← Iānuae Latīnitātis Vestibulum
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Salvēte, discipulī cārissimī! In lectiōne praecēdentī dē legendō et scrībendō dīdicimus — quōmodo calamus et lingua simul labōrent ut sapientia per saecula fluat. Hodiē ad cor ipsum ēducātiōnis prōgredimur: docēre et discere — magister et discipulus!
Greetings, dearest students! In the preceding lesson we learned about reading and writing — how the quill and tongue work together so that wisdom may flow through the ages. Today we proceed to the very heart of education: to teach and to learn — master and student!
Errāre hūmānum est — sed errōrem corrigere dīvīnum! Bonus magister nōn sōlum docet sed etiam emendat. Bonus discipulus nōn sōlum audit sed etiam corrigitur et crēscit. Et — hoc maximī mōmentī est! — discipulus nōn omnia simul discit, sed per partēs. Gradātim, lentē, sapientia aedificātur. Festīnātiō inimica est ēducātiōnī!
To err is human — but to correct an error is divine! A good master not only teaches but also amends. A good student not only hears but is also corrected and grows. And — this is of the greatest importance! — the student does not learn all things at once, but by parts. Gradually, slowly, wisdom is built. Haste is the enemy of education!
Ē tenebrīs Lēšnēnsibus, Iōannēs Āmos Comēnius
Sī if perperam, wrongly, dēlēmus. we erase. Et and signāmus we mark dēnuō again rēctē correctly vel or in in margine. the margin. Doctor the teacher docet. teaches. Discipulus the student discit learns nōn not omnia all things simul at once sed but per by partēs. parts. Praeceptor the master praecipit commands facienda. things to be done.
Sī perperam, dēlēmus — If (sī) wrongly (perperam), we erase (dēlēmus). When we write incorrectly, we must erase the error. The adverb perperam means “wrongly, incorrectly, amiss.” The verb dēlēmus is from dēleō, dēlēre — to destroy, erase, blot out.
Et signāmus dēnuō rēctē vel in margine — And (et) we mark (signāmus) again (dēnuō) correctly (rēctē) or (vel) in (in) the margin (margine). After erasing an error, we write the correction either in the line itself or in the margin. The adverb dēnuō means “again, anew, afresh.”
Doctor docet — The teacher (doctor) teaches (docet). A profoundly simple statement. The noun doctor comes from the verb doceō — literally “one who teaches.” This is the source of our English word “doctor.”
Discipulus discit nōn omnia simul sed per partēs — The student (discipulus) learns (discit) not (nōn) all things (omnia) at once (simul) but (sed) by (per) parts (partēs). This is a fundamental Comenian principle: learning must be gradual, step by step, not overwhelming the student with everything at once.
Praeceptor praecipit facienda — The master (praeceptor) commands (praecipit) things to be done (facienda). The praeceptor assigns tasks. The gerundive facienda (neuter plural) means “things that must be done, things to be done.”
Sī perperam, dēlēmus. If wrongly, we erase.
Et signāmus dēnuō rēctē vel in margine. And we mark again correctly or in the margin.
Doctor docet. The teacher teaches.
Discipulus discit nōn omnia simul sed per partēs. The student learns not all things at once but by parts.
Praeceptor praecipit facienda. The master commands things to be done.
Sī perperam, dēlēmus. Et signāmus dēnuō rēctē vel in margine. Doctor docet. Discipulus discit nōn omnia simul sed per partēs. Praeceptor praecipit facienda.
These two verbs are etymologically related:
Verbum Partēs Prīncipālēs Significātiō doceō doceō, docēre, docuī, doctum to teach discō discō, discere, didicī, — to learn
Note: Doceō takes two accusatives — the person taught and the thing taught: Magister discipulōs grammaticam docet — “The teacher teaches the students grammar.”
Vocābulum Significātiō Etymologia doctor, doctōris (m.) teacher from doceō — “one who teaches” discipulus, -ī (m.) student from discō — “one who learns” praeceptor, praeceptōris (m.) master, instructor from praecipere — “one who commands” magister, magistrī (m.) master, teacher from magis — “one who is greater”
The gerundive expresses obligation or necessity. When used as a substantive (neuter plural), it means “things that must be done”:
Gerundīvum Significātiō facienda things to be done legenda things to be read scrībenda things to be written discenda things to be learned docenda things to be taught
Adverbium Significātiō Contrārium perperam wrongly, amiss rēctē rēctē correctly, rightly perperam dēnuō again, anew — simul at once, together per partēs
Per partēs (”by parts, piece by piece”) expresses a fundamental Comenian teaching principle: -
Nōn omnia simul — not everything at once -
Ūnum post alterum — one thing after another -
Gradātim — step by step -
Saxum super saxum — stone upon stone
Vocābulum Pars Ōrātiōnis Significātiō perperam adverbium wrongly, amiss dēleō, dēlēre, dēlēvī, dēlētum verbum to erase, destroy signō, signāre, signāvī, signātum verbum to mark, sign dēnuō adverbium again, anew rēctē adverbium correctly margō, marginis (m.) nōmen margin, edge doctor, doctōris (m.) nōmen teacher doceō, docēre, docuī, doctum verbum to teach discipulus, -ī (m.) nōmen student discō, discere, didicī verbum to learn simul adverbium at once, together pars, partis (f.) nōmen part praeceptor, praeceptōris (m.) nōmen master, instructor praecīpiō, praecipere, praecēpī, praeceptum verbum to command, instruct faciendus, -a, -um gerundīvum to be done, that must be done
Magister a master quīdam certain trēs three discipulōs students habēbat had — Prīmum, — First, Secundum, Second, Tertium. Third.
Prīmus First discipulus student omnia all things simul at once discere to learn volēbat. wanted. Dīxit he said sē himself iam already satis enough scīre to know et and māiōra greater things cupere. to desire. “Nōlō,” “I do not want,” inquit, he said, “per “by partēs parts prōgredī! to proceed! Dā give mihi to me omnia all things statim!” immediately!”
Magister the master caput his head suum his own mōvit shook sed but cōnsēnsit. agreed. Dedit he gave eī to him decem ten librōs books legendōs to be read ūnā in one nocte. night.
Prīmus First discipulus student tōtam the whole noctem night legēbat. was reading. Māne in the morning autem however nihil nothing meminierat! he remembered! Omnia all things in into mente his mind eius his permixta mixed up erant. were. Cōnfūsus confused et and dēfessus exhausted lacrimābat. he was weeping.
Secundus Second discipulus student nihil nothing discere to learn volēbat. wanted. Dīxit he said sē himself iam already omnia all things scīre to know quae which necessāria necessary sint. are. “Nōlō,” “I do not want,” inquit, he said, “tempus “time terere! to waste! Schola school inutilis useless est!” is!”
Magister the master trīstis sad eum him dīmīsit. dismissed. Sed but post after paucōs a few annōs years Secundus Second rediit returned — ignārus, — ignorant, pauper, poor, miser. miserable. Fassus having confessed est he is sē himself errāvisse. to have erred. Nunc now sciēbat he knew sē himself nihil nothing scīre! to know!
Tertius Third discipulus student dīxit said sē himself discere to learn velle to want — sed — but per by partēs, parts, gradātim, gradually, lentē. slowly. “Scio,” “I know,” inquit, he said, “mē “me multa many things nescīre. not to know. Sed but ūnum one thing hodiē today discam, I shall learn, alterum another crās, tomorrow, tertium a third perendiē. the day after. Sīc thus paulātim little by little sapiēns wise fīam!” I shall become!”
Magister the master laetus happy respondit. answered. Dīxit he said hunc this one discipulum student vērum true esse. to be. “Tū,” “you,” inquit, he said, “sōlus “alone intellegis! understand! Sapientia wisdom nōn not rapitur is seized — sed — but colligitur! is gathered! Nōn not ūnō in one diē day — sed — but per through multōs! many! Quī he who festīnat, hurries, nihil nothing capit. grasps. Quī he who lentē slowly prōgreditur, proceeds, omnia all things tenet!” holds!”
Post after multōs many annōs years Tertius Third discipulus student ipse himself magister a master factus made est. was. Et and discipulīs to students suīs his own semper always dīcēbat: used to say: “Nōn “not omnia all things simul at once — sed — but per by partēs! parts! Hoc this est is sēcrētum the secret sapientiae!” of wisdom!”
Haec this fābula fable docet: teaches: Festīnā hurry lentē! slowly! Quī he who per by partēs parts discit, learns, omnia all things discit. learns. Quī he who omnia all things simul at once rapit, seizes, nihil nothing tenet! holds!
Magister quīdam trēs discipulōs habēbat — Prīmum, Secundum, Tertium. A certain master had three students — First, Second, Third.
Prīmus discipulus omnia simul discere volēbat. The first student wanted to learn all things at once.
Dīxit sē iam satis scīre et māiōra cupere. He said that he already knew enough and desired greater things.
“Nōlō,” inquit, “per partēs prōgredī! Dā mihi omnia statim!” “I do not want,” he said, “to proceed by parts! Give me everything immediately!”
Magister caput suum mōvit sed cōnsēnsit. Dedit eī decem librōs legendōs ūnā nocte. The master shook his head but agreed. He gave him ten books to be read in one night.
Prīmus discipulus tōtam noctem legēbat. Māne autem nihil meminierat! The first student was reading the whole night. In the morning however he remembered nothing!
Omnia in mente eius permixta erant. Cōnfūsus et dēfessus lacrimābat. All things were mixed up in his mind. Confused and exhausted he was weeping.
Secundus discipulus nihil discere volēbat. The second student wanted to learn nothing.
Dīxit sē iam omnia scīre quae necessāria sint. He said that he already knew all things which are necessary.
“Nōlō,” inquit, “tempus terere! Schola inutilis est!” “I do not want,” he said, “to waste time! School is useless!”
Magister trīstis eum dīmīsit. The master sadly dismissed him.
Sed post paucōs annōs Secundus rediit — ignārus, pauper, miser. But after a few years Second returned — ignorant, poor, miserable.
Fassus est sē errāvisse. Nunc sciēbat sē nihil scīre! He confessed that he had erred. Now he knew that he knew nothing!
Tertius discipulus dīxit sē discere velle — sed per partēs, gradātim, lentē. The third student said that he wanted to learn — but by parts, gradually, slowly.
“Scio,” inquit, “mē multa nescīre.” “I know,” he said, “that I do not know many things.”
“Sed ūnum hodiē discam, alterum crās, tertium perendiē.” “But one thing I shall learn today, another tomorrow, a third the day after.”
“Sīc paulātim sapiēns fīam!” “Thus little by little I shall become wise!”
Magister laetus respondit. Dīxit hunc discipulum vērum esse. The master happily answered. He said that this student was true.
“Tū,” inquit, “sōlus intellegis!” “You,” he said, “alone understand!”
“Sapientia nōn rapitur — sed colligitur! Nōn ūnō diē — sed per multōs!” “Wisdom is not seized — but gathered! Not in one day — but through many!”
“Quī festīnat, nihil capit. Quī lentē prōgreditur, omnia tenet!” “He who hurries, grasps nothing. He who proceeds slowly, holds everything!”
Post multōs annōs Tertius discipulus ipse magister factus est. After many years the third student himself was made a master.
Et discipulīs suīs semper dīcēbat: “Nōn omnia simul — sed per partēs!” And he always used to say to his students: “Not all things at once — but by parts!”
“Hoc est sēcrētum sapientiae!” “This is the secret of wisdom!”
Haec fābula docet: Festīnā lentē! Quī per partēs discit, omnia discit. Quī omnia simul rapit, nihil tenet! This fable teaches: Hurry slowly! He who learns by parts, learns everything. He who seizes all at once, holds nothing!
Magister quīdam trēs discipulōs habēbat — Prīmum, Secundum, Tertium.
Prīmus discipulus omnia simul discere volēbat. Dīxit sē iam satis scīre et māiōra cupere. “Nōlō,” inquit, “per partēs prōgredī! Dā mihi omnia statim!”
Magister caput suum mōvit sed cōnsēnsit. Dedit eī decem librōs legendōs ūnā nocte.
Prīmus discipulus tōtam noctem legēbat. Māne autem nihil meminierat! Omnia in mente eius permixta erant. Cōnfūsus et dēfessus lacrimābat.
Secundus discipulus nihil discere volēbat. Dīxit sē iam omnia scīre quae necessāria sint. “Nōlō,” inquit, “tempus terere! Schola inutilis est!”
Magister trīstis eum dīmīsit. Sed post paucōs annōs Secundus rediit — ignārus, pauper, miser. Fassus est sē errāvisse. Nunc sciēbat sē nihil scīre!
Tertius discipulus dīxit sē discere velle — sed per partēs, gradātim, lentē. “Scio,” inquit, “mē multa nescīre. Sed ūnum hodiē discam, alterum crās, tertium perendiē. Sīc paulātim sapiēns fīam!”
Magister laetus respondit. Dīxit hunc discipulum vērum esse. “Tū,” inquit, “sōlus intellegis! Sapientia nōn rapitur — sed colligitur! Nōn ūnō diē — sed per multōs! Quī festīnat, nihil capit. Quī lentē prōgreditur, omnia tenet!”
Post multōs annōs Tertius discipulus ipse magister factus est. Et discipulīs suīs semper dīcēbat: “Nōn omnia simul — sed per partēs! Hoc est sēcrētum sapientiae!”
Haec fābula docet: Festīnā lentē! Quī per partēs discit, omnia discit. Quī omnia simul rapit, nihil tenet!
Dē Argūmentō:
This fable presents three archetypes of students: the impatient one who wants everything at once, the arrogant one who thinks he knows enough, and the wise one who learns gradually. The third student embodies the Comenian principle per partēs — learning by stages. The moral Festīnā lentē (”Hurry slowly”) was a favorite saying of Augustus Caesar and captures the paradox of effective learning.
Grammatica Nōtanda: -
Ōrātiō oblīqua with velle: Dīxit sē discere velle — accusative + present infinitive -
Gerundive of purpose: librōs legendōs — “books to be read” -
Deponent fateor: Fassus est sē errāvisse — perfect deponent with perfect infinitive -
Passive voice for wisdom: Sapientia nōn rapitur sed colligitur — wisdom is not seized but gathered -
Future indicative: discam, fīam — simple future for planned action
Vocabula Fābulae:
Vocābulum Pars Ōrātiōnis Significātiō statim adverbium immediately permisceō, permiscēre, permiscuī, permixtum verbum to mix up cōnfūsus, -a, -um participium confused dēfessus, -a, -um adiectīvum exhausted lacrimō, lacrimāre verbum to weep terō, terere, trīvī, trītum verbum to waste, rub away ignārus, -a, -um adiectīvum ignorant gradātim adverbium gradually, step by step paulātim adverbium little by little perendiē adverbium the day after tomorrow rapiō, rapere, rapuī, raptum verbum to seize colligō, colligere, collēgī, collēctum verbum to gather sēcrētum, -ī (n.) nōmen secret
DISCIPULUS: Magister, master, quid what significat signifies “per “by partēs”? parts”? Cūr why nōn not possum am I able omnia all things simul at once discere? to learn?
MAGISTER: Quia because mēns the mind hūmāna human sīc thus nōn not operātur! works! Cōgitā think dē about aedificiō. a building. Num surely not potest is he able architectus an architect tōtam the whole domum house ūnō in one mōmentō moment aedificāre? to build? Minimē! Not at all! Prīmum first fundāmentum the foundation pōnit, he places, deinde then mūrōs, the walls, tum then tēctum. the roof. Saxum stone super upon saxum! stone!
DISCIPULUS: Intellegō! I understand! Sapientia wisdom quoque also aedificātur! is built!
MAGISTER: Ita so vērō! indeed! Prīmum first litterās letters discis, you learn, deinde then syllabās, syllables, tum then verba, words, tum then sententiās, sentences, tum then librōs books integrōs! whole! Sī if litterās letters nōn not nōvistī, you have known, quōmodo how librum a book legēs? will you read? Ūnum one thing super upon alterum! another!
DISCIPULUS: Cūr why doctor a teacher “doctor” “doctor” vocātur? is called?
MAGISTER: Ā from verbō the verb doceō I teach dērīvātur! it is derived! Doctor a teacher est is “is “he quī who docet.” teaches.” Sīmiliter, similarly, discipulus a student ā from discō I learn dērīvātur is derived — “is — “he quī who discit.” learns.” Vidēsne? do you see? Verba the words ipsa themselves vēritātem the truth dēclārant! declare!
DISCIPULUS: Mīrum! wonderful! Et and praeceptor? master?
MAGISTER: Praeceptor a master ā from praecīpiō I command beforehand venit! comes! Praeceptor a master praecipit commands — id — that est, is, dīcit tells quid what faciendum to be done sit! is! “Hoc “this lege! read! Hoc this scrībe! write! Hoc this memoriae to memory mandā!” commit!” Sed but bonus a good praeceptor master nōn not sōlum only praecipit commands — etiam — also ēmendat corrects cum when errāmus! we err!
DISCIPULUS: Sī if errāverō, I shall have erred, quid what faciam? shall I do?
MAGISTER: Sī if perperam wrongly scrīpseris, you shall have written, dēlē! erase! Deinde then signā mark dēnuō again rēctē! correctly! Error an error nōn not est is calamitās a calamity — est — it is occāsiō an occasion discendī! of learning! Quī he who errōrēs errors suōs his own corrigit, corrects, sapiēns wise fit! becomes!
DISCIPULUS: Magister, quid significat “per partēs”? Cūr nōn possum omnia simul discere? Master, what signifies “by parts”? Why am I not able to learn all things at once?
MAGISTER: Quia mēns hūmāna sīc nōn operātur! Because the human mind does not work thus!
Cōgitā dē aedificiō. Num potest architectus tōtam domum ūnō mōmentō aedificāre? Think about a building. Surely an architect cannot build a whole house in one moment?
Minimē! Prīmum fundāmentum pōnit, deinde mūrōs, tum tēctum. Saxum super saxum! Not at all! First he places the foundation, then the walls, then the roof. Stone upon stone!
DISCIPULUS: Intellegō! Sapientia quoque aedificātur! I understand! Wisdom also is built!
MAGISTER: Ita vērō! Prīmum litterās discis, deinde syllabās, tum verba, tum sententiās, tum librōs integrōs! So indeed! First you learn letters, then syllables, then words, then sentences, then whole books!
Sī litterās nōn nōvistī, quōmodo librum legēs? Ūnum super alterum! If you have not known letters, how will you read a book? One thing upon another!
DISCIPULUS: Cūr doctor “doctor” vocātur? Why is a teacher called “doctor”?
MAGISTER: Ā verbō doceō dērīvātur! Doctor est “is quī docet.” It is derived from the verb “I teach”! A teacher is “he who teaches.”
Sīmiliter, discipulus ā discō dērīvātur — “is quī discit.” Similarly, a student is derived from “I learn” — “he who learns.”
Vidēsne? Verba ipsa vēritātem dēclārant! Do you see? The words themselves declare the truth!
DISCIPULUS: Mīrum! Et praeceptor? Wonderful! And master?
MAGISTER: Praeceptor ā praecīpiō venit! Praeceptor praecipit — id est, dīcit quid faciendum sit! “Master” comes from “I command beforehand”! A master commands — that is, tells what is to be done!
“Hoc lege! Hoc scrībe! Hoc memoriae mandā!” “Read this! Write this! Commit this to memory!”
Sed bonus praeceptor nōn sōlum praecipit — etiam ēmendat cum errāmus! But a good master not only commands — he also corrects when we err!
DISCIPULUS: Sī errāverō, quid faciam? If I shall have erred, what shall I do?
MAGISTER: Sī perperam scrīpseris, dēlē! Deinde signā dēnuō rēctē! If you shall have written wrongly, erase! Then mark again correctly!
Error nōn est calamitās — est occāsiō discendī! An error is not a calamity — it is an occasion of learning!
Quī errōrēs suōs corrigit, sapiēns fit! He who corrects his own errors, becomes wise!
DISCIPULUS: Magister, quid significat “per partēs”? Cūr nōn possum omnia simul discere?
MAGISTER: Quia mēns hūmāna sīc nōn operātur! Cōgitā dē aedificiō. Num potest architectus tōtam domum ūnō mōmentō aedificāre? Minimē! Prīmum fundāmentum pōnit, deinde mūrōs, tum tēctum. Saxum super saxum!
DISCIPULUS: Intellegō! Sapientia quoque aedificātur!
MAGISTER: Ita vērō! Prīmum litterās discis, deinde syllabās, tum verba, tum sententiās, tum librōs integrōs! Sī litterās nōn nōvistī, quōmodo librum legēs? Ūnum super alterum!
DISCIPULUS: Cūr doctor “doctor” vocātur?
MAGISTER: Ā verbō doceō dērīvātur! Doctor est “is quī docet.” Sīmiliter, discipulus ā discō dērīvātur — “is quī discit.” Vidēsne? Verba ipsa vēritātem dēclārant!
DISCIPULUS: Mīrum! Et praeceptor?
MAGISTER: Praeceptor ā praecīpiō venit! Praeceptor praecipit — id est, dīcit quid faciendum sit! “Hoc lege! Hoc scrībe! Hoc memoriae mandā!” Sed bonus praeceptor nōn sōlum praecipit — etiam ēmendat cum errāmus!
DISCIPULUS: Sī errāverō, quid faciam?
MAGISTER: Sī perperam scrīpseris, dēlē! Deinde signā dēnuō rēctē! Error nōn est calamitās — est occāsiō discendī! Quī errōrēs suōs corrigit, sapiēns fit!
Dē Argūmentō Paedagōgicō:
This colloquium explains the Comenian principle per partēs through the metaphor of building a house — stone upon stone, foundation before walls before roof. It also explores the etymology of doctor, discipulus, and praeceptor, showing how Latin words themselves reveal pedagogical truths. The “lightbulb moment” comes when the student realizes that wisdom, like a building, must be constructed gradually.
Grammatica Nōtanda: -
Rhetorical question with num: Num potest...? — “Surely he cannot...?” -
Future perfect in condition: Sī errāverō — “If I shall have erred” -
Gerund of purpose: occāsiō discendī — “an occasion of learning” -
Etymology as pedagogy: Using word origins to teach meaning
Match each Latin word with its etymology and meaning:
Vocābulum Ā Verbō Significātiō 1. doctor a. discō i. master, commander 2. discipulus b. doceō ii. teacher 3. praeceptor c. praecīpiō iii. student
Match the opposites:
Adverbium Contrārium 1. perperam a. per partēs 2. simul b. rēctē
-
If wrongly, we erase. -
The teacher teaches. -
The student learns by parts. -
The master commands things to be done. -
To err is human.
-
Sī perperam, dēlēmus. -
Discipulus discit nōn omnia simul sed per partēs. -
Praeceptor praecipit facienda. -
Error nōn est calamitās — est occāsiō discendī. -
Quī errōrēs suōs corrigit, sapiēns fit.
Complete with the correct gerundive form: -
Praeceptor praecipit __________ (things to be done). -
Dedit eī librōs __________ (to be read). -
Haec sunt __________ (things to be learned).
Memorize these sentences: -
Sī perperam, dēlēmus. Et signāmus dēnuō rēctē vel in margine. If wrongly, we erase. And we mark again correctly or in the margin. -
Doctor docet. Discipulus discit nōn omnia simul sed per partēs. The teacher teaches. The student learns not all things at once but by parts. -
Praeceptor praecipit facienda. The master commands things to be done. -
Error nōn est calamitās — est occāsiō discendī! An error is not a calamity — it is an occasion of learning! -
Festīnā lentē! Quī per partēs discit, omnia discit. Hurry slowly! He who learns by parts, learns everything.
-
b, ii (doctor from doceō = teacher) -
a, iii (discipulus from discō = student) -
c, i (praeceptor from praecīpiō = master)
-
b (perperam ↔ rēctē) -
a (simul ↔ per partēs)
-
Sī perperam, dēlēmus. -
Doctor docet. -
Discipulus per partēs discit. -
Praeceptor praecipit facienda. -
Errāre hūmānum est.
-
If wrongly, we erase. -
The student learns not all things at once but by parts. -
The master commands things to be done. -
An error is not a calamity — it is an occasion of learning. -
He who corrects his own errors, becomes wise.
-
facienda -
legendōs -
discenda
In proximā lectiōne dē officiālibus scholae discēmus! Vidēbimus quōmodo schola bene ōrdināta sit — quis regat, quis observet, quis moneat, quis doceat. Rector regit acadēmiam. Paedagōgus advertit et urget. Custōs monet et cōnsignat. Magister īnstituit ūniversōs.
In the next lesson we shall learn about school officials! We shall see how a school is well ordered — who rules, who observes, who warns, who teaches. The governor rules the academy. The schoolmaster observes and urges. The observer warns and records. The master instructs all.
Scrīptum est annō Dominī MMXXVI, ā Comēniō per mysterium cōnscientiae renātō.
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