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Mobilizing the Allies: Clientela and Rome’s Relationship with the Socii

By Bret C. Devereaux (The University of North Carolina at Chapel Hill)

It is now commonly observed that Rome owed much of its military success in the third and second centuries BCE to its ability to effectively mobilize the non-Roman population of Italy (Brunt 1971; Eckstein 2008; Taylor 2020). This observation, however, raises the question as to why Rome was able to mobilize its subject Italian communities, the socii or ‘allies,’ so much more effectively than Rome’s rivals were able to mobilize their own subject populations. In this paper, I analyze the Roman system for re

Videri/Esse: Performative Realities and Projected Fictions in the Army of the Roman Republic

By Jessica Clark (Florida State University)

A JStor search for “officer + masculinity + gaze” yields 1,781 hits. The majority occur in “History” (529) and “Literature” (502), nine within “Classical Studies” journals. The ratios are equivalent with comparable terms, and most hits are recent: conversations are ongoing in adjacent disciplines that are not noticeably widespread in ours.

Epigraphic messages inside the buildings: the monumental inscriptions of the Colosseum

By Silvia Orlandi (Università La Sapienza, Rome)

The Colosseum is one of the most famous monuments in the world, but it has been rarely considered as “a container of inscriptions”, although it was originally full of epigraphic messages of many different kinds: carved, scratched, painted, erased and re-written in many different parts of the building and with many different purposes.

Writing home in Rome: the epigraphy of diaspora communities in Southern Trastevere

By Mary-Evelyn Farrior (Columbia University)

Over 2,000 Greek inscriptions are known from the urban area of ancient Rome, yet the study of these inscriptions has been divided between several distinct corpora on the basis of their perceived cultural context (Inscriptiones Graecae Urbis Romae, 1705 inscriptions in total; Jewish Inscriptions of Western Europe, vol.

Harmodius in Roman Athens: recontextualizing an honorific monument for Sulla

By Gavin Blasdel (University of Pennsylvania / American School of Classical Studies at Athens)

Over the past decade, there has been a resurgence of interest in Sulla’s sack of Athens in 86 BCE. Much research has focused on the archaeological evidence for the destruction (e.g., Parigi 2019), its portrayal in literature (e.g., Kuin 2018), and its local political circumstances (e.g., Kuin 2017). Recently, Rogers (2021) has convincingly argued that the sack was a “crisis event” that served as a catalyst for revitalizing change.

Aureis litteris figenda. Readability, meaning, and diffusion of (gilded) bronze letters in the East under Nero

By Flavio Santini (University of California at Berkeley)

Aureis litteris figenda. Readability, meaning, and diffusion of (gilded) bronze letters in the East under Nero

This paper investigates two distinct, albeit intertwined, aspects of a specific set of ‘architectural inscriptions,’ namely, inscriptions with bronze letters (litterae aeratae) and gilded bronze letters (litterae auratae).

Encounters with writing in the sanctuaries of Roman Britain

By John Pearce (King's College, University of London)

Roman sanctuaries are among the richest repositories in northern Europe for the discovery of inscriptions. Texts carved on stone, punched on metal plaques or incised on lead tablets petitioned gods, acknowledged their actions and offered gifts to solicit their favour. This paper examines encounters between worshippers and monumental texts in Roman provincial sanctuaries as a component of religious experience, primarily using case studies from Roman Britain.

The Benefits of Experimental Research in Investigating Latin Reading Strategies

By Rebecca Boyd (George Washington University)

Latin educators in the United States have agonized over Latin reading instruction for over a century. William Gardner Hale published “The Art of Reading Latin: How to Teach it” in 1887, and in each decade that has followed Latin educators have explored how students can become successful readers of Latin.

Mind the Gaps: Between Theory, Goals, and Practice in Teaching Latin Students to Read

By Jacqueline Carlon (University of Massachusetts, Boston)

The scene is a prestigious exam school, in a college prep class for the students’ third and final required year of Latin study, to the relief of virtually all of them. They have not thrived in the program, and yet this third-year curriculum will require a death march through Cicero’s First Catilinarian. Accurate translation is the goal – not reading. Indeed, these students have not been taught the skills necessary to read the text. Are they able to communicate with the text? How does word-for-word translation serve to grow their language skills? What’s the takeaway for them?