Sustaining a Secondary School Greek Program
By C. Emil Penarubia
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.
Imagining Ancient Texts through Material Culture and the Spatial Environment
By John Gruber-Miller
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).
The Function and Context of an Ancient Greek Textbook: A New Approach
By Michael Laughy
“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.
Teaching Ablaut in Elementary Ancient Greek
By Rex Wallace
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.