Lesson 4 Conversational Latin

-que and (postpositive enclitic) Conjunction

Introduction

The enclitic conjunction "-que" is one of the most distinctive features of Latin style. Unlike the standalone conjunction "et" (and), "-que" is a postpositive enclitic, meaning it attaches to the end of the word it connects. This small particle creates elegant connections between words, phrases, and ideas in Latin discourse.

Definition for the Autodidact Student

"-que" is an enclitic (attached) conjunction that means "and" in English. It cannot stand alone but must be attached to the end of a word. When you see "-que" at the end of a word, it connects that word to what came before, creating a coordinated pair or series. For example, "pater māterque" means "father and mother."

FAQ Schema

Question: What does -que mean in Latin? Answer: -que is an enclitic conjunction meaning "and" that attaches to the end of words to connect them with preceding elements. Unlike "et" which stands between words, -que creates a tighter, more elegant connection by becoming part of the word itself.

How -que Will Be Used in This Lesson

In this lesson, you'll encounter -que in various conversational contexts, showing how Romans used it in daily speech. You'll see it connecting nouns (senātus populusque), verbs (vēnit vīditque), adjectives (bonus bellōque fortis), and even whole phrases. The examples progress from simple pairings to more complex coordinations, demonstrating the flexibility of this essential Latin connector.

Educational Schema

Course: Conversational Latin for English Speakers Level: Beginner to Intermediate Lesson Type: Grammar and Vocabulary Integration Focus: Enclitic Conjunction -que Skills Developed: Reading comprehension, grammatical analysis, conversational patterns

Key Takeaways

1. -que is always attached: Unlike English "and," -que never stands alone

2. Position matters: -que attaches to the second element being connected

3. Creates emphasis: Using -que often emphasizes the unity of connected elements

4. Common in formal speech: Frequently appears in official phrases and elevated discourse

5. Can connect any parallel elements: Works with nouns, verbs, adjectives, and phrases

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Part A (Interleaved English and Latin Text)

4.1 Quid what hodiē today vīdistī did you see forō in the forum templīsque? and in the temples?

4.2 Multōs many cīvēs citizens vīdī I saw senātōrēsque and senators togātōs. wearing togas.

4.3 Ubi where māter mother paterque and father tuus your sunt? are?

4.4 Domī at home manent they remain cēnamque and dinner parant. they prepare.

4.5 Vīnum wine aquamque and water servus the slave mēnsae to the table fert. brings.

4.6 Puerī boys puellaeque and girls in in hortō the garden lūdunt play rīdentque. and laugh.

4.7 Nocte at night diēque and by day vigilēs the watchmen urbem the city custōdiunt. guard.

4.8 Quis who epistulam the letter scrīpsit wrote mīsitque and sent ad to tē? you?

4.9 Amīcus friend meus my scrīpsit wrote frāterque and brother eius his attulit. brought (it).

4.10 Bene well sapienterque and wisely locūtus spoken es you have in in cūriā. the senate house.

4.11 Grātiās thanks tibī to you agō I give laudōque and praise ōrātiōnem speech tuam. your.

4.12 Venīte come mēcum with me audīteque and hear novās new rēs! things!

4.13 Līberī the children current run saltantque and jump per through viās. the streets.

4.14 Mercātor the merchant emit buys vēnditque and sells pretiōsās precious mercēs. goods.

4.15 Fēlīx happy laetusque and joyful populus the people fēstum the festival celebrat. celebrates.

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Part B (Complete Natural Sentences)

4.1 Quid hodiē vīdistī forō templīsque? What did you see today in the forum and temples?

4.2 Multōs cīvēs vīdī senātōrēsque togātōs. I saw many citizens and senators wearing togas.

4.3 Ubi māter paterque tuus sunt? Where are your mother and father?

4.4 Domī manent cēnamque parant. They remain at home and are preparing dinner.

4.5 Vīnum aquamque servus mēnsae fert. The slave brings wine and water to the table.

4.6 Puerī puellaeque in hortō lūdunt rīdentque. Boys and girls play and laugh in the garden.

4.7 Nocte diēque vigilēs urbem custōdiunt. Night and day the watchmen guard the city.

4.8 Quis epistulam scrīpsit mīsitque ad tē? Who wrote and sent the letter to you?

4.9 Amīcus meus scrīpsit frāterque eius attulit. My friend wrote it and his brother brought it.

4.10 Bene sapienterque locūtus es in cūriā. You spoke well and wisely in the senate house.

4.11 Grātiās tibī agō laudōque ōrātiōnem tuam. I thank you and praise your speech.

4.12 Venīte mēcum audīteque novās rēs! Come with me and hear the news!

4.13 Līberī current saltantque per viās. The children run and jump through the streets.

4.14 Mercātor emit vēnditque pretiōsās mercēs. The merchant buys and sells precious goods.

4.15 Fēlīx laetusque populus fēstum celebrat. The happy and joyful people celebrate the festival.

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Part C (Latin Text Only)

4.1 Quid hodiē vīdistī forō templīsque?

4.2 Multōs cīvēs vīdī senātōrēsque togātōs.

4.3 Ubi māter paterque tuus sunt?

4.4 Domī manent cēnamque parant.

4.5 Vīnum aquamque servus mēnsae fert.

4.6 Puerī puellaeque in hortō lūdunt rīdentque.

4.7 Nocte diēque vigilēs urbem custōdiunt.

4.8 Quis epistulam scrīpsit mīsitque ad tē?

4.9 Amīcus meus scrīpsit frāterque eius attulit.

4.10 Bene sapienterque locūtus es in cūriā.

4.11 Grātiās tibī agō laudōque ōrātiōnem tuam.

4.12 Venīte mēcum audīteque novās rēs!

4.13 Līberī current saltantque per viās.

4.14 Mercātor emit vēnditque pretiōsās mercēs.

4.15 Fēlīx laetusque populus fēstum celebrat.

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Part D (Grammar Explanation for English Speakers)

Grammar Rules for -que

The enclitic conjunction -que presents unique challenges for English speakers because English has no equivalent structure. Here are the essential rules:

1. Attachment Rule

• -que ALWAYS attaches to the end of a word

• It cannot stand alone like English "and"

• Example: pater + -que = paterque (and father)

2. Position in Coordination

• -que attaches to the SECOND element being connected

• Wrong: paterque māter (father-and mother)

• Right: pater māterque (father and-mother)

3. Multiple Coordinations

• When connecting more than two items, -que can appear multiple times

• Example: pater māterque līberīque (father and mother and children)

• Or mix with et: pater et māter līberīque

4. Connecting Different Elements

• Nouns: senātus populusque (senate and people)

• Verbs: vēnit vīditque (he came and saw)

• Adjectives: bonus honestusque (good and honorable)

• Adverbs: bene sapienterque (well and wisely)

• Phrases: in forō templīsque (in the forum and in temples)

Common Mistakes

1. Word Order Confusion

• Mistake: Thinking -que goes on the first word

• Correction: Remember -que means "and [this word]"

2. Forgetting Agreement

• Mistake: puer puellaeque venit (singular verb with plural subject)

• Correction: puer puellaeque veniunt

3. Overuse in Casual Speech

• Mistake: Using -que in every "and" situation

• Correction: -que is more formal; et is fine for everyday use

4. Pronunciation

• Mistake: Pausing before -que

• Correction: -que flows as part of the word (paterque as three syllables)

Comparison with English

English speakers must adjust their thinking:

• English: "mother and father" (word between)

• Latin: "māter paterque" (word attached to second element)

Think of -que as creating a unit, like hyphenated words in English:

• "The senate-and-people of Rome" (senātus populusque Rōmānus)

Step-by-Step Guide for Using -que

1. Identify what you want to connect

2. Place the first element normally

3. Add -que to the END of the second element

4. Ensure both elements are in the same case/form

5. Check that verbs agree with combined subjects

Grammatical Summary

Form: Enclitic (attached) conjunction Meaning: and Position: Always suffixed to second coordinated element Usage: All registers, but especially formal/literary Cannot: Stand alone or begin a sentence Combines with: Any word class (noun, verb, adjective, etc.)

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Part E (Cultural Context)

-que in Roman Daily Life

For English speakers learning conversational Latin, understanding -que requires appreciating its cultural significance. Romans used -que differently in various social contexts:

Formal Contexts The most famous use of -que appears in SPQR: Senātus Populusque Rōmānus (The Senate and People of Rome). This formula appeared on standards, buildings, and coins, representing the dual nature of Roman authority. Using -que here created a sense of unity between two governing bodies.

Religious Language In prayers and religious formulas, -que created solemn, archaic tone:

• "dī deaeque" (gods and goddesses)

• "diēs noctēsque" (days and nights)

Legal Language Roman law used -que for precise formulations:

• "emptōr vēnditorque" (buyer and seller)

• "reus āctorque" (defendant and plaintiff)

Everyday Speech While et was more common in casual conversation, -que appeared in:

• Family references: "pater māterque"

• Time expressions: "nocte diēque"

• Common pairings: "aqua vīnumque"

Social Implications Choosing -que over et could signal:

• Education and refinement

• Formality and respect

• Traditional values

• Poetic or elevated speech

Modern Italian maintains traces in phrases like "qualunque" (whatever), showing the lasting influence of this tiny but significant word.

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Part F (Literary Citation)

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

Part F-A (Interleaved Text)

Magister: Teacher: Salvēte, Greetings, puerī boys puellaeque! and girls! Parātī prepared estis are you ad for studendum? studying?

Discipulī: Students: Parātī prepared sumus, we are, magister. teacher. Librōs books stilōsque and pens habēmus. we have.

Magister: Teacher: Bene. Good. Hodiē today dē about numerīs numbers litterīsque and letters discēmus. we will learn. Prīmum first audīte listen attentēque and attentively spectāte. watch.

Discipulus: Student: Ego I scrībere to write legereque and to read volō. want. Quandō when incipiemus? will we begin?

Magister: Teacher: Nunc now incipimus. we begin. Sedēte sit rēctē properly tacētēque and be quiet dum while explicō. I explain.

Part F-B (Complete Translation)

Magister: Salvēte, puerī puellaeque! Parātī estis ad studendum? Discipulī: Parātī sumus, magister. Librōs stilōsque habēmus. Magister: Bene. Hodiē dē numerīs litterīsque discēmus. Prīmum audīte attentēque spectāte. Discipulus: Ego scrībere legereque volō. Quandō incipiemus? Magister: Nunc incipimus. Sedēte rēctē tacētēque dum explicō.

Teacher: Greetings, boys and girls! Are you prepared for studying? Students: We are prepared, teacher. We have books and pens. Teacher: Good. Today we will learn about numbers and letters. First listen and watch attentively. Student: I want to write and read. When will we begin? Teacher: Now we begin. Sit properly and be quiet while I explain.

Part F-C (Literary Analysis)

This excerpt from medieval school dialogues shows -que in educational contexts. Notice how -que appears five times, each serving different functions:

1. puerī puellaeque - connecting student groups, emphasizing inclusivity

2. librōs stilōsque - joining school supplies as a unified set

3. numerīs litterīsque - pairing fundamental subjects

4. attentēque - linking adverbs for proper behavior

5. tacētēque - connecting commands for classroom management

The dialogue demonstrates how -que creates smooth, formal connections appropriate for educational settings, reflecting the teacher's authority and the structured nature of Roman schooling.

Part F-D (Grammatical Notes)

The -que constructions here show various grammatical applications:

• Vocative case: puerī puellaeque (addressing mixed groups)

• Accusative objects: librōs stilōsque (compound direct objects)

• Ablative of respect: numerīs litterīsque (compound objects of preposition)

• Imperative mood: audīte attentēque, sedēte tacētēque (compound commands)

• Infinitive coordination: scrībere legereque (compound complementary infinitives)

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Genre Section: Epistolary Dialogue (Letters)

Part A (Interleaved Text)

4.16 Mārcus Marcus Gāiō to Gaius suō his salūtem greeting dīcit. says.

4.17 Litterās letter tuās your accēpī I received laetusque and happy fuit. I was.

4.18 Quōmodo how valēs are you tū you familiae family tuaque? and your?

4.19 Ego I bene well valeō am parēntēsque and parents meī my prosperī prosperous sunt. are.

4.20 Dē about negōtiīs business nostrīs our scrībis you write rogāsque and ask cōnsilium. advice.

4.21 Crās tomorrow ad to forum forum ībō I will go tēcumque and with you colloquar. I will speak.

4.22 Interim meanwhile cūrā take care ut that valeās you be well scrībāsque and write saepe. often.

4.23 Uxor wife mea my tē you tuamque and your (wife) salūtat. greets.

4.24 Nūntius messenger vēnit came atque and nova news multa much rettulit. reported.

4.25 Amīcus friend noster our rūre from countryside rediit returned vīsitātque and visits nōs us crēbrō. frequently.

4.26 Librōs books quōs which mīsistī you sent lēgī I read grātiāsque and thanks māximās greatest agō. I give.

4.27 Frāter brother tuus your bene well sē himself habet has studētque and studies dīligenter. diligently.

4.28 Epistulam letter hanc this claudō I close valēque and farewell dīcō. I say.

4.29 Dabam I gave (wrote) Rōmae at Rome Kalendīs on Kalends Iūniīs. of June.

4.30 Tū you fac make (sure) valeās you are well cūrēsque and take care tē. of yourself.

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Part B (Complete Natural Sentences)

4.16 Mārcus Gāiō suō salūtem dīcit. Marcus sends greetings to his dear Gaius.

4.17 Litterās tuās accēpī laetusque fuit. I received your letter and was delighted.

4.18 Quōmodo valēs tū familiaque tua? How are you and your family?

4.19 Ego bene valeō parēntēsque meī prosperī sunt. I am well and my parents are thriving.

4.20 Dē negōtiīs nostrīs scrībis rogāsque cōnsilium. You write about our business affairs and ask for advice.

4.21 Crās ad forum ībō tēcumque colloquar. Tomorrow I'll go to the forum and speak with you.

4.22 Interim cūrā ut valeās scrībāsque saepe. Meanwhile, take care to be well and write often.

4.23 Uxor mea tē tuamque salūtat. My wife sends greetings to you and yours.

4.24 Nūntius vēnit atque nova multa rettulit. A messenger came and reported much news.

4.25 Amīcus noster rūre rediit vīsitātque nōs crēbrō. Our friend has returned from the countryside and visits us frequently.

4.26 Librōs quōs mīsistī lēgī grātiāsque māximās agō. I've read the books you sent and give you my deepest thanks.

4.27 Frāter tuus bene sē habet studētque dīligenter. Your brother is doing well and studying diligently.

4.28 Epistulam hanc claudō valēque dīcō. I close this letter and say farewell.

4.29 Dabam Rōmae Kalendīs Iūniīs. Written at Rome on the Kalends of June.

4.30 Tū fac valeās cūrēsque tē. See that you stay well and take care of yourself.

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Part C (Latin Text Only)

4.16 Mārcus Gāiō suō salūtem dīcit.

4.17 Litterās tuās accēpī laetusque fuit.

4.18 Quōmodo valēs tū familiaque tua?

4.19 Ego bene valeō parēntēsque meī prosperī sunt.

4.20 Dē negōtiīs nostrīs scrībis rogāsque cōnsilium.

4.21 Crās ad forum ībō tēcumque colloquar.

4.22 Interim cūrā ut valeās scrībāsque saepe.

4.23 Uxor mea tē tuamque salūtat.

4.24 Nūntius vēnit atque nova multa rettulit.

4.25 Amīcus noster rūre rediit vīsitātque nōs crēbrō.

4.26 Librōs quōs mīsistī lēgī grātiāsque māximās agō.

4.27 Frāter tuus bene sē habet studētque dīligenter.

4.28 Epistulam hanc claudō valēque dīcō.

4.29 Dabam Rōmae Kalendīs Iūniīs.

4.30 Tū fac valeās cūrēsque tē.

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Part D (Grammar Explanation with Concrete Examples)

Epistolary -que Usage

Roman letter-writing shows distinctive patterns with -que:

1. Opening Formulas

• Standard: "salūtem dīcit" (says greeting)

• Never: "salūtemque dīcit" (too formal for opening)

2. Emotional Pairs

• "laetusque fuit" - emotional state + being

• Shows immediate reaction to receiving letter

3. Personal References

• "tū familiaque tua" - addressing whole household

• "parēntēsque meī" - including family members

• "tē tuamque" - you and yours (wife understood)

4. Action Sequences

• "scrībis rogāsque" - write and ask (simultaneous)

• "ībō tēcumque colloquar" - future planned actions

• "claudō valēque dīcō" - closing formula

5. Subjunctive Combinations

• "ut valeās scrībāsque" - purpose clause coordination

• "fac valeās cūrēsque" - jussive subjunctive pairs

Special Epistolary Features

tēcumque - Note the special form combining cum + tē + que

• Not: "cum tē -que"

• But: "tēcum + que"

atque vs -que

• "atque" used for variety (example 4.24)

• Prevents too many -que endings

Word Order in Letters

• More conversational than formal prose

• Postponed subjects common: "laetusque fuit"

• Verb-final less rigid: "salūtem dīcit"

Common Letter Patterns

Health Inquiries

• Question: "Quōmodo valēs...?"

• Response: "Bene valeō..."

• Wishes: "cūrā ut valeās"

Time References

• "crās" (tomorrow) - planning meetings

• "interim" (meanwhile) - current situation

• "Kalendīs Iūniīs" - formal dating

Closing Formulas

• "valēque dīcō" - standard farewell

• "cūrēsque tē" - final caring note

• "Dabam" - formal "I gave/wrote this"

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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), who has been creating online language learning materials since 2006, focus on practical communication patterns rather than just grammar rules.

Course Philosophy

Drawing from the methodology detailed at latinum.substack.com and latinum.org.uk, these lessons emphasize:

• Construed Text Method: Breaking down Latin into comprehensible chunks for autodidacts

• Natural Word Order: Presenting Latin as Romans actually used it, not in artificial patterns

• Conversational Focus: Emphasizing dialogue and practical communication

• Cultural Integration: Understanding not just language but Roman thought patterns

Why These Lessons Work for Autodidacts

1. Complete Interlinear Support: Every Latin word is glossed, eliminating dictionary dependence

2. Progressive Complexity: Starting with simple patterns, building to authentic texts

3. Multiple Presentation Formats: Same content shown in different ways for various learning styles

4. No Prerequisites: Designed for absolute beginners learning independently

5. Cultural Context: Understanding why Romans said things, not just how

The Latinum Institute Approach

Since 2006, the Latinum Institute has pioneered online Latin education with:

• Audio-visual materials complementing written lessons

• Restoration of classical pronunciation

• Focus on comprehensible input

• Integration of literature from all periods

Student Success

The effectiveness of this approach is documented in reviews at Trustpilot, where students consistently praise:

• Clear, systematic progression

• Practical vocabulary selection

• Engaging presentation methods

• Supportive learning structure

How to Use These Lessons

1. Read Part A slowly: Let the interlinear glosses teach vocabulary naturally

2. Study Part B: See how Latin sentences flow in natural order

3. Practice with Part C: Test comprehension without English support

4. Master concepts in Part D: Understand the why behind the language

5. Appreciate context in Parts E-F: Connect language to Roman life

These lessons transform Latin from a "dead" academic subject into a vibrant means of communication, following the principle that language is best learned through meaningful use rather than abstract rules.

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