The University of Texas Publication No. 3930 August 8, 1939 THE LATIN LEAFLET Issued by the Department of Classical Languages in conjunction with the Texas Classical Association in the interest of Latin teaching in the high schools of Texas Ernestine F. Leon, Editor W. J. Battle, H.J. Leon, Dora Flack (ex officio), Associate Editors Tournament Number for 1939-1940 Price Ten Cents Additional copies may be obtained from University Publications, The University of Texas PUBLISHED BY THE UNIVERSITY FOUR TIMES A MONTH AND ENTERED AS SECOND·CLASS MATTER AT THE POST OFFICE AT AUSTIN, TEXAS, UNDER THE ACT OF AUGUST 24, 1912 The Lenefita of education and of useful lmowledse, senerally dHfused throush a community, are essential to the preaenation of a fr-sovern.. ment. Sam Houston Cultivated mind is the suardian senius of Democracy, and w h i l e suided and centrolled by virtue, the noblest attribute of man. It is the only dictator that freemen acknowl­edse and the only security which free­men desire. Mirabeau B. Lamar THE LATIN LEAFLET Number 35 TOURNAMENT NUMBER FOR 1939-1940 MODERN LATIN The Latin Department of the Austin Senior High School announces a semester course called Modern Latin. It offers an opportunity for juniors and seniors who have not studied Latin to become acquainted with the general structure and history of the Latin language, its relation to English and the Romance Languages, common Latin and some Greek roots in English, and an outline of Roman history and the contribution of Roman civilization and culture to our own. The course counts as a half credit toward graduation. It is by no means a substitute for Latin but should be valuable to students who have missed Latin, whether they intend to enter college or not. It has been well said that he who holds on with his finger tips is better than he who has let go altogether. FOR STUDENTS PLANNING TO ENTER THE UNIVERSITY OF TEXAS In planning high-school programs, students should be informed of the following: 1. A third or fourth year of a foreign language, if in addition to the fifteen units required for admission, will count for college credit. Each additional year of language study counts as three college credits (semester hours) toward the degree of Bachelor of Arts, provided this language is studied in college for one more year and completed with a grade of at least B. 2. Two years of one foreign language beyond high-school courses or elementary college courses are required for the degree of Bachelor of Arts. Students offering two units of Latin for admission to the University may take Latin B and Latin 1 to satisfy this requirement. Students offering three or four units take Latin 1 and Latin 13. A student beginning a new language at the University, must take three full courses in that language. 3. A student may substitute a year of Greek, or if he has had three or four years of high-school Latin, Latin 1, for prescribed mathematics. The same Latin course may not, however, be both a substitute for mathematics and satisfy the foreign language requirement. 4. Though a single unit in a foreign language may now be counted for admission to the University if the student otherwise fulfills the requirements of "Section A," the basic subjects, it should be borne in mind that the student will have to repeat work in this language from the beginning if he intends to continue it at the University. THE TEXAS CLASSICAL ASSOCIATION, NOVEMBER MEETING The annual meeting of the Texas Classical Association will be held in San Antonio November 30-December 2 in conjunction with the meeting of the Southern Section of the Classical Association of the Middle West and South. Details of the program will appear in the Texas Outlook. Since this organization is meeting in Texas for the first time, it is hoped that Texas teachers will take advantage of this opportunity to meet and hear their colleagues from other states. THE TEXAS LATIN TEACHERS INSTITUTE The first Texas Latin Teachers Institute was held at The University of Texas June 12 through June 17. It was a distinct success. Forty-three enrolled and paid fees while others attended a few meetings as visitors. The evening lectures, which were open to the public, attracted many. Dr. B. L. Ullman, Professor of Latin in the University of Chicago, was the leading speaker. He showed a thorough understanding of the problems that confront Latin teachers in high schools. Those who attended agreed that they found the contacts stimulating and would carry away many valuable suggestions for the improvement of their teachin2'. Requests were numerous that a similar institute be held next summer. The schedule follows: MONDAY, JUNE 12 9:00-0bjectives of Latin Teaching ___________________ _______________ _ Prof. B. L. Ullman 11 :00-Principles of Roman Oratory__________ _____________________ __ ________Prof. H. J. Leon 4 :00-Round Table Discussion, Comprehension vs. Translation______ ___________ ____________ _____ _________________________________________ __________ Prof. B. L. Ullman, Leader 8 :00-lmperial Rome (illustrated) ________________________________________Prof. B. L. Ullman TUESDAY, JUNE 13 9 :00-Reading Latin Aloud _____________________________________________________Prof. W. J. Battle 11 :00-The Latin Element in French __ _________________________ ________Prof. A. B. Swanson 4 :00-Round Table Discussion, What Shall We Read?_______ ________________________ _____________ _________________________________________________________Prof. B. L. Ullman, Leader 8 :00-Ancient Athens Today (illustrated) ____________________________ Prof. W. J. Battle WEDNESDAY, JUNE 14 9 :00-Latin, a Practical Subject___________ _______________________________Prof. B. L. Ullman 11 :00-The Latin Element in English___________________________________ __Prof. B. L. Ullman 4:00-Round Table Discussion, Teaching Devices_______________________ ________________ ----------------------------------------------------------------------Prof. B. L. Ullman, Leader 8 :00-Roman Outdoor Sports (illustrated) __________________________ _ Prof. H. J. Leon THURSDAY, JUNE 15 9 :00-Politics in Ancient Rome__________ _______________________ ___________Prof. B. L. Ullman 11 :00-The Latin Element in Spanish _ __ __________________ _________Prof. C. C. Glascock 4:00-Round Table Discussion, The Latin Tournament_ ____________________________ --------------------------------------------------------------------------Mrs. M. C. Butler, Leader 8:00-The Acropolis of Athens (illustrated) ____ ___________________Prof. W. J. Battle FRIDAY, JUNE 16 9:00-Social Values in the Study of Latin____________________________Prof. B. L. Ullman 11 :00-Permanent Values in Latin Literature______________________Prof. D. A. Penick 4:00-Round Table Discussion, How Shall We Increase Latin Enroll­ ment? ____________________________________________________________Prof. B. L. Ullman, Leader 8:00-A City Destroyed and Saved by Ashes (illustrated) ____Prof. H. J. Leon SATURDAY, JUNE 17 9:00-An Hour with Classical Sculpture______________________________ Prof. W. J. Battle 11 :00-Scylla and Charybdis___________________________________________________ Prof. B. L. Ullman LIST OF THOSE REGISTERED FOR THE TEXAS LATIN TEACHERS INSTITUTE Sister M. Bertrand, St. Anthony's High School, Beaumont. Mary D. Bourne, Tyler Senior High School. Mary King Boyd, Sherman High School. Myrtillie Bradfield, Highland Park High School, Dallas. M. Josephine Brinkerhoff, Hogg Junior High School, Tyler. Mrs. Marian C. Butler, Waco High School. Mrs. Roy Camblin, Taylor High School. Rona Collier, San Jacinto High School, Houston. Opie Davis Dalby, Texarkana Senior High School. Reta Rogers Debenport, Big Spring High School. Mrs. I. H. Devine, Ball High School, Galveston. Bonnie Wilma Elliott, Austin. Mrs. R. N. Elliott, Corsicana High School. Anna Gardner, Pascal High School, Fort Worth. Lila Thrace Greene, Galena Park High School, Houston. William J. Hagerty, Marshall High School. Martha Lucy Hankins, Paris High School. THE LATIN LEAFLET Mary D. Hardin, Hearne High School. Anne Elizabeth Harris, Albert Sidney Johnston High School, Houston. Miss Roger G. Haynes, Ennis High School. Irene Elizabeth Higgs, Thomas Edison High School, San Antonio. Helen Elizabeth Hill, Austin Senior High School, Austin. Mrs. Russell H. Hughes, West Junior High School, Waco. Nell V. Ingram, Longview Senior High School. Mrs. Robert Kehl, Waco Junior High School. Mrs. Ruthabel Cross Lander, Austin. D. J. McWilliams, Mart High School. Sue Belle Mann, Deputy State Supervisor, Alpine. Hilda Masters, Highland Park Senior High School, Dallas. Lourania Miller, Forest Avenue High School, Dallas. Lucy Moore, Seymour High School. Webb Leonidus Moore, San Marcos Academy. Gladys Eleanor Morgan, Thomas Jefferson High School, San Antonio. Clara Josephine O'Neal, San Angelo Junior High School. Elor Osborn, Waco High School. Hattie Lucile Paxton, Robert E. Lee High School, Goose Creek. Auvaline M. Provence, Wills Point High School. Mary Erma Rosson, San Angelo Senior High School. Dorothy Rushing, Lott. Mary Edith Taylor, University High School, Austin. Katherine Thompson, McKinney High School. Annie Laurie Walker, Pascal High School, Fort Worth. Nellie D. Yunk, Cisco High School. SOCIAL VALUES IN THE STUDY OF LATIN (Given at the Texas Latin Teachers Institute) If there is justification for a title "Industrial Arts as a Social Study" (School and Society, June 11, 1927), then surely we can claim the same status for Latin. But in claiming for Latin a seat among the social sciences, I do not wish to be misunderstood. Of course it also has a place among other subjects; in fact it is all things to all pupils. Let it not be said that the social values of Latin may be obtained more easily and more speedily through English. I grant that in part this is true. Nor should it be argued that the other values of Latin too can be achieved in simpler ways than through the study of Latin. Through Latin all the values are realized in one effort, and time is saved after all. For, as has often been pointed out, the argument for Latin is cumulative. A short time ago, I heard two integrationists and progressivists (in the technical sense of these terms) discuss the subject of Latin. They criticized our teaching of Latin, with its sole emphasis, as they asserted, on grammar. They then told us all the things that we should do. It so happened that these were the very things many of us have been doing for years. Under stress of questioning, these gentlemen admitted that eventually a course in Roman civilization would take the place of Latin. They meant well, but they failed to realize that the social values of Latin are not the only ones. On the other hand, I read not long ago a vicious review by a retired Latin teacher, of a popular first-year Latin textbook (not my own). Although the reviewer admits the cultural quality and interest of the English essays about Roman civilization which the book contains, he damns it for its lack of real Latin, especially the subjunctive. All I can say is that such a point of view is hope­less. It will have the unfortunate effect of bolstering the courage of the die-hard lawlatores temporis acti who are just as much a danger to Latin in the schools as some of our so-called progressive educators. I am not sure that the good old days were so good; in any case they are gone. To cry for the subjunctive in the first year is like crying for the moon. Besides, if the subjunctive is so essential in the first year because (to quote) "the tiniest pupil in a beginning Latin class thinks in the subjunctive mood every hour of his life," then we should give him the subjunctive the very first week of the first year. In the attempt to save the subjunctive we shall lose the in­dicative as well. We can deal with the progressivists and the avowed enemies of Latin, but Jupiter alone can save us from ourselves. I still recall with some vividness my first illuminating contact with Rome. It was in a fourth or fifth reader in which appeared Pliny's two letters about the eruption of Mt. Vesuvius. I was fascinated by this intimate account of human beings just like ourselves, who lived nearly nineteen centuries ago. It is still more fascinating to read these letters in the languae:e in which they were written, for the intimacy becomes all the greater. These and similar documents are read by Latin pupils today in.their first few years of study, but were ignored in the so-called good old days. So let us be good social scientists in the Latin class, using both Latin and English materials for our purpose. If even a progressivist admits the value of learning something about the Romans, it hardly seems necessary to argue that point. All roads lead back to Rome, for our civilization, such as it is, is fundamentally Roman. To be sure there are those who would try to forget the entire past. They were well satirized in a little skit in the Saturday Evening Post. The latest college curriculum, according to this satire, con­sists of such courses as "History: Survey courses in American history from its beginnings in 1933," and "World history from the discovery of the world by Lenin to the present." Under Latin: "No courses offered this year;" under mathematics: "See Latin;" under science: "See mathematics." There is more than a little truth in this: As goes Latin, so go the modern languages, mathematics, most history, and pure science. As Christopher Morley puts it in The Trojan Horse, "We think a lot of Now, but isn't Then always getting the better of it? Let's mix them together and make them Always." That is our problem as teachers, to blend past and present, to show the relation and significance of what was to what is. (Cf. Classical Outlook, May, 1938.) The reason for emphasizing the social aspect of our Latin teaching is of course obvious. It is because of the insistence on social science in the current educational movement, the integrated curriculum. For Latin, like other subjects, responds to new developments in the educational world. I am reminded of some verse I wrote a short time ago : Education: Castigation. Spare the rod and spoil the child. Education: Segregation. Girls in classrooms make boys wild. Education: Socialization. Pupils teach and teachers beam. Education: Motivation. Interest is the theme supreme. Education for Vocation. Mend a tire and dress a doll. Education: Integration. Social science-that is all. Save the nation by innovation, Information, concatenation, Revelation, elucidation, Affirmation, visualization. Here an ation and there an ation, Latin all by derivation. As a matter of fact a subject like Latin is and should be an integrated curriculum in itself. What questions for discussion are not suggested by the Latin texts that we read? They run the gamut of politics and sport, honor and patriotism, religion and the home, amusements, travel, concrete highways, slavery, marriage, and war, books and baths, holidays and hotels, animals and apartment houses, government relief, France versus Germany, love or duty. The Latin course can be a magic box from which any topic at all may be drawn out to inspire and instruct an interested and attentive class. In a document entitled "The School and the State in American Democracy" presented before a meeting of the National Council of Education at Cleveland in February, 1939, Professor George S. Counts of Teachers College, Columbia University, states that the school should provide, among other things, "as thorough instruction as time permits in the nature and history of man, with particular emphasis on the content and fortunes of the great liberal and humane tradition developing through the ages and on the contribution of diverse races and peoples to our common culture." Here is our oppor­tunity to make the most of classical culture and its influence. One definition of the major objective of social science is "the development of attitudes that appear desirable in a good citizen, a sense of social responsibility, prejudices in favor of integrity and sincerity, sensitiveness to human misery, open-mindedness, tolerance, the habit of suspending judg­ment until all sides have had a hearing, and of subjecting public questions to critical examination." It seems to me that one function of Latin teaching is to attain this very objective. Let us see just how we can do it. The Report of the Classical Investigation lists the following objectives of Latin teaching which may be called social: "Development of an historical perspective and of a general cultural back­ground through an increased knowledge of facts relating to the life, history, institutions, mythology and religion of the Romans; an increased apprecia­tion of the influence of their civilization on the course of western civilization; and a broader understanding of social and political problems of today." "Increased ability to understand and appreciate references and allusions to the mythology, traditions and history of the Greeks and Romans." "The development of right attitudes toward social situations." "A better acquaintance through the study of their writings with some of the chief personal characteristics of the authors read." The attainment of these objectives depends chiefly on content but method too is of importance. To give pupils an increased knowledge of the facts of Roman civilization is in the first place a matter of selecting the right material for reading. In addition to this, however, a teacher should empha­size the important points which are brought out by the texts. Thus arises the necessity for attention to the genuine comprehension of the Latin studied. In addition, the teacher should encourage reading in English on the points treated in the Latin text. Especially now that courses in ancient history are no longer as common as they were some years ago in the high school, it becomes necessary for the Latin teacher to make sure that the pupil gets an understanding of the important phases of Roman civilization. This means an acquaintance with the broad outlines of Roman history, with the public and private life of the Romans, and with their ways of thinking. It is not to be expected, naturally, that the pupil can acquire all this information in one year, but the Latin course should be so arranged that during every year the pupil will acquire important new information along the lines suggested. Not merely the facts of ancient civilization are important but even more so is the influence of Roman ideas and methods on our modern civilization. In selecting the facts for presentation, their relation to modern civilization should always be kept in mind. The keynote should be the antiquity of modernness and the modernness of antiquity. The teacher's aim should be to relate everything in the Latin text read to modern life. It is possible, of course, to draw parallels that do not exist but it is better to err in this direction than in the other of saying nothing at all about similarities. The teacher may feel that he has been successful in the attainment of this objective if the pupils get the feeling that there is nothing new under the sun. Thus the reading of Caesar should lead to comparisons between ancient and modern methods of warfare, to a study of Caesar's battlefields and those of the World War, and to a discussion of the importance and the effect of Caesar's conquests. The reading of Cicero's orations and of Sallust should lead to a comparison between economic and political conditions of ancient and modern times, to the realization that in Cicero's day there was an economic depression and a scarcity of money that caused general discontent, that there were political radicals and conservatives, and that politicians and their methods were much the same then as now. The study of the letters of Pliny and Cicero should reveal the many similarities that exist between the intimate life of ancient and modern times and prove the essential sameness of human nature. Some twenty-three years ago I wrote: "Probably the chief value in the study of history is an ethical one--to impress upon the student the essential sameness of human nature throughout all times and climes. Such a feeling is a tremendous upbuilder of character. But young students rarely get this feeling through the mere study of a textbook on history. It is not too much to say that the languages, ancient and modern, must play a large part in giving this type of culture, for they offer direct, first-hand material." (Classical Weekly, IX, 1916, 177.) Ethical too are the implications of the objective described in the Report of the Classical Investigation as the development of right attitudes toward social situations. The reference is to such characteristic Roman virtues as patriotism, honor, service, self­sacrifice. In other words, this objective is largely concerned with character development. In these days apparently the best kind of character develop­ment is not of the direct sort by moralizing and preaching but rather by indirection. Constant reading of the stories of early Rome which illustrate the characteristic Roman virtues and of which the Romans themselves were exceedingly fond and proud will help in achieving this objective. While the importance of these virtues in bringing about the success of the Romans may well be stressed, the teacher should not be over-insistent as to the virtues of the Romans for fear of producing a result opposite to that intended. The splendid passage in the Aeneid (VI, 847-853) offers a fine opportunity for a discussion of the chief qualities of the Romans. There is also opportunity for this in dealing with the allusions to earlier Roman history in Cicero's orations. But the best material consists of the stories of early Rome based chiefly on Livy which are found in many first and second yea-r textbooks. The stories of Regulus, Mucius Scaevola, Scipio, Fabricius, Cincinnatus, Horatius at the Bridge, Manlius Torquatus, Cloelia, Cornelia, are cases in point. The understanding of these stories, incidentally, is necessary for an understanding of the character of Aeneas as depicted by Virgil. Cicero's brief summary of Roman virtues at the beginning of his Tusculan Disputations is of interest. He admits the superiority of the Greeks in literature and learning but points to the achievement of the Romans in war as a result of their courage (virtus) and discipline (dis­ciplina). He then asserts that no nation can be compared with the early Romans in dignity (gravitas), perseverance (constantia), high aim (magni­twl-0 animi), uprightness (probitas), and trustworthiness (fides). Another of the objectives listed deals with references to ancient stories in modern reading. The importance and extent of this material is indicated by the studies of Miss Bunyan and Miss King. The former found that in 158 English books read by high school pupils there were 2,504 allusions to antiquity. Over one-half of these were references to mythology, especially to the chief gods, such as Jupiter, Venus, Cupid, Diana, Apollo, etc. In history the chief references were to Caesar, Augustus, Cleopatra, Nero, and Mark Antony. In topography the greatest number of references was to the Coliseum, the Pantheon, and the Forum. In Roman life most often mention was made of gladiators, triumphs, and the wearing of laurel wreaths. The chief literary figures mentioned were Virgil, Horace, and Cicero. The study of Miss King was based on the classical allusions found in a number of newspapers and magazines published in 1922. A total of 2,738 allusions was found. The details agreed es~entially with those given by Miss Bunyan. These two studies suggest the desirability of having pupils bring to the Latin class all the references and allusions to ancient life and literature which come up in their other classes and in their reading of books, magazines, and advertising material. It should not be forgotten that in the last-named one finds a very large number of classical allusions. One can make up a long list of ancient deities by taking the names of articles that are constantly advertised, such as Atlas tires, Hercules powder, the American Mercury, etc. Even the study of Latin as a language has much to contribute to the attainment of social objectives. Thus the realization that Latin belongs to a large family of languages.an? is related to the ch}e~ lal!-~ua~es of Europe is a fact of great cultural significance. Hence the s1milar1ties m vocabulary and grammar of the languages with which a person comes into contact take on new meaning. In addition to this there is the light thrown on the history of civilization by the development of meaning of many Latin words and their English derivatives. Thus the whole history of the city of Rome is pictured for us in miniature in the word "palace." The Latin word palatium, from which "palace" is derived, originally meant the Palatine Hill and was connected by the Romans with the name of the goddess Pales, the protectress of the few rude shepherds who first built their huts on this hill before Rome was founded. As the city grew this hill became an important residential district, and at the time of the first emperorsit was so desirable a place for residence that the emperors naturally took up their residence there. Eventually they took over the whole hill and covered it with imperial buildings. And so the term palatium, which originally suggested the humble huts of primitive shepherds, became synonymous with the magnificent buildings that we now call palaces. There are many other words that throw light on the history of culture. Thus the word pecunia, "money," from which we iret our word "pecuniary,"is derived from pecus, "cattle," the original medium of exchange in primi­tive times. The word ambitio, from which we get "ambition," meant at first seeking for office, the only ambition worth while in ancient days. It is derived from ambire, to go about looking for support in the elections. As Weise has said: "Metaphors are one of the main factors in the developmentof language, and they accurately reflect the spirit of the nation which employs them. We may therefore expect to find in the metaphorical expres­sions of the Romans a faithful mirror of their popular beliefs and predilec­tions. . . . And it is indeed true that agriculture and military life, the two main columns on which the Roman state rested, are called, in Latin, to do service as metaphors with surprising frequency." (Oscar Weise, Language and Character of the Roman People, translated by H. A. Strong and A. Y. Campbell, London, 1909, pp. 14-15.) B. L. ULLMAN. SUGGESTIONS FOR LATIN CLUBS An examination of Latinized menus used at our tournament banquets reveals that many of the Latin names for foods are not justified by either classical or traditional usage. It is realized, of course, that many of our present-day articles of diet were unknown to the Romans and for these we should employ Latin terms which were used in the Renaissance, when Latin could be used for conversation by all cultivated persons. Where even these fail, we must resort to inventions on classical models from native names in the country of the origin of the food. The following lists may be found useful for menu-makers: 1. Divisions of the Feast. course, ferculum appetizers, gustatio principal course, ca.put cenae dessert, mensa Secunda 2. Methods of cooking. cook, boil, stew, coquere-coctus bake (cook in an oven) furno coquere broil, roast, torrere-tostus roasted, barbecued (on a spit) iissus boiled, stewed, elixus fry, frigere-frictus or frixus salted, salitus spiced, pickled, preserved, conditus 3. Bread and Butter. butter, butyrum (not eaten by Romans; used in medicine as a salve) bread, panis roll, biscuit, crastulum long roll, crilstulum oblongatum cracker (any flat cooky or cake) , placenta THE LATIN LEAFLET 4. 5. 6. 7. Only yeast bread was used by the Romans. Soda and baking powder were unknown. Appetizers, etc. cocktail (a liquid), pi5tii5 ex suci5 + genitive of name of fruit fruit salad, farrago pi5mi5rum salad (vegetables seasoned), acetaria, -ium (the word olera is un­ derstood) soup, bouillon, ius or sorbitio olive, oliva pickle, cucumis conditus or salitus nut, nux with hot (barbecue) sauce, piperatus (adj.) with garlic sauce, alliiitus (adj.) fish sauce (anchovy paste), garum French dressing, condimentum Gallicum mayonnaise, condimentum Balearis mini5ris (the English term is from the French name for the island of Minorca) Thousand Island Dressing, condimentum mille insularum bread dressing, noodles, macaroni, etc., opera farinaria (not known in antiquity) Beverages. fruit juice, sucus + genitive of name of fruit punch, mulsum (Romans used wine and honey, but fruit juice and sugar can be substituted.) tea, thea, -ae f. (from the Chinese; the his used in the botanical term) coffee, kupha, -ae f. (from the Arabic) cocoa, pi5tii5 ex cacao (from Aztec Indian) milk, lac hot, calidus cold, glaciiitus Meat and Fish. ham, perna mutton, ovina l beef, bubula lamb, agnina these are adjectives agreeing with cari5, under- veal, vitulina stood. pork, suilla or porcina chop, steak, frustum (e.g., veal chop, frustum vitulinae) chicken, gallina (chicken patty, gallina in cru.stula) young chicken, pullus turkey, gallus Numidicus (introduced into Spain and North Africa from South America in 1530) goose, anser duck, anas fish, piscis lobster, locusta marina shrimp, squilla oysters, ostrea, -i5rum hamburger or sausage meat, tomaculum wieners, hillae Bologna sausage, botulus egg, ovum meat pie, artocrea, -atis, n. Vegetables. asparagus, asparagus bean (dried), faba bean (green), phaseolus beet (beet-root in England), betaceus beet-greens, beta, -ae, f. cabbage, caulis carrot, pastiniica cucumber, cucumis, -eris, m. THE LATIN LEAFLET greens, olus, -eris, n. lettuce, lactuca onion, bulbus or cepe (indeclinable) green onion, porrum potato, pa,tata (a West Indian word) spinach, spiniicea (name comes from Persian through Arabic) squash, cucurbita tomato, tomiita (an Aztec word) turnip, riipum pea, pisum pea, dried, black-eyed, cicer (this Roman vegetable was not identical with ours, but similar) rice, orijza 8. Fruit, desserts, etc. berry, biica apple, miilum cherry, cerasum fig, ficus, -i f. fruit, pi5mum (round fruit from trees) grape, uva orange, miilum Medicum (apple of Media) peach, miilum Persicum pear, pirum plum, prU,na pineapple, ananas, -atis f. (a native West Indian word) raisin, uva passa cake, libum cooky, placenta :pie, crUstum pi5mis farsum ice cream, fios lactis geliitus gelatin, geliitum fritter, pancake, laganum pastry, opera pistoria n. plu. The rhymes on the place-cards at the luncheon of the Tournament Com­mittee were so amusing that we present a selection to test the ingenuity of of our students. The nymphs they loved him very much, But he loved himself as the only such. They laughed and they teased him with "Please won't you kiss us?" But he loved just himself, did this silly_____________ __ ______________, He strayed from home full twenty years. His wife, she bathed in salty tears. Sometimes I'd like to give him hisses, And still I like brave old________________________________. There was a sculptor in olden days, But on no woman would he gaze, Be she fair neighbor or dark-eyed alien; So he made him one, did this-------------------------------· She must have been lovely and blithe and coy, Or so thought the fellow who hailed from Troy. But I disapprove. I think him a felon To steal from her husband adorable______________________________, A hot foot-race beheld by all, By a lovely maid and a hero tall. Applause was wafted upon the breeze, And the name of the winner was________________________________, Alpheus loved her, but she fled his love And prayed for help to the gods above. They turned her to water, but not to lose her He changed to a stream for his___ ________________________, THE LATIN LEAFLET Aurora chose him above any god. She made him immortal with a nod, But neglected to add flaming youth as a bonus, And he shrank to a grasshopper. Poor old---------------------! Medea liked him and helped him out Of many troubles as he journeyed about. He got the fleece and then they did hasten To flee to Greece, both she and__________________________• Their families wouldn't approve their love Although they were mated by stars above. So through a wall for his dear he must Whisper and sigh, "This is___________ ____." A lamp she held o'er her sleeping mate. Some hot oil dropped upon his pate. He flew away. "You me no likee?" Sobbed out our sorrowful, grieving_________________• A perfect spouse he could not find, So he chiseled a lass to suit his mind. He sang to her, "0 Sole Mia!" And she came to life, did this___________________ . A bull did coax her to mount his back And they made in the sea a foamy track. She kept her seat, and we only hope her Feet didn't get wet and chilL__________________ . He used three apples of rarest gold, To win a girl who, I've been told, Was cool and fell for no man's banter; But she lost the race, and he won____________________________. He sighed to hold a swaying reed Instead of the maid his love did need. At his sigh the reed a tune began, And so first were played the pipes bY-----------------------------· THE TEXAS LATIN TOURNAMENT FOR 1939-1940 APRIL 6, 1940 UNDER THE AUSPICES OF THE TEXAS CLASSICAL ASSOCIATION OFFICERS President, Miss Lourania Miller, Dallas First Vice-President, William Longino, Huntsville Second Vice-President, Miss Sue B. Mann, Alpine Secretary-Treasurer, Miss Allene Gray, Cleburne LEAFLET COMMITTEE Mrs. Ernestine F. Leon, Editor W. J. Battle, H. J. Leon, Dora Flack (ex officio) LATIN TOURNAMENT COMMITTEE Dora Flack, Dallas, Chairman; Dr. W. J. Battle, The University of Texas, Austin; Mrs. Marian C. Butler, Waco; Mary Bourne, Tyler; Myrtillie Brad­field, Dallas; J . N. Brown, North Texas State Teachers College, Denton; Mrs. A. J. Clopton, Dallas; Margaret Cotham, Brenham; Rona Collier, Houston; Mrs. I. H. Devine, Galveston; Annie Forsgard, Waco; W.W. Free­man, East Texas State Teachers College, Commerce; Allene Gray, Cleburne; Layuna Hicks, Gainesville; Helen Hill, Austin; Mrs. Olivia Jones, Temple;Dr. H.J. Leon, The University of Texas, Austin; Mattie B. McLeod, Kings­ville; Sue B. Mann, State Department of Education, Alpine; Lourania Miller, Dallas; Dr. D. A. Penick, The University of Texas, Austin; Mrs. Min­nie Lee Shepard, The University of Texas, Austin; Myrtle Trantham, Abilene. THE LATIN LEAFLET 13 SIXTEENTH ANNUAL REPORT OF THE TEXAS LATIN TOURNAMENT 1939 1938 1939 Essays ------------------------------------------------------------------------------------------116 114 Contestants -------------------------------------------------------------------------------415 400 Teachers Attending ------------------------------------------------------------------105 104 Attendance at Banquets____________________________________________________________ 1068 919 Schools ----------------------------------------------------------------------------------------88 85 CONTEST WINNERS January Beginners 1. Sue Ann Richardson, Pershing Junior, Houston_______________________________ 99.1 2. Marjorie Lewis, Central Junior, Temple·----------------·--------------------------97.1 3. Sara Frances Ferguson, Highland Park Junior, Dallas_____________________ 96.6 First Year 1. Martha Beresford, Mart______________________________________________________________________ 98.5 2. Sidney Glasser, Forest Avenue, Dallas_________________________________________________ 98.3 3. Alice Lynn Weaver, San Angelo Junior________________________________ ______________ 97.8 Third Term 1. Patricia Savage, Sunset, Dallas_______________________________________________________ 93.1 2. Marian George, Temple_________________________________________________________________________ 90.6 3. Tom Brewer, San Jacinto High, Houston____________________________________________ 79.2 Second Year 1. Joy Day, Forest Avenue, Dallas____________________________________________________________ 95.4 2. Jack Holt, Waco·-------------------------------------------------------------------93.1 3. Joaquin Pena, Eagle Pass---------------------------------------------------------------92.4 Third Year 1. Florence Hendler, Temple_______________________________________________________________________ 92.8 2. Jimmie Terrell, San Jacinto, Houston________________________________________________ 91.2 3. Harry P. Mathis, Jr., Eagle Pass-----------------------------------------------------90.4 Fourth Year 1. Virginia Humble, Temple.-----------------------------------------------------------------93.2 2. Ted Bachman, Tyler------------------------------------------------------------------------92.9 3. Jesse Murphy, Forest Avenue, Dallas______________________________________________ 89.2 ESSAY WINNERS First Year 1. Elma Jean Noble, Midland. 2. Patricia Savage, Sunset High, Dallas. 3. Bill Law, Cameron. Second Year 1. Carolyn Booth, Longview Senior High. 2. Sidney Subler, Sunset, Dallas. 3. William St. Clair, Seymour. Third Year 1. Pll.ul Carter, Sunset, Dallas. 2. David D. Clark, Austin Senior High. 3. Helen Sue Stroman, Eagle Pass. Fourth Year 1. Lynette Adams, Waco. 2. Martha Ellen Blalack, Ursuline Academy, Dallas. 3. Mary Owen Johnson, Longview Senior High. THE LATIN LEAFLET REGISTRATIONS AT VARIOUS CENTERS-1939 Glad6water District 1. Gladewater. 10. Mt. Pleasant. 2. Hogg Junior, Tyler. 11. Sulphur Springs, 3. Greenville Senior. 12. Cooper. 4. Texarkana Senior. 13. Marshall. 5. Gilmer. 14. Jacksonville. 6. Longview Senior. 15. Henderson. 7. Kilgore. 16. Elysian Fields. 8. Tyler Senior. 17. Grand Saline. 9. Wills Point. Goose Creek District 1. Lovenberg Junior, Galveston. 9. San Jacinto, Houston. 2. Thomas Jefferson, Port Arthur. 10. Kirwin, Galveston. 3. Goose Creek. 11. Incarnate Word, Houston. 4. Ball High, Galveston. 12. S. F. Austin, Houston. 5. Pershing Junior, Houston. 13. St. Anthony's, Beaumont. 6. A. S. Johnston Junior, Houston. 14. Reagan Senior, Houston. 7. Jasper. 15. Jefferson Davis, Houston. 8. St. James', Port Arthur. 16. Galena Park. Highland Park, Dallas, District 1. Technical High, Dallas. 9. Ursuline Academy, Dallas. 2. Forney. 10. Arlington Heights, Fort Worth. 3. North Dallas. 11. Highland Park Junior, Dallas. 4. St. Edward's Academy, Dallas. 12. Denison. 5. Highland Park Senior. 13. Mount Carmel, Fort Worth. 6. Sunset, Dallas. 14. Denton. 7. Our Lady of Victory, Fort Worth. 15. Demonstration School, 8. Forest Avenue, Dallas. N.T.S.T.C., Denton. Lamesa District 1. San Angelo Junior. 5. Eagle Pass. 2. Lubbock Senior. 6. Big Spring. 3. Slaton. 7. San Angelo Senior. 4. Midland 8. Lamesa. Mineral Wells District 1. Mineral Wells. 5. Breckenridge. 2. Ballinger. 6. Graham. 3. Seymour. 7. Olney. 4. Brownwood Junior. Waco District 1. Mart. 8. Allan Junior, Austin. 2. Temple Senior. 9. Austin Senior. 3. Reagan Junior, Temple. 10. West Junior, Waco. 4. Central Junior, Temple. 11. Yoe High, Cameron. 5. Waco Senior. 12. North Junior, Waco. 6. Cleburne. 13. Granger. 7. University Junior, Austin. 14. South Junior, Waco. Wellington District 1. Amarillo Senior. 5. Wellington. 2. Sam Houston Junior, Amarillo. 6. Pampa. 3. Central Junior, Amarillo. 7. Shamrock. 4. Buchanan Junior, Amarillo. 8. Borger. GLADEWATER DISTRICT REPORT INDIVIDUAL WINNERS WINNER OF CUP January Beginners 1. Helen Alexander, Longview Longview Senior 2. Bonnie Harris, Longview First Year 1. Clarence Parker, Marshall Texarkana Senior 2. Jesse Wilton Pinion, Texarkana Senior 3. Edward McKinney, Cooper Third Term 1. Helen Warner, Tyler Senior Tyler Senior 2. Martha Thedford, Tyler Senior 3. Jean Dickinson, Texarkana Senior Second Year 1. Betty Dickens, Greenville Greenville 2. Wanda Bennett, Texarkana Senior 3. Thelma Ruth Inglis, Cooper Third Year 1. Betty Adams, Wills Point Wills Point 2. Frances Sue Campbell, Wills Point 3. Betty Wolfe, Tyler Senior Fourth Year 1. Ted Bachman, Tyler Senior Tyler 2. Martha Jo Hawes, Tyler Senior 3. Jack Bixby, Texarkana Senior ESSAY WINNERS First Year 1. Jo Ann Carlton, Gladewater 2. Jesse Wilton Pinion, Texarkana Senior 3. Claudia Saunders, Tyler Senior Second Year 1. Carolyn Booth, Longview Senior 2. Charles Welborn, Gladewater 3. Kathryn Townsend, Texarkana Senior Third Year 1. Merle Warren, Texarkana Senior 2. Betty Wolfe, Tyler Senior 3. Frances Sue Campbell, Wills Point Fourth Year 1. Mary Owen Johnson, Longview Senior 2. Jack Bixby, Texarkana Senior 3. Martha Jo Hawes, Tyler Senior CLASS B WINNERS First Year Edward McKinney, Cooper Second Year Thelma Ruth Inglis, Cooper Third Year Betty Adams, Wills Point Frances Sue Campbell, Wills Point PUPILS MAKING 90 OR ABOVE First Year Clarence Parker, Marshall. Jesse Wilton Pinion, Texarkana Edward McKinney, Cooper THE LATIN LEAFLET Fourth Year Ted Bachman, Tyler Senior GOOSE CREEK DISTRICT REPORT INDIVIDUAL WINNERS WINNER OF CUP January Beginners 1. Sue Ann Richardson, Pershing Jr., Houston 2. Lenora Going, Thos. Jefferson, Port Arthur Pershing Junior, ton Hous­ 3. William Howard Scott, Albert S. Johnston, Houston First Year 1. Ralph Emig, Pershing Jr., Houston A. S. Johnston, Houston 2. Dick Smith, A. S. Johnston, Houston 3. Richard Verret, St. James, Port Arthur Third Term 1. Tom Brewer, San Jacinto, Houston San Jacinto, Houston 2. Raymond Gorin, Thos. Jefferson, Port Arthur 3. Mary Louise Brinkman, St. James, Port Arthur Second Year 1. Eleanor Burks, San Jacinto, Houston San Jacinto, Houston 2. Gloria Oubre, St. James, Port Arthur 3. David Chan, San Jacinto, Houston Third Y ear 1. Jimmie Terrell, San Jacinto, Houston San Jacinto, Houston 2. Ruth Simmons, Incarnate Word, Houston 3. Mary Jane Voss, Incarnate Word, Houston Fourth Year 1. Edith Rose Grady, Thos. Jefferson, Port Arthur Thomas Jefferson, Port 2. Genevieve Gallagher, Thos. Jefferson, Port Arthur Arthur 3. Charlotte Samuels, Ball High, Galveston ESSAY WINNERS First Year 1. Adele Eggers, Lovenberg Junior, Galveston 2. Junelle Beaugh, Robert E. Lee, Goose Creek 3. Catherine Brown, St. Anthony's, Beaumont Second Year 1. Lilian Linson, Jasper 2. Edward Orgeron, St. James, Port Arthur 3. Dixie Goebel, San Jacinto, Houston Third Year 1. Betty Jean Sneyd, Ball High, Galveston 2. Ada Sass, Port Arthur 3. Joe Reid, Jr., Robert E. Lee, Goose Creek Fourth Year 1. Euodia Lee Flagg, Ball High, Galveston 2. Mark Beck, St. Anthony's, Beaumont STUDENTS MAKING 90 OR ABOVE January Beginners 1. Sue Ann Richardson, Pershing Junior High, Houston 2. Lenora Going, Thomas Jefferson High, Port Arthur 3. William Howard Scott, Albert Sidney Johnston, Houston 4. Norma Whitaker, Thomas Jefferson High, Port Arthur 5. Janice Kahn, Albert Sidney Johnston, Houston 6. Janie Dawkins, Pershing Junior High, Houston THE LATIN LEAFLET First Year 1. Ralph Emig, Pershing Junior High, Houston 2. Dick Smith, Albert Sidney Johnston, Houston 3. Richard Verret, St. James, Port Arthur 4. La Nell Walker, Incarnate Word Academy, Houston 5. Joe Ader, Thomas Jefferson High, Port Arthur 6. Margaret Russell, St. Anthony's, Beaumont 7. Maralyn McCurdy, Albert Sidney Johnston, Houston 8. Edward Kanewske, St. James, Port Arthur Second Year 1. Eleanor Burks, San Jacinto, Houston 2. Gloria Oubre, St. James, Port Arthur Third Y ewr 1. Jimmie Terrell, San Jacinto, Houston HIGHLAND PARK, DALLAS, DISTRICT REPORT INDIVIDUAL WINNERS WINNER OF CUP Jan1.U11r1J Beginners 1. Sara Frances Ferguson, Highland Park Junior, Highland Dallas Dallas Park Junior, 2. Donald Bobb, North Dallas 3. Marguerite Allen, Highland Park Senior, Dallas First Yea,r 1. Sidney Glasser, Forest Avenue, Dallas 2. Wm. Gay Redmond, North Dallas 3. Carol June Bashford, Sunset, Dallas Highland Dallas Park Junior, Third Term 1. Patricia Savage, Sunset, Dallas 2. Billy Carpenter, Sunset, Dallas 3. Dick Ferguson, North Dallas Sunset, Dallas Second Year 1. Joy Day, Forest A venue, Dallas Forest Avenue, Dallas 2. Sidney Suhler, Sunset 3. Muriel Silberman, Forest A venue, Dallas Third Yewr 1. Aubrey Brister, North Dallas North Dallas 2. Tommy Obenchain, Highland Park Senior, Dallas 3. Paul G. Carter, Sunset, Dallas Fourth Y ewr 1. Jesse Murphy, Forest Avenue, Dallas Highland Park Senior, 2. Bobby Watkin, Highland Park Senior, Dallas Dallas 3. J. W. Mangum, North Dallas CLASS B WINNERS September Beginners 1. Mary Jane Bein, Our Lady of Victory, Fort Worth 2. Margaret Ellen Stanley, Ursuline Academy, Dallas 3. Teresa Towns, Ursuline Academy, Dallas Second Yewr 1. Georgia R. Glover, Demonstration School, Denton 2. Mary H. Goode, Demonstration School, Denton 3. Jean Lynch, Ursuline Academy, Dallas Fourth Year 1. Patricia O'Donnell, Ursuline Academy, Dallas 2. Anna Catherine Romine, Ursuline Academy, Dallas THE LATIN LEAFLET ESSAY WINNERS First Year 1. Patricia Savage, Sunset, Dallas 2. Mary Jo Andrews, Forest A venue, Dallas 3. Teresa Towns, Ursuline Academy, Dallas Second Year 1. Sidney Suhler, Sunset, Dallas 2. Joy Day, Forest Avenue, Dallas 3. Jean Lynch, Ursuline Academy, Dallas Third Year 1. Paul Carter, Sunset, Dallas 2. John Alex Davis, Arlington Heights, Fort Worth 3. Aubrey Brister, North Dallas Fourth Year 1. Martha Ellen Blalack, Ursuline Academy, Dallas 2. Carolyn Russell, Sunset, Dallas 3. Jesse Murphy, Forest Avenue, Dallas PUPILS MAKING 90 OR ABOVE January Beginners Sara Frances Ferguson, Highland Park Junior High School, Dallas Donald Bobb, North Dallas High School, Dallas Marguerite Allen, Highland Park Senior High School, Dallas Elgin Ware, Highland Park Senior High School, Dallas Marilyn Yarnell, Sunset High School, Dallas Margaret Reynolds, Highland Park Junior High School, Dallas Homer Odom, North Dallas High School, Dallas First Year Sidney Glasser, Forest Avenue High School, Dallas Patricia SoRelle, Highland Park Junior High School, Dallas Mary Lillian Allen, Highland Park Junior High School, Dallas Carol June Bashford, Sunset High School, Dallas Margaret Ellen Stanley, Ursuline Academy, Dallas Cecil Munn, North Dallas High School, Dallas William Gay Redmond, North Dallas High School, Dallas W. L. Button, Denton High School, Denton Mary Jane Bein, Our Lady of Victory, Fort Worth Third Term Patricia Savage, Sunset High School, Dallas Billy Carpenter, Sunset High School, Dallas Dick Ferguson, North Dallas High School, Dallas H.B. Sanders, North Dallas High School, Dallas Second Year Joy Day, Forest Avenue High School, Dallas Muriel Silberman, Forest A venue High School, Dallas Mary Ann Minton, Highland Park Senior High School, Dallas Dorothy Lamb, Sunset High School, Dallas Sidney Suhler, Sunset High School, Dallas Third Year Aubrey Brister, North Dallas High School, Dallas Tommy Obenchain, Highland Park Senior High School, Dallas Paul Carter, Sunset High School, Dallas Nadine Browning, Sunset High School, Dallas LAMESA DISTRICT REPORT INDIVIDUAL WINNERS WINNER OF CUP First Year 1. Alice Lynn Weaver, San Angelo Junior San Angelo Junior 2. Garvin Berry, San Angelo Junior 3. Eleanor Porter, Lubbock Second Year 1. Joaquin Pena, Eagle Pass Eagle Pass 2. Nora Gene Taylor, Big Spring 3. Edwardine Staton, Eagle Pass Third Year 1. Harry P. Mathis, Jr., Eagle Pass Eagle Pass 2. Helen Sue Stroman, Eagle Pass 3. Terry Tidwell, Midland Fourth Year 1. Bill Noble, Midland Midland 2. Don Griffin, Midland ESSAY WINNERS First Year 1. Elam Jean Noble, Midland 2. Jean Nettleton, San Angelo Junior 3. James Eubanks, Slaton Second Year 1. Estelle Mercer, San Angelo Junior 2. Virginia Ford, Midland 3. Joaquin Pena, Eagle Pass Third Year 1. Helen Sue Stroman, Eagle Pass 2. Billie Jo Jones, Lubbock Fourth Y ea.r 1. Nancy Ann Miller, Lubbock Senior 2. Juliana Cowden, Midland PUPILS MAKING 90 OR ABOVE First Year Helen Ball, Lubbock Eleanor Porter, Lubbock Alice Lynn, San Angelo Junior Garvin Berry, San Angelo Junior Grady Milsap, Big Spring Second Year Joaquin Pena, Eagle Pass Third Year Helen Sue Stroman, Eagle Pass Harry Mathis, Eagle Pass MINERAL WELLS DISTRICT REPORT WINNER OF CUPINDIVIDUAL WINNERS First Year 1. Janie Lou Lankford, Seymour Seymour 2. Juanita Love, Breckenridge 3. Alex McGregor, Ballinger Second Year 1. Mary Simpson, Ballinger Ballinger 2. Paul Kelly, Olney 3. Jack Bandy McGregor, Ballinger ESSAY WINNERS First Year 1. Ouida Beard, Breckenridge 2. Annadell Wilkins, Seymour 3. Pauline Thorp, Ballinger Second Year 1. William St. Clair, Seymour 2. Evelyn Watson, Brownwood Junior High 3. Mary Simpson, Ballinger STUDENTS MAKING 90 OR ABOVE First Year Janie Lou Lankford, Seymour Beth Baskin, Seymour Alex McGregor, Ballinger Irene Harville, Ballinger Winona N orvelle, Breckenridge Juanita Love, Breckenridge Second Year Mary Simpson, Ballinger WACO DISTRICT REPORT INDIVIDUAL WINNERS WINNER OF CUP January Beginners 1. Marjorie Lewis, Central Junior, Temple Central Junior, Temple 2. Naomi Ruth Hegar, Reagan Junior, Temple 3. Gibson Gayle, Jr., South Junior, Waco First Year 1. Martha Beresford, Mart Mart 2. William A. Youngblood, Mart 3. Eugene James, Cleburne Third Term 1. Marian George, Temple Waco 2. Flora Lee Jarnitzky, Waco 3. James Leo Garrett, Waco Second Year 1. Jack Holt, Waco Waco 2. Ruth Longmire, Temple 3. Brooksie Nell Hill, Temple Third Year 1. Florence Hendler, Temple Temple 2. Mary Davis, Temple 3. David Delano Clark, Austin Fourth Year 1. Virginia Humble, Temple Temple 2. Elizabeth Martin, Temple 3. Lynette Adams, Waco ESSAY WINNERS First Year 1. Bill Law, Cameron 2. Roy Mae Barron, Cleburne 3. Mary Louise Morrow, Allan Junior, Austin Second Year 1. Jean Halden, Austin Senior, Austin 2. Hilda Laura Rubel, Waco Senior, Waco 3. Barbara Jean Smith, Cleburne Third Year 1. David D. Clark, Austin Senior, Austin 2. Tom Logue, Waco Senior, Waco 3. Jojuana Danforth, Temple Fourth Year 1. Lynette Adams, Waco 2. Helen C. Nolen, Austin 3. Jeanne Booth, Temple STUDENTS MAKING 90 OR ABOVE January Beginners Jo Nell Baker, Central Junior, Temple Marjorie Lewis, Central Junior, Temple Helen Ramirez, West Junior, Waco Gibson Gayle, South Junior, Waco Eloise Jones, North Junior, Waco Betty Jane Skinner, North Junior, Waco Gloria Gould Krouse, Waco Senior Doris Rasbeary, Cleburne Robert Packard, Reagan Junior, Temple Naomi Ruth Hegar, Reagan Junior, Temple First Year Betty Frances Simpson, Central Junior, Temple Sue Ellen Myers, Central Junior, Houston Martha Beresford, Mart William A. Youngblood, Mart Beverly Caldwell, North Junior, Waco Elizabeth Ann Churchill, North Junior, Waco Marvin Joy Wise, West Junior, Waco Marjorie Kubala, Granger Bennie Kubala, Granger Peggy Orme, Waco Senior Betty Ledbetter, Waco Senior Mary Anne White, Cleburne Eugene James, Cleburne Irene Brandes, Reagan Junior, Temple Faye Standard, Reagan Junior, Temple Ethel Mae Benson, University Junior, Austin Virginia Bybee, Allan Junior, Austin Doris Walker, Allan Junior, Austin Second Year Jack Holt, Waco Third Year Mary Davis, Temple Florence Hendler, Temple Fourth Year Virginia Humble, Temple WELLINGTON DISTRICT REPORT INDIVIDUAL WINNERS WINNER OF CUP First Year 1. Jean Staht, Borger Shamrock 2. Arthur Schenck, Shamrock 3. Kathleen Rose, Shamrock Second Year 1. Mayon Goodrich, Shamrock 2. Gwen Neal, Shamrock 3. Ellen Keough, Pampa Third Y ear 1. Carl Hendrix, Amarillo 2. Dorothy Phillips, Amarillo ESSAY WINNERS First Year 1. Evelyn Rasmussen, Buchanan Junior, Amarillo 2. Helen Dutton, Amarillo Senior 3. Virginia Davis, Shamrock Second Year 1. Drusilla Adelman, Central Junior, Amarillo 2. Phyllis Aldridge, Amarillo Senior Shamrock Amarillo 8. Nancy Everline, Sam Houston Junior, Amarillo Third Year 1. Doris Collie, Amarillo Senior PUPILS MAKING 90 OR ABOVE First Year Jean Staht, Borger Arthur Schenck, Shamrock Kathleen Rose, Shamrock FINANCIAL STATEMENT FOR TEXAS LATIN TOURNAMENT TO JULY 1, 1939 Receipts: Registrations, 85 at $3-------------------------------------------------------------------------------$255.00 Excess from Gilmer for Leaflets______________________________________________________ 1.00 Refund on pins --------------------------------------------------------------------------101.25 Interest -----------------------------------------------------------------.92 Balance from 1938-------------------------------------------------------------------------75.30 Total ------------------------------------------------------------------------------------------------------$433.47 Disbursements: Ribbon ----------------------------------------------------------------------------------------------------------$ 1.75 Refund to Gilmer------------------------------------------------------------------------------1.00 Printing -----------------------------------------------------------------------------------------------------15.35 Questions --------------------------------------------------------------------------------------25.39 Prizes, lamps and scrolls-----------------------------------------------------------------------------93.55 Cards ---------------------------------------------------------------------------------------------------------16.85 Postage and express ------------------------------------------------------------------------------------10.80 Stencils and notebooks-------------------------------------------------------------------.40 Gift to Chairman_______________________________________________________________________________________ 150.00 State Medals --------------------------------------------------------------------------------47.26 Cut for honor cards-------------------------------------------------------------------------------2.81 Deficit on Tournament Leaflet____________________________________________________________________ 13.20 Total --------------------------------------------------------------------------------------------------------$378.36 $433.47 378.36 $ 55.11-Balance on hand July 1, 1939. (Signed) DORA FLACK, State Chairman Examined and found to be correct: (Signed) LOURANIA MILLER MYRTLE E. CLOPTON MINUTES OF THE MEETING OF THE LATIN TOURNAMENT COMMITTEE AT WACO, APRIL 29, 1939 Mrs. Minnie Lee Shepard was welcomed as a new member of the Tourna­ment Committee. Dr. Penick and Miss Collier reported for Goose Creek, stating that the Tournament there was well organized and managed. Seven Houston schools took part. The banquet was very elaborate. Gladewater reported that the Tournament was well attended. Wellington's Tournament was planned along the line of a chariot race and included some one-act plays. Highland Park had everything well organized. A show of slides was given at the banquet. The talk by Supt. Gable was unusually good. Mrs. Jones reported for Waco, saying that everything went off smoothly and speedily. At Lamesa, Mrs. Thompson of Eagle Pass and Mr. Rogers carried on for the teacher, who was ill. The question of the conflict with the state band contests was discussed. It was agreed to put notice in the LEAFLET that the Committee has done everything possible to avoid conflict with other meets, Interscholastic and Band. The Tounament Committee agrees that an outline and a bibliography should be included with each essay submitted. The bibliography must include pages or chapters read. The word lists for sight passages and composition shall be clarified. No sight passage from any of the adopted books shall be included in the examination. A motion was made and carried that a committee be appointed to work out a plan whereby schools beyond a certain rating (85) shall be given recognition-superior, excellent, highly superior. Mrs. Leon was appointed chairman of this committee.* J. N. Brown moved that a card be sent to every contestant who made 90 or above on the examination. The motion carried. Dr. Battle was asked to word and design this card. The Committee unanimously agreed that the award in the Goose Creek District should stand as made on April 1. It regrets that anyone has been made uncomfortable over an unintentional error. Mr. Brown moved that a cup be bought for the San Jacinto school. The motion carried. The financial report was read and approved. Dr. Leon moved that any deficit on the Tournament Leaflet, August, 1938, be paid out of the Tournament fund. The motion carried. Dr. Penick moved that Miss Flack be given $150 as a token of gratitude for the work which she has done so graciously and efficiently. The motion carried. Miss Miller moved that Miss Flack be asked to continue this work as director of the Tournament. The motion carried. Mrs. Shepard moved that a vote of thanks be given to the local committee for the arrangements for luncheon. The motion carried. (Mrs.) MARIAN c. BUTLER, Secretary. PRESENT AT THE WACO MEETING, APRIL 29, 1939 Miss Dora Flack, Chairman, Dallas Dr. H.J. Leon, Austin Mrs. H. J. Leon, Austin Mrs. Minnie Lee Shepard, Austin Dr. Walter H. Juniper, Waco Mrs. Walter H. Juniper, Waco J. N. Brown, Denton Mrs. J. N. Brown, Denton Miss Lourania Miller, Dallas •The committee consisting of Mrs. H. J. Leon, chairman ; Mrs. M. C. Butler, Waco ; and Mr. William F . Hagerty, Marshall, met on July 11 in Austin and decided to announce recog. nition for excellence as given in No. 21 of general directions in the LEAFLET. Mrs. Myrtle Clopton, Dallas Miss Myrtillie Bradfield, Dallas Miss Rona Collier, Houston Mrs. I. H. Devine, Galveston D. J. McWilliams, Mart Miss Layuna Hicks, Gainesville Miss Mattie Brown, Waco Miss Annie M. Forsgard, Waco Miss Elor Osborn, Waco Mrs. R.H. Hughes, Waco Mrs. L. E. Pierce, Waco Mrs. Marian C. Butler, Waco Dr. D. A. Penick, Austin Mrs. Olivia Jones, Temple Mrs. John Cooper, Waco TOURNAMENT CENTERS FOR 1940 1. Brownwood ................................................................................Margie Patterson 2. San Angelo .................................................................................. Josephine O'Neal 3. Borger ·····-·-----······-------·······················-··-···-···················----Mrs. Grace C. Martin 4. Longview ·····-······················----·-···-········---················---------····-----···---Nell Ingram 5. Forest A venue, Dallas.............................. ···········-·-----···········---~-Lourania Miller 6. Thos. Jefferson High, Port Arthur............................................ Burdette Smyth 7. To be announced. The Tournament will be held on April 6, 1940. The dates for band contests are not settled until after the opening of the fall term. The directors assured the chairman that they will try to avoid the Tournament date. GENERAL DIRECTIONS FOR TEACHERS 1. In 19.J.O there will be contests in six divisions: First year (September Beginners); January Beginners; Third Term (open to pupils who at the time of the contest are taking their third term of Latin, that is, those who are doing the first half of the second year work); Second Year; Third Year; Fourth Year. 2. Each school is allowed two representatives for each Division. These shall be the two who make the highest grades in a Preliminary Contest to be held not more than two weeks before the date of the District Contest. 3. Third-term pupils may not contest with first-term pupils. 4. No senior shall take part in a first-year contest. 5. No pupil taking third-year Latin in the latter half of his fourth yearof Latin study shall take part in a third-year contest. 6. No pupil who is not registered in any Latin class at the time of the Tournament may compete at all. 7. No examination shall extend beyond three and one-half hours. 8. Every possible, effort shall be made to have grading done fairly. No change in grades may be made after results are announced. 9. Graders may he had from The University of Texas for their expenses. 10. Except those in charge, nobody, not even visiting teachers, shall be admitted to the room where graders are at work. 11. After the contest is over, papers shall not be turned over to contestants or anybody else, but all except the winning papers shall be destroyed. 12. All parts of winning papers shall be fastened together so that noth­ing be lost. 13. As soon as possible after the District Contest the winning papers shall be sent to Miss Dora Flack, Technical High School, or 4022 McKinney, Apt. 6, Dallas, in order to determine the State winners. 14. To defray the general expenses of the Tournament each contestant's school shall pay a Registration Fee of three dollars. This Registration Fee and requests for information on any Tournament question should be sent to Miss Dora Flack, Technical High School, Dallas. It will greatly aid the Tour­nament management if schools will register early. The form given below should be copied. . 1.5.. On the day of the District Contest each pupil registering ~ust pay an mdividual fee of one dollar to help meet the expenses of the District Contest. 16. To lighten the expenses of the entertaining center each contestant will pay for his own lunch. In most cases lunch may be had at a low cost from the school cafeteria of the center. 17. If reservations for the banquet are made, they must be paid for, unless canceled by noon of the Friday preceding the Tournament. Some centers suffered a considerable loss when students who had made reservations did not attend and the host school had to pay for the entire number of places reserved at the hotels and cafeterias. 18. Each school must send its representative to the nearest center unless special permission is granted for a change. This rule is intended to protect the entertaining center from being asked to house contestants for more than one night. 19. For the essay prizes one essay may be submitted by each contesting school for first, second, third, and fourth year under the following conditions: a. Contestants may do as much reading and study as desired previous to the day of the Local Essay Contest, but the essay must be written in the pupil's own hand in the presence of the teacher without help from anybody, although an outline may be brought into the room by the contestant. This original manuscript is to be submitted without correction or revision. A copy of the outline and a prepared bibliography including pages and chapters read of books consulted should be submitted with each essay. b. Before the time of the Local Essay Contest the pupil should prepare his bibliography and a brief outline (without subdivisions, that is, main topics, not complete sentences). c. No essay may be less than five hundred or more than one thousand words in length. d. Essays must be written on one side of the paper only. e. An assumed name is to be written at the top of each page. Neither the name of the pupil nor the name of the school is to appear on the paper. f. Essays are to be sent to Miss Dora Flack, Technical High School, Dallas, with keys to assumed names and must be in her hands not later than March 1, 1940. 20. Uniform prizes will be given throughout the State: to Latin Contest winners and Essay Contest winners, pins; to winning schools, loving cups. The prizes will be furnished by the State Committee but paid for by the entertaining Center. Silver or bronze medals will be given to first-place State winners. 21. Each individual contestant making a grade of 90 or over will be notified by the chairman of the Tournament Committee that his paper has been rated cum laude. Each team of January beginners and first year which rates 95 or over and each team of the higher years that ranks 90 or over will be designated as having made a rating of magna cum l.aude. Teams of January beginners and of first year making 90 or over and those ~f subse9-uent ,Ye!lrs mak~ng85 or over will be ranked as cum laude. A certificate with this mformation will be sent to the school and a letter of congratulation will be addressed to the principal or superintendent, according to the size of the school system. INSTRUCTIONS TO DISTRICT CHAIRMEN RULES GOVERNING CONTEST PRELIMINARY I. Prepare cards and envelopes. On card give number, name, school, year. Number as follows: First Year: 101, 102, 103, etc. Second Year: 201, 202, 203, etc. Third Year: 301, 302, 303, etc. Fourth Year: 401, 402, 403, etc. January Beginners: 501, 502, 503, etc. Third Term: 601, 602, 603, etc. THE LATIN LEAFLET II. Graders. 1. Have a competent, impartial person to decide all disputed questions which may arise during the grading. This is required. 2. Select one reliable person to be held responsible for accurate grading in each group. 3. Select graders in advance and notify them. Do not allow any teacher to grade the paper of her own pupil. 4. Have the same person grade the same question straight through. 5. Provide red pencils for use of graders. III. Appoint one teacher to take charge in each room, preferably a person not interested in the pupils or results of the contest. IV. Select a person who is accurate and faithful to record grades. This need not be a Latin teacher. His work is to record number, name, and school on the record sheet while the test is in progress and be ready to add grades as they come in. For large tournaments several assistants may be used here. V. No one, not even visiting teachers, shall be admitted to the room where grades are assembled, except those in charge. VI. All school averages must be made before winning schools are announced. Have this checked and reche.cked. Do all that is humanly possible to avoid inaccuracy here. VII. Arrange a registration desk and as contestants arrive, have them or the teacher for them, sign the registration blank and pay the individual fee. Pin the badge on them at this time. This admits the contestant to the test and banquet. VIII. Have your banquet by 6 :30 if possible to prevent visitors from being too late driving home. CONTEST (To begin not later than 12 :30) I. Seat contestants according to years in separate rooms, where possible. Two small sections may use the same room: as January Beginners and Fourth Year. II. Have the identification cards filled out, sealed, returned and sent to the official recorder. III. No individual or school name is to appear on a contestant's paper; only his identification number on each sheet. IV. No contestant should leave the room during examination. V. Time Limit. Three and one-half hours has been fixed as the maximum time which may be spent on the examination, time to be counted from the actual beginning of the test. VI. Absolute quiet on the part of both teachers and pupils must be demanded by the person in charge. VII. As each question is answered, it should be handed in to the person in charge, who is to send it to the grading room. VIII. No papers .are to be given back to contestants or teachers. All papers except winning papers are to be destroyed as soon as possible after the contest. IX. It is understood that all teachers entering pupils in the contest are willing to abide by the decision of the graders. Every possible precaution must be taken to prevent error. After the grades are handed to the official recorder, there must be no changes. The report is final. REPORT I. Not later than Monday send to Miss Dora Flack, 4022 McKinney Ave., Apt. 6, Dallas, Texas: 1. The report, using the blank form provided. 2. The winning paper for each year. These will be regraded to determine State winners. On a separate sheet, but with each paper, give name, year, and school of winner. 3. A copy of your menu, program, favor, anything which may prove helpful or suggestive for another year. THE LATIN LEAFLET II. Fill out the Tournament report blank in duplicate, one copy to be kept on file, one to be mailed on Monday to each school participating. Much of this blank can be filled out by the official recorders while the test is in progress. III. Have all grades made in your Tournament mimeographed, grades for each year in a separate column and send a copy to each school participating. It is helpful and interesting to know how the schools compare. IV. Send a list of all students making 90 or above on the examinations. Be sure to give the school and town of each one. V. Send the list of all teams of January Beginners and of First-Year students making an average of over 90, and of all teams in the Third Term and higher contests making an average of over 85. PRELIMINARY REGISTRATION FORM TO BE SUBMITTED BY MARCH 15, 1940 Miss Dora Flack, State Chairman for Latin Tournament, Technical High School, or 4022 McKinney, Apt. 6, Dallas, Texas. Enclosed find $3 to enrolL_ ____________________________________ __________________School in the Latin Tournament of April, 1940. The most convenient center for us is_________________ ___________________ __________ We expect representation as follows: 1. January Beginners______________________ ____________________ 2. First-Year ------------------------------------------­ 3. Third-Term ------------------­ 4. Second-Year 5. Third-Year 6. Fourth-Year Teacher -----------------------------------------------------------­ School -----------------------------------------------------------­ Date ------------------------------------------------------------------------­ESSAY SUBJECTS FOR 1940 First Y ear 1. Ancient Inventions (prove that inventions of today are modernizations of ancient ones). 2. Famous Dogs of Fact and Fiction (Mythology). 3. A Comparison of Roman and Modern Houses-with illustrations. 4. The Disadvantages of Being a Roman Girl. Second Year 1. The Story of the Alphabet. 2. Ship Building among the Greeks and the Romans. 3. The Balearic Islands-Today and Yesterday. 4. A Comparison of Celtic Mythology and Roman Mythology. Third Y ear 1. Olympic Games-Ancient and Modern. 2. A Comparison of Roman Democracy in Cicero's Day and That of Today in the United States. 3. The Trials and Punishments of Criminals of Cicero's Day as Com­pared with Those of Today. 4. Social Problems in Cicero's Time (compare with those of today). Fourth Year 1. Comparison of the Pyramus and Thisbe Story with That of Romeo and Juliet. 2. Mythology in Music. 3. Baucis and Philemon-A Dramatization (write this in two parts): 1. At home. i!. On the hilltop. 4. The Women of the Aeneid. CONTENT REPORT Myrtillie Bradfield, Lavinia Rawlins, Lourania Miller The content varies little from that for the Tournament of 1939; prepared passages on the third-year paper will be taken from the first Catilinarian oration, and for the fourth year from Book One of the Aeneid. Words for the second-year paper will not be chosen from beyond Book One, chapter 13 of the Caesar list, nor those of the third year beyond the words listed for the first Catilinarian oration, but contestants in any examination are responsible for all the words listed for the years preceding that in which they compete. The primary object of the Tournament is to bring about better classroom teaching-not to win cups and other honors. This primary pur­pose is defeated when it is found necessary to coach individual pupils either before or after the school contestants have been chosen. The committee be­lieves the rearrangement of material ought to remove altogether tension and the temptation to spend much time in coaching. In all divisions derivation work should be stressed. Diagramming will be omitted from all Tournament tests. In no division will pupils be asked to divide words into syllables and accent them. But they may be asked to mark long vowels of stem and inflectional endings (e.g., ponebas). In all tests there will be some translation of English into Latin. Tests for mid-term beginners, for first-year students, and for third-term pupils will be based on word lists and complete list of forms and construc­tions published in this Leaflet for each division. The tests will include word­analysis, word-building, derivation, forms, sentences, and explanation of case constructions. Derivatives must be used in sentences. In classroom work Roman life and customs and classical mythology ought to find as great a place as possible. No richer source material can be found to help the pupil appreciate the world in which we live today. But the lack of common subject matter in the textbooks and the lack of library books for collateral reading make it impractical to include such subjects in Tour­nament tests. If teachers are interested, perhaps some help may be secured from the University Package Loan Library-at least for subjects assigned for essays. Teachers are asked to note especially the content for Third Term and Second Year. At first glance it seems heavy. But if the First Year book has been thoroughly covered, nearly all that is new is the subjunctive and its uses. All the Second Year books begin with a review of forms and cases supposed to have been mastered in the first year. The number of subjunc­tives allowed on the test has been cut in half. By the end of the second year the pupil should have had enough real foundation in fundamental Latin prin­ciples to enable him to look forward to other years of Latin without fear. Therefore, the committee thinks it best not to change materially the syntax for the se~ond year because it constitutes a minimum of what the pupil should know at the beginning of the third year. January Beginners: Penick-Procter. First Book---------------------------------------------------------------·pages 1-72 Gray-Jenkins, First Book________________ pages 15 and 17 in App.-pages 1-128 Ullman-Henry, First Book_________ __ _ ··----· -·-·-------------------·-----------·-----Pages 1-79 Magoffin-Henry, First Book___ _________ ___________ _ _ __ ________ _ _____ _____ pages 1-106 Pearson-Lawrence-Raynor, First Book ______________ _ ·-·----------·--·----·---Pages 1-129 Pupils will be held responsible for: I. The January Beginners vocabulary. II. Forms: 1. Nouns of the first and second declensions. (The vocative need not be given unless it differs from the nominative.) 2. Adjectives of the first and second declensions. 3. Present infinitiw active of the first conjugation. THE LATIN LEAFLET 4. Present infinitive active of the second conjugation. 5. Present indicative active of the first conjugation. 6. Present indicative active of five second conjugation verbs. 7. Present infinitive active of do. Present indicative active of do. 8. Present tense of sum. 9. ·Pupils will not be expected to inflect unus, duo, tres, but they will be expected to know the numerals unus-decem and to use them for derivatives. III. Cases: 1. Nominative: subject and predicate noun and adjective. 2. Genitive: possession. 3. Dative: indirect object. 4. Accusative: direct object and object of certain prepositions. 5. Ablative: object of certain prepositions. IV. Derivations, word-analysis, word-building, sentences. See intro­ductory paragraph. v. Agreement of verb with subject and adjectives with nouns. VI. Complete identification of forms. For a noun or adjective: case and number; for a verb: tense, mood, voice, person, number. VII. Translation of English into Latin and Latin into English. VIII. Simple syntax questions (nouns and adjectives). IX. Present active infinitive to complete verb (complementary infinitive). Caution: 1. To explain the syntax of a noun or adjective simply means to tell the case and number and to tell why the case is used. For example: in schola -ablative singular; object of preposition in, denoting place where. t. Because of great diversity of reading matter found in the five texts, no prepared passage can be offered for translation. Firat Year: Penick-Procter, First Book-sections 483 and 505________________________pages 1-210 Gray-Jenkins, First Book -----------------------------------------------------------,-----·pages 1-310 Ullman-Henry, First Book _ ____·--------------------------------------------------------·pages 1-256 Magoffin-Henry, First Book-Lessons 67 and 75.________________ _____ pages 1-250 Pearson-Lawrence-Raynor, First Book ______________________ _ ________________pages 1-286 Pupils will be held responsible for: I. Forms, syntax, and vocabulary for January Beginners. II. The First Year vocabulary. III. Forms : 1. Principal parts of the verbs in the lists. 2. Six tenses of the indicative, both active and passive. 3. Six tenses of the indicative : do , sum, adsum. 4. Present infinitive, both active and passive. 5. Third declension nouns. (Note: For the genitive plural of mare accept marium though the form is very rare.) 6. Personal pronouns: ego, tu. 7. Possessive adjectives: meus, tuus, noster, vester, suus. IV. New cases: 1. Accusative : Place to which with ad, in. 2. Ablative: Means, Personal Agent, Accompaniment, Place from with ab, de, ex, Place where with in. V. Apposition. VI. Derivation, word-analysis, word-building, sentences. VII. Questions introduced by ne, nonne, ubi, cur. VIII. Identification of forms, translation, syntax. N.B. read carefully the cautions for January Beginners. Third Term: Penick-Procter, Second Book-App., section 67_______________________ _ pages 1-56 Gray-Jenkins, Second Book ________________________ ______________________________________ pages 1-188 Ullman-Henry, Second Book_____________________________________________________________ pages 1-106 Berry-Lee, Second Book-sections 517 and 524______________________pages 1-54 Pearson-Lawrence, Second Book-pages 114 and 115­ App. 44, 1 and 45_________________________________________________________________________pages 1-90 N.B. In order to make it easier for teachers to get work done thoroughly, questions involving deponent verbs and subjunctives will NOT be used for the third-term test. Page limits have not been changed. However, teachers should think of them as the ideal goals to be reached if possible. There should be absolute mastery of vocabulary as printed in this Leafiet. Note omission of deponents and conjunctions (ut, ne, cum) and the inclusion of the irregular verb fio. Pupils will be held responsible for: I. Syntax, forms, vocabularies for both January Beginners and First Year. II. Vocabulary for Third Term. III. Forms: 1. Third declension adjectives. 2. Formation of adverbs. 3. Comparison of both adjectives and adverbs. 4. Fourth and fifth declensions. 5. Infinitives and participles, all tenses, both active and passive. 6. Indicative, all tenses, both active and passive. 7. Possum, eo, fero, fio. 8. Hie, ille, is, idem, ipse, qui, quis, interrogative adjective. IV. Cases: 1. Genitive: Description. 2. Dative: with adjectives and special intransitive verbs. 3. Accusative: subject of infinitive, Extent. 4. Ablative: Time, Description, Specification, Ablative Absolute. V. Indirect statement without dependent clause. VI. Derivations, word-analysis, word-building, sentences. VII. Identification of forms, translation, syntax. N.B. 1. The translation set for the test will consist of separate sentences. 2. Read carefully the cautions for January Beginners. Second Year: 1. An outline for this division is hardest of all to make. Yet, except for uses of the subjunctive, there is little that has not been studied already in the other divisions. 2. No page limits can even be approximated. All the texts have some Caesar. But the chapters chosen vary and the manner in which the original has been simplified varies. 3. The usual word list based on Caesar is given in this Leafiet. For the test pupils will be expected to know the words already listed for January Beginners, First Year, and Third Term plus the words listed for Caesar for chapter one through chapter thirteen. (Before the second year is com,. pleted they should learn the entire Caesar word Ust as all previoua lists will be needed for the third year and the fourth year.) 4. Only sight passages can be offered on the test, and teachers are urged to read as much as possible from the material in their respective texts. The ability to read with ease can come only with abundant practice. Compre­hension questions may be asked on a sight passage. 5. The translation passage will be a simple short story written in Caesar's style. Caesar vocabulary through chapter 13 of Book One will be used plus vocabularies listed for the previous divisions. The question-maker will bear in mind that the school term will not have been finished and will try to keep the passage within the range of the pupil's ability. 6. Forms: a. Forms already listed should not be neglected. b. The nine irregular adjectives with genitive in ius. c. Deponent verbs. d. Gerund, gerundive. e. Subjunctive, all tenses, both active and passive. THE LATIN LEAFLET 7. Important syntax: a. Genitive of the Whole, or Partitive. b. Dative: Purpose, Reference, Possession, with compound verbs. c. Licet, oportet. d. Gerund and gerundive with ad and caWJii to express purpose. e. Subjunctive: (1) Purpose: ut, ne. (2) Result: ut, ut non. (3) Independent Volitive (hortatory, jussive, or"Let"subjunctive). (4) In a subordinate clause in indirect discourse. ( 5) Indirect question. ( 6) Cum clauses (circumstantial, causal, adversative). 8. Law of Sequence. N.B. I. The following principles of syntax will NOT be used on the test but they should be carefully studied before the end of the second year: 1. Use of future passive participle with sum (second periphrastic). 2. Dative of Agent. 3. Relative clause of purpose. 4. Subjunctive depending on a verb of fearing. N.B. II. When explaining the syntax of a verb form, tell tense, mood, and reason for mood. For example: ut--veniret. Veniret--imperfect subjunctive: purpose. Third Year: 1. The First Catilinarian Oration. 2. A sight passage will be required. 3. A comprehension question may be asked on another sight passage. 4. Background. 5. Prose: Based on principles listed below. The vocabulary for prose sentences will be taken from lists for previous years and from the list for Catilinarian Oration I. 6. Vocabulary: Selected from Catilinarian I as given in this Leaflet. To help eliminate the "coaching evil" and to put a premium on ability to read and understand new Latin, in both the third year and the fourth year, only one passage will be taken from Latin already studied in class. Hence, much attention throughout the year should be given to sight translation. To assist in sight work pupils should master the Latin Word List pub­lished by the College Entrance Board, 431 West !17th Street, New York City. Most of this list is published in this Leaflet. In syntax, if not already mastered, the following topics should be em­phasized: 1. Conditional sentences, except for indirect discourse. 2. Subjunctive in independent clauses: Volitive (Hortatory) , Delibera­tive, Optative. 3. Purpose clauses and all purpose constructions, including supine in um and the dative of purpose. 4. Result clauses (except substantive). 5. Relative clauses of characteristic, including cause and concession. 6. Temporal clauses: postquam, ut, ubi, simul atque, cum primum, and cum. 7. Causal clauses. 8. Genitive: Objective, Subjective, Measure, Description. 9. Dative: Passive construction of intransitive verbs that govern the dative. 10. Accusative: Place to which without a preposition, two accusatives with verbs of making, naming, etc., including passive construction. 11. Ablative : Manner, Separation, Cause, Comparison, Degree of Differ­ence, with deponents, Place where and whence without a preposition. 12. Mastery of all grammatical principles listed for previous years. Fourtb Year: 1. Aeneid, Book I. 2. A sight passage will be required. 3. Translation, significance, and setting of famous lines in Book I. 4. Background. 5. Memory passages from Book I; Tennyson's "To Virgil." Aeneid, Book I, 1-7 33 198-207 437 461-462 607-610 630 6. Scansion. 7. Mythological references in Book I. 8. Most common figures: Alliteration Metonymy Simile Hendiadys Hysteron proteron Prolepsis Zeugma 9. Vocabulary: Aeneid, Book I, as given in this Leaflet. Absolute mastery of this vocabulary as quickly as possible will marvelously facilitate sight translation in Virgil. 10. Prose: Based on principles listed below. Vocabulary for prose sen­ tences will be taken from the Aeneid, Book I and from lists for previous years. For the prose for the fourth year the following topics should be stressed: 1. Dum temporal and proviso clauses. 2. Substantive clauses. 3. Adversative clauses. 4. Clauses introduced by priusquam and antequam. 5. Temporal clauses: dum, donec, and quoad. 6. Active and passive periphrastic conjugations. 7. Gerund and gerundive constructions. 8. Supine in u. 9. Genitive: with adjectives, with verbs of remembering and forgetting, with miseret, paenitet, pudet, etc., with verbs of judicial action. 10. Accusative: Exclamation. 11. Ablative: Price, Attendant Circumstance, with adjectives dignus and indignus, substitute for genitive of whole. 12. Locative. 13. Methods of expressing dates. 14. Review of grammatical principles for previous years. NOTE 1. In all years where composition is required excellent drill material can be found in Bennett's Composition, Parts I and II, and in the Companionsto Caesar, Cicero, and Virgil published by the College Entrance Book Com­pany, 104 Fifth Avenue, New York City. These Companions provide ma­terial for background work, word-building, word-analysis, derivation, and sight reading. NOTE 2. Each year is also responsible for all the vocabulary and gram­matical work of the preceding years. Drill on review work is recommended. WORD LISTS Lists for January Beginners, First Year, and Third Term were compiled by the committee on content. Lists for Second, Third, and Fourth Year are those furnished by the College Entrance Examination Board, with the words rearranged according to their occurrence in Caesar, Cicero, and Virgil. Be­cause of different texts used in the State, it is essential that pupils master these specified words. Choose the list which fits your classification. With these lists as bases, give particular study to word-building, word-analysis, and derivatives. For verbs, learn principal parts and meanings; for nouns, nominative and genitive cases, gender, and meaning; for adjectives and ad­verbs, meaning and comparison; for prepositions, case required. Derivatives must be used in sentences. Obsolete words will not be accepted as deriva­tives. Give special attention to word-building, word-analysis, derivatives, pronunciation, and vowel markings. JANUARY BEGINNERS NOUNS First Declension 1. agricola farmer 20. insula island 2. aqua water 21. italia Italy 3. Britannia Britain 22. lingua tongue, language 4. casa cottage 23. Hina moon 5. copia supply, abundance 24. memoria memory 6. copiae forces, troops 25. nauta sailor 7. Cornelia Cornelia 26. patria fatherland, country 8. dea goddess 27. peciinia money (deabus in Dative and Abla-28. poeta poet tive plural) 29. porta gate 9. epistula letter 30. provincia province 10. Europa Europe 31. puella girl 11. fabula story 32. regina queen 12. femina woman 33. rosa rose 13. fenestra window 34. sagitta arrow 14. filia daughter 35. silva forest (filiabus in Dative and Abla-36. terra earth, land tive plural) 37. toga toga 15. fortiina fortune 38. tuba trumpet 16. Gallia Gaul 39. via way, road 17. Hispania Spain 40. victoria victory 18. incola inhabitant 41. villa farmhouse 19. iniiiria wrong 42. vita life Second Declension 1. ager field 17. miirus wall 2. amicus friend 18. numerus number 3. annus year 19. niintius messenger 4. arma arms 20. oculus eye 5. auxilium help, assistance 21. opp id um town 6. bellum war 22. periculum danger 7. captivus captive 23. populus people 8. castra camp 24. praemium reward 9. dominus master, lord 25. proelium battle 10. donum gift 26. puer boy 11. equus horse 27. servus slave 12. filius son 28. signum sign, signal, 13. friimentum grain standard 14. gladius sword 29. telum weapon 15. liber book 30. verbum word 16. magister teacher 31. vir man ADJECTIVES 1. altus high, deep, tall 11. multus} ~ much in singular 2. bonus good many in plural 3. clarus bright, clear, 12. noster our famous 13. novus new 4. defessus tired, weary 14. parvus small 5. Iatus wide 15. primus first 6. longus long 16. pulcher beautiful 7. magnus great 17. quartus fourth 8. malus bad 18. quintus fifth 9. meus my, mine 19. tuus your, yours 10. miser unhappy, wretched 20. validus strong NUMERALS 1. iinus one 6. sex six 2. duo two 7. septem seven 3. tres three 8. octo eight 4. quattuor four 9. novem nine 5. qu'inque five 10. decem ten VERBS First Conjugation 1. amo love 8. occupo seize 2. habito live 9. porto carry 2. laooro work 10. propero hasten 4. laudo praise 11. pugno fight 5. monstro show, point out 12. servo save 6. narro tell 13. specto look at 7. navigo sail 14. voco call Second Conjugation 1. habeo have 4. time<> fear 2. maneo remain 5. video see 3. moveo move Irregular 1. do give 2. sum be, am PREPOSITIONS With Ablative 1. ab, a from (away from) , 3. ex,e out of by 4. in in, on 2. de from (down from), 5. sine without about, concerning With Accusative 1. ad to, toward 5. per through 2. ante before 6. propter on account of 8. circum around 7. trans across 4. in into CONJUNCTIONS 1. et and 3. sed but 2. quod because 4. ubi where, when ADVERBS 1. bene well 5. non not 2. ciir why 6. nunc now 8. fortiter bravely 7. saepe often 4. ho die today 8. semper always FIRST YEAR NOUNS First Declension 1. amicitia friendship 7. mora delay 2. diligentia diligence 8. poena punishment, 3. fama reputation, fame penalty 4. fuga flight 9. pugna fight 5. glOria glory, reputation 10. r'ipa river-bank 6. hOra hour Second Declension 1. animus mind, spirit, 6. inimicus personal enemy courage 7. praesidium garrison, 2. beneficium kind deed, kindness protection 3. Britanni Britons 8. Rhenus Rhine river 4. Galli Gauls 9. Romani Romans 5. Germani Germans 10. socius ally 11. vesper evening Third Declension 1. caput head 18. miles soldier 2. celeritas swiftness, speed 19. mons mountain 3. civitas state, citizenship 20. mors death 4. consul consul 21. multitiido large number, 6. corpus body crowd 6. dux leader 22. navis ship 7. eques horseman 23. nomen name pl., cavalry 24. orator speaker, orator 8. finis end, boundary 25. pars part pl., territory 26. pater father 9. fliimen river 27. pax peace 10. frater brother 28. pons bridge 11. gens nation, tribe 29. princeps leading man, chief 12. homo man, human being 30. rex king 13. hostis enemy 31. saliis safety 14. iter road, journey, 32. soror sister march 33. timor fear 15. libertas liberty 34. urbs city 16. mare kea 35. vulnus wound 17. mater mother ADJECTIVES 1. aeger sick 14. pauci few, a few 2. beatus happy 15. propinquus near 3. carus dear 16. quantus how great 4. ceteri the other, the rest 17. reliquus remaining 5. creber frequent 18. summus greatest, highest, 6. diirus hard, harsh, cruel top of 7. egregius distinguished 19. superbus proud, haughty 8. finitimus neighboring 20. suus his, her, its, 9. gratus pleasing their (own) 10. inimicus unfriendly 21. ultimus last, farthest 11. laetus glad, happy 22. vester your, yours 12. liber free (plural) 13. medius middle, middle of } PRONOUNS in 1. ego I singular 2. tii you and plural VERBS First Conjugation 1. appello name, call 9. paro prepare 2. erro wander 10. postulO demand 3. existimo think 11. rogo ask 4. exspecto wait for 12. sto stand 5. iuvo help, assist 13. supero overcome, defeat 6. libero set free 14. tempto try 7. niintio announce 15. vasto lay waste 8. oppugno attack, besiege 16. vulnero wound Second Confugation 1. commoveo move thoroughly, 6. teneo hold alarm 7. contineo hold together, 2. debe0 owe, ought bound 3. iubeo order 8. pertineo extend 4. mone0 warn, advise 9. terre0 frighten 5. respondeo answer Tkird Conjugation 1. ago do, drive, act 14. mitto send 2. cedo go away, yield 15. amitto lose 3. discedo go apart, go away 16. committo 4. excedo go out, withdraw (proelium) join 5. co go collect, compel 17. peto seek, ask 6. defendo defend 18. pono put, place, pitch 7. dico say, speak (camp) 8. diico lead 19. rego rule 9. ediico lead out 20. relinquo leave (behind) 10. rediico lead back 21. scribo write 11. gero carry on, wage 22. trado surrender 12. lego read 23. trahO draw, drag, pull 13. intellego understand 24. vinco conquer lrregul,a,r Verbs 1. absum be absent, be 2. adsum be present distant PREPOSITIONS Witk Ablative 1. cum with 3. sub under 2. pro in front of, in behalf of, for Witk Accusative 1. apud in presence of, 4. ob on account of among 5. post after, behind 2. contra against 6. sub under 3. inter between, among CONJUNCTIONS 1. aut either 6. neque .•. nequeneither ... nor 2. aut ... aut either ..• or 7. non s0lum not only 3. et •.• et both ••• and •.. sed etiam ... but also 4. itaque and so, therefore 8. -que and 5. nam for 9. si if ADVERBS 1. di ii a longtime 9. nunquam never 2. etiam even, also 10. paene almost 3. hie here 11. postei afterwards 4. ibi there 12. statim at once 5. ita thus, so 13. subito suddenly 6. iam now, already 14. tum then 7. magnopere greatly 15. ubi where, when 8. mox soon THIRD TERM NOUNS First Declension 1. ciira care 3. perfidia treachery 2. inopia lack 4. sententia opinion 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 1. 2. 3. 1. 2. 1. 2. 8. 4. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 1. biduum cibus consilium deus imperatum imperium initium Iegatus arbor auctoritas caedes civis ciamor custos labor litus Hix mens mos mulier nemo nox conspectus domus exercitus acies dies qui idem ipse quis acer alacer audax brevis celer difficilis dlligens facilis fidelis fortis gravis puto Second Declension two days 9. liberi food 10. negotium plan 11. officium god 12. saxum command, order 13. supplicium power 14. triduum beginning 15. ventus lieutenant, envoy Tkird Declension tree 15. obses authority, infiuence 16. opus slaughter 17. oratiO citizen 18. ordo shout 19. pes guard 20. potestas work 21. sol shore 22. tempestas light 23. uxor mind 24. virtiis custom; 25. vis pl., character woman no one 26. vox night Fourth Declension sight 4. impetus house, home 5. manus army Fi/tk Declension line of battle 3. res day 4. spes PRONOUNS who, which, that 5. hie the same 6. ille self, the very 7. is who, (interroga­ tive) ADJECTIVES sharp, keen, eager 12. humilis eager 13. levis bold 14. omnis short 15. par swift 16. potens difficult 17. priidens careful 18. similis easy 19. talis faithful, loyal 20. ulterior brave 21. iitilis heavy VERBS First Conjugation think 2. sperii children business, task duty rock punishment three days wind hostage work speech rank, class, order foot power sun storm wife courage violence, force; pl., muscular strength voice, word attack hand, band (of soldiers) thing hope this that this, that, he, she, it low light all equal powerful wise like such farther useful hope Sec01ld Conjugation 1. noceo harm 3. placeo please 2. parea obey Tkird Conjugation 1. claudo close 8. pello drive 2. credo believe 9. repello drive back, rout 3. curro run 10. praemitto send ahead 4. dlvido divide 11. procedo go forward, 5. incendo set on fire advance 6. incolo inhabit, live 12. vivo live 7. occido kill Third Conjugation verbs in io 1. accipiO receive 5. fugio flee 2. capiO take, seize, capture 6. iaciO throw 3. cupiO wish 7. interficio kill 4. facio make, do pass., fio Fourtk Conjugation 1. audio hear 4. sciO know 2. invenio find, come upon 5. venio come 3. muniO fortify Irregular 1. possum be able, can 3. fero bear, carry, bring 2. eo go 4. fio be made, be done, become PREPOSITIONS 1. intra within 3. Ultra beyond 2. praeter except ADVERBS 1. facile easily 5. paulatim little by little, 2. interea meanwhile gradually 3. noctii by night 6. tam so 4. nondum not yet 7. undique on all sides, from all sides ADDENDA The three conjunctions and thirteen verbs listed below are common vocabulary words within the page limits for the third term and should be learned when first met in the respective texts. However, these words will NOT be used on the tournament test for this division. 1. cum when, since, al-9. oro beg, ask though 10. praesto excel, surpass 2. ne that not, lest 11. vagor wander 3. ut so that, in order 12. persuadeo persuade that 13. polliceor promise 4. arbitror think 14. proficiscor set out 5. conor. try 15. quaero ask 6. hortor urge 16. progredior step forward, ad­ 7. impero command, order vance 8. moror delay COLLEGE ENTRANCE WORD LIST-SECOND YEAR (Rearranged according to first appearance: Lodge and Hurlbut lists used as guides) CAESAR, Gallic War-BOOK I: 1-29 and BOOK II: 1-15 Words given in previous lists are omitted. The words for Book II include forty-two words repeated from chapters 30-54 of Book I. C.lESAR, GALLIC WAR, BOOK I 1. alius tertius Instituo lex sui differo propterea quod atque, ac mercator prope causa quoque reliquus fere contendo prohibeo obtineo attingo extremus orior Inferior, Infimua, Imus occasus 2. nobilis regnum ut, uti totus potior locus natura alter fio cupidus adftci~ autem angustus mille passus pateo 8. constituo quam confirmo conficiO satis profectio deligo Iegatio suscipio senatus item tern.pus principatus plebs probo perficio quin fides ius iUsiurandum firmus 4. sequor oportet ignis familia eodem cliens ne (conj.) cf. neve, neu incito magistratus 5. nihil vicus privatus aedificium tollo mensis quisque effero utor una 6. omnino vix qua singuli expedio paco fiuo vadum vel vis patior 7. ulterior, ultimus legio certus \illus nullus voluntiis licet sub iugum concedo facultas tamen spatium dum sumo Bi quis (indef. pron.) volo, velle revertor 8. intereii fossa castellum invitus nego ostendo iungo complUres noctu desisto 9. angustiae sponte impetro gratia novus studeo 10. praeficio conscribO hiemo hiberna superior, summus citerior septimus inde extra primus 11. populor mereo mereor servitus expugno demonstro statuo consumo 12. uter iUdico explOriitor vigilia impedio adgredior mando abdo nam ciisus sive, seu calamitis solum (adv.) piiblicus 13. consequor ciiro repentinus viginti aegre vetus pristinus adorior tribuo despicio magis insidiae consisto prodo 14. commemoro accido aliquis contumelia num recens tempto consuesco enim doleo secundus testis 15. posterus equititus igmen alienus cado tantus lacesso coepi circiter amplius 16. interim cot(t)idie modo mitiirus pabulum quidem nOlo instO 1. supra rumor coniiiro sollicito 2. ineo aestis inc:i~~o 3. op1mo permitto consentio 4. sic plerique explOro metior 22. praesum emo sublevo (prex) queror 17. antea valeo 23. dubito 18. sentiO eeler concilium solus reperiO 24. verus audeo familiiris augeo alo 25. con loco antiquus honor restituo despero adversus 19. cognosco accedo animadverto egregius vereor pr~usquam qu1squam 26. simul praesens 20. opsminuo vuIgus 27. fleo dexter nrehendo prendo adhibeo 28. vito custos loquor 21. consido 29. peritus CJESAR, GALLIC WAR, BOOK II commiinis centum regio 6. defero ferus totidem 7. 5. doceo interest 8. confligo tueor tutus reddo commeitus comperioadmitto collis instruo praecipio nisi intervallum postridie biduum supersum pridie intercliido confido postquam sustiueo impedimentum confertus succedo deinde aequo pilum sciitum ferrum sinister commodus eo (adv.) claudo latus, -eris aperio conspicor riirsus vallum obicio intermitto triduum littera proicio posco conquiro occulto ignoro unde fames ratiO condicio summa redeo efficio cohors lapis niido subsidium paulisper significo opportiinus idoneus editus plinities uterque frons, -ntis Ienis deficio agger tormentum decerto turris 9. paliis appropinquo 13. niiscor neuter 11. tumultus tendo perspicio 14. redigo protinus su~sequor 15. dedo iisus prior aditus 10. fallo perturbo remitto iniquus 12. vacuus COLLEGE ENTRANCE WORD LIST-THIRD YEAR (Rearranged according to first appearance: Lodge and Hurlbut lists used as guides) CICERO, AGAINST CATILINE I 1. tandem atrox quotiens patientia diligo (diligentia) quot os, oris 8. pliinus iiiO vultus vigilo adsequor 2. i:mmO obsciirus 16. sic a noto scelus sacer designo taceo misericordia pridem hie (adv.) necessiirius pestis 9. siinctus contingo 3. privo exitium iniinis orbis igitur 17. pactum nimis 10. a!iq!lando careo praetereo mm1um conscientia acerbus sino pliico consultum 11. infestus opinor 4. quondam totiens patria clarus insidior parens avus comitia pertimesco consuliiris concito 18. aliquot praetor quamquam nex verum (conj.) 12. ternplum quaestio tabula tectum everto tamquam propius quisquis elemens comes abhorreo tantum (tantus) 13. exsilium desino inertia suiideo 19. habito nequitia delecto repudio 5. cresco odi videlicet moenia dedecus career pernicies haereo vinculum molior libido 20. attendo potius, potissimum facinus ecquis criidelis ftiigitium 21. quiesce tune (tum) fax ciirus denique 14. niiper honestus improbus exsisto utinam perditus vindico tametsi fateor praetermitto invidia 6. auris impende0 pudor adhiic fdiis 23. sermo etenim ignominia sin tenebrae vitium servo nefiirius 15. caelum sceleriitus paries spiritus secerno obliviscor iucundus latrocinium 7. memint nescio 24. forum Kalendae omitto soleo voluptis quaeso 31. fortasse pariO penitus morbus otium ciinctus 32. ciiria 26. iaceo 28. gradus patefacio stuprum 29. irdeo 33. omen obeo sanguis auspicium somnus parricida latro, -onis praeclirus 30. dissimulo foedus, -eris frigus intendo societii.s 27. consulitus stultus aeternus vexo exstinguo morior deprecor semen CICERO, AGAINST CATILINE III 1. coniunx lego, -ere 19. civilis domicilium recite niimen pulcher debilito fiecto hodiernus imago 20. liidus ergii amo excelsus fla mm a 11. demens 21. praecipuus 2. inliistris ingenium index profecto 13. argiimentum 22. ignosco condo intueor 23. celebro benevolentia 14. fl.delis togiitus deliibrum collega 24. recordor 3. manifestus praetiira liimen salvus colon us ulciscor verbum sano 25. fioreo resto 15. suppliciitio concordia 4. opto piinio quiilis (cf. tilis) 5. hesternus 16. temeritis 26. monumentum villa aptus triumph<> adsiduus 17. cervix sedes 6. exigo deniintiO 27. externus comitiitus furtum recte 7. frequens palam prosum 8. aedes quoad quando indico, -iire 18. niitus viola 9. fii.tum humiinus 28. friictus virgo occido 29. tracto 10. tabella OOLLEGE ENTRANCE WORD LIST-FOURTH YEAR (Rearranged according to first appearance; Lodge and Hurlbut lists used as guides) N. B.-Watch for compounds in -cumbo and -cutiO • .lENEID, BOOK I 1. ca no 18. fovea spiima 4. superi 19. progenies sii.l saevus 20. olim 36. pectus memor 21. superbus 40. pontus 8. laedo 27. sperno 41. furia 9. -ve 29. accendo 42. niibes regina super 43. ratis volvo aequor 45. turbe, -1ms 10. insignia 31. arceo scopulus 14. dives 33. moles acuo asper 34. telliis 46. divus 17. currus 35. velum 50. cor THE LATIN LEAFLET 51. nimbus 161. sinus 306. almus 52. vistus scindii 312. gradior antrum 162. riipes comitor 53. luctor geminus 314. obvius 56. fremii 164. coruscus 317. volucer celsus 165. horreii 318. umerus 57. 58. sceptrum ni nemus immineii 319. suspendii coma 59. 60. aura spelunca 167. umbra intus 320. 321. genii iuvenis 63. iter habena 169. uncus, a, um morsus 323. 325. pharetra iirdior 66. 69. 71. 73. mulceii fliictus puppis nympha ciiniibium 173. 175. 179. 184. 185. artus folium torreii cervus armentum 335. 341. 349. 352. dignor germii.nus aurum caecus vinus 75. 79. 81. 82. priiles epulae cavus cuspis velut 186. 187. 190. 191. 193. piscii arcus sternii turba humus 357. 359. 364. liidii celerii igniituspondus femina 88. 90. subitus polus micii aether 196. 198. 200. beriis ignirusrabies sonii 366. 367. 388. 389. surgii solum, -i carpii lirnen 92. 93. 94. extemplii membrum duplex sidus palma ter 202. 210. 211. 212. 213. maestus daps viscus secii tremii aenus 392. 394. 399. 404. 406. 412. auguriumales piibesspiriiagniisciiamictus 99. 100. 101. 102. 103. ingens unda galea strideii feriii 214. 215. 216. 221. 228. herba pinguis mensa gemii tristis 417. 425. 429. 436. caleii sertum sulcus decus ferveii 104. 106. 107. priira pendeii harena 230. 232. niteii fulmen fiinus 438. 441. 447. suspiciii, -ere liicus don um 108. 112. 113. t9rq~eii cmgo fidus 239. 244. 246. siilor fiins arvum 448. 449. 453. nectii foris liistrii 114. vertex 256. osculum 458. ambii 115. 118. 123. pronus appireii no gurges imber 259. 263. 267. 273. libii sublimis feriix cognomendiinec 461. 473. 478. 480. en bibii pulvis hasta crinis 126. 129. stignum ruina 275. lupus (lupa) fulvus 481. pandii tundii 130. 131. 138. 142. dolus for pelagus citus 278. 280. 286. 287. meta fatigii origii astrum 489. 495. 497. 499. niger stupeii caterva chorus 147. 149. 150. 152. tumeii (tumidus) rota saeviii volii, -ire sileo arrigii astii 291. 292. 293. 295. 296. 297. 300. saeculum clinus dirus vinciii niidus gigno ier 500. 513. 531. 541. 552. 557. glomeriiobstipescii iiber (subst.) cieii aptii stringo fretum 155. genitor 301. ala 580. diidum THE LATIN LEAFLET 581. 589. compello, ire decorus 654. 655. collum corona 702. 704. tondeo struo 590. iuventa 658. facies 708. torus 592. ebur flivus 660. cupido. OS, OSSlS 724. pingo criter 597. 602. 604. miseror spargo conscius 662. 672. implico iiro cesso 729. 731. 738. patera hospes haurio 607. fluvius 681. sacro 742. liina 611. laevus 684. induo 743. pecus, -udis 626. 629. stirps demum 685. 690. gremium exuo 745. propero tingo (tinguo) 634. taurus 693. mollis 747. plausus 648. 651. rigeo bymenaeus 694. 701. flos famulus 751. Aurora REVIEWS NON-FICTION Forestier, Amedee. The Roman Soldier, some illustrations representative of Roma,n Milita,ry Life with Special Reference to Brita,in. Introduction by Ian A. Richmond. 142 pp. A. and C. Black, Ltd., London, 1928. About $3.50. This collection of sixty-one attractive drawings, fifteen in color, illustrates the dress and equipment of the Roman soldier from the founding of Rome in the Eighth Century B.C. to 476 A.D. The pictures show appearance and archaeological evidence accurately based on everyday life at the various periods of the legionary. The drawings are annotated and the introduction summarizes the history of the development of the Roman army. Particularly interesting are the details of background, as in the Roman guarding the snow-covered wall in Britain or the soldiers at work in Italian fields. The volume furnishes much material for reports and posters for class work or club meetings. Haskell, H. J. The New Deal in Old Rome. How the Government in the Ancient World Tried to Deal with Modern Problems. 258 pp. Alfred A. Knopf, New York, 1939. $2.50. The editor of the Ka,nsas City Sta,r, who is familiar at first hand with the development of our country in the present century, shows in this book bow the problems which faced the expansion of Roman power and the solutions offered them by the Roman government are paralleled by many of our New Deal agencies. He points out various similarities to present problems in Roman economic development from the time of the Gracchi until the end of the third century of the Christian Era. The book should be read by all teachers of Latin as a source for parallels between our own economic diffi­culties and those of antiquity. The reader must, however, be familiar with the history of Rome or the comparisons will mean little. Only more mature students or those with a special interest in history and economics will under­stand the work. The Appendix contains a chronological outline of Roman history, lists of books consulted for the various periods, and a complete bibliography. Wilson, Lillian M. The Clothing of the Ancient Romans. 178 pp. The Johns Hopkins Press, Baltimore, 1938. $5.00. The author of the Roman Toga, has in this work summarized the subject matter of the earlier book and completed a history of Roman costume on a basis of all extant archaeological and literary evidence. The material is presented in a direct and clearly comprehensible style. A copy should be in every high-school library even if the Latin teacher must call on the home economics department to share the cost. Raw materials in use, dyeing, spinning, weaving, fulling, and sewing are discussed. Shades of Roman purple as derived from formulae in an ancient manuscript are illustrated in the frontispiece. There are chapters on cloaks, the soldiers' garments, the dress of children and women, and the costume of the Roman bride. The numerous illustrations are from ancient art, from photographs of reconstruc­ THE LATIN LEAFLET tions on living models, and, in a few cases, on dolls. There are detailed directions for reconstructing all types of costume on living models or in miniature. Besides furnishing directions for correct costumes in scenic pro­duc~ions, the book provides material for countless club programs and proJects. FICTION Anderson, Paul L. Fo.r Freedom and f