Joint Association of Classical Teachers Jowett Sendelar Competition 2013
Report from the Judges
On behalf of the organising committee, JACT and the Jowett Trustees, we offer our thanks to
those teachers who support the Competition and who encourage their pupils to submit entries.
Particular thanks must go, as always, to the Jowett Copyright Trustees for their essential
support of the competition in both its administration and its generous prize money.
The 2013 Essay Competition saw another dip in entries (113 this year, 226 in 2012, 304 in
2011) and fewer schools took part in comparison with 2012. The vast majority of candidates
were in Year 9 though there was a small number from candidates in Year 8 and below, and
we would remind teachers that younger candidates are very welcome to enter and often
produce good work.
As in recent years, entries were marked anonymously, with the name of each candidate being
re-assigned to their script only after prizes were awarded. Each script is therefore marked on
its own merits; a standardisation meeting between the judges allows for comparison between
the different questions. A number of entries were submitted electronically this year; this is
appreciated, as it aids the judges to anonymise entries.
Please can teachers ensure that, when they enter candidates by post, they always include an
appropriately-stamped SAE to ensure the safe return of entries, candidate reports, and any
prizes.
Essay titles for 2014 will be available on the Hellenic Society
(www.hellenicsociety.org.uk) and also on the JACT website (www.jact.org).
website
JOWETT SENDELAR ESSAY COMPETITION 2013
For Year 9 and under: approximately 1,500 – 2,500 words. Illustrations (with captions) are welcome.
General Remarks
 The standard of entry was impressively high. A high percentage of essays
demonstrated a genuine personal engagement with the ancient world, and
considerable skill in conveying that engagement within the context of the question.

Standards of academic practice were generally very high indeed. Candidates should
be reminded of the need to provide a bibliography, and of the skills required in using
information from a variety of sources, in order to avoid the possibility of plagiarism.

The judges look for both knowledge and analysis in each response. The best
candidates avoid the temptation to include unbroken passages of re-packaged factual
information, instead producing either a thorough, scholarly argument or a lively,
inventive response; both approaches were rewarded by the judges.

Questions requiring some kind of comparison were best tackled in essays that
alternated back and forth between the two things being compared, rather than those
that divided the answer into two separate blocks.

Many candidates took advantage of the full word allowance – to the substantial
benefit of their essay! Candidates should not be afraid to explore their subject in depth
and a well-sustained argument requires more words!

Although typographical errors were relatively rare, candidates should be reminded of
the need to spend time on editing, perhaps with the aid of an electronic spell-checker.
Section Comments
a) GODS
Zeus is angry that the Olympian gods are no longer worshipped in the 21st century. By
comparing modern religion and culture with their ancient counterparts, convince Zeus
that the Olympians still exist today, albeit in altered forms.
In your answer you should consider why religion was so important in the ancient world, and
relate your findings to at least three aspects of the modern world. You might consider both
modern religions and also modern concepts, such as technology, as points of comparison
with the Olympian gods (e.g. e-mail is the modern equivalent of Hermes).
Zeus’ racy behaviour has been a frequent feature of past Jowett Sendelar titles; this year, he
had the upper hand, as candidates attempted to persuade him that he and his fellowOlympians are still being worshipped in the 21st Century. In order to make their case, those
who chose this title made some highly inventive links between Greek deities and the features
of modern life. Possible pitfalls to be avoided included making a list rather than an argument,
and not fully explaining the links between ancient and modern; but the best answers used the
question as an opportunity to present themselves as expert persuaders and impressive
polymaths.
Ekaterina Haines of Malvern St James adopted a heckling tone, chipping away at Zeus and
convincing him through a range of examples that ‘None of the gods or goddesses have been
forgotten – they have just evolved’. In this way, Artemis becomes a proto-suffragette, Hecate
the spiritual mother of Harry Houdini, and Zeus himself transforms into the national grid.
Witty asides serve to construct an argument, and neat verbal touches (the inventor of
electricity is ‘some bright spark’) keep Zeus’ interest. At the same time, profound points are
made (the transformation of polytheism into monotheism is explained with a particular
lightness of touch).
The essay of Isobel Thomas-Horton of Christ’s Hospital, the section winner, is in itself the
best argument that the ancient world survives in the modern: witty, lively, and ultimately
profound, it has all the best qualities of ancient literature. The decision to dramatise the
answer results in a deeply thought-through argument dressed up as trivial gossip. The
humorous touches are irresistible, from Hera’s reaction to hearing the word ‘Hercules’, to the
cheeky hint at Aphrodite’s personal history with Cervantes.
b) TRAGEDY
You are a court reporter assigned to the trial of Clytemnestra for the murder of
Agamemnon. Report on the proceedings in court, and include the verdict reached by
the jury.
In your answer you should make full use of the myth of Clytemnestra and Agamemnon; you
may, for example, wish to call Orestes and Electra as witnesses; the testimony of Aegisthus
may also be useful. You should present your answer as a piece of journalism, and may wish
to quote from the participants’ own words as the case unfolds.
Thirty five entrants were attracted by the opportunity to hold Clytemnestra to account for the
murder of Agamemnon and most warmed to the task of reporting the events in court. The
question offered the opportunity to explore in depth Clytemnestra’s complex motives for
murder and many entrants chose to portray sensitively her grief and sense of betrayal
following Agamemnon’s sacrifice of Iphigenia as well as her more brutal behaviour in
carrying out the fatal act. The best answers not only showed detailed knowledge of the
content but also fully exploited the potential for dramatic interplay through the use of
compelling argument, probing cross-examination and powerful characterisation. In these
answers the cases for the prosecution and for the defence had such persuasive merit that the
outcome was often in doubt until the final judgment, which in most essays upheld the
accusation of murder.
Elanor Brooks of The Stephen Perse Foundation conceived a convincingly classical
setting for the trial complete with Furies as inquisitors and Athenian laws as a basis for
judgement. The essay cleverly developed the manipulative side of Clytemnestra’s character
and her cynical attempt to hoodwink the court into believing that Aegisthus was the murderer
developed the tension well. Clytemnestra’s final transformation from a submissive “wreck of
a woman” to “a shrieking animal” provided a dramatic climax to a beautifully written essay.
The entry of Alex Fice of The Stephen Perse Foundation was wonderfully imaginative and
was a worthy section winner. The essay was embellished by many fine descriptive touches,
for example the atmospheric setting of the trial in a “cavernous underground temple” with “a
drop of water constantly splattering the floor” and King Minos as a suitably scary judge
“leering down at” all present and relentlessly cross-examining the witnesses. Most
memorable of all was the clever idea of the summoning up of various events and characters
from the story as misty apparitions to corroborate or contradict the defendant’s evidence. The
unusual verdict (both Clytemnestra and Agamemnon are punished for their misdemeanours)
concluded a superbly inventive essay.
c) PHILOSOPHY
Describe an argument between two classical philosophers as to who is the greater.
You may choose any two classical philosophers for your answer, and should make use of the
beliefs and arguments of each. You will need to define the word ‘greater’, and may wish to
write in character, using the kind of arguments and language that the philosophers
themselves used.
Nine entrants rose to the challenge of constructing a lost philosophical dialogue, using the
wonders of time-travel where necessary to bring together historically impossible
combinations. The best answers used the language, style, and arguments of their chosen
thinkers to create a meaningful debate; at the same time, in the best tradition of a Platonic
dialogue, they added lively incidental details to sugar the philosophical pill.
Many entrants chose to construct an argument between Plato and Aristotle, but none did it
quite so convincingly as Toby Tolson of The Mall School. Here, the argument was reported
by an eye-witness, rather than played out in the first person, and might have therefore lost
some of its immediacy; but telling little details, like the sipping of water or leaning back to
rest after a particularly well-made point, added humour and made the account come to life.
The two philosophers acted wholly in character, attempting to define ‘Greatness’ using their
own doctrines: ask two philosophers a simple question, and this is the answer you get – no
answer at all; and yet, like the narrator of this impressive essay, ‘We were all satisfied with
the outcome’.
George Blackwell of Bolton School Boys’ Division, winner of this section and of the
competition as a whole, chose an unusual philosophical combination: Zeno, the pre-Socratic
philosopher, and Epicurus, founder of Epicurean philosophy. The two were pitted against
each other in a vicious, detailed, and closely-fought battle of wits. The remarkably subtle
characterisation of the pair served to lighten the rigours of their philosophical arguments:
highlights included Zeno’s predilection for quoting Greek, particularly when being insulting;
Epicurus’ becoming upset when he realised that his views would benefit accountants; and the
irony of Epicurus’ final comment that ‘he is the greater whose views are least twisted and
perverted by future generations’ (perhaps George’s prize should be a jar of ‘Epicure’ salted
capers …). At the same time, the scholarship required to produce such a detailed,
convincing, and witty response was wholly outstanding: a worthy winner.
d)
CITY LIFE
A Pompeian town mouse invites a country mouse to stay. The two have a public debate
in the forum about the advantages and disadvantages of living in Pompeii. Describe the
outcome of the argument, and how that outcome is reached.
In your answer you should refer to the details of life in Pompeii, and construct an argument
concerning the advantages and disadvantages of living there. You may wish to consider what
might have been particularly beneficial or harmful to a mouse! You could decide to involve
other participants in the debate (remember that it is taking place in the forum).
Many of the thirty one candidates who entered this category took full advantage of the
potential for creativity, imagination and humour in assuming the persona of a mouse to take
part in this lively debate. The best candidates included a wide range of detailed factual
knowledge about the town of Pompeii and Roman country life, but had thought very carefully
about how to successfully convey the perils of such diverse lifestyles from the perspective of
the mice themselves. Some candidates used the eruption of Vesuvius to add weight to their
arguments, and gliraria (dormice jars) also played a large role! However, most candidates
demonstrated their interest and enthusiasm in the topic by focussing on the characterisation of
the mice.
Felicity Ray, from The Stephen Perse Foundation, was placed fifth overall. She conducted
extensive research and demonstrated a confident command of the material, while maintaining
an engaging narrative in the style of a diary entry. The inclusion of various mice, whose
names were all cleverly based on Latin words, was a nice touch.
Luke Cavanaugh, from Bolton School Boys’ Division, was placed ninth overall. He
similarly demonstrated a confident knowledge of life in Pompeii, but coupled it with an
engaging dramatisation of the debate. The conclusion of the debate, a moral lesson in the
style of Aesop, was both apt and inventive.
e) WARFARE
Thucydides called the Peloponnesian War ‘the greatest disturbance in the history of the
whole of mankind’. By comparing that war with one or more conflicts from the modern
world, argue whether or not you think Thucydides’ claim is still justified.
In your answer you should define what you think Thucydides meant by ‘the greatest
disturbance’, and use appropriately chosen conflicts from the modern world to compare with
the events, outcomes, and long-term effects of the Peloponnesian War. You should consider
specific aspects of your chosen conflict or conflicts, and relate these to specific events and
circumstances of the Peloponnesian War.
All of the twenty two essays showed a good level of research and factual knowledge. Many
candidates chose to compare the Peloponnesian War with World War Two and this provided
some interesting insight into the various different definitions of the word ‘disturbance’, from
military to social to cultural to economic factors.
The key differentiator, therefore, was the ability to produce an engaging and convincing
answer, and several candidates included rather too much narrative and focussed too much on
simply the course of events in one or more conflicts. In order to score highly on this question
it was important to compare the two conflicts directly and, more importantly, to use this
comparison to directly answer the question of whether the Peloponnesian War was indeed
“the greatest disturbance in the history of the whole of mankind”. The most successful essays
made reference to the question regularly and considered the context in which Thucydides
made his original statement. They also made comparison with several conflicts rather than the
standard references to World War Two.
Alex Hughes-Davies of The Perse School produced a superb effort that was fourth overall;
he showed a broad range of factual knowledge concerning both the ancient and the modern
world. The essay discussed the Peloponnesian War in depth and included comparisons to
several modern events including the Cold War. His consideration of the original quote from
Thucydides in context allowed him to form an original and balanced conclusion.
Alex Griffiths of The Perse School had an excellent blend of factual evidence about the
conflicts and analysis of what makes each one worthy of recognition. The facts were nearly
always accurate and referred regularly to the terms of the question, ensuring that his content
was always relevant. His comparisons with The Napoleonic War and World War One were
refreshingly original and his conclusion also considered the context of Thucydides’ original
statement.
Prize-Winners 2013
Overall Winner
1
George Blackwell
Philosophy
Bolton School Boys’ Division
Distinction
2 Alex Fice
3 Isobel Thomas-Horton
4 Alex Hughes-Davies
Tragedy
Gods
Warfare
Stephen Perse Foundation
Christ’s Hospital
Perse Upper School
Merit
5 Felicity Ray
6 Elanor Brooks
7 Toby Tolson
8 Ekaterina Haines
9 Luke Cavanaugh
10 Safia Harji
City Life
Tragedy
Philosophy
Gods
City Life
Philosophy
Stephen Perse Foundation
Stephen Perse Foundation
The Mall School, Twickenham
Malvern St James
Bolton School Boys’ Division
Stephen Perse Foundation
Highly Commended (in alphabetical order)
Alex Griffiths
Beatrix Crinnion
Emmanuel Onyango
Francesca Cam
Jordan Sweeny
Phoebe Thornhill
Pierce McLoughlin
Rebecca McKinney
Samuel Peters
Theo Hales
Warfare
Tragedy
City Life
Tragedy
City Life
Tragedy
Gods
Tragedy
Tragedy
City Life
The Perse School, Cambridge
Christ’s Hospital
Christ’s Hospital
Stephen Perse Foundation
St Alban’s School
Christ’s Hospital
The Perse School, Cambridge
Belfast High School
The Mall School, Twickenham
Lambrook School
Commended (in alphabetical order)
Andrew Lee
Ariadne Pagoni
Ben Clarke
Camilla Brown
Catherine Gaunt
Clara Buckens
Edward Kilcommons
Edward Patton
Emma Sansom
Hannah Morrisey
Hannah Murphy
Helena Treherne Pollock
India Martine
James Thornham
Jamie Bowden
Jessica Walls
Jonathan Cattermole
Lauren Kernaghan
Lily Woodbridge
Lucy Chandler
Lucy Lloyd
Marina Harvey
Naomi Stevenson
Naysa Mbaeri
Qifei Zou
Rachel Graham
Rebecca Rooney
Sam Kasoulis
Stella Reynolds
Tamara El-Halawani
Warfare
Gods
Warfare
Tragedy
Philosophy
City Life
Warfare
Gods
Gods
Tragedy
Tragedy
City Life
City Life
Gods
Tragedy
Tragedy
Warfare
Tragedy
Gods
Tragedy
Tragedy
City Life
Tragedy
Gods
City Life
Tragedy
Tragedy
Warfare
Tragedy
Tragedy
Bolton School Boys’ Division
Stephen Perse Foundation
St Alban’s School
St Mary’s School, Ascot
Stephen Perse Foundation
St Mary’s School, Ascot
Perse Upper School
The Mall School, Twickenham
Stephen Perse Foundation
St Mary’s School, Ascot
Belfast High School
St Mary’s School, Ascot
St Mary’s School, Ascot
St Alban’s School
The Mall School, Twickenham
Belfast High School
St Alban’s School
Belfast High School
Lambrook School
Stephen Perse Foundation
Stephen Perse Foundation
St Mary’s School, Ascot
Belfast High School
Christ’s Hospital
Stephen Perse Foundation
Belfast High School
Belfast High School
St Alban’s School
Belfast High School
Stephen Perse Foundation
Competing Schools:
Belfast High School; Bolton School Boys’ Division; Christ’s Hospital; Cranmore School;
Lambrook School; Malvern St James School; St Albans School; St Mary’s School, Ascot;
The Stephen Perse Foundation; The Mall School, Twickenham; The Perse School,
Cambridge.
A.E. Jackson, Dr. J. E. Reeson, K.S. Wrathmell, D. H. Paul
Bolton School Boys’ Division
Submission of entries for 2014 Competition

Candidates must put their name, date of birth and school on the FRONT COVER
PAGE of their entries. This information should NOT be placed on the pages of the
essay itself.

The judges would like to see a bibliography or a list of the sources consulted. A
word count should be given.

Entries may be submitted electronically or by post.
Electronic Submission
Entries should be submitted in Microsoft Word format only. Please do not use difficult
fonts (e.g. all capitals).
Entries should be emailed as attachments to jowettsendelar@boltonschool.org with the
email subject ‘Jowett Sendelar Competition Entry 2014’. Please include the address of
your school in the email for the mailing of any prizes awarded.
By Post
Entries MUST be in A4 paper format, printed or written, in black or blue ink. Please do
not use difficult fonts (e.g. all capitals).
Entries should be marked “Jowett Sendelar Essay Competition” and sent to: Dr J. Reeson,
Bolton School Boys’ Division, Chorley New Road, Bolton, Lancashire BL1 4PA. The
closing date for entries is 1st August 2014. Please feel free to submit entries before this
deadline. Candidates will be notified in December 2014.
Please attach a stamped addressed envelope for the return of scripts, reports and any
prizes.
JOWETT SENDELAR ESSAY COMPETITION 2014
For Year 9 and under: approximately 1500 – 2500 words. Illustrations (with captions) are
welcome.
a) GREEK GODS
Zeus wishes to recognise the gods’ benefits to mankind and has decided to offer an
award to the other gods entitled “Most helpful to mankind”. You, as one of the
Olympian gods, would like to compete for it. Set out your case in a style of your
choosing.
In your answer you should explain why your chosen god is more helpful to mankind than the
others. You will need to use relevant mythological material to back up your argument.
b) GREEK MYTHOLOGY
“From its origin to its final consequences the Trojan War was an ongoing cycle of
meaningless revenge.” To what extent is this an accurate description of the mythical
conflict?
In your answer you should include reference to the causes, events and after effects of the war.
You may use both ancient literature and art in support of your answer.
c) GREEK/ROMAN ART
What do you consider to be the finest example of Ancient Greek and/or Roman
sculpture that has survived to the modern day?
In your answer you should aim to compare at least three surviving examples of sculptures,
either architectural or free standing, before reaching your conclusion. You should provide
illustrations of your chosen works and consider such aspects as form, composition and
aesthetic quality amongst other things in your analysis.
d) WARFARE
In whose army would you rather have served: Julius Caesar’s or Alexander the
Great’s?
In your answer you should imagine what life would have been like serving both generals. You
might wish to consider such aspects as their leadership style, battle strategy, military
campaigns and their treatment of their soldiers amongst other things in reaching your
conclusions.
e) ROMAN BRITAIN
You are a Roman soldier that has taken part in overcoming the revolt of Queen Boudica
in Roman Britain. Write a letter home to your family telling of your experiences and of
your hopes and fears as the Roman Army went about opposing the revolt.
In your answer you should mention both the facts of the conflict and your own personal
response to the events.