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The Our Mythical Childhood Survey database contains over 1500 double-peer-reviewed entries on instances of classical antiquity in modern young people’s culture. It covers animation, television and film; toys and computer games; music and other audio; and – predominantly – young people’s literature. There are entries on work from forty-five different countries. Hundreds of authors, musicians, and other creators are represented.

This paper will introduce Calliope’s Library: Books for Young Readers, a curated collection of classically inspired book recommendations for young adults and children of all ages based in North America. Calliope’s Library was founded in 2021 and its prototype website was funded through an Ancient Worlds, Modern Communities grant (April 2021). The paper will explain the impetus behind the project, introduce Calliope’s website interface, and suggest some ways to use the collection as a pedagogical and outreach resource.

This presentation shares ideas based on the personal experiences of a twenty-year Latin program coordinator who works closely with a FLTE program accredited for state licensure. The central topics include what the program advocates for pre-service teachers, opportunities the standards revision process affords to highlight areas that need attention, and some methods this program has found effective.

The purpose of this paper is to discuss the need for classics teacher training in outreach and recruitment which aligns with current societal interest in STEM and mythology. In the 2010 version of Standards for Latin Teacher Preparation, Section 3 states that beginning Latin teachers should “make their programs and the excitement of classical antiquity known to a wider community beyond the classroom.” In classics in particular, this area of training needs emphasis due to dwindling numbers of students studying classics at every level.

When students ponder their goals for Latin class, many of them offer some variation of “the ability to speak fluently,” a lofty goal for middle school students, and one that is distinctly not related to, “read Caesar’s Bellum Gallicum with an eye to rhetoric.” The three-year pandemic has changed middle-school students in many ways, for example leaving many tuned-in online and yet isolated from their peers.

As a participant of this panel, I will be offering insights from my perspective as a practicing Latin teacher in a diverse public school. While the current standards are quite comprehensive, my purpose is to explore opportunities for improvement during the revision process. I identify these opportunities as related to the following two realities.

The status-quo of Latin K-12 pedagogy can be characterized as diversity of methods with occasional disagreement about which are most effective and inclusive. The truth is that no one method is a panacea, and teacher education programs should offer students an introduction to the panoply of approaches (CI, Communicative Latin, G-T, to name three) from which s/he may select the techniques that best suit the particular class. My remarks in this panel will be to focus on one of these approaches, alternately called Communicative or Active Latin.

Still to be almost totally investigated today is Evangelista Maddaleni Capodiferro’s poetic output: he was the greatest cantor of Julius II, from whom he received lavish rewards. Among the various preserved compositions, I want to focus here on the eclogues – still unpublished today – intended for public representation, such as Hercules (Vat. Lat. 3351, ff.

Fabio Vigili (1470ca- 1553), a humanist from Spoleto, subject of ongoing research under the aegis of the Italian Ministry of Culture, directs an otherwise undated Latin carmen, namely the De Phasiano, to his dominus sodalis, Blosio Palladio (? – 1550), host and prince of letters in Leonine Rome, whose maxima culpa consists in having eaten a pheasant without inviting his friends.