Obituary for Cecelia Anne Eaton Luschning

Contributed by Hanna M. Roisman:

Cecelia Anne Eaton Luschnig passed away on June 16, 2022 in Moscow, Idaho. A distinguished classical scholar, she is best known as an authority on Euripidean drama who for decades produced research noteworthy for its originality on the one hand and its open-mindedness on the other. Her many scholarly contributions in this area include: Tragic Aporia: A Study of Euripides’ Iphigenia at Aulis (Berwick, Vic.: Aureal Publications, 1988); Time Holds the Mirror: A Study of Knowledge in Euripides’ Hippolytus (Brill, 1988); The Gorgon’s Severed Head: Studies in Alcestis, Electra, and Phoenissae (Brill 1995); Granddaughter of the Sun: A Study of Euripides’ Medea (Brill 2007); Euripides’ Alcestis: A Commentary (with Hanna M. Roisman, University of Oklahoma Press, 2003); Euripides’ Electra: A Commentary (with Hanna M. Roisman, University of Oklahoma Press, 2011). She also published numerous articles in such top-flight journals as AJP, CJ, CW, Dioniso, Mnemosyne, Ramus and Scholi, as well as book chapters. Celia’s devotion to students is evident in her pedagogical publications. As early as 1978 she wrote Latin and literacy: an essay on how and why to revive Latin in the schools. Later she co-edited The Worlds of Roman Women: A Latin Reader (with A. R. Raia and J.L. Sebesta. Focus, 2005); Latin Letters; Reading Roman Correspondence (Illustrated by Dona Black. Focus, 2006). With Lance J. Luschnig she wrote Etyma: An Introduction to Vocabulary -Building from Latin & Greek (University Press of America, 1982); as well as Introduction to Ancient Greek: A Literary Approach (1975; 2 nd ed. revised by Celia and Deborah Mitchell Hackett 2007). Celia was also a prolific translator of plays by the three Greek tragedians: Aeschylus’ Persians, Seven against Thebes; Sophocles’ Ajax; Euripides’ Alcestis, Trojan Women, Ion, Electra, Phoenician Women, Suppliant Women, Bacchae, Iphigenia at Aulis, Iphigenia among the Tauri, Orestes, Fragments of Neophron’s Medea; as well as Herodas, Selected Mimes (I, IV, VI); (all published either by Hackett or Diotima, or both. She had finished translating Euripides’ Hippolytus three weeks before she died and was working on the introduction when she passed away. The clarity and accessibility of her translations combined with their smooth rhythmic flow have earned her many readers and frequent performances. Recently her translations of Euripides’ Alcestis, Iphigenia in Tauris, and Ion were used in the Out of Chaos Theatre partnering with the Center of Hellenic Studies and the Kosmos Society in their presentation of Reading Greek Tragedy Online. Celia was also a novelist, a photographer, and a poet. She wrote under the name of Bartleby der Schreiber (county fair exhibits) and Corva Corax (published on Facebook).

Celia was born on March 22, 1942 in New York City to Jimmy Eaton, a Top 40s song writer, and Olive Findlay Eaton. She graduated from the prestigious Hunter College High School, then an all-female bastion of academic excellence, earned her undergraduate degree in Classics from City College of New York and her PhD from the University of Cincinnati. While teaching at Ohio University, she met her future husband, writer/photographer Lance Luschnig at a rescue archaeological dig. As newlyweds they lived in Italy for three years while Celia wrote her dissertation on “The Logos-Ergon Conflict: A Study of Euripidean Tragedy” (submitted in 1972) and Lance taught English. They loved Sicily, the people, the culture, and the archaeology—especially the catacombs. In addition to the University of Ohio, Celia also taught at the University of Washington and the University of Idaho, from which she retired. I wrote two commentaries with Celia, one on Euripides’ Alcestis and one on Euripides’ Electra. I found in Celia a wonderful and careful scholar, and an easy- going and cheerful person, unbiased, patient, and utterly dedicated to knowledge. Any differences we may have had in the interpretation of the text paled in comparison to the deep love we shared for the work of Euripides (as well as aversion to driving). Celia was a consummate educator and an inspirational teacher, unrivalled in her instinct for where and why a student might need help with the Greek. It is no wonder that her students not only admired but also adored her. She leaves behind the kind of memories all teachers wish our students to have. Celia’s generosity and consideration for others were exemplary. When I was about to finish my graduate studies and was heading back to teach in Israel, I told her that I might face some trouble getting the Greek textbooks from abroad in time for my class. Imagine my surprise when I found upon my return 15 gratis copies of Celia’s An Introduction to Greek awaiting my students. Although Celia was shy and modest, she could be impressively quick to respond when the occasion warranted it, as a driver who almost hit her learned not all that long ago when she broke the hood of the car with her walking stick. I am sad beyond words, and I am sure many of you who knew Celia are as well!

-Hanna M. Roisman


Follow SCS News for information about the SCS and all things classical.

Use this field to search SCS News
Select a category from this list to limit the content on this page.
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 

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

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:

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 .


© 2020, Society for Classical Studies Privacy Policy