THE
CLASSICAL ASSOCIATION
OF
![](3D"ab2006_files/image002.jpg")
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
President Ele=
ct: Shirley Lowe,
Executive Sec=
retary:
Rosemary A. Zurawel, c/o
Treasurer: Ruth Breindel,
Curator of th=
e Funds: Donna Lyons,
Editor,
Coordinator of
Educational Programs: Kathleen L. Braden,
.
Editor, CANE
Instructional Materials:
Gilbert Lawall,
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,
Sally Morris, c/o Classics
Department,
Roger Travis,
State Representatives:
Committee on Scholarships
Edmund F. DeHoratius 45
Joseph Meyer=
43
Whitman Ave
Chris Richards,
Webmaster
Allan Wooley&nbs=
p;
Finance Committee
Donna =
Lyons
(Chair),
Ruth =
Breindel
(ex officio),
Allen Ward,
Michael Deschenes, St. Sebastian's School,
978-682-0652 =
MICHAEL-DESCHENES@stsebs.org
Membership Committee
Ruth <=
span
class=3DSpellE>Breindel (Chair), 617 Hope S6treet,
Kathleen L. Braden,
Katy <=
span
class=3DSpellE>Ganino,
Stephany Pascetta,
Emil Penarubia,
Raymond J.
Starr, Department of Classical Studies Wellesley College,
Other Committees as
Established by the By-Laws
Nominating Committee
Anne
Mahoney,
Jeremiah
Mead,
Barlow-Beach Distinguished Service Award
John McVey (Cha=
ir),
110A
Sr. Mary Faith Dargan,
203-401-4074; BRANTF@albertus.edu
Ruth Breindel,
Committee on Discretionary Funds
Jacqui Carlon
(Chair),
Katy <=
span
class=3DSpellE>Ganino,
Mark R.
Pearsall,
Program Committee (2007 Annual Meeting)=
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,
Thomas A. Suits,
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,
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, ,
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.,
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,
Charles Bradshaw,
Alison Harvey,
Kenneth E. Wheeling,
Daniel T. , Russo, Austin =
Prep.
School,
Miranda Marvin,
Other Officers and Services
Coordinator for CE=
Us
=
Donna Lyons,
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,
Phyllis Katz,
Paul Langford,
CANE Certification Scholarship
See CANE Scholarship Commi=
ttee
list above
Emporium Romanum
Donna =
Lyons,
Newsletter
=
Emil =
Penarubia,
Representative on the Council of the Am=
erican
Classical League
Paul
Alternate to the Council of the American Classical Le=
ague
Deborah Rae Davies, ,
Delegate to the National Committee for =
Latin
and Greek
Deborah Rae Davies, ,
Delegate to the American Council on the=
Teaching
of Foreign Languages
Mark R.
Pearsall,
Delegate to the National Council for the Teaching of Foreign Langua=
ges
Madelyn Gonnerman, =
&n= bsp; = ; &n= bsp;
IN MEMORIAM
![](3D"ab2006_files/image004.jpg")
<=
/span>
BARLOW-BEACH AWARD 2006
Barlow-Beach Award
7 PM Banquet
The Barlow-Beach Award this=
year
goes to the Theodora Stone Sutton Professor of Classics, who received his BA
from the
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
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,
&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
&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
Leon, Vicki. Outrageous Women of Ancient Times.=
&nbs=
p;
A Brief
History of Chemical, Biological, and Radiological Weapons. 2004.=
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
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
Corn=
elia Catlin Coulter Award
John Higgins from the
Renata
Tim Casey from
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
1. Controlling Women and the Use of Text in Paris
The nymph Oenone and
Helen, queen of
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
2. Phylis Katz is currently teaching at
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
4. Carolyn=
Swan received =
her BA
in Classical Archaeology from
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
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
Lindsey Ca=
mpbell
is
an honor roll senior at
1B. STUDENT INTERNSHIP= S IN THE LATIN CLASSROOM: or…Golden Apples Now and Golden Teachers Later <= o:p>
Student internships are highly encouraged at
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,
1. Walking the Wall:
In 2003 the United Nat=
ions
Educational, Scientific, and Cultural Organization [UNESCO] designated
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 =
<=
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
2. Daniel R. Blanchard is currently a Latin tutor and assistant=
at Portsmouth High School Portsmouth New Hampshire
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
&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.
&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
&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
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
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.
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
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
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
1. “Re-reading t=
he
Classicists: the First Meetin=
g of
the Classical Association of
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 2. “Some Impress=
ions
of Mary Hollinshead is
a Classical archaeologist (including earlier cultures in Greek ad Roman
regions) who teaches ancient art at the 3. William=
Mierse is Professor or Art History at the 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 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
Sally Morris is
presently an instructor of Latin and Greek at
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
Lana=
m
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.
Paper Session 4 &=
nbsp; &nbs=
p; =
1. Allan Wooley is an em=
eritus
teacher at
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
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
3. Barbara Saylor-Rodg=
ers received her AB in Gr=
eek
from
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
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
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.
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
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
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
CANE Teachers’ Material Exchange
SATURDAY MORNING
Ecce
Romani Workshops
Presider, Shirley Lowe is Emerita,
Gilbert
ECCE ROMANI
WORKSHOP SESSION I:
Presenter:=
Dr.
Melissa Schons Bishop,
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,
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 (
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,
Dennis
“Teaching Ecce Romani=
with
a Long Distance Learning Program from
Abstract:
Donna LeSage facilitates a =
Latin
distance learning program set up by the Virginia Department of Education and
broadcast via satellite from schools in ECCE ROMANI
WORKSHOP SESSION V: Presiding:
Gilbert Lawall, Emeritus, UMass Amherst, and Chief Revision<=
o:p> Editor, Ecce Romani, and Shirley Lowe, Emerita,
Wayland ( “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 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 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 11 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 fleurs” Documents
3.10-14 Scarry, E. 1987. The body in pain. Sontag, S. 2004 Regarding
the pain of others. Picador James F. Patterson is
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
Workshop 5
Presider: John Higgins has taught Latin and Greek at The
Gilbert School in
Presider: Gil Lawall
Dr. Therese
Sellers Glen Urquhart School
Ms. Karen =
Zook The
Ms. Kriste=
n Boose Asistant Director, Ascanius Youth Classics Project
"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
1.
Greco-Roman
antiquity has been a favorite topic of
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
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
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
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
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
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
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
himself.
2. Anne Mahoney teaches in the classics department at
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
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
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
In the west scolia, or drinking-songs, appear as an art-form in
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
7. Identity in Rome
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
This w=
orkshop
will focus on developing an understanding of some of the cultural trends in=
MINUTES OF THE =
2005-2006 CANE EXECUTIVE COMMITTEE
MEETINGS
Cane Executive Committee Meeting
The
In attendance= : John, McVey, Rosemary A. Zurawel, Jacqueline Carlon, Cynthia Damon, Ellen Perry, = Gil Lawall, Ray Starr, Sally Morris, Emil Penarubia,
Katy
- John
McVey called the meeting to order at
- 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:
-
- Attendance, and cell phone numbers; update email addresses
-
- 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
- Treasurer’s
Report: Reminder that t=
he CSI
surplus is because we have not received
- 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
- CANE
Scholarship Committee Report:
Ed DeHoratius: Focus on Scholarshi=
ps
this year, as this is a Poggioli year.
- 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.
- &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:
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
- 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 (
- The
Executive Committee Meeting is scheduled for
- 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
· MOVED: To authorize Allan Wooley, as webmast= er, to find appropriate and economical commercial space for the CANE website.
· 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
· 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.
- 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.
- Mark will r= eport in February.
- Suggested: Let departments with graduate students know that CANE can assist if departmental support has been exhausted. Jacqui will s= end an email.
- 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.
- &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.
- MOVED: =
That
we name the Archives the “Z. Philip Ambrose Archive Collection of
CANE.” SECONDED.
- 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= .
- Emil has a specific email add= ress for the Newsletter: canens@gmail.com He would like submissio= ns no later than 13 October.
The meeting was adjourned = at
CANE Executive Committee Meeting
The
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
Agenda:
- 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 =
- Please update preferred email and cell phone numbers.
-
Acceptance of
4. Acceptance
- 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
New Business:
Lydia Haile- introduced as the new
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
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).
- = 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.
- Reports from State Representat= ives, Members-at-Large, Scholarships, etc.
&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.
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
= ; MOV/SEC/= UNAN
= ;
Educational Programs: $200.00 were granted to Classical Association of Maine for their mee= ting in the Fall.
CIC: A replacement teacher at
= ; To accept the above reports: MOV/SEC/UNAN
- Report on CSI
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 (
- 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:
- 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>
- 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
- 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.
- 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
- 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
Thursday Night Executive Committee Meeting Agenda
Minutes Accep= tance from
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
&= nbsp;
Annual Business Meeting
- Call to order by President, John
McVey: John McVey ca=
lled
the meeting to order at
- Moved by J. Carlon, Seconded by Anne Mahoney. These were unanimously accepted.
- Z. Philip Ambrose offered a
memorial for Robin Rudolf
Ed DeH= oratius offered a tribute to Paula Smith, a former teacher at
- 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.
- &nb= sp; Judy Hallet presented the message, inviting members of CANE to its Centennial Meeting, and lauding CANE’;s “magisterial presence.”= ;
- 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
Cornelia Catlin Coulter Award- John Higgins from the
Renata Poggioli Award- Tim Casey from
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
- 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
- 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;
- = Unanimous approval of the slate.
- Announcement of sites for the=
2007
(date and details are incomplete), 2008 (
- 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 =
- John
McVey called the meeting to order at