From Colloquia Scholastica, Book I (1564)
Welcome to Lesson 10 of our Neo-Latin Colloquia series. Today we enter the world of Renaissance schoolboy recreation with Maturinus Corderius’s charming dialogue Dē Lūdō — “On Playing.”
Corderius (1479–1564) was a French educator who taught at the Collège de Navarre in Paris before joining John Calvin in Geneva. His Colloquia Scholastica were designed to teach conversational Latin through realistic school scenarios — the same situations his students faced daily.
This dialogue captures a universal childhood impulse: the desire to play when work awaits. One boy suggests play; his more studious companion reminds him of proper timing. The exchange teaches not only Latin grammar but also the Renaissance virtue of temperantia — moderation and self-control.
What is this dialogue about? Two Renaissance schoolboys discuss whether it’s appropriate to play immediately upon arriving at school. The dialogue demonstrates how permission structures work in Latin, introduces the hortatory subjunctive (”Let us...”), and shows prohibition and wish constructions in natural conversation.
Key Takeaways: -
The hortatory subjunctive (lūdāmus = “let us play”) for inclusive suggestions -
Deponent verbs: passive forms with active meanings (loquor, ingredior, īrāscor) -
The prohibition construction nē + subjunctive -
Conditional permission with licet...at cum... -
The optative utinam + imperfect subjunctive for wishes contrary to fact
Course Index:
https://latinum.substack.com/p/index
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1.1a Lūdāmus let-us-play paulisper. for-a-little-while [HORT]
1.1b Lūdāmus (loo-DAH-moos) let-us-play paulisper (pow-LIS-per) for-a-little-while
1.2a Quid what ais, do-you-say ineptule? little-fool(VOC) [INT]
1.2b Quid (kwid) what ais (AH-is) do-you-say ineptule (in-EP-too-lay) little-fool
1.3a Vix scarcely scholam school(ACC) ingressus having-entered es you-are [EF]
1.3b Vix (wiks) scarcely scholam (SKO-lahm) school ingressus (in-GRES-soos) having-entered es (es) you-are
1.4a et and iam already dē about lūdō playing(ABL) loqueris? you-speak [SVO]
1.4b et (et) and iam (yahm) already dē (day) about lūdō (LOO-doh) playing loqueris (LO-kwer-is) you-speak
1.5a Nē not(PROHIB) īrāscāris, be-angry(SUBJ) quaesō. I-beg [HORT]
1.5b Nē (nay) not īrāscāris (ee-rah-SKAH-ris) be-angry quaesō (KWY-so) I-beg
1.6a Nōn not īrāscor. I-am-angry [SVO]
1.6b Nōn (nohn) not īrāscor (ee-RAH-skor) I-am-angry
1.7a Cūr why ergō then sīc thus exclāmās? you-cry-out [INT]
1.7b Cūr (koor) why ergō (ER-go) then sīc (seek) thus exclāmās (eks-KLAH-mahs) you-cry-out
1.8a Accūsō I-accuse tuam your stultitiam. foolishness(ACC) [SVO]
1.8b Accūsō (ak-KOO-so) I-accuse tuam (TOO-ahm) your stultitiam (stool-TI-tsi-ahm) foolishness
1.9a Nōn not licet is-it-permitted igitur therefore lūdere? to-play [INT]
1.9b Nōn (nohn) not licet (LI-ket) is-it-permitted igitur (I-gi-toor) therefore lūdere (LOO-der-ay) to-play
1.10a Īmō yes-indeed licet, it-is-permitted at but cum when tempus time(NOM) est. it-is [SVO]
1.10b Īmō (EE-mo) yes-indeed licet (LI-ket) it-is-permitted at (aht) but cum (koom) when tempus (TEM-poos) time est (est) it-is
1.11a Vah! bah! Tū you nimium too-much sapis. you-are-wise [EF]
1.11b Vah (wah) bah! Tū (too) you nimium (NI-mi-oom) too-much sapis (SAH-pis) you-are-wise
1.12a Utinam would-that tantum so-much saperem I-might-be-wise(SUBJ) satis. enough [OPT]
1.12b Utinam (OO-ti-nahm) would-that tantum (TAHN-toom) so-much saperem (SAH-per-em) I-might-be-wise satis (SAH-tis) enough
1.13a Sed but mitte leave mē, me quaesō, I-beg [IMP]
1.13b Sed (sed) but mitte (MIT-tay) leave mē (may) me quaesō (KWY-so) I-beg
1.14a ut so-that repetam I-may-review(SUBJ) quae which(things) mox soon [SOV]
1.14b ut (oot) so-that repetam (re-PE-tahm) I-may-review quae (kwy) which mox (moks) soon
1.15a reddenda to-be-recited(GERUNDIVE) erunt will-be Praeceptōrī. to-the-teacher(DAT) [SOV]
1.15b reddenda (red-DEN-dah) to-be-recited erunt (E-roont) will-be Praeceptōrī (pry-tsep-TO-ree) to-the-teacher
1.16a Volō I-wish ego I quoque also tēcum with-you repetere, to-review [SVO]
1.16b Volō (WO-lo) I-wish ego (E-go) I quoque (KWO-kway) also tēcum (TAY-koom) with-you repetere (re-pe-TE-ray) to-review
1.17a sī if tibi to-you placet. it-pleases [COND]
1.17b sī (see) if tibi (TI-bi) to-you placet (PLAH-ket) it-pleases
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1. Lūdāmus paulisper. [HORT] Let us play for a little while.
2. Quid ais, ineptule? [INT] What are you saying, you little fool?
3–4. Vix scholam ingressus es et iam dē lūdō loqueris? [EF] You have scarcely entered the school and already you speak of playing?
5. Nē īrāscāris, quaesō. [HORT] Please don’t be angry, I beg you.
6. Nōn īrāscor. [SVO] I am not angry.
7. Cūr ergō sīc exclāmās? [INT] Why then do you cry out so?
8. Accūsō tuam stultitiam. [SVO] I am criticizing your foolishness.
9. Nōn licet igitur lūdere? [INT] Is it not permitted then to play?
10. Īmō licet, at cum tempus est. [SVO] Yes indeed it is permitted, but when the time is right.
11. Vah! Tū nimium sapis. [EF] Bah! You are too wise.
12. Utinam tantum saperem satis. [OPT] Would that I might be wise enough.
13–15. Sed mitte mē, quaesō, ut repetam quae mox reddenda erunt Praeceptōrī. [SOV] But leave me alone, I beg, so that I may review what will soon have to be recited to the teacher.
16–17. Volō ego quoque tēcum repetere, sī tibi placet. [COND] I also want to review with you, if it pleases you.
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Lūdāmus paulisper. -
Quid ais, ineptule? -
Vix scholam ingressus es et iam dē lūdō loqueris? -
Nē īrāscāris, quaesō. -
Nōn īrāscor. -
Cūr ergō sīc exclāmās? -
Accūsō tuam stultitiam. -
Nōn licet igitur lūdere? -
Īmō licet, at cum tempus est. -
Vah! Tū nimium sapis. -
Utinam tantum saperem satis. -
Sed mitte mē, quaesō, ut repetam quae mox reddenda erunt Praeceptōrī. -
Volō ego quoque tēcum repetere, sī tibi placet.
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These are the grammar rules for this text.
The Hortatory Subjunctive
When a Latin speaker wants to suggest that “we” do something together, they use the first person plural subjunctive. This is called the “hortatory” subjunctive (from hortor, “I encourage”).
Lūdāmus = “Let us play”
The subjunctive form is identical to the indicative in the first conjugation but differs in others. For the third conjugation verb lūdō: indicative lūdimus (”we play”) versus subjunctive lūdāmus (”let us play”). The subjunctive inserts an -ā- before the personal ending.
Deponent Verbs
Three deponent verbs appear in this dialogue. Deponent verbs have passive forms but active meanings:
Ingredior (ingredī, ingressus sum) — “I enter” — appears as ingressus es (”you have entered”). Despite looking passive, it means actively entering.
Loquor (loquī, locūtus sum) — “I speak” — appears as loqueris (”you speak”). Again, passive form, active meaning.
Īrāscor (īrāscī, īrātus sum) — “I become angry” — appears as īrāscāris (”you are angry”) and īrāscor (”I am angry”). This verb takes the dative of the person one is angry at.
The Prohibition: Nē + Subjunctive
To tell someone NOT to do something in formal Latin, use nē followed by the subjunctive:
Nē īrāscāris = “Do not be angry” (literally: “that you not be angry”)
The alternative construction nōlī + infinitive (nōlī īrāscī) is more colloquial but equally common.
Impersonal Licet
The verb licet (”it is permitted”) is impersonal — it doesn’t have a personal subject. It takes an infinitive to express what is permitted:
Licet lūdere = “It is permitted to play” / “One may play”
Add a dative to specify who has permission: Nōbīs licet lūdere = “We are permitted to play.”
Conditional-Temporal Restriction
The response Īmō licet, at cum tempus est shows sophisticated concession: -
Īmō — “On the contrary, yes indeed” (stronger than simple “yes”) -
at — “but” (mild adversative) -
cum tempus est — “when the time is (right)”
This grants permission while imposing a temporal condition.
The Optative: Utinam + Subjunctive
To express a wish, Latin uses utinam with the subjunctive. The tense of the subjunctive determines the type of wish: -
Utinam saperem (imperfect subjunctive) = wish contrary to present fact -
Translation: “Would that I were wise” (but I am not)
The imperfect subjunctive signals that the wish is currently unattainable.
The Gerundive of Necessity
Quae reddenda erunt Praeceptōrī = “which will have to be recited to the teacher”
The gerundive (reddenda) combined with sum creates the “passive periphrastic” expressing necessity or obligation. The person who must act appears in the dative (Praeceptōrī — though here it’s “to the teacher” as recipient).
Word Order Analysis
This dialogue demonstrates several pragmatic word orders:
Verb-initial for exhortation: Lūdāmus paulisper puts the action first, emphasizing the proposal.
Emphatic fronting with vix: Vix scholam ingressus es — the temporal adverb “scarcely” takes first position to stress how little time has passed.
Interrogative-initial: Quid ais?, Cūr exclāmās? — question words naturally front.
Embedded SOV: In the subordinate clause quae mox reddenda erunt, the classical verb-final pattern appears.
Common Mistakes
Translating deponents as passive: Loqueris means “you speak,” not “you are spoken.”
Confusing licet the verb with licet the conjunction: As a conjunction, licet means “although” and takes the subjunctive. As a verb, it means “it is permitted” and takes an infinitive.
Missing the optative force: Utinam saperem is not “I might be wise” but “Would that I were wise” — expressing an unfulfilled wish.
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accūsō, accūsāre, accūsāvī, accūsātum (v. 1st) — accuse, blame, criticize. From ad + causa. English: “accuse,” “accusation.”
aiō (v. defective) — say, affirm. Irregular verb with limited forms: aiō, ais, ait, aiunt. Used in dialogue for “you say.”
at (conj.) — but, yet. Mild adversative, less sharp than sed.
cum (conj.) — when, since, although. With indicative = “when” (temporal).
ergō (adv.) — therefore, then. Inferential connector.
et (conj.) — and; also. The most common Latin coordinator.
exclāmō, exclāmāre (v. 1st) — cry out, exclaim. From ex + clāmō. English: “exclaim.”
iam (adv.) — already, now. Marks counter-expectation when paired with vix.
igitur (adv.) — therefore, accordingly. Postpositive (second position) in classical usage.
īmō (adv.) — on the contrary, yes indeed. Corrective affirmation, stronger than simple “yes.”
ineptus, -a, -um (adj.) — foolish, silly. Ineptulus is the affectionate/mocking diminutive.
ingredior, ingredī, ingressus sum (v. 3rd dep.) — enter, step into. From in + gradior. English: “ingress.”
īrāscor, īrāscī, īrātus sum (v. 3rd dep.) — become angry, be angry. Takes dative of person. English: “irate.”
licet, licēre, licuit (v. impers.) — it is permitted, one may. Takes infinitive or subjunctive.
loquor, loquī, locūtus sum (v. 3rd dep.) — speak, talk. English: “loquacious,” “eloquent.”
lūdō, lūdere, lūsī, lūsum (v. 3rd) — play, sport, mock. English: “ludicrous,” “prelude.”
lūdus, -ī (m.) — game, play; school. Context determines meaning.
mittō, mittere, mīsī, missum (v. 3rd) — send; let go, leave alone. Mitte mē = “leave me (alone).”
mox (adv.) — soon, presently.
nē (particle) — not (in prohibitions and purpose clauses). With subjunctive = “lest,” “that...not.”
nimium (adv.) — too much, excessively. From nimius.
paulisper (adv.) — for a little while. From paulus + -per.
placet, placēre, placuit (v. impers.) — it pleases. Sī tibi placet = “if you please.”
Praeceptor, -ōris (m.) — teacher, master. From prae + capiō. English: “preceptor.”
quaesō (v. defective) — I beg, please. Parenthetical politeness marker.
quoque (adv.) — also, too. Postpositive (follows the word it modifies).
reddō, reddere, reddidī, redditum (v. 3rd) — give back, recite, render. English: “render.”
repetō, repetere, repetīvī, repetītum (v. 3rd) — seek again, review, repeat. English: “repeat.”
sapiō, sapere, sapīvī (v. 3rd) — be wise, have sense. English: “sapient,” “Homo sapiens.”
satis (adv./indecl. noun) — enough, sufficiently.
schola, -ae (f.) — school, lecture hall. Greek loan. English: “school,” “scholar.”
sīc (adv.) — so, thus, in this way.
stultitia, -ae (f.) — foolishness, folly. From stultus. English: “stultify.”
tantum (adv.) — so much, only.
tēcum = cum tē (prep. + pron.) — with you. Preposition attached to pronoun.
tempus, temporis (n.) — time, occasion. English: “temporal.”
utinam (particle) — would that, if only. Introduces optative wishes.
vah (interj.) — bah! ah! Expression of dismissal or frustration.
vix (adv.) — scarcely, hardly, with difficulty.
volō, velle, voluī (v. irreg.) — wish, want, be willing. Highly irregular. English: “volition.”
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A: Lūdāmus! B: Quid? Iam? A: Ita. Cūr nōn? B: Tempus nōn est. A: Nōn licet? B: Licet — sed posteā. A: Tū nimium labōrās. B: Et tū nimium lūdis!
Translation: A: Let’s play! B: What? Now? A: Yes. Why not? B: It’s not the time. A: Is it not allowed? B: It’s allowed — but later. A: You work too much. B: And you play too much!
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Colloquium: Dē Lūdō Personae: Bernardus, Claudius
BERNARDUS: Lūdāmus paulisper.
CLAUDIUS: Quid ais, ineptule? Vix scholam ingressus es et iam dē lūdō loqueris?
B: Nē īrāscāris, quaesō.
C: Nōn īrāscor.
B: Cūr ergō sīc exclāmās?
C: Accūsō tuam stultitiam.
B: Nōn licet igitur lūdere?
C: Īmō licet, at cum tempus est.
B: Vah! Tū nimium sapis.
C: Utinam tantum saperem satis; sed mitte mē, quaesō, ut repetam quae mox reddenda erunt Praeceptōrī.
B: Volō ego quoque tēcum repetere, sī tibi placet.
Source: Maturinus Corderius, Colloquia Scholastica (1564), Liber I. Text from Archive.org: Charles Hoole edition (1732).
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A dialogue between two university students in a common room
PERSONAE: Marcus, Lucia
1. MARCUS: Lūdāmus paulisper! Lūdum novum in computātrō habeō. Let’s play for a bit! I have a new game on my computer.
2. LUCIA: Quid ais? Vix cubiculum ingressa sum et iam dē lūdīs loqueris? What are you saying? I’ve barely entered the room and already you’re talking about games?
3. M: Nē īrāscāris. Diēs longa fuit. Don’t be angry. It’s been a long day.
4. L: Nōn īrāscor, sed multum labōris habeō. I’m not angry, but I have a lot of work.
5. M: Nōn licet igitur ūnam hōram lūdere? Is it not permitted then to play for one hour?
6. L: Licet — sed cum opera perfecta erunt. It’s permitted — but when our work is finished.
7. M: Utinam opera nostra iam perfecta essent! Would that our work were already done!
8. L: Ita. Sed nōn sunt. Ergō labōrēmus prīmum. Indeed. But it isn’t. So let’s work first.
9. M: Tū nimium sapis, Lucia. You’re too wise, Lucia.
10. L: Et tū nimium lūdis, Marce! Sed placetne tibi ūnā studēre? And you play too much, Marcus! But would you like to study together?
11. M: Ita, placet. Post studium, lūdēmus. Yes, I’d like that. After studying, we’ll play.
12. L: Sī tempus erit. Nunc — ubi sunt librī tuī? If there’s time. Now — where are your books?
13. M: Ecce! In saccō meō sunt. Sed... fortasse ūnum lūdum brevem...? Here! They’re in my bag. But... perhaps one quick game...?
14. L: Marce! Marcus!
15. M: Bene, bene! Labōrēmus. Fine, fine! Let’s work.
computātrum, -ī (n.) — computer. Neo-Latin coinage.
cubiculum, -ī (n.) — room, chamber. Classical word.
diēs, diēī (m./f.) — day. Fifth declension.
ecce (interj.) — look! behold!
fortasse (adv.) — perhaps.
hōra, -ae (f.) — hour. English: “hour.”
lūdus, -ī (m.) — game. Here in the plural for “video games.”
opera, -ae (f.) — work, effort. Singular collective.
perfectus, -a, -um (adj./PPP) — finished, completed.
prīmum (adv.) — first.
saccus, -ī (m.) — bag, sack.
studeō, studēre (v. 2nd) — study, be eager for. Takes dative.
studium, -ī (n.) — study, zeal. English: “study.”
Future Perfect: cum opera perfecta erunt — “when our work will have been finished.” The future perfect indicates completion before the main future action (playing).
Pluperfect Subjunctive in Wishes: Utinam perfecta essent! — “Would that they had been finished!” The pluperfect subjunctive expresses an impossible wish about the past/present.
First Person Plural Hortatory: Labōrēmus — “Let us work.” Same construction as lūdāmus, now applied to the virtue of labor.
Dative with Studeō: Placetne tibi ūnā studēre? — “Would it please you to study together?” The verb studeō takes a dative object.
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This lesson is part of the Neo-Latin Colloquia series from the Latinum Institute, creating Latin learning materials since 2006.
Our approach uses authentic Renaissance dialogues as the foundation for modern Latin instruction. These texts preserve natural conversational patterns that artificial textbook Latin often lacks. By reading real schoolboy exchanges from the sixteenth century, you develop an ear for how Latin actually sounded in daily use.
The Latinum Institute method emphasizes: -
Text-based autodidactic learning -
Authentic source materials -
Conversational fluency through immersion -
Progressive grammatical complexity
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Next Lesson: We continue with Lesson 11 featuring Juan Luis Vives’s Domus — a dialogue about the Renaissance home and its furnishings.
◊ᴺᵉˣᵃˡ::L010::LUDAMUS::COMPLETE
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