← Latinum Institute Latin Reading Course
74.1 At but mīles soldier hostēs enemies nōn not timet fears
74.2 Puer boy domī at home mānet remains, at but pater father in in agrō field labōrat works
74.3 At but hercle by Hercules vērum true dīcis you speak
74.4 Omnēs all dormiunt sleep, at but ego I vigilō stay awake
74.5 At but nunc now melius better tempus time venit comes
74.6 Multī many rīdent laugh, at but ille that man plōrat weeps
74.7 At but quid what tū you facis do hōc this tempore time
74.8 Servus slave tacet is silent, at but dominus master clāmat shouts
74.9 At but certē certainly scīmus we know viam way brevem short
74.10 Cēterī others bibunt drink, at but mīles soldier pugnat fights
74.11 At but fortūna fortune bonōs good men nōn not semper always adiuvat helps
74.12 Puer boy cantat sings, at but puella girl saltat dances
74.13 At but iam now tempus time est is venīre to come domum home
74.14 Magnus great labor work erat was, at but nunc now requiēscimus we rest
74.15 At but dī gods immortālēs immortal nōs us servābunt will save
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74.1 At mīles hostēs nōn timet. But the soldier does not fear the enemies.
74.2 Puer domī mānet, at pater in agrō labōrat. The boy remains at home, but the father works in the field.
74.3 At hercle vērum dīcis! But by Hercules, you speak the truth!
74.4 Omnēs dormiunt, at ego vigilō. Everyone sleeps, but I stay awake.
74.5 At nunc melius tempus venit. But now a better time comes.
74.6 Multī rīdent, at ille plōrat. Many laugh, but that man weeps.
74.7 At quid tū hōc tempore facis? But what are you doing at this time?
74.8 Servus tacet, at dominus clāmat. The slave is silent, but the master shouts.
74.9 At certē scīmus viam brevem. But certainly we know the short way.
74.10 Cēterī bibunt, at mīles pugnat. The others drink, but the soldier fights.
74.11 At fortūna bonōs nōn semper adiuvat. But fortune does not always help the good.
74.12 Puer cantat, at puella saltat. The boy sings, but the girl dances.
74.13 At iam tempus est venīre domum. But now it is time to come home.
74.14 Magnus labor erat, at nunc requiēscimus. It was great work, but now we rest.
74.15 At dī immortālēs nōs servābunt. But the immortal gods will save us.
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74.1 At mīles hostēs nōn timet.
74.2 Puer domī mānet, at pater in agrō labōrat.
74.3 At hercle vērum dīcis!
74.4 Omnēs dormiunt, at ego vigilō.
74.5 At nunc melius tempus venit.
74.6 Multī rīdent, at ille plōrat.
74.7 At quid tū hōc tempore facis?
74.8 Servus tacet, at dominus clāmat.
74.9 At certē scīmus viam brevem.
74.10 Cēterī bibunt, at mīles pugnat.
74.11 At fortūna bonōs nōn semper adiuvat.
74.12 Puer cantat, at puella saltat.
74.13 At iam tempus est venīre domum.
74.14 Magnus labor erat, at nunc requiēscimus.
74.15 At dī immortālēs nōs servābunt.
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The conjunction "at" has several important features for English speakers to understand: -
Basic Function: -
Adversative conjunction -
Introduces contrast or opposition -
Stronger than "sed" (but) -
Often translated as "but," "yet," or "however" -
Position in Sentence: -
Usually comes first in its clause -
Can begin a new sentence -
Never postponed like "-que" or "autem" -
Common Patterns: a) Simple Contrast: -
"Puer cantat, at puella saltat" -
Contrasts two different actions or states
b) With Pronouns: -
"Omnēs dormiunt, at ego vigilō" -
Often emphasizes personal contrast
c) With Time Words: -
"at nunc" (but now) -
"at iam" (but already) -
Shows temporal contrast -
Special Uses: -
In objections: "At quid...?" -
In strong assertions: "At hercle!" -
In emotional responses -
To mark significant transitions
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For English speakers, understanding "at" requires cultural context: -
Rhetorical Use: -
Common in oratory -
Used for dramatic effect -
Important in philosophical dialogue -
Key part of legal arguments -
Literary Function: -
Creates dramatic tension -
Marks turning points in narrative -
Emphasizes character contrasts -
Common in poetry for emphasis -
Conversational Context: -
Used in polite disagreement -
Marks change of speaker -
Shows emotional response -
Indicates surprise or objection -
Modern Connections: -
Similar to English "but" -
More emphatic than "sed" -
Used in formal writing -
Still found in legal Latin
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From Cicero's "Pro Milone" (67):
Part F-A (Interleaved Text)
At but quō to what tempore? time? prīmō first diē day statim immediately P. Publius Saturius, Saturius, meus my amīcus, friend, rem matter omnem whole renūntiāvit: reported: quod which sī if nōn not fēcisset, he had done, putārēmus we would think illum him ipsī ourselves inimīcum. hostile.
"At quō tempore? prīmō diē statim P. Saturius, meus amīcus, rem omnem renūntiāvit: quod sī nōn fēcisset, putārēmus illum ipsī inimīcum."
But at what time? On the very first day Publius Saturius, my friend, reported the whole matter: if he had not done this, we would have considered him personally hostile to us.
Cicero uses "at" here to: -
Introduce a rhetorical question -
Create dramatic emphasis -
Mark a turning point in argument -
Show contrast with previous statement
-
"at" introduces rhetorical question -
Complex sentence structure -
Conditional clause with subjunctive -
Use of indirect discourse -
Temporal expressions -
Personal pronouns for emphasis
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74.16 Magister teacher puerum boy vocat, calls, at but puer boy nōn not respondet responds
74.17 At but cūr why tacēs? are you silent? magister teacher rogat asks
74.18 Discipulus pupil librum book legit, reads, at but nōn not intellegit understands
74.19 At but nunc now melius better studēre to study dēbēs you ought
74.20 Magister teacher docet, teaches, at but puer boy somniat dreams
74.21 At but quōmodo how discere to learn potes are you able sine without labōre? work?
74.22 Puer boy scrībit, writes, at but multa many verba words errat he errs in
74.23 At but nōnne not? scīs do you know grammaticam? grammar? magister teacher quaerit asks
74.24 Discipulus pupil respondet, replies, at but vōx voice parva small est is
74.25 At but clārius more clearly loquī to speak dēbēs you ought
74.26 Magister teacher īrātus angry fit, becomes, at but patienter patiently exspectat waits
74.27 At but tandem at last discipulus pupil sapientior wiser fit becomes
74.28 Puer boy errāvit, made a mistake, at but nunc now melius better facit does
74.29 At but grātulor I congratulate tibi, you, magister teacher dīcit says
74.30 Discipulus pupil gaudet, rejoices, at but adhūc still multa many things discere to learn dēbet he ought
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74.16 Magister puerum vocat, at puer nōn respondet. The teacher calls the boy, but the boy does not respond.
74.17 At cūr tacēs? magister rogat. "But why are you silent?" the teacher asks.
74.18 Discipulus librum legit, at nōn intellegit. The pupil reads the book, but does not understand.
74.19 At nunc melius studēre dēbēs. But now you ought to study better.
74.20 Magister docet, at puer somniat. The teacher teaches, but the boy dreams.
74.21 At quōmodo discere potes sine labōre? But how can you learn without work?
74.22 Puer scrībit, at multa verba errat. The boy writes, but makes mistakes in many words.
74.23 At nōnne scīs grammaticam? magister quaerit. "But don't you know grammar?" the teacher asks.
74.24 Discipulus respondet, at vōx parva est. The pupil replies, but his voice is small.
74.25 At clārius loquī dēbēs. But you ought to speak more clearly.
74.26 Magister īrātus fit, at patienter exspectat. The teacher becomes angry, but waits patiently.
74.27 At tandem discipulus sapientior fit. But at last the pupil becomes wiser.
74.28 Puer errāvit, at nunc melius facit. The boy made a mistake, but now he does better.
74.29 At grātulor tibi, magister dīcit. "But I congratulate you," the teacher says.
74.30 Discipulus gaudet, at adhūc multa discere dēbet. The pupil rejoices, but he still ought to learn many things.
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74.16 Magister puerum vocat, at puer nōn respondet.
74.17 At cūr tacēs? magister rogat.
74.18 Discipulus librum legit, at nōn intellegit.
74.19 At nunc melius studēre dēbēs.
74.20 Magister docet, at puer somniat.
74.21 At quōmodo discere potes sine labōre?
74.22 Puer scrībit, at multa verba errat.
74.23 At nōnne scīs grammaticam? magister quaerit.
74.24 Discipulus respondet, at vōx parva est.
74.25 At clārius loquī dēbēs.
74.26 Magister īrātus fit, at patienter exspectat.
74.27 At tandem discipulus sapientior fit.
74.28 Puer errāvit, at nunc melius facit.
74.29 At grātulor tibi, magister dīcit.
74.30 Discipulus gaudet, at adhūc multa discere dēbet.
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In this classroom dialogue, "at" serves several specific functions: -
Question Introduction: -
Introduces rhetorical questions: "At cūr tacēs?" -
Used in teacher's inquiries: "At nōnne scīs grammaticam?" -
Shows teacher's mild exasperation: "At quōmodo discere potes?" -
Contrasting Actions: a) Teacher vs. Student: -
"Magister docet, at puer somniat" -
Shows contrast between expected and actual behavior -
Emphasizes educational challenges
b) Sequential Actions: -
"Puer errāvit, at nunc melius facit" -
Marks progress or change -
Shows development over time -
Transitional Uses: -
Marks shift in dialogue: "At grātulor tibi" -
Shows change in topic: "At tandem discipulus sapientior fit" -
Indicates new teaching point: "At nunc melius studēre dēbēs" -
Special Educational Context: -
Used in corrections: "At clārius loquī dēbēs" -
Introduces teacher's advice: "At nunc melius studēre dēbēs" -
Shows pedagogical progression: "Discipulus gaudet, at adhūc multa discere dēbet" -
Word Order Patterns: a) In Questions: -
Initial position: "At cūr tacēs?" -
With interrogatives: "At quōmodo...?" -
With -ne: "At nōnne...?"
b) In Statements: -
Between contrasting clauses -
At sentence beginning for emphasis -
With time expressions: "at nunc," "at tandem" -
Grammatical Constructions Used: -
Indirect questions: "magister quaerit" -
Complementary infinitives: "discere dēbet" -
Comparative adjectives: "sapientior" -
Present and perfect tenses -
Subjunctive in questions
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