Lesson 31: Conversational Latin
videō vidēre vīdī vīsum - see Verb: 2nd Conjugation
Introduction
The verb videō (to see) is one of the most fundamental and frequently used verbs in Latin conversation. As a 2nd conjugation verb, it follows the standard pattern with the infinitive ending in -ēre. This verb encompasses not only physical sight but also understanding, perceiving, and visiting someone. In conversational Latin, videō appears in various contexts from simple observations to complex philosophical discussions about perception and knowledge.
FAQ Schema
Question: What does videō mean in Latin?
Answer: Videō means "to see" in Latin. It is a 2nd conjugation verb that can mean to see physically with one's eyes, to understand or perceive mentally, to visit someone, or to experience something. The principal parts are videō, vidēre, vīdī, vīsum.
In this lesson, videō will be used in everyday conversational contexts, including:
Making observations about the present
Discussing what was seen in the past
Asking questions about visibility and perception
Expressing understanding through sight
Social situations involving visiting
Educational Schema
Type: Language Learning Material
Subject: Latin Language
Level: Beginner to Intermediate
Focus: Conversational Latin with videō
Method: Construed text approach with granular glossing
Key Takeaways
videō is a regular 2nd conjugation verb meaning "to see"
Forms include: videō (I see), vidēs (you see), videt (he/she sees), etc.
Perfect tense vīdī means "I saw/have seen"
Can mean both physical sight and mental understanding
Common in questions: Vidēsne? (Do you see?)
Passive forms like vidētur (it seems) are very common
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Part A (Interleaved English and Latin Text)
31.1 Quid what tū you vidēs see? Ego I montem mountain videō see.
31.2 Vidēsne do-you-see illum that hominem man? Ita yes, eum him videō I-see.
31.3 Heri yesterday amīcum friend meum my vīdī I-saw in in forō forum.
31.4 Num surely-not mē me vidēre to-see potes you-can in in hāc this turbā crowd?
31.5 Puella girl flōrēs flowers pulchrōs beautiful in in hortō garden videt sees.
31.6 Nōs we stellās stars clārās bright noctū at-night vidēmus see.
31.7 Vīdistīne did-you-see novam new domum house meam my? Nōndum not-yet eam it vīdī I-saw.
31.8 Senex old-man nōn not bene well videt sees sine without perspicillīs glasses.
31.9 Quandō when parentēs parents tuōs your vidēbis will-you-see? Crās tomorrow eōs them vidēbō I-will-see.
31.10 Magister teacher dīcit says sē himself errōrem error vidēre to-see in in tuō your opere work.
31.11 Multōs many hominēs people videō I-see ambulantēs walking per through viās streets.
31.12 Vidēturne does-it-seem tibi to-you plūvia rain ventūra about-to-come esse to-be?
31.13 Numquam never tālem such rem thing anteā before vīdimus we-saw.
31.14 Quis who mē me vīdit saw hīc here stantem standing? Nēmō no-one tē you vīdit saw.
31.15 Cotīdiē daily sōlem sun orientem rising videō I-see ē from fenestrā window meā my.
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Part B (Complete Natural Sentences)
31.1 Quid tū vidēs? Ego montem videō. What do you see? I see a mountain.
31.2 Vidēsne illum hominem? Ita, eum videō. Do you see that man? Yes, I see him.
31.3 Heri amīcum meum vīdī in forō. Yesterday I saw my friend in the forum.
31.4 Num mē vidēre potes in hāc turbā? Surely you can't see me in this crowd?
31.5 Puella flōrēs pulchrōs in hortō videt. The girl sees beautiful flowers in the garden.
31.6 Nōs stellās clārās noctū vidēmus. We see bright stars at night.
31.7 Vīdistīne novam domum meam? Nōndum eam vīdī. Have you seen my new house? I haven't seen it yet.
31.8 Senex nōn bene videt sine perspicillīs. The old man doesn't see well without glasses.
31.9 Quandō parentēs tuōs vidēbis? Crās eōs vidēbō. When will you see your parents? I'll see them tomorrow.
31.10 Magister dīcit sē errōrem vidēre in tuō opere. The teacher says he sees an error in your work.
31.11 Multōs hominēs videō ambulantēs per viās. I see many people walking through the streets.
31.12 Vidēturne tibi plūvia ventūra esse? Does it seem to you that rain is coming?
31.13 Numquam tālem rem anteā vīdimus. We have never seen such a thing before.
31.14 Quis mē vīdit hīc stantem? Nēmō tē vīdit. Who saw me standing here? No one saw you.
31.15 Cotīdiē sōlem orientem videō ē fenestrā meā. Every day I see the sun rising from my window.
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Part C (Latin Text Only)
31.1 Quid tū vidēs? Ego montem videō.
31.2 Vidēsne illum hominem? Ita, eum videō.
31.3 Heri amīcum meum vīdī in forō.
31.4 Num mē vidēre potes in hāc turbā?
31.5 Puella flōrēs pulchrōs in hortō videt.
31.6 Nōs stellās clārās noctū vidēmus.
31.7 Vīdistīne novam domum meam? Nōndum eam vīdī.
31.8 Senex nōn bene videt sine perspicillīs.
31.9 Quandō parentēs tuōs vidēbis? Crās eōs vidēbō.
31.10 Magister dīcit sē errōrem vidēre in tuō opere.
31.11 Multōs hominēs videō ambulantēs per viās.
31.12 Vidēturne tibi plūvia ventūra esse?
31.13 Numquam tālem rem anteā vīdimus.
31.14 Quis mē vīdit hīc stantem? Nēmō tē vīdit.
31.15 Cotīdiē sōlem orientem videō ē fenestrā meā.
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Part D (Grammar Explanation)
Grammar Rules for videō
Conjugation Pattern (2nd Conjugation)
Present Tense:
videō - I see
vidēs - you see
videt - he/she/it sees
vidēmus - we see
vidētis - you (pl.) see
vident - they see
Perfect Tense:
vīdī - I saw/have seen
vīdistī - you saw/have seen
vīdit - he/she/it saw/has seen
vīdimus - we saw/have seen
vīdistis - you (pl.) saw/have seen
vīdērunt - they saw/have seen
Future Tense:
vidēbō - I will see
vidēbis - you will see
vidēbit - he/she/it will see
vidēbimus - we will see
vidēbitis - you (pl.) will see
vidēbunt - they will see
Infinitive: vidēre - to see Participle: vidēns, videntis - seeing
Common Mistakes
Confusing videō with audiō: English speakers often mix these up. Remember: videō = see (visual), audiō = hear (auditory).
Forgetting the long ē in vidēre: The infinitive has a long ē, not short e.
Using wrong perfect stem: The perfect is vīdī, not *vidēvī. This verb drops the stem vowel in the perfect.
Misunderstanding vidētur: This impersonal form means "it seems," not "he/she sees."
Word order with objects: Unlike English which requires "I see him," Latin can say "Eum videō" or "Videō eum" depending on emphasis.
Comparison with English
English uses auxiliary verbs (do you see?, I have seen), Latin uses endings
Latin questions often use -ne suffix: vidēsne? = do you see?
English "seems" = Latin vidētur (literally "it is seen")
Latin can omit subject pronouns since the verb ending shows the person
Step-by-Step Guide for Using videō
Identify the tense needed:
Present action: use present tense (videō)
Completed action: use perfect (vīdī)
Future action: use future (vidēbō)
Choose the correct person:
Match the verb ending to your subject
Remember: -ō = I, -s = you, -t = he/she/it, etc.
Place in sentence:
Normal order: Subject + Object + Verb (Ego tē videō)
For emphasis: Verb can come first (Videō tē)
In questions: Often verb-first (Vidēsne mē?)
Add question particles if needed:
-ne for yes/no questions
Num expects "no" answer
Nōnne expects "yes" answer
Grammatical Summary
videō is a transitive verb requiring a direct object (accusative case). It can also be used:
With indirect statement: Videō eum venīre (I see him coming)
In passive: vidētur (it seems)
With complementary infinitive: Possum vidēre (I can see)
In perfect passive: vīsus sum (I was seen/I seemed)
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Part E (Cultural Context)
For Romans, the verb videō carried significance beyond mere physical sight. In Roman culture, seeing was closely connected to understanding and knowledge. The phrase "video" could mean "I understand" just as we say "I see" in English when we grasp a concept.
Romans placed great importance on public visibility. The concept of being seen in public spaces like the Forum was crucial for social and political life. The morning salūtātiō, where clients would come to "see" their patrons, was a fundamental social ritual. The phrase "vidēre et vidērī" (to see and be seen) captured this cultural importance.
In legal contexts, eye-witnesses (testēs oculātī - literally "eyed witnesses") were considered the most reliable form of evidence. The Roman phrase "testis ūnus, testis nūllus" (one witness is no witness) shows how multiple people "seeing" something was required for legal proof.
The passive form vidētur (it seems) was extremely common in philosophical and rhetorical discourse. Romans often expressed opinions indirectly using this construction, which allowed for more diplomatic communication. Instead of stating "this is wrong," one might say "hoc malum esse vidētur" (this seems to be wrong).
In religious contexts, certain priests called augurēs would "see" divine signs in bird flights and other omens. This religious "seeing" (spectāre) was different from ordinary vision and required special training and authority.
The Roman house design with its ātrium and peristylium was structured around lines of sight, allowing the paterfamiliās to "see" and supervise household activities. Privacy as we understand it was less valued than the ability to observe and be observed within appropriate social contexts.
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Part F (Literary Citation)
From Erasmus, Colloquia Familiaria, "De Rebus Ac Vocabulis" (excerpt):
Part F-A (Interleaved Text)
Quid what vidēs do-you-see in in hōc this librō book? Multa many et and varia various videō I-see. Vidēsne do-you-see hās these litterās letters? Videō I-see quidem indeed, sed but nōn not intellegō I-understand. Quid what ergō therefore prōdest does-it-profit vidēre to-see sine without intellegere to-understand? Nihil nothing sānē surely. Sed but paulātim gradually discēs you-will-learn et and vidēre to-see et and intellegere to-understand.
Part F-B (Complete Text with Translation)
Quid vidēs in hōc librō? Multa et varia videō. Vidēsne hās litterās? Videō quidem, sed nōn intellegō. Quid ergō prōdest vidēre sine intellegere? Nihil sānē. Sed paulātim discēs et vidēre et intellegere.
What do you see in this book? I see many and various things. Do you see these letters? I do see them, but I don't understand. What then does it profit to see without understanding? Nothing indeed. But gradually you will learn both to see and to understand.
Part F-C (Literary Analysis)
This dialogue from Erasmus's educational colloquies perfectly illustrates the dual meaning of videō in Latin pedagogy. The conversation moves from physical sight (seeing letters on a page) to intellectual perception (understanding their meaning). The parallel between vidēre and intellegere emphasizes that true "seeing" involves comprehension, not just visual perception.
Erasmus uses simple present tense forms (vidēs, videō) for the immediate act of looking, creating a natural conversational flow. The question "Vidēsne hās litterās?" uses the characteristic -ne suffix for yes/no questions, typical of conversational Latin. The response "Videō quidem, sed nōn intellegō" shows the common pattern of quidem (indeed) acknowledging one point before sed (but) introduces a contrast.
Part F-D (Grammatical Notes)
The passage demonstrates several key uses of videō:
Direct questions: "Quid vidēs?" (What do you see?)
Yes/no questions: "Vidēsne?" (Do you see?)
Infinitive use: "prōdest vidēre" (it profits to see)
Parallel infinitives: "et vidēre et intellegere" (both to see and to understand)
The dialogue shows natural word order variation: the object can precede (hās litterās videō) or follow (videō multa) the verb. The future tense "discēs" (you will learn) combined with infinitives shows how Romans expressed future ability or gradual achievement.
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Genre Section: Scholastic Dialogue
Part A (Interleaved Text)
31.16 Discipulus student: Magister teacher, cūr why nōn not possum can-I bene well vidēre to-see verba words in in tabulā board?
31.17 Magister teacher: Fortasse perhaps nimis too procul far sedēs you-sit. Venī come propius nearer ut so-that melius better videās you-may-see.
31.18 Discipulus student: Nunc now clārius more-clearly videō I-see. Grātiās thanks tibi to-you agō I-give.
31.19 Magister teacher: Vidēsne do-you-see hanc this figūram figure geometricam geometric? Quid what in in eā it vidēs do-you-see?
31.20 Discipulus student: Videō I-see triangulum triangle et and circulum circle sed but nōn not videō I-see quōmodo how inter between sē themselves coniungāntur they-are-connected.
31.21 Magister teacher: Aspice look attentius more-attentively! Vidēbis you-will-see lineam line quae which eōs them coniungit connects.
31.22 Discipulus student: Iam now videō I-see! Sed but cūr why anteā before nōn not vīdī did-I-see?
31.23 Magister teacher: Quia because nōn not satis enough attendēbās you-were-paying-attention. Vidēre to-see nōn not sōlum only oculīs with-eyes sed but etiam also mente with-mind dēbēmus we-must.
31.24 Discipulus student: Intellegō I-understand. Quid what aliud else mē me vidēre to-see vīs do-you-want?
31.25 Magister teacher: Vidē see haec these exempla examples in in librō book. Dic tell mihi me quid what in in iīs them videās you-see.
31.26 Discipulus student: In in prīmō first exemplō example videō I-see errōrem error sed but in in secundō second nihil nothing malī bad videō I-see.
31.27 Magister teacher: Optimē excellent! Vīdistī you-saw quod what aliī others discipulī students nōn not vīdērunt saw.
31.28 Discipulus student: Num surely omnēs all hominēs people eādem same-things vident see?
31.29 Magister teacher: Minimē not-at-all! Aliī some alia other-things vident see prō according-to suā their nātūrā nature et and experientiā experience.
31.30 Discipulus student: Volō I-want discere to-learn omnēs all rēs things rēctē correctly vidēre to-see. Quid what mihi to-me faciendum to-be-done est is?
Part B (Complete Natural Sentences)
31.16 Discipulus: Magister, cūr nōn possum bene vidēre verba in tabulā? Student: Teacher, why can't I see the words on the board well?
31.17 Magister: Fortasse nimis procul sedēs. Venī propius ut melius videās. Teacher: Perhaps you're sitting too far away. Come closer so you can see better.
31.18 Discipulus: Nunc clārius videō. Grātiās tibi agō. Student: Now I see more clearly. Thank you.
31.19 Magister: Vidēsne hanc figūram geometricam? Quid in eā vidēs? Teacher: Do you see this geometric figure? What do you see in it?
31.20 Discipulus: Videō triangulum et circulum sed nōn videō quōmodo inter sē coniungāntur. Student: I see a triangle and a circle but I don't see how they are connected to each other.
31.21 Magister: Aspice attentius! Vidēbis lineam quae eōs coniungit. Teacher: Look more carefully! You'll see the line that connects them.
31.22 Discipulus: Iam videō! Sed cūr anteā nōn vīdī? Student: Now I see! But why didn't I see it before?
31.23 Magister: Quia nōn satis attendēbās. Vidēre nōn sōlum oculīs sed etiam mente dēbēmus. Teacher: Because you weren't paying enough attention. We must see not only with our eyes but also with our mind.
31.24 Discipulus: Intellegō. Quid aliud mē vidēre vīs? Student: I understand. What else do you want me to see?
31.25 Magister: Vidē haec exempla in librō. Dic mihi quid in iīs videās. Teacher: Look at these examples in the book. Tell me what you see in them.
31.26 Discipulus: In prīmō exemplō videō errōrem sed in secundō nihil malī videō. Student: In the first example I see an error but in the second I see nothing wrong.
31.27 Magister: Optimē! Vīdistī quod aliī discipulī nōn vīdērunt. Teacher: Excellent! You saw what other students didn't see.
31.28 Discipulus: Num omnēs hominēs eādem vident? Student: Surely all people don't see the same things?
31.29 Magister: Minimē! Aliī alia vident prō suā nātūrā et experientiā. Teacher: Not at all! Different people see different things according to their nature and experience.
31.30 Discipulus: Volō discere omnēs rēs rēctē vidēre. Quid mihi faciendum est? Student: I want to learn to see all things correctly. What must I do?
Part C (Latin Text Only)
31.16 Discipulus: Magister, cūr nōn possum bene vidēre verba in tabulā?
31.17 Magister: Fortasse nimis procul sedēs. Venī propius ut melius videās.
31.18 Discipulus: Nunc clārius videō. Grātiās tibi agō.
31.19 Magister: Vidēsne hanc figūram geometricam? Quid in eā vidēs?
31.20 Discipulus: Videō triangulum et circulum sed nōn videō quōmodo inter sē coniungāntur.
31.21 Magister: Aspice attentius! Vidēbis lineam quae eōs coniungit.
31.22 Discipulus: Iam videō! Sed cūr anteā nōn vīdī?
31.23 Magister: Quia nōn satis attendēbās. Vidēre nōn sōlum oculīs sed etiam mente dēbēmus.
31.24 Discipulus: Intellegō. Quid aliud mē vidēre vīs?
31.25 Magister: Vidē haec exempla in librō. Dic mihi quid in iīs videās.
31.26 Discipulus: In prīmō exemplō videō errōrem sed in secundō nihil malī videō.
31.27 Magister: Optimē! Vīdistī quod aliī discipulī nōn vīdērunt.
31.28 Discipulus: Num omnēs hominēs eādem vident?
31.29 Magister: Minimē! Aliī alia vident prō suā nātūrā et experientiā.
31.30 Discipulus: Volō discere omnēs rēs rēctē vidēre. Quid mihi faciendum est?
Part D (Grammar Explanation)
This scholastic dialogue demonstrates advanced uses of videō in educational contexts:
Purpose Clauses with ut
"Venī propius ut melius videās" - The subjunctive videās follows ut to express purpose (come closer so that you may see better). This construction is common in instructions.
Imperative Forms
vidē (singular) - "look!" "see!"
aspice - alternative imperative meaning "look at!" Both are used by the teacher to direct the student's attention.
Indirect Questions
"Dic mihi quid in iīs videās" - The subjunctive videās is used in the indirect question (tell me what you see). Compare with direct: "Quid vidēs?" (What do you see?)
Perfect vs Present
The dialogue contrasts:
vīdī (I saw) - completed action
videō (I see) - current perception
vidēbis (you will see) - future realization
Philosophical Usage
"Vidēre nōn sōlum oculīs sed etiam mente dēbēmus" illustrates the dual meaning of sight as both physical and intellectual perception, fundamental to Roman educational philosophy.
Gerundive Construction
"Quid mihi faciendum est?" (What must be done by me?) uses the gerundive to express necessity, with videō appearing as the infinitive vidēre in the student's desire "volō discere... vidēre."
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About This Course
The Latinum Institute's Conversational Latin course represents a unique approach to learning Latin as a living language. These lessons, curated by Evan der Millner BA MA (Cantab. NZ, London), draw from over 18 years of experience in creating online language learning materials since 2006.
The course employs the "construed text" method, breaking down Latin texts into their smallest meaningful units with word-by-word glossing. This granular approach allows autodidacts to see the direct correspondence between Latin and English, making the language accessible without a teacher. Each lesson progresses through carefully structured sections:
Part A provides extremely detailed interlinear translation
Parts B and C present natural Latin with varied, authentic word order
Part D offers comprehensive grammar explanations designed specifically for English speakers
Parts E and F supply cultural context and real Latin texts
The method emphasizes conversational patterns and practical usage over mere grammatical analysis. By including authentic dialogues from sources like Erasmus's Colloquia and focusing on everyday communication, students learn Latin as Romans actually used it.
The course is particularly suited for self-directed learners who want to read Latin fluently and engage with the language actively. The systematic presentation of vocabulary in context, combined with extensive repetition and variation, helps students internalize Latin patterns naturally.
For more information about the Latinum Institute and its methodology, visit:
Method description: latinum.substack.com/method
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The Latinum Institute continues to develop innovative approaches to classical language learning, making Latin accessible to a global audience of autodidacts and language enthusiasts.
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