MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C6D274.F9FEC320" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01C6D274.F9FEC320 Content-Location: file:///C:/0839C636/ab2006.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" 2006-2007 OFFICERS AND COMMITTEES

 

 

THE CLASSICAL ASSOCIATION

 

OF NEW ENGLAND

 

 

 

 

 

 

One Hundred-First Annual Bulletin

 

2006

 


 

2006-2007 OFFICERS AND COMMITTEES

 

CANE Executive Committee

 

President:  Cynthia Damon, Classics Department= , AC @3357, Amherst College, Amherst, MA  01002, cdamon@amherst.edu.= (413) 542-8126.

 

Immediate Past President: John McVey, 110A Milford Street, Medway, MA 02053; j.mcvey@rivers.org (978) 256-4737. <= /p>

 

President Ele= ct:  Shirley Lowe, 2 Laurie Lane, Natick, MA  <= st1:PostalCode w:st=3D"on">01760, sfg= lowe@fastmail.fm. (508) 655-8701;

 

Executive Sec= retary: Rosemary A. Zurawel, c/o = Berwick Academy, 31 Academy Street, South <= st1:City w:st=3D"on">Berwick, ME  03908= , (207) 384-2164, ext. 2902, rzurawel@berwickacademy.,or= g.

 

Treasurer: Ruth Breindel, 617 Hope Street, Providence, RI 002906; (401) 521-3206 (h), (401) 831-7350 (o); rbreindel@yahoo.com.

 

Curator of th= e Funds:  Donna Lyons, 11 Carver Circle, Simsbury<= /st1:City>, CT 06070; (860) 658-1676; mdlyons@sbcglobal.net.

 

Editor, New England Classical Journal: John M. Lawless, History Dept., Providence College, Providence, RI 02918-0001; (401) 865-254= 8; necj@earhtlink.net.

 

Coordinator of Educational Programs: Kathleen L. Braden,  43 Auburn St., Concord, NH 03301, or KBRADEN@ bownet.org.

.

Editor, CANE Instructional Materials:  Gilbert Lawall, 71 Sand Hill Road, Amherst<= /st1:City>, MA 01002; (413) 549-0390; glawall@class= ics.umass.edu.

 

Classics-in-C= urricula Coordinator: Allen M. Ward, Department of History, BoxU-103, University= of Connecticut, Storrs, CT 06269-2103; (860)228-4681 (h); (860) 486-4266 (o); = ward@uconnvm.uconn.edu.

 

Director, CAN= E Summer Institute:  Ellen Perry, P= .O. Box 130A Department of Classics, College of the Holy Cross, Worcester, MA, 01610, (508) 476-0169, EPERRY@holycross.edu.

 

At-Large Members:

 

Katy Ganino, 63 Forest Hills Street, Jamaica Plain, MA 02130, (617) 524-1766; ganino@alumni.williams.edu.

Sally Morris, c/o Classics Department, Philips Exeter Academy,  Front Street, Exeter, NH  <= st1:PostalCode w:st=3D"on">03833, swmorris@exeter.edu.

Roger Travis, University of Connecticut    338 Mansfield Rd      Storrs   CT<= /st1:address>  06269;  (860) 217-1036;  ROGER_T= RAVIS@uconn.edu        &= nbsp;  

 

State Representatives:

 

Connecticut= : Nina Ba= rclay, 3 Lathrop Lane, Norwich, CT, 06360; nfalatin@aol.com.=

Maine: Beth Gwozdz, 1 Village Green Drive, #7; Saco, M= E  04072= ; (207) 878-0821 (h); gwozdzbe@spsd.org<= /a>.

Massachusetts= : Emil Penarubia, Boston College Parkway, 150 Morrissey Boulebard, Boston, MA 01610; (617) 776-= 1490; penarubia@bchigh.edu.

New Hampshi= re: Paul La= ngford, 59 Sheafe S= treet, Portsmouth, NH  03801= ; (603)431-3635; PLANGFORD@exeter.edu= .

 

Rhode Island= :  Lydia Haile, c/o Moses Brown School, 250 L= lyod Avenue, Providence, RI 02906 ; lhaile@mosesbrown.org. = ;       

Vermont: Leanne = Morton; 98 Vincent Drive; Bristol, VT  05443= ; 802-453-5504 ;LEANNE@= rvuhs.org        &= nbsp;      

 

 

 

Committee on Scholarships

 

Edmund F. DeHoratius  45 Coventry Road, Worcester, MA 01606, 508-853-1011 EDEHORATIUS@verizon.net

Joseph Meyer= 43 Whitman Ave    West Hartford   CT  06107   860-561-1985        &= nbsp;  

Chris Richards, Belmont Hill School, 350 Prospect Street, Belmont, MA 02178; (617) 924-7907; RICHA= RDC@belmont-hill.org.

 

Webmaster

 

Allan Wooley&nbs= p; 675 Hatton Hei= ghts Rd . Morgan<= /st1:City>, VT&nbs= p; 05853; 802= -895-4322; WEBMASTER@caneweb.org<= span style=3D'mso-tab-count:2'>        &= nbsp;           

 

 

Finance Committee

 

Donna = Lyons (Chair), 11 Carver Circle<= /st1:Street>, Simsbury, CT 06070; (860) 658-1676; mdlyons@sbcglob= al.net.

Ruth = Breindel (ex officio), 617 Hope Str= eet, Providence, RI 02906; (401) 52= 1-3204 (h), (401) 831-7350 (o); rbreindel@yahoo.com

Allen Ward, 35 Ball Hill Rd., Storrs,CT  <= /span>06268;  860-429-2503; WARD@uconnvm.uconn.e= du        &= nbsp;    

Michael Deschenes,  St. Sebastian's School, 1191 Greendale Avenue,  Needham, MA&nbs= p;  02192; <= /p>

978-682-0652         = MICHAEL-DESCHENES@stsebs.org

 

Membership Committee

 

Ruth <= span class=3DSpellE>Breindel (Chair), 617 Hope S6treet, Providence, RI  02906= ; (401) 521-3204 (h); (401) 831-7350 (o); rbreindel@yahoo.com.

Kathleen L. Braden, 18 Fisk Road, Concord,  NH, 03301, (= 603) 225-9104, kbraden@bownet.org

Katy <= span class=3DSpellE>Ganino, 63 Forest Hills St., Jamaica Plain, MA  <= st1:PostalCode w:st=3D"on">02130; (617) 524-1766; kganino@mail.sl-regional.k-12.ma.us.

Stephany Pascetta, 250 House Street, Glastonbu= ry, CT 06033; (860) 657-0336; spascetta@msn.com.

Emil Penarubia, Boston College Parkway, 150 Morrissey Boulebard, Boston, MA 01610; (617) 776-= 1490; penarubia@= bchigh.edu

Raymond J.  Starr, Department of Classical Studies Wellesley College, 106 Central Street, Wellesley, MA  02481= (781) 235-1514, rstarr@wellesley.edu

 

Other Committees as Established by the By-Laws

 =

Nominating Committee

 

Anne Mahoney,  6 Hathon Square,  <= /span> Charlestown,   MA  02129;            =     AMAHONEY@perseus.tufts.edu

Jeremiah Mead, 20 Dalton Road,  Chelmsford<= /st1:City>   MA   01824         = 978-256-2110;        MEAD@msn.com<= /span>

 

 

Barlow-Beach Distinguished Service Award

 

 John McVey (Cha= ir), 110A Milford Street, Medway, MA 02053; j.mcvey@rive= rs.org.

Sr. Mary Faith Dargan, Albertus Magnus College, 700 Prospect Avenue, New Haven,  CT; 06511

203-401-4074; BRANTF@albertus.edu

Ruth Breindel,  617 Hope Street, Providence, RI 02906; (401) 521-3204 (h), (401) 831-7350 (o); rbreindel@yahoo.com

 

 

Committee on Discretionary Funds

 

Jacqui Carlon (Chair), 5 Morning Glory C= ircle, Chelmsford, MA  01824= ; (978) 256-4737; jcarlon@att.net

Katy <= span class=3DSpellE>Ganino, 63 Forest Hills Street, Jamaica Plain, MA 02130, (617) 524-1766; kganino@mail.sl-regional.k-12.ma.us. =

Mark R. Pearsall, Glastonbury High School, 330 Hubbard St= reet, Glastonbury, CT 06603; (860) 657-1569;mpearsall@earthlink.net

Sally Morris  Br= ooks School, 1160= Great Pond Road, North Andover  MA  <= st1:PostalCode w:st=3D"on">01845 S= MORRIS@brooksschool.org

 

Program Committee (2007 Annual Meeting)=

 

= March 9-10, 2007

University of New Hampshire

 

Cynthia Damon (Chair) , Classics Department, AC #2257, Amherst College, Amherst, MA 01002, 413-542-8126 (W),=  413-549-7471 (H), cdamon@= amherst.edu

 

 

Local Arrangements Coordinator

 

TBA

 

Auditors

 

Stephen Pingree,  210 Merrow Road , Coventry, CT 06238, 860-742-3114, MAG= ISTERP@charter.net

Thomas A.   Suits, 12 Hillyndale Rd, S= torrs, CT 06268, 860-429-1608, AMTSUITS@earthlink.net

 

Resolutions Committee

 

Francis R. Bliss, Beata <= span class=3DSpellE>Arva, 375 Taylor Hill Rd., New Vineyard, ME , 04956, = (207) 652-2232, FRBLISS@tdstelme.net

Richard E. Clairmont, Murkland Hall, University of New Hampshire, Durham, N= H , 03824, (603) 886-1319, RICHARDC@cisunix.unh.edu

 

 

Classics in Curricula=

 

Oversight: Sta= te Representatives (or the designees)

Working Group:=

Allen M. Ward, Department = of History Box U-2103, University of Connecticut, Storrs, CT , 06269,  (860) 429-2503, WARD@uconnvm.uconn= .edu

Margaret G. Cook, , 12 Lakeshore Dr., Winthrop,  ME , 04364, (207) 377-2186, COOKDSMG@adelphia.net

 

New Engl= and Latin Pl= acement Service

 

Stephen A. Brunet, Classics Program Murkland Hall, University of New Hampshire, Durham, NH, 03824, (603) -868-2007, SABRUNET@cisunix.unh.edu

Kenneth F.  Kitchell, Jr., 471 State Street, Belchertown, MA,= 01007, (413) 325-5607, KKITCHEL@classics.umass.edu

 

 

 

 

Director, CANE Summer Institute, 2006 &= amp; 2007

 

Ellen E. Perry, College of the Holy Cross, PO Bo= x 130A, Dept of Classics, Worcester,  = MA, 01610; 508-476-0169, EPERRY@holycross.edu

 

 

 

Steering Committee, CANE Summer Institute

 

John M. Higgins, Box 351, Monterey , MA  <= st1:PostalCode w:st=3D"on">01245, 413-528-6691; HIGGINS@vgernet.net

Charles Bradshaw, 54 Potwine = Lane,    Amherst,   MA   01002; 413-253-2055

CBRADSHAW54@comcast.net

Alison Harvey, 15 Gilman Street&= nbsp;       Waterville    ME  04901= ; 207-872-8276;  AHARVEY@msad47.org

Kenneth E. Wheeling, PO Box 38, North Ferrisburgh, VT, 05473, (802) 453-3759, WHEELING@together.net

Daniel T. , Russo, Austin = Prep. School, 101 Willow St., Reading,  MA, 01867,  617-333-6601, DANIELR@austin.mec.edu

Miranda Marvin,   72 Dover Road, Wellesley,  MA       02482; 781-235-1563; MMARVIN@we= llesley.edu

 

 

Other Officers and Services

 

Coordinator for CE= Us

 = Donna Lyons, 11 Carver Circle, Simsbury<= /st1:City>, CT 06070; (860) 658-1676; mdlyons@sbcglobal.net.

 

Writing Contest

President-Elect (Chair, ex officio); Executive Committee State Representatives (ex officio)=

 

Student Paper Award

President (Chair, ex offic= io)

 

Weincke Prize

 

At-Large Members of the Ex= ecutive Committee (ex officio)

 

Phinney Scholars= hip

John M. Higgins, Box 351, Monterey , MA  <= st1:PostalCode w:st=3D"on">01245, 413-528-6691; HIGGINS@vgernet.net

Phyllis Katz, P.O. Box 1048, Norwich,VT  <= /span>05055, 802-649-3947;PHYLLIS.B.K= ATZ@dartmouth.edu

Paul Langford,  59 Sheafe Street, Portsmouth, NH  = 03801= ; (603)431-3635; PLANGFORD@exeter.edu

 

 

CANE Certification Scholarship

 

See CANE Scholarship Commi= ttee list above

 

Emporium Romanum

 

Donna = Lyons, 11 Carver Circle, Simsbury, CT 06070; (860) 658-1676; mdlyons@sbcglobal.net.

 

Newsletter

 

 = Emil = Penarubia, Boston College High School= , 150 Morrissey Boulevard, Boston, MA 01610; (617) 776-1490; penarubia@= bchigh.edu

 

 

 

Representative on the Council of the Am= erican Classical League

 

Paul  Properzio, , 15 Ballardvale Road, Andover,  MA , 01810, (508) 474-0195, PJPRO= PERTIUS@aol.com

 

Alternate to the Council of the American Classical Le= ague

 

Deborah Rae Davies, , 123 Argilla Rd, Andover,  MA, 01810, (978) 749-9446, DDAVIES@brooksschool.org

 

Delegate to the National Committee for = Latin and Greek

 

Deborah Rae Davies, , 123 Argilla Rd, Andover,  MA, 01810, (978) 749-9446, DDAVIES@brooksschool.org

 

 

Delegate to the American Council on the= Teaching of Foreign Languages

 

Mark R. Pearsall, Glastonbury High School, 330 Hu= bbard Street, Glastonbury, CT 06603; (860) 657-1569;mpearsall@earthlink.net

 

 

Delegate to the National Council for the Teaching of Foreign Langua= ges

 

Madelyn Gonnerman, = 10 Fox Lane,  Newton Centre, MA 02459, 617-964-61= 41; MADELYN_GONNERMAN@brookline.mec.edu

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

           &n= bsp;            = ;            &n= bsp;          


IN MEMORIAM

<= /span> 



BARLOW-BEACH AWARD 2006

 =

Barlow-Beach Award

Friday, March 17th, 2006

Campus Center Auditorium

University of Massa= chusetts

7 PM Banquet

 

 

The Barlow-Beach Award this= year goes to the Theodora Stone Sutton Professor of Classics, who received his BA from the University of Michigan and his= PhD from Princeton.  He’s taught at the same institution since 1979.  He lo= ves the combined emphasis on teaching, research, and service.  His research has been supported by= two fellowships from the American Council of Learned Societies and his teaching= has earned him both the Pinaski Prize and the Apgar Award.  <= /span>He has served as President of the Classical Association of New England, he was= a founding member of the CANE Newsletter, CANEns,= he instituted a “Shadow Program” at his school in which students majoring in the Classics have had an opportunity to visit a local high scho= ol in order to get a feel for the everyday life of teaching at the secondary l= evel – I can say that I personally have benefited from having some of his students visit my school and that some of my students have benefited from studying with him at his school.

 

One of his most enduring contributions to CANE was the initiation and implementation of CANE’s original website whose influence and imp= act is immeasurable. 

 

I understand that Vergil is his favorite Latin poet: I hope he will fin= d it appropriate then that the inscription on the Barlow-Beach Award comes from = the other half of Vergil’s soul, Horace:

Exegi monumentum aere perennius “I have built a monument more lasting= than bronze”

 

He is Professor of Classics= at Wellesley College, Chair of their Department= , a friend of CANE most deserving of this award:

 

Raymond J. Starr


CANE WRITING CONTEST PRIZE PAPER AND STATE WINNERS

 =

The Death of Britannicus, by  Sierra Hunt

 

           &n= bsp;    The room, dark except the flickering halos of candles, is perfect. Away from the  meager light emanating fr= om the table, Locusta stands in the shadows; they are = deep shadows, thick shadows, shadows made for watching and waiting. Spectating, she tells herself with an invisi= ble smile. My work will soon be complet= e.

           &n= bsp;    Nero, sitting at the head of the table, is visibly anxious. The emperor cannot se= em to keep his eyes on the food or his mind on the guests. His dinner companio= ns, aware of their host's growing uneasiness, surreptitiously trade worried gla= nces over their chicken and breads and then busy themselves with careful examinations of their fingernails. Dinner is deathly quiet except for the rattle of bracelets and the slow crunch of chewing.  From her shadowy vantage point, Locusta feels the need to stifle a laugh. They're  animals, she thinks, rough, slow animals gr= azing stupidly and unwittingly outside the slaughterhouse. Ripe for the butcherin= g. It's a pity my fee covers only Britannicus.

           &n= bsp;    Britannicus himself, at Nero's right side, is the onl= y one who refuses to be upset by the gloomy atmosphere. The few jokes he attempted earlier received only weak smiles and a polite chuckle or two, and although= he has long since allowed them to trail off into silence, his mood remains lig= ht and his eating enthusiastic. It is, after all, in the nature of  boys to laugh boldly in the face of unpleasant situations and, failing that, to ignore them.  Death, however, is notoriously dif= ficult to ignore. Locusta looks forward to watching th= e  boy attempt that particular feat.<= /p>

           &n= bsp;    The boy's food taster stands behind him, delicately picking the worst pieces of= f a drumstick. Although the taster is unaware, he will be escaping sharing his master's fate tonight only through the ingenuity of Lo= custa. The unfolding of her brilliant plan will leave seven stunned, one dead, and= one utterly secure, knowing that the biggest threat to his throne had, at long last, been eliminated. Oh, she will be rewarded richly for this. How far she has come since her humble beginnings in simple, modest Gaul! Already  feared, the name of <= span class=3DSpellE>Locusta will be whispered in terror in every corner o= f the forum!

           &n= bsp;    Nero's eyes dart to Locusta's corner, searching for her in the darkness. His urgent look snaps her out of her reverie, telling her that the dinner wine is arriving, hot enough to burn Britannicus' tongu= e. She smiles into the blackness again. Locusta watche= s the tasters sip the wine, then hand the cups to their masters. This is the cruc= ial moment. If Britannicus doesn't complain, the pl= an is ruined and she will be forced to hatch a new one under Nero's displeased ey= e.

 

           &n= bsp;    But he does. Waving his hand at the taster, Britannicus frowns and signals that his wine is unpleasantly hot. Water is hurriedly ad= ded by the slaves. It is lovely, cold water, clear and soothing, carefully pois= oned by Locusta's own hand. Nero eyes the now‑deadly cup in his half‑= ;brother's grasp. A mixture of anxiety and frenzy lurks in his gaze, a  treacherous combination which Locusta marks with disdain. Her own countenance betra= ys nothing of her feelings.

           &n= bsp;    The plan has worked and the wine is once again in Britanni= cus' hand, the water left untasted by his slaves. He drinks...

 

...and shakes. The boy's = throat appears to seize up and his thin body is racked with  convulsions. Nero remains sitting,= calm now that the deed is done. Locusta hears him sp= eak to the guests, telling them that the boy's epilepsy is the obvious cause of th= is fit and that there is no need to worry. It's too late for that, my lord, Locusta thinks.= Thev're  frantic. But her thoughts linger mostly on the riches she will h= ave and the awe she will  inspire = as a result of this most wonderfully‑executed job.

           &n= bsp;    As Britannicus dies, Locusta<= /span> smiles widely. Nero will not forget this.

 

 

References<= /u>

 

Leon, Vicki. Outrageous Women of Ancient Times.=

   &nbs= p;             New York: John Wiley & Sons, Inc., 1998.

 

A Brief History of Chemical, Biological, and Radiological Weapons. 2004.= 11 Dec. 2005  <http://www.cbwlnfo.com/History= /ancto l9th.shtml>.

&nbs= p;

STATE WINNERS

 

 

CANE Writing = Contest, ‘05/06
Topic: Women in Antiquity: The Good, the Bad, the Beautiful. Modern and Anc= ient Perspectives

The overall winner is the Ver= mont 1st-place winner, Sierra Hunt.

CONNECTICUT

1st place       Katharine Conroy, Latin V
                     Coginchaug Regional High School. Dunham, CT
      &nbs= p;             teacher: Mrs. Mary Sersanti

 2nd place      Nicole Rubin, Latin III
                      Norw= ich Free Academy, Norwich, CT
      &nbs= p;               teacher: Dr. Elizabeth Tylawski

 3rd place      Stephanie Cuomo, Latin V
        =             &nb= sp; Coginchaug Regional High School, Dunham,= CT
            &nb= sp;         teacher: Mrs. Mary Sersanti


MAINE

1st place       John Mondor
                        122 Franklin Street
                        Saco, ME  04072
                       Thornton Academy, Saco, ME  04072
                        teacher: Sally Cody            = ;            &n= bsp;            = ;            &n= bsp;     

2nd place         Alison Leary, grade 11=
            &nb= sp;           Thornton Academy, Saco, ME  04072           &nbs= p;            &= nbsp;           &nbs= p;   
                         teacher: Sally Cody,           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;    

3rd place          Rachel A. Meyer
                       =   South Portland High School, South Portland, ME  04106
                        teacher: Beth Gwozdz,


MASSACHUSETTS

1st place   Andrew Horne
                41 Locust Lane
                Needham, MA  02492
                St. Sebasia= n’s School
                teacher: Mr. James Ferguson

2nd place Rachel Taylor
               =   Milton High School
                teacher: Ms. Markarian

3rd place  Nora Lawrence
             &n= bsp;   Concord-Carlisle HS
                teacher: Mr. Jeremiah Mead


NEW HAMPSHIRE

1st place   Sam Hammond    
                42 Watson Road
                Dover, NH  03820
                Dover HS
                teacher: Mrs. Grimes

2nd place Lauren Strand
                Pinkerton Academy
                teacher: Mrs. Allen

3rd place Meaghan Cassidy
                Pinkerton Academy
                teacher: Mrs. Allen


RHODE ISLAND

1st place  Grace Alloy-Relihan
                53 Reservoir Street
                Norton, MA 02766
                Moses Brown School
                teacher: Ruth Breindel

2nd place Kimberly Kalunian  &nb= sp;   
                Moses Brown School

                teacher: Ruth Breindel

3rd place  Abbey Littman
        =          Moses Brown School
      = ;           teacher: Ruth Breindel



VERMONT

1st place   Sierra Hunt    
                262 Maplewood Common
                Moretown, VT  05660
                Harwood Union High School
                teacher: Tami Munford

2nd place Carly Schwe= r
                Mt. Mansfield Union High School<= br>                 teacher: Robert Slayton
               

3rd place  Alec Jacobson
        =          Champlain Valley Union High School
      = ;           teacher: Leanne Morton
             &n= bsp; 

 

 

 

2006 CANE SCHOLARSHIP RECIPIENTS

 

 

 

 

 

Endo= wment Award

 

David Harpin from th= e Hopkins School , New Haven, Connecticut

 

 

Corn= elia Catlin Coulter Award

 

John Higgins from the Gilbert School

 

Renata Poggioli Award=

 

Tim Casey from Wayland High School=

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ABSTRACTS OF PAPERS READ AT THE 2006 ANNUAL MEETING

 

FRIDAY MOR= NING

Paper Sess= ion 1

1. Teresa = Ramsby is an Assistant Professor at UMas= s Amherst where she teaches courses on Rome and Latin literature.  A recent article in  Classical Journal articulates the theme from which today's paper also derives, namely the presence of inscribed text in Augustan poetry and its relationship to the epigraphic culture at Rome.  She is currently working on a book= on this very topic, and expects to finish it in the coming months. Controlling Women and the Use of Text in P= aris’ Seductions in Heroides 5 & 17.

 

1. Controlling Women and the Use of Text in Paris’ Seductions in Heroides 5 & 17

The nymph Oenone and Helen, queen of Sparta, are the two women who dominate the love life of Paris, a man known more for= his beauty than his cleverness.  Y= et as Ovid shows in the Heroides, even he had = to woo his women.  In Heroides 5 and 17, Ovid links Paris= ’ success in seducing the women he loves to his use of inscribed or drawn tex= t on surfaces for these women to read.  He inscribes twice on trees for Oenone (= 5. 21-22 & 26-28), and he first proclaims his love for Helen by drawing the words in wine upon a table (17.87-88).&nbs= p; In both letters, the women remember precisely these textual seductio= ns and they reveal by their words that these written texts played a significant part in their decisions to succumb to his charms.  In fact even though both women com= plain that Paris is below them in status, his written affections count for a great deal in maki= ng them his lovers.  <= /span>

There is of course a Greek literary model of inscribing things on surfaces to provoke the attention of women—such = as the famous golden apple thrown into the wedding of Pel= eus and Thetis by Eris<= i> to arouse jealousy among the great goddesses.=   Yet as Ramsby (CJ 2005) has shown= , Ovid has a history of using inscriptions within his text in order to draw intrig= uing correspondences between the epigraphic culture at Rome and the narratives of his characters.  Furthermore, the = fact that inscriptions twice appear in the letters about <= st1:place w:st=3D"on">Paris suggests an attempt to characteri= ze him as a lover who uses text to influence well-educated, and well-read women.  If we compare Paris’s tactic to the  advice that Ovid gives his lovers = about writing to women in the Ars Amatoria (1.571-2 & 2.273-86), we see that Paris is truly an= Ovidian lover par excellence.

 

2. Phylis Katz is currently teaching at Dartmouth and a l= ong-time member of CANE.  She has most recently served as the executive secretary of CANE.  She is a former President of CANE = and a Barlow-Beach Award recipient.

 = ;

2. Re-visioning the Myth of Medea: Christa Wolf’s Medea: A Modern Retelling

  No woman in history has a grimmer reputation than Medea, woman who is said to have killed her brother, her two children, and the new wife of her husband Jason. Christa WolfÆs Medea: A Modern Retelling 1996 is remarkable for itsôstream of consciousness , prose-poemö style and especially for its innovative treatment of the ancient myth. The novel is particularly important because the author has re-appropriated ancient texts= and re-visioned, as Adrienne Rich puts it, the stor= y of Medea so that the tragic heroine becomes a victim rat= her than a murderess. This paper looks at WolfÆs ôre-visioningö of ancient myth and argues = that WolfÆs innovative and non-traditional retelling= of the story of Medea is of vital importance as a = lens through which we can view the ancient world and our own. As Margaret Atwood puts it, ôWolfÆs Medea stirs up uneasy reson= ances . . . . it is a study of power, and of the operations of power, and of the behavior of human beings under pressure when power squeezes them tight.ö

  Edith Hall reviewing WolfÆs novel writes: "Wolf is hardly the first novelist to discover that classical mythology can be interpreted to yield powerful resonances for modernity, but the trajectory from which she approaches her chosen legend is wonderfully original. She forces us to ask what barbarous subtexts are concealed in all our mythologies.ö Wolf as= ks us to evaluate the kinds of societal beliefs that informed the works of Homer, Euripides, and Aeschylus and to think about the beliefs of our own culture. Thus, WolfÆs Medea is a vital retelling of MedeaÆs story because it forces us to question the ômyth= sö behind all myth.

 

3. Ann Higgins is a PhD candid= ate in the English Department at UMass, working on Mid= dle English romance.  I expect to receive my degree this May.  I presented a paper at the 2003 CANE Annual Meeting titled "Horatian Echoes in Henryson's *Testament of Cresseid*" and subsequently published an article that derived from that paper in the February 2004 issu= e of NECJ.

 

3. Orpheus Without the Backward Glance

The Middle English romance Sir Orfeo is, as its name suggests,= a version of the Orpheus legend found in Ovid’s Metamorphoses X.  However, despite its obvious debt to Ovid, whose version of the myth= was far better known than Vergil’s in the Mid= dle Ages, Sir Orfe= o departs from its source at almost every turn.  In this version Orpheus and Eurydi= ce are transformed into an English king and queen (Orfeo and Heurodis) who enjoy a long and happy marriage b= efore the crucial loss that drives the plot; that loss itself is caused not by Heurodis’s death but by abduction as the king o= f the fairies snatches her away to his otherworldly kingdom; finally, while Orfeo, like his classical counterpart, goes to the otherworld and is given his beloved back again as a reward for his harp-playing, no conditions are attached and, in a stunning reversal of the original plot, he leads Heurodis out of the fai= ry kingdom and back to his royal city of Winchester.  Although Sir Orfeo is generally agreed to be= one of the finest Middle English romances, critics have tended to avoid the iss= ue of its substitution of a happy ending for the harsher denouement of the original myth, and I suspect that classicists particularly may have some difficulty in regarding it as a valid retelling of Ovid’s legend.  As the critic Oren Falk observes, = when compared to Ovid’s, the English poet’s version of the myth can = seem “a sugar-candied, bowdlerized variant” of the myth.  As I argue in this paper, however,= to view it in this way is to lose sight of the challenge the Orfeo poet presents to Ovid’s view of love, a challenge that, I contend, stems directly from= his transfer of the myth to England, and his reconfiguration of the godlike musician Orpheus and his virgin bride as a late medieval English husband and wife. In his version of the myt= h, the Orfeo­-poet refocuses the classical= legend’s discussion of love and rejects its implicit valorization of frustrated desi= re over marital union as the wellspring of artistic productivity.  On the contrary, he argues that lo= ve grows from union with, not separation from, the beloved, that broken human relationships lead only to silence, and that the eloquence that is Orpheus = can flower only through the restoration of his union with his wife. 

 

 

4. Carolyn= Swan received = her BA in Classical Archaeology from Dartmouth College in 2002, an= d her MSc in Archaeological Science from University College London in 2004. Her scholarly work ranges from sex and gender in the ancient world to high-temperature industry and trade in the = Mediterranean and Near East."

 

4. Hippocratic Gynecology’s “Womb Theory:” Classical Greek Medical Scien= ce and the Female Body

Ancient Greek culture was steeped in a belief th= at women were inherently inferior to men; this perceived difference goes back = to some of the earliest and most important writers and flavors many myths and founding legends. This paper explores ideas about the female and the female body that were put forth by Greek medical writers during the Classical peri= od (450-323 BC). During this time a collection of more than sixty theoretical = and therapeutic medical treatises was written, known as the Hippocratic Corpus; while the Corpus was attributed to Hippocrates by the medical writers of the Hellenistic Per= iod, it is more likely that it was written by several different authors. How were contemporary views about females and the female body reflected in these medical writings of the Classical period? What did scientific study have to say about the nature of women? To what extent was detailed medical research skewed to fit presiding cultural theories, or to what extent did it mirror ideology?

Hippocratic method and interpretation appears to have revolved around the uterus, with the idea of a “wandering womb” informing all theory and treatment. The womb explained every fe= male illness, and this interpretation implied that women were governed not by th= eir philosophical parts—as were men—but rather by their reproductive organs’ appetites. One of the cardinal virtues in Greek thought was <= span class=3DSpellE>sophrosune, which translates as moderation, judiciousness, or self-control; thus, by nature, women could not embody this virtue and required external assistance from men (doctors and/or husbands). In short, the womb defined woman as a creature w= ho was fundamentally different from and inferior to men, while medical theory = and therapy promoted the control of women and male decisions about the role of = the female. It can thus clearly be seen that the study of biology by Greek medi= cal doctors was highly colored by contemporary cultural conceptions; the scienc= e of the Hippocratic Corpus justifie= d and mirrored a tradition of social polarization and the strict dichotomy presen= t in Greek life.

 

Workshop 1 A

1A. Ruth Breindel is a = long time member of the CANE executive committee, who has presented many times at CANE conferences.  Ruth Breindel has served in a number of capacities most no= tably as CANE’s current Treasurer.  She is a  former President of CANE and a Barlow-Beach Award Recipient. Ruth currently teaches at Moses Brown School in Rhode Island.

 

1A. How to teach any s= tudent anything

This hands-on workshop will deal with how students learn, and how you can teach = them in different ways.  Through ve= rb games, movies, powerpoint demonstrations and ot= her activities, the various learning styles of students will be addressed.  You’ll return home with many= new ideas and variations on old ideas, too.

 

Workshop 1 B

1B. Mariless Osier was first an English teacher in Kenya, = East Africa  after graduating from Bates College 1974.  I have been a Latin teacher at Sacopee Valley H.S. for 18 years, and was self-taught= in Latin in order to keep the Sacopee Latin program alive. I received certification credit via tutorials and classes with Reg Hannaford, then at both Portland HS and St. Joseph's Coll= ege. The CANE Summer Institutes at Dart= mouth honed my excitement as well as my comprehensive mastery of the worlditoprd of the Romans.  Since then, I have attended 11 Nat= ional Junior Classical League conventions, numerous CANE conferences, and mirabile dictu, received = the CANE Fellowship in 2004 for study of AP Catullus in = Italy w= ith Barbara Weiden-Boyd and Peggy Bruc= ia. I am also an active officer of the Maine Classics Association, past preside= nt and now have returned as editor of the MCA Clamor newsletter.

Lindsey Ca= mpbell is an honor roll senior at <= span class=3DSpellE>Sacopee = Valley High School in Hiram, = Maine and a Latin intern. After completing the first two years of Latin, she then studied Latin III advanced grammar over the summer so that she could enroll last year as a junior in Latin IV (a Latin literature survey class).   This, in turn, enabled her to enroll this year in AP Vergil (independent stud= y). Lindsey plans to become a teacher of Latin and other languages. She has alr= eady been accepted at Centenar= y College in Louisiana and is= eagerly awaiting word on her other applications, including <= st1:PlaceName w:st=3D"on">Bates College.

 

1B. STUDENT INTERNSHIP= S IN THE LATIN CLASSROOM: or…Golden Apples Now and Golden Teachers Later <= o:p>

Student internships are highly encouraged at Sacopee<= /st1:PlaceName> Valley High School and I have been blessed with one or mo= re student interns a year. Each student has brought different skills and talen= ts to assist in the instruction of Latin, especially at the Latin I and II lev= els. My current senior student intern (her second year as my intern) is an AP Vergil student named Lindsey Campbell, who plans to b= ecome a future Latin teacher herself.  Lindsey would like to join me in a co-presentation that focuses on t= he various aspects and benefits of student internship, especially the positive influence on future Classics teachers!

Via a PowerPoint slideshow and handouts, the presentation will delineate the job description – as developed by my students along the way – as well as the pros and cons of  having a student assistant, my assessment rubric (which enables the intern to receive course credit), and successful classroom assistance strategies. Numerous Classics teachers migh= t be interested in developing an internship program of their own, especially in light of Ken Kitchell’s ACL platform to encourage new teachers!  This workshop will certainly be informative, creative, and fun!

 

Paper Session 2

1. James P. Conley "Conley, James P.= " jconley@smcvt.edu teaches in the Department of Classics, Saint Michael’s College, Colchester, VT.<= /st1:place> He earned his BA in Latin Academic degrees from Duquesne University= , and his MA, PhD Classical Studies from Loyola University.  He has been a member of the Depart= ment of Classics at Saint Michael’s since 1970.  His interests are: Greek and Latin literature [drama, epic, poetry] and History [Hellenic culture, the Roman world].

 

1. Walking the Wall:  Remnants of Roman Rule at Empire&#= 8217;s Edge

In 2003 the United Nat= ions Educational, Scientific, and Cultural Organization [UNESCO] designated Hadrian’s Wall, a seventy-three mile long def= ensive perimeter at the northernmost edge of the Roman world, as a World Heritage Site.  This move allowed the interested general public access up-close to one of the wonders of the empe= ror Hadrian’s reign.  A rece= nt trip to the Northumbria region= of England permitted on-site examination of what remains of this Roman limes, with its accompanying V-sha= ped ditch.  Parts of the wall have totally disappeared and others exist in total disarray, given centuries of neglect and outright banditry in which this Roman wall served as a convenie= nt quarry.  Yet, sufficient structure remains = to give a clear idea of what this monument to Roman might here at the Empire’s edge really meant.

 

The emperor Hadrian had traveled to this northern frontier in 122 AD and had ordered a suitable bar= rier erected to separate Romans to the south from barbarian Picts to the north; the task was completed in 130 AD.  Remains of this barrier exist, in = some form, from Wallsend-on-Tyne in the East to the = Solway Firth in the Wes= t and extend across the width of Britain for close to eighty Roman miles.  Roman legionaries from distant parts of the Empire comprised the work force.  Among their ranks must= have been, as shown by the wall’s remains, surveyors, skilled architects, masons, carpenters, and those with muscle and will to hew, heave, and haul stones from the fields and stones extracted from quarries of a quantity sufficient to construct, on the eastern side at least, a wall roughly nine = feet wide and almost twenty feet high.  At regular intervals, milecastles were s= et in place, each with a pair of turrets to shelter soldiers serving as look-outs= .

  <= span style=3D'mso-tab-count:1'>        &= nbsp; One highlight in walking the wall is the number of museums set up to protect materials excavated from the settlements and the milec= astles along the wall.  Chesters Roman Fort Cilurnum and Vi= ndolanda are  most outstanding.  Opportunities for photos were plen= tiful both outdoors  at the excavati= ons and inside the museums themselves.  This brush with Roman imperial history has yielded both visions of legionaries engaged both in construction and in soldierly duties and the greater reality of actual artifacts giving strong witness to Hadrian’s Wall as a bulwark of Roman might in a world of humanity so dis= tant from Rome herself.

 

2. Daniel R. Blanchard is currently a Latin tutor and assistant= at Portsmouth High School in Portsmouth New Hampshire working specifically with learning disabled students in elementary and adva= nced Latin classes.  I design diffe= rent strategies, skills, and techniques for these students in order to help them study, comprehend, and translate Latin.

 

2. An Unenviable Task:= The Roman Army’s Punitive Expeditions Into Dacia, 86-88 A.D.

  &nbs= p;         Domitian’s efforts to curb the violence along t= he Dacian frontier, by all accounts, both modern and anc= ient, were a failure.  Suetonius and Dio Cassius condemned = Domitian for his neglect of the frontiers, vacillating policies and his all-consuming maniacal personality.  Modern historians reinforce this analysis by comparing the military defeats during= the reign of Domitian in Dacia with= the great success of Trajan’s Dacian wars.

  &nbs= p;         Certainly the Dacian frontier policy of Domitian, and the entire Flavian dynasty, was disastrous.=   In 84 A.D. Op= pius Sabinus was defeated and killed by the invading= Rhoxolani that had also wiped out two cohorts of auxilia in 69 A.D.  The Sarmatian= s annihilated Fonteius Agrippa and his army in 70 A.D.  The culmination to all o= f this bloodletting came in 86 A.D. with the destruction of Cornelius Fuscus by King Decebalus = near the mountain pass Tapae.  The only bright spot to this carna= ge was the victory achieved by the veteran commander Tettius<= /span> Iulianus in 88 A.D. when he marched north and defeated Decebalus at the second battle at Tapae.  Tragically, Domitian who proffered Decebalus a peace treaty that resembled more of a bri= be than an agreement to end hostilities, however, squandered Iulianus’ victory.

  &nbs= p;         What made Domitian’s efforts along the Dacian frontier weak and ineffectual, and thus in consequence so disastrous, was not a result of the personal qualities of th= e Emperor, or his field commanders’ ineptness, or the strong willed personality = of King Decebalus.  What Domitian had to reckon with, and wh= at ancient and modern scholars have overlooked was that the empire’s resources could no longer maintain the physical integrity of the legions.  The battles at Tapae demonstrate clearly a decline in the effectiveness of the Roman Army. 

  &nbs= p;         Augustus had created an army that the empire could not maintain except during period= s of peace and stability.  War, especially civil war, strife and mutiny upset the delicate balance required= to continue the adequate supply of manpower to preserve the strength of the legions.  The Civil Wars of 68= -70 A.D. wrought terrible carnage and change among the legions.  After the war, Vespasian and Titus consolidated some legions to make up for the large gaps in trained soldiers.  All three emperors, especially Domitian, were forced to rely upon a collection of undermanned legions to defend the frontier.  The V Alau= de legion suffered destruction in the first battle of Tap= ae as a consequence of their decrepit state not because of the military genius= of Decebalus or the impetuousness of their commander Cn. Fuscus.  The losses the V Alaude legion sustained during its participation in the two battles at Cremona and during the massacre at Vetera were heavy and could not be easily replaced.  When the legion marched north into the mountain defile at T= apae, it mustered perhaps only 2500 men.  Their destruction was not another Teutoburg Wald as claimed by some scholars, but rather a clear example of why Domitian’s policies were so ineffective and why peace was so necessary.  Peace, no matter how shameful, was= more preferable to a war that the Roman Army had not the resources to wage. 

  &nbs= p;         The battles of Tapae then were the catalysts that b= rought the entire northern frontier policy of not only the Fl= avians, but Nero and Caligula as well, to a final resolution.  The outcomes of these two battles reverberated throughout the empire resulting in great change.  Moreover, the practice of punitive expeditions was ended by Domitian’s succe= ssors in preference to a concentrated all consuming war of conquest.  These battles provided Trajan with a map for victory and he ruthlessly appli= ed the lessons learned in 86 and 88 A.D. to his own campaigns.  What Trajan could not resolve, despite his victories, was the same problem that plagued= Domitian.  The empire could not supply the Roman Army with enough soldiers to bring the legions back to full strength, and restore the integrity and fighting capability of the legions.        =   

 

3. John Oksanish earned his= BA 2000 at UMass Amherst in Classics, and his MAT = in 2002 also at UMass Amherst in Latin & Class= ical Humanities. In 2002-04 he was a Latin teacher at Walpole.  He is currently a graduate student at Yale in Classical Philology.  He

is interested in Latin Prose, especially, historiography and technical prose (in particular Vitruvius), = Homer and Homeric narrative technique. Recently at Brown at the Graduate Student conference, 10/2005, he presented a paper on the social implications of Vitruvius' moral stance in "De Architectura," an elaborated version of a talk given at CANE (2001).

 

3. Dignum Memoria : Gallic and Roman Reminiscence in Bellum Gallicum 1 and 7

The importance of memory, the past, and exempla as tools of the historiographer has been a topic of recent interest. Notably, = Jane Chaplin’s Livy’s Exemplary History (Oxford 2000) addresses Livy’s application of these dev= ices and their effects within a historiographical narrative. This paper takes a similar approach to certain elements of books= 1 and 7 of Caesar’s Commentarii de Bello = Gallico (= BG) and attempts to elucidate Caesar’s marked interest in memoria and the past as programmatic. Particular attention will be pai= d to the effects of the commentarius genre on the use of exempla, and to the links between exemplum, memory, and image in the BG.

I argue that Caesar “marks” memoria early in BG (esp. BG 1.7-15)= as an important element in his commentarius narrative. On the one hand, memoria seems a catalyst for correct action when invoked= and “focalized” by the Romans: at BG 1.7.3, it is the memory of Cassius’ slaughtered legion that promp= ts Caesar to deny the Helvetians passage, leading to the demise of the latter;= at 7.62.2, Labienus leads his troops to victory ag= ainst Camulogenus after citing suae pristinae virtuti= s memoria. On the other hand, Gallic citation= s of memoria are quickly shown to be ineffectu= al (1.13-15) and become omens of defeat (7.25, 37, 76, 77).    

Thus the remark of the first-person narrator at BG 7.25 is particularly salient<= /span>: accidit ins= pectantibus nobis quod dignum memoria visum praetereundum non <= span class=3DSpellE>existimavimus.” As a rare intersection of C= aesar qua narrator and Caesar qua actor-in-the-narrative, the comment is per se worthy of note. Yet, given Caesar’s apparent conce= rn with memoria, we may also read this comment programmatically. It suggests, as I attempt to show, that by publishing the BG, Caesar is specifically concerne= d with writing himself into the collective body of memoria and exempla.<= /o:p>

 

Workshop 2 A

2A. Maureen Toner received h= er B.A. in Classics from the College of the Holy Cross in 1997 and her M.A. in Classical Archaeology from Tufts University in 2002.  She is currently in her fifth year= of teaching at Boston College High School, where she has taught Latin I, II and = III and Greek I and Greek III, and the upper level Homeric Academy course.  Last summer she participated in excavations at the Etruscan site of PoggioCivitate (Murlo) through the Tufts University summer program.

 

2A. Latin I! The Music= al: Successful strategie= s for incorporating musical mnemonic devices into your Latin (and Greek) curricul= um

Teaching introductory level Latin and Greek via = noun and verb charts and paradigms has many benefits, but it increases the alrea= dy heavy burden of memorization upon its recipients and makes rich languages appear dull to new students.  = Rote memorization at times feels like a Herculean labor, and student interest in= the subject is often a casualty.  Although a rich treasure trove of helpful hints and mnemonic devices= are available to today’s Latin and Greek teachers, only a few musical mnemonics are widely familiar.  Musical mnemonics in general are underrepresented in secondary school classrooms due either to the teacher’s dubious musical talent or conc= erns about age appropriateness.  Su= ch misperceptions deny students access to a very powerful memorization techniq= ue, one particularly attuned to the iPod generation= .

Over the past few years, I have incorporated num= erous musical mnemonics into my Latin I and Greek I curricula with very pleasing results.  Through trial and er= ror, I have also learned a great deal about incorporating musical mnemonics into t= he classroom.  While musical mnem= onics are ideal for middle school students, students up through the 12th grade are generally delighted by the technique.  In selecting music, the teacher sh= ould take into consideration several factors, including rhythm, phrasing, repeti= tion and student familiarity with the song, as well as the song’s appropriateness within the culture of the school.  In addition to memory enhancement,= the teacher can also use songs to emphasize pronunciation and encode additional grammar rules.  Finally, using musical mnemonics engages students and creates a positive, energetic classr= oom environment conducive to further learning.

In this workshop, I will explain and demonstrate= the process for creating musical mnemonics for Latin I (and Greek I, if there is interest), and provide guidelines for selecting effective and well-received melodies. In addition I will give suggestions for incorporating musical mnemonics into the fabric of the Latin I curriculum and provide example materials for teaching many of the core elements of the Latin I (and Greek = I) curriculum.

 

Workshop 2 B

2B. Brian Walsh, UVM I= have tried to get his introductory biography to no avail.  He is a nice fellow, but…

2B. ‘Comparative Prose Colometry: the Construction of the Period’

How did the great Roman prose authors construct = the impressive periodic sentences for which they are known?  Certainly they marshalled lengthy clauses into a greater syntactic whole.  But from what materials did they construct such grand clauses?  If one looks only at the storeys or spires of an impressive edifice, it is quite possible to overlook the underlying structu= res and materials that support them and lend the whole its final effect.  Thus in stylistic terms I hope to = offer the viewers some perspective on the essential materials behind the greater structures of period and clause: the ‘cola’ or ‘commata,’ as they are variously called.  For it is the interplay of these important building-blocks that lend the period its unl= timate majesty and achieve a special effect upon the ancient listener/reader and t= he modern reader.

This workshop will provide a practical demonstra= tion of the value of colometry in analyzing both nar= rative and oratorical periods across a fairly broad spectrum of prose texts.  Among the select topics to be addr= essed in comparative fashion are (1) result clauses, (2) infinitive phrases in indirect discourse, (3) Cum-clauses, (4) ablative absolutes and (5) histori= cal infinitives.  On the phrasal l= evel I will discuss the articulation of cola through various means such as word or= der (including hyperbaton, chiasmus and ‘framing’ techinques), sound (alliteration, assonance, homoeoteleuton,= etc.) and even rhythm, as reference to rhythm (both claus= ulae and ‘internal’ rhythms) is essential to such a discussion.  In the end I hope to show the func= tional importance of the interaction of these cola on the grand level of clause and period.

My discussion will be informed by the pioneering work on colometry of E. Fr= aenkel, T. Habinek and R. Nisbet among others.  Overall I hope = to stimulate teachers of prose (Latin and Greek) at the high school and college level to use colometric analysis as a teaching = tool, for themselves and their students.

 

FRIDAY AFTERNOON<= /o:p>

Paper Session 3

1. Z. Philip Ambrose is Lyman-Roberts Professor of Classical Languages and Literature and Chair of the Department= of Classics at the Universit= y of Vermont, a past Secretary-Treasurer, a past Curator of Funds and a member of the Centennial Committee of CANE. He is also a Barlow-Beach Award Recipient.

 

1. “Re-reading t= he Classicists:  the First Meetin= g of the Classical Association of New England= , April 6-7, 1906,= " a.k.a. "The Eponymous Seven”

CANE was founded in 1906 in alarmed concern about the decline in the teaching of Greek in the schools.  Anxiety= about the state of learning in the modern academy continues in the rhetoric of our new century and with it continued debate about how and what to teach in the field of classics.  The procee= dings and papers of the founding meeting reveal disagreement about the very natur= e of philology and the purposes of learning Latin and Greek.  But the seven papers, in content a= nd range, imply that in the broad sense philology meant reading and interpreti= ng both the literary and material remains of the past. The papers also make cl= ear that the sine qua non of this n= oble undertaking was the knowledge of Greek and Latin. The seven Centennial respondents to the original papers leave no doubt that despite continuing disagreements in approach and despite its many sub-disciplines the field of classics during CANE's first one hundred years = has flourished.  The golden ages o= f the past were the ages of renaissance, always nourished by reawakened appreciat= ion of Greek literature, whether in 5th-century Athens, Augustan Rome, or 15th-century Italy.   CANE's<= /span> covenant with the past should serve hopes no less grand.<= /p>

 

2. “Some Impress= ions of Knossos and King Minos’ Time”=

Mary Hollinshead is a Classical archaeologist (including earlier cultures in Greek ad Roman regions) who teaches ancient art at the University of Rhode= Island.  Trained at Bryn Mawr (A.B., Ph.D.) and Harvard (M.A.), she has excavated in Italy, = Cyprus = and Greece.=   Her research interests have ranged= from the wall paintings of Bronze age Thera to Roman sculpture, to Greek architecture, her major focus.  She is currently writing a book on monumental steps in Greek architecture.

 

3. William= Mierse is Professor or Art History at the University of  Vermon= t.  Has published works on a number of aspects of Roman art and architecture but in the study of Roman Iberia.

 

3. "A Century of Excavations on= the Roman Forum".

I tried to get an abst= ract of this workshop, but don’t seem to have one.

 

4. Allen W= ard has been a= CANE Member since 1962; AB Brown 1964; Ph.D. Princeton 1968; Taught ancient hist= ory, Greek, and Latin at the U= niversity of Connecticut sinc= e 1969 Past Director of several CANE Summer Institutes; Author of numerous articles and reviews in the field of ancient history, Marcus Cr= assus and the Late Roman Republic (U. Of Missouri, 1977), lead author of A History of the Roman People ed. 4 (Prentice-Hall, 2003), currently working of Ro= me and Its Culture, a Brief History for Focus Publishing.

 

4. “The Place of Geography and Biography in Elementary History: Edwin Ha= ll Higley, a Case in Point”<= o:p>

     One hundred year= s ago, at the first meeting of the Classical Association of New England, Edwin Hal= l Higley decried the growing trend to de-emphasize geog= raphy and biography in favor of the social-scientific approach to history in textbooks and courses at the introductory level. Unfortunately, the trend h= as only intensified over the last century in academe. Not surprisingly, while students abandon history in droves, the general public devours books by non-academic historians like David McCullough, Stephen Ambrose, and Dorothy Kerns Goodwin, and eagerly awaits the next historical documentary or dramatization on the History Channel, Biography Channel, Arts and Entertain= ment Network, and Home Box Office, all of which present vivid accounts in words = and pictures of the people and places associated with the great events and developments that have shaped the world.&n= bsp;

As Higley rightly no= ted, “The local and personal elements should not be obscured by a desire to exhibit the general movement of national progress or decay.”  He believed that by attempting = 220;to localize and visualize the landscape” of events rather than dryly enumerating them, introductory narratives can make history for beginning students “a mental possession solidly grounded, not simply swaying in= the foggy obscurities of the mind.” Moreover, to him biographical forms of narrative not only “show history in a vivid and moving presentation,” but also illustrate the values and ideals of a people, which are just as important to understand as their sociology, institutions,= and constitutions, which the social-scientific approach stresses.

Indeed, when properly executed, the integration = of geographical descriptions and individual biography into an historical narra= tive can provide concrete illustrations that make the abstract themes preferred = by modern academic historians more understandable, personally meaningful, and, theref= ore, memorable to young minds and the public in general. Nothing illustrates that point more than the story of Edwin Hall Higley himself. His family’s origins in New England’s seventeenth-cent= ury Puritan social and economic elite, its role in settling constantly expanding frontiers, and his personal life as a student, cavalry officer in the Civil War, musician, professor of Greek and German at Middlebury College, and mas= ter under Endicott Peabody at Groton School vividly illustrate the geographical, soci= al, economic, political, military, and cultural forces and events that shaped colonial New England and the American Nation as well as the founding of the Classical Association of New England and the success that it has enjoyed ov= er the past century.

 

 

 

Workshop 3 A

3A. John <= span class=3DSpellE>Sarkissian is Chair of the Department of Forei= gn Languages at Youngstown State University, where he teaches Latin, Greek and Ancient History.  He is currently in his third as Ch= ief Faculty Consultant for Advanced Placement Latin.

Sally Morris is presently an instructor of Latin and Greek at Phillips Exeter Academy, after a twenty-year stint in the classics department at Brooks School. Sally also taught in Italy for School Year Abroad in the first year of the Latin program, 2001-02. Sal= ly has served as an AP reader and has written several articles about teaching = AP Latin on the AP website.  Sall= y is currently a member of the CANE executive committee, and she is also on the Board of the Vergilian Society.  She received her BA at Trinity College, and her MA at Tufts University.  She has also studied at the Classi= cal Summer School of the Amer= ican Academy in Rome<= /o:p>

 

ABSTRACT: Literal Translation on the AP Latin Vergil Examination

This is essentially what I receive a= s an abstract.

 

Workshop 3 B

Lydia Haile received her B.A. with honors in Classics and History f= rom Williams College in 2002, and her M.A. in Classics from UVa in 2004.  Since then, she has been teaching = Latin at Moses = Brown School.  Her current research interests inc= lude ancient textile manufacture, ancient warfare, and classical influence on Victorian dress reform.

 

Lana= m fecit: A Workshop on Roman Wool Processing and Spinni= ng

In Roman women's epitaphs, the working of wool is a constant refrain.  This activity was

not only the sign of a good woman and wife, but something that took up a great = deal of time and attention. In this workshop, participants will follow the path = that wool took from the back of a sheep to finished thread.  They will learn how the Romans did= each step along the way and how to process fleece both with modern facsimiles of Roman tools and with more readily available modern objects.  This will bring home what a long a= nd complicated task stood behind the terse lanam <= span class=3DSpellE>fecit. Participants will also be able to demonstrate = to others how wool would have been processed. The workshop will start out by looking at different breeds of sheep, seeing which modern ones are most like Roman ones and the different characteristics that various breeds and parts = of a fleece have.  Participants will examine unwashed and washed fleece and sheepskin. From here we will move to getting the fleece from the sheep to the woolbasket, looking at how it was sheared, cleaned, and dyed.  Participants will learn modern fle= ece washing techniques

and about modern dyes. At this point, we will look at combing, the most common Roman method used to get the fleece into spinnable form.  I will teach how to com= b wool both on modern wool combs and on more readily available flea combs. Then the participants will move on to learning about spinning and the different type= s of spindles used by the Romans.   They will learn how to spin and how to make spindles.  After completing this workshop, participants will understand why spinning was such an important part of Rom= an life and will be able to demonstrate Roman wool processing to others.<= /o:p>

 

 

 

 

Paper Session 4        &= nbsp;           &nbs= p;             =

1. Allan Wooley is an em= eritus teacher at Phillips Exeter Academy. Allan has been a part of the CANE for a number of years serving on the CANE Executive Committee in a number of capacities including executive secretary= and president.  He is a former rec= ipient of the Barlow-Beach Award.  He= is also one of the authors of our Centennial History and is currently serving = as CANE’s webmaster; This spring he will be teachi= ng a Plato course online through UVM. 

 

1. “The Oak and Reed”

In this somewhat muted eulogy of Willard Reed, I try to pronou= nce a worthy epitaph to the noble oaks that fell while the reeds survived. In g= ood Roman fashion I praise Mr. Reed and Mr. Kirtland as two noble exemplars of their opposing beliefs and draw my moral lesson from their great deeds. Mr. Reed believed as Archilochus' fox that we should range about and collect various different things to interest our students, while Mr. Kirtland believed with equal fervor that we must teach the langua= ge first; until the grammar and basic vocabulary is mastered, nothing else must distract the student. The one cherished students' enthusiasm for the many varied aspects of Roman culture, while the other expected skilled mastery of the language that would make the students independent readers of Latin literature. As evidence I offer Mr. Reed's talk and Mr. Kirtland's book, bo= th clear instances of their convictions. Together they provide the ying and yang that enlivened the early years of CANE,= and that, I suggest, are still operative today.  I use the experience of the Classi= cs Department of Phillips Exeter Academy as an example of the fall of Mr. Kirtland's mighty oak, and CANE as an example of the survival of the Classi= cs by following Mr. Reed's advice. I try to point out that the mastery of the classical languages is the point and justification for survival of the discipline.

 =

2. Francis = Bliss is <= span style=3D'font-size:12.0pt;mso-bidi-font-size:10.0pt'>Emeritus Professor at = the University of Vermont.  Professor Bliss has been a long ti= me member of CANE who has presented numerous times; and is famous for his Latin perorations. He is an “elder-statesman” of  CANE and also a Barlow-Beach Award Recipient.

 

2. “Library suggestions for a beginning Classics teacher<= /span>”

"I am most interested to influence the beginner's = own book collection, and I agree with Seymour's remarks of a hundred years ago when he urged the advantage of reading widely without an extensive apparatus, thus securing facility in reading and independance of judgment. The beginner should have at= least a few plain texts, and keep them, and aim at getting more. Translations are= of course helpful, but they can be a snare and a delusion. A knowledge of the growth of modern criticism will grow with age, and can help our historical understanding, but one should be wary of it, especially when it creeps into commentary. Constant attention to texts is the only real justification for calling our study Literae = Humaniores."

 

 

3. Barbara Saylor-Rodg= ers received her AB in Gr= eek from Brown University and her MA and Phd from University of California, Berkely.  She is currently Professor of Classics at UVM.&nb= sp; Since she works with prose authors her i= nterest in prose composition is clear - especially since Cicero is the model of choice and she is working a lot with Cicero right now. She would rather mark up a document with html than use a program= to do it: this preference (especially in avoiding the spaghetti in web page programs) clearly has a lot to do with composition as well. She is a fanati= cal gardener and breed irises; pictures of these appear on her web page.

 

3. “The Efficient Teaching of Latin Prose”

Another sterling abstr= act ;)

 

4. Bill Wyatt <= /b>Professor = of Classics (Emeritus) at Brown University, former President of CANE, recipien= t of the Barlow-Beach Award (at some point), and now live in Westport MA, where = I am President of the local historical society, and a docent at the Whaling Muse= um in New Bedford.

 

4. “The Classics= as a Means of Teaching in English”

At the first meeting of CANE in 1906 Professor Alice Wa= lton of Wellesley College delivered a paper entitled: "The Classics as a Means of Training in English ", which is in tu= rn the title of my paper here. Professor Walton restricted her argument to the presumed – and in fact, undoubted – value of Latin as a guide t= o or training in English, and

made four points that lead to a conclusion (5):

1) “It is our bounden duty to lose no opportunity= to make the process of speech consciously correct in these days when tradition= s of correct English are breaking down before the influx of foreign idiom, resul= ting in a careless and often ignorant usage.”

2) “We need to combat the tendency on the part of= our pupils to isolate the facts of experience;” i.e., that literature and historical context should be correlated.

3)“The relation of classical to modern languages, especially English, must be kept constantly in mind and similar and diverge= nt features be noted, in syntax and idiom.”

4) “We have also a responsibility in leading the = way to appreciation of literary structure.” She concludes her summary:

5)“Surely we ought to stand in the closest relati= on to the work in English and help it by precept and practice, realizing the dependence of our own language and literature on the Classics, and the fact that no appreciation of either can be vital without the other.” Some = of her points have an archaic and even biblical air, but one can probably share her views to a fairly considerable extent.=   In my paper I dwell primarily on her third point, and argue for an intelligent and consistent application of Latin to the English vocabulary.<= span style=3D'mso-spacerun:yes'>  Latin still remains one of the bas= es of our literate discourse, and students should, through Latin, learn to conver= se intelligently in their own language.

 

Workshop 4 A

4A. Emil Penarubia originally hails from Philadelphia.  He earned his BA from Holy Cross a= nd his Master's from Boston College.  Since 1998, he has taught Latin and Greek at Boston College HS.  H= e is the MA state representative on the CANE executive committee, and the editor= of CANEns, the official CANE newsletter.  He attended the 2001 American Academy in Rome Summer School on a Fulbright fellowship, and last summer participat= ed in a Taft= Educational Center<= /st1:PlaceType> workshop called "Preliminaries in Latin," which focused on crafti= ng multiple-choice questions in the style of the AP

exam. <= o:p>

4A. “Writing AP-Style Multiple Choice Questions: Preparing= All Levels for the Exam

This workshop will focus on the more difficult section of the AP Latin exam: the multiple-choice section.  Participants will learn how to ask specific questions to aid students’ understanding of sight passages, = and begin to understand why the AP exam asks the questions that it does.  Specific emphasis will be given to writing practice questions for various levels, including not only the AP-le= vel passages, but also for passages suitable for Latin I and Latin II.  Passing the AP exam will depend on students’ ability to navigate the multiple choice section, and this workshop will provide insight into it.

Since a sight translation on = the AP examination would be too difficult to grade, the examiners designed multiple-choice questions to test students' knowledge of how Latin works.  A foreknowledge of their question-writing techniques will undoubtedly aid teachers who are preparing their students for this unseen part of the exam.  This workshop will show participan= ts how to write multiple-choice questions for students in all levels of Latin in o= rder to prepare them for Section I of the AP exam.  Students must also then be taught = how to use these questions to their advantage.&nb= sp; Special emphasis will be placed on the selection of the passage, the specific wording of the questions, as well as writing questions specificall= y to aid the students in their comprehension of the sight passages.  N.B.: This workshop will benefit teachers of all levels of Latin, not only those currently teaching the AP s= yllabus.

 

Workshop 4 B

4B. Stephen Daitz earned his Ph.D= .  Harvard U. Professor Emeritus of Classics, City Univ. of NY Editor of the Teubner edition of Euripides' Hecuba.  Founder and editor of the recording series, The Living Voice of Greek and Latin Founder of the Society for the = Oral Reading of Greek and Latin an APA affiliated group Published a complete recording of the Iliad and the Odyssey in the restored pronunciation of classical Greek

 

4B. Reading th= e Vergilian hexameter aloud.  The workshop is based on the first = seven lines of the Aeneid and contain five stages:

1.  Learning the quantitative rhythm of the hexameter by chanting.

2.  Fitting the r= hythm to the words, still chanting.

3.  Coordinating = rhythm and word accents, still chanting.

4.  Coordinating = rhythm and word accents, now in spoken tones.&nbs= p;

5.  All the above= , now with individual poetic expression.  <= /span>

 

Workshop 4 C

4C. Presenter/Bio: Francis Bliss is Emer= itus Professor at the Universi= ty of Vermont.  Professor Bliss has been a long ti= me member of CANE who has presented numerous times; and is famous for his Latin perorations. He is also a Barlow-Beach Award Recipient.

 

4C. “Reading Lat= in & Greek”

This workshop is on Reading Latin and Greek aloud – bring your own poetry = to be read – transparency for an overhead would do nicely.

 

 

Workshop 4 D

4D. Presiders: John Higgins has taught Latin and Greek at The Gilbert School in Winsted CT = since 1980.  Before starting there, = he served as Editorial Assistant to the Dictionary of Medieval Latin from Celt= ic Sources at the Royal Irish Academy in Dublin where he developed an interest in Hiberno-Latin.  In 1993-94, as an NEH Teacher-Scho= lar and spent a year as a Research Scholar at the Dublin Institute for Advanced Studies, researching Hiberno-Latin literature. = He has published several articles and reviews in the area.

Gil Lawall is Emeritus Professor UMass Amherst. He has se= rved CANE in a number of positions on the CANE Executive Committee.  He is also a Barlow-Beach Award recipient.

 

4D. Greek Teacher Sharing Workshop Greek Teacher Sharing Workshop and Materials Exchang= e This workshop is for those teaching Greek in regular courses, or before or after school, or as independent study, or as part of their Latin classes, and for those wishing to introduce Greek in some way or other; teachers are invited= to bring and share 30 copies of some print material or a sample of some electr= onic material (handouts, exercises, quizzes, projects, resource lists, etc.) that they have produced themselves.  All are welcome, whether bringing materials or not, including those not yet teaching Greek.

 

Workshop 4= E

4E.  Presider= : Rosemary Zurawel is the middle school director of Latin and French at Berwick Academy in South Berwick, Maine.  She is actively involved in CANE and is currently the Exectutive Secretary for CANE, Coordinator of Educati= onal Programs, and editor of Auxilia magistris.

 

CANE Teachers’ Material Exchange=

 

SATURDAY MORNING

Ecce Romani Workshops

Presider, Shirley Lowe is Emerita, Wayland Middle Scho= ol.  She has been a long time member of= CANE and has served on the Executive Committee editor of “auxilia magistris” and in a number of other capacities.  The presenters of the Ecce Romani Worksh= ops will use Ecce Romani as a working base, but the workshops will be applicable to teaching with any text.

Gilbert Lawall is Emeritus Professor UMass Amherst. He has served CANE in a number of positions on the CANE Executive Committee.  He is also a Barlow-Beach Award recipient.

 = ;

ECCE ROMANI WORKSHOP SESSION I:

Presenter:= Dr. Melissa Schons Bishop, <= st1:PlaceName w:st=3D"on">Boston Latin School

Abstract: = Curriculum Development: Making Latin Accessible to Students of the 21st Century

Topics to be covered in this presentation include the following: What kind of students do we have today? Learning styles/tendenci= es Impact of technology/internet on students & learning styles Focal point= s of curriculum design and development Translation/Reading Vocabulary acquisition Grammar acquisition Mythology/Culture Assessments Infusing technology Inter= net Interactive games/activities (Quia/Hot Potatoes) Building web sites to support classical learning and to create active learn= ing environments Online vs. simple repositories of links/data Writing across the curriculum Concluding remarks: Teacher training & resources Resource sharing/networking (Ecce listserv) Articulation betwe= en high school and college programs As I discuss these points, I will use exam= ples from the Ecce series to show how this kind of curriculum development can be achieved with maximum effectiveness. Access to a projector and the Internet would allow me to display examples from my curricular materials and web sit= e. I would like to bring a sample packet to hand out along with the resource document that others and I distributed at a workshop in October 2005 at the Annual Meeting of the Classical Association of the Atlantic States.

 

ECCE ROMANI WORKSHOP SESSION II:

Presenter:=

Gail Coope= r, Academy of the New Church, Bry= n Athyn, Pennsylvan= ia

Abstract: Classroom Implementation: Sine LitterisTeaching without the Printed Word

 Latin tea= chers have traditionally relied heavily on written feedback and exercises for drilling, for practice, and for assessing comprehension. During this worksh= op participants will focus on some non-written means of reinforcing reading comprehension and syntax practice. Among the methods we will explore are cooperative flashcards, using oral Latin as an approach to handling reading comprehension, singing as an aid in memorization, creating cartoons for introducing grammar concepts, and the Rassias M= ethod in a Latin classroom. Participants will take part in the demonstrations as = well as develop and then share their own materials for classroom use.

 

SATURDAY AFTERNOON

ECCE ROMANI WORKSHOP SESSION III:

Presenter:=

Nancy Snyd= er Irons, Reading (Mass.) Memorial = High School<= /p>

Abstract: = Cantate cum Cornelia

 Find out = what Billy Joel, Carlos Santana, and Bob Marley have to do with Marcus, Sextus, and Cornelia! This presentation is aimed at m= iddle school and high school Latin teachers who use the Ecce Romani textbook series. The presenter will share a Lain I project that requires students to adapt lyrics from a familiar song to describe events and charac= ters from Ecce Romani. Participants will listen to recordings of student songs and will receive copies of student lyrics. This lively musical project enables students to use their &= ocirc;musical intelligenceö in Latin class.

 

ECCE ROMANI WORKSHOP SESSION IV:

Presenter:=

Donna LeSage, Pros= pect Mountain High School, Alton, New Hampshire

Dennis Wimer, Virginia Satellite Educational Network, Richmond, Virginia.

“Teaching Ecce Romani= with a Long Distance Learning Program from Virginia

Abstract:

Donna LeSage facilitates a = Latin distance learning program set up by the Virginia Department of Education and broadcast via satellite from schools in Virginia.  She will describe the program, the methodologies and activities employed, and the advantages and disadvantages= of this kind of Latin instruction.  She will provide information as to how the program can be introduced in other schools. 

 

ECCE ROMANI WORKSHOP SESSION V:

Presiding: Gilbert Lawall, Emeritus, UMass Amherst, and Chief Revision<= o:p>

Editor, Ecce Romani, and Shirley Lowe, Emerita, Wayland (Mass.) Middle School

 “Ec= ce Romani Teacher Sharing Workshop”

Abstract:

Teachers are invited to bring and share 30 copies of so= me print material or a sample of some electronic material (handouts, exercises, quizzes, projects, resource lists, etc.) they have produced themselves and = use in their classrooms in their teaching of Ecce Romani, but the session is open to all teachers of Ecce Romani= and to others interested in attending.=

 

SATURDAY MORNING

Paper Session 5

1. Phyllis B. Katz’s Award for Excellence in Undergraduate Research

Matthe C. Farmer is a graduate Student at Tufts University and he is first recipient of the Phyllis B. Katz’s Award for Excellence in Undergraduate Research

 

1. His paper topic is “Closure = in Iliad XXIV” You may want to get = more from him on his paper?=

 

2. Sam Findley = is current= ly Assistant Professor at Rh= odes College, with docto= rate received from Duke University in Class= ics and interests in comparative myth, poetic consolation, and Roman agricultur= e.

 

2. To Teach Atrocity

I wish to speak about the way in which I have discussed horrible things with = my students, as both formal object of study and in the informal discussions wh= ere ethical teaching often takes place.  I will use as a foundational template my participation in the audien= ce at a lecture which showed 8th century BCE r= eliefs of Judaeans impaled by Sennacherib interspersed= with images of New Yorkers jumping from The World Trade Center on September 11th.  I will also cite my own experience= s as a teacher of classics courses which focus on war’s various phenomena in= the ancient world.  The final book= of the Aeneid= will be the locus classicus, along with citations from Antiphon, Tacitus, an= d the RSV Hebrew Bible;  I will also= show some of the modern pictures that so perturbed me.  I hope thereby to confront somethi= ng that is problematic for anybody teaching in the modern world.

It is contingent upon us as teachers to discuss the violence of the past and present.  To deny any student the chance to know the truth, however brutal, of their own history would be an unconscionable error. Students must witness the horror = of Roman and Greek society, if their understanding of the past is to be anythi= ng but superficial.  In this act = of witnessing, I have always found a kernel of hope:  to witness is to begin to be able = to decide and act as truly moral agents.  Thus, teaching good judgment without proposing the problem of brutal= ity – as forcefully as we can – would be teaching in bad faith.  But the critical distance built in= to any thoughtful reading of horrific circumstances conceals a new problem.  We can compare atrocities, decipher their deeper meaning, and debate a just response.  But, treating the pain of others as “subjects for analysis” means that we objectify victims’ humanity in much the same way as did their killers.  This obduracy is a peril greater e= ven than ignorance;  how do we responsibly expose students to it, without hardening their hearts?

Bibliography

Bataille, Georges. 1929.  “le lan= gage des fleursDocuments 3.10-14

Scarry, E. 1987. The body in pain.  Oxford UP

Sontag, S. 2004  Regarding the pain of others. Picador

 

James F. Patterson is a native o= f Cambridge, MA.  I received a B.A. in  Classics at the University of Massa= chusetts, Amherst= and will receive my  M.A.T. in Lat= in and Classical Humanities, also at UMass., this  May.  He will begin doctoral studies in Classics in the Fall and is interested in   Latin philosophy and the early Church.

3. (Latin) Philosophy = for Kids: Introducing Ancient Philosophy to the Latin Classroom

Philosophy for Kids (www.philosophyforkids.com), a project inspired by Professor Gareth Matthews (University= of Massachusetts, Amherst), has provided a successful framework for encouraging philosophical discourse and critical thinking in middle and high school classrooms around the world.  In a “community of inquiry,” children not only learn about famous philosophers and their beliefs, but th= ey actively participate in the philosophical discourse by actually doing philosophy.  In this approach, children read short stories that raise important philosophical questions and explore such issues as pertinent to daily life as what it is = to be a friend and as abstract as whether flowers can be happy.  This method= has won acclaim world-wide; and, with one slight alteration, its value can exte= nd even into the Latin classroom.

(Latin) Philosophy for= Kids does just this by focusing specific= ally on the philosophical issues raised in Vergil’s Aeneid (e= .g. did Aeneas violate his moral responsibility to Dido, was he justified in killin= g Turnus?), in various passages in Lucretius (e.g. is the universe finite, can one weigh the human soul?), and elsewhere= in classical literature.  Using the original Latin texts as their guides, students not only learn how to think philosophically but, through the commu= nity of inquiry, the texts themselves are illuminated and their content suddenly finds a personal relevance. 

 This paper explains the motivation for (Latin) Philosophy for Kids and discusses the practical application of the project, which has had success w= ith the Latin students at West Springfield High School (West Springfield, = MA) and undergraduates at the University of Massachusetts (Amherst, MA).  It concludes with an overview of the project’s website, which provide= s an open forum for teacher and student contributions.  (Latin) Philosophy for Kids thus offers a dynamic resource for teachers interested in approaching ancient philosophy through a community of inquiry and encourages critical thinking skills while traversing the physic= al boundaries of the classroom.

 

Workshop 5

Presider: John Higgins has taught Latin and Greek at The Gilbert School in Winsted = CT since 1980.  Before starting t= here, he served as Editorial Assistant to the Dictionary of Medieval Latin from Celtic Sources at the Roy= al Irish Academy in Dublin where he developed an interest in Hiberno-Latin.  In 1993-94, as an NEH Teacher-Scho= lar and spent a year as a Research Scholar at the Dublin Institute for Advanced Studies, researching Hiberno-Latin literature. = He has published several articles and reviews in the area.

Presider: Gil Lawall Lawall is Emeritus Profe= ssor UMass Amherst. He has served CANE in a number of posi= tions on the CANE Executive Committee.  He is also a Barlow-Beach Award recipient.

 

Dr. Therese Sellers Glen Urquhart School Beverly Farms, MA=

Ms. Karen = Zook The Riverside School Lyndonville, VT<= /st1:place>

Ms. Kriste= n Boose Asistant Director, Ascanius Youth Classics Project

Augusta<= /span> County, VA

 

"Gree= k in the Early Grades"

The presenters will discuss their materials for teaching Greek to students in grades 1-8 in a variety of settings from inclusion of Greek in Latin classes to home-schooling, share strategies for teaching you= nger students, and display students' projects and other student products.

 

Paper Session 6

1. Stacie = Raucci received her PhD from the University of Chica= go in 2004 and is currently in her first year as the John D. and Catherine T. = MacArthur Assistant Professor of Classics at Union College in Schenectady, NY.&n= bsp;

 

1. Hollywood and Classics: Teaching the An= cient World in Film

Greco-Roman antiquity has been a favorite topic of Hollywood for years.  This fascination continues now, with the recent appearance of the blockbusters Troy and Gladiator, as well as such TV productions as HBO’s Rome and ABC’s Empire.  Why do the Greeks and Romans appeal to a modern audience? These on-screen versions of = the Classical world are often seen as inaccurate and anachronistic attempts to bring antiquity

to the masses.  This paper will question if a course on the ancient world in film can enhance students̵= 7; knowledge and appreciation of the Classics.  It examines my own film course that strives not to consider where the on-screen versions went “wrong,R= 21; but to question how films recast and reinterpret classical texts to reflect modern interests.

In a New York Times article, students at various North American colleges were quoted as enjoying the study of antiquity, but disliking films dealing with= the same topic. For example, one student said the following about the movie = Troy, “It’s like a train wreck: you stare in fascinated revulsion.= 221; (NY Times, 10/8/= 2005 “In a Classical World, Nerds Walk with Gods”)  Can film and TV versions of the Classics, as well as other artistic representations, enhance a student̵= 7;s education and critical thinking skills?&nb= sp; Can these representations be used to a department’s advantage,= to attract students to classes and attract interest in the text beyond the film?  I will discuss my own c= ourse on the ancient world in film in order to question how such a course may be valuable to both students and faculty.&nbs= p; I will draw on anecdotal experiences as well as existing articles on= the ancient world in film to examine these questions. 

 

2. Christine Em= mert is the author of the book, ISMENE (THE JOURNEY BACK), which makes use of gr= eek myth and legend to tell the story of Oedipus' youngest daughter.  ISBN is 1-4137-9804-7.  Her talk today is based on my work= in writing this as well as the extensive work I put into my Humanities classes= of the past combined with my vast theatre experience.

 

2. Myth, Writing, and Personal Journ= ey

Jose= ph Campbell's HERO OF A THOUSAND FACES explains how we use myth todefine our own journey from doubt to certainty conc= erning our identity.  The creativity = and yet underlying solidarity of myth helps structure in a personal sense the r= oad we take. The use of Greek myth especially has been a touchstone for literat= ure in the Wetern world.   There are several overlays of concepts of "myth", "legend," "story," and "fairytale." One needs to explore where these concepts touch and where they are completely separate.  A writer can use any or all of them to shape the narrative he/she wi= shes to give. Exploration of myth is exploration of self in relation to the Cosmology we find.  Because al= l myth has an element of divinity or Other-ness, there is an element of magic that promises to transport us in terms of knowledge - emotional or intellectual. Such themes are what I want to touch on in my workshop.

 

3. Stephen R. Wilk is an optical scientist working in Massachusetts. In addition to his ever= yday job, he is a Visiting Scientist at the Harrison Spectroscopy Laboratory at = MIT and a Contributing Editor for Opti= cs and Photonics News. He has written on a variety of topics, and his articles have appeared in Weatherwise, New Jersey History, and Scientific American. His book Medusa: Solving the Mystery of the Go= rgon came out in 2000.

 

3. Follow the Cow w= ith the Moon on its Flank: Kadmos and the Stars

We speculate that the myth of Kadmos, Settler of <= st1:place w:st=3D"on">Boeotia and Founder of = Thebes, is represented by prominent Constellations in the sky. Salient elements of = the myth are, we suggest, inspired by dramatic objects easily visible in the northern sky.

 = ;

Workshop 6=

6. Michelle Tucci holds a degree in classics fr= om USM where she studied under Gloria Duclos and <= span class=3DSpellE>MSEd in Education from University of New E= ngland.  She teaches Latin and sometimes Gr= eek at Portland = High School in Portland, Maine<= /st1:place>.  Recently, Reg= Hannaford has been gracious enough to allow me to teach Latin and Greek at = Saint Joseph's Co= llege in Standish, Maine.

 

6. Where the Boys Are: Latin Enrollment and Gender Preferences at Portland High School

What is a Latin teac= her to think when the entire Latin IV enrollment consists of male athletes?  What is a teacher to do to “rectify” the situation?  After putting aside all feelings of inadequacy and chastising myself= for driving away all the girls in the program, I decided to look at this enigma rationally.  I first read the research regarding gender preferences and foreign language enrollment in bo= th Britain= and the United Sates.  I then conducted classroom research to understand enrollment trends in Latin at PHS.  What did I find out?  The answers to this question may surprise other teachers as much as it did me. 

At the beginning of = the 2004-2005 school year 247 students were in enrolled in Latin making this program one of the largest in the state of Maine.  Despite these record enrollments, I became concerned about the pauci= ty of girls completing the full Latin course of four years.  My concerns led me to investigate = the relationship between gender preferences and the most frequent activities in which students engage during Latin class, as well as friendships and initial and continued enrollments in Latin.  The duration of time between Latin I and Latin IV led me to addition= ally question initial enrollments in Latin I, and if the enrollments were at all gender heavy towards males.  I= also wanted to research how many students did not complete the program simply du= e to graduation.  Lastly, I sought = to see if there was a correspondence between achievement at the state and national levels and continued enrollment.

The findings from th= is action research would be best discussed in a workshop setting allowing for questions and comments from other high school teachers of Latin. 

 = ;

Paper Sess= ion 7

1. John Hi= ggins has taught= Latin and Greek at The Gilbert School in Winsted CT since 1980.  Before starting there, he served as Editorial Assistant to the Dictionary of Medieval Latin from Celtic Sources= at the Royal= Irish Academy in Dublin where he developed an interest in Hiberno-Latin.  In 1993-94, as an NEH Teacher-Scho= lar and spent a year as a Research Scholar at the Dublin Institute for Advanced Studies, researching Hiberno-Latin literature. = He has published several articles and reviews in the area.

 =

1. Patrick&= #8217;s Confessio= as Autobiography: Some Generic Considerations

St. Patrick’s Latin writings have been constantly misunderstood for centuries, from his first hagiographers in Seventh Century Ireland down to modern scholarship and pop= ular writing.  The Confessio has in particular= been the subject of attempts by later writers to discover more about PatrickR= 17;s life than he is willing to tell us.  But the text is not a biography in the modern sense and reading it in that way is inappropriate.  Its genre in ancient or medieval terms is a matter of uncertainty among many readers.  Interpretation of th= e text must depend on how we read it; therefore on a literary analysis.  The place to begin is with the gen= re.

A generic approach will tell us things about the intentions of the author and the expectations of the audience.  The recent work of David Howlett has identified Patrick’s main literary influence: he writes a “biblical style.”   There is more than that, tho= ugh: far from being a “homo unius libri,” a= s he has been described, Patrick seems to have been better read and more aware and ambitious as a writer.

Certain features of the Confessio seem to indicate = that it is connected to ancient biography.  Biography was traditionally a form that was not considered history, = but was rather like an essay or tract.  The ancient biographies of Suetonius and Plutarch are like that: they are sub-philosophical, and see their subjects = as examples of vices or virtues in the context of moral philosophy.  The Confessio displays some fea= tures of ancient biography: its character is much more like a disputatious tract = than anything else.   In parti= cular, the beginning of the work records Patrick’s ancestry and place of bir= th in a way closely parallel to the ancient biographies; it is also notable th= at the last word of the work is ‘moriar.’  The specific variety of ancient biography to which the Confessio’= s author would have had access is Christian hagiography.  It is most likely that PatrickR= 17;s proximate model is the slightly earlier Life of St. Martin by Sulpicius Severus.  This  text was likely to have been avail= able, and perhaps was first brought to Ireland by Patrick

himself.

 

2. Anne Mahoney teaches in the classics department at Tufts University. She holds a BA from Fordham and a PhD from BU.  Her specialty is Greek and Latin p= oetry. She is the author of a commentary on Plautus's = Amphitryo published by Focus, and most recently edito= r of "Morice's Stories in Attic Greek" fro= m the same prestigious publishing house;  primary scholarly interest is meter and poetics, in Greek, Latin, and Indo-European generally.

 

2. In Praise of Patrick:  St. Sechnall's Hymn

The hymn "Audite Omnes," in praise of St. Patrick, is attributed = to St. Sechnall (or, in Latin, St. Secundinus), who was St. Patrick's nephew and one of his successors as bishop in Ireland= .  The hymn appears in the Irish Liber Hymnorum, an eleventh-century illuminated manuscript now in the library of Trinity College, Dublin.=   It is also in the Franciscan Hymna= l, of the late eleventh century, the Antiphonary of Bangor, a seventh-century boo= k, and the Speckled Book of religious texts, dating from the fourteenth century.  Two of these manuscr= ipts include a preface to the hymn, in one case in Irish and in the other in a curious mixture of Irish and Latin.

The hymn itself, in Latin, consists of= 23 stanzas, each of four lines. Each stanza begins with a different letter of = the alphabet. Although the Latin is quite simple, in two of the manuscripts it = is accompanied by notes.  These n= otes expand some of the mildly elliptical references, mark antecedents for prono= uns, and occasionally gloss difficult words. The notes are mostly in Latin but s= ome of the vocabulary notes are

translations into Irish.

In this paper, I will present the hymn= and its accompanying materials. I will discuss the use of Latin and Irish in the preface and notes as evidence for the changing positions of these languages= in the Irish church between the fifth century and the fourteenth.  I will supply the text of the hymn= as a handout.

 = ;

3. Paul = Properzio teaches Latin and Greek at Boston Latin Academy.  Editor of The American Classical League Newsletter, he is also vice presi= dent of the Archaeological Institute of America (Boston Society).  He has just learned that his artic= le, “North American Classics: An Inner-City Model,” will be publish= ed in a 2006 issue of The Classical Ou= tlook. 

 

 

 

 

 

 

3. “Bring in the Wine . . . Fill up the Cu= ps:” Echoes of Alcaeus, Anacreo= n, and Horace in Ancient Chinese Lyrics        =         

An anonymous Chinese lyric from the 12th century BC may be the oldest known drinking-song (Lin 1942, 872).   In China, this genre is document= ed as an art-form as late as the 8th century AD in the poetry of Li Po (Lin 1942, 869).  <= /span>

In the west scolia, or drinking-songs, appear as an art-form in Greece = from about the middle of the 7th century BC and find their fullest expression in lyrics by Alcaeus and Anacreon (Edmonds 1940 III, 657-58; Campbell 1967, xxiv).  Nearly 700 years later= the Roman poet Horace, translating the first words of a poem by Alcaeus (fragment 332), composes what = is arguably the best known and most quoted drinking-song on the carpe diem theme in Odes 1.37 (West 1995, 182-83).

This paper looks at representative drinking-song= s by the anonymous Chinese lyricist, Li Po, Alcaeus (fragments 332, 346), Anacreon (fragments 356a/= b, 396), and Horace (Odes 1.37) to consider common themes and events that may have inspired the Chinese, Greek, and Roman poets to compose their drinking-songs.

It has recently been argued (P. Properzio, New England Classical Journal 2= 003, 7-21) that literary parallels in the form of descriptive epithets exist bet= ween the Greek Iliad and the Chinese= Warriors and Battles from the Book of Songs composed between 800= and 600 BC.

Given the similarities found in the Chinese, Gre= ek, and Roman drinking-songs, what evidence, if any, is there that Chinese poet= ry of the drinking-song genre influenced Greek and Roman lyrics of the same genre?  Or, is it the universa= lity of the carpe diem theme that transcends cultures?

 = ;

Workshop 7=

= 7. Mark Pearsal currently teaches at Glastonbury High Sc= hool.  He is a member of the CANE Executi= ve Committee and is working toward his doctorate at UCONN.

 

7. Identity in Rome: A Thematic Approach

Rom= e in the first century = was a thriving, cosmopolitan center.  The Pax Romana = ushered in a period of new stability, prosperity, and opportunity.  It also resulted in greater divers= ity as people with foreign ideas began to pour into Rome from all around the empire seeking= the benefits of this new era.  Fol= lowing immediately after a century of civil war and social and political upheaval, this exciting and hectic period brought with it a crisis of identity for the Romans who struggled to re-evaluate themselves and their society after such turmoil.

As teachers, we must s= omehow make this chaotic and self-absorbed Roman world accessible to our students = in the classroom today.  In order= to do this, with must provide them with the necessary familiarity with the cultur= al norms of the time to appreciate the issues presented to us in reading the w= ords of ancient writers. This is essential since the literature of Rome is, in effect, our primary source = of communication with the Romans themselves.&= nbsp; Students who are asked to translate texts for which they have been insufficiently prepared either culturally or linguistically are bound to fi= nd no satisfaction in their effort and recognize no relevance in their reading.  Beyond simply understanding the grammar of the language, we must help them to recognize t= he importance of the study of a society from two millennia ago and the contributions it has made and, through its lessons, still can make to us no= w.

This w= orkshop will focus on developing an understanding of some of the cultural trends in= Rome which can be= studied in a Latin classroom.  We will discuss how cultural knowledge and thematic units may be used to spiral rea= ding strategies to aid students in their learning.  I will give examples of thematic u= nits that can be used and demonstrate how they can be spiraled through an articulated language program.  I will also demonstrate to participants some activities to develop interpretive and writing skills which reinforce their students’ abilities.

 


MINUTES OF THE =  2005-2006 CANE EXECUTIVE COMMITTEE MEETINGS

 

Cane Executive Committee Meeting

24 September 2005

The Rivers School

Weston, MA

9:00 AM

 =

In attendance= :  John, McVey, Rosemary A. Zurawel, Jacqueline Carlon, Cynthia Damon, Ellen Perry, = Gil Lawall, Ray Starr, Sally Morris, Emil Penarubia,

 Katy Ganino, Allen Ward, Ed DeHoratiu= s, Marion Lewis, Ruth Breindel, Mark Pearsall

 

  1.  

      • John McVey called the meeting to order at 9:20 AM
      • Welcome and thanks for the work done for this meeting.  Special thanks for the work = Emil had done for CANEns, to Rosemary for the Execut= ive Secretary’s work..
      • Introductions all around the table
      • Next Meeting: 4 = February 2006, 9:00 = AM, The Rivers School Library.  Snow date:  11 February 2006.

     

      • Attendance, and cell phone numbers; update email addresses

     

      • CAM News : Fall Meeting will happen along with the MAFLA meeting.  Great presentations are in place.  The Spring meeti= ng will take place at the Higgins Armory.  Papers regarding any aspect = of the collection of armour are solicited.  National JCL Convention note= s are attached.
      • Emporium, CEU, Curator’s Reports - In the absence of Donna Lyons, questio= ns may be directed to her via email
      • Curator’s report: In the absence of Donna Lyons, questions regarding the Funds = may be directed to her via email.  Discussion regarding the health of the Ph= inney Fund, thanks to a favourable market.  Spending it down within the 20-year time limit is still the goal. Challenge remains in soliciting good proposals.  John Hi= ggins will be able to answer some questions this afternoon.
      • Editor of CANE:  Gil Lawall passed out a current listing of materials.  He has limit= ed some of the titles, and has stocks of books in his two homes so that = he can respond promptly to orders.  His suggestion is that the Executive Committee begin thinking about the future of the program.&nbs= p; He does not want to see diminished interest due to unavailable orders, as there is strong interest among many west coast universities.  Q: Could = any be put on line?  A: The universities want some 30 copies that can be distributed to students = in classes.  This may not b= e a good direction to go.  E= d DeHoratius:&nb= sp; Perhaps a downloadable pdf file, a= fter scanning, could be put up.  Ruth Breindel:  What if we put them on disks= and mail the disks?  Gil Lawall: I use a very old program, and that may = not be compatible.  Ruth: Scann= ing them all in would be a problem.  Allen Ward: What about seeing if Focus or Bolchazy-Carducci were to take some these over?  Gil Lawall:  Someone may really want to t= ake this program in a different direction, and we should look for them.   John McVey:  If you have any more considerations, please send them to RAZ via email, and we will take t= his up at the 4= February 2006 meeting.  Keep in mind that this is a revenue stream. 
      • Treasurer’s Report:  Reminder that t= he CSI surplus is because we have not received Dartmouth’s bill, yet.  Secondly, should we move the donations in Alison Barker’s memory to a fund so that it can ga= in interest, turned over to the Curator.  Ruth moved that it be turned= over to the Curator to establish an income generating fund. .  The motion passed unanimously.    No awards can be made this year, but when the fund has grown large enoug= h to be distributed, Ed DeHoratius, as Scholar= ship Chair, who will be responsible for the distribution.  There has been nearly $1900 = raised for the Centennial Booklet.
      • Membership Committee Report: Ruth reported that a letter has been drawn up and s= ent to college professors who received the letter and a free copy of the August NECJ with a renewal form for the membership.  She has received a bunch of = new memberships.  She added a suggestion from CAMWS that members outside of = New England not be allowed to vote or to serve on committees. 
      • CANE Scholarship Committee Report:  Ed DeHoratius: Focus on Scholarshi= ps this year, as this is a Poggioli year.  Certification Scholarship is= also taken over by this committee.  Ed has created a pdf file of each application to make it easier for him to send applications out electronically.  He has solicited photos of recipients at their study sites for publication i= n CANEns..  Massachusetts, in particular, is moving away from pedagogical courses to content courses for meeting certification requirements.  Concern was expressed that candidates be enrolled in bona fide programs that will lead to licensure (M.A.T., M.Ed., M.A., etc.).  A statement of intent should= be included in the application, if a candidate is not officially enrolle= d in a graduate degree program.  Suggestion:  incl= ude an outline of study with the application.  Question:  Is the funding adequate?  Ed seems to think that incre= ases will cover most expenses, but he will check on current prices for the programs. 
      • Marion Lewis reported that NH Classical Association held its fall meeting yesterday.  She has the = new slate of NH officers : President, Flora Sapsin, President-elect- Scott Smith, Secretary- Richard Clairmont, Treasurer- Carol O’Leary, Representative to CANE- Marion Lewis.  The John Rouman Lecture will be 26 October at UNH. 

     

    John McVey asked for a mot= ion to accept reports.  MOVED/SEC/UNA= N.

     

     

    1. &n= bsp; Report was submitted by Heidi Wilson.  Ellen was happy to answer any questions regarding “The Golden Ages.”  There was no overwhelming recommendation to continue lengthened classes, so going back would lik= ely not pose a problem.  Budg= et is in very good shape, according to Ruth.  Non-members in attendance automatically become members in CANE.=  

    This coming summer, 2006:  Topic: “Freedom and Its Discontents.” Dates: 10-15 July 2006.  Request: Miranda Marvin to be appo= inted to the Steering Committee.  Th= is will need to be made by the President in March, 2006 when the President mak= es appointments.  John McVey aske= d for a motion to accept the theme and the dates for the 2006 CSI.  Discussion concerned some of the possible sessions that were in mind.  There appear to be a number of interesting courses in breadth and to= pic under this theme.  MOVED/SEC/U= NAN.

     

     

    5. Centennial  Committee:

      • If our magazine can go to 72 pages, we will have a magazine that will lo= ok like NECJ in its format.  The history of the organization will be supported by photos of some of the original founders.  With $1900, we will probably need about $4000 in order to mail to the membership.  Ed:  Would it be worthwhile to mi= ne the newspapers for CANE members’ news?  Should the publication be ma= de available to the attendees at the Centennial Meeting?  If some 200 members attend t= he Centennial Meeting, and we print 400 copies, those interested in receiving a copy outside of attendance, would have to take separate action.  John McVey woul= d like to see all of the members receive a copy.  Ed suggested that institutio= nal copies be sent out, rather than individual copies.  Ruth: Library copies would e= xclude high school and middle school people.  We could put it on the websi= te as a pdf file, and if anyone wanted a bound = copy, they could buy it from us.  Otherwise, they could download it.  Allen: What about pursuing a= state Humanities Council for some support?=   He will call the CT Humanities Council.  Ed offered to check out the = MA Humanities Council, as they may have funds for preserving documents.<= span style=3D'mso-spacerun:yes'>  Jacqui: she thinks it is pro= per for the members to receive a copy.&n= bsp; So, could it be mailed along with the February issue of NECJ in the same envelope?  John= said that he had asked 1 December 2005 deadline, so it can be mailed inexpensively with the February NECJ mailing. 
      • John McVey has received some information from Donna Lyons regarding a tote= bag (@ $3.00/ea.) for attendance with a new logo.  Suggested donation of $5.00 = to the Alison Barker Fund.
      • Speakers Fund at UMass will pick up the fee for th= e key note speaker, Michael Parenti.  His recent book on the assassination of Julius Caesar.  He is funny, engaging, and a good speaker.  His address on Thursday nigh= t will be open to the general public. 
      • This will be followed by a reception.&nbs= p; Saturday afternoon will also include a luncheon.  Jacqui has approached some o= f our “faithful vendors” to help support or to sponsor some receptions or luncheons. Already, she has had fa= vourable responses from two publishers (Prentice-Hall, Focus).  Soliciting others is encoura= ged (Cambridge, = Yale, Oxford, others).  Annual Meeting, then, will begin a little earlier than in the past.  There are still some details= still to work out.  The site has all meetings on= one level, with the hotel above.  Mark Pearsall said that ClassConn = may wish to contribute to a session.&nbs= p;
      • The Executive Committee Meeting is scheduled for 4:00 PM on Thursday.  It may require us to continu= e the meeting at a later time, if we become pressed for time.  The meeting room for us will= be available from 4:00-11= :00 PM, so that we can finish the meeting after the end of the key note and reception.  We will have= a working lunch meeting on Saturday afternoon.  Gil Law= all suggested that the States each be invited to support a reception. Cyn= thia Damon suggested that Parenti’s publ= isher. Be invited to sponsor a reception.&n= bsp; Rosemary added that a book signing of the new Julius Caesar bo= ok could be attractive to the publisher and good for CANE.   Sean Smith, a colleagu= e of John McVey’s from UMass, does a mid= dle school musical play each year, and this year plans one of Perseus as an interlude somewhere in the progra= m.

     

    1.  New Business:

     

    ·         NECJ Editor Proposal: John Lawless proposed $1000.00 Honorarium for the next editor of NECJ (May 2006).  Discussion: John has done a great = job as the NECJ Editor, raising the bar considerably for this journal. Alan Ward: = If we are going to offer a stipend to the Editor, we should do something for t= he Book Review Editor, as well.  = He has heard that NECJ is the premier classical journal in the country.  It seems unfair to exclude the fine contributions of the Book Review Editor.  Ed: Is the bigger iss= ue one of Honoraria, in general?  Do = we have the difficulty of drawing the line?  John:  We have already decided not to stipend or offer honorarium to the Executive Secretary.  Gil Lawall: Can we afford stipends/honoraria for both positions?  Ruth: We can always take money fro= m the Endowment.  The money is there= .  For me, it’s the philosophic= al idea of choosing offices for honoraria.&nb= sp; Ed: Would stipended positions increase t= he number of interested parties to assist?&nb= sp; Jacqui:  Remember, we a= re the biggest bargain in town in the world of professional journals and organizations.  If we start pa= ying stipends, it will be difficult to keep the cost to members low, and the fir= st to flee could be the high school members.&= nbsp; We are a joint venture for high school and university people.  I think there is an issue that goes beyond the monetary value of people’s work.  It has long been an organization t= hat has relied upon volunteerism. The $1000.00 is a small amount for the work an editor does.  The experience of editing for this organization is certainly more valuable.  Cynthia Damon: If you get someone = to do the nitty gritty work for hire, that would be a practical contribution.  Ruth: Apropos of the third thing, the mailings are done through me, so having som= eone help me to do the mailings, I hire high school kids.  I do the mailings, keep copies at = home, and instead of hiring a business manager, we just need money for the jobs.<= span style=3D'mso-spacerun:yes'>  I don’t think it needs to be= a special person.  Jacqui:  Just a comment on the Business Man= ager, it’s a nightmare for the AIA, because it is not in-house; one loses control of accuracy.  John has= done such a wonderful job, it is a changed instrument, and it is unlikely to be difficult to find a replacement editor, but it should be possible to hire clerical help.  Allen: How much money do we withdraw from the Endowment?&n= bsp; Ruth: $7k - $8k.  Allen= :  So there is still room for withdra= wal from the interest.  I think the recommendation is that we shouldn’t take more than 80% of our interest income.  We are not anywhere n= ear that break.  We can afford to = spend $1k for clerical work.  John McVey:  Is it the will of the committee to make the funds available for clerical help?  It is a lot of work, but one does = it for a greater cause.  Allen:  Some institutions can give release= d time to a faculty member for this kind of work.=   Jacqui:  I want to brin= g some closure to this conversation about honoraria.  We want to preserve the ethos of t= his organization.  Cynthia Damon:<= span style=3D'mso-spacerun:yes'>  Perhaps if we can provide computer equipment or upgrade programs?  Ruth: We have done that.  Alan: should we start advertising = for this position sooner rather than later?

    ·         Jacqui made a Motion: We agree to empower Jo= hn Lawless to advertise for the next editor of NECJ with the stipulation that = funds will be available for clerical s= upport or computer software/hardware.  SECONDED.  Discussion:<= span style=3D'mso-spacerun:yes'>  We should provide similar assistan= ce to Nina Coppolino.  UNANIMOUS.

    ·         Website Discussion:  We want to update the website and = Ray is ready to pass the webmaster role over to Allan Wooley.  He (Allan Wooley) is willing to ta= ke this over, and has the skills and eagerness to do this work.  The issue is where it is to be housed.  Suggestion that the s= ite be a professional site, and not placed at Wellesley or at Exeter.  A commercial site makes a lot of s= ense, since Allan can change it at will, and it can last longer than a person who might add it to a school’s own site, and then may leave the institution.  Hosting the webs= ite should be easier at a commercial site.&nbs= p; Allan submitted a report of costs, and the Executive Committee recei= ved a proposal for setting up a website from a site designer, Jeffrey Carlon.  Jacqui MOVED that we appoint Allan Wooley as the new webmaster, and with deep gratitude to Ray Starr as its first and devoted webmaster.  SECONDED by Ray Starr.    DISCUSSION: UNANIMOUS.=

    ·         MOVED: To authorize Allan Wooley, as webmast= er, to find appropriate and economical commercial space for the CANE website.  SECONDED/UNANIMOUS

    ·         Proposal by the web designer.  The appearance of the website will= be enhanced by a series of photo images that cycle through.  The goal is that whole page comes = up on the screen with no scrolling, and drop-down menus.  The work would be done in consulta= tion with Allan Wooley.  The goal i= s for a site easy to update and to maintain.&nbs= p; The old information would be integrated.  There are eight steps to the process.  The cost would be ba= sed on a $50.00/hour fee, with an estimate of 15-20 hours spent to complete the task.  John McVey believes we = should do this; it’s a one-time cost, and Allan will oversee it.  It is also less expensive than some designer costs.  MOTION:  To accept the proposal given for t= he design of the new website.  SECONDED.  DISCUSSION:<= span style=3D'mso-spacerun:yes'>  Emil said that the experience he h= ad with Jeff Carlon was spent watching an efficien= t transition to a full website.  Ed DeHoratius wants to be kept in the loop for keeping applications for scholarships up and on time.  UNANIMOUS.

     

    Lunch Break.  Emil Penarubia entertained us with a vid= eo he had assembled of the 2005 Annual Meeting.

    ·         Auditors:&n= bsp; This year, the auditors did not respond to Ruth’s having sent = the statements.  Both auditors were contacted, accepted.  Neither = Donna nor Ruth heard from them regarding the disposition of the accounts.  John McVey will ask for a report.<= span style=3D'mso-spacerun:yes'> 

    ·         ACL in Spring:  Do we want to take a table at the conference?  Ruth will be givi= ng a workshop in Philadelphia in June, and suggested that she and Donna could bring the Emporium there.  Ruth was directed by the Executive Committee to investigate.

    ·         Back issues of the NECJ on line?  There is an organization that mana= ges this, and there is payment to the organization every time that a person goe= s on line to do research in NECJ back issues.&n= bsp; Ruth will pursue and report back to us. 

    ·         John Higgins:  Phinney Committee Report.  The Fellow = has been chosen for 2006-07: Mark Pearsall.&nb= sp; As Chair, John has interest in discussions around the success of the program, with an eye to the future.  A group met at the end of August.&n= bsp; Four current or past Fellows reported on the successes of their prog= rams in their various schools.  Gre= ek Day was held in CT with success (100 student participants) last year. Concerns expressed included a worry that there were more CT Fellows, and more men th= an women.   Requirements for= the Phinney include:&nbs= p; Having taught in Latin for five or more years as well as having had Greek in college.  The school’s administration must also agree that a Fellow may develop a G= reek program for the school.  So, t= here are only a few candidates possible.  Finally, there is a certification issue.  The Phinney Fellowship is working the way it was intended to work.   There is some effort to deve= lop materials for high school use.  Proposal:  With only 12= years left in the fund, the group proposes the establishment of a successor fund.  If there were a separat= e fund to succeed Phinney, it would start in 2018, and= in perpetuity.  It would be estab= lished to promote Greek in schools. The new fund could have fewer restrictions, or= be more reasonable in terms of requirements, expenses, etc.  “There are a lot of possibilities.  Everything is = in the subjunctive, of course.”  In anticipation of the question of how to establish a new fund.  John would be happy to solicit fun= ds from foundations.  What he wou= ld like to see is the seed money in the bank, aggressively invested, with no d= raw on the funds before 2018.  This would require approximately $234k now.&nbs= p; Ruth suggested that it might be prudent to contact Mrs. Phinney to see if she would be flexible regarding the= final disposition of the fund.  This= would require a change in the agreement.  Gil Lawall reported that while it would = be worth talking with her, she had resisted suggestions in the past to change = the nature of the agreement.  Howe= ver, she may not yet fully appreciate the aggressive ways in which CANE has purs= ued funding the Fellows these past eight years.  Ed DeHoratius= expressed concern that if CANE were to take it over at some time, that the perception of the organization’s support of Greek programs over those= in Latin, could be daunting.  John McVey said he would be happy to visit Mrs. Phinney in March when CANE is out at UMass.  Regardless of conversations that m= ay take place, the Executive Committee would like to encourage further consideration of the assumption of a fund to honor Professor Phinney, and for John Higgins to pursue some sources = of funding.  John Higgins asked i= f CANE would seed a fund, and there was general reluctance to take that step.  John Higgins received the thanks o= f John McVey on behalf of the Executive Committee.

     

    1.   The Coulter (1947), is described.  Phil Ambrose is doing more research.  We need to hav= e a discussion of the Student Prize for Undergraduate Research before the final printing.  Official= ly, we hope to accept the final version in February.  The Manual can then be placed= on our website. 
    2.   Mark will r= eport in February.
    3.   Suggested:  Let departments with graduate students know that CANE can assist if departmental support has been exhausted.  Jacqui will s= end an email.
    4.   Back in May, Jacq= ui received a letter from _______________ who offered to endow the student prize for “The ­­­__________ Prize for Undergraduate Research.”  (The bl= anks are inserted to respect the donor who wishes that the honor and the donor’s name be kept secret for the time being.)  Discussion covered the challe= nges in the past of aggressively pursuing student papers.  MOVED: To accept the offer fr= om __________  to establish = The ______ Prize for Undergraduate Research.”  SECONDED.  Discussion concerned the read= ing of papers at the Annual Meeting as opposed to publication in NECJ.  A paper for publication may n= ot be appropriate for reading.   Sophomore or Junior papers could be the best source for the presentation and the prize.  Jacqui will need to get in touch with ______ to discuss the parameters of the Prize.  TABLED UNTIL FEBRUARY.
    5. &n= bsp; The new website can be more of a marketing tool.  Ed did more marketing at coll= eges and universities.  It does work.  That should be par= t of the Membership Committee.  Ruth: We were going to send out a poster in a tube for placing = up on a wall.  Ed suggested = that the Newsletter is a form of P-R, and this could be subsumed under the Newsletter Editor.  Emil suggested that among the three issues of the Newsletter, there could be submissions that include a one-page flyer.  Direct contact is probably ju= st as important.  Email can be = better used.  The new MAC OS, al= lows a person to make anything a pdf file.  Mark:  Members-at-Large could be more active within their own states. We need someone to work on P-R.  Emil would be interested in w= orking on this.  Emil agreed to = be the point person along with Beth and Members-at-Large.  Cynthia Damon also volunteere= d to help as a college-level person who has personal contact with other professors.  We will revi= sit their work in February.
    6.   MOVED: = That we name the Archives the “Z. Philip Ambrose Archive Collection of CANE.”  SECONDED.  UNANIMOUS. We will make a presentation at the Centennial Meeting.    
    7.   Ed suggested th= at we take steps for proper storage, for digitizing, etc.  Jacqui will get in touch with= Phil Ambrose to ensure safe and proper storage of physical properties.   We will rejoin this conversation in  February= .
    8.   Emil has a specific email add= ress for the Newsletter:  canens@gmail.com   He would like submissio= ns no later than 13 October.
    9.  

      The meeting was adjourned = at 2:30 PM

       

       

       

      CANE Executive Committee Meeting

      = 4 February 2006

      The Rivers School

       

      In attendance:  John McVey, Jacqui Carlon, Katy Ganino, Cynthia Damon, Paul Prop= erzio (representing Marion Lewis), Allen Ward, Mark Pearsall, Lydia Haile, Ruth Breindel, Don= na Lyons, Ed DeHoratius, Ellen Perry, Sally Morris= , C. Emil Peñarubia, Rosemary A. Zurawel

       =

      President John McVey called the meeting to order at 9:38 AM and welcomed all in attendance.

       

      Agenda:

       

      1.   Paul <= span class=3DSpellE>Properzio attended in the place of Marion Lewis = who has had open heart surgery.  John McVey asked all in attendance to sign the card to send to = Marion.
      2.   Please update preferred email and cell phone numbers.
      3.   31 March 2005 Minutes  (3 changes requested and note= d made to p. 3). MOV./SEC/UNAN

      Acceptance of 1 April 2005 Minutes – MOV/SEC/UNAN

      4.  Acceptance 24 September 2005 Minutes: (changes to p= . 4, #5.)  MOV/SEC/UNAN

       

      1.   Barker and Means= funds are robust at this time, and while we are not at the point to draw upon the accounts, should we invest the funds to make better use of the mon= ey?  Allan Ward suggested investing it.   Donna Lyons wi= ll contact the investment counselor regarding the funds, so that we could consider their distribution in a year.  Annual Meeting donation of $5,000.00 to help defray the costs of the Centennial Meeting has helpe= d us tremendously, as UMass is costing us quite= a lot for the meeting.  Ruth te= lls us that some libraries are asking for back copies of NECJ.  John Lawless will provide Rut= h with copies from the computer.  CSI bill from Dartmouth came in from 2005, and it came to about $4,000.00.  Classics Department at UMass has been generous with assistance (about $5,000.00).  The faciliti= es at UMass cost us approximately $6.00 per attendee.<= span style=3D'mso-spacerun:yes'>  We hope to break even.  The CSI turn-around has been amazing; kudos to Heidi Wilson and to Ellen Perry.  MOV/SEC/UNAN

       

      New Business:

       

      Lydia Haile- introduced as the new Rhode I= sland representative in place of Joe Delaney.

       

      6= .      =   Proposed Budget for 2006-07  Donna Lyons went through the budge= t line by line.  Projected revenues a= re an estimate, and traditionally these are actually higher.  At the current level of dues, we e= xpect approximately $800.00 in income.  Donna expects income to the level of $4-5k to the Emporium.  Cash on Hand estimate stays the sa= me as last year ($3k).  The Used Boo= k Sale at the Annual Meeting is continuing to grow, thanks to John Lawless and his efforts.  Under expenses, the Barlow-Beach costs run about $90 to $100, depending upon the engraving costs.  The Committee members recommended that Donna Lyons recognize that the CIC Scholarship should more accurately be renamed the Certification Scholarship ($1500.00).  The Centennial Celebration is list= ed at $2,000.00, but Ruth has requested an increase just in case there is a defic= it; she wants it covered.  John be= lieves that the conference will end us in the “black.”  Ruth reminded us that the accountant’s work on behalf of CANE is money well spent, especially w= here our taxes are concerned.  Rose= mary clarified the purpose of Educational Funds for the Executive Committee memb= ers, and urged them to seek funding for programs in their areas.   Emporium expenses of $1,000.= 00 should be adequate for next year.  Thanks to Rivers School and to John = for keeping our Executive Committee meeting costs low.  The Annual Bulletin mailing costs = were adjusted to account for increases in postage.  The Finnegan-= Plante Annual Meeting Scholarships are set to allow $150.00 for three persons to attend the Annual Meeting.  Discussion ensued regarding the health of funding for the activities= of the organization.   The auditors’ official letter was given to Rosemary to file with the Minu= tes of this meeting.  MOV/SEC/UNAN=  

       

      Sincere thanks to Donna Lyo= ns for her work as Curator of Funds.  The investments counselor at Morgan-Stanley recommends that we invest the Phinney Funds in a more aggressive way, but Donna rem= inded us that we should stay the course, spending it down within the 20-year time period.  We have been spending= this fund (5 recipients to date, beginning in 1998).  The investment guidance overall ha= s been useful in growing our endowment.  The student prize this year has received more money this year. 

       

      Emporium Report from Donna Lyons.  Brisk sales at ACL last year, the website link is up and running emporiumromanum@yahoo.com).  Aprons have been reprinted.  Mug inventory now includes the rep= rinted charioteer.  The blue mugs alo= ng with the bag, are gifts for attendees at the Centennial Meeting.  CANE continues as a CEU provider.<= span style=3D'mso-spacerun:yes'> 

       

      1. =   Suggestions were made to distinguish Awards from Scholarships on the website.  Membership = list contains the email directory, and comments will be forwarded to Allan Wooley, webmaster.  Execu= tive Committee members remarked upon the report sent from Allan Wooley.  The project is moving forward= , and the menu system has changed since the report was printed, hence leaving some expressed concerns already addressed.  Do we want membership email t= o be available?  What can we d= o to stop “scrapers?”  Ruth: For the membership, I think we should use the word, ‘at’ in lieu of the symbol, but for the Executive Committe= e, we could have a link.  Ed= :  We could have a CANE email ad= dress that is a link to our real address, but would only show as a CANE address.  John:  Allan is working on this.  Ruth:  I worry about angering the me= mbership by opening them to SPAM.  The issue of real time updating, open to the President and others, presents security issues, and this site may not allow it.  Limited access to some people= could be given, or a blog could allow for posting messages form the President, etc.&nbs= p; However, if everything trails through Allan Wooley, emails to h= im could permit current and secure posting.  Recommendation of the Exec. C= om. members is that the webmaster be responsible for posting.  A back-up plan that permits o= ne other person to technically take over, should Allan Wooley be unavaila= ble to update information, is recommended by the Executive Committee.  MOVED by John McVey that Jeff= Carlon be granted security access as a back-up.<= span style=3D'mso-spacerun:yes'>  SEC/UNAN  Recommendation that the Empor= ium Romanum password be copied to Allan Wooley and t= o Jeff Carlon.

       

       

      1.  Reports from State Representat= ives, Members-at-Large, Scholarships, etc.

      Massachusetts:  Emil provided us with the report o= f CAM.  =

      Connecticut: ClassConn<= /span> donated generously to the Annual Meeting, as cosponsors of a breakfast, and= to the centennial booklet.

      Rhode Island:  no report

      New Hampshire:  no report

      Vermont: no report

      Maine= :&nb= sp; also support for the Centennial.

         &nbs= p;            Members-at-Large: 

      Mark Pears= all provided a report on the Wiencke Award, and on ACTFL.  Regarding ACTFL, The c= urrent status of languages places Spanish first, French second, and Latin moving u= p in popularity.  The focus of the = Bush administration is on foreign language study in languages for national security purposes.  Mark Pearsall provided us with thr= ee articles for our perusal.  Reg= arding the Wiencke Award, a recipient has been declare= d the winner, and will attend the Annual Meeting.  Thanks to Shirley Lowe for her assistance.

      It was MOV/SEC/UNAN  to accept all the above reports.

       

      Scholarship Committee:  Applications were up this year.&nbs= p; Thanks to Ellen Perry for her assistance to the Committee Chair, Ed = DeHoratius.  He has sent a flyer to the email addresses, and will gladly take additions to = the flyer.  Ed discussed with the Executive Committee some of the challenges in readings and awarding scholarships, and some of the limitations placed therein.  The Coulter is designated only for= the American Academy in <= st1:place w:st=3D"on">Rome.&= nbsp; The Endowment Scholarship is not fixed, but should be judged on the proposals of the applicants.  = One cannot apply for both the Coulter and the Endowment in the same year.  The Poggioli<= /span> also has restrictions (one must have been teaching for ten years or less).<= span style=3D'mso-spacerun:yes'>  Discussion by members of the Exec.= Com. Reinforced the structure of the scholarships as stated in the Manual and in= the By-Laws.

            = ;          MOV/SEC/= UNAN

            = ;          <= /b>

      Educational Programs:  $200.00 were granted to Classical Association of Maine for their mee= ting in the Fall.

       

      CIC:  A replacement teacher at Rocky Hill High Sch= ool, CT was found, thereby savin= g the Latin program there when a teacher had to leave. 

            = ;          To accept the above reports:  MOV/SEC/UNAN

       

      1. Report on CSI July 10-15, 2006:  “Freedom and Its Discontents” is the theme. Brochures are out, and the mailing sh= ould arrive on Monday.  It is possible to download them on-line.&nb= sp; The program, prices structure, etc. are available at CANEweb.  News:  Bill Mierse will do two sessions at the Hood Museum.  Ellen Perry presented br= ief descriptions of the programs, lectures, and presenters.  Funding has come from NH Huma= nities Council, Vermont, Massachusetts.  Price this year reflects at $= 35.00 increase.   The brea= k-even number of participants is 85.  MOV/SEC/UNAN

       

       

      10.  Report on the Centen= nial Meeting-  Registration has= been mailed (First class Mail), and Ken Kitchell has returned from sabbatical and to oversee the details of the meeting.  The program is full.  On the Friday afternoon, the seven original papers, redone for this centennial, will be presented.  Breaks for meals (Campus Center) and all of the presentations are unified in location.  Ed asked if abstracts could be ava= ilable and included in the folders.  = The Centennial History is at the publisher, and a final proof should be complet= e by next week.  Support of the publication has come from the membership in a generous form.  The motto submission has provided = us with 20 options, and John McVey suggested that the way to provide the membership with two or three options might include a “none of the above; keep looking” for members who find none that they like.  Cynthia Damon recommends that the = Exec. Com. Consider the mottos and recommend one to the membership.  The Exec.Com selected “CVRA = SIT ET LINGVAS EDIDICISSE DVAS”  “Take care also to master the two languages.”   The pair will be presented a= t the Business Meeting. 

       

       

      1. Other Business:  As we create publications or = other things, having secretarial support is essential to our efforts.  John thinks we should allocate funds for the preparation of mailings.  The organization should not a= ct as if we are penniless, and we should be able to bill CANE for assistance.  Ruth and Don= na will be going to ACL, as will Jacqui Carlon.  They will set aside materials= for an Emporium table.  Jacqui offered to help drive materials down.=  

       

       

      Old Busine= ss:

       

      1. CANE Materials:   Materials in hard copy = or materials on line is the question.&nb= sp; Who will be the next person to take on this awesome responsibil= ity that Gil has done so well for so long on CANER= 17;s behalf?   Ruth sugge= sted that we ask to have one copy of each publication to scan into a comput= er and digitalize the inventory.  <= /span>Lydia suggested her interest in scanning and proofing the files as scanned.<= span style=3D'mso-spacerun:yes'>  John will talk with Gil about starting this project.  <= /li>

       

      1. Final Version of the Manual:=   The new Manual is now in the = form of a CD-Rom, which Jacqui will distribute to the President, Executive Secretary, and webmaster.  Jacqui reminded the Exec.Com. that as the organization makes ch= anges, that the Manual be updated regularly.=   The Manual should be reviewed every year.  Suggested that the Past Presi= dent be alert to this, and to devoting one part of a meeting to see that the changes are made.   MOV/SEC/UNAN

       

      1. Public Relations:  Tabled again.  Relates to the website and ge= tting more involvement through the states and being a voice in CANEns.=   An important charge for a= ll of us.

       

      1.  Archives:  We are not the only organizat= ion concerned with proper and useful storage of archival materials.  We agree for Phil Ambrose to continue to be guardian of the materials until a library is willing to take over the repository responsibility of the archives of CANE.  It is appropriate to have the= m in Vermont, wh= ere we are incorporated.  UVM or Middlebury were suggested.  Middlebury, according to Allen, has an archivist.

       

      1. Other Business:  By Thursday morning, we w= ill need to have registration materials ready for distribution at registration.  Ken and hi= s team will manage these.=

       

      Professional Development:  Cynthia asked for clarification about CEUs.

       

      New Editor for NECJ?  John will be advertising for the opening for Editor.

       

       

      Adjournment:  MOV/SEC/UNAN  2:15 pm

      &nb= sp;

      &nb= sp;

      &nb= sp;

      &nb= sp;

      Thursday Night Executive Committee Meeting Agenda

      March 17th, 2006

      4 PM – 7 PM Room 178

      Campus Center, University of Massachusetts

       =

       

      Minutes Accep= tance from February 4th, 2006

       

       

      Greek Proposa= l – John Higgins presented the following proposal for the consideration= of the Executive Committee. 

       

      PROPOSAL FO= R AN ENDOWED GREEK STUDY PROGRAM

       

      PURPOSE:

      To promote the study of Ancient Greek in the schools by encouraging the teaching of Ancient Greek in non-traditional contexts

       

      ELIGIBILITY:

      Applicants must be or become members of CANE.

      Applicants must have been teaching Latin (WHY SO? OTHER TEACHERS SHOULD BE CONSIDERED) at the same school for at least two years pr= ior to the year in which they apply for a grant. Applicants may be elementary, middle, junior high, or high school teachers.

      Applicants must have taken at least four courses or tw= elve credits in Ancient Greek at the undergraduate or graduate level.

      Applicants must have approval of their department chai= r (OR "THE RELEVANT DEPARTMENT CHAIR"-SEE ABOVE) and principal for teac= hing Ancient Greek.

       

      FUNDING WILL BE AVAILABLE FOR ONE OR MORE OF THE FOLLO= WING:

      A Stipend for the teacher of up to $1000 for the schoo= l year

      Textbooks and instructional materials

      Further study by the teacher of Ancient Greek with a college/university professor

      Cash prizes to be awarded to deserving students

      Note: Applications for up to $1500 will be considered. Several grants will be made each year.

       

      INSTRUCTIONAL REQUIREMENTS:

      These grants are (1) for those teaching Ancient Greek outside regularly scheduled class periods, i.e., before or after school or during lunch periods or at other irregular times, with the teacher meeting = with at least five

      students (AGAIN, LET'S BE LESS RATHER THAN MORE RESTRI= CTIVE) at least once a week and with the students receiving some form of academic credit for their work, or (2) for those teaching Ancient Greek in conjuncti= on with their regular Latin course or courses. These grants are not for establishing or supporting regularly scheduled courses in Ancient Greek.

       

      GOAL:

      All students must take the appropriate National Greek = Exam (Introduction to Greek, Beginning Attic, Intermediate Attic, Attic Prose, A= ttic Tragedy, or Homeric Greek) administered by the ACL National Greek Exam Committee in the spring.

       

      APPLICATION PROCEDURE:

      Applications will be solicited by the Phinney Fellowship Committee and will be evaluated and acted upon by that committee. For the 2006/2007 academic year, applications will be solicited during April and May 2006, and recipients will be notified early in June.

       

      FOLLOW-UP:

      Teachers receiving grants will be required to file rep= orts at the end of the academic year detailing the use of the funds, describing their Ancient Greek instructional program, and reporting on their students'=  performance on the National Greek E= xam.

       

      STANDARDS:

      Proposals for the first year of study of Ancient Greek= must contain provisions for coverage of the syllabus for the Introduction to Gre= ek Exam administered by the ACL National Greek Exam Committee. In ddition, proposals must contain provisions for the following:

      That students be able to identify present indicative, = imperative, and infinitive active forms of regular verbs, contract verbs, and the verb "to be";

      That students be able to identify all five cases, sing= ular and plural, of first, second, and third declension nouns and adjectives;

      That students be able to translate Greek sentences usi= ng these elements of grammar and basic vocabulary including prepositions.

      Proposals for further years of teaching Ancient Greek = must be aligned with the syllabi for other National Greek Exams.

       

      The Executive Committee voted to accept the generous o= ffer and to instruct John Higgins to pursue the the implementation. MOV/SEC/UNAN

       

      Appointments = – John McVey presented the following appointments and nominations:

      CANE – Offices and Terms – 2006 - 2007

       

      Presidential Appointments (approved by Executive Committee)=

       

      Office=

      Term

      Name

      Year

      Apptd

      End of

      Term

      Curator of the Funds

      4 yrs

      Donna Lyons

      2005

      2009

      Coordinator of Educational Programs

      4 yrs

      Kat Braden

      2006

      2010

      Editor, CANE Instructional Materials

      4 yrs

      Gilbert Lawall

      2003

      2007

      Editor, NECJ

      4 yrs

      John Lawless

      2003

      2007

      Director, CSI 2006 & 2007

      2 yrs

      Ellen Perry

      2004

      2007

      CSI Steering Committee

      3 yrs

      John Higgins

      2006

      2009

      CSI Steering Committee

      3 yrs

      Charlie Bradshaw

      2006

      2009

      CSI Steering Committee

      3 yrs

      Daniel Russo

      2005

      2008

      CSI Steering Committee

      3 yrs

      Ken Wheeling

      2006

      2009

      CSI Steering Committee (EC Rep?)

      3 yrs

      Charlie Bradshaw

      2006

      2009

      CSI Steering Committee

      3 yrs

      Ken Wheeling

      2004

      2007

      CSI Steering Committee

      3 yrs

      Alison Harvey

      2004

      2007

      CSI Steering Committee

      3yrs

      Miranda Marvin

      2006

      2008

      Scholarship Committee Chair

      5 yrs

      Edmund DeHoratius

      2004

      2009

      Scholarship Committee

      3 yrs

      Joey Meyers

      2006

      2009

      Scholarship Committee

      3 yrs

      Chris Richards

      2004

      2007

      Membership Committee Chair

      5 yrs

      Ruth Breindel

      2003

      2008

      Membership Committee

      3 yrs

      Kat Braden

      2004

      2007

      Membership Committee

      3 yrs

      Katy Ganino

      2004

      2007

      Membership Committee

      3 yrs

      Stephany Pascetta

      2004

      2007

      Membership Committee

      3 yrs

      Emil Penarubia

      2004

      2007

      Membership Committee

      3 yrs

      Raymond Starr

      2004

      2007

      Phinney Fund Chair

      3 yrs

      John Higgins

      2005

      2008

      Phinney Fund

      3 yrs

      Phyllis Katz

      2005

      2008

      Phinney Fund

      3 yrs

      Paul Langford

      2005

      2008

      Barlow-Beach Committee Chair

      1 yr

      John McVey

      2006

      2007

      Barlow-Beach Committee

      2 yrs

      Sr. Mary Faith Dargan

      2005

      2007

      Barlow-Beach Committee

      2 yrs

      Ruth Breindel

      2006

      2008

      Nominating Committee

      1 yr

      Anne Mahoney

      2006

      2007

      Nominating Committee

      1 yr

      Jere Mead

      2006

      2007

      Finance Committee

      3 yrs

      Allen Ward

      2005

      2008

      Finance Committee

      3 yrs

      Michael Deschenes

      2005

      2008

      Resolutions Committee

      1 yr

      Francis Bliss

      2006

      2007

      Resolutions Committee

      1 yr

      Richard Clairmont

      2006

      2007

       


       

      Officers Elected by Membership (slate assembled by Nominating Committee)

      2006 - 2007

       

      Office=

      Term

      Name

      Year Electe= d

      End of Term=

      President-Elect/President/

      Immediate Past President

      3 yrs

      Cynthia Damon

      2005

      2008

      President-Elect/President/

      Immediate Past President

      3 yrs

      Shirley Lowe

      2006

      2009

      President-Elect/President/

      Immediate Past President

      3 yrs

      John McVey

      2004

      2007

      Treasurer

      4 yrs

      Ruth Breindel

      2005

      2009

      Executive Secretary

      (nominated by President)

      4 yrs

      Rosemary Zurawel

      2004

      2008

      Classics in Curricula, Coordinator

      4 yrs

      Allen Ward

      2003

      2007

      At Large Member

      3 yrs

      Sally Morris

      2005

      2008

      At Large Member

      3 yrs

      Katy Ganino

      2004

      2007

      At Large Member

      3 yrs

      Roger Travis

      2006

      2009

      Auditor ??

      1 yr

      Steven Pingree

      2006

      2007

      Auditor ??

      1 yr

      Tom Suits

      2006

      2007

      Delegate to ACL

      1 yr

      Paul Properzio

      2006

      2007

      Alternate Delegate to ACL

      1 yr

      Deborah Davies

      2006

      2007

      Delegate to ACTFL

      1 yr

      Mark Pearsall

      2006

      2007

      Delegate to NCTFL

      1 yr

      Madelyn Gonnerman

      2006

      2007

      Delegate to NCLG

      1 yr

      Deborah Davies

      2006

      2007

       

       

       

       

       

       

      The Executive Committee accepted the slate, with thanks.  MOV/SEC/UNAN

       

      Conference Up= dates         &= nbsp; 

       

         &nbs= p;            Ken Kitchell joined us to provide updates on the An= nual Meeting.  The Executive Commit= tee expressed unanimous enthusiasm for the local arrangements and for the work = Ken had done in preparation for the Centennial Meeting.

       

       

      Web design – John McVey showed the members of the Executive Committee the curren= t version of the CANE website.  After le= ngthy discussion, the Executive Committee directed John McVey to authorize Jeff <= span class=3DSpellE>Carlon to maintain some control over the site along w= ith Alan Wooley, the new Web Master until such time as Alan may exercise full control over its content and design.  MOV/SEC/UNAN

       

         &nbs= p;           

      CANE Teachers Material Exchange- Rosemary Zurawel reported that the Teachers Material Exchange is the rich source for articles published in the Auxilia Magistris portion of NECJ each year.  She hopes for continued support by members of CANE.

       

      Manual Revisi= ons – Jacqui Carlon handed to the Executive Secretary one digital version of the CANE Manual, now updated and ready for posting on the website.  In addition, on pages shall include the new :

       

      PHYLLIS = B. KATZ PRIZE FOR EXCELLENCE

      IN UNDER= GRADUATE RESEARCH

       

      Begun as a five-year pilot program in 2000, the Student Prize was designed to honor research by fledgling Classicists, at the high school or undergraduate level of study.&nb= sp; The Prize was renamed and more narrowly defined by the Executive Committee in February 2006, when it accepted the offer of an endowment from= Dr. Arnold M. Katz, whose purpose was to establish the prize in perpetuity on t= he occasion of the 70th birthday of his wife Phyllis B. Katz.  Beginning with its award in March = 2006, the prize honors Phyllis B. Katz whose long service to CANE has included te= rms as Executive Secretary and Director of the CANE Summer Institute, among many other activities in support of the organization.  She was also the recipient of the Barlow-Beach award in 1997.  <= /p>

       

      Requirements and Guidelines:

       

      1. A submitted paper must be the original work of an undergraduate student, although it may be submitted for consideration the y= ear following completion of a bachelor’s degree.  The paper must focus on some aspec= t of ancient Mediterranean languages, literature, history or culture and should = be of suitable length to be delivered orally in 15 minutes.  As a research paper, it must inclu= de proper citations and bibliography.  W= hile the paper need not be demonstrative of original research, it should display both command of the subject matter and some clear or unique assessment of t= he topic by its author.

       

      2. The winning paper will be read by the recipient of = the prize during the Annual Meeting of CANE, generally as the first paper in the first Saturday session.  The a= uthor will receive an award of $200, free registration for the meeting and the co= st of hotel accommodations if needed.

       

      3. The Immediate Past President will evaluate submissi= ons for the prize, in consultation with colleagues of his/her choice and will notify both the President of the name of the paper and its author for inclu= sion in the program of the annual meeting and the Curator of Funds so that funds= can be appropriately conveyed to the prize recipient.

       

      4. The deadline for submission is February 15th.

       

       

       

       

      Next YearR= 17;s Program location-

       

              &= nbsp;       No firm date or location was available.  It was hoped that members of the Executive Committee would, during t= he Annual Meeting, solicit offers from colleagues.

       

      Adjourn:  The meeting adjourned at 9:18 PM.  MOV/SEC/UNAN

      &nb= sp;

      &nb= sp;

              &= nbsp;           

          

       

      Annual Business Meeting

      17 March 2006

      = UMass Campus Center, Room 101

       

       

      1. Call to order by President, John McVey:  John McVey ca= lled the meeting to order at 11:47 Am

       

      1.   Moved by J. Carlon, Seconded by Anne Mahoney.   These were unanimously accepted.

       

      1.   Z. Philip Ambrose offered a memorial for Robin Rudolf Schlunk, a UVM colleague from 1967-2000.  The full Memorial  is published in the Annual Bulletin, 2006.

      Ed DeH= oratius offered a tribute to Paula Smith, a former teacher at Wakefie= ld High School and lea= der in JCL in Massachusetts.  A full Memorial text is offered in= the Annual Bulletin, 2006.

       

      1.   Thomas Suits gave a report of= the Auditors, having found that the accounts of the Treasurer and Curators= of Funds, and Instructional Materials.&n= bsp; A report on the 100 years of CASS was presented by Thomas Suits.  A similarity of C= ASS and CANE is the phenomenon of the desertion of the original collegiate members of the organization.  CANE enjoys many advantages over CASS, its compact geography notwithstanding.  CANE ha= s a fine critical mass, a comfortable atmostphere  at meetings; the ideal of a cooperative enterprise between schools and colleges bringing the respe= ct and collegiality that stands as model.

       

      1. &nb= sp; Judy Hallet presented the message, inviting members of CANE to its Centennial Meeting, and lauding CANE’;s “magisterial presence.”= ; 

       

      1. Ed DeH= oratius thanked all applicants for their interest and support, urging that word of mouth assist in generating liberal interest in the applications for scholar= ships.  Chris Richards, unable to attend, = was thanked for his assistance, and thanks to Ellen Perry for her past three ye= ars on the Committee. 

        Endowment Award-  = David Harpin from the Hopkins School in Hartford Connecticut is this year’s recipient

        Cornelia Catlin Coulter Award- John Higgins from the Gilbert<= /st1:PlaceName> School is this year’s recipient.

        Renata Poggioli Award-  Tim Casey from Wayland High School= is this year’s recipient.

         

        John Higgins reported on the activities of the Phinney Award.  He urged all to consider appli= cation for Phinney funds, noting that the application = window is approximately a two-year commitment.&nb= sp; John also announced a new initiative, funded by an anonymous donor t= hat requires less formal foundation of new Greek program.  There is a flyer that John distrib= uted following the meeting.  The fu= nds, up to $1500, may be applied for through contact with John Higgins.  The Phinney Fellowship has been awarded to Mark Pearsall of Glastonbury High Sc= hool.

         

        1.   Presidential Appointm= ents:  (SEE NOTES)

        Scholars= hip Committee- Joey Myers

        CSI Stee= ring Committee- Charlie Bradshaw

        Barlow-B= each- Ruth Breindel

        Resoluti= ons Committee- Francis Bliss and Richard Claremont

         

        1.   One to Ruth <= span class=3DSpellE>Breindel for the Aeneid DVD, and to Ed DeHoratius for the purchase of materials on Ovid for his classroom.&= nbsp;

         

        1. =   Unanimous approval of the slate.

         

         

        1.   Announcement of sites for the= 2007 (date and details are incomplete), 2008 (Conn College), 2009 UMass Boston.

         

        1.