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 Guide to UNIX Using Linux Fourth Edition
Chapter 6 Solutions

Answers to the Chapter 6 Review Questions

1. Your organization routinely uses scripts, but as some employees have left, there are scripts that
contain only command lines and no one is certain of their purpose. What steps can be taken to
ensure a way for others to know the purpose of a script?
Answer: c. Require that script writers place comment lines inside the scripts using the #
symbol to begin each comment line.

2. Which of the following shells enables the use of scripts? (Choose all that apply.)
Answer: a. Bash, b. csh, and d. zsh

3. You frequently use the command ls -a and want to save time by just entering l to do the same
thing. Which of the following commands enables you to set your system to view hidden files by
only entering l?
Answer: d. alias l=”ls -a”

4. You have written a script, but when you run it there is an error. Which of the following commands
can you use to debug your script? (Choose all that apply.)
Answer: b. sh -v and d. sh -x

5. You have written a shell program that creates four temporary files. Which of the following
commands can you use to remove these files when the script has completed its work?
Answer: a. trap

6. Which of the following commands works well for menus used in a script? (Choose all that apply.)
Answer: b. case

7. You are currently in the source directory, which is the new directory you have just created for
storing and running your scripts. You want to make certain that the source directory is in your
default path. Which of the following commands enables you to view the current default path
settings?
Answer: d. echo $PATH

8. You have created a script for use by your entire department in a commonly accessed directory.
Only you are able to run the script, which works perfectly. Which of the following is likely to be
the problem?
Answer: b. You did not give all users in your department execute permission for that
script.

9. Your current working directory contains a series of files that start with the word “account”
combined with a, b, c, d, and e, such as accounta, accountb, and so on. Which of the following
commands enables you to view the contents of all of these files? (Choose all that apply.)
Answer: c. more account[a,b,c,d,e]

10. For which of the following logic structures used within a script is fi the final line for that logic
structure? (Choose all that apply.)
Answer: d. if

11. Which of the following are examples of arithmetic or relational operators? (Choose all that apply.)
Answer: a. !, b. <, c. %, and d. *

1
12. You have created a series of scripts that use the same environment variables. However, when you
run these scripts, some of them do not seem to recognize the environment variables you have set.
What is the problem?
Answer: a. You need to use the export command so these variables have global use.

13. You have spent the last two hours creating a report in a file and afterwards you use cat to create a
new file. Unfortunately the new file name you used was the same as the name you used for the
report, and now your report is gone. What should you do next time to prevent this from
happening?
Answer: b. Enter the command, set -o noclobber before you start.

14. You have remotely logged into a computer running UNIX or Linux, but you are not certain about
which operating system you are using. However, when you display the contents of the
______________ variable it shows which operating system you are using.
Answer: d. OSTYPE

15. What command can you use to view the environment and configuration variables already
configured on your system?
Answer: c. printenv

16. Which of the following are valid expressions? (Choose all that apply.)
Answer: a. let x=5*9, b. let x=y+10, c. let m=12/4, and d. let r=128-80

17. When you type for wood maple spruce oak pine at the command line and then press Enter, what
should you type next at the > prompt?
Answer: a. do

18. You want to store a long listing of your files in a variable called myfiles. Which of the following
commands enables you to do this?
Answer: c. myfiles=`ls –l`

19. What error is in the following script code?

case “selection” in
“i.”) ./listscript ;;
“ii”) ./numberscript ;;
“iii”) ./findscript ;;
esac

Answer: b. There should be a dollar sign in front of selection, as in “$selection”

20. You are working with a colleague on a script called value that updates several files. You want to
test the script, but not update the files. Which of the following commands can you use?
Answer: d. sh -n value

21. You only have to enter the name of a script to have it run, such as entering myscript. What setting
enables you to do this?
Answer: d. You have placed the directory from which you run the scripts in your PATH
variable.

22. What would you expect to find in the HOME environment variable?
Answer: The HOME environment variable identifies the path name for the user’s home
directory.

23. What is the difference between a compiler and an interpreter?

2
 Answer: A compiler takes code from a program language, such as C or C++ and converts
the code into machine language instructions in a separate file to be executed later. An
interpreter takes commands or code, such as from a script and translates them into
executable instructions that run on the spot.

24. What command would you use to place the cursor in row 10 and column 15 on the screen or in a
terminal window?
Answer: Use the command tput cup 10 15.

25. What is the purpose of a login script?

Answer: The login script runs each time you log into your account and can include
commands, such as aliases and the set -o noclobber command, that take effect as soon as
the script runs and that last for the duration of the login session. (unless they are manually
changed by the user later during the login session).

Hands-On Projects Tips and Solutions for Chapter 6

Project 6-1
In this project, students view a listing of their environment variables.

In Step 2, a sampling of variables that students might record are:

▪ HOSTNAME
▪ SHELL
▪ TERM
▪ HISTSIZE
▪ USER
▪ SESSION_MANAGER
▪ MAIL
▪ PATH
▪ INPUTRC
▪ PWD
▪ LANG
▪ HOME
▪ LOGNAME.

Project 6-2
This project enables students to learn how to assign a shell variable, how to view the contents of a
variable, how to use double quotes and single quotes when manipulating shell variables, and how to
use backquotes to execute a command and store the result in a shell variable.

Project 6-3
In this project, students practice using the let command with constants and with a shell script variable
so they become familiar with this capability before they build more advanced scripts in later projects in
this chapter.

At this point, if you have students who are out of practice using basic mathematical and algebraic
concepts, you might spend a classroom session reviewing variables, expressions, and so on.

3
Project 6-4
In this project, students learn to export a shell variable to make it universally accessible as an
environment variable.

Project 6-5
For this project, students learn how to determine the contents of the PATH environment variable and
then how to add the current working directory to the PATH variable so they can execute scripts
without using the ./ characters.

Project 6-6
In this project, students create a short script to demonstrate sequential logic and to get additional
practice in using the let command as well as building expressions using constants, variables, and
arithmetic operators.

Project 6-7
Students use if statement decision logic in this project. In the first set of steps they create a script using
a basic if statement and in the second set of steps they modify their script to include an if statement
nested within an if statement.

Project 6-8
In this project, students first create a shell script containing a for loop that prints the names of six users
on individual lines. Next, students learn how to execute the same for loop logic directly from the
command line.

In Step 4 of the second set of steps, students should see the following list displayed to the screen:
▪ john
▪ ellen
▪ tom
▪ becky
▪ eli
▪ jill

Project 6-9
For this project, students practice using the brackets wildcard format to run a for loop.

Project 6-10
For this project, students create two scripts to practice using the while statement. The first script uses a
simple while statement to guess the favorite color and the second script is a more complex data input
form.

Project 6-11
This project enables students to practice using case logic in a simple script. They will learn much more
about using case logic in upcoming projects.

4
Project 6-12
In this project, students first practice the tput command from the command line to get an instant idea of
how the command works. In the second set of steps, students create a simple menu that runs via a shell
script.

Project 6-13
For this project, students use the sh -u and sh -v commands to learn about debugging. By now, students
will have likely made some mistakes in creating scripts and will understand the importance of these
commands. Because shell scripts are now getting more complex, it is important for students to have
this tool available from this point on.

Project 6-14
In this project, students learn how to create an alias. Consider using this project as an opportunity to
discuss aliases that you like to use in your work or that you have incorporated into a login script.

Project 6-15
This project is the first in a series of projects in which students create a telephone list application that
simulates one that might be used in an organization. In the first set of steps, students make sure they
have a source subdirectory in which to store their application files. Next, they create a beginning menu
application.

Project 6-16
Students will need a data file with some practice data already in it for testing their application as they
go along. In this project, they delete the former versions of the corp_phones files created for practice in
Chapter 4 to make sure that they are starting with known data. Then they create a new corp_phones file
in their source directory. This project also helps ensure that students begin with some familiarity of the
data. Note that to ensure they start fresh, there are some differences between the contents of this file
and the files they created in Chapter 4.

It is common for application developers to use practice data files with a few known data entries when
they develop an application. Consider holding a discussion about why these files are important and
discuss practice data files you may have used when you have developed applications for an
organization.

Project 6-17
In this project, students edit the phmenu script so that it can call applications..

Project 6-18
For this project, students again edit the phmenu script to be able to print raw data to view for
verification of the data.

Project 6-19
For this project, students create and test the phlist1 script to display a listing of telephone number
information. This script can be run from the phmenu script as well.

5
 Project 6-20
In this project, students create the phoneadd script from which to add new records to the corp_phones
file.

Discovery Exercises
1. Use two different commands to display the contents of the HOME variable

Answer: Type printenv HOME and press Enter. Also, type echo $HOME and press Enter.

2. Assign the variable t the value of 20. Next, assign the variable s the value of t+30. Finally, display
the contents of t and s to verify you have correctly defined these variables.
Answer: Type t=20 and press Enter. Next, type let s=t+30 and press Enter. To verify the
contents of t type echo $t and press Enter. Next to verify the contents of s type echo $s
and press Enter.

3. Make the s variable you assigned in Exercise 2 an environment variable and use the command to
verify it is recognized as an environment variable.

Answer: Type export s and press Enter. Next, type printenv or printenv s and press Enter
to verify that s is now recognized as an environment variable.

4. Switch to your source directory. Display the contents of the PATH variable. Next, use the
command to add your current working directory to the PATH variable.

Answer: Type cd source and press Enter. Next, type echo $PATH or printenv PATH and
press Enter. Finally, type PATH=$PATH:. and press Enter.

5. After completing Exercise 4, run the phmenu program in the easiest way.

Answer: Because the source directory is now in the path, you simply type phmenu and
press Enter.

6. Create a variable called iam and assign the results of the whoami command to it. Display the
contents of the variable to verify your results.

Answer: Type iam=`whoami` and press Enter. Next, type echo $iam and press Enter.

7. Change back to your home directory, if you are not in it. Use the set command to set up your
working environment to prevent you from overwriting a file.

Answer: Type set -o noclobber and press Enter.

8. Create an alias called var that displays your environment variables.

Answer: Type alias var=” printenv” and press Enter.

9. At the command line use a for loop that uses the variable sandwiches and then displays a line at a
time the following sandwiches: chicken, ham, hummus, tomato.

Answer: Type the following at the command line:

for sandwiches in chicken ham hummus tomato <Enter>

6
 >do <Enter>
>echo $sandwiches <Enter>
>done <Enter>

10. Create a script that uses case logic to have someone guess your favorite sandwich, such as tuna.

Answer: The lines of code in the script should be, for example:
echo -n "Guess my favorite sandwich: "
read guess
case “$guess” in
“tuna”) echo “Tuna is my favorite sandwich” ;;
* ) echo “Nope, actually I like tuna” ;;
esac

11. Display the contents of .bashrc file. Next, use the vi editor to edit that file and put in an alias so
that every time you type list you see a long file listing of a directory.

Answer: Make sure you are in your home directory (enter pwd and then enter cd if you
are not in your home directory). Type less .bashrc and press Enter (or students can use
more or cat) to see the contents of the .bashrc file. Next, use vi or Emacs to place the line
alias list=”ls –l” under the # User specific aliases and functions section in the file.

12. Use a command to simulate how you would troubleshoot a problem with the sandwich script you
created in Exercise 10.

Answer: Type sh -x sandwich or sh -v sandwich and press Enter.

13. What is wrong with the following lines of code?

While [ “$value” = “100” ; do
Echo “That’s a large number.” read value
fi

Answer: 1) there should be a closing bracket after “100”, 2) Echo should not have an
initial capital letter, 3) there should be a semicolon on the second line to separate
number.” and read value, and the third line should have done instead of fi.

14. Use the let command to store the value 1024 in the variable ram. Display the contents of ram.

Answer: Type let ram=1024 and press Enter. Next, type echo $ram and press Enter.

15. Temporarily change your home directory environment variable to /home and then use one
command to go to your home directory. Change the home directory environment variable back to
your regular home directory and switch to it.

Answer: Type HOME=”/home” and press Enter. Next, type cd and press Enter. To go
back to the default, type HOME=”/home/username” and press Enter. Next, type cd and
press Enter

16. Use the tput command to clear the screen and then to place the cursor in row 7, column 22:

Answer: Type tput clear and press Enter. Next type tput cup 7 22 and press Enter.

17. Write a script that creates the following menu:

Soup Menu
==========

7
 (t)omato
(b)ean
(s)quash
Select a soup … (q) to quit

Answer: Here is some example code:

loop=y
while [ "$loop" = y ]
do
clear
tput cup 3 12; echo "Soup Menu"
tput cup 4 12; echo "========="
tput cup 6 9; echo "(t)omato"
tput cup 7 9; echo "(b)bean”"
tput cup 8 9; echo "(s)squash"
tput cup 10 9; echo "Select a soup … (q) to quit”
tput cup 11 9
read choice || continue
done

18. List all of the signal numbers and designations for the trap command. What is the designation for
signal 31?

Answer: Type trap -l and press Enter. The designation for signal 31 is SIGSYS.

19. Modify your script from Exercise 17 so that there is a beep when the menu is ready to take the
user’s input.

Answer: Use the line near the end as follows:

tput cup 10 9; echo -e "Select a soup … (q) to quit \a”

20. Is there a command that you can use to prevent shell variables from being assigned new values? If
so, what is it?

Answer: Yes. Use the readonly command in the Bash shell.

8
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 FIG. 149. ATHENIAN TOMB LEKYTHOI

The greatest number of funeral scenes are found on the white

Athenian lekythoi of the fifth century and later, which were made to
be placed about the bier, in the tomb, or around the monument. One
of those in Case L in the Fifth Room is painted in colors with a scene
of mourners beside a funeral couch, treated in a later style. Other
typical scenes are the farewell of the dead to his family as if for a
long journey, and the care of the tomb by surviving relatives. Most of
the vases in Cases L and F in the Fifth Room are decorated with
variations of these two themes (fig. 149). Early in the morning of the
second or third day after death the body was carried on the couch
out of the city gates for burial or cremation. The funeral procession is
represented on the lower bands of the Dipylon vases, or it may be
that the horses and chariots are intended to suggest the funeral
games, which were celebrated in early times after the death of a
man of rank.
FIG. 150. MARBLE LEKYTHOS
 FIG. 151. ETRUSCAN FOCOLARE

The loutrophoros is a vase associated especially with the funeral

procession. These long-necked jars were used in the marriage
ceremonies to bring water for the ceremonial bath of the bridegroom
and the bride; and in the case of the death of a betrothed person, a
loutrophoros was carried in the funeral procession and set up on the
grave. One of these vases will be found in Case R in the Third
Room. If the body was disposed of by cremation the ashes were
placed in a jar, usually of stone or pottery. In Cases P, R, and T in the
Seventh Room are a number of pottery jars which were used to hold
the ashes of Greeks who died at Alexandria. Some of them are
marked with the name of the deceased and the position of the jar in
the cemetery. It was usual to erect tombs along the roads leading
from the city gates, the sculptured tablets bordering the highway on
either side, interspersed with trees, and sometimes accompanied by
stone seats erected by families for the use of those members who
came to tend the graves. Greek grave monuments are frequently
very beautiful, and are characterized by fine taste and restraint in the
expression of feeling, as well as by the absence of painful or
shocking suggestion. There are a number of examples in the
Sculpture Gallery. The marble lekythos is an example of a common
type of monument (fig. 150). Another form is the lofty tablet with
painted or sculptured akroterion (see tail-piece, p. 131), such as
Nos. 6 and 5A in the Sculpture Gallery and the stele in the Third
Room. Examples of tablets with sculptured figures are Nos. 4, 7, 10,
30, and 59 in the Sculpture Gallery and the stele of a young man in
the Sixth Room. On these monuments the dead is represented alone
in a quiet pose, with some article or utensil suggesting his favorite
occupation or manner of life; or as taking leave of his family (fig.
152). In Rooms 21, 22, and 23 in the Gallery of Casts are
reproductions of some of the most beautiful and best known of the
Greek grave stelai. Several painted stones from the cemetery near
Alexandria will be found in two cases in the Vestibule. The Cesnola
Collection contains a number of Cypriote grave monuments
inscribed with Greek formulas of farewell. These are in Cases 6 to
12, 14, and 15 in the corridor.
 FIG. 152. MONUMENT OF SOSTRATE

The custom, followed by the inhabitants of Greece and Italy for

many centuries, of placing in tombs articles used in daily life, has
preserved large numbers of objects which would otherwise have
perished. The dead was surrounded by the belongings he had
valued; the warrior had his arms, the
woman her ornaments, mirror, and
toilet boxes, and the child his toys. An
idea of the prevalence of the custom
may be formed by looking through the
collection with this fact in mind. The
greater part of the Greek pottery now
in existence was found in tombs, not
only in Greece but in Italy and in many
other parts of the Mediterranean
world. The bronze chariot and the
utensils in Case S in the Third Room
were the tomb furniture of an Etruscan FIG. 153. ETRUSCAN URN FOR
noble. The beautiful bronze table ASHES
service in Case E in the same room,
and the table service of black-glazed
pottery in Case G in the Seventh Room were also found in tombs. In
Case F in the Sixth Room are the toilet articles and utensils buried in
the grave of an Etruscan lady, the terracotta figurines in the Sixth
and Seventh Rooms were made to be placed in graves, and many
separate objects in the collection have been preserved in the same
manner.
Italy. The earliest inhabitants of Italy did not practise cremation,
but this custom was introduced in prehistoric times, both cremation
and burial continuing in use contemporaneously.
 FIG. 154. ETRUSCAN URN

FIG. 155. ETRUSCAN URN

The Etruscans placed the ashes of the dead in jars with smaller
vases and ornaments and buried them in pits; or for the wealthy,
tomb-chambers were built and arranged to resemble rooms in the
houses of the living, the cinerary urns being set in niches, or the
bodies being laid out on biers. Their urns in the earlier periods were
frequently made in a very rude imitation of a human being with
portrait head, and were often placed in terracotta chairs. Two
examples are in Case N in the Second Room (fig. 153). Curious
trays of dishes, probably used for offerings to the dead and known
as “focolari,” are not uncommonly found in tombs. Examples are in
Cases R and Q in the Second Room (fig. 151). In later times
rectangular stone boxes, sculptured or painted, with a reclining figure
of the deceased on the cover, were used. There are several of these
urns in the Seventh Room, in Cases N and P and on Pedestals E
and U (figs. 154-155).

FIG. 156. ROMAN GRAVE MONUMENT

The Romans burned their dead, with some exceptions. A few of

the ancient families, notably the Cornelii, kept to the older fashion of
burial, and it was customary even when a body was cremated to
take one small portion of bone, called the “os resectum” from the
ashes and bury it. The very poor, slaves, and outcasts were buried in
graves made to hold a number of bodies, often with little care or
respect. Roman funeral customs, so far as we know them, were very
similar to those of Greece. Glass urns were in common use in the
western part of the Roman world from the first to the third century
A.D. One still contains fragments of bone and ashes. Under the
Empire the custom of burial became frequent among the well-to-do,
as is evidenced by the large and costly stone sarcophagi of the
period. There are two Roman sarcophagi, Nos. 36 and 46 in the
Sculpture Gallery, and a large one from Tarsus in the Vestibule. The
relief on the south wall of the Sculpture Gallery representing the
death of Meleager (No. 38A) once decorated a sarcophagus. These
sculptured scenes are rarely connected with death, but are usually
mythical or fanciful. A grave monument on the west wall of the
Eighth Room, representing a young man and his wife, is interesting
in that this form of portrait relief within a box-like frame is thought to
have been derived from the wax death-masks, “imagines,” enclosed
in boxes, which adorned the hall of the Roman noble (fig. 156). In
the Sculpture Gallery is a stone cippus or monument (No. 43),
erected to a mother and her two sons, and decorated with portraits in
relief.
 INDEX

A
Actors, costume of tragic, 14;
in Old Comedy, 14, 16-17;
in New Comedy, 17;
of mimes, 17;
social status of, 17, 18
Alabastron, 64
Altar, 4
Amazon, 87
Amulet, 8, 40
Animals, domestic, 109, 110;
see Pets
Apoptygma, 48, 49-50
Apotropaion, see Amulet
Arrow-Head, 87
Aryballos, 63-64
Astragals, 43, 68
Attis, 11
Awl, 113
Axe, die for votive, 5;
battle-, 87, 113

B
Ball, game of, 42-43
Beard, 56, 58, 62
Belt, armored, 81-82
Bit, horse’s, 102, 104
Boat, 111-112
Boxing, 89, 92, 96
Bow, 86
Branding, 104
Bread-Making, 36-37
Breastplate, 81
Bulla, 40
Butt-Spike, 85-86

C
Cake, votive, 6
Camillus, 9, 61
Candelabrum, 31
Candles, 30-31
Cap, 54-55
Carding, 32, 33
Cart, 109, 110;
toy, 41
Cauldron, 26
Chair, 23, 24
Chariot, 98, 100-101, 128
Charioteer, 100-101
Chest, 24, 26
Chisel, 113
Chiton, 47, 48, 49, 50
Circus, 101
Cista, 64, 66
Coins, 116-118
Colander, see Wine-strainer
Commerce, 119-120
Cooking, 26, 37
Couch, 24
Cuirass, 80-81
Cup, 28, 30;
unfinished, 115
Cures, offerings for, 6-7
Cybele, 10-11
Cymbals, 73

D
Dagger-Blades, 85
Dancing, 5-6, 73-74
Die, for axes, 5;
see Mould
Dikast, see Juryman
Dipping-Rod, 66
Diskos, 92, 93-94
Distaff, 33
Doll, 42
 E
Embroidery, 34-35
Ephedrismos, game of, 42
Epinetron, 32-33

F
Feeding-Bottle, 40
Fibula, 48, 59
Fish-Plate, 29
Flute, 72-73, 92, 94
Focolare, 129-130
Fortuna, 9-10
Furniture, 22-24, 25

G
Game, 39, 42-43, 68
Glass, relief, 11-12;
vessels, 28, 64, 108, 120
Grave-Monuments, 122, 124, 126, 128, 131
Greaves, miniature, 6, 82, 107, 108
Grinding Grain, 37

H
Hair, arrangement of, 56, 58-59, 61-62
Halteres, see Jumping-weights
Hat, 54-55
Helmet, 76-80
Herms, 7-8
Himation, 52, 54, 60
Hook, for meat, 26
Hoop, 42
Hoplomachy, 94
Hoplomachus Gladiator, 107
Horse, toy, 41

I
Incense-Burner, 4
Isis, 10

J
Javelin, 86, 94, 96
Jewelry, 59-60, 62
Jump, 92, 93
Jumping-Weights, 93
Juryman’s Ticket, 118

K
Key, 113-114
Kithara, 69-70;
in wall-painting, 24
Kolpos, 48, 49-50
Kottabos, 68

L
Ladle, 30
Lamp, 4, 31, 87, 101, 107-108
Lar, 9, 87
Loom, 34
Loom-Weight, 34
Loutrophoros, 125
Lyre, 69, 70-72

M
Mask, actor’s, 14
Mirror, 50, 66-67
Mosaic, 22
Mould, for relief, 115-116;
jeweler’s, 116;
see Die
Moustache, 56, 58
Music, 45, 46
Musical Instruments, 24, 69-73
Muzzle, horse’s, 104

N
Nurse, 40

O
Onkos, 14
Onos, 32-33
Oscillum, 6
Oven, 37

P
Pail, 26, 28
Palla, 60
Pankration, 93, 96
Pentathlon, 92
Pets, 41, 75
Physician’s Instruments, 118
Pilos, see Cap
Plough, 109-110
Pottery, 28-29, 119-120, 128
Prayer, see Worshipper
Priest, Roman, 9
Prizes, at games, 96-97

Q
Quarrying or Mining (?), relief, 112

R
Race, foot, 92, 93
Razor, 63
Riding, 101-102, 104-105
Ring-Dance, 5-6

S
Sacrifice, on glass relief, 11-12
Safety-Pin, see Fibula
Sarcophagus, 130-131
School, 43-46
Sewing, 34-35
Sheepfold, votive, 110
Shield, 82, 84-85, 87, 107
Shoes, 55-56, 61;
for horses, 102;
of tragic actor, 14
Shrine, miniature, 4
Sickle, 110
Sistrum, 10
Slave, 118-119
Sleeves, 49-50, 60
Sling, 86-87
Spatula, 66, 118
Spear-Head, 85
Spindle, 33-34
Spindle-Whorl, 34
Spinning, 33, 34, 36
Spoon, 30
Steelyard, 114-115
Stola, 60
Strigil, 63
Stripe, on tunic and toga, 60-61
Stucco, 20;
 reliefs, 22
Stylus, 44
Swing, 42
Sword, 86
Symposium, 68
Syrinx, 73

T
Table, votive, 6, 24
Table-Service, bronze, 29-30, 128
Toga, 61
Toilet-Box, 33, 42-43, 64
Tomb-Furniture, 63, 66, 128-129
Top, whipping, 38-39, 42
Torch-Holder, 30
Toys, 41-43
Trainer, 90, 92
Tripod, 24
Trophy, 87
Tweezers, 63
Tyche, 9

V
Vases, 28, 35, 37-38, 44, 47-48, 55, 63-64, 93, 94, 96, 101,
105, 111, 125-126;
marriage, 39;
perfume, 39;
 ring, 6;
toy, 41
Victor, 97
Votive Offering, 4, 5, 6, 110, 112;
for treaty (?), 8

W
Wall-Decorations, 20, 22
Weaving, 34, 36
Well-House, 37-38
Wine-Making, 110
Wine-Strainer, 30
Winnowing, 36-37
Wool-Working, 32-34
Worshipper, attitude of, 4;
saluting statue, 4-5
Wrestling, 92
Writing, 44

OF THIS BOOK
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