malade et j'ai découvert les miracles de la médecine. J'ai fait la connaissance d'un médecin et j'ai commencé à étudier avec lui. Quand la faculté de médecine m'a accepté, je n'ai plus pensé à la psychologie.
One day, I got sick and discovered the wonders of medicine. I met a doctor and started studying with him. After the medical school accepted me, I didn't think about psychology any more.
Indicators
The following key words and phrases tend to be used with either the imperfect or the passé composé, so when you see any of them, you know which tense you need:
The imperative, called l'impératif in French, is a verb mood which is used to
· give an order
· express a desire
· make a request
· offer advice
· recommend something
Unlike all other French verb tenses and personal moods, the subject pronoun is not used with the imperative:
Fermez la porte. Close the door.
Mangeons maintenant. Let's eat now.
Ayez la bonté de m'attendre. Please wait for me.
Veuillez m'excuser. Please excuse me.
The above are called "affirmative commands," because they are telling someone to do something. "Negative commands," which tell someonenotto do something, are made by placing ne in front of the verb and the appropriate negative adverb after the verb:
Ne parle pas ! Don't speak!
N'oublions pas les livres. Let's not forget the books.
N'ayez jamais peur. Never be afraid.
-ER verbs (regular, stem-changing, spelling change, and irregular) The imperative conjugations for nous and vous are the same as the present indicative, and the tu form of the imperative is the indicative minus the final s (but see item 4 on this page):
parler (tu) parle (nous) parlons (vous) parlez
lever (tu) lève (nous) levons (vous) levez
aller (tu) va (nous) allons (vous) allez
Verbs which are conjugated like -ER verbs (meaning that in the indicative the tu form ends in -es), such as ouvrir and souffrir, follow the same rules as -ER verbs.
ouvrir (tu) ouvre (nous) ouvrons (vous) ouvrez
-IR verbs and -RE verbs The imperative conjugations for all regular and most* irregular -IR and -RE verbs are the same as the present indicative conjugations.
finir (tu) finis (nous) finissons (vous) finissez
attendre (tu) attends (nous) attendons (vous) attendez
faire (tu) fais (nous) faisons (vous) faites
*Except for verbs conjugated like -ER verbs and the following four irregular imperative verbs:
avoir (tu) aie (nous) ayons (vous) ayez
être (tu) sois (nous) soyons (vous) soyez
savoir (tu) sache (nous) sachons (vous) sachez
vouloir (tu) veuille (nous) n/a (vous) veuillez
The order of words in a French sentence can be very confusing due to affirmative and negative imperative constructions and object and adverbial pronouns. This lesson will teach you exactly how to order your sentences when using the imperative. Remember that there are two kinds of imperatives, affirmative and negative, and the word order is different for each of them.
Negative imperatives are easier, because their word order is the same as that of all other simple verb conjugations: any object, reflexive, and/or adverbial pronouns precede the verb and the negative structure surrounds the pronoun(s) + verb:
Finis ! - Finish! Ne finis pas ! - Don't finish! Ne le finis pas ! - Don't finish it!
Lisez ! - Read! Ne lisez pas ! - Don't read! Ne le lisez pas ! - Don't read it! Ne me le lisez pas ! - Don't read it to me!
Affirmative commands are more complicated, for several reasons.
1.The word order is for affirmative commands is different from that of all other verb tenses/moods: any pronouns follow the verb and are connected to it and to each other with hyphens.
Finis-le ! - Finish it! Allons-y ! - Let's go! Mangez-les ! - Eat them! Donne-lui-en ! - Give him some!
2.The order of the pronouns in affirmative commands is slightly different from all other verb tenses/moods (see table at the bottom of the page):
Envoie-le-nous ! - Send it to us! Expliquons-la-leur ! - Let's explain it to them! Donnez-nous-en ! - Give us some! Donne-le-moi ! - Give it to me!
3.The pronouns me and te change to the stressed pronouns moi and toi...
Lève-toi ! - Get up! Parlez-moi ! - Talk to me! Dis-moi ! - Tell me!
...unless they are followed by y or en, in which case they contract to m' and t'
Va-t'en ! - Go away!
Faites-m'y penser. - Remind me about it.
4.When a tu command is followed by the pronouns y or en, the final s is not dropped from the verb conjugation:
Vas-y ! - Go away! Parles-en. - Talk about it.
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If you have not played far enough to hear the soundtrack with Latin lyrics, there are spoilers below.
The two songs from the secret final battle contain very Latin-sounding lyrics. I am of course talking about talking about The One They Call the Witch and Daughter of the Dark God
There have been numerous attempts to transcribe and translate them, with varying degrees of success. It's also been said that they might be "faux-latin" but I am not able to find the original source for this. Regardless, there still definitely seems to be some structure there, along with individual words that certainly match the overall theme.
The original thread was closed a year or two ago, so let's try again.
Warning: the following is probably like, 80% wrong.

Isolating the Vocals

Both tracks contain two sets of lyrics - a chorus and a solo. The chorus is quite hard to make out, so I defer to the original thread for transcription and translation. But the solo singer is easier - the way the song is mixed, the solo part is on the center channel while the instruments are mostly asymmetric. So, we can use something like GoldWave to subtract out the instruments and keep mostly the vocals. To do this, I am using Goldwave 5. Load up the track, then go to Effect -> Stereo -> Stereo Center. From there, click on Presets and select "Keep Vocals". Then, under Center Channel change "From Hz" to 300.0, and set FFT size to 14, Overlap to 16x, and Click OK. Let it do its thing for a second. Then fast-forward to 00:50 and click PLAY. It's not perfect, but it makes the solo vocal part stand out very significantly.
An alternative way to clean up the vocals is to first reduce the volume by 60%, then run Effect -> Stereo -> Channel Mixer and run "Double Vocals". Do this twice. This gets you dramatically filtering but also less distortion, as this does not involve an FFT. Then maybe follow it with Stereo Center, preset to "Keep Vocals" with a "From Hz" setting of 150Hz. This will reduce some of the precussion, without distorting the low end on the vocals too much.

Transcribing

With the solo vocal part more-or-less isolated, we can try to do an initial transcription. This prioritizes pronunciation over trying to use real words or making them fit together. If I had to sing it, this is how I would do it. Word breaks are largely arbitrary; matching the transcription to real words is best-effort.
The One They Call the Witch:

nos te vedes labilliae nostre seda deoridis e revirnst a cis perlos orbiti conteri dota se cordis morte vos te vedi nos veni es reverte deorinis e core vestes forte valos oro cosis per portis nous voredi vedes nos vorati vontus nos vorenos porte cis

Daughter of the Dark God:

ei de stelpa lapenist tre dies el par illi peste alia camur peli talia orbitis te qui allisano tes cordis sera cotse vedis labeli notre sida deorinis e cor e vestis forte valos oro cosis per te ei de vilna re qui tu ni e de vitra villis nati e te verna vedis navi il suasil que tira nous voredi vedi nos voreni vertos es torinas verta

There is a fair amount of ambiguity here. Sometimes it's hard to tell between e/i and n/d/t/l sometimes. The background audio isn't helping. But, this is probably the best I'll be able to get; the translation will hopefully resolve some of the consonant ambiguities.

Translating

Credit goes to u/thyrandomninja and u/Kurosuzaku for doing a lot of the initial legwork. With the lyrics better isolated, I agree with some of the earlier transcription/translation, but in some places I substitute my own, because some things clearly sound different in the isolated version. Despite the audio processing this is probably something like 80% wrong; in some places you really gotta force the pieces to fit, which makes me way less confident about some parts. A big problem throughout is finding the boundaries between words. Did I mention I don't actually *know* any Latin?
For translation, I've been looking at three major sources:

William Whitaker's WORDS - rule-based decomposition engine and dictionary (written in Ada), with its own fascinating history. Supports common letter substitution and breaks words up. Extensive vocabulary.
Online Latin Dictionary - supports wildcard matching
Latin-English Dictionary - another version of Whitaker's WORDS, with autocomplete, but without some of the correction / word-combining features?
Google Translate - sometimes helps with grammar; not sure where it gets half of its definitions though. The voice pronunciation feature is sometimes useful though
Latin Pronouns - because we are very likely to encounter some pronouns

Anyway, this is what I end up with:
The One They Call the Witch

Line number	Time	Transcription (proposed)	Interpretation
1	0:50	nos te vetes labillae (alt: vedis?)	We forbid you to slip [perish/be dishonored] (alt: we saw you dishonored?)
2	0:55	nos te se da deo retis (alt: nostri sita deo ritis)	We give you the return of god (alt: our god is located thereon / our god is there)
3	1:01	ei revirenst a cis perlos orbiti	He revives from [this side of] the burning world
4	1:06	conteri dota se cordis morte	exhaust the endowment of my heart of death

5	1:12	vos que vedi nos veni	See you that we have come
6	1:17	es reverte deorunis (alt: deo rinis)	You are returned uninjured (alt: you return to god)
7	1:23	e cor et vestis forte vales	For heart and armor to prevail,
8	1:28	oro cosis per portis (consis?)	I pray to acquire from the gate

9	1:45	nous vereni vetes (alt: nous voreni ventis ?)	We are an obstacle to youth (alt: winds pushed us?)
10	1:48	nos vorati ventus (alt: nos voreni ventus)	We swallowed the wind (alt: we pushed the wind)
11	1:50	nos verenos porte cis (alt: vorenos)	Indeed, we are on this side of the gate (alt: We pushed [on this side of] the gate)

Then we move on to Daughter of the Dark God. This is much more difficult for me to make out, save for a few words here and there. We also notice that some of the lines from the previous track are re-used, and in some places a few of the words are altered.
Daughter of the Dark God

Line number	Time	Transcription (proposed)	Interpretation
12	0:21	id est ea(?) par lape dis	That is she(?) of [for?] the dark god
13	0:25	tri dies ii par illi peste	three days pass for the plague (the plague lasts three days?)
14	0:31	alia camur pellit alia orbitis (alt: canur) (alt: pelli talia)	the other horned one banished [to the] other world (alt: other dogs banished to another world) (alt: other horned one banished to such a world)
15	0:37	te qui ale sano tis cordis sera	You who cured your slow heart (??)

16	0:43	quot se vetes labili	How many [times did] you not let yourself slip (dishonored?) (?)
17	0:47	e notre se da deorunis (alt: notre sida deo ritis; see above)	We will give him uninjured (alt: our god is located thereon)
18	0:53	e cor et vestis forte vales	For [of] heart and armor to prevail,
19	0:59	oro cosis per te	I pray to acquire through you

20	1:26	Vidi vilna(?) ve qui tu ni (alt: ??? re qui tu ni)	See ??? how force you are not (alt: ??? thing that you are not)
21	1:32	il devitra velis nati (alt: vidi vitra vilis nati)	He wants to stray [depart?] children (alt: see worthless old glass?)
22	1:38	e te vernare dis nati (alt: ei te verna veris nati?)	and your offspring (?) of god arise (alt: and you are the true child of spring???)
23	1:43	E suas il? que tera	(??) urge (??) and earth (his own ??? and earth)?

24	1:59	nous vorati velis	We strive to devour (alt: [You] strive to devour us)
25	2:02	nos voreni vertos	We turned the wind (?)
26	2:05	is torinos vetato (?) (alt: is stori nos vetaro)	We overthrow its swelling??? (alt: he forbids us to rest?)

Line-by-line translation notes

We're off to a rocky start. It is possible that "lav illi" (or "lav illae", as it more clearly sounds like) is one word, or two words split differently. I can't find "lav" in a standalone dictionary, but Google translates it to "lay". As in like, lay down / defeat? Alternative possibilities are lavillae ("lava, diminutive") or maybe lavi + illae ("wash" + "that / those") but that doesn't seem to make sense. An alternative could be labillae ("disaster / dishonor / landslip / fault") and this seems the most plausible and despite the -ill- suffix (diminutive) seeming out of place, we'll go with it. Google's Latin language model is of very limited help - for instance, "vos te vede" translates to "You will phpBB", which is clearly wrong. (Yes, I know the Romans had relatively "advanced" technology, but *damn*...). I could also see vides ("look / see / seem") being vetes ("forbid / reject / prevent") but vides makes more sense? I am not sure if "vetes" is supposed to agree with "nos" or with "te" (probably nos?) but I'm out of ideas.
This one is surprisingly messy. "Nostri" (we) could be "nos te" (we you); "seda" (calm, restrain [verb]) could be "se da" (-selves give), or sita ("positioned / situated / centered upon"). And "deoritis" could be a combination of many things: * deo + redis - "god" + "return" [verb] * deo + ridis / rinis - "god" + "thing / event / cause" * deo + runas - "god" + "dart" * deorines - drain / swallow down * deorunis - "uninjured". Prior transcriptions suggest this, but I do not hear the "u" sound, nor do I know where Google got the definition from. Putting it all together, "nostri seda deo redis" seems tempting, because it would mean "our restrained god returns" or something. But, "seda" is a verb, and I am not sure if there is a noun equivalent that sounds similar. Another possibility is "nostri se da deo redis" - "we give/devote/surrender ourselves to god return". The word da means a lot of things, and the conjugation is important, too. Apparently, "da" is the 2nd person singlar form of "do/dare/dedi/datus", and "nos" (we) would be the 1st person plural, so that doesn't seem to fit? So we can try "nos te se da deo redis", or roughly "we selves give [to] you return [of] god"? This too seems a bit ambiguous, but at least "da" now agrees (??) with "te", both being 2nd person singular? Maybe the 2nd person singular subject is implied, like "[You] give us "? Latin has flexible word order, but it "tends to" follow subject-object-verb (ie, "we saw him" -> "we him saw"), so "nos te [se] da" seems consistent with this, with the inflected "te" in the middle and the verb at the end? I am not sure how much it makes sense to have "se" where it is, but deep gramatical knowledge is really really beyond me here. A linguist I am not.
I am not sure if "revirnst" is even a word (or if here's even a "t" at the end). Possibilities include some inflection of revires ("re-" and "strength/powemight/violence"), or revierns ("re-" + "lively or vigorous"; maybe "reinvigorated / revived"). I considered "revierns ta" vs "revienst a" but "ta" isn't a word? On the other hand, I am pretty confident in "a cis perlos orbiti". Cis (is pronounced with a "ch") refers to "*this* side of something" (as opposed to "the *other* side"). For "perlos orbiti", Google (and prior translations) give us "burning world". I believe "a" is a preposition meaning "from" and such. So, "revive from the [near side of] the burning world?" Not sure what the "e" is doing there; it could be "ei" as an exclamation, or as a pronoun ("of")? Google sometimes just ignores this. It is also possible that the first word here is "e", which acts as a pronoun and maybe joins this with the next line. So maybe the combined meaning would be something like "[of] the return from the burning world [is] what exhausts the endowment of my heart of death". But that's a lot of assumptions...
The first part is really hard to make out here. The transcription of conteri dota ("waste / exhaust", "endow") is probably wrong. There might be another consonant in there somewhere, but I can't put my finger on it. I originally thought this might be quampridem but that seems like a stretch too (Whitaker actually breaks this into two words). I could also see the end being "sui / se", or "mortis / morte", or something else entirely. Google and a more generic Latin dictionary give vastly different meanings here.
I was inclined to go with "vos te vedi", but it looks like "vos" and "te" are two different forms of "you" - the first being the plural (or polite) form, and the second being the singular (or casual) form. French / Spanish / Russian (and others) have something similar. So for "vos" to be the subject and "te" to be the object just doesn't seem to make sense? So, going with "que", which sounds equally possible. Google gives us the translation here.
There's that word again, "deorunis". The "n" in this line is more pronounced. Google's pronunciation pronounces it a bit differently, but it sure fits nicely this time around. I'll just go with the Google Translate version here, but see point #2.
Another line with lots of ambiguity and possibilities. This is the best I can come up with, though that's not saying much. I am least sure of vestis, though I suppose "vestis forti" could mean "strong clothes" or I suppose "armor". Then, vales could be an inflected form of "valeo", which is a verb meaning to "be strong / powerful / successful; to prevail". Especially given the line that follows, it would make sense for her to ask of such things from the gate, even though the combination of manual translation and Google makes this come off a bit wonky. I suppose vales could be valos ("stake / pole / point"; maybe "spear" / polearm?) but vales makes more sense because it's a verb, and Latin *prefers* Subject-Object-Verb structure (though this is by no means guaranteed). Similarly, forti ("strong") could be forte ("fortunate") or, more likely "forte" could actually be an inflected form of "forti", in context. If I had an intuition for how these inflected forms work, this would be far easier...
This one seems straightforward. The line is repeated in the second track, but changed to "oro corsis per te" ("I pray to acquire through you"). Both seem to fit.
Lots of ways to transcribe this one, which changes the meaning quite a bit. Google (and prior translations) tell us "voreni" = "pushed", and attempts have translated this line as "we pushed the wind".Other candidates for the second word could be: * vorati ("swallow / devour") * vereni ("spring-time of life") * veredi ("horse / hunter") * vereti ("ver + eti", "advance" + "spring" ???). And the third word could be: * petis ("to attack") * ventis ("wind") * vetes ("to forbid") ... so "nous vereni vedes" would get us to "we forbid/reject/prevent the spring-time of life")? That... actually seems plausible, except if "vetes" is a verb, it is the 2nd-person singular form of "veto", which doesn't fit with "nos" (and it is also the subjunctive mood, as in wishful thinking or imagining, but that might be okay). Unless again, the 2nd person pronoun can be implied? Some languages allow this, but what about Latin? I could see "voreni" or "veredi", depending on which filter settings I use. I could also see "petis" ("to attack") being thematically relevant, but like "vetes", this is the 2nd person singular form ("you [singular] attack") and doesn't fit with "nos" ("we").The other strange thing is the first word sounds like "nous" rather than "nos". Google translates this as "us" rather than "we" (an inflected form?). So maybe the verb really *is* a 2nd person singluar verb, and "tu" (subject) is omitted/implied, and "nous" is the object? But I do not see "nous" on the list of pronouns, so ..... ? I am completely out of ideas for this line (and largely the one that follows). I'm just going to go with one, even if I don't like any of them.
Prior transcriptions give this as "nos voreni vontos" and Google seems to think "vontos" is a word, but I can't find it in other sources. Could be anyone's guess. The closest thing I can find is an inflection of fantum ("temple") but that clearly sounds like it starts with a 'v', right? I must defer to earlier transcriptions / translations for this one. On the other hand, if we go with vorati ventus ("devour"), ("wind"), we actually get somthing plausible. OLD gives a possible definition for vorati as "perfect participle masculine plural", which *maybe* might be the "we" form of "voror", but linguistics is not my strong point. I guess "perfect" would mean like, "we [fully] devoured the wind" but I am probably grasping at straws again.
There's "portis" ("[of] gate") again, so we're hopefully on the right track. Earlier transcriptions use "nos vorenos" ("we pushed") but I am still not sure where Google is getting "vorenos" from. I can't find this in OLD or in Whitaker. An alternative could be verenos maybe, and at least that's more of a word? Plugging "nos verenos porte cis" into Google Translate actually gives us something reasonable, but I am a little disinclined to drop the previous translation quite yet. So, take your pick. Google helpfully gives us "are" in this translation; I know in some languages the present-tense form of "to be" ("am/are") can be omitted. If nothing else, their language model is hopefully recognizing this properly.
Another line where there is much difficulty isolating the words. Somewhat arbitrarily, that is what we come up with. We start with "id est" ("he / that" + "is") but it could involve dies ("day, time, age") instead. The next thing I cannot make out, but the pronoun ea (nominative she) seems like as good a guess as any. Then par ("equivalent", in this case, "for??") could make sense. I suppose labe ("disaster, landslip, dishonor, blemish, stain, fault") could also be lape ("stone"). Both are nouns. I kind of like "labe" better because we (think?) we saw labillae earlier. Come to think of it, "labe" could mean "dark" in this context, which seems to fit? If this is right, the only thing I can think of for the ending is dis, meaning "[to/of] god". I thought I heard an "n" and a "t" at the end, but I can't find ways to make them fit. We'll just go with it.
Can't make out the first part. I think "ille" is an inflected form of a third-person pronoun, meaning "he" or "that one". I think "peste" means "plague" or "disease" or some such. At least it seems somewhat thematically appropriate. I am least certain of ii ("pass [time]") here.
This one could go so many different ways; I am 99% sure this is wrong. Here, "orbitis" is an inflected form of "orbiti" ("world"), meaning that "world" is an object of some action. And if "alia" is right, it might be talking about [something being done to] the "other world", which could be a stretch but at least it fits thematically. There is ambiguity between camur ("curved / having such horns") / canur (something about dogs) / canor ("song") and alia ("other") and talia ("such"). Or it could be "eli talia". I don't know where Google found "canur" - I can't find it anywhere else.
This could be "allisero" ("to crush / bruise") or it could be "ali sano", which would mean "to nourish / cure / heal". I can't make out which one it is.
We start to see repetition of the first track, except it changes from "nos te" to "vos se", meaning (I think) it goes from "we [did something to] you" to "you [plural] [did something to] yourself". The next word seems to be a form of "vidi / vide", meaning "to see". So, this line parallels the first track but goes from "we saw you" to "you saw yourself". I can't make out what follows, but "ille / illae" seems to be a pronoun (again, assuming I'm right about word boundaries). I can't figure out what comes before it, though.
It sounds like "nostri" becomes "notre", except although "notre" is a thing in French, I can't find a Latin equivalent. Maybe the "s" is hard to hear this time around?
Seems to be unchanged from the previous track, but is still equally hard to make out. At least they sound consistent. I guess vales ("to be strong; to prevail") could also be valos ("stake / pole / point / [spear]")? I kind of like "vales" because it is at the end, which is a little more consistent with the generally more common S-O-V order.
Here again, "per portis" changes to "per te", changing the meaning from [I pray to acquire it] "through the gate" to "through you". Seems logical.... and at the very least, it helps establish the point of view of the speaker, and in some sense, the audience.
Vidi / vedi is probably "look / see / looked / saw", but I cannot figure out what comes after. The word boundaries are difficult here, as always. "Vilna" isn't a word, and neither is anything close that I can find. If we pick different work boundaries, we could break it up as "??? nate qui tu ni" ("son that you are not") but I can't come up with a reasonable candidate for the first word. Maybe "e te vel nave qui tu ni", or maybe "??? re qui tu ni" ("??? thing that you are not")? But I am still missing the first few words.
Not sure if this is "vidi vitra" or if there is a pronoun + "devitra". Pretty sure "vitra" means "glass" of some sort, and the "vedi" before it means "look / see". But I cannot make out what comes after. Whitaker parses devitra as a single word (root+suffix), meaning "instrument / means / place [of] detour / stray / depart". But I can't find references to this anywhere else; WORDS uses a root/suffix approach to potentially parse "words" that weren't ever actually used. It is very likely wrong, but I'll go with it...
I think "e te" means "of your", and then we have verna, which is an inflected form of several possible words, from "slave", to "spring", to "revive, awaken, flourish". I guess the exact source word depends on the context, and what agrees with what we already have. But it may as well mean "your slaves see a ship". I suppose vernare could fit, but it could also be verna + re ("thing). I am guessing the rest is dis + nati, which fits the title of the song at least (and it helps that the verb is at the end). Another possibility is veris ("true, real, genuine, actual").
I am out of ideas here. suas could mean "to sew", or it could be a pronoun ("his/her own"), or it could be suasi ("to warn / foretell"). Furthermore, "tera" or "terra" sounds more like "kira" or "qui ra". Both are nonsense? The rest is anyone's guess.
This may as well mean "we eat curtain". Running out of ideas on the whole "voreni" thing. Possible candidates are "varati" (related to "bend/curve"), veredi ("horse / hunter"), "veriti" ("to revere / respect"), "vorati" ("to swallow / devour"), "viridi" ("green / grass"). Your guess is as good as mine.
I am not sure that "voreni" is a word. I am not sure where Google is even getting parts of it from. The closest single thing I can find is "vorati", meaning "to swallow / devour [completely]". Appropriately ominous, I guess?
I originally left this one largely to Google, and originally it translated "es tor inas verta" into "You laid aside for this purpose". I guess es could mean "to be" or "to eat/destroy", which is relevant but I gotta make the rest of it fit. Using different letter grouping and an alternative source, I think what I have now makes slightly more sense. Still, it's probably wrong. The last syllable is particularly hard to make out.

Overall notes

Latin is a highly inflected language, meaning that words can take on many forms, depending on context. English has a little bit of inflection with words like "he / him" or "who / whom", depending on what role the pronoun plays in context. Well, in Latin, it's not just the pronouns changing forms, but *nouns* and adjectives too. And they could have something like 5-6 different forms, which have to agree, and change depending on what kind of action is being performed on an object. There are also two forms of "you", kind of like in French. It's a bit hard to explain in English, but this sort of thing happens in many other languages, like Spanish, Russian, etc. Hungarian cranks the level inflection up to eleven. On the other hand, Chinese has virtually none of it.
Because of the inflections, the word order in a sentence can be flexible - that is, you can say the words in any order, and the subject and object become obvious from the endings. That said, Latin "generally" follows a Subject-Object-Verb order (whereas English uses Subject-Verb-Object).
In order for the translation to make sense, the noun/adjective inflections have to agree with the verbs, tenses, and forms involved. But, since I don't know any *actual* Latin, I cannot intuitively tell if they line up. We can look this stuff up, cross-check it, and (likely need to) alter the transcription, but I am out of ideas for tonight.
I've largely ignored verb mood, tense, and to some extent, person, in my "translation" (ie, verb variations like see / seen / saw / had seen / would have seen, etc) so in some places the meaning could be off because of this. I'd be down to do a grammar cleanup pass, but I'm not sure the transcription is accurate enough to warrant it. So it would be nice to hear from others first.

Final thoughts

I am seriously hoping that someone with an *actual* knowledge of Latin will come along, and put my "translation" completely to shame, tell me all the million of ways I'm wrong, and provide a corrected version. But then at least we'll know what it means.

If you've managed to read all the way to the bottom, I am truly impressed.
EDIT: minor formatting fixes; realized "re" = "thing" and updated accordingly

Takahi watiáono! [ta'kahi wati'aono] (Hello friends!)
Boha Móineç ['boha 'moinɛts] (Old Ancestral) is my first (true) attempt at a naturalistic conlang. The idea is to make a language that reflects my genetic ancestry (mainly French/German & Puerto Rican) as if a creole language developed among Taíno survivors of the Spanish conquest of the Caribbean in ~1500 CE.
This language will be the proto-language, which I'll develop into a fuller language. But, since I've never done that before, and my knowledge of linguistics is pretty much limited to what I can find on Wikipedia/YouTube, I'd love to hear y'all's thoughts/suggestions for how to evolve it!

Phonology & orthography

The phonology is an amalgamation of the phonologies of the main substrate languages I was looking at, namely English, French, Galician, German, Spanish, & Taíno. (I used Arawak when I couldn't find resources about Taíno, and I also added Kongo later when creating the lexicon.)
There are 36 phonemes overall, which I like just because it's a perfect square. But, it seems like a lot, so in the final language, there will likely be a net loss in phonemes, likely with the rhotic sounds and/or the fricatives.
Consonants:

	Labial	Dental	Alveolar	Post-alveolar	Palatal	Velar	Uvular	Glottal
Plosive	p,b		t,d			k,g
Fricative	f,v	θ,ð	s,z	ʃ,ʒ			χ,ʁ	h
Affricate			ts	tʃ,dʒ		x
Nasal	m		n		ɲ	ŋ
Approximant			l	ɹ	j	w
Tap/flap			ɾ

Vowels:

	Front	Central	Back
Close	i,iː		u,uː
Close-mid	e,eː		o,oː
Open-mid	ɛ,ɛː
Open		ä,äː

At this proto-language stage, there aren't any diphthongs, though there will be in the final language.
Orthography
Boha Móineç is written left-to-right. The orthography is basically what you'd expect for the Latin alphabet, with the exceptions below. My goals were a) to write everything with the ABC Extended keyboard on Mac and b) to have a 1:1 matching of phonemes & 'letters' (e.g. letters with/without diacritics). Apart from the acute accent (´), which marks stress, every other diacritic indicates a difference in pronunciation: the grave accent (`) for long vowels, the circumflex (ˆ) for stressed & long vowels, and the cedilla (¸), caron (ˇ), & tilde (˜) for consonants pronounced differently.

/e/ - 'æ'
/tʃ/ - 'c'
/ts/ - 'ç'
/ð/ - 'ð' (with 'Ð' as the uppercase letter)
/ɛ/ - 'e'
/χ/ - 'ȟ'
/dʒ/ - 'j' (as in English)
/ʒ/ - 'ǰ'
/ŋ/ - 'ň'
/ɲ/ - 'ñ' (as in Spanish)
/x/ - 'q'
/ɾ/ - 'r' (as in Spanish)
/ʁ/ - 'ř'
/ɹ/ - 'ŗ'
/θ/ - 'þ' (with 'Þ' as the uppercase letter)
/ʃ/ - 'x' (as in Galician & medieval Spanish)

Basic grammar

There's a largely head-initial structure with an SVO order.
The syllable structure is CVC, with only the following codas: 't,' 's,' 'ç,' 'n,' and 'r.'
Stress falls on the penultimate syllable, except where marked otherwise.
There are no articles, though I'll evolve them in the final language.
There are 4 grammatical genders: neutral (used for things that do not have gender, e.g. people), feminine, masculine, & genderless (used for things that cannot have gender, i.e. inanimate objects).
- Nouns have no inherent gender, since gender is disentangled from sex.
- Gender is given by adjectives:
  - "onato" [on'äto] (non-binary, androgynous)
  - "tukiato" [tuki'äto] (feminine)
  - "likiato" [liki'äto] (masculine)

Cases
The 4 cases are marked with the following suffixes. Adding the suffixes doesn't change the stress of the noun, so an acute accent marks the stress if the suffix would otherwise change it.

	Singular	Plural
Nominative	-	-no
Genitive	-eç	-noeç
Dative	-as	-noas
Accusative	-zi	-nozi

Conjugations
Verbs are conjugated by adding auxiliary verbs beforehand. Time is cyclical in Boha Móineç, and key conceptual metaphors include agriculture & fishing. So, the perfective & imperfective auxiliary verbs relate to those ideas ("bar," to float, "bo," to turn/cycle, "kau," to flow, & "koa," to plant). I'll eventually make these auxiliary words into suffixes.

	Perfective	Imperfective	Subjunctive	Imperative
Present	-	kau +	si +	hu +
Past	koa +	bar +	si + koa/bar +	hu + koa/bar +
Future	bo +	bo +	si + bo +	hu + bo +

Basic words

Pronouns
There's no distinction (yet?) between the personal & possessive pronouns, so "da" is both "I" and "my." Possessive pronouns are treated as adjectives, coming before the noun they modify & being declined as that noun is.

	Singular	Plural
1st person	da	wa (inclusive); nu (exclusive)
2nd person	bi (informal); vu (formal)	hi (informal); vuǽs (formal)
3rd person	on (neutral); tuki (feminine); liki (masculine); to (genderless)	yæ (neutral); na (feminine); ilæs (masculine); eyæs (genderless)

Some basic verbs

ka [kä] - to be
si [si] - to think
diřæ ['diʁe] - to say
kor [koɾ] - to want; to love
isiba [i'sibä] - to feel
roko ['ɾoko] - to know
itá [i'tä] - to not know
kako ['kako] - to see
kiri ['kiɾi] - to smell
kæma ['kemä] - to hear
gùtæa [guː'teä] - to taste
tokar [to'kaɾ] - to touch
waibá [wai'ba] - to go
wariko [wa'ɾiko] - to come
mover [mo'veɾ] - to move
mářexæ ['mäʁɛʃe] - to walk
duqo ['duxo] - to sit
koa ['koä] - to stand (also "to plant," as above)
bar [baɾ] - to lie (also "to float," as above)
boria [bo'ɾiä] - to do
hu [hu] - to make
eç [ɛts] - to have
ùbo ['uːbo] - to happen

Example sentences

A fairly basic sentence with a straightforward subject, verb, & object. Adjectives precede the noun the modify, and they match in number & case.

Da kako mazi kokizi. [da kako 'mäzi ko'kizi] I[NOM] see[INF] big:ACC tree frog:ACC "I see the big tree frog."

Here's an example of how the gender adjectives change the meaning of a sentence.

Da ka ìro. [da ka 'iːɾo] I[NOM] COP male[NOM] "I am a male." Da ka likiato ìro [da ka liki'äto 'iːɾo] I[NOM] COP masculine[NOM] male[NOM] "I am a cis man." / "I am a masculine male."

Here are a couple more complex sentences, showing the rest of the cases, some more tenses, and the causative & passive constructions. I use "T" & "V" when glossing for the informal & formal "you," respectively, since I haven't seen a glossing term for that distinction.

On æ on tukiato espós kau mářexæ dan sabánazi. They[NOM] and their[NOM] feminine[NOM] spouse[NOM] flow walk towards grassland "They and their wife are walking to the plain." Nu koa asika bias ye du yûkanozi bohabo. We:EXCL[NOM] plant[PRF] give[INF] you:T.DAT DIST two yuca:PL.ACC before "We gave you two yuca before." Tuki ka kor túkinoas mânoas. she[NOM] be[INF] love[INF] her:DAT.PL mother:DAT.PL "She is loved by her mothers." Hi koa hu duqo aonzi you:T.PL plant[PRF] make[IMP] sit[INF] dog:ACC "Y'all made the dog sit… …bohabo on koa ka asikàmaǰæ. before they[NOM] plant[PRF] be[INF] feed[INF] "…before it was fed."

Final note

Thank you for reading! Again, Boha Móineç is my first concerted, methodical attempt at conlanging, so I would love any feedback that you have on anything—but especially with how to progress in evolving this proto-language to a fully-fledged one!
Nanici! [nä'nitʃi] (Thank you!)
Edit, Nov 30: I cleaned up the pronouns table & fixed a typo.

First post, ESL sorry for any mistake or weird syntax.
This is a digest of the French wikipedia page, which is fairly well documented.
The Villemin case is akin to the JonBenet case in France, in terms of media coverage. It still has some repercussions today and the case is still open.
Grégory Villemin is a French boy from Vosges, born 24 August 1980, and killed in 1984. He was last seen by his mother playing in front of the house 16 October 1984. Not even an hour after letting Grégory play, she goes to call him but cannot find him. After searching on their own, they call the police at 5:50PM. His body was found in the Vologne river the same day at 9:15PM – his corpse was photographed by the media as it was retrieved from the water, which shocked the nation. He was bound at the ankles and wrists, his woolly hat had been put on his face. You can see the picture by searching « Grégory Villemin corps » on Google.
The calls
The Villemin family settled in a house they had built a few years before in Lépanges and started to be the target of harassment. The father, Jean-Marie Villemin, had been recently promoted as construction foreman. Starting August 81, Jean-Marie and his wife Christine received threatening calls, as their extended family. They called him « the guy » or « the guy with the husky voice » but the media and the police started to call the harasser the « corbeau », the crow, referring to a film by director Clouzot. Jean-Marie decides to be stoic, and the paternal grandparents file a complaint for harassment in 82, probably shaken by how well the corbeau knows intimate information about them. It was dismissed in 83 because of the lack of evidence to identify the caller.
It escalates as a window of the Villemin house is shattered, with Christine and Grégory inside, and tires of one of their vehicules are slashed.
The day Grégory is kidnapped, it seems that the corbeau called Jean-Marie’s older brother, Michel, around 5:30PM to tell him about the crime. Michel alerted the family at 5:30PM, yet we do not know what was said during the phonecall, nor if the call even existed in the first place. According to this article the caller said : « I took my revenge on the chief and I kidnapped his son. I strangled him and tossed him in the Vologne. His mother is looking for him but she won’t find him. I am avenged. »
The letters
4 March 1983, a note is slipped into the shutters of Jean-Marie and Christine’s house. Three others will follow. It says in all caps « JE VOUS FEREZ VOTRE PEAU A LA FAMILLE VILLEMAIN ». « I will flay you alive the Villemain [sic] family ». In French, « faire la peau » is a euphemism for kill. The note presents two typos, one of conjugation (« ferez » instead of « ferai », which sounds similar ») and one on the Villemin name, written with an a.
Three other letters are posted to Grégory’s paternal grandparents.
The one of April 27 1983, still in all caps and riddled with spelling mistakes, in what seems to be the same handwriting and with laconic punctuation, says : « If you want me to stop, I suggest a solution / You must not hang out with the chief [Jean-Marie] anymore, you must consider him as a bastard also, put him completely aside you and his siblings / If you don’t, I will carry on with the threats I made to the chief him and his little family / Jacky [Jean-Marie’s stepbrother] and his little family were put aside for too long. Now it it the chief’s turn to be considered a bastard. He will console himself with his money. It is yours to decide. Life or death. » The second letter, posted May 27 is longer, in what seems to be two different handwritings, and still complains about the family dynamics. It uses violent insults against the family. The crow declares that he will stop, that he got his revenge. He comments on the health of the grandfather, adding that he will spit on his grave when he will die. He still regrets that Jacky is not as included in the family. He states that it will be his last letter.
The same day the body of Grégory is found, a letter posted to the Villemin household says: « I hope you will die of sorrow chief Your money won’t give you your son back Here is my vengeance you dickhead ». The stamp indicates the hour : 5:15PM, as Grégory was outside the house.
Almost a year later, a last letter, posted 24 July 1985, says « I will flay you alive again the Villemain [sic] family Second victim my arse ».
You can see and compare the handwritings here
The investigation and the suspects
A police sketch was released 22 October 1984. The man depicted in the picture recognized himself and spontaneously presented himself to the gendarmerie, who cleared him immediatly. Consequently, four days later another sketch is broadcasted.
Six days after the crime, Marie-Ange Laroche calls the gendarmerie to point to Jacky and Liliane Villemin and the Hollards, distant relatives. She is interviewed at the gendarmerie and her alibi is checked. They also interrogate her husband, Bernard Laroche, who’s Jean-Marie Villemin’s cousin. They make him write to compare and analyse his handwriting. The graphologist concludes that the corbeau could be Bernard Laroche. The couple is arrested and put in custody, and they’re released the next day after giving alibis. Bernard’s alibi is questioned when Muriel Bolle’s testimony is taken about her brother in law She is fifteen at the time. Her first statements do verify Bernard’s alibi, but she soon recants as the gendarmerie points out inconsistencies : Bernard said Muriel was present when he arrived in Aumontzey, at Louisette Jacob’s house, yet Muriel said it the other way around. Several classmates of Muriel also noticed she wasn’t on the bus home the day of the murder, one even saying she saw her by the school going into a car matching the description of Bernard’s Peugeot 305. Furthermore, Muriel gave a description of the wrong bus driver. She then goes to explain that she got on her brother in law’s car, with his son Sébastien and that they made a stop to a house in Lépanges, which matches the Villemin’s house description. Bernard supposedly put Grégory in the car and they headed to Docelles, the village in which experts report the body was tossed in the Vologne. She said she saw him leave with Grégory and come back alone. Two graphologists had communicated to the gendarmerie that Bernard’s handwriting presented strong similarities with the corbeau’s letters. This analysis wasn’t admitted due to a procedural error. At the same time, the gendarmerie finds out the initials « LB » on the letter that claims responsibility for the crime, that matches Bernard’s signature. The evidence was again not admitted, because the gendarmerie made a mistake manipulating the document – black powder was put on it trying to get hand prints, which made impossible to retrieve DNA. It was even lost for a few years. Without the autopsy report nor the graphologists’ analysis, Bernard Laroche is arrested 5 November 1984. The next day, Muriel Bolle recants again and goes back to her first testimony, saying she was pressured to give a statement incriminating her brother in law. She now declares him innocent. The gendarmerie will note that she is particularly fragile and might have been forced to recant by her family, captain Sesmat even feeling her statements seemed as if reeled out. Bernard Laroche is killed by Jean-Marie Villemin 29 March 1985. The guilt or innocence of Bernard are still not known to this day. Grégory’s father is sentenced to five years in prison.
In 2009, new DNA analysis is made on the letters sent by the corbeau, which isolates a man and a woman’s DNA, which are not Gregory’s parents’. They do not match the 150 protagonists in the case. In 2012, it was impossible to retrieve any DNA from the cords Grégory was bound with. It was found the next year that ten DNA profiles were isolated on the cords, yet it is possible that it is DNA from detectives and judges, who manipulated the evidence. DNA analysis on Grégory’s clothes could not identify the profile of any suspect.
In 2017, Grégory’s great paternal uncle and aunt, Marcel and Jacqueline Jacob are put in custody, on the basis of new handwriting analysis. The letter dated 17 May 1983 matches Jacqueline’s handwriting. Their daughter Valérie says her father spied on Albert and Monique Villemin’s (Grégory’s grandparents) house. She also states that the day Grégory died he phoned her several times to have news about the case. Another handwriting analysis points to Jacqueline Jacob. According to her lawyers, she has a solid alibi.
Who killed Grégory ? It seems that it is a crime motivated by greed and family dynamics, yet no evidence points without a doubt to any of the suspects. It may be due to the mishandling of evidence and the lack of communication and cooperation of the police and gendarmerie.
English article about the arrests made in 2017 https://www.theguardian.com/world/2017/aug/28/murder-little-gregory-unsolved-case-france
Edit: typos

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Bulgarian (Български език) is a Southern Slavic language with about 12 million speakers mainly in Bulgaria, but also in Ukraine, North Macedonia, Serbia, Turkey, Greece, Romania, Canada, USA, Australia, Germany and Spain. Bulgarian is mutually intelligible with Macedonian, and is fairly closely related to Serbian, Croatian, Bosnian and Slovenian.
Along with the Macedonian language (collectively forming the East South Slavic languages), it is a member of the Balkan sprachbund. The two languages have several characteristics that set them apart from all other Slavic languages: changes include the elimination of case declension, the development of a suffixed definite article and the lack of a verb infinitive, but it retains and has further developed the Proto-Slavic verb system. One such major development is the innovation of evidential verb forms to encode for the source of information: witnessed, inferred, or reported.
Bulgarian was the first Slavic language to be written: it start to appear in writing during the 9th century in the Glagolitic alphabet, which was gradually replaced by an early version of the Cyrillic alphabet over the following centuries.

History

The history of Bulgarian language can be divided into three periods:
9th–11th centuries: Old Bulgarian is only attested as Old Church Slavonic, a highly inflected literary language employed to translate religious texts from Greek, in the First Kingdom of Bulgaria.
12th–15th centuries: Middle Bulgarian experienced radical phonological and morphological changes (e.g. loss of noun declension). It is attested in many literary works.
15th c.-present: Modern Bulgarian. From the early 15th century until 1878, Bulgaria was under Turk Ottoman domination when the language was neglected. Afterwards, it experienced a revival when it was purged from many Old Church Slavonic, Russian, and other foreign words.
Bulgarian emerged more than a millennium ago when the Slavs, who had arrived in the middle of the 1st millennium AD to the eastern Balkan Peninsula, were conquered by the Bulgars. The newcomers established the First Bulgarian Kingdom (681-1018) and, even if they were ethnically Turkic, adopted the language of their Slavic subjects. The geographical and political isolation from other Slavs led these Southern Slavs to develop their own dialects.
Bulgarian was first attested in the late 9th century as a literary language, known as Old Church Slavonic, developed by the monks Cyril and Methodius to translate religious texts from Greek. It was based on different local dialects and, hence, had two varieties: the Eastern one is considered to be Old Bulgarian while the western one is considered to be Old Macedonian. In the Medieval period, from the 12th to 15th centuries, the language experienced radical changes, particularly the loss of noun declension, which paved the way to Modern Bulgarian.
The modern language is very close to Macedonian, both have (almost completely) lost all case declensions, and both have been influenced by Balkan non-Slavic languages, like Greek, Albanian and Romanian, as shown by certain features found in them but not in other Slavic languages. For example, Bulgarian, like Romanian and Albanian, has a schwa-like central vowel in stressed syllables, a postposed definite article, and lacks an infinitive which is replaced by a subordinate clause (this also happens in Modern Greek).

Phonology

Vowels

Bulgarian vowels may be grouped in three pairs according to their backness: the front vowels е (/ɛ/) and и (/i/), the central vowels а (/a/) and ъ (/ɤ/) and the back vowels о (/ɔ/) and у ().

	Front	Central	Back
High	i		u
Mid	ɛ	ɤ	ɔ
Low		a

In stressed syllables, six vowels are phonemic. Unstressed vowels tend to be shorter and weaker compared to their stressed counterparts, and the corresponding pairs of open and closed vowels approach each other with a tendency to merge, above all as low (open and open-mid) vowels are raised and shift towards the high (close and close-mid) ones. However, the coalescence is not always complete. The vowels are often distinguished in emphatic or deliberately distinct pronunciation, and reduction is strongest in colloquial speech. Besides that, some linguists distinguish two degrees of reduction, as they have found that a clearer distinction tends to be maintained in the syllable immediately preceding the stressed one. The complete merger of the pair /a/ – /ɤ/ is regarded as most common, while the status of /ɔ/ vs is less clear. The coalescence of /ɛ/ and /i/ is not allowed in formal speech and is regarded as a provincial (East Bulgarian) dialectal feature; instead, unstressed /ɛ/ is both raised and centralized, approaching [ɤ]. The /ɤ/ vowel itself does not exist as a phoneme in other Slavic languages, though a similar reduced vowel transcribed as [ə] does occur.

Consonants

		Labial	Dental	Palatal	Velar
Stop	*voiceless*	p pʲ	t tʲ		k kʲ
Stop	*voiced*	b bʲ	d dʲ		ɡ ɡʲ
Affricate	*voiceless*		ts tsʲ	tʃ
Affricate	*voiced*			dʒ
Fricative	*voiceless*	f fʲ	s sʲ	ʃ	x
Fricative	*voiced*	v vʲ	z zʲ	ʒ
Nasal		m mʲ	n nʲ
Trill			r rʲ
Lateral			l lʲ
Glide				j

Bulgarian has a total of 36 consonant phonemes (see table above). Three additional phonemes can also be found ([xʲ], [dz], and [dzʲ]), but only in foreign proper names such as Хюстън /xʲustɤn/ ('Houston'), Дзержински /dzɛrʒinski/ ('Dzerzhinsky'), and Ядзя /jadzʲa/, ('Jadzia'). They are, however, normally not considered part of the phonemic inventory of the Bulgarian language. The Bulgarian obstruent consonants are divided into 12 pairs of voiced and voiceless consonants. The only obstruent without a counterpart is the voiceless velar fricative /x/. The voicing contrast is neutralized in word-final position, where all obstruents are voiceless, at least with regard to the official orthoepy of the contemporary Bulgarian spoken language (word-final devoicing is a common feature in Slavic languages); this neutralization is, however, not reflected in the spelling.

Grammar

Bulgarian shares several grammatical innovations with Balkan languages that set it apart from most other Slavic languages, even other South Slavic languages. Among these are a sharp reduction in noun inflections—Bulgarian has lost the noun cases but has developed a definite article, which is suffixed at the end of words. In its verbal system, Bulgarian is set apart from most Slavic languages by the loss of the infinitive, the preservation of most of the complexities of the older conjugation system (including the opposition between aorist and imperfect) and the development of a complex evidential system to distinguish between witnessed and several kinds of non-witnessed information.

Nouns

Bulgarian nouns have the categories grammatical gender, number, case (only vocative) and definiteness. A noun has one of three specific grammatical genders (masculine, feminine, neuter) and two numbers (singular and plural). The plural is formed by adding to or replacing the singular ending.
With cardinal numbers and some adverbs, masculine nouns use a separate numerical plural form бройна множествена форма. It is a remnant of the grammatical dual number, which disappeared from the language in the Middle Ages. The numerical form is used in the masculine whenever there is a precise amount of something, regardless of the actual number.
Definiteness is expressed by a definite article which is postfixed to the noun.

Case system

Old Bulgarian had a system of seven cases, but only three remain intact: the accusative, dative, and nominative; and only in personal and some other pronouns.

the accusative and the dative have mostly merged as an oblique case. The distinction between the two cases is preserved.
the genitive had become involved in restructuring already in late Proto-Slavic, where it replaced the accusative of animate masculine singulars. This form, in -а, was not adopted in Standard Bulgarian. However, the grammarians who standardised the language in the 19th century specified an identical form as the incomplete definite article suffix (непълен член), contrasting with the complete definite article in -ът; this distinction was artificially invented and did not occur in any Bulgarian dialect of the time. The incomplete definite article is used with definite masculine singular nouns which are not the subject of a sentence, including as objects of verbs and prepositions. Adnominal uses of the genitive have been lost.

Adjectives

A Bulgarian adjective agrees in gender, number and definiteness with the noun it is appended to and is put usually before it. The comparative and the superlative form are formed analytically.

Pronouns

Bulgarian pronouns vary in gender, number, definiteness and case. The distinguishable types of pronouns include personal, possessive, interrogative, demonstrative, reflexive, summative, negative, indefinite and relative.

Verbs

Bulgarian verbs are the most complicated part of Bulgarian grammar. They are inflected for person, number and sometimes gender. They also have lexical aspect (perfective and imperfective), voice, nine tenses, five moods and six non-finite verbal forms. Bulgarian verbs are divided into three conjugations.

Voice

The voice in Bulgarian verbs is presented by the ending on the past participle; the auxiliary remains съм ("to be"):

Active - ударил съм... - I have hit...
Passive - ударен съм - I have been hit

Mood

Mood in Bulgarian is expressed not through verb endings, but through the auxiliary particles че and да (which both translate as the relative pronoun that). The verbs remain unchanged. Thus:

Indicative - че -
- e.g. знам, че си тук - I know that you are here;
Subjunctive - да -
- e.g. искам да си тук - I want that you are here, I want you to be here

The inferential is formed in exactly the same way as the perfect, but with the omission of the auxiliary:

Perfect - той е бил - he has been
Inferential - той бил - he (reportedly) was

The imperative has its own conjugation - usually by adding -и or -ай to the root of the verb:

e.g. sit - сядам → сядай (imperfective), or седна → седни (perfective).
- Negative instructions - either не сядай or недей да сядаш - "don't sit down".

Word order

Although Bulgarian has almost no noun cases its word order is rather free. It is even freer than the word order of some languages that have cases, for example German. This is due to the agreement between the subject and the verb of a sentence.

Orthography

In 886 AD, the Bulgarian Empire introduced the Glagolitic alphabet which was devised by the Saints Cyril and Methodius in the 850s. The Glagolitic alphabet was gradually superseded in later centuries by the Cyrillic script, developed around the Preslav Literary School, Bulgaria in the 9th century.
At the end of the 18th century the Russian version of Cyrillic or the "civil script" of Peter the Great (1672-1725) was adapated to write Bulgarian as a result of the influence of printed books from Russia. During the 19th century a number of versions of this alphabet containing between 28 and 44 letters were used. In the 1870s a version of the alphabet with 32 letters proposed by Marin Drinov became widely used. This version remained in use until the orthographic reform of 1945 when the letters yat (Ѣ ѣ), and yus (Ѫ ѫ) were removed from the alphabet.
With the accession of Bulgaria to the European Union on 1 January 2007, Cyrillic became the third official script of the European Union, following the Latin and Greek scripts.

Text sample

(The Lord's Prayer in Bulgarian)

Отче наш
Отче наш, Който си на небесата!
Да се свети Твоето име,
да дойде Твоето Царство,
да бъде Твоята воля,
както на небето, тъй и на земята;
насъщния ни хляб дай ни днес,
и прости нам дълговете ни,
както и ние прощаваме на нашите длъжници,
и не въведи нас в изкушение,
но избави ни от лукавия;
защото Твое е царството,
и силата, и славата вовеки.
Амин.

Video of a news segment

Sources & Further reading

https://en.wikipedia.org/wiki/Bulgarian_language
https://en.wikipedia.org/wiki/Bulgarian_phonology
https://en.wikipedia.org/wiki/Bulgarian_grammar
https://omniglot.com/writing/bulgarian.htm
https://www.languagesgulper.com/eng/Bulgarian_language.html

Previous LotWs

Höfex nën huelmai mai kiitanuj: Sparai!
Hello, and welcome to my language: Sparai! The conlang that's vaguely like English, but you can't quite put your finger on it. At least, that's what I'm going for.
Sparai is either one month old or eight years old, depending on where you start counting. My very first conlang (more of a really bad spelling reform), back in 2012, was...a mess. So in 2017 I reformed it, and it was still bad but not quite as much. I revisited it once more in July and have been working on it since then, and it's at a place I like now. So, let's take a look at phonology!
Phonology
First time ever making a table on reddit (and I'm on mobile, forgive me), so hopefully it goes well!

	Bilabial	Labiodental	Dental	Alveolar	Postalveolar	Palatal	Velar	Glottal
Nasal	m			n
Stop	p b			t d			k g
Sibilant Affricate					t͡ʃ d͡ʒ
Sibilant Fricative				s z	ʃ ʒ
Non-Sibilant Fricative		f v	θ					h
Approximant						j
Tap				ɾ
Lateral Approximant				l

Sparai also has /ʍ/, but I wasn't exactly sure where to put it.

	Front	Central	Back
Close	i		u
Near-Close			ʊ
Close-Mid	e		o
Mid		ə
Open-Mid	ɛ
Open	a

I really hope those tables came out well, because I don't want to do all that again lol. Anyway, a few orthographical notes for any letters that don't correspond with IPA:
/t͡ʃ/ is represented by both and /d͡ʒ/ is represented by /ʃ/ is represented by /ʒ/ is represented by /v/ is represented by if at the beginning of a word /θ/ is represented by /j/ is represented by /ɾ/ is represented by /ʍ/ is represented by
/i/ can be represented by either or ( is usually at the end of a word, but not always) /ʊ/ is represented by <ö> /e/ is represented by <ä> /ə/ is represented by <ë> at the beginning or middle of a word, but at the end of a word /ɛ/ is represented by
Grammar
Sparai grammar is fairly simple, as it is, one way or another, a descendant of English. However, there are a few "innovations", I suppose you could call them. To eliminate any need for noun case, the word order is strictly SOV. To eliminate any "need" for grammatical gender, adjectives attach themselves to the front of the noun they describe. For instance, to say "brutal attack", you'd say zjanëkarlag (zjanai being "brutal" and karlag being "attack"; note that -ai changes to -ë when attached to a noun). This also happens for possessive pronouns. Instead of having an entirely separate form, they just stick themselves to whatever it is they're possessing. "My brother" = kiibrëhj (kii "I" and brëhj "brother").
As for verbs, there is a set of present-tense conjugations:
1ps: -ai 2ps: -ak 3ps: -it 1pp, 2pp, 3pp: -at
The infinitive form is a vowel followed by , but usually the vowel is . So, "I throw" is Kii cihonai.
I only have two other tenses at the moment: simple past and future. I might add more, I'm not sure yet. Anyway, to express a past tense action, you add the suffix -mat: "She sang" is Si cunaimat. Note that the -ak changes to an -ai in past tense, most likely as a result of elision, and this is the only exception to the rule that -ai goes at the end of a word. For future tense, the process is similar: add the suffix -ptak. "We will read" is Kiat lenjaptak. The comes off here too for better flow.
There are seven irregular verbs, which I have conjugations for but I won't put those here. I'll just list the verbs:
"to be" (az) "to have" (miiz) "to speak" (liis) "to come" (ömri) "to go/to do" (kix) "to want" (äli) "to make" (köj)
Let's see, what else...most adjectives end in -ai (but not all), there's a reflexive prefix (yo-), a question particle that introduces an interrogative sentence (kurai), no articles, and a plural suffix (-at). Possession works differently for normal nouns. It actually works how it does in French. If you want to say "the school's students", you would say städayat dä xalar: "students (lit. "learners") of school".
Let's look at some example sentences!
"The loser of the game asked for a new teacher."
Täbai dä cunitii pai nömaixalai huajaimat.
/ˈte.bə de ˈt͡ʃu.nɪ.ti pə ˌnʊ.məˈʃa.lə ˈʍa.d͡ʒəˌmat/
loser of game for new-teacher ask-PA
"The declaration of war came after the brutal attack."
Stanitii dä hvagä hjoz zjanëkarlag panzaimat.
/staˈni.ti de ˈva.ɡe t͡ʃoz ˌʒa.nəˈkaɾ.laɡ ˈpan.zəˌmat/
declaration of war after brutal-attack happen-PA
"We remember that girl from the office."
Kiat këhj cio d'uvizj ebxanat.
/ˈki.at kət͡ʃ ˈt͡ʃi.o ˈdu.viʒ ˈɛb.ʃaˌnat/
we that girl of-office remember.1pp
I hope you enjoyed learning about my new conlang! If you have any comments please don't hesitate to leave them and I'll be sure to get back to you as soon as possible. Malidänkat! Thank you so much!
Edits: formatting, because I'm bad at it

Before this tale even begins, this is obviously a throwaway account. This is a big bitch of a story spanning two semesters, so I'm putting the tealdeer at the beginning and at the end for those who are short on time.
TL;DR - My French professor was so terrible that I decided to get him fired on behalf of my classmates. After he got fired, my partner that I worked with to do this tipped him off to an immigration agency to get him deported.
Last semester, I enrolled in an introductory French course at my university. This was to learn at least a little bit of French so that I could read French papers about French filmmaking techniques since I'm a pretty hardcore film student and I really love film as an art form. Plus, I needed some gen ed credit for my degree, so it made sense to take the course.
I went to the first lecture kind of dreading the course. I was in 19 credit hours, which is taking six classes in a single semester, and the class was 4 credit hours, meaning we met four days out of the week, every week. Very overwhelming schedule, indeed. Needless to say, I didn't work a single job that semester.
The professor, who will be referred to as Baguette because it's one of the few French words I actually know, began to go through the syllabus and I watched as the excitement that is usually present in students on the first day slowly left everyone's faces. Before I explain why, I have to address that this is the most basic French class that the university I go to offers and is really meant for people who never took a lick of French in high school. Like me.
Baguette announced that not only would he be teaching the entire class in fluent French with no English whatsoever, he wouldn't be answering questions in English at all, and if you asked him a question in French but got even a word or a conjugation wrong, he wouldn't answer you either. Attendance was mandatory as well, and you could only miss 4 class periods before he started dropping letter grades. Now, this attendance policy is unfair bullshit because we met for class just under 60 times that semester, meaning you would fail the course if you missed 8 class periods, which is only about 7% of the total course. I was looking around the class and people looked like they couldn't drop this class fast enough.
Then, he announced that not only would we not be using a physical book, we'd be using a free website online, a site called Francais Interactif. Now, this got some excitement back in the air. Textbook prices suck, and anything to lower the cost of education for students is great. You can even use the site yourself to practice your French skills, if you want. It's open source, knock yourself out.
That said, the site isn't meant to replace a textbook. There's a free workbook and audio files to help with aural comprehension on it, and that helped me and some of the other students pass some of the exams, but the site's equivalent to the part of a textbook that actually teaches you the material is extremely lacking, sometimes only having a couple of paragraphs about a really important concept in the language. In short, it gives you a ton of ways to practice concepts but almost no ways to learn them in the first place.
This would have been totally fine if Baguette would have explained things better in his lectures. But, as you'll recall, he gave them entirely in French, and in fast fluent French. So, picture this; you have to sit through four classes a week that you understand literally nothing of for an hour at a time while the professor rambles on in a language that you don't understand but are desperately trying to learn, and on top of all that, you can't even ask him any questions in English because he won't answer you and you can't ask him any questions in French either, because you don't know how to do that properly yet, and you won't for 3/4ths of the semester, because the unit that covers question words and phrases was arbitrarily put a few weeks after midterms, and on top of all that, you can't even really do your homework or study for exams because you have no fucking idea what any of this nasally shit means. Naturally, we, as a class, slowly started to get more and more frustrated as time went on. A few of us decided to band together and be friends and study partners to weather the storm. I'll call the important ones to the story R and S.
S was a foreign exchange student from Spain who spoke perfect Spanish and was taking the class to learn French for when she goes back to Europe. Now, we dug into what all other classes Baguette taught and found out that he taught Spanish, too. Perfect. We found a loophole. We could ask S a question in English, and she could ask him in Spanish, since it wasn't asking him in English, and he could answer in Spanish and she could translate that back to us in English. Now, you might be saying to yourself that this a fucking stupid and no self respecting educator should teach in this broken, shitty, ass-backwards way. You're right.
This worked for a bit, but he started answering S's Spanish questions in French to combat our little exploit of the rules. We were defeated and back to square one. We needed to devise a new plan, because most of us were failing at this point and we were stressed beyond belief.
R, a frat lad, and I, decidedly not a frat lad, became unlikely friends. He was a pretty naive kid, and he was a hardcore drinker. It visibly took a toll on him. He had a beer gut at 22 and addiction kind of mentally hollowed him out and made him flippant and emotional. The guy was super easy to piss off and he overreacted to everything. I felt bad for the guy and even outside of the struggle in class, I tried my best to be there for him. We were talking one day and we decided to meet up at the library and just theorize ways to crack the class to get at least a 60.
At the library, R was playing around on Francais Interactif trying to find the videos the professor would use for the aural part of the exam (basically, you'd listen to the video and copy down whatever the person was saying for credit. problem was, it was hard as shit and it was easily the part of the exams that took the biggest chunk out of the class's grade). He couldn't find them on the site anywhere and he got frustrated and gave up, so he started filling in the slots where you put answers on the homework pages of Francais Interactif with random words.
That's when we realized that when you do this, the site gives you the right answer regardless, no matter how wrong you are. Essentially, we now had access to the entire course's answers for the homework section and all we had to do was put one character into the answer boxes and, since all we had to do for the homework assignments was copy and paste our answers into a Word document and submit them online, we could theoretically do all the homework while knowing zero material whatsoever if we just changed the answers in Word. We sat for about 45 minutes and did the rest of the homework for the entire course this way in one sitting.
We agreed to not turn it all in at once so we couldn't get caught and we agreed to keep our mouths shut and only share this with people who wouldn't rat on us. Obviously, we told S.
One of the things I'll never forget about that first French class was that, during the final, one of the students started to quietly weep. Then, the weeping got louder, then louder still. The student was clutching his head in his hands and you could feel the palpable impotent frustration at his inability to do French correctly. After I finished the final, I saw him outside the class staring out a window in the hall. I asked if he was alright and what he was crying about and he told me he couldn't answer even the most basic questions asking for words for things like left and right and up and down and that was thing that finally broke him. That got to me, man.
Most of the kids failed the course, even some of the ones who used the homework exploit. R and S passed with a D and I passed with a C, surprisingly. The professor actually liked me, for some reason, and graded my exams a bit more fairly. Even still, I'm an A/B student, one in the Honor's Program at my university, so a C kind of stung my GPA. But, seeing as more than half the class failed, I counted my lucky stars that I got off easy.
I went to enroll in my classes for the next semester, and I had completely forgot that I still had to take another French class for my degree. I checked the class list and the second class you're supposed to take in the progression was only taught by Baguette. No other professor taught Beginning French II, apparently. This struck me as kind of odd, so I checked the rest of the French classes that were available. All of them, all 6 courses in the French department, were taught by Baguette. He was the only fucking teacher the department had. My stomach dropped as I realized I had locked myself into yet another class taught by the worst professor I've ever had, to this day.
This is class where the revenge begins, and I'm sorry if that preamble was too long, but I had to give context as to how horrible Baguette was. Even still, I'm frankly not doing him justice. His class was an artful trainwreck of incompetence, in the slowest slow motion available over nearly 60 class periods. And I had to do it again, only this time with harder material.
I had been keeping up with R and S over the winter break and S was going back to Spain, so she wouldn't be in the next class with me. But, I got R to enroll in the same section of Beginning French II as me.
Baguette passed out the syllabus to Beginning French II and it was the exact same as French I, down to us using Francais Interactif again, just in the higher chapters instead of the basic chapters. Now, here's the thing about learning a foreign language; you have to build from the basics, or else none of the other stuff makes sense. None of us in that class, not one person, knew any of the material past maybe Chapter 3. Most of us didn't even know how to ask questions. I did, so I asked questions for people who didn't, since S wasn't there.
Well, if you thought we bumbled through the basic material, no harder bumbling took place then when we started on things that have no direct English translation like y and en. When he asked students questions in this class, they'd just kind of look at him dumbfounded and shrug.
We got a study guide for our first exam and I was going to study my ass off so that I could get a better grade than a C. Besides a brief stint with depression my first semester that made me not be able to go to classes and fail one of my courses, a C was the lowest grade I had gotten at university. I must've studied for twenty hours over the course of a week before the exam. I hadn't even put that much effort into classes for my major. I got into class on the day of the exam, and nothing that I had spent all that time studying was on it. I bombed that test spectacularly, getting a 30%.
At this point, I was pretty much done. I was willing to go to my professor's office hours and ask him how I was supposed to study for his exams effectively, and his response is what began my quest to get revenge on him. He told me to watch YouTube videos. I don't know what it was about this that got me so pissed, but I was fired up.
But, that wasn't all that drove me to take the revenge I took on this fucker. No, what drove me to go after this guy was R calling me up crying after getting his exam back. He did worse than I did. He got a 15%. He kept repeating through sobs that he just wanted to be a good student and that he didn't want to disappoint his mom again. I'm not ashamed to admit that I cried at this. I thought back to that kid in French I after the final, about my peers and about R and something inside me snapped. I was going to get this guy fired and peacefully do anything else I could to ruin this guy's life one way or another, and R was going to be my Right Hand Man.
We met at his dorm and started brainstorming. It was about halfway through the semester, after our midterms. We both had a job, a significant other, extracurricular activities and I was taking 19 hours again this semester. We were going to need time on our side, a commodity that neither of us had, and we were going to need it quickly. We knew that the professor was going to be gone for a week at a conference right after spring break, so there was a two week window there. But, even still, we needed more time for what we started planning to do. I faked a doctor's note for two weeks absence and R agreed to use all four of his absences to meet at the same time French was supposed to occur and plan our peaceful academic coup.
Now, I knew I was eventually going to get caught from word go. But, I was so confident that I could get this guy fired before I would have a disciplinary hearing that I took the gamble, and Baguette took the bait. He excused me for two whole weeks.
So, you're probably wondering what we actually did. Well, the reason we needed so much time is that we needed time to both conduct interviews from the class as well as collect data on scores. We got a total of thirteen out of the seventeen students to make a statement about Baguette's performance in his Beginning French II class and all of them were negative. This was just in one section of the course.
Then, we asked if we could have their exam scores so that we could have some hard data to nail this guy with. All but two complied. We did some quick maths, and determined that more than half the class failed the exams, with most scoring between 30 and 50.
But, as it turns out, we didn't even need the exam scores given to us. We figured out that the online grade database site that our school uses so students can monitor their grades without asking their profs has a built in feature that shows the class average of every assignment that's put into the gradebook. Not a single assignment had a class average above a 50 except for the homework, which had a class average of around 80, no doubt thanks to the stupid exploit in the website.
Sure enough, I got tagged with a notice that I broke the discipline code of the university because obvious shop is obvious. But, it didn't matter. I had everything I needed to go to the Foreign Language department chair and sort this shit out. So, I did.
I showed the department chair all the data, let him listen to the audio from the student testimonies as well as gave my own testimony on the course. After showing him all this, he was dumbfounded. Not only did the chair not know that Baguette was a shitty teacher, almost nobody did course evaluations for French I, so he thought that Baguette was doing a decent job. He took all my evidence and gave it to the dean of arts and sciences and a couple weeks later, I get an email saying that Baguette was Bag-gone and that I was going to be withdrawn from the course along with everyone else who would've likely failed. Those who would've passed got to get a Credit Received grade without having to take the final. He got fired one semester before he qualified for his tenure.
But, that's not the juiciest fucking morsel of this tale. You're probably wondering how he got deported and how I found out that he got deported because of his firing. Well, after my disciplinary hearing got thrown out because the complainant was no longer affiliated with the university, I got more than I bargained for.
During his lectures, one of the few times he spoke English was after he introduced the syllabus on the first day. He had everyone introduce themselves and he started the exercise by introducing himself. Well, in his introduction, I remember him saying something about him being an immigrant from Venezuela. I live in the States (Etats-Unis for you Bonjour Bois), and some of you might know that we have pretty strict visa policies.
Well, R is pretty conservative. After our work got Baguette fired, we celebrated by getting some beer and shooting the shit. We talked about random aspects of the course and the fact that he was an immigrant got brought up. Apparently, R didn't know this and he was pretty upset about it. I tried to calm him down, but he went on a rant that I tried to politely nod along to while tuning out since I'm not really about that. I didn't think anything of it until a couple of days later.
He called me up and told me that he tipped Baguette off to a certain immigration agency for a "visa check" (his words, not mine) and that now all we had to do was wait. I was shocked. I didn't think this would go this far. I feigned that I was pleased with this but in reality, I was kinda bummed. Since he was probably here on an academic visa since he was a professor, he probably is going back home to Venezuela. I am glad, though, that he won't be teaching any more of my fellow students at my uni, because I wouldn't wish his classes on anyone.
TL;DR - My French professor was so terrible that I decided to get him fired on behalf of my classmates. After he got fired, my partner that I worked with to do this tipped him off to an immigration agency to get him deported.
edit: formatting
edit 2: thank 4 gold
edit 3: and, thanks for the silver, anon. i tried to respond to most of the more relevant comments throughout the day, but i've gotta start studying for finals and sleep. i can't promise that i'll get to everyone's comments tomorrow as i'm going to be checking it less and less throughout the day. this is a throwaway account, after all. may the odds be in your favor on finals week, fellow collegiate indentured servants!

I wrote an essay about how I feel in regards to our schools reopening in the US. I absolutely want for us to take all safety precautions necessary, but I don’t want to be stuck doing remote learning again. I posted this in popularopinions, but I don’t think I’m getting as much traction as I would here. I hope you enjoy. By the way, I’m a 17 year old Senior graduating in the year 2020 from a school in Mississippi.
Reopening: A Student’s Perspective
“Education is what remains after one forgets what one learned in school” Albert Einstein
What is education? Is it just the memorization of facts or figures? The memorization of historical events? Perhaps the proper conjugation of Spanish or French? I hope not. You see, all of these things, are simply contents to fill the ever-changing library of the infinitely expanding human mind. These are things any book could teach, any website or online mystery man behind a computer screen speaking from a prerecorded video file cannot truly fulfill the active mind. They are devoid of any interest or passion behind those individuals seeking to learn. No, I argue that education, a proper education, involves so very much more. The introduction and subsequent takeover of the virus COVID-19 has transformed our society. We as a society now live in constant fear of a virus that, while dangerous for some, is not for the majority of the population. In fact, COVID-19 is beginning to be found to be less virulent than previously thought, as while cases have increased, hospitalization rates have remained fairly consistent. Yes, people are at risk, those who are disabled, those with asthma, those who are immunocompromised. I’m one of those individuals with a compromised immune system. However, in order to return to a fully functioning societal state, it is necessary to integrate herd immunity into the population by allowing those healthy enough to fight back the virus, especially as it appears that a high rate of those who contract it, are asymptomatic. To come in contact with the virus and develop the antibodies is necessary to for the development of herd immunity. To live in fear of a virus, one that can be mitigated and managed far more effectively with other means than with the complete shutdown of our very society, is a severe overcompensation built, in my own opinion, upon fears fueled by an agenda filled political atmosphere and the manipulation of the public through careful control of the media. These opinions, while controversial, are my own, though not the topic of this essay. We need school. Not the technology-based substitution that stole away the final ten weeks of our last school year, but a true school experience. School consists of more than just the teaching of basic facts. It is in our schools that we learn the fundamentals of the human condition, including the way in which we navigate the world we live in. Our social structures are established through interaction with others, and nurtured and refined under the careful guidance of those whom are entrusted with our care each day. Our teachers truly shape the world we live in, but they are at a loss when forced to do it through a digital means. A computer can never replace a classroom, no matter how good the teacher or technology is. People need other people. Students need school. It is a fundamental aspect of all individuals, we cannot be alone. We cannot be separated, or we, as a community, will cease to flourish and begin to die. We lose our connection to a word beyond ourselves. Teenagers need other people. Children need other people. Adults need other people. And no technology can replace the kinds of interactions and experiences gained by the school environment. Aside from the ways in which human interaction is desperately needed for the development of society and those who live in it, it is equally important for the mental health of every single individual who participates in it. I speak for myself in saying that I’m tired of being at home. Not because I’m bored or simply tiring of it, but because it is a heavy burden to be cut off from society, to lose the connections I have formed. The mental effects upon the students are astronomically greater than I anticipated, both for myself, and for many others. Without the structure and support systems provided by the school system, coupled by those formed by people under its canvas, many teenagers are suffering from increased anxiety, depression, and prolonged stress that compromises our mental and emotional health. This epidemic will not slacken with a return an online curriculum or a half on, half off schedule. We need schools. We need people. And most of all, we need teachers. Our teachers are our lifeline on the bridge between childhood and adulthood, our introduction to the world around us. This lifeline purely exists in a classroom setting, where we can feel what we feel and seek out the support they extend to us time and time again. They offer us guidance and support in ways our parents sometimes can’t. Parents are a wonderfully strong support system, but there are times and places, from both an educational and personal aspect, that they simply cannot replace a great teacher. We need our teachers and we need our classrooms. Our real classrooms It is time to let us return. We, as students, deserve the chance to sing. To act. To play in a band under the Friday night lights, dancing until our legs are rubbery from exhaustion. To compete and prove our skill and purpose not just to others, but to ourselves. To know our hard work has paid off. To develop skills and practice with them so that we may become better people in a better society, a society that doesn’t exist and run from behind a screen. Interaction with real people cannot be learned from behind a screen. The time to return is now. We must shake off the irrational fear that has spread with such voracity within our society and move forward. To not accept this fear-filled atmosphere as a new normal, but instead take it as our chance to evolve into a better society, to prove to the world that we are stronger than a virus. To be people. Real people. That society starts in our classrooms. Within the walls of a school building, nurtured and influenced by peers and teachers alike. Now is the time to return and reopen. Because of all facts presented, one is undeniable. Students need their schools back. Society needs its schools back. Because in truth, when we leave, the most important things that come out aren’t people with their minds filled with many things that will be forgotten. No, the most important thing to come out of schools are the people, the individuals who will leave to change the world in ways influenced and driven by those who they meet and interact with and learn from within the walls of a school’s campus. For the protection and hope of a greater and better world, we all need our schools back.

faire - Conjugation of verb faire - Le Conjugueur Conjugaison

french conjugation present faire

french conjugation present faire - win

The french conjugation part 2: how to conjugate?

English is terrible, and we should get back to french being the lingua franca.

Learning FRENCH verbs

[Spoilers] [LONG] I tried translating the Latin lyrics again, and this is what I got.