In Memoriam: Eleanor Jane Goltz Huzar (Granger)

(Written by Ward Briggs)

Eleanor Jane Goltz Huzar (Granger) was born on June 15, 1922, in St. Paul, Minnesota to a physician, Dr. Edward Victor Goltz, and his wife, Claire O’Neill Goltz. Raised in a family of doctors, Eleanor had every intention of becoming a doctor herself, but found “I had no talent for it,” and instead pursued her love of Roman history at the University of Minnesota (A.B., 1943) and later at Cornell (M.A. 1945; Ph.D., 1948). Her dissertation focused on the political, economic, and religious relations between the Roman Republic and Ptolemaic Egypt and she pursued the subject in a series of articles in CJ and later in a well-received biography of Marc Antony (1978), which Erich Gruen called “the best biography of Antony available in English.” She received the Prix de Rome of the AAR for 1978-80 and continued to travel in Europe during the summers. She contributed a number of deeply researched and authoritative articles on early emperors and, of course, Egypt for the encyclopedic Festschrift, Aufstieg und Niedergang der Römischen Welt.

Though she was a scrupulous researcher, her real love was teaching. After taking a succession of short-term positions, at Stanford (1948-50), the University of Illinois Urbana-Champaign (1951-5), Southeast Missouri State University (1955-9), and Carleton College (1959-60), she arrived at Michigan State in 1960 as the first full-time ancient historian and only the second woman on the faculty. She chaired the program in Classical Studies (1965-90). The university was primarily focused on teaching in those days, and Eleanor pitched in. She regularly taught the large (300-500 students) freshman survey course on world history from antiquity into the Middle Ages as well as intermediate reading courses and graduate courses, one year on Greece, the next on Rome. She chaired the Classical Studies Committee, which was a cooperative effort between classics, history, philosophy, and other programs. She regularly took her sabbaticals at the American Academy in Rome, whence she traveled widely around the Mediterranean lands that had previously been known to her only through books: “Egypt was one of the places that was still startling to me because it was so much simpler than the European pictures that we’d been seeing regularly. The mixed religion and the magnificent antiquities,…nothing else is comparable.”

Her service was not limited to MSU. She was a member of the selection committee for the National Endowment for Humanities (1979-84) and the Council for International Exchange Scholars, Washington (1979-81). She was President of CAMWS (1984-5), served on the advisory council of the for 30 years (1963-92) and the executive committee (1970-3, 1988-92). She also served on the managing committee of the ASCSA (1964-92).

On 21 June 1950 she married Elias Huzar, who died in December of that year. On October 11, 1991, she married Bruce I. Granger, who died in 2009. Eleanor herself died on May 7, 2018, in Golden Valley, MN.

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(Photos: "Candle" by Shawn Carpenter, licensed under CC BY 2.0; "Eleanor Huzar" by Carleton College, used with permission)

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A yellowed manuscript page with Ancient Greek script written on it, with large margins and a letter M drop cap at the beginning.

When I learned that I would be teaching my department’s graduate Greek survey in Fall 2021, I promptly burst into tears. The assignment was not what I was expecting; more painfully, it brought up all the barely suppressed memories of my own survey experience.

In one sense, that experience had been a success. It transformed me from a glacially slow reader of Greek into a slightly faster one, familiar with a range of authors and genres and capable of passing my Greek qualifying exam. It also left me with an enduring sense of inferiority, even fraudulence. I didn’t make it through a single one of our assignments (the standard 1,000 lines per week). I never felt in command of the language or my own learning. The fact that I had improved seemed more like a happy accident than an effect of the curriculum, let alone something I could be proud of. For years afterwards, even post-graduation, I would wake up wondering how many lines I had to read that day and then calculate by how far I would fail.

This might seem like an extreme reaction, but from what I can tell, it’s not uncommon. Greek and Latin Surveys, the foundation of Classics graduate curricula in the US, leave many people feeling ashamed of their language skills.

View full article. | Posted in on Tue, 08/09/2022 - 12:51pm by .

Program of the 1st IConiC Conference

Audience Response in Ancient Greek and Latin Literature 

02-03 September 2022  

https://sites.google.com/uoi.gr/iconic 

Via Ms Teams 

View full article. | Posted in Conferences, Lectures, and Meetings on Tue, 08/09/2022 - 11:50am by .

Directed by Christopher Bungard

Erin Moodie translator 

The Committee on Ancient and Modern Performance (CAMP) presents a script-in-hand reading of a new translation by Erin Moodie of Terence’s Phormio. The African born Terence often gets short shrift when it comes to ancient drama, but he is tremendously influential in the history of western theatre.  

View full article. | Posted in Performances on Sun, 08/07/2022 - 1:45pm by Helen Cullyer.

Kairos in ancient arts and techniques

Submission deadlines:

October 1, 2022 (Title & Abstract)
April 30, 2023 (Text)

Vol. 11, Issue 2, 2023 

Edited by Giada Capasso & Alessandro Stavru

The international Journal Thaumàzein devotes a special issue to the relationship between kairos and the techniques in Graeco-Roman antiquity.

View full article. | Posted in Calls for Papers on Wed, 08/03/2022 - 10:24am by .

August 15 is the final abstract deadline for A Conference on Homer in Sicily, October 5-8 with a Homer-themed post-conference tour October 9-10, 2022

Keynote Speakers: Jenny Strauss Clay (Virginia) and Stamatia Dova (Hellenic College and CHS)

View full article. | Posted in Calls for Papers on Tue, 08/02/2022 - 2:47pm by .
A fresco with a red background. In the middle is a circle, in which a young man reads a papyrus scroll.

This is Part 3 of a three-part series. Find Part 1 and Part 2 here.

There is nothing ideologically neutral about grades, and there is nothing ideologically neutral about the idea that we can neatly and tidily do away with grades. We can't simply take away grades without re-examining all of our pedagogical approaches, and this work looks different for each teacher, in each context, and with each group of students.

— Jesse Stommel, “Grades are Dehumanizing

View full article. | Posted in on Mon, 08/01/2022 - 3:33pm by .

The following obituary is reposted from legacy.com.

You can read the original posting at this link.

"We collectively mourn the loss of Dr. Corinne Ondine Pache, Professor of Classical Studies and a cherished member of the Trinity University community, who ended her battle with cancer on July 20, 2022. Corinne was an accomplished scholar, revered teacher and mentor, and terrific friend to many all over the globe. She will be sorely missed.

View full article. | Posted in In Memoriam on Wed, 07/27/2022 - 2:19pm by .
A mosaic featuring a group of men in togas, variously sitting and standing outdoors. Some are reading, while others engage in conversation.

This is Part 2 of a three-part series. Find Part 1 and Part 3 here.

Only by abandoning traditional grading and performance assessment practices can we achieve our ultimate educational objectives.

Alfie Kohn

Tradition in Classics is powerful. When the three of us started teaching as graduate students, we drew on our experiences as undergraduates in the many Classics courses we had taken, particularly when it came to assessing students. This is not a bad thing! We all need to start somewhere while we are growing as educators. Nevertheless, it was difficult for us to imagine, for instance, teaching Latin without traditional assessment practices (such as high-stakes tests), because that’s how we were taught.

View full article. | Posted in on Mon, 07/25/2022 - 10:03am by .

The National Humanities Center invites applications for academic-year or one-semester residential fellowships. Mid-career, senior, and emerging scholars from all areas of the humanities with a strong record of peer-reviewed work are encouraged to apply. Scholars from all parts of the globe are eligible; stipends and travel expenses are provided. Fellowship applicants must have a PhD or equivalent scholarly credentials. Fellowships are supported by the Center’s own endowment, private foundation grants, contributions from alumni and friends, and the National Endowment for the Humanities. Located in the vibrant Research Triangle region of North Carolina, the Center affords access to the rich cultural and intellectual communities supported by the area’s research institutes, universities, and dynamic arts scene. Fellows enjoy private studies, in-house dining, and superb library services that deliver all research materials.

Applications and all accompanying materials are due by 11:59 p.m. EDT, October 6, 2022.
 

For more information and to apply, please visit:
https://nationalhumanitiescenter.org/become-a-fellow/.
 

View full article. | Posted in Awards and Fellowships on Wed, 07/20/2022 - 10:27am by .
A bronze statue of a girl sitting on the side of a bench in reading pose, though she does not hold a book. Her hand is open as if a book is missing. She is barefoot, her hair tied up, wearing a draped dress.

This is Part 1 of a three-part series. Find Part 2 and Part 3 here.

Picture a student getting back a graded essay or exam. They glance at the letter or number at the top of the page and throw the paper in the recycling on their way out the door without reading the feedback, even when you think it will help them succeed on the next major assignment.

Imagine being consistently impressed by a student’s in-class work. Their insights and positive attitude contribute significantly to the learning environment. However, they do very poorly on the first major assessment, a midterm exam. Both of you are surprised and dismayed, and the student is discouraged.

Consider grading a batch of assignments. Looking at your rubric, you are struggling with the difference between an A– and a B+ for a few essays. You put them down to look at later.

View full article. | Posted in on Mon, 07/18/2022 - 11:01am by .

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