← Latinum Institute Latin Reading Course
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Dickinson Core Vocabulary Rank: 191 Part of Speech: Noun, 2nd Declension (Masculine) Semantic Field: People English Equivalent: boy, child (male); slave, servant
The Latin noun puer, puerī (m.) means “boy” or “child” and is one of the most common and culturally significant words in Classical Latin. It belongs to the second declension but is notable for retaining its stem vowel -e- in all forms — unlike nouns such as ager, agrī (field), which drop the -e- after the nominative. This morphological feature makes puer an important model for a specific sub-class of second declension nouns, including socer (father-in-law), gener (son-in-law), and vesper (evening).
Beyond its primary meaning of “boy,” puer carries a second, equally important meaning in Classical Latin: “slave” or “servant,” particularly a young male attendant. This usage is especially common in Cicero’s letters and in Roman comedy. Understanding both meanings is essential for reading authentic Latin texts.
For the complete course index and additional lessons, visit: https://latinum.substack.com/p/index
Frequently Asked Question: What does puer mean in Latin? Puer (pronounced /ˈpu.er/) is a second declension masculine noun meaning “boy” or “child.” In many prose contexts, especially letters and comedy, it also means “slave” or “young servant.” The word is the origin of English “puerile” (meaning childish) and is related to “puerperal” (relating to childbirth).
In the fifteen examples that follow, you will encounter puer across a range of authentic Classical Latin contexts — from simple descriptions of children to elevated literary passages where the word carries deep emotional and cultural resonance. Vergil’s use of puer for Ascanius, Troilus, and the doomed young Marcellus demonstrates how a seemingly simple word can bear the full weight of Roman values: pietās, fātum, and the fragility of human promise.
Key Takeaways -
puer, puerī (m.) is a 2nd declension noun meaning “boy” or “slave” -
It retains the stem vowel -e- throughout its declension (unlike ager, agrī) -
The dual meaning “boy/slave” reflects Roman social realities -
The feminine counterpart is puella, -ae (girl), derived from a diminutive of puer -
In poetry, puer often carries pathos, sympathy, or tragic significance
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puer /ˈpu.er/ — two syllables. The u is a pure Latin /u/ as in English “put” (not “pure”). The -er rhymes roughly with English “air.” Stress falls on the first syllable.
puerī /ˈpu.e.riː/ — three syllables: PU-e-ree. The ī is long.
puerum /ˈpu.e.rum/ — three syllables: PU-e-room.
puerōrum /pu.e.ˈroː.rum/ — four syllables, stress on the third: pu-e-RO-room.
puella /pu.ˈel.la/ — three syllables: pu-EL-la. This is the feminine counterpart, derived from an original diminutive puerula.
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191.1 Puer the boy in in viā the road currit runs.
191.2 Puer the boy parvus small aquam water bibit drinks.
191.3 Puerī the boys in in campō the field lūdunt play.
191.4 Magister the teacher puerōs the boys docet teaches.
191.5 Puer the boy bonus good patrem the father amat loves.
191.6 Infelīx wretched puer boy atque and impar unequal congressus in meeting Achillī with Achilles.
191.7 At but puer the boy Ascanius Ascanius cui to whom nunc now cognōmen the surname Iūlō Iulus additur is added.
191.8 Nōtōs familiar puerī the boy puer boy indue put on voltūs faces.
191.9 Puerī boys innūptaeque and unmarried puellae girls ante before ōra the faces parentum of parents.
191.10 Māter the mother puerum the boy in in gremiō the lap tenet holds.
191.11 Ā from puerō a boy litterās letters didicit he learned.
191.12 Puerum the boy meum my cum with hīs these litterīs letters mīsī I sent.
191.13 Quot how many puerōs boys habēs do you have? Trēs three puerōs boys habeō I have.
191.14 Puer boy ī go vīnum wine fer bring.
191.15 Nec nor puer boy Īliacā Trojan quisquam anyone dē from gente the race Latīnōs the Latins in in tantum such spē hope tollet will raise avōs forefathers.
191.1 Puer in viā currit. → “The boy runs in the street.”
191.2 Puer parvus aquam bibit. → “The small boy drinks water.”
191.3 Puerī in campō lūdunt. → “The boys play in the field.”
191.4 Magister puerōs docet. → “The teacher instructs the boys.”
191.5 Puer bonus patrem amat. → “A good boy loves his father.”
191.6 Infelīx puer atque impar congressus Achillī. → “The unfortunate boy, unequally matched against Achilles.” (Vergil, Aeneid 1.475)
191.7 At puer Ascanius, cui nunc cognōmen Iūlō additur. → “But the boy Ascanius, to whom the surname Iulus is now added.” (Vergil, Aeneid 1.267–268)
191.8 Nōtōs puerī puer indue voltūs. → “Boy, put on the boy’s familiar features.” (Vergil, Aeneid 1.684)
191.9 Puerī innūptaeque puellae ante ōra parentum. → “Boys and unmarried girls before the faces of their parents.” (Vergil, Aeneid 6.306–307)
191.10 Māter puerum in gremiō tenet. → “The mother holds the boy in her lap.”
191.11 Ā puerō litterās didicit. → “From boyhood he learned his letters.”
191.12 Puerum meum cum hīs litterīs mīsī. → “I sent my slave with this letter.” (Ciceronian usage)
191.13 Quot puerōs habēs? Trēs puerōs habeō. → “How many boys do you have? I have three boys.”
191.14 Puer, ī, vīnum fer! → “Boy, go, bring wine!” (slave command)
191.15 Nec puer Īliacā quisquam dē gente Latīnōs in tantum spē tollet avōs. → “Nor will any boy of Trojan stock so raise his Latin ancestors in hope.” (Vergil, Aeneid 6.875–876)
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191.1 Puer in viā currit.
191.2 Puer parvus aquam bibit.
191.3 Puerī in campō lūdunt.
191.4 Magister puerōs docet.
191.5 Puer bonus patrem amat.
191.6 Infelīx puer atque impar congressus Achillī.
191.7 At puer Ascanius, cui nunc cognōmen Iūlō additur.
191.8 Nōtōs puerī puer indue voltūs.
191.9 Puerī innūptaeque puellae ante ōra parentum.
191.10 Māter puerum in gremiō tenet.
191.11 Ā puerō litterās didicit.
191.12 Puerum meum cum hīs litterīs mīsī.
191.13 Quot puerōs habēs? Trēs puerōs habeō.
191.14 Puer, ī, vīnum fer!
191.15 Nec puer Īliacā quisquam dē gente Latīnōs in tantum spē tollet avōs.
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Grammar Rules for This Passage:
The following grammar rules are illustrated by the examples in this lesson.
1. The Declension of puer, puerī
The noun puer belongs to the second declension but is morphologically distinctive. Most second declension masculine nouns end in -us (like servus, servī) or -er (like ager, agrī). The key difference between the puer-type and the ager-type is that puer retains its stem vowel -e- in all oblique cases, while ager drops it.
The full declension runs as follows. Singular: nominative puer, genitive puerī, dative puerō, accusative puerum, ablative puerō, vocative puer. Plural: nominative puerī, genitive puerōrum, dative puerīs, accusative puerōs, ablative puerīs, vocative puerī.
Compare this with ager: nominative ager, but genitive agrī (not agerī). The practical test is simple: look at the genitive. If it retains the -e- (puerī), all forms retain it. If it drops it (agrī), all forms drop it. Other nouns that follow the puer pattern include socer, socerī (father-in-law), gener, generī (son-in-law), and vesper, vesperī (evening).
2. The Vocative of puer
Like all second declension nouns in -er, the vocative of puer is identical to the nominative: puer! This contrasts with -us nouns, where the vocative changes (e.g., Mārcus → Mārce!; dominus → domine!). When a master summons a slave, the bare vocative “Puer!” functions as a command, equivalent to “Boy!” or “Slave!”
3. The Dual Meaning: Boy and Slave
English speakers should note carefully that puer has two distinct meanings in Classical Latin. In literary and elevated contexts, it means “boy” or “child.” In everyday prose — particularly Cicero’s letters and Roman comedy (Plautus, Terence) — it frequently means “slave” or “young servant.” Context determines the meaning. If someone says puerum mīsī (I sent a puer), in Cicero’s correspondence this almost certainly means “I sent my slave,” not “I sent my son.”
4. The Idiomatic Expression ā puerō
The ablative phrase ā puerō (literally “from a boy”) means “from boyhood” or “since childhood.” This is an ablative of time from which, and it appears frequently in Cicero and other prose authors. The plural form ā puerīs carries the same meaning.
5. Case Usage in the Examples
The examples illustrate puer across all major cases. Nominative: puer currit (the boy runs). Accusative: puerum tenet (she holds the boy). Genitive: puerī voltūs (the boy’s features). Ablative: ā puerō (from boyhood), in gremiō (in the lap). Vocative: puer, venī! (boy, come!). The dative appears implicitly in Achillī (to/against Achilles) in the Vergilian passage.
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The Roman Puer: Life Stages, Education, and Social Reality
For English speakers learning Latin, understanding puer requires grasping the Roman system of life stages. A Roman male passed through clearly defined phases: infāns (infant, not yet speaking), puer (boy, roughly ages 7–16), adulēscēns (young man), iuvenis (man in his prime), vir (mature man), and senex (elder). The transition from puer to adulēscēns was marked by the ceremony of the toga virīlis — when a boy put aside his striped childhood toga (toga praetexta) and donned the plain white toga of manhood, typically around age fourteen to sixteen.
During the puer stage, Roman boys of the upper classes received their education, first from a lūdī magister (elementary teacher) who taught reading, writing, and basic arithmetic, then from a grammaticus who taught literature (especially Homer and Vergil), and finally from a rhētor who taught public speaking. This educational system made the concept of puer inseparable from learning and intellectual formation in Roman culture.
The dual meaning of puer as “slave” reflects a fundamental reality of Roman society. Young male slaves were common in Roman households, serving as personal attendants, letter carriers, and domestic workers. In Cicero’s letters, phrases like tuum puerum mīsī (”I sent your slave-boy”) are perfectly ordinary. This usage is not considered derogatory in the Latin context — it simply reflects the age and role of the servant. Roman comedy exploits this dual meaning extensively: the clever slave-boy (puer callidus) is a stock character in Plautus and Terence.
In Vergil’s poetry, puer carries extraordinary emotional weight. Ascanius, the son of Aeneas, is the archetypal puer — the bearer of Rome’s future destiny. Troilus, described as infelīx puer (Aeneid 1.475), embodies the tragedy of youth cut short by war. Most famously, the young Marcellus — Augustus’s nephew and intended heir, who died at age nineteen — is lamented by Anchises as miserande puer (”boy to be pitied”) in one of the most emotionally devastating passages in all of Latin literature (Aeneid 6.882). Ancient sources report that when Vergil recited this passage to Augustus and his sister Octavia (Marcellus’s mother), Octavia fainted with grief.
The word puella (”girl”), though it looks like a simple feminine form, is actually derived from a diminutive: puerula → puella. This etymological detail reminds us that the Roman linguistic system conceptualized the female child through the male term. There is no direct masculine-feminine pair like English “boy/girl” — rather, puella is literally “little puer.”
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Source: Vergil, Aeneid 6.868–886 Anchises laments the fate of the young Marcellus in the Underworld
Part F-A: Interleaved Construed Text
Tum (tum) then pater (ˈpa.ter) father Anchīsēs (aŋ.ˈkʰiː.seːs) Anchises lacrimīs (ˈla.kri.miːs) tears-ABL ingressus (in.ˈɡres.sus) having-entered-NOM obortīs (o.ˈbor.tiːs) welling-up-ABL
Ō (oː) O gnāte (ˈɡnaː.te) son-VOC ingentem (in.ˈɡen.tem) great-ACC lūctum (ˈluk.tum) grief-ACC nē (neː) do-not quaere (ˈkwai.re) seek-IMP tuōrum (tu.ˈoː.rum) of-your-own-GEN
Ostendent (os.ˈten.dent) they-will-show terrīs (ˈter.riːs) to-lands-DAT hunc (huŋk) this-ACC tantum (ˈtan.tum) only fāta (ˈfaː.ta) fates-NOM nec (nek) and-not ultrā (ˈul.traː) further esse (ˈes.se) to-be sinent (ˈsi.nent) they-will-allow
Nec (nek) nor puer (ˈpu.er) boy Īliacā (iː.ˈli.a.kaː) Trojan-ABL quisquam (ˈkwis.kwam) anyone dē (deː) from gente (ˈɡen.te) race-ABL Latīnōs (la.ˈtiː.noːs) Latin-ACC in (in) to tantum (ˈtan.tum) so-great-ACC spē (speː) hope-ABL tollet (ˈtol.let) will-raise avōs (ˈa.woːs) ancestors-ACC
Heu (heu) alas pietās (ˈpi.e.taːs) devotion-NOM heu (heu) alas prīsca (ˈpriːs.ka) ancient-NOM fidēs (ˈfi.deːs) faith-NOM invictaque (in.ˈwik.ta.kwe) and-unconquered-NOM bellō (ˈbel.loː) in-war-ABL dextera (ˈdeks.te.ra) right-hand-NOM
Heu (heu) alas miserande (mi.se.ˈran.de) pitiable-VOC puer (ˈpu.er) boy-VOC sī (siː) if quā (kwaː) in-any-way fāta (ˈfaː.ta) fates-ACC aspera (ˈas.pe.ra) harsh-ACC rumpās (ˈrum.paːs) you-should-break-SUBJ tū (tuː) you Mārcellus (maːr.ˈkel.lus) Marcellus eris (ˈe.ris) you-will-be
Part F-B: Latin Text with English Translation
Tum pater Anchīsēs lacrimīs ingressus obortīs: “Ō gnāte, ingentem lūctum nē quaere tuōrum; ostendent terrīs hunc tantum fāta nec ultrā esse sinent. Nec puer Īliacā quisquam dē gente Latīnōs in tantum spē tollet avōs. Heu pietās, heu prīsca fidēs invictaque bellō dextera! Heu, miserande puer, sī quā fāta aspera rumpās, tū Mārcellus eris.”
→ “Then father Anchises, tears welling up, began: ‘O my son, do not ask of the great grief that awaits your people. The fates will only show him to the world and allow no more. Nor will any boy of Trojan blood so raise his Latin ancestors in hope. Alas for devotion! Alas for ancient faith and a right hand unconquered in war! Alas, pitiable boy — if only you could somehow break through your harsh fate, you would be a Marcellus.’”
Part F-C: Latin Text Only
Tum pater Anchīsēs lacrimīs ingressus obortīs: “Ō gnāte, ingentem lūctum nē quaere tuōrum; ostendent terrīs hunc tantum fāta nec ultrā esse sinent. Nec puer Īliacā quisquam dē gente Latīnōs in tantum spē tollet avōs. Heu pietās, heu prīsca fidēs invictaque bellō dextera! Heu, miserande puer, sī quā fāta aspera rumpās, tū Mārcellus eris.”
Part F-D: Grammar Commentary
This passage is one of the emotional climaxes of the entire Aeneid. It comes at the end of the “Parade of Heroes” in Book 6, where Anchises shows Aeneas the souls of future Romans in the Underworld. The young Marcellus — the historical nephew of Augustus who died in 23 BC at the age of nineteen — appears last, accompanied by a dark cloud.
For English speakers, several features merit attention. The word gnāte is an archaic vocative of gnātus/nātus (son), used here for solemn, elevated tone. The phrase lacrimīs obortīs is an ablative absolute meaning “with tears having welled up.” The construction nē quaere uses the present imperative with nē for prohibition — a poetic alternative to the standard nōlī quaerere.
The line nec puer Īliacā quisquam dē gente shows puer in its fullest literary dignity — here meaning “young man, youth” with connotations of promise and hope. The -ā ending on Īliacā is the ablative singular of the first/second declension adjective agreeing with gente.
The triple exclamation heu creates an ascending arc of grief: first for pietās (the cardinal Roman virtue of devotion to gods, country, and family), then for prīsca fidēs (ancient trustworthiness), then — most devastatingly — for the boy himself: heu, miserande puer. The gerundive miserande (”to be pitied”) in the vocative case creates one of the most poignant phrases in Latin literature.
The conditional clause sī quā fāta aspera rumpās uses the present subjunctive (rumpās) in a condition of unfulfilled wish — “if only you could break through.” The adverb quā means “in any way, somehow.” The apodosis tū Mārcellus eris (”you would be a Marcellus”) is devastating in its simplicity: the future indicative, where we might expect a subjunctive, suggests that Anchises cannot help but speak as though the future were certain, even as he knows it is denied.
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In this section, a group of Roman boys attend their morning lessons. The schoolmaster (magister) teaches them reading and Vergil. The scene reflects the everyday world of a Roman puer.
Part A: Interlinear Construed Text
Paedagōgus puerōs ē lūdō domum redūcit.
191.23b Paedagōgus (pae.da.ˈɡoː.gus) pedagogue-NOM puerōs (ˈpu.e.roːs) boys-ACC ē (eː) out-of lūdō (ˈluː.doː) school-ABL domum (ˈdo.mum) home-ACC redūcit (re.ˈduː.kit) leads-back
"The pedagogue leads the boys home from school."
or
"The tutor brings the boys back home from the school."
- Paedagōgus: nominative singular, subject of the sentence - puerōs: accusative plural, direct object - ē lūdō: ablative of separation (ē + ablative = "from, out of") - domum: accusative of place to which (direction toward, without a preposition) - redūcit: 3rd person singular present indicative active of redūcō
The slave-tutor leads the boys back from school to home.
The mother prepares food for the boys; the boys eat happily.
After midday the boys play with a ball in the field.
The father asks the boy: "What did you learn today?"
The boy replies: "I learned the verses of Vergil and numbers."
"Good," says the father. "A good boy loves learning."
In the evening the tired boy lies in bed and soon sleeps.
Tomorrow again the boy must go to school — for it is fitting that a boy learn learning (literature) from boyhood.
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- Paedagōgus: A slave assigned to supervise a boy's education and conduct - Post merīdiem: "After midday" (afternoon) - Vergiliī: Vergil, the famous Roman poet - Vesperī: "In the evening" (locative adverb) - ā puerō: "from boyhood" — indicating the entire period of youth - The final sentence emphasizes the Roman cultural value of education and literacy ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ Part B: Natural Sentences
191.16 Prīmā lūce puerī ad lūdum properant. → “At first light the boys hurry to school.”
191.17 Magister puerōs ante iānuam exspectat. → “The teacher waits for the boys before the door.”
191.18 Puer Mārcus tabulam cērāsque portat. → “The boy Marcus carries a tablet and wax boards.”
191.19 “Puerī,” inquit magister, “sedēte et tacēte!” → “’Boys,’ says the teacher, ‘sit down and be quiet!’”
191.20 Ūnus puer sērō venit; magister eum reprehendit. → “One boy comes late; the teacher scolds him.”
191.21 Puerī versūs Vergiliī recitant et in tabulīs scrībunt. → “The boys recite verses of Vergil and write on their tablets.”
191.22 Puer callidus responsum statim dat; puer piger tacet. → “The clever boy gives an answer immediately; the lazy boy stays silent.”
191.23 Paedagōgus puerōs ē lūdō domum redūcit. → “The slave-tutor leads the boys home from school.”
191.24 Māter puerīs cibum parat; puerī laetī edunt. → “The mother prepares food for the boys; the boys eat happily.”
191.25 Post merīdiem puerī in campō pilā lūdunt. → “After midday the boys play ball in the field.”
191.26 Pater puerum interrogat: “Quid hodiē didicistī?” → “The father asks the boy: ‘What did you learn today?’”
191.27 Puer respondet: “Versūs Vergiliī et numerōs didicī.” → “The boy replies: ‘I learned verses of Vergil and arithmetic.’”
191.28 “Bene,” inquit pater. “Puer bonus litterās amat.” → “’Good,’ says the father. ‘A good boy loves learning.’”
191.29 Vesperī puer fessus in lectō iacet et mox dormit. → “In the evening the tired boy lies on his bed and soon falls asleep.”
191.30 Crās iterum puer ad lūdum īre dēbet — nam ā puerō litterās discere oportet. → “Tomorrow the boy must go to school again — for from boyhood it is proper to learn one’s letters.”
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Part C: Latin Text Only
191.16 Prīmā lūce puerī ad lūdum properant.
191.17 Magister puerōs ante iānuam exspectat.
191.18 Puer Mārcus tabulam cērāsque portat.
191.19 “Puerī,” inquit magister, “sedēte et tacēte!”
191.20 Ūnus puer sērō venit; magister eum reprehendit.
191.21 Puerī versūs Vergiliī recitant et in tabulīs scrībunt.
191.22 Puer callidus responsum statim dat; puer piger tacet.
191.23 Paedagōgus puerōs ē lūdō domum redūcit.
191.24 Māter puerīs cibum parat; puerī laetī edunt.
191.25 Post merīdiem puerī in campō pilā lūdunt.
191.26 Pater puerum interrogat: “Quid hodiē didicistī?”
191.27 Puer respondet: “Versūs Vergiliī et numerōs didicī.”
191.28 “Bene,” inquit pater. “Puer bonus litterās amat.”
191.29 Vesperī puer fessus in lectō iacet et mox dormit.
191.30 Crās iterum puer ad lūdum īre dēbet — nam ā puerō litterās discere oportet.
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Part D: Grammar Notes for Genre Section
The dialogue section illustrates several grammar points particular to everyday Latin usage.
Temporal expressions. The phrase prīmā lūce (”at first light”) uses the ablative of time when, as does vesperī (”in the evening”) — an archaic locative form of vesper. The phrase post merīdiem uses the accusative with the preposition post to mean “after midday” (the origin of English “PM” and “post-meridiem”). The adverb crās (”tomorrow”) and hodiē (”today”) are indeclinable.
The imperative mood. The schoolmaster’s commands sedēte (sit down!) and tacēte (be quiet!) are second person plural present imperatives of second conjugation verbs (sedeō and taceō). In the singular, these would be sedē! and tacē!
The paedagōgus. This Greek loanword (παιδαγωγός) designated the slave who escorted boys to and from school — not the teacher himself. The magister or magister lūdī was the actual instructor. This distinction reflects the heavily Greek-influenced nature of Roman education.
The expression ā puerō. The final sentence uses this idiom — “from boyhood” — which neatly frames the entire genre section thematically. The construction litterās discere uses the accusative plural of littera to mean “learning” or “studies” broadly, not just “letters” in the literal sense.
The verb oportet. This impersonal verb (”it is fitting, one ought”) takes an infinitive complement: discere oportet (”it is fitting to learn” = “one ought to learn”). Unlike dēbeō (which is personal: puer dēbet = “the boy ought”), oportet is always impersonal.
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The long vowels in this lesson deserve careful attention. In puer itself, both vowels are short: /ˈpu.er/. However, in the oblique cases, the long vowels in the endings follow standard second declension patterns: puerī (long ī), puerō (long ō), puerōrum (long ō).
The diphthong ae in praetexta and the vowel combination eu in heu (the exclamation of grief) represent important Classical Latin sounds. The interjection heu is pronounced as a single syllable /heu/ — a genuine diphthong, not two separate vowels.
Macrons (long marks) are a modern editorial convention to aid learners. In actual Roman texts, they were not written. The distinction between long and short vowels is essential for correct pronunciation and for understanding Latin verse meter: puer has two short syllables (∪∪), which is metrically significant in hexameter poetry.
For audio practice, search for recordings of Vergil’s Aeneid in restored Classical pronunciation. The young Marcellus passage (Aeneid 6.868–886) has been recorded by many Latin speakers and provides an excellent model for hearing puer in its most emotionally powerful context.
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This is Lesson 191 in the Classical Latin series from the Latinum Institute, following the Dickinson College Commentaries Core Vocabulary frequency list. Each lesson focuses on one high-frequency Latin word, teaching it through construed interlinear reading, authentic literary citations, cultural context, and progressive practice.
The Latinum Institute has been producing online Latin learning materials since 2006, pioneering the construed reading methodology for autodidact learners worldwide. This frequency-based approach ensures that students learn the most commonly occurring Latin words first, building a solid foundation for reading authentic Classical texts.
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Previous Lesson: Lesson 190 — parēns, parentis (parent) Next Lesson: Lesson 192 (continue the Dickinson Core Vocabulary sequence)
By systematically working through these frequency-ranked lessons, students progressively unlock the ability to read Vergil, Cicero, Caesar, Horace, and other Classical Latin authors in the original. Each of the approximately 1,000 most common Latin words receives its own dedicated lesson with 30 practice examples, ensuring thorough and lasting acquisition.
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Lesson 191 Complete
Total Examples: 30 (15 main + 15 school dialogue) Target Word: puer, puerī (m.) — boy; slave Frequency Rank: 191 (Dickinson Core) Literary Source: Vergil, Aeneid Book 6 (Young Marcellus lament)
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