THE UNIVERSITY OF TEXAS BULLETIN No. 3530: August 8, 1935 THE LATIN LEAFLET Issued by the Department of Classical Languages in the interest of Latin teaching in the high schools of Texas Ernestine F. Leon, Editor W. J. Battle, Ruby Terrill Lomax, H. J. Leon, Associate Editors Number 29 TOURNAMENT NUMBER FOR 1935-1936 Price Five Cents PUBLISHED BY THE UNIVERSITY FOUR TIMES A MONTH AND ENTERED AS SECOND·CLASS MATTER AT THE POSTOFFICE AT AUSTIN, TEXAS, UNDER THE ACT OF AUGUST 24, 1912 The benefits of education and of useful knowledge, generally diffused through a community, are eaaential to the preservation of a free govern· ment. Sam Houston Cultivated mind is the guardian g-enius of Democracy, and while guided and controlled by virtue, the noblest attribute of man. 1 t ia the only dictator that freemen acknowledge, and the only security which freemen desire. Mirabeau B. Lamar THE LATIN LEAFLET Number 29 TOURNAMENT NUMBER FOR 1935-1936 A PROPOS OF HORACE Hornticm Pilg1·images While we are about to go to press, Mrs. M. C. Butler, who has guided the good ship Texas Latin Tournament for the last year, is in Delphia, dear to Apollo, with the Horat.ian Cruise. Dr. W. J. Battle and Mr. Hugo Gibson of Seguin have also joined the group. Miss Annie Laurie Walker of Fort Worth is in Italy. Mrs. Myrtle Todd Moore, formerly a tutor at the Uni­versity and now of the faculty of Sophie Newcomb College in New Orleans, is spending the summer in Athens. Other Texans may be equally fortunate, but since they have not notified the Classical Department of the University, they will have to overlook the omission of their names. We hope that others are looking forward to a Horatian pilgrimage for 1936, the mathematical bimillennium. The Celebration When Horace wished to describe the extent of his fame, he put the treeless nor·th at one extreme and the burning desert at the other. Gifted seer though he was, he did not dream of lands beyond the boundaries of Atlas. Yet his fame has spread beyond that limit, even to the land of the Seri by a western route. Texas, being on the course, has with Mrs. Butler as general chairman shown that it is not so far from the sun's chariot that it has taken no part in the celebration. Many schools have devoted a Classical Club or Classical Department program to Horace during the last school year. We hope that they will have similar celebrations in honor of Horace and that more will follow their example in the season of 1935-193(i. Copies of plays and other material are obtainable at a nominal cost fron1 The Service Bureau for Classical Teachers, Miss Frances Sabin, Director, Washington Square East, New York City The committees of the Texas Classical Association to whom teachers may refer for further details are as follows: Publicity Roberta F. Lavender, The University of Texas, Austin Myrtillie Bradfield, Highland Park High School, Dallas Mrs. R. H. Johnson, Senior High School, Lubbock Ola Lee Smith, Coleman High School, Coleman Opie Dalby, Texarkana High School, Texarkana Mrs. Olivia Jones. Temple High School, Temple Durdette Smyth, Thomas Jefferson High School, Port Arthur Eddie Qualls, Gonzales High School, Gonzales Celelirntions in College~ W. J. Battle, The Universitv of Texas, Austin Kathryn Bowen, Baylor College. Belton J. N. Brown, Teachers College, Denton Lois Carlisle, C.l.A., Denton Mattie B. McLeod. College of Arts and Industries, Kingsville W. W. Freeman, Teachers College, Commerce William Longino, Teachers College. Huntsville Mrs. William Dingus, Texas Tech., Lubbock Irma Bruce, Teachers College, San Marcos J. S. Mcintosh, S.M.U., Dallas Pearl West. Thomas Jefferson High School, San Antonio Josiah Combs, T.C.U., Fort Worth Reading Mrs. H. J. Leon, The University of Texas, Austin Activities of the Classical A ssociation of Terns D. A. Penick, The University of Texas, Austin Activities in Libraries Each teacher of Latin and Greek in Texas The Horatian Translation Contests In an age when it is a fashion to complain of overwork a fair number of high-school students have taken enough interest to enter the contest for the best translation of an ode of Horace. Ode two of book three was assigned to contestants in Texas. The three best papers were sent to a national com­mittee which will decide which of the papers submitted is the best example of a translation from Latin. The students who entered the contest may be proud to feel, r egardless of the result, that they have been part of so far­reaching a project. Texas has not shown the insularity of one state in which the teachers of Latin reported that their work would not be helped by their participation in the celebration. Re.~11/ts rJj the H ornce High School Translation Contest Book III. Ode 2 The three translations sent to the national contest committee were sub­mitted by: Catherine Dullnig Thomas Jefferson High, San Antonio Mary Ann Potts ................................ Highland Park, Dallas Orvis Payne ................... . ........ Central High, Waco Honorable Mention Atrelle Roden ............. ........... John Reagan High, Houston Doll Thompson ... . ... ....... . ............................................................. . Lufkin Ferrelline Tucker . . ............................................................................ Lubbock Joe Sullivan ......................................... Central High, Beaumont Winners in the national contest are to be announced in the press on December 8. Fewer student:;; entered the Horatian contest for colleges. The paper of Kathryn Bishop, The University of Texas, was sent to the judges of the national contest for colleges. Horace and Verse While all translations showed a praiseworthy effort on the part of stu­ dents, the results in some cases which passed as poetry would have made the ashes of Horace flame into sparks. He himself remarked, "It is not enough to round out a verse" to make one a poet. Some of the lines sub­ mitted were better described by Touchstone and Rosalind, for "Some of them had in them more feet than the verses would bear. But the feet were lame and could not bear themselves without the verse and therefore stood lamely in the verse." Granting that the translations were to be the independent work of the student, does not the teacher owe it to a student who is willing to put addi­ tional time and effort on his Latin to say, "This is not verse. Try again," and to show him the necessity for a basic foot and rhythm to which he must adhere? Should not our students on completing-a high-school course know the difference between verse and doggerel? If they do not learn this in the English class, should not the Latin teacher help to explain it to them? This is especially appropriate in the case of the teacher who took enough interest to call the attention of her classes to the translation contests. Let u.s have the students of Latin show the other members of the English classes what good verse is. The Horatum Spirit It is a fine thing to be part of the Horatian Celebration. Yet why should we glory in the patriotism, ethical influence and social adjustment of Horace if we cannot feel it in our own work? Otherwise we may just as well cele­brate some misanthrope who retired to seclusion in the mountains of India and had no influence on our civilization. Again and again Horace reminds us of his devotion to the common good of Rome, of the patriotism of the early Roman heroes who served the Roman commonwealth. So as teachers of Latin let us feel that we are working for the greater cause of clear thinking and cultural interests and not merely to have our school get ahead of another. The Latin Tournament is as it were the Pax Romana in teaching, guaran­teeing higher and equal standards to all schools whether large, or small and remote. After all, the winning of prizes for a school always has a small element of luck because in spite of other factors, in some years the ranks of Latin students are woefully lacking in material for prize winners. On the other hand, an exceptional student will be a four-year winner with little out­side encouragement. Let teachers enter the Tournament to see how their work compares with that of others. If, on the other hand, some teachers feel that their work is so superior that it could not be improved by contact with others in the Tournament, let them enter by all means, meet with other teachers, and tell the less divinely gifted how they do it. Horace in the Treasury Department We do not know how Horace happened to receive his clerkship in the quaestor's office in 41 B.C. We suspect that his excellent education, equal to tbe best of his time, in some way fitted him for it. Recently the holder of an important position in one of the administrative departments at the Texas Capitol remarked in conversation that she sincere.Jy regretted that she had not elected Latin in high-school ; for she now realizes that some familiarity with Latin would have proved a great help and time-saver in her work. READING LEAGUE From time to time teachers have regretted the fact that they have no op­portunity of reading Latin authors other than the school texts because of limited facilities in small communities. Reading clubs for Latin have existed at times in larger centers. Possibly some plan can be devised at the next meeting of the Classical Association for organizing a state reading league if enough are interested. LATIN AND GOOD ENGLISH We cannot maintain that Latin is an aid to good English if we allow grammatical errors in translation. Some occur so frequently that the cor­rector wonders whether the English language has changed since he was in school. In The English Bulletin, Number 13 of The University of Texas, Decem­ber 1, 1930, A Study of Characteristic Errors in English Made by High­School Students Entering the University, the following are noted as still in­admissible in good English speech and writing : 1. shall for will, should for would, and vice versa 2. like for as 3. singular distributive subjects with plural verbs 4. plural possessives referring to each 5. principal parts of verbs other than those in the dictionaries 6. dangling participles 7. adjectives for adverbs (Latin often uses an adjective agreeing with the subject and best translated as an adverb.) 8. a pronoun changing its person from that of the antecedent 9. the split infinitive THE TEXAS LATIN TOURNAMENT FOR 1935-1936 UNDER THE AUSPICES OF THE TEXAS CLASSICAL ASSOCIATION President, D. A. Penick, Austin First Vice-President, Gladys Morgan, San Antonio Second Vice-President, J. N. Brown, Denton Secretary-Treasurer, Dora Flack, Dallas Leaflet Committee Ernestine F. Leon, W. J. Battle, Ruby Terrill Lomax, H. J. Leon Latin Tournament Committee Members Present at April Meeting Mrs. J. A. Lomax, Austin; Dr. \V. J. Battle, Austin; Dr. D. A. Penick, Austin; Dr. and Mrs. H. J. Leon, Austin; Sue B. Mann, State Department of Education; Lourania Miller, Dallas; Myrtillie Bradfield, Dallas; Agnes Edwards, Dallas; Dora Flack, Dallas; Mrs. A. J. Clopton, Dallas; Allene Gray, Cleburne; Mary Bourne, Tyler; Mettie Rodgers, Waco; Annie M. Forsgard, Waco; Edna McElroy, Waco; Elor Osborn, Waco; Mrs. R. H. Hughes, Waco; Mrs. Marian C. Butler, Waco; J. ~. Brown, Denton. TEXAS LA.TI:\" TOURNAME:\"T 1935 193..l 1935 Essays ....... ..... ··---·-·· -142 133 Contestants __ . .. ·--·····-····. 514 452 Teachers Attending ·········· --· 120 116 Banquets -· -........1400 1200 Schools ............ -107 96 CO!\TEST WINNERS January Beginners 1. Lanelle Dunn, Johnston Junior High School, Houston.......... 96.1 2. Helen Sanford, Highland Park, Dallas .... ... ................. 95.2 3. Yvonne MaGourirk, Junior High School, Lubbock............. ...... ... 94.8 F·irst Y ear 1. Louis Pichard, St. J arnes School, Port Arthur................................. 99.7 2. Loftin Merrill, Junior High School, Texarkana ....... __ ................. 98.6 3. Watson Carlock, Junior High School, Lubbock ....... ... . ............ 98.4 Third Ten11 1. James Hayes, Abilene.. ................ ....... .... ... ........................................ 88.7 2. Charles Horan, Thomas Jefferson High School, Port Arthur............ 88.4 3. Lydia Hiegert, Technical High School, Dallas ................................. 86.6 S econd Y eal' 1. Richard Abernathy, North Dallas High School, Dallas .... . ....... 94.4 2. John Biesele, Austin ................................. ........................................... 93.5 3. Elisabeth Roberts, Borger ...... .......... .. . ............. ................ ... 92.8 Third Y ear 1. Violet Alkerneyer, Eagle Pass.............. .. ....... ...................... 94.7 2. Louis Tobian, Forest Avenue, Dallas . . . ..... . 92.4 3. Oma Ray Walker, Thomas Jefferson Hi::;h School, Port Arthur . 88.3 Fourth Y ea I' 1. Martha J oneg, Temple .............. 93 2. Nan Pearce, Abilene .. 92.7 3. Phyllis Hadra, North Dallas High School, Dallas ......... ................... 92.5 ESSAY WINNERS First 1'ear 1. Sadie Ruth Kerlin, Jacksonville 2. Charlene Barrett, Amarillo 3. Martha Ann Vaughan, Eagle Pass Second Y eai· 1. Rosella Riskind, Eagle Pass 2. Jessie Rae Castleberry, Quanah 3. Elisabeth Roberts, Borger Third Year 1. Leland Auvenshine, Mount Pleasant 2. Kenneth Clark, Austin 3. Bedford Johnson, Amarillo Fourth Year 1. Jane Hubert, Waco 2. Ruth Leinbach, Sunset High, Dallas 3. Nan Pearce, Abilene FINANCIAL REPORT To April 13, 1935 Receipts: Registrations-95 at $3.___________________ $285.00 Class. Ass. for typed list . _________________ .. __ .75 Refunded on prizes -----------------90.70 Balance for last year__ ___ __ 54.17 $430.62 Disbiirsernents: Stamps and cards __________________________ __________ $ 29.27 Printing and mimeographing _ __ _ _______ _ 12.50 Secretary ___ _ __ _________________ ... ____________________________ 13.30 Questions _ _ _. __ . 25.69 Prizes _________________ ___________ ---------· . -----------. _. 117.65 Bank Service ______ _ ____ ___ ____ ___ __ 1.17 $199.58 Balance $231.04 MINUTES OF COMMITTEE MEETING April 13, 1935 The content in third term should be cut to some extent and the questions simplified. Diagramming will be omitted from tournament examinations and the state­ment made in the L eaflet. The matter of division of words into syllables and accent shall be referred to the committee on questions. T·he highest papers must be regraded before honors are announced. Essays must be presented in the child's own handwriting. Contest committee shall examine the content for all years, especially Jan­uary beginners, first year, and third term, with a view to reducing it where necessary. A motion was made and carried to retain Class A and B distinction in giving awards. It was agreed that the plan of having contest y:apers handled as we now handle essays is not feasible. A motion was carried to appoint a committee to investigate thoroughly the advantages and disadvantages of becoming a part of the Interscholastic League. DORA FLACK, Secretary, Texa1; Cla.~sicnl Associa-tion. CENTERS FOR 1936 1. Dallas, Sunset High SchooL__________ __ -·----------·· G_hairman, Agnes Edwards ~: ~!~~~~--------::::_:::: ·:::-·_-_:_ : ::::::::_::::::::::::::::::::::::::~_h_ac~~h~a~,rsEl~~a~t~u~i~1~ 4. Quanah __ . --···--··----------------·---·---· -·· ____ Chairman, Inez Strong 5. Waco__ _____________ ----·-------------------------·----_____ __________ Chairman, Annie M. Forsgard 6. Breckenridge -·-· ----------------------------------------------···-------Chairman, Estelle Cope 7. Austin, Senior High School._______ ·-·-----------------·----· _____ Chairman, Helen Hill Chairman and center for the Houston district will be announced later. GENERAL DIRECTIONS FOR TEACHERS 1. In 1936 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 year of Latin study shall take part in a third-year contest. 6. No examination shall extend beyond three and one-half hours. 7. Every possible effort shall be made to have grading done fairly. No change in grades may be made after results are announced. 8. Graders may be had from The University of Texas for their exnenses. 9. Except those in charge, nobody, not even visiting teachers, shall be admitted to the room where graders are at work. 10. 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. 11. All parts of winning papers shall be fastened together so that noth­ing be lost. 12. As soon as possible after the District Contest the winning papers shall be sent to Miss Dora Flack, Technical High School, Dallas, in order to deter­mine the State winner. 13. To defray the general expenses of the tournament each contestant's school shall pay a Registration F ee 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 used. 14. On the day of the District Contest each pupil registering must pay an individual fee of one dollar to help meet the expenses of the District Contest. 15. 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. 16. Each school must send its representatives 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. 17. For the essay Prizes one essay may be sub:nitted 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 presence of the teacher without help from anybody. This original manu­script is to be submitted without correction or revision. b. Before the time of the Local Essay Contest the pupil may 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, 1936. g. A student may enter the Essay Contest regardless of whether he repre­sents the school in the Latin Contest. h. The essay subjects for 1935-1936 are as follows: ESSAY SUBJECTS 1936 First Year 1. Lingua Mortua? 2. Sanitation in Rome. 3. A Roman Schoolboy. 4. Along the Appian Way (a travel adventure). Second Year 1. The Founding of Rome. 2. My Own Language As I Have Discovered It Through Latin. 3. A dramatization of one of the early Roman hero stories. 4. Conquests of Gaul and of Texas (a parallel). Third Year 1. The Noblest Roman of Them All (the ideal citizen). 2. It Has Happened Before (parallels). 3. Mare Nostrum (in the days of Cicero) . 4. The Roman Criminal (might we call him "The Public Enemy in Rome"?). Fourth Year 1. A Reincarnation (Mussolini). 2. Why Has the Aeneid Interested Readers for Two Thousand Years? 3. Ancient Marbles and Their Uses. 4. The Aeneid Countries Today. 18. 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. No prize will be given to any paper receiving a grade of Jess than 70 per cent. Bronze medals will be given to State winners. PRELIMINARY REGISTRATION SHEET To BE SUBMITTED BY MARCH 15, 1936 Miss Dora Flack, State Chairman for Latin Tournament, Technical High School, Dallas, Texas. Enclosed find $3 to enroJL____________----------------------______________________________________ School in the Latin Tournament of April, 1936. The most convenient center for us is____ __ __________--------------------------------------­We expect representation as follows: 1. January Beginners______________ _________-------------------------------­ 2. First-Year __----------------------------------------------------__________________ 3. Third-Term 4. Second-Year 15. Third-Year 6. Fourth-Year Teacher _________ ------------------------------------------------------------------------­ School ___________ --------------------------___ __ ---------------------------------------­ Date ---------------------------------------------------------------------------------------­ CONTENT REPORT Myrtillie Bradfield, Lavinia Rawlins, Lourania Miller In accordance with requests from a number of teachers, the page limits in most cases have been reduced. There will be noted a decided shifting of syntax and forms in an effort to relieve tension on the part of both pupil and teacher. 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 te~ts. In no division will pupils be asked to divide words into syllables and accent them. But they will be expected to mark long vowels of inflectional endings and of the 1;resent infinitive char­acteristic long vowel. 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. X o richer source material can be found to help the pupil appreciate the world in which we live today. But the textbook lack of common subject matter and the lack cf libra1·y 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 Fi1·st 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 reviev· of forms and cases supposed to have been mastered in the first year. The numb ciinficiii satis duco annus profectiii deligo Iegiitiii suscipiii filius pater multus seniitus populus amicus occupo ante item irater tempus principiitus plebs accipiii idem do probo conor perficio non quin exercitus ille oratio fl.des ius iUsiurandum per potens firmus 22 THE LATIN LEAFLET 4. 5. spero mos cogo poena sequor oportet ignis dies familia decem eodem cliens ne (conj.) cf. neve, neu ob incito arma magistratus neque, nee mors post nihil ubi iam parii oppidum vlcus prlvatus aedificium ripa qulntus 7. niintio urbs ulterior, ultimus mI!es impero Iegio certus Jegatus mitto prlnceps sine iillus nullus rogo voluntas licet memoria teneo occido pello sub iugum concedo inimlcus facultas iniiiria tamen 10. 11. studeo beneficium obses intellego praeficio ibi conscrlbo circum hiemo hiberna qulnque superior, summus cit<>rior septimus inde extra prlmus populor defendo auxilium ita mereo mereor paene vasto llber (adj.) llberl servitiis expugno incendo spatium debeo porto domus spes tollo perI cul um mensis dum re,pondeo sumo si quis (indef. pron.) volo, velle hostis fuga demonstro praeter exspecto statue quisque efferL• revertor 8. interea fortuna consiimo iubeo miirus 12. oculus iitor pes uter consilium fossa iiidico una opus explorator oppugno socius praesidium castellum quartus vigilia 6. omnlno invltus castra duo venio impedio difficilis vix nego ostendo adgredior mando qua sin gull expedio navis iungo compliires silva abdo nam paco fluo nurnquam noctii quattuor interficio vadum telum casus pon:s vel desisto 9. relinquo slve, seu deus niindum via calamitas bonus propter solum (adv.) video angustiae piiblicus exlstimo sponte sed vis impetro 13. consequor eo, Ire gratia ciiro patior novus repentinus viginti aegre dux propinquus sublevo (prex) peritus postea 22. liix ago vet us pristinus adorior queror 17. tum antea valeo captivus comperio equus admitto fero dubito collis tribuo supero acies despicio magis lnsidiae quantus 18. sentio eel er instruo praecipio nisi committo c6nsist6 concilium sol us impetus intervallum nomen pr6d6 quaero reperio 23. postridie bidaum 14. commemoro gr a vis accido verus contra a ud eo supersum pridie intercliid6 aliquis timeo contumelia nern6 l'amiliaris augeO c6ntid6 24. postquam susti:ieo num semper medius r ecens alo mi"ui6 tempt6 tam mater con loco impedimentum confertus di ii uxor Eucced6 c6nsuesc6 cupi6 25. deinde enim doleo secundus polliceor testis antlquus honor restitu6 desper6 ad ver sus aequ6 pilum gladius pugna sciltum 15. posterus 19. c6gn6sc6 ferrum move6 acced6 sinister equitatus animadvert6 commodus praemitt6 agmen alien us egregius supplicium vereor manus corpus vulnus pauci priusquam defessus cad6 eques quisquam voc6 e6 (adv.) claudo tantus simul latus, -eris audax lacess6 coepi praesens pet6 hortor aperio conspicor riirsus circiter 20. scio signum ampIius 16. interim ops minu6 vinco 26. acer cot (t)idie vuIgus hora p6n6 fleo vesper modo dexter nox matiirus nrehend6 vallum pabulum quidem n616 prend6 6r6 adhibe6 obicio intermitt6 triduum adsum moneo moror insto vlto Iittera metior custos niintius praesum loquor iuvo vita 21. ciinsid6 27. inopia potestas emo oct6 quis (interrog.) proicio pareo servus occulto posco ignoro conquiro 28. unde 29. sex iimitto triido fames saHis ratio C.JESAR, GALLIC WAR, BOOK II 1. supra creber rumor coniiiro sollic1t6 2. ineo aestas incipio negotium 6. 3. opinio permitto consentio ceteri 4. sic 7. p!erique intra 8. explOro commiinis centum postulo regio nunc rex defero ferus 9. totidem 5. diligens doceo interest confligo tueor tutus reddo commeatus efficio cohors lapis iaciii niido porta subsidium paulisper significo opportiinus idoneus editus pliinities uterque frons, -ntis Jenis pauliitim tormentum paliis neuter protinus iisus 10. 11. 12. 13. 14. 15. par condicio puer mulier caput summa redeo fallo iniquus deficio decerto sententia appropinquo tumultus statim perspicii'i subsequor fugio prior perturbo ordo vacuus audiO agger turris niiscor tendo vox redigo mora dedo aditus remitto COLLEGE ENTRANCE WORD LIST-THIRD YEAR (Rearranged according to first appearance: Lodge and Hurlbut lists used a~ guides) CICERO, AGAINST CATILINE I 1. tandem avus patientia consuliiris os, oris praetor vultus verum (conj.) 2. immo tabula noto tamquam designo pridem elemens tantum (tantus) pestis 3. privo orbis 5. inertia nequitia cresco nimis moenia praetereo acerbus pernicies molior consultum potius, potissimum 4. quondam clarus criidelis tune (tum) denique improbus perditus fateor 6. auris adhiic etenim tenebrae nefiirius paries obli:viscor 7. memini Kalendae atrox diligo (diligentia) 8. pliinus vigilo obsciirus omitto servo scelus quotiens sceleratus taceo quot secerno hie (adv.) aio latrocinium 9. sanctus adsequor 24. forum exitium 16. sic a soleo igitur sacer voluptas 10. aliquando misericordia pario nimium necessarius otium sino contingo 26. iaceo 11. infestus inanis stuprum totiens 17. pactum obeo insidior careo somnus comitia conscientia praeclarus concito placo frigus quamquam opinor 27. consulatus 12. tempium patria vexo tectum parens deprecor propius pertimesco quaeso comes 18. aliquot penitus 13. exsilium nex ciinctus suadeo quaestio 28. gradus delecto everto 29. ardeo odi quisquis sanguis dedecus abhorreo parricida haereo desino 30. dissimulii libido 19. habito intendo facinus repudio stultus flagitium videlicet exstinguo fax career semen 14. niiper vinculum 31. fortasse exsisto 20. attendo morbus vindico ecquis 32. curia praetermitto 21. quiesco patefacio impendeo ciirus 33. omen idiis honestus auspicium ignominia utinam latro, -onis vitium tametsi foedus, -eris 15. caelum invidia societas spiritus pudor aeternus iucundus 23. sermo morior nesciii sin CICERO, AGAINST CATILINE III 1. coniunx adsiduus 14. fidelis domicilium 6. exigo collega puleher comitatus praetiira hodiernus 7. frequens colonus ergii 8. aedes siino flamma indico, -are 15. suppliciitiii 2. inliistris 9. faturn piinio profecto virgo 16. temeritiis condo 10. tabe Ila aptus benevolentia !ego, -ere 17. •cervix deliibrum recito deniintio 3. manifestus debilito furtum salvus imago palam verbum amo quoad resto 11. demens 18. niitus 4. opto ingenium humanus 6. hesternus 13. argiimentum occido villa intueor 19. civi:Jis togatus sedes niimen 24. recordor 27. externus flecto lumen recte 20. liidus ulciscor pros um excelsus 25. fl6re6 quand6 21. praecipuus concordia viol6 index qualis (cf. talis) 28. friictus 22. ignosco 26. monumentum 29. tract6 23. celebri', triumph6 COLLEGE ENTRA:--:CE WORD LIST-FOURTH YEAR (Rearranged according to fa·st appearance; Lodge and Ht' ribut lists used as guides) N. B.-\Vatch for compounds in -cumbii and -cHtiri . &NEID, BOOK I 1. cano 60. spelunca 142. citus 4. superi ater tumeo (tumidus) saevus 63. habena 147. rota memor 66. mulce6 149. saevio 8. laed6 fliictus 150. volo, -are 9. -ve 69. puppis 152. sile6 regma 71. nympha arrigo volv6 73. coniibium asto 10. insignis 75. proles 155. genitor 14. dives 79. epulae 161. sinus asper 81. cavus scind6 17. currus cuspis 162. rupes 18. fove6 82. \·e!ut gerninus 19. progenies 88. subitus 164. coruscus 20. 6lim 90. polus 165. horreo 21. superbus mic6 nemus 27. spern6 aether immine6 29. accend6 92. extempl6 umbra super membrum 167. intus aequor 93. duplex 169. uncus, a, um 31. arce6 siclus morsus 33. moles palma 173. artus 34. telliis 94. ter 175. folium 35. velum 99. ingens 179. torreo spiima 100. unda 184. cervus sal 101. galea 185. armentum 36. pectus 102. strideo 186. pasco 40. pontus 103. feri6 187. arcus 41. furia 104. prora 130. sterno 42. niibes 106. pende6 191. turba 43. ratis 107. harena 193. hur.rns 45. turbo, -1ms 108. torque6 196. heros scopulus 112. cing6 198. ignarus acu6 113. fidus 200. rabies 46. divus 114. vertex so no 50. cor 115. pronus 202. maestus 51. nimbus 118. appareo 210. daps 52. vastus no 211. viscus antrum gurges 212. seco 53. !uctor 123. imber tremo 56. frem6 126. stagnum 213. aenus celsus 129. ruina 214. herba 57. sceptrum 130. dolus 215. pinguis 58. ni 131. for 216. mensa 59. aura 138. pelagus 221. gemii 228. tristis 357. celero 449. foris niteo 359. ignotus 589. decorus 230. fulmen pondus 590. iuventa 232. fiinus 364. femina 592. ebur 239. solor 366. surgo tliivus 244. fons 367. solum, -i 597. miseror 246. 256. ar vum osculum 388. 389. carpo Iimen 602. 604. spargo conscius libo 392. augurium lil17. Au vi us 259. sublimis 394. ales 611. laevus 263. 267. 273. 275. 278. ferox cognomen donec lupus (lupa) fulvus meta 399. 404. 406. 412. 417. pubes spiro agnosco a mi ctus caleo sertum 626. 629. 634. 648. 651. 654. stirps demum taurus rigeo hymenaeus coll um 280. 286. 287. 291. 292. 293. fatigo origo astrum saeculum canus dirus 425. 429. 478. 480. sulcus decus pulvis hasta crinis pando 655. 658. 660. 662. corona facies cupido os, ossis implico iir6 295. vincio 481. tundo 672. cesso 296. nodus 489. niger 681. sacro 297. gigno 495. stupeo 684. induo 300. aer 497. caterva G85. gremium 301. ala 499. chorus 690. exuo 306. almus 500. glomero 693. mollis 312. gradior 513. obstipesco 694. flos 314. comitor obvius 531. 541. iiber (subst.) cieo 701. 702. famulus tondeo 317. 318. volucer umerus 552. apto stringo 704. 708. struo torus suspendii 557. fretum pingo 319. coma 580. diidum 724. crater 320. genii 581. compell6, are 729. patera 321. 323. iuvenis pharetra 453. 458. liistrii ambo 731. 738. hospes hauri6 325. ordior 461. en 742. liina 335. dignor 473. bibo 743. pecus, -udis 341. germanus 436. ferveo 745. propero 349. 352. aurum caecus vii.nm; 438. 441. 447. suspicio. -ere liicus don um 747. 751. tingo (tinguo) plausus Aurora liido 448. necto AENEID, BOOK II 8. umidus 135. lacus 223. saucius 23. carina 143. misereor 224. seciiris 25. 38. reor latebra 155. 169. emis retro 227. 239. clipeus fiinis 51. curvus 171. m6nstrum 245. sisto 57. ecce 172. simulacrum ~49. friins, -ndis 58. 63. 69. 96. pastor vls6 heu iiitor 184. 186. 194. 198. nefiis texii nepos do mo 253. 259. 275. velo sopor laxo exuviae 101. 120. 121. 133. 134. nequiquam gelidus vates vitta letum 202. 204. 211. 214. macto anguis lingua serpii amplector 285. 290. 297. 306, serenus culmen penetralia sero, satus b6s 307. praeceps 423. signo 513. iiixta 328. arduus 431. cinis laurus 333. mucro 433. (vicis) 515. altaria 344. gener 435. aevum 542. sepulchrum 355. ceu 442. postis 544. ictus 358. faux 457. socer 545. raucus siccus 458. evado 609. fiimus 359. vii.do 471. gramen 611. quatio 364. passim 480. vello 639. solidus 373. serus 488. ululo 694. stella 380. nitor, niti 489. paveo (pavidus) 722. pellis trepidus 495. immitto leo 381. caerul ( e) us 496. amnis 749. fulgeo 382. secus (adv.) 499. stabulum 752. principium 383. densus 503. thalamus 780. aro 386. exsulto 512. axis 792. bracchium /ENEID, BOOK Ill 24. viridis 189. ovo 508. opacus 25. ramus 216. foedus, a, um 513. segnis 27. radix 219. intro, are 521. rubeo (rubesco) 31. lentus 247. iuvencus 541. suesco 34. veneror 258. penna (pinna) 542. frenum 36. rite 274. mox 555. pulso 43. cruor 287. carmen 571. to no 46. iaculum 390. Hex 573. candeo 63. manes 409. castus 586. niibila 66. tepeo (tepidus) 423. erigo 611. pignus 92. miigio alternus 627. dens 120. albus 432. canis 636. torvus 144. precor 467. lorica 659. truncus 172. attono 468. crista pinus /ENEID, BOOK IV 18. taeda 128. rideo 294. ocior 26. palleo 133. ciinctor 457. marmor 66. edo, esse 174. velox 526. liquidus 73. (h)arundo 242. virga 643. macula 117. venor 250. nix 673. unguis 119. radius 254. a vis 675. fraus kJNEID, BOOK V 91. levis 206. crero 502. nervus 141. lacertus 251. purpura 554. liiceo 143. rostrum 307. spiculum 697. madeo (madesco) 147. verber 426. digitus .lb'NEID, BOOK VI 101. stimulus 267. mergo 597. porrigo 203. sidCi 493. hio 881. fodio VERB SYNOPSIS Apart from a clear understanding of a verb synopsis, students wonder why after all learn principal parts. It is a test of superior instruction for a class to be able to make a form quickly or to analyze a form readily. The Extension Department of The University of Texas can supply at small cost printed blanks for use in the schools. An excellent plan would be for every school to possess a special board for this purpose with the lettering done in white paint. Students would be glad to contribute to the cost. BOOKS SUGGESTED AS PREPARATORY READING FOR ESSAYS The books are grouped according to the fields in which the subjects lie. Most of them are cheap. Only a few titles are given. The list might easily be made much longer. For additional titles a good source is The Teaching of Latin by Mason DeWitt Gray, New York, D. Appleton & Co., 1929 (Appendix: Bibliography and Equipment) . Cicero and Caesar. The histories of Rome. Mommsen's is a work of genius, though too fav­orable to Caesar and unjust to Cicero. Myers, P. V. N., Rome: Its Rise and Fall, Ginn & Co., 1901. An old but simple, clear, and interesting treatment. The histories of Latin literature. Duff. J. W., A Literary History of Rome, C. Scribner's Sons, 1923. The best history of Latin literature in English. The new reprint is reason­able in price. Lockwood, Dean Putnam, Survey of Classical Roman Literature, 2 vols. Prentice-Hall, 1934. Latin texts with commentary. Plutarch's Life of Cicero, Everyman's Library, E. P. Dutton & Co., 1910. Everybody ought to read Plutarch, whether writing an essay or not, beyond all other writers about the ancients. Fascinating and enlighten­ing. Strachan-Davidson, J. L., Cicero and the Fall of the Roman Republic, G. P. Putnam's Sons, 1894. The best life of Cicero in English. Boissier, Gaston, Cicero and His Friends, translated by A. D. Jones, London, Ward, Lock, and Co. A delightful and most informing book. McKinlay, A. P., Letters of a Roman Gentleman, Houghton, Mifflin Co., 1929. An attractive picture of Cicero taken from his letters. Plutarch's Life of Caesar, Everyman's Library, E. P. Dutton & Co., 1910. Fowler, W. W., Julius Caesar, G. P. Putnam's Sons, 1894. The best life of Caesar in English. The Introductions to the school editions of Caesar's Gallic War, especially A. T. Walker's (Scott, Foresman, and Co., 1928). Davis, W. S., A Friend of Caesar, The Macmillan Co., 1915. A readable novel of Caesar's time. Tacitus' Germania, Translated by M. Hutton, Loeb Library, G. P. Putnam's Sons, 1920. The main source of what we know of ancient Germany. Virgil. The Introductions to the various school editions of the Aeneid, especially these two: Knapp (Scott, Foresman, and Co., 1928), and Greenough, Kittredge, and Jenkins (Ginn & Co., 1930). Rhoades, James, The Poems of Virgil, translated into English verse, Oxford University Press, 1920. The use of ponies is fatal to any real knowl­edge of Latin, but reading poetical versions so as to get a broader view of the poem or author is very helpful. Rhoades' is one of the best versions of the whole of Virgil. Williams, T. C., The Aeneid of Virgil, translated into English verse, Hough­ton, Mifflin Co., 1910. The most sympathetic version of the Aeneid into English. Williams' rendering of the Bucolics and Georgics is also excellent. Mackail, J. W., Virgil and His Meaning to the World Today, Longmans, Green, and Co., 1924. A brief but helpful view by a master of style. Myers, F. W. H., the Essay on Virgil in Classical and Modern Essays, The Macmillan Co., 1921. The most discriminating study of Virgil in the language. Glover, T. R., Virgil, The Macmillan Co. Sane and fresh. Prescott, H. W., The Development of Virgil's Art, University of Chicago Press, 1927. Scholarly and up to date but without distinction in style. Green, J. R., the essay on Aeneas, .A Virgilian Study, in Stray Studies in England and Italy, London, Macmillan and Co., 1876. The ablest defense of Aeneas. The great historian of England sees in Aeneas more than a prodigy of cold piety. Roman Life. Johnston, H. W., Private Life of the Romans, revised by Mary Johnston, Scott, Foresman, and Co., 1932. Perhaps the best short treatment of the subject. Davis, W. S., A Day in Old Rome, Allyn and Bacon, 1925. Readable. Fowler, W. W., Social Life at Rome in the Age of Cicero, The Macmillan Co., 1909. By a master of his subject. Abbott, F. F., Society and Politics in Ancient Rome, C. Scribner's Sons, 1909. Clear and scholarly. Smith, Sir William, A Smaller Classical Dictionary, edited by E. H. Blake­ney, Everyman's Library, E. P. Dutton & Co., 1926. An extraordinary value. Smith, Sir William, A Concise Dictionary of Greek and Roman Antiquities, edited by F. Warre Cornish, New York, H. Holt and Co., 1898. An extremely valuable source of exact and complete information. Greek and Roman Mythology. Gayley, C. M., Classic Myths in English Literature, Ginn and Co., 1911. An unusually valuable work that every student of the Classics or of Eng­lish literature ought to own. Bulfinch, Thomas, The Age of Fable, Everyman's Library, E. P. Dutton and Co. An old standby, still reliable and interesting. Sabin, Frances E., Classical Myth$ That Live Today, Silver, Burdett, and Co., 1927. Notable for its examples of classical myths and allusions still current in daily life. Gruber, Helen A., Myths of Greece and Rome, The American Book Co., 1893. An interesting account. Fox, W. S., Greek and Roman Mythology, Marshall Jones Co., 1928. More scientific and less readable than the books above named. Howe, G., and Harrer, G. A., A Handbook of Classical Mythology, F. S. Crofts and Co., 1929. Mythology in the form of a dictionary. Very useful. Pompeii. Warscher, Tatiana, Pompeii in Three Hours, Rome, 1930. Procurable through the Service Bureau for Classical Teachers, New York University, Wash­ington Square, New York City. An excellent guide full of notable illustrations. A marvel of value. Engelmann, W., A New Guide to Pompeii, Leipzig, 1925. Procurable through any foreign bookseller, for example F. Bruderhausen, 47 West 47th Street, New York City. Fuller than Warscher. Mau, A., Pompeii, Its Life and Art, translated by F. W. Kelsey, The Mac­millan Co., 1894. The standard work in English. A new edition is said to be in preparation. Bulwer-Lytton, Sir Edward, The Last Days of Pompeii, Everyman's Library, E. P. Dutton and Co., 1908. A famous novel still enthralling by its vivid pictures. The English Debt to Latin. Weekley, E., The Romance of Words, E. P. Dutton and Co., 1922. Won­derfully interesting. Trench, R. C., On the Study of Words. Many editions. An old but still fascinating series of lectures. Greenough, J. B., and Kittredge, G. L., Words and Their Ways in English Speech, The Macmillan Co., 1901. A scholarly and extended treatment. Weekley, E., A Concise Etymological Dictionary of il1oclern English, E. P. Dutton and Co., 1924. Inexpensive and good. Skeat, W. W., An Etymological Dictionary of the English Language, The Macmillan Co., 1884. An old standby, very useful. Fowler, H. W., and Fowler, F. G .. The Concise Oxford Dictionary of Current English, Clarendon Press, 1929. A remarkably sane and clear work, extremely low in price. Johnson, E. L., Latin Words of Common English, D. C. Heath and Co., 1931. Webster's New International Dictionary of the English Language, G. & C. Merriman Co., Springfield, Mass., last complete revis;on in 1934. A monumental work that every school ought to own. and every student who can afford it. THE LATIN LEAFLET a1 Why Study Latin? The American Classical League, New York University, University Heights, New York City, issues a useful series of pamphlets on the subject. A list may be had free. They are all cheap. A few are listed here. Ellis, W. A., Why Study Latin? American Classical League. Short Statements, American Classical League. Lodge, Gonzales, A Reasonable Plea for the Classics, American Classical League. The Value of the Classics (a volume of statements by distinguished people), Princeton University Press, Princeton, N. J. Sabin, Frances E., The Relation of Latin to Practical Life, Service Bureau for Classical Teachers, New York University, Washington Square, New York City. THE TOURNAMENT QUESTIONS OF 1935 In submitting specimens of previous examinations the examiners do not obligate themselves to follow precisely the form of the sample questions. These are given to let pupils see the nature and scope of the tests. TEXAS LATIN TOURNAMENT-MARCH 30, 1935: FIRST TERM JANUARY BEGINNERS, 1935 Put your Identification Number on each sheet. Hand in your answer to each question as soon as you finish it. QUESTION I-Value 5 Divide into syllables and mark the place of accent: provincia, laboras, captivos, periculum, amamini (Sample: ha/be/mus) QUESTION II-Value 15 Decline each of the follow:ng expressions in the number given and trans­late the nominative: dona pulchra, primus servus, nautae validi, telum longum, patria mea QUESTION III-Value 10 Name and give the meaning of the Latin word from which each of the following is derived, and use the English word in a sentence to show its meaning: oculist, innumerable, lunar, filial, remote QUESTION IV-Value 10 State the meaning of each of the following words, give an English deriva­tive of each, and use the derivative in a sentence: decem, pugno, malus, monstro, murus QUESTION V-Value 10 Conjugate nioveo in the present active and voc.o in the present passive, indicating the place of the accent and marking the long vowels. QUESTION VI-Value 25 Translate into English and explain the case of e~ch it.alicized. word: 1. Ad insulam navigamus ubi multi incolae Br1tanmae habitant. 2. Videmini, miseri servi, in agris 13.tis mali domini labiirare. 3. Nunc filw reginae novam togam miinstrare properatis. . 4. Praemia magnae victoriae saepe sunt captivi, arm~, tela, sign~. _ 5. Magna ciipia friimenti a femin is et puellis portatur quoa v1r1 et pueri propter longum bellum in nova terra sunt. QUESTION VII-Value 25 Translate into Latin, marking the long vowels in the inflectional endings: 1. The long letters are given to the weary messenger by Cornelia, the beautiful daughter of the famous teacher. 2. With the trumpet they always call the strong boys from the woods to the new camp where they remain. 3. Today we do not work, but look at the woods and farmhouses out of the window. 4. Why do you (singular) not praise the poet because he tells stories well? 5. My new friend dwells across the road in a small cottage. TEXAS LATIN TOURNAMENT-MARCH 30, 1935: FIRST YEAR SEPTEMBER BEGINNERS Put your Identification Number on each sheet. Hand in your answer to each question as soon as you finish it. QUESTION I-Value 10 Part 1 (Value 5). Mark long quantities, divide into syllables, and accent: agricolarum, laudas, dare, diligentia, videbimus (Example: op/pug/ni/mus) Part 2 (Value 5). Give the meaning and one English derivative for each Latin word; then use the derivative in an English sentence: pater, amicus, mitto, peto, pecunia (Example: porto-carry. A portable typewriter is a great con­venience.) QUESTION II-Value 10 Decline, marking all long quantities, the Latin for good farmer, beautiful sea QUESTION III-Value 15 Give the principal parts, marking all long quantities, of the Latin verbs for send, give, work, order, conquer, wage, see, say, warn, prepare QUESTION IV-Value 15 Translate each Latin verb and give its tense, voice, person, and number: videmur, rexit, geret, habet, mitteris, laudiiberis, diicunt, posuerunt, visa erat, defendemus. (Example: rogiib6-I shall ask-future, active, first singular.) QUESTION V-Value 25 Translate into Latin, marking the long quantities in the inflectional endings: 1. In the wide fields, I saw the tired horses of Marcus, the farmer. 2. The messenger had hastened out of the town to the farmhouse of (his) sick son. 3. Shall we not give beautiful gifts to our friends? 4. The haughty queen was not loved by the servants because she was unfriendly to them. 5. Whose (plur.) books did those boys have? QUESTION VI-Value 25 Translate into English, naming and explaining the case of each italicized word: 1. Eae copiae telis urbem suam fortiter defendere debent. 2. Amicos eorum in magnii urbe saepe vidimus. 3. Qui consul cum equitibus oppidum hostium oppugnii.bat? 4. Villa poetae clari ii. nobis visa est. 5. Pater tuus mihi et tibi fabulii.s gratii.s de patriii. legebat. TEXAS LATIN TOURNAMENT-MARCH 30, 1935: THIRD TERM BEGUN JANUARY, 1934 Put your Identification Number on each sheet. Hand in your answer to each question as soon as you finish it. QUESTION I-Value 15 Decline the following expressions in the number indicated, marking long vowels and giving English meaning of the nominative: 1. spes brevis, in the singular. 2. opus diffic.ile, in the plural 3. alter impetus, in the singular 4. custiis fidelis, in the plural 5. ipsa mulier, in the singular QUESTION II-Value 5 Write the comparison of the following adjectives and of their corresponding adverbs: pulcher, facilis, acer, brevis, prudens QUESTION III-Value 15 Translate each of the following verbs, give the form called for, and mark the long vowels: 1. audio, imperfect indicative passive, second singular. 2. fugio, pres. act. participle, masc. sing. accus. 3. pareo, pres. subj. act., third plu. 4. proficiscor, imperf. indic., first plu. 5. praesto, fut. per£. indic. act., third plu. 6. divido, imperf. subj. pass., second plu. 7. vivo, pluperf. indic. act., first sing. 8. fio, fut. indic. act., second sing. 9. ciigo, perf. subj. act., first plu. 10. debeo, imperf. subj. act., second sing. 11. trado, perf. indic. pass., third plu. 12. iuvo, perf. indic. act., first plu. 13. absum, fut. indic., second plu. 14. maneo, pluperf. subj. act., second plu. 15. paro, fut. act. infinitive QUESTION IV-Value 10 Part 1. Give an English derivative for each of the following Latin words and use the English derivative in a sentence: audax, capio, pes, initium, credo Part 2. Give the Latin word from which each of the following English words is derived, define the Latin word, and use the English derivative in a sentence: arbitration, translucent, alacrity, ultilitarian, repulsion QUESTION V-Value 25 Translate into English: (Medea elopes with Jason) Ubi rex scivit I asiinem laborern difficilern fecisse, rnultum commotus est; nam id intellegebat per perfidiam factum esse. Medea, cum intellegeret se in magno periculo futiiram esse si in patriii. suii. mansisset, fuga saliitem petere cupivit. Itaque omnibus rebus ad fugam paratis media nocte cum fratre profecta est, et celerrime ad litus iit ubi navis fuit. Cum ad navem venisset, ad pedes Iasonis se iecit et m11lta cum vi ab eo petivit ne mulierem relinqueret quae ei auxilium tulisset. Ille quod rnernoria tenebat se per eim auxilium e magno pericul6 liberiitum esse, libenter earn accepit et se earn in navi suii eductiirum esse pollicitus est. QUESTION VI-Value 10 Explain the syntax of the ten underlined words 'n the passage above. As an alternative, you may diagram the first three sentences (ubi rex ... navis fuit), label'ng on the diagram the constructions of the underlined words in these sentences. QUESTIOK VII-Value 20 Translate into Latin, marking long vowels in inflectional and final sylables : 1. When children are good for a long time, they are praised on all sides. 2. The wounds of the lieutenants were so severe (heavy) that the leader was afraid. 3. Let us warn our friends that they may not lose the arms which are in their ship. 4. Can we ask your brother why his friends did not obey the king? TEXAS LATIN TOURNAMENT-MARCH 30, 1935: SECOND YEAR Put your Identification Number on each sheet. Hand in your answer to each question as soon as you finish it. QUESTIOK I-Value 20 Translate into English: The Faithful Standard-bearer (Note: Since the Roman military standard was commonly in the form of an eagle, it was called aquila, which means "eagle.") In eo proelio cum gravi vulnere adfectus e' set aquilifer et iam viribus deficeretur, conspicatus equ'tes nostros, "Hane aquilam," inquit (he said), "et vivus (alive) multos per annos magna diligentia defendi et nunc moriens eadem fide Caesari reddo. Nolite pati, quod antea in exercitu Caesaris non accidit, ut tanta calamitas admittatur, tutamque hanc aquilam ad eum deferte." Ita aquila conservata est, omn'bus primae cohortis centurionibus interfectis praeter unum. QUESTION II-Value 10 Answer EITHER (a) OR (b); not both. (a) In the passage of Question I explain the syntax of i•ulnere, deficeretur, fide, pati, quod, admittatur, interfectis. (b) Diagram the first sentence (In eo proelio ... reddo). QUESTION III (Value 20) The forms in the following are taken from the passage in Question I. 1. Write the principal parts of defendi, moriens, 1·eddo. 2. Give all the participles of pati. 3. Give all the infinitives of admittatur. 4. Conjugate the imperfect subjunctive of moriens. 5. Write the comparison of multos. 6. Decline fide in the s'ngular, exenitu in the plural, omnibu8 in the neuter singular. QUESTION IV-Value 10 Part 1. Give an English derivative from each of the following Latin words and use the derivative in a sentence which will clearly show its meaning: rogo, ignis, intellego, ostendo, potens Part 2. Give the Latin word from which each of the following words is derived and use the English word in a sentence clearly showing its mean­ing: incendiary, jussive, repulse, debit, corpuscle. QUESTION V-Value 20 Do not translate the following passage, but read it carefully and answer in complete English sentences the questwns set below: Caesar's Conquests Omnem Galliam, quae Pyrenaeis Alpibusque et Monte Cebenna, fiuminbus Rheno ac Rhodano cont:netur, patetque multa milia passuum praeter socias (adjective) ac bene meritas civitates, in provinciae formam redegit, eique permultarn pecuniam in singulos annos stipendii (taxes) nomine imposuit. Germanos qui trans Rhenum incolunt primus Romanorum ponte facto ad­gressus maximis adfecit caedibus; adgressus est Britannos quoque, non antea cognitos, eisque superatis pecunias et obsides imperavit. Per tantos successus tres solum adversos casus passus est: in Britannia classe vi tempestat:s paene amissa et in Gallia ad (near) Gergoviam legione victa et in Germanorum finibus Titurio et Aurunculeio legatis per insidias caesis. 1. What are given here as the boundaries of Gaul? 2. What was already the relation of some of these states to Rome? 3. How did Caesar reorganize Gaul? 4. How often were taxes paid? 5. Who was the first Roman to enter Germany? 6. What was his means of entrance? 7. What other nation did he visit? 8. How did he make this nation acknowledge the overlordship of Rome? 9. What three disasters did his forces suffer? QUESTION VI-Value 20 Translate into Latin: 1. This chief, a man of great influence among the Gauls, reported that they had lost all hope of capturing the city. 2. The camp must be left by the Romans since the enemy have set out to attack the neighboring town. 3. We shall fight so bravely that our allies will use our help more often. 4. Let them obey the leader and return home. TEXAS LATIN TOURNAMENT-MARCH 30, 1935: THIRD YEAR Put your Identification Number on each sheet. Hand in your answer to each question as soon as you finish it. QUESTION I-Value 20 Translate: (a) Venisti paulo ante in senatum. Quis te ex hac tanta frequentia, tot ex tuis amicis ac necessariis salutavit? Si hoc post hominum memoriam contigit nernini, vocis exspectas contumeliam, cum sis gravissimo iudicio taciturnitatis oppressus? Quid? quod adventu tuo ista subsellia vacuefacta sunt, quod omnes consulares qui tibi persaepe ad caedem constituti fuerunt, simul atque adsedisti, partem istam subselliorum nudam atque inanem reliquerunt, quo tandem animo tibi ferendum putas? (b) Quod si Catilina in urbe ad hanc diem remansisset, quamquam, quoad fuit, omnibus eius consiliis occurri atque obst ti, tamen, ut levissime dicam, dimicandum nobis cum illo fuisset, neque nos umquam, cum ille in urbe hostis esset, tantis pericurs rem publi­cam tanta pace, tanto otio, tanto silentio liberassemus. QUESTION II-Value 10 Part 1. Value 6. In the preceding translations explain the syntax of the following: paulo, hominurn, ferendum, dicam, nobis, liberassemus Part 2. Value 4. a. Under what circumstances was the third speech against Catiline delivered? b. Tell how Cicero got his most effective evidence against Catiline. QUESTION III-Value 20 Questions on forms: a. Decline: gravis in singular and plural neuter nullus in singular feminine nos in singular impetus in plural b. Give the principal parts of fateor, refero, progredior, augeo, desino, and mark the place of the accent on each part. c. Conjugate: audio in the imperfect subjunctive passive fero in the present indicative active do in the future perfect indicative active eo in the present subjunctive mitto in the future indicative passive d. Identify the following forms: (Tell from what verb, g1vmg tense, mood, voice, and, where possible, the person and number, or the case and number.) diicenti, cepi, rapt, audiendts, hortare QUESTION IV-Value 20 Translate at sight: (Cicero describes the city of Syracuse, which the corrupt governor, Verres, had plundered.) Ea tanta est urbs, ut ex quattuor urbibus maximis constare dicatur; quarum una est ea quam dixi Insula, in qua domus est quae Hieronis regis fuit, qua praetores uti solent. In ea sunt aedes sacrae complures, sed duae quae longe ceteris antecellant, Dianae, et altera, quae fuit ante istius (i.e. Verres) adventum ornatissima, Minervae. In hac insula extrema est fons aquae dulcis, cui nomen Arethusa est, incredibili magnitudine, plenissimus piscium. Altera autem est urbs Syracusis, cui nomen Achradina est; in qua forum maximum, amplissima est curia templumque egregium lovis Olympii. Tertia est urbs quae, quod in ea parte Fortunae fanum (shrine) antiquum fuit, Tycha nominata est; in qua gymnasium amplissimum est et complures aedes sacrae, coliturque ea pars et habitatur frequentissime. Quarta autem est quae Neapolis nominatur; ibi theatrum maximum, praeterea duo templa sunt egregia, Cereris unum, alterum Liberae sig­numque Apollinis, pulcherrirnum et maximum; quod iste si portare potuisset, non dubitasset auferre. QuESTIO:r-< V-Value 10 Questions on background: Part 1. a. When and where was Cicero born? b. When and under what circumstances did Cicero die? c. Identify the three members of Cicero's immediate family. d. Name three fields of literature in which Cicero distinguished him­self. Part 2. Who or what were the following: Virgines Vestales, fasces, novus homo, Capitolium, Pompeius. QUESTION VI-Value 20 Write in Latin: (Some of the words may be found in Question I.) a. Cicero told the senate that he hated Catiline and had driven him out of Rome. b. The senators were afraid that the conspirators would remain in the city all night. c. The consul's friends were so moved by hatred of Catiline that they left the benches empty when he sat. d. Catiline, Catiline, begone from this city and never again come before my eyes. TEXAS LATIN TOURNAMEXT-?vIARCH 30, 1935: FOURTH YEAR Put your Identification Number on each sheet. Hand in your answer to each question as soon as you finish it. QUESTION I-Value 15 Translate: (a) Si genus humanum et rnortalia temnitis arma, at sperate deos memores fandi atque nefandi. Rex erat Aeneas nobis, quo iustior alter nee pietate fuit, nee hello rnaior et armis. Quern si fata virum servant, si vescitur aura aetheria neque adhuc crudelibus occubat umbris, non metus, officio nee te certasse priorem paeniteat. (b) Nos pavidi trepidare metu crinemque flagrantem excutere et sanctos restinguere fontibus ignis. At pater Anchises oculos ad sidera Iaetus extulit et caelo palmas cum voce tetendit: "Iuppiter omnipotens, precibus si flecteris ullis, aspice nos, hoc tanturn, et, si pietate meremur,