Cheating in Latin Class

Winston Churchill, My Early Life

“Meanwhile I found an admirable method of learning my Latin translations. I was always very slow at using a dictionary: it was just like using a telephone directory. It is easy to open it more or less at the right letter, but then you have to turn backwards and forwards and peer up and down the columns and very often find yourself three or four pages the wrong side of the word you want. In short I found it most laborious, while to other boys it seemed no trouble.

But now I formed an alliance with a boy in the Sixth Form. He was very clever and could read Latin as easily as English. Caesar, Ovid, Virgil, Horace and even Martial’s epigrams were all the same to him. My daily task was perhaps ten or fifteen lines. This would ordinarily have taken me an hour or an hour and a half to decipher, and then it would probably have been wrong. But my friend could in five minutes construe it for me word by word, and once I had seen it exposed, I remembered it firmly. My Sixth-Form friendfor his part was almost as much troubled by the English essays he had to write for the Headmaster as I was by these Latin cross-word puzzles. We agreed together that he should tell me my Latin translations and that I should do his essays. The arrangement worked admirably. The Latin master seemed quite satisfied with my work, and I had more time to myself in the mornings. On the other hand once a week or so I had to compose the essays of my Sixth-Form friend. I used to walk up and down the room dictating just as I do now and he sat in the corner and wrote it down in long-hand. For several months no difficulty arose, but once we were nearly caught out. One of these essays was thought to have merit. It Was c sent up’ to the Headmaster who summoned my friend, commended him on his work and proceeded to discuss the topic with him in a lively spirit. I was interested in this point you make here. You might I think have gone even further. Tell me exactly what you had in your mind.’ Dr. Welldon in spite of very chilling responses continued in this way for some time to the deep consternation of my confederate. However the Headmaster, not wishing to turn an occasion of praise into one of cavilling, finally let him go with the remark. You seem to be better at written than at oral work.’ He came back to me like a man who has had a very narrow squeak, and I was most careful ever afterwards to keep to the beaten track in essay-writing.”

“I got away with it!”

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