Lesson 21: Conversational Latin
ā/ab/abs - from, by
Introduction
The preposition ā/ab/abs (from, by) is one of the most common and versatile prepositions in Latin. It always takes the ablative case and has three forms:
ā - used before consonants
ab - used before vowels and h
abs - archaic form, rarely used except in certain fixed expressions
Definition: This preposition primarily indicates separation or origin ("from"), but also marks the agent in passive constructions ("by").
FAQ Schema
Q: What does ā/ab/abs mean in Latin? A: The preposition ā/ab/abs means "from" or "by" in English. It indicates movement away from something, origin, or the agent performing an action in passive sentences. It always requires the ablative case.
How this word is used in the lessons
In this lesson, you'll encounter ā/ab/abs in various conversational contexts:
Indicating physical movement away from places
Showing origin or source
Marking the agent in passive constructions
Expressing separation in time or space
Used in common Latin expressions and idioms
Educational Schema
Subject: Latin Language Learning Level: Beginner to Intermediate Focus: Conversational Latin with preposition ā/ab/abs Method: Interleaved translation, natural syntax practice, grammar explanation Audience: English-speaking autodidacts
Key Takeaways
ā/ab/abs always takes the ablative case
Use ā before consonants, ab before vowels/h
Primary meanings: "from" (separation/origin) and "by" (agent)
Essential for expressing movement, origin, and passive agents
Common in everyday conversational Latin
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Part A (Interleaved English and Latin Text)
21.1 Mārcus Marcus ā from forō the forum domum home redit returns
21.2 Litterās letters ab from amīcō friend meō my accēpī I received
21.3 Puella the girl ā from mātre mother vocātur is called
21.4 Ab from urbe the city proficīscimur we set out crās tomorrow
21.5 Donum a gift ā from patre father datum given est was
21.6 Puer the boy ab from omnibus all laudātur is praised
21.7 Ā from prīmā first hōrā hour labōrō I work
21.8 Discēdunt they depart ab from aedibus the house nostrīs our
21.9 Hoc this ā by tē you factum done est was
21.10 Ab from initiō the beginning omnia everything dīxī I said
21.11 Venīmus we come ā from scholā school merīdiē at noon
21.12 Epistula the letter ab by imperātōre the emperor scrīpta written est was
21.13 Ā from dextrā the right parte side stā stand
21.14 Ab from eō that tempore time numquam never vīdī I saw eum him
21.15 Pecūnia money ā from servō the slave capta taken est was
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Part B (Complete Natural Sentences)
21.1 Mārcus ā forō domum redit. Marcus returns home from the forum.
21.2 Litterās ab amīcō meō accēpī. I received letters from my friend.
21.3 Puella ā mātre vocātur. The girl is being called by her mother.
21.4 Ab urbe proficīscimur crās. We're setting out from the city tomorrow.
21.5 Donum ā patre datum est. A gift was given by father.
21.6 Puer ab omnibus laudātur. The boy is praised by everyone.
21.7 Ā prīmā hōrā labōrō. I've been working since the first hour.
21.8 Discēdunt ab aedibus nostrīs. They're leaving our house.
21.9 Hoc ā tē factum est? Was this done by you?
21.10 Ab initiō omnia dīxī. I told everything from the beginning.
21.11 Venīmus ā scholā merīdiē. We come from school at noon.
21.12 Epistula ab imperātōre scrīpta est. The letter was written by the emperor.
21.13 Ā dextrā parte stā! Stand on the right side!
21.14 Ab eō tempore numquam vīdī eum. From that time I never saw him.
21.15 Pecūnia ā servō capta est. The money was taken by the slave.
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Part C (Latin Text Only)
21.1 Mārcus ā forō domum redit.
21.2 Litterās ab amīcō meō accēpī.
21.3 Puella ā mātre vocātur.
21.4 Ab urbe proficīscimur crās.
21.5 Donum ā patre datum est.
21.6 Puer ab omnibus laudātur.
21.7 Ā prīmā hōrā labōrō.
21.8 Discēdunt ab aedibus nostrīs.
21.9 Hoc ā tē factum est?
21.10 Ab initiō omnia dīxī.
21.11 Venīmus ā scholā merīdiē.
21.12 Epistula ab imperātōre scrīpta est.
21.13 Ā dextrā parte stā!
21.14 Ab eō tempore numquam vīdī eum.
21.15 Pecūnia ā servō capta est.
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Part D (Grammar Explanation)
Grammar Rules for ā/ab/abs
Basic Rule: The preposition ā/ab/abs ALWAYS takes the ablative case.
Form Selection:
Use ā before words starting with consonants: ā forō, ā mātre, ā patre
Use ab before words starting with vowels or h: ab amīcō, ab urbe, ab omnibus
abs is archaic and rarely used in classical Latin
Primary Uses
Separation/Motion from (most common)
Physical movement: ā forō domum redit (returns home from the forum)
Origin point: venīmus ā scholā (we come from school)
Agent in Passive Constructions
Shows who performs the action: puella ā mātre vocātur (the girl is called by her mother)
With perfect passive: donum ā patre datum est (the gift was given by father)
Starting Point in Time
Temporal origin: ā prīmā hōrā (from/since the first hour)
ab initiō (from the beginning)
Position/Side
Spatial relations: ā dextrā parte (on the right side)
Common Mistakes
Wrong Case: Remember, NEVER use accusative with ā/ab/abs
WRONG: ā forum ❌
RIGHT: ā forō ✓
Wrong Form Selection:
WRONG: ā amīcō ❌ (should be ab before vowel)
RIGHT: ab amīcō ✓
Confusing with Other Prepositions:
ex/ē also means "from" but implies "out of"
dē means "down from" or "about"
Forgetting Agent Marking:
English "The letter was written" needs agent in Latin
epistula scrīpta est (incomplete)
epistula ab imperātōre scrīpta est (complete)
Step-by-Step Guide for Using ā/ab/abs
Identify the meaning needed:
Movement from? → Use with ablative of place
Agent of passive? → Use with ablative of person
Time starting point? → Use with ablative of time
Check the following word:
Starts with consonant? → Use ā
Starts with vowel/h? → Use ab
Put noun in ablative case:
1st declension: -ā (puellā)
2nd declension: -ō (amīcō)
3rd declension: -e/-ī (mātre)
Grammatical Summary
Preposition: ā/ab/abs Case Required: Ablative only Forms:
ā + consonant
ab + vowel/h
abs (archaic)
Main Functions:
Ablative of separation (from)
Ablative of agent (by)
Ablative of time (since/from)
Ablative of place (from/on the side of)
Comparison with English
Unlike English, which uses word order to show relationships, Latin uses:
The ablative case ending on the noun
The correct form of the preposition (ā or ab)
Position is flexible, though ā/ab usually precedes its noun
English "from the forum" = Latin "ā forō" (note the case ending -ō) English "by the mother" = Latin "ā mātre" (note the passive agent use)
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Part E (Cultural Context)
Understanding ā/ab/abs in Roman Daily Life
For Romans, the concept of "from" (ā/ab) was deeply embedded in their social and spatial thinking. The Roman day began ā prīmā lūce (from first light), and social status was often defined by one's distance ā forō (from the forum) - the closer one lived to the forum, the higher their status.
In legal contexts, Romans carefully distinguished testimony ab teste (from a witness) from hearsay. The phrase ab urbe conditā (from the founding of the city) marked their historical dating system, counting years from Rome's legendary founding in 753 BCE.
The agent use with passives reflected Roman hierarchical thinking. When something was done ā magistrātū (by a magistrate) versus ā servō (by a slave), it carried vastly different social weight. Even in death, Romans noted whether someone died ā morbō (from disease) or ab hoste (by an enemy).
Common expressions like ā tergō (from behind), ā dextrā (on the right), and ā sinistrā (on the left) were essential for military commands and daily navigation in Rome's crowded streets. The phrase ab ōvō (from the egg) meant "from the very beginning," referring to the Roman custom of beginning meals with eggs.
For modern Latin conversation, these uses remain vital. Whether describing movement (veniō ab Italiā - I come from Italy), agency (liber ā mē scrīptus - a book written by me), or time (ā mane ad vesperum - from morning to evening), ā/ab/abs connects ideas of origin, cause, and separation that are fundamental to human communication.
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Part F (Literary Citation)
From Erasmus's Colloquia Familiaria, "De Utilitate Colloquiorum"
Part F-A (Interleaved Text)
Ab from hīs these initiīs beginnings prōgredientur they will advance ad to māiōra greater things. Nam for ā from tenerīs tender annīs years adsuēscere to become accustomed optimum is best est it is. Quod what enim indeed ā from puerīs boys discitur is learned, firmius more firmly haeret sticks.
Part F-B (Complete Latin Text with Translation)
Ab hīs initiīs prōgredientur ad māiōra. Nam ā tenerīs annīs adsuēscere optimum est. Quod enim ā puerīs discitur, firmius haeret.
From these beginnings they will advance to greater things. For it is best to become accustomed from tender years. What indeed is learned by boys sticks more firmly.
Part F-C (Latin Text Only)
Ab hīs initiīs prōgredientur ad māiōra. Nam ā tenerīs annīs adsuēscere optimum est. Quod enim ā puerīs discitur, firmius haeret.
Part F-D (Grammatical Analysis)
This passage from Erasmus beautifully demonstrates multiple uses of ā/ab:
ab hīs initiīs - "from these beginnings"
Ablative of separation showing starting point
ab used before vowel sound (hīs)
ā tenerīs annīs - "from tender years"
Temporal ablative indicating life stage
ā used before consonant (tenerīs)
ā puerīs - "by boys"
Ablative of agent with passive verb (discitur)
Shows who performs the learning
The passage illustrates how ā/ab marks both literal movement (from beginnings to greater things) and metaphorical progression (from childhood learning). Erasmus uses the construction to emphasize the importance of early education in his pedagogical dialogues.
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Genre Section: Scholastic Dialogue
Part A (Interleaved Text)
21.16 Discipulus Student: Magister teacher, ā from quō whom haec these things didicistī did you learn?
21.17 Magister Teacher: Ā from patre father meō my prīmum first, deinde then ab from optimīs the best auctōribus authors
21.18 Discipulus Student: Ab from illīs those auctōribus authors quid what māximē especially didicistī did you learn?
21.19 Magister Teacher: Sapientia wisdom ā from philosophīs philosophers trāditur is handed down
21.20 Discipulus Student: Possumusne can we ā from librīs books sōlīs alone omnia everything discere learn?
21.21 Magister Teacher: Nōn not sōlum only ā from librīs books sed but etiam also ab from experientiā experience
21.22 Discipulus Student: Ā from quā what aetāte age incipere to begin dēbēmus should we?
21.23 Magister Teacher: Ā from pueritiā childhood ūsque all the way ad to senectūtem old age
21.24 Discipulus Student: Audiō I hear tē you ab from Acadēmiā the Academy vēnisse came
21.25 Magister Teacher: Vēnī I came quidem indeed ab from Athēnīs Athens ante before decem ten annōs years
21.26 Discipulus Student: Ab from illō that locō place multī many sapientēs wise men prōdiērunt came forth
21.27 Magister Teacher: Vērum true dīcis you say; ā from Platōne Plato ūsque up ad to nostra our tempora times
21.28 Discipulus Student: Ā by tē you docērī to be taught māgnum a great beneficium benefit est is
21.29 Magister Teacher: Grātiās thanks agō I give, sed but ā from discipulīs students etiam also ego I discō learn
21.30 Discipulus Student: Ab from hodiernō today's diē day stūdiōsius more diligently labōrābō I will work
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Part B (Complete Natural Sentences)
21.16 Discipulus: Magister, ā quō haec didicistī? Student: Teacher, from whom did you learn these things?
21.17 Magister: Ā patre meō prīmum, deinde ab optimīs auctōribus. Teacher: From my father first, then from the best authors.
21.18 Discipulus: Ab illīs auctōribus quid māximē didicistī? Student: What especially did you learn from those authors?
21.19 Magister: Sapientia ā philosophīs trāditur. Teacher: Wisdom is passed down by philosophers.
21.20 Discipulus: Possumusne ā librīs sōlīs omnia discere? Student: Can we learn everything from books alone?
21.21 Magister: Nōn sōlum ā librīs sed etiam ab experientiā. Teacher: Not only from books but also from experience.
21.22 Discipulus: Ā quā aetāte incipere dēbēmus? Student: From what age should we begin?
21.23 Magister: Ā pueritiā ūsque ad senectūtem. Teacher: From childhood all the way to old age.
21.24 Discipulus: Audiō tē ab Acadēmiā vēnisse. Student: I hear you came from the Academy.
21.25 Magister: Vēnī quidem ab Athēnīs ante decem annōs. Teacher: I indeed came from Athens ten years ago.
21.26 Discipulus: Ab illō locō multī sapientēs prōdiērunt. Student: From that place many wise men have come forth.
21.27 Magister: Vērum dīcis; ā Platōne ūsque ad nostra tempora. Teacher: You speak truly; from Plato up to our times.
21.28 Discipulus: Ā tē docērī māgnum beneficium est. Student: To be taught by you is a great benefit.
21.29 Magister: Grātiās agō, sed ā discipulīs etiam ego discō. Teacher: I give thanks, but I also learn from students.
21.30 Discipulus: Ab hodiernō diē stūdiōsius labōrābō. Student: From today I will work more diligently.
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Part C (Latin Text Only)
21.16 Discipulus: Magister, ā quō haec didicistī?
21.17 Magister: Ā patre meō prīmum, deinde ab optimīs auctōribus.
21.18 Discipulus: Ab illīs auctōribus quid māximē didicistī?
21.19 Magister: Sapientia ā philosophīs trāditur.
21.20 Discipulus: Possumusne ā librīs sōlīs omnia discere?
21.21 Magister: Nōn sōlum ā librīs sed etiam ab experientiā.
21.22 Discipulus: Ā quā aetāte incipere dēbēmus?
21.23 Magister: Ā pueritiā ūsque ad senectūtem.
21.24 Discipulus: Audiō tē ab Acadēmiā vēnisse.
21.25 Magister: Vēnī quidem ab Athēnīs ante decem annōs.
21.26 Discipulus: Ab illō locō multī sapientēs prōdiērunt.
21.27 Magister: Vērum dīcis; ā Platōne ūsque ad nostra tempora.
21.28 Discipulus: Ā tē docērī māgnum beneficium est.
21.29 Magister: Grātiās agō, sed ā discipulīs etiam ego discō.
21.30 Discipulus: Ab hodiernō diē stūdiōsius labōrābō.
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Part D (Grammar Explanation for Scholastic Dialogue)
Special Uses of ā/ab in Academic Contexts
Source of Knowledge
ā quō (from whom) - asking about human sources
ā patre meō (from my father) - family tradition
ab auctōribus (from authors) - literary sources
ā philosophīs (by philosophers) - passive agent showing transmission
Interrogative Constructions
ā quō? (from whom?)
ā quā aetāte? (from what age?)
Note: interrogative adjectives agree with their nouns
Paired Expressions
nōn sōlum ā...sed etiam ab... (not only from...but also from...)
ā...ūsque ad... (from...all the way to...)
Shows range or progression
Temporal Uses
ab hodiernō diē (from today)
ante decem annōs (ten years ago)
Shows starting points in learning
Place Names
ab Athēnīs (from Athens)
ab Acadēmiā (from the Academy)
Always ablative, even with place names
Passive Infinitive Construction
ā tē docērī (to be taught by you)
Agent expressed even with infinitive
Common Academic Phrases
ā principiō (from the beginning)
ab exemplīs (from examples)
ā theōriā ad prāxim (from theory to practice)
ab ūniversālī ad particulāre (from universal to particular)
Dialogue-Specific Notes
Reported Speech: audiō tē ab Acadēmiā vēnisse
Accusative + infinitive construction
ā/ab maintains its function within the report
Philosophical Language
Abstract sources: ab experientiā (from experience)
Concrete sources: ā librīs (from books)
Politeness Markers
Using passive (ā tē docērī) softens direct praise
Shows respect in academic discourse
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About this Course
This lesson is part of the Latinum Institute Latin Reading Course, designed specifically for autodidacts learning Latin independently. The course employs a unique construed text method that breaks down Latin sentences into their smallest meaningful units, allowing learners to see direct correspondences between Latin and English.
The method, developed by Evan der Millner BA MA (Cantab. NZ, London), curator of the Latinum Institute, draws on over 18 years of experience creating online language learning materials since 2006. The approach combines traditional philological rigor with modern pedagogical insights.
Key features of these lessons include:
Granular interlinear translations (Part A) for vocabulary building
Natural Latin word order variations (Parts B & C) reflecting authentic Roman authors
Comprehensive grammar explanations designed for English speakers
Cultural context to bring the ancient language to life
Authentic literary citations with detailed analysis
Genre-specific sections for practical language use
The conversational focus helps learners engage with Latin as a living language, not merely a subject for grammatical analysis. By presenting varied sentence structures and real communicative contexts, students develop both passive understanding and active usage skills.
For more information about the method and additional resources, visit:
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This systematic approach, progressing from simple to complex constructions while constantly recycling vocabulary, enables motivated self-learners to achieve reading fluency in classical Latin texts.
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