Source Text: Maturinus Corderius, Colloquia Scholastica Book I (1564), Colloquia I-II
Welcome to Lesson 6 of the Neo-Latin Colloquia series. Having completed our study of Erasmus’s greeting, health, and farewell formulas in Lessons 1-5, we now turn to a new author and a new thematic domain: the morning study routines of Renaissance schoolboys.
Maturinus Corderius (Mathurin Cordier, 1479-1564) was a French humanist educator who spent his long life teaching Latin to young students across France and Switzerland. His Colloquia Scholastica, first published in 1564, represents the pinnacle of practical Neo-Latin pedagogy. Unlike Erasmus’s sometimes elaborate formulas, Cordier’s dialogues are stripped to essentials—simple exchanges that real students might actually have before class.
These dialogues capture the daily reality of Renaissance education: students arriving at school, reviewing their lessons together, worrying about reciting before their teacher. The Latin is purposefully simple but authentic, making it ideal for learners seeking genuine conversational competence.
Course Index:
https://latinum.substack.com/p/index
FAQ: What are these dialogues about?
These dialogues depict Renaissance schoolboys preparing for their daily lessons. In Colloquium I, Abrahamus invites Bartholomaeus to review their assignment together, overcoming his companion’s initial reluctance. In Colloquium II, Conradus and Daniel discuss their preparation and agree to practice reciting before their teacher arrives. The dialogues teach essential school vocabulary, hortatory subjunctive constructions, and the supine of purpose—grammatical structures that appear constantly in educated Latin discourse.
Key Takeaways:
This lesson introduces you to the hortatory subjunctive (”let us...”), the supine of purpose after verbs of motion, the opus est construction for expressing necessity, and essential school vocabulary. You will also encounter deponent verbs and the ablative of means. These patterns will appear throughout your study of Neo-Latin texts.
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Cordier’s text follows standard humanist conventions. The original prints often reduced classical diphthongs (ae → e, oe → e), but modern editions restore them. We present normalized classical orthography with pronunciation guidance following ecclesiastical tradition, the living pronunciation of the Catholic Church that Renaissance students would have learned.
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COLLOQUIUM: DE PRECIBUS
ARGUMENTUM: Duo discipulī dē precibus ante scholam fundendīs colloquuntur. Precēs quōtīdiē necessāriae.
Two students converse about prayers to be poured forth before school. Prayers are necessary daily.
PERSONAE: Paulus (P.), Quintus (Q.)
26.1a Age, come-on tempus time est is precandī. of-praying [SVO]
26.1b Age (AH-jay) come-on tempus (TEM-poos) time^NOM est (est) is precandī (pray-KAHN-dee) of-praying^GEN.GERUND
26.2a Cuius of-what reī matter tempus? time [INT]
26.2b Cuius (KOO-yoos) of-what^GEN reī (RAY-ee) matter^GEN tempus (TEM-poos) time^NOM
26.3a Precandī, of-praying inquam. I-say [EF]
26.3b Precandī (pray-KAHN-dee) of-praying^GEN inquam (IN-kwam) I-say^1SG
26.4a Quōmodo how scīs? do-you-know [INT]
26.4b Quōmodo (KWOH-moh-doh) how scīs (shees) do-you-know^2SG
26.5a Campāna bell sonuit. has-sounded [SVO]
26.5b Campāna (kahm-PAH-nah) bell^NOM sonuit (SOH-noo-it) has-sounded^3SG.PERF
26.6a Nōn not audīvī. I-heard [SOV]
26.6b Nōn (nohn) not audīvī (ow-DEE-vee) I-heard^1SG.PERF
26.7a Attende pay-attention igitur therefore dīligentius. more-carefully [IMP]
26.7b Attende (aht-TEN-day) pay-attention^IMP.2SG igitur (EE-gee-toor) therefore dīligentius (dee-lee-GEN-tsee-oos) more-carefully^ADV.COMP
26.8a Ubi where ōrābimus? shall-we-pray [INT]
26.8b Ubi (OO-bee) where ōrābimus (oh-RAH-bee-moos) shall-we-pray^1PL.FUT
26.9a In in aulā hall commūnī, common ut as solēmus. we-are-accustomed [LOC]
26.9b In (in) in aulā (OW-lah) hall^ABL commūnī (kohm-MOO-nee) common^ABL ut (oot) as solēmus (SOH-lay-moos) we-are-accustomed^1PL
26.10a Quid what precābimur? shall-we-pray [INT]
26.10b Quid (kwid) what^ACC precābimur (pray-KAH-bee-moor) shall-we-pray^1PL.FUT.DEP
26.11a Prīmum first Ōrātiōnem Prayer Dominicam. Lord’s [ADV+OBJ]
26.11b Prīmum (PREE-moom) first^ADV Ōrātiōnem (oh-rah-tsee-OH-nem) Prayer^ACC Dominicam (doh-MEE-nee-kahm) Lord’s^ACC
26.12a Deinde then quid? what [INT]
26.12b Deinde (DAY-in-day) then quid (kwid) what^ACC
26.13a Salūtātiōnem Greeting Angelicam. Angelic [OBJ]
26.13b Salūtātiōnem (sah-loo-tah-tsee-OH-nem) Greeting^ACC Angelicam (ahn-JAY-lee-kahm) Angelic^ACC
26.14a Quōmodo how stābimus? shall-we-stand [INT]
26.14b Quōmodo (KWOH-moh-doh) how stābimus (STAH-bee-moos) shall-we-stand^1PL.FUT
26.15a Genibus knees flexīs, bent capitibus heads inclīnātīs. bowed [ABL.ABS]
26.15b Genibus (JAY-nee-boos) knees^ABL flexīs (FLEK-sees) bent^ABL.PPP capitibus (kah-PEE-tee-boos) heads^ABL inclīnātīs (in-klee-NAH-tees) bowed^ABL.PPP
26.16a Cūr why genibus knees flexīs? bent [INT]
26.16b Cūr (koor) why genibus (JAY-nee-boos) knees^ABL flexīs (FLEK-sees) bent^ABL
26.17a Ut so-that Deum God reverenter reverently colāmus. we-may-worship [PURPOSE]
26.17b Ut (oot) so-that Deum (DAY-oom) God^ACC reverenter (ray-vay-REN-ter) reverently colāmus (koh-LAH-moos) we-may-worship^1PL.SUBJ
26.18a Quis who praeībit? will-lead [INT]
26.18b Quis (kwis) who^NOM praeībit (prye-EE-bit) will-lead^3SG.FUT
26.19a Magister teacher ipse, himself vel or monitor. monitor [SUBJ]
26.19b Magister (mah-GIS-ter) teacher^NOM ipse (IP-say) himself^NOM vel (vel) or monitor (MOH-nee-tor) monitor^NOM
26.20a Ōrēmus let-us-pray igitur. therefore [HORT]
26.20b Ōrēmus (oh-RAY-moos) let-us-pray^1PL.SUBJ igitur (EE-gee-toor) therefore
26.21a Ōrēmus. let-us-pray Pater Father noster, our quī who es you-are in in caelīs... heavens [HORT+LIT]
26.21b Ōrēmus (oh-RAY-moos) let-us-pray^HORT Pater (PAH-ter) Father^VOC noster (NOS-ter) our^VOC quī (kwee) who^REL es (es) you-are^2SG in (in) in caelīs (CHAY-lees) heavens^ABL
26.22a ...sanctificētur be-hallowed nōmen name tuum. your [JUSS]
26.22b sanctificētur (sahnk-tee-fee-CHAY-toor) be-hallowed^3SG.SUBJ.PASS nōmen (NOH-men) name^NOM tuum (TOO-oom) your^NOM
26.23a Bene well ōrāstī. you-prayed Eāmus let-us-go nunc now ad to scholam. school [HORT]
26.23b Bene (BAY-nay) well ōrāstī (oh-RAHS-tee) you-prayed^2SG.PERF Eāmus (ay-AH-moos) let-us-go^1PL.SUBJ nunc (noonk) now ad (ahd) to scholam (SKOH-lahm) school^ACC
26.24a Valē, farewell et and ōrā pray prō for mē. me [IMP]
26.24b Valē (VAH-lay) farewell^IMP et (et) and ōrā (OH-rah) pray^IMP prō (proh) for mē (may) me^ABL
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6.1 Eāmus ūnā repetītum. — Let’s go review together.
6.2 Quid ego repeterem? — What would I review? (Why should I review?)
6.3 Nōnne satis est, quod sōlus repetīverim? — Isn’t it enough that I’ve reviewed alone?
6.4 Sī tantum semel aut bis repetīveris, id parum est ad ēdiscendum. — If you’ve only reviewed once or twice, that’s too little for learning thoroughly.
6.5 Imō circiter deciēs repetīvī. — On the contrary, I’ve reviewed about ten times.
6.6 Nē id quidem sufficit. — Not even that is enough.
6.7 Quid igitur vīs amplius? — What more do you want then?
6.8 Sī vīs certissimē reddere cōram Praeceptōre, opus est cum aliquō repetīvisse. — If you want to recite most confidently before the teacher, it’s necessary to have reviewed with someone.
6.9 Istud ego nesciēbam: sed tibi libenter assentior. — I didn’t know that, but I gladly agree with you.
6.10 Faciāmus ergō, quod ego tē monēbam. — Let’s do, then, what I was advising you.
6.11 Equidem nōn recūsō, incipe. — For my part, I don’t refuse—begin.
6.12 Quid agis? — What are you doing? (How are you?)
6.13 Repetō mēcum. — I’m reviewing by myself.
6.14 Quid repetis? — What are you reviewing?
6.15 Praescrīptum hodiērnum Praeceptōris. — Today’s assignment from the teacher.
6.16 Tenēsne memoriā? — Do you have it memorized?
6.17 Sīc opīnor. — I think so.
6.18 Repetāmus ūnā: sīc uterque nostrum rēctius prōnuntiābit cōram Praeceptōre. — Let’s review together: that way each of us will recite more correctly before the teacher.
6.19 Tū igitur incipe, quī mē prōvocāstī. — You begin then, since you challenged me.
6.20 Age attentus estō: mē nē sīnās aberrāre. — Come on, be attentive—don’t let me go astray.
6.21 Sum promptior ad audiendum, quam tū ad prōnuntiandum. — I’m readier to listen than you are to recite.
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A. Eāmus ūnā repetītum. B. Quid ego repeterem? Nōnne satis est, quod sōlus repetīverim? A. Sī tantum semel aut bis repetīveris, id parum est ad ēdiscendum. B. Imō circiter deciēs repetīvī. A. Nē id quidem sufficit. B. Quid igitur vīs amplius? A. Sī vīs certissimē reddere cōram Praeceptōre, opus est cum aliquō repetīvisse. B. Istud ego nesciēbam: sed tibi libenter assentior. A. Faciāmus ergō, quod ego tē monēbam. B. Equidem nōn recūsō, incipe.
C. Quid agis? D. Repetō mēcum. C. Quid repetis? D. Praescrīptum hodiērnum Praeceptōris. C. Tenēsne memoriā? D. Sīc opīnor. C. Repetāmus ūnā: sīc uterque nostrum rēctius prōnuntiābit cōram Praeceptōre. D. Tū igitur incipe, quī mē prōvocāstī. C. Age attentus estō: mē nē sīnās aberrāre. D. Sum promptior ad audiendum, quam tū ad prōnuntiandum.
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These are the grammar rules for this text.
The most important new construction in this lesson is the hortatory subjunctive—using the first person plural present subjunctive to express an exhortation or suggestion: “Let us do X.”
Formation: Take the 1st person plural present subjunctive form.
For 1st conjugation verbs (like repetō, repetāre), the subjunctive uses -ē- instead of -ā-: repetēmus → repetāmus would be wrong; but since repetō is actually 3rd conjugation (repetere), we get: stem repet- + subjunctive vowel -ā- + ending -mus = repetāmus.
For 3rd conjugation: present stem + ā + personal ending. Thus: faciāmus “let us do,” eāmus “let us go.”
Examples from the text:
Eāmus ūnā repetītum — “Let us go together to review”
Faciāmus ergō — “Let us do, therefore”
Repetāmus ūnā — “Let us review together”
Common Mistake: Students sometimes confuse this with the future indicative. Remember: the hortatory subjunctive is a suggestion or exhortation, not a prediction. “Repetāmus” = “Let’s review” (suggestion), not “We will review” (prediction, which would be repetēmus).
When you want to express purpose after a verb of motion, Latin uses the supine in -um (the accusative supine).
Formation: 4th principal part stem + -um.
From repetō, repetere, repetīvī, repetītum: the supine is repetītum.
Usage: After verbs of motion (eō, veniō, mittō, etc.), the supine expresses purpose:
Eāmus repetītum — “Let us go to review” (literally: “Let us go for reviewing”)
Compare with English: “I’m going swimming” = Eō natātum.
Common Mistake: Don’t confuse the supine with the perfect passive participle. They look identical! Context tells you which is which: after a motion verb = supine of purpose; with sum = PPP forming perfect passive.
The construction opus est + infinitive expresses necessity impersonally.
Pattern: Opus est + (dative of person) + infinitive
Opus est repetīvisse — “It is necessary to have reviewed”
Opus est tibi studēre — “It is necessary for you to study”
Note: Opus here is indeclinable—it doesn’t change form regardless of the sentence structure.
Two deponent verbs appear in this lesson: opīnor (”I think/suppose”) and assentior (”I agree”).
Definition: Deponent verbs have passive forms but active meanings.
Opīnor — 1st singular present indicative deponent — “I think” (not “I am thought”)
Assentior — 1st singular present indicative deponent — “I agree” (not “I am agreed to”)
To conjugate: use passive endings throughout, but translate actively.
opīnor, opīnāris, opīnātur, opīnāmur, opīnāminī, opīnantur
The question Tenēsne memoriā? uses the ablative of means: “Do you hold it by memory?”
The ablative case (without a preposition) can express the instrument or means by which something is done.
Memoriā teneō — “I hold by memory” = “I have memorized”
Manibus labōrō — “I work with my hands”
This lesson demonstrates several characteristic Latin word order patterns.
SOV (Subject-Object-Verb): The classical default. Verb comes last.
Ego deciēs repetīvī — “I ten-times have-reviewed”
Interrogative Fronting: Question words come first.
Quid agis? — “What do-you?”
Emphatic Fronting: What you want to emphasize goes first.
Istud ego nesciēbam — “THAT I did not know”
Tū igitur incipe — “YOU therefore begin”
Postpositives: Certain words (igitur, enim, autem, quidem) never come first in their clause.
Quid igitur vīs? — “What THEREFORE do-you-wish?” (igitur is second)
Mistake 1: Translating the hortatory subjunctive as future: Repetāmus ≠ “We will review.” It means “Let us review.”
Mistake 2: Forgetting that mēcum, tēcum, nōbīscum, vōbīscum have cum attached: mē + cum → mēcum (not cum mē).
Mistake 3: Using ne instead of nōn for simple negation. Use nē only with subjunctives (prohibitions, purpose clauses) or in nē...quidem (”not even”).
Mistake 4: Confusing ergō and igitur. Both mean “therefore,” but igitur is postpositive (never first), while ergō can begin a clause.
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aberrō, aberrāre, aberrāvī, aberrātum — v. 1st conj. — go astray, wander off. Compound of ab “away” + errō “wander.” English derivative: “aberrant.”
agō, agere, ēgī, āctum — v. 3rd conj. — do, act, drive. Quid agis? = “What are you doing?” / “How are you?” Very high frequency.
aliquis, aliquid — indefinite pronoun — someone, something. Ablative aliquō = “with someone.”
amplius — comparative adverb — more, further. From amplus “large.”
assentior, assentīrī, assēnsus sum — v. 4th conj. deponent — agree, assent. Takes dative: tibi assentior = “I agree with you.”
attentus, -a, -um — adjective — attentive, careful. Past participle of attendō “stretch toward.”
bis — numerical adverb — twice. Compare semel “once,” ter “three times.”
certissimē — superlative adverb — most certainly, most surely. From certus “certain.”
circiter — adverb — about, approximately. Used with numbers.
cōram — preposition + ablative — in the presence of, before. Cōram Praeceptōre = “before the teacher.”
deciēs — numerical adverb — ten times. From decem “ten.”
ēdiscō, ēdiscere, ēdidicī, — — v. 3rd conj. — learn thoroughly, memorize. Compound of ē- (intensive) + discō “learn.”
equidem — emphatic particle — for my part, indeed. Used with 1st person.
ergō — conjunction — therefore, consequently. Can begin a sentence (unlike igitur).
estō — 2nd sg. future imperative of sum — be! (emphatic/formal command)
hodiērnus, -a, -um — adjective — of today, today’s. From hodiē “today.”
igitur — postpositive conjunction — therefore, then. Never first word in clause.
imō — adversative adverb — on the contrary, rather. Corrects or strengthens previous statement.
incipiō, incipere, incēpī, inceptum — v. 3rd conj. -iō — begin, start. Irregular imperative: incipe (not incipī).
libenter — adverb — gladly, willingly. From libēns “willing.”
memoriā — ablative of means — by memory. Memoriā teneō = “I have memorized.”
mēcum — pronoun + preposition — with me/myself. = cum mē (preposition attached).
monēō, monēre, monuī, monitum — v. 2nd conj. — advise, warn, remind. English derivative: “admonish.”
nesciō, nescīre, nescīvī, nescītum — v. 4th conj. — not know, be ignorant of. = nē + sciō.
nōnne — interrogative particle — expects “yes” answer. “Isn’t it...?”
opīnor, opīnārī, opīnātus sum — v. 1st conj. deponent — think, suppose. English derivative: “opinion.”
opus — indeclinable noun (in this usage) — necessary thing. Opus est + inf. = “it is necessary to.”
parum — indeclinable adjective/adverb — too little, not enough.
praelectiō, praelectiōnis, f. — noun, 3rd decl. — lesson, lecture. From praelegō “read before.”
Praeceptor, Praeceptōris, m. — noun, 3rd decl. — teacher, master. From praecipiō “instruct.”
praescrīptum, -ī, n. — noun, 2nd decl. — assignment, prescribed task. Substantivized PPP of praescrībō.
promptus, -a, -um — adjective — ready, prepared. Comparative: promptior.
prōnuntiō, -āre, -āvī, -ātum — v. 1st conj. — pronounce, recite, declare.
prōvocō, -āre, -āvī, -ātum — v. 1st conj. — call forth, challenge, provoke.
recūsō, -āre, -āvī, -ātum — v. 1st conj. — refuse, decline.
reddō, reddere, reddidī, redditum — v. 3rd conj. — give back, render, recite.
repetō, repetere, repetīvī, repetītum — v. 3rd conj. — seek again, review, go over. The central verb of this lesson.
satis — indeclinable adjective/adverb — enough, sufficient.
semel — numerical adverb — once. Compare bis “twice.”
sīnō, sinere, sīvī, situm — v. 3rd conj. — allow, permit. Nē sīnās = “don’t allow.”
sufficiō, sufficere, suffēcī, suffectum — v. 3rd conj. -iō — suffice, be enough.
teneō, tenēre, tenuī, tentum — v. 2nd conj. — hold, keep, remember. Memoriā teneō = “I have memorized.”
ūnā — adverb — together. From ūnus “one.”
uterque, utraque, utrumque — pronoun — each of two, both. Uterque nostrum = “each of us two.”
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For beginners, here is a simplified version maintaining the dialogue structure but using more basic vocabulary and constructions:
A. Eāmus. Studeāmus ūnā. B. Cūr? Iam studiī. A. Nōn satis est. Oportet iterum studēre. B. Deciēs iam studii! A. Nōn est satis. Melius est cum amīcō studēre. B. Vērum dīcis. Bene. Incipe.
C. Quid agis? D. Studeō sōlus. C. Quid studēs? D. Lēctiōnem hodiē. C. Tenēsne? D. Putō. C. Studeāmus ūnā. Sīc melius est. D. Tū incipe. C. Attende bene! D. Parātus sum.
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From Maturinus Corderius, Colloquia Scholastica, Liber Primus (1564 edition, normalized orthography):
COLLOQUIUM I. Argumentum: Duo pueri ad praelectionem repetendam sese parant. Lectiones saepe repetendae.
ABRAHAMUS, BARTHOLOMAEUS.
Eamus una repetitum. B. Quid ego repeterem? Nonne satis est, quod solus repetiverim? A. Si tantum semel aut bis repetiveris, id parum est ad ediscendum. B. Imo circiter decies repetivi. A. Ne id quidem sufficit. B. Quid igitur vis amplius? A. Si vis certissime reddere coram Praeceptore, opus est cum aliquo repetivisse. B. Istud ego nesciebam: sed tibi libenter assentior. A. Faciamus ergo, quod ego te monebam. B. Equidem non recuso, incipe.
COLLOQUIUM II. Argumentum: Exordium est ad repetendam praelectionem.
CONRADUS, DANIEL.
Quid agis? D. Repeto mecum. C. Quid repetis? D. Praescriptum hodiernum Praeceptoris. C. Tenesne memoria? D. Sic opinor. C. Repetamus una: sic uterque nostrum rectius pronuntiabit coram Praeceptore. D. Tu igitur incipe, qui me provocasti. C. Age attentus esto: me ne sinas aberrare. D. Sum promptior ad audiendum, quam tu ad pronuntiandum.
Source: Archive.org, Colloquia Scholastica (1819 edition), pp. 5-6
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The Latinum Institute has been creating materials for Latin learners since 2006. Our approach emphasizes authentic Neo-Latin texts—the living Latin of the Renaissance—as the foundation for genuine conversational competence. Rather than artificial textbook Latin, we use the actual dialogues that educated Europeans composed and studied for centuries.
Cordier’s Colloquia Scholastica represents the best of Renaissance Latin pedagogy: simple, practical, and immediately usable. These are not literary exercises but real conversational patterns that students can adapt to their own speech.
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Next Lesson: Lesson 7 continues with Cordier’s morning dialogues, covering clothing and dressing vocabulary (De Vestitu).
Fīnis Lēctiōnis Sextae
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