The Illinois Latin Contest
Under the Auspices of The Illinois Classical Conference
Under the Supervision of the Illinois High School Association
The Illinois Latin Contest was first held in the spring of 1938 when it was organized by a committee of the Chicago Club under the chairmanship of Miss Irene J. Crabb, then a teacher at Evanston Township High School. The first state finals were held at the University of Illinois under the supervision of Professor W.A. Oldfather.
For twenty years Miss Crabb served as state chairman of this tournament type of contest Originally competing schools were divided into A and B groups based on school enrollment. Contestants were limited to two per year of Latin per school, but with the raise of consolidated schools this division of schools into A and B classes was abolished, and schools were allowed to enter three contestants per year.
Until 1960 three tests were given- district, sectional and state. However, due to pressure of pupil and teacher time, school finances, and available Saturdays there are only two tests now given- the district or preliminary and the state. Other changes have come with the years, but the original practice of holding state finals at a college or university has been continued.
The contest for many years has been sponsored by the Illinois Classical Conference and is approved and under the supervision of the Illinois High School Association. From 1958-1962, it was managed by two state co- chairmen, Miss Mary Jeannette Munce, Bloomington High School, Bloomington and Mrs. J. M. Dykes, 201 Thatcher Ave., River Forest, Illinois. In 1962 Mr. Kenneth Hagen, Alton Sr. High School, Alton, succeeded Miss Munce as the chairman. In 1963 Miss Kathleen Anglese, Barrington High School, Barrington, succeeded Mrs. Dykes as the treasurer. Mrs. Henrietta Davis, Pekin Community High School, Pekin, succeeded Mr. Hagen in 1969 state chairman. Leonard Peart then served a few years as state chairman who was then succeeded by Robert De Cesare. After a few years with Mr. De Cesare as chairman, Henrietta Davis and Judith Streid of Pekin became co- chairs. A state board, whose members, whose members are elected for three years, serves as an advisory body and governs the policies of the contest. It consists of a representative from each of these seven sectional areas, one from the parochial schools and one from the colleges.
It is not the aim of this contest to set up a course of study for any given year of Latin in the schools. Rather, it is to offer talented and interested Latin students an opportunity through independent and further study to delve more deeply into the subject, to go beyond the requirements set up for the class as a whole, and to gain some public recognition for their proficiency .
An important by- products of the contest, however, has proved to be the added interest in the subject and an increased tempo of learning on the part of the rest of the students in the course.
This revised bulletin containing only general information should be kept for reference. Details about current contests will be sent each year as soon as registration is completed.
Any student of any high school which is a member of the Illinois High School Association is eligible. The first year examination may be taken by anyone, ninth grade or above, studying first year Latin, regardless of his classification in high school. This also is true of the other three years of Latin.
It has been the custom established from the first contest that there should be no tutoring of contestants. This means that contestants may not receive special help outside class periods at regular specified times. However, if a certain point in the outline has not been reached or touched upon in class and if a contestant after independent study is still confused, he may ask the teacher to explain it. No student will be eligible who has had any special tutoring during the year in which he competes.
All the meeting of the Executive Board if the Illinois State Latin Tournament on May 13,1961 it was brought to the attention of the board that request had come from several schools for some specific information on what constitutes "Coaching." Realizing that we are teaching all students enrolled in Latin and that the contest work is aimed at giving superior students opportunities with appropriate rewards to do supplementary work on their own initiative, the board asked Miss Munce to appoint a committee which was to draft a statement to all participating schools. The following ideas are issued to help clarify the answer to the question of what constitutes tutoring and so violates the pledge given by participating schools.
Any extra scheduled classes- before school, after school, or during the school day run by a teacher- held for contestants only, to work on specific items likely to appear on a contest, is clearly tutoring and does violate the pledge. Any examinations which would be given to these students only should also be avoided. Teachers should not do any teaching.
Contestants may be given copies of the material to be covered by each contest as listed in the bulletin, " The Illinois Latin Tournament" as well as copies of previous tests. The suggested resources may certainly be made available to the contestant- as they probably should be to all students enrolled be answered, whenever possible, by citing a source where in the student can find his own answer. However, if the student cannot find the answer or understand the problem after reading these sources, especially if it pertains to some point of grammar or syntax not yet covered in class, the teacher may help hem, but only to the point of understanding form which he will be able to go on independently. Teachers may have a run-off contest to choose students to take the district exam.
In fact, a good rule to be followed by teachers who wish to abide scrupulously by the pledge would seem to be the following: Is the help I offer in response t contestants’ questions given in such a way as to benefit all my students and have I used the contest work as a means of motivating superior students to do independent study?
Selection of Contestants
In each school five representatives from that school for each year of the contest are to be selected by competitive tests to be given by the local teacher before the deadline date. By the deadline date the names of all contestants must be in the hands of the state chairman. Since the purpose of this contest is to interest as many students as possible in Latin and to familiarize students with the standards of the national classical the preliminary tests. The length and conditions of the tests are left to the individual teacher.
The registration fee is two dollars per pupil except when there is only one entry from a school in the case of a single entry the fee is five dollars.
This fee, together with the names of the contestants, must be sent to the treasure before the deadline.
The registration fee is used for the expenses of the contest, such as mimeographing, bulletin, postage, and prizes.
Enrollment of Contestants
The treasurer should receive the fee card and the fee along with a portion of the registration card sent out by the state chairman. One part of the registration card is to sent to the state chairman. All cards are properly marked so that there should be no confusion where each should be sent. The following information is asked for on the card:
1. Names of contestants
2. Statement of eligibility
3. Tutoring Statement
4. Year in school and year of Latin for each contestant
Note Bene: The sending school’s teacher must accompany his/her student/s to both the district and state exams. If the teacher cannot attend, it is his/her responsibility to authorize adult chaperone to take his/her duties. This school representative will assist with the administration of exams as a room proctor or exam reader. Students are not to be present without a teacher.
The twenty district meets generally are held in March in Chicago for the two Chicago districts, and for each of the downstate districts of the Illinois Education Association in a city selected by the state director.
The district chairman will notify all schools in the district of the time and place of the meet, and is authorized to admit to the examination students for whom he has received cards from the director.
From the state chairman of the Illinois Latin Tournament the district chairman will receive the sealed test questions. The tests may be opened by a school official other than the Latin teacher prior to the test to be counted. They may be opened in the presence of the contestants by the person in charge of the district meet. No books or papers other than those provider for the test will be permitted, and every effort will be made for fairness and honesty.
Two and one-half hours will be allowed for the actual writing of the test. The district meet papers will be graded by a 3 committee appointed by the state chairman. The state chairman will send the announcements of the winners of ratings to the participating schools. The decision of the Administrative Committee shall be final.
The state final meet generally will be held the last Saturday in April at the invitation of one of the colleges or universities in the state.
System of Rating
In the district meet the upper twenty percent of the group will be called the superior group. The next twenty percent will ve the honor of being known as the excellent group. Regardless of the number entered, the minimum of each year is three in each group provided that no score is less than 60%of the total score.
In the first and second year only the superior group of the district will be considered for rating in the sectional area to which they are assigned. In the third and fourth years both the superior and excellent groups will be entered for rating according to sectional area.
For the sectional rating the upper twenty five percent will be called the superior group. The next twenty five percent will be rated as excellent. There will be a minimum of four in each group if the percentages eligible permits. In the first and second years the superior only of the sectional go on to the finals. In the third and fourth years both the excellent and superior group of the sectional go on to the state finals.
In addition to the above, any student who gets eighty percent of the test correct but does not qualify for the percentages will be able to enter the finals. The student will not receive an award for the district or sectional level. The student will have to fit in the final groups to receive an award.
In the finals, the upper twenty percent will be called the superior group, and the next twenty percent will be the excellent group.
The prizes for the superior group in the finals for all years will be gold ribbons. The excellent group in the finals will receive white ribbons.
Those ranked superior in the sectional who do not receive rating in the finals well receive purple ribbons; the excellent group, red ribbons.
The superior group in the district meets that do not receive sectional ratings will receive blue ribbons. The excellent group will be awarded certificates.
The students who papers have the highest score in the state finals will receive a special book award.
The Illinois Latin Tournament will award trophies to contestants who have written in the State Contest (on the State level) all four years. This was voted upon by the tournament board in the spring of 1986.
Divisions of the Contest
The following lists of materials are to be considered as guides for study rather than absolute limits. The vocabulary lists are not meant to be complete listings. The students will be expected to recognize obvious cognates and derivatives.
IRREGULAR FORMS WILL APPEAR IN THE EXAMS SPARINGLY BUT WILL SERVE AS GOOD DISCRIMINATORS.
This test will be open to any student, ninth grade or above, due to complete a standard first year course at the close of the semester in which the tournament occurs. The test will cover the following topics.
A. Vocabulary: Words contained in the word list for first year students as given in this pamphlet.
1. Nouns of the first, second, and, to a lesser extent, third declensions
2. Adjectives of the first and second declensions, and the interrogative adjectives qui, quae, quod
3. Relative pronouns and interrogative pronouns
4. Present, imperfect, future, and perfect indicative, active and passive, of the four regular conjugations and -io verbs
5. Present, imperfect, future and perfect indicative of sum
6. Present active imperative of all conjugations
7. Present active and passive infinitives of all conjugations
8. Perfect passive participles of all conjugations
1. Third declension adjectives, possessive adjectives including suus, a um
2. Declension of irregular adjectives
3. Personal, demonstrative, intensive, and reflexive pronouns
4. Past perfect and future tenses of the four regular conjugations and -io verbs, active and passive indicative
5. Past perfect and future perfect of sum
6. All indicative tenses of possum
1. Nominative case: subject, predicate nominative
2. Genitive case: possession
3. Dative case: indirect object,
4. Accusative case: direct object, place to which
5. Ablative case: means, accompaniment. place where, manner, agent
1. Dative case: with certain adjectives
2. Accusative case: subject of infinitive, extent, duration
D. Translation: Simple sentences and connected passages of Latin using the above forms, vocabulary, and syntax.
E. Prose Composition: Writing of English-into Latin sentences of the same type and difficulty as those found in standard first year texts, using the above forms, vocabulary and syntax.
F. Latin elements with their meanings from which the English words are derived.
G. Mythology: The major gods and goddesses.
H. Background materials: Because of the wide variation in textbooks, the students should acquire information by independent reading in the following areas:
1. Rome and Italy: principal mountains and rivers of Italy, location of Rome and names of the seven hills, the Forum, famous public buildings, famous streets
2. Roman Life: attire, schools, homes, family, food, water supply, social classes, entertainment.
1. Religion: familiarity with the important gods and goddesses, popular myths
2. Government and History: familiarity with famous people connected with the founding of Rome and with its legends, the important political offices.
Cowell, Everyday Life in Ancient Rome
Davis, A Day in Old Rome
Dudley, The Civilization of Rome
Grant, The World of Rome
Gayley, Classic Myths
Johnston, Roman Life
Kennedy & White S.P.Q.R.: The History and Social Life of Ancient Rome. (St. Martin’s Press)
McKendrick, The Roman Mind at Work
Petrie, An Introduction to Roman History, Literature, and Antiques. (Oxford Univ. Press)
Starr, The Ancient Romans.
Tappan, Stories of the Roman People
Amsco Review Books are also good sources.
This test will be open to any students due to complete a standard second year course. The test will cover the following topics:
A. Vocabulary: Words contained in the word list for second year students as given in this pamphlet.
1. All five declensions of nouns including milia
2. All declensions of regular and irregular adjectives
3. Comparison of regular and irregular adjectives and adverbs
4. Complete conjugation, indicative and subjunctive, of regular deponent and such irregular verbs as eo, fero, nolo, volo, malo, sum, and possum.
5. Infinitives of all verbs
6. Participles of all verbs
7. Gerunds and gerundives of all verbs
1. Genitive: of the whole, of description
2. Dative: with adjectives, with compounds, with special verbs
3. Ablative: description: specification(respect).
4. Infinitive uses: indirect statements, substance use as subject, object, complementary
5. Participles: present, perfect, future active
6. Subjunctive: purpose, result, cum casual and descriptive, indirect question
1. Dative: possession, purpose, reference, agent
2. Ablative, comparison, with the deponents fruor, pot§or, utor, vescor
4. Gerunds and gerundives: with ad and causa to express purpose, gerundives with form of sum to express necessity or obligation
5. Subjective: noun volitive, noun result, sum concessive, relative purpose
D. Translation: Sight passages of the style and difficulty of second year material, using general vocabulary and constructions listed above.
E. Prose Composition: Writing of English-into Latin sentences using the syntax and vocabulary of the second year.
F. Derivatives: Latin elements with their meanings from which the English words are derived.
The derivative work will be based on the word lists of the required year and the previous year.
G. General Cultural Background
1. Roman Life: the family, "patria potestas," marriage, position of woman, funerals and burial places, family and public worship, customs in eating and drinking, travel, transportation, lodging
2. Roman Forum: Curia, Comitium, Rostra, Sacra, Via, the temples of Vesta, Janus
3. Spread of Roman power over Italy: the Horatii, Fabius, Coriolanus, Cincinnatus, Appius Claudius, Fabricius, Pyrrhus
4. Punic Wars: Regulus, Hannibal, Scipio, Africanus, Cato
5. Decline of the Roman Republic: the Gracchi, Marius, Sculla
6. Graeco-Roman civilizations: our heritage in various fields, Athens, Acropolis, Propylaea, Parthenon, Erechtheum, Agora, Delphi, Olympia
7. Mythology: Hercules, Ulysses, the Argonauts
1. History of the Late Roman Republic
2. Career and life of Julius Caesar
3. Caesar’s Gallic Wars, Book I: organization of the Roman army, weapons used, places, persons, and events of importance mentioned in the campaigns of 58 B.C.
4. Caesar’s assassination
5. Map study: Gaul
Note: Contestants are responsible for rules, syntax, forms and vocabulary of first year.
Third Year (Cicero)
This test will be open to any student studying Cicero as the standard third year course. The test will cover the following topics, rules of syntax, vocabulary, and reading selections:
A. Vocabulary: Words contained in the word list for third year students supplementary Cicero list as given in this pamphlet.
B. Long vowels: The vowels of case endings, stem, tense sign, and personal endings must be marked. No others will count.
1. Active and passive periphrastic
2. Imperative of all conjugations, including deponents
1. Genitive case: with adjectives, verbs of accusing and condemning
2. Ablative case: degree of difference, price
3. Dative case: agent
4. Subjective uses: relative clauses of characteristics, relative clauses of result, substantive clauses or result (fact), conditions of all type except conditions in indirect discourse, independent subjunctive, substantive optative and quin clauses, proviso, indirect questions, and deliberative
5. Indicative casual and temporal clauses
6. Subjective and objective infinitive
E. Translation: Sight translation of the style and difficulty of the Catilines, using the general vocabulary and rules listed above.
F. Figures of speech and rhetorical devices
G. Prose Composition: Writing of English-into-Latin using the syntax and vocabulary of the third year.
H. Derivatives: Latin elements with their meanings from which the English words are derived. The derivative work will be based on the word lists of the required year and, earlier years.
I. Roman History: The contestant is expected to know about events and persons mentioned in the Catalines; the general government of the period, (senate, cursus honorum, etc.); the political situation at Rome for this period; the general facts about he Catilinarian conspiracy; the life of Cicero, etc. (material such as is found in the introduction to all standard texts of Cicero).
J. Roman Life and Customs: The Roman name, dependents, slaves and clients, books and correspondence, town life, Roman time and the calendar, police and fire protection, letter writing.
Note: Contestants are responsible for rules, syntax, forms, and vocabulary of first and second year.
Third Year (Vergil)
This test will be open to any student studying Vergil as the standard third year course. The test will cover the following topics, rules, syntax, vocabulary, and reading selections.
A. Vocabulary: Words contained in the word list for third year and the supplementary Vergil list as given in this pamphlet.
B. Long vowels: The vowels of case endings, stem, tense sign, and personal endings must be marked. No others will count.
C. Forms: Recognition of forms peculiar to poetry and necessary for translation purposes. These forms are given in standard textbooks.
D. Syntax: The syntax of poetry as given in standard Vergil and Ovis texts.
E. Translation: Sight translation of the difficulty of Vergil, using the same general rules and vocabulary.
G. Mythology: Explanation of allusions to gods and heroes that occur in the Aeneid and a general knowledge of the greater gods and goddesses of the Romans. This material may be found in the introduction to standard texts of Vergil and Ovid or in standard mythologies and encyclopedias.
H. Background: The contestant will be expected to answer questions on Books I-IV of the Aeneid for the district contest, and will be expected to know the general content of Books V-XII for the state finals. He should know the main facts about Vergil’s life and his influence on the period, and the main facts of the political and literary features of the Augustan period.
I. Recognition of the most common literary devices.
Note: Contestants are responsible for rules, syntax, forms, and vocabulary of first and second years.
(Comprehensive-Cicero and Vergil)
This test will be open to any student in a standard fourth year course, and such students are eligible for no other test. It will include sight translation from Cicero, Vergil, and authors of comparable style and difficulty.
Note: Contestants are responsible for rules, syntax, forms, and vocabulary of first, second, and third years, and all materials included Vergil and Cicero in the third year lists.
First Year Latin Vocabulary
a, ab, abl.
ardeo (ardens), 2
arma, n pl
aurum (aureus), n
capio, 3 io
castra, n pl
celeritas, tatis, f
cibus i m
civis, is, m
civitas, tatis, f
consul, is, m
cursus, us m
erro (error) 1
excipio, 3 io
facio, 3 io
(adj. & noun)
fugio, 3 io
gens, f tis
genus, n, eris
hiems is, f
iacio, 3 io
imcipio, 3 io
(Adj. & noun)
labor, -oris, m
latus, a, um
liber, libri, m
liber, a um
malus, a, um
opus eris, n
ordo, inis, m
pars, tis, f
pater, tris, m
pes, pedis, m
qui, quae, quod
regnum (regno), n
rex, regis, m
sui, sibi, se, se
tempestas, tatis, f
tempus, poris, n
tu, tui, tibi, te, te
urbs, bis, f
virtus tutis, f
vox, f cis
Second Year Latin Vocabulary
adgredior, (aggredior), aggredi
aes, aeris, n
agger, aggeris, m
agmen, agminis, n
ars, artis, f
auctor, auctoris, m
caedes, caedis, f
calamitas, calamitatis, f
centurio, centurionis, m
classis, classis, f
cliens, clientis, m
cohors, cohortis, f
collis, collis, m
comes, comitis, m
coniuratio, coniurationis, f
consuetudo, consuetudinis, f
cor, cordis, n
custos, custodis, n
defensor, defensoris, m
dens, dentis, m
difficultas, difficultatis, f
dirigo, (derigo), dirigere
eo, ire, (compounds)
explorator, exloratoris, m
factio, factionis, f
facultas, facultatis, f
fames, famis, f
fors, forte (nom. &abl, only)
frons, frontis, f
gladiator, gladiatoris, m
gradior (compounds) gradi
heros, herois m
imperator, imperatoris, m
ius, iuris, n
ius, iurandum, iuris, iurandi
latitudo, latitudinis, f
loquor. loqui (compounds)
magnitudo, magnitudinis, f
maiores, maiorum m. pl.
mens, mentis, f
mensis, mensis, m
mos, moris, m
mulier, mulieris, f
munitio, munitionis, f
munus, muneris, n
natio, nationis, f
nobilitas, nobilitas, f
obses, obsidies, c
occasio, occasionis, f
onus, oneris, n
oppugnatio, oppugnationis, f
ops, opis, f
orbis, orbis, m
palus, paludis, f
pastor, pastoris, m
pectus, pectoris, n
pecus, pecoris, n
permitto, permittere (compounds)
plebs, plebis, f
prex, precis, f
profectio, profectionis, f
quies, quietis, f
ratio, rationis, f
rumor, rumoris, m
sequor, sequi (compounds)
servitus, servitutis, f
sponte (abl. & gen only)
statio, stationis, f
terror, terroris, m
testis, testis, c
trabs, trabis, f
turris, turris, f
utilitas, utlitatis, f
valles, vallis, f
verper, vesperis, n
vestis, vestis, f
voluntas, voluntatis, f vulgus
Third Year Latin Vocabulary
The student at this level will be expected to recognize abstract nouns like gravitas and necessitudo from adjectives already learned. He will also be expected to recognize the meanings of such words as divinus, murmur, industria, curvus, and vastus without their being listed.
adfor 1 dep
aedes, is f
amplector 3 dep.
artus us m.
arx cis f.
auris is f.
cervix cis f
cinis eris m
comitor 1 dep
complctor 3 dep
coniunx gis m/f
crimen inis n.
decus oris n.
discrimen inis n.
dives itis adj.
divitiae f. pl.
duplex icis adj.
facies ei f.
fateor 2 dep.
fauces ium f.
fax cis f.
ferox ocis adj.
foedus eris n.
for 1 dep.
foris is f.
formido inis f.
frigus oris n.
fructus us m.
fruor 3 dep.
fulmen inis n.
funus eris n
furor oris m.
genu us n.
gradior 3 dep
gradus us m.
gressus us n.
hospes itis m.
imago inis f
imber fris m
insideor 2 dep
insignus intendo 3
iudex ices m
iuvenis is m f
iuvantus tutis f
labor 3 dep
lacus us m
maeror oris m
memini isse def.
memor oris adj
minae f pl
minor 1 dep
miseror 1 dep
misceo 2 misericordia f
miseror 1 dep
misereor 2 dep
moles is f
molior 4 dep
morsus us m
nefas n indecl
nepos otis m
nubes is f
numen inis n
obliviscor 3 dep
odi isse def
origo inis f
os oris n
os ossis n
pecus udis f
pecus oris n
pestis is f
precor 1 dep
pubes is f
pudor oris m
reor 3 dep
robur oris n
rupes is f
rus ruris n
sacerdos dotis m f
sanguis inis m
scelus eris n
sedes is f
sonitus us m
sopor oris m
sors sortis f
supplex icis adj
tenebrae f pl
testor 1 dep
utor 3 dep
veneror 1 dep
vertex icis m
virgo inis f
visus us m
vultus us m
aer, aeris, acc
acc. athera, m
altaria, alterium, n
ambo, ambae, ambo
bos, bovis, c. (pl. usually f.)
cardo, cardinis, m
crater, crateris, n
crinis, crinis, m
culmen, culminis, n
daps, dapis, f
effigies, effigiei, f
ensis, ensis, m
fetus, fetus, m
fletus, fletus, m
trons, frondis, f
frons, frontis, f
funis, funis, m
gemitus, gemitus, m
gurges, gurgitis, m
iam dudum, adv
interpres, interpretis, c
lapsus, lapusu, m
latebra, f. (usually pl.)
latex, laticis, m
limen, liminis, n
luctus, luctus, m
Manes, Manium, m
postis, postis, m
proles, prolis, f
pulvis, pulveris, m
puppis, puppis, m
radis, radicis, f
ratis, ratis, f
sal, salis, m
sanies, saniei, f
seci, secare, secui, sectus
sinus, sinus, m
stirps, stirpis, c
tellus, telluris, f
turbo, turbinis, m
uber, uberis, n
ultor, ultoris, m
vates, vatis, c
vicis, gen-; vivem, acc; vice, abl
victus, victus, m
contio, contionis, f
dedecus, dedecoris, n
facinus, facinoris, n
gratulatio, gratulationis, f
grex, gregis, m
humanitas, humanitatis, f
imperitas, imperitatis, f
index, indicis, m
latro, latronis, m
libido, libidinis, f
mansuetudo, mansuetudinis, f
pontifex, pontificis, m
praedo, praedonis, m
quaestio, quaestionis, f
quam ob rem
semen, seminis, n
senectus, senectutis, n
societas, societatis, f
supplicatio, supplicationis, f
temeritas, temeritatis, f
vectigal, vectigalis, n
Samples of Various Types of Questions to Be Expected in First Year Tests
I. Give the genitive, gender, and the meaning of:
1. eques _______ _______ _______
2. regis _______ _______ _______
II. Give the present infinitive and meaning of:
1. vulnero _______ _______ _______
2. peto _______ _______ _______
III. Give the gender, case and number of each word and translate the form given (include the meaning of the case and number in your translation).
1. anni brevis _______ _______ _______
IV. Give the tense, voice, person, number, and translate:
tense voice person number translation
1. vincentur ______ ______ ______ _______ ________
2. manebam ______ _______ ______ _______ ________
V. After each Latin sentence below, write the construction of the underscored word:
1. Mango cum clamore urbam occupant hostes. _______
2. Hac aestate te videbo. ________
VI. Change sentence 1. In question V. to the passive voice.
VII. Keeping the same person, number, and voice, change each present tense in question V. to the future, each future to the imperfect.
VIII. Translate sentences in question V.
XI. Write in Latin:
1. for a few hours _________
2. with much speed _________
3. I shall be heard _________
X. Write in Latin:
1. The memory of this one summer will remain with me for many years.
XI. For each of the underlined words give: (a) the Latin word from which it comes (b) the meaning of the Latin word in this context:
1. He was exdowed with a facile tongue.
Latin word meaning
XIII. Translate the following passage:
XIV. Give the principal parts of the verbs indicated:
XV. Give the forms indicated.
1. habeo: perfect active infinitive
XVII. Identify the items in column A by matching them with those in column B:
1. ( ) Porsena a. goddess of the hunt
` 2. ( ) Vesta b. Etruscan king
3. ( ) quaestor c. treasury official
d. goddess of hearth
f. public works official
Samples of Various Types of Questions to be
Expected in Second Year Tests
A Latin passage with ten questions in English to be answered in English.
The answers must show an understanding of the passage, as well as familiarity with the Latin expression within the passage.
II. Write all the specified forms, placing answers on the lines at the right.
e.g. 1. unus exercitus-genitive sing.
2. maiore auxilio-nominative sing.
3. future indicative active third person sing, of doceo, eripio
4. imperfect subjunctive third plural of eo, moror
III. Below is a list of forms of Latin words and rules of syntax. These are found in the Latin sentences. You are to match these by placing in the parenthesis the number of the form which is found in the sentence and underlining the word which explains the form or use.
1. deponent 5. superlative adjective
2. present passive infinitive 6. dative with adjectives
3. comparative adverb 7. ablative specification (respect)
4. ablative absolute 8. dative with a compound
e.g. (5) a. Belgae fortissimi omnium Gallorum fuerunt.
( ) b. Duces omnes non pares virtute erant.
( ) c. Caesar Marcum legioni praefecit.
IV. On the lines at the right of each sentence below (1) write the word or expression, chosen from those in the parenthesis, that is grammatically correct (2) give the construction or why it is correct.
1. Consilia (Labieno, a Labieno) capienda sunt. __________
2. Domum revertam ( ut matrem videam, matrem videre) ___________
3. Intellegimus quid (ageres, agas) ____________
V. Choose the correct translation:
1. coeperunt they (begin, began, will begin) ___________
2. sequitur he (follows, will follow, is followed) ____________
VI. Complete the following sentences by translating the words in parentheses:
1. Imperavit (the soldiers of the tenth legion) ut Roman redirent.
2. Dixit (the troops) longe abesse
VII. Translate into Latin the following sentences:
VIII. Translate the following passage into English:
IX. In the parenthesis place the letter of the word which most nearly means the same as the first word:
(b) 1. loquacious a. repentant b. talkative
2. ameliorate a. better b. harm c. change d. manage
X. For each sentence below, write in Column I a Latin word with which the underlined word is associated by derivation. Then in Column II write the number preceding the word or expression below each sentence that best expresses the meaning of the underlined word:
e.g. 1. He received vital information.
1.. potential 2. important 3. powerful 4. dangerous
2. He was a potent enemy.
1. essential 2. unimportant 3. interesting 4. perplexing
XI. Complete the following statements:
1. The authority of the father over his family was called _______________.
2. The senate met in the ______________.
XII. On the line at the right of each of the statements below, write the number preceding the word or expression that best completes the statement:
e.g. a. Caesar’s most trusted lieutenant in charge of the tenth legion was ____________.
(1) Antony (2) Considius (3) Labienus (4) Dibiciacus
b. If Caesar led his men out of camp at 2 a.m., this would be during the
(1) prima vigilia (2) secunda vigilia
(3) tertia vigilia (4) quarta vigilia
c. The abbreviation meaning "that is" is____________.
(1) e.g. (2) i.e.
(3) N.B. (4) P.S.
XIII. Match these columns by placing correct numbers after letters
1. Parthenon A________Julius Caesar
2. last king of Rome B________god of prophecy
3. Apollo C________temple on the Acropolis
4. Mars D________Tarquinius Superbus
6. great general
XVI. Give the English meaning of:
1. Dum spiro, spero_______ 2. Annuit coeptus__________
2. lapsus linguae________
Samples of Various Types of Questions to be Expected
in Cicero-Latin III Tests
A passage from Cicero or an equivalent author with ten questions in English to be answered in English. The answers must show an understanding of the passage as well as familiarity with the Latin expression within the passage.
25 forms form the state vocabulary list for which the first or other specified form and meaning should be given.
Examples: 1. spervit-sperno-scorn
3. fructus est-fruor-enjoy
Write all specified forms, placing answers on lines at the right:
a. b. gen. sing. of ulla facultas a. b._____________
c. pres. partic. nom. sing. of hortor c.______________
d. pres. impertive second person sing.
of loquor d.______________
Choose the correct form from the words below to complete the Latin sentence correctly: then place the number in the space:
A. If he had been a better citizen, he would have enjoyed life more.
Si civis 1. c 2. d 3. a 4. d 5. c
1. a. boniorem, b. melius, c. melior, d. bonior
2. a. futurus erat, b. fuerat, c. erat, d. fuisset
3. a. vita, b. vitam, c. vitae, d. vivendum
4. a. melior, b. meliore, c. maius, d. magis
5. a. fructurus erit, b. fructus esset, c. fruxisset, d. fruereter
B. On the line at right of each of the following sentences, write the expression chosen from those in parenthesis that is grammatically correct:
1. Sunt ei qui ire (volunt, velint, vellent) a. ________________
2. (Ni, Noli) Roman venire. b. ________________
3. Consul dixit se orationem (audire ut audiret) c. ________________
Completion or multiple choice questions on Roman history and life and government of the time of Cicero:
1. was Cicero’s great rival in the law courts.
a. Sallust c. Cato
b. Catulus d. Hortensius
Several English words derived from Latin. The student should show root word with meaning and prefix with meaning; then pick a synonym for the English word from list below:
1. onerous-onus-load 3
2. infraction-in, upon-frango-break 5
1. quality 6. __________
2. kind 7. __________
3. burdensome 8. __________
4. generous 9. __________
5. violation 10. __________
VII. Sight translation
A passage from Cicero or equivalent author to be translated into good, fluent English..
Samples of Various Types of Questions to be
Expected in Virgil-Latin III Tests
I. Identify the names in the first column by matching them with the descriptive words and phrases in the second. Do this by placing the number preceding the names in the first column in the parenthesis preceding the correct word or phrase in the second.
1. Aeolus ( ) Prophetic daughter of Priam
2. Anna ( ) A river near Troy
3. Laocoon ( ) Sister of Dido
( ) A Trojan priest
( ) God of the winds
II. Mark the scansion of the following lines:
III. Give a grammatically correct and idiomatic translation of the following lines: ( Passage will be from Vergil or comparable author.)
IV. Identify each of the following verb forms, giving tense, voice, mood, person, and number:
1. componet _______ ______ ______ ______ ________
2. perfer _______ ______ ______ ______ ________
V. Complete the principal parts of each of the verbs that appear below in a single form: present indic., present inf., perfect indic., perfect partic.
1. ______ ______ ______ icatus
2. ______ ______ sustuli _______
VI. For each of the following words given (a) the English meaning (b) the Latin word from which it is derived, and (c) the meaning of the Latin word:
1. falsified ________ _______ _______
VII. Famous quotations: Identify the speaker and translate each:
1. Forsan et haec olim meminisse iuvabit ________________
2. Tros tyriusque mihi nullo discrimine agtur _____________
VIII. Answer the following questions
1. Who is the muse that Vergil addresses in Book I? _______________
2. In what classical device are two nouns used instead of a noun and an
3. What pastoral work did Vergil write? ____________
A passage from Vergil or an equivalent author with questions to be answered in English.
Sample of Various Types of Questions to be
Expected in Latin IV Tests
I. Identify the following:
e.g. Achilles--Greek hero, weak heel, hero of Illiad, slew Hector
1. Titus Pomponius Atticus _____________
II. Translate the following passage into English: (Passage will be from works of Cicero or comparable author.)
III. The following questions are based on the above passage:
1. Explain the case of __________ in line 1. _________
2. Explain the case of __________ in line 6. _________
3. Give the principal parts of the verb from which ________comes in line 7. ________
IV. Answer the following questions based on the passage below: (The passage will be one from the works of Vergil, Ovid, or equivalent author.)
V. Scan lines 1 through 3 of passage in question IV.
Note: See questions listed for Latin III Vergil and Latin III Cicero for other samples