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From the Paedologia of Petrus Mosellanus (1518)
Welcome to Lesson Twenty of the Neo-Latin Colloquia series. This lesson features a dialogue on moral character and ethical conduct, reconstructed in the authentic style of Petrus Mosellanus’s Paedologia — one of the most successful Latin textbooks of the Renaissance, recommended by both Luther and Melanchthon and reprinted in nearly eighty editions over two centuries.
Mosellanus (Peter Schade, 1493–1524) was a German humanist who taught Greek at the University of Leipzig. His school dialogues were designed with a double purpose, as Renaissance educators expressed it: to teach both good Latinity and good morals (bonī mōrēs). The dialogue De Moribus exemplifies this approach, presenting essential moral concepts through natural conversation while introducing the grammatically important gerundive construction for expressing obligation and necessity.
Link to Course Index:
https://latinum.substack.com/p/index
What is this dialogue about? Two students, Philippus (the elder) and Ioannes (the younger), discuss what constitutes good moral character. Through their conversation, we learn the essential virtues a student must cultivate — truthfulness, obedience to teachers, kindness to fellow students — and the vices to avoid: lying, envy, and pride. The dialogue concludes with the proverbial wisdom: Mōrēs faciunt hominem — “Character makes the man.”
Key Takeaways: -
The gerundive (verbal adjective of obligation) and its use with esse to express necessity -
Core moral vocabulary: virtūs, mōrēs, vēritās, fidēs -
Vocabulary for vices: mendācium, invidia, superbia -
Word order patterns in Renaissance school Latin -
The dative of agent with passive periphrastic constructions
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This text follows standard Neo-Latin conventions. The letter v represents the consonantal sound (not classical u), and j is not used (classical i serves for both vowel and consonant). Macrons (ā, ē, ī, ō, ū) indicate long vowels to aid pronunciation and comprehension.
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Each line presents the Latin with word-by-word glossing, pronunciation guide, and grammatical markers. Word order patterns are marked: [SOV] = Subject-Object-Verb, [SVO] = Subject-Verb-Object, [INT] = Interrogative, [EF] = Emphatic Fronting, [GERUND] = Gerundive Construction.
1.1a Salvē, hail Ioannēs! John Quōmodo how mōrēs morals tuōs your hodiē today cōlis? do-you-cultivate [INT]
1.1b Salvē (SAHL-vay) hail Ioannēs (yo-AHN-nays) John Quōmodo (KWOH-mo-do) how mōrēs (MOH-rays) morals tuōs (TOO-ohs) your hodiē (ho-DEE-ay) today cōlis (KOH-lis) do-you-cultivate
1.2a Salvē! Hail Nesciō I-know-not quid what dīcās. you-mean Quid what sunt are bonī good mōrēs? morals [INT]
1.2b Salvē (SAHL-vay) Nesciō (NESH-ee-oh) quid (kwid) dīcās (DEE-kahs) Quid (kwid) sunt (soont) bonī (BO-nee) mōrēs (MOH-rays)
1.3a Bonī good mōrēs morals sunt are virtūtēs virtues quae which ā nōbīs by-us colendae must-be-cultivated sunt. are [SVO+GERUND]
1.3b Bonī (BO-nee) mōrēs (MOH-rays) sunt (soont) virtūtēs (vir-TOO-tays) quae (kway) ā nōbīs (ah NO-bees) colendae (ko-LEN-day) sunt (soont)
Grammatical Note: colendae sunt — gerundive + sum = passive periphrastic expressing obligation
1.4a Quae which virtūtēs virtues praecipuē especially discendae must-be-learned sunt? are [INT+GERUND]
1.4b Quae (kway) virtūtēs (vir-TOO-tays) praecipuē (pry-CHIP-oo-ay) discendae (dis-KEN-day) sunt (soont)
1.5a Prīmum, firstly vēritās truth semper always dīcenda must-be-spoken est. is [EF+GERUND]
1.5b Prīmum (PREE-moom) vēritās (VAY-ri-tahs) semper (SEM-pair) dīcenda (dee-KEN-da) est (est)
1.6a Cūr why vēritās truth tam so magnī of-great mōmentī importance est? is [INT]
1.6b Cūr (koor) vēritās (VAY-ri-tahs) tam (tahm) magnī (MAHG-nee) mōmentī (mo-MEN-tee) est (est)
1.7a Quia because sine without vēritāte truth nūlla no fidēs trust habērī to-be-had potest. can [SOV]
1.7b Quia (KWEE-ah) sine (SEE-nay) vēritāte (vay-ri-TAH-tay) nūlla (NOOL-la) fidēs (FEE-days) habērī (ha-BAY-ree) potest (PO-test)
1.8a Quid what aliud else faciendum must-be-done est is bonō for-a-good discipulō? student [INT+GERUND]
1.8b Quid (kwid) aliud (AH-lee-ood) faciendum (fah-chee-EN-doom) est (est) bonō (BO-noh) discipulō (dis-KIP-oo-loh)
Grammatical Note: Impersonal gerundive construction — “What must be done?”
1.9a Magistrīs to-teachers parendum must-be-obeyed est it-is et and senioribus to-elders honor respect dēbētur. is-owed [GERUND+DAT]
1.9b Magistrīs (ma-GIS-trees) parendum (pa-REN-doom) est (est) et (et) senioribus (sen-ee-OR-ee-boos) honor (HO-nor) dēbētur (day-BAY-toor)
Grammatical Note: Magistrīs parendum est — Dative of agent with impersonal passive periphrastic: “One must obey teachers”
1.10a Num surely-not etiam also condiscipulīs to-fellow-students bene well agendum must-be-acted est? is-it [INT+GERUND]
1.10b Num (noom) etiam (ET-ee-ahm) condiscipulīs (kon-dis-KIP-oo-lees) bene (BEH-nay) agendum (ah-GEN-doom) est (est)
1.11a Maximē! very-much Omnibus to-all benevolentia kindness exhibenda must-be-shown est. is [EF+GERUND]
1.11b Maximē (MAHK-si-may) Omnibus (OM-ni-boos) benevolentia (be-ne-vo-LEN-tee-ah) exhibenda (eks-hi-BEN-da) est (est)
1.12a Quae which vītia vices praecipuē especially vītanda must-be-avoided sunt? are [INT+GERUND]
1.12b Quae (kway) vītia (VEE-tee-ah) praecipuē (pry-CHIP-oo-ay) vītanda (vee-TAHN-da) sunt (soont)
1.13a Mendācium, lying invidia, envy et and superbia pride fugienda must-be-fled sunt. are [EF+GERUND]
1.13b Mendācium (men-DAH-chee-oom) invidia (in-VID-ee-ah) et (et) superbia (soo-PER-bee-ah) fugienda (foo-gee-EN-da) sunt (soont)
1.14a Difficile difficult est it-is tam so multās many virtūtēs virtues habēre. to-have [SVO]
1.14b Difficile (dif-FI-chi-lay) est (est) tam (tahm) multās (MOOL-tahs) virtūtēs (vir-TOO-tays) habēre (ha-BAY-ray)
1.15a Nōn not ūnō in-one diē, day sed but paulātim gradually discuntur. they-are-learned [SOV]
1.15b Nōn (nohn) ūnō (OO-noh) diē (DEE-ay) sed (sed) paulātim (pow-LAH-tim) discuntur (dis-KOON-toor)
1.16a Quōmodo how incipiam? shall-I-begin [INT]
1.16b Quōmodo (KWOH-mo-do) incipiam (in-KIP-ee-ahm)
1.17a Ab from hodiernō today’s diē day virtūtem virtue sequere follow et and vītia vices fuge. flee [IMP]
1.17b Ab (ahb) hodiernō (ho-dee-ER-noh) diē (DEE-ay) virtūtem (vir-TOO-tem) sequere (SEK-way-ray) et (et) vītia (VEE-tee-ah) fuge (FOO-gay)
1.18a Grātiās thanks tibī to-you agō I-give prō for sapientiā wisdom tuā. your [SOV]
1.18b Grātiās (GRAH-tee-ahs) tibī (TI-bee) agō (AH-go) prō (proh) sapientiā (sa-pee-EN-tee-ah) tuā (TOO-ah)
1.19a Meminisse to-remember dēbēmus: we-ought mōrēs character faciunt makes hominem. the-man [SVO]
1.19b Meminisse (me-mi-NIS-say) dēbēmus (day-BAY-moos) mōrēs (MOH-rays) faciunt (FAH-chee-oont) hominem (HO-mi-nem)
1.20a Vērum true dīcis. you-speak Bonōs good mōrēs morals cōlāmus! let-us-cultivate [EF+HORT]
1.20b Vērum (VAY-room) dīcis (DEE-chis) Bonōs (BO-nohs) mōrēs (MOH-rays) cōlāmus (ko-LAH-moos)
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1. Salvē, Ioannēs! Quōmodo mōrēs tuōs hodiē cōlis? Greetings, John! How are you cultivating your character today? [INT]
2. Salvē! Nesciō quid dīcās. Quid sunt bonī mōrēs? Greetings! I don’t know what you mean. What is good character? [INT]
3. Bonī mōrēs sunt virtūtēs quae ā nōbīs colendae sunt. Good morals are virtues which must be cultivated by us. [SVO+GERUND]
4. Quae virtūtēs praecipuē discendae sunt? Which virtues must especially be learned? [INT+GERUND]
5. Prīmum, vēritās semper dīcenda est. First, truth must always be spoken. [EF+GERUND]
6. Cūr vēritās tam magnī mōmentī est? Why is truth of such great importance? [INT]
7. Quia sine vēritāte nūlla fidēs habērī potest. Because without truth, no trust can be had. [SOV]
8. Quid aliud faciendum est bonō discipulō? What else must be done by a good student? [INT+GERUND]
9. Magistrīs parendum est et senioribus honor dēbētur. Teachers must be obeyed and respect is owed to elders. [GERUND+DAT]
10. Num etiam condiscipulīs bene agendum est? Must one also act well toward fellow students? [INT+GERUND]
11. Maximē! Omnibus benevolentia exhibenda est. Absolutely! Kindness must be shown to everyone. [EF+GERUND]
12. Quae vītia praecipuē vītanda sunt? Which vices must especially be avoided? [INT+GERUND]
13. Mendācium, invidia, et superbia fugienda sunt. Lying, envy, and pride must be fled. [EF+GERUND]
14. Difficile est tam multās virtūtēs habēre. It is difficult to have so many virtues. [SVO]
15. Nōn ūnō diē, sed paulātim discuntur. Not in one day, but gradually they are learned. [SOV]
16. Quōmodo incipiam? How shall I begin? [INT]
17. Ab hodiernō diē virtūtem sequere et vītia fuge. From this very day, follow virtue and flee vices. [IMP]
18. Grātiās tibī agō prō sapientiā tuā. I give thanks to you for your wisdom. [SOV]
19. Meminisse dēbēmus: mōrēs faciunt hominem. We must remember: character makes the man. [SVO]
20. Vērum dīcis. Bonōs mōrēs cōlāmus! You speak truly. Let us cultivate good character! [HORT]
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PHILIPPUS: Salvē, Ioannēs! Quōmodo mōrēs tuōs hodiē cōlis?
IOANNES: Salvē! Nesciō quid dīcās. Quid sunt bonī mōrēs?
PHILIPPUS: Bonī mōrēs sunt virtūtēs quae ā nōbīs colendae sunt.
IOANNES: Quae virtūtēs praecipuē discendae sunt?
PHILIPPUS: Prīmum, vēritās semper dīcenda est.
IOANNES: Cūr vēritās tam magnī mōmentī est?
PHILIPPUS: Quia sine vēritāte nūlla fidēs habērī potest.
IOANNES: Quid aliud faciendum est bonō discipulō?
PHILIPPUS: Magistrīs parendum est et senioribus honor dēbētur.
IOANNES: Num etiam condiscipulīs bene agendum est?
PHILIPPUS: Maximē! Omnibus benevolentia exhibenda est.
IOANNES: Quae vītia praecipuē vītanda sunt?
PHILIPPUS: Mendācium, invidia, et superbia fugienda sunt.
IOANNES: Difficile est tam multās virtūtēs habēre.
PHILIPPUS: Nōn ūnō diē, sed paulātim discuntur.
IOANNES: Quōmodo incipiam?
PHILIPPUS: Ab hodiernō diē virtūtem sequere et vītia fuge.
IOANNES: Grātiās tibī agō prō sapientiā tuā.
PHILIPPUS: Meminisse dēbēmus: mōrēs faciunt hominem.
IOANNES: Vērum dīcis. Bonōs mōrēs cōlāmus!
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These are the grammar rules for this text.
The Gerundive and Passive Periphrastic Construction
The central grammatical feature of this lesson is the gerundive (also called the “future passive participle” or the “verbal adjective of obligation”). When combined with forms of the verb esse (to be), it creates the passive periphrastic construction, which expresses obligation, necessity, or propriety.
Formation of the Gerundive:
The gerundive is formed by adding endings to the verb stem. Like other adjectives, it agrees with its noun in gender, number, and case.
For First Conjugation verbs (like amāre), add -andus, -anda, -andum to the stem: amandus (”worthy of being loved” or “must be loved”).
For Second Conjugation verbs (like monēre), add -endus, -enda, -endum: monendus (”must be warned”).
For Third Conjugation verbs (like dūcere), add -endus, -enda, -endum: dūcendus (”must be led”).
For Third Conjugation -iō verbs (like capere), add -iendus, -ienda, -iendum: capiendus (”must be taken”).
For Fourth Conjugation verbs (like audīre), add -iendus, -ienda, -iendum: audiendus (”must be heard”).
The Passive Periphrastic (Gerundive + esse):
When the gerundive is used with a form of sum, it expresses obligation or necessity. The construction literally means “something is to-be-done” but is translated as “must be done” or “has to be done.”
Example from the text: Vēritās dīcenda est = “Truth must be spoken” (literally: “Truth is to-be-spoken”)
The Dative of Agent:
With the passive periphrastic, the person who must perform the action is expressed in the dative case (not the ablative with ā/ab as in regular passive constructions).
Example: Magistrīs parendum est = “Teachers must be obeyed” (literally: “By teachers, obedience must be given” — but the dative magistrīs indicates the agent)
Impersonal Gerundive Constructions:
When there is no specific subject, the gerundive appears in the neuter singular with est.
Example: Quid faciendum est? = “What must be done?”
Example: Bene agendum est = “One must act well”
Word Order Analysis:
This dialogue demonstrates several word order patterns typical of Renaissance school Latin. The gerundive typically appears at or near the end of its clause, just before the auxiliary est/sunt, maintaining the classical SOV tendency. Interrogative words like quid, quōmodo, and cūr are fronted to the beginning of their clauses [INT pattern]. Emphatic fronting [EF] is used for moral concepts being stressed, as in Mendācium, invidia, et superbia fugienda sunt where the vices are listed first for emphasis.
Common Mistakes to Avoid:
Confusing the gerundive with the gerund. The gerund is a verbal noun (e.g., legendī causā = “for the sake of reading”), while the gerundive is a verbal adjective expressing obligation.
Forgetting that the gerundive must agree with its noun in gender, number, and case. Virtūtēs colendae sunt (feminine plural) but Vītium vītandum est (neuter singular).
Using ab + ablative for the agent instead of the dative. With the passive periphrastic, always use the dative: Nōbīs faciendum est (not ā nōbīs faciendum est — though the latter is not grammatically wrong, the dative is the standard construction).
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agō, agere, ēgī, āctum — to do, act, drive; grātiās agere = to give thanks. From Indo-European h₂eǵ- (to drive). Related to English “agent,” “agenda.”
benevolentia, -ae (f.) — kindness, goodwill, benevolence. Compound of bene (well) + volentia (wishing). Related to English “benevolent.”
colō, colere, coluī, cultum — to cultivate, honor, worship. From PIE kʷel- (to turn, move around). Related to English “cultivate,” “culture,” “colony.”
condiscipulus, -ī (m.) — fellow student, classmate. Compound of con- (together) + discipulus (student).
dēbeō, dēbēre, dēbuī, dēbitum — to owe, ought, must. From dē- + habeō (to have from). Related to English “debt,” “due.”
difficilis, -e — difficult, hard. Compound of dis- (apart) + facilis (easy). Related to English “difficult.”
dīcō, dīcere, dīxī, dictum — to say, speak, tell. From PIE deyk- (to point out). Related to English “diction,” “dictate,” “predict.”
discō, discere, didicī — to learn. Related to docēre (to teach). Related to English “disciple,” “discipline.”
exhibeō, exhibēre, exhibuī, exhibitum — to show, display, present. Compound of ex- + habeō. Related to English “exhibit.”
faciō, facere, fēcī, factum — to do, make. From PIE dʰeh₁- (to place, put). Related to English “fact,” “factory,” “affect.”
fidēs, fideī (f.) — faith, trust, loyalty. From PIE bʰeydʰ- (to trust). Related to English “fidelity,” “confide.”
fugiō, fugere, fūgī, fugitum — to flee, escape, avoid. Related to English “fugitive,” “refuge.”
hodiē (adv.) — today. Compound of hōc diē (on this day).
hodiernus, -a, -um — of today, today’s. From hodiē.
honor, honōris (m.) — honor, respect, esteem. Related to English “honor,” “honest.”
incipiō, incipere, incēpī, inceptum — to begin, start. Compound of in- + capiō (to take).
invidia, -ae (f.) — envy, jealousy, ill-will. From in- + videō (looking askance at). Related to English “envy,” “invidious.”
magister, magistrī (m.) — teacher, master. Related to magis (more) and magnus (great). Related to English “master,” “magistrate.”
magnī mōmentī — of great importance (genitive of quality/value).
maximē (adv.) — very much, especially, absolutely. Superlative of magnoperē.
meminī, meminisse (defective verb) — to remember. Perfect tense with present meaning.
mendācium, -iī (n.) — lie, falsehood, lying. From mendāx (lying, deceitful).
mōmentum, -ī (n.) — movement, importance, moment. From moveō. Related to English “moment,” “momentum.”
mōs, mōris (m.) — custom, manner; (pl.) mōrēs = morals, character, conduct. Related to English “moral,” “morose.”
nesciō, nescīre — not to know, to be ignorant. Compound of ne- + sciō.
pāreō, pārēre, pāruī — to obey (+ dative). Related to pariō (to bring forth, accomplish).
paulātim (adv.) — gradually, little by little. From paulus (little).
praecipuē (adv.) — especially, particularly. From praecipuus (special, particular).
sapientia, -ae (f.) — wisdom. From sapiō (to taste, be wise). Related to English “sapient,” “Homo sapiens.”
senior, seniōris (m./f.) — elder, older person. Comparative of senex (old). Related to English “senior,” “senate.”
sequor, sequī, secūtus sum (deponent) — to follow, pursue. Related to English “sequence,” “consequence.”
superbia, -ae (f.) — pride, arrogance, haughtiness. From superbus (proud), from super (above). Related to English “superb.”
vēritās, vēritātis (f.) — truth. From vērus (true). Related to English “verity,” “verify.”
virtūs, virtūtis (f.) — virtue, moral excellence, courage. From vir (man). Related to English “virtue,” “virtuoso.”
vītium, -iī (n.) — vice, fault, defect. Related to English “vice,” “vicious.”
vītō, vītāre, vītāvī, vītātum — to avoid, shun. Related to English “inevitable.”
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A simplified version suitable for beginners, maintaining the dialogue format but using more common vocabulary and simpler constructions:
PHILIPPUS: Salvē, Ioannēs! Cōlisne virtūtēs tuās?
IOANNES: Salvē! Quid sunt virtūtēs?
PHILIPPUS: Virtūtēs sunt rēs bonae. Dēbēmus eās habēre.
IOANNES: Quās virtūtēs dēbēmus habēre?
PHILIPPUS: Dēbēmus vērum dīcere.
IOANNES: Cūr est hoc bonum?
PHILIPPUS: Sine vēritāte nōn possumus amīcōs habēre.
IOANNES: Quid aliud dēbēmus facere?
PHILIPPUS: Dēbēmus magistrōs audīre.
IOANNES: Quae mala dēbēmus vītāre?
PHILIPPUS: Nōn dēbēmus mentīrī. Nōn dēbēmus invidēre. Nōn dēbēmus superbī esse.
IOANNES: Difficile est!
PHILIPPUS: Nōn in ūnō diē — sed paulātim.
IOANNES: Grātiās tibī!
PHILIPPUS: Mōrēs faciunt hominem.
IOANNES: Bene! Bonī sīmus!
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The complete dialogue in the authentic Neo-Latin style of Mosellanus’s Paedologia, with original spelling conventions:
DE MORIBVS
Philippus et Ioannes, duo discipuli, de bonis moribus colloquuntur.
PHILIPPVS: Salue, Ioannes! Quomodo mores tuos hodie colis?
IOANNES: Salue! Nescio quid dicas. Quid sunt boni mores?
PHILIPPVS: Boni mores sunt virtutes quae a nobis colendae sunt.
IOANNES: Quae virtutes praecipue discendae sunt?
PHILIPPVS: Primum, veritas semper dicenda est.
IOANNES: Cur veritas tam magni momenti est?
PHILIPPVS: Quia sine veritate nulla fides haberi potest.
IOANNES: Quid aliud faciendum est bono discipulo?
PHILIPPVS: Magistris parendum est et senioribus honor debetur.
IOANNES: Num etiam condiscipulis bene agendum est?
PHILIPPVS: Maxime! Omnibus beneuolentia exhibenda est.
IOANNES: Quae vitia praecipue vitanda sunt?
PHILIPPVS: Mendacium, inuidia, et superbia fugienda sunt.
IOANNES: Difficile est tam multas virtutes habere.
PHILIPPVS: Non uno die, sed paulatim discuntur.
IOANNES: Quomodo incipiam?
PHILIPPVS: Ab hodierno die virtutem sequere et vitia fuge.
IOANNES: Gratias tibi ago pro sapientia tua.
PHILIPPVS: Meminisse debemus: mores faciunt hominem.
IOANNES: Verum dicis. Bonos mores colamus!
Source: Dialogue reconstructed in the style of Petrus Mosellanus, Paedologia (1518), following the patterns and vocabulary attested in the Hermann Michel critical edition (Berlin: Weidmann, 1906). Original text accessible at: https://archive.org/details/paedologiahrsgvo00moseuoft
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A contemporary dialogue on academic ethics, applying the same vocabulary and grammatical structures in a modern university setting.
DE MORIBVS ACADEMICIS Marcus et Lucia, duo studentes universitatis, de integritate academica colloquuntur.
1. MARCUS: Salvē, Lucia! Audīvistīne dē novīs regulīs universitātis? Hello, Lucia! Have you heard about the university’s new rules?
2. LUCIA: Salvē! Ita vērō. Dē integritāte academicā, nōnne? Hello! Yes indeed. About academic integrity, right?
3. MARCUS: Rēctē dīcis. Plāgium omnīnō vītandum est. You speak correctly. Plagiarism must be entirely avoided.
4. LUCIA: Cūr plāgium tam grave vītium habētur? Why is plagiarism considered such a serious vice?
5. MARCUS: Quia sine honestāte nūlla scientia vēra esse potest. Because without honesty, no knowledge can be true.
6. LUCIA: Quid aliud ā studentibus faciendum est? What else must be done by students?
7. MARCUS: Fōntēs semper citandī sunt. Labor aliōrum agnōscendus est. Sources must always be cited. The work of others must be acknowledged.
8. LUCIA: Num etiam in exāminibus honestās servanda est? Must honesty also be maintained in examinations?
9. MARCUS: Maximē! Nūlla fraus toleranda est. Absolutely! No fraud is to be tolerated.
10. LUCIA: Quid dē collabōrātiōne? Semperque sōlī labōrandum est? What about collaboration? Must we always work alone?
11. MARCUS: Minimē. Collabōrātiō permissa laudanda est — sed sine mendāciō. Not at all. Permitted collaboration is praiseworthy — but without deception.
12. LUCIA: Difficile est omnēs regulās meminisse. It is difficult to remember all the rules.
13. MARCUS: Prīncipium simplex est: age honestē et citā rectē. The principle is simple: act honestly and cite correctly.
14. LUCIA: Sapienter dīcis! Integritās ā nōbīs omnibus colenda est. You speak wisely! Integrity must be cultivated by all of us.
15. MARCUS: Meminisse dēbēmus: mōrēs academicī vītam futūram praeparant. We must remember: academic morals prepare future life.
16. LUCIA: Vērum est. Bonōs mōrēs cōlāmus in omnibus rēbus! It’s true. Let us cultivate good character in all things!
Vocabulary Notes for Part B:
integritās, -ātis (f.) — integrity plāgium, -iī (n.) — plagiarism (Neo-Latin, from plaga = hunting net, snare) fōns, fontis (m.) — source, origin citō, citāre — to cite, summon agnōscō, agnōscere — to recognize, acknowledge exāmen, exāminis (n.) — examination fraus, fraudis (f.) — fraud, deception collabōrātiō, -ōnis (f.) — collaboration (Neo-Latin) prīncipium, -iī (n.) — principle, beginning academicus, -a, -um — academic
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The Latinum Institute has been creating materials for serious students of Latin since 2006. Our approach is text-based and designed for autodidacts — independent learners who wish to develop genuine reading fluency in Latin through extensive engagement with authentic texts.
The Neo-Latin Colloquia series uses Renaissance school dialogues as the foundation for learning conversational Latin patterns. These dialogues, written by humanist educators like Erasmus, Cordier, Vives, and Mosellanus, were designed with a double purpose: to teach elegant Latin expression and to instill good moral character. We maintain this approach, believing that language learning is enriched when connected to meaningful content.
Each lesson provides multiple versions of the text (interlinear, natural, Latin-only, simplified, authentic) to support learners at different stages. The grammatical explanations focus on practical understanding rather than abstract rules.
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Mōrēs faciunt hominem — Character makes the man.
Next Lesson: Lesson 21 — Erasmus, Convivium Religiosum (The Religious Feast)
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