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Latin prose composition courses remain a fixture of many classics programs and not without a wide-ranging, decades-spanning debate on the effectiveness and utility of such courses (Ball and Ellsworth 1989; Newman 1990; Saunders 1993; Meinking 2017). Alongside this debate has arisen a number of assignments and activities designed to bolster effectiveness and make the practice of writing in Latin more relevant to as many students as possible (Davisson 2000; Fogel 2002; Dugdale 2011; Trego 2014; Gellar-Goad 2015; Kershner 2019; Barrett 2020).

In this talk I will present the digital outcome of the The Aratus Project, an NSF-supported project which has produced a complete translation of all the exegetical texts connected with Aratus: all the scholia, Hipparchus’ Commentary on Aratus and Eudoxus, the treatises of Achilles, Leontius, and other anonymous treatises as well as the Vitae of Aratus and Eratosthenes’ Catasterismi. 

The COVID-19 pandemic has cast a light on inequalities deepening throughout the United States to such an extent that continuing to ignore them has become an impossibility. These inequalities extend to education at large and independent education specifically.

In this talk, we will describe the recent creation of a digital Hawaiian-English classics-themed dictionary and how the dictionary can be used to study the reception of classical culture in 19th century Hawaiʻi. We will start by providing some examples of classical reception in 19th century Hawaiʻi--e.g. the Punahou School curriculum and the use of the Prima Porta Augustus as the primary model for the Kamehameha statue in Downtown Honolulu--and the cultural and political forces that contributed to their creation.

This paper reports the first steps of a project that aims to offer an open-access online database in which users will be able to see, analyze, and calculate how meters are used throughout Greek and Roman theater.

During the Archaic and Classical periods, Greek and Etruscan elites practiced similar traditions of conviviality: they reclined, wore garlands, and drank wine while enjoying music and being tended by servants. Rich bodies of scholarship have analyzed these traditions, discussing their chronological development, social functions, and culturally-distinctive aspects (e.g. Cristofani 1987, 1991; Torelli 1989; Murray, ed.

Persian War epigrams have long been a source for scholars investigating the origins of important Classical ideas such as the Persian Wars being a struggle of freedom against tyranny, and Greece representing a coherent entity (Raaflaub 2004; Higbie 2010).

Broad latitude in the use of value terminology in the Theognidea is not a sign of carelessness or imprecision. It is a deliberate feature of the poetry, suited to the needs of sympotic reperformance. Five value terms dominate the diction of the corpus: agathos, esthlos, kalos, kakos, and deilos. A third of all couplets contain at least one of these words in some form. The frequency of their use, both in an absolute sense and relative to other contemporary poetry, has made them an important subject of study.

In this paper I examine the ways in which Sappho constructs space in fr. 16 in order to provide a better understanding of how we engage with and are affected by the imagined spaces of Sappho’s poetry. Although space as it relates to performance context has been a common focus of scholarship, Heirman (2012: 14) rightly points out that “the role of space within the poems has largely been neglected”; few aside from Stehle (2009) and D’Alessio (2018) give much attention to the space within Sappho’s poetry.

Attacking and Defending Homer: Zoilus’ Against Homer’s Poetry