25_26_Keystone Winter Magazine

PENNSYLVANIA JUNIOR CLASSICAL LEAGUE

KEYSTONE EXPLORING ANCIENT CULTURES AND MODERN CONNECTIONS

WINTER 2026

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EDITOR-IN-CHIEF SILVIIA KAUR KANG MANAGING EDITORS JOY BECKISH ANDREW CICALESE MAYA GAVRIN EDEN JOSEPF AVA MORICONI ANRUI XU CONTENT DIRECTOR TRACI DOUGHERTY ART DIRECTOR ARLO DALGARNO PLATT CONTRIBUTING LEADERSHIP BETH FOOTE CHRISTOPHER CHANG SILVIA KAUR KANG

CONTRIBUTING WRITERS ELISE BRASCH HAZEL CHABALLA CHRISTOPHER CHANG ANDREW CICALESE NATHAN CICALESE ANTHONY CIVELLO MAYA GARVIN JULIA GREGG JACOB LUPOTSKY ABIGAIL NICULCEA SAVANNAH SEKULSKI, ALEKSANDRA SHAPOVALOV CLAIRE WHITLOCK TRACI DOUGHERTY Three Owen J. Roberts students participate in the Olympics event during Fall Fest, bringing energy and teamwork to the day’s festivities.

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FROM THE EDITOR Dear Latin Community, 07 07

As winter continues and our PAJCL year moves forward, I’m excited to share this new issue of Keystone. This edition celebrates the creativity, curiosity, and dedication of our students across Pennsylvania.

Inside, you’ll find student reflections on Certamen and chapter events, explorations of Roman life and engineering, and connections between the ancient world and modern culture; from Horace and Roman beauty standards to Star Trek and contemporary poetry. We’re also proud to feature original student writing, research, and artwork that show how Classics inspires both scholarship and imagination.

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Every contribution in this issue proves that Classical studies remain vibrant and relevant today. I hope you enjoy reading it as much as we enjoyed creating it.

Front Cover: Upper Dublin High School

Gratias,

Contributors' Page image: Owen J. Roberts High School Editor’s Letter image: Owen J. Roberts High School

SILVIA KANG PAJCL KEYSTONE EDITOR

President’s Letter image: Conrad Weiser High School Back Cover: Harriton High School

Owen J. Roberts students complete Latin League tests, demonstrating their engagement with classical studies.

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TABLE OF CONTENTS

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LOCAL CERTAMEN EVENTS

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Gain insight into the structure of the nationally ranked Harriton Certamen team. Catch up on recent contests.

20 HUMOR & GAMES

Decide if you would join the Roman legions. Weigh the pros and cons of becoming a soldier.

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Build upon your knowledge of Roman technology and ingenuity. Discover how a civilization harnessed water through architecture.

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STADIUM SNACKING Pick up some bite-sized knowledge on the foods people consumed in the Colosseum. Compare ancient and modern arena experiences.

Listen to a mythological podcast.

Challenge yourself with a Strands word puzzle centered on Roman Housing.

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MILES ROMANUS DEBATE

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BRUTUS MISUNDERSTOOD Relive the story of one of history’s most divisive figures. Reach your own conclusion about the character and motivations of Brutus.

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NEWS FROM THE PRESIDENT Salvete Omnes, As we progress through the year, I would like to acknowledge some great events and initiatives that have already occurred.

Call to Action!

Our PAJCL Fall Fest at Sandy Run Middle School was a great success. I give a big “thank you” to Magistra Dougherty, Magister Zeitzer, and the Upper Dublin Latin Club for organizing and hosting the event.

The PAJCL Convention Scholarship has

Our PAJCL Saturnalia at Harriton High School was also highly successful. I give another big “thank you” to Magistra Cambria and the Harriton Latin Club for organizing and hosting the event. Additionally, I would like to give a huge “thank you” to our Parliamentarian, Sohum Bandyopadhyay, our VP of Membership, Aleena Martino, and our VP of Public Relations, Olivia Lee, for agreeing to be pied for the sake of our reinstated Convention Scholarship that we will continue to raise money for.

The scholarship will cover the PAJCL

returned with sufficient funds to support two students. Shout out to Harriton High!

Convention registration fee for the student(s) who win, enabling them to attend this year's convention. However, transportation and PAJCL membership fees are not covered by this scholarship.

The application process will focus on both need and merit, so every student will have

I hope we can continue to do great work as a state, through initiatives such as Classics and Chill on the PAJCL Instagram page and our incredible Keystone editorial team.

a chance to be selected.

Gratias Vobis et Valete,

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CHRISTOPHER CHANG PAJCL PRESIDENT

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TABLE OF CONTENTS

The Colosseum stands beneath a winter snowfall, a lasting symbol of Rome’s ancient past.

37 THE STAFF Unearth the powerful artifacts used by the gods. Investigate their origins and the divine powers that they symbolized.

39 ROMAN BEAUTY Scrutinize ancient cosmetic traditions and standards. Reflect on the usage of harmful substances in beauty products.

41 A MODERN CARPE DIEM Analyze Horace’s famous advice to “seize the day.” Read a student’s insightful poem carrying that wisdom into the present day.

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43 BEAM ME UP CAESAR Explore the Roman references, mythological and historical inspirations. contained in the Star Trek series.

45 ROMAN GLASS Shape a new understanding of Rome’s artistic tradition. Examine the enduring legacy of transforming molten sand.

48 THE GRAMMAR GAMBIT Discover the rhythm behind Latin grammar and the passive paraphrastic from a triumphant student narrative.

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PAJCL HIBERNALIA CERTAMEN ZOOM

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PRINCETON CERTAMEN

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UPENN CERTAMEN

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FROM THE STATE OFFICER

“I enjoy reading, crafting, and learning about history.”

Salvete, My name is Beth Foote, and I am starting my second year as Co-Chair of Graphic Arts. I serve in this role with my colleague Connie Ramsey. I’ve been involved with PAJCL for about sixteen years in my role as a Latin teacher on the western side of the State.

What does the Graphic Arts Chair do?

In this role, we oversee the graphic arts categories. Our work includes creating and maintaining project guidelines, managing the project registration process before and during the convention, and assisting the graphic arts judges with their responsibilities. In addition to arranging all the projects for judging, we are also compiling results. We are looking forward to seeing everyone's completed projects in the spring.

Anything new this year?

Currently, I teach Honors Latin II, Honors Latin III, Academic Latin II, and Academic Latin III at North Allegheny Intermediate High School. Outside of the classroom, my husband and I enjoy traveling, attending live theatre, and visiting museums. I also enjoy reading, crafting, and learning about history. In addition, I am currently working with the Cambridge Latin Course to help update the sixth edition for students in North America.

We look forward to seeing students’ completed projects in the spring.

BETH FOOTE PAJCL STATE CO-GRAPHIC ARTS CHAIR

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PHILADELPHIA CLASSICAL SOCIETY AD

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CHAPTER EVENT Certamen: Yale and Autumnale Certamen means many different things to many different people. For some, it is the stressful event that appears once a year at Convention. For others, it is a sport to practice and perfect. And for many, it is an academic opportunity to meet new people.

At Harriton, Certamen has grown far beyond just a competition. It has become a modus vivendi, operandi, docendi et discendi: a way to live, operate, teach, and learn. Over many years, our program has developed into a true community, one that requires far more than a few practices to shape a competitive team. It requires a dedicated group led by students who organize, fundraise, inspire, and bring others along.

Newcomers are introduced to Certamen much like young Vestals learning from their elders: sophomores help students take their first steps, while juniors and seniors open the door to a deeper world beyond the textbook. Over time, this community deepens, and the cycle continues.

Alumni like Lev Weitzman, now head of UPenn’s Certamen program, or Kyler Parker, active in Yale’s Classics community, remain part of the club’s story and inspiration.

A strong showing from Harrington’s sophomores earns top honors at Autumnale.

Between rounds: Radnor students connect over classics and competition.

Certamen pushes students to grow quickly. It teaches resilience, teamwork, and the ability to face setbacks with steadfast determination. It also builds a small family. A family that shares long bus rides, first correct answers, inside jokes, and the feeling of being valued.

This season began with the Yale Certamen Tournament, one of the toughest the team faces all year. The questions reached far beyond the standard syllabus, and some opposing teams were nothing short of extraordinary. Even so, two Harriton teams reached the semifinals. Although we did not advance further, the experience strengthened everyone’s resolve and left us excited for the next opportunity to compete and sharpen our skills.

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New students testing their knowledge in a fast-paced Certamen match.

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For Harrington’s seniors, Yale Certamen is both a competition and a farewell to four years of teamwork.

Ths year, especally, Harriton wanted to share our love of the sport with other students. So, on November 15, hosted our very own tournament, Certamen Autumnale. Teams from New York, New Jersey, Maryland, and Pennsylvania traveled to compete. Drawing on their collegiate tournament experience, our students ran the event smoothly: printing our own medals, adjusting brackets when schools withdrew at the last minute, organizing concessions, and, most importantly, keeping the atmosphere lcoming and fun. But despite the intense competition, the chocolate prize was the highlight for many finalists.

For those who fall in love with Certamen, the journey does not end with high school.

Tournaments continue year-round, and alumni often join classics clubs in college, volunteer with local JCL chapters, or even start new competitions of their own. For students seeking academic challenge, community, leadership, or simply something new to try, Certamen offers all of that and more. At Harriton, Certamen is not just a club: it is a home, a tradition, and a remarkable community.

Team Harrington poses on Yale’s campus after a weekend of fast-paced Certamen rounds and shared memories.

Maya Gavrin is a junior and passionate Latin student at Harriton High School. She is Co-Consul of her Certamen club. Maya has earned many academic and artistic awards at conventions, including Medusa, National Latin Exam, and Certamen awards. Besides her Latin-related activities, Maya is a writing fellow at her school & a field and ice hockey goalie.

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CHAPTER EVENT Hadestown NYC Trip Year after year, Conrad Weiser’s JCL has taken students to major cities along the East Coast, with this year being no exception. This trip had been awaited by many, and our stop this time was New York City. After gathering on the bus and making the long, dreary journey, the group soon arrived at the awaited destination. While the bus itself was stopped in the major traffic, the world around was moving ever so quickly.

Lights flashed, businessmen hustled to their next big break, shops sold food fresh off the stove, and cars honked in harmony. Our group was then released from the yellow cage that kept us from the outside chaos and entered Radio City. While others might claim that meeting a real Rocket was the highlight of this destination, that title belongs to the bathrooms.

They had huge waiting/makeup areas and toilets that felt almost smarter than Hermes.

The Walter Kerr Theatre marquee advertises Hadestown during Conrad Weiser JCL’s New York City trip, where students attended the Broadway production.

After Radio City, the students broke into two groups, with one group heading to the Nintendo store and gaining the freedom to explore the city. After purchasing souvenirs, a stop was needed at a bookstore before finding a quick lunch so the group could head back in time for the long-awaited reason for this trip. New York is known for its busy lifestyle, but, more importantly, for its entertainment.

Iconic New York City landmarks include Rockefeller Center and Radio City Music Hall.

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KEYSTONE After splitting ways, students flooded into the theater where the students would be watching Hadestown. Everyone rushed to their seats and anticipated the start of the masterpiece. Everyone was so drawn in that by the time the lights turned on for intermission everyone was still stuck in the world of their creation. Every word lingered in our ears and each song replayed religiously in our minds. As it came to a close everyone was thirsting for more. The departure from the theater was filled with trades of favorite scenes and memorable songs. The final leg of our trip was spent finding anything that could qualify as dinner and going back to the book store to cool down from the busy life around us. When the group finally entered the bus once more voices were lower and everyone began to nod off to the slow rocking of the wheels. The trip gave way for adventure, excitement, and self expression as everyone got to take a break from the mundane everyday school life.

Actors engage the audience during an immersive theater performance, a highlight of the chapter’s New York City trip.

Students pose with a performer after an evening in New York City, capturing memories from their chapter trip.

Abigail Niculcea is a senior in Latin 4 at Conrad Weiser High School.

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LUPERCALIA AD

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CONTEST RESULTS Saturnalia Nationwide Game Results On Friday, September 29, Latin students from across the United States, including California, Massachusetts, New York, North Carolina, and Pennsylvania, competed in our Saturnalia Nationwide game hosted by Excellence through Classics (ETC).

Magistrae Nicole Wellington, Brad Savage, and Michael Posey led the event with a “Don’t Look Down” Gimkit on the themes of “Saturnalia” and “Famous Romans.”

Congratulations to our live-game student winners, who will be featured in the upcoming PRIMA issue!

Elementary school: 1st place: Sam B, whose teacher is Magistra Dougherty.

2nd place: Ryan P, whose teacher is Magistra Dougherty.

3rd place: Keyon A, whose teacher is Magistra Dougherty.

Middle school: 1st place: Sam P, whose teacher is Magister Posey.

2nd place: William C, whose teacher is Magister Posey.

3rd place: Helen O, whose teacher is Magister Posey.

High school: 1st place: Morgan H, whose teacher is Magister Buczek 2nd place: Zoe S, whose teacher is Magister Buczek 3rd place: Mason F, whose teacher is Magister Buczek Some students participated in our assignment version of the live game. Congratulations to our top winners who earned the highest accuracy: Asynchronous 1st place: Wesley P., whose teacher is Magistra Dougherty.

2nd place: Vlolet G,. whose teacher is Magistra Dougherty.

3rd place: Sophia V., whose teacher is Magistra Dougherty.

3rd place: Janiya M., whose teacher is Magistra Dougherty.

3rd place: Maxim C, whose teacher is Magistra Dougherty.

If you enjoyed the Saturnalia Nationwide Game, the next one will be during Rome’s Birthday Week on April 18th.

Traci Dougherty is a Latin teacher in the Upper Dublin School District and a dedicated advocate for classical education. She serves as a Pennsylvania Junior Classical League sponsor and Publications Chair and is the Vice President of Membership and Engagement for the American Classical League. Beyond the classroom, she plays soccer, loves to bake, and is a movie monger.

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Winter 2026 | Issue No 6

PAJCL SCHOLARSHIP AD

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Due February 7th!

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KEYSTONE AWARDS

The Keystone Awards celebrate the creativity and talent of our members, with nominees selected from pieces published in the Fall, Winter, and Spring issues.

Current Nominees: Art and Archeology Hairstyles Through the Ages: Roman Braids vs.

TikTok Trends, Olivia Moriconi, Upper Dublin High School Business and Sports Roman Currency: From Denarii to the Dollar, Shayan Askari, Upper Dublin High School History and Mythology Prometheus, Laila Kane, Harriton High School Modern Comparisons Ad Astra, Grey Daylor, Phoenixville Area High School Sciences and Education Surgery and Amputation in The Ancient World, Jacob Lupotsky, Owen J. Roberts High School Student Work 'Carmen Latinum,' Silvia Kang, Pennsylvania Collegiate Academy

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CLUB UPDATES

That’s a wrap! Students practiced toga wrapping at the Phoenixville Area High School club meeting—getting ready for upcoming events and bringing Roman tradition to life.

ACROSS THE STATE As winter settles in, PAJCL chapters across the state are staying busy with creativity, camaraderie, and plenty of seasonal spirit. These winter activities capture the joy, energy, and strong sense of community that keep classical studies thriving in student life today.

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The Boys' Latin officers started our Fall semester by focusing on recruiting and planning for the year.

Our junior and senior members have been coordinating several different activities over the course of the year, including trips to UD's Fall Fest, the Penn Museum for a tour of the Rome and Greece galleries and a hands-on Minoan culture workshop, the Philadelphia Art Museum for an ancient mythological art tour, Stockton College for Latin Day, the Forrest Theater for a matinee performance of Hadestown, and the Glencairn Museum for a tour of their ancient artifacts and a hands-on Cuneiform tablet activity.

Finally, the Latin team has already begun planning Latin Week, which we celebrate as a school leading up to the NLE in March, and which asks teachers in all content areas to incorporate a little Latin into their classes and to include Latin- and Rome-related lessons or projects in their content.

We are hoping to coordinate a Latin-themed Field Day and would welcome any and all suggestions for activities that can get our whole school to love Latin as much as we do.

We are prepping for another season of Latin League and have a strong contingent of varsity players committed to studying for each round. Members of the Latin team have taken over our school's morning announcements on Wednesday, reciting the Boys' Latin student pledge of responsibility in Latin during the announcements when the principal would normally lead the students in the pledge in English.

Our Latin team has committed to working with UPenn coaches to re-ignite Certamen at Boys Latin, and will try it whenever we can this year.

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HUMOR & GAMES

PODCAST: STYX & STONES Every myth has a moment where the journey turns serious. In this piece, we step into the world of ancient myth—where rivers divide worlds, choices carry weight, and even stones remember the stories told about them. Press play to listen to this episode.

Prepare to enter a space inspired by the legends of the ancient world, where imagination and mythology meet.

Morgan Champagne is a 9th grader at Upper Dublin High School. She is a Latin 2 student and is in the Latin club. Outside of school she loves to go for walks with her dog and read books.

Lily Matsuura is a 9th grader at Upper Dublin High School. She is a Latin II student and participates in Latin Club. Outside of school, she is active in two orchestras, a junior black belt in karate, an avid reader and writer, and adores her two cats.

Eden Josepf is a 9th grade student at Upper Dublin High School. She is in Latin II and she participates in Latin club. Outside of school she plays tennis and goes out with her friend.

STRANDS: ROMAN HOUSING We often picture ancient Rome as grand temples and crowded forums—but real Roman life began at home. From cramped apartment blocks to elegant townhouses, Roman housing tells a powerful story about class, community, and daily survival. Our Classics students know that to understand an empire, you have to look beyond the monuments and into the living spaces that shaped ordinary lives.

Follow the strands, and step inside Rome.

Directions: Find themed words on a 6x8 letter grid by dragging letters to form words, which highlight in blue. The game's theme is revealed by a central word called the "spangram," which stretches across the grid and is highlighted in yellow. Finding nonthemed words earns hints for themed words after every three non-themed words are found. The goal is to see all the blue words, including the yellow spangram, until the entire grid is filled.

Quinn Brown is a 9th grade student at Upper Dublin High school. She is in Latin II. Outside of school she is a passionate dancer who also loves to swim.

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WORDSEARCH: FOUNDING OF ROME Consider the stage a doorway to the underworld— where myth feels real, music carries meaning, and fate steps into the spotlight. Long before Hadestown, Roman audiences packed their theaters for stories of gods, heroes, and journeys below, watching timeless themes unfold: love tested, promises broken, and the cost of looking back. This activity invites you to explore the shared world of Hadestown and Roman theater, where performance isn’t just entertainment—it’s how a culture tells its most important stories. Look for the clues, trace the connections, and let the ancient stage come alive.

Directions: Find the words from the word list in the puzzle. The words may be hidden horizontally, vertically, diagonally, forward, or backward. Click here for the solution.

Willow Boyer is a sophomore Latin 2 student and PAJCL member at Conrad Weiser High School.

POLL: ROMAN AQUADUCTS From running water to central heating, the Romans were masters of making difficult problems solvable through sheer ingenuity. But perhaps their most astounding feat was the aqueduct system—a sprawling network of stone, tunnels, and arches that brought fresh water over vast distances to cities like Rome.

Vote on the engineering secrets, scale, and modern legacy of this incredible feat of ancient science. Cast your vote!

Cole Newberg is a latin 2 student and is evolved in latin, robotics and chemistry club. Outside of school cole enjoys gardening and gaming.

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ARCHEOLOGY AND ART

Study of aYour Peacock paragraph and Female text Figure Your paragraph text Your paragraph text

Perseus with the Head of Medusa Study of a Peacock and Female Figure

Jovi Neiswender is a sophomore at Conrad Weiser High School who just finished Latin 2.

Sophia Lopez is a Latin student (?)

Landscape with Temple Grant Kuchler is a freshman at Upper Dublin Highschool. He is a Latin 2 student and participates in Latin Club. Outside of school he races, draws, and does track.

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NJCL ADS

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ARCHEOLOGY AND ART

IN AWE OF AQUEDUCTS The Roman Empire is remembered for its power, culture, and remarkable architecture, among other notable achievements.

However, among Rome’s most significant achievements were surely the aqueduct systems that stretched across the empire.

These stone channels carried water from springs and rivers far outside the city into the heart of Rome and several other cities.

Aqueducts made daily life cleaner, safer, and more comfortable, and they remain one of the best examples of Roman engineering and ingenuity.

Some aqueducts ran underground through mountains, traveling by subterranean tunnels, a technology that was highly advanced for the time. Others stretched above the ground across valleys and uneven land in a gentle slope for hundreds of miles. The most famous examples, such as the Pont du Gard in France and the four great aqueducts of Rome, were built with towering stone arches that remain standing today, a testament to Roman engineering.

These structures demonstrated both strength and beauty, indicating that the Romans prioritized design as well as function.

Before aqueducts, most people in cities had to collect water from local wells or rivers, or from rainwater collected in vats or cisterns that often became stagnant. This simple system worked for many small villages, but it was insufficient for a large city like Rome, with a population of a million. The Romans needed a steady supply of clean water for drinking, cooking, bathing, and farming. The aqueduct ultimately solved this problem!

The multiple aqueducts, literally meaning “to lead water,” were all built with a slight downward slope that extended for miles.

Fresh water from a spring, river, or reservoir, often from distant mountains or plateaus, could travel miles without the use of pumps or machinery, simply flowing by gravity into the intended city. The Romans were skilled builders.

Archeology and Art

A Renaissance depiction of classical scholars engaged in dialogue and debate.

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KEYSTONE Within Rome and other prominent cities, several aqueducts supplied fountains, public baths, and private homes. Public fountains provided free water to citizens, whereas the wealthy could pay to have pipes bring water directly to their homes. The famous Roman baths, where people gathered to wash and socialize, were also supplied with water from aqueducts. Several palaces were adorned with grand fountains and cascades, all supplied by aqueducts. Clean running water also improved public health and hygiene, helping cities reduce disease, keep people cleaner, and maintain streets cleaner than they might otherwise have been.

At Rome’s height, there were over 200 aqueducts bringing in millions of gallons of water daily. In particular, the Aqua Virgo supplied Rome with water well into the late medieval period. In fact, many ancient aqueducts remain standing over 2,000 years later, a lasting testament to Roman skill and ingenuity.

The aqueducts were more than just tools; they were symbols of Roman power and technology.

They demonstrated that Rome could control nature, provide for its people, and build structures that endured. The aqueducts were a major factor in the empire's expansion of its population, the advancement of agriculture on a massive scale, and its further development.

Today, when we turn on a faucet, we are using ideas first perfected by the Romans almost two thousand years ago.

“The whole system was so well built that several sections remained in use for centuries, even after the empire collapsed.”

The enduring stone arches of a Roman aqueduct, a testament to engineering so advanced that parts remained in use for centuries.

Jacob Lupotsky is a proud sophomore Latin and academic student of Owen J. Roberts High School. He serves as his class treasurer in addition to being a member of his local PA senatorial student advisory committee. Outside of school, he is a prolific drawer and artist who loves to turn a blank sheet of paper into a work to be proud of.

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BUSINESS AND SPORTS

TO JOIN OR NOT TO JOIN: THE MILES ROMANUS DEBATE Magistra Suzadail’s Latin III class is currently studying the Roman Soldier. As part of the unit, students created promotional posters to serve as recruitment tools. When the posters were presented, the students were asked to write their thoughts on whether the posters were effective or not in persuading them to join the legion. Here are their thoughts: Ita! Miles Romanus esse volo!

You get paid 225-300 denarii (depending on the emperor at the time) per year as gross pay.

You earn honor among the townspeople and Romans and could either get 3,000 denarii for the retirement reward or a chunk of land.

You can get promoted to an Optio (deputy) and other important roles, or possibly a centurion.

And if you stay with the army for long enough you can become the praefectus castrorum / commander of the camp.

Summary: Being a Roman soldier offered steady pay, valuable training, and the chance to gain skills that could be used for the rest of your life. It also provided honor, stability, and opportunities for promotion that few other careers in the empire could match.

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Fighting was very dangerous, and training and discipline were harsh.

While being in the Army, there was a high risk of getting a disease from the bad living conditions and the constant traveling.

Summary: Being a Roman soldier came with many harsh conditions, including long years of service, being far from home, and demanding physical labor even during peacetime.

Training, marches, and battles were exhausting and dangerous, making the life of a legionary soldier tough and an unattractive life choice, despite its rewards. While being a Roman soldier had many benefits, it also had significant drawbacks.

when signing up for the army, you had to devote yourself to the war for 25 years before being able to retire. Soldiers were paid very low wages until they were promoted, which could take years.

Owen J. Roberts JCL Club Contribution - Magistra Suzadail's Latin 3 Class

Owen J. Roberts School Latin 3 Class

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ART & ARCHAEOLOGY

STADIUM SNACKING What Fans Ate at the Colosseum

In Ancient Rome, the Colosseum was a main source of entertainment for the people, much like big stadiums today.

The arena could hold tens of thousands of spectators who came to watch gladiator fights, battles, animal hunts, and live shows. For the Romans, these events were full of energy. The fans cheered and gathered loudly to watch their favorites, just as we do at sporting events! The colosseum had other things to offer, though, such as food. The food helped people connect and make the day more fun!

Food was a big part of the event at the colosseum. Today, when we go to a stadium, we eat items such as popcorn, hot dogs, fries, pretzels, candy, and other unhealthy, sugary foods. But back then, the spectators at the colosseum ate much differently. They enjoyed fruits such as blackberries, cherries, figs, and grapes. They also had olives, bread, and nuts. These foods were to prevent them from getting hungry during the long, all-day events. The high class also enjoyed meats, cheeses, and imported goods.

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“The Colosseum was not just a place of spectacle—it was a dining hall of empire, where Romans consumed power as eagerly as they consumed food.”

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KEYSTONE Some archaeologists have even discovered ancient ovens used for roasting meat and possibly for making small flatbreads. As in today, spectators had to pay for food with coins.

Comparing Roman Colosseum events to our stadium events is instructive. We both gather in big arenas, while eating delicious snacks, to enjoy exciting games and entertainment. The only huge difference is what we are watching and the type of snack. The Romans watched gladiators fight to the death, and we watched safe football, baseball, basketball, or other fun sports.

Additionally, our food is much less healthy than the Romans' nutritious, simple foods. In all, the Romans enjoyed events at the colosseum just as much as us in stadiums.

On a busy game day, the Colosseum functioned almost like a massive outdoor food court. Tens of thousands of Romans ate, drank, and socialized while watching the spectacles below, showing that food was just as much a part of the experience as the fights themselves.

A selection of foods similar to those eaten by Roman spectators, illustrating the everyday snacks consumed at the Colosseum.

An ancient Roman wall painting depicting food and dining objects, reflecting the importance of everyday meals in Roman culture.

Hazel Chaballa is a 10th grade student at Upper Dublin High School. She is in Mini-Thon and is apart of the SGA general assembly.

She is on the UDHS water polo team and plays basketball for fun. Outside of school she enjoys hanging out with friends and spending time with family.

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HISTORY AND MYTHOLOGY

BRUTUS: MISUNDERSTOOD? “To call Brutus a villain... is to ignore the Roman values that shaped his choices—and the Republic he feared losing.”

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As Caesar sat down in the senate on a cold, fateful day in March 44 BCE, Brutus narrowed his eyes. He barely listened as topics were discussed. He could feel the weight of the dagger in his pocket, aching and begging him to kill Caesar. A few months ago, he started a conspiracy to end the rule of Caesar, who, in his eyes, had become too powerful.

Suddenly, a noise awoke him from his thoughts. Cimber had stabbed Caesar in his chest, and Brutus saw the dictator’s face turn to shock.

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KEYSTONE As Caesar grabbed Cimber, others grabbed their daggers. Brutus had a slight smile on his lips. It was about time.

He rushed forward, feeling the cold breeze against his body, and saw Caesar viciously fighting back, even with olympic-sized pools of blood filling underneath him. Until Caesar saw him.

Brutus.

All of a second, his body went limp. He looked at him in despair and betrayal, and was barely able to mutter, “You too, Brutus?” before he splattered onto the floor, lifeless. With a hollow feeling inside, Brutus pretended to laugh as others congratulated him on the plan Marcus Junius Brutus was born in 85 BCE. Ever before his birth, he was burdened by his family’s reputation. His oldest ancestor was the legendary Lucius Junius Brutus, who helped overthrow the last king, the infamous Tarquinius Superbus.

Serving as Cato's assistant, the governor of Cyprus helped start his political career, as he saw how Cato manipulated and achieved everything he wanted. Brutus also married Claudia in 55 BCE, and life seemed to be going great for him. Until, of course, Caesar started a civil war.

Even though Pompey had killed his father, he sided with him because he believed Caesar had grown too powerful.

Brutus ended up serving under him in Greece until Pompey was defeated in 48 BCE during the battle of Pharsalus.

Brutus was captured but soon pardoned

by Caesar himself, who had taken a liking to him. He was appointed to many high political positions, including as a city praetor, second in command to the consuls.

Growing up, he knew he wanted to be a politician. It was difficult, however, as his homonymous father was an enemy of Rome and was killed early on. war.

Because of his father’s name, he was unable to pursue a career in politics. In 59 BCE, however, he found a solution.

After being adopted by a relative, he changed his name to Quintus Servilius Caepio Brutus, although he rarely used his legal name.

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AA Roman coin issued by Marcus Junius Brutus, symbolizing his political authority and the propaganda surrounding Caesar’s assassination.

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HISTORY AND MYTHOLOGY At this point, Brutus was optimistic about Caesar’s plans, and the two had a fatherson relationship, with Caesar teaching Brutus how to rule. Everything changed, however, when one day Caesar declared himself ‘perpetual dictator’ and deified himself. Sure of the republic's end, Brutus decided to betray Caesar for the republic's good, becoming a leader of the conspiracy to kill the self-proclaimed dictator.

Soon, the fateful day of assassination came, March 15th, 44 BCE (now called the Isles of March). It is said that Lucius Tillius Cimber started the attack, and many others joined as they unsheathed daggers hidden in their pockets.

As the legend says, Caesar fought hard against the many senators. However, as soon as he spotted Brutus among them, one of his closest friends, he gave up, and said one of the most famous lines ever uttered: “Et tu, Brute?”, meaning ‘You too, Brutus?'.

Expecting public support, Brutus and many other conspirators were shocked to find public outrage awaiting them. Driven first to Italy, then to Greece, Brutus had started a civil war that ended the republic’s reign.

Instead of saving the government, he had brought it down.

Brutus, determined to return to Rome, began building an army with Cassius, another conspirator, using their immense wealth.

KEYSTONE

A historical illustration of Julius Caesar’s assassination in 44 BCE.

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KEYSTONE They soon fought Octavius and Mark Antony in the two battles of Philippi.

Brutus was victorious, demolishing Octavius’s army. However, Cassius wasn’t as skilled or strategic and was viciously defeated by Mark Antony Some sources say he killed himself out of shame after learning of Brutus’s victory, but the majority of historians say he committed suicide before Brutus relayed his victory, meaning he thought Brutus lost too. Brutus followed his lead after being defeated in the second, on October 23, 42 BCE. It is said that he muttered under his breath before his death, “By all means must we fly, but with our hands, not our feet,” and also repeatedly said, O Zeus, do not forget who has caused all these woes.”

Mark Antony gave him a proper burial on one of the hills. After his tragic death, Brutus was both loved and hated. In Shakespeare’s play, Parallel Lives, Plutarch said that even Brutus’s enemies respected him. The enemies thought that, unlike other conspirators who killed Caesar out of greed and envy, he killed Caesar for virtuous reasons. Not all people agree, however.

Many said he was very arrogant and considered others inferior. Others said he took advantage of Caesar’s goodwill and still killed him, calling him evil. Dante even put him in the 9th circle of hell due to this betrayal.

Brutus continued to have great influence throughout the centuries, from being used as the pseudonym for the AntiFederalist papers to the Red Hot Chili Peppers' song "Even You Brutus."

Brutus’ final choice — honor at its highest cost.

Savannah Sekulski is a sophomore and a dedicated high school Latin student at Harriton High School. She is her chapter's social media manager and a history player on her Certamen team. She enjoys spreading her love of Latin through convention and other competitions.

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HISTORY AND MYTHOLOGY

THE STAFF THE SPECTRAL DIVINITY OF GODS AND GODDESSES In Ancient Greek or Roman Mythology, sacred myths or legends often carried a significance far beyond their physical forms: literature.

Across history, multiple artifacts are embellished in literature- some celebrated and remembered in the names of their gods, others lost or forgotten, holding symbolic weight within stories. Every story holds humanity's nature in its artifacts, where legendary items were not merely tools or weapons; they were embodiments of authority, duality, and spiritual connection, bridging the gap between the mortal world and that of the gods.

When one thinks about mythology, the symbols of the gods and goddesses that most often come to mind are the “big three”- Zeus, Poseidon, and Hades- whose power is represented by the lightning bolt, the trident, and the keys to the underworld. Yet beyond these well-known artifacts, many others are tied to different gods and goddesses, each offering deeper insight into their roles and the cultures surrounding them.

A creation forged by the Cyclopes, the lotustipped scepter held by Hera embodied divine power and celestial authority. The scepter was a dual artifact that transformed into a spear that struck fiercely against the Titans, besides her husband and siblings. There was no given name for the swear; however, it was known as the regal scepter or royal staff.

A spear of ivy embedded in the vines of the grape, where it nests the pine cone on the surface, was used in a unique religious ritual of conjuring wine, milk, water, and food. The artifact’s unique name, Thyrsus, belongs to the god of festivity and wine, Dionysus. It wasn’t just for the connection to nature, fertility, and a frenzy, but it also allows his subjects to partake in holding the artifact. His most loyal subjects, Maenads or Satyrs, would often carry the staff during the rituals.

The staff as symbol — where divine power, duality, and ritual converge between gods and mortals.

A similar artifact to the trident created by the Cyclopes was a two-pointed spear known as the bident. The name of the spear comes from the Latin word bidentis, meaning “having two teeth.” It’s another dual artifact that transforms into a spear, symbolizing the duality of life and death. The power the scepter holds is developing earthquakes, governing the dead, having authority and power over chthonic realms. This incredible staff was wielded by Hades.

Claire Whitlock is a passionate senior and Latin student at Owen J Roberts High School. She is a member of the Junior Classical League (Latin Club). Outside of her love for Latin, she is active in her school's field hockey team and volunteers at local events.

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LIFESTYLE AND CULTURE

R O M A N

B E A U T Y

A modern recreation inspired by ancient Roman beauty ideals, reflecting the elaborate hairstyles and adornment favored by Roman women.

In contemporary society, ancient Roman women also adorned themselves with makeup, perfume, and elaborate hairstyles.

It’s interesting to examine the techniques and products used thousands of years ago and compare them with those of today. Makeup was worn by wealthy women and by middleclass women, and specialized servants often applied it. However, many of these beauty products were poisonous, containing ingredients such as lead to create rouge and lip color. Lead was also used to achieve a paler complexion. That said, not all products were made with hazardous chemicals. Other options for blush included natural resources such as poppy and rose petals, red ochre, mulberry juice, and even crocodile dung. And that’s just a few to name. Fragrances were just as essential, and different scents were used for various occasions.

Romans were very fond of floral scents such as rose, violet, iris, and lavender.

Archaeological discoveries of hairpins and combs indicate that elaborate hairstyling was popular among women in Ancient Rome.

Women of the wealthy class often wore elaborate hairstyles, secured with numerous pins and, at times, by sewing. In ancient Rome, society preferred natural hair color to wigs and dyes and regarded long, thick hair as the most luxurious. Looking at the statues of Roman women, you can see the time and effort that went into their complex hairstyles.

The beauty and cosmetics industry has received extensive criticism and commentary from men. Nevertheless, “cosmetics” were regarded as a medical practice, a poison, and even as magic because they were seen as a skill for controlling and beautifying, which many men didn’t understand.

Aleksandra Shapovalov is a diligent junior at Owen J. Roberts High School. She's part of her school's JCL club and has received multiple awards for classical exams, such as projects for the Philadelphia Classical Society. Outside of school, Aleksandra is part of her marching band's color guard, and enjoys expressing herself through art.

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EXCELLENCE THROUGH CLASSICS ADS

Sherwin Little, Convention Registrar P. 513-529-7741 | F: 515-529-7742

littles@aclclassics.org

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MODERN RECEPTION

A MODERN CARPE DIEM Horace’s poem, famously containing the phrase “carpe diem,” tells the reader to “seize the day,” believe in the future as little as possible, and focus on what is here and now, since time is fleeting.

Horace takes a reflective and philosophical stance, emphasizing the unpredictability of the future.

Furthermore, his tone is measured and serene, providing gentle instruction to convince his readers. He emphasizes humble acceptance and counsels people to live in the moment.

Horace also uses various literary devices in the poem, including apostrophe. He speaks directly to Leuconoë (“ask not of the fates”), making the advice personal and immediate and pulling the reader into the conversation. Additionally, he uses imagery to depict time and life. Finally, Horace uses a metaphor to compare life to something that doesn’t last long, such as a brief season or a short storm.

This demonstrates that, since life is fleeting and fragile, we should cherish it now rather than obsess over the future.

His allusions to the "brief span of life" and the certainty of death evoke a sense of urgency both visually and emotionally.

A Roman sundial, symbolizing the fleeting passage of time and reinforcing Horace’s call to live fully in the present

“INSTEAD, WE MUST FOLLOW OUR HEARTS IN THE PRESENT AND CHART THE PATH

Horace’s Odes 1.11’s fundamental message is to live in the moment, savoring life’s small joys and avoiding worry about the future.

THAT WE CAN KEYSTONE

CONTROL.”

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KEYSTONE To create my poem, I wanted to focus on the theme of nature and its paradoxical disposition of predictable randomness. My goal was to convey, like Horace, that we can not control the past, nor all the possibilities of the future that gnaw at us.

You, do not wonder all the untravelled paths.

You can not know what hides beyond the vast fog.

Whether the wind-blown leaves fall from great green trees, Or the tides thrash the shores of the wide blue seas, Still the saplings grow with the water you pour.

Be wise, sleep easy, the cowardly past has fled, Warm rays rise over sleeping you, rise up and Seize the day from the grasping, greedy future.

Andrew Cicalese is a junior and a dedicated Latin student at Harriton High School. He is the vice-president of his school's Latin club chapter. In addition he is involved with Certamen as a culture and literature head. He loves to teach underclassmen about these subjects and to learn about them himself. In addition, he participates on his schools swim team and Science Olympiad.

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MODERN RECEPTION

BEAM ME UP, CAESAR: ROMAN REFERENCES FROM THE U.S.S. ENTERPRISE

A scene from Star Trek: The Original Series depicting Roman-inspired costume and setting, highlighting the show’s use of ancient Roman imagery.

Space, the final frontier” is most likely something we’ve all heard at least once in our lives. Star Trek, being the brilliant show it is, incorporated much of Roman culture, even in the first episode, when they introduced everyone’s favorite alien, Mr. Spock. Star Trek: The Original Series first aired in 1966 on CTV Network in Canada with the pilot episode “The Man Trap.” The show stars Captain James Kirk, played by William Shatner, and his Lieutenant Spock, played by Leonard Nimoy Mr. Spock, the lieutenant of the U.S.S. Enterprise, is a Vulcan, an alien species characterized by his pointy ears and his stoic demeanor, traits that follow him in every episode.

KEYSTONE

The planet Vulcan is a red planet with exotic purple plants and extensive volcanic ranges as far as the eye can see.The planet of Vulcan is, in fact, a planet covered in volcanoes, which is where it got its namesake from.

The first episode the planet first appeared on was called “Amok Time.” Though there isn’t much that connects Vulcans to Rome besides their fiery planet and their smoking namesake, their subspecies, which are called Romulans, have much more to offer in the ways of following in the footsteps of their origins. Meanwhile, in Star Trek (2009), episode “Memory Alpha,” a young James Tiberius

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KEYSTONE

The aesthetics of empire—Roman armor, authority, and spectacle—transposed into Star Trek’s futuristic universe.

Kirk’s mentor gets kidnapped by a ship named the “Narada” and meets his earliest enemy, Nero of the Romulans, who comes from the planet Romulus, on his way to destroy the planet Vulcan. When they arrived, it was already too late. The Vulcans had been wiped out along with Spock’s only family, now killed. Romulus and Remus are, of course, the sons of Mars and Rhea, where Romulus is destined to found Rome. In Star Trek, Romulus and Remus are twin planets orbiting the same star; the species living on the two planets, however, are antithetical. The inhabitants of Romulus are a more tame and Earth-like people, while the inhabitants of Remus are a vengeful and hateful Vulcan relative.

Star Trek itself has numerous more references to Roman mythology, from planet names to episodes set in Rome.

The question is: why did the creators do it?

Were they Latin students, perhaps interested in classics like us? Or did they dare to make references to a place where no man has gone before?

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Captain Archer’s emphasis on duty, discipline, and service reflects the Roman concept of virtus—the moral strength expected of leaders navigating expansion, conflict, and the unknown.

Elise Brasch is a sophomore and passionate musician and writer at Upper Dublin High School.

She is part of the Upper Dublin Marching Cardinals and Indoor Drumline, in which she plays percussion. She serves as the first vibraphone in the front ensemble, and in her freetime she also enjoys drawing & sketching, a very artistic person, indeed!

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SCIENCE AND EDUCATION

ROMAN GLASS: ANCIENT BLOWN ART VS. MODERN CRAFT Roman glass is a historic example of how innovations in art can shape culture. First developed around 50 BC, Roman glassblowing revolutionized the way the people crafted everyday objects; they gained the ability to transform molten sand into objects of beauty and function. Today, modern glassmakers continue this legacy, they blend ancient techniques with modern creativity to produce handmade glass that reflects both tradition and personal expression.

In ancient Rome, glassblowing allowed for mass production of containers, making glass more accessible. Roman artisans used minerals to tint their glass, creating vibrant colors that symbolized wealth and status. Over time, exposure to the elements gave Roman glass its signature iridescence, a beauty born from age and decay. Glass wasn’t just functional, it was a cultural symbol, used in trade, rituals, and decoration.

The glassblowing capital of the world is the Venetian island of Murano, Italy. In 1291, Venice ordered all glass makers to move to Murano to reduce the risk of potential fires.

Ancient Roman glassware and modern handmade glass reveal a shared mastery of fire, form, and imagination across centuries.

Today’s handmade glass is shaped by skilled men and women who value uniqueness over the uniformity of Roman glass production.

Techniques like casting, lampworking, and flameworking allow for intricate designs and vibrant colors. Unlike factory-made glass, handmade pieces showcase organic imperfections that highlight their authenticity and show a glimpse into the mind of the creator. Modern glassmakers often draw inspiration from ancient styles, honoring the past while pushing artistic boundaries.

Roman glass and modern glass may differ in technique and purpose, but both reflect the timeless human desire to create something from dust. Whether in ancient kilns or modern workplaces, glassblowing remains a powerful form of cultural and artistic expression. By comparing these eras, we see how tradition and innovation continue to shape the enduring craft.

Anthony Civello is a sophomore in Latin 3 at Upper Dublin High School. He is interested in history, which ties in nicely with his interest in Latin. When he’s not doing stuff for school or working his job as a cashier, he enjoys spending time with family and taking walks outdoors.

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STATE CONVENTION AD

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STATE CONVENTION AD

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SCIENCE AND EDUCATION

THE GRAMMAR GAMBIT The first week of teaching is often described as a trial by fire. For Mr. Chris Valens, it felt more like a trial by grammar. As the newest Latin teacher at Upper Dublin High School, he had imagined himself standing before a group of curious, eager minds—students hungry to explore the roots of language, the logic of declensions, and the poetry of Cicero. Instead, on a chilly October morning, he found himself facing a room of glazed eyes, restless pencils, and the kind of silence that meant not awe, but confusion. The culprit? Passive periphrastic, a Latin grammatical structure that had defeated generations of students—and, apparently, one brand-new teacher.

He pointed at the board:

Valens had prepared meticulously. His PowerPoint slides were color-coded, his examples drawn from authentic Roman texts, and his enthusiasm unshakeable—at least for the first ten minutes. But as he explained, “Passive periphrastic expresses necessity or obligation, using the gerundive and a form of esse,” comprehension slid from his students’ faces like sand through a sieve. He knew he was losing them. What he didn’t yet know was that this failure would lead to his most significant breakthrough as a teacher.

He tried again. “We have delenda, a gerundive—meaning ‘to be destroyed.’ And est, our helping verb. Together, they form the sense of necessity: it must be done.”

By the third day of struggling with the topic, Valens’s classroom felt like a battlefield littered with half-erased Latin verbs and abandoned notebooks.

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Carthago delenda est.

“Carthage must be destroyed,” he translated.

A few heads nodded, but most of the students were staring at their desks. A boy in the back whispered that Carthage sounded like a Pokémon.

“Right,” Valens said, pretending not to hear.

“Now—what makes this sentence a passive periphrastic?”

Silence.

Still nothing.

Valens felt that old creeping panic—the one that had haunted him through graduate school seminars and practice teaching. Glancing at the clock, he realized only fifteen minutes had passed—forty-five more to go.

He tried diagrams, mnemonics, even jokes (“You could say the Romans were passiveaggressively periphrastic!”). The class groaned.

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SCIENCE AND EDUCATION

“GRAMMAR, HE REALIZED, IS NOT JUST A SET OF RULES—IT’S A RHYTHM WAITING TO BE HEARD.” Afterward, in the empty teacher’s lounge, Valens slumped into a chair. Across the room, the French teacher, Ms. Duval, sipped coffee and raised an eyebrow.

“Tough day?”

“They think gerundive is a Pokémon,” he said, sighing.

She smiled. “Maybe you’re overexplaining.

Kids remember rhythms more than rules.

Give them a beat. La musique, c'est la vie.

Grammar is a cadence with logic."

“A beat?”

“Yes, a chant. Something to feel. Grammar is music with logic.”

The famous phrase Carthago delenda est was a political slogan. Cato the Elder reportedly ended every Senate speech with it, no matter the topic, to push Rome toward war with Carthage.

“I need a modus operandi–the way of operating–to get them engaged and to understand,” he thought.

He started to think about what kids like and what he would hear them talk about.

But he could never hear them because of the ruckus in the hall, like someone was drumming on the lockers. Then it came to him. He grabbed his pen and wrote: “Gerundive + esse = it must be!”

It wasn’t perfect, but it had a pulse. He clapped the beat—three syllables, pause, two syllables, pause, emphatic ending.

Then he added a call and response: Teacher: What must be?

Her words stuck. That night, Valens sat at his kitchen table with his notes spread out like battle plans. After scribbling and crossing out phrases until around midnight, inspiration finally struck. He knew he needed something.

KEYSTONE

Class: It must be done!

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KEYSTONE

He smiled. It sounded silly—but it might just work.

“Est!” “And what does that mean?”

The next morning, he entered his classroom with a strange sense of confidence. The students, half-awake and resigned, opened their notebooks.

“Alright,” he said, “forget the PowerPoint. Today we’re doing something different.”

He wrote on the board in large letters:

“It must be!” they answered in unison, their tone growing louder, more confident.

He grinned. “Now, put it together—what does Carthago delenda est mean?”

“Carthage must be destroyed!” they shouted, the song echoing off the walls. “Lex observanda est!"

PASSIVE PERIPHRASTIC CHANT “Stand up,” he ordered. The class blinked, confused.

He clapped at a slow tempo. “Repeat after me.”

“Gerundive plus esse—” “It must be!”

Something clicked. For the first time, their eyes lit up. This song gave them a foothold— a simple, rhythmic rule that turned abstract grammar into something alive, almost physical. Latin was never meant to be sterile on a page—it was meant to be heard, recited, and felt, just as the Romans had sung their poetry and shouted their laws. They were finally starting to get that, and Valens was overjoyed.

He pointed to the sentence on the board: Carthago delenda est.

“So,” he said, “what’s the gerundive?”

Over the next week, the chorus spread.

Valens adapted it for different examples: “Pax servanda est! — Peace must be preserved!”

“Delenda!” several voices shouted.

“And esse?”

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“Lex observanda est! — The law must be obeyed!”

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KEYSTONE

The students began inventing their own. During group work, he overheard one whisper, “Hey, does this fit the chant?” Another doodled “Gerundive + esse = it must be!” in bubble letters across her notebook cover.

The classroom transformed from quiet confusion to controlled chaos—a kind of chaos that was good. Valens walked among the desks, correcting gently, guiding their flow.

On quiz day, he was nervous. But as he handed out the papers, he noticed something extraordinary. A few students were silently mouthing the melody before answering. When the results were returned, the class average had increased by nearly 20 points.

But for Valens, the song meant more than improved test scores. It represented a transformation in his teaching philosophy. He realized that understanding isn’t always born from analysis or logic alone—it often comes from sound, motion, and emotion. The passive periphrastic, once a terrifying wall of Latin complexity, had become a doorway into joy.

Months later, as spring sunlight poured through the classroom windows, Valens stood before his students once more. They were translating a passage from Livy and encountered yet another periphrastic construction. Before he could even open his mouth, one of them clapped twice and began the chant:

At the next faculty meeting, Ms. Duval smirked at him from across the table. “So, the beat worked?”

“Gerundive plus esse—”

“You could say,” he said, laughing, “I finally found my rhythm.”

The chant began as a timid whisper, but swelled into a confident, percussive chorus, vibrating with the collective virtues of understanding.

The story didn’t end there. Word of his “Grammar Gambit,” as the students dubbed it, spread through the school. Other teachers began experimenting with chants—“Les adjectifs s’accordent!” for French, “Sum is to be!” for English verb forms. The hallways echoed with snippets of grammar set to a cadence.

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“It must be!”

He didn’t need to explain anymore. They understood—deeply, instinctively.

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SCIENCE AND EDUCATION

After class, he sat at his desk, reflecting on the journey. Teaching Latin had always seemed to him like carefully brushing away layers of earth to uncover ancient ruins—slow, painstaking, and full of hidden meaning that could easily be missed or misinterpreted. But in the melody, in the simple rhythm that bridged logic and music, he’d found something timeless. The Romans, after all, had sung their poetry. Their language was never meant to be sterile on a page—it was meant to live.

As he packed his books at the end of the day, a voice from the hallway called out: “Hey, Mr. Valens! Gerundive plus esse—” He grinned. “Sic, ita! It must be!” he replied.

And for once, grammar didn’t feel like a chore. It felt like music.

For Valens, the moment of invention—the instant he clapped his hands and the class responded— was more than a teaching trick. It was a reminder of why he’d become a teacher in the first place: to make meaning resonate. Grammar, he realized, is not just a set of rules—it’s a rhythm waiting to be heard.

Julia Gregg is a junior at Upper Dublin High School who has been taking Latin since 6th grade at Sandy Run Middle School. She is the Treasurer-Elect for the schools Latin club since 2024. She student teaches at her dance studio and hopes to go to school for education. In her free time she dances and does color-guard.

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NATIONAL CONVENTION AD

Sherwin Little, Convention Registrar P. 513-529-7741 | F: 515-529-7742 littles@aclclassics.org

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STATE OFFICERS PRESIDENT CHRISTOPHER CHANG VICE PRESIDENT PUBLIC RELATIONS OLIVIA LEE VICE PRESIDENT MEMBERSHIP ALEENA MARTINO SECRETARY OLIVIA MORICONI PARLIAMENTARIAN SOHUM BANDYOPADHYAY KEYSTONE EDITOR SILVIA KAUR KANG CHAIRPERSON VERONICA VLADIMIROVA-CAMBRIA COMMUNICATIONS CHAIR QUINN MCINTIRE CONSTITUTION CHAIR & TREASURER KARIN SUZADAIL PUBLICATIONS CHAIR TRACI DOUGHERTY PAST CHAIRPERSON RYAN ZEITZER CERTAMEN CHAIR SARA FLOUNDERS

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KEYSTONE is the official publication of the Pennsylvania Junior Classical League (PAJCL). It serves as a platform for informing, inspiring, and connecting members through engaging content that celebrates the study of Latin, Greek, and classical civilizations.

Featuring chapter news, event recaps, contest results, and student submissions, including educational articles, artwork, and more. The Keystone highlights the achievements and voices of PAJCL members while fostering a shared love for the classics.

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WHY JOIN? Joining the Pennsylvania Junior Classical League (PAJCL) offers students a wealth of opportunities to engage with Latin, Greek, and classical civilizations in meaningful and exciting ways.

Through leadership roles, service projects, and participation in events like the annual PAJCL Convention, members develop valuable skills in teamwork, communication, and organization. Our vibrant community of like-minded peers allows students to build friendships and connections across the state.

For those who seek to deepen their passion for the classics, PAJCL offers a keystone to learning, leadership, and lifelong inspiration.

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