After learning the death of Heracles consumed by the poisoned robe, Deianeira rushes inside the palace to kill herself.  But before entering the thalamos, she bids farewell to one or several object(s) named by a generic noun (ὄργανα, ‘instrument’ or ‘tool‘, 904-906).  This pathetic expression of affection towards what seem to be familiar object(s) has no parallel in narratives of a character’s death in tragic drama.  Why does the messenger mention such a detail?  What are the ὄργανα that provoke Deianeira’s tears?

This paper examines the role of the peplos (robe) as a signifier of female identity in Sophocles' lost tragedy Tereus (ca. 430 BCE) and its reception from Euripides' Medea and Demosthenes' Funeral Oration to Ovid's Metamorphoses and Achilles Tatius' Leucippe and Clitophon (Gantz, Liapis, Salzman-Mitchell, Segal).

Secondary school programs in ancient Greek depend not only on the support of the administration, but of the faculty, as well.  In the past four years Boston College High School has either maintained or increased the number of students choosing to study Greek as their sophomore year elective.  The reasons for this are varied, but equally significant.  The support of the administration, guidance counselors, and academic departments like English, Social Studies, and (even) Science make Greek an attractive offering to students who show promise in

Ever since the manuscripts of imperial Rome and late antiquity, editors of classical texts have provided assistance to readers through glosses, grammatical notes, historical background, mythological parallels, and cultural references (e.g., the Venetus A manuscript of the Iliad).  Designing a commentary for the 21st century should include these same features, but also take advantage of advances in second language acquisition, the availability of new media, and geographical interfaces to help intermediate Greek students visualize the stories, monuments, and events describ

“I know of no one who teaches first-year Greek who is completely satisfied with his or her textbook” (Clayton 2005). Many of us have heard variations of this quote from our colleagues. We have also heard from students about what drives them away from Greek: “endless memorization, confusing variations, [and] opaque readings” (Major 2007a). In fact, the mere appearance of some Greek textbooks can be daunting to students.

Students of elementary ancient Greek may recognize formal and semantic relationships between words such as ἀείδω ‘sing’ and ἀοιδός ‘singer’, λέγω ‘speak’ and λόγος ‘speech’, and φέρω ‘bear’ and φόρος ‘tribute’, but they may not be aware that these relationships are not arbitrary, but are regulated by a system of changes involving the quantity and quality of vowels in roots and suffixes known as ablaut.

Amphora, the outreach publication of the Society for Classical Studies, is a peer-reviewed publication whose content is disseminated through the SCS website. Readers are alerted to each new article via SCS social media, and all past Amphora content can be accessed through dedicated pages within the SCS website. But this has not always been so.

The Committee on Public Information and Media Relations, housed in the Communications and Outreach Division, met for the first time at the most recent SCS meeting in Toronto to discuss mission and to create substantive goals for 2017. At the meeting, we developed three concrete action plans for the year:

            1) establish SCS awards for public-facing scholarship (books and articles);

            2) create a database of experts and areas of expertise to tie in with SCS press releases;

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