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In the Neo-Assyrian empire, letters were an important tool of administration. The majority of extant administrative letters comprise correspondence between the king and his officials, especially provincial governors, but we also have many letters exchanged between officials (whether of equal rank or superior/subordinate). Letters served to report information, to issue commands, and to report on actions taken in fulfilment of commands and on problems encountered, as well as simply to “keep in touch” (viz. letters reporting that all is well).

Early Islamic administration mixed oral and written aspects: the document was both a symbolic representation of the messenger’s authority, and a medium for transmission of information, which the messenger’s testimony was intended to supplement. As a result, Arab administrative communication was more oral than written. The explanation stems from the important role of oral communication among Pre-Islamic Arabs (especially in trading cities like Mecca), even though they had recourse to writing and written documents.

Archaeological experience is a valuable element of a Classical Studies student’s education and, in fact, it typically is mutually beneficial to the student and to the archaeologist. This paper discusses how a summer experience can forever link the written word in the library or the classroom, with the ancient city, landscape, monument or artifact. Archaeological experience can also serve as an important learning as well as teaching opportunity for an undergraduate or graduate student as typically field students learn from one another as a routine of the project.

For secondary school students of Latin and/or ancient Greek, the opportunity to visit Italy or Greece serves to enhance and enthuse their understanding of the ancient world in a concrete, visceral way as it complements the readings in their grammar and early literary texts. When students see in person Bernini's "Daphne and Apollo" they are dazzled not only by the brilliance of the sculpture but also by the fidelity to Ovid's rendition of the myth.

This paper offers the perspective of a faculty member who recently started their own study abroad course. A wide range of issues are discussed, beginning with how to propose a course, and continuing to discuss course planning, creating an itinerary, managing budgetary matters and logistics, recruiting and selecting students, how to create effective course policies and how to elicit support from one’s department and college/university administration. Issues “on the ground” are also considered, including (but not limited to) emergencies and various contingency related matters.

I teach in a thriving Classics department at a liberal arts college in the US. My paper explores the ways that study abroad is integrated into our curriculum, as well as how this is advantageous and challenging within our institutional environment.

My aim is to draw upon my own experience with Study Abroad programs to make observations I hope are of general interest. I have been privileged to serve at different times over a couple of decades as an advisor and administrator on this side of the Atlantic for various Study Abroad programs in Europe and on the other side as an instructor and administrator for some of the same as well as other programs.

A recent paper by Joshua T. Katz puts forth a new explanation of the morphology of the earliest forms of the active pluperfect in Greek. Building on work by Jay Jasanoff, Katz explains the curious alphathematic endings 1sg. -εα, 2sg. -εαϛ, 3sg. -ει (< -εε) as resting ultimately on changes that arose when Proto-Indo-European secondary desinences were added to dental-final perfect stems, as in (ἐ)πεποίθεα, (ἐ)πεποίθεαϛ, (ἐ)πεποίθει ⟵ *(e-)b^he-b^hóid^h-ṃ, -s, -t, to the root *b^heid^h- ‘trust’.

Conjunction beyond Truth-Function

The Homeric poems admit a set of relatively fixed collocations βῆ δ’ ἴμεναι, βῆ δ’ ἴμεν and βῆ δ’ ἰέναι, which vary in person and number (3rd s. βῆ, 1st s. βῆν, 3rd pl. βάν) and contain either the particle δέ or ῥα, as well as several closely related, less common expressions with other infinitives of verbs of motion: θέειν ‘to run’, ἐλάαν ‘to drive’, and (uncertain) νέεσθαι ‘to go [home]’. The syntactic behavior of the infinitive in these collocations defies explanation in the traditional terms of Greek grammar (cf.