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79.1 Sīc thus puerī boys magistrum teacher semper always audīre to hear solent are accustomed
79.2 Māter mother sīc thus fīliam daughter docēre to teach incipit begins
79.3 Nōn not sīc thus amīcōs friends tractāre to treat dēbēmus we ought
79.4 Sīc thus avēs birds in in caelō sky volāre to fly solent are accustomed
79.5 Fābulam story sīc thus narrāre to tell potest is able senex old man
79.6 Sīc thus fortēs brave men prō for patriā fatherland pugnant fight
79.7 Carmina songs sīc thus poēta poet compōnere to compose solet is accustomed
79.8 Sīc thus iuvenis young man equum horse regere to guide discit learns
79.9 Nōn not sīc thus dē about amīcīs friends loquī to speak decet it is fitting
79.10 Sīc thus leō lion in in silvīs woods praedās prey captat hunts
79.11 Agricola farmer sīc thus agrōs fields colere to cultivate dēbet ought
79.12 Sīc thus mīlitēs soldiers urbem city dēfendere to defend possunt are able
79.13 Mercātor merchant sīc thus pecūniam money computat calculates
79.14 Sīc thus sapientēs wise men vītam life agere to lead solent are accustomed
79.15 Magister teacher puerōs boys sīc thus laudāre to praise gaudet rejoices
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79.1 Sīc puerī magistrum semper audīre solent. The boys are always accustomed to listen to the teacher in this way.
79.2 Māter sīc fīliam docēre incipit. The mother begins to teach her daughter thus.
79.3 Nōn sīc amīcōs tractāre dēbēmus. We ought not to treat friends in this way.
79.4 Sīc avēs in caelō volāre solent. Birds are accustomed to fly in the sky in this manner.
79.5 Fābulam sīc narrāre potest senex. The old man can tell the story in this way.
79.6 Sīc fortēs prō patriā pugnant. Thus the brave men fight for their fatherland.
79.7 Carmina sīc poēta compōnere solet. The poet is accustomed to compose songs in this way.
79.8 Sīc iuvenis equum regere discit. Thus the young man learns to guide the horse.
79.9 Nōn sīc dē amīcīs loquī decet. It is not fitting to speak about friends in this way.
79.10 Sīc leō in silvīs praedās captat. Thus the lion hunts prey in the woods.
79.11 Agricola sīc agrōs colere dēbet. The farmer ought to cultivate the fields in this way.
79.12 Sīc mīlitēs urbem dēfendere possunt. Thus the soldiers can defend the city.
79.13 Mercātor sīc pecūniam computat. The merchant calculates money in this way.
79.14 Sīc sapientēs vītam agere solent. Thus wise men are accustomed to lead their life.
79.15 Magister puerōs sīc laudāre gaudet. The teacher rejoices to praise the boys in this way.
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79.1 Sīc puerī magistrum semper audīre solent.
79.2 Māter sīc fīliam docēre incipit.
79.3 Nōn sīc amīcōs tractāre dēbēmus.
79.4 Sīc avēs in caelō volāre solent.
79.5 Fābulam sīc narrāre potest senex.
79.6 Sīc fortēs prō patriā pugnant.
79.7 Carmina sīc poēta compōnere solet.
79.8 Sīc iuvenis equum regere discit.
79.9 Nōn sīc dē amīcīs loquī decet.
79.10 Sīc leō in silvīs praedās captat.
79.11 Agricola sīc agrōs colere dēbet.
79.12 Sīc mīlitēs urbem dēfendere possunt.
79.13 Mercātor sīc pecūniam computat.
79.14 Sīc sapientēs vītam agere solent.
79.15 Magister puerōs sīc laudāre gaudet.
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The adverb "sīc" is a versatile word that English speakers can think of as meaning "thus," "in this way," or "so." Here are its key features: -
Basic Usage: -
As a demonstrative adverb showing manner -
Often refers to something just mentioned or about to be mentioned -
Can modify verbs, adjectives, or other adverbs -
Position in Sentence: -
Often appears near the beginning for emphasis -
Can appear before or after the word it modifies -
Frequently found with infinitives to show manner -
Common Constructions: -
With solēre: "sīc...solent" (are accustomed to...thus) -
In negations: "nōn sīc" (not in this way) -
With complementary infinitives -
Special Uses: -
In comparisons: "sīc...ut" (just as...so) -
In correlative expressions -
For emphasis or demonstration
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For English speakers, understanding "sīc" requires cultural context: -
In Roman Rhetoric: -
Used for emphasis in speeches -
Common in quotations -
Important in logical arguments -
In Literature: -
Often introduces examples -
Used in poetry for emphasis -
Common in historical narratives -
Modern Usage: -
Still used in academic writing [sic] -
Important in legal documents -
Found in scholarly citations -
Educational Context: -
Used in teaching methodology -
Important in rhetorical training -
Part of standard Latin instruction
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From Vergil's Aeneid (4.660-663):
Part F-A (Interleaved Text)
Sīc thus sīc thus iuvat it pleases īre to go sub under umbrās shadows! Hauriat let him drink in hunc this oculīs with eyes ignem fire crūdēlis cruel one ab from altō high Dardanus Dardanian et and nostrae of our sēcum with himself ferat let him bear ōmina omens mortis of death
"Sīc, sīc iuvat īre sub umbrās! Hauriat hunc oculīs ignem crūdēlis ab altō Dardanus et nostrae sēcum ferat ōmina mortis."
"Thus, thus it pleases me to go beneath the shadows! Let the cruel Dardanian drink in this fire with his eyes from the deep, and take with him the omens of our death."
This passage comes from Dido's final speech. The repetition of "sīc" emphasizes her determination and emotional state. The word helps build dramatic intensity.
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Double "sīc" for emphasis -
Subjunctive "hauriat" and "ferat" expressing wishes -
Complex sentence structure typical of poetry -
Use of demonstrative "hunc" with "ignem"
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79.16 Magister teacher discipulum pupil interrogat asks quōmodo how virtūtem virtue intellegat he understands
79.17 Discipulus pupil respondet replies sīc thus sē himself putāre to think virtutem virtue esse to be rem thing optimam best
79.18 Tum then magister teacher dīcit says nōn not sīc thus dē about virtūte virtue cogitandum must be thought esse to be
79.19 Nam for sīc thus cogitāre to think nihil nothing prōdest benefits nisi unless quoque also rēctē rightly agāmus we act
79.20 Discipulus pupil rogat asks num whether sīc thus cēterī others philosophī philosophers quoque also doceant teach
79.21 Magister teacher respondet replies sīc thus Platōnem Plato ipsum himself docuisse to have taught
79.22 Discipulus pupil quaerit asks quōmodo how sīc thus vīvere to live possimus we can
79.23 Sīc thus magister teacher explicat explains viam way sapientiae of wisdom
79.24 Discipulus pupil intellegēns understanding sīc thus dīcit says sē himself nunc now melius better comprehendere to comprehend
79.25 Magister teacher gaudet rejoices quod because discipulus pupil sīc thus proficit makes progress
79.26 Ille that one sīc thus pergit continues docēre to teach dē about summō highest bonō good
79.27 Discipulus pupil sīc thus respondēns responding ostendit shows sē himself intellexisse to have understood
79.28 Magister teacher exempla examples sīc thus prōpōnit sets forth ut so that clāriōra clearer fīant they may become
79.29 Discipulus pupil sīc thus ratiocinārī to reason incipit begins dē about rēbus things gravibus serious
79.30 Tandem finally colloquium conversation sīc thus fīnītur is ended ut that uterque each laetior happier discedat may depart
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79.16 Magister discipulum interrogat quōmodo virtūtem intellegat. The teacher asks the pupil how he understands virtue.
79.17 Discipulus respondet sīc sē putāre virtutem esse rem optimam. The pupil replies that he thinks thus: virtue is the best thing.
79.18 Tum magister dīcit nōn sīc dē virtūte cogitandum esse. Then the teacher says that virtue must not be thought about in this way.
79.19 Nam sīc cogitāre nihil prōdest nisi quoque rēctē agāmus. For thinking thus benefits nothing unless we also act rightly.
79.20 Discipulus rogat num sīc cēterī philosophī quoque doceant. The pupil asks whether other philosophers also teach thus.
79.21 Magister respondet sīc Platōnem ipsum docuisse. The teacher replies that Plato himself taught thus.
79.22 Discipulus quaerit quōmodo sīc vīvere possimus. The pupil asks how we can live thus.
79.23 Sīc magister explicat viam sapientiae. Thus the teacher explains the way of wisdom.
79.24 Discipulus intellegēns sīc dīcit sē nunc melius comprehendere. The understanding pupil says thus that he now comprehends better.
79.25 Magister gaudet quod discipulus sīc proficit. The teacher rejoices because the pupil makes progress thus.
79.26 Ille sīc pergit docēre dē summō bonō. He continues thus to teach about the highest good.
79.27 Discipulus sīc respondēns ostendit sē intellexisse. The pupil, responding thus, shows that he has understood.
79.28 Magister exempla sīc prōpōnit ut clāriōra fīant. The teacher sets forth examples thus so that they may become clearer.
79.29 Discipulus sīc ratiocinārī incipit dē rēbus gravibus. The pupil thus begins to reason about serious matters.
79.30 Tandem colloquium sīc fīnītur ut uterque laetior discedat. Finally the conversation is ended thus, that each may depart happier.
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79.16 Magister discipulum interrogat quōmodo virtūtem intellegat.
79.17 Discipulus respondet sīc sē putāre virtutem esse rem optimam.
79.18 Tum magister dīcit nōn sīc dē virtūte cogitandum esse.
79.19 Nam sīc cogitāre nihil prōdest nisi quoque rēctē agāmus.
79.20 Discipulus rogat num sīc cēterī philosophī quoque doceant.
79.21 Magister respondet sīc Platōnem ipsum docuisse.
79.22 Discipulus quaerit quōmodo sīc vīvere possimus.
79.23 Sīc magister explicat viam sapientiae.
79.24 Discipulus intellegēns sīc dīcit sē nunc melius comprehendere.
79.25 Magister gaudet quod discipulus sīc proficit.
79.26 Ille sīc pergit docēre dē summō bonō.
79.27 Discipulus sīc respondēns ostendit sē intellexisse.
79.28 Magister exempla sīc prōpōnit ut clāriōra fīant.
79.29 Discipulus sīc ratiocinārī incipit dē rēbus gravibus.
79.30 Tandem colloquium sīc fīnītur ut uterque laetior discedat.
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In this philosophical dialogue, "sīc" is used in several specialized ways: -
In Direct Speech: -
Introducing statements: "sīc dīcit" -
Qualifying responses: "sīc respondet" -
Marking explanations: "sīc explicat" -
With Indirect Discourse: -
After verbs of saying: "dīcit sīc..." -
With accusative and infinitive: "sē sīc putāre" -
In indirect questions: "quōmodo sīc..." -
Special Philosophical Uses: -
Marking logical conclusions -
Introducing examples -
Qualifying methods of thinking -
Referring to previously stated ideas -
With Purpose Clauses: -
"sīc...ut" constructions -
Showing result or intention -
Linking cause and effect -
With Participial Phrases: -
Present participles: "sīc respondēns" -
Perfect participles: "sīc intellēctum" -
Qualifying manner of action
The dialogue demonstrates how "sīc" helps structure philosophical discourse by: -
Marking transitions between ideas -
Introducing new concepts -
Referring to established principles -
Concluding arguments
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