Source: Maturinus Corderius, Colloquia Scholastica, Liber Primus, Colloquium VII (1564)
Welcome to Lesson 8 of the Latinum Institute’s Neo-Latin Colloquia course. In this lesson, we encounter one of Cordier’s most charming and pedagogically valuable dialogues: a schoolboy returning to class after fetching forgotten books, and his friend’s gentle but firm reproach.
This dialogue, drawn from Colloquium VII of Cordier’s Colloquia Scholastica, showcases Renaissance school life with remarkable authenticity. We witness the everyday concerns of sixteenth-century students: forgetting books at home, the fear of the teacher’s punishment, and the camaraderie that tempers correction with kindness.
What is this dialogue about? Two Renaissance schoolboys — Choletus and Colloguerius — have a brief but rich exchange. Colloguerius has just returned from home where he went to fetch books he had forgotten. Choletus questions him, expresses mild reproach about the negligence, but ultimately accepts his friend’s acknowledgment of fault. They resolve to enter the classroom together before the monitors call roll.
Grammatical Focus: This lesson introduces motion verbs (compounds of eō “go”), the supine of purpose, impersonal verbs of emotion (pudet, piget), and authentic conversational patterns including elliptical responses and parenthetical expressions.
Link to course index:
https://latinum.substack.com/p/index
Key Takeaways: -
Motion verb compounds: redeō (return), prōdeō (go forth), introeō (enter) -
Supine of purpose construction: eō petītum “I go to fetch” -
Impersonal verbs of emotion: mē pudet “it shames me” -
Hortatory subjunctive: eāmus “let us go” -
Word order patterns in conversational Neo-Latin
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
The text below is normalized to standard Neo-Latin orthography. In the original 1564 edition, you may encounter variant spellings such as cœlum for caelum, inconsistent u/v distinctions, and occasional ligatures. We preserve macrons (long marks) in the interlinear section to aid pronunciation and meter. The j for consonantal i appears in some Renaissance editions but is normalized here to i.
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
The dialogue features two characters: Choletus (Ch.) and Colloguerius (Co.). The name Colloguerius may be a Latinization of a French name like Colloguer — recall that Cordier taught in Geneva and used names familiar to his Franco-Swiss students.
8.1a Ch. Unde from-where redis? do-you-return [INT]
8.1b Unde (UN-de) from-where redis (RE-dis) do-you-return
Grammatical notes: Unde is an interrogative adverb asking about source or origin. Redis is 2nd person singular present indicative of redeō (re- + eō), a compound of the irregular verb “to go.” Word order: interrogative word fronted.
8.2a Co. Foris. from-outside [ELLIP]
8.2b Foris (FO-ris) from-outside
Grammatical notes: An elliptical one-word response — natural in spoken Latin. Supply redeō foris “I return from outside.” The adverb foris means “outside, outdoors.”
8.3a Ch. Cūr why prōdierās? had-you-gone-forth [INT]
8.3b Cūr (koor) why prōdierās (pro-di-E-rahs) had-you-gone-forth
Grammatical notes: Prōdierās is 2nd person singular pluperfect indicative of prōdeō (prō- + eō) “to go forth.” The pluperfect indicates an action completed before another past action — here, before his return.
8.4a Co. Ut so-that īrem I-might-go domum. homeward [PURPOSE]
8.4b Ut (ut) so-that īrem (EE-rem) I-might-go domum (DO-mum) homeward
Grammatical notes: Ut + subjunctive expresses purpose. Īrem is 1st person singular imperfect subjunctive of eō. Domum is accusative of domus without a preposition — this is a special locative construction meaning “homeward, to home.”
8.5a Ch. Quid what/why eō? there [INT]
8.5b Quid (kwid) what/why eō (E-oh) there
Grammatical notes: Here eō is an adverb meaning “there, to that place” — not the verb! The full sense is elliptical: “What [did you want] there?” or “Why [go] there?”
8.6a Co. Petītum to-fetch librōs books meōs. my [SUPINE-PURPOSE]
8.6b Petītum (pe-TEE-tum) to-fetch librōs (LEE-brohs) books meōs (ME-ohs) my
Grammatical notes: Petītum is the supine (accusative form) of petō, used after verbs of motion to express purpose. This is a key construction: MOTION VERB + SUPINE = “go to [verb].” The full sense: “[I went] to fetch my books.”
8.7a Ch. Eho! hey! cūr why nōn not attūlerās? had-you-brought [INT]
8.7b Eho (E-ho) hey! cūr (koor) why nōn (nohn) not attūlerās (at-tu-LE-rahs) had-you-brought
Grammatical notes: Eho is an interjection expressing surprise or mild reproach. Attūlerās is 2nd person singular pluperfect of afferō (ad- + ferō), “to bring to.”
8.8a Co. Oblītus having-forgotten eram. I-was [SOV]
8.8b Oblītus (o-BLEE-tus) having-forgotten eram (E-ram) I-was
Grammatical notes: Oblītus is the perfect participle of oblīvīscor, a deponent verb (passive form, active meaning). The construction oblītus eram = “I had forgotten” (pluperfect sense with auxiliary sum).
8.9a Ch. Siccine do-you-thus solēs are-accustomed iēntāculum breakfast aut or merendam afternoon-snack oblīvīscī? to-forget [INT]
8.9b Siccine (SIK-ki-ne) do-you-thus solēs (SO-les) are-accustomed iēntāculum (yen-TA-ku-lum) breakfast aut (owt) or merendam (me-REN-dam) afternoon-snack oblīvīscī (ob-li-VIS-kee) to-forget
Grammatical notes: Siccine = sīc + -ne (interrogative particle), “do you thus...?” Solēs takes a complementary infinitive. Note the school-specific vocabulary: iēntāculum (breakfast/morning snack) and merenda (afternoon snack).
8.10a Co. Rārissimē. most-rarely [ELLIP]
8.10b Rārissimē (ra-RIS-si-me) most-rarely
Grammatical notes: Superlative adverb from rārō “rarely.” Another authentic one-word response characteristic of natural conversation.
8.11a Ch. Profectō certainly magna great fuit was neglegentia. negligence [SVO]
8.11b Profectō (pro-FEK-toh) certainly magna (MAG-na) great fuit (FU-it) was neglegentia (neg-le-GEN-ti-a) negligence
Grammatical notes: The adjective magna is fronted for emphasis before the verb. Neglegentia (negligence) — from neglegō “to neglect.”
8.12a Co. Imō rather maxima: very-greatest sed but quid what agās? can-one-do puerī boys sumus. we-are [EF + DELIB]
8.12b Imō (EE-moh) rather maxima (MAK-si-ma) very-greatest sed (sed) but quid (kwid) what agās (A-gahs) can-one-do puerī (pu-E-ree) boys sumus (SU-mus) we-are
Grammatical notes: Imō corrects or intensifies: “rather, on the contrary.” Quid agās is a deliberative subjunctive: “what is one to do?” This is a charming self-defense: “We’re just boys!”
8.13a Ch. Quid what sī if praeceptor teacher tuum your factum deed scīret? were-to-know [COND]
8.13b Quid (kwid) what sī (see) if praeceptor (prae-KEP-tor) teacher tuum (TU-um) your factum (FAK-tum) deed scīret (SKEE-ret) were-to-know
Grammatical notes: Present contrary-to-fact conditional. Scīret is imperfect subjunctive of sciō. The phrase suggests “What if the teacher found out?”
8.14a Co. Fortasse perhaps poenās penalties darem. I-would-pay [COND]
8.14b Fortasse (for-TAS-se) perhaps poenās (POE-nahs) penalties darem (DA-rem) I-would-pay
Grammatical notes: Poenās dare is the idiom “to pay the penalty.” Darem is imperfect subjunctive (apodosis of condition).
8.15a Ch. Ain’ do-you-say tū you fortasse? perhaps prōculdūbiō without-doubt vapulārēs. you-would-be-beaten [EMPHATIC]
8.15b Ain’ (AH-in) do-you-say tū (too) you fortasse (for-TAS-se) perhaps prōculdūbiō (pro-kul-DU-bi-oh) without-doubt vapulārēs (va-pu-LA-res) you-would-be-beaten
Grammatical notes: Ain’ is contracted from aisne “do you say?” — expressing incredulity. Vapulō means “to be beaten, flogged” — a vivid reminder of Renaissance school discipline!
8.16a Ch. Nōn not tē you pudet does-it-shame sine without librīs books in into scholam school venīre? to-come [IMPERS]
8.16b Nōn (nohn) not tē (te) you pudet (PU-det) does-it-shame sine (SI-ne) without librīs (LI-brees) books in (in) into scholam (SKO-lam) school venīre (ve-NEE-re) to-come
Grammatical notes: Pudet is an impersonal verb meaning “it shames.” It takes an accusative of the person feeling shame (tē) and an infinitive or genitive of the cause. Construction: “Does it not shame you to come to school without books?”
8.17a Co. Nōn not sōlum only pudet, does-it-shame sed but piget does-it-irk etiam: also [IMPERS + CORREL]
8.17b Nōn (nohn) not sōlum (SO-lum) only pudet (PU-det) does-it-shame sed (sed) but piget (PI-get) does-it-irk etiam (E-ti-am) also
Grammatical notes: Nōn sōlum... sed... etiam = “not only... but also.” Piget is another impersonal verb meaning “it vexes, it irks.”
8.18a Co. veruntamen nevertheless nē that-not mē me accūsēs, you-accuse obsecrō. I-beseech [PROHIB]
8.18b veruntamen (ve-run-TA-men) nevertheless nē (ne) that-not mē (me) me accūsēs (ak-KU-ses) you-accuse obsecrō (ob-SE-kroh) I-beseech
Grammatical notes: Nē + subjunctive forms a prohibition or negative purpose: “please don’t accuse me.” Obsecrō adds urgency to the request.
8.19a Ch. Nihil nothing minus less cōgitō; I-think [EF]
8.19b Nihil (NI-hil) nothing minus (MI-nus) less cōgitō (KO-gi-toh) I-think
Grammatical notes: Nihil minus = “nothing less” — an idiom meaning “I’m thinking nothing of the sort.” Object fronted for emphasis [EF].
8.20a Ch. sed but nōn not possum I-am-able dissimulāre, to-conceal quīn but-that ego I tē you reprehendam. I-reprove [RESULT]
8.20b sed (sed) but nōn (nohn) not possum (POS-sum) I-am-able dissimulāre (dis-si-mu-LA-re) to-conceal quīn (kween) but-that ego (E-go) I tē (te) you reprehendam (re-pre-HEN-dam) I-reprove
Grammatical notes: Nōn possum quīn + subjunctive = “I cannot but...” The construction expresses inability to avoid doing something.
8.21a Co. Istud that (crēdō I-believe equidem) indeed amīcē in-friendly-manner facis: you-do [EF + PAREN]
8.21b Istud (IS-tud) that crēdō (KRE-doh) I-believe equidem (E-kwi-dem) indeed amīcē (a-MEE-ke) in-friendly-manner facis (FA-kis) you-do
Grammatical notes: Istud is demonstrative “that thing” — fronted for emphasis. The parenthetical crēdō equidem “I do believe” softens the assertion.
8.22a Co. itaque and-so bonī well cōnsulō. I-take-it [SOV]
8.22b itaque (I-ta-kwe) and-so bonī (BO-nee) well cōnsulō (KON-su-loh) I-take-it
Grammatical notes: Bonī cōnsulō is an idiom: “I take it in good part.” The genitive bonī expresses value/worth.
8.23a Ch. Id that satis enough est is mihi: for-me eāmus let-us-go intrō inside in into audītōrium. lecture-hall [HORT]
8.23b Id (id) that satis (SA-tis) enough est (est) is mihi (MI-hee) for-me eāmus (e-A-mus) let-us-go intrō (IN-troh) inside in (in) into audītōrium (ow-di-TO-ri-um) lecture-hall
Grammatical notes: Eāmus is 1st person plural present subjunctive of eō — the hortatory subjunctive meaning “let us go!” This is a key construction for suggestions and exhortations.
8.24a Co. Tempus time est: it-is iam now decuriōnēs monitors exigunt demand scrīptūrae of-writing ratiōnem. account [SVO]
8.24b Tempus (TEM-pus) time est (est) it-is iam (yam) now decuriōnēs (de-ku-ri-O-nes) monitors exigunt (EK-si-gunt) demand scrīptūrae (skrip-TU-rae) of-writing ratiōnem (ra-ti-O-nem) account
Grammatical notes: Decuriōnēs were class monitors who kept order and took attendance. Scrīptūrae ratiōnem exigere = “to demand an account of the writing exercise.”
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
8.1 Ch. Unde redis? “Where are you coming back from?” [INT]
8.2 Co. Foris. “From outside.” [ELLIP]
8.3 Ch. Cūr prōdierās? “Why had you gone out?” [INT]
8.4 Co. Ut īrem domum. “So that I might go home.” [PURPOSE]
8.5 Ch. Quid eō? “What for? / Why there?” [INT]
8.6 Co. Petītum librōs meōs. “To fetch my books.” [SUPINE-PURPOSE]
8.7 Ch. Eho! cūr nōn attūlerās? “Hey! Why hadn’t you brought them?” [INT]
8.8 Co. Oblītus eram. “I had forgotten.” [SOV]
8.9 Ch. Siccine solēs iēntāculum aut merendam oblīvīscī? “Do you usually forget your breakfast or afternoon snack like this?” [INT]
8.10 Co. Rārissimē. “Very rarely.” [ELLIP]
8.11 Ch. Profectō magna fuit neglegentia. “That was certainly great negligence.” [SVO]
8.12 Co. Imō maxima: sed quid agās? puerī sumus. “Rather, the greatest! But what can one do? We are boys.” [EF + DELIB]
8.13 Ch. Quid sī praeceptor tuum factum scīret? “What if the teacher knew about what you did?” [COND]
8.14 Co. Fortasse poenās darem. “Perhaps I would pay the penalty.” [COND]
8.15 Ch. Ain’ tū fortasse? prōculdūbiō vapulārēs. Nōn tē pudet sine librīs in scholam venīre? “Do you say ‘perhaps’? Without a doubt you would be beaten. Does it not shame you to come to school without books?” [IMPERS]
8.16-17 Co. Nōn sōlum pudet, sed piget etiam. “Not only does it shame me, but it vexes me too.” [IMPERS + CORREL]
8.18 Co. veruntamen nē mē accūsēs, obsecrō. “Nevertheless, please don’t accuse me, I beg you.” [PROHIB]
8.19-20 Ch. Nihil minus cōgitō; sed nōn possum dissimulāre, quīn ego tē reprehendam. “I’m thinking nothing of the sort; but I cannot help but reprove you.” [EF + RESULT]
8.21-22 Co. Istud (crēdō equidem) amīcē facis: itaque bonī cōnsulō. “That you do (I believe) as a friend: and so I take it in good part.” [EF + PAREN]
8.23 Ch. Id satis est mihi: eāmus intrō in audītōrium. “That is enough for me: let us go inside into the lecture hall.” [HORT]
8.24 Co. Tempus est: iam decuriōnēs exigunt scrīptūrae ratiōnem. “It is time: the monitors are already demanding an account of the writing.” [SVO]
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
COLLOQUIUM VII Argumentum: Reprehēnsiō amīca plūrimum iūvat, sī bonō animō accipiātur.
Cholētus, Colloguērius
Ch. Unde redis? Co. Foris. Ch. Cūr prōdierās? Co. Ut īrem domum. Ch. Quid eō? Co. Petītum librōs meōs. Ch. Eho! cūr nōn attūlerās? Co. Oblītus eram. Ch. Siccine solēs iēntāculum aut merendam oblīvīscī? Co. Rārissimē. Ch. Profectō magna fuit neglegentia. Co. Imō maxima: sed quid agās? puerī sumus. Ch. Quid sī praeceptor tuum factum scīret? Co. Fortasse poenās darem. Ch. Ain’ tū fortasse? prōculdūbiō vapulārēs. Nōn tē pudet sine librīs in scholam venīre? Co. Nōn sōlum pudet, sed piget etiam: veruntamen nē mē accūsēs, obsecrō. Ch. Nihil minus cōgitō: sed nōn possum dissimulāre, quīn ego tē reprehendam. Co. Istud (crēdō equidem) amīcē facis: itaque bonī cōnsulō. Ch. Id satis est mihi: eāmus intrō in audītōrium. Co. Tempus est: iam decuriōnēs exigunt scrīptūrae ratiōnem.
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
These are the grammar rules for this text:
1. Motion Verb Compounds (Compounds of eō)
Latin forms compound verbs by attaching prefixes to the irregular verb eō, īre, īvī/iī, itum “to go.” This dialogue showcases several:
redeō (re- + eō) = “to return, go back” -
Present: redeō, redis, redit, redīmus, redītis, redeunt -
Perfect: rediī or redīvī -
Unde redis? = “Where are you returning from?”
prōdeō (prō- + eō) = “to go forth, come forward” -
Pluperfect: prōdieram, prōdierās... -
Cūr prōdierās? = “Why had you gone forth?”
introeō (intrō- + eō) = “to enter, go into” -
Eāmus intrō = “Let us go inside”
The hortatory subjunctive eāmus “let us go” is formed from the present subjunctive stem. This construction is essential for making suggestions and exhortations.
2. The Supine of Purpose
The supine is a verbal noun used after verbs of motion to express purpose. It ends in -tum (accusative supine) and answers “why” one goes somewhere:
MOTION VERB + SUPINE = “go in order to [verb]”
Examples from this text: -
Petītum librōs meōs = “to fetch my books” (from petō, petere, petīvī, petītum)
Other common examples from Cordier: -
eō repetītum = “I go to review” -
īre cēnātum = “to go to dine” -
eāmus lōtum pedēs = “let us go to wash our feet”
The supine of purpose is distinct from the infinitive of purpose (which is rarer in classical prose but common in poetry).
3. Impersonal Verbs of Emotion: pudet and piget
Latin has several impersonal verbs expressing emotional states. They are “impersonal” because the grammatical subject is the cause of the emotion, while the person experiencing it appears in the accusative:
pudet (it shames) — takes ACC of person + GEN/INF of cause -
Nōn tē pudet venīre? = “Does it not shame you to come?” -
Mē pudet factī = “I am ashamed of the deed”
piget (it irks, vexes) — same construction -
Nōn sōlum pudet, sed piget etiam = “Not only does it shame [me], but it vexes [me] too”
Other impersonal verbs of emotion include: -
taedet (it wearies) -
paenitet (it causes regret) -
miseret (it causes pity)
4. Deponent Verbs: oblīvīscor
Deponent verbs have passive forms but active meanings. In this dialogue:
oblīvīscor (oblīvīscī, oblītus sum) = “to forget” -
Oblītus eram = “I had forgotten” (pluperfect) -
Oblīvīscī = infinitive: “to forget”
The perfect participle oblītus + auxiliary eram forms the pluperfect. Despite looking passive (”having been forgotten”), the meaning is active.
5. Conditional Sentences
The dialogue contains a present contrary-to-fact condition:
Quid sī praeceptor tuum factum scīret? (protasis) Fortasse poenās darem. (apodosis)
“What if the teacher knew about your deed? Perhaps I would pay the penalty.”
Structure: Sī + imperfect subjunctive → imperfect subjunctive
This is the “present unreal” or “present contrary-to-fact” condition, implying the teacher does NOT currently know.
6. Word Order Analysis
This dialogue demonstrates several word order patterns characteristic of conversational Neo-Latin:
[INT] Interrogative Fronting: Question words always come first. -
Unde redis? / Cūr prōdierās? / Quid eō?
[EF] Emphatic Fronting: Important words move to clause-initial position. -
Nihil minus cōgitō — “Nothing less I-think” (emphasis on “nothing”) -
Istud amīcē facis — “That you-do in-friendly-manner” (emphasis on “that”)
[ELLIP] Elliptical Responses: Authentic conversation uses one-word answers. -
Foris. / Rārissimē. — Context supplies the rest.
[HORT] Hortatory Pattern: First person plural subjunctive for suggestions. -
Eāmus intrō — “Let us go inside”
Common Mistakes to Avoid: -
Confusing eō (verb) and eō (adverb): In Quid eō?, the word eō means “there” (adverb), not “I go” (verb). -
Forgetting the supine after motion verbs: Students often use infinitives where Latin prefers the supine: say eō petītum not eō petere. -
Case confusion with impersonal verbs: Remember that pudet and piget take the accusative of the person feeling the emotion. -
Deponent verbs looking passive: Oblītus eram looks passive but means “I had forgotten” (active).
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
accūsō, accūsāre, accūsāvī, accūsātum (v. 1) — to accuse, blame. From ad- + causa “cause.”
afferō, afferre, attulī, allātum (v. irreg.) — to bring to, carry. Compound of ad- + ferō. Note the irregular perfect stem attul-.
ain’ (contracted v.) — = aisne, “do you say?” From aiō “to say yes, affirm.” Used to express surprise or incredulity.
amīcē (adv.) — in a friendly manner, kindly. From amīcus “friend.”
audītōrium, audītōriī (n. 2) — lecture hall, classroom. From audiō “to hear.” The place where students hear lectures.
bonī cōnsulō (idiom) — “I take it in good part, I accept it well.” Literally “I consult well/favorably.”
decuriō, decuriōnis (m. 3) — class monitor, section leader. Originally a Roman military term for a leader of ten men, adapted for Renaissance school use.
dissimulō, dissimulāre (v. 1) — to conceal, pretend otherwise, dissemble.
domum (acc. of domus) — homeward, to home. Special locative construction without preposition.
eho! (interjection) — hey! what! An exclamation of surprise or mild reproach.
eō, īre, īvī/iī, itum (v. irreg.) — to go. Base for many compound verbs.
exigō, exigere, exēgī, exāctum (v. 3) — to demand, require, exact. From ex- + agō.
foris (adv.) — outside, outdoors, out of doors.
iēntāculum, iēntāculī (n. 2) — breakfast, morning meal. From iēntō “to breakfast.”
imō (adv.) — rather, on the contrary, indeed. Used to correct or intensify.
intrō (adv.) — inside, within, inwardly.
itaque (conj.) — and so, therefore, accordingly.
merenda, merendae (f. 1) — afternoon snack, light meal. Still used in Italian (merenda).
neglegentia, neglegentiae (f. 1) — negligence, carelessness. From neg- + legō “to not pick up, disregard.”
oblīvīscor, oblīvīscī, oblītus sum (v. 3 dep.) — to forget. Takes genitive or accusative of thing forgotten. Deponent verb.
obsecrō, obsecrāre (v. 1) — to beseech, beg earnestly. From ob- + sacrō “to make sacred.”
petō, petere, petīvī, petītum (v. 3) — to seek, fetch, ask for, attack. Supine petītum common after motion verbs.
piget, pigēre, piguit (v. 2 impers.) — it irks, it vexes. Takes accusative of person.
poena, poenae (f. 1) — penalty, punishment. Poenās dare = “to pay the penalty.”
praeceptor, praeceptōris (m. 3) — teacher, instructor. From prae- + capiō “to take beforehand, instruct.”
prōculdūbiō (adv.) — without doubt, undoubtedly. From procul “far” + dubium “doubt.”
prōdeō, prōdīre, prōdiī, prōditum (v. irreg.) — to go forth, come forward, appear. Compound of prō- + eō.
pudet, pudēre, puduit (v. 2 impers.) — it shames. Takes accusative of person ashamed.
quīn (conj.) — but that, that not. After negative expressions: nōn possum quīn = “I cannot but...”
rārissimē (adv. superl.) — most rarely, very rarely. Superlative of rārō.
ratiō, ratiōnis (f. 3) — account, reckoning, reason, method. Ratiōnem exigere = “to demand an account.”
redeō, redīre, rediī, reditum (v. irreg.) — to return, go back, come back. Compound of re- + eō.
reprehendō, reprehendere, reprehendī, reprehēnsum (v. 3) — to reprove, blame, criticize. From re- + prehendō “to grasp.”
scrīptūra, scrīptūrae (f. 1) — writing, a piece of writing, scripture. From scrībō.
siccine (adv. interrog.) — do you thus? is it so that? From sīc + -ne.
soleō, solēre, solitus sum (v. 2 semi-dep.) — to be accustomed, usually do. Takes complementary infinitive.
vapulō, vapulāre (v. 1) — to be beaten, be flogged. A vivid reminder of Renaissance school discipline.
veruntamen (conj.) — nevertheless, however, yet.
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
For beginners, here is a simplified version preserving the dialogue’s essence while using more accessible vocabulary and structures:
COLLOQUIUM SIMPLEX: Dē Librīs Oblītīs
A. Unde venīs? B. Domō veniō. A. Cūr domum īvistī? B. Librōs meōs petīvī. A. Cūr librōs nōn habēbās? B. Oblītus eram! A. Male fēcistī. B. Vērum dīcis. Puer sum. A. Sī magister scīret, poenās darēs. B. Ita. Mē pudet. A. Nōlī timēre. Tē nōn accūsō. B. Grātiās tibī agō. A. Nunc eāmus in scholam! B. Eāmus!
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
From Maturinus Corderius, Colloquia Scholastica, Liber Primus, Colloquium VII (1564 edition, with original Argumentum):
COLLOQUIUM VII.
Argumentum: Reprehensio amica plurimum iuvat, si bono animo accipiatur.
Choletus, Colloguerius.
Unde nunc redis? Co. Foris. Ch. Cur prodieras? Co. Ut irem domum. Ch. Quid eo? Co. Petitum libros meos. Ch. Eho, cur non attuleras? Co. Oblitus eram. Ch. Siccine soles ientaculum aut merendam oblivisci? Co. Rarissime. Ch. Profecto magna fuit negligentia. Co. Imo maxima: sed quid agas? pueri sumus. Ch. Quid si Praeceptor tuum factum sciret? Co. Fortasse poenas darem. Ch. Ain’ tu fortasse? procul dubio vapulares. Non te pudet sine libris in Scholam venire? Co. Non solum pudet, sed piget etiam: veruntamen ne me accuses obsecro. Ch. Nihil minus cogito: sed non possum dissimulare, quin ego te reprehendam. Co. Istud (credo equidem) amice facis: itaque boni consulo. Ch. Id satis est mihi: eamus intro in auditorium. Co. Tempus est: iam decuriones exigunt scripturae rationem.
Source: Archive.org, Colloquia Scholastica (1819 edition), pp. 13-14
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
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. The dialogues capture everyday situations — going to school, forgetting homework, asking permission — that make Latin come alive as a spoken language.
For reviews of our materials and methodology, see: https://uk.trustpilot.com/review/latinum.org.uk
Coming in Lesson 9: We continue with Cordier’s school dialogues, exploring In Scholā — conversations within the classroom itself, featuring imperative patterns and academic vocabulary.
Previous Lesson: Lesson 7 covered De Vestitu — dialogues about clothing and dressing, introducing object fronting and daily life vocabulary.
© Latinum Institute. This lesson may be shared for educational purposes with attribution.
---