Lesson 11: Conversational Latin

ego meī mihi mē I, mePronoun

Introduction

The personal pronoun "ego" (I) is one of the most fundamental words in Latin conversation. Unlike English, where "I" must be explicitly stated in most sentences, Latin often omits personal pronouns because the verb ending already indicates the person. When "ego" does appear, it adds emphasis or clarity to the statement.

Definition: ego is the first person singular personal pronoun, meaning "I" in the nominative case. Its other forms are meī (genitive: of me), mihi (dative: to/for me), mē (accusative: me), and mē (ablative: by/with/from me).

FAQ Schema:

Q: What does "ego" mean in Latin?
A: "Ego" means "I" in Latin. It is the first person singular pronoun in the nominative case, used as the subject of a sentence.

In this lesson, you'll encounter "ego" and its various forms in natural conversational contexts. The examples demonstrate how Romans actually used these pronouns in daily speech, including when to include them for emphasis and when they might be omitted.

Educational Schema:

Course: Conversational Latin for English Speakers
Level: Beginner
Topic: Personal Pronouns - First Person Singular
Language: Latin with English glosses
Focus: Practical conversational usage

Key Takeaways:

• Latin often omits "ego" when the verb ending makes the subject clear

• Including "ego" adds emphasis or contrast

• The pronoun changes form based on its function: ego (subject), meī (possession), mihi (indirect object), mē (direct object)

• Understanding these forms is essential for natural Latin conversation

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Part A (Interleaved English and Latin Text)

11.1 Ego I sum am discipulus student novus new

11.2 Quid what tū you dē about mē me putās think

11.3 Mihi to-me nōmen name est is Mārcus Marcus

11.4 Venīsne are-you-coming mēcum with-me ad to forum forum

11.5 Domus house mea my prope near templum temple est is

11.6 Nōnne surely mē me vīdistī you-saw herī yesterday

11.7 Ego I ipse myself omnia all-things faciam will-do

11.8 Dā give mihi to-me paulum a-little aquae of-water

11.9 Amīcus friend meus my tēcum with-you loquī to-speak vult wants

11.10 Cūr why mē me vocās you-call tam so mānē early

11.11 Fortasse perhaps ego I errō am-wrong sed but tū you certē certainly errās are-wrong

11.12 Nōlī don't mē me relinquere leave sōlum alone

11.13 Pater father meus my mē me exspectat awaits domī at-home

11.14 Quid what mihi to-me suādēs you-advise facere to-do

11.15 Ego I tē you videō see sed but tū you mē me nōn not vidēs see

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Part B (Complete Natural Sentences)

11.1 Ego sum discipulus novus. I am a new student.

11.2 Quid tū dē mē putās? What do you think about me?

11.3 Mihi nōmen est Mārcus. My name is Marcus.

11.4 Venīsne mēcum ad forum? Are you coming with me to the forum?

11.5 Domus mea prope templum est. My house is near the temple.

11.6 Nōnne mē vīdistī herī? Surely you saw me yesterday?

11.7 Ego ipse omnia faciam. I myself will do everything.

11.8 Dā mihi paulum aquae. Give me a little water.

11.9 Amīcus meus tēcum loquī vult. My friend wants to speak with you.

11.10 Cūr mē vocās tam mānē? Why do you call me so early?

11.11 Fortasse ego errō, sed tū certē errās. Perhaps I am wrong, but you are certainly wrong.

11.12 Nōlī mē relinquere sōlum. Don't leave me alone.

11.13 Pater meus mē exspectat domī. My father awaits me at home.

11.14 Quid mihi suādēs facere? What do you advise me to do?

11.15 Ego tē videō, sed tū mē nōn vidēs. I see you, but you don't see me.

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Part C (Latin Text Only)

11.1 Ego sum discipulus novus.

11.2 Quid tū dē mē putās?

11.3 Mihi nōmen est Mārcus.

11.4 Venīsne mēcum ad forum?

11.5 Domus mea prope templum est.

11.6 Nōnne mē vīdistī herī?

11.7 Ego ipse omnia faciam.

11.8 Dā mihi paulum aquae.

11.9 Amīcus meus tēcum loquī vult.

11.10 Cūr mē vocās tam mānē?

11.11 Fortasse ego errō, sed tū certē errās.

11.12 Nōlī mē relinquere sōlum.

11.13 Pater meus mē exspectat domī.

11.14 Quid mihi suādēs facere?

11.15 Ego tē videō, sed tū mē nōn vidēs.

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Part D (Grammar Explanation)

Grammar Rules for ego/mē/mihi/meī

The first person singular pronoun in Latin has five distinct forms:

Full Declension:

• Nominative: ego (I) - subject of the verb

• Genitive: meī (of me) - possession

• Dative: mihi (to/for me) - indirect object

• Accusative: mē (me) - direct object

• Ablative: mē (by/with/from me) - various uses with prepositions

Key Points for English Speakers:

1. When to Use ego: Unlike English, which requires "I" in most sentences, Latin often omits ego because the verb ending indicates the subject. Compare:

   • "Videō" already means "I see" (the -ō ending shows first person)

   • "Ego videō" means "I see" with emphasis on "I"

2. Emphasis and Contrast: Include ego when:

   • Contrasting yourself with others: "Ego tē videō, sed tū mē nōn vidēs"

   • Adding emphasis: "Ego ipse faciam" (I myself will do it)

   • Clarifying ambiguous situations

3. Special Combinations:

   • mēcum = cum + mē (with me)

   • tēcum = cum + tē (with you) These are unique forms where the preposition attaches to the end

4. Possessive Adjective:

   • meus, mea, meum (my) - agrees with the noun it modifies

   • Example: "domus mea" (my house), "pater meus" (my father)

Common Mistakes:

1. Overusing ego: English speakers often include ego unnecessarily. "Ego amō tē" sounds overly emphatic; "Amō tē" is more natural unless you're stressing "I (not someone else) love you."

2. Case confusion: Remember that "me" in English can be either accusative (mē) or dative (mihi) in Latin:

   • "He sees me" = "Mē videt" (accusative)

   • "He gives me a book" = "Mihi librum dat" (dative)

3. Word order: While Latin is flexible, certain patterns are more natural:

   • "Mihi nōmen est..." is the standard way to say "My name is..."

   • Not "Nōmen meum est..." which sounds awkward

Step-by-Step Guide for Using Personal Pronouns:

1. Determine if you need the pronoun: Is it already clear from the verb? If yes, consider omitting it.

2. Identify the function: Is it the subject (ego), direct object (mē), indirect object (mihi), or showing possession (meus or meī)?

3. Check for emphasis: Are you contrasting or emphasizing? If yes, include the pronoun.

4. Consider natural expressions: Some phrases always use pronouns (like "mihi nōmen est").

Comparison with English:

English always requires the subject pronoun: "I see," "I go," "I am" Latin often omits it: "videō," "eō," "sum" (all mean "I see/go/am")

English uses one form "me" for multiple functions Latin distinguishes: mē (direct object), mihi (indirect object), mē (with prepositions)

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Part E (Cultural Context)

For English speakers learning conversational Latin, understanding the cultural significance of pronoun usage reveals much about Roman social dynamics and communication styles.

Social Hierarchy and Pronoun Use

Romans were acutely aware of social status in every interaction. The decision to include or omit "ego" often reflected one's position in society. A senator addressing the Senate might begin with "Ego, patrēs cōnscrīptī..." to assert his authority and right to speak. Conversely, a client addressing his patron would likely avoid "ego" to show deference.

Emphasis in Roman Rhetoric

The inclusion of "ego" in Roman oratory served as a powerful rhetorical device. Cicero's famous "Ego prōvīdī, ego praevīdī" (I provided, I foresaw) uses repetition of the pronoun to hammer home personal responsibility and foresight. In daily conversation, Romans similarly used "ego" to claim credit or accept blame explicitly.

Modesty and Self-Reference

Educated Romans often avoided excessive use of "ego" as a mark of refinement. Too many first-person references could seem boastful or uncouth. This cultural preference for modest self-expression influences how we should approach conversational Latin today—sparingly using "ego" except when emphasis or clarity demands it.

Intimacy and Distance

The phrase "mihi nōmen est" (literally "to me the name is") rather than "meum nōmen est" (my name is) reflects a Roman tendency toward indirect self-reference in formal introductions. This construction creates a slight distance, maintaining social decorum while sharing personal information.

Modern Conversational Application

When speaking Latin today, these cultural nuances inform natural usage. In casual conversation among equals, omit "ego" unless emphasizing. In formal settings or when establishing authority, include it. This mirrors how Romance languages (Italian, Spanish) inherited similar pronoun-dropping patterns from their Latin ancestor.

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Part F (Literary Citation)

From the Colloquia Scholica (Medieval School Dialogues), "De Salūtātiōne":

Part F-A (Interleaved Text)

Prīmus First discipulus student: Salvē Greetings, magister teacher! Ego I hodiē today mānē early surrēxī rose ut so-that ad to scholam school venīrem I-might-come.

Magister Teacher: Et And tū you salvē greetings! Cūr Why tam so mānē early vēnistī did-you-come?

Prīmus First discipulus student: Pater Father meus my mē me iussit ordered prīmum first omnium of-all venīre to-come. Dīxit He-said mihi to-me: "Nōlī "Don't esse be piger lazy! Ego I tē you mittō send ad to magistrum teacher."

Part F-B (Complete Translation)

Prīmus discipulus: Salvē, magister! Ego hodiē mānē surrēxī ut ad scholam venīrem. Magister: Et tū salvē! Cūr tam mānē vēnistī? Prīmus discipulus: Pater meus mē iussit prīmum omnium venīre. Dīxit mihi: "Nōlī esse piger! Ego tē mittō ad magistrum."

First student: Greetings, teacher! I rose early today so that I might come to school. Teacher: And greetings to you! Why did you come so early? First student: My father ordered me to come first of all. He said to me: "Don't be lazy! I am sending you to the teacher."

Part F-C (Literary Analysis)

This dialogue from the medieval Colloquia Scholica demonstrates the natural use of personal pronouns in educational contexts. Note how "ego" appears twice for emphasis: first when the student proudly announces his early rising, then in the father's direct command where he asserts his parental authority. The varied forms (ego, mē, mihi) show the pronoun's flexibility in actual conversation. The text also illustrates the Roman and medieval emphasis on diligence and respect for education.

Part F-D (Grammatical Notes)

• "Ego hodiē mānē surrēxī" - ego emphasizes the student's personal effort

• "mē iussit" - accusative with infinitive construction (ordered me to come)

• "Dīxit mihi" - dative with verb of speaking

• "Ego tē mittō" - father's authoritative use of ego in direct speech

• Purpose clause with "ut + subjunctive" (ut venīrem)

• Indirect command preserved in direct quotation

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Genre Section: Construed Corderius - School Dialogue

Part A (Interleaved Text)

11.16 Magister Teacher: Ubī Where fuistī were-you hāc this hebdomadā week? Ego I tē you nōn not vīdī saw.

11.17 Discipulus Student: Ignōsce Forgive mihi me, magister teacher. Mē Me pater father domī at-home retinuit kept.

11.18 Magister Teacher: Quid What tū you domī at-home faciēbās were-doing?

11.19 Discipulus Student: Māter Mother mea my aegra sick erat was. Mihi To-me necesse necessary erat was eam her cūrāre to-care-for.

11.20 Magister Teacher: Intellegō I-understand. Sed But ego I ipse myself tibi to-you librōs books dedī gave legendōs to-be-read.

11.21 Discipulus Student: Vērum True dīcis you-say. Sed But frāter brother meus my minor younger mē me semper always impedīvit hindered.

11.22 Magister Teacher: Nōlī Don't causās reasons falsās false mihi to-me dīcere tell! Ego I omnia all-things sciō know.

11.23 Discipulus Student: Quid What tū you dē about mē me nunc now cōgitās think?

11.24 Magister Teacher: Mihi To-me vidēris you-seem puer boy bonus good sed but neglegēns negligent.

11.25 Discipulus Student: Prōmittō I-promise mē me deinceps henceforth dīligentiōrem more-diligent fore to-be-going-to-be.

11.26 Magister Teacher: Hoc This mihi to-me placet pleases. Sedē Sit mēcum with-me et and legāmus let-us-read.

11.27 Discipulus Student: Grātiās Thanks tibi to-you agō I-give. Tū You mē me semper always adiuvās help.

11.28 Magister Teacher: Meum My officium duty est is tē you docēre to-teach.

11.29 Discipulus Student: Ego I numquam never oblīvīscar will-forget tuae your benīgnitātis kindness.

11.30 Magister Teacher: Nunc Now dā give mihi to-me librum book tuum your et and incipiāmus let-us-begin.

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Part B (Complete Natural Sentences)

11.16 Magister: Ubī fuistī hāc hebdomadā? Ego tē nōn vīdī. Teacher: Where were you this week? I didn't see you.

11.17 Discipulus: Ignōsce mihi, magister. Mē pater domī retinuit. Student: Forgive me, teacher. My father kept me at home.

11.18 Magister: Quid tū domī faciēbās? Teacher: What were you doing at home?

11.19 Discipulus: Māter mea aegra erat. Mihi necesse erat eam cūrāre. Student: My mother was sick. It was necessary for me to care for her.

11.20 Magister: Intellegō. Sed ego ipse tibi librōs dedī legendōs. Teacher: I understand. But I myself gave you books to read.

11.21 Discipulus: Vērum dīcis. Sed frāter meus minor mē semper impedīvit. Student: You speak the truth. But my younger brother always hindered me.

11.22 Magister: Nōlī causās falsās mihi dīcere! Ego omnia sciō. Teacher: Don't tell me false reasons! I know everything.

11.23 Discipulus: Quid tū dē mē nunc cōgitās? Student: What do you think about me now?

11.24 Magister: Mihi vidēris puer bonus sed neglegēns. Teacher: You seem to me a good but negligent boy.

11.25 Discipulus: Prōmittō mē deinceps dīligentiōrem fore. Student: I promise I will be more diligent henceforth.

11.26 Magister: Hoc mihi placet. Sedē mēcum et legāmus. Teacher: This pleases me. Sit with me and let us read.

11.27 Discipulus: Grātiās tibi agō. Tū mē semper adiuvās. Student: I give thanks to you. You always help me.

11.28 Magister: Meum officium est tē docēre. Teacher: It is my duty to teach you.

11.29 Discipulus: Ego numquam oblīvīscar tuae benīgnitātis. Student: I will never forget your kindness.

11.30 Magister: Nunc dā mihi librum tuum et incipiāmus. Teacher: Now give me your book and let us begin.

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Part C (Latin Text Only)

11.16 Magister: Ubī fuistī hāc hebdomadā? Ego tē nōn vīdī.

11.17 Discipulus: Ignōsce mihi, magister. Mē pater domī retinuit.

11.18 Magister: Quid tū domī faciēbās?

11.19 Discipulus: Māter mea aegra erat. Mihi necesse erat eam cūrāre.

11.20 Magister: Intellegō. Sed ego ipse tibi librōs dedī legendōs.

11.21 Discipulus: Vērum dīcis. Sed frāter meus minor mē semper impedīvit.

11.22 Magister: Nōlī causās falsās mihi dīcere! Ego omnia sciō.

11.23 Discipulus: Quid tū dē mē nunc cōgitās?

11.24 Magister: Mihi vidēris puer bonus sed neglegēns.

11.25 Discipulus: Prōmittō mē deinceps dīligentiōrem fore.

11.26 Magister: Hoc mihi placet. Sedē mēcum et legāmus.

11.27 Discipulus: Grātiās tibi agō. Tū mē semper adiuvās.

11.28 Magister: Meum officium est tē docēre.

11.29 Discipulus: Ego numquam oblīvīscar tuae benīgnitātis.

11.30 Magister: Nunc dā mihi librum tuum et incipiāmus.

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Part D (Grammar Explanation for School Dialogue)

Special Features in Educational Dialogues

This Corderius-style dialogue showcases several important uses of personal pronouns in scholastic contexts:

1. Accusative with Infinitive:

• "Prōmittō mē deinceps dīligentiōrem fore" - The accusative mē is the subject of the infinitive fore

• This construction is common in reported speech and promises

2. Ethical Dative:

• "Mihi vidēris puer bonus" - The dative mihi shows personal interest/opinion

• Common in expressions of seeming, appearing, or personal judgment

3. Dative with Certain Verbs:

• "Ignōsce mihi" (forgive me) - Some verbs take dative objects

• "Hoc mihi placet" (this pleases me) - Verbs of pleasing, trusting, believing

4. Possessive Adjectives in Context:

• "Māter mea" vs. "tuae benīgnitātis" - Agreement with the noun modified

• "Meum officium" - Neuter to agree with officium

5. Pronoun Position for Emphasis:

• "Ego tē nōn vīdī" - Teacher emphasizes personal observation

• "Ego ipse tibi librōs dedī" - Double emphasis with ego + ipse

• "Tū mē semper adiuvās" - Grateful emphasis on "you"

6. Imperative with Pronouns:

• "Dā mihi librum" - Dative with imperative

• "Nōlī excūsātiōnēs mihi offerre" - Negative command with dative

7. Gerundive Construction:

• "librōs dedī legendōs" - Books given to be read

• The gerundive agrees with the noun it modifies

Cultural Notes on School Dialogues:

The teacher-student relationship shown here reflects both Roman and medieval educational values:

• Respect for authority (use of magister, formal pronouns)

• Personal responsibility (excuses are not accepted)

• Emphasis on duty (officium)

• Paternal concern mixed with discipline

These dialogues served as models for proper Latin conversation and social behavior, teaching grammar through realistic scenarios that students might actually encounter.

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About This Course

The Latinum Institute's conversational Latin lessons are designed specifically for autodidacts—self-directed learners who want to acquire practical Latin communication skills. These lessons emphasize natural language patterns found in authentic Latin texts, from classical authors to medieval school dialogues.

Course Philosophy

Unlike traditional grammar-translation methods, this course presents Latin as a living language meant for communication. Each lesson builds vocabulary and grammatical structures through extensive comprehensible input, following the method detailed at latinum.substack.com and latinum.org.uk.

Lesson Structure Benefits

The multi-part structure serves distinct learning purposes:

• Part A provides word-by-word glosses for absolute beginners

• Parts B and C present natural Latin syntax with and without translation

• Part D explains grammar in context, not as abstract rules

• Parts E and F connect language learning to cultural understanding

The Construed Text Method

The extremely granular interlinear format in Part A, known as a "construed text," allows beginners to understand every element of each sentence. This approach, dating back to Renaissance language pedagogy, remains highly effective for independent learners who lack access to immersive environments.

About the Curator

Evan der Millner BA MA (Cantab. NZ, London) has been creating online language learning materials since 2006. The Latinum Institute has earned recognition for its innovative approaches to classical language instruction. Reviews and testimonials can be found at https://uk.trustpilot.com/review/latinum.org.uk.

Using These Lessons

For optimal results:

1. Read Part A slowly, absorbing the word-to-word correspondences

2. Practice reading Part B aloud, connecting Latin to meaning

3. Challenge yourself with Part C, reading Latin without glosses

4. Review Part D to understand the patterns you've encountered

5. Use the genre sections for extended practice with connected discourse

These lessons work best when studied regularly in short sessions, allowing your brain to process and internalize the patterns of Latin communication naturally.

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